From 31edf9faf12ee33d4193b837f89adb0bbc642575 Mon Sep 17 00:00:00 2001 From: lin onetwo Date: Sun, 12 May 2024 01:56:13 +0800 Subject: [PATCH 01/76] feat: new widget with autocomplete-js --- package.json | 32 +- pnpm-lock.yaml | 11245 +++++++++++--------- src/commandpalette/widgets/widget.ts | 33 + src/commandpalette/widgets/widget.ts.meta | 3 + 4 files changed, 6530 insertions(+), 4783 deletions(-) create mode 100644 src/commandpalette/widgets/widget.ts create mode 100644 src/commandpalette/widgets/widget.ts.meta diff --git a/package.json b/package.json index 2ea5501..d675f2d 100644 --- a/package.json +++ b/package.json @@ -4,6 +4,8 @@ "version": "0.0.2", "scripts": { "dev": "tiddlywiki-plugin-dev dev", + "dev:wiki": "tiddlywiki-plugin-dev dev --write-wiki", + "test": "tiddlywiki-plugin-dev test", "build": "npm run clean && tiddlywiki-plugin-dev build", "publish": "npm run clean && tiddlywiki-plugin-dev publish", "reset": "rimraf ./**/node_modules", @@ -31,24 +33,26 @@ ] }, 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b/src/commandpalette/widgets/widget.ts new file mode 100644 index 0000000..cc49926 --- /dev/null +++ b/src/commandpalette/widgets/widget.ts @@ -0,0 +1,33 @@ +import { widget as Widget } from '$:/core/modules/widgets/widget.js'; +import { autocomplete } from '@algolia/autocomplete-js'; +import { IChangedTiddlers } from 'tiddlywiki'; +import '@algolia/autocomplete-theme-classic'; + +class CommandPaletteWidget extends Widget { + refresh(_changedTiddlers: IChangedTiddlers) { + return false; + } + + render(parent: Element, nextSibling: Element) { + this.parentDomNode = parent; + this.computeAttributes(); + this.execute(); + const containerElement = $tw.utils.domMaker('p', { + text: 'This is a widget!', + }); + parent.insertBefore(containerElement, nextSibling); + this.domNodes.push(containerElement); + autocomplete({ + container: containerElement, + placeholder: 'Search for tiddlers', + getSources() { + return []; + }, + }); + } +} + +declare let exports: { + ['command-palette']: typeof CommandPaletteWidget; +}; +exports['command-palette'] = CommandPaletteWidget; diff --git a/src/commandpalette/widgets/widget.ts.meta b/src/commandpalette/widgets/widget.ts.meta new file mode 100644 index 0000000..f0cc8db --- /dev/null +++ b/src/commandpalette/widgets/widget.ts.meta @@ -0,0 +1,3 @@ +title: $:/plugins/linonetwo/commandpalette/widget/widget.js.js +type: application/javascript +module-type: widget \ No newline at end of file From 96750e3193345a570af16b66869a315a2f7b5905 Mon Sep 17 00:00:00 2001 From: lin onetwo Date: Sun, 12 May 2024 01:57:21 +0800 Subject: [PATCH 02/76] chore: infra files from modern tiddlydev --- src/commandpalette/configs/config.tid | 26 +++++++++++++++++++ src/commandpalette/configs/configs.multids | 5 ++++ src/commandpalette/language/en-GB/Readme.tid | 9 +++++++ .../language/en-GB/Translations.multids | 10 +++++++ .../language/zh-Hans/Readme.tid | 9 +++++++ .../language/zh-Hans/Translations.multids | 10 +++++++ src/commandpalette/view/View.tid | 2 +- wiki/tiddlers/$__Modern.TiddlyDev_Startup.tid | 2 +- wiki/tiddlers/$__SiteSubtitle.tid | 2 +- wiki/tiddlers/$__SiteTitle.tid | 2 +- wiki/tiddlers/$__palette.tid | 2 +- .../$__plugins_Modern.TiddlyDev_doc.json | 1 - wiki/tiddlers/$__plugins_kookma_utility.json | 1 + .../$__plugins_kookma_utility.json.meta | 11 ++++++++ .../$__plugins_linonetwo_itonnote.json | 16 ++++++++++++ .../$__themes_linonetwo_itonnote.json | 17 ++++++++++++ 16 files changed, 119 insertions(+), 6 deletions(-) create mode 100644 src/commandpalette/configs/config.tid create mode 100644 src/commandpalette/configs/configs.multids create mode 100644 src/commandpalette/language/en-GB/Readme.tid create mode 100644 src/commandpalette/language/en-GB/Translations.multids create mode 100644 src/commandpalette/language/zh-Hans/Readme.tid create mode 100644 src/commandpalette/language/zh-Hans/Translations.multids delete mode 100644 wiki/tiddlers/$__plugins_Modern.TiddlyDev_doc.json create mode 100644 wiki/tiddlers/$__plugins_kookma_utility.json create mode 100644 wiki/tiddlers/$__plugins_kookma_utility.json.meta create mode 100644 wiki/tiddlers/$__plugins_linonetwo_itonnote.json create mode 100644 wiki/tiddlers/$__themes_linonetwo_itonnote.json diff --git a/src/commandpalette/configs/config.tid b/src/commandpalette/configs/config.tid new file mode 100644 index 0000000..dcee31f --- /dev/null +++ b/src/commandpalette/configs/config.tid @@ -0,0 +1,26 @@ +title: $:/plugins/linonetwo/commandpalette/config +tags: $:/tags/ControlPanel/SettingsTab +caption: <> + +\define lingo-base() $:/plugins/linonetwo/commandpalette/language/ + +<> + +--- + +!! <> + +;<> +:<$checkbox tiddler="$:/plugins/linonetwo/commandpalette/configs/xxx" field="text" checked="yes" unchecked=""> <> +;<> +:<$select tiddler='$:/plugins/linonetwo/commandpalette/configs/yyy'> + + + + + + + + +;<> +:<$edit-text tiddler="$:/plugins/linonetwo/commandpalette/configs/zzz" tabindex=-1 focus=false cancelPopups="yes" fileDrop=no tag="input" /> \ No newline at end of file diff --git a/src/commandpalette/configs/configs.multids b/src/commandpalette/configs/configs.multids new file mode 100644 index 0000000..406fc08 --- /dev/null +++ b/src/commandpalette/configs/configs.multids @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/configs/ + +xxx: https://tidgi.fun/ +yyy: https://tidgi.fun/ +zzz: https://tidgi.fun/ \ No newline at end of file diff --git a/src/commandpalette/language/en-GB/Readme.tid b/src/commandpalette/language/en-GB/Readme.tid new file mode 100644 index 0000000..e75912c --- /dev/null +++ b/src/commandpalette/language/en-GB/Readme.tid @@ -0,0 +1,9 @@ +title: $:/plugins/linonetwo/commandpalette/language/en-GB/Readme + +\define lingo-base() $:/plugins/linonetwo/commandpalette/language/ + +! <> + +<> + +Write readme here. diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids new file mode 100644 index 0000000..9d1d596 --- /dev/null +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -0,0 +1,10 @@ +title: $:/plugins/linonetwo/commandpalette/language/en-GB/ + +Name: Unnamed Plugin +Description: Unfilled Description +Configs/Description: These settings let you customise the behaviour of "Unnamed Plugin" plugin. +Configs/PluginConfigs/Caption: Plugin Configs +Configs/XXX/Caption: XXX +Configs/XXX/Description: XXX is XXX +Configs/YYY/Caption: YYY +Configs/ZZZ/Caption: ZZZ diff --git a/src/commandpalette/language/zh-Hans/Readme.tid b/src/commandpalette/language/zh-Hans/Readme.tid new file mode 100644 index 0000000..59e7e47 --- /dev/null +++ b/src/commandpalette/language/zh-Hans/Readme.tid @@ -0,0 +1,9 @@ +title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/Readme + +\define lingo-base() $:/plugins/linonetwo/commandpalette/language/ + +! <> + +<> + +在这里写自述文档。 diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids new file mode 100644 index 0000000..bc211e4 --- /dev/null +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -0,0 +1,10 @@ +title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/ + +Name: 未命名插件 +Description: 未填描述 +Configs/Description: 通过这些设置，您可以自定义「未命名插件」插件的行为。 +Configs/PluginConfigs/Caption: 插件设置 +Configs/XXX/Caption: 配置甲 +Configs/XXX/Description: 配置甲是甲 +Configs/YYY/Caption: 配置乙 +Configs/ZZZ/Caption: 配置丙 \ No newline at end of file diff --git a/src/commandpalette/view/View.tid b/src/commandpalette/view/View.tid index 1443f3e..05f354e 100644 --- a/src/commandpalette/view/View.tid +++ b/src/commandpalette/view/View.tid @@ -2,4 +2,4 @@ tags: $:/tags/AboveStory title: $:/plugins/linonetwo/commandpalette/View type: text/vnd.tiddlywiki -<$commandpalettewidget/> +<$command-palette /> diff --git a/wiki/tiddlers/$__Modern.TiddlyDev_Startup.tid b/wiki/tiddlers/$__Modern.TiddlyDev_Startup.tid index ea441f8..15cd77e 100644 --- a/wiki/tiddlers/$__Modern.TiddlyDev_Startup.tid +++ b/wiki/tiddlers/$__Modern.TiddlyDev_Startup.tid @@ -10,4 +10,4 @@ type: text/vnd.tiddlywiki <$reveal type="gteq" state="$:/info/browser/screen/width" text={{{ [{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}removesuffix[px]] }}}><$action-setfield $tiddler="$:/state/sidebar" $value="yes"/> -<$action-setfield $tiddler="$:/palette" $value={{{ [{$:/info/darkmode}match[yes]then[$:/palettes/CupertinoDark]else[$:/palettes/Vanilla]] }}}/> +<$action-setfield $tiddler="$:/palette" $value={{{ [{$:/info/darkmode}match[yes]then[$:/palettes/Nord]else[$:/palettes/Notion]] }}}/> diff --git a/wiki/tiddlers/$__SiteSubtitle.tid b/wiki/tiddlers/$__SiteSubtitle.tid index 7654d60..ee400f7 100644 --- a/wiki/tiddlers/$__SiteSubtitle.tid +++ b/wiki/tiddlers/$__SiteSubtitle.tid @@ -1,4 +1,4 @@ title: $:/SiteSubtitle type: text/vnd.tiddlywiki -<$list filter="[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]" variable="lang"><$list filter="[search[zh]]">现代太微插件开发框架<$list filter="[!search[zh]]">Modern ~TiddlyWiki plugin developing framework +<> \ No newline at end of file diff --git a/wiki/tiddlers/$__SiteTitle.tid b/wiki/tiddlers/$__SiteTitle.tid index 0fcb6eb..3895a8c 100644 --- a/wiki/tiddlers/$__SiteTitle.tid +++ b/wiki/tiddlers/$__SiteTitle.tid @@ -1,4 +1,4 @@ title: $:/SiteTitle type: text/vnd.tiddlywiki -<$text text="Modern.TiddlyDev" /> +<> diff --git a/wiki/tiddlers/$__palette.tid b/wiki/tiddlers/$__palette.tid index 27816c8..ee2c2f4 100644 --- a/wiki/tiddlers/$__palette.tid +++ b/wiki/tiddlers/$__palette.tid @@ -3,4 +3,4 @@ modified: 20240107070734096 title: $:/palette type: text/vnd.tiddlywiki -$:/palettes/Vanilla \ No newline at end of file +$:/palettes/Notion \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_Modern.TiddlyDev_doc.json b/wiki/tiddlers/$__plugins_Modern.TiddlyDev_doc.json deleted file mode 100644 index 3ed7ca2..0000000 --- a/wiki/tiddlers/$__plugins_Modern.TiddlyDev_doc.json +++ /dev/null @@ -1 +0,0 @@ -{"author":"Sttot(Gk0Wk)","core-version":">=5.1.0","dependents":"","description":"Document of Modern.TiddlyDev","list":"readme 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filter=\\\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\\\" variable=\\\"lang\\\">\\n<$list filter=\\\"[search[zh]]\\\">\\n\\n
这个页面只是用来介绍 Modern 的功能的，
如需进一步阅读，看到上面的 [tutorials] 了吗？点击它阅读详细教程！
\\n\\n@@display:flex;align-items:center;justify-content:center;background:#222222;border-radius:10px;overflow:hidden;\\n[img class=\\\"modern-tiddlydev-banner\\\" [$:/plugins/Modern.TiddlyDev/doc/banner.png]]\\n@@\\n\\nSwitch language: {{$:/snippets/minilanguageswitcher}}\\n\\n@@display:flex;align-items:center;justify-content:center;\\n! 欢迎使用 <$text text=\\\"Modern.TiddlyDev\\\" />! 🎉\\n@@\\n\\n@@display:flex;align-items:center;justify-content:center;\\n[img[https://img.shields.io/github/stars/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge&color=red]]  \\n[img[https://img.shields.io/github/forks/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge]]  \\n[img[https://img.shields.io/github/issues/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge]]  \\n[img[https://img.shields.io/github/watchers/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge&color=blueviolet]]\\n@@\\n\\n@@display:flex;align-items:center;justify-content:center;\\n[img[https://img.shields.io/github/license/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge&label=%E5%BC%80%E6%BA%90%E8%AE%B8%E5%8F%AF]]  \\n[img[https://img.shields.io/badge/加入-太微_中文社区-blue?style=for-the-badge]]  \\n[img[https://img.shields.io/github/followers/Gk0Wk?style=for-the-badge&label=Gk0Wk&color=critical]]\\n@@\\n\\n<$text text=\\\"Modern.TiddlyDev\\\" /> 是一套基于现代前端技术栈打造、面向各种 <$text text=\\\"TiddlyWiki\\\" /> 插件开发者的一键式开发环境，有如下功能及特点：\\n\\n* 一键编译、测试、发布插件：\\n** 开发模式下开启页面服务器，可在浏览器进行测试，自动检测插件文件变更并将插件内容更新同步到浏览器页面，实现插件开发的所见即所得；\\n** 一键构建插件，并支持生成插件仓库，供你的订阅者使用；\\n** 已内置 <$text text=\\\"GitHub\\\" /> Page 发布脚本，自动将写好的插件文档页面及插件仓库发布至互联网；\\n** 内置 <$text text=\\\"GitHub\\\" /> Release 脚本，根据 git tag 指定版本发布插件；\\n* 专为 <$text text=\\\"TypeScript\\\" /> 插件开发量身定制，从此可以轻松在 <$text text=\\\"TiddlyWiki\\\" /> 中使用 <$text text=\\\"TypeScript\\\" /> 开发；\\n** 支持多入口文件编译，可以在 <$text text=\\\"TiddlyWiki\\\" /> 中轻松编写各种插件：\\n** 支持 `.ts`, `.tsx`, `.jsx`, `.mjs`, `.cjs` 文件编译，配合 [[tw-react|https://github.com/tiddly-gittly/tw-react]] 插件可在 <$text text=\\\"TiddlyWiki\\\" /> 中进行 React 开发；\\n** 使用 [[tw5-typed|https://github.com/tiddly-gittly/TW5-Typed]] 对 <$text text=\\\"TiddlyWiki API\\\" /> 进行类型注释，为开发带来原生 <$text text=\\\"TypeScript\\\" /> 体验；\\n** 使用 [[Modern.JS|https://modernjs.dev/]] 提供的全量 ESLint 与 Prettier 规则，对代码进行规范化约束；\\n** 使用速度极快的 [[esbuild|https://esbuild.github.io/]] 进行项目增量构建，让写代码也能酣畅淋漓；\\n** 支持使用 [[browserslist|https://browsersl.ist/]] 为插件设定浏览器兼容范围；\\n** 自动为源码生成 sourcemap （开发时默认启动，构建时可指定开启），调试不用愁！\\n** 可在代码中处理 CSS、JSON 等内容的引入；\\n** 支持 Less、Sass、Stylus和 tailwind CSS；\\n** 自动对插件进行体积压缩（可关闭）；\\n** 自动对生成的插件生成哈希校验签名；\\n\\n\\n快速开始：使用命令创建一个插件项目。\\n\\n* 你已安装必要工具：git、nodejs。\\n* 使用命令创建新的项目并对npm进行加速：`npx tiddlywiki-plugin-dev@latest init --npm http://registry.npmmirror.com <项目文件夹名称>`\\n* 使用命令创建插件：`npm run new`，然后根据导引填写信息。\\n* 阅读教程开始探险与开发之旅。\\n\\n\\n别担心，即便你并不擅长编程开发，也没有关系，<$text text=\\\"Modern.TiddlyDev\\\" /> 同样可以成为你的开发利器。无代码插件开发同样可以获得愉快的开发体验！\\n\\n虽然这里有很多工作，但是对你来讲，它就是开箱即用的。快来使用它，步入现代化的 <$text text=\\\"TiddlyWiki\\\" /> 插件开发之旅吧！\\n\\n> 运用插件构建工具的优势，本框架的文档也被封装为插件并发布于 [[CPL 插件源|https://github.com/tiddly-gittly/TiddlyWiki-CPL]]，以便你下载并安装与任意项目中并保持文档的最新；\\n\\n接下来请点击下方的按钮进入教程页面，如果你是在插件库中看到该插件的话，请先安装或者浏览[[官方文档|https://tiddly-gittly.github.io/Modern.TiddlyDev/]]。\\n\\n
\\n<$button setTitle=<> setField=\\\"text\\\" setTo=\\\"tutorials\\\" style=\\\"margin: 20px 0; padding: 14px 20px; border-radius: 4px; border: none; background: #03fffc; color: black; font-weight: 650; cursor: pointer;\\\">\\n→ 进入教程 ←\\n\\n
\\n\\n\\n<$list filter=\\\"[!search[zh]]\\\">\\n\\n
This page is just to introduce the features of Modern,
for further reading, see the [tutorials] above? Click on it to read the detailed tutorials!
\\n\\n@@display:flex;align-items:center;justify-content:center;background:#222222;border-radius:10px;overflow:hidden;\\n[img class=\\\"modern-tiddlydev-banner\\\" [$:/plugins/Modern.TiddlyDev/doc/banner.png]]\\n@@\\n\\n切换语言: {{$:/snippets/minilanguageswitcher}}\\n\\n@@display:flex;align-items:center;justify-content:center;\\n! Welcome to <$text text=\\\"Modern.TiddlyDev\\\" />! 🎉\\n@@\\n\\n@@display:flex;align-items:center;justify-content:center;\\n[img[https://img.shields.io/github/stars/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge&color=red]]  \\n[img[https://img.shields.io/github/forks/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge]]  \\n[img[https://img.shields.io/github/issues/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge]]  \\n[img[https://img.shields.io/github/watchers/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge&color=blueviolet]]\\n@@\\n\\n@@display:flex;align-items:center;justify-content:center;\\n[img[https://img.shields.io/github/license/tiddly-gittly/Modern.TiddlyDev?style=for-the-badge&label=LICENSE]]  \\n[img[https://img.shields.io/github/followers/Gk0Wk?style=for-the-badge&label=Gk0Wk&color=critical]]\\n@@\\n\\n<$text text=\\\"Modern.TiddlyDev\\\" /> is a one-click development environment for various <$text text=\\\"TiddlyWiki\\\" /> plug-in developers built on a modern front-end technology stack, with the following features and functions:\\n\\n* Compile, test and publish plug-ins with one click:\\n** Open the page server in development mode, which can be tested in the browser, automatically detect changes to the plug-in files and synchronize the plug-in content updates to the browser page, realizing the WYSIWYG of plug-in development;\\n** One-click plugin building and support for generating plugin library for use by your subscribers.\\n** Has a built-in <$text text=\\\"GitHub\\\" /> Page publishing script that automatically publishes written plugin documentation pages and plugin library to the Internet;\\n** Built-in <$text text=\\\"GitHub\\\" /> Release script, which releases the plugin according to the version specified by the git tag;\\n* Tailored for <$text text=\\\"TypeScript\\\" /> plugin development, so it is now easy to use <$text text=\\\"TypeScript\\\" /> development in <$text text=\\\"TiddlyWiki\\\" />:\\n** Multi-entry file compilation is supported, and various plugins can be easily written in <$text text=\\\"TiddlyWiki\\\" />;\\n** Support for `.ts`, `.tsx`, `.jsx`, `.mjs`, `.cjs` files compiled with the [[tw-react|https://github.com/tiddly-gittly/tw-react]] plugin for React development in <$text text=\\\"TiddlyWiki\\\" />;\\n** Use [[tw5-typed|https://github.com/tiddly-gittly/TW5-Typed]] to type annotate <$text text=\\\"TiddlyWiki API\\\" /> to bring a native <$text text=\\\"TypeScript\\\" /> experience to development;\\n** Use the full amount of ESLint and Prettier rules provided by [[Modern.JS|https://modernjs.dev/]] to normalize the code;\\n** Incremental project builds using the extremely fast [[esbuild|https://esbuild.github.io/]], which makes writing code a blast;\\n** Support for setting browser compatibility ranges for plugins using [[browserslist|https://browsersl.ist/]];\\n** Automatically generate sourcemap for source code (start by default when developing, specify to turn on when building), no need to worry about debugging!\\n** The possibility of introducing CSS, JSON, etc. into the script;\\n** Supporting Less、Sass、Stylus and tailwind CSS;\\n** Automatic volume compression of the plug-in (can be turned off);\\n** Automatic generation of hash-check signatures for the generated plug-ins;\\n\\n\\nQuick start: Create a plugin project using the command.\\n\\n* You have the necessary tools installed: git, nodejs.\\n* Use the command to create a new project and speed up npm: `npx tiddlywiki-plugin-dev@latest init --npm http://registry.npmmirror.com `\\n* Use the command to create the plugin: `npm run new`, then fill in the information according to the guide.\\n* Read the tutorial to start the adventure and development journey.\\n\\n\\nDon't worry, even if you are not good at programming, it doesn't matter, <$text text=\\\"Modern.TiddlyDev\\\" /> can be your development tool as well. No code plugin development can be an enjoyable development experience as well!\\n\\nThere's a lot of work here, but it's just Out-of-the-Box for you. Use it and get started on your modern <$text text=\\\"TiddlyWiki\\\" /> plugin development journey!\\n\\n> Taking advantage of the plugin builder, the framework's documentation is also packaged as a plugin and published in [[CPL Plugin Library|https://github.com/tiddly-gittly/TiddlyWiki-CPL]] so that you can download and install it in any project and keep the documentation up to date.\\n\\nNext, please click the button below to enter the tutorial page. If you are seeing the plugin in the plugin library, please install it first or browse the [[official documentation|https://tiddly-gittly.github.io/Modern.TiddlyDev/]].\\n\\n
\\n<$button setTitle=<> setField=\\\"text\\\" setTo=\\\"tutorials\\\" style=\\\"margin: 20px 0; padding: 14px 20px; border-radius: 4px; border: none; background: #03fffc; color: black; font-weight: 650; cursor: pointer;\\\">\\n→ Go to Tutorials ←\\n\\n
\\n\\n\\n\\n\\n@@display:flex;align-items:center;justify-content:center;background:#1c1c1c;border-radius:10px;overflow:hidden;box-shadow:#000a 0 0 8px;\\n[img[$:/plugins/Modern.TiddlyDev/doc/wysiwtg-demo.gif]]\\n@@\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/001-beginning\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/001-beginning\",\"caption\":\"Install & Basic Usage\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"Before you officially start.\\n\\n* You should be able to execute simple commands using the command line;\\n* You should have a code editing software instead of using notepad the whole time to develop plugins, VSCode is recommended and install plugins like <$text text=\\\"TiddlyWiki5\\\" /> Syntax, ESLint Prettier, etc.;\\n* You should first have a brief knowledge of git (e.g. clone, pull, push, add, commit, etc.) and install the git command line software;\\n* You should sign up for a <$text text=\\\"GitHub\\\" /> account if you need automated build functionality and code management;\\n* You should understand what npm is and have a good grasp of common npm commands (such as install, run, etc.) and install <$text text=\\\"NodeJS\\\" /> software;\\n* You'd better ideally have some experience using <$text text=\\\"TiddlyWiki\\\" />;\\n* You can go into technologies related to HTML, CSS, <$text text=\\\"JavaScript\\\" /> and <$text text=\\\"TypeScript\\\" />;\\n\\n! Start with an empty template\\n\\nFirst make sure you have git and <$text text=\\\"NodeJS\\\" /> installed, then choose the path where you wish to create the project, determine the name of the project folder, and enter the following command at the command line:\\n\\n```bash\\nnpx tiddlywiki-plugin-dev@latest init \\n```\\n\\nIf you need a web proxy to speed things up, init has two additional parameters.\\n\\n* `--repo ` Proxy address for the <$text text=\\\"GitHub\\\" /> repo;\\n* `--npm ` Speed up npm, e.g. `http://registry.npmmirror.com`;\\n\\n<<<\\nProxy example:\\n\\n```\\nnpx tiddlywiki-plugin-dev@latest init --repo https://ghproxy.com/https://github.com/tiddly-gittly/Modern.TiddlyDev.git --npm http://registry.npmmirror.com project\\n```\\n<<<\\n\\nThe download of the template project and the installation of various tools will follow, so please wait a little. If you need to download the template project manually, [[you can find it here|https://github.com/tiddly-gittly/Modern.TiddlyDev/tree/template]].\\n\\nUse your code editor to open this project folder, and you can officially enter the plugin development stage.\\n\\nNote: Here you need to choose your package manager, if you are not sure what to choose, please choose npm. If you choose something other than npm, please replace any npm command in the following tutorial with the package manager you are using to execute.\\n\\n! Experience the WYSIWYG development process\\n\\nYou should notice that there are already a lot of folders and files in this project, so here are some introductions:\\n\\n* .git is a hidden folder that holds all kinds of information about this git project, so you won't be able to use git commands after deleting it;\\n* .github is a hidden folder that holds the CI/CD automation scripts for <$text text=\\\"GitHub\\\" />;\\n* node_modules is the installation path for npm packages, which can be removed and reinstalled using npm install afterwards;\\n* src is the main directory for plugin development, where each folder contains a plugin;\\n* wiki is the wiki project presented in development mode and release mode, used for development testing, and documentation generation;\\n* .eslintignore .eslintrc.js and other hidden files, as well as package.json and tsconfig.json are the relevant configuration files for the project, so please do not modify them if you don't known what you are doing;\\n\\nIn src, there is already a `plugin-name` sample project for demo, you can start development by modifying this project or just delete it. Let's keep it and go directly into development mode to see the effect by typing this in the console:\\n\\n```bash\\nnpm run dev\\n```\\n\\nIf no errors are reported, the console will show a local URL (usually `http://127.0.0.1:8080`), and if you browse this URL with your browser, you will see a Wiki page, which will also show this tutorial first. Further inspection shows that this Wiki has the plugin `$:/plugins/your-name/plugin-name` installed.\\n\\nThis sample plugin implements a widget called `test` that displays a fixed line of text. We create a tiddler called Test in which we use this widget.\\n\\n```\\n<$test />\\n```\\n\\nSave to see the words `This is a widget!`.\\n\\nDo not close your browser or development server, try to change the text in line 14 of `src/plugin-name/index.ts`, save it and you will see that the plugin is recompiled and the text in Test on the web page is changed:\\n\\n[img[$:/plugins/Modern.TiddlyDev/doc/wysiwtg-demo.gif]]\\n\\nAfterwards, press ctrl + C in the console to stop the server.\\n\\n! Compiling the plugin\\n\\nIf you don't want to use <$text text=\\\"GitHub\\\" /> for automated builds and releases, or just want to compile the plugin first, you can use the following command.\\n\\n```bash\\nnpm run build\\n```\\n\\nAfter a short compilation process, the console will output something like this.\\n\\n```\\n Minimized plugins\\n 1.97 KiB $:/plugins/your-name/plugin-name\\n```\\n\\nThis means that this build compiles and packages a total of one plugin with a compressed size of 1.97KB, which can be found in the `dist` folder.\\n\\n! Publishing\\n\\nFirst, bind your git project using git remote (please Google for details).\\n\\nAfter git push, an automated build of the <$text text=\\\"GitHub\\\" /> project starts, and you can see the build details in Actions on the project home page.\\n\\nTypically, the automated build will generate an online version of the wiki and a plugin library with all the plugins in src, which you can publish to your plugin subscribers and they will get the latest plugin updates after each automated build.\\n\\nIf you also add a tag to your commit, and the tag is in a version format like `v1.2.3`, then the project will also automatically release the built plugin in your project's Release, [[like this|https://github.com/tiddly-gittly/Modern.TiddlyDev/ releases]].\\n\\n! Update\\n\\nThe `tiddlywiki-plugin-dev` and `tw5-typed` in your project are updated frequently to fix bugs or to further enhance functionality. It is therefore recommended to update them every once in a while or when you encounter a bug, as follows.\\n\\nExecute in networked state:\\n\\n```bash\\nnpm run update\\n```\\n\\nAfter checking, follow its instructions to execute further commands, such as `npm install`.\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/002-create-a-plugin\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/002-create-a-plugin\",\"caption\":\"Create a plugin\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"Before creating a plugin, a few words of advice.\\n\\n# In <$text text=\\\"TiddlyWiki\\\" />, a plugin is a tiddler that packages the contents of several tiddlers. i.e. a plugin is essentially a \\\"zip\\\" of several tiddlers.\\n\\n# The plug-in itself is a tiddler, and the packaged tiddlers it contains are called shadow tiddlers. Shadow tiddlers do not exist independently in the wiki, but are loaded from the plug-in they are in when the wiki is loaded; also, if there is a common tiddler in the wiki with the same name as the shadow tiddler, the common tiddler will overwrite the shadow tiddler's content (but not delete the shadow tiddler) until the common tiddler is deleted or renamed, then the shadow tiddler's original content will be restored. By this principle, it is possible to implement \\\"configuration defaults\\\", i.e. the default value of a configuration is stored in the tiddler, and if the user sets a new value, a normal tiddler is created to overwrite it, and deleting this normal tiddler is equivalent to restoring the default configuration.\\n\\n# All shadow tiddlers of the plugin are stored in the text field of the plugin tiddler, using JSON serialized strings. The plugin also contains other fields that describe the plugin's version, name, load timing, usage, etc., as detailed below.\\n\\n# Since the plugin is a tiddler, it must also have a title, and needs to meet the canonical naming: `$:/plugins//`, and the title of the shadow tiddlers should preferably be prefixed with `$:/plugins///`, so that for easy management and identification.\\n\\n# Theme and language packs are two variants of plugins, all three are essentially the same, but plugins provide more functional additions, such as the ability to play music for a wiki; themes (prefixed with `$:/themes/`) provide visual changes, such as a Cyberpunk style wiki; and language packs (prefixed with `$:/languages/`) are designed to provide multilingual support. We will mainly expand on plugins here, the other two, feel free to add!\\n\\n---\\n\\n! Creating a plugin\\n\\nFirst determine the name of the author of the plug-in, that is, your name, later your plug-in becomes famous, users will remember the author's name : D\\n\\nNext determine the name of the plug-in, not much explanation.\\n\\nAfter determining the above two points, the title of your plugin should be `$:/plugins//`.\\n\\nExecute the command:\\n\\n```bash\\nnpm run new\\n```\\n\\nSelect the type of plugin you need to add, the author name and the plugin name, and add a description of the plugin to create a plugin folder, `src/` (referred to as [this/that folder] below).\\n\\nIn this folder, you can see a `plugin.info` file, which describes the various properties and information of the plugin in JSON format, which you can modify manually, and the meaning of each field of which can be found in the tutorial [about plugin.info].\\n\\nThere is also a readme.tid file, the contents of which correspond to your plugin's presentation page.\\n\\nRun `npm run dev` to open the page and you can see that a plugin has been added:\\n\\n
{{$:/core/images/plugin-generic-plugin}}

my-plugin: My first plugin

~$:/plugins/my-name/my-plugin

0.0.1

\\n\\n! Adding Shadow Tiddlers\\n\\nNow the plugin is empty, only a readme, we need to add other shadow tiddlers. adding other content to the plugin is done by adding files directly to the plugin folder. Please keep in mind that you can't change the shadow tiddler if you modify the content of the plugin or add a tiddler directly in the web page.\\n\\nNow, let's create a new tid file in that folder, modeled after `readme.tid`, with the first line being the title you want (which should be prefixed with `$:/xxx/xxx/xxx/`), and each subsequent line being `field: content` until we encounter a blank line, followed by the content of the text field. This way we add a shadow tiddler to the plugin.\\n\\nWe can also add other content to the plugin in this way, such as css files, js code, images, videos, and so on. But please note that if the file is not `.tid` or `.json` or does not contain a title field, it will not be included in the plugin. Therefore, for such a file, we need an additional meta file to describe it.\\n\\nIf you wish to add an image 1.jpg, create a 1.jpg.meta in the same directory as it, and open the meta file with a text editor to edit it as follows:\\n\\n```\\ntitle: $:/plugin/my-name/my-plugin/1.jpg\\ntype: image/jpeg\\n```\\n\\nAs you can see, the format of the meta file is line by line `: `, the title is necessary, and the `type` refers to what format the file is in. Here is the corresponding <$text text=\\\"ContentType\\\" /> for a common file as given on the official website:\\n\\n|!Group |!Type |!Content of `type` field |\\n|^''Developer'' |Data dictionary |application/x-tiddler-dictionary|\\n|~|~JavaScript code |application/javascript|\\n|~|JSON data |application/json|\\n|~|Static stylesheet |text/css|\\n|^''Image''|GIF image |image/gif|\\n|~|ICO format icon file |image/x-icon|\\n|~|JPEG image |image/jpeg|\\n|~|PDF image |application/pdf|\\n|~|PNG image |image/png|\\n|~|Structured Vector Graphics image |image/svg+xml|\\n|^''Text''|HTML markup |text/html|\\n|~|CSS stylesheet |text/css|\\n|~|Comma-separated values |text/csv|\\n|~|Plain text |text/plain|\\n|~|~TiddlyWiki 5 |text/vnd.tiddlywiki|\\n|~|~TiddlyWiki Classic |text/x-tiddlywiki|\\n\\nFor more files with <$text text=\\\"ContentType\\\" />, please Google it yourself.\\n\\nSimilarly, if you want to add more fields to 1.jpg, you can do the same, for example, add tags and other fields.\\n\\nThe above is the simplest and most common way to add shadow tiddler to the plugin, if you want to know more advanced methods, please refer to the later article [Ways to add tiddlers].\\n\\nNext, it's time to get into the exciting part of <$text text=\\\"TypeScript\\\" /> plugin development, so let's move on to the next page!\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/003-typescript-dev\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/003-typescript-dev\",\"caption\":\"TypeScript Development\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"If the previous steps just enhance the development experience, then the next is the core problem that this framework is trying to solve: <$text text=\\\"TiddlyWiki\\\" /> + <$text text=\\\"TypeScript\\\" />!\\n\\nLet's go straight to the usage with an example.\\n\\n! Creating a widget\\n\\nA widget is a rendering unit for <$text text=\\\"TiddlyWiki\\\" />, which is what you see as something like `<$xxx />`. <$text text=\\\"TiddlyWiki\\\" /> has several built-in widgets that provide various functions such as text, links, images, citations, etc., and all kinds of <$text text=\\\"WikiText\\\" /> are parsed and turned into widgets, so the widget is the most important and fundamental concept in <$text text=\\\" TiddlyWiki\\\" />.\\n\\nNote: A tutorial on widget development will be done in the future, and anyone with knowledge is welcome for co-operation!\\n\\nWe want to create a wdiget that displays a random number and re-randomizes it when clicked, and we name this widget <$text text=\\\"RandomNumber\\\" />. To achieve this, we add a `RandomNumberWidget.ts` file and a `RandomNumberWidget.ts.meta` file to the plugin development directory.\\n\\nFirst write the following in `RandomNumberWidget.ts.meta`;\\n\\n```\\ntitle: $:/plugins///RandomNumberWidget.ts\\ntype: application/javascript\\nmodule-type: widget\\n```\\n\\nNote: the `module-type` field indicates the module type of the script, which will be used when the <$text text=\\\"TiddlyWiki\\\" /> loads the plugin.\\n\\nIn the `RandomNumberWidget.ts` file:\\n\\n```typescript\\nimport { IChangedTiddlers } from 'tiddlywiki';\\nimport { widget as Widget } from '$:/core/modules/widgets/widget.js';\\n\\nclass ExampleWidget extends Widget {\\n refresh(changedTiddlers: IChangedTiddlers) {\\n return false;\\n }\\n\\n render(parent: Node, nextSibling: Node) {\\n this.parentDomNode = parent;\\n this.execute();\\n const containerElement = $tw.utils.domMaker('p', {\\n text: 'This is a widget!',\\n });\\n this.domNodes.push(parent.appendChild(containerElement));\\n }\\n}\\n\\n// The module variable name random exported here will be used as the name of the widget. Use <$random/> to call this widget.\\n// The widget's entry name in tiddlywiki, the source file, and the source.meta file name and the widget name can be different.\\n// For example, the widget entry name can be My-Widget, the source file and source.meta file names can be index.ts and index.ts.meta. The final widget name is random and the widget is called with <$random/>.\\n// If .meta is added to a script file it will be treated as an entry file.\\nexports.random = ExampleWidget;\\n```\\n\\nExecute `pnpm run dev` to compile the source file, open a browser, create a tiddler and use `<$random />` in it to see the effect.\\n\\nNote: The framework also supports compilation of cjs, mjs, jsx, tsx files.\\n\\nNote: The related <$text text=\\\"TypeScript\\\" /> type support is done by [[tw5-typed|https://github.com/tiddly-gittly/TW5-Typed]], which is not very complete, so some manual type annotations are needed as above. I welcome your help to improve tw5-typed!\\n\\n! Importing other resources in <$text text=\\\"TypeScript\\\" /> scripts\\n\\nFirst, if a script file (.ts, .tsx, .jsx, .cjs, .mjs) has a corresponding .meta file, then the script file is a compilation entry and will be compiled; conversely, if a script file does not have a .meta file, then it is not an entry file and will not be compiled directly and packaged into the plugin, but can be imported by other script files.\\n\\nYou can use `import` in the script file to introduce other resources in the directory, such as other scripts, css files, json files, images and other resources. These resources will be automatically imported and packaged during compilation.\\n\\nNote: .js scripts can not be used as a compilation entry, but can be imported by other script files using import.\\n\\nHowever, it should be noted that if a resource file has already been imported by a script file, the resource file does not need to have a .meta file, that is, it does not need to manually add to the plug-in. Otherwise, there will be two copies of the resource file in the plugin, which will cause some other problems.\\n\\nHere are two examples:\\n\\nAdd a script file foo.ts:\\n\\n```typescript\\nexport const foo = 'foo';\\n```\\n\\nInstead of adding the corresponding .meta file, we can just import it in `RandomNumberWidget.ts`.\\n\\nBesides, we can create a `bar.css` in the same way and import it directly in `RandomNumberWidget.ts` without adding a .meta file.\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/004-compile-config\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/004-compile-config\",\"caption\":\"Custom compilation strategy\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"Following the development specifications in the previous section allows us to easily implement <$text text=\\\"TypeScript\\\" />, but it can also cause some problems. For example, I want to include a <$text text=\\\"TypeScript\\\" /> script in the plugin, but don't want to compile it, or want to bring in the source file after compiling. Or, I want to specify the generation of <$text text=\\\"SourceMap\\\" />, or enforce minimization and compatibility policies, etc. These can be achieved by modifying the fields.\\n\\n!! Include entry source files\\n\\nIf a .meta is added to a script file it will be treated as an entry file, and the entry file will be compiled and the compiled result incorporated into the plugin and will not include the source file. If you wish to include the source file, you need to add this to the .meta file corresponding to the script file:\\n\\n```\\nModern.TiddlyDev#IncludeSource: true\\n```\\n\\n!! Excluding compilation\\n\\nFurther, if you do not want this script file to be compiled, you need to add this to the .meta:\\n\\n```\\nModern.TiddlyDev#NoCompile: true\\n```\\n\\nNeed to be used with `Modern.TiddlyDev#IncludeSource`.\\n\\n!! Plugin Minimization\\n\\nBy default, scripts and css files are minimized when the plugin is built (not minimized in development mode). If you wish to disable this feature, you can add this to `plugin.info`:\\n\\n```json\\n\\\"Modern.TiddlyDev#Minify\\\": false,\\n```\\n\\nSince `plugin.info` is in JSON format, pay attention to the comma and other formatting.\\n\\nIf you want more granular control, e.g. you don't want to minimize a certain js/css file (e.g. you import a minimized third-party library with `.min.js` suffix) but want the rest of the plugin to be minimized, set `Modern.TiddlyDev#Minify` to true in `plugin.info`, but Add the `Modern.TiddlyDev#Minify: false` field for the files you wish to exclude from minimization.\\n\\n!! <$text text=\\\"SourceMap\\\" /> Generating\\n\\nBy default, in-line sourcemap is added to generated scripts in dev development mode for debugging purposes, but not in publish/build production releases. If you need to add it in production please add to `plugin.info`.\\n\\n```json\\n\\\"Modern.TiddlyDev#SourceMap\\\": false,\\n```\\n\\n!! Excluding packaging\\n\\nSince the `require` method in <$text text=\\\"TiddlyWiki\\\" /> is not a standard CJS method for introducing modules, but is implemented by <$text text=\\\"TiddlyWiki\\\" /> itself, the compilation will ignore the require introductions starting with `$:/` and leave <$text text = \\\"TiddlyWiki\\\" /> to perform the import operation. But if you need to use require to introduce a tiddler that doesn't start with `$:/`, it will be treated as a normal npm package and the bundle will be introduced at compile time, resulting in an error. Alternatively, your plugin runs in a node environment and does not require bundling. In both cases, you need to specify the object to exclude from bundling.\\n\\nIf the plugin needs to use the fs package and does not require bundling, you can specify in `plugin.info` that:\\n\\n```json\\n\\\"Modern.TiddlyDev#ExternalModules\\\": \\\"fs\\\",\\n```\\n\\nIf, at the same time, a tiddler named `foo bar` needs to be required at runtime:\\n\\n```json\\n\\\"Modern.TiddlyDev#ExternalModules\\\": \\\"fs [[foo bar]]\\\",\\n```\\n\\nNote: Only the use of `[[]]` for tiddler headers with spaces is supported, but no other filter syntax is supported. However, wildcard syntax, such as `abc/*`, is supported. The specific behavior is determined by [[ESBuild|https://esbuild.github.io/api/#external]].\\n\\n!! Compatibility policy\\n\\nBuild time will automatically use [[browserslist|https://browsersl.ist/]] for code compatibility escaping work. The default policy is `>0.25%, not ie 11, not op_mini all`. If you want to specify it yourself, you can specify it in `plugin.info`.\\n\\n```json\\n\\\"Modern.TiddlyDev#BrowsersList\\\": \\\"last 2 versions\\\",\\n```\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/005-generated-fields\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/005-generated-fields\",\"caption\":\"额外生成的字段\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"编译构建后会生成一些额外的字段：\\n\\n! 源文件路径\\n\\n入口脚本文件，以及入口脚本文件直接或间接引入的文件，都会进行编译产生目标 tiddler，而这些 tiddler 会包含一个额外的字段 `Modern.TiddlyDev#Origin` 用来指明其源文件是谁。\\n\\n! 哈希校验\\n\\n通过 publish/build 构建的插件，会生成哈希校验签名，哈希算法会写明，目前只有 sha256 这一种，即，最终插件的字段中会有 `Modern.TiddlyDev#SHA256-Hashed` 这一项。\\n\\n校验的具体方式：读取插件，排除掉 `Modern.TiddlyDev#SHA256-Hashed` 这一项后，对整个对象的 JSON 序列化字符串进行 sha256\\n计算：\\n\\n```js\\nsha256(JSON.stringify({ ...plugin, 'Modern.TiddlyDev#SHA256-Hashed': undefined }));\\n```\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/006-publish\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/006-publish\",\"caption\":\"Publish plugins\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"Plugins are user-facing, so you'll definitely need to write documentation, examples, etc. for your plugins, or generate an empty wiki template for your users to use directly.\\n\\nFurther, you need to publish your plugin and post the documentation you've written to the Internet - and it would be great if you could synchronize it with a library of live updates for your users to subscribe to!\\n\\nAll you need to do to achieve this is to add the tiddler, install the third-party plugin as normal, or decorate and configure the wiki page in dev mode on browser.\\n\\nThen close dev mode and use the `npm run publish` command to build plugins, plugin libraries and documentation pages in the dist folder with one click, and you can then publish the contents in the dist folder to your web server.\\n\\nIf you use <$text text=\\\"GitHub\\\" /> and use <$text text=\\\"GitHub\\\" /> Page as your static page service, you don't need to run `npm run publish` manually, you just need to push and the next steps will be executed automatically. If you add a tag of the form `vX.Y.Z` to this commit, you will also publish the Release, and these automation scripts are located in `.github/workdlows`, which you can modify yourself.\\n\\n@@color:red;font-weight:900;\\nNote: Don't forget to update the version of the corresponding plugin in plugin.info each time you update and release it!\\n@@\\n\\n---\\n\\n! It is recommended to publish your plugins using a plugin library\\n\\nIf you're not sure what a plugin library is: a plugin library is a mechanism provided by <$text text=\\\"TiddlyWiki\\\" />, which is itself a tiddler containing a description of the plugin library and the url to the plugin library data that should be available when you open [[$:/ControlPanel]]'s [Plugins] and click [Get more plugins ], <$text text=\\\"TiddlyWiki\\\" /> will load all the plugin library data, allowing the user to retrieve, install and update the plugins provided by these libraries.\\n\\nTherefore I suggest that you should publish your own plugins using the plugin library and ask your plugin users to install your plugin library. This way users will be able to update automatically when you publish new plugins and also use this to promote your other plugins as they will all be within the same plugin library.\\n\\nFurther, you are welcome to publish your plugins on the CPL, which is <$text text=\\\"TiddlyWiki\\\" /> currently the best public plugin library, similar to the App Store, and will be used in the future by <$text text=\\\"TiddlyWiki\\\" /> author Jermolene [[incorporated inside TiddlyWiki feature|https://github.com/Jermolene/TiddlyWiki5/pull/7106]] (but it still takes time), the CPL is a collection of very cool plugins of all kinds, which will allow you to get more users! The way to join is to just create an [[Issue|https://github.com/tiddly-gittly/TiddlyWiki-CPL/issues]].\\n\\nHow to create a plugin library tiddler: The plugin library tiddler needs to carry the `$:/tags/PluginLibrary` tag and specify the location of the plugin library html file in the url field, see [[$:/config/TiddlyWiki-CPL/GitHub]].\\n\\n! If you want to publish a wiki template\\n\\n<$text text=\\\"GitHub\\\" /> Action script uses `npm run publish`, which publishes the wiki as an online version, which exports the <$text text=\\\"TiddlyWiki\\\" /> core and other media files externally to optimize load times, so index.html cannot be used as a single-file wiki. If you wish to publish the Wiki template, please use `npm run publish:offline` instead.\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/007-commands\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/007-commands\",\"caption\":\"Commands\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"The project wraps some common commands, most of which are implemented using another tool [[tiddlywiki-plugin-dev|https://www.npmjs.com/package/tiddlywiki-plugin-dev]].\\n\\n! Built-in commands\\n\\n!! Clear build products\\n\\n```bash\\nnpm run clean\\n```\\n\\nwill delete the dist folder.\\n\\n!! Upgrade dependencies\\n\\n```bash\\nnpm run update && npm install\\n```\\n\\nwill automatically update packages such as tw5-typed, tiddlywiki-plugin-dev, etc. It is recommended to run this every once in a while.\\n\\n!! Create a plugin\\n\\n```bash\\nnpm run new\\n```\\n\\n!! Enter live development mode\\n\\n```bash\\nnpm run dev\\n```\\n\\nAfter a short compilation, a web server will open and a browser will open it to see the effect. The page will be automatically recompiled and refreshed as the content of the plugin is modified.\\n\\n!! Building plugins\\n\\nThere are two forms.\\n\\n# Build several separate plugins directly, in JSON format.\\n\\n```bash\\nnpm run build\\n```\\n\\n# Build as a plugin library.\\n\\n```bash\\nnpm run build:library\\n```\\n\\nThe result of the build is in dist.\\n\\n!! Publish\\n\\nBuild the plugin library + build the wiki documentation to publish as a web page.\\n\\nThe online form, where the core and media files are external, can speed up the page opening, but the page can only be used online, after downloading it cannot be used due to missing core and media files:\\n\\n```bash\\nnpm run publish\\n```\\n\\nOffline form, i.e. packaged as a single file wiki that can be downloaded and used:\\n\\n```bash\\nnpm run publish:offline\\n```\\n\\nThe results of the build are in dist.\\n\\n! Custom directives\\n\\nIn fact, the above commands are further wrappers around tiddlywiki-plugin-dev. tiddlywiki-plugin-dev can support other custom parameters to customize your build. You can see the current version of tiddlywiki-plugin-dev in action with the following command.\\n\\n```bash\\nnpx tiddlywiki-plugin-dev help\\n```\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/008-plugin.info\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/008-plugin.info\",\"caption\":\"about plugin.info\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"`plugin.info` is in JSON format and can contain the following fields.\\n\\n* `title` [required]: the title of the plugin, please follow the naming specification: `$:/plugins//`;\\n\\n* `type` [optional]: must be `application/json`, even if you write something else, it will be changed back;\\n\\n* `version` [optional]: the version number of the plugin, recommended is `major.minor.patch`, mainly used for update detection;\\n*: only if you release the update without changing the version number, if you make the version number smaller, or if you make the version number larger;\\n*: Also, if the version number is not as large as the installed version, dragging JSON directly to the browser will not install it, but will have to uninstall and reinstall it;\\n*: If `version` is left blank, the default is the same as the <$text text=\\\"TiddlyWiki\\\" /> version number of the development environment (current version number: <>);\\n\\n* `plugin-type` [optional]: the type of plug-in, can be `plugin`, `language`, `theme`, `import`, `library`, `info`, `undefined`, etc., mainly with `plugin`, other types I have not studied, welcome to add. This defaults to `plugin` if not filled in;\\n\\n* `dependents` [optional]: the titles of the dependency plugins, which will be installed along with the current one, if there is no dependency plugins found, an error will be reported. The value can be a list of titles, or a string separated by spaces;\\n\\n* `tiddlers` [optional]: `plugin.info` can also store some tiddler, generally used to store some very small tiddler (such as settings, status or something), is an object, the key is the title of the tiddler, the value is the object, can contain the following fields;\\n** `text`\\n** `fields` (but the value of `field` can only be a string or a list)\\n**: (I don't know if I've missed anything, feel free to correct me)\\n*: @@color:red; Note: ''The tiddler here will be replaced by a renamed tiddler in the plugins folder'' @@\\n\\nThere are also some fields that have nothing to do with the plugin's parsing execution mechanism, but have some special meaning in <$text text=\\\"TiddlyWiki\\\" />.\\n\\n* `name` [optional]: the name of the plugin, which will be displayed in the plugin information, mainly for good address, generally to be written, not necessarily the same as the plugin name in the title.\\n* `description` [optional]: the introduction of the plug-in, will be displayed in the plug-in information, a short introduction to their plug-in to make it more popular, generally will write.\\n* `author` [optional]: the author, not necessarily the same as the author's name in the title.\\n* `source` [optional]: the url of the source repo.\\n* `parent-plugin` [optional]: the title of the parent plugin, indicating that the plugin is a child plugin (for example, the official plug-ins prefixed with `codemirror-` are all children of `codemirror`), in the plugin library, will be displayed within the expanded items of the parent plugin. @@color:red;If there is no parent plugin found in the library it will not be displayed in the plugin library@@;\\n* `list` [optional]: click on the information of some plugins, you can see that in addition to `content` there are also `readme` and other tags, which are defined here, either as an array of strings or as a filter string. But here we should pay attention that what is filled in is not the title of the tiddler to be displayed, but its \\\"relative\\\" title, to remove the prefix `$:/plugins/xxx/xxx/`, for example, you want to add `$:/plugins/XiaoMing/abc/readme` just write `readme`;\\n* `core-version` [optional]: the minimum core version required, e.g. `>=5.2.0`;\\n* `plugin-priority` [optional]: an integer that refers to the priority of the order in which plugins are loaded, the smaller the priority;\\n* `text-direction` [optional]: text direction, for language packs;\\n\\nYou can also add other fields, which will end up as metadata for the plugin tiddler.\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/009-add-shadow-tiddler\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/009-add-shadow-tiddler\",\"caption\":\"Ways to add tiddlers\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"You've managed to create a plugin, congratulations! But... How do you add content to a plugin? Is it possible to create files directly in the folder? How do you exclude files that you don't want to include? Let's keep exploring.\\n\\n! The easiest way: add files directly in the folder\\n\\nTry adding a file called `readme.tid` under `src/your-plugin/` with the following content\\n\\n```tiddlywiki5\\ntitle: $:/plugins/your-name/your-plugin/readme\\n\\nHello!\\n```\\n\\nYou will find an extra `$:/plugins/your-name/your-plugin` shadow tiddler in the plugin `$:/plugins/your-name/your-plugin/readme`, which means it was added successfully! So the easiest way is to add the `.tid` file directly.\\n\\nNow try adding something else, like adding an `example.png` image, what happens?\\n\\nThe image does get loaded, but the name of the corresponding shadow tiddler becomes the absolute path to the file... I don't think this is what you want to see at all. In fact, the same thing happens with `.js`, `.css` and other files. Also, these files can't come with metadata (such as title, tags, type and various fields), which is definitely not possible, so you have to add metadata to them in some other way.\\n\\nNote: In <$text text=\\\"Modern.TiddlyDev\\\" />, files of the form above will not be included.\\n\\nThe easiest way is to change it to a `.tid` suffix, then use the `.tid` format to define the metadata at the beginning and `type` at the same time, and finally use the original content as the text content of `.tid`.\\n\\nBut the disadvantages of doing so are also great, first of all, it is not easy to edit; secondly, for binary also need to convert to base64 format, which is very troublesome and space-consuming practice.\\n\\n---\\n\\n! I want to keep the original suffix name, but I also want to add metadata to it...\\n\\nIf you look in the `tiddlers` folder, you'll see a `.meta` format, and yes, they are the metadata files that support the non-`.tid` format files.\\n\\nIf, for the `example.png` mentioned above, we want to be able to name it `$:/plugins/your-name/your-plugin/exmaple.png` with a tag called `12345`, we can create an `example.png.meta` in the same directory, which will be automatically bound to `esample.png`, and we write something in it:\\n\\n```\\ntitle: $:/plugins/your-name/your-plugin/exmaple.png\\ntype: image/png\\ntags: 12345\\n```\\n\\nGood, much better this time!\\n\\n---\\n\\n! Directories inside of directories?\\n\\nWhat happens if you add another `1` directory under `src/your-plugin/`? If you try it by hand, you will find nothing; however, if you add another file to `1`, you will find that the file that was added appears in the plugin.\\n\\nSo it is possible to continue to set directories within the plugin, except that the files are eventually read instead of directories, so if the directory is empty, then nothing will be there.\\n\\n! `tiddlywiki.files`: This is the directory where I do the talking!\\n\\nWhat should I do if I want to exclude some files and folders? You can create a `tiddlywiki.files` file at the level where you want to exclude files. When <$text text=\\\"TiddlyWiki\\\" /> parses the plugin, if it sees `tiddlywiki.files` under the directory, it will not continue to search for other files and folders under that folder, and under that one folder, `tiddlywiki.files` is the only one that matters!\\n\\nThe `tiddlywiki.files` file describes which files should be loaded under this folder, and which files under which subfolders, and you can add metadata information to the files, so let's see how it works next.\\n\\nNote that `tiddlywiki.files` is also a JSON file, and the following is an example:\\n\\n```json\\n{\\n \\\"tiddlers\\\": [\\n {\\n \\\"file\\\": \\\"example/example1.tid\\\",\\n \\\"isTiddlerFile\\\": true,\\n \\\"type\\\": \\\"text/vnd.tiddlywiki\\\",\\n \\\"fields\\\": {\\n \\\"title\\\": \\\"$:/plugins/your-name/your-plugin/example/example1\\\",\\n \\\"tags\\\": [\\\"MyExample\\\"],\\n \\\"type\\\": \\\"text/vnd.tiddlywiki\\\",\\n \\\"created\\\": { \\\"source\\\": \\\"created\\\" },\\n \\\"file\\\": {\\n \\\"source\\\": \\\"filename\\\",\\n \\\"prefix\\\": \\\"[Prefix]\\\"\\n }\\n },\\n \\\"prefix\\\": \\\"\\\",\\n \\\"suffix\\\": \\\"\\\"\\n }\\n ],\\n \\\"directories\\\": [\\n \\\"dir1\\\",\\n {\\n \\\"path\\\": \\\"dir2\\\",\\n \\\"filesRegExp\\\": \\\"\\\\\\\\.jpe?g$\\\",\\n \\\"isTiddlerFile\\\": false,\\n \\\"fields\\\": {\\n \\\"type\\\": \\\"image/jpg\\\"\\n },\\n \\\"isEditableFile\\\": false\\n },\\n {\\n \\\"path\\\": \\\"i18n/zh-Hans\\\",\\n \\\"filesRegExp\\\": \\\"\\\\\\\\.tid$\\\",\\n \\\"isTiddlerFile\\\": true,\\n \\\"fields\\\": {\\n \\\"title\\\": {\\n \\\"source\\\": \\\"basename\\\",\\n \\\"prefix\\\": \\\"$:/plugins/your-name/your-plugin/i18n/zh-Hans/\\\"\\n }\\n }\\n }\\n ]\\n}\\n```\\n\\nIt looks a bit complicated, but many of the fields are optional, so let's unpack them one by one, level by level.\\n\\n* `tiddlers` [optional]: the included tiddlers, those that do not appear in it are the ones that are excluded;\\n** `file` [required]: the relative location of the included tiddlers, with the folder where `tiddlywiki.files` is located as the root directory;\\n** `isTiddlerFile` [optional]: is not the native <$text text=\\\"TiddlyWiki\\\" /> file type (such as `.tid`), if not or not filled in, it will automatically determine whether the file is plain text or binary based on the file suffix name, and thus choose to use `utf8` encoding to read in or `base64` to read in. This does not affect `type`;\\n** `fields.type` [optional]: written in `fields`, refers to the type of tiddler, if not written it will be inferred from the file extension name, if it is not inferred it will be considered as `text/plain`;\\n** `fields` [optional]: is the field. Fields accept three types: strings, arrays (equivalent to space-separated strings), and objects, and here are the objects, which are not commonly used, but may be useful:\\n**: (the object type data description in fields, moved to the end of the text)\\n**: @@color:red; Note: ''With or without `fields`, <$text text=\\\"TiddlyWiki\\\" /> will try to find the file's corresponding `.meta` metadata file, and will finally merge the metadata within `fields` and `.meta` as tiddler's metadata; for fields with the same name, `.meta` will override `fields`.''@@\\n** `prefix` [optional]: adds a prefix to the tiddler's content, equivalent to writing in `fields`:\\n**:
\\n\\n```json\\n\\\"text\\\": { \\\"prefix\\\": \\\"xxx\\\" }\\n```\\n
\\n** `suffix` [optional]: adds a suffix to the tiddler's content, equivalent to writing in `fields`:\\n**:
\\n\\n```json\\n\\\"text\\\": { \\\"suffix\\\": \\\"xxx\\\" }\\n```\\n
\\n\\n* `directories` [optional]: contained subpaths, if a subfolder does not appear in it is excluded; `directories` array may have two types of data inside.\\n** if it is of type string, then it is the folder containing the corresponding name.\\n** If it is an object type, it means that it is specified to read the specified file under the subpath, which may have the following fields within it.\\n*** `path` [required]: the subpath to be read (relative path).\\n*** `filesRegExp` [optional]: the files to be included under the subpath, based on regular expression filtering, not written means all files included.\\n*** `isTiddlerFile` [optional]: same as `tiddlers.isTiddlerFile`, will be applied to all matching files under the subpath.\\n*** `fields` [optional]: same as `tiddlers.fields`, will apply to all matching files under the subpath, will also go for `.meta` files, same rules as above.\\n*** `isEditableFile` [optional]: if `true`, then this tiddler is not a shadow tiddler, modifying it will change the file corresponding to the plugin, instead of creating a new tiddler to overwrite it.\\n\\n!! Object type data in fields\\n\\nIf the type of a `field` is an object, then it means to generate some data in the specified way, in the format of\\n\\n```json\\n{\\n \\\"source\\\": \\\"string\\\",\\n \\\"prefix\\\": \\\"string\\\",\\n \\\"suffix\\\": \\\"string\\\"\\n}\\n```\\n\\n`source` [required] refers to what kind of data should be generated, which can be as follows.\\n\\n* `filename`: data to get the filename of the tiddler file corresponding to `fields` as a field;\\n* `filename-uri-decoded`: as above, with the filename URI encoded;\\n* `basename`: same as `fieldname`, but with the file type suffix `.xxx` removed;\\n* `basename-uri-decoded`: as above, with the URI encoding of the file name;\\n* `extname`: gets the file's suffix name (with `.`);\\n* `created`: gets the creation time of the file (in the file system), returned as a `Date` type;\\n* `modified`: gets the modification time of the file (in the file system), returned as `Date` type;\\n\\n`prefix` [optional]: adds a prefix to the generated data.\\n\\n`suffix` [optional]: adds a suffix to the generated data.\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/010-widget\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/010-widget\",\"caption\":\"Create Widget\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"You can start by looking at the official tutorial at https://tiddlywiki.com/dev/#Javascript%20Widget%20Tutorial\\n\\nAccording to the tutorial, we can write a script like the following, if we want our widget name to be `my-widget`, i.e. the user will use `<$my-widget />` to call.\\n\\n```ts\\nimport { IChangedTiddlers, IParseTreeNode, IWidgetInitialiseOptions } from 'tiddlywiki';\\nimport { widget as Widget } from '$:/core/modules/widgets/widget.js';\\n\\nclass MyWidget extends widget {\\n // For demo\\n private title?: string;\\n\\n // Do not define constructor\\n\\n /** The initialization work is placed here and can be left undefined */\\n initialise(parentNode: IParseTreeNode, options?: IWidgetInitialiseOptions) {\\n // The initialization method of the base class needs to be called\\n super.initialise(parentNode, options);\\n // If there are no attributes for the widget, this below is not needed, but it is generally needed\\n this.computeAttributes();\\n }\\n\\n /** Optional, usually to do some parsing and so on before formal rendering */\\n execute() {\\n // This is required to support children widgets\\n this.makeChildWidgets();\\n // Do some other parsing work, here's an example\\n this.title = this.getAttribute('title', undefined);\\n }\\n\\n /** It will only be called automatically when rendering for the first time, when re-rendering after destruction, or actively through methods such as this.refreshSelf */\\n render(parentNode: Node, nextSibling: Node) {\\n // Rendering pre-processing work\\n this.parentDomNode = parent;\\n this.execute();\\n\\n // Please put all created domNodes (root nodes are fine) into domNodes, so that tw can do automatic recycling.\\n this.domNodes.push(xxx);\\n\\n // The following content can be added when child widgets are supported. will update this.children\\n this.renderChildren(xxx, nextSibling);\\n }\\n\\n /**\\n * Optional, refresh is performed, if not defined, no refresh is done, but an attempt is made to refresh the children widgets\\n * The returned value represents whether or not it is refreshed, and is used as a reference for the upper-level widget\\n */\\n refresh(changedTiddlers: IChangedTiddlers): boolean {\\n // Update the parameters and find out which ones have changed\\n const changedAttributes = this.computeAttributes();\\n // Determine whether to perform a refresh or not, the determination here is just an example\\n if (changedAttributes.title || changedTiddlers.includes(changedAttributes.title)) {\\n // The refreshSelf of the base class function is simply a brutal removal of dom&chidren + re-rendering\\n // For fine-grained refreshing, please implement your own\\n this.refreshSelf();\\n this.refreshChildren(changedTiddlers);\\n return true;\\n } else {\\n // If you don't need to refresh yourself, try to have the children widgets refresh\\n return this.refreshChildren(changedTiddlers);\\n }\\n }\\n}\\n\\nexports['my-widget'] = MyWidget;\\n```\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/012-关于调试\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/012-关于调试\",\"caption\":\"About debugging\",\"authors\":\"whitefall\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"Q: How friendly is debugging? I generally prefer to play with the idea of finding the value, depending on the result, see what he is, in the next step, and then implement it step by step.\\n\\n\\nA: Use the console more often:\\n* Press F12 or select \\\"More Tools\\\" > \\\"Developer Tools\\\" in the browser menu to use the browser's Developer Tools.\\n* Developer Tools will have a console tab, open it and there will be a chat box like interface. At the bottom you can enter js code to execute. If you type in $tw, you'll get everything you need.\\n* But it should be noted that the environment you usually write widgets in is a sandbox not a browser environment (you can understand that some global variables you can't get, or some variables are only available inside), this should be noted.\\n\\n\\nA: Use debugger debugging statements.\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/999-comming\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/en/999-comming\",\"caption\":\"More...\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<$text text=\\\"Modern.TiddlyDev\\\" /> tutorials are currently being improved! I have limited energy and can only write in my free time, so if you are interested in writing tutorials, making suggestions, or fixing errors, please feel free to submit a PR, Issue, or contact me to join the project as a co-author, thank you very much!\\n\\nTo add/modify a tutorial, please refer to the other tutorials written in [[this directory|https://github.com/tiddly-gittly/Modern.TiddlyDev/tree/master/src/doc/tutorials/zh]].\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/template\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/template\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<$tiddler tiddler=<>>\\n\\n@@background:#0003;padding:5px 10px;border-left:3px solid #03fffc;font-weight:750;background-image:linear-gradient(0,#03fffc12,#03fffc12);\\n<$list filter=\\\"[has[authors]]\\\">\\n<$list filter=\\\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\\\" variable=\\\"lang\\\">\\n<$list filter=\\\"[search[zh]]\\\">\\n\\n作者: <$text text={{{ [get[authors]join[, ]] }}} />\\n\\n文档需要改进？希望分享经验？欢迎提 [[Issue|https://github.com/tiddly-gittly/Modern.TiddlyDev/issues]] 或者 QQ 群里联系我！\\n\\n\\n<$list filter=\\\"[!search[zh]]\\\">\\n\\nAuthor(s): <$text text={{{ [get[authors]join[, ]] }}} />\\n\\nNeed to improve the documentation? Want to share your experience? Feel free for an [[Issue|https://github.com/tiddly-gittly/Modern.TiddlyDev/issues]]!\\n\\n\\n\\n\\n@@\\n\\n<$transclude mode=\\\"block\\\" />\\n\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/001-beginning\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/001-beginning\",\"caption\":\"安装与简单使用\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"正式开始前：\\n\\n* 你应当会使用命令行执行简单的指令；\\n* 你应当有一款代码编辑软件，而不是全程使用记事本来开发插件，推荐使用 VSCode 并安装 <$text text=\\\"TiddlyWiki5\\\" /> Syntax、ESLint Prettier等插件；\\n* 你应当首先简要了解 git 的相关知识(如 clone、pull、push、add、commit 等)，并安装 git 命令行软件；\\n* 你应当注册一个 <$text text=\\\"GitHub\\\" /> 账号，如果你需要相关自动化构建功能和代码管理的话；\\n* 你应当了解什么是 npm，并掌握 npm 的常用指令(如 install、run 等)，并安装 <$text text=\\\"NodeJS\\\" /> 软件；\\n* 你最好有过一段时间的 <$text text=\\\"TiddlyWiki\\\" /> 使用经验；\\n* 你可以去了解 HTML、CSS、<$text text=\\\"JavaScript\\\" /> 和 <$text text=\\\"TypeScript\\\" /> 的相关技术；\\n\\n非常感谢 mabuqian(马不前) 同学分享的视频，非常的新手向，讲解了一些基本的用法，如果需要可以去看看：\\n\\n[[b站视频教程|https://www.bilibili.com/video/BV1zR4y12776/]]\\n\\n! 从一个空的开发模板开始\\n\\n首先确保你已安装了 git 和 <$text text=\\\"NodeJS\\\" /> ，随后请选择你希望创建项目的路径，并确定项目文件夹的名称，并在命令行输入如下指令：\\n\\n```bash\\nnpx tiddlywiki-plugin-dev@latest init <项目文件夹名称>\\n```\\n\\n如果你是中国大陆的开发者，需要一些魔法并且知道我想表达的意思，init 还有两个额外的参数：\\n\\n* `--repo <模板repo url>` 对 <$text text=\\\"GitHub\\\" /> 进行加速，例如[ghproxy.com]等;\\n* `--npm ` 对 npm 进行加速，例如 `http://registry.npmmirror.com`；\\n\\n\\n<<<\\n魔法示例：\\n\\n```\\nnpx tiddlywiki-plugin-dev@latest init --repo https://ghproxy.com/https://github.com/tiddly-gittly/Modern.TiddlyDev.git --npm http://registry.npmmirror.com project\\n```\\n<<<\\n\\n接下来会进行模板项目的下载和各种工具的安装，请稍作等待。如果需要手动下载模板项目，[[可以看这里|https://github.com/tiddly-gittly/Modern.TiddlyDev/tree/template]]。\\n\\n使用你的代码编辑器打开这个项目文件夹，就可以正式进入插件开发环节了。\\n\\n注意：在这里需要你选择自己的包管理器，如果你并不清楚应当选择什么，请选择 npm。而若你选择的不是 npm，请将后续教程中任意 npm 命令都替换成你使用的包管理器来执行。\\n\\n! 体验所见即所得的开发流程\\n\\n你应该会发现，这个项目中已经有很多存在的文件夹和文件，这里做一些介绍：\\n\\n* .git 是一个隐藏的文件夹，保存了这个 git 项目的各种信息，删除之后就无法使用 git 指令了；\\n* .github 是一个隐藏的文件夹，其中保存了 <$text text=\\\"GitHub\\\" /> 的 CI/CD 自动化脚本；\\n* node_modules 是 npm 包的安装路径，可以删除，删除后使用 npm install 重新安装所有 npm 包；\\n* src 是插件开发的主要目录，其中的每一个文件夹都是一个插件；\\n* wiki 是开发模式和发布模式所展示的 wiki 项目，用于开发测试，以及文档生成；\\n* .eslintignore .eslintrc.js 等隐藏文件，以及 package.json 和 tsconfig.json 等都是项目的相关配置文件，如不理解请勿修改；\\n\\n在 src 中，已经有一个 plugin-name 示例项目，用于演示，你可以通过修改这个项目开始开发，也可以直接删掉它。我们先保留它，直接进入开发模式看看效果，在控制台输入：\\n\\n```bash\\nnpm run dev\\n```\\n\\n如果没有报错，则控制台会显示出一个本地网址(一般是 `http://127.0.0.1:8080`)，使用浏览器浏览此网址，可以看到一个 Wiki 页面，页面首先也会显示本教程。进一步查看可发现，这个 Wiki 安装了插件 `$:/plugins/your-name/plugin-name`。\\n\\n这个示例插件实现了一个叫 test 的微件，作用是显示一行固定的文字。我们创建一个称为 Test 的 tiddler，在其中使用这个微件：\\n\\n```\\n<$test />\\n```\\n\\n保存可看到 `This is a widget!` 的字样。\\n\\n不要关闭浏览器或者开发服务器，尝试修改一下 `src/plugin-name/index.ts` 中第 14 行的文字，保存后即可看到，插件被重新编译，网页上 Test 中的文字随之改变：\\n\\n[img[$:/plugins/Modern.TiddlyDev/doc/wysiwtg-demo.gif]]\\n\\n随后，在控制台按 ctrl + C 即可停止服务器。\\n\\n! 编译插件\\n\\n如果你不想使用 <$text text=\\\"GitHub\\\" /> 进行自动化构建和发布，或者只是想先编译一下插件看看，可以使用如下指令：\\n\\n```bash\\nnpm run build\\n```\\n\\n在短暂的编译过程后，控制台会输出类似这样的内容：\\n\\n```\\n Minimized plugins\\n 1.97 KiB $:/plugins/your-name/plugin-name\\n```\\n\\n代表这次构建共编译打包了一个插件，其压缩后的大小为 1.97KB。我们可以在 `dist` 文件夹下找到它。\\n\\n! 发布\\n\\n首先，请使用 git remote 绑定自己的 git 项目（方法请百度）。\\n\\n在 git push 之后，<$text text=\\\"GitHub\\\" /> 项目的自动化构建就开始了，你可以在项目首页的 Actions 中查看构建详情。\\n\\n一般情况下，自动化构建会生成 wiki 的线上版本，并同时生成包含 src 中所有插件的插件源，你可以将其发布给你的插件订阅者们，他们会在每次自动构建后获得最新的插件更新。\\n\\n如果你同时为你的提交添加了 tag，且 tag 的格式是 `v1.2.3` 这样的版本格式，那么项目还会将构建后的插件自动发布在你项目的 Release 中，[[就像这样|https://github.com/tiddly-gittly/Modern.TiddlyDev/releases]]。\\n\\n! 更新\\n\\n项目中的 `tiddlywiki-plugin-dev` 和 `tw5-typed` 等都会经常进行更新，以修复一些 bug 或者进一步强化功能。因此建议每隔一段时间或者遇到错误时就进行一下更新，方法如下：\\n\\n在联网状态下执行：\\n\\n```bash\\nnpm run update\\n```\\n\\n在检查之后，按照其指示执行进一步的指令，例如`npm install`。\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/002-create-a-plugin\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/002-create-a-plugin\",\"caption\":\"创建一个插件\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"在创建一个插件之前，首先做一些科普：\\n\\n# 在 <$text text=\\\"TiddlyWiki\\\" /> 中，插件是指将若干 tiddler 的内容进行打包所得到的一个 tiddler。即插件本质上是若干 tiddler 打包得到的「压缩包」。\\n\\n# 插件本身是一个 tiddler，其包含的被打包的那些 tiddler 被称为 shadow tiddler。shadow tiddler 的特点是，并不会独立存在于 wiki 中，而是在 wiki 加载时从其所在的插件中加载；同时，如果 wiki 中存在与 shadow tiddler 重名的普通 tiddler，则普通 tiddler 会覆盖 shadow tiddler 的内容（但不会删除 shadow tiddler），直到普通 tiddler 被删除或改名，才会恢复 shadow tiddler 本来的内容。通过这个原理可以实现『配置的默认值』，即将某个配置的默认值存储在 tiddler 中，若用户设置了新的值则创建普通 tiddler 来覆盖，而删除这个普通 tiddler 相当于恢复默认配置。\\n\\n# 插件的所有 shadow tiddlers 存储在插件 tiddler 的 text 字段中，使用 JSON 序列化的字符串存储。插件还包含其他字段，用于描述插件的版本、名称、加载时机和用途等，详见下文。\\n\\n# 由于插件是一个 tiddler，因此也一定要有一个 title，并且需要满足规范命名：`$:/plugins/<作者名>/<插件名>`，且其中的 shadow tiddlers 的 title 也最好是以 `$:/plugins/<作者名>/<插件名>/` 为前缀，这样便于管理与辨认。\\n\\n# 主题与语言包是插件的两个变种，三者在本质上是一样的，但插件更多提供的是功能上的补充，例如为 wiki 提供了播放音乐的功能；而主题(以`$:/themes/`为前缀)则主要提供视觉效果的改变，例如实现一个二次元风格的 wiki；而语言包(以`$:/languages/`为前缀)则为了提供多语言支持。我们这里主要就插件展开，其他两种，欢迎补充！\\n\\n---\\n\\n! 创建一个插件\\n\\n首先确定插件的作者名，也就是你的名字，日后你的插件成名了，大家就会记住这个作者的名字 ：D\\n\\n其次确定插件的名称，不多解释。\\n\\n在确定以上两点后，你的插件的 title 就应当是 `$:/plugins/<作者名>/<插件名>`。\\n\\n执行命令：\\n\\n```bash\\nnpm run new\\n```\\n\\n选择你需要添加的插件的类型、作者名和插件名，并添加插件的说明，即可创建一个插件文件夹，即 `src/<插件名>`（下文称为 该文件夹）。\\n\\n在该文件夹中，可以看到一个 `plugin.info` 文件，其描述了插件的各种属性与信息，其格式为 JSON，你可以手动修改它，其中每个字段的意义可以在教程 [plugin.info文件介绍] 中找到。\\n\\n还有一个 readme.tid 文件，其中的内容对应你的插件展示页面。\\n\\n运行 `npm run dev` 打开网页，可以看到增加了一个插件：\\n\\n
{{$:/core/images/plugin-generic-plugin}}

my-plugin: My first plugin

~$:/plugins/my-name/my-plugin

0.0.1

\\n\\n! 添加 Shadow Tiddler\\n\\n现在这个插件还是空的，只有一个 readme，我们需要添加其他 shadow tiddler。为插件添加其他内容的是通过直接在插件文件夹中新增文件来实现的。而在网页中直接修改插件内容或者新增 tiddler 则是不能改变 shadow tiddler 的，请牢记。\\n\\n现在，我们在该文件夹下仿照 `readme.tid` 创建一个新的 tid 文件，其第一行改成你希望的 title (应当以`$:/xxx/xxx/xxx/`为前缀)，后面的每一行都是`字段: 内容`，直到遇到一个空行，在空行之后都是 text 字段的内容。这样我们就为插件新增了一个 shadow tiddler。\\n\\n我们同样可以用这样的方式为插件添加其他内容，例如 css 文件、js 代码、图片、视频等。但请注意，若文件并非是`.tid`或`.json`，或者其中不包含title字段，就不会被插件所包含。因此，对于这样的文件，我们需要一个额外的 meta 文件来为其进行说明：\\n\\n假如你希望添加一个图片 1.jpg，请在其同目录下创建一个 1.jpg.meta，使用文本编辑器打开 meta 文件进行编辑：\\n\\n```\\ntitle: $:/plugin/my-name/my-plugin/1.jpg\\ntype: image/jpeg\\n```\\n\\n可以看出来，meta 文件的格式为逐行`字段名: 字段值`，title 是必要的，而 type 则是指文件是什么格式的。这是官网给出的常见文件对应的 <$text text=\\\"ContentType\\\" />：\\n\\n|!Group |!Type |!Content of `type` field |\\n|^''Developer'' |Data dictionary |application/x-tiddler-dictionary|\\n|~|~JavaScript code |application/javascript|\\n|~|JSON data |application/json|\\n|~|Static stylesheet |text/css|\\n|^''Image''|GIF image |image/gif|\\n|~|ICO format icon file |image/x-icon|\\n|~|JPEG image |image/jpeg|\\n|~|PDF image |application/pdf|\\n|~|PNG image |image/png|\\n|~|Structured Vector Graphics image |image/svg+xml|\\n|^''Text''|HTML markup |text/html|\\n|~|CSS stylesheet |text/css|\\n|~|Comma-separated values |text/csv|\\n|~|Plain text |text/plain|\\n|~|~TiddlyWiki 5 |text/vnd.tiddlywiki|\\n|~|~TiddlyWiki Classic |text/x-tiddlywiki|\\n\\n更多文件对应的 <$text text=\\\"ContentType\\\" /> 请自行百度。\\n\\n同理，如果希望给1.jpg添加更多字段，可以照猫画虎，例如添加 tags 等字段。\\n\\n以上，是为插件添加 shadow tiddler 的最简单最常用的方法，如果希望了解更多高级方法，请参考后文 [添加tiddler的多种方法] 篇。\\n\\n接下来，我们就该进入激动人心的 <$text text=\\\"TypeScript\\\" /> 插件开发环节了，快进入下一页学习吧！\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/003-typescript-dev\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/003-typescript-dev\",\"caption\":\"TypeScript 插件开发\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"如果说前面这些只是提升了开发体验，那么接下来才是本框架要解决的核心问题：<$text text=\\\"TiddlyWiki\\\" /> + <$text text=\\\"TypeScript\\\" />！\\n\\n我们直接用一个例子来介绍用法。\\n\\n! 创建一个 Widget\\n\\nwidget 是 <$text text=\\\"TiddlyWiki\\\" /> 的渲染单位，也就是你看到的诸如 `<$xxx />` 的东西。<$text text=\\\"TiddlyWiki\\\" /> 内置了若干 widget，提供了各种功能如文字、链接、图片、引用等，而所有的 <$text text=\\\"WikiText\\\" /> 都会在解析后变成 widget。因此 widget 是 <$text text=\\\"TiddlyWiki\\\" /> 中最重要和基础的概念。\\n\\n因此我们尝试直接创建一个属于自己的 widget。注意：widget 开发的具体教程未来会做，欢迎有相关知识的大佬帮忙编写！\\n\\n我们希望创建这样一个 wdiget：其显示一个随机数字，并在点击其时重新随机，我们把这个 widget 其名为 <$text text=\\\"RandomNumber\\\" />。为了达到这样的目的，我们在插件开发目录下添加一个 `RandomNumberWidget.ts` 文件和 `RandomNumberWidget.ts.meta` 文件。\\n\\n首先在 `RandomNumberWidget.ts.meta` 中写如下内容;\\n\\n```\\ntitle: $:/plugins/<作者名>/<插件名>/RandomNumberWidget.ts\\ntype: application/javascript\\nmodule-type: widget\\n```\\n\\n注意：module-type 字段表明该脚本的模块类型，在 <$text text=\\\"TiddlyWiki\\\" /> 加载插件时会用到；\\n\\n在 `RandomNumberWidget.ts` 文件中：\\n\\n```typescript\\nimport { IChangedTiddlers } from 'tiddlywiki';\\nimport { widget as Widget } from '$:/core/modules/widgets/widget.js';\\n\\nclass RandomNumber extends Widget {\\n refresh(changedTiddlers: IChangedTiddlers) {\\n return false;\\n }\\n\\n render(parent: Node, nextSibling: Node) {\\n this.parentDomNode = parent;\\n this.execute();\\n const containerElement = $tw.utils.domMaker('p', {\\n text: 'This is a widget!',\\n });\\n this.domNodes.push(parent.appendChild(containerElement));\\n }\\n}\\n\\n// 此处导出的模块变量名random将作为微件（widget）的名称。使用<$random/>调用此微件。\\n// Widget在tiddlywiki中的条目名、源文件以及源文件.meta文件名和Widget名字可以不一致。\\n// 比如Widget条目名可以为My-Widget,源文件以及源文件.meta文件名可以称为index.ts与index.ts.meta。最终的Widget名却是：random，且使用<$random/>调用此微件。\\n// 如果为一个脚本文件添加了 .meta 将会被视为入口文件。\\nexports.random = RandomNumber;\\n```\\n\\n执行 `pnpm run dev` 对源文件进行编译，打开浏览器，创建一个 tiddler ，在其中使用 `<$random />`，可以看到效果。\\n\\n注：框架同时也支持对 cjs、mjs、jsx、tsx 文件的编译。\\n\\n注：相关 <$text text=\\\"TypeScript\\\" /> 类型支持是由 [[tw5-typed|https://github.com/tiddly-gittly/TW5-Typed]] 完成的，由于完成度不高，所以需要像上面一样，做一些手动的类型注解。欢迎各位大佬帮忙完善 tw5-typed ！\\n\\n! 在 <$text text=\\\"TypeScript\\\" /> 脚本中导入其他资源\\n\\n首先，当一个脚本文件(.ts、.tsx、.jsx、.cjs、.mjs)有其对应的 .meta 文件时，则该脚本文件为编译入口文件，会对其进行编译；而反之，如果一个脚本文件没有 .meta 文件，则不是入口文件，不会对其进行直接编译并打包入插件，但可以被其他脚本文件导入。\\n\\n在脚本文件中可以正常使用 `import` 引入目录下的其他资源文件，如其他的脚本文件、css 文件、json 文件、图片等资源。在编译时会自动引入和打包这些资源文件。\\n\\n注意：js 脚本虽然不能作为入口，但是可以被其他脚本文件使用 import 引入。\\n\\n但需要注意的是，如果一个资源文件已经被某个脚本文件 import，该资源文件就不需要再拥有 .meta 文件了，也就是不需要再主动添加到插件中。否则插件中会出现两份该资源文件，进而引发一些别的问题。\\n\\n这里我们举两个例子：\\n\\n添加一个脚本文件 foo.ts：\\n\\n```typescript\\nexport const foo = 'foo';\\n```\\n\\n不要添加其对应的 .meta 文件，而是在 `RandomNumberWidget.ts` 中直接使用 import 引入之即可。\\n\\n再比如，我们可以用同样的方式创建一个 `bar.css`，并在 `RandomNumberWidget.ts` 中直接使用 import 引入之，也不需要添加 .meta 文件。\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/004-compile-config\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/004-compile-config\",\"caption\":\"定制编译策略\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"依照前文的开发规范，可以让我们很简便地实现 <$text text=\\\"TypeScript\\\" />，但是也会造成一些问题。比如我希望在插件中包含一个 <$text text=\\\"TypeScript\\\" /> 脚本，但不希望编译它，或者希望在编译之后同时引入源文件。或者，我们希望指定生成 <$text text=\\\"SourceMap\\\" />，或者执行最小化和兼容性策略等。这些可以通过修改字段来实现：\\n\\n!! 包含入口源文件\\n\\n如果为一个脚本文件添加了 .meta 将会被视为入口文件，而入口文件将会被编译，并将编译后的结果纳入插件中，并不包括源文件。如果希望包含源文件，则需要在脚本文件对应的 .meta 文件中添加：\\n\\n```\\nModern.TiddlyDev#IncludeSource: true\\n```\\n\\n!! 排除编译\\n\\n进一步的，如果不希望编译这个脚本文件，就需要在 .meta 中添加：\\n\\n```\\nModern.TiddlyDev#NoCompile: true\\n```\\n\\n需要与 `Modern.TiddlyDev#IncludeSource` 配合使用。\\n\\n!! 插件最小化\\n\\n默认情况下，在插件构建时会对脚本和 css 文件进行最小化(在 dev 开发模式时不会进行最小化)。如果希望停用此功能，可以在 `plugin.info` 中添加：\\n\\n```json\\n\\\"Modern.TiddlyDev#Minify\\\": false,\\n```\\n\\n由于 `plugin.info` 是 JSON 格式，注意逗号等格式。\\n\\n如果希望更细粒度的控制，例如不希望将某个 js/css 文件最小化（比如你导入了一个 `.min.js` 为后缀的最小化第三方库），但是希望插件的其他内容进行最小化，请设置 `plugin.info` 中的 `Modern.TiddlyDev#Minify` 为 true ，但是为你希望排除最小化的文件添加 `Modern.TiddlyDev#Minify: false`字段。\\n\\n!! <$text text=\\\"SourceMap\\\" />\\n\\n默认情况下，在 dev 开发模式下会为生成的脚本添加行内 sourcemap，以便调试，而在 publish/build 生产环境发布则不会添加。如果需要在生产环境添加请在 `plugin.info` 中添加：\\n\\n```json\\n\\\"Modern.TiddlyDev#SourceMap\\\": false,\\n```\\n\\n!! 排除打包\\n\\n由于 <$text text=\\\"TiddlyWiki\\\" /> 中的 require 并非是 CJS 标准的引入模块方法，而是 <$text text=\\\"TiddlyWiki\\\" /> 自行实现的，因此在编译时会忽略以`$:/`开头的 require 引入，而是保留原样让 <$text text=\\\"TiddlyWiki\\\" /> 执行引入操作。但是如果你需要使用 require 引入一个不以 `$:/` 开头的 tiddler，就会被当做是一般的 npm 包，从而在编译时进行 bundle 引入导致报错。或者，你的插件运行于 node 环境，不需要对 require 进行 bundle 。如上两种情况就需要指定需要排除打包的对象。\\n\\n假如插件需要使用到 fs 这个包，且不需要进行 bundle 操作，就可以在 `plugin.info` 中指定：\\n\\n```json\\n\\\"Modern.TiddlyDev#ExternalModules\\\": \\\"fs\\\",\\n```\\n\\n如果同时，还需要在运行时引入一个名为 `foo bar` 的 tiddler：\\n\\n```json\\n\\\"Modern.TiddlyDev#ExternalModules\\\": \\\"fs [[foo bar]]\\\",\\n```\\n\\n注意：仅支持使用 `[[]]` 表示带有空格的 tiddler 标题，但不支持其他 filter 语法。但是可以支持通配符语法，例如`abc/*`。具体行为是由[[ESBuild|https://esbuild.github.io/api/#external]]决定的。\\n\\n!! 兼容性策略\\n\\n构建时，会自动使用 [[browserslist|https://browsersl.ist/]] 进行代码兼容性转义工作。默认的策略是 `>0.25%, not ie 11, not op_mini all`。如需自行指定，可在 `plugin.info` 中指定：\\n\\n```json\\n\\\"Modern.TiddlyDev#BrowsersList\\\": \\\"last 2 versions\\\",\\n```\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/006-publish\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/006-publish\",\"caption\":\"发布插件\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"插件是面向用户的，因此你一定需要为你的插件编写使用说明、案例之类的，或者同时为你的用户生成一个可以直接使用的空 wiki 模板。\\n\\n进一步的，你需要发布你的插件，同时将你编写的文档发布到互联网上——如果能够同步生成一个实时更新的插件库供你的用户订阅，那就更棒了！\\n\\n达到这样的目的很简单，你只需要在 dev 开发模式下，正常的添加 tiddler 、按安装第三方插件或者装饰和配置 wiki 页面。\\n\\n随后关闭开发模式，使用 `npm run publish` 指令即可一键构建插件、插件库和文档网页于 dist 文件夹内，进而你就可以将 dist 内的内容发布到你的网络服务器上。\\n\\n而如果你使用 <$text text=\\\"GitHub\\\" /> 并将 <$text text=\\\"GitHub\\\" /> Page 作为你的静态页面服务，则不需要手动运行 `npm run publish`，而只需要进行 push 操作，后续步骤将自动执行。而如果你为本次提交添加了 `vX.Y.Z` 形式的 tag，还会同时发布 Release。这些自动化脚本位于 `.github/workdlows` 中，你可自行修改。\\n\\n@@color:red;font-weight:900;\\n注意：在每次发布插件时，别忘了在 plugin.info 中更新对应插件的版本！\\n@@\\n\\n---\\n\\n! 建议使用插件库发布你的插件\\n\\n如果你还不清楚什么是插件库：插件库是 <$text text=\\\"TiddlyWiki\\\" /> 提供的一种机制，其本身是一个 tiddler，包含了对这个插件库的描述，以及插件库数据的应的 url，在你打开 [[$:/ControlPanel]] 的 [插件] 并点击 [获取更多插件] 时，<$text text=\\\"TiddlyWiki\\\" /> 就会加载所有插件库的数据，让用户能够检索、安装和更新这些插件库所提供的插件。\\n\\n因此我建议你应当使用插件库发布自己的插件，并要求你的插件使用者安装你的插件库。这样用户就可以在你发布新的插件后自动更新了，也可以借此宣传你的其他插件，因为他们都会在同一个插件库内。\\n\\n进一步的，欢迎你将你的插件发布在 CPL 上，CPL 是 <$text text=\\\"TiddlyWiki\\\" /> 当前最好的公共插件库，类似于 App Store，未来将会被 <$text text=\\\"TiddlyWiki\\\" /> 作者 Jermolene [[纳入 TiddlyWiki 内部功能|https://github.com/Jermolene/TiddlyWiki5/pull/7106]]（但是依旧需要时间），CPL集合了非常多各式各样很酷的插件，这样可以使你获得更多的用户量！加入的方法就是直接提[[Issue|https://github.com/tiddly-gittly/TiddlyWiki-CPL/issues]]。\\n\\n如何创建一个插件库 tiddler：插件库 tiddler 需要携带 `$:/tags/PluginLibrary` tag 并在 url 字段指定插件库 html 文件的位置，可以参考 [[$:/config/TiddlyWiki-CPL/GitHub]]。\\n\\n! 如果你想发布一个 wiki 模板\\n\\n<$text text=\\\"GitHub\\\" /> Action 脚本使用`npm run publish`，其会将 wiki 发布为线上版本，线上版本为了优化加载时间，将 <$text text=\\\"TiddlyWiki\\\" /> 核心 与其他媒体文件都导出在外部，因此 index.html 无法作为单文件 Wiki 使用。如果希望发布 Wiki 模板，请改用 `npm run publish:offline`。\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/007-commands\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/007-commands\",\"caption\":\"常用命令\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"项目封装了一些常用命令，这些命令大多是使用了另一个工具 [[tiddlywiki-plugin-dev|https://www.npmjs.com/package/tiddlywiki-plugin-dev]] 实现的。\\n\\n! 内置命令\\n\\n!! 清除构建产物\\n\\n```bash\\nnpm run clean\\n```\\n\\n会删除 dist 文件夹。\\n\\n!! 升级依赖\\n\\n```bash\\nnpm run update && npm install\\n```\\n\\n会自动升级 tw5-typed、tiddlywiki-plugin-dev 等包，建议每隔一段时间就执行一次。\\n\\n!! 创建一个插件\\n\\n```bash\\nnpm run new\\n```\\n\\n!! 进入实时开发模式\\n\\n```bash\\nnpm run dev\\n```\\n\\n经过短暂编译后，会打开一个网页服务器，浏览器打开之可以看到效果。页面会随着插件内容的修改自动重新编译、刷新。\\n\\n!! 构建插件\\n\\n有两种形式：\\n\\n# 直接构建若干独立的插件，JSON 格式：\\n\\n```bash\\nnpm run build\\n```\\n\\n# 以插件库形式构建：\\n\\n```bash\\nnpm run build:library\\n```\\n\\n构建结果在 dist 中。\\n\\n!! 发布\\n\\n构建插件库+对 wiki 文档构建发布为网页。\\n\\n在线形式，核心文件和媒体文件都是外置的，可以加快网页打开速度，但是网页只能在线使用，下载之后由于缺失核心和媒体文件无法使用：\\n\\n```bash\\nnpm run publish\\n```\\n\\n离线形式，即打包为单文件 wiki，可以下载使用：\\n\\n```bash\\nnpm run publish:offline\\n```\\n\\n构建结果在 dist 中。\\n\\n! 自定义指令\\n\\n实际上，上述指令都是对 tiddlywiki-plugin-dev 的进一步封装。tiddlywiki-plugin-dev 可以支持其他自定义参数来定制你的构建方式。可以使用如下命令查看当前版本的 tiddlywiki-plugin-dev 的使用方法：\\n\\n```bash\\nnpx tiddlywiki-plugin-dev help\\n```\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/008-plugin.info\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/008-plugin.info\",\"caption\":\"plugin.info文件介绍\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"`plugin.info` 是JSON格式，可以包含如下字段：\\n\\n* `title`【必填】：插件的标题，请遵命名规范：`$:/plugins/你的名字/插件的名字`；\\n\\n* `type`【可选】：必须为`application/json`，就算写别的也会被改回来；\\n\\n* `version`【可选】：插件的版本号，建议是 `数字.数字.数字`，主要用于更新检测：\\n*: 如果你发布更新时不改变版本号，那么只能 ；如果把版本号变小，就会 ；如果把版本号变大，就是 ；\\n*: 同时，如果版本号没有已经安装的版本大，直接将JSON拖动到浏览器是没法安装的，只能卸载然后重新装；\\n*: 如果 `version` 不填，那么默认就和开发环境的 <$text text=\\\"TiddlyWiki\\\" /> 版本号一致(当前版本号：<>)；\\n\\n* `plugin-type`【可选】：插件的类型，可以是 `plugin`、`language`、`theme`、`import`、`library`、`info`、`undefined` 等，主要用的是 `plugin`，其他类型我并没有研究过，欢迎补充。这个如果不填就默认为`plugin`；\\n\\n* `dependents`【可选】：前置插件的 title ，安装时会一并将前置插件也安装，如果没有前置插件则会报错。值可以是 title 的列表，也可以是用空格分隔的字符串；\\n\\n* `tiddlers`【可选】：`plugin.info` 中也可以存储一些 tiddler ，一般用于存储一些很小的 tiddler (比如设置、状态什么的)，是一个对象， key 为 tiddler 的 title ，值则为对象，可以包含如下字段：\\n** `text`\\n** `fields` (但是 `field` 的值只能是字符串或者列表)\\n**: (不知道我有没有漏掉什么，欢迎指正)\\n*: @@color:red; 注意：''这里的 tiddler 会被插件文件夹中重名的 tiddler 替代掉'' @@\\n\\n还有一些字段，与插件的解析执行机制无关，但是在 <$text text=\\\"TiddlyWiki\\\" /> 中有一些特殊含义：\\n\\n* `name`【选填】：插件的名称，会显示在插件信息中，主要为了好称呼，一般要写，不一定和 title 中的插件名相同；\\n* `description`【选填】：插件的介绍，会显示在插件信息中，简短介绍自己的插件让其更受欢迎，一般会写；\\n* `author`【选填】：作者，不一定和 title 中的作者名相同；\\n* `source`【选填】：源代码 repo 的 url；\\n* `parent-plugin`【选填】：父插件的标题，表示这个插件是一个子插件(比如官方插件中以 `codemirror-` 为前缀的插件都是 `codemirror` 的子插件)，在插件源中，会显示在父插件的展开项内。@@color:red;如果没有父插件就不会在插件源中显示@@；\\n* `list`【选填】：点开某些插件的信息，可以看到除了`content`还有`readme`等标签，就是在这里定义的，可以是字符串数组，也可以是 filter 字符串。不过这里要注意，里面填写的不是要显示的 tiddler 的 title ，而是其 “相对” title，要去掉 `$:/plugins/xxx/xxx/` 的前缀，例如想添加 `$:/plugins/XiaoMing/abc/readme` 只需要写 `readme`；\\n* `core-version`【选填】：要求的最低核心版本，例如 `>=5.2.0`；\\n* `plugin-priority`【选填】：整数，指插件被加载的顺序优先级，越小越优先；\\n* `text-direction`【选填】：文字方向，适用于语言包；\\n\\n也可以添加其他的字段，最后将会变成插件 tiddler 的元数据。\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/009-add-shadow-tiddler\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/009-add-shadow-tiddler\",\"caption\":\"添加tiddler的多种方法\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"万事开头难，我们已经成功创建了一个插件，可喜可贺！不过...如何为插件添加内容呢？直接在文件夹内创建文件就可以吗？如何排除掉不想包括的文件？我们继续来探究。\\n\\n! 最简单的方法：直接在文件夹内添加文件\\n\\n尝试在`src/abc/`下添加一个叫`readme.tid`的文件，文件的内容为：\\n\\n```tiddlywiki5\\ntitle: $:/plugins/XiaoMing/abc/readme\\n\\nHello!\\n```\\n\\n会发现插件`$:/plugins/XiaoMing/abc`里多了一个`$:/plugins/XiaoMing/abc/readme`的shadow tiddler，说明添加成功了！所以以最简单的方式就是直接添加`.tid`文件。\\n\\n现在尝试添加一些别的，比如添加一张`example.png`的图片，会发生什么？\\n\\n图片确实被加载进来了，不过其对应的shadow tiddler的名字变成了文件的绝对路径...我认为这绝不是我们想看到的。事实上`.js`、`.css`等文件也会出现一样的状况。同时，这些文件没法附带元数据(例如标题、tags、类型和各种field)，这肯定是不行的，所以必须用别的办法为其添加元数据。\\n\\n注意：在 <$text text=\\\"Modern.TiddlyDev\\\" /> 中，如上形式的文件将不会被包含。\\n\\n最简单的办法是，将其改为`.tid`后缀，然后用`.tid`的格式在开头定义元数据，同时定义`type`，最后把本来的内容作为`.tid`的文本内容。\\n\\n但这样做的弊端也很大，首先就是不便于编辑；其次对于二进制还需要转换为base64格式，这是很麻烦而且占空间的做法。\\n\\n---\\n\\n! 我想保留原始后缀名，但也想为其加上元数据...\\n\\n如果你观察过`tiddlers`文件夹，你会看到一种`.meta`格式的文件，没错，它们就是对非`.tid`格式的文件进行辅助说明的元数据文件。\\n\\n假如，对于上文提到的`example.png`，我们希望能够将其命名为`$:/plugins/XiaoMing/abc/exmaple.png`，并且带上一个叫`12345`的标签，我们可以在同目录下创建一个`example.png.meta`，它会自动与`esample.png`绑定，我们在里面写上：\\n\\n```properties\\ntitle: $:/plugins/XiaoMing/abc/exmaple.png\\ntype: image/png\\ntags: 12345\\n```\\n\\n好，这次舒服多了！\\n\\n---\\n\\n! 目录套目录？\\n\\n如果在`src/abc/`下面再加一个`1`目录，会发生什么呢？动手试一下会发现，什么都没有；但是如果在`1`中再加一个文件，就会发现被添加的文件出现在了插件中。\\n\\n因此插件内是可以继续套目录的，只不过最终读取的是文件而不是目录，所以如果目录为空，那么什么都不会有。\\n\\n! `tiddlywiki.files`: 这个目录下，我说了算！\\n\\n如果我想要排除掉一些文件和文件夹，该怎么办？可以在想要排除文件的那一层目录下创建一个`tiddlywiki.files`文件。当 <$text text=\\\"TiddlyWiki\\\" /> 解析插件时，如果看到目录下面有`tiddlywiki.files`，就不会继续搜索该文件夹下的其他文件和文件夹，在这一个文件夹下面，`tiddlywiki.files`一个人说了算！\\n\\n`tiddlywiki.files`文件描述了在这个文件夹下，应当加载哪些文件，以及哪些子文件夹下的哪些文件，而且可以为文件添加元数据信息，接下来我们来看看它怎么用。\\n\\n注意`tiddlywiki.files`也是JSON文件，以下是一个例子：\\n\\n```json\\n{\\n \\\"tiddlers\\\": [\\n {\\n \\\"file\\\": \\\"example/example1.tid\\\",\\n \\\"isTiddlerFile\\\": true,\\n \\\"type\\\": \\\"text/vnd.tiddlywiki\\\",\\n \\\"fields\\\": {\\n \\\"title\\\": \\\"$:/plugins/XiaoMing/abc/example/example1\\\",\\n \\\"tags\\\": [\\\"MyExample\\\"],\\n \\\"type\\\": \\\"text/vnd.tiddlywiki\\\",\\n \\\"created\\\": { \\\"source\\\": \\\"created\\\" },\\n \\\"file\\\": {\\n \\\"source\\\": \\\"filename\\\",\\n \\\"prefix\\\": \\\"[Prefix]\\\"\\n }\\n },\\n \\\"prefix\\\": \\\"\\\",\\n \\\"suffix\\\": \\\"\\\"\\n }\\n ],\\n \\\"directories\\\": [\\n \\\"dir1\\\",\\n {\\n \\\"path\\\": \\\"dir2\\\",\\n \\\"filesRegExp\\\": \\\"\\\\\\\\.jpe?g$\\\",\\n \\\"isTiddlerFile\\\": false,\\n \\\"fields\\\": {\\n \\\"type\\\": \\\"image/jpg\\\"\\n },\\n \\\"isEditableFile\\\": false\\n },\\n {\\n \\\"path\\\": \\\"i18n/zh-Hans\\\",\\n \\\"filesRegExp\\\": \\\"\\\\\\\\.tid$\\\",\\n \\\"isTiddlerFile\\\": true,\\n \\\"fields\\\": {\\n \\\"title\\\": {\\n \\\"source\\\": \\\"basename\\\",\\n \\\"prefix\\\": \\\"$:/plugins/XiaoMing/abc/i18n/zh-Hans/\\\"\\n }\\n }\\n }\\n ]\\n}\\n```\\n\\n看起来有点复杂，但很多字段都是可选的，我们按层级来一个一个解读：\\n\\n* `tiddlers`【可选】：包含的tiddler，没有出现在里面的，就是被排除的；\\n** `file`【必填】：以`tiddlywiki.files`所在文件夹为根目录，被包括的tiddler的相对位置。\\n** `isTiddlerFile`【可选】：是不是原生的 <$text text=\\\"TiddlyWiki\\\" /> 文件类型(如`.tid`)，如果不是或者不填，则会自动根据文件后缀名来判断文件到底是纯文本还是二进制，从而选择使用`utf8`编码读入或者`base64`读入。不会影响到`type`。\\n** `fields.type`【可选】：写在`fields`中，指tiddler的类型，如果不写就根据文件后缀名做推断，推断不出来就视为`text/plain`。\\n** `fields`【可选】：就是字段了。字段接受三种类型：字符串、数组(等同于为以空格分隔的字符串)以及对象，这里说一下对象，虽然不常用，但是或许用的上：\\n**: (fields中的对象类型数据说明，搬到了文末)\\n**: @@color:red;注意：''无论有无`fields`，TiddlyWiki都会尝试寻找文件对应的`.meta`元数据文件，最后会将`fields`和`.meta`内的元数据合并作为tiddler的元数据；对于同名的field，`.meta`会覆盖`fields`的。''@@\\n** `prefix`【可选】：为tiddler的内容添加前缀，等价于在`fields`中写：\\n**:
\\n\\n```json\\n\\\"text\\\": { \\\"prefix\\\": \\\"xxx\\\" }\\n```\\n
\\n** `suffix`【可选】：为tiddler的内容添加后缀，等价于在`fields`中写：\\n**:
\\n\\n```json\\n\\\"text\\\": { \\\"suffix\\\": \\\"xxx\\\" }\\n```\\n
\\n\\n* `directories`【可选】：包含的子路径，如果没有出现在里面的子文件夹就是被排除的；`directories`数组内可能有两种类型的数据：\\n** 如果是字符串类型，那么就是包含对应名称的文件夹；\\n** 如果是对象类型，就说明是指定了要读取子路径下的指定文件，其内可能有如下字段：\\n*** `path`【必填】：要读取的子路径(相对路径)；\\n*** `filesRegExp`【可选】：子路径下要包含的文件，基于正则表达式筛选，不写就是全部文件；\\n*** `isTiddlerFile`【可选】：同`tiddlers.isTiddlerFile`，会应用到子路径下所有匹配的文件上；\\n*** `fields`【可选】：同`tiddlers.fields`，会应用到子路径下所有匹配的文件上，也会去寻找`.meta`文件，规则同上；\\n*** `isEditableFile`【可选】：如果为`true`，那么这个tiddler就不是shadow tiddler，修改它就会变更插件对应的文件，而不是创建一个新的tiddler来覆盖它。\\n\\n!! fields中的对象类型数据\\n\\n如果一个`field`的类型是对象，那么它的意思就是按指定的方式生成一些数据，其格式是这样的：\\n\\n```json\\n{\\n \\\"source\\\": \\\"string\\\",\\n \\\"prefix\\\": \\\"string\\\",\\n \\\"suffix\\\": \\\"string\\\"\\n}\\n```\\n\\n`source`【必填】是指应当生成什么样的数据，可以有如下几种：\\n\\n* `filename`：获取`fields`对应的tiddler文件的文件名作为字段的数据；\\n* `filename-uri-decoded`：同上，并对文件名进行了URI编码；\\n* `basename`：同`fieldname`，但去掉了文件的类型后缀`.xxx`；\\n* `basename-uri-decoded`：同上，并对其进行了URI编码；\\n* `extname`：获取文件的后缀名(含`.`)；\\n* `created`：获取文件(在文件系统中)的创建时间，返回的是`Date`类型；\\n* `modified`：获取文件(在文件系统中)的修改时间，返回的是`Date`类型；\\n\\n`prefix`【可选】：为生成的数据添加前缀；\\n\\n`suffix`【可选】：为生成的数据添加后缀；\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/010-widget\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/010-widget\",\"caption\":\"编写微件(Widget)\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"可以先看看官方的教程：https://tiddlywiki.com/dev/#Javascript%20Widget%20Tutorial\\n\\n根据教程，我们可以编写一个类似如下的脚本，假如我们希望我们的微件名称为`my-widget`，即用户会使用`<$my-widget />`来调用：\\n\\n```ts\\nimport { IChangedTiddlers, IParseTreeNode, IWidgetInitialiseOptions } from 'tiddlywiki';\\nimport { widget as Widget } from '$:/core/modules/widgets/widget.js';\\n\\nclass MyWidget extends widget {\\n // 演示用\\n private title?: string;\\n\\n // 请不要定义 constructor\\n\\n /** 初始化工作放在这里，可以不定义 */\\n initialise(parentNode: IParseTreeNode, options?: IWidgetInitialiseOptions) {\\n // 基类的初始化方法需要调用\\n super.initialise(parentNode, options);\\n // 如果微件没有参数，就不需要了，但一般都需要\\n this.computeAttributes();\\n }\\n\\n /** 可选，一般是在正式渲染之前做一些参数解析等工作 */\\n execute() {\\n // 支持子微件时需要这个\\n this.makeChildWidgets();\\n // 做一些其他的解析工作，这里举个例子\\n this.title = this.getAttribute('title', undefined);\\n }\\n\\n /** 只会在首次渲染、销毁后重新渲染时自动调用，或者通过 refreshSelf 等方法主动调用 */\\n render(parentNode: Node, nextSibling: Node) {\\n // 渲染预处理工作\\n this.parentDomNode = parent;\\n this.execute();\\n\\n // 请将所有创建的 domNode (根节点即可) 都放入 domNodes，便于 tw 做自动回收\\n this.domNodes.push(xxx);\\n\\n // 如下内容当支持子微件时可以添加。会更新 this.children\\n this.renderChildren(xxx, nextSibling);\\n }\\n\\n /**\\n * 可选，进行刷新，不定义则不会做刷新，但是会尝试刷新子组件\\n * 返回的值代表是否刷新了，用于为上层微件参考\\n */\\n refresh(changedTiddlers: IChangedTiddlers): boolean {\\n // 更新参数，找出哪些参数改变了\\n const changedAttributes = this.computeAttributes();\\n // 判断是否进行刷新，这里的判断只是个例子\\n if (changedAttributes.title || changedTiddlers.includes(changedAttributes.title)) {\\n // 基类函数的 refreshSelf 就是简单粗暴地删除 dom&chidren + 重新渲染\\n // 如需细粒度刷新，请自行实现\\n this.refreshSelf();\\n this.refreshChildren(changedTiddlers);\\n return true;\\n } else {\\n // 如果自己不需要刷新，尝试让子微件刷新\\n return this.refreshChildren(changedTiddlers);\\n }\\n }\\n}\\n\\nexports['my-widget'] = MyWidget;\\n```\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/011-deployment-related information\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/011-deployment-related information\",\"caption\":\"[新手向]部署与下载\",\"authors\":\"mabuqian(马不前)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"以下这些都是新手向，主要是演示如何安装的过程及相关知识\\n\\n! git与github及其desktop\\n\\n首先我们使用git来管理我们的文件版本，所以我们需要去安装git软件。可去网上搜索安装教程。\\n\\n而为了和其他开发者一同''开发''//~~（白嫖）~~//，我们需要github账号。github账号QQ邮箱就可以注册，但github在国内特别慢，有时直接打不开，于是需要学习''科学上网''。\\n\\n有了github账号就需要学习一些基本操作，比如如何建立仓库，本地仓库如何与github上的仓库保持一致等等。这此网上都有大量的教程。文字版本的和视频的都有。\\n\\n那么我们实际操作起来，就需要了解一定的git命令行的知识。重点是要了解其中的概念。但如果不是编程人员，或者以后不从事编程相关行业的，那么我建议用github desktop。\\n\\n我们在太记里会经常用到github desktop来回滚，以免我们丢失文件。而github desktop又可以满足常用的git命令需求，所以我们直接用github desktop就行。\\n\\n---\\n\\n首先找一个适合的文件夹路径。在上面用写cmd回车打开当前路径终端。\\n\\n然后在后面输入命令`npx tiddlywiki-plugin-dev@latest init $---$`。\\n\\n`$$`之间的字符串是新建本地仓库名称，用英文和和数字组合即可。然后就是回车等待，可能会因为网络问题或者vpn而炸掉，多试几次就行了。\\n\\n中间会遇到选择安装npm包，点回车或者y就可以继续下去。下载过程需要一分钟左右。\\n\\n下载好了，就可以关掉当前路径的终端。\\n\\n然后直接用github desktop打开这个本地仓库，然后推送过去，就完成了在github上新建仓库。\\n\\n或者也可以采用git命令行的方式。转而打开新建本地仓库的终端。打开方法和上面一样，直接在路径栏写cmd并回车即可。\\n\\n在到github上新建一个纯空的仓库，除了标题和描述和公开与否有内容外，其他的都不要勾选。然后新建后会看到下面有不同的命令。在最上面选择http，然后分别复制中间部分的三条命令回车实现。\\n\\n整个过程没有出现红色报错就说明基本上成功了。\\n\\n回到github仓库上刷新一下，可以看到会有三个文件夹和一些文件。\\n\\n''说明：'' 为什么会和本地仓库文件夹不是一样的呢？\\n\\n因为这两个就是不应当加载进去的。node_modules和.husky是在npm install后自动生成，且在不同的电脑上不太一样。所以正确的做法就是忽略这两个文件夹，如果别人clone了你的项目，就需要npm install。如果包括了node_mudules，不仅会让你的项目变得很大（百兆起步），而且别人可能还运行不起来反而报错。\\n\\n<<<\\n简言之，有两个文件夹没有加载过去，是因为不需要加载过去。\\n<<<\\n\\n然后需要设置actions，把里面的general，最下面的读写状态修改为允许读写。然后就可以运行actions了。如果没有及时修改，会出现报错。出现报错后，需要实行上面的操作，然后重新re-runs all jobs。和太记部署网页的方式是一样的。\\n\\n最后可以用太记编辑，也可以用vs code编辑器编辑，也可以用浏览器的方式编辑。然后同步。可以使用命令，也可以用github desktop。\\n\\n[[b站视频教程|https://www.bilibili.com/video/BV1zR4y12776/]]\\n\\n\\n\\n---\\n\\n远程仓库有很多种，常见的有github和gitee。后者是国内的，可能更稳定一些，但我没用过。\\n\\n''声明：这只是简单操作流程，我不会去解释具体命令的含义。（因为我也不是特别清楚，不敢误人子弟）写下来的目的是为了帮助成功安装，让本地仓库和远程仓库保持一致。''\\n\\n首先，用命令行在本地新建一个仓库。\\n\\n新建成功后，打开新建文件夹的终端，用vscode编辑器打开也是一样的效果。\\n\\n写下“git branch”可以查看当前分支为master。\\n\\n写下“git add -A”可以把当前文件夹的内容全部提交过去。\\n\\n写下“git commit -m \\\"第一次提交\\\" ”意味着把添加的内容第一次提交过去。\\n\\n写下“git push“发现需要远程仓库才能推送。\\n\\n在github上创建一个仓库，除了title、Description和public或者private外，其他的都不要勾选。因为我们需要一个纯空的仓库。勾选了下面的readme或者证书什么的，就不是纯空的仓库了，会自动添加一个仓库进去，就会报错。\\n\\n创建好了后，把上面的ssh切换成https，默认是ssh，但ssh很复杂需要密钥一类的。感兴趣的可自动探索。\\n\\n找到中间含有“…or push an existing repository from the command line”字样的，下面有三个命令。分别复制过来。\\n\\n先复制类似命令“git remote add origin https://github.com/dongrentianyu/gittest.git”，（因为这是我测试使用的，回头会删除），找到这个命令，复制在终端里。\\n\\n再复制命令“git branch -M main”，粘贴到终端里。\\n\\n再复制命令“git push -u origin main”，同样粘贴到终端里。\\n\\n然后去github上刷新页面，就会看到这个仓库里有了相应的文件。不过npm安装包的文件不会放过去。\\n\\n同样需要去settings里找到actions，找到general，划到最下面Workflow permissions，把下面的选项改为可读写状态。保存后，去actions里找到“第一次提交”，然后看旁边有一个按钮，可以“re-run all jobs”，重新再部署一下。\\n\\n稍等一会儿，没有报错就可以了。发布网址的方式就是去settings里找到pages，下面选择gh-pages，旁边先root，保存即可。稍等几分钟或者十几分钟就可以看到网址了。不过这些会把内容全部公开。需注意。\\n\\n接下来，可以选择github desktop来控制版本管理。也可以继续用git命令行操作。不懂编程的还是建议用github desktop，更简单。\\n\\n[[b站视频演示|https://www.bilibili.com/video/BV1Bx4y1g7aq/]]\\n\\n下面是两个链接，可用来简单了解git命令行。\\n\\n[[Git 常用基本命令使用详细大全|https://blog.csdn.net/qtiao/article/details/97783243#:~:text=Git]]\\n\\n[[常用 Git 命令总结|https://zhuanlan.zhihu.com/p/384819351]]\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/012-关于调试\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/012-关于调试\",\"caption\":\"关于调试\",\"authors\":\"whitefall\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"Q：如何友好的调试呢？我一般比较喜欢用求值的思维玩，根据求得的结果，看看他是什么，在进行下一步，然后一步步实现它。\\n\\n\\nA：多用控制台：\\n* 使用浏览器的开发者工具，按 F12 键或者在浏览器菜单中选择“更多工具”>“开发者工具”\\n* 开发者工具会有一个 控制台 标签，打开会有一个聊天框一样的界面。最下方输入js代码可以执行。你输入$tw看看，该有的都有了\\n* 但需要注意的是，你平时写widget的那个环境是沙盒并非浏览器环境（你可以理解成有些全局变量你拿不到，或者有些变量只有里面才能拿到），这个要注意。\\n\\n\\nA：使用debugger调试语句。\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/999-comming\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/999-comming\",\"caption\":\"更多教程...\",\"authors\":\"Sttot(Gk0Wk)\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<$text text=\\\"Modern.TiddlyDev\\\" /> 教程目前正在逐步完善中！我一个人的精力有限，只能工作闲暇时间写写，因此如果有感兴趣的朋友愿意帮忙写教程、提建议或者修改错误，欢迎直接 PR、Issue，或者联系我加入该项目的协作者，非常感谢！\\n\\n添加/修改教程的方式，请参考 [[这个目录|https://github.com/tiddly-gittly/Modern.TiddlyDev/tree/master/src/doc/tutorials/zh]] 下其他教程的写法。\\n\\n欢迎加入 <$text text=\\\"TiddlyWiki\\\" /> 中文社区，QQ 群：946052860 共同学习！\\n\"},\"$:/plugins/Modern.TiddlyDev/doc/tutorials\":{\"title\":\"$:/plugins/Modern.TiddlyDev/doc/tutorials\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"@@display:flex;align-items:center;justify-content:center;background:#222222;border-radius:10px;overflow:hidden;\\n[img class=\\\"modern-tiddlydev-banner\\\" [$:/plugins/Modern.TiddlyDev/doc/banner.png]]\\n@@\\n\\n\\n\\n<$list filter=\\\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\\\" variable=\\\"lang\\\">\\n<$list filter=\\\"[search[zh]]\\\">\\n\\n选择语言: {{$:/snippets/minilanguageswitcher}}\\n\\n
\\n<$macrocall $name=\\\"tabs\\\" tabsList=\\\"[all[tiddlers+shadows]prefix[$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/]sort[title]]\\\" default={{{ [all[tiddlers+shadows]prefix[$:/plugins/Modern.TiddlyDev/doc/tutorials/zh/]sort[title]first[]] }}} state=\\\"$:/state/Modern.TiddlyDev/tutorials-tab\\\" explicitState=\\\"$:/state/Modern.TiddlyDev/tutorials-tab-zh\\\" class=\\\"tc-vertical\\\" template=\\\"$:/plugins/Modern.TiddlyDev/doc/tutorials/template\\\"/>\\n
\\n\\n\\n<$list filter=\\\"[!search[zh]]\\\">\\n\\nChange the language: {{$:/snippets/minilanguageswitcher}}\\n\\n
\\n<$macrocall $name=\\\"tabs\\\" tabsList=\\\"[all[tiddlers+shadows]prefix[$:/plugins/Modern.TiddlyDev/doc/tutorials/en/]sort[title]]\\\" default={{{ [all[tiddlers+shadows]prefix[$:/plugins/Modern.TiddlyDev/doc/tutorials/en/]sort[title]first[]] }}} state=\\\"$:/state/Modern.TiddlyDev/tutorials-tab\\\" explicitState=\\\"$:/state/Modern.TiddlyDev/tutorials-tab-en\\\" class=\\\"tc-vertical\\\" template=\\\"$:/plugins/Modern.TiddlyDev/doc/tutorials/template\\\"/>\\n
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\ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_kookma_utility.json b/wiki/tiddlers/$__plugins_kookma_utility.json new file mode 100644 index 0000000..0286732 --- /dev/null +++ b/wiki/tiddlers/$__plugins_kookma_utility.json @@ -0,0 +1 @@ +{"tiddlers":{"$:/plugins/kookma/utility/actions/view-fields":{"title":"$:/plugins/kookma/utility/actions/view-fields","code-body":"yes","key":"((view-fields))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"<$action-listops $tiddler=\"$:/state/utility/view-fields\" $field=\"text\" $subfilter=\"+[toggle[show],[hide]]\" />"},"$:/config/ShortcutInfo/customize-ui":{"title":"$:/config/ShortcutInfo/customize-ui","tags":"","type":"text/vnd.tiddlywiki","text":"Show customize UI dialog"},"$:/config/ShortcutInfo/switch-reader-mode":{"title":"$:/config/ShortcutInfo/switch-reader-mode","type":"text/vnd.tiddlywiki","text":"Toggle the reader 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/>"},"$:/plugins/kookma/utility/customize-ui/modal":{"title":"$:/plugins/kookma/utility/customize-ui/modal","caption":"Customize UI elements","tags":"","type":"text/vnd.tiddlywiki","text":"''Show/hide selected UI elements''\n\n
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\n<$checkbox tiddler=\"$:/core/ui/SideBar/Recent\" tag=\"$:/tags/SideBar\"/> Show Recent tab
\n<$checkbox tiddler=\"$:/core/ui/SideBar/Tools\" tag=\"$:/tags/SideBar\"/> Show Tools tab
\n<$checkbox tiddler=\"$:/core/ui/SideBar/More\" tag=\"$:/tags/SideBar\"/> Show More tab
"},"$:/plugins/kookma/utility/customize-ui/site-option":{"title":"$:/plugins/kookma/utility/customize-ui/site-option","caption":"Site options","list-before":"","tags":"$:/tags/Utility/UI","type":"text/vnd.tiddlywiki","text":"Choose which elements are displayed for site. \n\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/site-title\" tag=\"$:/tags/SideBarSegment\"/> Show site title
\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/site-subtitle\" tag=\"$:/tags/SideBarSegment\"/> Show site subtitle
\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/page-controls\" tag=\"$:/tags/SideBarSegment\"/> Show page controls
"},"$:/plugins/kookma/utility/history":{"title":"$:/plugins/kookma/utility/history","tags":"","type":"text/vnd.tiddlywiki","text":"* ''2.4.0'' -- 2022.11.10 -- center storyriver when sidebar closed\n* ''2.3.4'' -- 2022.10.24 -- bug fixes\n* ''2.3.0'' -- 2022.08.02 -- new macros, update to Tiddlywiki 5.2.3\n* ''2.1.6'' -- 2022.07.06 -- bug fixes, update to Tiddlywiki 5.2.2\n* ''2.1.6'' -- 2021.05.20 -- bug fixes, new state tiddler for view fields\n* ''2.1.4'' -- 2021.04.09 -- new viewtemplate for show fields used\n* ''2.1.2'' -- 2020.04.03 -- page control button issue fixed\n* ''2.1.1'' -- 2020.03.25 -- page control button improved and minor issues in css fixed\n* ''2.1.0'' -- 2020.03.23 -- new transclusion output for fields macro and disable drag and drop globally\n* ''2.0.0'' -- 2020.03.16 -- new author-reader mode switch\n* ''1.8.0'' -- 2020.03.13 -- admin panel added\n* ''1.7.0'' -- 2020.02.23 -- show tiddler raw content including the macros on demand\n* ''1.0.0'' -- 2019.10.13 -- stable release\n* ''0.5.0'' -- 2019.10.10 -- first beta release"},"$:/plugins/kookma/utility/images/view-fields.svg":{"title":"$:/plugins/kookma/utility/images/view-fields.svg","tags":"","type":"text/vnd.tiddlywiki","text":""},"$:/language/Buttons/DraggableHandle/Caption":{"title":"$:/language/Buttons/DraggableHandle/Caption","tags":"","type":"text/vnd.tiddlywiki","text":"draggable handle"},"$:/language/Buttons/DraggableHandle/Hint":{"title":"$:/language/Buttons/DraggableHandle/Hint","tags":"","type":"text/vnd.tiddlywiki","text":"Drag, focus, permalink, and permaview"},"$:/language/Buttons/Utility/Caption":{"title":"$:/language/Buttons/Utility/Caption","tags":"","type":"text/vnd.tiddlywiki","text":"show fields"},"$:/language/Buttons/Utility/Hint":{"title":"$:/language/Buttons/Utility/Hint","tags":"","type":"text/vnd.tiddlywiki","text":"Show fields"},"$:/plugins/kookma/utility/license":{"title":"$:/plugins/kookma/utility/license","tags":"","type":"text/vnd.tiddlywiki","text":"Distributed under an MIT license.\n\nCopyright (c) 2019-2022 [[Mohammad Rahmani|https://github.com/kookma]]\n\n<<<\nPermission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the \"Software\"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions:\n\nThe above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.\n\nTHE SOFTWARE IS PROVIDED \"AS IS\", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.\n<<<\n"},"$:/plugins/kookma/utility/macros/code":{"title":"$:/plugins/kookma/utility/macros/code","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define code(src, language:\"xml\", caption:\"\")\n<$let code = {{{ [<__src__>is[tiddler]get[text]] [<__src__>is[blank]then{!!text}else<__src__>] }}} >\n
\n<$list filter=\"[<__caption__>!is[blank]]\">
>>$caption$
\n
\n<$button class=\"tc-btn-invisible kk-utility-copy-btn\"\n message=\"tm-copy-to-clipboard\"\n param=<>\n tooltip={{$:/language/Buttons/CopyToClipboard/Hint}} >\n{{$:/core/images/copy-clipboard}}\n\n<$codeblock language=<<__language__>> code=<> />\n
\n
\n\n\\end"},"$:/plugins/kookma/utility/macros/custom-transclusion":{"title":"$:/plugins/kookma/utility/macros/custom-transclusion","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define code-link(tiddler, caption)\n
\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<> >\n\n<$link to=<>/>\n\n<$macrocall $name=\"code\" language={{{[get[type]]}}} src={{{[get[text]]}}} caption=<<__caption__>>/>\n\n
\n\\end\n\n\\define content(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<> >\n<$link to=<>/>\n<$transclude tiddler=<> mode=\"block\"/>\n\n\\end\n\n\\define description(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<> >\n
<$link to=<>/>
<$transclude tiddler=<> field=\"description\"/>
\n\n\\end\n\n\\define fields(tiddler)\n<$tiddler tiddler={{{[<__tiddler__>get[title]else]}}} >\n<$link/>\n\n<$list filter='[fields:exclude[text title created modified tags creator modifier type revision bag]]' variable=fld emptyMessage=''>\n\n\n
no fields
<>:<$text text={{{[get]}}}/>
\n\n\\end"},"$:/plugins/kookma/utility/macros/doc-svg":{"title":"$:/plugins/kookma/utility/macros/doc-svg","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define doc-svg(tiddler:\"\", color:\"\")\n<$transclude tiddler=<<__tiddler__>> />\n\\end"},"$:/plugins/kookma/utility/macros/docit":{"title":"$:/plugins/kookma/utility/macros/docit","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define docit()\n
\n''To Be Documented''. Created on <$view field=created format=date template=\"YYYY.0MM.0DD\"/>\n
\n\\end\n\n\n"},"$:/plugins/kookma/utility/macros/find":{"title":"$:/plugins/kookma/utility/macros/find","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define find(text, begin, end, output:\"simple\", mode:\"all\")\n<$vars \n fulltext=<<__text__>>\n start=<<__begin__>>\n stop=<<__end__>>\n output-macro=<<__output__>>\n>\n<$list variable=\"p1\" filter=\"[splitbefore]\">\n<$list variable=\"p2\" filter=\"[removeprefix]\">\n<$list variable=\"p3\" filter=\"[splitbeforeremovesuffix]\">\n<$macrocall $name=<> p=<> />\n<$reveal type=\"match\" text=\"all\" default=<<__mode__>> >\n<$macrocall $name=\"find\"\n text={{{[removeprefixremoveprefix]}}}\n begin=<>\n end=<>\n output=<>\n/>\n\n\n\n\n\n\\end\n\n\\define simple(p)\n<$text text=<<__p__>> />\n\\end\n\n\\define simple-list(p)\n
  • <$text text=<<__p__>>/>
    • \n\\end"},"$:/plugins/kookma/utility/macros/linkify":{"title":"$:/plugins/kookma/utility/macros/linkify","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define linkify(tiddler:\"\", field:\"caption\")\n<$link to=<<__tiddler__>> >\n<$view tiddler=<<__tiddler__>> field=<<__field__>> >\n<$view tiddler=<<__tiddler__>> field=\"title\" />\n\n\n\\end"},"$:/plugins/kookma/utility/macros/lorem":{"title":"$:/plugins/kookma/utility/macros/lorem","author":"Jeremy Ruston","description":"creates few paragraphs of dumy text","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define .lorem(np:1, nw:\"\")\n\\define baseText()\nLorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.\n\\end baseText\n\n<$let numwords={{{ [<__nw__>!match[]] :else[split[ ]count[]] }}} >\n<$list filter=\"[split[ ]limitjoin[ ]trim[,]trim[.]addsuffix[.]]\" variable=paragraph>\n\n<$list filter=\"[range[1,$np$]]\" variable=null>\n<>\n<$list filter=\"[<__np__>!match[1]]\">

    \n\n\n\n\n\\end .lorem"},"$:/plugins/kookma/utility/macros/reveal-code":{"title":"$:/plugins/kookma/utility/macros/reveal-code","code-body":"yes","tags":"","type":"text/vnd.tiddlywiki","text":"\\define reveal-tiddler-code(title:\"\", status:\"\")\n

    \n$title$\n<$macrocall $name=\"code\" language=xml src={{!!text}} />\n
    \n\\end\n\n<$set name=revealFilter tiddler=\"$:/config/Utility/Reveal-code-filter\" field=text>\n<$let systemFilter={{{ [[$:/config/ViewTemplateBodyFilters/system]get[text]split[+]butlast[]] }}}\n showFilter =\"[all[current]tag[show-content]]\n [all[current]tag[$:/tags/EditTemplate]]\n [all[current]tag[$:/tags/ViewTemplate]] \n [all[current]tag[$:/tags/Macro]!prefix[$:/core]]\n [all[current]subfilter]\"\n stylesFilter=\"[all[current]tag[$:/tags/Stylesheet]] [type[text/css]]\"\n hasCodebody =\"[all[current]field:code-body[yes]]\"\n>\n\n<$list filter=\"[all[current]] -[subfilter] -[subfilter] -[subfilter] -[subfilter] +[limit[1]]\">\n<>\n\n\n<$list filter=\"[subfilter] -[subfilter] +[limit[1]]\">\n <>\n\n\n"},"$:/plugins/kookma/utility/macros/show-macro":{"title":"$:/plugins/kookma/utility/macros/show-macro","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define disp-macro-contents(p)\n
    \\define<$text text=<<__p__>> />\\end
    \n\\end\n\n\\define show-macro(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<> >\n<$macrocall $name='find'\n text={{{[get[text]]}}}\n begin=\"\\define\"\n end=\"\\end\"\n output=\"disp-macro-contents\"/>\n\n\\end"},"$:/plugins/kookma/utility/macros/simple-navigation":{"title":"$:/plugins/kookma/utility/macros/simple-navigation","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define simple-navigation(tag:\"demo\", class, close:\"no\")\n<$list filter=\"[all[current]tag<__tag__>]\">\n
    \n<$list filter=\"[tag<__tag__>before]\" variable=\"prevTiddler\">\n<$button to=<> tooltip=<> class=\"tc-btn-invisible $class$\">previous\n<$list filter=\"[<__close__>match[yes]]\" variable=ignore><$action-sendmessage $message=\"tm-close-tiddler\" $param=<>/>\n\n\n<$list filter=\"[tag<__tag__>after] [tag<__tag__>before] +[count[]] -1\" variable=ignore>|\n<$list filter=\"[tag<__tag__>after]\" variable=\"nextTiddler\">\n<$button to=<> tooltip=<> class=\"tc-btn-invisible $class$\">next\n<$list filter=\"[<__close__>match[yes]]\" variable=ignore><$action-sendmessage $message=\"tm-close-tiddler\" $param=<>/>\n\n\n
    \n\n\\end"},"$:/plugins/kookma/utility/macros/unique-id":{"title":"$:/plugins/kookma/utility/macros/unique-id","author":"Jeremy Ruston","description":"creates a unique id for permanent state tiddler","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define create_id_from_timedata(prefix) $prefix$-<>\n\n\\define unique-id(prefix:id)\n<$wikify name=id text=<> >\n<$button tooltip=\"create unique id\" class=\"tc-btn-invisible\" message=\"tm-copy-to-clipboard\" param=<> >{{$:/core/images/copy-clipboard}} \n <$text text=<>/>\n\n\\end\n"},"$:/plugins/kookma/utility/macros/wikitext-macros":{"title":"$:/plugins/kookma/utility/macros/wikitext-macros","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define wikitext-example-with-html(src)\n
    \n\n<$macrocall $name=\"copy-to-clipboard-above-right\" src=<<__src__>>/>\n\n<$codeblock code=<<__src__>>/>\n\nThat renders as:\n\n<$macrocall $name=\"__src__\"/>\n\n... and the underlying HTML is:\n\n<$wikify name=\"html\" text=<<__src__>> output=\"html\">\n<$codeblock code=<>/>\n\n
    \n\\end\n\n\\define wikitext-example(src)\n
    \n\n<$macrocall $name=\"copy-to-clipboard-above-right\" src=<<__src__>>/>\n\n<$codeblock code=<<__src__>>/>\n\nThat renders as:\n\n<$macrocall $name=\"__src__\"/>\n\n
    \n\\end\n\n\n"},"$:/plugins/kookma/utility/reader-mode/styles":{"title":"$:/plugins/kookma/utility/reader-mode/styles","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":"\n\\define button-selector(title)\nbutton.$title$, .tc-drop-down button.$title$, div.$title$\n\\end\n\n\\define hide-edit-controls()\n<>,\n<>,\n<>,\n<>,\n<>,\n<>,\n<>,\n<>,\n<>,\n<>{\n\tdisplay: none;\n}\n\\end\n\n\\define hide-user-selected-controls()\n<>,\n<>,\n<>,\n<>,\n<>,\n<>,\n<> {\n\tdisplay: none;\n}\n\\end\n\n<$reveal state=\"$:/status/IsReaderMode\" type=\"match\" text=\"yes\" default=\"no\"> \n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline macrocallblock\n\n<>\n<>\n"},"$:/plugins/kookma/utility/reader-mode/switch-actions":{"title":"$:/plugins/kookma/utility/reader-mode/switch-actions","key":"((switch-reader-mode))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"\n<$action-listops $tiddler=\"$:/status/IsReaderMode\" $field=text $subfilter=\"+[toggle[yes]]\"/>\n\n\n\n<$list filter=\"$:/core/ui/SideBar/Tools $:/core/ui/SideBar/More\">\n<$action-listops $tiddler=<> $field=tags $subfilter=\"+[toggle[$:/tags/SideBar]]\"/>\n\n\n\n<$list filter=\"\"\"\n $:/plugins/kookma/trashbin/sidebar-tab \n $:/plugins/kookma/favorites/ui/sidebar/active-tab\n +[is[shadow]]\n \"\"\">\n<$action-listops $tiddler=<> $field=tags $subfilter=\"+[toggle[$:/tags/SideBar]]\"/>\n\n\n\n\n\n<$action-listops $tiddler=\"$:/config/DragAndDrop/Enable\" $field=text $subfilter=\"+[toggle[no]]\"/>\n"},"$:/plugins/kookma/utility/readme":{"title":"$:/plugins/kookma/utility/readme","tags":"","type":"text/vnd.tiddlywiki","text":"; Utility plugin\nThe utility plugin objective is to provide set of tools for authors. These tools includes simple transclusions, show raw contents of tiddlers, reader mode, wikitext macros, show fields in view mode, linkify, code, docit, and much more!\n\n; Code and demo\nFor learning plugin features, syntax, tutorial and examples see the plugin demo and code pages\n\n* Demo: https://kookma.github.io/TW-Utility/\n* Code: https://github.com/kookma/TW-Utility\n"},"$:/plugins/kookma/utility/snippets/code-macro":{"title":"$:/plugins/kookma/utility/snippets/code-macro","caption":"Code","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<>"},"$:/plugins/kookma/utility/snippets/wikitext-example-macrocall":{"title":"$:/plugins/kookma/utility/snippets/wikitext-example-macrocall","caption":"Wikitext-example macrocall","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<$macrocall $name=\"wikitext-example\" \nsrc=\"\"\"\n\"\"\"/>"},"$:/plugins/kookma/utility/snippets/wikitext-example":{"title":"$:/plugins/kookma/utility/snippets/wikitext-example","caption":"Wikitext-example","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<>"},"$:/plugins/kookma/utility/styles/centered-storyriver":{"title":"$:/plugins/kookma/utility/styles/centered-storyriver","description":"makes storyriver centered when sidebar is closed","tags":"","type":"text/vnd.tiddlywiki","text":"\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html\n<$list filter=\"[[$:/state/sidebar]get[text]match[no]]\" variable=null>\n:not([data-tiddler-title^=\"Draft of '\"]).tc-tiddler-frame {\nmin-width: 600px;\nmax-width: 50vw;\nmargin-left: auto;\nmargin-right: auto;\n}\n"},"$:/plugins/kookma/utility/styles/code":{"title":"$:/plugins/kookma/utility/styles/code","text":"figure.kk-utility-fig {\n\t/* for future use*/\n\tmargin-left:0;\n\tmargin-right:0;\n}\n\n/*figcaption structure */\nfigure.kk-utility-fig figcaption {\n\tpadding: 4.5px 7.5px 7.5px 7.5px;;\n\tborder-top-left-radius: 3px;\n\tborder-top-right-radius: 3px;\n\tmargin-bottom: -3px;\n}\n\n/* figcaption skin: colors */\nfigure.kk-utility-fig figcaption{\n\topacity: 0.7;\n\tbackground-color:black;\n\tcolor:white;\n}\n\n/* correct the style of codeblock pre element */\nfigure.kk-utility-fig pre{\n\tmargin-top:0;\n\t/*\tused to have inner top border straight */\n\t/*\tborder-top-left-radius: 0; \n\tborder-top-right-radius: 0; */\n}\n\n\n/* the code block and copy-to-clipboard button */\n.kk-utility-code{\n\tposition: relative;\n}\n/* pretty display the empty code block */\n.kk-utility-code pre code{\n\tdisplay: block;\n\tmin-height:30px; \n}\n\n.kk-utility-copy-btn{\n\tposition: absolute;\n\ttop: 3px;\n\tright: 5px;\n\topacity: 0.3;\n\tfill:currentColor;\n}\n\n.tc-btn-invisible.kk-utility-copy-btn svg{\nwidth: 1.2em;\nheight: 1.2em;\n}\n\n.kk-utility-copy-btn:hover{\n transition: opacity 200ms ease-in-out;\n opacity: 1;\n}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/doc-svg":{"title":"$:/plugins/kookma/utility/styles/doc-svg","text":".kk-doc svg{\nwidth: 1.2em;\nheight: 1.2em;\nvertical-align: middle;}\n\n.kk-ut-txt{\nmin-width:50%}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/main":{"title":"$:/plugins/kookma/utility/styles/main","text":"/* view feilds area */\n.kk-ut-viewfields { /* prevents overlapping with other elements */\n\tmargin-top: 12px;\n\tmargin-bottom: 12px;\n}\n/* in simple transclusion for fields */\n.kk-utility-tbl-borderless, \n.kk-utility-tbl-borderless tr,\n.kk-utility-tbl-borderless td{border:0;}\n","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/reveal-code":{"title":"$:/plugins/kookma/utility/styles/reveal-code","text":"details.kk-utility-details summary {\n\topacity:0.2;\n\tfont-size:0.9em;\n\tdisplay: inline;\n\tcursor: pointer;\n\tpadding: 10px;\n\ttransition: 0.3s;\n\t-webkit-user-select: none;\n\t-moz-user-select: none;\n\t-ms-user-select: none;\n\tuser-select: none;\n}\ndetails.kk-utility-details summary:hover{\n\n}\ndetails.kk-utility-details[open] > summary {\n\topacity:1;\n}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/tw-version":{"title":"$:/plugins/kookma/utility/styles/tw-version","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":"/* TW-version added to site title */\n.tc-site-title:before {\n content:\"TW <>\";\n position:absolute;\n margin-top:-1.9em;\n color:silver;\n font-size:13px;\n}"},"$:/plugins/kookma/utility/styles/wikitext-macro":{"title":"$:/plugins/kookma/utility/styles/wikitext-macro","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":".doc-example {\n\tmargin: 1em 0;\n\tpadding: 0.8em 0;\n}\n.doc-example:hover {\n\tbackground-color: <>;\n}\n.doc-example ul {\n\tmargin-bottom: 0;\n\tpadding-bottom: 0;\n\tmargin-top: 0.2em;\n}\n\n.doc-example input[type=search] { \n width: 95%;\n}\n.doc-example pre:first-child {\n\tmargin-top: 0;\n}\n\n\n\n\n\n\n\n\n"},"$:/plugins/kookma/utility/ui/Buttons/DraggableLink":{"title":"$:/plugins/kookma/utility/ui/Buttons/DraggableLink","caption":"{{$:/core/images/link}} {{$:/language/Buttons/DraggableHandle/Caption}}","description":"{{$:/language/Buttons/DraggableHandle/Hint}}","list-after":"$:/core/ui/Buttons/more-tiddler-actions","tags":"$:/tags/ViewToolbar","type":"text/vnd.tiddlywiki","text":"\\define btn-actions()\n\n<$list filter=\"[match[normal]]\" variable=ignore>\n<$action-navigate $to=<> $scroll=\"yes\"/>\n\n\n\n<$list filter=\"[match[alt]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-close-other-tiddlers\" param=<> />\n\n\n\n<$list filter=\"[match[ctrl]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-permalink\" param=<> />\n\n\n\n<$list filter=\"[match[shift]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-permaview\" param=<> />\n\n\n\\end\n\n\\whitespace trim\n<$button tooltip={{$:/language/Buttons/DraggableHandle/Hint}} aria-label={{$:/language/Buttons/DraggableHandle/Caption}} class=<> dragTiddler=<> actions=<> >\n<$list filter=\"[match[yes]]\">\n{{$:/core/images/link}}\n\n<$list filter=\"[match[yes]]\">\n\n<$text text={{$:/language/Buttons/DraggableHandle/Caption}}/>\n\n\n"},"$:/plugins/kookma/utility/ui/Buttons/ViewFields":{"title":"$:/plugins/kookma/utility/ui/Buttons/ViewFields","caption":"{{$:/plugins/kookma/utility/images/view-fields.svg}} {{$:/language/Buttons/Utility/Caption}}","description":"Show a toggle button for view fields","list-before":"$:/plugins/kookma/shiraz/ui/Buttons/SwitchPalette","tags":"$:/tags/PageControls","type":"text/vnd.tiddlywiki","text":"\\whitespace trim\n\n\\define stateTid() $:/state/utility/view-fields\n\n\\define show-fields-button()\n\\whitespace trim\n<$reveal type=\"nomatch\" state=<> text=\"show\" default=\"hide\" tag=span>\n <$button set=<> setTo=\"show\" \n\t tooltip={{$:/language/Buttons/Utility/Hint}} \n\t\t\t\t\t aria-label={{$:/language/Buttons/Utility/Caption}} \n\t\t\t\t\t class=<>\n >\n <>\n \n\n<$reveal type=\"match\" state=<> text=\"show\" default=\"hide\" tag=span>\n <$button set=<> setTo=\"hide\" \n tooltip={{$:/language/Buttons/Utility/Hint}} \n\t\t\t\t aria-label={{$:/language/Buttons/Utility/Caption}} \n\t\t\t\t class=\"\"\"$(tv-config-toolbar-class)$ tc-selected\"\"\"\n >\n <>\n \n\n\\end\n\n\\define disp-on-pagecontrols() \n\\whitespace trim\n<$list filter=\"[prefix[yes]]\">\n{{$:/plugins/kookma/utility/images/view-fields.svg}} \n\n<$list filter=\"[prefix[yes]]\">\n<$text text={{$:/language/Buttons/Utility/Caption}}/>\n\n\\end\n\n<>"},"$:/plugins/kookma/utility/ui/ControlPanel/Settings":{"title":"$:/plugins/kookma/utility/ui/ControlPanel/Settings","caption":"Utility","tags":"$:/tags/ControlPanel/SettingsTab $:/tags/MoreSideBar","type":"text/vnd.tiddlywiki","text":"These settings let you customise the behaviour of Utility plugin.\n\n---\n\n;Show Utility setting in more sidebar\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/ui/ControlPanel/Settings\" tag=\"$:/tags/MoreSideBar\"> Show setting in more sidebar\n\n;Options\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/ui/Buttons/ViewFields\" tag=\"$:/tags/PageControls\"> Enable show fields\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/styles/tw-version\" tag=\"$:/tags/Stylesheet\"> Show the Tiddlywiki version badge\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/styles/centered-storyriver\" tag=\"$:/tags/Stylesheet\"> Center storyriver when sidebar closed\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/viewtemplates/reveal-code\" tag=\"$:/tags/ViewTemplate\"> Display code button at tiddler bottom
    \n<$list filter=\"[[$:/plugins/kookma/utility/viewtemplates/reveal-code]tag[$:/tags/ViewTemplate]]\" variable=ignore>\nFilter to show tiddler code (default to open)   <$edit-text tiddler=\"$:/config/Utility/Reveal-code-filter\" field=\"text\" tag=input default=\"\" placeholder=\"enter a filter e.g. [tag[myTag]] \" class=\"kk-ut-txt\"/>\n
    \n\n;Customize UI elements\n: [[Show/hide selected UI elements|$:/plugins/kookma/utility/customize-ui/modal]]"},"$:/plugins/kookma/utility/viewtemplates/reveal-code":{"title":"$:/plugins/kookma/utility/viewtemplates/reveal-code","list-after":"$:/core/ui/ViewTemplate/body","tags":"$:/tags/ViewTemplate","type":"text/vnd.tiddlywiki","text":"<$reveal type=\"nomatch\" stateTitle=<> text=\"hide\" tag=\"div\" retain=\"yes\" animate=\"yes\">\n<$transclude tiddler=\"$:/plugins/kookma/utility/macros/reveal-code\" />\n\n"},"$:/plugins/kookma/utility/viewtemplates/view-fields":{"title":"$:/plugins/kookma/utility/viewtemplates/view-fields","description":"Toggle field handling in view mode","list-before":"$:/core/ui/ViewTemplate/body","tags":"$:/tags/ViewTemplate","type":"text/vnd.tiddlywiki","text":"<$reveal type=match stateTiddler stateTitle=\"$:/state/utility/view-fields\" stateField=text default=\"hide\" text=show tag=div class=\"kk-ut-viewfields\">\n<$importvariables filter=\"[[$:/core/ui/EditTemplate]]\">\n\n<$vars \n newFieldNameTiddler=<>\n newFieldValueTiddlerPrefix=<>\n newFieldNameInputTiddler=<>\n newFieldNameSelectionTiddler=<>\n searchListState=<> \n storeTitle=<> \n>\n<$transclude tiddler=\"$:/core/ui/EditTemplate/fields\"/>\n\n\n\n\n"}}} \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_kookma_utility.json.meta b/wiki/tiddlers/$__plugins_kookma_utility.json.meta new file mode 100644 index 0000000..1dca1e7 --- /dev/null +++ b/wiki/tiddlers/$__plugins_kookma_utility.json.meta @@ -0,0 +1,11 @@ +author: Mohammad Rahmani +core-version: >=5.2.5 +dependents: +description: Small tools for authors and developers +list: readme license history +name: Utility +plugin-type: plugin +source: https://github.com/kookma/TW-Utility +title: $:/plugins/kookma/utility +type: application/json +version: 2.7.0 \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_linonetwo_itonnote.json b/wiki/tiddlers/$__plugins_linonetwo_itonnote.json new file mode 100644 index 0000000..4f72e18 --- /dev/null +++ b/wiki/tiddlers/$__plugins_linonetwo_itonnote.json @@ -0,0 +1,16 @@ +[ + { + "text": "{\"tiddlers\":{\"$:/config/DefaultSidebarTab\":{\"title\":\"$:/config/DefaultSidebarTab\",\"creator\":\"LinOnetwo\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"$:/plugins/linonetwo/itonnote/Sidebar/FolderMenu\"},\"$:/config/DownloadSaver/AutoSave\":{\"title\":\"$:/config/DownloadSaver/AutoSave\",\"created\":\"20190601103555586\",\"creator\":\"Lin Onetwo\",\"modified\":\"20200410072837906\",\"modifier\":\"Lin 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$:/core/ui/Buttons/home $:/core/ui/Buttons/close-all $:/core/ui/Buttons/fold-all $:/core/ui/Buttons/unfold-all $:/core/ui/Buttons/permaview $:/core/ui/Buttons/more-page-actions $:/core/ui/Buttons/new-tiddler $:/plugins/tiddlywiki/markdown/new-markdown-button $:/plugins/kookma/solution/buttons/pagecontrol $:/core/ui/Buttons/new-journal $:/core/ui/Buttons/new-image $:/core/ui/Buttons/import $:/core/ui/Buttons/export-page $:/core/ui/Buttons/control-panel $:/core/ui/Buttons/advanced-search $:/plugins/kookma/commander/buttons/pagecontrol $:/core/ui/Buttons/manager $:/core/ui/Buttons/tag-manager $:/core/ui/Buttons/language $:/core/ui/Buttons/palette $:/core/ui/Buttons/theme $:/core/ui/Buttons/storyview $:/core/ui/Buttons/encryption $:/core/ui/Buttons/timestamp $:/core/ui/Buttons/full-screen $:/core/ui/Buttons/print $:/core/ui/Buttons/refresh $:/plugins/kookma/utility/pagecontrol/view-fields-button $:/core/ui/Buttons/save-wiki $:/plugins/linonetwo/source-control-management/PageControlButton\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/theme\":{\"title\":\"$:/theme\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"$:/themes/linonetwo/itonnote\"},\"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint\":{\"title\":\"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"960px\"},\"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth\":{\"title\":\"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"380px\"},\"$:/themes/tiddlywiki/vanilla/metrics/storywidth\":{\"title\":\"$:/themes/tiddlywiki/vanilla/metrics/storywidth\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"770px\"},\"$:/themes/tiddlywiki/vanilla/options/stickytitles\":{\"title\":\"$:/themes/tiddlywiki/vanilla/options/stickytitles\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"yes\"},\"$:/themes/tiddlywiki/vanilla/settings/codefontfamily\":{\"title\":\"$:/themes/tiddlywiki/vanilla/settings/codefontfamily\",\"created\":\"20190420032819437\",\"modified\":\"20200409033737050\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"'Fira Code',\\\"SFMono-Regular\\\",Consolas,\\\"Liberation Mono\\\",Menlo,Courier,monospace\"},\"$:/themes/tiddlywiki/vanilla/settings/editorfontfamily\":{\"title\":\"$:/themes/tiddlywiki/vanilla/settings/editorfontfamily\",\"created\":\"20190421072924643\",\"modified\":\"20200409033737038\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"'Fira Code',\\\"SFMono-Regular\\\",Consolas,\\\"Liberation Mono\\\",Menlo,Courier,monospace\"},\"$:/themes/tiddlywiki/vanilla/settings/fontfamily\":{\"title\":\"$:/themes/tiddlywiki/vanilla/settings/fontfamily\",\"created\":\"20190420034215366\",\"modified\":\"20200409033737026\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"'Fira Code',-apple-system, BlinkMacSystemFont, \\\"Segoe UI\\\", Helvetica, Arial, sans-serif, \\\"Apple Color Emoji\\\", \\\"Segoe UI Emoji\\\", \\\"Segoe UI Symbol\\\"\"},\"$:/plugins/linonetwo/itonnote/settings/PageControlBelowPage\":{\"title\":\"$:/plugins/linonetwo/itonnote/settings/PageControlBelowPage\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"yes\"},\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/contents\":{\"title\":\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/contents\",\"created\":\"20200415162108079\",\"modified\":\"20200602041547212\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"hide\"},\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/hamburger\":{\"title\":\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/hamburger\",\"created\":\"20200415162126215\",\"modified\":\"20200415162128295\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"show\"},\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols\":{\"title\":\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols\",\"created\":\"20200415162131716\",\"modified\":\"20200415162330718\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"show\"},\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar\":{\"title\":\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar\",\"created\":\"20200415162109418\",\"modified\":\"20200415162109442\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"show\"},\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/topleftbar\":{\"title\":\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/topleftbar\",\"created\":\"20200415162101755\",\"modified\":\"20200602041539750\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"hide\"},\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/toprightbar\":{\"title\":\"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/toprightbar\",\"created\":\"20200415162118824\",\"modified\":\"20200415163710486\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"show\"},\"$:/config/shortcuts-mac/bold\":{\"title\":\"$:/config/shortcuts-mac/bold\",\"created\":\"20200602011151844\",\"modified\":\"20200602011151860\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/config/shortcuts-mac/italic\":{\"title\":\"$:/config/shortcuts-mac/italic\",\"created\":\"20200602011428084\",\"modified\":\"20200602011428114\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/config/shortcuts-mac/new-image\":{\"title\":\"$:/config/shortcuts-mac/new-image\",\"created\":\"20200602011526855\",\"modified\":\"20200602011526866\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/config/shortcuts-mac/new-journal\":{\"title\":\"$:/config/shortcuts-mac/new-journal\",\"created\":\"20200602011519033\",\"modified\":\"20200602011519055\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/config/shortcuts-mac/toggle-sidebar\":{\"title\":\"$:/config/shortcuts-mac/toggle-sidebar\",\"created\":\"20200602011322158\",\"modified\":\"20200602011322171\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"cmd-B\"},\"$:/config/shortcuts-not-mac/bold\":{\"title\":\"$:/config/shortcuts-not-mac/bold\",\"created\":\"20200602011156768\",\"modified\":\"20200602011156779\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/config/shortcuts-not-mac/new-image\":{\"title\":\"$:/config/shortcuts-not-mac/new-image\",\"created\":\"20200602011529909\",\"modified\":\"20200602011529924\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/config/shortcuts-not-mac/new-journal\":{\"title\":\"$:/config/shortcuts-not-mac/new-journal\",\"created\":\"20200602011521325\",\"modified\":\"20200602011521342\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/config/shortcuts/bold\":{\"title\":\"$:/config/shortcuts/bold\",\"created\":\"20200602011200184\",\"modified\":\"20200602011200195\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"ctrl-B\"},\"$:/config/shortcuts/toggle-sidebar\":{\"title\":\"$:/config/shortcuts/toggle-sidebar\",\"created\":\"20200602011309990\",\"modified\":\"20200602011310003\",\"type\":\"text/vnd.tiddlywiki\"},\"$:/plugins/linonetwo/itonnote/ControlPanel\":{\"title\":\"$:/plugins/linonetwo/itonnote/ControlPanel\",\"type\":\"text/vnd.tiddlywiki\",\"tags\":\"$:/tags/ControlPanel/SettingsTab\",\"caption\":\"<>\",\"text\":\"\\\\procedure lingo-base() $:/plugins/linonetwo/itonnote/language/\\n\\n\\\\define single-text-tag-editor(config-name)\\n\\\\whitespace trim\\n\\n
    \\n <$let\\n currentTiddler=<>\\n palette={{$:/palette}}\\n tempTitle=\\\"$:/state/plugins/linonetwo/itonnote/Configs/$config-name$\\\"\\n tabIndex={{$:/config/EditTabIndex}}\\n cancelPopups=\\\"yes\\\"\\n >\\n <% if [{$:/plugins/linonetwo/itonnote/Configs/$config-name$}!match[]] %>\\n <$macrocall $name=\\\"tag\\\" tag={{$:/plugins/linonetwo/itonnote/Configs/$config-name$}} />\\n <% endif %>\\n\\n <$edit-text tiddler=<> tag=\\\"input\\\" field=\\\"text\\\" placeholder={{$:/language/EditTemplate/Tags/Add/Placeholder}} />\\n\\n <$button>\\n <>\\n <$action-setfield tiddler=<> text={{{ [get[text]] }}}>\\n <$action-setfield tiddler=<> text=\\\"\\\" />\\n \\n\\n {{$:/language/EditTemplate/Tags/Add/Button}}\\n \\n \\n \\n
    \\n\\\\end\\n\\n<>\\n\\n---\\n\\n!! <>\\n\\n!!! <>\\n\\n;<>\\n:<$checkbox tiddler=\\\"$:/plugins/linonetwo/itonnote/Configs/PageControlBelowPage\\\" field=\\\"text\\\" checked=\\\"yes\\\" unchecked=\\\"no\\\"> <>\\n\\n!!! <>\\n\\n<>\\n\\n<>\\n\"},\"$:/plugins/linonetwo/itonnote/Configs/SideBarFolderMenuBaseTitle\":{\"title\":\"$:/plugins/linonetwo/itonnote/Configs/SideBarFolderMenuBaseTitle\",\"text\":\"Index\"},\"$:/plugins/linonetwo/itonnote/Configs/PageControlBelowPage\":{\"title\":\"$:/plugins/linonetwo/itonnote/Configs/PageControlBelowPage\",\"text\":\"yes\"},\"$:/plugins/linonetwo/itonnote/Macros/OpenImageInGithub\":{\"title\":\"$:/plugins/linonetwo/itonnote/Macros/OpenImageInGithub\",\"created\":\"20200412034056887\",\"tags\":\"$:/tags/Macro\",\"caption\":\"点击在新标签页打开Github大图\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"\\\\define view-big-image(source)\\n\\n \\n\\n\\\\end\"},\"$:/plugins/linonetwo/itonnote/Macros/TransclusionWithEditMe\":{\"title\":\"$:/plugins/linonetwo/itonnote/Macros/TransclusionWithEditMe\",\"tags\":\"$:/tags/Macro 自改TW\",\"caption\":\"带有「编辑此块」的引用transclusion宏\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"\\\\define reuse-pane(content)\\n\\n
    \\n $content$\\n
    \\n\\\\end\\n\\n\\\\define reuse-tiddler(title)\\n<$macrocall $name=\\\"reuse-pane\\\" content=\\\"\\\"\\\"\\n查看引文：[[$title$]]\\n\\\"\\\"\\\" />\\n\\n{{$title$}}\\n\\n\\\\end\"},\"$:/config/OfficialPluginLibrary\":{\"title\":\"$:/config/OfficialPluginLibrary\",\"tags\":\"$:/tags/PluginLibrary\",\"caption\":\"{{$:/language/OfficialPluginLibrary}}\",\"enabled\":\"no\",\"text\":\"\\\\procedure load-plugin-library-button()\\n\\\\whitespace trim\\n<$list filter=\\\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\\\" variable=\\\"lang\\\">\\n<$list filter=\\\"[search[zh]]\\\">\\n\\n为了更好的体验，我们建议您\\n<$button>\\n打开 CPL 安装插件\\n<$action-sendmessage $message=\\\"tm-close-tiddler\\\" />\\n<$action-sendmessage $message=\\\"tm-navigate\\\" navigateTo=\\\"$:/plugins/Gk0Wk/CPL-Repo/panel\\\" />\\n\\n\\n\\n\\n<$list filter=\\\"[!search[zh]]\\\">\\n\\nFor a better experience, we recommend you\\n<$button>\\nOpen CPL to install plugins\\n<$action-sendmessage $message=\\\"tm-close-tiddler\\\" />\\n<$action-sendmessage $message=\\\"tm-navigate\\\" navigateTo=\\\"$:/plugins/Gk0Wk/CPL-Repo/panel\\\" />\\n\\n\\n\\n\\\\end\\n\\n<>\\n\"},\"$:/core/ui/ControlPanel/Settings\":{\"title\":\"$:/core/ui/ControlPanel/Settings\",\"tags\":\"$:/tags/ControlPanel\",\"caption\":\"{{$:/language/ControlPanel/Settings/Caption}}\",\"text\":\"
    \\n<$macrocall $name=\\\"tabs\\\" tabsList=\\\"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/SettingsTab]!has[draft.of]]\\\" default=\\\"$:/core/ui/ControlPanel/Settings/TiddlyWiki\\\" explicitState=\\\"$:/state/tab--697582678\\\"/>\\n
    \\n\"},\"$:/core/ui/ControlPanel/Settings/TiddlyWiki\":{\"title\":\"$:/core/ui/ControlPanel/Settings/TiddlyWiki\",\"tags\":\"$:/tags/ControlPanel/SettingsTab\",\"caption\":\"TiddlyWiki\",\"text\":\"\\\\define lingo-base() $:/language/ControlPanel/Settings/\\n\\n<>\\n\\n<$list filter=\\\"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Settings]]\\\">\\n\\n
    \\n\\n!! <$link><$transclude field=\\\"caption\\\"/>\\n\\n<$transclude/>\\n\\n
    \\n\\n\\n\"},\"$:/plugins/linonetwo/itonnote/Sidebar/FolderMenu\":{\"title\":\"$:/plugins/linonetwo/itonnote/Sidebar/FolderMenu\",\"tags\":\"$:/tags/SideBar $:/tags/MenuBar\",\"caption\":\"<>\",\"description\":\"<>\",\"is-dropdown\":\"yes\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"\\\\procedure lingo-base() $:/plugins/linonetwo/itonnote/language/\\n\\n<$scrollable fallthrough=\\\"none\\\" class=\\\"tc-popup-keep tc-menubar-dropdown-sidebar\\\">\\n\\n\\t<$let toc-open-icon=\\\"$:/core/images/fold-button\\\" toc-closed-icon=\\\"$:/core/images/folder\\\">\\n\\t\\t
    \\n\\t\\t\\t<$transclude $variable=\\\"toc-selective-expandable\\\" tag={{$:/plugins/linonetwo/itonnote/Configs/SideBarFolderMenuBaseTitle}} />\\n\\t\\t
    \\n\\t\\n\\n <>\\n\\n\\n\"},\"$:/plugins/linonetwo/itonnote/Snippets/OpenImageInGithub\":{\"title\":\"$:/plugins/linonetwo/itonnote/Snippets/OpenImageInGithub\",\"caption\":\"图片：点击在新标签页打开大图\",\"tags\":\"$:/plugins/linonetwo/itonnote/Macros/OpenImageInGithub $:/tags/TextEditor/Snippet\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<>\"},\"$:/plugins/linonetwo/itonnote/Snippets/TOCAboutCurrentTiddler\":{\"title\":\"$:/plugins/linonetwo/itonnote/Snippets/TOCAboutCurrentTiddler\",\"caption\":\"添加一个使用当前标题的 toc\",\"tags\":\"[[$:/plugins/linonetwo/itonnote/Help/Index]] $:/tags/TextEditor/Snippet\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"\\n<$let toc-open-icon=\\\"$:/core/images/fold-button\\\" toc-closed-icon=\\\"$:/core/images/folder\\\">\\n
    \\n <$transclude $variable=\\\"toc-selective-expandable\\\" tag=<> />\\n
    \\n\"},\"$:/plugins/linonetwo/itonnote/Snippets/TransclusionWithEditMe\":{\"title\":\"$:/plugins/linonetwo/itonnote/Snippets/TransclusionWithEditMe\",\"caption\":\"带「编辑此块」的引用Transclusion\",\"tags\":\"$:/plugins/linonetwo/itonnote/Macros/TransclusionWithEditMe $:/tags/TextEditor/Snippet\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<>\"},\"$:/plugins/linonetwo/itonnote/UI/PageControlBelowPage\":{\"title\":\"$:/plugins/linonetwo/itonnote/UI/PageControlBelowPage\",\"tags\":\"$:/tags/AboveStory\",\"text\":\"\\n<$list filter=\\\"[[$:/plugins/linonetwo/itonnote/settings/PageControlBelowPage]get[text]else[no]match[yes]]\\\">\\n \\n\"},\"$:/plugins/linonetwo/itonnote/UI/style.css\":{\"title\":\"$:/plugins/linonetwo/itonnote/UI/style.css\",\"tags\":\"$:/tags/Stylesheet\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<$importvariables filter=\\\"[[$:/themes/tiddlywiki/vanilla/base]]\\\">\\n\\n.page-control-below-page {\\n display: none;\\n\\n padding: 10px;\\n background-color: white;\\n -webkit-backdrop-filter: blur(10px);\\n\\n position: fixed;\\n bottom: 0;\\n left: 0;\\n z-index: 200;\\n width: 100%;\\n}\\n.page-control-below-page .tc-page-controls {\\n margin: 0;\\n\\n display: flex;\\n flex-direction: row;\\n align-items: center;\\n justify-content: space-evenly;\\n}\\n\\n@media (max-width: <>) {\\n .page-control-below-page {\\n display: block;\\n }\\n}\\n\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/FolderMenu\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/FolderMenu\",\"text\":\"The folder structure [[auto-generated by tag system|$:/plugins/linonetwo/itonnote/language/en-GB/VirtualFolder]] is shown in the \\\"FolderMenu\\\" tab in the sidebar.\\n\\nThe first directory tree is displayed according to the `currently located entry` and is dynamic; the second directory tree starts from the `Index(root folder)` entry and is static. Because Echart's dynamic display of contextual diagrams is not as nice and distracting as this tree form. So for now, the context is displayed in the form of a directory tree.\\n\\nIf you want to modify the root folder, please open the [[Settings|$:/plugins/linonetwo/itonnote/ControlPanel]].\\n\\n* tagged with A, which is equivalent to storing the file in folder A and using the contents of A as the Readme of the folder\\n* Use the \\\"Create a new tiddler with this tag name\\\" button in any Tiddler to create a file with the current Tiddler as the folder\\n* Click the {{$:/core/images/folder}} button (to make it {{$:/core/images/fold-button}}) to expand the folder\\n* Click directly on the name of a folder to see the Readme of that folder\\n\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Readme\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Readme\",\"text\":\"\\\\procedure lingo-base() $:/plugins/linonetwo/itonnote/language/\\n\\n! <>\\n\\n<>\\n\\n!! Features\\n\\nSome preset content for this plugin.\\n\\n!!! snippets (text snippets)\\n\\nIn edit mode, there is a stamp button that lists a series of text snippets that can be added with one click, thus eliminating the need to memorize these complex text snippets.\\n\\nThis plugin comes with a number of text snippets pre-built, see the introduction of the corresponding Macros for details, or the introduction of the corresponding plugin:\\n\\n* [[$:/plugins/linonetwo/itonnote/Snippets/TOCAboutCurrentTiddler]]\\n* [[$:/plugins/linonetwo/itonnote/Snippets/OpenImageInGithub]]\\n* [[$:/plugins/linonetwo/itonnote/Snippets/TransclusionWithEditMe]]\\n\\n!!! macros\\n\\n!!!! TransclusionWithEditMe\\n\\n[[$:/plugins/linonetwo/itonnote/Macros/TransclusionWithEditMe]] Usage:\\n\\n使用普通的 [[Transclusion|https://tiddlywiki.com/#Transclusion]] 时，你没法得知源文件在哪里，如果想要修改内容，还得打开编辑模式、复制被引用的 Tiddler 的标题，然后搜索打开编辑，比较麻烦。\\n\\n使用此宏进行引用就很方便了：\\n\\n```tid\\n<>\\n```\\n\\n会直接在引用的区块旁边显示一个「查看引文」的小浮窗，带有指向源文件的链接，直接点开编辑即可。\\n\\n!!!! OpenImageInGithub\\n\\n[[$:/plugins/linonetwo/itonnote/Macros/OpenImageInGithub]] Usage:\\n\\nIf you have `webcatalog-tiddlywiki-menu-app.jpg` in your Wiki, you normally can just `{{webcatalog-tiddlywiki-menu-app.jpg}}` to place it in your tiddler, but you can use this macro to make it clickable, and open large image in the new browser tab:\\n\\n```tid\\n<>\\n```\\n\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Name\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Name\",\"text\":\"TidGi Preset\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Description\",\"text\":\"A series of trivial content for TidGi Preset, usually from the plugin's description file and forum discussions, but most people are too lazy to read the description file, so here is a direct help to configure it.\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/PluginConfigs\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/PluginConfigs\",\"text\":\"plugin settings\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/Description\",\"text\":\"With these settings, you can customize the behavior of the \\\"TidGi Preset\\\" plugin.\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/Appearance\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/Appearance\",\"text\":\"Appearance\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/PageControlMobile/Caption\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/PageControlMobile/Caption\",\"text\":\"Show page control buttons at the bottom of the mobile page.\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/PageControlMobile/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/PageControlMobile/Description\",\"text\":\"On mobile devices, the sidebar is collapsed, so adding page controls at the bottom would be a convenient shortcut.\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/FolderMenu/Caption\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/FolderMenu/Caption\",\"text\":\"Folder Menu\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/FolderMenu/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/Config/FolderMenu/Description\",\"text\":\"Other tiddlers are added to this tag, which is equivalent to this tag being the root folder into which other tiddlers are placed. And it is displayed in the \\\"File Menu\\\" tab on the sidebar.\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/FolderMenu/Help\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/FolderMenu/Help\",\"text\":\"[[Help|$:/plugins/linonetwo/itonnote/language/en-GB/FolderMenu]]\"},\"$:/plugins/linonetwo/itonnote/language/en-GB/VirtualFolder\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/en-GB/VirtualFolder\",\"text\":\"!!! Tag\\n\\nThe Tag structure can be thought of as a folder directory structure with soft links to form a graphical structure, since Tag relationships are inherently free, and two notes can be tagged to each other and parented to each other in the folder structure.\\n\\nUsing toc macro, you can create a \\\"file directory\\\" tab in the sidebar, which shows the folder structure generated by the tag. The details are written in [[Official Table-of-Contents Macros doc|https://tiddlywiki.com/#Table-of-Contents%20Macros:%5B%5BTable-of-Contents%20Macros%5D%5D%20%5B%5BTable-of-Contents%20Macros%20(Examples)%5D%5D]], and the plugin should have it pre-populated in [[$:/plugins/linonetwo/itonnote/Sidebar/FolderMenu]], which can be used immediately or modified to override it.\\n\\nThen you can set the \\\"File Directory\\\" tab to be displayed by default in `$:/ControlPanel` -> \\\"Settings\\\" -> \\\"Default Sidebar Tab\\\", so that you can use TiddlyWiki as a folder system. And the plugin should already be pre-configured for this.\\n\\n!!! Slash\\n\\nTiddlyWiki comes with a way to create folders by using slashes in the header.\\n\\nThe various folders that come with the system can be seen via the sidebar under \\\"More\\\" -> \\\"Explore\\\".\\n\\nIf you use the NodeJS version of TiddlyWiki, these tiddlers will also be placed in the corresponding folders on the real file system.\\n\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/FolderMenu\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/FolderMenu\",\"text\":\"侧边栏的「目录结构」标签页里展示了[[通过标签系统自动生成|$:/plugins/linonetwo/itonnote/language/zh-Hans/VirtualFolder]]的文件夹。\\n\\n第一个目录树根据`当前所在的条目`展示，是动态的；第二个目录树从`Index(根文件夹)`条目出发，是静态的。因Echart动态显示上下文的图没有这种树的形式好看且干扰注意力。所以暂用目录树的形式显示上下文。\\n\\n若想修改根文件夹，请打开[[设置|$:/plugins/linonetwo/itonnote/ControlPanel]]。\\n\\n* 打了 A 标签，即相当于将文件存储在文件夹 A 中，并以 A 的内容作为文件夹的 Readme\\n* 在任意条目中使用「创建一个标签为此条目名称的新条目」按钮，可以创建以当前条目为文件夹的文件\\n* 点击 {{$:/core/images/folder}} 按钮（使它变成 {{$:/core/images/fold-button}}）可以展开文件夹\\n* 直接点击文件夹的名字可以查看这个文件夹的 Readme\\n\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Readme\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Readme\",\"text\":\"\\\\procedure lingo-base() $:/plugins/linonetwo/itonnote/language/\\n\\n! <>\\n\\n<>\\n\\n!! 功能\\n\\n本插件的一些预置内容。\\n\\n!!! snippets（文本片段）\\n\\n在编辑模式下，有一个图章按钮，点击后会列出一系列文本片段，可以一键添加预制内容，因而无需用脑记住这些复杂的文本片段了。\\n\\n本插件预置了一些文本片段，详见相应的 Macros 的介绍，或相应的插件的介绍：\\n\\n* [[$:/plugins/linonetwo/itonnote/Snippets/TOCAboutCurrentTiddler]]\\n* [[$:/plugins/linonetwo/itonnote/Snippets/OpenImageInGithub]]\\n* [[$:/plugins/linonetwo/itonnote/Snippets/TransclusionWithEditMe]]\\n\\n!!! 宏\\n\\n!!!! TransclusionWithEditMe\\n\\n[[$:/plugins/linonetwo/itonnote/Macros/TransclusionWithEditMe]] Usage:\\n\\n使用普通的 [[Transclusion|https://tiddlywiki.com/#Transclusion]] 时，你没法得知源文件在哪里，如果想要修改内容，还得打开编辑模式、复制被引用的 Tiddler 的标题，然后搜索打开编辑，比较麻烦。\\n\\n使用此宏进行引用就很方便了：\\n\\n```tid\\n<>\\n```\\n\\n会直接在引用的区块旁边显示一个「查看引文」的小浮窗，带有指向源文件的链接，直接点开编辑即可。\\n\\n!!!! OpenImageInGithub\\n\\n[[$:/plugins/linonetwo/itonnote/Macros/OpenImageInGithub]] Usage:\\n\\n如果您的 Wiki 中有 \\\"webcatalog-tiddlywiki-menu-app.jpg\\\"，您通常可以直接使用\\\"{{webcatalog-tiddlywiki-menu-app.jpg}}\\\"将其放到条目中，但您可以使用此宏使其可点击，并在新的浏览器标签页中打开大图：\\nIf you have `webcatalog-tiddlywiki-menu-app.jpg` in your Wiki, you normally can just `{{webcatalog-tiddlywiki-menu-app.jpg}}` to place it in your tiddler, but you can use this macro to make it clickable, and open large image in the new browser tab:\\n\\n```tid\\n<>\\n```\\n\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Name\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Name\",\"text\":\"太记预置\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Description\",\"text\":\"为太记预配置了一系列琐碎的内容，一般来自各插件的自述文件和论坛讨论，但大多数人懒得看自述文件，故在此直接帮忙配置好了。\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/PluginConfigs\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/PluginConfigs\",\"text\":\"插件设置\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/Description\",\"text\":\"通过这些设置，您可以自定义「太记预置」插件的行为。\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/Appearance\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/Appearance\",\"text\":\"外观\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/PageControlMobile/Caption\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/PageControlMobile/Caption\",\"text\":\"在手机页面下方显示页面控制按钮\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/PageControlMobile/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/PageControlMobile/Description\",\"text\":\"在移动设备上，侧边栏是折叠的，因此在底部添加页面控制将是一个方便的快捷方式。\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/FolderMenu/Caption\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/FolderMenu/Caption\",\"text\":\"文件目录\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/FolderMenu/Description\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/Config/FolderMenu/Description\",\"text\":\"其它笔记加上这个标签，相当于这个标签是根目录文件夹，其它笔记放入了这个文件夹中。并显示在侧边栏的「文件目录」标签页里。\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/FolderMenu/Help\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/FolderMenu/Help\",\"text\":\"[[使用帮助|$:/plugins/linonetwo/itonnote/language/zh-Hans/FolderMenu]]\"},\"$:/plugins/linonetwo/itonnote/language/zh-Hans/VirtualFolder\":{\"title\":\"$:/plugins/linonetwo/itonnote/language/zh-Hans/VirtualFolder\",\"text\":\"!!! 标签\\n\\n标签结构可以看作是一种文件夹目录结构，通过软链接形成图论结构，因为标签关系本身是自由的，两个笔记可以相互加对方为标签，并在文件夹结构中互为父级，形成任意自由的结构。\\n\\n使用官方的 toc 宏，你可以在侧边栏创建一个「文件目录」标签，显示标签生成的文件夹结构。详细内容写在 [[官方文档的 Table-of-Contents 一文里|https://tw-cn-doc.cpolar.top/#Table-of-Contents%20Macros:%5B%5BTable-of-Contents%20Macros%5D%5D%20%5B%5BTable-of-Contents%20Macros%20(Examples)%5D%5D]] 中，插件应在 [[$:/plugins/linonetwo/itonnote/Sidebar/FolderMenu]] 中预置了，可以立即使用，你也可以修改覆盖。\\n\\n然后，您可以在 `$:/ControlPanel` ->「Settings」 ->「Default Sidebar Tab」中设置默认显示「文件目录」选项卡，这样您就可以将 TiddlyWiki 用作文件夹系统。插件应该已经为此进行了预配置。\\n\\n!!! 斜杠\\n\\nTiddlyWiki 提供了一种在标题里使用斜杠创建文件夹的方法。\\n\\n你可以通过侧边栏的「更多」->「探索」查看系统自带的各种文件夹。\\n\\n如果你使用的是 NodeJS 版本的 TiddlyWiki，这些 tiddlers 也会被放置在真实文件系统的相应文件夹中。\\n\\n!!! 使用哪种？\\n\\n这是个见仁见智的问题，请[[参考中文教程学习|https://tw-cn.netlify.app/#%E4%BD%BF%E7%94%A8%E6%A0%87%E7%AD%BE%E5%BD%93%E6%96%87%E4%BB%B6%E5%A4%B9:%E4%BD%BF%E7%94%A8%E6%A0%87%E7%AD%BE%E5%BD%93%E6%96%87%E4%BB%B6%E5%A4%B9%20%E6%AC%A2%E8%BF%8E%E6%9D%A5%E5%88%B0%E5%A4%AA%E5%BE%AE%EF%BC%81]]，也可以加群讨论！\\n\"},\"$:/core/macros/lingo\":{\"title\":\"$:/core/macros/lingo\",\"tags\":\"$:/tags/Global\",\"text\":\"\\n\\n\\\\procedure lingo-base()\\n$:/language/\\n\\\\end lingo-base\\n\\n\\\\procedure lingo(title,override-lingo-base)\\n\\n\\n<$parameters $parseMode=\\\"parseMode\\\">\\n\\t\\n\\t<$let active-lingo-base={{{ [!match[]else] }}}>\\n\\t\\t\\n\\t\\t<$transclude $tiddler={{{ [addsuffix] }}} $mode=<<parseMode>>>\\n\\t\\t\\t<!-- If that didn't work, try the new <lingo-base><langcode>/<title> format -->\\n\\t\\t\\t<$let language-code={{{ [[$:/language]get[text]get[name]else[en-GB]] }}}>\\n <$transclude $tiddler={{{ [<active-lingo-base>addsuffix<language-code>addsuffix[/]addsuffix<title>] }}} $mode=<<parseMode>>/>\\n\\t\\t\\t</$let>\\n\\t\\t</$transclude>\\n\\t</$let>\\n</$parameters>\\n\\\\end lingo\"},\"$:/plugins/linonetwo/itonnote/readme\":{\"title\":\"$:/plugins/linonetwo/itonnote/readme\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"\\\\procedure lingo-base() $:/plugins/linonetwo/itonnote/language/\\n\\n<<lingo Readme>>\\n\"},\"$:/plugins/linonetwo/itonnote/tree\":{\"title\":\"$:/plugins/linonetwo/itonnote/tree\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<<tree prefix:\\\"$:/plugins/linonetwo/itonnote/\\\">>\"},\"$:/plugins/linonetwo/itonnote/Startup/closeSidebarOnMobile.js\":{\"module-type\":\"startup\",\"title\":\"$:/plugins/linonetwo/itonnote/Startup/closeSidebarOnMobile.js\",\"type\":\"application/javascript\",\"creator\":\"NicolasPetton\",\"Modern.TiddlyDev#Origin\":\"Startup/closeSidebarOnMobile.ts\",\"text\":\"\\\"use strict\\\";exports.name=\\\"close-sidebar-on-mobile\\\",exports.platforms=[\\\"browser\\\"],exports.after=[\\\"rootwidget\\\"];var isOnMobile=()=>\\\"yes\\\"===$tw.wiki.getTiddlerText(\\\"$:/info/browser/is/mobile\\\")||\\\"yes\\\"===$tw.wiki.getTiddlerText(\\\"$:/info/tidgi-mobile\\\"),closeSidebar=()=>{$tw.wiki.addTiddler({title:\\\"$:/state/sidebar\\\",text:\\\"no\\\"}),$tw.wiki.addTiddler({title:\\\"$:/state/notebook-sidebar\\\",text:\\\"no\\\"})},closeSidebarOnMobile=e=>(isOnMobile()&&closeSidebar(),e),setup=()=>{$tw.hooks.addHook(\\\"th-opening-default-tiddlers-list\\\",closeSidebarOnMobile),$tw.hooks.addHook(\\\"th-importing-file\\\",closeSidebarOnMobile),$tw.hooks.addHook(\\\"th-navigating\\\",closeSidebarOnMobile),$tw.hooks.addHook(\\\"th-new-tiddler\\\",closeSidebarOnMobile),$tw.hooks.addHook(\\\"th-open-command-palette\\\",closeSidebarOnMobile),closeSidebarOnMobile()};exports.startup=setup;\"}}}", + "title": "$:/plugins/linonetwo/itonnote", + "type": "application/json", + "author": "LinOnetwo", + "core-version": ">=5.3.0", + "dependents": "$:/plugins/tiddlywiki/browser-sniff", + "description": "Heavy lifting for new users to set up a powerful and opinionated knowledge management system.", + "list": "readme ControlPanel tree", + "name": "ItonNote", + "plugin-type": "plugin", + "version": "3.0.0", + "Modern.TiddlyDev#SHA256-Hashed": "03bb8cf07d0b30d3499c3b744f3377b298b70889d00dbbfffeb0dbe3769bd89f" + } +] \ No newline at end of file diff --git a/wiki/tiddlers/$__themes_linonetwo_itonnote.json b/wiki/tiddlers/$__themes_linonetwo_itonnote.json new file mode 100644 index 0000000..411e65c --- /dev/null +++ b/wiki/tiddlers/$__themes_linonetwo_itonnote.json @@ -0,0 +1,17 @@ +[ + { + "text": "{\"tiddlers\":{\"$:/themes/linonetwo/itonnote/base\":{\"title\":\"$:/themes/linonetwo/itonnote/base\",\"tags\":\"$:/tags/Stylesheet\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"/*\\n** Start with the vanilla theme and normalize CSS reset, and then belay some of its effects\\n*/\\n\\n{{$:/themes/tiddlywiki/vanilla/base}}\\n\\n<$importvariables filter=\\\"[[$:/themes/tiddlywiki/vanilla/base]]\\\">\\n\\n/** fix native tw table overflow, should not affect other table widget wrapped within div */\\n.tc-tiddler-body > table {\\n display: block;\\n overflow: auto;\\n}\\n.tc-tiddler-body > table tbody {\\n display: table;\\n width: 100%;\\n}\\n\\n/**\\n 代码样式\\n*/\\n\\np > code, li > code, code[data-slate-leaf=true] {\\n box-decoration-break: clone;\\n padding: .1rem .3rem .2rem;\\n border-radius: .2rem;\\n background: <<colour code-background>>;\\n}\\n\\n.hljs {\\n background-color: <<colour page-background>>;\\n border: none;\\n box-shadow: <<colour sidebar-foreground-shadow>>;\\n}\\n\\npre {\\n word-break: break-all;\\n}\\n\\ndiv.cm-code-block-line, div.latex {\\n background: <<colour button-background>>;\\n}\\ndiv.cm-code-block-line:hover, div.latex:hover {\\n background: <<colour button-background-hover>>;\\n}\\n\\n/**\\n 卡片、编辑器和背景样式\\n*/\\n\\n/** 给卡片加上阴影 */\\n.tc-tiddler-frame {\\n box-shadow: <<colour sidebar-foreground-shadow>>;\\n}\\n\\n/** 使用了5.3.3之后的条件快捷语法 */\\n\\n<% if [[$:/themes/tiddlywiki/vanilla/options/stickytitles]get[text]match[yes]] %>\\ndiv.tc-tiddler-title {\\n background: <<colour tiddler-title-background>>;\\n backdrop-filter: blur(10px);\\n z-index: 900;\\n position: sticky;\\n}\\n<% else %>\\ndiv.tc-tiddler-title {\\n background: <<colour tiddler-title-background>>;\\n}\\n<% endif %>\\n\\ndiv.tc-tiddler-title {\\n background: <<colour tiddler-title-background>>;\\n}\\n/** 编辑器工具栏 */\\n.tc-editor-toolbar {\\n background: <<colour tiddler-editor-background>>;\\n backdrop-filter: blur(10px);\\n position: sticky;\\n z-index: 890;\\n}\\n.tc-tiddler-preview {\\n overflow: unset;\\n}\\n.tc-block-dropdown {\\n z-index: 1001;\\n}\\n\\n/** 去掉编辑模式下的很多边框 */\\n/** 去掉预览的边框，除了左边框 */\\n.tc-tiddler-preview-preview {\\n border: none;\\n padding-left: 10px;\\n border-left: 1px solid <<colour tiddler-editor-border>>;\\n}\\n/** 去掉代码编辑器的边框和底色，为所见即所得编辑做准备 */\\n.CodeMirror {\\n border: none !important;\\n background-color: unset !important;\\n}\\n/** 去掉所有其它文本编辑框的边框 */\\n.tc-tiddler-frame input.tc-edit-texteditor {\\n border: none;\\n background: unset;\\n}\\n/** 去掉标题下面的 tag 栏的边框 */\\n.tc-edit-tags {\\n border: none;\\n border-bottom: 1px solid <<colour tiddler-editor-border>>;\\n padding: 4px 8px 4px 8px;\\n}\\n\\n/** 让预览状态下的属性编辑框不那么夺目 */\\n.tc-tiddler-view-frame .tc-edit-field {\\n background-color: unset !important;\\n}\\n\\n/**\\n\\t自定义字体\\n*/\\n* {\\n font-variant-ligatures: contextual;\\n font-display: swap;\\n}\\n\\n/* Only use fira code in code block */\\ncode { font-family: 'Fira Code VF', monospace; }\\n\\n/**\\n 按钮样式\\n*/\\n\\n/** 除了工具栏上的按钮以外，其它按钮, 允许用 .no-itonnote-button-overwrite 取消覆盖\\n .tlui-button 是 tldraw 白板的\\n */\\nbutton {\\n color: <<colour button-foreground>>;\\n padding: 5px 10px;\\n\\tmargin: 2px;\\n border-radius: 5px;\\n border: <<colour button-border>>;\\n cursor: pointer;\\n /** hover动画 */\\n transition: background-color 0.2s;\\n}\\nbutton:hover {\\n\\tbackground-color: <<colour button-background-hover>>;\\n}\\n\\nbutton svg {\\n\\tfill: <<colour tab-foreground>>;\\n}\\nbutton:disabled {\\n cursor: not-allowed;\\n opacity: 0.3;\\n}\\n\\n/** 收合栏，修复由于 button:not(.tc-tab-selected) 带来的样式。没法在那边 not ，因为 not 列表太长会导致优先级过高 */\\nbutton.tc-fold-banner {\\n position: absolute;\\n padding: 0;\\n margin: 0;\\n background: none;\\n border: none;\\n width: 23px;\\n text-align: center;\\n margin-left: -35px;\\n top: 6px;\\n bottom: 6px;\\n}\\nbutton.tc-unfold-banner {\\n position: unset;\\n padding: 0;\\n margin: 0;\\n background: none;\\n border: none;\\n width: 100%;\\n width: calc(100% + 2px);\\n text-align: center;\\n border-top: 2px solid #f8f8f8;\\n margin-top: 4px;\\n}\\n\\n\\n/** Tab 上的按钮 */\\n.tc-tab-buttons > button {\\n\\tborder-radius: 0px;\\n}\\n.tc-tab-buttons button:not(.tc-tab-selected) {\\n\\tfill: none;\\n\\tbackground-color: <<colour tab-background>>;\\n\\tcolor: <<colour tab-foreground>>;\\n\\tborder: none;\\n border-radius: 0px;\\n}\\n.tc-tab-buttons button:not(.tc-tab-selected):hover {\\n\\tbackground-color: <<colour button-background-hover>>;\\n}\\n.tc-sidebar-lists .tc-tab-buttons button.tc-tab-selected {\\n\\tborder: none;\\n\\tborder-bottom: 2px solid silver;\\n border-radius: 0px;\\n}\\n.tc-tab-buttons button.tc-tab-selected {\\n\\tborder: none;\\n\\tborder-bottom: 2px solid silver;\\n\\tbackground-color: #f4f4f4;\\n border-radius: 0px;\\n}\\n\\n/** 标签 */\\nbutton.tc-tag-label, span.tc-tag-label {\\n border-radius: 3px;\\n background-color: <<colour tag-background>>;\\n color: <<colour foreground>>;\\n /** hover动画 */\\n transition: background-color 0.2s;\\n /** 适配长标题作为标签的情况 */\\n white-space: normal;\\n margin-top: 0.1em;\\n margin-bottom: 0.1em;\\n}\\nbutton.tc-tag-label, span.tc-tag-label:hover {\\n background-color: <<colour tag-background-hover>>;\\n}\\n\\n/**\\n 链接样式\\n*/\\n\\na.tc-tiddlylink, a.tc-tiddlylink:hover {\\n padding: 2px;\\n padding-bottom: 0;\\n white-space: normal;\\n word-break: break-all;\\n overflow: hidden;\\n text-overflow: ellipsis;\\n font-weight: bold;\\n line-height: 1.3;\\n color: <<colour tiddler-link-foreground>>;\\n border-bottom: <<colour tiddler-link-underline>>;\\n text-decoration: none;\\n /** hover动画 */\\n transition: background 120ms ease-in 0s;\\n}\\na.tc-tiddlylink:hover {\\n background-color: <<colour page-background>>;\\n color: <<colour tiddler-link-foreground>>;\\n}\\n\\na.tc-tiddlylink-external, a.tc-tiddlylink-external:visited {\\n\\tpadding: 2px;\\n padding-bottom: 0px;\\n\\tborder-bottom: <<colour external-link-underline>>;\\n\\ttext-decoration: none;\\n box-decoration-break: clone;\\n font-weight: bold;\\n color: <<external-link-foreground>>;\\n}\\n\\na.tc-tiddlylink-external:hover {\\n background-color: <<colour external-link-background-hover>>;\\n background-image: <<colour external-link-background-clip-image>>;\\n background-clip: border-box;\\n -webkit-background-clip: text;\\n -webkit-text-fill-color: transparent;\\n}\\n\\n/** 预览状态标签下拉列表里的链接 */\\n.tc-drop-down a.tc-tiddlylink:hover {\\n background-color: <<colour page-background>>;\\n color: <<colour tiddler-link-foreground>>;\\n}\\n/** 编辑器标签下拉列表当前鼠标悬浮状态的颜色 */\\n.tc-block-dropdown a {\\n transition: background-color 0.2s;\\n}\\n.tc-block-dropdown a:hover {\\n background-color: <<colour dropdown-background>>;\\n}\\n\\n/** 带链接的 Kookma badge，为了适应彩色背景，需要把链接默认蓝色背景色去掉，变成白色，与主题无关 */\\n.dbadge a,.dbadge a:hover {\\n color: white !important;\\n border: unset;\\n -webkit-text-fill-color: unset !important;\\n font-weight: unset;\\n text-decoration: none;\\n}\\n\\na.tc-tiddlylink.tc-tiddlylink-resolves.tc-plugin-info.tc-popup-handle.tc-popup-absolute:hover {\\n\\tbackground-color: <<colour modal-border>>;\\n}\\n\\n/**\\n\\t侧边栏\\n*/\\n\\n.tc-page-controls {\\n display: flex;\\n flex-wrap: wrap;\\n}\\n\\n.tc-site-title {\\n\\tfont-size: 1.75em;\\n}\\n\\n.tc-sidebar-scrollable {\\n\\toverscroll-behavior: contain;\\n\\toverflow: -moz-scrollbars-none;\\n}\\n.tc-sidebar-scrollable::-webkit-scrollbar {\\n\\twidth: 0 !important\\n}\\n\\n/** 顶栏 */\\n.tc-topbar {\\n z-index: 1001;\\n}\\n\\n@media (min-width: <<sidebarbreakpoint>>) {\\n\\t.tc-sidebar-scrollable {\\n\\t padding: 40px 10px 0px 15px;\\n\\t}\\n}\\n\\n@media (max-width: <<sidebarbreakpoint>>) {\\n\\t.tc-sidebar-header {\\n\\t margin-top: 20px;\\n /** fix mobile left side still have width after close */\\n padding-left: 0;\\n padding-right: 0;\\n\\t}\\n .tc-sidebar-header > .tc-reveal {\\n padding-left: 10px;\\n padding-right: 10px;\\n }\\n /** solve collision with tc-sidebar-scrollable in mobile */\\n .tc-topbar {\\n z-index: 1002;\\n }\\n}\\n\\n\\n/** 标题 */\\n\\n.tc-site-subtitle {\\n margin-top: 5px;\\n}\\n\\n/**\\n\\t卡片流展示优化\\n*/\\n@media (max-width: <<sidebarbreakpoint>>) {\\n\\t.tc-story-river {\\n\\t padding-top: 42px;\\n\\t}\\n}\\n\\n/**\\n\\t宽屏时隐藏顶部 MenuBar\\n*/\\n\\n@media (min-width: <<sidebarbreakpoint>>) {\\n\\tnav.tc-menubar {\\n\\tdisplay: none !important;\\n\\t}\\n}\\n\\n/**\\n 去除按钮、搜索框选中时的蓝框\\n*/\\nbutton:focus, button:active {\\n outline: none !important;\\n box-shadow: none;\\n}\\n\\n[placeholder]{\\n text-overflow:ellipsis;\\n}\\n::placeholder{\\n text-overflow:ellipsis;\\n}\\ninput[type=search] {\\n appearance: none;\\n -webkit-appearance: none;\\n}\\n\\n* {\\n outline: none;\\n outline-color: none;\\n -webkit-font-smoothing: antialiased;\\n}\\n*:focus {\\n outline: none;\\n}\\n/** 去除输入框默认的边框 */\\ntextarea, input[type=text], input[type=search], input[type=\\\"\\\"], input:not([type]) {\\n border: 2px solid <<colour tiddler-editor-border>>;\\n background: <<colour page-background>>;\\n}\\n\\n/*\\n** TW-Locator and Bi-Link list\\n*/\\n.tc-table-of-contents {\\n max-width: 100%;\\n max-height: 200vh;\\n overflow: auto;\\n}\\n.tc-table-of-contents::-webkit-scrollbar {\\n display: none;\\n}\\n\\n/**\\n* Code Mirror\\n*/\\n.cm-code-block-line {\\n background-color: transparent;\\n}\\n\\n/**\\n* Hide toolbar buttons if not hover\\n* Disable this effect on mobile, otherwise it will be hard to find the button\\n* From tb_demo_onhover-toolbar-styles\\n*/\\n@media (min-width: <<sidebarbreakpoint>>) {\\n .tc-tiddler-frame .tc-titlebar button {\\n opacity: 0;\\n transition: opacity .5s ease-in-out;\\n }\\n .tc-tiddler-frame:hover .tc-titlebar button {\\n zoom: 1;\\n filter: alpha(opacity=100);\\n opacity: 1;\\n }\\n}\\n\\n/** fix https://github.com/Jermolene/TiddlyWiki5/discussions/5821 */\\nvideo::-webkit-media-controls-timeline {\\n width: 200px;\\n}\\n\\n@media (min-width: <<sidebarbreakpoint>>) {\\n div.tc-page-container .tc-sidebar-scrollable {\\n width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth}};\\n padding-left: 2em;\\n }\\n}\\n<$reveal type=\\\"match\\\" state=\\\"$:/state/sidebar\\\" text=\\\"no\\\">\\n div.tc-page-container .tc-sidebar-scrollable {\\n /**\\n * Compage-control-below-pagepletely hide sidebar dom node when sidebar is not opened.\\n * To fix sometimes it is still 20px width after close. \\n */\\n display: none;\\n }\\n</$reveal>\\n/** Sidebar on mobile, make it sidebar instead of top bar */\\n@media (max-width: <<sidebarbreakpoint>>) {\\n .tc-sidebar-scrollable {\\n height: 100vh;\\n /** show storyflow on the side, showing this is a sidebar, not the front-page */\\n max-width: 90vw;\\n z-index: 1001;\\n position: fixed;\\n overflow: auto;\\n overflow: overlay;\\n top: 0;\\n background: <<colour page-background>>;\\n }\\n /** make close sidebar button bigger */\\n .tc-topbar.tc-topbar-right > button.tc-hide-sidebar-btn,button.tc-show-sidebar-btn {\\n width: 2em;\\n height: 2em;\\n box-sizing: content-box;\\n border-bottom-right-radius: 50%;\\n }\\n /** move sidebar close button to top right */\\n span.tc-topbar.tc-topbar-right {\\n top: 0px;\\n right: 0px;\\n position: absolute;\\n }\\n span.tc-topbar.tc-topbar-right > button.tc-hide-sidebar-btn {\\n top: 0px;\\n right: 0px;\\n position: fixed;\\n background: rgba(255,255,255,0.3);\\n backdrop-filter: blur(3px);\\n /** make close side bar button a long vertical bar */\\n border-radius: 0px;\\n height: 100vh;\\n }\\n span.tc-topbar.tc-topbar-right > button.tc-show-sidebar-btn {\\n position: fixed;\\n left: 0;\\n top: 0;\\n background: rgba(255,255,255,0.3);\\n backdrop-filter: blur(3px);\\n <$reveal type=\\\"match\\\" state=\\\"$:/info/tidgi-mobile\\\" text=\\\"yes\\\">\\n /** fix android status bar cover the tc-show-sidebar-btn */\\n height: 4em;\\n </$reveal>\\n }\\n span.tc-topbar.tc-topbar-right > button.tc-show-sidebar-btn > svg.tc-image-chevron-left.tc-image-button, span.tc-topbar.tc-topbar-right > button.tc-hide-sidebar-btn > svg.tc-image-chevron-right.tc-image-button {\\n transform: rotate(180deg);\\n }\\n /** make opened-tiddlers-bar move right to not be cover by show-sidebar-btn */\\n section.story-backdrop .opened-tiddlers-bar-container div.opened-tiddlers-bar.tc-tab-buttons {\\n margin-left: calc(8px * 2 + 32px);\\n <$reveal type=\\\"match\\\" state=\\\"$:/info/tidgi-mobile\\\" text=\\\"yes\\\">\\n /** fix android status bar cover the opened-tiddlers-bar */\\n margin-top: 30px;\\n </$reveal>\\n }\\n}\\n/** fix z-index */\\n.tc-modal-wrapper {\\n z-index: 1400;\\n}\\n\\n/** fix long badge on mobile */\\n.dbadge > span {\\n white-space: initial;\\n}\\n\\n</$importvariables>\\n\"},\"$:/themes/linonetwo/itonnote/config\":{\"title\":\"$:/themes/linonetwo/itonnote/config\",\"tags\":\"$:/tags/ControlPanel/SettingsTab\",\"caption\":\"<<lingo Name $:/themes/linonetwo/itonnote/language/>>\",\"text\":\"\\\\procedure lingo-base() $:/themes/linonetwo/itonnote/language/\\n\\n<<lingo Config/Description>>\\n\\n---\\n\\n!! <<lingo PluginConfigs>>\\n\\n;<<lingo Configs/SideBarSegments/Caption>>\\n:<$checkbox tiddler=\\\"$:/core/ui/SideBarSegments/search\\\" tag=\\\"$:/tags/SideBarSegment\\\"> <<lingo Configs/SideBarSegments/Description>></$checkbox>\\n;<<lingo Configs/SidebarSearch/Caption>>\\n:<$checkbox tiddler=\\\"$:/config/themes/itonnote/sidebar-search\\\" field=\\\"text\\\" checked=\\\"show\\\" unchecked=\\\"hide\\\" default=\\\"hide\\\"> <<lingo Configs/SidebarSearch/Description>></$checkbox>\\n;<<lingo Configs/SeparateTitleAndButton/Caption>>\\n:<$checkbox tiddler=\\\"$:/config/themes/itonnote/separate-title-and-button\\\" field=\\\"text\\\" checked=\\\"show\\\" unchecked=\\\"hide\\\" default=\\\"hide\\\"> <<lingo Configs/SeparateTitleAndButton/Description>></$checkbox>\\n\"},\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\":{\"title\":\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\",\"text\":\"fluid-fixed\"},\"$:/config/themes/itonnote/separate-title-and-button\":{\"title\":\"$:/config/themes/itonnote/separate-title-and-button\",\"text\":\"hide\"},\"$:/config/themes/itonnote/sidebar-search\":{\"title\":\"$:/config/themes/itonnote/sidebar-search\",\"text\":\"hide\"},\"$:/themes/linonetwo/itonnote/firacode.css\":{\"title\":\"$:/themes/linonetwo/itonnote/firacode.css\",\"text\":\"/** generated by `base64 -i FiraCode-VF.woff2 -o o.txt` and copy here. Only VF is needed */\\n@font-face {\\n font-family: 'Fira Code VF';\\n src: 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');\\n}\\n\",\"tags\":\"$:/tags/Stylesheet\",\"type\":\"text/plain\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Readme\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Readme\",\"text\":\"\\\\procedure lingo-base() $:/themes/linonetwo/itonnote/language/\\n\\n! <<lingo Name>>\\n\\n<<lingo Description>>\\n\\n\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Name\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Name\",\"text\":\"TidGi Preconfig theme\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Description\",\"text\":\"Notion and VSCode inspired theme.\"},\"$:/themes/linonetwo/itonnote/language/en-GB/PluginConfigs\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/PluginConfigs\",\"text\":\"Plugin Configs\"},\"$:/themes/linonetwo/itonnote/language/en-GB/ConfigDescription\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/ConfigDescription\",\"text\":\"These settings let you customise the behaviour of TidGi Preconfig theme plugin.\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SideBarSegments/Caption\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SideBarSegments/Caption\",\"text\":\"Sidebar search box, turned on by default, hidden if unchecked. Hiding will hide the content below with it.\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SideBarSegments/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SideBarSegments/Description\",\"text\":\"With the Command Menu plugin for searching, you don't need the Tiddlywiki native search box, uncheck to hide the native search box.\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SidebarSearch/Caption\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SidebarSearch/Caption\",\"text\":\"Button to display the search box in the sidebar.\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SidebarSearch/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SidebarSearch/Description\",\"text\":\"In the case of displaying a sidebar search box, feel the need to display additional buttons for the sidebar search box. You can hide it if you think it duplicates the advanced search button on the page control bar.\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SeparateTitleAndButton/Caption\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SeparateTitleAndButton/Caption\",\"text\":\"Staggered with the button when the title is too long, to optimize the display.\"},\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SeparateTitleAndButton/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/en-GB/Configs/SeparateTitleAndButton/Description\",\"text\":\"Adjusting title display via CSS.\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Readme\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Readme\",\"text\":\"\\\\procedure lingo-base() $:/themes/linonetwo/itonnote/language/\\n\\n! <<lingo Name>>\\n\\n<<lingo Description>>\\n\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Name\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Name\",\"text\":\"太记预置主题\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Description\",\"text\":\"灵感来自 Notion 和 VSCode 的主题\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/PluginConfigs\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/PluginConfigs\",\"text\":\"插件设置\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/ConfigDescription\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/ConfigDescription\",\"text\":\"通过这些设置，您可以自定义「太记预置主题」插件的行为。\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SideBarSegments/Caption\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SideBarSegments/Caption\",\"text\":\"显示侧边栏搜索框。\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SideBarSegments/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SideBarSegments/Description\",\"text\":\"有命令菜单插件用于搜索，就不需要太微原生的搜索框了，取消勾选可以隐藏原生搜索框。\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SidebarSearch/Caption\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SidebarSearch/Caption\",\"text\":\"显示侧边栏搜索框的按钮。\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SidebarSearch/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SidebarSearch/Description\",\"text\":\"在显示侧边栏搜索框的情况下，是否需要显示侧边栏搜索框旁边的高级搜索按钮。如果你觉得它与页面控制栏上的高级搜索按钮重复了可以隐藏它。\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SeparateTitleAndButton/Caption\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SeparateTitleAndButton/Caption\",\"text\":\"标题过长时与按钮错开以优化显示。\"},\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SeparateTitleAndButton/Description\":{\"title\":\"$:/themes/linonetwo/itonnote/language/zh-Hans/Configs/SeparateTitleAndButton/Description\",\"text\":\"通过CSS调整标题显示。\"},\"$:/palettes/Notion\":{\"title\":\"$:/palettes/Notion\",\"tags\":\"$:/tags/Palette $:/themes/linonetwo/itonnote/readme\",\"type\":\"application/x-tiddler-dictionary\",\"name\":\"Notion\",\"description\":\"Notion inspired light and modern colors\",\"color-scheme\":\"light\",\"text\":\"alert-background: #ffe476\\nalert-border: #b99e2f\\nalert-highlight: #881122\\nalert-muted-foreground: #b99e2f\\nbackground: #ffffff\\nblockquote-bar: <<colour muted-foreground>>\\nbutton-background: rgba(0, 0, 0, 0.03)\\nbutton-background-hover: rgba(0, 0, 0, 0.05)\\nbutton-foreground: #333\\nbutton-border: none\\ncode-background: linear-gradient(19deg,#DDD,#EEE)\\ncode-border: none\\ncode-foreground: #333\\ndiff-delete-background: #ffc9c9\\ndiff-delete-foreground: <<colour foreground>>\\ndiff-equal-background: \\ndiff-equal-foreground: <<colour foreground>>\\ndiff-insert-background: #aaefad\\ndiff-insert-foreground: <<colour foreground>>\\ndiff-invisible-background: \\ndiff-invisible-foreground: <<colour muted-foreground>>\\ndirty-indicator: #ff0000\\ndownload-background: #34c734\\ndownload-foreground: <<colour background>>\\ndragger-background: <<colour foreground>>\\ndragger-foreground: <<colour background>>\\ndropdown-background: #fff\\ndropdown-border: <<colour muted-foreground>>\\ndropdown-tab-background-selected: rgba(55, 53, 47, 0.08)\\ndropdown-tab-background: #ececec\\ndropzone-background: rgba(0,200,0,0.7)\\nexternal-link-background-hover: #333\\nexternal-link-background-clip-image: linear-gradient(19deg, #333 0%, #CCC 100%)\\nexternal-link-background-visited: inherit\\nexternal-link-background: inherit\\nexternal-link-foreground-hover: inherit\\nexternal-link-foreground-visited: #666\\nexternal-link-foreground: #666\\nexternal-link-underline: 1px solid #8357d7\\nforeground: #333333\\nmessage-background: #ecf2ff\\nmessage-border: #cfd6e6\\nmessage-foreground: #547599\\nmodal-backdrop: <<colour foreground>>\\nmodal-background: <<colour background>>\\nmodal-border: #999999\\nmodal-footer-background: #f5f5f5\\nmodal-footer-border: #dddddd\\nmodal-header-border: #eeeeee\\nmuted-foreground: #bbb\\nnotification-background: #ffffdd\\nnotification-border: #999999\\npage-background: #fafafa\\npre-background: #f5f5f5\\npre-border: #cccccc\\nprimary: rgb(46, 170, 220)\\nselection-background:\\nselection-foreground:\\nselect-tag-background:\\nselect-tag-foreground:\\nsidebar-button-foreground: <<colour foreground>>\\nsidebar-controls-foreground-hover: #000000\\nsidebar-controls-foreground: #aaaaaa\\nsidebar-foreground-shadow: rgba(15, 15, 15, 0.1) 0px 0px 5px 1px, rgba(15, 15, 15, 0.1) 0px 2px 10px\\nsidebar-foreground: #acacac\\nsidebar-muted-foreground-hover: #444444\\nsidebar-muted-foreground: #c0c0c0\\nsidebar-tab-background-selected: #f4f4f4\\nsidebar-tab-background: #e0e0e0\\nsidebar-tab-border-selected: <<colour tab-border-selected>>\\nsidebar-tab-border: <<colour tab-border>>\\nsidebar-tab-divider: #e4e4e4\\nsidebar-tab-foreground-selected:\\nsidebar-tab-foreground: <<colour tab-foreground>>\\nsidebar-tiddler-link-foreground-hover: #444444\\nsidebar-tiddler-link-foreground: #999999\\nsite-title-foreground: <<colour tiddler-title-foreground>>\\nstatic-alert-foreground: #aaaaaa\\ntab-background-selected: rgba(255, 255, 255, 0.3)\\ntab-background: transparent\\ntab-border-selected: #d8d8d8\\ntab-border: #cccccc\\ntab-divider: #d8d8d8\\ntab-foreground-selected: <<colour tab-foreground>>\\ntab-foreground: #666666\\ntable-border: #dddddd\\ntable-footer-background: #a8a8a8\\ntable-header-background: #f0f0f0\\ntag-background: rgba(92, 112, 128, 0.9)\\ntag-background-hover: rgba(92, 112, 128, 1)\\ntag-foreground: <<colour foreground>>\\ntiddler-background: <<colour background>>\\ntiddler-border: <<colour background>>\\ntiddler-controls-foreground-hover: #888888\\ntiddler-controls-foreground-selected: #444444\\ntiddler-controls-foreground: #cccccc\\ntiddler-editor-background: rgba(255, 255, 255, 0.5)\\ntiddler-editor-border-image: #ffffff\\ntiddler-editor-border: rgba(242, 241, 238, 0.6)\\ntiddler-editor-fields-even: #eee\\ntiddler-editor-fields-odd: #fff\\ntiddler-info-background: #f8f8f8\\ntiddler-info-border: #dddddd\\ntiddler-info-tab-background: #f8f8f8\\ntiddler-link-background: <<colour background>>\\ntiddler-link-foreground: <<colour button-foreground>>\\ntiddler-link-underline: 1px solid rgba(55, 53, 47, 0.16)\\ntiddler-subtitle-foreground: #c0c0c0\\ntiddler-title-foreground: #182955\\ntiddler-title-background: rgba(255, 255, 255, 0.5)\\ntoolbar-new-button:\\ntoolbar-options-button:\\ntoolbar-save-button:\\ntoolbar-info-button:\\ntoolbar-edit-button:\\ntoolbar-close-button:\\ntoolbar-delete-button:\\ntoolbar-cancel-button:\\ntoolbar-done-button:\\nuntagged-background: #999999\\nvery-muted-foreground: #888888\\nwikilist-background: #e5e5e5\\nwikilist-item: #fff\\nwikilist-info: #000\\nwikilist-title: #666\\nwikilist-title-svg: <<colour wikilist-title>>\\nwikilist-url: #aaa\\nwikilist-button-open: #4fb82b\\nwikilist-button-open-hover: green\\nwikilist-button-reveal: #5778d8\\nwikilist-button-reveal-hover: blue\\nwikilist-button-remove: #d85778\\nwikilist-button-remove-hover: red\\nwikilist-toolbar-background: #d3d3d3\\nwikilist-toolbar-foreground: #888\\nwikilist-droplink-dragover: rgba(255,192,192,0.5)\\nwikilist-button-background: #acacac\\nwikilist-button-foreground: #000\"},\"$:/themes/linonetwo/itonnote/plugin-modification\":{\"title\":\"$:/themes/linonetwo/itonnote/plugin-modification\",\"tags\":\"$:/tags/Stylesheet\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"/*\\n** Change some style of plugins\\n*/\\n\\n/*\\n** Shiraz\\n*/\\n.tbl-container {\\n max-width: 100%;\\n max-height: 100vh;\\n overflow: auto;\\n}\\n\\n/**\\n* opened tiddlers bar\\n*/\\nsection.story-backdrop > p, section.story-backdrop > p > div.tc-tab-buttons {\\n background-color: #fafafa33 !important;\\n}\\n\"},\"$:/themes/linonetwo/itonnote/readme\":{\"title\":\"$:/themes/linonetwo/itonnote/readme\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"\\\\procedure lingo-base() $:/themes/linonetwo/itonnote/language/\\n\\n<<lingo Readme>>\\n\"},\"$:/themes/linonetwo/itonnote/separate-title-and-button\":{\"title\":\"$:/themes/linonetwo/itonnote/separate-title-and-button\",\"tags\":\"$:/tags/Stylesheet\",\"text\":\"<$reveal state=\\\"$:/config/themes/itonnote/separate-title-and-button\\\" type=\\\"match\\\" text=\\\"show\\\">\\n\\n/**\\n\\t让标题与按钮分隔开。\\n*/\\n.tc-titlebar h2 {\\n\\tdisplay: table-header-group;\\n\\tword-wrap:break-word;\\n\\tword-break:break-all;\\n}\\n\\n</$reveal>\"},\"$:/themes/linonetwo/itonnote/sidebar-search\":{\"title\":\"$:/themes/linonetwo/itonnote/sidebar-search\",\"tags\":\"$:/tags/Stylesheet\",\"text\":\"<$reveal state=\\\"$:/config/themes/itonnote/sidebar-search\\\" type=\\\"match\\\" text=\\\"hide\\\">\\n\\n/** 隐藏没用的侧边栏的搜索栏按钮 */\\n.tc-sidebar-search > p > div > span > button {\\n\\tdisplay: none;\\n}\\n\\n</$reveal>\"},\"$:/themes/linonetwo/itonnote/sidebarWidth.css\":{\"title\":\"$:/themes/linonetwo/itonnote/sidebarWidth.css\",\"text\":\"div.tc-page-container{--scrollbar-width:calc(100vw - 100%)}.tc-sidebar-scrollable{max-width:calc(100vw - (8px * 2 + 2em + var(--scrollbar-width)))}\",\"tags\":\"$:/tags/Stylesheet\",\"type\":\"text/css\"},\"$:/core/templates/static.template.css\":{\"title\":\"$:/core/templates/static.template.css\",\"text\":\"<!-- from the tiddlywiki repo, core/templates/static.template.css.tid -->\\n\\n{{$:/boot/boot.css||$:/core/templates/wikified-tiddler}}\\n\\n{{$:/core/ui/PageStylesheet||$:/core/templates/wikified-tiddler}}\\n\\n<!-- override the core tiddler to add this -->\\n\\n{{$:/themes/linonetwo/itonnote/staticTemplateStyle.css||$:/core/templates/wikified-tiddler}}\"},\"$:/themes/linonetwo/itonnote/staticTemplateStyle.css\":{\"title\":\"$:/themes/linonetwo/itonnote/staticTemplateStyle.css\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<!-- shouldn't add tags: $:/tags/Stylesheet otherwise it will affect non static mode -->\\n<$importvariables filter=\\\"[[$:/themes/tiddlywiki/vanilla/base]]\\\">\\n/* Hide sidebar in static template on mobile\\n Normally the sidebar will hide using js in itonnote plugin. But in static template there is no js in static template\\n*/\\n@media (max-width: <<sidebarbreakpoint>>) {\\n .tc-body {\\n display: flex;\\n flex-direction: column;\\n justify-content: flex-start;\\n align-items: stretch;\\n }\\n .tc-sidebar-scrollable {\\n height: auto;\\n position: unset;\\n width: 100%;\\n padding-left: 20px;\\n }\\n}\\n<!-- fix width related css variable not set in static mode -->\\n@media (min-width: <<sidebarbreakpoint>>) {\\n .tc-sidebar-scrollable {\\n width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth}};\\n max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth}};\\n }\\n}\\n</$importvariables>\\n\"},\"$:/themes/linonetwo/itonnote/tree\":{\"title\":\"$:/themes/linonetwo/itonnote/tree\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<<tree prefix:\\\"$:/themes/linonetwo/itonnote/\\\">>\"},\"$:/themes/linonetwo/itonnote/variables.css\":{\"title\":\"$:/themes/linonetwo/itonnote/variables.css\",\"text\":\"body.tc-body{--menubar-height:27px}div.tc-tiddler-title{top:calc(var(--menubar-height) - 1px)}.tc-editor-toolbar{top:calc(var(--menubar-height) + 50px)}\",\"tags\":\"$:/tags/Stylesheet\",\"type\":\"text/css\"}}}", + "title": "$:/themes/linonetwo/itonnote", + "type": "application/json", + "author": "LinOnetwo", + "core-version": ">=5.3.3", + "dependents": "$:/themes/tiddlywiki/vanilla", + "description": "Notion and VSCode inspired theme", + "list": "readme config tree", + "name": "ItonNote Theme", + "plugin-priority": "1", + "plugin-type": "theme", + "version": "1.1.0", + "Modern.TiddlyDev#SHA256-Hashed": "f1c1ef24ace6cdca827cce9f8eb58a200c08772e6016681de31dfc4edd08168b" + } +] \ No newline at end of file From 2b3653a3f140e7afc3d77951f506d37f107ebf15 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 12 May 2024 18:54:13 +0800 Subject: [PATCH 03/76] feat: open the panel and close by click outside --- .vscode/settings.json | 5 + src/commandpalette/CommandPaletteWidget.ts | 2 +- .../CommandPaletteWidget.ts.meta | 3 - .../command-palette.tid} | 5 +- .../message-handlers/startup.ts | 27 +++++ .../message-handlers/startup.ts.meta | 3 + src/commandpalette/styles/Compact.css.tid | 2 +- src/commandpalette/styles/Original.css.tid | 106 ------------------ .../DefaultCommandPalette.css.tid | 45 ++++++++ .../tiddlywiki-ui/DefaultCommandPalette.tid | 13 +++ .../OpenCommandPaletteButton.tid | 22 ++++ .../view/OpenCommandPaletteButton.tid | 7 -- src/commandpalette/view/View.tid | 5 - src/commandpalette/widgets/widget.ts | 8 +- 14 files changed, 126 insertions(+), 127 deletions(-) create mode 100644 .vscode/settings.json delete mode 100644 src/commandpalette/CommandPaletteWidget.ts.meta rename src/commandpalette/{view/command-palette.svg.tid => icons/command-palette.tid} (77%) create mode 100644 src/commandpalette/message-handlers/startup.ts create mode 100644 src/commandpalette/message-handlers/startup.ts.meta delete mode 100644 src/commandpalette/styles/Original.css.tid create mode 100644 src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid create mode 100644 src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.tid create mode 100644 src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid delete mode 100644 src/commandpalette/view/OpenCommandPaletteButton.tid delete mode 100644 src/commandpalette/view/View.tid diff --git a/.vscode/settings.json b/.vscode/settings.json new file mode 100644 index 0000000..1d558d7 --- /dev/null +++ b/.vscode/settings.json @@ -0,0 +1,5 @@ +{ + "cSpell.words": [ + "commandpalette" + ] +} \ No newline at end of file diff --git a/src/commandpalette/CommandPaletteWidget.ts b/src/commandpalette/CommandPaletteWidget.ts index d799b82..7d6dcba 100644 --- a/src/commandpalette/CommandPaletteWidget.ts +++ b/src/commandpalette/CommandPaletteWidget.ts @@ -600,7 +600,7 @@ class CommandPaletteWidget extends Widget { const inputAndMainHintWrapper = this.createElement('div', { className: 'inputhintwrapper' }); this.div = this.createElement('div', { className: 'commandpalette' }, { display: 'none' }); - this.mask = this.createElement('div', { className: 'commandpalette-masklayer' }, { opacity: '0' }); + this.mask = this.createElement('div', { className: 'commandpalette-mask-layer' }, { opacity: '0' }); this.input = this.createElement('input', { type: 'text' }); this.hint = this.createElement('div', { className: 'commandpalettehint commandpalettehintmain' }); inputAndMainHintWrapper.append(this.input, this.hint); diff --git a/src/commandpalette/CommandPaletteWidget.ts.meta b/src/commandpalette/CommandPaletteWidget.ts.meta deleted file mode 100644 index 7f3d144..0000000 --- a/src/commandpalette/CommandPaletteWidget.ts.meta +++ /dev/null @@ -1,3 +0,0 @@ -title: $:/plugins/linonetwo/commandpalette/CommandPaletteWidget.js -type: application/javascript -module-type: widget \ No newline at end of file diff --git a/src/commandpalette/view/command-palette.svg.tid b/src/commandpalette/icons/command-palette.tid similarity index 77% rename from src/commandpalette/view/command-palette.svg.tid rename to src/commandpalette/icons/command-palette.tid index 6997402..f472703 100644 --- a/src/commandpalette/view/command-palette.svg.tid +++ b/src/commandpalette/icons/command-palette.tid @@ -1,6 +1,7 @@ -title: $:/plugins/linonetwo/commandpalette/command-palette.svg +title: $:/plugins/linonetwo/commandpalette/icons/command-palette tags: $:/tags/Image -<svg aria-hidden="true" width="22pt" height="22pt" class="tc-image-button commandpalette-button" viewBox="0 0 512 512" style="transform: rotate(225deg);"> +\parameters (size:"22pt") +<svg width=<<size>> height=<<size>> class="tc-image-button commandpalette-button" viewBox="0 0 512 512" style="transform: rotate(225deg);"> <path d="M224 96l16-32 32-16-32-16-16-32-16 32-32 16 32 16 16 32zM80 160l26.66-53.33L160 80l-53.34-26.67L80 0 53.34 53.33 0 80l53.34 26.67L80 160zm0-96c8.84 0 16 7.16 16 16s-7.16 16-16 16-16-7.16-16-16 7.16-16 16-16zm352 224l-26.66 53.33L352 368l53.34 26.67L432 448l26.66-53.33L512 368l-53.34-26.67L432 288zm0 96c-8.84 0-16-7.16-16-16s7.16-16 16-16 16 7.16 16 16-7.16 16-16 16zm70.63-306.04L434.04 9.37C427.79 3.12 419.6 0 411.41 0s-16.38 3.12-22.63 9.37L9.37 388.79c-12.5 12.5-12.5 32.76 0 45.25l68.59 68.59c6.25 6.25 14.44 9.37 22.63 9.37s16.38-3.12 22.63-9.37l379.41-379.41c12.49-12.5 12.49-32.76 0-45.26zM100.59 480L32 411.41l258.38-258.4 68.6 68.6L100.59 480zm281.02-281.02l-68.6-68.6L411.38 32h.03L480 100.59l-98.39 98.39z" fill-rule="evenodd"/> </svg> diff --git a/src/commandpalette/message-handlers/startup.ts b/src/commandpalette/message-handlers/startup.ts new file mode 100644 index 0000000..95b3e4e --- /dev/null +++ b/src/commandpalette/message-handlers/startup.ts @@ -0,0 +1,27 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +/* eslint-disable @typescript-eslint/prefer-nullish-coalescing */ +import { IWidgetEvent } from 'tiddlywiki'; + +/* eslint-disable @typescript-eslint/no-unsafe-member-access */ +exports.name = 'commandpalette/message-handlers/startup'; +exports.after = ['startup']; +exports.synchronous = true; +exports.startup = function() { + /** + * Handle message that trigger open the default command palette ($:/plugins/linonetwo/commandpalette/tiddlywiki-ui/DefaultCommandPalette) + */ + $tw.rootWidget.addEventListener('open-command-palette', (originalEvent: IWidgetEvent) => { + const event = $tw.hooks.invokeHook('th-open-command-palette', originalEvent); + // message can provide a command palette ID to open, default to 'default', which is used on the default command palette's widget. + const commandPaletteID = event?.param || 'default'; + $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/opened`, text: 'yes' }); + return false; + }); + $tw.rootWidget.addEventListener('close-command-palette', (originalEvent: IWidgetEvent) => { + const event = $tw.hooks.invokeHook('th-close-command-palette', originalEvent); + // message can provide a command palette ID to close, default to 'default', which is used on the default command palette's widget. + const commandPaletteID = event?.param || 'default'; + $tw.wiki.deleteTiddler(`$:/state/commandpalette/${commandPaletteID}/opened`); + return false; + }); +}; diff --git a/src/commandpalette/message-handlers/startup.ts.meta b/src/commandpalette/message-handlers/startup.ts.meta new file mode 100644 index 0000000..dd1b648 --- /dev/null +++ b/src/commandpalette/message-handlers/startup.ts.meta @@ -0,0 +1,3 @@ +title: $:/plugins/linonetwo/commandpalette/message-handlers/startup.js +type: application/javascript +module-type: startup \ No newline at end of file diff --git a/src/commandpalette/styles/Compact.css.tid b/src/commandpalette/styles/Compact.css.tid index 0a49b0f..eb17b06 100644 --- a/src/commandpalette/styles/Compact.css.tid +++ b/src/commandpalette/styles/Compact.css.tid @@ -26,7 +26,7 @@ type: text/vnd.tiddlywiki width: calc(100vw - 40px); } } -.commandpalette-masklayer { +.commandpalette-mask-layer { position: fixed; z-index: 9998; top: 0; diff --git a/src/commandpalette/styles/Original.css.tid b/src/commandpalette/styles/Original.css.tid deleted file mode 100644 index fa076bb..0000000 --- a/src/commandpalette/styles/Original.css.tid +++ /dev/null @@ -1,106 +0,0 @@ -tags: $:/tags/CommandPaletteTheme -title: $:/plugins/linonetwo/commandpalette/Original.css -type: text/vnd.tiddlywiki - - -\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html -:root { - --palette-radius: 5px; -} -.commandpalette { - position: fixed; - background:<<colour page-background>>; - z-index: 9999; - left: 50%; - top: 10%; - transform: translate(-50%, 0%); - width: 500px; - display: none; - flex-direction: column; - font-size: 21px; - border-radius: var(--palette-radius); - box-shadow: rgba(0, 0, 0, 0.15) 0px 0px 14px; - border: 4px solid transparent; -} -@media (max-width: 540px) { - .commandpalette { - width: calc(100vw - 40px); - } -} -.commandpalette-masklayer { - position: fixed; - z-index: 9998; - top: 0; - left: 0; - right: 0; - bottom: 0; - width: 100vw; - height: 100vh; - background: <<colour background>>; - opacity: 0; - filter: contrast(130%); - min-width: 200px !important; - transition: all {{$:/config/AnimationDuration}}ms; - pointer-events: none; - backdrop-filter: blur(10px); - background-color: rgba(255,255,255,0.6); -} -.commandpalette input { - border: 0; - height: 40px; - color: <<colour foreground>>; - border-radius: var(--palette-radius) var(--palette-radius) 0px 0px; - padding-left: 11px; - padding-right: 11px; - width: 100%; - outline: 0; -} -.commandpalettetitle { - overflow: hidden; - text-overflow: ellipsis; - white-space: nowrap; -} -.commandpalettehint { - font-size: 13px; - text-align: right; - flex-shrink: 0; - padding-right: 7px; - opacity: 0.6; - font-weight: 800; -} -.commandpaletteresultselected>.commandpalettehint { - opacity: 1; -} -.commandpalettehintmain { -} -.commandpaletteresult { - background: <<colour background>>; - font-size: 15px; - color: <<colour foreground>>; - fill: <<colour foreground>>; - display: flex; - align-items: center; - justify-content: space-between; - padding-left: 6px; - padding-top: 4px; - padding-bottom: 4px; - cursor: pointer; - width: 100%; -} -.commandpaletteresult:not(:last-child) { - border-bottom: <<colour page-background>> solid 1px; -} -.commandpaletteresult:hover:not(.commandpaletteresultselected) { - background: <<colour page-background>>; -} -.commandpaletteresultselected { - background: <<colour primary>>; - color: <<colour page-background>>; - fill: <<colour page-background>>; -} -.cp-scroll{ - max-height: 50vh; - overflow-y: auto; - position: relative; - border-radius: 0px 0px var(--palette-radius) var(--palette-radius); -} diff --git a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid b/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid new file mode 100644 index 0000000..ba8fa83 --- /dev/null +++ b/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid @@ -0,0 +1,45 @@ +tags: $:/tags/CommandPaletteTheme +title: $:/plugins/linonetwo/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css +type: text/vnd.tiddlywiki +tags: $:/tags/Stylesheet + +\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html +:root { + --palette-radius: 5px; +} +.tw-commandpalette-default-container { + position: fixed; + background:<<colour page-background>>; + z-index: 9999; + left: 50%; + top: 10%; + transform: translate(-50%, 0%); + width: 70vw; + flex-direction: column; + font-size: 21px; + border-radius: var(--palette-radius); + box-shadow: rgba(0, 0, 0, 0.15) 0px 0px 14px; + border: 4px solid transparent; +} +@media (max-width: 540px) { + .tw-commandpalette-default-container { + width: calc(100vw - 40px); + } +} +.tw-default-commandpalette-mask-layer { + position: fixed; + z-index: 9998; + top: 0; + left: 0; + right: 0; + bottom: 0; + width: 100vw; + height: 100vh; + background: <<colour background>>; + opacity: 0.5; + filter: contrast(130%); + min-width: 200px !important; + transition: opacity {{$:/config/AnimationDuration}}ms; + backdrop-filter: blur(10px); + background-color: rgba(255,255,255,0.6); +} diff --git a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.tid b/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.tid new file mode 100644 index 0000000..6671ebe --- /dev/null +++ b/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.tid @@ -0,0 +1,13 @@ +title: $:/plugins/linonetwo/commandpalette/tiddlywiki-ui/DefaultCommandPalette +tags: $:/tags/AboveStory + +\procedure on-mask-layer-clicked() <$action-sendmessage $message="close-command-palette" $param="default"/> + +<% if [{$:/state/commandpalette/default/opened}match[yes]] %> + <$eventcatcher selector=".tw-default-commandpalette-mask-layer" tag="div" $click=<<on-mask-layer-clicked>>> + <div class="tw-default-commandpalette-mask-layer"></div> + </$eventcatcher> + <div class="tw-commandpalette-default-container"> + <$command-palette id="default" /> + </div> +<% endif %> diff --git a/src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid b/src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid new file mode 100644 index 0000000..0c2afe7 --- /dev/null +++ b/src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid @@ -0,0 +1,22 @@ +caption: {{$:/plugins/linonetwo/commandpalette/icons/command-palette}} Command Palette +description: Open Command Palette +tags: $:/tags/PageControls +title: $:/core/ui/Buttons/CommandPalette +type: text/vnd.tiddlywiki + +\whitespace trim +<$button + class=<<tv-config-toolbar-class>> + message="open-command-palette" + tooltip="Open Command Palette" + aria-label="Command Palette" +> + <% if [<tv-config-toolbar-icons>match[yes]] %> + {{$:/plugins/linonetwo/commandpalette/icons/command-palette}} + <% endif %> + <% if [<tv-config-toolbar-text>match[yes]] %> + <span class="tc-btn-text"> + <$text text="Command Palette"/> + </span> + <% endif %> +</$button> diff --git a/src/commandpalette/view/OpenCommandPaletteButton.tid b/src/commandpalette/view/OpenCommandPaletteButton.tid deleted file mode 100644 index 8574a4e..0000000 --- a/src/commandpalette/view/OpenCommandPaletteButton.tid +++ /dev/null @@ -1,7 +0,0 @@ -caption: {{$:/plugins/linonetwo/commandpalette/command-palette.svg}} Command Palette -description: Open Command Palette -tags: $:/tags/PageControls -title: $:/core/ui/Buttons/CommandPalette -type: text/vnd.tiddlywiki - -<$button class=<<tv-config-toolbar-class>> message="open-command-palette" tooltip="Open Command Palette" aria-label="Command Palette"><$list filter="[<tv-config-toolbar-icons>match[yes]]">{{$:/plugins/linonetwo/commandpalette/command-palette.svg}}</$list><$list filter="[<tv-config-toolbar-text>match[yes]]"><span class="tc-btn-text"><$text text="Command Palette"/></span></$list></$button> diff --git a/src/commandpalette/view/View.tid b/src/commandpalette/view/View.tid deleted file mode 100644 index 05f354e..0000000 --- a/src/commandpalette/view/View.tid +++ /dev/null @@ -1,5 +0,0 @@ -tags: $:/tags/AboveStory -title: $:/plugins/linonetwo/commandpalette/View -type: text/vnd.tiddlywiki - -<$command-palette /> diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index cc49926..07a9f52 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -12,18 +12,22 @@ class CommandPaletteWidget extends Widget { this.parentDomNode = parent; this.computeAttributes(); this.execute(); - const containerElement = $tw.utils.domMaker('p', { - text: 'This is a widget!', + const containerElement = $tw.utils.domMaker('nav', { + class: 'tw-commandpalette-container', }); parent.insertBefore(containerElement, nextSibling); this.domNodes.push(containerElement); autocomplete({ container: containerElement, placeholder: 'Search for tiddlers', + autoFocus: true, + ignoreCompositionEvents: true, getSources() { return []; }, }); + // autoFocus param is not working, focus manually. + containerElement.querySelector('input')?.focus(); } } From bab9906f3479521e190e9e0ed9e0efe9f8dc573a Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 12 May 2024 19:33:25 +0800 Subject: [PATCH 04/76] feat: load plugin to search title --- .../DefaultCommandPalette.css.tid | 4 +++ .../build-in-sub-plugins/search-user-title.ts | 32 +++++++++++++++++++ .../search-user-title.ts.meta | 4 +++ src/commandpalette/widgets/widget.ts | 32 +++++++++++++++++-- src/commandpalette/widgets/widget.ts.meta | 2 +- wiki/tiddlywiki.info | 7 +--- 6 files changed, 72 insertions(+), 9 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta diff --git a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid b/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid index ba8fa83..54faf19 100644 --- a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid +++ b/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid @@ -43,3 +43,7 @@ tags: $:/tags/Stylesheet backdrop-filter: blur(10px); background-color: rgba(255,255,255,0.6); } + +.aa-Panel { + z-index: 2000; +} diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts new file mode 100644 index 0000000..6633e10 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -0,0 +1,32 @@ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; + +export const plugin = { + getSources() { + const fieldsAsTitle = ['title', 'caption'].join(','); + return [ + { + sourceId: 'title', + getItems({ query }) { + return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]search:${fieldsAsTitle}[${query}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + noResults() { + return 'No results.'; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta new file mode 100644 index 0000000..33a0107 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta @@ -0,0 +1,4 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-title.js +type: application/javascript +module-type: library +tags: $:/tags/CommandPalette/Plugin \ No newline at end of file diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 07a9f52..746396b 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -1,6 +1,6 @@ import { widget as Widget } from '$:/core/modules/widgets/widget.js'; -import { autocomplete } from '@algolia/autocomplete-js'; -import { IChangedTiddlers } from 'tiddlywiki'; +import { autocomplete, AutocompletePlugin } from '@algolia/autocomplete-js'; +import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; class CommandPaletteWidget extends Widget { @@ -17,6 +17,19 @@ class CommandPaletteWidget extends Widget { }); parent.insertBefore(containerElement, nextSibling); this.domNodes.push(containerElement); + const plugins: Array<AutocompletePlugin<ITiddlerFields, unknown>> = []; + /** + * Try loading plugins. Plugin should add tag `$:/tags/CommandPalette/Plugin` and export a `plugin` object. + */ + const searchTitlePluginTitles = $tw.wiki.filterTiddlers('[all[shadows]tag[$:/tags/CommandPalette/Plugin]]'); + searchTitlePluginTitles.forEach((title) => { + try { + // eslint-disable-next-line @typescript-eslint/no-unsafe-argument, @typescript-eslint/no-unsafe-member-access, security/detect-non-literal-require, security-node/detect-non-literal-require-calls + plugins.push(require(title).plugin); + } catch (error) { + console.error(`Failed to load command palette plugin ${title}`, error); + } + }); autocomplete({ container: containerElement, placeholder: 'Search for tiddlers', @@ -25,10 +38,25 @@ class CommandPaletteWidget extends Widget { getSources() { return []; }, + navigator: { + navigate: ({ itemUrl }) => { + this.dispatchEvent({ + type: 'tm-navigate', + navigateTo: itemUrl, + navigateFromNode: this, + }); + this.onClose(); + }, + }, + plugins, }); // autoFocus param is not working, focus manually. containerElement.querySelector('input')?.focus(); } + + onClose() { + $tw.wiki.deleteTiddler('$:/state/commandpalette/default/opened'); + } } declare let exports: { diff --git a/src/commandpalette/widgets/widget.ts.meta b/src/commandpalette/widgets/widget.ts.meta index f0cc8db..2a9f303 100644 --- a/src/commandpalette/widgets/widget.ts.meta +++ b/src/commandpalette/widgets/widget.ts.meta @@ -1,3 +1,3 @@ -title: $:/plugins/linonetwo/commandpalette/widget/widget.js.js +title: $:/plugins/linonetwo/commandpalette/widget/widget.js type: application/javascript module-type: widget \ No newline at end of file diff --git a/wiki/tiddlywiki.info b/wiki/tiddlywiki.info index c3ba5a7..243a705 100644 --- a/wiki/tiddlywiki.info +++ b/wiki/tiddlywiki.info @@ -1,11 +1,6 @@ { "description": "Basic client-server edition", - "plugins": [ - "tiddlywiki/filesystem", - "tiddlywiki/tiddlyweb", - "tiddlywiki/pluginlibrary", - "tiddlywiki/highlight" - ], + "plugins": [], "themes": [ "tiddlywiki/vanilla" ], From 13d3b98c95e0a4fefd92460ffa3dbedc23df4972 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 12 May 2024 19:58:01 +0800 Subject: [PATCH 05/76] refactor: move pinyinfuse plugin here from https://github.com/tiddly-gittly/tiddlywiki-plugins/tree/master/src/pinyin-fuzzy-search --- .vscode/settings.json | 3 +- package.json | 3 + pnpm-lock.yaml | 53 +++++ .../CommandPaletteSettings.json | 6 - .../CommandPaletteSettings.json.meta | 4 - .../search-user-title-pinyin.ts | 36 +++ .../search-user-title-pinyin.ts.meta | 4 + .../search-user-title.ts.meta | 6 +- .../pinyin-fuzzy-search.ts | 213 ++++++++++++++++++ .../pinyin-fuzzy-search.ts.meta | 4 + src/pinyin-fuzzy-search/plugin.info | 9 + src/pinyin-fuzzy-search/readme.tid | 4 + src/pinyin-fuzzy-search/tree.tid | 4 + 13 files changed, 335 insertions(+), 14 deletions(-) delete mode 100644 src/commandpalette/CommandPaletteSettings.json delete mode 100644 src/commandpalette/CommandPaletteSettings.json.meta create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta create mode 100644 src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts create mode 100644 src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts.meta create mode 100644 src/pinyin-fuzzy-search/plugin.info create mode 100644 src/pinyin-fuzzy-search/readme.tid create mode 100644 src/pinyin-fuzzy-search/tree.tid diff --git a/.vscode/settings.json b/.vscode/settings.json index 1d558d7..28b4d08 100644 --- a/.vscode/settings.json +++ b/.vscode/settings.json @@ -1,5 +1,6 @@ { "cSpell.words": [ - "commandpalette" + "commandpalette", + "pinyinfuse" ] } \ No newline at end of file diff --git a/package.json b/package.json index d675f2d..d6fdc7f 100644 --- a/package.json +++ b/package.json @@ -37,6 +37,7 @@ "@modern-js/tsconfig": "^2.49.3", "@types/lodash": "^4.17.1", "@types/node": "^20.12.11", + "@types/pinyin": "^2.10.2", "dprint": "^0.45.1", "eslint-config-tidgi": "^1.2.3", "husky": "^9.0.11", @@ -50,8 +51,10 @@ "dependencies": { "@algolia/autocomplete-js": "^1.17.0", "@algolia/autocomplete-theme-classic": "^1.17.0", + "fuse.js": "^7.0.0", "lodash": "^4.17.21", "npm-check-updates": "^16.14.20", + "pinyin": "4.0.0-alpha.0", "tiddlywiki": "^5.3.3", "tiddlywiki-plugin-dev": "^0.2.0" } diff --git a/pnpm-lock.yaml b/pnpm-lock.yaml index ae45096..d682737 100644 --- a/pnpm-lock.yaml +++ b/pnpm-lock.yaml @@ -14,12 +14,18 @@ importers: '@algolia/autocomplete-theme-classic': specifier: ^1.17.0 version: 1.17.0 + fuse.js: + specifier: ^7.0.0 + version: 7.0.0 lodash: specifier: ^4.17.21 version: 4.17.21 npm-check-updates: specifier: ^16.14.20 version: 16.14.20 + pinyin: + specifier: 4.0.0-alpha.0 + version: 4.0.0-alpha.0 tiddlywiki: specifier: ^5.3.3 version: 5.3.3 @@ -39,6 +45,9 @@ importers: '@types/node': specifier: ^20.12.11 version: 20.12.11 + '@types/pinyin': + specifier: ^2.10.2 + version: 2.10.2 dprint: specifier: ^0.45.1 version: 0.45.1 @@ -1437,6 +1446,9 @@ packages: '@types/normalize-package-data@2.4.4': resolution: {integrity: sha512-37i+OaWTh9qeK4LSHPsyRC7NahnGotNuZvjLSgcPzblpHB3rrCJxAOgI5gCdKm7coonsaX1Of0ILiTcnZjbfxA==} + '@types/pinyin@2.10.2': + resolution: {integrity: sha512-jLzlRkaLRLg+lgYPjOuP3HX2cozUkhXls5GTXopsKuKJ9lDGlIAb88OoIztH6TbNUsoJnl/7e/kjaumA5IKKJg==} + '@types/sass@1.45.0': resolution: {integrity: sha512-jn7qwGFmJHwUSphV8zZneO3GmtlgLsmhs/LQyVvQbIIa+fzGMUiHI4HXJZL3FT8MJmgXWbLGiVVY7ElvHq6vDA==} deprecated: This is a stub types definition. sass provides its own type definitions, so you do not need this installed. @@ -1952,6 +1964,10 @@ packages: colorette@2.0.20: resolution: {integrity: sha512-IfEDxwoWIjkeXL1eXcDiow4UbKjhLdq6/EuSVR9GMN7KVH3r9gQ83e73hsz1Nd1T3ijd5xv1wcWRYO+D6kCI2w==} + commander@1.1.1: + resolution: {integrity: sha512-71Rod2AhcH3JhkBikVpNd0pA+fWsmAaVoti6OR38T76chA7vE3pSerS0Jor4wDw+tOueD2zLVvFOw5H0Rcj7rA==} + engines: {node: '>= 0.6.x'} + commander@10.0.1: resolution: {integrity: sha512-y4Mg2tXshplEbSGzx7amzPwKKOCGuoSRP/CjEdwwk0FOGlUbq6lKuoyDZTNZkmxHdJtp54hdfY/JUrdL7Xfdug==} engines: {node: '>=14'} @@ -2585,6 +2601,10 @@ packages: functions-have-names@1.2.3: resolution: {integrity: sha512-xckBUXyTIqT97tq2x2AMb+g163b5JFysYk0x4qxNFwbfQkmNZoiRHb6sPzI9/QV33WeuvVYBUIiD4NzNIyqaRQ==} + fuse.js@7.0.0: + resolution: {integrity: sha512-14F4hBIxqKvD4Zz/XjDc3y94mNZN6pRv3U13Udo0lNLCWRBUsrMv2xwcF/y/Z5sV6+FQW+/ow68cHpm4sunt8Q==} + engines: {node: '>=10'} + gauge@4.0.4: resolution: {integrity: sha512-f9m+BEN5jkg6a0fZjleidjN51VE1X+mPFQ2DJ0uv1V39oCLCbsGe6yjbBnp7eK7z/+GAon99a3nHuqbuuthyPg==} engines: {node: ^12.13.0 || ^14.15.0 || >=16.0.0} @@ -3096,6 +3116,9 @@ packages: resolution: {integrity: sha512-ZZow9HBI5O6EPgSJLUb8n2NKgmVWTwCvHGwFuJlMjvLFqlGG6pjirPhtdsseaLZjSibD8eegzmYpUZwoIlj2cQ==} engines: {node: '>=4.0'} + keypress@0.1.0: + resolution: {integrity: sha512-x0yf9PL/nx9Nw9oLL8ZVErFAk85/lslwEP7Vz7s5SI1ODXZIgit3C5qyWjw4DxOuO/3Hb4866SQh28a1V1d+WA==} + keyv@4.5.4: resolution: {integrity: sha512-oxVHkHR/EJf2CNXnWxRLW6mg7JyCCUcG0DtEGmL2ctUo1PNTin1PUil+r/+4r5MpVgC/fn1kjsx7mjSujKqIpw==} @@ -3594,6 +3617,22 @@ packages: resolution: {integrity: sha512-uB80kBFb/tfd68bVleG9T5GGsGPjJrLAUpR5PZIrhBnIaRTQRjqdJSsIKkOP6OAIFbj7GOrcudc5pNjZ+geV2g==} engines: {node: '>=6'} + pinyin@4.0.0-alpha.0: + resolution: {integrity: sha512-hdxO/2RuLWarhLaIcGKdXjkFZ0hFr3W/Yrvrd0YPxuIafixMZSAa4jvxskYLgYHE8OkOXkGsxMsEScwGzqKe3g==} + engines: {install-node: ^18.0.0} + hasBin: true + peerDependencies: + '@node-rs/jieba': ^1.6.0 + nodejieba: 2.5.2 + segmentit: ^2.0.3 + peerDependenciesMeta: + '@node-rs/jieba': + optional: true + nodejieba: + optional: true + segmentit: + optional: true + pirates@4.0.6: resolution: {integrity: sha512-saLsH7WeYYPiD25LDuLRRY/i+6HaPYr6G1OUlN39otzkSTxKnubR9RTxS3/Kk50s1g2JTgFwWQDQyplC5/SHZg==} engines: {node: '>= 6'} @@ -6077,6 +6116,8 @@ snapshots: '@types/normalize-package-data@2.4.4': {} + '@types/pinyin@2.10.2': {} + '@types/sass@1.45.0': dependencies: sass: 1.69.7 @@ -6749,6 +6790,10 @@ snapshots: colorette@2.0.20: {} + commander@1.1.1: + dependencies: + keypress: 0.1.0 + commander@10.0.1: {} commander@11.1.0: {} @@ -7672,6 +7717,8 @@ snapshots: functions-have-names@1.2.3: {} + fuse.js@7.0.0: {} + gauge@4.0.4: dependencies: aproba: 2.0.0 @@ -8167,6 +8214,8 @@ snapshots: object.assign: 4.1.5 object.values: 1.1.7 + keypress@0.1.0: {} + keyv@4.5.4: dependencies: json-buffer: 3.0.1 @@ -8777,6 +8826,10 @@ snapshots: pify@4.0.1: optional: true + pinyin@4.0.0-alpha.0: + dependencies: + commander: 1.1.1 + pirates@4.0.6: {} pluralize@8.0.0: {} diff --git a/src/commandpalette/CommandPaletteSettings.json b/src/commandpalette/CommandPaletteSettings.json deleted file mode 100644 index 1d92e56..0000000 --- a/src/commandpalette/CommandPaletteSettings.json +++ /dev/null @@ -1,6 +0,0 @@ -{ - "maxResults": "30", - "maxResultHintSize": 45, - "neverBasic": "false", - "smoothScroll": "false" -} diff --git a/src/commandpalette/CommandPaletteSettings.json.meta b/src/commandpalette/CommandPaletteSettings.json.meta deleted file mode 100644 index b92a878..0000000 --- a/src/commandpalette/CommandPaletteSettings.json.meta +++ /dev/null @@ -1,4 +0,0 @@ -created: 20200604160432063 -modified: 20200610112626066 -title: $:/plugins/linonetwo/commandpalette/CommandPaletteSettings -type: application/json \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts new file mode 100644 index 0000000..560e9e3 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -0,0 +1,36 @@ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; + +export const plugin = { + getSources() { + // check `pinyinfuse` operator is installed + if ($tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined) { + return []; + } + const fieldsAsTitle = ['title', 'caption'].join(','); + return [ + { + sourceId: 'title-pinyin', + getItems({ query }) { + return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]pinyinfuse:${fieldsAsTitle}[${query}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + noResults() { + return 'No results.'; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta new file mode 100644 index 0000000..3cd25ac --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta @@ -0,0 +1,4 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-user-title-pinyin.js +tags: $:/tags/CommandPalette/Plugin +type: application/javascript +module-type: library \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta index 33a0107..febd315 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta @@ -1,4 +1,4 @@ -title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-title.js +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-user-title.js +tags: $:/tags/CommandPalette/Plugin type: application/javascript -module-type: library -tags: $:/tags/CommandPalette/Plugin \ No newline at end of file +module-type: library \ No newline at end of file diff --git a/src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts b/src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts new file mode 100644 index 0000000..8ab2fa2 --- /dev/null +++ b/src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts @@ -0,0 +1,213 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +import Fuse, { FuseResult } from 'fuse.js'; +import pinyin from 'pinyin'; +import type { IFilterOperatorParameterOperator, ISearchOptions, SourceIterator } from 'tiddlywiki'; + +/** Regex equivalent to \p{Han} in other programming languages. */ +const HAN_REGEX = /[\u2E80-\u2E99\u2E9B-\u2EF3\u2F00-\u2FD5\u3005\u3007\u3021-\u3029\u3038-\u303B\u3400-\u4DB5\u4E00-\u9FD5\uF900-\uFA6D\uFA70-\uFAD9]/; + +/** + * Returns true if the `text` contains at least one Chinese characters; + * false otherwise. + * @param {string} text - The text to be checked for Chinese. + * @returns {boolean} + */ +function containsChinese(text: string) { + // Empty strings don't contain Chinese. + if (text === null || text === undefined || text === '') { + return false; + } + // Check for any match using regex; cast boolean + return !!HAN_REGEX.test(text); +} +$tw.utils.containsChinese = containsChinese; + +function translatePinyin(item: string): string { + if (!containsChinese(item)) { + return item; + } + const pinyinVersionOfItem = pinyin(item, { style: pinyin.STYLE_NORMAL }).join(''); + return `${pinyinVersionOfItem} ${item}`; +} + +export function hasPinyinMatchOrFuseMatch<T extends Record<string, string>, Ks extends keyof T>( + items: T[], + input: string, + keys: Ks[] = [], + options: { distance?: number; minMatchCharLength?: number; searchTiddlerByTitle?: boolean; threshold?: number } = {}, +): Array<FuseResult<T>> { + const { threshold = 0.3, distance = 60, minMatchCharLength = 1, searchTiddlerByTitle = false } = options; + const fuse = new Fuse<T>(items, { + getFn: (object: T, keyPath: string | string[]): string => { + if (!keyPath) return ''; + // general usage + let realKeyPath: string; + if (Array.isArray(keyPath)) { + realKeyPath = keyPath[0] as 'any'; + } else { + realKeyPath = keyPath as 'any'; + } + const value = object[realKeyPath]; + // tiddler search usage, should provide { title: string } to work + if (searchTiddlerByTitle) { + const title = object.title; + const fieldName = realKeyPath; + const tiddler = $tw.wiki.getTiddler(title)?.fields; + if (!tiddler) return ''; + const fieldValue = typeof tiddler[fieldName] === 'string' ? tiddler[fieldName] as string : String(tiddler[fieldName] ?? ''); + // parse pinyin for long text is time consuming + // if use chinese to search chinese, no need for pinyin + if (fieldName === 'text' || containsChinese(input)) { + return fieldValue; + } + return translatePinyin(fieldValue); + } + + return translatePinyin(value); + }, + keys: keys as string[], + ignoreLocation: false, + includeScore: true, + includeMatches: true, + shouldSort: true, + minMatchCharLength, + threshold, + distance, + }); + const result = fuse.search(input); + return result.reverse(); +} + +$tw.utils.pinyinfuse = hasPinyinMatchOrFuseMatch; + +/** +Return an array of tiddler titles that match a search string +@param searchText The text string to search for +@param options see below + +Options available: +- source: an iterator function for the source tiddlers, called source(iterator), where iterator is called as iterator(tiddler,title) +- exclude: An array of tiddler titles to exclude from the search +- invert: If true returns tiddlers that do not contain the specified string +- caseSensitive: If true forces a case sensitive search +- field: If specified, restricts the search to the specified field, or an array of field names +- anchored: If true, forces all but regexp searches to be anchored to the start of text +- excludeField: If true, the field options are inverted to specify the fields that are not to be searched + +The search mode is determined by the first of these boolean flags to be true: +- literal: searches for literal string +- whitespace: same as literal except runs of whitespace are treated as a single space +- regexp: treats the search term as a regular expression +- words: (default) treats search string as a list of tokens, and matches if all tokens are found, regardless of adjacency or ordering + +*/ +export function fuzzySearchWiki(searchText: string, options: ISearchOptions = {}): string[] { + const { exclude, field, excludeField, source } = options; + // Accumulate the array of fields to be searched or excluded from the search + const fields: string[] = []; + if (field) { + if (Array.isArray(field)) { + field.forEach((fieldName) => { + if (fieldName) { + fields.push(fieldName); + } + }); + } else { + fields.push(field); + } + } + // Use default fields if none specified and we're not excluding fields (excluding fields with an empty field array is the same as searching all fields) + if (fields.length === 0 && !excludeField) { + fields.push('title', 'tags', 'text'); + } + + // get tiddler list to search + let tiddlerTitlesToSearch: string[] = []; + if (typeof source === 'function') { + source((tiddler, title) => { + tiddlerTitlesToSearch.push(title); + }); + } else { + tiddlerTitlesToSearch = $tw.wiki.getTiddlers(); + } + + // 开始搜索 + + // 首先进行精确匹配，快速搜索，需要空格隔开的各个部分都命中，顺序不重要 + const inputKeywords: string[] = searchText + .toLowerCase() + .split(' ') + .filter(Boolean); + const exactMatches = tiddlerTitlesToSearch.filter((title) => { + const lowerCaseTitle = title.toLowerCase(); + return inputKeywords.every((keyword) => lowerCaseTitle.includes(keyword)); + }); + if (exactMatches.length > 0) { + return exactMatches; + } + + // 没有发现完全匹配的，首先模糊拼音搜索兜底 + // seems getFn is not working here if it searches string[] , so we have to make items { title: string } first, and turn it back later + const results = hasPinyinMatchOrFuseMatch<{ title: string }, any>( + tiddlerTitlesToSearch.map((title) => ({ title })), + searchText, + fields, + { searchTiddlerByTitle: true }, + ).map((item) => item.item.title); + // Remove any of the results we have to exclude + if (exclude) { + for (const element of exclude) { + const p = results.findIndex((item) => item.includes(element)); + if (p !== -1) { + results.splice(p, 1); + } + } + } + return results.filter(Boolean); +} + +/** + * @example [pinyinfuse] + * @param source + * @param operator + * @param options // TODO: add title,caption option same as search operator + * @returns + */ +export const pinyinfuse = (source: (iter: SourceIterator) => void, operator: IFilterOperatorParameterOperator) => { + const invert = operator.prefix === '!'; + if (operator.suffixes) { + const hasFlag = function(flag: string): boolean { + return (operator.suffixes?.[1] ?? []).includes(flag); + }; + let excludeFields = false; + const fieldList = operator.suffixes[0] || []; + const firstField = fieldList[0] || ''; + const firstChar = firstField.charAt(0); + let fields: string[]; + if (firstChar === '-') { + fields = [firstField.slice(1), ...fieldList.slice(1)]; + excludeFields = true; + } else if (fieldList[0] === '*') { + fields = []; + excludeFields = true; + } else { + fields = [...fieldList]; + } + return fuzzySearchWiki(operator.operand, { + source, + invert, + field: fields, + excludeField: excludeFields, + caseSensitive: hasFlag('casesensitive'), + literal: hasFlag('literal'), + whitespace: hasFlag('whitespace'), + anchored: hasFlag('anchored'), + words: hasFlag('words'), + }); + } else { + return fuzzySearchWiki(operator.operand, { + source, + invert, + }); + } +}; diff --git a/src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts.meta b/src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts.meta new file mode 100644 index 0000000..56e3ef8 --- /dev/null +++ b/src/pinyin-fuzzy-search/pinyin-fuzzy-search.ts.meta @@ -0,0 +1,4 @@ +creator: LinOnetwo +title: $:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js +type: application/javascript +module-type: filteroperator diff --git a/src/pinyin-fuzzy-search/plugin.info b/src/pinyin-fuzzy-search/plugin.info new file mode 100644 index 0000000..259edce --- /dev/null +++ b/src/pinyin-fuzzy-search/plugin.info @@ -0,0 +1,9 @@ +{ + "title": "$:/plugins/linonetwo/pinyin-fuzzy-search", + "description": "为命令菜单插件提供模糊搜索和拼音搜索的能力，并提供 `pinyinfuse` 筛选器。", + "author": "LinOnetwo", + "core-version": ">=5.1.22", + "plugin-type": "plugin", + "version": "0.2.0", + "list": "readme tree" +} \ No newline at end of file diff --git a/src/pinyin-fuzzy-search/readme.tid b/src/pinyin-fuzzy-search/readme.tid new file mode 100644 index 0000000..401d2ce --- /dev/null +++ b/src/pinyin-fuzzy-search/readme.tid @@ -0,0 +1,4 @@ +title: $:/plugins/linonetwo/pinyin-fuzzy-search/readme +creator: LinOnetwo +type: text/vnd.tiddlywiki + diff --git a/src/pinyin-fuzzy-search/tree.tid b/src/pinyin-fuzzy-search/tree.tid new file mode 100644 index 0000000..8960d43 --- /dev/null +++ b/src/pinyin-fuzzy-search/tree.tid @@ -0,0 +1,4 @@ +title: $:/plugins/linonetwo/pinyin-fuzzy-search/tree +type: text/vnd.tiddlywiki + +<<tree prefix:"$:/plugins/linonetwo/pinyin-fuzzy-search/">> \ No newline at end of file From e06f3aa007bc920bc83530ecd89f77fdcffc3930 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 12 May 2024 20:16:30 +0800 Subject: [PATCH 06/76] feat: search-story-history --- package.json | 1 + pnpm-lock.yaml | 69 +++++++++++++++++-- .../search-story-history.ts | 45 ++++++++++++ .../search-story-history.ts.meta | 4 ++ 4 files changed, 115 insertions(+), 4 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta diff --git a/package.json b/package.json index d6fdc7f..766cfd1 100644 --- a/package.json +++ b/package.json @@ -55,6 +55,7 @@ "lodash": "^4.17.21", "npm-check-updates": "^16.14.20", "pinyin": "4.0.0-alpha.0", + "segmentit": "^2.0.3", "tiddlywiki": "^5.3.3", "tiddlywiki-plugin-dev": "^0.2.0" } diff --git a/pnpm-lock.yaml b/pnpm-lock.yaml index d682737..3bc81ea 100644 --- a/pnpm-lock.yaml +++ b/pnpm-lock.yaml @@ -25,7 +25,10 @@ importers: version: 16.14.20 pinyin: specifier: 4.0.0-alpha.0 - version: 4.0.0-alpha.0 + version: 4.0.0-alpha.0(segmentit@2.0.3) + segmentit: + specifier: ^2.0.3 + version: 2.0.3 tiddlywiki: specifier: ^5.3.3 version: 5.3.3 @@ -1446,6 +1449,9 @@ packages: '@types/normalize-package-data@2.4.4': resolution: {integrity: sha512-37i+OaWTh9qeK4LSHPsyRC7NahnGotNuZvjLSgcPzblpHB3rrCJxAOgI5gCdKm7coonsaX1Of0ILiTcnZjbfxA==} + '@types/parse-json@4.0.2': + resolution: {integrity: sha512-dISoDXWWQwUquiKsyZ4Ng+HX2KsPL7LyHKHQwgGFEA3IaKac4Obd+h2a/a6waisAoepJlBcx9paWqjA8/HVjCw==} + '@types/pinyin@2.10.2': resolution: {integrity: sha512-jLzlRkaLRLg+lgYPjOuP3HX2cozUkhXls5GTXopsKuKJ9lDGlIAb88OoIztH6TbNUsoJnl/7e/kjaumA5IKKJg==} @@ -1760,6 +1766,9 @@ packages: babel-plugin-dynamic-import-node@2.3.3: resolution: {integrity: sha512-jZVI+s9Zg3IqA/kdi0i6UDCybUI3aSBLnglhYbSSjKlV7yF1F/5LWv8MakQmvYpnbJDS6fcBL2KzHSxNCMtWSQ==} + babel-plugin-macros@2.8.0: + resolution: {integrity: sha512-SEP5kJpfGYqYKpBrj5XU3ahw5p5GOHJ0U5ssOSQ/WBVdwkD2Dzlce95exQTs3jOVWPPKLBN2rlEWkCK7dSmLvg==} + babel-plugin-polyfill-corejs2@0.4.11: resolution: {integrity: sha512-sMEJ27L0gRHShOh5G54uAAPaiCOygY/5ratXuiyb2G46FmlSpc9eFCzYVyDiPxfNbwzA7mYahmjQc5q+CZQ09Q==} peerDependencies: @@ -1775,6 +1784,10 @@ packages: peerDependencies: '@babel/core': ^7.4.0 || ^8.0.0-0 <8.0.0 + babel-plugin-preval@4.0.0: + resolution: {integrity: sha512-fZI/4cYneinlj2k/FsXw0/lTWSC5KKoepUueS1g25Gb5vx3GrRyaVwxWCshYqx11GEU4mZnbbFhee8vpquFS2w==} + engines: {node: '>=8', npm: '>=6'} + balanced-match@1.0.2: resolution: {integrity: sha512-3oSeUO0TMV67hN1AmbXsK4yaqU7tjiHlbxRDZOpH0KW9+CeX4bRAaX0Anxt0tx2MrpRpWwQaPwIlISEJhYU5Pw==} @@ -2021,6 +2034,10 @@ packages: core-js@3.36.1: resolution: {integrity: sha512-BTvUrwxVBezj5SZ3f10ImnX2oRByMxql3EimVqMysepbC9EeMUOpLwdy6Eoili2x6E4kf+ZUB5k/+Jv55alPfA==} + cosmiconfig@6.0.0: + resolution: {integrity: sha512-xb3ZL6+L8b9JLLCx3ZdoZy4+2ECphCMo2PwqgP1tlfVq6M6YReyzBJtvWWtbDSpNr9hn96pkCiZqUcFEc+54Qg==} + engines: {node: '>=8'} + create-require@1.1.1: resolution: {integrity: sha512-dcKFX3jn0MpIaXjisoRvexIJVEKzaq7z2rZKxf+MSr9TkdmHmsU4m2lcLojrj/FHl8mk5VxMmYA+ftRkP/3oKQ==} @@ -3727,6 +3744,9 @@ packages: engines: {node: '>=10.13.0'} hasBin: true + preval.macro@4.0.0: + resolution: {integrity: sha512-sJJnE71X+MPr64CVD2AurmUj4JEDqbudYbStav3L9Xjcqm4AR0ymMm6sugw1mUmfI/7gw4JWA4JXo/k6w34crw==} + proc-log@3.0.0: resolution: {integrity: sha512-++Vn7NS4Xf9NacaU9Xq3URUuqZETPsf8L4j5/ckhaRYsfPeRyzGw+iDjFhV/Jr3uNmTvvddEJFWh5R1gRgUH8A==} engines: {node: ^14.17.0 || ^16.13.0 || >=18.0.0} @@ -3963,6 +3983,9 @@ packages: search-insights@2.13.0: resolution: {integrity: sha512-Orrsjf9trHHxFRuo9/rzm0KIWmgzE8RMlZMzuhZOJ01Rnz3D0YBAe+V6473t6/H6c7irs6Lt48brULAiRWb3Vw==} + segmentit@2.0.3: + resolution: {integrity: sha512-7mn2XL3OdTUQ+AhHz7SbgyxLTaQRzTWQNVwiK+UlTO8aePGbSwvKUzTwE4238+OUY9MoR6ksAg35zl8sfTunQQ==} + semver-diff@4.0.0: resolution: {integrity: sha512-0Ju4+6A8iOnpL/Thra7dZsSlOHYAHIeMxfhWQRI1/VLcT3WDBZKKtQt/QkBOsiIN9ZpuvHE6cGZ0x4glCMmfiA==} engines: {node: '>=12'} @@ -4502,6 +4525,10 @@ packages: yallist@4.0.0: resolution: {integrity: sha512-3wdGidZyq5PB084XLES5TpOSRA3wjXAlIWMhum2kRcv/41Sn2emQ0dycQW4uZXLejwKvg6EsvbdlVL+FYEct7A==} + yaml@1.10.2: + resolution: {integrity: sha512-r3vXyErRCYJ7wg28yvBY5VSoAF8ZvlcW9/BwUzEtUsjvX/DKs24dIkuwjtuprwJJHsbyUbLApepYTR1BN4uHrg==} + engines: {node: '>= 6'} + yaml@2.3.4: resolution: {integrity: sha512-8aAvwVUSHpfEqTQ4w/KMlf3HcRdt50E5ODIQJBw1fQ5RL34xabzxtUlzTXVqc4rkZsPbvrXKWnABCD7kWSmocA==} engines: {node: '>= 14'} @@ -5249,7 +5276,7 @@ snapshots: '@babel/helper-hoist-variables': 7.22.5 '@babel/helper-module-transforms': 7.23.3(@babel/core@7.24.5) '@babel/helper-plugin-utils': 7.24.5 - '@babel/helper-validator-identifier': 7.22.20 + '@babel/helper-validator-identifier': 7.24.5 '@babel/plugin-transform-modules-umd@7.24.1(@babel/core@7.24.5)': dependencies: @@ -6116,6 +6143,8 @@ snapshots: '@types/normalize-package-data@2.4.4': {} + '@types/parse-json@4.0.2': {} + '@types/pinyin@2.10.2': {} '@types/sass@1.45.0': @@ -6542,6 +6571,12 @@ snapshots: dependencies: object.assign: 4.1.5 + babel-plugin-macros@2.8.0: + dependencies: + '@babel/runtime': 7.24.5 + cosmiconfig: 6.0.0 + resolve: 1.22.8 + babel-plugin-polyfill-corejs2@0.4.11(@babel/core@7.24.5): dependencies: '@babel/compat-data': 7.23.5 @@ -6566,6 +6601,12 @@ snapshots: transitivePeerDependencies: - supports-color + babel-plugin-preval@4.0.0: + dependencies: + '@babel/runtime': 7.24.5 + babel-plugin-macros: 2.8.0 + require-from-string: 2.0.2 + balanced-match@1.0.2: {} base64-js@1.5.1: {} @@ -6841,6 +6882,14 @@ snapshots: core-js@3.36.1: {} + cosmiconfig@6.0.0: + dependencies: + '@types/parse-json': 4.0.2 + import-fresh: 3.3.0 + parse-json: 5.2.0 + path-type: 4.0.0 + yaml: 1.10.2 + create-require@1.1.1: {} cross-spawn@7.0.3: @@ -8786,7 +8835,7 @@ snapshots: parse-json@5.2.0: dependencies: - '@babel/code-frame': 7.23.5 + '@babel/code-frame': 7.24.2 error-ex: 1.3.2 json-parse-even-better-errors: 2.3.1 lines-and-columns: 1.2.4 @@ -8826,9 +8875,11 @@ snapshots: pify@4.0.1: optional: true - pinyin@4.0.0-alpha.0: + pinyin@4.0.0-alpha.0(segmentit@2.0.3): dependencies: commander: 1.1.1 + optionalDependencies: + segmentit: 2.0.3 pirates@4.0.6: {} @@ -8915,6 +8966,10 @@ snapshots: prettier@2.8.8: {} + preval.macro@4.0.0: + dependencies: + babel-plugin-preval: 4.0.0 + proc-log@3.0.0: {} progress@2.0.3: {} @@ -9161,6 +9216,10 @@ snapshots: search-insights@2.13.0: {} + segmentit@2.0.3: + dependencies: + preval.macro: 4.0.0 + semver-diff@4.0.0: dependencies: semver: 7.5.4 @@ -9810,6 +9869,8 @@ snapshots: yallist@4.0.0: {} + yaml@1.10.2: {} + yaml@2.3.4: {} yn@3.1.1: {} diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts new file mode 100644 index 0000000..4360a85 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -0,0 +1,45 @@ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import uniq from 'lodash/uniq'; +import { ITiddlerFields } from 'tiddlywiki'; + +export const plugin = { + getSources() { + return [ + { + sourceId: 'story-history', + getItems({ query }) { + const historyData = $tw.wiki.getTiddlerData<Array<{ title: string }>>('$:/HistoryList') ?? []; + const historyTitles = uniq([ + ...historyData.reverse().map((x) => x.title), + ...$tw.wiki.filterTiddlers('[list[$:/StoryList]]'), + ]); + let filteredHistoryTitles: string[] = []; + if ($tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined) { + filteredHistoryTitles = $tw.wiki.filterTiddlers(`[search:title[${query}]]`, undefined, $tw.wiki.makeTiddlerIterator(historyTitles)); + } else { + filteredHistoryTitles = $tw.wiki.filterTiddlers(`[pinyinfuse[${query}]]`, undefined, $tw.wiki.makeTiddlerIterator(historyTitles)); + } + const [first, second, ...rest] = filteredHistoryTitles + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + // swap first and second, so its easier to switch to second, like using ctrl + tab in vscode + return [second, first, ...rest]; + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + noResults() { + return 'No results.'; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta new file mode 100644 index 0000000..3d0b729 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta @@ -0,0 +1,4 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-story-history.js +tags: $:/tags/CommandPalette/Plugin +type: application/javascript +module-type: library \ No newline at end of file From 88ba09de787d6b501378eb56c27c0789b4c806df Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 00:50:01 +0800 Subject: [PATCH 07/76] feat: esc to close --- src/commandpalette/widgets/widget.ts | 19 ++++++++++++++++++- 1 file changed, 18 insertions(+), 1 deletion(-) diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 746396b..a717721 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -50,8 +50,25 @@ class CommandPaletteWidget extends Widget { }, plugins, }); + this.onCommandPaletteDOMInit(containerElement); + } + + /** + * Do things after command palette UI is initialized. + */ + onCommandPaletteDOMInit(containerElement: HTMLElement) { + const inputElement = containerElement.querySelector('input'); + if (inputElement === null) { + return; + } // autoFocus param is not working, focus manually. - containerElement.querySelector('input')?.focus(); + inputElement.focus(); + // no API to listen esc, listen manually + inputElement.addEventListener('keydown', (event) => { + if (event.key === 'Escape') { + this.onClose(); + } + }); } onClose() { From 5c3fde3aab8ab7ea98583fba0dab2c36a7b9525f Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 01:11:40 +0800 Subject: [PATCH 08/76] docs: import from https://dongrentianyu.github.io/memo --- wiki/tiddlers/$__plugins_Gk0Wk_CPL-Repo.json | 1 - wiki/tiddlers/$__plugins_kookma_utility.json | 1 - wiki/tiddlers/Example Tiddlers.tid | 16 + ...7\345\236\213\346\214\207\345\214\227.tid" | 6 + ...6\346\214\241\346\225\231\347\250\213.tid" | 10 + ...5\347\273\264\345\257\274\345\233\276.tid" | 10 + ...0\344\275\263\345\256\236\350\267\265.tid" | 10 + ...0\345\274\272\345\234\250\345\223\252.tid" | 10 + ...2\345\245\275\345\244\207\344\273\275.tid" | 10 + ...7\345\221\230\350\247\206\350\247\222.tid" | 10 + ...6\347\273\217\345\244\215\344\271\240.tid" | 10 + ...1\346\234\254\345\234\237\347\211\210.tid" | 10 + ...T7AmpJlMUHVA_\347\273\223\350\257\255.tid" | 10 + ...4\345\205\245\346\235\220\346\226\231.tid" | 10 + ...0\350\277\233\345\255\246\344\271\240.tid" | 10 + ...0\345\275\225\345\244\204\347\220\206.tid" 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..._andy_note_Learn before you memorize.json" | 14 + ...note_Learning requires metacognition.json" | 14 + ...ure notes are secondary and separate.json" | 14 + ... is difficult when reading digitally.json" | 14 + ...kers need a writing surface to think.json" | 14 + ...as unimportant to deep creative work.json" | 14 + ...ass adoption of reading on computers.json" | 14 + ...g people translate ideas to practice.json" | 14 + ...authored time dimension beyond a day.json" | 14 + ...arch thinking are mutually exclusive.json" | 14 + ... dynamic, participatory environments.json" | 14 + ...cipants run their own feedback loops.json" | 14 + ...etacognitive demands on participants.json" | 14 + ..._note_Most people read ineffectively.json" | 14 + ...ost people take only transient notes.json" | 14 + ...cket for storage or scratch thoughts.json" | 14 + ...tion-main_andy_note_My daily routine.json" | 14 + ...ndy_note_My morning writing practice.json" | 14 + ...ranslation-main_andy_note_Nielsen, M.json" 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+ ...pacity increases with bits-per-chunk.json" | 14 + ...unk_Recoding can increase chunk size.json" | 14 + ...Constraints as cognitive scaffolding.json" | 14 + ...rogressions as cognitive scaffolding.json" | 14 + ...ve supports as cognitive scaffolding.json" | 14 + ...d_Narrative as cognitive scaffolding.json" | 14 + ...ch to creating enabling environments.json" | 14 + ... an intrinsically meaningful purpose.json" | 14 + ...th and action, not on skill-building.json" | 14 + ...onments focus on doing whats enabled.json" | 14 + ...t games aren't enabling environments.json" | 14 + ...nments often can't do what's enabled.json" | 14 + ...ing environments focus on expert use.json" | 14 + ...ir own intrinsically meaningful purp.json" | 14 + ...to teach through enacted experiences.json" | 14 + ...ences amplify the power of narrative.json" | 14 + ...rticipation in enabling environments.json" | 14 + ...sonal connection to authored targets.json" | 14 + ...ncredible potential as a mass medium.json" | 14 + ...quire blocking on participant action.json" | 14 + ...articipant-situated cause and effect.json" | 14 + ...y promote collaborative sense-making.json" | 14 + ..._Evergreen note titles are like APIs.json" | 14 + ...s fundamental unit of knowledge work.json" | 14 + ...ote-writing helps insight accumulate.json" | 14 + ...ing helps reading efforts accumulate.json" | 14 + ...e a safe place to develop wild ideas.json" | 14 + ...an increase conversational bandwidth.json" | 14 + ...tional stakes in editing manuscripts.json" | 14 + ...ess in writing (incremental writing).json" | 14 + ...ote_Evergreen notes should be atomic.json" | 14 + ...een notes should be concept-oriented.json" | 14 + ...green notes should be densely linked.json" | 14 + ...ing annotations into evergreen notes.json" | 14 + ...rgreen note-writing and Zettelkasten.json" | 14 + ...o capture possibly-useful references.json" | 14 + ...x for transient and incomplete notes.json" | 14 + ...omatic import into the reading inbox.json" | 14 + ...work if you trust how theyre drained.json" | 14 + ...uldn't be split into multiple places.json" | 14 + ...My implementation of a reading inbox.json" | 14 + ...capture into writing inbox while out.json" | 14 + ...trategies for maintaining inboxes (e.json" | 14 + ...rigorously than knowledge workers do.json" | 14 + ...s in knowledge work are often ad-hoc.json" | 14 + ...ten requires solving search problems.json" | 14 + ... rarely involves deliberate practice.json" | 14 + ...e-work_Knowledge work should accrete.json" | 14 + ...y_note_knowledge-work_Knowledge work.json" | 14 + ...thods for developing ideas over time.json" | 14 + ...r, not at the level of the individua.json" | 14 + ...easure knowledge worker productivity.json" | 14 + ...mnemonic medium in 2020 is premature.json" | 14 + ...t for developing the mnemonic medium.json" | 14 + ...the mnemonic medium on reader memory.json" | 14 + ...-writing for mnemonic medium readers.json" | 14 + ...\231 differing backgrounds and goals.json" | 14 + ...in genres outside platform knowledge.json" | 14 + ... building more complex understanding.json" | 14 + ... without participation of the author.json" | 14 + ...h focus on deep emotional connection.json" | 14 + ...emonic medium on downstream learning.json" | 14 + ...n annotation layer on ordinary prose.json" | 14 + ... prompts promote a feeling of safety.json" | 14 + ...pts for non-technical mnemonic texts.json" | 14 + ...emonic medium to non-technical texts.json" | 14 + ...uire mass adoption of web publishing.json" | 14 + ...epends on a critical mass of content.json" | 14 + ...erleaved into the reading experience.json" | 14 + ... impeded by authors' wording choices.json" | 14 + ...ral breaks in the reading experience.json" | 14 + ...ns over time, timed to reader recall.json" | 14 + ...tation of a personal mnemonic medium.json" | 14 + ...ecall prompts in the mnemonic medium.json" | 14 + ...tive examples of the mnemonic medium.json" | 14 + ... implicitly authoritarian in premise.json" | 14 + ...n experience which unfolds over time.json" | 14 + ... be extended to one's personal notes.json" | 14 + ...d through simple application prompts.json" | 14 + ... prompts which support near transfer.json" | 14 + ...arly valuable for platform knowledge.json" | 14 + ...s in contact with material over time.json" | 14 + ...ting through author-provided prompts.json" | 14 + ... to read more slowly and attentively.json" | 14 + ...is in service of some meaningful use.json" | 14 + ...ext where people really need fluency.json" | 14 + ...r than preparatory learning contexts.json" | 14 + ...ontrol over the prompts they collect.json" | 14 + ... remove the burden of prompt-writing.json" | 14 + ...ll for primers in established fields.json" | 14 + ...esign relies on light-weight prompts.json" | 14 + ...ecall prompts in the mnemonic medium.json" | 14 + ...ny web page into the mnemonic medium.json" | 14 + ...ns to engage more deeply with a text.json" | 14 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computers is unpleasant.json" | 14 + ..._andy_outline_Taxonomy of note types.json" | 14 + ...-main_andy_outline_Tools for thought.json" | 14 + ...ndy_outline_Where do ideas come from.json" | 14 + ...\247Corporate research lab practices.json" | 14 + ... environments, games, and the Primer.json" | 14 + ...\247Inboxes and attention management.json" | 14 + ...outline_\302\247Note-writing systems.json" | 14 + ...Stripe convergence talk, 2019-12-12).json" | 14 + ...y_outline_\302\247Theory of vacation.json" | 14 + ...y_outline_\302\247What's top of mind.json" | 14 + ...eferral mechanisms and fuzzy inboxes.json" | 14 + ...k, Note Taking and Spaced Repetition.json" | 14 + ...se_A nascent art direction for Orbit.json" | 14 + ...d Repetition, & Why Books Don't Work.json" | 14 + ... for a more flexible mnemonic medium.json" | 14 + ...tool-maker tool-user collaborations.json" | 14 + ...ng a Wizard-of-Oz learning assistant.json" | 14 + ...ation-main_andy_prose_Blinded by _how_.md" | 65 +++ ...-main_andy_prose_Blinded by _how_.md.meta" | 9 + ...prose_Bringing ideas into your Orbit.json" | 14 + ...ting depth and stillness in research.json" | 14 + ...lk a new peritextual mnemonic medium.json" | 14 + ...g the mnemonic medium out of its box.json" | 14 + ...anuals and an unusual Figma document.json" | 14 + ...prose_Exalting data, missing meaning.json" | 14 + ...ls and forgetting in Quantum Country.json" | 14 + ...ding research\342\200\223context fit.json" | 14 + ...uid practice for fluid understanding.json" | 14 + ...t practice - a sight reading parable.json" | 14 + ..._prose_In search of better questions.json" | 14 + ...eriments in self-explanation support.json" | 14 + ...on-main_andy_prose_Lessons from 2021.json" | 14 + ...mer 2022's mnemonic medium prototype.json" | 14 + ...lem-finding; The Uncertainty Mindset.json" | 14 + ...systems and problem-solving practice.json" | 14 + ...'s suspiciously flat forgetting curves.md" | 205 +++++++++ ...spiciously flat forgetting 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History of Education.json" | 14 + ...n Unschoolers I Overview of Findings.json" | 14 + ...ss Teaching Leading to More Learning.json" | 14 + ... to Catch Up with China in Education.json" | 14 + ...ndations for Self-Directed Education.json" | 14 + ...cation Can You Define Life's Meaning.json" | 14 + ...ate Themselves I Outline of Evidence.json" | 14 + ...emselves II Lessons from Little Kids.json" | 14 + ...elves III Wisdom of Hunter-Gatherers.json" | 14 + ...elves IV Lessons from Sudbury Valley.json" | 14 + ...ay_Children Teach Themselves to Read.json" | 14 + ...s Freedom A Human Rights Perspective.json" | 14 + ...ng Conflicts With Trustful Parenting.json" | 14 + ...logy's Marriage to the School System.json" | 14 + ...f-Directed and Progressive Education.json" | 14 + ...mic Training Produces Long-Term Harm.json" | 14 + ...e What Will Replace K-12 and College.json" | 14 + ...out the So-Called %22Summer Slide%22.json" | 14 + ...ing, Anxiety, and Learning Disorders.json" | 14 + ...ainst Fundamental Educational Change.json" | 14 + ...ain_gray_How Schools Thwart Passions.json" | 14 + ...22Job Creation,%22 How About Less Work.md" | 93 ++++ ... 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"wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Cloze deletions can be used to create typical N-sided flashcards.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Collecting material feels more useful than it usually is.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Contextual backlinks.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Continuous-scroll digital reading uncomfortably disrupts object permanence.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Conversation with others often emphasizes the most well-understood elements of an idea.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Create speculative outlines while you write.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Creating hyperlinks to my reference archive.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Culturally default behaviors fill spare time with others' ideas.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Daily working log.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep collaborations between tool-makers and tool-users may support insight through making.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep research requires a slower pace than tech industry work.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital annotation is too formal.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital note-writing systems fixate on the presentation and manipulation of individual notes, mostly ignoring inter-note.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Do your own thinking.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational environments usually don't involve original thought.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational objectives often subvert themselves.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective deep work depends on both time and intensity.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective system design requires insights drawn from serious contexts of use.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Efficient review scheduling is in tension with gated course sequences.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Executable strategy for writing.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Few digital reading environments support marginal notes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Fixation on outcome in creative work is often self-defeating.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Focused software development work is self-abnegating.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md.meta" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games effectively develop players' skills.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players evaluate their developing skills.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players make and adapt plans.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get bored.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get curious.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get playful.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to Take Smart Notes - Ahrens.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to collect observations while reading.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Human channel capacity increases with stimulus dimensionality.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Inappropriate time pressures often harm creative work.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Indexed references vs.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Insight through making prefers bricolage to big design up front.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Interaction is a cost center in interface design.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Internally-modulated learning is self-actualizing; externally-modulated learning is self-abnegating.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_It's hard to hear yourself think.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Leaps of insight emerge from prior thought.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learn before you memorize.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learning requires metacognition.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Literature notes are secondary and separate.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Maintaining multiple reading positions is difficult when reading digitally.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many eminent thinkers need a writing surface to think.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many people view memory as unimportant to deep creative work.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass adoption of written media with novel cognitive supports requires mass adoption of reading on computers.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums are typically bad at helping people translate ideas to practice.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums mostly lack an authored time dimension beyond a day.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mental states of deep software development and deep research thinking are mutually exclusive.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Metacognitive supports require dynamic, participatory environments.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media make participants run their own feedback loops.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media place heavy metacognitive demands on participants.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people read ineffectively.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people take only transient notes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people use notes as a bucket for storage or scratch thoughts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My daily routine.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My morning writing practice.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Nielsen, M.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices are generally ineffective.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices provide weak feedback.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Notes should surprise you.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Novel user interface ideas are public goods.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit - Values.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit helps you deeply internalize ideas through periodic review.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Original thought requires solitude.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Parallel reading is mostly impossible in digital reading.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People prefer doing to thinking.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People underrate the importance of memory because of bad experiences with rote memorization in school.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People who write extensively about note-writing rarely have a serious context of use.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pitching out corrupts within.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Plans are worthless, but planning is everything.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Platform knowledge helps non-practitioners amplify good ideas.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pomodoro technique.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Poor performance disrupts nonlinear reading in digital reading.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Powerful innovations often focus on creating new paradigms, not solving problems of the current context.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer associative ontologies to hierarchical taxonomies.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer explicit associations to inferred associations.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer fine-grained associations.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer labeled associations.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer note titles with complete phrases to sharpen claims.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer positive note titles to promote systematic theory.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Premature scaling can stunt system iteration.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prompts written in prose notes about source material lack context.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Quantum Country readers reliably develop detailed retention for embedded questions.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice and transfer learning.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice appears to be a more effective learning activity than elaborative encoding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_SRS retry mechanism.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Salience of improvement drives skill development.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development in games is subservient to other intrinsically meaningful purposes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development requires challenging homeostasis.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skillful reading is generally non-linear.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Software interfaces often harmfully frame destructive operations as final decisions, not contingent preferences.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some %22educational%22 activities have intrinsically meaningful purposes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some outcomes are only achievable when working with very high intensity.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Span of absolute judgment.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Switching costs are high between software development and research thinking.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Tags are an ineffective association structure.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The Primers explicit learning quests teach Nell to delegate her curiosity and interest.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The best way to read is highly contextual.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The cognitive revolution.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The high-order bit for my productivity is whether I complete a deeply-focused morning creative block.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The most effective readers and thinkers I know dont take notes when reading.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_To what extent is exceptional ability heritable.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transcendental narrative.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transclusion is limited by the data models composability.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transfer-appropriate processing.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Typical work and performance environments don't constitute deliberate practice.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Understanding requires effortful engagement.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use notes to avoid preconceived conclusions.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use phones to collect and triage, not (usually) to read.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Work with the garage door up.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Working memory span is mostly independent of item complexity.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write about what you read to internalize texts deeply.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write notes for yourself by default, disregarding audience.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Writing forces sharper understanding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Ye, J.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Zettelkasten.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Chunks in human cognition.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Expertise requires building sophisticated chunk recoding schemes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Good practice encodes more effective chunk recoding schemes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Human channel capacity increases with bits-per-chunk.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Recoding can increase chunk size.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Constraints as cognitive scaffolding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Fine-grained task progressions as cognitive scaffolding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Metacognitive supports as cognitive scaffolding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Narrative as cognitive scaffolding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Educational games are a doomed approach to creating enabling environments.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments activities directly serve an intrinsically meaningful purpose.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on creating opportunities for growth and action, not on skill-building.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on doing whats enabled.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Most games aren't enabling environments.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Novices in enabling environments often can't do what's enabled.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments focus on expert use.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments usually arise as a byproduct of projects pursuing their own intrinsically meaningful purp.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Educational games try to teach through enacted experiences.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences amplify the power of narrative.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can bootstrap active participation in enabling environments.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can create intense personal connection to authored targets.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences have incredible potential as a mass medium.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require blocking on participant action.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require participant-situated cause and effect.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Conversations incorporating multiple discussants' evergreen notes may promote collaborative sense-making.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note titles are like APIs.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing as fundamental unit of knowledge work.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps insight accumulate.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps reading efforts accumulate.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes are a safe place to develop wild ideas.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes can increase conversational bandwidth.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes lower the emotional stakes in editing manuscripts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes permit smooth incremental progress in writing (incremental writing).json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be atomic.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be concept-oriented.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be densely linked.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_How to process reading annotations into evergreen notes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Similarities and differences between evergreen note-writing and Zettelkasten.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A reading inbox to capture possibly-useful references.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A writing inbox for transient and incomplete notes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Beware automatic import into the reading inbox.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes only work if you trust how theyre drained.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes shouldn't be split into multiple places.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_My implementation of a reading inbox.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Pocket memo pad to capture into writing inbox while out.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Triage strategies for maintaining inboxes (e.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Athletes and musicians pursue virtuosity in fundamental skills much more rigorously than knowledge workers do.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Core practices in knowledge work are often ad-hoc.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work often requires solving search problems.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work rarely involves deliberate practice.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work should accrete.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge workers usually have no specific methods for developing ideas over time.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Management science focuses on knowledge work at the level of the firm and the manager, not at the level of the individua.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_We don't know how to measure knowledge worker productivity.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Aggressively scaling the mnemonic medium in 2020 is premature.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Corporate learning might make a good context for developing the mnemonic medium.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Effects of the mnemonic medium on reader memory.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Embedded prompt templates may actively scaffold prompt-writing for mnemonic medium readers.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium adapt to readers\342\200\231 differing backgrounds and goals.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium enable readers in genres outside platform knowledge.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium support readers in building more complex understanding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we adapt existing texts to the mnemonic medium, without participation of the author.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we apply insights from the mnemonic medium to forms which focus on deep emotional connection.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Impact of mnemonic medium on downstream learning.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_In what senses is the mnemonic medium more than an annotation layer on ordinary prose.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Interleaved mnemonic medium prompts promote a feeling of safety.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_It's particularly difficult to write consistently-remembered prompts for non-technical mnemonic texts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Lessons learned from applying the mnemonic medium to non-technical texts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mass adoption of the mnemonic medium seems to require mass adoption of web publishing.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium onboarding depends on a critical mass of content.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium prompts are interleaved into the reading experience.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium readers sometimes feel impeded by authors' wording choices.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium review sets create natural breaks in the reading experience.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic texts could be serialized in small sections over time, timed to reader recall.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_My implementation of a personal mnemonic medium.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Simple application prompts can be presented the same way as recall prompts in the mnemonic medium.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Substantive examples of the mnemonic medium.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The initial mnemonic medium is implicitly authoritarian in premise.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be adapted to author an experience which unfolds over time.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be extended to one's personal notes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can help readers apply what theyve learned through simple application prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium could include prompts which support near transfer.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium is particularly valuable for platform knowledge.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium keeps readers in contact with material over time.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may help scaffold prompt-writing through author-provided prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may push readers to read more slowly and attentively.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where learning is in service of some meaningful use.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where people really need fluency.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should give readers control over the prompts they collect.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium supplies expert-authored prompts to remove the burden of prompt-writing.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium works well for primers in established fields.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic mediums design relies on light-weight prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_To what extent can application prompts supplant recall prompts in the mnemonic medium.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Turning any web page into the mnemonic medium.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_What if the mnemonic medium were reframed as a means to engage more deeply with a text.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Whats the big-picture impact of the mnemonic medium on readers.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_Readwise.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_RemNote.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_mochi.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_A skip mechanism may help spaced repetition memory system sessions remain emotionally connected.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Can ML-based prompt generation be helpfully recast as a filtering problem.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Choice of intervention in a spaced repetition memory system must depend on reason for failure.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Conceptual information may have much slower optimal spaced repetition schedules.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Deciding to remember something with a spaced repetition system is a lightweight gesture.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Differences in my approach to spaced repetition systems.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Evergreen note maintenance approximates spaced repetition.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Existing spaced repetition systems discourage evergreen notes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_GPT-4 can often generate usable spaced repetition prompts for declarative knowledge from explanatory text with guidance.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_How might spaced repetition memory systems intervene when the student struggles with material.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs lack prompt-writing patterns for complex conceptual material.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better when given prompt-writing principles.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better with ample context.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs often need extra hints about what angle to reinforce.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, choosing reinforcement targets and writing prompts for those targets are two separate problems.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Interface for writing spaced repetition prompts inline while reading web content.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate good question-answer flashcards from cloze deletion prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate useful question variations for spaced repetition prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Log experimenting with GPT-3 to generate spaced repetition prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_OS-level spaced repetition system.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Regular spaced repetition memory practice is an onerous habit to adopt.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Retry outcomes may give extra retrievability signal.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems are more efficient than machine-graded systems.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems avoid false negatives.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition can lower the stakes around destructive inbox-maintenance operations.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to develop or change habits.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to incrementally develop inklings.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition mechanics create a sense of effortlessness.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems are extremely efficient.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can accelerate the unpleasant early stages of learning a subject.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to develop conceptual understanding.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to prompt application, synthesis, and creation.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems dont rapidly demonstrate their benefits.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems help you focus on deeper engagement by automating away rote memorization.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition prompt design is about designing tasks for your future self.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition review sessions often become boring and detached without a steady stream of new prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems as catechism.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems can be used to program attention.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition yields exponential returns for small increases in effort.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_The dominant culture around spaced repetition memory systems is fixated on meaningless goals.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Unusual applications of spaced repetition memory systems.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning models to generate good spaced repetition prompts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning to generate good spaced repetition prompts from explanatory text.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Would spaced repetition memory systems perform better with varied question texts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Groups researching tools for thought need enough capacity to build prototypes suitable for serious work.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_How might we situate tools for thought within intrinsically meaningful contexts.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_I don't know how to effectively deploy large amounts of capital against tools for thought.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can patronage fund the creation of tools for thought.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can quadratic funding provision tools for thought.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought collaboration seems to prefer either part-time contractor help, or deep full-time partners, with a big.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought should be evaluated in the context of intrinsically meaningful purposes.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Let ideas and beliefs emerge organically.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Reading texts on computers is unpleasant.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Taxonomy of note types.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Tools for thought.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Where do ideas come from.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Corporate research lab practices.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Enabling environments, games, and the Primer.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Inboxes and attention management.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Note-writing systems.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Taking knowledge work seriously (Stripe convergence talk, 2019-12-12).json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Theory of vacation.json" create mode 100644 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"wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md.meta" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22Why Don't Students Like School%22 Well, Duhhhha_\302\246.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Brief History of Education.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Survey of Grown Unschoolers I Overview of Findings.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Another Example of Less Teaching Leading to More Learning.json" create mode 100644 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"wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Early Academic Training Produces Long-Term Harm.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Education's Future What Will Replace K-12 and College.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Facts and Fiction About the So-Called %22Summer Slide%22.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forced Schooling, Anxiety, and Learning Disorders.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forces Against Fundamental Educational Change.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_How Schools Thwart Passions.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md.meta" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Inverse Relationship Between GPA and Innovative Orientation.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Kids Learn Math Easily When They Control Their Own Learning.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Learning Requires Freedom.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Manifesto 15 Triggering the Education Revolution.json" create mode 100644 "wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Mend the Gap Between Rich and Poor in School Achievement.json" create mode 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b/wiki/tiddlers/$__plugins_Gk0Wk_CPL-Repo.json deleted file mode 100644 index cf01ba8..0000000 --- a/wiki/tiddlers/$__plugins_Gk0Wk_CPL-Repo.json +++ /dev/null @@ -1 +0,0 @@ -{"tiddlers":{"$:/config/TiddlyWiki-CPL/GitHub":{"title":"$:/config/TiddlyWiki-CPL/GitHub","caption":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\" variable=\"lang\"><$list filter=\"[<lang>search:title[zh]]\">太微中文社区插件源(~GitHub版)</$list><$list filter=\"[<lang>!search:title[zh]]\">TiddlyWiki CPL(~GitHub Host)</$list></$list>","tags":["$:/tags/PluginLibrary","$:/tags/PluginLibrary/CPL"],"type":"text/vnd.tiddlywiki","url":"https://tiddly-gittly.github.io/TiddlyWiki-CPL/library/index.html","text":"<!-- lang变量就是当前语言 -->\n<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\" variable=\"lang\">\n<$list filter=\"[<lang>search:title[zh]]\" variable=\"lang\">\n\n欢迎使用''【太微中文社区插件源】''！\n\n本插件源是由[[太微(TiddlyWiki)中文社区|https://github.com/tiddly-gittly]]维护的、致力于搜集网络上所有与 ~TiddlyWiki5 有关插件的、希望为中国以及全世界的太微用户提供一键安装、更新插件体验的公开插件源。\n\n如果还不了解该如何使用太微和本插件源，欢迎阅读[[中文社区共建的太微（TiddlyWiki）教程|https://tw-cn.netlify.app]]里插件相关的部分。如上提到的插件源和教程皆为开源项目，你可以在 [[GitHub|https://github.com/tiddly-gittly]] 中找到并参与贡献！如果乐意，可以通过QQ群等方式加入我们，详情请见如上提到的中文教程。\n\n要添加这个插件库到你的 Wiki 中，只需鼠标拖动这个链接到你的 Wiki 里即可：<$link to=<<currentTiddler>>>{{!!caption}}</$link>\n\n注意：本插件源版本为 ~GitHub Page 的版本，更新更快，但是可能需要科学上网手段。如果你在国内，而且不清楚什么是“科学上网”，请选用另一个经过 netlify.app 加速的[[版本|$:/config/TiddlyWiki-CPL/Netlify]]，虽然更新有一定的延迟，但对国内用户更加友好。\n\n@@color:red;''安装任何插件前，请记得备份你的Wiki，本插件源无法为插件造成的个人损失负责！''@@\n\n</$list>\n\n<$list filter=\"[<lang>!search:title[zh]]\" variable=\"lang\">\n\nWelcome to the ''[TiddlyWiki Chinese Community Plugin Source]''!\n\nThis plugin source is maintained by the [[TiddlyWiki Chinese Community]] and is dedicated to collecting all TiddlyWiki5 related plugins on the web, hoping to provide a one-click installation and update plugin experience for TiddlyWiki users in China and around the world.\n\nIf you don't know how to use TiddlyWiki and this source, you are welcome to read the plugins related section in the [[TiddlyWiki Tutorials for Chinese Communities|https://tw-cn.netlify.app]]. As mentioned above, both the plugin source and the tutorial are open source projects, you can find them in [[GitHub|https://github.com/tiddly-gittly]] and participate in contributing! If you like, you can join us through QQ groups and other means, see the Chinese tutorials mentioned above for details.\n\nTo add this plugin library to your Wiki, just drag this link with your mouse into your Wiki: <$link to=<<currentTiddler>>>{{!!caption}}</$link>\n\nNote: The source version of this plugin is the ~GitHub Page version, which is faster to update, but may require scientific Internet access. If you are in China and are not sure what GFW is, please use another [[version|$:/config/TiddlyWiki-CPL/Netlify]] that is accelerated by netlify.app, although there is a certain delay in updating, but it is more friendly to domestic users more friendly.\n\n@@color:red;''Please remember to back up your Wiki before installing any plugins, this plugin source cannot be held responsible for personal losses caused by plugins!''@@\n\n</$list>\n</$list>\n"},"$:/config/TiddlyWiki-CPL/Netlify":{"title":"$:/config/TiddlyWiki-CPL/Netlify","caption":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\" variable=\"lang\"><$list filter=\"[<lang>search:title[zh]]\">太微中文社区插件源(大陆加速版)</$list><$list filter=\"[<lang>!search:title[zh]]\">TiddlyWiki CPL(Netlify Host)</$list></$list>","tags":["$:/tags/PluginLibrary","$:/tags/PluginLibrary/CPL"],"type":"text/vnd.tiddlywiki","url":"https://tw-cpl.netlify.app/library/index.html","text":"<!-- lang变量就是当前语言 -->\n<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\" variable=\"lang\">\n<$list filter=\"[<lang>search:title[zh]]\" variable=\"lang\">\n\n欢迎使用''【太微中文社区插件源】''！\n\n本插件源是由[[太微(TiddlyWiki)中文社区|https://github.com/tiddly-gittly]]维护的、致力于搜集网络上所有与 ~TiddlyWiki5 有关插件的、希望为中国以及全世界的太微用户提供一键安装、更新插件体验的公开插件源。\n\n如果还不了解该如何使用太微和本插件源，欢迎阅读[[中文社区共建的太微（TiddlyWiki）教程|https://tw-cn.netlify.app]]里插件相关的部分。如上提到的插件源和教程皆为开源项目，你可以在 [[GitHub|https://github.com/tiddly-gittly]] 中找到并参与贡献！如果乐意，可以通过QQ群等方式加入我们，详情请见如上提到的中文教程。\n\n要添加这个插件库到你的 Wiki 中，只需鼠标拖动这个链接到你的 Wiki 里即可：<$link to=<<currentTiddler>>>{{!!caption}}</$link>\n\n注意：本插件源版本为经过 netlify.app 加速的版本，对国内用户更加友好，但是更新有一定的延迟。还提供另一版本，是直接使用 ~GitHub Page 服务器的版本，更新更快，但是可能需要科学上网手段。\n\n@@color:red;''安装任何插件前，请记得备份你的Wiki，本插件源无法为插件造成的个人损失负责！''@@\n\n</$list>\n\n<$list filter=\"[<lang>!search:title[zh]]\" variable=\"lang\">\n\nWelcome to the ''[TiddlyWiki Chinese Community Plugin Source]''!\n\nThis plugin source is maintained by the [[TiddlyWiki Chinese Community]] and is dedicated to collecting all TiddlyWiki5 related plugins on the web, hoping to provide a one-click installation and update plugin experience for TiddlyWiki users in China and around the world.\n\nIf you don't know how to use TiddlyWiki and this source, you are welcome to read the plugins related section in the [[TiddlyWiki Tutorials for Chinese Communities|https://tw-cn.netlify.app]]. As mentioned above, both the plugin source and the tutorial are open source projects, you can find them in [[GitHub|https://github.com/tiddly-gittly]] and participate in contributing! If you like, you can join us through QQ groups and other means, see the Chinese tutorials mentioned above for details.\n\nTo add this plugin library to your Wiki, just drag this link with your mouse into your Wiki: <$link to=<<currentTiddler>>>{{!!caption}}</$link>\n\nNote: The source version of this plugin is a version accelerated by netlify.app, which is more friendly to China mainland users, but there is a delay in updating. There is also another version that uses the GitHub Page server directly, which is faster to update, but may require technology to overturn the GFW.\n\n@@color:red;''Please remember to back up your Wiki before installing any plugins, this plugin source cannot be held responsible for personal losses caused by plugins!''@@\n\n</$list>\n</$list>\n"}}} \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_kookma_utility.json b/wiki/tiddlers/$__plugins_kookma_utility.json deleted file mode 100644 index 0286732..0000000 --- a/wiki/tiddlers/$__plugins_kookma_utility.json +++ /dev/null @@ -1 +0,0 @@ -{"tiddlers":{"$:/plugins/kookma/utility/actions/view-fields":{"title":"$:/plugins/kookma/utility/actions/view-fields","code-body":"yes","key":"((view-fields))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"<$action-listops $tiddler=\"$:/state/utility/view-fields\" $field=\"text\" $subfilter=\"+[toggle[show],[hide]]\" />"},"$:/config/ShortcutInfo/customize-ui":{"title":"$:/config/ShortcutInfo/customize-ui","tags":"","type":"text/vnd.tiddlywiki","text":"Show customize UI dialog"},"$:/config/ShortcutInfo/switch-reader-mode":{"title":"$:/config/ShortcutInfo/switch-reader-mode","type":"text/vnd.tiddlywiki","text":"Toggle the reader mode"},"$:/config/ShortcutInfo/view-fields":{"title":"$:/config/ShortcutInfo/view-fields","tags":"","type":"text/vnd.tiddlywiki","text":"Show fields in view mode"},"$:/config/shortcuts/customize-ui":{"title":"$:/config/shortcuts/customize-ui","type":"text/vnd.tiddlywiki","text":"ctrl-shift-Period"},"$:/config/shortcuts/switch-reader-mode":{"title":"$:/config/shortcuts/switch-reader-mode","type":"text/vnd.tiddlywiki","text":"ctrl-shift-Slash"},"$:/config/shortcuts/view-fields":{"title":"$:/config/shortcuts/view-fields","tags":"","type":"text/vnd.tiddlywiki","text":"ctrl-Slash"},"$:/plugins/kookma/utility/customize-ui/actions":{"title":"$:/plugins/kookma/utility/customize-ui/actions","key":"((customize-ui))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"<$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/kookma/utility/customize-ui/modal\" />"},"$:/plugins/kookma/utility/customize-ui/modal":{"title":"$:/plugins/kookma/utility/customize-ui/modal","caption":"Customize UI elements","tags":"","type":"text/vnd.tiddlywiki","text":"''Show/hide selected UI elements''\n\n<div class=\"tc-control-panel\">\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Toolbars]!has[draft.of]] [all[shadows+tiddlers]tag[$:/tags/Utility/UI]!has[draft.of]]\" default=\"$:/core/ui/ControlPanel/Toolbars/ViewToolbar\" class=\"tc-vertical\" explicitState=\"$:/state/tabs/controlpanel/toolbars-1345989671\"/>\n</div>"},"$:/plugins/kookma/utility/customize-ui/sidebar-elements":{"title":"$:/plugins/kookma/utility/customize-ui/sidebar-elements","caption":"Sidebar elements","tags":"$:/tags/Utility/UI","type":"text/vnd.tiddlywiki","text":"Choose which elements are displayed in right sidebar. \n\n<$checkbox tiddler=\"$:/core/ui/TopBar/menu\" tag=\"$:/tags/TopRightBar\"/> Show right sidebar toggle button<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/search\" tag=\"$:/tags/SideBarSegment\"/> Show search bar<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/tabs\" tag=\"$:/tags/SideBarSegment\"/> Show sidebar tabs<br/>\n<!-- reserved\n<$checkbox tiddler=\"$:/config/custom-segment\" tag=\"$:/tags/SideBarSegment\"/> Show custom menu -->"},"$:/plugins/kookma/utility/customize-ui/sidebar-tabs":{"title":"$:/plugins/kookma/utility/customize-ui/sidebar-tabs","caption":"Sidebar tabs","list-after":"$:/plugins/kookma/utility/customize-ui/sidebar-elements","tags":"$:/tags/Utility/UI","type":"text/vnd.tiddlywiki","text":"Choose which tabs are displayed in right sidebar tabs. \n\n<$checkbox tiddler=\"$:/core/ui/SideBar/Open\" tag=\"$:/tags/SideBar\"/> Show Open tab<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBar/Recent\" tag=\"$:/tags/SideBar\"/> Show Recent tab<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBar/Tools\" tag=\"$:/tags/SideBar\"/> Show Tools tab<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBar/More\" tag=\"$:/tags/SideBar\"/> Show More tab<br/>"},"$:/plugins/kookma/utility/customize-ui/site-option":{"title":"$:/plugins/kookma/utility/customize-ui/site-option","caption":"Site options","list-before":"","tags":"$:/tags/Utility/UI","type":"text/vnd.tiddlywiki","text":"Choose which elements are displayed for site. \n\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/site-title\" tag=\"$:/tags/SideBarSegment\"/> Show site title<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/site-subtitle\" tag=\"$:/tags/SideBarSegment\"/> Show site subtitle<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/page-controls\" tag=\"$:/tags/SideBarSegment\"/> Show page controls<br/>"},"$:/plugins/kookma/utility/history":{"title":"$:/plugins/kookma/utility/history","tags":"","type":"text/vnd.tiddlywiki","text":"* ''2.4.0'' -- 2022.11.10 -- center storyriver when sidebar closed\n* ''2.3.4'' -- 2022.10.24 -- bug fixes\n* ''2.3.0'' -- 2022.08.02 -- new macros, update to Tiddlywiki 5.2.3\n* ''2.1.6'' -- 2022.07.06 -- bug fixes, update to Tiddlywiki 5.2.2\n* ''2.1.6'' -- 2021.05.20 -- bug fixes, new state tiddler for view fields\n* ''2.1.4'' -- 2021.04.09 -- new viewtemplate for show fields used\n* ''2.1.2'' -- 2020.04.03 -- page control button issue fixed\n* ''2.1.1'' -- 2020.03.25 -- page control button improved and minor issues in css fixed\n* ''2.1.0'' -- 2020.03.23 -- new transclusion output for fields macro and disable drag and drop globally\n* ''2.0.0'' -- 2020.03.16 -- new author-reader mode switch\n* ''1.8.0'' -- 2020.03.13 -- admin panel added\n* ''1.7.0'' -- 2020.02.23 -- show tiddler raw content including the macros on demand\n* ''1.0.0'' -- 2019.10.13 -- stable release\n* ''0.5.0'' -- 2019.10.10 -- first beta release"},"$:/plugins/kookma/utility/images/view-fields.svg":{"title":"$:/plugins/kookma/utility/images/view-fields.svg","tags":"","type":"text/vnd.tiddlywiki","text":"<svg xmlns=\"http://www.w3.org/2000/svg\" class=\"tc-image-button tc-image-view-fields\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 24 24\"><path d=\"M0 0h24v24H0z\" fill=\"none\"/><path d=\"M7 11H1v2h6v-2zm2.17-3.24L7.05 5.64 5.64 7.05l2.12 2.12 1.41-1.41zM13 1h-2v6h2V1zm5.36 6.05l-1.41-1.41-2.12 2.12 1.41 1.41 2.12-2.12zM17 11v2h6v-2h-6zm-5-2c-1.66 0-3 1.34-3 3s1.34 3 3 3 3-1.34 3-3-1.34-3-3-3zm2.83 7.24l2.12 2.12 1.41-1.41-2.12-2.12-1.41 1.41zm-9.19.71l1.41 1.41 2.12-2.12-1.41-1.41-2.12 2.12zM11 23h2v-6h-2v6z\"/></svg>"},"$:/language/Buttons/DraggableHandle/Caption":{"title":"$:/language/Buttons/DraggableHandle/Caption","tags":"","type":"text/vnd.tiddlywiki","text":"draggable handle"},"$:/language/Buttons/DraggableHandle/Hint":{"title":"$:/language/Buttons/DraggableHandle/Hint","tags":"","type":"text/vnd.tiddlywiki","text":"Drag, focus, permalink, and permaview"},"$:/language/Buttons/Utility/Caption":{"title":"$:/language/Buttons/Utility/Caption","tags":"","type":"text/vnd.tiddlywiki","text":"show fields"},"$:/language/Buttons/Utility/Hint":{"title":"$:/language/Buttons/Utility/Hint","tags":"","type":"text/vnd.tiddlywiki","text":"Show fields"},"$:/plugins/kookma/utility/license":{"title":"$:/plugins/kookma/utility/license","tags":"","type":"text/vnd.tiddlywiki","text":"Distributed under an MIT license.\n\nCopyright (c) 2019-2022 [[Mohammad Rahmani|https://github.com/kookma]]\n\n<<<\nPermission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the \"Software\"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions:\n\nThe above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.\n\nTHE SOFTWARE IS PROVIDED \"AS IS\", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.\n<<<\n"},"$:/plugins/kookma/utility/macros/code":{"title":"$:/plugins/kookma/utility/macros/code","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define code(src, language:\"xml\", caption:\"\")\n<$let code = {{{ [<__src__>is[tiddler]get[text]] [<__src__>is[blank]then{!!text}else<__src__>] }}} >\n<figure class=\"kk-utility-fig\">\n<$list filter=\"[<__caption__>!is[blank]]\"><figcaption class=<<__class__>>>$caption$</figcaption></$list>\n<div class=\"kk-utility-code\">\n<$button class=\"tc-btn-invisible kk-utility-copy-btn\"\n message=\"tm-copy-to-clipboard\"\n param=<<code>>\n tooltip={{$:/language/Buttons/CopyToClipboard/Hint}} >\n{{$:/core/images/copy-clipboard}}\n</$button>\n<$codeblock language=<<__language__>> code=<<code>> />\n</div>\n</figure>\n</$let>\n\\end"},"$:/plugins/kookma/utility/macros/custom-transclusion":{"title":"$:/plugins/kookma/utility/macros/custom-transclusion","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define code-link(tiddler, caption)\n<div style=\"margin-top:10px;\">\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n\n<$link to=<<selected-tiddler>>/>\n\n<$macrocall $name=\"code\" language={{{[<selected-tiddler>get[type]]}}} src={{{[<selected-tiddler>get[text]]}}} caption=<<__caption__>>/>\n</$set>\n</div>\n\\end\n\n\\define content(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n<$link to=<<selected-tiddler>>/>\n<$transclude tiddler=<<selected-tiddler>> mode=\"block\"/>\n</$set>\n\\end\n\n\\define description(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n<dl><dt><$link to=<<selected-tiddler>>/></dt><dd><$transclude tiddler=<<selected-tiddler>> field=\"description\"/></dd></dl>\n</$set>\n\\end\n\n\\define fields(tiddler)\n<$tiddler tiddler={{{[<__tiddler__>get[title]else<currentTiddler>]}}} >\n<$link/>\n<table class=\"kk-utility-tbl-borderless\">\n<$list filter='[<currentTiddler>fields:exclude[text title created modified tags creator modifier type revision bag]]' variable=fld emptyMessage='<tr><td>no fields</td></tr>'>\n<tr><td style=\"text-align:right\"><<fld>>:</td><td><$text text={{{[<currentTiddler>get<fld>]}}}/></td></tr>\n</$list>\n</table>\n</$tiddler>\n\\end"},"$:/plugins/kookma/utility/macros/doc-svg":{"title":"$:/plugins/kookma/utility/macros/doc-svg","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define doc-svg(tiddler:\"\", color:\"\")\n<span class=\"kk-doc\" style=\"fill:$color$;\"><$transclude tiddler=<<__tiddler__>> /></span>\n\\end"},"$:/plugins/kookma/utility/macros/docit":{"title":"$:/plugins/kookma/utility/macros/docit","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define docit()\n<div class=\"alert alert-danger\">\n''To Be Documented''. Created on <$view field=created format=date template=\"YYYY.0MM.0DD\"/>\n</div>\n\\end\n\n\n"},"$:/plugins/kookma/utility/macros/find":{"title":"$:/plugins/kookma/utility/macros/find","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define find(text, begin, end, output:\"simple\", mode:\"all\")\n<$vars \n fulltext=<<__text__>>\n start=<<__begin__>>\n stop=<<__end__>>\n output-macro=<<__output__>>\n>\n<$list variable=\"p1\" filter=\"[<fulltext>splitbefore<start>]\">\n<$list variable=\"p2\" filter=\"[<fulltext>removeprefix<p1>]\">\n<$list variable=\"p3\" filter=\"[<p2>splitbefore<stop>removesuffix<stop>]\">\n<$macrocall $name=<<output-macro>> p=<<p3>> />\n<$reveal type=\"match\" text=\"all\" default=<<__mode__>> >\n<$macrocall $name=\"find\"\n text={{{[<p2>removeprefix<p3>removeprefix<stop>]}}}\n begin=<<start>>\n end=<<stop>>\n output=<<output-macro>>\n/>\n</$reveal>\n</$list>\n</$list>\n</$list>\n</$vars>\n\\end\n\n\\define simple(p)\n<$text text=<<__p__>> />\n\\end\n\n\\define simple-list(p)\n<li><$text text=<<__p__>>/></li>\n\\end"},"$:/plugins/kookma/utility/macros/linkify":{"title":"$:/plugins/kookma/utility/macros/linkify","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define linkify(tiddler:\"\", field:\"caption\")\n<$link to=<<__tiddler__>> >\n<$view tiddler=<<__tiddler__>> field=<<__field__>> >\n<$view tiddler=<<__tiddler__>> field=\"title\" />\n</$view>\n</$link>\n\\end"},"$:/plugins/kookma/utility/macros/lorem":{"title":"$:/plugins/kookma/utility/macros/lorem","author":"Jeremy Ruston","description":"creates few paragraphs of dumy text","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define .lorem(np:1, nw:\"\")\n\\define baseText()\nLorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.\n\\end baseText\n\n<$let numwords={{{ [<__nw__>!match[]] :else[<baseText>split[ ]count[]] }}} >\n<$list filter=\"[<baseText>split[ ]limit<numwords>join[ ]trim[,]trim[.]addsuffix[.]]\" variable=paragraph>\n\n<$list filter=\"[range[1,$np$]]\" variable=null>\n<<paragraph>>\n<$list filter=\"[<__np__>!match[1]]\"><p/></$list>\n</$list>\n\n</$list>\n</$let>\n\\end .lorem"},"$:/plugins/kookma/utility/macros/reveal-code":{"title":"$:/plugins/kookma/utility/macros/reveal-code","code-body":"yes","tags":"","type":"text/vnd.tiddlywiki","text":"\\define reveal-tiddler-code(title:\"\", status:\"\")\n<details title=\"Show/hide tiddler code\" class=\"kk-utility-details\" $status$>\n<summary>$title$</summary>\n<$macrocall $name=\"code\" language=xml src={{!!text}} />\n</details>\n\\end\n<!-- Used as viewTemplate see:$:/plugins/kookma/utility/viewtemplates/reveal-code -->\n<$set name=revealFilter tiddler=\"$:/config/Utility/Reveal-code-filter\" field=text>\n<$let systemFilter={{{ [[$:/config/ViewTemplateBodyFilters/system]get[text]split[+]butlast[]] }}}\n showFilter =\"[all[current]tag[show-content]]\n [all[current]tag[$:/tags/EditTemplate]]\n [all[current]tag[$:/tags/ViewTemplate]] \n [all[current]tag[$:/tags/Macro]!prefix[$:/core]]\n [all[current]subfilter<revealFilter>]\"\n stylesFilter=\"[all[current]tag[$:/tags/Stylesheet]] [type[text/css]]\"\n hasCodebody =\"[all[current]field:code-body[yes]]\"\n>\n<!-- Tiddlers with reveal code button at the tiddler bottom by default code is hidden-->\n<$list filter=\"[all[current]] -[subfilter<systemFilter>] -[subfilter<showFilter>] -[subfilter<stylesFilter>] -[subfilter<hasCodebody>] +[limit[1]]\">\n<<reveal-tiddler-code title:\"Code\">>\n</$list>\n<!-- Tiddlers with reveal code button at the tiddler bottom by default code is shown-->\n<$list filter=\"[subfilter<showFilter>] -[subfilter<hasCodebody>] +[limit[1]]\">\n <<reveal-tiddler-code title:\"Code\" status:\"open\">>\n</$list>\n</$let>\n</$set>"},"$:/plugins/kookma/utility/macros/show-macro":{"title":"$:/plugins/kookma/utility/macros/show-macro","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define disp-macro-contents(p)\n<pre>\\define<$text text=<<__p__>> />\\end</pre>\n\\end\n\n\\define show-macro(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n<$macrocall $name='find'\n text={{{[<selected-tiddler>get[text]]}}}\n begin=\"\\define\"\n end=\"\\end\"\n output=\"disp-macro-contents\"/>\n</$set>\n\\end"},"$:/plugins/kookma/utility/macros/simple-navigation":{"title":"$:/plugins/kookma/utility/macros/simple-navigation","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define simple-navigation(tag:\"demo\", class, close:\"no\")\n<$list filter=\"[all[current]tag<__tag__>]\">\n<div class=\"$class$\">\n<$list filter=\"[tag<__tag__>before<currentTiddler>]\" variable=\"prevTiddler\">\n<$button to=<<prevTiddler>> tooltip=<<prevTiddler>> class=\"tc-btn-invisible $class$\">previous\n<$list filter=\"[<__close__>match[yes]]\" variable=ignore><$action-sendmessage $message=\"tm-close-tiddler\" $param=<<currentTiddler>>/></$list>\n</$button>\n</$list>\n<$list filter=\"[tag<__tag__>after<currentTiddler>] [tag<__tag__>before<currentTiddler>] +[count[]] -1\" variable=ignore>|</$list>\n<$list filter=\"[tag<__tag__>after<currentTiddler>]\" variable=\"nextTiddler\">\n<$button to=<<nextTiddler>> tooltip=<<nextTiddler>> class=\"tc-btn-invisible $class$\">next\n<$list filter=\"[<__close__>match[yes]]\" variable=ignore><$action-sendmessage $message=\"tm-close-tiddler\" $param=<<currentTiddler>>/></$list>\n</$button>\n</$list>\n</div>\n</$list>\n\\end"},"$:/plugins/kookma/utility/macros/unique-id":{"title":"$:/plugins/kookma/utility/macros/unique-id","author":"Jeremy Ruston","description":"creates a unique id for permanent state tiddler","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define create_id_from_timedata(prefix) $prefix$-<<now [UTC]YYYY0MM0DD0hh0mm0ssXXX>>\n\n\\define unique-id(prefix:id)\n<$wikify name=id text=<<create_id_from_timedata \"\"\"$prefix$\"\"\">> >\n<$button tooltip=\"create unique id\" class=\"tc-btn-invisible\" message=\"tm-copy-to-clipboard\" param=<<id>> >{{$:/core/images/copy-clipboard}} \n</$button> <$text text=<<id>>/>\n</$wikify>\n\\end\n"},"$:/plugins/kookma/utility/macros/wikitext-macros":{"title":"$:/plugins/kookma/utility/macros/wikitext-macros","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define wikitext-example-with-html(src)\n<div class=\"doc-example\">\n\n<$macrocall $name=\"copy-to-clipboard-above-right\" src=<<__src__>>/>\n\n<$codeblock code=<<__src__>>/>\n\nThat renders as:\n\n<$macrocall $name=\"__src__\"/>\n\n... and the underlying HTML is:\n\n<$wikify name=\"html\" text=<<__src__>> output=\"html\">\n<$codeblock code=<<html>>/>\n</$wikify>\n</div>\n\\end\n\n\\define wikitext-example(src)\n<div class=\"doc-example\">\n\n<$macrocall $name=\"copy-to-clipboard-above-right\" src=<<__src__>>/>\n\n<$codeblock code=<<__src__>>/>\n\nThat renders as:\n\n<$macrocall $name=\"__src__\"/>\n\n</div>\n\\end\n\n\n<!--\nCredit: Jeremy Ruston TW 5.2.25\nThe wiki-text macros are set of macros for documenting TW codes.\nI changed the name here, so the macro names are different if compared to original macros\n-->"},"$:/plugins/kookma/utility/reader-mode/styles":{"title":"$:/plugins/kookma/utility/reader-mode/styles","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":"<!-- this tiddler is a modified $:/plugins/tiddlywiki/tiddlyweb/readonly from Tiddlyweb plugin -->\n\\define button-selector(title)\nbutton.$title$, .tc-drop-down button.$title$, div.$title$\n\\end\n\n\\define hide-edit-controls()\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fclone>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fdelete>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fedit>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-here>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-journal-here>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fimport>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fmanager>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-image>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-journal>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-tiddler>>{\n\tdisplay: none;\n}\n\\end\n\n\\define hide-user-selected-controls()\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fcontrol-panel>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fsave-wiki>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Finfo>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Fcommander\\%2Fbuttons\\%2Fpagecontrol>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Ftrashbin\\%2Fui\\%2Ftoolbar-button>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Ffavorites\\%2Fui\\%2Fbuttons\\%2Fadd-remove>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Futility\\%2Fui\\%2FButtons\\%2FViewFields>> {\n\tdisplay: none;\n}\n\\end\n\n<$reveal state=\"$:/status/IsReaderMode\" type=\"match\" text=\"yes\" default=\"no\"> <!-- by default reader mode is off -->\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline macrocallblock\n\n<<hide-edit-controls>>\n<<hide-user-selected-controls>>\n</$reveal>"},"$:/plugins/kookma/utility/reader-mode/switch-actions":{"title":"$:/plugins/kookma/utility/reader-mode/switch-actions","key":"((switch-reader-mode))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"<!-- Toggle reader mode status tiddler: Used in $:/plugins/kookma/utility/styles/reader-mode-->\n<$action-listops $tiddler=\"$:/status/IsReaderMode\" $field=text $subfilter=\"+[toggle[yes]]\"/>\n\n\n<!-- hide core sidebar tabs -->\n<$list filter=\"$:/core/ui/SideBar/Tools $:/core/ui/SideBar/More\">\n<$action-listops $tiddler=<<currentTiddler>> $field=tags $subfilter=\"+[toggle[$:/tags/SideBar]]\"/>\n</$list>\n\n<!-- hide third party plugin sidebar tabs: first check if tab is exist -->\n<$list filter=\"\"\"\n $:/plugins/kookma/trashbin/sidebar-tab \n $:/plugins/kookma/favorites/ui/sidebar/active-tab\n +[is[shadow]]\n \"\"\">\n<$action-listops $tiddler=<<currentTiddler>> $field=tags $subfilter=\"+[toggle[$:/tags/SideBar]]\"/>\n</$list>\n\n\n\n<!-- disable drag and drop -->\n<$action-listops $tiddler=\"$:/config/DragAndDrop/Enable\" $field=text $subfilter=\"+[toggle[no]]\"/>\n"},"$:/plugins/kookma/utility/readme":{"title":"$:/plugins/kookma/utility/readme","tags":"","type":"text/vnd.tiddlywiki","text":"; Utility plugin\nThe utility plugin objective is to provide set of tools for authors. These tools includes simple transclusions, show raw contents of tiddlers, reader mode, wikitext macros, show fields in view mode, linkify, code, docit, and much more!\n\n; Code and demo\nFor learning plugin features, syntax, tutorial and examples see the plugin demo and code pages\n\n* Demo: https://kookma.github.io/TW-Utility/\n* Code: https://github.com/kookma/TW-Utility\n"},"$:/plugins/kookma/utility/snippets/code-macro":{"title":"$:/plugins/kookma/utility/snippets/code-macro","caption":"Code","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<<code src:\"\" language:\"xml\" title:\"\">>"},"$:/plugins/kookma/utility/snippets/wikitext-example-macrocall":{"title":"$:/plugins/kookma/utility/snippets/wikitext-example-macrocall","caption":"Wikitext-example macrocall","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<$macrocall $name=\"wikitext-example\" \nsrc=\"\"\"\n\"\"\"/>"},"$:/plugins/kookma/utility/snippets/wikitext-example":{"title":"$:/plugins/kookma/utility/snippets/wikitext-example","caption":"Wikitext-example","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<<wikitext-example \nsrc:\"\"\"\n\"\"\">>"},"$:/plugins/kookma/utility/styles/centered-storyriver":{"title":"$:/plugins/kookma/utility/styles/centered-storyriver","description":"makes storyriver centered when sidebar is closed","tags":"","type":"text/vnd.tiddlywiki","text":"\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html\n<$list filter=\"[[$:/state/sidebar]get[text]match[no]]\" variable=null>\n:not([data-tiddler-title^=\"Draft of '\"]).tc-tiddler-frame {\nmin-width: 600px;\nmax-width: 50vw;\nmargin-left: auto;\nmargin-right: auto;\n}\n</$list>"},"$:/plugins/kookma/utility/styles/code":{"title":"$:/plugins/kookma/utility/styles/code","text":"figure.kk-utility-fig {\n\t/* for future use*/\n\tmargin-left:0;\n\tmargin-right:0;\n}\n\n/*figcaption structure */\nfigure.kk-utility-fig figcaption {\n\tpadding: 4.5px 7.5px 7.5px 7.5px;;\n\tborder-top-left-radius: 3px;\n\tborder-top-right-radius: 3px;\n\tmargin-bottom: -3px;\n}\n\n/* figcaption skin: colors */\nfigure.kk-utility-fig figcaption{\n\topacity: 0.7;\n\tbackground-color:black;\n\tcolor:white;\n}\n\n/* correct the style of codeblock pre element */\nfigure.kk-utility-fig pre{\n\tmargin-top:0;\n\t/*\tused to have inner top border straight */\n\t/*\tborder-top-left-radius: 0; \n\tborder-top-right-radius: 0; */\n}\n\n\n/* the code block and copy-to-clipboard button */\n.kk-utility-code{\n\tposition: relative;\n}\n/* pretty display the empty code block */\n.kk-utility-code pre code{\n\tdisplay: block;\n\tmin-height:30px; \n}\n\n.kk-utility-copy-btn{\n\tposition: absolute;\n\ttop: 3px;\n\tright: 5px;\n\topacity: 0.3;\n\tfill:currentColor;\n}\n\n.tc-btn-invisible.kk-utility-copy-btn svg{\nwidth: 1.2em;\nheight: 1.2em;\n}\n\n.kk-utility-copy-btn:hover{\n transition: opacity 200ms ease-in-out;\n opacity: 1;\n}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/doc-svg":{"title":"$:/plugins/kookma/utility/styles/doc-svg","text":".kk-doc svg{\nwidth: 1.2em;\nheight: 1.2em;\nvertical-align: middle;}\n\n.kk-ut-txt{\nmin-width:50%}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/main":{"title":"$:/plugins/kookma/utility/styles/main","text":"/* view feilds area */\n.kk-ut-viewfields { /* prevents overlapping with other elements */\n\tmargin-top: 12px;\n\tmargin-bottom: 12px;\n}\n/* in simple transclusion for fields */\n.kk-utility-tbl-borderless, \n.kk-utility-tbl-borderless tr,\n.kk-utility-tbl-borderless td{border:0;}\n","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/reveal-code":{"title":"$:/plugins/kookma/utility/styles/reveal-code","text":"details.kk-utility-details summary {\n\topacity:0.2;\n\tfont-size:0.9em;\n\tdisplay: inline;\n\tcursor: pointer;\n\tpadding: 10px;\n\ttransition: 0.3s;\n\t-webkit-user-select: none;\n\t-moz-user-select: none;\n\t-ms-user-select: none;\n\tuser-select: none;\n}\ndetails.kk-utility-details summary:hover{\n\n}\ndetails.kk-utility-details[open] > summary {\n\topacity:1;\n}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/tw-version":{"title":"$:/plugins/kookma/utility/styles/tw-version","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":"/* TW-version added to site title */\n.tc-site-title:before {\n content:\"TW <<version>>\";\n position:absolute;\n margin-top:-1.9em;\n color:silver;\n font-size:13px;\n}"},"$:/plugins/kookma/utility/styles/wikitext-macro":{"title":"$:/plugins/kookma/utility/styles/wikitext-macro","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":".doc-example {\n\tmargin: 1em 0;\n\tpadding: 0.8em 0;\n}\n.doc-example:hover {\n\tbackground-color: <<colour code-background>>;\n}\n.doc-example ul {\n\tmargin-bottom: 0;\n\tpadding-bottom: 0;\n\tmargin-top: 0.2em;\n}\n\n.doc-example input[type=search] { \n width: 95%;\n}\n.doc-example pre:first-child {\n\tmargin-top: 0;\n}\n\n\n\n\n\n\n\n\n"},"$:/plugins/kookma/utility/ui/Buttons/DraggableLink":{"title":"$:/plugins/kookma/utility/ui/Buttons/DraggableLink","caption":"{{$:/core/images/link}} {{$:/language/Buttons/DraggableHandle/Caption}}","description":"{{$:/language/Buttons/DraggableHandle/Hint}}","list-after":"$:/core/ui/Buttons/more-tiddler-actions","tags":"$:/tags/ViewToolbar","type":"text/vnd.tiddlywiki","text":"\\define btn-actions()\n<!-- bring to top -->\n<$list filter=\"[<modifier>match[normal]]\" variable=ignore>\n<$action-navigate $to=<<currentTiddler>> $scroll=\"yes\"/>\n</$list>\n\n<!-- focus -->\n<$list filter=\"[<modifier>match[alt]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-close-other-tiddlers\" param=<<currentTiddler>> />\n</$list>\n\n<!-- permalink -->\n<$list filter=\"[<modifier>match[ctrl]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-permalink\" param=<<currentTiddler>> />\n</$list>\n\n<!-- permaview -->\n<$list filter=\"[<modifier>match[shift]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-permaview\" param=<<currentTiddler>> />\n</$list>\n\n\\end\n\n\\whitespace trim\n<$button tooltip={{$:/language/Buttons/DraggableHandle/Hint}} aria-label={{$:/language/Buttons/DraggableHandle/Caption}} class=<<tv-config-toolbar-class>> dragTiddler=<<currentTiddler>> actions=<<btn-actions>> >\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/link}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/DraggableHandle/Caption}}/>\n</span>\n</$list>\n</$button>"},"$:/plugins/kookma/utility/ui/Buttons/ViewFields":{"title":"$:/plugins/kookma/utility/ui/Buttons/ViewFields","caption":"{{$:/plugins/kookma/utility/images/view-fields.svg}} {{$:/language/Buttons/Utility/Caption}}","description":"Show a toggle button for view fields","list-before":"$:/plugins/kookma/shiraz/ui/Buttons/SwitchPalette","tags":"$:/tags/PageControls","type":"text/vnd.tiddlywiki","text":"\\whitespace trim\n\n\\define stateTid() $:/state/utility/view-fields\n\n\\define show-fields-button()\n\\whitespace trim\n<$reveal type=\"nomatch\" state=<<stateTid>> text=\"show\" default=\"hide\" tag=span>\n <$button set=<<stateTid>> setTo=\"show\" \n\t tooltip={{$:/language/Buttons/Utility/Hint}} \n\t\t\t\t\t aria-label={{$:/language/Buttons/Utility/Caption}} \n\t\t\t\t\t class=<<tv-config-toolbar-class>>\n >\n <<disp-on-pagecontrols>>\n </$button>\n</$reveal>\n<$reveal type=\"match\" state=<<stateTid>> text=\"show\" default=\"hide\" tag=span>\n <$button set=<<stateTid>> setTo=\"hide\" \n tooltip={{$:/language/Buttons/Utility/Hint}} \n\t\t\t\t aria-label={{$:/language/Buttons/Utility/Caption}} \n\t\t\t\t class=\"\"\"$(tv-config-toolbar-class)$ tc-selected\"\"\"\n >\n <<disp-on-pagecontrols>>\n </$button>\n</$reveal>\n\\end\n\n\\define disp-on-pagecontrols() \n\\whitespace trim\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/plugins/kookma/utility/images/view-fields.svg}} \n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Utility/Caption}}/></span>\n</$list>\n\\end\n\n<<show-fields-button>>"},"$:/plugins/kookma/utility/ui/ControlPanel/Settings":{"title":"$:/plugins/kookma/utility/ui/ControlPanel/Settings","caption":"Utility","tags":"$:/tags/ControlPanel/SettingsTab $:/tags/MoreSideBar","type":"text/vnd.tiddlywiki","text":"These settings let you customise the behaviour of Utility plugin.\n\n---\n\n;Show Utility setting in more sidebar\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/ui/ControlPanel/Settings\" tag=\"$:/tags/MoreSideBar\"> Show setting in more sidebar</$checkbox>\n\n;Options\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/ui/Buttons/ViewFields\" tag=\"$:/tags/PageControls\"> Enable show fields</$checkbox>\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/styles/tw-version\" tag=\"$:/tags/Stylesheet\"> Show the Tiddlywiki version badge</$checkbox>\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/styles/centered-storyriver\" tag=\"$:/tags/Stylesheet\"> Center storyriver when sidebar closed</$checkbox>\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/viewtemplates/reveal-code\" tag=\"$:/tags/ViewTemplate\"> Display code button at tiddler bottom</$checkbox><div style=\"padding-left:18px;\">\n<$list filter=\"[[$:/plugins/kookma/utility/viewtemplates/reveal-code]tag[$:/tags/ViewTemplate]]\" variable=ignore>\nFilter to show tiddler code (default to open)   <$edit-text tiddler=\"$:/config/Utility/Reveal-code-filter\" field=\"text\" tag=input default=\"\" placeholder=\"enter a filter e.g. [tag[myTag]] \" class=\"kk-ut-txt\"/>\n</$list></div>\n\n;Customize UI elements\n: [[Show/hide selected UI elements|$:/plugins/kookma/utility/customize-ui/modal]]"},"$:/plugins/kookma/utility/viewtemplates/reveal-code":{"title":"$:/plugins/kookma/utility/viewtemplates/reveal-code","list-after":"$:/core/ui/ViewTemplate/body","tags":"$:/tags/ViewTemplate","type":"text/vnd.tiddlywiki","text":"<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" tag=\"div\" retain=\"yes\" animate=\"yes\">\n<$transclude tiddler=\"$:/plugins/kookma/utility/macros/reveal-code\" />\n</$reveal>\n<!--This viewtemplate uses the code in $:/plugins/kookma/utility/macros/reveal-code tiddler. The reason is this tiddler will change tag and so on plugin update user may miss to delete it to be updated to latest version.-->"},"$:/plugins/kookma/utility/viewtemplates/view-fields":{"title":"$:/plugins/kookma/utility/viewtemplates/view-fields","description":"Toggle field handling in view mode","list-before":"$:/core/ui/ViewTemplate/body","tags":"$:/tags/ViewTemplate","type":"text/vnd.tiddlywiki","text":"<$reveal type=match stateTiddler stateTitle=\"$:/state/utility/view-fields\" stateField=text default=\"hide\" text=show tag=div class=\"kk-ut-viewfields\">\n<$importvariables filter=\"[[$:/core/ui/EditTemplate]]\">\n<!-- the above import required from TW5.2.3-->\n<$vars \n newFieldNameTiddler=<<qualify \"$:/temp/NewFieldName\">>\n newFieldValueTiddlerPrefix=<<qualify \"$:/temp/NewFieldValue\">>\n newFieldNameInputTiddler=<<qualify \"$:/temp/NewFieldName/input\">>\n newFieldNameSelectionTiddler=<<qualify \"$:/temp/NewFieldName/selected-item\">>\n searchListState=<<qualify \"$:/temp/searchListState\">> \n storeTitle=<<qualify \"$:/temp/storeTitle\">> \n>\n<$transclude tiddler=\"$:/core/ui/EditTemplate/fields\"/>\n</$vars>\n</$importvariables>\n</$reveal>\n\n<!-- IMPORTANT Note: This new viewtemplate works with TW 5.2.3+, do not use in TW 5.2.2 and older\nif so, your UI will crash. This is because of temp tiddlers.\n-->"}}} \ No newline at end of file diff --git a/wiki/tiddlers/Example Tiddlers.tid b/wiki/tiddlers/Example Tiddlers.tid new file mode 100644 index 0000000..84ca198 --- /dev/null +++ b/wiki/tiddlers/Example Tiddlers.tid @@ -0,0 +1,16 @@ +caption: VaultTrees +tags: $:/tags/SideBar +title: Example Tiddlers +type: text/vnd.tiddlywiki + + +<div class="tc-tree-obv"> +<span><center><p>Obsidian Vault<sup><a target="_blank" href="https://tw-cpl.netlify.app/#whitefall%2Fobsidian-vault">p</a></sup> 文件列表</p></center></span> +<<tree prefix:"λ:/">> +</div> + +<!-- +[get[obvault]unique[]] +[field:obvault[Neural-Networks]get[vaulttree]] +条目名必须和字段路径中的名字一致。 +--> diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227.tid" "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227.tid" new file mode 100644 index 0000000..4d0a555 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227.tid" @@ -0,0 +1,6 @@ +book: $:/plugins/twpub/d4b243fc96e59e9c +created: 20230914071008395 +creator: 马不前 +modified: 20230914071008395 +modifier: 马不前 +title: SuperMemo 渐进学习大型指北 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u25YpXDahFTNZHtXmDr8mgA_\345\233\276\347\211\207\351\201\256\346\214\241\346\225\231\347\250\213.tid" "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u25YpXDahFTNZHtXmDr8mgA_\345\233\276\347\211\207\351\201\256\346\214\241\346\225\231\347\250\213.tid" new file mode 100644 index 0000000..f9f01de --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u25YpXDahFTNZHtXmDr8mgA_\345\233\276\347\211\207\351\201\256\346\214\241\346\225\231\347\250\213.tid" @@ -0,0 +1,10 @@ +caption: {{||Excerpt}} +created: 20230914071008466 +creator: 马不前 +modified: 20230914071008466 +modifier: 马不前 +tags: [[SuperMemo 渐进学习大型指北/uTze2rfseqhSYlP4262t734/第 4 章 奇淫巧技]] +title: SuperMemo 渐进学习大型指北/u25YpXDahFTNZHtXmDr8mgA/图片遮挡教程 +twpub: $:/plugins/twpub/d4b243fc96e59e9c +twpub-after: $:/plugins/twpub/d4b243fc96e59e9c/text/000003841 +twpub-before: $:/plugins/twpub/d4b243fc96e59e9c/text/000002544 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u2eMnLJRx3dqnfAyWnlAcM6_\347\237\245\350\257\206\346\240\221\350\275\254\346\200\235\347\273\264\345\257\274\345\233\276.tid" 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$:/plugins/twpub/d4b243fc96e59e9c/text/000003050 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u5GMzH7c7BG8aObKzJeeOVG_\346\246\202\345\277\265\347\273\204\346\234\200\344\275\263\345\256\236\350\267\265.tid" "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u5GMzH7c7BG8aObKzJeeOVG_\346\246\202\345\277\265\347\273\204\346\234\200\344\275\263\345\256\236\350\267\265.tid" new file mode 100644 index 0000000..64135d7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u5GMzH7c7BG8aObKzJeeOVG_\346\246\202\345\277\265\347\273\204\346\234\200\344\275\263\345\256\236\350\267\265.tid" @@ -0,0 +1,10 @@ +caption: {{||Excerpt}} +created: 20230914071008457 +creator: 马不前 +modified: 20230914071008457 +modifier: 马不前 +tags: [[SuperMemo 渐进学习大型指北/uhY6bBaXQXDeNuX9B4iSbHB/第 3 章 更进一步]] +title: SuperMemo 渐进学习大型指北/u5GMzH7c7BG8aObKzJeeOVG/概念组最佳实践 +twpub: $:/plugins/twpub/d4b243fc96e59e9c +twpub-after: $:/plugins/twpub/d4b243fc96e59e9c/text/000003050 +twpub-before: $:/plugins/twpub/d4b243fc96e59e9c/text/000001265 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u7xC5og8GfLHwsvQV7NRMgE_SuperMemo \346\257\224\344\274\240\347\273\237\347\254\224\350\256\260\345\274\272\345\234\250\345\223\252.tid" "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_u7xC5og8GfLHwsvQV7NRMgE_SuperMemo \346\257\224\344\274\240\347\273\237\347\254\224\350\256\260\345\274\272\345\234\250\345\223\252.tid" new file mode 100644 index 0000000..e086ad7 --- /dev/null +++ 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at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uKpFJMf2KwfXC28z9v3bsHA_\345\257\274\345\205\245\346\235\220\346\226\231.tid" "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uKpFJMf2KwfXC28z9v3bsHA_\345\257\274\345\205\245\346\235\220\346\226\231.tid" new file mode 100644 index 0000000..37462c7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uKpFJMf2KwfXC28z9v3bsHA_\345\257\274\345\205\245\346\235\220\346\226\231.tid" @@ -0,0 +1,10 @@ +caption: {{||Excerpt}} +created: 20230914071008504 +creator: 马不前 +modified: 20230914071008504 +modifier: 马不前 +tags: [[SuperMemo 渐进学习大型指北/uphyKmleBtVUsfsp73GR4B2/第 2 章 入门渐进学习]] +title: SuperMemo 渐进学习大型指北/uKpFJMf2KwfXC28z9v3bsHA/导入材料 +twpub: $:/plugins/twpub/d4b243fc96e59e9c +twpub-after: $:/plugins/twpub/d4b243fc96e59e9c/text/000001971 +twpub-before: $:/plugins/twpub/d4b243fc96e59e9c/text/000000924 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uMXOYAyQQjNmr4gUhqoudBH_\347\254\254 1 \347\253\240 \344\270\272\344\273\200\344\271\210\346\270\220\350\277\233\345\255\246\344\271\240.tid" "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uMXOYAyQQjNmr4gUhqoudBH_\347\254\254 1 \347\253\240 \344\270\272\344\273\200\344\271\210\346\270\220\350\277\233\345\255\246\344\271\240.tid" new file mode 100644 index 0000000..439f349 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo 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\ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uaE8PUIWH7AKVlJGB5fLvq7_\346\213\245\346\212\261\344\274\230\345\205\210\347\272\247.tid" "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uaE8PUIWH7AKVlJGB5fLvq7_\346\213\245\346\212\261\344\274\230\345\205\210\347\272\247.tid" new file mode 100644 index 0000000..43fdd89 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/SuperMemo \346\270\220\350\277\233\345\255\246\344\271\240\345\244\247\345\236\213\346\214\207\345\214\227_uaE8PUIWH7AKVlJGB5fLvq7_\346\213\245\346\212\261\344\274\230\345\205\210\347\272\247.tid" @@ -0,0 +1,10 @@ +caption: {{||Excerpt}} +created: 20230914071008472 +creator: 马不前 +modified: 20230914071008472 +modifier: 马不前 +tags: [[SuperMemo 渐进学习大型指北/uhY6bBaXQXDeNuX9B4iSbHB/第 3 章 更进一步]] +title: 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"b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_LICENSE.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/LICENSE", + "text": "# Attribution-NonCommercial 4.0 International\r\n\r\n> *Creative Commons Corporation (“Creative Commons”) is not a law firm and does not provide legal services or legal advice. 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Notwithstanding, Creative Commons may elect to apply one of its public licenses to material it publishes and in those instances will be considered the “Licensor.” Except for the limited purpose of indicating that material is shared under a Creative Commons public license or as otherwise permitted by the Creative Commons policies published at [creativecommons.org/policies](http://creativecommons.org/policies), Creative Commons does not authorize the use of the trademark “Creative Commons” or any other trademark or logo of Creative Commons without its prior written consent including, without limitation, in connection with any unauthorized modifications to any of its public licenses or any other arrangements, understandings, or agreements concerning use of licensed material. For the avoidance of doubt, this paragraph does not form part of the public licenses.\r\n>\r\n> Creative Commons may be contacted at creativecommons.org\r\n", + "type": "text/markdown", + "caption": " Attribution-NonCommercial 4.0 International\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "LICENSE" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_README.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_README.json" new file mode 100644 index 0000000..3e6cff5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_README.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/README", + "text": "# Thoughts 汉化作品系列简介\r\n\r\n- Wozniak\r\n - FAQ：回答读者问题\r\n - Glossary：专有名词解释\r\n - Help：SuperMemo 使用帮助\r\n - Myth：粉碎谣言\r\n - Prose：长篇大论\r\n - Problem of School：锐评学校教育\r\n - Science of Sleep：睡眠科学\r\n - Other：未分类\r\n - Reference：参考资料\r\n\r\n- Refold\r\n - 语言学习导航\r\n\r\n- Gray\r\n - 家庭教育与学校教育\r\n\r\n- Andy\r\n - Outline：笔记主题大纲\r\n - Handle：概念抓手（黑话）\r\n - Prose：长文，部分为 Patreon 付费内容\r\n - Note： 常青笔记\r\n - Chunk 组块\r\n - Cognitive scaffold 认知脚手架\r\n - Enabling environment 赋能环境\r\n - Enacted experience 情景体验\r\n - Evergreen note 常青笔记\r\n - Inbox 收件箱（这个话题）\r\n - Knowledge work 知识工作\r\n - Software 软件介绍\r\n - Mnemonic medium 助记媒介\r\n - Spaced repetition 间隔重复\r\n - Tools for thought 思想工具\r\n\r\n- Rice\r\n - SRS 在数学中的应用\r\n - 教育相关话题\r\n\r\n- Krashen\r\n - 二语习得理论\r\n", + "type": "text/markdown", + "caption": " Thoughts 汉化作品系列简介\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "README" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Beware of the Standards, Not Just the Tests.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Beware of the Standards, Not Just the Tests.json" new file mode 100644 index 0000000..702e920 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Beware of the Standards, Not Just the Tests.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/alfie/Beware of the Standards, Not Just the Tests", + "text": "# 标准化考试的「标准」同样值得警惕\r\n\r\n原文：[Beware of the Standards, Not Just the Tests (**) - Alfie Kohn](https://www.alfiekohn.org/article/beware-standards-just-tests/)\r\n\r\nAlfie Kohn 著\r\n\r\n2001 年 9 月 26 日\r\n\r\n不少知名教育家终于开始对标准化考试表示疑虑——特别是那些以选择题为主的常模参照（norm-referenced）考试；特别是那些高风险的考试（读作利诱和威胁）；特别是有联邦政令要求，所有州必须对所有 3-8 年级学生每年开展的测试。尽管越来越多意见领袖意识到，对测试过分狂热着实危害不浅，很少人会对标准化运动表示反对。\r\n\r\n学习优先联盟（Learning First Alliance）是一些前沿教育团体的联盟，他们不久之前对考试表达了担忧，但他们是看到民众对考试反对愈演愈烈，进而担心州级的教育标准会被废除，才发表了这一观点。教育周刊（Education Week）的 2001 版年度报告《质量是关键》同样表示担忧，称考试「盖过了标准」，而「没有充分反映」教育标准。有很多重要会议取名为「教育标准：从理论到实践」，和「标准能在教室活下来吗」（没有会议会叫「教室能在标准下活下去吗」或者「教育标准：从屈服到反抗」）。\r\n\r\n关于教育标准，有一系列书籍打破了成见，包括 Susan Ohanian 所著的《一刀切不完》（One size fits few）和 Deborah Meier 的《标准能拯救公共教育吗？》。Nel Noddings, Elliots Eisner, James Beane 等一系列知名教育学者，在 Phi Delta Kappan 期刊上，默默表示了警告。除此之外，教育领域似乎达成共识，认为批判考试是允许的，而批判标准则不然。的确，人们会告诫考试反对者，不要混淆考试和标准，好像这两者毫无关联一样。我的观点是，考试和标准有千丝万缕的联系——理论上，考试是标准的履行机制。不仅如此，标准跟考试一样问题重重。\r\n\r\n当然，我们应该澄清什么标准是有问题的。教育标准有一个广为接受的区别，与我们讨论相关，那就是结果和内容的区别。结果标准制定了学生表现应该有多好。这种标准在最通用的意义上（我们支持高标准）无可厚非，但也派不上多少用场。具体执行后，结果标准就变成了标准考试的分数线，这就很危险了。很大程度上，结果标准是[混淆了难与好](https://www.alfiekohn.org/confusing-harder-better/)，我在之前的文章已经讨论过，在此不赘述了。\r\n\r\n相比之下，内容标准是指定老师应该教授 **什么** 内容。与其宣称所有标准都十恶不赦，或者认同所有标准，我认为，我们应该根据以下四个方向，来评判特定的标准或框架：\r\n\r\n **1. 有多具体？** 政策制定者会有很多理由去设定详细的必修课程。他们可能打心底不信任教育者：不少人试图编写不依赖老师水平的培养方案，他们前赴后继，然而收效甚微，而目前的标准化运动只是这个执念的最新体现。此外，他们也可能单纯认为，标准越具体就是越好。实际上，虽然顾客跟服务员详细解释应该怎么做汉堡是有道理的，但宣布所有学生将要学习三角形的周长（以及其他非常具体的话题）并不是最好的，不如提供泛用的指导，帮助学生习得数学家的思考方式。\r\n\r\n后者那种标准，如果有实际指导支持，能够帮助学生审慎推理，清晰表达，并乐在其中。然而如果给老师列出长长的必教事实技能清单，则会起到反作用。因此，约翰逊总统任期内的美国教育专员 Harold Howe II，在有人询问国家教育标准时（以及是否应该采取这种标准），将其一生的智慧总结成五个字：「越模糊越好」。\r\n\r\n他的这种审慎也应该应用在州级标准上。一方面，思考是繁乱的过程，而深度思考则更加繁乱。另一方面，标准文书则是秩序的代名词。记住这种差别后，你就不会惊讶于真实教室里的这些文书会造成多大伤害了。\r\n\r\n有大量研究表明，学生积极计划自己的学习过程，是非常重要的，比如学生提出问题，设立项目等等。但随着教育标准越全面越详细，越来越多的学生（甚至老师）无法主导学习过程，被排除在外，而教学也愈发沦为匆匆讲完大量材料的填鸭。所以，达到这些标准之后，教学反而变蠢了。Howard Gardner 睿智地察觉到，「理解最大的敌人是『教学进度』」。\r\n\r\n有人坚持认为，这些事实和技能的清单，并没有规定教师应该 **如何** 教授学生；标准应该没有预设教学方法。但这种看法就是胡说八道。如果教学的目标是覆盖材料（而不是 **揭盖** 新想法），那么应采用的教学方法也就不言自明了。一些课程框架将教育看作事实的堆砌，由此一些教学技术也就会备受偏好，比如重复的灌输和练习。当然，这种教学方式的背后也有让学生备考的动机，但遵从特定标准的动机同样不可小觑。\r\n\r\n有些人真诚相信，若要教得好，就应该遵守什么人制定的 **某个** 年级学生必知必会的知识清单，把这些知识教完。但问题不仅在于我和你怎么看这套模式；问题在于这套模式为何能几近垄断美国公立学校的教学。实际上，某一颇带商榷的特定教育哲学，被州级标准推崇，并成为州政府的法律。\r\n\r\n **2. 有多能被量化？** 目前对问责的狂热，非常强调过于具体且非常容易量化的命令。不仅是考试被捆绑到标准上了；这些标准是根据他们的可测试性选出来的。「具体、可衡量的标准」这种短语不仅执迷于卓越，而且执迷于行为主义。说这种话最多的是公司职员和政治家，而不是前沿教育理论领袖，或者认知科学家，从中便可见一二。\r\n\r\n我们在讨论这样一种观点，即学习或生活的方方面面，只要不能化作一个数字，其价值就是存疑的。相比之下，能以数字呈现的内容就是科学的，令人安心的；如果数字越来越大，那么我们肯定有所进步。内在动机和智力探索等概念，对于一些人来说难以捉摸，而成绩跟销售业绩与选票一样，能够被计算并制成图表，用来定义成功与失败。\r\n\r\n可惜的是，有意义的学习并不沿着单一维度开展，我们也无法精确判断进步。莱斯大学的 Linda McNeil 观察到：「可衡量的结果可能是学习最不紧要的成果。」（这句话应该用 36 号 Helvetica 体打印出来，裱框后钉在这个国家每个学校管理员办公室的墙上）。将学校中的动态描述为某个指标在增长或下降的做法，不仅过度简化，更无法准确描述事情全貌；这种做法是破坏性的，因为它会破坏学校中的动态，使其越来越糟。\r\n\r\n考虑 Sandra Stotsky 是马萨诸塞州的教育副专员，她曾评论道：「 **探索** 这个词不能放进标准里，因为探索无法被评估」。这个判断当然是错的，因为衡量学生探索质量的办法有很多——除非「评估」这一词被等同于标准化测试了。但让我们暂且假设 Stotsky 女士是对的。假如我们必须作出抉择，是看重课堂中的探索，还是看着衡量和指标呢？大部分深思熟虑的教育家会毫无疑虑地选择前者。显然，衡量文章中分号用了多少次，比衡量学生在论文中探索想法有多深入，是更简单的。因此，侧重于选择可以量化的标准，会让教学变得更平庸。\r\n\r\n **3. 有多整齐划一？** 「标准化这个词」听得太多后，我们对第一个词似乎产生了免疫。我们多大程度上相让学生接受标准化教育？在去年秋天的一个国家级会议上，一个顾问满意地宣称，多亏了基于标准的改革，「根据我的经历，这是历史上首次，同一年级的人，在同一学科上，或者在高中教课的老师，感觉到有责任对齐同一目标。」她甚至都觉得没有必要为这一目标辩解，可见现在对一刀切的教育有多接受了。\r\n\r\n问题又一次不仅在考试出题上，而且在标准的一致性上。想要保证低收入社区的学生不接受二流教育，这是个值得赞扬的动机。想要保证一个州的学生接受 **相同** 的教育，把他们当作互相等同的知识接收者，这就是两码事了。更有问题的做法是分年级的标准。这里，标准制定者不仅认为：「我们希望学生八年级的时候能掌握这些东西。」，而在认为：「我们希望他们在五年级把这个列表上所有东西都学了，在六年级把那个列表上所有东西都学了」，诸如此类。死板地控制教学时机和内容，迫使所有学生以相同节奏学习知识，不仅对学习有负面影响，最终便会导向无谓的失败。\r\n\r\n **4. 指南还是命令？** 有些标准以指南的形式给出（「看看这样对教学的思考方式能否让你更好教学」），有些标准则以命令的形式给出（「不教这个的话等着瞧」）。几乎所有州都走了后面一条路。他们想要的不仅是控制老师，而且要剥夺校区制定自己课程计划的悠久权利。在美国教育历史上，没有什么学校改革，比现在这套以标准为名开展的运动，更加不民主了。\r\n\r\n高风险考试是霸凌的完美体现，这种考试使用粗暴的奖惩手段让人们提升分数。一所教室墙上张贴的讽刺标语反映了其中的逻辑：「打到士气旺」。但如果将标准作为要求执行，标准本身也反映了政策制定者所要施加 **于** 教育者和学生的，而非 **与** 他们共同合作的。我在此提名一个广泛使用而令人毛骨悚然的奥威尔式用语：「对齐」——我们怎么让老师将他们的教学与州际标准「对齐」？相当多的人，包括一些对高风险考试的批判者，很随意地接受了这种说法，尽管这种说法诉诸于赤裸的权利。「对齐」不在于提升；它在于服从。\r\n\r\n作为命令的标准同样反映一种对教育者的羞辱性看法—— **需要** 有权威人士告诉他们教书需要教什么（以及怎么教），否则他们就不懂怎么教。尽管的确有很多老师需要帮助，但没人不会抵制州政府去微操他们的课堂教学。有些人会尽其所能去忽视标准，而有人会愤懑地服从。无论如何，控制之下标准的实现是很糟糕的（说起来这也不是件坏事）。其他人，包括我们一些最优秀的教育者，则皱鼻蹙眉，拂袖而去，找个其他的出路去。\r\n\r\n基于这四个标准，学科小组（比如数学和英语教师理事会）推广的标准，比州政府颁布的标准，效果要好得多。这当然不意味我们对前者标准的反对都失效了，也不意味着所有州际标准都很差，比如将明尼苏达州的学习档案，和弗吉尼亚州的学习标准比较一下，就可以知道了。（附加：两年后，我作为例子选择这两个州就非常讽刺了，因为新选上的明尼苏达共和党州长任命了新的教育专员，一位基督教保守派，之前就职于……弗吉尼亚州。）\r\n\r\n然而，有一股巨大的压力，正催促人们实行这种我认为最糟糕的标准。Chester E. Fnn 和他的同事想让州政府明确「孩子在英语课上应该读那些书，在历史课上应该学什么人物，什么事件，诸如此类」。任何其他的标准都只是「假把式」。支持标准的群体，比如 Achieve 公司（一群公司人员和政治家），会给那些标准不够具体、可量化、统一、或者不必修的州政府打低分。\r\n\r\n国家来复枪协会可以出具报告，给那些不够支持拥枪的立法者打低分，而这种报告和那些评价的差别在于，所有人知道这些分数反映的观点是某个实体的，而且是有争议的。相比之下，有人给州政府打低分，认为他们给本地学校董事会太多自治权，或者他们的标准不够符合行为主义学家的标准，他们却要求我们将这种分数认同为客观评估。（可以认为那些年度评估拿到 A 的州政府都应该打 F，或者反过来——或者州政府应该让这种小组给他们评估这些标准和测试策略，然后完全按小组推荐的反过来做）\r\n\r\n重要脚注：有些人使用与州级标准不相关的现成考试——比如在加利福尼亚州开展这种考试。从心理测量学的角度来说，这种做法没有道理。而从教学角度来说，比起不符合标准的测试， **符合** 标准的测试恰恰是更糟的。不符合标准的考试很蠢，因为它很不高效，而符合标准的考试是危险的，而这正是因为它是高效的……高效地履行一个可疑的目标。不仅政治家，而且有些测量学专家会忘记，做好一件事不等于做一件有价值的事。如果标准和考试高度契合，创建了一种自上而下，整齐划一，密不透风，「『事实』堆砌」式的学校教育——那么这时候我们就真遇到问题了。\r\n\r\n这些测试无疑是最为严峻而又直接的对优质教学的威胁，因此让教育者和学生摆脱这一枷锁，应当成为我们最为优先的任务。但我们不应该将我们的批判局限于考试，毕竟考试背后还耸立着一种更广泛、更错误的教学和学校改革方针。\r\n\r\n有些人不同意我的观点，或者比我更喜欢这些标准，我并不烦恼。实际上我很欢迎这些挑战。但是我很烦恼的是这样的讨论太少了，提问题的人很稀有，而很多人根本不质疑按标准教学，就开始讨论怎么按标准教学了。", + "type": "text/markdown", + "caption": " 标准化考试的「标准」同样值得警惕\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Beware of the Standards, Not Just the Tests" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Five Reasons to Stop Saying _Good Job!_.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Five Reasons to Stop Saying _Good Job!_.md" new file mode 100644 index 0000000..121d4da --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Five Reasons to Stop Saying _Good Job!_.md" @@ -0,0 +1,75 @@ +停止说「干得好！」的五个理由 + +原文：[Five Reasons to Stop Saying "Good Job!" (**) - Alfie Kohn](http://www.alfiekohn.org/article/five-reasons-stop-saying-good-job/) + +作者：Alfie Kohn + +*注：这篇文章的删节版发表在2000年5月的*《父母》*杂志上，标题为「沉迷于赞美」。想要更详细地了解这里讨论的问题，以及相关研究的完整引用列表，请参阅*[奖励的惩罚](https://www.alfiekohn.org/punished-rewards/) *和*[无条件的养育](https://www.alfiekohn.org/unconditional-parenting/)。 + +要以西班牙语阅读这篇文章，请单击[这里](https://www.alfiekohn.org/parenting/muybien.htm). + +在操场闲逛，参观学校，或者在孩子的生日聚会上，有一句话你肯定会反复听到：「干得好！」即使是很小的婴儿也会因为拍手而受到表扬(「拍得好！」)。我们中的许多人会脱口而出对孩子的这些评价，以至于几乎变成了一种口头禅。 + +许多书籍和文章建议我们不要依赖惩罚，从打屁股到强制隔离（「暂停」）。有时甚至会有人要求我们重新思考用贴纸或食物贿赂孩子的做法。但你要想找到一个令人沮丧的词来委婉地称之为“正强化”，就得非常努力了。 + +为了避免误解，这里的重点不是质疑支持和鼓励孩子的重要性以及爱他们、拥抱他们、帮助他们自我感觉良好的必要性。然而，表扬则完全是另一回事。下面是原因。 + + **1. 操纵孩子。** 假设你通过口头奖励来强化两岁孩子吃东西不会洒出来的行为，或者强化五岁孩子清理她的艺术用品的行为。谁从中受益？有没有可能告诉孩子他们做得很好，与其说是为了他们的情感需求，不如说是为了我们的方便？ + +北爱荷华大学教育学教授 Rheta DeVries 将这称为「糖衣控制」。就像有形的奖励——或者，就此而言，惩罚——这是一种对孩子做某事的方式，让他们服从我们的愿望。这样做可能在产生这种结果方面是有效的（至少在一段时间内），但这样做与和孩子一起工作是非常不同的——例如，通过让孩子参与讨论如何使教室（或家庭）顺利运转，或者其他人如何受到我们所做的或未做的事情的影响。后一种方法不仅更有礼貌，而且更有可能帮助孩子成为有思想的人。 + +表扬能在短期内起作用的原因是小孩子渴望得到我们的认可。但我们有责任不利用这种依赖来为了自己的方便。一句「干得好！」会让我们的生活更轻松，这就是利用孩子依赖性的一个例子。孩子们也可能会觉得自己被操纵了，即使他们不能很好地解释原因。 + + **2. 创造“表扬上瘾者”。** 当然，并不是每次表扬都是为了控制孩子的行为。有时候我们表扬孩子只是因为我们真的为他们所做的感到高兴。然而，即便如此，这样做也值得更仔细地研究。表扬可能会增加孩子对我们的依赖，而不是增强孩子的自尊。我们越是说：「我喜欢你做XX的方式」或「XX做得好」，孩子们就越依赖于*我们的*评价，*我们的*决定，而不是学会形成自己的判断。这会让他们这样衡量自己的价值：看什么能让*我们*微笑并给予更多的认可。 + +佛罗里达大学的研究员 Mary Budd Rowe 发现，受到老师大力表扬的学生在回答问题时会更犹豫，更倾向于用疑问的语气回答问题（「嗯，七个？」）。一旦成年人不同意他们的观点，他们往往就会放弃自己提出的想法。他们不太可能坚持完成困难的任务，也不太可能与其他学生分享自己的想法。 + +简而言之，「干得好！」这句话并不能让孩子安心；最终，这会让他们有更少的安全感。这甚至可能造成一个恶性循环，我们表扬得越多，孩子似乎就越需要表扬，所以我们就表扬得更多。可悲的是，其中一些孩子长大成人后，仍然需要别人拍拍他们的头，告诉他们所做的是否正确。这当然不是我们希望我们的孩子成为的人。 + + **3. 偷走孩子的快乐。** 除了依赖的问题，孩子应该为自己的成就感到高兴，为自己学会了怎么做而感到自豪。她也有权决定什么时候有这种感觉。不过，每次我们说「干得好！」时，我们是在告诉孩子该如何感受。 + +可以肯定的是，有时候我们的评估是合适的，我们的指导是必要的——尤其是对蹒跚学步的孩子和学龄前儿童。但是，持续不断的价值判断对孩子的发展既没有必要，也没有用。不幸的是，我们可能没有意识到「干得好！」和「干得不好！」一样是一种评价。积极的判断最显著的特征不在于它是积极的，而在于它是一种判断。人们，包括孩子，都不喜欢被评判。 + +我珍惜我女儿第一次做一件事或者比以前做得更好的时候。但我试着不去下意识地说：「干得好！」因为我不想夺走她的快乐。我想要她和我分享她的快乐，而不是我来决定她是否要快乐。我要她惊呼：「我做到了！」（她经常这样），而不是不确定地问我：「我做得好吗？」 + + **4. 失去兴趣。** 只要我们继续观看和表扬孩子画画，表扬孩子「画得好！」可能会让孩子一直画下去。但是，国家早期儿童教育权威之一 Lilian Katz 警告说：「一旦注意力被转移，许多孩子就不会再碰这些活动了。」事实上，一项令人印象深刻的科学研究表明，我们对人们做某事给予的奖励越多，他们就越容易对这件他们为获得奖励而必须做的事情失去兴趣。现在的重点不是画画，不是阅读，不是思考，不是创造——重点是得到好东西，无论是冰淇淋，贴纸，还是一句「干得好！」 + +多伦多大学的 Joan Grusec 进行了一项研究，这项研究的结论令人不安：那些经常因表现慷慨而受到表扬的孩子，在日常生活中往往比其他孩子稍微*少*一些慷慨。每次他们听到「分享得好！」或「我为你的帮助感到骄傲！」，他们对分享或帮助变得不那么感兴趣了。这些行为本身不再被视为有价值的东西，而是再次得到成年人的那种反应而必须做的事情。慷慨成了达到目的的手段。 + +表扬能激励孩子吗？当然能。表扬会激励孩子去得到表扬。唉，这往往是以牺牲他们对自己所做事情的承诺为代价的，而这正是他们获得表扬的原因。 + + ** 5. 减少成就** 。如果一句「干得好！」会破坏孩子的独立性、快乐感和兴趣还不够糟糕的话，这样做还会影响孩子实际工作的表现。研究人员发现，在一项创造性任务中表现出色而受到表扬的孩子往往在下一项任务中表现不佳——而且他们的表现不如一开始没有受到表扬的孩子。 + +为什么会这样呢？原因一：表扬给「继续做好工作」带来了压力，进而阻碍了把工作做好。原因二：他们对自己所做事情的*兴趣*可能已经下降。原因三：一旦他们开始考虑如何保持这些积极评论，他们就不太可能冒险——而冒险是创造力的先决条件。 + +更一般地说，「干得好！」是一种心理学方法的遗留物，这种方法将人类生活简化为可以观察和测量的行为。不幸的是，这忽略了隐藏在行为背后的思想、情绪和价值观。例如，一个孩子和朋友分享零食可能是为了获得表扬，也可能是为了确保另一个孩子有足够的食物。而对分享的表扬忽视了这些不同的动机。更糟糕的是，表扬实际上助长了不好的动机，使孩子未来更有可能为了寻求表扬而做事。 + +--- + +一旦你开始看到表扬是什么——以及它的作用——这些来自成年人的持续的小小的评价开始产生与指甲在黑板上被拖拽相同的效果。你开始支持一个孩子，转身对他们的老师和家长说（用同样甜言蜜语的语气）：「表扬得好！」，来让他们尝到甜头。 + +不过，这并不是一个容易改掉的习惯。停止表扬可能看起来很奇怪，至少一开始是这样，这会让你觉得你自己冷漠或没有做应该做得事情。但事情很快就清楚了，这表明*我们表扬更多是因为我们需要说出来，而不是因为孩子需要听到*。如果这是真的，我们就该反思一下我们在做什么了。 + +孩子们真正需要的是无条件的支持和无条件的爱。这不仅与表扬不同，而且和表扬*正好相反*。「干得好！」是有条件的。这意味着我们给予关注、承认和认可，因为我们跳过了障碍，做了让我们高兴的事情。 + +你会注意到，这一点与一些人提出的批评非常不同，这些批评说我们给孩子太多的认可或者太轻易给孩子认可。他们建议我们在表扬方面更严格，并要求孩子「自己去挣」。但真正的问题并不是现在的孩子们期望他们所做的一切都能得到表扬。而是*我们*倾向于走捷径，用奖励来操纵孩子，而不是解释和帮助他们发展所需的技能和良好的价值观。 + +那么另一种选择是什么？这要视情况而定，但无论我们决定说什么，都必须基于对孩子真正的爱，而不是对他们所做事情的爱。当有了无条件的支持时，「干得好！」没有必要；当没有无条件的支持时，「干得好！」没用。 + +如果我们把表扬积极的行为作为一种阻止不良行为的方式，这不太可能长期有效。即使它起作用了，我们也不能说孩子现在「表现良好」；更准确地说是表扬使他表现良好。另一种选择是和孩子一起努力，找出他那样做的原因。我们可能不得不重新考虑我们自己的要求，而不是仅仅寻找一种方法让孩子们服从。（不要通过说「干得好！」让一个四岁的孩子在漫长的班级会议或家庭晚餐期间安静地坐着，也许我们应该问问，期望孩子这样做是否合理。） + +我们还需要让孩子参与决策的过程。如果孩子正在做的一些事情打扰到了别人，就和她坐在一起问她：「你认为我们能做些什么来解决这个问题？」，这可能比贿赂或威胁更有效。这样做还可以帮助孩子学习如何解决问题，并让她明白她的想法和感受是重要的。当然，这个过程需要时间、才能、关怀和勇气。当孩子以我们认为合适的方式做事时，说一句「干得好！」，这些都不会发生，这有助于解释为什么「表扬」策略比「合作」策略更受欢迎。 + +当孩子们做了一些令人印象深刻的事情时，我们能说什么呢？考虑三种可能的回应： + + ***什么也别说。** 有些人坚持认为好的行为必须被「强化」，因为他们无意识地认为这是一个偶然。如果孩子从根本上说是邪恶的，那么就必须给他们一个人为的理由让他们变得友好（也就是说，获得口头奖励）。但如果这种说法是没有根据的——很多研究都表明确实如此——那么表扬可能就没有必要了。 + + ***把你看到的说出来。** 一个简单的，没有评价的语句（「你自己穿的鞋」或者只是「你做到了」）告诉孩子你注意到了。这也让她为自己所做的事情感到自豪。在其他情况下，更详细的描述可能更有意义。如果你的孩子画了一幅画，你可能会提供反馈——而不是评判——关于你所看到的：「这座山很大！」「天哪，你今天用了好多紫色啊！」 + +如果孩子做了一些关心别人或慷慨的事情，你可以轻轻地让他注意到他的行为*对别人*的影响：「看 Abigail 的脸！你给了她一些零食，她现在似乎很高兴。」这与表扬完全不同，这里的重点是*你*对她分享的感受。 + + *** 少说，多问。** 问题比描述更好。与其告诉他你对这幅画的某个地方印象深刻，不如问他他最喜欢这幅画的哪个地方。问「这幅画最难画的部分是什么？」或者「你怎么画出大小合适的脚？」很可能会激发他对绘画的兴趣。说「干得好！」，正如我们所看到的，可能会产生相反的效果。 + +这并不意味着所有的赞扬，所有的感谢，所有高兴的表达都是有害的。我们需要考虑我们说话的*动机*（真诚地表达热情比想要操纵孩子未来的行为要好）以及这样做的实际效果。我们的反应帮助了孩子感受到对自己生活的掌控感，还是让他们不断向我们寻求认可？我们的反应是在帮助她对自己正在做的事情变得更加兴奋，还是把这件事变成只是为了得到表扬而去做的事情？ + +这不是背诵新剧本的问题，而是牢记我们对孩子的长期目标，并注意我们所说的话的影响。坏消息是：正强化的使用并不是那么积极。好消息是：你不必为了鼓励而去评价。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Five Reasons to Stop Saying _Good Job!_.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Five Reasons to Stop Saying _Good Job!_.md.meta" new file mode 100644 index 0000000..6da2738 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Five Reasons to Stop Saying _Good Job!_.md.meta" @@ -0,0 +1,7 @@ +caption: Five Reasons to Stop Saying _Good Job!_ +created: 20230926010148000 +modified: 20230930151854548 +modifier: 马不前 +obvault: thoughts-memo-translation-main +title: λ:/thoughts-memo-translation-main/alfie/Five Reasons to Stop Saying _Good Job!_ +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Rethinking Homework.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Rethinking Homework.json" new file mode 100644 index 0000000..d975ef2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Rethinking Homework.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/alfie/Rethinking Homework", + "text": "# 反思家庭作业\r\n\r\n原文：[Rethinking Homework - Alfie Kohn](https://www.alfiekohn.org/article/rethinking-homework/)\r\n\r\n作者：Alfie Kohn\r\n\r\n*[如需更详细地了解此处讨论的问题--包括相关研究的全面引文清单和对成功变革努力的讨论--请参阅[作业神话](https://www.alfiekohn.org/homework-myth/)]*。\r\n\r\n学生在学校度过了一整天，但回到家后还要做家庭作业。静下心来想一想，这很奇怪。但更奇怪的是，很少有人静下心来思考为什么。\r\n\r\n从另外三件事来看，它变得更奇怪了：\r\n\r\n **1. 家庭作业的负面影响众所周知。** 这其中包括学生产生的沮丧和疲惫、没有时间参加其他活动，以及可能丧失学习兴趣。许多家长会感叹家庭作业影响了他们与孩子的关系；他们也可能不喜欢扮演执行者的角色，担心自己会因为对家庭作业参与不够或参与过多而受到批评。\r\n\r\n **2. 作业的积极作用大多是虚幻的。** 为了准备一本关于这个主题的[书](https://www.alfiekohn.org/homework-myth/)，我花了很多时间进行研究筛选。研究结果令人震惊。首先，完全没有证据表明在小学或初中布置家庭作业对学业有任何益处。事实上，对于低年级学生来说，是否布置家庭作业（或布置多少家庭作业）与学习成绩之间甚至没有任何*相关性* 。在[高中](https://www.alfiekohn.org/blogs/homework-unnecessary-evil-surprising-findings-new-research/)阶段，相关性很弱，而且在采用更复杂的统计方法后，相关性往往会消失。同时，也没有任何研究证实家庭作业能培养孩子的性格或教给孩子良好的学习习惯。\r\n\r\n **3. 尽管作业毫无价值，但学生的作业还是越来越多** 在过去的 25 年中，负担最重的是最年幼的儿童。对他们来说，证明作业积极影响的证据非常有限，甚至可以说根本不存在。\r\n\r\n并不是说大多数教师时不时地决定某堂课应该在课后继续进行，因为这样做很可能会带来有意义的结果，所以有必要占用家庭时间。 大多数学校的家庭作业并不局限于那些看似适当和重要的场合。相反，出发点似乎是： \"我们已经提前决定，孩子们每天晚上（或每周几次）都要做*某件事* 。然后，我们再想办法让他们做什么\"。\r\n\r\n我从全国各地无数的人那里听到了关于家庭作业带来的沮丧感。看着孩子们书包里的作业如洪水般汹涌而出，家长们希望能帮助老师们理解作业的弊大于利。而那些长期以来对家庭作业的价值心存疑虑的老师，则被家长施压。因为家长会认为课后作业少意味着老师对学生成绩不够重视。这些家长似乎认为，只要他们的孩子每天晚上有很多事情要做，不管是什么，那就一定是在学习。\r\n\r\n家长*和* 教师需要愿意挑战传统的管理者的支持。他们需要校长质疑那些空洞的口号：家庭作业在学校和家庭之间建立了联系（说的好像没有其它更有建设性的方式来建立这种联系似的！），或者是家庭作业 \"强化 \"了学生在课堂上所学的知识（这个词表示重复死记硬背的行为，而不是理解能力的发展），又或者是家庭作业培养了学生自律的能力和责任感（这种说法完全没有证据）。\r\n\r\n最重要的是，校长需要帮助老师们认识到，在评判有关家庭作业（或其他政策）的决策时，最重要的标准是这些决策对学生对待学习的*态度*可能产生的影响。教育学教授哈维·丹尼尔斯表示：“家庭作业大多数时候只会让孩子们远离学习。” 让我们面对现实吧：大多数孩子都对家庭作业感到厌烦，或者最多把它当作一项必须完成的任务。因此，即使家庭作业确实带来其他好处，也需要权衡这些好处与其对孩子们对学习的热爱可能产生的影响。\r\n\r\n---\r\n\r\n那么，有思想的校长该怎么做呢？\r\n\r\n **1. 自学，并与老师、家长和行政老师分享你所学到的知识。** 请确保您了解研究的*真正*结果——如果减少作业量或者完全作业，学生在学业和生活方面不会受到任何影响。无论做出什么决策，都应该基于事实，而非民间智慧。\r\n\r\n **2. 反思标准的“作业政策”。** 老师被要求每天布置一定数量的家庭作业，或每周都布置作业（例如，每周二、周四布置*x* 分钟的数学作业），这实际上是承认了家庭作业不是某堂课的需要，更不是根据每个学生的具体需求和时间安排来定制作业。这样的政策为了追求可预测性而牺牲了深思熟虑的教学，不仅对学生不利，而且当这些政策由上级强制实施时，也对教师造成了不公平待遇。\r\n\r\n **3. 减少数量——但不要止步于此。** 很多家长对孩子们花在家庭作业上的时间感到不满是可以理解的。至少要确保教师不超过学区的指导方针，并且不要一直低估学生完成作业所需的时间。（正如一位母亲告诉我：“如果规定20分钟内完成作业，但只有最快的学生能够在这个时间内完成，这是不公平的。”）然后，努力减少家庭作业的数量，不论是否符合这些指导方针和期望，让家庭而不是学校决定他们晚上的时间安排。\r\n\r\n然而，数量并不是唯一需要解决的问题。坦率地说，有些作业甚至不值得学生花五分钟来做。太多一年级学生被迫从杂志上剪下以某个字母开头的单词。太多五年级学生不得不在图画纸上给无穷无尽的因数对涂色。太多八年级学生晚上要在枯燥无味、内容繁琐、委员会编写的教科书中一章一章地啃。应该请教师反思，这些家庭作业是否有助于学生深入思考重要的问题。每份作业背后隐藏着什么样的教学理念，什么样的学习理论？ 它似乎假定儿童是意义的创造者——又或是空洞的容器？学习是一个主动还是被动的过程？它是关于与思想搏斗还是盲目遵循指示？\r\n\r\n **4. 改变默认。** 仅仅减少作业数量或提高作业质量是不够的。我们应该改变学校对学生的基本期望，只有在某个特定作业对大多数学生有合理的益处时，才要求他们把学校作业带回家。如果不是这样，他们就可以自由支配课后时间。底线是：除非真正必要，否则不布置作业。当然，这是对当前默认状态的颠覆，默认状态等同于认可为了作业而作业，而不管作业内容如何，这种观点根本站不住脚。\r\n\r\n **5. 听取学生的意见。** 了解学生对家庭作业的看法，并征求他们的建议 - 也许可以通过分发匿名问卷的方式。许多成年人仅仅假设家庭作业有助于促进学习，甚至不去了解学生自己的体验！学生真的人为家庭作业有用吗？有用或没用的理由是什么？某些类型的作业是否比其他类型更好？家庭作业如何影响他们的学习*欲望* ？作业对他们的生活和家庭还有哪些影响？\r\n\r\n **6. 建议老师只布置自己设计的作业。** 在大多数情况下，学生只应该做老师设计的作业，而不是事先制作好的、一成不变的习题或从教科书上复印的普通习题。此外，给整个班级的学生布置相同的作业几乎没有意义，因为大多数学生没有从中获益。做这种作业，对于已经理解概念的学生来说，是在浪费时间，而对于还不理解的学生来说，则会慢慢失去信心。没有一个完美的作业能够激发每个学生的学习兴趣，因为一个标准无法适应所有人。在真正需要布置作业时候，教师应根据学生的不同兴趣和能力布置多种作业。但是，与其给每个人布置相同的作业，不如直接不布置作业。\r\n\r\n **7. 让作业成为学生参与决策的机会。** 评判课堂质量的一个方法是看学生参与[决策](https://www.alfiekohn.org/choices-children/)的程度。最优秀的教师都知道，学生是通过做决策来学会做出正确的决定，而不是仅仅按照指示行事。学生对他们要学什么、在什么情况下学，以及如何（何时）评价他们的学习、教室如何布置、如何解决冲突等等，都应该有发言权。", + "type": "text/markdown", + "caption": " 反思家庭作业\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Rethinking Homework" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Standardized Testing and Its Victims.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Standardized Testing and Its Victims.json" new file mode 100644 index 0000000..b5b4df4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Standardized Testing and Its Victims.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "text": "# 标准化考试及其受害者\n\n原文：[Standardized Testing and Its Victims (**) - Alfie Kohn](https://www.alfiekohn.org/article/standardized-testing-victims/)\n\n作者：Alfie Kohn\n\n标准化考试正在肆意膨胀、变异，几近要吞噬整个学校，就像那些老式恐怖电影中的怪兽一样。（当然，在《深夜秀》里，从来没有人会坚称那些怪兽实际上是在帮助我们，让受害者更加「有责任感」。）但让我们暂时搁置比喻乃至观点，来回顾这个话题下一些不争的事实。\n\n **事实 1** ：我们的孩子接受考试的频率，史无前例，举世无双。虽然先前几代美国学生都要经历考试，但考试从未如此频繁，也从未在学校教育中扮演如此重要的角色。从国际视角来看，当前的情况也实属罕见：很少有国家让高中以下的孩子接受标准化考试，或者对任何年龄的学生使用选择题考试。\n\n **事实 2** ：在比较学校或地区的考试成绩时，绝大多数的分数差异都可以由非教学因素解释。对 1992 年全国教育进展评估的数学成绩的研究发现，四个变量（居家父母人数，父母教育背景，社区类型，贫困率）的组合可以解释足足 89% 的州际分数差异。据我所知，所有对州级考试的类似分析都得出了相似的结果，其数字只有微小差异，因考虑的社会经济学变量而变化。\n\n **事实 3** ：标准参照考试本就不是用来衡量学习或教学质量的。斯坦福、大都会和加利福尼亚成绩测验（SAT，MAT 和 CAT），和爱荷华州基本技能考试以及全面基本技能考试（ITBS 和 CTBS），从设计上只会让大约一半的考生能答对大部分题目。这些考试的主要目标是排名，而不是评估；是区分学生和学校的成绩，而不是衡量他们的水平。\n\n **事实 4** ：标准化考试成绩衡量的是肤浅思考的水平。一项发表于《教育心理学杂志》的研究，将小学生的学习划分为「积极学习」和「肤浅学习」。「积极学习」的小学生，会在阅读时问自己问题，并联系过去学习的知识；而「肤浅学习」的小学生会抄写答案，不断猜测，并跳过困难的部分。结果发现，采取肤浅学习方法的学生，更可能在 CTBS 和 MAT 中取得高分。对于中学生（衡量其 CTBS 成绩）和高中生（衡量另一个 SAT 成绩，大学入学考试）的研究也得出了类似的发现。当然，有很多学生能够深入思考并在考试取得高分——也有很多学生既不深入思考，分数也很低。但作为一种规律，标准化考试结果似乎与肤浅的学习方法有正相关性。\n\n **事实 5** ：几乎所有的专家都反对对 8 或 9 岁以下儿童进行标准化考试。我这里使用「几乎」是不想把话说得太满，但实际上，我还没有找到一位在早期儿童教育领域的知名学者，支持对年幼儿童进行此类考试。\n\n **事实 6** ：几乎所有相关的专家和组织，都谴责根据单一考试结果作出重要决策的做法，比如毕业或升职。国家研究委员会的立场如此，大多数其他专业组织（如美国教育研究协会和美国心理学协会），通常支持考试的美国教师联合会，甚至创制和销售这些考试的公司的立场也都如此。然而，目前超过半数的州正进行着这样的高风险考试，或计划在不久后引入。\n\n **事实 7** ：花在让学生准备标准化考试的时间、精力和金钱，必然是从他处挪用而来的。全国各地的学校正在削减甚至取消艺术课程、年轻学生的课间休息、高中生的选修课、班级会议（以及其他旨在促进社会和道德学习的活动）、时事讨论（因为这些内容不会出现在考试中）、低年级的文学教学（如果考试仅集中在理解技能上），以及整个学科比如科学（如果考试只包含语文和数学）。如果有人怀疑学校牺牲了多少多重要的内容以追逐高分，他近来肯定没走进学校看过。\n\n **事实 8** ： 越来越多的教育者在离开教育行业，因为在「问责」和「高标准严要求」的名义下，学校经受了不少变化。我没有确切的数据，但我有足够的轶事证据支持，将其定为事实——有管理人员、教师和教育者、全国各地的观察者作证，也有几份州际调查支持，这些调查考量了教师对考试的失望程度。师范生开始对成为老师考量再三，这份职业中成绩为先，而他们被迫要让学生拿到高分。同样，正如《纽约时报》在 2000 年 9 月 3 日的头版报道中所述，「越来越多的学校失去了方向。他们的优秀教师在步入老年，而在提升分数的压力以及其他种种需求之下，本已非常困难的教师一职越发难以受人欣赏。」很现任，很多离开教育行业或者认真考虑这点的人，并不是平庸之辈怕被问责。他们其实可以算作非常优秀的教育者，只是在现在的大环境下难以开展高质量教学，并因此而倍感受挫。\n\n---\n\n面对这些难以解释的事实，标准化考试的捍卫者常常如此辩解：即使郊区学校的教育质量的确因为考试而下降了，但市区学校从一开始就非常糟糕。至少在那里，高风险的考试最终使标准提高了。\n\n让我们假设这个论点的出发点是好的，而非是为了其他理由而辩护标准化与考试的决策。此外，我们当即可以认定，多年以来低收入少数族裔学生得到的教育服务非常糟糕。问题在于标准化考试这个解药其实比问题还糟糕——不仅是因为前面提到的八点事实，这些事实对城区学生的考试仍然是适用的。正如明尼苏达州的民主党参议员 Paul Wellstone 在去年春天的一次演讲中所说：「让学生对考试成绩负责，这句口号特别适合写成大字报，政治家还会说他们不会容忍失败，特别有益他们的形象。但这句口号是个空洞的承诺。高风险考试远远称不上改善了教育，反而是公正、准确、质量和平等的重大退步。」原因如下。\n\n- **这些考试可能存在偏见。** 几十年来一直有批评者控诉许多标准化考试并不公平，因为来自优越背景的孩子，更可能具备这些考试所需的知识和技能。这种歧视效应在规范参照考试中尤其明显，因为这种测试需要保证分数有区分度，因此有些试题会涉及在校外习得的知识。正如 W. James Popham 所述，这为家境富裕、受教育程度高的学生提供了巨大的优势。依赖这种有偏见的考试来「缩小贫富差距」，可真是讽刺。\n\n- **谁最能花钱获得更好的考试辅导呢？** 随着风险增加，人们会穷极所能寻找一切帮助，一些从这种急切心情获利的公司也逐渐涌现，他们销售考试辅导材料并提供服务，最近的一些公司更是瞄准了州级考试来设计产品。自然，富裕的家庭、学校和地区能负担这类产品，而且买得起最好的一档，因此，这种考试的不公也愈发凸显。此外，即便更穷的学校凑出钱买了这些材料，他们也无法采购一些他们真正需要的书籍和教育材料了。\n\n- **最贫困的人群接受的教学质量最差。** 相比衡量真正的理解，标准化考试偏向衡量学生突击掌握的事实和技能，包括考试技巧本身。而少数族裔占比更高的学校，喜欢开展更多测试，并在教学中强调考试（已有数据证实），因此这些学校的教学质量也就更差。这些学校使用了一种高风险的策略，让学校更执迷于测试，并因此他们也愈发依赖直接教学和大量模拟测试。「面向技能的教学，大部分少数族裔的孩子都要经历这样的教学，这种教学方式往往让学生统一达到低水平的能力，并扼杀他们的学术潜力。」罗格斯大学的非裔美国教授 Dorothy Strickland 如此说道。\n\n再次强调，无可否认，许多为少数族裔贫困儿童服务的学校从一开始就是二流的。然而，现在，一些在芝加哥、休斯敦、巴尔的摩等地的学校可以说已经变成了三流。受考试压力所迫，这些学校开始系统性采取低水平的刷题练习式教学，为此学区往往会购买一揽子课程。因此，当有人强调要对少数族裔儿童有「更高的期待」时，我们可能会回答，「对做什么有更高的期待？在糟糕的考试中正确完成更多题目，还是设立吸引人的项目来促进思考深度？」对于「更严格的标准」「问责」和类似口号推动的运动，只要依赖标准化考试作为成就的主要衡量，那么这些口号在意义上就降低了期望。穷孩子被命令做越多练习题（以提高他们的测试分数），他们就越落后于富裕孩子，因为有人会教富孩子怎么理解知识。如果刷题确实提高了分数，正确的回应不是庆祝，而是愤怒：考试结果得到改善，可能是牺牲了真正学习。\n\n- **真正缺乏的并不是标准。** 任何认真关心解决美国教育不平等问题的人，自然会想要调查可用资源的差异。有一个很好的论点是，最公平的分配策略——这在一些国家只是常识——是不仅为各学校和各地区提供相同拨款，而且为面临最多挑战的学生群体提供更多拨款。有些州的确这样做了，但绝不是所有州，而且，即使这些州的确倾斜了拨款，他们往往只会提供短期补助（根本无法补足多年的拨款缺口），并且指定这些钱要用于考试准备而不是高质量的教学。更糟的是，高风险考试系统，可能给那些已经成功的人提供更多的钱（例如，以奖金形式给予优异分数者），给那些最需要的人提供更少的钱。\n\n很多公职人员以及类似想法的记者和观察者，很擅长对资源问题轻描淡写，并作出这样一个假定，即只要我们坚定要求「提升标准」，穷孩子和少数族裔孩子缺少教育资源的问题，便能迎刃而解。他们的言外之意就是，老师和学生本可以做得更好，但只是因为某些原因而没这么做，只需要诱骗威胁他们，他们便能提升（实际上，这是所有激励系统的潜在假设）。政策制定者的焦点已经转移到结果上的标准，而不是机会上的标准。\n\n更糟糕的是，对于社区环境阻碍孩子成才的重要性，一些高风险考试的支持者不仅全盘忽略，而且嗤之以鼻。有人会向他们解释，孩子成绩不理想的原因有种族主义、贫穷、对罪犯的恐惧、教师的低薪、设施不充分、语言障碍等等，而他们都将其驳斥为「借口」。这不仅天真幼稚，而且冷血无情。像其他淡化结构性约束的观点一样，这种观点都会助益于有幸不必经历这些苦难的人。\n\n- **那些所谓受帮助的人将被逐出系统。** 一旦在教育工作者身上应用奖惩机制，那些给成绩较低的学生群体授课的人，最有可能被打上失败的烙印，并可能会辞职。少数族裔和低收入学生受到教师提高分数的不断压力的影响不成比例。但是当高风险被应用到学生时，我们很清楚哪些人最有可能因为没有通过毕业考试而无法获得学位，或者哪些人会预期到这种结果并决定辍学。如果各州坚持这种做法，让学生的命运取决于一次考试，那么未来几年可能的结果将是无比灾难性的。除非我们采取行动阻止这一切，否则我们将面临教育性种族清洗，毫不夸张。\n\n让我们善意地假设，这个完全可预见的后果中的族群一面是无心之举。然而很难否认，即使考试不是基于常规参考，高风险考试的目的还是给学生排序。不熟悉相关心理研究（和现实）的人可能会坚称，提高标准会「激励」更多的学生成功。但请完成以下思维实验：假设一个州的几乎所有学生都达到了标准并通过了考试。大部分政治家、商人和专家对此会作何反应？他们会承认我们的公立学校很棒，还是会把这个结果作为标准过低，考试过于简单的首要证据？正如 Deborah Meier 等人所观察到的，从定义上来说，每个人都能达到的标准就不再是「高标准」了。\n\n考试只是这个游戏的手段。在这个游戏里，很多孩子根本不可能是赢家，其中有很多是有色族裔。用这些孩子来辩护这样自上而下、高压手段、公司风格、考试驱动的学校改革，可以说是胆大包天。若要认真促进教育平等，我们要减少跟踪，让拨款更平等，让教学更精细化（而非采取过度编排的直接指导模式）。显然标准化测试处处是毛病，而它对那些最需要帮助的孩子伤害最深。\n", + "title": "λ:/thoughts-memo-translation-main/alfie/Standardized Testing and Its Victims", + "type": "text/markdown", + "caption": " 标准化考试及其受害者\r", + "modified": "20231004080348363", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Standardized Testing and Its Victims" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Standardized Testing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Standardized Testing.json" new file mode 100644 index 0000000..94d30cd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Standardized Testing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/alfie/Standardized Testing", + "text": "# 标准化考试\r\n\r\n原文：[Standardized Testing: Separating Wheat Children from Chaff Children - Alfie Kohn](https://www.alfiekohn.org/article/standardized-testing/)\r\n\r\n### 区分优等生与劣等生\r\n\r\n摘自 《课间休息去哪了，为什么我们的孩子在幼儿园里挣扎？》的序言，Susan Ohanian 著（纽约：McGraw-Hill，2002 年）\r\n\r\nAlfie Kohn 著\r\n\r\n制定政策的人，与承受政策后果的人，这两类人之间的鸿沟，天差地别。有人燕居于奥林匹斯山之颠，发号施令，文过饰非；而有人则匍匐地面，体会着花言巧语背后的具体现实。这种鸿沟体现在立法者和单身妈妈之间。立法者随意在预算项目上划掉一笔，或许因减小政府规模而面带微笑，而那位苦苦挣扎的单身妈妈得知今年冬天取暖油的开支将没有补贴。这种鸿沟体现在功勋卓著的将领和年轻的军人之间。那胸前勋章累累的男人在地图上插上一根针，或许嘟囔着需要推回敌人的防线，而那位前线苦战的年轻人突然被狙击子弹击中肝脏。\r\n\r\n这种鸿沟也体现在大人物和厌恶学校的九岁孩子之间。大人物虔诚地督促我们，要让教育系统能够担起责任；而九岁孩子的生活被测验填满，而不是项目和谜题。在九重之上，有人热烈讲述需要实现世界一流标准。在俗世人间，小孩子默默啜泣，大孩子无法毕业，只因某项考试未达标；而优秀的老师找不到工作，只能流连于招聘广告之旁。\r\n\r\n「高标准严要求」运动背后的逻辑充满猫腻，而标准化测试也在衡量最不主要的动力，这两点有很多可以谈。我提供了一些论点和论据，只要有人愿意看看那些道貌岸然的花言巧语，或者研究一下考试的设计思路和应用场景。我的文件柜里塞满了引人注目的论据和令人震惊的数据。\r\n\r\n但这也有存在主义观点的一席之地。尽管[存在主义](https://www.alfiekohn.org/miscellaneous/existentialism.htm)遭到广泛误解，但它源自这样一个事实：我们每个人都是经验的中心，是在世界中感知、行动和反思的人。它反抗那些镇压你或否认你的主体性，将你抽象简化的系统和惯例，将你化作群众一员、一条科学数据、或某种苍白无力的超验实在。\r\n\r\n曾经，存在主义者对抗着黑格尔的本质论或柏拉图的形式论。如今，他们——也就是我们——被号召起来对抗那些只会把孩子们划分成各种档次的人，正如英国国家英语教师协会的前主任 Robert Hogan 所言，「除非他们按十分位数分布」。是的，深入理解问题实践的智力架构，收集反对它们的案例的数据，这非常重要。但当我们听闻这股考试狂潮的规模时，我们不应忽视我们自然而然的第一反应：「我们是不是 **疯了** ？我们到底让他们对我们的孩子做了什么？」这同样重要。\r\n\r\n几百年前，康德告诉我们，从道德角度讲，有一件事我们不能做，那就是把人当作达成某个目的的手段，当作工具或者仪器。我已经有一段时间没读他的作品了，但我不记得他为那些特别矮小、不吃蔬菜的人设立过例外。因此，我们不能在问责的祭坛上牺牲孩子，把他们当作大规模高风险试验的小白鼠，而忽视它所带来的实实在在的伤害。\r\n\r\n大约一年前，Deborah Meier 和我在一次晚餐中，试图在结账前弄清楚「更严格标准」运动的本质。在那晚，我们偶然发现了一个非常黑暗的可能性，或许以一种思考实验的方式表述更为恰当。假设来年你们州的大多数学生都能达标，顺利通过考试，你猜那些政客、商人、报纸的评论员会有什么反应？他们会摇头赞叹，由衷地说，「真是太棒了，这些教师真有一手」吗？当然，这种可能性近乎荒谬。每次我提出这个假设，听众们总会告诉我，如果所有学生都成功了，那只会被立即理解为考试太简单了。\r\n\r\n那么，这意味着什么呢？正如 Meier 所指出的，不可避免的是，「高标准」这个词组在定义上就是指不是每个人都能达到的标准。如果每个人都能达到，那就被视为标准太低的明证——然后标准就会被提高—— **直到创造出失败者** 。尽管其公关言辞掩饰得天花乱坠，但整个标准和问责运动并不是关于帮助所有孩子成为更好的学习者。它并没有致力于让每个孩子都不掉队。恰恰相反：它是一个精细的分类装置，将麦穗和糠秕分开。至于糠秕会怎样，就别问了。\r\n\r\n用首字母大写的抽象概念，如卓越（Excellence）或更高期望（Higher Expectations），来为这个无情的事业辩护，结果让人反感。然而，当让大量孩子不及格，或者强迫他们辍学，或者将整个学校变成大型应试教育工厂，被包装成是为了贫困和少数族裔学生——那些实际上最受高风险考试影响的人——的最大利益时，人们便会对这种令人作呕的矛盾，标准主义者赤裸裸的奥威尔式厚颜无耻感到惊愕。\r\n\r\n当然，他们常常能够提升考试平均分。通过剥夺孩子们的课间休息，取消音乐和艺术课程，减少课堂会议和实事讨论，减少自由阅读书籍的时间，压缩实地考察和跨学科项目以及高质量选修课的时间，花足够的时间教授考试技巧，你的确能让分数上去。但那结果，最多也只能说是空洞无物。当一个学校或学区报告今年的考试成绩比去年好时，了解情况的父母和其他观察者的反应是：「那又怎样？」（因为更高的考试成绩并不一定反映出更高质量的教学和学习）——甚至是：「呃噢。」（因为更高的考试成绩可能表明 **更低** 质量的教学和学习）。\r\n\r\n一旦你意识到这些考试并不能可靠地体现学习质量，那么还有什么理由让孩子们——通常是非洲裔和拉丁裔孩子们——接受那些枯燥乏味、摧毁精神、严格规定的教学程序？而这些计划主要目的，不就是为了提升考试成绩吗？如果你只能以这种计划可以提高在根本就有瑕疵的考试中的成绩为借口，你实际上并没有给出真正有说服力的理由。移除了人为的支持，像是「所有人成功」、「开放法庭」、「阅读精通」和其他预设的，主要为了让孩子们能得出正确答案的项目（往往并无法理解为何这样做），只会因其自身的笨拙和无效而垮台。\r\n\r\n但是，想要移除这些支持，我们必须提出持久的、包含数据和经验的批判。并非要听起来像传道书，有时候需要进行研究，有时候需要讲述故事，我们需要热血沸腾的愤怒，也需要冷静的分析。同样，我们可以采取各种策略，从温和的向编辑投稿，到坚决的公民抗命。北美的每一位父母，只要对标准化考试能否准确反映他或她的孩子的能力和潜力有所质疑，或者对这种考试热潮带来的教育后果感到担忧，都应当意识到，没有任何理由让他们的孩子在考试那几天去学校。这就是民权运动留给我们的永恒教训：坏的做法或不公正的法律只能在我们默许和配合下继续存在。只要我们教育和动员起我们的邻居，拒绝默许并拒绝参与对所有孩子的这种行为，我们就能恢复学校的理性，顺便说一句，还能让孩子们重新享受课间休息。", + "type": "text/markdown", + "caption": " 标准化考试\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Standardized Testing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_The Case Against Grades.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_The Case Against Grades.json" new file mode 100644 index 0000000..3172001 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_The Case Against Grades.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/alfie/The Case Against Grades", + "text": "# 反分数论\r\n\r\n原文：[The Case Against Grades (##) - Alfie Kohn](https://www.alfiekohn.org/article/case-grades/)\r\n\r\nAlfie Kohn 著\r\n\r\n[本文对已出版的同名文章略微添加了一些内容。]\r\n\r\n「我没有忘记我的作品被第一次附上打分标准的那个瞬间……忽然间所有的快乐都消失不见了。我是为了分数而写作——我不是为了我自己而探索。我想找回这种快乐。我能找回这种快乐吗？」\r\n\r\n​ — 学生 Claire（于 Olson，2006 年）\r\n\r\n关于评估学业表现的资料写得太多了，足以塞满一整个图书馆。但如果你稍微想一想，学业评估其实就是简简单单的两个步骤。我们需要收集学生表现的信息，将这些信息分享给与学生和家长（或许附带上我们的评价）。收集并报告足矣。\r\n\r\n你会说魔鬼藏在细节里？可能是这样吧，但我认为过于关注实际过程中的细节会让我们失去大局观——至少，有两条根据最佳理论、实践和研究所得出的结论，会被你忽略：「收集信息不需要考试，分享这些信息不需要分数。」实际上，如果摆脱了这两个蒙昧时代的遗物，学生会好得多。\r\n\r\n为什么考试对于检测学生的学习成果（至少是比较重要的学习成果）不是很有用，认真的教育者会做什么，这两个问题要等到[日后](https://www.alfiekohn.org/blogs/no-tests/)再回答。在这里，我们的任务是聚焦于第二种做法，使用字母和数字来总结学生的表现，而不考虑得出这些结论的方法。\r\n\r\n **打分的影响** \r\n\r\n我们今天会听到对于打分的批评，实际上，它们大多数早在四十到八十年前就已经被有力而优美地叙述了出来（Crooks, 1933; De Zouche, 1945; Kirschenbaum, Simon, & Napier, 1971; Linder, 1940; Marshall, 1968），这些早期的文章读起来令人大开眼界。他们提醒我们，我们所做的事情存在一些问题，这一点已经清楚很久了，以及我们虽然意识到了这一点，却几乎没有进步。\r\n\r\n在二十世纪八十和九十年代，教育心理学家系统地研究了分数的影响，像我在别处提到过的（Kohn, 1999a, 1999b, 1999c），如果比较一下被要求专注于分数和没有被要求专注于分数的小学生、中学生和大学生，结果就会支持三个强有力的结论：\r\n\r\n- **分数会削弱学生的兴趣，无论他们学的是什么。** 研究证明「分数倾向」和「学习倾向」呈现负相关，并且，就我知道的而言，所有关于分数对内在动机的影响的研究都证明这种影响是负面的。\r\n\r\n- **分数会让学生偏向于选择最容易完成的任务。** 如果学生知道了自己的所作所为会影响分数，他们会避免一切不必要的智力风险。为了得到更好的分数，他们会选择更短的书来读，做项目也会选择熟悉的话题——这不是因为他们「缺乏动力」，而是因为他们足够理性。是那些成年人为他们设定了取得高分的目标，传递出了学业成功比掌握知识更重要的信号，而他们只是回应这些成年人而已。\r\n\r\n- **分数会降低学生的思考质量。** 他们可能会把书草草翻一遍以掌握「他们需要知道的」。他们不会想「我们能确定这地方是正确的吗？」之类的问题，而是会问：「考试会考吗？」有个实验让学生理解一段社会学研究材料的主要含义。研究者告诉一组学生他们要接受考试，而告诉另一组学生他们不会被打分。接受考试的学生对材料大意的理解更糟糕。一周后考察他们能背出多少内容，被打分的一组记住的知识点也更少（Grolnick 和 Ryan，1987 年）。\r\n\r\n最近几十年里，关于打分各方面影响的研究进展较慢，但现有研究都证实了之前的发现。比如，分数导向的环境中作弊现象较严重（Anderman 和 Murdock，2007 年）；即使是对于优秀学生，分数（无论是否附带评语）都会引发恐惧感（Pulfrey 等，2011 年）；在医学学校中不公布分数（而选择通过/不通过的模式）收效甚佳，而弊处不明显（White 和 Fantone，2010 年）。更重要的是，没有任何最近的研究得出与之前「三大结果」相悖的结论，所以这些结论仍然成立。\r\n\r\n **为什么打分存在本质问题** \r\n\r\n **有位学徒问大师，他要修炼多少年才能悟道。「十年」，大师说。但学生接着问，如果自己非常努力呢？「二十年」，大师说。学生很诧异，并接着问如果他非常非常努力，比静修处所有学生都努力，那需要多少年。「那样的话要三十年」，大师说。他解释道：「如果你拿一只眼睛拿来关注你离达成目标有多近，那么你只剩一只眼睛专注于任务了。」** \r\n\r\n为了理解为何研究者得出了这些关于分数的结论，我们需要将目光从教育评估技术转向更广泛的心理学和教学领域，这样我们便能看出打分背后有一系列错误的假设。\r\n\r\n **动机** ：尽管在接受几年传统学校教育之后，很多学生可以认为是分数驱动的，但动机的本质非常重要。外在动机，比如取得高分的渴望，不仅与内在动机非常不同，更会破坏内在动机，破坏为学习而学习的渴望（Kohn，1999a）。很多评估方面的专家认为只有一种动机——而他们推荐的做法只是粉饰雕琢后的的奖惩系统，这种系统会让学生追逐分数，而减少对学习本身的兴趣。如果对我们来说，培养学习的渴望是首要目标的话，那么打分这种做法存在本质问题。\r\n\r\n **成就** ：有两位教育心理学家指出，「对评估的过度重视会阻碍学生对卓越的追求」（Maehe 和 Midgley，1996，第七页）。这一令人不安的结论，即使不考虑评估本身的质量仍然成立，但尤其适用于在使用分数系统进行评估时。这两人的调查，以及很多其他研究者，如 Carol Dweck，Carole Ames，Ruth Butler， John Nicholis（Kohn 199b），都支持这一结论。简而言之：越引导学生重视他们的表现要 **有多好** ，他们就对自己实际上 **正在做什么** 越不上心。\r\n\r\n因此，评估必须谨慎且节制，以免学生过于顾虑表现（他们在某事上的表现有多好，或更糟糕地，他们相比其他人的表现）而不再关注学习本身。即便是用意良好的老师，也可能会让他的一屋子学生过于关注自己的阅读技巧，而忽略故事本身。评估咨询师担心的是分数可能没有真实地反映学生的表现；教育心理学家担心的是分数让学生过于关注他们的表现。\r\n\r\n **量化** ：有人可能会问我，测量学生学习质量（或者老师教学的质量）难道不重要吗？对此，我会请他们重新思考他们选择的动词。「评估」教与学的质量当然有价值，但「衡量」教与学，用数字来表示质量，往往是并不必要，甚至是不可能的。的确「可量化的结果可能是学习最不重要的结果」（McNeil，1986，p. xviii）——这一结论，对于当今沾染公司习性，对数据高度执迷的「学校改革」，是令人耳目一新的反击。\r\n\r\n用具体的度量来讨论教室中的活动，乃至儿童脑中的思考是否在前进或后退，不仅是过度简化，无法抓住现实特征的做法，更是充满破坏性的，因为这一度量会破坏现实中的活动。如果我们过于关注可以用数字描述的东西，比如作文中有多少语法错误，或者孩子记住了多少种数学算法，学生的思考能力会被大幅破坏。这正是我们试图把学习框进四个或五个（鬼知道有多少个）百分制标准的结果。\r\n\r\n **课标** ：Howard Gardner（1991 年，254 页）写道，「纵使我们有最优质的评估手段，如果相配套的课标质量无法匹配，那么评估手段也毫无作用。」评估领域的一些人对评估和课标的相关性很坦率，他们会帮助你根据目标和课标调整评估手段。结果是老师们变得很擅长衡量学生是否掌握一组特定的知识和技能，这些知识和技能的价值究竟可不可靠，从来没有人对此产生疑问。这就像 Elliot Eisner （2001 年，370 页）所说的，「如果某项知识不值得教，那么它也不值得好好地教。」我们也可以再加上一句，「不值得好好评估」。\r\n\r\n比如说，如果用作品集替代分数，而非根据作品集 **产出** 分数，那么这会是更有建设性的做法。作品集提供了一种方法，深思熟虑地收集各种大量有意义的学习例子，帮助学生们复习。但如果「教学时时刻刻都按照工作表来，以致所有作品集都一个模样，那还有什么用？」（Neill 等人，1995 年，第四页）。相反，有时候更深思熟虑的教学方式——比如通过研讨会教学写作——和某些令人沮丧的标准化评估手段之间，存在十分大的鸿沟（Wilson，2006 年）。\r\n\r\n **改良打分：徒劳无功？** \r\n\r\n「我一直在提倡基于标准的打分方法，这也是非常重要的运动，但只有在一些优秀的教育者教导我之后，我才意识到如果我希望我的评估是基于真实反馈的，那么我应该直接放弃打分这种做法。」\r\n\r\n——新泽西中学教师 Json Bedell（2010 年）\r\n\r\n「面向学习的评估」（以及「形成性评估」）等概念相关的内容令我非常不安：其中推荐的做法过于矫揉造作而机械化；数据收集的必要性凌驾于儿童自己的地位之上，也凌驾于帮助他们对自己所做的事情产生热情之上。尽管如此，如果不过分频繁和张扬，面向学习的评估还是有可能的。然而如果是「面向学习的 **打分** 」，用 1960 年代的口号来说，就是像是为了和平而轰炸。对学生和其努力打分并排名本质上会适得其反。\r\n\r\n如果我是对的——更为重要地，如果我之前提到的所有研究被认真对待——那么去除打分是促进深度思考，提升思考动力的必要不充分条件。我们有必要在这个观点上多思考片刻，因为各方势力都在试图兜售提升打分技术的方案，而没有真正处理打分本身的问题。\r\n\r\n- 把打分中的数字或字母换成标签（「超越期望」「符合期望」之类）是不够的。如果你把学生分成了四类或五类，你仍然在给他们打分。[指标](https://www.alfiekohn.org/article/trouble-rubrics/)通常是包含数字和标签的，这只是我们要对此抱有怀疑的原因之一。（Wilson，2006 年；Kohn，2006 年）。\r\n\r\n- 提前把对学生的期望告诉他们是不够的。「如果把学校当成考试，而非是思维丛林中的一次探险」，而老师「提前列明学生为了取得高分要完成的事」，那么老师可能觉得这是比较公平的做法。「[然而]这样的教育在更广泛的意义上是不公平的，因为这种教育让学生擅长通过其他人设置的考试，而没有增强他们与同伴合作时设置自我目标的能力。」（Nicholls 和 Hazzard，1993 年，77 页）。\r\n\r\n- 更高效地发布分数，比如说发在网上，是不够的。已故的 Gerald Bracey 曾评论道，「有很多飞速发展的技术，能让我们在纳秒之间完成很多事，但这些事我们本就不应该做。」（引用自 Mathews，2006 年）。实际上，在网上发布分数是巨大的退步，因为这种做法让分数更加显眼，增强了分数对学习的破坏性影响。\r\n\r\n- 附加叙述性报告是不够的。「如果分数和评论一同发布，评论是为了证实分数而存在的。」（Wilson 2009 年，60 页）。但如果「只有评论，接受者会阅读评论。」高中英语教师 Jim Drier 说到。此外，根据研究，即便附加了报告，分数对创造力的破坏性并没有减少（甚至可能更多）。只有没有分数的情况下，叙述才会有用。\r\n\r\n- 使用「基于标准的」打分是不够的。这一词语有很多暗示，比如更一致的打分，或使用了更精细的公式来决定分数；分数含义更具体；或者给更多任务或技能打分。最好的情况下，这些方案没有解决打分的本质问题；最坏的情况下，它们加剧了这一本质问题。除了数据越多越好这一简单化前提，我们发现与昔日行为主义者共享的爱好，即学习可以也应该被分解成一个个组分来分别评估。过于频繁的获取数据，助长了以学习为代价的对表现不成比例的关注，而这正是研究者发现的非常有害的情况。\r\n\r\n「基于标准」一词，有时候仅仅指的是打分是根据一系列目标制定的。这时候我们的首要反应则应该是思考这些目标的价值（以及制定这些目标时学生的参与程度）。如果分数是依据国家的标准制定的，那么我们就很有必要担忧了，因为这些标准往往过于具体，与年龄不相称，从定义上来说是标准化的（Kohn，2001 年）。根据我的经验，对于遥不可及的官方制定的一系列目标，或者用这些目标作为他们学生思想的评估手段，最好的老师是有所顾虑的。\r\n\r\n最后，「基于标准」一词有时候跟基准考试（criterion-based testing）一词所指类似。基准考试指的是避免根据曲线来给学生打分。（尽管有些老师不会明面上按曲线给分，但他们认为分数应该是接近正态分布的，只有一小部分学生能拿到 A。但这一分布并不是自然的，也并不是老师「严谨」的表现。这是失败的符号——教学的失败，考试的失败，对学生智力施加影响的失败[Milton, Pollio & Eison，1986 年]）。相比故意让高分非常稀少，让学生互相竞争的系统，基准考试无疑是一大进步。但我们虽然去除了洋葱最外面一层皮（竞争），但我们要暴露出内在的危害：外在动机，数字打分，以学习为代价的成就。\r\n\r\n如果我们的初衷是做更频繁的考试，获取更多数据，或者提升打分的一致性，那么我们会选用相应的方案。然而，如果我们的初衷并不是打分，而是为了让学生深刻理解知识，或者是从文字和数字中获得乐趣，或者是做自己学习的主人，那么我们的做法可能会大不一样。我们会认为打分系统是一台冒烟呲油，轰隆作响的巨大机器，时刻需要修复和新零件。我们要做的是拔掉电源线。\r\n\r\n **去除分数，或至少淡化分数** \r\n\r\n「不管你喜不喜欢，打分已成定局」这种话，任何有责任感的教育家，都不会将其作为不作为的借口。约定俗成的做法是否对学生最有利，这是我们关心的问题。如果不符合学生的利益，我们必须要努力消除这种做法，与此同时也要努力减轻其影响。\r\n\r\n给出叙述式评估或开展教师与家长的会议，以此替换数字或字母分数，也就是用书面或谈话形式给出的学生进展的定性总结，这种做法并不是乌托邦式的幻想。很多公立私立的小学中学，乃至高中，都已经采取这种做法并取得了成功。（Kohn，1999c）。重要的不仅是明白为何有学校采取这种做法，而且要调查为什么他们摒弃了分数，他们怎么做到的（提示：这一过程可能是渐进式的），以及他们取得了什么好处。\r\n\r\n对于这样重大的方针转向，或者说任何重大转向，自然会有人反对，然而只要教师向学生和家长展示相关研究，解答他们的疑虑，并邀请他们一同构建其他的评估方式，摒弃分数的做法不仅是现实的，而且是相对于现状的巨大改善。有时候只有终结了打分，我们才能意识到打分的危害有多大。\r\n\r\n我知道你们在担心什么，但我可以肯定地说，这些去分数化高中的毕业生，是能被大型公立大学和高门槛的私立大学接收的——相比平均分（GPA），这些高中提供的叙事性评估报告，以及对培养方案的详细描述（配合推荐信，论文，采访等内容）为大学申请者描绘了更加全面的画像。此外，这些学校指出，相比传统学校为分数焦头烂额的学生，他们的学生在学习上更有动力，也更擅长、更适合大学生活。\r\n\r\n无论如何，申请大学并不是小学和中学摒弃分数的阻碍，因为大学并不关心学生在高中之前的所作所为。对低龄段儿童施加分数的鼓吹者，由此会使用我称之为 BGUTI 的论点：「最好早点适应（Better Get Used To It）」（Kohn，2005 年）。他们的观点是，我们应该尽早把这些不愉快而又不必要的事加在孩子身上，以便让他们适应之后这些会加在他们身上的事。这一辩解太过荒谬，但教育政策的制定中仍有其一席之地。\r\n\r\n即便管理者还没准备好放弃传统成绩单，教师也可以两步走来「无害化分数」，让他们教的学生学得更好。首先，停止在作业上写字母或数字分数，而只提供定性的反馈。每学期发成绩单已经很差劲了，然而研究者发现，如果每天都对学生在校的行为打分，伤害会更大（对于学习兴趣，对挑战的意愿，以及思考质量）。只要把分数换成真实的评估，老师就能避免不少伤害。不仅如此，就跟我们之前所说的一样，没有数字分数后，任何反馈都会更加有用。\r\n\r\n第二，尽管老师可能需要上交最终分数，但并没有人要求分数必须只由老师给出。所以，老师可以让学生一同参与评价，或是互相商讨（老师有最终决定权），或是让学生给自己打分。如果有人觉得这种做法有风险，这可能是他们意识到这会让教室的环境更加民主，让老师必须构建合适的教学方法和培养方案，使得学生真心参与其中，而非让老师胁迫他们按安排行事。实际上，对这一提议的负面看法（「这不现实！」）恰好说明了分数更多是控制学生的手段，而非报告学生表现的必要方法，或者有任何建设性。\r\n\r\n我最近和几位停止给学生打分的初高中老师谈了谈。其中，Jeff Robbins 已经在新泽西教授八年级科学 15 年，他坦白：「还是打分更容易点」，因为打分比提供有意义的评估快多了。但这一效率背后是巨大的代价。他注意到孩子们压力很大，而且倾向于避免智力上的挑战。他们会选择更容易的作业以保证他们得 A 。\r\n\r\n一开始 Robbins 宣布，学生可以重新提交所有项目或考试，以获得更高的分数。可惜的是，这种做法并没有解决根本问题，他最终意识到，他必须完全停止打分。现在，他为他的所有学生（125 名）撰写评论，「围绕他们的表现，和他们需要改善的地方」，并在他的记分册上写下简短的笔记。每学期末，他会花一周的时间找每位学生谈话：「因为在教育系统的原始设计下，孩子无法得到这种反馈」——他会问孩子学了什么，如何学到的。「只有在谈话末尾，他会问什么样的分数最能反映孩子的学习，而他们会一同得出结论。」就像我这些年来交流过的很多老师一样，Robbins 说他几乎总是接纳学生的打分提议，因为他们基本上和他打的分是一样的。\r\n\r\nJim Drier 是伊利诺州 Mundelein 高中的英语老师，他教了 90 名学生，其能力分布从「挂科边缘到大学预修水平」。他很高兴地发现，给学生的作业写简短的评论「并不会花太长时间」——这是「对他们努力的反馈，以及对他们如何改进的一些建议」。但他从不「对学生的作业打分。分数驱使孩子做的事，对于教育者而言是非常心痛的。」：与教师争辩，跟家长争斗，考试作业作弊，为考试死记硬背，再忘得一干二净。「这不是我成为教师的初衷」。\r\n\r\n没有了分数后，「我觉得我和学生的关系改善了很多」，Drier 说。「他们的写作水平提升得很快，知识也记得更牢了。很多学生告诉我，他们对学校的态度也改变了。」他本以为家长会有所抵触，但他说三年后只有一个家长反对停止打分，而他在给那位家长寄信写明缘由后，家长的态度也有所缓和。现在有两名他的同事也加入了摒弃分数的行列。\r\n\r\nDrier 根据学生书面提交的自我评估给出最终分数，而这一评估则基于学生对他们作品集中的作品的评价。他与四分之三的学生每学期简单见面两次，以评估他们的表现，此外如果必要的话（虽然不常发生），他会和他们讨论他们自己提供的分数是否合理。有人问过他，没有字母和数字的记分册他该怎么办，Drier 则说：「如果我跟学生共处了 18 周，我会很清楚他们的写作和推理能力。」\r\n\r\n对于这些放弃打分的老师以及其他老师来说，真实评估的一大关键要素，是让学生有机会设计评估机制，并思考其意义——无论是每个学生自己，还是整个班集体。注意这与另一种常见的自我评估方式有所不同，在那种方式里，学生只是根据老师设定的（或者法律要求的）目标衡量自己的进度，而他们必须依据打分指标，为自己的学习进展给出粗略的数字分数。\r\n\r\n从这些老师的交流中可以找出不少共通之处，当然也有存在差异的做法。来自加拿大阿尔伯塔省红鹿城的教育家 Joe Bower （无日期）收集了一些例子。比如说，有一些老师会 **衡量** 学生的表现（当然是定性的），但其他人认为只提供 **反馈** 是更有建设性的做法，也就是只提供信息。对后者而言，「分数的另一种方案是描述」，「描述的起点应该是白纸一张，而不是用一种引导和同质化描述的形式」（Marshall 1968 年，131, 143 页）。\r\n\r\n老师也提供了同事和管理层乃至学生自己对摒弃打分的回应。John Spencer （2010 年）是一名阿里桑那州的中学老师，他坦白道：「很多优秀学生一开始非常愤怒。他们认为摒弃打分是不公平的。他们认为上学是工作，而同学是竞争者……随着时间推移，他们的反应有所变化，他们平静下来了。他们分数上的压力消失了，因此他们也学得更多了。」\r\n\r\n根据研究，学生对分数的关注倾向，并不是学生内在的偏好或是什么学习风格的反映；这只是学生终年被牵着为分数劳碌的反映。在一项研究中（Butler，1992 年），研究者鼓励一些学生去思考他们在一项创意性任务上表现如何，而只要另一些人发挥自己的想象力。之后，每个学生被带到一个房间里，里面是其他人根据相同指示绘制的作品，此外也有让他们算出「创意分」的一些指示。当然，那些被指示要思考自己表现的孩子，现在想要知道的是他们相比同龄人干得怎么样。那么能够沉浸于任务之中的孩子，则对其他人到底 **做了什么** 更感兴趣。\r\n\r\n分数没办法让孩子为现实世界做好准备——除非有人喜欢学习和思考质量无足轻重的世界。分数也并不是学校教育的必要组分，正如体罚和长时间听写一样。尽管如此，在这样一个定量比定性更重要，符合（他人的）标准比探索想法更重要，任何「严谨」的事物会自动获得价值的时代，为孩子做正确的事是需要勇气的。\r\n\r\n## 参考文献\r\n\r\nAnderman, E.M., & Murdock, T.B., eds. 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Just whose idea was all this testing? *Washington Post*.\r\n\r\nMcNeil, L. M. (1986). *Contradictions of control: School structure and school knowledge.* New York: Routledge & Kegan Paul.\r\n\r\nMilton, O., Pollio, H. R., & Eison, J. A. (1986). *Making sense of college grades*. San Francisco: Jossey-Bass.\r\n\r\nNeill, M., Bursh, P., Schaeffer, B., Thall, C., Yohe, M., & Zappardino, P. (1995). *Implementing performance assessments: A guide to classroom, school, and system reform*. Cambridge, MA: FairTest.\r\n\r\nNicholls, J. G., & Hazzard, S. P. (1993). *Education as adventure: Lessons from the second grade*. New York: Teachers College Press.\r\n\r\nOlson, K. (2006, Nov. 8). The wounds of schooling. *Education Week*, pp. 28-29.\r\n\r\nPulfrey, C., Buch, C., & Butera, F. (2011). Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. *Journal of Educational Psychology,* 103, 683-700.\r\n\r\nSpencer, J. (2010, July). [Blog post](http://www.joebower.org/2010/07/grading-moratorium-john-spencer.html).\r\n\r\nWhite, C.B., & Fantone, J.C. (2010). Pass-fail grading: Laying the foundation for self-regulated learning. *Advances in Health Science Education*, *15*, 469-77.\r\n\r\nWilson, M. (2006). *Rethinking rubrics in writing assessment*. Portsmouth, NH: Heinemann.\r\n\r\nWilson, M. (2009, Nov). Responsive writing assessment. *Educational Leadership*, pp. 58-62.", + "type": "text/markdown", + "caption": " 反分数论\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Case Against Grades" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Why the Best Teachers Don't Give Tests.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Why the Best Teachers Don't Give Tests.json" new file mode 100644 index 0000000..012ad9d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_alfie_Why the Best Teachers Don't Give Tests.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/alfie/Why the Best Teachers Don't Give Tests", + "text": "# 为什么好老师不安排考试\r\n\r\n[为什么好老师不安排考试(##) - Alfie Kohn]\\n(https://www.alfiekohn.org/blogs/no-tests/)\r\n\r\n作者：Alfie Kohn\r\n\r\n坦率地说，我感到困惑的是，有许多教育工作者坚决反对标准化考试，却对于标准化考试有相同重要特征的其他做法不持异议。\r\n\r\n首先，请看那些与考试挂钩的具体的、规定性的课程标准清单。我们在其中发现了自上而下的控制和 \"一刀切 \"的心态，而这两者正是标准化考试的要义所在。然而，无论是早期的 \"问责制 \"运动，还是当前Gates资助的，从东到西推行的共同核心标准，很多人都对这些标准（以及统一标准的*理念*）不置一词，面对践行这些标准的考试时却皱起了眉头。[1]\r\n\r\n例 2：精心设计而成以评判学生成绩的评分标准是另一种形式的标准化评估，但它很少被认为是标准化评估。它的目的是将某一对象（如某篇文章）分解成若干部分，以便教师，有时也包括学生自己，对每一部分进行评分。其合理性的前提是所有读者都有可能也有必要对每项标准得出相同的分数。评分标准的诞生源于量化的要求和简化的冲动。Maja Wilson 认为，其结果之一是 \"评分标准的标准化产生了标准化的写作者\"。[2]但有些人不顾所有不利于评分标准的证据，坚持认为只要使用*好的*评分标准就没有问题。\r\n\r\n不过，我想说的是第三个例子。当教师对学生进行测试时，每个教室的测试细节都不尽相同，这意味着这些评估从根本上讲就不是标准化的，不能用来比较不同学校或不同州的学生。只要它们仍然是测试，就因此具有局限性和局限学生发展。\r\n\r\n就像面对评分标准（和分数）一样，一些人有一种条件反射式的倾向，坚持认为我们只需要*更好*的考试，或者只要我们修改考试的实施方式（例如，允许学生重考）。是的，有些考试确实比其他考试差。多项选择测试作为评估方式存在独特的缺陷，其原因与多项选择标准化测试如出一辙： 它们的目的是欺骗那些理解概念的学生，让他们选择错误的答案，而且它们不允许孩子们生成甚至解释他们的答案。多选题考试可以灵活，但正如印第安纳大学的考试设计者 Roger Farr 最终得出的结论一样，没有办法“出一道多选题，让学生展示他们能用所学知识做什么”。\r\n\r\n我们也可以发现，一些支持考试的*理由*比其他的更有毛病。通过考试来了解哪些学生需要帮助--或者，对于更深思熟虑的教师来说，了解自己的教学在哪些方面可能无效和与用考试来迫使学生集中注意力并完成作业，这两者之间是有区别的。在后一种情况下，考试被用来迫使孩子们做他们没有兴趣做的事情。与其解决课程或教学法中可能存在的缺陷（例如，不让学生参与决定他们要学什么），不如就即将到来的考试发出警告，或者更明目张胆地行使权力，给学生来个突击测验，让他们乖乖听话。\r\n\r\n然而，即使考虑到考试设计和测试者动机的不同，这些工具通常更多的是测量学生短时记忆中的信息数量，而非评估他们的理解能力。[3]考试，包括那些涉及论文的考试，是传统教学模式的一部分，在这种教学模式中，信息（通过讲课和教科书）被传递给学生，以便学生日后根据指令进行消化。这就是为什么有些教师对自己以学生为中心的教学方法感到自豪，对积极主动的互动学习形式表示欢迎，但却仍然把考试作为课堂教学的主要甚至是唯一的评估形式（有些教师把这两个概念混为一谈，所以当他们提到 \"评估 \"时，他们所指的绝不仅仅只是考试）。\r\n\r\n虽然有些试题可能需要解决问题的技能，但考试本身只是人为的纸笔练习，用途是衡量学生的记忆力和应试技能。也正因为如此，学生有可能是一个天才的思考者，但分数却很低。大多数教师都能毫不犹豫地说出班上有几个这样无法在由 Pearson 或 ETS 设计的考试中取得高分的学生。但这些教师没意识到，自己设计的考试也存在这样的缺陷。\r\n\r\n然而，考试不仅只评估最不重要的知识能力，还有可能改变学生的目标和学习方法。你越是把注意力集中在考试必须掌握的知识上，你就越不可能全身心地投入到一段历史或一个项目/实验的设计中去。而且，如果经常进行考试，甚至经常谈论考试，那么沉浸学习就会被完全扼杀。为了通过考试而学习与为了学习而学习有着本质的区别。[4]\r\n\r\n **** *\r\n\r\n多年前，芝加哥大学著名教育家 Philip Jackson 采访了 50 名公认杰出的教师。他发现，这些教师始终不重视考试，甚至故意尽量减少这种做法。[5]我认为，造成这种情况的第一个原因是，杰出的教育工作者明白考试并不是一种特别有用的评估方式。其次，这些教师都在某一时刻明白了，他们不*需要*考试。课堂和课程都是为了帮助教师尽可能多地了解学生是如何理解事物的。当孩子们进行有意义的、主动的学习（如设计跨学科的扩展项目）时，教师在计划和实施这些项目的过程中，可以观察和倾听，从而获得并积极解读源源不断的信息，了解每个学生能够做什么，在哪些方面需要帮助。学习结束后再给学生考试，那就显得多余了。我们甚至可以断言，教师越是倾向于用考试来衡量学生的进步，就越能告诉我们出了什么问题——也许是教师非正式知情观察的角度出了问题，也许是任务的质量出了问题，也许是整个学习模式出了问题。例如，如果教师倾向于直接教学法，那么他或她可能不太了解学生的想法，所以自然而然地得出结论，认为“有必要”通过考试来衡量学生的表现[6]。\r\n\r\n*评估*的字面意思是坐在旁边，而这正是我们最有思想的教育工作者敦促我们去做的。Yetta Goodman 创造了「kidwatching」这个复合名词，用来表示与每个孩子一起阅读，以衡量他或她的能力。Marilyn Burns 坚持认为，一对一的对话远比考试更能让我们了解学生的数学理解能力——因为学生都错得不尽相同。当然，前提是我们真的对孩子们的理解能力感兴趣，而不仅仅是他们语音意识的水平或应用算法的能力。一个人的教育目标越是不那么远大，就越有可能只需要一次测试——同样，\"测试 \"和 \"评估 \"这两个词也会被交替使用。\r\n\r\n其他的权威性评估形式比比皆是：作品集、项目、绩效，以及已故的 Ted Sizer 提出的的 \"精通展示\"：让学生有机会展示他们的精通程度，并非按要求回忆事实，而是*做*某事：构建和进行（并解释结果）一个实验，用外语制作一份餐厅菜单，把一个故事变成一出戏剧。换句话说，如果希望在学习之后而不是学习过程中进行某种形式的评价，那么测验*仍然*是没有必要的，甚至没有什么特别的帮助。它们不必用于「终结性」评价，更不必用于 「形成性」评价。\r\n\r\n我们中的许多人反对标准化考试，不仅因为它们的有害用途，还因为它们是强加给我们的。如果了解到我们自己设计的测试也会造成伤害，那就更令人不安了。幸好，我们还有更棒的选择。\r\n\r\n------\r\n\r\n附注\r\n\r\n1. 参考我的文章[“Beware of the Standards, Not Just the Tests,”](https://www.alfiekohn.org/article/beware-standards-just-tests/) *Education Week*, September 26, 2001. 这种现象在加拿大更为明显。加拿大的教育体系完全分散，每个省都控制着自己的政策。尽管各省之间的考试数量有很大差异，但所有省份都有非常具体的年级课程，每个教师都要教授。对于这种控制程度以及随之而来的教师自主权的削弱，很少听到反对意见，即使是在那些直言不讳地抵制考试的省份也是如此。\r\n\r\n2. Maja Wilson, *Rethinking Rubrics in Writing Assessment* (Heinemann, 2006), p. 39.\r\n\r\n3. 最近的一系列研究引起了大众媒体的广泛关注，这些研究认为，频繁的测试（包括自我测试）比其他形式的学习更有效。但是，这些研究的结果衡量标准几乎总是局限于在以后的测试中能够正确回忆起的事实数量。这些实验非但没有提供支持传统评估的论据，实际上还揭示了研究人员和记者所使用的“学习”和“成就”等词，其含义往往不过是成功地、大概也是暂时地记住事实的过程。有关此类研究的详细内容，请参阅(https://www.alfiekohn.org/blogs/tests-really-help-students-learn-new-study-misreported/)。\r\n\r\n4. 最近，我在Twitter上发表了一篇文章，提出了这一观点——关于对考试的期待会如何分散学生的注意力，使他们无法进行真正的思考。这篇文章被转发了 400 多次。这种受欢迎程度让我怀疑自己被误解了。我随后澄清说，所有考试都会产生这种影响，而不仅仅是标准化考试，结果导致它的转发率下降了 90%。\r\n\r\n5. Philip W. Jackson, *Life in Classrooms* (Teachers College Press, 1968/1990).\r\n\r\n6. Frank Smith 曾写道：“一个不通过考试就无法判断学生是否在学习的老师，不应该出现在课堂上”。我明白他的意思，但他的表述让我觉得有些苛刻。教师需要获得帮助以学习如何在没有考试的情况下进行评估，他们需要支持和鼓励来摒弃他们大多数同事仍在使用的、管理者、家长和学生自己也普遍期待的做法。此外，衡量学生学习成功与否的障碍往往不在于教师，而在于学校结构的特点，如班级过大或课时过短。这就要求我们组织起来，改变这些有问题的政策，而不是继续进行测试。", + "type": "text/markdown", + "caption": " 为什么好老师不安排考试\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why the Best Teachers Don't Give Tests" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Cognitive scaffolding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Cognitive scaffolding.json" new file mode 100644 index 0000000..0978147 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Cognitive scaffolding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Cognitive scaffolding", + "text": "# 认知脚手架\r\n\r\n原文：[Cognitive scaffolding (andymatuschak.org)](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)\r\n\r\n思考或者实践的内容很新，或者很有挑战性时，构想出哪怕最小的一步也是十分困难的，而这常导致失败。在这种情况下，最好引入一个搭有 **认知脚手架** 的环境，从而卸下部分认知负荷，使事情得以继续下去。随着行动者能力提升，脚手架可以由他自己或是由他的环境逐步移除。脚手架是临时性的，所以它是增强认知的机制的一个子集。\r\n\r\n脚手架通常是特意制作的。有时候也能找到天然的脚手架：比如一系列越来越深的潮池也许是学习游泳的绝佳自然环境。\r\n\r\n自创的脚手架可能是静态的，也可能是动态的。书籍通常包括静态的支架，如叙事（[叙事充当认知脚手架](https://notes.andymatuschak.org/zvHfreBts9DHWRtztZihrGKuPsP5j8LSPLQn)）或约束（[约束充当认知脚手架](https://notes.andymatuschak.org/z8DyCwRiC8HT89mMvtBjwcGVs5ucHPHcrScch)）。静态的[参与性环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)（如工作手册或 DIY 杂志）也可能包括精心设计的一系列活动（[细粒度任务列表充当认知脚手架](https://notes.andymatuschak.org/z2qBbdZidZNjbpdggRbmgeUeVf2H7aCevSYvE)）。\r\n\r\n动态的脚手架更为强大，因为这些脚手架主观能动，并能回应学习者。优秀的教师在课堂上创设的学习环境，便具备高度动态的认知脚手架支持——这种支持有时几乎是润物细无声的，只是略微调整对话的走向，就能提供明显的支持，又能随着学习者成长缓缓撤走。\r\n\r\n一种常见的动态脚手架就是能随着行为者行动不断调整的静态脚手架。在这一点上，动态脚手架是静态脚手架的超集。\r\n\r\n一个特别重要的动态支架类型是元认知支持。在媒体形式中，游戏在支持元认知方面特别有效。参见[元认知支持充当认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)和[元认知支持需要动态的，参与性的环境](https://notes.andymatuschak.org/z6sGtFW1yd4qgcxkLQsEBEJWxLKmBdjMQzKfa)。", + "type": "text/markdown", + "caption": " 认知脚手架\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Cognitive scaffolding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Concept handles, after Alexander.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Concept handles, after Alexander.json" new file mode 100644 index 0000000..cf89fd6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Concept handles, after Alexander.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Concept handles, after Alexander", + "text": "# 概念抓手，来自亚历山大\r\n\r\n原文：[Concept handles, after Alexander (andymatuschak.org)](https://notes.andymatuschak.org/z5vA4vw86DKNq22xt6pRWhumeRmSzwV6hxRHE)\r\n\r\n「概念抓手」是令人难忘的名词短语，代表一个内涵复杂（通常是抽象的）的主题。比如「囚徒困境」、「奥弗顿之窗」、「信仰的信仰 」等等。在我自己的写作中，例子包括[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)，[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)，等等。「概念抓手」是自己的一个概念抓手，由 [Scott Alexander](https://notes.andymatuschak.org/z6y6cuKoEnMAJ25ad1fFPqcB3DW1T5jeG9XNu) 创造的。\r\n\r\n成功的概念抓手让模糊的想法更清晰。很多人对这些想法有些大概的理解，但没办法指明，更不要说讨论了。给这种模糊的概念起一个清晰、响亮的名字，能够开启了更多对话与思想的可能。Per Alexander：\r\n\r\n> 我不大可能会发现那种没人想到过的全新社会现象。但是有很多事情人们都有模糊不清的想法，他们不能完全用语言表达出来。但将这些想法转变为他们可以掌握的、并能与他人讨论的、[水晶般清晰的](https://slatestarcodex.com/2014/03/15/can-it-be-wrong-to-crystallize-patterns/)想法是一件大事。\r\n\r\n>\r\n\r\n> 如果你发现了一些有趣的东西，并非常简短地把它塞进别人的脑子里，不要浪费这个机会！给它一个漂亮的概念抓手，让他们记住它，并能用它来解决其他问题。\r\n\r\n可以把概念抓手想成「概念的 API」。在这个意义上，概念抓手便能联系起我的想法：[常青笔记的标题就像 API](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C)。\r\n\r\n------\r\n\r\n问：举一个概念抓手的例子？\r\n\r\n答：(囚徒困境，情景体验，等等。)\r\n\r\n问：从网络化智能的角度解释为什么概念抓手很重要？\r\n\r\n答：人们得以围绕以往模糊不清的想法协调讨论。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nhttps://slatestarcodex.com/2016/02/20/writing-advice/", + "type": "text/markdown", + "caption": " 概念抓手，来自亚历山大\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Concept handles, after Alexander" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Deliberate practice, after Ericsson.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Deliberate practice, after Ericsson.json" new file mode 100644 index 0000000..c929e7f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Deliberate practice, after Ericsson.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Deliberate practice, after Ericsson", + "text": "# 刻意练习，来自 Ericsson\r\n\r\n原文：[Deliberate practice, after Ericsson (andymatuschak.org)](https://notes.andymatuschak.org/z2duRd5eisRomSgxr88Semkgs15pgMRVVR5C)\r\n\r\n::TODO in inbox::\r\n\r\n「刻意练习」（Ericsson et al, 1993）描述如下：\r\n\r\n- 需要大量努力，高积极性的活动…\r\n\r\n- …以提高表现为具体目标\r\n\r\n - [典型的工作和表现环境不符合刻意练习的要求](https://notes.andymatuschak.org/z3n21KMcMZtfT5wmLi1V5ovzZoyqhciQowRXm)\r\n\r\n- … 为目标精心设计（并持续更新）\r\n\r\n - [专业的教练会促进有效的刻意练习](https://notes.andymatuschak.org/z4cA6LFAy67tx7eG3TrvBpNmpMpYGW7n7K98U)\r\n\r\n------\r\n\r\n- 刻意练习不总是令人愉悦；它在提高表现上有用，但本质上却非激励。\r\n\r\n- 因为刻意练习需要高强度的努力，学生每日只能练习一定的时间，并且需要定期彻底地恢复精力。\r\n\r\n- （反馈）对学生而言是清晰的：他们必须能够看见自己的进步。\r\n\r\n- 刻意练习提升能力：「刻意训练基本上意味着培养或者提升最近习得的技能，方法是专注在这些技能的特定方面上并且专门去改进它们；一段时间之后，循序渐进的进步最终会带来专家级的表现。」（Eticsson and Pool，2016，p.100）\r\n\r\n## 参考文献\r\n\r\nEricsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. *Psychological Review*, *100*(3), 363. [Ericsson et al - The Role of Deliberate Practice in the Acquisition of Expert Performance](https://notes.andymatuschak.org/z6xWa5QDyUmvuDqZ9Z7sANrfjf8sLoJ7BnspW)\r\n\r\nEricsson, A., & Pool, R. (2016). *Peak: Secrets from the New Science of Expertise* (1 edition). Eamon Dolan/Houghton Mifflin Harcourt. [Peak - Ericsson and Pool](https://notes.andymatuschak.org/z6Sx5DSLp1Jdt4wqvN36Xvregj6mQnCnFopmy)", + "type": "text/markdown", + "caption": " 刻意练习，来自 Ericsson\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Deliberate practice, after Ericsson" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Desirable difficulties, after Bjork.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Desirable difficulties, after Bjork.json" new file mode 100644 index 0000000..be00f61 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Desirable difficulties, after Bjork.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Desirable difficulties, after Bjork", + "text": "# Bjork ：「上帝啊，这个困难正合我意」—— 合意困难\r\n\r\n原文：[Desirable difficulties, after Bjork (andymatuschak.org)](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)\r\n\r\n培训中如果刻意引入困难，效果往往更加显著。\r\n\r\n下列实验是 [Robert A. Bjork](https://notes.andymatuschak.org/zcHyJy8EutFjUfJcEUw7sYLJ4UVTmR3NDsYS)(1994年) 所举的例子，来说明合意困难提升长期表现：\r\n\r\n- 将性质不同的任务混合在一起，而不是按任务类型给任务分组\r\n\r\n- 改变任务的参数\r\n\r\n- 改变学习课程的环境背景\r\n\r\n- 创造「环境干扰」，提高所需注意力：比如让一些提供的资源在组织结构上有所不同\r\n\r\n- 减少反馈频率（例如，每隔 N 次实验提供一次汇总的反馈，或者逐渐降低反馈的频率）。\r\n\r\n这些措施有相同的意图，即降低训练时的表现，但提升长期结果。此类效果有悖于一般思路，因此设计学习活动时很难采取这些措施，因为学习者会感觉学习效果变差了。比如 (还是 Bjork, 1994)：\r\n\r\n> 随着时间的推移，这样的调节过程让教练转向提高正确率的操作——从而使受训者轻松不少。当然，这样做会使教练远离上一节所总结的那些合意困难。\r\n\r\n更糟糕的是存在制度性障碍的可能性：对教练的评价可能是基于当下（而非长期）的表现的；或者他们根本没有机会观察到长期的表现。\r\n\r\n除了这种短期的悖论，学生可能会主动避免「合意困难」，因为他们认为自己的记忆/理解比实际情况要强。Bjork 认为，「培训经常是非最佳的，因为在实际工作中，学习者会遇到很多变体情况，很多延迟，很多不确定性，而训练无法考虑到这些挑战。」（参见[迁移学习](https://notes.andymatuschak.org/z2hEyCHQpB6UV8z4mYvto7FJud4zWVqZqfxJZ)）。\r\n\r\n------\r\n\r\n问：增加难度对训练任务的表现有什么反直觉的影响？\r\n\r\n答：基本上训练中表现会变差，但是长期看来表现更优秀\r\n\r\n问：为什么学习者可能认为在练习过程中引入困难后，他们学习效果会变差？\r\n\r\n答：增加困难往往会损害练习期间的表现（但同时提高长期表现）。\r\n\r\n问：为什么现有制度不鼓励教练员在练习中加入合意困难？\r\n\r\n答：对他们的评估可能是基于学生的短期表现。\r\n\r\n问：为什么教练通常无法意识到在训练中增加困难的长期作用？\r\n\r\n答：因为训练时间太短，从而无法意识到更困难的练习可能带来的改进。另外，他们可能从未看到他们的学生在现实世界中的表现。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nBjork, R. A. (1994). Memory and Metamemory Considerations in the Training of Human Beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about Knowing (pp. 185–205). MIT Press.\r\n\r\n## 反向链接\r\n\r\n- [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n - 采用提取练习后，尽管学生在练习过程中的成功率降低了，但相比单纯通过重复阅读学习材料，练习得到的长期记忆更加持久 (Roediger, 2006)。相关文章：[合意困难（术语来自 Bjork）](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)。\r\n\r\n- [迁移学习](https://notes.andymatuschak.org/z2hEyCHQpB6UV8z4mYvto7FJud4zWVqZqfxJZ)\r\n\r\n - 另见[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)\r\n\r\n- [记忆的双组分模型](https://notes.andymatuschak.org/z4dAUBxVn79XSWRxGZHnKRXCP5XHeX2P9sw3y)\r\n\r\n - 每复习一次，稳定性随之而增加，因此每次复习之后，可提取性下降得更慢（见[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)）。当可提取性较低时，提取似乎会更多地增加稳定性：也就是说，[较难获得的记忆通过提取得到更多强化](https://notes.andymatuschak.org/z4JH6dnUaSv1TcxgSpaBofAaFXxUmC4M3APqQ)（另见 [Bjork 提出的合意困难](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)）。[Supermemo](https://notes.andymatuschak.org/z6Bub13H3u5SKX7Yzbt8GBuK86HPTXSU1TdAK) [试图用指数曲线来描述这种关系](https://supermemo.guru/wiki/Spacing_effect_gain)，但 Supermemo 使用的模型太过复杂，我不得不对其持怀疑态度。\r\n\r\n- [间隔重复记忆系统让你觉得你的记忆力比实际情况差](https://notes.andymatuschak.org/z4vCGd9Gt715AXtqTXxoKjrEawbvT9o9NA6DC)\r\n\r\n - 见[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)\r\n\r\n- [间隔重复记忆卡片应确保复习者必须从记忆中提取出答案](https://notes.andymatuschak.org/z7XLLk9aqBtJLDtP9kemBA87bDtjhpxst1osT)\r\n\r\n - 相关的：[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)\r\n\r\n- [2020-07-27](https://notes.andymatuschak.org/z4TfKLCSZriHjRaoo9NfKWtMbey6vLKY14Cj5)\r\n\r\n - 8:49：在写[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)\r\n\r\n- [Do Students Need Fact Knowledge Before Higher Order Learning? Journal of Educational Psychology, 111, 189-209](https://notes.andymatuschak.org/Agarwal%2C_P._(2019)._Retrieval_Practice_%26_Bloom's_Taxonomy)\r\n\r\n - 作者希望找到依据，用以区分三个可能加以运用的框架：[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)，[适合迁移的加工](https://notes.andymatuschak.org/zgNZJ2DNTzbNNriAGHjbKTowViNr6yCuk6D)，和「事实知识的基础」（即顺序主义的[布卢姆分类学](https://notes.andymatuschak.org/z2o43GMSejBW6vU4axsSTHit8hxaUBJYUTD8Z)）。\r\n\r\n- [[09541440601056620|λ:/thoughts-memo-translation-main/Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558. https://doi.org/10.1080/09541440601056620]]\r\n\r\n \\* 也许最佳的学习形式与提取的努力有关（[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)）？简答题所涉及的额外努力是提高记忆表现的原因吗？数据似乎表明了这种解释，因为通过简答题的学习在任何一种事后测试中都能产生最可靠的保留。\r\n\r\n- [[j.1745-6916.2006.00012.x|λ:/thoughts-memo-translation-main/Roediger, H. L., & Karpicke, J. D. (2006). The Power of Testing Memory: Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x]]\r\n\r\n \\* 各种实验表明，增加提取的努力能够增强知识的后续存留；这表明提取过程本身在测试效应中起作用。另见[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)。\r\n\r\n- [[0278-7393.4.6.592|λ:/thoughts-memo-translation-main/Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning & Memory, 4(6), 592–604. https://doi.org/10.1037/0278-7393.4.6.592]]\r\n\r\n \\* 在讨论中，作者指出，这种好处不能仅仅归因于加工深度的论据（例如[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)），因为韵律规则表现出的效果并不比其他复杂得多的规则差。", + "type": "text/markdown", + "caption": " Bjork ：「上帝啊，这个困难正合我意」—— 合意困难\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Desirable difficulties, after Bjork" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Displacement activity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Displacement activity.json" new file mode 100644 index 0000000..2ce0013 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Displacement activity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Displacement activity", + "text": "# 排遣行为\r\n\r\n原文：[Displacement activity (andymatuschak.org)](https://notes.andymatuschak.org/zgwn7ZQP99T8LDSjUiyBhGhU29VEUSabYws)\r\n\r\n排遣行为，顾名思义，是人类（和动物）的一种自我安慰活动。当他们被打了鸡血，驱使自己去执行多种行为时，或者当他们不能、不确定如何做事时，他们可能会表现出这种行为。这种行为也与压力和焦虑有关。\r\n\r\n例如，在不知怎么选的时候人会挠头；再比如，人面临某些烧脑的工作时会感到焦虑，并且一边焦虑、一边刷微博或者回复紧急邮件：另请参阅[用别人的想法填满闲暇时间是一种文化习惯](https://notes.andymatuschak.org/zDoZS3Wt316napbdaBGU8C8WLVuyPeAu5Bi)，[人们更喜欢行动而不是思考](https://notes.andymatuschak.org/zMHvnEVNVQyuU8Uhf4Wij7HnsCD3GgKpAds)。而动物在类似情况下，往往会进行梳理、整理羽毛或搔抓。\r\n\r\n另见[团队环境让你很容易用排遣行为来欺骗自己](https://notes.andymatuschak.org/z2Ayxr6VTGVtixrjx4iCBRLadxZuJDu27izP)。\r\n\r\n------\r\n\r\n问：动物在什么情况下会表现出排遣行为？\r\n\r\n答：当感到压力或者焦虑时；当感到无法确定地着手做某事，或者对它内耗时。\r\n\r\n问：知识工作者的排遣行为会是怎样的？\r\n\r\n答：做很多紧急但不重要的任务，而不是高度不确定但重要的 TODO。", + "type": "text/markdown", + "caption": " 排遣行为\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Displacement activity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Educational game.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Educational game.json" new file mode 100644 index 0000000..72e5d9d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Educational game.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Educational game", + "text": "# 教育游戏\r\n\r\n原文：[Educational game (andymatuschak.org)](https://notes.andymatuschak.org/z5YBATDEy9pSqzTgNhH6MhGqgkG8mAF7QTLK5)\r\n\r\n教育游戏是创制体验，借助[参与式环境](ttps://notes.andymatuschak.org/z63gautzqb9mmukrf85uhtefpmgbbjbqvt2r8)传达知识或价值观，一般通过情感与审美动力来驱动行为，而非通过外显的学习目标。核心设计机制：[教育游戏试图通过情景体验进行教学](https://notes.andymatuschak.org/z5xcofbnqofjnhswcsp4gbspkqag3dnzr6sxc)。\r\n\r\n但是：[教育游戏对于创造赋能环境而言是注定失败的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)", + "type": "text/markdown", + "caption": " 教育游戏\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Educational game" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Elaborative encoding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Elaborative encoding.json" new file mode 100644 index 0000000..d9cfc58 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Elaborative encoding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Elaborative encoding", + "text": "# 精细编码\r\n\r\n原文：[Elaborative encoding (andymatuschak.org)](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)\r\n\r\n「精细编码」描述了将知识与现有记忆或经历建立联系的过程。一般认为，建立这样的联系有助于回忆，特别是与十分独特或有情感连接的目标建立联系时。\r\n\r\n精细编码最常用于助记法：记忆数字时，将数字与名人、地点、气味等事物建立联系。\r\n\r\n一些[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的用户会特意写出卡片，以促进精细编码。Karpicke 和 Smith 的实验（2012）表明，与只进行提取练习相比，这样做的好处并不大。相关文章： [提取练习似乎是一种比精细编码更有效的学习活动](https://notes.andymatuschak.org/z6z7GhYwjvT6eYbBDQgUbmcshywmskqnVs3Y6)。\r\n\r\n## 参考文献\r\n\r\n[Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331(6018), 772–775.](https://notes.andymatuschak.org/z78CeJK6CpQWhzruLZZ8cVxeQ2WaHgzHNmHsq)\r\n\r\n[\\/\\/doi.org\\/10.1016\\/j.jml.2012.02.004](https://notes.andymatuschak.org/Karpicke%2C_J._D.%2C_%26_Smith%2C_M._A._(2012)._Separate_mnemonic_effects_of_retrieval_practice_and_elaborative_encoding._Journal_of_Memory_and_Language%2C_67(1)%2C_17–29._https)\r\n\r\n## 反向链接\r\n\r\n- [常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)\r\n\r\n - 强迫自己在笔记之间添加大量链接，我们便能打开视野，围绕眼下关心的问题，考虑还有些概念能与其关联。添加链接的行为施加了一种压力，促使我们仔细思考各个概念如何联系彼此（见[理解概念需与其尽力较量](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)和[常青笔记应该面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)），同时也实现了[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)，使我们更深入地内化这些想法。\r\n\r\n- [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n - 总体而言，与只基于[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)的练习相比，测试效应似乎还能带来更持久的记忆 (Karpicke and Smith, 2012)，并改善学习表现 (Karpicke and Blunt, 2011)。\r\n\r\n- [Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331(6018), 772–775.](https://notes.andymatuschak.org/z78CeJK6CpQWhzruLZZ8cVxeQ2WaHgzHNmHsq)\r\n\r\n - 实验比较了概念图（调用[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)）与提取练习（调用[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)）对记忆的影响。与 Karpicke 和 Smith（2012）一样，本文也对提取练习的效果是否可能 **取决于** 精细编码，或者是否有其他过程发生感兴趣。\r\n\r\n- [间隔重复记忆卡片应关联和联系概念](https://notes.andymatuschak.org/z49EwwPL1CzKHTyLHXwJJH7hsciCg772Vm5WJ)\r\n\r\n - 当使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)来学习事实时，天真的方法会导致孤立地学习很多事实：一种蛋白质的名称、一个事件的日期、一个物理常数的大小。但是因为[丰富的理解在于联系](https://notes.andymatuschak.org/z8LFKKV15V11DpHdrybyvcaXcVfcRNqVqVCTD)，最好是将这些事实与其他想法联系起来。这既能帮助你更可靠地记忆（由于[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)），也能帮助你形成更丰富的理解，超越简单的事实。\r\n\r\n- [专家回答启发式，来自 Issa Rice](https://notes.andymatuschak.org/zEfpMY7F12gQ6NcbycHCNdpXqxb2mxdkJiX)\r\n\r\n - 当一张卡片不能用上这种启发式方法时，它通常是在编码作者特定的解释、框架、例子、措辞等。这通常很有帮助，特别是作为一种[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)或培养情感兴趣的一种方式。但它也可能产生偏狭的理解。在使用共享卡片或助记媒介的情况下，这种卡片会产生令人沮丧的假阴性，因为它们要求读者学习卡片作者如何呈现材料：[助记媒介的读者有时会因为作者的措辞选择而感到受阻](https://notes.andymatuschak.org/zMFKJdtNGpucVUcitRVJiMxfyoNY4A4c2Bd)。\r\n\r\n- [亲自写间隔重复卡片似乎能促进理解](https://notes.andymatuschak.org/z219EBYg9SbQzF372qudzgJpArt4Bmfhrczkg)\r\n\r\n - 相关笔记：[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y), [精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)\r\n\r\n- [丰富的理解在于联系](https://notes.andymatuschak.org/z8LFKKV15V11DpHdrybyvcaXcVfcRNqVqVCTD)\r\n\r\n - 这部分内容是关于[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)。\r\n\r\n- [2020-11-01 – 2020-11-07](https://notes.andymatuschak.org/z2jtKy8tjoEMhzzbgFMnf61BXYe1dkNgKrssE)\r\n\r\n - 对[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)和[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)有了更好的理解，围绕这个问题读了一堆论文。对[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)的理解逐渐加深。一篇不错的综述文章：\r\n\r\n- [[Karpicke, J. D., & Smith, M. A. (2012). Separate mnemonic effects of retrieval practice and elaborative encoding. Journal of Memory and Language, 67(1), 17–29.\r\n\r\nhttps://doi.org/10.1016/j.jml.2012.02.004]]\r\n\r\n\\* ＊[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)是由[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)产生的吗？当你在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中复习卡片时，你给自己一个机会，根据你当前的上下文和复习过程中产生的不同想法形成新的联系。", + "type": "text/markdown", + "caption": " 精细编码\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Elaborative encoding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Enabling environment.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Enabling environment.json" new file mode 100644 index 0000000..f141c08 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Enabling environment.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Enabling environment", + "text": "# 赋能环境\r\n\r\n原文：[Enabling environment (andymatuschak.org)](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)\r\n\r\n **赋能环境** 极大地扩展了其参与者的能力，使他们能够做他们认为有意义和重要的事情。\r\n\r\n表面上学校应追求这一目的，但[教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)，很大程度上是因为[赋能环境的活动直接服务于本身有意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)。一般来说，[赋能环境着重为成长和行动创造机会，而不是培养技能](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)。\r\n\r\n许多其他社会机构代表着强大的赋能环境。运转良好的公司往往是赋能环境的典范。在这些组织中，新员工可能会觉得自己的个人能力远远超过以前，即使他已有多年的从业经验。同样，[Y Combinator](https://notes.andymatuschak.org/z2kQbKXThuY4FrdXVcE7JCt974sPATVhSpita) 也是赋能环境。\r\n\r\n伟大的软件环境是赋能环境。Photoshop 扩大了专家的艺术表达范围，并为新手解锁了曾经是阳春白雪的照片增强技术。软件开发工具使青少年能够制作游戏，并以零边际成本将其分发给数百万人。相比之下，[大多数游戏都不是赋能环境](https://notes.andymatuschak.org/z6DCZK1JtHU3waXWTk5UbNt3kXU4WRT9EwNND)，以及[教育游戏是注定失败的创造赋能环境的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)。\r\n\r\n书籍和视频很少能实现赋能环境：[大众媒介通常不善于帮助人们将想法转化为实践](https://notes.andymatuschak.org/zu8VWFVs7gxjMN75cfo1eNDmKnUBPtCzgAM)。\r\n\r\n一批联系紧密的[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)可以为作者提供赋能环境：[常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)。（参见[常青笔记充当知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)）\r\n\r\n## 设计赋能环境\r\n\r\n赋能环境一般都是自创的，但是[强大的赋能环境通常作为副产品产生于在追求其自身内在意义的项目时](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)。[自创环境极大程度受作者的动机塑造](https://notes.andymatuschak.org/z34mYTEEEQcrywWkoNnz1Fzr8NmwaDsVRNgTK)；这往往意味着[强大的赋能环境注重专业级用例](https://notes.andymatuschak.org/z8jg7T3YhvyXiEpy4humYAioLUEjnrdZgwHYs)。\r\n\r\n[设计新的赋能环境相当于设计大学++](https://notes.andymatuschak.org/z7VvaRXqJ9ftH18TPKpySuRiEkLj9N9MFLQAW)\r\n\r\n设计赋能环境的挑战：\r\n\r\n- [赋能环境着重于环境所赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)\r\n\r\n设计这些环境的一些机制 ::TODO 扩展为笔记:::\r\n\r\n- 设计一些表征，从而扩大参与者现有专业知识/努力的行动范围；例如：\r\n\r\n - Photoshop 的内容感知的调整大小工具\r\n\r\n - 飞机/医院的检查清单\r\n\r\n- 设计扩大参与者能力上限的表征；例如：\r\n\r\n - 阿拉伯数字\r\n\r\n - 非线性视频编辑\r\n\r\n- 设计包含现有表征的表达范围的表征，但对努力/专业知识的要求较低/不同；例如:\r\n\r\n - Figma 的矢量网络 bezier 工具与 Photoshop 的钢笔工具\r\n\r\n - Rust 和 Objective-C 中的自动保留计数与手动保留计数\r\n\r\n- 设计包含现有表述范围的表述，但努力/专业技能的提升曲线更平滑；例如：\r\n\r\n - SICP\r\n\r\n - Minecraft 的 3D 编辑器与先前存在的体素编辑器的比较\r\n\r\n - （这里的许多现有环境，如 SICP 和大多数可执行的笔记本 （译者注：如 Jupyter, Pluto），与被赋能的行动发生的地方相互影响很弱，这大大限制了它们的力量）\r\n\r\n - （这里有动态的[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)、[情景体验放大了叙述的力量](https://notes.andymatuschak.org/zhZFC1LFDwAcsgJAdaKEDnSHyrf1bR954Ssb)和其他一些 Primer 设计元素的机会）", + "type": "text/markdown", + "caption": " 赋能环境\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enabling environment" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Enacted experience.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Enacted experience.json" new file mode 100644 index 0000000..7bdcb36 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Enacted experience.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Enacted experience", + "text": "# 情景体验\r\n\r\n原文：[Enacted experience (andymatuschak.org)](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)\r\n\r\n **情景体验** 是在活动中，那些让参与者觉得发自自我，而实际却非如此的体验 —— 实际上，它主要是作者意图的特定表达。这个机制很强大，因为[情景体验可以创造出服务于作者目标的强烈个人联系](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)。\r\n\r\n（注：我对「情景」一词的用法与 Bruner 不同：[Jerome Bruner 与「情境」](https://notes.andymatuschak.org/z26hAmiubJzJ9NSxE9xx5FBrY6eiBiHruuVGj)）\r\n\r\n## 例子和反例\r\n\r\n[Y Combinator](https://notes.andymatuschak.org/z2kQbKXThuY4FrdXVcE7JCt974sPATVhSpita) 中许多元素都是情境体验：精心安排的晚餐、时间表、压力等元素结合起来，产生了预期的体验。精明的专业人员经常在会议中创造情景体验：他们构建议程和框架的方式，使与会者不可避免地得出设计者预期中的信念或结论，但每个人都觉得是他们自己独立思考的结果。\r\n\r\n好的电子游戏是结构化的，因此站在游戏的任何时刻，玩家会感到当下的体验由自己一点一滴往前的的行为所 **创造** ；而往后的体验，又来自自己当下行动的 **制订** —— 他们会代入这些状态。这种感觉会出现在任何[参与式环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)中，但在游戏中，狗策划可以对玩家将体验到的情景进行强有力的控制。\r\n\r\n像 Jenova Chen、[Frank Lantz](https://notes.andymatuschak.org/z63CNoeqmkF3oAGJdVchqFHUi2wYvVfU2znRN) 和 Jonathan Blow 这样的游戏设计师，创造了专门用来摆弄玩家的 “小提琴”，即这样一个环境，玩家在其中按下按钮，直观地感觉自己带来了每一个 moment，但按钮会经过精心设计，玩家的行动创造的感觉，通常完全来自设计师所预设的反馈。在好的游戏中，玩家会觉得他们已经达到了创造的体验，即使他们不是真正的主导者。这给了游戏设计师独特的表达机会：[游戏是一种行动的审美媒介](https://notes.andymatuschak.org/z5LACRpfDs6pfGiJV5RjixDj6cMsPQoQrSj3s)。\r\n\r\n对于媒体形式来说，这是一个不寻常的属性。在电影和书籍中，观众/读者在任何特定的时刻都会觉得是作者创造了那个时刻。如果作品做得非常巧妙，观众/读者可能会觉得是 **人物** 或他们的环境创造了那个时刻。但观众/读者肯定不会觉得是 **他们的** 行为创造了这一时刻。\r\n\r\n最接近的非游戏媒体类似物可能是沉浸式戏剧，但参与往往过于被动，无法创造这种效果。\r\n\r\n软件环境是参与性的，用户通常认为他们在这些系统中获得一些体验，但这些体验通常不是设计者意图的受控表达。所以，软件环境很少产生情景体验。\r\n\r\n## 要素\r\n\r\n- 从定义上讲，任何产生情景体验的环境都必须是[参与性环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)。\r\n\r\n- [情景体验需要参与者置身的因果关系](https://notes.andymatuschak.org/z3JVez8dDfxTHY1K9tHUfLLcgLkUmXQ2HKXUU)\r\n\r\n- [情景体验需要阻断参与者的行动](https://notes.andymatuschak.org/z3k51usSRurffGVzeRMc7EBaeKRNMvWiPMmBH)\r\n\r\n- [情景体验需要紧密的行动-反馈循环](https://notes.andymatuschak.org/zds1dqKLyJLp9LXP5K424urzhQFQSUK5wYrC)\r\n\r\n许多情景体验使用元认知脚手架（[元认知支持作为认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)）来引导参与者走向所需的体验，但并非所有的体验都是如此。弹奏乐谱和执行食谱都可能是不需要脚手架的情景体验。\r\n\r\n[情景体验处于参与感和作者控制的光谱中](https://notes.andymatuschak.org/z5R1qAa8vSGsTnMJ7GURw4Ya1uZrDBnaCc24Y)\r\n\r\n## 挑战\r\n\r\n- [情景体验很难创作](https://notes.andymatuschak.org/z2Moj6uUj8hJ11dDMbrHsF58BMmxe6p48rsvv)\r\n\r\n- [情景体验很难满足所有人的胃口](https://notes.andymatuschak.org/z2K87JksHrc9UDQR2PoTxXeRNdJA1Wo9N8Au2)\r\n\r\n## 前景\r\n\r\n- [情景体验可以引导人们积极参与到赋能环境中](https://notes.andymatuschak.org/z2FDTR2NfpW1AtA4SAETevmKC2uDGEHfKrbhG)\r\n\r\n- [情景体验作为一种大众媒介具有难以置信的潜力](https://notes.andymatuschak.org/z6oXuXLZ7Wq1eBqskyfph2wz9gjohQUKSBFzx)", + "type": "text/markdown", + "caption": " 情景体验\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enacted experience" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Evergreen notes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Evergreen notes.json" new file mode 100644 index 0000000..0da549c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Evergreen notes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Evergreen notes", + "text": "# 常青笔记\r\n\r\n原文：[Evergreen notes](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)\r\n\r\n写下 **常青笔记** 并加以组织，意在时过境迁，世事辗转之中，这些笔记仍能演化改良，发挥功用，最终聚沙成塔。如此考虑笔记实属不寻常：[大多数人记的笔记多是短效的](https://notes.andymatuschak.org/z2ZAGQBHuJ2u9WrtAQHAEHcCZTtqpsGkAsrD1). 写常青笔记，与其说是写笔记，不如说是高效发展洞察力：[「更好地记笔记」不是重点；「更好地思考」才是](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)。常青笔记写得好则会颇富价值：[常青笔记是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)。\r\n\r\n写出经得住长久研磨改善的笔记，实属不易。下面这些原则可能有所帮助：\r\n\r\n- [常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)\r\n\r\n- [常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)\r\n\r\n- [常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)\r\n\r\n- [优先建立联系来分类，而非使用层级式的命名法](https://notes.andymatuschak.org/z29hLZHiVt7W2uss2uMpSZquAX5T6vaeSF6Cy)\r\n\r\n- [默认面对自己写笔记，不要考虑有读者](https://notes.andymatuschak.org/z8AfCaQJdp852orumhXPxHb3r278FHA9xZN8J)\r\n\r\n常青笔记这一概念在很大程度上是由尼克拉斯-卢曼的 [Zettelkasten](https://notes.andymatuschak.org/z2QvtE9w5zs49x7WUeG8Ut1vywHDLiG2Wkm9p) 笔记演变而来，尼克拉斯-卢曼认为， 在他 70 本书的写作过程中，Zettelkasten 就像一个独立的智力伙伴。参见[常青笔记写作和 Zettelkasten 的异同](https://notes.andymatuschak.org/z4AX7pHAu5uUfmrq4K4zig9x8jmmF62XgaMXm)\r\n\r\n## 实现常青笔记\r\n\r\n参见：\r\n\r\n- [写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)\r\n\r\n- [阅读收件箱以获取可能有用的参考资料](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)\r\n\r\n- [为临时性而不完整的笔记建立写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)\r\n\r\n- [可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). 《如何做聪明的笔记。促进写作、学习和思考的简单技巧--面向学生、学者和非虚拟类书籍的作者》。\r\n\r\n> 许多学生和学术写作者对待做笔记，就像一些古早的船东一样。他们处理想法和发现的办法，乍一看非常有道理：读到有趣的句子，就在句子下面划线。想发表什么意见，就写在空白处。突然冒出什么想法，就写在笔记本上，如果有篇文章看起来挺重要，就花点心思做做摘录。然而如此处理之后，各个地方都散落着大量笔记。那么写作就非常依赖大脑来记住笔记是什么时候，在哪里写下来的。\r\n\r\nLuhmann, N. (1992). 与卡片盒的沟通。In A. Kieserling (Ed.), & M. Kuehn (Trans.), *Universität als Milieu:Kleine Schriften* (pp. 53-61). 检索自 http://luhmann.surge.sh/communicating-with-slip-boxes", + "type": "text/markdown", + "caption": " 常青笔记\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Executable strategy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Executable strategy.json" new file mode 100644 index 0000000..3c7a770 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Executable strategy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Executable strategy", + "text": "# 可执行的策略\r\n\r\n原文：[Executable strategy (andymatuschak.org)](https://notes.andymatuschak.org/z53fk5XwrsnueNDDCq6WNe2VbPhrDGQmmVgNS)\r\n\r\n在创造性的工作以及生活中，许多目标似乎不可预测又难以实现，非常依赖希望和运气：养成习惯，健身塑形，著书立说，做研究项目等等（见[知识工作的核心实践往往是临时性的](https://notes.andymatuschak.org/z7z6uFero1JXyANDsq7P4RzeUemPWrHD7Ejmn)）\r\n\r\n打扫厨房则并非如此。清理收件箱甚至也非如此（[收件箱维护的分流策略（如「收件箱归零」）往往不够稳健](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)）。对于许多普普通通的目标，你有 **可执行的策略** 来实现它们，这些策略以可预测、可管理的方式来可靠地实现目标。它们是元认知支持（[元认知支持充当认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)）。\r\n\r\n为了构建可执行的策略，我们必须将任务分解成一项项活动，保证：\r\n\r\n- 你能肯定这些活动完成得越多，距离完成目标越近\r\n\r\n- 每项活动所花费的气力可以预测\r\n\r\n- 每项活动都感觉切实可行\r\n\r\n- 选择和计划一项活动很轻松\r\n\r\n一种常见的办法是设立每天工作一定时间的目标。要想成功运用这种策略，便需要你清楚，这些时间如何能毫无阻碍地逐步积累，实现期望的目标。仅仅在某个项目上花费一定数量的时间，是（对于成功）相当弱的约束：很容易全神贯注工作很久，然而颗粒无收。\r\n\r\n另一个常见的选择是将创意产出分而治之。如果你想写文章，你的目标便可能是每天写上一定字数；如果你在设计界面，你的目标则可能是每天设计一个这个界面的元素。但是，这些步骤所需要的精力很难预知，而且它们常常让人觉得无从下手。如果你因为对自己的一个想法感到困惑而在写作中卡壳，那么你就不可能为你的稿子写出 500 字。你需要花更多时间思考这个想法。在手稿上实现这点比较困难。相比之下，参见[常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)。\r\n\r\n## 一些可执行策略\r\n\r\n- [可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)\r\n\r\n- [间隔重复记忆系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)\r\n\r\n- [如何将阅读标注处理成常青笔记](https://notes.andymatuschak.org/z2PJ51tCXuPFxnfFVUxxgwjvZ1geu4YnYm7hK)\r\n\r\n- 开始养成习惯", + "type": "text/markdown", + "caption": " 可执行的策略\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Executable strategy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Generation effect.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Generation effect.json" new file mode 100644 index 0000000..d4b7c26 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Generation effect.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Generation effect", + "text": "# 生成效应\r\n\r\n原文：[Generation effect (andymatuschak.org)](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)\r\n\r\n「生成效应」是指，比起主动阅读或材料展示，人们能更好地记住自己生成的东西。\r\n\r\n例如，效应的命名者 Slamecka 和 Graf（1978）研究表明，人们自己生成关联对（如:押韵：wave / c??e）时，比单纯阅读关联对（如：押韵：wave / cave）的记忆表现更好。\r\n\r\n有时会很容易把这种效应与[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)混淆：在让学生从记忆中提取答案时（如在自由回忆测试中），回忆质量会有一部分取决于答案的生成过程。但 Karpicke 和 Zaromb（2010）的实验表明，这两种影响是不同的，而且在一定程度上可能是彼此独立的。通过尝试生成目标来学习的人，最终比通过尝试回忆来学习的人回忆质量更差。\r\n\r\nKarpicke 和 Zaromb（2010）指出，一些（我还没有读过的）参考文献表明，在更难的自由回忆任务中，这种影响可能是极小的（与 Slamecka 的第四和第五个实验相反，这些实验确实只显示了很小的影响）：\r\n\r\n> 因此，阅读与生成的列表在自由回忆方面往往没有差异，事实上，有时阅读比生成更有优势（例如 Nairne et al., 1991; Schmidt & Cherry, 1989）。在一个单纯的生成项目列表中发生的记忆增强进程，不足以抵消进程乱序带来的副作用，也不足以在自由回忆中产生超越阅读内容列表的优势。\r\n\r\n## 参考文献\r\n\r\n[//doi.org/10.1016/j.jml.2009.11.010](https://notes.andymatuschak.org/Karpicke%2C_J._D.%2C_%26_Zaromb%2C_F._M._(2010)._Retrieval_mode_distinguishes_the_testing_effect_from_the_generation_effect._Journal_of_Memory_and_Language%2C_62(3)%2C_227–239._https)\r\n\r\n[Delineation of a phenomenon. Journal of Experimental Psychology](https://notes.andymatuschak.org/Slamecka%2C_N._J.%2C_%26_Graf%2C_P._(1978)._The_generation_effect)\r\n\r\n## 反向链接\r\n\r\n- [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n - 一般来说，测试效应在生成式测试（简答题、作文）中比在判别式测试（多选题 / 判断题）中更明显 (例如 Kang et al, 2007)。这可能是由于[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)。\r\n\r\n- [常青笔记的维护近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)\r\n\r\n - 从记忆的角度来说，这并不是一个有效的间隔重复：你并没有真正利用[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)。但它确实利用了类似于[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)的东西，而且它可能是一个有用的视角，来思考如何在你长期积累的思想库中管理你的注意力。具体来说，这种做法会提倡你去反复关注那些之前的，似乎与你现在工作有关的想法。因为你可能会发现自己正在修改关于这些过去想法的笔记，所以这种关注可能是相当费力的。\r\n\r\n- [亲自写间隔重复卡片似乎能促进理解](https://notes.andymatuschak.org/z219EBYg9SbQzF372qudzgJpArt4Bmfhrczkg)\r\n\r\n - 相关笔记：[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)，[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)\r\n\r\n- [自主评分的间隔重复记忆系统比机器评分的系统更有效率](https://notes.andymatuschak.org/z7MGZ4wX4fenUQzR9248QfWU8GFeZbTFGaJRM)\r\n\r\n - 一些机器评分系统会将他们的卡片变成多选题以规避输入成本。但这将生成任务转变成了辨别任务——对记忆编码的效果大打折扣；见[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)\r\n\r\n- [2020-11-03](https://notes.andymatuschak.org/z8mtuutcq97ABcwQgEQA91c8ZNfsCawVfuA56)\r\n\r\n - [生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)\r\n\r\n- [2020-11-01 – 2020-11-07](https://notes.andymatuschak.org/z2jtKy8tjoEMhzzbgFMnf61BXYe1dkNgKrssE)\r\n\r\n - 对[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)和[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)有了更好的理解，围绕这一点读了一堆论文。对[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)的理解逐渐加深。有一篇不错的综述文章；\r\n\r\n- [[09541440601056620|λ:/thoughts-memo-translation-main/Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558. https://doi.org/10.1080/09541440601056620]]\\* 与[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)的关系：\r\n\r\n- [[j.jml.2009.11.010|λ:/thoughts-memo-translation-main/Karpicke, J. D., & Zaromb, F. M. (2010). Retrieval mode distinguishes the testing effect from the generation effect. Journal of Memory and Language, 62(3), 227–239. https://doi.org/10.1016/j.jml.2009.11.010]]\\* [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)和[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)是同一回事吗？它们经常被等同起来，事实上，我在自己的笔记中也曾将它们等同起来。本文描述了一系列的实验，试图证明有不同的基本机制在驱动这两种现象，而且提取练习对记忆的影响比生成更大。\r\n\r\n- [[0278-7393.4.6.592|λ:/thoughts-memo-translation-main/Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning & Memory, 4(6), 592–604. https://doi.org/10.1037/0278-7393.4.6.592]]\\* 第一篇论文通过一些实验排除干扰因素，证实了[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)的存在。", + "type": "text/markdown", + "caption": " 生成效应\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Generation effect" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Insight through making.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Insight through making.json" new file mode 100644 index 0000000..f479bea --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Insight through making.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Insight through making", + "text": "# 实践出洞见\r\n\r\n原文：[Insight through making (andymatuschak.org)](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)\r\n\r\n（见[《我们如何才能开发出变革性的思想工具？》；小节“如何发明印度-阿拉伯数字？”](https://numinous.productions/ttft/#how-to-invent-hindu-arabic-numerals)中的中心讨论）\r\n\r\n- 强大的系统能传达对系统内在主题的深刻洞见\r\n\r\n - 工作室设计方式无法创造最强大的[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)：[发明印度-阿拉伯数字需要设计天才和数学天才](https://notes.andymatuschak.org/z5ph9NcXwFA13MNg3qTh8paqiaAqxtoRJM8fC)\r\n\r\n- 在某些情况下，使用特定的技能集、特定的流程来创建系统的过程实际上会增值出在这些主题上额外的洞见，进而反哺系统的改进，循环往复。这就是「实践出洞见」的闭环。\r\n\r\n - 但为了实现这点需要对主题知识相当精通。\r\n\r\n------\r\n\r\n孤立地研究理论很难察觉到一些理论方面的洞见。但如果在系统中实现这些理论，通过观察系统的行为，就能通过新的角度观察理论，从而扩大潜在见解的空间。最好的情况下，这些理论方面的洞见能够发展你所能构建的系统，而这些系统中浮现的洞见又能完善你的理论，这样便形成了良性循环。\r\n\r\n但是，要实现这个周期的两个「部分」，就需要在系统创造和主题知识方面都有专业知识；[发明印度-阿拉伯数字需要设计天才和数学天才](https://notes.andymatuschak.org/z5ph9NcXwFA13MNg3qTh8paqiaAqxtoRJM8fC)。\r\n\r\n大多数设计者要么专注于发展理论见解，要么专注于建立系统，而对这个周期的另一半没有实质性的努力。学者们构建的玩具系统，通常不会为他们的想法创建有意义的上下文（[学术界制作的软件界面通常不适合面向更大受众](https://notes.andymatuschak.org/z4wng6eYm8HiFPoWEStbqyBm3B8CegDRNq9N)）。设计师和工程师经常专注于构建系统，但他们对于系统内在理论的理解不够深入。\r\n\r\n这两种类型的实践者经常是为了开发系统而开发系统——而不是为了解决切身相关且很有动力解决的问题：[工具制造者通常与实际的使用情景脱节](https://notes.andymatuschak.org/zs5uUEv9iJH7JuAmsCChxBEMP2zW6CRbiAWE)。从这样的系统中得出的见解通常相当薄弱：[有效的系统设计需要从真刀真枪的情境中汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)\r\n\r\n这种洞察力在[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)的开发中尤为重要\r\n\r\n更多关于如何实践出洞见的笔记：\r\n\r\n- [工具制造者和工具使用者之间的深度合作可能会支持实践出洞见](https://notes.andymatuschak.org/z7PLEhbuGGhQx3o5oxpSD8oMxEHJXxZGUxBWD)\r\n\r\n- [实践出洞见时，建议摸石头过河而不是先画蓝图](https://notes.andymatuschak.org/z7Ldzn94FibghJBEG9hAebu8LMNV7NVBFvsfg)\r\n\r\n------\r\n\r\n## 参考资料\r\n\r\nMatuschak, A., & Nielsen, M. (2019 0). *How can we develop transformative tools for thought?* https://numinous.productions/ttft", + "type": "text/markdown", + "caption": " 实践出洞见\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Insight through making" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Mnemonic medium.json" new file mode 100644 index 0000000..111b447 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Mnemonic medium", + "text": "# 助记媒介\r\n\r\n原文：[Mnemonic medium (andymatuschak.org)](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)\r\n\r\n「助记媒介*」会在线性叙述的文章中嵌入了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。在过去，尽管[间隔重复记忆系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但上手此类系统却困难重重。「助记媒介」是为了解决其中很多问题而设计的。（*译注：「助记媒介」是 Andy 推广的一系列实验性质、内嵌 SRS 卡片的介质，如文章 ）\r\n\r\n它在[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)中首次被使用。我正致力研发 [Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o)，来大幅扩展其应用范围。（见更多[助记媒介的实质性例子](https://notes.andymatuschak.org/zDmYvwSyN9YRv5HgDYwX19C28jC9qZ5qiMJ)）\r\n\r\n- 关键设计特性：\r\n\r\n - [间隔重复卡片通常是原子化的，而助记媒介为其赋予结构](https://notes.andymatuschak.org/z5YjgWTaYfhWLrEbysgmDfFRcZ1yxgLeBeZac)\r\n\r\n - [助记媒介提供专家编写的卡片以消除制卡负担](https://notes.andymatuschak.org/z8ASeF682pSQ3feo8LHpLzk3u3SNpVUgNxMAU)\r\n\r\n - [助记媒介卡片穿插在阅读的过程中](https://notes.andymatuschak.org/zE1sr3TTDoEJut4hgai2w6qFUwBYHSkk7no)\r\n\r\n - [作者本人在助记媒介中添加的卡片可能帮助读者制卡](https://notes.andymatuschak.org/z4j3bcyJfBzGdpEoQje9gaVeECfsZFgMEhBNL)\r\n\r\n - [助记媒介依赖的卡片应是轻量级的](https://notes.andymatuschak.org/z7U6zXNGgTz1aEpRDUe6eMxotrhK4tmgprcxh)\r\n\r\n - [间隔重复系统优化重点应是重复环节与重复内容之间的情绪联系](https://notes.andymatuschak.org/z64si3kA3bkCgz3Bsr5YNWsAAQUR2pmXab63T)\r\n\r\n- 影响\r\n\r\n - [助记媒介对读者记忆的影响](https://notes.andymatuschak.org/zt1TyUANyt84UkQVBJjWEGZ3JUd2HP92r65)\r\n\r\n - [助记媒介对读者的宏观影响是什么？](https://notes.andymatuschak.org/z5yKJEmSVZvRr6Q5kDdKeCEt9aqCjo2hQwNcm)\r\n\r\n - [助记媒介使读者持续接触材料](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)\r\n\r\n- 假设/问题\r\n\r\n - 衍生范围/规模：\r\n\r\n - [助记媒介的功效在不同的平台-知识-风格主题中是如何变化的？](https://notes.andymatuschak.org/z8U56PQX9kwhMi97wnQRCByvqXAM4azb9UP6h)\r\n\r\n - [助记媒介如何让读者从平台类之外的体裁中获得知识？](https://notes.andymatuschak.org/z57S2Fte6gAnnM1gCS2nHpH7NYAiXD8KeDfvZ)\r\n\r\n - [将助记媒介应用于非技术性文章的经验教训](https://notes.andymatuschak.org/ztWkeRtP1VRttCcrGPmDH6trs3vobziJMHT)\r\n\r\n - [助记媒介对成熟领域的入门读物很有效](https://notes.andymatuschak.org/zY1nxKoZCJmCd6EpMxzWHwmCyiQUG7nX17Z)\r\n\r\n - [间隔重复记忆系统可以使人更快地度过科目学习中不愉快的早期阶段](https://notes.andymatuschak.org/z36hoKonZMF93rY34goQhyFLfnTfHmSwBzNYs)——在这些情境之外，助记媒介是否弊大于利？\r\n\r\n - [助记媒介如何适应读者不同的背景和目标？](https://notes.andymatuschak.org/z287gqhS79WChEm7zRiB5vcuVAXYCnn3GCXv)\r\n\r\n - [当学生对处理材料感到困难时，间隔重复记忆系统会如何干预？](https://notes.andymatuschak.org/z432Vjppz3bY9z3NWhrY9f6Co2Jp5DFBGeLGo)\r\n\r\n - 非记忆影响：\r\n\r\n - [助记媒介可能会促使读者更缓慢、更专注地阅读](https://notes.andymatuschak.org/z7W1Zr7wEGptA3bFYwwaPbCFLBo54xXmQLQdK)\r\n\r\n - [交错嵌入的助记媒介卡片提高了材料阅读时的安全感](https://notes.andymatuschak.org/z2TCHSDXHpLAH7137LZ5zZjcRVepwtrMVLpk)\r\n\r\n - [如果助记媒介被重新设计成一种更深入地参与文本的手段会怎样？](https://notes.andymatuschak.org/z8ByVmn3qYHQmkzLRGN1958M1aYLZ2yzLbvGs)\r\n\r\n - 不同类型的理解\r\n\r\n - [助记媒介可以通过简单的应用卡片帮助读者应用他们所学的知识](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)\r\n\r\n - [助记媒介如何帮助读者产生更复杂的理解？](https://notes.andymatuschak.org/z7RgD27WGTZmhHEvEeYcZXAZQwPT8QZ6Ee8xQ)\r\n\r\n - 通向熟练使用：\r\n\r\n - [高质量的间隔重复记忆卡片最重要的属性是什么？](https://notes.andymatuschak.org/z42J1vxsMjhkdbrqVfoqjiEesSzfaEqurBtoJ)\r\n\r\n - [助记媒介的典型用途有哪些？](https://notes.andymatuschak.org/z57n4zZZ61isUYuLafL9Df4SGErKGNawH9cMj)\r\n\r\n - [在哪些意义上，助记媒介不仅仅是普通文章的注解层？](https://notes.andymatuschak.org/z2EpuLdwnh6jiC2nKQJdqaSiZ1BodNUHATbN)\r\n\r\n - [嵌入卡片模板可以主动辅助助记媒介读者编写卡片](https://notes.andymatuschak.org/z2GSNFzS3TRYHW1UGQhay6Y4J16BVRSwsjWZ)\r\n\r\n - 对作者的益处：\r\n\r\n - [在助记媒介中制作询问-回答式卡片可能有助于作者思考他们的主题](https://notes.andymatuschak.org/z5NRACdMmrg8YjKmcjse5zkrUCj4fvhmH1W8h)\r\n\r\n - 优化：\r\n\r\n - [如何给助记媒介的复习集安排间隔？](https://notes.andymatuschak.org/z2HvBwx8Uqr7ErLp28oTuiKebTYy3RaRgv4B7)\r\n\r\n- 未来的方向\r\n\r\n - [认真对待情绪](https://notes.andymatuschak.org/zWiPabJxBUe2LyKaegZRLNQYAE653PXewkhU)：[我们应如何将从助记媒介得到的见解应用于注重深度情感联系的形式？](https://notes.andymatuschak.org/z6kCeJmanzXswfjDoushes6JT5yRELWmVB76g)\r\n\r\n - [穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)：[助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)\r\n\r\n - [助记媒介会为作者产生有趣的分析数据](https://notes.andymatuschak.org/z7ScFsA78anNe6XCpUj76bzLn1GJk7SqQR1ZH)\r\n\r\n - [助记媒介可以公开「记忆证明」的社会信号](https://notes.andymatuschak.org/z6pxak95T6Kv8DPfzJULEymSjD4NCoNyPdsJa)\r\n\r\n - [操作系统层级的间隔重复系统](https://notes.andymatuschak.org/z36iMKLe4CDAXdtLSJD4Z6qPPFUS8ZXymUk3i)\r\n\r\n - [把任意一个网页转化成助记媒介](https://notes.andymatuschak.org/z2hABbXxq3dz9XQ6bWrqLyModyC5EC2MXxNA)\r\n\r\n - [没有作者参与时，我们如何将现有文本转化为助记媒介？](https://notes.andymatuschak.org/zvG5X4scr9mGCnR52dtkPGeHLBUntANhBvf)\r\n\r\n - [间隔一切](https://notes.andymatuschak.org/z59aJSjgqr4B1k1ofoE7ZBF2dv8MeJ1Drf4TQ)：[助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)\r\n\r\n - 其他主要媒体类型\r\n\r\n - [普及助记媒介时，助记视频相比助记文本是更亲民的切入口](https://notes.andymatuschak.org/z2Pod81MW2WbpH32H5jNHzfgG8rCUf6g3Rs9)\r\n\r\n - [Twitter 帖子可能是助记媒介的有趣背景](https://notes.andymatuschak.org/z4rDaiTpdFf2nmTEuHyyR8RfQWaMZn5gRtxcb)\r\n\r\n- 挑战\r\n\r\n - [早期助记媒介的结构过于僵硬，其他人无法帮助定义该媒介](https://notes.andymatuschak.org/z2dofYEWs9Cqu8VDHFHamdNypw83yAZifz53)\r\n\r\n - ......被终端用户采用：\r\n\r\n - [许多人认为记忆对深入的创造性工作不重要](https://notes.andymatuschak.org/zD5zaKmvTFAAL3PTJGWzkAQr6CtoBCdoXBpM)\r\n\r\n - [最初的助记媒介在前提上隐含着专制](https://notes.andymatuschak.org/z2SaePptX2K1sudevrMYrjaqP7ZBRLs82iSv)\r\n\r\n - [助记媒介应该让读者对他们收集的卡片进行控制](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)\r\n\r\n - [接受助记媒介需要内容量达到临界值](https://notes.andymatuschak.org/z8jqDGL4iG67Twoe9XHH76D1Xd32YKs2P4xYp)\r\n\r\n - [没有源源不断的新卡片，间隔重复的复习环节常常变得枯燥而脱节](https://notes.andymatuschak.org/z4hNAfe6TrqjxCydF3CaAVn1svaqiu86JFVBz)\r\n\r\n - [普及助记媒介似乎需要网络出版的普及](https://notes.andymatuschak.org/zLbzDQF4MLSUEgDKu16i2h9q1ea8jC5crTV)\r\n\r\n - [在电脑上阅读文本令人不快](https://notes.andymatuschak.org/z7yjjydTNu3bujTeFc7Hey1iFbz513SnN6oss)\r\n\r\n - [规律进行间隔重复记忆练习是沉重的习惯](https://notes.andymatuschak.org/zyk3ZCEVSB4Zwej3Xd4CJ2g1FynRFTZGJpQN)\r\n\r\n - [间隔重复记忆系统难以迅速展现出优势](https://notes.andymatuschak.org/z2evK9drA5aJp4tHcXgV4Pri6GAnEyWyb4YwS)\r\n\r\n - [间隔重复记忆系统让你觉得你的记忆力比实际情况差](https://notes.andymatuschak.org/z4vCGd9Gt715AXtqTXxoKjrEawbvT9o9NA6DC)\r\n\r\n - ......对于设计者来说：\r\n\r\n - [间隔重复系统的主流文化圈热衷无意义的目标](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J)\r\n\r\n - [《量子国度》中助记媒介卡片没有一致的空间表征](https://notes.andymatuschak.org/z3wZ7ebhYtWDJS2cSgoER2nZwMz2Zpc2pVAYz)\r\n\r\n - [助记媒介应针对真正需要流利掌握知识的情景而开发](https://notes.andymatuschak.org/zLVJdDJ7jahsFYfTRU7LKbxsMYdpZWUbKB6)\r\n\r\n - [在 2020 年积极扩大助记媒介的规模为时过早](https://notes.andymatuschak.org/zjrts41M36NpjJkj14tTdToSr8gtsWnwQ5A6)\r\n\r\n - ...对于作者而言：\r\n\r\n - [为别人写质量上乘的卡片可能比给自己写优质卡片更难](https://notes.andymatuschak.org/z3VMP8i1HKdfn1nr9kB8zqTqGwVexnWx4R3s7)\r\n\r\n- 其他实现\r\n\r\n - [Login - Dawnguide](https://dawnguide.com/home)\r\n\r\n - [TakeAway](https://notes.andymatuschak.org/zqnmsJ4oFpiN9tGXSBS8YbfXA3zhLy5jupq)\r\n\r\n - [Thought Saver](https://notes.andymatuschak.org/zBM4qbJhN1XA4wBpDCj2fonXiz4sgQFe4YR)", + "type": "text/markdown", + "caption": " 助记媒介\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Participatory environment.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Participatory environment.json" new file mode 100644 index 0000000..3e2c927 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Participatory environment.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Participatory environment", + "text": "# 参与式环境\r\n\r\n原文：[Participatory environment (andymatuschak.org)](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)\r\n\r\n一些环境的核心活动从根本上说是主动的；大部分的体验是通过参与者投入精力创造出来的。我将其称为 **参与性环境** 。\r\n\r\n参与式环境可能是有意创制的，也可能不是。媒体环境几乎都是有意创制的，但许多社会和自然环境却不是。在创制的参与式环境中的部分体验可能是一种[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)。\r\n\r\n[参与式环境支持学习](https://notes.andymatuschak.org/z56HX9kF6fRMoRQfT6VhZN9ehnrrLDAq8FEFP)\r\n\r\n参与式环境对参与者来说往往更加愉悦，也许是因为它们诱发了[“心流”理论](https://notes.andymatuschak.org/z4NDjWD97ktonzUEbu4ynt8Sgpkz4rDApQL)；请看 Daniel Zalewski 在《纽约客》上对 Ian McEwan 的[简介](https://www.newyorker.com/magazine/2009/02/23/the-background-hum)中对心流的描述（[通过](https://www.chrishecker.com/Benevolent_Dissociation) [Chris Hecker](https://notes.andymatuschak.org/zxjTg6GnUjJBH4qEfjgyZcY8Jq3oygCEQzz) ；强调是我标注的）：\r\n\r\n> 在过去的两个小时里，他一直沉浸在梦境中，抛弃了一切时间的意识，抛弃了生命中其他一切意识，甚至忘记了自己的存在。他进入了一个纯粹的现在，没有过去的负担，也没有未来的顾虑。现在回头再看，当时从未觉得，但其实是一种幸福的感觉。有点像性爱，让他感觉自己身在别处，只是没有性来得愉悦，当然更不是感官上的体验。 **这种状态带给他一种满足，是他在任何被动的娱乐中都不曾体会过的** 。就连读书、看电影，甚至音乐都不能给他带来这种享受。……这种超然似乎需要一个充满挑战的环境，要求一个人在较长时间内全神贯注并发挥高超的技术，充满压力、麻烦，甚至是危险。他感到感到平静，心境开阔，充满了存在的充实感。这是一种空灵的净洁，深刻而沉默的愉悦感。\r\n\r\n## 例子和反例\r\n\r\n游戏基本上总是会建立参与式环境。如 Lantz （2019）所说，「游戏是行动的美化媒介」。但在 Twitch 上看别人玩游戏往往不能参与式环境。\r\n\r\n书籍和电影通常不会建立参与式环境。这些媒体创造的环境的核心活动，对于大多数参与者来说，通常是被动接受的。但也存在反例：Make 杂志；《右脑绘画(Drawing on the Right Side of the Brai)》；健身视频等。\r\n\r\n晚餐聚会和攀岩墙（天然的或人造的）都是参与式环境。地铁座位则一般不是。\r\n\r\n大多数软件界面都建立了参与式环境。一类常见的反例是媒体播放器：VLC、Pandora、Kindle 等。这种软件只是展示媒体，而软件本身并没有建立参与式环境。\r\n\r\n尽管志向可嘉，大多数探索式材料和[可执行的书](https://notes.andymatuschak.org/z2UKZTkAbLUKR85d92gqB7ahoxcS2tpB2ah2)并没有建立参与式环境。参与者的默认行为是滚动和阅读。\r\n\r\n## 免责声明/声明\r\n\r\n这个术语与教育学、认知科学和社会学中的现有概念有很大的重叠，比如「主动学习环境」、「具身体验」和「情景认知」等等，但我想超越这些学科环境，摆脱这些术语的包袱，所以我有意建立一个新的术语。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与 [Frank Lantz](https://notes.andymatuschak.org/z63CNoeqmkF3oAGJdVchqFHUi2wYvVfU2znRN) 的对话, 2019-05-07\r\n\r\n[Shirky, C. (2008, April 23). Gin, Television, and Social Surplus. Web 2.0 Conference.](https://notes.andymatuschak.org/z2J9Y3buwqPVqQHmrSJjFa8THgSw5NnFxMx8Q)\r\n\r\n> 四岁孩子都知道：如果媒介是为你准备，但你没有参与其中，那就不值得你观看。\r\n\r\n> …\r\n\r\n> 从现在开始，我就这样告诉他们：我们在寻找鼠标。我们四处寻找那些读者、观众、患者或者市民，他们有的被锁在创造和分享之外，有的享受着消极的或被禁锢的经验，我们发出叩问：「如果能开凿出一点点认知盈余，加以利用，我们会让事情变得更好吗？」我敢打赌答案是肯定的，或者换句话说，如果我们给彼此参与的机会，对彼此的尝试做出奖励的话，答案将是肯定的。", + "type": "text/markdown", + "caption": " 参与式环境\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Participatory environment" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Programmable attention.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Programmable attention.json" new file mode 100644 index 0000000..58b31ad --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Programmable attention.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Programmable attention", + "text": "# 可编程注意力\r\n\r\n原文：[Programmable attention (andymatuschak.org)](https://notes.andymatuschak.org/zJrfPCbY7GcpV9asEc8NTVzXTAV4TvRFMuY6)\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的复习环节不只是帮助你记住事情：它在数百个微小的任务中长期协调你的重复注意力，这些任务太多，无法用手管理。像这样的系统是一种 **可编程的注意力** 的形式。你一直在使用更简单的可编程注意力的形式：带有打盹和闹钟功能的收件箱；提醒你事情的机器人；[Twitter 是一种可编程注意力](https://notes.andymatuschak.org/z5UF8YjTjoYiADeLv2SeBPgKXKosK17cKfUpw)。这些系统的核心属性是什么？它们的潜在范围是什么？\r\n\r\n这样的系统通常侧重于发展生产力，但我相信它们可以用来支持创造性的工作——阅读、思考、表达、解决问题。\r\n\r\n对于更多借助间隔重复实现的应用：[间隔重复系统可用于对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n这个词颇有深意，但也带有异化和机械主义的味道，实属不幸。我想我最终还是要找到另一种说法。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与 Igor Dvorkin 的通信，2020-05-12\r\n\r\n> 教练是花钱请人对你的注意力进行编程", + "type": "text/markdown", + "caption": " 可编程注意力\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Programmable attention" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Spaced repetition memory system.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Spaced repetition memory system.json" new file mode 100644 index 0000000..21569b1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Spaced repetition memory system.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Spaced repetition memory system", + "text": "# 间隔重复记忆系统\r\n\r\n原文：[Spaced repetition memory system (andymatuschak.org)](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)\r\n\r\n间隔重复记忆系统结合了[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)]和[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)，能够用于高效地记忆成千上万的事实型材料（[间隔重复记忆系统非常高效](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)）。有些人还将它们用于更广泛的任务（见下文）。[间隔重复记忆系统让我们对记忆有了选择权](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但不要以为它只能用来机械记忆：[间隔重复记忆系统可用于加深概念理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)。\r\n\r\n第一个成熟的系统是 [Supermemo](https://notes.andymatuschak.org/z6Bub13H3u5SKX7Yzbt8GBuK86HPTXSU1TdAK)，由 [Piotr Wozniak](https://notes.andymatuschak.org/z7ErFZbV91EoBMFNNRseVh3xk1AeJhwq3fZzS) 创造。Supermemo使用并推广了「间隔重复」这一术语；在它之前，文献使用的术语五花八门（通常指的是间隔效应更具体的方面）。\r\n\r\n- 相关的系统和可能性：\r\n\r\n - [我的间隔重复系统方法的不同之处](https://notes.andymatuschak.org/z241Vpk8PMkfkGwMQ6U2PRjpweWhD8yAsVCR)\r\n\r\n - 不同实现：\r\n\r\n - 传统的：\r\n\r\n - [Supermemo](https://notes.andymatuschak.org/z6Bub13H3u5SKX7Yzbt8GBuK86HPTXSU1TdAK)\r\n\r\n - [Mnemosyne](https://notes.andymatuschak.org/z7sh4NRXqTaBmXtj3ioDn5fKwEn7qvtjGJhkC)\r\n\r\n - [Anki](https://notes.andymatuschak.org/z4zzRb7NCkV71THoNKMzWkw6QRWKr1QCtiAf1)\r\n\r\n - 特别变体：\r\n\r\n - [Mnemonic medium](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)\r\n\r\n - [Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok)\r\n\r\n - [RemNote](https://notes.andymatuschak.org/z6jecLFTkHG5MCFDvhwsd2p8YWykaHr6ZkHTi)\r\n\r\n - [Mochi](https://notes.andymatuschak.org/zxAXSEQidXeYW2XFBj9ftGxz1kTNtV4fXjhZ)\r\n\r\n - [Readwise](https://notes.andymatuschak.org/z2ewMN8Hzd8gt4qyfQV1ognJ5PQs3CXxDfCJ)\r\n\r\n - [Chessable MoveTrainer](https://notes.andymatuschak.org/z8MgFD7B7QRqqGZXsJqeGpm5PJhroPwb6BW2V)\r\n\r\n - [Revuu](https://notes.andymatuschak.org/z6spBDvHH3ECxVsxbRVxVfDcsBotZk1pqpvxY)\r\n\r\n - [间隔重复记忆系统的特殊应用](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)\r\n\r\n - [间隔重复系统可用于对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n - [间隔重复系统用于问答式教学](https://notes.andymatuschak.org/z39D31syJUE1gtNTREogSZiG6LDSuwygN5NDt)\r\n\r\n - [间隔重复记忆系统可以用来促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)\r\n\r\n- 记忆系统的特性：\r\n\r\n - [高效的间隔重复记忆系统的最大吸收率是多少？](https://notes.andymatuschak.org/z4J3EVtt8aQoZg8a5y48AmfYL4GauDjBSzw2s)\r\n\r\n - [优化间隔重复系统的排期](https://notes.andymatuschak.org/z5N3g1Tc9jQMmRnExZxY23cUufNS1g6srNAbU)\r\n\r\n - [比较间隔重复记忆系统中的自我评分与机器评分](https://notes.andymatuschak.org/z7gWUD4AnndX5CNMcwNMuh4RaUMGg2hrtKH3J)\r\n\r\n - [间隔重复记忆系统在多大程度上能算作刻意练习？](https://notes.andymatuschak.org/z2DFcZfqWxS8wd6ccX7WB7TvT6gVQtqS6GCCp)\r\n\r\n - [SRS 重试机制](https://notes.andymatuschak.org/z2GB3wDnERaJr2337zGJdb5Gnr7tURrfmoxu)\r\n\r\n- 采用间隔重复系统的障碍\r\n\r\n - [许多人认为记忆对深刻的创造性工作不重要](https://notes.andymatuschak.org/zD5zaKmvTFAAL3PTJGWzkAQr6CtoBCdoXBpM)\r\n\r\n - [写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)\r\n\r\n - [高质量的间隔重复记忆卡片最重要的属性是什么？](https://notes.andymatuschak.org/z42J1vxsMjhkdbrqVfoqjiEesSzfaEqurBtoJ)\r\n\r\n - [学习别人的间隔重复记忆卡片通常是无效的](https://notes.andymatuschak.org/z38fLX4H8oq9eXKnZH7wk8qDXfBLg2bxVyA2M)\r\n\r\n - [间隔重复系统能力的限制因素是写出足够多的好卡片](https://notes.andymatuschak.org/z4zvsYb38iMhkDgZzKzjqpzKKtwPhvt4FuzcS)\r\n\r\n - [使用机器学习模型来生成高质量的间隔重复卡片](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)\r\n\r\n - [在间隔重复记忆系统中，最需要优化的是复习时的情感体验和复习内容](https://notes.andymatuschak.org/z64si3kA3bkCgz3Bsr5YNWsAAQUR2pmXab63T)\r\n\r\n - [规律地进行间隔重复记忆练习是一个很难养成的习惯](https://notes.andymatuschak.org/zyk3ZCEVSB4Zwej3Xd4CJ2g1FynRFTZGJpQN)\r\n\r\n - [间隔重复记忆系统难以迅速展现出优势](https://notes.andymatuschak.org/z2evK9drA5aJp4tHcXgV4Pri6GAnEyWyb4YwS)\r\n\r\n - [间隔重复记忆系统会给你一种记忆效果很差的错觉](https://notes.andymatuschak.org/z4vCGd9Gt715AXtqTXxoKjrEawbvT9o9NA6DC)\r\n\r\n - [没有源源不断的新卡片，间隔重复的复习环节常常变得枯燥且脱节](https://notes.andymatuschak.org/z4hNAfe6TrqjxCydF3CaAVn1svaqiu86JFVBz)\r\n\r\n - [间隔重复系统的主流文化圈热衷无意义的目标](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J)\r\n\r\n- 对常见反对意见的回应\r\n\r\n - SRS 只与事实型材料的死记硬背有关：「学校学习」\r\n\r\n - [在学校里死记硬背的经历很糟糕，致使人们低估了记忆的重要性](https://notes.andymatuschak.org/z5d7PMFhoTTpJfGAXms4H9gSBvUDRHb43pkfn)\r\n\r\n - 现有的 SRS 并不是只能用于简单的陈述性知识，[间隔重复记忆系统可用于发展概念性理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)\r\n\r\n - [间隔重复记忆系统帮你自动安排记忆，让你有精力进行更深入的思考](https://notes.andymatuschak.org/z3hyucvGpCUB361PCegiHbX7FyFHcqZZF2pKK)\r\n\r\n - [间隔重复记忆系统可以缩短学习新的科目时不愉快的早期阶段](https://notes.andymatuschak.org/z36hoKonZMF93rY34goQhyFLfnTfHmSwBzNYs)\r\n\r\n - （注意：要写出用于概念理解的卡片是很难的！）\r\n\r\n - 如果你足够关心一个材料，是可以「自然」地记住它的，「边做边学」是更好的方式。SRS 只适用于那些由于你不够关心所以记不住的材料。\r\n\r\n - 外部记忆辅助工具已经足够了\r\n\r\n - 助记技巧使 SRS 没有必要\r\n\r\n - 通过 SRS 学到的知识不能迁移\r\n\r\n - SRS 真正有价值的是亲自制作卡片的过程\r\n\r\n - 也许吧！[亲自写间隔重复记忆卡片有多重要？](https://notes.andymatuschak.org/z5TxQNCUTSAiTg42v7Ft6xASpnyiuvm6phAoJ)\r\n\r\n------\r\n\r\n## 参考资料\r\n\r\nBranwen, G. (2009). Spaced Repetition for Efficient Learning. Retrieved December 16, 2019, from https://www.gwern.net/Spaced-repetition\r\n\r\n[Who invented the name: spaced repetition? - supermemo.guru](https://supermemo.guru/wiki/Who_invented_the_name:_spaced_repetition%3F)\r\n\r\n## 反向链接\r\n\r\n- [助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)\r\n\r\n - 「助记媒介*」会在线性叙述的文章中嵌入[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。在过去，尽管[间隔重复记忆系统让我们对记忆有了选择权](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但上手此类系统却困难重重。「助记媒介」是为了解决其中很多问题而设计的。（*译注：「助记媒介」是 Andy 推广的一系列实验性质、内嵌 SRS 卡片的介质，如文章 ）\r\n\r\n- [可使用间隔重复记忆系统对注意力进行规划](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n - [间隔重复记忆系统让我们对记忆有了选择权](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但自动规划记忆的价值，更在于它动态地安排和选择要复习的内容。从某种意义上说，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的功效来自于它 **规划注意力** 的能力（[可规划的注意力](https://notes.andymatuschak.org/zJrfPCbY7GcpV9asEc8NTVzXTAV4TvRFMuY6)）。不如把它想成「大脑的{cron}」（注：cron 是类 Unix 操作系统下的定期任务管理系统。）\r\n\r\n- [间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的算法利用了这一点来实现高效的学习系统。\r\n\r\n- [知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)实现了这一点：当你发现某个信息有用时，投入一点点精力，就能确保这条信息在此以后都可以随时回想起来。随着时间推移，你的间隔重复图书馆便积累了成千上万的问题，（我强烈认为）这些知识可能使你以后更容易成为一个有效的知识工作者。\r\n\r\n- [Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok)\r\n\r\n - [Gary Bernhardt](https://notes.andymatuschak.org/z4S7bk6dvuUUHrBUP58cn94r2zpUFfkBuUU7N) 的 Execute Program 提供了关于编程工具的交互式课程。这些课程将文字与在线编程练习交织在一起。类似于[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)，该网站集成了一个[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，可以随着时间的推移重复课程的任务。\r\n\r\n- [间隔重复记忆系统是非常高效的](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)\r\n\r\n - 使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，你可以在每天投入短短的几分钟，就能记住成千上万的问题的答案。看上去很不直观，但正是[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)中的指数效果发挥作用：[在间隔重复中，增加一点点精力投入，就会产生指数级的回报，](https://notes.andymatuschak.org/z7AeS1H6h8GRAaZ9ZuqumphVu1LNM323rdS6u)。\r\n\r\n- [Quizlet](https://notes.andymatuschak.org/z4erShe1C2qB39z4r8yDox1FuM2ZhRJxxTXbN)\r\n\r\n - Quizlet 是一款商业化的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。\r\n\r\n- [精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)\r\n\r\n - 一些[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的用户会特意写出用来促进精细编码的卡片。Karpicke 和 Smith 的实验（2012）表明，与单纯的提取练习相比，这样做不会带来太多的好处。相关文章： [提取练习似乎是一种比精细编码更有效的学习活动](https://notes.andymatuschak.org/z6z7GhYwjvT6eYbBDQgUbmcshywmskqnVs3Y6)。\r\n\r\n- [间隔重复记忆系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)\r\n\r\n - 使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的一个迷人的结果是，它们使记忆成为一种选择。一旦你采用了一种记忆实践，如果你想记住某件事，你可以简单地使它发生：写一个关于它的问题。在接下来的几个星期里，你会把它持久地编码到长期记忆中，而这只需要花你累计几分钟的时间：[间隔重复记忆系统非常高效](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)。因此，这些系统不仅让记忆成为一种选择，而且也让这种选择的风险非常低：[间隔重复系统中选择去记忆某项内容是一个如此轻松的行为](https://notes.andymatuschak.org/z2vBgMKvhXq9yM4wMR3uuQVsqJRarfbfbEoWr)。\r\n\r\n- [写好间隔重复的记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)\r\n\r\n - 人们把抽认卡看作是学生时代才会做的琐事，所以他们不太重视编写抽认卡。但是，为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)编写好卡片是非常困难的。比如说，好卡片需要：\r\n\r\n- [Piotr Wozniak](https://notes.andymatuschak.org/z7ErFZbV91EoBMFNNRseVh3xk1AeJhwq3fZzS)\r\n\r\n - [Supermemo](https://notes.andymatuschak.org/z6Bub13H3u5SKX7Yzbt8GBuK86HPTXSU1TdAK) 的创造者，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)和[渐进阅读](https://notes.andymatuschak.org/z2gZooHVxB8x6EbDSR97Bz1jFMqAqSWSLPnMs)的推广者\r\n\r\n- [可编程的注意力](https://notes.andymatuschak.org/zJrfPCbY7GcpV9asEc8NTVzXTAV4TvRFMuY6)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的复习环节不只是帮助你记住事情：它会反复地安排数百个微小的任务，用它们来协调你的注意力，这些任务太多，无法手工管理。像这样的系统就是 **可编程的注意力** 的一种。你一直在使用更简单的可编程注意力的形式：带有稍后处理和特别提醒功能的收件箱；提醒你事情的机器人；[Twitter 是一种可编程注意力](https://notes.andymatuschak.org/z5UF8YjTjoYiADeLv2SeBPgKXKosK17cKfUpw)。这些系统的核心属性是什么？它们的潜在范围是什么？\r\n\r\n- [间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)\r\n\r\n - 像 Anki 这样的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)主要是为了帮助人们记忆大量的陈述性知识，比如词汇。但这类系统的机制也可以用来创建相对非传统的卡片，从而促进应用、综合和创造。\r\n\r\n- [Supermemo](https://notes.andymatuschak.org/z6Bub13H3u5SKX7Yzbt8GBuK86HPTXSU1TdAK)\r\n\r\n - 由 [Piotr Wozniak](https://notes.andymatuschak.org/z7ErFZbV91EoBMFNNRseVh3xk1AeJhwq3fZzS) 原创的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。包括对各种相关个人信息管理系统的支持，如[渐进阅读](https://notes.andymatuschak.org/z2gZooHVxB8x6EbDSR97Bz1jFMqAqSWSLPnMs)。\r\n\r\n- [助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)\r\n\r\n - 使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的过程中，你会写笔记来记录你所学习、观察和思考的内容。不幸的是，[现有的间隔重复系统不适合常青笔记](https://notes.andymatuschak.org/zZuqUv3XNEFsimMmHszLF87Pr5vTraLjL5Y)。记忆系统对于记住所写内容并持续琢磨很有帮助，但对于基于想法进一步思考并无太大功效。[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)系统有助于逐步完善想法，但对于记住这些笔记并持续琢磨没有太大用处（除了[常青笔记的维护近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)的效果之外）。因此，你陷入了一个困局，要么在两个不同的系统中混乱地重复劳动，要么放弃其中某一个系统的好处。\r\n\r\n- [Execute Program 的单元在你成功复习其前置条件后才能解锁](https://notes.andymatuschak.org/z43GdwxNzaXGvNs7Hdd57UD9KauMxRGbH45r8)\r\n\r\n - [Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok) 的学生不能立即访问一门课程中的所有单元。课程的大部分单元一开始都是「锁定」状态。这些单元依赖于课程中的其他单元：只有{那些在课程中没有依赖关系的单元}在一开始就是解锁的。单元仅在{它们的所有依赖项不仅已阅读，而且最近也已复习（通过嵌入式[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)机制）}的时候解锁。\r\n\r\n- [高质量的间隔重复记忆卡片最重要的属性是什么？](https://notes.andymatuschak.org/z42J1vxsMjhkdbrqVfoqjiEesSzfaEqurBtoJ)\r\n\r\n - 本笔记收集了关于如何将知识编码到[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)卡片中的想法，既支持对事实的记忆，也促进更丰富的间隔重复记忆系统可用于加深概念理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)）。\r\n\r\n- [常青笔记和 Zettelkasten 卡片盒笔记法的异同点](https://notes.andymatuschak.org/z4AX7pHAu5uUfmrq4K4zig9x8jmmF62XgaMXm)\r\n\r\n - 我在笔记中嵌入了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)：[助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)。这大大改变了笔记的媒介 —— 但它的机制我还没有充分理解。\r\n\r\n- [间隔重复记忆系统可用于发展概念性理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)显然可以用来记忆简单事实：名称、定义、数字常数等。记忆系统的绝大多数使用者似乎只将其用于这一目的。但是，间隔重复并不仅限于对记忆简单事实有用。如果你自己写卡片，它还可以用来深入理解复杂的材料（[亲自间隔重复记忆卡片有多重要？](https://notes.andymatuschak.org/z5TxQNCUTSAiTg42v7Ft6xASpnyiuvm6phAoJ)）。这种面向概念的卡片可能会从联系、影响、原因、后果出发问问题。这些更广泛的想法乍一看根本不是可以记忆的事实，但其实是的。使用间隔重复系统，不仅能让你记住这些概念性的想法，还能让你琢磨更高层次的关系，从而与话题保持联系，更深刻地内化材料。（相关笔记：[助记媒介使读者长期与材料保持联系](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)）\r\n\r\n- [间隔重复记忆系统的特殊应用](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)\r\n\r\n - 尽管像 Anki 这样的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的主要目的是用来记忆陈述性知识，但这种抽认卡模式其实大有可为。\r\n\r\n- [记忆的双组分模型](https://notes.andymatuschak.org/z4dAUBxVn79XSWRxGZHnKRXCP5XHeX2P9sw3y)\r\n\r\n - 在实际使用中，作为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的一部分，通常必须引入项目复杂性的第三个参数，因为就我们的大脑而言，SR 项目实际上并不是原子的。\r\n\r\n- [间隔重复记忆系统可以使人更快地度过科目学习中不愉快的早期阶段](https://notes.andymatuschak.org/z36hoKonZMF93rY34goQhyFLfnTfHmSwBzNYs)\r\n\r\n - 对于使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)工作，一个常见的负面反应是：「我更愿意直接上手实践：我就会自然而然地记住重要的东西」（[赋能环境着重于创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)）但是当你刚开始学习新主题时，你可能一步也迈不开：至少在一段时间内，完成有意义的活动所需的术语与概念，对你来说数量太多，记忆也太不牢固，（相关：[在赋能环境中的新手往往不能做被赋能的事情](https://notes.andymatuschak.org/z3XsSKarN8i3pV4WjPiJ7pVGG6akRVQvU7ngK)。在这种情况下，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)可以帮助你加速，度过这个尴尬的、不愉快的阶段，直到你与材料能产生一段有意义的体验（相关笔记：[赋能环境的活动直接服务于一个内在的有意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)）。\r\n\r\n- [间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n - 你可以用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)来记忆文章中的片段，但你也可以用这个系统来把这个习惯「安装」在你的头脑中。下面一些样例问题可供尝试：\r\n\r\n- [操作系统层级的间隔重复系统](https://notes.andymatuschak.org/z36iMKLe4CDAXdtLSJD4Z6qPPFUS8ZXymUk3i)\r\n\r\n - 如果有一个“操作系统层级”的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)会怎么样？如果卡片设计得更像文件夹里的文件，在整个系统中都可读可写，而非像 Anki 或其他现存工具的卡片，存储在 App 的袖珍天地里？\r\n\r\n- [Hickory Training](https://notes.andymatuschak.org/z6KUuSL9EoVeQgnYmfmLiVBeaxrqqcn8qMsmG)\r\n\r\n - 一家已停业的初创公司，试图将[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)作为一项服务出售给公司，用于培训目的。首席执行官是 {[Brian Tobal](https://notes.andymatuschak.org/z6YhUjKr3xGchwqy8tPSApHLcTCH5zEqHctUw)}。\r\n\r\n- [间隔重复系统优化重点应是重复环节与重复内容之间的情绪联系](https://notes.andymatuschak.org/z64si3kA3bkCgz3Bsr5YNWsAAQUR2pmXab63T)\r\n\r\n - 许多研究人员都在试图制造一个更高效的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，但我认为，优化的关键是 **复习环节及其内容的情感联系** ——反之，要坚决地减少引起叹气的元素。这些系统，如果任由它们的自然倾向发展，就会自然而然地腐化，产生尽职尽责的复习环节，而这些环节感觉与你关心的任何事情脱节。\r\n\r\n- [Mochi](https://notes.andymatuschak.org/zxAXSEQidXeYW2XFBj9ftGxz1kTNtV4fXjhZ)\r\n\r\n - [Mochi](https://mochi.cards/) 是网页端上的[笔记写作系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf), 主要使用 Markdown 语言, 集成了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。\r\n\r\n- [Sana Labs](https://notes.andymatuschak.org/z4xUYCRTU7uUjZhafKD3jAcn5u5mHsDJwPMcc)\r\n\r\n - 一个集成的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)建议以后重新复习\r\n\r\n - 我想会有一些[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)组建，考虑到很大的保留圈。\r\n\r\n- [Readwise](https://notes.andymatuschak.org/z2ewMN8Hzd8gt4qyfQV1ognJ5PQs3CXxDfCJ)\r\n\r\n - 他们已经逐渐引入了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的一些功能。在每日重点内容的阅读过程中，你可以顺利地将吸引你的内容「升级」为填空题，甚至是自定义问答卡片。这是一个巧妙的策略，用于引导刚接触间隔重复的人：如果你完全是被动的，这种策略只会产出（轻微的）价值，但随着用户加大投入，伴随着渐进的用功，用户能从中获得更多的收益。\r\n\r\n- [间隔重复系统与教义问答](https://notes.andymatuschak.org/z39D31syJUE1gtNTREogSZiG6LDSuwygN5NDt)\r\n\r\n - 同样地，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中的复习环节可以帮助读者记住一本书中的材料，但它们也会促使读者随着时间推移重新琢磨这些材料。这在实践上很有用，因为在阅读这段内容几周后，许多读者会发现新的关联。但也许这也促进了身份的改变：你不只是一个只读过一次某篇文章的人，你是一个「那个主题的学者」，因为你的学习绵延更久。\r\n\r\n- [RemNote](https://notes.andymatuschak.org/z6jecLFTkHG5MCFDvhwsd2p8YWykaHr6ZkHTi)\r\n\r\n - [RemNote](https://www.remnote.io/homepage) 是网页端的[笔记系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf)，强调结构化的知识模型，对于将笔记整合进[间隔重复系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)提供了高质量的操作方法。参见：[助记媒介的范畴可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)\r\n\r\n- [编写间隔重复记忆卡片应避免浅层次的「模式匹配」](https://notes.andymatuschak.org/z6S3cEUXNktEEZEzRqUXh5ivRNMWjJ2nq72Ys)\r\n\r\n - 对[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)功效的一个挑战是，有时用户通过「模式匹配」浅层次地记忆问题的答案，而不是通过更深入地整合知识或实际思考问题。但是[间隔重复记忆卡片应确保复习者必须从记忆中提取出答案](https://notes.andymatuschak.org/z7XLLk9aqBtJLDtP9kemBA87bDtjhpxst1osT)。\r\n\r\n- [助记媒介提供专家编写的卡片以消除制卡负担](https://notes.andymatuschak.org/z8ASeF682pSQ3feo8LHpLzk3u3SNpVUgNxMAU)\r\n\r\n - [写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)，但[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)通过提供作者编写的卡片，能够消除采用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的这一障碍，使读者不用自己写卡片就能记忆材料。\r\n\r\n- [没有源源不断的新卡片，间隔重复的复习环节常常变得枯燥而脱节](https://notes.andymatuschak.org/z4hNAfe6TrqjxCydF3CaAVn1svaqiu86JFVBz)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)上的每日练习应该有至关重要、息息相关的感觉。然而使用者要是一段时间内没有添加新卡片，每天的复习环节就似乎停滞在过去、与眼下所思所想无法关联。新用户经常滑入这样的陷阱。他们刚开始使用时热情高涨，一股脑加了许多新卡片，然而几个月过后，他们还在复习那些卡片，就感觉无聊了。\r\n\r\n- [间隔重复记忆系统让你觉得你的记忆力比实际情况差](https://notes.andymatuschak.org/z4vCGd9Gt715AXtqTXxoKjrEawbvT9o9NA6DC)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的采用和日常体验面临的一个挑战是，你将把几乎所有的复习时间都花在您觉得难以记住的材料上。容易记住的材料会迅速加速到几个月的时间间隔，所以与以几天或几周为间隔的卡片相比，你只需在这上面花费很少的时间。你对整个集合的预期准确率可能是 95+%，但在给定的复习环节中，你的准确率可能会低得多。\r\n\r\n- [学习别人的间隔重复记忆卡片通常是无效的](https://notes.andymatuschak.org/z38fLX4H8oq9eXKnZH7wk8qDXfBLg2bxVyA2M)\r\n\r\n - 一旦理解了[间隔重复记忆系统使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)和[学习越来越复杂的想法可能相当于形成更大的有效组块](https://notes.andymatuschak.org/z8VFVdTR19snWjFMxnyNabBCbmeoWrQ287TdT)，那么通过下载别人的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)牌组来吞噬新知识是非常诱人的。但是，假设你之前从未学习过相关知识，你阅读教科书中关于细胞生物学的章节要比你背诵别人的牌组好得：你必须[先学再记](https://notes.andymatuschak.org/z2gsbsviCdBJbefxvenDcvYbYDgssBZHdgd9)。此外，[单独的间隔重复记忆卡片是一种糟糕的交流媒介](https://notes.andymatuschak.org/z1YhDPWyvzzkC79LFcF4DSTanKpEGpic8bAe)；你仍然需要教科书的叙述\r\n\r\n- [SRS 重试机制](https://notes.andymatuschak.org/z2GB3wDnERaJr2337zGJdb5Gnr7tURrfmoxu)\r\n\r\n - 在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中通常可以找到各种「重试」机制。通常这些工作方式是，如果你答错问题，几分钟后，或者在课程结束时，它会再次出现。换句话说，这个项目被临时分配了一个很短的时间间隔，在它被成功记住之后，它会得到一个新的「遗忘后」间隔，通常更长。\r\n\r\n- [间隔重复记忆系统难以迅速展现出优势](https://notes.andymatuschak.org/z2evK9drA5aJp4tHcXgV4Pri6GAnEyWyb4YwS)\r\n\r\n - [间隔重复记忆系统非常高效](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)，但是前期收效不显。因此，一个新用户在入门[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)时需要更多的努力......而绝好的学习结果却是延迟出现的。最初，它似乎并不比学校内使用的简单闪卡系统更优，而且它的长期好处很难以察觉 —— 尽管[间隔重复让小的努力增量产生指数回报](https://notes.andymatuschak.org/z7AeS1H6h8GRAaZ9ZuqumphVu1LNM323rdS6u)，但这样的事物在生活中十分罕见（使得人们不能立即辨识出来），而且[人们对指数的直觉很差](https://notes.andymatuschak.org/z7ovyasYVEW4BS9Ay1V6iLCDVSfhPrkGyU3R3)。\r\n\r\n- [间隔重复记忆卡片应该从多个角度对概念进行编码](https://notes.andymatuschak.org/z3K5a9tM1wq1x4QnDfsUpTeYZWW3M9iUzMdfo)\r\n\r\n - 抽认卡，就像那些[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)一样，得到了一个罪有应得的坏名声，部分原因是它们让人们想起了死记硬背的学校学习。人们记得被强迫去记住孤立的事实，如不同类别的云的名称——他们记得在没有建立任何持久理解的情况下，鹦鹉学舌地回答这些问题。部分问题在于[教育计划经常颠覆自己](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)：你可能并不真正关心学习那些材料。但撇开这个问题不谈，这些孤立的练习特别脆弱，因为它们所培养的知识只能在一个背景下使用，与更广泛的概念框架和理解脱节：[丰富的理解是关于连接](https://notes.andymatuschak.org/z8LFKKV15V11DpHdrybyvcaXcVfcRNqVqVCTD)。\r\n\r\n- [提高的显著性推动技能发展](https://notes.andymatuschak.org/z3TLgRqbKq1iQvYNvxenccLPZUuJNB329uwGw)\r\n\r\n - 我怀疑这是[人们通常将技能发展到平台期然后止步不前](https://notes.andymatuschak.org/z5gHroEM2vM2WcKxkdcsCw8qv5tmHSbBVxEb4)的一个关键原因，特别是为什么[运动员和音乐家比知识工作者更严格地追求基本技能的精湛性](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)。如果你从来没有听说过[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，那么很可能没有明显的证据表明记忆可以成为一个可以解决的问题。如果你从未听说过[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，那么[知识工作者通常没有随着时间推移形成想法的具体方法](https://notes.andymatuschak.org/z2A9r2zcddVXfxjevj5Nzayhwxr9VuycjxYdz)可能并不明显。\r\n\r\n- [规律进行间隔重复记忆练习是沉重的习惯](https://notes.andymatuschak.org/zyk3ZCEVSB4Zwej3Xd4CJ2g1FynRFTZGJpQN)\r\n\r\n - 所以，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)只有克服这道阻碍，让用户一用就有效果，才能被用户接受。但大多数记忆系统做不到：他们都是空盒子，用户需要自己去装满卡片。可是[写好间隔重复记忆卡片很困难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN), 所以用户刚开始使用记忆系统时，自己做的卡片必然数量又少质量又不高，却只能用这些卡片去复习。更糟的是，[间隔重复记忆系统的好处是慢慢显现的](https://notes.andymatuschak.org/z2evK9drA5aJp4tHcXgV4Pri6GAnEyWyb4YwS)。难怪大众会反感。\r\n\r\n- [间隔重复记忆系统让记忆更加自动化，从而有助于更深入的琢磨思考](https://notes.andymatuschak.org/z3hyucvGpCUB361PCegiHbX7FyFHcqZZF2pKK)\r\n\r\n - [深入理解需要详细的基础知识](https://notes.andymatuschak.org/zQiumA4k3SXo1GeRVJpsrVaBRETAoyYmSERS)。那么，看待[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的作用的一个角度是，它们有效地将学习中基础但需要死记硬背的知识自动化，以便你可以专注于更有趣、有意义或概念性的知识。\r\n\r\n- [间隔重复记忆卡片应关联和联系概念](https://notes.andymatuschak.org/z49EwwPL1CzKHTyLHXwJJH7hsciCg772Vm5WJ)\r\n\r\n - 当使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)来学习事实时，天真的方法会导致孤立地学习很多事实：一种蛋白质的名称、一个事件的日期、一个物理常数的大小。但是因为[丰富的理解在于联系](https://notes.andymatuschak.org/z8LFKKV15V11DpHdrybyvcaXcVfcRNqVqVCTD)，最好是将这些事实与其他想法联系起来。这既能帮助你更可靠地记忆（由于[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)），也能帮助你形成更丰富的理解，超越简单的事实。\r\n\r\n- [间隔重复记忆系统中的自主评分与机器评分](https://notes.andymatuschak.org/z7gWUD4AnndX5CNMcwNMuh4RaUMGg2hrtKH3J)\r\n\r\n - 在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中，控制系统的关键输入是：用户是否正确记住了卡片？有些系统是自我评分的：用户指出他们是否记得。其他人则要求用户输入答案，然后系统会计算用户是否正确。\r\n\r\n- [概念性信息可能有更慢的最佳间隔重复时间表](https://notes.andymatuschak.org/z5fqaiYdbfoGyKF4KU8MV7MFPFe467n2a5LAP)\r\n\r\n - 几乎所有关于[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)应用落地的文献，都只聚焦于陈述性信息，像是词对、术语定义或简单属性的值之类。我猜测这是因为概念类的信息非常依赖先验知识、背景知识的缘故，因此其记忆效果与陈述类会表现得截然不同。\r\n\r\n- [间隔重复记忆卡片通常应聚焦于一个原子化单元](https://notes.andymatuschak.org/z8kPjeqPqJwLwqdVqPYBBTwfU3aczsFyvXFmx)上\r\n\r\n - 如果你刚学会一种煮豌豆的新方法，你可以为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)写一张卡片，比如：「问：如何用真空低温烹饪法煮豌豆？」「答： 18m @ 70℃」。但我发现回答这样的问题通常很费劲，我经常会忘记答案。涉及多个独立概念的设问似乎会被这个问题绊住。\r\n\r\n- [证明的保留可靠地限制了未来在量子国度上的召回尝试](https://notes.andymatuschak.org/zXdh7riNk6KAMDcH9UZXnqa7R7T4k2fuACB)\r\n\r\n - 查看这一点为我们提供了一种强有力的方式来解释「优化」[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的目标：在最初的几次重复之后，一旦一个项目被正确回答了几次，你只是试图以尽可能低的成本维护该记忆。\r\n\r\n- [间隔重复记忆卡片应该简洁](https://notes.andymatuschak.org/zysh2vANAg4bFAqaR5KmwzSR3oe7ybDj465e)\r\n\r\n - 与[间隔重复记忆卡片通常应聚焦于一个原子化单元](https://notes.andymatuschak.org/z8kPjeqPqJwLwqdVqPYBBTwfU3aczsFyvXFmx)相关但又有区别，一般来说，最好保持[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)卡片简洁。\r\n\r\n- [Revuu](https://notes.andymatuschak.org/z6spBDvHH3ECxVsxbRVxVfDcsBotZk1pqpvxY)\r\n\r\n- 基于命令行的交互式[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，侧重于编程练习，由 [Larry Sanger](https://notes.andymatuschak.org/z5KuRXgRdrjMEv75m3sqdfW7jZ41y928efPN5) 创建。这个项目给用户的任务比传统的上下文如 [Supermemo](https://notes.andymatuschak.org/z6Bub13H3u5SKX7Yzbt8GBuK86HPTXSU1TdAK) 或 [Anki](https://notes.andymatuschak.org/z4zzRb7NCkV71THoNKMzWkw6QRWKr1QCtiAf1) 要大一些；你需要编写程序以解决特定问题。\r\n\r\n- [Execute Program 没有不可执行的卡片](https://notes.andymatuschak.org/z3ofZDwWc1m9fs6YMRSBYshXBYBxVnLzWycJy)\r\n\r\n - 该课程不可能有更典型的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)卡片：\r\n\r\n- [间隔重复记忆卡片应该明确地产生一个具体的答案](https://notes.andymatuschak.org/z7wgJPD7gEoPwiBxuPNS8osvxczccM8Cq2j7F)\r\n\r\n - 在为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)编写卡片时，很容易不小心写出一个问题，其正确答案除了你意指的那个之外，还有其他的可能。你必须包含足够的上下文，使合理的替代答案明显错误，同时又不能包含太多的上下文，以至于违反了简洁性（[间隔重复记忆卡片应该简洁](https://notes.andymatuschak.org/zysh2vANAg4bFAqaR5KmwzSR3oe7ybDj465e)）或鼓励模式匹配（[编写间隔重复记忆卡片应避免浅层次的「模式匹配」](https://notes.andymatuschak.org/z6S3cEUXNktEEZEzRqUXh5ivRNMWjJ2nq72Ys)）。\r\n\r\n- [间隔重复记忆系统用不同的问题文本会有更好的表现吗？](https://notes.andymatuschak.org/zPQ4PsyZABQxajikxzp73TUBFG9ShJPG3hd)\r\n\r\n -[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)经常遇到的一个问题是，人们太过逐字地学习问题的文本，并对其表面特征做出回应，而不是真正考虑其内容：[编写间隔重复记忆卡片应避免浅层次的「模式匹配」](https://notes.andymatuschak.org/z6S3cEUXNktEEZEzRqUXh5ivRNMWjJ2nq72Ys)。也许更好的做法是安排在复习过程中显示各种形式的问题文本，无论是作者创建的还是机器生成的（[语言模型可能会为间隔重复卡片生成有用的问题变体](https://notes.andymatuschak.org/zEhne31FD53eNQw3bpcuomfxMYL3s1qkhbF)）\r\n\r\n- [Think Saver](https://notes.andymatuschak.org/zBM4qbJhN1XA4wBpDCj2fonXiz4sgQFe4YR)\r\n\r\n - 由 Spencer Greenburg 和他的朋友一起开发的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。包括对小部件的支持，以便它充当[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的宿主。\r\n\r\n- [Mnemosyne](https://notes.andymatuschak.org/z7sh4NRXqTaBmXtj3ioDn5fKwEn7qvtjGJhkC)\r\n\r\n - 一款流行的开源[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。主要开发者是比利时光子学家 {Peter Bienstman}。\r\n\r\n- [间隔重复系统中选择去记忆某项内容的行为有如轻松的手势](https://notes.andymatuschak.org/z2vBgMKvhXq9yM4wMR3uuQVsqJRarfbfbEoWr)\r\n\r\n - 没有实际使用过[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的人，常常将其认作一种工具，是在「想记住什么的时候」才应用的。但这种想法对于理解高效记忆系统来说就差之千里了。如果人们没有增强功能，刻意记忆信息是相当费力的。所以人们并不经常记东西。只有一些至关重要的细节才记忆，因为它们的价值抵得上记忆的高成本。\r\n\r\n- [Anki](https://notes.andymatuschak.org/z4zzRb7NCkV71THoNKMzWkw6QRWKr1QCtiAf1)\r\n\r\n - 一款流行的开源[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。\r\n\r\n- [专家回答启发式，来自 Issa Rice](https://notes.andymatuschak.org/zEfpMY7F12gQ6NcbycHCNdpXqxb2mxdkJiX)\r\n\r\n - [Issa Rice](https://notes.andymatuschak.org/zPnAxzBTDgjCabaBJkUrjL4roGR1xD1XJvo) [建议](https://wiki.issarice.com/wiki/Expert_response_heuristic_for_prompt_writing)，对于[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)（尤其是[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)）来说，一个有用的启发式是，已经是该领域专家的人应该能够回答那些不需要参考特定的助记文章或来源的记忆卡片。\r\n\r\n-[Execute Program‘s Prompt’s Prompt既可用作应用程序提示，也可用作Recall prompts](https://notes.andymatuschak.org/z28P3kw9MjfiPYe7RGhvRnjHNCiLjJi8YA2U2)\r\n\r\n -[Mememonic medium](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)’s Basic]提示符类型是典型的[Spaced Repeat Memory system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)Style：高度原子化，严格测试您的内存]中的原子调用提示符。相比之下，[Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok)’s Basic Prompt type是-或者至少看起来像--应用程序提示符(参见[助记介质可以帮助读者应用他们通过简单应用程序prompts](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)).学到的内容\r\n\r\n- [助记媒介中简单的应用卡片可以和回忆卡片以一样的方式呈现](https://notes.andymatuschak.org/z7G53bg3it1M673EPpYfNfufbzyRqqKBkt3oZ)\r\n\r\n -由于这些题型的经验有很大的重叠性，记忆提示设计问题的解决方案应该主要应用于简单应用提示的设计问题。这表明，在[间隔重复存储器system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC).]的现有审查环境中，可以呈现简单的应用提示，而几乎不需要进行调整\r\n\r\n-[棋子MoveTrainer](https://notes.andymatuschak.org/z8MgFD7B7QRqqGZXsJqeGpm5PJhroPwb6BW2V)\r\n\r\n 详细说明：[专门为学习国际象棋走法而设计的[空格重复记忆system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)]。它与教学材料相结合，交替使用散文+通过测验进行视觉解释，类似于[执行程序的课程如何针对读者interaction](https://notes.andymatuschak.org/z6rN4nbPWxhYMkzt4rixDUoLD2hi2cvtJi2Ay).展开他们的散文\r\n\r\n- [当学生对处理材料感到困难时，间隔重复记忆系统会如何干预？](https://notes.andymatuschak.org/z432Vjppz3bY9z3NWhrY9f6Co2Jp5DFBGeLGo)\r\n\r\n -典型的[间隔重复记忆system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)]做两件事：它缩短到下一次演示的间隔，并且(通常)它要求学生在同一会话中重试提示([Srs重试mechanism](https://notes.andymatuschak.org/z2GB3wDnERaJr2337zGJdb5Gnr7tURrfmoxu)).\r\n\r\n- [间隔重复机制让人感觉轻松不费力](https://notes.andymatuschak.org/zCcbyCRksiHRGzg5Z59iJmqZ2Bnv8FcTdfi)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的核心机制让行动的关键步骤少一些决策和毅力。假设你想研究细胞代谢的分子途径。如果没有 SRS，你需要制定计划，比如「我在每个周二晚上学习细胞生物学」，之后记住这个计划，并下定决心反复执行。但是如果你有使用 SRS 的习惯，你便可写些卡片放进卡片库，并确信你能逐步看到这些卡片。\r\n\r\n- [避免孤立的间隔重复记忆卡片](https://notes.andymatuschak.org/z8QtbrR4cxDshTYBq3RCfwUVkXS8mSjRmAnqk)\r\n\r\n - 在为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)添加卡片时，通常会犯一个错误，那就是把卡片写在一个看似有趣的细节上，但却与你正在思考的其他事情脱节。[间隔重复记忆卡片应关联和联系概念](https://notes.andymatuschak.org/z49EwwPL1CzKHTyLHXwJJH7hsciCg772Vm5WJ)——而且最好让它们与你经常思考的想法相关联和联系。\r\n\r\n- [我的间隔重复系统方法的不同之处](https://notes.andymatuschak.org/z241Vpk8PMkfkGwMQ6U2PRjpweWhD8yAsVCR)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)已经有许多实现。为什么还要再投入更多的精力呢？我在这里做的一些笔记，收集了我用来实现系统的方法中的一些主要差别，有助于我更好面对更高阶的挑战。\r\n\r\n- [间隔重复记忆系统在多大程度上能算作刻意练习？](https://notes.andymatuschak.org/z2DFcZfqWxS8wd6ccX7WB7TvT6gVQtqS6GCCp)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的复习环节是否能算作[刻意练习 (术语来自 Anders Ericsson)](https://notes.andymatuschak.org/z2duRd5eisRomSgxr88Semkgs15pgMRVVR5C)？\r\n\r\n- [我们如何将思想工具置于有内在意义的背景中？](https://notes.andymatuschak.org/zKQs1fYnn4uzdws1KZc9pxkT3NUHastcMYq)\r\n\r\n -如果[Spaced Repeat Memory system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)]的“练习环节”可以完全切除，而不是构建一个人的真实环境，以便“练习”通过日常行动自然发生，会怎么样？例如：[推特是一种可编程的attention](https://notes.andymatuschak.org/z5UF8YjTjoYiADeLv2SeBPgKXKosK17cKfUpw)；[长青笔记维护近似于间隔的repetition](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7).相关：[围绕间隔重复记忆系统的主流文化是无意义的goals](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J).\r\n\r\n- [间隔重复记忆卡片应确保复习者必须从记忆中提取出答案](https://notes.andymatuschak.org/z7XLLk9aqBtJLDtP9kemBA87bDtjhpxst1osT)\r\n\r\n - 一个[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)取决于[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)：如果你必须从记忆中实际提取某样东西，你会比简单地重新接触它记得更久。因此，在写卡片时，要确保卡片要求读者实际提取出你想强化的记忆。\r\n\r\n-[愿景statement](https://notes.andymatuschak.org/z4mSveXDkJDdx1FPb3o2ZYRjho9ihkA2vDT)\r\n\r\n -我目前的研究探索*记忆系统*-建立在认知心理学强大思想基础上的环境，使“持久记忆”变成原始动作。关于存储系统的先前工作(例如[间隔重复记忆(Spaced Repeat Memory system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)))主要专注于显式记忆简单的事实，如国家首都和关键日期。但是以内存为中心的原语可以增加更复杂、更有意义的任务。我感兴趣的是它们如何有助于丰富和增强日常生活的活动-阅读、写作、对话和艺术。例如，我相信我们可以创建记忆系统，使我们更容易学习抽象的概念性知识([间隔重复记忆系统可用于开发概念性understanding](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)).我相信这些系统可以帮助人们将关键的洞察力和影响力内在化，从而加速创造性的工作。\r\n\r\n- [间隔重复卡片设计是为未来的自己设计任务](https://notes.andymatuschak.org/z4TCpuykanZCZYtC5xCccfuiTMZQzdeRv5BuW)\r\n\r\n - [写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)，但有一个心理模型很有用。当你为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)做一张卡片时，你在 **给未来的自己设置重复性的任务** 。卡片设计就是任务设计。\r\n\r\n- [Duolingo](https://notes.andymatuschak.org/z4Pi11ZtBxEZDwVwzETHP5TtxtzFWZdCVKWMB)\r\n\r\n - Duolingo 是一款带有[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)组件的语言学习应用程序。\r\n\r\n- [现有的间隔重复系统不鼓励常青笔记的创作](https://notes.andymatuschak.org/zZuqUv3XNEFsimMmHszLF87Pr5vTraLjL5Y)\r\n\r\n - 尽管[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中的笔记，与[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)一样都是原子化的（[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)），但这些卡片在很多方面 **过于** 原子化（[传统间隔重复记忆卡片是原子化的](https://notes.andymatuschak.org/z4w269svvGhA2H5XFr6geaBbPTrxtJRpjt5TE)）。这种形式不鼓励渐进式的综合和提炼。\r\n\r\n- [助记媒介的目标要比回忆率这个误导性的名称更有意义](https://notes.andymatuschak.org/zf7eeRUmfPxu7xHJ3QYQqhcXYrjWg1yhjTB)\r\n\r\n - 现有的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)文化对经常无意义的记忆的固执使得这种失败模式特别常见：[间隔重复系统的主流文化圈热衷无意义的目标](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J).\r\n\r\n- [助记媒介依赖的卡片应是轻量级的](https://notes.andymatuschak.org/z7U6zXNGgTz1aEpRDUe6eMxotrhK4tmgprcxh)\r\n\r\n - **小任务：** 在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中, 那些设计出色的回忆卡片通常只考察一个事物，所以它们可以被很快地回答。[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)的卡片其复习时间中位数是 6 秒（截至 2019/12）。\r\n\r\n- [自主评分的间隔重复记忆系统比机器评分的系统更有效率](https://notes.andymatuschak.org/z7MGZ4wX4fenUQzR9248QfWU8GFeZbTFGaJRM)\r\n\r\n - [交互是界面设计的成本中心](https://notes.andymatuschak.org/z87TFgTr98bz3MNFT26NhegyRCMgdkfNTBAzp)，所以机器评分的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)加重了用户的负担。如果要求用户打字输入答案，那就很容易在每项任务上花费 2-4 倍的时间。\r\n\r\n- [避免使用「对或错」间隔重复记忆卡片](https://notes.andymatuschak.org/z6MSMik8PUA2XrBQd1mtHrggFX5TBomVNcoRe)\r\n\r\n - 「对或错」[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)卡片是一个有吸引力的麻烦。基本上，可能你读到的许多简单语句都是在说 「X 是真的」。把这句话变成问题的一个明显的简单方法是问 「X 是真的吗？」但是这些问题并不十分有用：[间隔重复记忆卡片应确保复习者必须从记忆中提取出答案](https://notes.andymatuschak.org/z7XLLk9aqBtJLDtP9kemBA87bDtjhpxst1osT)\r\n\r\n-[在Execute计划的评审中错过答案不会惩罚学生，除非他们“给予up”](https://notes.andymatuschak.org/z4tavSGuFp6SDx5mrqeiseHEB7Q4G7H4KAdTV)\r\n\r\n -[Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok)’s[Spaced Repeat Memory system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)Prompt是机器分级的，所以如果读者在响应中犯了语义不重要的打字错误，系统会将提示标记为错误。这些错误否定可能相当恼人，特别是因为[执行程序的课程只有在您成功地查看了它们的prerequisites](https://notes.andymatuschak.org/z43GdwxNzaXGvNs7Hdd57UD9KauMxRGbH45r8).之后才会解锁在SQL课程中，假阴性率足够高，以至于在2020年初，系统进行了改变，不正确的回答不再“算作”失败，只要学生最终得出正确的答案。读者可以想试多少次就试多少次，下一次评论的间隔仍会根据SRS曲线增加。无论用户性能如何，后续课程都会解锁。\r\n\r\n-[重试结果可能会提供额外的可检索性signal](https://notes.andymatuschak.org/zq2kRQRbZ5ykqy6TWtece3NscvMdjYRUZFr)\r\n\r\n -[Spaced Repeat Memory system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)]中的模型和评估的一个大问题是，您试图估计一个连续值(回忆的概率，或随着时间推移每个[memory](https://notes.andymatuschak.org/z4dAUBxVn79XSWRxGZHnKRXCP5XHeX2P9sw3y))的两个组件模型的可检索性)，但您得到的只是这些稀疏的一位二项式样本：记住的，或不记得的。如果读者记不住，他们的可检索性可能是10%，也可能是90%。\r\n\r\n- [传统的间隔重复记忆卡片是原子化的](https://notes.andymatuschak.org/z4w269svvGhA2H5XFr6geaBbPTrxtJRpjt5TE)\r\n\r\n - 那些在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中的卡片是一个无序的、无结构的集合。每一张卡片都被有意地细粒化和原子化，因为这似乎是有效记忆的最佳方式。但是，结构的缺失导致我们只见树叶，不见森林。\r\n\r\n- [助记媒介的功效在不同的平台-知识-风格主题中是如何变化的？](https://notes.andymatuschak.org/z8U56PQX9kwhMi97wnQRCByvqXAM4azb9UP6h)\r\n\r\n - 有充分的实验数据表明[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)对许多主题都适用，也有个人经验说明[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)可以有效地编码许多主题的材料。为了构建将不同主题的知识编码成卡片的方法，我们需要特定领域的问题解决办法。\r\n\r\n- [IA vs AI](https://notes.andymatuschak.org/zRN4KKzJ3BE1Xc5R8oszCwbWtVJr2QNh3a8)\r\n\r\n - [间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)\r\n\r\n- [自主评分的间隔重复记忆系统可避免假阴性](https://notes.andymatuschak.org/z7NmYGQd6wLQr3zQcDEPMizghkD9thEhhfg2E)\r\n\r\n - 在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的复习环节中，如果我因为记错了一个函数的名字而在 SQL 表达式中打错了字，那就不好了，我可能应该再复习一遍。但是，如果我因为手指打滑而打错了字，我仍然自认为是「正确的」。在机器评分的系统中，假阴性是非常令人恼火的。当然，假阴性也是低效的，因为卡片会更快地重新出现。但激怒用户才是更严重的问题。\r\n\r\n- [Eglington, L. G., & Pavlik Jr, P. I. (2020). Optimizing practice scheduling requires quantitative tracking of individual item performance. Npj Science of Learning, 5(1), 15](https://notes.andymatuschak.org/z5ALY8brPSgwJzBnW5T47JbwsdanuLyp47Tu6)\r\n\r\n - 作者在本文中指出，关于[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的文献主要集中在寻找产生最高回忆率的调度机制上，而不考虑时间成本。[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)是强大的；越多的练习就会产生更多的稳定性。那么，人们应该如何看待这些权衡呢？\r\n\r\n- [机器评分的间隔重复记忆系统可以执行更高级的知识建模](https://notes.andymatuschak.org/z4EpkhncuDT2R7NE6cUQg7fzTUf6E6scrVFEg)\r\n\r\n - 如果 [Duolingo](https://notes.andymatuschak.org/z4Pi11ZtBxEZDwVwzETHP5TtxtzFWZdCVKWMB) 要求我将西班牙语短语翻译成英语，而我翻译错了一个单词，它会注意到我翻译错了 **哪个** 单词，并相应地调整相关任务的日程安排。自主评分[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)只能知道整个响应是错误的。（请注意，我认为 Duolingo 实际上并没有这样做！）\r\n\r\n- [商业上成功的间隔重复记忆系统都是机器评分的](https://notes.andymatuschak.org/z56zqwNCkjnih3LVJ4Ta5RsXHCaPeJPsM3UCt)\r\n\r\n - Anki、Mnemosyne 和 SuperMemo 是自主评分的。[Duolingo](https://notes.andymatuschak.org/z4Pi11ZtBxEZDwVwzETHP5TtxtzFWZdCVKWMB)，Memrise 和 [Quizlet](https://notes.andymatuschak.org/z4erShe1C2qB39z4r8yDox1FuM2ZhRJxxTXbN)（大部分）是机器评分的。被广泛采用并取得重大商业成功的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)产品都是机器评分的。\r\n\r\n- [挖空卡片可用于创建典型的 N 面卡片](https://notes.andymatuschak.org/zgpjhmJfdVNcrGroeKW1VQ92YLGCftpyVPc)\r\n\r\n -典型的[间隔重复记忆system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)]表示与正面/背面抽认卡分开的完形填空删除，但有趣的是，您可以将典型抽认卡视为完形填空删除的特例。\r\n\r\n- [自主评分间隔重复记忆系统可容纳更多种类的卡片](https://notes.andymatuschak.org/zmk4pjEEeKzqJ2keq4vbD59RdicsvMKWJK9m)\r\n\r\n - 「即兴创作五声小调的旋律。」许多有价值的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)卡片在不同程度上基本上是不可机器评分的——特别是在[间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)中描述的那些自主评分系统将更容易适应这些更具实验性的问题。\r\n\r\n- [漏斗、管和场，由 Joe Edelman 提出](https://notes.andymatuschak.org/z9vttQ5zrT6QfjXRBLnEWwho6PwjzjNG7Ns)\r\n\r\n - 有趣的是，我的想法是[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)在所有这三种模式下都起作用。\r\n\r\n- [启明卡](https://notes.andymatuschak.org/znYn9dwPkoGUS4QjvPoqZy8VQaaxVXk1Ad6)\r\n\r\n - 你可以在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中实现这些，但调度可能都是错误的。\r\n\r\n- [2022-01-27](https://notes.andymatuschak.org/z7f6K3DP1TdatkUDtkDPZLWHXGRJXYSLHVQac)\r\n\r\n - 我昨天与 [Giacomo Randazzo](https://notes.andymatuschak.org/z2NzKC1UDHBSjGkyVmDJL2CNqJDKxeiFZRSJ)就[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中的建模和日程安排进行了愉快的交谈。我从中了解到的主要信息：\r\n\r\n- [2020-08-25](https://notes.andymatuschak.org/z4hnexPxxn6aTYpPJf7PX65f8gLaZ4cqxhhtR)\r\n\r\n - 8:18：开始在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中记录采用障碍，摆弄小提琴图\r\n\r\n- [Brainscape](https://notes.andymatuschak.org/z3VXM9GNTweda66119Tqn1eSuQgPW9eNgPdYH)\r\n\r\n - 商业的、基于网页的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，与 [Quizlet](https://notes.andymatuschak.org/z4erShe1C2qB39z4r8yDox1FuM2ZhRJxxTXbN) 类似。据我所知，没有什么重大的新想法。重点放在共享牌组上。似乎对科学并不认真，或者这只是他们的营销团队造成的歪曲。\r\n\r\n- [[09541440601056620|λ:/thoughts-memo-translation-main/Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558. https://doi.org/10.1080/09541440601056620]]\r\n\r\n \\* 我将只总结第二个实验，因为它与我正在做的那种[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)设计更相关。通过简答式练习的学生提高了他们的记忆力，相对于控制条件和学生简单地阅读正确答案的条件而言是最大的。练习简答题的学生在多项选择题后测中的表现好于那些通过多项选择题练习的学生 (d=0.41)，但在简答题后测中并没有显著优于多项选择题的练习者。\r\n\r\n- [[j.jml.2012.02.004|λ:/thoughts-memo-translation-main/Karpicke, J. D., & Smith, M. A. (2012). Separate mnemonic effects of retrieval practice and elaborative encoding. Journal of Memory and Language, 67(1), 17–29. https://doi.org/10.1016/j.jml.2012.02.004]]\r\n\r\n \\* [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)是由[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)产生的？当你在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中查看卡片时，你给自己提供了一个机会，可以根据你当前的上下文和你在复习环节期间的不同想法来形成新的联系。\r\n\r\n- [Marr’s levels of analysis](https://notes.andymatuschak.org/z2aYDKGZUtVsqZmRUmD1M5uGUt1cWtLcGanz)\r\n\r\n - 将这些类比为[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)的镜片是很有趣的。在我对[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的研究中，例如：\r\n\r\n- [A Multiscale Context Model of Memory. In Y. Bengio, D. Schuurmans, J. Lafferty, C. K. I. Williams, & A. Culotta (Eds.), Advances in Neural Information Processing Systems 22 (pp. 1321–1329).](https://notes.andymatuschak.org/Mozer%2C_M._C.%2C_Pashler%2C_H.%2C_Cepeda%2C_N.%2C_Lindsey%2C_R.%2C_%26_Vul%2C_E._(2009)._Predicting_the_Optimal_Spacing_of_Study)\r\n\r\n - 本文提出了一种模型，该模型可以拟合经验学习数据（例如，来自[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)）的[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw) 和[遗忘曲线](https://notes.andymatuschak.org/zHdKY3GwoUW9xG6wQtKFqjz9jcrxdM3mxram)的间隔函数。\r\n\r\n- [[3397481.3450696|λ:/thoughts-memo-translation-main/Nioche, A., Murena, P.-A., de la Torre-Ortiz, C., & Oulasvirta, A. (2021). Improving Artificial Teachers by Considering How People Learn and Forget. 26th International Conference on Intelligent User Interfaces, 445–453. https://doi.org/10.1145/3397481.3450696]]\r\n\r\n 本文试图通过结合基于模型的学生记忆状态估计器(每个学生，每个项目)和一个更全面的考虑学生时间限制和考试日期的计划模型，为[Spaced Repeat Memory system](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)]产生一个更好的调度器。\r\n\r\n- [Podsie](https://notes.andymatuschak.org/zLgYSKxHaPz95PUsVn5kqEdmQW31y4DGi9m)\r\n\r\n - 一个旨在集成到课堂环境中的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。它的题目是从老师布置的作业和小测验中抽取的。自 [2021-03-17](https://notes.andymatuschak.org/z2aUehRoxMwtf7YGeu9jMf8fRhps5H97o5Q9) 起处于私人测试版。\r\n\r\n- [Julia Evans 的 Questions](https://notes.andymatuschak.org/z3EVpobr7qBkwbnRh1xRetrzz1ZWynEQpMjxx)\r\n\r\n - 尽管外形尺寸大致是抽认卡，但它并不想成为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。它更像是一篇不同寻常的互动文章。我确实发现它与[交互是界面设计的成本中心](https://notes.andymatuschak.org/z87TFgTr98bz3MNFT26NhegyRCMgdkfNTBAzp)非常冲突：我想知道是否有可能创建一个更流畅的交互，也许部分灵感来自于 [Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok) 中的快速交互（参见 [Execute Program 的课程根据读者的互动展开他们的散文](https://notes.andymatuschak.org/z6rN4nbPWxhYMkzt4rixDUoLD2hi2cvtJi2Ay)）。\r\n\r\n- [Readlang](https://notes.andymatuschak.org/z2UjTYziperEbtBqvXw163MWyWcrPVv98VT8)\r\n\r\n - 以语言学习为中心[间隔重复记忆](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)旨在让您在浏览时自然地吸收词汇。其核心机制是您可以突出显示一些外语文本，查看翻译，然后将该文本及其翻译添加为 SRS 卡片。", + "type": "text/markdown", + "caption": " 间隔重复记忆系统\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition memory system" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Spacing effect.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Spacing effect.json" new file mode 100644 index 0000000..1426c9d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Spacing effect.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Spacing effect", + "text": "# 间隔效应\r\n\r\n原文：[Spacing effect](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)\r\n\r\n如果学习材料的时间错开来，比起花同样的时间一晚上死记硬背，材料会记得更牢。\r\n\r\n换句话说，接连的记忆强化可以让[遗忘曲线](https://notes.andymatuschak.org/zHdKY3GwoUW9xG6wQtKFqjz9jcrxdM3mxram)更平，因此可以让复习间隔拉得越来越长。如果间隔时间安排得当，曲线可以被压到一个极平的角度。（译者注：遗忘得越快，遗忘曲线就随时间下坠得越厉害，抬平这个曲线就代表不容易遗忘）\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的算法利用了这一点来实现高效的学习系统。\r\n\r\n## 最优间隔\r\n\r\n复习之间的时间间隔不应该无限制地拉长，否则复习时材料更难回忆起来，进而削弱了对记忆的强化作用。最优的 ISI 取决于「保留间隔」(RI, retention interval )—— 最后一次学习和学习之后第一次测试的间隔时间。\r\n\r\nMozer 和 Lindsey (2016) 利用各种实证数据，推导出个人学习存在幂律关系：\r\n\r\n最优 ISI = 0.097 * RI ^ 0.812\r\n\r\n画成曲线形状如下：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/A393B526-968E-4EBD-83EA-6359A5CD262F-65195-00020D8E87454AE0/16CD74F1-BD28-485D-9BAE-A4C240829927.png]]\r\n\r\n在我看来，它大致就是线性的。他们的数据集中所有的 RI 都没超过一年 ，所以这个函数在这个范围之外都不可靠。\r\n\r\n另外，这个函数不太能拟合 Cepeda 等人 2008 年论文的数据：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/FCDAD728-37AA-4974-B538-666C246B8AD5-65195-00020DA83A9E95B9/9966CFC2-C6BF-4A9E-A7C2-6282AADB8EA7.png]]\r\n\r\n例如，他们发现 RI=35 时，OISI~=5，但幂律拟合算出的是 OISI=1.8，从经验上讲，这个OISI在该研究中表现得更差。\r\n\r\n## 收集的经验证据\r\n\r\nKornel (2009)，在一个涉及 GRE 词汇的实验中：\r\n\r\n> 综合这三个实验，90% 的参与者在间隔条件下比集中条件下学到的更多，而只有 6% 的参与者正好相反。\r\n\r\n## 解释间隔效应的可能理论\r\n\r\n1. 「编码的可变性」：练习有间隔后改变了情景，记忆编码受这些情景影响，也更加丰富而多样\r\n\r\n2. 与集中学习相比，间隔不那么需要全神贯注，耗费精力更少。\r\n\r\n3. [较难提取的记忆经回忆得到更多强化](https://notes.andymatuschak.org/z4JH6dnUaSv1TcxgSpaBofAaFXxUmC4M3APqQ)，这可能通过[记忆的双组分模型](https://notes.andymatuschak.org/z4dAUBxVn79XSWRxGZHnKRXCP5XHeX2P9sw3y)来加强学习\r\n\r\n4. 「预测效用」：如果一条信息通常在很短的间隔内被提取，你的大脑就会认为这个间隔过后就不再需要它了；提取间隔较长，所需实践也变长。\r\n\r\n------\r\n\r\n问：在间隔效应研究中，什么术语指代两次复习环节之间的时间？\r\n\r\n答：环节间间隔 (ISI)\r\n\r\n问：ISI 在间隔效应文献中代表什么？\r\n\r\n答：环节间间隔。\r\n\r\n问：在间隔效应研究中，什么术语指最后一次学习环节和测试之间的时间？\r\n\r\n答：保留时间间隔（RI）\r\n\r\n问：区分间隔效应研究中的「环节间间隔」和「保留间隔」。\r\n\r\n答：前者指的是学习环节之间的时间，后者指的是最后一次学习环节和测试之间的时间。\r\n\r\n问：间隔效应的相关文献中，「间隔函数」指什么？\r\n\r\n答：回忆准确率与间隔时间的函数关系\r\n\r\n问：间隔函数的形状特征是什么？\r\n\r\n答：一个小山丘：最初的准确性相对较快增加，随后缓慢下降。\r\n\r\n问：相对于间隔效应，「最优 ISI」指的是什么？\r\n\r\n答：间隔函数的峰值点：能产生最高回忆准确率的 ISI。\r\n\r\n问：很大程度上，「最优ISI」 取决于什么间隔指标？\r\n\r\n答：保留时间间隔（Cepeda 等人，2006；通过 Mozer 等人，2009）\r\n\r\n问：「编码变异理论」对「间隔效应」的核心主张是什么？\r\n\r\n答：间隔能产生更优质的回忆，因为它用更多样的「心理情景*」来编码「记忆痕迹*」( memory trace )，这样与回忆背景重合的可能性更大。（注：「心理情景」指记忆时你的情绪、环境、反应等上下文；「记忆痕迹」是一个花里胡哨的术语，你可以自己查一下）\r\n\r\n问：为什么在更广泛的心理情景下留下记忆痕迹后，回忆会更加牢靠？\r\n\r\n答：编码特异性原则\r\n\r\n问：在编码变异理论中，为什么不无限制地增加 ISI 来最大限度提升背景变异性？\r\n\r\n答：随着 ISI 的增加，提取愈发不准确，因为每个学习背景之间相同成分更少。\r\n\r\n问：预测效用理论对间隔效应的核心主张是什么？\r\n\r\n答：大脑依据记忆被访问的规律来判断记忆还需要留存多长时间；学习之间间隔长，则留存时间更长。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nBranwen, G. (2009). 高效学习的间隔重复。2019 年 12 月 16 日检索，来自 https://www.gwern.net/Spaced-repetition\r\n\r\nKornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 23(9), 1297–1317. https://doi.org/10.1002/acp.1537\r\n\r\n[Psychological Theory Matters in the Big Data Era. In M. N. Jones (Ed.), Big data in cognitive science (pp. 34–64).](https://notes.andymatuschak.org/Mozer%2C_M._C.%2C_%26_Lindsey%2C_R._V._(2016)._Predicting_and_Improving_Memory_Retention)\r\n\r\n## 反向链接\r\n\r\n- 间隔重复记忆系统\r\n\r\n - 间隔重复记忆系统结合了[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)和[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)，能够高效记忆成千上万条事实（[间隔重复记忆系统非常高效](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)）。有些人还将这套系统用于更大范围的任务（见下文）。[间隔重复记忆系统使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但它们不仅能用于背诵事实。[间隔重复记忆系统可用于发展概念性理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)。\r\n\r\n- 间隔重复记忆系统是非常高效的\r\n\r\n - 使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，你可以在每天投入短短的几分钟，就能记住成千上万的问题的答案。看上去很不直观，但正是[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)中的指数效果发挥作用：[间隔重复产生指数级的回报，而投入精力只需要增加一点点](https://notes.andymatuschak.org/z7AeS1H6h8GRAaZ9ZuqumphVu1LNM323rdS6u)。\r\n\r\n- 记忆的双组分模型\r\n\r\n - 稳定性随着每次复习而增加，因此，可提取性随着每次重复而下降得更慢（见[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)）。当可提取性较低时，提取似乎会更多地增加稳定性：也就是说，[较难获得的记忆通过提取得到强化更多](https://notes.andymatuschak.org/z4JH6dnUaSv1TcxgSpaBofAaFXxUmC4M3APqQ)（另见 [Bjork 提出的理想困难](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)）。[Supermemo](https://notes.andymatuschak.org/z6Bub13H3u5SKX7Yzbt8GBuK86HPTXSU1TdAK) [试图用指数曲线来描述这种关系](https://supermemo.guru/wiki/Spacing_effect_gain)，但 Supermemo 使用的模型非常复杂，我有些怀疑。\r\n\r\n- 赫尔曼-艾宾浩斯\r\n\r\n - 发现了[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)，是实验心理学的创始人之一，实验心理学也是[认知心理学](https://notes.andymatuschak.org/zLQzZhPX1oCXyCAt6fL1J2Hf6vWnEw91jhz)出现之前主导的方法论；更多请参见[A Contribution to Experimental Psychology (H. A. Ruger & C. E. Bussenius, Trans. ) 。(原作发表于1885年)](https://notes.andymatuschak.org/Ebbinghaus%2C_H._(1913)._Memory)。\r\n\r\n- 大众传媒大多缺乏一个超过一天的自创时间维度\r\n\r\n - 书籍往往需要几周或几个月的时间来阅读。但书籍几乎从来没有有 **作者制定** 的时间线，像电影或戏剧那样。作者一般不安排读者在哪天、哪周、哪月怎么读书，相比之下，电影制作人会精心编排每一分钟的内容。然而很多想法需要时间来沉淀：[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)。不仅如此，只有在很多地方都遇到这些想法并加以琢磨，这些想法的真实含义才会变得清晰。\r\n\r\n- 概念性知识的「最优间隔」的安排节奏可能更慢\r\n\r\n - 几乎所有关于[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)应用落地的文献，都只聚焦于陈述性信息，像是词对、术语定义或简单属性的值之类。我猜测这是因为概念类的信息非常依赖先验知识、背景知识的缘故，因此其记忆效果与陈述类会表现得截然不同。\r\n\r\n- 「重试干预」使《量子国度》的早期准确率大幅提高\r\n\r\n - 实质上，当你相对更能回忆起答案时（也就是刚刷过答案不久时），该机制让你得做额外的[提取练习](https://notes.andymatuschak.org/zFGWCfLsZMkwKPYG2F3k9mnpwWM9D6cEJXS)。根据[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)，晚点重试可能会更好——像推迟半天或一天。但这样一来，下一次复习环节对于有效的[提取练习](https://notes.andymatuschak.org/zFGWCfLsZMkwKPYG2F3k9mnpwWM9D6cEJXS)来说就太晚了，因为你可能已经忘记了正确的答案，而且一旦没想起来，提取练习的效果（似乎）就会降低。\r\n\r\n- 助记媒介中简单的应用卡片可以和回忆卡片以一样的方式呈现\r\n\r\n - 这两种卡片都受益于[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)（尽管时间安排有所不同）。\r\n\r\n- Nate Kornell\r\n\r\n - 是威廉姆斯学院的认知心理学教授，[Robert A. Bjork](https://notes.andymatuschak.org/zcHyJy8EutFjUfJcEUw7sYLJ4UVTmR3NDsYS)的学生。围绕[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)进行了大量研究。\r\n\r\n- §认真对待知识工作（Stripe 上的融合讲座，2019-12-12）\r\n\r\n - [间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)\r\n\r\n- 笔记类型命名法\r\n\r\n - 对艺术术语的简单定义，我自己加了一点；例如，[绝对判断的跨度](https://notes.andymatuschak.org/ziwhFzgTbrS2uxWEkCvoJzQrDzRz5EAWWZFy)，[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)\r\n\r\n- 助记媒介实现了对被遗忘卡片的重试机制\r\n\r\n - 有趣的是，[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)表明，这种快速重试不太可能像简单地在下一次复习环节上重新呈现卡片那样有效。但我的直觉（以及我们越来越多的证据）表明，重试干预确实有帮助。我还没有读到任何关于间隔效应的文献，这些文献根据最初的反应成功率来区分表现 (再次，尽管我希望这样的研究确实存在)。\r\n\r\n- 助记媒介的功效在不同的平台-知识-风格主题中是如何变化的？\r\n\r\n - 有充分的实验数据表明[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)对许多主题都适用，也有个人经验说明[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)可以有效地编码许多主题的材料。为了构建将不同主题的知识编码成卡片的方法，我们需要特定领域的问题解决办法。\r\n\r\n- 提取强度下降可能是记忆干扰的函数，而不是时间的函数\r\n\r\n - [间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)通常表述成「记忆随着时间的推移而消退，所以我们应该研究它何时消退」。但这种随时间推移的衰退可能不是随时间推移自然发生的，而更应归因于干扰——学习其他材料的结果。\r\n\r\n- 2021-02-28 - 2021-03-06\r\n\r\n - [间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)是存在的，但很难观察清楚。\r\n\r\n- 2021-03-07 - 2021-03-13\r\n\r\n - 很高兴能更深入地理解[遗忘曲线](https://notes.andymatuschak.org/zHdKY3GwoUW9xG6wQtKFqjz9jcrxdM3mxram)和[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)的一些正式模型，尽管我对这类模型仍持怀疑态度。\r\n\r\n- 2019-12-16\r\n\r\n - 9:12：写了[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[间隔重复记忆系统效率极高](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)\r\n\r\n- A Contribution to Experimental Psychology (H. A. Ruger & C. E. Bussenius, Trans. ) 。(原作 1885 年出版)\r\n\r\n - 在这一章的结尾，他提出了一个关于间隔练习和集中练习的关键观察。在第六章中，他发现一个用 68 次重所习得的 12 音节串，需要在第二天重复 7 次才能重新记起。但在这个实验中，他发现在三天内重复 38 次，在第四天也产生了同样的结果。7 次重复后重新记起。这是一个非常令人兴奋的结果，它表明时间安排不同，耗费的力气差异非常大（即[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)）。\r\n\r\n- 筹备 2020 年 FOO 营会谈（Foo 营是由出版商 O'Reilly Media 主办的年度黑客活动。）\r\n\r\n - [间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)\r\n\r\n- 对量子国度的分析\r\n\r\n -量子国度没有显著的[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)。\r\n\r\n - [2021-03-08](https://notes.andymatuschak.org/z3Ret6vAj4qcgbx2XjsFLLcFP4oNyvAGwhc2e)\r\n\r\n- Marr 的水平分析\r\n\r\n - 从 **算法** 角度分析便会发现，间隔学习计划是良好的学习流程，因为该计划基于[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[提取练习](https://notes.andymatuschak.org/zFGWCfLsZMkwKPYG2F3k9mnpwWM9D6cEJXS)的计算理论\r\n\r\n- A Multiscale Context Model of Memory. In Y. Bengio, D. Schuurmans, J. Lafferty, C. K. I. Williams, & A. Culotta (Eds.), Advances in Neural Information Processing Systems 22 (pp. 1321-1329).\r\n\r\n - 本文提出了一个模型，可以用来拟合实证学习数据（例如来自[间隔重复记忆系统](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)的数据）的间隔函数（即[间隔效应](https://notes.andymatuschak.org/zHdKY3GwoUW9xG6wQtKFqjz9jcrxdM3mxram)）和[遗忘曲线](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。\r\n\r\n - 它的灵感来自于之前两个试图捕捉和解释[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)的模型：联想记忆的搜索（SAM）模型，其前提是编码-变异理论；以及多重时间尺度（MTS）模型，其前提是预测-效用理论。\r\n\r\n- [[j.1745-6916.2006.00012.x|λ:/thoughts-memo-translation-main/Roediger, H. L., & Karpicke, J. D. (2006).The Power of Testing Memory: Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181-210. https://doi.org/10.1111/j.1745-6916.2006.00012.x]]\\* 关于[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw):\r\n\r\n- [[edu0000367|λ:/thoughts-memo-translation-main/Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40–52. https://doi.org/10.1037/edu0000367]]\\* 交错练习是[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)的天然温床:", + "type": "text/markdown", + "caption": " 间隔效应\r", + "modified": "20230930171250218", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spacing effect" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Testing effect.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Testing effect.json" new file mode 100644 index 0000000..6610ee8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Testing effect.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Testing effect", + "text": "# 测试效应\r\n\r\n原文：[Testing effect](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n如果你努力回忆某个细节，那么行为的本身会强化对细节的记忆。在学习上这么做时，被称作「提取练习」。\r\n\r\n实验证明，即使在没有提供正确答案的情况下，甚至在给予应试者「开卷」以寻找正确答案的情况下，也会产生这种效应。这种效应已经在许多领域和许多年龄段上得到了证明。\r\n\r\n这表明测试的作用明显不同。在典型的课堂上，教师和学生都认为学习是发生在讲课过程中，或在阅读材料时。测试是用来评估学习的。但事实上，测试本身就是学习过程中的一个重要部分。\r\n\r\n## 与其他学习活动对比\r\n\r\n尽管学生在练习过程中的成功率较低，但提取练习比单纯通过重复阅读学习材料能带来更持久的长期记忆 (Roediger, 2006)。相关文章：[合意困难（术语来自 Bjork）](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)。\r\n\r\n总体而言，单与基于[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)的练习相比，测试效应似乎还能带来更持久的记忆 (Karpicke and Smith, 2012)，并改善学习表现 (Karpicke and Blunt, 2011)。\r\n\r\n## 格式\r\n\r\n一般来说，测试效应在生成式测试（简答题、作文）中比在判别式测试（多选题 / 判断题）中更明显 (例如 Kang et al, 2007)。这可能是由于[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n### 综述\r\n\r\n[Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181–210. https](https://notes.andymatuschak.org/Roediger%2C_H._L.%2C_%26_Karpicke%2C_J._D._(2006)._The_Power_of_Testing_Memory)\r\n\r\nBranwen, G. (2009). 高效学习的间隔重复。2019 年 12 月 16 日检索，来自 https://www.gwern.net/Spaced-repetition\r\n\r\n### 评论\r\n\r\nRoediger, H. L., & Karpicke, J. D. (2018). Reflections on the Resurgence of Interest in the Testing Effect. Perspectives on Psychological Science, 13(2), 236–241. https://doi.org/10.1177/1745691617718873\r\n\r\n### 一手研究\r\n\r\n[\\/\\/doi.org\\/10.1080\\/09541440601056620](https://notes.andymatuschak.org/Kang%2C_S._H._K.%2C_McDermott%2C_K._B.%2C_%26_Roediger%2C_H._L._(2007)._Test_format_and_corrective_feedback_modify_the_effect_of_testing_on_long-term_retention._European_Journal_of_Cognitive_Psychology%2C_19(4–5)%2C_528–558._https)\r\n\r\n[\\/\\/doi.org\\/10.1126\\/science.1199327](https://notes.andymatuschak.org/Karpicke%2C_J._D.%2C_%26_Blunt%2C_J._R._(2011)._Retrieval_Practice_Produces_More_Learning_than_Elaborative_Studying_with_Concept_Mapping._Science%2C_331(6018)%2C_772–775._https)\r\n\r\n[\\/\\/doi.org\\/10.1016\\/j.jml.2012.02.004](https://notes.andymatuschak.org/Karpicke%2C_J._D.%2C_%26_Smith%2C_M._A._(2012)._Separate_mnemonic_effects_of_retrieval_practice_and_elaborative_encoding._Journal_of_Memory_and_Language%2C_67(1)%2C_17–29._https)\r\n\r\n[\\/\\/doi.org\\/10.1037\\/edu0000367](https://notes.andymatuschak.org/Rohrer%2C_D.%2C_Dedrick%2C_R._F.%2C_Hartwig%2C_M._K.%2C_%26_Cheung%2C_C.-N._(2020)._A_randomized_controlled_trial_of_interleaved_mathematics_practice._Journal_of_Educational_Psychology%2C_112(1)%2C_40–52._https)\r\n\r\n## 反向链接\r\n\r\n- 间隔重复记忆系统\r\n\r\n - 间隔重复记忆系统结合了[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)和[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)，能够高效地记忆成千上万事实类的知识（[间隔重复记忆系统非常高效](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)）。有些人还扩展了它的用途（见下文）。[间隔重复记忆系统使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但它们不只仅用于背诵事实：[间隔重复记忆系统可用于发展概念性理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)。\r\n\r\n- 间隔重复记忆系统可用于发展概念性理解\r\n\r\n - 值得注意的是，间隔重复的认知心理学基础（[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)）已被证明适用于概念性知识和陈述性知识（见Karpicke和Blunt，2011）。\r\n\r\n- 生成效应\r\n\r\n - 这种效应有时被等同于[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)：当学生被要求从记忆中提取答案时（如在自由回忆测试中），对回忆质量的影响可部分归因于生成答案的过程。但 Karpicke 和 Zaromb(2010) 的实验表明，这两种影响是不同的，而且在一定程度上可能是彼此独立的。通过尝试生成目标来学习的人，最终比通过尝试回忆来学习的人回忆质量更差。\r\n\r\n- 常青笔记的维护近似于间隔重复\r\n\r\n - 从记忆的角度来说，这并不是一个有效的间隔重复：你并没有真正利用[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)。但它确实利用了类似于[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)的东西，而且它可能是一个有用的视角，来思考如何在你长期积累的思想库中管理你的注意力。具体来说，这种做法将鼓励你反复关注那些似乎与你现在的工作有关的过去的想法。因为你可能会发现自己正在修改关于这些过去想法的笔记，所以这种关注可能是需要相当努力的。\r\n\r\n- 提取练习\r\n\r\n - 学习活动旨在产生[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)的学习活动。\r\n\r\n- Nate Kornell\r\n\r\n - 威廉姆斯学院的认知心理学教授，[Robert A. Bjork](https://notes.andymatuschak.org/zcHyJy8EutFjUfJcEUw7sYLJ4UVTmR3NDsYS) 的学生。他围绕[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)进行了大量研究。\r\n\r\n- 间隔重复记忆卡片应确保复习者必须从记忆中提取出答案\r\n\r\n - 一个[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)取决于[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)：如果你必须从记忆中实际提取某样东西，你会比简单地重新接触它记得更久。因此，在写卡片时，要确保卡片要求读者实际提取出你想强化的记忆。\r\n\r\n- §认真对待知识工作（Stripe 融合讲座，2019-12-12）\r\n\r\n - [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n- Jeffrey Karpicke\r\n\r\n - 实验认知心理学家，经常研究[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)。曾与 [Henry L. Roediger](https://notes.andymatuschak.org/z2jatEERyjJtRQstvZnPUxC1uE1JUU8rAHAV) 合作。\r\n\r\n- 2020-11-03\r\n\r\n - [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n- 2020-11-01 - 2020-11-07\r\n\r\n - 为了更好地了解[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)和[生成效应](¬https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)，我读了一堆相关论文。对[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)的理解逐渐加深。一篇不错的综述文章：\r\n\r\n- 2019-12-16\r\n\r\n - 8:42：写了[间隔重复记忆系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)和[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n- [[science.1199327|λ:/thoughts-memo-translation-main/Karpicke, J. D., & Blunt, J. R. (2011). 提取练习产生的学习效果比用概念图进行的精细学习要好。Science, 331(6018), 772-775. https://doi.org/10.1126/science.1199327]]\\* 实验比较了概念图（调用[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)）与提取练习（调用[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)）对记忆的影响。与 Karpicke 和 Smith(2012) 一样，本文也对提取练习的效果是否似乎是 **由于** 精细编码，或者是否有其他过程发生感兴趣。\r\n\r\n- [[j.jml.2012.02.004|λ:/thoughts-memo-translation-main/Karpicke, J. D., & Smith, M. A. (2012). 提取练习和精细编码的单独记忆效果。Journal of Memory and Language, 67(1), 17-29. https://doi.org/10.1016/j.jml.2012.02.004]]\\* [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)是由[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)产生的吗？当你在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中复习卡片时，你给自己一个机会，根据你当前的背景和复习过程中的不同想法形成新的联系。\r\n\r\n- [[j.jml.2009.11.010|λ:/thoughts-memo-translation-main/Karpicke, J. D., & Zaromb, F. M. (2010). 提取模式区分了测试效应和生成效应。Journal of Memory and Language, 62(3), 227-239. https://doi.org/10.1016/j.jml.2009.11.010]]\\* [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)和[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)是同一回事吗？它们经常被等同起来，事实上，我在自己的笔记中也曾将它们等同起来。本文描述了一系列的实验，试图证明有不同的基本机制在驱动这两种现象，而且提取练习对记忆的影响比生成更大。\r\n\r\n- 筹备 2020 年 FOO 营会谈\r\n\r\n - [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n- [[j.1745-6916.2006.00012.x|λ:/thoughts-memo-translation-main/Roediger, H. L., & Karpicke, J. D. (2006). 测试记忆的力量：基础研究和对教育实践的影响。Perspectives on Psychological Science, 1(3), 181-210. https://doi.org/10.1111/j.1745-6916.2006.00012.x]]\\* 关于[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)的详尽综述论文。这篇论文涵盖了在实验室环境和更实际的课堂环境中对测试的实验历史，并回顾了作者的一些最新研究。[Henry L. Roediger](https://notes.andymatuschak.org/z2jatEERyjJtRQstvZnPUxC1uE1JUU8rAHAV)\r\n\r\n- [[edu0000367|λ:/thoughts-memo-translation-main/Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N.(2020). 穿插式数学练习的随机对照试验。https://doi.org/10.1037/edu0000367]]\\* 穿插练习为[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)创造了一个自然环境：", + "type": "text/markdown", + "caption": " 测试效应\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Testing effect" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Timeful text.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Timeful text.json" new file mode 100644 index 0000000..11d3480 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Timeful text.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Timeful text", + "text": "# 穿越时间的文本\r\n\r\n原文：[Timeful text (andymatuschak.org)](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)\r\n\r\n[大众传媒大多缺乏超过一天的创制时间维度](https://notes.andymatuschak.org/z7JZswHPm99BbpTnb7NcP9Rnp8Bs6jsM3zjdv)。这个维度对于创作很是强大，值得探索，例如[指导冥想的应用程序是自然地随时间分散开来](https://notes.andymatuschak.org/zNmmWtrg5j47Z1CCCSVn7GQhbMf4d3oYj6G)。\r\n\r\n我们可以把具有创制时间维度的文本称为 **穿越时间的文本** 。\r\n\r\n- [助记媒介使读者持续接触材料](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)\r\n\r\n- [助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)\r\n\r\n - [助记文本可以在一段时间内分段连载，根据读者的记忆情况排期](https://notes.andymatuschak.org/zDuEHAJkdvoRuBDxZ6rxcSw9oHTxexywRVt3)（如[Execute Program 的课程在你成功复习其前置课程后才能解锁](https://notes.andymatuschak.org/z43GdwxNzaXGvNs7Hdd57UD9KauMxRGbH45r8)）\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[2020-07-28 - 穿越时间的文本](https://notes.andymatuschak.org/z7sgmonRR3uibGYusWYnVpGFRdQYrk65Wsuzn)", + "type": "text/markdown", + "caption": " 穿越时间的文本\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Timeful text" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Transfer learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Transfer learning.json" new file mode 100644 index 0000000..424459b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_handle_Transfer learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/handle/Transfer learning", + "text": "# 迁移学习\r\n\r\n原文：[Transfer learning (andymatuschak.org)](https://notes.andymatuschak.org/z2hEyCHQpB6UV8z4mYvto7FJud4zWVqZqfxJZ)\r\n\r\n另见[合意困难，来自 Bjork](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)\r\n\r\n关于一个活跃的兴趣领域，见：[提取练习和迁移学习](https://notes.andymatuschak.org/z2a8QGPfUmdLCVokLaegNzmaU6ehC58CUtYi)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n- Reder, L., & Klatzky, R. L. (1994). Transfer: Training for performance. In D. Druckman & R. A. Bjork (Eds.), Learning, Remembering, Believing: Enhancing Human Performance (pp. 25–56). National Academies Press. https://doi.org/10.17226/2303\r\n\r\n### 准备读：\r\n\r\n- Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. https://doi.org/10.1037/0033-2909.128.4.612\r\n\r\n- Gick, M. L., & Holyoak, K. J. (1987). The Cognitive Basis of Knowledge Transfer. In Transfer of Learning (pp. 9–46). Elsevier. https://doi.org/10.1016/B978-0-12-188950-0.50008-4", + "type": "text/markdown", + "caption": " 迁移学习\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Transfer learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_A rigid fixation on %22focus%22 can harm creative work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_A rigid fixation on %22focus%22 can harm creative work.json" new file mode 100644 index 0000000..810ee5b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_A rigid fixation on %22focus%22 can harm creative work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/A rigid fixation on %22focus%22 can harm creative work", + "text": "# 太过执迷「专注」反而不利于创造性工作\r\n\r\n原文：[A rigid fixation on “focus” can harm creative work (andymatuschak.org)](https://notes.andymatuschak.org/z8BENejnm5iyqRUodaqyScehdgnuu9b1vn669)\r\n\r\n生产力文化着迷于「深度工作」、专注等等。但是对于创造性工作来说，一定程度的偶然性和自发性是非常重要的。\r\n\r\n有时候，向意想不到的输入敞开心扉可以带来好处——你会产生本不会有的想法。\r\n\r\n在其他时候，注意那些分散自己注意力的心理冲动是有帮助的，因为它们可能表明你有微妙的潜意识直觉ーー可能是有用的探索方向。或者它们可以帮助你理解，你实际上对当前的项目或其中的一些元素并不感兴趣。\r\n\r\n而且，根据经验来说，一整天高度专注于困难的创意性工作，几乎是不可能的！[每天花几个小时以上的时间做一些困难创造性的工作是很困难的]( https://notes.andymatuschak.org/z2cimzy4h6bhkurfnqpqdjkitgpvud4pdtbwm )\r\n\r\n相关笔记：[在创造性工作中利用探索启发式的动力](https://notes.andymatuschak.org/z5hfnKt2MAdQgZBguABu4wwsnbRB9Z8zFqkvL)\r\n\r\n## 参考文献\r\n\r\nhttps://twitter.com/michael_nielsen/status/1411701234768171010?s=20\r\n\r\n> 「专注」这种状态有些奇怪。我以前觉得分心会很糟糕。对于某些机械但是必要的工作，一鼓作气干完是最好的。但是对于一些需要丰富联想的创造性工作，半专注状态可能也有好处。", + "type": "text/markdown", + "caption": " 太过执迷「专注」反而不利于创造性工作\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A rigid fixation on %22focus%22 can harm creative work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_A strong vision enables great creative work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_A strong vision enables great creative work.json" new file mode 100644 index 0000000..594bf64 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_A strong vision enables great creative work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/A strong vision enables great creative work", + "text": "# 强大的愿景是伟大创造性作品的先决条件\r\n\r\n原文：[A strong vision enables great creative work (andymatuschak.org)](https://notes.andymatuschak.org/z2mMMszAvgRMgzoFtKHEhnCka5zwrXZbKrma)\r\n\r\n在追求开放的创造性工作时，你无法通过制定分步计划来实现你的目标。以任务为中心的生产力策略无济于事：最难的地方是想清楚该做什么。由于这些挑战，你很容易失去动机和方向。然而，强大的（写下来的）愿景可以提供指导，鼓舞动机。\r\n\r\n伟大的愿景应能激发兴趣，让人兴致高涨，但其基础是你实现这一愿景的关键方法。你实现愿景的方法中有一些有力想法，这是你应该理解的，此外，你还应该指导你需要在哪些方面改进自我。\r\n\r\n引用 [Michael Nielsen](https://notes.andymatuschak.org/zgiX4jSevUQ5QWQf6XY3Y2XooSpkTJFP9VA) 的《有效研究的原则》，有效的愿景提供了「关于{一个人想要实现什么}，{为什么想要实现它}，以及{如何实现它}的{清晰的想法}。」\r\n\r\n如果不清楚这些要点，很容易陷入开展[排遣行为](https://notes.andymatuschak.org/zgwn7ZQP99T8LDSjUiyBhGhU29VEUSabYws)的误区：任务完成许多，但并没有做成一件有意义的事情。但是，足够清晰且能激发兴趣的愿景提供了一股动力，让我们拒绝快速收效的小利，而选择缓慢艰苦（但更有意义）的活动。\r\n\r\n这种愿景是一份有生命力的文件，需要不断修订和重新解释。愿景并不意味着限制未来的行动，而是激励未来的行动。另外：[计划本身不算什么，计划过程才是关键](https://notes.andymatuschak.org/zRJ5mjwiTryLbJ7Jm2bDhgjLtYSa6xc6sEYS)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n [Nielsen, M. A. (2004). Principles of effective research (Technical Note No. 0404). The University of Queensland.](https://notes.andymatuschak.org/z2Zh745BsDC3CbVwCbm2aRvaVfqBR6KUpxXE)\r\n\r\n> 高效人士对他们想要实现的目标有一个愿景。理想情况下，这种愿景既包括长期价值观和目标，也包括短期目标。好的愿景可以回答诸如此类的问题：我想成为什么样的研究者？我对哪些研究领域感兴趣？我将如何掌握研究这些领域的能力？为什么这些领域很有趣？我将如何继续成长，扩大我的视野？我将采取哪些短期步骤来实现这些目标？我将如何平衡长期目标与我所处的短期现实？\r\n\r\n[Nielsen, M. A. (2003, September 8). Extreme thinking. Tough Learning, Brisbane, Australia.](https://notes.andymatuschak.org/z8Z2R8ZhCiEw8rgqYB5u4mcUith48CQkpznZc)\r\n\r\n> 保持这种独立性的关键，是发展出长期愿景，这种愿景能激发兴趣并且内化于心，于是人便能而拒绝短视行为，这种行为短期收效显著，但长期可能有损害。", + "type": "text/markdown", + "caption": " 强大的愿景是伟大创造性作品的先决条件\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A strong vision enables great creative work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Advantages and disadvantages of using notes to form associations in content.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Advantages and disadvantages of using notes to form associations in content.json" new file mode 100644 index 0000000..cb1ac81 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Advantages and disadvantages of using notes to form associations in content.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Advantages and disadvantages of using notes to form associations in content", + "text": "# 使用笔记在内容中建立联想的优缺点\r\n\r\n原文：[使用笔记在内容中建立联想的优缺点（andymatuschak.org）](https://notes.andymatuschak.org/z2D6w86eKLuVdmk5icMJ5L6av1nG62HaF7ref)\r\n\r\n当发现正在阅读网页可能与我们硬盘里某些PDF有联系时，我们没有办法直接为他们建立关联，但可以通过建立笔记来连接这两个资源。\r\n\r\n这与memex解决方案（Bush , 1945）不同，后者设想了任何种类的文件--你的或别人的--之间的直接联系。\r\n\r\n写笔记是好的，因为它迫使你[独立思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)，然而它有点费心思，因为[常青笔记应该以概念为导向](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)。因此，为了写笔记，我们必须提取两者之间的概念联系，为其命名，并以某种可能引出未来联系的方式安排它。\r\n\r\n当进行[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)时，我们有两层笔记：在我们的参考图书馆里有关于阅读本身的轻量级笔记，然后在我们的笔记档案里有更高保真度的[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。支持并维护这两层关于联想保真度的笔记也可能会很有价值，方法是：在材料之间进行轻量级的联想，逐渐将有价值的观察“编码”成持久的笔记。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nBush, Vannevar. “As We May Think.” *Atlantic Monthly*, July 1945. ", + "type": "text/markdown", + "caption": " 使用笔记在内容中建立联想的优缺点\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Advantages and disadvantages of using notes to form associations in content" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Alexander - Reactionary Philosophy In An Enormous, Planet-Sized Nutshel.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Alexander - Reactionary Philosophy In An Enormous, Planet-Sized Nutshel.json" new file mode 100644 index 0000000..582ca3e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Alexander - Reactionary Philosophy In An Enormous, Planet-Sized Nutshel.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Alexander - Reactionary Philosophy In An Enormous, Planet-Sized Nutshel", + "text": "# Alexander——地球大小般巨大果壳中的保守哲学\r\n\r\n原文：[Alexander - Reactionary Philosophy In An Enormous, Planet-Sized Nutshell (andymatuschak.org)](https://notes.andymatuschak.org/z2eo4mCW9pUEczFe7rfUmexRf98ZRoibXGC8J)\r\n\r\n[https://slatestarcodex.com/2013/03/03/reactionary-philosophy-in-an-enormous-planet-sized-nutshell/](https://slatestarcodex.com/2013/03/03/reactionary-philosophy-in-an-enormous-planet-sized-nutshell/)\r\n\r\n[Scott Alexander](https://notes.andymatuschak.org/z6y6cuKoEnMAJ25ad1fFPqcB3DW1T5jeG9XNu) 试图通过对[保守主义](https://notes.andymatuschak.org/z6YU1a692QZsgFMuKxfCXnXqB5dVxya9Vd5SP)观点的[意识形态的图灵测试](https://notes.andymatuschak.org/z8oZrKkvviHRuCbtHtHihuwytdFyL5CsAWUSb)。另见[反保守 FAQ](https://slatestarcodex.com/2013/10/20/the-anti-reactionary-faq/)，同载于 [Slate Star Codex](https://notes.andymatuschak.org/z6wRuXxyhoBtTE6vRu9F6reuAu48AxZzq3sy9)[](https://notes.andymatuschak.org/z6wRuXxyhoBtTE6vRu9F6reuAu48AxZzq3sy9)。 以下是我对该总结的总结（注：基本不是我的观点）：\r\n\r\n## 现代社会压制对进步观点的批评\r\n\r\n我们怎么知道我们生活在最好的社会中？从历史上看，罗马公民认为他们是文明的顶峰。我们应该始终寻求改进。\r\n\r\n这就是全权主义国家如此糟糕的部分原因：你不能批评斯大林主义的俄罗斯，因此它无法被改进。但也许现代社会也有类似的机制。如果你试图批评一个社群做出的任何左倾举动，你可能会造排斥和解雇。然而不是每一个动作都是 100% 正确的，所以这应该引起人们的一些关注。\r\n\r\n## 许多进步与其说归功于社会变革，不如说归因于技术\r\n\r\nScott 的举例：\r\n\r\n- 20 世纪初英国的犯罪率不到今天水平的 1/10。\r\n\r\n - 但[凶杀案显然仍保持一定水平](https://web.archive.org/web/20200618174909/https://slatestarcodex.com/2013/10/20/the-anti-reactionary-faq/)\r\n\r\n - 在过去的半个世纪里，美国的暴力犯罪率一直在下降\r\n\r\n- [一个世纪前的哈佛入学考试](http://graphics8.nytimes.com/packages/pdf/education/harvardexam.pdf)要困难得多\r\n\r\n- 历史上的美国总统会说多种语言\r\n\r\n - （行吧，但现代美国总统必须更深入地了解许多更复杂的全球问题……）\r\n\r\n尽管有巨大的技术进步和弗林效应，但情况确实如此。\r\n\r\n## 文化因素在解释人口群体不同成果时被低估了\r\n\r\n压迫是对少数族群较差表现的进步主义（「外部主义」）解释：白人没有取得更好的成果，并不是因为其文化或主体之类的内在事物，更是因为他们残酷地利用了他人。另一种解释（「文化主义」）是，该结果是不同社会的不同规范、做法、信仰等导致的。\r\n\r\n在 20 世纪后期，美国的黑人与白人之间的收入差距并没有明显缩小，尽管那段时期的压迫大大减少。与此同时，在同一时期，（所有种族的）妇女遭受的压迫减少了，她们有意义性地缩小了与男子的收入差距。\r\n\r\nScott 指出，一些种族（例如犹太人和中国人）经历了实质性的压迫，但他们的表现似乎并没有以同样的方式受到损害，该变化不能用他们受压迫程度的变化来解释。\r\n\r\n外部主义的另一个问题是，在全球范围内，各种人口统计数据的结果根据其原生文化高度相关，尽管不同国家在国际上对这些群体的待遇相当不同。\r\n\r\n而一些群体间的差异不能轻易地用压迫来解释。例如，年收入 6 万美元的华裔家庭的入学率显著高于年收入 6 万美元的非裔家庭。\r\n\r\n另一方面，文化因素可以解释为什么一些少数族群如此成功（即使受到压迫）以及为什么这些规律在国际人群中存在。\r\n\r\n## 将同化妖魔化会阻止成功模因在不同文化间传播\r\n\r\n美国历史早期的许多移民群体（爱尔兰人、意大利人、犹太人）受到诋毁，但现已完全与美国社会同化，其所历经的表现与大多数人口统计数据大致相同。保守派辩称，由于抵制「文化帝国主义」的进展性推动（如应允许西班牙裔学生在学校说西班牙语；应颂扬和鼓励黑人文化独立存在等），而其他少数族群并没有发生这种情况。 但如果多数文化包含产生更好结果的信仰和实践，反同化将阻止少数文化接受这些模因。\r\n\r\n## 移民稀释了占据主导地位的模因组\r\n\r\n如果文化主义者的解释是正确的，它意味着一个拥有成功模因集的社会只能容忍来自模因集不太成功的社会的有限数量的移民，以主体文化的实践最终也会消失。\r\n\r\n## 帝国主义居然取得了更好的成果？\r\n\r\n今天，在后殖民化时代，被殖民的非洲国家几乎在所有方面都比从未被殖民过的埃塞俄比亚更安全、更幸福。相较于中东其他大部分地区，以色列也同样如此。当然，还不清楚这种反事实的现象会如何发展，但似乎殖民化确实转移了一些成功的模因。当代的类比物可能看起来更像国际投资（中国正在非洲广泛开展，显然产生了积极影响），但美国进步人士反对这种参与，理由是其代表了新殖民主义。\r\n\r\n## 全权主义和自由之间的山谷比任何一方都糟糕\r\n\r\n巴勒斯坦显然更愿意独立。但以色列不会让其发生。所以不幸的是，他们生活在一个受压迫但却不是全权主义的境地中，他们要为自己的命运负责，但却受到不可能的约束。Scott 评价这种独立的缺场，他们最好只是作为以色列领土的一部分被吞并，然而这并不可能，因为进步主义已将强烈抗议此种吞并行为作为一种文化规范。\r\n\r\n与此相关的是，监狱群岛状态也属于这个山谷中。挪威给予囚犯很大的自由。而我们则不太可能如此。保守派认为，即使是相当轻的体罚，也比我们目前的中间状态更具威慑力，因为这种情况既不是有效的威慑，也不是有效的康复计划（但代价高昂，对社会有害）。但由于进步主义的存在，体罚（比如说，鞭刑 50 下）是不可能的。\r\n\r\n另外还有，关于战争：\r\n\r\n> 广岛核爆造成大约 15 万人死亡。越南战争则造成约 300 万人死亡。后者还具有更大范围的非死亡影响，从人们被强暴，折磨和挨饿到成千上万的人最终患有 PTSD，无数人的生活被打乱。如果核爆河内是越南战争的一个替代方案，那将是个极好的选择。\r\n\r\n## 进步主义的性别角色似乎让女性更不快乐\r\n\r\n在 50 年代，女性的幸福感高于男性；今天则倒转过来了。有家务分工的进步婚姻更有可能以离婚告终；双职工的婚姻也是如此。后者可能是双职工家庭的问题，而不是性别固有的问题：传统婚姻是为了确保有人可以全职照顾家庭。反动主义者认为，女权主义者迫使媒体将英勇的女性描述为工作者，而不是家庭主妇，所以我们最终得到了这个更恶劣的结果。\r\n\r\n## 进步主义对抗社会团结\r\n\r\n> 我在许多群体中听到过这样一种说法： 「多样性是团结我们的纽带」。这很美好并且令人难忘，但还有其他一些团体，单一就是他们的力量，而且他们似乎更团结。\r\n\r\n我们的文化致力于颠覆自身，指出自身有多糟糕，而其他文化有多好。这与维多利亚时代英国的「天佑女王」式的情感形成了鲜明对比。\r\n\r\n## 进步主义反对沙皇\r\n\r\n进步主义主张个体自由和自主权，这意味着人们最终会根据自己的动机来行事。但有时你需要一个「非激励性的激励者」——例如，以独断的方式修复医疗保健系统，结束企业福利，堵塞税收漏洞等等。 而进步主义则反对这种形式的沙皇。而在一个民主国家，社会总是会随着时间的推移而变得更加进步，因为进步主义是大众的诉求。所以我们最终没有人有威信解开这个死结。", + "type": "text/markdown", + "caption": " Alexander——地球大小般巨大果壳中的保守哲学\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Alexander - Reactionary Philosophy In An Enormous, Planet-Sized Nutshel" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Answers to application prompts shouldn't be drawn from memory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Answers to application prompts shouldn't be drawn from memory.json" new file mode 100644 index 0000000..b691c65 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Answers to application prompts shouldn't be drawn from memory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Answers to application prompts shouldn't be drawn from memory", + "text": "# 应用卡的答案不应该从记忆中得出\r\n\r\n[助记媒介可以通过简单的应用卡帮助读者应用他们所学的知识](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)中描述的任务促使读者 **使用** 他们所学的知识来得出答案。如果读者只是记住答案，这些卡片就没有实现自身的目的：他们变成了回忆卡。对此，我们的简单解法是[应用卡在重复时应发生变化](https://notes.andymatuschak.org/z7hqxNNJkeS2eta2eVaUx7cGB27axq2bw3h2y)。\r\n\r\n------\r\n\r\n问：为什么助记媒介的应用卡的答案不应该从记忆中提取？\r\n\r\n答：读者应该灵活运用他们所学的知识来产生答案，而不是从记忆中提取答案。\r\n\r\n原文：[Answers to application prompts shouldn’t be drawn from memory (andymatuschak.org)](https://notes.andymatuschak.org/z8kP66eb8mLNQg3tevRg6gN7TETnYFpwyVVNK)", + "type": "text/markdown", + "caption": " 应用卡的答案不应该从记忆中得出\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Answers to application prompts shouldn't be drawn from memory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Anti-marketing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Anti-marketing.json" new file mode 100644 index 0000000..2f3ef55 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Anti-marketing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Anti-marketing", + "text": "# 反向营销\r\n\r\n原文：[Anti-marketing (andymatuschak.org)](https://notes.andymatuschak.org/z4bK6LaSBRetDzuYkeCs3A8mJ8DufTbK4o6FS)\r\n\r\n在公开演讲时，研究人员和企业家都倾向于对他们的工作做出最美好的描述。这往往会导致夸大其词（[报喜不报忧](https://notes.andymatuschak.org/zqG92bvaL58AWMeL97jXaRd1Dm6hsfGvhAn)），并导致与他人的关系变得不那么个人化，更像是交易关系。一个有趣的解药是积极实践「反向营销」：公开关注一个人的项目中最不美好的部分——哪里困惑不解，哪里倍感挫败，哪里无法成功。\r\n\r\n如果你把反向营销作为目标，那么有趣的挑战就会变成一件积极的事情：成为公众谈话的素材，而不是被扫地出门的东西。至少在大多数时候，你 **应该** 专注于你的项目的最大挑战，而不是什么进展顺利。我猜想这也会与你的观众建立一种更深、更真实的关系（参见[敞开车库门工作](https://notes.andymatuschak.org/z21cgR9K3UcQ5a7yPsj2RUim3oM2TzdBByZu)）\r\n\r\n这个术语是由 Michael Nielsen 在 2019 年 11 月创造的（据我所知！）。\r\n\r\n------\r\n\r\n问：把公开对话的重点放在个人项目中最不乐观的因素上，对此 Michael 的术语是什么？\r\n\r\n答：反向营销。", + "type": "text/markdown", + "caption": " 反向营销\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Anti-marketing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Applications don't reliably maintain scroll positions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Applications don't reliably maintain scroll positions.json" new file mode 100644 index 0000000..082d1fa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Applications don't reliably maintain scroll positions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Applications don't reliably maintain scroll positions", + "text": "# 应用程序无法很好地记录滚动条的历史位置\r\n\r\n原文：[Applications don’t reliably maintain scroll positions (andymatuschak.org)](https://notes.andymatuschak.org/z2aEsmuNMnFH15r8LstXK3SpX3uuHGoP4HLN)\r\n\r\n具有长可滚动区域的界面（例如长文本，消息历史）会让人感到麻烦和不可靠，部分原因是应用开发人员没把记录阅读位置当作应用的重要组成部分。\r\n\r\n如果用户收藏一条消息，或者打开了按条件搜索，这通常是一个持续型行为；取消操作之后数据可能会丢失。相比之下，界面中的常见操作都会丢失滚动位置。\r\n\r\n这里的一个关键点是，虽然滚动行为通常通过一个共同的系统级组件来实现，但滚动位置的 **语义** 解析在应用程序状态却是由界面决定的。例如，同一个视窗可能用于显示多个不同的话题聊天记录。在某些情况下，保留并恢复最近浏览的聊天记录的滚动位置更合理；在其他情况下，为每个聊天记录独立保留滚动位置更合理。因此，保留这种状态不能通常在其本应所在的层上进行。\r\n\r\n相关笔记：\r\n\r\n- [连续滚动式的电子阅读扰乱了物体恒存性，令人不适](https://notes.andymatuschak.org/z6cxCDMXRWBritiSgzs4cdKd737H5U9XLBaFr) \r\n\r\n- [数据电子化不意味着井井有条](https://notes.andymatuschak.org/ztR58jhZh7eCJLm7Yc51wAqJVLENXNL4JDi)\r\n\r\n------\r\n\r\n问：为什么应用程序不能可靠地保留界面视图的滚动位置？\r\n\r\n答：开发人员并不认为滚动位置是界面状态的重要组成部分。\r\n\r\n问：记录滚动位置的应用程序状态有哪些难点？\r\n\r\n答：（例如，通常 UI 框架想要成为“模型”，视窗标识的语义解释有微妙的变化，等等）\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n推特用户 Omar Rizwan：「我对滚动条害怕又反感（例如，向上滚动很长时间以查看聊天记录）,因为我知道应用程序开发人员并不认真对待它们。比如我会在中途点击另一个聊天，之后又回到我曾向上滚动的聊天，然后发现原来的滚动位置已经丢失了。」", + "type": "text/markdown", + "caption": " 应用程序无法很好地记录滚动条的历史位置\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Applications don't reliably maintain scroll positions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Authored environments are significantly colored by authors motivations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Authored environments are significantly colored by authors motivations.json" new file mode 100644 index 0000000..864e0a4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Authored environments are significantly colored by authors motivations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Authored environments are significantly colored by authors motivations", + "text": "# 创制环境极大程度受作者的动机塑造\r\n\r\n原文：[Authored environments are significantly colored by authors’ motivations (andymatuschak.org)](https://notes.andymatuschak.org/z34mYTEEEQcrywWkoNnz1Fzr8NmwaDsVRNgTK)\r\n\r\n创制环境中，活动也许本身具有一些表层目标，但作者的动机会影响这些目标，并赋予其一些特征。当作者、参与者和活动的目标一致，作者能够创造出强效的环境；当他们相互抵触时，环境就无法变得融贯起来。\r\n\r\n例如，有一些非虚拟作品的出发点，是调动读者对某个主题的积极性，使读者有激情去深入学习。如果作者由衷喜爱这一主题，以至于不吐不快，则其作品的行文水平也随之水涨船高。相比之下，若是出于义务而撰写一本教科书，对内容本身并无兴趣，那么写出的文章也无从传达热情，有辱其使命。\r\n\r\nHaskell 据称是和 Python 一样的，可用于生产的企业级编程语言。能想到的「真正」编程时所需的功能，这门语言都有。然而 Haskell 开发者的主要动机是这门语言的理论特性，这一点可以从各种细节中窥见。尽管 Haskell 在其他方面发力良多，它主要还是在辅助研究者更有效地思考 Haskell 所践行的编程语言理论，是这一方面的[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)；对于编写软件的人则并不如此。Smalltalk 与其类似。\r\n\r\n **孢子** 被包装成动作/冒险游戏，在游戏中你可以创造自己的生命体，然后征服银河系。但我感觉，孢子的创造者的主要动机是研究模拟和程序式生成的机制。游戏的这些部分很饱满，很吸引人，但「主要」的游玩环节感觉是后来添上的一笔。\r\n\r\nMichael Nielsen 指出，阿波罗计划的目的是让 **进入太空** 优先于其他任何事项（参见[强大的赋能环境通常是作为追求自身内在意义的项目的副产品而产生的](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)。这也是一个创制环境：它的管理者通过设计一些流程和营造一种氛围来促成这一愿景。当然还有官僚主义：通过设定进入太空的目标，官僚主义是否变得不那么具有阻碍性？\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEmail with Michael Nielsen, 2019/08/23. [Re: Transcending the Primer](javascript:void(0))\r\n\r\nEmail with Michael Nielsen, 2019/09/02. [Re: ❲FYI❳ Some notes on enabling environments / anti-educationalism](javascript:void(0))\r\n\r\nMaxis Emeryville. (2008). *Spore*.", + "type": "text/markdown", + "caption": " 创制环境极大程度受作者的动机塑造\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Authored environments are significantly colored by authors motivations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Authors may make more from print sales (when also selling ebooks).json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Authors may make more from print sales (when also selling ebooks).json" new file mode 100644 index 0000000..0080a7a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Authors may make more from print sales (when also selling ebooks).json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Authors may make more from print sales (when also selling ebooks)", + "text": "# 作者可能会从纸质书销售中赚取更多收入（在也销售电子书的同时）\r\n\r\n原文：[Authors may make more from print sales (when also selling ebooks) (andymatuschak.org)](https://notes.andymatuschak.org/z21AqLend3rKZvTaemNFp1QDRAYQmTLVM4AC)\r\n\r\n我不确定这是否正确，但是有趣的是，我认识的那些同时出版纸质版和 EPUB 版的作者，他们从前者的销售中赚得更多。大概这是一个数量的问题，而不是版税结构或类似的东西：[电子阅读的流行程度远远落后于所有的书籍阅读](https://notes.andymatuschak.org/zzdVtwtw3NScf2xcUZk2agkRhaMKkt47VuL)。", + "type": "text/markdown", + "caption": " 作者可能会从纸质书销售中赚取更多收入（在也销售电子书的同时）\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Authors may make more from print sales (when also selling ebooks)" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Backlinks can be used to implicitly define nodes in knowledge management systems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Backlinks can be used to implicitly define nodes in knowledge management systems.json" new file mode 100644 index 0000000..aec110b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Backlinks can be used to implicitly define nodes in knowledge management systems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Backlinks can be used to implicitly define nodes in knowledge management systems", + "text": "# 反向链接可以用来隐式定义知识管理系统中的节点\r\n\r\n原文：[Backlinks can be used to implicitly define nodes in knowledge management systems (andymatuschak.org)](https://notes.andymatuschak.org/z2newCwFfd6iZFyf9bgspkbyt1G8wbQxJVgTK)\r\n\r\n显示节点反向链接的系统，使得一种新式行为成为可能：为定义新节点，也可以从其外延(extensionally)（而非其内涵(intensionally)）出发，在其他节点建立指向这个节点的链接——这个节点甚至可以没有任何内容。（外延，一个想法或（语言）表达的外延由它所适用于的事物构成；）\r\n\r\n在 [Conor White-Sullivan](https://notes.andymatuschak.org/z3hcvhBFAzMhx2yZxK6LQDpVwEszMUxXCwqqM) 使用 [Roam Research](https://notes.andymatuschak.org/z8PkzLcXuVG5xYF7sfUFhwF26WK2A2zCp8nAD) 时的行为中，我第一次注意到这一点。他在整个系统中的几个笔记里都提及了我们的对话（临时性的每日日志、功能列表等）。他每次都把某些名词短语（例如我的名字）写成了链接。这些节点本身没有内容，但随着他在几天内都这样行事，这些节点开始在他的系统中形成了以反向链接为载体的隐式定义。\r\n\r\n实现这种效果需要[上下文反向链接](https://notes.andymatuschak.org/z3RzQhmjeRxXVAAy81aUSKARwJL8dikdJG4VG)：单纯的反向链接列表对于隐式定义节点不够有效。能查看反向链接的上下文是有必要的，因为需要理解暗指的内容。\r\n\r\n我发现这种隐式定义对艺术术语和各种专有名词特别有用。\r\n\r\n我也在我的烹饪笔记中试验这种技术；例如[卷心菜](https://notes.andymatuschak.org/z75Yapt9EtJQ3YMWiYhnw3bzAKh4b68EHw5K9)这则笔记（但不幸的是，这则笔记在我的公共笔记中不会显示反向链接，因为它们来自我的私人周记）。", + "type": "text/markdown", + "caption": " 反向链接可以用来隐式定义知识管理系统中的节点\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Backlinks can be used to implicitly define nodes in knowledge management systems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Backlit displays limit computers to interiors.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Backlit displays limit computers to interiors.json" new file mode 100644 index 0000000..c64f221 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Backlit displays limit computers to interiors.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Backlit displays limit computers to interiors", + "text": "# 背光显示器限制计算机只能在室内使用\r\n\r\n原文：[Backlit displays limit computers to interiors (andymatuschak.org)](https://notes.andymatuschak.org/z7b7UyNrbU2chF5wehyKRvh3ABrFeHXiD5d4t)\r\n\r\n生活在加利福尼亚，欢乐多又多。如果能有更多的户外工作时间就更好了，但电脑的背光显示器在这种情况下是行不通的。\r\n\r\n我不需要一个完整的工作站。如果我可以在外面做哪怕是简单的任务，比如阅读和书写文件，都能让我很兴奋。当然，人们可以使用实体文件，但这对[计算机支持的思考](https://notes.andymatuschak.org/z26R7quP3Mz4UCg7EFacraYkfQqNhuEnms3Yy)不适用。\r\n\r\n电子墨水显示屏是一个令人兴奋的替代方案，但它们还没有被用来认真解决这个问题。即使只考虑作为一种阅读设备，Kindle 的表现也很糟糕；见：[在电脑上阅读文本是不愉快的](https://notes.andymatuschak.org/z7yjjydTNu3bujTeFc7Hey1iFbz513SnN6oss)。[reMarkable](https://notes.andymatuschak.org/zvWMA33xBXRJwWSh9W2roUQtiLMJTH7qCCd7) 是一个有希望的尝试（但很不幸，它的缺陷相当大）。\r\n\r\n[Dasung Paperlike HD](https://notes.andymatuschak.org/zBK88epnZCqekQ3SA1AbW3GGsuX3zps1m4J) 是一个很有前途的方向：只需将电子墨水显示器连接到电脑上。还有几款电子墨水安卓平板电脑（特别是来自 Boox 的），但我担心这些软件栈\\*仍然相当原始。(\\*译注：软件栈（Software Stack），是指为了实现某种完整功能解决方案（例如某款产品或服务）所需的一套软件子系统或组件。)", + "type": "text/markdown", + "caption": " 背光显示器限制计算机只能在室内使用\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Backlit displays limit computers to interiors" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Better note-taking misses the point; what matters is better thinking.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Better note-taking misses the point; what matters is better thinking.json" new file mode 100644 index 0000000..f2555db --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Better note-taking misses the point; what matters is better thinking.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Better note-taking misses the point; what matters is better thinking", + "text": "# 「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」\r\n\r\n原文：[“Better note-taking” misses the point; what matters is “better thinking” (andymatuschak.org)](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)\r\n\r\n很多人都在写文章提出方案尝试解决[笔记写作实践通常是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)这一问题。这些文章中的绝大部分都着眼于一个短视的、「生活黑客」式的框架上，聚焦于这些类似的问题：「我应该如何组织我的笔记？」，「我应该使用什么样的笔记本？」，「我怎样才能更容易提取我所读的片段到笔记？」等等。\r\n\r\n对这些问题的回答无法令人满意，因为问题的重点不在这里。我们的目标不是做笔记——目标是有效地思考。更好的问题是 「什么做法可以帮助我长期可靠地发展洞察力？」，「我怎样才能有效地引导我的注意力？」等等。这就是[常青笔记作为知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)的框架，它是有意义的：[常青笔记有助于洞察力的积累](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)。\r\n\r\n就技术而言，重要的不是「计算机支持的笔记」，而是「计算机支持的思考」。\r\n\r\n我们容易把注意力集中在「做笔记」上，因为它是一个虚无缥缈的实践中的可见部分：如果你看到一个有洞察力的人在他们的笔记本上写东西，你可能会想，如果你得到一个合适的笔记本并把它整理好，你也会变得有洞察力。当然，做笔记是有可实操的。它相对容易，而且 **感觉** 像在做正事，即使它是无用的（[写笔记的做法提供了弱反馈](https://notes.andymatuschak.org/z66PNF1Wt4AZ4j7TVEenkvPZgvDcHPuSdJC2r)）。所以它是一个令人上瘾的麻烦。\r\n\r\n[对笔记写作大谈特谈的人很少有严肃的使用场景](https://notes.andymatuschak.org/zUMFE66dxeweppDvgbNAb5hukXzXQu8ErVNv)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019, December). *Taking knowledge work seriously*. Presented at the Stripe Convergence, San Francisco.\r\n\r\n与迈克尔-尼尔森的对话，2019-12-16\r\n\r\n> 计算机支持的思考", + "type": "text/markdown", + "caption": " 「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Better note-taking misses the point; what matters is better thinking" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Brainstorming may often substitute for missing insight accretion systems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Brainstorming may often substitute for missing insight accretion systems.json" new file mode 100644 index 0000000..617d1bf --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Brainstorming may often substitute for missing insight accretion systems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Brainstorming may often substitute for missing insight accretion systems", + "text": "# 头脑风暴往往可以替代缺位的见解积累系统\r\n\r\n原文：[Brainstorming may often substitute for missing insight accretion systems (andymatuschak.org)](https://notes.andymatuschak.org/z5cVs9BKLJsCYifhYBstAEKuZ8driDzLB3gFd)\r\n\r\n与其他人一同头脑风暴，可以创造出流动的社交情境以便交流想法，但当我们独自进行头脑风暴时，我们也创造出一片广阔的空间，来募集我们已经「几乎知道」的东西。头脑风暴能得出的想法主要受限于我们在这个空间里的事先思考和构思（见[卓越洞见从既往的所思所想中涌现](https://notes.andymatuschak.org/zSn7SX7yMtnh1ZCQEG44TJoxrH7Udpm9oeEm)）。\r\n\r\n头脑风暴中，人的思维方式是生成性、非批判性的，这种思维方式可能会带来出乎意料的结果，但头脑风暴也常常用于将脑中有关某个话题的所有想法全部倾吐出来，集中在一起。需要头脑风暴来集中想法的做法，也可能表明我们没有按照[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)的想法设计知识系统。得益于[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)和稠密的关联结构（见[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)），我们得以持续收集和提炼各种想法。[常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)，所以头脑风暴便不太必要了，因为这些见解已经在日常工作中涌现出来，并接连不断地被记录下来。\r\n\r\n另见：[常青笔记是发展大胆想法的安全场所](https://notes.andymatuschak.org/z8RTzukqNLKFXzqLwx25HrUrg5E5jiziGznWB)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 由于很少人教授或讨论记笔记的正确方法，几乎所有的写作指南都建议从头脑风暴开始，也就不足为奇了。如果你一路上没有写作，大脑的确是唯一可以依赖的去处。就其本身而言，头脑风暴不够好：既不客观也不可靠——在学术或非虚构写作中，这两个方面相当重要。推广从头脑风暴开始的做法更令人惊讶，因为头脑风暴不是大多数想法的起源。预想着通过头脑风暴从脑子中搜罗出的东西，本来也不在脑子里。\r\n\r\n> 谈到记笔记，许多学生和学术写作者的想法与早期的船主一样。他们以立竿见影的方式处理他们的想法和发现：如果读到有趣的句子，就在下面划线。如果想做点评，就在空白处写下来。如果想到一个点子，就记到笔记本上，如果一篇文章看起来足够重要，就努力写一篇摘录。这样做会让你在很多不同的地方留下很多不同的笔记。那么，这在很大程度上就意味着需要靠大脑来记住这些笔记是在何时何地写下的。然后，必须从这些笔记中独立地构思一个文本，这就解释了为什么这么多人在事后根据这种先入为主的想法，借助头脑风暴来安排资源。", + "type": "text/markdown", + "caption": " 头脑风暴往往可以替代缺位的见解积累系统\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Brainstorming may often substitute for missing insight accretion systems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Bridge notes narrowly relate two adjacent terms.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Bridge notes narrowly relate two adjacent terms.json" new file mode 100644 index 0000000..74c0ec7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Bridge notes narrowly relate two adjacent terms.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Bridge notes narrowly relate two adjacent terms", + "text": "# 桥注紧密地联系两个相邻的术语\r\n\r\n原文：[Bridge notes narrowly relate two adjacent terms (andymatuschak.org)](https://notes.andymatuschak.org/z6eWsRsp4aWrQ8YbyYqsUNLg2g5ZXGcTy9Dpo)\r\n\r\n假设另一个人对一个与你自己的想法相似的想法进行了深入思考，他们的结论似乎大多相似。你们对该理论的各种属性都有自己的术语。你很想把对方的术语归入自己的术语，但你的概念和他们的概念之间可能存在着微妙的差异，在这个过程中它会丢失。你可以直接使用对方的术语，但有时当被固定在先前的术语上时，很难进入新的方向，因为这些术语可能带有许多内涵。然而，你也不想不断地参考两套术语。\r\n\r\n有个解决方案是创建一条笔记，将你的专业术语与类似的联系起来。这在理论之间建立了「桥梁」，描述了你们术语间的异同。用不同的主干笔记维护各自的术语体系——而桥注只是为了联系两者。比如说：[常青笔记和卡片盒笔记法的异同](https://notes.andymatuschak.org/z4AX7pHAu5uUfmrq4K4zig9x8jmmF62XgaMXm)。\r\n\r\n这样的笔记让我想起了关系型数据库多对多连接表中的记录。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与伊戈尔-德沃尔金的对话, 2020-05-11", + "type": "text/markdown", + "caption": " 桥注紧密地联系两个相邻的术语\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Bridge notes narrowly relate two adjacent terms" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Butler, A.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Butler, A.json" new file mode 100644 index 0000000..21457dd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Butler, A.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Butler, A", + "text": "# Butler, A. (2010). 相较于重复学习，重复测试的迁移学习效果更好. Journal of Experimental Psychology. Learning, Memory, and Cognition, 36, 1118–1133.\r\n\r\n原文：[Butler, A. (2010). Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology. Learning, Memory, and Cognition, 36, 1118–1133. (andymatuschak.org)](https://notes.andymatuschak.org/zKhfH8c9tyT3e8sZzDSKZ3yMmLFjybUT1CA)\r\n\r\n论文调查了[提取练习和迁移学习](https://notes.andymatuschak.org/z2a8QGPfUmdLCVokLaegNzmaU6ehC58CUtYi)。其包含了几项迁移程度逐步提高的实验。\r\n\r\n受试者是 WUSTL 的心理学本科生。他们阅读 Wikipedia 上的通识短文。实验 1b 和 2 要求受试者在同一主题内下做出推论。实验 3 要求受试者依所读的内容对不同的主题做推论。这些实验结果表明在概念性和事实性问题上，相比重复学习，提取练习的迁移效果更好，这与逐字复述型问题条件下的实验结果相似。\r\n\r\n实验 1a 和 1b 也通过改变问题文本探索了「[间隔重复记忆系统用不同的问题文本会有更好的表现吗？](https://notes.andymatuschak.org/zPQ4PsyZABQxajikxzp73TUBFG9ShJPG3hd)」这一问题，但发现结果没有差异。\r\n\r\n这项研究的一个关键限制是：学生们被「明确告知在期末测试中与他们先前学习的知识有关」，因此他们不需要去辨认信息对远迁移任务的适用性，他们只需重新回想与之有关的信息。（感谢 Martin Bernstorff [指出这一点](https://twitter.com/m_bernstorff/status/1461074246277423109)）。\r\n\r\n------\r\n\r\n问：高阶实验设置？\r\n\r\n答：心理学本科生阅读短文，重复学习或重复测试，再于一周后考试。\r\n\r\n问：主要发现是？\r\n\r\n答：在近迁移和远迁移中，相对于重复学习，提取练习可以提高学习者面对迁移类问题的表现，其幅度与逐字复述型问题相近。 \r\n\r\n问：关于「[间隔重复记忆系统用不同的问题文本会有更好的表现吗？](https://notes.andymatuschak.org/Would_spaced_repetition_memory_systems_perform_better_with_varied_question_texts%3F)」这一问题的发现？\r\n\r\n答：结果：无差异。\r\n\r\n问：关键限制对[提取练习和迁移学习](https://notes.andymatuschak.org/Retrieval_practice_and_transfer_learning)的影响？\r\n\r\n答：学生们被明确告知在期末测试中与他们先前学习的知识有关联，所以他们不需要去辨认它的适用性。", + "type": "text/markdown", + "caption": " Butler, A. (2010). 相较于重复学习，重复测试的迁移学习效果更好. Journal of Experimental Psychology. Learning, Memory, and Cognition, 36, 1118–1133.\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Butler, A" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_COGS 101B - Lecture 19 - Long-term Memory - Encoding, retrieval, consolidation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_COGS 101B - Lecture 19 - Long-term Memory - Encoding, retrieval, consolidation.json" new file mode 100644 index 0000000..5c44a48 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_COGS 101B - Lecture 19 - Long-term Memory - Encoding, retrieval, consolidation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/COGS 101B - Lecture 19 - Long-term Memory - Encoding, retrieval, consolidation", + "text": "# COGS 101B - 第 19 课 - 长期记忆 - 编码、提取、巩固\r\n\r\n原文：[COGS 101B - Lecture 19 - Long-term Memory - Encoding, retrieval, consolidation (andymatuschak.org)](https://notes.andymatuschak.org/zpMk3nkuwxsF4ddm6FmXN8idvMro5mcGW6x)\r\n\r\n问：Bower 和 Winzenz (1970) 如何证明形成视觉图像后，记忆提取效果更好？\r\n\r\n答：在配对联想任务的学习阶段，他们要求一些受试者想象单词之间相互作用；这些人的回忆率几乎是其他人的三倍。\r\n\r\n问：Slamecka 和 Graf (1978) 如何证明生成效应的存在？\r\n\r\n答：在配对联想任务的学习阶段，他们要求一些受试者补全配对联想中的词干；他们的回忆能力略好于仅仅阅读了词对的学生。[[slam\r\n\r\n问：Bower 等人 (1969) 如何证明学习有组织的信息，学习者提取能力会增强？\r\n\r\n答：他们给学习者一些按树形结构组织起来的矿物名称清单，一些矿物名称清单的组织形式反映了其真实的命名法则，另一些则随机安排成树的。使用前者组织的学习者，对矿物名称的回忆效果有 70-100% 的提升\r\n\r\n{自我参照效应}：当{信息与自己相关}时，回忆效果增强\r\n\r\n问：Rogers 等人 (1977) 是如何证明自我参照效应的？\r\n\r\n答：他们请人们回答有关词语的问题，其中一个问题是「这个词能描述你吗？」问这个问题后，单词的回忆率是中性任务的 2-6 倍。\r\n\r\n{编码特异性原则}：当{提取上下文与编码上下文匹配}时，信息更容易回忆起来。这个原则也称为{上下文相关记忆}。(例如 Godden 和 Baddeley，1975)\r\n\r\n问：Godden 和 Baddeley (1975) 如何说明上下文相关记忆的存在？\r\n\r\n答：让人们在水下或陆地上学习和参加测试。学习和测试条件匹配时，人们表现比不匹配时提升 35-50%\r\n\r\n{状态相关记忆}：与特定{内部状态}依赖的信息（例如 Eich 和 Metcalfe，1989）\r\n\r\n问：Eich 和 Metcalfe (1989) 如何说明状态依赖记忆的存在？\r\n\r\n答：对人们进行一些操作，让他们开心或者悲伤，之后让他们学习，接受测试。学习和测试心情匹配时，人们的记忆表现比不匹配时提升 50%-100%. \r\n\r\n[适合迁移的加工](https://notes.andymatuschak.org/zgNZJ2DNTzbNNriAGHjbKTowViNr6yCuk6D)\r\n\r\n## 巩固\r\n\r\n{记忆巩固}：{将脆弱的新记忆转化}为{更具抗干扰性}的状态的过程\r\n\r\n问：Muller 和 Pilzecker (1900) 是如何证明存在记忆巩固过程的？\r\n\r\n答：使用了两个列表测试回忆效果，其中一个列表的内容格子是紧挨着的，另一个有 6 米的间距，之后对第一个列表进行了测试。当有间距时，受试者回忆效果增加到 ~2 倍。\r\n\r\n{长时程增强}：重复活动导致{突触强化} (Bliss 和 Lomo，1973)\r\n\r\n{系统巩固}(学习上)：应对特定活动而发生长期的{神经回路重组}\r\n\r\n问：与系统巩固相比，突触整合的时间尺度[更短/更长](https://notes.andymatuschak.org/zpMk3nkuwxsF4ddm6FmXN8idvMro5mcGW6x)\r\n\r\n答：更短\r\n\r\n问：有哪两种主要的记忆巩固方式？\r\n\r\n答：突触巩固和系统巩固\r\n\r\n在记忆巩固的{标准}模型中，{海马体}会进行{重新激活}：{重演与一条记忆相关的活动}来{刺激皮层中的连接}。\r\n\r\n问：在记忆巩固的标准模型和多迹模型中，海马体的作用有什么不同？\r\n\r\n答：在标准模型中，海马体一开始会参与来刺激链接的形成，但后来就不参与了。在多迹模型中，即使记忆是陈旧的，海马体也会参与情节记忆。\r\n\r\n问：在记忆巩固的多迹模型中，当记忆是什么类型时，随着时间的推移，海马体仍然参与记忆的提取？\r\n\r\n答：情节型\r\n\r\n::to continue: [COGS 101B - 学习、记忆和注意 - LE A00 - 课程播客 - UC SAN Diego](https://podcast.ucsd.edu/watch/wi18/cogs101b_a00/19)：：\r\n\r\n##参考资料\r\n\r\nBower, G., Clark, M., Lesgold, A., & Winzenz, D. (1969). Hierarchical Retrieval Schemes in Recall of Categorized Word Lists. Journal of Verbal Learning and Verbal Behavior, 8, 323–343. https://doi.org/10.1016/S0022-5371(69)80124-6\r\n\r\nBower, G. H., & Winzenz, D. (1970). Comparison of associative learning strategies. Psychonomic Science, 20(2), 119–120. https://doi.org/10.3758/BF03335632\r\n\r\nEich, E., & Metcalfe, J. (1989). Mood dependent memory for internal versus external events. *Journal of Experimental Psychology: Learning, Memory, and Cognition*, *15*(3), 443.\r\n\r\nGodden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66(3), 325–331.\r\n\r\nMorris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519–533. https://doi.org/10.1016/S0022-5371(77)80016-9\r\n\r\nRogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35(9), 677.\r\n\r\nSlamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning & Memory, 4(6), 592–604. https://doi.org/10.1037/0278-7393.4.6.592", + "type": "text/markdown", + "caption": " COGS 101B - 第 19 课 - 长期记忆 - 编码、提取、巩固\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "COGS 101B - Lecture 19 - Long-term Memory - Encoding, retrieval, consolidation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Channel capacity of humans as information processors.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Channel capacity of humans as information processors.json" new file mode 100644 index 0000000..174fe3a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Channel capacity of humans as information processors.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Channel capacity of humans as information processors", + "text": "# 人类作为信息处理机时的 “信道容量”\r\n\r\n原文：[Channel capacity of humans as information processors (andymatuschak.org)](https://notes.andymatuschak.org/z8iJEzmLdBMoWYtQHkDohDgeWz6UBGm74qEiW)\r\n\r\n要探究一个人信息处理能力的极限，一个方式是询问他能从观察到的刺激中，重现出多少信息。在这个框架下，我们可以利用信息论提供的工具，将观察者作为一个通讯信道来建模。 zhèi 个示意图 (Pollack, 1953, p. 422) 描绘了这个模型：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/9119F79E-226A-4444-812A-95ECE478725D-84615-0002BE6722045500/54B6FF53-D8F9-4EF4-9637-501FC3D620C7.png]]\r\n\r\n理想的信道可以重现你给定的任何输入。而实际的信道，多数（包括人类）的复现会掺杂错误，并且随着输入中的信息增多而增多。这个行为通常是渐进发生的：一个信道会完美地传输它的输入，直到超过了一定的阈值。过了这个阈值 —— 即我们所称为 **{信道容量（channel capacity）}** ——，输入输出的相关性随之下降，而传输的总 bit 数保持不变\r\n\r\n对人类 [绝对判断域](https://notes.andymatuschak.org/ziwhFzgTbrS2uxWEkCvoJzQrDzRz5EAWWZFy) 的实验可以用来建模人类的信道模型。Miller （1956）回顾了历史经验数据，认为对于无维度的刺激，人类的信道容量大约为 {2.6} bits\r\n\r\n例如这里 Miller 给出的一张图 (1956, p. 83), 使用了 Pollack (1952, 1953) 关于人类对音高绝对判断的实验数据，并用信息论的方法进行了重构。\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/DA4C7164-D6A1-4071-9E7A-A3FB315492B7-30732-0002A0FA5EE4ABE5/3D12BA5B-64F8-4AD4-8D08-1BE3F86CBCB8.png]]\r\n\r\n------\r\n\r\n问：如果知道一个受试者的绝对判断域（对于单项、单维量级），你如何获得他们的通道容量？\r\n\r\n答：通道容量=log_2（绝对判断的跨度）\r\n\r\n问：为什么绝对标度的跨度，与人的信道容量有log2的关系？\r\n\r\n答：通道容量以比特表示。如果绝对标度的跨度是 8 个类别，你需要log2_(8) bits 来表示每个状态。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMiller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158 [Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)\r\n\r\nPollack, I. (1952). The Information of Elementary Auditory Displays. The Journal of the Acoustical Society of America, 24(6), 745–749. https://doi.org/10.1121/1.1906969\r\n\r\nPollack, I. (1953). Assimilation of Sequentially Encoded Information. The American Journal of Psychology, 66(3), 421–435. JSTOR. https://doi.org/10.2307/1418237", + "type": "text/markdown", + "caption": " 人类作为信息处理机时的 “信道容量”\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Channel capacity of humans as information processors" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Close open loops.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Close open loops.json" new file mode 100644 index 0000000..e40f837 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Close open loops.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Close open loops", + "text": "# 闭合开环\r\n\r\n原文：[Close open loops (andymatuschak.org)](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)\r\n\r\n未完成的任务、未记录的观察、未写的回复...... —— 这些待办在我们脑海中盘旋，仿佛我们在反复排练，以确保它们不被遗忘。为了摆脱这种唠叨并创造一个「水流般的思维」（使用艾伦的术语，2015 年），需要建立一些系统，以可靠地方式来关闭这些开放的循环。\r\n\r\n例如：如果一个待办事项具有可操作性，这意味着：（艾伦，2015）：\r\n\r\n1. 你应该能够在任何地方记录一项任务\r\n\r\n2. 你定期从这个清单中清空任务\r\n\r\n3. 你定期委托、重构或删除那些你无法确定优先次序的任务\r\n\r\n综合看来，这些特性确保了当你记录一个任务时， **你可以停下一直想它。** 光有全面的记录方法是不够的，正如大多数待办系统所证明的那样，如果你不定期检查任务列表，并对徘徊不前的任务做决策（删除或重新规划），那连自己都不相信它们会被继续跟进。\r\n\r\n另见[为有潜在价值的参考引用建立一个阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAllen, D. (2015). Getting Things Done: The Art of Stress-Free Productivity.", + "type": "text/markdown", + "caption": " 闭合开环\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Close open loops" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Cloze deletions can be used to create typical N-sided flashcards.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Cloze deletions can be used to create typical N-sided flashcards.json" new file mode 100644 index 0000000..98f2ade --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Cloze deletions can be used to create typical N-sided flashcards.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Cloze deletions can be used to create typical N-sided flashcards", + "text": "# 填空卡可用于创建典型的 N 面卡片\r\n\r\n原文：[Cloze deletions can be used to create typical N-sided flashcards (andymatuschak.org)](https://notes.andymatuschak.org/zgpjhmJfdVNcrGroeKW1VQ92YLGCftpyVPc)\r\n\r\n典型的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)会将填空卡和问答卡用不同的方式展示，但有趣的是，您可以将典型抽认卡（问答卡）视为填空卡的特例。\r\n\r\n也就是说，可以用填空卡来构造问答卡，把回答的内容挖空即可。\r\n\r\n我正在本人的实践中利用这种观察，见[助记媒介的个人实现](https://notes.andymatuschak.org/z4mAF1uBV96r72e4NjLcDaujEyTPGiUQJEj8C); [Log：个人助记媒介](https://notes.andymatuschak.org/zzqNiAYNTSENmBcCV4zkNBrVKWoqXqFmNFL) 。例子如下图：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/E6900D6E-EC03-47B2-BD69-7369A6C192CB-448-00006C036A001A06/25AD38E5-BDDA-4FFC-A3E5-DB42D2A328EC.png]]", + "type": "text/markdown", + "caption": " 填空卡可用于创建典型的 N 面卡片\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Cloze deletions can be used to create typical N-sided flashcards" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Collecting material feels more useful than it usually is.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Collecting material feels more useful than it usually is.json" new file mode 100644 index 0000000..e27f15a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Collecting material feels more useful than it usually is.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Collecting material feels more useful than it usually is", + "text": "# 收集材料的作用在感觉上被夸大了\r\n\r\n原文：[Collecting material feels more useful than it usually is (andymatuschak.org)](https://notes.andymatuschak.org/z8QSUyNdq3CMK79KSnCW7QTR1MPHEFi4Q2LY8)\r\n\r\n积累浏览器标签、保存 PDF 和制作书签感觉像是进步，但我们系统地高估了这些行为的价值。[理解概念需与其尽力较量](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)；从粗粗看过一遍的 PDF 文件中是获得不了多少理解的。\r\n\r\n我们收集材料是因为收集材料很容易，而且可以平息焦虑，相信目前再读的东西还有机会找到。但实际上，这么做反而是弄巧成拙，因为「不想弄丢」一些次要材料，结果越积越多，让重要材料埋没其中。这种观念与[知识工作应该聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)与有所反差。\r\n\r\n[Christian Tietze 建议](https://zettelkasten.de/posts/collectors-fallacy/):\r\n\r\n> 这是破解「收藏家谬论」 的第一步： **意识到拥有一篇文本对于增加知识徒劳无功** 。\r\n\r\n相反，我们应该[围绕所读内容写笔记，以求深刻内化文本](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)，因为[常青笔记有助于积累阅读成果](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)。为了有效引导自己（对比[写笔记的反馈很弱](https://notes.andymatuschak.org/z66PNF1Wt4AZ4j7TVEenkvPZgvDcHPuSdJC2r)），对于收集的材料，应该以较短的迭代周期处理，而不任其长久堆积。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[收藏家谬论 • Zettelkasten 方法](https://zettelkasten.de/posts/collectors-fallacy/)\r\n\r\n> 因为「知道过某事」与「知晓某事」是不一样的。仅仅 **知道** 一件事太过肤浅，因为知道只是说明你能够确定某事是存在的，仅此而已。归根结底，这种虚假的知识阻碍了我们通往真正卓越的道路。我们只有将其他人的 **内容** 、信息、想法和思想融入我们自己的知识库，我们才算真正学到什么东西。如果我们不学习，我们就不会改变自己，所以 **仅仅是把东西归档，并不能有所进步** 。\r\n\r\n> 就像复印是自我奖励和上瘾一样，我认为，当我们把网页加入书签并把书签分类到文件夹或标签类别中时，我们也陷入了同样的虚假舒适的陷阱。 **给网页做书签是令人满意的，因为我们摆脱了对失去获取信息的恐惧。** 我在[另一篇文章](https://zettelkasten.de/posts/reading-web-rss-note-taking)中有详细介绍。\r\n\r\n> 这是破解「收藏家谬论」 的第一步： **意识到拥有一篇文本对于增加知识徒劳无功** 。我们必须在文本上面下功夫。仅仅阅读文本是不够的：我们还必须写笔记，以创造可持续的真正知识。\r\n\r\n> 特别是当我们开始研究新事物时，Eco 建议，复制文本后立即阅读并标注重点。如果我们训练自己尽快处理复制的文本，我们就能把握自己能处理多少东西。\r\n\r\n>\r\n\r\n> 研究、阅读和知识吸收上， **短周期** 优于长周期。从研究到知识吸收的每一个完整周期，我们都会对该主题了解更多。当我们知道得越多，我们的决策就越明智，因此我们的研究就越有效率。另一方面，如果我们把一大堆材料带回家阅读和处理，一旦我们完成了这堆材料中的一部分，其中一些材料就会变成无用的。", + "type": "text/markdown", + "caption": " 收集材料的作用在感觉上被夸大了\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Collecting material feels more useful than it usually is" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Contextual backlinks.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Contextual backlinks.json" new file mode 100644 index 0000000..edabd70 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Contextual backlinks.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Contextual backlinks", + "text": "# 上下文反向链接\r\n\r\n原文：[Contextual backlinks (andymatuschak.org)](https://notes.andymatuschak.org/z3RzQhmjeRxXVAAy81aUSKARwJL8dikdJG4VG)\r\n\r\n上下文的反向链接不仅显示来自另一处的参考资料，而且显示围绕该参考资料的具体上下文——例如，一本书的页面或参考段落。\r\n\r\n相关笔记：[优先使用细粒度的关联](https://notes.andymatuschak.org/z68tVM68dEAuH4acs7HY6K76tTVzBdoBGKMZB)", + "type": "text/markdown", + "caption": " 上下文反向链接\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Contextual backlinks" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Continuous-scroll digital reading uncomfortably disrupts object permanence.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Continuous-scroll digital reading uncomfortably disrupts object permanence.json" new file mode 100644 index 0000000..28c2c2f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Continuous-scroll digital reading uncomfortably disrupts object permanence.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Continuous-scroll digital reading uncomfortably disrupts object permanence", + "text": "# 连续滚动式的电子阅读扰乱了物体恒存性，令人不适\r\n\r\n原文：[Continuous-scroll digital reading uncomfortably disrupts object permanence (andymatuschak.org)](https://notes.andymatuschak.org/z6cxCDMXRWBritiSgzs4cdKd737H5U9XLBaFr)\r\n\r\n在网络上阅读长篇大论的文章令人痛苦，因为这些文章需要不断地滚动屏幕。我总是把电子书阅读器设置为翻页，而不是连续滚动。其中一个关键的原因是：连续滚动的交互似乎扰乱了物体恒存性。（译注：object permanence，是指一个人对于物体即使在视线之外也依然存在的认识。这里可以理解为，由于网页的连续滚动，我们很难定位文本的具体位置，容易迷失在文本中。）\r\n\r\n当我阅读一本实体书时，如果我发现自己迷路了，我可以往回翻几页，同时用手指按住当前的阅读位置。[LiquidText](https://notes.andymatuschak.org/z2fGXCnKwFV1jDmKsp15wkbV5WHSnLpy52Mq) 的解决方案可能在往后翻阅以了解书的结构时已经足够了，但在往回翻阅时帮助不大，因为我在这个操作中还使用了页面的离散物理布局：例如，我可能依稀记得要找的句子在右侧页面的底部。\r\n\r\n如果要普及网络出版，我们就需要一些替代方案，以取代连续滚动浏览冗长且无法区分的文本块。\r\n\r\n相关笔记：[应用程序无法可靠地保持滚动位置](https://notes.andymatuschak.org/z2aEsmuNMnFH15r8LstXK3SpX3uuHGoP4HLN)\r\n\r\nVandendorpe（2009）提出了类似的论点（P123-124）：\r\n\r\n> 正如我们所看到的，纸莎草卷没有提供任何标记以方便读者阅读。它被设计成从左到右展开，只能通过从头到尾地阅读它的文本列。因此，读者应该跟随文本的线索，就像他们跟随演讲或对话的线索一样。与现代书籍不同的是，自法典出现以来，在文本的表格化基础上逐渐产生了大量的标记，而纸莎草纸提供的线索很少，无法让读者有效管理他们的阅读活动。当代读者突然面对一本以纸莎草纸卷形式出现的熟悉的书，不会认识它。他们很难找到文本的某一章节，因为没有目录；很难找到某一章，因为没有标题；很难找到某段引文，因为没有页码；很难找到某位作者的参考文献，因为没有索引；很难确定学术著作的来源，因为没有书目。而且，由于没有段落或页码，读者也很难找到他们之前阅读的地方。\r\n\r\n## 参考文献\r\n\r\nVandendorpe, C. (2009). *From Papyrus to Hypertext: Toward the Universal Digital Library*. University of Illinois Press.", + "type": "text/markdown", + "caption": " 连续滚动式的电子阅读扰乱了物体恒存性，令人不适\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Continuous-scroll digital reading uncomfortably disrupts object permanence" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Conversation with others often emphasizes the most well-understood elements of an idea.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Conversation with others often emphasizes the most well-understood elements of an idea.json" new file mode 100644 index 0000000..6879aee --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Conversation with others often emphasizes the most well-understood elements of an idea.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Conversation with others often emphasizes the most well-understood elements of an idea", + "text": "# 与他人交流时，我们往往只强调对某个想法最为了解的部分\r\n\r\n原文：[Conversation with others often emphasizes the most well-understood elements of an idea (andymatuschak.org)](https://notes.andymatuschak.org/z2XJiXXqRZX7vvTwTDi6x5c1umxancqrCg4y)\r\n\r\n与他人讨论一个正在形成的想法时，有一种反直觉的风险。最清晰、最熟悉的部分是你最容易传达的，也是你的对话伙伴最容易理解的。通常，这些概念已经有些主流，甚至是陈词滥调；别人可能已经对这个概念有很多现成的想法，并倾向于逐步解释它。\r\n\r\n然而，如果你正在做一些原创的事情，最有趣的元素往往是，别人——包括你自己！——最不了解的部分。特别是在初期，你可能无法非常清楚地表达你所追求的新元素。它可能只是一个不寻常的副词选择，或一个看似无害的限定词。总之：由于别人的回答往往强调最主流的元素，而忽略了你最不了解的元素，交流往往会把你拉回主流。这是一种关于想法的「均值回归」。\r\n\r\n当然，最优秀的同事和合作者会主动避免这个陷阱！我最喜欢的 [Michael Nielsen](https://notes.andymatuschak.org/zgiX4jSevUQ5QWQf6XY3Y2XooSpkTJFP9VA) 行为之一是，如果他听到我谈论一些看起来相当平庸的想法，他会故意挑动我努力突破常见解释的部分。\r\n\r\n------\r\n\r\n这个想法源于 2018 年初与 [Bret Victor](https://notes.andymatuschak.org/zCyM8qqxbhNxxXdp2Rd9omPXLpCynjeBEJ7) 的一次对话。当时他刚从一个重点研究实验室回来，那里他介绍并讨论了他的一些工作。我问他这些交流是否有用，他沮丧地回答说，他觉得自己需要一个星期的时间，去一间小木屋里独处，以便开始重新聆听自己的想法。当时这个回答让我很困惑，但很快我在与可汗学院研究围绕的对话中体验到了这个挑战，并理解了他（我想！）的意思。", + "type": "text/markdown", + "caption": " 与他人交流时，我们往往只强调对某个想法最为了解的部分\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Conversation with others often emphasizes the most well-understood elements of an idea" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Create speculative outlines while you write.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Create speculative outlines while you write.json" new file mode 100644 index 0000000..e56e13e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Create speculative outlines while you write.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Create speculative outlines while you write", + "text": "# 在写作时创建推测性大纲\r\n\r\n原文：[Create speculative outlines while you write (andymatuschak.org)](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)\r\n\r\n每写一条新笔记时，把它添加到你正在维护的一个或多个 **大纲** 中，有必要的话也可以创建新的大纲。非常完整的写作项目会自然从中涌现。\r\n\r\n通常情况下，当我们开启一个写作项目时，我们会先列大纲。这迫使我们从一张空白页开始。相比之下，如果我们每天都写新的笔记，并留意它们之间的联系，这些笔记可以积累成潜在的写作项目。当感觉大纲「成熟 」时，我们就可以收获，把它变成手稿，这个过程不像从空白页开始写作那样需要付出巨大的努力才能启动。\r\n\r\n将已经写好的笔记加入到大纲中是相对容易的：只要比对一下笔记，然后问自己：把哪一个排在前面？(Pirsig)\r\n\r\n此外，从一份空白的大纲出发去写作，需要我们预先想好主题和思考的角度。我们可以[使用笔记来避免先入为主的结论](https://notes.andymatuschak.org/z6Mx6PrJjGCf2akGM9pvoZ5Nk3EozcZcc9zHx)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 敞开心扉寻求洞见的第一步，也是最重要的一步，就是将我们发现论点和想法的工作方式从自上而下变为自下而上。\r\n\r\n> 史蒂芬·约翰逊（Steven Johnson）写了一本关于科学界和一般人如何提出真正新想法的书，并称其为“慢直觉”。作为利用这种直觉的前提条件，他强调了实验空间的重要性，在那里，各种想法可以自由交融（Johnson,2011）。思想开放的研究人员所在的实验室就可以成为这样一个空间，就像知识分子和艺术家在老巴黎的咖啡馆里自由地讨论思想一样。此外，卡片盒也是这样一个空间，在那里，各种想法可以自由交融，从而诞生新的想法。\r\n\r\n> 「如果某件事暂时停滞不前，我就将它放置一边，转头去做别的事情。」有人问他在被项目卡住时还会做什么，[卢曼](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)回答道，「嗯，写其他的书。我总是齐头推进不同的稿件。这样同时推进不同项目，我从来不会遇到心理障碍。」\r\n\r\n[如何写书——甚至不用努力（那么多）• Zettelkasten 方法](https://zettelkasten.de/posts/write-book-without-even-trying-so-hard/)\r\n\r\n> 当我创建一个 Zettel 时，我会在文件夹中寻找一个可以利用这个 Zettel 的大纲。如果没有找到适合的大纲，我就会新建一个。\r\n\r\n>\r\n\r\n> 现在，我只是不断地在没有任何具体意图的情况下阅读文本和创造 Zettels，就可以看到文章、书籍和其他写作项目的自然涌现。\r\n\r\n>\r\n\r\n> 我提到的关于写作的书就是这样出现的。我在写一本关于营养学的书，所以我决定研究如何写书和常规写作。 我将每一个笔记转换成 Zettel 的同时都将之添加到了大纲中合适的位置。一段时间后，我对该主题的阅读需求得到了满足。当我看着大纲时，我意识到我的笔记已经可以成书了。我用 Zettels 的内容替换了 ID。如你所见。一份手稿已经准备好了。\r\n\r\nPirsig, R. M. (1991). *Lila: an inquiry into morals*. New York: Bantam Books.\r\n\r\n> 他所要做的不是问：「这个宇宙的本质从哪里开始？」——一个实际上无法回答的问题。他所要做的是看着两条笔记，然后问自己：「哪条应该放在前面？」这个问题就很简单了，他总是能得出一个结论的。接着他便看向第三条笔记，将之与第一条笔记进行比较，再问一次：「哪条应该放在前面？」如果新笔记应该在第一条笔记之后，那就再与第二条进行比较。然后他就有了一个三条笔记构成的组织。面对一条又一条的笔记，他不断地重复着这个过程。", + "type": "text/markdown", + "caption": " 在写作时创建推测性大纲\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Create speculative outlines while you write" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Creating hyperlinks to my reference archive.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Creating hyperlinks to my reference archive.json" new file mode 100644 index 0000000..8caeb7f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Creating hyperlinks to my reference archive.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Creating hyperlinks to my reference archive", + "text": "# 创建超链接到我的参考档案\r\n\r\n原文：[Creating hyperlinks to my reference archive (andymatuschak.org)](https://notes.andymatuschak.org/z7xyZLXF3my9t5sPb7Kzdsg4pauz5mtbZqHWa)\r\n\r\n在我的参考档案中，应该很容易建立持久的、可供人类阅读的资源链接。\r\n\r\n例如，当提到一篇论文时，最好能链接到 PDF——可能是链接到一个特定的页面。我可以使用一个 `file://` 的 URL，但这带来了几个问题：\r\n\r\n- 文件储存位置可能会变化\r\n\r\n- 我无法链接到一个特定的页码\r\n\r\n- URL 可能不具有可读性\r\n\r\n- 这在 iOS 上肯定无法运行\r\n\r\n如果能链接到一个自定义的协议（如 `ammref://`），那就更好了，它可以\r\n\r\n- 重定向引用到具体文件\r\n\r\n - 如果需要的话，可以直接运行具体文件\r\n\r\n- 避免将我捆绑在任何文件系统结构或阅读器应用程序上\r\n\r\n- 支持可读的 URLs；例如\r\n\r\n - `ammref://Hattie/1994/VisibleLearning#p57`\r\n\r\n这是很可行的。这将意味着：\r\n\r\n- 制作一个简单的脚本，搜索有关联的参考资料\r\n\r\n- 制作一个给出一个参考的 URL 的脚本\r\n\r\n- 使得 Alfred 的工作流能够运行后者\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[Custom Skim URLs](http://www.dansheffler.com/blog/2014-07-02-custom-skim-urls/)\r\n\r\n> 我希望能够在我的 Markdown 笔记中链接到 PDF 的任何一页，我知道我可以通过在浏览器中的 file://URL 的末尾添加 #35 来做到这一点，例如。但是我使用 [Skim](http://skim-app.sourceforge.net/)，在浏览器中阅读 PDF 是不可取的。此外，URL 最终会变得超长，而且有一些丑陋的转义符，如 %20 代表空格，这似乎没有必要，因为我所有的 PDF 都是用 [BibDesk](http://bibdesk.sourceforge.net/) 精心组织的。所以我设置了一个小的 AppleScript，它将解析一个以 sk:// 开始的自定义 URL，以获取 BibDesk 的引用键和页面索引，然后找出我想从 BibDesk 获取的 PDF，并在 Skim 中打开该 PDF，以获取正确的页面索引。\r\n\r\nURN 在设计这个系统时可能也会有用：[Uniform Resource Name - Wikipedia](https://en.wikipedia.org/wiki/Uniform_Resource_Name)", + "type": "text/markdown", + "caption": " 创建超链接到我的参考档案\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Creating hyperlinks to my reference archive" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Culturally default behaviors fill spare time with others' ideas.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Culturally default behaviors fill spare time with others' ideas.json" new file mode 100644 index 0000000..0fad217 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Culturally default behaviors fill spare time with others' ideas.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Culturally default behaviors fill spare time with others' ideas", + "text": "# 用别人的想法填满闲暇时间是一种文化习惯\r\n\r\n原文：[Culturally default behaviors fill spare time with others’ ideas (andymatuschak.org)](https://notes.andymatuschak.org/zDoZS3Wt316napbdaBGU8C8WLVuyPeAu5Bi)\r\n\r\n自然界讨厌真空，而当代文化则讨厌寂静。当我有闲暇时间时，文化上的「默认」做法似乎是填满它——通过阅读或聆听（书籍、文章、播客）、与人友好交谈或执行任务。这些活动当然可能令人放松和愉悦，但它们往往会累积起来，以至于我们可能会轻易地度过数天甚至数周的时间，而没有花一个连续的小时去深入思考自己的想法。收件箱里总是有更多的东西（阅读、电子邮件、浏览器标签页、待办事项清单）。\r\n\r\n有些会议软件有显示每个参与者发言时间的计量器，显示每个人消耗了多少「发言时间」。你可以想象将这个概念扩展到思考和心理言语。洞察力当然需要输入，所以你不想永远把自己关在封闭的空间里。但是，如果他人的声音持续占据比自己更多的心理「发言时间」，你怎么能远离那些千篇一律的创意道路呢？[倾听自己的想法很难](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP)。\r\n\r\n即使在名义上是创意型知识工作岗位，这种情况似乎也成为了默认现象。另请参阅：[排遣行为](https://notes.andymatuschak.org/zgwn7ZQP99T8LDSjUiyBhGhU29VEUSabYws)，[人们更喜欢行动而不是思考](https://notes.andymatuschak.org/zMHvnEVNVQyuU8Uhf4Wij7HnsCD3GgKpAds)。\r\n\r\n一个有用的解药：[变得无聊](https://notes.andymatuschak.org/zrQz6Eqcnrf3QqEf4A92J5bMSwED9KtMZje)。\r\n\r\n------\r\n\r\n2010 年，我就这一主题写了一篇的短篇博客，尽管当时我对此理解还不太深刻：[Square Signals : An Anesthetic Default](https://blog.andymatuschak.org/post/1042904867/an-anesthetic-default)\r\n\r\n[Deresiewicz, W. (2010, March 1). Solitude and Leadership. The American Scholar.](https://notes.andymatuschak.org/z2Y4z7zQds4otEhLPcoaDY25eVR7PZBoQA5Q):\r\n\r\n> 这里是关于 Facebook、Twitter 甚至《纽约时报》的另一个问题。当你让自己接触这些东西，尤其是像现在这样不断地接触——不论老人还是年轻人——你会不断地让自己受到其他人思想的轰炸。你让自己沉浸在传统智慧中。在别人的现实里，而不是为自己。你在制造一种喧嚣，让自己无法听到自己的声音，无论你在思考自己还是其他事物。这就是爱默生所说的「一个想要激发并引领他人的人，必须避免与他人的灵魂同行，在他们平庸且陈腐的观点的桎梏下生活、呼吸、阅读和写作。」", + "type": "text/markdown", + "caption": " 用别人的想法填满闲暇时间是一种文化习惯\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Culturally default behaviors fill spare time with others' ideas" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Daily working log.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Daily working log.json" new file mode 100644 index 0000000..23d45c2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Daily working log.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Daily working log", + "text": "# 每日工作日志\r\n\r\n原文：[Daily working log (andymatuschak.org)](https://notes.andymatuschak.org/z28QkpK3vRKQTacjFDfGYBhCXHqHuVWJzny9)\r\n\r\n每一天，我都以当天的日期为标题开始写笔记；例如：[2020-03-12](https://notes.andymatuschak.org/z7siWbcGHbJ9ZsBcerhdUFgQNq7zMtnh1j72z)。这则笔记记录了一天中的零星事件：思考、划痕工作等。这是一个有意的倾倒场，一个释放阀，以便总是有「一个地方可以放那个东西」。\r\n\r\n在[笔记类型分类法](https://notes.andymatuschak.org/z6f6xgGG4NKjkA5NA1kDd46whJh2Gt5rAmfX)中，这是保真度最低的一层，设计上是短暂的。但是，当这些想法看起来有可能是有头绪的时候，它们就会被提取到我的写作收件箱中（[为短暂和不完整的笔记准备的写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)）。有时我会用日常工作日志作为一个起草空间，我可以将部分内容粗略地提取到[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。\r\n\r\n对我来说，重要的部分是：\r\n\r\n1. 这是一个我可以无阻力存放任何内容的空间。（[闭合开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)）\r\n\r\n2. 我感到有一种自然的压力，要提取任何想「超越一天」的东西——在[笔记类型分类法](https://notes.andymatuschak.org/z6f6xgGG4NKjkA5NA1kDd46whJh2Gt5rAmfX)中向上移动。\r\n\r\n因为日常工作日志也是一个动态的笔记，所以它也可以作为[上下文反向链接](https://notes.andymatuschak.org/z3RzQhmjeRxXVAAy81aUSKARwJL8dikdJG4VG)的一个有用的存根：[反向链接可以用来隐含地定义知识管理系统中的节点](https://notes.andymatuschak.org/z2newCwFfd6iZFyf9bgspkbyt1G8wbQxJVgTK)。", + "type": "text/markdown", + "caption": " 每日工作日志\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Daily working log" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep collaborations between tool-makers and tool-users may support insight through making.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep collaborations between tool-makers and tool-users may support insight through making.json" new file mode 100644 index 0000000..6c72fec --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep collaborations between tool-makers and tool-users may support insight through making.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Deep collaborations between tool-makers and tool-users may support insight through making", + "text": "# 工具制造者和工具使用者之间的深度合作可能会支持实践出洞见\r\n\r\n原文：[Deep collaborations between tool-makers and tool-users may support insight through making (andymatuschak.org)](https://notes.andymatuschak.org/z7PLEhbuGGhQx3o5oxpSD8oMxEHJXxZGUxBWD)\r\n\r\n[实践出洞见](https://notes.andymatuschak.org/z7yyap683vnbtmdg4hx9qfpf5urwxzjpsycs6)的一个关键主张是[有效的系统设计需要从严肃的使用环境中获得洞察力](https://notes.andymatuschak.org/z3h98n8dgzmu8xarqhzvsckywvbte8wk4kat2)。但是[优秀的工具制造者往往不是优秀的工具使用者，反之亦然](https://notes.andymatuschak.org/zagvn3aavdfhu4jhgcntgs88ohmjspzu7ar)，所以为了实践出洞见而创造强有力的环境很难。[研究思想工具的团体需要足够的能力来建立足以用于严肃工作的原型](https://notes.andymatuschak.org/z7rdcpa64ttux6s5dntlgzpfr6g3g6ypod4ks)。一种方法是将工具制造者与工具使用者紧密配对。理想情况下，他们都深深地沉浸在对方的工作中，也许到了他们可以在对方的领域产生（糟糕的）独到见解的地步。 \r\n\r\n此外，这种方法也让两个人都能专注于自己的领域，避免切换状态的成本：[专注的软件开发和专注的学术研究互相排斥](https://notes.andymatuschak.org/zqcssbgrbjazfq3tujehkf81msyj6du38dof)。\r\n\r\n更多关于这些合作的笔记：\r\n\r\n- [工具制造者和工具使用者之间的合作取决于建立有效的工具创意「军火库」](https://notes.andymatuschak.org/z7ahJD7LeWU7vDaw8h7EonHYRa2beGpvkZ91F)\r\n\r\n- [工具制造者和工具使用者之间的合作最适合通过一系列不同的项目来发展](https://notes.andymatuschak.org/z4CjFVyQgh35PVCBSP4MPcRyLsEb9PEmaZx9X)\r\n\r\n## 参考文献\r\n\r\n[Brooks, F. P., Jr. (1977). The computer “scientist” as toolsmith: Studies in interactive computer graphics. Information Processing, 625–634.](https://notes.andymatuschak.org/z6fkuZJWdCbBineiuLc3HmE19dbMBMHkgDNN2)\r\n\r\n> 与一人兼顾用户-工具制作者相比，工具制作者-用户的两人组合有几个优点。首先，用户不会被工具实现的问题分散注意力，可以将注意力集中在所要研究的问题上。这种对最终问题的关注有助于构建工具。其次，为了实现这类工具，工具制作者需要处理相当复杂的数据表示和操作，而计算机科学家的专业技术知识是非常有用的。例如，GRIP-71 为用户提供了两个级别的专用虚拟计算机，一个用于分子操作，另一个用于抽象的三维几何学。第三，每次用户使用工具，工具制作者能充当观察者，以确定用户真正的目标层次，并确定如何让这些目标实现起来更容易。\r\n\r\nBrooks, F. P., Jr. (1994). The Computer Scientist as Toolsmith II [ACM Allen Newell Award Lecture](https://notes.andymatuschak.org/z7PLEhbuGGhQx3o5oxpSD8oMxEHJXxZGUxBWD). SIGGRAPH.\r\n\r\n> 为了提高合作者的水平，研究另一个学科的问题，对我这个计算机科学家有什么帮助？有许多方面：\r\n\r\n> 我们因而能聚焦于关键问题，而不只是课后练习或者小儿科的问题。\r\n\r\n> 它使我们对成功和失败保持诚实，这样我们就不会轻易欺骗自己。\r\n\r\n> 我们因而能直面 **完整** 问题，而不只是简单的，或数学理论能完美解决的地方。例如，计算几何中，我们不能避开三重共线点或者四重共面点的情况，不能掩耳盗铃，假装病态条件不存在。\r\n\r\n> 直面完整问题，迫使我们学习更多知识，甚至往往要进军至从未踏足过的疆域，发展计算机科学最前沿。\r\n\r\n> 除此之外，你已进入领军者的疆域，其中有揭秘蛋白质原理、设计出潜水艇，实现纳米制造的先驱。如今，你要向无尽疆界更进一步，实为乐也。", + "type": "text/markdown", + "caption": " 工具制造者和工具使用者之间的深度合作可能会支持实践出洞见\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Deep collaborations between tool-makers and tool-users may support insight through making" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep research requires a slower pace than tech industry work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep research requires a slower pace than tech industry work.json" new file mode 100644 index 0000000..3b69a25 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Deep research requires a slower pace than tech industry work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Deep research requires a slower pace than tech industry work", + "text": "# 深度研究需要比技术行业具备更慢的节奏\r\n\r\n原文：[Deep research requires a slower pace than tech industry work (andymatuschak.org)](https://notes.andymatuschak.org/zhY2FQgMFwzqH7FKB8bnMvNGng9jmKtYshbu)\r\n\r\n任何在工业界从业过一段时间的人都会习惯它的文化——流程、规范、价值观和默会知识。当然，其中很多都是非常有价值的，但这些理念也代表着约束。技术文化和研究文化之间会存在一些重要的障碍。特别是，技术文化的校准节奏要快得多。如果研究人员在面对问题时无法掌控自己的节奏，可能会因为缺乏耐心而过早地放弃。\r\n\r\n硅谷的技术人员面对的「大项目」，可能要投入一到两年的时间；而研究人员面对的「大项目」，可能会持续十年。对于公司从业者来说，跟困难问题死磕的时间落往往在十几小时的范围；而研究人员需要能坚持数百个小时。这并不是因为技术人员普遍懒惰：事实上在工业界里花几百个小时来思考一个问题通常不是个好主意。但是，比起工业界的习惯，在基础问题上取得进展往往需要具备更多的耐心，投入更多的思考时间。所以技术人员可能很难沉住气研究基础问题，直到能够取得进展。\r\n\r\n就我个人而言，来自技术行业的我注意到，对于许多研究问题，我常常会严重错估其进展速度。当我觉得我已经对一个问题苦思冥想了很久的时候，其实才花费了几十个小时而已。这算不了什么！这种心态不仅会使我错过我探求的结果，还会顺带把我逼疯。对我来说，一个重要的愿望就是让自己在慢节奏时感到更自在。\r\n\r\n一项相关的特殊案例：[不合适的时间压力往往会毁掉创造性工作](https://notes.andymatuschak.org/zv3oHi3CgUz3yjrKceuSznBQXYQeEWVW7KW)", + "type": "text/markdown", + "caption": " 深度研究需要比技术行业具备更慢的节奏\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Deep research requires a slower pace than tech industry work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital annotation is too formal.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital annotation is too formal.json" new file mode 100644 index 0000000..541f4a8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital annotation is too formal.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Digital annotation is too formal", + "text": "# 电子批注过于形式化\r\n\r\n原文：[Digital annotation is too formal (andymatuschak.org)](https://notes.andymatuschak.org/z6eF7M2XP2YqefAFS4rTXKqSLZCGXkj9NBWe7)\r\n\r\n电子批注的数据结构太过精确：批注用精准的文本区间来表示。但我在书上写写画画的时候，我往往 **是** 泛泛指向一片区域，而不是精确的范围。我心里往往甚至完全没有想一个确定范围。偏要确定范围反而容易误导别人（视觉上也会分散注意力）。\r\n\r\n所有这些行为在实体世界中都是非常自然的，可以在书页上贴纸、划痕、或者卷起边角。但是在数字世界里，我们被迫承受[界面的形式主义暴政](https://notes.andymatuschak.org/z6eNMWnqYmtu6iRLND1yDUSnzW5hjnZq8ywAz)。\r\n\r\n这样僵硬的结构也不利于不同文本的评述。对话中将两则文本相互对比时，援引两处精确的文本选区来表达观点的情况非常少见。往往需要在广泛的层面上讨论论点，以「整篇文章」作为支撑。你会用一句引言来 **描述** 文章的观点，但你其实在指代文章，而不是这则引言。", + "type": "text/markdown", + "caption": " 电子批注过于形式化\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Digital annotation is too formal" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital note-writing systems fixate on the presentation and manipulation of individual notes, mostly ignoring inter-note.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital note-writing systems fixate on the presentation and manipulation of individual notes, mostly ignoring inter-note.json" new file mode 100644 index 0000000..0011ec6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Digital note-writing systems fixate on the presentation and manipulation of individual notes, mostly ignoring inter-note.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Digital note-writing systems fixate on the presentation and manipulation of individual notes, mostly ignoring inter-note", + "text": "# 数字笔记系统专注于笔记个体的展示和操作，常忽略笔记之间内在连接所产生的意义\r\n\r\n原文：[Digital note-writing systems fixate on the presentation and manipulation of individual notes, mostly ignoring inter-note sense-making (andymatuschak.org)](https://notes.andymatuschak.org/z6Pb6rwTDSg7K7LqF2EbtqbnKvpMbiXYkToDi)\r\n\r\n如果我用实体卡写[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，那我会很自然把它们排开在桌上。相关的笔记可以放到同一个小的群组或卡堆里。笔记之间有顺序关系的话，「后继」可以排放「前驱」的右侧。当我在写一个新的笔记时，所有写过的其他笔记也会在视野中一览无余，物理上和新的相邻。这是一种[周边视觉](https://notes.andymatuschak.org/z7UeGpBpsZFWDmUq6VQgcB4TDfCUgxgXNuMvM)。\r\n\r\n而数字化的[笔记系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf)想打造的写作环境，更针对单笔记的创作体验。核心操作和显示围绕「你打开的笔记」，而不是更高层的笔记结构。在这个系统中，我通常不能同时浏览刚写完的一个笔记，更不用说排看最近四个了。数字笔记系统大多不怎么支持多窗口，即使有名义上的支持，要把它们排出实体卡片上，那种自然的空间关系也很尴尬。与其说这是「周边视觉」，不如说是隔靴搔痒。\r\n\r\n反链是一种弱「外围视觉」—— 有用，但一般只让当前页面跳转，而不是一种能在页与页之间，有效进行意义发掘的手段。[带上下文的反链](https://notes.andymatuschak.org/z3RzQhmjeRxXVAAy81aUSKARwJL8dikdJG4VG)会有用：你至少可以在这样的列表中同时看到许多笔记段。但是，即使你理解他们之间的结构，在这些反链中游览时，你会失去对象的「客体永久性\\*」。相关内容：[在关联型笔记系统中，很难导航到未经链接的「邻居」](https://notes.andymatuschak.org/zT6iA52811NuLvbU9W8ixeDc3KUqyCT1wN8)（\\*译注：原文 object permanence，我们明白就算在某些情况下客体无法被看见、触摸或者感知到，它们也依然是存在的。）\r\n\r\n如果我在一段时间后读到一个笔记，我有一种不安的感觉，即它是我看不到的某个「整体」的一部分。[常青笔记应该是原子性的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)中的做法不利于这种情况。如果我是用实体笔记工作，我会把一堆笔记拉到我的桌子上，然后把它们排列起来。把这些笔记摆来摆去，可以帮助我理清结构。这种方式没有真正等价的数字版。\r\n\r\n------\r\n\r\n这让我想起了 Mac OS 早期版本中的「空间」版 Finder，它里面的每个文件夹， **都会被打开到一个新窗口中，而且这些窗口的位置和大小会在不同会话中保持不变** 。如果文件夹点开在某个地方，那它会总会被放那儿。所以你可以建立一个点对点的排列永远不变。", + "type": "text/markdown", + "caption": " 数字笔记系统专注于笔记个体的展示和操作，常忽略笔记之间内在连接所产生的意义\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Digital note-writing systems fixate on the presentation and manipulation of individual notes, mostly ignoring inter-note" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Do your own thinking.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Do your own thinking.json" new file mode 100644 index 0000000..8977d58 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Do your own thinking.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Do your own thinking", + "text": "# 自主思考\r\n\r\n原文：[Do your own thinking (andymatuschak.org)](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)\r\n\r\n当心：任由他人想法和图式(schema)支配自己的思考，非常容易。\r\n\r\n阅读时的默认模式是由作者替你思考。据叔本华所言：\r\n\r\n> 当我们阅读时，是别人替我们思考：我们只是重现他的心理过程。......因此，在阅读中，我们在很大程度上免受思考的劳累。......由此可见，如果人读了很多书，甚至几乎整天都在读书，却在读书之间，通过不加思索的消遣来恢复精神，他就会逐渐失去自主思考的能力——就像总是骑马的人最终会忘记如何走路一样。可是许多学者就是这样：他们把自己读傻了。因为他们一有空闲就去阅读，这样甚至比持续的体力劳动更让人精神麻痹，因为在后者中我们还可以思考自己的想法。但是，就像受挤压的弹簧，由于外物持续施加压力，最终会失去弹性一样，我们也会因为他人思想的持续施力，而失去思考的能力。\r\n\r\n从认识论的角度来看，阅读中思考的缺位很糟糕，而且尤其不利于得出新的创见。如果你依赖别人的思维，你怎么能想出以前从未想过的想法？\r\n\r\n据康德所言：\r\n\r\n> 启蒙就是人类从自我造成的 **不成熟** 状态中解脱出来。 **不成熟** 是指缺少他人的教导就没有能力运用自己的理智。这种不成熟状态之所以是 **自我造成的** ，其原因不在于缺少理智，而在于没有他人的教导就缺乏运用自己理智的决心和勇气。*Sapere Aude!* [要勇于认知！](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)\r\n\r\n一个关键的解药：[围绕所读内容写笔记，以求深刻内化文本](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nKant, I. (1996). An answer to the question: What is enlightenment? In A. Wood (Ed.), & M. J. Gregor (Trans.), *Practical philosophy* (pp. 11–22). https://doi.org/10.1017/CBO9780511813306.005 (Original work published 1784)\r\n\r\nSchopenhauer, A. (2015). On reading and books. In C. Janaway (Ed.), & A. Del Caro (Trans.), *Parerga and Paralipomena: Short Philosophical Essays* (Vol. 2). https://doi.org/10.1017/CBO9781139016889 (Original work published 1851)\r\n\r\n[停止依赖信息来源，相信你自己的思考力 • Zettelkasten 方法](https://zettelkasten.de/posts/dont-rely-on-source-have-faith-in-yourself/)\r\n\r\n> 我曾认为，信息包含于文本之中，而我要让信息易于获取。\r\n\r\nRalph Waldo Emerson, “Self-Reliance” (via [Nielsen, M. A. (2003, September 8). Extreme thinking. Tough Learning, Brisbane, Australia.](https://notes.andymatuschak.org/z8Z2R8ZhCiEw8rgqYB5u4mcUith48CQkpznZc)):\r\n\r\n> {置身于尘世中，附和世人的观点}很容易；{离群独处之时，按照自己的意志生活}也不难；而伟人却是{身处喧嚣}还能{完全保留}{自己独居时的自立精神}的那些人。\r\n\r\nEdwards, P. N. (2005). How to Read a Book.\r\n\r\n> 不要等着作者来敲打你的脑袋。而是刚开始读书就对这本书不断提出假设（「这本书的主要观点是......」）和问题（「作者怎么知道......？」）。\r\n\r\n> 对这些假设写上几笔，很有用。你一边阅读，就一边试着确认你的假设，并回答你的问题。书读完了就回顾一下写的东西。", + "type": "text/markdown", + "caption": " 自主思考\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Do your own thinking" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational environments usually don't involve original thought.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational environments usually don't involve original thought.json" new file mode 100644 index 0000000..bfdf794 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational environments usually don't involve original thought.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Educational environments usually don't involve original thought", + "text": "# 教育环境通常不涉及原创思想\r\n\r\n原文：[Educational environments usually don’t involve original thought (andymatuschak.org)](https://notes.andymatuschak.org/z2tXxAezdMpted5bRbhtj843QruiRtTvWVPPQ)\r\n\r\n教育环境通常由已知结果的活动组成，涉及一组已知的概念或想法。学生被期望在学习中为他们自己重现或推导出这些概念。但即使是在「探索式学习」环境和解释性文科课程中，活动通常也不是为了促进原创思维而设计的。\r\n\r\n如果教育环境的抱负是让学生能够追求独立的、对个人有意义的智力活动，那么这种言论是自相矛盾的。我们怎么能期望通过从不要求学生的原创思想的活动来培养学生的原创思想呢? 事实上，这些活动往往会阻碍学生的原创思想。\r\n\r\n这似乎是使用[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)进行教学的一个主要限制。\r\n\r\n另见：[Nell 在 Primer 里没有进行任何原创思想](https://notes.andymatuschak.org/z325r7Z7eRaocLjg6ADX4tfzUPWDSaynTCbcQ)", + "type": "text/markdown", + "caption": " 教育环境通常不涉及原创思想\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Educational environments usually don't involve original thought" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational objectives often subvert themselves.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational objectives often subvert themselves.json" new file mode 100644 index 0000000..e2dc4a3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Educational objectives often subvert themselves.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Educational objectives often subvert themselves", + "text": "# 教育计划往往会自我颠覆（此处的 obj 是那种目标的意思，所以用计划代替了）\r\n\r\n原文：[Educational objectives often subvert themselves (andymatuschak.org)](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)\r\n\r\n[一些「教育」活动具有内在意义的目的](https://notes.andymatuschak.org/z3bjAHBa3Rx5DRwmVsmmeNUTceS9ErxLfSAiM)，但在大多数教育环境中，主要关注的是 **使他人/自己学会一些东西** ，而这种目的一般不具有内在意义（与[赋能环境的活动直接服务于内在意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)相反）。\r\n\r\n对学习成果的执着，本质上是对某种「效果」的追求，这种效果是由一个深层因素驱动的：该材料本质的、有意义的目的。教师却试图把内因晾在一边，直接传授效果，学生便对教师产生依赖——其不仅是专业知识的来源，也是学习目的的来源。在这样的关系中，教师扮演的角色，便由他的上级地位来界定。这往往表现为（无意的）居高临下的态度。\r\n\r\n[内驱调节的学习是自我实现的；外驱调节的学习是自我否定的](https://notes.andymatuschak.org/z593cFAtL3wWfMEFZodUYcM9TPQyMDHzEXxvS)。学生们感觉到了这种否定，而回应方式经常是摆脱或缩小他们的智力责任感（逃避*）。这两种行为都放大了教师和学生之间的不对称性，这反过来又放大了教师所传达的（有意或无意的）优越感。\r\n\r\n[深刻的理解需要强烈的个人联系（也是其结果）](https://notes.andymatuschak.org/z5gCpoFJJThDFHK1a7Vv3ssxF3kkjeRaTrJHK)。而在老师和学生之间，居高临下和外部依赖的关系中，不可能产生这样的联系。通常情况下，教师/材料作者本人与材料没有这样的联系，这使得居高临下的情况更加严重（见[作者的环境被作者的动机严重影响](https://notes.andymatuschak.org/z34mYTEEEQcrywWkoNnz1Fzr8NmwaDsVRNgTK)）。按 Per Bret 的说法：\r\n\r\n> 我难以想象，许多设计师会衷心地被从一数到十或加法所吸引。因此，关于这些主题的材料编写的意图，既不是直接赋能，也不是为了分享对概念的热爱，而是出于「我知道这个概念，而你不知道这个概念，我觉得你需要知道我所知道的」的立场。因此「老师」和「学生」之间出现了不平衡与不对称。而这种不对称往往表现为 **居高临下** 。\r\n\r\n相关文章：\r\n\r\n- [赋能环境的重点是创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)\r\n\r\n- [教育游戏是注定失败的创造赋能环境的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)\r\n\r\n- [教育环境通常不涉及原创思维](https://notes.andymatuschak.org/z2tXxAezdMpted5bRbhtj843QruiRtTvWVPPQ)\r\n\r\n- [赋能环境的重点是做被赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEmail with Bret Victor, 2015/03/19. [Re: Toys with weight-bearing educative properties](javascript:void(0))\r\n\r\nEmail with Michael Nielsen, 2019/08/23. [Re: Transcending the Primer](javascript:void(0))\r\n\r\n> 当然，从某种意义上说，我相当迷恋「为人赋能」这样的目标......但我也非常质疑这样的目标。我认为 > 99.9% 的情况下，它们最终都让人们觉得自己高人一等。摆脱这种失败模式的唯一可持续的方法，据我所知，是把主体目标变成本身就很重要的东西。\r\n\r\n>\r\n\r\n> 例如，如果你执行阿波罗计划，你肯定会给人们赋能。但这对登月来说是次要的。", + "type": "text/markdown", + "caption": " 教育计划往往会自我颠覆（此处的 obj 是那种目标的意思，所以用计划代替了）\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Educational objectives often subvert themselves" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective deep work depends on both time and intensity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective deep work depends on both time and intensity.json" new file mode 100644 index 0000000..12de458 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective deep work depends on both time and intensity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Effective deep work depends on both time and intensity", + "text": "# 有效的深度工作不仅取决于时间，还取决于强度\r\n\r\n原文：[Effective deep work depends on both time and intensity (andymatuschak.org)](https://notes.andymatuschak.org/z2R15PDZf5NLaUKAYvweEDjUp8r4fNTuLSXU)\r\n\r\n对于许多人来说，拨出完整的四个小时来专注工作非常困难，而其间不查看邮件跟社交媒体更是难上加难。虽说很难，但还是能做到的，只要走一套机械化流程：规划时间；关闭 WiFi；屏蔽网站等等。问题在于这还不够。不走神太难了——不是指那种充满创造力的白日梦，而是零零散散，无聊发呆的走神。\r\n\r\n实际上，一次几小时全神贯注，来解决一个问题，着实困难，但这种能力亦不可或缺。坐到桌子前，清理明显干扰，仅达最低要求。高强度工作一小时，产出要远高于兴致索然地工作五小时，哪怕五小时中没有一般意义上的分心。\r\n\r\n[在创造性工作中执着于产出往往弄巧成拙](https://notes.andymatuschak.org/zWhZZuWVtFXsPNL8Ph3po7R8BEDztTSsN1X)，衡量投入是替代方案。可以从衡量花在问题上的时间开始（比如，见笔记[番茄工作法](https://notes.andymatuschak.org/zRtoDFQZWq5WYcN1dJH52wKXuKCT4s62B78)）；衡量全心全意工作，毫不走神的时间则更优；但真正重要的是类似「时间乘以强度」的度量，这也是 [Cal Newport](https://notes.andymatuschak.org/zP51tXjbh6V9frLFwcT3nUhnYYWCfdxGFtZ) 在 *Deep Work* 一书中表达的看法。", + "type": "text/markdown", + "caption": " 有效的深度工作不仅取决于时间，还取决于强度\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Effective deep work depends on both time and intensity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective system design requires insights drawn from serious contexts of use.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective system design requires insights drawn from serious contexts of use.json" new file mode 100644 index 0000000..bc53fad --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Effective system design requires insights drawn from serious contexts of use.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Effective system design requires insights drawn from serious contexts of use", + "text": "# 有效的系统设计需要从真刀真枪的使用情境汲取洞见\r\n\r\n原文：[Effective system design requires insights drawn from serious contexts of use (andymatuschak.org)](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)\r\n\r\n粗制而成的原型很不错：由此能开展粗糙的迭代和快速评估。但是，许多重要的洞见，只有依托于真刀真枪的创造性问题才能够涌现，这些问题与原型系统本身无关。这是[实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)提出的一个关键主张。\r\n\r\n听起来像是标准做法：系统当然需要经过评估！但大多数系统设计者并不认真对待「真刀真枪」：[工具制作者通常缺乏与真刀真枪的使用环境的联系](https://notes.andymatuschak.org/zs5uUEv9iJH7JuAmsCChxBEMP2zW6CRbiAWE)。\r\n\r\n理论寓于系统之中。观察系统与现实相互作用，可以从中获得见解，对后续完善理论有所帮助。这些见解的成色，与系统的使用场景息息相关。如果系统没有经过真刀真枪的使用，得到的见解，也就是单纯坐而论道者能够想到的，不建造系统也可以实现。\r\n\r\n皮克斯是很好的例子。这家动画公司创造了真刀真枪的使用环境，反过来又推动了系统设计：[皮克斯的电影和技术发展是啮合紧密的飞轮](https://notes.andymatuschak.org/z45gUHaD2DcqH3zMWhwHaXESZLCWWk6tHLDi6)。\r\n\r\n常见挑战：\r\n\r\n- [优秀的工具制造者往往不是优秀的工具使用者，反之亦然](https://notes.andymatuschak.org/zagVn3aaVDFhU4JhGCntgs88oHMJSpzu7ar)\r\n\r\n- [研究思想工具的团体需要足够的能力来建立足以用于严肃工作的原型](https://notes.andymatuschak.org/z7Rdcpa64TtUx6s5dNtLgZpFR6G3G6YpoD4ks)\r\n\r\n相关理论：\r\n\r\n- [强大的赋能环境通常作为副产品在追求其自身内在意义的项目时产生](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)\r\n\r\n- [创制环境极大程度受作者的动机塑造](https://notes.andymatuschak.org/z34mYTEEEQcrywWkoNnz1Fzr8NmwaDsVRNgTK)\r\n\r\n- [强大的赋能环境注重专业级使用](https://notes.andymatuschak.org/z8jg7T3YhvyXiEpy4humYAioLUEjnrdZgwHYs)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019). How can we develop transformative tools for thought? Retrieved December 2, 2019, from https://numinous.productions/ttft\r\n\r\n> 具体来说：假设你想为 X 学科（比如 X=微分几何）建立工具。没有深入研习这门学科，是难以创造优质工具的。这就像没有沾过木头就像创作木工工具一样。 **Mathematica** 这样的工具趁手好用的原因也在于此——Stephen Wolfram 这一主要设计者，对数学和物理这两门学科抱有由衷的研究兴趣，具备制作优质工具的先决条件。当然，也有些 Mathematica 部件不如人意：这些部件简直像玩具一样，估计 Wolfram 公司内部也没有怎么认真使用过。\r\n\r\nBrooks, F. P., Jr. (1994). The Computer Scientist as Toolsmith II [ACM Allen Newell Award Lecture](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2). SIGGRAPH.\r\n\r\n> 我们因而能聚焦于关键问题，而不只是课后练习或者小儿科问题。\r\n\r\n> 我们因而能对成败开诚布公，而不轻易愚弄自己。\r\n\r\n> 我们因而能直面 **完整** 问题，而不只是简单的，或数学理论完美解决的地方。例如，计算几何中，我们不能避开三重共线点或者四重共面点的情况，不能掩耳盗铃假装病态条件不存在。\r\n\r\n> 直面完整问题，迫使我们学习更多知识，甚至往往要进军至从未踏足过的疆域，发展计算机科学最前沿。\r\n\r\n> 除此之外，你实则已迫近领军者之列，其中有揭秘蛋白质原理、设计出潜水艇，实现纳米制造的先驱。如今，你要与他们挥手作别，向无尽疆界更进一步，实为乐也。\r\n\r\n[Python Tutor’s Design Guidelines for Building Scalable and Sustainable Research Software in Academia. In The 34th Annual ACM Symposium on User Interface Software and Technology (pp. 1235–1251). Association for Computing Machinery](https://notes.andymatuschak.org/Guo%2C_P._(2021)._Ten_Million_Users_and_Ten_Years_Later)\r\n\r\n> 软件研究者想写出令人肃然起敬的学术论文，便力求想出适于推广的高层次想法，并为此建造系统。但是我们认为，在推广上用力过度，实际上不利于系统扩大规模，运行持久。为了创造生而不息，受众自然聚集的软件，必须从具体处入手。\r\n\r\n>\r\n\r\n> 在 2009 年，我们创造了 Python Tutor 网站，目标非常具体：为学生和导师（比如我们自己）提供一种方便的方式，逐步浏览 Python 代码并查看变量的值。", + "type": "text/markdown", + "caption": " 有效的系统设计需要从真刀真枪的使用情境汲取洞见\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Effective system design requires insights drawn from serious contexts of use" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Efficient review scheduling is in tension with gated course sequences.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Efficient review scheduling is in tension with gated course sequences.json" new file mode 100644 index 0000000..b05be66 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Efficient review scheduling is in tension with gated course sequences.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Efficient review scheduling is in tension with gated course sequences", + "text": "# 高效复习安排与过关式课程序列相冲突\r\n\r\n原文：[Efficient review scheduling is in tension with gated course sequences (andymatuschak.org)](https://notes.andymatuschak.org/z7MWDLQ7ni6kp4ziDawQG1xYC9Um741WsUQ4h)\r\n\r\n想象这样的书或者课程，只有上次课程的内容经过学生练习，并进入其长期记忆了，才能获取接下来的课程。 （比如 [Execute Program 的课程只有等到你成功复习前置内容才解锁](https://notes.andymatuschak.org/z43GdwxNzaXGvNs7Hdd57UD9KauMxRGbH45r8))。然而很多情况下，最佳的首次复习间隔似乎非常长——很多周甚至很多个月（[量子国度的用户遗忘大部分卡片的速度非常缓慢](https://notes.andymatuschak.org/zUDMMZd4YLSXx5TSogPg8v96zPUdQ1hGcW1b))）。若要高效地安排复习（比如要延迟很长时间才复习），用户就要等很久才能读到下一小节，这对读者可能是负担。\r\n\r\n相关： [助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)\r\n\r\n------\r\n\r\n问：为什么复习课程的最佳安排可能会给过关式课程序列带来麻烦？\r\n\r\n答：在许多情况下，最理想的初始 ISI 可能是几周或更长时间；读者可能不想被关那么长时间。", + "type": "text/markdown", + "caption": " 高效复习安排与过关式课程序列相冲突\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Efficient review scheduling is in tension with gated course sequences" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Executable strategy for writing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Executable strategy for writing.json" new file mode 100644 index 0000000..99cf554 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Executable strategy for writing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Executable strategy for writing", + "text": "# 可执行的写作策略\r\n\r\n原文：[Executable strategy for writing (andymatuschak.org)](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)\r\n\r\n年轻的作者，会从全新的白纸开始他们的写作，脑海里只有一个粗略轮廓。这样的开端，需要大量的能量激活大脑，付出大量的努力在认知上：没有任何外在之物可怙可峙，你必须在自己的脑海里摆弄所有文章片段的雏形。\r\n\r\n相比之下，如果你已经围绕一个主题写了很多面向概念的[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，借此创作，过程会更像「编辑」，而不是「写作」。你可以对笔记标题洗牌，得到一个大纲，再为缺失部分找来材料写笔记，并将它们编辑组合为一个完整的叙事。事实上，因为你可以[在写作时创建推测性的大纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)，你可能会发现第一步的大纲也已经完成了。而且每篇笔记本身写起来并不难：[常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)。\r\n\r\n你的任务不再是「给第一章写一份大纲」，而是类似「找到和主题可能相关的笔记」。每一步做起来都容易，这是可执行的策略（见[可执行策略](https://notes.andymatuschak.org/z53fk5XwrsnueNDDCq6WNe2VbPhrDGQmmVgNS)）。但要注意——不要让这个策略「毒害」第一步的笔记写作过程：[默认为自己写笔记，不考虑读者](https://notes.andymatuschak.org/z8AfCaQJdp852orumhXPxHb3r278FHA9xZN8J)。\r\n\r\n我在此描述两种方法：一种是 **非定向** 版本 —— 你写作的项目从日常工作中有机地涌现；另一种是 **定向** 版本，即你有具体的写作目标。\r\n\r\n## 非定向版本：\r\n\r\n1. 阅读思考时，持续地写下经久可用的笔记。([常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be))\r\n\r\n2. 每次你添加笔记时，将其链接到一个大纲中，必要时创建一个大纲（[在写作时创建推测性大纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)）。\r\n\r\n3. 最终，你会对其中某个大纲感兴趣，兴奋地想要充实它（[让思想和信念有机地涌现](https://notes.andymatuschak.org/z5uSCvx3W2GdzBVhWAAXrrCcykJ8SHimdJzg7)）\r\n\r\n4. 写下新的笔记，以填补大纲中缺失的部分。\r\n\r\n5. 将所有的笔记文本拼接起来，得到初始手稿\r\n\r\n6. 重写这篇手稿。\r\n\r\n## 定向版本：\r\n\r\n1. 回顾与你的主题有关的笔记（并多做一两步——[笔记应该让你吃惊](https://notes.andymatuschak.org/z4KZ9973AoHhvM9Pj5Qrds48JXNbMEwVJmVRw)）\r\n\r\n2. 写大纲\r\n\r\n3. 将现有的笔记附在大纲的每一点上；根据需要写新的笔记。\r\n\r\n4. 将所有的笔记文本串联起来，得到一份最初的手稿。\r\n\r\n5. 重写它。\r\n\r\n这种方法还有一个好处：[常青笔记降低了编辑手稿的情绪痛处](https://notes.andymatuschak.org/z26G5QDZgkk3mLTJoWHfzM6kjRzHpTAWHeZWN)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n[准备片段帮助你轻松进入写作 • Zettelkasten 方法](https://zettelkasten.de/posts/ease-into-writing/)\r\n\r\n> 为了清楚地了解你的研究是否足以支持你的文本结构，下一步是将你的 *Zettelkasten* 中的笔记分配给你大纲中的各点。当大纲中某个点，似乎因为缺乏足够的笔记支持，而显得无足轻重时，你可以继续你的研究，把重点放在缺少的部分上。一旦你确信你已经准备充分，可以开始了，你就按照大纲把笔记的内容串起来。这样你就完成了第一稿。以上就是从计划到大纲再到手稿的全部过程。然后，你开始重写，组织材料，并开始使文本连贯。\r\n\r\n> 如果 *Zettelkasten* 足够充沛，撰写便没有什么神奇之处。为了编写初稿，你要把选定的笔记内容放在大纲的适当位置，把肉放在你的文本骨架的骨头上。这就是 *Zettelkasten* 如何帮助你完成你的初稿。", + "type": "text/markdown", + "caption": " 可执行的写作策略\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Executable strategy for writing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Few digital reading environments support marginal notes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Few digital reading environments support marginal notes.json" new file mode 100644 index 0000000..52a8eef --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Few digital reading environments support marginal notes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Few digital reading environments support marginal notes", + "text": "# 很少有电子阅读环境支持旁注\r\n\r\n原文：[Few digital reading environments support marginal notes (andymatuschak.org)](https://notes.andymatuschak.org/z4Hk27FK5Q9QiwKZGktJ7uMjkYj7SMs8RJGVR)\r\n\r\n在阅读实体书时，自然会在空白处，在相关段落旁边涂鸦。或者在相关位置贴上一张便条。但处于各种原因，电子阅读环境几乎从不支持这种互动。注释被隐藏在一些便条的图标下，或者在一个 「笔记本」中，以平面列表的形式显示，被折叠，与内容脱节。\r\n\r\n[LiquidText](https://notes.andymatuschak.org/z2fGXCnKwFV1jDmKsp15wkbV5WHSnLpy52Mq) 和MarginNote是我想到的唯二例外。请注意，它们都不支持EPUB！[所有的桌面 EPUB 阅读器都很糟糕](https://notes.andymatuschak.org/z5EgfjG9cqZKWW16JQD7Pd51bXZVeNpiFaYJS) Google Docs 已经建立了一个还不错的用户体验；我很希望其他人哪怕向它靠拢一下也好。\r\n\r\n[Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh)提供了一个聊胜于无的解决方案，通过其侧边栏的边缘标记的方式提供了一些空间化的索引。但是注释本身是以一个平面列表的形式呈现的；边缘标记只是相当于一个快捷方式。你仍然不能像[Ted Nelson](https://notes.andymatuschak.org/z5WTkCrHDYrEQbqE6wa2zwv2tABXZt6gfNm7E)在1972年描述的那样，滚动浏览一个文件并在阅读旁注（！）。\r\n\r\n请注意，位置不需要那么精确。它只是在大体的附近。[电子批注过于形式化](https://notes.andymatuschak.org/z6eF7M2XP2YqefAFS4rTXKqSLZCGXkj9NBWe7)。", + "type": "text/markdown", + "caption": " 很少有电子阅读环境支持旁注\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Few digital reading environments support marginal notes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Fixation on outcome in creative work is often self-defeating.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Fixation on outcome in creative work is often self-defeating.json" new file mode 100644 index 0000000..3b74fae --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Fixation on outcome in creative work is often self-defeating.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Fixation on outcome in creative work is often self-defeating", + "text": "# 在创造性工作中执着于产出往往适得其反\r\n\r\n原文：[Fixation on outcome in creative work is often self-defeating (andymatuschak.org)](https://notes.andymatuschak.org/zWhZZuWVtFXsPNL8Ph3po7R8BEDztTSsN1X)\r\n\r\n创造性工作需要开放、互动、松弛、[富足感](https://notes.andymatuschak.org/zRCKm3mveX2C2LVCSZEGuSphQNmW5zGd2Rc)。执着于产出往往会制造[稀缺心态](https://notes.andymatuschak.org/znutNAv4ejW7nWwtzCnXQfAbbK8jS8DeAC3)。\r\n\r\n相关笔记：\r\n\r\n- [不合理的时间压力往往会毁掉创造性工作](https://notes.andymatuschak.org/zv3oHi3CgUz3yjrKceuSznBQXYQeEWVW7KW)\r\n\r\n## 参考文献\r\n\r\n正在收集的一些相关资料：\r\n\r\n- [面向理解的研究 - Kanjun Qiu](https://notes.andymatuschak.org/zWJKM8bUDs74L6neciZJUFtYtcxehW37CXc)（真正的研究是专注于你想要回答的问题，对「产出新颖洞见」的执着则让人偏离真正的研究）\r\n\r\n- [变得好奇](https://notes.andymatuschak.org/zKvtqpdyujNByokN4fSahKrgNgXxCAWD5gRv)，[变得爱玩](https://notes.andymatuschak.org/ziHJKnDvMUWnBBpTEsVg3iVNxKrCieEUaEr)\r\n\r\n- [Quit Your Job - Wolf Tivy](https://notes.andymatuschak.org/z27o3RwVnXvmYjnWmYLWkAX6UqD4Shxo8c4D)（「通过追逐已知的价值梯度，你将找不到任何有趣的新奇之物」）\r\n\r\n[Jess Miller](https://notes.andymatuschak.org/zhDB1grmv8BWEFXLUFPEuJJqU7SGJ3kgkwS)’s [成为一名魔术师 – Autotranslucence](https://autotranslucence.wordpress.com/2018/03/30/becoming-a-magician/)\r\n\r\n[Wanting - Luke Burgis](https://notes.andymatuschak.org/z4EX4vWeTcxgfaTEpB2cMqD6kW7Mp1cKJNfKt)\r\n\r\n>\r\n\r\n>\r\n\r\nLovely paean to process orientation in Frederick, M. (2007). *101 things I learned in architecture school*. MIT Press.\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/3C710472-D962-4103-BC2A-BF2CD846A372-592-0000069D7BFAC461/4242603C-E0FF-4890-8DE8-23983502AE61.png]]", + "type": "text/markdown", + "caption": " 在创造性工作中执着于产出往往适得其反\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fixation on outcome in creative work is often self-defeating" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Focused software development work is self-abnegating.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Focused software development work is self-abnegating.json" new file mode 100644 index 0000000..768bcad --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Focused software development work is self-abnegating.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Focused software development work is self-abnegating", + "text": "# 专注的软件开发工作是自我否定的\r\n\r\n原文：[Focused software development work is self-abnegating (andymatuschak.org)](https://notes.andymatuschak.org/z5XqtTcnfBVUBRVFjxY2S1MqAAJDpE2ffyuZZ)\r\n\r\n当我沉浸到软件开发中，日常处于心流状态时，我的思维会缩小到一种隧道视野，完全固定在软件系统和它们的问题上。这是设计中的一个典型问题（Cooper, 2004）：工程师通常会成为糟糕的设计师，因为他们专注于他们的软件和代码逻辑里的各种边际条件，而不是整体设计上要解决的实际人类问题。对于研究来说，这实际上也是一个困扰（[深度软件开发的心理状态和深度研究思维是相互排斥的](https://notes.andymatuschak.org/zQCSSBGrBJazfq3tuJehkf81MsYj6du38Dof)）。虽然进入了心流，但我发现这种效果在个人层面上越来越令人不快。当我处于这种状态时，我感到自我意识在萎缩、变得缺乏反思、创造性的想法不再出现、感到写作困难等等。\r\n\r\n我不太清楚该如何处理这个问题。我可以通过每天在工程上花费更少的时间来避免这种影响，但这样就很难形成动力（[软件开发和研究思维之间的转换成本很高](https://notes.andymatuschak.org/z78pmtn8LMt6npZyHciSjVZJdp3u7sin61PzG)）。当工程是我的主要工作时，这并没有真正困扰我。因此，也许严肃的工程工作最好留给那些不介意这种影响的人。\r\n\r\nDavid Chapman [暗示](https://twitter.com/Meaningness/status/1317663971386613765)这可能部分是因为：\r\n\r\n> 我想在常规的编程中——可能对我们俩来说，所有的编程都是常规的——一个人没有添加任何自己的东西，只是弄清楚把 API 粘在一起的繁琐要求，这都是以他人的 API 为中心的。而在创造性的工作中，即使你沉浸在其中，也有一种感觉，即至少材料是通过你产生来的，而不是从 IDE/服务器/API 文档「那里」来的。并且我有一种感觉，即使上述材料是很普通的那种代码——所以「我」并没有创造它——但由于它是通过我产生出来的，所以即使我不是有意的，它也将会以一种我的方式变得独有。\r\n\r\n## 参考文献\r\n\r\nCooper, A. (2004). *The Inmates Are Running the Asylum: Why High Tech Products Drive Us Crazy and How to Restore the Sanity* (1st Edition). Sams - Pearson Education.", + "type": "text/markdown", + "caption": " 专注的软件开发工作是自我否定的\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Focused software development work is self-abnegating" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md" new file mode 100644 index 0000000..7ec2a5a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md" @@ -0,0 +1,21 @@ +## 游戏是参与式的 + +原文：[Games effectively develop players’ skills (andymatuschak.org)](https://notes.andymatuschak.org/z2J6v5xtfJaeW5KFF6fNwkHxLWQonxuUA5ndg) + +游戏是一种[参与式环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)；这就是它区别于在同一台电视机上播放的电视和电影之处。以及[支持学习的参与式环境](https://notes.andymatuschak.org/z56HX9kF6fRMoRQfT6VhZN9ehnrrLDAq8FEFP)。 + +## 游戏是脚手架 + +游戏设计者精心部署[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)，以确保玩家获得享受和掌握游戏所需的技能。 + +[细粒度的任务进展作为认知脚手架](https://notes.andymatuschak.org/z2qBbdZidZNjbpdggRbmgeUeVf2H7aCevSYvE)：在 [时空幻境（Braid）](https://notes.andymatuschak.org/z2VMiTLJCUhbtxyWXwBxevCtdzJyoHpptHoH) 中，各层次被仔细排序和组织，以（无言地）逐步介绍概念。完成一个级别通常需要玩家证明他理解了一些东西，所以在游戏中取得进步 **就等于** 开始理解新事物。 + +[约束作为认知脚手架](https://notes.andymatuschak.org/z8DyCwRiC8HT89mMvtBjwcGVs5ucHPHcrScch)：在见证者（Witness）中，很快就清楚了，唯一的互动元素是那些看起来像连接到一条线的圆圈，而唯一可能的互动是画出一条线。 + +[元认知支持作为认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)：因为游戏是动态媒介，所以它们也能够为元认知提供动态支持。特别是，[游戏帮助玩家评估他们正在发展的技能](https://notes.andymatuschak.org/z2tZBJUtAasH3bGxHaEpFdP5zjjiWwqDsFxEM)和[游戏帮助玩家制定和调整计划](https://notes.andymatuschak.org/z7mU6RxxzJ9FZBCcgbYQsv9nExuK3xVm635Ks)。 + +## 游戏充满了情景体验 + +游戏是一种[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)，所以在 [Braid](https://notes.andymatuschak.org/z2VMiTLJCUhbtxyWXwBxevCtdzJyoHpptHoH) 这样的游戏中（不像在幼稚的[教育游戏](https://notes.andymatuschak.org/z5YBATDEy9pSqzTgNhH6MhGqgkG8mAF7QTLK5)中），玩家感觉不到他们正在被「教导」。在情感上，他们的体验是他们正在构建自己的理解，这可能是非常令人满意的。另请参阅[情景体验可以创造出与作者目标的强烈个人联系](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)。 + +另见[教育游戏试图通过情景体验进行教学](https://notes.andymatuschak.org/z5xCoFBNqoFjNHsWcsP4GbSPKqAG3dNzR6SXC)。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md.meta" new file mode 100644 index 0000000..07d10bd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games are participatory.md.meta" @@ -0,0 +1,9 @@ +caption: # 游戏是参与式的 +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250221 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Games are participatory +title: λ:/thoughts-memo-translation-main/andy/note/Games are participatory +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games effectively develop players' skills.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games effectively develop players' skills.json" new file mode 100644 index 0000000..36a6821 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games effectively develop players' skills.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Games effectively develop players' skills", + "text": "# 游戏能有效地培养玩家的技能\r\n\r\n原文：[Games effectively develop players’ skills (andymatuschak.org)](https://notes.andymatuschak.org/z2J6v5xtfJaeW5KFF6fNwkHxLWQonxuUA5ndg)\r\n\r\n游戏设计师是世界上最好的老师之一。他们创造了可靠地教授复杂技能的环境——通常不需要语言。与大多数教育体验不同，人们喜欢这种体验。\r\n\r\n但是，「教育游戏」设计者们要注意：[游戏中的技能发展服从于其他有内在意义的目的](https://notes.andymatuschak.org/zeb2g4GbLPhXGKZavqQ7v7iuqe5B8jGhnFKw)\r\n\r\n## 游戏是参与式的\r\n\r\n游戏是一种[参与式环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)；这就是它区别于在同一台电视机上播放的电视和电影之处。以及[支持学习的参与式环境](https://notes.andymatuschak.org/z56HX9kF6fRMoRQfT6VhZN9ehnrrLDAq8FEFP)。\r\n\r\n## 游戏是脚手架\r\n\r\n游戏设计者精心部署[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)，以确保玩家获得享受和掌握游戏所需的技能。\r\n\r\n[细粒度的任务进展作为认知脚手架](https://notes.andymatuschak.org/z2qBbdZidZNjbpdggRbmgeUeVf2H7aCevSYvE)：在 [时空幻境（Braid）](https://notes.andymatuschak.org/z2VMiTLJCUhbtxyWXwBxevCtdzJyoHpptHoH) 中，各层次被仔细排序和组织，以（无言地）逐步介绍概念。完成一个级别通常需要玩家证明他理解了一些东西，所以在游戏中取得进步 **就等于** 开始理解新事物。\r\n\r\n[约束作为认知脚手架](https://notes.andymatuschak.org/z8DyCwRiC8HT89mMvtBjwcGVs5ucHPHcrScch)：在见证者（Witness）中，很快就清楚了，唯一的互动元素是那些看起来像连接到一条线的圆圈，而唯一可能的互动是画出一条线。\r\n\r\n[元认知支持作为认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)：因为游戏是动态媒介，所以它们也能够为元认知提供动态支持。特别是，[游戏帮助玩家评估他们正在发展的技能](https://notes.andymatuschak.org/z2tZBJUtAasH3bGxHaEpFdP5zjjiWwqDsFxEM)和[游戏帮助玩家制定和调整计划](https://notes.andymatuschak.org/z7mU6RxxzJ9FZBCcgbYQsv9nExuK3xVm635Ks)。\r\n\r\n## 游戏充满了情景体验\r\n\r\n游戏是一种[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)，所以在 [Braid](https://notes.andymatuschak.org/z2VMiTLJCUhbtxyWXwBxevCtdzJyoHpptHoH) 这样的游戏中（不像在幼稚的[教育游戏](https://notes.andymatuschak.org/z5YBATDEy9pSqzTgNhH6MhGqgkG8mAF7QTLK5)中），玩家感觉不到他们正在被「教导」。在情感上，他们的体验是他们正在构建自己的理解，这可能是非常令人满意的。另请参阅[情景体验可以创造出与作者目标的强烈个人联系](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)。\r\n\r\n另见[教育游戏试图通过情景体验进行教学](https://notes.andymatuschak.org/z5xCoFBNqoFjNHsWcsP4GbSPKqAG3dNzR6SXC)。", + "type": "text/markdown", + "caption": " 游戏能有效地培养玩家的技能\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Games effectively develop players' skills" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players evaluate their developing skills.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players evaluate their developing skills.json" new file mode 100644 index 0000000..6e7c172 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players evaluate their developing skills.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Games help players evaluate their developing skills", + "text": "# 游戏帮助玩家评估他们养成的技能\r\n\r\n原文：[Games help players evaluate their developing skills (andymatuschak.org)](https://notes.andymatuschak.org/z2tZBJUtAasH3bGxHaEpFdP5zjjiWwqDsFxEM)\r\n\r\n你不必猜测你是否在《见证者（Witness）》中解开了一个谜题，游戏会告诉你。你不必猜测你的射击是否瞄准了，视觉和听觉反馈会告诉你。\r\n\r\n有时候，环境会以更隐蔽的方式传达这种反馈。例如，你可能觉得你的跑步和跳跃能力很强，但两个跳台之间精心布置的间隙可能很快就会证明你还没有完全掌握好时机。\r\n\r\n前一个例子中那些显式的调整是由游戏设计师精心布置的，也可以说，整个游戏环境的设计就是为了在玩家心理模型中揭示差距。玩家做出行动，有一些心理预期，游戏呈现真正的结果，给玩家机会发现自己的认知错误。好游戏会确保玩家 **不会** 偶然地误以为他们的模型是正确的。\r\n\r\n相反，[大多数解释型媒体让参与者运作自己的反馈回路](https://notes.andymatuschak.org/z6MLXiJ7vmVAxRxhanUJzDcBE6hhhV9oy6Ukc)。", + "type": "text/markdown", + "caption": " 游戏帮助玩家评估他们养成的技能\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Games help players evaluate their developing skills" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players make and adapt plans.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players make and adapt plans.json" new file mode 100644 index 0000000..92a6471 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Games help players make and adapt plans.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Games help players make and adapt plans", + "text": "# 游戏帮助玩家制定和调整计划\r\n\r\n原文：[Games help players make and adapt plans (andymatuschak.org)](https://notes.andymatuschak.org/z7mU6RxxzJ9FZBCcgbYQsv9nExuK3xVm635Ks)\r\n\r\n在游戏中移动时，你通常不需要思考你是否准备要移动到其他地方，或者你应该移动到哪里：游戏会让你知道（可能在不知不觉中）。\r\n\r\n有时，会有一组序列，秩序井然，必须按顺序解决。很轻松就能做出计划；见[小跨度任务阶梯作为认知脚手架](https://notes.andymatuschak.org/z2qBbdZidZNjbpdggRbmgeUeVf2H7aCevSYvE)。\r\n\r\n更微妙的是，你有时候会发现 Boss 战取决于你的弓箭技能。地牢的出口都被封住了，所以没有其他地方可去。所以你得出来一个显而易见的结论：你要提升弓箭技能，直到你能打败 Boss。在另一个不同的游戏中，你可能发现你有时会错过弓箭，但总有一条前进的路，至少当下如此。所以你不需要努力提高你的箭术，除非你特别想这么做。\r\n\r\n即使是开放世界游戏，游戏设计师也会用利用周遭事物进行暗示，或是用情感设计，来确保至少有至少有一个目的比较显眼，并且设计地恰到好处。如果你选择的挑战方向远非你力所能及，游戏便会明确告诉你「你应该调整计划」，与此同时，另一扇窗也会马上为你打开。\r\n\r\n总之，所有这些都意味着玩家可以专注于行动，而不是试图搞清楚他们下一步应该做什么。这与[大多数解释型媒体使参与者运行他们自己的反馈循环](https://notes.andymatuschak.org/z6MLXiJ7vmVAxRxhanUJzDcBE6hhhV9oy6Ukc)截然相反。", + "type": "text/markdown", + "caption": " 游戏帮助玩家制定和调整计划\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Games help players make and adapt plans" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get bored.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get bored.json" new file mode 100644 index 0000000..52a403c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get bored.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Get bored", + "text": "# 变得无聊\r\n\r\n原文：[Get bored (andymatuschak.org)](https://notes.andymatuschak.org/zrQz6Eqcnrf3QqEf4A92J5bMSwED9KtMZje)\r\n\r\n用活动填补空闲时间诱人至极：阅读书籍，执行任务，网络冲浪，即时聊天。[用别人的想法填补空闲时间是文化上默认的行为](https://notes.andymatuschak.org/zDoZS3Wt316napbdaBGU8C8WLVuyPeAu5Bi)；为了给自己腾出空间，我必须适应“空虚”的时间。我发现我经常在能[变得好奇](https://notes.andymatuschak.org/zKvtqpdyujNByokN4fSahKrgNgXxCAWD5gRv)之前不得不先变得无聊。\r\n\r\n所以我的忠告是：当你觉得无聊时，保持这种感觉，而不是立即伸手去看书或做其他活动。\r\n\r\n相关笔记：[拘泥于「专注」会损害创造性工作](https://notes.andymatuschak.org/z8BENejnm5iyqRUodaqyScehdgnuu9b1vn669)", + "type": "text/markdown", + "caption": " 变得无聊\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Get bored" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get curious.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get curious.json" new file mode 100644 index 0000000..cb834e2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get curious.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Get curious", + "text": "# 变得好奇\r\n\r\n原文：[Get curious (andymatuschak.org)](https://notes.andymatuschak.org/zKvtqpdyujNByokN4fSahKrgNgXxCAWD5gRv)\r\n\r\n一个忠告。当我发现我迷失于微小的细节，专注于执行而不是思考迷人且宏观的问题，我会试着提醒自己「变得好奇」。在做了这么多年的技术专家之后，我的默认模式是专注于「任务」、「做事」、「实现」。这当然对有意义的智力创造工作是必须的，但这也无疑是不足的。对行为过于专注会挤占诞生洞见的开放心态。[听见自己的想法很难](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP)。\r\n\r\n例如，当我在写如何表述清单类知识的间隔重复卡片时，我注意到我的思维相当迟钝，为了做而做。这项工作毫无生气。我意识到我正在写的内容中有大量开放问题，所以我将工作从原先的「流利地写下我对这个主题的了解」模式切换到「尝试回答：从认知角度来说，如何学习清单类知识？这种类型的知识应该 **如何** 在间隔重复中呈现？」我经历了一次抛硬币式的切换，并瞬间感到这项工作变得充满活力：我十分好奇这些问题的答案，并且加深了我对这个主题的理解。\r\n\r\n相关笔记：\r\n\r\n- [在创造性工作中执着于产出往往弄巧成拙](https://notes.andymatuschak.org/zWhZZuWVtFXsPNL8Ph3po7R8BEDztTSsN1X)\r\n\r\n- [Research as Understanding - Kanjun Qiu](https://notes.andymatuschak.org/zWJKM8bUDs74L6neciZJUFtYtcxehW37CXc)\r\n\r\n> 学校教给我们的那种死记硬背的科学过程——从一个问题开始，产生假设，用实验测试，得出结论——是一个很好的工具，但它没有抓住最重要的元素：{真的想知道问题的答案}！\r\n\r\n- [专注的软件开发工作是自我否定的](https://notes.andymatuschak.org/z5XqtTcnfBVUBRVFjxY2S1MqAAJDpE2ffyuZZ)", + "type": "text/markdown", + "caption": " 变得好奇\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Get curious" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get playful.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get playful.json" new file mode 100644 index 0000000..c744ec1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Get playful.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Get playful", + "text": "# 变得好玩\r\n\r\n原文：[Get playful (andymatuschak.org)](https://notes.andymatuschak.org/ziHJKnDvMUWnBBpTEsVg3iVNxKrCieEUaEr)\r\n\r\n这是一个与[变得好奇](https://notes.andymatuschak.org/zKvtqpdyujNByokN4fSahKrgNgXxCAWD5gRv)密切相关的忠告，不过他更适合于做出行动的时刻。\r\n\r\n不要担心做得「对不对」，不要担心要「花多长时间」，不要担心能否「解决」问题或是否「重要」。享受你感觉到的与问题的互动和冲动就好了。依冲动行事；看看会发生什么；再遵循新的冲动。躁起来！\r\n\r\n## 例子\r\n\r\n当我想到这一点时，很难不想到像 Jacob Collier 这样的人（见[这个访谈](https://www.youtube.com/watch?v=sNCNFm17McA)）。他似乎过着一种不断玩耍的音乐探索生活。我觉得把他当做榜样很有帮助。", + "type": "text/markdown", + "caption": " 变得好玩\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Get playful" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to Take Smart Notes - Ahrens.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to Take Smart Notes - Ahrens.json" new file mode 100644 index 0000000..964254d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to Take Smart Notes - Ahrens.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/How to Take Smart Notes - Ahrens", + "text": "# 卡片笔记写作法 - Ahrens\r\n\r\n原文：[How to Take Smart Notes - Ahrens (andymatuschak.org)](https://notes.andymatuschak.org/z6o5eS2DnpMwe2HnHyhgQAmmGkRCtkKina73u)\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n一本关于[§笔记写作系统](https://notes.andymatuschak.org/zhmLXArqiCMDr9Q13ViqN3hh3SmrKzjQxWAr)实践的核心书籍。Sönke 主要关注的是[卡片盒笔记系统](https://zettelkasten.de/introduction/zh/)对学术写作过程的好处。这里的一个核心观点是，创造性的写作可以变得相对封闭和可操作；通过一系列步骤，凭借紧密连接的笔记系统，它极易执行，类似 GTD 风格。\r\n\r\n------\r\n\r\n## 关于关联的建议…\r\n\r\n关键词应该是稀疏的，并经过严格地精选。它们主要是作为一个「跳板」：笔记之间的联系将成为主要的导航手段。[索引参考 vs. 标签](https://notes.andymatuschak.org/z6ztEgzqZichYTJgabhYQLn4UY4FbC1JMH394)、[标签是一种无效的关联结构](https://notes.andymatuschak.org/z3MzhvmesiD2htMaEFQJif7gJgyaHAQvKH49Z)\r\n\r\n\\- c) 确保你以后能够找到这个笔记，要么从你的索引中链接到它，要么在一篇已经被链接到索引的笔记中做链接，来作为一个讨论或者话题的入口。\r\n\r\n\\- 在卡片盒笔记系统中，关键词可以像标签一样轻松地添加到笔记中，然后显示在索引中。关键词要谨慎选择，宁缺毋滥。卢曼会在索引中的关键词旁边添加一个或两个（很少是更多）笔记的编号（Schmidt 2013, 171）。\r\n\r\n\\- 因为卡片盒不应该被用作档案，只从中取出我们放进去的东西；而是应该作为一个系统来思考，笔记之间的互相链接比从索引到单个笔记的链接重要得多。\r\n\r\n\\- 人们选择关键词的方式清楚地显示了他们是像档案员还是像作家那样思考。他们是否想知道把笔记存放在哪里，亦或如何检索它？档案员会问，哪个关键词是最合适的？作家则问：在什么情况下，就算我忘了一个笔记，我也能偶然发现它？这是一个关键的区别。\r\n\r\n我们应该提防自动链接。[最好选择明确的关联，而非推荐的关联](https://notes.andymatuschak.org/z4RjXweCWNTdmHUFJpDCPmWVnwBEDbKviu9QJ)\r\n\r\n\\- 即使 Zettelkasten 在这里也提出了建议，例如基于联合文献的参考，但做好交叉参考是一个认真严肃的问题和思想发展的关键部分。\r\n\r\n## 关于构建笔记档案的建议\r\n\r\n在未来，你可能会考虑「X 对 Y 的影响」，而不是某本关于该主题的某本书籍。通过使用[常青笔记应以概念为导向](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)，你可以建立一个组织结构，这个组织结构体现的是：你想在未来的何种背景下看到这些想法。\r\n\r\n\\- 许多学生和学术作者在做笔记时的想法与早期的船主一样。他们凭直觉处理他们的想法和发现：如果他们读到一个有趣的句子，他们就在下面划线；如果他们想做评论，他们就把它写在空白处；如果他们有一个想法，他们就把它写在笔记本上；如果一篇文章看起来足够重要，他们就会努力写一篇摘录。这种方法会让你在很多不同的地方留下不同的笔记。那么这就意味着，写作在很大程度上依赖你的大脑来记住这些笔记是在什么地方和什么时候写下的。然后，文本必须独立于零散的笔记进行概念化，这就解释了为什么那么多人诉诸于头脑风暴，但是在事后又得根据原来的想法安排资源。\r\n\r\n\\- 在旧系统中，问题是：我在哪个主题下存储这个笔记？在新系统中，问题是：我想在哪种情况下再次看到它？\r\n\r\n\\- 如果你需要一个额外的步骤来理解或掌握一个想法，短暂的文字笔记是有意义的，但它们不会在写作过程的之后阶段帮助你，因为当你需要它来证明一个论点时，划线的句子绝不会自己出现。\r\n\r\n项目笔记的重要之处似乎在于它们与永久笔记分开。\r\n\r\n\\- 项目笔记，只与一个特定的项目有关。它们被保存在一个特定的项目文件夹中，在项目结束后可以被丢弃或归档。\r\n\r\n不需要详尽地处理每一个主题：只需写下似乎可能帮助你思考你当下聚焦的主题的内容。\r\n\r\n\\- 因为卡片盒的目的不是要成为一本百科全书，而是一个思考的工具，所以我们不需要担心完整性。我们不需要为了弥补笔记序列中的空白而写下任何东西。我们只写下有助于我们自己的思考的内容。\r\n\r\n## 相较于记忆系统\r\n\r\n抽认卡需要详细阐述，并嵌入上下文中。\r\n\r\n\\- 抽认卡上的信息既没有详细阐述，也没有嵌入到某种形式的上下文中。每张卡片都是孤立的，而不是与理论框架的网络、我们的经验或我们的心理模型体系相连。\r\n\r\n[常青笔记的维持近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)，但它在一个更自然的情境下。\r\n\r\n\\- 我们学习某样东西时，不仅要把它与前置知识联系起来，并试图理解其更广泛的含义（阐述），而且还要在不同的时间（间隔）和不同的背景下（变化）试图提取它，理想情况是在机会的帮助下（背景干扰）和故意的努力下（提取）。笔记盒不仅让我们有机会接触有保证的学习方式，而且，我们一用它，我们就完全按照它推荐的方法进行学习。\r\n\r\n记忆的局限性\r\n\r\n\\- 选择是我们的精神之船的骨架。在这种情况下，记忆的作用是显而易见的。如果我们记住了所有的东西，那么在大多数情况下，我们就会像什么都不记得一样糟糕。我们回忆一个时间段所花的时间和原来流逝的时间一样长，同时思考永远不会有进展。(William James 1890, 680)。\r\n\r\n## 笔记帮助你准确思考\r\n\r\n在阅读中记笔记是检测理解的好方法：要是不理解，就总结不出来。并且，进一步将现在的笔记联系并整合进之前的笔记中，理解效果会更好。[写作促使人们更加深入地理解](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)\r\n\r\n\\- 如果我们这时想糊弄自己，写的笔记语焉不详，那么紧接着，当我们要把文献笔记改成永久笔记时，并把它们与其他笔记联系起来时，问题就来了。\r\n\r\n> 记笔记，并将其整理到卡片盒中，只不过是为了理解某件事情背后蕴含着的更广泛的意义。卡片盒迫使我们提出许多阐述性的问题：它意味着什么？它与某事有什么联系？它与某事有什么区别？它与什么相似？\r\n\r\n[自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)\r\n\r\n\\- 康德在《什么是启蒙》中谈到：「[不成熟](https://notes.andymatuschak.org/z6o5eS2DnpMwe2HnHyhgQAmmGkRCtkKina73u)状态就是不经别人的引导，就对运用自己的理智无能为力。当其原因不在于缺乏理智，而在于不经别人的引导就缺乏勇气与决心去加以运用时，那么这种不成熟状态就是自己所加之于自己的了。Sapere aude！要有勇气运用你自己的理智！这就是启蒙运动的口号。」（康德 1784，何兆武译）\r\n\r\n\\- 但在写卡片盒第一篇笔记时，我问自己的第一个问题是：「这对我自己的研究和利用卡片盒思考问题有什么帮助？这是另一种发问方式：为什么我写下的这些内容会引起我的兴趣？」\r\n\r\n卡片盒笔记系统在认识论上说一不二，更有可能发现相反的事实[常青笔记是发展大胆想法的安全场所](https://notes.andymatuschak.org/z8RTzukqNLKFXzqLwx25HrUrg5E5jiziGznWB) [写作促使人们更加深入地理解](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)\r\n\r\n\\- 敞开心扉寻求洞见的第一步，也是最重要的一步，就是将我们发现论点和想法的工作方式从自上而下变为自下而上。\r\n\r\n我们很难看到文本中「没有」说的东西。通过将个人阅读理解与先前的笔记结合起来，我们自然会遇到作者可能没有遇到难点。[写作促使人们更加深入地理解](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)\r\n\r\n\\- 有经验的学术读者通常是带着问题去阅读文本，并试图结合其他可能有用的方法；而没有经验的读者则倾向于采用文本中已有问题和论证的框架，并将其作为既定的内容。优秀的读者能做的是发现某种方法的局限性，看到文本中没有提到的东西。\r\n\r\n## 人们不当地忽略了记笔记的问题\r\n\r\n大多数人都不擅长写笔记，而且由于间接和延迟的反馈，他们往往不自知。[笔记写作实践通常是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)\r\n\r\n\\- 人们不重视笔记写作的另一个原因是，即使笔记写得不好，也不会立即得到任何负面的反馈。\r\n\r\n写笔记似乎会花大量时间，但那是与理想状态相比，而 **不记笔记的阅读往往浪费全部时间** 。[常青笔记有助于积累阅读成果](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)\r\n\r\n\\- 虽然写下想法像是绕了远路，得花费额外时间； 但不记笔记才是真正的无效功，因为我们读到大多数东西都会被忘掉。\r\n\r\n## 笔记有助产生创造性洞见\r\n\r\n人们专注于写书和论文，但这远远不够：他们需要将关于这个主题的大量仔细思考综合起来。\r\n\r\n\\- 通常是在在少数特殊的境况需要写作，比如写一部长篇小说、一本专著、一篇文章，或者是对于学生，论文和需要交的内容。\r\n\r\n\\- 每一项知识性的努力都是从已有的观念开始的。之后这些观念在进一步的探究过程中转化，并能成为后续努力的起点。这基本上就是伽达默尔（Hans-Georg Gadamer）所说的解释学循环（Gadamer 2004）。\r\n\r\n头脑风暴是辅助...\r\n\r\n\\- 由于很少人教授或讨论记笔记的正确方法，几乎所有的写作指南都建议从头脑风暴开始，也就不足为奇了。如果你过去从不写作，你确实只能依赖大脑。就其本身而言，头脑风暴不够好：既不客观也不可靠——在学术或非虚构写作中，这两个方面相当重要。推广从头脑风暴开始的做法更令人惊讶，因为头脑风暴不是大多数想法的起源。预想着通过头脑风暴从脑子中搜罗出的东西，本来也不是你的大脑想出的。它们的来源在大脑之外。\r\n\r\n\\- 谈到记笔记，许多学生和学术写作者的想法与早期的船主一样。他们以立竿见影的方式处理他们的想法和发现：如果读到有趣的句子，就在下面划线。如果想做点评，就在空白处写下来。如果想到一个点子，就记到笔记本上，如果一篇文章看起来足够重要，就努力写一篇摘录。这样做会让你在很多不同的地方留下很多不同的笔记。那么，写作就意味着在很大程度上依靠你的大脑来记住这些笔记是在何时何地写下的。然后，文本必须独立于零散的笔记进行概念化，这就解释了为什么那么多人诉诸于头脑风暴，但是在事后又得根据原来的想法安排资源。\r\n\r\n笔记档案是一个安全的地方，可以让不成熟想法逐步完善。\r\n\r\n\\- 史蒂芬·约翰逊（Steven Johnson）有本书颇富洞见，这本书描述了科研工作者和普通人得到新想法的过程，并将其称为「慢直觉」。他强调，实验空间对此不可或缺。这种空间使得各种想法可以自由交融（Johnson 2011），因而是慢直觉得以运转的先决条件。人人思路开阔的实验室便可以提供实验空间，过去巴黎的咖啡馆也可以，在那里知识分子和艺术家能自由地讨论各种想法。我认为卡片盒同样是实验空间，因为卡片盒也能实现各种想法的自由交融，并从中孕育出新颖见解。\r\n\r\n## 写作时的精神状态\r\n\r\n记笔记的做法可以把写作变成一个可预测、可操作的过程（「从丰富开始」）。此即[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)\r\n\r\n\\- 要想写出一篇好的论文，你只需重写一份好的草稿；要想写出一份好的草稿，你只需要把一系列的笔记变成一篇连续的文本。由于一系列的笔记只是你已有笔记的重新排列，你真正要做的就是在你阅读时拿着笔。\r\n\r\n[闭合开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)\r\n\r\n\\- 只有当工作记忆中没有其他东西萦绕不去而占用宝贵的精神资源，我们才能体验到艾伦所说的「心如止水」——在这种状态下，我们可以专注于眼前的工作，而不会被其他的想法分心。\r\n\r\n [常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)\r\n\r\n\\- 因为每个任务的结果得到记录，它们之间可能存在的联系因而变得清晰可见，我们便可以很容易地随时接着上次停下的地方继续工作，而不必一直把它记在心里。\r\n\r\n\\- 如此这般，我们不再需要记住还有什么事情没完成，也可以从上次停止的位置继续完成这项任务。这也正是通过写作思考的优势之一，即把所有事情置于思绪之外。\r\n\r\n卡片盒笔记系统（Zettelkasten）能降低改稿的情绪负担。对某一特定作品来说，低价值的材料可以转变为永久笔记，在未来提供价值。或者说，如果「写作」始于笔记档案，那么删除手稿材料也无妨，因为它在其他地方还存在着。[常青笔记工作流能降低改稿的情绪负担](https://notes.andymatuschak.org/z26G5QDZgkk3mLTJoWHfzM6kjRzHpTAWHeZWN)\r\n\r\n\\- 最困难的任务之一是严格删除论证中没有作用的东西 ——「对心头肉开刀」。[42](https://notes.andymatuschak.org/z26G5QDZgkk3mLTJoWHfzM6kjRzHpTAWHeZWN)当你把有问题的段落移到另一个文件中，并告诉自己以后可能会用到它们，这就变得容易多了。\r\n\r\n笔记是一种关注「投入而非产出」的方式，它不仅仅关乎时间。[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8) [常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)\r\n\r\n无压上手\r\n\r\n\\- 他不仅强调他从不强迫自己去做不喜欢的事情，他甚至说：「我只做容易的事，我只在立马知道如何去做的时候写作。如果我有片刻的动摇，就会把这件事放在一边，做别的事情。」(Luhmann et al., 1987, 154f.) [4](https://notes.andymatuschak.org/z6o5eS2DnpMwe2HnHyhgQAmmGkRCtkKina73u)\r\n\r\n\\- 「如果某件事暂时停滞不前，我就将它放置一边，转头去做别的事情。」有人问他在被项目卡住时还会做什么，[卢曼](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)回答道，「嗯，写其他的书。我总是齐头推进不同的稿件。这样同时推进不同项目，我从来不会遇到心理障碍。」\r\n\r\n\\- 这部分是由于前面提到的[蔡加尼克效应](https://en.wikipedia.org/wiki/Zeigarnik_effect)（Zeigarnik 1927），即我们的大脑倾向于在一项任务完成之前一直占据注意力。如果我们看到了终点线，我们往往会加速，正如每个跑过马拉松的人都知道的那样。\r\n\r\n试金石：写作是头等大事。所有活动都应通向写作。\r\n\r\n\\- 专注于写作，好像其他的都不重要，并不意味着其他事情就敷衍了事，相反，专注写作一定会让你做事方法有所该关注。当你参加讲座、讨论或研讨会时，有明确、具体的目的，你就会更加投入、更有的放矢。\r\n\r\n------\r\n\r\n## 未分类\r\n\r\n- 抽象是分析和比较概念、进行类比和组织思想的关键，这在涉及跨学科工作时尤其如此（Goldstone and Wilensky 2008）。能够抽象和组织想法，同样只是等式的一面。如果没有一个能将抽象思维化为输出的平台，我们将会一无所获。而具体标准化的笔记，迫使我们将信息综合，把想法结合多个背景，并以创造性的方式进行比较和组合，同时保留信息的真正内涵。\r\n\r\n- 我们不需要担心什么该被记下，因为我们已经回答了这个问题——每天都回答很多次。每当我们读到一些东西时，就会做出决定，什么值得写下来，什么不值得。\r\n\r\n- 正是开始时的决定——把写作作为整个智力工作的中心和终点，彻底改变了寻找话题的作用。现在与其说是寻找写作的主题，不如说是在研究通过写作产生的问题。\r\n\r\n- 这就是为什么我们需要对它进行阐述。阐述只不过是以一种有意义的方式将信息与其他信息联系起来。阐述的第一步是对某一信息进行足够的思考，以便我们能够写下它。第二步是思考它对其他上下文意味着什么。", + "type": "text/markdown", + "caption": " 卡片笔记写作法 - Ahrens\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How to Take Smart Notes - Ahrens" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to collect observations while reading.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to collect observations while reading.json" new file mode 100644 index 0000000..31ebd4f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_How to collect observations while reading.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/How to collect observations while reading", + "text": "# 如何在阅读时整理所得\r\n\r\n原文：[How to collect observations while reading (andymatuschak.org)](https://notes.andymatuschak.org/z71FeBJGqZdyA78UNTwXCWcMGUVCWk1XsLvPS)\r\n\r\n[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)很重要，但在阅读和写作精细打磨的笔记之间来回切换会让人分神。所以，在阅读时应当轻巧地收集见解。你可以把它们存放在[为临时性而不完整的笔记建立的写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)中，从而[关闭开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)，便于后续处理（见[如何将阅读标注加工成常青笔记](https://notes.andymatuschak.org/z2PJ51tCXuPFxnfFVUxxgwjvZ1geu4YnYm7hK)）。\r\n\r\n注释——即使是含有你自己的文字的内联旁注——也没有什么信息价值。它们是原子化的，彼此之间没有联系，更无法聚沙成塔；它们非常浓缩，基本上没有经过编辑。没关系：把注释看作是提醒，对你说着「嘿，看看这段话」，有只言片语充当上下文，以唤起你对这段话的记忆。\r\n\r\n你反正都要写能持久经用的笔记，所以注释只要有足够信息能重现阅读时刻的心理情境即可。但这一方式是不可持续的，因为长此以往，你每次想要回想你对这本书的体验，就要面对一大堆钩子，个个都要「追溯」。\r\n\r\n在处理这些观察结果时，你希望能高屋建瓴，将相似想法汇集成簇，所以通过可操作的方式来收集注释是很有帮助的。\r\n\r\n具体来说，我正在尝试的方法包括：\r\n\r\n- 实体书：\r\n\r\n - 在一张 A7 纸上写下几个字（[方便在外出时抓住灵感的口袋笔记本](https://notes.andymatuschak.org/z5FKgZAnMhS73t9kenbVUYx23CHSQAE1gKxVf))\r\n\r\n - 在感兴趣的段落旁边空白处画个点或画条线，并折上页角。\r\n\r\n- 网络文章：\r\n\r\n - 将所有有趣的摘录复制粘贴到写作收件箱里的单条工作笔记中。\r\n\r\n - 或者，使用 Bear 摘录器搭配标记工具。\r\n\r\n- 电子书和 PDF：\r\n\r\n - 使用应用内的荧光笔\r\n\r\n - 在收件箱中把所有标记的重点导出到工作笔记中，将其汇集成丛\r\n\r\n ::TODO::\r\n\r\n我发现数字解决方案相当不令人满意：在这些解决方案中，浏览一个又一个注释很慢，而且很麻烦。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nhttps://zettelkasten.de/posts/making-proper-marks-in-books\r\n\r\n> 文本激发了一个想法，而灵感的源泉就流淌在文本之中。\r\n\r\nhttps://zettelkasten.de/posts/create-zettel-from-reading-notes\r\n\r\n> 在阅读时在我的 Mac 上做笔记对我来说是行不通的。我在打字时的状态，与我在阅读印刷品时的状态差别太大。来回走动需要费力地转换心理准备。首先，我一段时间后便会感到疲惫。其次，这种切换破坏了专注：我无法正确地跟随文本。这就是为什么我在纸上做笔记，并在页边上用小 * 标记我想参考的段落。", + "type": "text/markdown", + "caption": " 如何在阅读时整理所得\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How to collect observations while reading" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Human channel capacity increases with stimulus dimensionality.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Human channel capacity increases with stimulus dimensionality.json" new file mode 100644 index 0000000..b0188a9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Human channel capacity increases with stimulus dimensionality.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Human channel capacity increases with stimulus dimensionality", + "text": "# 人类的信道容量随着刺激维度的增加而增加\r\n\r\n原文：[Human channel capacity increases with stimulus dimensionality (andymatuschak.org)](https://notes.andymatuschak.org/z7LQGcrQpYKed1qdC1nS7Dg8Ad6gdi1apWyuZ)\r\n\r\n对于单维刺激，[人作为信息处理器时的信道容量](https://notes.andymatuschak.org/z8iJEzmLdBMoWYtQHkDohDgeWz6UBGm74qEiW)只有几个比特，但在日常生活中，我们似乎经常产生比这更复杂的刺激。对这种差异的一个解释是，人类的信道容量随着刺激的{维度}而{增加}。\r\n\r\n例如，Miller 对来自 Hake 和 Garner（1951 年）以及 Coonan 和 Klemmer（与 Miller 的未发表的通信）的数据分析（1956 年，第 85-87 页）表明，人类对直线上的点的通道容量在 {3.2 和 3.9 比特（在 10-15 类的分类任务中）}之间，而 Klemmer 和 Frick（1953 年）的数据表明，人类对 **矩阵** 中的点的信道容量约为 {4.6 比特（在约 24 类的分类任务中）}。\r\n\r\nMiller 的图（1956 年，第 88 页）总结了来自独立变化的维度的数据：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/1C53311F-EC04-4676-8672-7ED7ACADDF55-30732-0002A26C97E70BC1/F46EFF27-ED01-48BB-BEB4-58C004B4A8DD.png]]\r\n\r\n通道容量不会随着维数的增加而线性增加。事实上，随着维度的增加，只要{需要判断区分的类别的数量大于维度}，任何单个变量的渠道容量都会可靠地{减少}。(Miller, 1956, p. 89)，。(Erikson, 1955, p. 327-329)\r\n\r\n即使在所增加的维度不是独立的情况下，这种效应似乎也持续存在，例如，当同时将大小、亮度和色调与单一变量相关联时，通道容量为 4.1 比特，而任何孤立的属性为 2.7 比特（Eriksen, 1955, as aggregated by Miller, 1956, p. 88）。\r\n\r\nMiller 猜想（1956 年，第 91 页），这种效应在 10 维左右收敛，但当时并没有证据。Halford 等人（1998 年）回顾了中间的证据，认为该效应的极限更接近于 {4}。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEriksen, C. W., & Hake, H. W. (1955). Absolute judgments as a function of stimulus range and number of stimulus and response categories. Journal of Experimental Psychology, 49(5), 323–332. https://doi.org/10.1037/h0044211\r\n\r\nHake, H. W., & Garner, W. R. (1951). The effect of presenting various numbers of discrete steps on scale reading accuracy. Journal of Experimental Psychology, 42(5), 358–366. https://doi.org/10.1037/h0055485\r\n\r\nHalford, G. S., Wilson, W. H., & Phillips, S. (1998). Processing capacity defined by relational complexity: Implications for comparative, developmental, and cognitive psychology. Behavioral and Brain Sciences, 21(6), 803–831. https://doi.org/10.1017/S0140525X98001769\r\n\r\nKlemmer, E. T., & Frick, F. C. (1953). Assimilation of information from dot and matrix patterns. Journal of Experimental Psychology, 45(1), 15–19. https://doi.org/10.1037/h0060868\r\n\r\nMiller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158 [Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)", + "type": "text/markdown", + "caption": " 人类的信道容量随着刺激维度的增加而增加\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Human channel capacity increases with stimulus dimensionality" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Inappropriate time pressures often harm creative work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Inappropriate time pressures often harm creative work.json" new file mode 100644 index 0000000..a3254df --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Inappropriate time pressures often harm creative work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Inappropriate time pressures often harm creative work", + "text": "# 不适的时间压力往往会毁掉创造性工作\r\n\r\n原文：[Inappropriate time pressures often harm creative work (andymatuschak.org)](https://notes.andymatuschak.org/zv3oHi3CgUz3yjrKceuSznBQXYQeEWVW7KW)\r\n\r\n[约束往往会带来创造力](https://notes.andymatuschak.org/zfsf2tFq4u5TuCgCMyWgFhwrTSMofHby1ae)，但是，当约束的性质与手头的工作完全不兼容时，就另当别论了。例如, when you’re not what direction to head next in a design, “Crazy Eights” can help: fold a piece of paper into eight parts, then spend one minute sketching an idea into each part. Great! If you’ve got momentum on a project, setting a timeline can help you make better trade-offs, satisfice into “done”, and sometimes even focus. But if you’re trying to finish up a major creative project before some deadline, and you find yourself in a state that’s incompatible with the deadline, then that time pressure isn’t going to provide helpful focus: it’s going to make you feel like a failure ([Scarcity mindset](https://notes.andymatuschak.org/znutNAv4ejW7nWwtzCnXQfAbbK8jS8DeAC3)) and make the work even worse.\r\n\r\n这是[在创造性工作中执着于产出往往弄巧成拙](https://notes.andymatuschak.org/zWhZZuWVtFXsPNL8Ph3po7R8BEDztTSsN1X)的特例。另一个也相关的笔记：[深度研究需要比科技行业更慢的节奏](https://notes.andymatuschak.org/zhY2FQgMFwzqH7FKB8bnMvNGng9jmKtYshbu)\r\n\r\n## 统计书的故事\r\n\r\n这里有一个有关我的经历的实打实的呃故事。我正在制造一个有关新设计的大型演示视频的途中。 I’d previously set myself the goal of finishing the video by the end of the month. At the start of the week, I sketched out what I’d need to do to make that happen. It looked just barely possible, but everything needed to go perfectly all week to make it happen.\r\n\r\n在最后一周的周二晚上，我逐渐熟练读完了该统计读本，我试图去适应该视频。The sections I’d previously prepared wouldn’t work with the script after all; I needed to use a later chapter. So I flipped to the later chapter and started looking for a passage I could adapt. This is where the trouble started. Because I was in a hurry, I wasn’t really *reading* the textbook; I was just pattern matching for something that would solve my problem. I didn’t give myself enough time to really understand what was being said, so nothing seemed to match. I’d get harried and flip to the next section, which I’d understand even less well. But I didn’t really understand that this was what was happening—I thought I just needed to keep searching for the right spot. After somehow burning 90 minutes of flailing without any real progress, I finally realized that I needed to stop and actually read the textbook. I did that, and after 30 minutes I had what I needed.\r\n\r\n所以，这个故事直接看来大概传递了这个道理：好吧，慢下来，要用正确的方法做事，乱打乱撞会浪费更多的时间。但我认为更重要的是，我在那整个时期都感到压力重重，不快乐——即使我最后真的停下来且仔细阅读！这是因为，我那时仍想着要在逼近的截止日期前完成所有事情。我脑袋中的[守时者](https://notes.andymatuschak.org/z23CNTLfky3W29Za785v2tnASVogtczGW77x)主导着我的情绪。在这种心态下，每个挫折都变成了一种威胁——一个需要解决的问题，而非[激发好奇心](https://notes.andymatuschak.org/zKvtqpdyujNByokN4fSahKrgNgXxCAWD5gRv)的动力，而且很难[变得轻松愉快](https://notes.andymatuschak.org/ziHJKnDvMUWnBBpTEsVg3iVNxKrCieEUaEr)。这不仅令人不悦，而且也不能成为我做我喜爱的事的方式。\r\n\r\n中午的时候，我出去散了步，但仍然对早上的那段工作感到紧张。突然之间，我意识到我不快乐的经历完全是自己造成的，根本没有必要，我笑了起来。我对自己说：“你知道的，*下周*发布这个演示没什么关系——无论你是否喜欢，这显然就是将要发生的事情”，于是，所有的紧张感立刻消失了。取而代之的是[丰盈感](https://notes.andymatuschak.org/zRCKm3mveX2C2LVCSZEGuSphQNmW5zGd2Rc)。更有趣的是：客观地看，在我没有给自己施加强烈的时间压力的那段时间，我完成的工作量和现在差不多！是，也许会稍微少一点；而且有时我会陷入困境，这种困境在有明确的截止日期时便可以避免。但没有时间压力时，我更可能偶然产生重要的深刻见解。对于我的工作而言，深刻见解而非工作量的产出密度是最重要的衡量标准。", + "type": "text/markdown", + "caption": " 不适的时间压力往往会毁掉创造性工作\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Inappropriate time pressures often harm creative work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Indexed references vs.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Indexed references vs.json" new file mode 100644 index 0000000..5561b5b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Indexed references vs.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Indexed references vs", + "text": "# 索引参考 vs. 标签\r\n\r\n原文：[Indexed references vs. tags (andymatuschak.org)](https://notes.andymatuschak.org/z6ztEgzqZichYTJgabhYQLn4UY4FbC1JMH394)\r\n\r\n标签在当代信息系统中很常见，但[标签是一种无效的关联结构](https://notes.andymatuschak.org/z3MzhvmesiD2htMaEFQJif7gJgyaHAQvKH49Z)。一个更有效的历史先例是出版业中的*索引*。\r\n\r\n索引并不力求记录包含某一特定术语的 **所有** 相关页面；相反，它只记录少数几个最重要的页面在第几页。相比之下，带有特定标签的页面列表往往变得相当臃肿。\r\n\r\n索引也可以包括其他编辑备注。例如，一个条目可能会注明「另见：......」\r\n\r\n索引条目和复杂的标签系统都可以是分层的。\r\n\r\n## 在卡片盒笔记系统中\r\n\r\n卢曼把他的索引卡严密地整理起来。这里索引主要是作为跳板使用：笔记间的关联更为重要。\r\n\r\n[随着链接排名的可视化，注释标签的做法应如何改变？](https://notes.andymatuschak.org/z6sneASDP9aEWzMRyreUk8ZDL1doujXWJerS3)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 在卡片盒笔记系统中，关键词可以像标签一样很容易地被添加到笔记中，然后显示在索引中。它们应该被小心翼翼地选择，而且要稀少。卢曼会在索引中的关键词旁边添加一个或两个（很少添加更多）笔记的编号（Schmidt 2013, 171）。\r\n\r\n> 因为它不应该被用作归档——归档的话我们只是把我们放进去的东西拿出来——而是作为一个系统来思考，笔记之间的引用比从索引到单个笔记的引用重要得多。\r\n\r\n[好标签和坏标签的区别 • 卡片盒笔记系统](https://zettelkasten.de/posts/object-tags-vs-topic-tags/)\r\n\r\n> 只有针对于我所使用的对象和在笔记中提到的标签才是有价值的：为了在远距离上采取精确的行动，我需要一把狙击步枪而不是霰弹枪。\r\n\r\n>\r\n\r\n> 当你在你的档案库中搜索一个主题（topic）就像猎枪把子弹射进树林，于是开始希望能收获过会放在餐桌上的食物。我需要一把狙击步枪，夜视镜，和红外线卫星图片，就像我在反恐精英中作弊一样。（顺便说一下，我从来没有做过。）那里有一些偷偷摸摸的、珍贵的游戏。", + "type": "text/markdown", + "caption": " 索引参考 vs. 标签\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Indexed references vs" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Insight through making prefers bricolage to big design up front.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Insight through making prefers bricolage to big design up front.json" new file mode 100644 index 0000000..e462afb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Insight through making prefers bricolage to big design up front.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Insight through making prefers bricolage to big design up front", + "text": "# 实践出洞见时，建议摸石头过河而不是先画蓝图\r\n\r\n原文：[Insight through making prefers bricolage to big design up front (andymatuschak.org)](https://notes.andymatuschak.org/z7Ldzn94FibghJBEG9hAebu8LMNV7NVBFvsfg)\r\n\r\n如果系统意在拓宽自身所依赖的理论的边界，开发这种系统时，根据[实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)，应当理论和系统开发齐头并进，从而能在两者的交汇处发现新的进展。[有效的系统设计需要从真刀真枪的使用情境汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)：必须在新系统中不断实现新的理论想法，并在一些真刀真枪的使用情景下观察这些想法的影响。\r\n\r\n这些反馈环路很短，因此合适的做法是摸石头过河（bricolage），而不是前期画大蓝图。但关键是，你必须努力垒出 **具体** 的一块块「石头」：很容易像醉汉一样漫无方向。\r\n\r\n我怀疑这便是 Ted Nelson 的系统没有取得预想成功的部分原因：他和他的同事无休止地做着前期设计，却从来没有把他们的想法应用起来，运用他们的系统书写文本，或者完成他们的工作。\r\n\r\n- 一个关键挑战：[软件开发和研究思维之间的转换成本很高](https://notes.andymatuschak.org/z78pmtn8LMt6npZyHciSjVZJdp3u7sin61PzG)。\r\n\r\n- 一个后果：[制作思想工具的合作模式要么借助兼职承包商，要么要求深入的全职合作伙伴，两者之间存在极大的鸿沟](https://notes.andymatuschak.org/z2X4gqapT9PWVYmSZ2iq4TFAVU5pgPszRKxz)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n> 我估计是尽一切所能实现构想的人……实现想法让想法成为现实，让我雀跃万分……一旦想法成为现实，它会开始讲自己的故事。\r\n\r\n> —Dan Ingalls, as quoted in Nielsen, M. (2018). *Augmenting Long-term Memory*. http://augmentingcognition.com/ltm.html", + "type": "text/markdown", + "caption": " 实践出洞见时，建议摸石头过河而不是先画蓝图\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Insight through making prefers bricolage to big design up front" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Interaction is a cost center in interface design.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Interaction is a cost center in interface design.json" new file mode 100644 index 0000000..b5c5ac2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Interaction is a cost center in interface design.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Interaction is a cost center in interface design", + "text": "# 交互是界面设计中的成本中心\r\n\r\n原文：[Interaction is a cost center in interface design (andymatuschak.org)](https://notes.andymatuschak.org/z87TFgTr98bz3MNFT26NhegyRCMgdkfNTBAzp)\r\n\r\n界面设计者通常对设计「有吸引力的交互」感兴趣，但交互本来就是是强加给用户的负担——是需要避免的负担。如果我正在使用界面来分析数据，零互动是最理想的状态。我阅读一屏幕的信息，注意到一个模式，然后回答我的问题。任何过滤框、导航按钮和清洗器都是额外的成本。\r\n\r\n当然，无论如何深思熟虑地呈现，在没有互动的情况下，都有太多的信息无法理解。在这些情况下，谨慎地使用互动性，可以过滤可能性空间，进而得到益处，但必须始终仔细地平衡这种益处所带来的割裂感。\r\n\r\n（2006 年）Bret Victor 还观察到：\r\n\r\n> 交互除了可能极其浪费时间，还有更严重的问题：\r\n\r\n>\r\n\r\n> 用户必须已经知道她想要 **什么** ，才能要求得到它。如果软件能利用历史信息和环境做推断，便能为用户提供相关的信息，而用户甚至不知道自己需要这些信息，纯粹的交互式软件迫使用户做出先手。\r\n\r\n>\r\n\r\n> 用户必须知道 **如何** 问。也就是说，她必须学会操纵一台机器。在软件可用性社区中，Donald Norman 关于确定用户的「心理模型」的概念已经广为流传，直至现在，被认为是一个核心的设计挑战。然而，Norman 是在 **机械** 设备的背景下描述这个概念的。它只适用于某些软件，那些软件实际上隐性令用户建立模型。一个低交互的、非机械性的信息图形可以使用户和设计者免于在心理模型上的挣扎。\r\n\r\n>\r\n\r\n> 导航意味着状态。可以导航的软件会使用户迷路。导航越多，陷进去的角落就越多。可操纵的状态越多，进入「坏模式」的方式就越多。状态是人们害怕计算机的主要原因——有状态的东西可以被 **破坏** 。(注：一本书保持的唯一状态是它打开了哪一页，这就是为什么「迷失在一本书里」描述了一种愉悦的体验！）。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nVictor, B. (2006, March 15). Magic Ink: Information Software and the Graphical Interface. http://worrydream.com/MagicInk/", + "type": "text/markdown", + "caption": " 交互是界面设计中的成本中心\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Interaction is a cost center in interface design" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Internally-modulated learning is self-actualizing; externally-modulated learning is self-abnegating.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Internally-modulated learning is self-actualizing; externally-modulated learning is self-abnegating.json" new file mode 100644 index 0000000..e999900 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Internally-modulated learning is self-actualizing; externally-modulated learning is self-abnegating.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Internally-modulated learning is self-actualizing; externally-modulated learning is self-abnegating", + "text": "# 内驱调节的学习是自我实现的；外驱调节的学习是自我否定的。\r\n\r\n原文：[Internally-modulated learning is self-actualizing; externally-modulated learning is self-abnegating (andymatuschak.org)](https://notes.andymatuschak.org/z593cFAtL3wWfMEFZodUYcM9TPQyMDHzEXxvS)\r\n\r\n我们很少为了学习而学习，即使它有时候看起来像这样。学习中的各种行为表现，通常会受来自学习者内部或者外部的因素所调控。\r\n\r\n走出教育机构，「学习」通常只是追求内在意义的路上，一个工具性的目标。隐性的学习目标也可能作为真实的好奇心或审美本能的结果而出现。这些「煽动者」都来自学习者的内在本能，它们作为掌舵手极为有益，因为：学习活动会顺应个人内在追求、好奇心或审美经验的转变。学习活动表达了这些个人的内驱力，并受到它们的调控。一旦内驱力停止，学习就会停止；而感受到学习的正反馈，将反过来激发、塑造这些个人内驱力。这就是自我实现的行为。\r\n\r\n相比之下，另一些学习行为主要是由外部力量驱动的。「机器学习将成为我所在领域的一件大事，所以我想我应该学习一下。」「作为一个所谓的知识分子，我觉得我应该了解柏拉图的论点。」「我听到很多人都在谈论这本书；我想我应该读一读！」当义务感停止时，学习就会停止。无论是奖励还是痛苦，这些活动都将智力的主动性委弃给外部力量。这是自我否定的行为。\r\n\r\n这就是为什么[赋能环境的活动直接服务于内在意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)的一个原因。\r\n\r\n另见[教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)。", + "type": "text/markdown", + "caption": " 内驱调节的学习是自我实现的；外驱调节的学习是自我否定的。\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Internally-modulated learning is self-actualizing; externally-modulated learning is self-abnegating" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_It's hard to hear yourself think.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_It's hard to hear yourself think.json" new file mode 100644 index 0000000..5246573 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_It's hard to hear yourself think.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/It's hard to hear yourself think", + "text": "# 倾听自己的想法很难\r\n\r\n原文：[It’s hard to hear yourself think (andymatuschak.org)](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP)\r\n\r\n一些相关的笔记：\r\n\r\n- [原创思想需要独自沉思](https://notes.andymatuschak.org/zx7FC6fx77bMkBj26dRPy7BRbYFrj8Lehed)\r\n\r\n- [用别人的想法填满闲暇时间是一种文化习惯](https://notes.andymatuschak.org/zDoZS3Wt316napbdaBGU8C8WLVuyPeAu5Bi)\r\n\r\n - [人们更喜欢行动而不是思考](https://notes.andymatuschak.org/zMHvnEVNVQyuU8Uhf4Wij7HnsCD3GgKpAds)\r\n\r\n - [许多人觉得困难的创造性工作在当下大多是不愉快的](https://notes.andymatuschak.org/z2M8gwu3M7qT49TG48bMxH1Ww1yoFmtEYMvt)\r\n\r\n- [与他人交流时，我们往往只强调对某个想法最为了解的部分](https://notes.andymatuschak.org/z2XJiXXqRZX7vvTwTDi6x5c1umxancqrCg4y)\r\n\r\n- [写作促使人们更加深入地理解](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)\r\n\r\n - [自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)\r\n\r\n - [文献笔记是次要的和分离的](https://notes.andymatuschak.org/z2Eg5jPPg8nBJWLGqJwNo5d15TAoEAXamYV7n)\r\n\r\n- [深度研究需要比技术行业具备更慢的节奏](https://notes.andymatuschak.org/zhY2FQgMFwzqH7FKB8bnMvNGng9jmKtYshbu)\r\n\r\n有用的忠告：[变得好奇](https://notes.andymatuschak.org/zKvtqpdyujNByokN4fSahKrgNgXxCAWD5gRv)；[变得无聊](https://notes.andymatuschak.org/zrQz6Eqcnrf3QqEf4A92J5bMSwED9KtMZje)；[变得爱玩](https://notes.andymatuschak.org/ziHJKnDvMUWnBBpTEsVg3iVNxKrCieEUaEr)\r\n\r\n## 助益审慎思考与开放思维的不完全清单\r\n\r\n- 在早晨默认关闭 Wi-Fi\r\n\r\n- 在[我的日程安排](https://notes.andymatuschak.org/z3x7AvJgYzmgEY4kcKdSY2aYxdqWYpTyPqRs8)中保持一致性\r\n\r\n- 提醒自己[我的生产力的关键是，我需要在早上完成高度专注的创造活动](https://notes.andymatuschak.org/zR9LxW1N893EXwQ3Fma1Gz4xPa1tF2Zd6zZ)，记录/跟踪是否发生这种情况。\r\n\r\n- 清晨第一件事是冥想\r\n\r\n- 简单、熟悉的背景音乐\r\n\r\n- 大量长距离散步，一般不听有声读物或播客\r\n\r\n- 我的笔记主要包含我自己的文字（[文献笔记是次要并分离的](https://notes.andymatuschak.org/z2Eg5jPPg8nBJWLGqJwNo5d15TAoEAXamYV7n)）\r\n\r\n- 每周、每月、每季、每年的反思和规划工作\r\n\r\n- 当我工作时，Forest.app（专注森林）在我的手机上运行。\r\n\r\n- 我的手机上没有安装推特、邮箱等软件\r\n\r\n- Focus.app 从早上 7 点到下午 5 点运行，阻止邮件、Twitter 时间线、分散注意力的网站，等等。\r\n\r\n - 我不确定这是不是一个好的做法：[拘泥于「专注」会损害创造性工作](https://notes.andymatuschak.org/z8BENejnm5iyqRUodaqyScehdgnuu9b1vn669)。工作时间块在晚上结束，所以我倾向于在那时做我的漫游，但我不知道这是否太僵硬。\r\n\r\n- 通常在晚上或感觉精力不足时分批回复邮件\r\n\r\n- 通常每天最多在下午五点接受一次会议，以保持白天日程完全开放\r\n\r\n------\r\n\r\n[Deresiewicz, W. (2010, March 1). Solitude and Leadership. The American Scholar.](https://notes.andymatuschak.org/z2Y4z7zQds4otEhLPcoaDY25eVR7PZBoQA5Q)\r\n\r\n> 我自己发现，我的第一个想法从来不是我最好的想法。我的第一个想法总是别人的；它一般是我已经听说过的关于这个主题的某些东西，往往是些传统的智慧。只有通过集中精力，坚持挖掘疑问，耐心等待，调动我全部的头脑，我才能得出一个原创的想法。通过给我的大脑一个机会来进行联想，它才会建立联系并给我一个惊喜。而且，即使这个想法结果并没有变得特别好，我也需要时间去思考，去犯错误并认识到它们，去产生错误的开始并纠正它们，去超越我的冲动，去打败我「宣布工作完成」并转到做下一件事的欲望。\r\n\r\n[Wanting - Luke Burgis](https://notes.andymatuschak.org/z4EX4vWeTcxgfaTEpB2cMqD6kW7Mp1cKJNfKt)\r\n\r\n> 多产的信笔者和特拉普派僧侣 Thomas Merton 在哥伦比亚大学的大学时代注意到这种情况发生在他身上。在生命的后期，他写道：「真正的内在自我必须像宝石一样从海底被拉上来，从混乱中被拯救出来，从不被区分出来，从浸泡在普通的、不显眼的、琐碎的、肮脏的、虚无缥缈的事物中被拯救出来。」\r\n\r\n> 厚重的欲望就像在地表下深处形成的钻石，更接近于地心。厚重的欲望受到保护，不受我们生活中不断变化的环境的波动影响。另一方面，稀薄的欲望是高度模仿性的，具有传染性，而且往往是浅薄的。", + "type": "text/markdown", + "caption": " 倾听自己的想法很难\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "It's hard to hear yourself think" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Leaps of insight emerge from prior thought.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Leaps of insight emerge from prior thought.json" new file mode 100644 index 0000000..acad8f5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Leaps of insight emerge from prior thought.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Leaps of insight emerge from prior thought", + "text": "# 卓越洞见从既往的所思所想中涌现\r\n\r\n原文：[Leaps of insight emerge from prior thought (andymatuschak.org)](https://notes.andymatuschak.org/zSn7SX7yMtnh1ZCQEG44TJoxrH7Udpm9oeEm)\r\n\r\n他人的神来之笔，你看到的只是最终成果，却看不到多少想法在灵光闪现之前被弃之不用。这某种程度上，是因为我们感觉自己的顿悟从来不是靠努力去顺其自然得到的 —— 然而他们的这些灵感却是这样的！\r\n\r\n卓越洞见的诞生，有赖于在相应主题上，你积累了足够思考。有时候，这种积累完全发生在我们的潜意识中（就像 May-Li 所说的，我们的「潜意识中的燃烧室」），认识到这点，有助于我们设计外部认知系统，将日常胡思乱想聚沙成塔（见[知识工作应该聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)）。\r\n\r\n这个概念的一个实际含义：[常青笔记作为知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n>通常是在在少数特殊的境况需要写作，比如写一部长篇小说、一本专著、一篇文章，或者是对于学生，论文和需要交的内容。\r\n\r\n> 每一项知识性的努力都是从已有的预想的，然后在进一步的探究过程中转化，以此作为后续努力的起点。这基本上就是汉斯·乔治·加达默尔（Hans-Georg Gadamer）所说的解释学循环（Gadamer,2004）。\r\n\r\n> 但最重要的是，如果没有一个永久性的想法库，你将无法发展任何主要甚至长期的想法，因为你把自己禁锢在了某一项目周期内，或者把自己禁锢在了有限的记忆容量里——卓越的想法需要的远不止这些。\r\n\r\n> 你脑海中能用于头脑风暴的东西通常并非发源于此，相反，它们来自外部，来自于阅读、讨论和他人的意见，来自于与写作相关并通过写作得到提升的一切。", + "type": "text/markdown", + "caption": " 卓越洞见从既往的所思所想中涌现\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Leaps of insight emerge from prior thought" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learn before you memorize.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learn before you memorize.json" new file mode 100644 index 0000000..6a1ab31 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learn before you memorize.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Learn before you memorize", + "text": "# 先学再记\r\n\r\n原文：[Learn before you memorize (andymatuschak.org)](https://notes.andymatuschak.org/z2gsbsviCdBJbefxvenDcvYbYDgssBZHdgd9)\r\n\r\n[Piotr Wozniak - 有效学习 - 表述知识的二十条规则](https://notes.andymatuschak.org/zPvyUkYTbT2oiWEdSDha9ZC7okZDvTFf8eM)有条经典建议：间隔重复最好用来帮助你强化你 **已经** 理解的东西。把它看作是一种「维持状态」的方法——在你运用练习技巧之前，你必须处于足够好的状态。\r\n\r\n从机制上讲，我认为这是真的，因为[助记媒介的卡片依赖于调用外部经验（从叙述中，从现实世界的经验中）](https://notes.andymatuschak.org/zBnpJjh6V7yrWbNBJ39Gx2TXiyXVQ4jByPc)。你所复习的卡片并没有完全「覆盖」主题——不足以从它们中重新学习——但是当你复习每张卡片时，你也强化了（不太强烈的）其他 「附近」的信息，这些信息共同覆盖了更多的主题。但是，只有当你在复习前对该主题有足够的了解，形成良好的知识联系时，才有可能做到这一点。如果没有这些前提，你只是在孤立地强化你正在复习的细节。\r\n\r\n一般来说，单独的记忆卡片无论如何都不能很好地交流：[单独的间隔重复记忆卡片都是一种糟糕的交流媒介](https://notes.andymatuschak.org/z1YhDPWyvzzkC79LFcF4DSTanKpEGpic8bAe)。", + "type": "text/markdown", + "caption": " 先学再记\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learn before you memorize" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learning requires metacognition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learning requires metacognition.json" new file mode 100644 index 0000000..aadd51b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Learning requires metacognition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Learning requires metacognition", + "text": "# 学习需要元认知技能\r\n\r\n要去成功的学习某些新东西，必须评估自身的理解，监测可能出现的困惑和前后矛盾，由此计划下一步行动，并协调地执行。一般这种过程被称为「元认知」，不过我[更倾向于将其细分](https://notes.andymatuschak.org/Metacognition_is_too_imprecise_a_category)。\r\n\r\n教室或者专业环境中，会有名专家将该类任务演示给学习者（[元认知支持充当认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)），但是当学习者独自学习的时候，他们可能会感到这些元认知活动很费力或者难以实现。不幸的是，[大多数解释型媒体使参与者运行他们自己的反馈循环](https://notes.andymatuschak.org/z6MLXiJ7vmVAxRxhanUJzDcBE6hhhV9oy6Ukc)。", + "type": "text/markdown", + "caption": " 学习需要元认知技能\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learning requires metacognition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Literature notes are secondary and separate.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Literature notes are secondary and separate.json" new file mode 100644 index 0000000..71741d9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Literature notes are secondary and separate.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Literature notes are secondary and separate", + "text": "# 文献笔记是次要的和分离的\r\n\r\n原文：[Literature notes are secondary and separate (andymatuschak.org)](https://notes.andymatuschak.org/z2Eg5jPPg8nBJWLGqJwNo5d15TAoEAXamYV7n)\r\n\r\n根据[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)的说法，特定参考文献的笔记既要简短，又要与笔记档案明确分开，它们仅仅是为了帮助你写出持久笔记而存在。\r\n\r\n文献笔记通常是对阅读时收集的观察结果的轻量级综述（见[如何在阅读时整理所得](https://notes.andymatuschak.org/z71FeBJGqZdyA78UNTwXCWcMGUVCWk1XsLvPS)）。我们可以为以后的文献查询保留一个快速的工作总结、缓存这些观察结果，但是文献大部分的价值已经被我们的持久笔记吸收了（见[如何将阅读标注处理成常青笔记](https://notes.andymatuschak.org/z2PJ51tCXuPFxnfFVUxxgwjvZ1geu4YnYm7hK)）。具体的参考文献注释主要是为了链接到那些持久笔记中（[如果我们有自动的通用反向链接，文献笔记是否有必要？](https://notes.andymatuschak.org/z5nyVpkrLxYNNfRcsFfLGyYoGEwvC5qaiFogQ)）。\r\n\r\n有一个重要的哲学原因，我们应该把这些文献笔记与我们的持久笔记分开。整理好的持久笔记是你[自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)的地方：你把别人的想法解释成你自己的知识结构。我们应该很少去直接引用原文，持久笔记应该要有意地用你自己的话来重述。相比之下，文献笔记往往主要是记录原作者的想法，它们倾向于倚重直接引用的原文。即使我们附带上了一些自己的解释，也是在作者的本体和主张系统的上下文里解释。[听清自己的想法很难](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP)，所以我们应该把我们自己的思考空间与这些更直接地表现他人思想的空间明确分开。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, Sönke. *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*, 2017.\r\n\r\n> 你需要采取某种形式的文献笔记来捕捉你对文本的理解，这样你在做卡片盒笔记的时候手边就会有一些可用的素材，但不要把记录文献笔记本身变成一个项目。文献笔记应该要很简短，而且存在目的仅是为了帮助写卡片盒笔记。其他的记录要么有助于达到这个目的，要么就是分散注意力。\r\n\r\n> 如果你需要额外步骤来理解或掌握想法，那么转瞬即逝的文献笔记是有意义的。但在写作过程的后期阶段，它们帮不到你，因为在论点的发展过程中，当你需要划线的句子时，它永远不会出现。\r\n\r\nLuhmann, N. (1992). Communicating with Slip Boxes. In A. Kieserling (Ed.), & M. Kuehn (Trans.), *Universität als Milieu: Kleine Schriften* (pp. 53–61). Retrieved from http://luhmann.surge.sh/communicating-with-slip-boxes\r\n\r\n> 我手边总是有一张纸条，在正面记下对某些页面的想法，在背面我会写下书目细节。读完这本书后，我会翻阅我的笔记，并思考这些笔记可能与纸条盒中已经写好的笔记有什么关联。这意味着，我在阅读时总是注意到卡片盒中可能存在的联系。", + "type": "text/markdown", + "caption": " 文献笔记是次要的和分离的\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Literature notes are secondary and separate" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Maintaining multiple reading positions is difficult when reading digitally.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Maintaining multiple reading positions is difficult when reading digitally.json" new file mode 100644 index 0000000..542a67b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Maintaining multiple reading positions is difficult when reading digitally.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Maintaining multiple reading positions is difficult when reading digitally", + "text": "# 电子阅读很难维持多个阅读位置\r\n\r\n原文：[Maintaining multiple reading positions is difficult when reading digitally (andymatuschak.org)](https://notes.andymatuschak.org/z7ZNevNutwN3wT5hTRLUipssHBNbxUWSyDHrr)\r\n\r\n阅读实体书时（特别是在[检视阅读](https://notes.andymatuschak.org/z7nGeuP4x5jheM35njJFkr1Ss5CAu1S5WmwPg)过程中），熟练读者能自然地在书的多个章节同时维持多个阅读位置。例如，「堆叠」操作（保持当前位置的同时参考其他段落），「狗耳」操作（积累一组要关注的地方；见 Askwall），或平行阅读操作（比较几个段落）。在电子阅读器上，这些操作很难做到丝滑流畅。\r\n\r\n由于屏幕通常比实体书大，人们可能会通过打开多个窗口以实现上述操作，但[平行阅读在电子阅读中大多是不可能的](https://notes.andymatuschak.org/z8KaXwxWaMdUbhKa3RC2zN8ZB36gfvWcoWmwR)。即使在桌面操作系统上，大多数电子阅读应用程序甚至不允许你打开第二个窗口查看同一个文件。这种限制因[在电子阅读中，糟糕的性能会破坏非线性阅读](https://notes.andymatuschak.org/z239u1Bav77BRcx7xyD49wF62wdvPY81S51Qv)中描述的问题而加剧。\r\n\r\n作为替代，人们可能会使用书签或其他系统内置结构来管理阅读位置。但电子阅读器的书签——如果有的话——总是太笨重。\r\n\r\n[LiquidText](https://notes.andymatuschak.org/z2fGXCnKwFV1jDmKsp15wkbV5WHSnLpy52Mq) 是一个例外：它使用多点触控来创建特定阅读位置的书签，还提供了一个画布，以供用户积累越来越持久的引用。\r\n\r\n亚马逊 Kindle 支持简单的单向导航堆栈，可用于有限的几种跳转操作：如跳转到脚注或目录中的某个地方。这很有帮助，但只适用于一小部分情况。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAskwall, S. (1985). Computer supported reading vs reading text on paper: A comparison of two reading situations. *International Journal of Man-Machine Studies*, *22*(4), 425–439. ~https://doi.org/10.1016/S0020-7373(85)80048-1~", + "type": "text/markdown", + "caption": " 电子阅读很难维持多个阅读位置\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Maintaining multiple reading positions is difficult when reading digitally" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many eminent thinkers need a writing surface to think.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many eminent thinkers need a writing surface to think.json" new file mode 100644 index 0000000..6b4dc27 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many eminent thinkers need a writing surface to think.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Many eminent thinkers need a writing surface to think", + "text": "# 许多杰出的思想家需要借助书写来思考\r\n\r\n原文：[Many eminent thinkers need a writing surface to think (andymatuschak.org)](https://notes.andymatuschak.org/z5WDNZizsbAzE1p2BLwr339fV4TCpzNvaztP2)\r\n\r\n我了解的很多高效能人士，无论古今，似乎都必须借助书写才能严肃思考。书写也许能够扩展人的[工作记忆广度](https://notes.andymatuschak.org/z4omDTWHCLoqW7PLpN2tiW63QzoYN5tqxPT9B), 或者说动手书写的行为，就会对思考有所帮助。\r\n\r\n例如， Charles Weiner 在一次采访中说道，「Richard Feyman 曾提及（1973），对他而言，书写不单只是记录大脑中的想法」：\r\n\r\n > Weiner：（指 Feynman 发表的论文）所以这是对日常工作的记录。\r\n\r\n> Feynman：我其实是在纸上完成这些工作的。\r\n\r\n> Weiner : 是的，所以书写不单是对你工作的记录，书写就是工作本身。\r\n\r\n> Feynman：对的，我是这样做的——就是在这些草稿纸上。\r\n\r\n> Weiner：好的，虽说工作已经在你的大脑里完成了，但你还要有纸质记录。\r\n\r\n> Feynman：不，这不单单是记录，这就是工作。我在纸上完成工作，而这就是那张纸。能理解吗？ \r\n\r\nGrothendieck（2007）是一位 20 世纪伟大的数学家，他无法不借助书写来思考：\r\n\r\n> 他在即兴创作，他写得很快，笔迹十分优雅。他说不书写他就无法思考。我自己觉得，闭上眼睛思考，或者躺下来思考，是更加方便的。但他不能这样思考，所以必须拿起一张纸写，他开始写了。他写下 X → S ，描了很多次，结果字符和尖头变得很粗很粗，他很享受观察这些笔记的过程。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nFeynman, R. (1973, February 4). [Interview by C. Weiner](https://notes.andymatuschak.org/z5WDNZizsbAzE1p2BLwr339fV4TCpzNvaztP2). Niels Bohr Library & Archives, American Institute of Physics. https://www.aip.org/history-programs/niels-bohr-library/oral-histories/5020-5\r\n\r\nIllusie, L. (2007, January 30). *Reminiscences of Grothendieck and his School* (S. Bloch & V. Drinfled, Interviewers) [Personal communication](https://notes.andymatuschak.org/z5WDNZizsbAzE1p2BLwr339fV4TCpzNvaztP2).\r\n\r\nCorrespondence with Stephen Malina, 2020-05-05. [Re: Question about a question](javascript:void(0))", + "type": "text/markdown", + "caption": " 许多杰出的思想家需要借助书写来思考\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Many eminent thinkers need a writing surface to think" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many people view memory as unimportant to deep creative work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many people view memory as unimportant to deep creative work.json" new file mode 100644 index 0000000..92100ca --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Many people view memory as unimportant to deep creative work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Many people view memory as unimportant to deep creative work", + "text": "# 许多人认为记忆对深刻的创造性工作不重要\r\n\r\n原文：[Many people view memory as unimportant to deep creative work (andymatuschak.org)](https://notes.andymatuschak.org/zD5zaKmvTFAAL3PTJGWzkAQr6CtoBCdoXBpM)\r\n\r\n当告诉别人[间隔重复记忆系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)时，人们往往反应相当消极：「背诵知识有什么意义？死知识才不是关键。我想要得到概念性的理解、创造力、艺术性，诸如此类！」\r\n\r\n对此的一个回应是指出事实上[间隔重复记忆系统可以用来发展概念理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)。但记忆知识没有价值的说法也必须认真对待。在此我有些回应：\r\n\r\n- [基本认知任务依赖于记忆](https://notes.andymatuschak.org/zDTbondrBtJa2zzsn5u896MKQkAEY5HbJqmG)\r\n\r\n- [深刻的理解要求细致掌握基础知识](https://notes.andymatuschak.org/zQiumA4k3SXo1GeRVJpsrVaBRETAoyYmSERS)\r\n\r\n - [专业水准需要建立复杂的组块重编码方案](https://notes.andymatuschak.org/z7s7zpUDq2EEXnu3XJQLmqjddZnwGkBfz5WWL)\r\n\r\n - [人们在学校经受过死记硬背，因由这些负面经历而低估记忆的重要性](https://notes.andymatuschak.org/z5d7PMFhoTTpJfGAXms4H9gSBvUDRHb43pkfn)\r\n\r\n- [间隔重复记忆系统让记忆更加自动化，从而有助于更深入的琢磨思考](https://notes.andymatuschak.org/z3hyucvGpCUB361PCegiHbX7FyFHcqZZF2pKK)\r\n\r\n- [间隔重复记忆系统可以使人更快地度过科目学习中不愉快的早期阶段](https://notes.andymatuschak.org/z36hoKonZMF93rY34goQhyFLfnTfHmSwBzNYs)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October 0). *How can we develop transformative tools for thought?* https://numinous.productions/ttft (see section “[How important is memory anyway?](https://numinous.productions/ttft/#how-important-is-memory)”)", + "type": "text/markdown", + "caption": " 许多人认为记忆对深刻的创造性工作不重要\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Many people view memory as unimportant to deep creative work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass adoption of written media with novel cognitive supports requires mass adoption of reading on computers.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass adoption of written media with novel cognitive supports requires mass adoption of reading on computers.json" new file mode 100644 index 0000000..89d3888 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass adoption of written media with novel cognitive supports requires mass adoption of reading on computers.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Mass adoption of written media with novel cognitive supports requires mass adoption of reading on computers", + "text": "# 普及具有新颖认知支持的文字媒体需要普及电子阅读\r\n\r\n原文：[Mass adoption of written media with novel cognitive supports requires mass adoption of reading on computers (andymatuschak.org)](https://notes.andymatuschak.org/z4ANG1DVEjkbEwkhbeKtMYRGYbHGUW3mcc9aA)\r\n\r\n不幸的是，[在电脑上阅读文本令人不快](https://notes.andymatuschak.org/z7yjjydTNu3bujTeFc7Hey1iFbz513SnN6oss)。或许这也部分解释了为什么[电子阅读的流行程度远远落后于所有实体书阅读](https://notes.andymatuschak.org/zzdVtwtw3NScf2xcUZk2agkRhaMKkt47VuL)。\r\n\r\n在创作方面也存在挑战：\r\n\r\n- [普及助记媒介似乎需要网页出版的普及](https://notes.andymatuschak.org/zLbzDQF4MLSUEgDKu16i2h9q1ea8jC5crTV)\r\n\r\n- [作者可能会从纸质书销售中赚取更多收入（同时也销售电子书）](https://notes.andymatuschak.org/z21AqLend3rKZvTaemNFp1QDRAYQmTLVM4AC)", + "type": "text/markdown", + "caption": " 普及具有新颖认知支持的文字媒体需要普及电子阅读\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mass adoption of written media with novel cognitive supports requires mass adoption of reading on computers" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums are typically bad at helping people translate ideas to practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums are typically bad at helping people translate ideas to practice.json" new file mode 100644 index 0000000..ba3df2e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums are typically bad at helping people translate ideas to practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Mass mediums are typically bad at helping people translate ideas to practice", + "text": "# 大众媒介通常不善于帮助人们落实想法\r\n\r\n原文：[Mass mediums are typically bad at helping people translate ideas to practice (andymatuschak.org)](https://notes.andymatuschak.org/zu8VWFVs7gxjMN75cfo1eNDmKnUBPtCzgAM)\r\n\r\n书籍、录像和其他典型大众媒体本身并不是[参与性环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)，脱离了其自身提供的语境，它们一般都不能很好地促进外部性参与。也就是说，它们通常不能创造一个[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)。\r\n\r\n阅读信息媒介的经验，与将其付诸实践的经验，两者之间存在重大脱节。这种脱节部分上是时间层面的问题：想要利用材料，你需要花费的时间应超过仅仅阅读（[大众媒体大多缺乏超过一天的自创时间维度](https://notes.andymatuschak.org/z7JZswHPm99BbpTnb7NcP9Rnp8Bs6jsM3zjdv)）。但情境问题也是一方面。\r\n\r\n[MOOC](https://notes.andymatuschak.org/z2F3NLudCKZWYq2crjEbGDuYRy7DA7dcsjAG)试图解决这个问题，但基本上失败了。这值得我们更多地反思一下原因。\r\n\r\n一个潜在的解决方案是[情景体验作为一种大众媒介具有难以置信的潜力](https://notes.andymatuschak.org/z6oXuXLZ7Wq1eBqskyfph2wz9gjohQUKSBFzx)。可能也有其他方案。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nElizier Yudkowsky 为《理性：从人工智能到僵尸》所作的序言：https://www.lesswrong.com/rationality/preface\r\n\r\n> 我写作中的第一个最大错误是——我没有意识到「弄清楚如何实践而不是知道理论」是学习这种有价值的思维方式的最大问题。我不知道到实践是重点，关于它我只能说「呀」和「嘿」。\r\n\r\n问：Elizier Yudkowsky 认为他在 Less Wrong 的博客犯的最大错误是什么？\r\n\r\n答：专注于理论而不是实践。", + "type": "text/markdown", + "caption": " 大众媒介通常不善于帮助人们落实想法\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mass mediums are typically bad at helping people translate ideas to practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums mostly lack an authored time dimension beyond a day.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums mostly lack an authored time dimension beyond a day.json" new file mode 100644 index 0000000..cc9f3f6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mass mediums mostly lack an authored time dimension beyond a day.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Mass mediums mostly lack an authored time dimension beyond a day", + "text": "# 大众媒介大多缺乏超过一天的创制时间维度\r\n\r\n原文：[Mass mediums mostly lack an authored time dimension beyond a day (andymatuschak.org)](https://notes.andymatuschak.org/z7JZswHPm99BbpTnb7NcP9Rnp8Bs6jsM3zjdv)\r\n\r\n电影制作人、作曲家和剧作家，这类创作者会为他们的作品精心创制时间维度。停顿之所以饱含深意、冲突之所以慢热，渐速音之所以急促，是因为观众随着时间推移而逐步体验如此。这些媒介表达的体验在几个小时之内逐步发展——但几天、几个月、几年呢？文化机构经常在这些时间尺度上创制体验（例如多年的宗教成长仪式），但大众媒体很少这样做。这道限制是很不幸的：大众媒介赋予作者巨大的影响力。（参见[情景体验很难分发](https://notes.andymatuschak.org/z2K87JksHrc9UDQR2PoTxXeRNdJA1Wo9N8Au2)）\r\n\r\n这个前景就是我所说的[穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)。\r\n\r\n## 书籍时间维度较长，但这一维度通常未经特意创制\r\n\r\n读一本书往往要花上几周或几个月的时间。但书籍几乎从来没有像电影或戏剧那样有 **创制** 的时间维度。不像导演可以安排电影的特定内容在何时被观看，花在读书上的几天，几周，几月，通常不由作者安排。吸收大量想法需要时间：先不论[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)的影响，一个想法只有在不同场景下都琢磨过，其真正含义才能变得明晰。\r\n\r\n考虑一下现实中的专家-学徒关系。专家可以引入一个想法，之后在接下来的几周内，观察这一想法在学徒脑海中如何生根发芽。其间专家也许会把这个想法换些方法再提及几次，以调整学徒的思考进展。这样学徒有了足够的时间充分吸收这个想法，之后专家就可以介绍这个想法产生的影响，此时介绍便是效果最佳的。这不仅仅是关于[大多数解释性媒体让参与者运作自己的反馈循环](https://notes.andymatuschak.org/z6MLXiJ7vmVAxRxhanUJzDcBE6hhhV9oy6Ukc)中描述的问题：专家正是策划了学徒在时间上的体验。\r\n\r\n相比之下，如果图书作者想介绍一个想法以及这个想法的一些微妙的结果，这些论点只能分隔在安插在书脊上的书页之间。偶尔，作者会写下「在......之前不要读这一章」这样的注释，但这种方法显然是相当受限的。\r\n\r\n## 群组 MOOCs 引入了较长的时间维度，但这一维度基本上也是未经创制的\r\n\r\n一些 MOOC 在特定的时间开始，把学生分成若干组，每组一起完成教学大纲。如果课程包括协作学习的内容，共享的时间表可能会有意义地影响学生的体验。但是，就我所见，MOOC 的设计者并没有仔细创制体验在几周或几个月内展开的过程：他们召集了一群人，然后让他们在一段时间内一起做一些事情，这些事跟时间维度基本无关。\r\n\r\nMOOC 的教学材料通常会随着时间的推移而「解锁」，但材料和这样的时间安排之间没有有意义的互动。一般来说，这种做法好比一位作者写了一本完整的书，但出版商后来决定将其连载，在用户方便的时候给他们邮寄一个章节。当然，时间上是有体验的，但缺乏作者的意图。这样的安排留下了很多隐患。\r\n\r\n### 阿罗冥想课程是以大众媒体的形式写成的，有长达多月的创制时间维度\r\n\r\n相比之下，考虑仁波切和 [David Chapman](https://notes.andymatuschak.org/z29Uv6CnK2xSy3nivekQwMMXW2jwzd4yQWbN) 的[阿罗冥想课程](http://aromeditation.org/)。这是由 18 封以上的电子邮件组成的序列，在你注册后每周自动发送一封。但这些邮件不像 MOOC 材料那样：过去几周的内容被精心编织在每封信中并呈螺旋式上升，在几周后回到早期的想法作为复习。他们有意为概念留下空间，以便在几周后再返回。他们依靠读者日益增长的信任，例如，任何在 3 个月后仍在阅读的人都必须拥有这种信任。这一系列的电子邮件，虽然简单，但相对于书本来说，感觉比 MOOCs 相对于传统课程的演变要深刻的多。\r\n\r\n## 游戏通常有一个较长的创制时间维度\r\n\r\n一些值得反复游玩的游戏明确设计了秒、分、小时、日和月以上的时间轴。像宝石迷阵这样的休闲游戏确保新玩家能立即体验到成功。玩家的游戏「水平」会在数小时内发展到质变，而游戏将这种进步感持续带给玩家，让他们每天开启游戏。他们会在罕见的收藏品、元游戏和进阶目标上做文章，以维持将来几个月的游戏体验。\r\n\r\n同样地，像《魔兽世界》这样的 MOOG 精心编排了玩家的动机和环境，在长达数月的时间里，为玩家营造了视野不断开阔的感觉。游戏的设计不在于提升小时数，而在于每周之间，游戏体验的特色如何变化。\r\n\r\n一些单人叙事游戏需要 50-100 小时才能完成，但这些游戏更像电影：其游戏体验的设计，并没有考虑到玩家游玩时会经历数周数日的时间。\r\n\r\n游戏在这方面是不寻常的：[动态媒介通常缺乏创制时间维度](https://notes.andymatuschak.org/z8aiVRywvJYDB9gvpCDxa4KUBcKr8R4geNAiJ)。\r\n\r\n------\r\n\r\n振奋人心的是：[助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)", + "type": "text/markdown", + "caption": " 大众媒介大多缺乏超过一天的创制时间维度\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mass mediums mostly lack an authored time dimension beyond a day" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mental states of deep software development and deep research thinking are mutually exclusive.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mental states of deep software development and deep research thinking are mutually exclusive.json" new file mode 100644 index 0000000..68a4b10 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Mental states of deep software development and deep research thinking are mutually exclusive.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Mental states of deep software development and deep research thinking are mutually exclusive", + "text": "# 专注的软件开发和专注的学术研究互相排斥\r\n\r\n原文：[Mental states of deep software development and deep research thinking are mutually exclusive (andymatuschak.org)](https://notes.andymatuschak.org/zQCSSBGrBJazfq3tuJehkf81MsYj6du38Dof)\r\n\r\n[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)中的[实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)需要开发新的软件界面来表达领域理论，然后研究这些界面和它们的使用，以改进你的理论。在实践中，要在一个重要的软件开发项目中深入思考理论非常困难。而且，当一个人每天花很多时间在思考和写作上时，也很难建立起软件开发的动力。更糟的是：[软件开发和研究思维之间的切换成本很高](https://notes.andymatuschak.org/z78pmtn8LMt6npZyHciSjVZJdp3u7sin61PzG)。\r\n\r\n2020 年 3 月，我为[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)写了一份研究问题清单，然后着手开发 [Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o)。现在写到 2020 年 10 月，我还没有在这些研究问题中取得任何有意义的进展。在某些时候，我需要执行一个「强制切换」，重新思考这些问题，到那时，我将很难为 Orbit 开发任何重要的新功能。\r\n\r\n2019 年 6 月和 7 月，在设计和实现[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)用户旅程项目时，我也在与类似的挑战斗争。然后在 2019 年 12 月和 2020 年初与 Michael 一起研究理论时，我在媒介上几乎没有任何进展。\r\n\r\n这就是为什么合作可能更有意义的另一个原因：[工具制造者和工具使用者之间的深度合作可能会支持「实践出洞见」](https://notes.andymatuschak.org/z7PLEhbuGGhQx3o5oxpSD8oMxEHJXxZGUxBWD)。\r\n\r\n一个相关的问题：[专注的软件开发工作是自我否定的](https://notes.andymatuschak.org/z5XqtTcnfBVUBRVFjxY2S1MqAAJDpE2ffyuZZ)。", + "type": "text/markdown", + "caption": " 专注的软件开发和专注的学术研究互相排斥\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mental states of deep software development and deep research thinking are mutually exclusive" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Metacognitive supports require dynamic, participatory environments.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Metacognitive supports require dynamic, participatory environments.json" new file mode 100644 index 0000000..bb3261d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Metacognitive supports require dynamic, participatory environments.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Metacognitive supports require dynamic, participatory environments", + "text": "# 元认知支持需要动态的、参与性的环境\r\n\r\n原文：[Metacognitive supports require dynamic, participatory environments (andymatuschak.org)](https://notes.andymatuschak.org/z6sGtFW1yd4qgcxkLQsEBEJWxLKmBdjMQzKfa)\r\n\r\n[元认知本质上是动态的](https://notes.andymatuschak.org/z6NhfhiJnVhUrTWCAc7RZcazwW4wheQ7PLMk)，所以设计提供元认知支持的环境时，这个环境必须具备动态的行为，并在环境的参与者琢磨材料时给出相应的反应。\r\n\r\n动态但非参与性的环境（如大多数「探索性」环境）没有任何行为和 **反应** 。\r\n\r\n参与性但非动态的环境（如《制造(Make)》杂志）不能根据参与者的行动而调整其信息或行为。\r\n\r\n这也是[大多数解释型媒体让参与者运作自己的反馈回路](https://notes.andymatuschak.org/z6MLXiJ7vmVAxRxhanUJzDcBE6hhhV9oy6Ukc)的一个原因：大多数解释型媒体是静态的。\r\n\r\n静态媒体有时试图提供元认知支持，提出固定的元认知「程序」供参与者「执行」，比如「如果你不熟悉 XOR 在这种情况下的使用，请查阅第 240 页」。这些举措显然效果有限；参与者为此仍然需要折腾一番。", + "type": "text/markdown", + "caption": " 元认知支持需要动态的、参与性的环境\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Metacognitive supports require dynamic, participatory environments" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media make participants run their own feedback loops.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media make participants run their own feedback loops.json" new file mode 100644 index 0000000..ea42328 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media make participants run their own feedback loops.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Most explanatory media make participants run their own feedback loops", + "text": "# 大多数解释型媒体使参与者运行他们自己的反馈循环\r\n\r\n原文：[Most explanatory media make participants run their own feedback loops (andymatuschak.org)](https://notes.andymatuschak.org/z6MLXiJ7vmVAxRxhanUJzDcBE6hhhV9oy6Ukc)\r\n\r\n[学习需要元认知](https://notes.andymatuschak.org/z7J71kWtJfZrdWHevwTbq6ih3G1YAvRbmXa63)。当读者从文本中学习新东西时，他必须不断询问自己：我理解了吗？ 我可以问自己什么问题来检查我的理解？我是不是应该重读一遍文章？我是不是应该看看参考了解背景？诸如此类。\r\n\r\n换句话说，读者必须运行自己的反馈回路。当读者专注于具有挑战性的表层的材料时，他们可能无法有效地进行这种元认知；反之，在评估、计划和执行控制上花费太多的精力可能会使他们难以处理困难的表层的材料。\r\n\r\n在视频格式中，情况可能稍微糟糕。在书籍中，读者对节奏有完全的掌控，但视频有默认的节奏，而观众必须主动去逆反这一节奏。\r\n\r\n对于为什么会这样，我的理论是这样的：[元认知支持需要动态的、参与性的环境](https://notes.andymatuschak.org/z6sGtFW1yd4qgcxkLQsEBEJWxLKmBdjMQzKfa)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019). Why books don’t work. Retrieved from https://andymatuschak.org/books", + "type": "text/markdown", + "caption": " 大多数解释型媒体使参与者运行他们自己的反馈循环\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Most explanatory media make participants run their own feedback loops" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media place heavy metacognitive demands on participants.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media place heavy metacognitive demands on participants.json" new file mode 100644 index 0000000..acc9aa9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most explanatory media place heavy metacognitive demands on participants.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Most explanatory media place heavy metacognitive demands on participants", + "text": "# 大多数解释型媒体对参与者提出了沉重的元认知要求\r\n\r\n原文：[Most explanatory media place heavy metacognitive demands on participants (andymatuschak.org)](https://notes.andymatuschak.org/z2T1wfESQC8moFh2Er4pHkHxkm3SoSzVvBsEo)\r\n\r\n[学习需要元认知](https://notes.andymatuschak.org/z7J71kWtJfZrdWHevwTbq6ih3G1YAvRbmXa63)。当读者从文本中学习新东西时，他必须不断询问自己：我理解了吗？ 我可以问自己什么问题来检查我的理解？我是不是应该重读一遍文章？我是不是应该看看参考了解背景？等等\r\n\r\n换句话说，读者必须运行自己的反馈回路。当读者专注于具有挑战性的表层的材料时，他们可能无法有效地进行这种元认知；反之，在评估、计划和执行控制上花费太多的精力可能会使他们难以处理困难的表层的材料。\r\n\r\n在视频格式中，情况可能稍微糟糕。在书籍中，读者对节奏有完全的掌控，但视频有默认的节奏，而观众必须主动去逆反这一节奏。\r\n\r\n对于为什么会这样，我的理论是：[元认知支持需要动态的、参与性的环境](https://notes.andymatuschak.org/z6sGtFW1yd4qgcxkLQsEBEJWxLKmBdjMQzKfa)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019). Why books don’t work. Retrieved from https://andymatuschak.org/books", + "type": "text/markdown", + "caption": " 大多数解释型媒体对参与者提出了沉重的元认知要求\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Most explanatory media place heavy metacognitive demands on participants" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people read ineffectively.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people read ineffectively.json" new file mode 100644 index 0000000..52be760 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people read ineffectively.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Most people read ineffectively", + "text": "# 多数人的阅读成效不大\r\n\r\n原文：[Most people read ineffectively (andymatuschak.org)](https://notes.andymatuschak.org/z432siNjuY9G8bTsnSugyHPB1YoZWgup6eMB3)\r\n\r\n- [知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)，但阅读的时候，绝大多数成果都不能积累下来\r\n\r\n - [人们似乎忘记了他们所读的大部分内容，而且他们大多没有注意到这一点](https://notes.andymatuschak.org/z3d6dFhTA5zTmykZ3zh4Y2vCw3aVbUxRiQQcc)\r\n\r\n - [常青笔记有助于积累阅读成果](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)，但大多数人没有做常青笔记的习惯\r\n\r\n - 即使对于做常青笔记的人来说，[笔记写作实践大多是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)\r\n\r\n - 然而！[我所认识的高效阅读者和思想家在阅读时不做笔记](https://notes.andymatuschak.org/z6GNVv6RyFDewy11ZgXzce8agWxSLwJ6Ub5Rw)\r\n\r\n- [熟练的阅读一般都是非线性的](https://notes.andymatuschak.org/z3S7mmbydSX5Kx3V8mvkWLBcRGCgtroaY8XPz)，但大多数人的阅读过程是线性的\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019 0). *Why books don’t work*. https://andymatuschak.org/books", + "type": "text/markdown", + "caption": " 多数人的阅读成效不大\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Most people read ineffectively" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people take only transient notes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people take only transient notes.json" new file mode 100644 index 0000000..a94cd3c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people take only transient notes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Most people take only transient notes", + "text": "# 大多数人只写临时的笔记\r\n\r\n原文：[Most people take only transient notes (andymatuschak.org)](https://notes.andymatuschak.org/z2ZAGQBHuJ2u9WrtAQHAEHcCZTtqpsGkAsrD1)\r\n\r\n与[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)相比，[大多数人把笔记当作贮藏容器或思想草稿](https://notes.andymatuschak.org/z5nw1rPzimCJYyMknDujwvP344Hv3ixCZRZV2)。这类笔记写起来很方便，但这样写笔记写一年，最终只能得到一大堆互不相干的笔记。这些笔记不能 **聚沙成塔** ：更像是燃料，写完就丢，只为帮助作者处理他们当时的情形。\r\n\r\n临时笔记是有价值的便笺纸，可以暂时支持工作记忆，但是[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)，所以我们应该把它们看作是在输入「凌乱思考」，并从中获得启发，写出「有序思考」笔记（Khoe）。\r\n\r\n这就是[笔记写作实践通常是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)的原因之一。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nKhoe, M.-L. (2016, December 21). Messy thought, neat thought. Retrieved September 17, 2019, from Khan Academy Early Product Development website: https://klr.tumblr.com/post/154784481858/messy-thought-neat-thought", + "type": "text/markdown", + "caption": " 大多数人只写临时的笔记\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Most people take only transient notes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people use notes as a bucket for storage or scratch thoughts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people use notes as a bucket for storage or scratch thoughts.json" new file mode 100644 index 0000000..dfac42d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Most people use notes as a bucket for storage or scratch thoughts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Most people use notes as a bucket for storage or scratch thoughts", + "text": "# 大多数人把笔记当作一个存放想法、给想法打草稿的容器\r\n\r\n原文：[Most people use notes as a bucket for storage or scratch thoughts (andymatuschak.org)](https://notes.andymatuschak.org/z5nw1rPzimCJYyMknDujwvP344Hv3ixCZRZV2)\r\n\r\n很多人为不忘记某个想法，一次对话，一项任务，或者，便将其记在印象笔记之类的地方。至于其目的？可能是：「这样就不会忘记」。也许「写下来有助于记忆。」\r\n\r\n这样的观点中，笔记是为了[闭合开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)，而不是为了积累洞察。实在的思考发生在笔记之外；笔记只是参考系统，里面储存了可能有帮助的信息，或是一次性写就的杂乱想法（Khoe）。\r\n\r\n这些都不是[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。大部分「面向存储」的笔记之后很难派上用场（[大多数人只写临时的笔记](https://notes.andymatuschak.org/z2ZAGQBHuJ2u9WrtAQHAEHcCZTtqpsGkAsrD1)）。更重要的是，这样的思考方式下，人们意识不到笔记写作可能是思考创意 **本身** （[常青笔记是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be））。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nKhoe, M.-L. (2016, December 21). Messy thought, neat thought. Retrieved September 17, 2019, from Khan Academy Early Product Development website: https://klr.tumblr.com/post/154784481858/messy-thought-neat-thought", + "type": "text/markdown", + "caption": " 大多数人把笔记当作一个存放想法、给想法打草稿的容器\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Most people use notes as a bucket for storage or scratch thoughts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My daily routine.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My daily routine.json" new file mode 100644 index 0000000..96823c0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My daily routine.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/My daily routine", + "text": "# 我的日程安排\r\n\r\n原文：[My daily routine (andymatuschak.org)](https://notes.andymatuschak.org/z3x7AvJgYzmgEY4kcKdSY2aYxdqWYpTyPqRs8)\r\n\r\n自从我在 2019 年初开始在家独立工作以来，我发现有一个日程安排来指导我是非常有帮助的。当我的日子不顺利的时候，往往是因为早上有什么事情让我脱轨，而我从来没有真正回到正轨。[对我的生产力来说，最重要的是我是否完成了一个深度聚焦的早晨创作区](https://notes.andymatuschak.org/zR9LxW1N893EXwQ3Fma1Gz4xPa1tF2Zd6zZ)。\r\n\r\n自 2019 年年中以来，这一直是我的晨间日程：\r\n\r\n- 上桌之前\r\n\r\n - 醒来（6:30 左右）\r\n\r\n - 自重锻炼\r\n\r\n - 淋浴\r\n\r\n - 遛狗、训狗和喂狗\r\n\r\n - 冥想\r\n\r\n - 煮一小杯咖啡（10g / 150mL）\r\n\r\n- 上午第一节 (~7:30 – 10)\r\n\r\n - 开始做[每日工作日志](https://notes.andymatuschak.org/z28QkpK3vRKQTacjFDfGYBhCXHqHuVWJzny9)，用一分钟左右的时间写下我的感受和我一天的打算。\r\n\r\n - 做\r\n\r\n [我的晨间写作练习](https://notes.andymatuschak.org/zVFGpprS64TzmKGNzGxq9FiCDnAnCPwRU5T)\r\n\r\n ，通常到 10:00 左右\r\n\r\n - 我交替使用 35 分钟的集中处理单元任务时间和 5 分钟的休息时间，在此期间，我在家里走来走去，捡东西，为晚餐做准备工作，等等。\r\n\r\n - 煮一小杯咖啡（10g / 150mL）\r\n\r\n在每天的这个时间点之前，我不会让自己使用互联网。它分散了我的注意力，但更重要的是，我发现让我的脑子里充满别人的声音会加剧[很难听到自己的想法](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP)。\r\n\r\n在周末，我通常在这一点上不再坚持常规。在工作日，我的活动从这里开始就不太一致，但时间结构是有规律的：\r\n\r\n- 第二个上午的工作区（~10 – 中午）\r\n\r\n - 我在 11:30 左右在我的办公桌上吃午餐。通常是[乳蛋饼](https://notes.andymatuschak.org/z5efx2iNLSB8antyDHfU74Xk3x7voSXk9tuec)。\r\n\r\n- 中午休息：与 Shabu （我的宠物狗）去狗狗公园或一起长时间散步（~中午 – 1点）\r\n\r\n- 第三个工作区块（~1 – 4）\r\n\r\n - 这往往是我非常注重执行的工作区块。我发现我的创意焦点在上午比较敏锐，而在下午我主要是想把任务完成。\r\n\r\n- 傍晚：\r\n\r\n - 4 点左右，我将与合作者见面或做行政工作。这时我通常会很疲惫。\r\n\r\n - 如果我有会议，它们通常在 5 点开始，而且通常是散步会议。我很少在 4 点之前参加会议。\r\n\r\n- 晚上：\r\n\r\n - 我每个周末晚上都会在 6 点左右做晚餐。\r\n\r\n - 我尝试每周至少有一个晚上请朋友来吃饭。\r\n\r\n - 之后，通常是阅读、钢琴练习和与 Sara 在一起的时间，直到 10 点睡觉。", + "type": "text/markdown", + "caption": " 我的日程安排\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "My daily routine" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My morning writing practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My morning writing practice.json" new file mode 100644 index 0000000..f50b51a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_My morning writing practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/My morning writing practice", + "text": "# 我的晨间写作\r\n\r\n原文：[My morning writing practice (andymatuschak.org)](https://notes.andymatuschak.org/zVFGpprS64TzmKGNzGxq9FiCDnAnCPwRU5T)\r\n\r\n[我的日常惯例](https://notes.andymatuschak.org/z3x7AvJgYzmgEY4kcKdSY2aYxdqWYpTyPqRs8)中，前置活动完成后，我就开始当天第一项严肃创意工作：两个小时的写作、修改[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。这通常是我一天中最有挑战的工作，所以我喜欢挑我思绪清晰，足够专注的时候做完成件事。写常青笔记不是传统意义上的「记笔记」——写下别人的想法，或记录发生的事情，其目的是完善想法。(即[大多数人把笔记当作存放想法、给想法打草稿的容器](https://notes.andymatuschak.org/z5nw1rPzimCJYyMknDujwvP344Hv3ixCZRZV2)，对比 [常青的笔记写作有助于积累洞察力](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb))\r\n\r\n我通常先开启写作收件箱（[为临时和不完整的笔记准备的写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)），翻阅收件箱中的提示和不完整的笔记。如果有什么内容激发了我的想法，我便就此起草[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。书写笔记的跨度可能不止一天：我可能把笔记大大充实一番，直到我筋疲力尽，便将笔记存在收件箱里，改天再完成。\r\n\r\n如果收件箱东西较少，我会拿出便笺（[用口袋便笺将外出时的收获捕捉到写作收件箱](https://notes.andymatuschak.org/z5FKgZAnMhS73t9kenbVUYx23CHSQAE1gKxVf)），用其中内容填满收件箱。我不会强制把便笺内容全都填进去：如果便笺里什么提示都没意思，我就把最无聊的卡片归档，然后开始下一步。\r\n\r\n在处理完写作收件箱后，我会专注于各项主要创作项目，并问自己这样的问题：\r\n\r\n- 这个项目的未知信息中什么信息最重要？\r\n\r\n- 有哪些新想法令我兴奋？\r\n\r\n- 这个项目中，我所知道的最有趣的事情是什么？\r\n\r\n对于这些卡片，我会在我[每日工作日志](https://notes.andymatuschak.org/z28QkpK3vRKQTacjFDfGYBhCXHqHuVWJzny9)里打草稿，把十几条单行笔记凑出一个无序清单。这样清空头脑后，我围绕其中似乎有意思的部分着手写作。这时候，我通常在给自己挖坑，结果用光了剩余时间。如果来不及的那些看起来挺有意义，我就添加到写作收件箱中，好在以后处理。\r\n\r\n如果这些提问感觉没有成果，我会利用这段时间[围绕所读内容写笔记，以求深刻内化文本](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)。我通常会积压一些我已经读过但还没有写过的书籍和文章相关的[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。如果连续几天的提问都不觉得有成果，那就说明我需要略施改变：我的信息输入不够丰富多彩，或者我没有给自己营造合适的创作空间，或者我可能需要重新评估我的项目。我的写作收件箱应该总是感觉像一个丰收的宝库。\r\n\r\n我每隔 35 分钟就休息 5 分钟，站起来活动一下，但即使有这些休息时间，我通常也无法持续处理常青笔记超过两个小时。有时我可以在一天的晚些时候再处理一次。", + "type": "text/markdown", + "caption": " 我的晨间写作\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "My morning writing practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Nielsen, M.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Nielsen, M.json" new file mode 100644 index 0000000..144091c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Nielsen, M.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Nielsen, M", + "text": "# Nielsen, M. A. (2004). 有效研究的原则（第 0404 则技术笔记）昆士兰大学\r\n\r\n原文：[Nielsen, M. A. (2004). Principles of effective research (Technical Note No. 0404). The University of Queensland. (andymatuschak.org)](https://notes.andymatuschak.org/z2Zh745BsDC3CbVwCbm2aRvaVfqBR6KUpxXE)\r\n\r\n来源： [Michael Nielsen](https://notes.andymatuschak.org/zgiX4jSevUQ5QWQf6XY3Y2XooSpkTJFP9VA) 在研究量子计算时，为自己写了这则关于有效研究实践的笔记。\r\n\r\n- [主动性与个人责任感](https://notes.andymatuschak.org/zefns4J1r2iu6HTm3U1Wt4uHxN9Va8yCcUm)\r\n\r\n- [强大的愿景是伟大创造性作品的先决条件](https://notes.andymatuschak.org/z2mMMszAvgRMgzoFtKHEhnCka5zwrXZbKrma)\r\n\r\n- 自我发展（非常类似于《原子习惯》，当然是比原子习惯提前几年）：\r\n\r\n - 对于你对自己行为的期望，以及你想要形成的习惯，具备清晰的认识\r\n\r\n - 根据这个认识，设定小而可衡量的目标\r\n\r\n - 评估和反思\r\n\r\n- 成为问题创造者\r\n\r\n - 培养识别重要事物的敏感度\r\n\r\n - 是什么造就了伟大的科学领域？是什么让一些领域衰败没落？某个领域目前最重要的进展是什么？哪些被吹捧一时的想法最终没有成功，为什么？\r\n\r\n- [讲座和课堂为理解提供压力与情感动力](https://notes.andymatuschak.org/z89YENG1wKd8FKzc8JSF9HMJc2qE39n2S4pL5)\r\n\r\n------\r\n\r\n亚里士多德：「我们就是{我们一再重复的行为}，因此，{卓越}{不是行为，而是习惯}。」\r\n\r\n问：（高效人士）是什么让麦当劳具备优势？\r\n\r\n答：他们关注一些小事，这些事是其他人声称自己关心，却只有他们真正去做的。\r\n\r\n问：对 Michael 来说，什么实践是「个人效能的核心」？（想想麦当劳）\r\n\r\n答：一以贯之地做好基本功。\r\n\r\n问：Michael Nielsen 认为什么社交互动能够培养自律？\r\n\r\n答：对他人负责。\r\n\r\n问：根据 Michael Nielsen 的建议，有哪三种方法有助于提高对他人的责任感？\r\n\r\n答：担任导师，与同事合作，建立导师关系。\r\n\r\n问：Michael Nielsen 认为，哪种特殊的诚实对自律非常重要？\r\n\r\n答：对自己诚实，了解自己。\r\n\r\n问：Michael Nielsen 如何看待创造性研究与自我发展之间的关系？\r\n\r\n答：最好将创造性研究看作自我发展的 **延伸** ，尤其是完善的阅读计划的延伸。\r\n\r\n问：对于研究人员来说，自我发展的重点是……\r\n\r\n答：科研优势。\r\n\r\n问：在规划科研优势的发展时，应寻找什么样的能力组合？\r\n\r\n答：能给你相对优势的独特组合。\r\n\r\n问：为什么 Michael Nielsen 认为大多数人做不了伟大的研究？（发展）\r\n\r\n答：人们不愿花费精力来系统地发展所需技能。\r\n\r\n问：在进行新领域的学习时，应如何分配阅读时间？\r\n\r\n答：专注于深入阅读最重要的论文，而不是略读最重要的前几百篇。\r\n\r\n问：若要改变环境以促进自我发展，应将社会压力调整到什么状态？\r\n\r\n答：让它们 **对** 你作为研究者有利，而非不利。\r\n\r\n问：请例举三个调整社会压力以使其对你有利的方法。\r\n\r\n答：例如开展系列研讨会，开辟讨论区，建立休息室，组织小型研讨会，组织阅读小组。\r\n\r\n问：如何培养对重要事物的敏感度？\r\n\r\n答：提出关于重要科学特征的问题。\r\n\r\n问：请例举几个关于重要科学领域的特征的问题。\r\n\r\n答：例如，某些领域蓬勃发展，而其他领域衰败没落，这背后的原因是什么？最有用的大一统观念是什么样的？在你研究的领域中，目前最重要的进展是什么，以及为什么？为什么一些看似有前途的想法未能实现？\r\n\r\n问：你应该力求哪种类型的产出？\r\n\r\n答：基于 **你** 对重要工作的理解，产出尽可能高水平的成果。\r\n\r\n问：Deutsch 和 Feynman 是如何创立量子计算领域的？\r\n\r\n答：通过提出正确的问题：「如果存在量子计算机，这种计算机会有什么能力？会比经典计算机更快吗？」\r\n\r\n问：为什么混乱无序的研究领域可能是机会？\r\n\r\n答：你可能会发现大一统/化繁为简的概念。\r\n\r\nMichael Nielsen：「在研究中，几乎没有什么比建立{前进的动力}更重要。」\r\n\r\n问：花时间为自己的研究设定明确的目标，这样有助于应对「研究中的大部分时间都在……」的问题。\r\n\r\n答：……迷茫之中。\r\n\r\n问：如何增强推进研究的动力？\r\n\r\n答：确立一个目标，即使这目标是错的！只要你定期反思并重新考虑这些目标即可。\r\n\r\n重要的是你在朝着能解决{重要问题}的方向努力。", + "type": "text/markdown", + "caption": " Nielsen, M. A. (2004). 有效研究的原则（第 0404 则技术笔记）昆士兰大学\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Nielsen, M" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices are generally ineffective.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices are generally ineffective.json" new file mode 100644 index 0000000..b82a152 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices are generally ineffective.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Note-writing practices are generally ineffective", + "text": "# 笔记写作实践大多是无效的\r\n\r\n原文：[Note-writing practices are generally ineffective (andymatuschak.org)](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)\r\n\r\n[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)，但[大多数人只写临时的笔记](https://notes.andymatuschak.org/z2ZAGQBHuJ2u9WrtAQHAEHcCZTtqpsGkAsrD1)。\r\n\r\n部分原因是[笔记写作实践提供的反馈很弱](https://notes.andymatuschak.org/z66PNF1Wt4AZ4j7TVEenkvPZgvDcHPuSdJC2r)，人们甚至没有注意到他们的笔记写作实践是多么的无效。他们发展了一些基本的笔记写作技巧，并大多停留在那里（[人们通常把技能发展到一个平台期，然后就停下来](https://notes.andymatuschak.org/z5gHroEM2vM2WcKxkdcsCw8qv5tmHSbBVxEb4)）。专家的表现没有得到很好的定义，所以人们表现不佳的情况并不明显（[改善的显著性推动了技能的发展](https://notes.andymatuschak.org/z3TLgRqbKq1iQvYNvxenccLPZUuJNB329uwGw)）。所有这些对其他核心知识工作技能来说也是如此：[知识工作的核心实践往往是临时性的](https://notes.andymatuschak.org/z7z6uFero1JXyANDsq7P4RzeUemPWrHD7Ejmn)。\r\n\r\n许多关于试图改善这些实践的文章都被误导了：[「更好地记笔记」没抓到重点；重要的是「更好地思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)\r\n\r\n相比之下：[常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)", + "type": "text/markdown", + "caption": " 笔记写作实践大多是无效的\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Note-writing practices are generally ineffective" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices provide weak feedback.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices provide weak feedback.json" new file mode 100644 index 0000000..25de249 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Note-writing practices provide weak feedback.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Note-writing practices provide weak feedback", + "text": "# 笔记写作的反馈不足\r\n\r\n原文：[Note-writing practices provide weak feedback (andymatuschak.org)](https://notes.andymatuschak.org/z66PNF1Wt4AZ4j7TVEenkvPZgvDcHPuSdJC2r)\r\n\r\n[笔记写作实践通常是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)，其中一个原因可能是由于笔记系统一般提供的反馈不足。\r\n\r\n开始进行间隔重复练习的人每天都会得到强反馈：如果他写了一个糟糕的问题，这个问题便会立刻且此后长期地困扰着他；他会感觉到（在某种程度上）自己对某一主题的记忆保留率的增长。\r\n\r\n相比之下，笔记写作的反馈非常迟缓：通常，当你写了一个笔记，你可能在几周内都不会去看它。这样的反馈也模棱两可：如果一个笔记能（或不能）帮助你提炼出一些深刻见解，它通常都不会特别明显。\r\n\r\n一般来说，人们并不清楚一个笔记 **应该** 是什么样子，所以也就不清楚某个笔记是否符合这个标准。\r\n\r\n[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)提供了更紧密和更强的反馈回路，这是因为你在不断地修改和参考过去的笔记。如果之前的笔记难以修改，你也会更容易注意到。使用[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)也会对一个人的笔记系统产生更强的反馈。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 人们不重视笔记写作的另一个原因是，即使笔记写得不好，也不会立即得到任何负面的反馈。", + "type": "text/markdown", + "caption": " 笔记写作的反馈不足\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Note-writing practices provide weak feedback" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Notes should surprise you.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Notes should surprise you.json" new file mode 100644 index 0000000..560ad88 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Notes should surprise you.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Notes should surprise you", + "text": "# 笔记应该让你吃惊\r\n\r\n原文：[Notes should surprise you (andymatuschak.org)](https://notes.andymatuschak.org/z4KZ9973AoHhvM9Pj5Qrds48JXNbMEwVJmVRw)\r\n\r\n如果阅读和写笔记不能带来惊喜，那还有什么意义？\r\n\r\n如果我们只是想记住一些东西，我们有间隔重复。如果我们只是想在某个局部环境中彻底理解某个特定的想法，我们就不会费心去维持一个长期的笔记系统。\r\n\r\n这就是为什么我们有密集的链接网络（[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)）：这样，搜索可以帮助我们看到意外的联系。\r\n\r\n这就是为什么我们遵循[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)：这样，当写到一个看似新鲜的想法时，我们会偶然发现我们已经写过的东西（也许是出乎意料的）。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nLuhmann, N. (1992). Communicating with Slip Boxes. In A. Kieserling (Ed.), & M. Kuehn (Trans.), *Universität als Milieu: Kleine Schriften* (pp. 53–61). 检索自 http://luhmann.surge.sh/communicating-with-slip-boxes\r\n\r\n> 沟通的一个最基本的前提是，伙伴之间可以互相给对方惊喜。只有这样，信息才能在彼此之间产生。\r\n\r\n[用 Zettelkasten 扩展你的思维和记忆 • Zettelkasten 方法](https://zettelkasten.de/posts/extend-your-mind-and-memory-with-a-zettelkasten/)\r\n\r\n> 如果你在你的 Zettelkasten 中查找某些东西，你需要得到意想不到的结果，以便形成新的想法。 正如我在关于这个主题的[介绍性文章](https://zettelkasten.de/posts/zettelkasten-improves-thinking-writing/)中指出的那样，惊喜是这里的关键因素。 笔记之间的链接使这成为可能，因为你可以通过跟踪连接和探索笔记网络的一部分来产生新的想法。 与明显的联系相比，非明显的联系通常比显而易见的联系更有益于创造性思维，因为它们会产生更大的惊喜。 当你的大脑继续处理那些显而易见的事情时，你的 Zettelkasten 却向你展示了那些奇怪的事情。 当你面对意想不到的事情时，它会激发你的想象力，让你大吃一惊。\r\n\r\n> 同时，它也为连接多年来的想法提供了机会，这反过来会产生惊喜的时刻。 这最终会让你发现不可预见的联系，让你跳出思维定势。", + "type": "text/markdown", + "caption": " 笔记应该让你吃惊\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Notes should surprise you" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Novel user interface ideas are public goods.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Novel user interface ideas are public goods.json" new file mode 100644 index 0000000..1be064d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Novel user interface ideas are public goods.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Novel user interface ideas are public goods", + "text": "# 新颖的用户界面创意是公共物品\r\n\r\n原文：[Novel user interface ideas are public goods (andymatuschak.org)](https://notes.andymatuschak.org/zXseK39g1SHgQvMXLbnaB1AUZ2WL5ffDzsbZ)\r\n\r\n[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)的核心洞见，往往要耗费颇多才能得出，但是复制起来却成本低廉，这是思想工具的核心挑战。例如，Adobe 公司在 Photoshop 和 Illustrator 平台上发展了无数的交互和隐喻，然而 Sketch 和 Figma 能轻松复制这些功能并加以改进，而不用支付多年以来的研发费用。Apple 公司用了很多年开发了现代多点触控交互界面；Google 公司在一年内就复制了该功能，而在随后的诉讼中几乎毫发无损。新颖的交互界面创新可以算作是[公共物品](https://notes.andymatuschak.org/z3zzwa7xcqZt72QDncJZjgMdAYfGR9xFgFPD6)：无法将他人排除在外（[排他性](https://notes.andymatuschak.org/z7YsM6TnaydeUiA4kbg9oLkZEtrBktR8uwTgu)），对手只需要相对很少的成本便能复制这一创新。令人高兴的是（对社会来说），这样的想法是非竞争性的（[竞争性](https://notes.andymatuschak.org/zjQmSaBSJMo9WSg3K9oDoZZsRQrqq76zq4bE)），甚至是反竞争性的。\r\n\r\n但是竞争者们对创意的侵吞挫伤了创意的产生。由于任何人都可以白嫖交互研发初始投资，所以对于公司来说，很难有充足理由在这个领域投入研发费用。\r\n\r\nAdobe 公司确实决定要捍卫他们的权利，但不是因为用户界面的创意问题。他们建立了谨慎的市场锁定战略。所以，他们在开发新界面想法上投入的钱，远少于在销售和培训上投入的钱，这也能理解了。\r\n\r\n但是：[电子游戏可以从新颖的用户界面上获益](https://notes.andymatuschak.org/z58B5xzowu1giLFq4Du59WqwX2ZKhgHEYw81j)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October). *How can we develop transformative tools for thought?* https://numinous.productions/ttft", + "type": "text/markdown", + "caption": " 新颖的用户界面创意是公共物品\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Novel user interface ideas are public goods" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit - Values.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit - Values.json" new file mode 100644 index 0000000..1d0d491 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit - Values.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Orbit - Values", + "text": "# Orbit - 价值观\r\n\r\n原文：[Orbit - Values (andymatuschak.org)](https://notes.andymatuschak.org/z4RKWtfRfrTaSKM8B9QzRjGCTnxZcEU4ZPLGW)\r\n\r\n我对 [Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o) 的价值观目标进行了初步分析：\r\n\r\n### 真诚、热忱、好奇心 —— 而不是：义务、工具主义、劳苦\r\n\r\nOrbit 帮助你加深与你最在意之物的关系。这些活动主要是认知上的，但你与材料的关系是情感上的。这是为你可以谈一晚上的想法和想象。Orbit 是为那些赋予你生命意义的东西而设的。\r\n\r\nOrbit 不在于让你吃掉西兰花。它不适合你认为你「应该」参与的事情，那些需要你唤起意志力的事情。它的基调不是「教育」。Orbit 的结果是学习，但其目标不是学习：而是能够做一些在这个世界上给你带来意义的事情。\r\n\r\n### 无为，不费吹灰之力，「相信过程」—— 而不是：收件箱，图表，旋钮\r\n\r\n向 Orbit 添加内容就像打理园子一样。你种下种子，相信它会茁壮成长，开花结果。你并不关心卡片展示时机和展示频率等细节。你大可放心：安排的时间基本上是合理的；你能逐步把添加的所有内容都内化；卡片的间隔会慢慢变长，如同移动到更远的轨道一样，而新卡片的展示机会也是恰如其分的。你的 Orbit 不会有「要溢出来」的感觉。\r\n\r\n你的日常 Orbit 练习，就像你的日常冥想练习一样。没有「完成」一说，没有进度的图表一往无前。如同冥想练习一样，你对某一次练习的具体结果并不关心，也不该关心。但你终究会来参加练习，顺应气息，最终你的视野更加清晰。\r\n\r\nOrbit 不是一个需要梳妆打扮的收件箱。Orbit 不是一个带着三位数字的红袖章。你不用「拨入」你的 Orbit 卡片。你不用执着地追踪任何一张卡片的「进展」（不过你确实能感受到一些更宽泛的「进展」弧线）。\r\n\r\n### 用功、认真、主动 —— 而不是：自满、被动、敬畏\r\n\r\n一方面，冥想是轻松的，但在另一方面，冥想是用功的。你每天参加练习并遵循指示，相信这些活动将帮助你变得更加明智，尽管你并不了解背后的确切机制。但这并不意味着冥想很「轻松」！如果你不认真投入，15 分钟转瞬即逝，而你却没有清楚地觉察到一次呼吸。\r\n\r\n类似地，Orbit 也同样既轻松又用功。你出席每日的复习，没有特定的期待或要求，但你要全神贯注于你在那里发现的东西。Orbit 本质上是严肃者的工具。它是深入、清晰的理解；它是对那些仅仅想让你记住思考一些东西的老方法的不满。\r\n\r\n作者通过提供卡片来塑造使用 Orbit 的体验，但 Orbit 终究是一个靠你自己运用的工具。Orbit 期待并回报你自己的主动性——通过你撰写自己的卡片，重组给你的卡片，抛弃你不关心的卡片，按照你的价值观塑造系统。\r\n\r\n## 另一种视角：「个性」\r\n\r\n参照：[最小可行个性 - AVC](https://avc.com/2011/09/minimum-viable-personality/)\r\n\r\n1. 你如何改变客户的生活？（帮助他们加深与他们最在意之物的联系）\r\n\r\n2. 你想代表什么？（意义、好奇、用功、仪式）\r\n\r\n3. 你厌恶什么？（义务、折磨、增长、自满）", + "type": "text/markdown", + "caption": " Orbit - 价值观\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Orbit - Values" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit helps you deeply internalize ideas through periodic review.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit helps you deeply internalize ideas through periodic review.json" new file mode 100644 index 0000000..3bbd398 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Orbit helps you deeply internalize ideas through periodic review.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Orbit helps you deeply internalize ideas through periodic review", + "text": "# 通过定期复习，Orbit 助你深刻内化思想\r\n\r\n## Orbit 让记忆成为一种选择\r\n\r\n令人沮丧的是，我们很快就会忘记许多读过的东西。若为了好玩而阅读，我们也许不会在意。然而，当我们对之前的细节记忆不清，就会难以理解复杂的想法。通常我们只保有一个模糊的要点，而不是准确的理解。\r\n\r\n令人高兴的是，认知科学家已经开发出简单的策略，可以确保你能永久地记住一些东西。Orbit 让作者将这些技巧融入他们的写作中，使你很容易记住你所读的东西。\r\n\r\n在你阅读时，Orbit 偶尔会用快速问题提示你，以加强你刚刚看到的观点。记忆会逐渐消失，所以几天后，Orbit 会向你发送一封电子邮件，邀请你快速复习文本中的问题。如果你还记得一个答案，你将在两周后看到它。然后是一个月后，然后是两个月，以此类推。如果你忘记了一个答案，间隔就会缩短，以加强该问题的记忆。\r\n\r\n不断增长的间隔意味着你只需要几次复习（通常每次几秒钟）就能记住一个答案好几年。记忆通常是杂乱无章的——我们读到一些有趣的东西，并希望我们能记住它——但这个复习系统 **使记忆成为一种选择** 。\r\n\r\n## 将想法送入你的轨道（Orbit）\r\n\r\n你可能在学校里做过抽认卡来记忆词汇或解剖学等事实。如果使用得好，简单的抽认卡可以自动学习一个学科的「简单部分」，这样你就可以专注于更深层次、更多的概念性问题。但激励 Orbit 的一个想法是，这些复习技巧也可以直接帮助人们掌握抽象的、概念性的知识。\r\n\r\nOrbit 的问题可以超越事实，探究联系、影响、原因和后果。它们可以促使你思考或综合新的东西。通过将这些问题编入叙事，作者可以将它们置于丰富的背景中，打破抽认卡作为一种媒介的普通限制。\r\n\r\n当你读一篇用 Orbit 写的文章时，你不会只读一遍就把它放在一边，也许是永远。复习环节使你与这些想法保持联系，在几周或几个月内一次又一次地回到这些材料中去。这种持续的练习改变了你与所读内容的关系。它为你提供了一种方法， **将想法送入你的轨道** 。\r\n\r\nOrbit 是一个新的平台——在很大程度上是一个实验。未来的版本将使你能够编写自己的卡片，使你与自己的想法保持联系。当某些东西看起来很有趣时，你可以给它系上绳子，然后以懒散的弧线把它抛起来。它将在某个时候回旋，但你并不十分关心什么时候。你会随着时间的推移给它的绳子或多或少的松弛。那么，漂浮在你头上的是一个不断变化的星座，包括暗示、事实、问题、卡片、迷恋。每天你都盯着你头上的那片天空，对那里的东西作出反应。\r\n\r\n## 关于项目的更多信息\r\n\r\nOrbit 是 [Andy Matuschak](https://andymatuschak.org/) 的一个项目，延续了与 [Michael Nielsen](http://michaelnielsen.org/) 共同撰写的一系列项目。欲了解更多背景：\r\n\r\n- 《[量子国度](https://quantum.country/)》是我们的原型助记媒介，是一本关于量子计算的教科书。数百名读者已经持久地记住了这本教科书。\r\n\r\n- 《[我们如何开发变革性的思想工具？](https://numinous.productions/ttft)》阐述了助记媒介背后的理论，并报告了量子国度的一些早期发现。\r\n\r\n- 《[穿越时间的文本](https://numinous.productions/timeful)》描述了如何利用这一机制在时间上扩展阅读体验。\r\n\r\n- 《[增强长期记忆](http://augmentingcognition.com/ltm.html)》（作者 Michael Nielsen）更详细地探讨了间隔重复机制。\r\n\r\nOrbit 是一项免费服务；[我的 Patreon 社区](https://patreon.com/quantumcountry)帮助它保持这种方式。你可以成为会员以支持工作，并定期阅读赞助人专用的文章和即将到来的项目的预览。\r\n\r\n如果你是一个对在自己的文本中使用 Orbit 感兴趣的作者，请[查看原始文档](https://docs.withorbit.com/)。你也可以[下载](https://withorbit.com/download)一个 Orbit 桌面应用程序的早期版本。", + "type": "text/markdown", + "caption": " 通过定期复习，Orbit 助你深刻内化思想\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Orbit helps you deeply internalize ideas through periodic review" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Original thought requires solitude.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Original thought requires solitude.json" new file mode 100644 index 0000000..4e3ffb2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Original thought requires solitude.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Original thought requires solitude", + "text": "# 原创思想需要独处\r\n\r\n原文：[Original thought requires solitude (andymatuschak.org)](https://notes.andymatuschak.org/zx7FC6fx77bMkBj26dRPy7BRbYFrj8Lehed)\r\n\r\nGrothendieck, 《[独处的重要性](https://web.archive.org/web/20040104204837/http://www.fermentmagazine.org/rands/promenade2.html)》，经由 [Michael Nielsen](https://notes.andymatuschak.org/zgiX4jSevUQ5QWQf6XY3Y2XooSpkTJFP9VA)：\r\n\r\n> 在那些关键的岁月里，我学会了如何独处。但即使是这样的表述也无法真正表达我的意思。从字面上讲，我根本没有学会独自思考，原因很简单，自我童年以来，这种能力就从未被遗忘过。这是我们从出生起就具备的一种基本能力。然而，在 [1945-1948](https://notes.andymatuschak.org/zx7FC6fx77bMkBj26dRPy7BRbYFrj8Lehed) 这三年与世隔绝的工作期间，我依靠自己的资源，遵循我自己自发发明的准则，使我对自己从事数学的能力充满了信心。这是一种谦逊而持久的自信，并不拘泥于任何共识或过时的法则。我的意思是：我用自己的方式去探索我渴望学习的事物，而不是依赖公开或默认的，来自更大或更小范围内一个群体的共识观念，不管这个群体是出于其他任何原因被视为权威，还是发现自己其实属于其中。以往，无论是在中学还是在大学，这种无声的共识告诉我，在使用像「体积」这样的词时，我们不必费心它真正的含义是什么，因为它「显而易见」、「众所周知」、「毫无问题」等等。但只有在这种「超越」的姿态中，我们才能做自己，而非共识的棋子，才能跳出别人划定的僵化圈子——正是在独处的行为中，我们才会发现真正的创造力，从而其他的一切都顺理成章。\r\n\r\n>\r\n\r\n从那时起，我有幸在数学领域受到欢迎，结识了很多人，无论是我的「前辈」还是我的同龄人中，他们都比我更出色、更有「天赋」。我钦佩他们像玩耍一样轻松地掌握新的想法，仿佛在摇篮里时就熟悉它们——而我却觉得自己笨拙，甚至有些愚蠢，在艰难的道路上痛苦地徘徊着，就像一头笨牛，面对着堆积如山却必须学习（据说如此）的东西，那些我觉得自己无法理解实质或者无法贯彻的东西。确实，在我身上很少能看出那种能在著名竞赛中获胜，或凭借一己之力掌握最棘手课题的优秀学生的特点。\r\n\r\n>\r\n\r\n事实上，我认为比我更出色的这些同志中，大多数已经成为了杰出的数学家。然而从三十或三十五年的角度来看，我可以说他们对我们这个时代的数学的影响并不深远。他们所做的一切，往往是在一个已经为他们铺垫好的背景下完成的美好事物，而他们并没有意愿去打破这个框架。在不自觉中，他们仍然是那些无形而专制的圈子的囚徒，这些圈子在特定时代限定了某个特定环境的边界。要打破这些束缚，他们需要重新在自己身上发现那与生俱来的能力，就像我的能力一样：独处的能力。\r\n\r\n[Deresiewicz, W. (2010, March 1). Solitude and Leadership. The American Scholar.](https://notes.andymatuschak.org/z2Y4z7zQds4otEhLPcoaDY25eVR7PZBoQA5Q):\r\n\r\n> 但在我看来，独处是领导力的本质。领导者终究处于一种非常孤独，甚至非常寂寞的地位。无论你征求多少人的意见，最终还是你自己要做出艰难的决策。在这样的时刻，你真正拥有的只有自己。\r\n\r\n[Susan Sontag](https://notes.andymatuschak.org/z37xs8Tw2m5gyeeBEYbxY6kkYQXq2PYfjxaam) (As Consciousness Is Harnessed to Flesh: Journals and Notebooks, 1964-1980; 7/19/77)\r\n\r\n> 一个人越孤独写出来的东西越好，见解越独特。\r\n\r\n------\r\n\r\n问：Grothendieck 说他并没有真正 **学会** 独处，这是什么意思？\r\n\r\n答：他认为这是一种与生俱来的基本能力，而对于某些人来说，随着时间的推移，这种能力逐渐被遗忘。\r\n\r\n问：Grothendieck 为何认为独处如此重要？\r\n\r\n答：为了「超越」整个社会共识所知的、值得追问的、应该追求的事物，独处是必要的。\r\n\r\n问：Grothendieck 从他那些天赋异禀的年轻同龄人中观察到了什么警示？\r\n\r\n答：几十年后，他们已经成为了专业人士，但他们的工作并没有十分深刻，因为他们仍然受制于别人为他们设定的背景。", + "type": "text/markdown", + "caption": " 原创思想需要独处\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Original thought requires solitude" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Parallel reading is mostly impossible in digital reading.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Parallel reading is mostly impossible in digital reading.json" new file mode 100644 index 0000000..6e33473 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Parallel reading is mostly impossible in digital reading.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Parallel reading is mostly impossible in digital reading", + "text": "# 电子阅读时，并排阅读基本上不可能\r\n\r\n原文：[Parallel reading is mostly impossible in digital reading (andymatuschak.org)](https://notes.andymatuschak.org/z8KaXwxWaMdUbhKa3RC2zN8ZB36gfvWcoWmwR)\r\n\r\n据我所知，没有 PDF 或 EPUB 阅读器，允许读者一次查看同一本书的多篇不相邻的页面。如果你要查看手头章节对应的那部分参考书目，你需要来回翻动页面。我只知道 [LiquidText](https://notes.andymatuschak.org/z2fGXCnKwFV1jDmKsp15wkbV5WHSnLpy52Mq) 是常见阅读软件中的唯一例外。\r\n\r\n[物理剪切和粘贴是并行的，并会存在不严格的中间状态](https://notes.andymatuschak.org/z6VMTBKqURcGfZa7Kj24U8wqTCS4vXukuCizB)，然而电子的复制粘贴也并非如此，于是问题更严重了。\r\n\r\n相关笔记：[电子阅读很难保持多个阅读位置](https://notes.andymatuschak.org/z7ZNevNutwN3wT5hTRLUipssHBNbxUWSyDHrr)", + "type": "text/markdown", + "caption": " 电子阅读时，并排阅读基本上不可能\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Parallel reading is mostly impossible in digital reading" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People prefer doing to thinking.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People prefer doing to thinking.json" new file mode 100644 index 0000000..2f4e0cb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People prefer doing to thinking.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/People prefer doing to thinking", + "text": "# 人们更喜欢行动而不是思考\r\n\r\n原文：[People prefer doing to thinking (andymatuschak.org)](https://notes.andymatuschak.org/zMHvnEVNVQyuU8Uhf4Wij7HnsCD3GgKpAds)\r\n\r\n这个短语来自于 Timothy Wilson 及其同事的一篇论文，描述了一系列研究，参与者被要求在一个空荡荡的房间里静坐思考 15 分钟。在其中一项研究中，房间里放了一个他们可以用来给自己电击的设备，结果近一半的人都选择了给自己电击——尽管他们此前回答说他们愿意花钱免遭电击！\r\n\r\n相关笔记：\r\n\r\n- [用别人的想法填满闲暇时间是一种文化习惯](https://notes.andymatuschak.org/zDoZS3Wt316napbdaBGU8C8WLVuyPeAu5Bi)\r\n\r\n - [许多人觉得困难的创造性工作在当下大多是不愉快的](https://notes.andymatuschak.org/z2M8gwu3M7qT49TG48bMxH1Ww1yoFmtEYMvt)\r\n\r\n- [倾听自己的想法很难](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP)\r\n\r\n------\r\n\r\n问：有什么生动的实验能证明人们更喜欢行动而不是思考？\r\n\r\n答：Wilson 等人要求人们静坐思考 15 分钟，并给了他们一个可以用来给自己电击的设备，尽管之前他们表示愿意花钱免遭电击，但很多人还是选择了给自己电击！\r\n\r\n## 参考文献\r\n\r\nWilson, T. D., Reinhard, D. A., Westgate, E. C., Gilbert, D. T., Ellerbeck, N., Hahn, C., Brown, C. L., & Shaked, A. (2014). Just think: The challenges of the disengaged mind. Science (New York, N.Y.), 345(6192), 75–77. https://doi.org/10.1126/science.1250830", + "type": "text/markdown", + "caption": " 人们更喜欢行动而不是思考\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "People prefer doing to thinking" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People underrate the importance of memory because of bad experiences with rote memorization in school.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People underrate the importance of memory because of bad experiences with rote memorization in school.json" new file mode 100644 index 0000000..b313399 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People underrate the importance of memory because of bad experiences with rote memorization in school.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/People underrate the importance of memory because of bad experiences with rote memorization in school", + "text": "# 人们在学校经受过死记硬背，因由这些负面经历而低估记忆的重要性\r\n\r\n原文：[People underrate the importance of memory because of bad experiences with rote memorization in school (andymatuschak.org)](https://notes.andymatuschak.org/z5d7PMFhoTTpJfGAXms4H9gSBvUDRHb43pkfn)\r\n\r\n[实现深刻理解要求细致掌握基础知识](https://notes.andymatuschak.org/zQiumA4k3SXo1GeRVJpsrVaBRETAoyYmSERS)，但[许多人认为记忆对深刻的创造性工作不重要](https://notes.andymatuschak.org/zD5zaKmvTFAAL3PTJGWzkAQr6CtoBCdoXBpM)。在许多情况下，似乎是学校里无意义的死记硬背导致了这一不幸的结果：那些经验不愉快，也感觉没有用，所以推而广之，记忆一定是不愉快而又无用的。但是，如果为支持由衷的好奇或者有意义的追求而去记忆，记忆既可以是有益的，而又是赋能的。\r\n\r\n与此相关的是，这些经验让人们认为记忆是负担，所以他们对记忆在哪里有用的感觉是相当受限的。但是[间隔重复系统中选择去记忆某项内容的行为有如轻松的手势](https://notes.andymatuschak.org/z2vBgMKvhXq9yM4wMR3uuQVsqJRarfbfbEoWr)。\r\n\r\n参见[教育的目标往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)，以了解本说明的反教育者角度。\r\n\r\n------\r\n\r\n问：许多人从在学校死记硬背的负面经验中，得出了什么错误的推广？\r\n\r\n答：记忆一定是不愉快且不重要的。\r\n\r\n问：为什么学生时期的经历往往会导致人们普遍厌恶记忆？\r\n\r\n答：学校里的死记硬背往往既令人不快又毫无意义。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October 0). *How can we develop transformative tools for thought?* https://numinous.productions/ttft\r\n\r\n> 那么，这一切是否意味着我们是死记硬背的粉丝，就像普通学校里那种强迫的记忆？当然不是。我们相信，许多人不喜欢死记硬背，使得他们普遍不喜欢记忆，并因此低估了记忆在认知中的作用。事实上，记忆是认知的一大核心部分。但正确的举措，不是大量枯燥的死记硬背。相反，要搭配良工巧思记住真正重要的东西。", + "type": "text/markdown", + "caption": " 人们在学校经受过死记硬背，因由这些负面经历而低估记忆的重要性\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "People underrate the importance of memory because of bad experiences with rote memorization in school" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People who write extensively about note-writing rarely have a serious context of use.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People who write extensively about note-writing rarely have a serious context of use.json" new file mode 100644 index 0000000..8eccae3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_People who write extensively about note-writing rarely have a serious context of use.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/People who write extensively about note-writing rarely have a serious context of use", + "text": "# 对笔记写作大谈特谈的人很少有严肃的使用场景\r\n\r\n原文：[People who write extensively about note-writing rarely have a serious context of use (andymatuschak.org)](https://notes.andymatuschak.org/zUMFE66dxeweppDvgbNAb5hukXzXQu8ErVNv)\r\n\r\n许多博主和「生活专家」的全职工作就是建议应该如何组织日记，或者应该如何最有效地[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)。我们之所以认真对待这样的建议，是因为这些做法已经帮助作者实现了有意义的创造性工作。[「更好的记笔记」错过了要点；重要的是「更好的思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)\r\n\r\n但大多数对笔记写作大谈特谈的人在他们自己的领域并非成就累累，不管这些领域是什么。事实上，大多数这样的作者并没有将他们的笔记应用于一些外生的创造性问题：他们的主要创造性工作 **是** 撰写关于生产力的文章。这些作者提供了记笔记的建议，以帮助科学家和高管应对工作中的挑战，但孕育这些建议的环境与这些挑战毫无关联。这里有两个相关的问题：[有效的系统设计需要从严肃的使用场景中获得洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)，以及[强大的赋能环境通常是追求自身意义的项目的副产品](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)。\r\n\r\n相比之下，卢曼几乎没有介绍过他的 [Zettelkasten](https://notes.andymatuschak.org/z2QvtE9w5zs49x7WUeG8Ut1vywHDLiG2Wkm9p)：他专注研究，成果丰硕，只有在他职业生涯接近尾声时，发表了几篇描述他笔记系统的短篇文章。\r\n\r\n我不是很常遇到这个问题，但我确实会整周只谈写笔记而对严肃追求放手不管。这则笔记在提醒我小心这件事。相关笔记：[我所认识的高效阅读者和思想家在阅读时不做笔记](https://notes.andymatuschak.org/z6GNVv6RyFDewy11ZgXzce8agWxSLwJ6Ub5Rw)。", + "type": "text/markdown", + "caption": " 对笔记写作大谈特谈的人很少有严肃的使用场景\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "People who write extensively about note-writing rarely have a serious context of use" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pitching out corrupts within.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pitching out corrupts within.json" new file mode 100644 index 0000000..d9743ee --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pitching out corrupts within.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Pitching out corrupts within", + "text": "# 揭发内部腐败\r\n\r\n原文：[Pitching out corrupts within (andymatuschak.org)](https://notes.andymatuschak.org/zqG92bvaL58AWMeL97jXaRd1Dm6hsfGvhAn)\r\n\r\n如果你试图回答一个有趣的问题，你可能无法为自己写一份完整的路线图。你可以勘察情况，并尽可能地降低风险，但没有半路上遇到的机会，突发的灵光一闪，你到达不了目的地。因此，非常重要的是，你要睁大眼睛，避免自欺欺人：你的突破点，可能就藏在那个你想要一带而过的异常数据点之中。\r\n\r\n既然你在和自己交谈时需要非常坦诚，那么你最好在和别人谈论你的工作时也要非常坦诚。我认为，说出那些有失公允的自吹自擂来营销自己的人，都是闭着眼睛说瞎话的。相比之下，如果你「[开门造车](https://notes.andymatuschak.org/z21cgR9K3UcQ5a7yPsj2RUim3oM2TzdBByZu)」，开诚布公地讨论你正在努力应对的挑战（又称[反向营销](https://notes.andymatuschak.org/z4bK6LaSBRetDzuYkeCs3A8mJ8DufTbK4o6FS)），你就会创造反馈循环，奖励怀疑和诚实的态度。你让诚信成为你身份的一部分，而不是试图将它与你的营销信息隔绝开来。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与 Michael Nielsen 的对话, 2019-11-27\r\n\r\n标题取自：\r\n\r\nTufte, E. R. (2006). *The cognitive style of PowerPoint: Pitching out corrupts within*. Cheshire, Conn.: Graphics Press.", + "type": "text/markdown", + "caption": " 揭发内部腐败\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Pitching out corrupts within" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Plans are worthless, but planning is everything.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Plans are worthless, but planning is everything.json" new file mode 100644 index 0000000..0c84069 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Plans are worthless, but planning is everything.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Plans are worthless, but planning is everything", + "text": "# 计划本身不算什么，计划过程才是关键\r\n\r\n原文：[Plans are worthless, but planning is everything (andymatuschak.org)](https://notes.andymatuschak.org/zRJ5mjwiTryLbJ7Jm2bDhgjLtYSa6xc6sEYS)\r\n\r\n这个看似自相矛盾的短语解释了很多事情。我一次又一次地发现，自己不得不放弃一些长期规划任务的结果。但即便如此，我也觉得，这比只是简单地即兴发挥要好得多。具体而言，规划无非就是事先考虑接下来要处理的事情所涉及的各个方面，这也许会让我按照自己的节奏去思考变得更为容易一些。目前，现有对[人类认知中的「组块」](https://notes.andymatuschak.org/z75gWU7QuiB5L3x6zFGLGQk3fVkuVJ6eKuEwP)的解释非常松散。\r\n\r\n这句话被认为是出自于{艾森豪斯威尔}，但这句话[很可能](https://quoteinvestigator.com/2017/11/18/planning/)是他对于丘吉尔早年的一句话的改编：「最好的将军是那些不受计划束缚并达成计划结果的人。」艾森豪威尔本人却认为，这句话出自一位无名的士兵之口。", + "type": "text/markdown", + "caption": " 计划本身不算什么，计划过程才是关键\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Plans are worthless, but planning is everything" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Platform knowledge helps non-practitioners amplify good ideas.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Platform knowledge helps non-practitioners amplify good ideas.json" new file mode 100644 index 0000000..eaa2ba2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Platform knowledge helps non-practitioners amplify good ideas.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Platform knowledge helps non-practitioners amplify good ideas", + "text": "# 平台知识帮助非从业者放大好点子\r\n\r\n原文：[Platform knowledge helps non-practitioners amplify good ideas (andymatuschak.org)](https://notes.andymatuschak.org/zUp2QEWS4i1En8vm44WPR3g7ZQzQiNqUXpQN)\r\n\r\n也许只有 10 万到 100 万人会在气候技术方面从事重要工作。但媒体对这一话题的影响并不局限于这些人。其他不专注于这个领域，但对这个话题感兴趣的读者，可以在作为社会「想法网络」的节点的时候使用这些知识。\r\n\r\n在更好的理解下，他们将能区分好想法和坏想法，他们会相应地放大或削弱这些想法。这在气候变化、长寿、脑机接口等有很多假内行和无效的空想家的领域中特别有用。\r\n\r\n只有当前置想法设法通过「想法网络」传播并到达相关节点时，新的洞见才会产生。即使是非专家和非从业者也可以在其中发挥作用。如果他们放大了无稽之谈，就会使专家的想法更难在专家之间偶然传播，因为两个专家之间最有力的交流途径可能变成非专家。\r\n\r\n------\r\n\r\n## 参考资料\r\n\r\n- Simler, K. (2019, May 13). Going Critical. Retrieved December 29, 2019, from https://meltingasphalt.com/interactive/going-critical\r\n\r\n- [Patrick Collison on project plans - 2019-12-24](https://notes.andymatuschak.org/z7crqahuuZZqzsRNKKV2ZkbmjLgcFb5CoCecF)", + "type": "text/markdown", + "caption": " 平台知识帮助非从业者放大好点子\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Platform knowledge helps non-practitioners amplify good ideas" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pomodoro technique.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pomodoro technique.json" new file mode 100644 index 0000000..60d7055 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Pomodoro technique.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Pomodoro technique", + "text": "# 番茄工作法\r\n\r\n原文：[Pomodoro technique (andymatuschak.org)](https://notes.andymatuschak.org/zRtoDFQZWq5WYcN1dJH52wKXuKCT4s62B78)\r\n\r\n根据我自己的实践：\r\n\r\n- 2022 年 1 月换回工作 25 分钟，休息 5 分钟的番茄钟，作为 [项目——在早上完成工作](https://notes.andymatuschak.org/z75qcWeAULZeQGbsKTmP2rXezBezxbTp9xL8H); focusing on longer contiguous blocks (6hr instead of 4hr, no long breaks) 的一部分；关注更长的连续时间块（6 小时而不是 4 小时，没有长休息时间）和在更难的任务上基于更高质量的深度关注，而不是试图优化效率\r\n\r\n- 换到工作 40 分钟，休息 5 分钟（注：称为 45 分钟番茄钟） (https://notes.andymatuschak.org/z2An8A72dXYUn5Z5HhLHJ7kC9H9SwRVH2HbM)\r\n\r\n - 所以早上要做 6 个 45 分钟番茄钟\r\n\r\n - 工作 8 小时就是 12 个番茄钟\r\n\r\n - 总共 55 分钟休息时间，分成 12 份\r\n\r\n- 换到工作 35 分钟，休息 5 分钟 [2020-01-22](https://notes.andymatuschak.org/z8ADGLGQuMmy2sEWp7sHdsiCscdJNrChxPEi3)\r\n\r\n - 今早目标是 7 个 40 分钟番茄钟\r\n\r\n - 工作 8 小时就快 14 个番茄钟了\r\n\r\n- 总共 65 分钟休息时间，分成 14 份\r\n\r\n## 标准的番茄钟休息程序你想看起来那样（相对）低效\r\n\r\n25/5的分割看起来似乎效率很低。你牺牲了总工作时间的17% 来做一些微小的休息，太小了，不能做任何严肃的事情！这感觉像是一个糟糕的主意，直到你意识到如果你 **不** 进行间断性地休息，你会在分心、时间黑洞、注意力不集中等事上浪费更多的时间。\r\n\r\n尽管如此，25/5 是否是正确的比例仍不清楚。在4小时的工作时间内...\r\n\r\n- 25/5 番茄钟包含 40 分钟的休息（83% 的时间工作）\r\n\r\n- 35/5 番茄钟包含 30 分钟的休息（87% 的时间工作）\r\n\r\n- 55/5 番茄钟包含 20 分钟的休息（92% 的时间工作）\r\n\r\n这些分割的差异令人惊讶的小。据我的经验，55/5 比 25/5 **难得多** （并且可靠性大大降低），至少在我的下一步不是非常清晰的情况下。并且在这个更苛刻的方案下工作仅为我赢得了额外的 20 分钟的灵活工作时间。并且，在 25/5 方案后面加一个额外的番茄钟将会得到相同的且更加容易（更重要的是，它更可靠）被实现的结果。换句话说，如果我想要 3 小时 40 分钟的专注的工作时间，比起选择一个不那么可靠、要求较高的 4 小时 工作时间块，我宁愿选择一个更可靠、要求较低的 4 小时 30 分钟的工作时间块\r\n\r\n实际操作中，情况比这要复杂得多，因为休息本身也会产生一定的负担。有时候，休息过后我需要几分钟才能重新进入工作状态。如果我在休息时禁止自己进行任何与工作无关的认知活动（如回复琐碎信息、浏览新闻或社交媒体、解决无关问题等），这种情况会得到一定程度的缓解。但有时候休息的时间安排并不合适，我可能会在思考的过程中被迫中断。实际上，我不确定这会造成多大的损失。有时，当一个时间段临近结束而剩余任务较为困难时，我甚至不愿开始这个困难任务，因为我知道会被打断。来自番茄工作法的建议——你应该计划下一步要做的事情。有时候，这是一个有益的建议。然而，你并不希望被打断的太过频繁。延长工作时间可以有效降低被打断后不愿继续的发生率。\r\n\r\n那么，何为「理想」状态呢？假设我在接下来的四个小时里清楚地知道该做什么，这在编程项目中是常见的情况，那么最佳的休息安排可能是：两小时后休息五分钟，每隔30分钟进行30秒的坐姿伸展和眼部休息。如果在四个小时内我完全不活动，我的身体会感到极度不适。因此，对我而言，实际上最佳的效率约为97%（并非100%）。在理想情况下，我会根据任务性质动态调整休息时间分配：在编程时使用较长的工作时间段，而在进行繁重的创新性工作时使用较短的时间段。但实际上，要可靠地做到这一点颇具挑战性。\r\n\r\n因此，在一定程度上，我认为相较于过分纠结番茄工作法，通过以下途径来提升“效率”更易于实现：\r\n\r\n- 更积极地管理日程，确保连续的工作时间\r\n\r\n- 更加慎重地挑选接优质的下一步行动\r\n\r\n- 更可靠地避免进行工作前的心理噪音 (见 [倾听自己的想法很难](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP))\r\n\r\n- 通过社交压力提高生产强度（合作、指导、成果交付等）\r\n\r\n相关笔记：\r\n\r\n[每天进行几个小时的困难的创意性工作是相当困难的](https://notes.andymatuschak.org/z2CimZy4H6BHkurFNQpqDjKitgpVud4pDTbwm)", + "type": "text/markdown", + "caption": " 番茄工作法\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Pomodoro technique" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Poor performance disrupts nonlinear reading in digital reading.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Poor performance disrupts nonlinear reading in digital reading.json" new file mode 100644 index 0000000..03ea2b9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Poor performance disrupts nonlinear reading in digital reading.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Poor performance disrupts nonlinear reading in digital reading", + "text": "# 在电子阅读中，糟糕的性能会破坏非线性阅读\r\n\r\n原文：[Poor performance disrupts nonlinear reading in digital reading (andymatuschak.org)](https://notes.andymatuschak.org/z239u1Bav77BRcx7xyD49wF62wdvPY81S51Qv)\r\n\r\n[熟练的阅读通常是非线性的](https://notes.andymatuschak.org/z3S7mmbydSX5Kx3V8mvkWLBcRGCgtroaY8XPz)，但电子阅读体验往往仅仅因为加载缓慢而使快速浏览和快速参考更加痛苦。当向前或向后翻动几页时，就会出现卡顿或白屏，这种环境促使读者的阅读效率降低。\r\n\r\n更糟的是：因为[进行电子阅读时，很难保持多个阅读位置](https://notes.andymatuschak.org/z7ZNevNutwN3wT5hTRLUipssHBNbxUWSyDHrr)，人们必须经常进行许多连续「翻页」操作，才能在相关段落之间移动。如果你在阅读一本实体书，你会把手指放在一个位置上，然后把中间的几页作为一个块来翻，但是电子阅读器必须承受延迟，而这种延迟通常会随着每一页的翻动而累积。", + "type": "text/markdown", + "caption": " 在电子阅读中，糟糕的性能会破坏非线性阅读\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Poor performance disrupts nonlinear reading in digital reading" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Powerful innovations often focus on creating new paradigms, not solving problems of the current context.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Powerful innovations often focus on creating new paradigms, not solving problems of the current context.json" new file mode 100644 index 0000000..eb846ea --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Powerful innovations often focus on creating new paradigms, not solving problems of the current context.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Powerful innovations often focus on creating new paradigms, not solving problems of the current context", + "text": "# 强大的创新往往侧重于创造全新范式，而非解决当前情境中的问题\r\n\r\n原文：[Powerful innovations often focus on creating new paradigms, not solving problems of the current context (andymatuschak.org)](https://notes.andymatuschak.org/z6ReihULdqZXqhY2bMACp15kwgM1sT421Cx6p)\r\n\r\n施乐 Alto 并非要解决现有办公室的问题，而是力图创造全新情境，既有其优势，也有其困难。同样，我们不能靠解决 Motorola ROKR 的问题来发明 iPhone：iPhone 是全新的事物，是发明，不是回应竞品或者迭代改良。\r\n\r\n从技术推广到其他领域，这一观察同样适用于某些政治制度（民主）、经济制度（加密货币）、精神制度（佐臣）等。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nVictor, B. (2019, December 12). *Presentation at Stripe Convergence*.", + "type": "text/markdown", + "caption": " 强大的创新往往侧重于创造全新范式，而非解决当前情境中的问题\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Powerful innovations often focus on creating new paradigms, not solving problems of the current context" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer associative ontologies to hierarchical taxonomies.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer associative ontologies to hierarchical taxonomies.json" new file mode 100644 index 0000000..b2f0804 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer associative ontologies to hierarchical taxonomies.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Prefer associative ontologies to hierarchical taxonomies", + "text": "# 优先建立信息间的联系来分类，而非使用层级式分类法\r\n\r\n原文：[Prefer associative ontologies to hierarchical taxonomies (andymatuschak.org)](https://notes.andymatuschak.org/z29hLZHiVt7W2uss2uMpSZquAX5T6vaeSF6Cy)\r\n\r\n让结构自然、有机地从创作中涌现吧。如果一开始就预定了创作结构，你就会过早地限制可能涌现而出的东西，并人为压缩想法和想法之间的微妙关系。\r\n\r\n从我们的文件系统、组织结构和图书馆上看，层级分类是世界的自然结构。然而项目通常不止属于一处，且互相关联的项目，却常常归类到不同的层级之下。\r\n\r\n更糟的是，如果预先明确划分类别，这些类别之间的边界必然是模糊的。不是所有事情都能 **精准地** 归类。也许一旦积累足够多的新想法，新的类别又冒出来了......只是你看不到它的新形状，因为一切都已经被分类了。此时，进一步的分类需要拆现有的结构。\r\n\r\n最好是让关联的想法所形成的网络逐渐涌现，不加任何标签：[让思想和信念有机地涌现](https://notes.andymatuschak.org/z5uSCvx3W2GdzBVhWAAXrrCcykJ8SHimdJzg7)。一旦你能看到形状，那么你就可以思考它的特征了。这就是为什么[常青笔记是发展大胆想法的安全场所](https://notes.andymatuschak.org/z8RTzukqNLKFXzqLwx25HrUrg5E5jiziGznWB)的原因之一。\r\n\r\n但要注意：[标签是一种无效的关联结构](https://notes.andymatuschak.org/z3MzhvmesiD2htMaEFQJif7gJgyaHAQvKH49Z)。\r\n\r\n本建议有一个副作用是：[在关联型笔记系统中，很难导航到未经链接的「邻居」](https://notes.andymatuschak.org/zT6iA52811NuLvbU9W8ixeDc3KUqyCT1wN8)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nBush, Vannevar. “As We May Think.” *Atlantic Monthly*, July 1945.\r\n\r\n> 我们不善查阅各种记录，这现象主要归咎于索引系统的刻意人造性。无论何种类型的数据，都要按字母顺序或数字顺序进行归档，而为查阅信息（能找到的话），则要深入层层子类步步寻踪。若无副本，信息只能在唯一一处被找到；不仅如此，找到一条信息后，就要先回到出发点再进入系统，走一条新路径查询下一条信息。人类思维不是这样运转的，而需依靠联想。脑细胞里存储的，是精微复杂的网络，由思绪轨迹编织而成，描述了想法之间的关联。根据这些关联，拿到一条信息，人类思维就能转瞬间联想到到另一条相关信息。\r\n\r\n[为什么笔记分类是个坏主意 - Zettelkasten方法](https://zettelkasten.de/posts/no-categories/)\r\n\r\n>主题靠拢在一起形成的「群簇」会自发涌现，尤其是围绕着它们的关键字或标签。 由此产生的归档结果更契合你的思维方式，因为它是顺应你的兴趣而发展的。 而且，事物被贴上了特别对 **你** 有意义的标签，而不是对别人。归档是一项很个人的 **信息管理** ，所以必须个性化，而且更浓厚的个人风格则能锦上添花。\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 传统笔记系统中，主要问题是某条笔记要存放在哪个主题下；而卢曼卡片盒笔记系统中，主要问题则是在哪种情景下想再见到某条笔记。", + "type": "text/markdown", + "caption": " 优先建立信息间的联系来分类，而非使用层级式分类法\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prefer associative ontologies to hierarchical taxonomies" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer explicit associations to inferred associations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer explicit associations to inferred associations.json" new file mode 100644 index 0000000..f48f7f0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer explicit associations to inferred associations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Prefer explicit associations to inferred associations", + "text": "# 优先选择明确的关联，而不是推断的关联\r\n\r\n原文：[Prefer explicit associations to inferred associations (andymatuschak.org)](https://notes.andymatuschak.org/z4RjXweCWNTdmHUFJpDCPmWVnwBEDbKviu9QJ)\r\n\r\n在建立「笔记互链」的个人知识库时（例如[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)），关联是否一定要全部手动建立？ DEVONthink 这样的工具，会使用机器学习推荐「相关」的笔记；而浏览网页时，浏览历史（单个标签里的时间线也可能为其提供背景）也可以反映内容间的关联。除此之外，或许光靠搜索，也能帮助我们顺藤摸瓜查找相关概念？\r\n\r\n像这些（自动化的）工具确实有助于构建关联，可以作为寻找互联的参考，但构建关联的工作不应该全部交给这些工具。\r\n\r\n第一：对内容相互关系的思考，是[做自己的思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)的一部分。这样迫使你深入体会新材料。\r\n\r\n第二：紧密组织后的互链，信息量更高 —— 你不希望自己的笔记关联一大堆没用的内容，阅读时要在一屏幕的链接里挑拣半天（译注：跟进了百度似的）。你写的条目，应能让读者很快地看出自己要进哪些链接，而不是点进一个又退出来。这样的笔记需要你记住知识库里所有的条目到底谈了什么。\r\n\r\n第三：你使用的术语会随着时间演变，所以基于关键词的链接长期看来不起作用。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 尽管 Zettelkasten 软件或许也能给出建议，比如根据关联的文献引用，但做好交叉引用是一个需要认真思考的问题，也是思想发展的关键部分。\r\n\r\n> 在 Zettelkasten 中，我们可以很容易地将关键词添加到笔记上，像添加标签一样，之后在索引中就会显示出关键词。卢曼会在索引中的关键词旁边加上一条或两条（很少再多添加）笔记卡片的编号（Schmidt，2013）。\r\n\r\n[为什么要手动设置链接，而不是仅依靠检索 - Zettelkasten 方法](https://zettelkasten.de/posts/search-alone-is-not-enough/)\r\n\r\n> 今天的你不可能像 6 年前那样写笔记，而且你会使用不同的术语。\r\n\r\n>\r\n\r\n> 每一次全文检索都会出现大量的 Zettel 笔记，所有笔记看似是平等的，而且联系方式也似乎一样，其实不然，完全不一样。所以你必须通过依靠记忆力来区分有用和无用的笔记，或者每次都要翻阅所有的笔记。", + "type": "text/markdown", + "caption": " 优先选择明确的关联，而不是推断的关联\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prefer explicit associations to inferred associations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer fine-grained associations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer fine-grained associations.json" new file mode 100644 index 0000000..664a636 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer fine-grained associations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Prefer fine-grained associations", + "text": "# 优先使用细粒度的关联\r\n\r\n原文：[Prefer fine-grained associations (andymatuschak.org)](https://notes.andymatuschak.org/z68tVM68dEAuH4acs7HY6K76tTVzBdoBGKMZB)\r\n\r\n信息系统中，材料之间的链接（例如[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)）可以是细粒度的（如文章中一句话中的引用），也可以是粗粒度的（如「另请参阅」小节）。\r\n\r\n一般来说，创建细粒度关联会更好。例如你在读论文，比起在杂乱的相关论文列表中翻找有用内容，X 论文与 N 段落有关这一信息更有用。\r\n\r\n双向链接尤其如此，否则很难知道这里的「反向」关系为何合理。", + "type": "text/markdown", + "caption": " 优先使用细粒度的关联\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prefer fine-grained associations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer labeled associations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer labeled associations.json" new file mode 100644 index 0000000..1b05525 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer labeled associations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Prefer labeled associations", + "text": "# 优先使用经过标注的关联\r\n\r\n原文：[Prefer labeled associations (andymatuschak.org)](https://notes.andymatuschak.org/z7pGUpz2fQsHHUPbjThz85xXPvHwrmikAeYH4)\r\n\r\n在信息系统中连接节点的边（例如，[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)）本身应以某种方式标注，以展现关联的背景。仅仅说「X 与 Y 有关」通常是不够的：最好说「X 在 Z 的背景下更详细地介绍了 Y。」\r\n\r\n额外的背景将是你记住或评估链接材料的引子，这将帮助你有效地浏览知识图谱，回溯你之前的思考过程。", + "type": "text/markdown", + "caption": " 优先使用经过标注的关联\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prefer labeled associations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer note titles with complete phrases to sharpen claims.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer note titles with complete phrases to sharpen claims.json" new file mode 100644 index 0000000..af0cac6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer note titles with complete phrases to sharpen claims.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Prefer note titles with complete phrases to sharpen claims", + "text": "# 笔记标题建议使用完整的句子，避免模糊主张\r\n\r\n原文：[Prefer note titles with complete phrases to sharpen claims (andymatuschak.org)](https://notes.andymatuschak.org/z3KmNj3oKKSTJfqdfSEBzTQiCVGoC4GfK3rYW)\r\n\r\n在[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)的写作过程中，我发现使用完整的句子作为笔记标题，有助于笔记保持面向概念（[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)）。例如：[教育的目标往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)，[常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97).\r\n\r\n这些笔记标题通常是陈述句或者祈使句，明确地表达主张。主张明确的标题驱使我在笔记的主体部分充分围绕标题进行分析，以支持标题提出的主张。如果我写了一则笔记，但是却很难用精准的标题总结它，那么这通常表明我的想法不清晰，或者这则笔记涉及多个主题（违背了[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)的原则）。在这两种情况下，解决办法都是将想法分解，然后先写自己最理解的部分。\r\n\r\n问题也是很好的笔记标题，因为这个位置能驱使我提出触及笔记的核心的问题。有些问题确实是历久弥新的（[杰出才能在多大程度上是可遗传的？](https://notes.andymatuschak.org/z6Ndn5nmxLWsrQQ3ZLHsxHsokGTycgo17XGYi)）；而其他问题笔记则更偏向于短期的启发式卡片（[助记媒介如何助力非专业知识的学习？](https://notes.andymatuschak.org/z57S2Fte6gAnnM1gCS2nHpH7NYAiXD8KeDfvZ) ）。第二类问题的目标是摆脱问号，将其重构为以陈述句/祈使句为标题的笔记。\r\n\r\n这一策略的几个常见例外：\r\n\r\n- 我只在定义核心术语术语时使用名词或名词短语（其他笔记一般围绕这些术语展开）。例子：[可执行战略](https://notes.andymatuschak.org/z53fk5XwrsnueNDDCq6WNe2VbPhrDGQmmVgNS), [情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH), [赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)\r\n\r\n- 提纲式笔记（见[在写作时预先拟好提纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)）如[§笔记写作系统](https://notes.andymatuschak.org/zhmLXArqiCMDr9Q13ViqN3hh3SmrKzjQxWAr)\r\n\r\n- 更多内容请见[笔记类型命名法](https://notes.andymatuschak.org/z6f6xgGG4NKjkA5NA1kDd46whJh2Gt5rAmfX)\r\n\r\n开始写笔记时，我通常不知道标题会是什么。标题往往涌现在笔记正文的写作过程中。当一则笔记使我联想到一个清晰而强有力的标题时，这表明说明我开始理解这则笔记了。相关文章：[常青笔记的标题就像 API](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C)", + "type": "text/markdown", + "caption": " 笔记标题建议使用完整的句子，避免模糊主张\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prefer note titles with complete phrases to sharpen claims" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer positive note titles to promote systematic theory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer positive note titles to promote systematic theory.json" new file mode 100644 index 0000000..5152fc1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prefer positive note titles to promote systematic theory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Prefer positive note titles to promote systematic theory", + "text": "# 笔记标题建议正面表述，以促进说理系统化\r\n\r\n原文：[Prefer positive note titles to promote systematic theory (andymatuschak.org)](https://notes.andymatuschak.org/z8T6sLNco2benUMgcXUXeJh35eW2obP48DoPp)\r\n\r\n在写[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)时，很容易写出类似「X 不好」或「Y 不行」的笔记。更可取的做法，则是让笔记标题正面地表达事物属性或要求。\r\n\r\n仔细想来，主旨含有否定意味的笔记，通常包含一个描述性的理论，说明为什么缺失/缺憾的属性是重要的。把内隐的说理摆在明面上，更易于在更系统的上下文下审视主张，进一步阐释也不在话下。\r\n\r\n比如说：\r\n\r\n- [元认知支持需要动态的、参与性的环境](https://notes.andymatuschak.org/z6sGtFW1yd4qgcxkLQsEBEJWxLKmBdjMQzKfa)，而不是「被动环境不能提供良好的元认知支持」\r\n\r\n- [用手机来收集和分流，而不是（通常）用来阅读](https://notes.andymatuschak.org/z3YtsKc76oFwr9fxWkcNwAQdV1JGpUQ46hJ79)，而不是「不要用手机阅读」", + "type": "text/markdown", + "caption": " 笔记标题建议正面表述，以促进说理系统化\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prefer positive note titles to promote systematic theory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Premature scaling can stunt system iteration.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Premature scaling can stunt system iteration.json" new file mode 100644 index 0000000..28159e6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Premature scaling can stunt system iteration.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Premature scaling can stunt system iteration", + "text": "# 过早的扩大规模会阻碍系统的迭代\r\n\r\n原文：[Premature scaling can stunt system iteration (andymatuschak.org)](https://notes.andymatuschak.org/z2kr7QrJczqYyfwLFcv1FLEUMdVTsgfYSdFXA)\r\n\r\n特别是在硅谷，当一个人有了一个原型或一点运作良好的模糊念头时，就面临将其扩大的诱惑：让它为更多的人和更多的用例工作，把它变成一个平台，让业绩折线图向右上角奔跑，等等。这个剧本显然威力巨大，但它的部署应该有谨慎的时机，因为它往往会让整个系统的概念架构冻结在早期。\r\n\r\n## 为什么\r\n\r\n你要花时间建设通用的基础设施。需要仔细设计接口，写文档和测试，并且确保系统能处理负载。这些工作和做实验是对立的，不仅因为要占用时间：这套系统会更加固化。\r\n\r\n一旦用户和用例增加，做出改变或者进行大胆的实验就变得很困难。你要保证现有的功能不被破坏，否则需要小心地沟通并管理变化。\r\n\r\n这些不同的用户每天都要消耗大量的时间：在一个小的原型中，1% 的人出现的故障不会带来真正的问题，但当你有 10 万个用户时，它就会成为高度优先的问题。\r\n\r\n一旦这个剧本成为主要目标，你的动机就会改变：你的目标自然会变成使业绩图表上升，而不是回答关于你的系统的基本问题。\r\n\r\n## 关于保持小规模\r\n\r\n扩大规模的一个巨大的好处是，[实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)的过程能得到更多的反馈。诚然，[有效的系统设计需要从真刀真枪的使用情境汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)，但是创造小规模的真刀真枪的使用环境是可能的，你同样能将其用于回答关于你的系统的许多核心问题。事实上：技术专家经常本能地扩大他们的系统，以增加他们从严肃用户那里得到有力反馈的机会，但这是一个相当随机的方法。你可以通过精心组织你的原型设计过程来实现这一目标。这最终可能会更好，因为[实践出洞见时，建议摸石头过河而不是先画蓝图](https://notes.andymatuschak.org/z7Ldzn94FibghJBEG9hAebu8LMNV7NVBFvsfg)\r\n\r\n当然，最终你会需要对系统进行归纳，以回答某些问题，但至少在研究成果方面，最好是使规模 **遵循** 这些问题所表达的需要。在这个意义上，它是一个工具性的目的，而不是一个终极目的。", + "type": "text/markdown", + "caption": " 过早的扩大规模会阻碍系统的迭代\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Premature scaling can stunt system iteration" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prompts written in prose notes about source material lack context.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prompts written in prose notes about source material lack context.json" new file mode 100644 index 0000000..2a33ad1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Prompts written in prose notes about source material lack context.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Prompts written in prose notes about source material lack context", + "text": "# 用散文格式编写的关于源材料的卡片缺乏上下文\r\n\r\n原文：[Prompts written in prose notes about source material lack context (andymatuschak.org)](https://notes.andymatuschak.org/z39cc5AFaeVExHJkKKEEjAohRNZxz7iuZWSTX)\r\n\r\n在[我的个人助记媒介实现](https://notes.andymatuschak.org/z4mAF1uBV96r72e4NjLcDaujEyTPGiUQJEj8C)中，我注意到，使用散文格式编写的卡片可以避免一些 SRS 创作界面所特有的短视。但是，有个常见的情况，当我为正在阅读的书籍撰写许多卡片时，这些散文卡片仍然因脱离了它们的源上下文而受到影响。\r\n\r\n由于它们与原始资料没有联系在一起，我更难评估是否「涵盖」了我打算表达的内容。修改那些模糊或未抓住正确角度的卡片也变得更加困难。\r\n\r\n如果我为一本书写很多卡片，它们将形成一个庞大的、视觉上无法区分的文本文件。这在视觉上和实践中都非常难以浏览！所以，我通常会用副标题分隔概念性部分……但仍然如此。我发现，最容易的方法是根据卡片在文本中对应的「位置」来思考卡片，但是将卡片嵌入到散文中会丢失这种空间关系。\r\n\r\n另请参见我的笔记，[在阅读网络内容时，在行内编写间隔重复卡片的界面](https://notes.andymatuschak.org/z6NAUU151tRAwC9JCEbi5aW7PVU2BFiwmsFWt)，以了解可能性和替代方案。", + "type": "text/markdown", + "caption": " 用散文格式编写的关于源材料的卡片缺乏上下文\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prompts written in prose notes about source material lack context" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Quantum Country readers reliably develop detailed retention for embedded questions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Quantum Country readers reliably develop detailed retention for embedded questions.json" new file mode 100644 index 0000000..b5ac1a0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Quantum Country readers reliably develop detailed retention for embedded questions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Quantum Country readers reliably develop detailed retention for embedded questions", + "text": "# 量子国的读者可靠地对嵌入式问题形成详细的保留\r\n\r\n原文：[Quantum Country readers reliably develop detailed retention for embedded questions (andymatuschak.org)](https://notes.andymatuschak.org/z3kzMVAPanLdwuE4MQYt2ZW3p67Ce57ZVXjwZ)\r\n\r\n## 2019年末的时间表\r\n\r\n关于2019年下半年的时间表数据，见[经过五次重复，大多数量子国读者对至少95%的问题达到了至少1个月的证明保留](https://notes.andymatuschak.org/z2MbabeKq79Jk8VPkLYtHMhWQ51osmH8XfAy)\r\n\r\n另见[量子国用户在展示了五天的保留后很少忘记](https://notes.andymatuschak.org/zS5uKLsoTbkJSadTv2U3Z4G3uEBrFxTLy5E)\r\n\r\n## 2019年初的时间表\r\n\r\n所有这些数据都是在第一次复习课前回答了80%以上的[QCVC](https://notes.andymatuschak.org/zDEm83cN4nymHeX89cvZCPVQJ4hyhmsLexyC)文章问题的读者。\r\n\r\n经过6次重复（使用较早的、不那么积极的SRS时间表），大多数2019H1用户每个问题平均保留约54天。\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/F022F1DE-0051-41F2-8774-18A19730F9F9-50257-00003E08227452B0/dem_retention.png]]\r\n\r\n2019H2的中位数读者在第9节时对95%以上的QCVC提示表现出了2周的保留。[来源](https://datastudio.google.com/u/0/reporting/1VtXKXFeHu2ItURkfTuFbGsWYetYMZkUe/page/h446/edit)这些用户在对每个提示重复3次后，每个问题平均保留了约24天。我们还没有后来重复次数的数据。\r\n\r\n但这只是一种生存效应吗？这些读者在任何情况下都会形成这种保留？还是说这是一种选择效应--这些读者已经*有了对这种材料的详细保留？[记忆性媒介的复习环节对读者保留的因果影响是什么？](https://notes.andymatuschak.org/z7eT9uRr3hqxJe2ojDnbZm5L6YhCnk6DfSPm2)", + "type": "text/markdown", + "caption": " 量子国的读者可靠地对嵌入式问题形成详细的保留\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Quantum Country readers reliably develop detailed retention for embedded questions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice and transfer learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice and transfer learning.json" new file mode 100644 index 0000000..856ae6c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice and transfer learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Retrieval practice and transfer learning", + "text": "# 提取练习和迁移学习\r\n\r\n原文：[Retrieval practice and transfer learning (andymatuschak.org)](https://notes.andymatuschak.org/z2a8QGPfUmdLCVokLaegNzmaU6ehC58CUtYi)\r\n\r\n最简单的[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)实例发生在学生对着他们之后会被测试的（即相同的）卡片进行测试的时候。所以：假设你记住了关于一个主题的一千张卡片，我们真正关心的不仅仅是你回答这些具体问题的能力，毕竟你早就见过它们了，而更重要的是这种练习使你对该主题的可用理解产生了怎样的影响。你实际上能用它做什么？如果我问你一个涉及你所练习的知识的开放式问题，你能不能调动这些知识——即[迁移学习](https://notes.andymatuschak.org/z2hEyCHQpB6UV8z4mYvto7FJud4zWVqZqfxJZ)。\r\n\r\n- [助记媒介可以包含卡片来支持近迁移](https://notes.andymatuschak.org/z6MSrv4m23Z41Gwic6ts3i7Hiy63hdNKH8MbZ)\r\n\r\n- [助记媒介如何帮助读者产生更复杂的理解？](https://notes.andymatuschak.org/z7RgD27WGTZmhHEvEeYcZXAZQwPT8QZ6Ee8xQ)\r\n\r\n## 实验证据\r\n\r\n- [Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710–756](https://notes.andymatuschak.org/Pan%2C_S._C.%2C_%26_Rickard%2C_T._C._(2018)._Transfer_of_test-enhanced_learning)\r\n\r\n - 这个关于提取练习的迁移效应的元分析发现，相对于非练习干预，总体平均迁移效应为 d=0.4，特别是受练习期间的反应一致性、初始准确性和精细提取调节。\r\n\r\n- [Butler, A. (2010). Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology. Learning, Memory, and Cognition, 36, 1118–1133.](https://notes.andymatuschak.org/zKhfH8c9tyT3e8sZzDSKZ3yMmLFjybUT1CA)\r\n\r\n - 用改编的维基百科段落进行的小型实验表明，相对于重新学习，提取练习可以提高学习者面对迁移类问题的表现，其幅度与逐字问题相近。\r\n\r\n- [A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review.](https://notes.andymatuschak.org/Agarwal%2C_P._K.%2C_Nunes%2C_L._D.%2C_%26_Blunt%2C_J._R._(2021)._Retrieval_Practice_Consistently_Benefits_Student_Learning)\r\n\r\n - 在这个关于[提取练习](https://notes.andymatuschak.org/zFGWCfLsZMkwKPYG2F3k9mnpwWM9D6cEJXS)的更广泛的系统性的综述中，作者指出：「与逐字或重复问题的实验相比，改写问题的实验的效应通常较小。」这个效应看起来很小，也许是 d~0.1-0.2。\r\n\r\n- [Samani, J., & Pan, S. (2021). Interleaved Practice Enhances Memory and Problem-Solving Ability in Undergraduate Physics. Npj Science of Learning, 6.](https://notes.andymatuschak.org/z2hbCUF8Lyt1eoAfR5cN74GNYKdUcJBdaK97)\r\n\r\n - [交错练习](https://notes.andymatuschak.org/zVBSmoZbMp7kpzoPEsEwbp2ZpH3W6wtfyAJ)，在这个例子中会涉及到[提取练习](https://notes.andymatuschak.org/zFGWCfLsZMkwKPYG2F3k9mnpwWM9D6cEJXS)和[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)，在随后的迁移测试中产生了明显的提高。\r\n\r\n- [Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331(6018), 772–775.](https://notes.andymatuschak.org/z78CeJK6CpQWhzruLZZ8cVxeQ2WaHgzHNmHsq)\r\n\r\n - 研究主要是为了评估[概念图](https://notes.andymatuschak.org/z88WWcjQ3JXgNMd2eq9yeStASEfqJwE4dp5)与[提取练习](https://notes.andymatuschak.org/zFGWCfLsZMkwKPYG2F3k9mnpwWM9D6cEJXS)，评估时涉及需要迁移才能回答的推理问题，在这些问题上，提取练习条件下的学生比所有其他条件（重复学习、概念图）表现更好，就绝对数值而言，也相当不错。\r\n\r\n- [Do Students Need Fact Knowledge Before Higher Order Learning? Journal of Educational Psychology, 111, 189–209](https://notes.andymatuschak.org/Agarwal%2C_P._(2019)._Retrieval_Practice_%26_Bloom%E2%80%99s_Taxonomy)\r\n\r\n - 在某些条件下，学生进行事实问题的练习，并被要求回答高阶测试问题。这些学生的表现与那些完全不进行提取练习的学生几乎没有区别。\r\n\r\n### 准备阅读\r\n\r\n- Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. *Educa- tional Psychology Review, 24,*437– 448. http://dx.doi.org/10.1007/ s10648-012-9210-2\r\n\r\n- Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology, 101(3), 621–629. https://doi.org/10.1037/a0015183\r\n\r\n- McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The Read-Recite-Review Study Strategy: Effective and Portable. Psychological Science, 20(4), 516–522. https://doi.org/10.1111/j.1467-9280.2009.02325.x\r\n\r\n- McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in middle-school science: Successful transfer performance on classroom exams. *Applied Cognitive Psychol- ogy, 27,*360–372. http://dx.doi.org/10.1002/acp.2914\r\n\r\n- Agarwal, P. K. (2019). Retrieval practice and Bloom’s taxonomy: do students need fact knowledge before higher order learning? Journal of Educational Psychology, 111, 2 189–209.\r\n\r\n- Butler, A. C., Black-Maier, A. C., Raley, N. D., & Marsh, E. J. (2017). Retrieving and applying knowledge to different examples promotes transfer of learning. *Journal of Experimental Psychology: Applied, 23,*433–446. http://dx.doi.org/10.1037/xap0000142\r\n\r\n- Carpenter, S. K. (2012). Testing enhances the transfer of learning. *Current Directions in Psychological Science, 21,*279–283. http://dx.doi.org/10 .1177/0963721412452728\r\n\r\n- Rohrer, D., Taylor, K., & Sholar, B. (2010). Tests enhance the transfer of learning. *Journal of Experimental Psychology: Learning, Memory, and Cognition, 36,*233–239. http://dx.doi.org/10.1037/a0017678\r\n\r\n- van Eersel, G. G., Verkoeijen, P. P., Povilenaite, M., & Rikers, R. (2016). The testing effect and far transfer: The role of exposure to key infor- mation. Frontiers in Psychology, 7, 1977. http://dx.doi.org/10.3389/ fpsyg.2016.01977\r\n\r\n- Balch, W. R. (1998). Practice versus review exams and final exam performance. Teaching of Psychology, 25, 181–185. http://dx.doi.org/10 .1207/s15328023top2503_3\r\n\r\n- Bjork, E. L., Little, J. L., & Storm, B. C. (2014). Multiple-choice testing as a desirable difficulty in the classroom. Journal of Applied Research in Memory & Cognition, 3, 165–170. http://dx.doi.org/10.1016/j.jarmac .2014.03.002\r\n\r\n- McConnell, M. M., St-Onge, C., & Young, M. E. (2015). The benefits of testing for learning on later performance. Advances in Health Sciences Education, 20, 305–320. http://dx.doi.org/10.1007/s10459-014-9529-1\r\n\r\n- McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494 –513. http://dx.doi.org/10.1080/ 09541440701326154\r\n\r\n- McDaniel, M. A., Wildman, K. M., & Anderson, J. L. (2012). Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study. Journal of Applied Research in Memory & Cognition, 1, 18–26. http://dx.doi.org/10.1016/j.jarmac.2011.10.001", + "type": "text/markdown", + "caption": " 提取练习和迁移学习\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Retrieval practice and transfer learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice appears to be a more effective learning activity than elaborative encoding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice appears to be a more effective learning activity than elaborative encoding.json" new file mode 100644 index 0000000..16995ec --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Retrieval practice appears to be a more effective learning activity than elaborative encoding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Retrieval practice appears to be a more effective learning activity than elaborative encoding", + "text": "# 提取练习似乎是一种比精细编码更有效的学习活动\r\n\r\n原文：[Retrieval practice appears to be a more effective learning activity than elaborative encoding (andymatuschak.org)](https://notes.andymatuschak.org/z6z7GhYwjvT6eYbBDQgUbmcshywmskqnVs3Y6)\r\n\r\n制作概念图或提出自己的问题似乎是了解一个领域的好方法，但至少对于基础知识而言，提取练习似乎是更有效的学习活动：\r\n\r\n- [Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331(6018), 772–775.](https://notes.andymatuschak.org/z78CeJK6CpQWhzruLZZ8cVxeQ2WaHgzHNmHsq)\r\n\r\n- [Karpicke, J. D., & Smith, M. A. (2012). Separate mnemonic effects of retrieval practice and elaborative encoding. Journal of Memory and Language, 67(1), 17–29. https:\\/\\/doi.org\\/10.1016\\/j.jml.2012.02.004](https://notes.andymatuschak.org/Karpicke%2C_J._D.%2C_%26_Smith%2C_M._A._(2012)._Separate_mnemonic_effects_of_retrieval_practice_and_elaborative_encoding._Journal_of_Memory_and_Language%2C_67(1)%2C_17–29._https%3A\\%2F\\%2Fdoi.org\\%2F10.1016\\%2Fj.jml.2012.02.004)", + "type": "text/markdown", + "caption": " 提取练习似乎是一种比精细编码更有效的学习活动\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Retrieval practice appears to be a more effective learning activity than elaborative encoding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_SRS retry mechanism.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_SRS retry mechanism.json" new file mode 100644 index 0000000..e734a14 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_SRS retry mechanism.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/SRS retry mechanism", + "text": "# SRS 重试机制\r\n\r\n原文：[SRS retry mechanism (andymatuschak.org)](https://notes.andymatuschak.org/z2GB3wDnERaJr2337zGJdb5Gnr7tURrfmoxu)\r\n\r\n在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中，通常有各种各样的「重试」机制。通常情况下，这些机制的工作方式是，如果你答不上来一个问题，几分钟后，或在复习结束时，它将再次呈现。换句话说，这张卡片被暂时分配一个很短的间隔，在成功记住之后，它就会得到新的「遗忘后」间隔，通常会更长。\r\n\r\n## 在助记媒介中\r\n\r\n从 2019 年底开始，《[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)》实现了以下行为；[Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o) 一直都在实施这一行为。如果你在阅读文章时忘记了问题的答案，该问题会在文章的下一个复习区重新出现（除非是最后一个复习区，在这种情况下，一旦你回答了当前复习区的所有问题，它就会重新出现）。如果你在复习阶段忘记了问题的答案，它将在复习阶段结束时重新出现。\r\n\r\n到目前为止的研究结果：[重试干预使量子国度的早期准确率大幅提高](https://notes.andymatuschak.org/z26sYZAf3H5ohZTM2eaAosMRNwLkXiRKDsAJ)。\r\n\r\n这个功能大致受到 Anki 的「学习」队列启发。如果我忘记了一张卡片的答案，然后提前结束复习（即在再次复习该卡片之前），我觉得对它的记忆会变得不那么可靠。提取练习文献中可能存在实证数据。我还没有查阅相关文献，也没有在我的背景阅读中偶然发现它。\r\n\r\n有趣的是，[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)表明，这种快速重试可能不如在下一个复习会话中重新呈现卡片那样有效。但我的直觉（以及我们越来越多的证据）表明，重试干预确实有帮助。在我读过的有关间隔效应的文献中，没有一篇根据最初的反应成功率来区分表现（尽管我认为应该已经有这样的研究了）。\r\n\r\n关于[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)中这种机制的笔记：\r\n\r\n- [重试结果可能会给出额外的可提取性信号](https://notes.andymatuschak.org/zq2kRQRbZ5ykqy6TWtece3NscvMdjYRUZFr)", + "type": "text/markdown", + "caption": " SRS 重试机制\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "SRS retry mechanism" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Salience of improvement drives skill development.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Salience of improvement drives skill development.json" new file mode 100644 index 0000000..c991be3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Salience of improvement drives skill development.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Salience of improvement drives skill development", + "text": "# 对进步的直观感知驱动技能发展\r\n\r\n原文：[Salience of improvement drives skill development (andymatuschak.org)](https://notes.andymatuschak.org/z3TLgRqbKq1iQvYNvxenccLPZUuJNB329uwGw)\r\n\r\n谁都知道高超的钢琴演奏听起来怎样。当一个业余爱好者演奏时，他自然会将自己与听到的录音比较——也许还会对这二者的差距感到相当痛苦！相比之下，人们做复杂决定时，他们通常对自己业余选手的身份缺乏自觉。军官接受的训练要求他们能做出战略性决断，但这种战略性对一个小生意人来说并不特别重要。决策，作为一种抽象的技能，不会出现在「技能举重」菜单上。\r\n\r\n我怀疑这就是为什么[人们通常将技能发展到一个高原，然后停止](https://notes.andymatuschak.org/z5gHroEM2vM2WcKxkdcsCw8qv5tmHSbBVxEb4)，特别是为什么[运动员和音乐家比知识工作者更严格地追求基本技能的精湛性](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)的一个关键原因。如果你从来没有听说过[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，记忆能否成为一个可以解决的问题，可能并不是很明显。如果你没有听说过[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，那么[知识工作者对于逐步完善想法往往没有具体方法](https://notes.andymatuschak.org/z2A9r2zcddVXfxjevj5Nzayhwxr9VuycjxYdz)可能也不明显。", + "type": "text/markdown", + "caption": " 对进步的直观感知驱动技能发展\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Salience of improvement drives skill development" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development in games is subservient to other intrinsically meaningful purposes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development in games is subservient to other intrinsically meaningful purposes.json" new file mode 100644 index 0000000..71d865c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development in games is subservient to other intrinsically meaningful purposes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Skill development in games is subservient to other intrinsically meaningful purposes", + "text": "# 游戏中的技能培养服从于其他有内在意义的目的\r\n\r\n原文：[Skill development in games is subservient to other intrinsically meaningful purposes (andymatuschak.org)](https://notes.andymatuschak.org/zeb2g4GbLPhXGKZavqQ7v7iuqe5B8jGhnFKw)\r\n\r\n[游戏能有效地培养玩家的技能](https://notes.andymatuschak.org/z2J6v5xtfJaeW5KFF6fNwkHxLWQonxuUA5ndg)，但这并不是游戏体验的重点：这些技能对于有内在意义的目的——审美、社交、叙事等——是附带的。真正的目的是审美的，而不是实用的：[游戏是审美的行动媒介](https://notes.andymatuschak.org/z5LACRpfDs6pfGiJV5RjixDj6cMsPQoQrSj3s)。而审美观通常由[“寻找乐趣”](https://notes.andymatuschak.org/z2BH7jhTMRmmjM5UHyVUShW4ZtTSzxaV7oubs)引导。\r\n\r\n技能培养是实现这些目的的一种手段：我想学习如何飞行，因为它很美。技能培养也是这些目的的自然副产品：我变得更擅长飞行，因为环境中有我难以到达的平台。\r\n\r\n[教育游戏](https://notes.andymatuschak.org/z5YBATDEy9pSqzTgNhH6MhGqgkG8mAF7QTLK5)的设计者忽略了这一点，而将技能培养本身作为首要目的。有时玩家会表现出一些名义上的目的（「打破高分！」），但这只是一层一戳即破的梦幻泡影；这显然不是设计师的首要考虑因素。这些游戏颠覆了它们自己的目标：[教育游戏对于创造赋能环境是注定失败的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)。\r\n\r\n## 参考文献\r\n\r\nBret Victor 的电子邮件，2015/03/19。[回复：具有负重教育功能的玩具](javascript:void(0))\r\n\r\n> 我认为你的想法绝对是正确的，用「负重」的概念来思考活动。但我认为，过度关注「我们是否在教授这些概念，孩子们是否在学习这些概念」会导致居高临下的设计，既不有趣，也没有教育意义。\r\n\r\n>\r\n\r\n> 也许相反，在设计活动时，概念承载着重量，但专注于使活动本身 **对设计师和玩家来说** 有趣和快乐。问问自己：「我自己喜欢玩这个吗？」并相信玩家，通过花几个小时 **接触** 这些概念，会获得熟悉，然后是流利，然后是理解，这很难明确地设计出来。", + "type": "text/markdown", + "caption": " 游戏中的技能培养服从于其他有内在意义的目的\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Skill development in games is subservient to other intrinsically meaningful purposes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development requires challenging homeostasis.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development requires challenging homeostasis.json" new file mode 100644 index 0000000..114c16f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skill development requires challenging homeostasis.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Skill development requires challenging homeostasis", + "text": "# 发展技能需要挑战稳态\r\n\r\n原文：[Skill development requires challenging homeostasis](https://notes.andymatuschak.org/z4V56SvpNAHuaWSkU9U319uTxqBppv1mRx3aE)\r\n\r\n为了让肌肉更强壮，你必须要挑战身体的稳态机制，超越稳态一般所能补偿的范围，直到身体增强肌肉力量来重新建立稳态。我们的神经结构似乎有类似的应对机制，会调整网络之间的连接，使得经常使用的连接路线更畅通 (Barnes and Finnerty, 2010)。\r\n\r\n因此，如果你有志于发展一项技能，你便需要挑战这种稳态。超越目前的舒适区，进入「新常态」后，身体便会有所回应，让新的状态易于接受。此时，「新常态」将成为新的稳态点，所以为了继续成长，你便要再接再厉，砥砺前行。见[目的明确的练习，术语来自 Ericsson和 Pool](https://notes.andymatuschak.org/z7pC147AdTuRWQ2XKyRYpQC8FiM6rmjwRqwzv)。\r\n\r\n## 停止挑战稳态后是否会退步？\r\n\r\n{Woollett 等人} ({2009}) 发现，退休的伦敦出租车司机在导航任务上{比全职的伦敦出租车司机表现差，但相比对照组的司机表现更好}。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nBarnes, S. J., & Finnerty, G. T. (2010). 感官体验和大脑皮质重塑. The Neuroscientist, 16(2), 186-198. https://doi.org/10.1177/1073858409343961\r\n\r\nEricsson, A., & Pool, R. (2016). **尖峰：来自关于专业的新科学的秘密** （第 1 版）Eamon Dolan/Houghton Mifflin Harcourt。[Peak - Ericsson and Pool](https://notes.andymatuschak.org/z6Sx5DSLp1Jdt4wqvN36Xvregj6mQnCnFopmy)", + "type": "text/markdown", + "caption": " 发展技能需要挑战稳态\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Skill development requires challenging homeostasis" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skillful reading is generally non-linear.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skillful reading is generally non-linear.json" new file mode 100644 index 0000000..74d560d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Skillful reading is generally non-linear.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Skillful reading is generally non-linear", + "text": "# 熟练的阅读通常是非线性的\r\n\r\n原文：[Skillful reading is generally non-linear (andymatuschak.org)](https://notes.andymatuschak.org/z3S7mmbydSX5Kx3V8mvkWLBcRGCgtroaY8XPz)\r\n\r\n书籍的结构几乎总是高度线性的，书籍这一媒介本身的形式也鼓励读者线性地阅读文本。但掌握阅读技巧的读者很少以线性方式阅读——他们要么带着目的阅读，寻找书中能帮他们解决问题的内容；要么在第一次阅读时理解这本书的结构（见[检视阅读](https://notes.andymatuschak.org/z7nGeuP4x5jheM35njJFkr1Ss5CAu1S5WmwPg)）；或者从索引开始，只关注其中最重要的段落。\r\n\r\nMcCutcheon（2015）有一个有趣的反面观点：\r\n\r\n> 古代作者将卷轴的线性特点作为文本解释中的一个维度（译者注：古代的西方解释学即是解释神话、圣经、法典等的技艺之学）。他们在卷轴上写就的诗集没有明确的线索来串连一首首诗歌，但是卷轴的特点迫使读者对内容变化做出解释，因为他们必须以线性方式来阅读诗集。\r\n\r\n## 参考文献\r\n\r\nEdwards, P. N. (2005). How to Read a Book.\r\n\r\n> 阅读这类书籍的目的是获得信息。此时干脆利落地找出事由主因才是主要目标。因此，除非你被困在监狱里无事可做，否则 **千万** 不要从头到尾读非虚构类书籍。\r\n\r\n> 为获取信息而阅读时，你更应该始终跳在前面，跳来跳去，并使用一切可用的策略来 **发现** ，然后是 **理解** ，最后是 **记住** 作者要表达的内容。这样便能在最短的时间里从书中汲取最多的营养。\r\n\r\nMcCutcheon, R. W. (2015). Silent Reading in Antiquity and the Future History of the Book. Book History, 18(1), 1–32. https://doi.org/10.1353/bh.2015.0011", + "type": "text/markdown", + "caption": " 熟练的阅读通常是非线性的\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Skillful reading is generally non-linear" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Software interfaces often harmfully frame destructive operations as final decisions, not contingent preferences.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Software interfaces often harmfully frame destructive operations as final decisions, not contingent preferences.json" new file mode 100644 index 0000000..c32ca93 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Software interfaces often harmfully frame destructive operations as final decisions, not contingent preferences.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Software interfaces often harmfully frame destructive operations as final decisions, not contingent preferences", + "text": "# 软件界面经常将破坏性操作作为最终决定，而不是视情况而定的选择\r\n\r\n原文：[Software interfaces often harmfully frame destructive operations as final decisions, not contingent preferences (andymatuschak.org)](https://notes.andymatuschak.org/z5vXaKVAPBNKAAi9RXNudduhyGadGXqtMVTEs)\r\n\r\n[收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)，而通常这需要积极地放弃较低优先级的项目。一些例子：\r\n\r\n- 将低优先级的电子邮件归档，以保持收件箱的可读性\r\n\r\n- 丢弃掉队的待办事项\r\n\r\n- 关闭一厢情愿的浏览器标签，以保持浏览器界面的可管理性\r\n\r\n- 删掉你的下载文件夹里的那些长期未读的 PDF 文件\r\n\r\n这些行动都让人感到沉重，因为它们是破坏性的。当然，如果你关闭标签，你总是可以在以后重新打开它，但你总是害怕如果你关闭它，那你就再也看不到它了。\r\n\r\n这种破坏性的行动往往不符合我们的实际意思。我们的意思往往是：如果我在下周有一个轻松的日子（即如果流入率很低），或者如果我在接下来的几个晚上有时间（即如果我暂时增加流出率），我会打开来看看......否则我就不会了。我现在打开的其他标签要重要得多。\r\n\r\n同样，如果你正在修改一篇文章，你可能会纠结于一个有趣的段落，但它其实并不属于那里。删除段落会给人一种破坏性的感觉，如果你把它移到一个「墓地」区域，你就不相信你会再看到它。\r\n\r\n典型的软件系统是过于正式的。它们坚持最终性，尽管它们的用户通常是以相对的偏好来思考的，这取决于环境。另一方面，明确重申「优先权」和「背景」的系统通常过于繁琐，无法使用。我们需要一个更好的「核心动词」。一个可能的解决方案的例子：[间隔重复可以降低破坏性的收件箱维护操作的风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019, December). Taking knowledge work seriously. Presented at the Stripe Convergence, San Francisco.", + "type": "text/markdown", + "caption": " 软件界面经常将破坏性操作作为最终决定，而不是视情况而定的选择\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Software interfaces often harmfully frame destructive operations as final decisions, not contingent preferences" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some %22educational%22 activities have intrinsically meaningful purposes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some %22educational%22 activities have intrinsically meaningful purposes.json" new file mode 100644 index 0000000..a7f6197 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some %22educational%22 activities have intrinsically meaningful purposes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Some %22educational%22 activities have intrinsically meaningful purposes", + "text": "# 一些“教育”活动的目标有其内在意义\r\n\r\n原文：[Some “educational” activities have intrinsically meaningful purposes (andymatuschak.org)](https://notes.andymatuschak.org/z3bjAHBa3Rx5DRwmVsmmeNUTceS9ErxLfSAiM)\r\n\r\n绝大多数教育活动主要聚焦于学习结果，这种聚焦违逆了这些活动本身的目的（[教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)，相比之下，[赋能环境中的活动直接服务于有内在意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)）。\r\n\r\n但并非所有名义上的教育环境都有这种问题。例如，与主治医生一起查房的医学生，虽然支付了学费，也学到了很多东西，但是，「查房的主要目的是照顾患者」。即使他们的主治医师在做一些他们称之为「教学」的事情——提出问题并给出背景理论等，但所谓这种教学的主要目的，依然是提供优质的患者护理，不仅在主治医生询问问题的时候，还有之后医学生逐渐承担更多责任的时候。\r\n\r\n已有的「教育」活动，很难对其加以修改，以服务于另一个内在有意义的目标。文化价值观和框架将其锁定，难以挣脱。", + "type": "text/markdown", + "caption": " 一些“教育”活动的目标有其内在意义\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Some %22educational%22 activities have intrinsically meaningful purposes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some outcomes are only achievable when working with very high intensity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some outcomes are only achievable when working with very high intensity.json" new file mode 100644 index 0000000..e9b61f5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Some outcomes are only achievable when working with very high intensity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Some outcomes are only achievable when working with very high intensity", + "text": "# 有些成果只有在非常高的工作强度下才能实现\r\n\r\n原文：[Some outcomes are only achievable when working with very high intensity (andymatuschak.org)](https://notes.andymatuschak.org/z2SSxk1MEoQXK6tbo5K7yoGPEguNxAcSwbyZx)\r\n\r\n我有个想得不太透彻的想法，就是对于项目而言，短时间高强度的工作方式，不等同于时间拉长，压力更小的工作方式。如果苹果公司在每个 iOS 版本上花两年的时间而不是一年，最终产物会截然不同，并且有些方面会改进，有些方面则更差。\r\n\r\n[Rob Ochshorn](https://notes.andymatuschak.org/z69YRzu9T2LzVnPsDJWxa5Ned9RuyFAZ1xoNw) 指出，建筑专业的学生会等到项目截止的前一晚才开始设计。不是他们拖延或犯懒：等待的过程让他们有充分的时间来思考、画草图。将要截止前时间所剩无几，他们不能再费时间斟酌概念，而能专注于执行。这也许与[过早扩大系统规模有碍于系统迭代](https://notes.andymatuschak.org/z2kr7QrJczqYyfwLFcv1FLEUMdVTsgfYSdFXA)有关。\r\n\r\n我在苹果公司任职时发现，对于打磨质量的问题，如果要按流程归档后提交到 Radar 系统\\*，这个问题永远不会得到解决。项目管理部要拍板发布时间点，而此时问题往往依然存在，但之后又要编写新功能（就没空解决这个问题）。这样的问题最好「当即」解决。这样工作强度会增大。[Chris Beiser](https://notes.andymatuschak.org/z2Gb3KaeL2bK8QzuuHMcZCqPmvTjPdkocoPxk) 总结为：「无关紧要，现在做好」。（\\*译注： Radar 系统是苹果公司的内部 Bug 管理系统）\r\n\r\n隐约有点关系：[有效的深度工作取决于时间和强度](https://notes.andymatuschak.org/z2R15PDZf5NLaUKAYvweEDjUp8r4fNTuLSXU)\r\n\r\n------\r\n\r\n问：建筑学专业的学生会等到项目截止的前一晚才开始设计。根据 [Rob Ochshorn](https://notes.andymatuschak.org/Rob_Ochshorn)，什么因素可以解释这个现象？\r\n\r\n答：他们在「迟绑定（late binding）」，在付诸实物设计前花更多时间来斟酌概念。", + "type": "text/markdown", + "caption": " 有些成果只有在非常高的工作强度下才能实现\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Some outcomes are only achievable when working with very high intensity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Span of absolute judgment.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Span of absolute judgment.json" new file mode 100644 index 0000000..581c161 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Span of absolute judgment.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Span of absolute judgment", + "text": "# 绝对判断广度\r\n\r\n原文：[Span of absolute judgment (andymatuschak.org)](https://notes.andymatuschak.org/ziwhFzgTbrS2uxWEkCvoJzQrDzRz5EAWWZFy)\r\n\r\n人们难以准确识别单维刺激物的绝对数量。例如，假设我在只有 0 和 100 标签的数线上标记一个点。然后我让你估计这个标记点对应的数字。你的答案与真实位置相差多少？\r\n\r\n换一种说法，你能可靠地区分多少个类别？如果我可以选择 0-100 中的任何一个数字，你可能不会预计得那么准确，但如果我只能选择 20、40、60 和 80，你的答案可能会完全相关。我们可以慢慢增加可能的选择数量，找到人们不能可靠地区分任何额外类别的界限。我们还可以对其他刺激重复同样的实验，比如声音的响度或音调，或者盐水的浓度，或者颜色的色调。\r\n\r\n{ Miller }（1956 年）称这个阈值为 **绝对判断广度** ，他的文献回顾表明，这个阈值在{ 七 }左右，在不同的刺激类型中变化很小，令人惊讶。\r\n\r\n这个数量很重要，因为它代表了人类信息处理的基本限制：[人类作为信息处理者的通道能力](https://notes.andymatuschak.org/z8iJEzmLdBMoWYtQHkDohDgeWz6UBGm74qEiW)\r\n\r\n------\r\n\r\n问：Miller 的绝对判断广度描述了哪些类型的刺激？\r\n\r\n答：一维量级\r\n\r\n问：绝对判断广度变化的大致数量级是什么？\r\n\r\n答：10^0\r\n\r\n问：为说明某人对某刺激的绝对判断广度，可以做什么实验，举个例子。\r\n\r\n答：[为盐水的浓度、形状的大小、线条的倾斜度等分配数字](https://notes.andymatuschak.org/ziwhFzgTbrS2uxWEkCvoJzQrDzRz5EAWWZFy)\r\n\r\n问：人类只能可靠地将一个刺激（如盐水浓度）区分为大约 7 个不同的单维量级。Miller（1956）把这个极限称为什么？\r\n\r\n问：绝对判断广度\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMiller , G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158 [Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)", + "type": "text/markdown", + "caption": " 绝对判断广度\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Span of absolute judgment" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Switching costs are high between software development and research thinking.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Switching costs are high between software development and research thinking.json" new file mode 100644 index 0000000..b2111ed --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Switching costs are high between software development and research thinking.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Switching costs are high between software development and research thinking", + "text": "# 软件开发和研究思维之间的转换成本很高\r\n\r\n原文：[Switching costs are high between software development and research thinking (andymatuschak.org)](https://notes.andymatuschak.org/z78pmtn8LMt6npZyHciSjVZJdp3u7sin61PzG)\r\n\r\n[深度软件开发和深度研究思考的思维状态是相互排斥的](https://notes.andymatuschak.org/zQCSSBGrBJazfq3tuJehkf81MsYj6du38Dof)。更糟的是：至少在我的经验中，在这两种思维状态之间切换的成本相当高。我尝试将一天甚至一周划分为「建造」和「思考」时间，但并不是很成功。这使得「摸石头过河」特别困难，反之[实践出洞见时，建议摸石头过河而不是先画蓝图](https://notes.andymatuschak.org/z7Ldzn94FibghJBEG9hAebu8LMNV7NVBFvsfg)。", + "type": "text/markdown", + "caption": " 软件开发和研究思维之间的转换成本很高\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Switching costs are high between software development and research thinking" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Tags are an ineffective association structure.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Tags are an ineffective association structure.json" new file mode 100644 index 0000000..39a0a8d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Tags are an ineffective association structure.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Tags are an ineffective association structure", + "text": "# 标签是无效的关联结构\r\n\r\n原文：[Tags are an ineffective association structure (andymatuschak.org)](https://notes.andymatuschak.org/z3MzhvmesiD2htMaEFQJif7gJgyaHAQvKH49Z)\r\n\r\n标签是将性质不同的项目联系起来的简单方法，但用以描述关系的话，信息量就太低了。\r\n\r\n所有标记上特定标签的卡片，都显示为是相关的......但很难看出是怎样的关系。这些卡片只是混乱无序的列表。\r\n\r\n其中一些卡片比其他卡片与特定标签的主题更相关，所以我们应该[优先选择明确的关联，而不是推断的关联](https://notes.andymatuschak.org/z4RjXweCWNTdmHUFJpDCPmWVnwBEDbKviu9QJ)。\r\n\r\n其中一些卡片只有几个句子是和标签有关的，但该标签却与整体卡片相关联。我们应该[倾向于使用细粒度的关联](https://notes.andymatuschak.org/z68tVM68dEAuH4acs7HY6K76tTVzBdoBGKMZB)。与此相关的是，标签往往相当模糊或宽泛。更好的方法是更精确地链接到关联想法。\r\n\r\n而且有时候，如果能标注一点上下文，描述「为什么」某个卡片是和标记上的标签有关的，就更好了。我们应该[倾向于有标记的关联](https://notes.andymatuschak.org/z7pGUpz2fQsHHUPbjThz85xXPvHwrmikAeYH4)。", + "type": "text/markdown", + "caption": " 标签是无效的关联结构\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tags are an ineffective association structure" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The Primers explicit learning quests teach Nell to delegate her curiosity and interest.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The Primers explicit learning quests teach Nell to delegate her curiosity and interest.json" new file mode 100644 index 0000000..729d9c6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The Primers explicit learning quests teach Nell to delegate her curiosity and interest.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/The Primers explicit learning quests teach Nell to delegate her curiosity and interest", + "text": "# 《指南》里明确的学习任务让内尔学着外包掉她的好奇心和兴趣\r\n\r\n原文：[The Primer’s explicit learning quests teach Nell to delegate her curiosity and interest (andymatuschak.org)](https://notes.andymatuschak.org/z24NYWvoCZZSf1MKFB7FhRs8RD9ALghuQ5Vxy)\r\n\r\n在《钻石时代》中，*内尔与[《淑女养成指南》](https://notes.andymatuschak.org/z6xtQsFDb5YAPxWzJdoYKbYVAxQghSteVEyoX)的关系主要是被动的：整个童年和青年时期，她应当完成书所呈现的活动。几乎所有的活动都是由《指南》激发和调节的，而不是由内尔发起的。她开始做这些活动，是因为《指南》向她提出了挑战；她致力于这些活动，直到《指南》认为她完成了（[内尔不知道也不认同《指南》的目标](https://notes.andymatuschak.org/z6mg4iibFwrKipuEYQvBuA9cxnjvZ2vG2QgQ9)）。\r\n\r\n在大多数情况下，这种关系是明确的：《指南》告诉内尔她正在进行探险，她需要从某些地方找回钥匙，她必须解决一些挑战才能得到一把特定的钥匙，等等。在这些情况下，内尔有意识地将她的大部分智力能动性委托给了《指南》。她不认为自己需要决定什么是有趣的或值得探索的；她了解到《指南》已为她制定了计划，她只要照着做。这种放弃会阻碍她自己的好奇心和兴趣的增长。[内部调节的学习是自我实现的；外部调节的学习是自我否定的](https://notes.andymatuschak.org/z593cFAtL3wWfMEFZodUYcM9TPQyMDHzEXxvS)。\r\n\r\n这就是为何[《指南》不是一个可行的赋能环境](https://notes.andymatuschak.org/z4WNFDsAy4sqT8eU9VUfKwW1gdSL4UGB4mbyG)的一个重要原因。内尔一生中大部分时间都在追求《指南》为她设定的目标。当《指南》明确的学习任务结束，内尔在智力上的本领可能仍不健全，能动性也较薄弱。\r\n\r\n相比之下：[包含智力发现的情景体验可以培养内尔的好奇心和兴趣（值得商榷）](https://notes.andymatuschak.org/z5JsBWmh9haqMm6pJ3H7WxKJ832AgyVZsQAwY)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nStephenson, N. (2003). *The Diamond Age: Or, a Young Lady’s Illustrated Primer* (Reprint edition). Spectra.", + "type": "text/markdown", + "caption": " 《指南》里明确的学习任务让内尔学着外包掉她的好奇心和兴趣\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Primers explicit learning quests teach Nell to delegate her curiosity and interest" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The best way to read is highly contextual.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The best way to read is highly contextual.json" new file mode 100644 index 0000000..6afa0ba --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The best way to read is highly contextual.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/The best way to read is highly contextual", + "text": "# 最好的阅读方式是高度语境化的\r\n\r\n原文：[The best way to read is highly contextual (andymatuschak.org)](https://notes.andymatuschak.org/z6e3AFda6oSsusEmf8vWevMaNLggQ9bCEgFkf)\r\n\r\n一本书应该如何阅读，在很大程度上取决于这本书、读者和背景。你读的有些文本基本上只是为了娱乐；有些文本你会跳过，只挑重点（[熟练的阅读通常是非线性的](https://notes.andymatuschak.org/z3S7mmbydSX5Kx3V8mvkWLBcRGCgtroaY8XPz)）；有些文本你会想深入地内化（例如[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)）。这种差异有些是由作品本身导致的，但大部分取决于你读书时的动机和感受。\r\n\r\n正如 Adler 和 van Doren 所言：「每本书的阅读速度不应慢于它所值得的速度，也不应超过能让你理解、带给你满足感的速度。」（第 43 页）我发现这在实践中非常难做到！这需要积极的监督和自我控制，根据我当时的注意力和理解力来调整速度。\r\n\r\n数字化阅读体验往往不能让人认识到这种灵活性，反而强化了线性、完成主义阅读的隐性预设。\r\n\r\n## 参考文献\r\n\r\nAdler, M., & van Doren, C. (1972). *How to Read a Book*. Simon & Schuster, Inc.", + "type": "text/markdown", + "caption": " 最好的阅读方式是高度语境化的\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The best way to read is highly contextual" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The cognitive revolution.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The cognitive revolution.json" new file mode 100644 index 0000000..df4eb29 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The cognitive revolution.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/The cognitive revolution", + "text": "# 认知革命\r\n\r\n原文：[The cognitive revolution](https://notes.andymatuschak.org/The_cognitive_revolution)\r\n\r\n{二十世纪中叶}，许多学者指出了[行为主义](https://notes.andymatuschak.org/zGYJ27hxJfdLQHBWedUpD5sq3p9Y1GnKk9q)的局限性：行为依赖于{不可观测到的内在现象}，如{记忆和信念}等。行为主义者认为{这些现象是主观的}，而不将其纳入实验中。\r\n\r\n心理学家开始研究这些内在现象。他们使用了[先验方法](https://notes.andymatuschak.org/z4EhH4wm5Lw5rhF2omcLxvmFT7SnnmH1v7kd4)和借鉴自计算机科学的思想，最终发展出[认知心理学](https://notes.andymatuschak.org/zLQzZhPX1oCXyCAt6fL1J2Hf6vWnEw91jhz)，并奠定了[认知主义](https://notes.andymatuschak.org/z29ws8NQEBoinKywNv2fx74PJ32CQm96uhau)的理论框架。\r\n\r\n## 促成认知革命的关键因素\r\n\r\n{Edward Tolman} 1948 年进行的大鼠实验证明了{知识}在行为中的作用。他{让大鼠探索迷宫数天}，之后{在迷宫中放置食物}来进行测试。他观察到{大鼠能够立即找到迷宫中的食物}，说明大鼠已经习得了「{认知地图}」。然而[行为主义](https://notes.andymatuschak.org/zGYJ27hxJfdLQHBWedUpD5sq3p9Y1GnKk9q)理论认为，学习是{行为变化}，因而难以解释这种现象。\r\n\r\n[B. F. Skinner](https://notes.andymatuschak.org/zv4siQE8YmE7gU1tcoeQV4H9SEnrkAahyby) 的著作《言语行为》(1957年) 主张语言可以通过{[操作性条件反射](https://notes.andymatuschak.org/z151kK7wBFk9U6tVXGzxTxignvwfKtAaAK1)}学习。{[Noam Chomsky](https://notes.andymatuschak.org/z4SLQdjLRfsiAfpXJt3JYVMum23Pr4jthji6F)} 发表了一篇尖锐的批判，指出{孩童生成言语时，有些言语是孩子从未听过，或者从未因此而受奖赏过的}。\r\n\r\n[Frederic Bartlett](https://notes.andymatuschak.org/zWA26zctXTTLEQ1ikD4KuqTC4ffizupyo4XX) 的实验表明，人们通过他称为「图式」的心理框架来解释他们的经历。\r\n\r\n计算机技术激荡起新的一波心理学理论，不少都应用了信息处理的隐喻：如缓冲区、门、事件处理等等。\r\n\r\n问：[先验方法](https://notes.andymatuschak.org/Transcendental_method)对[认知心理学](https://notes.andymatuschak.org/Cognitive_psychology)的意义是什么？\r\n\r\n答：它解决了一个重要的悖论：理解行为必须去理解内在现象，然而内在现象无法直接观测到。", + "type": "text/markdown", + "caption": " 认知革命\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The cognitive revolution" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The high-order bit for my productivity is whether I complete a deeply-focused morning creative block.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The high-order bit for my productivity is whether I complete a deeply-focused morning creative block.json" new file mode 100644 index 0000000..8a3e936 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The high-order bit for my productivity is whether I complete a deeply-focused morning creative block.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/The high-order bit for my productivity is whether I complete a deeply-focused morning creative block", + "text": "# 我的生产力的关键是，我需要在早上完成高度专注的创造活动\r\n\r\n原文：[The high-order bit for my productivity is whether I complete a deeply-focused morning creative block (andymatuschak.org)](https://notes.andymatuschak.org/zR9LxW1N893EXwQ3Fma1Gz4xPa1tF2Zd6zZ)\r\n\r\n关于提高工作效率的建议有很多。很多人写了不少博客，来描述他们如何通过特殊日志和笔记系统来优化工作，你可能要花几个月的时间阅读这些博客。我花了大量时间来计算和优化我每天的日程安排，试图挤出多一点工作时间。毫无疑问，这些方法都是有用的，对于某些类型的工作，它们可能是最重要的。但我的经验告诉我，真正决定我是否度过了「好工作日」的因素只有一个。如果我早上能坐在桌前连续工作四小时，并设法「沉浸」于某个创意项目，高度集中，思考清晰，我这一天在创意上就是有不错成效的。如果我思绪分散，从未专注于任何特定问题，那么无论我如何「优化」我一天的剩余时间，这一天在创意上就很难取得多少进展。\r\n\r\n首先要解决的问题是始终空出早晨日程，确保我有连续的 4-5 小时的工作时间。这（对我来说）很容易做到。当然，下一个明显的障碍是：在我的电脑上屏蔽分散注意力的东西。「生产力黑客」经常谈论这个办法，也确实有帮助，只要不要过于死板。此外，写作练习有助于我明确项目及其目标，这样当我坐在桌子前时，我能对接下来的安排有更清晰的看法。\r\n\r\n然而，我仍然发现很多时候，我会坐在桌子前工作 4 个小时，但从未真正投入到任何特定的创意工作中。这并不是因为我查看推特或电子邮件，犯了这样明显的错误。只是因为我会在各种问题之间跳来跳去，从未全身心投入到任何一个问题，或者我会发现自己解决了一些容易着手但实际上并不重要的问题，或者我的思绪会游离。或者我会感到[迟钝](https://notes.andymatuschak.org/z6bGenpYMx3mU8XmwJ24ZYCH9xZwf3KMFZQ1y)。这是个问题，因为[有效的深度工作不仅取决于时间，还取决于强度](https://notes.andymatuschak.org/z2R15PDZf5NLaUKAYvweEDjUp8r4fNTuLSXU)。\r\n\r\n[冥想](https://notes.andymatuschak.org/z8HEfhMAXwgNURZaaiWwgs6VZSM1nLc5rYp69)确实有帮助：[创意工作中的迟钝和分心，可能与冥想中的类似现象有相同原因](https://notes.andymatuschak.org/z4vq185F1xQgCAamTmbwprkGVZusJEXDvSMyP)。关键似乎在于持续审查自己的思考状态。这同样有助于[变得好奇](https://notes.andymatuschak.org/zKvtqpdyujNByokN4fSahKrgNgXxCAWD5gRv)和[变得好玩](https://notes.andymatuschak.org/ziHJKnDvMUWnBBpTEsVg3iVNxKrCieEUaEr)。我观察到，部分原因在于缺乏练习。我很多年都在从事极其任务导向的工作。而不断投身于更具挑战性的创意工作的过程，某种意义上是适应迷茫，并在迷茫中取得进展的过程。[深度研究需要比技术行业具备更慢的节奏](https://notes.andymatuschak.org/zhY2FQgMFwzqH7FKB8bnMvNGng9jmKtYshbu)\r\n\r\n相关笔记：[倾听自己的想法很难](https://notes.andymatuschak.org/z3ruCqbkUjU7U8MD5gaMjzmJV4GuENJ3ie1LP)。", + "type": "text/markdown", + "caption": " 我的生产力的关键是，我需要在早上完成高度专注的创造活动\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The high-order bit for my productivity is whether I complete a deeply-focused morning creative block" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The most effective readers and thinkers I know dont take notes when reading.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The most effective readers and thinkers I know dont take notes when reading.json" new file mode 100644 index 0000000..5ef9ecd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_The most effective readers and thinkers I know dont take notes when reading.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/The most effective readers and thinkers I know dont take notes when reading", + "text": "# 我所认识的高效阅读者和思想家在阅读时不做笔记\r\n\r\n原文：[The most effective readers and thinkers I know don’t take notes when reading (andymatuschak.org)](https://notes.andymatuschak.org/z6GNVv6RyFDewy11ZgXzce8agWxSLwJ6Ub5Rw)\r\n\r\n他们当中有些人阅读时做的事很简单——在后页记下一些关键的参考资料，或者偶尔在边角上写东西——但他们都没有一套持续坚持的阅读习惯，如[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)中描述的做法。他们并不是把这些习惯内化于心，行云流水，所以毫无痕迹：他们只是不干这些事情。\r\n\r\n不过他们都是专家级的阅读者，各有各的做法。他们阅读有目的；他们会交流所读的内容；他们会把收获用在创意项目中。所以他们比其他阅读者更加高效是有原因的。\r\n\r\n事实上，与此相反的说法似乎是正确的：大多数狂热于记笔记的人似乎实际上是相当低效的思考者。由此看来，[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)也许很重要，但还是值得商榷。我怀疑这里的关键问题是[「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)；这类人只关注「更好地记笔记」。[对笔记写作大谈特谈的人很少有严肃的使用场景](https://notes.andymatuschak.org/zUMFE66dxeweppDvgbNAb5hukXzXQu8ErVNv)。\r\n\r\n虽然如此：[许多杰出的思想家需要借助书写界面来思考](https://notes.andymatuschak.org/z5WDNZizsbAzE1p2BLwr339fV4TCpzNvaztP2)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n我关于这个笔记的 Twitter 帖子：[Andy Matuschak on Twitter: “One way to dream up post-book media to make reading more effective and meaningful is to systematize “expert” practices (e.g. How to Read a Book), so more people can do them, more reliably and more cheaply. But… the most erudite people I know don’t actually do those things!”](https://twitter.com/andy_matuschak/status/1211487900505792512)", + "type": "text/markdown", + "caption": " 我所认识的高效阅读者和思想家在阅读时不做笔记\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The most effective readers and thinkers I know dont take notes when reading" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_To what extent is exceptional ability heritable.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_To what extent is exceptional ability heritable.json" new file mode 100644 index 0000000..0dd6d37 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_To what extent is exceptional ability heritable.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/To what extent is exceptional ability heritable", + "text": "# 卓越的能力在多大程度上是可以遗传的？\r\n\r\n原文：[To what extent is exceptional ability heritable? (andymatuschak.org)](https://notes.andymatuschak.org/z6Ndn5nmxLWsrQQ3ZLHsxHsokGTycgo17XGYi)\r\n\r\n先天后天？\r\n\r\n这个主题往往是相当政治化的——很难找到关于这个问题的公正的文章。我们大多只能体现松散的指标，但要注意被测量的东西和被声称的东西之间的区别。例如，Ericsson 等人（1993 年，第 364-365 页）提出了能力测试和专业知识之间的种种无关联性，但这与证明遗传性完全不一样。\r\n\r\n- [一般能力测试通常不能预测特殊能力](https://notes.andymatuschak.org/z7EmKm1a1uYrZLM9SBpGBTqpdTVRLPZS54hbR)\r\n\r\n- [超常能力可能与人格特质相关](https://notes.andymatuschak.org/z4ka1w4cYVGgovLdcAKeKGQNKv4EkNktCFt3n)（这在一定程度上是可以遗传的）\r\n\r\n- 身体素质，如身高和肌肉密度，是可以遗传的，所以卓越的运动能力至少是可以部分遗传的。\r\n\r\n- 能力上的微小遗传差异可能导致儿童时期自然表现更好，这可能导致更多练习，形成良性循环（Ericsson 等人认为，1993 年；Coyle 的核心论文，2009 年）。\r\n\r\nEricsson 等人认为（1993 年，第 365 页）：卓越的表现不具有普遍性——获得的知识和技能对专业知识很重要——卓越的能力不具有遗传性。我认为这不成立，因为可遗传的特质可以帮助人们更有效地获得不可转移的技能。\r\n\r\n相关笔记：[成长性思维](https://notes.andymatuschak.org/zYC7Q4w2WjPvx6LTezpR8MJxFdZ11RWi93qm)\r\n\r\n------\r\n\r\n问：对于「天赋不能用遗传性状来解释」的一般看法，有哪一类重要的例外情况？\r\n\r\n答：体育：身高、肌肉纤维类型分布和其他高度相关的性状是可遗传的。\r\n\r\n问：能力上微小的可遗传变异如何被放大为成人专业知识上的巨大差异？\r\n\r\n答：由于某些可遗传的特质，一个孩子可能在没有训练的情况下表现得更好，这可能会导向更多练习，因此更加专业。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nCoyle, D. (2009). *The Talent Code*. Bantam Books.\r\n\r\nEricsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. *Psychological Review*, *100*(3), 363. [Ericsson et al - The Role of Deliberate Practice in the Acquisition of Expert Performance](https://notes.andymatuschak.org/z6xWa5QDyUmvuDqZ9Z7sANrfjf8sLoJ7BnspW)", + "type": "text/markdown", + "caption": " 卓越的能力在多大程度上是可以遗传的？\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "To what extent is exceptional ability heritable" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transcendental narrative.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transcendental narrative.json" new file mode 100644 index 0000000..3cc6792 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transcendental narrative.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Transcendental narrative", + "text": "# 超验叙事\r\n\r\n原文：[Transcendental narrative (andymatuschak.org)](https://notes.andymatuschak.org/z415U4CPdKAcFCNtkAFmKPw3DVAhrAPqPqwPB)\r\n\r\n传奇、惯例、价值观——这些超验叙事构架了我们的生活，并赋予它意义。这种叙事告诉我们做什么才是有价值的，人与人之间应当如何相处（译者注：如：爱你的邻人）。这种东西通常源于宗教，不过却也可以在世俗生活中发现，如：\r\n\r\n- 植根于「精神」性的东西：冥想、瑜伽、占星术\r\n\r\n- 来源于政治：马克思主义、客观主义、觉醒主义\r\n\r\n- 来源于哲学社会科学：斯多葛主义、浪漫主义、海德格尔和朋友\r\n\r\n- 来源于科学哲学：David Deutsch、Carl Sagan、Steven Pinker、Bret Victor\r\n\r\n这是由尼尔·波兹曼（译注：《娱乐至死》的作者）在教育的终结中[首创](https://www.firstthings.com/article/1997/01/science-and-the-story-that-we-need)的术语。\r\n\r\n另见[社群活动通常围绕特定的传播媒介来形成](https://notes.andymatuschak.org/z2iWqjdgBjh93ZyLaCeDQPS2kknxvEcJftN1p)。\r\n\r\n相关笔记：[活着的意义](https://notes.andymatuschak.org/z2S7Qu1WkAAEH1SSBgwBiJHKNTNP93W8sCakg)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nhttps://github.com/mnielsen/tpft/blob/master/big_picture.md\r\n\r\n> 放眼于历史，几乎所有文化都会有一种主导性的超验叙事。它在我们文化中的体现，往往是新教职业伦理的遗留，比如：你若是在学校取得好成绩，便能在一流大学中学习，而后取得一份收入丰厚、备受尊重的工作，为社会奉献自己的力量。畅想这种叙事会被如何取代，令人兴趣盎然。Paul Graham 曾试图在一定程度上取代这种叙事。《指南》在某些方面试图灌输它。由于 Nell 自己并没有这种东西，所以它确实对 Nell 有很大的影响。换一种更准确的说法，它打开了通往许多意义的大门。这引发了我的一个想法：我们有没有可能共同去构建一个更强大的超验叙事？\r\n\r\n> 当我们还只有几十万年历史时，便建造了石阵、水钟。\r\n\r\n> 后来，有人锻造了一个铁弹簧。\r\n\r\n> 发条从此启动。\r\n\r\n> 地球在我们的想象中被画上网格线。\r\n\r\n> 大教堂就像寻找灵魂的机器；入眠之人的梦境交织着钟楼的钟声。\r\n\r\n> 你看；所以我们一直在前往这个应许之地——乌有之乡——但它是真的。\r\n\r\n> 表象是我们的天性：我们生来就在表象，只有我们创造了地图。\r\n\r\n> 如果我们的弱点是把日历上鲜艳血腥的颜色与真实的天气联系起来，把地图上的羊皮纸领土与我们面前的土地联系起来——那根本不算弱点。\r\n\r\n> 我们一直在前往这个应许之地——乌有之乡——但它是真的。\r\n\r\n> — *William Gibson* ，摘自《记忆宫殿》，纪录片《这些领土没有地图》的结尾。\r\n\r\n> (via 2020-04-16 email from Amir Ebrahimi: [Memory Palace](javascript:void(0)))", + "type": "text/markdown", + "caption": " 超验叙事\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Transcendental narrative" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transclusion is limited by the data models composability.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transclusion is limited by the data models composability.json" new file mode 100644 index 0000000..c291a21 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transclusion is limited by the data models composability.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Transclusion is limited by the data models composability", + "text": "# 嵌入功能受数据模型的可组合性限制\r\n\r\n原文：[Transclusion is limited by the data model’s composability](https://notes.andymatuschak.org/z7DvEiUpF6dYkFGbpZZTBKQVM9jjNnx8D8Xzu)\r\n\r\n维基百科上可以将一篇文章的小节嵌入到另一篇文章中。Xanadu 支持将任意文本块嵌入到文档中。Roamresearch 中则支持将大纲笔记的一部分嵌入到其他笔记中。[嵌入功能](https://notes.andymatuschak.org/z2GUhQPz6czF4cUDBFQFJjmT4zfK4Kom2Sg1)的表达能力在很大程度上取决于可嵌入对象的可组合性。\r\n\r\n在上面的所有示例中，所要嵌入的对象不是都能随意组合的！随意找段文本，它不一定在其他地方都能可用：好的散文依赖于线索、叙事和上下文。文本嵌入几乎总是不连贯的。我担心，大多数系统设计者对这种方法感到兴奋，只是喜欢这种技术可能性，而不是着眼于嵌入功能助益写作或者沟通。\r\n\r\nFigma 的「组件」是一个有趣的例子，展现了什么时候嵌入功能可以派上用场。视觉元素通常可以重用于多种不同的情景，特别是部分参数化的视觉元素。\r\n\r\n------\r\n\r\n问：举一个嵌入功能行得通的例子？\r\n\r\n答：Figma 设计组件\r\n\r\n问：为什么文本嵌入经常会产生不连贯的文本？\r\n\r\n答：随意拿出一段句子、段落或文本选段，放在其他上下文中，一般都读不通。它们不是可重用的文本块，而高度依赖于前面的行文。", + "type": "text/markdown", + "caption": " 嵌入功能受数据模型的可组合性限制\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Transclusion is limited by the data models composability" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transfer-appropriate processing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transfer-appropriate processing.json" new file mode 100644 index 0000000..2982df9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Transfer-appropriate processing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Transfer-appropriate processing", + "text": "# 迁移恰当加工\r\n\r\n原文：[Transfer-appropriate processing (andymatuschak.org)](https://notes.andymatuschak.org/zgNZJ2DNTzbNNriAGHjbKTowViNr6yCuk6D)\r\n\r\n{迁移恰当加工}：当{提取涉及的加工类型与编码涉及的加工类型匹配}时，信息回忆得更好（e.g. Morris et al, 1977）\r\n\r\n- [A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review.](https://notes.andymatuschak.org/Agarwal%2C_P._K.%2C_Nunes%2C_L._D.%2C_%26_Blunt%2C_J._R._(2021)._Retrieval_Practice_Consistently_Benefits_Student_Learning)\r\n\r\n 的研究发现，当提取练习的模式（多项选择，简答题）与测试的模式匹配时，提取练习的效果最大——不匹配的模式可能会使效应量减半。\r\n\r\n - 但话说回来：谁在乎呢？考试不是最重要的，真正的能力才是最重要的。那么，如果我们在真实设定下查看[迁移学习](https://notes.andymatuschak.org/z2hEyCHQpB6UV8z4mYvto7FJud4zWVqZqfxJZ)的结果，我们是否能发现在[提取练习](https://notes.andymatuschak.org/zFGWCfLsZMkwKPYG2F3k9mnpwWM9D6cEJXS)中加入异质的模式有更好的结果？这些更好的结果是否抵得上多项选择的经验/作者成本？例如：见[自主评分的间隔重复记忆系统比机器评分的系统更有效率](https://notes.andymatuschak.org/z7MGZ4wX4fenUQzR9248QfWU8GFeZbTFGaJRM)\r\n\r\n- [Do Students Need Fact Knowledge Before Higher Order Learning? Journal of Educational Psychology, 111, 189–209](https://notes.andymatuschak.org/Agarwal%2C_P._(2019)._Retrieval_Practice_%26_Bloom%E2%80%99s_Taxonomy)\r\n\r\n- 实验 1 发现在延迟事实测验中，高阶问题的提取练习与重新学习条件下的提取练习没有区别；在延迟高阶测验中，事实问题的提取练习也是如此。\r\n\r\n - 总而言之，初始的提取练习增强了最终测试表现，但仅当初始测验类型（事实或高阶）与最终测试类型（分别为事实或高阶）匹配时。\r\n\r\n - 其他两个实验与这一发现大致一致。\r\n\r\n------\r\n\r\n问：Morris 等人（1977）是如何证明迁移恰当加工的？\r\n\r\n答：编码任务包括语义分析或押韵测试；识别任务要么涉及，要么不涉及押韵。编码任务和识别任务类型匹配时，表现最好。\r\n\r\n问：迁移恰当加工的反直觉发现是什么（Morris 等人，1977）？\r\n\r\n问：当识别任务也涉及押韵时，押韵（即低加工深度）的习得任务比语义习得任务表现得更好。", + "type": "text/markdown", + "caption": " 迁移恰当加工\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Transfer-appropriate processing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Typical work and performance environments don't constitute deliberate practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Typical work and performance environments don't constitute deliberate practice.json" new file mode 100644 index 0000000..c635714 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Typical work and performance environments don't constitute deliberate practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Typical work and performance environments don't constitute deliberate practice", + "text": "# 典型的工作和表现环境不符合刻意练习的要求\r\n\r\n原文：[Typical work and performance environments don’t constitute deliberate practice (andymatuschak.org)](https://notes.andymatuschak.org/z3n21KMcMZtfT5wmLi1V5ovzZoyqhciQowRXm)\r\n\r\n有效的[刻意练习，来自 Ericsson](https://notes.andymatuschak.org/z2duRd5eisRomSgxr88Semkgs15pgMRVVR5C)为学生提供重点重复的机会。在一场棒球赛中，一名击球手可能只有十几次挥棒的机会，而与专业教练合作的击球手每天可能遇到数百次投球。更好的是：这些投球可能都是为了利用特定的弱点而设计的（Ericsson 等人，1993 年，第 368 页）。\r\n\r\n由于[发展技能需要挑战稳态](https://notes.andymatuschak.org/z4V56SvpNAHuaWSkU9U319uTxqBppv1mRx3aE)，在刻意练习中，失败一定很常见。但典型的工作和表现环境很少能容忍高失败率。钢琴家无法通过安排更多的独奏会来练习指法：他很快就会被逐出巡回演出。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEricsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. *Psychological Review*, *100*(3), 363. [Ericsson et al - The Role of Deliberate Practice in the Acquisition of Expert Performance](https://notes.andymatuschak.org/z6xWa5QDyUmvuDqZ9Z7sANrfjf8sLoJ7BnspW)\r\n\r\n[2022-03-31 Patreon update - Implicit practice - a sight reading parable](https://notes.andymatuschak.org/zzabs81XwRaiUwq1ikk7KB97nBUNb4fmpFM)", + "type": "text/markdown", + "caption": " 典型的工作和表现环境不符合刻意练习的要求\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Typical work and performance environments don't constitute deliberate practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Understanding requires effortful engagement.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Understanding requires effortful engagement.json" new file mode 100644 index 0000000..4b7b3f4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Understanding requires effortful engagement.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Understanding requires effortful engagement", + "text": "# 理解概念需与其尽力较量\r\n\r\n原文：[Understanding requires effortful engagement (andymatuschak.org)](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)\r\n\r\n如果你想真正理解一个 idea，你必须与之斗争。\r\n\r\n你不能只是读一些东西，听一节课，或在谈话中听一个概念。你得想：这在哪里适用，在哪里不适用？其含义是什么？假设是什么？这里代表的是谁的观点？这否定了什么？\r\n\r\n正如斯蒂芬 · 考斯林特别指出的那样，\r\n\r\n> 第一条格言是「思考清楚」。其关键思想非常简单：你越是把事情想清楚，越是注意你正在做的事情，你就越可能记住它。\r\n\r\n这个概念是 #e/建构主义 的一个核心思想，这也回答了为什么传授主义不起作用。\r\n\r\n还有叔本华：\r\n\r\n> 我们读书时，是别人在代替我们思想，我们只不过重复他的思想活动的过程而已。......读书越多，留存在脑中的东西越少，两者适成反比，读书多，他的脑海就像一块密密麻麻、重重叠叠、涂抹再涂抹的黑板一样。读书而不加以思考，决不会有心得，即使稍有印象，也浅薄而不生根，大抵在不久后又会淡忘丧失。以人的身体而论，我们所吃的东西只有五十分之一能被吸收，其余的东西，则因呼吸、蒸发等等作用而消耗掉。精神方面的营养亦同。\r\n\r\n[Grant Sanderson](https://notes.andymatuschak.org/z85PiaMmkorcaUaKukXLyhR7bn7GhVeo22h8T) (2019-11-28):\r\n\r\n> 你需要与想法进行眼神交流。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nKosslyn, S. M. (2017). The Science of Learning: Mechanisms and Principles. In S. M. Kosslyn & B. Nelson (Eds.), *Building the Intentional University: Minerva and the Future of Higher Education* (1 edition, pp. 149–164). Cambridge, MA: The MIT Press.\r\n\r\nSchopenhauer, A. (2015). On reading and books. In C. Janaway (Ed.), & A. Del Caro (Trans.), *Parerga and Paralipomena: Short Philosophical Essays* (Vol. 2). https://doi.org/10.1017/CBO9781139016889 (Original work published 1851)", + "type": "text/markdown", + "caption": " 理解概念需与其尽力较量\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Understanding requires effortful engagement" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use notes to avoid preconceived conclusions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use notes to avoid preconceived conclusions.json" new file mode 100644 index 0000000..9ceb21b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use notes to avoid preconceived conclusions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Use notes to avoid preconceived conclusions", + "text": "# 使用笔记来避免先入为主的结论\r\n\r\n原文：[Use notes to avoid preconceived conclusions (andymatuschak.org)](https://notes.andymatuschak.org/z6Mx6PrJjGCf2akGM9pvoZ5Nk3EozcZcc9zHx)\r\n\r\n在编辑手稿时，人们往往一开始脑中已经有了一个结论（或至少是一个角度），然后我们的写作或研究就着眼于支持这个想法。如果我们不够谨慎，那么这些先入为主的观念就会扭曲我们的思维。但是，如果我们一开始就从[应该是原子化的常青笔记](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)写起，我们就可以让结论和主题从我们的周密思考中自然 **涌现** 出来。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 从我们精心选定一个假设的那一刻起，大脑就会自动进入搜索模式，检索与假设相关的数据支持，这既不是好的学习方法，也不是好的研究方法。\r\n\r\n> 许多学习指南都建议人们先选定好的假设或主题再开始写作，这种线性的过程是让确认偏见横行的万全之策。首先，基本上你在开始研究前就已经预设了立场，把你当下的理解定为结论而非起点，这导致之后的研究过程中你的认知都具有片面性。然后，你会在完成任务（寻找支持预设论点的论据）与产生洞见之间人为地引发利益冲突，将任何偏离预设计划的事物当作对项目成功的阻碍。这里有一个很好的经验法则：如果你的洞见对学术或写作的成功构成了威胁，那么你的做法就错了。", + "type": "text/markdown", + "caption": " 使用笔记来避免先入为主的结论\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Use notes to avoid preconceived conclusions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use phones to collect and triage, not (usually) to read.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use phones to collect and triage, not (usually) to read.json" new file mode 100644 index 0000000..d651eda --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Use phones to collect and triage, not (usually) to read.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Use phones to collect and triage, not (usually) to read", + "text": "# 用手机来收集和分流，而不是（通常）用来阅读\r\n\r\n原文：[Use phones to collect and triage, not (usually) to read (andymatuschak.org)](https://notes.andymatuschak.org/z3YtsKc76oFwr9fxWkcNwAQdV1JGpUQ46hJ79)\r\n\r\n因为[围绕所读内容写笔记，以求深刻内化文本](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)很重要，我们应该警惕手机阅读：这时候的心态和条件都不适合写作！\r\n\r\n这可能很危险，因为在手机上阅读文章会让人 **感觉** 在做事，但[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)，而手机上的阅读大多不会。它大多只是为了娱乐。\r\n\r\n在不得已时，我可以用我的[在外出时为写作收件箱捕获的袖珍便笺](https://notes.andymatuschak.org/z5FKgZAnMhS73t9kenbVUYx23CHSQAE1gKxVf)在阅读手机时做笔记，但这需要一个平稳、水平的台面：否则我就需要一只手拿手机，一只手拿便笺，一只手拿笔。（*译注：人没有三只手，所以做不到。）\r\n\r\n当我觉得很想在手机上详尽的阅读一些东西时，我应该通过使用[为有潜在价值的参考引用建立一个阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)来[闭合开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)。这样就可以将之加入我的待办队列，然后继续前进。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n- 在阅读网页和 RSS 时记笔记 • Zettelkasten 方法\r\n\r\n > 在 iPhone 上完整地阅读一篇文章是一种令人愉悦的消遣，但这并不是扩展我的知识的有效途径。因此，我会问自己： **我想读些东西只是为了“[教育娱乐](http://en.wiktionary.org/wiki/edutainment#English)”自己，还是以后需要用它来工作？** 这个问题的答案决定了我是要阅读这篇文章还是只是略读和存档。\r\n\r\n> 在我的手机上，我准备 **原料** ——也就是网页和动态资讯——以使之在我的知识管理系统中成为一个实际的 **东西** 。这就是阅读清单的作用。虽然我不能以合理的方式为我的档案做笔记，但我仍然可以决定我想为哪些文章做笔记。在这方面，我的 iPhone 相当于一个过滤网页和资讯的设备。", + "type": "text/markdown", + "caption": " 用手机来收集和分流，而不是（通常）用来阅读\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Use phones to collect and triage, not (usually) to read" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Work with the garage door up.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Work with the garage door up.json" new file mode 100644 index 0000000..b32e1a9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Work with the garage door up.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Work with the garage door up", + "text": "# 开门造车\r\n\r\n原文：[Work with the garage door up (andymatuschak.org)](https://notes.andymatuschak.org/z21cgR9K3UcQ5a7yPsj2RUim3oM2TzdBByZu)\r\n\r\n我最喜欢的创意人士的交流方式之一，是 「开门造车」，这是对 Robin Sloan 的一段话的改编（如下）。这与大多发布完成工作公告的推特账户相反：它是[将星期六截屏](https://twitter.com/hashtag/screenshotsaturday?lang=en)；它像是讲述你在洗澡时思考的问题；它是「大声」思考你的项目行不通的方式。这就是 Twitch 上的很多内容。我想看看创作过程。我想看你修剪朝鲜蓟。我想看你选择调色板。[反向营销](https://notes.andymatuschak.org/z4bK6LaSBRetDzuYkeCs3A8mJ8DufTbK4o6FS)。\r\n\r\n我个人喜欢这样的交流，但我猜想这种方式还带来更多更专注，更有意思的关注者。这种效果可能与[在小众的、有个人意义的项目上工作会带来更奇怪、更偶然的收获](https://notes.andymatuschak.org/z2DABWsGLkXcCuUet2scfD1duL1ZHBztwGKp)有关。这样也避免了[报喜不报忧](https://notes.andymatuschak.org/zqG92bvaL58AWMeL97jXaRd1Dm6hsfGvhAn)中描述的问题。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[☄️第43周，受欢迎，范围广，且实用](javascript:void(0))\r\n\r\n> 我希望创办实体企业能更容易些；我希望这条路没有那么崎岖难行，特别是在旧金山大湾区这样的地方；因为我认为这是一件极妙的事。其妙处之一，便是为公共空间注入活力。它们无一不在坦陈一句简单而意味深长的宣言：我在这，在工作着。\r\n\r\n>\r\n\r\n> 在我们北边有一个玻璃科学仪器吹制工作室；我走人行道经常路过此地。这家工作室坐落此处，借由他们面对街道的漂亮招牌，正日日履行着一项小小的公共服务，宣告着：我们在这里，在工作着。\r\n\r\n>\r\n\r\n> 在 Murray 街媒体实验室所处的轻工业建筑群中，有一个木工车间，车间的经营者总会把门撑开。就这么简单。我每天骑车经过这扇门，往里面一瞥，他的所有工具，和为了某个委托准备的高高堆起的木板便一览无余，我不胜欢欣。我在这里，在工作着。\r\n\r\n>\r\n\r\n> 社交媒体的部分问题在于，没有什么东西能匹敌科学玻璃吹制者的招牌，或木工的敞开着的门，或 Dafna 和 Jesse 的三明治板。在互联网上，你不说话：就会消失。而由此推知：在互联网上，你只能注意到那些嘴巴一刻不停的人。\r\n\r\n>\r\n\r\n> 如果你能戴上神奇的互联网护目镜，使你能够看穿这种汹涌的选择偏见，而能公平、正确地看待现实的各种组分——那么，就来爱莫利维尔和西伯克利走走吧。这便是互联网的样貌！推特上所有的喧嚣，正如一家小小奇葩咖啡馆的人声鼎沸——在所有人安静工作的巨大城市里，这个馆子不过是沧海一粟。\r\n\r\n有趣的是，在某种程度上，Robin 在这个愿景中正在寻找[周边视野](https://notes.andymatuschak.org/z7UeGpBpsZFWDmUq6VQgcB4TDfCUgxgXNuMvM)。", + "type": "text/markdown", + "caption": " 开门造车\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Work with the garage door up" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Working memory span is mostly independent of item complexity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Working memory span is mostly independent of item complexity.json" new file mode 100644 index 0000000..a68b8e4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Working memory span is mostly independent of item complexity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Working memory span is mostly independent of item complexity", + "text": "# 工作记忆容量一般与项目复杂性无关\r\n\r\n原文：[Working memory span is mostly independent of item complexity (andymatuschak.org)](https://notes.andymatuschak.org/z6Pe8LaXhDBjjiiVX1Y2WJquaZyRQPTJB3y2K)\r\n\r\n字母的数量是阿拉伯数字的两倍以上，所以你可能认为，我们能记住的数字串，长度是字母串的两倍。但事实上，典型的[工作记忆容量](https://notes.andymatuschak.org/z4omDTWHCLoqW7PLpN2tiW63QzoYN5tqxPT9B)大约是{六}个字母和{七}个数字（例如，Crannell和Parrish，1957）。\r\n\r\n见：[人类认知中的「组块」](https://notes.andymatuschak.org/z75gWU7QuiB5L3x6zFGLGQk3fVkuVJ6eKuEwP)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nCrannell, C. W., & Parrish, J. M. (1957). A Comparison of Immediate Memory Span for Digits, Letters, and Words. The Journal of Psychology, 44(2), 319–327. https://doi.org/10.1080/00223980.1957.9713089\r\n\r\nMiller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. *Psychological Review*, *63*(2), 81–97. https://doi.org/10.1037/h0043158 [Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)", + "type": "text/markdown", + "caption": " 工作记忆容量一般与项目复杂性无关\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Working memory span is mostly independent of item complexity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write about what you read to internalize texts deeply.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write about what you read to internalize texts deeply.json" new file mode 100644 index 0000000..f026c67 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write about what you read to internalize texts deeply.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Write about what you read to internalize texts deeply", + "text": "# 写你所读，以求内化\r\n\r\n原文：[Write about what you read to internalize texts deeply (andymatuschak.org)](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)\r\n\r\n如果你想深刻内化你所读的内容，我所知的最好方法就是围绕它们写点什么：\r\n\r\n- 因为\r\n\r\n [理解概念需与其尽力较量](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)\r\n\r\n - 具体到写作上，[写作迫使人们更敏锐地理解](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)\r\n\r\n - 记住：[收集材料的作用在感觉上被夸大了](https://notes.andymatuschak.org/z8QSUyNdq3CMK79KSnCW7QTR1MPHEFi4Q2LY8)\r\n\r\n- 否则你就不会[自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)\r\n\r\n- 因为[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)和[常青笔记有助于积累阅读成果](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)\r\n\r\n- 诚然：[大多数人的阅读方式是无效的](https://notes.andymatuschak.org/z432siNjuY9G8bTsnSugyHPB1YoZWgup6eMB3)\r\n\r\n对于理解深刻来说，仅仅在书本上划出重点或写上旁注是不够的：没有太多的压力去综合、联系，或去探究事物的核心。而且随着时间的推移，随着你读得越多，这些内容也不会逐步积累。而在阅读时写下[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)则与之不同。\r\n\r\n但当然，这种阅读方式有时候并没有意义：很多时候，你并不是真的想把深入内化文本，而且它也不一定值得耗费心力：[最好的阅读方式是高度语境化的](https://notes.andymatuschak.org/z6e3AFda6oSsusEmf8vWevMaNLggQ9bCEgFkf)。\r\n\r\n另外值得注意的一点是：[我所认识的高效阅读者和思想家在阅读时不做笔记](https://notes.andymatuschak.org/z6GNVv6RyFDewy11ZgXzce8agWxSLwJ6Ub5Rw)。但至少就我个人经验而言，我自己是需要更多的支持，来有效地体会我所阅读的内容的。\r\n\r\n## 方法\r\n\r\n我们的大方针是交替地循环：\r\n\r\n1. 把看起来有趣的段落和阅读时出现的想法 **收集** 起来：[如何在阅读时收集观察](https://notes.andymatuschak.org/z71FeBJGqZdyA78UNTwXCWcMGUVCWk1XsLvPS)\r\n\r\n2. **加工** 将这些段落和思想群，写出经久耐用的笔记：[如何将阅读标注加工成常青笔记](https://notes.andymatuschak.org/z2PJ51tCXuPFxnfFVUxxgwjvZ1geu4YnYm7hK)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nLuhmann, N. (1992). Communicating with Slip Boxes. In A. Kieserling (Ed.), & M. Kuehn (Trans.), *Universität als Milieu: Kleine Schriften* (pp. 53–61). Retrieved from http://luhmann.surge.sh/communicating-with-slip-boxes\r\n\r\n> 不写作就不可能思考，至少不能复杂地、网络化(*anschlußfähig*)地思考。\r\n\r\nLevy, N. (2013). Neuroethics and the Extended Mind. In J. Illes & B. J. Sahakian (Eds.), *Oxford Handbook of Neuroethics* (pp. 285–294). Oxford University Press.\r\n\r\n> 纸质笔记，或电脑屏幕上的笔记......并没有使当代物理学或其他种类的智力行为 **容易** ，而是使之 **可能** 。", + "type": "text/markdown", + "caption": " 写你所读，以求内化\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Write about what you read to internalize texts deeply" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write notes for yourself by default, disregarding audience.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write notes for yourself by default, disregarding audience.json" new file mode 100644 index 0000000..b9eaa69 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Write notes for yourself by default, disregarding audience.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Write notes for yourself by default, disregarding audience", + "text": "# 默认不考虑读者，只为自己写笔记\r\n\r\n原文：[Write notes for yourself by default, disregarding audience (andymatuschak.org)](https://notes.andymatuschak.org/z8AfCaQJdp852orumhXPxHb3r278FHA9xZN8J)\r\n\r\n如果你想公开一些作品，[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)可以作为一部分写作策略（[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)）。因此，把笔记照着可发表的形式去写，无疑会「节省时间」。但这可能意味着，你必须提供所有必要的背景，来帮助读者理解（对你来说很无聊的）你的想法：或自我审查、或添加大量的修饰语、或在表达清晰度上花上很多精力。如果作为自我思考的过程，这些做法中的许多都有点用处 —— 例如，更清晰的写作通常需要更清晰的思考 —— 但我感到写作中的时间、精力开销会大大增加，往往会达到形成「阻塞」的程度。\r\n\r\n更具体一点，当我明确地面向作品发布而笔记写作时，上文的情况表现为我常见的失败模式。我经常试图同时完成这两项工作。也就是说，我可能在写原子式的笔记（[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)），但我试图把它们写得 **像** 是一篇长文章或作品中的章节。或者甚至只是：我试着在写东西时讲明所有的背景，并力图使行文清晰，让外人明白我在说什么。然后，我常常发现我什么都写不出来。最好是在我能写出东西的水平上进行写作，然后用它来撬动自己的进步。（[常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)）\r\n\r\n当我在写一个很了解的主题时，我可以同时为自己和读者写笔记。但这有时会让我产生错觉，以为我可以一直这样做！为了避免这种错觉，我决定「默认」只为自己写笔记，只在必要时明确地「切换到」为读者写笔记。\r\n\r\n------\r\n\r\n问：在为公开写作而写常青笔记时，我经常犯什么坏习惯？\r\n\r\n答：我会在写第一版笔记时，就尝试（部分地）进行公开写作。\r\n\r\n问：为什么当我试图把常青笔记写成供他人阅读的可发表文章时，我经常发现自己被卡住？\r\n\r\n答：当一个主题本身就很难提炼时，考虑读者所产生的额外认知负荷会让我无从下手。", + "type": "text/markdown", + "caption": " 默认不考虑读者，只为自己写笔记\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Write notes for yourself by default, disregarding audience" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Writing forces sharper understanding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Writing forces sharper understanding.json" new file mode 100644 index 0000000..0477096 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Writing forces sharper understanding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Writing forces sharper understanding", + "text": "# 写作促使人们更加深入地理解\r\n\r\n写作是促使你思考的好方法：如果你不深入理解，就很难总结出什么。通过尝试解释一个想法，你将自然而然地尝试多种框架，充实它的边界，并看到新的联系。这是为什么[常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)和为什么应该[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)的一部分原因。\r\n\r\n在写作时与先前的笔记建立联系、进行整合的额外步骤（即创建[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)）让这种效应更加有力，尤其是当[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)之后。因为你不得不去理解怎样将给定的想法与其他想法联系起来。并且当你将新想法与旧想法进行对比时，你能看到新想法中 **没有** 被提到的点。\r\n\r\n这种实践是一种粗略的元认知支持：[元认知支持充当认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)。\r\n\r\n即使是非散文写作，这一观察结果似乎也是正确的：[许多杰出的思想家需要借助书写界面来思考](https://notes.andymatuschak.org/z5WDNZizsbAzE1p2BLwr339fV4TCpzNvaztP2)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nKant, I. (1996). An answer to the question: What is enlightenment? In A. Wood (Ed.), & M. J. Gregor (Trans.), *Practical philosophy* (pp. 11–22). https://doi.org/10.1017/CBO9780511813306.005 (Original work published 1784)\r\n\r\n> 启蒙就是人从他咎由自取的受监护状态走出。 **受监护状态** 就是没有他人的指导就不能使用自己的理智的状态。如果这种受监护状态的原因不在于缺乏理智，而在于缺乏无须他人指导而使用自己的理智的决心和勇气，则它就是 **咎由自取的** 。因此，Sapere aude [要敢于认识！](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)\r\n\r\nDon DeLillo，关于他为什么成为作家（通过 [Michael Nielsen]( https://notes.andymatuschak.org/zgix4jsevuq5qwqf6xy3y2xoospktjfp9va)）：\r\n\r\n> 我有个想法但不是很确信。或许我想要学习如何思考。写作是一种全神贯注的思考形式。我不知道我在某个主题上的想法，即使是今天，直到我坐到桌前并尝试把它们写出来。或许我想要找到更多严谨的思考方式。我们现在讨论的是我最早的写作，以及语言的力量，它可以对抗青春期后期的沉溺，可以用简练的方式来明确事物，明确杂乱无章的经历。别忘了写作很方便。它只需最简单的工具。一个年轻的写者认为，在一张不到一便士的纸上写下单词和句子，他可以更清楚地将自己置于世界之中。一页纸上的文字，就足以帮助他将自己与周围的力量、街道、人群、压力和感受分离开来。他学会思考这些事情，把他自己的句子变成新的认知。我当时有多少这样的感觉？也许只是一种暗示，一种本能。写作主要是一种不可名状的冲动，这种冲动部分是由我当时正在阅读的作者所推动的。\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 如果一时自欺欺人地写下一些难以理解的文字，那么在下一步将自己的文献笔记变成永久笔记，并与其他笔记联系起来的时候，就会遇到障碍。\r\n\r\n> 记笔记，并将其整理到卡片盒中，只不过是为了理解某件事情背后蕴含着的更广泛的意义。卡片盒迫使我们提出许多阐述性的问题：它意味着什么？它与某事有什么联系？它与某事有什么区别？它与什么相似？\r\n\r\n> 有经验的学术读者通常是带着问题去阅读文本，并试图结合其他可能有用的方法；而没有经验的读者则倾向于采用文本中已有问题和论证的框架，并将其作为既定的内容。优秀的读者能做的是发现某种方法的局限性，看到文本中没有提到的东西。\r\n\r\n> 记笔记，并将其整理到卡片盒中，只不过是为了理解某件事情背后蕴含着的更广泛的意义。卡片盒迫使我们提出许多阐述性的问题：它意味着什么？它与某事有什么联系？它与某事有什么区别？它与什么相似？\r\n\r\n原文：[Writing forces sharper understanding (andymatuschak.org)](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)", + "type": "text/markdown", + "caption": " 写作促使人们更加深入地理解\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Writing forces sharper understanding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Ye, J.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Ye, J.json" new file mode 100644 index 0000000..62026ee --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Ye, J.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Ye, J", + "text": "# Ye, J., Su, J., & Cao, Y. (2022). A Stochastic Shortest Path Algorithm for Optimizing Spaced Repetition Scheduling. Proceedings of the 28th ACM SIGKDD Conference on Knowledge Discovery and Data Mining, 4381–4390\r\n\r\n有关[优化间隔重复系统的调度算法](https://notes.andymatuschak.org/zYK41LaWjuWkRmv3ZGnNmoF)。来自 Jarrett Ye，一位赞助者。\r\n\r\n我觉得这篇论文里最吸引我的是他们用「半衰期」来描述[间隔重复记忆系统](https://notes.andymatuschak.org/z2D1qPwddPktBjpNuwYFVva)卡片的状态。但问题是，你没法直接量出一张卡片的半衰期。你只能做一次观察，因为每次练习都会改变接下来的半衰期。同一个项目的半衰期序列当然是相互关联的，但这仍然相当棘手。\r\n\r\n他们的方法是根据用户群体的初次回忆率将项目分为不同「难度组」。然后，他们可以使用汇总的用户组为后续事件拟合半衰期参数。可以想象，就像[项目反应理论](https://notes.andymatuschak.org/zFkZXm2t1D4FAGGrBUUHNz4)那样，为每位用户再加一个「能力」/「熟悉度」参数。\r\n\r\n然后，作者引入了一个马尔可夫时序模型，用于描述给定反应的半衰期和难度的转移方程组。这个方法已经被做成了 Anki 插件：[GitHub - open-spaced-repetition/fsrs4anki: A modern Anki custom scheduling based on free spaced repetition scheduler algorithm](https://github.com/open-spaced-repetition/fsrs4anki)", + "type": "text/markdown", + "caption": " Ye, J., Su, J., & Cao, Y. (2022). A Stochastic Shortest Path Algorithm for Optimizing Spaced Repetition Scheduling. Proceedings of the 28th ACM SIGKDD Conference on Knowledge Discovery and Data Mining, 4381–4390\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Ye, J" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Zettelkasten.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Zettelkasten.json" new file mode 100644 index 0000000..42af87a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_Zettelkasten.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/Zettelkasten", + "text": "# 卡片盒笔记系统\r\n\r\n原文：[Zettelkasten (andymatuschak.org)](https://notes.andymatuschak.org/z2QvtE9w5zs49x7WUeG8Ut1vywHDLiG2Wkm9p)\r\n\r\n20 世纪的德国社会学家尼克拉斯·卢曼（Niklas Luhmann）成功地出版了 70 本书。他将自己的成就主要归功于他的 Zettelkasten，或叫做「卡片盒」。这是个不寻常的系统，通过在数以千计的原子纸条上慢慢迭代，在很长一段时间内发展思想，所有这些纸条都密集地相互联系在一起。随着时间的推移，它不断演化，以至于卢曼认为它是研究中的一个独立的思想伙伴，能够与他进行对话并激发出真正令他惊讶的想法。\r\n\r\n虽然卢曼是最经常被提到与这个概念有关的人，但这一概念显然早已存在：\r\n\r\n> 起初，Zettelkasten 只是个普通传统，经过 Conrad Gessner（1516-1565）的改良和 Johann Jacob Moser（1701–1785）的描述后，逐渐形成了今天的样子。这个德文名词翻译过来就是「卡片盒」。一般而言，这是一种经过精挑细选的原子笔记集合，收集在纸条或索引卡上。\r\n\r\n> —[Chris Aldrich](https://boffosocko.com/2021/07/03/differentiating-online-variations-of-the-commonplace-book-digital-gardens-wikis-zettlekasten-waste-books-florilegia-and-second-brains/)\r\n\r\nArno Schmidt，一位现代主义的德国作家，广泛使用这种方法，并出版了一本名为 Zettels Traum（《滑动的梦》）的书，将学术评论（以 Zettel 式的风格）与主要叙事插在一起。（[视频](https://vimeo.com/6422567)，[文章](https://www.zinzin.com/observations/2013/who-was-arno-schmidt-and-what-is-zettels-traum-some-evidentiary-fragments/)）\r\n\r\n另见：[常青笔记和 Zettelkasten 卡片盒笔记法的异同点](https://notes.andymatuschak.org/z4AX7pHAu5uUfmrq4K4zig9x8jmmF62XgaMXm)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nLuhmann, N. (1992). Communicating with Slip Boxes. In A. Kieserling (Ed.), & M. Kuehn (Trans.), Universität als Milieu: Kleine Schriften (pp. 53–61). Retrieved from http://luhmann.surge.sh/communicating-with-slip-boxes", + "type": "text/markdown", + "caption": " 卡片盒笔记系统\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Zettelkasten" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Chunks in human cognition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Chunks in human cognition.json" new file mode 100644 index 0000000..b27f2af --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Chunks in human cognition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/chunk/Chunks in human cognition", + "text": "# 人类认知中的「组块」\r\n\r\n原文：[“Chunks” in human cognition](https://notes.andymatuschak.org/z75gWU7QuiB5L3x6zFGLGQk3fVkuVJ6eKuEwP)\r\n\r\n在考虑人类的信息处理能力时，[工作记忆大小与记忆内容复杂性基本无关](https://notes.andymatuschak.org/z6Pe8LaXhDBjjiiVX1Y2WJquaZyRQPTJB3y2K)，因此我们必须区分正在处理的记忆内容的 **数量** （一个「 **组块** 」，由[工作记忆大小](https://notes.andymatuschak.org/z4omDTWHCLoqW7PLpN2tiW63QzoYN5tqxPT9B)限制）和每块记忆内容的 **复杂性** （各自由[绝对判断跨度](https://notes.andymatuschak.org/ziwhFzgTbrS2uxWEkCvoJzQrDzRz5EAWWZFy)限制）。\r\n\r\n米勒写道 (1956 年，第 92 页)：\r\n\r\n> 我已经习惯了区分 **比特** 信息和 **组块** 信息。那么我可以说，对于绝对判断来说，信息的比特数是恒定的，而对于瞬时记忆来说，信息的组块数是恒定的。\r\n\r\n重要的是：[人类信道容量随着每组块比特的增加而增加](https://notes.andymatuschak.org/z6ZFtY8UGPaF9uofckBB7HwK62pssJAUg8C91)和[重新编码可以增加组块的大小](https://notes.andymatuschak.org/z7Xn37Ji3L6J33QHSVgaKyrpj5sm6spcZ7gH7)。\r\n\r\n特别是在更复杂的重新编码方案中，组块可以表示相当抽象的属性：例如，音乐家在即兴创作时考虑「张力」，或者国际象棋选手考虑「力量线」。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMiller, G. A. (1956). 神奇的数字 7 ± 2：我们处理信息能力的一些限制。Psychological Review, 63(2), 81-97. https://doi.org/10.1037/h0043158 [Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)", + "type": "text/markdown", + "caption": " 人类认知中的「组块」\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Chunks in human cognition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Expertise requires building sophisticated chunk recoding schemes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Expertise requires building sophisticated chunk recoding schemes.json" new file mode 100644 index 0000000..00c2169 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Expertise requires building sophisticated chunk recoding schemes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/chunk/Expertise requires building sophisticated chunk recoding schemes", + "text": "# 专业需要建立复杂精细的组块重编码架构\r\n\r\n原文：[Expertise requires building sophisticated chunk recoding schemes (andymatuschak.org)](https://notes.andymatuschak.org/z7s7zpUDq2EEXnu3XJQLmqjddZnwGkBfz5WWL)\r\n\r\n在许多领域，专家之所以成为专家，大部分是因为发展出更为精细复杂的「心理表征」([Mental representations, after Ericsson and Pool](https://notes.andymatuschak.org/z8kfytRN7oJuKmzmtt6NW5UbFLjkk94nNMJSH)), 这等价于增加了他/ 她们的心理组块的大小([人类认知的“组块”](https://notes.andymatuschak.org/z75gWU7QuiB5L3x6zFGLGQk3fVkuVJ6eKuEwP))。这提升了他们的信息处理容量（[人类的信道容量随着每块的比特的增加而增加](https://notes.andymatuschak.org/z6ZFtY8UGPaF9uofckBB7HwK62pssJAUg8C91)）。这通过实践发生： [良好的实践可以编码出更有效的块状重新编码方案](https://notes.andymatuschak.org/zqjudbYd5oSMN1qAym1HZRcHtvxToD7EqDkL)\r\n\r\n> 是什么让专家有别于常人？是精神表征的质量和数量。\r\n\r\n> (Ericsson and Pool, 2016, p. 62, not well-cited)\r\n\r\n例如，Simon and Gilmartin (1973) 推动的模型指出，国际象棋大师，已经编码出以万计算的组块。 (相同例子可见于 [Chase and Simon - Perception in chess](https://notes.andymatuschak.org/z5KDtTU1DdSS7dQyYLS5tfaxebde1KMni4yJS))\r\n\r\n[知识工作往往需要解决搜索问题](https://notes.andymatuschak.org/z6qVhFVJs8KKtzNwmVDzyCyGBDdCbcX7KoSyr)，Ericsson 和 Pool 认为，专家的搜索能力来源于更加复杂的组块架构 (2016, p. 70-72)，这并是一个非常强的论点，但由于[人类的渠道容量随着每块比特的增加而增加](https://notes.andymatuschak.org/z6ZFtY8UGPaF9uofckBB7HwK62pssJAUg8C91)，它或许可以解释高效的「剔除」和「反馈-吸收」能力。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nSimon, H. A., & Gilmartin, K. (1973). A simulation of memory for chess positions. Cognitive Psychology, 5(1), 29–46. https://doi.org/10.1016/0010-0285(73)90024-8\r\n\r\nEricsson, A., & Pool, R. (2016). *Peak: Secrets from the New Science of Expertise* (1 edition). Eamon Dolan/Houghton Mifflin Harcourt. [Peak - Ericsson and Pool](https://notes.andymatuschak.org/z6Sx5DSLp1Jdt4wqvN36Xvregj6mQnCnFopmy)", + "type": "text/markdown", + "caption": " 专业需要建立复杂精细的组块重编码架构\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Expertise requires building sophisticated chunk recoding schemes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Good practice encodes more effective chunk recoding schemes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Good practice encodes more effective chunk recoding schemes.json" new file mode 100644 index 0000000..7ac90d2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Good practice encodes more effective chunk recoding schemes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/chunk/Good practice encodes more effective chunk recoding schemes", + "text": "# 好的练习包含更有效的组块重新编码方案\r\n\r\n原文：[Good practice encodes more effective chunk recoding schemes (andymatuschak.org)](https://notes.andymatuschak.org/zqjudbYd5oSMN1qAym1HZRcHtvxToD7EqDkL)\r\n\r\n[专业水准需要建立复杂的组块重编码方案](https://notes.andymatuschak.org/z7s7zpUDq2EEXnu3XJQLmqjddZnwGkBfz5WWL)，而有效练习可以实现（例如[有目标的练习，借鉴于 Ericsson 和 Pool](https://notes.andymatuschak.org/z7pC147AdTuRWQ2XKyRYpQC8FiM6rmjwRqwzv)。\r\n\r\n这个过程似乎是自动的，主要是专家们通常不会想「我需要建立更好的组块」。其实，顶着能力极限学习本身，便是 **通过** 编码出更大的组块来进步——至少在某些方面。\r\n\r\nEricsson 和 Pool（2016）详细讨论了这一主张，但对其机制没有提供什么证据或解释。\r\n\r\n> 识别和记忆有意义的模式的能力来自于国际象棋选手发展能力的方式…也就是花大量时间研究大师的棋局，你深入分析一个局面，预测下一步棋，如果你错了，就回头看看错在哪里。研究表明，用于这种分析的时间——而不是用于和他人下棋的时间——是预测棋手能力最重要的指标。（第 56 页）\r\n\r\n> 刻意练习在于不断发展出更高效的心理表征（第 59 页）\r\n\r\n> ......最成功的四分卫，通常是那些在回放室花最多时间观察和分析的人......\"（第 64 页）\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEricsson, A., & Pool, R. (2016). *Peak: Secrets from the New Science of Expertise* (1 edition). Eamon Dolan/Houghton Mifflin Harcourt. [Peak - Ericsson and Pool](https://notes.andymatuschak.org/z6Sx5DSLp1Jdt4wqvN36Xvregj6mQnCnFopmy)", + "type": "text/markdown", + "caption": " 好的练习包含更有效的组块重新编码方案\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Good practice encodes more effective chunk recoding schemes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Human channel capacity increases with bits-per-chunk.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Human channel capacity increases with bits-per-chunk.json" new file mode 100644 index 0000000..a890240 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Human channel capacity increases with bits-per-chunk.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/chunk/Human channel capacity increases with bits-per-chunk", + "text": "# 人类的信道容量随着每个组块的比特量的增加而增加\r\n\r\n原文：[Human channel capacity increases with bits-per-chunk (andymatuschak.org)](https://notes.andymatuschak.org/z6ZFtY8UGPaF9uofckBB7HwK62pssJAUg8C91)\r\n\r\n如果把人类作为信息处理器，那在[人作为信息处理器时的信道容量](https://notes.andymatuschak.org/z8iJEzmLdBMoWYtQHkDohDgeWz6UBGm74qEiW)的问题上，一个常见的变通方法，是进行一系列更小的观察，而不是做单个、复杂、绝对的判断。这仅在你头脑 hold 得住如此一序列的东西时有效，所以它受限于你的记忆[工作记忆的容量界限](https://notes.andymatuschak.org/z4omDTWHCLoqW7PLpN2tiW63QzoYN5tqxPT9B)，好消息是，[工作记忆与单元复杂度无关](https://notes.andymatuschak.org/z6Pe8LaXhDBjjiiVX1Y2WJquaZyRQPTJB3y2K)。所以你可以通过在每个组块中，增加可察觉 bit 数，来提升你的「有效信道容量」（[认知中的「组块」](https://notes.andymatuschak.org/z75gWU7QuiB5L3x6zFGLGQk3fVkuVJ6eKuEwP)）。\r\n\r\n在这个描述 Pollack（1953）数据的图中，信道容量随着每组块比特量的增加而几近线性扩展（Miller, 1956, p.92）。\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/8C535948-19D5-4CB7-91D7-6279BC04B55F-84615-0002BE396DE9900C/D1D6C134-0ADF-461B-A6CB-3207BCE86933.png]]\r\n\r\n这种效果仍然受到[绝对判断的容量界限](https://notes.andymatuschak.org/ziwhFzgTbrS2uxWEkCvoJzQrDzRz5EAWWZFy)的限制，所以要把每个数据块的比特量扩大到 5 以上，就要把数据块变成多维的（[人类的信道容量随激活维度增长](https://notes.andymatuschak.org/z7LQGcrQpYKed1qdC1nS7Dg8Ad6gdi1apWyuZ)）。\r\n\r\n------\r\n\r\n问：元素序列中，元素 bits 数变化时，人的信道容量如何变化？\r\n\r\n答：它大致呈线性增长。\r\n\r\n问：工作记忆的容量界限不受绝对判断的容量界限的影响，这点为什么很重要？\r\n\r\n答：它表明，我们可以通增加记忆单元的「组块」大小，往工作记忆中保存更多信息。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMiller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158 [Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)\r\n\r\nPollack, I. (1953). Assimilation of Sequentially Encoded Information. The American Journal of Psychology, 66(3), 421–435. JSTOR. https://doi.org/10.2307/1418237", + "type": "text/markdown", + "caption": " 人类的信道容量随着每个组块的比特量的增加而增加\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Human channel capacity increases with bits-per-chunk" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Recoding can increase chunk size.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Recoding can increase chunk size.json" new file mode 100644 index 0000000..030ef90 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_chunk_Recoding can increase chunk size.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/chunk/Recoding can increase chunk size", + "text": "# 重新编码可以提升组块大小\r\n\r\n原文：[Recoding can increase chunk size (andymatuschak.org)](https://notes.andymatuschak.org/z7Xn37Ji3L6J33QHSVgaKyrpj5sm6spcZ7gH7)\r\n\r\n[人类的信道容量与组块比特容量正相关](https://notes.andymatuschak.org/z6ZFtY8UGPaF9uofckBB7HwK62pssJAUg8C91)。但我们不需要依赖对人脑刺激的「内在」组块大小。我们可以通过 **重新编码** 来增加刺激的有效组块大小——也就是说，精神上重组刺激的信息，得到组块描述更宏观的模式。这些块状模式也被称为[心理表征，取自 Ericsson 和 Pool](https://notes.andymatuschak.org/z8kfytRN7oJuKmzmtt6NW5UbFLjkk94nNMJSH).\r\n\r\n例如，为记忆一串二进制数字，可以将其三位一组转换成八进制来记忆（例如，010=2，101=5，诸如此类），这样记忆容量大约能增加两倍（Miller, 1956）。Chase 和 Ericsson(1982) 使用这类技术将一个学生的数字广度提高到 80 位，具体做法是将数字重新分层编码为 4 位十进制的组块。\r\n\r\n重新编码很重要，因为它不仅能帮助我们记住有用的信息，而且可能是处理各种复杂材料的关键步骤（具体而言，[专业水准需要建立复杂的组块重新编码方案](https://notes.andymatuschak.org/z7s7zpUDq2EEXnu3XJQLmqjddZnwGkBfz5WWL)）。钢琴演奏者最初按单个音符阅读乐谱（C、E、G——啊，是 C 和弦！），但后来能将看到弦音符的整体形状而识别为一个和弦（啊，一个 C 大调三和弦）。单个单个读音符是不可能视读颇有难度的音乐的。\r\n\r\n这些模式（例如大三和弦的形状）一旦被储存在长期记忆中，就只能作为「组块」使用。\r\n\r\n[Chase and Simon - Perception in chess](https://notes.andymatuschak.org/z5KDtTU1DdSS7dQyYLS5tfaxebde1KMni4yJS)记录的实验数据表明，国际象棋大师的组块更大（可能还有层级组块机制）。\r\n\r\n相关笔记：[复杂的概念可能很难学习，部分原因是工作记忆容纳不下其组分](https://notes.andymatuschak.org/z6eTZz16YRGs2PyWyc3qe1B9oJ7swmnCU54hZ)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nChase, W. G., & Ericsson, K. A. (1982). Skill and Working Memory. In G. H. Bower (Ed.), Psychology of Learning and Motivation (Vol. 16, pp. 1–58). Academic Press. https://doi.org/10.1016/S0079-7421(08)60546-0\r\n\r\nMiller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158 [Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)", + "type": "text/markdown", + "caption": " 重新编码可以提升组块大小\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Recoding can increase chunk size" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Constraints as cognitive scaffolding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Constraints as cognitive scaffolding.json" new file mode 100644 index 0000000..868fae4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Constraints as cognitive scaffolding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/cognitive-scaffold/Constraints as cognitive scaffolding", + "text": "# 约束作为认知脚手架\r\n\r\n原文：[Constraints as cognitive scaffolding (andymatuschak.org)](https://notes.andymatuschak.org/z8DyCwRiC8HT89mMvtBjwcGVs5ucHPHcrScch)\r\n\r\n如果用户刚接触 Photoshop ，眼前就是功能密密麻麻的完整界面，他可能连第一步做什么都不知道。但如果他从「欢迎」工作区开始，里面大部分面板和工具都被隐藏起来，那就更加容易下手了。之后随着他注意自己需要什么，或者对什么感到好奇，按需展示各部分界面即可。\r\n\r\n类似的，解释概念时，如果能约束其应用场景，那么问题解释起来更简单，对新手理解也更有帮助。比如说，解释如何制作醋油调味汁的时候，先说明一种油跟一种醋的搭配比较好。\r\n\r\n游戏中的玩家开局时只拥有一小部分能力，或者当前环境下根本不会遇到一些挑战。这样游戏一开始才更容易上手。\r\n\r\n约束是构建小跨度任务台阶的一种方式（参见[将小跨度任务阶梯作为认知脚手架](https://notes.andymatuschak.org/z2qBbdZidZNjbpdggRbmgeUeVf2H7aCevSYvE)），但其用途还有很多。比如说，一位有追求的摄影师，可能会花一整年专门研究不同快门速度的摄影，其余孔径、焦距、ISO 等参数都固定不变。\r\n\r\n相关：[约束培通常能养创造力](https://notes.andymatuschak.org/zfsf2tFq4u5TuCgCMyWgFhwrTSMofHby1ae)", + "type": "text/markdown", + "caption": " 约束作为认知脚手架\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Constraints as cognitive scaffolding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Fine-grained task progressions as cognitive scaffolding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Fine-grained task progressions as cognitive scaffolding.json" new file mode 100644 index 0000000..1d6f837 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Fine-grained task progressions as cognitive scaffolding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/cognitive-scaffold/Fine-grained task progressions as cognitive scaffolding", + "text": "# 小跨度任务阶梯充当认知脚手架\r\n\r\n原文：[Fine-grained task progressions as cognitive scaffolding (andymatuschak.org)](https://notes.andymatuschak.org/z2qBbdZidZNjbpdggRbmgeUeVf2H7aCevSYvE)\r\n\r\n刚开始学习新技能、新概念，要能将其分析拆解，从而能着手完成第一步。然而拆解本身就是困难的任务，并且常常会干扰学习知识本身。如果新概念对你来说太过陌生，你甚至不知道从何拆起。\r\n\r\n专家设计的小跨度任务阶梯，可以帮我我们建立[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)。举个例子，如果你想学习 Processing 编程，专家会建议你找到一份会说「你好，Bob！」的程序，将其复制下来，略加修改，让它转而输出你的名字。之后他会拿出三个程序供你复制组合：比如说让文字动起来越过屏幕，用不同颜色重复打印一条消息几次，诸如此类……\r\n\r\n游戏设计师尤其擅长这件事（Cook，2007年）。Witness 是个很好的例子：该游戏有一系列谜题，每道题都会揭示一点点新元素。之后的题目会逐步将这些技能组合起来，最终玩家便能灵巧地应对不少游戏机制。\r\n\r\n约束也是构建这样阶梯的方式（[约束充当认知脚手架](https://notes.andymatuschak.org/z8DyCwRiC8HT89mMvtBjwcGVs5ucHPHcrScch)）。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nCook, D. (2007, July 19). The Chemistry of Game Design. *Gamasutra*. Retrieved from [https://www.gamasutra.com/view/feature/129948/the*chemistry*of*game*design.php](https://www.gamasutra.com/view/feature/129948/the_chemistry_of_game_design.php)\r\n\r\nThekla, Inc. (2016). *The Witness*. Berkeley, CA.", + "type": "text/markdown", + "caption": " 小跨度任务阶梯充当认知脚手架\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fine-grained task progressions as cognitive scaffolding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Metacognitive supports as cognitive scaffolding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Metacognitive supports as cognitive scaffolding.json" new file mode 100644 index 0000000..ec2f51c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Metacognitive supports as cognitive scaffolding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/cognitive-scaffold/Metacognitive supports as cognitive scaffolding", + "text": "# 元认知支持作为认知脚手架\r\n\r\n原文：[Metacognitive supports as cognitive scaffolding (andymatuschak.org)](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)\r\n\r\n[学习需要元认知技能](https://notes.andymatuschak.org/z7J71kWtJfZrdWHevwTbq6ih3G1YAvRbmXa63)，不过环境可以减轻学习者的元认知负担。\r\n\r\n在课堂中，教师会大量监控、评估、计划、控制学生的执行。当然，他们有时候做得 **太** 多了，但是在很多情况下，这可以让学生把注意力放在手头的材料上。\r\n\r\n在[量子国度](https://quantum.country/)中，我们穿插的复习环节会帮助读者注意到他们是否掌握材料，并在他们的记忆扎实时给他们一种轻松的感觉。该环境还相应地计划和执行后续的记忆练习。\r\n\r\n游戏在这方面做得特别好：\r\n\r\n- [游戏帮助玩家评估他们正在发展的技能](https://notes.andymatuschak.org/z2tZBJUtAasH3bGxHaEpFdP5zjjiWwqDsFxEM)\r\n\r\n- [游戏帮助玩家制定和调整计划](https://notes.andymatuschak.org/z7mU6RxxzJ9FZBCcgbYQsv9nExuK3xVm635Ks)", + "type": "text/markdown", + "caption": " 元认知支持作为认知脚手架\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Metacognitive supports as cognitive scaffolding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Narrative as cognitive scaffolding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Narrative as cognitive scaffolding.json" new file mode 100644 index 0000000..8679e3a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_cognitive-scaffold_Narrative as cognitive scaffolding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/cognitive-scaffold/Narrative as cognitive scaffolding", + "text": "# 文本的叙述作为认知脚手架\r\n\r\n原文：[Narrative as cognitive scaffolding (andymatuschak.org)](https://notes.andymatuschak.org/zvHfreBts9DHWRtztZihrGKuPsP5j8LSPLQn)\r\n\r\n一个好的叙述将一个复杂话题的关键组成要素结构化和序列化*（译注：指将复杂概念以流式方式文字化或言语化），将参与者的注意力集中在想法的有限子集上，这样他们就能轻松地跟随作者的步伐。这就形成了[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)。一篇参考文献在没有叙述脚手架的情况下也可以提供同样的信息，对于专家来说，这可能是一个更有效的话题总结，但对于一个新手来说，存在的认知鸿沟，让其难以理解文章的内容\r\n\r\n随着叙述的进行，新手难以捕捉到的内容之间的关联，被清晰地提炼出来，同时提醒阅读者利用此前的材料。这些帮助阅读者聚焦于颗粒，且兼顾全局。随着时间的推移，他们自行建立起联系，超越作者阐述的联系。\r\n\r\n叙事通过提供解释、可能的影响和与作者的联系来促进情感交流。随着时间的推移，阅读者会建立他们自己对该主题的情感，但为其提供脚手架也是有帮助的。\r\n\r\n另见：[情景体验增强了叙述的力量](https://notes.andymatuschak.org/zhZFC1LFDwAcsgJAdaKEDnSHyrf1bR954Ssb)", + "type": "text/markdown", + "caption": " 文本的叙述作为认知脚手架\r", + "modified": "20230930171250219", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Narrative as cognitive scaffolding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Educational games are a doomed approach to creating enabling environments.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Educational games are a doomed approach to creating enabling environments.json" new file mode 100644 index 0000000..eef2658 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Educational games are a doomed approach to creating enabling environments.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Educational games are a doomed approach to creating enabling environments", + "text": "# 教育游戏对于创造赋能环境是注定失败的方法\r\n\r\n原文：[Educational games are a doomed approach to creating enabling environments (andymatuschak.org)](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)\r\n\r\n因为[游戏能有效地培养玩家的技能](https://notes.andymatuschak.org/z2J6v5xtfJaeW5KFF6fNwkHxLWQonxuUA5ndg)，人们便展开想象，做出可用的、能用于「教授」特定技能的[教育游戏](https://notes.andymatuschak.org/z5YBATDEy9pSqzTgNhH6MhGqgkG8mAF7QTLK5)，是可能的。然而，由于几个结构性原因，这往往做不到：\r\n\r\n教育游戏开发者通常看不到，从经验上看，游戏设计的核心是[「寻找乐趣」](https://notes.andymatuschak.org/z2BH7jhTMRmmjM5UHyVUShW4ZtTSzxaV7oubs)。[游戏中的技能发展服从于其他内在的有意义的目的](https://notes.andymatuschak.org/zeb2g4GbLPhXGKZavqQ7v7iuqe5B8jGhnFKw)，而[大多数游戏不是赋能环境](https://notes.andymatuschak.org/z6DCZK1JtHU3waXWTk5UbNt3kXU4WRT9EwNND)，这并不意外：[赋能环境的活动直接服务于内在有意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)；学习目标本身通常没有内在的意义，也并不有趣。若是被强加给玩家的话更是如此。更一般地说，由于这个原因和其他一些原因，[教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)。\r\n\r\n教育游戏开发者经常想： **我** 的动机将是「帮助孩子们成功」，但 **孩子们** 的动机则是「玩有趣的游戏」。这样也是行不通的：[自创环境极大程度受作者的动机塑造](https://notes.andymatuschak.org/z34mYTEEEQcrywWkoNnz1Fzr8NmwaDsVRNgTK)。\r\n\r\n避免这个陷阱是可能的，但必须不要 **试图** 制作「教育游戏」。[强大的赋能环境通常是作为追求自身内在意义的项目的副产品出现的](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs) 如 Bret 所言：\r\n\r\n[设计](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck) 活动时，要让概念扎实有重量，但设计者和玩家都能感觉活动是有趣而快乐。问问自己：「我自己喜欢玩这个吗？」。要能相信玩家在花了数个小时与这些概念亲手「打交道」后，会逐渐熟悉它们，进而能流畅使用，以至形成自己的理解。这样的过程是难以刻意设计的。\r\n\r\n另一个限制：[强大的赋能环境注重专业级用例](https://notes.andymatuschak.org/z8jg7T3YhvyXiEpy4humYAioLUEjnrdZgwHYs)。教育游戏开发者通常专注于设计表征来为新手服务，但由此一来，玩家所习得的概念，与专家使用的概念难以契合（例如《模拟城市》），同时这些表征的能力上界过低。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEmail with Bret Victor, 2015/03/19. [Re: Toys with weight-bearing educative properties](javascript:void(0))", + "type": "text/markdown", + "caption": " 教育游戏对于创造赋能环境是注定失败的方法\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Educational games are a doomed approach to creating enabling environments" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments activities directly serve an intrinsically meaningful purpose.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments activities directly serve an intrinsically meaningful purpose.json" new file mode 100644 index 0000000..9f113b7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments activities directly serve an intrinsically meaningful purpose.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Enabling environments activities directly serve an intrinsically meaningful purpose", + "text": "# 赋能环境中的活动直接服务于有内在意义的目的\r\n\r\n原文：[Enabling environments’ activities directly serve an intrinsically meaningful purpose (andymatuschak.org)](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)\r\n\r\n在设计[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)时，注意力很容易集中在环境所意图发展或增强的技能或理解上。这种做法通常会辜负原本的目标。赋能环境要想成功，环境中的活动必须直接服务于那些技能或理解的 **目的** 。（见[强大的赋能环境通常是作为项目追求其自身内在意义的目的的副产品出现的](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)，[赋能环境着重于环境所赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)）\r\n\r\n[内驱调节的学习是自我实现的；外驱调节的学习是自我否定的](https://notes.andymatuschak.org/z593cFAtL3wWfMEFZodUYcM9TPQyMDHzEXxvS)。如果缺少具有内在意义的目的，这些活动将主要由学习者以外的外部力量来激励和调节。\r\n\r\n[深刻的理解需要强烈的个人联系（也是其结果）](https://notes.andymatuschak.org/z5gCpoFJJThDFHK1a7Vv3ssxF3kkjeRaTrJHK)。如果没有一个内在的有意义的目的，这种联系是不可能的。\r\n\r\n仅仅是 **作者** 有一些创造活动的内在意义的动机是不够的，仅仅是参与者发现活动有内在意义也是不够的。创制活动必须对作者和参与者都有内在意义的目的。理想情况下，这些目的是一致的：[创制环境极大程度受作者的动机塑造](https://notes.andymatuschak.org/z34mYTEEEQcrywWkoNnz1Fzr8NmwaDsVRNgTK)。\r\n\r\n例如，Mathematica 可能包含[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)，但 Mathematica 中的活动主要围绕做数学和科学展开。[游戏能有效地培养玩家的技能](https://notes.andymatuschak.org/z2J6v5xtfJaeW5KFF6fNwkHxLWQonxuUA5ndg)，但[游戏中的技能培养服从于其他有内在意义的目的](https://notes.andymatuschak.org/zeb2g4GbLPhXGKZavqQ7v7iuqe5B8jGhnFKw)。\r\n\r\n教育环境最终可能渴望有内在意义的目的，如供养你的家庭或加入专业社区。这些高层次的目的往往不能转化为环境中的实际经验。[一些「教育」活动具有内在意义的目的](https://notes.andymatuschak.org/z3bjAHBa3Rx5DRwmVsmmeNUTceS9ErxLfSAiM)，但在大多数情况下，它们的活动主要是关于培养技能，而培养技能很少具有内在意义（[赋能环境着重为成长和行动创造机会，而不是培养技能](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)）。详情请见：[教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEmail with Michael Nielsen, 2019/08/23. [Re: Transcending the Primer](javascript:void(0))\r\n\r\n> 当然，从某种意义上说，我对「赋能他人」这样的目标相当迷恋......但我也对这样的目标非常怀疑。我认为 > 99.9% 的情况下，它会以单方面的施舍告终。我所知道的唯一能持续摆脱这种失败模式的方法是把主要目标变成别的东西，变成内在的重要东西。\r\n\r\n>\r\n\r\n> 例如，如果你执行阿波罗计划，你肯定会使人受益。但这对于登月来说是次要的。如果你创造了 Mathematica，你肯定会使人们受益。但是，这对于做一流的数学/理论物理学来说是次要的。...", + "type": "text/markdown", + "caption": " 赋能环境中的活动直接服务于有内在意义的目的\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enabling environments activities directly serve an intrinsically meaningful purpose" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on creating opportunities for growth and action, not on skill-building.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on creating opportunities for growth and action, not on skill-building.json" new file mode 100644 index 0000000..2a4b4ac --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on creating opportunities for growth and action, not on skill-building.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Enabling environments focus on creating opportunities for growth and action, not on skill-building", + "text": "# 赋能环境的重点是创造成长和行动的机会，而不是技能培养\r\n\r\n原文：[Enabling environments focus on creating opportunities for growth and action, not on skill-building (andymatuschak.org)](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)\r\n\r\n卓越的研究所不会执着于给它的研究生灌输大量专业知识和技能。 它通过为个人成长提供大量机会，并在上述成长的基础上强调为 **行动** 的机会缔造纽带。这对于建立有效的[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)来说大体上是正确的。\r\n\r\n不得不说的是，像这样的环境并不会为了成长而促进成长。[Y Combinator](https://notes.andymatuschak.org/z2kQbKXThuY4FrdXVcE7JCt974sPATVhSpita) 的创始人主要致力于缔造一家成功的公司，而不是实现个人成长（[赋能环境中的活动直接服务于有内在意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)）。并且到了环境创造个人成长的地步，与其关注「练习」，不如强调所有事情的终极目标（例如让新公司风生水起）。\r\n\r\n这启发给我们以新的眼光审视现存的媒介。例如，书籍很少侧重于为个人成长或行动提供机会：它们通常是在一个抽象的背景下传达知识。这引出了一个扣人心弦的启示：\r\n\r\n> 那么，撰写「书籍」，其主要关于给人们创造成长机会，和在该成长的基础上通向行动机会的纽带，这意味着什么？\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与迈克尔·尼尔森的对话，2019-12-10", + "type": "text/markdown", + "caption": " 赋能环境的重点是创造成长和行动的机会，而不是技能培养\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enabling environments focus on creating opportunities for growth and action, not on skill-building" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on doing whats enabled.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on doing whats enabled.json" new file mode 100644 index 0000000..e754a1b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Enabling environments focus on doing whats enabled.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Enabling environments focus on doing whats enabled", + "text": "# 赋能环境重在推动所赋能的事\r\n\r\n原文：[Enabling environments focus on doing what’s enabled (andymatuschak.org)](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)\r\n\r\n在强大的公司或 Minecraft 之类优秀的[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)中开展的活动，基本上 **正是** 这些环境所赋能的事情。\r\n\r\n相比之下，大多数书籍（甚至是可执行的书籍）并不涉及 **做** 它们所讲的事情。这些环境的活动是 **关于** 主题的——阅读有关篮球的内容，而不是打篮球。他们与行动相距甚远，因此难以为置身书籍环境的阅读者赋能。\r\n\r\n[强大的赋能环境通常作为项目追求其自身内在意义的目的的副产品出现](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)和[赋能环境侧重于创造成长和行动的机会，而不是提升技能](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)中描述了更高层次的观察，上文便是自然的副产品。\r\n\r\n对行动的关注使环境作者保持诚实。这样迫使作者把重点放在能够有意义地促成行动的要素上。这使活动围绕着本质上有意义的目的（[赋能环境的活动直接服务于内在的有意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)），而不是更抽象的目标。\r\n\r\n **完成** 所赋能内容的活动，一般会比 **关于** 什么的活动创造更多的个人联系。这种联系很重要：[深刻的理解需要强烈的个人联系（也是其结果）](https://notes.andymatuschak.org/z5gCpoFJJThDFHK1a7Vv3ssxF3kkjeRaTrJHK)。\r\n\r\n社会赋能环境让参与者有机会基于彼此的想法继续发展。进而让他们接触更多。如果社会活动只是 **关于** 被赋能的东西，这种效果便很有限。与同事的午餐讨论可能很有用处，但如果你发现他的想法很吸引人，你可能会发现与该同事的合作更有利。\r\n\r\n这里的一个挑战是，[赋能环境中的新手往往不能做环境所赋能的事情]（https://notes.andymatuschak.org/z3XsSKarN8i3pV4WjPiJ7pVGG6akRVQvU7ngK）。事实上，这也一定程度上成为阻碍新手成长的因素。一旦新手能够在某种程度上参与，那么环境就可以整合强大的动态脚手架来使他们进一步发展（见[元认知支持需要动态、参与性的环境](https://notes.andymatuschak.org/z6sGtFW1yd4qgcxkLQsEBEJWxLKmBdjMQzKfa)）。例如，教练可以建议哪种练习可以最好地帮助运动员在某一天实现他的目标（[元认知支持充当认知脚手架](https://notes.andymatuschak.org/z4qFtxPZi21DKoLruHcmsocee1YnZy9JMArb6)）。在我的世界单人游戏中，为了提升玩家的建筑技能，越复杂的材料，越需要足够的技巧才能找到。", + "type": "text/markdown", + "caption": " 赋能环境重在推动所赋能的事\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enabling environments focus on doing whats enabled" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Most games aren't enabling environments.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Most games aren't enabling environments.json" new file mode 100644 index 0000000..1b391b0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Most games aren't enabling environments.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Most games aren't enabling environments", + "text": "# 大多数游戏都不是赋能环境\r\n\r\n原文：[Most games aren’t enabling environments (andymatuschak.org)](https://notes.andymatuschak.org/z6DCZK1JtHU3waXWTk5UbNt3kXU4WRT9EwNND)\r\n\r\n[游戏能有效地培养玩家的技能](https://notes.andymatuschak.org/z2J6v5xtfJaeW5KFF6fNwkHxLWQonxuUA5ndg)，所以人们很容易把好游戏看作一种[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)，但它们很少「释放或显著扩展[玩家](https://notes.andymatuschak.org/z6DCZK1JtHU3waXWTk5UbNt3kXU4WRT9EwNND)的能力，去做他们认为有意义和重要的事情。」大多数游戏的主要目的是创造一种审美或情感体验。这种体验可能非常强大（这就是技能培养很有效的原因：[游戏中的技能发展服从于其他有内在意义的目的](https://notes.andymatuschak.org/zeb2g4gblphxgkzavqq7v7iuqe5b8jghnfkw)），但它通常不会扩展玩家的能力去 **做** 他们认为有意义和重要的事情。相关笔记：[教育游戏对于创造赋能环境是注定失败的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)。\r\n\r\n## 反例\r\n\r\n《我的世界》是一个有趣的反例：单人游戏体验包含大量的[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)，随后在「创造」模式中实现了意义无穷的行动。很多人用这种模式来进行严肃的创造性表达。如果这些人用 Blender 或 Maya 的话，他们中的许多人永远不会做出任何东西。\r\n\r\n大型多人在线游戏的结构化社交环境可以使人们建立人际联系并形成社区。许多游戏甚至可以为离群或内向的人做到这一点。", + "type": "text/markdown", + "caption": " 大多数游戏都不是赋能环境\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Most games aren't enabling environments" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Novices in enabling environments often can't do what's enabled.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Novices in enabling environments often can't do what's enabled.json" new file mode 100644 index 0000000..80538a4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Novices in enabling environments often can't do what's enabled.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Novices in enabling environments often can't do what's enabled", + "text": "# 对赋能环境不熟悉的人往往不能完成环境所赋能的事情\r\n\r\n原文：[Novices in enabling environments often can’t do what’s enabled (andymatuschak.org)](https://notes.andymatuschak.org/z3XsSKarN8i3pV4WjPiJ7pVGG6akRVQvU7ngK)\r\n\r\n刚进入[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)的新手，可能无法立即做到环境所赋能的事情。对此，常见的解决方案是较为不直接的引导：指导手册、入门课程、背景阅读等等。有了这些支持，新手总归能完成环境所赋能的事情，但这并不是最理想的做法：[赋能环境着重于环境所赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)。\r\n\r\n为了让新手能更早融入赋能环境，我们可以对其设计加以改进（例如，使用[认知脚手架](https://notes.andymatuschak.org/z8ZWYXFwXV38qiCgRx7zf2ySy9WCxWvcizNVr)）。有一种强大的设计方法：[设赋体验可以让人逐步深入参与赋能环境](https://notes.andymatuschak.org/z2FDTR2NfpW1AtA4SAETevmKC2uDGEHfKrbhG)。", + "type": "text/markdown", + "caption": " 对赋能环境不熟悉的人往往不能完成环境所赋能的事情\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Novices in enabling environments often can't do what's enabled" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments focus on expert use.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments focus on expert use.json" new file mode 100644 index 0000000..090c1b3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments focus on expert use.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Powerful enabling environments focus on expert use", + "text": "# 强大的赋能环境注重专业用例\r\n\r\n原文：[Powerful enabling environments focus on expert use (andymatuschak.org)](https://notes.andymatuschak.org/z8jg7T3YhvyXiEpy4humYAioLUEjnrdZgwHYs)\r\n\r\n[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)可以帮助人们做新的事情，所以我们总是向往设计出一个能够帮助新手进入某个知识领域的环境。这可以借鉴这个领域的日常活动的简化版本来设计。但这种方法通常是相当有限的。[强大的赋能环境通常作为副产品在追求其自身内在意义的项目时产生](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)。这些目的通常是由赋能专家们最佳确定的。从这一角度来看，环境也包括一些结构，这些结构可以帮助新手在追求过程中与专家保持相同的目的。\r\n\r\n当环境专注于促成一个活动的简化版本时，其目标往往变成了技能培养本身。这往往会颠覆它自己的目的（见 [教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J) ）。为解决某个领域的重要问题而设计的环境几乎会自动规避这个陷阱。\r\n\r\n如何表述是设计赋能环境的最重要的部分之一 ::TODO write note:: 。专门为某项活动的简化版本设计的表述常不会促成专业级别的练习。这意味着这些表述的力量是有限的。更糟的是：它们往往与专家使用的表达 **不一致** 。但是，为专家设计的表述往往可以为新手服务。当学徒在真实的实践环境中培养他们的技能时，他们会使用简化过的表述。但由于这些表述是在专家实践的背景下构思的，它们往往与专家的表述一致，所以二者之间可以平滑地完成过渡。（参见[大多数为交流而开发的动态表现都不是很赋能](https://notes.andymatuschak.org/zB5wf5crA1jVZb6CycZSjGRTjSkw2BpsdjG)）\r\n\r\n## 例子和反例\r\n\r\n研究实验室可以是强大的赋能环境。它们具备完备的结构去辅助初级学者发展：阅读小组、座谈会、写作研讨会等等。如果结构运作良好，将会有助于实验室产出更优质的研究成果，而不只是单纯为了培养技能。许多这样的活动（如座谈会）实际上对有经验的学者来说可能更为重要。它们是为了这个目的而设立的，甚至增加了额外的结构，使相关的初级教师更容易参与进来。对每个人来说，参与活动等价于参与这个学科。这些活动将伴随它们的参与者共同成长。\r\n\r\n有了 Mathematica，高中生也能处理简单的实验数据，并将其可视化。但更重要的是，Mathematica 可以帮助职业科学家更有效地完成工作。专门为学生设计的工具，可能就无法帮助专家更好地做科学；面向专家设计的工具，也能帮助学生更好地做科学——接触前沿的知识。\r\n\r\n模拟城市很有趣——起码技能培养不是它的主要目的——但它的表述从根源上编码了许多假设，因此它们不能顺利地演化为专业的表述。如果你的目的是专业的城市规划，《模拟城市》不会对你有什么帮助。\r\n\r\n同样地，Logo 使儿童能够获得微分几何的思想。这是很好的！但专业的几何学家似乎并不觉得 Logo 的表征与他们的研究有关。因此，孩子们只能说是在有限的意义上做微分几何，因为做数学是为了提出和回答独创问题，而这个环境似乎对这一点没有什么帮助。首先 Papert 对帮助微分几何学家不感兴趣，他也不一定有这样的专业知识，但想象一下围绕强大的计算表征为几何学家设计的另一个 Logo 是很有意思的。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEmail with Michael Nielsen, 2019/08/23. [Re: Transcending the Primer](javascript:void(0))\r\n\r\n> 如果你创造了 Mathematica，你肯定会使人们受益。但是，这对于做一流的数学/理论物理学来说是次要的。\r\n\r\nEmail with Michael Nielsen, 2019/09/03. [Re: ❲FYI❳ Some notes on enabling environments / anti-educationalism](javascript:void(0))\r\n\r\n[Alan Kay 为每个孩子一台笔记本电脑计划撰写的关于模拟城市的看法 | Don Hopkins](https://web.archive.org/web/20130904163228/https://www.donhopkins.com/drupal/node/134)\r\n\r\n> 思想的可扩展性和非可扩展性是很有趣的。《Rocky’s Boots》仍然是有史以来最好的游戏之一，它提供了深刻的学习经验。这一点延伸到《Robot Odyssey》上并不奏效，因为逻辑和电线编程的规模不够大——每项努力的收益急剧下降。", + "type": "text/markdown", + "caption": " 强大的赋能环境注重专业用例\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Powerful enabling environments focus on expert use" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments usually arise as a byproduct of projects pursuing their own intrinsically meaningful purp.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments usually arise as a byproduct of projects pursuing their own intrinsically meaningful purp.json" new file mode 100644 index 0000000..ef3c8bf --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enabling-environment_Powerful enabling environments usually arise as a byproduct of projects pursuing their own intrinsically meaningful purp.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enabling-environment/Powerful enabling environments usually arise as a byproduct of projects pursuing their own intrinsically meaningful purp", + "text": "# 强大的赋能环境通常是追求自身内在意义的项目的副产品\r\n\r\n原文：[Powerful enabling environments usually arise as a byproduct of projects pursuing their own intrinsically meaningful purposes (andymatuschak.org)](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)\r\n\r\n阿波罗计划是一个非常强大的[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)，但它并不伴生于一个专门为科学家提供大量个人成长的好机会而产生的项目。相反，它是为了把人送上月球（还有，额，从苏联人手中「拯救世界」）。赋能环境是这一深具意义的努力的副产品。\r\n\r\n同样，当皮克斯创造其革命性的动画工具时，许多团队已经在计算机图形方面工作了多年，但皮克斯的系统出现在对讲故事的梦想的狂热追求中。[皮克斯的电影和技术发展就像耦合的飞轮](https://notes.andymatuschak.org/z45gUHaD2DcqH3zMWhwHaXESZLCWWk6tHLDi6)。\r\n\r\n大教堂！大学研究实验室！Mathematica！它们都遵循这个模式。\r\n\r\n实际上，这样的情境提供了有深刻意义的反馈：[有效的系统设计需要从真刀真枪的情境中汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)。它们也避免了[创制环境极大程度受作者的动机塑造](https://notes.andymatuschak.org/z34mYTEEEQcrywWkoNnz1Fzr8NmwaDsVRNgTK)中所描述的问题。但也许最重要的是，这些项目还提供了强烈的个人联系，使伟大的工作成为可能。\r\n\r\n衍生例子：\r\n\r\n- [强大的赋能环境聚焦于专业化使用](https://notes.andymatuschak.org/z8jg7T3YhvyXiEpy4humYAioLUEjnrdZgwHYs)\r\n\r\n- [赋能环境的重点是做被赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)\r\n\r\n是否有可能反其道而行之？启动一个以追求内在意义为目的的项目， **是为了** 收获在这种情况下出现的赋能环境？这并不清楚。最有可能的失败模式是，所产生的项目不会 **真正** 创造所需的强烈的个人联系。但这正是我们在 [Ladder](https://notes.andymatuschak.org/z62KCVNbi7fBXMNzcDBUeEu2ePfc3EwUws9oa) 中所尝试的。\r\n\r\n根据 [Seymour Papert. (2005). You Can’t Think About Thinking Without Thinking About Thinking About Something. Contemporary Issues in Technology and Teacher Education, 5(3), 366–367.](https://notes.andymatuschak.org/z246TsTf2Swmj6B1j93Q9FLd9L3VskhpMoUs)：你不能在真空中、在抽象的意义上教儿童「逻辑思维」（译者按：无语义学习）；同样，你也不能凭空在抽象的意义上制造「思想工具」，你只能为了思考特定事物去制造一个工具；同样地，你必须理解 **有关** 特定事物的逻辑思维。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nhttps://github.com/mnielsen/tpft/blob/master/big_picture.md\r\n\r\n> 最强大的工具不是被单独开发出来的。相反，它们是作为项目的一部分出现的，是为了其自身的内在原因而完成的。想想彩色玻璃窗的艺术，它是为大教堂的上帝服务而开发的。或者想想皮克斯为故事服务的电脑动画的发展。这些更大的目标引导着工具的发展，确保它们 **能** 被认真使用。这听起来像是一句陈词滥调，但却经常被违反。数学或艺术或 **等** 的 「工具」往往是由那些本身并不深入该领域的人开发的。除非他们做了极其深入的用户研究，有效地与严肃的用户合作，否则他们很难建立任何其他「看似合理」的玩具。\r\n\r\n>\r\n\r\n> 为此，我们将开发一系列雄心勃勃的媒体项目。这些项目本身将——事实上，必须！——具有内在的价值。但它们也将作为发展思想工具的载体。\r\n\r\n[Bret Victor’s 2021-06-14 reply to my email about research-context fit](https://notes.andymatuschak.org/zTsykmF3t4cZqqctk8MS8sz3i7JTyvfAp7m)\r\n\r\n> DNA 折纸术（译注：合成生物学极客们的“最爱”）是一个强大的新兴工具；它不是来自以工具制造为中心的领域，而是 Paul Rothemund 发明了它，作为实现制造自组装计算机目的的一种手段。扫描隧道显微镜并不是出自显微镜领域，而是 Heinrich Rohrer 想帮助他的同事制造 Josephson 结创造一个更好的光谱仪。\r\n\r\n>（另见 [Shawn Douglas](https://notes.andymatuschak.org/zq5tFP6gqpapKkwgNa6DWuWk5yVrbTy4ZCE) 关于 DNA 折纸术的内容）\r\n\r\n引用 [Alan Kay](https://notes.andymatuschak.org/zFXW7zSLgsJsiHhQejeZGYcrKLoRvbeWrRt) 在同一封邮件中的说法：\r\n\r\n> ::我不认为你可以从「文本」或「编程」开始并走得很远::. 我认为有一些重要的、大的、你想做得更好的东西总是更好的——最终这提供了需要发明的各种媒体（包括「语言」）的线索，以帮助。这就是人们所错过的。McCarthy 并不是想发明 Lisp，他是想创造方法来做一个「建议接受者」。Doug 并不是想做超文本，他是想把人类的努力协同起来做好。", + "type": "text/markdown", + "caption": " 强大的赋能环境通常是追求自身内在意义的项目的副产品\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Powerful enabling environments usually arise as a byproduct of projects pursuing their own intrinsically meaningful purp" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Educational games try to teach through enacted experiences.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Educational games try to teach through enacted experiences.json" new file mode 100644 index 0000000..b097bab --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Educational games try to teach through enacted experiences.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enacted-experience/Educational games try to teach through enacted experiences", + "text": "# 教育游戏试图通过情景体验进行教学\r\n\r\n原文：[Educational games try to teach through enacted experiences (andymatuschak.org)](https://notes.andymatuschak.org/z5xCoFBNqoFjNHsWcsP4GbSPKqAG3dNzR6SXC)\r\n\r\n从概念上讲，[教育游戏](https://notes.andymatuschak.org/z5YBATDEy9pSqzTgNhH6MhGqgkG8mAF7QTLK5)设计者试图使用的核心机制是[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)。他们试图设计游戏活动，使得在游戏环境中，参与能产生一种 **理解** 的体验。至少从本能上来说，这种迂回的教学设计方法的潜在动机是[情景体验可以创造出与作者目标的强烈个人联系](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)。换句话说，他们希望「让孩子爱上学习！」\r\n\r\n大多数游戏都采用了这种机制（[游戏能有效地培养玩家的技能](https://notes.andymatuschak.org/z2j6v5xtfjaew5kff6fnwkhxlwqonxuua5ndg)），但在教育游戏类型之外，[游戏中的技能发展服从于其他有内在意义的目的](https://notes.andymatuschak.org/zeb2g4gblphxgkzavqq7v7iuqe5b8jghnfkw)。\r\n\r\n教育游戏中的体验很少让人感觉到身临其境。「老师」通常下手太重；玩家感觉像是身陷别人迷宫里的无助老鼠。[情景体验需要参与者置身的因果关系](https://notes.andymatuschak.org/z3JVez8dDfxTHY1K9tHUfLLcgLkUmXQ2HKXUU)。\r\n\r\n即使这些体验确实被感受到了（例如，也许在「俄勒冈小道」中），但玩家的能力并没有得到增强：[教育游戏对于创造赋能环境是注定失败的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)。但他们可能会引发玩家对某一领域的热情，或开始灌输价值观——[情景体验可以引导人们积极参与到赋能环境中](https://notes.andymatuschak.org/z2FDTR2NfpW1AtA4SAETevmKC2uDGEHfKrbhG)的一种较弱形式。", + "type": "text/markdown", + "caption": " 教育游戏试图通过情景体验进行教学\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Educational games try to teach through enacted experiences" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences amplify the power of narrative.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences amplify the power of narrative.json" new file mode 100644 index 0000000..a249336 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences amplify the power of narrative.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enacted-experience/Enacted experiences amplify the power of narrative", + "text": "# 情景体验增强了叙述的力量\r\n\r\n原文：[Enacted experiences amplify the power of narrative (andymatuschak.org)](https://notes.andymatuschak.org/zhZFC1LFDwAcsgJAdaKEDnSHyrf1bR954Ssb)\r\n\r\n叙述很强大。叙述能引人投入情感，助人理解（[叙述充当认知脚手架](https://notes.andymatuschak.org/zvHfreBts9DHWRtztZihrGKuPsP5j8LSPLQn)）。若让叙述成为情景体验，其力量会进一步增强，因为[情景体验可以创造出与作者目标的强烈个人联系](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)。\r\n\r\n例如，在《传送门》和《生化奇兵》中，游戏环境，角色出场，各种交互中贯彻着一条令人难忘的叙述线。相比《最终幻想》，其故事在很大程度上与游玩体验分离，更像一部电影，这两部游戏的叙述感觉是作为玩家行动的结果而出现的。", + "type": "text/markdown", + "caption": " 情景体验增强了叙述的力量\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enacted experiences amplify the power of narrative" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can bootstrap active participation in enabling environments.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can bootstrap active participation in enabling environments.json" new file mode 100644 index 0000000..ce16689 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can bootstrap active participation in enabling environments.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enacted-experience/Enacted experiences can bootstrap active participation in enabling environments", + "text": "# 情景体验可以引导人们积极参与到赋能环境中\r\n\r\n原文：[Enacted experiences can bootstrap active participation in enabling environments (andymatuschak.org)](https://notes.andymatuschak.org/z2FDTR2NfpW1AtA4SAETevmKC2uDGEHfKrbhG)\r\n\r\n[赋能环境着重于环境所赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)，但[赋能环境中的新手往往不能做被赋能的事情](https://notes.andymatuschak.org/z3XsSKarN8i3pV4WjPiJ7pVGG6akRVQvU7ngK)。精心设计的[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)能让参与者立即体验 **做** 环境所赋能的事。\r\n\r\n例如，假设一家软件公司拥有特殊的测试基础设施，使其工程师能够自信地完成重大更改。现在经理要向新入职的工程师介绍这一设施，他便可以让新人实现一项新功能，其中需要他修改经过充分测试的旧有代码。这位工程师会注意到这些代码都提及了测试框架，因此他也会如法炮制，添加上新代码并使用测试框架。在代码审查环节，他也许会和审查者讨论这些测试，会很有价值。测试基础设施让工程师能够自信地实现这项功能。因此，他未来测试新功能也会非常顺利。\r\n\r\n假设经理没有这么干。其他人要求工程师拓展一项功能，这项功能先前并没有使用测试基础设施。这位工程师可能想不到要用到这个框架。在代码审查环节，别人可能指出他需要使用这一框架，并发给他介绍文档，但阅读文档这一活动与他的目标是相关的，而非就是他的目标。因此他不会非常用心。他打算直接开干，但是他负责的模块并没有使用这一框架的例子，所以他会觉得集成这一框架很困难。\r\n\r\n遗憾的是，[情景体验很难创作](https://notes.andymatuschak.org/z2Moj6uUj8hJ11dDMbrHsF58BMmxe6p48rsvv)且[情景体验很难满足所有人的胃口](https://notes.andymatuschak.org/z2K87JksHrc9UDQR2PoTxXeRNdJA1Wo9N8Au2)。不过，[情景体验作为一种大众媒介具有难以置信的潜力](https://notes.andymatuschak.org/z6oXuXLZ7Wq1eBqskyfph2wz9gjohQUKSBFzx)。我认为这是像 Primer 这样的媒体的主要前景：[Primer++被嵌入到一个领域中，通过情景体验来引导参与](https://notes.andymatuschak.org/z62M2Kdje6rnm6qHaQ5LSsNbc6FBNcmppbg1P)。", + "type": "text/markdown", + "caption": " 情景体验可以引导人们积极参与到赋能环境中\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enacted experiences can bootstrap active participation in enabling environments" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can create intense personal connection to authored targets.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can create intense personal connection to authored targets.json" new file mode 100644 index 0000000..f22bedb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences can create intense personal connection to authored targets.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enacted-experience/Enacted experiences can create intense personal connection to authored targets", + "text": "# 情景体验可以创造出个人与作者意图的强烈联系\r\n\r\n原文：[Enacted experiences can create intense personal connection to authored targets (andymatuschak.org)](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)\r\n\r\n[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)的创造者，可以诱导出一种个人和创制体验之间的强烈联系。一个重要的结论是：[情景体验增强了叙述的效果](https://notes.andymatuschak.org/zhZFC1LFDwAcsgJAdaKEDnSHyrf1bR954Ssb)。\r\n\r\n以游戏《旅程》为例，玩家只可以朝山顶一路前行。他们行经的各种环境都经过精心设计，大多数玩家会因此走完一段情感深厚的「英雄之旅」，最终达到重生和神圣升华的高潮。这不是一种被动体验：每一步都是玩家与角色共同完成的，因此角色的升华让人感同身受。\r\n\r\n伟大的电影和书籍当然也能触动人心，但那种感觉远不如游戏来得强烈。我虽然能感同身受，但并没有真正 **成为** 故事里的角色。一切都是注定好的，我无法改变任何事情。（*译者：接媚眼也需要审美，而游戏谁都行。）\r\n\r\n社交环境也能让人建立强烈的个人联系，但这通常不是特定的创制体验。\r\n\r\n同样，软件环境可以建立强烈的个人联系，但它们通常不是特定的创制体验。Snapchat 的「连胜」（类似 QQ 的聊天火花）功能却是一个例外。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nThatgamecompany, Inc. (2012). *Journey*. Retrieved from http://thatgamecompany.com/journey/", + "type": "text/markdown", + "caption": " 情景体验可以创造出个人与作者意图的强烈联系\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enacted experiences can create intense personal connection to authored targets" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences have incredible potential as a mass medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences have incredible potential as a mass medium.json" new file mode 100644 index 0000000..3aea95a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences have incredible potential as a mass medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enacted-experience/Enacted experiences have incredible potential as a mass medium", + "text": "# 情景体验成为大众媒体时蕴藏极大潜力\r\n\r\n原文：[Enacted experiences have incredible potential as a mass medium (andymatuschak.org)](https://notes.andymatuschak.org/z6oXuXLZ7Wq1eBqskyfph2wz9gjohQUKSBFzx)\r\n\r\n我相信有可能创造出一种[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)，其主要目的是交流思想、价值观和实践——类似于完成一本书的「工作」。这是一个强有力的主张，因为[情景体验可以创造出与作者目标的强烈个人联系](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)，并且[情景体验可以引导人们积极参与到赋能环境中](https://notes.andymatuschak.org/z2FDTR2NfpW1AtA4SAETevmKC2uDGEHfKrbhG)。\r\n\r\n途径：\r\n\r\n- 现在，学徒制和其他社会机构（如 YC）也这样做，但这些都不是大众媒体的形式（[情景体验很难满足所有人的胃口](https://notes.andymatuschak.org/z2K87JksHrc9UDQR2PoTxXeRNdJA1Wo9N8Au2)）\r\n\r\n- 电子游戏是大众媒体，但它们几乎只被用来传达审美体验，而不是作为赋能环境的一部分\r\n\r\n- 冥想 App 是不错的参考：[引导式冥想 App 在大众媒体中提供情景体验](https://notes.andymatuschak.org/zEaAK3UY2JrTVBA2mVGJqn5knxfiQbVz7Cq)\r\n\r\n我认为这是 [The Primer++](https://notes.andymatuschak.org/z2LSeViHDq9uQaPzrQvUgqsotZTKRgBZMm24x) 的核心思想之一。\r\n\r\n这似乎与[交互是界面设计中的成本中心](https://notes.andymatuschak.org/z87TFgTr98bz3MNFT26NhegyRCMgdkfNTBAzp)有本质上的矛盾。", + "type": "text/markdown", + "caption": " 情景体验成为大众媒体时蕴藏极大潜力\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enacted experiences have incredible potential as a mass medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require blocking on participant action.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require blocking on participant action.json" new file mode 100644 index 0000000..d230a60 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require blocking on participant action.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enacted-experience/Enacted experiences require blocking on participant action", + "text": "# 情景体验需要由参与者的行动控制\r\n\r\n原文：[Enacted experiences require blocking on participant action (andymatuschak.org)](https://notes.andymatuschak.org/z3k51usSRurffGVzeRMc7EBaeKRNMvWiPMmBH)\r\n\r\n意外对创造[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)而言非常重要。\r\n\r\n游戏的「默认状态」是 **由玩家行动中断的** 。除非玩家采取行动，否则故事、战斗、建造等等活动都不会继续。游戏可能偶尔「接管」局面并在玩家不输入的情况下展开叙述，但时间不能太久，不然会扰乱玩家的情景体验。\r\n\r\n考虑一下《钻石时代》（Diamond Age）中这段令人难忘的文字：\r\n\r\n> 然后她意识到，这本书已经很久没有开口了。「下一步会发生什么？」她说到。《少龄淑女绘本入门指南》什么也没说。「Nell 寻找了一条安全的下山途径，」Nell 写道。她的视点开始移动。一片积雪映入眼帘。「不，等等！」她说，「 Nell 往水瓶里塞了一些干净的雪。」（第 308 页）\r\n\r\n随着章节展开，《指南》给予 Nell 越来越多控制权。从故事的这一点开始，除非真正的 Nell 指引指南 Nell ，否则指南 Nell 不会采取行动。\r\n\r\n沉浸式剧场的观众经常感受不到他们在主导整个过程。我怀疑其中一个原因是这个特性。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nStephenson, N. (2003). *The Diamond Age: Or, a Young Lady’s Illustrated Primer* (Reprint edition). Spectra.", + "type": "text/markdown", + "caption": " 情景体验需要由参与者的行动控制\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enacted experiences require blocking on participant action" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require participant-situated cause and effect.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require participant-situated cause and effect.json" new file mode 100644 index 0000000..1ccc29d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_enacted-experience_Enacted experiences require participant-situated cause and effect.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/enacted-experience/Enacted experiences require participant-situated cause and effect", + "text": "# 情景体验需要参与者置身的因果关系\r\n\r\n原文：[Enacted experiences require participant-situated cause and effect (andymatuschak.org)](https://notes.andymatuschak.org/z3JVez8dDfxTHY1K9tHUfLLcgLkUmXQ2HKXUU)\r\n\r\n为了创造[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)，参与者的行动和随后的体验之间，必须建立内在的情感联系。这种联系并不需要是玩家主动造成的。关键在于，参与者要能直观得感受到，他们的行动实现了体验的某些重要部分——至少在他们不细想时能这么想。\r\n\r\n大部分游戏在其游戏体验中都能保持这样的感觉。有时体验中穿插着玩家无法掌控的剧情场景，这样也没问题。只要玩家认为剧情场景前后的事件都由他而起，那么剧情场景也能融进整体上的主宰因果感（一定程度上）。\r\n\r\n这个要求是智能辅导系统很少创造出情景体验的一个关键原因。一个 ITS 可能是[参与性环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)，但因果反应是在系统中，而不是在学生身上。学生的感觉是，他们正在被一个自动机灌输无尽的任务流。他们有一些模糊的概念，认为他们对这些任务的反应决定了接下来的任务，但因果关系发生在系统的黑匣子里，而不是作为他们制定的机制的一部分。\r\n\r\n同样地，如果读者回答教科书中的问题，并完成其中活动，便构成了情景体验，但从内心里来说，这种经验通常感觉像「按作者说的做」。我想这是因为创制背景（书）和情景环境（实验室的一场实验、一个商业项目等）之间差距很大。\r\n\r\n相关地，虽然不完全相同：[情景体验需要阻断参与者的行动](https://notes.andymatuschak.org/z3k51usSRurffGVzeRMc7EBaeKRNMvWiPMmBH)。", + "type": "text/markdown", + "caption": " 情景体验需要参与者置身的因果关系\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Enacted experiences require participant-situated cause and effect" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Conversations incorporating multiple discussants' evergreen notes may promote collaborative sense-making.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Conversations incorporating multiple discussants' evergreen notes may promote collaborative sense-making.json" new file mode 100644 index 0000000..e859b6b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Conversations incorporating multiple discussants' evergreen notes may promote collaborative sense-making.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Conversations incorporating multiple discussants' evergreen notes may promote collaborative sense-making", + "text": "# 对话若涵盖多个讨论者的常青笔记则可能会促进协作意义构建\r\n\r\n原文：[Conversations incorporating multiple discussants’ evergreen notes may promote collaborative sense-making (andymatuschak.org)](https://notes.andymatuschak.org/z8NiytpoGGuh8okwPaca2qnScvc5xCqnS6JBN)\r\n\r\n[常青笔记可以提高谈话的信息带宽](https://notes.andymatuschak.org/z848gfJnsUNa5JjziTzXirNEJsEzRejTeYefX)，但是当多个人写了与一个讨论主题相关的[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)时，在「对比想法」的时候就会有一些特别有趣的事情发生。讨论者可以不再依靠口头上的粗略对比，而是可以通过 **逐字逐句** 的形式一一对照。且每个人对笔记的处理方式都会有所不通，因此不必追求做到 1:1 的对应。这点我所有想要表达的：对于同一个问题，不同的人从从不同的角度理解它，各自关注的含义也不尽相同，最终，他们用不同的内容将其架构出。 \r\n\r\n有了上述推理，我的直觉是实际生活中应该接入这样的系统，但[协作式知识管理系统往往会衰落](https://notes.andymatuschak.org/z6jeph6NdePn1TBPPK9958eTVZWfsWQw6VEYD)\r\n\r\n因此这些只是纸上谈兵：我并没有多次经历在常青笔记中逐字对照观点的讨论模式，因此我还不算真正的理解了它们。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与 Ben Reinhardt 的对话，2020-03-15\r\n\r\n- Ben 可爱地称这种概念为「Zettelconversation」。", + "type": "text/markdown", + "caption": " 对话若涵盖多个讨论者的常青笔记则可能会促进协作意义构建\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Conversations incorporating multiple discussants' evergreen notes may promote collaborative sense-making" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note titles are like APIs.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note titles are like APIs.json" new file mode 100644 index 0000000..1b6d9af --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note titles are like APIs.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen note titles are like APIs", + "text": "# 常青笔记的标题就像 API\r\n\r\n原文：[Evergreen note titles are like APIs (andymatuschak.org)](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C)\r\n\r\n[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)划分合理，命名恰当的话，得到的标题就是对笔记内容的抽象。由此一来，整篇笔记讨论的概念可以用这个抓手来引用（见[概念抓手，由 Alexander 提出](https://notes.andymatuschak.org/z5vA4vw86DKNq22xt6pRWhumeRmSzwV6hxRHE)）。实际上，标题寥寥数语便能勾勒出笔记内容轮廓：每天都在笔记中构筑概念并改进笔记的「API」，将大量笔记提炼抽象为单则笔记的能力，也会更上一层楼（例如，[作为大众媒介，情景体验具有难以置信的潜力](https://notes.andymatuschak.org/z6oXuXLZ7Wq1eBqskyfph2wz9gjohQUKSBFzx)，[作为知识工作基本单位的常青笔记写作](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)）。\r\n\r\n一些有效的笔记「API 设计」技巧：关注点分离（[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)），精准标题（[笔记标题建议使用成分完整的短语来突出主张](https://notes.andymatuschak.org/z3KmNj3oKKSTJfqdfSEBzTQiCVGoC4GfK3rYW)），和正面阐述（[笔记标题建议用正面阐述来促进理论系统化](https://notes.andymatuschak.org/z8T6sLNco2benUMgcXUXeJh35eW2obP48DoPp)）。\r\n\r\n相关笔记：[有根据的主张，Qian 等人提出](https://notes.andymatuschak.org/z8D1DJ4663xTUx2P3ztA8hM5FsmtbYmgRfPnC)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与迈克尔-尼尔森的对话，2019-12-16", + "type": "text/markdown", + "caption": " 常青笔记的标题就像 API\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen note titles are like APIs" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing as fundamental unit of knowledge work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing as fundamental unit of knowledge work.json" new file mode 100644 index 0000000..69bcf8a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing as fundamental unit of knowledge work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen note-writing as fundamental unit of knowledge work", + "text": "# 常青笔记写作是知识工作的基本单位\r\n\r\n原文：[Evergreen note-writing as fundamental unit of knowledge work (andymatuschak.org)](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)\r\n\r\n如果非要为知识工作者找一个主要标志，我所知的最好指标，可能是每天所写的[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)的数量。[写笔记可以是高超的技能](https://notes.andymatuschak.org/z4erJ1AQZ28DEMUv3p7AfGNqooWp8pLUVFnQ8)，但是[大多数人把笔记当作一个存放想法、给想法打草稿的容器](https://notes.andymatuschak.org/z5nw1rPzimCJYyMknDujwvP344Hv3ixCZRZV2)而[笔记写作实践通常是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC) 。\r\n\r\n- [常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)\r\n\r\n- [常青笔记有助于积累阅读成果](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)\r\n\r\n- 写笔记有助于写下的文本积累：这些笔记是[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)的燃料，特别是如果你[在写作时创建推测性大纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)。\r\n\r\n注意事项：[「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 如果写作是探索性研究和一般性研究的媒介，并且除了做研究，不必学别的，那么就没有什么比写作更重要了。\r\n\r\n> 专注于写作，好像其他的都不重要，并不意味着其他事情就敷衍了事，相反，专注写作一定会让你做事方法有所该关注。当你参加讲座、讨论或研讨会时，有明确、具体的目的，你就会更加投入、更有的放矢。\r\n\r\n> 即使你永远不会去写草稿， **写作第一** 的策略也会提高阅读、思考和其他方面的技能。", + "type": "text/markdown", + "caption": " 常青笔记写作是知识工作的基本单位\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen note-writing as fundamental unit of knowledge work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps insight accumulate.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps insight accumulate.json" new file mode 100644 index 0000000..c9c5548 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps insight accumulate.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen note-writing helps insight accumulate", + "text": "# 常青笔记有助于积累洞见\r\n\r\n原文：[Evergreen note-writing helps insight accumulate (andymatuschak.org)](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)\r\n\r\n创造性工作中的许多日常思考就是丢失了，就像潮水中的沙堡。短暂性在低保真思考中实际上是有用的，但在许多情况下它只是偶然性。严肃的思考应该以[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)的形式进行，以便于积累。\r\n\r\n[卓越洞见从之前的所思所想中涌现](https://notes.andymatuschak.org/zSn7SX7yMtnh1ZCQEG44TJoxrH7Udpm9oeEm)。那么，这种思考在哪里发生？它可能在你的脑子里，或者在你笔记本上一系列转瞬即逝的草图中，但是[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)，而上述机制都损耗巨大。\r\n\r\n考虑一下你本来有望实现的一些假设性的洞察力飞跃。为了实现这一飞跃，你通常需要同时发展许多独立的、部分成型的想法，直到它们在灵感的闪现中突然融合在一起。如果你需要同时迭代多个作品，你可能会很难把它们都记在脑子里。\r\n\r\n相比之下，由于[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)，它们的范围足够小，你可以在半个小时内开始并完成一个笔记（见[常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)）。尽管如此，你写的每一个笔记都代表了你对这个特定想法的思考增量，每一个笔记都丰富了愈加宽阔的链接网络（[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)）。因为这些是[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，你现在有一个明确的立足点，可以在这个具体的想法上进行迭代。\r\n\r\n你所写的笔记将与你所读的材料相互作用（[常青笔记有助于积累阅读成果](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)），并将形成新稿件的基础（[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)）。\r\n\r\n而如果你不能就你的想法写出哪怕是一个原子笔记，[间隔重复对于逐步完善灵光一闪可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)。\r\n\r\n相关笔记：[「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nLuhmann, N. (1992). Communicating with Slip Boxes. In A. Kieserling (Ed.), & M. Kuehn (Trans.), *Universität als Milieu: Kleine Schriften* (pp. 53–61). Retrieved from http://luhmann.surge.sh/communicating-with-slip-boxes\r\n\r\n> 当然，独立性预设最低程度的复杂性。卡片盒需要持续使用数年时间才能达到突破点。在此之前，它仅仅是一个容器，以便我们获取存入的内容。但这种情况会随着卡片盒的规模和复杂性的增加而改变。一方面，提出问题的方法和场合越来越多，卡片盒将成为一种通用工具。\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.", + "type": "text/markdown", + "caption": " 常青笔记有助于积累洞见\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen note-writing helps insight accumulate" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps reading efforts accumulate.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps reading efforts accumulate.json" new file mode 100644 index 0000000..a13ea13 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen note-writing helps reading efforts accumulate.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen note-writing helps reading efforts accumulate", + "text": "# 常青笔记有助于积累阅读成果\r\n\r\n原文：[Evergreen note-writing helps reading efforts accumulate (andymatuschak.org)](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)\r\n\r\n[围绕所读内容写笔记，以求深刻内化文本](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)很重要，但不要仅仅描述你所读的具体书籍写了什么，你可以（也应该）写下你的笔记，让你的阅读所得在彼此之间，在你自己的想法之间相互作用，从而逐步聚沙成塔（见[常青笔记有助于洞察力的积累](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)，[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)）。\r\n\r\n这也是我们写[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)的原因：如此一来，如果我们遇到一本书，其中讨论了我们已经写过的概念，我们就会被逼着把新的想法与我们先前的概念结合起来。当然，我们在阅读时通常会这样做，但我们仅限于调用容易出错的记忆，找出可能与此相关的作品。外化的笔记系统大大消除了这种限制。\r\n\r\n这就是为什么[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)的部分原因：这样，我们的笔记结构就会促使我们注意到不同文本——以及我们自己作品中的观点之间的关系（见[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)，[笔记应让你吃惊](https://notes.andymatuschak.org/z4KZ9973AoHhvM9Pj5Qrds48JXNbMEwVJmVRw)）。\r\n\r\n你写的笔记也会打下新的手稿的基础（[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)）。\r\n\r\n这是[常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)的原因之一。", + "type": "text/markdown", + "caption": " 常青笔记有助于积累阅读成果\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen note-writing helps reading efforts accumulate" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes are a safe place to develop wild ideas.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes are a safe place to develop wild ideas.json" new file mode 100644 index 0000000..e1c1cd9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes are a safe place to develop wild ideas.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen notes are a safe place to develop wild ideas", + "text": "# 常青笔记是发展大胆想法的安全场所\r\n\r\n原文：[Evergreen notes are a safe place to develop wild ideas (andymatuschak.org)](https://notes.andymatuschak.org/z8RTzukqNLKFXzqLwx25HrUrg5E5jiziGznWB)\r\n\r\n人一旦隐约冒出了个新想法，很容易开始蠢蠢欲动，想立即写下这个想法，并将其就地完善。但是写不下来才是常事，因为有实际困难和感情障碍的因素：这个想法可能还不够坚实，不足以直接处理。空空白纸可能会让人心生畏惧；想法中的主张似乎还是比较模糊。\r\n\r\n不如逐步孕育这个大胆想法，任其逐步发展。具体而言，就是渐进地书写一些[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，其中每则笔记都描述这个想法的某个侧面。所有笔记的范围则是具体确凿的：只描述一个原子概念即可 （[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1), [常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)）。\r\n\r\n一开始甚至不需要将这个想法与任何先前思路关联上。但随着时间的推移，你可以逐步将其与其他或新或旧的概念连接起来。另见：[间隔重复对于逐步完善灵光一闪可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)。\r\n\r\n你可以[在写作的同时创建推测性的大纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)，将这些碎片串联起来，随着时间的推移而聚沙成塔，形成更连贯的整体。（[笔记应该让你吃惊](https://notes.andymatuschak.org/z4KZ9973AoHhvM9Pj5Qrds48JXNbMEwVJmVRw)和[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)）。\r\n\r\n相比之下：[头脑风暴往往可以替代缺位的见解积累系统](https://notes.andymatuschak.org/z5cVs9BKLJsCYifhYBstAEKuZ8driDzLB3gFd)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 史蒂芬·约翰逊（Steven Johnson）有本书颇富洞见，这本书描述了科研工作者和普通人得到新想法的过程，并将其称为「慢直觉」。他强调，实验空间对此不可或缺。这种空间使得各种想法可以自由交融（Johnson,2011），因而是慢直觉得以运转的先决条件。人人思路开阔的实验室便可以提供实验空间，旧巴黎里的咖啡馆也可以，在那里知识分子和艺术家能自由地讨论各种想法。我认为卡片盒同样是实验空间，因为卡片盒也能实现各种想法的自由交融，并从中孕育出新颖见解。\r\n\r\n> 每一项知识性的努力都是从已有的观念开始的。之后这些观念在进一步的探究过程中转化，并能成为后续努力的起点。这基本上就是汉斯·乔治·加达默尔（Hans-Georg Gadamer）所说的解释学循环（Gadamer,2004）。\r\n\r\nPirsig, R. M. (1991). *Lila: An inquiry into morals*. New York: Bantam Books.\r\n\r\n> 他没有预先判断新想法是否合适，也没有试图将他们有序排放，而是仅仅让它们流入脑海。因此，这些新想法有时冒得如此之快，他的记录速度甚至都跟不上了。当前问题，以及一整套形而上学的思辨，其内容丰沛之极，思想之流已然化作一场山洪。思绪片段不断向各个方向延展，因此他读得越多，需要看的东西就越多。这就像文丘里效应，无穷无尽地把各种想法吸纳过来。他发现有无数的东西要读，有无数的线索要跟......太多......太多......穷尽凡人一生也无法将其清晰梳理。他业已身陷其中。（译注：文丘里效应，高速流动的气体附近压强减少，从而产生吸附作用）", + "type": "text/markdown", + "caption": " 常青笔记是发展大胆想法的安全场所\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes are a safe place to develop wild ideas" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes can increase conversational bandwidth.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes can increase conversational bandwidth.json" new file mode 100644 index 0000000..8b65c75 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes can increase conversational bandwidth.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen notes can increase conversational bandwidth", + "text": "# 常青笔记可以提高谈话的信息带宽\r\n\r\n原文：[Evergreen notes can increase conversational bandwidth (andymatuschak.org)](https://notes.andymatuschak.org/z848gfJnsUNa5JjziTzXirNEJsEzRejTeYefX)\r\n\r\n如果谈话时提起了某个话题，而你恰好对此洞见颇深，那么谈话这一媒介的约束便很让人恼火：在谈话中间传达细节丰富而较长篇幅的想法是很难的。如果你发表过关于这个话题的文章或书籍，将这些材料分享给对方，以便其后续阅读总是可取的。但发表作品的门槛挺高。你可能积累了很多颇有思考的知识，但还没有将其记录下来，编纂成可供发布的文章。[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)正好能填补这个空缺。常青笔记不像文章一样具备叙事结构和流畅行文，但每篇常青笔记再经过足够打磨，完全能单独成篇，并后续不断完善。分享这样的常青笔记能够增加谈话的信息带宽。\r\n\r\n在谈话这样的情境中，常青笔记在某些方面比完善的出版物更有用。[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)，所以常青笔记很短，而且主题非常明确。事实上，常青笔记通常短得可以在谈话中间即刻阅读。阅读传统出版物花的时间太长了，所以只能充当后续的参考材料。常青笔记的内容则可以实时推动谈话进展。\r\n\r\n我发现在 Twitter 上常青笔记特别有用。在 Twitter 上回答微妙的问题往往有点抓狂，但给出常青笔记链接，并附上一行总结，往往效果不错。有时笔记标题作为总结足矣。\r\n\r\n一旦涉及到多人的笔记，这种效果尤为显著：[对话若涵盖多个讨论者的常青笔记则可能会促进协作意义构建](https://notes.andymatuschak.org/z8NiytpoGGuh8okwPaca2qnScvc5xCqnS6JBN)。", + "type": "text/markdown", + "caption": " 常青笔记可以提高谈话的信息带宽\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes can increase conversational bandwidth" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes lower the emotional stakes in editing manuscripts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes lower the emotional stakes in editing manuscripts.json" new file mode 100644 index 0000000..1189576 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes lower the emotional stakes in editing manuscripts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen notes lower the emotional stakes in editing manuscripts", + "text": "# 常青笔记工作流能降低改稿的情绪负担\r\n\r\n原文：[Evergreen notes lower the emotional stakes in editing manuscripts (andymatuschak.org)](https://notes.andymatuschak.org/z26G5QDZgkk3mLTJoWHfzM6kjRzHpTAWHeZWN)\r\n\r\n在写作中往往要「忍痛割爱」，你挥笔成章的一腔心血似乎付诸东流。割爱后往往会造成不闭合的行为环（见[关闭开放性循环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)）：你想要确保这些想法不会遗失，能最终发表在*某处*，所以你现在要找个地方记住这块内容（或者在合适的地方记录下来），这样以后你写其他稿件时，你就能想起来并把它用上。（译注：此处的开环指的是你没写完的想法，因为没能妥善处理，而成为心病）\r\n\r\n但如果使用基于笔记的[可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)，那么大部分工作都可以在写[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)的过程中完成。即使一份材料对某一特定作品来说不重要，也可以把它变成持久的笔记，和其他笔记组成网络（[常青笔记应该有密集的链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)），这有助于未来的洞见（见[常青笔记的写作有助于洞见的积累](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)）。或者，如果这个想法需要进一步完善，它可以添加到写作收件箱中（[为短暂的和不完整的笔记提供写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)）。\r\n\r\n这个比较具体的事例可以佐证一个更广泛的观察：[通过释放阀可以让非线性思维的想法在输出时更加线性](https://notes.andymatuschak.org/z3iT7pPmhbY8WtofoCccd58xtnhJUfkJPztGP)。\r\n\r\n事实上，如果你采用 「非指向」 的可执行写作策略（此时你的文字大多来自于先前存在的笔记中），那么大部分文字甚至不是 **针对** 该手稿而写就的。这时候纵使从手稿中删除一些文字，还有关系吗？\r\n\r\n相关笔记：[软件界面经常将破坏性操作作为最终决定，而不是视情况而定的选择](https://notes.andymatuschak.org/z5vXaKVAPBNKAAi9RXNudduhyGadGXqtMVTEs)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 最困难的任务之一是严格删除论证中没有作用的东西 ——「对心头肉开刀」。[42](https://notes.andymatuschak.org/z26G5QDZgkk3mLTJoWHfzM6kjRzHpTAWHeZWN)当你把有问题的段落移到另一个文件中，并告诉自己以后可能会用到它们，这就变得容易多了。", + "type": "text/markdown", + "caption": " 常青笔记工作流能降低改稿的情绪负担\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes lower the emotional stakes in editing manuscripts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes permit smooth incremental progress in writing (incremental writing).json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes permit smooth incremental progress in writing (incremental writing).json" new file mode 100644 index 0000000..d3f2254 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes permit smooth incremental progress in writing (incremental writing).json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen notes permit smooth incremental progress in writing (incremental writing)", + "text": "# 常青笔记实现顺畅而渐进的写作（「渐进写作」）\r\n\r\n原文：[Evergreen notes permit smooth incremental progress in writing (“incremental writing”) (andymatuschak.org)](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)\r\n\r\n常青笔记是原子性的（[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)），并含有大量链接（[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)），因此中止或者继续写作常青笔记都非常轻松。这有助于[关闭开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)。\r\n\r\n这些笔记麻雀虽小五脏俱全，如同定期检查点。每篇笔记只需要几分钟的时间即可写就，但是因为这些笔记是[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，每篇笔记都是可依赖的坚实砖石——笔记完备地表达了自身描述的概念（[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)）。当然，我们日后还会对笔记内容逐渐迭代完善，但每次迭代时，笔记仍将是一个基本完整、自成一体的单元。\r\n\r\n相比之下，当我们处理一份正在编写的长篇手稿时，我们要同时应付许多想法，这些想法完成度各不相同。这份文本在各个部分的完备程度都千差万别。同时文本很长，很容易迷失自己的位置，或者在继续工作时忘记其他相关点的位置。每天开始工作和结束工作都像是繁重的任务，都大量依赖工作记忆。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 因为每个任务的结果得到记录，它们之间可能存在的联系因而变得清晰可见，我们便可以很容易地随时接着上次停下的地方继续工作，而不必一直把它记在心里。\r\n\r\n> 如此这般，我们不再需要记住还有什么事情没完成，也可以从上次停止的位置继续完成这项任务。这也正是通过写作思考的优势之一，即把所有事情置于思绪之外。\r\n\r\n> 只有当工作记忆中没有任何其他东西萦绕不去而占用宝贵的精神资源，我们才能体验到艾伦所说的「心灵若水」——在这种状态下，我们可以专注于眼前的工作，而不会被其他想法分散注意力。\r\n\r\nWozniak, P. (2018, June 9). Incremental writing. Retrieved December 30, 2019, from https://supermemo.guru/wiki/Incremental_writing", + "type": "text/markdown", + "caption": " 常青笔记实现顺畅而渐进的写作（「渐进写作」）\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes permit smooth incremental progress in writing (incremental writing)" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be atomic.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be atomic.json" new file mode 100644 index 0000000..78725da --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be atomic.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen notes should be atomic", + "text": "# 常青笔记应该是原子化的\r\n\r\n原文：[Evergreen notes should be atomic (andymatuschak.org)](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)\r\n\r\n笔记最好只讲一件事——但要尽量描述得全面完整。\r\n\r\n这样一来，不同话题与上下文之间就更容易建立联系。对于包罗万象的笔记，若只对笔记中的一个概念有了新想法，这个想法就难以察觉，此外指向该笔记的链接会所指不清；如果笔记过于零散，笔记间的链接网络也落得支离破碎，一些联系因此不甚明晰。[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)\r\n\r\n写笔记没有试金石或者唯一正解，只有各种权衡。\r\n\r\n常青笔记原子化与软件工程中的 「关注点分离」原则如出一辙。「关注点分离」原则认为，软件的模块应该只「关注」一件事，以便日后复用。但同样地，如果模块切分得太细碎，内聚不足的问题便会浮现。从这个角度看，[常青笔记标题就像 API](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[从阅读笔记中创建 Zettel 笔记 • Zettelkasten 方法](https://zettelkasten.de/posts/create-zettel-from-reading-notes/)\r\n\r\n> 我将这条原则的深层原则称为 **原子性原则** ：把同类事物放在同一个 **Zettel** 里，而 **Zettel** 之间做到关注点分离。例如，我可能在一个 **Zettel** 中列出很多假设当作综述。如对于[严格决定论](http://en.wikipedia.org/wiki/Hard_determinism) 的综述。有个与严格决定论相关的论证和相应结论则保存在另一个 **Zettel** 中。[严格决定论下的道德责任](http://en.wikipedia.org/wiki/Moral_responsibility#Hard_determinism)就是一个很好的例子。这样我便能复用这篇论证，却不需要接受另一个 **Zettel** 中的假设，因为论证本身是足够通用的。原子化笔记促进笔记复用，而 **Zettel** 网络中的链接也大大增加。", + "type": "text/markdown", + "caption": " 常青笔记应该是原子化的\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes should be atomic" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be concept-oriented.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be concept-oriented.json" new file mode 100644 index 0000000..27e46d4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be concept-oriented.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen notes should be concept-oriented", + "text": "# 常青笔记应面向概念\r\n\r\n原文：[Evergreen notes should be concept-oriented (andymatuschak.org)](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)\r\n\r\n划分[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C) 最好以概念为标准，而不是按作者、书籍、事件、项目、主题等。这样随着时间的推移，而笔记不断更新、链接，你会逐步发现不同书籍和领域之间的联系（[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)）。\r\n\r\n做笔记最直接的方法是为每本书、项目或研究课题开辟新笔记。每篇笔记都涵盖了许多概念，因此若某个概念以后再次出现，你可能很难找到你曾写过的内容：你必须记住哪些书或项目涉及此话题（相比之下：[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)）。\r\n\r\n你如果读到另一本书，其中讨论了相同概念，你会在那本书上写新笔记。这种方法是无法聚沙成塔的（有悖于[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)）。你对这个概念的新想法，并没有与旧想法结合起来，形成更坚实的整体：关于这个概念，你只有一盘散沙般的一堆笔记，每条笔记深藏于更大的文件中，甚至指代这个概念的术语都不统一。\r\n\r\n这不仅仅是积累的问题。这种方法中，没有动力驱使你把围绕这个概念的新旧想法融会贯通。新旧想法之间难道没有张力吗？难道对概念的有力提炼，不只在将其同时考虑时出现吗？[理解需要努力参与](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)\r\n\r\n如果我们读了两本主题完全相同的书，我们可能很容易将这两本书的笔记链接在一起。但是，新奇的联系往往会出现在意想不到的地方。在按概念整理笔记时，你可能会在不同书籍中出现的观点之间建立出乎意料的联系。你以前可能从来没有意识到这些书能联系起来——事实上，它们可能确实没有过联系，除了你发现的这一点。\r\n\r\n按概念组织的话，记笔记会有点困难，但这种困难不无好处：写新笔记时，必须找到新笔记在整体中的位置，因此便会探索之前织就的笔记网络，于是就有机会寻访意料之外的地方。\r\n\r\n随着时间的推移，笔记会聚沙成塔，并能以越来越复杂的方式组合起来（[常青笔记的标题就像 API](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C)），新颖洞见油然而生（[常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)）。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[用 Zettelkasten 扩展你的思维和记忆 • Zettelkasten 方法](https://zettelkasten.de/posts/extend-your-mind-and-memory-with-a-zettelkasten)\r\n\r\n> 如果你已经把两篇文章拆分了，Zettelkasten 会帮助你把两篇文章联系起来，找出相似点和对立点。 因此，你将能够提炼出一大堆文本，并随着时间的推移找到新东西。\r\n\r\n> 跟踪连接和探索部分笔记网络之后，你会冒出新颖想法。 与显然的联系相比，不明显的联系通常更有益于创造性思考，因为它们会引起更大的惊喜。\r\n\r\n> 分析文本时，由于文本是网状的整体，便要将其分解成几个部分，并且记录各部分的联系\r\n\r\nLuhmann, N. (1992). Communicating with Slip Boxes. In A. Kieserling (Ed.), & M. Kuehn (Trans.), *Universität als Milieu: Kleine Schriften* (pp. 53–61). Retrieved from http://luhmann.surge.sh/communicating-with-slip-boxes\r\n\r\n> 我们可以尝试在「艺术」、「展览」、「拥挤」（相互作用）、「大众」、「自由」、「教育」等一般概念下概括巴黎、佛罗伦萨和纽约的体验，以便看看卡片盒如何反应。通常情况下，如果问题的表述使得性质迥异的事物联系起来，这样的问题更有成效。\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 在旧系统中，问题是：我该把这条笔记放在哪个主题下？在新系统中，问题是：我想在哪种情况下再次看到它？\r\n\r\n> 如果你需要额外步骤来理解或掌握想法，那么转瞬即逝的文献笔记是有意义的。但在写作过程的后期阶段，它们帮不到你，因为在论点的发展过程中，当你需要划线的句子时，它永远不会出现。\r\n\r\n> 谈到记笔记，许多学生和学术写作者的想法与早期的船主一样。他们以立竿见影的方式处理他们的想法和发现：如果读到有趣的句子，就在下面划线。如果想做点评，就在空白处写下来。如果想到一个点子，就记到笔记本上，如果一篇文章看起来足够重要，就努力写一篇摘录。这样做会让你在很多不同的地方留下很多不同的笔记。那么，写作就意味着在很大程度上依靠你的大脑来记住这些笔记是在何时何地写下的。然后，必须从这些笔记中独立地构思一个文本，这就解释了为什么这么多人在事后根据这种先入为主的想法，借助头脑风暴来安排资源。", + "type": "text/markdown", + "caption": " 常青笔记应面向概念\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes should be concept-oriented" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be densely linked.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be densely linked.json" new file mode 100644 index 0000000..10c7d77 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Evergreen notes should be densely linked.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Evergreen notes should be densely linked", + "text": "# 常青笔记之间应该建立大量链接\r\n\r\n原文：[Evergreen notes should be densely linked (andymatuschak.org)](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)\r\n\r\n强迫自己在笔记之间添加大量链接，我们便能打开视野，围绕眼下关心的问题，考虑还有些概念能与其关联。添加链接的行为施加了一股压力，促使我们仔细思考各个概念如何彼此联系（见[理解概念需与其尽力较量](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)和[常青笔记应该面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)），同时也实现了[精细编码](https://notes.andymatuschak.org/z3ZTBNhJddpewTBgbKAFy2cnSMBiJRpMZWsfB)，能更深入地内化这些想法。\r\n\r\n为建立合适的链接，我们需要阅读先前的笔记，这样也有机地实现了对写就笔记的间歇性回顾（[常青笔记维护近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)）。由此便会得出意料之外的发现（[笔记应该让你吃惊](https://notes.andymatuschak.org/z4KZ9973AoHhvM9Pj5Qrds48JXNbMEwVJmVRw)）。\r\n\r\n而通过记录这些联系，我们也记录了我们得出结论的过程，可能日后对我们（或我们的同事）派上用场。我们应该尽可能[倾向于建立细粒度的关联](https://notes.andymatuschak.org/z68tVM68dEAuH4acs7HY6K76tTVzBdoBGKMZB)。相比之下，[标签是无效的关联结构](https://notes.andymatuschak.org/z3MzhvmesiD2htMaEFQJif7gJgyaHAQvKH49Z)。\r\n\r\n翻阅笔记间，这些链接结成了一条条小径，以供思想空间里漫步遨游。我们忍不住就想按照层级浏览，但链接超越了一切领域和主题。[优先选择关联分类法，而非层级分类法](https://notes.andymatuschak.org/z29hLZHiVt7W2uss2uMpSZquAX5T6vaeSF6Cy)\r\n\r\n卢曼实际上认为，...\r\n\r\n> 这种结构（链接）让可能的关联具象化，相比之下，实际上记录了什么反而是次要的了。\r\n\r\n你不一定要链接到你已经写过的笔记：[在知识管理系统中，反向链接可以用来隐式定义节点](https://notes.andymatuschak.org/z2newCwFfd6iZFyf9bgspkbyt1G8wbQxJVgTK)。一感觉有必要就停下来写新笔记是很磨人的；链接到只有标题的页面则毫无拘束。（参见[常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)）。\r\n\r\n捕捉到的链接不仅能持续提供价值，它们还可以帮助你在起草时引导你的注意力：[非线性思维的释放阀可能支持改善线性输出](https://notes.andymatuschak.org/z3iT7pPmhbY8WtofoCccd58xtnhJUfkJPztGP)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nLuhmann, N. (1992). Communicating with Slip Boxes. In A. Kieserling (Ed.), & M. Kuehn (Trans.), *Universität als Milieu: Kleine Schriften* (pp. 53–61). Retrieved from http://luhmann.surge.sh/communicating-with-slip-boxes\r\n\r\n> **2. 链接的可能性。** 因为所有的卡片都有固定的数字编号，你可以添加尽可能多的引用（译者注：指链接其他卡片笔记）。核心的概念可以有许多链接，这些链接显示了我们可以在哪些上下文中记录了与它们相关的材料。通过链接，我们可以在不需要太多工作或纸张的情况下，解决多重存储的问题。使用这种技术，我们把一个新的卡片笔记放在哪里就不那么重要了。如果有几种可能放置的位置，我们可以按自己的意愿选择一个，只需通过链接[或引用](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)来记录联系就好了。通常情况下，我们正在工作的上下文都会暗示了与其他笔记多种多样的链接，特别是当卡片索引已经很庞大的时候。在这种情况下，重要的是要捕捉到这些链接，但同时也要马上在被链接到的笔记中记录下反向链接。在这个过程中，我们卡片盒中的内容变得更加丰富了。\r\n\r\n> 在任何情况下，我们写笔记或进行查询的过程中，如果能成功激活卡片盒内部的链接网络，与卡片盒的交流就会更加有成效。记忆并不是逐点存取的总和，而是利用内部关系，并且只有在降低自身复杂性的情况下才会有效。这样一来，当你想要检索的时候，我们可以获得比大脑当时所能想到的更多的信息。最重要的是，这些信息比以往以笔记形式存储的信息更多，卡片盒提供了从未计划过的，从未预想过的信息组合的可能性。\r\n\r\n> 例如，我们可以问为什么博物馆总是门可罗雀，而另一方面，莫奈、毕加索或美第奇的画展又人山人海，太过拥挤。卡片盒在「偏爱有时间限制的东西 」的角度下接受了这个问题。当然，（卡片盒）内部已经存在的联系是有选择性的，正如这个例子要证明的那样。这些联系并非显然，因为我们必须跨越笔记者和卡片盒本身之间的边界。\r\n\r\n> 这种结构（链接）让可能的关联具象化，相比之下，实际上记录了什么反而是次要的了。", + "type": "text/markdown", + "caption": " 常青笔记之间应该建立大量链接\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen notes should be densely linked" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_How to process reading annotations into evergreen notes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_How to process reading annotations into evergreen notes.json" new file mode 100644 index 0000000..88609bb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_How to process reading annotations into evergreen notes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/How to process reading annotations into evergreen notes", + "text": "# 如何将阅读标注处理成常青笔记\r\n\r\n原文：[How to process reading annotations into evergreen notes (andymatuschak.org)](https://notes.andymatuschak.org/z2PJ51tCXuPFxnfFVUxxgwjvZ1geu4YnYm7hK)\r\n\r\n重要的是[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)。在阅读过程中，你已经标记了那些看起来相关的段落，并且你已经简单记下了你的想法（[如何在阅读时收集观察结果](https://notes.andymatuschak.org/z71FeBJGqZdyA78UNTwXCWcMGUVCWk1XsLvPS)）。现在，我们会把所有这些都处理成长久化的笔记。\r\n\r\n首先：到底应该写什么笔记？我们要写的[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)，那么我们面向的关键概念是什么？你需要先退一步，看到整体上一个概念结构的图。要做到这点，你可以把草稿聚成「簇*」，并观察一簇一簇的草稿间萌生的概念结构。或者，你可以勾勒出一幅思维导图或可视化的大纲。你所观察到的结构 **不必与阅读材料的结构相匹配** ：只要对你自己有意义就可以（[自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)）。（*译注：原文 cluster，指想法聚类而成的群集）\r\n\r\n一旦对这些概念图景有了些了解，你就可以开始你迭代性的笔记写作了。这里我总结了 Christian Tietze 的流程，也是我目前正在使用、适应的：\r\n\r\n1. **泛写笔记** \r\n\r\n 写一条宽泛的笔记 ，它概括草稿簇中的一个「大想法」。\r\n\r\n - 如果有多个「大概念」，那这样宽泛的笔记就多写几条，以保证[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)。\r\n\r\n2. **精写笔记** ：遍览草稿簇中的单独卡片，写下更细化的想法，捕捉簇中的原子观点。\r\n\r\n3. 连接：\r\n\r\n 在现有笔记中，搜索与新笔记相关的部分。必要时进行链接、合并和修改，以代表你对这些想法的新的、综合的见解。\r\n\r\n - 见[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)和[在写作时创建推测性大纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)。\r\n\r\n4. **修改** ：回到宽泛笔记中，在不混淆重点的前提下，根据你在写详细笔记时学到的东西和展开的细节来改进你的总结。删除不必要的详细说明；如有必要，基于这次更新过程中的收获，更新其他的宽泛笔记。\r\n\r\n5. **重复上述过程** \r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[从阅读笔记中创建 Zettel 笔记 • Zettelkasten 方法](https://zettelkasten.de/posts/create-zettel-from-reading-notes/)\r\n\r\n> 其次，我发现一个簇的内涵如果牵扯太多前置内容，以至于不能单独拿出来，那它本身便可能是一个总结性的结论，它可能基于很多假设，或是基于一个需要解释的复杂模型。对此，我会先准备好这个结论，然后分支出一些记录细节的笔记（副枝），去捕捉所有必要的想法、观点。这个场景需要链接功能：细节笔记会指回概念簇，而概念簇会提及那些写了细节的笔记。\r\n\r\n> 簇的分类不是按书的大纲来的。例如一本书的索引就是一种簇，它汇集参考文献，无关目录或思想流。类似的方法对于术语定义也很有用：收集文本中的用例和定义本身，以便清楚地了解术语的含义。簇可以是基于主题的，就像书的索引一样。\r\n\r\n>\r\n\r\n> 这就是我所说的「与内容正交*」：它们不依附于页面和章节的继承关系。相反，它们围绕着你认为合适的任何目的本身形成概念簇。（译注：此处指簇的维度与内容互相独立、互不影响。线性的笔记必须依赖上下文，让鸭鸭头疼，但簇里面可能归纳的是某个主题方面的内容，因此与内容无关）\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 确保你以后能够找到这个笔记：你可以把它链接到索引中，或者链接到你的讨论或主题的入口笔记（确保该入口笔记已链接到索引中）。", + "type": "text/markdown", + "caption": " 如何将阅读标注处理成常青笔记\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How to process reading annotations into evergreen notes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Similarities and differences between evergreen note-writing and Zettelkasten.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Similarities and differences between evergreen note-writing and Zettelkasten.json" new file mode 100644 index 0000000..d43ce1d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_evergreen-note_Similarities and differences between evergreen note-writing and Zettelkasten.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/evergreen-note/Similarities and differences between evergreen note-writing and Zettelkasten", + "text": "# 常青笔记和 Zettelkasten 卡片系统的异同点\r\n\r\n原文：[Similarities and differences between evergreen note-writing and Zettelkasten (andymatuschak.org)](https://notes.andymatuschak.org/z4AX7pHAu5uUfmrq4K4zig9x8jmmF62XgaMXm)\r\n\r\n我写[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)很大程度上是受 Niklas Luhmann 的 [Zettelkasten](https://notes.andymatuschak.org/z2QvtE9w5zs49x7WUeG8Ut1vywHDLiG2Wkm9p) 卡片系统以及其当代支持者的启发。但我使用「常青笔记」这个不同的术语而非 Zettelkasten 一词, 不仅是因为两者有一些截然不同的地方，而且也想在这方面脱离 Zettelkasten 的文化语境（因为有一些先验的价值倾向），给自己一点探索相关想法的空间。\r\n\r\n## 关键的相似之处：\r\n\r\n- 面向概念（[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)）\r\n\r\n- 原子化（[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)）\r\n\r\n- 对联系的强调（[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)）\r\n\r\n- 怦然相遇之妙（[笔记应该让你吃惊](https://notes.andymatuschak.org/z4KZ9973AoHhvM9Pj5Qrds48JXNbMEwVJmVRw)）\r\n\r\n- 看重自我想法的生发及其成长，而不仅仅是积累、总结他人的想法（[常青笔记是发展大胆想法的安全场所](https://notes.andymatuschak.org/z8RTzukqNLKFXzqLwx25HrUrg5E5jiziGznWB)，[自我思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)，而非[庸常之书](https://notes.andymatuschak.org/z3SqGJPwaWsZpbAZJLdCaAKfLcLJqZ4BqsRN7)\r\n\r\n - 强调使用自己的话，即使在描述别人的观点时也是如此（[围绕所读内容写笔记，以求深刻内化文本](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo))\r\n\r\n## 关键的不同之处：\r\n\r\n- 常青笔记包含的一些方法围绕笔记写作建立，笔记写作的存在扩大了它的适用范围：\r\n\r\n - 这是一种可以捕捉比 Zettel 更为碎片，并随后对其逐步修改的方法：[为临时和不完整的笔记而设的写作信箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)\r\n\r\n - 这是一种少见的的收件箱管理方法：[间隔重复可以降低破坏性收件箱维护操作的风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)\r\n\r\n -这是一种可以随着时间的推移，系统回顾问题以及原始笔记的方法：[间隔重复对于逐步完善灵光一闪可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)\r\n\r\n - 具体的日常实践：[我的晨间写作](https://notes.andymatuschak.org/zVFGpprS64TzmKGNzGxq9FiCDnAnCPwRU5T)\r\n\r\n- 更抽象地讲，常青笔记使用的是更广泛的[笔记类型分类法](https://notes.andymatuschak.org/z6f6xgGG4NKjkA5NA1kDd46whJh2Gt5rAmfX)，它描述了一种层级结构以及方法，用于捕捉极早期的想法记为笔记，并将聚簇的笔记\\* 渐进发展为一种层次递增的「表示」。相比之下，Zettels 主要是为了表示处于「中间」层的概念。（\\*译注：原文为 cluster —— 笔记写多了以后，好多关系较「近」的笔记形成聚类，一簇一簇的）\r\n\r\n - 我的系统中，标题是非常重要的索引。而 Zettel 通常是用数字标识符；尽管现代的 Zetteler 可能会给自己的笔记起标题，但显然不是以「创造 API」的方式：[常青笔记的标题就像 API](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C)\r\n\r\n- [上下文反向链接](https://notes.andymatuschak.org/z3RzQhmjeRxXVAAy81aUSKARwJL8dikdJG4VG) 大大改变了「链接」的性质，允许其中「涌现」的产生，如[反向链接可以用来隐含地定义知识管理系统中的节点](https://notes.andymatuschak.org/z2newCwFfd6iZFyf9bgspkbyt1G8wbQxJVgTK)\r\n\r\n- 我在笔记中嵌入了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)：[助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)。这大大改变了媒介 —— 尽管是以一种我尚未充分理解的机制。\r\n\r\n- 我的笔记是可以公开查阅的，我把它们融入了公开的对话。我尚未理解这种做法有什么影响，但肯定大幅改变了我与笔记的关系，并引发了富有价值的讨论。可以从一些很有意思的网络化智能角度考虑这种做法。我不知道哪些足够有名的 Zettelkasten 是公开的而且作者还在持续使用的。卢曼的 Zettelkasten 业已存档，但卢曼的做法代表另一种关系——他没有在对话中使用 Zettel，并利用这种互动为其写作提供新知。\r\n\r\n还有最后一个，呃 …… 比较尖锐的区别：我自己系统的主要目的，是在个人的核心创意项目中发展想法。当代 Zetteler 的笔记目的，似乎主要是对他人的想法写笔记。如果是用来记录自己的想法的，那么这些想法多半关于兴趣爱好，而不触及核心创意工作。他们的这些做法都涉嫌触及到[对笔记写作大谈特谈的人很少有严肃的使用场景](https://notes.andymatuschak.org/zUMFE66dxeweppDvgbNAb5hukXzXQu8ErVNv)中的问题。我不知道具体如何改变的，但我的使用场景在很大程度上塑造了笔记写作的实践。", + "type": "text/markdown", + "caption": " 常青笔记和 Zettelkasten 卡片系统的异同点\r", + "modified": "20230930171250220", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Similarities and differences between evergreen note-writing and Zettelkasten" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A reading inbox to capture possibly-useful references.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A reading inbox to capture possibly-useful references.json" new file mode 100644 index 0000000..70f10fa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A reading inbox to capture possibly-useful references.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/A reading inbox to capture possibly-useful references", + "text": "# 为有潜在价值的参考引用建立一个阅读收件箱\r\n\r\n原文：[A reading inbox to capture possibly-useful references (andymatuschak.org)](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)\r\n\r\n浏览器标签逐渐堆积的，PDF 文件夹不断激增，这一切真让人焦虑。为了避免这一点，重要的是要有一个程序，来自动化地保存阅读中那些有潜在价值的参考材料。\r\n\r\n一旦捕获材料，收集箱中每个项目要么：\r\n\r\n1. 删除（最后看起来不值得详细阅读）\r\n\r\n2. 被认真阅读（即[围绕所读内容写笔记，以求深刻内化文本](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo))\r\n\r\n3. 被浅读，并在参考书库中存档\r\n\r\n4. （也许）添加到其他一些清单中，如「待烹调的食谱」\r\n\r\n重点在于，这不是一个「也许有一天会读」的清单。它不会无限期地积累，因为那样的话，它就不是一个可靠的方法来[闭合开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)。\r\n\r\n因此，在构建一个阅读收件箱时，重要的考虑因素是：\r\n\r\n1. 书籍、文章、网页的零阻力捕获（以轻松地关闭该循环）\r\n\r\n2. 零阻力地查看收件箱项目对应的阅读量\r\n\r\n3. 零阻力地跨类型列举（译注：作为清单或者引用）\r\n\r\n4. 收件箱应鼓励删除滞留的项目（例如，当一个项目被多次跳过时，应该很明显。）\r\n\r\n有趣的是，现有的「稍后阅读」或参考管理系统都不符合这些标准。它们通常是按内容类型划分的，而且没有一个系统鼓励删除徘徊的项目。另见：[谨防自动导入阅读收件箱](https://notes.andymatuschak.org/z5QkRggMXj2gMna9wCyVFLoY1EhwtnFQvtJJ5)。\r\n\r\n阅读收件箱是我在使用智能手机时遇到的事情的一个重要泄压阀（见[用手机收集和分流，而不是（通常）阅读](https://notes.andymatuschak.org/z3YtsKc76oFwr9fxWkcNwAQdV1JGpUQ46hJ79)）。\r\n\r\n相关：[渐进阅读](https://notes.andymatuschak.org/z2gZooHVxB8x6EbDSR97Bz1jFMqAqSWSLPnMs)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[在阅读网页和 RSS 时记笔记 • Zettelkasten 方法](https://zettelkasten.de/posts/reading-web-rss-note-taking/)\r\n\r\n> 收件箱是保存我们 **想要** 或 **需要** 注意的物品的地方。很多东西永远不会进入收件箱；我们可以隔绝外界噪音。\r\n\r\n> 发现有些进入阅读清单的东西毫无用处，就把他们扔掉。把文章列入阅读清单上，只是做了小小的承诺：我们承诺以后会去看看，但是如果文章不能经受批判性的审视，我们就不必遵守承诺。", + "type": "text/markdown", + "caption": " 为有潜在价值的参考引用建立一个阅读收件箱\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A reading inbox to capture possibly-useful references" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A writing inbox for transient and incomplete notes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A writing inbox for transient and incomplete notes.json" new file mode 100644 index 0000000..983d34d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_A writing inbox for transient and incomplete notes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/A writing inbox for transient and incomplete notes", + "text": "# 为临时性的和不完整的笔记设置写作收件箱\r\n\r\n原文：[A writing inbox for transient and incomplete notes (andymatuschak.org)](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)\r\n\r\n即使你想要写出[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，其中大部分也是从临时的笔记开始的。所以你应该能零阻力地捕获想法（[关闭开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)），然后可靠地将它们逐步完善，写成常青笔记（[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)）。这意味着两个重要的机制：\r\n\r\n1. 一个能快速捕获临时笔记的方法，将它们与常青笔记本身明确隔离；以及\r\n\r\n2. 一个笔记暂存处，存放你想进一步完善笔记。并且应有一套流程实践，能可靠地清空它（[收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)）\r\n\r\n为此，我使用了一个「写作收件箱」。好多想法的种子、[工作日志](https://notes.andymatuschak.org/z28QkpK3vRKQTacjFDfGYBhCXHqHuVWJzny9)中的摘录、读书笔记、单行卡片等，都从这个队列开始的。在[我的晨间写作](https://notes.andymatuschak.org/zVFGpprS64TzmKGNzGxq9FiCDnAnCPwRU5T)中，我会查看这个收件箱中的笔记，并花时间深入任何触动我想法的东西。多数日子里，我的写作时间主要会这么使用。\r\n\r\n我写作收件箱中的许多笔记会写成常青笔记，但不是所有笔记都适合（或可能）这么做。如果某个笔记看到几次，却仍不够有趣，最好是归档或删除它。（这里有一个挑战：[收件箱维护的分流策略（如「收件箱归零」）往往不容易使用](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)）\r\n\r\n当我在电脑前时，我把笔记直接捕获到我的写作收件箱中。我同样也会设立[在外出时为写作收件箱捕获的袖珍便笺](https://notes.andymatuschak.org/z5FKgZAnMhS73t9kenbVUYx23CHSQAE1gKxVf)来投喂临时笔记。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[Zettelkasten 的构建模块 • Zettelkasten 方法](https://zettelkasten.de/posts/zettelkasten-building-blocks/)", + "type": "text/markdown", + "caption": " 为临时性的和不完整的笔记设置写作收件箱\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A writing inbox for transient and incomplete notes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Beware automatic import into the reading inbox.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Beware automatic import into the reading inbox.json" new file mode 100644 index 0000000..38b4162 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Beware automatic import into the reading inbox.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/Beware automatic import into the reading inbox", + "text": "# 谨防自动导入阅读收件箱\r\n\r\n原文：[Beware automatic import into the reading inbox (andymatuschak.org)](https://notes.andymatuschak.org/z5QkRggMXj2gMna9wCyVFLoY1EhwtnFQvtJJ5)\r\n\r\n我们很容易把 RSS 订阅、电子邮件简讯等与自己的阅读收件箱混为一谈，但它们应该被明确分开。（见[为有潜在价值的参考引用建立一个阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)）\r\n\r\n[收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)。这意味“清空”非常重要——所有添加的内容要么被阅读，要么被删除。因此，如果你觉得一篇参考文献有意思，可以把它添加到列表中，并相信自己以后会回顾。确保该属性的一个有效方法是 **自己添加所有东西** 。\r\n\r\n自动导入文章时，你会在阅读时看到很多与你不直接相关的内容。这些不相关的材料与那些你因为有强烈的情感联系而特意添加的内容混合在一起，冲淡了后者。\r\n\r\n自动导入文章时，阅读收件箱可能间歇地长得令人生畏。这使你不愿意打开它，从而让收件箱不那么可靠。\r\n\r\n自动导入文章时，梳理收件箱的成本就会变得更加高昂。为了决定是删除还是仔细阅读某篇文章，你必须首先了解它们是什么。相比之下，如果你手动添加一篇文章，你通常已经大体上了解文章讲了什么，比如了解表明文章价值的上下文。而在评估要阅读的文章和实际阅读它们之间来回切换会损耗阅读动力。\r\n\r\n如果你手动添加内容，你会对自己造成反向压力：你会大概意识到你的收件箱变得多大——因此在添加一些价值可疑的东西之前，你会三思而行。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[在阅读网页和 RSS 时记笔记 • Zettelkasten 方法](https://zettelkasten.de/posts/reading-web-rss-note-taking/)\r\n\r\n> 网络上充满了 **噪音** ，我订阅的这部分网站也是如此。仅能靠自己找到有用的[信号](http://en.wikipedia.org/wiki/Signal-to-noise_ratio)。这意味着我必须决定我想知道什么，以及什么是可以忽略的。", + "type": "text/markdown", + "caption": " 谨防自动导入阅读收件箱\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Beware automatic import into the reading inbox" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes only work if you trust how theyre drained.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes only work if you trust how theyre drained.json" new file mode 100644 index 0000000..2c4dfd5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes only work if you trust how theyre drained.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/Inboxes only work if you trust how theyre drained", + "text": "# 收件箱需要可靠的清空流程才有效\r\n\r\n原文：[Inboxes only work if you trust how they’re drained (andymatuschak.org)](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)\r\n\r\n可靠的收件箱是强大的，因为它让我们[关闭开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)并专注于工作本身，而无须注意元工作。\r\n\r\n但有个故事似乎循环往复地出现：\r\n\r\n1. 你设立了新的待办事项清单。局势一片大好！\r\n\r\n2. 你添加新的待办事项，把完成的勾掉。一天天过去了。\r\n\r\n3. 有件事需要处理。把这件事添加到待办事项清单之前，你犹豫了一番：这件事可能会迷失在待办列表中找不到，而你必须把这件事办完。\r\n\r\n4. 因此，你为这件特别的待办事项写了张便条，没放在待办事项清单里。\r\n\r\n5. 便条越来越多。现在你又有了一个待办事项清单！\r\n\r\n6. 重复上述过程。\r\n\r\n只有足够可靠的收件箱才能让我们[关闭开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)——也就是说，往收件箱里面添加任务后，能够相信这些任务在其中停留合理的一段时间即能得到「处理」。「处理」是模糊的：你只需要觉得这些任务的处置大致反映了你的真实偏好即可。如果收件箱中 90%的任务都放弃了，但那 10%才是你真正关心的，那么这样的收件箱系统是值得信赖的；如果收件箱中 90% 的任务最终完成了，但那没有完成的 10% 却是你真正关心的，那么这样的收件箱系统不值一提。\r\n\r\n在高效的收件箱中，保持这种信心可能很容易，因为完成率自然超过收集率。但大多数知识工作者的收件箱并不是这样的。这两个速率时常流变，这就造成了瓶颈。并非每项任务都需要处理，但很容易对处理能力过于乐观，所以任务逐渐积压。\r\n\r\n有时我们可以降低收集率；例如[小心自动导入阅读收件箱](https://notes.andymatuschak.org/z5QkRggMXj2gMna9wCyVFLoY1EhwtnFQvtJJ5)。通常完成率还必须提高，但很难；例如，见[维护收件箱的分流策略（如 Inbox Zero）往往太过脆弱](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019, December). *Taking knowledge work seriously*. Presented at the Stripe Convergence, San Francisco.", + "type": "text/markdown", + "caption": " 收件箱需要可靠的清空流程才有效\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Inboxes only work if you trust how theyre drained" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes shouldn't be split into multiple places.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes shouldn't be split into multiple places.json" new file mode 100644 index 0000000..bbc0801 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Inboxes shouldn't be split into multiple places.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/Inboxes shouldn't be split into multiple places", + "text": "# 不应该设置多处收件箱\r\n\r\n原文：[Inboxes shouldn’t be split into multiple places (andymatuschak.org)](https://notes.andymatuschak.org/z7bj6MiUnFnP3GvM5QqHafy3LTaqQV56e1Mek)\r\n\r\n[收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)，但做到这点很难。如果对应单一概念的收件箱（如「要读的东西」），在实体上却分散在许多不同的地方，可靠地清空收件箱更是难上加难。\r\n\r\n可靠的收件箱要求流出率>=流入率，但如果一个收件箱分布在许多地方，就很难看到和管理这些速率（例如，通过放弃或推迟项目）。\r\n\r\n一个解决方案可能是创建虚拟收件箱，为该概念收件箱的项目所在的几个「地方」提供一个统一的界面；见[我的阅读收件箱实现](https://notes.andymatuschak.org/z61sPhxF8ZiXcDQF36W4HaYKnSxYJfZmLrkb4)。", + "type": "text/markdown", + "caption": " 不应该设置多处收件箱\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Inboxes shouldn't be split into multiple places" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_My implementation of a reading inbox.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_My implementation of a reading inbox.json" new file mode 100644 index 0000000..006e5ca --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_My implementation of a reading inbox.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/My implementation of a reading inbox", + "text": "# 我的阅读收件箱实践\r\n\r\n原文：[My implementation of a reading inbox (andymatuschak.org)](https://notes.andymatuschak.org/z61sPhxF8ZiXcDQF36W4HaYKnSxYJfZmLrkb4)\r\n\r\n本笔记描述了我是如何在我的系统里实践[为有潜在价值的参考引用建立一个阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)的。\r\n\r\n阅读有多种口味，不同的工具适合捕捉和阅读不同类型的媒体，但我会同时「清空」这个收件箱内的所有类型的项目。而由于[不应该设置多处收件箱](https://notes.andymatuschak.org/z7bj6MiUnFnP3GvM5QqHafy3LTaqQV56e1Mek)，所以我创建了一个「虚拟」收件箱，为所有类型的项目构建出一个统一操作的抽象层。\r\n\r\n## 网页\r\n\r\n数据库是由 Pocket 管理的。我可以通过桌面和手机上的浏览器扩展来添加网页。\r\n\r\n我选择 Pocket 是因为它是免费的，有像样点的 API、不错的扩展，而且可以用作书签管理器。\r\n\r\n我通过归档网页来整理它们；我通过将它们扔入回收站来销毁它们。\r\n\r\n## PDFs\r\n\r\n我把它们保存在 `~/Documents/Archive/Inbox`。我有一个 Alfred 工作流程，将当前在预览中打开的 PDF 复制/移动到这个文件夹。\r\n\r\n我在 Skim 中阅读 PDF，因为它支持链接到特定位置和可导出注释。\r\n\r\n我把 PDF 文件移到 `~/Documents/Archive`，然后把它们添加到 Zotero。我想丢弃它们时就将他们移入回收站。\r\n\r\n## 电子书\r\n\r\n我把它们保存在 `~/Documents/Archive/Inbox`。\r\n\r\n我用 Clearview 阅读电子书，但我很讨厌它（参见[所有桌面 EPUB 阅读器都很糟糕](https://notes.andymatuschak.org/z5EgfjG9cqZKWW16JQD7Pd51bXZVeNpiFaYJS)）。\r\n\r\n电子书也一样，我通过将它们转移到 `~/Documents/Archive` 并将其添加到 Zotero 来存档。我想丢弃它们时就将他们移入回收站。\r\n\r\n## 实体书\r\n\r\n我把代表书的 .bib 保存到 `~/Documents/Archive/Inbox`。我创建了一个快捷方式来使其快速完成。\r\n\r\n我通过将电子书移到 `~/Documents/Archive` 来归档，然后运行 `file_epub.sh`，根据它们的元数据重命名。然后我从 `Inbox` 文件夹的 `.bib` 中删除它们的条目。", + "type": "text/markdown", + "caption": " 我的阅读收件箱实践\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "My implementation of a reading inbox" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Pocket memo pad to capture into writing inbox while out.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Pocket memo pad to capture into writing inbox while out.json" new file mode 100644 index 0000000..040a822 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Pocket memo pad to capture into writing inbox while out.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/Pocket memo pad to capture into writing inbox while out", + "text": "# 外出时方便抓住灵感的口袋便笺\r\n\r\n原文：[Pocket memo pad to capture into writing inbox while out (andymatuschak.org)](https://notes.andymatuschak.org/z5FKgZAnMhS73t9kenbVUYx23CHSQAE1gKxVf)\r\n\r\n我用一个带孔的 A7 便笺（Maruman Mnemosyne N193A）来记录我外出时的临时笔记。谈话中获得的灵感、行走时的想法等等，都会记录于此处。我通常会附上一些背景，以帮助我以后确定方向：一个日期、一个地点、一个人，等等。\r\n\r\n便笺并不是这些笔记的最终归宿：它实际上是一个收件箱，把信息提供给[为临时性而不完整的笔记建立写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)。在[我的晨间写作练习](https://notes.andymatuschak.org/zVFGpprS64TzmKGNzGxq9FiCDnAnCPwRU5T)中，我断断续续地处理便笺上的笔记，把它们发展成[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，把它们转移到我的写作收件箱中，或者把它们丢弃。\r\n\r\n我在转移时会一边处理一边撕下纸张，所以我总是知道笔记本的状态：任何还保留在笔记本上的非空白的页面都是需要处理的。\r\n\r\n每个想法都有自己的页面。这有助于我处理它们（[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)）：一个好的谈话可能会产生半打便笺页，但每一个可能都需要非常不同的心理背景来处理。\r\n\r\n我使用这本便笺来帮助我[写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)。在阅读一本书时，我会把我发现的有趣的东西记录在便笺上。和以前一样，每个想法都写上一页，我还会标注页码和日期。\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/7E529679-D8E0-4196-A54F-F16DA1813F35-381-00001E868353475D/09985A95-428D-49C6-B1B9-9A9126FFC900.png]]\r\n\r\n便笺很容易放在我的口袋里，塑料封面相当耐用，所以我一直都带着一个，还有一支笔。\r\n\r\n## 采购\r\n\r\n- https://www.amazon.com/gp/product/B00T9CHYZO/ref=ppx_yo_dt_b_asin_title_o01_s00?ie=UTF8&psc=1（22.99 美元 / 10 个，使用 Prime 免运费）\r\n\r\n- [Maruman Mnemosyne N193A Memo Pad - Twin Ring - Modified A7 - 5 mm Rule | JetPens](https://www.jetpens.com/Maruman-Mnemosyne-N193A-Memo-Pad-Twin-Ring-Modified-A7-5-mm-Rule/pd/11413) ($2.10 / ea, costly shipping)\r\n\r\n它们有 50 张，所以每张要 4.5 美分，一点也不便宜！一本非常有趣的书可能要花 2 美元来处理。我想这应该还好。\r\n\r\n我使用的是 Uni-ball Signo UM-151，价格约为 1 美元。这支笔感觉性价比很高，它的笔帽很可靠，很耐用，而且着墨的动作很均匀。\r\n\r\n## 参考文献\r\n\r\n[从阅读笔记中创建 Zettel 笔记 • Zettelkasten 方法](https://zettelkasten.de/posts/create-zettel-from-reading-notes/)\r\n\r\n> 所以我总是随身携带一个小巧的 **A7 可撕式便笺** 和一支 **0.5 毫米的自动铅笔** （柔软的 2B）。这是我真正无处不在的记录设备。当我不在家的时候，我也用它来做阅读笔记。", + "type": "text/markdown", + "caption": " 外出时方便抓住灵感的口袋便笺\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Pocket memo pad to capture into writing inbox while out" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Triage strategies for maintaining inboxes (e.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Triage strategies for maintaining inboxes (e.json" new file mode 100644 index 0000000..451ebd8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_inbox_Triage strategies for maintaining inboxes (e.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/inbox/Triage strategies for maintaining inboxes (e", + "text": "# 收件箱维护的分流策略（如「收件箱归零」）往往不够稳健\r\n\r\n原文：[Triage strategies for maintaining inboxes (e.g. Inbox Zero) are often too brittle (andymatuschak.org)](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)\r\n\r\n[收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)，而[收件箱归零](http://www.43folders.com/izero)是确保流程发挥作用的一种方法。它通过积极提高流出率来，降低项目排队等候处理的时间（理论上为一天）。\r\n\r\n在 *Getting Things Done (GTD)* 中，大卫-艾伦建议，你可以通过策略性延后、委托或放弃任务来提高代办队列的流出率。「收件箱归零」是 Merlin Mann 对这个建议的一个实现。它通过每天归零整个收件箱的方式，来确保队列的流出率得到*充分*提高。这个方法简单粗暴，但确实能保证流出率恒大于流入。\r\n\r\n## 挑战\r\n\r\n你必须对收件箱中每一个项目做处理，判断去留。成本上既巨大，也没有支付意义（除非收件箱比较小）\r\n\r\n明确地点「推迟任务」会带来不必要的情绪压力：只有在流入 **恒** 大于流出的情况下，「收件箱归零」才是必要的。如果流入率是波动的，时常低于流入率，你仍然可以在合理的时间范围内处理所有的事情，而不需要每日都归零。\r\n\r\n明确地点「放弃」很难，因为[软件界面经常将破坏性操作作为最终决定，而不是视情况而定的选择](https://notes.andymatuschak.org/z5vXaKVAPBNKAAi9RXNudduhyGadGXqtMVTEs)。\r\n\r\n而考虑方法的落地，「收件箱归零」通常会导致对推迟麻木：我们太容易把一个任务一次又一次地推掉。艾伦建议，人们应该定期进行自我反思性的审查，重新考虑那些被反复推迟的任务，但这些审查需要做更多的决定。长期使用可能很难坚持。\r\n\r\n最后，以这种方式处理收件箱时，会有压力鼓励你简单地多 **做** 这些任务，这可能不是你真正想要的。\r\n\r\n## 机会\r\n\r\n一个更理想的机制将确保等待时间保持在可容忍的范围内，但周期不一定非得是 1 天。我们还必须考虑要做的决定的数量。我宁愿做更少的决定，但容忍更长的平均等待时间。\r\n\r\n一个可能的实例：[间隔重复可以降低破坏性收件箱维护操作的风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAllen, D. (2015). Getting Things Done: The Art of Stress-Free Productivity.\r\n\r\n[43 Folders Series: Inbox Zero | 43 Folders](http://www.43folders.com/izero)\r\n\r\nMatuschak, A. (2019, December). Taking knowledge work seriously. Presented at the Stripe Convergence, San Francisco.", + "type": "text/markdown", + "caption": " 收件箱维护的分流策略（如「收件箱归零」）往往不够稳健\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Triage strategies for maintaining inboxes (e" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Athletes and musicians pursue virtuosity in fundamental skills much more rigorously than knowledge workers do.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Athletes and musicians pursue virtuosity in fundamental skills much more rigorously than knowledge workers do.json" new file mode 100644 index 0000000..f957f70 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Athletes and musicians pursue virtuosity in fundamental skills much more rigorously than knowledge workers do.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Athletes and musicians pursue virtuosity in fundamental skills much more rigorously than knowledge workers do", + "text": "# 相比知识工作者，运动员和音乐家会更为严格精细地打磨基本技能\r\n\r\n原文：[Athletes and musicians pursue virtuosity in fundamental skills much more rigorously than knowledge workers do (andymatuschak.org)](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)\r\n\r\n顶级运动员热衷于打磨基础技能——任何体育运动都适用的技能，比如新兵做的敏捷训练。顶级音乐家也是如此：例如郎朗已专业弹奏钢琴 30 年，但现在仍然在练习音阶。他们不仅仅是在机械训练：他们会仔细研究演奏视频，和教练合作，有针对性地加强这些基础技能。\r\n\r\n相比之下，[知识工作很少涉及刻意练习](https://notes.andymatuschak.org/z5BMvN7tZr8wxZdfFHgjvV9Em5HzXPCboardR)。阅读（[人们似乎会忘记大部分读过的内容，而且他们也基本意识不到](https://notes.andymatuschak.org/z3d6dFhTA5zTmykZ3zh4Y2vCw3aVbUxRiQQcc)）、记笔记（[记笔记通常收效甚微](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)）、逐步完善想法（[知识工作者通常没有逐步完善想法的具体策略](https://notes.andymatuschak.org/z2A9r2zcddVXfxjevj5Nzayhwxr9VuycjxYdz)）对于知识工作者是基本技能，但他们竟然并不会认真练习这些技能。[知识工作的核心实践往往是临场发挥的](https://notes.andymatuschak.org/z7z6uFero1JXyANDsq7P4RzeUemPWrHD7Ejmn)。我觉得这种现象的成因，是人们难以觉察到这些技能的进步：[容易觉察的进步推动技能发展](https://notes.andymatuschak.org/z3TLgRqbKq1iQvYNvxenccLPZUuJNB329uwGw)。\r\n\r\n知识工作者像运动员一样热衷追求基础技能的提升，这种说法的意味是什么？\r\n\r\n- 本·富兰克林练习写作的方法，是找一篇他认为有说服力的文章，用自己的话重写一遍，途中不看原文。完成之后，他会比较原文和自己文章在语言上有何不同。 （[本杰明·富兰克林自传，第 17 页](https://www.gutenberg.org/files/148/148-h/148-h.htm)）\r\n\r\n- [Susan Sontag](https://notes.andymatuschak.org/z37xs8Tw2m5gyeeBEYbxY6kkYQXq2PYfjxaam) 7/5/72 (As Consciousness Is Harnessed to Flesh: Journals and Notebooks, 1964-1980)\r\n\r\n> 正如运动员一样，作家也需要每日「训练」。为了保持「状态」，我今天要做什么？\r\n\r\n- 2022 年 3 月 7 日在 [Believer](https://believermag.com/an-interview-with-pat-metheny/) 与 Pat Metheny 的采访，发布在 Subtle Maneuvers （译注：Subtle maneuvers 是面向创意人士的简报）：\r\n\r\n> Metheny 对待音乐虔诚尽瘁。他不相信天分，而更看中自律与努力。他以每天练习八小时吉他闻名。他总在巡演，每年举行超过三百次演出。每次演出他都要花四小时准备：他不与人对话，故意不加思考地练习，甚至拒绝一切进食。演出结束后，他会针对演出写上十页笔记，分析批判声音、音乐、环境。他从不饮酒，未尝嗑药，只为专心投入音乐。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n我首先在申请 Emergent Ventures 拨款时问了本文核心问题（「对于知识工作者来说，……意味着什么？」）？\r\n\r\nMatuschak, A. (2019, December). *Taking knowledge work seriously*. Presented at the Stripe Convergence, San Francisco.", + "type": "text/markdown", + "caption": " 相比知识工作者，运动员和音乐家会更为严格精细地打磨基本技能\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Athletes and musicians pursue virtuosity in fundamental skills much more rigorously than knowledge workers do" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Core practices in knowledge work are often ad-hoc.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Core practices in knowledge work are often ad-hoc.json" new file mode 100644 index 0000000..e58c46c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Core practices in knowledge work are often ad-hoc.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Core practices in knowledge work are often ad-hoc", + "text": "# 知识工作的核心实践往往是临场发挥的\r\n\r\n原文：[Core practices in knowledge work are often ad-hoc (andymatuschak.org)](https://notes.andymatuschak.org/Core_practices_in_knowledge_work_are_often_ad-hoc)\r\n\r\n知识工作者的日常工作通常涉及复杂、不明确的任务，比如了解一个新行业的基础知识，或者写一份关于战略考量的备忘录。即使这些责任是他们工作的核心，知识工作者处理这些任务的方法也往往是临时的——基于过去的经验、本能、格言和突发奇想，临场发挥出来的。这些做法与[可执行策略](https://notes.andymatuschak.org/z53fk5XwrsnueNDDCq6WNe2VbPhrDGQmmVgNS)相反。\r\n\r\n这种工作方式高度依赖于实践者和环境，因此知识工作者很难共享和构建关于这些实践的知识。\r\n\r\n没有一致的立足点，知识型员工很难评估和发展与这些核心任务相关的表现。[相比知识工作者，运动员和音乐家会更为严格精细地打磨基本技能](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)\r\n\r\n因为没有系统地考虑这些过程，知识工作者通常不会组织这些任务的输出，以便随着时间的推移积累成更有价值的东西（与此相反，[知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)）。", + "type": "text/markdown", + "caption": " 知识工作的核心实践往往是临场发挥的\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Core practices in knowledge work are often ad-hoc" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work often requires solving search problems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work often requires solving search problems.json" new file mode 100644 index 0000000..940e9ba --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work often requires solving search problems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Knowledge work often requires solving search problems", + "text": "# 知识工作中常常需要解决搜索问题\r\n\r\n原文：[Knowledge work often requires solving search problems (andymatuschak.org)](https://notes.andymatuschak.org/z6qVhFVJs8KKtzNwmVDzyCyGBDdCbcX7KoSyr)\r\n\r\n无论是设计软件界面，编写摄动人心的引言，还是诊断问题与不足——各种各样的[知识工作](https://notes.andymatuschak.org/z2eKzbL5nwQrm8Zr26rtaLHXyKHREr3tm5HbY)都依赖于循环往复地想出可能，做出取舍，根据观察或者反馈继续搜索。\r\n\r\n就我个人的设计和工程经验而言，专家擅长的是在正确的「领域」编制出合适的办法，快速舍弃不太能奏效的办法，并根据观察或反馈更新他们搜索方针。这里有一个可能的解释：[专业水准需要建立复杂的组块重编码方案](https://notes.andymatuschak.org/z7s7zpUDq2EEXnu3XJQLmqjddZnwGkBfz5WWL)。", + "type": "text/markdown", + "caption": " 知识工作中常常需要解决搜索问题\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge work often requires solving search problems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work rarely involves deliberate practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work rarely involves deliberate practice.json" new file mode 100644 index 0000000..5566764 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work rarely involves deliberate practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Knowledge work rarely involves deliberate practice", + "text": "# 知识工作很少涉及刻意练习\r\n\r\n原文：[Knowledge work rarely involves deliberate practice (andymatuschak.org)](https://notes.andymatuschak.org/z5BMvN7tZr8wxZdfFHgjvV9Em5HzXPCboardR)\r\n\r\n[相比知识工作者，运动员和音乐家会更为严格精细地打磨基本技能](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)。一个可能的原因是，运动员/音乐家会进行[刻意练习（由 Ericsson 提出）](https://notes.andymatuschak.org/z2duRd5eisRomSgxr88Semkgs15pgMRVVR5C)——即专注于打磨技能的活动。\r\n\r\n知识工作者的确会屡屡遇到 **成长机会** ，比如开始新工作，需要扩展已有技能。但知识工作者的日常活动主要是 **完成工作** ，而非补足短处。这就好比足球运动员从不举重和跑步，只靠比赛锻炼身体。[典型的工作和表现环境不符合刻意练习的要求](https://notes.andymatuschak.org/z3n21KMcMZtfT5wmLi1V5ovzZoyqhciQowRXm)。\r\n\r\nEricsson 认为知识工作无法刻意练习，因为缺乏客观标准（所以反馈不足），知识工作的技能定义不清，这一领域也没有发现打磨技能的方法。我觉得这些说法还有待商榷，考虑到[常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)，[间隔重复系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)。但就目前来说，要改善沟通技巧，并没有像举重那样直接明了的练习。\r\n\r\n这种推理和[赋能环境重在推动所赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i) / [赋能环境的重点是创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)之间存在显著的张力。这些文章似乎在说一流网球/钢琴学校不是赋能环境…这几乎肯定是错的。这与[我们如何将思想工具置于有内在意义的背景中？](https://notes.andymatuschak.org/zKQs1fYnn4uzdws1KZc9pxkT3NUHastcMYq)之间也存在潜在张力。\r\n\r\n参见 [§ 严肃研究知识工作（Stripe 融合讨论，2019-12-12）](https://notes.andymatuschak.org/z5opHsGrNmCib7YQfLv6XbYURzZgZmx4Mrh5y)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nEricsson, A., & Pool, R. (2016). *Peak: Secrets from the New Science of Expertise* (1 edition). Eamon Dolan/Houghton Mifflin Harcourt. [Peak - Ericsson and Pool](https://notes.andymatuschak.org/z6Sx5DSLp1Jdt4wqvN36Xvregj6mQnCnFopmy)\r\n\r\n[Nielsen, M. A. (2004). Principles of effective research (Technical Note No. 0404). The University of Queensland.](https://notes.andymatuschak.org/z2Zh745BsDC3CbVwCbm2aRvaVfqBR6KUpxXE)\r\n\r\n> 许多人没有足够的时间来自我成长。如果你在第一篇论文的水平上停止成长，你将不太可能解决任何重大问题。更现实地说，自我成长对于大多数人是偶然发生的，是当他们在“跑步机”上试图解决问题、产出论文或者在教学中发生的事情。虽然这样的人会成长，但这种临场发挥的方式不太可能让他们解决最重要的问题。", + "type": "text/markdown", + "caption": " 知识工作很少涉及刻意练习\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge work rarely involves deliberate practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work should accrete.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work should accrete.json" new file mode 100644 index 0000000..a56be1b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work should accrete.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Knowledge work should accrete", + "text": "# 知识工作应能聚沙成塔\r\n\r\n原文：[Knowledge work should accrete (andymatuschak.org)](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)\r\n\r\n[知识工作](https://notes.andymatuschak.org/z2eKzbL5nwQrm8Zr26rtaLHXyKHREr3tm5HbY)中很多活动似乎十分短效，其产出在活动完成后大多弃置一旁。\r\n\r\n面对一篇很难回复的邮件，你可能突然想起，这封邮件和你最近萦绕心头的一件事可以挂上钩。你也许花了一个小时仔细地写了篇回信，其中记录了你最近的思绪……然后，这些思考的结晶就躺在「已发送」的文件夹里，或许在你和你的同事脑中留下了短暂的印象。你花费的心血只不过能微妙地影响了你和你同事的思考。\r\n\r\n同样，[大多数人只写临时的笔记](https://notes.andymatuschak.org/z2ZAGQBHuJ2u9WrtAQHAEHcCZTtqpsGkAsrD1)，尽管通过有效的实践，这些临时笔记打下了重要基础；见[常青笔记是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)。\r\n\r\n我们应该竭力设计这样的实践体系，基于我们点滴积累的努力而赢取复利。\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)为记忆实现了这一点：当你发现信息有用时，可以投入一点点精力，便能确保这条信息对你而言随时可用。随着时间推移，间隔重复图书馆便积累了成千上万的问题，（我强烈认为）这些知识可能使你以后更容易成为一个有效的知识工作者。\r\n\r\nHamming 生动地说明了这一点：\r\n\r\n> 可以看到，大多数伟大的科学家都有澎湃的干劲。我在贝尔实验室与 John Tukey 共事了十年。他便是干劲很足的人。我加入实验室约三四年后，有一天我发现 John Tukey 其实年龄竟比我小一点。John 是个天才，而我显然不是。我怒气攻心，冲进 Bode 的办公室说：「跟我差不多大的人怎么能像 John Tukey 那样知道这么多？」他靠在椅子上，把双手放在脑后，微微一笑，说道：「Hamming，如果你像他那样努力工作那么多年，你的知识也会多到让你惊讶的。」我羞愧至极，简直是马上溜出了办公室！\r\n\r\n>\r\n\r\n> Bode 的意思是：「知识和生产力就像复利。」如果两个人的能力大致相同，而其中一个人的工作量比另一个人多 10%，那么前者的产量将是后者的两倍多。知道的越多，学的越多；学的越多，能做的越多；能做的越多，机会越多——这很像复利。我不想给你一个利率，但这是一个非常高的利率。如果两个人拥有完全相同的能力，那么一个日复一日多花一个小时思考的人在一生中的工作效率将会大大提高。我把 Bode 的话放在心上；几年来，我花了更多的时间努力工作，并发现，事实上我可以完成更多的工作。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 但最重要的是，如果没有一个永久性的思想库，你将无法在较长的时间内形成任何重大的想法，因为你要么被限制在单个项目的长度上，要么被限制在你的记忆容量上。杰出的想法需要的远不止这些。\r\n\r\n2019/08/13 与安娜-加特的对话：\r\n\r\n> 在 Twitter 上，你无法 **建立** 任何东西。\r\n\r\nMatuschak, A. (2019, December). Taking knowledge work seriously. Presented at the Stripe Convergence, San Francisco.\r\n\r\nHamming, R. W. (1997). *The art of doing science and engineering: learning to learn*. Gordon and Breach.", + "type": "text/markdown", + "caption": " 知识工作应能聚沙成塔\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge work should accrete" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work.json" new file mode 100644 index 0000000..cac08ab --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Knowledge work", + "text": "# 知识工作\r\n\r\n原文：[Knowledge work (andymatuschak.org)](https://notes.andymatuschak.org/z2eKzbL5nwQrm8Zr26rtaLHXyKHREr3tm5HbY)\r\n\r\n1962 年，Fritz Machlup 提出「知识产业」的概念，将其作为美国经济的重要指标。之后，Peter Drucker 于 1969 年将这些活动描述为「知识工作」。::或可能在 1966 年的《卓有成效的管理者》一书中——需要检查::\r\n\r\n马克卢普在 1962 年指出，美国 29% 的 GDP 是由「知识产业」贡献的。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nDrucker, P. F. (1970). *The age of discontinuity: Guidelines to our changing society*. London, England: William Heineman Ltd.\r\n\r\nMachlup, F. (1962). *The production and distribution of knowledge in the United States*. Princeton, NJ: Princeton University Press.", + "type": "text/markdown", + "caption": " 知识工作\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge workers usually have no specific methods for developing ideas over time.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge workers usually have no specific methods for developing ideas over time.json" new file mode 100644 index 0000000..6657af2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Knowledge workers usually have no specific methods for developing ideas over time.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Knowledge workers usually have no specific methods for developing ideas over time", + "text": "# 知识工作者对于逐步完善想法往往没有具体方法\r\n\r\n原文：[Knowledge workers usually have no specific methods for developing ideas over time (andymatuschak.org)](https://notes.andymatuschak.org/z2A9r2zcddVXfxjevj5Nzayhwxr9VuycjxYdz)\r\n\r\n人们期待专业知识工作者能够创新——即产生有价值的、原创性的见解。如果他们有了一个想法的轮廓，他们具体是怎么花时间逐步完善这个想法的？每个步骤是什么样的？[想法从何而来？](https://notes.andymatuschak.org/z4HpeV4MGmbKMWY6oUeci392Z7NAueHJ5WH5p)\r\n\r\n我的直觉是，大部分知识工作者凭直觉来完善想法，这个过程中会使用隐式的方法，但这些方法没有目标指导，并总是寄希望于真知灼见也许最终会浮现。他们通常会临时性开发一些方法，之后就不再费力去改进这些方法（[人们通常把技能发展到一个平台期，然后就停下来](https://notes.andymatuschak.org/z5gHroEM2vM2WcKxkdcsCw8qv5tmHSbBVxEb4)）。我怀疑这主要是因为这不是一个明显的可改进的技能（[提高的显著性推动技能发展](https://notes.andymatuschak.org/z3TLgRqbKq1iQvYNvxenccLPZUuJNB329uwGw)）。\r\n\r\n一个可能的解决方案：[常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)。", + "type": "text/markdown", + "caption": " 知识工作者对于逐步完善想法往往没有具体方法\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge workers usually have no specific methods for developing ideas over time" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Management science focuses on knowledge work at the level of the firm and the manager, not at the level of the individua.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Management science focuses on knowledge work at the level of the firm and the manager, not at the level of the individua.json" new file mode 100644 index 0000000..b29b967 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_Management science focuses on knowledge work at the level of the firm and the manager, not at the level of the individua.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/Management science focuses on knowledge work at the level of the firm and the manager, not at the level of the individua", + "text": "# 管理学从企业和管理者角度出发考虑知识工作，而不是个人角度\r\n\r\n原文：[Management science focuses on knowledge work at the level of the firm and the manager, not at the level of the individual (andymatuschak.org)](https://notes.andymatuschak.org/z5XsZe6JcodTxYY772Jt3rV68VWfW8xdsqKjx)\r\n\r\n[非常不确定——这只是我粗略、相当不确定的感觉；我还没有做足够的深入阅读来验证](https://notes.andymatuschak.org/z5XsZe6JcodTxYY772Jt3rV68VWfW8xdsqKjx)\r\n\r\n在 20 世纪之前，管理学关注的是工业经济所面临的挑战。它解决的问题诸如通过跟踪每个工人在每个任务上所花费的时间来生产更多的产品，从而提升效率。工人是可互换和非专业化的，因此它强调解决问题的层面在公司和管理者层面上。\r\n\r\n当经济产出转向[知识工作](https://notes.andymatuschak.org/z2eKzbL5nwQrm8Zr26rtaLHXyKHREr3tm5HbY)时，这个领域的关注点仍然集中在管理者和公司，因为个体工作者一向都不重要。这可能是[知识工作的核心实践往往是临场发挥的](https://notes.andymatuschak.org/z7z6uFero1JXyANDsq7P4RzeUemPWrHD7Ejmn)，并且[我们不知道如何衡量知识工作者的生产力](https://notes.andymatuschak.org/z12T3AuuQ51Q3hkyKfvLYakzBRLyaXFk13ATM)的原因之一。", + "type": "text/markdown", + "caption": " 管理学从企业和管理者角度出发考虑知识工作，而不是个人角度\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Management science focuses on knowledge work at the level of the firm and the manager, not at the level of the individua" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_We don't know how to measure knowledge worker productivity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_We don't know how to measure knowledge worker productivity.json" new file mode 100644 index 0000000..4c6c1a5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_knowledge-work_We don't know how to measure knowledge worker productivity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/knowledge-work/We don't know how to measure knowledge worker productivity", + "text": "# 我们不知道如何衡量知识工作者的生产力\r\n\r\n原文：[We don’t know how to measure knowledge worker productivity (andymatuschak.org)](https://notes.andymatuschak.org/z12T3AuuQ51Q3hkyKfvLYakzBRLyaXFk13ATM)\r\n\r\n对于衡量[知识工作](https://notes.andymatuschak.org/z2eKzbL5nwQrm8Zr26rtaLHXyKHREr3tm5HbY)，我们不能像衡量工人的生产力一样，用零件的产出数量作为评判。我们的确可以衡量结果这一滞后指标，比如 OKR，但这跟工作本身是两回事。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nDrucker, P. F. (1999). Knowledge-Worker Productivity: The Biggest Challenge. *California Management Review*, *41*(2), 17.\r\n\r\n> 对知识工作者生产力的研究才刚刚起步。2000 年时对于知识工作者生产力的研究，其发展程度基本相当于 1900 年一个世纪以前，对于体力工作者生产力的研究。\r\n\r\nMatuschak, A. (2019, December). *Taking knowledge work seriously*. Presented at the Stripe Convergence, San Francisco.", + "type": "text/markdown", + "caption": " 我们不知道如何衡量知识工作者的生产力\r", + "modified": "20230930171250221", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "We don't know how to measure knowledge worker productivity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Aggressively scaling the mnemonic medium in 2020 is premature.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Aggressively scaling the mnemonic medium in 2020 is premature.json" new file mode 100644 index 0000000..4f1df71 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Aggressively scaling the mnemonic medium in 2020 is premature.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Aggressively scaling the mnemonic medium in 2020 is premature", + "text": "# 在 2020 年大力推广助记媒介尚且为时过早\r\n\r\n原文：[Aggressively scaling the mnemonic medium in 2020 is premature (andymatuschak.org)](https://notes.andymatuschak.org/zjrts41M36NpjJkj14tTdToSr8gtsWnwQ5A6)\r\n\r\n[助记媒介对读者记忆的效果](https://notes.andymatuschak.org/zt1TyUANyt84UkQVBJjWEGZ3JUd2HP92r65) 非常喜人，让人忍不住想要赶紧推广开来。然而，[过早扩大规模会阻碍系统迭代](https://notes.andymatuschak.org/z2kr7QrJczqYyfwLFcv1FLEUMdVTsgfYSdFXA)一文中描述的论点表明，必须谨慎地把握平台化和通用化的时机。\r\n\r\n2020 年，对于更通用的[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的需求很大，但快速扩大规模潜藏着很多危险。\r\n\r\n我们有把握地认为， **我们不知道媒介应该向什么方向发展** 。例如，我们最近才发现[助记媒介可以通过简单的应用卡片帮助读者应用他们所学的知识](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)。这些实验说明，未来有可能会对助记媒介进行巨大的调整。此外，[助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)，而我们对于这点的探索才刚刚起步。\r\n\r\n另外， **助记媒介还不够好** 。例如，的确[助记文章能让读者详细记忆其中内容，成本是增加 35-50% 的阅读时间开销](https://notes.andymatuschak.org/z3bWum57HwBPxDJuBNYg3fgNK6tU15QF8srNF)，但我们的小实验表明，助记媒介还有很多地方努努力就能改进。\r\n\r\n我正在开发 [Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o)，但我并不打算快速大规模地推广它。相反，我正在筑牢基础，试图在 Orbit 设计一些抽象，这些抽象不应阻碍实验与调整。我们要让一小群作者先试用 Orbit，这点很重要：他们的使用经验，对于了解作者角度的助记媒介很有帮助。", + "type": "text/markdown", + "caption": " 在 2020 年大力推广助记媒介尚且为时过早\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Aggressively scaling the mnemonic medium in 2020 is premature" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Corporate learning might make a good context for developing the mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Corporate learning might make a good context for developing the mnemonic medium.json" new file mode 100644 index 0000000..d508a4b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Corporate learning might make a good context for developing the mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Corporate learning might make a good context for developing the mnemonic medium", + "text": "# 企业内的学习或许会是开发助记媒介的合适情境\r\n\r\n原文：[Corporate learning might make a good context for developing the mnemonic medium (andymatuschak.org)](https://notes.andymatuschak.org/z2mEHqQduqYFYoPL7pXmvW6mmLeMZ7515W5s)\r\n\r\n加入一家公司时，新人往往渴望尽快发挥作用。但是在那之前，他们通常需要掌握大量的基础知识。例如，Stripe 的新雇员必须迅速学习大量的公司术语（公司内部使用）和行业特定的细节（仅限于公司的业务）才能有效开展工作。如果他们是开发人员，他们还需要学习公司内部的基础设施的各种细节。这可能会成为开发[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的有趣情境：[助记媒介应针对真正需要流利掌握知识的情景而开发](https://notes.andymatuschak.org/zLVJdDJ7jahsFYfTRU7LKbxsMYdpZWUbKB6)。\r\n\r\n另一个角度可以是，不仅关注入职这一情境下的具体问题，还关注需要掌握大量信息的具体角色，这可能会随着时间的推移而变化——例如，销售代表学习一份战术手册。\r\n\r\n这里存在的挑战是，正式的企业学习系统通常都是令人反感的怪物——只要想想「合规培训」就知道了。围绕着这些东西，甚至形成了一个可怕的企业「产业」： [企业学习和发展](https://notes.andymatuschak.org/z4vEyun29stDLkcXKoTEVQ7nqgnzN17zGbh3i)。这是 [Hickory Training](https://notes.andymatuschak.org/z6KUuSL9EoVeQgnYmfmLiVBeaxrqqcn8qMsmG) 一直在追逐（但未能成功）的东西，也是 [Sana Labs](https://notes.andymatuschak.org/z4xUYCRTU7uUjZhafKD3jAcn5u5mHsDJwPMcc) 正在追逐的东西。在我看来，为了安抚买家（请注意，买家不是用户！），他们为这个概念框架做出了极大的牺牲。\r\n\r\n这里的关键在于找到一个大到足以使这种措施看起来令人信服，但又不至于太过庞大的公司。我的直觉是，重新定义这种互动，使之成为以员工为中心的赋能工具，而不是由雇主强制施加的一系列任务。这是一种通过引入员工真正认为有用并主动采用的「基层」工具来「扰乱」学习与发展领域的做法。这听起来......很困难。这关系到解决以下问题：[助记媒介应该让读者对他们收集的卡片进行控制](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)。", + "type": "text/markdown", + "caption": " 企业内的学习或许会是开发助记媒介的合适情境\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Corporate learning might make a good context for developing the mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Effects of the mnemonic medium on reader memory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Effects of the mnemonic medium on reader memory.json" new file mode 100644 index 0000000..7a61de8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Effects of the mnemonic medium on reader memory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Effects of the mnemonic medium on reader memory", + "text": "# 助记媒介对读者记忆的影响\r\n\r\n原文：[Effects of the mnemonic medium on reader memory (andymatuschak.org)](https://notes.andymatuschak.org/zt1TyUANyt84UkQVBJjWEGZ3JUd2HP92r65)\r\n\r\n- [助记媒介的复习环节对读者的保留有什么因果性影响？](https://notes.andymatuschak.org/z7eT9uRr3hqxJe2ojDnbZm5L6YhCnk6DfSPm2)\r\n\r\n - [量子国度的读者对嵌入的问题稳定地形成了详细的保留](https://notes.andymatuschak.org/z3kzMVAPanLdwuE4MQYt2ZW3p67Ce57ZVXjwZ)\r\n\r\n- 助记媒介如何高效地提供可靠的保留？\r\n\r\n - [助记文章能让读者详细记忆其中内容，成本是增加 35-50% 的阅读时间开销](https://notes.andymatuschak.org/z3bWum57HwBPxDJuBNYg3fgNK6tU15QF8srNF)\r\n\r\n - [量子国度的读者每次重复都变得更快](https://notes.andymatuschak.org/z7NerCPWXbYe8mFnvzgMM9YYUkW9NkxBEcYBo)\r\n\r\n - [量子国度用户似乎对大多数卡片的遗忘速度相当慢](https://notes.andymatuschak.org/zUDMMZd4YLSXx5TSogPg8v96zPUdQ1hGcW1b)\r\n\r\n- 这些结果在多大程度上具有普遍性？\r\n\r\n - [助记媒介在不同平台知识主题中的表现有何差异？](https://notes.andymatuschak.org/z7CBBYRd6sicSut8jg9zet1tfEoTZxwbWvW7d)\r\n\r\n - [助记媒介如何让读者从平台知识之外的体裁中有所收获？](https://notes.andymatuschak.org/z57S2Fte6gAnnM1gCS2nHpH7NYAiXD8KeDfvZ)\r\n\r\n我希望能够讲述的故事：\r\n\r\n1. 如果你完成了复习环节，你会可靠地记住你所读的内容。\r\n\r\n2. ……如果没有这些复习环节，你只会记住非常少的内容。\r\n\r\n3. ……这些复习环节不会花费你太多时间。\r\n\r\n4. ……而且这种效果可以推广到很多领域。\r\n\r\n在[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)内，我们对第 1 点有充分证据，对第 3 点有部分证据，对第 2 点的证据正在逐渐显现。我们还没有第 4 点的证据。\r\n\r\n但也请看：[助记媒介对读者的宏观影响是什么？](https://notes.andymatuschak.org/z5yKJEmSVZvRr6Q5kDdKeCEt9aqCjo2hQwNcm)\r\n\r\n## 《量子国度》用户行为\r\n\r\n- [在 2019 年上半年，完成了在文章里回答卡片环节的 QCVC 读者中，有 29% 都达到了保留 1 个月的水平](https://notes.andymatuschak.org/z4VciDxvFwYkQo2cAuK6Uj7NfXhMpqBTh7SNQ)\r\n\r\n- 截至 2020 年第 1 季度，已有几百名用户证明 QCVC 有 1 个月以上的保留。\r\n\r\n## 读者的看法\r\n\r\n- 「我只做了你的第一个量子国度课程（到目前为止），但我觉得课程很棒，我可以查看证明并理解它，明白所有的东西。这几乎就像《黑客帝国》中的尼奥对莫菲斯说：『我知道量子计算』」[来源](https://twitter.com/KeithMansfield/status/1132031824513966080)\r\n\r\n- 「我想，完成复习环节实现了它的承诺。它给了我信心：我将记住这些材料，而且能够毫不费力地兼顾各个知识。虽然我之前已经有一点量子计算的经验，但我还是从这些文章中受益良多。进展很顺利，我巩固了之前掌握不牢、有太多模糊点的知识。我非常感谢这个助记文章实验的存在。」— Dmitry Urbanovich [Re: 来自量子国度的问候！](javascript:void(0))\r\n\r\n- 「与其他学习方式不同，我不再担心以后会忘记所学的东西。因为我知道总会有人在正确的时间点提醒我复习重点知识。这不仅仅是一种感觉。根据复习的结果，我想我确实已经可靠地记住了大部分的内容。」— [Kevin](javascript:void(0))\r\n\r\n 在未来学到的，因为我知道有一个人将永远\r\n\r\n 提醒我在恰当的时间点复习关键部分。而且它\r\n\r\n 不仅仅是一种感觉。根据复习结果，我认为我\r\n\r\n 已经可靠地记住了其中的大部分内容。\"- [Kevin](javascript:void(0))", + "type": "text/markdown", + "caption": " 助记媒介对读者记忆的影响\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Effects of the mnemonic medium on reader memory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Embedded prompt templates may actively scaffold prompt-writing for mnemonic medium readers.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Embedded prompt templates may actively scaffold prompt-writing for mnemonic medium readers.json" new file mode 100644 index 0000000..b743f7c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Embedded prompt templates may actively scaffold prompt-writing for mnemonic medium readers.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Embedded prompt templates may actively scaffold prompt-writing for mnemonic medium readers", + "text": "# 嵌入卡片模板可以主动辅助助记媒介读者编写卡片\r\n\r\n原文：[Embedded prompt templates may actively scaffold prompt-writing for mnemonic medium readers](https://notes.andymatuschak.org/z2GSNFzS3TRYHW1UGQhay6Y4J16BVRSwsjWZ)\r\n\r\n[助记媒介可能通过提供作者创作的卡片来辅助卡片编写](https://notes.andymatuschak.org/z4j3bcyJfBzGdpEoQje9gaVeECfsZFgMEhBNL)，但有时由读者亲自写卡片特别重要——例如卡片内容主要是在个人层面上影响读者，而非智力层面，[间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)。这时候作者若能够帮助读者写出他们自己的卡片，那将会怎么样呢？也许他们可以提供一套卡片模板给读者自己使用，卡片模板贯穿于阅读体验中，就像这幅草图一样：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/5F72BD9A-D0DD-42D5-ABCC-3023C078CEEA-454-0000073D7A921C49/habit%20demo.png]]\r\n\r\n要实现好这个机制，就必须解决[助记媒介如何适应读者的不同背景和目标？](https://notes.andymatuschak.org/z287gqhS79WChEm7zRiB5vcuVAXYCnn3GCXv)的问题。这个问题挺令人烦躁。\r\n\r\n也许应该把文字输入交互提取出来，放在卡片的「上方」，这样就可以从一个回答中产生几个卡片；例如，「我在尝试[做日常练习](https://notes.andymatuschak.org/z2GSNFzS3TRYHW1UGQhay6Y4J16BVRSwsjWZ)时感到什么摩擦？」和 「为了使[做日常练习](https://notes.andymatuschak.org/z2GSNFzS3TRYHW1UGQhay6Y4J16BVRSwsjWZ)更容易，我可以尝试什么（新）事情？」，两个模板的空白处都填上所选择的习惯。\r\n\r\n这种机制的一个变种可以是多面卡片 (卡片像折纸一样展开？)：「此时此刻，你本能地想让什么习惯更可靠？」/「当你试图做这个习惯时，你感到有什么摩擦？」/「你如何缓解这些摩擦或使这个习惯做起来更容易？」对于这种类型的多面卡片，可能没有必要进行输入交互：后面的提示可以简单地与前面的提示对话。\r\n\r\n一个相关的可能性：[反思卡片可以记录和积累长期的反馈](https://notes.andymatuschak.org/z2Bj633qFBDgBfPA4X4KRVJcxJr5sJsckFa9)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与泰勒-罗加尔斯基的对话, 2020-05-10", + "type": "text/markdown", + "caption": " 嵌入卡片模板可以主动辅助助记媒介读者编写卡片\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Embedded prompt templates may actively scaffold prompt-writing for mnemonic medium readers" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium adapt to readers\342\200\231 differing backgrounds and goals.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium adapt to readers\342\200\231 differing backgrounds and goals.json" new file mode 100644 index 0000000..dc386fa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium adapt to readers\342\200\231 differing backgrounds and goals.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/How might the mnemonic medium adapt to readers’ differing backgrounds and goals", + "text": "# 助记媒介如何能适应不同的背景和目标的读者？\r\n\r\n原文：[How might the mnemonic medium adapt to readers’ differing backgrounds and goals? (andymatuschak.org)](https://notes.andymatuschak.org/z287gqhS79WChEm7zRiB5vcuVAXYCnn3GCXv)\r\n\r\n[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)假定你会回答所有问题。对于专注于平台知识的介绍性文本来说，这是合理的假设：绝大多数读者要么已经知道所有的材料，要么需要学习基本上所有的内容（[助记媒介对于平台类知识特别有价值](https://notes.andymatuschak.org/z2bwNMKjXjzp9tGrK6Hm7PXpoEeNAG9M65JW6)）。但这一假设在许多其他情况下都行不通。[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的未来迭代版本，需要更加灵活：[助记媒介应该允许读者控制收集的卡片](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)。\r\n\r\n例如，如果你在写一本很厚的教科书，读者通常不会读完整本书——他们会专注于特定的主题。媒介需要能应对只对特定章节或小节有兴趣的情况。\r\n\r\n而且读者背景会互不相同；有些人不需要所有的卡片。如果我们快进到记忆练习变得普遍的未来，读者将经常遇到「重复」卡片。因此，媒介必须能应对读者跳过、丢弃或重组卡片，即使这些卡片被认为对其他人「默认有用」。\r\n\r\n在说服性写作和非正式讨论中，卡片的作用会有很大不同。在这些文体的文章中，默认为读者收集卡片而不是舍弃卡片的做法更加合理。此时的卡片更类似旁注——为感兴趣的人所用。\r\n\r\n另请参阅：[助记媒介如何让读者在平台类知识之外的体裁中赋能？](https://notes.andymatuschak.org/z57S2Fte6gAnnM1gCS2nHpH7NYAiXD8KeDfvZ)\r\n\r\n## 可能的解决方案\r\n\r\n- 在默认添加所有选择的情景中，卡片应具有「跳过」或「不是现在」操作。这种机制可以潜在地利用间隔重复机制：该卡片可能会在几周后的复习环节中再次出现。如果你再次「跳过」，它可能会消失几个月。这适应了对具有潜在破坏性的「删除」或「禁用」操作的需要，但不会使其成为高风险的决定：[间隔重复可以降低对收件箱进行维护中破坏性操作风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)\r\n\r\n- 在默认舍弃所有卡片的情景中，卡片可能更像旁注。此时「散开」卡片（而不是「堆叠」它们）可能会更好，这样读者就可以看到所有卡片，并选择看起来相关的一两张卡片。在这里传达默认行为的不同之处将非常棘手。\r\n\r\n## 量子国度中读者回答所有卡片这一假设在不同方面的体现\r\n\r\n- 进度机制以「完成百分比」为主，且分母是一篇文章中卡片的总数。\r\n\r\n - 如果你不回答一篇文章中的所有问题，进度就会完全受阻：如果没有把文章中所有新卡片都复习完，你就不能进入后续的复习阶段。\r\n\r\n - 若要实现小节层面卡片选择的灵活性，目前的机制只需简单改动即可，但为了能处理挑选和选择，需要更大的变动\r\n\r\n- 当你回答一篇文章中的问题时，它会被添加到你的集合中，事后无法删除或跳过它。", + "type": "text/markdown", + "caption": " 助记媒介如何能适应不同的背景和目标的读者？\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How might the mnemonic medium adapt to readers’ differing backgrounds and goals" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium enable readers in genres outside platform knowledge.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium enable readers in genres outside platform knowledge.json" new file mode 100644 index 0000000..7be9809 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium enable readers in genres outside platform knowledge.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/How might the mnemonic medium enable readers in genres outside platform knowledge", + "text": "# 助记媒介如何在平台类知识之外的体裁中赋能读者？\r\n\r\n原文：[How might the mnemonic medium enable readers in genres outside platform knowledge? (andymatuschak.org)](https://notes.andymatuschak.org/z57S2Fte6gAnnM1gCS2nHpH7NYAiXD8KeDfvZ)\r\n\r\n[助记媒介对于平台知识特别有价值](https://notes.andymatuschak.org/z2bwNMKjXjzp9tGrK6Hm7PXpoEeNAG9M65JW6)，但我们怀疑它是否能够帮助读者更深入地联系到其他体裁的材料，例如：\r\n\r\n- 议论文\r\n\r\n- 非正式讨论\r\n\r\n- 参考资料\r\n\r\n - Max Roser, 2020-06-15，指出，在某些方面，OWiD\\* 更像是一个增强的电子表格，而不是增强的散文。（\\*译注：Our World in Data，由牛津大学的学者们建立，旨在以数据的方式，让我们更全面，更精确的了解这个世界）\r\n\r\n - [Cell Biology by the Numbers](https://notes.andymatuschak.org/zXBk7GLFDaxgd6oMsRd5Jdr17dnCtik3MQ8) 以一种有趣的方式介于两者之间……它也像一个增强的电子表格，但说明文使其更加充实，类似于[助记媒介卡片依赖于调用外部经验（来自叙事，来自现实世界的经验）](https://notes.andymatuschak.org/zBnpJjh6V7yrWbNBJ39Gx2TXiyXVQ4jByPc)\r\n\r\n- 学术论文\r\n\r\n- 推特帖子：[Twitter 帖子可能是助记媒介的有趣背景](https://notes.andymatuschak.org/z4rDaiTpdFf2nmTEuHyyR8RfQWaMZn5gRtxcb)\r\n\r\n到目前为止，工作中遇到的一些挑战：[将助记媒介应用于非技术性文章的经验教训](https://notes.andymatuschak.org/ztWkeRtP1VRttCcrGPmDH6trs3vobziJMHT)\r\n\r\n这些体裁和平台知识之间的主要区别包括用户差异的显著增加ーー无论是在动机/目的方面，还是在预备知识方面。我预计这要求媒介更加灵活。[助记媒介如何适应读者不同的背景和目标？](https://notes.andymatuschak.org/z287gqhS79WChEm7zRiB5vcuVAXYCnn3GCXv)\r\n\r\n我猜想，关键方法是少用这种媒介建立详细的记忆，而多用[助记媒介使读者与材料保持长久联系](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)。\r\n\r\n与这个问题有关的一个框架：[如果助记媒介被重新设计成一种更深入地参与文本的手段会怎样？](https://notes.andymatuschak.org/z8ByVmn3qYHQmkzLRGN1958M1aYLZ2yzLbvGs)\r\n\r\n相关的潜在机制：\r\n\r\n- [嵌入卡片模板可以主动辅助助记媒介读者编写卡片](https://notes.andymatuschak.org/z2GSNFzS3TRYHW1UGQhay6Y4J16BVRSwsjWZ)", + "type": "text/markdown", + "caption": " 助记媒介如何在平台类知识之外的体裁中赋能读者？\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How might the mnemonic medium enable readers in genres outside platform knowledge" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium support readers in building more complex understanding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium support readers in building more complex understanding.json" new file mode 100644 index 0000000..2ebfb36 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might the mnemonic medium support readers in building more complex understanding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/How might the mnemonic medium support readers in building more complex understanding", + "text": "# 助记媒介如何帮助读者建立更复杂的理解？\r\n\r\n原文：[How might the mnemonic medium support readers in building more complex understanding? (andymatuschak.org)](https://notes.andymatuschak.org/z7RgD27WGTZmhHEvEeYcZXAZQwPT8QZ6Ee8xQ)\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)帮助读者记住他们读过的东西，这是理解的重要前提（[深入理解基于详细的基础知识](https://notes.andymatuschak.org/zQiumA4k3SXo1GeRVJpsrVaBRETAoyYmSERS)）。我们还利用这些卡片来帮助读者获得概念性的知识：[间隔重复记忆系统可用于发展概念性理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)。而且我们能做到的不仅仅是单纯的回忆：[助记媒介可以通过简单的应用卡片帮助读者应用他们所学的知识](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)。那么，顺着[布鲁姆分类法](https://notes.andymatuschak.org/z2o43GMSejBW6vU4axsSTHit8hxaUBJYUTD8Z)我们应该如何达到更高的思维水平，以支持更复杂的理解类型呢？相关的早期实验表明，这可能是可行的：[间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)。（译注：布鲁姆的分类法是一个层次结构模型——一种根据六个认知复杂程度对思维进行分类的方法。布鲁姆的模型由六个层次组成，三个较低的层次（记忆、理解和应用）比较高的层次（分析、评估和创造）更基本，见下图。如果学习者已经掌握了更高的水平，那么可以认为他掌握了以下更低的层次。）\r\n\r\n一个角度是关注[提取练习和迁移学习](https://notes.andymatuschak.org/z2a8QGPfUmdLCVokLaegNzmaU6ehC58CUtYi)（例如[助记媒介可以包含支持近迁移的卡片](https://notes.andymatuschak.org/z6MSrv4m23Z41Gwic6ts3i7Hiy63hdNKH8MbZ)）。\r\n\r\n随着时间的推移来增加卡片的复杂性或许是一种解决方案——在读者已经有了牢固的记忆之后再引入综合性的卡片。见[助记媒介略加调整后可以容纳逐步发展的体验](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)。", + "type": "text/markdown", + "caption": " 助记媒介如何帮助读者建立更复杂的理解？\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How might the mnemonic medium support readers in building more complex understanding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we adapt existing texts to the mnemonic medium, without participation of the author.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we adapt existing texts to the mnemonic medium, without participation of the author.json" new file mode 100644 index 0000000..19b5be2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we adapt existing texts to the mnemonic medium, without participation of the author.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/How might we adapt existing texts to the mnemonic medium, without participation of the author", + "text": "# 没有作者参与时，我们如何将现有文本转化为助记媒介？\r\n\r\n原文：[How might we adapt existing texts to the mnemonic medium, without participation of the author? (andymatuschak.org)](https://notes.andymatuschak.org/zvG5X4scr9mGCnR52dtkPGeHLBUntANhBvf)\r\n\r\n[普及助记媒介似乎需要网络出版的普及](https://notes.andymatuschak.org/zLbzDQF4MLSUEgDKu16i2h9q1ea8jC5crTV)。此外，许多重要的书籍根本没有任何数字版本；许多人更喜欢纸质书籍和电子墨水阅读器。技术受众将在很长一段时间内继续使用 PDF. 那[有声书](https://notes.andymatuschak.org/zhjve4ix3DcGqVGZn3a7FCP7bZTvzVR99fd)和视频呢？如果我们能在不牺牲现有媒介力量的情况下，将现有媒介「升级」成助记媒介，那将是非常强大的。\r\n\r\n下面的这些方法实际上都差强人意，但也许迭代之后就可以了呢？\r\n\r\n## 「伴读」APP\r\n\r\n你面前有本敞开的纸质书；你把手机放在书旁边，打开「记忆伴侣（Mnemonic Companion）」应用程序。你扫描图书的条形码，应用会显示目录（可能出于法律原因被部分删节）和页码选择器。你告诉应用程序你正在阅读第 312 页。屏幕上显示了一堆问题和一个大标题，上面写着：「在第 314 页的分隔处回答这些问题。」你开始阅读纸质书，一边标注重点，一遍粘上便利贴写注释，然后在适当的地方提交问题。应用程序将移动到下一个断点，你可以继续阅读。\r\n\r\n这种方法缝合了太多流程。读者必须记住应该在哪里停下来，查看有没有到达这一点，并在两种媒介之间来回切换。听起来很痛苦。我怀疑能遵循这套流程的人会比《量子国度》少得多。\r\n\r\n但这是一种非常灵活的方法，基本上可以适用于任何先前的媒体形式。它不需要作者/出版商合作，问题可以来自不同的制作人（相关笔记：[有声读物是在各种各样的商业模型下制作的](https://notes.andymatuschak.org/zbdNE8WLUE8SgBKvUgd8TCdQnmTj6CjJ94B)）。\r\n\r\n另外，分销渠道很糟糕：阅读一本书的人必须决定单独寻找周围的其他材料，检查我们的应用程序以获得支持，并可能为这些材料单独付费。在 Twitter 上对一本书/PDF 的讨论并不会将人们引向这个同伴。无法形成任何有意义的网络效应。\r\n\r\n## 给在线图书的浏览器扩展页面\r\n\r\n对于已经在线的图书（如 [Cell Biology by the Numbers](https://notes.andymatuschak.org/zXBk7GLFDaxgd6oMsRd5Jdr17dnCtik3MQ8)），可以通过浏览器扩展来扩充它们。我不喜欢这样——这对用户来说是极高的要求。如果能将页面包装在 IFRAME 中并跨域操纵就好了，但是当然没有浏览器会允许这样做。\r\n\r\n## 内容转换代理\r\n\r\n添加一个 `<script>` 标签，通过「非透明」的网页代理重新提供目标网页。起码对于新用户来说，这种做法相比浏览器扩展的解决方案效果相同，而且更轻量。甚至可以提供可供链接的 URL！\r\n\r\n[Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh) 使用其中的一种方法来使其「可共享链接」生效：via.subthe.is 注入目标 url。\r\n\r\n这…实际上看起来挺可行的！\r\n\r\n### 实现的注意事项\r\n\r\n甚至还有一篇 W3C 文章！https://www.w3.org/TR/ct-guidelines/（这是「工作组笔记」，而不是已批准的文件）。\r\n\r\n```\r\n\r\n如果代理更改了回应体，则：\r\n\r\n1. 必须在 HTTP 头字段添加 214 警告，表示应用了内容转换；\r\n\r\n```\r\n\r\n请参阅[警告代码](https://developer.mozilla.org/en-US/docs/Web/HTTP/Headers/Warning)。\r\n\r\n```\r\n\r\n代理应该在 Via HTTP 头字段留下注释，其中包含 URI \"http://www.w3.org/ns/ct\"，表示其转换内容的能力。\r\n\r\n```\r\n\r\n注意链接重写的安全问题：重写代理可能会意外地使两个不同的站点同源（例如与代理站点同源）。这可能会引入漏洞。另外：\r\n\r\n```\r\n\r\n **强烈反对** 拦截 HTTPS 链接的做法。\r\n\r\n如果代理重写 HTTPS 链接，它必须告知用户这样做的安全影响，并且必须提供绕过它并直接与服务器通信的选项。\r\n\r\n...\r\n\r\n转发来自服务器的响应时，代理必须通知用户无效的服务器证书。\r\n\r\n```\r\n\r\n现在基本上所有的链接都是 HTTPS，所以这或多或少相当于「不要重写链接」！或者至少：要「极其」小心。\r\n\r\n另请参阅 HTTP 1.1 RFC 的[对中间层转换的评论](https://datatracker.ietf.org/doc/html/rfc7230#section-5.7.2)。\r\n\r\n```\r\n\r\n转换 200（OK）响应的有效载荷的代理还可以通过将响应状态代码更改为 203（非权威信息）来进一步通知下游接收者已经应用了转换\r\n\r\n```\r\n\r\n另请参阅此初步文档：[内容转换前景 1.0](https://www.w3.org/TR/2009/NOTE-ct-landscape-20091027/#d0e276)\r\n\r\n## 自定义 PDF / EPUB 阅读器\r\n\r\n我们可以制作自己的 PDF 或 EPUB 阅读器应用程序，将这些元素内联到现有的媒体形式中。或者它可能是基于 Web 的书签式阅览器：在任何 PDF URL 前面加上 [“http://mnemonic.com”](http://mnemonic.xn--com-9o0a/)，以便以这种形式阅读它，等等。\r\n\r\n在 DRM 仍然无处不在的情况下，为 EPUB 做这件事不太可行。合法购买的电子书无法在我们的阅读器中打开。因此，为电子书这样做需要成立一家电子书商店。真恶心。\r\n\r\n这将是一项繁重的工作。这里的分销渠道问题很大。\r\n\r\n老实说，处理 PDF 的一个更好的方法可能是通过无数的「PDF 到网页」工具中的一种。获取学术 PDF；将其转换为网络出版物； **然后** 对其增强（例如，通过[把任意网页转化成助记媒介](https://notes.andymatuschak.org/z2hABbXxq3dz9XQ6bWrqLyModyC5EC2MXxNA)）。\r\n\r\n## AR 眼镜\r\n\r\n如果我们将来都戴 AR 眼镜，我们可以用各种有趣的方式神奇地增强书籍。太遥远了，难以认真考虑？如果有关苹果 2022 年推出眼镜的传言属实，AR 覆盖即将引领新潮流…", + "type": "text/markdown", + "caption": " 没有作者参与时，我们如何将现有文本转化为助记媒介？\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How might we adapt existing texts to the mnemonic medium, without participation of the author" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we apply insights from the mnemonic medium to forms which focus on deep emotional connection.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we apply insights from the mnemonic medium to forms which focus on deep emotional connection.json" new file mode 100644 index 0000000..1c92400 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_How might we apply insights from the mnemonic medium to forms which focus on deep emotional connection.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/How might we apply insights from the mnemonic medium to forms which focus on deep emotional connection", + "text": "# 如何将助记媒介中得到的理解，应用到侧重深刻情感联系的形式上？\r\n\r\n原文：[How might we apply insights from the mnemonic medium to forms which focus on deep emotional connection? (andymatuschak.org)](https://notes.andymatuschak.org/z6kCeJmanzXswfjDoushes6JT5yRELWmVB76g)\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)在很多方面太过干瘪且强调认知。如果我们从侧重深度情感联系的创制经验（比如最好的电影和电子游戏）开始，并将它们与建立更深层次理解的方法相融合，我们可以发明什么媒介？\r\n\r\n[助记视频](https://numinous.productions/ttft/#mnemonic-video)是其中一个早期的想法。\r\n\r\n[认真对待情感](https://notes.andymatuschak.org/zWiPabJxBUe2LyKaegZRLNQYAE653PXewkhU)的一部分\r\n\r\n------\r\n\r\n## 参考资料\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October 0). *How can we develop transformative tools for thought?* https://numinous.productions/ttft", + "type": "text/markdown", + "caption": " 如何将助记媒介中得到的理解，应用到侧重深刻情感联系的形式上？\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How might we apply insights from the mnemonic medium to forms which focus on deep emotional connection" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Impact of mnemonic medium on downstream learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Impact of mnemonic medium on downstream learning.json" new file mode 100644 index 0000000..c7e4aa3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Impact of mnemonic medium on downstream learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Impact of mnemonic medium on downstream learning", + "text": "# 助记媒介对下游学习的影响\r\n\r\n原文：[Impact of mnemonic medium on downstream learning (andymatuschak.org)](https://notes.andymatuschak.org/zhYZD1BMjUDeKAFQdyb55XNnMMaJoSfjKh9)\r\n\r\n[学习QCVC是否有助于读者理解随后的《搜索》一文？](https://notes.andymatuschak.org/z35cVNSmpJHTqJSM6MseUdgEapTsvMhKH26CP)\r\n\r\n[Jeremy](javascript:void(0))\r\n\r\n> 对于你关于我的量子计算课的问题，我想说的是，我发现论文在让我记住电路的具体方面和对它们进行的操作方面最有帮助。因此，例如，各种泡利门（X、Y 和 Z）的定义，以及其他门如阿达马门的定义，在每次复习课后肯定会被刻在我的脑海中！我不知道这对问题集是否有特别的帮助。我不知道这是否对问题集有特别大的帮助（我们没有考试），但我想说的是，这对我的帮助很大，因为我从来没有在这些「小」障碍上感到困窘。你有没有过这样的感觉，你想完成 X，但 X 是如此之大，所以你实际上必须事先做一些小步骤 Y 和 Z？它们本身可能并不困难，但在最终达到X之前，你可能需要再次复习 y 和 z，从而消耗大量的时间/精神。我发现量子国度给了我对这些小的基础知识的良好感觉，所以在使用材料时，它们从未成为问题。（当然，我也非常喜欢这些文字！）", + "type": "text/markdown", + "caption": " 助记媒介对下游学习的影响\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Impact of mnemonic medium on downstream learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_In what senses is the mnemonic medium more than an annotation layer on ordinary prose.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_In what senses is the mnemonic medium more than an annotation layer on ordinary prose.json" new file mode 100644 index 0000000..f0fb257 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_In what senses is the mnemonic medium more than an annotation layer on ordinary prose.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/In what senses is the mnemonic medium more than an annotation layer on ordinary prose", + "text": "# 从哪些角度看，助记媒介不仅仅是普通文章上面的注解层？\r\n\r\n原文：[In what senses is the mnemonic medium more than an annotation layer on ordinary prose? (andymatuschak.org)](https://notes.andymatuschak.org/z2EpuLdwnh6jiC2nKQJdqaSiZ1BodNUHATbN)\r\n\r\n将[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)视为「文本+」是一种直截了当的方式。你写一篇散文式的解释，然后再看一遍，并用卡片对其注释，以强调关键想法。不过，更有趣的是思考这种结合如何创造出一种有意义的新媒介——在这种媒介中，问题推动着散文，反之亦然。这种结合会不会蕴藏着巨大的可能性，还是只是在夸夸其谈？\r\n\r\n- [助记媒介卡片可以扩展正文的讨论，而不仅仅是重复它](https://notes.andymatuschak.org/zWseCLfA8e3FiyggqNqGTRNW51bCTyZ8YYb)\r\n\r\n- 助记媒介非常稚嫩，新的助记文本通常会介绍散文中嵌入卡片的目的。\r\n\r\n - 它们有时还会在擅长领域的特定卡片下发表评论。例如，[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)指出一张卡片似乎重复了先前的卡片，并解释了为什么在这种情况下这是有意义的（即[间隔重复记忆卡片应该从多个角度对概念进行编码](https://notes.andymatuschak.org/z3K5a9tM1wq1x4QnDfsUpTeYZWW3M9iUzMdfo)）", + "type": "text/markdown", + "caption": " 从哪些角度看，助记媒介不仅仅是普通文章上面的注解层？\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "In what senses is the mnemonic medium more than an annotation layer on ordinary prose" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Interleaved mnemonic medium prompts promote a feeling of safety.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Interleaved mnemonic medium prompts promote a feeling of safety.json" new file mode 100644 index 0000000..7bdcf25 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Interleaved mnemonic medium prompts promote a feeling of safety.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Interleaved mnemonic medium prompts promote a feeling of safety", + "text": "# 材料中嵌入助记媒介卡片能带来安全感\r\n\r\n原文：[Interleaved mnemonic medium prompts promote a feeling of safety (andymatuschak.org)](https://notes.andymatuschak.org/z2TCHSDXHpLAH7137LZ5zZjcRVepwtrMVLpk)\r\n\r\n我注意到，阅读[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)中的一篇文章时，我有种安全感：在阅读的时候，我可能会对细节感觉很困难，但我相信很快就会有复习集到来，确保我读完文章后，我能理解我「应该」理解的东西。不少读者也报告了类似的感受。\r\n\r\n[Matt Clancy](https://notes.andymatuschak.org/z2WiVeLTK9MUkBZcVAc53qrHXB8mtG1onp71r) 这样描述他的学生：「他们喜欢观看视频时相信自己学到应该学的知识，因为视频之后就是问题。」\r\n\r\n这种感觉在一定程度上具有误导性。读者很容易过度依赖文本中间或出现的复习区域，依赖它们来确保自己按预期学习了材料。但[理解概念需与其尽力较量](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)；如果我在阅读时没有实打实地琢磨想法，我只会通过卡片的强化记住一些零碎细节，而不是完整的知识网络。\r\n\r\nYuanting Mao：\r\n\r\n> 我浏览这篇文章时的不确定感大大减少了。事实上，有时我会先回答卡片，然后回头看文本中的解释。", + "type": "text/markdown", + "caption": " 材料中嵌入助记媒介卡片能带来安全感\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Interleaved mnemonic medium prompts promote a feeling of safety" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_It's particularly difficult to write consistently-remembered prompts for non-technical mnemonic texts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_It's particularly difficult to write consistently-remembered prompts for non-technical mnemonic texts.json" new file mode 100644 index 0000000..f1157ca --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_It's particularly difficult to write consistently-remembered prompts for non-technical mnemonic texts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/It's particularly difficult to write consistently-remembered prompts for non-technical mnemonic texts", + "text": "# 为非技术性助记文章编写稳定回忆的卡片尤为困难\r\n\r\n原文：[It’s particularly difficult to write consistently-remembered prompts for non-technical mnemonic texts (andymatuschak.org)](https://notes.andymatuschak.org/zHqUpBp6s1n2KcyXSWh6mJvKmrtKFWQ6E6N)\r\n\r\n将读者回答《量子国度》问题的正确率，与这几篇非技术性助记文章的正确率比较，别有一番趣味。《量子国度》中，109/112（97%）的问题的文章内准确度大于 50%；97/112（86%）的问题大于 75%. \r\n\r\n但其他文章的准确率要低得多（50% 以上的准确率，75% 以上的准确率）：\r\n\r\n- 我自己，[如何写出好卡片](https://andymatuschak.org/prompts/)：83%，33%\r\n\r\n- Eggplant，[地图、领土和元理性](https://metarationality.com/maps-and-territory)：86%，50%\r\n\r\n- Nintil，[普朗克是对的吗？老龄化对科学家生产力的影响](https://nintil.com/age-and-science/)：90%，77%\r\n\r\n（我可能应该将这些分布可视化——这样写太难读了）\r\n\r\nMatt Clancy 在她的微观经济学课程中使用 Orbit, 我注意到她的问题正答分布更接近量子国度，而非那些非技术性文章。\r\n\r\n失败时的情况更差了：《量子国度》的问题有一半的机会被遗忘；这些文章的问题最差时会有 70% 的可能被遗忘。\r\n\r\n这可能是[助记媒介的读者有时会因作者的措辞选择而感到受阻](https://notes.andymatuschak.org/zMFKJdtNGpucVUcitRVJiMxfyoNY4A4c2Bd)的一种定量反映。", + "type": "text/markdown", + "caption": " 为非技术性助记文章编写稳定回忆的卡片尤为困难\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "It's particularly difficult to write consistently-remembered prompts for non-technical mnemonic texts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Lessons learned from applying the mnemonic medium to non-technical texts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Lessons learned from applying the mnemonic medium to non-technical texts.json" new file mode 100644 index 0000000..5e4b471 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Lessons learned from applying the mnemonic medium to non-technical texts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Lessons learned from applying the mnemonic medium to non-technical texts", + "text": "# 将助记媒介应用于非技术性文章的经验教训\r\n\r\n原文：[Lessons learned from applying the mnemonic medium to non-technical texts (andymatuschak.org)](https://notes.andymatuschak.org/ztWkeRtP1VRttCcrGPmDH6trs3vobziJMHT)\r\n\r\n尝试让[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)适应非技术性文本（例如，[如何写出好卡片](https://andymatuschak.org/prompts)）：\r\n\r\n- [为非技术性助记文章编写能被一致记忆的卡片尤为困难](https://notes.andymatuschak.org/zHqUpBp6s1n2KcyXSWh6mJvKmrtKFWQ6E6N)\r\n\r\n- [在非技术性的助记文本中，挖空常常造成挫败感](https://notes.andymatuschak.org/z7vMfxWXDXhyJr3X69Yjwt6FjkSsKC9G3QqZU)\r\n\r\n- [助记媒介的读者有时会因作者的措辞选择而感到受阻](https://notes.andymatuschak.org/zMFKJdtNGpucVUcitRVJiMxfyoNY4A4c2Bd)\r\n\r\n从作者的感受来说：\r\n\r\n-[编写非技术性助记文章需要额外的概念抓手](https://notes.andymatuschak.org/z2jD91wK8CiwDwr1qX33tfFBboyD6kcanVx3)\r\n\r\n趣闻轶事：\r\n\r\n- 这似乎还会导致[助记媒介可能会促使读者更缓慢、更专注地阅读](https://notes.andymatuschak.org/z7W1Zr7wEGptA3bFYwwaPbCFLBo54xXmQLQdK)\r\n\r\n - [Geoffrey Litt](https://twitter.com/geoffreylitt/status/1354068131145277441)：「集成的 Orbit 让我放慢了速度，更认真地对待阅读这一行为。有几次，它帮助我意识到我浏览了整段文字，甚至没有注意到我是多么地漫不在乎。」\r\n\r\n- 有助于激励——感觉像是一项真正的投资\r\n\r\n - [Giacomo Randazzo](https://twitter.com/randiisan/status/1354353100342099968)：「Orbit 不仅激励我更仔细地阅读，还给了我投入时间阅读这篇文章的一大动机：我知道，随着时间的推移，我会与它保持联系，与肤浅的阅读相比，我会建立更多的联系。」\r\n\r\n - [NothingIsntTrivial](https://twitter.com/IsntTrivial/status/1355824621988294660)：「我觉得我从中得到了一些东西。」\r\n\r\n- 非常费力\r\n\r\n - Geoffrey Litt：[比我习惯的「网络阅读」付出了更多的努力！让我进入了「纸质阅读」的思维空间](https://twitter.com/geoffreylitt/status/1354070813901774848)\r\n\r\n- 「感觉像是做作业」/「压力很大」\r\n\r\n - [Emily](https://twitter.com/the_aiju/status/1353830207384412160)：「最近 @meaningness 的文章中关于 Orbit 的事情让我想起了学校作业。」\r\n\r\n - [Lucca](https://twitter.com/lucca_dev/status/1354525137199104001)：「感觉阅读和回答卡片之间存在巨大的心理鸿沟。阅读对我来说就是行走在陌生而奇妙的国度。回答卡片则是一件非常冷淡、灰暗的事情。」\r\n\r\n - [Kenny](https://metarationality.com/now-with-orbit/comments#c6869)：「总体来说有点不和谐——我真的很喜欢读你的文章，而在文中回答问题则有明显的不同。我不太「看好」它，但我愿意继续测试它！」\r\n\r\n -[Henry](javascript：void(0))：「…不知何故，这让我压力很大。这不像是阅读（一篇智力已经很密集的）文本，而是让我觉得自己好像在课堂上接受某种方式的测验。我读完了这篇文章大约 30% 的内容，然后退出了，因为它感觉到了奇怪的压力。一开始，阅读一位聪明人对元理性的看法是一次愉快的经历，后来变成了我自己在记忆能力方面的智力缺陷的反映。…我认识到，这其中有一些是我自己的负面故事（和准确的评估），因为我记住了新的、具有挑战性的知识概念。其中一部分是对一些更深层次的东西的情感反应，我还不太清楚。我的一部分希望我可以选择在顶部加入/选择退出，所有的 Orbit 都会动态隐藏在下面。因为我是个成就超群的人，我就是不能（不想？）跳过紫色的方框，但停下来回答每个问题，然后向上滚动找到答案，这会使阅读体验变得更加费力和沉重。更像是我在上一门课，我会拿到分数（呕），而不是培养我自己的智力景观（耶）。与此同时，我完全认识到，通过这些卡片，我对核心概念的记忆可能会增加。因此，我可能只是需要克服自己，花适当的时间去学习这些材料。令我着迷的是，我在这篇文章中有如此发自内心的情感反应，而在阅读你的任何其他（同样智力密集的）帖子时，我却没有。或许我应该说这让我压力很大。虽然不舒服，但绝对不是坏事。」\r\n\r\n- 卡片期望人们过快地将抽象内化\r\n\r\n - [Lucca](https://twitter.com/lucca_dev/status/1354539371408617472?s=20)：「文本可以处理理解的可变性，因为它们通常不需要你立即理解所有内容。而如果你没『明白』一张卡片，你马上就会卡住。」", + "type": "text/markdown", + "caption": " 将助记媒介应用于非技术性文章的经验教训\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Lessons learned from applying the mnemonic medium to non-technical texts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mass adoption of the mnemonic medium seems to require mass adoption of web publishing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mass adoption of the mnemonic medium seems to require mass adoption of web publishing.json" new file mode 100644 index 0000000..77cbfe5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mass adoption of the mnemonic medium seems to require mass adoption of web publishing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Mass adoption of the mnemonic medium seems to require mass adoption of web publishing", + "text": "# 普及助记媒介似乎需要网页出版的普及\r\n\r\n原文：[Mass adoption of the mnemonic medium seems to require mass adoption of web publishing (andymatuschak.org)](https://notes.andymatuschak.org/zLbzDQF4MLSUEgDKu16i2h9q1ea8jC5crTV)\r\n\r\n普及助记媒介最直接的策略——[把任意一个网页转化成助记媒介](https://notes.andymatuschak.org/z2hABbXxq3dz9XQ6bWrqLyModyC5EC2MXxNA)——无法应用于大多数文本（即使是新文本）因为他们不是作为[网络书籍](https://notes.andymatuschak.org/z6jZuw3srmKtrQ72ytFNFJ2ggddASZBHg22Gu)发表的。\r\n\r\n现代出版商习惯于为多种渠道准备书籍（印刷版、EPUB、Kindle 格式），但很少会将他们作为网页出版。那些提供在线阅读的网站通常是通过（糟糕的）基于网页的 EPUB 阅读器。O’Reilly 是一个有趣的例外ーー他们将在线图书直接由网页呈现。\r\n\r\nEPUB **是** 受限的网页，所以任何准备 EPUB 格式的人离网页发布已经很接近了。\r\n\r\n## 网页出版普及可能存在的障碍\r\n\r\n### 赚钱\r\n\r\n### 出版工具", + "type": "text/markdown", + "caption": " 普及助记媒介似乎需要网页出版的普及\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mass adoption of the mnemonic medium seems to require mass adoption of web publishing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium onboarding depends on a critical mass of content.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium onboarding depends on a critical mass of content.json" new file mode 100644 index 0000000..99fddef --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium onboarding depends on a critical mass of content.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Mnemonic medium onboarding depends on a critical mass of content", + "text": "# 接受助记媒介需要内容量达到临界值\r\n\r\n原文：[Mnemonic medium onboarding depends on a critical mass of content](https://notes.andymatuschak.org/z8jqDGL4iG67Twoe9XHH76D1Xd32YKs2P4xYp)\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)面对的核心挑战之一，是[规律进行间隔重复记忆练习是沉重的习惯](https://notes.andymatuschak.org/zyk3ZCEVSB4Zwej3Xd4CJ2g1FynRFTZGJpQN)。令人欣慰的是，[助记媒介可能通过提供作者提供的卡片来辅助编写新卡片](https://notes.andymatuschak.org/z4j3bcyJfBzGdpEoQje9gaVeECfsZFgMEhBNL)。作者提供的卡片降低了成本（不需要编写卡片），并提供更多的价值（作者提供的卡片通常质量高）。但是规律的记忆练习意味着日常投入大量时间，而且这笔开销难以减少。此外，只是为了记住很少内容而开始规律复习是不合情理的，比如为了记住 10 张卡片。卡片提供的价值必须超过规律复习的时间成本。\r\n\r\n换言之，最初上手阶段呈现的一小部分卡片，对用户体验的作用却是极大的。[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)有大约 200 张卡片，对于致力于学习量子物理的人来说，这样数量级的卡片就值得为其开始记忆练习。相比之下，单篇带有 10~20 张卡片的文章，对于开始记忆练习这个新习惯提供的价值还不够......但是假如读者已经有积极的学习习惯，那样用户也会更乐意记忆练习。而如果有十几篇助记文章都让读者产生了兴趣，即便每篇文章没提供多少卡片，培养新习惯估计也能够接受。\r\n\r\n读者认识助记媒介的渠道应该是这样一些文章，既对读者足够重要，而且内容有深度，值得为此培养新习惯。因此助记媒介要想得到广泛使用，量子国度这样的跳板就必不可少，它提供有深度的内容，让人愿意尝鲜，进而决定是否培养这种习惯。\r\n\r\n相关文章：[没有源源不断的新卡片，间隔重复的复习常常变得枯燥而脱节](https://notes.andymatuschak.org/z4hNAfe6TrqjxCydF3CaAVn1svaqiu86JFVBz)。因此，不仅一开始就要有实质性的内容（如教科书），而且后续要提供源源不断的材料以供学习。否则就必须引导他们写出自己的卡片。\r\n\r\n## 反驳\r\n\r\nDevon 指出（2020-04-20），她实际上认为，通过较少的内容来接受助记媒介 **更容易** ，因为那样的话，复习环节就会相当短。我怀疑她是否会坚持复习区区 20 张卡片，但如果有许多文章可用，这种方法可能很有效——例如，《边际革命》以这种方式进行注释的话，就能提供很多素材。", + "type": "text/markdown", + "caption": " 接受助记媒介需要内容量达到临界值\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mnemonic medium onboarding depends on a critical mass of content" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium prompts are interleaved into the reading experience.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium prompts are interleaved into the reading experience.json" new file mode 100644 index 0000000..592f1cb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium prompts are interleaved into the reading experience.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Mnemonic medium prompts are interleaved into the reading experience", + "text": "# 助记媒介卡片穿插在阅读过程中\r\n\r\n原文：[Mnemonic medium prompts are interleaved into the reading experience (andymatuschak.org)](https://notes.andymatuschak.org/zE1sr3TTDoEJut4hgai2w6qFUwBYHSkk7no)\r\n\r\n[助记媒介提供专家编写的卡片以消除制卡负担](https://notes.andymatuschak.org/z8ASeF682pSQ3feo8LHpLzk3u3SNpVUgNxMAU)中描述的想法的 [Quizlet](https://notes.andymatuschak.org/z4erShe1C2qB39z4r8yDox1FuM2ZhRJxxTXbN) 式实现，把提供的卡片与文本本身分开了。例如，你也许会在读了一篇文章几天后才被问及它的内容。或是在文章的结尾提供卡片，使你读完文章之后才会看到。我们对[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的设计与这些方法不同，它将卡片穿插在阅读过程中，颗粒度更细。\r\n\r\n一些（潜在的、预期的、观察到的）后果：\r\n\r\n- [助记媒介可能会促使读者更缓慢、更专注地阅读](https://notes.andymatuschak.org/z7W1Zr7wEGptA3bFYwwaPbCFLBo54xXmQLQdK)\r\n\r\n- [助记媒介的卡片提示了作者认为重要的内容](https://notes.andymatuschak.org/zA6tshJmivafEMKvd4BKx7CaxP252KVj65B)\r\n\r\n- [交错嵌入的助记媒介卡片提高了材料阅读时的安全感](https://notes.andymatuschak.org/z2TCHSDXHpLAH7137LZ5zZjcRVepwtrMVLpk)\r\n\r\n- [助记媒介复习集使阅读过程产生了自然的中断](https://notes.andymatuschak.org/z4sXBJLQQrFYFUKPE9nrW5gDndYWCPP7Kic)\r\n\r\n- 为[助记媒介应该让读者对他们收集的卡片进行控制](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)提供了更自然的机会\r\n\r\n这个设计决定依赖于：[助记媒介依赖的卡片应是轻量级的](https://notes.andymatuschak.org/z7U6zXNGgTz1aEpRDUe6eMxotrhK4tmgprcxh)。\r\n\r\n一些问题：\r\n\r\n- [如何给助记媒介的复习集安排间隔？](https://notes.andymatuschak.org/z2HvBwx8Uqr7ErLp28oTuiKebTYy3RaRgv4B7)", + "type": "text/markdown", + "caption": " 助记媒介卡片穿插在阅读过程中\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mnemonic medium prompts are interleaved into the reading experience" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium readers sometimes feel impeded by authors' wording choices.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium readers sometimes feel impeded by authors' wording choices.json" new file mode 100644 index 0000000..6b1c3e9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium readers sometimes feel impeded by authors' wording choices.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Mnemonic medium readers sometimes feel impeded by authors' wording choices", + "text": "# 助记媒介的读者有时会因作者的用词而感到受阻\r\n\r\n原文：[Mnemonic medium readers sometimes feel impeded by authors’ wording choices (andymatuschak.org)](https://notes.andymatuschak.org/zMFKJdtNGpucVUcitRVJiMxfyoNY4A4c2Bd)\r\n\r\n在[如何出好卡片](https://andymatuschak.org/prompts)的反馈中，一些读者表示，他们在回答一些卡片时感到困难，因为这些卡片是以我的措辞为框架。并不是说我的措辞不好或不对——只是这些读者觉得，如果 **他们** 自己来写问题，他们会选择不同的措辞，对他们个人来说会更有说服力。\r\n\r\n我们在关于《量子国度》的报告中没有收到这种反馈；我认为这是一个专门针对 **非技术性** 文本的问题。用词抱怨的出现，是因为没有固定的、预先规定的方式来指代某些概念，这使得我们无法遵循[专家回答启发式（由 Issa Rice 提出）](https://notes.andymatuschak.org/zEfpMY7F12gQ6NcbycHCNdpXqxb2mxdkJiX)。作者不得不自己想出一些术语，而读者觉得他们可能会使用不同的术语。这种情况在技术文本中也会发生，但不太常见：所指对象往往是可以精确说明的。\r\n\r\n这种抱怨主要集中在挖空卡片上，它格外受制于用词问题：[在非技术性的助记文本中，挖空常常造成挫败感](https://notes.andymatuschak.org/z7vMfxWXDXhyJr3X69Yjwt6FjkSsKC9G3QqZU)\r\n\r\n更广泛地说，[助记媒介应该让读者对他们收集的卡片进行控制](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)。\r\n\r\n------\r\n\r\nmduncs：\r\n\r\n> 助记文章的格式和 Orbit 的一些复习引起了我的注意，那就是很难记住那些不是用 **我的** 声音写的卡片。措辞和用词的小差异让内容更显眼，但却让我难以铭记。\r\n\r\n[Geoffrey Litt](https://twitter.com/geoffreylitt/status/1354068995629002753)\r\n\r\n> 我发现一个问题：虽然大多数卡片都写得很好，但有些答案的用词和我的习惯不同。这让我不确定自己的记忆程度如何。\r\n\r\nSoren Bjornstad：\r\n\r\n> 说到这，关于专业术语的卡片对我来说真的有些棘手。我感觉有些词只在填空卡出现，不是由问题先行提及的，这或许加重了上述问题。但我手头并没有一份完整的卡片清单，所以无法做出确切判断。这是否因为某种认知上的冲突，导致我更难去接受并非新概念的术语，毕竟我已经有了自己习惯的叫法？因此，我不太确定我的体验是否对这篇文章的主要读者群有参考价值。\r\n\r\n>\r\n\r\n> 我：有趣的是，很多人都提到了跟填空卡有关的相同问题，特别是那些感觉更像是语言学上的。我觉得我真的需要更深入地了解这一点。当我为自己写这种卡片时，它的效果还算不错。我觉得部分原因是，当我自己这么做时，我在想：「看，我这其实就是在背作者选的一个术语，因为我觉得这个词本身挺有帮助的。」但当这是作者给出的要求时，有时感觉有点被强迫——你被要求记住特定的措辞，这感觉像是错误的抽象层次。\r\n\r\n>\r\n\r\n> 对我来说，这种看法很准确。更新一下，经过大概一个月的复习，我已经掌握了很多，但我仍然觉得某些卡片难以掌握，特别是上述那一类。\r\n\r\nStephen Malina：\r\n\r\n> 无法编辑卡片。我经常发现，我第一次写卡片时的（特别是）答案表述，与我最后实际回忆答案的表述并不相同，尽管我回忆答案的表述也是有效的。因此，对于我自己的 Anki 卡片，我经常编辑答案，使之符合我倾向于回忆答案的表述。不然的话，每次看到卡片，我都纠结：我的回答虽然意思一样，但为啥和卡片上的不一样呢？而在 Orbit 里，问题更大了。不仅不能编辑卡片答案，而且它们都用你（或 Jose）的词汇表述，而不是我自己的。虽然这看起来是小事，但在查看卡片时确实增加了一些负担。\r\n\r\n>\r\n\r\n> 无法添加和删除卡片。我认为你制作的卡片做得很好，但我仍然发现其中少数卡片对我来说没有意义。例如，有一张关于「关注：」的卡片，我总是答错。通常情况下，我会通过移除这张牌或添加额外的牌，填补我认为阻碍我回答这些卡片的空白来解决这个问题（正如你所建议的那样），但在 Orbit 中我无法这样做，所以我发现自己一直被这些“水蛭”困扰。我发现，老是看到这些“水蛭”，每次都答不上来，复习的心情都给弄差了。\r\n\r\n## 相反的观点\r\n\r\n[NothingIsntTrivial](https://twitter.com/IsntTrivial/status/1355824623405981696)：\r\n\r\n> 我觉得 @Meaningness 的文章（总体上）呼应了我自己的很多想法和经验。我们的「抽象堆栈」可能非常相似。我认为这意味着卡片更容易达到「好」的标准（不太难也不太简单）。答这些问题，更像是延续我已有的一系列思考，而不是深入全新的领域。", + "type": "text/markdown", + "caption": " 助记媒介的读者有时会因作者的用词而感到受阻\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mnemonic medium readers sometimes feel impeded by authors' wording choices" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium review sets create natural breaks in the reading experience.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium review sets create natural breaks in the reading experience.json" new file mode 100644 index 0000000..5f24b82 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic medium review sets create natural breaks in the reading experience.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Mnemonic medium review sets create natural breaks in the reading experience", + "text": "# 助记媒介的复习集使阅读过程产生了自然的中断\r\n\r\n原文：[Mnemonic medium review sets create natural breaks in the reading experience (andymatuschak.org)](https://notes.andymatuschak.org/z4sXBJLQQrFYFUKPE9nrW5gDndYWCPP7Kic)\r\n\r\n[助记媒介卡片穿插在阅读的过程中](https://notes.andymatuschak.org/zE1sr3TTDoEJut4hgai2w6qFUwBYHSkk7no)；在阅读时我注意到，复习集是喜闻乐见的，让人得以喘一口气。部分原因是我知道它们能让我确定自己在对文段进行理解（[材料中嵌入助记媒介卡片能带来安全感](https://notes.andymatuschak.org/z2TCHSDXHpLAH7137LZ5zZjcRVepwtrMVLpk)），还有部分原因是它创造了另一种阅读体验。它打破了长文段，让我从「知新」切换到「温故」。\r\n\r\n[Gary Bernhardt](https://notes.andymatuschak.org/z4S7bk6dvuUUHrBUP58cn94r2zpUFfkBuUU7N), Re: 回头见！ / 草稿：「将知识转化为间隔重复卡片」：\r\n\r\n> 它们打破了连续的文本，我喜欢这种方式。我在阅读过程中会开小差（或者跳出文本？不确定），这也是我在长时间阅读时的常态。不过在这里，每个复习集就是一个标记点，保证我回到文本中。\r\n\r\n相关笔记：\r\n\r\n- [如何给助记媒介的复习集安排间隔？](https://notes.andymatuschak.org/z2HvBwx8Uqr7ErLp28oTuiKebTYy3RaRgv4B7)\r\n\r\n- [Eckhart Tolle 的停顿符号](https://notes.andymatuschak.org/zxRE7XavvhxgY3EkFduYB5B4fnMBknizq52u)", + "type": "text/markdown", + "caption": " 助记媒介的复习集使阅读过程产生了自然的中断\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mnemonic medium review sets create natural breaks in the reading experience" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic texts could be serialized in small sections over time, timed to reader recall.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic texts could be serialized in small sections over time, timed to reader recall.json" new file mode 100644 index 0000000..45108b0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Mnemonic texts could be serialized in small sections over time, timed to reader recall.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Mnemonic texts could be serialized in small sections over time, timed to reader recall", + "text": "# 助记文本可以在一段时间内分小段连载，根据读者的记忆情况排期\r\n\r\n原文：[Mnemonic texts could be serialized in small sections over time, timed to reader recall (andymatuschak.org)](https://notes.andymatuschak.org/zDuEHAJkdvoRuBDxZ6rxcSw9oHTxexywRVt3)\r\n\r\n我们在设计[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)时的一个早期理论是，如果把第一章的内容复习几遍，第二章会更容易理解：[复杂概念很难学习的部分原因是工作记忆容纳不下其组分](https://notes.andymatuschak.org/z6eTZz16YRGs2PyWyc3qe1B9oJ7swmnCU54hZ)。\r\n\r\n更进一步的话：\r\n\r\n1. 写后续章节时，不要当成单独成文的篇章来写，而是对先前章节所叙重点的专门补充。同时可以假定读者已经充分学习了这些材料。\r\n\r\n2. 每章写得短一些，避免工作记忆超负荷；章节之间的分隔可以充当「检查点」，通过检查点后再写新内容。\r\n\r\n3. 向读者建议何时阅读下一章，或是在章节列表里呈现，等着读者阅读，或是主动推送通知给读者。也许可以对后续章节施加限制，只有阅读完必须的章节才可以阅读本章。\r\n\r\n4. 写作时考虑更长的阅读时间轴。如果作者知道，读者读完第一章后，要等待两个月才能读第五章，作者与读者之间的关系可能发生很大改变。（[大众媒介大多缺乏超过一天的创制时间维度](https://notes.andymatuschak.org/z7JZswHPm99BbpTnb7NcP9Rnp8Bs6jsM3zjdv)）\r\n\r\n[Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok) 实现了这些概念中的前三个，其体验也很有策划感：\r\n\r\n1. [Execute Program 的课程假定学习者对先前材料记忆牢固](https://notes.andymatuschak.org/z6KuKVKD8st5c9esCGVtBihTE9iGg9TsX4xe6)\r\n\r\n2. [Execute Program 的课程相当短](https://notes.andymatuschak.org/z5sJuuRv2X1ZeGYPMC8xhyNcQFecBxS1VTuxk)\r\n\r\n3. [Execute Program 的课程只有在你成功复习其前置课程后才会解锁](https://notes.andymatuschak.org/z43GdwxNzaXGvNs7Hdd57UD9KauMxRGbH45r8)\r\n\r\n这是[助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)的一个可能实例，一种[穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)。\r\n\r\n可以联系[渐进阅读](https://notes.andymatuschak.org/z2gZooHVxB8x6EbDSR97Bz1jFMqAqSWSLPnMs)，但作者对不同环节的创作控制更多。", + "type": "text/markdown", + "caption": " 助记文本可以在一段时间内分小段连载，根据读者的记忆情况排期\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mnemonic texts could be serialized in small sections over time, timed to reader recall" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_My implementation of a personal mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_My implementation of a personal mnemonic medium.json" new file mode 100644 index 0000000..854a1d6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_My implementation of a personal mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/My implementation of a personal mnemonic medium", + "text": "# 我的个人助记媒介实现\r\n\r\n原文：[My implementation of a personal mnemonic medium (andymatuschak.org)](https://notes.andymatuschak.org/z4mAF1uBV96r72e4NjLcDaujEyTPGiUQJEj8C)\r\n\r\n我在自己的[笔记系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf)中实现了[助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)的想法。\r\n\r\n这套系统的原理是，不断扫描一组 Markdown 文件，寻找其中所嵌入的卡片（卡片语法见下）。之后这些卡片便属于我的活跃卡片集合。我还实现了一个组件，将这些提取出来的卡片同步到 Anki 中。\r\n\r\n一些包含这一特性的样例笔记：\r\n\r\n- [人类作为信息处理机时的“信道容量”](https://notes.andymatuschak.org/z8iJEzmLdBMoWYtQHkDohDgeWz6UBGm74qEiW)\r\n\r\n- [人类的信道容量随着每个组块的比特量的增加而增加](https://notes.andymatuschak.org/z6ZFtY8UGPaF9uofckBB7HwK62pssJAUg8C91)\r\n\r\n系统的实现请见 https://github.com/andymatuschak/computer-supported-thinking。\r\n\r\n对于正在进行的未处理的想法，见[个人助记媒介](https://notes.andymatuschak.org/Log)\r\n\r\n## 语法\r\n\r\n### 创建典型的双面 SRS 卡片\r\n\r\n> 问：一个量子比特的向量空间有多少维？\r\n\r\n> 答：两维。\r\n\r\n问题和答案之间的空行是可选的。问题和答案目前不能跨越多个段落：包括「问：」或「答：」的段落被提取为问题或答案。\r\n\r\n### 创建挖空卡片\r\n\r\n在散文笔记的上下文中，我发现挖空往往更自然。这段话对应一张挖空卡片，其中有三个空：\r\n\r\n> 一旦激活，服务工作者{执行一次性的启动计算}，然后过渡到{空闲}状态。从这个状态开始，它将处理{获取或消息事件}，直到最终终止。\r\n\r\n挖空卡片会利用填空所在的整段文本。例如，这个两面的卡片相当于从前面的例子中提取的一张卡片：\r\n\r\n> 问：一旦激活，服务工作者 **???** ，然后过渡到空闲状态。从这个状态开始，它将处理获取或消息事件，直到最终终止。\r\n\r\n> 答：一旦激活，服务工作者 **执行一次性的启动计算** ，然后过渡到空闲状态。从这个状态开始，它将处理获取或消息事件，直到最终终止。\r\n\r\n### 幂等性和唯一标识\r\n\r\n这个系统的目的是实现幂等性。也就是说：你可以不断地修改你的笔记文件，它也会相应地跟踪变化。当你改变你的笔记时，系统会保持你所有嵌入卡片的 SRS 状态，除了你直接编辑过的卡片。\r\n\r\n更确切地说，嵌入的卡片有 **唯一标识** 。你可以修改卡片周围的笔记，甚至把卡片移到一条新的笔记中，而你的复习历史将被保留下来。但是如果你修改了一张卡片的文本，它将被视为一张新卡片，而你的复习历史将不会从旧卡片中迁移过来。这是因为这个系统是基于简易的纯文本文件，它没有足够的语义结构来明确说明一个给定的修改是代表一张新卡片还是一张旧卡片的修改。要解决这个问题，需要引入启发式方法或额外的标识。\r\n\r\n双面卡片的标识是由其问题和答案文本的哈希值得出的。挖空卡片的标识是由其包含段落的哈希值得出的。\r\n\r\n虽然如果你在笔记文件之间移动卡片，系统会很高兴地跟踪它们，但如果相同的卡片出现在多个笔记文件中，其行为就无法定义。", + "type": "text/markdown", + "caption": " 我的个人助记媒介实现\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "My implementation of a personal mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Simple application prompts can be presented the same way as recall prompts in the mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Simple application prompts can be presented the same way as recall prompts in the mnemonic medium.json" new file mode 100644 index 0000000..77aef4a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Simple application prompts can be presented the same way as recall prompts in the mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Simple application prompts can be presented the same way as recall prompts in the mnemonic medium", + "text": "# 助记媒介中简单的应用卡可以和回忆卡以同样的方式呈现\r\n\r\n原文：[Simple application prompts can be presented the same way as recall prompts in the mnemonic medium (andymatuschak.org)](https://notes.andymatuschak.org/z7G53bg3it1M673EPpYfNfufbzyRqqKBkt3oZ)\r\n\r\n[助记媒介可以通过简单的应用卡帮助读者应用他们所学的知识](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)。这种卡片与我们现有的回忆卡有许多共同的特点：\r\n\r\n- 应用卡可以在 <20 秒内回答\r\n\r\n- 不会让人感到非常费力\r\n\r\n- 可以自主评分\r\n\r\n- 二元评分可能就足够了 \r\n\r\n- 两种卡片都可以从[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)中受益（尽管可能有不同的时间排期）\r\n\r\n- 「进步」可以合理地描述为「不断正确作答，而且无需学习的时间间隔越来越长」\r\n\r\n- 虽然[应用卡在重复时应发生变化](https://notes.andymatuschak.org/z7hqxNNJkeS2eta2eVaUx7cGB27axq2bw3h2y)，但这些变化可以合理地归纳为一个「卡片」/「练习」实体，随着其组分的不断完善而累积进步。\r\n\r\n - 需要注意的是，这要求变体能够相互替代——能在概念上测量相同的隐藏变量。\r\n\r\n- 单张卡片不会特别有用，但在几十张卡片上进步将对学习很有意义\r\n\r\n- 两种卡片都受益于洗牌和分组（同样，可能有不同的参数）\r\n\r\n由于这些问题类型的经验有很多重合之处，记忆卡片的设计问题的解决方案通常也适用于简单应用卡的设计问题。这表明，在现有的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的复习中，几乎不用调整就能呈现简单的应用卡。\r\n\r\n## 应用卡与回忆卡的功能差异\r\n\r\n从系统的角度来看，应用卡与回忆卡在几个方面的有所不同：\r\n\r\n- 系统每次都应提出不同的问题/答案对（[应用卡在重复时应发生变化](https://notes.andymatuschak.org/z7hqxNNJkeS2eta2eVaUx7cGB27axq2bw3h2y)），归入一个「卡片」/「练习」实体中，以累积进度。\r\n\r\n- 这样的卡片有时需要对答案进行解释。但解释不是答案的「一部分」：读者应该明白，如果他们用不同的方式找到答案，并不意味着他们的答案是不正确的。\r\n\r\n- 如果读者未能回答一张应用卡，他们不应该被要求在同一个复习环节中重试同一张卡片。为了保持变化，再次尝试时需要显示一个不同的问题。但这要么会给助记媒介作者带来更重的负担，要么会使变化的周期更快。与此相关的是：除非分组的「卡片」/「练习」实体被赋予自己明确的身份，否则读者很可能将重试的卡片理解为另外一个单独的问题，而不是一次重新尝试先前问题的机会。\r\n\r\n这些差异都不是非常显著。\r\n\r\n## 对助记媒介的叙事意义\r\n\r\n虽然功能上的差异相对较小，但这些卡片迫使我们改变对[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的描述方式，改变我们安排行动的方式，以及对进展的叙述，等等。\r\n\r\n在实践中，这意味着：\r\n\r\n- 将「几乎毫不费力地记住你所读的内容」修改为「几乎毫不费力地记住并应用你所读的内容」\r\n\r\n- 在读者回答中使用更通用的措辞，例如：\r\n\r\n - 「你记得」->「你能够回答」\r\n\r\n - 「记住」->「正确回答」\r\n\r\n - 「加强对材料的记忆」->「加强对材料的掌握」\r\n\r\n - 等。", + "type": "text/markdown", + "caption": " 助记媒介中简单的应用卡可以和回忆卡以同样的方式呈现\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Simple application prompts can be presented the same way as recall prompts in the mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Substantive examples of the mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Substantive examples of the mnemonic medium.json" new file mode 100644 index 0000000..ec479a5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Substantive examples of the mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Substantive examples of the mnemonic medium", + "text": "# 助记媒介的实例\r\n\r\n原文：[Substantive examples of the mnemonic medium (andymatuschak.org)](https://notes.andymatuschak.org/zDmYvwSyN9YRv5HgDYwX19C28jC9qZ5qiMJ)\r\n\r\n- 《[量子国度](https://quantum.country/)》\r\n\r\n- 使用 [Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o) 编写：\r\n\r\n - 《[如何写好出好卡片](https://andymatuschak.org/prompts/)》作者：我\r\n\r\n - 《[地图，领土和元理性](https://metarationality.com/maps-and-territory)》作者：[David Chapman](https://notes.andymatuschak.org/z29Uv6CnK2xSy3nivekQwMMXW2jwzd4yQWbN)\r\n\r\n - 《[普朗克是对的吗？衰老对科学家生产力的影响](https://nintil.com/age-and-science/)》作者：[Jose Luis Ricon Fernandez de la Puente](https://notes.andymatuschak.org/zAxicVEnF4ZKani8m5LXHYRDDvrZctBvWYV)\r\n\r\n - （XXX 的本科微观经济学课程，私有）\r\n\r\n - （XXX 本科线性电路理论课程，私有）\r\n\r\n- 基于别人建立的系统：\r\n\r\n - 《[曙光指南](https://dawnguide.com/home)》作者：Mispy（定制实现）\r\n\r\n - [Soren Bjornstad](https://notes.andymatuschak.org/zzfor7LXCY9JBRjFmMaeLw5zV69GM2dSDQA) 即将出版的 TiddlyWiki 图书（以 TiddlyWiki 为中心的新实现）\r\n\r\n - 《[Think Saver](https://notes.andymatuschak.org/zBM4qbJhN1XA4wBpDCj2fonXiz4sgQFe4YR)》\r\n\r\n - https://www.lesswrong.com/posts/JgBBuDf5uZHmpEMDs/how-you-can-gain-self-control-without-self-control\r\n\r\n## 更远的地方\r\n\r\n[Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok) 与此有关，因为它也是一个带有嵌入间隔重复功能的交流媒介的例子，但是它与其他媒介之间的区别要比其他媒介之间的区别大得多。\r\n\r\n[Chessable MoveTrainer](https://notes.andymatuschak.org/z8MgFD7B7QRqqGZXsJqeGpm5PJhroPwb6BW2V) 同样是一种集成的教学媒介和间隔重复系统，改编自国际象棋训练文本。", + "type": "text/markdown", + "caption": " 助记媒介的实例\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Substantive examples of the mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The initial mnemonic medium is implicitly authoritarian in premise.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The initial mnemonic medium is implicitly authoritarian in premise.json" new file mode 100644 index 0000000..1a27f27 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The initial mnemonic medium is implicitly authoritarian in premise.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The initial mnemonic medium is implicitly authoritarian in premise", + "text": "# 最初的助记媒介在前提上隐含着专制\r\n\r\n原文：[The initial mnemonic medium is implicitly authoritarian in premise (andymatuschak.org)](https://notes.andymatuschak.org/z2SaePptX2K1sudevrMYrjaqP7ZBRLs82iSv)\r\n\r\n在[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)（和 [Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o) 的初始版本）中介绍的[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)，要求读者将自己与作者紧密联系在一起，以呈现的形式记住他们的所有要点。这是一个重要的要求，只有当读者愿意完全尊重作者的权威时，这一要求才有意义，不仅是在内容的细节上，而且在什么值得（反复）关注的问题上也是如此。\r\n\r\n机械地：\r\n\r\n- 希望读者与所有问题互动：\r\n\r\n - 你不能在集合中间跳过问题（只能跳过整个集合）\r\n\r\n - 问题一旦被「收集」，你将无法删除或取消该问题\r\n\r\n - 进度机制假设你试图收集所有的问题，如果你不这样做，就会“惩罚”你\r\n\r\n- 问题不可修改\r\n\r\n - 读者不能添加自己的问题，也不能将问题与自己的想法联系起来\r\n\r\n这是一个强有力的立场，当这真的是读者的立场时-也许他们真的想坐在作者的脚下，深饮他们在这个主题上所知道的一切（如 [Gary Wolf](https://notes.andymatuschak.org/z8c94DJuxLozNB416EfNat4aRbppdHF1iGzd6) 所暗示的那样，这是一种加强师生联系的机制）。但这不是我通常想要采取的立场，我认为大多数人也是如此。\r\n\r\n作为一名读者，我「确实」想要一种能够支持作者尽可能强烈地表达观点的媒介。我想（可以选择）确切地了解他们认为什么是重要的，以及他们对材料的看法有多具体。但我（通常）不想被这种结构「束缚」。我希望我收集的卡片感觉在我的控制之下。关于这一点的更多信息：[助记媒介应该让读者对他们收集的卡片进行控制](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)。\r\n\r\n实际上，对于作者来说，很难写出一篇与这种权威相兼容的文本：[助记媒介的读者有时会因作者的措辞选择而感到受阻](https://notes.andymatuschak.org/zMFKJdtNGpucVUcitRVJiMxfyoNY4A4c2Bd)。但我认为处理这一问题的正确方法不是让读者在不喜欢问题措辞时使用「活门」。我认为我们应该在概念层面上降低媒介的权威性。\r\n\r\n## 参考资料\r\n\r\n- Gary Wolf 在 2021-07-10 发送给我的，有关严肃使用场景的电子邮件\r\n\r\n - Gary 指出，在一个大多数人都在谈论学习独立的重要性的时代，我们建立了一种「权威工具」，这是「很好的反文化」。\r\n\r\n - 他建议，作为一个「狂热者和追随者」这样做可能是有意义的，以加深与作者的联系，涉及一些「最重要的、往往没有支持的文化传播和创新机制」。\r\n\r\n - 这相当引人注目且有创意，但我不认为这是我想做的！", + "type": "text/markdown", + "caption": " 最初的助记媒介在前提上隐含着专制\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The initial mnemonic medium is implicitly authoritarian in premise" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be adapted to author an experience which unfolds over time.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be adapted to author an experience which unfolds over time.json" new file mode 100644 index 0000000..27f8c65 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be adapted to author an experience which unfolds over time.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium can be adapted to author an experience which unfolds over time", + "text": "# 助记媒介可调整为将创制经验逐步展开的形式\r\n\r\n原文：[The mnemonic medium can be adapted to author an experience which unfolds over time (andymatuschak.org)](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)\r\n\r\n[助记媒介使读者持续接触材料](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)。这意味着[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)中的文本——尤其是卡片——的编写不仅要考虑初次的阅读环节，也要兼顾后续几周乃至几个月中理解和吸收的需求（[穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)）。\r\n\r\n作为作者，我认为[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)这一最早的助记媒介实例，没有过多考虑这方面。读者每次复习时看到的都是相同的材料。就这些材料的变化性而言（例如通过[应用卡片在重复时应有所不同](https://notes.andymatuschak.org/z7hqxNNJkeS2eta2eVaUx7cGB27axq2bw3h2y)），其演进并没有特别考虑到时间跨度。\r\n\r\n在助记媒介创造的情境中，读者反复回顾作者的材料。因此，将作者的创制经历随着时间的推移逐渐展现给读者，应当是可以实现的。这在传统媒介中是不寻常的：[传统媒介大多缺乏超过一天的创制时间维度](https://notes.andymatuschak.org/z7JZswHPm99BbpTnb7NcP9Rnp8Bs6jsM3zjdv)\r\n\r\n一个简单的例子是，随着时间的推移逐渐增加更多的整体性、综合性问题。另一个例子是，随着时间的推移解锁作者的新段落，在复习环节或复习通知中呈现（如 [Execute Program* 的课程在你成功复习其前置知识之前不会解锁](https://notes.andymatuschak.org/z43GdwxNzaXGvNs7Hdd57UD9KauMxRGbH45r8)；但请注意：[高效的复习安排与有门槛的课程序列相矛盾](https://notes.andymatuschak.org/z7MWDLQ7ni6kp4ziDawQG1xYC9Um741WsUQ4h)）（译注：[Execute Program](https://www.executeprogram.com) 是一个编程学习网站。）\r\n\r\n另一种方法是：我们把「已记忆 5 天」称为「级别 2」，「已记忆 2 周」称为「级别 3」，以此类推；然后作者可以要求，读者必须在「BOSS 战」中取得成功，才能算作完成一个级别。这样的方法可能适合耗时较长的任务，比如针对一张特定卡片，写长度为一段的回复。\r\n\r\n还有一种方法是：[助记文本可以在一段时间内分段连载，根据读者的记忆情况排期](https://notes.andymatuschak.org/zDuEHAJkdvoRuBDxZ6rxcSw9oHTxexywRVt3)", + "type": "text/markdown", + "caption": " 助记媒介可调整为将创制经验逐步展开的形式\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium can be adapted to author an experience which unfolds over time" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be extended to one's personal notes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be extended to one's personal notes.json" new file mode 100644 index 0000000..e9537b2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can be extended to one's personal notes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium can be extended to one's personal notes", + "text": "# 助记媒介可以扩展到个人笔记上\r\n\r\n原文：[The mnemonic medium can be extended to one’s personal notes (andymatuschak.org)](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)\r\n\r\n使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的过程中，你会写笔记来记录你所学习、观察和思考的内容。不幸的是，[现有的间隔重复系统不鼓励常青笔记](https://notes.andymatuschak.org/zZuqUv3XNEFsimMmHszLF87Pr5vTraLjL5Y)。记忆系统对于记住所写内容并持续琢磨很有帮助，但对于基于想法进一步思考并无太大功效。[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)系统有助于逐步完善想法，但对于记住这些笔记并持续琢磨没有太大用处（除了[常青笔记的维护近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)的效果之外）。因此，你陷入了一个困局，要么在两个不同的系统中混乱地重复劳动，要么放弃其中某一个系统的好处。\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)针对散文解决了这个问题。[间隔重复卡片通常是原子化的，而助记媒介为其赋予结构](https://notes.andymatuschak.org/z5YjgWTaYfhWLrEbysgmDfFRcZ1yxgLeBeZac)。我们可以如法炮制，在个人的笔记系统内部，就地为间隔重复卡片赋予结构。我们可以将其称为{ **个人助记媒介** }。\r\n\r\n例如，想象一下在个人笔记中{用大括号包裹一段内容}，即可创建{挖空}卡片。\r\n\r\n或者像这样制作传统的双面卡片：\r\n\r\n问：如果一个人只在 Anki 中做笔记，他可能会遇到什么重大限制？\r\n\r\n答：（例如，在写笔记时难以偶遇惊喜，没有办法轻松地逐步完善笔记，笔记之间的联系有限，难以「通读」某个主题下的笔记，等等）\r\n\r\n- [Anki 下「草创」卡片和修订卡片比较困难](https://notes.andymatuschak.org/z5tAH4GmnBiQ45M9DZSNSwp4tMWa3u5bgyKrY)\r\n\r\n## 实现\r\n\r\n这个想法的类似版本有以下几个实现：\r\n\r\n- 外部 SRS 导入器\r\n\r\n - [我的个人助记媒介实现](https://notes.andymatuschak.org/z4mAF1uBV96r72e4NjLcDaujEyTPGiUQJEj8C)\r\n\r\n - [Obisidan *to* Anki](https://github.com/Pseudonium/Obsidian_to_Anki)。需要手动完成一些步骤。\r\n\r\n - [Ankify](https://github.com/kangruixiang/Ankify)，需要手动完成一些步骤——不适合后台自动运行。\r\n\r\n- 使用软件集成的 SRS\r\n\r\n - [RemNote](https://notes.andymatuschak.org/z6jecLFTkHG5MCFDvhwsd2p8YWykaHr6ZkHTi)，一个日益完善的网络应用程序\r\n\r\n - [Mochi](https://notes.andymatuschak.org/zxAXSEQidXeYW2XFBj9ftGxz1kTNtV4fXjhZ)，其互动淡化写散文笔记\r\n\r\n - [org-fc](https://www.leonrische.me/fc/index.html)， org-mode 的不错实现\r\n\r\n - [TiddlyRemember](https://github.com/sobjornstad/TiddlyRemember)，使用一些自定义标记与 TiddlyWiki 同步；需要手动同步，[Soren Bjornstad](https://notes.andymatuschak.org/zzfor7LXCY9JBRjFmMaeLw5zV69GM2dSDQA) 编写\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nNielsen, M. (2018). *Augmenting Long-term Memory*. http://augmentingcognition.com/ltm.html\r\n\r\n> 我开始识别开放问题，这些问题是我希望得到答案，但似乎尚未被解答的。我发现了一些充满可能性的技巧和观察，但我还不知道其重要性。有时，我还发现我自认为是整个领域的盲点。我也会在 Anki 中对所有这些内容设问。于是 Anki 成为支持我创造性研究的媒介。此时 Anki 暴露出一些缺点，因为 Anki 设计时并没有考虑到支持创造性工作——比如说， 对于草稿空间中长时间的自由探索活动，Anki 先天不足。", + "type": "text/markdown", + "caption": " 助记媒介可以扩展到个人笔记上\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium can be extended to one's personal notes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can help readers apply what theyve learned through simple application prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can help readers apply what theyve learned through simple application prompts.json" new file mode 100644 index 0000000..b83bd1c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium can help readers apply what theyve learned through simple application prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium can help readers apply what theyve learned through simple application prompts", + "text": "# 助记媒介可以通过简单的应用卡片帮助读者应用他们所学的知识\r\n\r\n原文：[The mnemonic medium can help readers apply what they’ve learned through simple application prompts](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)帮助读者记住他们所读内容的具体细节，但许多读者本能地感到，他们的记忆可能过于僵化——仅限于鹦鹉学舌地记住熟悉问题的答案。他们有这样的直觉，即真正的理解比这更加灵活，应该可以应用于新的情况 (即[迁移学习](https://notes.andymatuschak.org/z2hEyCHQpB6UV8z4mYvto7FJud4zWVqZqfxJZ))。许多读者说他知道，如果他们能将理解应用起来，他们才真正理解某项知识，无论是实践应用还是社会上应用。\r\n\r\n为了 **真正** 让理解能运用起来，也就是创造一个类似[赋能环境着重于环境所赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)中描述的环境——我们需要创造 [The Primer++](https://notes.andymatuschak.org/z2LSeViHDq9uQaPzrQvUgqsotZTKRgBZMm24x)。但我们已经知道[间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)，所以我们可以沿着这个思路，在助记媒介中包含一些简单的问题，要求读者在 **陌生** 情景中 **综合** 运用所学。这样的问题有助于读者提高灵活性，增强对其知识的自信心。应用型问题能显著增进助记媒介对理解的积极作用。\r\n\r\n例如，除了要求读者回忆量子 `X` 门的矩阵表示外，我们还可以要求读者 **应用** 这一知识，如计算 `X` 门应用于 `(|0>-|1>)/sqrt(2)` 时量子线路的输出。然后下一次，我们可能会问读者 `X(0.8|0> + 0.6|1>)是多少?`：[应用卡片在重复时应有所不同](https://notes.andymatuschak.org/z7hqxNNJkeS2eta2eVaUx7cGB27axq2bw3h2y)。\r\n\r\n这种问题之所以好，部分原因是它和你所记忆的知识非常接近。不需要制定解题策略，不必判断哪些步骤要执行，而要执行的步骤本身也较为容易；也不必将很多细节用全新的方式组合起来。\r\n\r\n我们在[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm) 中《量子力学提炼》这篇文章里部署了应用卡片。到目前为止，我们发现了：\r\n\r\n- [助记媒介中简单的应用卡片可以和回忆卡片以一样的方式呈现](https://notes.andymatuschak.org/z7G53bg3it1M673EPpYfNfufbzyRqqKBkt3oZ)\r\n\r\n- [应用卡片比回忆卡片更难写](https://notes.andymatuschak.org/z4YSChiU5SF8RmWSGg5J5WB9adFVKskdWpPgd)\r\n\r\n- [关于应用卡片的用户研究](https://notes.andymatuschak.org/z5C7m88Xd2UJYHRDfAdrt6bKKiqobsUTB17LN)\r\n\r\n一些这个想法更复杂的变化：\r\n\r\n- [应用卡片可以系统地将文本中细节组合后测试](https://notes.andymatuschak.org/z7Q8jLAc1dPR5jvkHTDaw372j4bmmyWnwxmyr)\r\n\r\n- [助记媒介可以包含卡片来支持近迁移](https://notes.andymatuschak.org/z6MSrv4m23Z41Gwic6ts3i7Hiy63hdNKH8MbZ)\r\n\r\n一些问题：\r\n\r\n- [助记媒介中应用卡片在多大程度上可以取代回忆卡片？](https://notes.andymatuschak.org/z3ERHM3aC9jCyTR5KpgxTAyXf7kNSkG57SqrR)\r\n\r\n- [应用卡片是否应与回忆卡片有视觉区分？](https://notes.andymatuschak.org/z6qUMYjTcAjrxBuESEM248WdiSBWxrc1ocm6z)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与迈克尔-尼尔森的对话，2019-12-30\r\n\r\n与迈克尔-尼尔森的对话，2020-01-01", + "type": "text/markdown", + "caption": " 助记媒介可以通过简单的应用卡片帮助读者应用他们所学的知识\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium can help readers apply what theyve learned through simple application prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium could include prompts which support near transfer.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium could include prompts which support near transfer.json" new file mode 100644 index 0000000..39c2a03 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium could include prompts which support near transfer.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium could include prompts which support near transfer", + "text": "# 助记媒介可以包含一些辅助近迁移的卡片\r\n\r\n原文：[The mnemonic medium could include prompts which support near transfer (andymatuschak.org)](https://notes.andymatuschak.org/z6MSrv4m23Z41Gwic6ts3i7Hiy63hdNKH8MbZ)\r\n\r\n[助记媒介可以帮助读者通过简单的应用卡片应用他们所学的知识](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)中描述的方法，让读者将阅读所得的知识应用在简单机械的场景，从而增进他们的自信心。不过，要形成更灵活的理解，读者需身处不熟悉的情境之中也能创造性地应用他们所学的知识（[提取练习和迁移学习](https://notes.andymatuschak.org/z2a8QGPfUmdLCVokLaegNzmaU6ehC58CUtYi)）。\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)可以包含要求「近迁移」的卡片：卡片上的任务似乎不熟悉，但其实想明白需要迁移哪些熟悉的知识/步骤就可以了（之后就是一马平川）。\r\n\r\n例如以下问题：\r\n\r\n```\r\n\r\n这个电路中空缺的门是什么？\r\n\r\n\t|0> —> [?] —> Y —> -i|0>\r\n\r\n```\r\n\r\n类似这样的问题当然可以写很多，但这样似乎就有些南辕北辙。这些问题的根本目的，就是要让人迁移知识，在不太熟悉的情境中运用起来。可以写一个不太一样的变体：\r\n\r\n```\r\n\r\n如何用基本门将 |1> 转化为 |+> ？\r\n\r\n```\r\n\r\n这样的问题做得越多，你越擅长完成填补空缺的电路门这一类题目，但我觉得你迁移知识应用于陌生情境的能力没有提高。\r\n\r\n有许多「近迁移」的任务可以满足[助记媒介中简单的应用卡片可以和回忆卡片以一样的方式呈现](https://notes.andymatuschak.org/z7G53bg3it1M673EPpYfNfufbzyRqqKBkt3oZ)中描述的许多假设，但他们可能会想要一个不同的机制。在这些问题上，重复的作用是不同的：对于应用卡片，重复的变化建立了对单一技能的熟悉；对于近迁移的卡片，根据定义，不同卡片必须是不可互相替换的。\r\n\r\n一种方法是把这些问题看成是「BOSS 战」。读完文章之后，你要回答几个「BOSS 战」类型的问题，在每次复习时......但每次的问题都不同。也许有一组 20-30 个或其他问题。如果你做对了一个，就没有必要再重复其他题目。如果你做错了，这组中的其他问题过几个月又会出现，希望你已经忘记了。\r\n\r\n上文举出了[助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)的一种办法。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nWiggins, G. P., & McTighe, J. (2005). *Understanding by design*.", + "type": "text/markdown", + "caption": " 助记媒介可以包含一些辅助近迁移的卡片\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium could include prompts which support near transfer" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium is particularly valuable for platform knowledge.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium is particularly valuable for platform knowledge.json" new file mode 100644 index 0000000..ec2d318 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium is particularly valuable for platform knowledge.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium is particularly valuable for platform knowledge", + "text": "# 助记媒介对于平台知识特别有价值\r\n\r\n原文：[The mnemonic medium is particularly valuable for platform knowledge (andymatuschak.org)](https://notes.andymatuschak.org/z2bwNMKjXjzp9tGrK6Hm7PXpoEeNAG9M65JW6)\r\n\r\n我们还不知道不同种类的内容在[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)上的表现如何。但是有种类型的知识似乎特别受益于这种媒介，那就是「平台知识」。即那些可以用来支持很多后续活动的基础材料，比如[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)。在这种情况下，记忆系统的日常开销更有可能值得支付。\r\n\r\n在某些领域，如果不熟练掌握一些平台知识，实际上可能无法学习更复杂的概念：[复杂的概念可能很难学习，部分原因是工作记忆容纳不下其组分](https://notes.andymatuschak.org/z6eTZz16YRGs2PyWyc3qe1B9oJ7swmnCU54hZ)。\r\n\r\n在其他领域，比如气候科学，少量的平台知识可以让人们用模型而不是直觉来思考。\r\n\r\n更有意思的是：[平台知识帮助非从业者放大好点子](https://notes.andymatuschak.org/zUp2QEWS4i1En8vm44WPR3g7ZQzQiNqUXpQN)\r\n\r\n------\r\n\r\n问：为什么量子国度是值得用助记媒介学习的高性价比材料？\r\n\r\n答：它是「平台知识」：很多其他材料都依赖于它。\r\n\r\n问：为什么助记媒介用于平台知识特别有价值？\r\n\r\n答：学习的额外「成本」得到了更充分的回报。\r\n\r\n问：为什么用助记媒介写一篇典型的博客帖子时，成本/收益比可能很差？\r\n\r\n答：大多数博客帖子都不是「平台知识」：读者不会有意义地建立在这些知识的基础上。", + "type": "text/markdown", + "caption": " 助记媒介对于平台知识特别有价值\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium is particularly valuable for platform knowledge" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium keeps readers in contact with material over time.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium keeps readers in contact with material over time.json" new file mode 100644 index 0000000..0f7c6dc --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium keeps readers in contact with material over time.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium keeps readers in contact with material over time", + "text": "# 助记媒介使读者长久与材料保持联系\r\n\r\n原文：[The mnemonic medium keeps readers in contact with material over time (andymatuschak.org)](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)\r\n\r\n除了对记忆的影响，[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的读者通过复习环节与他们所读的内容保持不断发展的联系。相较于读过一次后可能再也不去回想读过的内容，复习环节使得读者反复回顾。这是一种[穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)。\r\n\r\n随着时间的推移，这种联系会有怎样的效果？\r\n\r\n- 我认为读者与文本的关系，以沿某种有意义的方式发生了改变。因为你被强制要求在一段时间内反复思考这些材料，所以更容易被认为是，比如说，一个正在思考量子计算的人——而不仅仅是读过一次量子计算文章的人。\r\n\r\n- 它制造了一个机会，让概念间可能产生自发的联系。「哦，对了，再次看到这个卡片让我想起......」在复习环节中，读者脑海中的这些材料得以「刷新」，这种效果可能会超越复习环节——读者在其他情境中或许会碰撞出偶然的联系。\r\n\r\n- 特别是，如果是为了反思总结写卡，上文的效果就可能产生这么一个机会，人们会随着时间的推移，逐渐在更深的层次上思考这些材料。例如，一个旨在帮助你反思自己设计实践的卡片，在第一天和第一千天的作用差别可能很大。(参见[间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX))\r\n\r\n- 一个不同的角度：[间隔重复系统充当教义问答](https://notes.andymatuschak.org/z39D31syJUE1gtNTREogSZiG6LDSuwygN5NDt)\r\n\r\n超越简单的联系：[助记媒介可调整为将创制经验逐步展开的形式](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)。\r\n\r\n[Readwise](https://notes.andymatuschak.org/z2ewMN8Hzd8gt4qyfQV1ognJ5PQs3CXxDfCJ) 试图通过更加被动的参与产生类似的效果。", + "type": "text/markdown", + "caption": " 助记媒介使读者长久与材料保持联系\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium keeps readers in contact with material over time" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may help scaffold prompt-writing through author-provided prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may help scaffold prompt-writing through author-provided prompts.json" new file mode 100644 index 0000000..8fd415c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may help scaffold prompt-writing through author-provided prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium may help scaffold prompt-writing through author-provided prompts", + "text": "# 助记媒介可能通过提供作者创作的卡片来辅助卡片编写\r\n\r\n原文：[The mnemonic medium may help scaffold prompt-writing through author-provided prompts](https://notes.andymatuschak.org/z4j3bcyJfBzGdpEoQje9gaVeECfsZFgMEhBNL)\r\n\r\n[助记媒介提供专家编写的卡片来消除编写卡片的负担](https://notes.andymatuschak.org/The_mnemonic_medium_supplies_expert-authored_prompts_to_remove_the_burden_of_prompt-writing)，这有助于缓解[写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)的问题。但是，助记媒介嵌入这些卡片，同样能够帮助那些想要亲自编写卡片的读者。他们可以看到专家编写的卡片，从而将其用作自己卡片的模板。\r\n\r\n几位[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)的读者告诉我们，他们在阅读《量子国度》之前尝试过使用 Anki，但是放弃了，不过现在他们对编写卡片的方法有了更清晰的头绪，便又拾起来 Anki 了。\r\n\r\n一种更主动的变体：[嵌入卡片模板可以主动辅助助记媒介读者编写卡片](https://notes.andymatuschak.org/z2GSNFzS3TRYHW1UGQhay6Y4J16BVRSwsjWZ)\r\n\r\n## 用户对这种效果的反馈\r\n\r\n[Giacomo Randazzo 谈量子国度的影响](https://notes.andymatuschak.org/z3CeV4YuXgZEJmQQ9mw6B3FV5zkJRjHu14CQc)/[2020-03-28](https://notes.andymatuschak.org/2020-03-28)：\r\n\r\n> 「量子国度系列对提升我的 Anki 技巧非常有帮助。里面的抽认卡都是经过深思熟虑的，还融入了一些想法，有利于在刚上手材料时，挖掘出不算显然的问题与答案做成卡片。作者是逐步引入这些想法的，值得赞赏。如果你数学背景知识足够，而且想要学习如何有效使用间隔重复软件，我认为花时间看完整个量子国度系列是非常有价值的！」[[来源1](https://twitter.com/RAN3000/status/1243906206592311296)，[来源2](https://twitter.com/RAN3000/status/1243906209679376386)]\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. 和 Nielsen, M. (2019年10月). 我们怎样才能开发出变革性的思维工具？https://numinous.productions/ttft\r\n\r\n> …编写优质卡片是一项难以掌握的技能，用户自己做的卡片可能质量很低，因此如果能提供更高质量的卡片，便能弥补用户没有制作卡片的损失。以后用户自编卡片必要性这个问题，值得深入研究，既要更严谨地论证说明，又要探寻如何获得主动编写卡片的好处。", + "type": "text/markdown", + "caption": " 助记媒介可能通过提供作者创作的卡片来辅助卡片编写\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium may help scaffold prompt-writing through author-provided prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may push readers to read more slowly and attentively.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may push readers to read more slowly and attentively.json" new file mode 100644 index 0000000..6b4e205 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium may push readers to read more slowly and attentively.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium may push readers to read more slowly and attentively", + "text": "# 助记媒介可能会促使读者更缓慢、更专心地阅读\r\n\r\n原文：[The mnemonic medium may push readers to read more slowly and attentively (andymatuschak.org)](https://notes.andymatuschak.org/z7W1Zr7wEGptA3bFYwwaPbCFLBo54xXmQLQdK)\r\n\r\n[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)的读者在采访中用不同方式告诉我们，嵌入的问题（[助记媒介卡片穿插在阅读过程中](https://notes.andymatuschak.org/zE1sr3TTDoEJut4hgai2w6qFUwBYHSkk7no)）促使他们更仔细地阅读，或帮助他们注意到走神的情况。撇开卡片对记忆的直接影响不谈，[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)中添加的问题，可能只是帮助读者在阅读时放慢脚步，并专注于所读内容。[理解概念需与其尽力较量](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)，所以助记媒介的这种效果可能会让读者理解更深刻。\r\n\r\n复习区还让阅读自然地停顿，有点类似于 [Eckhart Tolle 的停顿符号](https://notes.andymatuschak.org/zxRE7XavvhxgY3EkFduYB5B4fnMBknizq52u)，但复习区不比停顿符号具有反思性。相关的：[助记媒介复习集使阅读过程产生了自然的中断](https://notes.andymatuschak.org/z4sXBJLQQrFYFUKPE9nrW5gDndYWCPP7Kic)\r\n\r\n对于同一篇文章，比较嵌入问题的版本，和没有嵌入问题的版本的阅读时间，估计会很有趣。嵌入问题版本的阅读时间需要排除思考问题的时间。应用上眼球追踪数据也许很有用。\r\n\r\n相关笔记：[大多数解释型媒体对参与者提出了沉重的元认知要求](https://notes.andymatuschak.org/z2T1wfESQC8moFh2Er4pHkHxkm3SoSzVvBsEo)", + "type": "text/markdown", + "caption": " 助记媒介可能会促使读者更缓慢、更专心地阅读\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium may push readers to read more slowly and attentively" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where learning is in service of some meaningful use.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where learning is in service of some meaningful use.json" new file mode 100644 index 0000000..68e3f11 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where learning is in service of some meaningful use.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium should be developed in a context where learning is in service of some meaningful use", + "text": "# 助记媒介应该为那些服务于有意义的使用的学习而开发\r\n\r\n原文：[The mnemonic medium should be developed in a context where learning is in service of some meaningful use (andymatuschak.org)](https://notes.andymatuschak.org/zaChVThdkmrnkr3mHEe7U61CP5QzorRFvKeC)\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)最明显的应用就是正式的教育环境。它可能可以帮助学生更快、更可靠地学习。但我担心，在这种情境下开发助记媒介会迅速扭曲它的目标：[赋能环境的活动直接服务于内在意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)。它很容易成为准备考试和被动学习的附庸，而不是像我希望的那样，成为一个服务有意义的创造性项目的个人赋能工具。\r\n\r\n当然，我能想象到，如果这个媒介是成功的，人们会用它来更容易地通过考试。但如果让它的开发被这种使用案例驱动，那将是一个错误：这可能会最终产生一个帮助人们通过考试的媒介，但并没有创造有意义的赋能。([助记媒介的目标要比回忆率这个误导性的名称更有意义](https://notes.andymatuschak.org/zf7eeRUmfPxu7xHJ3QYQqhcXYrjWg1yhjTB)，如果我们基于——媒介如何更好的服务读者意义的真正来源——来研究，我们最终会得到一些本质上不同的东西。这里有一个[路径依赖](https://notes.andymatuschak.org/z7HtHu8wACS89phSe3zEHiHmX5PuuzCNsZhxX)的问题。\r\n\r\nAlan Kay 说：「我不觉得你可以从『文本』或『编程』开始并走得很远。我认为总是最好有一些你想做得更好的重大事情——最终这些事情会为需要发明的帮助做这些事情的各种媒体（包括『语言』）提供线索」（[Bret Victor's 2021-06-14 回复我关于研究-背景匹配的电子邮件](https://notes.andymatuschak.org/zTsykmF3t4cZqqctk8MS8sz3i7JTyvfAp7m)）。同样在这里，我不认为人们可以从抽象意义上的「学习」开始并走得很远（参见[教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)）。\r\n\r\n这一观察使我对助记媒介的几个可能的背景类型感到犹豫：\r\n\r\n- 正式教育环境（见上文的讨论，以及[助记媒介应该在即时学习环境中发展，而不是在预备学习环境中](https://notes.andymatuschak.org/z8YQjYjBnEae9U9ySaywQ5AKyb3fHg7jRdcrz)）\r\n\r\n- 与 [Grant Sanderson](https://notes.andymatuschak.org/z85PiaMmkorcaUaKukXLyhR7bn7GhVeo22h8T) 和类似创作者的合作：这些作品的观众往往由好奇心驱动，而不是一些有意义的使用（另见[量子国度的读者大多由好奇心而非严肃的使用背景驱动](https://notes.andymatuschak.org/z2H5RGWnopXncUwLjHA83hhB2vw57sr7MVDe)）\r\n\r\n- 参与医学生社区：我担心（也许是毫无根据的），医学上的大部分学习动力来自于竞争和对高分的渴望，而不是来自于实习的压力、真诚的知识兴趣等；见正式教育环境的笔记\r\n\r\n有意义的使用还不够。为了成为我研究的良好背景，这种使用的要求还得相当高：[助记媒介应针对真正需要流利掌握的情景而开发](https://notes.andymatuschak.org/zLVJdDJ7jahsFYfTRU7LKbxsMYdpZWUbKB6)。\r\n\r\n相关的：[有效的系统设计需要从真刀真枪的使用情境汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)", + "type": "text/markdown", + "caption": " 助记媒介应该为那些服务于有意义的使用的学习而开发\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium should be developed in a context where learning is in service of some meaningful use" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where people really need fluency.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where people really need fluency.json" new file mode 100644 index 0000000..ffcba1d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in a context where people really need fluency.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium should be developed in a context where people really need fluency", + "text": "# 助记媒介应针对真正需要流利掌握知识的情景而开发\r\n\r\n原文：[The mnemonic medium should be developed in a context where people really need fluency (andymatuschak.org)](https://notes.andymatuschak.org/zLVJdDJ7jahsFYfTRU7LKbxsMYdpZWUbKB6)\r\n\r\n[量子国度的读者大多由好奇心而非严肃的使用背景驱动](https://notes.andymatuschak.org/z2H5RGWnopXncUwLjHA83hhB2vw57sr7MVDe)。作为系统的设计者，这些读者没有给我带来足够的压力。当然，如果觉得这是在浪费时间，他们就会停止复习。所以不是完全没有反馈。但很难清楚地感觉到记忆系统的相互作用是如何转化成任何真实的东西的。\r\n\r\n如果读者都是首次踏上科研之路的研究生，或者是试图转行到量子计算的人，我们就可以与他们进行很多优质的对话，讨论文本/媒介在支持他们目标方面的成功或失败。但由于目前这些读者是受好奇心驱使，很少有外力“回击”，暴露出他们所学的不足之处。\r\n\r\n理想情况下，对流利的迫切需求来自于一些对个人有意义的目标（比如一个创意项目），而不是想要通过考试：[助记媒介应该为那些服务于有意义的使用的学习而开发](https://notes.andymatuschak.org/zaChVThdkmrnkr3mHEe7U61CP5QzorRFvKeC)。\r\n\r\n这一标准表明，与非正式/休闲的「内容创作者」合作（例如 [Grant Sanderson](https://notes.andymatuschak.org/z85PiaMmkorcaUaKukXLyhR7bn7GhVeo22h8T)）可能不是开发媒介的好环境，因为他们的读者/观众通常并不需要流利。\r\n\r\n相关：\r\n\r\n- [有效的系统设计需要从真刀真枪的使用情境汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)\r\n\r\n- [Ryan Singer 为 Shape Up 筛选研讨会参与者，寻找渴望、有动力的人](https://notes.andymatuschak.org/z2TeFK6F9LL5298ub6K2D9CoaAdWGVAPJiaao)", + "type": "text/markdown", + "caption": " 助记媒介应针对真正需要流利掌握知识的情景而开发\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium should be developed in a context where people really need fluency" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts.json" new file mode 100644 index 0000000..d1a3fb1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts", + "text": "# 助记媒介应该基于即用即学的场景开发，而不要基于预备学习的场景开发\r\n\r\n原文：[The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts (andymatuschak.org)](https://notes.andymatuschak.org/z8YQjYjBnEae9U9ySaywQ5AKyb3fHg7jRdcrz)\r\n\r\n我认为「预备学习」简单来说就是这样：你想当医生，所以你去医学院上学，在头两年上课，然后在第三年你便能诊断一些病人（作为实习生，在监督下）。这种学习方式在正规教育背景下很典型。前两年的主要活动就是培养技能；你在为自己参加未来的一些活动做 **准备** ，而这些活动才是实际价值所在。\r\n\r\n相比之下，「即用即学」的场景下，人在开展其他主要活动中，发现需要学一些东西，于是才去学习。例如，假如你是住院医生，其他人在围绕似乎一位有运动障碍的病人开展讨论，而你发现你听不懂他们在讲什么。然后你可能会回家复习关于这个主题的书，希望既能帮助你的病人，而未来遇到相似病人，也能为他们效劳。\r\n\r\n我认为这些「即用即学」的场景可能更有利于发展[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)，因为这些场景将更清楚地展示媒介和有意义的赋能之间的联系。\r\n\r\n「预备」学习环境与我们实际要赋能的活动相去甚远。课程大纲（或其他结构）规定了你应该学习的细节。如果课程的反馈回路（问题集/测试）对他们进行奖励，学生就会倾向于使用和重视这个媒介。但是，我们希望媒介的发展是通过让人们做有意义的事情来推动的，而不是通过帮助他们获得更好的成绩。（[助记媒介应该为那些服务于有意义的使用的学习而开发](https://notes.andymatuschak.org/zaChVThdkmrnkr3mHEe7U61CP5QzorRFvKeC)）成绩会扭曲我们的工作。例如，如果填鸭式学习能在考试中取得不错的成绩，这似乎是比助记媒介更好的选择。而我们很容易发现自己在帮助学生获得好成绩的同时，并没有提高他们做任何有意义的事情的能力。\r\n\r\n从实际情况来看，这可能意味着：\r\n\r\n- 针对的是住院医师，而不是医学生\r\n\r\n- 支持研究生做研究，而不是支持研究生通过资格考试\r\n\r\n- 帮助新手营的学生在校外实习中编写代码，而不是在课业中\r\n\r\n- 将员工入职培训的重点从第一周转移到第一年\r\n\r\n- 帮助那些正转向新领域的人（而不仅仅是提前学习）\r\n\r\n这里有一个挑战，就是完全的新手无法即用即学，因为他们的知识，对于开展有点规模的项目来说还不够。但这正是助记媒介大显身手的地方。[间隔重复记忆系统可以加速学习科目的令人不快的早期阶段](https://notes.andymatuschak.org/z36hoKonZMF93rY34goQhyFLfnTfHmSwBzNYs)。如果我们能找到一些情况，人们在完成有意义的活动时，需要学习一些知识，但他们必须从基础开始学起，那就太好了。\r\n\r\n相关笔记：\r\n\r\n- [赋能环境的重点是创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)\r\n\r\n- [赋能环境的重点是做被赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)\r\n\r\n- [赋能环境中的新手往往不能做被赋能的事情](https://notes.andymatuschak.org/z3XsSKarN8i3pV4WjPiJ7pVGG6akRVQvU7ngK)\r\n\r\n## 参考文献\r\n\r\n- [Joe Edelman](https://notes.andymatuschak.org/z7kjCr2PDLTu2bMLmHgUcghoCRu6tQPT3aB2K) 在 [2021-05-28](https://notes.andymatuschak.org/z2hwgXo6KNxaMsZoDdF68JKtBCtM1P4k4x2pW) 的谈话中帮助我理解了这一点。", + "type": "text/markdown", + "caption": " 助记媒介应该基于即用即学的场景开发，而不要基于预备学习的场景开发\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium should be developed in just-in-time learning contexts, rather than preparatory learning contexts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should give readers control over the prompts they collect.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should give readers control over the prompts they collect.json" new file mode 100644 index 0000000..d755375 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium should give readers control over the prompts they collect.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium should give readers control over the prompts they collect", + "text": "# 助记媒介应该允许读者对他们收集的卡片进行控制\r\n\r\n原文：[The mnemonic medium should give readers control over the prompts they collect (andymatuschak.org)](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)\r\n\r\n[最初的助记媒介以威权主义为隐含前提](https://notes.andymatuschak.org/z2SaePptX2K1sudevrMYrjaqP7ZBRLs82iSv)。这些机制：\r\n\r\n- 不鼓励/阻止许多有价值的主动阅读模式，例如获取精华的略读，以实际应用为动机的指向特定目标的阅读，非线性阅读，等等：[最好的阅读方式是高度语境化的](https://notes.andymatuschak.org/z6e3AFda6oSsusEmf8vWevMaNLggQ9bCEgFkf)\r\n\r\n- 鼓励一种被动的心理姿态——读者随波逐流，而不需[自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)，而[间隔重复记忆系统使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)中隐含的正是使用者的主动选择\r\n\r\n- 创造学校式的学习美学，实际上与 [Orbit - 价值](https://notes.andymatuschak.org/z4RKWtfRfrTaSKM8B9QzRjGCTnxZcEU4ZPLGW)不符，例如，「帮助你加深与你最关心的东西的关系......服务于引人秉烛夜谈的想法与图景......而不是你认为你『应该』学习的……其风格不应当是『教育式的』」\r\n\r\n- 当卡片似乎写得不好或没有意义时，就会产生主动的挫败感；见例如[助记媒介的读者有时会因作者的措辞选择而感到受阻](https://notes.andymatuschak.org/zMFKJdtNGpucVUcitRVJiMxfyoNY4A4c2Bd)，[在非技术性的助记文本中，挖空常常造成挫败感](https://notes.andymatuschak.org/z7vMfxWXDXhyJr3X69Yjwt6FjkSsKC9G3QqZU)\r\n\r\n- 阻碍了媒介与读者知识工作的其他部分之间的流畅互动，与之不同的是，例如[助记媒介可以扩展到个人笔记上](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)\r\n\r\n- 创造（正确但不好的）感觉，即卡片不是「你的」，是你认为合适的材料；相反，你是在参观由作者创造的博物馆，一切都隔着一层玻璃\r\n\r\n- 使得用户很难用助记媒介来辅助学习如何写自己的卡片（[助记媒介可能通过提供作者创作的卡片来辅助卡片编写](https://notes.andymatuschak.org/z4j3bcyJfBzGdpEoQje9gaVeECfsZFgMEhBNL)）\r\n\r\n- 不鼓励[迭代重构的必要做法](https://andymatuschak.org/prompts/#revising)（一般来说，间隔重复系统系统性地低估了这种做法）\r\n\r\n## 前进方向\r\n\r\n我想更激进地调整 Orbit 的氛围，使其更偏向于以读者为中心。很难在不破坏助记媒介的其他重要特性的条件下实现这一点。专家撰写的卡片确实贡献了大量的价值（[助记媒介提供专家编写的卡片来消除编写卡片的负担](https://notes.andymatuschak.org/z8ASeF682pSQ3feo8LHpLzk3u3SNpVUgNxMAU)）。我们希望在提供流畅性、 **延展性** 的同时，也能保留这种价值（甚至可能增强这种价值！）。\r\n\r\n我们可以从一些相对简单的方法开始：读者应该能够禁用或跳过那些没有共鸣的卡片；读者应该能够对作者的措辞进行简单的编辑；嵌入式界面不应该阻止人们只复习一个页面的一部分。所有这些都将为作者产生有趣的信号：[助记媒介可以产生有趣的作者分析](https://notes.andymatuschak.org/z7ScFsA78anNe6XCpUj76bzLn1GJk7SqQR1ZH)\r\n\r\n但我认为我们必须更上一层楼。我觉得有几个方向很有前景，不过这些方向都需要进一步完善：\r\n\r\n- 不同行为之间应该能切换自如：复习卡片、编辑卡片内容、重构当前卡片（由一张发展为多张）和这张卡片相近的作者制作卡片（多张合并为一张）、受到作者卡片启发而自己撰写新卡片等行为\r\n\r\n - 理想情况下，这种互动模式应该延伸到复习体验：在复习过程中，如果你想到了改进卡片的方法，或者你想起了你想写的新卡片，切换到新的动作应该是同样流畅的。\r\n\r\n- 对于从文本中获取卡片的方式，从文本挑选的方式值得探索。想象一下，随着阅读，一些短语会以特殊的方式高亮出来，说明作者为文字表达的想法制作了卡片。如果你觉得这些短语有意思，你可以点击这些高亮的文本——然后“轰”，你就能永远记住它。\r\n\r\n - 对于这种类型的卡片，我们希望阅读-编辑的互动是同样流畅的。\r\n\r\n - 这种类型的互动为众包注释、机器学习 (ML) 生成卡片等指明了方向。更广泛地说：想象一下，如果你可以在任何地方指出你认为有趣的任何想法，并能放心你现在能持久地记住这个想法（最好是深深地内化）。\r\n\r\n - [Ozzie Kirkby](https://notes.andymatuschak.org/zn9igQGgecLncBSpKbgv5123mC5YEAP3hnfP) 建议，这里可能有一些有趣的中间地带，可以鼓励读者自己写卡片，代表他们认为有趣的细节：也许作者（或 ML，或系统）可以为关键文本区域提供不完整/“开头”的模板，用户将根据他们认为合适的方式调整/完成。\r\n\r\n- 助记媒介的展示形式和互动模式应该非常清楚地传达出你得来的卡片是 **属于你的** ，即使你在使用作者制作的卡片。[Taylor Rogalski](https://notes.andymatuschak.org/zrjLsApqpVzqJyxduDndjh5MUFfuGHhpXoF) 指出了一个有用的比喻，即复制一份谷歌文档，在上面肆意涂画。\r\n\r\n- 我们可以通过充实[我的个人记忆媒介的实现](https://notes.andymatuschak.org/z4mAF1uBV96r72e4NjLcDaujEyTPGiUQJEj8C)，开始尝试媒介与读者的其他知识工作之间的流动互动。这个方向与本说明的其他部分所谈的内容确实不太一样。我不清楚作者提供的卡片与这种笔记的互动情况。因此，也许这仅仅是转移视线......但我的直觉是，这将是有启发性的，所有这些工作都是相互关联的。\r\n\r\n- 我猜想这项工作对于 Orbit 的「图书馆视图」是有所裨益且息息相关的。对我来说，一个相关的优先事项是模糊卡片之间的「边界」；见《如何写出好卡片》中的讨论[这里](https://andymatuschak.org/prompts/#revising)，搜索（\"revision is a holistic endeavor\"）。这也意味着对作者的卡片和用户的卡片之间的界限进行模糊处理。我们应当避免一种范式，其中不同来源的卡片被放置在不同的概念「空间」中——不过我认为用一些承担特质（affordance）来表达出处还是可取的。\r\n\r\n::TODO 本节的大部分内容应在更详细的单独笔记中加以充实::\r\n\r\n## 参考文献\r\n\r\n见 [Yusuf Ahmad](https://notes.andymatuschak.org/z2dChCGKRfQ8xXo4VutyMDxyAsgLD5TyyrRx) 关于这种紧张关系的说明，他将其归纳为「工业」教育架构与社会建构主义架构之间的鸿沟：https://www.notion.so/Placing-Cog-Sci-ideas-within-a-broader-Learning-Architecture-fa69fc15ba9e41b8a2e136f7fbe0362b", + "type": "text/markdown", + "caption": " 助记媒介应该允许读者对他们收集的卡片进行控制\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium should give readers control over the prompts they collect" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium supplies expert-authored prompts to remove the burden of prompt-writing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium supplies expert-authored prompts to remove the burden of prompt-writing.json" new file mode 100644 index 0000000..9cef919 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium supplies expert-authored prompts to remove the burden of prompt-writing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium supplies expert-authored prompts to remove the burden of prompt-writing", + "text": "# 助记媒介提供专家编写的卡片来消除编写卡片的负担\r\n\r\n原文：[The mnemonic medium supplies expert-authored prompts to remove the burden of prompt-writing](https://notes.andymatuschak.org/The_mnemonic_medium_supplies_expert-authored_prompts_to_remove_the_burden_of_prompt-writing)\r\n\r\n[写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)，但[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)通过提供作者编写的卡片，能够消除采用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的这一障碍，使读者不用自己写卡片就能记忆材料。\r\n\r\n[学习别人的间隔重复记忆卡片通常是无效的](https://notes.andymatuschak.org/z38fLX4H8oq9eXKnZH7wk8qDXfBLg2bxVyA2M)，但我们相信助记媒介可以解决这个问题，只要更认真地对待卡片写作，并将卡片嵌入到叙事结构中 ([助记媒介赋予通常原子化的间隔重复记忆卡片以结构](https://notes.andymatuschak.org/z5YjgWTaYfhWLrEbysgmDfFRcZ1yxgLeBeZac))。这种方法有个重要的问题：[最初的助记媒介在前提上是隐含的威权主义](https://notes.andymatuschak.org/z2SaePptX2K1sudevrMYrjaqP7ZBRLs82iSv)。\r\n\r\n还要注意，这些卡片并不是孤立出现的：[助记媒介的卡片穿插在阅读体验中](https://notes.andymatuschak.org/zE1sr3TTDoEJut4hgai2w6qFUwBYHSkk7no)。\r\n\r\n当规模扩大时，这种方法可能有助于解决[间隔重复系统能力的限制因素是写出足够多的好卡片](https://notes.andymatuschak.org/z4zvsYb38iMhkDgZzKzjqpzKKtwPhvt4FuzcS)。", + "type": "text/markdown", + "caption": " 助记媒介提供专家编写的卡片来消除编写卡片的负担\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium supplies expert-authored prompts to remove the burden of prompt-writing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium works well for primers in established fields.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium works well for primers in established fields.json" new file mode 100644 index 0000000..94a7c77 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic medium works well for primers in established fields.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic medium works well for primers in established fields", + "text": "# 助记媒介对成熟领域的入门读物很有效\r\n\r\n原文：[The mnemonic medium works well for primers in established fields (andymatuschak.org)](https://notes.andymatuschak.org/zY1nxKoZCJmCd6EpMxzWHwmCyiQUG7nX17Z)\r\n\r\n在人们初学某一领域的时帮助他们增强学习，收益会非常大，特别是帮他们增强记忆：例如[间隔重复记忆系统可以缩短科目学习中不愉快的早期阶段](https://notes.andymatuschak.org/z36hoKonZMF93rY34goQhyFLfnTfHmSwBzNYs)。\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)特别适合于此场景，因为[最初的助记媒介在前提上隐含着专制](https://notes.andymatuschak.org/z2SaePptX2K1sudevrMYrjaqP7ZBRLs82iSv)：它假定你想要尊重作者在该主题上的权威并记住每张卡片。对于入门读物来说，这一假设极大概率是正确的，因为读者对于新主题没有太多概念或成见。\r\n\r\n我认为同样重要的是，入门读物要涵盖一个成熟的领域，这样它的内容就不会有太多争议或作者的癖好。当领域不是很成熟时，读者更可能会质疑作者挑选的重点。\r\n\r\n我认为这些原因一定程度上解释了为什么[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)的效果相对较好。\r\n\r\n------\r\n\r\n问：[量子国度](https://notes.andymatuschak.org/Quantum_Country)作为助记媒介很成功，为什么量子国度是入门读物这点对其成功很重要？\r\n\r\n答：助记媒介假设读者希望在学习内容和方法上大体上遵从作者的意见；入门读物最符合这一假设。\r\n\r\n问：[量子国度](https://notes.andymatuschak.org/Quantum_Country)介绍了一个成熟的领域，为什么这对它作为助记媒介的成功很重要？\r\n\r\n答：没有必要质疑内容：如果读者想了解量子计算的基础知识，他们可以相信这是他们需要学习的东西。", + "type": "text/markdown", + "caption": " 助记媒介对成熟领域的入门读物很有效\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic medium works well for primers in established fields" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic mediums design relies on light-weight prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic mediums design relies on light-weight prompts.json" new file mode 100644 index 0000000..161b6b6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_The mnemonic mediums design relies on light-weight prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/The mnemonic mediums design relies on light-weight prompts", + "text": "# 助记媒介依赖的卡片应是轻量级的\r\n\r\n原文：[The mnemonic medium’s design relies on light-weight prompts (andymatuschak.org)](https://notes.andymatuschak.org/z7U6zXNGgTz1aEpRDUe6eMxotrhK4tmgprcxh)\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的设计目的是为了使卡片的复习变得特别轻量化。\r\n\r\n- **小任务：** 在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中, 那些设计出色的回忆卡片通常只考察一个事物，所以它们可以被很快地回答。[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)的卡片其复习时间中位数是 6 秒（截至 2019/12）。\r\n\r\n- **一键评分：** 由于卡片是自主评分的，所以互动本身相当轻巧：只需轻轻一按。无需精确落点：按钮各覆盖一半的屏幕。另见[自主评分的间隔重复记忆系统比机器评分的系统更有效率](https://notes.andymatuschak.org/z7MGZ4wX4fenUQzR9248QfWU8GFeZbTFGaJRM)。\r\n\r\n- **无交互式阅读：** 只要问题与答案足够短，短到不用滚动也能浏览，就能确保阅读时，揭示答案与给回答评分是唯一所需的两种交互，也就是说，此时阅读问题无需其他状态参与。\r\n\r\n- **稳定性：** 卡片和复习区的布局固定，相邻卡片在 z 轴上堆叠而非垂直，于是每当卡片被回答，下张卡片就会出现在屏幕的同一位置，所以用户不必去「找」下张卡片的问题或答案的起点，因为他们总是在同一个绝对位置上出现。\r\n\r\n- 同样，在这些卡片之间，读者也无需用鼠标或手指去「重新瞄准」它们，因为这些按钮总是在同一个绝对位置上。\r\n\r\n - 在不同的设备上，卡片也不会改变其布局。\r\n\r\n- **容忍度：** 大多数读者不会在意每张卡片。如果卡片像课本上的习题那么沉重，很多读者就会挑挑拣拣，有意识地去想，「是否」要回答每张卡片。这种额外的想法会使得卡片变得更加沉重！但如果卡片是相当容易回答的，一些无趣的卡片就不那么有负担了。可能会有一些读者希望「跳过」这些卡片，不过默认假设读者会回答每张卡片，依旧是合适的。\r\n\r\n## 轻量级卡片对全面覆盖很重要\r\n\r\n如果读者打算记住一篇助记文本中的所有关键材料，那作者就必须添加大量卡片（例如，[QCVC](https://notes.andymatuschak.org/zDEm83cN4nymHeX89cvZCPVQJ4hyhmsLexyC)有 112 张卡片和两万字）。而当卡片变得轻量，在一定水平的兴趣或时间成本支持下，读者能够负担的卡片数量会变得更多一些。如果复习一张卡片需要 6 秒，我们就可以在 QCVC 中添加 112 张卡片，大约需要 10 分钟——这并不坏，因为多数读者需要用 3-4 小时才能读完这篇文章。\r\n\r\n在仅考虑阅读文章内的时间下，若卡片需要两倍的时间来回答，看起来也不算太糟，因为用 20 分钟取代 10 分钟，相比于 3-4 小时的阅读体验来说，并不那么重要。但在效率（或低效率）的复合作用下，由于大多数读者需要 5-7 次的重复，以达到数月的记忆留存，若一张卡用时 6 秒，那么可以预计，在接下来的几个月中，为了留存 112 张卡片的记忆，读者将要花费 90 分钟，若这个数字再翻倍，那将是巨大的负担。（参考[助记文章能让读者详细记忆其中内容，成本是增加 35-50% 的阅读时间开销](https://notes.andymatuschak.org/z3bWum57HwBPxDJuBNYg3fgNK6tU15QF8srNF)）\r\n\r\n## 轻量级卡片可以更有规律地穿插于阅读\r\n\r\n传统教材将章节与练习相结合，但这些问题通常相当复杂，他们可能需要你拓展思维，或用纸笔——不管怎样，此时会发生语境从阅读过程中切出，你肯定也不想每隔几段就要考虑切换语境。\r\n\r\n而助记媒介的提问相当轻量，在[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)我们可以每读几百个词就穿插进行一次。这可能会干扰阅读体验，其实我们就卡片弹出的时机问题，广泛地采访了读者，但没有读者反馈说复习集破坏了阅读体验，相反，还发现了一些积极的效果，更多讨论详见[助记媒介卡片穿插在阅读过程中](https://notes.andymatuschak.org/zE1sr3TTDoEJut4hgai2w6qFUwBYHSkk7no)。", + "type": "text/markdown", + "caption": " 助记媒介依赖的卡片应是轻量级的\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mnemonic mediums design relies on light-weight prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_To what extent can application prompts supplant recall prompts in the mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_To what extent can application prompts supplant recall prompts in the mnemonic medium.json" new file mode 100644 index 0000000..27f4dc4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_To what extent can application prompts supplant recall prompts in the mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/To what extent can application prompts supplant recall prompts in the mnemonic medium", + "text": "# 应用卡在多大程度上可以取代助记媒介中的回忆卡？\r\n\r\n原文：[To what extent can application prompts supplant recall prompts in the mnemonic medium? (andymatuschak.org)](https://notes.andymatuschak.org/z3ERHM3aC9jCyTR5KpgxTAyXf7kNSkG57SqrR)\r\n\r\n[助记媒介可以通过简单的应用卡帮助读者应用他们所学的知识](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)。在实现了这种卡片后，在多大程度上还需要传统的原子回忆卡呢？\r\n\r\n想象一下，我们在高中的微积分课程中，你刚刚学会 `e^ x` 是导数为其本身的函数。如果这节课是用[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)写的，我们可能会问这些回忆卡：\r\n\r\n> 问：什么函数是它自己的导数？\r\n\r\n> 答：`e^ x`\r\n\r\n> 问： `f(x)=e^x` 的导数是什么？\r\n\r\n> 答：`e^x`\r\n\r\n但是，我们也可以想象将其做成一张应用卡：\r\n\r\n> 问： `e^8x` 的导数是什么？\r\n\r\n> 答： `8e^8x` [解释：e^x 的导数是它本身](https://notes.andymatuschak.org/z3ERHM3aC9jCyTR5KpgxTAyXf7kNSkG57SqrR)\r\n\r\n如果我们只给他们这一个问题，我不一定期望他们对 `e` 的陈述性知识最终会很扎实：他们很可能最终只是记住这个问题的答案。[应用卡在重复时应该有所变化](https://notes.andymatuschak.org/z7hqxNNJkeS2eta2eVaUx7cGB27axq2bw3h2y)，所以想象一下，我们还问了一堆变体，比如：\r\n\r\n> 问：令 `f(x)=14e^[x]`。`dy/dx` 是什么？\r\n\r\n> 答： `14e^[x]` [解释：e^x 的导数是它本身](https://notes.andymatuschak.org/z3ERHM3aC9jCyTR5KpgxTAyXf7kNSkG57SqrR)\r\n\r\n想象一下，读者可以解决这个问题，也可以解决其他半打的变体 ，现在距离最初的课程已经过去一个月了。让我们回到我们提出的回忆卡上。我们是否希望读者能够回忆起：「什么函数是它自己的导数？」我认为这是很有可能的......但我怀疑，与回忆卡的准确性相比，变体准确性之间的相关度会更高。\r\n\r\n从概念属性上理解 `e` 与从程序上理解 `e` 是不同的。我猜想，包括这两种类型的问题可能会产生更丰富的精细编码。\r\n\r\n现在，我们是否期望读者能够回答提出的回忆卡：「`f(x)=e^x` 的导数是什么？」我希望如此，而且可能性很大：毕竟这个问题可以被解释为一个微不足道的应用卡，而且读者已经解决了更难的变体。\r\n\r\n这是否意味着，在有那些应用卡的情况下，这张回忆卡是不必要的？考虑一下：如果读者 **没能** 够一致地回答那些应用卡呢？第一个变体需要同时应用链式规则（以及 `d[kx]/dx = kx` 的知识）。第二种变体还需要理解 `dy/dx` 的语法。这些都是比较复杂的问题。\r\n\r\n当读者忘记了回忆卡的答案时，他们会看一下答案，并试图记住它以便下次使用。如果问题是原子性的，而且复习安排调整得很好，这通常会奏效！但如果读者不能回答应用卡，他们就不能只看答案并试图在下一次记住它：[应用卡的答案不应该从记忆中得出](https://notes.andymatuschak.org/z8kP66eb8mLNQg3tevRg6gN7TETnYFpwyVVNK)。他们必须分析答案（可能包括其解释），分辨出他们没有记住的内容，并尝试在下一次回忆这部分内容。这比回忆卡所需的难度要大得多。一个对链式法则仍不放心的读者可能不会注意到他们无法回忆起 `e^x` 的导数。如果没有单独的以回忆为主的卡片，他们对这个应用卡的回答可能在相当长的一段时间内都是不可靠的。\r\n\r\n对这个问题进行实证实验将是非常有趣的！当相关的回忆卡被搁置时，读者的应用卡准确性会受到怎样的影响？\r\n\r\n一个有趣的实证例子是 [Execute Program](https://notes.andymatuschak.org/z2LGZ8cXBcQMP7YuAHbeVyCSLZoiMXvQNKCok)：[Execute Program 的卡片既是应用卡又是回忆卡](https://notes.andymatuschak.org/z28P3kw9MjfiPYe7RGhvRnjHNCiLjJi8YA2U2)。", + "type": "text/markdown", + "caption": " 应用卡在多大程度上可以取代助记媒介中的回忆卡？\r", + "modified": "20230930171250222", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "To what extent can application prompts supplant recall prompts in the mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Turning any web page into the mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Turning any web page into the mnemonic medium.json" new file mode 100644 index 0000000..e8e41d1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Turning any web page into the mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Turning any web page into the mnemonic medium", + "text": "# 把任意网页转化成助记媒介\r\n\r\n原文：[Turning any web page into the mnemonic medium (andymatuschak.org)](https://notes.andymatuschak.org/z2hABbXxq3dz9XQ6bWrqLyModyC5EC2MXxNA)\r\n\r\n量子国度是专门制作的网站；文章的呈现与助记媒介的机制紧密结合在一起。然而，助记媒介的主要交互是足够独立的，因此，这些交互应该可以通过简单的 HTML 代码嵌入任意网页。\r\n\r\n我有操作系统层级的间隔重复系统这一愿景，能任意嵌入这点对这个愿景是核心的一环。\r\n\r\n## Web 组件\r\n\r\n通过设定新的 HTML 标签（比如 `<card>`），我们可以定义助记卡片的规格。之后我们会提供 Javascript 库，其功能是对导入这个库的页面，将这些组件「注水」，在运行时把标签替换为 DOM 节点。除了 Edge 的所有现代浏览器都支持这样的 Web 组件，而且似乎有 Web 组件的 polyfill。\r\n\r\n这个方法非常灵活：你可以替换客户端的库，只要支持同一个 Web 组件规格即可；未来可以增加对不同后端服务器的支持。可以扩充这个 JS 库所支持的功能。出版者可以自己部署 JS，或者利用我们手下的 CDN。如果 JS 被禁用了，或者脚本无法获取，卡片只是会不显示。甚至可以定义标签打印时的样式。\r\n\r\n这个方法需要不少抽象。如果需要大改协议、规格、状态格式之类，我们可能会遇到兼容问题。\r\n\r\n更重要的是，这个方法需要作者/出版者撰写 HTML。假如作者的工作流是从 InDesign 源文件导出 HTML，在这样的工作流里加入卡片就比较困难了。如果 HTML 文档不是「source of truth」，只要作者重新从源文件导出，卡片标签会被删除。\r\n\r\n对于这种方法，可能需要为 Wordpress 之类的平台写插件。\r\n\r\n### 第三方的用户验证有很高门槛\r\n\r\n只要用户登录了，他们应该不用在每个网站登录就在边上网边积累卡片。这样很难实现啊！\r\n\r\n托管网站不能写 cookie 让其他托管网站读取；cookie 是按来源锁定的。\r\n\r\n我们可以把验证机制嵌入在 iframe 里，在同一来源托管，但这样的 cookie 是「第三方 cookie」。最近几年来，浏览器开始激进地锁定第三方 cookie，其中以 Safari 为最。其原因是第三方 cookie 被广泛用于实现侵犯隐私的跟踪和广告功能。\r\n\r\n## 解析并替换文本块\r\n\r\n一些工作流中用户不能随意添加 HTML 标签。比如利用只有可视化编辑手段的博客软件制作网站。\r\n\r\n这时候，如果假定我们能注入脚本，作者便可以像[]里一样添加问题，之后在运行时由脚本解析提取。", + "type": "text/markdown", + "caption": " 把任意网页转化成助记媒介\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Turning any web page into the mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_What if the mnemonic medium were reframed as a means to engage more deeply with a text.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_What if the mnemonic medium were reframed as a means to engage more deeply with a text.json" new file mode 100644 index 0000000..9ed1a2e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_What if the mnemonic medium were reframed as a means to engage more deeply with a text.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/What if the mnemonic medium were reframed as a means to engage more deeply with a text", + "text": "# 将助记媒介看作更深入理解文本的手段会怎么样？\r\n\r\n原文：[What if the mnemonic medium were reframed as a means to engage more deeply with a text? (andymatuschak.org)](https://notes.andymatuschak.org/z8ByVmn3qYHQmkzLRGN1958M1aYLZ2yzLbvGs)\r\n\r\n[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)将其重点放在帮助读者建立所读内容的详细记忆上。这显然对平台知识非常有帮助（[助记媒介对于平台知识特别有价值](https://notes.andymatuschak.org/z2bwNMKjXjzp9tGrK6Hm7PXpoEeNAG9M65JW6)），但是详细记忆通常不是其他类型写作的主要目标。\r\n\r\n在思考[助记媒介如何让读者从平台类之外的体裁中获得知识？](https://notes.andymatuschak.org/z57S2Fte6gAnnM1gCS2nHpH7NYAiXD8KeDfvZ)时，一种方法是将卡片更少地用作建立详细记忆的手段，而更多地用作提示更深入理解的手段（[助记媒介可能会促使读者更缓慢、更专心地阅读](https://notes.andymatuschak.org/z7W1Zr7wEGptA3bFYwwaPbCFLBo54xXmQLQdK)），不仅是在阅读体验中，而且在时间上延伸（[助记媒介使读者持续接触材料](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)）。\r\n\r\n一种相关的潜在机制：[嵌入卡片模板可以主动辅助助记媒介读者编写卡片](https://notes.andymatuschak.org/z2GSNFzS3TRYHW1UGQhay6Y4J16BVRSwsjWZ)\r\n\r\n **将想法送入你的轨道（Orbit）** ", + "type": "text/markdown", + "caption": " 将助记媒介看作更深入理解文本的手段会怎么样？\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "What if the mnemonic medium were reframed as a means to engage more deeply with a text" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Whats the big-picture impact of the mnemonic medium on readers.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Whats the big-picture impact of the mnemonic medium on readers.json" new file mode 100644 index 0000000..0d17f02 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_mnemonic-medium_Whats the big-picture impact of the mnemonic medium on readers.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/mnemonic-medium/Whats the big-picture impact of the mnemonic medium on readers", + "text": "# 助记媒介对读者的宏观影响是什么？\r\n\r\n原文：[What’s the big-picture impact of the mnemonic medium on readers? (andymatuschak.org)](https://notes.andymatuschak.org/z5yKJEmSVZvRr6Q5kDdKeCEt9aqCjo2hQwNcm)\r\n\r\n如果说[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)帮助读者记住他们所读的内容。 **那又怎样？** \r\n\r\n相对于读者生活中重要的东西，为什么记住所读东西很重要？记住之后能获得什么？\r\n\r\n- [助记媒介对下游学习的影响](https://notes.andymatuschak.org/zhYZD1BMjUDeKAFQdyb55XNnMMaJoSfjKh9)\r\n\r\n相关笔记：\r\n\r\n- [间隔重复系统的主流文化圈热衷于无意义的目标](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J)\r\n\r\n- [我们如何将思想工具置于有内在意义的背景中？](https://notes.andymatuschak.org/zKQs1fYnn4uzdws1KZc9pxkT3NUHastcMYq)\r\n\r\n## 从《量子国度》读者学习到的\r\n\r\n实际上，这里的一个关键挑战是[量子国度的读者大多由好奇心而非严肃的使用背景驱动](https://notes.andymatuschak.org/z2H5RGWnopXncUwLjHA83hhB2vw57sr7MVDe)\r\n\r\n### 读者的评论\r\n\r\n- 对话能力增强\r\n\r\n - Riley Buchanan：「理解（和记住）我在《量子国度》第一篇文章中所学到的东西，对于与朋友和同事的几次对话，都很有帮助，尽管这些对话只是出于娱乐，停留在有趣的探讨之上」\r\n\r\n - Davis Peixoto：「这无疑开启了与朋友和同事的许多有趣和有意义的对话」\r\n\r\n- SRS（间隔重复软件） 对个人实践的价值：\r\n\r\n - Riley Buchanan：「《量子国度》真正影响我的是，我知道了间隔重复是多么有价值。我后来开始使用 Anki，只是期末稍微背一点，重新学习我早就忘记的知识，我就能通过硕士级别的课程。我希望我在读本科的时候就知道这个技巧。」\r\n\r\n- 做了下游的练习：\r\n\r\n - Iskandar Pashayev：「在第一篇文章中，有一个说法是每个传统电路都有其等价的量子电路。我觉得这个说法有个有趣的应用，就是利用 IBM 的量子计算笔记本，将行波进位加法器的传统电路形式，翻译成量子电路形式。在这一过程中，我还了解到，比起直接翻译，量子电路模型下有更简单的电路来实现加法。」\r\n\r\n- 为下游的课程做了更好的准备：\r\n\r\n - Jeremy Cote：「我得说，在我后来上量子计算课时，复习受到了影响，因为很多关于门和矩阵的基础知识是我已经知道的。」\r\n\r\n - Kevin：我觉得我已经准备好学习更多的算法，比如肖尔算法，并获得一些类似该[网站](https://qiskit.org/textbook/preface.html)的扩展阅读材料。此外，我想写一些实际的代码，用一些仿真库甚至是真正的量子计算机来进行量子计算。\r\n\r\n------\r\n\r\n# 日志\r\n\r\n[2021-01-27](https://notes.andymatuschak.org/z2ZbJwrdLAAFzvJ3SjiqVKQzPgEjhtdeKuPg)\r\n\r\n作为理解这个问题的第一步，我今天会给一批在至少 270 天内完成了至少 30 次复习环节的量子国度用户发邮件（[20210127155851](https://notes.andymatuschak.org/zmWdKtgnRVDaEEKVtiU4TNQUMRZWeDvxmnn)）。我无法充分地表达我实际能获得什么，所以我只是先开始“网络钓鱼”。\r\n\r\n106 个量子国度用户符合这些标准（见：[电子表格](https://docs.google.com/spreadsheets/d/1GYGwr2IQCS43-Ngto8o27mehkic1IK-sjd41By4l4oM/edit#gid=665655282)）。一个令人惊讶的数字——而且其中许多人实际上符合 **双倍** 的标准。但是，一旦我在这里建立了影响的「上界」，降低标准并了解那些没有坚持很长时间的人的情况，将会很有趣。这些人是真正的奉献者。\r\n\r\n> **主题** ：量子国度：许多个月后......那又怎样？\r\n\r\n> 大家好！我是《量子国度》的作者之一。我给你写信是因为你坚持了相当长一段时间的复习环节。\r\n\r\n>\r\n\r\n> 如果你对我说： **那又怎样？** ，我也很感激\r\n\r\n>\r\n\r\n> 那就是：从大的方面看，所有这些复习对你有什么作用？它对后续研究有任何影响吗？如：你开始的项目？与同事的对话？你的自我意识？\r\n\r\n>\r\n\r\n> 我有很多量化数据，这些数据告诉我关于人们在一段时间内的细粒度记忆的所有情况。但最终这不是最重要的。我想了解它是否/如何在你的生活中促成有意义的经历。如果它没有，我也很想知道！在此，我真诚地感谢你愿意分享的一切。", + "type": "text/markdown", + "caption": " 助记媒介对读者的宏观影响是什么？\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Whats the big-picture impact of the mnemonic medium on readers" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_Readwise.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_Readwise.json" new file mode 100644 index 0000000..fd26aa5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_Readwise.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/software/Readwise", + "text": "# Readwise 服务\r\n\r\n原文：[Readwise (andymatuschak.org)](https://notes.andymatuschak.org/z2ewMN8Hzd8gt4qyfQV1ognJ5PQs3CXxDfCJ)\r\n\r\nReadwise 是一项服务，旨在帮助你保持与读到的有趣想法的接触。它从 Kindle、「稍后阅读」服务、照片 + OCR 的实体书等等中提取重点标记。然后，它每天向你发送一封电子邮件，其中包括这些重点的随机组合，以便它们在你的脑海中定期刷新。\r\n\r\n## 「类 SRS」 功能\r\n\r\n他们已经逐渐引入了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的一些功能。在每日重点内容的阅读过程中，你可以顺利地将吸引你的内容「升级」为填空题，甚至是自定义问答卡片。这是一个巧妙的策略，用于引导刚接触间隔重复的人：如果你完全是被动的，这种策略只会产出（轻微的）价值，但随着用户加大投入，伴随着渐进的用功，用户能从中获得更多的收益。\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/4632A341-FBE4-4152-83FE-702FDB245B62-41582-00007A4658D78B9B/cloze-deletion.gif]]\r\n\r\n请注意，与典型 SRS 的问答按钮不同，Readwise 的核心反馈动作，是一组调节「何时再次重复」的旋钮（更早，更晚，结束）。你并不是用它标记回忆正确还是错误。\r\n\r\n如果目标是制作高质量的 SRS 回忆卡片，我担心这么做不能达到效果：[在间隔重复记忆系统中，填空卡似乎比问答卡产生更少的理解](https://notes.andymatuschak.org/Cloze_deletion_prompts_seem_to_produce_less_understanding_than_question%2Fanswer_pairs_in_spaced_repetition_memory_systems)，而且人们大多写不出很好的问答卡，因为[写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)。这种界面还对段落和卡片之间进行一对一地进行编码（而不是拆分成多个卡片），这不利于彻彻底底学习一段材料：[间隔重复记忆卡片应该从多个角度对概念进行编码](https://notes.andymatuschak.org/z3K5a9tM1wq1x4QnDfsUpTeYZWW3M9iUzMdfo)。\r\n\r\n但 Readwise 的目标 **不是** 详尽地记忆，而更接近「[穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)」中所描述的愿景：侧重于制造「[助记媒介使读者持续接触材料](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U)」中我描述的效果 ——「......重点是对你的大脑重新编程。使你的大脑能够发现模式，形成联系，并在正确的时间重新出现正确的想法」。但 ReadWise 的方法是否真的能做到这一点？难说啊！这方面的依据不像单纯记住那样清晰可得，但也是乐趣的一部分。实际上，正因为很难量化当中的产出，用商业方式来测试其中效果显得更合适：如果人们继续为这项服务付费，那显然是发现了它的价值。\r\n\r\n下面是书籍的间隔管理界面，交互做得细致而用心。不过，我想知道多少用户会真的编辑它们。相较于让用户明确地设定这些值，让用户在回顾期间（他们好像也有回顾？）点击「少看」/「多看」按钮，根据次数来逐步调整这些内容是否更有意义：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/DAB6FE9D-4F10-4AB3-BAB0-B8DAD7C0EE38-41582-00007CF7BD7D0379/tuning.gif]]\r\n\r\n## 笔记管理\r\n\r\nReadwise 还提供了笔记组织功能：你可以在你标记的内容上打标签和添加笔记。\r\n\r\n总的来说，我担心围绕材料书本组织一切的方式，会违反[自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)的原则，而且[收集材料的作用在感知上被夸大了](https://notes.andymatuschak.org/z8QSUyNdq3CMK79KSnCW7QTR1MPHEFi4Q2LY8)。你可以阅读之前标记的重点，还可以对它们做笔记，但这个产品很难让你把这些见解相融成更深的东西。对此，恰当的工作流是将标好的重点导出到其他环境中（Notion、Evernote 等）。不过这些环境比较封闭，无法连接你的间隔重复工作流（就我所见）。\r\n\r\n## 组织\r\n\r\nReadwise 是由{Daniel Doyon}和{Tristan Homsi}创建的，这是一个自筹资金的公司。\r\n\r\n也许正因为这是商业行为，所以其主张之自信往往很有误导性，反而容易卖家秀（[报喜不报忧](https://notes.andymatuschak.org/zqG92bvaL58AWMeL97jXaRd1Dm6hsfGvhAn)）：\r\n\r\n> 我们不能只读一次就记住东西。Readwise 使用一种叫做「间隔重复」的科学方法来解决这个问题。\r\n\r\n> 例如，如果你将 Mastery 应用于 **深度工作** ，而你每周的日程表开始被浅薄的电话和会议填满，你的大脑很可能会注意到这种模式，然后开始催促你创造一些不受干扰的空间。\r\n\r\n> …\r\n\r\n> 天空是极限。\r\n\r\n> …\r\n\r\n> 但在埃隆·马斯克完成他的 [Neuralink](https://www.neuralink.com/) 之前，书籍、Readwise 和 Mastery 的组合是我们最有效的技术之一。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n- [使用配合书本的间隔重复和主动回忆来开拓你的大脑](https://blog.readwise.io/hack-your-brain-with-spaced-repetition-and-active-recall/)\r\n\r\n- [通过 Readwise，你明显能从阅读中记住更多内容](https://blog.readwise.io/remember-more-of-what-you-read-with-readwise/)", + "type": "text/markdown", + "caption": " Readwise 服务\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Readwise" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_RemNote.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_RemNote.json" new file mode 100644 index 0000000..6385076 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_RemNote.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/software/RemNote", + "text": "# RemNote\r\n\r\n原文：[RemNote](https://notes.andymatuschak.org/z6jecLFTkHG5MCFDvhwsd2p8YWykaHr6ZkHTi)\r\n\r\n[RemNote](https://www.remnote.io/homepage) 是网页端的[笔记系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf)，强调结构化的知识模型，对于将笔记整合进[间隔重复系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)提供了高质量的操作方法。参见：[助记媒介的范畴可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)\r\n\r\n它对知识模型很有自己的看法，而且试图施加到软件中去，但这个模型过于一板一眼：它高度形式化，很是压抑。最终的笔记适用于生成 SRS 卡片，但不太适用于散文。\r\n\r\n例如，你可以通过编写 `Foo: foo‘s 的定义` 为来生成一张 SRS 卡片用于学习定义，或者使用项目符号列表描述概念的属性：\r\n\r\n```\r\n\r\n遗忘曲线\r\n\r\n* 发现者：艾宾浩斯\r\n\r\n```\r\n\r\nRemNote 有嵌入的概念，以便概念层级组合成不同的「文档」。类似 [Roam Research](https://notes.andymatuschak.org/z8PkzLcXuVG5xYF7sfUFhwF26WK2A2zCp8nAD) ，这种设计的内在逻辑是，按此模型构建的文本块可以构成可重用的单元。我担心文本块的可组合性：[嵌入功能受到数据模型的可组合性的限制](https://notes.andymatuschak.org/z7DvEiUpF6dYkFGbpZZTBKQVM9jjNnx8D8Xzu)\r\n\r\nRemNote 是有趣的研究实验，值得从中学习。好像其作者 {Martin Schnieder} 正试图将其商业化，但我不能判断他对待这个目标有多认真。该软件会定期[更新](https://www.remnote.io/updates)，已经添加了一长串新功能。", + "type": "text/markdown", + "caption": " RemNote\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "RemNote" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_mochi.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_mochi.json" new file mode 100644 index 0000000..0bcd72e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_software_mochi.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/software/mochi", + "text": "# Mochi\r\n\r\n原文：[Mochi (andymatuschak.org)](https://notes.andymatuschak.org/zxAXSEQidXeYW2XFBj9ftGxz1kTNtV4fXjhZ)\r\n\r\n[Mochi](https://mochi.cards/) 是网页端上的[笔记写作系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf), 主要使用 Markdown 语言, 集成了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)。\r\n\r\n尽管不是很完全，Mochi 试图实现[助记媒介可以扩展到个人笔记]((https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE) 中描述的想法：Mochi 的主要功能还是制作卡片，但它也支持在文章式的笔记中嵌入卡片；嵌入卡片这个操作并没有得到强调，这很奇怪：我估计是 Mochi 的预期用途还是语言学习的原因。\r\n\r\nMochi 的界面打磨得很不错，而且在逐步完善。2019 年 2 月Mochi 启动，截至 2021 年 5 月，开发势头很足，并且会规律发布新特性。\r\n\r\n## 笔记内编写卡片\r\n\r\nMochi 的早期版本中，「笔记」和「牌组」泾渭分明，但最近这两者似乎融合了。现在笔记和牌组都是一件事——只是 **查看方式** 不同。\r\n\r\n所以「牌组」可以像这样作为列表展现：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/88E66810-9773-4C21-A2F4-7A9E46FED863-81997-00014D671A7B3EAC/7CD4E391-F87F-4015-B77A-EADD855259C1.png]]\r\n\r\n... 或者作为「笔记本」呈现，每张卡片内容展开，顺次显示：\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/72825D81-DBCD-439B-B71B-3DAC214AC82F-81997-00014D8458BCD383/34E2CFBA-7378-47CA-AF2D-143C9C973610.png]]\r\n\r\nMochi 不像是用来编辑连续文本的：每个段落都看成「块」，鼠标不能在段落之间移动。但是打字时有个交互很不错：\r\n\r\n1. 创建新段落。\r\n\r\n2. 输入一些文字。\r\n\r\n3. 输入 `---`。\r\n\r\n4. 再输入一些文本。\r\n\r\n5. 按两次回车键。\r\n\r\n6. 一张卡片就做好了！\r\n\r\n[file:08E15323-4727-445A-884D-F374B045D282-81997-00014DBA696FE38A/Screen Recording 2021-05-11 at 11.04.17 AM.mov](https://notes.andymatuschak.org/About_these_notes?stackedNotes=zUw5PuD8op9oq8kHvni6sug6eRTNtR9Wqma&stackedNotes=z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE&stackedNotes=zxAXSEQidXeYW2XFBj9ftGxz1kTNtV4fXjhZ)\r\n\r\n对于编辑文章来说，Mochi 的交互方式很尴尬：所有操作都是针对单独某个段落的：只有「点中」某个段落才能打开编辑窗口；而且段落内容会动来动去，很难「对准」。不能用光标跨段落移动，也不能同时编辑多个段落。但这些交互从实现的角度很容易修改，所以我拭目以待。\r\n\r\n对于把 Mochi 当作「个人助记媒介」使用的思路，还有一个明显的问题，就是如果你写了一篇很长的文章式笔记，里面嵌入了几张填空卡或者多面卡片，那么笔记里所有「段落」都会变成复习任务（也就是变成没有背面的卡片）。我觉得这样设计很奇怪！\r\n\r\n## SRS 实现\r\n\r\n使用经过修改的 SM-2 算法：简易度不会动态调整（虽然对每个牌组可以单独设置），如果忘记一张卡片，下一次的间隔会减半，而不会从零开始。\r\n\r\n对于新卡片有「学习」的阶段，就像 Anki. 「新卡片」和「当日到期卡片」会区别对待。新卡片要回答正确了， **之后** 才加入到明天到期卡片中。\r\n\r\n## 直接嵌入的卡片\r\n\r\n2019 年 11 月 18 日，Mochi 添加了直接在笔记中嵌入 SRS 卡片的能力。卡片必须已经在牌组里，而且语法比较古怪。这种操作基本上是嵌入操作。\r\n\r\n## 商业模式\r\n\r\nMochi 桌面版本免费使用。同步功能和 API 需要每月支付 5 美元。这样的商业模式很难盈利：需要有 1700 名活跃用户才能达到 10 万美元的年平均收益率(ARR)。\r\n\r\nMochi 开发者是{Matthew Steedman}。他主要在纽约活动，在各种机构中最为活跃（如 Code and Theory）。他有广告/图形设计的 partial 美术学士校历。", + "type": "text/markdown", + "caption": " Mochi\r", + "modified": "20230930171250223", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "mochi" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_A skip mechanism may help spaced repetition memory system sessions remain emotionally connected.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_A skip mechanism may help spaced repetition memory system sessions remain emotionally connected.json" new file mode 100644 index 0000000..de1f92a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_A skip mechanism may help spaced repetition memory system sessions remain emotionally connected.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/A skip mechanism may help spaced repetition memory system sessions remain emotionally connected", + "text": "# 「跳过」机制可能有助于间隔重复记忆系统在复习环节保持情感上的连接\r\n\r\n原文：[A “skip” mechanism may help spaced repetition memory system sessions remain emotionally connected (andymatuschak.org)](https://notes.andymatuschak.org/z4xgge5NF7AmCJKrsghgYmzaXKcM5hM8P8vnn)\r\n\r\n[在间隔重复记忆系统中要优化的关键点，是其与复习环节及内容的情感连接](https://notes.andymatuschak.org/z64si3kA3bkCgz3Bsr5YNWsAAQUR2pmXab63T)。一种可能的方法，是让用户能把不关心的材料顺畅地调低优先级。具体地说，也许可以提供 「跳过」 按钮，按照指数补偿算法将卡片推迟到之后时间。这种方法与删除效果相当，而且更加稳妥：[间隔重复可以降低对收件箱进行维护中破坏性操作风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)。\r\n\r\n## 对复习效果的影响\r\n\r\n但跳过卡片是否会弄巧成拙？学生会不会滥用跳过按钮，结果不再学习？\r\n\r\n[Nate Kornell](https://notes.andymatuschak.org/z88ihqREJVzHg3iwR7cRee4ZNevQvDYSzj7Zw) 和 [Robert A. Bjork](https://notes.andymatuschak.org/zcHyJy8EutFjUfJcEUw7sYLJ4UVTmR3NDsYS)(2008) 发现，「允许放弃抽认卡的操作，对学习效果无一例外地展现了负面影响，尽管影响较小。」\r\n\r\n> 超过 68% 的项目在只回答正确一个问题后就被放弃了，还有 8% 的项目根本没有回答正确就被放弃。\r\n\r\n> ......对于那些以放弃难以学习的项目为学习策略的 20% 参与者来说，放弃项目的学习尤其具有负面影响。\r\n\r\n> ......为了创造持久的学习效果，项目如果被放弃，以后应该再回来学习。重新学习以前放弃的项目可以为这些项目提供额外的间隔学习机会。它还能识别出那些实际上还没有学到的、需要进一步学习的项目。\r\n\r\nWhitmer（2020 年）对正在受训的海军陆战队员进行了一次实验，给了一组人放弃卡片的机会。这些受训者在后期测试中的记忆力大幅下降。\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/5540C191-0199-45FD-A22F-557B9BE98F2B-466-0000145081E3C850/ED64B610-4EE7-49D0-9727-9A3C2177C2BF.png]]\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nKornell, N., & Bjork, R. A. (2008). Optimising self-regulated study: The benefits—And costs—Of dropping flashcards. *Memory*, *16*(2), 125–136.\r\n\r\nWhitmer, D. E., Johnson, C. I., Marraffino, M. D., Pharmer, R. L., & Blalock, L. D. (2020). A Mastery Approach to Flashcard-Based Adaptive Training. In *Adaptive Instructional Systems* (pp. 555–568). Springer International Publishing.", + "type": "text/markdown", + "caption": " 「跳过」机制可能有助于间隔重复记忆系统在复习环节保持情感上的连接\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A skip mechanism may help spaced repetition memory system sessions remain emotionally connected" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Can ML-based prompt generation be helpfully recast as a filtering problem.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Can ML-based prompt generation be helpfully recast as a filtering problem.json" new file mode 100644 index 0000000..8a63049 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Can ML-based prompt generation be helpfully recast as a filtering problem.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Can ML-based prompt generation be helpfully recast as a filtering problem", + "text": "# 将基于机器学习的卡片生成重新定义为过滤问题，有助于我们思考吗？\r\n\r\n原文：[Can ML-based prompt generation be helpfully recast as a filtering problem? (andymatuschak.org)](https://notes.andymatuschak.org/zQ4E1DXZoZTTitsik89ZcvXMu8dQMkJzRUS)\r\n\r\n当我开始专注[使用机器学习模型来生成高质量的间隔重复卡片](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)，我认为这个问题主要在于如何让系统产生我想要的输出。但在体验过一些模型后，我注意到模型通常有能力产生足够接近我想要结果，但前提是我愿意生成并评估足够多的样本。这一过程的问题在于生成满意答案需要生成的样本数量过于庞大……但不是一个博尔赫斯数\\*。显然，任何足够复杂的模型都包含所有的句子；这不是在说我想要的卡片就在集合中，而是在说我可能会丢弃掉近乎所有的样本。（\\*译注：博尔赫斯数是一个虚构的数学概念，源于阿根廷作家豪尔赫·路易斯·博尔赫斯的作品《百科全书》。其中博尔赫斯数是一个极其巨大的数字，其大小超出人类理解和表达的范围。它被用来描述一个无限的、包含了所有可能的排列组合的图书馆或书库，其中每本书都是一本独特的书，包含了所有可能的组合）\r\n\r\n生成卡片的问题，跟让模型生成可接受的输出的问题完全不一样。或许可以开发一些过滤器，筛选模型的输出，以找出我们需要的问题。此外，我们也可以开发一个界面来适应这个筛选问题。\r\n\r\n什么是「不合理」的问题？我发现这些问题并不是胡言乱语，而是非常规矩的问题，也都能说得通。但这些问题中读不出对文章的有趣理解。这种「有趣」有主观因素——有些人对人物时间事件等具体细节感兴趣，有人对关键定义感兴趣，而有人对大局影响感兴趣。但我想知道的是这种有趣是否能客观评价。\r\n\r\n比如，假设我们围绕一篇关于跑步者的文章生成问题，文章里有句话是「他绑紧了他的鞋带」，而如果有个问题是「他跑步前绑紧了什么？」，那么这个问题可以在客观上认为是低质量的，其中一个因素是当代故事里的其他跑步者都会这么干（也就是说，这条信息是低熵的）。另一个更为微妙的因素是，这个细节对这个故事 **并不重要** 。跑步者的鞋子是无关紧要的；文章之后也没有提起。我觉得量化第一个因素是可行的，但我不确定如何量化第二个因素。有个笨想法：如果你移除文章的某处细节，文章的自编码向量会移动多少？我们能在这里使用模型的熵吗？\r\n\r\n## 参考文献\r\n\r\n我在 [2021年 9 月 6 日](https://notes.andymatuschak.org/zYhPmghQMv93jZsGwPfLcZx7E4npiQc87xX)与 [Yuval Milo](https://notes.andymatuschak.org/zJ55L18u5sagXqnMWh5szwfZ388oGQbyfW3) 的电话会谈里意识到了这点。", + "type": "text/markdown", + "caption": " 将基于机器学习的卡片生成重新定义为过滤问题，有助于我们思考吗？\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Can ML-based prompt generation be helpfully recast as a filtering problem" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Choice of intervention in a spaced repetition memory system must depend on reason for failure.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Choice of intervention in a spaced repetition memory system must depend on reason for failure.json" new file mode 100644 index 0000000..7462595 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Choice of intervention in a spaced repetition memory system must depend on reason for failure.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Choice of intervention in a spaced repetition memory system must depend on reason for failure", + "text": "# 间隔重复记忆系统中，需要根据卡片回答错误的原因确定干预手段\r\n\r\n原文：[Choice of intervention in a spaced repetition memory system must depend on reason for failure (andymatuschak.org)](https://notes.andymatuschak.org/z38Vof1dStqGG9CQJvFYGbaH1PqZRfPMowALa)\r\n\r\n[当学生处理材料遇到困难时，间隔重复记忆系统会如何干预？](https://notes.andymatuschak.org/z432Vjppz3bY9z3NWhrY9f6Co2Jp5DFBGeLGo)这里有很多可能的办法，但选择时必须确定读者遇到困难的本质原因。\r\n\r\n如果读者只是没有记住他想要记住的东西，便没有必要另加干预；让他们知道正确答案，多练习几次即可。\r\n\r\n如果读者无法回答问题，是因为概念理解上有缺失，则应该多加解释，深入说明。\r\n\r\n如果读者在程序性知识上有困难，可能并不是因为他们没有记住程序。相反，他们可能是没有深刻理解这套程序应该在何时、何地、如何应用以及为什么要应用。\r\n\r\n如果很清楚读者就是相信错误答案，那么可能需要更详细的诊断和调解。", + "type": "text/markdown", + "caption": " 间隔重复记忆系统中，需要根据卡片回答错误的原因确定干预手段\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Choice of intervention in a spaced repetition memory system must depend on reason for failure" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Conceptual information may have much slower optimal spaced repetition schedules.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Conceptual information may have much slower optimal spaced repetition schedules.json" new file mode 100644 index 0000000..158388f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Conceptual information may have much slower optimal spaced repetition schedules.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Conceptual information may have much slower optimal spaced repetition schedules", + "text": "# 概念型知识的「最优复习间隔」可能更长\r\n\r\n原文：[Conceptual information may have much slower optimal spaced repetition schedules (andymatuschak.org)](https://notes.andymatuschak.org/z5fqaiYdbfoGyKF4KU8MV7MFPFe467n2a5LAP)\r\n\r\n几乎所有关于[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)和[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)应用落地的文献，都只聚焦于陈述型信息，比如单词对、术语定义或简单属性的值。我猜测这是因为概念型信息非常依赖先验知识和背景知识，因此其记忆动力学与陈述型知识截然不同。\r\n\r\n针对这类材料，我预计可以使用更保守的复习调度安排，有效降低记忆这类材料的成本，见：[优化间隔重复系统调度安排](https://notes.andymatuschak.org/z5N3g1Tc9jQMmRnExZxY23cUufNS1g6srNAbU)。\r\n\r\n用[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)进行的早期实验显示出比文献中报道的慢得多的遗忘曲线，至少对许多问题是这样：[QCVC 问题最初被遗忘的速度非常不同](https://notes.andymatuschak.org/z3WaUVJsHHJEYq2Wt31AVfLjenfqhoahs6XAG)；[量子国度的用户在实证五天保留后很少遗忘](https://notes.andymatuschak.org/zS5uKLsoTbkJSadTv2U3Z4G3uEBrFxTLy5E) 。这可能部分是因为信息是概念性的、相互联系的，并且是在叙述的背景下引入的（[间隔重复卡片通常是原子化的，而助记媒介为其赋予结构](https://notes.andymatuschak.org/z5YjgWTaYfhWLrEbysgmDfFRcZ1yxgLeBeZac)）。但另一种解释是[量子国度的高回忆准确率可能是因为给了过多提示而掩盖了可能的遗忘](https://notes.andymatuschak.org/zwzHd1Czz9vhBBFzYrQ91scHALNzZnXsTPj)。\r\n\r\n更多关于间隔重复系统和概念型知识的笔记：[间隔重复记忆系统可用于发展概念性理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)", + "type": "text/markdown", + "caption": " 概念型知识的「最优复习间隔」可能更长\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Conceptual information may have much slower optimal spaced repetition schedules" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Deciding to remember something with a spaced repetition system is a lightweight gesture.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Deciding to remember something with a spaced repetition system is a lightweight gesture.json" new file mode 100644 index 0000000..663fd00 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Deciding to remember something with a spaced repetition system is a lightweight gesture.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Deciding to remember something with a spaced repetition system is a lightweight gesture", + "text": "# 间隔重复系统中选择去记忆某项内容的行为有如轻松的手势\r\n\r\n原文：[Deciding to remember something with a spaced repetition system is a lightweight gesture (andymatuschak.org)](https://notes.andymatuschak.org/z2vBgMKvhXq9yM4wMR3uuQVsqJRarfbfbEoWr)\r\n\r\n没有实际使用过[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的人，常常将其认作一种工具，是在「想记住什么的时候」才应用的。但这种想法对于理解高效记忆系统来说就差之千里了。如果人们没有增强功能，刻意记忆信息是相当费力的。所以人们并不经常记东西。只有一些至关重要的细节才记忆，因为它们的价值抵得上记忆的高成本。\r\n\r\n但是[间隔重复记忆系统是非常有效的](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)。决定记住什么东西并不是高成本的决定；相反，这项决定只是意味着几分钟的花销，甚至还平摊在未来几年里。如果你只用这些系统来记忆你已经记住的那种材料，那么这些系统没什么意思，因为大多数人并没有清楚地记住很多东西。[间隔重复记忆系统不仅使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，而且使其成为 **几乎无代价** 的选择。从情感的角度来说，它更像是在书上找重点或者写旁注。而且从实际出发，一旦曾经昂贵的资源变得廉价，令人惊讶的事情就会发生（例如电）。\r\n\r\n把材料添加到记忆系统时，我感觉就像在做手势，已经内化为一种习惯，甚至对此毫无意识。一般这种行为没有明确的目的——不如说我是在脑中给信息「加下划线」。我对推特的「点赞」按钮的用法可以与其类比。「点赞」不是书签，不是投票，无需付出多少代价；给「推特」点赞是习惯性而下意识的，由此说明我对这条推特感兴趣。", + "type": "text/markdown", + "caption": " 间隔重复系统中选择去记忆某项内容的行为有如轻松的手势\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Deciding to remember something with a spaced repetition system is a lightweight gesture" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Differences in my approach to spaced repetition systems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Differences in my approach to spaced repetition systems.json" new file mode 100644 index 0000000..4586a8f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Differences in my approach to spaced repetition systems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Differences in my approach to spaced repetition systems", + "text": "# 我的间隔重复系统方法的不同之处\r\n\r\n原文：[Differences in my approach to spaced repetition systems](https://notes.andymatuschak.org/z241Vpk8PMkfkGwMQ6U2PRjpweWhD8yAsVCR)\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)已经有许多实现。为什么还要再投入更多的精力呢？我在这里做的一些笔记，收集了我用来实现系统的方法中的一些主要差别，有助于我更好面对更高阶的挑战。\r\n\r\n- [间隔重复记忆系统可用于加深概念理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)（但现有系统和之前的研究几乎完全集中在概念定义，或简单的陈述性事实上）\r\n\r\n- [写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)；这大大阻碍了大众有效而广泛地采用间隔重复系统。间隔重复系统的设计者大多忽略了这一点，但这就像是一家出版公司忽视了句子的重要性一样。\r\n\r\n- [单独的间隔重复记忆卡片是一种糟糕的交流媒介](https://notes.andymatuschak.org/z1YhDPWyvzzkC79LFcF4DSTanKpEGpic8bAe)，但这些问题可以通过在更丰富的上下文中嵌入卡片来解决（[助记媒介对通常原子化的间隔重复记忆卡片赋予结构](https://notes.andymatuschak.org/z5YjgWTaYfhWLrEbysgmDfFRcZ1yxgLeBeZac)）\r\n\r\n- 我想推动间隔重复系统来加深人们生活中最有意义事情的印象，一反[人们都认为间隔重复系统局限于毫无意义的记忆目标](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J)的主流想法。\r\n\r\n- 我认为间隔重复属于更广泛的一类系统：\r\n\r\n [可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n- 另请参阅[间隔重复记忆系统的特殊应用](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)", + "type": "text/markdown", + "caption": " 我的间隔重复系统方法的不同之处\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Differences in my approach to spaced repetition systems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Evergreen note maintenance approximates spaced repetition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Evergreen note maintenance approximates spaced repetition.json" new file mode 100644 index 0000000..84ed0ac --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Evergreen note maintenance approximates spaced repetition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Evergreen note maintenance approximates spaced repetition", + "text": "# 常青笔记的维护近似于间隔重复\r\n\r\n原文：[Evergreen note maintenance approximates spaced repetition (andymatuschak.org)](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)\r\n\r\n[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)具有密集的关联结构（见[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)），因此撰写新笔记的时候，需要我们不断回顾和修改我们过去的写作，因此这种方式像是对过去的间隔重复。\r\n\r\n特别是，这种间隔重复跟随你现在的兴趣进行。如果你对一个主题停止阅读或写作，你就不会回顾相关笔记。如果一个主题是你经常阅读或写作，那相关材料就会被频繁回顾。\r\n\r\n从记忆的角度来说，这并不是一种有效的间隔重复：你并没有真正利用[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)。但另一方面，它确实有利用到类似[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)的东西，而且对于长期积累的思想库来说，提供了注意力管理方面的思考视角。更具体一点，这种做法鼓励你反复关注那些与当下工作有关的历史想法。并且，因为你可能发现要修改这些过去的想法笔记，所以这种反复关注可能是需要一定程度努力的（*译注：这种努力会确保效应的有效性）。\r\n\r\n在维护涉及[嵌入](https://notes.andymatuschak.org/z2GUhQPz6czF4cUDBFQFJjmT4zfK4Kom2Sg1)的系统时，也会出现这种效果。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nAhrens, S. (2017). *How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers*.\r\n\r\n> 我们学习某样东西时，不仅要联系已有的知识并努力理解它更广泛的含义（阐释），而且还要在不同的时间不同语境下（不同间隔不同变体下）试图提取它，最理想的是在机会来临时特意去努力提取（在背景带来的干扰中提取）。 **卡片盒** （Slip-box）不仅为我们提供了这个机会，让我们以这种有效方式进行学习，而且让我们光是使用卡片盒，就能迫使我们完全按照建议去做。", + "type": "text/markdown", + "caption": " 常青笔记的维护近似于间隔重复\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Evergreen note maintenance approximates spaced repetition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Existing spaced repetition systems discourage evergreen notes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Existing spaced repetition systems discourage evergreen notes.json" new file mode 100644 index 0000000..143379a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Existing spaced repetition systems discourage evergreen notes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Existing spaced repetition systems discourage evergreen notes", + "text": "# 现有的间隔重复系统不鼓励常青笔记的创作\r\n\r\n原文：[Existing spaced repetition systems discourage evergreen notes (andymatuschak.org)](https://notes.andymatuschak.org/zZuqUv3XNEFsimMmHszLF87Pr5vTraLjL5Y)\r\n\r\n尽管[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中的笔记，与[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)一样都是原子化的（[常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)），但这些卡片在很多方面 **过于** 原子化（[传统间隔重复记忆卡片是原子化的](https://notes.andymatuschak.org/z4w269svvGhA2H5XFr6geaBbPTrxtJRpjt5TE)）。这种形式不鼓励渐进式的综合和提炼。\r\n\r\n卡片上的问答漂浮在均一的迷雾中，与它们内在的有意义的情境分离开来，不与相关的邻居相联系（[常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)），而且看起来除了复习的时候都不适合阅读。这些问答的本意不是成为经久耐用，持续增长的单元，而是用之即弃的残片。如果它们与[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)的独立系统有明确的关系，这些问题并不是问题，但它们没有。\r\n\r\n令人高兴的是：[助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nNielsen, M. (2018). **增强长期记忆** 。http://augmentingcognition.com/ltm.html\r\n\r\n> 我开始识别开放问题，这些问题是我希望得到答案，但似乎尚未被解答的。我发现了一些充满可能性的技巧和观察，但我还不知道其重要性。有时，我还发现我自认为是整个领域的盲点。我也会在 Anki 中对所有这些内容设问。通过这种方式，Anki 成为支持我创造性研究的媒介。此时 Anki 暴露出一些缺点，因为它的设计并没有考虑到支持创造性的工作——比如说，它并不适合在草稿空间内进行长时间的自由探索。", + "type": "text/markdown", + "caption": " 现有的间隔重复系统不鼓励常青笔记的创作\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Existing spaced repetition systems discourage evergreen notes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_GPT-4 can often generate usable spaced repetition prompts for declarative knowledge from explanatory text with guidance.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_GPT-4 can often generate usable spaced repetition prompts for declarative knowledge from explanatory text with guidance.json" new file mode 100644 index 0000000..83db2b5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_GPT-4 can often generate usable spaced repetition prompts for declarative knowledge from explanatory text with guidance.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/GPT-4 can often generate usable spaced repetition prompts for declarative knowledge from explanatory text with guidance", + "text": "# GPT-4 在指导下，通常能够从解释性文本中为陈述性知识生成可用的间隔重复卡片\r\n\r\n原文：[GPT-4 can often generate usable spaced repetition prompts for declarative knowledge from explanatory text with guidance (andymatuschak.org)](https://notes.andymatuschak.org/z2VVmj24FLixtrijdAbkKty91JQruAaZGbHE6)\r\n\r\n通过结合以下的洞见，我在[使用机器学习从解释性文本中生成优质的间隔重复卡片](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)中用 [GPT-4](https://notes.andymatuschak.org/z3Bab7JXEhospmJZJQnduTFFjrZHaHKMCJBQE) 取得了成功，通常都能一次搞定：\r\n\r\n- [对于卡片生成任务，选择要强化的目标概念，和为这些目标概念编写卡片，是两个独立的问题](https://notes.andymatuschak.org/z62s1nNLEfhGbDmpb8Z7dZiYyi3kaSziuLVXd)。在这些例子里，我负责选择制卡对象（例如，通过指向更大篇幅中的短语），模型的任务是根据这些给定的目标，生成有用的卡片。\r\n\r\n- [对于卡片生成任务，如果提供了编写卡片的原则，大型语言模型（LLM）的表现可能会有所提升](https://notes.andymatuschak.org/zrqgkr9n3eCMNsAPDsRozt3HLd8nRT5nVASc)；我提供了这些原则。\r\n\r\n- [对于卡片生成任务，大型语言模型（LLM）经常需要额外的提示，来确定从何种角度制卡](https://notes.andymatuschak.org/zomoPzCNzSi5GqtfTeVWgm7RjmiArjS8vvM5)；我提供了这些提示。\r\n\r\n- [对于卡片生成任务，如果提供了充足的上下文，大型语言模型（LLM）可能会表现得更好](https://notes.andymatuschak.org/z5LQFLXHFLrb4nYAtLrB3JBzNyJng8fYHVJYN)；我提供了上下文。\r\n\r\n这对于简单的描写来说，效果相当好，但对于更概念化的材料来说就不行了：[对于卡片生成任务，大型语言模型（LLM）缺乏为复杂概念材料编写卡片的模式](https://notes.andymatuschak.org/zmrbnm683nVZi9ut63vsr8BwYKEtATA6e4B3)\r\n\r\n一个提示词示例：[20230614123022](https://notes.andymatuschak.org/z4jtgUPVP5pABoDEjvz22hzYzAuRELqGg4BR6)", + "type": "text/markdown", + "caption": " GPT-4 在指导下，通常能够从解释性文本中为陈述性知识生成可用的间隔重复卡片\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "GPT-4 can often generate usable spaced repetition prompts for declarative knowledge from explanatory text with guidance" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_How might spaced repetition memory systems intervene when the student struggles with material.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_How might spaced repetition memory systems intervene when the student struggles with material.json" new file mode 100644 index 0000000..765ff00 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_How might spaced repetition memory systems intervene when the student struggles with material.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/How might spaced repetition memory systems intervene when the student struggles with material", + "text": "# 如果学生学习材料有困难，间隔重复记忆系统可以怎样干预？\r\n\r\n原文：[How might spaced repetition memory systems intervene when the student struggles with material? (andymatuschak.org)](https://notes.andymatuschak.org/z432Vjppz3bY9z3NWhrY9f6Co2Jp5DFBGeLGo)\r\n\r\n（如果学习材料有困难）典型的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)会干两件事：缩短下一次复习的时间间隔，并且（通常）要求学生稍后对该卡片重新作答（[SRS 重试机制](https://notes.andymatuschak.org/z2GB3wDnERaJr2337zGJdb5Gnr7tURrfmoxu)）。\r\n\r\n[Sana Labs](https://notes.andymatuschak.org/z4xUYCRTU7uUjZhafKD3jAcn5u5mHsDJwPMcc) 会重新引入卡片材料的源文章，或是建议（「也许你想要重读这篇文章？」）或是直接在下一次复习环节中，安排阅读这篇文章（「这篇文章的内容对你而言有些困难」）\r\n\r\n由于[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)将卡片与源文本紧密联系在一起，助记媒介可能有更多选择：可以将源文章特定部分摘录下来，或者让读者回到源文章阅读。\r\n\r\n其他可能性：\r\n\r\n- 增添材料的变体，来夯实记忆\r\n\r\n - [Duolingo](https://notes.andymatuschak.org/z4Pi11ZtBxEZDwVwzETHP5TtxtzFWZdCVKWMB) 可能会这样做？我无法判断。\r\n\r\n- 引入一些针对单张卡片理解困难而编写的材料\r\n\r\n- 为寻求他人帮助提供便利\r\n\r\n但是，至关重要的是：[间隔重复记忆系统中不同干预措施的选择必须从失败的原因出发](https://notes.andymatuschak.org/z38Vof1dStqGG9CQJvFYGbaH1PqZRfPMowALa)。\r\n\r\n## 文献\r\n\r\n### 队列\r\n\r\n- Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. *Journal of Educational Psychology, 105,*290–298. http://dx.doi.org/10 .1037/a0031026\r\n\r\n- McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read- recite-review study strategy: Effective and portable. Psychological Sci- ence, 20, 516–522. http://dx.doi.org/10.1111/j.1467-9280.2009.02325.x\r\n\r\n- McDaniel, M. A., & Little, J. L. (in press). Multiple-choice and short- answer quizzing on equal footing in the classroom: Potential indirect effects of testing. In J. Dunlosky & K. Rawson (Eds.), Handbook of cognition and education. New York, NY: Cambridge University Press.\r\n\r\n- Pan, S. C., Gopal, A., & Rickard, T. C. (2015). Testing with feedback yields potent, but piecewise, learning of history and biology facts. Journal of Educational Psychology, 108, 563–575. http://dx.doi.org/10 .1037/edu0000074\r\n\r\n- Pan, S. C., & Rickard, T. C. (2017). Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts? Jour- nal of Experimental Psychology: Applied, 23, 278–292. [http://dx.doi](http://dx.doi/) .org/10.1037/xap0000124\r\n\r\n- van Eersel, G. G., Verkoeijen, P. P., Povilenaite, M., & Rikers, R. (2016). The testing effect and far transfer: The role of exposure to key infor- mation. Frontiers in Psychology, 7, 1977. http://dx.doi.org/10.3389/ fpsyg.2016.01977", + "type": "text/markdown", + "caption": " 如果学生学习材料有困难，间隔重复记忆系统可以怎样干预？\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How might spaced repetition memory systems intervene when the student struggles with material" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs lack prompt-writing patterns for complex conceptual material.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs lack prompt-writing patterns for complex conceptual material.json" new file mode 100644 index 0000000..eb8ad2f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs lack prompt-writing patterns for complex conceptual material.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/In prompt generation, LLMs lack prompt-writing patterns for complex conceptual material", + "text": "# 对于卡片生成任务，大型语言模型（LLM）缺乏为复杂概念材料编写卡片的模式\r\n\r\n原文：[In prompt generation, LLMs lack prompt-writing patterns for complex conceptual material (andymatuschak.org)](https://notes.andymatuschak.org/zmrbnm683nVZi9ut63vsr8BwYKEtATA6e4B3)\r\n\r\n我已成功[使用机器学习从解释性文本中为简单的陈述性知识生成优质的间隔重复卡片](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)（[在指导下，GPT-4 经常能够从解释性文本中为陈述性知识生成可用的间隔重复卡片](https://notes.andymatuschak.org/z2VVmj24FLixtrijdAbkKty91JQruAaZGbHE6)），但对于更复杂的概念性材料，效果不尽如人意。这里的问题并不完全是系统生成了「不好」的卡片（至少[对于卡片生成任务，如果提供了编写卡片的原则，大型语言模型（LLM）的表现可能会有所提升](https://notes.andymatuschak.org/zrqgkr9n3eCMNsAPDsRozt3HLd8nRT5nVASc)）；更大的问题是，生成的卡片只强化了表面内容 —— 也就是字面的内容，而不是其 **意义** 或为何要关心它（基于[《如何阅读一本书》- Adler 和 van Doren](https://notes.andymatuschak.org/z3HEEGfxvsQTd4u62gDq4Qecb1yHDkXihFo89) 的观点）。\r\n\r\n举一个非常简单的例子，考虑 Hefferon 的《线性代数》中的定义 $1.10$：\r\n\r\n> 对于一个线性方程组，如果它的非零元素行从左往右第一个非零元素，都严格比上面行的首个非零元素更靠右，并且全零行都在矩阵的底部，那么这个方程组被称为就是 **阶梯形** 方程组。\r\n\r\n大语言模型会围绕 **术语** 提出这样的问题：\r\n\r\n- 「线性方程组成为阶梯形必须要满足什么条件？」\r\n\r\n - （术语 -> 定义）\r\n\r\n- 「对于一个线性方程组而言，如果它的非零行从左往右第一个非零元素，都严格地比上面行的首个非零元素更靠右，并且全零行都在矩阵的底部，我们把这样的方程组叫做什么？」\r\n\r\n - （定义 -> 术语）\r\n\r\n然而，这些问题只是强化了信息，而非理解。我手动编写的问题还会包括：\r\n\r\n- 「这个线性方程组是否是阶梯形的？为什么是/不是？\\<例子\\>」 \r\n\r\n【本行删除】\r\n\r\n - （例子 -> 分类）\r\n\r\n- 「给出一个阶梯形线性方程组的例子。」\r\n\r\n - （类别 -> 例子）\r\n\r\n - 以及：「给出一个非阶梯形的线性方程组的例子。」\r\n\r\n- 「如何把一个线性方程组转化为阶梯形（如果可变形）？」\r\n\r\n - （与其他概念的关联）\r\n\r\n - 原书的定义这里刚刚引入了高斯消元法，所以只暗示了关联（但我制卡时把它点明了）\r\n\r\n - 并且可能还有一些轻量的解题练习：「把这个方程组转化为阶梯形（如果可转换）：\\<例子\\>」。\r\n\r\n- 以及许多关于这个概念 **目的** 的问题；例如：\r\n\r\n【合并行】\r\n\r\n【合并行】\r\n\r\n - 「阶梯形能快速给出一个线性方程组的解集的什么信息？」\r\n\r\n - 「阶梯形如何表明线性方程组的一个方程是否冗余？」\r\n\r\n - 「一个有多个解的线性方程组的阶梯形会是什么样子？用一个例子解释。」\r\n\r\n - ……等等。这些细节出现在接下来的几页中，所以人们可能会把它们当成 **分立** 的概念，单独高亮和强化。但我想强调的是，我不想在 **没有** 后续这样卡片的情况下，添加关于定义的卡片；作为读者，如果我还不知道如何提出这些问题，当我看到定义时，我会在心里添加一个「TODO」，并会去寻找这些细节。但是，至少在没有进一步指导的情况下，模型不知道这么做。（译注：让模型从上下文中 query 不就好了）\r\n\r\n这应该不会令人感到意外。训练模型的数据不会包括大量分解复杂概念主题的抽认卡，这不是一般性的资料。在我到目前为止的简单测试中，如果我提供大量的指导，语言模型可以生成更详尽的卡片，但一套简单的提示词是不够的（如[对于卡片生成任务，大型语言模型（LLM）经常需要额外的提示，来确定从何种角度制卡](https://notes.andymatuschak.org/zomoPzCNzSi5GqtfTeVWgm7RjmiArjS8vvM5)）。例如，我仅仅念咒「将概念应用于例子」就没获得我想要的卡片。我必须说「生成一个线性方程的例子，并提问它是否处于阶梯形式。」显然，这个模型并不太重视「通过提问具体实例来深入理解概念」这一策略。至少在编写间隔重复卡片的任务中是这样。\r\n\r\n[一个编写卡片的模式语言](https://notes.andymatuschak.org/z51A7hr2YYsZruMBgmK4hH86smWNcV66Z7tQc)可能能给模型足够的指导，让它们做得更好。", + "type": "text/markdown", + "caption": " 对于卡片生成任务，大型语言模型（LLM）缺乏为复杂概念材料编写卡片的模式\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "In prompt generation, LLMs lack prompt-writing patterns for complex conceptual material" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better when given prompt-writing principles.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better when given prompt-writing principles.json" new file mode 100644 index 0000000..9c6abd0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better when given prompt-writing principles.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/In prompt generation, LLMs may perform better when given prompt-writing principles", + "text": "# 对于卡片生成任务，如果提供了编写卡片的原则，大型语言模型（LLM）的表现可能会有所提升\r\n\r\n原文：[In prompt generation, LLMs may perform better when given prompt-writing principles (andymatuschak.org)](https://notes.andymatuschak.org/zrqgkr9n3eCMNsAPDsRozt3HLd8nRT5nVASc)\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)社区已经发现了许多[高质量间隔重复记忆卡片的重要属性](https://notes.andymatuschak.org/z42J1vxsMjhkdbrqVfoqjiEesSzfaEqurBtoJ)。当我将这些属性提供给 GPT-4 时，它似乎在生成间隔重复卡片方面做得更好。与这些提示相关的思维链式提示也可能有所帮助（例如「解释这些卡片是如何满足每个原则的......」）。\r\n\r\n目前还不清楚这些效果的强度或可靠性如何。在我的非正式实验中，有时这些因素似乎很重要，有时则没什么影响。如果有[一份由专家编写的卡片的数据集](https://notes.andymatuschak.org/z6ZUDZaQrh43M64sHsZL48QZVKcFKQsTi4kTY)进行评估，那将对卡片生成系统的发展大有裨益。\r\n\r\n参见示例 [20230614114329](https://notes.andymatuschak.org/z5yuB8kkYToFBYYpoYQkehPEKWKb66JWw4X1d)。\r\n\r\n## 参考文献\r\n\r\n最初是在 Twitter 上有人向我提出这个建议（抱歉，我找不到那条信息了！），然后在 2023 年 5 月，[Yuval Milo](https://notes.andymatuschak.org/zJ55L18u5sagXqnMWh5szwfZ388oGQbyfW3) 通过一个具体的提示词再次提醒了我。", + "type": "text/markdown", + "caption": " 对于卡片生成任务，如果提供了编写卡片的原则，大型语言模型（LLM）的表现可能会有所提升\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "In prompt generation, LLMs may perform better when given prompt-writing principles" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better with ample context.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better with ample context.json" new file mode 100644 index 0000000..0a298cb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs may perform better with ample context.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/In prompt generation, LLMs may perform better with ample context", + "text": "# 对于卡片生成任务，如果提供了充足的上下文，大型语言模型（LLM）可能会表现得更好\r\n\r\n原文：[In prompt generation, LLMs may perform better with ample context (andymatuschak.org)](https://notes.andymatuschak.org/z5LQFLXHFLrb4nYAtLrB3JBzNyJng8fYHVJYN)\r\n\r\n许多人试图创建系统，[使用机器学习从说明文中为简单的陈述性知识生成优质的间隔重复卡片](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)，这些系统往往会对高亮内容进行处理。你选择一段文字，然后让模型根据所选的内容生成卡片。但是，除非所选的内容是一个孤立的、明确的陈述，否则模型通常需要更多的上下文来理解如何生成优质卡片。比如，你如果从教科书中选择了一句话，模型就需要对教科书的层次、已经介绍过的内容，以及观点的框架等方面有所了解。为此，我发现在目标文本周围提供几千个上下文相关的词元往往会有所帮助。\r\n\r\n从某种角度来看，这样的上下文信息就像是在告诉模型，什么样的卡片才符合用户的需求；这也和另一种观点相吻合[对于卡片生成任务，大型语言模型（LLM）经常需要额外的提示来确定需要强化何种角度](https://notes.andymatuschak.org/zomoPzCNzSi5GqtfTeVWgm7RjmiArjS8vvM5)。\r\n\r\n## 实例\r\n\r\n```\r\n\r\n<context>设想一个质量为 $m$ 的粒子，被限定在 $x$ 轴上运动，同时受到某个特定的力 $F(x, t)$ 作用（参见图 1.1）。经典力学的主要任务，就是求出粒子在任何特定时间的位置：$x(t)$。一旦我们得知了这个，我们就能算出速度（$v=d x / d t$）、动量（$p=m v$）、动能（$T=(1 / 2) m v^2$）或者其它我们感兴趣的动力学变量。我们如何求出 $x(t)$ 呢？我们应用牛顿第二定律：$F=m a$。（对于保守系统——也就是我们只会考虑的那种，幸运的是，它们也是在微观层面上唯一存在的类型，力可以表达为势能函数的导数，也就是 ${ }^1 F=-\\partial V / \\partial x$，于是牛顿定律就变成了 $m d^2 x / d t^2=-\\partial V / \\partial x$。）这个结论，再配合适当的初始条件（通常是在 $t=0$ 时的位置和速度），就能确定 $x(t)$\r\n\r\n而量子力学处理同一问题的方式截然不同。在这种情况下，我们要找的是粒子的波函数，$\\Psi(x, t)$，我们通过求解薛定谔方程得到它：\r\n\r\n$$\r\n\r\ni \\hbar \\frac{\\partial \\Psi}{\\partial t}=-\\frac{\\hbar^2}{2 m} \\frac{\\partial^2 \\Psi}{\\partial x^2}+V \\Psi\r\n\r\n$$\r\n\r\n其中，$i$ 是 -1 的平方根，$\\hbar$ 是普朗克常数，或者更确切地说，是他的原始常数（$h$）除以 $2 \\pi$：\r\n\r\n$$\r\n\r\n\\hbar=\\frac{h}{2 \\pi}=1.054573 \\times 10^{-34} \\mathrm{~J} \\mathrm{~s}\r\n\r\n$$\r\n\r\n薛定谔方程在逻辑上与牛顿第二定律的作用相似：给定适当的初始条件（通常是 $\\Psi(x, 0)$），薛定谔方程就能确定未来所有时间的 $\\Psi(x, t)$，就像在经典力学中，牛顿定律决定了未来所有时间的 $x(t)$。$^2$</context>\r\n\r\n<target>薛定谔方程在逻辑上与牛顿第二定律的作用相似</target>\r\n\r\n<hint>怎样</hint>\r\n\r\n```\r\n\r\n有 <context>：「 **问题** ：薛定谔方程在力学中作用，和牛顿第二定律有何相似之处？ **答案** ：只要有合适的初始条件，两者都可以确定系统在任何时间点的状态。」\r\n\r\n没有：「薛定谔方程如何与牛顿第二定律相似呢？ **答案** ：薛定谔方程描述了量子状态随环境的演变，就如同牛顿第二定律描述了物体受力后的加速度变化。」\r\n\r\n前者更贴近原文的语境。", + "type": "text/markdown", + "caption": " 对于卡片生成任务，如果提供了充足的上下文，大型语言模型（LLM）可能会表现得更好\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "In prompt generation, LLMs may perform better with ample context" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs often need extra hints about what angle to reinforce.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs often need extra hints about what angle to reinforce.json" new file mode 100644 index 0000000..320ed8e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, LLMs often need extra hints about what angle to reinforce.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/In prompt generation, LLMs often need extra hints about what angle to reinforce", + "text": "# 对于卡片生成任务，大型语言模型（LLM）经常需要额外的提示，来确定从何种角度制卡\r\n\r\n原文：[In prompt generation, LLMs often need extra hints about what angle to reinforce (andymatuschak.org)](https://notes.andymatuschak.org/zomoPzCNzSi5GqtfTeVWgm7RjmiArjS8vvM5)\r\n\r\n在[使用机器学习从说明文中生成优质的间隔重复卡片](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)时，仅给模型一个文本段落和高亮范围，往往无法达到理想效果。对于说明文的片段，其可供强化的视角十分丰富：可以是一个陈述性细节，可以是其真实性的原因，可以是其产生的影响，或者是与前文的对比等等。所有这些都可能写成不同的优质卡片，但模型并不知道你究竟想要哪一个（[对于卡片生成任务，选择强化目标和为这些目标编写卡片是两个单独的问题](https://notes.andymatuschak.org/z62s1nNLEfhGbDmpb8Z7dZiYyi3kaSziuLVXd)）。\r\n\r\n然而，如果我给模型提供一两个提示，指明我希望强调短语的哪个方面，我得到的结果通常会更好。在界面上，这可能看起来像是：高亮你认为重要的部分，然后在上面写上「为什么」。或者，给自己写一张小便签：「这比我想象的要高。」\r\n\r\n比如说，阅读 Griffiths 的《量子力学导论》时，我对 $V$ 被用作势能的符号感到惊讶——因为我习惯于用 $U$。我想要一张关于这个的卡片。但是，如果我只是高亮「力可以表示为势能函数的导数，1 F = −∂ V /∂ x」这句话中的 $V$，我得到的是「力和守恒系统中的势能之间的关系是什么？」。这个结果并不令人意外。模型怎么会知道，我感到惊讶的是那个符号呢？相比之下，如果我要求模型强调「符号」，我得到的是「在经典力学的语境下，符号 V 代表什么？」\r\n\r\n到目前为止，我发现只有在强化简单的事实陈述时，才不需要提供额外的提示。（例如：「碳的原子序数是 6。」）\r\n\r\n## 个人联系；个人笔记\r\n\r\n这里的根本问题是，最好的卡片往往涉及使材料具有个人意义——将一些抽象信息连接到你的目标上，或者深入到一个你认为特别引人注意，但作者并未强调的细节或视角。模型并不能容易地知道这些事情。\r\n\r\n一种可能会有所帮助的方法是，从针对某个文本的个人笔记中生成卡片。", + "type": "text/markdown", + "caption": " 对于卡片生成任务，大型语言模型（LLM）经常需要额外的提示，来确定从何种角度制卡\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "In prompt generation, LLMs often need extra hints about what angle to reinforce" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, choosing reinforcement targets and writing prompts for those targets are two separate problems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, choosing reinforcement targets and writing prompts for those targets are two separate problems.json" new file mode 100644 index 0000000..8d75ff7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_In prompt generation, choosing reinforcement targets and writing prompts for those targets are two separate problems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/In prompt generation, choosing reinforcement targets and writing prompts for those targets are two separate problems", + "text": "# 卡片生成任务中，选择要强化的目标概念，和为这些目标概念编写卡片，是两个独立的问题\r\n\r\n原文：[In prompt generation, choosing reinforcement targets and writing prompts for those targets are two separate problems (andymatuschak.org)](https://notes.andymatuschak.org/z62s1nNLEfhGbDmpb8Z7dZiYyi3kaSziuLVXd)\r\n\r\n对于[使用机器学习从解释性文本中生成优质的间隔重复卡片](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)的问题，大多数人似乎是将语言模型对准一段文字或一个被高亮的短语，然后告诉它「就这些内容写一些卡片吧！」这很少会有可接受的结果，除非文本内容本身某种意义上可以完全决定卡片应该是关于什么的（比如「碳的原子序数是 6。」）\r\n\r\n直觉告诉我，对语言模型而言， **选择什么内容来制卡** 要比 **编写强化某个具体细节的卡片** 要难得多。见[将卡片生成任务定义为强化目标的过滤问题](https://notes.andymatuschak.org/zQ4E1DXZoZTTitsik89ZcvXMu8dQMkJzRUS)。\r\n\r\n原因之一在于，模型 **无法知道** —— 至少在没有大量其他外部信息的情况下 —— 你对什么感兴趣、你已经知道什么、什么对你阅读这个材料的目标来说很重要。在人类作者为一般读者写卡片，这已经是一个问题了（见[助记媒介应该让读者对他们收集的卡片进行控制](https://notes.andymatuschak.org/z3XqmAYKcD411jZgBik9oyXgcrarXycADWVeh)），但至少在那种情况下，作者心中有整本书的结构，也知道为了整体，学习哪些东西是最重要的。\r\n\r\n另一个导致「选」比「制」更困难的原因是，我们可以给模型有效写卡的具体建议。如果我们给它一个《如何写出好卡片》中的原则，并要求以此为准验证输出的每一张卡片，它的表现要比简单地 「写一个关于 xxx（特定细节）的卡片」要好得多。相比之下，我们还没有一套关于目标选择的原则。我们只是告诉它例如「写出关于最重要的细节的卡片」。实际上，我们需要编码一些知识理论（给它）。这方面可能已经有一些进展，但我怀疑，用户的输入总是必不可少的，哪怕只为了优化模型选择。（小部分相关内容见：[对于卡片生成任务，大型语言模型（LLM）缺乏为复杂概念材料编写卡片的模式](https://notes.andymatuschak.org/zmrbnm683nVZi9ut63vsr8BwYKEtATA6e4B3)）\r\n\r\n我觉得这种困难基本可以接受。阅读时，要是看到最重要或最有趣的部分，我们也会用荧光笔画线，这很自然（[间隔重复系统中选择去记忆某项内容的行为有如轻松的手势](https://notes.andymatuschak.org/z2vBgMKvhXq9yM4wMR3uuQVsqJRarfbfbEoWr)）。这基本上就完成了「选」。回过头来， **根据** 这些高亮部分写卡片，是相当费力和耗时的（[写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)）；如果模型可以帮助解决这个问题，那就太好了。虽然光有高亮部分也一定不够：[对于卡片生成任务，大型语言模型（LLM）经常需要额外的提示，来确定从何种角度制卡](https://notes.andymatuschak.org/zomoPzCNzSi5GqtfTeVWgm7RjmiArjS8vvM5)。\r\n\r\n------\r\n\r\n过去的几年里，一些想法引导我产生如此思考。[Ozzie Kirkby](https://notes.andymatuschak.org/zn9igQGgecLncBSpKbgv5123mC5YEAP3hnfP) 和我注意到（[2021-06-10](https://notes.andymatuschak.org/zWLsqjDeYgCEERgoVeE8BjFbPrWSPsR5WhY)），模型从个人笔记生成的卡片更为优秀，这些笔记已经从较长的段落中提炼出了你关心的内容。同样，[GPT-3 可以将填空卡转换成问答卡](https://notes.andymatuschak.org/z4A7LCXBAkAUH2uZ21JnNrBhJHCjkobFMyn)，也是一个卡片生成任务，其中强化目标已经被非常准确地指定了。", + "type": "text/markdown", + "caption": " 卡片生成任务中，选择要强化的目标概念，和为这些目标概念编写卡片，是两个独立的问题\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "In prompt generation, choosing reinforcement targets and writing prompts for those targets are two separate problems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Interface for writing spaced repetition prompts inline while reading web content.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Interface for writing spaced repetition prompts inline while reading web content.json" new file mode 100644 index 0000000..1ac0093 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Interface for writing spaced repetition prompts inline while reading web content.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Interface for writing spaced repetition prompts inline while reading web content", + "text": "# 为阅读网页内容时在行内撰写间隔重复卡片而设计界面\r\n\r\n原文：[Interface for writing spaced repetition prompts inline while reading web content (andymatuschak.org)](https://notes.andymatuschak.org/z6NAUU151tRAwC9JCEbi5aW7PVU2BFiwmsFWt)\r\n\r\n[助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)；这种方式为我的卡片提供了结构，并让我更流畅、更自信地编写卡片。但是在阅读材料和笔记之间来回切换仍然是不流畅的。而且，在阅读笔记中的卡片时，我有时仍然会感到迷惑，因为[文章笔记中关于源材料的卡片缺乏上下文](https://notes.andymatuschak.org/z39cc5AFaeVExHJkKKEEjAohRNZxz7iuZWSTX)。我的直觉是，某种行内交互会在这里起作用。\r\n\r\n在 [2022-12-22](https://notes.andymatuschak.org/2022-12-22) 我做了一个类似的工作流原型。\r\n\r\n- 我使用 [Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh) 来编写内置卡片（它使用的格式与 [我的个人助记媒介实现](https://notes.andymatuschak.org/z4mAF1uBV96r72e4NjLcDaujEyTPGiUQJEj8C) 中所述的格式相同）\r\n\r\n- 使用 [Obsidian](https://notes.andymatuschak.org/z3aPTeVY2CVJqs61k26bHCvTZnniAK3hMEk3B) 的 [插件](https://github.com/weichenw/obsidian-hypothesis-plugin) 将这些内置卡片导入到我的 Markdown 笔记中（模板字符串：[20211227122651 ](https://notes.andymatuschak.org/20211227122651)）\r\n\r\n- 使用[Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o) 的‘笔记同步’功能导入这些卡片。\r\n\r\n## 日志\r\n\r\n[2022-12-30(https://notes.andymatuschak.org/z6WvCc6W6ikmyPRRzxD1PCZ2ntTw7txyg9rCZ)：[Ozzie Kirkby](https://notes.andymatuschak.org/zn9igQGgecLncBSpKbgv5123mC5YEAP3hnfP)尝试将机器生成的卡片与我的卡片相匹配！[他的笔记](https://gist.github.com/kirkbyo/3530442c3bcdfc3cd5a5b95cafde9d0e)。\r\n\r\n- Ozzie 提了个很有深度的问题，这个问题让我注意到：“在大多数情况下，我阅读时是在实时编写卡片。我注意到，与平时阅读时相比，这样做的阻力要小很多。我认为降低阻力的话，一气完成阅读和制卡是更容易的。\r\n\r\n------\r\n\r\n[2022-12-27](https://notes.andymatuschak.org/zgTBe9eLWVyAosrskDqtgd1RRoQn-WXPitXut)：迄今为止得到的观察结果。\r\n\r\n- 与将这些卡片写在我的笔记中相比，将它们文内写入的感觉要好得多，这让我感到惊讶。\r\n\r\n- 我注意到上下文切换感觉更加轻松。每次在笔记和文章之间切换，我都需要定位一下：我在哪里？下一张卡片写在哪里？当切换回之后：我在当前页面的什么位置？\r\n\r\n- 标重点功能让我对“内容范围”有一些非常粗略的印象。当我在文章笔记中写卡片时，我认为我正在做一些心理簿记，以追踪我写了什么卡片，我没有写什么。\r\n\r\n - 有时，我需要“找到”我写的关于某个概念的卡片，我可以通过滚动到文本中介绍该概念的位置，然后单击合适的标重点轻松地做到这一点。\r\n\r\n- 当我查看我已经编写的卡片时，[Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh) 界面能实现上述功能，我几乎总是在上下文中查看它 —— 我同时看到“邻近”的文本。这太棒了！\r\n\r\n- 原则上，在这里极大的优点*应该是*空间性——即卡片位置和文本位置之间的物理关联。不幸的是，这种效果在我目前的原型中减弱了，因为 [Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh) 的注释并没有像谷歌文档的注释一样空间化：它们位于侧边栏中的线性列表中。\r\n\r\n - 这意味着我不能简单地滚动到我感兴趣的页面部分，并查看“邻近”卡片。相反，我必须先滚动到页面的一部分，接着点击随机的标重点，以将侧边栏滚动到右侧“附近”，然后从那里浏览，但哪里没有明确标明附近的“边缘”。\r\n\r\n - 我很惊讶他们没有在空间上分布注解，因为他们努力在侧边栏的槽中构建非常精细的“提示”，这些“提示”确实是空间化的。\r\n\r\n很遗憾，那些提示并不能解决我的问题：它们需要点击多次，容易出错。而且它们的交互受到 [上下文中的细节问题](https://notes.andymatuschak.org/z6zGpscnGJpsV4brsMmuVrMvhYq6EUASYNTY4) 的妨碍。\r\n\r\n- 编辑界面使得添加同一段落的多个卡片变得笨拙。这还没有那么困扰我。\r\n\r\n - 应该能在单个 Hypothesis 注释中编写多个卡片，但是有时在我复杂的导入操作中，用于分隔卡片的新行的格式会丢失。也许我努力一下可以解决这个问题。\r\n\r\n- 我不喜欢 [Readwise](https://notes.andymatuschak.org/z2ewMN8Hzd8gt4qyfQV1ognJ5PQs3CXxDfCJ) 每天仅从 [Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh) 导入一次。这使得在编写内置提示和编写开放式文章笔记之间流畅地切换变得困难，因为正在考虑的网页笔记可能尚不存在。\r\n\r\n - 小阻力：网络书籍各个章节的卡片将被分成不同的笔记，如果我手写笔记，我可能会将它们放在同一个笔记中。\r\n\r\n - 有一个 [Obsidian](https://notes.andymatuschak.org/z3aPTeVY2CVJqs61k26bHCvTZnniAK3hMEk3B) 的插件，可以直接从 [Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh) 导入卡片；我会尝试切换到它。\r\n\r\n - 此外， [Readwise](https://notes.andymatuschak.org/z2ewMN8Hzd8gt4qyfQV1ognJ5PQs3CXxDfCJ) 似乎没法导入 [Hypothes.is](https://notes.andymatuschak.org/z24wddcuZTB2YvHTA4LkZ759DhydyufhrzCh) 的文档位置元数据，所以我不能轻易地从笔记摘录跳回到页面位置。\r\n\r\n- ……做完了——我已经切换到直接从 Obsidian 导入标重点了。现在等待时间很短，我已经从循环中剪掉了工作流程的一个环节。此外，看来我现在可以成功地在单个 Hypothesis 的高亮中编写多个卡片！太棒了！\r\n\r\n- [Obsidian](https://notes.andymatuschak.org/z3aPTeVY2CVJqs61k26bHCvTZnniAK3hMEk3B) 仍然很粗糙，我发现自己不想用它来实际写作......但我可以使用它来运行导入的插件。也许已经有人编写了能够直接运行的一些能替代它的命令行脚本？", + "type": "text/markdown", + "caption": " 为阅读网页内容时在行内撰写间隔重复卡片而设计界面\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Interface for writing spaced repetition prompts inline while reading web content" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate good question-answer flashcards from cloze deletion prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate good question-answer flashcards from cloze deletion prompts.json" new file mode 100644 index 0000000..1f7ef27 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate good question-answer flashcards from cloze deletion prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Language models may generate good question-answer flashcards from cloze deletion prompts", + "text": "# 语言模型可以基于填空卡生成高质量的问答卡\r\n\r\n原文：[Language models may generate good question-answer flashcards from cloze deletion prompts (andymatuschak.org)](https://notes.andymatuschak.org/z4A7LCXBAkAUH2uZ21JnNrBhJHCjkobFMyn)\r\n\r\n相比完整的问答卡，填空卡编写起来更容易也更快。然而[在间隔重复记忆系统中，填空卡似乎比问答卡产生更少的理解](https://notes.andymatuschak.org/zX7yi8v7qy3n1RfQDkFZFeyTCZPX3BVqy8sC)。有一条「中间路径」很有趣，那就是让语言模型基于填空卡生成问答卡。我和 [Ozzie Kirkby] 做了些初始实验（[2021-06-10](https://notes.andymatuschak.org/zWLsqjDeYgCEERgoVeE8BjFbPrWSPsR5WhY)），结果非常不错。\r\n\r\n参见：[填空卡可用于创建典型的 N 面卡片](https://notes.andymatuschak.org/zgpjhmJfdVNcrGroeKW1VQ92YLGCftpyVPc)。\r\n\r\n## 参考文献\r\n\r\n这个想法是与 [Ozzie Kirkby](https://notes.andymatuschak.org/zn9igQGgecLncBSpKbgv5123mC5YEAP3hnfP) 在 [2021-06-11](https://notes.andymatuschak.org/ztU5BioqBqxGDTcbL6jYctqsiJnVfd3mUtW) 讨论时得到的", + "type": "text/markdown", + "caption": " 语言模型可以基于填空卡生成高质量的问答卡\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Language models may generate good question-answer flashcards from cloze deletion prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate useful question variations for spaced repetition prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate useful question variations for spaced repetition prompts.json" new file mode 100644 index 0000000..ca01e5e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Language models may generate useful question variations for spaced repetition prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Language models may generate useful question variations for spaced repetition prompts", + "text": "# 语言模型可以基于卡片生成有用的变体问题\r\n\r\n原文：[Language models may generate useful question variations for spaced repetition prompts (andymatuschak.org)](https://notes.andymatuschak.org/zEhne31FD53eNQw3bpcuomfxMYL3s1qkhbF)\r\n\r\n## 参考文献", + "type": "text/markdown", + "caption": " 语言模型可以基于卡片生成有用的变体问题\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Language models may generate useful question variations for spaced repetition prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Log experimenting with GPT-3 to generate spaced repetition prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Log experimenting with GPT-3 to generate spaced repetition prompts.json" new file mode 100644 index 0000000..0ff39c9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Log experimenting with GPT-3 to generate spaced repetition prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Log experimenting with GPT-3 to generate spaced repetition prompts", + "text": "# 日志：使用 GPT-3 生成间隔重复卡片的实验\r\n\r\n原文：[Log: experimenting with GPT-3 to generate spaced repetition prompts (andymatuschak.org)](https://notes.andymatuschak.org/z2FBdAnkR9BXc9YZE924sfFRXMKwmHFQAhLXv)\r\n\r\n[2020-07-15](https://notes.andymatuschak.org/z6Wa4G8cQr7p4qqZYHd4Fu8h1w1TERbhkosKo)\r\n\r\n最后设法让 GPT-3 生成了以下卡片：\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n>", + "type": "text/markdown", + "caption": " 日志：使用 GPT-3 生成间隔重复卡片的实验\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Log experimenting with GPT-3 to generate spaced repetition prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_OS-level spaced repetition system.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_OS-level spaced repetition system.json" new file mode 100644 index 0000000..e52eed0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_OS-level spaced repetition system.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/OS-level spaced repetition system", + "text": "# 操作系统层级的间隔重复系统\r\n\r\n原文：[OS-level spaced repetition system](https://notes.andymatuschak.org/z36iMKLe4CDAXdtLSJD4Z6qPPFUS8ZXymUk3i)\r\n\r\n几十年来，计算机操作系统总是八九不离十地内置一套个人信息管理工具：地址簿、日历、电子邮件客户端、某些基本笔记功能、文件和文件夹等。这些工具的设计与封闭自成一体的 App 不同，典型的 App 竭力从头到尾承担某套工作流程。然而操作系统软件虽然基础，但更具通用性，每个软件既是工具也是服务，通过 API 的支持，在整个操作系统中充分沟通连接。可以在电子邮件里向日历中添加事件，在聊天应用程序中输入联系人的姓名便自动填充，在多个应用程序中打开文件，保存到相同文件夹，等等。\r\n\r\n如果有一个“操作系统层级”[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)会怎么样？如果卡片设计得更像文件夹里的文件，在整个系统中都可读可写，而非像 Anki 或其他现存工具的卡片，存储在 App 的袖珍天地里？\r\n\r\n网络文章可以提供嵌入行文的卡片，这些卡片可能由作者编写，如[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的卡片，也可能由读者编写，如《天才/假设》。你可以边阅读边导入卡片，就像你的浏览器在阅读时形成历史记录一样。\r\n\r\n你的 PDF 和电子书阅读器的注释自然就可以出现在这个中心化的 SRS 中，而不是封存在某个无法访问的侧边栏中。\r\n\r\n当你在日常会议上记笔记时，你可以用一个特殊的标签来标记关键的见解，以便将它们提供给这个系统(就像在[助记媒体可以扩展到一个人的个人笔记中](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE))一样，或许未来文字处理器的格式栏将包括粗体、斜体、下划线等按钮和「待复习」。\r\n\r\n基于聊天消息或电子邮件，现代操作系统会尝试创建日历事件或建立联系人。类似地，你收入书签的链接，或重复搜索的短语，也可以为系统所用，来尝试创建 SRS 卡片。\r\n\r\n但是，一旦你认为 SRS 除了用来记忆还有更多用处，这些想法就会变得更加有趣(参见[间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX))，当要想到[间隔重复系统可用于编程注意力](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)，其功能更加强大。\r\n\r\n例如，你现在抬起手腕，对智能手表说：「提醒我写下我的想法， SRS 可以设计成为操作系统层级的服务。」这是一次性的提醒。但是有了操作系统层级的 SRS，你就可以抬起手腕，对智能手表说：「记住，我要思考这个问题，什么样的新奇场景会受益于操作系统层级的 SRS 服务？」这样生成的就不是「待办事项」，而是一张可供之后反复思考的卡片。(更多信息请参阅[间隔重复可能是增量获得想法的有用工具](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ))", + "type": "text/markdown", + "caption": " 操作系统层级的间隔重复系统\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "OS-level spaced repetition system" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Regular spaced repetition memory practice is an onerous habit to adopt.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Regular spaced repetition memory practice is an onerous habit to adopt.json" new file mode 100644 index 0000000..d662ed7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Regular spaced repetition memory practice is an onerous habit to adopt.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Regular spaced repetition memory practice is an onerous habit to adopt", + "text": "# 规律进行间隔重复记忆练习是沉重的习惯\r\n\r\n原文：[Regular spaced repetition memory practice is an onerous habit to adopt](https://notes.andymatuschak.org/zyk3ZCEVSB4Zwej3Xd4CJ2g1FynRFTZGJpQN)\r\n\r\n[间隔重复记忆系统使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但想做到这点，就要养成规律地进行记忆练习的习惯。然而大多数人什么习惯培养起来都费心费力。况且记忆练习对很多人来说尤为不快，这些练习看起来就是死记硬背抽认卡，不免让人想到高中时候的背卡经历。\r\n\r\n所以，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)只有克服这道阻碍，让用户一用就有效果，才能被用户接受。但大多数记忆系统做不到：他们都是空盒子，用户需要自己去装满卡片。可是[写好间隔重复记忆卡片很困难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN), 所以用户刚开始使用记忆系统时，自己做的卡片必然数量又少质量又不高，却只能用这些卡片去复习。更糟的是，[间隔重复记忆系统的好处是慢慢显现的](https://notes.andymatuschak.org/z2evK9drA5aJp4tHcXgV4Pri6GAnEyWyb4YwS)。难怪大众会反感。\r\n\r\n> 我们经常遇到这样的例子，有人觉得「间隔重复感觉很不错，我试过 Anki [*之类的*](https://notes.andymatuschak.org/zyk3ZCEVSB4Zwej3Xd4CJ2g1FynRFTZGJpQN)，但对我没什么用。」可稍微问一下，就会发现他们根本就把记忆系统用错了，注定行不通。他们写的问题很糟糕，学习的学科他们丝毫不关心，诸如此类错误。他们有点像这样的一类人，感觉「学吉他好啊」，结果开始弹吉他半个小时就扔在一边，说是弹得太难听，吉他就是很差劲。当然，实际上吉他和记忆系统一样，都需要投入足够时间才能用得起来。\r\n\r\n> (Matuschak 和 Nielsen，2019 年)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. 和 Nielsen, M. (2019 年 10 月). 《我们如何才能开发出变革性的思想工具？》https://numinous.productions/ttft", + "type": "text/markdown", + "caption": " 规律进行间隔重复记忆练习是沉重的习惯\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Regular spaced repetition memory practice is an onerous habit to adopt" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Retry outcomes may give extra retrievability signal.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Retry outcomes may give extra retrievability signal.json" new file mode 100644 index 0000000..345fea7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Retry outcomes may give extra retrievability signal.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Retry outcomes may give extra retrievability signal", + "text": "# 重试结果可能会提供额外的可提取性信号\r\n\r\n原文：[Retry outcomes may give extra retrievability signal (andymatuschak.org)](https://notes.andymatuschak.org/zq2kRQRbZ5ykqy6TWtece3NscvMdjYRUZFr)\r\n\r\n在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中，建模和评估面临一个难题：我们试图估计一个随时间变化的连续值（回忆概率，或[记忆的双组分模型](https://notes.andymatuschak.org/z4dAUBxVn79XSWRxGZHnKRXCP5XHeX2P9sw3y)中可提取性），但我们得到的却是稀疏的一比特二元样本：记住，或没记住。如果读者没记住，他们的可提取性可能是 10%，也可能是 90%。\r\n\r\n但在典型的 [SRS 重试机制](https://notes.andymatuschak.org/z2GB3wDnERaJr2337zGJdb5Gnr7tURrfmoxu)中，假设读者在第一次尝试后不久的重试中仍未能记住。那么，你对第一次尝试时的可提取性的估计就应该降低。若失败次数增多，应进一步降低估计。\r\n\r\n我不确定如何实际构建一个包含这个因素的模型。在每次后续失败后，可提取性估计应该下降多少？我不确定如何在这里找到「确凿的依据」。\r\n\r\n这种信号在学术文献中 **有所** 体现，其中常见的做法是要求受试者不断练习项目，直至成功。尝试次数有时会被当作一个变量来分析。在 [Ebbinghaus, H. (1913). Memory: A Contribution to Experimental Psychology (H. A. Ruger & C. E. Bussenius, Trans.). (Original work published 1885)](https://notes.andymatuschak.org/zKo9oLfGnps2DZxPMotN9EiTdwAi6dZrTqX) 一书中，[赫尔曼·艾宾浩斯](https://notes.andymatuschak.org/z27aRzfKv9AhrdENveH1MhBGWj9HzTe5R1pZ)几乎将尝试次数作为唯一的信号（一种较为粗糙的可提取性信号）。\r\n\r\n## 参考文献\r\n\r\n这个想法是在 [2022-02-22](https://notes.andymatuschak.org/zZumxAcTBYSuU7Wc5iYAaCC8dfkLLQmMDM5) 与 [Giacomo Randazzo](https://notes.andymatuschak.org/z2NzKC1UDHBSjGkyVmDJL2CNqJDKxeiFZRSJ) 的一次交谈中产生的。他抱怨自己不得不扔掉很多「遗忘」的样本，因为这些都是「重试」的尝试。起初，我觉得这是理所当然的，因为这些样本的 ISI 几乎为零，所以毫无意义。然而，后来我意识到了我在这篇笔记中所描述的问题。", + "type": "text/markdown", + "caption": " 重试结果可能会提供额外的可提取性信号\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Retry outcomes may give extra retrievability signal" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems are more efficient than machine-graded systems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems are more efficient than machine-graded systems.json" new file mode 100644 index 0000000..ba0454a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems are more efficient than machine-graded systems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Self-graded spaced repetition memory systems are more efficient than machine-graded systems", + "text": "# 自主评分的间隔重复记忆系统比机器评分的系统更有效率\r\n\r\n原文：[Self-graded spaced repetition memory systems are more efficient than machine-graded systems (andymatuschak.org)](https://notes.andymatuschak.org/z7MGZ4wX4fenUQzR9248QfWU8GFeZbTFGaJRM)\r\n\r\n[交互是界面设计的成本中心](https://notes.andymatuschak.org/z87TFgTr98bz3MNFT26NhegyRCMgdkfNTBAzp)，所以机器评分的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)加重了用户的负担。如果要求用户打字输入答案，那就很容易在每项任务上花费 2-4 倍的时间。\r\n\r\n一些机器评分系统放弃卡片，转而使用选择题来规避输入成本。但生成任务就转变成了判别任务——对记忆编码的效果大打折扣；参见[生成效应](https://notes.andymatuschak.org/z3iJVoXtJBUJHq9Tb6i8Kv4EK7oNbriHh4N2y)", + "type": "text/markdown", + "caption": " 自主评分的间隔重复记忆系统比机器评分的系统更有效率\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Self-graded spaced repetition memory systems are more efficient than machine-graded systems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems avoid false negatives.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems avoid false negatives.json" new file mode 100644 index 0000000..66c332a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Self-graded spaced repetition memory systems avoid false negatives.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Self-graded spaced repetition memory systems avoid false negatives", + "text": "# 自主评分的间隔重复记忆系统可避免假阴性\r\n\r\n原文：[Self-graded spaced repetition memory systems avoid false negatives (andymatuschak.org)](https://notes.andymatuschak.org/z7NmYGQd6wLQr3zQcDEPMizghkD9thEhhfg2E)\r\n\r\n在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的复习环节中，如果我因为记错了一个函数的名字而在 SQL 表达式中打错了字，那就不好了，我可能应该再复习一遍。但是，如果我因为手指打滑而打错了字，我仍然自认为是「正确的」。在机器评分的系统中，假阴性是非常令人恼火的。当然，假阴性也是低效的，因为卡片会更快地重新出现。但激怒用户才是更严重的问题。\r\n\r\n机器分级系统引入了各种机制来避免这个问题——例如，允许用户输入与答案之间有一定的较小的编辑距离，或者为的拼写变体准备字典。这些措施必然是相当片面的。（译注：编辑距离是针对二个字符串的差异程度的量化量测，量测方式是看至少需要多少次的处理才能将一个字符串变成另一个字符串。）\r\n\r\n更多内容请参见《为非常好奇的人提供的量子计算》中的[如何使用（或不使用！）问题](https://quantum.country/qcvc#how-to-use-or-not-use-the-questions)一节；例如：\r\n\r\n> 你可能已经注意到这些问题是自我评估的。如果你有时即使是在你不正确的时候，但也想评为「正确」，尽可大胆去做！你认为这对你的学习会有什么影响？你喜欢这种略带背德的感觉吗？我必须承认，我喜欢。如果是的话，不要感到尴尬：这应该是，首先是乐趣。或者试着在你正确的时候给自己评分为「错误」，或者干脆跳过这些问题。这些行为对你的学习有什么影响？关键是要弄清楚如何与这些问题尽力较量，从而尽可能快地学习。这意味着要对你的学习方式进行有趣的试验，找到适合你的方法。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, March). Quantum computing for the very curious. Quantum Country. https://quantum.country/qcvc", + "type": "text/markdown", + "caption": " 自主评分的间隔重复记忆系统可避免假阴性\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Self-graded spaced repetition memory systems avoid false negatives" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition can lower the stakes around destructive inbox-maintenance operations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition can lower the stakes around destructive inbox-maintenance operations.json" new file mode 100644 index 0000000..77e8a4f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition can lower the stakes around destructive inbox-maintenance operations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition can lower the stakes around destructive inbox-maintenance operations", + "text": "# 间隔重复可以降低对收件箱进行维护中破坏性操作风险\r\n\r\n原文：[Spaced repetition can lower the stakes around destructive inbox-maintenance operations (andymatuschak.org)](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)\r\n\r\n[收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)，但[收件箱维护的分流策略（如「收件箱归零」）往往不够稳健](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)。在很大程度上，这是因为[软件界面经常将破坏性操作作为最终决定，而不是视情况而定的选择](https://notes.andymatuschak.org/z5vXaKVAPBNKAAi9RXNudduhyGadGXqtMVTEs)。\r\n\r\n如果你把这些破坏性操作按「不是现在」重新执行，它们带来的感觉就完全不同。那个你关闭的消息并没有真正消失，而是会在稍后回来。比如一开始会在一天后弹出，如果我还跳过，那就或许变成几天后、再是一个星期，以此类推，直到「不是现在」变为真正的「关闭」，但这样的「关闭」不会让你压力山大。这个概念可以应用于任务队列、阅读列表（[为保存可能有用的参考资料建立阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)）、电子邮件收件箱，等等。[间隔重复机制让人感觉轻松不费力](https://notes.andymatuschak.org/zCcbyCRksiHRGzg5Z59iJmqZ2Bnv8FcTdfi)。\r\n\r\n这是[可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)的一个例子。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019, December). Taking knowledge work seriously. Presented at the Stripe Convergence, San Francisco.\r\n\r\nDiscovered in Dec 2020 that Simon Hørup Eskildsen [blogged](https://sirupsen.com/playlists/) about a similar idea in June 2018.", + "type": "text/markdown", + "caption": " 间隔重复可以降低对收件箱进行维护中破坏性操作风险\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition can lower the stakes around destructive inbox-maintenance operations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to develop or change habits.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to develop or change habits.json" new file mode 100644 index 0000000..8885b90 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to develop or change habits.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition may be a helpful tool to develop or change habits", + "text": "# 间隔重复可能是培养或改变习惯的有用工具\r\n\r\n原文：[Spaced repetition may be a helpful tool to develop or change habits](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n想象一下，你读了一篇文章，其中提出了这样的建议：\r\n\r\n> 行动时难以抉择各种选项的优先级，到头来白费功夫？想用长长的利弊表来解决的话，如果其中各种因素本身不够有决定性，同样无济于事。要么开辟一条新路，或者确定更有力的评估，要么承认目前做不出足够明智的选择。\r\n\r\n你可以用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)来记忆文章中的片段，但你也可以用这个系统来把这个习惯「安装」在你的头脑中。下面一些样例问题可供尝试：\r\n\r\n> 问：回忆出一个时候你在一直白费功夫，试图确定各种选择的优先次序。（对于这个问题，再想出一种之前没想过的情况）\r\n\r\n> 答：[空白](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n> 问：想象一下，你发现自己陷入优先次序不明确的困境后，可能会采取的具体步骤，这些步骤不算常规。（写出你以前没有想到过的步骤）\r\n\r\n> 答：[空白](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n> 问：设想一种特定的情况，在这种情况下，你很难通过找到一个决定性的因素来摆脱优先次序的泥潭。（写一个你以前没有想过的情况）\r\n\r\n> 答：[空白](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n在你回答过几次这种关于特定习惯的卡片后，做出更具体的卡片来强化这个习惯往往会有帮助。例如([来自 Kanjun，2020-07-01](https://twitter.com/kanjun/status/1278501271226298368))：「当我早上拿起牙刷时…」「…拿起我的手机，打开 Anki。」\r\n\r\n这是一个[可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)的例子。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n与 Florent Crivello 的对话，2019-11-17\r\n\r\n相关信息来自 [Alexey Guzey](https://notes.andymatuschak.org/Alexey_Guzey)：[用 Anki 灌输新的思维模式并使你的长期记忆负责 - Alexey Guzey](https://guzey.com/things/software/anki/#instilling-novel-thought-patterns-with-anki)", + "type": "text/markdown", + "caption": " 间隔重复可能是培养或改变习惯的有用工具\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition may be a helpful tool to develop or change habits" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to incrementally develop inklings.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to incrementally develop inklings.json" new file mode 100644 index 0000000..aede117 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition may be a helpful tool to incrementally develop inklings.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition may be a helpful tool to incrementally develop inklings", + "text": "# 间隔重复对于逐步完善灵光一闪可能有用\r\n\r\n原文：[Spaced repetition may be a helpful tool to incrementally develop inklings](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)\r\n\r\n在谈话或散步中间，我经常灵光一现，想出有趣的问题和想法。大部分时候，我当场是没办法围绕冒出的想法写出很有见地的东西的。我自然写不出高质量的[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。对于这个想法我还无可置喙——只是它看起来特别有趣。\r\n\r\n我现在应该怎么做？我应该如何安排行动，从而逐步完善这个灵光一闪？我可以创建一个「待办事项」，或者安排一段时间来思考这个问题，但完善灵感往往不该这么做。相反，我常常该让子弹飞一会：过几天再回顾，看看我又想出了什么。\r\n\r\n我可以在[为短暂和不完整的笔记而设的写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)中记录这个概念，但收件箱中的内容会迅速变成一堆难以处理的碎片，而我会忽略这些碎片 ([收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18))。\r\n\r\n[间隔重复系统可以用来编程注意力](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)，所以间隔重复在这里可能会有帮助。在这样一个系统中，我可能会：\r\n\r\n- 坐下来进行晨间写作，阅读当天的写作卡片，这些卡片从写作收件箱中抽取，数量很少\r\n\r\n- 我可以添加我目前对卡片内容的想法（也许这些想法让以前写的东西意图更模糊了，除非我添加新的材料）\r\n\r\n- 完成之后，我就可以把卡片标记为「有成果」，这意味着它很快就会再次出现；或者标记成「无成果」，系统便大大增加其间隔时间。\r\n\r\n- 另外，我可能会花点时间把一些卡片转换成一条或多条[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。\r\n\r\n- 任何我直接忽略的卡片，其间隔时间都会增加，但增加的间隔时间比起显然无用的卡片少。\r\n\r\n利用间隔重复的指数性质，上百张卡片逐步推进便成为可能，而每天只消考虑其中的几张。\r\n\r\n这将会构成「渐进思考」的系统。\r\n\r\n## 实现\r\n\r\nRice Issa 已经发布了[一个简单实现](https://github.com/riceissa/spaced-inbox)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019, December). **认真对待知识工作** . 在旧金山举行的 Stripe Convergence 上发表。", + "type": "text/markdown", + "caption": " 间隔重复对于逐步完善灵光一闪可能有用\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition may be a helpful tool to incrementally develop inklings" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition mechanics create a sense of effortlessness.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition mechanics create a sense of effortlessness.json" new file mode 100644 index 0000000..9b064b9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition mechanics create a sense of effortlessness.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition mechanics create a sense of effortlessness", + "text": "# 间隔重复机制让人感觉轻松不费力\r\n\r\n原文：[Spaced repetition mechanics create a sense of effortlessness (andymatuschak.org)](https://notes.andymatuschak.org/zCcbyCRksiHRGzg5Z59iJmqZ2Bnv8FcTdfi)\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的核心机制让行动的关键步骤少一些决策和毅力。假设你想研究细胞代谢的分子途径。如果没有 SRS，你需要制定计划，比如「我在每个周二晚上学习细胞生物学」，之后记住这个计划，并下定决心反复执行。但是如果你有使用 SRS 的习惯，你便可写些卡片放进卡片库，并确信你能逐步看到这些卡片。\r\n\r\n不需要决定学习这些卡片的频率，也不需要咬牙坚持去研究那些特定的卡片，只要每天去完成 SRS 练习即可。给卡片评分的决定也不算沉重：最多是动动按钮而已；这张卡片无论如何都会重新出现。用格式塔的术语讲，这种感觉来自于毫不费力的行动（[无为](https://notes.andymatuschak.org/z2SQRUjpkz14xAaang7MYbUSdpMhSFsDSRyw)）。\r\n\r\n这与维护收件箱时的感觉截然不同，因为维护收件箱中步步是沉重的决定：[维护收件箱的分流策略（如 Inbox Zero）往往太过脆弱](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)。\r\n\r\n这种轻松不费力的感觉，是我对[间隔一切](https://notes.andymatuschak.org/z59aJSjgqr4B1k1ofoE7ZBF2dv8MeJ1Drf4TQ)感兴趣的原因之一：我想将其扩展到卡片之外、更多的地方。\r\n\r\n[Kawara](https://notes.andymatuschak.org/zaCrNq4cnLVRueeCg9PFKTi6VVbN7RGY3LF) 是专注于灵感的间隔重复应用，这个应用很好地描述了这种感觉：「Kawara 不会让我忘记，但也不会对我施压去记住。」\r\n\r\n这种不费力的感觉与 YouTube 或 Netflix 的「自动播放」功能有联系。自动播放功能是软件驱动你，而不是你驱动软件。在这些情况下，这种关系有些对抗性；间隔重复的追求则是用你认可的方式「自我编程」。(另见[可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN))\r\n\r\n问：间隔重复机制如何让人感觉轻松不费力？\r\n\r\n答：通过消除沉重的决定和对意志力的要求。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n我在 Twitter 上关于这个话题的帖子: https://twitter.com/andy_matuschak/status/1271997374756315142", + "type": "text/markdown", + "caption": " 间隔重复机制让人感觉轻松不费力\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition mechanics create a sense of effortlessness" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems are extremely efficient.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems are extremely efficient.json" new file mode 100644 index 0000000..b7d8d81 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems are extremely efficient.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition memory systems are extremely efficient", + "text": "# 间隔重复记忆系统非常高效\r\n\r\n原文：[Spaced repetition memory systems are extremely efficient (andymatuschak.org)](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)\r\n\r\n有了[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，只要每天投入短短的几分钟，你就能记住成千上万的问题的答案。这个效果不太直观，其背后是[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)的指数特点：[投入少许精力，而间隔重复的回报指数级增长](https://notes.andymatuschak.org/z7AeS1H6h8GRAaZ9ZuqumphVu1LNM323rdS6u)。\r\n\r\n每当你正确记住一个答案，该问题的测试间隔就会呈几何级数增加，形成一条指数曲线。5 天，2 周，1 个月，2 个月，4 个月，等等。如果你以恒定的速度在软件里添加问题，而每个问题在某一天出现的概率随着时间的推移呈指数式减少，那么你在某一天要复习的问题数量就会基本恒定。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nBranwen, G. (2009). Spaced Repetition for Efficient Learning. Retrieved December 16, 2019, from https://www.gwern.net/Spaced-repetition\r\n\r\nNielsen, M. (2018). Augmenting Long-term Memory. Retrieved from http://augmentingcognition.com/ltm.html", + "type": "text/markdown", + "caption": " 间隔重复记忆系统非常高效\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition memory systems are extremely efficient" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can accelerate the unpleasant early stages of learning a subject.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can accelerate the unpleasant early stages of learning a subject.json" new file mode 100644 index 0000000..fdbb2e6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can accelerate the unpleasant early stages of learning a subject.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition memory systems can accelerate the unpleasant early stages of learning a subject", + "text": "# 间隔重复记忆系统可以缩短科目学习中不愉快的早期阶段\r\n\r\n原文：[Spaced repetition memory systems can accelerate the unpleasant early stages of learning a subject (andymatuschak.org)](https://notes.andymatuschak.org/z36hoKonZMF93rY34goQhyFLfnTfHmSwBzNYs)\r\n\r\n对于使用[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)工作，一个常见的负面反应是：「我更愿意直接上手：我就会自然而然地记住重要的东西」([赋能环境着重于创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)）但是当你刚开始与新主题互动时，你可能一步也迈不开：至少在一段时间内，完成有意义的活动所需的术语与概念，对你来说数量太多，记忆也太不牢固，（相关：[在赋能环境中的新手往往不能做被赋能的事情](https://notes.andymatuschak.org/z3XsSKarN8i3pV4WjPiJ7pVGG6akRVQvU7ngK)。在这种情况下，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)可以帮助你加速，度过这个尴尬的、不愉快的阶段，直到你与材料能产生一段有意义的体验（相关笔记：[赋能环境的活动直接服务于一个内在的有意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)）。\r\n\r\n例如，学习法语的一个有意义的方法，可能是与讲法语的人进行对话。但是，如果你才开始学习法语，你对这门语言所知甚少，真刀真枪的对话很困难——即使你能对话，你可能会如坐针毡，于是不愿再开口。记忆系统可以助你进步，使得你有可能展开有意义的对话。\r\n\r\n[许多人认为记忆对深入的创造性工作不重要](https://notes.andymatuschak.org/zD5zaKmvTFAAL3PTJGWzkAQr6CtoBCdoXBpM)，这便是很好的反驳。\r\n\r\n相关笔记：[助记媒介对成熟领域的入门读物很有效](https://notes.andymatuschak.org/zY1nxKoZCJmCd6EpMxzWHwmCyiQUG7nX17Z)\r\n\r\n------\r\n\r\n问：为什么 SRM 在学习一个科目的早期阶段往往特别有帮助？\r\n\r\n答：在这些阶段，你对核心术语和概念的掌握非常薄弱，很难作出什么有意义的事情。SRM 可以让你加速超越这个阶段。\r\n\r\n问：如果你刚刚开始学习法语，为什么 SRM 可以帮助你更快地获得有意义的体验？\r\n\r\n答：它可以帮助你更快地达到可以用法语与人对话的程度。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October 0). *How can we develop transformative tools for thought?* https://numinous.productions/ttft (see https://numinous.productions/ttft/#how-important-is-memory)", + "type": "text/markdown", + "caption": " 间隔重复记忆系统可以缩短科目学习中不愉快的早期阶段\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition memory systems can accelerate the unpleasant early stages of learning a subject" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to develop conceptual understanding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to develop conceptual understanding.json" new file mode 100644 index 0000000..a53dddc --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to develop conceptual understanding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition memory systems can be used to develop conceptual understanding", + "text": "# 间隔重复记忆系统可用于发展概念性理解\r\n\r\n原文：[Spaced repetition memory systems can be used to develop conceptual understanding](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)显然可以用来记忆简单事实：名称、定义、数字常数等。记忆系统的绝大多数使用者似乎只将其用于这一目的。但是，间隔重复并不仅限于对记忆简单事实有用。如果你自己写卡片，它还可以用来深入理解复杂的材料 ([亲自间隔重复记忆卡片有多重要？](https://notes.andymatuschak.org/z5TxQNCUTSAiTg42v7Ft6xASpnyiuvm6phAoJ))。这种面向概念的卡片可能会从联系、影响、原因、后果出发问问题。这些更广泛的想法乍一看根本不是可以记忆的事实，但其实是的。使用间隔重复系统，不仅能让你记住这些概念性的想法，还能让你琢磨更高层次的关系，从而与话题保持联系，更深刻地内化材料。(相关文章：[助记媒介使读者长期与材料保持联系](https://notes.andymatuschak.org/z7tjqSxGsJ53tXsGkRpchsECWcMsW3sFUw86U))\r\n\r\n[写好间隔重复的记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)；写好概念性卡片就更难了。对于编码抽象而概念性的知识的技术，还没有深入而广为接受的见解。欲了解更多，请参见[高质量的间隔重复记忆卡片最重要的属性是什么？](https://notes.andymatuschak.org/z42J1vxsMjhkdbrqVfoqjiEesSzfaEqurBtoJ)。特别相关：[间隔重复记忆卡片应该从多个角度对想法进行编码](https://notes.andymatuschak.org/z3K5a9tM1wq1x4QnDfsUpTeYZWW3M9iUzMdfo)。\r\n\r\n间隔重复系统对概念性理解的发展功能，有力反驳了[许多人认为记忆对深入的创造性工作不重要](https://notes.andymatuschak.org/zD5zaKmvTFAAL3PTJGWzkAQr6CtoBCdoXBpM)的看法。\r\n\r\n值得注意的是，间隔重复的认知心理学基础（[测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)）已被证明适用于概念性知识以及陈述性知识 (见 Karpicke 和 Blunt，2011)。\r\n\r\n有可能这种类型的信息用间隔重复的时间安排来记忆会更「便宜」：[概念性信息可能有更慢的最佳间隔重复时间表](https://notes.andymatuschak.org/z5fqaiYdbfoGyKF4KU8MV7MFPFe467n2a5LAP)。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October 0). 我们如何开发变革性的思想工具？ https://numinous.productions/ttft (见 https://numinous.productions/ttft/#how-important-is-memory)\r\n\r\n[//doi.org/10.1126/science.1199327](https://notes.andymatuschak.org/Karpicke%2C_J._D.%2C_%26_Blunt%2C_J._R._(2011)._Retrieval_Practice_Produces_More_Learning_than_Elaborative_Studying_with_Concept_Mapping._Science%2C_331(6018)%2C_772–775._https)", + "type": "text/markdown", + "caption": " 间隔重复记忆系统可用于发展概念性理解\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition memory systems can be used to develop conceptual understanding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to prompt application, synthesis, and creation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to prompt application, synthesis, and creation.json" new file mode 100644 index 0000000..f312e1d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems can be used to prompt application, synthesis, and creation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition memory systems can be used to prompt application, synthesis, and creation", + "text": "# 间隔重复记忆系统可用于促进应用、综合和创造\r\n\r\n原文：[Spaced repetition memory systems can be used to prompt application, synthesis, and creation](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)\r\n\r\n像 Anki 这样的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)主要是为了帮助人们记忆大量的陈述性知识，比如词汇。但这类系统的机制也可以用来创建相对非传统的卡片，从而促进应用、综合和创造。\r\n\r\n[img [img|https://notes.andymatuschak.org/BearImages/7B966008-E4E2-48DD-B98A-0CA99C16A2A7-2972-00008CA3A3B8A7D9/DYDdBJMVMAAobpq.jpeg]]\r\n\r\n这类问题的一个限制是，因为是「你」写的，所以你必须让上下文比较模糊：「从功利主义的视角考虑最近的一个决定」，而不是「从功利主义的视角考虑死刑」。如果你写的是后一个问题，那么它不会有太大帮助：你可能已经想透了答案，所以当你稍后再次看到它时，它真的只能作为记忆型卡片了。这种限制使得下面描述的想法很有前景：[助记媒介可以通过简单的应用型卡片帮助读者应用所学](https://notes.andymatuschak.org/z6Y8xDS2AJyE1d34X99y14Sk1A7YCNas5kFjA)。\r\n\r\n相关：\r\n\r\n- [间隔重复记忆系统的特殊应用](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)\r\n\r\n- [间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n- [可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n推特帖子，2018年03月11日：https://twitter.com/andy_matuschak/status/973020621847187456\r\n\r\n与迈克尔·尼尔森的对话，2020-01-01", + "type": "text/markdown", + "caption": " 间隔重复记忆系统可用于促进应用、综合和创造\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition memory systems can be used to prompt application, synthesis, and creation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems dont rapidly demonstrate their benefits.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems dont rapidly demonstrate their benefits.json" new file mode 100644 index 0000000..d8235c6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems dont rapidly demonstrate their benefits.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition memory systems dont rapidly demonstrate their benefits", + "text": "# 间隔重复记忆系统并不能迅速展现出它的优势\r\n\r\n原文：[Spaced repetition memory systems don’t rapidly demonstrate their benefits (andymatuschak.org)](https://notes.andymatuschak.org/z2evK9drA5aJp4tHcXgV4Pri6GAnEyWyb4YwS)\r\n\r\n[间隔重复记忆系统非常高效](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)，但是前期收效不显。因此，一个新用户在入门[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)时需要更多的努力......而绝好的学习结果却是延迟出现的。最初，它似乎并不比学校内使用的简单闪卡系统更优，而且它的长期好处很难以察觉 —— 尽管[间隔重复让小的努力增量产生指数回报](https://notes.andymatuschak.org/z7AeS1H6h8GRAaZ9ZuqumphVu1LNM323rdS6u)，但这样的事物在生活中十分罕见（使得人们不能立即辨识出来），而且[人们对指数的直觉很差](https://notes.andymatuschak.org/z7ovyasYVEW4BS9Ay1V6iLCDVSfhPrkGyU3R3)。\r\n\r\n更糟糕的是：即使在读者取得了重大进展之后，也无法明确感知到这正在发生。大多数情况下，你不会去记忆那些你已经牢牢记住的东西，所以你不会直观地感觉到你已经记住了数百个项目。相反，你的注意力被吸引到你可能已经忘记的卡片上：[间隔重复记忆系统让你觉得你的记忆力比实际情况要差](https://notes.andymatuschak.org/z4vCGd9Gt715AXtqTXxoKjrEawbvT9o9NA6DC)。\r\n\r\n综上所述，间隔重复系统设计者应该考虑补充「自然」的经验来解决这个问题。在前期，告知它的指数性，可能会帮助人们意识到自己要付出的努力将会在后面迅速下降。在复习环节中显露出总体进展也可能是有用的（就像[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)所做的那样），这样用户就不会为了了解自己的进展而过度关注一个环节的卡片了。", + "type": "text/markdown", + "caption": " 间隔重复记忆系统并不能迅速展现出它的优势\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition memory systems dont rapidly demonstrate their benefits" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems help you focus on deeper engagement by automating away rote memorization.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems help you focus on deeper engagement by automating away rote memorization.json" new file mode 100644 index 0000000..92dfb65 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition memory systems help you focus on deeper engagement by automating away rote memorization.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition memory systems help you focus on deeper engagement by automating away rote memorization", + "text": "# 间隔重复记忆系统让记忆更加自动化，从而有助于更深入的琢磨思考\r\n\r\n原文：[Spaced repetition memory systems help you focus on deeper engagement by automating away rote memorization (andymatuschak.org)](https://notes.andymatuschak.org/z3hyucvGpCUB361PCegiHbX7FyFHcqZZF2pKK)\r\n\r\n[深入理解需要详细的基础知识](https://notes.andymatuschak.org/zQiumA4k3SXo1GeRVJpsrVaBRETAoyYmSERS)。那么，看待[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的作用的一个角度是，它们有效地将学习中基础但需要死记硬背的知识自动化，以便你可以专注于更有趣、有意义或概念性的知识。\r\n\r\n这是对[许多人认为记忆对深入的创造性工作不重要](https://notes.andymatuschak.org/zD5zaKmvTFAAL3PTJGWzkAQr6CtoBCdoXBpM)的很好的反驳。\r\n\r\n不过，值得指出的是，间隔重复并不 **只** 对学习中最死板的部分有用：只是这种方式最容易使用。事实上，[间隔重复记忆系统可以用来发展概念性理解](https://notes.andymatuschak.org/z6UZP7P4sRNgRKSvNj7tMV5uW6dDhwwbdZCy9)。\r\n\r\n------\r\n\r\n问：间隔重复如何帮助你把更多的精力用在深入的琢磨思考上？\r\n\r\n答：它可以自动化学习中的许多死记硬背的知识。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October 0). *How can we develop transformative tools for thought?* https://numinous.productions/ttft (see https://numinous.productions/ttft/#how-important-is-memory)", + "type": "text/markdown", + "caption": " 间隔重复记忆系统让记忆更加自动化，从而有助于更深入的琢磨思考\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition memory systems help you focus on deeper engagement by automating away rote memorization" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition prompt design is about designing tasks for your future self.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition prompt design is about designing tasks for your future self.json" new file mode 100644 index 0000000..e6d1e8f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition prompt design is about designing tasks for your future self.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition prompt design is about designing tasks for your future self", + "text": "# 设计间隔重复卡片是为未来的自己设计任务\r\n\r\n原文：[Spaced repetition prompt design is about designing tasks for your future self (andymatuschak.org)](https://notes.andymatuschak.org/z4TCpuykanZCZYtC5xCccfuiTMZQzdeRv5BuW)\r\n\r\n[写好间隔重复记忆卡片很难](https://notes.andymatuschak.org/z3ntJ7w9C3uapYp1m3gy2EK6PN788guzEoUNN)，但有一个心理模型很有用。当你为[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)做一张卡片时，你在 **给未来的自己设置重复性的任务** 。卡片设计就是任务设计。\r\n\r\n因此，如果你写卡片是为了帮助学习一个特定的想法，你必须设计一些任务，在你执行这些任务时加强你对这个想法的理解。如果你写卡片是为了支持创造性的工作，你必须设计任务，使你注意到可能性或联系，如此种种。\r\n\r\n## 用间隔重复卡片「捕捉」想法的行为就像翻译一样\r\n\r\n这一过程，与翻译不同语言间的文本，有令人惊奇的相似之感。在翻译一段文字时，你要寻找一些词语，使其像源语言一样，在读者脑中唤起同样的思考与感触。这个过程不能机械照搬。如果这段话涉及影射、隐喻或幽默，你就不会按字面意思翻译；你要试图找到的词语，要能为非源语言使用者的成员，重现阅读原文的体验。\r\n\r\n当写 SRS 卡片以帮助你内化想法时，你的行动和翻译非常相像：什么样的任务，一经执行，能和这个想法在大脑里「完全载入」一样，在脑海里激发相同的一组思考？\r\n\r\n------\r\n\r\n如何着手设计这样的任务呢？如果这个想法相当简单，就有可能直接构思出一个任务，能可靠地点亮所有这些灯泡。但是当这个想法有太多重要的方面时，就很难设计一个能够可靠地刺激所有这些元素的任务。因此，最好是将概念分解成最简单的单元：[间隔重复记忆卡片通常应聚焦于一个原子化单元](https://notes.andymatuschak.org/z8kPjeqPqJwLwqdVqPYBBTwfU3aczsFyvXFmx)。", + "type": "text/markdown", + "caption": " 设计间隔重复卡片是为未来的自己设计任务\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition prompt design is about designing tasks for your future self" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition review sessions often become boring and detached without a steady stream of new prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition review sessions often become boring and detached without a steady stream of new prompts.json" new file mode 100644 index 0000000..5f1f5c2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition review sessions often become boring and detached without a steady stream of new prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition review sessions often become boring and detached without a steady stream of new prompts", + "text": "# 没有源源不断的新卡片，间隔重复的复习环节常常变得枯燥而脱节\r\n\r\n原文：[Spaced repetition review sessions often become boring and detached without a steady stream of new prompts](https://notes.andymatuschak.org/z4hNAfe6TrqjxCydF3CaAVn1svaqiu86JFVBz)\r\n\r\n[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)上的每日练习应该有至关重要、息息相关的感觉。然而使用者要是一段时间内没有添加新卡片，每天的复习环节就似乎停滞在过去、与眼下所思所想无法关联。新用户经常滑入这样的陷阱。他们刚开始使用时热情高涨，一股脑加了许多新卡片，然而几个月过后，他们还在复习那些卡片，就感觉无聊了。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n[Re：让记忆成为一种选择(~9分钟)](javascript:void(0))\r\n\r\n> 我一开始很有热情，也已经复习过几轮卡片了。我学到了很多有趣的东西。但是现在有些疲惫了。有的卡片我总是答不对，所以我慢慢开始对每张卡片都回答「是」，结果就扰乱了间隔重复系统。", + "type": "text/markdown", + "caption": " 没有源源不断的新卡片，间隔重复的复习环节常常变得枯燥而脱节\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition review sessions often become boring and detached without a steady stream of new prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems as catechism.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems as catechism.json" new file mode 100644 index 0000000..ee79aa0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems as catechism.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition systems as catechism", + "text": "# 间隔重复系统充当教义问答\r\n\r\n原文：[Spaced repetition systems as catechism](https://notes.andymatuschak.org/z39D31syJUE1gtNTREogSZiG6LDSuwygN5NDt)\r\n\r\n在 [James (“Brad”) DeLong - 量子国度访谈 - 2019-11-22](https://notes.andymatuschak.org/zF3VxcUW4kFSW3Wo5j8VcjoCkc5HycrGtrHX) 中，Brad 开玩笑地表示，[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)是一种新的「教义问答」。有趣的比较角度，但也值得认真思考！\r\n\r\n下面是一个典型教义回答，来自[威斯敏斯特短教义问答](https://www.ccel.org/creeds/westminster-shorter-cat.html)：\r\n\r\n> 问：人最重要的目的是什么？\r\n\r\n> 答：人最重要的目的是荣耀上帝，并永远以他为乐。\r\n\r\n从表面上看，教义问答是用来记忆教义知识的，但反复接触材料中，学习者身上同样发生了个性的变化。\r\n\r\n同样地，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中的复习环节可以帮助读者记住一本书中的材料，但它们也会促使读者随着时间推移重新琢磨这些材料。这在实践上很有用，因为在阅读这段内容几周后，许多读者会发现新的关联。但也许这也促进了身份的改变：你不只是一个只读过一次某篇文章的人，你是一个「那个主题的学者」，因为你的学习绵延更久。\r\n\r\n我自己对此有一言难尽的经历。我可能看到一道问题 20 次，而仍然条件反射式地背出来答案，与原始材料完全没有建立情感联系；但有时候我会对卡片主题抛出新的疑问，便感觉和这个话题越来越熟习了。\r\n\r\n这都是一种间接的影响，通过记忆与身份相关的细节来改变身份。但也使用间隔重复系统来更直接地编程一个人的身份，也是有可能的。继续用量子计算的话题，一个简单的例子可能是：「此时此刻，我本能地发现量子计算最吸引人的悬而未决的问题是什么？」(背面什么也没有)。如果你在接下来的几个月里经常看到这个问题，你会对这个问题更有共鸣吗？\r\n\r\n你可以想象创建一些卡片，关于新习惯的(「想一想一个新的具体情况，在这种情况下，我很难给别人留出说话的空间。」), 或者新价值的(「你认为以世纪为尺度，什么近期情况不寻常？」)；参见[间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)。更多奇异的[间隔万物](https://notes.andymatuschak.org/z59aJSjgqr4B1k1ofoE7ZBF2dv8MeJ1Drf4TQ) 系统可以用来调度与某些新个性相关的任意细粒度任务，比如反复在新领域中接触有意思的人。\r\n\r\n在这一点上，感觉我们已经从教义问答偏离得挺远了，但这个圣公会教义问答有同样的味道：\r\n\r\n> 问：你叫什么名字？\r\n\r\n> 答：…\r\n\r\n> 问：谁给你起的这个名字？\r\n\r\n> 答：我的教父教母在我的洗礼上为我命名的，洗礼上我成为基督教的一员，神的孩子，天国的继承人。\r\n\r\n相关文章：[操作系统层级的间隔重复系统](https://notes.andymatuschak.org/z36iMKLe4CDAXdtLSJD4Z6qPPFUS8ZXymUk3i)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\n这成了一条推文：[Andy Matuschak 在推特上说：「在最近与 @Michael_Nielsen 和我关于 https://t.co/lnd5Z3zN1g，@DeLong 的一次聊天中，他想到助记媒介是新的教义问答方式。我们笑了，但是…那是相当有趣的视角！(帖子)…https://t.co/0KPLPCAwDC」](https://twitter.com/andy_matuschak/status/1201584298656174082)", + "type": "text/markdown", + "caption": " 间隔重复系统充当教义问答\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition systems as catechism" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems can be used to program attention.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems can be used to program attention.json" new file mode 100644 index 0000000..84c463d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition systems can be used to program attention.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition systems can be used to program attention", + "text": "# 可使用间隔重复系统对注意力编程\r\n\r\n原文：[Spaced repetition systems can be used to program attention](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n[间隔重复记忆系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但交由计算机处理时间安排的价值，更在于动态地安排和选择要复习的问题。从某种意义上说，[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的功效来自于它 **编程注意力** 的能力（[可编程的注意力](https://notes.andymatuschak.org/zJrfPCbY7GcpV9asEc8NTVzXTAV4TvRFMuY6)）。不如把它想成「大脑的{cron}」（注：cron 是类 Unix 操作系统下的定期任务管理系统。）\r\n\r\n每张卡片都手动决定何时复习，实在是太费力了。况且方方面面成本都很高。如果把安排复习这项工作大部分外包给机器，你就可以做粒度更大的决定——比如 10 分钟专注进行 SRS 复习——而分配好时间块后，一切就交由机器安排。\r\n\r\n在传统的抽认卡式系统中，这一观察不仅仅能运用于记忆上：见[间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)和[间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)》、[间隔重复的卡片设计是为未来的自己设计任务](https://notes.andymatuschak.org/z4TCpuykanZCZYtC5xCccfuiTMZQzdeRv5BuW)\r\n\r\n但是间隔重复的核心理念——根据一定的时间表自动安排任务，并适时展示——可以在很多软件和领域中应用。我把这个概念叫做 [间隔一切](https://notes.andymatuschak.org/z59aJSjgqr4B1k1ofoE7ZBF2dv8MeJ1Drf4TQ)。\r\n\r\n一些例子：\r\n\r\n- [渐进阅读](https://notes.andymatuschak.org/z2gZooHVxB8x6EbDSR97Bz1jFMqAqSWSLPnMs)\r\n\r\n- [穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)\r\n\r\n- [间隔重复对于逐步完善灵光一闪可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)\r\n\r\n- [间隔重复可以降低破坏性收件箱维护操作的风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)（待办事项清单、电子邮件、阅读清单等）\r\n\r\n- [Readwise](https://notes.andymatuschak.org/z2ewMN8Hzd8gt4qyfQV1ognJ5PQs3CXxDfCJ)\r\n\r\n相关文章：\r\n\r\n- 要想了解可以应用简单 SRS 抽认卡的场景，参见[间隔重复记忆系统的特殊应用](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)\r\n\r\n- [间隔重复系统与教义问答](https://notes.andymatuschak.org/z39D31syJUE1gtNTREogSZiG6LDSuwygN5NDt)\r\n\r\n- [操作系统层级的间隔重复系统](https://notes.andymatuschak.org/z36iMKLe4CDAXdtLSJD4Z6qPPFUS8ZXymUk3i)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A. (2019, December). **认真对待知识工作** . 在旧金山举行的 Stripe Convergence 上发表。\r\n\r\n## 相关文章\r\n\r\n[常青笔记的维护近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)\r\n\r\n与使用间隔重复来「实现」整理收件箱的做法相比，[维护收件箱的分流策略（如 Inbox Zero）往往太过脆弱](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)。\r\n\r\n我将这个概念用于我对[用于保存可能有用的参考资料的阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)的实现", + "type": "text/markdown", + "caption": " 可使用间隔重复系统对注意力编程\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition systems can be used to program attention" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition yields exponential returns for small increases in effort.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition yields exponential returns for small increases in effort.json" new file mode 100644 index 0000000..24bfecb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Spaced repetition yields exponential returns for small increases in effort.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Spaced repetition yields exponential returns for small increases in effort", + "text": "# 在间隔重复上稍微多努力一点，就能得到指数级的回报\r\n\r\n原文：[Spaced repetition yields exponential returns for small increases in effort (andymatuschak.org)](https://notes.andymatuschak.org/z7AeS1H6h8GRAaZ9ZuqumphVu1LNM323rdS6u)\r\n\r\n[间隔重复记忆系统非常高效](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)，但这句话并没有表达出效率的本质。你可以尝试很多东西来提高自己——读更多的书，与专家交谈，等等。当然，这些事情都会有帮助，但它们也会很快产生递减的回报。间隔重复则不会这样。如果你多花几分钟时间复习关于你所读资料的提示性内容，你会从材料中得到巨大的额外收获。从这一点上看，要达到实质上的永久记忆只需要稍稍多做一些努力。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nMatuschak, A., & Nielsen, M. (2019, October 0). *How can we develop transformative tools for thought?* https://numinous.productions/ttft\r\n\r\n> 考虑到阅读这篇文章需要 4 个小时左右的时间，这表明只需不到 50% 的时间投入就可以把文章中几乎所有的重要细节记住几个月甚至几年。\r\n\r\n>\r\n\r\n> 这就是间隔重复的最大也是最反直觉的优势：持续的努力可以获得指数级的回报。平均来说，在复习中每多花一分钟的时间，就会有越来越多的好处。这与生活中的大多数经验形成了鲜明对比，在这些经验中我们往往会面临边际收益递减。比如通常情况下，即使你多花 50% 的时间在阅读上，可以指望获得的额外收益不超过 50%，甚至可能更少。但是通过助记媒介，当你多花 50% 的时间，你可能会得到 10 倍的收益。当然，这些数字并不精确，但它确实传达了一种关键理念：获得巨大的非线性回报。这是一种媒介质量的变化。", + "type": "text/markdown", + "caption": " 在间隔重复上稍微多努力一点，就能得到指数级的回报\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition yields exponential returns for small increases in effort" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_The dominant culture around spaced repetition memory systems is fixated on meaningless goals.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_The dominant culture around spaced repetition memory systems is fixated on meaningless goals.json" new file mode 100644 index 0000000..49977f4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_The dominant culture around spaced repetition memory systems is fixated on meaningless goals.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/The dominant culture around spaced repetition memory systems is fixated on meaningless goals", + "text": "# 间隔重复系统的主流文化圈热衷无意义的目标\r\n\r\n原文：[The dominant culture around spaced repetition memory systems is fixated on meaningless goals (andymatuschak.org)](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J)\r\n\r\n[间隔重复记忆系统使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)，但保持记忆本身而并不具备价值。记忆的价值在于它能帮助人们做好那些为其生活赋予意义的事情：[思想工具应该在内在意义的背景下进行评估](https://notes.andymatuschak.org/z494jinM6aNqjzLuVenhH3tkgMWuDgzby3odm)。不幸的是，围绕着记忆系统的主流文化在很大程度上热衷于为记忆而记忆。\r\n\r\n如果你花时间在 /r/anki 上，你会看到人们交流各种技巧，只是为了记住非洲所有的首都或所有的美国总统，就好像在学习派对表演技巧一样。这些人往往对记忆系统的性能和效率非常关注——为优化而优化，为记忆而记忆。\r\n\r\n还有一些人试图记住读到的每一个细节（ “我只是以防万一” ），却没有以任何其他方式认真地参与到文本中。我们可以感觉到，他们很害怕「丢失」任何东西（与此相反，[收集材料的作用在感觉上被夸大了](https://notes.andymatuschak.org/z8QSUyNdq3CMK79KSnCW7QTR1MPHEFi4Q2LY8)相反）。这种痴迷也推动了大部分的[笔记写作系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf)文化，可以追溯到 Ted Nelson。\r\n\r\n这对我的工作有害，我不想帮助或扩大这种文化。我工作成果的早期用户往往来自这种文化，这让我必须从上面的角度，小心翼翼地过滤他们的言论，因为[赋能环境着重于创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)。花时间去对记忆系统有关的知识进行刻意练习会更有益，它会为真正有意义事情扫清障碍。[在间隔重复记忆系统中，关键是优化复习环节及其内容的情感联系](https://notes.andymatuschak.org/z64si3kA3bkCgz3Bsr5YNWsAAQUR2pmXab63T)。\r\n\r\n这一观察的一个重要例外是使用记忆系统来加速学习的医学生群体。当然，他们中的许多人（大多数人？）仅把这当做一种帮助他们通过困难考试的方法，而不是一种改善病人护理的方法。但这是朝着正确方向迈出的一步。\r\n\r\n语言学习者的社区中可以看到另外一个另外。这些社区中有许多人正在使用记忆系统来帮助他们更深入地参与对他们来说非常有意义的新文化。当然，也有很多人出发点只是觉得背诵 10000 个汉字是个有趣的挑战，或是什么他们「应该」做的。（好家伙还背出使命感了）\r\n\r\n另见：\r\n\r\n- [助记媒介对读者的宏观影响是什么？](https://notes.andymatuschak.org/z5yKJEmSVZvRr6Q5kDdKeCEt9aqCjo2hQwNcm)\r\n\r\n- [助记媒介的目标要比回忆率这个误导性的名称更有意义](https://notes.andymatuschak.org/zf7eeRUmfPxu7xHJ3QYQqhcXYrjWg1yhjTB)\r\n\r\n- [助记媒介应该在人们真的需要的场景下开发](https://notes.andymatuschak.org/zLVJdDJ7jahsFYfTRU7LKbxsMYdpZWUbKB6)", + "type": "text/markdown", + "caption": " 间隔重复系统的主流文化圈热衷无意义的目标\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The dominant culture around spaced repetition memory systems is fixated on meaningless goals" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Unusual applications of spaced repetition memory systems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Unusual applications of spaced repetition memory systems.json" new file mode 100644 index 0000000..d886402 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Unusual applications of spaced repetition memory systems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Unusual applications of spaced repetition memory systems", + "text": "# 间隔重复记忆系统的特殊应用\r\n\r\n原文：[Unusual applications of spaced repetition memory systems](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)\r\n\r\n尽管像 Anki 这样的[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的主要目的是用来记忆陈述性知识，系统中的抽认卡模式还大有可为。\r\n\r\n- 回忆非凡之物\r\n\r\n - 作家或艺术家的美妙/聪明作品：为什么会奏效？是什么让他们想到这件事的？它对你有什么影响？\r\n\r\n - 灵光一闪：是什么关键的观察启发了某种深刻的认识？背景是什么？\r\n\r\n - 打破窠臼的时刻：有人说的话出乎你的意料——这是看待世界的不同方式。 是什么让他们这样说？这与你看待世界的方式有什么差异？\r\n\r\n - 计划的变化：是什么让你意识到你的旧计划不好用了？为什么它不好用了呢？用什么计划代替呢？代替后会发生怎样一番伤筋动骨的变化？\r\n\r\n - 失败：更准确地说，你的错误是什么？这个错误的直接成因是什么？ **那些** 成因的根本成因又是什么？当以后这些成因再次出现，你打算使用哪些策略来扭转乾坤？\r\n\r\n - 过去的艰难决定：让你一锤定音的关键因素是什么？你是如何做出这个决定的？事后看来，你对什么感到惊讶？(Via MN，2020-06-31)\r\n\r\n - 好用的操作模式 (例如，在电子邮件或会议中)：该模式对你和其他人的感受或行为有何影响？什么时候这个模式合适 (或不合适)？这个模式的成败主要由哪些因素决定？以后你打算什么情况下尝试这种模式？(来自 MN，2020-06-31)\r\n\r\n - 记忆引言：使用间接提示，例如每个单词只显示第一个字母 ([来自](https://twitter.com/diviacaroline/status/1278512057550172160) Divia Eden，2020-07-01)\r\n\r\n- 更广泛的认知任务类型：[间隔重复记忆系统可用于促进应用、综合和创造](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)\r\n\r\n- 强化快乐记忆的想象练习；例如，卡片正面：「想象您和 Sara 一起去特拉帕尼的旅行」；背面：照片(来自\r\n\r\n Taylor Rogalski\r\n\r\n , 2020-06-11)\r\n\r\n - 另请参阅 Nick Cammarata 对巅峰体验的论述：https://twitter.com/nickcammarata/status/1315129231102234625?s=20\r\n\r\n- 维护人际关系的卡片；例如，卡片正面：「想象一下你的朋友罗布；你有什么要说的吗？」；卡片背面：`imessage://` 如果你想的话，这是给他发消息的 URL (来自 [Taylor Rogalski](https://notes.andymatuschak.org/zrjLsApqpVzqJyxduDndjh5MUFfuGHhpXoF)，2020-06-11)\r\n\r\n- 运动记忆卡片；例如在大腿上演奏 C# 小调音阶\r\n\r\n- 美育；例如这样一张卡片，正面是浏览网页时发现的有趣图像，可能带有不设问的提示语，如「你觉得这张图哪里引人注目？」；卡片背面：什么都没有（另请参阅片的 [Kawara](https://notes.andymatuschak.org/zaCrNq4cnLVRueeCg9PFKTi6VVbN7RGY3LF)，是侧重于这样的卡片的应用）\r\n\r\n- [间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n- 轻量级、非必要、不紧急的任务：「你最近查看哪些人链接你的博客吗？也许他们有一些有趣的东西：(链接)」\r\n\r\n- 让自己接触在你想逃避的想法：例如「X项目失败了，因为我知道 Sal 从一开始就反对它，而我只是任由这种反对情绪恶化团队氛围，却没有处理。」。在文本挖空，由你自己完成观察可能有效。([来自](https://t.co/MQ3En5LZJH) Divia Eden，2020-07-01)\r\n\r\n除简单的抽认卡格式外，一般意义的间隔重复机制可应用于许多领域；有关更多信息，请参阅[可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)。", + "type": "text/markdown", + "caption": " 间隔重复记忆系统的特殊应用\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Unusual applications of spaced repetition memory systems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning models to generate good spaced repetition prompts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning models to generate good spaced repetition prompts.json" new file mode 100644 index 0000000..43c2625 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning models to generate good spaced repetition prompts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Using machine learning models to generate good spaced repetition prompts", + "text": "# 使用机器学习模型来生成高质量的间隔重复卡片\r\n\r\n原文：[Using machine learning models to generate good spaced repetition prompts (andymatuschak.org)](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)\r\n\r\n一个颇具挑战的问题。一些相关笔记：\r\n\r\n- [将基于机器学习的卡片生成重新定义为过滤问题，有助于我们思考吗？](https://notes.andymatuschak.org/zQ4E1DXZoZTTitsik89ZcvXMu8dQMkJzRUS)\r\n\r\n- [语言模型可以基于卡片生成有用的变体问题](https://notes.andymatuschak.org/zEhne31FD53eNQw3bpcuomfxMYL3s1qkhbF)\r\n\r\n- [语言模型可以基于填空卡生成高质量的问答卡](https://notes.andymatuschak.org/z4A7LCXBAkAUH2uZ21JnNrBhJHCjkobFMyn)\r\n\r\n## 模型\r\n\r\n大多数人都在使用通用语言模型。\r\n\r\n## 阅读队列\r\n\r\n- Lidiya Murakhovs’ ka, Chien-Sheng Wu, Tong Niu, Wenhao Liu, and Caiming Xiong. 2021. MixQG: Neural Question Generation with Mixed Answer Types. arXiv preprint arXiv:2110.08175 (2021).", + "type": "text/markdown", + "caption": " 使用机器学习模型来生成高质量的间隔重复卡片\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Using machine learning models to generate good spaced repetition prompts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning to generate good spaced repetition prompts from explanatory text.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning to generate good spaced repetition prompts from explanatory text.json" new file mode 100644 index 0000000..b87ba41 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Using machine learning to generate good spaced repetition prompts from explanatory text.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Using machine learning to generate good spaced repetition prompts from explanatory text", + "text": "# 使用机器学习从解释性文本中生成优质的间隔重复卡片\r\n\r\n原文：[Using machine learning to generate good spaced repetition prompts from explanatory text (andymatuschak.org)](https://notes.andymatuschak.org/z2DY7qsP5iHsiA5hxUHheV8hu7Xe96vdGyYX)\r\n\r\n一个颇具挑战的问题。一些相关笔记：\r\n\r\n- [GPT-4 在指导下，通常能够从解释性文本中为陈述性知识生成可用的间隔重复卡片](https://notes.andymatuschak.org/z2VVmj24FLixtrijdAbkKty91JQruAaZGbHE6)", + "type": "text/markdown", + "caption": " 使用机器学习从解释性文本中生成优质的间隔重复卡片\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Using machine learning to generate good spaced repetition prompts from explanatory text" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Would spaced repetition memory systems perform better with varied question texts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Would spaced repetition memory systems perform better with varied question texts.json" new file mode 100644 index 0000000..84def8e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_spaced-repetition_Would spaced repetition memory systems perform better with varied question texts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/spaced-repetition/Would spaced repetition memory systems perform better with varied question texts", + "text": "# 间隔重复记忆系统用不同的问题文本会有更好的表现吗？\r\n\r\n原文：[Would spaced repetition memory systems perform better with varied question texts? (andymatuschak.org)](https://notes.andymatuschak.org/zPQ4PsyZABQxajikxzp73TUBFG9ShJPG3hd)\r\n\r\n在[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)中经常遇到的一个问题是，人们在学习一个问题文本时，过于从字面意思去理解，对其表面特征作出反应，而不是真正思考其内容：[编写间隔重复记忆卡片应避免浅层次的「模式匹配」](https://notes.andymatuschak.org/z6S3cEUXNktEEZEzRqUXh5ivRNMWjJ2nq72Ys)。也许更好的做法是在复习过程中安排不同形式的问题文本，可以由作者创建，也可以由机器生成（[语言模型可以为间隔重复卡片产生有用的问题变体](https://notes.andymatuschak.org/zEhne31FD53eNQw3bpcuomfxMYL3s1qkhbF)）。\r\n\r\n- [Butler, A. (2010). Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology. Learning, Memory, and Cognition, 36, 1118–1133.](https://notes.andymatuschak.org/zKhfH8c9tyT3e8sZzDSKZ3yMmLFjybUT1CA) 发现用不同形式的问题文本进行提取练习与持续用固定的问题文本进行测试的效果完全没有区别", + "type": "text/markdown", + "caption": " 间隔重复记忆系统用不同的问题文本会有更好的表现吗？\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Would spaced repetition memory systems perform better with varied question texts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Groups researching tools for thought need enough capacity to build prototypes suitable for serious work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Groups researching tools for thought need enough capacity to build prototypes suitable for serious work.json" new file mode 100644 index 0000000..52ce93b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Groups researching tools for thought need enough capacity to build prototypes suitable for serious work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/tools-for-thought/Groups researching tools for thought need enough capacity to build prototypes suitable for serious work", + "text": "# 研究思想工具的团体需要足够的能力来建立足以用于严肃工作的原型\r\n\r\n原文：[Groups researching tools for thought need enough capacity to build prototypes suitable for serious work (andymatuschak.org)](https://notes.andymatuschak.org/z7Rdcpa64TtUx6s5dNtLgZpFR6G3G6YpoD4ks)\r\n\r\n[有效的系统设计需要从真刀真枪的情境中汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)。因此对于探索[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)的团体来说门槛变高了：这些团体不仅要有完善概念的能力，还要具备充分的设计能力和技术能力，开发出足以支撑真刀真枪工作的原型。这样你的理念才能通过系统用法清晰地展现出来——这就是[实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)。\r\n\r\n学术实验室通常欠缺这样的能力：[学术界制作的软件界面通常不适合面向更大受众以及更真实的使用场景](https://notes.andymatuschak.org/z4wng6eYm8HiFPoWEStbqyBm3B8CegDRNq9N)。\r\n\r\n似乎只有两条路可以走：\r\n\r\n1. [工具制造者和工具使用者之间的深度合作可能会支持「实践出洞见」](https://notes.andymatuschak.org/z7PLEhbuGGhQx3o5oxpSD8oMxEHJXxZGUxBWD) \r\n\r\n2. 在工具制作者的一种真刀真枪的使用环境中探索思想工具（不容易实现，因为 [优秀的工具制造者往往不是优秀的工具使用者，反之亦然](https://notes.andymatuschak.org/zagVn3aaVDFhU4JhGCntgs88oHMJSpzu7ar)）", + "type": "text/markdown", + "caption": " 研究思想工具的团体需要足够的能力来建立足以用于严肃工作的原型\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Groups researching tools for thought need enough capacity to build prototypes suitable for serious work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_How might we situate tools for thought within intrinsically meaningful contexts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_How might we situate tools for thought within intrinsically meaningful contexts.json" new file mode 100644 index 0000000..1f43272 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_How might we situate tools for thought within intrinsically meaningful contexts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/tools-for-thought/How might we situate tools for thought within intrinsically meaningful contexts", + "text": "# 我们如何将思想工具置于有内在意义的背景中？\r\n\r\n原文：[How might we situate tools for thought within intrinsically meaningful contexts? (andymatuschak.org)](https://notes.andymatuschak.org/zKQs1fYnn4uzdws1KZc9pxkT3NUHastcMYq)\r\n\r\n[可探索的解释](https://notes.andymatuschak.org/z2VjQiuiGmJ4XdM7qbB7kTAe6Ui7fFranJae)和[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)很酷，但互动文章和间隔重复练习，离实际意义有很大距离：[赋能环境的重点是创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)。我们如何调整这些强大工具的设计，使它们能够被置于有深刻意义的互动之中？\r\n\r\n如果[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)的「练习环节」可以被完全删除，代之以构建一个人的真实环境，使「练习」通过日常行为自然发生呢？例如，[Twitter 是一种可编程的注意力](https://notes.andymatuschak.org/z5UF8YjTjoYiADeLv2SeBPgKXKosK17cKfUpw)；[常青笔记维护接近于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)。相关笔记：[间隔重复系统的主流文化圈热衷无意义的目标](https://notes.andymatuschak.org/z7i9vs1MyadFaSkGBSwLVsfsQ5UEdN5aS2v9J)。\r\n\r\n如果抽象文章可以带入社会环境中，使其具备意义，会怎么样？[连接散文和其相关的 Twitter 对话](https://notes.andymatuschak.org/z3PkZ6TRKEML864KDanxdNfzigmERKtTXppx9)\r\n\r\n如果 「学习环境」被内在地嵌入其使用环境中会怎样？例如 [The Primer++ 被嵌入到一个领域中，通过情景体验引导参与](https://notes.andymatuschak.org/z62M2Kdje6rnm6qHaQ5LSsNbc6FBNcmppbg1P)", + "type": "text/markdown", + "caption": " 我们如何将思想工具置于有内在意义的背景中？\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How might we situate tools for thought within intrinsically meaningful contexts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_I don't know how to effectively deploy large amounts of capital against tools for thought.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_I don't know how to effectively deploy large amounts of capital against tools for thought.json" new file mode 100644 index 0000000..61ef3b0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_I don't know how to effectively deploy large amounts of capital against tools for thought.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/tools-for-thought/I don't know how to effectively deploy large amounts of capital against tools for thought", + "text": "# 我不知道如何高效支配大额资本来为思想工具的研究服务\r\n\r\n原文：[I don’t know how to effectively deploy large amounts of capital against tools for thought (andymatuschak.org)](https://notes.andymatuschak.org/z7RWaai8pAwgYzNnVtPxC85y6nizduVZb72ev)\r\n\r\n狭义上这对于我的项目来说是正确的（[在将资本转化为相应洞察力方面，我的工作没有可用的模式](https://notes.andymatuschak.org/z4y4HxeQ4GuD7rz6wmBesYwDZDj9LZVyNuc7j)。但这在广义上也是正确的：如果我是[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)项目的领导，就职于某个基金授款机构，我将无法利用太多资本。主要是这个领域能够稳步开展工作的人太少了。\r\n\r\n似乎我们首先需要有一拨人在稳步开展工作，且在发展共同的行为办法，这样便能成为研究领域的雏形。在短期内，我应该把时间放在加速我自己项目的开发上，而不要做一些元（meta）级别的工作。", + "type": "text/markdown", + "caption": " 我不知道如何高效支配大额资本来为思想工具的研究服务\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "I don't know how to effectively deploy large amounts of capital against tools for thought" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can patronage fund the creation of tools for thought.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can patronage fund the creation of tools for thought.json" new file mode 100644 index 0000000..6f3b3b7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can patronage fund the creation of tools for thought.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/tools-for-thought/To what extent can patronage fund the creation of tools for thought", + "text": "# 赞助人模式在何种程度上可以资助思想工具的创作？\r\n\r\n原文：[To what extent can patronage fund the creation of tools for thought? (andymatuschak.org)](https://notes.andymatuschak.org/z7yW6uFDGHgKUruzdj7Le6GNRkvm2b7Db313c)\r\n\r\n由于[用户界面的新颖创意是公共物品](https://notes.andymatuschak.org/zXseK39g1SHgQvMXLbnaB1AUZ2WL5ffDzsbZ)，所以对[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)的商业投资动机不强。至少在小范围来说，赞助人模式可能是一种有前景的备选模式。那么赞助人在多大范围上奏效？如何最优地利用这一模式？\r\n\r\n- [赞助人是为未来作品买单](https://notes.andymatuschak.org/z5Q2U1CQMkxzDTgkm3ez5sRCRJFw1TbDnyD3y)\r\n\r\n- [基于哈伯格税制的赞助人模式可以创造利润刺激](https://notes.andymatuschak.org/zBz53uF3VUGYkxXfR3GvboCC7Tj2ctQPLEY)", + "type": "text/markdown", + "caption": " 赞助人模式在何种程度上可以资助思想工具的创作？\r", + "modified": "20230930171250224", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "To what extent can patronage fund the creation of tools for thought" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can quadratic funding provision tools for thought.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can quadratic funding provision tools for thought.json" new file mode 100644 index 0000000..400fb10 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_To what extent can quadratic funding provision tools for thought.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/tools-for-thought/To what extent can quadratic funding provision tools for thought", + "text": "# 二次方募资在何种程度上可以资助思维工具的创作？\r\n\r\n原文：[To what extent can quadratic funding provision tools for thought? (andymatuschak.org)](https://notes.andymatuschak.org/z2znyciwTKuthTj6cReuPpHX37odgwjvTZrWG)\r\n\r\n[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)很难募资，这很大程度上是因为[新颖的用户界面创意是公共物品](https://notes.andymatuschak.org/zXseK39g1SHgQvMXLbnaB1AUZ2WL5ffDzsbZ)。那么[公共物品的二次方募资](https://notes.andymatuschak.org/z6d3zr35eY2KeyrBAXQbsZ8cTTyTCdxWaBmcC)是否可以解决这一问题？\r\n\r\n这种方法对于项目的投资和维持阶段来说似乎是很有前景的，但是我有几点担心之处：\r\n\r\n- [人们通常不能可靠地评估早期研究](https://notes.andymatuschak.org/z3rEZt3xPydnucv4Um8NTtRQY6P3uqTuvHso9)\r\n\r\n- [二次方募资缺少在预案前工作方面对研究者的补偿](https://notes.andymatuschak.org/z8EJnm4CKy2n2YKhByeZdv76D3vRHjsJL8WpV) \r\n\r\n------\r\n\r\n2020/09/09 此话题的推特风暴：https://twitter.com/andy_matuschak/status/1303759634331701248", + "type": "text/markdown", + "caption": " 二次方募资在何种程度上可以资助思维工具的创作？\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "To what extent can quadratic funding provision tools for thought" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought collaboration seems to prefer either part-time contractor help, or deep full-time partners, with a big.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought collaboration seems to prefer either part-time contractor help, or deep full-time partners, with a big.json" new file mode 100644 index 0000000..f998a14 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought collaboration seems to prefer either part-time contractor help, or deep full-time partners, with a big.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/tools-for-thought/Tools for thought collaboration seems to prefer either part-time contractor help, or deep full-time partners, with a big", + "text": "# 合作制作思想工具的人选不是兼职承包者就是全职的深入合作伙伴，没有中间地带\r\n\r\n原文：[Tools for thought collaboration seems to prefer either part-time contractor help, or deep full-time partners, with a big chasm between (andymatuschak.org)](https://notes.andymatuschak.org/z2X4gqapT9PWVYmSZ2iq4TFAVU5pgPszRKxz)\r\n\r\n开发[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)的一个关键问题，是[专注的软件开发和专注的学术研究互相排斥](https://notes.andymatuschak.org/zQCSSBGrBJazfq3tuJehkf81MsYj6du38Dof)，而且[软件开发和研究的思维模式之间的切换成本很高](https://notes.andymatuschak.org/z78pmtn8LMt6npZyHciSjVZJdp3u7sin61PzG)。有鉴于此，一个自然选择是找帮手——设计师、工程师、项目管理师之类。但我注意到这里有一大挑战，因为[实践出洞见时，往往是摸石头过河而不是先画蓝图](https://notes.andymatuschak.org/z7Ldzn94FibghJBEG9hAebu8LMNV7NVBFvsfg)，因此很难事先规划出可执行的长期工作计划，让普通的承包者或实习者能着手执行。我大部分时间只知道下一小步路怎么走。也许我能越来越会看得长远，但是有些道理应该不会变。\r\n\r\n所以与其雇用全职实习生或者合作者，让他们跟我一次性工作几个月，我更愿意等到手头上做出些东西，而其他需要帮助的时候，和这些人合作一几小时或几周。当然，这样切换成本很高！\r\n\r\n另一个极端则是与创意者合作，这样的人选应该具备必要技能，通晓领域知识，能够自己辨识问题并将其解决。但这样的人很难找，而且即使能找到我也雇不起！\r\n\r\n按小时计费的承包者，以及深入的全职合作者，这两种雇用模式有天壤之别。如果我能想清楚，在与合作者按月合作时如何最大发挥合作的功用，那我的进展就应该快很多。", + "type": "text/markdown", + "caption": " 合作制作思想工具的人选不是兼职承包者就是全职的深入合作伙伴，没有中间地带\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tools for thought collaboration seems to prefer either part-time contractor help, or deep full-time partners, with a big" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought should be evaluated in the context of intrinsically meaningful purposes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought should be evaluated in the context of intrinsically meaningful purposes.json" new file mode 100644 index 0000000..6473991 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_note_tools-for-thought_Tools for thought should be evaluated in the context of intrinsically meaningful purposes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/note/tools-for-thought/Tools for thought should be evaluated in the context of intrinsically meaningful purposes", + "text": "# 思想工具应该在有内在意义的目的上下文中进行评估\r\n\r\n原文：[Tools for thought should be evaluated in the context of intrinsically meaningful purposes (andymatuschak.org)](https://notes.andymatuschak.org/z494jinM6aNqjzLuVenhH3tkgMWuDgzby3odm)\r\n\r\n我们不会从类似「有多少学生使用它」、「对考试成绩有什么影响」以及「测算它能多快地帮助人们解决问题」这样的角度评估 [Mathematica](https://notes.andymatuschak.org/zihU6LodtWSUP6dGPDQmM4UqCp4sAXSvJAb)。在某种程度上，这都是相关的代理指标，而不是工具的最终目的。Mathematica 是作为 Wolfram 对符号操作和自动机研究的一部分而创造的，最终扩展到赋能所有的数学家和科学家。它的评估标准可能是：它能在边界上激发出多少强大的洞察力？\r\n\r\n与此相关的是，通过询问人们在阅读一篇文章后能记住多少来评估[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)是个诱人的想法。但它的真正目的是使人们能够做更多他们认为有意义的事情，帮助他们成为更好的自己。我们需要找到一些方法来评估这个目标达成与否。\r\n\r\n如果我们想提供某种世俗的[超验叙事](https://notes.andymatuschak.org/z415U4CPdKAcFCNtkAFmKPw3DVAhrAPqPqwPB)，我们必须最终评估我们所有的工作——相对于赋予意义、将人们与世界联系起来、组织人们如何生活等等。当然，我们会需要代理指标，但仅此而已。对这一目的的关注消除了「内容」和「工具」之间的区别，并推动我们去追求那些能够更好地传达意义的想法。\r\n\r\n更好的框架包括：\r\n\r\n- 每代人能创造出多少多少西斯廷教堂天顶画？\r\n\r\n- 创造 [The Primer++](https://notes.andymatuschak.org/z2LSeViHDq9uQaPzrQvUgqsotZTKRgBZMm24) 还是 Dynabook++\r\n\r\n- 创造极佳的成长环境，并在此基础上建立相应的行动桥梁（[赋能环境的重点是创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)）\r\n\r\n- [设计新的赋能环境相当于设计大学++](https://notes.andymatuschak.org/z7VvaRXqJ9ftH18TPKpySuRiEkLj9N9MFLQAW)\r\n\r\n在这个意义上，「[思想工具](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)」是一个有点曲解的术语。它促使我们把「思想」作为最终目标来考虑。我们实际上是在试图构建「在上下文中的意义」。还要注意的是，「上下文」可以是一篇普通的老式论文！」。\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nhttps://github.com/mnielsen/tpft/blob/master/big_picture.md\r\n\r\n> - 对于个人和团体来说，支持最高速的成长环境应该是什么样的？设想一个（极不寻常的）在线课程，这个项目看起来会像什么？\r\n\r\n> - 是否有可能帮助那些相信自己有能力对重要问题产生有意义影响的颠覆者？\r\n\r\n> - MOOC 真正想成为什么？+ 如何重塑大学？大学++是什么样的？+ Primer++ 或 Dynabook++ 是什么样子的？+ 一人一生中能创造多少个西斯廷教堂天花板？\r\n\r\nKay, A. C. (1972). A Personal Computer for Children of All Ages. Proceedings of the ACM Annual Conference - Volume 1. https://doi.org/10.1145/800193.1971922", + "type": "text/markdown", + "caption": " 思想工具应该在有内在意义的目的上下文中进行评估\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tools for thought should be evaluated in the context of intrinsically meaningful purposes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Let ideas and beliefs emerge organically.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Let ideas and beliefs emerge organically.json" new file mode 100644 index 0000000..b69501d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Let ideas and beliefs emerge organically.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/Let ideas and beliefs emerge organically", + "text": "# 让思想和信念有机地涌现\r\n\r\n原文：[Let ideas and beliefs emerge organically (andymatuschak.org)](https://notes.andymatuschak.org/z5uSCvx3W2GdzBVhWAAXrrCcykJ8SHimdJzg7)\r\n\r\n谨防先入为主的观念。[独立思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)。\r\n\r\n- 通过使用已有作品，更快地完成现在的作品\r\n\r\n - [常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)\r\n\r\n - [在写作时创建推测性大纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)\r\n\r\n - [可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)\r\n\r\n- 认识论、原创性\r\n\r\n - [使用笔记来避免先入为主的结论](https://notes.andymatuschak.org/z6Mx6PrJjGCf2akGM9pvoZ5Nk3EozcZcc9zHx)\r\n\r\n - [卓越洞见从既往的所思所想中涌现](https://notes.andymatuschak.org/zSn7SX7yMtnh1ZCQEG44TJoxrH7Udpm9oeEm)\r\n\r\n - [头脑风暴往往可以替代缺位的见解积累系统](https://notes.andymatuschak.org/z5cVs9BKLJsCYifhYBstAEKuZ8driDzLB3gFd)\r\n\r\n - [优先建立信息间的联系来分类，而非使用层级式分类法](https://notes.andymatuschak.org/z29hLZHiVt7W2uss2uMpSZquAX5T6vaeSF6Cy)\r\n\r\n - [常青笔记是发展大胆想法的安全场所](https://notes.andymatuschak.org/z8RTzukqNLKFXzqLwx25HrUrg5E5jiziGznWB)\r\n\r\n- 士气：\r\n\r\n - 对自己真实的兴趣和想法做出反应，而不是想着「我应该写 X」\r\n\r\n - 不再有「我应该写什么？」的想法", + "type": "text/markdown", + "caption": " 让思想和信念有机地涌现\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Let ideas and beliefs emerge organically" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Reading texts on computers is unpleasant.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Reading texts on computers is unpleasant.json" new file mode 100644 index 0000000..0272aa4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Reading texts on computers is unpleasant.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/Reading texts on computers is unpleasant", + "text": "# 在电脑上阅读文本令人不快\r\n\r\n原文：[Reading texts on computers is unpleasant (andymatuschak.org)](https://notes.andymatuschak.org/z7yjjydTNu3bujTeFc7Hey1iFbz513SnN6oss)\r\n\r\n- [连续滚动式的电子阅读扰乱了物体恒存性，令人不适](https://notes.andymatuschak.org/z6cxCDMXRWBritiSgzs4cdKd737H5U9XLBaFr)\r\n\r\n- [在电子阅读中，糟糕的性能会破坏非线性阅读](https://notes.andymatuschak.org/z239u1Bav77BRcx7xyD49wF62wdvPY81S51Qv)\r\n\r\n- [在电子阅读时，保持多个阅读位置很困难](https://notes.andymatuschak.org/z7ZNevNutwN3wT5hTRLUipssHBNbxUWSyDHrr)\r\n\r\n- [电子阅读时，并排阅读基本上不可能](https://notes.andymatuschak.org/z8KaXwxWaMdUbhKa3RC2zN8ZB36gfvWcoWmwR)\r\n\r\n- [很少有电子阅读环境支持旁注](https://notes.andymatuschak.org/z4Hk27FK5Q9QiwKZGktJ7uMjkYj7SMs8RJGVR)\r\n\r\n- [电子批注过于形式化](https://notes.andymatuschak.org/z6eF7M2XP2YqefAFS4rTXKqSLZCGXkj9NBWe7)\r\n\r\n- [背光显示器限制计算机只能在室内使用](https://notes.andymatuschak.org/z7b7UyNrbU2chF5wehyKRvh3ABrFeHXiD5d4t)\r\n\r\n这是一个重要的问题，因为[普及具有新颖认知支持的文字媒体需要普及电子阅读](https://notes.andymatuschak.org/z4ANG1DVEjkbEwkhbeKtMYRGYbHGUW3mcc9aA)。", + "type": "text/markdown", + "caption": " 在电脑上阅读文本令人不快\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reading texts on computers is unpleasant" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Taxonomy of note types.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Taxonomy of note types.json" new file mode 100644 index 0000000..27e1ee4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Taxonomy of note types.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/Taxonomy of note types", + "text": "# 笔记类型体系\r\n\r\n原文：[Taxonomy of note types (andymatuschak.org)](https://notes.andymatuschak.org/z6f6xgGG4NKjkA5NA1kDd46whJh2Gt5rAmfX)\r\n\r\n::TODO：充实这篇文章；为每个笔记类型写一条笔记；等等::\r\n\r\n对我来说，写笔记跟改笔记，其实就是在一个层级体系中，不断提升笔记的类型：\r\n\r\n- [每日工作日志](https://notes.andymatuschak.org/z28QkpK3vRKQTacjFDfGYBhCXHqHuVWJzny9)中的临时草稿\r\n\r\n- 写作收件箱中的卡片和不完整的笔记（[为临时性的和不完整的笔记设置写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)），其中一部分可能转化成[常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)。这些卡片可以通过间隔重复来积累感想（见[间隔重复对于逐步完善灵光一闪可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)）\r\n\r\n- [常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)，其发展路径越来越复杂：\r\n\r\n - 通过反向链接隐式定义的短篇笔记（[反向链接可用于隐式定义知识管理系统中的节点](https://notes.andymatuschak.org/z2newCwFfd6iZFyf9bgspkbyt1G8wbQxJVgTK)；例如，[笔记写作系统](https://notes.andymatuschak.org/z8XrKGDz49o6XxEx7tzGewzrXQnw6jSgv3Yyf)，[有声读物](https://notes.andymatuschak.org/zhjve4ix3DcGqVGZn3a7FCP7bZTvzVR99fd)\r\n\r\n - 对专业术语的简单定义，包括我自己的一点补充；例如，[绝对判断广度](https://notes.andymatuschak.org/ziwhFzgTbrS2uxWEkCvoJzQrDzRz5EAWWZFy)，[间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)\r\n\r\n - [桥注紧密地联系两个相邻的术语](https://notes.andymatuschak.org/z6eWsRsp4aWrQ8YbyYqsUNLg2g5ZXGcTy9Dpo)\r\n\r\n - 精确、狭义的陈述性笔记（[笔记标题建议使用完整的句子，避免模糊主张](https://notes.andymatuschak.org/z3KmNj3oKKSTJfqdfSEBzTQiCVGoC4GfK3rYW)）；例如，[人类的信道容量随着刺激维度的增加而增加](https://notes.andymatuschak.org/z7LQGcrQpYKed1qdC1nS7Dg8Ad6gdi1apWyuZ)\r\n\r\n - 如果依照现有论据无法定论，笔记的标题用问题的形式阐述；例如[特殊能力在多大程度上是可遗传的？](https://notes.andymatuschak.org/z6Ndn5nmxLWsrQQ3ZLHsxHsokGTycgo17XGYi)，[助记媒介中应用卡片在多大程度上可以取代回忆卡片？](https://notes.andymatuschak.org/z3ERHM3aC9jCyTR5KpgxTAyXf7kNSkG57SqrR)\r\n\r\n - 更高层次的 API（[常青笔记的标题就像 API](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C))\r\n\r\n - 将许多其他笔记概括抽象的笔记，例如[教育游戏是注定失败的创造赋能环境的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)，[在电脑上阅读文本令人不快](https://notes.andymatuschak.org/z7yjjydTNu3bujTeFc7Hey1iFbz513SnN6oss)\r\n\r\n - 个人的专业术语，如[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)\r\n\r\n- 「纲要笔记」，例如[§赋能环境、游戏和入门指南](https://notes.andymatuschak.org/z244xx3kMf1v8UnkZKUwQBAwBsHLpUgN4YhsG)\r\n\r\n不属于本层级体系的笔记类型：\r\n\r\n- 专有名词笔记\r\n\r\n - 「文献笔记」，标题是作品名，主要是作为其他更长期的笔记的链接，以及作为反向链接的目标。我大致上用「纲要笔记」的形式写这些笔记，除非是记录别人的想法。比如说：[Miller - The magical number seven, plus or minus two](https://notes.andymatuschak.org/zjfsd9pyxWQAF3HU5k7RAXhRjJBqtMEGKK27)\r\n\r\n - 同样，但不太常见的是，我也有「人物笔记」（例如 [Anand Agarawala](https://notes.andymatuschak.org/zt4GTjHg25rMXYdsN1Xv92xBsZwseJcVCxa)）和「商业笔记」（例如 [Confluent](https://notes.andymatuschak.org/z7pG74eZRBjyxw8tyZooECQ2v5fZzZCGCzqQs)）\r\n\r\n - 这些笔记类型是弱常青的。我可能会在后续添加内容，但因为它们不是以概念为导向的（[常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)），所以像常青笔记那样添砖加瓦不是很有用。关于专有名词的较重要内容，通常会提出来写成单独的常青笔记，可以在多个地方使用。\r\n\r\n - 「日志」笔记，用于积攒一闪即逝的观察，可能是针对系统、项目、某种行为。它们类似于[每日工作日志](https://notes.andymatuschak.org/z28QkpK3vRKQTacjFDfGYBhCXHqHuVWJzny9)，但划分标准是话题而非日期。例如，[个人助记媒介](https://notes.andymatuschak.org/Log)\r\n\r\n - 有了更好的嵌入功能或对[上下文反向链接](https://notes.andymatuschak.org/z3RzQhmjeRxXVAAy81aUSKARwJL8dikdJG4VG)的支持，这种笔记可以直接写在[每日工作日志](https://notes.andymatuschak.org/z28QkpK3vRKQTacjFDfGYBhCXHqHuVWJzny9)中，而「日志」笔记可以被定义为对这种笔记的查询结果。\r\n\r\n我的具体方法通常是用标签来表示笔记的「类型」。\r\n\r\n不要过分执着于这些东西，也不要过度形式化。请记住：[「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)。", + "type": "text/markdown", + "caption": " 笔记类型体系\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Taxonomy of note types" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Tools for thought.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Tools for thought.json" new file mode 100644 index 0000000..1698716 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Tools for thought.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/Tools for thought", + "text": "# 思想工具\r\n\r\n原文：[Tools for thought (andymatuschak.org)](https://notes.andymatuschak.org/z5YhNc8HVKxjg9a3h3SeCyKqnNDFgiY6WGrM)\r\n\r\n- 关于资金：\r\n\r\n - [新颖的用户界面创意是公共物品](https://notes.andymatuschak.org/zXseK39g1SHgQvMXLbnaB1AUZ2WL5ffDzsbZ)\r\n\r\n - [平方投票式拨款可以资助思考工具到到什么地步？](https://notes.andymatuschak.org/z2znyciwTKuthTj6cReuPpHX37odgwjvTZrWG)\r\n\r\n - [赞助模式可以资助思想工具的创造？](https://notes.andymatuschak.org/z7yW6uFDGHgKUruzdj7Le6GNRkvm2b7Db313c)\r\n\r\n - [我不知道如何支配大额资本以服务思想工具的研究](https://notes.andymatuschak.org/z7RWaai8pAwgYzNnVtPxC85y6nizduVZb72ev)\r\n\r\n - [我的工作没有将资本成比例转化为洞见的模式](https://notes.andymatuschak.org/z4y4HxeQ4GuD7rz6wmBesYwDZDj9LZVyNuc7j)", + "type": "text/markdown", + "caption": " 思想工具\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tools for thought" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Where do ideas come from.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Where do ideas come from.json" new file mode 100644 index 0000000..dfed246 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_Where do ideas come from.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/Where do ideas come from", + "text": "# 灵感源泉在何方？\r\n\r\n原文：[Where do ideas come from? (andymatuschak.org)](https://notes.andymatuschak.org/z4HpeV4MGmbKMWY6oUeci392Z7NAueHJ5WH5p)\r\n\r\n- [强大的创新往往侧重于创造全新范式，而非解决当前情境中的问题](https://notes.andymatuschak.org/z6ReihULdqZXqhY2bMACp15kwgM1sT421Cx6p)\r\n\r\n- [实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)\r\n\r\n - [有效的系统设计需要从真刀真枪的情境中汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)\r\n\r\n - [实践出洞见时，建议摸石头过河而不是先画蓝图](https://notes.andymatuschak.org/z7Ldzn94FibghJBEG9hAebu8LMNV7NVBFvsfg)\r\n\r\n- [常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)\r\n\r\n - [头脑风暴往往可以替代缺位的见解积累系统](https://notes.andymatuschak.org/z5cVs9BKLJsCYifhYBstAEKuZ8driDzLB3gFd)\r\n\r\n## 队列\r\n\r\n- Mednick, S. (1962). The associative basis of the creative process. Psychological Review, 69(3), 220–232. https://doi.org/10.1037/h0048850\r\n\r\n - 本论文意在从联想的角度诠释创意性思考。\r\n\r\n- Friedman, R., Fishbach, A., Förster, J., & Werth, L. (2003). Attentional Priming Effects on Creativity. Creativity Research Journal - CREATIVITY RES J, 15, 277–286. https://doi.org/10.1207/S15326934CRJ152&3_18\r\n\r\n - 作者检验了这样一个假设：感知方面注意力的范围的宽窄，对应着概念方面注意力的范围宽窄，从而会促进或阻碍创意的产生。\r\n\r\n- Rowe, G., Hirsh, J. B., & Anderson, A. K. (2007). Positive affect increases the breadth of attentional selection. Proceedings of the National Academy of Sciences, 104(1), 383–388. https://doi.org/10.1073/pnas.0605198104\r\n\r\n - 本研究考察这样的观点：积极情绪可能有助于扩大注意力过滤机制的允许范围，降低其选择性。\r\n\r\n - 与积极情绪下广泛的注意力集中和增强的创造性问题解决相呼应，创造性智力的个体差异与注意力过滤的减少有关。例如，有创造力的人已被证明表现出较少的潜在抑制，这是对被认为不相关的刺激物的注意力下降的测量（54）。", + "type": "text/markdown", + "caption": " 灵感源泉在何方？\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Where do ideas come from" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Corporate research lab practices.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Corporate research lab practices.json" new file mode 100644 index 0000000..3d956bb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Corporate research lab practices.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/§Corporate research lab practices", + "text": "# §公司研究实验室的实践\r\n\r\n原文：[§Corporate research lab practices (andymatuschak.org)](https://notes.andymatuschak.org/z2ccAi54pssSgu4LrXkgietbm3RtRx1yv97bL)\r\n\r\n- [实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)\r\n\r\n - [工具制造者和工具使用者之间的深度合作可能会支持「实践出洞见」](https://notes.andymatuschak.org/z7PLEhbuGGhQx3o5oxpSD8oMxEHJXxZGUxBWD)\r\n\r\n - [工具制造者和工具使用者之间的合作最好通过一系列不同的项目进行迭代](https://notes.andymatuschak.org/z4CjFVyQgh35PVCBSP4MPcRyLsEb9PEmaZx9X)\r\n\r\n - [工具制造者和工具使用者之间的合作取决于建立有效的工具创意「军火库」](https://notes.andymatuschak.org/z7ahJD7LeWU7vDaw8h7EonHYRa2beGpvkZ91F)\r\n\r\n- [皮克斯的电影和技术发展作为耦合的飞轮](https://notes.andymatuschak.org/z45gUHaD2DcqH3zMWhwHaXESZLCWWk6tHLDi6)\r\n\r\n - [RenderMan 的销售对皮克斯的业务可能并不重要](https://notes.andymatuschak.org/z7oYGdGWahzfMqCam4UaUQEfcTVvSRTuTDEFu)\r\n\r\n- [David Holz 的迭代发明周期](https://notes.andymatuschak.org/z2oceb9TX64EmahCarYq2Lm4wRWSuQtVeCEVT)\r\n\r\n- [杜比实验室](https://notes.andymatuschak.org/z5N3oQvbofsmw35E4GPRutSuiJe7PnKtshVjw)", + "type": "text/markdown", + "caption": " §公司研究实验室的实践\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "§Corporate research lab practices" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Enabling environments, games, and the Primer.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Enabling environments, games, and the Primer.json" new file mode 100644 index 0000000..f9d3f42 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Enabling environments, games, and the Primer.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/§Enabling environments, games, and the Primer", + "text": "# §赋能环境、游戏和《入门指南》（注:一本以民间故事为原型的互动学习环境）\r\n\r\n原文：[§Enabling environments, games, and the Primer (andymatuschak.org)](https://notes.andymatuschak.org/z244xx3kMf1v8UnkZKUwQBAwBsHLpUgN4YhsG)\r\n\r\n与其围绕《入门指南》写作，我发现更有力的架构是将文章的叙述中心放在具有高成长性的赋能环境上。\r\n\r\n- 如果要创业，你可以读一本有关创业的书，也可以选择加入 [Y Combinator](https://notes.andymatuschak.org/z2kQbKXThuY4FrdXVcE7JCt974sPATVhSpita) 。那么你会选择哪个？这涉及到[赋能环境](https://notes.andymatuschak.org/z3DaBP4vN1dutjUgrk3jbEeNxScccvDCxDgXe)的力量。\r\n\r\n - 选择后者，你能获得一个更高效的成长环境，并且这与是否有资金无关\r\n\r\n - 如果靠读书，你便只是无数有创业念头的人中的一个，读的是创始人这个角色的活动，而不是在「实践创业」；当你在 YC 孵化时，你是在一个创业者的社区里 **不断创业** 的。书是抽象的，但 YC 不是：每节课的针对的情景，都围绕你最关心的想法：\r\n\r\n - [赋能环境中的活动直接服务于有内在意义的目的](https://notes.andymatuschak.org/z7wh92mfgXNTLk8AhaaLxsViQuzqGY5cV56Vm)\r\n\r\n - [赋能环境重在推动所赋能的事](https://notes.andymatuschak.org/z6tuZZKaNeLM7c9jPZwNVGURGTuXLy8jesv5i)\r\n\r\n - [赋能环境的重点是创造成长和行动的机会，而不是技能培养](https://notes.andymatuschak.org/z5th5bWm6VhB6PPbYB97gUKMdnaZe5atntRza)\r\n\r\n - 差异不仅仅是个人感觉上的：在 YC 的背景下，你会更有效地学习这个材料，因为它是一个[参与式环境](https://notes.andymatuschak.org/z63gaUtZqb9mMUKRf85UhtEFPMgBBJbqvT2r8)：[参与式环境支持学习](https://notes.andymatuschak.org/z56HX9kF6fRMoRQfT6VhZN9ehnrrLDAq8FEFP)\r\n\r\n - YC 的形式也允许其设计者用好几个月的时间，亲身体验创业的经历，而[大众媒介大多缺乏超过一天的创制时间维度](https://notes.andymatuschak.org/z7JZswHPm99BbpTnb7NcP9Rnp8Bs6jsM3zjdv)\r\n\r\n - 让 YC 更拟真的目的，不只是改善参与人的体验：它也帮助 YC 的创造者设计出更好的系统。\r\n\r\n - [强大的赋能环境通常是追求自身内在意义的项目的副产品](https://notes.andymatuschak.org/z4N6d29XL2PZXCa64HPcxA64RGWDb6Cagc1gs)\r\n\r\n - [有效的系统设计需要从真刀真枪的使用情境汲取洞见](https://notes.andymatuschak.org/z3H98n8DGZmu8XArqHZVsckyWvbTe8wK4kAt2)\r\n\r\n - 当然，YC 并非传统意义上的「上课」—— 并非将内容强加于你。你在 YC 的环境下的体验，源自你自主行动的自然反馈。YC 是一个[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)。\r\n\r\n - 即使作为创始人的你不清楚自己正做的是什么（[赋能环境中的新手往往不能做赋能的事情](https://notes.andymatuschak.org/z3XsSKarN8i3pV4WjPiJ7pVGG6akRVQvU7ngK)），但 YC 系统给了你足够的支持，让你在这个紧张的环境中真实地参与并磨练技能；[情景体验可以引导人们积极参与到赋能环境中](https://notes.andymatuschak.org/z2FDTR2NfpW1AtA4SAETevmKC2uDGEHfKrbhG)\r\n\r\n - 但这些体验并非偶然的意外。YC 的课程经过精心的 **创制** ，某种程度上就像一本书的创制。[情景体验可以让参与者同课程目标实现强烈的个人联系](https://notes.andymatuschak.org/z6rE2jCvARneUxogtFCTMafzJvYEKWFgb51c2)；[情景体验放大了叙述的力量](https://notes.andymatuschak.org/zhZFC1LFDwAcsgJAdaKEDnSHyrf1bR954Ssb)。\r\n\r\n- 遗憾的是，[情景体验很难创作](https://notes.andymatuschak.org/z2Moj6uUj8hJ11dDMbrHsF58BMmxe6p48rsvv)且[情景体验很难满足所有人的胃口](https://notes.andymatuschak.org/z2K87JksHrc9UDQR2PoTxXeRNdJA1Wo9N8Au2)。\r\n\r\n - 但仍有光明的未来：[情景体验作为一种大众媒介具有难以置信的潜力](https://notes.andymatuschak.org/z6oXuXLZ7Wq1eBqskyfph2wz9gjohQUKSBFzx)\r\n\r\n- 视频游戏设计是我们在这方面拥有的最棒的现有技术\r\n\r\n - （关于游戏和情景体验的一些要点说明在[情景体验](https://notes.andymatuschak.org/z3KASfpz5AmNmqM2m517Jbs1EvXrLN7NkeYWH)中；需要重构）\r\n\r\n - 情感体验和叙事的展开是玩家行动的结果\r\n\r\n - 而且他们善于培养技能：[游戏能有效地培养玩家的技能](https://notes.andymatuschak.org/z2J6v5xtfJaeW5KFF6fNwkHxLWQonxuUA5ndg)\r\n\r\n - 游戏展示了动态媒体如何做到书本无法做到的事情：[游戏帮助玩家评估他们的技能](https://notes.andymatuschak.org/z2tZBJUtAasH3bGxHaEpFdP5zjjiWwqDsFxEM)和[游戏帮助玩家制定和调整计划](https://notes.andymatuschak.org/z7mU6RxxzJ9FZBCcgbYQsv9nExuK3xVm635Ks)\r\n\r\n - 但游戏是一种审美媒介；它们是关于[「寻找乐趣」](https://notes.andymatuschak.org/z2BH7jhTMRmmjM5UHyVUShW4ZtTSzxaV7oubs)的；它们不像纪实文学和 YC那样面向外部：[游戏中的技能培养服从于其他有内在意义的目的](https://notes.andymatuschak.org/zeb2g4GbLPhXGKZavqQ7v7iuqe5B8jGhnFKw)\r\n\r\n- 这就是教育游戏所犯的核心错误\r\n\r\n - [教育游戏试图通过情景体验进行教学](https://notes.andymatuschak.org/z5xCoFBNqoFjNHsWcsP4GbSPKqAG3dNzR6SXC)\r\n\r\n - [教育游戏对于创造赋能环境是注定失败的方法](https://notes.andymatuschak.org/z7wPt3dxX5hp6LK3PLUBTJXxk7kAhMuh8UDck)\r\n\r\n - （更多该子项和反教育主义标签的说明；[教育计划往往会自我颠覆](https://notes.andymatuschak.org/z6qfYv9SPx6M9FZPzVj7o4qVRD1iTGJpMfz6J)是一个很好的根节点 ::todo structure subtree in outline::）\r\n\r\n- 介绍[《少龄淑女绘画本入门指南》](https://notes.andymatuschak.org/z6xtQsFDb5YAPxWzJdoYKbYVAxQghSteVEyoX)：\r\n\r\n - [《入门指南》提醒人们注意自己的深层赋能体验](https://notes.andymatuschak.org/z6y1YwYjJS1YAjjegXPTQzoxhrX8CUpk5PjS8)\r\n\r\n - 比起教育游戏，入门指南似乎是一个更好的例子。[《入门指南》的目标是培养有创造力的、颠覆性的年轻人](https://notes.andymatuschak.org/zvMhuE5FyXVfspgazybETDJwHrYPVxN2Cere)；它不是要检查一堆学习目标的盒子\r\n\r\n - 像游戏一样，[《入门指南》是一场庞大的情景体验](https://notes.andymatuschak.org/z2bumF8sVKrkRzRTcVPL8xfMCkJ9f4se2e8cR)，并且[《入门指南》是可扩展的](https://notes.andymatuschak.org/z5NZs4GTsEc9n8zyYoVCTA9AfSMDNrHwdQRoF)\r\n\r\n - 不幸的是，《钻石年代》中描述的具体机制不会起作用：见[《入门》不是一个可行的赋能赋能环境环境](https://notes.andymatuschak.org/z4WNFDsAy4sqT8eU9VUfKwW1gdSL4UGB4mbyG)和subtree::todo结构subtree in outline:。\r\n\r\n- 很难想象把教育游戏修改成什么好东西，但《入门》足够接近目标，值得批评，而且，可能还值得学习\r\n\r\n - Nell 确实感觉到她自己在实现每一个步骤；这在教育游戏中是不正确的，因为[情景体验需要基于参与者的因果关系](https://notes.andymatuschak.org/z3JVez8dDfxTHY1K9tHUfLLcgLkUmXQ2HKXUU)\r\n\r\n - 入门指南讲的是真正重要的事情（[《入门指南》的目标是培养有创造力的、颠覆性的年轻人](https://notes.andymatuschak.org/zvMhuE5FyXVfspgazybETDJwHrYPVxN2Cere)，即使 Nell 不知道（[ Nell 不知道也不认同《入门指南》的目标](https://notes.andymatuschak.org/z6mg4iibFwrKipuEYQvBuA9cxnjvZ2vG2QgQ9)）。\r\n\r\n - 入门指南中的活动更接近于真实的赋能环境[情景体验可以引导人们积极参与到赋能环境中](https://notes.andymatuschak.org/z2FDTR2NfpW1AtA4SAETevmKC2uDGEHfKrbhG)\r\n\r\n - 它可以在专家环境下连续进行，而不是留下什么东西（[《入门》是内尔余生的一个大 \"入职 \"经历](https://notes.andymatuschak.org/z2JYDtbKyaxf2nhicZTCGEScUcYLjZuda4vY8)\r\n\r\n- 那么，我们如何使这种新的媒体形式呢？ ::TODO这一部分总体上定义相当不足；一些重要的想法在这里还没有被抓住，而且我们的理论在这里也有很大的漏洞：。\r\n\r\n - 框架\r\n\r\n - 一个有用的现有技术。[引导性冥想应用程序](https://notes.andymatuschak.org/z2LoRpSoo5Un8EbqkZEjJjvjM1BYLLQD1VJM)\r\n\r\n - [Primer++被嵌入到一个领域中，通过情景体验来引导学习者参与](https://notes.andymatuschak.org/z62M2Kdje6rnm6qHaQ5LSsNbc6FBNcmppbg1P)\r\n\r\n - [思想工具应在有内在意义的目的范围内进行评估](https://notes.andymatuschak.org/z494jinM6aNqjzLuVenhH3tkgMWuDgzby3odm)\r\n\r\n - [设计新的赋能环境可以被视同为设计一所全新的大学](https://notes.andymatuschak.org/z7VvaRXqJ9ftH18TPKpySuRiEkLj9N9MFLQAW)\r\n\r\n - [讲座让学生得以一窥究竟专家是如何思考问题的](https://notes.andymatuschak.org/z4miEVp2N1DZuaGoETEg8auwiREBW2Q9mZjgi)\r\n\r\n - [强大的创新往往侧重于创造新的模式，而不是解决当前背景下的问题](https://notes.andymatuschak.org/z6ReihULdqZXqhY2bMACp15kwgM1sT421Cx6p)\r\n\r\n - 更好的媒体形式\r\n\r\n - [助记媒介可以适应作者的经验，并随着时间的推移而展开。](https://notes.andymatuschak.org/zvzwYeFU3Au4Ya2uVh2k3BUu8udZB7NSrAdL)\r\n\r\n - [可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n - [间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n - [可执行书籍](https://notes.andymatuschak.org/z2UKZTkAbLUKR85d92gqB7ahoxcS2tpB2ah2) (::todo::)\r\n\r\n - TODO [将像深圳I/O这样的游戏放置在IDE这样的专业环境中可能意味着什么？](https://notes.andymatuschak.org/z2d6S6xLW7NesbCMVtSPfVyNcr4WLLCMM112)\r\n\r\n - TODO连接主义，嵌入真实环境/社区的大众媒体\r\n\r\n - 对现有非虚构动态媒体的批评\r\n\r\n - [动态媒介通常缺乏一个自创的时间维度](https://notes.andymatuschak.org/z8aiVRywvJYDB9gvpCDxa4KUBcKr8R4geNAiJ)\r\n\r\n - [大多数为交流而开发的动态表示法都不是很有利](https://notes.andymatuschak.org/zB5wf5crA1jVZb6CycZSjGRTjSkw2BpsdjG)\r\n\r\n - 做好思想工作/做得更好\r\n\r\n - [知识型员工的持续创新一般没有特定方法](https://notes.andymatuschak.org/z2A9r2zcddVXfxjevj5Nzayhwxr9VuycjxYdz) vs. [常青笔记是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)\r\n\r\n - [人们似乎忘记了他们所读的大部分内容，而且他们大多没有注意到这一点](https://notes.andymatuschak.org/z3d6dFhTA5zTmykZ3zh4Y2vCw3aVbUxRiQQcc) 对比 [间隔重复记忆系统使记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)\r\n\r\n - 参考 [§认真对待知识工作（Stripe 上的融合讲座，2019-12-12）](https://notes.andymatuschak.org/z5opHsGrNmCib7YQfLv6XbYURzZgZmx4Mrh5y)\r\n\r\n - 如何制作更好的媒体形式\r\n\r\n - [实践出洞见](https://notes.andymatuschak.org/z7YyAp683VNbTmDG4hx9QFpf5urwxZJpsycS6)和子树\r\n\r\n - 我必须知道比这更多的东西才能发表，我想::\r\n\r\nTODO:\r\n\r\n- 诋毁 MOOCs；将 YC 、教育游戏和《入门》与 MOOC 进行比较；整合 [Minecraft与《入门》](https://notes.andymatuschak.org/z5U8XrHkLFcmaGPMmK4V4AW8ojHxPq1sJ1BJp)\r\n\r\n------\r\n\r\n## 参考文献\r\n\r\nThread with Michael Nielsen: [Re: The Primer and Enaction](javascript:void(0))", + "type": "text/markdown", + "caption": " §赋能环境、游戏和《入门指南》（注:一本以民间故事为原型的互动学习环境）\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "§Enabling environments, games, and the Primer" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Inboxes and attention management.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Inboxes and attention management.json" new file mode 100644 index 0000000..4374373 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Inboxes and attention management.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/§Inboxes and attention management", + "text": "# §收件箱和注意力管理\r\n\r\n原文：[§Inboxes and attention management (andymatuschak.org)](https://notes.andymatuschak.org/§Inboxes_and_attention_management)\r\n\r\n- [闭合开环](https://notes.andymatuschak.org/z8d4eJNaKrVDGTFpqRnQUPRkexB7K6XbcffAV)\r\n\r\n - [收件箱需要可靠的清空流程才有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)\r\n\r\n - [收件箱维护的分流策略（如「收件箱归零」）往往不够稳健](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)\r\n\r\n - [间隔重复可以降低破坏性收件箱维护操作的风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)\r\n\r\n - [不应该设置多处收件箱](https://notes.andymatuschak.org/z7bj6MiUnFnP3GvM5QqHafy3LTaqQV56e1Mek)\r\n\r\n- [可使用间隔重复系统对注意力编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n - [常青笔记的维护近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)\r\n\r\n - [间隔重复可能是培养或改变习惯的有用工具](https://notes.andymatuschak.org/z249N76MhdBzDfrwMnqP6jEsTv6Z8u2kJrp8)\r\n\r\n - [间隔重复对于逐步完善灵光一闪可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)\r\n\r\n- [为有潜在价值的参考引用建立一个阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)\r\n\r\n - [我的阅读收件箱实践](https://notes.andymatuschak.org/z61sPhxF8ZiXcDQF36W4HaYKnSxYJfZmLrkb4)\r\n\r\n- [为临时性的和不完整的笔记设置写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)\r\n\r\n - [常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)\r\n\r\n- [设置我的阅读收件箱](https://notes.andymatuschak.org/Setting_up_my_reading_inbox)\r\n\r\n- [我的所有收件箱](https://notes.andymatuschak.org/All_my_inboxes)", + "type": "text/markdown", + "caption": " §收件箱和注意力管理\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "§Inboxes and attention management" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Note-writing systems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Note-writing systems.json" new file mode 100644 index 0000000..2cb2304 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Note-writing systems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/§Note-writing systems", + "text": "# §笔记写作系统\r\n\r\n原文：[§Note-writing systems (andymatuschak.org)](https://notes.andymatuschak.org/§Note-writing_systems)\r\n\r\n- 原则：\r\n\r\n - [记常青笔记是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)\r\n\r\n - [「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)\r\n\r\n - [知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)\r\n\r\n - [记笔记的实践方法通常是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)\r\n\r\n - [记笔记的反馈不足](https://notes.andymatuschak.org/z66PNF1Wt4AZ4j7TVEenkvPZgvDcHPuSdJC2r)\r\n\r\n- 阅读与记笔记\r\n\r\n - [写你所读，以求内化](https://notes.andymatuschak.org/zg3fYweZpbHeBTpcYke5mF4ZfrJutYcQEtFo)\r\n\r\n - [常青笔记有助于积累阅读成果](https://notes.andymatuschak.org/z6M8kex6kDF2FT6MWqAMDQddsqUr8sphLmyy1)\r\n\r\n - [收集材料的作用在感觉上被夸大了](https://notes.andymatuschak.org/z8QSUyNdq3CMK79KSnCW7QTR1MPHEFi4Q2LY8)\r\n\r\n - [自主思考](https://notes.andymatuschak.org/z4enRPbLXdD8X8hCfVjaRkcGkronvhcfrgSQw)\r\n\r\n - [理解概念需与其尽力较量](https://notes.andymatuschak.org/zX1WtJ4ouE8sjN1NgWHsGVg8ZnVfp5Kz74Vs)\r\n\r\n - [写作促使人们更加深入地理解](https://notes.andymatuschak.org/z8q1K5a8i95qARkpFwS45qqtQzM8th82TkeUg)\r\n\r\n - [如何在阅读时整理所得](https://notes.andymatuschak.org/z71FeBJGqZdyA78UNTwXCWcMGUVCWk1XsLvPS)\r\n\r\n - [文献笔记是次要的，分离的](https://notes.andymatuschak.org/z2Eg5jPPg8nBJWLGqJwNo5d15TAoEAXamYV7n)\r\n\r\n - [如何将阅读标注处理成常青笔记](https://notes.andymatuschak.org/z2PJ51tCXuPFxnfFVUxxgwjvZ1geu4YnYm7hK)\r\n\r\n - [方便在外出时抓住灵感的口袋笔记本](https://notes.andymatuschak.org/z5FKgZAnMhS73t9kenbVUYx23CHSQAE1gKxVf)\r\n\r\n - [为临时且不完整的笔记建立写作收件箱](https://notes.andymatuschak.org/z5aJUJcSbxuQxzHr2YvaY4cX5TuvLQT7r27Dz)\r\n\r\n - [为有潜在价值的参考引用建立一个阅读收件箱](https://notes.andymatuschak.org/z3N113rxPFreW9xUkLkUFomr2LUqfXbdCo3M)\r\n\r\n - [不应该设置多处收件箱](https://notes.andymatuschak.org/z7bj6MiUnFnP3GvM5QqHafy3LTaqQV56e1Mek)\r\n\r\n - [谨防自动导入阅读收件箱](https://notes.andymatuschak.org/z5QkRggMXj2gMna9wCyVFLoY1EhwtnFQvtJJ5)\r\n\r\n - [用手机来收集和分流，而不是（通常）用来阅读](https://notes.andymatuschak.org/z3YtsKc76oFwr9fxWkcNwAQdV1JGpUQ46hJ79)\r\n\r\n- 思考和写笔记\r\n\r\n - [常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)\r\n\r\n - [间隔重复对于逐步完善闪念可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)\r\n\r\n - [卓越洞见从既往的所思所想中涌现](https://notes.andymatuschak.org/zSn7SX7yMtnh1ZCQEG44TJoxrH7Udpm9oeEm)\r\n\r\n - [头脑风暴往往可以替代缺位的见解积累系统](https://notes.andymatuschak.org/z5cVs9BKLJsCYifhYBstAEKuZ8driDzLB3gFd)\r\n\r\n - [常青笔记是发展大胆想法的安全场所](https://notes.andymatuschak.org/z8RTzukqNLKFXzqLwx25HrUrg5E5jiziGznWB)\r\n\r\n - [常青笔记可以提高谈话的信息带宽](https://notes.andymatuschak.org/z848gfJnsUNa5JjziTzXirNEJsEzRejTeYefX)\r\n\r\n - [对话涵盖多个讨论者的常青笔记可能会促进协作意义构建](https://notes.andymatuschak.org/z8NiytpoGGuh8okwPaca2qnScvc5xCqnS6JBN)\r\n\r\n- 写作和写笔记\r\n\r\n - [可执行的写作策略](https://notes.andymatuschak.org/z3PBVkZ2SvsAgFXkjHsycBeyS6Cw1QXf7kcD8)\r\n\r\n - [在写作时创建推测性大纲](https://notes.andymatuschak.org/z2uXyfV67dnWLUKg1iDbsrHk3DGjtNWTxSTah)\r\n\r\n - [常青笔记工作流能降低改稿的情绪负担](https://notes.andymatuschak.org/z26G5QDZgkk3mLTJoWHfzM6kjRzHpTAWHeZWN)\r\n\r\n - [常青笔记实现顺畅而渐进的写作（「渐进写作」）](https://notes.andymatuschak.org/z6C5H4eYH2A4omfNLuUcDiKibQ1hZG2RGNZ97)\r\n\r\n- 笔记的结构\r\n\r\n - [常青笔记](https://notes.andymatuschak.org/z4SDCZQeRo4xFEQ8H4qrSqd68ucpgE6LU155C)\r\n\r\n - [大多数人只写临时的笔记](https://notes.andymatuschak.org/z2ZAGQBHuJ2u9WrtAQHAEHcCZTtqpsGkAsrD1)\r\n\r\n - [常青笔记的维护近似于间隔重复](https://notes.andymatuschak.org/z6yfTwYekzvBkVjeH7WBUrSAJhyGTMYDAyYW7)\r\n\r\n - [常青笔记应面向概念](https://notes.andymatuschak.org/z6bci25mVUBNFdVWSrQNKr6u7AZ1jFzfTVbMF)\r\n\r\n - [常青笔记应该是原子化的](https://notes.andymatuschak.org/z4Rrmh17vMBbauEGnFPTZSK3UmdsGExLRfZz1)\r\n\r\n - [常青笔记的标题就像 API](https://notes.andymatuschak.org/z3XP5GRmd9z1D2qCE7pxUvbeSVeQuMiqz9x1C)\r\n\r\n - [笔记标题建议正面表述，以促进说理系统化](https://notes.andymatuschak.org/z8T6sLNco2benUMgcXUXeJh35eW2obP48DoPp)\r\n\r\n - [笔记标题建议使用完整的句子，避免模糊主张](https://notes.andymatuschak.org/z3KmNj3oKKSTJfqdfSEBzTQiCVGoC4GfK3rYW)\r\n\r\n - [常青笔记之间应该建立大量链接](https://notes.andymatuschak.org/z2HUE4ABbQjUNjrNemvkTCsLa1LPDRuwh1tXC)\r\n\r\n - [笔记应该让你吃惊](https://notes.andymatuschak.org/z4KZ9973AoHhvM9Pj5Qrds48JXNbMEwVJmVRw)\r\n\r\n- PKMs（个人知识管理系统）中的关联结构\r\n\r\n - [优先建立信息间的联系来分类，而非使用层级式分类法](https://notes.andymatuschak.org/z29hLZHiVt7W2uss2uMpSZquAX5T6vaeSF6Cy)\r\n\r\n - [标签是无效的关联结构](https://notes.andymatuschak.org/z3MzhvmesiD2htMaEFQJif7gJgyaHAQvKH49Z)\r\n\r\n - [被索引的参考资料与标签](https://notes.andymatuschak.org/z6ztEgzqZichYTJgabhYQLn4UY4FbC1JMH394)\r\n\r\n- 影响\r\n\r\n- 与参考系统的关系\r\n\r\n - [创建超链接到我的参考档案](https://notes.andymatuschak.org/z7xyZLXF3my9t5sPb7Kzdsg4pauz5mtbZqHWa)\r\n\r\n - [使用笔记在内容中建立联想的优缺点](https://notes.andymatuschak.org/z2D6w86eKLuVdmk5icMJ5L6av1nG62HaF7ref)\r\n\r\n- 工具\r\n\r\n - [数字笔记系统专注于笔记个体的展示和操作，常忽略笔记之间内在连接所产生的意义](https://notes.andymatuschak.org/z6Pb6rwTDSg7K7LqF2EbtqbnKvpMbiXYkToDi)\r\n\r\n - 纯文本的价值\r\n\r\n - 用纯文本 ID 来链接材料\r\n\r\n - 在一个没有应用程序的系统中成为人类的连接器\r\n\r\n- 历史/社区\r\n\r\n - [卡片盒笔记系统](https://notes.andymatuschak.org/z2QvtE9w5zs49x7WUeG8Ut1vywHDLiG2Wkm9p)\r\n\r\n - 卢曼\r\n\r\n - Christian 和 Sascha\r\n\r\n - [卡片笔记写作法 - Ahrens](https://notes.andymatuschak.org/z6o5eS2DnpMwe2HnHyhgQAmmGkRCtkKina73u)", + "type": "text/markdown", + "caption": " §笔记写作系统\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "§Note-writing systems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Taking knowledge work seriously (Stripe convergence talk, 2019-12-12).json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Taking knowledge work seriously (Stripe convergence talk, 2019-12-12).json" new file mode 100644 index 0000000..558096c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Taking knowledge work seriously (Stripe convergence talk, 2019-12-12).json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/§Taking knowledge work seriously (Stripe convergence talk, 2019-12-12)", + "text": "# § 严肃研究知识工作（Stripe 融合讨论，2019-12-12）\r\n\r\n原文：[§Taking knowledge work seriously (Stripe convergence talk, 2019-12-12) (andymatuschak.org)](https://notes.andymatuschak.org/z5opHsGrNmCib7YQfLv6XbYURzZgZmx4Mrh5y)\r\n\r\n## 讨论大纲\r\n\r\n- [相比知识工作者，运动员和音乐家会更为严格精细地打磨基本技能](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)\r\n\r\n - [知识工作](https://notes.andymatuschak.org/z2eKzbL5nwQrm8Zr26rtaLHXyKHREr3tm5HbY)简史（对经济增长的助益，等等）\r\n\r\n - [管理科学在考虑知识工作时从企业和管理者角度出发，而非个人层面](https://notes.andymatuschak.org/z5XsZe6JcodTxYY772Jt3rV68VWfW8xdsqKjx)\r\n\r\n - [我们不知道如何衡量知识工作者的生产力](https://notes.andymatuschak.org/z12T3AuuQ51Q3hkyKfvLYakzBRLyaXFk13ATM)\r\n\r\n- [知识工作的核心实践往往是临场发挥的](https://notes.andymatuschak.org/z7z6uFero1JXyANDsq7P4RzeUemPWrHD7Ejmn)\r\n\r\n- [知识工作应能聚沙成塔](https://notes.andymatuschak.org/z6UDDkom8Aifg6mLdjT1sPtbMBweCmpyTwmJT)\r\n\r\n- [人们似乎会忘记大部分读过的内容，而且他们也基本意识不到](https://notes.andymatuschak.org/z3d6dFhTA5zTmykZ3zh4Y2vCw3aVbUxRiQQcc)\r\n\r\n - [深刻的理解要求细致掌握基础知识](https://notes.andymatuschak.org/zQiumA4k3SXo1GeRVJpsrVaBRETAoyYmSERS)\r\n\r\n - [复杂的概念可能很难学习，部分原因是工作记忆容纳不下其组分](https://notes.andymatuschak.org/z6eTZz16YRGs2PyWyc3qe1B9oJ7swmnCU54hZ)\r\n\r\n - 介绍[量子国度](https://notes.andymatuschak.org/z2fBHADWa93EZTuNzuww7V3Vi587ZyZ4FHTHm)\r\n\r\n - [测试效应](https://notes.andymatuschak.org/z45mhbpabsigFceeSiRyDXZdvcRqvE2A1xMsn)\r\n\r\n - [间隔重复记忆系统是非常有效的](https://notes.andymatuschak.org/z5rVJfPsyCU3pHBbhwef9DNR5fohTHCQFJWir)\r\n\r\n - [间隔效应](https://notes.andymatuschak.org/z5oCe7JTrkYfmb6SHE4n5HxisE7PdwS6nmXEw)\r\n\r\n - [间隔重复记忆系统让记忆成为一种选择](https://notes.andymatuschak.org/z4bR1HVvDUhMXDm5SJB4Tiw4xGbrm9AfXWgbc)\r\n\r\n - [助记媒介对读者记忆的影响](https://notes.andymatuschak.org/zt1TyUANyt84UkQVBJjWEGZ3JUd2HP92r65)\r\n\r\n - [助记文章能让读者详细记忆其中内容，成本是阅读时间增加 35-50% ](https://notes.andymatuschak.org/z3bWum57HwBPxDJuBNYg3fgNK6tU15QF8srNF)\r\n\r\n- 认真对待记笔记\r\n\r\n - [笔记写作实践通常是无效的](https://notes.andymatuschak.org/z8V2q398qu89vdJ73N2BEYCgevMqux3yxQUAC)\r\n\r\n - [「更好地记笔记」这个描述太过流于表面；核心在于「更好地思考」](https://notes.andymatuschak.org/z7kEFe6NfUSgtaDuUjST1oczKKzQQeQWk4Dbc)\r\n\r\n - [对笔记写作大谈特谈的人很少有严肃的使用场景](https://notes.andymatuschak.org/zUMFE66dxeweppDvgbNAb5hukXzXQu8ErVNv)\r\n\r\n - 介绍 [Zettelkasten](https://notes.andymatuschak.org/z2QvtE9w5zs49x7WUeG8Ut1vywHDLiG2Wkm9p)\r\n\r\n - [常青笔记有助于积累洞见](https://notes.andymatuschak.org/z6cFzJWgj9vZpnrQsjrZ8yCNREzCTgyFeVZTb)\r\n\r\n - [间隔重复对于逐步完善灵光一闪可能有用](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)\r\n\r\n- 推广结论：[可使用间隔重复系统对注意力进行编程](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)\r\n\r\n- 间隔重复和收件箱\r\n\r\n - [收件箱需要可靠的清空流程才能有效](https://notes.andymatuschak.org/z5tiFxnNKMZCnc8G9R1N51L5hknyRGmyCQx18)\r\n\r\n - [维护收件箱相关的分流策略（如「收件箱归零」）容易被破坏](https://notes.andymatuschak.org/z8aZybuJJopS5fL7TnPou2JcmCsBUJeqirbBh)\r\n\r\n - [软件界面经常将破坏性操作作为最终决定，而不是视情况而定的选择](https://notes.andymatuschak.org/z5vXaKVAPBNKAAi9RXNudduhyGadGXqtMVTEs)\r\n\r\n - [间隔重复可以降低破坏性收件箱维护操作所伴随的风险](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)\r\n\r\n## 元信息…\r\n\r\n- 姿态：\r\n\r\n - 介绍当前工作\r\n\r\n - 与其说是揭示答案，不如说是提出问题\r\n\r\n - 绝对不是来提供直接可用的解决方案的\r\n\r\n- 观众得到什么：\r\n\r\n - 打开眼界，了解到他们每天工作背后更有一系列引人入胜的问题\r\n\r\n - 了解如何提升的方法举例，感到兴奋与可能性", + "type": "text/markdown", + "caption": " § 严肃研究知识工作（Stripe 融合讨论，2019-12-12）\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "§Taking knowledge work seriously (Stripe convergence talk, 2019-12-12)" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Theory of vacation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Theory of vacation.json" new file mode 100644 index 0000000..151172b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247Theory of vacation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/§Theory of vacation", + "text": "# §假日理论\r\n\r\n原文：[§Theory of vacation (andymatuschak.org)](https://notes.andymatuschak.org/z3JTN98rASnQFS1vUiZp8SeDAUKy1kc9ueQ7B)\r\n\r\n- 去毛伊岛的旅行，2020 年 1 月\r\n\r\n - [宜人的休假时间不会线性增加](https://notes.andymatuschak.org/z2PwctG7dwGJaB8QARGTfFRxCFaq3Uxw4mYjJ)\r\n\r\n - [短期休假可以在一定程度上推迟对长期休假的需求](https://notes.andymatuschak.org/z48GSXaUzttqpzaNh6kbn1JNaVBpHXSjc4B37)\r\n\r\n - [度假时的错失恐惧扰乱了轻松感](https://notes.andymatuschak.org/zmMWBjaYFa4DKp4gNGcYPR3vARQqbHXnpAbG)\r\n\r\n - [例行公事促进休假时的轻松感](https://notes.andymatuschak.org/z67c6Sr1vXA21znNMSf8Djtz3i5afZu3fVj3g)\r\n\r\n - [默认的无聊的食物选择会扰乱度假时的错失恐惧](https://notes.andymatuschak.org/z28yicPiHLvSNRiHRhs7UpNMfucLXc1sar7W7)\r\n\r\n - [协调性抑制了休假时的轻松感](https://notes.andymatuschak.org/z2piwmJHEb5fidgp4Y6hdmJkdXk4FvSxWTXMw)\r\n\r\n- [阅读静修会既能放松身心，又能提高工作效率](https://notes.andymatuschak.org/z2quCjVMbJCQLJer87bS7Y6xQJkCa3mqEHBJy)\r\n\r\n- [睡眠问题是假期麻烦的一个常见来源](https://notes.andymatuschak.org/z1BVwUzxCLpg3nsrFUfdkU5RsJ7GYgpHJGo)\r\n\r\n也请参见：[Restful retreat / vacation / getaway places](https://notes.andymatuschak.org/Restful_retreat_\\%2F_vacation_\\%2F_getaway_places)", + "type": "text/markdown", + "caption": " §假日理论\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "§Theory of vacation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247What's top of mind.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247What's top of mind.json" new file mode 100644 index 0000000..88c6b63 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_outline_\302\247What's top of mind.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/outline/§What's top of mind", + "text": "# §最关心的事情\r\n\r\n原文：[§What’s top of mind (andymatuschak.org)](https://notes.andymatuschak.org/zUw5PuD8op9oq8kHvni6sug6eRTNtR9Wqma)\r\n\r\n有点像 [/now page](https://sivers.org/nowff)，但时间范围更广，而且专注于我所想的事情。\r\n\r\n- 通过 [Orbit](https://notes.andymatuschak.org/z72ioKyd4X48WndtAsfkhnKwsD8o5PaaT384o) 扩展和理解[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)\r\n\r\n- [常青笔记写作是知识工作的基本单位](https://notes.andymatuschak.org/z3SjnvsB5aR2ddsycyXofbYR7fCxo7RmKW2be)\r\n\r\n - [助记媒介可以扩展到个人笔记](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)\r\n\r\n- [§赋能环境、游戏和 the Primer](https://notes.andymatuschak.org/z244xx3kMf1v8UnkZKUwQBAwBsHLpUgN4YhsG) / [情景体验作为一种大众媒介具有不可思议的潜力](https://notes.andymatuschak.org/z6oXuXLZ7Wq1eBqskyfph2wz9gjohQUKSBFzx)\r\n\r\n- [可编程的注意力](https://notes.andymatuschak.org/zJrfPCbY7GcpV9asEc8NTVzXTAV4TvRFMuY6) / [间隔重复一切](https://notes.andymatuschak.org/z59aJSjgqr4B1k1ofoE7ZBF2dv8MeJ1Drf4TQ)\r\n\r\n- [穿越时间的文本](https://notes.andymatuschak.org/z73hGbYFm7bjV3yYwK29MvbBZEcwK6kWyduqV)\r\n\r\n- 认真对待知识工作\r\n\r\n - [运动员和音乐家比知识工作者更严格地追求基本技能的精湛性](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)\r\n\r\n - [知识工作很少涉及刻意练习](https://notes.andymatuschak.org/z5BMvN7tZr8wxZdfFHgjvV9Em5HzXPCboardR)\r\n\r\n - [§严肃研究知识工作（Stripe 融合讨论，2019-12-12）](https://notes.andymatuschak.org/z5opHsGrNmCib7YQfLv6XbYURzZgZmx4Mrh5y)\r\n\r\n- [我们如何将思想工具置于有内在意义的背景中？](https://notes.andymatuschak.org/zKQs1fYnn4uzdws1KZc9pxkT3NUHastcMYq)", + "type": "text/markdown", + "caption": " §最关心的事情\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "§What's top of mind" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_%22Skip%22 exponential-backoff deferral mechanisms and fuzzy inboxes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_%22Skip%22 exponential-backoff deferral mechanisms and fuzzy inboxes.json" new file mode 100644 index 0000000..a54bf21 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_%22Skip%22 exponential-backoff deferral mechanisms and fuzzy inboxes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/%22Skip%22 exponential-backoff deferral mechanisms and fuzzy inboxes", + "text": "# 「跳过」：指数补偿的延迟机制和模糊收件箱\r\n\r\n原文：[“Skip”: exponential-backoff deferral mechanisms and fuzzy inboxes | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/skip-exponential-40672377)\r\n\r\n如果你在谷歌学术上搜索间隔重复系统的研究，你会发现有排山倒海的论文都关注算法的优化。这些论文调整算法来减少遗忘，提高稳定度，完善复习安排。这些的确都是有价值的追求。调度的机制是指数级的，所以一旦卡片回答的准确性提升了哪怕几个百分点，系统能容纳的卡片数量都能大大增加。但是，这种对效率的极端关注忽略了最重要的一点：几乎没有人真正使用这些系统，所以它们的实际效率接近于零。[正如 Gwern 对这个问题的看法](https://www.gwern.net/Spaced-repetition#if-youre-so-good-why-arent-you-rich)：「如果你这么厉害，你为什么没钱？」\r\n\r\n令人高兴的是，记忆系统已经非常高效。在对这些系统进行了几年的实验后，我逐渐相信，优化的关键是 **复习环节及其内容的情感联系** ——反之，要坚决地减少引起叹气的元素。这些系统，如果任由它们的自然倾向发展，就会自然而然地腐化，产生仅是为复习而复习的学习材料，而这些材料感觉与你关心的任何事情脱节。\r\n\r\n一些技巧可以提前帮助你：不要为未来的某一天「囤积」材料；避免为回应「应该复习它」的感觉而写下一张卡片；写联系、后果、影响——而不仅仅是事实；避免与关心的主题不相干的「孤儿问题」；等等。但这还不够，复习环节需要不断梳理，以保持趣味性。如果你有一段时间没有添加新的东西，复习环节就会失去新鲜感。如果你经常忘记一个答案，就必须重构这个问题，否则就有可能在将来翻白眼。\r\n\r\n对我来说，最重要的维护类型涉及我不断变化的兴趣。我可能会偶然发现一篇迷人的论文，并写下几十张卡片，以帮助我内化细节。现在快进 6 个月。在快乐的情况下，当这些问题再次出现时，我很兴奋，因为它们将我与这篇迷人的论文的观点重新联系起来，现在通过我中间的经历，这些观点显得更加丰富。很多时候，我只是对仍然记得这些细节而感到感激。但有时，我不再觉得这篇论文很有趣；复习这些问题将感觉像是个苦差事。\r\n\r\n如果这些复习环节要成为长期的习惯，重要的是不要把时间花在对你无关紧要的事情的卡片上。如果不进行删减，复习环节就不再感觉有价值，而开始感觉是一件苦差事。早在一张卡片复习起来感觉起来像个苦差事之前，这种不重要的问题就会使你对其相邻卡片的关注度下降。\r\n\r\n问题是，删东西很难。不是功能实现不了——应用有简单的删除按钮——而是有情感障碍。电子化记忆系统的大部分价值在于，用了这一系统后，你就不需要仅仅为了确定何时该做何事而做出无尽的微小决定。我认为记忆系统是一类更普遍的「[可编程的注意力](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)」系统的例子，删除卡片的决定相对沉重，虽然可能在名义上是可以撤销的（例如从垃圾桶中），但实际上你知道你不太可能恢复被删除的问题。删除这一决定难以逆转，然而你对卡片只是些许反感，这便产生了矛盾。所以大多数人（包括我自己）会倾向于尽量不删除材料，所以他们的复习环节的情感联系会被冲淡。\r\n\r\n我相信不仅记忆系统有这个问题，电子邮件收件箱、阅读列表、一大堆浏览器标签、待办事项列表等等。我一直在探索一种机制，来替代「删除」操作，使其更加模糊，破坏性更小。\r\n\r\n想象一下，这就是你在复习卡片时看到的情况：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/40672377/0dfc418f43414b30b5f1037d3e76f372/eyJwIjoxfQ%3D%3D/1.png?token-time=1646611200&token-hash=agp5GKjPDbfCptpWbDBumbylCVBMnlFEboWMzHvGMuA%3D)\r\n\r\n注意左下角的按钮：「跳过」。我们也可以说「不是现在」「以后」「推迟」，或者干脆叫「算了」。按下按钮之后，我们直接进入下一张卡片。而当前这张卡片之后会重新出现，比如说几周之后。也许那时候我们更会感兴趣了，；如果我们在那时候回答，复习计划会照常推进。但如果又一次按下「跳过」，这张卡片就会被推迟几个月。如果那时候我们又一次跳过，卡片就会被推迟一年甚至更长时间。所以连续几次「跳过」之后，我们实际上就将卡片「存档」了，但我们不必做出删除卡片这一破坏性而突然的决定。我们实则每次只需回应自己的感受即可。如果你觉得一张卡片「算了」，那么根据这一机制，你就能让这一情感安全地释放出来。这就是「模糊删除」。\r\n\r\n我认为，这种机制可以有效地应用于任何类似收件箱的东西。我已经在阅读和写作清单方面做了实验，并想拓展它的应用范围。[点这里](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)跳转到关于「模糊收件箱」主题的更一般的工作笔记。\r\n\r\n这种机制不仅在复习环节中很重要，而且在助记媒介的阅读体验中也很重要。[量子国度](https://quantum.country/)假设了完成主义的目标：期望读者回答文章中的每一张卡片。这对某些文本来说当然是合适的，但在更非正式的文本中，读者的前置知识和兴趣水平更为参差不齐。完成主义的要求也让作者举步维艰：如果有些卡片是不少读者会感兴趣，但是作为必答卡片又不太合适的，作者便只能放弃这些卡片。\r\n\r\n然而，如果让读者挑选卡片并「送入他们的轨道」，来避免完成主义的倾向的话，我们会制造情感阻力，就像删除内容一样。这一决定过于沉重，也为时过早。很多人对于放弃不关注的问题会犹豫再三。而且很多时候，当他们正在阅读了解某一话题时，他们并不知道什么问题比较重要！因此，这一模糊机制在初次阅读时比较有用。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/40672377/0df546c51f4740989ebba355fa98618f/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=n-Rr0Aw4tZ17VgBaZMeo2ZNGqbb1ZieiSAfeEPTS9Ls%3D)\r\n\r\n对这种机制的挑战是，你所不关心的材料所带来的厌恶感，与有挑战性的材料所带来的厌恶感有些相似。我们不想鼓励人们因材料有挑战性而跳过问题：[合意困难](https://notes.andymatuschak.org/z49u8mtc9wZoY7siV7nz4V3PG2oMkNBn7AgUk)对学习很重要！我不确定如何在界面中解决这一冲突：目前，这一点（和许多其他挑战一样）将不得不通过文化和工具周围的「经典文献」光环来传达。这一挑战比它看起来更基本。记忆系统实现其极高效率，依靠的是预测人们回答卡片变得困难的时机，并在此时安排卡片。这可能是推广该系统的主要障碍：复习环节关注你最难记住的材料，这既会引起些许不愉快，也让人觉得该系统没用！\r\n\r\n另一个细节上的挑战是，我不确定如何在界面上表示被跳过的问题的状态。如果一篇文章有 100 个问题，而你跳过了其中的一半，我们是否要用剩下的一半来讨论你对这篇文章的记忆？从图形上看，星芒的射线描绘了间隔。如果我在首次看到卡片时就跳过，代表它的射线会跳到 1 个月吗？这似乎传达了一种虚假的「进步」感......但也许这并不假，因为你并不打算复习那张卡片。另一方面，如果我们将射线保持在最小长度，那么当你复习文章的其余部分时，它会让你有一种不愉快的「掉队」感。\r\n\r\n***\r\n\r\n我想我第一次[在 WikiWikiWeb 上](https://wiki.c2.com/?NinetyTenRule)看到这句话的时候是 13 岁：\r\n\r\n> 前 90% 的任务需要 90% 的时间，而最后的 10% 则需要另外 90% 的时间。\r\n\r\n为什么我曾经分享过对项目时间表的估计？你会认为我现在已经学会了。\r\n\r\n无论如何。\r\n\r\n我已经快要完成 Orbit 首次发布的 90% 内容了。问题简直五花八门。我更换了二进制序列化框架，我要修补平台字体渲染器，因为它的字体微调有问题。为了设计嵌入卡片的样式，我迭代了一轮又一轮，眼睛都瞪成斗鸡眼了。 \r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/40672377/fe9ea77ca3d24157b7a5929dd368896d/eyJwIjoxfQ%3D%3D/1.png?token-time=1646611200&token-hash=Pu3yNQfAJC-_Ssjw8yMjfkWAWKF3YPHCRt1rxAowBys%3D)\r\n\r\n我们到了最后冲刺阶段。Zeno 一直在做最后冲刺。大的要来了。同时，我已经创建了 [Twitter 上的 Orbit 账户](https://twitter.com/withorbit)，它一直在发布一些不值得在 Patreon 上完整发布的视觉碎片；请随时关注。好东西最终会出现在这里。说到这个，这是我最近做的一个关于光芒四射的有趣小研究：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/40672377/3e8bca3f10824d90b7340ddd030bb6ed/eyJwIjoxfQ%3D%3D/1.gif?token-time=1646611200&token-hash=MJIYE8-f8UNYGp80hAt0QtTY9_n7L8fsJ4tbRiaTiKE%3D)\r\n\r\n本周我将组织小型私人会议讨论《量子国度》。这个场合促使我回到对量子国度读者的分析上。我要报告个有趣的发现：在[我们如何开发变革性的思想工具](https://numinous.productions/ttft)中，Michael 和我[展示了](https://numinous.productions/ttft/#early-impact)这条曲线，是个令人愉快的指数。这条曲线说明，读者在复习六次后达到了约 54 天的实证保留。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/40672377/e1d558136ae94560837f0fd9dfcdcea3/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=uQ5z_ZAzqHfC6mw-_t51YG0sxEQ_LjMeiiqnElqb7PY%3D)\r\n\r\n在 2019 年的下半年，我们对平台进行了一些改进，累积压缩了该曲线两次重复以上。也就是说，现在的读者在复习四次后达到的实证保留率，明显高于去年复习六次后的读者的实证保留率。撇开我对关注效率的犹豫不决不谈，这里确实有很多垂手可得的成果。\r\n\r\n像往常一样，感谢你为我的研究基金提供资金，现在蒸蒸日上。与此相关，如果你还没看过，你可能会喜欢 [Twitter 上的这个帖子](https://twitter.com/andy_matuschak/status/1294696060380569601)，它扩展了我在上一篇文章中提出的一些资助模式的想法。", + "type": "text/markdown", + "caption": " 「跳过」：指数补偿的延迟机制和模糊收件箱\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "%22Skip%22 exponential-backoff deferral mechanisms and fuzzy inboxes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_A Chat with Andy Matuschak Knowledge Work, Note Taking and Spaced Repetition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_A Chat with Andy Matuschak Knowledge Work, Note Taking and Spaced Repetition.json" new file mode 100644 index 0000000..03092a0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_A Chat with Andy Matuschak Knowledge Work, Note Taking and Spaced Repetition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/A Chat with Andy Matuschak Knowledge Work, Note Taking and Spaced Repetition", + "text": "# 与 Andy Matuschak 畅聊：知识工作、笔记写作和间隔重复\r\n\r\n## 问题一\r\n\r\n知识工作者的理想训练方式是什么？对于知识工作者来说，疯狂打磨基础技能以达到娴熟，这又意味着什么？\r\n\r\n| 知识工作 | 音乐、舞蹈、体育… |\r\n\r\n| ------------------------------ | ------------------------------------------------------------ |\r\n\r\n| 技能尚未描绘清楚。 | 专家/教练/导师对技能有全面的认识。|\r\n\r\n| 不清楚如何进步。 | 关于训练以取得进步的知识非常丰富 |\r\n\r\n| 反馈循环缓慢 | 反馈快速且细粒度 |\r\n\r\n- 知识工作是「棘手领域\\*」（Ericsson）（\\*译注：原文为 Wicked Domain，指一种难以通过练习稳步提高能力的领域，其标志是不断变化的背景和不一致或模棱两可的反馈）\r\n\r\n- 相比于芭蕾、音乐来说，精湛的知识工作技能是怎样的，尚不清楚。\r\n\r\n- 诺贝尔奖获得者很少当教练，他们并不会记录应该训练哪些技能来积累知识，达到像他们一样的知识水平，取得成功，所以没有形成知识库。\r\n\r\n- 知识工作者的基本技能举例：注意力管理、逐步完善想法、良好的团队沟通能力\r\n\r\n- 可以做什么练习来提高知识工作的技能呢？\r\n\r\n- 每日写作？\r\n\r\n- 也许可以参考宗教学习获取灵感？\r\n\r\n### 延伸阅读\r\n\r\n[相比知识工作者，运动员和音乐家会更为严格精细地打磨基本技能](https://notes.andymatuschak.org/z4qhD8UwNAmJDdJUC36BUGp5PEUfgfzZXvkhB)\r\n\r\n[知识工作](https://notes.andymatuschak.org/z2eKzbL5nwQrm8Zr26rtaLHXyKHREr3tm5HbY) （Andy Matuschak 的笔记）\r\n\r\n[知识工作的核心行动往往是临机应变的](https://notes.andymatuschak.org/z7z6uFero1JXyANDsq7P4RzeUemPWrHD7Ejmn)\r\n\r\n[我们不知道如何衡量知识工作者的生产力](https://notes.andymatuschak.org/z12T3AuuQ51Q3hkyKfvLYakzBRLyaXFk13ATM)\r\n\r\n [知识工作很少有刻意练习](https://notes.andymatuschak.org/z5BMvN7tZr8wxZdfFHgjvV9Em5HzXPCboardR)\r\n\r\nPeak: Secrets from the New Science of Expertise（Anders Ericsson 著）\r\n\r\n[刻意练习总结](https://en.wikipedia.org/wiki/Practice_(learning_method)#Deliberate_practice) （维基百科摘录）\r\n\r\n[成就专家之路](https://hbr.org/2007/07/the-making-of-an-expert)（Anders Ericsson 著文）\r\n\r\n## 问题二\r\n\r\n你的笔记对你的学习和创作有多重要？能举个例子说明写笔记时得到的灵感，或者取得的创造性突破吗？\r\n\r\n- 我已经写常青笔记一年半了，不清楚效果有多显著\r\n\r\n- 他的大部分重大见解都是在他创立笔记系统之前提出的。\r\n\r\n- 他能更为持之以恒地完善不成熟的想法\r\n\r\n- 《量子国度》起源自 Andy 和 Michael Nielson 持续两年多的对话。\r\n\r\n- 传统机制很难支持不成熟想法的逐步完善。\r\n\r\n- 能并行发展多个不成熟想法，同时有更多原创思考，而非对已有知识的总结\r\n\r\n- 穿越时间的文本 - 基于 100 多条笔记，只花了三个小时就写完了——大部分思考在写作之前就完成了\r\n\r\n- 《为什么书本不起作用？》 —— 花了 80 小时，因为他要边想边写\r\n\r\n## 延伸阅读\r\n\r\n[穿越时间的文本](https://numinous.productions/timeful/)（Andy Matushcak 和 Michael Nielsen 合著）\r\n\r\n[为什么书本不起作用？](https://andymatuschak.org/books/) （Andy Matuschak 所著文章）\r\n\r\n[量子国度](https://quantum.country/)（Andy Matuschak 和 Michael Nielsen 合著的一系列文章）\r\n\r\n## 问题三\r\n\r\n写笔记对你的思考有多重要？你觉得不记笔记还能深入思考吗？\r\n\r\n- 很难有定论；但能肯定，有了笔记能更好地完善想法。\r\n\r\n- 他认为，在过去的一年半里，他没有发表非常重要的内容（三年后再来看！）\r\n\r\n### 延伸阅读\r\n\r\n[Andy Matuschak 的笔记](https://notes.andymatuschak.org/About_these_notes)\r\n\r\n[Andy 笔记写作的直播回放](https://www.youtube.com/watch?v=DGcs4tyey18&t=181s&ab_channel=AndyMatuschak)\r\n\r\n## 问题四\r\n\r\n与传统教育体系相比，非传统的学习工具 + 系统（Orbit，可汗学院）的作用是什么？它们是应该致力于融入传统教育体系并与之共同发展，还是应该挑战传统教育体系并与之竞争？\r\n\r\n- Andy 曾在可汗学院就职五年\r\n\r\n- 离职之后，他便不想再考虑正式教育这一场景了\r\n\r\n- 赞同一部分 Woz 与 Illich 等人对反教育主义的看法，但更偏向实用主义。（译注：Illich 是激进的英国教育改革家，创办了夏山学校）\r\n\r\n- 在可汗学院： **很难** 取得进展，因为学生觉得配合实验不是他们的目标，所以每个项目的结果都有偏差 / 扭曲。（译注：原笔记不清楚，原视频转录为：17:27 and like most of the kids already decided that they didn't want to be there or like they were thinking about other things you know like this is not）\r\n\r\n- 他决定不再关注传统教育系统了\r\n\r\n### 延伸阅读\r\n\r\n[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)（Piotr Wozniak 著书）\r\n\r\n逆教育社会（Ivan Illich 著书）\r\n\r\n[可汗学院研发报告](https://early.khanacademy.org/)\r\n\r\n## 问题五\r\n\r\n经常做笔记的人没有严肃的使用场景。\r\n\r\n- 不是所有做笔记的人都没有严肃的使用场景，只是有些人如此。\r\n\r\n- 他最喜欢的「真刀真枪的使用场景」的例子，是 NASA 的阿波罗项目（来自 Michael Nielsen）\r\n\r\n- 这一项目的目标是载人登月，但研发过程中还额外收获了不少有价值的知识，开发了很有价值的工具\r\n\r\n- 建造大教堂 - 目标是为宗教服务，但过程中收获了大量建筑学知识\r\n\r\n- 很多间隔重复相关文献都不怎么样 —— 这些研究都不是在真刀真枪的使用场景下开展的。\r\n\r\n-《量子国度》：想要成为量子计算的入门读物。面向研究生写作——需要认真研究量子计算的群体。\r\n\r\n### 延伸阅读\r\n\r\n[高效学习的间隔重复](https://www.gwern.net/Spaced-repetition)（Gwern 的文献综述）\r\n\r\n[「系统性」思考——从阿波罗太空项目中获得有效管理系统的启发，以及系统政治](https://dominiccummings.files.wordpress.com/2017/02/201702-effective-action-2-systems-engineering-to-systems-politics.pdf)（Dominic Cummings 著文）\r\n\r\n## 问题六\r\n\r\n应用卡的作用\r\n\r\n- 对他来说仍然是谜团！\r\n\r\n- 应用卡有意让人不借助回忆作答\r\n\r\n- 帮助你应用所学\r\n\r\n- 应用卡针对的是概念，每次呈现卡片，问题的措辞会变化（2 年内循环一遍）\r\n\r\n- 为了辅助迁移学习\r\n\r\n- 与作者合作\r\n\r\n- 应用卡写起来成本很高，但比练习题成本低\r\n\r\n- 人们有时候对通过 SRS 习得的知识不够自信\r\n\r\n### 延伸阅读\r\n\r\nLearner’s perceptions of their knowledge vs reality after spaced vs massed learning\r\n\r\n[笔记类型体系](https://notes.andymatuschak.org/Taxonomy_of_note_types)（Andy Matuschak 的笔记）\r\n\r\n[过程式 SuperMemo](http://incrementally-do.blogspot.com/)（George Zonnios 的博客）\r\n\r\n## 问题七\r\n\r\n措辞对最大化迁移的重要性。\r\n\r\n- 如果问题能被「模式匹配」，那么迁移的效果很差\r\n\r\n- 问题的措辞中有线索\r\n\r\n- GPT3 很难问出好问题。\r\n\r\n- 如果你写出问题和答案，让 GPT3 生成句法变种呢。\r\n\r\n## 问题八\r\n\r\n从设计者的角度来看，SRS 系统最重要的方面是什么？\r\n\r\n- 什么是 SRS 中的基本名词和动词？\r\n\r\n- 什么是记忆系统的「原语」？\r\n\r\n- 记忆系统的进度很难展现——记忆系统会展示间隔和统计数据，但是没有展现用户现实目标的进度。\r\n\r\n- SRS 看起来不好用，因为你大部分时间都在学习你忘掉的卡片。\r\n\r\n- 学术环境下开发的工具，没有在真刀真枪的使用环境中开发测试过。\r\n\r\n- 实践出洞见的循环\r\n\r\n- SRS 领域中所有人都低估了情绪的作用\r\n\r\n- 大多数人都不能坚持使用 SRS\r\n\r\n### 延伸阅读\r\n\r\n[实践出洞见](https://notes.andymatuschak.org/Insight_through_making)（Andy Matuschak 的笔记）\r\n\r\n## 问题九\r\n\r\n最喜欢的间隔重复卡片的独特应用。\r\n\r\n- 用哲学思考框架分析你面对的伦理决策。\r\n\r\n- 分析过去的经验——有人做出惊奇之举时。\r\n\r\n- 写卡片和琢磨卡片带来的价值各有多少。\r\n\r\n### 延伸阅读\r\n\r\n[间隔重复记忆系统的特殊应用](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)（Andy Matuschak 的笔记）\r\n\r\n## 问题十\r\n\r\n需要多长时间才能培养写卡片的相关技能。给用户提供模板问题就足够了吗？或者总是需要一定程度的创造力？\r\n\r\n- 模板或脚手架有助于用户起步时提高卡片写作技能。\r\n\r\n- Andy 觉得他不是很擅长写卡片\r\n\r\n- 第一年写卡片很是困难，从询问他人中收获良多\r\n\r\n- 打算为文章作者开设卡片写作研讨会\r\n\r\n- 汲取经验出书——就像是把卡片的 20 原则扩展成一本书。\r\n\r\n- 他注意到对于一些种类的知识来说，有一些常见模板可以套用，但很多东西套不上模板。\r\n\r\n### 延伸阅读\r\n\r\n[知识表述的 20 条规则](https://super-memory.com/articles/20rules.htm)（Piotr Wozniak 著文）\r\n\r\n## 问题十一\r\n\r\n为自己的写作内容制卡有什么优势吗？\r\n\r\n- 并没觉得更容易。\r\n\r\n## 问题十二\r\n\r\nSRS 可以让你获得和记住更多的知识。它如何改变学习中的时间分配策略？是当专家好还是当通才好？\r\n\r\n- SRS 是学习活动的下游\r\n\r\n- 并没有改变其根本。\r\n\r\n- 学习要为好奇心或者真刀真枪的项目服务。\r\n\r\n- 不要为学习而学习。\r\n\r\n- 应需而学 - 程序员视角。\r\n\r\n- 什么都想学或者想学细枝末节的 SRS 使用者，常常会失败。\r\n\r\n- 好的策略 - 深入专精一个领域，同时在其他几个领域达到较好水准。\r\n\r\n## 问题十三\r\n\r\n你是怎么写笔记的，在直播中，你似乎是在凭记忆做笔记。\r\n\r\n- 他面前有本书，不是仅凭记忆。\r\n\r\n- 会做标记来索引书。\r\n\r\n- 当他刻意学习时，比如说学习刻意练习这一话题，他会将原材料阅读多遍，每次都对文本做标记，并认真阅读，将关键想法画成地图。\r\n\r\n### 延伸阅读\r\n\r\n[Andy 写笔记直播回放](https://www.youtube.com/watch?v=DGcs4tyey18&t=181s&ab_channel=AndyMatuschak)\r\n\r\n## 问题十四\r\n\r\n你对渐进阅读的看法如何？\r\n\r\n- 很有趣。\r\n\r\n- 自己建造了一个原型系统，但现在优先级不是很高。\r\n\r\n- 自由感是很大的动力\r\n\r\n- 阅读实体书时会有种感觉，放下这本书后就不会再读了。\r\n\r\n- SuperMemo 里的名词和动词都错了，工作流也不对，但为了全方位批判还需要进一步了解。\r\n\r\n## 问题十五\r\n\r\nWoz 提问：「我刚才在跟朋友聊，要把人类的所有行为转化成概念网络。每个人都会是神经元，他们需要描述自己的需求、兴趣以及能力。这样就能构建高效的协作和知识交换系统。为了实现这点需要软件基础架构。你觉得呢，Andy？」\r\n\r\n- 集体智慧和网状智慧的文献。\r\n\r\n- 目前无法描述成功的类似系统 \r\n\r\n- 对军队运转的研究 - 协调多人行动\r\n\r\n- Michael Nielsen - 重新发明发现（Reinventing Discovery） - 如何有效引导专家注意力。\r\n\r\n- 子问题是什么，比如说注意力。\r\n\r\n- 担心这套系统的内在想法太过模糊\r\n\r\n- 作为系统设计者，你要提出系统的各项属性，但系统的底层理论还不够成熟。\r\n\r\n### 延伸阅读\r\n\r\n重新发明发现（Reinventing Discovery）（Michael Nielsen 著书）\r\n\r\nPolymath 项目（维基百科文章）", + "type": "text/markdown", + "caption": " 与 Andy Matuschak 畅聊：知识工作、笔记写作和间隔重复\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A Chat with Andy Matuschak Knowledge Work, Note Taking and Spaced Repetition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_A nascent art direction for Orbit.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_A nascent art direction for Orbit.json" new file mode 100644 index 0000000..eb36149 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_A nascent art direction for Orbit.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/A nascent art direction for Orbit", + "text": "# Orbit 的一个新兴审美取向\r\n\r\n原文：[A nascent art direction for Orbit | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/nascent-art-for-39070865)\r\n\r\n(你可能重复收到这个帖子的通知：Patreon丢失了上一篇的所有图片，所以得重发一篇！嗐...)\r\n\r\n到目前为止，我一直在为 Orbit 使用量子国度的设计语言，只是为了帮助我专注于所有我必须要做的架构工作。这样做短期内是很有用的限制，但 Orbit 几乎已经准备好了它的第一批出版物，所以现在是时候换个办法了：Orbit 的视觉效果如何能加强它的想法？\r\n\r\nOrbit 面临两大视觉设计的挑战。\r\n\r\n首先：Orbit 最初是作为嵌入的「客人」出现在其他的出版物中。既然是客人就要入乡随俗！它不应该与主人的风格选择相冲突；它不应该干扰读者阅读卡片周围的文本。在《量子国度》中，我们只是对互动卡片和书本身使用了相同的设计语言。你在量子国度收集卡片，然后在量子国度复习它们。但是 Orbit 的模式是，你在量子国度（和其他地方）收集卡片，然后你在 Orbit 上对它们进行综合复习。这就棘手多了！读者浏览了「我们的数据世界（Our World in Data）」（或其他什么），但是文章中这个奇怪的「Orbit」东西要求他们注册，后来他们又收到 Orbit 的电子邮件，要求他们做一些事情。所以 Orbit 需要在你阅读主办方的出版物时将自己作为一个独特的「合作伙伴」实体来介绍。Orbit 是一个研究平台......但鉴于这些限制，它需要有一个「品牌」，让人感觉像一个「产品」。\r\n\r\n另一个挑战则更像是机遇：思想工具往往设计不够鲜活，教育的意图太重。如何为 Orbit 打造一套视觉语言，来扭转这样的倾向？ 如何更加凸显「体味关切之事」的欢欣，淡化「记住多少琐屑常识」的念头？间隔重复记忆系统让记忆任你掌控，但是记忆率本身是无关紧要的。可惜，记忆系统相关的文化太过「为了记忆而记忆 」了。有些人要把读到的所有细节都记下来（「以防万一」），但不再深入地体会个中要领。他们似乎很害怕「忘记」；笔记狂人背后也是同样的执念。我无意助纣为虐。然而愿意早期尝试我的作品的人，往往受到这些文化的影响很深。这是风险。\r\n\r\n对于这个挑战，我的视觉设计能力犹显不足，所以能与 [Nio Ono](https://nioono.com/) 合作，我非常激动。今年六月，我们花了几周来探索 Orbit 的艺术方向（感谢 Taylor Rogalski 为我介绍！）先把话说清楚，Nio 是真正创作下面这些作品的人：我指出方向，但她描清了全局路线。接下来几个月我会亲自踏上这些旅程，所以我写下这篇文章来热热身——我要向他人阐述这些想法，来更深入地理解并诠释。\r\n\r\n在我们深入探讨之前。我意识到，你们中的许多人从未与新生的设计工作进行过互动！让我来分享一些关于如何参与这个材料的意见。这个阶段的工作的目的是要打开门，在问题空间中找到一些指点，创造动力。由于这是一个视觉练习，它特别是关于探索某些美学方法的 **感觉** 。你会看到一些看起来像界面截图的图像，你会很想把它们具体地解释为界面。从某种意义上说，它们的确是......但它们实际上是在尝试在背景中看到视觉语言。眯起你的眼睛；少关注 \"界面\"，多关注气场。这个练习是关于探索符号、字体、网格、颜色等的纹理相互作用。在这些视觉原语和它们所居住的界面之间有一个退火过程。在这次冲刺之前，我已经部分地定义了Orbit的界面，但如果不发展视觉语言，我就无法进一步发展。同样地，我们现在已经在视觉语言上花了一些时间，但如果不花一些时间用这些想法来推动界面结构的发展，我们就无法走得更远。设计会绕着圈子，在形式和功能之间徘徊，直到事情最终解决。\r\n\r\n### **Ethos** \r\n\r\nOrbit 的「个性」是什么？它试图传达什么精神？为了给我们一个粗略的指南针，我们从这个有抱负的三重原则开始：\r\n\r\n **真诚、热忱、好奇心 —— 而不是：义务、工具主义、劳苦** \r\n\r\nOrbit 帮助你加深与你最在意之物的关系。这些活动主要是认知上的，但你与材料的关系是情感上的。这是为你可以谈一晚上的想法和想象。Orbit 是为那些赋予你生命意义的东西而设的。\r\n\r\nOrbit 不在于让你吃掉西兰花。它不适合你认为你「应该」参与的事情，那些需要你唤起意志力的事情。它的基调不是「教育」。Orbit 的结果是学习，但其目标不是学习：而是能够做一些在这个世界上给你带来意义的事情。\r\n\r\n **无为，不费吹灰之力，「相信过程」—— 而不是：收件箱，图表，旋钮** \r\n\r\n向 Orbit 添加内容就像打理园子一样。你种下种子，相信它会茁壮成长，开花结果。你并不关心卡片展示时机和展示频率等细节。你大可放心：安排的时间基本上是合理的；你能逐步把添加的所有内容都内化；卡片的间隔会慢慢变长，如同移动到更远的轨道一样，而新卡片的展示机会也是恰如其分的。你的 Orbit 不会有「要溢出来」的感觉。\r\n\r\n你的日常 Orbit 练习，就像你的日常冥想练习一样。没有「完成」一说，没有进度的图表一往无前。如同冥想练习一样，你对某一次练习的具体结果并不关心，也不该关心。但你终究会来参加练习，顺应气息，最终你的视野更加清晰。\r\n\r\nOrbit 不是一个需要梳妆打扮的收件箱。Orbit 不是一个带着三位数字的红袖章。你不用「拨入」你的 Orbit 卡片。你不用执着地追踪任何一张卡片的「进展」（不过你确实能感受到一些更宽泛的「进展」弧线）。\r\n\r\n **用功、认真、主动 —— 而不是：自满、被动、敬畏** 。\r\n\r\n冥想在某种程度上涉及不费力气，但在另一种程度上涉及勤奋。你每天都会出现在练习中，并遵循指示，相信这些活动会帮助你变得更聪明，而不了解确切的机制。但这并不意味着冥想是*容易的！*如果你不认真参与，15 分钟就会溜走，而你却没有清楚地观察到一次呼吸。\r\n\r\n类似地，Orbit 也同样既轻松又用功。你出席每日的复习，没有特定的期待或要求，但你要全神贯注于你在那里发现的东西。Orbit 本质上是严肃者的工具。它是深入、清晰的理解；它是对那些仅仅想让你记住思考一些东西的老方法的不满。\r\n\r\n作者通过提供卡片来塑造使用 Orbit 的体验，但 Orbit 终究是一个靠你自己运用的工具。Orbit 期待并回报你自己的主动性——通过你撰写自己的卡片，重组给你的卡片，抛弃你不关心的卡片，按照你的价值观塑造系统。\r\n\r\n### **视觉主题和灵感** \r\n\r\n这些原则处于紧张状态!严肃性与不费力气；好奇心与勤奋；认真与 「相信过程」。但是有一条真正的主线贯穿其中。以下是一组冗长的主题和灵感中的几个亮点。\r\n\r\n **重力** 既毫不费力又不可避免。它是严肃的，但又是无形的。在视觉上，这意味着沉重和对比的重量，也许是凝重的动感。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/513b3be677844e7e99eb452c7aa5f70d/eyJwIjoxLCJ3ZWJwIjowfQ%3D%3D/1.jpg?token-time=1646611200&token-hash=RnetwIMOfIkDT42zdH0fyoVmRq0aBvdB-3c7E_LAKQ0%3D)\r\n\r\n*约瑟夫-穆勒-布洛克曼的海报，1958 年*\r\n\r\n **天体力学** 是适当的奇妙的，「相信过程」，精确。当然，\"轨道\"这个名字自然地暗示了这个方向。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/b0ee00d59667406f9a0925a702e226b2/eyJwIjoxLCJ3ZWJwIjowfQ%3D%3D/1.jpeg?token-time=1646611200&token-hash=dLy4tSiDiyoCsRIN45lvaOqbm4TZ04QpZuen5I75k5E%3D)\r\n\r\n*Laura Csocsán为Tempus Futurum创作的海报*\r\n\r\n **对比的几何学** 呼应了天体的主题，在结构僵化的背景下注入了一些好奇的音符\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/7478469e5ffc492794e963d1e8f6aaea/eyJwIjoxLCJ3ZWJwIjowfQ%3D%3D/1.jpg?token-time=1646611200&token-hash=_eDXeNX_h8nqmnqungWUAUjW1UzpPWfJ1R52USEIayg%3D)\r\n\r\n**Kenzo Hara for* [*hy-phen.jp*](http://hy-phen.jp/)\r\n\r\n **模拟的颜色** 暗示了复古主义的怀旧热情。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/b0a7399eb090456083651b62530c13e0/eyJwIjoxLCJ3ZWJwIjowfQ%3D%3D/1.jpg?token-time=1646611200&token-hash=AhzpkpajdOmMM-PDuL_VIqpLoFHLY2aXBVKzrcjtrzo%3D)\r\n\r\n*博-伦德伯格的海报*。\r\n\r\n### **一个核心的识别图形：星光闪耀** 。\r\n\r\n旅行者号和先锋号探测器携带了一块由天文学家弗兰克-德雷克设计的带有这种星光的金属板。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/d0091d9f2c9f4af3a28ac568c857ff3e/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=PxeesC1SEWrRc1w8o_bYWP54lVxXhr05Amb3hfl94nc%3D)\r\n\r\n这是一张太阳系相对于附近脉冲星的地图。它在视觉上相当醒目，但它也编码了大量的信息：长度代表相对距离；哈希值编码脉冲星的周期。\r\n\r\n这个数字（以及其他来自讽刺性的占星术的数字！）激发了Orbit的中心标识：一个信息丰富的星形图案。没有固定的 \"标志\"：这个形状每次出现都会改变，提供数据可视化和导航功能。它反映了每个用户在一段时间内的个人行为，但它作为一个主题，其独特性和一致性足以作为一个可识别的 \"品牌 \"符号。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/2c8506f0b09949698fdf6733215c894c/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=VIXqAvBn9DWVplY8X5GCFkOrrSDteQBrMwg8O2bVFGI%3D)\r\n\r\n渐变的笔触在负中心创造了一个光环状星星的视觉错觉。沉重的线条围绕着空旷的空间，呼应着 「无为」的毫不费力的行动。\r\n\r\n从功能上讲，星形图案是一个提示的集合--可能是你当天要复习的一套提示，或者是某本书的提示，或者是你自己制作的一个提示文件夹。每个提示是一个笔画；每条线的长度代表一个提示的间隔。一个密集的星形图案代表一个较大的提示集合。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/c1be14b690ec4c0b9e5f12c888085562/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=NoWAlBlzmYbHuz_i28SA2mqpbJw8yTuNTniKM7N5xJU%3D)\r\n\r\n在复习课的背景下，星形图案成为一个动态的径向进度指示元素，每完成一个提示就顺时针打勾，用颜色来表示完成的项目。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/13f7282f0b3f4484b128363dac96b598/eyJwIjoxfQ%3D%3D/1.png?token-time=1646611200&token-hash=ZxJSOg1pWNVgw4cNCfz9ylJbLlQhAbP6Fb2DZ_kmqDE%3D)\r\n\r\n当可视化大型集合时，我们可以强调线条的 「尖端」而不是笔画（左）。在密集的列表环境中，星芒可以 \"解开 \"成垂直堆叠的线条，每一条仍然代表一个提示（右）。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/d416739219ae42fc8d83299b7030234d/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=K0Z0in4YkgkGdinU75jaDJeNMo-xRx_-J4ivzS4bCEY%3D)\r\n\r\n### **类型** \r\n\r\n### ![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/e27d3318b6244bbe992c5c460641b23a/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=Ro12k_SUXbnya4NzWcJ3Q7Kmx-P6UxWUt_AbYMWgtMU%3D)\r\n\r\n我们探索了各种几何风格的无衬线字体，但最终爱上了 [Dr](https://www.productiontype.com/family/dr)， Production Type 制作的古怪字体。这一字体充满对比：圆形和矩形；粗线条和负空间；悬殊的比例。它很独特，但又很灵活，可以配合许多主体出版物的风格配合。我们可以上下调整字体的大小，以保持笔画一致：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/74ad5c09cbee45c497f43c0209878997/eyJwIjoxfQ%3D%3D/1.png?token-time=1646611200&token-hash=84T5k_dti4b8KpuCiBwnoRizqBaEXR0AKEwhvpClOes%3D)\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/acb3cace1b664dc2b6b187e157e9655f/eyJwIjoxfQ%3D%3D/1.tiff?token-time=1646611200&token-hash=mYT2LEZ2_QE38Zk7nD6hJCeln5AFUmxl3IDdKVznsgM%3D)\r\n\r\n还请注意网格结构：这种布局有节律的节奏。一种「有规则」的页面感觉承载着勤奋和毫不费力的行动主题。\r\n\r\n在上面的图片中，我们看到一些界面的雏形开始形成，但正如我前面提到的，这些并不试图成为「屏幕截图」：它们在这里是为了探索比例和层次结构。\r\n\r\n对于标识，我们希望能呼应博士的大胆几何形状，但又有足够独特的细节来独立存在。它不应该依赖于星形图案的可识别性。这是目前的最爱，是 Nio 在 [Herbus](https://eliottgrunewald.xyz/typefaces/x1gdaepplvag2bgfc7lu3mo9s9ymo2) 上的一个翻版：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/02981bf450144e6488babedd60521143/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=EyE2iJUtpyN4Aq7cjtUadHxzp7gvR8GVEieAflZFJcE%3D)\r\n\r\n主导的 \"o \"保持了对圆形和天体主题的关注；\"r-b \"连接词继续了圆形运动。直线型的 \"i-t \"构成与曲线型形成鲜明的对比。\r\n\r\n### **图标** \r\n\r\n当Orbit的界面刚刚起步时，很难在图标设计上走得更远：我们还不了解所有的核心操作是什么，以及它们可能如何被安排。但Nio观察到，有一个有趣的机会，让图标反映出几何字体、星形图案的渐变笔触，以及对负空间的强调。这幅拼贴画显示了 \"添加\"、\"下一个\"、\"关闭 \"和其他常见的动作如何能够持续地承载我们已经定义的视觉语言。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/0c4e13e5060c4533af166d7c20e5d4e0/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=mCls3E2vxl-rRGpfujzPuiSXLLF_NeBuIFf5_FCTP24%3D)\r\n\r\nOrbit 确实有一个不寻常的核心动作，我们确实很了解：揭示一个提示的答案。这个动作提供了一个机会，可以做一些独特和令人难忘的事情——见上面右边的「眼睛」。\r\n\r\n### **颜色** \r\n\r\n在Anki中复习提示，感觉有点像在一望无际的平地上行驶在笔直的、不变的道路上。颜色提供了引入动态的机会。由于其他的视觉元素已经相当朴素和规范，颜色也是强调第一个主题的机会--激情、兴奋、好奇心。\r\n\r\nNio构建了一个色轮，它奖励了令人惊讶的、明显无层级的组合。(它还以某种方式在大多数有用的组合中保持了WCAG可访问的对比度）。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/f1bc39d95f054d158cb04eaca8e681e6/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=AZhbUNMbhQyBhy9w9r8obpa4gaDVastGM3EL6ReYsbI%3D)\r\n\r\n在这个效果图中，我们的想法是，界面的配色方案在 **一天中** 会发生变化，加强了审查会议的仪式感。也许，如果你在早上打开Orbit，你会看到橙色的色调，在晚上则是丰富的紫色。星爆色给人的感觉是不可预测的，但它遵循一个简单的结构：背景是从色轮的内环画出来的；星爆色是逆时针方向一个缺口的外侧位置（一个近似的色相）。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/6d135f3a4f2c456ba109566ca4faa71b/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.gif?token-time=1646611200&token-hash=T6Pue85Hr8nwfxcrb7tQpTltTJkNGZMZJ-npFokMOAY%3D)\r\n\r\n颜色的另一个令人兴奋的潜在用途是表示来源背景。就是说。量子国是紫色的，所以每当量子国的提示出现在你的复习课上时，你就会在《我们的数据世界》的蓝色和Tufte书的黄色之间看到一抹紫色。间隔重复的提示可能会让你感觉到相当的原子化，并且脱离了你真正关心的原始事物；这种颜色的方法可以加强原始的情感背景。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/f5bb21645d11411abb7d1141d7e05cb5/eyJwIjoxfQ%3D%3D/1.gif?token-time=1646611200&token-hash=akzgTAgkYB7DpdVGQMPcfkg4WUl3bgy3bwYJGDkSgZQ%3D)\r\n\r\n这里的重音玩的是各种色调角度，从类比到四分法到互补法。这是不是太多？也许吧!这就是我之前提到的：在这样的静态展示中，你真的无法判断。大胆的解决方案往往在 \"静止 \"时感觉过于激进，但在 \"运动 \"时却令人激动。如果你把图形的选择调低到 \"静止 \"时感觉舒适，你最终会得到一些无趣的东西。我必须实际生活一段时间才能知道。\r\n\r\n上面的图片描述的是应用程序内的Orbit审查体验--你去审查你从各种地方收集的所有提示的地方。但正如我在一开始提到的，Orbit在嵌入主机出版物时必须 \"表现自己\"。在这种情况下，我们几乎肯定无法摆脱这些咄咄逼人的颜色，而且我们甚至不应该尝试：评论区不应该把你的视线从周围的散文上拖开。\r\n\r\n但这没关系。同样的方法可以用一种更克制的方式来应用。也许在《量子国》中观看时，同样的颜色被克制地使用，但足以与《轨道》应用中更大胆的使用产生联系。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/446669e907b34118964d418fe60f6820/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.gif?token-time=1646611200&token-hash=6iNcLI3e2fKRPkilAg3JPiERsB4IBJjMxEzdccszu7I%3D)\r\n\r\n请注意，我们强调的是互补的绿色而不是主机的紫色，因为我们的轮子的紫色可能与主机的品牌颜色不完全一致。背景水洗是一个不饱和的三色相对。\r\n\r\n我希望作者最终会需要一些用于嵌入式环境的演示旋钮。在一个网站中感觉平衡的设计，在另一个网站中会感觉不堪重负。人们会满足于从Orbit的色轮中选择，而不是使用他们精确的品牌颜色吗？也许应该有一个单色的选项，特别是对于那些 \"品牌颜色 \"*是单色的地方，比如[gwern.net]（http://gwern.net/）。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/39070865/01a175b6ff3745d3afea2b9e3ac54b05/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=za3fD2nZz69o_nP8A7xTRYhQyd9_DVLkCm6wMzXyPWQ%3D)\r\n\r\n我与Nio的冲刺已经结束，接下来交给我了。我要实现这种视觉语言。我将在我的日常SRS实践中使用它，并且我将对它在各种主机出版环境中的表现进行原型测试。我相信会打破很多东西，会提出很多新问题，等等。\r\n\r\n该平台每周都有很大的进展。我的目标是在7月底发布第一批带有Orbit提示的文章，我仍然认为这并不是大错特错。我期待着有更多的带宽来与作者合作者一起工作。\r\n\r\n(顺便说一句：\"轨道提示\"......是 \"比特 \"吗？ 过早的，也许。)\r\n\r\n从真正意义上讲，如果你们喜欢这项工作，你们应该感谢你们自己。我仍然处于亏损状态，但你们的集体赞助已经减缓了燃烧的速度，使我能够间断地与像Nio这样的专业人士合作。事实上，即将发表的文章将与不同的视觉合作者分享另一个令人兴奋的项目。", + "type": "text/markdown", + "caption": " Orbit 的一个新兴审美取向\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A nascent art direction for Orbit" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Andy Matuschak - Self-Teaching, Spaced Repetition, & Why Books Don't Work.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Andy Matuschak - Self-Teaching, Spaced Repetition, & Why Books Don't Work.json" new file mode 100644 index 0000000..c73155b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Andy Matuschak - Self-Teaching, Spaced Repetition, & Why Books Don't Work.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Andy Matuschak - Self-Teaching, Spaced Repetition, & Why Books Don't Work", + "text": "# Andy Matuschak - 自学，间隔重复，以及为什么书本不起作用\r\n\r\n原文：[Andy Matuschak - Self-Teaching, Spaced Repetition, Why Books Don’t Work (dwarkeshpatel.com)](https://www.dwarkeshpatel.com/p/andy-matuschak?utm_campaign=post&utm_medium=web#details)\r\n\r\n### 「他的学习过程是如此认真、仔细且有效，令我感到震惊」\r\n\r\n几周前，我坐在 Andy Matuschak 旁边，记录他阅读一本教科书的过程。\r\n\r\n虽然我本职工作就是学习，但他那更为认真、仔细且有效的学习过程，令我大吃一惊。\r\n\r\n所以，我邀请他一起录制了一段对话，讨论他的学习方法以及一些其他话题：\r\n\r\n- 他是如何找出并深究自己的困惑（这比看起来要难得多，需要付出极大的努力和缓慢的节奏）\r\n\r\n- 为什么记忆对理解和决策至关重要\r\n\r\n- 为何有些人（比如 Tyler Cowen）能在没有专门的笔记或间隔重复系统的情况下，融会贯通如此众多的信息。\r\n\r\n- 大语言模型和电子游戏将如何改变教育\r\n\r\n- 独立研究者和作家如何赚钱\r\n\r\n- 教育中自由与纪律的平衡\r\n\r\n- 为什么现在冯 · 诺依曼式的天才出现得越来越少了\r\n\r\n- 像苹果这样的万亿美元公司（Andy 曾在那儿负责 iOS 的底层功能）是如何协调万千差异，让数以万计的人共同设计新产品的。\r\n\r\n本期节目可以在 [YouTube](https://youtu.be/dmeRQN9z504) 上观看。你也可以在 [Apple Podcasts](https://apple.co/44jwwCn)、[Spotify](https://spoti.fi/3PTkCL2)或其他播客平台上听这个节目。如果需要文字版的访谈记录，点[这里](https://www.dwarkeshpatel.com/andy-matuschak)。关注[我的 Twitter](https://twitter.com/dwarkesh_sp)，了解更多未来节目的更新。\r\n\r\nhttps://youtu.be/dmeRQN9z504\r\n\r\n如果你想看看 Andy 学习的过程，可以看看我们录的他学习量子物理教科书的[视频](https://youtu.be/OFuu4pesKf0)，他在视频里解说他的思考过程，还用他自己的记忆系统原型来吸收学习的内容。\r\n\r\nhttps://youtu.be/OFuu4pesKf0\r\n\r\n你也可以去他的[个人网站](https://andymatuschak.org/)瞧瞧，看看他的[个人笔记](https://notes.andymatuschak.org/)，或者[在 Twitter 上关注他](https://twitter.com/andy_matuschak)。\r\n\r\n## **Cometeer** \r\n\r\n访问 [cometeer.com/lunar](https://cometeer.com/lunar)，首次购买你可以享受 20 美元的优惠，享受你一生中最好的咖啡！\r\n\r\n如果你想赞助一个节目，可以发邮件给我，我的邮箱是 [dwarkesh.sanjay.patel@gmail.com](mailto:dwarkesh.sanjay.patel@gmail.com)。\r\n\r\n## 时间戳\r\n\r\n(00:02:32) - 娴熟的阅读\r\n\r\n(00:04:10) - 人们在乎理解吗？\r\n\r\n(00:08:32) - 构建有效的自主学习\r\n\r\n(00:18:17) - 记忆与遗忘\r\n\r\n(00:34:50) - Andy 的记忆练习\r\n\r\n(00:41:47) - 智力精力\r\n\r\n(00:46:07) - 用于学习的新媒体（视频、游戏、直播）\r\n\r\n(01:00:31) - 学校是为中等生设计的\r\n\r\n(01:06:52) - 学习本身就是痛苦的吗？\r\n\r\n(01:13:37) - Andy 会如何安排他孩子的教育\r\n\r\n(01:31:40) - 超文本的用处\r\n\r\n(01:43:02) - 计算机工具如何助力迭代过程\r\n\r\n(01:52:24) – 公共工作的变现\r\n\r\n(02:10:16) - 间隔重复\r\n\r\n(02:11:56) - Andy 的个人网站和笔记\r\n\r\n(02:14:24) - 在苹果的工作\r\n\r\n(02:21:05) - 间隔重复 2\r\n\r\n## 文字记录\r\n\r\n### (00:02:32) - 娴熟的阅读\r\n\r\n **Dwarkesh Patel** 00:02:32\r\n\r\n今天我有幸与 **Andy Matuschak** 交谈，他是一名研究员、工程师和设计师，致力于研究思想工具。除了这个播客，我们在 Andy 的 YouTube 频道上做了个有趣的合作，我鼓励你们都去看看，我刚刚看到 Andy 试图学习一些新材料。\r\n\r\n那只是一章关于量子力学的引言。说实话，我原本以为会看到一些很酷或令人印象深刻的学习技巧，但 Andy 对学习的精细入微和努力程度让我大吃一惊。\r\n\r\n他在这本教科书上每页花了 15 分钟。而每当他感到，「我没有完全理解这一点，作者在这里想要表达什么，他在尝试建立一个类比或关系，我并不完全清楚经典力学方程和量子力学方程之间的关系，作者认为它们是相似的。」时，他都会深入挖掘。\r\n\r\n我觉得，这种深入学习新材料的方式非常有趣。因此，在这次对话中，我不仅期待与 Andy 讨论这次经历，还有他的其他研究，以及他所开发的其他工具。\r\n\r\n我想问你一个问题。这次经历让我觉得你是一个真正关心理解学习材料的人。你认为人们普遍会去关心他们在书本和教材中所接触到的内容的内化和理解吗？如果他们真的关心，难道他们不会花费更多的努力去吸收这些信息吗？\r\n\r\n(00:04:10) - 人们在乎理解吗？\r\n\r\n **Andy Matuschak** 00:04:10\r\n\r\n这个观点有点过于笼统，难以置评。事实上，绝大多数学生并不愿意这样做，原因可能是他们正在学的东西并不是他们真正关心的，或者即便他们对所学有兴趣，他们往往也无法看到，他们的阅读或正在做的活动，和最初引起他们对该主题兴趣的东西，或者他们真正想做的事情之间的清晰联系。所以总有一种不明朗的感觉。然而，另一方面，你要是看看 reddit 上的帖子，看看人们对园艺设备或各种打结技巧的痴迷程度，就会觉得很惊讶。比如，人们竞相打一个十八世纪的奇特结，还翻看那个时代的年鉴。所以，当人们对一个主题有兴趣，并且这个主题对他们有真正的意义时，他们确实会希望深入理解，并在他们的行为中显示出这一点。\r\n\r\n我认为还有另一个相关的问题。要解释这个问题，我得引用 [Mortimer Adler 和 Van Doren 的《如何阅读一本书》](https://www.amazon.com/How-Read-Book-Classic-Intelligent/dp/0671212095/)，这是一本教人深度阅读的好书。他们考虑到有这样一些人，他们的床头总放着一些难度大或要求高的书。这些书更像是他们的期待，比如，「唉，我多希望能读懂《李尔王》。我想成为那种能读懂《李尔王》的人。」于是，他们就把书放在床头，在睡觉前翻阅。他们发现自己在读书的时候会不自主地打瞌睡，他们并没有真正吸收或理解这本书的内容。问题不仅仅在于记忆力，他们甚至无法理解书中的字句。《如何阅读一本书》的作者们认为，这些在读《李尔王》时打瞌睡的人的问题并不是他们不想保持清醒去深入理解那段文字，而在很多情况下，问题在于他们实际上不知道怎么做。他们在面对这堵难以攀爬的墙时束手无策。就像攀岩新手面对只有微妙凹槽的岩壁，他们只能望洋兴叹。对于有经验的攀岩者来说，那些微妙的凹槽就像是梯子，他们能轻松攀爬，开始探索这面岩壁的秘密。但是，对于攀岩新手来说，岩壁就是一面无法逾越的墙。我想说的是，也许这个说法有些乐观过头，你可以对我提出质疑，但我认为阅读者的技巧是可以提高的，而且，在许多情况下，阅读技巧真的能提高你的阅读效果，尤其是当你阅读的内容与你的真实兴趣相符时。\r\n\r\n **Dwarkesh Patel** 00:06:58\r\n\r\n嗯，这儿有两种可能性，解释人们为什么没能把他们接触的内容记牢。一种是他们在某个时候明白了，但后来却忘记了。另一种可能是他们一开始就没弄懂，更糟糕的是他们自己也没发觉自己没弄懂。你那种逐段、逐句审读的方法，还有那种「我理解了吗？」的自问自答，让我觉得特别有意思。那可是我前一周试图读懂的东西。有些东西，当你停下来深度思考的时候，我才恍然大悟，「我其实也没明白。」我之前都没注意到我其实没弄懂。你是怎么做到在读的过程中发现自己的困惑的呢？\r\n\r\n **Andy Matuschak** 00:07:36\r\n\r\n这其实是一种可以通过训练而得来的习惯。Adler 和 Van Doren 提出，精读，主动阅读的首要规则就是提出问题并寻找答案。如果你深思这一点，我应该提出哪些问题，如何提出它们，作者不在场时，我又该如何去回答这些问题呢？等等问题。[Unclear] 他们同时指出，如果读者不提问，也就无法获得答案，这是对那些读书不求甚解的人的批评。在我养成这种阅读习惯之前，我读过很多书都是这种态度，我经常发现自己落入这种不求甚解的陷阱。问题不在于我记不住内容，而是我往往连自己是在随意翻阅而已都没察觉到。\r\n\r\n **Dwarkesh Patel** 00:08:27\r\n\r\n读到一章的半截，你会突然意识到自己其实不太清楚这章在讲什么。\r\n\r\n(00:08:32) - 构建有效的自主学习\r\n\r\n我有个更深层次的问题——现在我们手头有各种在线资源，其中一些还得益于你的参与，比如可汗学院。看来，责任心这一品质的重要性显著增加了。只要你能鞭策自己去学习，世界就在那里等你去探索。那么，哪些设计，用户界面，甚至内容的调整能帮助我们提升这种责任心呢？过去，我们可以依赖教授，同学，还有实际的截止日期来推动自己。那么之于责任心，有没有什么类似纸笔之于数学智商的提升方法呢？\r\n\r\n **Andy Matuschak** 00:09:13\r\n\r\n嗯，教育心理学有一个经久不衰的结论，那就是当你在进行大量的认知活动时，元认知就显得困难重重。我的意思是，当你对书页上的内容殚精竭虑时，你就很难去做计划，去自我调整，去弄清楚下一步最好的行动是什么，以及去反思和评估你是否真正理解了这些知识。随着学习材料的难度增加和熟悉度降低，这一切都会变得更为困难。因此，在学习科学的领域里，我们经常会把元认知工作外包出去。我们常用的外包方式，包括有人为你提供一份教学大纲，告诉你什么时候应该阅读哪些内容，然后你参考这个大纲来学习。这 **就是** 一个用户界面，是一个设计实践。如果你是一名有内驱力的学生，你可以做的一件事，也是我曾经做过的，就是去找一份与你正在阅读的文本相对应的研究生课程大纲，这可能是一个很好的指南，能告诉你哪些是最重要的，以及如何去处理这些内容。\r\n\r\n此外，还有很多元认知工作可以直接嵌入到界面中。比如说，在我和 [Michael Nielsen](https://michaelnielsen.org/) 一起开发的一本名为[《量子国度》](https://quantum.country/)的教科书中，我们为了探索一些围绕增强阅读体验的想法，每 1500 字左右就插入一些复习问题。我们主要的动机是帮助人们记住他们读过的内容。我们有个理论，那就是学习一个复杂主题的难点在于，你需要同时处理大量的新定义、记号、术语和事物，而你还对它们一无所知。你需要不断地回忆这些元素，但却发现自己在这个过程中挣扎，要么是耗费大量时间，要么是成功率很低。\r\n\r\n这就是我们的初衷，但同时我们发现，这也带来了一种极其重要的元认知效益。当你在阅读 1500 字后被问到这些问题，你有机会发现，你其实并没有真正吸收那些内容。不是你记不住，而是你根本没有注意到问题中的某个关键词。所以，这不仅能够给你反馈，告诉你可能需要重新阅读那个特定的部分，而且可能会改变你对未来部分的态度。在采访中，读者告诉我们，当他们看到第一组问题，或者遇到一组特别难的问题时，他们会慢下来，更专注地去阅读，或者真正意识到他们的阅读习惯其实并不高效。正如你在对话开始时提到的那样。对于伴随文本的问题，已经有一堆研究了，它们产生了各种影响。这些问题对未来的学习材料有影响，也会让你反思你刚刚学到的东西。除了这些问题，你可能会发现自己在思考，「我被问到这个，但为什么这很重要？」\r\n\r\n **Dwarkesh Patel** 00:12:38\r\n\r\n确实，你提到了借用别人的教学大纲。假如你是个自学者，你可能会遇到这样的困扰：你有学习目标，有学习动机，但你又会开始疑虑，「我真的需要理解这一章的内容吗？这些知识点真的对我有用吗？」此时，你所做的就是那些你原本希望通过借用教学大纲来避免的元认知思考。\r\n\r\n **Andy Matuschak** 00:12:56\r\n\r\n没错。\r\n\r\n **Dwarkesh Patel** 00:13:00\r\n\r\n如果你在自学，而且有个资源很接近你所期望的教学大纲，你应该怎么做呢？是只是心想，「我不知道为何需要这一章，但我还是照着读下去吧」，还是应该听从自己的判断？\r\n\r\n **Andy Matuschak** 00:13:13\r\n\r\n学习中总会碰到这个经典问题。当你开始某个领域的初步学习时，你得把「需要掌握哪些知识」这个问题外包出去。比如，你想打造一个能根据描述生成图片的模型，就像 Midjourney 一样，但你对需要学什么一无所知。这时候，你就得翻阅一些机器学习的教材。把这个问题外包给作者来解答：要构建这样的东西，需要掌握哪些知识呢？或许你能找到一本标签是「制作图像生成模型，你需要知道什么」的书。但不管怎样，问题的答案还是来自作者。\r\n\r\n你可以把这个答案当作起点，暂时接受它，然后不断迭代、修改。随着你技术的提高，你可以逐渐减少对这类答案的依赖。我觉得，一个很普遍的错误就是人们总觉得自己需要按照标准做法来，而且要做到全面、彻底。如果他们因为找不到想要的知识，感到无聊或者缺乏动力，却又坚信着「只要按照作者的说法做，一切都会好起来的」，结果，他们就会因为这个原因停滞不前，然后就放弃了。这样其实并不好。他们本应按照自己的兴趣随意跳跃，继续下去。\r\n\r\n另外我要说的一点是，这些教学大纲的作用就像是脚手架。这个概念来源于学习科学，但它跟我们熟悉的事物有关。如果你想爬到一个建筑物的更高处，你可能自己爬不上去，但你可以围绕它搭建一些脚手架，然后你就能够到达顶层或者建筑物的顶端。脚手架在教育中无所不在。我们先给你简单的问题，这就是一种脚手架。我们先为你解答部分答案，这也是一种脚手架。我们先给你一些解决问题的例子，然后可能会让你预测下一步的工作示例。这也是一种脚手架。但是随着你能力的提高，我们会尽量移除这些脚手架，这个过程叫做「淡出」。一旦你解决了很多微积分问题，你就不需要部分解答，只需填补其中的空白了。实际上，这样做并不能有效地提高学习效率。\r\n\r\n如果我在学习计算机科学的内容，这是我非常熟悉的一个领域，我不需要那些教学大纲，至少大多数科目我是不需要的。我想这主要是因为这个科目对我认知的需求远低于其他科目。我已经熟悉了它的大部分内容，所以我可以更有效地部署自己的计划。但是因为我对这个科目了解得太多，我一开始就可以制定出更好的计划。因为制定计划需要模拟一条路径，预测一条路径，或者说，「嗯，我猜我需要看看这个是如何与那个连接的，或者类似的。」如果你的目的地和起点距离很远，那么你可能无法看到中间的所有东西，或者如何划清楚这些线条。但是，如果这些事情只是一两步之遥，你就能很准确地推断出来。\r\n\r\n **Dwarkesh Patel** 00:17:02\r\n\r\n明白了。这可能意味着，如果你想学习某个课题，参加一门《XX 导论》课程或者读一本入门教材可能对你大有裨益。这并不是因为它们直接能帮你解决实际问题，而是因为它们能为你的后续学习提供必要的背景和语境。\r\n\r\n **Andy Matuschak** 00:17:25\r\n\r\n你说得对。再有就是，你可能还不清楚自己需要学习的所有内容。这是我们为何需要外包的另一个核心原因。比如，非学校教育就存在这样一个基本的冲突，就是让孩子们去追求他们自己感兴趣的事物。这个主意很好，也有很多优点。但比如，如果一个孩子真正热爱的是海洋地质学，然而他们却生活在一个内陆国家，周围的人从来不会谈论海洋地质学，那他们就可能错过一些难得的机会。然而，如果学校能有一个项目，可以邀请嘉宾来做讲座，然后有个专家来给孩子们开一堂海洋地质学的特别课程，这种课程也许在孩子们原本的选择中并不存在，但这绝对是好事，因为这有可能会引发孩子们对世界的新的兴趣。\r\n\r\n **Dwarkesh Patel** 00:18:13\r\n\r\n对啊。实际上，和你谈谈非学校教育这个主题还挺有意思的。\r\n\r\n(00:18:17) – 记忆与遗忘\r\n\r\n在此之前，我想谈谈一段摘自 Paul Graham 博客帖子[《你如何认知》](http://www.paulgraham.com/know.html)的文字，「阅读和经验会塑造你对世界的看法。纵然你忘记了经历过的事或读过的东西，但它们对你世界观的影响却永远存在。你的思维就像一段丢失了源码的编译程序，它能运转，但你并不清楚原理。」这就像一段编译后的程序，源码并非必需。我们读过的很多内容都已经遗忘，这样也没问题吗？\r\n\r\n **Andy Matuschak** 00:18:45\r\n\r\n他说的在一定程度上是有道理的，至于这个程度是否足够，取决于具体情况和你的需求。如果你的目标真的需要深入、详细地理解一些材料，那么一本书在你的世界观或习惯反应上留下的烙印可能就不够了。反之，如果你想接触更多的看世界的方式，那么对这些方式的细节并非必要了解。可能你只关心孔子如何强调社区和社会作为道德主体，这与许多人文主义哲学家的个人主义形成鲜明的对比。如果你觉得这个层次就足以在这个领域做决策，那么就没问题了。\r\n\r\n说到实际应用，他提到的「编译」一词颇有趣，因为我们认知和学习的一个重要理论，就是由 John Anderson 提出的 [ACT-R](https://en.wikipedia.org/wiki/ACT-R) 理论。它的关键部分就是所谓的「知识编译」过程，也就是我们如何将个别事实转化为可以在更广泛的环境中推广和应用的高阶模式。我想，这正是 Paul 想表达的。通过阅读包含故事或案例研究的书籍，你学会了在一定程度上泛化，并在看起来相关的其他环境中应用它。\r\n\r\n我之所以提到 Anderson 的理论，是因为他对知识编译发生的条件，以及你在完成一定程度的知识编译后能做什么，都有一些具体的看法。我想他可能会对此回应说——实际上，为了有效地将你学到的东西编译成能适应未来场景的模式，你需要反复接触这些东西，需要亲身实践，需要做各种能让你的大脑认识到这些东西组合起来使用的重要性的事情。光是阅读可能无法实现这一点。但是，如果你阅读的同时，还进行了许多的对话，并处于一个需要你运用所读内容的环境中，那么你可能就会自然地进行这样的「编译」步骤。\r\n\r\n **Dwarkesh Patel** 00:21:21\r\n\r\n其实在准备和你交谈的过程中，我一直在思考这个问题。我有幸和各个领域的一些极富深度的人士有过交谈。当我回顾这些过去的对话时，我发现在我对他们进行采访和做准备的时候，我对于背景的了解其实比现在能记住的要多。有时我会重听之前的谈话，结果发现自己甚至记不清对话内容了。我记得在对话结束之后，我对这个领域的了解比这一小时的访谈能展示出的要深入得多，对吧？我得做一些可能会出现的其他话题的准备。然后我就会想，「我甚至连这一个小时谈论的内容都记不清了。」不过，另一方面我又在想，「嗯，我的播客技术确实在进步」，这可能意味着我已经学到了一些东西。但是，我在这段时间内没有进行严格的学习以持续记住我学到的内容，这实在是有点可惜。\r\n\r\n **Andy Matuschak** 00:22:11\r\n\r\n嗯，我猜你所说的进步，其主要的 [unclear] 其实并不完全在于这些材料的细节。我觉得这和你作为采访者的技巧有关，比如你提问的方式。或许你有很多模式，可能你自己都没有意识到。你读别人写的东西，希望能够提出一些好问题。尽管你或许还没有养成对教科书不断提问的习惯，但你已经开始对你要采访的有趣人物的文章或博客这样做了。借用 Anderson 的理论，你在反复做这个过程中，某些部分已经自动化了，你不需要有意识地去做，可以更专注于内容，或许能处理更难的内容，或者在更高层次上理解内容，因为你少了「如何从内容中提炼问题」的困扰。\r\n\r\n **Dwarkesh Patel** 00:23:16\r\n\r\n我倒是希望如此。否则，我都得好好反思我这些年到底在做什么。\r\n\r\n我采访过一些信息饕餮，他们摄取了大量内容，而且一直在摄取新内容，但他们却没有记笔记的习惯。\r\n\r\n你在笔记中也提到并指出了这一点。比如，Tyler Cowen，我不觉得他有任何记笔记的习惯。他只是痴迷于吞噬信息。那你认为这些人是如何融汇贯通他们所阅读的东西的呢？\r\n\r\n **Andy Matuschak** 00:23:47\r\n\r\nTyler 是个很好的例子。我觉得他比我们可能会谈到的其他人稍微容易理解些。所以，我们先来谈谈 Tyler。让 Tyler 特别吸引人的另一件事，是他对写作的义务感。他从 2007 年或者更早开始，每天都在写博客，每周都要为彭博新闻社写一篇大约 1500 字的专栏，而且在过去十年或更久的时间里，他基本上每年都会出版一本书，偶尔还会发表一些学术文章，再加上其他一些附带的作品。这些都 **算是** 笔记。我认为，我们也应该注意到，Tyler 写这些博客、专栏甚至书籍的方式，与许多其他的书籍作者的工作方式截然不同。Tyler 的博客文章往往具有一种真实的初稿感。他就是在大声思考，他已经有了几十年的思考出声和第一次就能写出不错观点的经验。所以，他在大部分时间里，第一次就能写出相当好的东西。这对他来说很管用。所以，这就是笔记，对吗？你对某个主题的最初想法，就是你会在笔记中写下的内容。\r\n\r\n **Dwarkesh Patel** 00:25:04\r\n\r\n我之前采访的嘉宾之一，[Scott Young](https://www.dwarkeshpatel.com/p/scott-young)，对 Bryan Kaplan 和 Tyler Cowen 的书作了一番对比，他说，读 Kaplan 的书就像下一盘棋。如果你试图在教育这个问题上挪动一只小兵，我可以在这里移动一只车。（意译：如果你在教育议题上提出一点观点，他能马上反驳你。）而 Cowen 的书，就像随便聊聊某个主题。\r\n\r\n **Andy Matuschak** 00:25:23\r\n\r\n[孟加拉国的火车站](https://twitter.com/cauchyfriend/status/1641577765060349954?s=20)\r\n\r\n **Dwarkesh Patel** 00:25:24\r\n\r\n对对，就是这样。再换个话题，大语言模型（LLMs）是提高了记忆的价值，还是降低了呢？你可以找出支持两种观点的理由。但总的来说，既然 GPT-4 已经出来了，我们是不是应该在 Anki 卡片库里添加更多的卡片呢？\r\n\r\n **Andy Matuschak** 00:25:38\r\n\r\n可能现在正好谈谈记忆是什么，或者说记忆的作用是什么。我们可以理解记忆为一种学习更多琐事的做法。举个例子，我和一些朋友读过一本叫 [Cell Biology by the Numbers](http://book.bionumbers.org/) 的书，书中有很多像这样的问题：一个核苷酸究竟有多大？占用多少体积？知道它的体积大约是纳升在你建模时偶尔会有帮助。这些东西，你都可以记下来，这是一种记忆。我们可以讨论大语言模型（LLM）会如何影响这种记忆。但我想强调的是，你每天做的许多事情和你经历的许多事情，在很大程度上都受到记忆的束缚，或者说是记忆在重要的方面产生影响。比如，你理解一个复杂论点的能力，哪怕只是在读一篇文章的过程中，都受到记忆的限制。这部分是工作记忆。但你理解一个包含许多步骤的论点的能力，这些步骤超出了你的工作记忆能力，取决于你能否将其中的一些步骤与你已经知道的事物联系起来，从而简化或抽象它们。\r\n\r\n同样，在创新工作中，有很多研究试图找出人们如何灵光一闪的例子。这有点难以描述，但有个相当一致的灵感来源，就是注意到一个出乎意料的联系或矛盾。这可能会感觉很熟悉，对吧？你在读报纸时，看到人们终于找出了如何做某件事情 X，你就会想，「等等，如果我把它和另一件事 Y 结合起来，我们就能做出其他的事情！」但是，只有当另一件事在你的记忆中，这个想法才可能实现。如果你必须去查找那件事，那么报纸对你就不那么有意义了。\r\n\r\n在我初入可汗学院时，我利用记忆系统深入了解了教育市场的许多细节。这使我能够参与到高层的决策讨论中去，我们在试图找出策略时，有人提出一个特定的方向，我就可以说，「教学材料的总预算是多少，那个市场每年增长多少，美国有 10% 的学生在这个地方」等等。基本上，我可以即时对想法进行评估，这是其他人做不到的。总的来说，这和其他一些事情都是我在抱怨人们普遍低估记忆在我们生活中的作用的一部分。\r\n\r\n所以，回到问题，关于显式记忆，或者说确保你能可靠地回忆起某件事。我们可以用这些事情来检验。比如对于创新直觉的情况，例如，注意到矛盾，注意到联系，我想我们将会有未来的笔记本能够帮助我们注意到这些，这样就能减少我们依赖自己的敏锐度。但我不知道会降低多少。我自己有时会产生一些奇特的点子，感觉非常新鲜，它给我一种非常个人化的感觉，感觉很 [unclear]。我通常无法清楚地描述这个事物的组成部分。只是有一种感觉，这个大致方向的东西与那个大致方向的东西有关，或者有一种张力。这让我有点犹豫。大语言模型依赖我们能否将事物表达出来，使其能被读懂。回到记忆在学习中的角色。如果你试图理解一些相当困难的东西，你理解那个东西的能力仍然完全依赖于你对那个东西构成材料的记忆。\r\n\r\n **Dwarkesh Patel** 00:29:51\r\n\r\n你是否认为遗忘在教学上也具有一定的价值？有一些轶闻或者不相关的证据显示，在神经网络中，通过修剪一部分权重有时可以提高表现。显然，我们总会有所遗忘，记不住所有事物。当我们在睡觉的时候，许多记忆也会消逝。那么，是不是有可能，通过不去深究细节，只抓住要点，反而能帮助我们更好地从文本等地方总结出有价值的见解呢？你对这种思维方式有何看法？\r\n\r\n **Andy Matuschak** 00:30:22\r\n\r\n嗯，有可能。记忆与注意力是密切相关的。我们不可能关注所有的事物。记忆的一个作用就是帮助我们将注意力导向重要的事物。比如，我可能知道电子伏特的量级和能量，这是因为我用记忆系统，但我也不希望这件事一直占据我的脑海。我不希望它像我要记住的某些重要设计原则那样突出。所以，遗忘在这里肯定有其作用。还有一些理论认为，我们之所以会遗忘，是因为我们所处的环境或者祖先的环境具有很大的变动性。所以我们希望我们的情景记忆可能不要那么准确。但我其实并不太了解这些理论的最新研究成果。\r\n\r\n **Dwarkesh Patel** 00:31:10\r\n\r\n也许这就是我们会忘记梦境的原因，对吧？梦境通常很混乱。如果你把它们想象成和真实生活一样的体验的话。\r\n\r\n **Andy Matuschak** 00:31:17\r\n\r\n没错。关于记忆，还有一个奇怪的地方是，据我们目前的了解，记忆并不是真的完全消失，至少不完全是。有一系列有趣的实验显示，即使是几十年后，那些记忆依然存在。只要你找到正确的线索，人们就能够重新找回那些他们以为已经丢失的记忆。当然，你也可以通过特定的方式让人产生错觉，所以这个实验要非常谨慎。我提这个问题的原因是，它与我们普遍认为的「记忆有限」这个观点相左。\r\n\r\n我对这个记忆系统，或者说记忆大师们，有点困惑的是：「如果你使用这些技巧，你会开始忘记其他正常人会记住的东西吗？」但奇怪的是，答案是否定的。我已经使用这个记忆系统好几年了，现在我知道的事情更多了。这和实验研究的结果一致，那些研究似乎表明，尽管记忆可能存在上限，但我们离那个上限还远得很。一些记忆大师们记住的事情比我多了一两个数量级。当然，那些会说多种语言的人记住的东西数量就更多了。所以，记忆并不是一个我们需要考虑如何管理资源的问题。\r\n\r\n **Dwarkesh Patel** 00:32:39\r\n\r\n如果我们的记忆力并没有上限，那为什么我们会忘记这么多事情呢？大脑遗忘我们碰到的一些事情是出于什么原因呢？或许是因为我们的祖先在一个需要寻找显著事物的环境中生存，而这些事物并不直接和书本学习有关？\r\n\r\n **Andy Matuschak** 00:32:56\r\n\r\n这个问题很好。现在我们讨论的这部分认知科学，我并不是非常了解，我猜想我们对此也没有深入的理解。但我可以试着给出一些想法。我们知道的一种现象叫做「扩散激活」。当你试图查找某样东西，或者处理某个特定的情境时，就像在网络中进行 DNS 交换或者路径寻找一样，我们从一个刺激点出发，然后从那里向外扩散，这些联系之间就像是有一些权重一样。通过调整这些权重，我们就能更有效地在网络中发送数据包。至少一部分记忆是在这些权重中编码的。如果你不会忘记事情，那么你可能在网络中遇到奇怪的混乱，特别是在考虑什么是重要的，接下来要做什么，对这个问题的哪个答案最适合。因为你的注意力被吸引到了那些并不太相关的事情上。有一种理论称为「预测效用理论」，它提出，在特定情况下，能够提取某个项目的概率实际上与大脑预测这将有多大用处的模型相符。\r\n\r\n **Dwarkesh Patel** 00:34:28\r\n\r\n对，然后这个预测并不一定…\r\n\r\n **Andy Matuschak** 00:34:34\r\n\r\n预测并不一定准确。因此，当你反复接触某样东西，或者练习回忆它，对这样东西的有用性的预测就会提高。而且，当你在各种情况下都这么做的时候，这种提高就会在更广泛的情况下发生。\r\n\r\n(00:34:50) – Andy 的记忆练习\r\n\r\n **Dwarkesh Patel** 00:34:50\r\n\r\n好，这话题很吸引人。你什么时候开始对记忆进行专门的训练？我猜是在你离开苹果公司之后吧？\r\n\r\n **Andy Matuschak** 00:34:54\r\n\r\n对。\r\n\r\n **Dwarkesh Patel** 00:34:55\r\n\r\n那我想问你，你在苹果公司负责一些 iOS 的旗舰功能，我估计还有其他一些事务。我想可能那时你并没有某种形式的记忆训练，但你每天面对这些问题，这种日复一日的经验，以及问题出现的频率，让你对这些问题有了深入的理解。那么，相较于现在，你通过自己的记忆训练获得的理解，你以前对这些问题的理解是否较差？我不知道我这样问是否清晰。\r\n\r\n **Andy Matuschak** 00:35:25\r\n\r\n不，你这个问题问得好，确实有意思。让我告诉你个有趣的事实，我在苹果时做的工作，其实比我现在的工作做得更出色，这听起来可能有些好笑，毕竟这两份工作完全是两回事。我们来深挖一下，这个话题对我来说是非常有趣的。我在苹果的大部分时间都在做工程，虽然有些部分非常困难，但总的来说主要还是工程性质的工作，主要涉及的是一些比较清晰、已知的问题。我并不是总在决定应该做什么，当然，从技术角度来看，我有时会做出决定，但从产品角度来看，我几乎不需要回答这个问题。我是一个有一定设计思维的工程师，我主要是按照既定的任务去完成一些涉及工程和设计的工作。当我加入苹果的时候，我已经有长达 13 年左右的编程经验，而在苹果的生态系统中编程的时间大概占了这段时间的二分之一到三分之二。所以我对这一切都非常熟悉。每天，我都沉浸在这个环境中，我知道我需要掌握的知识，我已经很熟练了。而且，我的工作内容并没有太大的变化。在苹果的大多数工程师，大部分时间并没有在推动技术的最前沿，或者说尝试去发现新的东西，他们主要是在做一些技术难度很大的工作，大部分是将他们已经非常了解和掌握的东西应用到一些基本可以理解的问题上。记忆对我来说是非常重要的，但到我进入苹果时，我已经积累了大量的知识。我为苹果的平台开发了很多东西。我学习了很多东西，了解了那些系统的内部运作。但因为我已经对苹果的平台以及计算机科学和工程有了丰富的理解，我有了一个非常丰富的知识网络，新学的东西很容易就能融入进来。有一条很好的原则就是，如果你已经有了其他的知识，学习新的东西就会变得更容易。因为是别人在决定我们应该做什么，所以我的元认知负担相对较轻。而现在，我在进行研究，我试图发现未知的事物，我试图创造新的东西。我面临的困难问题主要是：我应该做什么？这个问题并不仅仅是一个技术问题，例如我应该如何实现这个需要建立的功能，而是我应该对读者做出何种干预？这需要我综合各种我并不熟悉的文献。\r\n\r\n **Dwarkesh Patel** 00:38:10\r\n\r\n我有两个主线想要深入探讨，先提一下其中一个。这个也和我们几分钟前谈到的大语言模型有关，那就是 [Swanson 的关联法](https://en.wikipedia.org/wiki/Literature-based_discovery)。Swanson 是一个研读医学文献的人，他对许多深奥的研究成果了如指掌。当不同的情况出现时，他就能识别出哪些事物是相互联系的。比如，他在一种情况下发现头痛与其他某种症状相连，而那种症状又与镁的缺乏有关。结果发现，只要给这些人服用镁补充剂，一大批人的头痛问题就迎刃而解了。这种情况你通常不会注意到，但它又是那种你偶然间可能发现的组合关系。\r\n\r\n再来聊聊另一件事，就是你在苹果的所有事务中自然而然地掌握了进展的速度。这种方式在其他领域中，比如说，当你试图从书籍中获取知识时，不去实行一个明确的间隔重复系统，只是阅读一堆书籍，期待有些相关的东西会自然而然地出现，这种做法在其他领域也可能行得通，甚至可能带来更大的优势吗？或者，明确设置记忆卡片这样的练习方式，又有什么特别的价值呢？\r\n\r\n **Andy Matuschak** 00:39:30\r\n\r\n那当然，具体情况具体分析。你提到的最贴切的例子可能就是沉浸式语言学习了。沉浸式学习绝对是个好方法，比起间隔重复学习，它更吸引人，效果也更显著。它能整合信息，还具有社交性。所以，社交学习的种种优势也是不能忽视的。但问题是，比如说你今天心血来潮，想学斯瓦希里语，于是你就兴冲冲地跑去当地的斯瓦希里语社区中心，你心里想，「好，我开始沉浸式学习吧。」但祝你好运，你可能连个起步都困难。所以从这个角度看，明确的练习其实就是你自我启动的踏板。我在大学时期认识的最擅长视奏的钢琴家都是在教堂里弹琴的。他们之所以擅长视奏，是因为他们每个星期天都要出现在那儿，每次都要弹奏不同的曲目，每个星期都有新的赞美诗。这其实也是一种沉浸式学习。随着时间的推移，他们就学习到了所有这些常见的和弦进行等等。但如果你一开始就没有一定的基础，你是没办法做到每个星期天都去教堂弹琴的。这其实是个自我启动的论点。明确的练习有一个重要的作用，就是能帮你建立起一个可以自然强化的基础。但是，也有些情况下，自然强化是无法奏效的。例如，你刚刚提到的链接问题，医生们常常需要面对的一个难题就是罕见病的诊断。如果你每隔几年才会遇到一个病人，他的症状才会出现，那就不足以自然强化你对这个病症的记忆。你需要一种超出常规的机制。而不幸的是，我认为，对于很多类型的创新飞跃和洞见，可能更接近我们所处的这种状态。\r\n\r\n **Dwarkesh Patel** 00:41:30\r\n\r\n是的，你说得非常对。在很多领域，你需要不断重复的事情，就是你需要强化的部分。如果你是一名研究员，那么可能会遇到的长尾事件，可能每隔几个月才会发生一次，但是规律性并不是决定性的因素，对吧？这对你的工作 [unclear]。\r\n\r\n(00:41:47) – 智力精力\r\n\r\n这是我有的一个疑问。当我们研读量子力学教材时，持续了大约三个小时，我累得几乎爬不起来。你竟能连续三小时不间断的学习，这让我感到非常惊讶。在我打包东西的时候，你说：「嘿，我要去上钢琴课了。」我实在是搞不懂你怎么能有这种持久的精力。这种精力是你天生就有的吗？还是你后天培养出来的？\r\n\r\n **Andy Matuschak** 00:42:19\r\n\r\n我觉得关于精力这个问题，有个挺有趣的点，首先，我们总觉得别人的精力好像总比自己的充沛，我常常觉得我自己的精力很有限，对于精力的管理我也挣扎很久。我写过很多关于我与精力抗争的经历和管理精力的方法。我花了大量的时间思考这个问题，设法管理我的精力，将我的日常生活按照精力的消耗和恢复进行安排。所以我觉得可能常常会有人觉得自己的精力比实际要弱，因为他们误判了别人的精力。好吧，就那个具体的情况来说，我如何解释为什么我能坚持学习三个小时。首先，社交因素。如果我独自学习那本书三个小时，而不是在你面前，我不会有那么大的动力。我肯定会休息。但我想我仍然能坚持三个小时。其中一个原因就是这比我通常做的事情要简单得多。\r\n\r\n在某种程度上，学习量子力学应该更难，并且在很多方面也确实需要更多的认知能力。它比我日常的工作在认知方面需要更多。但在 William James 所说的 [Energies of Men](https://www.jstor.org/stable/2177575) 上，它的要求却少得多，这种精力有点像生命的力量，允许你按照自己的意愿行动，或者类似的东西。可能是决心，可能是意志力，也有人称之为 [unclear]，这些都不完全一样。但坐着盯着一页纸，想下一步在研究项目中应该做什么，这会极大地消耗那种精力。我工作中最难的就是坐着不知所措。「太棒了，能有人告诉我该做什么，真不错」，真是美好的假期。\r\n\r\n **Dwarkesh Patel** 00:44:20\r\n\r\n所以，虽然这可能比我们平时的工作要求低，但肯定比我或者大多数人处理教科书或其他材料的方式要求更高。通常，我会先通读一遍，然后等到做习题的时候，我会「检查下自己有哪些没弄懂」。而你一字一句地解析，精神紧绷，让我觉得这种方法更令人疲惫。\r\n\r\n **Andy Matuschak** 00:44:47\r\n\r\n嗯，你说的也在理。确实有时候我会在临睡前再读一点，想着「多读点儿。」，但其实这种阅读几乎毫无成效。不过，我想说的是，你可以找到一种平衡，可能你可以称之为「心流」，你的精力投入与你的能力相匹配，你不会被书籍淹没，你感觉自己能够消化掉它，这其实更能吸引人。有时我会发现自己在阅读时不那么专注，因为我并没有对文字产生太大的情感联结，我更像是在尽职尽责地读书，好像是要完成一个任务。这有时会产生一种对抗感，觉得文字是我的阻碍，或者说阅读是一项要完成的任务。通常我会发现，如果我真的投入我的好奇心和注意力，全身心地投入到书中，我所需要的毅力实际上比我硬挺着不停地翻页所需要的还要少。\r\n\r\n(00:46:07) - 用于学习的新媒体（视频、游戏、直播）\r\n\r\n **Dwarkesh Patel** 00:46:07\r\n\r\n现在人们有许多教育工具的新奇想法，这些工具都是通过媒体，让读者产生更深的联系。有的是通过一段虚构的故事来引入和强化某个概念，有的则是设计出一款有我们心爱角色的视频游戏。可尽我所知，还没有什么能真正利用这些新媒体大放异彩的产品。你觉得是什么原因呢？是因为除了文字和演讲外，其他方式本身就有限制，还是人们还没找到正确的内容和设计？\r\n\r\n **Andy Matuschak** 00:46:40\r\n\r\n这个问题我也非常好奇。我想，我可以从几个方面来说说。首先，我觉得有一种媒介已经在人们中间取得了巨大的成功，那就是视频。人们都喜欢看视频。人们愿意花一小时看 Grant Sanderson 解释一道深奥的数学问题，这些人可能平时连斯普林格出版社的研究生数学教材都懒得翻看。问题在于，他们在这次互动中可能没能获得多少理解， **但** 他们的参与度却很高。这很酷。它让我们思考，是否有一种方式，既能吸引人们的注意力，又能帮助他们真正理解知识？也许，一种可能的方式就是游戏。我最喜欢的例子就是 [Jonathan Blow 的《The Witness》](https://store.steampowered.com/app/210970/The_Witness/?snr=1_1056_4__curatorfeatureddiscount&curator_clanid=33228275)。你玩过《The Witness》吗？\r\n\r\n **Dwarkesh Patel** 00:47:32\r\n\r\n没。\r\n\r\n **Andy Matuschak** 00:47:34\r\n\r\n我觉得《The Witness》是一款绝对了不起的艺术作品。这是一款没有任何相关文字的游戏，它仿佛回到了经典的《[Myst](https://en.wikipedia.org/wiki/Myst_(series))》风格，你在一个岛上醒来，然后慢慢摸索出了整个情况。游戏通过塑造你周围的环境，而非用文字，向你展示了这个世界里一套相当复杂的规则。你在游戏中学到了很多东西，感觉就像你正在跟游戏设计者进行对话。你会感觉，「他在这里想让我做这个。」其实，没人真正叫你做什么，因为游戏里没有文字，但你能感受到你正在被引导。你在环境中进行了一些互动，你觉得你回应了游戏的挑战。这真的非常有趣。它就像是一种行动的媒介。有些人试图制作教育游戏，游戏明确地围绕算术或其他内容，但 Jonathan Blow 的游戏并非如此。你在游戏中学习是环境的机制。我觉得还没人真正成功地用这种方式针对具体主题。例如，《[坎巴拉太空计划](https://store.steampowered.com/app/220200/Kerbal_Space_Program/)》等游戏，也许人们可以从中学到一些关于项目管理或轨道力学的东西。[Zachtronics](https://www.zachtronics.com/) 有一些游戏主要围绕汇编语言。或许你能从中学到一些东西。问题在于，游戏最终是一种审美形式。\r\n\r\n游戏的目的是提供一种特定的体验感。所以，它们的目标和 Grant 的视频或一本书不同。Grant 的视频和书籍也有不同的目标。你可能拿起一本书，因为你想，「我想学习做机器人。」所以你就去看一本机器人学教材。那么，有没有一种你可以拿起来的东西，像游戏那样，它是一个活动的环境，你可以在像「我想学习做机器人」这样的情况下使用？可能有吧？但我们现在还没有完全掌握这种方式。我们有一些接近的东西。不知你是否听过[《Nand to Tetris》](https://www.nand2tetris.org/)。这是一个非常有趣的项目，走的是这个路线。它的特点是，像游戏一样，都是行动，都是主动的。所以当我对书籍进行提问的时候，那是主动学习，主动阅读，《Nand to Tetris》也是主动的。这是一个课程，你从几乎一无所有开始，有了内存，然后你建立一个虚拟计算机，编程制作 Tetris 游戏。你搭建一个处理器等等。整个过程你都在动手，都在让计算机成长。这和我对书籍提问的行为有些相似，只不过你不需要自己去掌控所有这一切。选择哪个活动要做，是由课程，由学习材料的结构来决定的。我觉得这样一种能在很多很多情况下使用的大众媒体，还有待我们去创造，而我们已经有了非大众媒体版本的这种形式，那就是学徒制。你如果想成为优秀的瑜伽教练，你就去瑜伽工作室里。如果你想成为优秀的冲浪者，你就在其他冲浪者在的时候去海滩，你加入他们，和他们交谈，学习他们的技巧。他们可能会给你一些反馈，你会逐渐从边缘参与者变为社区的一部分。但这并不是大众媒体。我们不能像书那样印出十亿份。\r\n\r\n **Dwarkesh Patel** 00:51:26\r\n\r\n看 [George Hotz](https://geohot.com/) 在直播中一行行编写 tiny grad，那是怎样的一种体验？跟他一起在办公室里工作又有何区别？毕竟你在办公室里，他的时间和互动都是有限的。视频为何不能把学徒制扩展开来呢？\r\n\r\n **Andy Matuschak** 00:51:47\r\n\r\n我其实对直播作为这种方式的载体很感兴趣。我们在探讨的是一种特殊的学习过程，这通常被称为「默会知识」。作为一个工程师，你需要学会应对成千上万种奇怪的情况，比如某个东西行为不正常。你最终会学会从中找出规律，学会应对。这些往往都是书本上没有的，没人明确地教你，而是你自己在长期的实践中学到的。我想，人们从看 George 的直播中，确实能学到些什么。这就是学徒制中的学习方式。但还有一些东西是缺失的。你不能得到反馈。有很多废话，有很多可能并不那么有意义的东西。学徒制也是这样。我对直播视频真的很看好。我一直在呼吁，希望有更多设计师能参与直播。\r\n\r\n我觉得有个很有趣的点是，我们有一些领域，比如编程，有很多教人如何学习编程的书和课程。但它们并不能提供你所有所需的东西。有一些东西，需要你自己去摸索。如果你参加这些课程，比如你完成了 MIT 的计算机科学公开课，你可以做一些事情，能提升自己。但这并不适用于所有的领域。设计，以及其他很多领域就是例子，比如音乐创作，建筑设计等。不行。它们通常需要在实战课堂中完成，大量的实战反馈。反馈往往会因地制宜，会考虑具体环境。我们还没找到好的方法来传达这一切。我很高兴看到很多程序员在做直播，但我更希望看到其他领域的人也这么做。\r\n\r\n **Dwarkesh Patel** 00:53:50\r\n\r\n谈到编程教材越来越多的问题，有点讽刺的是，编程资源之所以丰富，原因是编程本身容易理解，这更有助于人们快速掌握。你只需做的就是巩固这种理解。《Nand to Tetris》就像是一种电子游戏式的学习方式，它或许不仅限于编程，也让你了解计算机内部是如何运作的。但是，编程本身就有游戏的感觉。我有个朋友，他的精神状态总是处于一种高度亢奋的状态，他在青少年时期曾对电子游戏上瘾，现在他却会彻夜不眠地投入编程。这其实是大脑中的同一部分在发挥作用。你对于像电子游戏和小说这样的方式，能否像编程一样有效，你持乐观的态度吗？它们并不像编程那样本身就像一个电子游戏。\r\n\r\n **Andy Matuschak** 00:54:36\r\n\r\n编程有点儿像玩游戏，这是因为它的反馈非常即时，有种直接操控环境的感觉。你在探索一个概念世界，但这个世界就在你手指下。操作它的时候，你就能立马得到反馈，红色的波浪线，频繁的执行指令，失败后的感觉实在过瘾。对程序员来说，有种特别常见但又充满噩兆的感觉，那就是，晚上九点钟，你整天都在忙活，项目就快要完成了。你知道，只要调试这最后一个环节，你的项目就能告一段落，你就能去做其他的事情了。所以你告诉自己，「我再多待会，搞定这最后一点就行。」然后你开始调试，终于找到问题并解决了，那感觉实在是太棒了。然后，你又遇到了另一个问题，「哦，程序几乎要全程无错地运行了，就快要从头到尾跑通了。」然后你就告诉自己，「我再多待会儿。」结果，转眼就凌晨两点了。你还是继续忙活，因为那感觉太美妙了。你感到自己在向前进，不再是无尽的空白。遇到一道让你感觉像撞墙的编程问题，那感觉就糟糕了。每一个领域都能变得像编程那样，让你有一种向前推进的感觉吗？你可以得到快速的反馈。我认为这很难，我并不确定一些领域是否能如此转化。我认为，大部分情况下，我们都可以比现在做得更接近一些。\r\n\r\n设计用户界面的难点在于，常常有种感觉像是在探索各种可能性。编程往往也让人有种在寻找答案的感觉。你总觉得有一种正确的解决方案在那里。可能有一些正确的解决方法，你在寻找它。你有一些经验，指导你，「哦，这可能是一个需要动态规划的问题！」或者这可能需要通过关注点分离来解决。设计往往感觉不太一样，你也有这些经验，也有这些模式，但往往只有种感觉，「不行，我还得试试其他的。」Figma 的主要操作就是复制。你有一个设计板，试了些东西，结果不尽人意，所以你选择它，然后按下复制键。你看到的结果，看到 Design Twitter 上，就是一堆 Figma 的截图，全是设计板。他们就是在尝试。你并没有这种推进的感觉，或者我就没有，我觉得许多设计师也有这样的感觉。你只是在探索可能性，你在了解哪些是行不通的。最后，你可能会偶然找到一个行得通的方法，但你没有这种感觉自己在接近目标。往往有几周的时间你感觉自己离目标并没有更近，因为你正在做的只是缩小可能性的范围。\r\n\r\n **Dwarkesh Patel** 00:58:02\r\n\r\n有意思。然而有些人对设计如痴如醉，他们到底是被什么吸引，让他们迷恋于那个看起来并无明显正向反馈感的过程？\r\n\r\n **Andy Matuschak** 00:58:14\r\n\r\n我想，在某种程度上，这些人是实有其技，我认识的这类人，他们不仅技艺精湛，而且他们面对的问题大都能够有效解决。举个例子，设计师们常常会深陷于制作海报的工作。Facebook 办公室墙上的海报一度成为笑谈，那里挂满了一幅幅设计精美，复杂细致的海报，它们是为了即将到 Facebook 演讲的某位嘉宾准备的。为什么有人会对此付出大量精力呢？因为制作海报本身就让人不亦乐乎。海报的范围有限，它是短暂的，你开始制作时，虽然有一定的搜索空间，但很快你就能找到一个不错的构思。一旦找到，你就有一种美妙的感觉，就像是在手动转动曲柄，你可以一直优化，润色，试试这个或那个。而当你在试这个或那个的时候，所有的选项都显得还行，你纯粹是出于好奇，或者想看看是否能做得更好而去试验。这种感觉与你纠结于，「我根本不知道该怎么做」的设计问题是截然不同的。我想这也是为什么那些设计师如此热衷于制作海报。这是一种解馋，一种奖励，也是他们能够掌控的东西，而平常他们并不能这样。\r\n\r\n **Dwarkesh Patel** 00:59:48\r\n\r\n哈，只要不告诉经理，Facebook 的海报设计把多少软件工程师的时间都烧掉了就行。\r\n\r\n **Andy Matuschak** 00:59:59\r\n\r\n其实并没有软件工程师的事。都是设计师的活。但是，对软件工程师来说，代码高尔夫可就是他们的乐子了，对吧？\r\n\r\n **Dwarkesh Patel** 01:00:05\r\n\r\n代码高尔夫？\r\n\r\n **Andy Matuschak** 01:00:07\r\n\r\n你知道，在高尔夫球中，你要争取得到最低的分数。所以，在代码高尔夫里，你要试图用最简洁的方式解决问题。像，「哼，我不需要这个，我可以把这个合并起来，我可以用三行代码就做到。如果我用 Haskell，我只需要一行代码。」这就是程序员们喜欢玩的。还有就是无尽的重构，也是类似的。你已经搞出了一个东西，但你还觉得它可以更漂亮。\r\n\r\n(01:00:31) - 学校是为中等生设计的\r\n\r\n **Dwarkesh Patel** 01:00:31\r\n\r\n我明白了。看起来，你开发的这些工具和理念，更多地是为了服务那些极其聪明且充满上进心的学生。如果我们转换一下受众，你又会为那些在教育体系中平均水平的学生设计什么样的工具呢？这涉及到他们的动力以及其他各种特质。\r\n\r\n **Andy Matuschak** 01:00:54\r\n\r\n对，那会截然不同。我退出这种教育领域的一部分原因，就是我不喜欢这种问题的设定方式。对于那些处于平均水平的学生，教育系统似乎更多地是希望他们去做他们不愿意做的事情。它并不是为了帮助他们更简单或者更有效地完成他们的目标。大部分情况下，这些目标甚至并不是他们自己的。这并非一成不变的事实，但对于平均水平的学生，这却是大多数时候的情况。我在可汗学院的时候，就曾思考过这个问题。在那里，我们关注的并不仅仅是那些平均水平的学习者，甚至可能关注的是那些处于低水平的 25% 的学习者。对我来说，最重要的一个观点，也许并不是从效率的角度，而是希望他们能够突破自我，追求那些并非他们自己的目标，就是要强调探究性学习，把学习过程转变成真正与他们的目标相关的体验。我们要提出真正有趣的问题，让他们真正愿意去回答，并让他们以自然的方式参与其中。我们曾做过很多动态媒体和事物表现形式的实验。其中的想法就是，你可能见过那些像塑料积木之类的，可以让孩子在玩的过程中理解数字和数字系统。孩子们会因为乐趣而自发地去玩这些东西。摆弄这些东西就是一种享受。操作它们就是一种乐趣。当你手中拿着这些东西时，就很自然地会产生一种想法，「嗯，你能否组合出这样的图案？为什么你似乎无法构成那样的图案？原因又是什么呢？」\r\n\r\n[Cuisenaire 棒](https://en.wikipedia.org/wiki/Cuisenaire_rods)是一种教学玩具，包含 10 根长短不同、颜色各异的棒子，长度由 1 至 10。你可以拿起代表 8 的棒子，旁边再放两根代表 4 的棒子，这样可以生动地展示出 8 可以分为两个 4。然而，如果你选的是代表 7 的棒子，就无法找出另两根同色的棒子来配。通过这种方式进行尝试和讨论，你会不自觉地发现各种有趣的模式。\r\n\r\n我们想要探索的问题是，有没有类似的方式能够讲解更高级的课题？我们能否创造出类似的工具，用于探讨数学中的高级主题，或者关于历史争议的问题？我们采取的策略就是大力推动社交互动。人们喜欢与他人探讨问题，只要这是一场真诚的对话。就像我学习量子力学文本时，因为你在我身边，所以需要的意志力就更少，一个在同伴间进行真实活动的学生同样要用的意志力更少。如果你能恰当地组织学习环境，他们也能从同伴中学习到知识。这样的社会化学习变得十分有趣。不过，从更高的角度来看，我其实已经把这个问题交给了别人去研究。教育领域的大部分人，这可能有些夸大，但至少 90% 的人都在关注学习能力处于最低 25% 的学生，而非中等水平的学生。这是有原因的。很多教育工作者的动力源自对公平和机会的追求。他们希望所有人都能拥有他们曾经的机会。他们深感不公平，因为他们看到了人们在获取机会和支持上的差异。他们为那些处于最低 25% 的学生所面临的现实困难感到深深关切。同时，他们认为对这部分学生的教育工作可能会带来更大的改变，相比之下，可能对处在 80% 左右的学生产生的影响会小得多。或者换句话说，那些成绩较好的学生自然会没问题，这大概是事实。\r\n\r\n **Dwarkesh Patel** 01:05:37\r\n\r\n但是「没问题」和「卓越」之间的差别可就大了。\r\n\r\n **Andy Matuschak** 01:05:44\r\n\r\n对，这点无可争议。我说这些，只是想表达我理解为什么绝大多数教育人士的关注点是什么。我觉得这很好，也很庆幸他们在做这件事。我大致上决定就让他们继续，我会把精力转移到其他地方。\r\n\r\n **Dwarkesh Patel** 01:06:02\r\n\r\n对，我明白。我觉得关注新鲜事物、探究它们的来源，以及如何让这些事物更为丰富，都是极具价值的。了解到原来一套工具并不一定能适用于所有人，真是挺有趣的。\r\n\r\n **Andy Matuschak** 01:06:18\r\n\r\n对，困扰我们的部分问题就在于，那些独树一帜的东西，极有可能是从那些在学校表现处于前 20% 的学生那里产生的，因为他们可能会心怀不满、感到乏味，认为这些所谓的学习都与他们无关，是吧？其中的难题在于，如果我们选择放弃帮助这些人学习，那么所有可能出现的有趣创新都将成为泡影。我也不知道该如何应对这种情况。我想，我只是试图解决一小部分我觉得可能有办法解决的问题罢了。\r\n\r\n(01:06:52) – 学习本身就是痛苦的吗？\r\n\r\n **Dwarkesh Patel** 01:06:52\r\n\r\n一旦所有的工具都造好了，当你走到职业生涯的这个阶段，学习过程是不是应该是快乐的？或者必须是快乐的？即使所有的工具都齐备，还是有那么一种感觉，就像 David Goggins 一样，这将是一种煎熬，但我决定用这种方式学习，而且我必须咬牙忍受。\r\n\r\n **Andy Matuschak** 01:07:13\r\n\r\n痛苦从哪里来的呢？我是真心实意地问这个问题，并不是想用这个问题作为修辞的一部分。那我就尝试回答我自己的问题吧。首先，我要明确的是，一般来说，我对 David Goggins 式的态度是非常反感的，无论这种态度用在什么地方。在这个特定的情况下，我的想法是，如果我问为什么学习某个主题会感觉痛苦？我能想到的答案是，首先，我对这个主题不感兴趣。但我认为这不是我们现在讨论的问题。你问的是在这样一个世界，这些伟大的工具都已经存在，有人正在使用这些工具去做他们真心想做的事情。那么另一个可能的原因是你觉得你的进度不够快，或者你正在失败，或者你正在挣扎，而痛苦就来自于对这种感觉的抗拒。它源于你觉得自己做得不好，你不应该这样，做得不好是一种坏事。可能你也会怕别人的评判，或者你觉得时间不够等等。我觉得这主要是一种需要治疗的情绪问题，而不是学习的实际问题。比如在学习有机化学这样的科目时，你真的需要记住 200 个名词或者类似的东西。一个答案是，你可以通过使用现代的记忆方法轻松地完成这个任务。有机化学的学生为此烦恼，其实他们并不需要这样。但即使使用了现代记忆方法，你可能还需要在几周内花上大约 100 分钟来学习所有这些公式。那还是有些不愉快，那这种情况能解决吗？我认为答案是肯定的。我之前提到的《Cell Biology By The Numbers》一书中就有很多这样的事情，比如一个核苷酸的体积是一纳升。学习「一个核苷酸的体积是多少？」这个问题并不是那么愉快。我不确定这是否真的可以算作痛苦。这没什么，我可以在排队等待的时候来做这个。但我认为有更好的方式，那就是解决一个有趣的费米问题，这个问题会涉及到那个词。比如，如果我有一瓶新冠疫苗，如果这瓶疫苗的容量是一毫升，那么它里面可能有多少份新冠病毒的 RNA 呢？这是一个有趣的小问题，我会享受坐着思考这个问题的过程。在这个过程中，我需要回忆起核苷酸的体积以帮我做出这个近似计算。所以我认为有一些策略可以用来解决任何剩下的，感觉有些必要的不愉快或者死记硬背的事情。\r\n\r\n **Dwarkesh Patel** 01:10:10\r\n\r\n其实我对你的回答挺吃惊的。我对你的一些观点的理解，是你实际上是在以新的工具来支持传统的教育思维方式。举个例子，如果你回到 20 世纪的一名校长面前，你会问：记住一个学科的分类体系重要吗？你可能会回答：当然重要，这就是为什么你需要花一年的时间去记忆分类体系。然后你会说，记忆很重要，这样你才能有一个词典来继续研究这个学科。所以，你通过新的系统在做同样的事情。在这种特殊情况下，我原本以为你会说，如果你决定学习某件事，你就必须遵守纪律。我原以为在经过三小时的高强度学习之后，紧接着又要进行一次高强度的钢琴练习的情况下，你会累得不行，但是你会坚持说，「不，这是我今晚必须做的。」所以，听到你的回答，我确实感到很吃惊。\r\n\r\n **Andy Matuschak** 01:11:13\r\n\r\n是的，我真的很享受这种紧张感。我可能对 Goggins 的引用有些过度反应，但这就是我真实的感受。我一直都在感受这种紧张。在我所关注的教育心理学的历史中，我最认同的两种观点，一种是最呆板、最专制的观点，另一种则是最像非学校教育和蒙特梭利教育的观点。我对这两种方向的观点都有很大的同情，它们在我的思想中形成了一种奇怪的融合，我无法完全把它表达出来。我想我现在所说的部分还处在理想化的阶段。实际上，在实践中，我确实会通过使用意志力来推动事情的发生。例如，我使用一种叫做 [Beeminder](https://www.beeminder.com/) 的工具，如果我不做某些事情，它就会向我收费。这听起来很严格，但它肯定比我刚才所做的那种自由奔放的姿态要严格得多。我用它来确保我做我的记忆练习。但是，我的记忆练习不应该是充满快乐的吗？它是我研究的核心，对吧？它应该是我一天中最有趣、最兴奋的部分，但实际上却经常不是。所以我使用这个工具来强迫我去做。这里有一些矛盾。\r\n\r\n我想我要说的是，我之所以愿意赞同校长对学科分类体系重要性的看法，是因为成本问题。我在高中的时候花了大量精力在记忆上，效率非常低，感觉非常没把握。我甚至无法确定我是否真的记住了这些东西。我不知道怎样才算真正学到了东西，以至于我有信心记住它。这个过程耗费了我大量的时间，因为我没有技巧和工具。现在，我对仅仅记住分类体系如此热衷的原因，部分是因为对我来说，这就像是小菜一碟。好，随便吧，把它扔到卡片里。它在接下来的几周内只会占用我大约 15 分钟的时间，然后我就会记住它。这几乎没有任何代价。学习中的其他事情仍然需要付出实际的成本，这些可能更难以解决。\r\n\r\n(01:13:37) - Andy 会如何安排他孩子的教育\r\n\r\n **Dwarkesh Patel** 01:13:37\r\n\r\n其实，这或许是个好时机，让我问你一下对于「非学校教育」你持有何种态度。在 Twitter 上有人提出这样的问题，如果有孩子，你会如何规划他们的成长呢？\r\n\r\n **Andy Matuschak** 01:13:50\r\n\r\n嗯，我先澄清一下，我现在并没有孩子。\r\n\r\n **Dwarkesh Patel** 01:13:54\r\n\r\n好。假设中的孩子。\r\n\r\n **Andy Matuschak** 01:13:57\r\n\r\n这个问题很困难。学校的目的不仅仅是教学，它还有社交、社会和行为目的，还有一个务实的目的，基本上是照顾孩子。这些都可以被分开处理。我觉得这个想法挺有趣的。如果我真的有了孩子，我可能会很深入地考虑这个问题。我觉得在家上学的可能性很大。可能不会是 [unclear] 老师，但可能会雇人来教。我有一些资源，我不富有，但我有一些资源，这可能是一个区别。在疫情期间，我被一家名叫 Schoolhouse 的公司所吸引，现在它已经不存在了，这是 Brian Toball 创办的。他注意到人们在疫情期间开始聚在一起，尤其是和学校的同学，大概有五六个孩子。有些小组开始雇佣由于疫情而失业的小学老师。小学老师会去这些人的后院，五六个孩子会和小学老师一起，一整天都在做事情。将一位老师的时间分摊给五六个孩子实际上是很可行的。比如，你想支付给老师每小时 50 美元，这对于老师来说似乎是合理的，这并不难做到，实际上比私立学校要便宜得多。我认为 Schoolhouse 的费用大概只有小学费用的五分之一。当你孩子上到高年级时，可能需要专门的老师。实际上这也不一定。我的朋友 [Alec Resnick](https://www.linkedin.com/in/alecresnick) 正在马萨诸塞州萨默维尔市开一所很有趣的学校，名叫 Powder House，他们的模式就像我刚才描述的那样，他们有一些成年人，他们更像是教练，他们不一定是某个领域的专家，但他们会把人们和领域专家联系起来。总的来说，我会探索这样的模式。如果你想问一些具体的事情的话……\r\n\r\n **Dwarkesh Patel** 01:16:18\r\n\r\n好的，我来更具体地提问一下。比如说这个孩子已经长到 12 岁了，你已经教会他基础的算术、阅读等知识。那你接下来会怎么做？是告诉他要学习生物、化学，还是问他对什么感兴趣，比如对罗马历史有兴趣，那就一起来学习水道系统？还是有一套固定的课程，直到他们升入大学？\r\n\r\n **Andy Matuschak** 01:16:39\r\n\r\n这确实是个棘手的问题。教育改革运动中有位我十分敬佩的哲学家约翰·杜威，他写了一本精彩的书叫做《经验与教育》。这本书是他在晚年回顾自己致力于改革学校教育，寻求孩子们更多自由的全部努力后写的。他从未走到极端，但总体上他倾向于自由教育。他提出一个深刻的观点，由于孩子们的前额叶皮质还没有完全发育，他们的自我还没有完全形成，让他们随心所欲地做自己想做的事，实际上并不是真正的自由，反而是让他们被各种冲动所束缚。我觉得这个观点很有说服力。这并不意味着要对孩子进行严格管束，但也提醒我们对 12 岁孩子的计划或打算要持有一些怀疑。应该怀疑到什么程度？我也不确定。如果我有个 12 岁的孩子，我可能对此有更明确的看法。但作为一个没有孩子的人，我预感到的是，可能需要找到一种折中的方式。我会尽可能让 12 岁的孩子接触到各种各样的主题和可能性。如果他们只想整天作曲，我会告诉他们，这意味着什么，这样的生活会是什么样子。我会尽量避免强迫孩子做某事。孩子在一定程度上应该承担自己选择的后果。这种复杂性更因为我并非富有，但我的孩子应有机会。如果他们在 13 岁时做出一些奇怪的职业选择，导致他们无法进入哈佛，也没关系。他们可能在 24 岁或 32 岁时终于找到自己的路，也没问题。这个建议可能听起来不太靠谱。你可以看出我对此也感到相当困惑。\r\n\r\n **Dwarkesh Patel** 01:19:16\r\n\r\n好的，没关系。我有个问题，从历史角度来看，可能直到现在，提高教育质量似乎一直是个难题。你之前在谈论如何根据学生的能力中位数或特定百分位数来定位教学时提到过这个问题。但我想知道，你觉得针对你教学目标的那个百分位数的教育质量有没有进步？如果没有，这种相对的停滞状态又是怎么回事呢？这是你之前提到过的一个问题。我们有如此多的新 IT 工具，为什么教育仍然大体停滞不前呢？\r\n\r\n **Andy Matuschak** 01:19:49\r\n\r\n对你的问题来说，有趣的回答其实是我们已经取得了大量进步。实际上，情况相当不错。我记得有个统计是，在 1900 年，只有 6% 的美国青少年完成了高中学业。这并不意味着 94% 的人没有接受我们今天所说的高中教育，但大概就是这个意思。这些人都在家接受教育。不过，那时候的高中教育程度比现在要低一些。现在有相当一部分高中生在学习并完成了大学预修课程。这是高水平的情况。在低水平的情况，100 年前在美国，文盲是个大问题，而现在则完全不是。现在的情况是，根据你参考的哪个调查，大概有 10% 到 15% 的成年人可能会在进行简单的数字操作或阅读、写作等任务时遇到困难，但我们的标准基本上已经提高了。以前的标准是你能不能完全读懂？这些任务可能有些人为，可能和他们的日常生活不相关，这可能就是他们遇到这个问题的原因。而现在，17 岁左右毕业，掌握特定知识的人口比例基本上一直在上升。这主要涉及到人口的底层部分。过去，大多数人在 10 岁左右就已经没有接受过正式教育，除了在他们的工作中学习的那部分。20 世纪的部分故事就是关于大众教育的。我们之所以有服务经济，有 IT 经济，部分原因就是我们的大部分人口都接受了特定层次的教育。如果你看一下四年级、八年级和十二年级的全国数学和语文熟练程度测试，你会看到第 75 百分位的进步非常慢，而近几十年几乎没有什么变化。但你会看到在底层四分之一的变化非常大。所以从某种意义上说，尤其是在过去的 20、30 年里，故事主要是在讲述如何缩小所谓的学业成就差距，那些在学校资金不足，或者可能家庭环境不支持或困难的群体，他们的教育成就与同龄人相比，差距很大。这个情况已经发生了变化。\r\n\r\n **Dwarkesh Patel** 01:22:42\r\n\r\n我比较好奇的是，既然其他部分的能力都有所提升，那么能力的天花板是否也有显著的提升呢？\r\n\r\n **Andy Matuschak** 01:22:50\r\n\r\n这要看我们如何定义「天花板」。\r\n\r\n **Dwarkesh Patel** 01:22:54\r\n\r\n因为我们可以回头看几百年前的历史，那时候的顶尖人物学识渊博到令人难以置信的地步。比如托马斯·杰斐逊读过的书籍数量就让人叹为观止。还有一个故事，肯尼迪在 1963 年左右在白宫接待了一批诺贝尔奖得主，他说，自托马斯·杰斐逊单独用餐以来，这个房间里集聚的天才和智慧是空前绝后的。\r\n\r\n **Andy Matuschak** 01:23:28\r\n\r\n没错，提高这个「天花板」确实困难。「天花板」的教育已经有了贵族家庭的私教，已经有了那种能够孕育出巨大智力的家庭环境和遗传性质。20 世纪初的学校培养出了冯·诺依曼，但现在他们是否能培养出更多的冯·诺依曼，这就很难说了。实际上，冯·诺依曼的成就可能与我们熟知的任何大众教育方式关系并不大。至于顶尖人物，我认为这是很难界定的。我们正在讨论的是一个为大众创立的体系。总有那么些人，在这种体系之外使用着其他的资源。所以，这个为大众设立的体系似乎对这些人并没有什么帮助。这个观点并不让人感到意外。\r\n\r\n **Dwarkesh Patel** 01:24:25\r\n\r\n顺带一提，关于冯·诺依曼的事。好，大众体系不能对他们有所帮助。那么，冯·诺依曼这样的人是如何产生的呢？\r\n\r\n **Andy Matuschak** 01:24:33\r\n\r\n对，很多人研究过这个问题。我没有特别研究过冯 · 诺依曼的生平，但我知道他的许多同辈，那些 20 世纪的伟人，接受的都像是贵族式的教导，或者他们来自东欧的一些非凡的小型学校，这些学校都有自己的传奇故事。不过对于这些，我其实并不了解，对此我向你道歉。\r\n\r\n **Dwarkesh Patel** 01:24:54\r\n\r\n我猜你一定听过那个高中的事情。\r\n\r\n **Andy Matuschak** 01:24:58\r\n\r\n对，对。\r\n\r\n **Dwarkesh Patel** 01:25:00\r\n\r\n那么，我们是否在培养像冯 · 诺依曼这样的人才上变得越来越差，还是没有变化？\r\n\r\n **Andy Matuschak** 01:25:06\r\n\r\n嗯，这个可能性也许存在，我也不确定。让我提一个理论，似乎有一定道理。如果一个人在 19 世纪末有机会接受贵族家庭教师的教育，那他现在是否会选择去一所高级私立学校？而现在的学习体验对他来说是否真的更有利？我不知道。我认为，他们更有可能选择去上那些名牌私立学校，同时仍然拥有高级的家庭教师，然后进入一所精英大学，在那里他们会有大量与教授面对面交流的机会。\r\n\r\n **Dwarkesh Patel** 01:25:38\r\n\r\n尽管有一种观点可能不符合这种情况，那就是，那些有可能成为教师或贵族家庭教师的人，现在可能面临更高的机会成本。也就是说，那些可能成为你的私教的人现在可能直接在硅谷或华尔街赚大钱。\r\n\r\n **Andy Matuschak** 01:25:53\r\n\r\n这确实很有意思。那么，这可能就是一个论点，也许并不是说我们在 20 世纪对此变得更糟，而是在历史的长河中可能是如此。可能在古代，亚里士多德曾是亚历山大大帝的家庭教师，而现在的亚里士多德可能已经是一位教授，无需再兼职做教师。可能就是这样的。也许一些家庭教师已经因价格高昂而被市场淘汰，但我并不确定最昂贵的家庭教师是否真的是最好的。有很多实证研究关于家庭教师的问题，其中一个问题就是，家庭教师需要有多少经验？有趣的是，有人在教育效果上取得了很大的成效，即使家庭教师并不一定懂得更多。只要有另一个人在场，就能带来非常大的效果。当然，当你拥有一位专家，效果会更好。我对这些研究持有一种健康的怀疑态度。我觉得让亚里士多德作为家庭教师的部分作用是传达一种世界观，这是一种无法通过测试或这些研究所测量的东西。所以，拥有一位极具启发性的家庭教师可能才是关键，而我认为，启发性往往与昂贵的价格是相关的，这并不是必然的，我不清楚。这个问题很复杂。\r\n\r\n **Dwarkesh Patel** 01:27:12\r\n\r\n我想说的是，尤其在今天，学习资料随手可得。家教更多的是提供激励和动力，这虽不尽然，但占很大一部分。\r\n\r\n **Andy Matuschak** 01:27:21\r\n\r\n对，他们的工作并不只是教授知识。我也要说，我知道很多人现在请的是博士后做家教。这些家教往往是研究生，他们一般很乐意接受每小时 60 美元的家教工作。这虽然有点悲哀，但现在可请来做家教的博士后人数，比一百年前多了很多。尽管家教的人数变多了，并不代表顶尖的 1% 的人才也多了。这一点还没有定论。另一个问题是，过去 50 年间，教师的教学水平是否有所提高？在某些方面，也许他们确实有所提升。比如有许多项目试图推广一些研究成果，那些更有效的教学方法。比如，交织式教学比模块式教学更好，就像是「我们先讲内战，然后再讲女权运动」。这两个主题虽然相隔有点远，但把这些主题交织在一起教会更好，这不仅在历史课上，其他课程也是如此。这种教学法在过去几十年中系统地推广开来。我还没有见过任何研究或证据，可以证明现在的教师比过去的教师更有效。\r\n\r\n **Dwarkesh Patel** 01:28:50\r\n\r\n我相信你一定看过这样的主张，那就是 20 世纪中叶一个意料之外的结果是，聪明的女性基本上只能选择教师这个职业。现在有了更多的选择，这对于女性来说无疑是个好事。你懂的，现在很多职业都在争夺那些同样聪明的女性。\r\n\r\n **Andy Matuschak** 01:29:14\r\n\r\n哦，这个观点很有意思。我以前没有听说过。我得想想看。我不确定智力到底有多重要，如果你想把它看作是某种可以独立衡量的东西的话。\r\n\r\n **Dwarkesh Patel** 01:29:28\r\n\r\n或者其他对她们来说更有吸引力的工作。这个群体被束缚在家务和教书这两个选项之间，别无选择。\r\n\r\n **Andy Matuschak** 01:29:36\r\n\r\n我想说的是，假设这种说法是对的，那些现在成为天体物理学家的人，我并不确定他们是否真的能成为优秀的老师。做好一个老师，往往需要同情心、沟通能力以及关心学生。教学是一件亲密且需要个性投入的事情。你需要了解所教授的学科，但如果你只是教一个 15 岁的孩子，其实并不一定需要拥有研究生的水平。有趣的是，我看过一些研究，这些研究探讨的是专业知识对教学效果的影响。我在数学领域读过一些，我相信在所有领域都有类似的研究。这些研究发现，如果你对数学不熟悉或不自在，那你就很难引导学生进行探究性的学习，更难以引导他们以创新的方式思考数学，或解决开放性问题，相比于只是教他们如何套用公式。因为引导这类课程，你需要能随机应变。你可能会提出一个困难的问题，可能并没有唯一正确的答案，你的学生可能会提出各种各样的答案。你需要有能力去整合这些答案，去展示一个学生的答案如何与另一个学生的答案相联系，展示这些理解如何可以用来建立你心中想要传达的理解。总的来说，这种即兴的教学需要一定的数学熟悉度和能力。但我不认为这需要非常杰出的才能。\r\n\r\n **Dwarkesh Patel** 01:31:19\r\n\r\n是啊，但那些非凡的才华可能已经被其他领域挖走了。\r\n\r\n **Andy Matuschak** 01:31:23\r\n\r\n是的，我在想这两者之间的关系是怎样的。如果真的如此，那么教学效果主要依赖于同理心，那么这两者可能是负相关的。可能那些擅长粒子物理的人根本就不适合做好老师。可能吧。\r\n\r\n(01:31:40) - 超文本的用处\r\n\r\n **Dwarkesh Patel** 01:31:40\r\n\r\n很有意思。超文本为什么没有更深入地改变人们的写作方式呢？我写博客的时候，常常在想，知道我可以添加脚注和链接，这与传统写作方式究竟有多大的差别？我特别喜欢维基百科的内容组织方式。令人惊奇的是，对某个主题最佳的解释往往来自于一个试图解释每个主题的资源。你不需要在每个主题中都进行详尽的铺垫，可以把这些内容隐藏在链接之后。所以，为什么超文本没有更大地改变网络写作呢？\r\n\r\n **Andy Matuschak** 01:32:14\r\n\r\n这个问题倒是提得挺到位。我觉得维基百科之所以运转得不错，关键在于它的条目不得不自成一派。这种情况在超文本出现前就已经存在。实际上，超文本出现前的百科全书就已经有了类似超文本的样子。在电脑发明之前，也存在一些别具一格的超文本。比如 Adler 的 [The Syntopicon](https://en.wikipedia.org/wiki/A_Syntopicon) 就相当有趣。比方说，你想理解古代作家是怎么看待「父亲对女儿的责任」这个话题的，你就可以在 The Syntopicon 里找，里面有来自卢梭、圣经等地方的参考资料。这些参考资料就像是超链接一样，虽然是印在纸上的，但你需要翻开那些书，查看对应的页面。The Syntopicon 并没有火起来，我想其中一个原因可能是，与维基百科的条目相比，这些概念不能那么明确地单独存在。你需要有连结，像筋络一样。其实，我想说的是，虽然维基百科是个惊人的资源，但我很少觉得它是最好的入门或解释某个主题的方式。我更常觉得它像是个不错的跳板，帮我知道应该问什么问题。它作为一本参考书，确实挺不错的。超文本是个相当有效的导航工具。它能帮你快速找到你想要的地方，因为它就是实现了自动翻页。所以作为一本参考书，它十分有效。如果你手头有一本关于化学化合物及其属性的书，超文本就能让你高效地找到你要的信息。同样，词典也因为超文本而焕然一新。你可以点击链接，就像是说「噢，其实是更接近这个意思」，这简直比词典都好用。我想说的是，有些文本更适合用超文本，因为它们更容易让读者从中间开始阅读。百科全书就是这样，词典也是这样。但是大部分文本和概念并非如此。我猜大部分的想法都融入在更全面或更丰富的东西里，它们需要一个叙事的弧线，难以抽离出来。并非所有的事物都是如此，但是那些不是那么原始和单一的信息就是这样。曾经有人梦想写超文本小说，有的人甚至真的写了。超文本小说的一个问题，其实在电子超文本之前的《选择你的冒险》这种书里就已经有了，那就是作者被迫写出一种最小公分母的故事，作为超链接的目的地的那一页，必须适应所有的参考链接，所以它不能形成连贯或一致的情节，除非所有的参考链接都有一种相似性。而参考链接越相似，超文本就越没用。因此，很多人对这个结果感到失望，我也是其中之一。我想说，我发现超文本在我自己的笔记中非常有用，但并不是在阅读中。我其实并不认为它会给其他人的阅读体验带来太大帮助。\r\n\r\n **Dwarkesh Patel** 01:35:55\r\n\r\n作为一名读者，我看到你另设了个网页，存放你的工作笔记，真的挺有意思的。能在这个界面上探索你的想法，感觉特别棒。\r\n\r\n **Andy Matuschak** 01:36:04\r\n\r\n感谢夸奖。它对于我这个写作人来说，的确挺有意思。它让我能够一点点积累我的观点。今天，我读了一篇很早期的关于附加问题的认知心理学文章，这也是我们之前讨论过的。这篇文章谈的不是你在读的时候提的问题对你记忆问题相关内容的影响，而是提问对你对其他并未涉及到的信息的影响。我写了一些关于这个助记媒介设计决策的笔记，这是我之前谈过的，就是把问题融入到文章的文字之间，这就是我谈过的那个《量子国度》。这些笔记并不完整，会随着时间的推移逐渐成型。做这个的效果如何呢？我关于这个的笔记，主要来自我对读者的采访。每当我读到一篇与之相关的论文，我的这些笔记就会增加一些内容。这就意味着，当我准备设计下一个系统，思考问题在文本中的作用的时候，我有了一个可以去参考的地方。超文本的作用基本上就是帮助导航。如果没有超文本，你也可以做到这一点。那你就会得到一个类似于诺依曼的东西，一个大衣柜一样的东西，但是这个衣柜是由卡片文件组成的，而不是衣服的抽屉。\r\n\r\n **Dwarkesh Patel** 01:37:30\r\n\r\n这咱们聊的反倒跟咱们一开始的话题挺般配的，就是说那些人，比如 Tyler，他们是如何在没有显式的笔记系统的情况下，也能消化那么多信息的。我脑子里又冒出了一个人，Byrne Hobart。这又是一个例子，这家伙写作如泉涌，每天都写一份深度十足、洞察力极强的[金融简讯](https://www.thediff.co/)。从某种程度上说，这就是他每日的笔记习惯。\r\n\r\n **Andy Matuschak** 01:37:58\r\n\r\n对于他们两个人来说，没什么东西真正积累下来，至少方式不太一样。这个挺有意思的。他们每天都重新来过。Levine 的简讯有一点我挺感兴趣的，就是当他反复讨论一个话题时，比如最近的银行崩溃啥的，他得一次又一次地解释什么是利率风险这样的概念。每天都得解释，但每一天的解释都是重新开始，每一天的解释都会因当天的状况有所不同。\r\n\r\n这对我做笔记的方式是一种质疑。这是一种支持临时性、每天重新创造事物的观点，因为它会随着你的思考和经历而变化。这点挺有意思的。我发现我现在的做法是混合这两种。我有个日记，专门记录今天的事，我会写很多东西。有时候我会重新写一遍我之前写过的东西，我还有些其他的东西，试图让它们更能经受住时间的考验，成为一个独立于时间之外的有用参考。这种混合方式挺好的。我现在还没有明确的标准，能告诉我哪一种方式更胜一筹。\r\n\r\n **Dwarkesh Patel** 01:39:17\r\n\r\n你刚刚说的关于超文本的东西有趣的联系在这里：Byrne 的新闻简报往往缺乏足够的背景信息。如果你对这个主题不熟悉，往往会对正在谈论的概念感到困惑。我曾经问他，你有没有考虑过像 Scott Alexander 那样，让别人在播客中朗读你的博客帖子？他说：「我觉得我的帖子可能不太适合这样做，因为我非常依赖老博客中的超文本规范，比如在其中添加笑话和讽刺。」就像他关于 SBF 和他的崩溃的那篇文章，里面有很多链接——如果你想更深入地了解追加保证金，看这个。然后他说，如果你想了解更多关于功利主义赌注的心理学，看这个，结果链接的就是《罪与罚》的亚马逊商店页面。做这种事情难度更大。\r\n\r\n **Andy Matuschak** 01:40:19\r\n\r\n嗯，你说得对。他更倾向于依赖他过去的解释，这点很有意思，因为他无法更新它们。这种写新闻简报然后链接到过去简报的格式，或者就像你说的，那种旧博客的做法，一连串的六个词，每个词都链接到以前关于这个主题的帖子。我肯定写过类似的东西。这很有趣。这接近我之前谈到的那种持久笔记，但没有随着时间推移修订的能力。也许对很多话题，你并不需要这种能力。我现在在想，我第一次重大修改后，我的笔记中有多少部分保持原样。可能至少有三分之一，也可能超过一半。\r\n\r\n **Dwarkesh Patel** 01:41:04\r\n\r\n你公开的笔记占比多少呢？\r\n\r\n **Andy Matuschak** 01:41:07\r\n\r\n要按字数算还是按笔记条数算？我没法直接回答你。比如说，我每天写的日记，并未公开，那这就积累了一大堆了。如果我们只按笔记算的话，就得把这些都排除掉。我还有一些笔记，记录的是我生活中认识的人，这些通常也不会公开，除非那些人是公众人物。所以，确实有很多笔记是未公开的，但这些大部分都不是那种经久耐用的。这些笔记对其他人来说可能没什么意义。至于日记，可能有意义，但那又涉及到一些私人的东西。\r\n\r\n **Dwarkesh Patel** 01:41:41\r\n\r\n你写的这些东西，别人能理解吗？\r\n\r\n **Andy Matuschak** 01:41:45\r\n\r\n这得看情况。通常我的日记都是完整的句子和段落。有时候我会列出一些要点，有时候会突然转向新的主题。我的笔记常常包含我正在讨论的事物的链接，因为我试图在这些东西上积累一些背景信息。\r\n\r\n **Dwarkesh Patel** 01:42:07\r\n\r\n为什么不只用速记呢？\r\n\r\n **Andy Matuschak** 01:42:11\r\n\r\n部分原因是，过去的我和现在的我其实是两个人，这也算是老生常谈了。我常常会回头看一年前的日记。你可能会认为这是我写笔记的方法失败了。从理想的角度来看，我应该不需要去看这些日记，因为如果有什么重要的，我一年后还需要参考的，那应该会出现在某个持久笔记里面。但我又觉得，事情并不总是这么绝对。这感觉就像是在做预备工作。也许有一定程度的预备是好的。我们住在加州，或许每个人都该准备一个地震应急包。这可能是对的，但也许你并不需要囤积 300 罐豆子。有一定程度的预备感觉是合理的，但过度的预备又显得有些过分、让人不快。\r\n\r\n(01:43:02) - 计算机工具如何助力迭代过程\r\n\r\n **Dwarkesh Patel** 01:43:02\r\n\r\n作为深耕硅谷，身处科研之中的你，对那些创业建议——比如「快速行动，快速失败，立即用精简可行的产品接触用户」——持什么看法呢？你自己虽然在打造产品，但又与一般初创公司有所区别，你对此类建议有何感想？\r\n\r\n **Andy Matuschak** 01:43:22\r\n\r\n这个问题让我感到相当纠结。在不同的时间，我需要的建议也不同。显然，不同的人在不同的日子里，需要的建议也各不相同。当我初涉这项工作的时候，那些建议让我不会过于深入地去探讨我所研究的观念。有个新的点子冒出来，我就会想：「哦，我可以试试这个。」我就去尝试，然后我就学到了些什么，然后再重复这个过程。我并没有构建一个全面的理论，去深入探讨问题的本质，以及解决问题意味着什么。相反，我只是制定了一个行动理论。行动理论，而不是改变理论，就是你设想你现在处在什么位置，最终你想达成什么样的目标，然后你环顾四周，问自己：「我能做些什么？我能创建些什么？我能看到些什么可能性？」\r\n\r\n而改变理论，就是从结果出发，尝试反向推进。这个比喻并不完美，因为在研究中，你并不完全确定最终的目标是什么，你更不可能知道如何反向推进。我想我想说的是，历史上的那些建议让我去尝试一些简单易行的事情。最有影响力的设计工作，其内部充满了创新思想。我们所熟知并喜爱的非线性文本编辑器之所以强大，是因为我们观察到写作是一个非线性过程，但是用笔写字却使其变成线性。像这样的发现还有很多，以及对于拥有一个思考环境意味着什么的理解，使我们得到了这种特殊的界面。同样，我们得到强大的编程环境，是通过人们深思熟虑地理解制定系统意味着什么，并提出了表达这些理念的新原语。\r\n\r\n最强大的界面往往体现了新的想法，或者是捕获到新操作方式的新原语，这些原语给我们带来了全新的可以操控的对象。比如说，在 Photoshop 中，你可以通过所谓的「图层」来操作图片。这个概念新颖且独特。在暗室处理照片时，有一些类似的操作，那就是可能会使用几层胶片。我这里说的不是负片，而是你可能会放在灯光下面的那种凝胶片，用来调整照片的曝光度，让这里的曝光度增强，那里的曝光度减弱。但在 Photoshop 中，这些图层不会被破坏，你可以随时随地调整它们。这就好比是在图片编辑的过程中，我们引入了一种新的原语。这个原语彻底改变了图片编辑的方式。\r\n\r\n我想我可能掉进了个大坑，说了一大堆可能让人迷惑的话，但我想表达的是，通过快速构建最小可行产品（MVP）来提出新想法是非常困难的。当然，如果你有个自认为有趣的想法，快速去试验它是个好办法。我感到困惑的一部分原因是，这个方法只有在你已经有了值得测试的东西的时候才是好建议。对我来说，我已经习惯了这种思维方式，已经深深根植在我心中，这让我没办法安静下来，深思熟虑，让想法充分发酵。Michael Nielsen 和我一起创造了《量子国度》，当我在思考下一步该做什么的时候，最直接也是最自然的想法就是，「如果我们在一堆其他东西上试试它，结果会怎么样？」\r\n\r\n当这个想法闪过我脑海的时候，疫情刚好爆发，我感到有些胆怯，无论在创造力还是情绪上，我都希望能找到一些让我感到安全的东西，我知道我可以做到。我知道我能够建立一个平台，推广我们为这本教科书所做的一切。所以我就这么做了。我用了几个月的时间就完成了它。但这并不是我应该做的。我问的问题也并不对。这个想法并不足够强大。这样测试它并不是正确的方式。相比之下，我应该建立更多的一次性的事情，而不是任何人都可以使用的自助服务。我现在想要做的不是为全世界建立一种可扩展的东西。我想要做的是构建一种想法。原型就是这个想法的表达。一旦我们找到了好方向，也许我们就能找到一些可扩展的解决方案。但我们还没有达到那个地步。在到达那个地步之前，构建和原型制作的过程中需要进行大量的思考和草图绘制。我在这里的困惑部分是，我经常还需要听到这个建议。我经常会在理论的领域里束手无策。我真正需要做的是让一个朋友让我坐下来，然后说：「你能否找出这其中的一部分，下周就构建出来？」所以你听到了我内心的很多冲突。\r\n\r\n **Dwarkesh Patel** 01:48:54\r\n\r\n那么，你在 [Orbit](https://withorbit.com/) 准备好扩大规模之前就推出，这样做的后果是什么？\r\n\r\n **Andy Matuschak** 01:49:05\r\n\r\n实际上，我从中学到了一些东西，效果还算不错。它让我更深入地了解了这种特定模式在其他地方的优缺点。但是，找出这些问题的方式并不是那么高效。Orbit 就像一个最小可行产品，功能简单，特性不多。但却具有极高的通用性。这是一个已经部署的系统，拥有基础设施、账户等等，这些都是构建一个实际项目所必须的。这与「我要和某个作者合作，看看我是否能让一本和[《量子国度》](https://quantum.country/)完全不同的书也能行得通」这种想法有着天壤之别。我肯定可以更快地回答「这种方式对于这本书可行，那么下一本适合尝试的书应该是什么？」这种具体的问题或理论。\r\n\r\n **Dwarkesh Patel** 01:49:56\r\n\r\n你觉得，为什么「思想工具」这个概念会吸引硅谷那么多人的注意？\r\n\r\n **Andy Matuschak** 01:50:04\r\n\r\n这个观点给科技人士带来的启示就是他们可能有着巨大的潜力。这对于任何人来说，总是让人心动。同时，它对人们来说，好像很容易上手，尽管这种想法可能会误导人。我接触过无数自称对思想工具感兴趣的人，他们中的大部分都是工程师。问题在于，创造出一款有趣的思想工具，基本上全是设计的问题。而他们的设计理念通常并不出色，或者说有很多问题。但是，他们却能做出一个东西来解决他们自己生活中的问题。这个感觉真是让人心动，让人充满信心，就像找到了可以动手去实践的事情。\r\n\r\n在硅谷，我们对思想非常感兴趣。我们是爱思考的人。人们对任何可能提高自己能力的东西都怀有极大的兴趣和热情。这同样让人心动。如果我能想得更深更远，那有多好啊。这种想法也让人心动，因为它是「元」。有很多人总是忙着调整他们的系统文件，或者调整他们的博客网站，可能博客里只有两篇文章，但是他们又想改版，所以又要重写。在他们再次重写之前，新的博客可能只会有三篇文章。思想工具也能满足这种需求。这就像是工作中的工作。我说得有点愤世嫉俗，我并不是故意的，我只是在诚实地回答这个问题。\r\n\r\n换个更积极、更宽容的角度来看。我们很多人之所以走上计算机这条道路，是因为计算机给我们带来了个人赋权和无限可能的感觉。我们记得自己年少时，深夜被困在卧室里，满心好奇地研究计算机。我们手中有这个强大的工具，它帮我们打开了新世界的大门。对于这里的许多人来说，这是他们个人成长的重要经历。任何人如果能指出，我们还能做出更多这样的事情，一定会感到非常动人。\r\n\r\n(01:52:24) – 公共工作的变现\r\n\r\n **Dwarkesh Patel** 01:52:24\r\n\r\n这是来自 Twitter 的 Matt Clancy 提出的一个有趣的问题——一个好的众筹研究项目应该具备什么特点呢？\r\n\r\n **Andy Matuschak** 01:52:33\r\n\r\n在我进行众筹的过程中，有一件我感到比较遗憾的事情，那就是有些事情似乎很难改变。比如订阅流失率。在我这样一个订阅收入模式的项目中，每个月都会有订阅者流失。在我这里，大约是 2% 的流失率。虽然这个比例并不大，但这意味着我需要一直有新的订阅者加入。我发现无论我做什么，订阅流失率似乎都不受影响，这很惊人。我尝试了各种方法，但并没有实质性地改变流失率。改变的是能够吸引更多人关注我的项目，换言之，就是营销。有些事情确实影响了那些被吸引过来的人中有多少会最终成为订阅者。我真的不喜欢这种思考方式。\r\n\r\n总的来说，让我感到伤感的是，我最后不得不去考虑这个问题。我意识到，这个众筹项目之所以能够勉强运行，是因为它对其他人来说比较好理解，也比较吸引人。已经有一些看起来前景光明的结果。很容易想象其他一些项目可能并不具有广泛的吸引力。如果我正在做的是海洋地质学的研究，我可能不会有大量的网友，或者他们也不会像现在这样对我感兴趣。这是一个特点——这项工作很通用，适用于很多人，这些人都有一定的可支配收入。如果我正在进行的研究是关于弱势群体中的艺术家的写作习惯，我的受众可能就没有那么多的可支配收入。\r\n\r\n我已经有了一些成果，这一点至关重要。不过，也许对于研究项目的最初阶段来说，运用众筹可能有点困难。我已经设定了一个研究路线，并能清楚地阐述出来。众筹的运用可能需要等到研究的初级阶段完成后。这可能是标准的拨款建议，即在某个时点，我会利用这笔众筹款项去寻找下一个目标，而那时，我可能无法向任何人解释清楚。当然，会有一些萌芽阶段的想法，但你必须有一个正在进行中的项目。我需要能定期地告诉大家我取得了什么样的进展。\r\n\r\n比如，我的妻子正在研究生物年龄标记与脑外伤导致的精神错乱的关联性。为了完成这项研究，她需要找到因脑外伤入院的患者，并让他们同意参与研究，提供各种血液样本等等。要找到足够的患者以满足她的研究需求，可能需要两年或者更久的时间。她可以提供一些初步的研究数据，但肯定不能每个月都有更新，对吧？\r\n\r\n **Dwarkesh Patel** 01:55:53\r\n\r\n这会是个让人诧异的 Patreon（众筹网站）帖子。\r\n\r\n **Andy Matuschak** 01:55:57\r\n\r\n是的，我也做不到每个月都公布新的进展，但确实需要有个节奏。\r\n\r\n **Dwarkesh Patel** 01:56:02\r\n\r\n那你为啥费心去做呢？我想肯定有不少有钱人乐意一人独资你的研究。为什么你会选择众筹呢？\r\n\r\n **Andy Matuschak** 01:56:12\r\n\r\n如果有这样的有钱人愿意主动联系我并提出资助，我当然热烈欢迎。我确实很幸运，有很多高净值人士赞助我，但他们每人每月在我的 Patreon 上的赞助额只有 100 美元。这就是我从他们那里得到的。我并没有收到更高的资助。\r\n\r\n **Dwarkesh Patel** 01:56:39\r\n\r\n我觉得，鉴于你的受众的财富状况，你用错工具了。\r\n\r\n **Andy Matuschak** 01:56:45\r\n\r\n也许吧。你的问题可以有几种解读。一种是，既然我可以求助于高净值人士，为何还要进行众筹？另一种是，为何要众筹，而不是申请资助或与慈善机构对话？你主要关心的是第一个问题吗？\r\n\r\n **Dwarkesh Patel** 01:56:59\r\n\r\n对。\r\n\r\n **Andy Matuschak** 01:57:01\r\n\r\n坦白讲，我选择众筹的原因就是因为它管用。我生活中的很多事情，包括这个项目的众筹历程，都源于 [Michael Nielsen](https://michaelnielsen.org/) 的推动。在我们一开始进行《量子国度》项目时，他就建议我们设置众筹，而我却犹豫不决，回复他，「这可能会让我们分心，现在我们并不真的需要它，等我们有些成果展示时再处理吧。」但他坚决地说，「不，让我们马上开始，因为积聚足够多的订阅者需要很长时间。」结果证明他是对的。从建立订阅者基础到项目众筹，这个过程在我看来至少需要几年时间。所以，早点开始显然是更好的选择。\r\n\r\n如果这种方式不奏效，或者我们没有尽早开始的话，我可能就会直接去寻求个别人的帮助，如果众筹失败了，我可能也会这样做。另外，当我想做一些需要招募人员的特定项目时，我会向一些高净值的朋友求助，他们也愿意帮助我，尽管金额只有五位或者四位数。对于他们的帮助，我心怀感激。所以，可能答案会是两者兼而有之。众筹的一个主要限制是，它无法支持一个团队或者机构，甚至对我个人的支持都勉强应付。我现在的情况介于研究生和初级教职员工之间，虽然我可以接受这个情况，但这是因为我有一些特殊的原因，这对于每个人来说都未必合适。甚至对我来说，众筹也无法让我支持其他人。\r\n\r\n **Dwarkesh Patel** 01:58:46\r\n\r\n这点就更让人惊讶了。你的名气已经不小了，尤其在愿意赞助你这类研究的人中间。如果说你这样一位在独立公开研究领域里的 LeBron James，收入却只在研究生和初级教职员工之间，这个状况实在是不太乐观。\r\n\r\n **Andy Matuschak** 01:59:19\r\n\r\n我可能在这方面并不太在行，这倒是值得深思一下。首先，我作为研究员并没有做得那么出色，你说我像 LeBron James，我不能苟同。尽管在科技研究领域，我或许是最成功的一位众筹研究者，这确实有些诡异。过去几年我确实找到了一些门道，但不能说我有过什么轰动一时的成果。\r\n\r\n每次我有重大成果发表，我会得到很多新订阅者，这是肯定的。所以，如果我的研究取得了更突出的成功，可能订阅者数量会有更大的增长。同时，我也确实刻意避免推销自己的研究，这是出于自我保护的考虑。我真的很担心受众和营销腐蚀真诚的探索。很容易让我的工作偏离轨道，更倾向于取悦大众的方向，而非我真正想要深入探究的领域，或者为了能更频繁地发表更多成果，只做那些简单乏味而非深入有趣的研究。\r\n\r\n我选择了一条经济上并不明智的道路，那就是拒绝发表那些「最小可行单位的论文」，学术界对此有个更短小精悍的说法——「最小可行论文」。这意味着，只要你的新想法超过了某个标准，就可以立马发表出来。可我就是没这么做。我只是向我的赞助者们写下了一些非正式的信件，告诉他们「我这个月发现了什么新东西」。如果我是个纯学术派的人，这些新发现肯定会被我写成论文发表出来。如果我是个重视营销的众筹型研究员，我肯定会把这些发现包装得花里胡哨，然后宣传说「看，我又有新发现了」。但事实上，我并不觉得这有什么了不起，我更希望快点开始下一项工作。我也有选择等待发表的权利。但真正让我头疼的并不是这个问题。真正困扰我的，是营销，没错，就是营销。营销让我们很难诚实地对待自己，至少在我看来是这样。不仅要对自己认为有趣和重要的事情持有真实看法，甚至对于研究结果，也必须保持诚实。每篇论文，在某种程度上，都像是一则小广告，努力说服人们，它的研究结果非常重要，非常激动人心。这对于研究的过程来说，是十分破坏性的。我们需要对工作有强烈的情感链接，才能做好工作。这种情感链接的一部分，来自于我们对即将揭开真相的激动心情。所以我们总是忍不住想要以最有利的方式展示我们的发现，淡化其不足，让它看起来无所不包。然而，这些都是发现真相的敌人。\r\n\r\n **Dwarkesh Patel** 02:02:40\r\n\r\n从一个无意中但又并未刻意去扩大影响力的人嘴里听到这番话，挺有意思的。我对你早有耳闻。我怀疑，或许当你达到一定的质量水平，尝试去推销你的作品反而可能弊大于利。想象一下，如果像 Gwern 这样的人，试图通过 YouTube 的短视频来推广他的博客，那就会让人想说，「你这是搞什么鬼？」他的作品已经优秀到无需推广的地步。\r\n\r\n **Andy Matuschak** 02:03:13\r\n\r\n拿 [Gwern](https://gwern.net/) 来说就很有意思，他的情况让我想到了一个更简单的问题。我经常遇到这样的情况，有人对我说：「啊，我已经很喜欢你的作品好一阵了，我居然不知道你有 Patreon。」这就是我在某种程度上营销失败的一个例子。Gwern 的情况比这个更甚。我特别欣赏 Gwern，从他那儿我学到了很多东西。你去他的 Patreon 页面，他把他的收入都公开了。他在 Patreon 上的收入只有我收入的一小部分，我觉得这不太对劲。Gwern 其实比我更有影响力，他的受众群也比我大得多。他的受众并没有转化为他的赞助者，这大概是他自我介绍和展示的方式问题。并不是他需要在他的网页上吸引更多的人。我猜他的网页流量和受众人数已经足够大了，远超过我。你如何介绍这个会员机制，有很多因素在起作用，我们都不太愿意去琢磨这些。我现在的做法可能在某个方面上更有效，但我敢肯定还有更好的办法来做我正在做的这件事。\r\n\r\n **Dwarkesh Patel** 02:04:28\r\n\r\n确实，这是个挺有意思的问题。我有个 Substack 账号，愿意的人可以通过这个平台资助我的播客。这些资助足够我用来制作一些集数，甚至支付出行的费用。不过，比起我将要通过做广告赚的钱，这些收入只能算是九牛一毛。有些人可能会说，「很可惜你不得不做广告」，也许有的听众甚至第一次听说在 Substack 上有这个捐助选项。不过，你肯定也不愿意每期节目都呼吁听众捐款，对吧？\r\n\r\n **Andy Matuschak** 02:05:05\r\n\r\n是的，我真的讨厌向人们伸手要钱。这可是我们创作者的通病。我真的非常烦这事儿。我可能得克服一下这个。但有一点我得说清楚，当我把我的 Patreon 从「订阅支持我工作吧」改成「加入会员吧」后，收到的反馈多了很多，就像你刚才说的那样，「一旦你成为会员，你就能享受这些福利。」这些福利不一定要非常实在。在人们心中，打赏和会员的意义是不同的。成为会员有种参与的感觉。如果你能提供一些让人觉得像会员的小福利，可能会有截然不同的反馈。Gwern 那边给人的感觉就像是个打赏箱子。现在，我这边更像是一个会员俱乐部。我觉得，如果 Gwern 能改成「成为 Gwern 研究所的一员」，他应该能收到更好的反馈。\r\n\r\n **Dwarkesh Patel** 02:06:10\r\n\r\n他在 Patreon 上有个活动，只要你捐赠五到八美元，他会读完一整本书然后写评论。\r\n\r\n **Andy Matuschak** 02:06:17\r\n\r\n是的，这实在太疯狂了。我不知道有没有人真的接他的这个「馊主意」。\r\n\r\n **Dwarkesh Patel** 02:06:19\r\n\r\n对，这简直就是把他的时间定价为一美元。\r\n\r\n **Andy Matuschak** 02:06:25\r\n\r\n是的，我对此也有些困惑。如果你先能吸引足够多的观众，或许让他们订阅会容易些。你可以免费吸引观众，然后在付费的部分提供一些额外内容。这个问题真让我挺纠结的，也许你能帮我想想。\r\n\r\n我写了一大堆只有赞助者才能看到的文章。现在我写作的大部分内容都在这些文章里，因为我在等待有足够的素材可以公开发表下一篇大作。我有几篇大作正在筹备中。我为赞助者写了不少内容，但可能很多观众甚至都不知道这些文章的存在。要让人知道有会员专享的内容存在是个挑战。有时，人们会通过发推特或发送新闻邮件告知有这些订阅者专属的内容，但我就是做不到这一点。感觉告诉别人「这儿有个链接，但你看不了」，这样做很糟心。我不知道你怎么看这个问题，或者你是否考虑过为 Lunar Society 做一些订阅者专属的内容。\r\n\r\n **Dwarkesh Patel** 02:07:39\r\n\r\n我正打算跟你提这个问题。我是你的赞助者，我有机会阅读所有只有赞助者才能看到的文章，而且我觉得它们写得非常好。我在阅读的时候就在想，那些不知道这些文章存在的人真可惜。如果他们对你的作品了解得不够多，就不会去订阅，然后这些文章就被 Patreon 隐藏起来了。很遗憾，有时我们为了筹集资金进行公共工作，不得不将部分作品的公开程度降低。\r\n\r\n **Andy Matuschak** 02:08:11\r\n\r\n解决这个问题其实有更好的方式，例如从设计上出发。比如，如果我的作品大多数都集中在同一个地方，而不是分散在不同的地方，那么公开的部分和私密的部分在视觉和结构上就能形成对比，读者就会明白还有额外的内容。或许，你可以先看到其中的一小部分，Substack 就有这样的功能，能让你大概知道你会看到什么。然而，我几乎没花什么时间去考虑如何合适地展示这些内容。\r\n\r\n **Dwarkesh Patel** 02:08:46\r\n\r\n对，另一个要考虑的是，你的写作影响力很大程度上取决于有多少人真正阅读了它。这个期望值主要取决于它能否在网络上疯传。比如说，你曾发表过一篇非常有见地的文章，基于你在苹果公司的经验，探讨了 Vision Pro 的可能性，以及它在哪些方面达到了期待，在哪些方面又没有。我认为如果那篇文章能广为传播的话，肯定会引起很大反响。\r\n\r\n **Andy Matuschak** 02:09:23\r\n\r\n嗯，多谢。我确实把那篇文章公之于众，发在了 Twitter 上，还上了 Hacker News 的头版。我认同你的观点。通常情况下，我其实并不期望我的东西疯传。这些作品对大部分人的价值，主要在于它们揭示了一种罕见的创新工作的幕后情况，这是他们平常难得一见的。并且，这些内容大都富含情境性，不能独立存在。我也并不想写出一种能独立存在的感觉。偶尔，有些东西被大范围传播，然后就会有人发表评论，他们满怀困惑和愤怒地质疑我到底在说些什么，这种体验让人泄气。这就是为什么我只有当我想要写一些面向大众的东西时，我才会刻意这样写。\r\n\r\n(02:10:16) - 间隔重复\r\n\r\n **Dwarkesh Patel** 02:10:16\r\n\r\n好的，我这儿有一些从 Twitter 上收到的问题。\r\n\r\n **Andy Matuschak** 02:10:23\r\n\r\n来吧，看看 Twitter 上的问题。\r\n\r\n **Dwarkesh Patel** 02:10:18\r\n\r\n这是 Matt Clancy 提出的另一个问题。你能不能举出一些有益的知识工作习惯的例子，它们可能在很大程度上都因为采取了「间隔重复」这种形式而显得有效，但参与者却并未意识到这一点？\r\n\r\n **Andy Matuschak** 02:10:32\r\n\r\n其实，间隔重复已经深深嵌入到我们的工作生活中了。举个例子，如果你是个研究员，你得定期写论文，这个过程中你得反复解释特定研究领域的历史，并引用相关文献，这就是一种间隔重复。或者当你在教学生时，你会反复说，「遇到这样的情况，你必须记住要做什么」。这也算是一种间隔重复。这些其实都是意料之外的间隔重复。医生在查房时也会遇到这种情况——尽管他们不一直在看病人，但他们还是会接触到其他病人。在这个过程中，常常会出现这样的场景：在病人被介绍给你时，你需要自己思考要问什么问题。「我应该怎么诊断？」在你听到答案之前，你其实已经在做一种隐形的记忆提取。间隔重复的模式实际上无处不在。它是间隔的，也是重复的。\r\n\r\n我所探索的正式的间隔重复实践，它的不同之处在于，它关注的是那些你通常不会重复的知识，可能是因为你对这个知识还不够熟悉，还没有形成稳定的学习习惯，或者这个知识在你的生活中并没有牢固的依据。\r\n\r\n(02:11:56) - Andy 的个人网站和笔记\r\n\r\n **Dwarkesh Patel** 02:11:56\r\n\r\n这是 Ian Vanagas 提的一个问题：「一个人在自己的网站上应该花费多少精力才算合适？」我猜他可能被你的 [andymatuschak.org](https://andymatuschak.org/) 网站上漂亮的 CSS 吸引了。\r\n\r\n **Andy Matuschak** 02:12:12\r\n\r\n我其实并不太喜欢它。但对自己的网站来说，这种想法是普遍存在的，对吧？这个网站已经三年了，这让我有重新设计它的冲动，但我不会让自己这么做，因为我觉得这样会让人分心。那么，投入多少精力才是恰到好处的呢？这个问题没有标准答案。当然，这可能会是我的答案，但我能说什么呢？网站的任务是什么？它想达到什么目的？很多人，特别是工程师，过度担心他们的网站，做出大量技术架构，而他们真正需要的只是一个可以发布 markdown 文件的地方。他们更好的选择应该是安装一个 ghost 系统。主要的考虑点是你想向世界展示什么？你想表达的内容的理想形态是什么？试图找到某种组织和表达这个内容的方式。\r\n\r\n我们有一些通用模式，比如博客或作品集。人们往往会强迫自己适应这些模式。人们最后可能会使用博客软件来制作一些更持久的东西。那些非常有趣的个人网站通常来自那些想要展现的东西的形态，然后制作出能体现这个想法的东西。通常，一旦你理解了要制作东西的形态，这并不那么费力。我的网站并不是我投入巨大努力的项目，可能我应该投入更多的精力，因为我的收入取决于人们是否通过这个网站找到我。\r\n\r\n **Dwarkesh Patel** 02:13:44\r\n\r\n那些有关工作笔记的……？\r\n\r\n **Andy Matuschak** 02:13:46\r\n\r\n那个只花了我一个周末。\r\n\r\n **Dwarkesh Patel** 02:13:47\r\n\r\n真的吗？\r\n\r\n **Andy Matuschak** 02:13:48\r\n\r\n对，我其实对此有点愧疚，因为现在很多商业项目都在模仿那个。人们都以为，「哦，这就是呈现网络笔记的方式」。但我觉得它在很多方面都做得不够好。我只花了大约两天的时间在这上面。\r\n\r\n **Dwarkesh Patel** 02:14:01\r\n\r\n哇，我还以为这个问题是在暗示——你一定花了几个月时间在这个上面。\r\n\r\n **Andy Matuschak** 02:14:05\r\n\r\n其实并没有。这就像是那个故事里的修车工，他在那里轻轻一敲，然后就明白了一切。我有设计直觉，这将我引向了一个特定的方向。但也有很多东西我并不喜欢。我并没有让自己花更多时间去改进，因为我觉得这没那么重要。\r\n\r\n(02:14:24) - 在苹果的工作\r\n\r\n **Dwarkesh Patel** 02:14:24\r\n\r\n在我问 Twitter 上的最后一个问题之前，我想询问一下你在苹果公司的工作经历。每个人都有 iPhone，从外看，设计这样的产品必然面临许多不同的权衡和限制。比如某些组件的供应和成本是什么？消费者需要什么？研发团队准备推出哪些功能？在你任职于苹果公司期间，你负责了许多核心的设计特性。如何整合所有这些信息，考虑所有这些限制，然后决定这就是设计呢？这个过程是怎样的？\r\n\r\n **Andy Matuschak** 02:15:00\r\n\r\n这个过程其实划分得非常细。你刚刚提到的所有这些因素，对我来说并不重要。所有这些都是预先确定的。在苹果公司，你有自己的小领域，这个领域的界限由其他人的领域决定。比如，有个负责热量管理的人。实际上，负责热量管理的是一个团队，他们会确定诸如「我们的热量预算是多少？在哪种工作状况下，我们可以让 CPU 开机多久？」这样的问题。我不能对此提出异议。这些就是我要遵守的限制。\r\n\r\n **Dwarkesh Patel** 02:15:40\r\n\r\n但这些限制不是由各种问题决定的吗？\r\n\r\n **Andy Matuschak** 02:15:46\r\n\r\n这是个迭代的过程。我们会遇到这样的情况，有些我们很想做的事，但由于耗电太多而无法实现。比如「Hey Siri」就是个有趣的例子。随时随地通过语音命令激活设备，而无需进行手动操作，这听起来很棒。最初人们想通过后台监听实现这个功能。但这意味着主 CPU 需要全时段运行，处理音频缓冲，这根本不行，因为电池会被耗尽。这种尝试最终导致了专门设计一个功耗较低的辅助处理器，该处理器功能有限且受限制，当主 CPU 未运行时，它可以运行，并监听特定的声音。\r\n\r\n **Dwarkesh Patel** 02:16:31\r\n\r\n有没有一个人负责将所有事情综合起来考虑呢？「我已经根据每个人的备忘录作出了决定，你们负责热力学，你们负责这个，你们负责那个？」。\r\n\r\n **Andy Matuschak** 02:16:44\r\n\r\n其实情况并不完全如你想象的那样，更多的是一种互动关系。部分优先级是由团队自己设定的。比如说，热力学团队有他们自己的研究重点，他们清楚什么对他们来说是重要的。另一些优先级则是由外部因素决定的。苹果公司的高级管理团队会做出最终决定，规定明年设备的主要开发方向。「嗯，明年，我们将引入面部识别解锁手机的功能，而且我们将取消 home 键。」如果你想去掉 home 键，又想让屏幕覆盖整个前面板，这就对设备的整体设计产生了很大的影响。这个决定为很多团队创造了大量的工作。\r\n\r\n有些事情则更多的是在局部水平上处理。比如说，iOS 应用程序的主管可能会做出这样的决定：因为应用程序和系统框架是同时开发的，我们通常会使用一种奇怪的混合框架来构建我们的应用程序，部分是内部框架，部分是公开的开发者框架。内部的那部分总是和外部的有些不同，而且并不总能得到可靠的维护。所以我们在两者之间有很多问题。我们的一个重要目标就是将我们的应用程序的所有部分重写，只使用公开的部分，这样它们就可以在 App Store 上发布。这个决定是在一个更局部的层面上做出的，而不是由最高级别的执行团队做出的。\r\n\r\n **Dwarkesh Patel** 02:18:16\r\n\r\n让我感到非常惊奇的是，一个市值高达两万亿美元的公司能把如此多的信息有效地整合起来，形成一个统一而又有序的层级结构，在这个结构下，不同的产品、各种权衡的决策都能有条不紊地进行。这是否让你认为，随着时间的推进，那些运转良好的科技公司会越来越大，它们实际上能够承受起如此庞大运营成本？\r\n\r\n **Andy Matuschak** 02:18:42\r\n\r\n首先，我想对你关于公司庞大规模的观察做出回应，然后我们再讨论其他公司。苹果之所以能做到这一点，关键在于他们的管理方式——明晰的责任分配。尽管苹果有着非常严格的指挥和控制体系，且重要决策由一小部分顶层人士做出，但在各个层面的各个领域，各级领导都拥有大量的自由裁量权。这是任何事情能够顺利进行的唯一方式。在各自的领域内，每个人都被赋予了极大的责任和权力去做决策。这就是为何我们可以拥有这么多各式各样的产品。\r\n\r\n[Craig Federighi](https://www.apple.com/in/leadership/craig-federighi/) 是苹果软件总负责人。那意味着什么？怎么会有一个「软件总负责人」的职位呢？他们有多少个平台？iOS、iPadOS、WatchOS、VisionOS、MacOS，还有一些小芯片里跑的操作系统。所有这些都得 Craig 来管。那这是怎么回事呢？实际上，意思就是他得操心一系列的软件问题，而且这些问题每天都在他的头脑中回旋。我在苹果的时候，Craig Federighi 曾经亲自来我办公室，和我一起研究手势识别的启发式算法，因为这对他来说极为重要。然而同时，他几乎对 95% 与软件相关的决策置之不理。他直接把这些事全权交给了其他人。\r\n\r\n有一篇很有意思的哈佛商业评论文章，讲述了苹果的管理结构，以及领导们如何分层次地承担责任。我记不清楚具体的细节了，但是比如说有 5% 的事情是你得全程亲力亲为，全程把控。在这个圈子外面，还有一个稍微大一点的圈子。那些是你得留心的事情，它们很重要，你会接收到关于它们的报告，你会检查它们，思考它们，你会有自己的想法并把它们传递下去，但你并不直接管控它们。然后再往外，就是一些你可以放心交给别人的事情，只有出问题的时候你才需要知道。文章还谈到了这种结构如何随时间演变。我离开苹果已经八年了，所以现在的苹果肯定和我当时认识的那个苹果大相径庭。\r\n\r\n(02:21:05) - 间隔重复 2\r\n\r\n **Dwarkesh Patel** 02:21:05\r\n\r\n来自推特上的 Bazel Halperin 问道：「间隔重复法使用不广泛，是市场出了问题，还是说这种现象本身就反映了效率？」\r\n\r\n **Andy Matuschak** 02:21:15\r\n\r\n我想，大部分情况下，这其实是效率的表现。在能从间隔重复中受益，而且不需要大量新颖的文化知识去支持其应用的领域里，我们确实看到了很多间隔重复的使用。比如在医学生群体中，他们的学习意愿强烈，而且他们需要掌握的知识非常适合使用间隔重复，所以他们广泛使用了这种学习方法。实际上，Anki 的医学生分论坛的人数甚至超过了 Anki 的主论坛。\r\n\r\n同样的，在学习语言的人群中，各种形式的间隔重复也颇为普遍。Duolingo 就融入了间隔重复。在沉浸式学习的过程中，间隔重复的存在更是顺理成章。早期的间隔重复工具，不论是[莱特纳盒](https://en.wikipedia.org/wiki/Leitner_system)还是 Wozniak 的 [SuperMemo](https://www.supermemo.com/en)，最初都是为了语言学习而设计的。因此，在语言学习这一块，间隔重复有很大的市场。当然，我们也可以以更多创新的方式来应用它。举个例子，Russell Simmons 曾向我指出，通过卡片学习单词往往会错过一些整合各种知识的机会。我们实际上应该多学习一些句子，或者至少向这个方向努力。Duolingo 就在做这样的事情。然而，对于 Reddit 上那些用间隔重复学习语言的论坛，多数人并没有这样做，但也有一些人做，这个问题复杂得多。在市场的边缘，我们需要一些早期的采用者去尝试一些可能还不太完善的东西，这可能会让他们受些伤，流点血，这就是人们不急于接受间隔重复的原因。\r\n\r\n至于为何间隔重复在像学习量子物理这样的领域并未被广泛使用，其原因其实很简单，这基本上是成本问题。我可以利用间隔重复更快地学习量子物理，但这并不意味着一切都能如愿以偿。这不像学解剖学那样，只要你复习完卡片就能掌握。你还需要掌握一些其他的知识。我现在正在研究这些。同时，你还需要获取大量现在还很少有人知道的特殊知识，才能用好间隔重复。这也是我录制这个视频的原因之一，我想在实践中展示一些这方面的知识。既然市场无法对这件事情做出反应，那么现在的情况也就理所当然了。\r\n\r\n **Dwarkesh Patel** 02:23:36\r\n\r\n这个节点，算是我们这个合作项目的一个完美收尾了。这真的让人深感兴趣。\r\n\r\n **Andy Matuschak** 02:23:44\r\n\r\n非常感谢你。\r\n\r\n **Dwarkesh Patel** 02:23:45\r\n\r\n我们花了很多小时，获得了许多洞见，给了我很多思考的食粮。\r\n\r\n **Andy Matuschak** 02:23:47\r\n\r\n很好。谢谢你。\r\n\r\n **Dwarkesh Patel** 02:23:48\r\n\r\n好的，感谢你的参与。", + "type": "text/markdown", + "caption": " Andy Matuschak - 自学，间隔重复，以及为什么书本不起作用\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Andy Matuschak - Self-Teaching, Spaced Repetition, & Why Books Don't Work" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Architectures for a more flexible mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Architectures for a more flexible mnemonic medium.json" new file mode 100644 index 0000000..1322b8f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Architectures for a more flexible mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Architectures for a more flexible mnemonic medium", + "text": "# 更加灵活的助记媒介架构\r\n\r\n原文：[Architectures for a more flexible mnemonic medium | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/architectures-56842917)\r\n\r\n本月的更新我想做些新尝试——分享一些尚未完成，稍显粗糙的设计工作。这样做有一点很矛盾，就是很多设计还没有敲定，向别人展示起来要费不少功夫。为了交代得通顺，就必须多做不少修修补补的工作。如果设计师在设计所或者公司里规模很大的小组里工作，对这套重活已经很习惯了。但我独立工作，这样做很不自然庆幸的是，你们很了解背景信息，所以我希望你们能忍一下，发挥些想象力。虽然本次讨论以概念为主，但也很依赖于实际界面，因此本文没有音频版本。\r\n\r\n[上个月我介绍了助记媒介的一个关键设计问题](https://www.patreon.com/posts/revamping-medium-55309960?cid=66935664)：它把作者放在驾驶座上，假设读者想线性、完整地阅读——并记忆！有时候，这种方式确实恰到好处，但在很多情况下，读者可能（合理地）希望能亲自驾驶，有目标、有计划地阅读。\r\n\r\n为了实现这个目标，我开始反思这个媒介的原语。我希望避免创造出好几种不同的媒介「模式」，而是想找出一些基本的元素，这些元素在不同的情况下，能够被作者和读者以各种方式重新组合。当你找到正确的抽象方法，就会有一种「顺着宇宙的纹理」进行雕刻的感觉——感觉上更像是在发掘原本就存在的东西，而非从头创造。比如，VisiCalc 的单元格，文件和文件夹，贝塞尔曲线及其相应的画笔工具，Photoshop 的图层，等等，它们都有这种力量。\r\n\r\n **阅读场景和行为谱系** \r\n\r\n要找到这样的原语，通常意味着要找出许多种活动所共有的一些模式。因此，我分析了各种阅读情况，试图发现其中的共通性。\r\n\r\n我找到了四个特定场景，这些场景对我们来说具有指导意义。当然，这并不意味着涵盖了所有情况，但它们覆盖了一个较大的范围，同时也揭示了这个问题的复杂性：\r\n\r\n1. 阅读一本 **引导式的入门读物** ，用来在一个自己感兴趣的新领域找到立足之地。如果你有兴趣的话，《[量子国度](https://quantum.country/)》是一个很好的例子。\r\n\r\n2. 从 **经典文献** 中提取精华，辅助项目创作，或者满足兴趣。例如，如果你研究机器学习，你可能会仔细研究 GPT-3 的论文。\r\n\r\n3. 查询 **参考资料** 、年鉴或手册，以了解有关某个具体问题的信息。这将包括维基百科和[我们的数据世界](https://ourworldindata.org/)上的许多文章。但它也可能包括像「[伟大的首席执行官](https://docs.google.com/document/d/1ZJZbv4J6FZ8Dnb0JuMhJxTnwl-dwqx5xl0s65DE3wO8/mobilebasic)」这样的手册，其结构设计上就考虑到了按需阅读。\r\n\r\n4. 为 **启发** 而阅读。《纽约客》的文章；反思性的博客文章；像《人类简史》或《思考快与慢》（假设这些主题不是你的创作重点）这样面向大众的非虚构读物。这类阅读通常是为了享受阅读的乐趣，所以读得相对轻松。\r\n\r\n助记媒介是否 **应该** 覆盖所有这些不同的阅读场景？我其实心里没底。例如，对入门读物，它的好处很明显，但对于启发阅读，效果就没那么明显了。说实话，最省力的做法应该是专注于那些读者众多且兴趣相近的「关键」文本。然而，在设计中我悟出的一条原则是，尽管 80/20 原则有其道理，但为比你立即要实现的范围更大的目标进行设计往往颇具价值。后者可以帮你找到更通用的原语，这些元素能让你「逐步成长」。相反，过于追求 80/20 原则往往会构造出一种限制未来扩展的框架。更糟的是，一旦建立了这样的框架，可能会局限你对未来发展的想象力。当然，关键的挑战在于，你得找准问题的边界在哪。当你扩大问题范围时，设计难题将变得越来越棘手，而且跟你将要进行原型测试的实际情况的紧迫性可能会脱节。我是否应该尝试构建一种包含未来基于机器学习的卡片生成互动的设计架构？要不要全面整合个人知识管理系统的其他部分？我现在的答案是「不」，但我会试图考虑大范围的不同阅读场景。这些都是我认为，由专家撰写的间隔重复卡片可能大有裨益的场景。\r\n\r\n这些阅读情境中的一个主要变化轴线是完整性。如果你正在阅读一本引导式的入门读物或学习一篇重要的出版物，你可能想记住所有的关键细节。但是，如果你在查阅像维基百科这样的参考资料，你可能会进行非线性的阅读，只关注文本中的部分内容——对应的，记忆系统也应做出相应的调整。同样地，在为启发而阅读时，你通常对完整性的需求就没那么高了：你可能会全文通读，但你大多只关心一些高层次的「要点」。需要注意的是，后两种情况在不完整性的性质上是有所不同的：在查阅参考资料时，读者希望记忆系统支持选择性和非线性，而为启发而阅读时，读者则希望记忆系统支持更高的粒度和较低的细节层次。\r\n\r\n另一个重要的变化轴线是读者意图的可读性。入门读物将自己定位为明确的教学资源，因此作者可以默认读者确实想学习这些材料。让文本在某些地方中断，让你试着回忆关键细节，这完全在理。但在大多数其他情况下，嵌入式的复习可能与读者的意图相悖。例如，我们在读者对 David Chapman 的助记文章《[地图、领土和元·理性](https://metarationality.com/maps-and-territory)》的反馈中，就能明显感受到这一点。你正在阅读以获得启发，然后——咣当——弹出一个界面元素，要求你记住论证的一些细枝末节。正如一位读者所指出的，这「感觉就像在学校」：这种要求与你的承诺水平格格不入。在许多情况下，嵌入式复习会显得太过教条或自以为是，好像作者在说，读者必须对他们的每个字眼都要深思熟虑。问题在于， **有些** 读者将 Chapman 的文章当作是明确的教学资源来看待。对于这些读者来说，嵌入式复习反而是一大加分项，但作者无法事先知道哪个读者是哪种类型。这就需要媒介能够让读者自主选择，而不给人一种被强加的感觉。\r\n\r\n我想介绍的最后一条变化轴线：读者自己写卡片的倾向性。比如你正在阅读一篇和你的创新项目有关的重要论文。你可能想记住作者描述的所有关键细节，但最重要的卡片可能是关于该论文对你自己想法的影响。同样，如果你在读一篇关于人际关系的文章，你可能会发现自己想写一两张卡片，将它与你自己的生活联系起来。但是，在阅读参考文献时，你通常只是获取现有的内容；在阅读入门读物时，你通常对主题的了解不足，无法自己构建太多联系。\r\n\r\n因此，我们想确定助记媒介的原语，它们可以被读者和作者以不同的方式使用，以适应这些变化轴线的不同位置。\r\n\r\n **工作流和基本要求** \r\n\r\n我们可以从不同位置的典型工作流来考虑这个问题：\r\n\r\n- 当完整性较高时，「在章节/页面中添加所有卡片」是常见的交互......但这些卡片可能会在未来的复习中进行迭代优化\r\n\r\n- 当完整性较低时，媒介应提供方便的途径，让读者主动选择与自身有关的详细信息的卡片...\r\n\r\n - .....可以在阅读时因兴趣而产生的即兴反应，\r\n\r\n - ......也可以在合适的停下来的地方回过头来决定哪些内容重要\r\n\r\n- 当读者有明确的学习意图时，媒介时不时地提示他们回忆所读内容是受欢迎的\r\n\r\n- 当读者的意图不明确时，媒介不应通过强迫他们复习来使他们感到不悦\r\n\r\n- 当读者有可能写他们自己的卡片时，我看到有两个工作流值得关注：\r\n\r\n - 当读者在阅读某段内容中突然发现一个他们想记住的联系，他们应该能立即记录下来\r\n\r\n - 从我的个人经验来看，我觉得在读完一篇文章（或者对于较长的文章，在每个章节的结束处）反思「那又怎样？」然后针对我所观察到的情况写下卡片，是很自然的事情\r\n\r\n- 当读者不太可能建立个人联系时，为编写卡片提供的功能不应妨碍收集作者卡片的工作流\r\n\r\n这份工作流清单表明，除了现有的复习场景之外，还有三种重要的卡片展示场景：\r\n\r\n- 在章节分隔或文章结束时，回顾性地批量展示卡片\r\n\r\n- 在阅读过程中针对即时冲动做出反应的内联交互（「哦，让我们确保记住 **这一点** ！」）\r\n\r\n- 在复习期间/之后/之间迭代优化，在 Orbit 应用的场景下，而不是在作者网页的环境下\r\n\r\n读者可能会在这些场景中自由切换，因此我们不希望设置人为的边界。我们希望有某种基本的原语能够 **在各种场景中展示卡片** ——就像一条 Tweet 感觉像一个基本的对象，无论是独立嵌入、显示在列表中，还是部分构造在一个编辑界面中，都同样自在。在这些场景中，详细的功能可能会有所不同，但 Tweet 的形式始终保持一致，让人觉得在不同场景中都是「同一个东西」。\r\n\r\n因为部分低完整性的工作流会让读者迅速浏览并从一系列可能的卡片中选取，所以卡片需要 **以紧凑的形式展示** ，这点非常关键。这也能帮助机器学习驱动的场景，因为我们可能无法精准地生成你想要的卡片，但如果我们能生产出十张卡片供你挑选，那成功的机会就会大大增加。\r\n\r\nJeffrey Heer 在[他 2019 年的论文 Agency plus automation 中](https://www.pnas.org/content/116/6/1844)，找出了一种设计人工智能交互界面的重要模式：共享的表示方式，这种方式既可以由人创建，也可以由机器创建。这就让机器可以提出可能的行动方案，用户可以流畅地适应/采纳，同时用户的行动可以被机器学习系统以同样的方式理解。谷歌的搜索结果建议（如下所示，摘自 Heer 的论文）就是一个很好的简单例子。如果我们在未来追求基于机器学习的卡片生成，这一原则可能直接适用，但即使在现在，它也很适用于混合作者和读者卡片的问题。 **作者的卡片应该与读者的卡片是同「一种东西」。** 读者应该能够轻松地改编和修改作者的卡片，就像他们处理谷歌搜索结果建议一样。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/e1f1a705dca549f887b16104badba338/eyJ3Ijo4MjB9/1.png?token-time=1646611200&token-hash=KvfIpk1-EsfaWhUFYzUDpNP9-hbstfnu5QHhKpGO73A%3D)\r\n\r\n对于列表展示方式，我总结出的核心需求就是 **流畅性** 。当面对一长列由作者或机器学习模型给出的潜在卡片时，读者应能迅速挑选出心仪的那些，然后进行必要的调整。比如，如果在编写卡片时，读者突然发现一条信息实际上可以分成两条，那么此过程不应需要频繁跳转不同的「界面」或「模式」。卡片编辑更像句子，我们通常进行整体修改；在写作或修改卡片时，我应该能随时观察到它的「邻居」的「[周边视野](https://notes.andymatuschak.org/Peripheral_vision)」，就像在文本编辑器中编辑段落中的句子一样。\r\n\r\n在过去的两年里，我一直在[用文本编辑器在纯文本文件中写卡片](https://notes.andymatuschak.org/z4mAF1uBV96r72e4NjLcDaujEyTPGiUQJEj8C)，这种同时阅读和编辑多张卡片的灵活性让我深深着迷。[1] 我想把这种流畅性带到嵌入式阅读环境中，但比起我那种自由格式的文本文件，我更希望它的结构更为有序。那些待办事项应用给了我很大的启发，它们往往能提供一种连续的文本编辑环境，富于流畅性。苹果的「提醒事项」应用就非常接近我心中的理想状态：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/f1cc82d587994f3abd6166d70adcb4bf/e30%3D/1.gif?token-time=1646611200&token-hash=luN38nnoX0aP7ABsJsqB7zHcJ58EW3326Ez_YiaCT0s%3D)\r\n\r\n这种连续文本编辑的方式有个好处，就是可以灵活地交换格式。你可以选中一堆卡片复制下来——它们不过是带有一些额外标记的 Markdown 文本。因此，你可以把它们粘贴到 Twitter、PDF 注释、源文件的评论部分等地方。同样，你也可以从这些地方复制纯文本卡片，并将其粘贴到 Orbit 中。复杂的卡片「生成器」可以在你选择的编辑器中作为宏来实现。我认为这种可塑性可能会带来一些出人意料的用户行为。\r\n\r\n虽然我们常常不能强求读者去参与测试，但在长篇文章中，每个 **章节间隙** 都是嵌入交互的理想场所。假设作者做得很到位，章节本就能成为一个相对连贯的材料群。通过将交互元素放在章节末尾，能有效减轻读者在评估和选择相关卡片的压力：在许多情况下，章节会自然地反映出读者的兴趣边界。对本节有浓厚兴趣的读者可能会「添加全部」，然后删除一些不太有趣的卡片；而对本节只是粗略翻阅的读者，可能会忽略相关卡片，或者快速过目然后挑选出一两个。\r\n\r\n另外，《量子国度》的读者报告了在章节间隙嵌入交互的一些有趣体验。这些复习环节提供了一种安全感：如果你在阅读时感到不踏实，也不用怕，很快就有一个复习环节来确认你是否理解了应该理解的东西，如果没有，你还会得到一些关于哪里需要更多关注的反馈。嵌入式的复习让他们在阅读的过程中有了明显的「进步」感：复习帮助他们感知到他们在理解主题上的进步。对其他读者来说，嵌入式的复习帮助他们调控自己的阅读节奏：「我读完了这一节，以为我理解了——但回答这些问题时，我发现我完全没有吸收！于是我又回去仔细地读了一遍。」当然，这些效果有其两面性。如果你对待文章的态度就像一个勤奋的学生，那么它们就很有帮助；而如果你是以一种更轻松或策略性的方式阅读，那么它们可能就成了媒介不适当的强加之物。\r\n\r\n **解决方案草图** \r\n\r\n我一直在探索可能满足所有这些特性的表示空间。这总是个反复调整的过程，这里展示的方案肯定还处在试验阶段。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/42fd54ac091d4f48afc778499397c3bb/eyJ3Ijo4MjB9/1.png?token-time=1646611200&token-hash=4yFORRJ42bxnfiLJD3-c9Ron6q8ONTxZf7nlsLwiirI%3D)\r\n\r\n首先，我们不应该对入门读物场景造成伤害。对于像《量子国度》这样的文本，我们仍然希望「默认」的阅读模式包含插入的复习环节，并「保存」遇到的所有卡片。但是在这些默认的情况下，我们也希望能给读者更多的控制权。如果一个问题显得毫无意义，那你就没必要去学习它。如果你想改写一个问题，你应该能够这样做。如果你想添加自己的卡片，那你也应该有这个权限。\r\n\r\n我在这里的做法是：\r\n\r\n- 入门读物和其他明确的教学媒介可以穿插嵌入的复习区，一开始，它们的行为与现在的模式差不多\r\n\r\n- 但在复习过程中，读者可以根据自己的灵感逐步握紧主导权：\r\n\r\n - 如果觉得某张卡片没什么意思，他们可以选择跳过\r\n\r\n - 如果觉得某张卡片的措辞不太好，他们可以进行编辑\r\n\r\n - 如果有灵感，他们可以亲自编写卡片\r\n\r\n - 他们可以直接切换到列表视图，我稍后会介绍一下\r\n\r\n- 读者复习过的卡片（但不包括他们跳过的卡片）会自动添加到他们的账户中；他们跳过的卡片不会\r\n\r\n- 当他们完成复习集时，他们会看到一个鸟瞰式的卡片列表，在那里他们可以：\r\n\r\n - 撤销自动添加复习过的卡片\r\n\r\n - 有选择地添加/删除个别卡片\r\n\r\n - 根据他们的喜好编辑和添加新卡片\r\n\r\n实际的结果是：读者不需要进行任何额外的交互就能享受到当前的默认行为，但他们在复习之前、期间和之后都有一系列平滑的机会去修改这种行为。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/88b8f17da7ed41bb86a250cd507b23a9/eyJ3Ijo4MjB9/1.png?token-time=1646611200&token-hash=JHOAX8210qP2O_v6WCUdJ1VsCUlEi9z6XBvV6PVC3Lk%3D)\r\n\r\n你会注意到，后一张截图展示了一个列表风格的界面。这里的想法是，它是一张连续文本画布，就像前面的苹果提醒界面一样。因此，编写新卡片是一种内联体验（译注：直接在行内操作），而不是一种模态体验（译注：打开一个新的窗口）：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/c6c2a865cc2047ce9a554c75a6c190dc/eyJ3Ijo4MjB9/1.png?token-time=1646611200&token-hash=6olmSYRaMZPNRVMBVlkBJbpVs_h8TWMEZWOwDpUJ9jM%3D)\r\n\r\n[（查看大图）](http://andymatuschak.org/files/2021-09-30-typing.png)\r\n\r\n同样的列表视图也可以在 Orbit 应用程序中用作「库」视图，以便随着时间的推移不断完善卡片，或者编写新卡片。\r\n\r\n我在上面描述的工作流非常适合于入门读物和读者有明确学习意图的情况。在其他大部分情况下，这种做法可能会显得过于强硬，但如果我们简单地反转它——也就是说，使其 **默认显示列表视图** ，而不是复习模式，那么这种嵌入式元素在许多情况下应该都能派上用场。这种反转让它的情感色彩有了明显的转变：它不再是一个无情的强制命令，而变成了读者可以利用的工具。如果读者真的有意深入学习，他们可以从列表开始进行复习。\r\n\r\n我觉得，将这种嵌入式列表用在博客文章的结尾，或者插在可能吸引各种不同兴趣读者的解释性材料中，都是非常有意义的。但对于许多论文的情境，我还是觉得它略嫌冒昧（毕竟它是一个占据视线的大元素，暗示着：「我的研究结果值得记忆」）。而且，对于特别低完整性的参考场景，如文章 [Our World in Data](https://ourworldindata.org/)，这样的工作流过于粗糙。\r\n\r\n对于后一种情况，我认为内联的上下文交互会很有价值。从高层次来看，你或许只是想在读书时，把觉得重要的点给记下来，相信自己能像变魔术一样把这些内容吸收掉。当然，这个想法除了实现上的难题，理念上也有一些阻碍。我在分析《量子国度》的卡片时，发现约三分之一的卡片并不完全对应于文中的某个具体内容。相反，它们更像是将一大块内容进行综合（例如，「X 门的逆是什么？」）。这种稍微抽象一点的问题，比直接照搬文本的陈述性事实，往往带有更深的概念性——也更有用！因此，在很多情况下，你并不能直接找到一个特定的词句，让它自然地对应到最有用的卡片。\r\n\r\n为了处理这类场景，我们或许可以另辟蹊径，而不是死守着精确到具体的文本段落。一个可能的做法是，在文中标记出特定的记号，提示读者「这块区域有相关的学习卡片可以参考」。那些帮助整体理解、综合性的问题，可能就会在介绍某个概念的几段文字之后的记号中出现。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/dae14a3ea61e49b2b973a9d79eb6d465/eyJ3Ijo4MjB9/1.png?token-time=1646611200&token-hash=yyMzMTiF2_p5HW4aF75SbmhRXl9e5wElLDHUy36fWWw%3D)[*(view larger image)*](http://andymatuschak.org/files/2021-09-30-glyph.png)\r\n\r\n注意，这个记号后面弹出的窗口里也展示了同样的卡片列表。\r\n\r\n还有一个大胆一些的想法是，我们允许读者选取任何内容，然后我们直接展示出与那一区域相关联的所有卡片——像我前面提到的那样，这种综合性的卡片通常会关联到大片的文本。读者可以自由挑选哪些卡片对他们有帮助。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/7625488975af460a8505508ac1fc318a/eyJ3Ijo4MjB9/1.png?token-time=1646611200&token-hash=T5jh25o60v0jQ9dJyk2hwpe2iHhbDKGur-H2_Z3w_z4%3D)\r\n\r\n还有一种方法是设置一个常驻侧边栏，再次重述了列表表示，但布局参考了 Google 文档的评论功能，模糊定位。不过，这种常驻显示方式，对于 Orbit 的艺术方向来说可能有些过于强烈了。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/56842917/9103328067504070b2343e2511b70c14/eyJ3Ijo4MjB9/1.png?token-time=1646611200&token-hash=Q3LN_y0t8vJVGMlIJOgvXW_lSuO5KrWYi0LSW__sHW8%3D)\r\n\r\n不管我们追求哪种路径，只要你灵感来临，你都应该可以随时写下你自己的学习卡片，哪怕周围没有作者预设的卡片。\r\n\r\n在概念上将嵌入式块与这些更内联的交互整合在一起，存在着许多挑战。在接下来的几周里，我将继续在这些架构上进行迭代，并着手制作交互原型。有新的进展，我会随时告诉你们！\r\n\r\n————————\r\n\r\n有一篇[新的关于课堂上提取练习的系统综述论文（Agarwal et al, 2021）](https://www.youtube.com/redirect?event=video_description&redir_token=QUFFLUhqbUtvMWZMcUNiYlpsWURGT0haUWlzLTVTNE5Gd3xBQ3Jtc0tscVEwb1VpQ0V5YmR1YTBSNWhWNGRvckRpTVJiMHg1Wi15SERjR2JLelNudW9BdHJhZklkNW83Y0cxTEpSVFMxMXE5V2ZtbGlubjVvbllvOC1Qc2JtSDV1NU1CNmwtSXplMFpSSkVLQkJzR0dCbVAwZw&q=https%3A%2F%2Flink.springer.com%2Fepdf%2F10.1007%2Fs10648-021-09595-9)。一时兴起，我[直播了关于这篇论文的写作笔记和 SRS 卡片](https://www.youtube.com/watch?v=kG2_6ToMZgI)。那些对我写笔记的做法感兴趣的人可能会发现这很有趣。\r\n\r\n我要感谢 Ozzie Kirkby 对原型和讨论的贡献，这促成了这篇文章中提出的想法。我还要感谢 Nick Barr、Sara LaHue、Marcos Ojeda、Taylor Rogalski 和 Gary Wolf 提供的有益反馈和讨论。最后，感谢你们所有人的持续支持，使这项工作成为可能。\r\n\r\n————————\r\n\r\n[1] 我应该注意到，[RemNote](https://www.remnote.io/) 在商业上一直在追求类似的想法。我没有在自己的工作中使用过这个产品，但他们最近的重新设计给我留下了深刻印象，他们精简了很多以前感觉很碍事的形式。我的主要兴趣仍然是传媒背景下的卡片，所以我很高兴看到这些人在个人笔记背景下的卡片写作环境方面取得了进展。", + "type": "text/markdown", + "caption": " 更加灵活的助记媒介架构\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Architectures for a more flexible mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Armories for tool-maker tool-user collaborations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Armories for tool-maker tool-user collaborations.json" new file mode 100644 index 0000000..4d5b9ab --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Armories for tool-maker tool-user collaborations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Armories for tool-maker tool-user collaborations", + "text": "# 工具制造者/使用者合作的军械库\r\n\r\n原文：[Armories for tool-maker / tool-user collaborations | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/armories-for-52549432)\r\n\r\n[Armories for tool-maker - tool-user collaborations.m4a](https://c10.patreonusercontent.com/4/patreon-media/p/post/52549432/1626ed24835e4d90b917677379f49d7b/eyJhIjoxLCJwIjoxfQ%3D%3D/1.m4a?token-time=1645488000&token-hash=jAItvFmNEQ1p0kipfISD-77ssoym7K_gY0UfrQKpDAA%3D)\r\n\r\n我以前曾说过，伟大的思想工具很少来自于专注于创造工具的环境。它们通常是某些领域的深度创造工作中的副产品。而且，这些工具的创造者，都极其熟悉这些创造性问题，且投入了不少心血。Stephen Wolfram 创造了 Mathematica 来加速他对细胞自动机的原创研究；Alan Kay 创造了 Smalltalk 来支持 PARC 的个人计算实验；Dan Bricklin 在商学院创造了 VisiCalc 来帮助解决金融模型。这三位发明家都是投身于原创领域问题的严肃计算机科学家。\r\n\r\n在这些案例中，发明者的领域问题实际上是数学和计算，这当然更可能产生技能的重叠。我们发现另一个常见的重叠来源是计算机科学家在相对通用的领域发明工具。例如，Charles Simonyi（所见即所得文字处理器的发明者）是一位计算机科学家，但作为一名知识工作者，他当然很会写备忘录。这说明 Bravo（以及后来的 Word）的功能更适合写备忘录，而不是写小说。\r\n\r\n在这些常见的重叠领域之外，很少有其他领域的佼佼者也是优秀的计算机科学家。在大多数领域，伟大的工具制造者很少是伟大的工具使用者，反之亦然。[Michael Nielsen](https://michaelnielsen.org/) 曾指出，你可能宁愿让 Stradivarius 为你制作小提琴，而不是 Joshua Bell；反过来说，你也更希望听 Joshua Bell 演奏小提琴。每项活动——无论是小提琴制作还是演奏——都需要独立的精湛技艺和终生练习，而一个人很难同时拥有这两种能力！\r\n\r\n但即使你身怀数技，将两者分开也可能有一些好处：工具制造者可以不断地考虑抽象和泛化，工具使用者可以专注于手头的有意义的问题，而不会被系统化分散注意力。\r\n\r\n因此，有一些在「思想工具」方面的进展，可能取决于找到方法，让「工具制造者」与「工具使用者」——那些在某种意义上致力于演奏我们创造的乐器的人——紧密合作。这超出了像 IDEO 这样的公司所进行的典型的人群化「设计研究」：制琴师必须自己成为至少中等的「小提琴手」，融入这些社区，并能够对他们的问题做出原创性（但可能是有限的）贡献。同样地，工具使用者必须积极参与设计项目，足够了解工具的制造方式，以贡献有意义的想法。\r\n\r\n[Photoshop 是一个很好的例子](https://www.photoshopnews.com/feature-stories/photoshop-profile-thomas-john-knoll-10/)：它是由计算机科学的研究生 Thomas Knoll 和他的兄弟 John Knoll 合作完成的，John Knoll 是工业光魔公司的一名特效艺术家。在开发[量子国度](https://quantum.country/)时，我与 Michael Nielsen 进行了类似的安排；在研究[可汗学院的新型教育环境](https://early.khanacademy.org/)时，我与像 [Scott Farrar](http://www.scottfarrar.com/sfx/) 这样的教师合作。\r\n\r\n与单一有效的工具制造者/工具使用者的简单情况相比，安排这种结对合作更具挑战。我一直在收集关于这个领域的笔记，今天我想描述一个可能在媒介发明领域中很重要的策略。\r\n\r\n> 「为了提高合作者的水平，研究另一个学科的问题，对我这个计算机科学家有什么帮助？在许多方面：\r\n\r\n> \\* 它让我们瞄准了相关的问题，而不仅仅是简单练习或小规模的问题。\r\n\r\n> \\* 它使我们对成功和失败保持诚实，这样我们就不会轻易欺骗自己。\r\n\r\n> \\* 它使我们面对整个问题，而不仅仅是简单或数学的部分。例如，在计算几何学中，我们不能避免碰撞点三倍体或共面点四倍体的情况。我们不能假设不具备条件的情况。\r\n\r\n> \\* 面对整个问题，反过来迫使我们学习或发展新的计算机科学，往往是我们本来不会涉及的领域。\r\n\r\n> \\* 抛去上述那些理由，光是站在那些发现蛋白质如何工作、或设计潜艇、或在纳米尺度上造物的巨人肩上审视问题，本身就件是有趣的事。」\r\n\r\n> ——[《The Computer Scientist as Toolsmith II（计算机科学家的使命是制造工具 II）》](https://www.cs.unc.edu/~brooks/Toolsmith-CACM.pdf), Fred Brooks (1994).\r\n\r\n### **建立一个军械库** \r\n\r\n在专注于媒介发明的合作中，工具使用者可能是作家、电影制片人或艺术家。他们是需要面对真实挑战的人——需要回答问题、或是需要叙述事物、亦或是需要探索美学。实际上，如果我们期望工具使用者在这些合作中推动使用的环境，他们将是创意合作项目的主要推动者：嘿，我的这个故事想法真的想用「非线性媒介」来表达。现在有了一个项目，而工具制作者可以开始围绕支持这些创造性目标的媒介进行构思了。\r\n\r\n但这里有一个棘手的溯源的问题。如果伟大的创造性工作应该推动新媒介的发明，那么推动创造性工作的最初想法如何能在第一时间开始？\r\n\r\n在这个模式中，最初的想法源自工具使用者，可能是半私密的修补或思考的结果。对于我们在非线性媒介中表达故事概念的例子，也许工具使用者是在阅读一篇关于 [Twine](https://twinery.org/) 的文章时发觉了他们的想法，然后遇到了想法的一些限制，并向工具制作的合作者提到了这些限制。但这意味着，当工具使用者在改进可能成为新的创意项目的想法时，他们大多会采用那些几乎已经「在掌握之中」的工具。如果一对组合希望通过严肃的创意项目，来探索工具领域的一些想法，必然要求工具使用者将他们的想法变得精确和具象化。这对组合必须积极主动地 **开发一个工具想法的军械库** （雏形和成熟均可），以武装工具使用者的探索。\r\n\r\n军械库中的工具想法不一定是可以使用的软件。它们只是必须足够坚实，很好理解，以便工具使用者能够在新出现的创造性项目中对其进行修补。例如，当 Michael 开始写《量子国度》时，该软件只是一个早期的草图：重要的是他对这个想法的 **形状** 有足够的了解，能够想象出一本书来有力地实现它。在勾画这本书的时候，（有一段时间）只写 「问题：一个量子比特的向量空间有多少维度？」就可以了。在文本中。助记媒介背后的核心 **理念** 已经「在军械库中」，建立在多年的间隔重复系统的实验上。\r\n\r\n军械库对使用者和制造者的关系和分工有重要影响。工具制造者并没有构思创意项目，所以如果有一个工具制造者认为有前途的想法，他们必须推动其发展，使工具的想法「进入军械库」，这样它就可以激发未来的创意项目。另一方面，工具使用者大多不开发工具创意，所以如果他们被一个工具创意打动，但这个创意还没有稳固到「进入军械库」的程度，他们应该能够依靠工具制造者来推动这个创意的发展，直到它准备好进入军械库。\r\n\r\n在这两种情况下，使用者和制造者必须为军械库发展创意，而这些创意不一定会被未来的项目所使用。进入军械库，只是创意在严肃的创作项目中使用的必要（但完全不是充分）前置条件。\r\n\r\n这种构思在反复合作的情况下大多是有用的，特别是在不同的项目中。当工具使用者在严肃的创意项目中部署他们的工具想法时，这对组合可以学到很多东西，但每个项目的迭代范围有限。这是因为在延迟和中断的情况下很难与一个创意项目保持情感联系。\r\n\r\n要知道为什么，想象一下，工具使用者已经用一种新的媒介写了一本书的初稿。从该草稿卡片中得到的教训促使这对媒介的想法得到了新的迭代。尽管工具使用者可能对这些探索很感兴趣，但他们很可能对使用新的媒介迭代完全重写这本书不感兴趣。媒介可以有一些发展——特别是在起草过程的早期——但它迅速地驶达了一个魄力的极限。\r\n\r\n如果每个创意项目所涉及的工具在该项目过程中只能进行有限的进化，那么每个项目的工具前沿基本上是由项目 **开始** 时的工具状态决定的。这一挑战表明，这对搭档可以通过 **一连串** 的创意项目来最好地发展他们的想法。\r\n\r\n这些一连串的项目的大小本身也有讲究。较小的项目将支持更多的工具迭代——更高的「学习率」，如果你愿意的话。但是，小项目可能不够严肃，不足以发展工具的想法。我想，理想的情况是，这对组合应当追求那些足够严肃、但又尽可能小的项目。\r\n\r\n当我在潜在的合作背景下与作者和教师交谈时，我看到这些动力在实践中发挥着作用。他们往往对我所表达的媒介概念感到兴奋，因此他们建议使用我所发表的概念的项目或背景。很自然，他们对项目的想法偏向于那些新媒介概念的最易理解的路径。但当然，推动这些想法的方法是把重点放在 **最不为** 理解的概念上。\r\n\r\n如果我想实现这一点，我需要使这些想法更加具体和容易掌握，换句话说，我需要把它们添加到共享的武器库中。当然，我需要更深入地内化我的合作者的创造性领域，这样我就可以用最适合他们的问题的概念来储备武器库。", + "type": "text/markdown", + "caption": " 工具制造者/使用者合作的军械库\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Armories for tool-maker tool-user collaborations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Becoming a Wizard-of-Oz learning assistant.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Becoming a Wizard-of-Oz learning assistant.json" new file mode 100644 index 0000000..93e0bff --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Becoming a Wizard-of-Oz learning assistant.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Becoming a Wizard-of-Oz learning assistant", + "text": "# 成为一名「人工」智能学习助理\r\n\r\n原文：[Becoming a Wizard-of-Oz learning assistant | Patreon](https://www.patreon.com/posts/becoming-wizard-79359297)\r\n\r\n如[我去年 12 月所述](https://www.patreon.com/posts/towards-impact-76438674?cid=101503603，我正在尝试一些对我而言颇为新奇的研究方法。通过数据分析和众多用户访谈，我已经对学习活动有了一种鸟瞰全局的感觉。而现在，我开始转变角度，深入挖掘，试图理解每一项学习行为和设计决策随时间演变后在情感和实践上的影响。\r\n\r\n再次阐述我（虽然颇为荒诞）的追求：我希望能发明一个全然变革的学习和成长环境。我想让人产生一种奇妙、近乎陌生的，毫不费力且高效的感觉。到目前为止，我一直在通过构建和迭代可扩展的系统来追求这个目标。但现在，在开始系统化或扩大规模之前，我打算先为 **一个人** 打造出那种奇妙的感觉。我想让一个人感觉到他们被赋予了不可能的超能力。如果我能做到，然后再做到，我希望我能找到在一个系统中捕获那种「闪电」的方法——这样的系统将比我在「系统空间」中迭代创造的系统更为强大。至少，我期待这种个别（N-of-1）研究方式会带来一些不寻常的洞察。\r\n\r\n### 结识 Alex\r\n\r\n因此，在过去的一个月里，我一直在担任 Alex（这个名字和性别都是随机挑选的）的「个人学习助理/教练」。他是个富有创新精神、极具进取心的成年人，正在一家初创公司工作。去年，通过朋友的引荐，他遇到了一些正在研究物理学中一项鲜为人知问题的研究者。对此，Alex 对此产生了极大的兴趣，他决定 **要** 做出贡献。但是，他面临着一个「小小的」问题：他并没有深入研究过很多高级物理学知识。\r\n\r\n去年 12 月，Alex 开启了为期六个月的全职学习之旅。他的目标是理解这个领域的最新成果，并能在讨论这个问题的过程中发挥自己的作用。他雇了两个导师（一个教数学，一个教物理），并开始研读相关的论文和教材。\r\n\r\n我提出愿意伴随他的学习过程，就像他肩头的一只小精灵，尽我们认为最有用的方式帮助他。我预期会使用记忆系统介入：Alex 已经有了使用 Anki 软件学习和写作概念材料卡片的经验。但是，我故意保留了工作范围的开放性，为可能的创新实验留下空间——无论当前看起来对手头问题最有效的方法是什么。\r\n\r\n这种安排对我来说并不舒服...我想这是好事。我的习惯、经历和文化都习惯于抽象和系统化。我心中有一部分总是觉得，针对个体（N-of-1）的洞见都是「伪造」的，当我为一个用户精心制作定制的东西时，我感觉并没有在「做实质性的工作」。挑战这些预设观念，将我的研究领域扩展到新的方向，是一种令人满足的挑战。现在，我已经在这个实验中度过了四周的时间，我发现自己与设计空间的连结在许多方面比过去几年都更丰富深厚。\r\n\r\n### 真实项目的推动力\r\n\r\n在我听到 Alex 的计划和他的辅导课程时，我首先感受到的就是他的项目带来的持续的推动力——那些他想理解但又无法理解的论文，那些他无法评估的论点。\r\n\r\n举个例子：Alex 的辅导课主要是由他带来的问题驱动的，而不是导师决定他下一步应该学什么。Alex 的问题并不是抽象或学术性的，而是直接关乎他深深关心的事情。他的项目驱动着学习循环：决定接下来学什么，评估何时理解得够透彻，以及何时该进入下一阶段。而这个特别的项目需要他每一步都有深度的理解。\r\n\r\n过去几年里，我访谈并观察了众多的学习者，但这是我首次发现的一种新的学习模式。我的直觉告诉我，这正是我工作需要的那种压力。\r\n\r\n我以前观察过的那些认真的参与者，他们的行为大多遵循两种模式。\r\n\r\n我称第一种模式为「大纲式学习」，这种模式的目标是「学习某个主题」。有时这意味着试图通过考试或面试。有时这是一种感觉到有责任或者「应该」做的事，例如「我一直觉得我『应该』好好学习统计学」。有时心中有一个项目或兴趣——「提高概率论知识可能会帮助我的数据科学工作」——但这个项目并不是在日常生活中驱动学习的主因。他们与学习的情感联系是抽象的。一个外部结构（通常是课程或教科书）主导着学习循环：决定下一步要学什么，何时理解得足够，何时该进入下一阶段。大部分的这类学习者并不真正试图把材料内化；他们试图「完成课程」。如果他们能够「应付」他们「应该」做的阅读和练习，那么他们就会觉得大纲式学习已经足够了。\r\n\r\n我称第二种模式为「探索式学习」。有人阅读《量子国度》，只是因为他们对量子计算好奇。周日喝着咖啡，寻觅新知，寻找快乐的火花，或者未来的行动灵感。新鲜感和兴趣是他们学习的引擎：决定下一步学什么，知道何时已经理解够了，选择何时前进。由于这种好奇心往往不太会深入到细节，探索式学习通常只是尝试理解结果、方法和思路，而不一定要深究其底层原理。\r\n\r\n可能你会认为我在贬低这些学习模式，但我并无此意！这些模式都有其用处；人们（包括我自己）之所以选择这些模式，肯定是有原因的。大纲式学习是一种低成本方式，可以让你在某个主题上有初步的了解。探索式学习则是向一大片想法自我介绍的好方式。无论是哪种情况，首次的接触都会引导未来的项目和更深入的学习。\r\n\r\n但说回我作为设计者的角色，我想创造的是一个帮助人们深入理解难题的环境。这样的环境可能会帮助大纲式学习和探索式学习。但这些模式并没有真正提供我需要的压力来创造这种环境。就好比试图在城市街头驾驶时，用通勤者的反馈来设计一辆赛车。他们可能会说：\"嗯，看起来它能跑得很快。\"\r\n\r\n因此，我从和 Alex 的合作中获得的第一个重大启示是：好的，这就是我想要的压力，那种炽烈的学习。他的学习被一个项目驱动，这个项目要求他理解复杂的材料。他对项目的情感投入推动他真正理解这些材料，而不仅仅是像在大纲式学习中那样「应付」过去。而与探索式学习不同，这个项目坚决要求他理解到每个细节。这是一种要求极高的学习模式。没有援助的情况下，Alex 真的很挣扎。他非常需要帮助。他把赛车带到了一个严峻的赛道上，尝试打破一个强大的记录。任何微小的性能改变都变得极其明显；任何小的困扰都变成了重大的麻烦。对我这个设计者来说，这是一个信号强烈、充满活力的环境。\r\n\r\n### 作为设计灵感的辅导记录\r\n\r\n我一开始就提出了一个干预的建议：设想我给你一支特别的紫色荧光笔和一支紫色钢笔。当你阅读或者在记事本上做笔记的时候，你就有了新的能力。如果有什么特别重要或特别引人入胜的，只需用你的紫色钢笔写下来，或者用你的紫色荧光笔标记。然后，好像魔术一样（通过我像「人工」智能般的努力），你会发现你的记忆系统里开始充满这个材料的各种卡片，以确保你能够将其内化。\r\n\r\n但是，起码在我们开始的时候，对 Alex 来说最重要的素材并不是来自课本或他自己的笔记——而是来自他的辅导课。幸运的是，他用 Otter 记录了每一次课程，所以他能把音频和对应的文字记录发给我。这对于学习系统的设计者来说，真是珍贵的素材！这种对话形式让我能看到许多原本可能被困在 Alex 头脑中、对我来说无法看见的东西。\r\n\r\n开展这个项目之前，我一直在思考，如何才能深入洞察 Alex 的学习过程。但有了这些课堂记录，导师们实际上已经帮我解决了这个难题。他们通过提出一些问题和难题，深入探索 Alex 的理解情况。他的回答反映出他的困扰、自信、挫败、兴趣、惊奇、迟钝和熟练程度，它给我描绘出一个丰富多彩的画面。这比我过去收集的任何日记、访谈或观察所得到的材料都要丰富得多。这其中一个原因就在于，导师提的问题是为了帮助 Alex，而我问过的类似问题（比如「你能试试为我解释一下 X 吗？」）其实是为了帮助我自己，作为研究者。在这种情境下，人们的投入和情感联系更为紧密。\r\n\r\n因此，我一直在听着这些辅导录音，只要有重要的内容出现，我就会写下卡片。这种方式让「豁然开朗的瞬间」变得特别明显。我可以从 Alex 的声音中准确捕捉到他的惊奇，他正在学习新的东西，还是他发现了某些重要的事物。我大多数时候并不需要靠紫色荧光笔来帮我找到他想要吸收的东西。但这并不表示我总能弄清楚这个时刻中什么元素让他觉得惊奇或兴奋。在好几次情况下，我找对了时刻，但关于这个时刻的卡片却写错了。当然，靠他的语气找出这些时刻确实挺费时。我们想要弄个「遥控器」，让 Alex 能实时地标出那些我需要回顾的重要时刻。\r\n\r\n辅导课也能产生有力的参考点，从感性层面锚定记忆卡片。比如，有一次，Alex 在处理一个棘手问题时，因误解了矩阵运算的基本特性而深感困惑。我为相关的线性代数问题写了一些抽象的卡片，他机智地建议：我可以在卡片的答案里添加一个「原因」说明，以阐明这个卡片如何与他所关心的物理讨论中的混乱情况联系起来。这看起来是个好主意。我写的问题既抽象又直接。很容易想象，几个月后，当这个问题再次出现时，他会疑惑：「我为什么要解答这个跟矩阵有关的、杂乱无章的抽象数学问题？这有什么意义？」我在自己的学习实践中经常遇到这样的情况。但如果我能将这个问题与一个深入的讨论、经历或项目联系起来，我想重新激发我的兴趣应该不会太难。Alex 对「原因」说明的第一印象非常积极。我很好奇他在几个月后会有什么感想。\r\n\r\n我追求的其中一个目标，就是揭开记忆系统卡片与实际运用技巧之间的奥秘。他们两者在何种情境下能够相辅相成，影响有多深？是不是某类特定的卡片对这种技能迁移更为关键呢？我目前的记忆方法在培养实际运用技巧方面，又有哪些短板呢？辅导过程中，我遇到了一个例子，让我对这最后一个问题有了新的认识。虽然 Alex 有大量关于量子系统测量的记忆卡片，但是当他真要动手写出系统的状态，然后在测量的情境下操纵它们时，仍然感觉笨手笨脚，迟疑不决。我想，这可能是因为记忆卡片都只是停留在理论层面，比如法则、定义、性质等等，却没有实际的应用练习。我想试一试更偏向实际「动手操作」的卡片，看看效果如何。\r\n\r\n辅导记录的形式也提供了一些我之前可能没有想到的方便之处。例如，我注意到有时 Alex 提出一个问题，我们的谈话在完全解决问题之前就不知不觉地偏离了主题。我就用一些注释标记这些地方，如「这个问题解决了吗？」或者「这个问题你还搞不清楚吗？」在某些情况下，Alex 告诉我他其实已经意识到了这个情况，并决定那个问题并不重要；而在其他情况下，他发现我指出他的困惑还存在的这种提示对他很有帮助。他已经建立了一个待解决问题的列表（我想，可能部分原因是为了备课），所以这些被提出但还未得到解答的问题有了一个自然的归宿。可以想见，在未来的学习环境中，这些问题可以自动弹出来。\r\n\r\n最后谈谈这些辅导课。对 Alex 来说，早在我介入之前，这些录音就已经带来了翻天覆地的变化。他在我们的一次谈话中，对他的音频转录应用 Otter 赞不绝口：「没有 Otter，我简直感到手足无措。[笑]……复习这些课程……这可是学习这些东西的关键……我一开始接触时记不住那么多。[我也]无法抓住足够的信息来制作[记忆系统]卡片。我真是觉得 Otter 对我帮助太大了！」这对我这个系统设计者来说，无疑是一次深深的警醒。\r\n\r\n在这里，我得提一句，Alex 在刚才的那段话中谈到了复习辅导课程对他来说的重要性。在我们开始合作之前，他已经在反复细读课堂对话记录，把自己仍然感到迷惑的地方都标记出来，写下自己的记忆卡片。对于我给他写记忆卡片这件事，他起初有点疑虑：「这会不会让我变懒？」可能会。这里的确有取舍。事情的确复杂。实际上，他很愿意用我给他写的这些卡片。我希望随着时间的推移，我能对这些取舍有更深的理解。\r\n\r\n### 在复习环节大声思考\r\n\r\n另一个让我眼前一亮的事情是一段十五分钟的视频片段。我想知道，几周后，我写的这些卡片会给人带来什么感觉。它们在哪些地方让人觉得枯燥？哪些地方又起到了帮助？哪些地方没击中要害？Alex 能否察觉到某张卡片如何影响他实践的熟练度？因此，我首先要求他提供反馈，建议他在做记忆系统复习时顺便做些笔记。这些笔记的确对我有点帮助，但我希望得到更多的详细信息。我也担心那些笔记过于精挑细选，稍显生硬。所以，我问 Alex 他是否愿意在他复习时，用 iOS 的屏幕录制功能，一边复习一边说出他的想法。\r\n\r\n这真是 **神奇** 的体验！我觉得我好像触碰到了一个新境界，那是关于为别人编写记忆系统卡片这件事的新颖洞见。从前，我在读者初次阅读助记文章时，就已经收到他们对每一张卡片的第一反应。那些反馈对我非常有益，但其实也有局限性——那些读者对卡片的理解还不够深入。但从 Alex 那儿，我却能得到一些反馈，像这样的：\r\n\r\n- 「我知道答案，可我发现我并不清楚 **为啥** 这就是答案。我只是在机械复述。」\r\n\r\n- 「只要这道题一出现，我总忍不住想赶紧过掉。看那一大堆文字就让人浑身不自在。」\r\n\r\n- 「我在机械地回答这个问题，脑子根本没怎么动过。」\r\n\r\n- 「我感觉这个问题跟前面的那个差不多。」（实际上并非如此...但这样的感觉却透露出了一些有趣的信息）\r\n\r\n- 「这张卡片对我来说真的很有用，我注意到在辅导课上已经碰到过好几回了。」\r\n\r\n- 「刚开始这个问题还挺有帮助，但现在我觉得我已经烂熟于心了，继续被问到就有点烦了。」\r\n\r\n- 「我觉得这张卡片其实应该拆成两个问题。」\r\n\r\n有时候，这样的反馈促使我重写卡片或编写新卡片。另一些时候，合适的做法是把一些问题放到 Alex 的待解答问题队列里。还有一些时候，问题似乎更多地出在系统本身上。不管怎样，我深信这种方式为我们提供了一个更有效的反馈循环。\r\n\r\n在 Alex 的反馈中，一个常见问题就是很难准确 **把握** 卡片的目标。有时我写的卡片用了一切该用的关键词，一开始看上去没问题。但当 Alex 去实践，他发现它并没能在正确的方面给予他强化。又或者，我写的一个关于他曾迷惑的事情的卡片，他现在可以回答了，但他仍旧感到困惑；这里面我没能挖掘出的重要因素。这种情况与我试图让大语言模型写出好的卡片时的体验相吻合。模型能写出看似卡片的文本，里面也都是正确的词，但大多数时候，这些卡片都会以微妙（或者不那么微妙）的方式离题。更麻烦的是：通常要评估一张卡片是否准确，或者表述它偏离了主题的方式，并不容易。在很多情况下，我觉得可能我们（无论是人还是语言模型）首次尝试都无法精准打中目标。真正的卡片编写过程，可能真的需要通过后续的复习环节反馈来塑造和优化。\r\n\r\n从更实际的角度说，这些记录下来的学习经历，确实是提升记忆系统的一个好办法，能找到并处理些许的难题，就像摘下那些触手可及的果子。比如说，Alex 在面对许多题目时，发现自己忍不住想一头扎进去，但又被大段大段的文字吓住了。回头一看，这个反应也在情理之中。他在用 Anki，我猜可能是因为 Anki 最初设计用来背单词，所以对于长篇大论的排版并不擅长。更深层次的问题在于，应该在要检查的「答案」和可以选择阅读以了解更多细节的长篇解释之间做个层次上的划分。如果两者的呈现方式相同，答案部分就会显得异常庞大。（在《量子国度》中我们也遇到了相同的问题，并把解释部分放在了卡片背面的可以展开的区域。）于是，我就对字体做了一次快速的修整，然后改变了扩展解释部分的样式。下面有个我修改前后的对比；Alex 反馈说，现在看起来舒服多了。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/79359297/43397f7f8a11490490c278ea888c39c2/eyJ3Ijo4MjB9/1.png?token-time=1688342400&token-hash=hXlicF33phoB9CoeoMdFHjmJ00Kt05FlpyLXJhtAg8A%3D)\r\n\r\n这种事儿小菜一碟，说白了并不算什么大不了的事。但如果我们多做做这类尝试，就能更清晰地看出这些系统真正的界限，不会被无谓的阻碍所扭曲。\r\n\r\n### 下一步\r\n\r\n虽然刚过去几个星期，我还在试探着脚步；我们也在摸索如何更好地协同工作。说实话，我还没能创造出有革命性突破的工具。但我兴奋得很，比以往任何时候都更快地打造原型，并且我觉得我正在吸收大量知识，即使我还无法具体地表达出来。\r\n\r\n我眼下要解决的难题，就是如何有效地深入到 Alex 的学习过程中。在我们刚开始的几轮合作中，他可能在周一提出一个问题，周二去找导师辅导，周三接收我给出的卡片，周四开始复习，周五在我面前反馈学习情况。我们已经缩短了这个过程，而每天关于他的学习计划和遇到的困难的讨论，也让我能更迅速地反馈。部分问题在于，我一边进行这个过程，一边还要构建原型，这自然要花费一些时间。可能当我那个「[武器库](https://www.patreon.com/posts/armories-for-52549432)」建立得更为稳固后，跟上他的学习节奏就会容易些。\r\n\r\n这次的经历真是热血沸腾，让人心潮澎湃。我们两个人都感觉如烈火中炼，相当激烈！Alex 他挑战的是难题，既要吸收深奥的知识，又得在有限的时间里去探索未解的问题。而我这边，想要通过第二方的干预，给他的学习之旅带来深远的影响。这两个任务对我们来说都像是登天一样困难。我想，有种同病相怜的感觉或许能助我们一臂之力，但说实话，压力之大让人有些喘不过气来，然而紧接着的总是满满的兴奋感。总的来说，我已经迫不及待，想要迎接接下来的挑战。\r\n\r\n————————\r\n\r\n首先，我要特别感谢 Alex，他勇敢地把自己的学习之旅向我敞开心扉。我也要感谢 Michael Nielsen，Gary Wolf，Robert Ochshorn，Ben Reinhardt，Joe Edelman 和 Nick Barr，他们关于这项工作的深入讨论给我带来了很大的帮助。", + "type": "text/markdown", + "caption": " 成为一名「人工」智能学习助理\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Becoming a Wizard-of-Oz learning assistant" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Blinded by _how_.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Blinded by _how_.md" new file mode 100644 index 0000000..a465cf0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Blinded by _how_.md" @@ -0,0 +1,65 @@ +## 被「怎么做」蒙蔽了双眼 + +原文：[Square Signals : Blinded by "how" (andymatuschak.org)](https://blog.andymatuschak.org/post/69049177559/blinded-by-how) + +想象一下，你刚搬到一座新城市。每次出门，你都靠一台导航仪告诉你怎么走。但导航仪并不给你看地图，只告诉你走几步、往哪儿拐。出门时，你得戴上眼罩，街名和地标都看不见。但是，经过这么多年，你每次都能准时到达目的地，所以你也没抱怨. + +按照这种方式导航，如果没有逐步的指示，你根本不知道如何去一个新地点。你不可能在路上发现什么意料之外的事，也找不出更快到达目的地的捷径，甚至连一个地方和另一个你去过的地方是相邻的都察觉不到。但这恰恰就是我们平时被教育的方式！ + +这种对待知识的方式几乎无所不在：数学生背一堆特定形式的函数的积分步骤，物理学生将旋转运动方程与线性运动方程分开背诵，而计算机学生死记硬背数据结构的各种特点。他们知道「怎么做」，但对「为什么」却一无所知。这种学习方式是很多人一直到毕业都在用的。 + +这种只学习一个领域的 **结果** ——但不理解背后 **原理** 的学生——基本上出社会也只能做些职业贡献。他只能照葫芦画瓢，用在学校里学到的 **怎么做** 来处理老师早就教过的问题。但没有了背后的 **为什么** 支撑，面对新情况他就束手无策了，就跟那个戴着眼罩在城市里走路的人差不多。 + +当然，人不可能什么都懂，什么都知道！搞明白「为什么」自然比单纯知道「怎么做」费劲多了。[有时候，先知道个大概结果，也能激发你去深挖背后的原理](http://blog.andymatuschak.org/post/18851823748/top-to-bottom-bottom-to-top)。但麻烦的是，当我们 **误以为** 知道了「怎么做」就是真正懂了某事，那就走偏了——这种半桶水的知识容易束缚人，还可能拖后腿。我见过很多人，因为这种知识而变得过于保守，害怕尝试新事物，更糟糕的是，他们沾沾自喜，原地踏步。很多行业里的老鸟，往往也就像是走路带着眼罩，只知道数步数，却看不到前方的路。 + +------ + +我很幸运，生活和工作中，我身边都是一群才华横溢的人。当然，我们应该肯定身边人的才华和贡献，但有时我和他人发出的赞美，却带有些不同的意味。是那种几乎是叹气的、无助的、沮丧的赞叹：「唉，那家伙真的是 **太牛了** 。」 + +对他人的欣赏其实能带给我们动力。它可能会让你意识到自己在哪里需要更努力（e.g. 「唔，我好像得补补我的统计学」），或者启发你如何去解决问题（e.g. 「也许那种方法可以应用在同类问题上」）。但那种「真的太牛了」的赞叹背后，隐藏着 **恐吓** 。它无法带来见解，因为它其实是在说「我怎么也达不到他那样」。这就像是我们想去一个地方，但导航并不知道路，自己又无法摘下眼罩。 + +知识可以指引我们从 A 走到 B——从仰慕者变成榜样。但单靠导航仪提供的脚步数的知识，对规划路线去新的地方显得太过狭隘。要真正探索新路，你需要更广阔的视角——一张地图。每当我自察到赞叹得有点失态，我会摘下眼罩，开始探索周围的环境，绘制一张地图，找一条回家的路。 + +但在我生命中很多时光里，我都不知道自己带着眼罩，更别提摘下它了。我误将那些按步骤的指示当作了真正的理解。我把「怎么做」和明白「为什么」当做一回事。这些背下来的事实和程序性知识变成了「虚假知识」，有时候比一无所知还糟。（\*译注：有点过于抽象了，举个例子：搞 AI 的被 chatgpt 破防了 / 用 python 的不知道 List 背后是数组 ） + +我从未想过可以用另一种方式来获取知识：毕竟，我周围的人似乎都是按照同样的方式来获取方向的。我从未见过有人摘下他们的眼罩——我该怎么做呢？有谁能指点我该怎么开拓自己的路？我怎么知道我知道了什么？ + +------ + +有时，这种「虚假知识」会引发更强烈的恐惧。有一天，你受邀去一个很远的地方会面。但你的导航从没听过那，你也不知道怎么走。时间渐渐接近，心里的疑惑也随之增多。过去，你总觉得跟着它走就对了。难道真有它不知道的地方吗？有多少这样的地方？它们难道都不重要？你觉得你自己很会导航 —— 难道以前都是靠的运气？ + +这一连串的想法真是吓人。每一步都在放大不断增长的认知失调。这时，很明显得换种方法来认识事物了。但由于要[消除这种失调](https://href.li/?http://en.wikipedia.org/wiki/Cognitive_dissonance#Belief_disconfirmation_paradigm)的压力太大，人们更容易 **主动回避** ，逃避那些引发疑问的目标。 + +另一种方式看起来并不怎么好。这意味着你要鼓起勇气，承认自己所懂的远比想象中的要少。你需要去探索出背后的一群「为什么」，从而衍生出新的一群「怎么做」。因为你正在绘制地图（首先你会明白你 **需要** 一张地图，然后才是这张地图到底 **是** 什么），所以一开始，你到任何地方都得多花点儿时间。最后容易得到一些结论是：你根本不需要去会面；你不能理解某段数学证明，只有「真正聪明」的人才能；你没办法处理问题，应该「让专家」来处理。 + +这回，情况比单纯的惊慌失措还糟。认知失调的压力，直接让你放弃了深究事情真相的路。 + +------ + +我见过一些人，当这种恐惧越积越多，特别是在连续几年的顺风顺水后，会涌现出更大的隐患。有时，单纯逃避导航不知之地并不能解决渐增的认知失调。你可能还会劝 **其他人** 也不要去那些未知之地。你甚至必须说服自己去那儿的都是蠢货或者害虫，认为他们的导航一定会带歪他们。现在，你已经是个「狂信徒」了。 + +你并不知道，那些另辟蹊径的人其实并没有被蒙蔽双眼。他们是凭地图行走的，每个人都有自己手绘的地图，他们互相协作，补充其中的细节。 + +当这些深信不疑的观念在知识“权贵”心中滋生，它们会变得十分危险。强烈的失调会迫使这个狂信徒动用他的权力来 **维持现状** ，逼迫他人的方法不超过他能理解的范围，并将问题扭曲成他早已背下的答案所能解决的那种。对于这位狂信徒来说，任何激进的思想是都是对心理健康的威胁。 + +所以，当这种人能够影响他人，或掌控他人所依赖的东西时，众人就有麻烦了。无论怎么努力，新问题都会涌现出来，而他们的导航仪里不可能提前编入所有问题的解决方案。早晚有一天，会有一个没有预设答案的问题出现。这位狂信徒需要调动他所有的理解来合成一个新答案，但问题是，他什么都不 **理解** ，他只不过是记住了一些结论罢了。 + +------ + +在软件工程领域，有许多这样的狂信徒，他们固执地维护这种停滞不前的状态：他们只懂一种编程语言，只想了解这一种，认为这是最好的，其它语言都是垃圾。[Steve Yegge 分享过自己从这种偏见中觉醒的经历](https://href.li/?https://sites.google.com/site/steveyegge2/ancient-languages-perl)： + +> 当程序员花费多年时间死记硬背这些编程「咒语」后，告诉他们他们辛苦掌握的编程语言即将被淘汰，那感觉简直就像拿刀对着他们家人呢 …… 编程语言的宗教狂热很容易破解：你只需要编写一个编译器。…… 在此之后的几周，你再看自己的代码都会透视其背后的机制，就像你长时间盯着随机点立体图时的那种感觉。 + +> + +> 能够熟练地敲出正确的代码，就像是一位萨满，祈求机器之神，得到你希望的计算结果，这感觉真好。但当你写一个编译器后，那些神话就会破灭，你再也不能创造真正的「魔法」。但你在刺激上失去什么，就在能力上获得什么：对编程语言和与语言相关的工具的掌控力。你会快速而无畏地掌握新的编程语言。你可能失去了那种盲目的信仰，但你会更深入地了解程序那令人心醉的美丽结构。 + +我的故事，其实起始于物理。我花了好几年时间去背那些物理公式，但背后的推导、它们的关系、它们的意义，我一窍不通。我只知道用这些公式来算题，至于为什么要这么算，一头雾水。这就是我们被教的方式，看起来，连老师也只是这样理解这些内容。 + +我尝试制作物理效果的游戏，但遇到了预料之中的问题：面对新问题时，我完全不知所措；看到那些成功的游戏开发者，我感到畏惧；这种恐惧建立后，我积极拒绝去深入理解其中的原理，我总是告诉自己，从网上随便搜点代码，拼凑一下就能应付过去。幸好，我当时并没有真正地为了维持这种现状而努力。 + +在加州理工的大一，有一堂课彻底颠覆了我对物理的学习方式。那是我首次真心对待学科，摘下「眼罩」。在之后的两年，我痛彻心扉地发现，实际上，我对很多事情，包括我最擅长的计算机科学，都缺乏真正的理解。 + +那堂课是这样的：我们刚学完狭义相对论和电学知识。教授走进教室，把这两块知识巧妙地串联起来。他说：「假设我们有一个电子以相对论的速度沿着导线移动...」他开始写下熟悉的电学和相对论方程。几块黑板的代数运算后，[磁场的方程就这样...出现了](https://href.li/?http://books.google.com/books?id=hlRhwGK40fgC&pg=SA13-PA6&lpg=SA13-PA6&dq="The+relativity+of+magnetic+and+electric+fields"&source=bl&ots=G2RPq-eVq2&sig=5Vh7tDOGUw7nc81NrZVBRYb0tH0&hl=en&sa=X&ei=aeZSUvbvJ6r-igL4y4D4DQ&ved=0CEIQ6AEwAw#v=onepage&q="The relativity of magnetic and electric fields"&f=false)。 + +那个公式，我早就 **背** 下来了，但从未理解过它背后的 **意义** 。电与磁，原来差的只是一个看问题的角度。那一刻，我恍然大悟，从此开始对一切都充满好奇，想要深入探究其背后的 **为什么** 。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Blinded by _how_.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Blinded by _how_.md.meta" new file mode 100644 index 0000000..783eec7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Blinded by _how_.md.meta" @@ -0,0 +1,9 @@ +caption: # 被「怎么做」蒙蔽了双眼 +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250225 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Blinded by _how_ +title: λ:/thoughts-memo-translation-main/andy/prose/Blinded by _how_ +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Bringing ideas into your Orbit.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Bringing ideas into your Orbit.json" new file mode 100644 index 0000000..7e77b0c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Bringing ideas into your Orbit.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Bringing ideas into your Orbit", + "text": "# 将想法送入你的轨道（Orbit）\r\n\r\n原文：[Bringing ideas into your Orbit | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/bringing-ideas-36925173)\r\n\r\n正如我在最近的帖子中提到的，我在过去的几个月里一直在建设基础设施，我希望这将有助于我（和其他人！）围绕助记媒介这样的系统，探索更广泛的想法。从某种真正意义上说，这感觉就像我在建立我的研究实验室！\r\n\r\n构建这样系统的一个奇怪之处在于，我对我正在构建的东西只有模糊的构想。我建造这个东西是为了观察，这样我才能建造这个东西，然后继续这个循环。由于我对核心结构的认知在不断发展，所以下面的内容都充满推测！但我觉得，你们可能会喜欢听听我现在是怎么想的。\r\n\r\n几十年来，计算机操作系统总是地内置一套差别不大的个人信息管理工具：地址簿、日历、电子邮件客户端、某些基本笔记功能、文件和文件夹等。这些工具的设计与封闭自成一体的 App 不同。典型的 App 想要从头到尾承担一套工作流程。而操作系统的软件虽然基础，但更具通用性。每个软件既是工具也是服务，可以通过 API 构建的集成服务，在整个操作系统中充分沟通连接。可以在电子邮件里向日历中添加事件，在聊天应用程序中输入联系人的姓名便自动填充，在多个应用程序中打开文件，保存到相同文件夹，等等。最近，我们已经开始期待这些功能能够在各处无缝同步，并与各种网络服务通讯。\r\n\r\n如果在「操作系统层面」上有[间隔重复记忆系统](https://notes.andymatuschak.org/z4eXdSMJFv2qVGXSUEKH4vdcHBrLHcFY1ZGfC)，那会怎样？如果将卡片设计得更像文件夹里的文件，在整个系统和网络上的其他服务中都可读可写，而非像 Anki 或其他现存工具的卡片，存储在 App 的袖珍天地里，那会怎么样？\r\n\r\n网络文章可以呈现嵌入行文的卡片，这些卡片可能由作者编写，如[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)的卡片，也可能由读者编写，如《天才/假设》。你可以边阅读边灵活地导入卡片，就像你的浏览器在阅读时形成历史记录一样。\r\n\r\n你的 PDF 和电子书阅读器中的标注，可以自然地这个中心化的 SRS 中找到，而不是封存在某个无法访问的侧边栏中。\r\n\r\n现代操作系统，会根据聊天消息或电子邮件，尝试创建日历事件或建立联系人。类似地，SRS 系统也可能根据你标为书签的链接，或重复搜索的短语，来尝试创建 SRS 卡片。\r\n\r\n当你在日常会议上记笔记时，你可以用特殊的标签来标记关键的见解，以将其加入这个系统中——或许未来文字处理器的格式栏，将包括添加粗体、斜体、下划线等按钮……和「待复习」按钮。我已经为自己建立了这种「个人助记媒介」，并且在过去四个月里一直在使用它。我还没有过多地谈论它，因为它非常奇怪，我不了解它。但它很吸引人，而且我认为——前景可期！\r\n\r\n但是，一旦你的想法中， SRS 除了用来记忆还有更多用处，这些想法就会变得更加有趣。\r\n\r\n在《量子国度》的最后一章中，我们尝试使用间隔重复的卡片来帮助读者 **应用** 他们所学到的知识，除了记住他们所学到的知识之外。在我们个人的 Anki 实践中，迈克尔·尼尔森和我已经试验了几年[利用这些互动来促进综合和思考](https://notes.andymatuschak.org/zE8PK4UUAAWK6LEcmr8jja8JdxpUxcf1FUCX)。在过去的一年里，我一直在试验[利用这些互动来支持渐进的创造性工作](https://notes.andymatuschak.org/z7iCjRziX6V6unNWL81yc2dJicpRw2Cpp9MfQ)和[我的阅读队列](https://notes.andymatuschak.org/z7yRMBXGc81KkUwLxefodzfnnfKXx63vXzP88)。\r\n\r\n例如，你现在抬起手腕，对智能手表说：「提醒我写下我的想法，可以将 SRS 认为是操作系统层级的服务。」这是一次性的提醒。但是有了操作系统层级的 SRS，你就可以抬起手腕，对智能手表说：「记住，我要思考这个问题，哪些新场景会受益于操作系统层级的 SRS 服务？」这样就不是生成一次性的「待办事项」，而是一张可供后续反复思考的卡片。\r\n\r\n这一切都要求我们对间隔重复系统打开视角。典型的印象是抽认卡，用来记忆东西，标记为正确或不正确。但一种更泛用的描述方法是：通过 SRS，你可以安排在一段时间内重复参与一些任务，而且时间轴可以随着你的行动而变化。下面是这方面的一些实例：\r\n\r\n- **记忆** ：重复回忆问题；时间间隔随着回答成功/失败而呈指数级扩大/缩小\r\n\r\n- **过程的流畅性** ：重复完成简短练习，有许多变体；时间间隔随着成功/失败而呈指数级扩大/缩小\r\n\r\n- **卡片写作** ：重复问题、模糊的想法、主干想法，从中积累思考，时间跨度为几个月；将卡片标记为「有成果」或「无成果」，以扩大/缩小时间间隔\r\n\r\n- **习惯养成** ：重复简短的反思卡片，可能根据顺序改变，应用于你的日常经验；间隔默认扩大，但可以放缓\r\n\r\n- **阅读队列** ：一系列 PDF，标签页，书本，总在变换：如果一段时间内忽略某些内容，它就会暂离一周，之后是一个月；比如说「我现在读够什么了」，这东西就会几天之内再次呈现；说某个东西「不是现在读」，那就几个月，之后是几个月之后再呈现……\r\n\r\n- 电子邮件收件箱、任务队列、个人通信等\r\n\r\n我这些想象的核心，是每日都要练习的一种习惯，类似冥想：打开软件，完成软件呈上的微任务。或许是锤炼记忆，基于反思问题写写东西，简单做些物理题，简单写点东西之类。十分钟之后，你等的火车来了，你登上火车，今天的练习就结束了。明天又有新东西。\r\n\r\n总体而言，这个系统意在让你能把想法 **送入你的轨道（Orbit）** 。一见到有趣的事物，就将其系上丝线，投入轨道，任其缓缓转动。某个时间点，它会回转到你眼前，但你并不关心几时几分。你会逐渐调整丝线松紧。你所收集的星星点点，在你的头顶上，汇成星座，变化不息。想法、事实、问题、卡片、心之所向，尽在其中。你每日抬头仰望这一角星空，回应众星。\r\n\r\n因此，至少现在，我把这个系统称为 **Orbit** 。", + "type": "text/markdown", + "caption": " 将想法送入你的轨道（Orbit）\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Bringing ideas into your Orbit" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Cultivating depth and stillness in research.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Cultivating depth and stillness in research.json" new file mode 100644 index 0000000..17e19f3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Cultivating depth and stillness in research.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Cultivating depth and stillness in research", + "text": "# 在研究中培养深度和沉静\r\n\r\n原文：[Cultivating depth and stillness in research | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/cultivating-and-75327738)\r\n\r\n作为一名研究人员，在我的成长旅途当中一直面临的一个挑战是：如何在复杂且结构不良的创造性问题时培养深层次、稳定的专注力？\r\n\r\n尽管《Getting Things Done》在我过去的生活中很有价值，这段描述比那本书与我在设计研究中的经历更为契合。在我现在的工作中若要取得进展，我需要「足够努力地、坚持不懈地凝视那片混沌与困惑的迷雾」。但如果我在五年前读到这句话，我想我不会真正理解它的意义。我无法领悟到这样凝视有多困难，或者在没有这种心态的情况下进步是多么不可能。以下是我可能会告诉过去的自己的话：\r\n\r\n「为什么这件事如此困难？因为你已经习惯了稳步推进，在完成事情上、出品上、解决问题上。每当进展难以言说或止步不前，当没有明确的方法可行时，你会畏缩而走。你把注意力转向更安全的事物，转向你能够做的事情。你过早地着手实施；你有种多做点背景阅读的冲动；你沉迷于易解决但不重要的细节。这些都是替代行为，逃避跟问题死磕的方式。尽管每一件事看似微不足道，但日积月累之后，你很少能足够聚焦在迷雾上，并最终看透。一周周过去，虽然忙忙碌碌，但你只是在原地打转。每次将目光移开，你都会回到表面。你必须学会保持深度。」\r\n\r\n我已经在这方面取得了很大的进步。但我还需要变得更好！我想分享一些关于解决这个问题的进展笔记，基本上只是在出声地反思。我策略不是为了推广到更多人，但我希望，我的经历能为其他寻求更多深度的人，提供一些启示。\r\n\r\n### 为什么会畏缩？一些个人心理分析\r\n\r\n首先：当进展缓慢，下一步行动不明确时，为什么我会畏缩？为什么有些人似乎不会畏缩？我注意到了其中有些模式在起作用。\r\n\r\n第一个问题似乎是错误期望。我在科技行业呆了很多年，内化了解决科技行业问题的合适进展速度。在某种程度上，面对这类完全不同类型的问题，我也期望有着相同的速度。研究问题进程缓慢，在感官上远没有我习惯的那么刺激。不由自主地，我的注意力寻求其他更立即有回报的目标。有时候，这很明显（如「回复邮件」、「浏览推特」）；但是像「阅读一些论文」或「快速实现一个原型」这样的行为，同样是对直接刺激的追求，但更为微妙。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/75327738/c7a13f04f31d4ac4a1407bfbd5b499cf/eyJ3Ijo4MjB9/1.png?token-time=1671148800&token-hash=AvOwx680sQS6exKKr_vDTh3ecyzPLQXSqvuBxXQPsDI%3D)", + "type": "text/markdown", + "caption": " 在研究中培养深度和沉静\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Cultivating depth and stillness in research" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Demotalk a new peritextual mnemonic medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Demotalk a new peritextual mnemonic medium.json" new file mode 100644 index 0000000..f512137 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Demotalk a new peritextual mnemonic medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Demotalk a new peritextual mnemonic medium", + "text": "# 演示/演讲：一个新型的围绕文本的助记媒介\r\n\r\n原文：[Demo/talk: a new peritextual mnemonic medium | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/demo-talk-new-66348634)\r\n\r\n演示视频：https://youtu.be/aYjJIzJwK8U\r\n\r\n去年，我与许多作者合作，在《量子国度》以外的多种情境中测试了助记媒介（即 Orbit）。但是...它的效果远远不如预期！自去年底以来，我一直在[根据读者的经验重新定义原语](https://www.patreon.com/posts/revamping-medium-55309960)。这次演示/演讲以一本教科书、两篇非技术性论文、百科全书参考和一篇学术论文为情境，介绍了一个新的助记媒介框架。\r\n\r\n这不是一个产品演示视频。这是我为了对界面发明领域的同行有所帮助，并获得我所需要的反馈而制作的内容。因此，其中涉及了很多关于理论和观点的讨论，而不仅仅是炫耀 UI 设计。但或许对于一些人，从学习我如何着手设计这类东西的角度来看，这些内容也是很有趣的。\r\n\r\n能够发布这个演示，我感觉很棒，这是我在一年多以来发布的第一个重要的设计作品。我要感谢大家的帮助，是你们使这成为可能。\r\n\r\n非常欢迎评论、问题和批评意见。\r\n\r\n### 讲稿\r\n\r\n这是一个有讲稿的演讲，因此下面我提供了讲稿材料，以便任何想要评论的人更容易搜索和参考。\r\n\r\n\\---\r\n\r\n- 间隔重复是一种非常强大的学习方法。因此，它并没有被广泛采用这个事实令人惊讶。\r\n\r\n- 一个关键原因是编写良好的助记卡片（即随着时间的推移你要复习的问题和答案）实际上相当困难。\r\n\r\n- 这就是为什么 Michael Nielsen 和我开发了助记媒介：也许通过作者提供间隔重复的助记卡片，以及将这些卡片与叙述联系起来，我们可以使内化文本变得几乎毫不费力。\r\n\r\n- 在过去的两年里，我一直在探索助记媒介在扩展到《量子国度》以外的文本时的发展方向。\r\n\r\n- 现在已经有相当多的作者在不同的情境下采用了这个系统，但在大多数情况下，读者对于这个系统的热衷程度远不及《量子国度》。\r\n\r\n- Gary Wolf 很好地总结了问题所在：由于过多依赖作者，我们实际上创造了一种威权主义的媒介。\r\n\r\n- 正如我在之前的一篇文章中所写（我在视频描述中提供了文章链接）：「当前的交互要求你不仅要按顺序完整地阅读文本，而且要反复学习，并记住，作者认为重要的内容——且只能以作者选择的形式。这个记忆系统并不是 **你的** ，而是借给你使用的，你无法自由支配。」（译者注：原文是 kept under glass，指东西放在玻璃柜面下，你只能看，不能摸。）\r\n\r\n- 现在，如果你试图仔细学习一个明确界定的主题，并且你自己对这个主题完全不了解，那么跟随权威者是很有道理的！\r\n\r\n- 如果我给你一本课本，我希望你去拆了它，随处写上笔记。\r\n\r\n- 我们如何使助记媒介更具多功能性？\r\n\r\n **演示** \r\n\r\n **总结和结论** ", + "type": "text/markdown", + "caption": " 演示/演讲：一个新型的围绕文本的助记媒介\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Demotalk a new peritextual mnemonic medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Demotalk breaking the mnemonic medium out of its box.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Demotalk breaking the mnemonic medium out of its box.json" new file mode 100644 index 0000000..c6485e3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Demotalk breaking the mnemonic medium out of its box.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Demotalk breaking the mnemonic medium out of its box", + "text": "# 演示/演讲：打破助记媒介的束缚\r\n\r\n原文：[Demo/talk: breaking the mnemonic medium out of its box | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/demo-talk-medium-71081197)\r\n\r\n演示视频：https://youtu.be/LRUWdwGZuLA\r\n\r\n在本次演讲中，我展示了助记媒介的新一轮原语，专注于我从上一轮原型制作（[请看这里的演讲](https://www.patreon.com/posts/66348634)）中提炼出的问题与机会。\r\n\r\n如果你对这个特定的项目不感兴趣，你可能仍然会觉得很有趣，看我在一个非同寻常的设计问题的架构上如何思考迭代。\r\n\r\n非常欢迎反馈。我已经把演讲内容整理如下，便于讨论特定段落（但别指望这些内容在没有相应的画面时能好理解了）。\r\n\r\n### 讲话稿\r\n\r\n- 大家好。\r\n\r\n - 今天我将分享助记媒介的新一轮迭代。\r\n\r\n - 就像我五月份时展示的设计，这份作品正尝试解决一个特定的问题：为《量子国度》所创造的媒介在技术入门读物以外的场景中有点死板、让人不舒服。\r\n\r\n - 我们如何创造一个更加灵活的助记媒介——一个能够被用于非技术书籍、非正式文章、参考材料、论文等其他读物的助记媒介？\r\n\r\n - 在本视频中，我将假定你已经看过了五月份的演讲。如果你还没有，我建议看看头五分钟，还有 10-13 分钟，以了解我尝试解决的问题的背景。\r\n\r\n- 本期视频的编排如下：首先，我将回顾我五月份展示过的设计的核心元素；然后，我将描述我在用户观察中发现的问题和设计要点；最后，我将展示旨在解决这些问题的媒介的新版本。\r\n\r\n- 好！首先，现在是关于我五月份演讲时的设计的两分钟回顾。\r\n\r\n- 为了测试这一设计，我在 Shape Up 这本相对非正式的产品管理书中实现了一个原型。\r\n\r\n - 选择这本书的原因是，我认为这将加剧我之前在媒介上发现的许多问题。\r\n\r\n - 材料往往是偶然的，有争议的，启发性的，是关于价值观或观点的问题。\r\n\r\n - 读者对这本书的阅读体验将因他们的个人背景发生巨大的变化：相对缺乏经验的测试读者会想要非常仔细地学习它，而更有经验的读者将略读，只吸取精华。\r\n\r\n - 这不是一本正式的技术书；当然对一些读者来说，这是一个严肃的探讨，值得学习。\r\n\r\n- 在 6 月和 7 月，我看了十几个人在线阅读这本原型书，大声说着他们的想法和反应。我还从另外几十位读者那里陆陆续续收到了大声思考的日记，并从一些慷慨的设计师朋友的评论会中受益良多。\r\n\r\n - 我从那些读者身上学到的东西令人鼓舞——我认为这种媒介可以在类似这本书的环境中发挥作用，这样做对许多读者都颇具价值。\r\n\r\n - 然而，不出所料，这些会议也发现了许多问题。一些似乎是界面设计的问题——只需要更多的打磨。但我今天将讨论的难题实际上是结构性的。解决它们的正确方式是改变媒介的概念架构。\r\n\r\n- 让我们深入这些问题吧。它们大体上可以分为两组：第一，围绕文本的 Orbit 标记和边栏问题；第二，嵌入复习框问题。\r\n\r\n- Orbit 标记和侧边栏呈现了一系列相互关联的问题：\r\n\r\n - 首先，一个观察结论的概括： **感觉没必要让卡片「远离」文本** \r\n\r\n - 如果你的显示器很大，这在字面意思上是对的——他们会被巨大的空白区域水平分离。", + "type": "text/markdown", + "caption": " 演示/演讲：打破助记媒介的束缚\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Demotalk breaking the mnemonic medium out of its box" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Doing-centric explanatory mediums board game instruction manuals and an unusual Figma document.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Doing-centric explanatory mediums board game instruction manuals and an unusual Figma document.json" new file mode 100644 index 0000000..93ff88a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Doing-centric explanatory mediums board game instruction manuals and an unusual Figma document.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Doing-centric explanatory mediums board game instruction manuals and an unusual Figma document", + "text": "# 以实践为中心的解释媒介：桌游说明书和不寻常的 Figma 文件\r\n\r\n原文：[Doing-centric explanatory mediums: board game instruction manuals and an unusual Figma document | Andy Matuschak](https://andymatuschak.org/doing-centric/)\r\n\r\n这是后 COVID 世界的桌游之夜。你和几个朋友围坐在桌子旁，尝试新游戏。问题是：有很多小纸板令牌和游戏牌，甚至——我甚至不确定……图腾？\r\n\r\n你拿起说明书大声宣读，但几分钟后，大家变得坐立不安。所以你想：开始吧，一边玩一边摸索规则。现在，由于你每十秒钟就要回头查看说明书，第一轮游戏进展得特别缓慢，因为你总是找不到上次看到的位置，每次都需要重新定位；等到第二轮结束时，你意识到需要撤销第一轮的行动，因为你做了一个无效的移动，这将会破坏整个游戏；你不断努力记住你「应该做什么」；如果每玩一会儿就需要参考说明书，就很难沉浸体验游戏。\r\n\r\n也许我们还不如看一场电影？\r\n\r\n书籍存在的一个问题，我在这里和[其他地方](https://andymatuschak.org/books/)已经写了很多：我们往往很快就会忘记除了主旨以外的所有内容。而这里，书籍（特别是那些培养技能的书籍）存在另一个问题：这种媒介使得文字与实践之间鸿沟难以逾越。书籍很少涉及 **实践** 他们描述的事情。大多数书籍，甚至是旨在培养技能的书籍，都只是 **关于** 它们描述的内容。阅读关于桌游的书，而不是玩桌游。阅读关于对位法的书，而不是在作曲中使用对位法\\*。（\\*译注：类似于和声，都是一种构建声部的方法）\r\n\r\n那又怎样？我在这里不谈正式的学习科学，只诉诸经验。\r\n\r\n如果你问别人，他们何时成长最快，你会发现，最赋能的环境往往涉及 **实践** 。与队友紧张地为即将到来的比赛做准备的那个夏天；那个失败的，但学到了许多宝贵经验的创业项目；接受的连续一个月每天写首新歌的那个挑战；为期数周的那个冥想静修；令人不知所措的那个学徒期；等等。在这些故事中，书籍有时是知识的来源，但相对于伟大的导师、队友、背景动机等，它们往往是次要的，关键是 **实践** 。\r\n\r\n可以自然地类比我们的桌游问题：想象一下，你是第一次玩桌游，但有一位老司机带你。这与之前描述的「冷启动」体验完全不同。在这种情况下，有经验的玩家可能会给你一个简短的介绍——没有任何会让你记忆负担过重的内容——然后你们就可以开始玩了。他们会处理好桌游的设置，要么自己动手，要么指导别人洗牌，发牌，等等。他们可能会讲解：「我先来，做个示范。所以我先抽两张牌，然后我可以选择在这里移动或打这张牌。我将在这里移动，这将阻止 John 移动到这个开放区域。现在轮到你了。你的目标是 XYZ，你可能会先这样移动。现在，如果你抽到了行动卡，如果你愿意，你可以立即打出；否则，请阅读卡上的内容......」在整个游戏的过程中，他们可能会继续讲解你需要知道的内容，恰到好处地解释你可能考虑的选项，提供反馈。只要你有经验的朋友有足够的风度，避免进入盛气凌人的 Clippy 领域，这将是一种更愉快——并且更有效——的学习游戏的方式。\r\n\r\n这可能是长久以来入门桌游的好方法，但技能培养的书籍有许多实际优势。比如信息密度。如果你想学习为量子计算机编程，你需要吸收大量材料才能自己「玩」。这可能需要有经验的同伴为你作几十个小时的解释，对大多数人来说，这很快就会变得繁重。说明文可能缺乏个性化和人际联系，但它可以被更仔细地打磨；它不知疲倦，只要你准备好了，随时都可以使用；它可以嵌入图像和抽象符号；它可以被非线性地吸收；它读起来比听讲更快；等等。也许最重要的是，它是一种大众媒介。世界上最资深的专家和最敏锐的传播者可以就这一主题精心编写一本书，而数百万人可以将它握在手中，几乎没有任何边际成本。\r\n\r\n所以：我们如何创建一种拥有书本优势的大众媒体，但又 **立足于实践** ？我们如何才能创造出一种解释性的大众媒介，它感觉更像是和有经验的朋友一起玩桌游，而不是一边玩桌游一边查说明书？\r\n\r\n **动态媒介的作用** \r\n\r\n为何难以创造立足于实践的书籍？原因之一在于书籍是静态、一成不变的。你，作为读者，必须将其文字运到你可以「实践」的环境中。即使如此，「实践」的过程与页面上的文字之间也很少有交互的机会。作者可以告诉你如何在练习后反思，并自我产生反馈，但这些都是你必须在自己的头脑中执行的脚本。即便有视频，情况也没多大改观。然而，计算机和它们支持的动态媒介，是能够 **表现和响应** 的。[1]\r\n\r\n人们常常提出，我们应该利用这一特性来整合 **用于实践的模拟环境** 。也许生物课本可以嵌入一个小型模拟培养皿，你可以用它来「实践」某些细胞生物学实验，缩短文字和行动之间的距离。\r\n\r\n但对我来说，只要有可能，我更期待计算环境 **成为** 真实的——非模拟、非「教育型」的——实践环境时所带来的情景。非线性视频编辑界面不是剪辑电影的「玩具」方法；它就是专业电影人剪辑电影的真实方式。Mathematica 并非操纵符号表达式的「玩具」方法；它是某些数学工作最真切、最适当的方式。所以，一本关于视频编辑的动态「书籍」不必陷入「玩具」式的实践环境，也不需要模拟的培养皿。反而，它可以直接进入那些用于剪辑世界上最好电影的真实环境中。\r\n\r\n那么，在一个真实环境中「立足于自身」的解释型媒介到底意味着什么？解释内容应如何与环境内容相互作用呢？\r\n\r\n过去十年，作家和程序员们已经创作了许多交互文章，或许能对我们的问题提供启示（有关这方面的详细介绍，请参阅《[与交互文章沟通](https://distill.pub/2020/communicating-with-interactive-articles/)》）。就我个人而言，这个领域的工作非常令人振奋。然而，我不了解是否有任何文章真正符合我们迄今讨论的期望。这些文章可能是交互的，可能涉及一些实践，但这些实践都被限定在特定的小沙盒里，而非实际运用技能的真实环境。它们更像是与模拟培养皿相结合，而不是真实的实验工作台。\r\n\r\n以一篇[关于编程主题的文章](http://tomasp.net/coeffects/)为例，其结构是长文中穿插小型交互代码编辑器，用于探索某个概念。虽然这肯定比普通的文章有进步，但与我们的愿景相比，「实践」在这里显得相当次要。这些编辑器与真实编程环境差距甚远；要将你所做的应用到真实程序中，你必须费尽周折。这就像是在阅读一本棋盘游戏说明书，其中的交互图片描绘了棋盘游戏的简化部分。或者，说得不那么公正些，这就像一本精致的立体书。你还没有真正投入实践。\r\n\r\n如果这些交互文章常常呈现为文字的海洋，而其中点缀着交互的小岛，那么将这一结构倒置或许是一条将真实环境整合进来的路径。我们怎样能够创造出以交互环境为主、却又穿插着文字岛屿的「文章」呢？以编程为例：我们能否让整个体验都融入你所选择的集成开发环境，而不是包含源代码列表的文本文档，同时还能展示解释性的文字呢？[2] 能否将 YouTube 上用 Blender 进行 3D 建模的课程搬进 Blender 软件中呢？\r\n\r\n电子游戏在这方面很出色。有时，教程出现在非交互式的剪辑中，与普通游戏截然不同，但更好的例子（例如[传送门](https://store.steampowered.com/app/400/Portal/)）将指导和叙述与交互式环境无缝融合，从未将摄像机或控制权从玩家手中「抢走」。产生了在游戏环境中的丰富沉浸感——与桌游的指导手册形成鲜明的对比。\r\n\r\n电子游戏还解决了交互文章的另一个难题：文字和动态展示难以分离。这类文章通过一些方法拉近了文字和交互元素之间的距离，例如，将文章中的数字和图中可直接操作的参数关联在一起。但在多数情况下，它们依然是实际分开的，而不是视觉上整合的。读者的目光在文字与交互元素之间不停穿梭，费劲地将参照物与物体联系在一起。这不仅仅是动态元素的问题，传统文字中的静态图形也有同样的困扰。然而，[Edward Tufte 的著作](https://www.edwardtufte.com/tufte/books_vdqi)中所描述的解决方案在动态领域却鲜有应用，或许是因为编写工具更为复杂、孤立。几乎所有人，几乎一直都还停留在「按生产模式分离」。\r\n\r\n电子游戏通过音频将指导嵌入到玩家所看到的画面中，并且不影响看到的内容，但即使只使用文字，它们也可以将文字放在动作的相关部分旁边。这种安排使游戏能够避免玩家在指令和交互之间反复横跳，就像我们在棋盘游戏手册中所经历的那样。而且，由于叙述性交流被整合到一个动态环境中，它可以像环境中的其他元素一样行为和反应。在优秀的游戏中，精心设计的叙述就像对玩家行为的持续回应。这消解了当人们阅读与「实践」相隔离的文本时所感受到的那种距离感。\r\n\r\n **进入 Figma 文件** \r\n\r\n说来也怪，这封信的直接原因，竟然是一份非同寻常的 [Figma](https://www.figma.com/) 文件。\r\n\r\n（如果你不了解 Figma 的话，简单来说，Figma 就是一款用于设计软件界面视觉效果的协作工具。）\r\n\r\n这两年来，我一直在收集关于这篇文章主题的笔记。在某些时候，我想围绕这些想法建立一些原型，并发表一篇更深入的文章。但我觉得现在的想法还不够成熟。然而，你现在正在读这篇文章，正是因为一份 Figma 文件催促我提前写下了这样一份「欠条」之类的东西。\r\n\r\nFigma 改变了他们界面中复制和粘贴的工作方式。他们为了向用户解释这一改动，特地做了[一份文件](https://www.figma.com/community/file/1019677205098431673)。我知道这听起来似乎平淡无奇，但请别急着走。我鼓励你在继续阅读之前，[亲自去看一看](https://www.figma.com/community/file/1019677205098431673)：点击「复制」按钮开始，然后放大左上角的画框。你可以通过网页浏览器，用一个免费账号浏览这个文件。\r\n\r\n这篇文件乍一看就像是一个超文本幻灯片。它通过图像生动地展示了新的剪贴板功能是如何运作的。这是一份在 Figma 中创建和使用的，关于使用 Figma 的文件，这非常优秀，但并不特别。解释的前言穿插其中，文件将控制权交给了你：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/58136133/cbab88c53d604e9bae2e4346eb89d737/eyJ3Ijo4MjB9/1.png?token-time=1646697600&token-hash=fBV7dffgpH_Q46anORr7hX2gdOalFoFEd0yn_5cHHcQ%3D)\r\n\r\n这就是我们打破了创作内容和真实「实践」之间的墙。你被邀请去操纵作者所创造的物体。这些对象并不特别；它们和你在别处能自行创建的物件是同一「类别」。你可以把它们复制并粘贴到一个新文件中。当你操作这些对象时，你所用的工具和作者创建文件时所用的工具一样。更重要的是：你所使用的工具，正是你在这个领域真实工作时所会用到的。\r\n\r\n这原本可以是一篇充斥着小小的交互「演示」区的博文，但现在，你正身处 Figma 的全景环境，与这个文件交互。在设计领域，这更像是一个实验台，而非虚构的培养皿。除了一些基本的文字外，你在此的「实践」与你自己的创意工作中的「实践」之间毫无隔阂。当我阅读这份文件时，不禁好奇起这些不同构造的组合下，粘贴功能将会如何表现，于是我用已熟悉的工具摸索着去寻找答案。那天晚些时候，我在设计布局时，不假思索地用上了其中一种新的粘贴功能。\r\n\r\n重要的是要认识到，这份文件中有大量文字。这也是让它变得如此有趣的部分原因。这样的「练习纸」并不罕见——有很多[像这样](https://www.figma.com/community/file/792958512200684153)的 Figma 文件，为你提供练习和一些可以玩耍的情境。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/58136133/9fc94bf88242457b91d9521cef9c85c0/eyJ3Ijo4MjB9/1.png?token-time=1646697600&token-hash=_PN3bqLQ5Tp2ITqbA6K-yRZNpSYIgdw1rmlGfuHnESQ%3D)\r\n\r\n与此相比，复制/粘贴的 Figma 文件非同寻常，因为它大概有一千多字。这里包括大量的解释材料，而且可能还能进一步拓展。这种深入而广泛的文章开启了媒介中[经典作品](https://numinous.productions/ttft/#serious-work)的可能性。另外，这种复制/粘贴的文件中编写的内容与活动之间的交互更加精准微妙。这形成了更短、更精确的反馈循环，让人感觉就像在体验一款电子游戏教程，或者与老友共同玩一款桌游。\r\n\r\n这是一篇关于如何使用 Figma 的 Figma 文件。如同一本精雕细琢的使用说明书，这的确是有用的。但是，我们不难想象一个更重要的变化：一本用 Figma 编写的关于界面设计的「教科书」[3]。在这本初级指南中，你不只是了解设计的方法，你实际上是在「实践」设计，而且是在你作为专业人员所使用的环境中。由于解释和行动之间没有人造的界限，我相信这样一本书能让人更贴近于体验一款设计精良的电子游戏教程时的感觉。\r\n\r\n **对 Figma 文件概念的详细阐述** \r\n\r\n当然，Figma 的「元文件」媒介本身还有进一步的拓展空间。\r\n\r\n复制/粘贴文件中的说明性文本没有行为和反应。对作者来说，这不是一个真正的动态媒介。在解释和行动之间的精细交流的帮助下，读者更容易产生自己的反馈，但这种媒介还可以通过响应读者的操作从而走得更远。《[地球：启蒙读本](https://www.earthprimer.com/)》展示了一个简单的方法，在读者完成建议时「打勾」：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/58136133/cc2660a3ca1e4710a29220fefd58ae8e/eyJ3Ijo4MjB9/1.png?token-time=1646697600&token-hash=6RFzJuEZrlXRH8xNRFjxTM6v9vWqxRCdlf9eyAW9KaQ%3D)\r\n\r\n我们还可以设想特定主题的计算元素。例如，讲解色彩理论的一章可以利用关联的表现手法，根据你选择的「主要」颜色来动态展示次要和互补色。讲解网格系统的一章可以协助你直观理解不同的类型层次比例如何影响你设计中的基线节奏。讲解可访问性的一章可能会在你的设计画布中嵌入对比度比率的测量工具。随着你对材料的熟悉程度增加，这些脚手架可以逐步撤去。等等。\r\n\r\n另一个耐人寻味的方向——与 Figma 的多人协同设计非常契合——便是在文本中融入合作学习的机遇。[合作学习的一个标准「动作」是](https://blog.desmos.com/articles/orchestrate-more-productive-mathematics/)：提出一个能够用多种方式解决的难题；并把多个学生的不同解答放在一起，助他们互相取长补短。Figma 设计「教科书」可以包含单独和「共享」的画板，甚至能借助异步协同功能促进学生间的思想碰撞。这种方法甚至可以包括一位协调者，配合[诸如 Desmos 之类的工具](https://blog.desmos.com/articles/orchestrate-more-productive-mathematics/)，以更好地支援他们的努力。\r\n\r\n从更广义的角度看，我所倡议的交互式解释媒介不仅局限于「教育」场合。在着手一些实质性项目的过程中，它们同样可能大有裨益。比方说，如果我们正在设计一款新的操作系统，我创造了某个新的控件，那么我可能不仅通过制作一个静态的 Figma 文件来向团队展示，还会借助一份能「实践」的文件，协助你领悟如何在你自己的设计中运用它。这样的文件也能作为专业参考资料恰到好处地派上用场：例如，倘若我初次为扩展色域显示屏进行设计，这样的工具就能大显身手。这些文件里的「通道」或许能让你把自己的设计项目「带入」解释文件，使你能在处理实际工作的同时，深入理解这一概念。\r\n\r\n **扩展到其他环境** \r\n\r\n支持这种格式的环境不只有 Figma。我们还能在哪里实现类似的东西？一个系统要实现这种文件，必须具备哪些特性？我可以概括出至少几个方面。\r\n\r\n文件必须为作者传达解释内容提供途径，解释可能会很长。Figma 有文本元素；编程环境有注释。在其他环境中，如音频制作工具，我们可能需要在文件模型中添加这种能力。或者，解释内容可以通过音频（或视频）渠道传递，但必须确保读者操作文档中的对象时，不打断作者素材的播放。\r\n\r\n作者得能在他们内容的某些段落与读者交互环境中的相关元素间建立联系。在 Figma 中，我们可以将文本紧贴在你要操作的每个元素上。在 [Finale](https://www.finalemusic.com/)（一种音乐创作环境）中，文本可以在乐谱之间交错排列，或者定位在特定的乐句上方。在以 [Roam](https://roamresearch.com/) 为基础的媒介中，大纲的分层结构可以用来将作者的文字与读者的文字关联起来。\r\n\r\n作者需要线性化和结构化的解释方式；读者需要「导航」的能力。在 Figma 中，各画板依次排列，可以通过滚动或键盘快捷键轻松导航。超链接和「目录」画板也方便了导航。清晰的图层列表则如同目录一般，方便查找。在编程环境中，一连串的标签页可能与 Figma 的画板类似。或者像 [Natto](https://natto.dev/) 的教程那样，我们可以用特殊功能来改进这些功能。\r\n\r\n在其他什么环境中，我们可以轻易地想象创建这样的文件？\r\n\r\n- 一份关于编写优质自选冒险游戏的 Hypercard 文件（肯定有人已经以这种方式使用 Hypercard 了？）\r\n\r\n- 以虚幻引擎文件形式呈现的游戏开发入门读物。\r\n\r\n- 以极其精致的 Finale 乐谱呈现的和声分析研讨会。\r\n\r\n- 可以动手操作的《[卡片笔记写作法](https://takesmartnotes.com/)》的 Roam 图改编。\r\n\r\n目前为止，我所提到的仅限于现今的环境中可以创造的文件。但未来，我们或许不再只局限于现有的设施，而是可能有一天会设计出类似 Figma 这样的系统，使它们更好地支撑这类文件的创建。\r\n\r\n————————\r\n\r\n感谢 Molly Mielke 就这些 Figma 文件的背景进行的讨论。也感谢 Michael Nielsen 和 Jonathan Blow 在过去的讨论中对形成这些想法的帮助。\r\n\r\n————————\r\n\r\n[1] 这个框架来自 Bret Victor 的《[停止画死鱼](https://vimeo.com/64895205)》。在这里，不可改变的人物（无论是印刷的还是动画的）都是「死鱼」。\r\n\r\n[2] 那么像 Mathematica 和 Jupyter 这样的计算笔记本呢？我不认为这些符合条件；我没发现有任何骨子里是「以实践为中心」的例子，文本中穿插的代码真的与所讨论主题的 **实践** 有关。正如 Pavel Panchekha 告诉我关于他的《[网络浏览器工程](https://browser.engineering/)》一书，这种格式似乎更侧重于帮助读者理解作者编写的代码，而不太适合支撑读者自己写代码。\r\n\r\n[3] 当然，一些非常好的例子（包括 Braid 和 The Witness）根本就没有使用明显的解释。这是一种极其有力的方法，我得找个时间再深入探讨。\r\n\r\n[4] 这样的入门书将特别有价值，因为奇怪的是，[没有用户界面设计的「标准文本」](https://twitter.com/andy_matuschak/status/1440847231301550085)。", + "type": "text/markdown", + "caption": " 以实践为中心的解释媒介：桌游说明书和不寻常的 Figma 文件\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Doing-centric explanatory mediums board game instruction manuals and an unusual Figma document" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Exalting data, missing meaning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Exalting data, missing meaning.json" new file mode 100644 index 0000000..a416f89 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Exalting data, missing meaning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Exalting data, missing meaning", + "text": "# 吹捧数据，迷失意义\r\n\r\n原文：[Square Signals : Exalting data, missing meaning (andymatuschak.org)](https://blog.andymatuschak.org/post/159340765257/exalting-data-missing-meaning)\r\n\r\n[img [image|https://64.media.tumblr.com/703614ef83d1443c52d6f54adaed746e/tumblr_inline_oo2pahLgMV1qzgm2w_500.png]]\r\n\r\n科学脱胎于哲学。在我们拥有哥白尼的行星表或牛顿的运动方程之前，我们就有了亚里士多德的修辞学。尽管那种中世纪的自然哲学是错误的，但它依然能做出有用的预测。\r\n\r\n在我围绕着消费品和教育的职业生涯中，我观察到了一种常见的决策失误模式：对数据的过度痴迷——希望 **表现得** 科学化——并伴随着对哲学的否定。\r\n\r\n在某些领域，如制造业、交通运输和航空，这种痴迷是有益的。但在消费品、教育等许多涉及人性的其他领域，对数据的痴迷会引发不易察觉的错误，并扭曲我们真正的目标。更糟的是，这种痴迷剥夺了我们通过哲学、直觉和故事获得真正有意义的洞见的机会，而这些洞见还无法通过量化系统完全解释。\r\n\r\n这种危险潜伏在尚未被系统化的领域中。当涉及到人的问题时，我们缺乏类似牛顿运动方程的公理。实际上：我们甚至不知道对应的方程应该衡量什么。即使我们知道，我们可能也没有能够测量这些量的仪器。有没有可能 **存在** 一些有用地描述这些现象的方程呢？我 **认为** 可能，但我也不确定我们是否能确定这一点。\r\n\r\n在我们在这些领域构建更有力的解释性理论之前，我们必须尊重哲学的作用，并警惕扮演科学家的危险。\r\n\r\n## 什么都测了，什么也没测\r\n\r\n我们来谈谈测验分数。\r\n\r\n你是否曾经在某个课程中取得了不错的分数——比如说，微积分——但后来感觉自己并不真正理解其中的原理？你能[按照学到的步骤](http://blog.andymatuschak.org/post/69049177559/blinded-by-how)解决类似你们课堂上处理过的问题，但你无法解释为什么它们有效，或者在新的情境中应用它们？这种体验似乎普遍存在！\r\n\r\n那么：在教育系统中做决策时，你有多信任测验分数？\r\n\r\n在教育和设计等领域，我们只能测量一些 **间接的代理指标** ：页面点击、网站停留时间、测试分数的变化、问卷调查回应等等。然后我们试图用这些测量结果来做决策。\r\n\r\n这就像是在扭动一根杆子，这个杆子连接着一套复杂的齿轮，这套齿轮又连接着我们 **想要** 测量的东西，而这个东西又以神秘的方式连接着我们 **实际** 正在测量的东西。\r\n\r\n[img [image|https://64.media.tumblr.com/5023543de2296fdaee36fb091428a99d/tumblr_inline_oo3jfeXJLT1qzgm2w_500.png]]\r\n\r\n当我们并未真正理解我们真正想要了解的内容与这些代理指标之间的映射关系时，我们很容易忽视重要的结果。\r\n\r\n在 Kumon\\* 花费大量时间做活页练习题可能会让一个孩子在算术上变得很棒，但这对他们的好奇心有何影响？对他们长大后自主学习的欲望又有何影响？（\\*译注：一家日本教培机构，其补习方式以做题为主。）\r\n\r\n[img [image|https://64.media.tumblr.com/b587e79b9dbf69ba9a20f139d8d91e3c/tumblr_inline_oo2pe1O9Eq1qzgm2w_400.png]]\r\n\r\n当 Spotify 默认让你接收吵闹的推送通知（「披头士乐队现已上线 Spotify！」），他们可能会提高某种参与度，但同时也会惹恼他们的用户。这种烦恼可能不会在任何仪表盘上显示出来：也许用户会以完全相同的方式继续使用该服务，但当第二年爆发一些公关丑闻时，他们可能就不那么愿意站在 Spotify 的一边了。\r\n\r\n[img [image|https://64.media.tumblr.com/a47cbd15867ec3d1315e46093bf5b487/tumblr_inline_oo2pbgc7ym1qzgm2w_500.png]]\r\n\r\n因为我们不了解这种映射，我们不得不做出更多的猜测。而每一次猜测，都有可能我们看到了 **一些** 纯粹偶然的结果。只有[在考虑到所有尝试过的假设时](https://href.li/?https://en.wikipedia.org/wiki/VC_dimension#In_statistical_learning_theory)，统计假设检验才有意义。\r\n\r\n另外，有时人们甚至不会去猜测，而只是在数据中寻找规律。如果你在足够大的数据集中寻找模式，你肯定会找到一些的！\r\n\r\n[img [image|https://64.media.tumblr.com/03f7eb89b7fc78635cbd5fe9ca7206fd/tumblr_inline_oo2pemuhh51qzgm2w_1280.png]]\r\n\r\n（来自 Randall Munroe 的 XKCD 的 [Significant](https://href.li/?https://xkcd.com/882/)）\r\n\r\n我们知道，相关不代表因果。有时，你会偶然发现强烈的相关性——就像上面的漫画中那样：[数据表明，这种蓝色让用户参与度最高](https://href.li/?http://stopdesign.com/archive/2009/03/20/goodbye-google.html)！\r\n\r\n但这只是随机噪声，如果你再用那种蓝色重新着色更多元素，你实际上并不会让任何人更开心，也许除了你所在社区中的那些自以为是的人。\r\n\r\n[img [image|https://64.media.tumblr.com/88fbb9d5199bd1e32c694a4174089984/tumblr_inline_oo3jgbkZQA1qzgm2w_500.png]]\r\n\r\n另一个危险在于，你发现的相关性可能在掩盖更重要的底层现象。\r\n\r\n假设你希望用户先在你的社交平台上分享他们的大新闻。你无法直接策略这个，但你有一个代理指标：那些帖子中附带的照片有 EXIF 数据，记录了它们拍摄的时间。你决定你希望将照片拍摄与分享的时间间隔最小化。\r\n\r\n为了弄清下一步该怎么做，你在用户行为日志中寻找相关性。假设你发现照片上传速度与用户立即分享大新闻照片的可能性之间存在强烈的相关性。你告诉你的工程师要专注于优化上传时间！\r\n\r\n你上线了优化后的照片上传器......但你在测量的指标中并未看到任何好处。结果，你并非偶然看到这种相关性：你看到它是因为「拥有更快上传速度的人们可以付得起更好的流量」，这意味着他们更可能在外出时上传照片，而不是等到他们使用免费 WiFi 时。\r\n\r\n照片上传时间 **本身** 只是真正根本原因的一个代理指标。\r\n\r\n[img [image|https://64.media.tumblr.com/d5699354a0cd9dc04a41b3191df6d73a/tumblr_inline_oo3jgphNdL1qzgm2w_500.png]]\r\n\r\n即使我们非常确定没有任何潜在的原因或后果，我们仔细地考虑了所有的假设，我们也必须记住，这些都是我们正在优化的 **代理指标** 。随着情况的变化，这些代理指标与你真正的目标之间的联系可能会减弱——甚至逆转！\r\n\r\n如果你的饮食中缺乏维生素 C，那么服用少量维生素 C **可以** 预防疾病。但这并不意味着你应该寻求百倍的效益而服用百倍的剂量（[就像诺贝尔奖双料得主莱纳斯·卡尔·鲍林所做的那样](https://href.li/?https://en.wikipedia.org/wiki/Linus_Pauling#Medical_research_and_vitamin_C_advocacy)）：你将看不到任何边际效益，而只会把所有的维生素 C 拉出来。\r\n\r\n在最糟糕的情况下，过度关注这些代理指标可能会产生反向激励。假设你想让学生在生活中为解决具有挑战性的问题做好准备。确实，将学校缺勤天数降至最低可能有助于实现这一目标——但超过了某一个度，其他因素将起主导作用。\r\n\r\n如果你过于激进地优化学校的零缺勤天数，你可能会轻易地 **逆转** 这种相关性，扰乱学生的家庭生活，或者创造出一种使学生厌恶他们专制学校的氛围。\r\n\r\n如果你是产品制造者，总使用时长可能看起来是一个很好的客户喜爱度的代理指标。但是如果你对这个指标看得过于重，你可能会因为帮助客户在比以前更短的时间内完成某项任务而受到惩罚。\r\n\r\n[img [image|https://64.media.tumblr.com/ff91c7748d7a8ea7b57bc6abefba9ff7/tumblr_inline_oo2pceIAqd1qzgm2w_500.png]]\r\n\r\n在这些领域中吹捧数据还有一个更微妙的问题——这是我的研究伙伴 May-Li Khoe 一再耐心解释给我的。如果你试图通过对商业成果产生最大影响来设计一些具有人性意义的东西，你很可能会最终得到的是几乎没有人性意义的东西......这反过来可能会损害你正在衡量的长期商业成果。\r\n\r\n同理，「应试教育」正如你所预期的那样，把课堂上的好奇心和参与性吸干了。\r\n\r\nFrank Lantz 在关于游戏设计的[演讲](https://href.li/?http://www.gdcvault.com/play/1020788/Hearts-and)中精彩地涵盖了这个问题（此引用在 33:30 处；感谢 [Bret Victor](https://href.li/?http://worrydream.com) 的指点）：\r\n\r\n> 这就是量化、数据驱动的游戏设计的困境……所以，这里有个类比：想象你有一个朋友，他在社交方面有困难……「我不知道我做错了什么。我去约会，我带了一个温度计，这样我就可以测量他们的皮肤温度。我带了一个卡尺，这样我就可以测量他们的瞳孔，看看它什么时候在扩张和收缩……」关键是，即使这些都是预测某人性兴奋度的正确测量指标，也没有关系。如果你带了一个温度计和卡尺去约会，你就不可能上床……\r\n\r\n那么。\r\n\r\n想象一下，两位老师在提高班级考试成绩上有完全相同的测量影响。他们在培养自信的思想家上产生同样影响的可能性有多大？\r\n\r\n你决定调整某个变量，因为在过去，它与产品使用量的增加高度相关。你认为这种改变更有可能为用户解决一个有意义的问题的可能性有多大？\r\n\r\n## 无法度量的意义\r\n\r\n我们已经看到，以与我们真正目标之间关系模糊的间接测量为主来做决策存在着许多危险。然而，伟大的教师和设计师 **确实** 在这些未被系统化的领域中高效地工作！\r\n\r\n他们有洞见；他们有直觉。这些都来自于他们对领域内在哲学的内化，这些哲学来自于经验、观察和故事。是的，他们的哲学并不完美；并且，他们也不能一定给你一套卡尺，让你可以用来做出自己的决策。\r\n\r\n但是，如果你询问关于一个特定的学生互动，或者一个特定的产品细节，他们通常可以事后解释为什么他们的哲学会推动他们往某个方向走。多听一些，你也许能建立一些自己的直觉。\r\n\r\n这不仅仅是运气或某种确认偏误——这些专家的品味有一种潜在的 **一贯性** 。即使你和他们都不能量化描述他们是 **如何** 做他们正在做的事情，这一点也是明显可见的。即使没有仪表板和 A/B 测试，优秀的老师也会以他人一贯认可的方式 **一贯** 地成为优秀的老师。当然，我们可能需要观察一段时间才能看到一个专家是否始终能提供洞见，而不是偶然——这就是知识工作者面试如此困难的原因！——但显然，有些专家的想法比其他人的更一贯地成功。\r\n\r\n这种一贯性就是意义 **所在** 。\r\n\r\n你怎么知道你的房子存在？毕竟，你并没有直接感受到它：你与它的接触是通过各种模糊的视觉处理和你自己的错误记忆来传递的。它存在，是因为它可靠地出现在它上次出现的位置。它存在，是因为当你在它的内部时，你始终能看到相同的图像，影子角度的改变符合你对季节的预期。它存在，是因为其他人可以和你谈论你的房子，并说出一些经过曲折的听觉系统解读的话，这些话不知为何和你自己模糊的感知相吻合。它存在，是因为你的手指可以感觉到门上房号的形状，这与你记忆中很久以前签署的租赁合同上的形状相吻合。\r\n\r\n同样的逻辑告诉我们，当一个专家一贯做出公认的成功决策，并且可以用符合直觉的修辞解释他们的哲学时，那里可能真的 **有点东西** 。\r\n\r\n你的房子是更系统化的——我们可以精确地测量它的高度，绘制蓝图，预测它的质量——但是，在我们拥有这些工具之前，社会仍然可以有效地谈论房子。在我们发现这些工具（和我们想用它们提问的问题！）之前，我们只有传统、专业知识、修辞、哲学。如果我们以平衡的怀疑和好奇心去倾听，这些都可以是强大的工具。\r\n\r\n## 假装衡量意义\r\n\r\n其实我没必要这么强烈地说教。在实践中，我们通常无法忽视领域哲学和专家直觉。\r\n\r\n有意义的哲学就是 **有意义的** ——所以即使我们 **声称** 要抛弃它，我们的直觉往往还是与我们的决策紧密相连。\r\n\r\n我经常在产品决策中看到这一点。例如，有人可能由于各种哲学上的原因，认为注册墙会降低产品的质量，但他们向外界 **解释** 这个决策的方式，是引用某一产品博客上关于这个主题的 A/B 测试的数据。\r\n\r\n这些数据并 **不是** 他们决定放弃注册墙的原因。它只是他们给别人（通常也是给自己）的解释，说明为何他们做出了这个决策。这种行为在某种程度上是对科学的致敬......同时又违背了科学的核心原则。\r\n\r\n在教育领域，人们非常热衷于[成长性思维干预](https://href.li/?https://en.wikipedia.org/wiki/Mindset#Fixed_mindset_and_growth_mindset)。大致的想法是：如果你能说服一个孩子，让他相信智力可以通过练习和努力来增长（就像他们的肌肉一样），那么他们在学校的表现实际上会更好。\r\n\r\n最近对这个领域的干预措施的热情源于一系列由斯坦福大学的 Carol Dweck 和她的团队进行的随机对照试验。这些干预措施可能是有效的！但是：[这个领域的定量结果在实际中的效应大小上相当适中](https://href.li/?http://mtoliveboe.org/cmsAdmin/uploads/blackwell-theories-of-intelligence-child-dev-2007.pdf)。\r\n\r\n仅凭这些研究无法解释这个话题所引起的热情程度； **这** 其实反映了人们对这些干预措施的预先存在的直觉信念的强烈程度。问题在于，[当教育界讨论这个话题时](https://href.li/?https://www.youcubed.org/category/teaching-ideas/growing-mindset/)， **主要** 通过这些研究来为成长性思维干预找理由。\r\n\r\n这种有目的的推理扭曲了决策对话。我们应该用这样的临时数据来支持——而不是取代——我们的哲学。\r\n\r\n当两个人在一个未系统化的领域中对某个问题在哲学上有分歧，但只允许定量的论证，他们最终会通过 **比他们自己的信念更弱的数据** 来进行代理人战争。更糟的是：如果我们 **真的** 发明了这些领域的强大预测系统，我们需要保持我们的科学智慧，不被事后的矫饰污染。\r\n\r\n------\r\n\r\n我希望大家能明白，我并不是在呼吁我们放弃数据和系统性思考。这种科学主义的痴迷其实是一种合理的防御机制！毕竟，在精确测量出现之前，物理学家曾用修辞进行辩论，我们最后得出的结论是燃素理论（也就是说，物质燃烧是因为它们含有一种名为燃素的元素；物质燃烧时燃素被释放到空气中；物质不能在罐子里燃烧是因为那里的空气不能吸收更多的燃素）。\r\n\r\n在没有可靠系统的领域，我们无法通过测量来理解。\r\n\r\n在这些领域 **建立** 系统是一个关键项目，而且 **可以** 取得进步。元分析和多质多法检验确实帮助我们奠定了一些基础。然而，在领域系统还在建设中时，我们必须小心不要过于依赖它们。它们还不具备结构上的稳定性。\r\n\r\n直觉、哲学和专业知识提供了各种有用的临时解释。如果我们随着时间的推移监控它们的预测，我们将发现局限所在，我们的理论将会发展。在此过程中，我们将发现规律，融入临时的系统性概念，并且灵活地发展我们的信念，无论证据如何，我们都会选择最好的。\r\n\r\n[img [image|https://64.media.tumblr.com/703614ef83d1443c52d6f54adaed746e/tumblr_inline_oo2pd3XDQ11qzgm2w_500.png]]\r\n\r\n喜悦、归属感和赋权可能存在于这个图片中的「定性黑箱」里，但我们仍然可以为它们的产生提供解释。这些解释可能会涉及可测量的输入和输出。但如果我们坚持通过，比如说，参与时间和净推荐值来解释喜悦，我们将得到我们活该得到的喜悦。", + "type": "text/markdown", + "caption": " 吹捧数据，迷失意义\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Exalting data, missing meaning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Exponentials and forgetting in Quantum Country.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Exponentials and forgetting in Quantum Country.json" new file mode 100644 index 0000000..b757d1d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Exponentials and forgetting in Quantum Country.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Exponentials and forgetting in Quantum Country", + "text": "# 量子国度中的指数和遗忘\r\n\r\n现在，我拥有了几年的数据和几个对照实验的结果，在过去的几个月里，我一直在想办法弄清楚量子国度中发生的事情。我想讨论一下我一路走来的发现，以及一些仍然困惑我的东西。\r\n\r\n*请注意：这是对量子国度数据的非正式讨论。该分析是初步的，不应该在其他工作中引用或摘录。我在这里*[*开门造车*](https://notes.andymatuschak.org/Work_with_the_garage_door_up) *。这篇没有录音，因为它相当依赖于数据的可视化*。\r\n\r\n### **关于指数的更新** 。\r\n\r\n间隔重复记忆系统最重要和最令人惊讶的说法是，它们可以为你的时间提供指数级的回报（在记忆稳定性方面）。花点时间考虑一下这有多不寻常！如果你每周阅读或慢跑几个小时，而你突然将其翻倍，那么你就会发现你的时间是如此的宝贵。如果你每周阅读或慢跑几个小时，而你突然将其增加到每周4个小时，你可能会得到不到两倍的好处。大多数日常活动的回报都是递减的。但至少在许多情况下，似乎额外的几分钟的间隔重复练习可以使你记住材料的回报翻倍。\r\n\r\n2019年，迈克尔-尼尔森和我[发表了](https://numinous.productions/ttft/#early-impact)一些初步结果，显示了量子国的这个指数，但我们现在有了一个更强大的画面，以及额外两年的数据和实验。我将在这里集中讨论第一篇文章，因为它有最多的数据。\r\n\r\n下面是一个成本效益交易的全局概览图，汇总了大部分细节（剪掉了少数异常值，这些异常值会使数字不自觉地缩小）。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/7227a93581b643bab4477d381fd23cda/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=PbL75Vt0oKFrBddmgf0aZcS6x437L3r1CPeJktPsZ3o%3D)\r\n\r\n换句话来说，经过半小时的练习，大多数读者可以在至少 2 周的时间间隔内记住文章中几乎所有 112 个问题的答案；1 小时后，则至少能记住 5 周；1.5 小时后，至少能记住 9 周。请注意保留率与练习时间的指数级增长。\r\n\r\n稍微拆解间隔图表，每一个点都代表一个读者在某次重复后的快照。纵轴上是对他们记忆稳定性的综合衡量：他们成功回忆起 90% 以上问题的时间间隔。横轴上是他们为完成该次复述所练习的时间。前面的「粗体」点代表了每个重复的中位数；虚线是一个指数拟合。\r\n\r\n当然，正如你所看到的，数据中存在大量的分散性。这很大程度上是调度程序细节的产物，我现在不讨论这个问题。但我不认为这能改变总体情况。这里我强调了第25%和75%的结果。对于前四分之一的人来说，一小时的练习就可以有三个月的保留。第25%的人增长较慢，但仍有稳定的进展，在一个半小时后达到一个月的证明保留率，仍低于最初阅读时间的50%。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/115e8c9ccdd64c33b93305bcb3d3f737/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=KV7YA_-phhFveuWtsD3luoUE-jT-w46DQMB3jRiB-QA%3D)\r\n\r\n值得注意的是，在每一次重复中，练习时间和保留率之间的负相关关系也很有趣。「慢」的读者往往更难记住。这是我们在未来尝试优化调度器时可以使用的许多信号之一。\r\n\r\n **以证明的保留率作为衡量标准的问题** \r\n\r\n这种表述最大问题的是：我们在这里看到的其实是读者对某一问题的真正保留率的近似*下限*。我们真正想知道的是一个读者可以等待的最大间隔，并且仍然有（比如）90%的机会记住。我把这称为 「稳定的保留区间」。但是我们不能直接测量这个。相反，我们衡量他们重复五次后的保留率的方法是，我们看*第六次*重复的时间和结果。而这种测量与我们的日程安排是一起的。\r\n\r\n在许多情况下，如果第六次重复被安排晚些，读者仍然会记得，这反过来又会产生一个更大的证明保留值。另一方面，如果一个读者在 40 天后没有记住，他们可能在 30 天后就成功了......但我们当时没有问，所以我们只能报告我们尝试的最后一个成功间隔（例如20天）。在这种情况下，我们也是少计算了保留值\r\n\r\n由于这种抽样限制，我们在上面的图中看到的决定性的指数曲线主要是我们的调度器的结果，它本身就是指数型的（根据成功和失败将间隔时间加倍和减半）。五次重复后的稳定保留间隔可能要高得多；如果我们能够测量它们，我们会看到一个更加戏剧性的曲线。但正如我们在本文后面所看到的，在大多数情况下，前几次重复的真实间隔肯定要高得多；如果我们能直接测量它们，指数曲线可能会趋于平坦\r\n\r\n到目前为止，我所展示的图表是通过将读者的证明保留率定义为 90%以上的问题所达到的区间来汇总文章中的所有问题。但是，在抽象的下一级，还可以看到更多有趣的细节。\r\n\r\n **由读者切分** \r\n\r\n例如，该图中靠近底部的读者做得比看起来要好。他们可以在很长的时间间隔内记住绝大多数的问题--只是留下了一些零散的问题。\r\n\r\n下面是前 10％的用户按问题显示的保留率分布。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/b701e4ddfd364ec3a8923d4e153eb291/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=4oA9gnHVDuwAQ_NtNuGmIpw3m2yRK2BkRWTf3dBytRY%3D)\r\n\r\n绝大多数的问题都被保留了四个月或更长时间。只有少数几个问题他们在一个月内难以推动。而随着再一次的重复，其中很大一部分会继续向上转移；这是同一个用户的下一次重复。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/39bba03b85554a2f8876f5ae2ceab853/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=_xAbVDJbBHSulFZphTv02N7T48mPOl3Ez_FuhUfEMFw%3D)\r\n\r\n **按问题切入** \r\n\r\n这些 \"滞后的问题\"在不同的读者中是相当一致的。仅仅5个问题就占了超过四分之一的例子，在这些例子中，一个读者在重复了5次之后，对一个问题的保留率保持在一个月以下。13个问题占了此类情况的一半。从那以后，剩下的99个问题中大部分都是次要问题。\r\n\r\n你可以在这幅图中更清楚地看到这一趋势，它显示了每个问题在重复5次后的证明保留率。这里的每一 「栏」都是一个问题的图表，每个读者都是一个样本。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/77bd61d38fa34904a562119da4843403/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=KRpGg2mphAYN40iRXREZuN45zgdAJM_i-_lvsSRBdn8%3D)\r\n\r\n大约四分之三的问题其25％的百分位数高于4个月，其余大部分问题都远远高于2个月--这很好！--尽管更广泛的离散性表明有明显的机会进行更好的安排。但是，那些最底层的几个问题看起来显然会从一些额外的支持中受益。在最底层的那组问题中，大部分是困难的背诵记忆问题。\"X/Y/Z/Hadamard门的矩阵表示是什么？\"，\"匕首操作的三个常见名称是什么\"，\"谁在使用量子计算机模拟量子场理论方面取得了进展？\"。在这组问题中，有一个明显比较概念化的问题。\"电路中有什么例子，其中输入到CNOT门的目标状态被门保持不变，但控制状态发生变化？\"然后还有一些关于狄拉克符号和矩阵单元性的关键细节。\r\n\r\n这种分析模式可以为我们指出问题所在，但这些麻烦的问题的原因并不明显。为此，我们需要挖掘遗忘的动态性质。\r\n\r\n### **反例：没有练习的遗忘** \r\n\r\n为了使助记媒介真正具有变革性，（至少）这四点必须是真的：\r\n\r\n1. 记忆：如果你按照建议练习，你会持久地记住~一切。\r\n\r\n2. 成本：不会花那么多时间。\r\n\r\n3. 反例：如果你 **不** 练习，你就会忘记。\r\n\r\n4. 迁移：而这种持久的记忆会从人为的练习环节迁移到真正理解和能力。\r\n\r\n上一节勾勒出了前两点的状况。我现在要承认，我还不能对迁移[1]说太多。但在过去这几个月里，我对反例的第三点了解了很多。\r\n\r\n你在本节中看到的大部分数据来自我在 2021 年进行的一个实验，该实验随机分配给新读者不同的时间间隔。例如，初始复习时间间隔在一周、两周、一个月和两个月之间变化。这种变化应该让我们看到如果你不复习会发生什么。\r\n\r\n但正如[我以前讨论过的](https://www.patreon.com/posts/quantum-countrys-59365357)，情况并不那么清楚。下面是所有问题和读者的平均回忆率。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/9c459925eaf4459e9c57676bc5ff823a/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=KjCmCjJn2YjpKShZ3XzIsvTnS9ftsrFK_QkpzWJ4x8E%3D)\r\n\r\n真的吗？1周和2个月之间有13个百分点的差异？这很难让人相信!我在之前的文章中讨论了一些解释和子分析，但在这个问题上又花了一百个小时，我认为高阶的一点是：很多问题都很容易；很多读者都很熟练；所以你需要更仔细地看，才能看到戏剧性的遗忘曲线。\r\n\r\n我现在从这些数据中总结出的印象是：如果没有练习，你很可能会忘记「较难」问题的答案；如果你在材料中挣扎，你也会忘记许多其他的问题。但是你可能会在一两个月内记住「简单」问题的答案，而不需要很多练习。\r\n\r\n **补课环节** \r\n\r\n在我称之为「补课」的阶段中，可以看到一个更引人注目的遗忘曲线。在这个最新的时间表中，如果你在阅读文章时忘记了一个答案，我们会提示你在一天后再次复习——这是一个用于额外强化的「补课」。如果你在那节课上想起了答案，那么我们会安排你参加第一个较长的间隔。（因此，上述遗忘曲线中使用的样本是在这些补课 **之后** 的第一次复习——即在读者证明他们能记住一天之后。）\r\n\r\n但是，人们并不总是能够按时复习。电子邮件可能会被搁置数天。因此，我们可以通过检查实际复习时的回忆率来了解有多少遗忘发生。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/f232c7ec8a9a4c3487e4495c8e94e56d/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=3yJXxu0g90xWYwBjRxZLcgXxn71hVzr9BHebfIewOGo%3D)\r\n\r\n红线是我们一直在讨论的读者的遗忘曲线，他们在 1 天后被分配了一个「补课」。蓝线追踪的是不同的用户群，使用的是较早的时间表，最初是在 5 天后分配遗忘的问题。因此，在三周内回忆率从 ~85% 下降到 ~55%。\r\n\r\n蓝线也解决了我对做这种分析的一个担忧：选择偏差。难道「迟到」的学生不那么自觉，不那么认真，不那么容易记住？红线和蓝线的紧密重合表明，这种影响毕竟不是很严重：迟到的读者和尽职的读者表现差不多；间隔时间占主导地位。\r\n\r\n这些最初被遗忘的问题在下一个环节中也有更陡峭的曲线，第一个环节安排在一个较长的时间间隔内，这在不同的实验组中是不同的。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/a62919775170410591a685724c42603b/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=aD_siTr3LuxqjeOzSrjp62lFycm5Yx6NBQzPlrLxupE%3D)\r\n\r\n大多数读者在阅读文章时都会忘记十几个问题。至少对于这些问题，反例似乎很清楚：如果没有多轮练习，你很可能在随后的几周内忘记。\r\n\r\n这里也有一个有趣的复合效应，它使你更难从遗忘中恢复。如果你在第一次延迟重复时忘记了一个答案，你会在一天后得到一个 「补课」，就像你在论文中忘记一样。当读者在较长的间隔后忘记时，他们在这些补课中的表现更差。当最初的间隔为2个月时，读者在延迟复述*和*后的补课中都会有16%的时间忘记，而在1周的条件下，读者只有2%的时间忘记。\r\n\r\n **按问题切入** \r\n\r\n「困难」的问题也有更陡峭的遗忘曲线。在这里，我所说的 「困难」是指 \"文章中的回忆率低\"。事实证明，这与第一次重复时的回忆率有适度的相关性（r=0.65）--实际上，比通过基于[项目反应理论](https://en.wikipedia.org/wiki/Item_response_theory)的模型拟合的难度参数更好。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/fe88e56704dc40738f307a3151bb5708/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=lAWKxMi3FhfvWlHtrM6DFm9Z6BnIOds6Pv_si8y8WUM%3D)\r\n\r\n这是第一次重复的遗忘曲线，按问题的四分位数切分。上线代表 \"最容易\"的问题，下线代表 \"最难 \"的问题（即最高和最低的课内记忆率）。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/347338c948ff48fc87813fbc2cecd116/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=i-nTGqendHGahTl4XZOEYavLAsdUSdvWuJiWXl1FaKU%3D)\r\n\r\n因此，如果没有练习，你很可能在两个月后忘记 \"难\"的问题，而你在中间的四分之一上的表现会下降到C级。最简单的问题可能还不错!\r\n\r\n你可以在这个图中更清楚地看到惩罚的形状，它显示了每个初始区间的每个问题的召回率（从低到高排序）。垂直网格线表示问题的十分位数。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/3fb08ba4b1814754ba2d23f676075d2b/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=zdh8OVNr-9gKS53H_UFEmrm5HLQgFfaAzKcK_MfUH70%3D)\r\n\r\n在最容易的~三分之一的问题中，差距是相当小的，然后扩大到最底层的十分之一左右，然后再次收敛。(你也可以看到，我们在两个月的时间间隔内有较少的样本，这是另一个有趣的结果，但我现在跳过这个讨论）。\r\n\r\n下一个角度自然是按读者的四分位数来划分，但我们没有足够的样本来这样做。但是，我们可以通过注意到以下几点来很好地了解这种影响：a）有困难的读者会在论文中忘记更多的问题；b）在论文中忘记的问题有陡峭的遗忘曲线，正如我们在上一节中讨论的那样。\r\n\r\n **练习的价值** \r\n\r\n在这个实验中，从1周的间隔开始的读者，紧接着是3周的间隔。这让我们可以评估以下的粗略情况：假设你在一个月后需要一些知识。如果你在一周后复习那份材料，然后再等三周（总共约一个月），你的表现与在这段时间内完全没有复习的人相比会如何？\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/63206775/c225d81a375b49c094cc8dc755138405/eyJ3Ijo4MjB9/1.png?token-time=1647388800&token-hash=7HHwEzRi2O3uaHBG0SeVpGvK4a2eBOYBf9E-iprv-rk%3D)\r\n\r\n不幸的是，我没有把这个设置成能够进行*完全*公平的比较：如果一个读者在7天的时候忘记了一个问题，他们会在7天的时候再尝试21天的间隔。所以其中一些问题得到了额外的练习。而且，在坚持进行第二次重复的读者群中，可能也存在着有意义的选择效应。我曾试图在这篇文章中分享的其他比较中控制这一点，但我没有足够的数据在这里做这个。\r\n\r\n但是，所得到的信息还是很清楚的：更多的练习可能比日程安排的差异大得多。初步估计，除了我们已经讨论过的一些明显的例外情况，时间表似乎并不那么重要。反复练习才是最重要的。\r\n\r\n但我们必须从成本和效益的角度来考虑重复练习。例如，如果你看一下上图中 \"最容易\"的四分之一的问题，额外的一轮练习似乎并不重要：这只是从95%到100%的提升！成本可能大于收益。成本可能比收益大。可以说，下一个四分之一的问题也是如此。当然，我们不希望走得太远。回忆率并不能说明全部问题。额外的重复可能会以我们在这里没有看到的小方式加强理解。更巧妙的是，它加强了与材料的情感联系。我认为这种联系的衰减是为什么在2个月的初始审查条件下，坚持下来的读者较少的部分原因。\r\n\r\n理想情况下，我们希望能够比较时间表A和时间表B，以绘制一个有效的边缘。如果我对投入X分钟感兴趣，我能够得到的最佳表现是什么？或者，如果我对某一特定的稳定保留时间感兴趣，那么达到这一目标的最低成本计划是什么？\r\n\r\n当然，关于这个问题有很多论文，但都涉及到构建遗忘曲线的预测模型，而我一直在特立独行地试图避免这种情况，把注意力放在数据中可视化的模式上。但我并没有成功。如果我想进一步推动这个成本/收益的话题，我估计我需要建立一些模型。\r\n\r\n **没有文章中的提示就忘记了** \r\n\r\n到目前为止，我们已经讨论了反例，即如果你读了今天的《量子国度》，然后在一段时间内没有练习，会发生什么。但同样值得一问的是：如果你只阅读《量子国度》的文本--没有任何嵌入的提示，也没有练习，会发生什么？\r\n\r\n我们在2020年做了一个实验，我们可以（潦草地）结合上面的实验数据来估计这个问题。在2020年的实验中，我们从一些读者的文章中隐藏了一组9个问题，然后偷偷地将这些问题重新插入一个月后的审查会议中。\r\n\r\n令人高兴的是，这些实验卡跨越了 \"问题难度 \"的所有四个四分位数，正如我们之前讨论的那样。我已经没有力气做图了，所以我只比较这些问题中 \"最简单\"和 \"最难 \"的问题，以说明结果的范围。这些问题分别是\"|ψ>是一个......的例子？\"和 \"你如何用狄拉克符号和单位向量|e_j>写出矩阵M的*jk*分量？\"。\r\n\r\n- \"难\"的问题需要（额外）支持，才能在一个月内可靠地回忆起来。\r\n\r\n - 没有论文中的提示或练习，一个月后：42%\r\n\r\n - 在文章练习和补课中，然后在一个月后：71％。\r\n\r\n - 文章中的练习和补课，在1周时练习（可能有补课），然后3周后：90%。\r\n\r\n- \"容易\"的问题需要较少的支持：\r\n\r\n - 没有文章中的提示或练习，一个月后：89%\r\n\r\n - 在文章练习和补课中，然后在一个月后：91%\r\n\r\n - 文章中的练习和补课，在 1 周时练习（可能有补课），然后3周后：100%\r\n\r\n但情况也因读者而异。\r\n\r\n- 对于论文中回忆率处于最低四分之一的读者：\r\n\r\n - \"难\"问题的数字是：23%; 62%; 75%\r\n\r\n - \"简单\"问题的数字是：79%; 93%; 100%\r\n\r\n- 对于论文中回忆率在前四分之一的读者：\r\n\r\n - \"难\"问题的数字是：56%; 67%; 100%\r\n\r\n - \"简单\"问题的数字是：97%; 87% (?); 100%\r\n\r\n这些数据使反事实的说法变得有些刺耳。没有任何形式的支持，困难的细节很可能被遗忘。而对于那些在材料中挣扎的读者来说，即使是 \"简单\"的问题也至少需要在文章中提示才能保持可靠的记忆。\r\n\r\n————————\r\n\r\n感谢 Gary Bernhardt、Michael Nielsen和Giacomo Randozzo对这些议题的有益讨论。\r\n\r\n[1] 当然，关于这个问题之前有很多实验，大多是在实验室环境下进行的；例如，见[Butler（2010）](http://andymatuschak.org/files/Butler - 2010 - Repeated Testing Produces Superior Transfer of Learning Relative to Repeated.pdf)的回顾。", + "type": "text/markdown", + "caption": " 量子国度中的指数和遗忘\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Exponentials and forgetting in Quantum Country" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Finding research\342\200\223context fit.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Finding research\342\200\223context fit.json" new file mode 100644 index 0000000..abb9b43 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Finding research\342\200\223context fit.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Finding research–context fit", + "text": "# 寻找研究和情境的匹配点\r\n\r\n原文：[Finding research–context fit | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/finding-research-51501925)\r\n\r\n[Finding research-context fit.m4a](https://c10.patreonusercontent.com/4/patreon-media/p/post/51501925/dab0893585b14d459996e0a052150020/eyJhIjoxLCJwIjoxfQ%3D%3D/1.m4a?token-time=1645488000&token-hash=aKxsZQ72y49MYrXs4LZzv2G2iL9tLLOU8VmwbLWD4cU%3D)\r\n\r\n早期创业公司总是拼命寻找「产品—市场匹配」——找到一种解决方案，对于某个市场非常有吸引力，结果[所有人都在想要你的产品，比你做产品还快](https://pmarchive.com/guide_to_startups_part4.html)。此时指数飞轮便开始运转，而创业公司也能开始履行其雄心壮志。\r\n\r\n有抱负的「思想工具」发明者不追求快速的客户增长，但他们的研究速度确实关键取决于一个相关现象： **研究与情境的匹配点** 。为了解释我的意思，我会描述我如何寻找这一匹配点。\r\n\r\n### **量子国度的研究与情境匹配度不高** \r\n\r\n我一直在努力创造一些环境，让读者更容易学习复杂的想法——这些环境旨在大幅扩展人们的思想和能力。2019 年，[Michael Nielsen](https://michaelnielsen.org/) 和我出版了[量子国度](https://quantum.country/)，这是一本基于实验性「[助记媒介](https://numinous.productions/ttft/)」编写的量子计算教科书。该媒介融入了来自认知科学的强大理念，旨在使人们更容易记住他们所读的内容。\r\n\r\n现在想象一下，《量子国度》的大多数读者都是研究生新生。他们即将开始在新领域开展原创研究；他们正试图找到自己作为独立思考者的定位；他们正拼命地学习一个以颇具挑战性而闻名的新领域；他们也许有点不知所措。在他们生活中最重要活动的日常体验中，他们会 **真切地** 感受到，像《量子国度》这样的资源的成功或失败。与学生的对话将推动对该媒介的研究。对学生理解的定性影响将引出重要的新研究问题。在这个世界中，我将有研究与情景的匹配点。\r\n\r\n但情况并非如此。《量子国度》的大多数读者——甚至是坚持复习环节几个月的读者——都只是仅仅有些好奇的人，有兴趣了解量子计算的基本知识。《量子国度》是其他一些密集的非虚构读物的更精细版本，他们可能在周日早上喝咖啡时阅读。这些读者可能会喜欢这本书，但媒介的成败对他们的体验并不直观可见。\r\n\r\n这种背景并没有对媒介或其想法产生足够的压力。它最大的缺陷在哪里？沿着哪些方向可以有意义地扩展读者的能力？什么情况下，一个人可以完美地记住成百上千个细节，却仍然无法理解或行动？这很难说。更糟的是，在这种不太严格的情境中，自发产生的问题倾向于为媒介弱化框架，侧重于帮助休闲读者享受学习。我渴望更强大的框架：开发一种媒介，显著扩展读者的能力，让他们做任何他们认为最有意义的事情。开发这样一个系统的最佳方式，是在一个会如饥似渴地消化其好处的情境中。强烈的解脱和深深的挫败感会推动发问和解答。\r\n\r\n我所描述的问题在「思想工具」领域很常见，特别是对于那些主要关注于赋能他人而不是自己的发明者来说。正如迈克尔和我在[我们如何开发变革性的思想工具？](https://numinous.productions/ttft/#serious-work)中指出的那样：\r\n\r\n> 有很多关于思想工具的产品，其形式都是玩具或「教育」环境。就像真正的作家不使用的写作工具，真正的数学家不使用的数学工具… 我们很容易陷入货物崇拜的模式，做一些看似（比如说）数学的工作，但实际上却避免深入这个学科的要害。对于要为其创造工具的学科，这些工具创作者却从来没做出什么重要原创性工作。他们怎么能知道工具需要包括什么呢？\r\n\r\n> *...*\r\n\r\n> 假设你想为 X 学科建立工具… 除非你深入地参与到该学科的实践中，否则要建立好的工具是非常困难的。这就像没有实际做任何木工工作，却试图建造新的木工工具。这也许是像 Mathematica 这样的工具能派上用场的部分原因——主要设计者 Stephen Wolfram 对数学和物理学有真正的研究兴趣。\r\n\r\n> *...*\r\n\r\n> 这里有一条一般原则：好的思想工具，大多是在对严肃问题进行原创工作时产生的副产品。他们往往要么是由从事这项工作的人创造的，要么是由与他们的工作关系密切的人创造的，这些人是真正创办者。此外，这些问题本身对于问题解决者来说通常具有强烈个人兴趣。他们不是为了薪水而解决问题，他们是急切地想知道答案。\r\n\r\n值得强调的是：这个原则似乎可以解释有志于发明思想工具的人中的许多失败！我发现自己很难注意到这一点。我发现自己很难注意到这一点。像许多其他技术专家一样，我有一种自然的工具固定化倾向。如果我不控制这种倾向，我就会陷入这段话所描述的那种失败模式。\r\n\r\n就为作者开发工具而言，量子国度对这一原则管理得相当好。我的合著者迈克尔也是量子计算领域标准教科书的合著者。他对成为一个有效的作家的挑战也相当认真，无论是一般的还是关于这个主题的。同样，在我通过 [Orbit](https://withorbit.com/) 将媒介扩展到其他领域的工作中，我花了很多精力与助记媒介的潜在作者建立关系，使他们的问题成为我的问题。\r\n\r\n但我最近才意识到，我一直忽略了同样的原则，因为它适用于读者。对于我们这些对创造传播媒介（如助记媒介）感兴趣的人来说，我们必须与作者 **和** 读者/消费者建立密切的工作关系，否则我们就必须是这些角色之一。\r\n\r\n### **寻找一个更好的环境** \r\n\r\n仅仅与读者进行更密切的合作是不够的。我需要在一个强大到能支撑我研究的情境中寻找读者。以下是一些似乎对于助记媒介乃至一般思想工具研究来说，使研究与情境良好匹配的重要因素。\r\n\r\n1. **强烈的信号** ：你需要能做出实验，并能以足够的清晰度进行观察，从而实质性地回答你的核心研究问题。就目前的《量子国度》和 Orbit 而言，要回答发展媒介所需的基本问题就相当困难。非常宽泛地说，这可能意味着：什么起作用？什么不起作用？该媒介对读者能力的实际影响是什么？更狭义地说：媒介的具体变化如何影响它对读者的作用？如何影响它赋能于读者的行动？不同种类的互动可以支持什么样的理解？在什么主题下？\r\n\r\n2. **真正的利害关系** ：你想要一个情境，让你的工作至少具有变革的潜力。你不能期望立竿见影，但为了指导你的工作，你至少要能看到非线性回报的曙光。思考像助记媒介这样的项目的目标的一种方式是创造一个环境，使一些重要的读者群体从根本上更加有利——简化，一个 10 倍速的阅读环境。但是，无论怎样的媒介改进，都无法「改变」那些除了放纵偶然的好奇心之外，对参与这个主题不感兴趣的读者。\r\n\r\n3. **驱动的问题** ：也许最重要的是，你需要的不仅仅是一个可以帮助回答你的研究问题的环境：你需要的是一个足以让你沉浸其中、要求严格的环境，使它能够自己定义出引人注目的研究问题。理想情况下，你根本不会带着你自己强烈的研究问题来。相反，它们应该在对环境的反应中自然产生。\r\n\r\n这场讨论中有一个令人困惑的地方，那就是我其实对增强好奇心驱动的读者相当感兴趣。周日早晨的阅读或许起初随意，但这往往能埋下一颗孕育出有意义的创新成果的种子。我怎样才能把这个现象和我所描述的担忧调和起来呢？大体上来说，我认为这个研究领域里面存在很大的路径依赖。就好比一位没有显微镜的生物学家，我需要更强的工具来探寻我正在研究的现象。这在思想工具的领域里看似并不稀奇。工具一开始在某个临界环境下被开发出来，这个环境足够激烈，以至于能孕育出非常有力的想法，然后它们就在要求相对低一些的环境中被广泛应用。当然，这最后一步并不是自动就能完成的。Wolfram 创造了 Mathematica 就是为了满足他作为研究人员的需求，我敢说，要让这个工具适应更随性的使用者，一定做过大量的调整。同样地，为了增强深度阅读而开发的环境，如果要改造它来适应非正式的阅读，肯定需要一番精心的改动。但我猜，反过来可能会更难，或者说根本做不到——比如，把 [Calca](http://calca.io/) 发展成 Mathematica。\r\n\r\n我现在的初步设想是，「理想」的读者应该是那些对新领域（很可能是技术类的）有严肃的求知欲、并且有着一定的创新项目，比如进行一项原创研究或是筹备一场创业的人。由于我在创造一种传播媒介，所以需要找到这种读者和一个富有激情的作者的交集。要获取充足的反馈，找到一群团结活跃的人并深入其中是最好的选择。\r\n\r\n与此同时，我得物色那些在某一领域拥有专业知识、愿意帮助新手，并且热衷于深入合作的作者。光是给作者一个现成的工具，然后在他们尝试写作时解答疑问，这样做远远不够。必须让作者对于主题的需求理解，和对读者面临困境的认识，去引领媒介的进化。一种强大的新型传播媒介，不仅要让读者受益匪浅，对作者也应同样具有深远影响。\r\n\r\n更具体地说，我正在探索的两个最有希望的作者/读者情景：\r\n\r\n1. 为了让门下研究生新生熟悉研究所需话题，教授写下的专著/教科书/笔记\r\n\r\n2. 一本行业领袖的书，旨在指导人们如何在全新而富有挑战性的领域（如生物技术、机器学习）创业或加入公司。读者可能是科学家，也可能是技术专家。\r\n\r\n为了说明选择情景所涉及的问题，我将讨论一些其他的情景，这些情景最初看起来很有希望，但我现在担心它们会带来严重问题。\r\n\r\n **大学课程** \r\n\r\n我想回答的一个关键问题是：通过提取练习建立的流畅性，会对你的理解力和创造性解决问题的能力产生何种影响？大学课程有内置结构（如考试、项目、论文），可以帮助我探索这个问题。\r\n\r\n但这个情境下的读者面临的问题，和我想解决的并不一样。他们中大多数人并不是在进行有意义的创造性活动的同时进行学习。他们中大多数人都是对外部激励机制做出回应（这是完全合理的！）：学习这套你应该知道的东西；通过课程；取得足够好的分数；等等。\r\n\r\n我记得作为一个本科生的感觉。我正在上五门课，其中有一半的课程我还算有点兴趣，其他的都是必修课。我确实想学习，但是校园生活有很多其他让我着迷的事情。再说了，大部分本科课程对学生的流畅程度并不寄予太高期望。如果当时有教授告诉我：「只要用这个系统在整个学期中花两个小时的时间，就能稳稳地记住我课程的所有内容」，我可能会对他们的言论半信半疑，但很可能我也不会按他们的建议去做。我原有的学习方法看起来「已经够用了」，尽管我知道我学到的很多知识并没有真正「牢记在心」。事实上，这种态度似乎与我们今年春天在一个本科班级进行的实验体验相吻合。\r\n\r\n许多人制作了各种系统，旨在帮助人们更有效、更可靠地提升课业成绩。相较之下，我更感兴趣的却是那些能拓宽人们思维，使他们能自由自在地围绕自认为有价值的事情行动的系统。这两个目标固然有其相关性，但并非完全一致。考试分数不过是对某种能力的一个替代指标，但它给媒介施加的压力，未必能揭示我想要解决的问题。我在这个领域深耕已久，深知「教育」这个词汇背后所蕴含的巨大力量。它更有可能颠覆我的工作，而不是我去颠覆它。\r\n\r\n **[医学/法学/商科]学生** \r\n\r\n在本科学习的情境里，问题的一部分在于学生其实并不 **需要** 流畅性，就能达成他们当下的目标。但对于医学生来说，这就是必须的了。因为他们要吸收大量的知识，目前已经有一大波医学生在利用间隔重复，去熟悉他们在工作中需要的知识。我估计，法学和商科学生的情况也类似。\r\n\r\n但当我浏览 [medicalschoolanki subreddit](https://www.reddit.com/r/medicalschoolanki/) 时，我的感觉是，这些医学生们的主要动力在于，他们想在重大考试中取得高分，其次才是出于对积累或许有朝一日能派上用场的知识的一种抽象乐趣。我妻子是名医生，所以我问她认为是什么在推动医学生的学习行为。她脱口而出的回答是：「恐惧！」害怕考试挂科，害怕分数不够申请心仪的医院实习资格，害怕在大人物面前出丑。但他们并 **不** 害怕会伤害病人（毕竟有多重的监督机制在），也不害怕在研究项目上因缺乏必要的知识而手足无措，更不害怕自己理解不了自己渴望掌握的知识。\r\n\r\n我相信，在这些情境中，有些学生的感受不同。也许我可以想出如何与他们合作。但我越来越怀疑，这些情境不会为我的研究提供正确的压力。\r\n\r\n **新员工培训** \r\n\r\n假如你刚入职一家新公司，你可能急切地想要立马展现自己的能力。然而，要做到这一点，你必须先掌握大把基础知识。以 Stripe 公司为例，新员工需要快速吸收大量公司内部和行业专有的术语，理解复杂的概念，熟悉公司的运作程序。再者，新的开发人员还需要了解关于公司内部基础设施的各种细节。在这种背景下，运用助记媒介可能会产生很有趣的效果。\r\n\r\n这里面临的挑战是，正式的企业学习系统几乎总是令人灵魂深处感到压抑，给人的感觉像是学校最糟糕的部分。当你听到「合规培训 」或「再培训」时，你会想到哪些平庸的恐怖？你能感觉到，使用这些系统时的每一步动作都会被统计成一份「[报告面板](https://thesprouts.org/blog/rendering-learners-legible)」，供某个地方的管理员查看。围绕这些东西有一个完整的行业，叫做「企业学习和发展」。虽然有些讽刺，但我确实知道有些心怀良意的初创公司（一些已经倒闭，一些还在努力）在这个领域尝试应用间隔重复。我担心他们为了讨好购买者，牺牲了这种方法的巨大潜力。最大的挑战之一就是，这个情境下的购买者其实并非使用者，所以预计的委托—代理问题就会显现出来。\r\n\r\n在这个领域的诀窍是找到一个公司，大到让良好的入职培训显得至关重要，但又小到让整个过程不至于从一开始就让人感到烦闷。我的直觉是，应该将此过程调整为以员工为中心的工具：只要你在入职时对任何东西感兴趣，就用你的「魔法棒」指向它，你就能轻而易举地记住它！这个工具的服务对象是 **你** ，而不是某个企业的数据看板。这几乎与常规的以雇主为中心，「喂」给员工任务的培训方式截然相反。如果从创业公司的角度来看，这样的做法就是在「颠覆」企业学习和发展领域，通过推出一款「草根」工具，让员工主动兴奋地接受，然后推广到整个公司，就像 Slack 的发展道路一样。\r\n\r\n这一切在我听来相当悲惨——当然，我是想找到研究情境，而不是「赢得」一个「细分市场」——但我仍然相信，如果有合适的合作伙伴，这条道路会非常有趣。\r\n\r\n **高风险的生活变化** \r\n\r\n某些关键的生活事件往往会伴随购书狂潮：有了第一个孩子，成立了第一家公司，建造了一栋房子，为失去亲人而悲伤，等等。这些主题，尽管技术含量不高，却关乎重要利益，且与我们的生活密切相关。鉴于许多面临这些处境的人已经在购买相关书籍，那我们是否能让这些书籍发挥更大的效用，从而产生更深远的影响呢？\r\n\r\n我在这里犹豫不决，因为虽然所有这些事情都很困难，但我怀疑「学习复杂的想法」在这些挑战中，真的是瓶颈所在吗？当然，在这些领域中还有其他有趣的机会，可以让书更好，这些机会不一定都和学习复杂的想法有关。但我已经花了很多时间思考如何使用助记媒介来帮助人们学习复杂的想法，我觉得如果不在这个问题上继续深入，而草率改变关注点，那真是太过遗憾。\r\n\r\n我在思考如何提升个人成长类书籍的效果时也有同样的顾虑。例如，[我认为](https://numinous.productions/timeful/)像《[原子习惯](https://jamesclear.com/atomic-habits)》这样的书，如果能把创制经验延续下去，帮助读者把书中的观点融入自己的生活中，那这本书的影响力就会大大增强。但我直觉告诉我，要认真对待这样的挑战，可能意味着要开发出一种完全不同的媒体形式。再举一个例子，学习佛法的确需要内化大量精确知识。也许助记媒介可以对此有所帮助。但对八正道和四圣谛的提取练习，可能并不是提升这类书籍的最重要的方式。\r\n\r\n————————\r\n\r\n我内心的一部分在担忧，是不是我想太多，阻碍了我在「足够好」的情景下建立势头。而另一部分则在忧虑，我是不是还没有 **充分** 意识到问题的严重性——也许，这才是我工作中面临的最大挑战，我应该把全部精力都放在解决这个问题上。\r\n\r\n在可汗学院的工作经历中，我受够了研究/情境匹配差的问题。我现在渐渐认为，良好的匹配度是优质工作的必要条件。这一匹配很是微妙。匹配度差，不会像缺失的仪器或技能一样构成明显的阻碍。但如果你期望建立系统，增强他人的能力， **你** 的见解空间会极大由他们的使用方法决定。", + "type": "text/markdown", + "caption": " 寻找研究和情境的匹配点\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Finding research–context fit" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Fluid practice for fluid understanding.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Fluid practice for fluid understanding.json" new file mode 100644 index 0000000..56942c2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Fluid practice for fluid understanding.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Fluid practice for fluid understanding", + "text": "# 灵活的记忆实践产生流畅的理解\r\n\r\n原文：[Fluid practice for fluid understanding | Patreon](https://www.patreon.com/posts/fluid-practice-83882597)\r\n\r\n「这些是我不成熟、粗糙的思考，但对于那些热衷于优化学习方法的人可能会有所启发。本文假设你已经深入了解且熟悉记忆系统。」\r\n\r\n我接受的记忆训练彻底改变了探索新知识时的体验，我像是在摇一个曲柄，只要摇下去，我对新问题的理解就会稳步上升，持久而没有停滞。但这只是理想情况，很多时候我感到自己的理解很浅薄，问答复习会让我感到无聊或者疏离，我有时更像在机械地复述他人的话，而不是真正地理解。\r\n\r\n一个解决办法，是在记忆系统的应用方面进行自我提升。我会优化我的写卡策略，更有意识地关注知识在情绪、情感上与我的链接。如果方法不奏效，我就积极调整。简而言之，我记忆训练的质量依赖我卡片的质量，以及制卡时我关注点在哪儿，又怎么修正的。如果我对新知识的理解显得薄弱，那意味着卡片、制卡方法需要改进优化。进步\r\n\r\n卡片写作是一个有用的能力框架。多年来，我在编写和维护卡片的能力上有巨大提高，我的记忆实践（memory practice）已经变得更加多元化和可靠。但是，这个框架的局限性也是值得思考的。我希望有这样一个记忆实践，不仅能帮助我建立和维持灵活、可靠的理解，而且着实能随着时间的推移加深我的理解。\r\n\r\n我一直在思考：学习写出更好的卡片能多大程度上达成目标？单张形式的卡片是否是最好基本单位（达成这个任务的）？普通的闪卡是承载陈述性知识的方便形式，但我想帮助人们掌握复杂的概念。如果我们退后一步，看看产生这种理解实际上需要什么，以及概念的实践的机制，我们是不是能找到更适合理解的基本单位？\r\n\r\n### 从 Alex 身上学到的\r\n\r\n部分动力源于我与 Alex 的实验经历，促使我进行这项探索。Alex 是一个自驱的成年学生（今年早些时候，我曾[帮他学物理](https://www.patreon.com/posts/80865178)[1]），在实验里，我为 Alex 编写了数百张记忆卡片，帮他更好地内化他的阅读资料和课程。他在记忆系统内外努力理解这些概念，我观察这个过程，也有极多的收获。成为一个观察者而不是学习者，真的很有帮助：当我只给自己写卡时，我总是很难拉开一段距离观察自己，看清楚究竟发生了什么、哪里出现了问题。\r\n\r\n在我观察Alex的过程中，我发现一个关键的问题，那就是「知识迁移」的困难。他通常能够回答我编写的卡片，但他的理解很脆弱：问题稍有变动时，他的知识运用就比较困难。在我的实验中，Alex 看起来真正需要的是在实践层面上，对同一个点引入更多的「变体（variation）\\*」。（*译注：换个方式写卡就产生变体）\r\n\r\n对于一些概念知识，我尝试过标准的记忆系统实践，也就是写上十几张（或者更多！）卡片，从许多不同的角度和许多不同的外部特征访问它*。这可能产生了更灵活的理解，但对复习课的影响相当负面：即使卡片被打乱，在单次课中回答同一问题的许多变体也会令人讨厌。由于这些变体很繁重，我没有为尽可能多的概念写它们。从认知角度来看，在第一个问题之后，检索会更加不费力，所以后续的问题可能不会产生它们可能产生的那么多强化效果。（\\*译者注：你 maybe 可以 try 一 try COTchain of thought ）\r\n\r\n从体验和认知上说，我相信将这些变体安排到不同批次的复习课上会更好。概念上看，我想我正对同一个核心知识*的编写不同变体，多张卡片用不同方式引导出它，在我的脑海中，这些卡片是一回事 —— 一个「卡片簇」，但实践上，这些卡片在助记软件中被表示为一组无关的集合，尽管在认知上有高度的重叠。（\\*译注：原文 Platonic idea，指概念的核心本体。）\r\n\r\n一个相关现象：我们在 Alex 的复习经历中看到了很多「模式匹配（pattern matching）\\*」。他的评论通常会包含告知性的短语「这个」，也就是「哦，我知道这个有一个窍门……」。正如我们讨论过的，这可能是迁移问题的一个迹象。但它也是情绪摩擦的标志。机械性地复述让人感到不好。它让你（正确地！）质疑你的练习是否充分利用了时间。它可能会产生死记硬背的感觉。它似乎让 Alex（和我）不去仔细注意它和后面的卡片。我相信模式匹配会产生情感上的距离，对参与感的钝化。（\\*译者注：[模式匹配](https://zhuanlan.zhihu.com/p/434074509#:~:text=%E7%AD%89%E4%BA%8E%E3%80%8C%E4%BA%86%E8%A7%A3%E4%BF%A1%E6%81%AF%E3%80%8D%EF%BC%89-,%E6%8A%91%E5%88%B6%E6%A8%A1%E5%BC%8F%E5%8C%B9%E9%85%8D%20%EF%BC%9A,-%E5%A6%82%E6%9E%9C%E4%BD%A0%E5%86%99)）\r\n\r\n因此，考虑设计目标是有趣的：我们如何使模式匹配永不发生？如果一个想法永远不会被以完全相同的方式访问两次呢？事实上，我强烈的直觉告诉我这是一个糟糕的想法。高度训练的记忆实践建立的反射刺激-反应模式有着非常强大的力量。而且，系统的实践中的流畅感觉是微妙的：你不想有枯燥的死记硬背，但你也不想有毫无意义的做事。尽管如此，我希望更直接地体验这些权衡。\r\n\r\n随着时间的推移，Alex 也需要改变卡片的 **域（scope）** 。在阅读或者解释材料后的第一时间，他需要的卡片功能，是一次简单的阅读理解检查 —— 许多情况下，他并未实际地理解或消化书上的一些重要论述；其后，他需要卡片帮他持久化地记住枢纽细节：术语、记号、方程、关系等。但仅有上述这些不足以真正理解主题。我们会聚在一起讨论概念和解决问题，每次我都会为他写更多细节层级逐步上升的卡片。\r\n\r\n一旦基础知识掌握之后，他真正需要的是在解决问题中获得实践。很多问题对他来说比较困难，所以要从简单过渡到复杂。实践中，我们会穿插性地、很细节地回顾一些已经解完的案例。一个章节做完后的几天，他会希望进入下一章节以保持动力，但整个过程需要确保他会游回早期的章节，并解决相关的问题。此时， “阅读理解” 卡和一些关于符号的基础卡片会感觉是不必要的负担。但是更复杂的声明性卡片，比如关于等式的卡片，似乎仍然有刷新细节的必要。（to Jarrett Ye：do not change the “” to「」for semantic reason）\r\n\r\n最后，Alex 和我到了这么一个地步，我们会将正在学习的材料与他觉得有趣的新研究联系起来。我很确信，回顾课经过系统地精心策划可以包括下面这些活动：Alex 向我展示他想要理解的论文，我会说类似「哦，一旦你对电通量有了一些经验，我们将能够一起理解这个图表。」这样的话。\r\n\r\nAlex 的学习过程在不同阶段需要包括不同的活动。真正理解材料需要更复杂的实践活动，但也不能让它们马上介入。否则，当 Alex 刚完成一项以更复杂的方式使用这些相同概念的活动时，琐碎而简单的「引导」任务可能会让他烦到爆炸。如果我们希望一项记忆练习可以在重复中逐渐深化理解，那可能意味着要改变任务难度在时间上的分布，以创造出越来越复杂、详细和富有创造性的机会。\r\n\r\n总的来说，Alex 和我一起的这段经历表明，优化过程让复习不磕磕绊绊, 有助于产生流畅的理解*。如果你想记住电常数的值，直接的闪卡就有效。但是要内化复杂的概念性客体，你需要被推动着, 变着花样去吸收每一个想法 --- 从不同的角度，用不同的措辞，以不同的方式，组合其他知识。在这个过程中, 复杂性也应逐级提升（*译者注: 而不是零零碎碎, 不可利用, 使用起来感到僵硬的）\r\n\r\n### 复习课作为通用的容器\r\n\r\n我有一个模糊的观点，本质上，记忆实践很大一部分潜在收益不仅事关记忆本身，也事关每日时间槽* 的分配。一个稳定的的 anki 用户会在一天中会划出 5 到 15 分钟的时间，用来系统地提高他们的知识和理解。这段划分是一个强大的容器，你可以往里面塞机械记忆的卡片，而富有经验的记忆系统的用户发现不仅如此，用得好了还可以激发更广泛的思考。（*译者注： 原文 「it’s about the daily sessions」. ）\r\n\r\n我的主张是，当我们要学习复杂的概念时，我们应选择一些既有效又能愉快地深化理解的任务，往那个每日「容器」里填充，而不是必须机械地写成卡片：如果材料是陌生的，放在第一位的应该是关键细节的强化记忆，并且要让你预测一些题目（给出部分步骤）的后续步骤；此后的复习环节，你可能会被要求解决一些简单的问题；此后，是一些不同的，更复杂的问题；一个星期后，我可能给你提供学过的定理的另一种推导方法，以及关联了两种方法的一些问题。也许，你可以尝试整合自己的理解，或者针对你在理解概念中遇到的难题进行头脑风暴。总之，每个复习课的动作都是独一无二的，除了一些适合一遍又一遍重复的动作。\r\n\r\n在某种意义上，我认为「记忆系统」可以被看作是「练习系统」。虽然今天的工具不能完全实现我所描述的内容，但经验丰富的用户已经有很多策略去利用系统实现自己想要的任务（*译者注：一个可能的方案是让软件只作为排期软件，记录一些任务在卡片上） —— 也就是，将要理解的东西转化为有趣而有效的练习任务。这些策略反映了使用者一些更基本的、通常是隐式的观念：\r\n\r\n1. 知识观：在特定语境中，这些知识意味着什么。\r\n\r\n2. 学习观：如何生成具体的活动，以产生理解，并可以维持？\r\n\r\n3. 介质观：这些学习任务是记录到记忆系统的 item 上的，如何将抽象的任务具体实现？而且要考虑你的复习课有自己的环境（i.e. 可能在手机上，穿插着其他的任务，手头没有纸笔等）\r\n\r\n[正如 Michael Nielsen 所指出的](https://michaelnotebook.com/mmsw/index.html)，我们很难直接传递这些策略或理解。但我怀疑，在我们设计的这些策略中隐藏着一种[「模式语言」](https://en.wikipedia.org/wiki/Pattern_language)。我现在已经为大量的技术材料编写了记忆系统卡片；通过这些卡片及其相关背景，来寻找策略的 “词汇” 和 “语法” 将是一件有趣的工作。\r\n\r\n### 概念性知识的制卡原语\r\n\r\n抽认卡的原语相当直接地捕捉了陈述性知识。如果你正在学习意大利语，想记住「carciofo」这个词，你可以把它写在一张闪卡上，背面写上「artichoke」。如果你想学习解剖学，你的卡片可以是一个箭头指向插图的某一部分。你可以通过在卡片上写上「铅的原子序数」，背面写上「82」来记住铅的原子序数。上下文使任务明确；在每个案例中，隐含的任务是要你要回答「这是什么？」\r\n\r\n但是，当你在学习电势和电势能之间的关系时，你不能直接把这个概念放入记忆系统。因为这是一个多面的概念，你需要练习许多任务去理解它。当然，你应该确保知道它们之间的符号关系。但你也应该能够在各种情境中应用这种关系；你应该能看出何时应该使用其中一个概念而不是另一个；你应该看到这种关系和电场强度与电力之间关系的并列。随着你学习的深入，你会希望与这个概念形成新的连接。例如，一旦你被引入电容的概念，你就能处理这种电势电势能之间关系的新一面。\r\n\r\n你可以把它们当做一个很大的基卡片集合来研究，每一个和概念相关的 “知识原子”，都由一个基卡片（primitive prompt）所强化。但正如我们已经讨论的，它们之间总高度相关，因此将它们间隔到多个复习课中会更好。而它们的排期的反馈，也应该至少在某种程度上相关联。最后，你会希望在每次卡片呈现时，任务的细节都有所变化。一些任务应该在你消化了前置的任务，或者学到了更多知识之后启动。\r\n\r\n实际上，对这种概念，我写卡时的思考方式，是想象自己正拿着一个东西 —— 概念的本体 —— 在灯光下转动，并从多个角度去观察它，看看它如何与空间中的其他对象相互作用。我制卡经验积累了潜在的 “模式语言”，会在这个过程中提出了一族任务，当我开始思考这些任务，更多的制卡模式就会自然而然地呈现出来。有时，我会觉得我同时在处理目标概念和它相邻的概念；有时又觉得自己在深入研究其中的某一面，这一面本身会成为我关注的对象，但不影响概念本身在思维中的完整性。我脑海中做的，很大程度上是以越来越丰富的方式「将这个概念放入我的记忆系统」，以越来越丰富的方式。概念是基本名词，而动词（「将其放入我的记忆系统」）是一个凌乱且复杂的活动，它依赖于我的模式语言和我已有的知识。（*译者注：Andy 将概念视作一种不变的客体，从不同角度呈现不同的表征，然后用自己的原语去解离为不同的卡片）\r\n\r\n我可以直接将「carciofo」这个词放入我的记忆系统。实际对象（「carciofo = artichoke」）与它在闪卡上的表示（「Q: carciofo? A: artichoke」）几乎没有距离。那张闪卡基本上就*是*声明性知识原子，这就是原语的强大之处。记忆系统是为学习陈述性知识而设计的，所以它的核心原语与这类信息之间天然有表达上的一致性，这很正常。但现在我们正在尝试扩展记忆系统，使之也能很好地内化复杂概念。从记忆系统转变为「练习系统」，那么是否有另一些原语正等待被创建？—— 它可以让我「添加概念」作为基本操作，就像我可以「添加一个单词」到当今的记忆系统那样。\r\n\r\n### 语言模型，以及 「概念即原语」\r\n\r\n在过去的几个月里，许多人尝试使用大语言模型，从解释性文本中自动创建记忆系统的卡片。对于简单的陈述性知识，这有可能离可行很近了（[1](https://medium.com/@JarrettYe/casting-a-spell-on-chatgpt-let-it-write-anki-cards-for-you-a-prompt-engineering-case-fd7d577b9d94), [2](https://twitter.com/karpathy/status/1663262981302681603?s=20)）。但我对记忆系统的兴趣，更多地在于它们帮我学习复杂的概念性材料，以及深入内化与我创意工作相关的知识。这是一项非常不同的任务，并不明显适用于直接自动化。语言模型似乎并没形成我们一直在讨论的模式语言，因为这可能仍然是小圈子里（记忆系统实践者社区）积极探索的新东西。[2]\r\n\r\n但是，如果我能将这种模式语言外化为模型能理解的东西，也许我们就能制造出一个记忆系统，在这个系统中，与具体任务一样，*概念* 也成为一种基本的元素。在这里，我广义地使用「概念」这个词，来涵盖一个多面但明确连贯的元素——比如电势能和电势之间的关系。在这样的系统中，你也许可以直接「添加一个概念」，并可附上你对感兴趣的性质的评论，然后该系统会使用模式语言在每个学习课中事实创造新的练习活动。\r\n\r\n「添加一个概念」意味着什么，具体会添加些什么东西？一种自然的想法可能是从一本书中添加一段文字，或许还会有一些标记，以指出上下文中核心观点。在这一套系统里，记忆系统的数据库不仅仅是（或者不只是）静态的卡片，而是一套指向文本或笔记的被标记的参考。这也意味着，如果一个任务让你感到困扰，你可以轻易地导航到它的出处，看它是怎么启迪你的。\r\n\r\n这个概念设计并不是「使用语言模型生成卡片，然后添加到库中」，而是「将概念添加到库中，然后使用模型动态地生成任务」。这些任务在每次学习课中都会变化，帮助你灵活地掌握概念。它们可以变得更复杂，帮助你逐步深化理解 —— 例如，使用模式语言结合多个想法。如果模式语言足够具体，可以在界面中具体化，我们可以为不同类型的活动赋予不同的视觉标记（例如，问题解决练习、可视化、生成示例、解释综合），并允许用户快速在给定概念的备选任务之间切换。\r\n\r\n我在这里的主张是，更灵活的记忆实践将产生更流畅的理解。但是，从交互设计的角度来看，将想法视为原语也具有吸引力[3]。作为一个记忆系统的用户，我具体的情感经验是：我听到、阅读或思考了一些激发我兴趣的事物。我会想：「啊，我想把这个放进我的刷卡中！」，但我不能完全将「这个」带入我的记忆系统实践；我必须想办法将它转化为卡片兼容的对象，让我可以刷卡。有时，我喜欢这个转化过程。它使我更接近激发我的原始想法，帮助我拆解它并更好地理解。但大多数时候，它像是一个负担*。我想强调的是，这种冲动并 **不是** 关于效率或 “降低门槛”，而是关于怎么让核心动作*感到*更好——让它更自然地与我的内在意图和情感兴趣对齐。我认为这就解释了为什么挖孔这么受欢迎：它们更接近「添加事物本身」—— 问题是，材料复杂的时候就不好使了，至少直接挖孔是不行的。\r\n\r\n下一步\r\n\r\n语言模型光鲜亮丽，但我不认为通过系统化和自动化的大跃进，是探索我在此阐述的观点的最好方式。我可以手动实验「实践系统」，与一名学生一起或者我单独的研究中，使用卡片变体、解决问题、逐级学习和「模式语言」。[亲密和快速实验](https://www.patreon.com/posts/towards-impact-76438674)仍然是我现在优先考虑的属性。\r\n\r\n我对我自己这些观点，有一个正式的保留意见：扩大 MS 的域以涵盖如此多样的实践和学习活动后，我可能会削弱它们作为特定概念的强大性（使用简单原语进行有效、系统的提取练习）。或许最好让记忆系统保持紧小的域，才能更好地发挥它们的自然优势。我一直在描述的其实更接近一个智能辅导系统，这种系统吧…… 我保留意见，我上次与那些研究成果作对抗还是几年前我在可汗学院的时候。如果我继续沿着这条路走，我预计我需要用新的眼光去翻阅原本的文献，对我自己的观点和那个领域的东西做一些更清晰的划分。\r\n\r\n————————\r\n\r\n[1] Alex 的职业生涯发生了一些重大变化，所以他最近已经暂停学习了。我们可能会及时恢复，或者我可能会与另一个学生合作。\r\n\r\n[2] 这与我对最近涌现的「AI 导师」的抱怨有关：它们缺乏明确的教学理论，一些被告知要用无聊的问题来测试你；还有的只被告知「要成为一流的导师，回答学生的问题。」，但成为一流的导师 *意味* 着什么？这太难回答了；很明显，模型对此并没有强烈的观点。在个人的具体情境中，没有强见解具体意味着什么？一个更好的系统需要描述一个教学理论——在一次学习过程中应该发生什么，这在认知上意味着什么，以及导师应如何通过与学生的互动实现这一点？如果模型训练数据中有数百万个对这些问题的好答案，模型可能就不需要更多的指导。但就像记忆系统的模式语言一样，这种知识大部分是隐性的；即使被写出来，各种观点也相差太大，无法提供太多指导。\r\n\r\n[3] 在去年十月的信件中（[2022 年夏季的记忆媒介原型教训](https://www.patreon.com/posts/73309142)），从交互设计的角度对「想法作为原语」进行了深入的讨论。", + "type": "text/markdown", + "caption": " 灵活的记忆实践产生流畅的理解\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fluid practice for fluid understanding" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Implicit practice - a sight reading parable.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Implicit practice - a sight reading parable.json" new file mode 100644 index 0000000..58d0bfe --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Implicit practice - a sight reading parable.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Implicit practice - a sight reading parable", + "text": "# 隐式练习——视奏寓言\r\n\r\n我认识的最优秀的科学家、创业者和工程师都全身心地投入他们的工作。这种工作无法用打卡表来体现，因为他们创新的飞轮不停地旋转，无论是在淋浴还是在散步时都时刻产生灵感，而且价值不亚于在办公室的。然而，我发现顶级知识工作者对待自己的技能的态度，与顶级运动员和艺术家大不相同。\r\n\r\n竞技运动员、音乐家和舞者都会不知疲倦地工作——通常有一支教练团队——来评估、发展和保持他们领域的核心技能。他们会回看自己的比赛录像，他们会衡量自己在旨在提炼特定核心技能的微观任务上的表现。在他们的职业生涯中，他们仍然会练习音阶，或进行增强式训练，或做任何他们需要做的事情来保持巅峰性能。\r\n\r\n相比之下，我的一些知识工作者朋友有时会告诉我他们正在学习新的编程语言，或者在辅导下回顾统计数据。但我注意到这些「训练」努力通常是暂时的，而且专注于学科知识，而不是像运动员或表演艺术家可能每天都在精炼的「核心技能」。我很少见到一个知识工作者告诉我，说他们正在通过刻苦的提高阅读困难文本、持续训练计划来综合洞察或提炼他们研究问题的技能。\r\n\r\n在 K. Anders Ericsson 的书中，他总结了在职业上，刻意练习和杰出表现之间的关系。K. Anders Ericsson 建议[1]我们不应对这种差异感到惊讶。网球和芭蕾的核心技能已经被系统地刻画，并且可以容易且客观地评估；哪些练习活动可以提高表现都是已知的，但对于科学家或新公司创始人的技能，我们还不能这样说（至少现在不能）。\r\n\r\n但个人不认为这是故事的全部。当我与严肃知识工作者讨论他们与运动员之间的这种差异时，我经常听到类似于以下的回答：「我确实每天在工作中练习你所说的这些技能。我一直在阅读备忘录、整合洞见和阐明问题。」这里隐含的意思是，他们在日常工作中隐式地练习这些技能，所以他们不需要像其他领域那样专门进行评估和发展。\r\n\r\nEricsson 和其他合作者在另一篇论文中回应了这一异议[2]：\r\n\r\n> 尽管工作活动提供了一些学习的机会，但它们远非最佳。相反，刻意练习将允许个体反复经历，其中个体可以关注情境的关键方面，并在教师给出结果知识、反馈或两者的情况下逐步改进他或她的表现。...在一场 3 小时的棒球比赛中，击球员可能只能遇到 5-15 次投球（可能只有一两次是与某种特定的弱点相关的），而在同样时间内进行的最佳练习中，与专属投球员一起工作的击球员有数百次击球的机会，在这些机会中，这个弱点可以被系统地探索...与游戏相比，刻意练习是一种结构性非常强的活动，其明确的目标就是提高表现。人们会发明特定的任务来克服弱点，并仔细监控表现，以便找出进一步提高的线索。\r\n\r\n在过去的一年里，我已经（用痛苦的方式）学到，在某种情况下，隐式练习经常会失败，而且失败是看不见的。我希望这个故事可能会帮助你发现你生活中出现类似模式的地方。\r\n\r\n## 视奏寓言\r\n\r\n我从八岁开始学习钢琴。不幸的是，我直到十几岁才开始认真对待这种乐器，而成年生活中的大部分时间，我都在追求声乐，这让我分心了。因此，尽管我学琴已经有几十年的时间，但我的演奏水平可能还达不到人们所期望的那样。尽管如此，我可以学习并演奏「早期高级」的古典曲目，我在钢琴前的时间给我带来了巨大的喜悦。\r\n\r\n去年，我发现尽管我有多位老师的教导，并在钢琴前度过了数千个小时，我的技能中仍然存在着一个巨大的、看不见的缺口，这严重阻碍了我的进步，也削减了我的享受。我的曲库和技术可能与一位适度有经验的业余人士相当，但直到我发现这个问题并开始刻意去修正它，我的视奏技巧才与刚学琴三年的初学者相当。\r\n\r\n视奏是一种技能，它让你在没有或很少准备和练习的情况下，演奏你以前从未见过的乐曲。相比之下，「学习」一首曲子就像是用外国字母书写的外语慢慢地读出一篇文学作品。我在高中时有过这样的经历，那时我要翻译荷马史诗中的古希腊语。两年的时间里，我以每小时学习两行诗的速度体验了古希腊语。然后我们开始阅读新约，我第一次有了「视奏」希腊语的体验：语言简单到我可以即兴翻译。（为了传播，文本采用的语言趋于通俗易懂！）那是多么快乐，自由的感觉！与那种为理解每个短语而慢慢查阅多种学术参考资料的体验，完全是天壤之别。\r\n\r\n作为一名钢琴演奏者，我始终未能察觉到自己总是在「学习」而非「阅读」乐谱，因为没有学生会期待能够直接演奏出富有挑战性的钢琴曲目。这些乐曲需要花费数周甚至数月的时间去研究 - 不是为了从乐谱上读出音符，而是为了练习复杂的物理动作，理解众多音轨的流动，等等。\r\n\r\n在钢琴学习中，我和我的老师主要关注的是在我「能力边界」学习曲目。每一首这样的曲目都需要几个月的时间来学习。几乎所有的时间都花在了对这些曲目的解读和技巧上。在前几次练习之后，我就能记住乐谱，所以我不需要再去读它了。但这就意味着在一整年里，我只读了几页新的音乐！试想一下，如果每年只有几页的散文来学习阅读，那将是什么样的情况。难怪我读音乐的速度这么慢。\r\n\r\n不幸的是，这种情况只会使自身变得更糟。随着我学习的曲目在音乐上的挑战性增加，每一首曲目需要的学习时间就会变长，这进一步减少了我每年阅读新音乐的量。我的糟糕的视奏技巧使新的乐曲需要更长的时间来学习：因为我无法实时阅读大部分的音乐，我需要在练习它们之前记住这些乐段。所以每年，我阅读的乐段会更少，而且难度更大，视奏技巧会进一步退化，如此恶性循环。因此，糟糕的视奏技巧导致了较少的隐性机会去发展视奏技巧。这真是一个糟糕的反馈循环！\r\n\r\n在情感上，我的糟糕的视奏技巧使我在钢琴体验中产生了一种强烈的匮乏感。每当我开始一首新的曲目时，我知道我需要学习几个月才能弹奏它。而我知道我每年只能学习几首新的曲目。所以选择一首要学习的曲目感觉像是一个高风险的决定。我无法回应每次坐在钢琴前时的冲动：我必须坚持一段很长的时间才能完成一首曲目。这种沉重感让钢琴变得不那么快乐。\r\n\r\n我虽无法完全表达出来，但我真的很想随意坐下来直接演奏新的音乐。当然，我明白我正在学习的「对口级别」乐曲非常困难，因此我无法即兴演奏它们。但即使我选择看起来容易得多的曲目，我仍然无法当场演奏。这些较简单的曲目可能需要五次练习，而不是五十次，但它们仍然感觉像是「拼读单词」，而不是「阅读」。我觉得如果我连这些更容易的曲目都不能即兴演奏，那么练习它们就没有意义：我只是从能提升我作为钢琴家水平的“对口级别”曲目中抽出时间。\r\n\r\n这里的寓意是，隐式练习并不足以提高我糟糕的视奏技巧。新的曲目需要几个月的学习，但我的老师并没有发现问题，因为这些曲目本应难度高，本应需要很长时间……尽管回顾起来，可能不应该那么长。真正的问题是，所有的音乐我都需要很长时间来学习，甚至是我可能几年前就学过的级别的音乐。但我从未和老师一起练习过这样的「更容易」的音乐，因此没有专家有机会发现这个问题。\r\n\r\n这种情况的讽刺之处在于，钢琴是专业研究人员在讨论刻意练习时经常引用的经典领域。技能得到了详细的描述和容易的评估；我们有提高每个级别每项技能表现的练习方法；我们有知名的教学方法；等等。事实上，正是这种形式化的结构最终把我的视奏问题暴露出来。可能一位新钢琴老师想让我用音乐皇家学院的教程大纲来描述我的能力，该大纲有助于定义各种技能的「级别」，并为每个级别提供学习资源。我在每个轴线上都评估自己在 8 级或 9 级——除了视奏，大概只有 3 级。哎呀。\r\n\r\n我并没有立刻意识到这个差距有多重要。我只是想，几乎可以说是出于一种习惯性的想法：也许我应该把那个落后的技能提升到其他技能的水平。于是，我买了一些视奏练习册。这些书提供了按难度组织的乐曲片段。你可以找到一个合适的「起点」，简单到足以进行视奏，然后每天阅读一两页新的音乐。随着时间的推移，音乐会慢慢变得更复杂，就像儿童的阅读书籍一样。我进步得很快，但那意味着我要演奏一些简单的民歌小段——所以这种成长感觉并不特别深刻。\r\n\r\n在这个过程中的几个月后，我看了一个YouTube视频，建议钢琴家用编写他们喜欢的音乐的「简单」版本的书来练习视奏。我买了一本为初学者准备的迪士尼音乐书，尽管这听起来很尴尬——但这本书给我带来了我生命中最深刻的音乐体验之一。它到达的那天晚上，我坐在钢琴前，翻开了第一页。我演奏了第一首曲目，然后是下一首，接着是下一首，一直演奏到书的尾页，一晚上演奏了 200 多页。那一晚，我阅读的音乐比我在过去十年的累计练习中演奏的都要多。在经历了几年的曲目需要几周的学习才能真正演奏后，能够当场演奏几十首我喜爱的歌曲真是令人振奋。这些编曲很简单，但那并不重要。在某种奇特的方式上，这些编曲让我感觉比我一直在学习的那些复杂的肖邦曲目更像一个钢琴家。它们结束了我未曾察觉的匮乏感；它们给我带来了我未曾知道自己失去的主导感。过去的大部分一年，我几乎每天都在练习视奏，而且进步一直感觉非常有意义。\r\n\r\n许多阅读此文的音乐家可能会认为我这次的经历非常不幸。如果我拥有视野更广的教师，或者我研究像爵士这样依赖即兴演奏和会话演奏的传统，我本可以避免这个问题。但我觉得我在这种情况下很幸运。我的弱项恰好是在一个适合刻意练习的领域。我很容易偶然地遇到一个揭示问题的评估。一旦问题被识别出来，我很容易取得快速的进步。但我的弱点可能隐藏在一个定义不太明确的领域，一个对刻意练习没有那么友好的领域。\r\n\r\n当我把这个故事告诉[Rob Ochshorn](https://rmozone.com/)时，他问：在我的生活中还潜藏着其他类似的情况吗？还有没有其他像视奏一样的弱项技能，造成了类似的有害反馈循环？那些通过在一个尴尬简化的层次上练习可能感到同样有成就感的技能？\r\n\r\n## 设计寓言\r\n\r\n在那次对话中，我意识到对我来说，还有一种更重要的技能也陷入了同样的旋涡：用户界面设计的视觉实践。就像我的视奏技巧因为我专注于学习「在我能力边界」的作品而落后，这种设计技能从未有机会发展，因为我的设计项目一直专注于概念上困难的，甚至是新颖的交互设计。\r\n\r\n许多年轻的设计师通过在概念「简单」的用户界面——注册屏幕、搜索结果列表、新闻订阅源——上不断迭代布局来磨练他们的技能。有了丰富的（或许平淡无奇的）经验，他们深入精通了常见模式，使他们能够在新的界面上做类似于「视奏」的事情：自然地、近乎实时地向高质量的布局靠拢。\r\n\r\n但我是以工程师的身份来做设计的，所以我在苹果的项目都是不寻常的概念：iOS 的 3D 翻页，新颖的多点触控手势交互，基于物理的用户界面动画，陀螺仪驱动的 3D 视差效果等等。在可汗学院，我致力于设计，比如互动的数字块操作，插图版的数学「平台」游戏，和一个半同步的同伴学习环境。所有这些项目在概念上都非常困难，因此每一个项目都需要花费好几个月的时间。当然，我和合作者在这段时间内会花一些时间在界面设计的视觉元素上，但每个项目都要求我们主要关注挑战性的概念问题。这种情况与需要花费几个月时间专注于技巧和解读的「对口级别」钢琴曲相对应，但是在几次练习后，我就不再需要阅读它们的乐谱。我已经做了很多年的设计师，但我只设计了少数几个界面——就像我花了很多年的时间学习高级钢琴曲目，每年只阅读几页。\r\n\r\n我现在明白了，我在界面设计方面薄弱的视觉技能已经造成了一种类似于我在钢琴上的匮乏感。界面创意需要我花很长时间来完善，所以我觉得我需要谨慎地选择项目——我每年只能充实少数几个项目，就像我每年只能选择几首钢琴曲来演奏一样。随着我事业的发展，我承担了越来越多具有挑战性的设计项目，这通常意味着我在一年中设计的新界面越来越少。但我一直（无意中）依靠隐性练习来发展我的界面设计的视觉技能，因此我陷入了一个循环：我缓慢的视觉设计技能导致隐式练习的机会越来越少，这又使这些技能越来越落后于我的 「能力边界」。\r\n\r\n在钢琴方面，我通过刻意练习摆脱了这种循环。这在设计上是比较棘手的：技能没有那么明确；评估更具挑战性；我们没有强大的练习方法。但是，通过为自己构建明确的练习程序，我已经有了一些很好的经验。我集思广益，列出了一大堆我希望存在的软件。然后我选择了一些我认为不需要不同寻常的表现形式、不需要不同寻常的概念或交互模型的例子。这些例子可以只使用标准布局中的标准平台控件。然后我设计了视觉布局来模拟这些应用程序。\r\n\r\n这种体验感觉就像弹奏迪士尼音乐的「初级」编曲一样。一方面，这个练习感觉有点「令我不屑」：浅薄，过于简化。不是我想和他人分享的东西。但另一方面，我感受到了同样令人振奋的流畅和即兴的味道。并非所有的界面都需要花费几个月去设计——看，我可以即兴提出一个软件想法并为它设计界面！何等自由！\r\n\r\n我清楚地感觉到，这项技能比视奏更难发展。评估自己的工作更困难；不清楚我接下来应该做什么，或者如何解决问题。但我对所取得的进步和继续进行显式练习感到兴奋。\r\n\r\n有了这两个故事的经历，我深深地体验到了隐式练习的局限性。对我来说，最重要的教训是，发展这些技能的难点不在于弄清楚如何练习或产生正确的反馈，而在于首先确定必须提高的技能。我现在正在寻找其他我忽视的、遵循类似模式的技能。我想还有其他重要的技能退化模式我还没有发现——我也将寻找它们。\r\n\r\n[1] 见他的书 [Peak](https://www.amazon.com/Peak-Secrets-New-Science-Expertise-ebook/dp/B011H56MKS/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr=)（2016）与 Robert Pool 合著，第 98 页。\r\n\r\n[2] [Ericsson et al. (1993). The role of deliberate practice in the acquisition of expert performance.](http://andymatuschak.org/files/papers/Ericsson et al - 1993 - The role of deliberate practice in the acquisition of expert performance.pdf) 见 368 页。", + "type": "text/markdown", + "caption": " 隐式练习——视奏寓言\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Implicit practice - a sight reading parable" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_In search of better questions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_In search of better questions.json" new file mode 100644 index 0000000..027d6ef --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_In search of better questions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/In search of better questions", + "text": "# 寻找更好的问题\r\n\r\n原文：[In search of better questions | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/in-search-of-47047644)\r\n\r\n我有一连串极具攻击性的问题可描述我的工作：书籍之后的媒介是什么？是屏幕上的书页图像吗？是讲座视频吗？为什么所有答案都这么 **无聊** ？关于学习、感知、行动的重要想法又在哪里？\r\n\r\n我一直在探索记忆系统如何回答这个问题。但我认为，为了记忆系统上实现点有趣的东西，要超越现有的对记忆系统的理解。我的目标并不是「做个放大版 Anki」。而是为了理解学习、感觉、思考的方式而建立原型系统，并从中获得新见解——而后用这些见解创造新系统。\r\n\r\n具体而言，我每天面对的最大挑战是问出足够好的问题——解答这些问题，能极大改变我们理解现状的方式。我写的这篇颇有些闷气的文章，就是为了在此总结我面对的挑战。我们会姗姗来迟一些无聊，糟糕的问题，并试图找到发现更多有趣问题的办法。\r\n\r\n[量子国度](https://quantum.country/)已经积累了几百万个数据点。看上去很不错！人们听到这个消息时往往相当兴奋，好像积累了大量数据就能产生全新理解一样。但从这些数据中提取意义，你需要好的问题。更为致命的是：如果你心中没有好问题，那么你甚至可能没有收集到正确的数据。\r\n\r\n我已经对量子国度的数据进行了几十次分析，跨越了许多对照试验。如果我是初级学者的话，我可能已经用这些实验结果写出了几篇论文。我得多攒点发表/引用的次数！但我没有发表任何这些研究，因为我认为这些研究提出的问题还不够好。我得到的结果太狭隘了，太依赖于局部细节。\r\n\r\n提出好问题是很难的，而部分困难在于大部分论文没有问出好问题。不加筛选地选取一部分论文，里面往往都是些无聊的问题，对于领域的进展毫无助益，读了这些论文，你的品味也会变得同样无趣。\r\n\r\n容易提出的问题通常是渐进式的。这些问题接纳现有框架的参数，然后试图澄清一些扩展或变化。「一年级学生在学习科学概念时......是否表现出间隔效应？」这样的实验可以增加理解，但和发现该效应的最初实验不可等量齐观。\r\n\r\n另一组显然的问题来源于「我们能用收集到的数据做什么？」，而不是「我们真正想知道什么，以及我们如何收集数据来了解它？」这种以数据为中心的痴迷，在硅谷中很常见，让人觉得厌烦：哇，你有这么多的数据！让我们来优化东西！让我们来优化事物吧！我们当然可以利用这些数据来产生一个更有效的复习算法？是的，当然，但效率低下并不是阻碍记忆系统的原因：它们 **相当** 高效，即使是使用愚蠢的算法也是如此！为什么算法优化问题是你想问的问题？在大多数情况下，我认为答案是「因为它很容易」。\r\n\r\n **分析量子国度的记忆数据** \r\n\r\n这里有一个关于量子国度的坏问题，你可以问： **它有用吗？** 这个问题有几个关键问题。第一个问题是：「有用」是什么意思？第二是：像这样一个是/否的问题，所能提供的信息太少。第三是：尽管有阶段性，间隔重复得到了充分的支持，「是」应该被视为零假设。但了解这个问题失败的原因可以帮助我们写出更好的问题。\r\n\r\n这里有一个更好的——但仍然是坏的——问题，你可以问关于量子国度的问题：参与的读者中有多少人最终可靠地记住了所有的材料？我从方法上对这个问题做出 **无聊的** 抱怨：与什么相比？「参与的读者」是什么意思？「最终」是什么意思？幸存者效应如何？但是缺乏严谨性并不是这个问题的真正问题。真正的问题是：一个答案甚至 **意味** 着什么？如果答案是 80%，你的理解与答案是 70% 的世界有什么不同？这个问题的答案能让我们对量子国度有什么了解，更不用说对人们的学习/感觉/行为有什么了解？\r\n\r\n让我们再试一次：在不同的时间段，如果读者 **不** 做复习环节，与那些做了复习的人相比，他们会记得多少量子国度的材料？这个问题 **似乎** 有些糟糕，因为它不那么精确。是的，你需要确定几个要素才能得到一个真正的答案。但抛开严谨性不谈，这是一个更好的问题，因为它开始进入了学习的 **动力** 。这是我们的第一个例子问题，它可能会教给我们一些普遍性的东西。\r\n\r\n重要的是要记住，毕竟（我就在这里提醒自己！）：这才是重点——学习一些可推广的东西。我们正在努力学习一些可能有助于我们建立下一个系统，下一个 **类别** 的系统。重点不是（就像科技界通常的做法一样）产生实验数据，以显示「我们的产品有效！」在一些营销页面上。去他妈的。重点是洞察力和其下游的后果。\r\n\r\n因此，让我们在可泛化性上多下功夫。这里有一个更不精确的问题，但我觉得它更有趣：一个特定的复习事件对一个人的记忆有什么影响？在这个问题出现的前一刻，他们的头脑处于一种状态。然后他们回答了这个问题，他们的头脑就处于另一种状态，并有持续数周或数月的持久变化。 **发生了什么？** 我们能描述这种变化吗？这种变化取决于什么参数？它的静止性是什么？从本质上讲，我们能不能建立一个函数，描述提取对记忆的动态影响？\r\n\r\n去年夏天，我对这个问题产生了兴趣，并且意识到数百万个数据点实际上不能帮助我回答这个问题，因为它们缺乏沿必要轴线的变化。我不得不人为地引入可控的变化（例如调度的随机变化），并等待新数据的积累。这是一个痛苦但宝贵的教训。\r\n\r\n这类问题的另一个问题是，它可能意味着构建一个模型。有关间隔重复的文献中充满了各种模型，例如预测各种间隔后的回忆概率。我对这些模型持非常怀疑的态度。它们可能具有一定的预测性，但我不认为它们具有很强的解释力。我们应该如何理解「回忆概率」实际上的含义？当我在某一时刻有 60% 的机会记住一个答案时，实际上发生了什么，使我的想法与另一个我有 70% 的机会记住的答案不同？这不是我大脑中的骰子的问题。已经有各种尝试将经验性的概率模型与记忆的理论框架结合起来，但这种模型充满了「让我们通过假设指数拟合和做逻辑回归来估计一个概率......」预测性多于解释性。我不相信它。\r\n\r\n量子国度有一个不寻常的机会，可以用较少的建模技巧来探索记忆的动态性。例如，像 [SuperMemo](https://en.wikipedia.org/wiki/SuperMemo) 这样的系统所面临的挑战是，每个用户都写自己的问题。因此，对于一个特定的人回答一个特定的问题，例如第三次，只有一个样本。在那一刻，要么是「记住了」，要么是「没记住」。或者，好吧，一个 1 - 5 的「评分」。你不会得到一个很好的连续值，如果不做某种曲线拟合估计，就没有办法谈论当时回答该问题的「回忆概率」。是 80%？85 %？你的估计结果有多好？那么，你必须使用另一个模型来评估，根据估计值对后续数据点的解释程度。这就是我们所说的「[在上面擦一些线性代数](https://xkcd.com/1838/)」的理解方法。不要误会我的意思：你可以在没有解释理解的情况下产生有用的系统！但是，识别这样的系统是有帮助的。但是把这种地方作为潜在的机会来识别是很有帮助的。\r\n\r\n在量子国度，每个人都会回答同样的问题，所以我们有很多的样本来应对各种情况。我们不需要估计「提取概率」：我们可以看一下群体的比例如何在不同的桶之间转移。例如，在最初阅读文章时记住这个问题五天后复习的 5 万人中，有多少人记住了这个答案？与那些在最初阅读几周后被要求复习同一问题的人的比例相比，情况如何？这里不需要模型。或者你可以把它看成是在一定概率上对隐藏的「提取强度」变量的频率进行估计，我想。不管怎么样，我认为这对于理解这个问题是很好的基础条件。\r\n\r\n当有人难以记住一张卡片时，我们应该怎么做？是的，我们可以改变复习安排，但还有什么？我对重试机制进行了对照试验，它似乎有帮助，特别是在学习过程的早期。但这是一个相当难操作的工具。重读？将被遗忘的主题分解成更详细的成分？提供替代的例子？补充解释？或者，也许你可以什么都不做，如果有足够多的其他相邻卡片，这些卡片最终会帮助记忆本来难以记忆的卡片。对我来说，这些干预问题比复习安排的优化问题要有趣得多。\r\n\r\n **对记忆研究感到厌烦** \r\n\r\n为了便于讨论，我们来尝试一种不同的方法，进一步远离经过充分研究的 SRS （间隔重复系统）范式。想象一下，你不能问：「用户记得某个答案吗？」。关于阅读信息性文本，一般来说我们可以问出什么样的问题？关于助记媒介呢？\r\n\r\n这是一个很好的视角，因为它提醒我们，迈克尔和我并没有把这个媒介设想成一个更容易使用的 Anki。只是，我们很容易问人们是否能记住媒介所提出的问题的答案。所以，我们很容易不小心把注意力集中在这里，尽管其他因素可能更重要。但这是一种懒惰，而且不太可能产生变革性的洞察力。\r\n\r\n我们可以说：看，间隔效应和测试效应已经被研究得够多了。它们能可靠地产生稳定的记忆编码。如果你能更好地理解它们，你也许可以让它们更有效地工作。但是它们确实已经很有效了。就死记硬背的问题而言，也许这些问题已经解决地很充分了。\r\n\r\n但死记硬背并不是那么有趣。记忆是学习的代理，而学习是有意义的启用的代理。那么，我们能对学习说些什么呢？在什么情况下，可靠的记忆能在多大程度上转移到学科的开放式任务中？也就是说：如果你学过量子国度，你能向别人 **解释** 量子计算的课题吗？你能解决以前没见过的（简单）问题吗？你能为一个目的创造电路吗？你能发现与你对经典计算机的理解有未提及的联系吗？更具体一点：作者的暗示是什么？卡片的哪些特征似乎能促进这种类型的迁移学习，以及通过哪些机制？\r\n\r\n我们对量子国度的一个核心假设（有待测试！）是，助记媒介可能对 **下游** 的课题有重大影响。也就是说，如果你通过助记文本学习第一章，你在学习第二章时会更快吗？更准确吗？更深入吗？你能学习以前实际上无法学习的课题吗？这里有什么关键的相互作用？据推测，有些卡片比其他卡片更重要——这有什么特点？据推测，在练习量和对下游课题的影响之间存在着一种非线性关系——它是什么，它在哪些方面是可塑的？这种影响的上限是什么？为了描绘一幅生动的具体画面：我们能可靠地使一个典型的青少年学习研究生水平的材料吗？\r\n\r\n创造力如何？创意从何而来？在《看见别人没有看见的东西》中，Gary Klein 提出，产生洞察力的关键模式包括注意到联系和矛盾（以及其他一些因素，在此不太相关）。注意到联系和矛盾的倾向似乎非常依赖于一个人的记忆中的内容那么：记忆系统可以使我们更有洞察力吗？据推测，某些类型的卡片比其他类型的卡片更有帮助——这有什么特点？特殊的以综合为导向的卡片是否有帮助，或者影响更多的是对基础知识的扎实理解的功能？如果我们设计一个新的「记忆系统」，其唯一目的是对创造性工作产生下游影响，它将是什么样子？它是否会涉及提取练习？\r\n\r\n去他妈的「学习」：那么 **行动呢？** 什么样的学习会导致世界上的下游行动，而不仅仅是为了学习而学习？我们如何设计环境来支持产生这种行动的因素？如何促进与朋友的精彩对话？\r\n\r\n那么行为改变呢？[启明卡](https://andymatuschak.org/prompts/#prompting-salience)真的有用吗？我们怎样才能写出好卡片，其效果有多广泛？作者提供这种卡片是否有价值，还是必须由读者来创作？也许有一些快乐的媒介？我曾建议，对于像[元理性](https://metarationality.com/maps-and-territory)这样的主题，与材料的长时间接触可能会变成媒介的主要价值。我们怎么知道这是否是真的？如果「扩展接触」真的是首要目标，我们应该围绕什么样的基本「名词」和「动词」来建立一个交流系统？\r\n\r\n在《量子国度》的用户访谈中，有个令人惊讶的主题——复习环节对读者的 **身份** 产生了影响。在几个月的时间里，每隔几天参与有关量子计算的问题，使读者开始认为自己是「一个研究量子计算的人」，这比他们在几个月前的一个下午简单地阅读一篇说明文要直观得多。我完全不明白这一点！我不明白如何知道它是否正在发生，或者发生了什么，或者它的影响是什么——更不用说如何以任何更普遍的方式来描述与文本或媒介的细节的互动。尽管我完全无法围绕这个主题问出任何好的问题，却觉得它是产生好问题的沃土。\r\n\r\n本节中的大多数问题都没有表述得足够清晰，无法进行实际的详细探讨。将这些问题细化到可操作的程度，需要大量的洞察力——如果不对这些问题的劣质版本进行探究，可能就无法获得这种洞察力。但是，对我来说，提出这些越来越离奇的问题是一种练习，即积极拒绝那些弥漫在记忆系统和相邻的「学习」技术的文献中的令人目眩的无聊问题。\r\n\r\n————————\r\n\r\n所有这些关于问题的喋喋不休并不只是空想。我有几个即将启动的项目，我的问题对它们来说是相当不够的！\r\n\r\n我现在正与一位经济学教授合作，在一个班级里，我们围绕类似助记媒介的互动进行随机对照试验。我们已经有了核心的机制，所以现在的问题是：我们到底应该在课堂上测量什么？我的意思是，是的，当然，我们会记录他们的课堂考试成绩和多次复习尝试。但是，如果只是简单地发现「使用 SRS 的人在课堂上得到了更好的成绩」，那就相当无趣了。这就是目前的无效假设。我们的目标是要产生洞察力。那么，我们应该在访谈中得到什么？以及在开放式的项目中？我不担心预先登记我的假设或类似的东西。我们所做的一切都是探索性的，旨在改进我们所问的问题。但我确实想确保我们记录的是我们需要记录的内容，以回答广泛的问题。\r\n\r\n同样，我对 David Chapman 的新的元理性文章感到兴奋，它[结合了 Orbit 的卡片](https://metarationality.com/maps-and-territory)来加强其观点。它与《量子国度》和《[如何写出好卡片](https://andymatuschak.org/prompts)》都很不一样：它在某种程度上是一篇议论文，尽管它也是一篇说明文，引入了比卡片写作指南中的工具更抽象的工具。到目前为止的反馈很有意思。它有些地方不合适。但是，我认为它也不是 **不** 有效。我在这里的问题仍然相当薄弱。目前我还没有深入研究我们拥有的数据，但我将在下周进行研究。", + "type": "text/markdown", + "caption": " 寻找更好的问题\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "In search of better questions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Initial experiments in self-explanation support.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Initial experiments in self-explanation support.json" new file mode 100644 index 0000000..ef8326b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Initial experiments in self-explanation support.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Initial experiments in self-explanation support", + "text": "# 为自我解释提供支持的初步实验\r\n\r\n2019 年，[我曾论证过「书本不起作用」](https://andymatuschak.org/books)，理由是人们似乎会遗忘他们所阅读的绝大部分内容。难怪大家觉得学习复杂的知识非常困难。[但在过去几个月里，我开始认为](https://www.patreon.com/posts/85345515)，在很多情况下，我们以为的「遗忘」，实际上往往是「一开始就没有真正理解」。当人们发现自己无法利用所学知识时，他们通常无法分辨是真的忘记了，还是根本就没理解过。如果真是这样，而我想要帮助人们更有效地学习复杂的知识，我就需要从遗忘的上游着手。这并不是说要忽视记忆——事实上，我们稍后还会讨论到，理解在很大程度上依赖记忆——但这意味着我们需要在更宏观的层面上去考虑记忆。\r\n\r\n所以，「理解」究竟是什么？当我们与（比如说）一篇文章进行交互时，理解在机制上是如何发生的？如果有人没能理解，那么到底是什么环节 **没有** 做好？又有哪些因素会影响这些过程呢？知道这些因素后，我们应该如何干预？在这封信里，我会对这些问题的认识做一个简单的分享。\r\n\r\n### 我们是如何理解文字解释的呢？\r\n\r\n「理解」究竟是什么呢？学习科学家从现实中的宏观行为开始讨论：「理解就是能够明智且有效地在上下文中使用——迁移——我们所学到的知识，在现实任务和环境中，能够有效地运用知识和技能。」[1] 他们由此向细微处钻研，探究哪些学习活动更可能产生这种宏观的能力。同时，认知心理学家则从大脑的底层机制——感知，注意力，处理，记忆——开始探索，试图理解更宏观且更为复杂的现象。对于他们来说，「理解」并不是单一的概念，而指代了许多协作的过程，是一个不准确的术语。\r\n\r\n对于像我一样的设计师来说，问题在于这两个学科的发现还没有交汇。对「理解」的深入理解，有助于我们开发新的方式来增进理解。没有这种理解，我们只能分别从两边尽可能探索，像钟乳石和石笋一样；对于中间的空白，我们要用想象力、直觉和猜测来弥补。\r\n\r\n首先，我们要确定一下所探讨的理解是哪种类型。让我们专注于 **理解一篇文字解释** 。比如说你在读关于人体循环系统的解释。最后，你可能想「理解循环系统」，但此刻我们只把目标定为「理解关于循环系统的一篇 **解释** 」。这个门槛虽然较低，但在很多情况下，似乎就是制约我们的瓶颈。\r\n\r\n具体来说，你得搞清楚作者句子的意思；你得能解释文本中描述和暗示的特性和关系；你得能基于这些细节和已有的相关知识，做出简单的推理。至于熟练度或长期记忆，我们暂时不考虑。让我们假设你刚读完这篇解释，而且回答得慢点也没关系。\r\n\r\n认知心理学家把这种理解称为「文本理解」。Walter Kintsch 提出了广受研究的构建-整合模型，该模型将这个过程分为两部分[2]。首先，你需要对页面上的文本构建内在表征：阅读单词，解析句法，理解名词的指代和动词的歧义等等。Kintsch 把这种心理表征称为 **文本基础** 。如果我们暂时不考虑遗忘，有了完整的文本基础，只需要字面上操纵作者解释的问题就可以回答了。如果你有一个关于「Bargleborp 如果不加控制会引发 hixitak」的解释的文本基础，那你就能回答「没人注意到 Bob 的 bargleborp ，直到为时已晚。会发生什么？」（「Hixitak。」）你知道这些词语是怎么 **说** 的，但对他们真正想表达的 **意思** ，你还是一知半解。\r\n\r\n然后，你需要通过整合来理解含义，形成文章里 **没有** 直接描述的联系。你会把文章里的词语和观点，和你自己已经知道的东西联系起来，同时你会推断出作者意有所指但没有成文的细节。Kintsch 将将这种完整而联系丰富的心理表征称为 **情境模型** 。\r\n\r\n比如，在一篇关于循环系统的解释中，假设你读到这么一段文字：「如果婴儿存在心房间隔缺损，血液无法通过肺部充分排出二氧化碳。因此，血液看起来呈紫色。」[3] 你光有这些句子的文本基础，是不足以 **理解** 这个解释的。血液为何呈现紫色？要回答这个问题，你需要将这一问题关联到你对血液流动的已有知识，来赋予它们意义，就像下图展示的那样：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/87053505/0ec7023760d1474aa5771b800fc17a14/eyJ3Ijo4MjB9/1.png?token-time=1692230400&token-hash=kWJ_p_wg5fJPIq7eS2Fc4kKuqh4lb95VWeM0WiQx0u8%3D)\r\n\r\n我们可以使用这个模型，为有关文本理解和学习的常见直觉，增添一点机械论的色彩：\r\n\r\n **更好的整合能够产生更好的记忆** 。文本基础和情境模型中的信息，都将储存在我们的长期记忆中。然而，回忆和记忆巩固在于关联。如果新的文本信息只能通过单一线索 **连接** 到你已有的知识，那你可能会很难回忆起来，而且在之后的认知过程中，这些信息也不太可能得到强化。根据 Kintsch 的研究，为了长久掌握知识，要将新的文本信息和你原有的知识钩连起来，形成更丰富的情境模型。钩连越多，记忆效果越好。学习文本越深入，或者既有知识越丰富，构建的联系也就更多。这也验证了我们的直觉，即在我们已经精通的领域，更容易记住新的信息。\r\n\r\n **更好的记忆能带来更好的整合** 。如同我们之前所见，文本基础中信息点之间的联系和推理，往往需要「通过」你已有知识节点间的路径。这暗示着记忆强化在机制中的角色：你无法通过你已经忘记的节点。如果第二章的内容依赖于第一章不太熟悉的信息，我们就需要确保在你需要理解第二章的内容之前，你能够记住第一章的信息。\r\n\r\n **「用你自己的话说出来。」** 这是给学生的常见建议。然而，我惊讶地发现，根据 Kintsch 的模型，在学习过程中，如果你 **不用** 自己的话来阐述文本（即使这可能在你的潜意识里进行），你基本学不到任何东西。想要形成一个整合良好的情境模型，你得把作者用词 **所指** 的概念，跟你已有知识中的概念关联起来。也就是说，你在此过程中处理的是概念，而不是语词。比如，一个作者说的「通过肺部排出二氧化碳」，另一个作者说的「呼出二氧化碳」，你通常需要把这两个短语解读为同一概念。否则你就无法把这两篇文本所形成的情境模型联系起来。\r\n\r\n **注意力影响理解程度** 。有一种显然的失败经历大家都很熟悉：有时候，某句话你看得太快了，甚至都没来得及解读它里面的词。或者，你读了句子里的词，但注意力太分散，无法解析其中复杂的句子结构。在这些情况下，你根本无法对文本形成文本理解。你可能只是处理了文本的「表面特征」，例如注意到这部分文字中出现了某个关键词，但你无法利用这些信息，即使是直接照搬都不行。文本的选取会影响这里的行为：在 Kintsch 的一个实验中，如果文本太啰嗦或太熟悉，参与者们会依赖他们已有的情境模型，并形成有损的文本基础表征。\r\n\r\n **整合程度控制知识迁移** 。如果你发现你能复述作者的话，但在用你自己的话阐述这些观点，或实践这些观点时，却颇感吃力，那么这说明你的情境模型过于依赖于你的文本基础。也就是说，构成你的心理表征的，主要是与作者的词汇和短语对应的节点。所以，当接收到与文本形状不完全一样的线索时，你无法将它们和你已经学到的东西联系起来。你需要多与文本打交道，把它与你已知的知识联系起来，提出问题，进行推理。\r\n\r\n### 自我解释有助深化理解\r\n\r\nKintsch 的试验几乎没有涉及注意力、自我调控和反思等因素。他的研究通常会设定一个理想情况——学习者根据自身的既有知识，尽可能从文本中建立最优秀的模型，然后去探究这些模型的性质。但在实际中，我认为理解的问题往往源自读者 **没有** 根据自己已有的知识，构建出最好的理解模型。这种情况往往是合理的：仔细阅读需要时间和精力，而大部分书籍并不值得花费无尽的时间。理想的读者会根据自身的目标，构建出够用的理解程度。那么，我的「增强」工作，就是去拓宽这个帕累托最优边界。但实际上，正如我们[在上月的文章中](https://www.patreon.com/posts/85345515)所讨论的，读者们往往未能如预期般理解文本。他们未能察觉到对概念及其 **解释** 理解中的重大漏洞。\r\n\r\n那么，我们应该如何应对呢？我们希望能辅助读者，比如帮他们建立联系、监控自我理解、修正理解中的缺漏或误区等等。最被广泛研究的干预方式就是 **自我解释** 。[Michelene Chi 和她的同事](http://andymatuschak.org/files/papers/Chi et al - 1994 - Eliciting self-explanations improves understanding.pdf)要求一组学生在阅读时大声解释文本，控制组则要重读文章，以保持总学习时间一致。结果显示，解释组在后续测试中的表现优于控制组，尤其在需要进行陌生推理而更具挑战的迁移问题中。\r\n\r\n在解释组中，有些人天生就比别人更能说会道。有趣的是，这些「高解释水平者」通常会学到更多东西，即使我们控制了初始的知识水平和口头表达能力差异。在开卷考试中，「高解释水平者」几乎从不参考材料，而「低解释水平者」（以及控制组）则经常参考材料，这暗示着「高解释水平者」更能把学到的东西内化。值得注意的是，这些组别的自我解释方式也不一样。「高解释水平者」的解释，更有可能在材料涉及的不同主题之间建立联系，而不只是局限于某个主题。他们在解释中会做出更多推理，这可能解释为什么他们在后续测试中能更好解释材料中隐含的细节。\r\n\r\nChi 和她的团队提出，由于「低解释水平者」和「高解释水平者」在预先测试中得分相同，他们之间的差异可能源于自我解释的技巧和习惯。例如，「高解释水平者」可能已经习惯于在主题间建立联系，他们也更倾向于相信多解释一些总是好的。这种看法催生了一系列关于如何[教学生有效进行自我解释](http://andymatuschak.org/files/papers/Wylie, Chi - 2014 - The Self-Explanation Principle in Multimedia Learning.pdf)的研究。\r\n\r\n教授这类学习策略后，人们或许更可能理解概念解释。就我个人而言，随着阅读技巧的丰富，我成为了更高效的学习者。然而，我觉得这还不够。大约十年前，我就阅读了这些关于自我解释的论文。但我并没有切实去 **实施** ——有时候是因为感觉这像个苦力活，有时候只是因为我想都没想到。我总是很容易陷入「仅仅阅读」的模式，自我安慰说我已经理解得很好了。但往往，我并没有真正搞懂！\r\n\r\n### 一些原型\r\n\r\n我对此的理解是，文本解释这种媒介并没有真正鼓励我需要的那种方式。文本解释的默认行为就是不断阅读。文本不会帮助我检查理解程度，或完成恰当的推理；我需要时刻留意自己，何时开始感到困惑。即使我花更多的时间去深入理解一些事物，文本也不会有所反馈。反观对话就不同了。在谈话中，对话的伙伴会留意我是否感到困惑。他们会提出一些关于他们的解释的问题，并解答我们的问题。如果我努力理解，他们会给我鼓励。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/87053505/17a89e2df8aa443b8c6480d6232aacf7/eyJ3Ijo4MjB9/1.png?token-time=1692230400&token-hash=NJTXu6qLpF7AFL11ssRnenHBupcCrsckGsUaPrr_Mdc%3D)\r\n\r\n过去这一年，我[展示](https://www.youtube.com/watch?v=OFuu4pesKf0)过很多文本+链接记忆系统的结合媒介，现在我发现它们更接近于我所期望的行为方式。我常常用一个基本的系统阅读，这个系统里可以高亮任何文字，并为其添加相关的记忆卡片。这些卡片会悬浮在相应文字旁边，相应的文字部分则会加深颜色，表明有卡片存在。这种空间标记使我一目了然，知道我在哪些地方投入了大量精力，哪些地方还没看。而有趣的是，这些颜色看起来非常舒心！把侧边栏「塞满」，或者把所有「精华」部分「涂满」颜色，我会有种莫名的满足感。当然，这有可能会带来误导，高亮文字似乎是很有帮助的，但不应该把整篇文章都涂满高亮。然而，我仍想强调与传统文字的区别：这种媒介自然而然地让我注意到哪些地方我「深入」了解，鼓励我更进一步。相比阅读普通的书本，这种媒介的「默认路径」是更深入的。\r\n\r\n写记忆卡片比撰写自我解释难得多。这种额外的困难可能让理解更深刻，但我感觉很多困难其实是无用功，因为写卡片实际上是将解释改写为产生目标提取的任务，而这个过程有很多特殊的要求。因此，我从文本+有链接记忆系统媒介中获得启发，构建了一个阅读体验原型，其中以类似的方式在「被动地奖励」自我解释。阅读时，我可以高亮重要的段落，并用自己的话解释这些文字，而且可以在适当的时候添加颜色和练习。如果我愿意，我甚至可以用口头解释并使用语音输入。这些段落的文字会被着色，让我清楚哪些部分我已经解释过了。另外，我把解释发送给 GPT-4，并且在我出错或者忽略重要的东西时，系统会显示反馈。\r\n\r\n我录了个[不到一分钟的小短片](https://youtu.be/TwUU8jntXdQ)，展示了我在一份线性代数教材中编写「成功」和「错误」的自我解释。（抱歉，Patreon 不支持内嵌视频。）\r\n\r\n在这个主题上迭代了几轮后，我做出的原型还挺有意思，不过我并不打算就此深入下去。好的一面是，如果我用这个工具看书，感觉自己对材料的理解很不错。但这个过程也相当不爽。很多时候，把作者的观点打成字（或者念出来），感觉就是无聊的繁琐活，不管它有没有助于我理解。有趣的是，我并不总是这么想：当我对作者的观点一头雾水时，这个练习自然就变得有趣了。\r\n\r\n写记忆卡片也许困难得多，但跟书面/口头的自我解释相比，我觉得这个活动更有价值。我想那是因为记忆卡片并不是阅完既弃的边角料。我写它们不是为了写而写，而是为了将其假如记忆练习。当我读完书后，这些卡片还会跟着我，而我能确信我能长久记住这些卡片中的细节。\r\n\r\n所以，我尝试了另一种方式，将自我解释重构为 **做笔记** 。如果我在阅读过程中写下的所有自我解释，都会被一个 Markdown 文件所收集，存入我的笔记系统呢？那么，我并不是为了写而写，我还能将它们收入笔记，随时查阅。但是，遗憾的是，我的实验结果并不如人意。我最终得到的笔记文件，只是用我自己的话对原文了总结，不成体系而又冗长难读。但它并不是当我 **想** 对原文做些有用的笔记时，会写的那种总结。我并不会想去编写这种笔记。\r\n\r\n然而，我觉得我讨论过的两种办法是有价值的。首先，阅读媒介应该能够自然地向你「提示」专家策略。其次，完成那些「额外」的阅读活动后，其结果应该能让你由衷感觉有价值，而非似乎有用的繁琐工作。\r\n\r\n这与我对自己在这个领域所处的生态位的思考有关：我非常在意阅读的 **感觉** 如何。教育心理学文献充斥着各种干预措施和阅读增强系统，但这些东西对于读者来说体验都很糟糕，而研究人员似乎对此毫不关心。我希望的是，如果我能深入了解这些系统背后的原则，我就可以重新组织这些原则，得到令人愉快且增强人们能力的系统。\r\n\r\n————————\r\n\r\n[1] [Grant Wiggins and Jay McTighe, Understanding by Design (2005)](http://andymatuschak.org/files/papers/Wiggins, McTighe - 2005 - Understanding by design.pdf), page 7.\r\n\r\n[2] 见 [Kintsch’s monograph, Comprehension: A Paradigm for Cognition (1998)](http://andymatuschak.org/files/papers/Kintsch - 1998 - Comprehension.pdf). 我在这可能有些过于简化：构建不仅限于文本基础，整合也不仅限于情境模型；要形成连贯的文本基础，整合也是需要的（例如，厘清含糊的理解）。但对我们的目标来说，这样简化就足够了。\r\n\r\n[3] 这个例子取自 [Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49(4), 294–303](http://andymatuschak.org/files/papers/Kintsch - 1994 - Text comprehension, memory, and learning.pdf). 遗憾的是，我认为这个例子可能对血液流动有些误解：据我理解，流向肺部的血液应该是深红色的，而非紫色，这是因为这些血液氧气含量较低，而不是因为其中含有二氧化碳。但这个图很不错，所以我们用来讨论。", + "type": "text/markdown", + "caption": " 为自我解释提供支持的初步实验\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Initial experiments in self-explanation support" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Lessons from 2021.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Lessons from 2021.json" new file mode 100644 index 0000000..77b95d0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Lessons from 2021.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Lessons from 2021", + "text": "# 2021 年的经验所得\r\n\r\n原文：[Lessons from 2021 | Andy Matuschak](https://andymatuschak.org/2021/)\r\n\r\n节选自《来自实验室的信》，一系列关于我的研究的非正式文章，面向[赞助人](https://patreon.com/quantumcountry)撰写。你也可以[听](https://andymatuschak.org/static/2021/Lessons from 2021.m4a)这篇文章（24 分钟）。\r\n\r\n年的界限当然是人为框定的。然而以年为契机的仪式依然能生发智慧，激荡暖意。新年伊始，我都会反思去年的所学与收获。秉承[去年的文章](https://andymatuschak.org/2020/)的精神，我愿分享一些经验所得，以飱读者。\r\n\r\n## 苦难和创造性工作\r\n\r\n> 写书是场让人筋疲力尽的可怕斗争，有如一次久久不停歇的痛苦疾病。 若不是受到什么既无法抗拒，又无法理解的魔鬼驱使，没有人会做这样的事。\r\n\r\n> —乔治·奥威尔, 《我为什么写作》\r\n\r\n> 你若不能理解你思考的东西，你会感觉很糟糕，浑身难受，这就是困惑（confusion）。困惑很难解决，也并不愉快。开始困惑后你就不开心。有这么一回事你想不透。那么，这种困惑的根源，是不是因为我们都是些猿猴，干这种事就是不灵呢？我们绞尽脑汁，想把两根棍子放在一起来够到香蕉，但就是办不到。就像有个主意就是想不通。这样的类比我总是挥之不去：我是只猿猴，在努力地把两根棍子放在一起。所以我总是觉得自己很蠢。偶尔有一次，我能把棍子成功地拼起来，并能够到那根香蕉。\r\n\r\n> —理查德·费曼，1963 年访谈\r\n\r\n各门各类的艺术家和作家，都和科学家一样逃不过这样的情结：创造性工作带来的满足感无可比拟，但是投入工作的每分每秒都艰难无比。就像在暴风雪里迷茫地摸索着某物，时而缥缈，时而真切，可总是觉得蠢笨不堪。每一天夜幕落下——手上空握一些残章，怎么能交代呢？这样一天天，一周周过去，却没什么能用的。但有什么在撩拨着你。所以你枯坐桌前，迎风前行。一旦触碰到终点，创造带来的超然快乐之下，这些痛苦显得又值得了。\r\n\r\n我觉得不必如此。\r\n\r\n我直到今年才开始认真考虑，是否有可能让人摆脱「让人筋疲力尽的可怕斗争」，如奥威尔所描述。这个情结太过普遍了。我觉得有些创作者肯定已经想出了一些办法，但我的作者和研究员朋友中，聊天很快转变成互相舔舐这种普遍的痛苦。我认为，我们太轻率地合理化这样的痛苦了。我认为，要发展出和创意工作的新生态，不管结果如何，置身其中的每一时刻都是快乐的。\r\n\r\n请不要抱有过高的期望。这篇文章不是实现摆脱这一困境的完整指南。我当然自己还没完全想明白。至少根据我的经验，最重要的一点，是不要把这种痛苦视为理所当然，而是对其进行审视。\r\n\r\n **为什么** 困惑的感觉令人百般难受？为什么花了一天尝试解决问题，结果毫无进展的话，我会倍感痛苦？我在担心如果自己完全投身于问题，花费大量时间，却不在乎是否找到答案的话，会有什么发生。对我来说，只要叩问自我足够深入，就会发现，困惑之所以令人难受，症结在于各种各样的社会焦虑。担心成就「不足」，显得无能，蠢笨，迟缓，毫无创见；这些感觉的深层根源是害怕失去「归属感」，无法为他人所接受。\r\n\r\n你的答案可能不同。有些朋友发现，他们的创作痛苦源于自我鞭笞：他们已经说服自己，创作的成功取决于坚定的意志，所以如果他们没有取得进展，那说明他们作为人类个体有根本的弱点。沿着这样的思路，创造性的烦恼招致自我厌恶，而不是同情和好奇心。而另一个朋友的创作痛苦部分源于对于入不敷出的过度恐惧，他曾因家庭经济条件差而留下了心理创伤。\r\n\r\n至少对我和上面所讨论的这些朋友来说，这些恐惧来自于一些根植于心的错误信念。识别这些信念并将其根除是很有价值的。我在这里不能开出解药，只能邀你共赴一趟旅程。重塑你的情绪系统，使创作经验不会导致痛苦，是有可能的。请咨询你当地的治疗师、冥想指导、执行教练、迷幻药商等，或者同时咨询其中几个。\r\n\r\n对我来说，减轻创造工作的痛苦是解决方案的一部分；另一部分与之对映：培养创造工作的快乐。从创造性工作的即使体验中收获更多的满足，是有可能的。起初我很难做到，因为我早已习惯于从产出、成就和他人的认可中获得工作上的满足。在这样的思考方式之下，每当我面临挫折，或者花了一天时间探索，而没有取得明显的进展时，便意味着满足要推迟。写作讲习班、艺术课和研究回忆录，无不仪式般地强调了关注「过程甚于结果 」的好处。我只在纯粹的实践意义上理解这一点：当你在创造性工作中专注于结果时，你的作品往往更糟糕。但这句格言也适用于情感体验。很难把结果当成每天都能收获的奖励。结果太遥远，很不确定，作为满足感的来源十分脆弱。 **过程** 也必须让人有收获感。\r\n\r\n值得高兴的是，我注意到，一旦摆脱了以前的思维方式，我工作的每分每秒都非常有满足感：遵循好奇心而走上一条小径的快乐；偶遇小小联系的喜悦；注意到我困惑得出人意料的惊喜；选定更合适的词，因而理解更加清晰的满足感。很惊喜的是，观察自己的思维齿轮运作是十分吸引人的一件事。\r\n\r\n关于「生产力」和「动机」的建议，往往预设对立性的语境。其意旨总是更专注，更努力，更成功。而 **你** 是这一切的障碍。你的意志力太薄弱。只要多点整理能力，少点懒惰——你就能摘到月亮！撇掉让你分心的东西，用定力抵御诱惑，不要断了坚持，制定可量化的目标，向前进发，向正确的道路进发。这些技术往往假设，工作是不得不咽下的苦药，而你的冲动是害群之马，亟待驱逐。要 **忍耐** 当下的苦楚，以换取缥缈未来的果实。我不会否认这些技术的作用。我们的思想的确有猿猴的一部分，对驯服很受用。我们也的确会低估长期收获，这样也不合适。但对立性的语境是在头痛医头脚痛医脚，关于「生产力」和「动机」的建议往往并未触及症结根本。我不想将自己训练成对自己的冲动发狂的人，尤其因为我的工作很依赖于追随创意本能。我更想培育更健康的自我和完成工作的关系，这样我的冲动反而有利于我。\r\n\r\n不要误以为我的工作是每天让我豁然开朗的恩泽。但今年我的进展意外地非常迅猛，而且我有预感我能完成更多成果。创意工作的痛苦情结，似乎是咎由自取的悲剧幻象。这个幻觉是可以克服的，而这种掌控感是我今年学到的最宝贵的经验。\r\n\r\n## 构建更好的「思想工具」 场景\r\n\r\n我独立工作的一个关键原因，在于我的工作「[思想工具](https://numinous.productions/ttft/)」并没有天然的学术领域，或者业界的市场定位。但是思想工具的确有某种意义上的场景。\r\n\r\n好消息是现在的生态比五年前好得多。我发现创新性、赋能性的用户界面受到前所未有的普遍关注。很多人在业余时间愿意捣鼓思想工具，而且更重要的是，一大群对思想工具很认真的人在不断发布示范性的高质量工作。\r\n\r\n但思想工具的生态仍然很贫瘠。不乏呐喊助威之众，但很少有人全身心投入，强有力的想法更是少之又少。我的直觉是，还有许多变革性的想法隐藏在触手可及之处。我觉得思想工具的发展可以更快，成就可以更多。\r\n\r\n那么是什么阻碍了我们？以下是我注意到的几个瓶颈：\r\n\r\n **钱** ：最明显的制约因素。没什么人有足够的资金支持他们做思想工作，甚至暂时的支持都很困难，更不用说可持续的。什么模式可能适用呢？\r\n\r\n- [Jupyter](https://jupyter.org/) 和 [Scratch](https://scratch.mit.edu/) 等项目的运转，依靠的是慈善基金会和公司资助。但是在我看来，这些资助主要面向的项目，都经历过数年跋涉，已经度过创意构思的困难阶段。\r\n\r\n- 从理论上讲，国家资助机构应该很适合资助那些处于早期探索阶段的项目，但实际上，[雄心勃勃的系统工作在相应的学术领域是不受欢迎的](https://dubfuture.blogspot.com/2009/11/i-give-up-on-chiuist.html)（人机交互）。\r\n\r\n- 我在众筹方面取得了一些小的成功，但我担心这样的成功可能难以复制：有其他人尝试这条道路，但似乎时运不佳，至少目前为止是这样的。我将在本文后面给出我的众筹实验的最新情况。\r\n\r\n- 来自 [Emergent Ventures](https://www.mercatus.org/emergent-ventures) 等低要求项目的小额资助是可喜的动向，但我担心，把这些小额资助拼凑起来，以推动实质性进步，会比较困难。然后呢？也许像这样的小型资助可以帮助创业者过渡至获得大型慈善机构的资助。关于这方面如果有更多的实验就好了。\r\n\r\n- 尽管现代风险投资通常不适合（[初创企业的基本动力是增长](http://paulgraham.com/growth.html)），但也许不那么亢奋的商业模式也能起作用？在不同意义上，此处有 Mathematica 和 VisiCalc 以及 Photoshop 作为成功案例。我所关心的主要问题是：一旦这些东西变成一门生意，还能进行多少基础性的探索？成立公司也许是从最初探索阶段获取价值的方式，但显然不适合用来资助持续的发明工作。Mathematica 在这方面表现尚可，但其成功似乎相当罕见。\r\n\r\n- [Ink & Switch](https://www.inkandswitch.com/) 正借助 [Muse](https://museapp.com/) 大胆尝试一种方法，我感觉这种方法更好。他们采取转化模式，将一些项目分拆出去，由这些项目资助「母体」实验室的开放式探索。目前，评估这个方法还为时尚早，但我很乐于学习他们的经验。\r\n\r\n科技领域坐拥巨额资金，这对于思想工具来说是双刃剑。一方面，如果你能在「思想工具」研究项目上取得不错的成果，凭这份能力你也能找到份年薪数十万美元的工作，或者创业并且斩获数目喜人的种子轮投资。先不论「普通」技术，AI 和加密货币的淘金热方兴未艾，这些领域不乏有趣问题：为何不投身其中？另一方面，这个环境里资金如此充裕，那么不少人能轻易积累起足够的资本，供他们随心所欲地研究问题。科技行业中能诞生更多「绅士学者」。当然对于资助研究而言这未必理想，但我认为这条道路在短期内更有价值。我愿意鼓励更多人思考这一选项。如果你对于从事原创研究感兴趣，我鼓励你更严肃地看待资本富集的领域。请自己预测未来。根据你的境况和生活方式不同，细节差异很大，但你也许能通过工作几年来赚出创造的自由。\r\n\r\n **技能** ：我们对工程的重视程度过高，对设计和理论建设的重视程度不足。\r\n\r\n似乎有个问题：如果你是工程师，你实际上可以自己建立一个系统并对其迭代。你的系统可能不包含任何有趣的界面创意，但你肯定能做出点东西来！相比之下，如果你是设计师或综合学家，没有工程技能，你当然可以为计算的未来勾勒出新颖的概念。麻烦的是，如果没有实际的互动，你就无法在交互系统上迭代更多。设计和理论建设是必要的，但不是充分的。\r\n\r\n因此，为了在这个领域取得进展，我们需要的要么是工程师—设计师—理论家的混合体，要么是由技能互补的人员组成的团队。这两种情况都比较罕见。一个人很难在工程与设计领域都培养出很强的能力，因为两个领域都深不可测，尤其是设计通常需要经历学徒期。团队则不多见，因为单单找出愿意从事这一薄利而又古怪的方向的人，就足够艰难了；找到两个人愿意为同一个项目工作相当于两个小概率事件的乘积。\r\n\r\n尽管如此，我相信有可能助推更多工程师和设计师组建二人搭档。我感觉有许多工程师对这个问题空间非常感兴趣，但他们拎得清自己有多少做设计、做理论的能力。如果我们能够为有想法的设计者找到小额资助，也许他们可以将自己的概念加以完善，之后我们便能为他们匹配热心的技术专家来共同合作，制作原型，开始迭代。\r\n\r\n在这里，部分麻烦是由于文化。像「增强人类认知」这样的表述框架，很容易吸引许多工程师，但对我认识的许多设计师来说，这样的表述听起来非常生硬。如果我们开始谈论创造、表达或意识的变革性环境，情况就会有所改善。另一个问题，正如 [Joe Edelman](http://nxhx.org/) 向我指出的那样，各种各样的「增强」，往往基于人与计算机的关系来讨论，而不是基于人与人之间的关系，其中可能 **涉及** 到计算机。个人主义的框架常常难以契合设计的集体主义文化倾向。不过在增强集体智慧和创造力方面还有很多机会。类似目标的项目可能会吸引更多设计师来合作。\r\n\r\n **发展** ：在方便的业余参与、指导、技能建设上，途径还不够多。对于刚刚开始研究思想工具的人，这个问题很是真切紧急，就算我也有同感。我觉得这个问题最好的解决思路，是资助研究生式的学徒制度，但是只有在解决先前提到的资金可持续性问题之后，学徒制才能实现，而那个问题是更广泛层面的。在此之前，学徒制只能是风雨飘摇的空中楼阁。\r\n\r\n **团队合作** ：以团队为单位制作思想工具的典范和模式寥寥无几——独行侠占了大多数。这样的现状限制了能实现的成果，不仅如此，不少人偏好在团队或大机构中工作，这些人被排除在外了。[Ink & Switch](https://www.inkandswitch.com/) 是我们见到的最好的现代团队典范，对其运作模式的书面讨论，对于思想工具的生态很有益。尽管如此，我注意到他们现在主要关注的是软件界面的技术基础，而不是界面本身。我猜测后者需要不同的模式。我不确定下一步该怎么做。正如我在技能部分所述，更多地资助合作者，似乎是好的起点。\r\n\r\n **校园** ：我们没有教师休息室或[汉明式午餐桌](https://www.cs.virginia.edu/~robins/YouAndYourResearch.html)，没有研讨会。缺乏固定场合，来开展自发且深入的讨论，共同探讨正在进行的项目和领域动向。大部分人甚至没有一个固定地方来互相批判设计。推特是糟糕的替代品。有一些播客和展示-介绍系列（注：show-and-tell series, 美国加拿大等地的教学活动，学生把一件东西拿到课堂上介绍）很不错，但这些场合仅关注于分享想法，而不是评价想法和创造想法。真实意义上的校园也许不是解决办法，但能指出我们没有的：支持共同打磨，互相启迪的环境。我觉得可以从关注深度的小型见面会开始，这只需一笔数额不大的资助。更奇异的是，我很乐意在旧金山找寻一处物理空间，用来举办定期活动和协作会议。\r\n\r\n## 和善于实践的队友共同加速研究\r\n\r\n[去年](https://andymatuschak.org/2020)我写道，开发新的思想工具面临一个重要的实际问题：只有在真实的环境中使用新的界面创意，我们才能真正理解这些创意，然而打造实际可用的软件系统要花很多力气。更糟的是：由于在「研究思维」和「工程思维」之间来回切换的成本相当高，一个研究人员往往在数周或数月内只能看到森林或树木。因此，从个人来讲，很难积聚足够动力去单枪匹马地迭代研究系统。\r\n\r\n因此，由于今年一些大方的捐赠者慷慨提供了更多资金，我开始做一个实验，雇用实习生和承包商来帮助我完成偏重执行的工作。其中一些合作仍在进行中，但我想与大家分享一些早期的见解，即思想工具团队中什么样的结构是最优的。\r\n\r\n研究系统的最大问题是，不确定性增加得很快，而且非常迅猛——相比普通软件开发尤甚。在传统产品开发环境中，你通常足够了解系统的限制和机会，能画出足够稳健的路线图，规划好要开发的功能，要开展的实验，要修正的问题。团队在开发新功能时当然需要引导和反馈。但是对于某些项目，你通常能提前说明好工作，团队能推进工作数周，不会因困在反馈问题而停滞。\r\n\r\n一个解决方案是，不仅将执行，而且将核心的创造性解决问题的工作委托给团队成员。我当然希望如此，但现在我们谈论的是一个非常不同的工作描述，以及而胜任者也更罕见。我相信只要给予足够的指导和关注，我坚信有更多人能具备这些经。但是前路漫漫，而且比起雇用主流技能的程序员帮我实现来说更加困难。这条道路更像是给研究生做导师。每段经历会花上几年，而且很难说能回本。\r\n\r\n我现在正在尝试的另一种方案是，间歇性地雇用承包商解决一些短期工作，这些工作的内容我已经描述得足够清楚，可以保证执行上的专注。这种方案有交易负担，并且破坏了语境的连续性，但能让我专注于效用最高的工作上。范围固定的参与可以最小化优先级的颠倒，这种情况可能会发生在团队成员清空了工作清单时。\r\n\r\n[Adam Wiggins](https://adamwiggins.com/) 用过一个比喻来描述一个相关模型，深得我意。电影制作通常以「预制作」阶段开始，此时只有几名创意人员，他们负责弄清楚电影到底是什么。之后，你一旦觉得各个部分差不多敲定了，就雇佣上几百个人开始「制作阶段」，让电影落地。几个月后，所有人分道扬镳，直到下一个项目开始执行。\r\n\r\n与独行侠相对的是合作，我接触的一些合作伙伴自己便有能力完成杰出的工作，我和他们的合作体验非常美妙。这样的关系珍贵而稀有。雇佣到这样的人很难，尤其是在我并不宽裕的情况下；这样的人也更喜欢当合伙人而不是当员工。我很期待在 2022 年设法达成这样的合作关系，但我也认识到，合作无法解决我一开始描述的问题——加速一些实验性系统的实现。这样的创意工作合作能够改变我对问题的认知，这点是很不错的；但合作不意味着进度更快（以我的经验而言）。\r\n\r\n钟点承包者和深入的全职伙伴这两种工作模式之间存在巨大的鸿沟。如果我能更有效地利用全职员工，我也许能取得更多成果，但是这还是有待解决的问题。也许这个问题根本解决不了！Philip Guo [最近回顾了 PythonTutor 的十年历程](https://dl.acm.org/doi/10.1145/3472749.3474819)，他认为独自工作有利于项目的存活。我很感激我自己今年没有雇用多少全职工程师和设计师，自己完成各种实验。我会继续尝试。\r\n\r\n## 众筹依赖高度可见的公开工作\r\n\r\n众筹研究仍然非常罕见，所以我想尽可能地帮助其他人从[我的不寻常情况](https://patreon.com/quantumcountry)中吸取经验。众筹资金募集实验又经过了一年的实践，让我们看看从中能收获什么经验。\r\n\r\n去年的订阅者缓慢而稳定地增长，最后的资金规模大致相当于研究生的研究资金。今年，这种增长在上半年继续，然后在下半年停止，稳定在国家科学基金会 CAREER 资助的四分之三左右（学术界早期职业教师的典型资助）。\r\n\r\n[img [Graph depicting plateauing growth halfway through 2022|https://andymatuschak.org/static/2021/graph.png]]\r\n\r\n这样的资金水平足够我维持下去，但我们应该如何看待增长的停歇？应该为此感到担忧吗？\r\n\r\n有一个重要细节是，自 2020 年中期以来，读者停止订阅的比率一直是每月 1-3% 而保持不变。订阅者停止增长的原因，是新赞助人的增长变慢。这种下降可以归因为访问 Patreon 页面的人数下降了。在整个期间，访问者转化为会员的比例基本相同。\r\n\r\n最终关于众筹研究，我们得到了一个平白无聊的故事：增长，以及在较小程度上的可持续性，取决于为工作引来新的关注。这一假设对众筹研究有一些重要影响。不应该对我的缓慢增长感到惊讶，因为我在 2021 年没有发表任何抓人眼球的重大工作。\r\n\r\n首先，不要误解我的意思： 2021 年是成果丰硕的一年！但我的不同工作（像任何研究人员的工作一样），在可读性和对新观众的吸引力上，都有很大差别。我在这一年里进行了各种实验，没有一项足够光彩或足够有总结性。但这些实验都提供了有益的见解，有助于推动我目前的工作。如果我是传统学者，我可能干脆把这些实验整理成论文发表了，因为一般期望是每年都要发表几篇论文。而我没有这些压力，所以我宁愿等到我能把故事讲得更完整时，再发表工作。\r\n\r\n碰巧的是，我在 2021 年实际上发表了大约 45,000 字——对我来说是远超预期，创下新高——但大都是[为赞助人写的非正式的短篇文章](https://patreon.com/quantumcountry)，而不是备经打磨的、让我愿意宣传以吸引更多受众的成熟作品。我为这些作品感到自豪，但我并不指望这些小文章能吸引大量的新访客。事实上，这些文章中有许多不能吸引新的访问者：它们只提供给赞助人！\r\n\r\n然而订阅取消率并没有变化，可见对于今年貌似缓慢的进度，我的赞助人并未感到很苦恼。所以问题还是在于这样的文本发布模式难以吸引新的观众。对我来说这点可以接受，因为目前的资金水平下，我至少能付清自己的账单，而我预计在 2022 年能发表更光鲜亮丽的作品。\r\n\r\n但我今年经历的模式说明了众筹的一些局限性。有些研究者需要在每个重大项目上花费几年时间，中间没有办法提供任何东西来吸引主流大众。对于这种研究者来说，众筹的效果可能不会太好。而且这种情况可能无法提前预测。研究工作没有时间表。这个行当就是会遇到「慢」的年份。\r\n\r\n众筹渠道的转换率难以提升，因此作品必须吸引相当广泛的受众。而且，唉，研究人员如果想维持生计，就不能完全忽视营销。每月1-3%的取消率是相当小的，但这意味着需要适度的持续受众增长。这些研究性众筹的受众会以何种速度饱和？是否有人能真正在整个职业生涯中维持众筹研究？我现在大约有 650 个赞助者，但以我现在的资金消耗率，为了维持我目前的资金规模，未来十年内必须有 1650 个额外的会员订阅。\r\n\r\n等着吧！以这种方式来结束这一年的反思有点平淡，但我个人对来年相当乐观，我也很期待更多变革性的软件环境涌现。\r\n\r\n------\r\n\r\n如果你觉得我的工作很有趣，你可以[成为会员](https://patreon.com/quantumcountry)以帮助实现更多的工作，并获得更多像这样的文章。致我的赞助人：你们亲自促成了我过去几年的生活。谢谢你们；谢谢你们！我希望你的 2022 年能大放异彩。\r\n\r\n我还要感谢以下人士，和他们的谈话助我形成了上述观点：Adam Wiggins, Andrew Sutherland, Catherine Olsson, Danny Hernandez, Joe Edelman, José Luis Ricón, Kanjun Qiu, Michael Nielsen, Molly Mielke, Nadia Eghbal, Nick Cammarata, Ozzie Kirkby, and Philip Guo。\r\n\r\n最后，特别感谢我的资助级别的赞助者，截至发布时：[Adam Marblestone](http://www.adammarblestone.org/), [Adam Wiggins](https://twitter.com/hirodusk), [Andrew Sutherland](https://asuth.com/), [Ben Springwater](https://twitter.com/benspringwater), [Bert Muthalaly](http://somethingdoneright.net/), Boris Verbitsky, [Calvin French-Owen](http://calv.info/), [Dan Romero](https://danromero。org/), [Dwight Crow](https://www.linkedin.com/in/dwight-crow-73122621), [Eugene Soltes](http://www.hbs.edu/esoltes), [fnnch](https://fnnch.com/), [James Hill-Khurana](https://jameshk.com/), James Lindenbaum, [Jesse Andrews](https://m4ke.org/), [Kevin Lynagh](https://kevinlynagh.com/), [Lambda AI Hardware](https://lambdalabs.com/), [Ludwig Petersson](https://twitter.com/ludwig), [Matt Knox](http://mattknox.com/), [Mickey McManus](http://www.t-1ventures.com/), [Mintter](http://mintter.com/), [Nathan Lippi](http://nathanlippi.com/), [Patrick Collison](https://patrickcollison.com/) , Paul Sutter, [Peter Hartree](https://peterhartree.co.uk/), [Russel Simmons](https://github.com/rsimmons/), [Sana Labs](https://www.sanalabs.com/), [Tim O'Reilly](https://www.oreilly.com/tim/), Todor Markov, Tom Berry, [Tooz Wu](https://twitter.com/toozwu), [William Laitinen](https://www.exigeinternational.com/), [Yaniv Tal](https://twitter.com/yanivgraph)。", + "type": "text/markdown", + "caption": " 2021 年的经验所得\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Lessons from 2021" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Lessons from summer 2022's mnemonic medium prototype.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Lessons from summer 2022's mnemonic medium prototype.json" new file mode 100644 index 0000000..3c279d5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Lessons from summer 2022's mnemonic medium prototype.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Lessons from summer 2022's mnemonic medium prototype", + "text": "# 从 2022 年夏的助记媒介原型中学到的经验教训\r\n\r\n原型：[Lessons from summer 2022’s mnemonic medium prototype | Patreon](https://www.patreon.com/posts/lessons-from-73309142)\r\n\r\n在过去的几周里，我为[我最近的助记媒介原型](https://www.patreon.com/posts/new-mnemonic-in-72614295)进行了二十次在线观察，并阅读了一大堆异步测试者的日记。我想分享一些我学到的东西，以及我未来的方向。\r\n\r\n无论好坏（我们会看到两者都有），在这个迭代过程中，我在筛选测试者上遇到了麻烦。我怀疑很多人只是急切地想看看我在做什么，所以他们忽视了我对测试者要求的指示。我浪费了太多时间与那些没有充分理由仔细阅读测试材料的人交谈，或者那些从未听说过间隔重复系统（SRS）的人交谈。当然，这个系统最终需要向不熟悉 SRS 的人解释自己，但这次我并没有试图测试这个——这一点之后会展开讨论。\r\n\r\n大体来说，当测试者符合我预期的资格条件（测试者真诚地想要内化材料，并且他们之前对 SRS 有了解）时，这个系统起的作用和我希望的差不多。在其他情况下，它很少起作用。我们可以这么定义「起作用」：对读者产生了显著的净利益；读者对此表示了感激，并相应地在界面上做出了行动；读者表示他们想要复习他们保存的卡片；读者（通常）表达了他们希望在更广泛的文本拥有这种交互。\r\n\r\n尽管如此，「它起作用了吗？」这个问题模糊了大部分有趣的洞见。让我们深入研究一下。\r\n\r\n### 对于助记媒介可能的应用范围，我学到了什么？\r\n\r\n我试图回答的关键问题之一是：[助记媒介](https://numinous.productions/ttft/)的理念能覆盖到多广的范围？有没有可能，在未来的某一天，我们可以在每一篇知识性文本中使用这样的工具？为了充分发挥其潜力，这种媒介将会朝着什么方向发展？在[《量子国度》](https://quantum.country/)中，这种媒介的效果很好……但是我们能否就此断定，它只适用于技术入门读物？我用两本书测试了这个最新的原型：[*Introduction to Modern Statistics*](https://openintro-ims.netlify.app/)（IMS）——一本正式的技术教科书；以及 [*Shape Up*](https://basecamp.com/shapeup)——一本关于产品管理的非正式、非技术书籍。\r\n\r\n乍一看，*IMS* 与《量子国度》有许多相似之处。但《量子国度》的处理方式对这本书并不尽人意。《量子国度》是一本专注的入门读物，面向的是准备完全听从作者指导的读者。像 *IMS* 这样的大部头教材，读者并无须从头至尾、一字不漏地阅读。我所有的试读者都曾涉猎过统计学（尽管有些是很久以前）；许多人只想挑选一些关于新材料的卡片来阅读。还有一些人希望回顾全书，但并不想保存关于熟悉材料的卡片。这两种工作流在《量子国度》的设计中都无法实现。去年，当我试图将那种设计扩展到像 *IMS* 这样的文本时，我看到用户经常因系统的刻板命令式作风感到沮丧。然而，在我最近的测试中，我观察到非线性的阅读方式顺利进行，几乎没有遇到阻力。我现在越来越确信，助记媒介可以有效地应用于各类技术教科书上——不仅仅是线性的入门读物。因为 *IMS* 属于技术类教材，我还无法对助记媒介在非技术类教材中的表现下定论。\r\n\r\n*Shape Up* 这书，虽然也是教程，但它的语气轻松，内容也不算太专业。如果这种媒介能在这书上运用得当，那媒介的适用范围就能大幅扩大了。但在这方面，结果却起伏不定。我的目标读者（对内容感兴趣，对间隔重复系统有所了解）虽然很欣赏这种媒介，但我感觉他们从中受益似乎没那些读 *IMS* 的人多。这种媒介在这种情况下，倒像是锦上添花，而非革命性的提升。\r\n\r\n重新审视这个问题，我们先把间隔重复暂且放到一旁，然后想一想：对于 *Shape Up* 这本书来说，理想的个人高效成长环境会是什么样的？这个问题的关键——就像许多读者指出的那样——是你能否真正改变你的产品创作习惯。这就意味着你可能需要大量的实践活动，需要有人一对一指导，或许还需要不断发展的反思/应用卡。你可能也会想要用到[启明卡](https://andymatuschak.org/prompts/#prompting-salience)，帮你把书中的理念和实际情况联系起来。当然，传统的提取练习也会有帮助。我就发现自己在还没来得及实践书中的方法之前，就已经把细节忘得差不多了。但显然，这并不是最关键的，你并不需要依赖电子工具来帮你消化前面的章节，以便理解后面的内容。\r\n\r\n有趣的是，从某种意义上说，*Shape Up* 很像一本自助书。事实上，许多非正式、非技术的教学书都像自助书。在心理学、哲学或商业这些领域，大众热衷的书籍往往围绕着如何改变你的生活展开。所以，增强也应该围绕这个主题来做。作为一个习惯使用 SRS 的 **读者** ，我确实想在这类书籍上应用助记媒介。提取练习确实帮助我将这些书中的思想带入我的生活。但作为一个 **研究者** ，我的直觉是，这类型的书并不是助记媒介的下一个战略目标。如果我想将助记媒介扩展到技术性较弱的文本，我应该试着将它应用到如心理学或政治学这样的软科学书籍上。如果我想让非正式的文本也能享受到助记媒介的益处，我应该试着对技术话题的通俗解释类文章进行改编。如果我想增强像 *Shape Up* 这样的自助书，我应该集中研究其他的支持机制，比如[穿越时间的文本](https://numinous.productions/timeful/)——这类文本能帮助读者根据书中的理念重塑生活。\r\n\r\n### 边栏卡片对阅读体验的影响\r\n\r\n在最新的原型中，我们将作者的卡片搬到了侧边栏。这个改动彻底地颠覆了阅读体验。读者普遍表示，边栏卡片标出了特别重要的段落，暗示他们该关注何处。读者感觉到，这些卡片使他们放慢了阅读速度，变得更加专注。多数读者（尽管不是全部）都欢迎这种影响。\r\n\r\n我想分享一个多位读者都有过的具体经历。在首次阅读某段文字时，他们感觉似乎没什么要点。然后，他们注意到边栏中的卡片标记，有些摸不着头脑：等一下，难道这里真的有关键细节吗？于是，他们在卡片的指引下，仔细地重新读了一遍那段文字。每次重读时，读者都承认他们漏掉了卡片所强调的重点。他们感激能够得到这样的纠正机会。\r\n\r\n我们也从《量子国度》的读者那里听到了类似的反馈。嵌入的复习环节让人们重新阅读某些章节，或者更加用心去读。但在这个原型中，这种感觉更加强烈，出现的次数也更多，因为边栏卡片始终在那里，时刻影响着读者。\r\n\r\n作为总结的卡片\r\n\r\n在 *Shape Up* 这本书中，如果读者的屏幕足够大，卡片的「正面」会一直出现在边栏中。但是，空间并非总是充裕。在小屏幕上，以及在 *IMS* 中，卡片是「折叠」的。也就是说，读者只能看到一个表示这里有卡片的标志。当他们将鼠标悬停在标志上时，卡片的文本就会显示出来。这种差异对阅读体验产生了很大的影响！\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/73309142/bb930b96aab34070a9040af091cfdda9/eyJ3Ijo4MjB9/1.png?token-time=1688342400&token-hash=-sPTtqbuKcOpnmc76CJB6vL_LnxwPBAF8E1_Mg_igrQ%3D)\r\n\r\n当卡片文本始终可见时，许多读者会将卡片当作附近段落的轻量级总结，他们在阅读相关段落 **之前** 先阅读卡片。这些读者通常会根据卡片内容来决定 **是否** 阅读相关段落。而我最初的设想则正好相反：人们应该先阅读主文本，当遇到某些特别吸引他们的内容时，他们可以水平扫描到侧边栏，阅读并可能保存相关的卡片。\r\n\r\n我对这种总结优先的行为感到担忧。先读卡片的阅读方式往往会遗漏有意义的细节：完整的文本包含了一些叙事内容，为后面的部分提供必要的背景信息。更广泛地说，助记媒介的卡片 **并非** 总结。它们并不是孤立存在的。卡片中包含的信息需要通过提取练习来加强，但它们依赖于与之相关的叙事中的结构和细节。实际上，这种联系正是助记媒介试图解决一个核心问题的方式：除了死记硬背的材料外，学习其他人的间隔重复「牌组」通常效果不佳！这样的卡片往往感觉是孤立的，与真正的理解脱节。相比之下——至少在理想情况下——当你回忆助记媒介卡片上的信息时，你接触到的远不止其原文。复习会重新激活那些你找到这张卡片时更丰富的叙事背景。\r\n\r\n其中一些总结优先的读者其实并不真正关心提取练习的机制。他们真正想要的只是文本的段落和章节级别的总结。这似乎是一个值得探索的阅读功能，但如果我尝试解决这个设计问题，我不认为我的解决方案会同时兼顾间隔重复的卡片。总结和卡片是相关——但不同——的媒介。还有个相似的观察：有些读者在阅读某个段落时感到困惑，他们提到卡片通过提供另一种表述帮助他们理解了内容。这同样让我觉得是个很好的次生效应，但卡片并非最适合完成这个任务的工具。\r\n\r\n完美主义的卡片阅读\r\n\r\n即使读者不将卡片作为总结，大部分用大屏幕的读者，在阅读 *Shape Up* 时，会读遍每一张卡片，这些卡片的「正面」始终展示在侧边栏中。我猜这部分原因是由于原型的新鲜感。人们感到好奇。但半个小时后，这种行为在我看来有些强迫性——仿佛他们感到有义务这样做，如果不看卡片，就好像没有「正确地阅读」。这种完美主义式的卡片阅读让我有些担忧。这就像阅读带有大量脚注的文本一样，可能会严重干扰阅读体验。你的视线在页面上飘忽不定，注意力在叙事中跳跃。也许卡片能有助于你的阅读，但这能弥补分心带来的影响吗？让你眼睛在卡片和文本间来回跳动的原因，真的是有益的指导吗？还是更多地是一种义务感，一种完美主义的驱使？\r\n\r\n当读者在阅读的同时与卡片互动时，出现了另一个惊人的效果：这种行为有时等同于隐式的、就地的提取练习！也就是说，当人们在侧边栏中阅读卡片文本，试图自己回答，然后移动鼠标到卡片上阅读作者的回答时，他们实际上在做的事情和他们在「真实」的复习环节中做的一样——他们只是没有给自己「打分」。实际上，相比「传统」的助记媒介嵌入式复习框，这种在阅读中复习方式可能更自然，前者可能让人感到阅读的节奏被打断。问题是，这些就地的复习可能效果不佳。复习得过早。你 **刚刚** 读了包含那个概念的句子，所以（通常）很容易给出回答——可能是来自短期记忆。[间隔效应](https://en.wikipedia.org/wiki/Spacing_effect)的研究表明，这种即时复习可能不会让记忆巩固太多。最好等待几分钟；或者，更可能需要等待几个小时。另外，至少在这个原型中，读者并没有告诉系统他们的记忆提取是否成功。这意味着我们无法适当地设置初始复习间隔。但也许这都无所谓。我认为在间隔重复记忆系统中，最重要的事情是营造正确的情绪体验。即使在调度算法十分朴素的情况下，这些系统的效率也足够了；问题在于人们不喜欢使用它们。如果这种就地的复习感觉比那些相对打扰人的复习框更自然，那么接受这里的效率下降也无妨。\r\n\r\n如果卡片被「折叠」（在 *IMS* 中，以及在小屏幕的 *Shape Up* 上），我之前描述的那些行为就会发生显著变化。有少部分读者会把鼠标放在每个卡片的标记上，查看它的内容。但大部分读者只在某个段落让他们感到特别困扰或者特别有兴趣的时候，才与卡片互动。身为设计者，我对增加用户的交互负担感到担忧……但是在「折叠」模式下的阅读行为，给我一种更健康的感觉，至少更接近我原本的设计目标。\r\n\r\n对于这个问题我该怎么办呢？我的直觉是把「折叠」模式设定为默认选项，同时让用户可以自行修改。当我将这种媒介应用到更多的文本，进行更多用户观察时，我会在每次使用时随机更改这个设定，持续观察人们的反应。\r\n\r\n### 「保存卡片」是正确的原语吗？\r\n\r\n全有或全无的卡片保存行为\r\n\r\n在这种新设计中，保存卡片成了一种轻量级的行为，它表达了你对某段文字的浓厚兴趣。「我对这个细节十分关注，我想通过反复练习记住它，使其深深内化于我心中。」新设计流畅、即兴并富有情境感的操作流程，确实让人感觉舒适。但是，无论这个交互动作有多轻便，其表达的愿望都异常强烈：你承诺要 **反复接受这个细节的测试** 。当然，如果我们在复习界面中的筛选工具设计得恰当，你可以在后续逐步摒弃那些让你感到乏味的卡片。当然，使用 SRS 系统的「老手」知道，卡片的成本实际上微乎其微——可能第一年只需要三十秒，之后的时间甚至还能减半——因此你其实没有太大的负担。但在你决定保存浮动在边栏的卡片时，你的 **感觉** 常常并非如此。\r\n\r\n测试读者经常发现自己想要在关键段落做个标记，以此来强调，「这一点很重要！」。但他们的冲动往往与「保存卡片」这个念头并不一致。他们可能只是出于一种本能的情绪反应，想要找个方式来表达这种情绪，并不是真的打算为自己安排将来的复习计划。我的原型设计把他们的这种冲动限制在两个相去甚远的选项中：你要么保存（或创建）一张关于那段内容的间隔重复卡片，要么让文字完全保持原样。\r\n\r\n我发现，太多的冲动都在这两种选择间无所适从。我看到读者在阅读时常常犹豫，他们可能会选中一段话……然后他们就开始寻找高亮功能，或者希望能给这段文字加个「书签」，或者把它「安全地搬到」笔记系统里。读者会创建一张空卡片作为「占位符」，就为了标记他们觉得重要的部分。虽然这种做法不太好，但你又能责怪他们什么呢？他们别无选择！\r\n\r\n这不仅是我的原型存在的问题，同时也是数字阅读普遍存在的问题。这就好像你看书的时候，书却被一块玻璃隔着。网络阅读更是糟糕。即使你正在使用支持高亮和做笔记的浏览器插件，但总感觉就像是手上套着厚厚的手套在翻书。你无法 **真正地** 在页边的空白处涂鸦：因为你的笔记都藏在图标后面，或者是在一个无空间感的侧边栏里。无论你在 EPUB 还是网页上，你能做的就是在文本上做小小的黄色标记。想随意做标注？「天呐，如果页面重排怎么办？」安别慌，工程师，你需要想出解决办法。（[苹果的 Pages 做得差不多了！](https://www.imore.com/what-smart-annotation-pages)至于 PDF，可以看看 [LiquidText](https://www.liquidtext.net/)；至于网络阅读，学术系统 [iAnnotate](https://dl.acm.org/doi/10.5555/1862280.1862289) 和 [SpaceInk](https://www.microsoft.com/en-us/research/publication/spaceink-making-space-for-in-context-annotations/) 做了些尝试。）很少有数字阅读工具可以像实体书那样，给予你如同用笔、荧光笔、便签和纸张一样的表达空间。没错，超文本很好，搜索功能很方便，复制和粘贴也很实用。但是在电脑上，我仍然感觉像是隔着一块厚厚的玻璃在阅读。我要想插入自己的想法，还得填一堆表。然后，也许，才能显示一个黄色的矩形框。\r\n\r\n我猜这段牢骚恰好戳中了许多测试者的心声。我给他们展示了一个他们未曾意识到自己渴望的东西：一个能和网页书籍进行空间交互的工具，一种能在「页边空白处涂鸦」的方式。但结果却是又一种形式化的工具——这回甚至直接就是又一份需要填报的表格！靠。\r\n\r\n渐进主义\r\n\r\n除了表达能力问题，优化这个原型的全有或全无交互方式还有另一个重要的理由：渐进主义。在一些情况下，读者对间隔重复的了解还不够，或者他们对高亮的认知价值有所误解。更多的时候，读者只是还没有准备好做出超过简单高亮的任何承诺。他们有点兴趣。但他们还不确定这个兴趣有多深。通常来说，只有在你读完一整部分内容后，你才能明确地评估什么是对你重要的。相比你真正想做的行动，保存作者提供的卡片可能有点过了。如果没有提供卡片，情况就更糟了：对大多数读者来说，写一张全新的卡片需要巨大的投入。\r\n\r\n高亮标注有时只是漫长过程的开端。有些读者习惯先草草地带着高亮笔过一遍；等对全篇有了大致了解后，他们会再细心翻阅那些重要的部分。另一些人则愿意先大概读一遍，然后让内容沉淀一下。如果他们发现在接下来的日子里这些内容一直盘旋在心头，他们就会借助这些高亮标注来深入研读文本。\r\n\r\n如果 Orbit 能够促进这种渐进的方式呢？以下是我对其可能的运作方式的简单梳理。首先，你读第一遍文章，高亮标记一些让你印象深刻的部分，甚至可能做些简短的记录。过了一周，你可以看到你之前做的摘录和笔记，用类似 [LiquidText](https://www.liquidtext.net/) 的方法，让这些内容在原文的上下文中流畅展示。如果你对某些高亮标记重新激发了兴趣，就可以付出更多的努力，将它们转化为卡片，或者干脆多花点时间关注这段文本。[Taylor Rogalski](https://twitter.com/tayroga) 称这种方法为「反向 Orbit」：你起初与文章保持一定距离，然后再将重要的观点引入更紧密的轨道。\r\n\r\n我对这种渐进的工作流程有天生的兴趣，但过去的一些尝试让我小心翼翼。例如，Readwise 就实现了类似的模式：先高亮文本，然后（回复定期发送的电子邮件）将最有趣的材料修订为卡片或更深入的笔记。我和很多 Readwise 用户交谈过，但我没有遇到谁真的充分利用其渐进细化的工具。在进一步推进这个想法之前，我需要对此有更深入的了解。就我个人来说，我发现一旦过去了几天，我常常会失去对文本的情感联系。零星几处的高亮往往不足以重新激发我对它的兴趣。有时，我会在一本纸质书上做些标记，打算稍后写一些卡片。但到了下个星期，当我看到桌上的那本书，我感觉好像是给自己布置了 **作业** 。相反，在阅读体验 **中** ，文本的叙述会产生强烈的情感联系。这通常足以激发我在阅读时就开始写卡片。到了第二天，写卡片就变得烦人了。我通常需要重新阅读文本一段时间，才能再度激发自己的兴趣。如果与相关段落的作者提供的卡片已经可用，这种情感的疏离可能就无关紧要了。我可能只需要点击一个按钮，就接受了作者的卡片。但我担心，这种情感问题还是广泛存在的难关。\r\n\r\n另一个值得一提的研究成果出自 Piotr Wozniak，他是当代间隔重复学习法的开创者之一。他的 SuperMemo 系统内置了一个叫做「[渐进阅读](https://supermemo.guru/wiki/Minimum_definition_of_incremental_reading)」的功能，也试图满足类似的需求。这个设计虽然用户不多，但确实有一群极度热衷的支持者。不过对我来说，这不是一套合适的原语。在 SuperMemo 的渐进阅读工作流中，你主要的操作是精炼和摘录。你从将一篇完整的文章精炼为几个需要进一步关注的简短摘录开始。然后，在之后的阅读里，你只会看到这些摘录——每一个都是孤立的，脱离了上下文——你可能会将它们编辑成聚焦于你认为最重要的内容的摘录。然后，在下一次的阅读中，你可能会把这些摘要变成间隔重复卡片。这些卡片通常是挖空卡，很容易制作，但[效果不是很好](https://notes.andymatuschak.org/zX7yi8v7qy3n1RfQDkFZFeyTCZPX3BVqy8sC)。我喜欢渐进主义；我喜欢 Piotr 的劝告：一旦你感到无聊或注意力不集中，就立刻停止阅读。但我不喜欢的是，主要的原语都是去上下文化的。在 SuperMemo 的概念框架中，文本就像是充满词汇的信息篮子，等待着你去挖掘出宝贵的知识精华，然后「存下来」。但对我来说，文本有叙述，有散文，有结构，有声音。卡片是有用的，但它们不能替代原文那更丰富的内容。我不希望削减原文；我希望在它的基础上，叠加不同的视角。\r\n\r\n围绕想法行动，而不是围绕卡片行动？\r\n\r\n我有种直觉，单纯依赖渐进主义的方式恐怕难以解决我在测试中发现的情绪问题，但如果我们能让核心行动更直接地与读者的表达意图匹配，或许能望见一线曙光。这就是我想试一试的方法。\r\n\r\n我最新的原型试图实现这样的工作流：读原文，遇到觉得重要的想法时，查看侧边栏中相关的卡片，阅读并评估它，如果它能符合你的期待，就保存下来。那如果我们将主要的工作流改为围绕 **想法** ，而非围绕 **卡片** ，会如何呢？可能的做法是：读原文，遇到觉得重要的想法时，选取一些相关的文本，然后点击「保存」。就这么简单！你选中的文本就会高亮，存入你的个人摘录库中。你可能还可以顺手记下一条与其相关的笔记。\r\n\r\n我刚刚说的，其实只是一个普通的标注工具而已。但助记媒介的独特之处在于：如果你保存的文本里面，恰好关联了作者提供的相关卡片，那么这些卡片也会被自动保存下来。这些卡片在你以后复习的时候就会像往常一样出现，可能会加上一些设计元素，用以把它们和你保存的文本（以及其上下文）联系在一起。这些卡片一旦保存，你就能在侧边栏看见（选择的时候也能稍微看到一些），所以你可以评估它们，要是觉得需要，还可以进行编辑或删除。但我其实希望你通常不必费心考虑这些卡片。你只需要暂时接受和你的高亮部分相关的作者卡片；我们会让你以后想要丢弃它们的时候尽可能轻松。如果没有作者卡片，你会发现侧边栏一片空白。你可以选择立即写一张卡片，不过你也可能稍后再通过一种另行设计的呈现流程，将文本提炼成卡片。（至于 Readwise 用户在后面这个步骤中遇到的问题该如何解决，我现在还没头绪。）\r\n\r\n我没有完全解决这个问题。读者们希望能有一个风险较低的方式，来表达他们觉得文章中哪些地方重要，而不必决定是否「保存卡片」，或者承诺自己将来要复习。但我认为这个流程启示了一个重要现象：读者往往只是想表达他们对某个 **想法** 的热衷。强迫他们去处理「和他们感兴趣的想法 **有关** 的卡片」，就加重了他们的负担，让他们偏离方向。如果我们能在阅读体验中消除这种干扰，我想大家就不会有太大压力去挑选和决定卡片了。那些认真阅读的人可能会欢迎在以后的复习中出现与他们的高亮内容相关的高质量卡片——尤其是那些能明显与读者选择的文本联系起来的卡片；如果这些卡片给人的感觉像是 **暂时的提议** ，而不是 **责任** ；如果 **拒绝** 这些提议感觉轻松、不带罪恶感、而且可以撤销。在这里，我们有足够的空间调整选择添加或取消添加的感觉。\r\n\r\n以想法为中心的交互模式仍旧能带来之前所提及的许多间接好处。那些未被保存但是关联着卡片的文本可能会有浅浅的高亮，或者在文本边缘还会有一些小图标——总归会有一些方法能让你大致了解文本的额外层次，让你不经意间就领悟到「这里有重要的东西！」。如果你想更深入地研究文本，你或许可以开启一个功能，像这个原型那样在侧边栏显示未保存的卡片。\r\n\r\n说到这里，有趣的是，当你 **不是** 在认真阅读，或者你对文本不太上心的时候，以想法为中心的设计就大有裨益了。有人可能会合理地提出，我不应该在这种情况下浪费精力。这样做并没有充分利用这种媒介的优点——即帮助认真的读者去理解难以理解的材料。事实上，当你非常认真地阅读的时候，你可能会希望默认保存 **每一张** 作者卡片；任何高亮显示的交互都会显得麻烦。但我现在的感觉是，这条界限并不那么明确；人们对文本的态度会根据实际情况反复变化。\r\n\r\n这只是粗略的想法，很多难题还没解决。最棘手的是：如何处理那些涉及整个段落，而非具体短语的高阶总结或提炼卡片？这种卡片往往最有价值。一个简单的解决方案是，只要你标出了这些卡片涵盖的长篇段落中的 **任何** 短语，就包含这些卡片。但我对这个办法并不满意。\r\n\r\n更实际一点，我并不想再推出一个新的注释和摘录工具，尤其是考虑到用户自然会期待后续的图书管理和整合工作流。只有当我找到了避免这种情况的方法，我可能才会走这条路。\r\n\r\n文中复习\r\n\r\n这种以想法为中心的设计思路，让我重新对一个已经琢磨了好久的问题产生了兴趣：我们能不能让复习过程 **直接在文中** 进行？目前，你阅读一篇助记文本，保存了卡片，之后这些卡片就一张接一张地出现，与它们的来源完全没有联系了。你可以点击一个链接回到原文的位置，但这就意味着你需要离开复习，切换到另一个界面和工作流。这种复习与文本的分离削弱了卡片与原始叙述的情感联系。同时，这种分离也增加了满足好奇和修正错误的困难。比如，如果你记得答案但是 **不太** 理解它的含义，你应该能够顺畅且即刻查看原始上下文，且不打断你的复习节奏。同理，如果你突然想看一看你记得在原文附近的插图，也应该可以轻松做到。\r\n\r\n在过去的四 (!!) 年里，我曾数次试图实现这样的设计，但都未能成功。以下是我在此过程中发现的几条笔记：\r\n\r\n- 你不想为提取练习提供过强的线索。所以，也许只有当答案揭示时，才展示其上下文。\r\n\r\n- 过多的附加文本往往令人应接不暇，让人分心，无法专心回答问题。因此，这些文本可能需要逐渐模糊，但在你触摸或挥动时又会变得清晰。\r\n\r\n- 通常，人们在手机等移动设备上进行复习，这就需要在显示答案的屏幕空间和显示上下文之间进行权衡。那么，或许上下文可以模糊地「隐藏」在答案的「后方」，而在你触摸屏幕时，它就能「浮出水面」。\r\n\r\n- 还有一个大胆的想法，就是在文本的上下文中展示每张卡片，而像填空卡一样挖掉它们。这样，复习就会变成一连串的源文本窗口，每个窗口都会有一部分被遮盖。但是，这种方法提示性过强，而且填空卡似乎并不如问答卡有效。\r\n\r\n- 最后，一个更广泛的问题：当你对一个主题的理解越来越深入时，你对卡片的理解往往已经超越了任何来源，而变成了它们之间的联系以及你自己的观点。如果我们仍然固执地将卡片明显地固定在某个源文本中，这可能实际上会阻碍这个过程。\r\n\r\n我直觉上感觉这里一定有个好办法，能从根本上改变复习的感受。我想这也有助于模糊重显高亮和重显卡片之间的界限，因为这两种交互都紧紧依附在原文的语境中。这种界限的模糊，反过来又可能让文中「保存」这个动作变得更加自然。找到这样的解决办法，或许能开启一种新的「渐进阅读」方式，让你像在 SuperMemo 中那样，既能提炼出关键的观点和联系，又能保留原文的丰富语境。\r\n\r\n### 「新手引导」\r\n\r\n事与愿违，我实验的一半读者要么对间隔重复一窍不通，要么就是没看出这个方法在除语言学习以外的地方，对他们这些脑力劳动者有何益处。一开始这让我颇感不快——我原本并没打算对这种对间隔重复一知半解的读者进行测试——但是我稍后会解释，这反倒成了个有教育意义的经验。我为了不白费这些实验，花了五到十分钟的时间向这些对间隔重复一无所知的测试者推广其在理解概念性知识上的优势。我做得还算不错：在那些真正需要这些知识的、对间隔重复一窍不通的测试者中，几乎所有人都开始认真对待这个方法。但这些对话明显地体现出我在「新手引导」设计方面所面临的重重困难。\r\n\r\n在《量子国度》中，我们把大约两千字的媒介长篇介绍巧妙地融入到了第一章中。我们并没有一口气全说完，而是一段段、一点点地嵌入到了首章的结构之中，与具体的界面元素并列，一起向读者传递上下文信息。然后，我们利用后续的邮件跟进和复习总结，慢慢地、逐步地增加解释的深度。这看起来确实起了作用，但我摸不着头脑，不知道怎么把《量子国度》的这种手法迁移到一个通用系统中，让每一篇文章都能像嵌入这样的层次。默认情况下，[用户速通界面文本](https://www.patreon.com/posts/galaxy-brain-uis-41516298)。《量子国度》的读者能够有耐心读完我们的长篇介绍，是因为这些介绍是用书中作者的笔调写出来的，这种笔调在讨论媒介之前就已经获得了读者的信任，而且这些解释在风格上和结构上都被当作主文本的一部分来呈现。\r\n\r\n有些测试者已经读过《量子国度》。他们立即理解了我目前的原型。看来，新手引导至少是有「迁移效应」的。还有一部分测试者可能没接触过助记媒介，但他们读 **过** [Michael Nielsen 的《增强长期记忆》](http://augmentingcognition.com/ltm.html)或 [Nicky Case 的《如何永远记住任何事情》](https://ncase.me/remember/)或 [Gwern 的《高效学习的间隔重复》](https://www.gwern.net/Spaced-repetition)。这些测试者也立刻领会了助记媒介可能带来的好处。这进一步证明了长篇介绍文章能做到这一点。然而，这些文章都比《量子国度》中关于媒介的部分长得多。因此，我们在实践中并没有取得太大的进展。\r\n\r\n最后一批测试者在学习语言或者一些需要死记硬背的科目（例如解剖学、药理学）时，已经积累了大量间隔重复的经验。这些测试者对助记媒介的反应各不相同。一种常见的反应是：间隔重复记忆法对学语言真的很管用，但我从没想过怎么把它用在其他地方——哇，这真是太棒了！然而，另一个常见的反应是：间隔重复学习虽然有用，但却很繁琐；它只是用来死记硬背大量信息；我真不觉得这能帮我理解我感兴趣的事情（小声嘀咕：我不认同你的解释）。对这类用户，以及那些有过在学校里不好经历的人，我猜可能还需要做一些 **反** 引导工作。\r\n\r\n我渴望摆脱「复习」这个词，甚至是「重复」这个词。相比「记忆」一篇文章的观点，人们（正确地）对「内化」它们更感兴趣。在理想状态下，这个系统是关于沉淀思考，是一种强大（但相当轻松！）的方式，帮助你与自己认为重要的理念深度交融。这不是关于「学习」、「复习」或者「练习」。我提出这些替换词，不是为了浮夸地重新包装：我希望改变系统的内在机制和给人的感觉，以更好地反映我想要强调的词语。\r\n\r\n撇开用词不谈，如何让系统向初次接触 SRS 的读者解释自己呢？目前，我还没有头绪——我更倾向于把这个问题放一放。近期，我想将主要精力放在通过精心挑选的文本进行演示，这意味着我可以至少在一定程度上借鉴《量子国度》的方式。我打算撰写一段扼要而深入的介绍，让作者能够「用他们自己的口吻」在文本中表达（如有必要进行修改）。我会在那里以及用户界面中，加上链接，指向「Orbit 网站上」的一篇更深入、论文式的详细解释。\r\n\r\n长期来看，「正确」的引导方式会很大程度上取决于上下文。如果我在探索的是作者亲自参与的助记文章，那就应由作者亲自来介绍这种形式，我会在旁边协助他们。如果我正在准备的文本是要在课程或项目中使用的，那么引导这种形式的工作应由课程负责人完成，我同样会提供帮助。如果我尝试的是在任意文章上添加可分享的用户生成「层」，我就需要依赖于社区来编写并流传一些像 Nicky、Michael 和 Gwern 那样经典的介绍，或者参考他们的作品。也许在某个时候，人们会制作出一些经典的 YouTube 介绍视频——也许会在我开始尝试助记视频的时候吧？\r\n\r\n### 下一步计划\r\n\r\n除了上述的概念性讨论之外，我还有一些日常设计问题需要解决。比如，人们期待他们保存的卡片能在章节结束时的卡片列表中以某种方式呈现。当用户在 *IMS* 中费尽心思挑选出重要的卡片时，他们却发现内联复习中依旧包含每一章节的所有卡片，这让他们感到困惑。至于「跳过」按钮的功能，几乎没有人能够理解。诸如此类的问题还有很多，不过我觉得这些问题都是可以解决的，我希望在下一轮的测试之前把这些问题处理清楚。\r\n\r\n接下来，我想探索 *IMS* 和 *Shape Up* 之间的一些中间地带：对技术话题的不那么正式的「解释」，以及对非技术主题的深度探讨。我也希望找到一个更为真实的场景来测试系统，让读者真的感到他们 **需要** 学习这些材料，也许是作为一个由他们自己驱动的项目或者课程的一部分。\r\n\r\n同时，我将开始着手构思一些设计概念，以解决我在上述讨论中描述的更多的概念性问题和挑战。我们拭目以待。\r\n\r\n\\----------------\r\n\r\n我要感谢 [Taylor Rogalski](https://twitter.com/tayroga) 对以卡片为中心与以想法为中心的交互设计讨论的有益建议。我也要感谢 [Hammad Bashir](https://twitter.com/HammadTime)，他在实施这个最新设计中与我同行。", + "type": "text/markdown", + "caption": " 从 2022 年夏的助记媒介原型中学到的经验教训\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Lessons from summer 2022's mnemonic medium prototype" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Liquid olives and iPhones; problem-solving and problem-finding; The Uncertainty Mindset.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Liquid olives and iPhones; problem-solving and problem-finding; The Uncertainty Mindset.json" new file mode 100644 index 0000000..d59edcb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Liquid olives and iPhones; problem-solving and problem-finding; The Uncertainty Mindset.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Liquid olives and iPhones; problem-solving and problem-finding; The Uncertainty Mindset", + "text": "# 液体橄榄和苹果手机；解决问题和发现问题；不确定性思维\r\n\r\n原文：[Liquid olives and iPhones; problem-solving and problem-finding; The Uncertainty Mindset | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/liquid-olives-43912546)\r\n\r\n我在中西部长大，那时我对高级餐厅的看法非常简单。首先，高级餐厅有高级服务员，他们不会让你用错餐具。其次，高级餐厅使用更高级的食材：菜单上可能包括肉眼牛排和龙虾，而不是汉堡和烤肉。但后来我搬到了加州，长话短说，一碗木薯粉竟让我落泪了。我才明白，伟大的餐厅是具有非凡创新性和艺术性的稀有机构。\r\n\r\n大约在这个时候，我白天是苹果公司的实习生，晚上则在如饥似渴地学习高端烹饪技巧。我觉得这两个世界之间有很大的联系。在我职业生涯的那个阶段，它们共享一种必要的[ **匠人** （shokunin）](https://pop-japan.com/culture/shokunin-the-mastery-of-ones-profession/) 式的工艺：是的，发明很重要，但首先我们必须完美地呈现每个像素，精确地切割细丁（brunoise）。但是——这在当时对我来说是相当神秘的——这两个世界也都有一些实践者，他们思考着不可想象的事情，推动着他们的领域向前发展。这两个世界是如何并存的？这些团队是如何运作的？\r\n\r\n在世界最好的餐厅，每晚提供出色的服务是不够的。这是一个竞争异常激烈的领域。坐以待毙意味着落后。苹果公司的情况也很类似：iPhone 可能是有史以来最令人惊讶的消费产品之一，但仅仅每天生产同样的设备是不够的。同样，世界上最好的餐厅在专门的研发业务上花费了大量资金，开发新的烹饪方法，采购和了解新的原料，发明令人惊讶的工艺改进，并发展餐厅独特的烹饪风格。\r\n\r\n我相当羡慕 Vaughn Tan 为准备他的新书《[不确定性心态](https://www.amazon.com/Uncertainty-Mindset-Innovation-Insights-Frontiers-ebook/dp/B0825CZQR8)》所花费的时间。他把自己置身于世界上一些最好的餐饮集团的烹饪实验室中，研究他们如何开设新店、解决问题、开发新菜品——并在马戏团帐篷下的泥地里召开了一次重要会议。从他的观察中，Vaughn 在这些团队的组织实践中提炼出几个共同但不寻常的特征。在阅读这本书时，我感到很震惊，因为这些做法与我在苹果公司的最佳经验是如此相似。我将分享其中的一些故事，以及它们与 Vaughn 的烹饪研发团队的故事之间的关系。尽管我对这本书感到兴奋，但我注意到它的做法似乎与我的经验不太一致，因为它们已经越来越多地转向研发的「研」方面。我也会试着描述这种演变的特点。\r\n\r\n **不断协商的角色** \r\n\r\n在初创企业中，角色是流动的。每个人都有很多头衔：重要的不是你的工作描述，而是需要解决的问题。不过，随着公司规模的扩大，抽象化变得很重要。如果没有明确的工作头衔和责任范围，管理成千上万的员工会非常困难。不过，至少在 iOS 的早期，苹果公司是这样做的。正如 Vaughn 所说，角色是「模块化和临时的」。我们为每一个新的问题流畅地组合起来，为那个特定的项目提供所需的技能。\r\n\r\n我的头衔是「软件工程师」，但在实践中，这不是一个对组建团队有用的描述词。它既太宽泛又太狭窄。首先：是哪 **种** 软件工程师？最初，我的经验主要是在界面和 API 设计方面，但我最终发展了架构和系统工程方面的技能，这将使我被拉入一套完全不同的项目中。但更重要的是，我的角色演变为包括有意义的设计和产品管理工作，部分是为了满足项目的需求，部分是为了满足我的兴趣。这对我个人来说是很好的，它使我保持兴趣，但对组织来说也是很好的，因为像 [parallax](https://www.youtube.com/watch?v=ljoy4iAQwWw) 这样的项目需要具有不同技能组合的跨学科的团队\r\n\r\nVaughn 认为，由于活动本身的不确定性，这种不断变化的角色定义对于团队的创新至关重要。考虑一下 el Bulli 著名的液体橄榄：一个看起来是橄榄的卵形体出现在你面前的勺子上，但当你把它放进嘴里时，你会发现它实际上是一个围绕着爆炸性橄榄汁的薄纸膜。为了制作这些球体，厨师们将橄榄汁滴入海藻酸钠溶液中，使其发生反应，从而形成精致的皮肤。想象一下，你正在为一个烹饪研发团队进行招聘，你想雇用发明这种技术的厨师。你在工作要求上写什么头衔？什么资格？材料科学？化学工程？糕点烹饪？当然，这个提示的前提是，你甚至能够将「发明液体橄榄」作为问题陈述——你不能这样做。这样一个团队的活动本质上是不确定的。这并不是说它们是 **危险的** ：危险是你可以理解、计划和管理的。相反，它们只是充满了未知的未知数。你的团队成员的角色必须处理这种固有的不确定性，而这种不确定性本身会随着时间的推移而变化。\r\n\r\n **演示驱动的开发** \r\n\r\n当然，并不是厨房里的每个角色都是如此模糊不清。你也会需要一支单纯的预备厨师队伍。同样地，苹果公司的绝大多数软件工程师仅仅只具有软件工程师的能力，也只需要大多数软件工程师仅仅作为软件工程师就能感到高兴。在苹果公司分离那些极不寻常的工程师的过程听起来非常像 Vaughn 描述的烹饪团队使用的过程。\r\n\r\n我从一个简单的软件工程师转变为一个「演示驱动的开发」的过程，我的导师 Ken Kocienda 在《[创意选择](https://www.google.com/search?client=safari&rls=en&q=creative+selection&ie=UTF-8&oe=UTF-8)》（推荐！）中介绍了这个过程。我们的工作围绕着一个有规律的示范节奏进行。当我在 iOS 上研究从左到右滑动导航的手势时，我每隔一两天就会向设计师、工程师和高管演示我的工作。苹果公司软件工程主管 Craig Federighi 会到我的办公室来，玩玩这个手势，注意哪些地方可行，哪些地方不可行，提出建议。所有这些都有助于使手势本身良好。但它也有一个重要的组织目的：这些项目和演示作为正在进行的公共测试发挥作用。每个人都能看到我是如何处理（或未能处理）各种出现的问题的。当下一个项目来临时，这将有助于领导层组建更好的团队。因为我的同事们也参加了许多这样的演示，他们可以亲眼看到我在哪些方面做得很好或很差，这既可以为他们自己的工作提供参考，也可以在未来的项目分配中减少怨恨或困惑。\r\n\r\n如果你要有一个不断协商角色的团队，你需要一个不断协商的背景。这些演示将「测试」与实际工作统一起来。Vaughn 描述了烹饪研发团队遵循类似的路径，通过要求团队成员在不同的操作配置中解决各种各样的问题，来测试他们的能力。每一天都在集体品尝中结束，就像我们的日子经常在集体演示中结束。\r\n\r\n这种项目驱动的方法也为新员工创造了肥沃的培训土壤。不断的反馈是新团队成员学习公司「风格」的好方法。不同的指导合作可以被尝试和摒弃。这使得培训感觉有点杂乱无章——有时还相当紧张——特别是在追求开放式目标时，很难创建一致的正式培训计划，原因与在这种团队中很难精确规定任何人的工作职责一样。\r\n\r\n **绝望的项目** \r\n\r\n烹饪研发团队的另一个常见做法与我在苹果公司的经历有很大的重叠：战略性地使用绝望。摘自 Vaughn：\r\n\r\n> 模式中的每一点都是这样的：对一个超出团队能力的项目作出承诺，团队中的每个人和集体一起发狂，疯狂地工作，最后以某种方式从失败中取得胜利，大大地松了一口气。我常常遇到这样团队的人。当他们处于这些项目的中间时，他们似乎很绝望：情绪和心理上都很疲惫，担心（用轻微的恐惧来描述往往更合适）事情不会成功，或者（更糟糕）会是灾难性的。这些团队似乎无法从错误中吸取教训，从而避免这些绝望的项目。事实上，他们一直致力于做这些项目。在成功时会松一口气，然后--下个月或下一年——找到其他的事情来做，再次陷入绝望。\r\n\r\n> 最后，我开始理解，他们把自己置于这些可怕的境地，作为迫使自己创新的一种方式，这种绝望是有成效的，而不是破坏性的。尽管是绝望，但却是设计好的。\r\n\r\n2012 年底，我在一次长途飞行后着陆，当我们 300 人同时关闭飞行模式时，我们共度了仪式性的一刻。转瞬之间，我的手机被在扑面而来的通知淹没。Scott Forstall（主要负责 iPhone 创造和最初几个版本的主管）被解雇了。以前只负责硬件设计的 Jony Ive 也将负责软件设计。11 月下旬，一个真正令人绝望的项目被宣布。Jony 想重新设计整个操作系统和我们交付的每个应用程序。我们将在 6 月初把它交到开发者手中。即使我们只打算改变操作系统的最外层皮肤，这也是一个疯狂的提议，但最初的野心，至少，远远超过了这个。\r\n\r\n只是为了说明问题，我所做的一个项目是基于这样的观察：在物理世界中，白色的东西从来就不是 **真正的** 白色。这些物体总会带上周围环境的某些特征，随着视角和外部照明条件的变化而变化。也许我们可以开发一种特殊的材料——「数字白」，它将体现出类似的微妙的动态。我的设计原型是使用陀螺仪来创造一种微妙而鲜活的光泽，几乎就像书皮上的素压印。我们的想法是用它来表示屏幕上的可互动元素，因为我们正在剥去按钮的拟物设计束缚。我们最终放弃了这个想法，因为这种设计太耗电了，用 Jony 的话说，这个想法「有点......疯狂」。\r\n\r\n但是，这仍然是我在那七个月中领导的至少半打类似的主要的、全系统的项目之一。我的日常工作很简单：每天，我醒来，翻身，拿起我的笔记本电脑，一直工作到睡觉前才放下来，天天如此，连续七个月。我们在深深的绝望中工作，但正如 Vaughn 所描述的，这绝对是我生命中最令人振奋，充满变化的时期之一。\r\n\r\n **解决问题和找寻问题** \r\n\r\n当我阅读 Vaughn 的书时，我感到我在苹果公司的经历，和他的烹饪团队的故事之间有很深的联系。但是，这种联系相比与我在可汗学院的经历相比要弱得多，而与我最近的研究相比则更弱。我无法完全描述这种差异，但我认为它可能建立在创新和发明，解决问题和寻找问题之间的区别上。\r\n\r\n我和我的朋友 May-Li Khoe 一起加入可汗学院，她曾在苹果公司深度参与创新工作。我们一起成立了一个研发小组，希望将这种探索性的工作带到可汗学院。在我任职的五年中，这个小组的职责发生了很大变化，在这些变化中，我觉得注意到了 Vaughn 描述的工业研究的局限性。\r\n\r\n对于我们的一些项目（如[在线扩展开放式问题](https://early.khanacademy.org/open-ended/)），我们的团队几乎就像组织中其他部门的内部顾问，为一些可以被模糊定义的问题创造解决方案。这在很多方面都与我在苹果公司的时候相似：是的，我们在创造有趣的新界面，但是是为了回应某种外在的问题表述。在这种情况下，问题表述基本上从来没有被 **完全** 定义过——项目的一部分是在商讨要解决的问题到底是什么，例如「撕毁简报」等等。项目之间的部分工作是为未来要解决的问题向高管进行游说。但问题表述的存在是项目的基础，它确定的项目的界限。定期的演示是有意义的，因为你可以在不断发展的问题表述的背景下评估它们。绝望可以施加有用的压力，因为你可以做出务实的权衡，也许可以牺牲一些大胆的艺术性来追求一些实用的解决方案。\r\n\r\n但我们的一些项目（如 [Cantor](https://early.khanacademy.org/cantor/)）更多的是在寻找问题而不是解决问题。没有明确的问题表述。没有一个真正的客户或顾客。事实上，要做的最重要的工作是确定一个强有力的问题表述——对于许多这样的工作，我们从来没有做到过我今天工作中有趣的部分大多是这种类型的。是的，有一些具体的问题需要解决，其中很多我已经在这里讨论过了，但我工作中最强大的力量是关于 **寻找** 问题。与我的其他经历相比，这项工作感觉与 Vaughn 的描述联系得更少。\r\n\r\n与运动员和音乐家相比，为什么知识工作者对提高他们的基本技能似乎根本就不认真？我们如何才能创造出既能完成既定的工作，又能更积极地参与所希望产生的影响的环境？这些已经是非常不寻常的问题，仅仅提出这些问题就是一个重要的贡献。但是这些大视野的问题表述碎裂成一百个子问题，而我工作中的大部分进展来自于识别和改进这些子问题的表述。当然，实际解决这些问题也很重要，但那是下游工作。\r\n\r\n在寻找问题的时候，理论和概念往往是行动的中心。快速迭代的演示和原型变得更难产生，而且在这个阶段，更不相关。至少在我的经验中，绝望变成了一种不太有用的力量。当我们还不可能清楚地表达出一个需要解决的问题时，在火上浇油只会产生胡乱的喷发。一天中往往需要漫长的散步思考和长达数小时的午餐讨论。\r\n\r\n我承认我不太理解这种区别。我的经验表明， **一定量** 的「演示」和一定量的绝望实际上对研究很有帮助。但我注意到，沃恩描述的大多数故事都是一个烹饪研发团队对外部定义的问题（尽管可能是一个模糊的问题）做出的反应：这个试吃菜单需要一个清口剂；这些通心粉的生产效率很低；这家餐厅需要帮助开业；等等。可以从一些蛛丝马迹发现问题，比如上面描述的 el Bulli 的液体橄榄，但这些并没有像其他的那样被清楚地记录下来，而且很明显也不清楚这些故事是否遵循了同样的原则。毕竟，据我所知，是 Ferran Adria 本人（主厨）开发了这项技术，而不是他雇佣的某个研发团队。\r\n\r\n这就是发明和创新之间的区别吗？学术研究和应用研究？学术界和工业研发？这些界限很模糊，我并不敢说了解它们。在我度过的著作中，Vaughn 的书是讨论工业研发组织最有见解的！——现在我渴望了解更多，更多地关注研发这个方程式的「研究」方面，而不是「发展」方面！\r\n\r\n感谢 James Cham，他向我推荐了这本书，并促使我将书中的观点与我自己的经验进行比较。", + "type": "text/markdown", + "caption": " 液体橄榄和苹果手机；解决问题和发现问题；不确定性思维\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Liquid olives and iPhones; problem-solving and problem-finding; The Uncertainty Mindset" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Memory systems and problem-solving practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Memory systems and problem-solving practice.json" new file mode 100644 index 0000000..dd50a20 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Memory systems and problem-solving practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Memory systems and problem-solving practice", + "text": "# 记忆系统如何帮助解决问题\r\n\r\n原文：[Memory systems and problem-solving practice | Patreon](https://www.patreon.com/posts/memory-systems-80865178)\r\n\r\n大部分有关记忆系统（助记系统）的讨论都存在一个问题：这个系统真正的目标，不是记住卡片上的答案，而是扩展你思考和付诸实践的能力。当然，你的 APP 会告诉你，你可以把这组卡片记得很牢，历经好几个月而不忘。但这对你真实的行动与思考意味着什么呢？其中的联系还不甚清晰。如果我们的目标是获得实际运用的能力，而不是死记硬背，那么对于记忆系统，应该如何使用、设计和重新定义呢？多年来，我一直想深入研究这些问题，但建立有效的实验环境[相当困难](https://www.patreon.com/posts/towards-impact-76438674) 。令人高兴的是，这个月，我可以与一位学生合作，观察他如何迁移记忆系统中得来的知识，应用到解决复杂的问题上。\r\n\r\n[我一直在担任](https://www.patreon.com/posts/79359297) Alex 的「个人学习助手」，他是一名成人学习者，正在学习物理，为了一个有意义的项目服务。我们每隔一天或两天就讨论他在学习过程中遇到的问题和取得的进展；我聆听他的辅导课程；我指导他应对遇到的挑战；并且我为可能有帮助的干预制作原型。这个月，Alex 一直在学习由 [Young 和 Freedman 所著的经典教材](https://en.wikipedia.org/wiki/University_Physics)中的静电学。我撰写了记忆卡片以加强内容的掌握——我们学过的每一章大约都有 70 张，涵盖了声明式、程序式和概念层面的材料。\r\n\r\n然而，问题来了。在 Alex 阅读每一章并完成了几轮记忆练习之后，他仍然觉得课本的习题很困难。我敢肯定，记忆练习是有帮助的：在解决问题时，他能够凭记忆回忆起长长的方程式和定义。然而，仅仅通过详细的记忆练习，还不足以让他独立地解决复杂的习题。他的学习停滞不前，而且会犯显著的错误。\r\n\r\n在解题上花了很多小时后，Alex 发现答题变得更容易了。在解决这些习题时，有一些重要的事情发生了，重要程度要超过他在读教科书，做精细记忆练习时发生的事情。当然，这背后的代价并不轻：我估计他在解题上花费的时间，至少是阅读和复习文本的四倍。\r\n\r\n在某种程度上，这并不令人惊讶。当然，学某个主题时不能仅仅阅读相关内容。你甚至不能只回答一堆问题。你必须去 **实践** 这个主题。但在解决问题的过程中，在认知上发生了什么？我们能否安排某种有针对性的练习，以更有效或更高效地引起这些变化？对于那些没有现成问题集的主题，这意味着什么？还有：我们如何确保在此期间获得的任何见解，都能像通过记忆练习加强的其他材料一样能 **保持下去** ？\r\n\r\n### 迁移恰当的加工\r\n\r\n我们可以从名为「[迁移恰当加工](https://en.wikipedia.org/wiki/Transfer-appropriate_processing)」的理论中找到一组答案。这一理论认为，我们记住信息的能力，在某种程度上，取决于编码时的加工方式，与回忆时的加工方式，多大程度上是匹配的。仅仅练习回忆信息并不足够：练习中对信息的处理，应该与日后应用时的加工方式相同。\r\n\r\n我在 Alex 身上亲眼目睹了类似的情况。他可以流畅地向我解释电场与电力之间的关系，但遇到个问题需要求出某个电场对某个电荷施加多少力，他却难以应用这一知识。当我演示了如何做到这一点时，他很快就理解了这与他刚刚给出的概念解释之间的联系。但是，这种联系是与解释本身分开的东西，而不是解释本身。\r\n\r\n认知心理学家 Garrett O’Day [最近进行了一系列相关实验](http://andymatuschak.org/files/papers/O'Day - 2019 - Improving Problem Solving with Retrieval-Based Learning.pdf)。他旨在探讨迁移恰当加工对提取练习的影响，特别是在解决复杂问题的背景下。在一个实验中，他给本科生提供了关于泊松过程的简明教程。「练习」组需要测试回忆解决泊松过程问题的程序步骤，而与此同时「对照」组则阅读更多的例题。然后，他们被要求解决类似于他们所学习的问题。这种情况通常会引发「测试效应」——主动提取通常比被动重读产生更好的表现。但实际上并没有。这两个组的表现差不多——表现都很差。O’Day 进行了后续实验，其中「练习」组会重复解决类似的练习问题并接受反馈，而不仅仅是回忆过程步骤。这次，在一周后的后测中，练习组的表现明显优于对照组。\r\n\r\n仅仅学习例题是不够的；复习过程步骤也不够。这两组在后测中的表现都很差。O’Day 的实验表明，要想提高解决问题方面的能力，你需要练习解决问题，最好是有反馈。从理论上讲，迁移恰当加工表明，你不需要解决问题本身；你只需要做一些练习，其中涉及了与问题类似的认知加工过程。我不确定这到底是什么。也许只需要 **设定** 一个问题，或者在解决问题的过程中采取某个「步骤」就足够了。目前，我还不知道有任何这方面的实验。\r\n\r\n### 图式习得：提升解决问题的灵活性\r\n\r\nO’Day 的研究结果强调了另一个挑战。如果测试问题与练习问题相似，练习会带来良好的表现。但是如果测试问题需要对过程进行小幅改动，表现就下降了。练习带来的收益没有得到迁移。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/80865178/c1dc3dfb489e49da81ae21522969c9de/eyJ3Ijo4MjB9/1.png?token-time=1681603200&token-hash=5WwYCtj6ad1lIDpsNGPWajntVvgYDV4O36VVjzxuh3w%3D)\r\n\r\n认知心理学家 Yeo 和 Fazio 在使用类似材料的几个实验中[观察到了类似的结果](http://andymatuschak.org/files/papers/Yeo, Fazio - 2019 - The optimal learning strategy depends on learning goals and processes2.pdf)。不过，他们还观察到另一个有趣的现象：在练习问题特别难（正确率 < 50%）的一个实验中，相比解决练习题，学生[学习例题效果更好](https://en.wikipedia.org/wiki/Worked-example_effect)。然后，在后续实验中，当材料发生变化以在学习阶段提高问题解决能力时，测试效应又回来了。\r\n\r\nYeo 和 Fazio 提出，我们实际上观察到了多个过程在相互作用。一方面，学生需要将他们学到的东西转移到长期记忆中，并提升熟练度。练习和测试能支持这个目标。但要在测试中解决迁移问题，学生还需要将他们学到的东西进行泛化。文献将其称为「图式归纳」。[这种说法认为](http://andymatuschak.org/files/papers/Sweller - 1988 - Cognitive load during problem solving.pdf)，当专家解决问题时，他们在很大程度上依赖图式，这些结构「使问题解决者能够将问题分类，化解为能够运用某些步骤解决的问题」。为了建立灵活的解决问题能力，你需要习得这些图式。这通常是通过归纳完成的——在一组问题中注意到模式，注意到某一组步骤似乎有所帮助。\r\n\r\n另一位认知心理学家 John Sweller [提出](http://andymatuschak.org/files/papers/Sweller - 1988 - Cognitive load during problem solving.pdf)，解决问题的练习存在重要的权衡。困难的问题可能会产生更强的记忆编码，但它们也会给你的工作记忆带来负担，产生「认知负荷」。结果，你可能在注意问题结构中的模式时，几乎没有剩余的容量来「获取图式」。\r\n\r\n在 Yeo 和 Fazio 的第一个实验中，他们设置了相当困难的问题，而学习例题的学生，比解决习题的学生表现更好。作者们认为这是因为在阅读例题时，学生们遇到的认知负荷，要小于解决问题时。因此，这些读者有学习图式的脑容量余裕——尽管代价是他们更快地忘记了学到的东西。\r\n\r\n在他们的第二个实验中，Yeo 和 Fazio 简化了问题，设置了具有相同表面特征的问题（只改变数字）。这有所帮助：练习解决问题的学生，比学习例题的学生表现更好。但他们的迁移表现很差，这是说得通的，因为他们练习了一堆相同的问题。学生们对练习问题所涉及的内容建立了持久的记忆，但他们没有获得通用的图式。\r\n\r\n因此，在最后一个实验中，Yeo 和 Fazio 简化了习题，但让它们的表面特征各不相同。学生们的迁移表现得到了足够的改善，以至于与相同问题的表现之间不再存在统计学上显著的差异。作者们认为，这个实验的练习问题足够多样化，可以进行泛化，而认知负荷足够轻，使得图式获取成为可能。不幸的是，他们的实验并没有真正设计来测试这个特定的假设，因此我们目前只能进行跨实验比较。\r\n\r\n这里的粗略含义与常识相符。图式获取和记忆至少在某种程度上是独立的。你可以注意到模式，但无法持久地记住；你可以强化解决问题的记忆，但这种强化很脆弱，无法迁移到不熟悉的问题上。认知心理学家经常谈论[合意困难](http://andymatuschak.org/files/papers/Bjork - 1994 - Memory and Metamemory.pdf)——产生更复杂加工的有益挣扎——但学生确实可能面临着[不合意困难](http://andymatuschak.org/files/papers/Chen et al - 2018 - Undesirable difficulty effects in the learning of high-element interactivity.pdf)。如果你想要灵活性和持久的流利，那么你应该沿着平缓的斜坡进行练习。你不想让你的工作记忆负担过重，以至于你的思维无法重新组织相关概念的表示。而且，在刚开始时，这通常意味着你最好仔细研究已解决的例子，而不是自己解决问题。简而言之（因为记忆当然与建立灵活性有关），你首先要能够解决问题，然后要建立流利度，以便 **长期** 解决问题。\r\n\r\n我提到的所有论文都没有涉及 **保持** 问题——也就是说，在很长一段时间内持久地保持这种可迁移的解决问题的表现。我猜想一旦获得了这些灵活的图式，你可以通过普通的分散提取练习（译注：即间隔重复）来加强它们。正如我们在上一节中讨论的，你需要实际解决问题，而不仅仅是提取程序。也许你可以使用「友好数字」来设置问题，以便它们总是可以在你的头脑中轻松解决。为了加强这些灵活的图式，你需要每次都让问题有所变化。人们可能可以使用语言模型来生成这种相当好的变化，但实际上没有必要拥有一个真正无底的池子：如果练习广泛分散，你可能可以不必练习少量结构变化，特别是当数字随机生成时。\r\n\r\n值得注意的是，此时我们正在接近[智能辅导系统](https://en.wikipedia.org/wiki/Intelligent_tutoring_system)（ITS）的领域，这是教育技术研究的另一个分支。受到认知负荷理论的强烈启发，这些系统专注于针对理想目标，找出最顺滑的问题解决路径。这些系统更少考虑灵活运用和持久记忆这些目标，但思考如何将记忆系统与 ITS 技术相结合，或者如何调整 ITS 以支持灵活运用和持久记忆，这些方向很有趣。\r\n\r\n### 知识吸收不完全\r\n\r\n在前两小节中，我已经开始解释，在解决问题集过程中，认知上发生了什么，以及我们如何使其中一些活动更有效。但对于一些 Alex 遇到的困难，还有另一个简单的解释：Alex 实际上并没有完全理解教材所说的部分内容，而且他没有察觉到。\r\n\r\n遗憾的是，练习并没有明确地揭示这些漏洞。如果有题目依赖没有理解的知识，这道题目只是让人感到困惑和困难，但这种感觉是模糊而无指向的。然而，在他的记忆练习的有声思维录像中，相当多的问题引起了类似这样的评论：「我记得答案是 X，但我不明白为什么」，或者「答案是 X ，我很奇怪。」举个例子，有个问题是：「如果你将装有质子的盒子在每个方向上的尺寸加倍，为什么电通量不会改变？」这个问题有很多合理的解法，但问题在于，所有解法 Alex 都理解不了。\r\n\r\n对于这个问题和其他类似问题，我并没有试图帮助 Alex 产生新的理解或学习通用模式。这些问题实际上只是为了直接强化记忆。它们直接重述了文本中的一些重要解释，并使用了类似的措辞。如果 Alex 无法得出答案，但一旦他阅读解答，解答就立刻能让他理解，那么更多的提取练习可能会有所帮助。另一方面，如果答案没有意义，死记硬背并不是正确的解决办法。如果他不明白答案为何是这样的，那么他就没有理解我们试图强化的概念。仅仅记住答案没有多大意义。\r\n\r\n这是一个重要的区别，需要理解，我担心这是记忆系统设计师一直忽略的一个问题：对于「错误」回答的适当干预，将因卡片的性质而有很大的不同。如果你忘记了你应该记住的东西，那么多次回顾它直到它牢记在心可能是可以的。如果你一开始就没有理解答案，那么你需要非常不同的干预。还有其他有意义的类别。如果问题是生成性任务（例如，「用五声音阶小调哼一段旋律」），你发现它太难了，你可能想浏览一些例子，或降低任务难度（例如，「为这个五声音阶小调旋律哼一个最后的小节」）。如果是解决问题的任务，你可能想阅读解决方案，然后添加关于重要模式或程序步骤的重点卡片。或者，采用 ITS 风格，你可能想阅读关于你的回答所暗示的误解的解释，然后将一些关注这个混淆的简单问题加入学习队列。\r\n\r\n在 Alex 的情况下，我认为最合适的下一步干预就是简单地重新阅读教材中相关的段落。我不认为书中的解释难以理解；他在阅读这些段落时可能走神了。（我认为每个人或多或少会有这种情况，但我们通常没有察觉。）我已经将每张卡片直接链接到来源位置，所以从操作上来说，重新阅读相对容易，但实际上做起来会更困难。打断复习会话的顺畅进行，转而去阅读教材会让人感觉不好。此外，Alex 喜欢用手机复习，而在手机那个小屏幕上查看教材页面会非常不方便。因此，最好的办法是将这些问题标记下来，并建立一套在学习过程中处理这些问题的流程。如果书中的解释仍然无法理解，那么下一步可能就是一起讨论。或者，对于某些概念，最好暂时放一放，等到后面是否能理解。\r\n\r\n在[《量子国度》](https://quantum.country/)中，我认为我们的设计对这种情况有所帮助。首先，你需要在阅读书籍的过程中复习每张卡片，而不是在记忆复习会话中进行复习。因此，如果你发现自己不理解某个答案，稍微向上滚动一点重新阅读即可，这样不会打断阅读流程。由于复习是在阅读中每隔几分钟进行的，相关的段落也不会离得太远。我们访谈的读者经常表示，他们在阅读时会有一种不寻常的自信，因为他们知道，穿插的复习会确保他们能吸收到他们「应该」学到的一切。\r\n\r\n为什么我们没有使用像《量子国度》那样的设计来进行 Alex 的物理复习呢？首先，是因为他正在阅读一本纸质版的书！后来他换成了读数字版教科书。我已经实现了集成记忆卡片的 PDF 阅读器，但 PDF 渲染太闹心，我还没有实现文本中穿插复习。目前，卡片在边栏中显示，就像[去年夏天的原型](https://www.patreon.com/posts/demo-talk-medium-71081197)那样：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/80865178/936964b5eb764123a34b01727e3bf184/eyJ3Ijo4MjB9/1.png?token-time=1681603200&token-hash=LvBU2o8bgYkCzta_gLo784i0Yc93kcBdJbrCYIEEFYQ%3D)\r\n\r\n在这次讨论中，难以理解的记忆卡片扮演了不寻常但重要的角色。它们不再起到加强长期记忆的作用，而是充当防护网。这些卡片保证，如果你没有理解那部分文本，或者没有集中注意力，你就会重新注意到！我认为这非常有价值。通常情况下，你会尝试解决习题，结果因为有些重要概念没有理解而停滞不前，困惑不已。正如我之前提到的，问题在于你不清楚自己缺少 **什么** 。即使阅读例题，也不可能像我们一直在讨论的简单卡片那样，让遗漏的概念变得如此明显。\r\n\r\n### 从交流中学习\r\n\r\n费曼在《讲义》一书的引言中写道：\r\n\r\n> 问题是个很好的机会，可以补充讲义材料的空白，让其中的概念更符合实际，更完整，记得更牢固。\r\n\r\n> 然而，我认为，对于这个教育问题，除了意识到只有学生和一位优秀老师之间建立了直接的个人联系，才能开展最好的教学，别无他法。在这种情况下，学生可以讨论观点，思考并谈论知识。仅仅出席课堂，或者仅仅做一些指定的题目，是不可能学到很多东西的。\r\n\r\n Alex 和我大约每周见面一次，共同讨论材料并一起解决问题。我不确定费曼的说法有多正确，但 Alex 告诉我，这些会议对他来说非常有价值。我认为这些会议并不能取代记忆系统的作用：为了更充分利用我们在一起的时间，我们没有复习基本原理，他也没有一直在查东西。而记忆系统确保我们取得的大部分进展都会得到巩固。\r\n\r\n但我可以想象，在理想的世界里，Alex 在解决所有问题时，我都会在身边（或者更有效的辅导者）。这并不是作弊；我没有通过给出答案，简化他的工作。我让他努力，当他陷入困境时，我会提出探究性问题，这可能会帮助他突破困境。我可以在需要的地方提供原始信息。如果我发现误解指出，我可以提出问题以其引发有启发性的对话。我会提醒他注意可能遗漏的模式或联系。\r\n\r\n这很难不让人开始思考：大型语言模型是否可以完成其中的一部分或全部工作？虽然我肯定利用了我丰富的物理和教育上的专业知识，但我不认为我做了什么特别的事情。足够好的模型，还可以帮助处理那些没有现成问题集和讨论题的主题。现在有六千亿个「AI 辅导员」创业公司在筹备中，但我还没看到路子走对的。我对我的抱怨没有明确的认识：过于教化，过于关注「正确答案」，对讨论和意义建构的兴趣不足。\r\n\r\n我们合作解决问题的会议中有一个元素，我猜这些系统可能难以提供：社交能量。 Alex 非常有动力，也非常自律，但像我们所有人一样，他的精力有时高有时低。在某些日子里，很他难鼓起勇气去读另一章。但他发现，当我们一起学习时，他更容易对学习过程保持兴奋和激情。当与他人合作时，我也确实在……嗯，基本上是所有事情上都有过这种经历！\r\n\r\n最后，我要指出的是，虽然在这篇文章中我提出了很多问题，但我对在这里学到的东西感到非常兴奋。这对我的研究来说是理想的环境。 Alex 非常有动力去深刻理解。这种理解面临很大的压力。他正在挣扎，所以有真正的增强机会。我可以亲眼目睹他的学习过程，有充分的干预机会，以及对我尝试的任何事情的紧密反馈。这是令人振奋的！现在我只需要大干一场。", + "type": "text/markdown", + "caption": " 记忆系统如何帮助解决问题\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Memory systems and problem-solving practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Quantum Country's suspiciously flat forgetting curves.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Quantum Country's suspiciously flat forgetting curves.md" new file mode 100644 index 0000000..0578437 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Quantum Country's suspiciously flat forgetting curves.md" @@ -0,0 +1,205 @@ + **量子国度可疑的平直遗忘曲线** + +原文：[Quantum Country’s suspiciously flat forgetting curves | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/quantum-countrys-59365357) + +自2019年以来，我一直在对[量子国度](https://quantum.country/)的读者进行一系列的随机对照实验。我没有发表这些的主要原因是，我不明白发生了什么。读者的遗忘速度非常慢。太慢了!我在每次实验中都会划掉一些理论，但这些数据似乎违背了记忆系统的一个核心假设：我们的记忆会随着时间的推移沿着一条陡峭的曲线遗忘。这让我一整年都非常困惑，但我现在有了一个可以解释发生了什么的想法。如果我是对的，这将意味着通用的记忆系统将不能重复使用传统的以词汇为重点的记忆系统用来评估和改进自己的方法。 + +请注意：这是对量子国度数据的非正式讨论。该分析是初步的，不应该在其他工作中引用或摘录。我在这里[开门造车](https://notes.andymatuschak.org/Work_with_the_garage_door_up)。 + + **量子国度的细分市场** + +量子国度是一种人类记忆的观察站，或者至少是一个非常有限的片段。当然，对人类记忆的研究不计其数，但《量子国度》让我们观察到了一个未被满足的细分市场： + +- 读者是在自我激励的环境中的成年人，而不是在正规学校教育或人工实验室环境中的孩子或本科生 + +- 材料主要是概念性的，而不是事实、词汇、定义、任意数据等 + +这个细分市场很重要，因为它代表了大多数成年人在自己的创造性工作过程中必须进行的那种有意义的学习。 + +当然，一些专业人员在工作过程中使用 SuperMemo、Anki 和 Mnemosyne 等工具，但对这些数据的分析有一个重要的限制：它们在每次重复时每个项目只有一个数据点，因为项目（通常）是由每个用户自己编写的。开发人员必须依靠[重要的模型假设](https://supermemo.guru/wiki/Three_component_model_of_memory)来理解这种稀疏的数据。有了量子国度，我们可以（我希望！）分析大群读者在同一组问题上的表现，并在很大程度上避免这些模型假设。Duolingo 和 Quizlet 可以做同样的动作，但主要是针对词汇/事实导向的材料，而不是概念性话题。同时，来自学术研究的数据集几乎只限于人工和课堂背景——尽管应该指出的是，他们的数据通常要干净得多，而且控制得更好！ + +对我来说，所有这些数据的意义在于学习一些关于记忆系统和人类记忆如何工作的知识，以便我们能够设计出更好的系统，从而让人们拥有超能力。我研究量子国度的数据不是为了了解人们如何学习量子国度，而是为了间接了解人们可能如何利用这些系统进行一般的学习。在高层次上，我们想回答这样的问题： + +- 这些系统可以变得多高效？最佳情况下，一个特定的用户应该在什么时候复习一个特定的卡片？ + +- 这些系统的可用范围有多大？它们有什么不擅长的？它们的应用领域能多开阔？ + +- 这些复习互动如何变为一个人的能力：在其他环境中用这些知识解决问题和做事的能力？ + +- ......等等。 + +这些当然是碎片化的。我一直在试图回答两个相关的子问题： + +1. 反事实是什么？如果没有复习机制，人们在多大程度上能记住文本的关键细节？ + +2. 量子国度目前的排期是否太短？太长了吗？对于哪些读者和问题？ + +事实证明，这些问题比我预期的要难得多！ + + **排期实验：基础知识** + +在这篇文章中，我将专注于我最近进行的实验，因为至少对于我上面描述的问题来说，它的控制性更好。 + +每个新读者都被分配到四个排期表中的一个，初始间隔为一周、两周、一月和两月。也就是说，在「两周」条件下的读者将在他们最初在文章中回答一个问题的两周后被提示复习。我在这里有点过度简化了，但这足以让我们开始。 + +这些条件加在一起，应该可以帮助我们找到一个首次复习的“甜蜜点”\*。此外，两个月的条件应该告诉我们一些关于反事实的情况：如果一个读者整整两个月都不复习会发生什么？（\*译注：sweet spot，有「最有效点」、「最佳击球位置」的含义） + +因此，以下是读者在第一次延迟复习时的准确率中位数，按条件划分（括号内为第一四分位和第三四分位读者的准确率）： + +- 1 周：87%（81-92%, N=35 位读者） + +- 2 周：87%（81-91%, N=35 位读者） + +- 1 月：85%（77-92%, N=25 位读者） + +这些数据仅限于《量子国度》的第一篇文章——我们拥有最多的数据——并且代表了那些收集了至少 50 个问题并且复习了他们收集的 90% 以上问题的读者。(你会注意到我在这篇文章中有意回避了模型和统计测试。这是因为我们讨论的是效果，我希望这些效果大到可以一目了然！) + +在 2 月的条件下，只有少数读者完全完成了他们的第一次复习，所以我还不能报告该条件下每个读者的统计数据，但我们可以通过将每个条件下的所有复习归为一个大类，并查看每个分类中被记住的问题的比例，来了解一些情况： + +- 1 周：86%（N=138 位读者，6381 次复习） + +- 2 周：84%（N=142 位读者，6319 次复习） + +- 1 月：83%（N=90 位读者，4477 次复习） + +- 2 月：81% (N=50 名读者，1744次复习) + +我们可以通过增加 2019 年初的读者来增加一个数据点，当时第一次复习只隔了一天。这不是一个干净的比较，一是因为可能有队列效应，二是因为这些用户没有「重试」的反馈机制，但只是为了得到一个感觉： + +- 1 天：89%（N=2210 位读者，122139 次复习） + +这是一条几乎令人难以置信的平缓的遗忘曲线：从 89% 到 81%，跨越两个月！这是我的困惑。这个浅浅的斜率是我困惑的核心，但首先让我们谈谈有意义的部分。 + + **最初被遗忘的问题应该得到更频繁的安排** + +如果我们专门看一下读者在第一次回答文章中的问题时 **忘记** 的问题的延迟回忆准确性，数据会变得更可预测。这样的问题首先会在一天后再次被分配，必要时反复进行，直到读者记起——之后他们会在延迟后分配问题。回忆准确率，按延迟计算： + +- 1 周：84%（N = 79 位读者，626 次复习） + +- 2 周：77%（N = 73 位读者，447 次复习） + +- 1 月：69%（N = 57 位读者，341 次复习） + +- 2 月：56%（N = 27 位读者，138 次复习） + +这个数据描绘的画面更熟悉，它为记忆系统的作者提出了一个相当明确的方向。如果我们的目标是确保记忆率保持在 90% 以上，那么当读者最初忘记一个问题时，我们应该很快指定它再次被复习。自动晚一天的「重试」环节不足以支持漫长的后续时间间隔。 + +事实上，这种效果是复合的。如果读者在第一次延迟复习中忘记了一个问题，那么一天后就会再次分配给他们。最初间隔时间较长的读者，在随后的那个环节中恢复的可能性较小——也就是说，他们更有可能再次忘记。按第一次复习环节延迟的恢复率（注意，这些样本量现在越来越小）： + +- 1 周：90%（N = 31 位读者，79 次复习） + +- 2 周：78%（N = 33 位读者，86 次复习） + +- 1 月：83%（N = 24 位读者，70 次复习） + +- 2 月：57%（N = 9 位读者，44 次复习） + +好了，这就是我们提取的对记忆系统设计者的一个相当明确的暗示：当一张卡片在文中被遗忘时，初始安排表应该果断地收缩。 + + **麻烦开始了：当问题最初被记住的时候** + +但问题并不经常被遗忘在文章中。在这四种情况下，对所有读者进行汇总，文中的准确率为 91-92%。那么，问题最初被记住的常见情况是什么呢？这就是问题所在。 + +在文中被记住的问题的首次复习回忆率： + +- 1 周：86%（N=137 位读者，6174 次复习） + +- 2 周：85%（N=140 位读者，5814 次复习） + +- 1 月：84%（N=89 位读者，4108 次复习） + +- 2 月：83%（N=49 位读者，1599 次复习） + +和上一节一样，我们可以不负责任地使用 2019 年读者的数据，在第 1 天增加一个数据点：90%（N = 2207 位读者，109031 次复习）。和以前一样，注意这不是一个被很好控制的比较。 + +这条遗忘曲线不合理的平缓！当然，如果我们想达到 90% 的回忆率，这个数据表明我们应该在不到一周的时间内安排第一次复习。但是，每一次复习都是有成本的；如果读者可以跳过一两次初始复习，以换取较低的几个百分点的准确率，我怀疑大多数人会接受这个交易。毕竟，每完整地重复第一篇文章的 112 个问题大约需要 25 分钟。我们应该如何考虑这个问题呢？ + +一个考虑因素是我们在上一节看到的「恢复」效应。相对于那些在一周后遗忘的人来说，那些在较长时间后遗忘的人是否在下一环节中更挣扎地恢复？下面是恢复率（即在第一次延迟的环节中忘记后一天的准确率，在文中记住后）： + +- 1 周：84%（N=68 位读者，600 次复习） + +- 2 周：81%（N=66 位读者，529 次复习） + +- 1 月：85% (N=44 位读者，384 次复习) + +- 2 月：74%（N=16 位读者，147 次复习） + +这看起来不是很有说服力。也许两个月后会有麻烦，但我想先看到更多的样本。这里看起来我们可以将第一次复习推迟一个月而不受到真正的惩罚。 + +推迟初次复习的另一个原因是调用[间隔效应](https://en.wikipedia.org/wiki/Spacing_effect)，但我将在这篇文章中跳过讨论这个问题。我只想说，（在数据稀少的情况下）我还没有观察到第一和第二环节之间的间隔间的互动有间隔效应。 + +按问题进行切分又如何呢？看看第一篇文章中初始准确率最低的十个问题，但读者在阅读时 **记住** 了这些问题的答案，我们仍然看到在第一次延迟复习中，有一条陡峭的遗忘曲线： + +- 1 周：74%（N=74 位读者，273 次复习） + +- 2 周：71%（N=67 位读者，277 次复习） + +- 1 月：65%（N=47 位读者，210 次复习） + +- 2 月：65%（N=25 位读者，85 次复习） + +这很有说服力，但曲线很快就消失了。下面是接下来十个「最难」问题的准确率，按初始延迟计算： + +- 1 周：73%（N=129 位读者，474 次复习） + +- 2 周：74%（N=114 位读者，446 次复习） + +- 1 月：74%（N=77 位读者，312 次复习） + +- 2 月：75%（N=40 位读者，151 次复习） + +我们没有足够的数据在每个问题的基础上提取值得信赖的遗忘曲线，但是平坦的曲线在其余十组的截距上继续增加。中位数的十个平坦在 82%；最容易的十个平坦在 95% + +因此，问题的难度各不相同，但随着时间的推移，回忆率似乎并没有下降。我们应该从中得到什么？当然，我们可以把「难」的卡片安排得更早一些，但这样做真的会有效果吗？除了 10 张最难的卡片外，这个数据显示，在较短的间隔时间内，回忆率没有提高。 + +对这一点的一种解释是，这里的主要内容是，人们只需要练习。时间并不十分重要。事实上，[我们以前发现](https://www.patreon.com/posts/too-easy-to-be-49250309)，一旦中位数的读者在延迟（任何长度）后记住了一个答案，他们在接下来一年的复习中的回忆率是 95%！ + +但我发现自己根本不相信这个数据。遗忘曲线太平坦了。这并不反映我的经验。如果我在两个月内不练习我所学的东西，我记住它的可能性比一周后要小得多。我们的数据表明，在第一次成功的延迟回忆之后，我们可以安全地将后续的复习推迟许多个月。我就是不相信。 + +这里发生了什么事？ + + **我的理论：线索提示效应** + +我认为，如果你看一个具体的问题，情况会更清楚。考虑一下这个问题（它的回忆准确率在 75% 左右）： + +![img](https://c10.patreonusercontent.com/3/e30%3D/patreon-media/p/post/59365357/cc91155a9b514942aa6eb202f125e87e/1.png?token-time=1644969600&token-hash=wTsVuq0jlWKGfS179nIcQTlPuMqvoKLJB2lJe5UDvos%3D) + +这项任务强烈地塑造了你所进行的提取：它使你寻找归一化条件和测量概率之间的联系。你可能会立即获得这个答案；但你也可能当场考虑这个问题，并推断出这是唯一合理的答案。 + +我们收集的准确率并不区分这两种可能性。但这一区别很重要！如果我们反过来要求你解决一些间接依赖这一属性的问题，你可能不会做出你需要的跳跃。 + +我们在这里真正关心的是流畅性：你准备好思考有趣的想法，解决有趣的问题，注意到联系并创造性地应用你的知识。你想训练一个丰富的模式化的推理装置。 + +我的预感是，尽管在 1 周和 2 月之间， **线索** 回忆似乎没有大幅下降，但自由回忆和迁移任务会显示出更清晰的曲线。我刚才描述的那种流畅性确实在下降。如果你能看到这种下降，你可能会想早点安排下一次复习。 + +如果这个理论是正确的，那就意味着量子国度和通用记忆系统需要遵循一条与这个领域的大多数先前工作非常不同的道路。在 SuperMemo 的领导下，大多数系统一般都是以一个简单的阈值来考虑调度问题：当估计的回忆概率下降到 90% 时，就安排一次复习。这样一来，你在任何时候的预期回忆率都应该至少保持在 90%。 + +我认为这对语言学习、事实和术语定义对来说是一个合理的启发式方法。你通常不可能当场重新得出这些答案。我们的目标是要从记忆中产生答案。明确提示提取的效果应该比我们观察到的量子国度这样的概念性材料要小得多。 + +如果我们不能用线索回忆率来近似计算一个概念细节的编码深度，我们就不能使用传统的调度启发法。我们需要建立一些其他的方式来驱动控制回路。 + +响应时间似乎是流利程度的一个有趣的替代物，但我在量子国度读者的响应时间中发现模式的成功率出奇的低。 + +一个更具侵入性的方法是插入一些问题，要求读者在一些新的背景下间接地使用知识。如果线索提示效应对概念性知识来说确实特别重要，那么即使回忆准确率保持稳定，我们也应该看到迁移表现随时间推移而下降。无论如何，我想做这样的事情，以建立由复习系统强化的知识的灵活性。 + +检验这一理论的另一个方法是考虑那些我认为比较「死记硬背」、概念性不强的问题。这些问题应该有一个更明显的遗忘曲线。例如，以下是要求提供 X、Y、Z 和 H 门的矩阵值的问题的回忆率： + +- 1 周：56%（N=91 位读者，234 次复习） + +- 2 周：60%（N=87 位读者，215 次复习） + +- 1 月：56%（N=59 位读者，144 次复习） + +- 2 月：48%（N=26 位读者，54 次复习） + +这里的样本不多，但这个数据并不支持我的理论。1 周和 1 个月之间的平坦曲线仍然让我觉得非常不靠谱。我想，人们可能是根据他们对这些门的预期效果的记忆重新得出这些数值，但我不认为这特别可信。 + +这里有一个简单的答案，也许也是这整个混乱的答案，那就是人们只是在撒谎。量子国度是自主评分的。也许人们不适当地把答案标记为记住了？我不觉得这有什么可信的。请记住，中位数的读者在 1 周至 1 月内的自我报告准确率为 85-87%。这个中位数的用户仍然将大量的问题标记为遗忘。令人困惑的是，为什么 1 个月的中位数用户不比 1 周的中位数用户标记 **更多** 的问题为遗忘？ + +歪曲我的数据的另一个重要因素是幸存者偏差。2 个月后回来复习的读者可能比 1 周后复习的读者更认真。他们可能更关心这个主题，并更仔细地阅读。这种影响可能夸大了后期的表现，但我没有一个好的方法来确定有多少。 + +我想我在这里的下一步是深入挖掘文献，其中确实包括许多专注于概念性知识和迁移学习的记忆实验。也许其中的一些方法或讨论可以在这里帮助我。 + +———————— + +感谢 Gary Bernhardt 对这一主题的有益讨论。也感谢大家一直以来的支持，这使我有可能进行这样的长期研究。我们现在大约有 3/4 的路要走，相当于国家科学基金会的 CAREER 资助，我不断地震惊于这样的事情可能发生。节日快乐！ \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Quantum Country's suspiciously flat forgetting curves.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Quantum Country's suspiciously flat forgetting curves.md.meta" new file mode 100644 index 0000000..7729298 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Quantum Country's suspiciously flat forgetting curves.md.meta" @@ -0,0 +1,7 @@ +caption: Quantum Country's suspiciously flat forgetting curves +created: 20230926010148000 +modified: 20230930151907322 +modifier: 马不前 +obvault: thoughts-memo-translation-main +title: λ:/thoughts-memo-translation-main/andy/prose/Quantum Country's suspiciously flat forgetting curves +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Ratcheting progress in tools for thought.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Ratcheting progress in tools for thought.json" new file mode 100644 index 0000000..da6837e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Ratcheting progress in tools for thought.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Ratcheting progress in tools for thought", + "text": "# 思想工具的棘轮过程\r\n\r\n原文：[Ratcheting progress in tools for thought | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/ratcheting-in-47976114)\r\n\r\n有一些人在尝试开发思想工具，但「思想工具」这一概念还没有形成有意义的 **领域** 。这里的关键在于，领域的发展是一个棘轮过程：形成一个不断增长的共享知识体和方法，使得研究者之间、年份之间的项目能有意义地建立在彼此的基础上，如此往复，形成一个向上的循环。个别人确实贡献了强有力的洞见，但对于这个领域来说，真正的成功意味着人类工具制作的新实践，以及创造许多能改变人们思考和行动的工具。\r\n\r\n[Michael Nielsen 和我曾建议](https://numinous.productions/ttft/#how-to-invent-hindu-arabic-numerals)，最强大的思想工具表达了对基本主题的深刻洞见。创造这些工具涉及到我们所说的「实践出洞见」，其中强大的主题思想使新系统成为可能，而对这些系统的观察使新的洞见得以涌现，如此循环。一个理想化的活动循环可能包括以下关键步骤：\r\n\r\n1. **识别关于某些主题领域或一般认知的强大洞见** ，这些洞见可能被有效地系统化\r\n\r\n2. **建立系统** ，在其原语中表达这些洞见\r\n\r\n3. **在真实的环境中认真使用** 这些系统，并通过它们折射出你的理论洞见\r\n\r\n4. 从那些能产生对主题领域或认知的新理解的观察中 **提炼出可推广的洞见** ，并允许建立新的、更好的系统\r\n\r\n5. **传播** 该洞见，以便其他人能够在此基础上继续发展\r\n\r\n这种高层次的视角忽略了许多细节，而每一个步骤都是一种复杂的实践，需要人们通过几十年的时间积累技能。但是我们可以在计算机驱动的思想工具的「黄金时代」设计工作中看到这些实践：Engelbart 的 NLS，PARC 的 Alto，Sutherland 的 Sketchpad，等等。不幸的是，如果我们观察当代的原型领域，我们会发现，大多数对思想工具感兴趣的人（包括我自己）并没有可靠地执行所有这些步骤——这使得我们挣扎的领域没有一个正常运作的棘轮过程。\r\n\r\n### **常见的失败模式** \r\n\r\n一个在学术界尤其常见的失败模式，就是[缺乏严肃的使用环境](https://numinous.productions/ttft/#serious-work)。这会导致观察阶段的数据常常源于容易产生误导的人造环境。有时候，研究者对他们正在打造的系统投入不够，也就难以从所做的成果中提炼出有力的新洞见。另一个更难以察觉的问题是，如果没有一个严肃的使用环境来驱动研究项目，他们最初的主题洞见可能会受到限制或误导。\r\n\r\n初创企业和科技企业是工具开发的有力场所。他们通常并不 **试图** 推动思想工具领域的发展。但我们可能会希望他们能顺便推动它的进步。遗憾的是，科技行业的做法常常因为一些常见的模式，阻止它们对这个棘轮领域做出贡献。\r\n\r\n最常见的问题可能就是科技行业的从业者过于专注于构建系统。这些系统通常是技术或市场洞见的表达，而非关于某个主题领域或认知的基本洞见。对于企业或其用户来说，这当然没问题！但是，如果他们的系统不能将新观点具体化，我们就无法从观察中获得能推动整个领域进步的深度洞见。\r\n\r\n科技公司的另一个常见模式是，它们以一些深刻的洞见作为 **出发点** ，这些洞见激励了创始人创业（或为现有企业构思新的产品线）。公司将这些洞见具体化为系统，观察他们在严肃的环境中的表现，从观察中提炼新的想法，改进产品。这很好！但是，这些迭代的对象很少是「可推广的主题洞见」，这是有充分理由的。这些企业正试图改善其产品在客户和市场中的表现。有时我们很幸运，这恰好产生了可推广的洞见——通常只有在其他人逆向工程并传播这些洞见之后。但更常见的情况是，由于目标的不同，他们的关注范围，在整个领域看来，就变得狭窄了。他们正在解决痛点，增加产品线，优化工作流，增加功能......通常不改变产品的任何基础理论。事实上，对产品基础理论的改变通常被视作「禁区」（而且这往往是合理的），或者对产品团队来说根本不重要。我认为，优秀的思维工具研究常常是要超越和抛弃现有系统，提出「我们应该如何构建下一个系统？」这样的问题。但是优秀的企业通常不会每隔几年就扔掉他们的核心产品，构建一个截然不同的产品。\r\n\r\n对于科技公司为这个领域做出贡献来说，另一个可能的挑战是，如何把他们的研究成果传播出去。看到像 AutoDesk、Adobe 和 Epic Games 这样的公司发表计算机图形学基础问题的惊人论文，实在令人兴奋。但是，如果那些研究思想工具的公司正在产生关于认知或其主题的强大新理论，我们很少看到这些想法被发表。\r\n\r\n在思想工具方面，我最喜欢的一些工作来自于特立独行的 Twitter 修补匠。这群人经常产生迷人的作品，但通常缺少其中一个或多个步骤。最常见的模式似乎是：一个工匠发现了一些关于表象的强大想法，并设计了一个原型，但随后却没有认真参与观察并从他们建立的系统中获得洞见。有时，这来自于技术障碍——原型太粗糙，不能在严肃的环境中使用，所以他们得到的洞见就有限。但我认为[这里还有一个文化的鸿沟](https://andymatuschak.org/2020/)，即缺少一种仔细、勤奋的观察和综合的研究实践。这些项目往往给人的印象是：「看，我做了一个东西！是不是很酷？我能让多少人用上它？」。但他们需要回答的问题是：「我们能从这个项目中学到了哪些有力的、可推广的想法？下一波系统应该如何在此基础上构建？」\r\n\r\n### **把产生研究洞见的设计融入系统** \r\n\r\n忽视制度因素，这个循环之所以难以流畅运作，是因为它极其困难。每个步骤都相互关联。你不能只有一个强大的想法，然后设计一个表达这个想法的系统，再接着去观察它，等等。你必须以能揭示系统背后想法的方式设计并操作它。或者换个说法，你必须把系统塑造成能够提出你想问的问题的形式。但问题是，往往在看到系统运行之前，你甚至无法确定应该提出什么样的问题。\r\n\r\n以《[量子国度](https://quantum.country/)》为例，它背后的一个关键思想是，作者可以通过交织叙述和提取练习，帮助读者深度吸收复杂、抽象的主题。我们构建了一个表达这一思想的系统。我们有很多数据。读者们似乎觉得它很有效。我们可以看到，人们确实记住了他们所读的材料。但是，这个领域应该从这个实验中学到什么？我们能得出什么可推广的结论？我们怎样才能提高我们对这个最初想法的理解，以便我们能够创造一个更好的未来媒介？\r\n\r\n有时候，有趣的答案会意外出现。例如，当我们采访读者时，我们惊讶地发现，除了记忆效应外，定期的复习环节明显改变了人们与材料的关系。这让他们认为自己在「做量子计算」，这比他们只是在某个下午读一篇文章要认真得多。这种洞见催生了[穿越时间的文本](Ihttps://numinous.productions/timeful/)以及其他相关的方向。\r\n\r\n但许多洞见不能仅仅依靠被动观察和开放式访谈去探索。叙事和提取练习究竟是如何交互的？其主要效应是便利性吗——即在阅读过程中提供卡片，若在阅读之后给出卡片，你可能就不会去做了？还是元认知——即卡片的反馈调节了你的阅读，使你重新阅读你表现不佳的段落？还是主要与记忆有关——即最有效的提取练习计划涉及立即练习、强化知识，而不是几天后？或者完全是其他原因？对这些问题的不同回答，将指出助记媒介进化的截然的不同路径。\r\n\r\n要回答这些问题，系统必须被设计成能够产生必要的观察结果。或者你必须通过实验操作这个系统，如果你最初设计系统时没有考虑到这些问题，这可能会很困难。我发现，更微妙的是，设计思想工具的实验以便可能得出一些 **可推广** 的结果，尤其是一项挑战——这涉及到理论、界面设计、工程和实验方法的复杂平衡。这就像认知心理学家在他们的实验设计中面临的问题一样，只不过「仪器」被换成系统，它必须既能解决现实世界的问题， **又能** 产生必要的实验数据。\r\n\r\n人机交互研究的先驱 Ben Shneiderman 在《研究的新 ABC》中为研究项目的设计提供了这个迷人的示意图。他称之为「两个父母，三个孩子」模式。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/47976114/dec04771470a4c59bc268faf883bad5c/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=whYX_vdt6NEhtpRU2UIG5AQ1wd_gYlHnAeO259m58Io%3D)\r\n\r\n这个挑战与学习科学家在设计教育干预时所面临的情况类似。在《[发展研究的原则和方法](http://andymatuschak.org/files/papers/van den Akker et al. - 1999 - Design Approaches and Tools in Education and Train.pdf)》中，Jan van den Akker 精妙地解读了在该领域里，进步的一小步到底是怎样的（感谢 [Sarah Lim](https://slim.computer/) 的指点）：\r\n\r\n> [教育设计]原则，通常会像下面这样给出一些有启发性的陈述：「如果你想设计干预措施 X（为了在环境 Z 中实现目的/功能 Y），那么，你最好把 A、B、C 这几种特性加入到方案中（实质性强调），并通过 K、L、M 这几种手段来操作（程序性强调），这是因为有 P、Q、R 这几个论点在背后支撑 [（理论性强调）]。」\r\n\r\n这样的陈述最关键的地方在于，它明确地把理论认识、设计方法和期望结果连接在一起。我当然警惕一概而论，把所有的研究都套入某一模式，但这样明确地描述目标，无疑是极其清晰的。如果你是一个研究者，想要开发一种新的干预措施，你需要设计一个实验，其结果可以生成这样的陈述。\r\n\r\n我认为，对于思考工具的研究循环，我们也应该设法产出类似的陈述。我们的理论和设计决定都会产生什么结果？别人又如何借鉴这些结果？进步意味着我们能够制定出大量精细的启发性陈述，比如：「如果用户记不住答案，那么复习系统应该给予他们几分钟后再试一次的机会。我已经做了严格的实验，发现如果没有这个机会，用户在下一次尝试时，失误的可能性会增加 10 %」但同时，我们也需要能够对系统的核心机制做出更高层次的阐述，比如：「间歇性的后续复习可以通过作者的 X、Y、Z 这几种方法，改变读者对书面材料的情感关系，方式是 A、B、C，这是由理论 P、Q、R 预测的，并得到了 K、L、M 实验的证实。」\r\n\r\n或者，再举一个例子，我知道我的许多读者是大纲文本编辑器的粉丝。今天早上，受赞助人 Ethan Plante 的信息启发，我去寻找关于大纲处理器的理论或实证基础的学术研究。我对我能找到的内容之少感到震惊。因此，如果你正在尝试构建大纲处理器，或「基于块」的工具，或其他什么，这里有一些需要你去回答的问题：这些非主流的写作原语对写作、思考、阅读有什么影响？有什么理论可以解释这些影响？我们应如何确认这个理论的正确性？这个理论还有什么其他含义？能够回答这些问题的研究系统是什么样子的？它们与人们构建的商业系统有何不同？\r\n\r\n### **一些正面典范** \r\n\r\n我写这篇帖子，其实是为了解决我个人面对的挑战，因此在某种程度上，文章中不可避免会流露出些许挫败感。然而，我希望能以一种更积极的态度来结束本文，那就是引出几个现代项目的例子，它们成功地实现了我刚才所描述的完整循环：\r\n\r\n[Bret Victor](http://worrydream.com/) 的项目就是典型的现代范例。我将对他研究分支之一做个粗略的概述。在[《可探索的解释》](http://worrydream.com/ExplorableExplanations/)（2011 年）一文中，他提出，如果作者不仅仅提供数据，而是将他们的动态模型植入到写作媒介中，那么阅读环境就可能转变为 **思考的环境** 。接着，他做了一系列关于阅读、写作，以及与动态系统互动的项目，探索这一思路和其他几个相邻的思考方向，每个项目都提供了具有普适性的深刻洞见。最后，Bret 和他的同事对屏幕的局限性和作者的非对称角色感到不满，从而诞生了他当前项目 [Dynamicland](https://dynamicland.org/) 的独特创新理念——把一栋建筑变为一台电脑。\r\n\r\n[Ink and Switch](https://www.inkandswitch.com/)，这个工业研究实验室，对自由形式的多模态平板电脑界面进行了一系列深思熟虑的、有据可查的实验，以支持创造性的思考。他们的第一个实验，[Capstone](https://www.inkandswitch.com/capstone-manuscript.html#motivation-and-overview)，基于一个模型，即创新工作是依赖于收集和筛选原始素材以发现模式和洞察的。他们构建了许多交互行为来支持他们的模型，找出这个系统的机会和局限性，并根据这些洞见设计了一个新的系统，名为 [Muse](https://www.inkandswitch.com/muse-studio-for-ideas.html)。这个项目把墨水放在了中心位置，并产生了一些关于设计以墨水为中心，无额外装饰的界面的通用理念。现在，这个研究项目已经成为了[一个产品公司](https://museapp.com/)（由赞助人 [Adam Wiggins](https://adamwiggins.com/) 共同创立）。我对他们尝试证明转化型的研发模型感到振奋，也非常期待看到他们在这样的环境中是否仍然能够产生和传播可推广的洞见。\r\n\r\n[Piotr Wozniak](https://supermemo.guru/wiki/Main_Page)，现代间隔重复的缔造者，是另一个伟大的典范。他有最初的关键洞见，即计算机化的间隔重复系统可以产生非常巨大且廉价的记忆资料库。然而，他对这些观点的思考已经延续了几十年。他不仅优化了调度算法，还使用数据提出和探索人类记忆的新模型（例如[人脑能容纳多少知识](https://supermemo.guru/wiki/How_much_knowledge_can_human_brain_hold)）。尽管这个研究似乎没有受到 SuperMemo 商业环境的限制，但可能是因为它的运作并不像现代美国软件公司那样激进。\r\n\r\nEvan Wallace 在 Figma [开发并记录了](https://www.figma.com/blog/introducing-vector-networks/)一种用于表示和编辑矢量路径的新原语，其受到现有矢量编辑工具的实际问题驱动，这些工具更直接（原生地？）展示了底层的贝塞尔曲线。他展示了这种新的表达方式如何让一些常见的操作变得更加容易。这项工作可能不会颠覆性地改变和扩大人们的思维，但 Sketchpad 和 Illustrator 的原始钢笔工具肯定都很重要，这似乎有意义地扩展了那项工作。我确实希望 Evan 能对这项工作进行更实质性的描述，但显然，他更关注于产品的改进，而不是对领域的贡献。最近有一篇不错的[技术文章](https://medium.com/@alexharri/the-engineering-behind-figmas-vector-networks-688568e37110)，但它是以实现为中心的。\r\n\r\n在准学术性的 Twitter 修补匠中，我想为 [Omar Rizwan](https://omar.website/) 的 [TabFS](https://omar.website/tabfs/) 实验喝彩。该项目表达了 Omar 的深刻洞见：终端用户编程的捷径可能在于将操作系统的架构扩展到应用层面的对象，如浏览器标签。从许多方面看，这个项目都像是 Plan 9 的升级版，但是却强调了「更坏即更好」的民间/工艺哲学。但与我的许多心爱的 Twitter 修补匠不同，Omar 一直在认真地总结和传播他和其他人如何使用 TabFS 的新洞见。不幸的是，这些洞见都存于[赞助者的电子邮件通讯](https://github.com/sponsors/osnr)中，没有永久链接，但你可以从[他的 Twitter](https://twitter.com/rsnous) 中感受一下。长远来看，我相信 Omar 会详细地写出他的发现，这样其他人也可以在此基础上进行探索——他已经为[过去的工作](https://omar.website/posts/notes-from-dynamicland-geokit/)做到了这一点。\r\n\r\n你最喜欢哪些当代人在思想工具中完成「全周期」工作的例子？请在评论中分享。", + "type": "text/markdown", + "caption": " 思想工具的棘轮过程\r", + "modified": "20230930171250225", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Ratcheting progress in tools for thought" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Reading comprehension and memory systems.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Reading comprehension and memory systems.json" new file mode 100644 index 0000000..b54fd37 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Reading comprehension and memory systems.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Reading comprehension and memory systems", + "text": "# 阅读理解与记忆系统\r\n\r\n原文：[Reading comprehension and memory systems | Patreon](https://www.patreon.com/posts/reading-and-85345515)\\n译者注：本文的「助记媒介（ mnemonic medium）」指的是作者的具体项目。而不是字面意思。\r\n\r\n在追求「让人们更容易记住他们读过的内容」这一目标时，我碰到了一个出人意料的困难：对于大段大段的文本，人们一开始就没搞清楚它们到底表达了什么意思。\r\n\r\n这还没涉及到长期记忆。问题在于，读者的目光就像打水漂的石子一样掠过书页。他们对文本的处理最多只到视觉解码层面，文中的概念甚至从未进入工作记忆。诚然，我们可以不屑一顾，将之归咎于「阅读技能很差」，但我并不想过于轻视这一问题：我怀疑许多高薪的知识工作者也经常会像这样，在最简单的阅读理解上出错。\r\n\r\n自从我将阅读作为一个研究问题进行探索以来，我的阅读能力已经大大提高。然而，我仍然（意外地）经常会犯些低级失误。去年，我报名参加了[芝加哥大学的一个为期四年的名著研读项目](https://graham.uchicago.edu/programs-courses/basic-program)。这个项目非常有趣：我们每周都会聚在一起，深入讨论各种富有挑战性的文本。但是，在大多数课程中，讲师的提问（不少于一个）会让我意识到，我其实并没有理解某个重要段落的文本所表达的内容 —— 而且我自己都没有注意到。\r\n\r\n### **领会主旨** \r\n\r\n受过教育的成年人，真的每天都在基本的阅读理解上出现问题吗？也许是我的问题，我考虑的情景要求上太严苛了 —— 在我的研究中，我要一直观察读者的理解，并且我追求的目标是帮助人们极其详尽地内化文本，而我参加的芝大课程，涵盖了自古流传的一些文本，它们也难度极大；另外一种可能是，讨论题比你「平常」阅读时会探索得更加深入。\r\n\r\n另外，有人说，反正大多数人只是「为了领会主旨而阅读」。他们只想看几个要点，不觉得有必要真正理解作者论述的所有关键细节，更不用说记住。好吧，假设我暂时接受这个观点。那么，人们「领会主旨」了吗？他们知道自己是否领会了主旨吗？\r\n\r\n[在一个研究成人阅读理解的开创性实验中，Michael Pressley 及其同事要求](http://andymatuschak.org/files/papers/Pressley et al - 1990 - Sometimes Adults Miss the Main Ideas and Do Not Realize It.pdf)大学生阅读 SAT 风格的短文片段（约 118 到 520 词），并指示他们调整阅读速度，以保证读完后可以回答相关问题。其中一些问题涉及「主旨」—— 比如「陈述段落的主要思想或基本目的」，其他的问题则涉及细节。学生每读完一个段落后，他们需要回答一个问题。 如果他们觉得之前回答错了的话，可以选择是否要重读该段落，以及是否要修改回答。\r\n\r\n该实验的核心发现是：对于涉及主旨的问题，如果读者第一次阅读后给出了错误答案，他们不大可能选择重读并再次尝试回答 —— 只有 20% / 27% （对应两种实验情景）的测试情况会选择再次尝试。在重读的情况中，也只有 50% / 57% 的最终回答是正确的。\r\n\r\n可能只是学生们比较懒，因为这只是一个人为的实验而不选择重读？或许吧，相比之下，如果是涉及段落细节的问题，回答错误的学生 **会** 选择重读，并且有 60% / 75% 都改变了答案。这个差异不符合「学生们比较懒、不关心答案正确」这个假设。为了进一步的探索该假设，作者进行了第二个实验。这一次，学生只需要对自己答案的自信程度评分，但不能重读和修改答案。结果，在对「主旨」问题的 **错误** 回答中，60% / 64% 的学生都显示高度自信！实际上，不论正确与否，他们对于自己的答案都非常自信。\r\n\r\n作者还想知道，察觉自己是否理解的意识（comprehension awareness），是否只源于有较高的「语言理解和表达能力」（SAT verbal，verbal ability）？结果发现并非如此。他们对同样的学生样本实施了一次微型的口头 SAT，发现口头测试表现虽然和回答的准确度存在中等相关，但与学生的自信评分相关性并不明显。作者对此的解释是，这种自省意识至少部分 **区别** 于传统的自省评估手段（译注：也就是说传统的评估可能测不出来）。学生在 SAT 考试中得分较高是因为他们的第一次尝试就更可能是对的。当他们的答案错误时，相较于比他们的分数低的同学，他们不一定更可能注意到这一点。（译注：也就是高理解的同学在答错的时候，并不会更可能意识到自己错了）\r\n\r\n上述论文的作者还发表了[另一项研究](https://psycnet.apa.org/record/1991-14388-001)[1]，标题很有吸引力：《你不一定了解心里笃定的文章主旨》。他们做了另一个实验，和上文介绍的实验类似，也是要求一组学生阅读每篇文章并回答问题。不同的是，这一次，为了可以自信地回答问题，只要学生觉得有必要，可以不限阅读次数。对照组则是只能读一次文章。结果，「高确定度」的实验组虽然在每篇文章上花了更多的时间，且拥有更多的自信，但再理解上并没有显著地表现得更好。\r\n\r\n现在，我们还不应该得出「没有人可以『领会主旨』」这样的结论。有经验的读者的确存在 —— 像[积极发表论文的教授通常富有经验](http://andymatuschak.org/files/papers/Wyatt et al - 1993 - Comprehension strategies, worth and credibility monitoring, and evaluations.pdf)—— [我们可以从研究他们的行为当中学到很多东西](http://andymatuschak.org/files/papers/Pressley, Afflerbach - 1995 - Verbal Protocols of Reading.pdf)。但是我猜测大多数的知识工作者会经常表现出阅读理解问题，就像我们反复在大学生中观察到的那样[2]。\r\n\r\n### **从「它说了什么」到「它意味着什么？为什么？」** \r\n\r\n[自从几个月前和 Alex 一起工作以来，我就一直有在思考阅读理解的问题](https://www.patreon.com/posts/80865178)，但是最近的另一次经历使得我开始重点关注它。\r\n\r\nDwarkesh Patel 是播客[月球学会](https://www.dwarkeshpatel.com/)的主持人，该播客重点采访科学家和领域专家。Dwarkesh 的采访超越了普通的浮浅聊天，他对访谈嘉宾提出的问题追根究底、精心考察，因此而别树一帜。接下来几个月他安排了几位物理学家来节目，所以他决定认真学习更多物理知识以做准备。在讨论他如何最有效地实现这一目标时，我提议 Dwarkesh 来观看我的学习过程，我会学习他已经开始阅读的量子力学书籍，他或许会喜欢这个过程。我会把我的思维过程说出来，而他可以随时向我提问[3]。\r\n\r\nDwarkesh 对我学习这本书的方法非常惊讶。我阅读一页要用大约 15 分钟，而他只用几分钟或者更少。更重要的是，我不断地向文本和自己提出问题。例如：\r\n\r\n- 这句话是什么意思？我能用自己的话解释它吗？\r\n\r\n- 在此处，哪些想法和概念尤为重要？\r\n\r\n- 作者显然默认我应该明白这个声明为什么正确ーー那么为什么它是正确的呢？\r\n\r\n- 作者在强调这个细节ーー那么，它为什么重要？\r\n\r\n- 在此处，作者似乎进行了对比ーー那么，对比点到底是什么？\r\n\r\n- 这个细节和我已有的物理知识有什么联系？\r\n\r\n- 如果我遮住这个例子只剩它的开头，那么我能够自行推导出剩下的内容吗？\r\n\r\n- 我刚才弄错了ーー我理解了犯错的原因吗? 我能解释我的误解吗？\r\n\r\n- 当然还有：我能简单回忆一下上一页说了什么吗？\r\n\r\n做学术研究的读者会对这些问题比较熟悉。在《[如何阅读一本书](http://andymatuschak.org/files/papers/Adler, van Doren - 1972 - How to Read a Book.pdf)》中，Adler 和 van Doren 认为，为理解而阅读的本质是向书本提出问题，并尝试回答这些问题。要求不高的读者「不提任何问题——也得不到任何答案」。我是在以相当普通的方式严格要求。\r\n\r\n但是，Dwarkesh 有着大学教育背景，他的工作也需要大量仔细阅读，他是一个有经验、有动力的思考者。然而这些策略——这些审问文本的方式——对他来说却出奇地新颖。他不仅在阅读文本时没有提出这些问题，不仅没有完全理解我所审视的许多词句的意思，而且并没有 **意识到** 自己没理解作者这些词句中的意思。作为一名读者，阅读的过程实际也在隐式地选择对文本的挖掘深度，他并不是主动选择不深入挖掘文本（比如因为时间原因）。而是说，他没有意识到自己正在经历选择。\r\n\r\n我不认为这很罕见：我猜想大多数（尤其是 STEM 领域的）知识工作者在大部分时间都是这样阅读的，却没有意识到他们所做的权衡。当然，在我开始研究学习之前，我也是如此。\r\n\r\nAdler 和 van Doren 给了我们一个过度简化的对比：「为了获取信息而阅读」和「为了理解而阅读」，即能够说出作者在说 **什么** （信息），与能够说出他的 **意思** 以及他 **为什么** 这么说（理解）之间的区别（*译者注：这两者都能回答「What」，但前者至少不能回答「另外一个场景下我怎么用」）。在前文中，我们主要关注的是在理解作者在说 **什么** 时面临的问题。我们看到学生被要求陈述文本的主旨，而不是进行复杂的推理。相比之下，Dwarkesh 错过了关于意义和暗示的细节。\r\n\r\n这些更深层次的内容要求读者超越印在字面的东西，因而更难获得。如果无法理解你专注阅读的句子，其文字就会让你困惑。另一方面，如果你理解一个句子的字面意思，但领会的不是作者定义的那个意思，字面上的文字不一定会引起困惑。只有当你头脑中的某种声音持续不断地提出「这部分如何融入整体？」这样的问题时，你才会注意到。这样问题不会印在页面上，答案通常也不在 —— 至少不是明显地呈现在页面上。\r\n\r\n### **阅读理解与记忆系统之间的相互作用** \r\n\r\n因此：阅读理解比许多人预期的要复杂得多，特别是在更深层次的理解上。对我一个可能的影响是，如果我的目标是帮助人们可靠地内化困难的文本 —— 不仅知道它们在说什么，还理解它们的含义和「why」——那么直接关注记忆可能是本末倒置了。\r\n\r\n[我曾试图为 Alex 提供一个记忆系统，来帮助他学习物理](https://www.patreon.com/posts/80865178) —— 其中装载了他所学习的章节中所有的重要细节。但他在复习环节中常感到痛苦和折磨：许多卡片，他觉得答案令人困惑，或是不明白它的重要性，或是觉得自己在机械复述而非真正理解。无论是复习花费的时间、难度还是收益，都比我预期的来得坏。理所当然地，Alex 逐渐反感记忆练习。\r\n\r\n我越来越倾向于认为这些问题的根源在于阅读理解。当 Alex 发现卡片的答案令人困惑时，我认为他阅读原文中的相关解释后依然会困惑。因此，这些问题很可能不是由遗忘引起的，除非 Alex 在阅读时由于对前提概念的记忆较差导致认知负荷过高。也就是说，如果你没记清电场的基本细节，你就会难以理解下一章关于高斯定律的解释。但是他对第一章的卡片也有困难，所以这并不能完全解释目前发生的事情。\r\n\r\n我们可以非常朴素地说：首先，请你理解材料；然后，我们会确保你记住它。这是两个互相独立的问题。SuperMemo 的创始人彼得·沃兹尼亚克（Piotr Wozniak）[提出了类似的观点](https://www.supermemo.com/en/archives1990-2015/articles/20rules)。这是一个很好的简化启发式方法\\*，但记忆系统的卡片与理解过程之间可能存在更复杂的关系。（\\*指提供一些简单的条例去做一个事情，这里就是 20 条要求去指导制卡？ ——译者注）\r\n\r\n **问题嵌入文内，促进理解** \r\n\r\n在诸如[《量子国度》](https://quantum.country/)的助记文本中，我们将提取练习直接穿插进文本中，因此每阅读几分钟后，你就会停下来回答关于刚刚阅读内容的问题。读者告诉我们，这种嵌入练习极大地改变了他们的阅读方式。关于文本中的「附加问题」的[现有研究](http://andymatuschak.org/files/papers/Hamaker - 1986 - The Effects of Adjunct Questions on Prose Learning.pdf)已经确定了四个明显的效果： \r\n\r\n1. **特定前溯效应（specific backward effects）：** 附加问题会让你主动回忆前面的信息，增加你未来回忆起它们的可能性（译注：这几个中文词我编的，不是术语，反正意思就是你被问过后，你会倒回去留意以前没注意的，也会更留意以后相关的）\r\n\r\n2. **一般前溯效应（general backward effects）：** 问题会引发对周边环绕文本和相关概念的脑内回顾，并进行深度加工；表现不佳可能会促使你重新阅读文本[4]\r\n\r\n3. **特定后溯效应（specific forward effects）：** 在后续文本里，你会更加关注问题所涉及的内容；你对相关的后续材料会有更好的回忆[5]\r\n\r\n4. **一般后溯效应（general forward effects）：** 再后续阅读时，你会更加专注，包括对于无关材料的专注；如果发现自己表现不佳，你可能会阅读得更慢、更仔细\r\n\r\n我的理解是：在一定程度上，所有这些效应都会发生，即使你对材料的理解得不是很好。实际上，遇到嵌入问题可能会向你「揭露」你没有理解材料的大事实，从而「促使」你去理解材料（例如更仔细地重读）。这些效应展现了一个比线性的「理解 -> 记忆」的过程更为复杂的模型。\r\n\r\n抛开具体的执行策略不谈，阅读理解在很大程度上与自我调节有关。你应该以多快的速度阅读？你应该关注什么？你应该对文本提出什么样的问题？你当前的行为在多大程度上产生了你想要的结果？当你的大脑被困难的材料占据时，你会很难回答这些元认知上的问题，尤其在你还没有养成自省的习惯时。嵌入练习在一定程度上外包了这些问答。嵌入的卡片建模了（一种特定类型的）「成功」阅读行为模式，它提供了反馈，并创造出思考和整合信息的自然停顿。\r\n\r\n **复习环节促进理解** \r\n\r\n让我们讨论你首次阅读之后最初的复习阶段，在几天和几周内。\r\n\r\n如果在这个阶段，你发现自己完全不能理解某张卡片，那么进行回忆练习可能对你的理解帮助不大，除非这促使你重新阅读原文。但这种撞上「不理解」的方式，是令人不快的。你不在书桌前；很难找到原文本；你要么打断复习过程去重读（很麻烦），要么标记该概念以供之后学习（不靠谱）。将该卡片标记为「已忘记」然后继续复习是很诱人的选择（没有软件会提供「我不理解这个」按钮！）。我和 Alex 做实验时，还不像助记媒介那样将问题嵌入到他的阅读中，所以他的感觉是，常常「几天后才发现理解问题」。\r\n\r\n但对于并非完全不能理解的例子来说，复习环节为更深入的理解提供了一个很好的机会。当你第一次回答问题的时候（阅读中），脑中的概念还很原始。但当你在几天或几周后再次回答时，你可能会以稍微不同的角度看待它。也许你已经阅读了更多依赖于这个概念的材料，或者你已经用它来解决过问题，或者你曾在谈话中提到过它。其中一些经历将与最初的细节一起重现。它们可能会帮助你注意到新的概念之间的联系。即使在我自己撰写卡片时，我也经常在经过几轮复习之后，才会意识到作者所表达的意思还有另一些重要方面。\r\n\r\n **提取促使增进理解的行动发生** \r\n\r\n假设你刚刚阅读了有关高斯定律的内容。你觉得你理解了作者的意思。你可以向别人解释它。你根据给出的示例学习如何使用它，且看到了它与库仑定律的关系。换句话说，你知道「作者的意思以及他这样说的（部分）原因」。在线性的「先理解后记忆」模型中，你已经完成了第一部分。\r\n\r\n但是，当你尝试在一道简单的练习题中使用高斯定律时，感到很费劲。你不断地翻回去查看定义和示例。如果你能解决这个问题，以及其他几个问题，你会更深入地理解高斯定律。例如，你会直观地理解公式表面积分里点乘的结果。但是对材料的记忆不牢固，导致你很难解答这个习题。\r\n\r\n如果你在几天内复习了相关的卡片，你就能将这些细节合并为更高层次的组块，并建立相关连接，这些连接会帮你在解决问题时以正确的时机提取到正确的知识细节。在做了一打习题后，你会对高斯定律的一些问题建立起解决过程上的自动化，这会使你更容易去解决更多问题，进而促进更多的理解。\r\n\r\n在这个故事中，我们翻转了「先理解后记忆」的模式：反而是记忆帮助了你创造某种理解。\r\n\r\n **制卡促进理解** \r\n\r\n到目前为止，我讨论了助记媒介的框架，即专家为你 —— 也就是读者 —— 编写记忆系统卡片。但是，如果你愿意并能够自己编写助记卡片，这个过程对你的理解会产生深远的影响。\r\n\r\n这个路线要求很苛刻。要写出好的助记卡片，你必须不断地思考：这段文本的哪些部分很重要，哪些不重要？我能用自己的话表述这个概念吗？这个概念与我已知的其他内容有什么联系？它与我的兴趣有什么联系？我能找到概念里需要写成卡片的边界条件吗？我能为实际问题生成一些例子吗？我能观察到作者的心智模型或动机的重要之处吗？这些编写卡片的问题在很大程度上与为理解而阅读的问题相重叠。而且在两种情况下，你都经常会发现，自己因为没有仔细阅读而无法回答这些问题。这给了你一些调节阅读所需的反馈。\r\n\r\n在上一段中提到的问题是你会对文本提出的问题，但是随着你更好地理解编写卡片的媒介的内禀「粒度」，你会注意到你也会对自己的 **卡片** 提出上述问题。你会看着你写的卡片思考：这是否概括了这个观点的核心？你会尝试完善卡片：这些细节中是否有不必要的、可去除的部分？你会想知道：我是否捕捉到（概念节点之间）所有重要的联系？你已经写了一张卡片来陈述 A 是 **这个** 情况；所以现在你自然地会问：我能否写一张卡片关于 A **为什么** 是这个情况的？通过回答这些问题，你对于所读材料的把握会更加明晰。\r\n\r\n所有这些，奇怪之处在于，表面上你创建这些卡片是为了以后记住这些细节。但很多时候，可能是创建卡片的过程本身——而不是后续的复习 —— 对你的学习体验影响更大。以至于你感觉可以扔掉这些卡片，只是把它们当作一种结构化的笔记方法。对此，[Michael Nielsen 指出](https://cognitivemedium.com/srs-mathematics)，对卡片后续的练习有极大的激励作用。抱着记笔记的念头，有时像是做抽象的作业，你知道你可能永远不会再看这些笔记，这会侵蚀你的动力。但如果你有过「记忆练习帮助你轻松牢记大量细节」的用户体验，就会对「为有趣想法编写新卡片」自动产生价值感。你会树立了这样的信念：「制卡有益」，你知道你将再次看到这些内容。你有信心持久地记住你所写的所有细节，所以这个过程感觉更真实、更有意义 [6]。即使其中许多卡片实际上只是「糟粕」，是写后即丢的引火物，这一点依然是对的。你用它们来理解材料，以写出一些你真正关心，愿意复习的卡片。\r\n\r\n当然，这是一个非常费力且困难的过程。这大概就是为什么助记媒介会完全自动化卡片编写过程。一些脚手架式的半自动领域也是值得探索的有趣之处。\r\n\r\n### **对我研究的影响** \r\n\r\n我最初以一种简单的方式框定我的目标：「让人们更容易记住他们所读的内容。」但在学习的情景和处理解释性文本的情境中，我更感兴趣的是「让人们更容易内化和运用复杂的思想。」这的确更有意思，但也意味着问题的扩大化。[上个月我写过](https://www.patreon.com/posts/83882597)，记忆系统可能需要扩展以支持实践问题解决。现在我谈的是，记忆系统可能需要扩展以支持阅读理解。\r\n\r\n扩大研究范围不一定是好主意，事实上反而可能比较糟糕。单单研究回忆、问题解决、阅读理解就已经耗费了很多人毕生精力，所以我并不打算着手解决整个问题。但由于这些问题之间存在明显的相互作用，如果在它们交织的部分上，对着不寻常的点进行深入思考，或许我会得到「解决其中某个问题子集」的更强大的方案 —— 相比于仅仅专注于单一方面（e.g. 记忆）而言。\r\n\r\n **以理解为中心的文内问题** \r\n\r\n前文，我们讨论了在助记媒介中嵌入的问题，是如何帮助提高阅读理解能力的。但值得注意的是，我们并不全都「试图」这么做。我说话仅代表我自己——Michael 的设计目标可能有所不同——我试图测试和强化读者对卡片中特定材料的记忆，并为后续的练习留一个入口。我们谈到了在阅读中实时「反馈」的概念，谈到了塑造好的助记卡片，但我们并没有采用一个明确的框架以系统性地促进阅读理解。\r\n\r\n这个问题很有意思：如果以增强阅读理解能力为主要目标，你会怎么设计呢？比如只是为了在元认知上获得同样的收益，你可能不需要问那么多的问题。如果只是为了元认知，更好的做法是在当天提出一两个更高层次的「解释性问题」，而推迟记忆细节到第二天。解释性的问题旨在促进对文本的深层加工和反思，我们（图它的过程）而不是答案本身 —— 答案本身可能根本不在文本中。对于回忆类型的卡片，我们在设计上不鼓励回头查看源文本；但对于这些理解类的卡片，我们希望界面上的设计不排斥甚至鼓励用户回滚页面、再次阅读。\r\n\r\n在受控的实验环境中，[有证据表明](http://andymatuschak.org/files/papers/Hamaker - 1986 - The Effects of Adjunct Questions on Prose Learning.pdf)这类问题可以帮助阅读理解。但我对这个方向并不是非常兴奋。很多书已经包含了类似的解释性问题；它们似乎并没有强大的影响力；那么我的建议又会有什么不同呢？关于这一点，许多教科书在文本中嵌入了类似提取练习的复习问题。助记媒介的不同之处在于，当你回答出现在助记文章中的问题时，你主观上的设定，是自己要记住答案直到 **永远** 。\r\n\r\n我发现，大多数情况下，我不喜欢回答书中与理解相关的问题。它们常常让人感到居高临下、无聊，就像令人不快的家庭作业。我不在乎回答这些问题，而且，（不管对错）我通常觉得这样做，对我关心的方面没有助益。\r\n\r\n **讨论题** \r\n\r\n教科书习题列表中的解释性问题？不行，无聊，我不在乎。但是在芝加哥大学的课堂上，讲师问了我一些解释性问题，我发现我愿意回答它们。有时候是因为问题非常有趣，但通常它们是一些简单的问题，比如：「亚里士多德对于 X 给出了什么样的理由？你相信吗？」\r\n\r\n我认为区别主要在于社交环境。一个我尊重的、真实的人正在问这个问题；他们会真正地与我的答案互动；其他学生可能会在我的回答上展开讨论，或者给出有趣的个人想法；讲师会把我们的答案与后续的问题联系起来，等等。这也部分关于我活动的构架或安排方式。我选择参加了这场关于书籍的讨论，所以这就是我要做的。我正在「讨论」，而不是「做无聊的阅读理解题」。\r\n\r\n当然，这些简单的「讨论」题常常揭示了我未能理解作者的意思。我要明确这一点：我在阅读理解方面也有困难！之前我与 Dwarkesh 呈现的情景中，他看到的我正处于「非常仔细的专家阅读模式」。我「上心」是因为我知道那是他想要看到的，而社交环境强化了我的参与感。当我处于「仔细加工文本以编写卡片的模式」时，我的理解力相当好。但在不那么极端的情况下，我经常会犯错。我希望有一种阅读增强技术，可以帮助确保我对一篇文本的理解达到我期望的深度——只要这种增强不会带来过于沉重的负担。\r\n\r\n这些讨论确实能够增强我的理解力，尽管进展非常缓慢，且覆盖面有限。而且，我做不到对我所阅读的一切都轻松地组织一场具有良好引导的讨论。对此，技术党的速答是：使用大语言模型（LLMs）！让一个机器人向我提问并为我的答案提供反馈。也许在未来的某个时候，我能够与机器人建立起持续的关系，但目前来说，我发现这种互动无法引起我的兴趣。我并不在乎回答机器人的问题；我知道它并不真正「想要」知道答案；它并不「关心」我的回答；我的答案对它来说没有「意义」，等等。\r\n\r\n还有一个可期的替代方案，可能接近于「[尽言复述](http://andymatuschak.org/files/papers/Simpson et al - 1994 - Elaborative verbal rehearsals and college students' cognitive performance.pdf)」。这是一个很简单的练习：在阅读完一段文字后，闭上眼睛用自己的话解释其内容。这种方式与问答的相似点是，它们都可以加强基础理解力，但两者的情绪感受却非常不同。特别是，它不会让我觉得在回答一个我不关心的无聊问题。对了，这里也有一些有趣的增强的余地。例如，目标文本可能有你在解释中没有包含的重要细节，因此可以在实时生成的语音文稿上进行涂画，圈出与它相冲突的部分。再比如可以用一些标记打在文本上，反映你理解了文本的含义，但不知道它为什么是重点。\r\n\r\n实用角度上，有一个重要的问题亟待解决：被要求记住从未理解的细节令人非常不快。避免这种情况的一种方法是促进理解，正如我们之前讨论的那样；另一种方法是避免问及尚未理解的材料。也许尽言复述提供了一种实现后者的方式：我们只会要求你记住你的解释中包含的细节。\r\n\r\n **开卷练习** \r\n\r\n我理想中的记忆系统不仅会加强我对一个概念的回忆，而且会随着时间的推移深化我对它的理解。我们已经[讨论](https://www.patreon.com/posts/83882597)了一些可能实现这一目标的方式，例如辅助式的问题解决实践、反思卡片、综合卡片等等。这些任务旨在从内部产生理解 —— 即：通过解决某种类型的问题，你会获得某种类型的洞见。\r\n\r\n但是，如果两周后我带着加强的记忆和新鲜的视角再读一次文本，或许也能够加深我的理解。我可能会更好地理解作者的某个观点的重要性，或者发现我在第一次阅读时错过的某种联系。当前的复习环节的模式存在一个限制，即它与文本是分离的；它基本上假设你在第一次阅复习读时就完全「理解」了一切。如果你没有理解，那么就一定视作一种简单的记忆失败。而复习环节实际上无法包含可以引导你重新解读文本提问。\r\n\r\n我想象中，可以围绕「开卷考试」设计一种复习界面。想象一下，在屏幕的一侧浮动一个卡片，而其余部分则用于显示原始文本。结构化、辅助式、有目的的重读可以直接融入到复习体验中。而且开卷考试[似乎](http://andymatuschak.org/files/papers/Agarwal et al - 2008 - Examining the testing effect with open- and closed-book tests.pdf)也能对长期记忆产生相当的效果。\r\n\r\n表面上看，这个建议似乎与我之前提出（并否掉了）的整合式理解问题非常相似。但是我认为有两个重要的区别。首先，我想象中引导阅读的卡片不会是简单的理解问题，而是深入探究的问题，鼓励读者以新的方式看待文本，或者与后续材料建立连接。其次，我认为在复习环节的情境中可以遇到相应问题这一点很重要。你已经同意了做练习，然后我们给出了练习题。当你阅读时，你可能会觉得自己同意的是阅读，而不是回答复习题。\r\n\r\n————————\r\n\r\n很明显，我还在摸索如何利用我近期对阅读理解和问题解决实践的观察。我怀疑这与记忆系统可能存在着一些有价值的可结合领域，等待着我们去发现。\r\n\r\n————————\r\n\r\n感谢 Michael Nielsen 和 Russel Simmons 针对这个话题的有益对话。同时也感谢 Dwarkesh Patel 和 Alex 分享他们的学习经验。\r\n\r\n **脚注** \r\n\r\n[1] 不幸的是，我找不到这篇文章的全文（《国家阅读会议年鉴》看起来像一个小型的论文集），所以在这里，我无法评估整个研究，只能总结概要。\r\n\r\n[2] 更多信息请见[这篇综述](http://andymatuschak.org/files/papers/Pressley et al - 1997 - Some of the Reasons Why Preparing for Exams Is So Hard.pdf)第九页第一段所包含的参考文献。\r\n\r\n[3] 这一视频将在接下来的几周内发布，同时还会有一个更传统的采访。\r\n\r\n[4] Hamaker 的综述没有讨论后一观点，但我从助记媒介的读者那里听到过很多这样的反馈。有趣的是，我在有关附加问题或阅读理解的文献中尚未找到探索这种效应的研究。可能是因为我还没有找到合适的专业术语。\r\n\r\n[5] Hamaker 的综述没有讨论后一观点，且这一观点的研究程度不如我提到的其他效应，但通常将其称为「测试强化学习」或「[前向测试效应](https://en.wikipedia.org/wiki/Forward_testing_effect#cite_note-WhiffenKarpicke2017-4)」。例如，可以参考 [Arnold 和 McDermott 的论文《测试强化学习：区分测试的直接效应和间接效应（Test-Potentiated Learning: Distinguishing Between Direct and Indirect Effects of Tests）》（2013 年）](http://andymatuschak.org/files/papers/Arnold, McDermott - 2013 - Test-Potentiated Learning.pdf)。\r\n\r\n[6] 这种建立信念的过程部分说明了为什么「仅仅机械地重复答案」的经历极为有害。问题不仅仅在于那一刻感觉像是浪费时间，或者你没有理解自己想要理解的东西。这种经历（理所当然地）破坏了你对记忆练习的价值的信念。", + "type": "text/markdown", + "caption": " 阅读理解与记忆系统\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reading comprehension and memory systems" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Reflections on 2020 as an independent researcher.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Reflections on 2020 as an independent researcher.json" new file mode 100644 index 0000000..ad8546a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Reflections on 2020 as an independent researcher.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Reflections on 2020 as an independent researcher", + "text": "# 当一位独立研究者反思 2020 年\r\n\r\n原文：[Reflections on 2020 as an independent researcher | Andy Matuschak](https://andymatuschak.org/2020/)\r\n\r\n2020 年是我成为「独立研究者」的第二年。这个工作名字听起来很古怪，但给了我很多自由，我对此很感激。不过这个工作也不太明确。对于已存有的机构和角色通常自然而然便可提供的模式和结构，我尚需自行毫无导引地摸索。为拉开 2021 年的序幕，我将分享我所学到的一些东西，以及似乎是最相关的关键问题。这些观察自然是相当个人化的，但我希望它们能够引起其他考虑走类似道路的人的兴趣，发挥一些作用。\r\n\r\n## 1. 为什么要独立工作？\r\n\r\n我对为独立而独立不感兴趣。我的兴趣是创造可以大大扩展人们思考和行动的环境。实现这个目标——而非一个特定的头衔、角色或做法——是我工作的动力。当我用「独立研究者」这样的短语来描述我的工作时，这个头衔是一种简略表述，代表了我真正重视的东西：探索的自由。\r\n\r\n就这一点而言，我对「独立研究者」是否是一个稳定或理想的长期身份持怀疑态度。独立性提供了自由，但它也有相当大的局限性，我将在这篇文章的后面详细讨论。如果工作进展顺利，独立研究者很可能会找到令人信服的机会，发展成为一些更高杠杆的机构——工作室、基金会、学术中心、企业。如果工作进展不顺利，大多数独立研究者将很难维持下去。\r\n\r\n对我而言，我的志向不仅仅是解决目标问题，比如说，[忘记了你读过的内容](https://andymatuschak.org/books)。我想更深入地理解赋能环境的属性——操作原则、设计程序和模式、与个人和社会认知的关系——[以培养一个经常发明这种新环境的社区](https://numinous.productions/ttft/)。领域的创造十有八九会包括机构的创造。但我现在的理解尚浅，无法看到更多。\r\n\r\n### 为什么不创办一家初创公司呢？\r\n\r\n我通过制作软件来理解理论，而且我住在旧金山，所以人们常常以为我打算成立一家创业公司。但我的兴趣与[创业公司的基本动力：增长](http://paulgraham.com/growth.html)不一致。我对创造深刻见解感兴趣，对创造增长不感兴趣，除非增长是理解我试图探索的想法所必需的。\r\n\r\n一些公司想出了如何协调这些目标，使边际收益/利用率能够带来边际的基本洞见，而基本洞见又能带来边际收益/利用率，以此类推，形成一个良性的循环。皮克斯就是一个很好的例子。尖端的图形学研究促成了新的叙事方式，其带来的收益又资助了更多的研究。可以肯定的是，许多初创公司确实发现了基本洞见，但通常是作为一种和公司的根本目标不一致的手段。像皮克斯这样的稳定循环是相当罕见的。你需要一个具体的理论，说明为什么一个特定的商业模式与一个特定类型的洞见生成有关。你还需要解释为什么边际洞见仍然是边际业务的 **持续** 的前提条件，而不是在省事时可以削减的「可有可无的东西」。对于我自己的工作，我还没有这样的理论。这种飞轮效应在我的领域里极其罕见，因为[新颖的接口创意通常是公共物品](https://numinous.productions/ttft/#why-not-more-work)。它们的开发可能需要大量的投资，但一旦创造出来，往往可以被其他人低成本复制，而发明者的回报有限。\r\n\r\n我不得不为自己理清一个相关的问题：我真正的目标是洞察力，还是影响力？我的目标仅仅是发明这样的环境——还是要将其操作化、规模化和推广？好吧，我的工作确实是[受使用启发](https://en.wikipedia.org/wiki/Pasteur's_quadrant)；我更认同应用研究人员，而不是纯粹受发现驱动的基础科学家。所以我不想在一个没有可能产生变革性影响的项目上工作。但是，只要我有一些关于这种影响如何产生的有说服力的理论，我就更愿意专注于通过原型产生洞察力。我更愿意让别人把这些洞察力变成可扩展的产品。\r\n\r\n换个说法，我在此引用一句关于创业公司的常见套话：「创意低贱；执行为王」(ideas are cheap, execution is what matters). 这句话是个不错的的经验法则，或许被过分强调了——但不是因为新创意不重要。创业公司是脆弱的。它们通常专注于执行力为主要竞争力的利基市场，这是因为它们 **不得不** 如此。如果面对的利基市场要求公司兼备出色的执行力，以及深刻的原创性洞察力，那么创业公司往往无法存活。从这个视角出发，我找到了描述我的目标的一种方式：把想法完善得足够「显然」，跻身「低贱」的创意食粮之列，让未来某批参加 YC 课程的创业公司可以用得上。\r\n\r\n令我对创业犹豫不决的另一个关键错位是「文化」。科技文化与研究文化不同，而我在科技文化（的倾向）已经有了相当大的比重。任何在某个行业工作了一段时间的人都倾向于采用该行业的文化元素——包括流程、标准、价值观和隐性知识。当然，这其中有很多非常有价值，但这些标准也造成了限制。\r\n\r\n例如，科技文化的节奏比研究文化快得多。对硅谷的技术人员来说，一个「大型项目」可能持续一年或两年的时间；而对研究人员来说，一个「大型项目」可能持续十年。坚持解决一个困难的问题，对一个技术人员来说可能需要数十小时，而对一个研究人员来说，无论怎样高效也需要成百（上千）小时。这并不是因为技术人员天生懒惰：事实上在制造业，花几百个小时来思考某一个问题通常不是个好主意。最好是创造一个符合 80/20 原则的解决方案或尝试不同的方法。但是，基础性的深刻见解往往需要更多耐心和专注的思考，而无法用科技文化天然鼓励的启发式方法。来自科技行业的我，对于我正在处理的许多问题，常常会严重错估其进展速度。当我觉得我已经对一个问题苦思冥想了很久的时候，其实才花费了几十个小时而已。这算不了什么！这种心态不仅会使我错过我探求的结果，还会顺带把我逼疯。我正在努力更放松的面对慢节奏。\r\n\r\n### 为什么不成为一名学者？\r\n\r\n如果我对探索的自由感兴趣，并专注于产生洞察力，为什么不加入学术界？有一些无聊的答案：「要么出版，要么灭亡」，「资助跑步机」，霸道的行政责任，保守主义等等。但真正的原因是我选择的领域。我的目标、价值观和实践与最自然地承载我的工作的学术学科——人机交互（HCI）——很不一致。如果在另一个宇宙中，我对不同的主题感兴趣，我很有可能会成为一名学者。\r\n\r\n这是不带偏见的说法。主观和更具煽动性的说法是，我觉得 HCI 的学术研究阻碍了视野和想象力。看起来局部问题是该领域过分追求成为一门科学。它强调经验方法，经常对无趣乏味的系统进行精心的人工评估。同行评审员似乎更青睐分析和数据，而不是独创性和引人入胜的研究方向。[这个领域不鼓励建立足以探索新模式的重要系统](https://dubfuture.blogspot.com/2009/11/i-give-up-on-chiuist.html)；发表的系统很少由[严肃的使用环境](https://numinous.productions/ttft/#serious-work)驱动。我每年都会阅读（ HCI 的）重要会议论文集，然而通过研究游戏设计师和特立独行的 Twitter 多面手，我学到的 HCI 知识要比读论文集多得多。当然，也有一些研究人员克服该领域的挑战做出了大量的工作。你很难不被 Hiroshi Ishii 或 Ken Perlin 这样的人所启发。我得声明，以上是对该领域的评论，不针对其中的个人，他们一直给我留下善良和好心的印象。但不利因素似乎太强，无法克服。\r\n\r\n我再分享一个关于这个领域的故事。我注意到我喜欢的几篇论文上有一个教授的名字，所以我邀请他们来聊天。我们就这个领域的话题进行了友好而广泛的交谈。然后在一个点上，我问道：「您是如何在推进实验室的长期研究计划和支持您的研究生的研究之间取得平衡的？」他们有些惊愕地回答：「哦，不不，你搞错了。我主要是帮助学生进行他们自己的研究项目。我并没有推动我自己的任何长期研究计划」。我怀疑他们夸大了自己的立场。表面之下，我可以看到一些一致理论贯穿学生论文。但是，如果所有的教授都真的抱着这样的信念来进行研究，可以想见会发生的问题。整个领域将只由学生的工作组成，没有任何场所让高级研究人员随着时间的推移形成自己的想法。我确信这不是实际发生的情况，但定性地看，这与我在阅读主要会议的论文集时得到的感觉并没有什么不同：感觉就像在浏览一片汹涌的泡沫——微小的孤立研究很少被纳入更广泛的潮流。\r\n\r\n我批评 HCI 的学术研究的原因不是出于恶意，而是出于真正的困惑。老实说，我不明白为什么这个领域会变成看上去的那样。要是我错了，该多好。如果你认为我误解了什么，请多多指教。也许问题在于，我实际上是在试图启动一个还不存在的领域，所以当然 HCI 看起来是错位的。也许这是我的 [Bryan Caplan 的酸葡萄](https://www.econlib.org/call-it-sour-grapes/)版本。也许我太傲慢或太闭塞了。\r\n\r\n所以我独立工作。不是因为这是一个理想的安排，而是因为我没有看到一个好的替代方案。我还不知道如何创建或加入一个机构，以实现更好的工作。部分麻烦来自于在一个原始领域工作，没有足够坚实的方法论或原则来有效地支持一批新研究者。事实上，我对自己的项目还不够了解，无法有效地围绕项目协调大型团队，尽管多来几个人我肯定可以派上用场。当然，最实际的增量制约因素是资金。让我们来谈谈资金问题。\r\n\r\n## 2. 众筹研究的意外成功\r\n\r\n当我在 2019 年初离开可汗学院时，我和我（非常善解人意的）妻子制定了一个粗略的计划：在 2019 年，我会专注于工作，完全不考虑资金问题；在 2020 年，我会想出一些可持续发展的计划，并开始朝着这个方向前进；希望到 2021 年底，我们会停止烧钱。我的合作者[迈克尔·尼尔森](https://michaelnielsen.org/)建议我们在 [Patreon](http://patreon.com/quantumcountry) 上建立项目，为我们的工作筹集资金，我没有多想就同意了。他现在已经离开了，但我很感谢他的早期推动。\r\n\r\n不到两年后，我的赞助人已经众筹出了大约一个研究生的奖学金补助。这不是一笔巨款，但足以支付我的生活费用。这是一个重要的里程碑！只要这个收入流继续下去，我的跑道就可以无限期延长，或者至少在我开始为无法储蓄而感到紧张之前。我的目标是在 2020 年结束时制定一个如何最终资助我的工作的计划，但我现在惊讶地发现自己在 2020 年结束时就有了充足的资金。\r\n\r\n这是一个其他独立研究人员可以使用的模式吗？我的故事不一定具有普遍性，但我将分享一些观察结果，这些观察结果可能对其他有兴趣尝试众筹研究的人有用。\r\n\r\n### 增长的众筹研究基金\r\n\r\n首先，我们应该研究增长和流失的动力。如果要成为独立研究的可行来源，资金必须是 **稳定的** 。在 **技术与勇气** 中，[Ivan Sutherland 将勇气描述为研究的关键因素之一](http://andymatuschak.org/files/papers/Sutherland - 1996 - Technology and Courage.pdf)并指出：\r\n\r\n> 我发现我只有这么多的余地来承担风险。当我能减少我生活中某些方面的风险时，我就能更容易面对其他领域的风险。我通过减少我在其他领域对勇气的需求来为自己提供做一些事情的勇气。\r\n\r\n这显然符合我的经验，不仅是在 Patreon 方面，而且在婚姻、房屋所有权、对幸福的投资等方面。\r\n\r\n这些图表描述了我在 2020 年的月收入和月会员人数增长的趋势（差异是由于赞助人的认捐数额分布的波动造成的）：\r\n\r\n[img [Roughly linear graph of Patreon pledge growth|https://andymatuschak.org/static/2020/graph.png]]\r\n\r\n那么，总体而言，我的 Patreon 经历的特点是不太快但稳定的增长。为了了解资金的稳定程度，我们应该了解流失的变化，而这些图表并没有描述这一点。这方面的情况看起来还不错：每月的新増赞助人比率（中位数，第25-75%）为 9%（8-15%）；每月流失的赞助人比率为 3%（2-4%）。这显示出合理的稳定性，尽管流失量应该随着时间的推移而增加，因为我的 Patreon 账户是新的，而新赞助人的增长可能会随着对我感兴趣的受众的饱和而下降。\r\n\r\n年度计费对我很有帮助。大约有四分之一的新赞助人选择按年认捐。假设资助稳定增长，那么，这些赞助人的年度捐赠使我的资助增长曲线快进了约三个月。年度认捐还为估量资助的稳定性提供了一个有用的额外方法。\r\n\r\n我在 Patreon 上提供了三个资助级别：5 美元、20 美元和 100 美元。目前，这三个级别几乎是我随意指定的——唯一的区别是 100 美元级别可享有公开署名权（似乎没有赞助者很关心这个）。但是这些级别使人们可以根据他们的兴趣和能力来调节他们的支持力度。我对价格组合的效果相当满意。我的大半资助来自 5 美元级别的赞助人，而少数更慷慨的赞助人的捐款则大大增加了我的资金。总的来说，这种组合产生了足以维持生计的资金，也不会让我有面对单独资助者时的心理负担。这使我可以保持良好的心态。在可汗学院时，我们经常相当依赖少数提供巨额资金的捐赠者，因此我们经常为讨好他们而烦恼；如果某个人拒绝再提供一笔资助，会给我们的财务状况造成巨大的压力。「草根」环境为我和资助人创造了一种更健康的人际关系——其中一些人是私人朋友，我不希望有人出于某种负罪感而觉得必须继续资助我。\r\n\r\n赞助人的增长看上去大致是线性的，但你会注意到在 5 月前后，图表的斜率出现了变化。那时，我决定尝试分享更多赞助人专属的创作内容。这个策略似乎确实起到了吸引作用，尽管我实际上并不确定独家性有多重要。这些文章推动了新赞助人数量的增长，我推测部分原因是，赞助人网络中的其他人有了更多机会偶然发现我的作品。较高的增长速度，是因为人们想要解锁付费门槛，还是因为文章创造了流量？我几乎没有推广我的 Patreon，因为我还不知道如何以一种让我感到舒服的方式来推广。所以，这种类型的流量可能很重要。\r\n\r\n### 公开研究\r\n\r\n众筹研究的一个惊喜是，我很高兴与热衷于我的想法的群体建立了更密切的关系。但是，为了做好工作，我不应过多考虑资金和赞助人。那么，持续提供独家内容的承诺造成了一些紧张感。与典型的付费通讯或博客不同，面向赞助人的独家内容是我主要工作的次要副产品。在这方面，我不是一个传统的「内容创作者」。我发现自己有时候会去想我接下来要给赞助人创作或报告些什么。这可不好。这种过于认真的心态，会助长旨在讨好他人的浮浅工作。此外，我也是人，所以我自然希望报告成功。但是这会造成压力，正如科学出版中已存在的一样：短期主义、保守主义、出版偏见、有害的过度宣扬。在研究中，非常重要的一点是，你要对自己「诚实到近乎残忍」。我认为，如果做不到对现实视而不见，你就不可能为你的「巨大进展」制作营销信息——这意味着你在与他人谈论你的工作时，最好要「诚实到近乎残忍」。\r\n\r\n作为对策，我尝试实践迈克尔所说的「反营销」策略。也就是说，要使大众的关注点集中于我的项目中最不乐观的部分——哪些是令人困惑的，哪些是令人沮丧的，哪些是不成功的。很难始终做到这一点，但当「反营销」成为目标时，有趣的挑战就变成了积极的东西：成为公众对话的有用素材，而不是被扫到地毯下。我猜想这也会使我与读者建立起更深刻、更真实的关系。\r\n\r\n更宽泛地说，我今年试验了一种心态，我称之为「[开门造车](https://notes.andymatuschak.org/z21cgR9K3UcQ5a7yPsj2RUim3oM2TzdBByZu)」。我试图分享我的工作过程中粗略的、正在进行的部分，包括存放我大部分日常思考的[工作笔记](https://notes.andymatuschak.org/About_these_notes)。当我采用正确的心态时，这种做法效果相当好——我分享的是作为我主要工作的一部分而制作的东西，而不是专门为发表而制作的东西。\r\n\r\n这种做法产生了更多「自由的」对话和偶然收获。值得注意的是，在大多数方面，相较于页面浏览量或其他更传统的指标，不寻常的收获对我的工作来说是一个更好的先导指标。流行的项目可能会获得更多的大众关注，但来自特别的、非凡的人的关注却 **少得多** 。这些人往往会引入令人惊讶（且更有意义）的见解和机会。\r\n\r\n除了可能的干扰和曲解外，在与广大读者谈论正在进行的研究时，还有另一个小问题。你的想法中最清晰、最熟悉的部分是你最容易沟通的部分，也是你的交流对象最容易掌握的部分。通常情况下，这些元素已经有点主流甚至是陈词滥调了。其他人很可能有许多关于这些想法的思考缓存（cached thoughts），而且这些思考缓存往往会被渐进式地理解。\r\n\r\n但是，如果你在做一些原创性工作，这些工作最有趣的方面，往往是别人和（尤其是）你最不了解的方面。特别是在早期，你可能无法很清楚地表达你想所追求的新元素。这个新元素听起来可能仅仅像特别的副词，或是看似无伤大雅的修饰词。其他人对你的作品的反馈，倾向于强调最主流的元素，因为对于你都不理解的地方，他们可能没注意到，甚至无从回答。这样的对话往往会把你拖回主流道路。这是一种思想上的「均值回归」。\r\n\r\n优秀的同事和合作者会主动采取措施来避免这种倾向。例如，如果迈克尔听到我在谈论一些好似无关紧要的想法，他会故意调整对话走向，直击我言语模糊之处，这正是我竭力超越典型解释的地方。这个做法归属于一个更广泛的行为，他称之为「赋能倾听（listening for enablement）」。我在可汗学院时的研究同事 [May-Li Khoe](http://maylikhoe.com/) ，听到我描述一些我自己都不太理解的想法时，会在难以预料的地方即兴思考，以此回应。她的简略描述往往探索的是截然不同的路径，但这些生动的回应，往往可以帮助我更好地理解自己的零星想法。不幸的是，我还不知道在与广大读者定期讨论想法时，该如何避免这一「回归」问题。\r\n\r\n### 赞助人买的是什么？\r\n\r\n免费网站通常有一个「捐赠」按钮，上面写着「如果你喜欢这份（免费）内容，请考虑用捐赠来表达你的感谢」。这就是我们一开始对 Patreon 的认知：差不多就是个小费罐。但在赞助模式中，人们持续资助着我的工作。小费罐模式并不能很好地解释这种行为：为什么（人们）会因为对旧材料的谢意而持续捐赠？\r\n\r\n在与赞助人的互动中，我惊讶地发现，利他主义很少是主导力量。赞助人大多不认为自己是在为已有的工作成果买单；他们是在为我未来的工作产出买单。\r\n\r\n从这个角度来看，把工作成果的生产本身看作是一种产品可能更有意义。当赞助人购买该产品时，他们购买的是什么？在其最不可抗拒的形式中，赞助人的资助 **带来未来工作成果的产出，且没有资助就不会有产出** 。也许没有赞助人的资助，创作者必须花一些时间做自由职业者来支付账单，因此他们的项目范围受限；但有了资助，创作者就可以全职从事更艰巨的项目。或者，他们可以聘请自由艺术家为他们的游戏绘制插图等等。这就像 Kickstarter 的众筹活动，只不过是以一种持续的方式，而不是只有一次性付出。对当下的我来说，小额资助为我买到了一些更微妙的东西：不断增长的信心和稳定性；不必取悦基金会或投资者的自由。随着资金的不断增长，小额资助很可能使我可以将一部分工作外包，以扩大项目范围。\r\n\r\n在 2020 年 12 月，我请求我的赞助者简要解释，为什么他们支持我的工作。大约有四分之一的赞助者回信了。绝大多数人写道，他们的动机是支持我未来产出工作成果。有些人目的比较具体，他们想使用我正在开发的原型；其他人只是想看到某些想法得到进一步完善。大约三分之一的人写道，他们资助的是「[人，而不是项目](https://www.nature.com/articles/477529a)」，普遍对我未来工作的吸引力抱有信心。自然，这是我最喜欢的一种支持。与此不同，第二类常见动机则只是为了获取独家内容。\r\n\r\n我曾考虑让赞助人从事先写好的列表中选出最喜欢的几个原因，但我后来认为阅读开放式的答复会更有趣。我很高兴我这样做了！我不曾设想过以下动机中的任何一个，但每一个都有 10% 以上的受访者表达了出来：\r\n\r\n- 赞助机制创造了一种处于新事物「前沿」的感觉\r\n\r\n- 参与众筹研究这个实验\r\n\r\n- 「近距离」观看我的工作是个人灵感的来源\r\n\r\n- 想支持广泛意义上的「思想工具」（而不是我的任何具体项目）\r\n\r\n了解这一切有助于我更好地确定如何公布描述并关联 Patreon。例如，将独家内容作为重要动机的读者相对较少，但它显然加速了资金的增长。看到赞助人的这些反应，我深入研究了数据，发现在我开始与赞助人分享额外的内容后，赞助人的退出率下降了大约一半。我目前的理论是，对许多赞助人来说，这种内部内容之所以很重要，主要是因为它加强了「是他们的支持 **创造** 了边际生产」这一印象（这大概是真的），这是迄今为止人们提到的最主要的动机。\r\n\r\n### 我的可持续发展之路\r\n\r\n我在众筹方面取得了微小成功，这种做法可重复性如何？其他人能走这条路吗？我不知道，但有必要阐明一些可能至关重要的因素。往高了说，我的故事是借力科技行业的[职业资本](https://concepts.effectivealtruism.org/concepts/career-capital/)的故事。[正如 Adam Wiggins 所建议的那样](https://adamwiggins.com/making-computers-better/together)，我猜想，很多有数年行业经验的技术人员都可能做到这一点。\r\n\r\n首先，也是最重要的是，我在经济上可以做到几年内（按原计划）无任何收入也可以维持生计。对大众而言，这是少见而幸运的！不过，对于许多科技工作者来说，这并不是一个非常离谱的目标。这些资本大部分来自于在苹果公司工作的五年：加入可汗学院（一个非营利组织）使我的收入减少了三分之二。旧金山的房价相当昂贵，但我们通过用买房替代租房降低了成本，当然这也需要资本。我妻子的大方和通情达理是罕见而必不可少的。不过从实际情况来看，她的医生职业也很有帮助。从 2011 年到 2020 年中，她一直在接受培训（学医太疯狂了！），最近则开始担任她的第一个「正式」主治医生职位，现在终于有了自己的高收入潜力。此外，我们没有（也没有计划要）孩子；抵押贷款是我们唯一的债务；我们各自的原生家庭也不需要我们在经济上予以支持。除了居住在旧金山这一点以外，这是一个相当理想的财务状况。\r\n\r\n我应该提到，对我（以及其他许多科技工作者）来说，还有一条直截了当的道路，根本不需要众筹。在我离开苹果公司之前，我的计划是攒够钱，在辞职之后持续用利息给自己提供研究生津贴。如果我足够勤奋，这本来需要再来五年左右。这似乎是很容易实现的，尽管当时苹果公司的工作让我感到乏味，甚至到了可能会造成一些永久性伤害的程度！\r\n\r\n虽然我计划在没有收入的情况下生活，但我通过成为 [Emergent Ventures](https://www.mercatus.org/emergent-ventures) 赠款的幸运接受者，避免了动用储蓄。这涵盖了我第一年的开支。我当然会向其他试图寻找支持其独立工作的人推荐 Emergent Ventures。我的申请只花了几个小时；我与 Tyler Cowen 进行了半小时深思熟虑的愉快谈话；他们在几天内就做出了决定；我唯一的义务是向他们发送一些简短的报告。与我平时和基金会打交道时的沉重经历相比，Emergent Ventures令人愉快，而且给了我勇气。这笔资助引导我成功创业：在资助用完时，我的赞助人们（的支持）已经几乎能覆盖我的大部分开销。自我淘汰似乎是慈善资助的一个理想结果。我猜这种引导对很多人的独立工作众筹相当重要：赞助人需要时间来积累，但最初的几百笔捐款还不足以让你辞职。\r\n\r\n撇开资金不谈，有一些相关的职业资本因素可能对我的工作进展也至关重要。它们可能对其他从事类似工作的人也很重要。\r\n\r\n首先，也是最重要的是，我有足够的专业经验，建立了一个罕见的技能组合。我可以独立研究、设计、实施、分析和报告新颖的软件环境。当然，我不是世界级的平面设计师或文献审核人，但我能够独自执行整个端到端的过程，这一点意义重大。另外，还有一个程度的问题。能够建立系统雏形很重要，但我能更容易地建立经过高度打磨的成品系统，这些系统能够有组织地吸引用户，且能够与严肃的真实世界的情境相接洽。我猜想，学术 HCI 的一个关键挑战是，研究人员往往缺乏设计和执行面向消费者质量的软件的技能（如果有这种倾向的话）。没有这些技能，许多项目就会止步于玩具阶段。\r\n\r\n我过去的经历也产生了必要的社会资本。大多数人似乎并不关心我是独立开发者，但我怀疑这只是因为我可以在介绍自己时说我在苹果公司帮助建立了 iOS 系统，并在可汗学院领导研发工作。如果没有某种强有力的社会证明，可能很难让人认真关注我的工作。按照同样的思路，我过去的工作和写作已经积累了一个不太大但足够可观的网上读者群体。我不需要学术期刊或出版商推销我的作品，因为我可以在 Twitter 上「发表」。按照「公共知识分子」的标准，我的读者不算太多，但它足以产生强大的网络效应，使我的工作得到相当广泛的传播，并促使人们建立有趣的内在联系。这个网络也是我大多数赞助人的来源。我想，如果没有 Twitter，我不可能招募到这样的资助者受众——至少不可能让我在几乎毫不费力和为此而分心的情况下招募到。\r\n\r\n因此，我的职业旅程似乎有一些重要的路径依赖。如果我试图立即进入我现在的工作，我就会缺乏许多关键的技能；我就会工作得太慢；我就会为推广我的工作和向资助者推销而分心。也许尽管有这些挑战，我还是会进展顺利。我不确定！但我的经验确实表明，更多的「主任/首席」级别的科技工作者可以成功地转向独立实践。\r\n\r\n我对最后这一点不太确定，但我怀疑我的工作取决于在旧金山生活的时间。在 COVID 大流行之前，我的大部分晚上都是在谈话中度过的，这些谈话强化了认真、高强度、不合群、机敏等心态。Patrick Collison [建议](https://patrickcollison.com/advice)：「想办法去旧金山旅行，认识其他搬到那里追求梦想的人。为什么是旧金山？旧金山是高度开放、聪明、有活力、乐观的人的谢林点*。全球怪胎的总部。」我认为他是对的。在这里生活深深地改变了我。也许其他地方在类似的维度上也会有类似（或更好？）的影响。例如，我喜欢在马萨诸塞州剑桥市的谈话对我的精神状态的影响。但是当我住在俄勒冈州的波特兰，举例来说，这样的环境倾向于强调一套不同的价值观：社区、工艺、可持续性、享受。我也喜欢这些价值观，但我怀疑它们不会如此自然地加强我现在的工作。（译注：Schelling point：谢林点，是博弈论中人们在没有沟通的情况下的选择倾向，做出这一选择可能因为它看起来自然、特别、或者与选择者有关。）\r\n\r\n你能通过互联网吸收一个场景的价值观吗？当然，在某种程度上，我青少年时期在圣路易斯生活时做到了这一点。从那时起，社交技术才开始进步。在许多方面，像 Twitter 这样的分布式网络比现场互动能更流畅地传递价值。但我感觉到网络互动中的带宽限制很显著。如果不能持续地亲身沉浸其中，有些深度很难吸收。\r\n\r\n## 3. 独自工作\r\n\r\n我可能是在独立工作，但这不一定意味着独自工作。\r\n\r\n### 独自执行\r\n\r\n我很感激自己的工作有一个适度的、可能是可持续的资金来源。但正如化名博主 Applied Divinity Studies [所写](http://mail01.tinyletterapp.com/AppliedDivinityStudies/about-applied-divinity-studies/18411054-applieddivinitystudies.com/hiatus/?c=7759c90d-0b72-4152-bd07-f6e91b678096)（在获得自己的 Emergent Ventures 资助后）：\r\n\r\n> 我想，人们的期望是我把钱存起来或花在房租上。其隐含假设是，我的资金消耗率定义了我跑道（的长度），而钱能用来延长我继续做我已经在做的事情的时间。\r\n\r\n> 但这太愚蠢了。这不是任何有抱负的人花钱的方式，也不是长期发展的途径。我肯定有办法把这些钱真正用于做更好的工作，赚更多的钱，并且实现指数增长？……除了把钱给房东，我肯定还能用这些钱做点什么？\r\n\r\n自 2018 年以来，工作时我一直在写一个相关的指标：为了达到目标，我认为自己能有效利用多少资本（比如说，每年）？在 2019 年初，它是几万块；现在我想把这个数字调整到一两百万。这仍然不太多，但至少它在不断攀升。与之前不同的是，我现在很了解这项工作，足以设想如何与团队一起加快进度。\r\n\r\n我也明白，我独自完成我手头上的这种项目，会面临一个巨大的挑战。我可能是个万事通，但落到实践上时，我担心我如果也包揽各种概念的实现，就无法完成优质的研究。这个问题的简单版本是，有很多原型想法是我没有选择去探索的，因为探索要花的时间会很长，而且还有很多概念是我已经勾勒出轮廓，但没有时间去实现的。但是这里面还有个更深刻的问题。\r\n\r\n我的研究方法需要开发新的软件界面来表达我的见解，然后研究这些界面和它们的用例，从中获得新的见解，如此循环。迈克尔和我称之为「[实践出洞见](https://numinous.productions/ttft/#how-to-invent-hindu-arabic-numerals)」。然而在实践中，埋头开发规模足够大的软件工程项目的同时，便很难深入思考理论。两种活动的思维状态截然不同。此外，如果每天花很多时间思考、写作和学习，开发软件的动力便难以构建起来。更糟的是：在软件开发和研究思考之间转换的成本很高。我试图把一天分为「构建」和「思考」两部分，甚至是一周，但不是很成功。\r\n\r\n2020 年 3 月，我为[助记媒介](https://numinous.productions/ttft/#introducing-mnemonic-medium)写了一份研究问题清单，之后便着手开发 [Orbit](https://withorbit.com/)。我计划借助 Orbit 来研究这些问题。九个月后，这些研究问题的进展乏善可陈。我基本投身于开发 Orbit 上了。有时候我需要「强制切换」才能回去考虑这些问题一段时间。这时候，我又很难为 Orbit 构建什么有用的东西。\r\n\r\n也许没关系。我只是需要在一种或另一种模式中一次花费数月的时间，我需要更有耐心。但是，当我投入到软件开发中，完成每天的开发进度时，我就会思维局限，视野狭窄（tunnel-vision），全神贯注在软件系统和其问题上。问题是不仅要在当时摆脱狭窄视野。我担心这种工程心态（engineering mindset）会阻碍我作为一个研究者的成长（目前仍处于初级阶段），甚至在紧张的实施期过后的几周也是如此。\r\n\r\n缓慢地来回循环的另一个问题是，反馈环路会变得过长。例如，在二月份，迈克尔和我发布了一项尝试，包含一种新的间隔重复卡片，即「[应用卡片](https://notes.andymatuschak.org/The_mnemonic_medium_can_help_readers_apply_what_they've_learned_through_simple_application_prompts)」，我们认为这可能有助于读者应用他们所读的东西。我们已经围绕这些卡片进行了一些初步的分析和采访，但事实上，自从它们问世以来，我们对它们的了解出奇地少——主要是因为我一直专注于构建 Orbit。对我这一年的一个非常合理的批评是，在我充分利用已有的观测站之前，我又建立了一个宏伟的新观测站。\r\n\r\n至少我对自己的部分项目已经很了解，可以通过引入以执行为导向的伙伴来加速它们。在 2021 年，我想尝试与志愿者和用合同雇佣的合作者（这取决于众筹资金）一起实验。协调开销很容易对我的工作造成净损害——所以这个目标将取决于能否找到合适的人。\r\n\r\n### 文化和场域天才\r\n\r\n我可能不想加入学术界，但我深深地羡慕一个发展良好的领域的智力亲属关系。单人做工程有相当明显的局限性；单人做研究会带来更微妙的问题。我很感激与其他从事相关工作的人所进行的断断续续的对话，但在大多数情况下这是不够的。\r\n\r\n我想成为一群[场域天才](https://kk.org/thetechnium/scenius-or-comm/)中的一员，其中有很多认真的、有能力的人，全职从事有关赋能环境的原创研究。我想参加座谈会，会上要经常有能让我惊叹的想法。我希望我的同行们能够坦率地指出我的想法的局限性，然后和我一起改进它们。\r\n\r\n我还不知道如何实现这一目标。我的领域雏形（有希望）拥有一个场域天才的雏形：许多兼职的多面手，许多初创公司在有空闲的时候做一些研究性的工作。资金是限制全职工作发展的一个因素。而文化是另一个。这个领域，只要存在，就主要是从科技文化中汲取其规范和价值——就像我最初做的那样。我喜欢艺术文化对这个领域的影响，它能鼓励一个更广阔的、有趣的设计方向。但是我担心，我们需要研究文化的大量注入，以支持耐心的、探究的、自我批评的工作，而这可以产生变革性的见解。\r\n\r\n我知道，在前文诋毁学术 HCI 之后，再来呼吁更多的研究文化有点讽刺。但我之前指出的问题在于领域层面的规范和目标；许多在其中工作的个人仍然可以有巨大的影响。而且我们可以借鉴其他领域的研究人员，我将在下一节中描述。\r\n\r\n我想在 2021 年将更多的精力集中在这个问题上。\r\n\r\n### 真刀真枪的使用环境\r\n\r\n对我来说，独自工作有一个问题最严重，就是我缺乏真刀真枪的使用环境。我是为了制造工具而制造工具。正如迈克尔和我[其他地方](https://numinous.productions/ttft/#serious-work)已经描述过的那样，这是我这类型的工作最常见的失败模式之一。\r\n\r\n阿波罗计划创造出不计其数的威力巨大的科学和工程工具，但这个计划的重点是把人送上月球（并能比苏联人高过一头）。同样，当皮克斯创造革命性的动画工具时，许多团队已经在计算机图形学方面深耕多年，但皮克斯的这些系统，源自于对讲好一个故事的热切追求。Mathematica 之所以如此伟大，是因为 Wolfram 制作它的目的是帮助他自己的数学研究……不一而足。\r\n\r\n实际上，这样的环境能提供实在的反馈。关于一个系统雏形的许多关键见解，只有在与系统本身无关的、严肃的创造性问题的背景下才会出现。但也许最重要的是，这些项目也提供了强烈的个人联系，从而使得伟大工作成为可能。\r\n\r\n有许多「[可探索的解释](https://explorabl.es/)」是很接近我工作的性质的。这些可探索的解释试图通过新颖的互动媒体解释一个话题。有些文章很是令人击节称叹。但是大部分作品的动机，主要是作者对这种实验性媒介感兴趣。大多数作者擅长的是制作界面，而非他们试图解释的学科。这些作者不精于目标学科，对其热情缺缺，因此他们所能想出的界面想法，也受限于此。相比之下，[量子国度](https://quantum.country/)有严肃而实在的使用场景，这对量子国度很重要：针对想学习量子力学的学生，帮助他们学习量子力学和量子计算的所有基本原理，以及一些应用。这样的使用场景更加有血有肉，而我们之所以有能力支持这个场景，是因为迈克尔是一名前驱量子计算机研究者。\r\n\r\n因此，「实践出洞见」的一个秘诀可能是，一些同事专注于一些可能从增强中受益的严肃领域问题（「工具使用者」），而其他同事则希望利用这一背景来推动新环境的创造（「工具制造者」），两者之间进行深入合作。我在 2020 年的计划本来是与迈克尔一起沿着这样的思路建立一个实验性的媒体工作室，但他的计划发生了变化，我只能搁置了这个项目，因为他作为一个综合专家的技能必不可少。在过去的几个月里，我一直在与那些可能成为类似的有趣合作者的领域专家建立联系。现在宣布成功或失败还为时过早，但这种类型的合作是不容易建立的。\r\n\r\n------\r\n\r\n独立研究和独立资助的限制是什么？如果独立研究是一块垫脚石，它能打开哪些新的道路？我的处境仅是出于侥幸吗，还是说可以成为示例？独立研究人员能否在没有传统机构的场景中成功运作？\r\n\r\n我不确定如何回答这些问题，但我很感激有尝试的机会。新年快乐。\r\n\r\n------\r\n\r\n这篇文章最初是[赞助人限定的](https://www.patreon.com/quantumcountry)。几周后，在收到一些希望在公开谈话中提及这篇文章的赞助人的电子邮件后，我决定将其公开。\r\n\r\n特别感谢我的赞助商级别的赞助者，截至出版时：[Adam Marblestone](http://www.adammarblestone.org/), [Adam Wiggins](https://twitter.com/hirodusk), [Andrew Sutherland](https://asuth.com/), [Bert Muthalaly](http://somethingdoneright.net/), [Calvin French-Owen](http://calv.info/), [Dwight Crow](https://www.linkedin.com/in/dwight-crow-73122621), [fnnch](https://fnnch.com/), [James Hill-Khurana](https://jameshk.com/) , [Lambda AI Hardware](https://lambdalabs.com/), [Ludwig Petersson](https://twitter.com/ludwig), [Mickey McManus](http://www.t-1ventures.com/), [Mintter](http://mintter.com/), [Patrick Collison](https://patrickcollison.com/), Paul Sutter, [Peter Hartree](https://peterhartree.co.uk/), [Sana Labs](https://www.sanalabs.com/), [Shripriya Mahesh](https://shripriya.com/), [Tim O'Reilly](https://www.oreilly.com/tim/).", + "type": "text/markdown", + "caption": " 当一位独立研究者反思 2020 年\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reflections on 2020 as an independent researcher" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Revamping the mnemonic medium around reader control.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Revamping the mnemonic medium around reader control.json" new file mode 100644 index 0000000..30ae196 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Revamping the mnemonic medium around reader control.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Revamping the mnemonic medium around reader control", + "text": "# 围绕读者控制力改造助记媒介\r\n\r\n原文：[Revamping the mnemonic medium around reader control | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/revamping-medium-55309960)\r\n\r\n[Revamping the mnemonic medium around reader control.m4a](https://c10.patreonusercontent.com/4/patreon-media/p/post/55309960/016c0d76b9c6460e88ba1332371590bd/eyJhIjoxLCJwIjoxfQ%3D%3D/1.m4a?token-time=1645488000&token-hash=ybOH_mcO1jx8wpyj2QqVjlWBh17ykmCRNCopJcw0mLI%3D)\r\n\r\n在读非虚构作品时，一切由你做主。你可以只读最后一页看结论。你可以飞快翻书只看标题；你可以花一周极其仔细地阅读 10 页内容。你可以关注多篇材料，把两本书并排翻开，对比他们的论点。好的非虚构作品作者事无巨细地把控着他们的文本，但只要书落到了你的手上，这本书就是为你服务的工具。你要根据你的需求和兴趣使用这些工具。\r\n\r\n这种以读者为中心的特点，是非虚构作品和视频和讲座之类信息大众媒体的区别。消费那些形式的媒体时，观众无法「控制」自己的体验，例如，关注他们认为最有趣的部分。事实上，没有控制权是这些媒体吸引力的一部分。全心跟从 [3blue1brown](https://www.3blue1brown.com/) 之类优秀解释者的节奏，是很有趣的体验。如果我不想自己做主，我就会看他的视频：我想放松下来，享受从 Grant 的视角审视他讨论的话题。\r\n\r\n然而，如果作品的目标是增强读者的能力，那么以读者为中心做法有一些重要的优势。这时候，作者需要考虑读者已经知道哪些知识，可能对哪些知识感兴趣，并据此设计文章的框架。当然，很难有普适的方案能解决大部分情况，但并没有问题；读者可以与作者合作，根据自己的兴趣调整阅读体验。由此，相比以作者为中心的媒介，以读者为中心的文本能让读者获得更多场景的能力。可能更重要的是，文本让读者持续关注他们认为有意义目标。\r\n\r\n说了这么多，我现在可以明确指出[助记媒介](https://numinous.productions/ttft)的一个关键问题：助记媒介不得不由作者做主。助记媒介的关键见解，是将间隔重复记忆卡片与叙述散文相结合。这些由作者提供的记忆卡片使人们很容易记住他们所读的内容，但其代价是控制权完全交给了作者。阅读助记文本与阅读普通文本有着极大的不同。目前的互动方式不仅要求你完整地阅读一篇文本，还要求你反复地学习——并记住——作者认为重要的内容，无论作者选择的形式是什么。记忆系统不是「你的」；它是从作者那里借来的，放在玻璃罩里。正如 Gary Wolf 向我指出的，这是一种专制的媒介。\r\n\r\n **当今助记媒介的成与败** \r\n\r\n尽管有这些限制，[量子国度](https://quantum.country/)还是成功了，因为它是成熟技术领域的入门书。作为入门书，它可以安全地假设大多数读者之前没有什么经验。他们可能特别愿意（也可能特别合适）听从作者的意见。因为《量子国度》是对成熟领域的介绍，所以它有一套预期要涵盖的主题。它的目录，部分出于作者的选择，但主要反映了普遍共识。想了解该领域的读者通常不会觉得有必要在这些基础概念中挑选。而且，由于量子计算是技术性话题，卡片的内容较少依赖于作者对隐喻或措辞的选择。而主要是对一些物理定律的标准描述。因此，读者更有可能乐于按原样内化卡片，而不会想重新表述这些卡片，以更好切合他们对主题的思考角度。\r\n\r\n如果这些假设不成立，当前设计的助记媒介的效果就差多了。例如，在我自己的助记文章[《如何写出好卡片》](https://andymatuschak.org/prompts/)中，许多读者对编写卡片有丰富的经验，而其他读者则从未写过卡片。读者的兴趣领域和投入程度差异很大。文章的主题没有清晰共识，也没有标准化。我发明了自己的抽象概念，这与一些读者的经验产生了很好的共鸣，而与另一些读者的经验则不尽相同。而且，由于这是非技术性的话题，这些卡片更多地依赖于我作为作者的隐喻、命名、措辞等选择。根据读者的反馈，其他作者的类似助记文章也遇到了类似的问题。\r\n\r\n这不是话题不够正式的问题，也不是读者不愿意付出精力的问题。助记媒介的一个有价值的应用是增强重要的学术论文。暑期实习生 [Ozzie Kirkby](https://kirkbyo.com/) 一直在探索去中心化技术相关的话题，所以作为一个实验，我把[星际文件系统（IPFS）的论文](https://ipfs.io/ipfs/QmR7GSQM93Cx5eAg6a6yRzNde1FQv7uL6X1o4k7zrJa3LX/ipfs.draft3.pdf)改编成助记媒介，并记录了他的阅读经验。我的许多卡片都是照本宣科，但也有些卡片专注于他个人并不想探索的方面。Ozzie 发现自己想在某些部分内化更多细节，所以他在日志中写了额外的卡片（假装他可以通过这种方式将它们添加到 Orbit 中）。有几张卡片对于他的知识背景来说感觉太复杂，所以他把它们分成了更短的卡片。我相信，由于背景和动机差别很大，而且论文的阅读要比散文更具策略性，因此像这样的问题在大多数论文阅读经历中都会出现。\r\n\r\n **只有编辑和删除按钮是不够的** \r\n\r\n从实际角度来说，我得到的读者反馈听起来像是对控制的简单请求：你可以添加一个让我删除卡片的按钮吗？你能让我编辑作者的文字吗？我一直犹豫是否实现这些简单的功能，因为我认为助记媒体的基本模式需要重新塑造。传统文本是一种工具，可以按照读者的意愿使用。读者是驾驶员。但编辑和删除按钮还不足以将助记媒介的作者离开驾驶座。即使有了这些按钮，读者也只是随波逐流，也许会在途中做出调整。\r\n\r\n这里的部分问题是媒介的积极起始假设，即读者被期望收集作者的所有卡片（除了他们否决的卡片）。这创造了一种学校式的学习范式，一种作者正在 **分配** 你从文本中获得 X、Y 和 Z 的感觉。一些读者会对此感到沮丧并放弃；其他人则会毫无激情但被动地学习他们并不真正关心的东西，这实际上与 [Orbit 的价值观](https://www.patreon.com/posts/nascent-art-for-39070865)（「帮助你加深与你最关心的东西的关系......而不是为了你认为你 **应该** 参与的东西......不是 **教育** 的口吻」）不相符。这种不匹配的情况确实让我不能只在类似助记媒介的「入门」背景下推进助记媒介（按其现状），在这种背景下，许多读者不介意放弃控制权。我想提倡一种更加自主、更少义务的学习态度。\r\n\r\n问题的另一部分在于，如果没有为读者提供更完整的创作体验，允许编辑的媒介仍然会给作者的写作带来很大的特权。这种媒介允许读者调整作者的措辞以更好地配合他们的理解，但不允许读者捕捉他们注意到的与文本之外的一些想法的有趣联系。读者无法捕捉到他们认为有趣但作者并没有提供卡片的细节。读者无法捕捉到文本在第二天所激发的想法。从哲学角度看，这种不对称性促进了这样一种观点：卡片是你消费的东西，而不是你创造的东西。想象一下，如果你在仔细研究一本书时被禁止使用任何你自己的书写材料：你只允许在书页的空白处写字。你的思想会相应地收缩。\r\n\r\n当然，这里的一个简单解决方案是在 Orbit 上添加一个创作界面。我对一种可能性感到兴奋，即作者的卡片写作实践将为读者自己的卡片写作能力提供帮助。但是，如果读者不能在受到启发时流畅地写出卡片，这就不会发生。今天人们可以在阅读助记文章时，在 Anki 或 SuperMemo 中添加自己的卡片。但我的直觉是，在参与作者提供的卡片和写自己的卡片之间建立强烈的分离——例如，要求读者在阅读时访问一个单独的应用程序或页面来写自己的卡片——是有害的。如果你在看卡片，你应该同时能够写卡片。作者提供的卡片应该感觉是你手中的材料，可以根据你的需要和兴趣塑造，而不是与你为自己写的卡片不同「种类」的东西。我想要纯文本的流畅性：在文档之间复制和粘贴、粗略或精细地编辑和组合、批量处理、生成、grep、pipe、转发社交媒体，等等。\r\n\r\n **记忆幻想** \r\n\r\n让我们退一步，重新审视这种媒介的最初目标。暂时沉浸在科幻小说的幻想中，如果能把插头插到我们的脖子上，按一下开关，就能深入理解任何主题，那就太好了。这个目标（暂时）无法实现——但我们能做到多接近呢？\r\n\r\n试想，每当你阅读或思考一些有趣或重要的内容，你都能轻松地记住那个想法。学习不会像即插即用那样简单，但你可以读一本书（只读一次）并记住每一个有意义的细节；你可以在你的工作台上琢磨这些想法，并记住你在实践中注意到的一切；你可以与合作者讨论这些想法，并记住产生的所有影响。为了避开反乌托邦的反对意见，想象一下，你也可以毫不费力地纠正那些证明是错误或无用的记忆。上述这些事情在现在还做不到，但我们至少可以在某种程度上接近。\r\n\r\n间隔重复记忆系统让我们能以在第一年花费 20-60 秒，之后每年花费不到 10 秒的代价，记住一个特定的细节。这并不算不费吹灰之力，但也不是特别繁重—— **如果** 你已经写了一张好卡片。写出好卡片比复习需要更多的努力，而且需要一种很少有人已经掌握的技能。这提示我们的幻想有一个稍微容易实现的版本：一个精灵自动为你读到的、想到的或听到的所有有趣的东西创造间隔重复卡片；你只需每天花费，比如说，十分钟的时间复习，就能记住所有这些细节。\r\n\r\n我们的精灵需要两种技能：它必须读懂你的心思（即注意到你觉得有趣的是什么，在什么情况下，以什么方式理解）；它必须写出有效的间隔重复卡片（即这些卡片能引导回忆起构成理解的细节）。作为一个更合理的近似，你也许可以想象雇一个人整天跟着你，参加你的会议，读你正在阅读的内容，听你大声思考——并为所有看起来重要的事情写下记忆卡片。你可以称他们为你的「记忆主管」，向你的首席助手示意。当然，这非常昂贵（并且有侵入性）；而且因为这个助手不能读懂你的心思，他们的工作会不完美。但是，作为一个非科幻模型，如果你有能力的话，你可以实现它，这还是很有趣的。我们能否更经济地近似这个模型呢？\r\n\r\n书籍与这种情况至少有一部分是惊人的类似。如果你很富有，你可以聘请一位私人导师来教你某个课题。这在某些方面很不方便，当然，这也相当昂贵。幸运的是，由于印刷术和互联网的出现，你可以选择阅读有关该主题的书籍。在某些方面，这本书将提供比你与导师合作 **更好** 的体验：当你买了一本书，你可以（间接地、部分地）聘请世界上最优秀的领域专家来教你。书中的文段将（希望）代表精心编辑和雕琢的叙述，而不是即兴的解释。当然，你阅读的速度比你听的速度要快得多。对于「翻阅书页」或「扫视标题」这样的动作，没有对应的对话形式。\r\n\r\n我们可以将类似的逻辑应用于我们的「记忆主管」，至少对于你花在阅读上的一部分时间是这样。这里的想法是，你在这些文本中认为重要的细节，会与其他读者认为重要的细节有所重叠。因此，也许你的「记忆主管」在你阅读这篇文本时需要做的工作，可能会与其他人的「记忆主管」需要做的工作有很大的重叠。如果重叠足够多，那么这可能成为领域专家——也许是作者，也许是另一个专家——写出涵盖这些重叠部分的卡片的高杠杆机会。事实上，对于这个特定的文本，领域专家可能会比通用的「记忆主管」写出更高质量的卡片。\r\n\r\n现在我们得到了一个类似于助记媒介的想法，但还不是助记媒介。在我们的思想实验中，我们的想法是让你毫不费力地记住你认为有趣或有意义的一切。作者提供的卡片只是这一过程的素材。更具体地说，想象一下，当你阅读时，你通过扬起眉毛或在向你认为重要的材料挥手来大声地与你的「记忆主管」交谈。如果作者已经做了一些工作，写了关于那一点的卡片，而且这些卡片符合助手认为你觉得有趣的内容，他们就可以走捷径，使用作者的卡片。否则，他们就得自己动手，绕写新卡片的远路。也许在某些情况下，你会大声说：「这个细节实际上与我在研究项目中遇到的问题有关；这是一个考虑做 X 而不是 Y 的理由。」与助记媒介不同，这种工作流是由读者的兴趣，而不是作者的规定，驱动的。作者提供的卡片是一种捷径，而不是一份期望清单。\r\n\r\n好吧，现在想象一下你没有「记忆主管」。我认识到，在这一点上，我们已经离「I know Kung Fu\\*」很远了，但如果我们把自己限制在你每天花在阅读上的部分，那么在软件中使用作者提供的卡片，我们能达到什么程度？Ozzie \b和我一直在沿着这一思路探索一些方法。我们的原型还很初级，但你可以想象在阅读时高亮你觉得有趣的细节；如果作者提供了相关的卡片，你会收集这些卡片；否则，我们可以提供一个批量编辑界面，将笔记塑造成卡片，包括那些你可能无中生有的卡片。（\\*译注：在《黑客帝国》中，尼奥为了对抗矩阵，必须学会各种武术对抗特务，而他不需要经过多年训练，而是直接将几十种武术风格下载到自己的大脑中，然后说出了 I know Kung Fu 这句台词。这个梗的意思其实就是刷的一下，毫不费劲就学会了。）\r\n\r\n **不费吹灰之力** \r\n\r\n这种方法有很多问题！一个核心的矛盾是，几乎在所有情况下，赋予作者的正确权限并不是零；赋予读者的正确控制和责任也不是 100%。我们应该如何在作者和读者之间协调控制的比例？\r\n\r\n作者的卡片其实并不只是一种捷径，正如我之前所描述的那样。它们还带有意义。卡片标志着作者认为什么是重要的。它们传达了一种规范，说明理解一个话题意味着什么（或至少是作者认为意味着什么）。它们使作者有机会以不同的方式传达文章的观点，甚至在卡片和文章之间创造对话——但这是另一篇文章的话题了。它们引起人们的注意和参与；当它们运作良好时，它们会产生一种支持和安全的感觉。\r\n\r\n因此，也许我们仍然应该展示作者的卡片，也许是以注释的形式，但让读者「勾选」他们想收集的每张卡片。这里的问题是，[交互是界面设计中的成本中心](https://notes.andymatuschak.org/z87TFgTr98bz3MNFT26NhegyRCMgdkfNTBAzp)。如果在 80% 的时间，有 80% 的用户想收集作者 80% 的卡片，那么一个朴素的勾选机制将需要读者进行大量交互来标示常见情况。想象一下，读完《量子国度》的第一章，一张一张点击边缘处的 112 张卡片来全部收集它们。你也许可以通过把这些交互分批放在章节结束的「复习区」来改善这种情况，类似于 Orbit 目前的复习区——但我认为这还不够。\r\n\r\n如果我们不小心，我们不仅会要求用户进行过多的交互：我们还会分散他们的注意力，并造成决策疲劳。想象一下，当你在阅读一篇文章时，你得不断地评估出现在文本旁边的卡片：我想收集这个卡片吗？还是想写我自己的？你的目光在文本和边栏之间来回游移；你的注意力从文本中被吸引过去。这种设计的混乱性质可以通过在章节末尾的批量操作来改善，但要求用户一张一张明确决定是否想保留《量子国度》第一章中的 112 张卡片，这仍然难以想象。要求他们努力记住答案已经很强人所难了。\r\n\r\n另一个困难的问题是调和。假设你发现一个细节特别有趣，所以你高亮了它。你看到作者为这段话提供了一张卡片——很好。但现在你需要决定：作者的卡片和我发现的有趣意义相关吗？你需要对你 **想** 写的卡片形成一些画面，如果你要写卡片的话，然后阅读作者的卡片，并进行某种差异比较。更糟糕的是：如果你不完全信任作者能够写出好卡片，你还需要评估他们卡片的质量。我对阅读其他人的记忆文本的实验表明，这两项活动都相当费力。\r\n\r\n我认为这里的成功方法可能是更加渐进的，即阶段性地对卡片集进行精炼。也许你可以用一些非常粗略的交互来标记你认为有趣的段落。如果一个段落激发了一些你知道作者不会涵盖的特定卡片——例如，因为它们与你目前的项目有关——你可以在阅读时就在那里写下来。渐进地，在各部分结束时，你可以回顾标记段落中作者提供的卡片，这既是为了加强你的记忆，也是为了提供一个轻量级的机会来丢弃或编辑那些明显不适用的卡片。也许你在这个时候注意到，作者并没有就你认为重要的一些细节提供卡片，所以你当场写了一些。然后，在接下来的几周复习中，你完善来自这一文本的卡片，修改和删除那些没有灵感的卡片，删除无意中重复的卡片，用新的卡片来填补细节，增加你没有注意到的联系，等等。但关键是，这篇文本的卡片感觉像是 **你的** ；它们与你自己写的，有关自己想法的卡片混合在一起。Taylor Rogalski 提出了一个我喜欢的比喻：有人把他们的谷歌文档发给你，然后你点击文件 > 复制，这样你就可以肆无忌惮地在上面乱写乱画。\r\n\r\n **关于机器学习和语言模型的后记** \r\n\r\n我想，我的许多读者一直都在念叨着这句话：那语言模型呢！？为什么坚持要求作者（或那些将其文本改编为助记媒介的人）做所有这些工作？那些永远不会被改编的小众文章怎么办？\r\n\r\n我知道。我也对这些问题感兴趣。我沿着这些路线试验了几种方法，到目前为止，我的印象是，对于某些类型的卡片，这里有可能实现部分自动化，但一个像样的解决方案将需要大量的工作和深刻的见解。我不认为正在流传的[简单方法](https://getpolarized.io/2020/12/16/Polar-2-0-99-Released-with-AI-Flashcards.html)会代表可行的路径。但我确实认为这项工作值得一做；如果你有兴趣并有能力把它作为一个研究项目，而且你希望我监督你的工作（并可能提供资助）或提供建议，请联系我。\r\n\r\n根据我的直觉，至少在短期内，这个问题更应该看作增强问题，而非自动化问题。顺着这个思路，我有一些具体的工作流程的想法，但哪些东西日后再谈论吧。\r\n\r\n————————————\r\n\r\n我想感谢 Ozzie Kirkby 在这个夏天和我一起围绕这个问题进行了原型设计；感谢 Nick Barr、Ty Jung 和 Taylor Rogalski 进行了长时间的讨论和白板交流；感谢 Gary Wolf 在这个问题上的宝贵通信。\r\n\r\n我想感谢你们，所有 Patreon 赞助者，感谢你们的善意支持。有机会像这样进行开放式的探索是相当了不起的。你们的贡献使之成为可能，我很感激。", + "type": "text/markdown", + "caption": " 围绕读者控制力改造助记媒介\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Revamping the mnemonic medium around reader control" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Studying myself studying linear algebra.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Studying myself studying linear algebra.json" new file mode 100644 index 0000000..90c52ac --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Studying myself studying linear algebra.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Studying myself studying linear algebra", + "text": "# 研究我自己学习线性代数的过程\r\n\r\n原文：[Studying myself studying linear algebra | Patreon](https://www.patreon.com/posts/studying-myself-88583610)\r\n\r\n深挖[问题解决](https://www.patreon.com/posts/fluid-practice-83882597)和[阅读理解](https://www.patreon.com/posts/reading-and-85345515)相关研究的几个月下来，我感觉自己仿佛走进了一片迷雾。我急需一个切实可行的方式，让这些抽象的想法变得脚踏实地。这些问题是不是其实只是个阈值效应？只要阅读方法得当，题目难度适中，是不是问题就能迎刃而解？如果是这样的话，还有哪些悬而未决的问题？\r\n\r\n于是，这个月我转换角度，不再观察其他学生，而是反观自己。 **即使我用上了自己的记忆系统，掌握了「专家级」的阅读技巧，做完了所有的习题——我的学习经历中还会有哪些棘手的障碍？** 我希望在从解释性的文章汲取知识的过程中，创造出一种异乎寻常的轻松和自信感。[之前跟学生 Alex 的合作](https://www.patreon.com/posts/memory-systems-80865178)让我意识到，他的问题主要集中在阅读理解，以及对解题脚手架的需求。如果我能克服这些问题，我的系统和策略还存在哪些不足？\r\n\r\n其实，我一直想找个合适的理由去重新学习线性代数。大约 17 年前，我在加州理工学院就曾尝试过，但因为我之前上的是以文科为主的中学，对于加州理工那种塞满理论的数学课程几乎一窍不通。我当时几乎什么也没学到。现在，每次深入研究计算机图形和机器学习的论文，都会觉得力不从心：我对线性代数只有皮毛的了解，它像个传染源，让我对图形学和机器学习也只有一知半解。我真想把这些东西搞明白！\r\n\r\n对我来说，线性代数不仅涉及陈述性的知识，也包括概念性和程序性的知识，这对我要做的实验来说正好。换句话说，这门学科不仅有一大堆符号和专用术语，还有很多相互关联的数学对象和它们各自的性质，更不用说还有一些基础但关键的操作方法。解题练习主要强调程序性知识；传统的记忆系统则侧重于陈述性知识，但我一直试图将记忆系统推广到概念性（以及浅层的）程序性领域。\r\n\r\n我选的是 [Jim Hefferon的《线性代数》](https://hefferon.net/linearalgebra/index.html)这本书，一来它名声在外，二来它的版权也比较宽松：我知道，以后或许要以这书为基础做些实验。一开始，我就认认真真地啃了前 35 页（就像[我和 Dwarkesh 在视频里做的](https://www.youtube.com/watch?v=OFuu4pesKf0)那样），一边读一边做了 65 张记忆卡片。我把那几节的 57 道题都做了，还对着答案核对了一遍，检查哪里错了或者有什么新发现，并都做了笔记。这一通操作下来，差不多花了我 20 个小时。\r\n\r\n虽说我觉得对这个内容理解得还不错，但我的内心体验和「异乎寻常的轻松和自信感」一点边都沾不上。我给自己构建的这个学习环境，在很多关键点上都支持得不够。不过好在，这也给我后面进一步的原型开发和探索指了不少路。\r\n\r\n## 理解支持\r\n\r\n在我开始担心如何构建深刻理解或长期记忆前，我首先得确保自己能简单地搞懂文本在说什么。\r\n\r\n我有个习惯，那就是[通过提问和精细阐述文本来加强阅读理解](https://www.patreon.com/posts/reading-and-85345515)。这样确实让我比很多人更有优势，但我知道，单凭这些还不够：过去的经验告诉我，我仍然会遗漏文本里的关键信息。\r\n\r\n但这本书不同，因为我有了记忆系统和习题集的额外帮助。现在，咱们来看看这些支持是如何影响我的阅读理解的。\r\n\r\n### 制卡与理解支持\r\n\r\n当我对文本写下详尽的记忆卡片时，我的阅读理解通常更加可靠。这让我保持一种主动求知的态度。重要的信息我不会轻易错过，关键的细节也少有漏网之鱼。要把这些细节变成提取练习，我通常至少得在基本层面上搞懂它们。\r\n\r\n这么做很不错，但我也发现了一些明显的局限。\r\n\r\n **有时候，我不知道怎么写这些卡片** 。学习写优质的卡片如同学习写优质的文章：你都需要摸索出一整套应对各种情况的微操策略。但我还没有（或者说尚未）找到针对某些特定材料编写记忆卡片的策略。举个例子，在这本书里，解集优选形式的解释首先展示了一个抽象的符号表示，然后通过多个对比鲜明的例子来深化讲解，目的是让读者理解这种形式为何如此设计以及它在实践中的作用。用这种抽象符号做一些基础卡片还算简单，但要针对这些例子展示的微妙之处，以及选择这种形式的多重原因去编写卡片就难多了。如果我真的全身心投入并充分发挥创意，一般还是能找到解决办法的。但这经常会让我觉得很累，所以我就走马观花地往下读，有时甚至不自觉地就这么选择了。在这种情况下，编写卡片并没有真正验明我的阅读理解。（当然，这也意味着这些细节不会得到强化——后面再细说。）\r\n\r\n **写卡片牵扯出义务。** 我当然想把作者说的话都搞懂，但我不一定想不停地复习作者说的每一句话。当我大量依赖记忆卡片来加强理解，我经常会感觉被「卡片的密度」压得喘不过气。有时我发现很多细节我并不怎么在乎，或者这些细节在后面的综合卡片中已经得到了强化。当然，我可以把多余的卡片删掉，但每删一个都有点成本。而且，写那么多「不必要的」卡片比直接读出来给自己听要麻烦多了。这其中有一部分努力让我对内容有了更深刻的理解，但很多时候感觉像是白费劲。\r\n\r\n **肤浅的卡片，肤浅的理解。** 当文章给出一个关键定义时，仅用文中的定义稍作改写就能快速写出一张卡片，这样看似很简单。但这就是问题所在，因为很容易在没有真正理解的前提下做改写，这一点在[自我解释的研究](https://andymatuschak.org/files/papers/McNamara - 2004 - SERT.pdf#page=19)中也有体现。通常，仅仅是改写文本的卡片效果不佳。要写出有效的卡片，往往需要深挖并拓展。有人可能会对我说：「那就把卡片写得更好一点嘛！」当然，但我要指出，这种方法并没有引导我做正确的事。很容易在不经意间写出肤浅的卡片，要避免这种情况，我不仅需要保持高度警觉——这在学新东西时很难——还需要在写卡片上多下工夫，但何时「值得」这么做并不总是那么明确。\r\n\r\n### 助记媒介与理解支持\r\n\r\n如果说编写卡片是一个重要的理解策略，这对于那些卡片是由别人写的[助记媒介](https://numinous.productions/ttft/#introducing-mnemonic-medium)来说，可就成问题了。这些内嵌的记忆卡片确实（无意间）起到了个基础的「理解检测」的作用。如果你对刚读过的一段内容的卡片感到莫名其妙，那多半不是遗忘的问题。很可能，你只是粗略地看了看那段内容。而且这些内嵌卡片还有个间接作用：许多读者发现自己的理解这么糟后，就会开始细心阅读（正如[附加问题](https://notes.andymatuschak.org/z4m9Gat7zi9YUmZzQRR7pwt)研究所预测的那样）。\r\n\r\n不过我们在设计这个内嵌复习界面时，考虑的是记忆练习，而不是理解检测。通过观察一些使用助记媒介的读者，我发现人们对记忆失败和理解失败的感受 **大不** 相同。\r\n\r\n记忆上的失败通常感觉像是在挖掘你 **曾经懂** 但现在忘了的东西：「哦，那个虚数项又藏到哪儿去了呢？（查看答案）哎呀，在右上角那里。好，得再复习一遍。」或者：「这个我不记得了，但我也不 **关心** 能否记住它。（删了）」当读者清楚地知道某样东西 **是** 什么的时候，他们会更放心地宣称自己并不关心它。\r\n\r\n对比起来，理解上的失败总让人卡片感觉莫名其妙：「这是啥意思，我一点儿也不明白。（看答案）啊……行吧？还是不懂。」界面上有两个按钮：「记得」和「忘了」。这两个选项对读者来说都挺让人纠结的。他们觉得「应该」按「忘了」，但同时也清楚，这样做只会让这个同样的问题在学习结束时又弹出来。他们不 **想** 再碰这个问题：他们知道下次看到还是会一头雾水。因为连答案都不明白，所以也就不觉得记住它有啥用。他们知道，如果问题再出现时能「正确」回答，那也只是机械地复读，没啥意义。按「记得」虽然能「让卡片走开」，但这也不是解决问题的好方法：说不定这事儿挺重要的？他们也不想以后还得再应付这问题。\r\n\r\n如果我们打算用附加问题来检测理解，我觉得我们最好在内容和界面设计上做点儿区别，让它跟用来做提取练习的卡片不要太像。\r\n\r\n### 习题集与理解支持\r\n\r\n近来翻阅了一堆文献后，我发现无论是这本书（还是其他大学级别的教材）中的题目集，其实都有三个不同的目的：\r\n\r\n1. **检查理解** ：确保你真的阅读并理解了文本。\r\n\r\n2. **促进技能习得** ：通过动手练习，让你运用所学来触类旁通，强化长期记忆，构建程序化的自动性。\r\n\r\n3. **挖掘深意** ：促使你扩展思维，从而看到更多不易察觉的细节，激发创造力。这样不仅让你对材料有更深刻的理解，也让记忆更牢固。\r\n\r\n当然了，不同的题目在这几个目标间的比重各不相同，但所有问题都或多或少地涉及到检查理解。这样做的好处是，你可以通过 **实践** ——通过将材料运用起来——来检查理解。比起直接回答死记硬背的理解（和记忆）问题，这样的过程通常更能让人投入其中。特别是当这些题目本身就足够吸引人，而不仅仅是枯燥的练习时，这一点表现得尤为突出。\r\n\r\n但大体上，由于目标过多，这本书里的习题集给我的理解支持没有达到我的预期。我认为，其他类似的书的习题集也有同样的问题。\r\n\r\n **糟糕的失败模式。** 有时我觉得自己像是陷入泥潭，但却不确定是不是 **因为** 我漏掉了正文里某个要点。当理解没出问题时，一般来说，勉力坚持通常是合适的，所以我就在想，是不是我得再加把劲。结果，我就在问题上乱打一气，这样做毫无建设性，因为我根本就缺少某个关键信息。麻烦在于，我往往搞不清楚自己究竟处于什么情况。要弥补理解的缺口，一般最有效的方法就是重新看一遍文中的某个解释。但就算有答案手册在旁边，我也不清楚应该重点看哪一部分。在这种情况下，我往往只能重新翻阅整个章节，看能不能找到哪里可能有用。这大概是个普遍问题，用习题来检查理解程度并不总是那么准确。\r\n\r\n **有偏见的选题。** 在读完一个章节后，你通常能学到 **某条** 定理成立， **为何** 成立，以及为什么这很 **重要** 。习题主要强调应用、分析和综合，所以它们通常考察的是你是否理解了 **某条** 定理成立，而对其他方面则关注较少。以线性系统为例，书里讲述了线性系统的解可以由一个特定解和一组与之相关的齐次系统的解的线性组合来表示。大部分章节内容都围绕这个定理的证明和它的一些派生意义。但没有一个习题检查了我是否理解了证明，对这个定理解释性的部分也仅仅触及皮毛。后来我自测看能不能解释这个证明，才意识到我没理解一个关键步骤，尽管我成功地完成了习题集。\r\n\r\n有人可能会说，这仅是教材的一个不足——习题集应该全方位地考察你对该章节所有内容的理解。但我觉得，习题天生地针对某类内容的理解，而忽视其他的。如果强行违背这一纹理，最后产生的东西可能就不再是我们通常说的习题了。\r\n\r\n **哪些题目涉及新想法？** 有的题看起来差不多，但其实每道题都别出心裁，针对学过的材料从不同角度出击。但有时候，相似的题目只是为了多练几遍，提高娴熟度。有时我觉得 **没必要再解一道** 线性方程组：我感觉自己已经炉火纯青了！但有的题目其实有点细微的差异，检查的是新的理解点。所以，我没有放过任何一道小题，但其中许多我都觉得没有必要。换个说法：这些重复的练习应该「分散」到未来几周里，以促进长期记忆。但我并不想推迟对理解的检验。\r\n\r\n **答对了，但没领会精髓。** 有几次，题目就是这么设计的，按照书里讲的某个规律一步到位就能解出来。我虽然解出了答案，但却没抓住问题的核心。要察觉到这一点，光对答案是不够的，还得重新推敲一下解题步骤，看看跟自己有什么不同，特别是在关键的地方。\r\n\r\n## 技能习得\r\n\r\n当我们开始学习一门新技能的时候，总会出现一个挺吸引人的转折。一开始，我们得仔细琢磨每一个细节和步骤。经常得大声背诵一遍，比如：「解高斯消元，我得用这三招…」但练习多了之后，我们就学到了模式。不用再费脑筋去回想，我们 **就知道** 该怎么做：「好，这方程先砍半，再用它把另一个方程的头一个数给消了……」[1]\r\n\r\n我自己的感觉是，单靠提取练习并不能让这转折自然发生，不过它能让过程顺一点。可能因为相关的陈述性知识牢牢记在了长期记忆里，减轻了工作记忆的负担。解题练习是让这个转折发生的传统方法。这招对我来说大多数时候挺管用的，但也有几个小挑战，感觉还有改进的空间：\r\n\r\n **解题练习应当随着时间推移不断分散。** 我通常是一节内容看完后，就做这一节相关的所有题目。很多题目都是重复练习同一个技能，比如说：找出含有自由变量的线性方程组的解集。这很好——正是我需要的，提升我的熟练度——但连续做十道这样的题目实在让人心烦。传统的教学方法是只布置课本里一部分题目来解决这个问题，但如果我需要大量练习才能达到熟练呢？从情感和效用（间隔效应）来看，最好是把解题练习分散在不同的时间里。然而，这在实际操作中颇为困难。也许你希望，比如说，前几天每天做一道题，然后隔一天做一道，接着一周做两道，以此类推？这需要一种[可编程的注意力](https://notes.andymatuschak.org/Programmable_attention)。\r\n\r\n **练多少才算够？** 也许我只需要做一半的题就行了，这个我也拿不准。那种「以掌握为目标」的学习方法往往有个规则，就是「连续做对五题，就可以停下来了」。但麻烦的是，即便我按这规则做了，但却未必掌握了让我能[「直接认识到[我]以前必须逐步思考的问题」](https://andymatuschak.org/files/papers/Anderson - 2000 - Learning and memory.pdf#page=344)。然后，当我碰到更难、需要用到这个基础技能的题目时，我可能就会遇到困难。原因可能是这个基础技能仍然耗费我大量的心思，但具体为什么，我却摸不着头脑。就好像「可汗学院告诉我，我已经掌握了所有前置知识！」，但真正用起来，却还是手忙脚乱。关于这方面的专业文献可能有不少值得借鉴的地方，但我还没来得及仔细研究。举个例子，如果加上时间压力（比如玩个 Number Muncher 游戏？），应该能更明显地看出这些差别。\r\n\r\n **如何练习证明题？** 这书里头有不少得动脑筋去证明的问题。这些题自然不是重复劳动，你不是在学习一个一成不变的步骤。证明题在一定程度上就是要逼你深挖、深思，这个我们下一节再聊。但证明题也是为了让你熟悉某些套路，掌握如何巧妙运用这些数学对象的特点。那要是我识别不出这个套路，或者看不出怎么运用这个特点，我应该怎么办？我可以看看标准答案，记一记我没想到的点子——甚至可以写张记忆卡片。但下一步怎么加强练习呢？怎么保证我下次能认出这个套路？证明题跟一般题目不是一个德行，没法随便找个类似的题目来替换。\r\n\r\n## 深化理解\r\n\r\n我不只是想知道文本的字面意义，更想搞懂它的含义，为什么它很重要。我希望能把这些想法和我以前的经历联系起来，将来还能变通地用上。总体说来，我想把这些内容彻底内化，形成一个完整且深刻的认知表征。\r\n\r\n编写记忆卡片对此有点儿帮助：这个过程让我生成实际的例子，推断文本未明说的部分，思考可能的后果，还能弄清楚为啥我觉得某个细节重要。这些都是比较「高级」的卡片编写方法，大部分用记忆系统的人不太会体验到这一点。助记媒介的读者通过写卡片也不见得能有这种收获，但如果作者设计的卡片能引导他们这么想，那他们也 **能** 收获同样的益处。\r\n\r\n这本线性代数书的习题就给了我这种启发。很多题目明显是为了让你更深入地思考正文里的细节。有个简单的例子：「在 3.6 引理的证明中，如果没有 0=0 这样的方程会怎样？」尽管我有写卡片的习惯，但当我读这个证明的时候，我就是没想到这一层。\r\n\r\n但大部分习题其实是围绕着解题练习来提高你的技能。与其说我想要单纯的记忆支持，不如说我更希望能回答更多促使我去深思和推理的问题。每次复习时解一两道，持续几周。理想情况下，这些问题能逐渐提高我运用知识的广度（译注：即提高知识迁移的距离）。\r\n\r\n## 记住我所学的知识\r\n\r\n付出这么多汗水，我当然希望能长久记住我学到的东西。我的记忆练习当然能起到一定作用。但在这里，还有几个饶有兴趣的议题，一些是我们在[《灵活的记忆实践产生流畅的理解》](https://www.patreon.com/posts/fluid-practice-83882597)一文中首次探讨的。\r\n\r\n **高质量的习题能在多大程度上替代有针对性的提取练习呢？** 我的很多卡片都是为了让我回想某个具体的信息点，比如，什么是「奇异性」的定义？但如果我解了一个需要用到这个定义的题目，那我其实也是在从长期记忆里提取这个信息，这也有助于加固记忆——甚至可能因为进一步的拓展而更为牢固。解题可能会让人觉得更不枯燥，更有意思。但解题同样也比简单地翻看卡片要费时费力。这之间该如何权衡？哪种卡片更适合单独练习，而不是融入到综合练习中去？这个答案会随着我们对问题的熟悉度而有所不同吗？\r\n\r\n **相关卡片应该分散开来。** 以「奇异性」这一概念为例，我当然应该知道它的定义。但除此之外，我还应能：根据定义说出相应的术语；给一个实例后，能判断是否满足「奇异性」；如果知道一个矩阵是「非奇异」的，应能推断出与它相关的线性系统的解有多少种可能性；回答一些特别强调「奇异矩阵必须是方阵」的问题等等。问题在于，当我一口气回答好几个这样的问题后，对于后续问题我就不必再从深层记忆里去摸索答案，因为前面问题的一部分答案还停留在我的短期记忆里。我觉得更高明的做法是，在多次的复习中把这些密切相关的问题分散开来。一个问题的答对或答错可能需要影响到其他问题的复习周期。这也是概念性知识的记忆系统与传统的事实性记忆系统有所不同的一个关键环节。\r\n\r\n **有些卡片需要变体。** 我偏好那些包含实例的问题，比如「这个矩阵是不是奇异的？」但你肯定不想每次都用同一个矩阵，那样就变成死记硬背了。关键是熟悉操作流程，这种问题很适合加点随机，或者至少从几个预设的选项里挑一挑，就像[《量子力学简明教程》](https://quantum.country/qm)里所用的「应用卡」那样。\r\n\r\n **解题能不能融入到复习中呢？** 做完这些习题集后，我觉得自己已经能把所学应用到各种场合了。如何保持这种状态？一种方法就是在复习中穿插类似的问题。但它们确实涉及一种不同的立足点：很多题目都需要纸和笔，花的时间也比一般的卡片要多。我通常用手机复习，也不一定总有纸笔在手边。也许我得每周专门腾出一两个时间段，做些更复杂的练习？另外，为了试验，我也能把这些问题改编成「心算」的形式，不用纸笔也能解决。这个策略能普遍应用吗？这些「简化后」的问题，足够维持我所学的技能吗？\r\n\r\n **解题过程中突然有了什么新见解怎么处理？** 这书里最有意思的题目似乎是为了让我在解决它们时产生某种特定的洞见。这些洞见有时说不出来，多半涉及到符号或者抽象概念中微妙的连接或强调。但我明确感到这是有价值的学习。怎么确保我能牢记这个教训呢？通常我对如何编写关于这些见解的卡片感到有些头痛。\r\n\r\n **如何处理证明？** 坦白讲，我对证明还真没有一套行之有效的知识体系。我真正想要的不仅是 **知道** 那个证明，更重要的是深入了解其关键步骤和洞见，这样才能应用到其他相关的命题上。比如，书里给出了一个证明，说改变线性方程的顺序不会影响解的集合。借此思路，我也证明了高斯消元中的缩放和组合操作是靠谱的。但怎么样才能确保这种理解不会丢呢？我对应该写什么样的卡片，或者怎么写，感到不是很确定[2]。现在距离我第一次学这个已经两周了，我自测了一下，虽然费了点劲，但最复杂的证明我还是能复述出来。\r\n\r\n **编写卡片是一项繁重的工作。** 大概算一算，我在这几节里花了 20 小时，其中至少有两小时是在写这些卡片上。虽然只是总时间 10% 的税，但相对于能增强理解和记忆，也算不得什么。但这个过程比单纯看书或者解题都费神，感觉至少占了我三分之一的精力，有时候甚至是一半。\r\n\r\n## 一些宏观的要点\r\n\r\n抛开细节不谈，如果我有根魔法棒，我想要实现的愿望包括：\r\n\r\n- 一种「迅速检测我有没有理解这一段」的小交互。也许简单的问题能促使我梳理一下关键点，不至于让复习变得乏味。在明白了文章的意图之后，解决问题和提取练习就会更加得心应手。\r\n\r\n- 一个简便的方法，让我能把以技能习得为导向的问题解决练习均匀地分布在不同时间。\r\n\r\n- 在我的复习练习中，逐步加入 2-3 倍综合性、拓展性的问题。\r\n\r\n- 把我的复习从单纯的提取练习转向独特的问题解决，后者在某种程度上应该能包含前者。\r\n\r\n- 更好地理解如何捕捉并加强在解题过程中出现的模糊不清的洞见。\r\n\r\n- 最后，尽量不用亲自编写记忆卡片。\r\n\r\n如果我能如愿以偿，我想我会感到更加接近「异乎寻常的轻松和自信感」。预计接下来的几周，我会着手制作一些这方面的原型。\r\n\r\n————————\r\n\r\n感谢 Gary Bernhardt、Elliott Jin 和 Russel Simmons 在这些主题上的有益讨论。\r\n\r\n————————\r\n\r\n[1] 欲了解这个过程的更多细节，可以参考 [John R. Anderson 的《学习与记忆》一书的第九章](https://andymatuschak.org/files/papers/Anderson - 2000 - Learning and memory.pdf#page=334)。\r\n\r\n[2] Michael Nielsen 的文章[《如何用间隔重复深入理解数学》](https://cognitivemedium.com/srs-mathematics)给了我不少启发，但我现在还不能完全把这些认识串联起来。", + "type": "text/markdown", + "caption": " 研究我自己学习线性代数的过程\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Studying myself studying linear algebra" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The carrying capacity of a regular memory practice; deliberate practice and flow.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The carrying capacity of a regular memory practice; deliberate practice and flow.json" new file mode 100644 index 0000000..9f6be54 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The carrying capacity of a regular memory practice; deliberate practice and flow.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/The carrying capacity of a regular memory practice; deliberate practice and flow", + "text": "# 有规律的记忆练习的承载能力；刻意练习和心流\r\n\r\n原文：[The carrying capacity of a regular memory practice; deliberate practice and flow | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/carrying-of-and-42201887)\r\n\r\n缓慢、复利的进步是一种微妙的力量。普通的举重运动员可能不会在每次训练中都感觉到自己的进步，但随着时间的推移，他们会发现自己可以承受以前会把他们压扁的负荷。Richard Hamming 在《做科学和工程的艺术》中对智力方面的努力做了类似的观察：\r\n\r\n> 我与 John Tukey 共事了一些年，才发现他基本上与我同龄，于是我去找我们共同的老板，问他：「跟我差不多大的人怎么能像 John Tukey 那样知道这么多？」他靠在椅子上，把双手放在脑后，微微一笑，说道：「如果你像他那样努力工作那么多年，你的知识也会多到让你惊讶的」。我羞愧至极，简直是马上溜出了办公室！我考虑了几个星期，决定虽然我不可能像 John 那样努力工作，但我可以做得比以前好很多。\r\n\r\n> 在某种意义上，我的老板说智力投资就像复利一样，你做得越多，你学会的东西就越多，所以你能做得越多，等等。我不知道该如何分配复利，但它一定远远超过 6%——在一生中每天多做一个小时，总产出就会增加一倍多。稳定地应用多一点的努力，就会有很大的总积累。\r\n\r\n这是一个很好的启发式方法，但要想知道如何实施，却不是那么容易。大多数知识工作活动实际上并没有以这种方式可靠地复合。但正如其他地方所描述的那样，[记忆系统 **确实** 以这种方式复利](https://numinous.productions/ttft/#early-impact)。少量的边际努力在一个人回忆特定知识的能力上产生复合回报。\r\n\r\n大多数人都有定期的运动练习，定期的电子邮件练习，定期的新闻阅读练习。定期的 **记忆** 练习有一天可能会成为该清单上的一个平凡的条目吗？如果是这样，可能会有什么影响？又是什么原因导致了这种变化？\r\n\r\n我们可以先看一些简单的数字。假设每个人愿意每天复习十分钟左右。即使[使用量子国度的极其简单的算法](https://gist.github.com/andymatuschak/ac29317253b4b0f5e7c68357cfb755b2)，我们每天可以增加大约 14 个新问题，同时保持在这个时间限制内（假设准确率为 90%，每个问题平均 6 秒）。这相当于每年有 5100 个问题。作为参考，量子国度包含大约 200 个问题。因此，你的练习可以适应每两周摄取一篇量子国度大小的文章。时间因素是线性放大的，所以你可以通过复习 20 分钟而不是 10 分钟来加倍你的承受能力。\r\n\r\n我[以前曾指出](https://www.patreon.com/posts/skip-exponential-40672377)，我觉得这个领域的大多数研究人员过度重视优化和花哨的调度算法。但是在这个以效率为重点的背景下，我们可以看到这些选择真的很重要！例如，如果我们实施了一些更精确的调度，将平均错误率从 10% 降低到 5%，[我的简单模拟器](https://gist.github.com/andymatuschak/ac29317253b4b0f5e7c68357cfb755b2)表明你可以每天增加 16 个问题而不是 14 个。这样，一年下来就会多出 730 道题——几乎是多出四本量子国度大小的书。定期的记忆练习对调度器性能的小幅提高表现出了巨大的回报。\r\n\r\n那又怎样？我们想象一下，如果人们每年定期持久地摄取 6000 个原子的知识，会有什么影响？好吧，如果他们以大多数人开始使用记忆系统的方式来使用这种新发现的能力——也就是说，用于学习不重要的琐事——这样的记忆实践大部分是在浪费人们的时间。这些系统的承诺在于不把它们用于无意义的事实，而是用于更深入地参与对你最重要的事情。\r\n\r\n正如迈克尔·尼尔森和我[写道](https://numinous.productions/ttft/#expanding-memory-system-scope)：\r\n\r\n> 开发「量子国度」的一个动机，便是证明记忆系统的用武之地不仅限于简单的陈述性知识，如词汇表和各国首都等。事实上，记忆系统对掌握抽象的，概念性的知识也有极大的帮助，也恰恰是学习量子力学和量子计算等科目所需要的。其做法便是依照很多精细的策略来构建卡片，从而灌输对抽象的，概念性知识的理解。不过更重要的，在描述文本中嵌入了间隔重复卡片，这样的学习才成为可能。这种嵌入使得情景和理解以独特的方式构建起来，是其他记忆系统中难以实现的。… 在某种意义上，「量子国度」的目的是拓展用户能够理解的主题范围。在这一点上，它所希望达成的愿景与之前所有的记忆系统都很不同。\r\n\r\n除了那里提到的愿望之外，[助记媒介](https://notes.andymatuschak.org/z4rRX3qwSSJRsEkdXKwH2shamgHNeRthrMLiF)还希望解决我所描述的那种常规记忆实践的最大突出障碍：提出问题的挑战。要提出能有效编码抽象、概念性知识的问题是相当困难的。即使一个人已经掌握了相关的技能，它也是相当费力的。复习 100 个概念性问题只需要几分钟，而提出 100 个好的概念性问题则需要几个小时。如果你只能抽出时间来提出几百个问题，那么一个每年能承载 6000 个问题的系统有什么用呢？\r\n\r\n助记媒介通过提供专家撰写的问题解决了这个问题。当然，其他的 SRS（间隔重复系统）平台允许用户分享问题，但我们的经验表明，这只对相当简单的陈述性知识有效，因为问题是高度原子化的。每个小问题都必须独立存在，可以在任何时候以任何顺序呈现。但是，这使得我们很难用问题来有效地传达一个本身就高度结构化和有序的想法。在实践中，想法通常取决于其他想法，而情感的突出性要求将这些想法与一个更大的整体联系起来。相比之下，正如我们在上面的节选中所指出的，助记媒介为这些问题提供了叙述结构和有意义的背景。至少在《量子国度》中，这似乎让我们创造了一套有效的专家撰写的卡片，而没有遇到共享问题通常遇到的问题。\r\n\r\n但我对仅由摄取和保留他人所写的知识组成的常规记忆练习并不感到兴奋。我的希望是，随着更多高质量的书籍在助记媒介中被写出来，这些专家写的卡片将作为一个支架，帮助人们在写自己的卡片时发展流畅性。我们已经收到了来自量子国度用户的一些反馈，当然，现在说这些还为时过早。\r\n\r\n像《量子国度》这样的文本可能会帮助人们学会写自己的知识编码卡片，但还有很多其他有趣的方式来使用定期的记忆练习。我用我的来保持我的新兴理论的顶端，研究我过去的决定，为自己提供审美的火种，修改习惯，[等等](https://notes.andymatuschak.org/zrs5GnK6DEm1NcajMfqJ1n93PZwSHCEP9Drt)。另外，[迈克尔描述了](http://cognitivemedium.com/srs-mathematics)一个人如何使用这些系统来「看穿」复杂的想法。这些更具代理性、目的性的实践目前对大多数记忆系统的使用者来说是不可及的，但我认为自撰的文本在这里也可以为使用者提供支架。\r\n\r\n———————————\r\n\r\nMerlin Mann 在撰写「收件箱归零」和处理个人待办事项清单的做法时崭露头角。但随着时间的推移，他对这种文化和他自己过去的建议的框架越来越感到失望。他观察到：看，你需要一个花哨的数字待办事项清单或一个生活黑客博客来确保你玩视频游戏吗？不需要吗？也许这就是你的待办事项清单所需要解决的问题。\r\n\r\n当然，如果从字面上看，这是一种夸张的说法——[Akrasia](https://en.wikipedia.org/wiki/Akrasia)\\* 是真实的，等等。但值得一问的是：当我们说「定期的记忆练习」时，我们想象的是一个「应该」还是一个「想要」的习惯？也就是说，它是像牙线一样的东西，你并不真正喜欢它，但你还是为了长期的利益而做？或者说，它更像是在艰苦的一天结束后享受一杯葡萄酒的习惯？（\\*译注：在作出理性判断后，因情势驱使而作出违背理性的行为。举例来说：我知道不能整天看手机，应该好好学习，但我就是整天看）\r\n\r\n当间隔重复的效率最高时，你会感觉自己一直在失败：每个复习环节都渴望向你提出你 **几乎** 忘记答案的问题。换句话说，优化记忆效率的间隔重复练习 **不应该产生[心流](https://en.wikipedia.org/wiki/Flow_(psychology))** 。它更接近于 K.Anders Ericsson 所说的[刻意练习](https://en.wikipedia.org/wiki/Practice_(learning_method)#Deliberate_practice)：一种有计划的训练活动，侧重于产生刚刚超过你目前能力的表现，并有快节奏的反馈和思考。刻意练习一般来说是不愉快的。\r\n\r\n但是，当我参与记忆卡片时，这些卡片更多的是将过去的经验可视化，或者记住一个重要决定的关键因素，这些并不是真正的「推动我的表现水平」。[这些活动更接近于问答式教学](https://notes.andymatuschak.org/z39D31syJUE1gtNTREogSZiG6LDSuwygN5NDt)，它们可以产生心流状态。\r\n\r\n这两种活动能在同一实践中重合吗？情感体验和目标是相当不同的！但也许这没关系：人们喜欢统一的收件箱界面，将他们的个人和工作电子邮件账户结合起来。\r\n\r\n我不知道该如何把它们串联起来。我担心围绕效率和承载能力的讨论会把我们带到一个过重责任的方向。也许我们可以通过设计能产生持久利益的活动来拒绝应该/想要的二分法，但这些活动也能在情感上吸引人，即使是在当下。\r\n\r\n为了获得灵感，[我把钢琴家 Nahre Sol 「留给你」](https://www.youtube.com/watch?v=JUMdlbVJ8KQ)，她在自己的 YouTube 频道上有许多视频，描述了她在练习中如何通过作曲和即兴创作使重复的段落在音乐上变得有趣。（不幸的是，Patreon 不允许我在线嵌入 YouTube 视频；[点击这里](https://www.youtube.com/watch?v=JUMdlbVJ8KQ)可以看到她的视频！）", + "type": "text/markdown", + "caption": " 有规律的记忆练习的承载能力；刻意练习和心流\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The carrying capacity of a regular memory practice; deliberate practice and flow" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The galaxy brain problem; speed-running UIs.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The galaxy brain problem; speed-running UIs.json" new file mode 100644 index 0000000..3199a7e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The galaxy brain problem; speed-running UIs.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/The galaxy brain problem; speed-running UIs", + "text": "# 银河大脑问题；速通的用户界面\r\n\r\n原文：[The galaxy brain problem; speed-running UIs | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/galaxy-brain-uis-41516298)\r\n\r\n在过去的几周里，我花了很多时间来让 Orbit 能够自解释。\r\n\r\n在《量子国度》中，所有文章本身在某种程度上就是关于助记媒介的文章。第一篇文章花了 1000 多字介绍、激励和阐述该系统；后来的文章花了数百字。但我们不想每一个使用 Orbit 的作者都得费劲写一篇冗长的序言来介绍这个媒介。这个系统本身就得有自我介绍的能力——至少是部分介绍。\r\n\r\n这可真是个棘手的问题！如果我们强迫人们在使用嵌入卡片之前，先得了解一遍教程或者什么的，许多人可能会因此却步。但我们又不能解释得太晚，毕竟我们需要让人们注册，以便向他们发送他们的复习环节。\r\n\r\n更让这个问题棘手的是，新概念产品常常遇到的一项挑战。我称之为「银河大脑问题」。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/41516298/d5da872127524f5199acbb8cac8e14b1/eyJwIjoxfQ%3D%3D/1.png?token-time=1646611200&token-hash=cQRuh0mu-AWpefi17slLjyOvD3-Eg-IGdXbXJok0UQA%3D)\r\n\r\n你说 Orbit 是什么？简单说，就是「毫不费力地记住你所读的东西」，但这太简单了。但这样说未免过于肤浅，有些贬低了 Orbit 的能力。\r\n\r\n一个更详细的解释是：「帮助你更深入、更有效、更可靠地理解复杂的主题」。不幸的是，这也远不如「毫不费力地记住你所读的东西」来得具体和直接。而且，Orbit 的目标仍然比这些总结都要广泛。\r\n\r\n正如我所描述的（例如在[穿越时间的文本](https://numinous.productions/timeful/)中），一个更广泛的框架是，Orbit 让你在一段时间内与材料 **保持联系** ，可能是以一种可编程的方式。它就像「将想法带入你的轨道（Orbit）」一样。这种说法抓住了 Orbit 的特点......但对不了解背景的人来说还是过于空洞。\r\n\r\n最后，最一般的、类似于银河大脑的实例是：「Orbit 是个协调动态微任务调度的系统。」这抓住了「[可编程的注意力](https://notes.andymatuschak.org/z2gqazXUkf9qyFjMQg4W3dw6yegnAJszvDywN)」的意义，超出了你可能阅读的媒体中的具体实例。但这种解释对我的读者之外的人来说基本上毫无意义。\r\n\r\n那么我们应该怎么办呢？现在，我的做法是先把 Orbit 介绍成一种记住所读内容的方式，但随着你对系统的深入了解，我会「点缀」一些代表更广泛目标的表述。然后，后续的电子邮件和复习环节结束时的内容会逐渐揭示更多的理念。\r\n\r\n你最初看到 Orbit 可能就是这样子。注意到了吗，横幅上的文字只是肤浅地告诉你这是关于什么的：「快速温习你刚才所读内容。」按钮旁的说明文字也是这个意思。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/41516298/7e1adf9107cc467b8d1ab1611b00ed96/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=nYalkJ_yig4a5PRJqCZ_4-XWc0pZ7nOukUcf1cjUC9Q%3D)\r\n\r\n随着你在复习中的推进，横幅和辅导标记会继续解释界面。然后，一旦你完成，你会看到这个较长的解释，开始介绍更广泛的愿景。虽然还是有点啰嗦，但我已经到了一个阶段，很难再去掉更多的细节，同时还要保证人们有足够的动机为又一个服务注册账号。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/41516298/b7f46db2cce94b73a1380548edf96611/eyJyb3RhdGUiOjAsInciOjgyMH0%3D/1.png?token-time=1646611200&token-hash=Oz_AAXRltnyctK4T7WEWG8K-jMfcfR2o7crquxS_-PM%3D)\r\n\r\n当 Orbit 最初推出时，我可能不会在讲故事方面弄得比这更精彩。这没关系，我会随着时间的推移增加额外的部分。这东西太难了！\r\n\r\n————————\r\n\r\n你去过 [/r/speedrun](https://www.reddit.com/r/speedrun/) 吗？这是由一群痴迷于「速通」游戏的人组成的社区。他们搞些什么呢？比如[尝试尽可能快地通关《马里奥 64》](https://www.reddit.com/r/speedrun/comments/69czti/wr_super_mario_64_120_star_in_13957_by_cheese05/)，利用游戏 Bug 来争分夺秒。不止如此，还有更离奇的速通任务。比如[速通 Windows 95 安装](https://www.google.com/search?client=safari&rls=en&q=windows+95+speed+run&ie=UTF-8&oe=UTF-8)。\r\n\r\nMichael 和我注意到一个行为，它使 Orbit 的新手引导设计问题变得难上加难： **人们会速通界面文本。** 弹个窗出来？我得赶紧找到「关闭」按钮。需要读的教程屏幕？点点点，三下两下就过去了。我们发现，甚至连那些对界面理念很上心的人也这么干——坦白说， **我们** 自己也这样！这种行为常常没错：这类文本通常就是糟糕的软文，或是粗制滥造的界面设计的烟雾弹。但就算我们一丝不苟地写界面文字，充分考虑了用户的时间，人们还是不屑一顾。\r\n\r\n这和人们对 **文章** 的态度截然不同。人们读 **文章** 时，竟然是如此认真细致。我们发现有人甚至原汁原味地引用了我们在《量子国度》关于助记媒介的文章。这绝不仅仅是因为这段文字的作者更有水平：写界面文字的人，也是作者本人！\r\n\r\n文章的作者倾尽全力来构建与读者之间的信誉和信任，向读者表明，他们的时间得到了尊重。我们采取的一个策略，就是在《量子国度》的界面上利用这种信任：文章和界面的字里行间保持同一语气，同样的用词，同样的说法，以统一明显的作者风格——也许还能让人们停止对界面的「速通」。虽然这绝非完全解决问题的方法，但我们无法在 Orbit 上使用这个策略。\r\n\r\n我想，下一个较好的办法是， **创造** 出类似文章的文字背景来谈论Orbit，这样的文字背景并不在界面中，因此不会被「速通」。例如，我可能会就媒介及其可能的用途写一系列的文章，然后随着时间的推移，作为一份简讯发送给 Orbit 的用户。或者也许只是让它们通过社交媒体等方式在网络上自然流传。\r\n\r\n我在不断取得进展！现阶段的工作得非常细致——最后的 10% 总是如此——但一周一周过去，感觉事情越来越顺手了。", + "type": "text/markdown", + "caption": " 银河大脑问题；速通的用户界面\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The galaxy brain problem; speed-running UIs" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The joyful surprises of user observation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The joyful surprises of user observation.json" new file mode 100644 index 0000000..c146544 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_The joyful surprises of user observation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/The joyful surprises of user observation", + "text": "# 用户观察带来的惊喜\r\n\r\n原文：[The joyful surprises of user observation | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/joyful-surprises-68479856)\r\n\r\n我设计出了点[新东西](https://www.patreon.com/posts/demo-talk-new-66348634?cid=85507220)。过去几周，我一直在观察其他人使用我的作品。我非常有收获，也备受鼓舞。观察用户使用产品总是让我受益匪浅，这个设计步骤似乎有种魔力，在乎其快乐，在乎其神秘。\r\n\r\n火箭科学家的设计过程某种意义上比较容易。发射火箭时，不是按火箭质量配上相应的燃料就能把火箭发射进轨道的。火箭燃料本身也是火箭的负重。所以配上足够发射火箭本体的燃料后，你又要给这些燃料配燃料，这样一直循环。不过可喜的是我们知道怎么解微分方程，这个循环有很好的解析解。\r\n\r\n其他方面的设计也存在循环，不过不是总那么如人意的。如果是设计新的事物——比如说汽车——仅仅考虑怎么把乘客从 A 点移动到 B 点是不够的。设计会影响生活的生态。如果人能随心所欲以 30 公里每小时的速度移动，他所能构建的生活，跟只能步行的人是截然不同的。一旦这类人越来越多，群聚起来，互相影响，城市结构就会发生转变。转变之一就是路会修得更好，进而能支撑得起 70 公里每小时的高速，进而会发生更多转变，如此循环。\r\n\r\n很难预测这样的循环能否收敛。如果新事物足够有趣，用户很快就会背离设计师精心编制的「用户历程」流程图。\r\n\r\n总而言之：设计师需要[仔细发问](https://www.patreon.com/posts/in-search-of-47047644)，审慎建立理论，进而以这些理论为基础打造出产品。然后，站在一旁，观察人们如何与这个产品互动，看这件东西如何左右他们行为，进而催生出新的理论。这不是简单的「用户测试」。你主要关注的不是「它能用吗？」，而是应持开阔和求知的心态，根据实际情况重新审视和定义问题。\r\n\r\n### **赞美轻盈之感** \r\n\r\n三月时，我找到了一组很有潜力的设计原语。到了四月，我写了篇讲稿，在不同场景下考虑我的想法。我对讲稿的反复修改也推动了我对设计的迭代。五月，我搞出了个原型，为演讲的视频提供画面。我随后录制了视频，发布在 patreon 上。后来我去旅行了几周，暂时搁置了这个项目。\r\n\r\n我旅行归来时，我又看了一遍视频，结果非常 **揪心** 。我心想：我对这个解决方案还是非常热情，但它还是太复杂、太难以理解了。我还想想出入门指导的功能可见性设计。把想法实现到能公开测试的程度，还得要苦干 **几个月** 。\r\n\r\n跟 [Rob Ochshorn](https://rmozone.com/) 一起吃晚餐时，他指出我忘了一件很重要的事情。考虑下面两个场景：\r\n\r\n第一个场景中，你让体验者坐下，旁边是你的笔记本。你展示原型设计，并把笔记本递过去，来观察他是怎么使用的。如果有东西出问题了，你给他解释出了什么事情，再调侃几句这破原型，并伸手过去输入指令来重置。在用户逐步体验原型的过程中，你还能实时地给出注解：「啊对，这块还没实现呢。」\r\n\r\n到了第二个场景，你把原型的链接用邮件发给对方。你没办法实时地给出使用原型的预警和注解了，必须在邮件里全部解释清楚。当然你也知道，面对这么一大篇文字，对方肯定一概不读，直接点进链接。你没办法在原型出问题时即时给予修补，所以你必须解决障碍清单上的十几个对于主要概念并不要紧的毛病。\r\n\r\n我做简陋原型的习惯由来已久。但我似乎忘掉了这两个场景的区分。Rob 注意到我在瞄准第二个场景做事（甚至完成度更要高，更公开）。他婉转地问，想要在下周就搞定第一种场景，而不是下个月或下个季度，该怎么做。听到这个，我感到如释重负。\r\n\r\n我给演讲视频做的原型简直是空有其表，只有完全按我演示的那样行进才能工作。我正打算把这个原型搁置一边，开始打造一个「实打实」的原型，且要与 Orbit 系统集成。但是根据「下周做出来呢？」的思考方式，我开始不求周全，在这个原型上继续东搞西搞，做成个勉强能用的东西。\r\n\r\n这也促使我仔细挑选测试用户。我的设计还很粗糙，不适合给那些对间隔重复闻所未闻的受众。若要将原型完善到从这批受众中汲取经验，我还要继续做很多设计。但我意识到，若是面对更有经验的用户，我就可以很快就拿出一个原型了。我的设计原语要[低门槛，宽墙面，高上限](https://mres.medium.com/designing-for-wide-walls-323bdb4e7277)。有经验的用户有助于我提高上限，拓宽墙面。降低门槛的工作可以等到未来的迭代再做。\r\n\r\n在与 Rob 谈话后的下一周，我按照他的建议，开始了与测试用户的第一次会面。我的原型出了千奇百怪的错误，但并不要紧，因为我在场，能够及时化解这些小麻烦。更重要的是，（我在场的情况下）原型表现得还不错，足以让用户能认真地阅读演示所用的文本——这让我充分了解了用户如何与之互动，以及这个产品对阅读行为的影响。\r\n\r\n第二周，我解决了实地观察到的最大障碍，并通过 Zoom 直播开展了几次原型演示。若要借助视频会议来演示原型，比起作者在身旁实地演示，原型必须更加成熟：因为互动关系更弱；不能方便地指给他们看屏幕上的哪个部分有问题，更别提伸手去修正了。更糟的是，大量的身体语言信息也被忽略了。\r\n\r\n我不断修复测试者遇到的问题，让原型更加稳定，减少我的干预。又过了一周，我把原型[分享](https://www.patreon.com/posts/first-usable-for-68204106)给了一小部分高上下文的观众（比如你！）。我让人们测试时把各种想法记录在一个文本文件里，这样能低成本地收集更多数据，不过相比现场测试环节能获得的信息仍然微不足道。\r\n\r\n整个过程感觉非常棒。一小步一小步地行进，我旅程归来时深深的反胃感得到了缓解。更重要的是，我不必制作保真度更高的原型来获取我需要的信息。我在根据我的观察大幅度地重新设计我的原语。比起花上几个月做出一个公开访问的原型再发现需要重新设计，花上几周打磨下简单的原型无疑要好得多。\r\n\r\n通过在去年发布 Orbit，我学到了很重要的一点：按最初的设计，助记媒介在大部分阅读情境下都不好用。读者需要更多控制权。我感觉，相比搭建一个「平台」，如果我能迭代更快，制作的是用后即扔的原型，只跟少数精心挑选的作者合作，我本应更快获知这点。实现比设计更坚实——这样可不好。\r\n\r\n所有这些都是可笑的设计入门问题。没错，你当然应该制作出一些粗略的原型，测试它们，扔掉它们。但在实际操作中，要将这种理念与我渴望在严肃环境中探索系统的愿望相协调，并非易事。最近一个月做原型的经历教会了我，要让工作更富有动感，不拖泥带水。我想尽办法避开那些沉重如「基础设施」的元素。哪怕这意味着我得站在一旁，看着你工作的同时还得手忙脚乱地撑着框架，也许这样也无妨。\r\n\r\n### **一些惊喜的观察结果** \r\n\r\n过去几周的反馈揭示了原语的一些重要问题，这些问题将导致根本性的变化。不过等我有了新的设计，谈论这些部分将会更有趣。作为替代，我想分享一些读者的反应，这些反应在重新定义问题时起到了推动作用。这种珍贵而微妙的反应仅在人们真正用设计来做实事时才会显现。\r\n\r\n **需求诱导** \r\n\r\n这是个类似递归火箭燃料重量问题的例子\\*。城里的主干道交通拥堵，你花了个十亿，在原有基础上多修了四条车道，大幅度提升了道路容量。结果现在道路上车辆更多了，但每个人依然堵在路上，通勤时间一点也没缩短。哎哟：[诱导需求](https://en.wikipedia.org/wiki/Induced_demand)。多出来的供给反而释放了「被压抑的」需求。（\\*译注：就是火箭燃料增加，火箭的总重量也会增加，为了推动更重的火箭，就需要更多的火箭燃料。详情请搜索齐奥尔科夫斯基公式。）\r\n\r\n在这个原型中可以看到类似的动态，我相当着迷。\r\n\r\n[在新的设计中](https://www.patreon.com/posts/demo-talk-new-66348634?cid=85507220)，我将间隔重复卡片做得更像旁注。它们有一种类似实体的触感，在侧边栏中有着固定的位置。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/68479856/090294853ce942458c32b986907f7533/eyJ3Ijo4MjB9/1.png?token-time=1657929600&token-hash=tulbGCePKN8C6dYTOJltIUWggo25bHtHnTjsA1k-1eQ%3D)\r\n\r\n一下子，几乎所有的测试者都觉得，既然有了这样的旁注，那么其他相关的功能也应该有。人们想要高亮，想要剪藏，甚至想在旁边随意做些笔记。剪裁矩形的范围也进一步扩大了。人们想把这些剪报提取出来，在不同的阅读材料之间建立联系。人们希望将信息嵌入或链接到他们的个人知识管理系统中。\r\n\r\n这一切都很合理——真的！这就是为什么我多年来一直使用[「个人」助记媒介的原因](https://notes.andymatuschak.org/z5ARNXtS5VxteskEW91S1yYTgAcLABNXsZuJE)。但我没料到，大家的需求会突然变得如此强烈。这些冲动很少出现在关于[《量子国度》](https://quantum.country/)和 [Orbit](https://withorbit.com/) 的讨论中。现在一加上这么个侧边栏，向周边文本（peritext）点头示意，然后「砰」的一声：诱导需求。人们突然更加明确地感知到了他们的需求。\r\n\r\n **作为支持结构化阅读功能的卡片** \r\n\r\n另一个惊喜的是，这些周边文本的卡片对阅读体验有着巨大的影响。超过一半的读者会 **先** 看这些间隔重复卡片——把它们作为一种高层次的总结。如果卡片看起来很有趣，他们就直接跳到与之相关的正文部分。\r\n\r\n这样做有其道理。卡片就像一种压缩：它们精选、提炼文本中最重要的部分，以供强化记忆。但如果我们的目标是结构化阅读，那么卡片可能并不是最佳的支持功能。它们包含了句法的噪音：为了将见解表述为一个问题，不得不添加一些多余的词。而一个见解要全面地展示出来，往往需要好几张这样的卡片。\r\n\r\n一些测试者将其与 [Christopher Alexander’s The Timeless Way of Building](https://en.wikipedia.org/wiki/The_Timeless_Way_of_Building) 进行比较，那本书里有一种用于结构化阅读的特殊方法：\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/68479856/3085dab677304693a821ab98889ac3c3/e30%3D/1.png?token-time=1657929600&token-hash=mDp8NktDxyNwCpEHCJUv1BjL5lWC8D8lAu_UVLi4sTg%3D)\r\n\r\n即使我怀疑间隔重复卡片是否是正确的原语，在动态媒体时代，结构化阅读的支持功能似乎还没有得到充分探索。\r\n\r\n **在电脑上阅读文本令人不快** \r\n\r\n大部分测试读者一开始都很乐意体验试用版，对各种功能和增强颇感兴趣。但等到最后的总结阶段，他们基本上都会说：「但你知道，其实我平时不会在电脑上看这类内容。我更喜欢纸质书，或者用 Kindle。我有点讨厌在电脑上看书。」有的人还给出了一个让人哭笑不得的补充：「如果所有的阅读材料都能用这套系统，那也许我会愿意在电脑上阅读！」\r\n\r\n这个问题在之前关于《量子国度》的采访里为何没多提及，我也不太清楚。可能是因为这个新原型让人想把它应用到所有的阅读材料上，而《量子国度》似乎是一次性的。\r\n\r\n这群人说得一点儿没错。[在电脑上阅读长文确实受罪](https://notes.andymatuschak.org/z7yjjydTNu3bujTeFc7Hey1iFbz513SnN6oss)，多年来，我也在不经意间积累了这方面问题的笔记。我当然不想看到这样的结果：大家都讨厌在电脑上阅读，但因为有几样高科技的好处就勉强忍了下。这不仅是助记媒介面临的问题，也是「书之后是什么？」这个大问题的一部分。虽然我一直在回避这个问题，但这种一致的反应再次让它成为焦点。\r\n\r\n如果我的论文是《让我们用动态媒介来增强读者》，那么我要么得让电脑上的阅读体验不那么糟糕，要么就得把这种动态媒体搬到实体阅读上去。\r\n\r\n————————\r\n\r\n我诚挚地感谢所有与我面对面并在线尝试此试用版的人，也感谢那些给我发来关于他们经历的笔记的人。\r\n\r\n占据我注意力的大部分可操作的洞见来自慷慨的设计评论会，而不是来自用户观察。在未来的信中——当我有新的设计工作可以分享时——我会更详细地说明这一点，但是我在这里要先感谢 Rob Ochshorn, Gray Crawford, Niko Klein, Joe Edelman, Yiliu Shen-Burke, Shan Carter, Cameron Burgess, Marisa Lu。", + "type": "text/markdown", + "caption": " 用户观察带来的惊喜\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The joyful surprises of user observation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Three years of crowdfunded research.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Three years of crowdfunded research.json" new file mode 100644 index 0000000..afe0e86 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Three years of crowdfunded research.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Three years of crowdfunded research", + "text": "# 基于众筹支持的三年研究\r\n\r\n原文：[Three years of crowdfunded research | Andy Matuschak](https://andymatuschak.org/2022/)\r\n\r\n2023 年 1 月。节选自《来自实验室的信》，一系列关于我的研究的非正式文章，面向[赞助人](https://patreon.com/quantumcountry)撰写。你也可以[听](https://andymatuschak.org/static/2022/2022.m4a)这篇文章（19 分钟）。\r\n\r\n我是独立研究者。这个头衔确实很不寻常——但更不寻常的是， 2022 年已经是我作为 **众筹** 支持的独立研究者的第三年了。我的主要收入一直是一个[会员项目](https://patreon.com/quantumcountry)。大部分研究者要对几个提供研究基金的委员会负责；而我要对几百个网络上的陌生人负责。\r\n\r\n有趣的是他们似乎已经不像是陌生人了。在 2020 年，我认为这个会员项目仅仅是筹集资金的渠道，是不用扭曲自己的目的去申请基金，也能付清账单的办法。但慢慢地，自发地，这个项目正在成长，在我的创意生活中占据更加重要而鲜活的位置。现在，这个项目如同一段摄人心弦的旋律，是赋予我工作以能量和结构的情景。\r\n\r\n三年过去了，这个会员项目还在不断演进，而我对这个项目的情感也在不断变化。我在此将种种感触留存下来，以备新年。众筹如何塑造了我的工作？我情感上如何与其共情？这个项目未来会如何演化？我确信我的经历很难推广，但如果有人想走上一条类似的路，他们可能会对此感兴趣。\r\n\r\n## 高上下文的听众\r\n\r\n研究的节奏往往很慢；很多项目常常要横跨数年。在这个缓慢的步调中，我的会员项目创建了一列快速的鼓点，一块积极观察我研究工作的空间。我的手头上有一个庞大的项目，但托会员项目这一场景所赐，我可以比较规律地发表作品；今年我发布了：可以工作的原型、关于项目和方法论的文章、新设计的带脚本演示讲解、数小时的音频。\r\n\r\n我担心为赞助者写作会变得像写尽职「报告」一样。在 2020 年，我的确感觉如此，但问题在我。随着我与会员交谈，并理解他们的想法，我的情感态度有了一些改变。他们不是项目负责人，搜查着受助人有所产出的证据。他们是充满好奇心的创意人士，想近距离观察一种不寻常的生活方式，一个充满挑战的创意过程。我一开始以为大家想「一睹幕后」是非常急切而高压的：他们想让我赶紧完成可以用的原型——赶紧，赶快！其实，从他们的评论来看，他们想知道的是，我做这个奇怪东西的感觉是什么样的。他们想看到各个部件摆在桌子上，看见我动手干活，分享灵机一动的那一刻，哪怕只是暂时应付的方法。魔法般的作品令人激动，但有时候 **驱散** 魔法，窥探内部齿轮，是更加令人兴奋的。\r\n\r\n这对会员来说没问题，但我的收获是什么？认识到这样的事实后，我摆脱了写文是义务的想法——文章这一场景，让我仔细思考我工作一些方面，这一场景让我分享创造性满足感——可靠地，及时地——因为我的长期研究项目还在缓缓前行，不可预测。有了这样的框架，为会员们写文章变成了我的工具箱中的一个创意「动作」。选择一个问题，一处细节，一种做法，一个想法；写出我觉得我在想的东西；在写作过程中获得更多发现。写文章实际上变成了研究的一部分，而不是平添的负担。\r\n\r\n这听起来很像是典型的（好）建议：写作有助于思考！写得越多，想得越深！这的确不假，但这个会员项目对我来说有一个地方很不同，就是我是为「极高上下文的听众」而写作。我的大部分读者都读过很多关于我项目的文字。可能有超过一百个人读过介绍我最近工作的文章超过一百万字了（这句话……挺难懂！）这意味着我可以直接讨论工作的最前沿，直接讨论我在思考的地方。当我向大众讲解我的研究时，我要把大部分时间花在描述背景上。我得到的大部分回馈，都是我之前都听到过十几次了的。相比之下，我的赞助者想直接看齐我的位置，这彻底改变了我对会员文章写作的态度。\r\n\r\n没有会员项目，还有可能面向极高上下文的观众写文章吗？我确信有很多作者仍然可以做到，但对我来说这样写作在心理上说不过去。现在定期新闻简报很常见了。但订阅这一信号太微弱了。我订阅了不少邮件列表，但很多我都并不关心，我相信你也是这样。大部分新闻简报作者需要假设读者群体分布非常广泛。的确，作者可以为一小部分长尾分布末端的读者写作，即便这样有可能会疏远大部分读者群体……但这对于作者来说需要钢铁般的毅力。另一方面，如果你是我的赞助者之一，你跻身于直接赞助我研究的几百人，这对我来说是非常强劲的兴趣信号，而我也能很容易传达相应信息。\r\n\r\n有了强劲的兴趣信号，我也更容易诚实地写作了。大部分关于发明创造的论文和公开文章，都包含不少宣传成分（可以理解）。无论是否有意，作者都会试图说服读者，他们创造了新颖而富有价值的作品，而作品的不足之处往往轻描淡写，只在文章末尾用几段话简单讲讲。这对于「完成的」作品可能比较可取，但如果针对进行中的项目，通过写作来思考，这样的思路肯定是不对的。我撰写这些「中间阶段」的文章，是想关注还没有成功的部分，关注我还没有理解，让我牵肠挂肚的细节。而对于兴趣充足，上下文极高的观众，这样做对我来说很安全。\r\n\r\n现在到了令我百感交集的部分了。这些高上下文的常客弥足珍贵，因为他们重现了优质大学中的体验，那里有一张可以畅快讨论的午餐桌，有一系列优质的讲座。我没有这些东西。我试图拼凑出这种体验，跟旧金山里的朋友散步，与遥远的同事开展长长的邮件沟通，为我高上下文的会员编写文章。我非常感激这些渠道，但我也知道这代替不了高质量的日常社交沉浸。当然，这远远胜过我几年前的社交体验，而我会在今年尝试一些新的机制。\r\n\r\n另一个令人惊喜的方面是，我的会员项目模拟了身处大学的体验：我有机会帮助其他人成长。很多有理想的发明者告诉过我，看我努力思考、听我推理问题、看我规划项目，取得进展，对他们非常有帮助，这给了他们力量。我深有同感。我从看我的同事做事中成长颇多。从某种意义上扩大这种隐式知识的传播，这让我很满足。确实，我会组织答疑时间，也会写一些很有说教味的材料——但回看这些东西，我觉得这些东西的确不如简简单单，事无巨细地[展示我在做什么](https://notes.andymatuschak.org/Work_with_the_garage_door_up)，来得有价值。\r\n\r\n## 我并不是「内容创作者」\r\n\r\n你可能读过一些描述「创作者经济」的激情四射的文章。数千位写作者通过新闻简报订阅实现经济独立。很多广受欢迎的播客只面向付费听众开放。我使用的会员平台是 Patreon，这个平台的初衷，是通过按作品付费的方法，来支持音乐家和视频创作者。这些例子都在传达一个简单的理念：你定期付费后，便能稳定获得专属内容。（在这里给想尝试众筹的人一个警示：我不会向新入门的创作者推荐 Patreon。Patreon 会把你锁定在他们的平台上：你根本没办法迁移，除非每位会员都重新输入一遍付款明细。如果我现在开始众筹，我会用 [Ghost](https://ghost.org/) 或者 [Memberful](https://memberful.com/)。这两个平台都允许用户把付款明细迁移到其他平台。可能的话我也会迁移——Patreon 对我的工作的展示太过粗笨，我也无法调整。我有朝一日会迁移出 Patreon，但工作量会很大，所以我先暂且搁置。与此同时，我的会员每年向他们支付数千美元的费用。）\r\n\r\n我在之前的章节讨论了我为赞助人规律编写的文章。但我并不是电子邮件简讯作者：我并 **不** 想当「内容创作者」。这些文章不是我的卖点，或者至少不是我预想的卖点。我是研究者，我要发明新工具，为人们提供新的认知能力和创造能力。对于邮件简讯作者来说，写作就 **是** 主要活动。但我的文章是次级产物，是我开展占据我大部分时间的核心工作时，偶尔创作的副产品。我不能（也不想）与全职作家竞争。\r\n\r\n我对会员的描述并不像交易，而更像是传统意义上的赞助。我的工作是公共服务，而我的主要产出也能免费获得。当我的会员就像是当一名小小的基金提供者，就像是说：「是的，我希望每个月付出一杯拿铁的价钱，支持 Andy 追求他的领域，取得进展。」这是非常纯粹的关系，更像是一个精美的捐赠箱。但我之后迷糊了概念： **作为额外的奖励** ，我说，你也能规律获得幕后文章、活动、早期原型等等。\r\n\r\n在[过去的调查](https://andymatuschak.org/2020/)中，有相当多赞助者表示，他们成为会员的主要动机是支持我的研究。只有一小部分人把获得独家内容作为主要因素。但独家内容的确很重要！2020 年年初，我把我的会员计划设想为更纯粹的捐赠箱，而那时候浏览我主页的人，相比现在更不可能成为会员并留下来。我们怎么平衡这两件事？\r\n\r\n我听到的最好解释[来自于同为独立研究者的 Craig Mod](https://craigmod.com/essays/memberships_work)：「从根本上说，会员项目就像一个迷你 NPR 电视台——福利当然会有，但成为会员的主要理由应该是：Craig 你个怪人，我想看到你的更多作品问世。」我记得小时候我收看 PBS 会员筹款活动。有一个全职团队在运营，而他们觉得福利也是必要的。所有\b主持人拿着高人指点的石板，上面写着：福利！必须推销这些福利！的确，你们这些观众的支持不可或缺——但是——必须每十分钟就提一次盒装 DVD 套装和纪念运动帽！会员项目比商品贵很多，所以这仍然是以捐款 **为主** ，但这些福利显然促成了交易。\r\n\r\n但我也是本地现代艺术博物馆 SFMOMA 的会员。会员费比普通门票差不多贵四倍：会员能为自己以及一名同伴免除博物馆门票费。所以你跟同伴至少去两次，会员费就赚回来了。博物馆很勇敢地将这种做法描述得像 NPR/PBS 一样：请支持这家非盈利博物馆……作为福利，你能获得这些免费门票！我很喜欢 SFMOMA，但我必须坦白，「支持博物馆」在我成为会员的动机中只占 0%。这个公共物品的存在感过于稀薄。我是这家博物馆的常客，我实际上只是通过会员来买票而已。\r\n\r\n所以，我的会员项目是类似 NPR 那种，还是 SFMOMA 呢？以捐款为主，还是购买福利为主？我每次写到这里，我都很清楚，未来的会员应该将这个项目看作以支持我的研究为主。但我感觉我在对抗一股愈发兴盛的文化潮流。非订阅不可见内容太过普遍了，而且在不断增长。我在这里是少数派，运营着一个奇怪的 NPR 风格的会员项目。如果有人买过五名内容创作者仅限订阅者的内容，之后加入了我的会员项目，很难想象他们不会向我流露对「内容创作者」的期望，哪怕是潜意识地。我感受到了这种「内容创作者」的压力，尽管比较模糊，难以描述，但我也因此感到担忧。我在尽可能忽略这种压力，但我必须意识到它对我有微妙的影响。\r\n\r\n或许我最好的辩护也挺蠢的。如果你把我看做内容创作者，那么相比其他内容创作者，我的月度会员费会显得「很不划算」。所以你自己就会选择退出！论证成立！\r\n\r\n## 活动\r\n\r\n运营这种小众领域会员项目的一个好处是，我聚集起来了一大帮人，他们共享很多小众兴趣。我感觉帮助这些人互相认识是有道理的。今年我为会员主持了 24 场活动，形式各异。我的动机有一部分是为了自己：也许我能培养我研究的「场景」，培养出一些未来的同行或合作者？\r\n\r\n我知道很多会员自己就在创作新颖的用户界面，我就从公开答疑时间入手。我会回答问题，构思创意，主持设计批判活动等等。应该有十几个会员勇敢地带来了他们未完成的作品。不过十次活动之后候选人选也差不多用光了。没多少人在自己做比较大的项目，而且做到可以在那里分享的程度。\r\n\r\n我围绕一些知名论文或讨论举办了一系列研究座谈会，这方面效果更好。这些会对我很有用，因为我选的工作都是我希望更加深入理解的。我会带着笔记来讨论，但其他参加者总是会提很多好问题，分享很多不错的观察。关键在于确立规矩：我要求参与者必须读过论文或者看过演讲。所以讨论是激烈且高信息密度的。此外找一些不在我的会员项目中，但是对讨论的作品有独到见解或较高兴趣的人，让他们参与讨论，也有一定帮助。\r\n\r\n[img [A screenshot of my unconference, in the Gather interface|https://andymatuschak.org/static/2022/unconf.png]]\r\n\r\n我也为会员举办了两场「[非会议](https://en.wikipedia.org/wiki/Unconference)」。组织起来花不了我多少时间，因为我们用 [Gather](https://gather.town/) 来主持，而且是成员自行构建日程表的。就像其他非会议一样，日程都是非正式的，而且格式多样：演示、演讲、研讨会、解决问题环节、展示与介绍等等。这两次活动很是激发了我的灵感——特别是第二次会议，我还邀请了其他几个小社区参加。可惜的是，在在线会议中，非常重要的「过道讨论区」也近乎无形，即使在 Gather 也是如此。我主要想帮这些成员互相认识，这是个很大的问题。疫情催生了一批远程社交工具，但这些工具似乎没有解决这个问题。\r\n\r\n显然有一个方法是我还没试过的：使用 Discord、Zulip、Discourse 等工具，开设实时讨论社区。我加入过这些平台上很多在线社区，没一个效果很好。这些社区最终都会成为负担——又多了个要看的收件箱，一件我要追踪的东西——而不是快乐人际联系的源泉。而且如果我真要培养我的「场景」，我不喜欢被付费墙阻隔，非会员莫入的讨论社区。如果我们真的关心优质对话，我们希望社区里的成员是做了优质工作，贡献了优质对话的。这些人的集合跟我的会员的集合只是部分重叠。我可以添加一些邀请，但我不想担起这么大规模的主持人的责任。我会继续跟高度参与这种环境的其他人讨论；也许之后某一天我会找到一个不错的角度。\r\n\r\n## 付清账单\r\n\r\n我的朋友不确定这个问题怎么说出口。「所以，你的众筹……怎么样了？」他们的实际意思是：Andy，你没事吧？你打算把你的一生储蓄一把火烧了？\r\n\r\n好消息是我付得起我的账单。真的——互联网上的陌生人能为我付账单（我要暂停一下说：这真是难以置信）。坏消息是这个项目的收入增长基本上已经停滞了。\r\n\r\n[img [A plot of my revenue, rising steeply in 2020 and the first half of 2021, then plateauing through 2022|https://andymatuschak.org/static/2022/revenue.png]]\\n\r\n\r\n我的收入介于研究生和初级教职员工之间。这个水平……说得过去，但显然不够理想。很多刚开始职业生涯的人很想跟随我的路径，也经常跟我沟通，我想要留下警告：这对我说得过去，因为我在科技界工作过十年，有不少储蓄；我们的房子是自己的；我的妻子很支持我，她有一份稳定的职业；我们没有孩子，除了按揭之外也没有债务。换句话说，这要归因于我们极其幸运的初始境况。\r\n\r\n在[我对 2020 年的反思](https://andymatuschak.org/2020)中，我引用了 [Ivan Sutherland](http://andymatuschak.org/files/papers/Sutherland - 1996 - Technology and Courage.pdf) 的话：\r\n\r\n> 我发现我能够承担风险的余地只有那么多。如果我在我能降低生活中某些方面的风险，我就能有更多余裕去面对其他地方的风险。为了获得能完成一些事的勇气，我要降低我在其他地方所需的勇气。\r\n\r\n这对我来说仍然很真实！我坦白，相比两年前，众筹需要更多一些勇气。我对众筹长期可持续性又不那么乐观了。在我现在的水平，收入持平是可以接受的，但二阶导数估计呈现负数，而我刚刚达到收支平衡。\r\n\r\n2020 年以来会员增减的趋势没有改变：流失率很低，也很稳定（每个月 ~2%），必须要有稳定的新会员流入才能平衡。很惊奇的是，流失率几乎不受我的行为影响。新的福利、改变发布频率、加快或者减慢进展（对我来说）——这些事在过去几年对流失率没有很大改变。其实这也挺让人舒心的，我明白了流失率不是我能任意调控的。\r\n\r\n每年会员主页的新浏览者，注册成为会员的比率基本相同，但相比 2021 年，2022 年的新浏览者更少了。[正如我去年指出的](https://andymatuschak.org/2021/)，这意味着哪怕是为了维持现状，我都需要不断扩增我的受众，让新人进入我「转化漏斗的顶端」。至少对我来说，这种思考模式，对研究者思维来说，是非常有害的。如果我的众筹收入下降太多，我更愿意寻求基金或者其他资助来源，而不是用「增长营销」来解决这个情况。\r\n\r\n很显然，我这种会员项目很难支撑一个团队或一个机构的成长。前些年里，[我实验过](https://andymatuschak.org/2021/)合同制雇用队友，使用的是另外的资金，来自于一些捐赠者为这个方向慷慨提供的拨款。我今年也在继续做这些实验，取得了更多成功。而在 2023 年，我将与一位全职[研究员（Research Fellow）](https://notes.andymatuschak.org/Research_fellowship)合作六个月。我对这些合作非常兴奋！为了在这些方向取得更多进展，我估计我需要其他资金来源，而不是我的会员收入。\r\n\r\n听起来有些灰暗，所以我想这样来结束这一节：我仍然靠众筹成功付清了我的账单。明年仍然如此。这已经非常让人吃惊了！\r\n\r\n## 好奇与疑惑\r\n\r\n让我们聚焦于这种震惊上。在日常之间，我经常会忘记我的生活有多奇怪。三年之后，这种生活看起来似乎……几乎有些无聊？一切都归于稳态，我感觉。\r\n\r\n但我参与的几乎每一次社交活动中，别人都会提醒我，这种生活其实很不寻常。我会参与这样的对话，几乎一字不差，循环往复：\r\n\r\n「你是做什么工作的？」\r\n\r\n「我尝试发明工具，给人们提供非同寻常的认知能力或创造能力。」\r\n\r\n「酷啊！你在创业吗？」\r\n\r\n「呃，不是，我只是在做研究。我会制作一些原型，并写一些文章。」\r\n\r\n「哦，在大学做研究吗？」\r\n\r\n「不，我是独立研究者。」\r\n\r\n「所以你就像自由工作者一样，有人雇你做研究？」\r\n\r\n「不，我研究我自己的想法。」\r\n\r\n「可是……谁出钱呢？」\r\n\r\n「呃……互联网上的一帮人。」\r\n\r\n说完这些话后，对方会流露出好奇和疑惑交杂的感情。我想说的是：我认真想的时候，这两个词正是我对我处境的感觉。\r\n\r\n好奇——我得以探索一块无尽的开放领域，如我所愿纵情探索。[Craig Mod 将其描述为](https://craigmod.com/essays/memberships_work/#permission-from-members) 「获得 **许可** 去做我认为我能做的工作，但我还没有强到靠自己能做完。」我也觉得是这样，而且我也很感激，但我心中大部分好奇来自于 **无需许可** 的感觉。我不需要其他人认可，就可以做我觉得有意思的事情。我不需要写基金申请，不需要迎合长聘教授委员会，我能迎面挑战真正的任务（更加困难的任务！），那就是鼓足勇气追随我以为最重要的任务。这不是大众想让我做的任务；不是短期内能产出漂亮成果的任务；不是我能力圈内能够轻松完成的任务。这项任务是高耸入云的挑战，我对此非常感激，我也要竭尽全力才能完成。\r\n\r\n所以，接下来就是困惑——我所得到的这一无上自由背后，有什么条件？我当然对我的会员有一些承诺。但他们也对我有所承诺。我应该保持怎么样的进展？我的兴趣可以游离到什么地步？代价是什么？\\*这些问题很难通过调查问出来。我觉得我自己很难为我通过会员项目支持的其他人，给出可靠的答案。我当然不希望我的会员给我无限宽松的缰绳。（\\*译注：那么，古尔丹，代价是什么呢.jpg）\r\n\r\n这种困惑更困难的地方在于：即使我能回答这些问题，我 **必须不** 遵从这些答案！如果我知道项目 X 会花很长时间，而我的参与者很可能会丧失耐心？那又如何？那意味着我不应该做这个项目吗？这会导向很糟糕的研究做法。\r\n\r\n所以，在我的会员项目这个情境下，做优质研究意味着主要关注好奇，关注感激，并且基本上忽略疑惑。这可不简单！\r\n\r\n让整个过程更轻松的是：几乎我与赞助者开展的所有对话都是高度支持、互相信赖、非常坦诚的。这些信息轻轻消解了那些令人困惑的问题。这里有几百个人，他们都只是对我要做的东西很感兴趣。\r\n\r\n所以，对我的所有会员，无论是否继续——谢谢你们，谢谢你们，谢谢你们！过去几年是我人生中最为充满创造力而又充实的几年，而是你们是亲自贡献，让这一切成为可能的一小群人。\r\n\r\n------\r\n\r\n如果你觉得我的工作很有意思，你可以[成为会员](https://patreon.com/quantumcountry)以支持我的工作，并获得类似这样的文章。\r\n\r\n最后，特别感谢我在出版时的赞助商级赞助人：[Adam Marblestone](http://www.adammarblestone.org/)，[Adam Wiggins](https://twitter.com/hirodusk)，[Andrew Sutherland](https://asuth.com/)，[Ben Springwater](https://twitter.com/benspringwater)，[Bert Muthalaly](http://somethingdoneright.net/)，Boris Verbitsky，[Calvin French-Owen](http://calv.info/)，[Dan Romero](https://danromero.org/)，[David Wilkinson](https://david.wilkinson.xyz/about)，[fnnch](https://fnnch.com/)，[Heptabase](https://heptabase.com/)，[James Hill-Khurana](https://jameshk.com/)，James Lindenbaum，[Jesse Andrews](https://m4ke.org/)，[Kevin Lynagh](https://kevinlynagh.com/)，[Kinnu](http://kinnu.xyz/)，[Lambda AI Hardware](https://lambdalabs.com/)，[Ludwig Petersson](https://twitter.com/ludwig)，[Maksim Stepanenko](http://maksim.ms/)，[Matt Knox](http://mattknox.com/)，[Mickey McManus](http://www.t-1ventures.com/)，[Mintter](http://mintter.com/)，[Nathan Lippi](http://nathanlippi.com/)，[Patrick Collison](https://patrickcollison.com/)，[Peter Hartree](https://peterhartree.co.uk/)，[Ross Boucher](http://rossboucher.com/)，[Russel Simmons](https://github.com/rsimmons/)，[Salem Al-Mansoori](https://twitter.com/uncomposition)[Sana Labs](https://www.sanalabs.com/)，[Thomas Honeyman](https://thomashoneyman.com/)，Todor Markov，[Tooz Wu](https://twitter.com/toozwu)，William Clausen，[William Laitinen](https://www.exigeinternational.com/)，[Yaniv Tal](https://twitter.com/yanivgraph)", + "type": "text/markdown", + "caption": " 基于众筹支持的三年研究\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Three years of crowdfunded research" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Too easy to be effortless.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Too easy to be effortless.json" new file mode 100644 index 0000000..dfc5b16 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Too easy to be effortless.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Too easy to be effortless", + "text": "# 轻而易举，不费吹灰之力\r\n\r\n原文：[Too easy to be effortless | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/too-easy-to-be-49250309)\r\n\r\n现在，一些 Orbit 实验正在进行中，我上个月的大部分时间里都在重新挖掘[量子国度](https://quantum.country/)的数据。我发现一个令我惊讶的问题：「基本上每个人都记得差不多所有事，基本上始终如此」。\r\n\r\n### 感情驱动的优化\r\n\r\n记忆能有多不费力？\r\n\r\n在极限情况下，我们可以想象自动记住我们感知到的一切。我们可能并不想要这样——像 [Shereshevsky](https://en.wikipedia.org/wiki/Solomon_Shereshevsky) 这样的怪才经常报告他们完美记忆的诅咒般的症状。也许我们会满足于像移动肌肉一样轻松地记住或忘记一些东西。这样的世界会是怎样的呢？肯定的是，学校将不再是我们所知的那样，那么工作场所和工作室呢？人际关系呢？[Borges](https://en.wikipedia.org/wiki/Funes_the_Memorious)、[姜峰楠](https://en.wikipedia.org/wiki/The_Truth_of_Fact,_the_Truth_of_Feeling)、[Wachowskis](https://en.wikipedia.org/wiki/The_matrix) 和其他伟大的科幻作家都已经描绘了这些影响，但我也对平凡的事物感兴趣：工作场所协作的互动方式的变化；突然显现的巧合和矛盾。\r\n\r\n（当然，不费力只是许多有用视角之一！一个相反的视角指出，也许费力才是你想从你与记忆的互动中得到的东西。你希望不断质疑你认为你「知道」的事情；你希望一切都保持熔融状态，以便你能形成新的联系，以新的方式看待事物；等等......）\r\n\r\n即使有如今的系统，记忆也远非毫不费力。我们能做到什么程度呢？通常的方法是将其作为一个优化问题来处理，但我发现，将不费力视作一种 **感觉** 是很有意义的。强大的技术感觉像是身体的延伸。边界消失了；意图和行动之间的距离缩小了。然而，[如果你在铅笔上绑上一个砖块](https://www.dougengelbart.org/content/view/224/217/#6c)，它就不再感觉像你手的一部分。同样地，和朋友们热烈讨论时，学习似乎不费吹灰之力，但在无聊的自习室里，同样的想法可能需要你付出超出你能承受的努力。\r\n\r\n这个视角给了我们一种不同的方式来思考如何「优化」思想工具。哪些类型的互动会产生分离感、尽职感和厌烦感？\r\n\r\n在任何一种计算机化的学习系统中（包括间隔重复系统），无聊的一个可靠来源是感觉太容易的材料。这种材料并不是好的那种不费力气的材料。翻阅这些材料的感觉几乎就像在软件安装程序中快速运行许可协议提示。「是的，是的，我知道，我知道。」我不需要真正思考；我没有真正参与；我不喜欢被要求。有时，问题在于我实际上并不关心这些材料，在这种情况下，我真的应该删除它（[也许是模糊不清地](https://www.patreon.com/posts/skip-exponential-40672377)）。不过，很多时候，我确实关心这些材料。如果它在那一刻感觉不那么微不足道，我就会更认真地参与。\r\n\r\n这个观察引出了学习技术中的一个经典问题：正确估计学生的知识状态，以优化学习计划。不同的是，如果我们坚持使用基于感觉的视角，我们就不会把优化本身看作是要解决的问题。我们的核心目标是实现一种毫不费力的感觉。模型优化是实现这种感觉的一种有效手段。但也有其他的手段。你无法在没有记住许多复杂规则的情况下玩《[见证者（The Witress）](http://the-witness.net/)》，但当你与环境互动时，你会自然地记住这些规则：记忆本身并不是需要努力的部分。\r\n\r\n### **量子国度过度轻松的努力** \r\n\r\n在进行了这一崇高的忏悔之后，让我们把注意力转向一个不寻常的记忆增强系统的表现：《[量子国度](https://quantum.country/)》。\r\n\r\n请注意：这是对量子国度数据的非正式讨论。该分析是初步的，不应该在其他工作中引用或摘录。我这里是在[开门造车](https://notes.andymatuschak.org/Work_with_the_garage_door_up)。\r\n\r\n一方面，《量子国度》实现了它的承诺，帮助人们记住他们读过的内容。在第五次重复之后，大多数读者已经能够在超过一个月的时间间隔内回忆起 95% 以上的问题。这相当了不起。根据我过去阅读教科书的经验，一个月后能记住一小部分细节就很幸运了。\r\n\r\n另一种看待这个问题的方式是「维护成本」。为了在第一年维持第一篇论文的 112 个问题，中位数读者进行了 567 次复习，消耗了约 1.5 小时。读者报告说，阅读第一篇文章需要 2-4 个小时，所以我们可以将第一年的复习看作是这些读者选择为了永久记住那篇文章所有的关键细节而支付的约 50% 的额外时间成本。我预计第二年的时间成本大约是一半，但我们还没有这方面的数据。\r\n\r\n我想，问题在于，《量子国度》的效果「太好」了。几乎所有人，在几乎所有时间，记得几乎所有内容。\r\n\r\n我们要讨论的麻烦始于我所说的「维持」阶段。对于一个特定的读者和问题，历史通常可以分两个阶段：最初的「学习」阶段（通常很短），在这个阶段中，读者对材料的吸收足以让他们在不同的时段记住它；接着是「维持」阶段（更长），在这个阶段中，重复主要用于对抗遗忘的侵蚀。你可以通过说人们在第一次成功重复后过渡到维护阶段，来非常好地近似这个划分。\r\n\r\n在第一次成功重复某个问题后——也就是他们进入「维持阶段」后——中位数的读者在随后的重复中回答正确率为 95%。事实上，在所有第一年的问题历史中，82% 的问题在那之后都 **没有** 遗忘（这确实符合从 p=0.95 的二项分布给出的第一年重复次数的期望）。\r\n\r\n这有点抽象。具体地说：在他们第一次成功的重复之后，中位数的读者在接下来的一年里，在第一篇文章的 112 个问题的 448 次复习中只忘记了 15 次。\r\n\r\n整整一年的勤奋复习，只有 15 次遗忘！433 次成功的回忆！这里的问题并非完全是效率问题。在与读者的交谈中，很多人愿意（而且已经）支付 50% 的时间成本来彻底内化这些材料。问题并不在于 448 次复习太多，或者花费的时间太长。问题在于，复习你已经非常了解的材料感觉很无聊，就像浪费时间一样。而这大多是人们正在做的事情。\r\n\r\n但实际上，遗忘的情况比我说的还要偏斜。如果这 15 次遗忘是从所有问题中等概率抽取的，那可能感觉还不算太糟：任何一个问题都可能是你今天遗忘的问题！但事实是， **所有长期遗忘中的一半来自 12% 的问题** 。从情感上讲，这些问题会产生「哦，不，又是那个问题......」。相比之下，中位数问题在「维持阶段」的第一年里，每十个读者只会遗忘一次。对于 95% 的问题，中位数的读者在维持阶段的第一年里 **从未忘记过** 。因此，大多数复习可能感到乏味且没必要。\r\n\r\n我们可能会担心，也许对中位数的读者来说一切都很好，但许多能力较弱的读者却在挣扎。毕竟，他们的遗忘在问题中高度符合幂律分布。但读者的分布并不那么明显。在第一年的维持阶段中，我们的第 25 百分位的读者在 483 次重复中忘记了 35 次。第 10 百分位的读者在 516 次重复中忘记了 59 次。而且，这些遗忘集中在相对较小的问题池中。即使是对相对较不成功的读者而言，绝大多数的问题也没有出现遗忘。\r\n\r\n当遗忘确实发生时，通常情况并不那么糟糕。一种看待这个问题的方式是，询问连续多次忘记的问题有多频繁，以至于读者无法在他们之前能够跨越的间隔内回忆起一张卡片。这几乎从未发生：在大约 2% 的第一年读者/问题历史记录中会出现。因此，我们的「实证保留」进度指标是一个相当好的指标。一旦你证明了一个特定的保留间隔，只要你继续复习，你就非常不可能失去它。如果确实发生了遗忘，那么它「倒退」到读者无法记住五天的概率只有 7%。这里提醒一下，《量子国度》在一个问题被遗忘时，大致会将复习间隔减半。鉴于这些数据，Anki 在每次遗忘时将间隔重置为零的默认行为在我们的情况下似乎特别不合适。\r\n\r\n这里的意思是，我们也许应该更激进地拉长复习安排。是的，这将使体验更高效；但我真正关心的是，这可能会使体验不那么乏味。\r\n\r\n这个复习安排到底应该是什么？许多论文建议为这些复习安排建立动态且复杂的模型，也许我将在某个时候实现一个。理想的复习安排应该在避免枯燥乏味与其他重要的感觉变量进行权衡：与材料的联系，重复忘记同一事物的挫败感，复习时机的可预测性。就低垂的果实而言，简单的启发式方法能走多远令人惊讶。例如，当读者在阅读文章时和在第一次复习环节上都成功地回答了一个问题时，接下来一年中，96% 的历史记录中 **没有出现遗忘** 。可能可以安全地大幅度地拉长它们的间隔。\r\n\r\n仅通过关注过于简单的问题，我们可以很容易地想象，把维持第一年所需的重复次数减半，甚至更多。如果我们这样做，第一年的复习次数就会从 567 次减少到 343 次，减少了 40%。第一年保持记忆的边际时间成本将从 50% 下降到 30%。\r\n\r\n我呈现的数据对反事实并没有太多的说法。如果间隔是现在的两倍，我们会看到更多的遗忘，还是会看到混乱的局面？我一直在沿着这些思路进行对照实验，它们产生了非常有趣且令人困惑结果......这将不得不等待另一个时间。\r\n\r\n### **助记媒介的复习安排与现有的 SRS 模式相比** \r\n\r\n几乎所有围绕间隔重复系统的工作——包括学术和商业——都集中在定义上：语言学习者的词汇、医学生的术语、历史课的人物和事件，等等。这类知识往往是相当随意、缺少联系的，因此我怀疑它被遗忘得更快。\r\n\r\n《量子国度》的复习安排相当激进。我们从五天的时间间隔开始，每次重复都会增长 2-3 倍。默认情况下，Anki 从一天的时间间隔开始，增长 1.8 倍。然而，我们仍然看到很少有遗忘。我不认为问题出在 Anki 的疯狂保守上。我认为这是因为概念性的知识，在一个叙述性的弧线中被引入，并与先前的知识彻底相连，与词汇的记忆动态非常不同。助记媒介的复习安排可能应该与传统的间隔重复系统的复习安排有很大的不同。\r\n\r\nSuperMemo 用「卡片复杂度」建立了类似于我所描述的效果的模型，但由于每个用户都建立自己的数据库，它必须从几个点的样本中估计每张卡片的复杂度。助记媒介的共享问题创造了一个有趣的机会：卡片的复杂度可以通过汇总许多先前用户的尝试来估计，而通过比较他们在文章中的表现和先前学生的表现，可以估计一个新用户对材料的现有熟练程度。这种类型的方法[已被用于安排西班牙语词汇练习的模型中](https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.697.3755&rep=rep1&type=pdf)，我对探索它在更多概念性题目上的表现很感兴趣。助记文章（与词汇表不同）面临的一个显著挑战是，这些问题高度相互依赖。复习一个问题使读者更有可能回答其他各种相关问题。因此，我可能需要将像我所描述的模型与[深度知识追踪](https://arxiv.org/pdf/1506.05908)这样的模型结合起来，后者可以解释卡片间的相互作用。\r\n\r\n我还不确定我想在这种优化上走多深。在这个领域有很多机会可以探索，而我的时间又是如此之少！事实上，有许多简单的杠杆可以让人感觉不费力，而不涉及实际减少重复的次数。例如，当我们将复习「分批」进行，使相邻几天的小型复习环节合并为一个完整的环节时，复习环节的读者感到复习的负担大大减轻。\r\n\r\n在未来的一篇文章中，我将探讨多个实验是如何努力测量量子国度上任何明显的遗忘时间的。直到下一次，感谢你们的支持。", + "type": "text/markdown", + "caption": " 轻而易举，不费吹灰之力\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Too easy to be effortless" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Tools for thought science, design, art, craftsmanship.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Tools for thought science, design, art, craftsmanship.json" new file mode 100644 index 0000000..9f04414 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Tools for thought science, design, art, craftsmanship.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Tools for thought science, design, art, craftsmanship", + "text": "# 思想工具：科学、设计、艺术、工艺？\r\n\r\n原文：[Tools for thought: science, design, art, craftsmanship? | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/tools-for-design-60576749)\r\n\r\n> 「计算机的命运是成为全世界所有经常上网的人的交互式智能放大器。\r\n\r\n>\r\n\r\n> [— J.C.R. Licklider](https://cognitivemedium.com/tat/assets/Kay_What_is_a_Dynabook.pdf)\r\n\r\n如果你想加快计算机成为交互式智能放大器——发明人机界面，从根本上扩大人类的认知和创造力——需要 **做** 什么？进步如何发生？\r\n\r\n此外，我们如何才能取得 **集体的** 进步？在共享知识、框架、方法、价值观和传统方面有哪些潜力，可以相互加速许多独立的探索路线？\r\n\r\n「思想工具」可以——或者应该——成为一个 **科学** 领域吗？一门 **设计** 学科？一个 **艺术** 「场景」？一种 **工艺** 实践？\r\n\r\n对我来说，这不是一个抽象的问题：这是一个非常现实的问题，涉及如何塑造我一整天的工作！我相信这种困惑也阻碍了这个领域的集体进步。\r\n\r\n至少对我来说，这些标签似乎没有一个是完全正确的。日复一日，这个过程感觉更像是凭直觉行事，而不是遵循一本指南。但是，很难判断我在任何特定时刻真正在探寻什么，更不用说我「应该」探寻什么了。这是为了更深入地理解什么吗？对未来的感觉？对于事情 **应该** 怎样的期望？关于展现某种完美？\r\n\r\n我的直觉借鉴了所有四个角度。每一种思维方式在创新过程中都有其独特的帮助。但我认为它们可以被综合成一幅更清晰的画面，说明集体为这个项目做出贡献的意义，即扩散和完善增强人类能力的工具。\r\n\r\n### 作为科学领域的思想工具\r\n\r\n> 奖励在于发现的乐趣，探索的兴奋，以及看到其他人使用它——这些才是真正的收获。\r\n\r\n>\r\n\r\n> —[理查德·费曼，诺贝尔奖颁奖现场](https://www.bbc.co.uk/programmes/p018w7gr)\r\n\r\n思想工具的「发现」过程并不像 DNA 。思想工具不受自然规律的支配，就像强核力可以被理解一样。因此，思想工具不是自然科学的一个领域。\r\n\r\n也就是说， **理解** 的动力是我工作中的核心感觉，也是我大多数贡献的基本要素。同样，我产生的一些最有价值的产出是一种 **知识** 。我不认为自己是一个科学家，但我确实通过这些特征感觉到与科学家的相似之处。\r\n\r\n什么样的理解和知识生产对思想工具的进步最有用？但在哪些领域又是一个不太有用的框架？\r\n\r\n赫伯·西蒙（Herb Simon）[介绍](https：//www.amazon.com/Sciences-Artificial-MIT-Press/dp/0262537532)了一个我觉得很有帮助的概念：有些领域可以理解为「人工科学」。物理学和化学努力理解自然现象，但建筑学和商业管理的某些进步来自于对人工现象的研究，即我们自己建造的「人工制品」。\r\n\r\n这个框架提出了几个强有力的思维空间，那些追求思想工具的人可以在这里创造和分享知识。其一是深入理解在人工环境和自然环境之间的交汇点——人机界面——上运作的自然现象。\r\n\r\n对于软件界面来说，这通常意味着认知心理学和领域细节。[Vannevar Bush 关于 memex 的论点](https://www.w3.org/History/1945/vbush/vbush.shtml)（产生了今天的超链接，以及其他许多概念）建立在人类记忆的关联性上。如果你对符号逻辑的理解足够深刻，你也可能会发明 Mathematica。[强大的界面通常会重塑关于它们所代表的现实的深刻理念](https://cognitivemedium.com/tat/index.html)，所以培养这样的理念很有潜力。\r\n\r\n[SuperMemo](https://www.supermemo.com/en) 是第一个计算机化的间隔重复系统，它的存在得益于艾宾浩斯在 19 世纪末首次提出的关于人类遗忘的观点。但关键是，作者 Piotr Wozniak 在现实世界中使用该系统的经验使他[形成了自己的遗忘理论](https://supermemo.guru/wiki/Three_component_model_of_memory)，这反过来又使他能够改进他的人工制品。这似乎很矛盾，但研究一个人工现象却开启了对一个自然现象的新见解。这个循环就是[迈克尔·尼尔森](https://michaelnielsen.org/)和我[所称的](https://numinous.productions/ttft/#how-to-invent-hindu-arabic-numerals)「实践出洞见」。\r\n\r\n我们还可以研究——也许甚至是定量和实验性地——研究我们所创造的人工构造物，以及它们的来源。\r\n\r\n当 Wozniak 努力改进他的记忆系统的算法时，这项工作的某些部分取决于人类记忆的自然现象，但许多机会也来自于对他所创造的调度系统的「人工」动态的理解。多年以后，当我建立自己的记忆系统时，我从这些知识中受益，尽管我有不同的目标。这就是科学的进步，以它自己的方式！\r\n\r\n可用性研究通常是关于理解我们所使用的「材料」。[菲特定律](https://en.wikipedia.org/wiki/Fitts's_law)引导我们把菜单和关键操作放在边缘和角落。[尼尔森·诺曼集团](https://www.nngroup.com/)的可用性试验磨练了标准的控制方式，比如键入式搜索栏。我的印象是，这类知识在边缘上是有帮助的，但很少是变革性的。\r\n\r\n对我来说，对思想工具最有力的理解往往是对于首先可以制造什么样的人造物品的见解。\r\n\r\n在 PARC 创造的图形用户界面——它建立了我们今天仍然使用的大部分原语——依赖于这样一个深刻的想法：「[用图像做符号](http://worrydream.com/refs/Kay - User Interface, a Personal View.pdf)。」这个想法产生了一个普遍的范式：我们用鼠标来操作图标，而这些图标又代表了抽象的操作。\r\n\r\n这是一种什么样的知识？什么样的知识体现在「文件」、「应用程序」或「转发」等抽象概念的创造或发现中？\r\n\r\n这类知识扩大了可以生产的人工制品的空间。他们提出了全新的人工制品种类。当我沿着这样的道路前进，追逐[一个新的抽象](https://notes.andymatuschak.org/Programmable_attention)时，我所做的部分事情来自于一种深刻的理解冲动。但大部分都来自于一种强烈的可能性，某种诱人的想法在迷雾中召唤着我。\r\n\r\n当我的注意力从试图理解现在的事物转移到追逐可能的事物时，这就是我与 **设计** 相关的存在方式。\r\n\r\n### 作为设计学科的思想工具\r\n\r\n> 自然科学关注的是事物如何存在。......另一方面，设计关注的是事物应该是怎样的，是设计人工制品来实现目标。\r\n\r\n>\r\n\r\n> — Herb Simon，《人工科学》\r\n\r\n计算机化的电子表格是一件多么令人吃惊的事情。核心的创新是，一个单元格不仅可以包含一个值，还可以包含一个引用其他单元格值的表达式，它体现在一个新的原始抽象概念中：「公式单元格」。重要的是，除了它们的值可以自动计算外，这些公式单元格的行为与其他单元格一样。公式单元整齐地组成了一个更大的整体，这个整体已经被多年的使用巧妙地调整过了。\r\n\r\n发明这样的东西是什么感觉？很明显，我不是 Dan Bricklin；我没有发明过像 [VisiCalc](https://en.wikipedia.org/wiki/VisiCalc) 那样的东西。但我已经尝到了这种经验的滋味。\r\n\r\n对我来说，这感觉就像用手指在现实的接缝上描画，围绕着一个问题空间的边缘。在我的另一只手上，我正在摆弄一袋拼图，其中一些拼图的形状与现实中的接缝部分相符。我开始收集可能适合的碎片，这样或那样地旋转它们，结合并有时重塑它们的边缘，直到突然出现一种「咔嚓」声。一些拼图的碎片在现实的接缝处卡住了位置。现在我看到一个新的整体，那里曾经只有部分。现在我更清楚地看到现实的接缝，我可以创造一个更好的配合。现在我以一种新的方式瞥见我的拼图碎片，我看到如何使用它们来达到这里的这个更大的接缝。现在我观察到接缝与人工制品的边缘产生共鸣，我看到如何利用振荡的模式来玩。我开始和谐起来。\r\n\r\n在 Bricklin 的案例中，我可以想象一些可能起作用的拼图。我可以想象把它们放在我的手里。同象性。符号参考。链接表示。矩阵编程。后期绑定。等等，那感觉一定很特别。\r\n\r\n当我在类似这样的原语上创造时，我感受到的主要动力是一种创造可能性的感觉。理解是很重要的大的进步往往来自于更深刻的理解。但是，在这些时刻，理解的冲动似乎是次要的，而不是更广泛的创造过程或使事情变得它本来可以做到的那么好。有时候我觉得我不是在创造，而是在发现。我看到一个图像突然从天而降。它就藏在我们眼皮底下！\r\n\r\n设计的进步来自于发明新原语，找到结合旧原语的新方法，发现应用它们的新地方，等等。增长感觉就像是模式、原则和方法的积累。我们可能偶尔会找到统一的原则和框架，但它们永远是偶然的。我们永远不会「触底」，因为问题和它们的解决方案是无止境的。\r\n\r\n那么，集体的进步看起来就是有效地分享这种积累。一些新的模式（关于协调机械土耳其人的想法？）将只适用于少数从业者。但许多模式至少会在许多领域中部分相关。直接操作、链接表示、复制和粘贴以及菜单就是很好的例子。最近影响广泛的原语包括「多人」编辑能力、越来越可靠的语音到文本的交互，以及，是的，上下文的反向链接。在外围，更多脆弱的想法——计算原语的普遍金融化；机器学习生成的媒体；等等——最终可能成为重要的拼图。\r\n\r\n这种设计能成为一门科学，一门设计科学吗？Simon 认为这将需要「一套关于设计过程的智力上强硬的、分析性的、部分可形式化的、部分经验性的、可教的学说」。如果我们有这样的东西，在搜索空间中行走可能会感觉更像遵循 GPS 的指示，而不像在雾中蹒跚而行。当然，许多人已经试图以这种方式将设计过程正规化。我没有深入阅读过这些文献，但我对此持悲观态度。至少在不久的将来，我认为思想工具中的创新设计理念将继续需要一个由聪明才智、运气和毅力组成的模糊过程。\r\n\r\n至少对我来说，进步还需要一种表达性的渴望。\r\n\r\n### 作为艺术场景的思想工具\r\n\r\n> 每一幅带着感情描绘的肖像画都是艺术家的肖像画，而不是坐着的人的肖像画。模特只是个意外，一个机会。画家所揭示的不是模特；画家只是在彩色的画布上展示自己。\r\n\r\n>\r\n\r\n> —奥斯卡·王尔德，《道林·格雷的画像》\r\n\r\n当今设计领域的主流方法论是「[以人为中心的设计](https://en.wikipedia.org/wiki/Human-centered_design)」。简化地说，在这个框架中，设计师首先要沉浸在潜在用户的世界中，试图理解他们的价值观、目标、挑战和障碍。然后，通常在用户的直接参与下，设计者迭代地创建将解决用户问题的工件。\r\n\r\n这是一个创造产品和解决问题的非常有效的方法。但是，[除其他限制外](https://numinous.productions/ttft/#how-to-invent-hindu-arabic-numerals)，我认为它缺少了一些对许多最具变革性的思想工具至关重要的东西：对世界 **应该** 是怎样的，什么是美丽的，什么是值得强化的，有一个强有力的视角。\r\n\r\n「[梦想机器](https://en.wikipedia.org/wiki/Computer_Lib/Dream_Machines)」是一个有说服力的标题。Ted Nelson 有一个梦想，那就是计算机对个人的创造力和自由意味着什么。这并不是「设计思维」。Alan Kay 的大部分工作都是由一种几乎是精神上的信念所驱动的，那就是年轻的孩子们被浪费的创造潜力。考虑一下[他的衡量标准](http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf)：「有些人用答案正确率/测试或考试通过率/年来衡量进步，而我们更感兴趣的是西斯廷教堂-天花板/寿命。」\r\n\r\n[Bret Victor 坚称](https://dynamicland.org/)我们必须使计算摆脱「小黑板」。这方面有解决问题的解释，但在我看来，它们显然不是这种驱动力的原因。Bret 不想将计算实体化，因为屏幕太小，会伤到眼睛，也不是因为具身认知的带宽更高。这是因为他认为在这个世界上，与我们的身体在一起，彼此在一起，是[人性化的](https://vimeo.com/115154289)和美丽的，是事情应该有的样子。他把这种动力描述为「一种渴望」。\r\n\r\n像这样的渴望有时也是我工作的动力。[Orbit](https://www.patreon.com/posts/bringing-ideas-36925173) 可以说是一种保留你所学的工具。这是每一个记忆系统的作用。但这不是[我对它的看法](https://notes.andymatuschak.org/z4RKWtfRfrTaSKM8B9QzRjGCTnxZcEU4ZPLGW)。让我兴奋的是更深入地理解思想的感觉，在形成一个持续的共融中得到支持。在某种非常真实的意义上，这个项目是表达我想如何与知识发生关系的一种方式。\r\n\r\n我刚才描述的这种冲动与我在设计时感受到的可能性，或在参与分析时感受到的对理解的渴望完全不同。它更像是一种表现我认为美丽的东西的欲望。它是个人的，特立独行的。这是我的目标的反映。\r\n\r\n当这种驱动力占主导地位时，我觉得我在进行行为艺术。\r\n\r\n现在在“思想工具”附近进行的许多最有趣的工作至少部分是由这种艺术表达驱动的。[Omar Rizwan的作品](https://omar.website/)始终反映了他强烈而不寻常的美学。[Ink and Switch](https://www.inkandswitch.com/)围绕本地优先计算的项目在我看来既关乎艺术表达，也关乎问题解决。[Sprout](https://sprout.place/)反映了它的创造者认为协作应该是什么感觉。在[Gentle](https://rmozone.com/snapshots/2021/11/gentle-history/)中，我看到了Rob对口述的一贯尊重。在[Cuttle](https://cuttle.xyz/)中，我看到托比对工艺的当代作用发表了声明。\r\n\r\n总体而言，不管是当代群体还是计算先驱都表达了相同的渴望：计算的力量可以从集中制表的灰色世界中挣脱出来，转而投入到人类规模的形式中，在那里它将改变我们可以思考和做的事情，无论是个人还是集体。这不是一个设计声明。它当然也不是一个科学声明。它更像是一个宣言。\r\n\r\n如果我们把思想工具看作一个艺术「场景」，我认为集体的进步来自于具有启发、指导和重新定义性质的超越性工作。[发明原理](https://www.youtube.com/watch?v=EGqwXt90ZqA)的十周年纪念日即将到来。也许我们终于该得到另一个具有这般启示性的贡献了？\r\n\r\n### 作为工艺的思想工具\r\n\r\n> Vi Hart 和 Bret Victor 都像这样：一部分时间是疯子，另一部分时间对细节的关注达到了痴迷者的水平。这就像米开朗基罗：首先他必须想象把什么东西放在西斯廷教堂的天花板上，但他也亲自花了四年时间，仰面躺在床上，蜡烛蜡滴入他的眼睛，画出这该死的东西。这是最简单的秘诀：找到米开朗基罗。\r\n\r\n>\r\n\r\n> —[Alan Kay](https://www.fastcompany.com/3046437/5-steps-to-recreate-xerox-parcs-design-magic-from-the-guy-who-helped-make-it)\r\n\r\n还有一个冲动经常影响我的实践，我不太确定它的适当作用。\r\n\r\n作为铺垫，我想讲一个我没有公开分享过的故事，关于我在苹果的第一个星期。我当时刚从大学毕业，加入了 UIKit，这个技术团队负责 iPhone 和 iPad 的用户界面和「应用程序」结构。当时（iOS 3），这是一个约有八人的团队。最年轻的成员至少比我大 10 岁。我觉得自己有点格格不入，因此，当我不得不问起每个人桌子上的小黑物时，我有点羞愧。\r\n\r\n![img](https://c10.patreonusercontent.com/4/patreon-media/p/post/60576749/17d24d48b73b423e8533e6984827ef2d/e30%3D/1.png?token-time=1647561600&token-hash=_IJwPpE8uJLUIzW8NX9qmy6GmBrN6cu80gQYOJyk0jU%3D)\r\n\r\n「哦，那是一个珠宝商的放大镜。我们用它来观察像素。」\r\n\r\n这句话把我击倒在地。这是个荒谬的答案。我的整个年轻生活都是和软件人员一起度过的，我从来没有见过一个有珠宝商的放大镜的人。然而，这显然也是正确的。这是一个有力的象征，表明那里的人重视什么。而且，在我工作的头几周经常被用到，我发现一个微妙的错误要修复：一种特定的按钮的边缘是「模糊的」。我看了看。我看不出他们在说什么。我用放大镜看，然后我看到了。一条边的边缘似乎被反锯齿化了，变成了邻近的像素。我把放大镜拿开，我无法不看到它。\r\n\r\n这个放大镜是我在苹果公司整个经历的代名词。多年来，同样的故事一再发生——在触摸互动、动画、概念模型方面。每一次我的同事眼中的毛刺起初都是我看不到的；每一次我都被帮助看到了；而每一次我都不能再不看到。我离开了苹果公司，但生长出的对工匠精神的痴迷却没有离开我。\r\n\r\n这种冲动感觉不同于理解的动力，或机会感，或表达的渴望。它感觉像是一种消耗性的欲望，要亲自表现出一种完美。它感觉像是对精雕细琢的事物的一种仪式性的尊重。而且，由于我很少能达到这种心态所要求的崇高境界，它常常令人沮丧。\r\n\r\n我不知道该如何看待这种冲动。\r\n\r\n在我看来，很明显，学术界的人机交互会从注入工艺中获益。对一些新的界面进行精心的评估性研究是荒谬的，因为它们设计得很差，基本没人会在研究之外自愿使用。然而，这正是在该领域最重要的会议上发表的大多数系统论文的情况。\r\n\r\n有时候，工艺对于在这个空间中表达一个想法是至关重要的。[The Mother of All Demos](https://dougengelbart.org/content/view/209/) 是一个有远见的设计作品，但在当时，要在旧金山的舞台上实现这个节目的实时性，需要绝对顶尖的技术工艺。今天的 [Dynamicland](https://dynamicland.org/) 也是如此。\r\n\r\n这里的另一个因素是，[现实中的细节多得令人吃惊](http://johnsalvatier.org/blog/2017/reality-has-a-surprising-amount-of-detail)。基本设计元素和工艺之间的界限往往是不明确的。当 Xerox PARC 的人在 [Bravo](https://en.wikipedia.org/wiki/Bravo)（第一个所见即所得的文字处理器）中加入比例宽度的字体时，那是设计方案中不可分割的一部分，还是为了使有限的东西更加完美的冲动？当[我纠结于间隔重复卡片的可感知的轻度](https://notes.andymatuschak.org/z7U6zXNGgTz1aEpRDUe6eMxotrhK4tmgprcxh)时，那会感觉像是在打磨边缘，但我怀疑这实际上是一个「承重」的设计元素。\r\n\r\n工匠精神冲动的另一个原因是，只有当用户把一个系统作为他们生活的一部分，如果他们用它来做一些对他们来说真正重要的事情，许多见解才能达到。没有人愿意用一个垃圾来做重要的事情。因此，一个精心设计的系统有可能让更多的人参与到真实的环境中，从而产生更多的洞察力。\r\n\r\n更简单地说，工艺有助于吸引注意力。它使一个人的作品更清晰，更有吸引力。我不认为这是一个高贵的事情，但它值得考虑。\r\n\r\n从侧面看，我认为这种冲动在我身上可能过于强烈。我经常会花一个下午的时间来打磨一个我很快就会放弃的互动的细部。这样做有一定的必要性，但我怀疑我经常可以用更少的时间来处理。\r\n\r\n总而言之，我的直觉是，工艺通常不是这个空间里的高阶位或进步的瓶颈，超过了一些适度的门槛。我认为在这个空间的从业者中培养工艺传统是有价值的，原因我在上面已经描述过了，但我不确定通过工艺作为主要动力来实现集体进步意味着什么。\r\n\r\n### **协调这些力量** \r\n\r\n我不认为我可以用这些冲动中的任何一个去做成某些事情。它们似乎都以各自的方式对我的实践至关重要。\r\n\r\n至少对我来说，最持续有力的镜头是设计的镜头。进步取决于大胆的、富有想象力的想法，即如何塑造一个抽象概念，使其与现实的缝隙共舞。这些新的人工制品通常依赖于深刻的理解，无论是对于它们的创造还是对于它们的改进。而最有趣的艺术品往往表达了一些个人的渴望，超越了目的的适用性。也许在这个框架中，工艺最好被理解为迭代设计过程的一个元素，我对此不太确定。\r\n\r\n同样地，我认为我们集体进步的最佳模式看起来不像一个科学领域，而更像一个设计学科。我们已经建立在大量共享的模式、原则和方法的集合之上。有时我们也可以建立在相关领域的经验知识和理论上。这些都加速了我们的工作，但每个项目都必须是定制的。没有创造新抽象的公式。进展将继续需要创造性的独创性的闪电打击。\r\n\r\n————————\r\n\r\n祝大家新年快乐。回顾这一年——我可能会在未来几周内做更多的工作——我有点不知所措，因为以我所拥有的自由追求我的工作是多么奇怪和美妙。这是一个令人难以置信的特权，而且是你们每个人使之成为可能。在这种情况下，我想很容易感到自己是一大群人中的一个小角色。象征性的一滴水，就像一个人对总统的投票。但实际上，你们只有几百个人！你们——你们亲自——扮演着重要的角色。你——你亲自——在我能够做我所做的工作中发挥了令人惊讶的重要作用。谢谢你们。\r\n\r\n还有一些具体的感谢。我感谢 Michael Nielsen 向我介绍了设计科学的概念，并影响了我对科学在界面发明中的作用的思考；感谢 Bret Victor 的电子邮件交流，它促使我更努力地思考这个问题；感谢 Kanjun Qiu 对这里的「科学」和「设计」驱动力之间的区别的有益讨论。", + "type": "text/markdown", + "caption": " 思想工具：科学、设计、艺术、工艺？\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tools for thought science, design, art, craftsmanship" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Top to bottom; bottom to top.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Top to bottom; bottom to top.md" new file mode 100644 index 0000000..adc41ad --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Top to bottom; bottom to top.md" @@ -0,0 +1,49 @@ +## 自上而下，再自下而上 + +原文：[Square Signals : Top to bottom; bottom to top (andymatuschak.org)](https://blog.andymatuschak.org/post/18851823748/top-to-bottom-bottom-to-top) + +我得提醒你一下：人类现在可以把机器人送到火星。我们现在能到做这样的事！在延续了几代人的认识论革命的基础上，我们不断累积和拓展，创造新的奇迹，乃至于获得了这样荒谬的能力。 + +我喜欢想象这种进步背后的抽象之塔。你若仔细看，会发现支撑它的是一个惊人（且并不完全令人放心）的交错结构。火箭技术依赖于化学工程和相对论，但与药理学无关；而流感疫苗则依赖于化学工程和药理学，却与相对论无直接关系。 + +现在，我们可以在这个塔的任意位置上研究同样的数据或问题。举个有趣的例子：你的头发为什么是这个颜色？是因为你有表达这种性状的基因！或者……是因为表达了这种基因的细胞内机制？是因为那些驱动机制运作的电化学原理吗？还是因为光学？或是因为那些影响了偏好这一基因的交配习性的文化譬喻？ + +有一种观点认为，通过将复杂的系统分解成基本组分，观察者可以达到最好的理解，直到她碰到公理，这些公理即是真理的所在（也许只是暂时）。这种方法有时被称为 **还原论** （reductionism）。这个词还有其他截然不同的定义，但此处我指的是这个意思。（译注：reductionism 一词，我在字典里查到的是这个意思：「an attempt or a tendency to explain complex phenomena or structures by relatively simple principles, as by asserting that life processes or mental acts are instances of chemical and physical laws – often used to show disapproval 还原论：用相对简单的原理解释复杂现象或结构的企图或趋势，这种理论认为生命过程或思维活动是遵循物理和化学法则的[通常为贬义]」） + +与此同时，也有人觉得，对于很多复杂系统，其组分细节只是噪音：真正的意义只在最高层次上涌现。特别是在谈及人类的意识和自由意志时，这种看法尤为可信。毕竟，谁愿意从永恒翻涌却又结局注定的化学反应的角度看待自己呢？我把这种观点叫做 **整体论** （holism）。当然，这词也有其他的意思。 + +[img [image|https://64.media.tumblr.com/4cac512ca63ecd3df46397dbb29a63e7/2b1947ec03b05616-ad/s500x750/0a90373bfdd4884049e2e1aab7e31682c7c4d673.png]] + +上图出自 Douglas Hofstadter 的《哥德尔、艾舍尔、巴赫》的「蚂蚁赋格」。里头的字母是用其他字母组成的。从最宏观的层面，我们看到的是「MU」。「M」由「HOLISM」三次叠加构成；「U」则由「REDUCTIONISM」构成。而「HOLISM」里的每个字都由「REDUCTIONISM」构成，反之亦然。更有意思（但从这张缩略图看不出来）的是，图里最小的字母，实际上都是由不断重复的「MU」组成的。 + +这个图的每一个层次都在传递信息。如果你只是简单地使用还原论，分解每一部分，或者像整体论建议的，站得远远的看，你只能看到「MU」。而在汉字中，「無」意味着虚无，常常带有精神层面的意味。 + +虽然并非不能从这两个视角出发去辨别中间层的单词，但这样并不高效！单独观察每一个抽象层都会给我们带来新颖的观点和理解。我认为，对于任意复杂的问题研究来说，情况也都是如此。 + +------ + +那么，怎样才能独立地探索每个层次呢？简单来说，就是我们大体上应该如何培养专业技能——如何学习一个复杂领域的各个方面？ + +教育中的一个关键问题是，学生的目标常常是整体的。例如，她想学习如何制造机器人，但可能并不想费功夫理解能使机器人动起来所需的伺服驱动和传感器知识，而这依赖于电子工程，电子工程又依赖于物理学的复杂分析。 + +这里有两个隐患。首先，最明显的一点：如果该学生只是玩玩预制的马达和部件（而不去理解或思考它们的构成原理），[那她组装它们的能力将大大受限，而且会不断地遇到难以诊断和解决的问题](http://blog.andymatuschak.org/post/11981786941/feeding-abstraction-with-understanding)。 + +第二个隐患更隐秘：这种简单（而偏重实践？）的整体学习方式 **看似一时行得通** 。但一两年后，等到她真正碰到认知视野的「天花板」后，在继续前进时，她可能会面临巨大的心理障碍。这时，她必须摒弃狭隘观念，谦虚地面对她原本认为已经理解的领域，耐心地——暂时！——以更缓慢的速度向她表面上的目标前行。 + +但如果她选择从基础开始构建理解之塔，依着还原论一步一个脚印地学，[久而久之枯燥可能会胜过理想，一开始的动力也可能会慢慢消退](http://blog.andymatuschak.org/post/981429112/progressive-disclosure-in-software-education)。 + +我建议采取一种混合的方法：通过自上而下的探索激发学习动力和直觉，同时通过自下而上的攀登来加固理解，以及获取至关重要的普遍了解。关键是，她可以将底层知识与在经验中观察到的涌现行为联系起来，在自身经验的背景下研究它们，从而使底层知识能够作为根据，激发学习动力。 + +有的学校针对物理系学生和工程系学生开设不同的物理课。但大多数时候，工程系的物理课只是删减了概念，跳过了大量材料，并忽略了推导过程，而不是带给学生真实的情境体验。 + +考虑到这点，个性化教育的巨大优势不止在于能[随着学生的进展和既往经验调整节奏](http://blog.andymatuschak.org/post/6555502730/mentor-apprentice)，更在于能让学生对那些平时易被忽视的关键基础知识产生兴趣。 + +------ + +给你讲个我自己的故事。在加州理工，我主修计算机科学，但实际上却有两年时间都在忙着学习数学、物理、化学、生物、天文，甚至包括做实验——这就是规矩！不论什么专业的学生，都得修这些核心课：就算你主修历史，也得学习统计热力学。 + +当时，这种情况带给了我极大的痛苦。我感觉是在浪费时间，也就没怎么认真对待这些学习材料。我本该大一就弄懂线性代数的，但我没有。后来我去自学机器学习，学了几年貌似还挺顺，却突然碰壁，那时候我才发现这个问题。 + +于是，我又回头在真实的情境中重学线性代数。这回，我认真了起来，东西也记得牢了。我明白了这些抽象概念的实际应用，所以一切都说得通了。这次学习经历很不错，让我在几年后能够（一时心血来潮）大幅改进了 iOS 的 3D「翻页」效果，使其更准确地追踪用户的手指移动。 + +在物理、化学和生物课上，我也有过相似的体验。这些课程只是达到目的的手段，但直到目的近在眼前，我才真正领悟了它们的主题内容，并以此为基础进行建构。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Top to bottom; bottom to top.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Top to bottom; bottom to top.md.meta" new file mode 100644 index 0000000..80ffccb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Top to bottom; bottom to top.md.meta" @@ -0,0 +1,9 @@ +caption: # 自上而下，再自下而上 +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250226 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Top to bottom; bottom to top +title: λ:/thoughts-memo-translation-main/andy/prose/Top to bottom; bottom to top +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Towards impact through intimacy in my memory system research.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Towards impact through intimacy in my memory system research.json" new file mode 100644 index 0000000..8fd6904 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Towards impact through intimacy in my memory system research.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Towards impact through intimacy in my memory system research", + "text": "# 在我的记忆系统研究中通过亲密性产生影响\r\n\r\n原文：[Towards impact through intimacy in my memory system research | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/towards-impact-76438674?utm_medium=post_notification_email&utm_source=post_link&utm_campaign=patron_engagement&token=eyJ0eXAiOiJKV1QiLCJhbGciOiJIUzI1NiJ9.eyJyZWRpc19rZXkiOiJpYTpiM2EyNDFmNC00OTFjLTRkZjctODQ4Ny1lOWZkN2M2ZjY3YTgiLCJwb3N0X2lkIjo3NjQzODY3NCwicGF0cm9uX2lkIjo2ODgzMzkzM30.5uvx_icm3zIfClKtE0rSIf89o9afeR9MOeehkj_t3xQ#renderPageContentWrapper)\r\n\r\n反思我自己在助记媒介方面的工作，我注意到：在问题的广度和规模上，我取得了很好的进展，但在更重要的深度和影响方面上还远远不够。这并不是因为我缺乏尝试——对于后者的尝试，我总是以失败告终。但如今，我想明白了其中的原因，至少是想到可能的解决方法。在新的一年里，我想积极地重新调整我的工作方向，专注于这个核心问题：「如何建立一个更强大的记忆系统，可以让人们对复杂的概念材料轻松建立深入、灵活且持久的理解？」\r\n\r\n在这篇文章中，我将阐述现状，并描述我应对的最佳见解。除了帮助自己理解，我的目标是为与其他人的对话创造一个良好的背景，这些人可以帮助我改进计划。关于这里讨论的问题，我仍对其中不少观点感到困惑，所以这应该被理解为一个过渡性质的临时讨论，但我希望它是一个通往更好道路的有用讨论。\r\n\r\n### 我对记忆系统如此感兴趣的原因\r\n\r\n因为这是一篇关于我进展偏离目标的文章，所以仔细重新阐述驱使我来到这里的志向是值得的。\r\n\r\n我花了近十年的时间探索如何使用计算机（特别是动态媒介）来创建高增长环境。我做过关于微观世界中的探索性学习、计算机支持的协作学习、掌握学习、基于机器学习的个性化学习等项目。但是，我的个人记忆系统经历非常生动，以至于我花了多年时间研究的其他机制相比之下显得微不足道。记忆系统让我产生一种强烈的眩晕感。我觉得自己像一个穴居人，偶然发现了一个装满简单机械的盒子。我可能不理解机械优势的原理，但即使是原始的摸索也能产生惊人的效果！\r\n\r\n如今的记忆系统是一种小众的工具，主要用于记忆词汇和简单的事实。这些应用本身并不那么吸引人，但一些专家用户发现了一些巧妙的方法，可以将它们应用得更加广泛，支持许多种思考。举几个不寻常的例子，我用记忆系统来增强创造性的洞察力，和消化有意义的经历。不过，在这篇文章中，我们将重点关注影响最直接感受到变革的地方：理解困难的概念性材料。\r\n\r\n当我使用记忆系统阅读书籍或陌生主题的论文时——一切都进行得很顺利——我感觉到一种异样的轻盈。我可能仍然会对这些想法感到困惑，但是有一种内化的确定性：我可以开拓出真正可靠的立足点；我可以不断积累，直到我满足自己的理解需求；几个月后，我可以长时间记住这些知识。这种感觉与我以前学习新主题的经历完全不同。\r\n\r\n我想起了从模拟计算机到数字计算机的转变。当组件积累错误时，就会有一种无处不在的脆弱感——随着系统规模的扩大，其复杂度会急剧上升。通过纠正每个组件内的错误，你可以组装出可靠的系统，而不会产生压力。这不是一个完美的比喻。理解不是二元的；我并不是说所有的思想都必须是「无误的」。但我毫不怀疑，这种「整流器」让我能够学习更多、更深入、更广泛的知识。\r\n\r\n有了这样的赞誉，人们可能会想象记忆系统只需要被普及、「扩展」、去掉粗糙的边缘。但是记忆系统并没有被很多人使用，是有个中缘由的。在我看来，最重要的问题是，我刚才描述的事情——用它们来加强任意的材料——是很难做到的。人们必须发展一种专业技能才能做到这一点；我花了几年的时间积累了各种策略，将不同种类的想法消化成记忆系统卡片。此外，仅仅帮助读者发展这些技能是不够的。即使对我来说，写这些卡片也需要花费太多的时间和精力，以至于它只涵盖了一部分我觉得有意义的知识。更糟糕的是，对于不熟悉的材料，要很好地使用记忆系统尤为困难——当然，这正是记忆系统最有用的时候。作为一个外行，我的卡片往往强调错误的元素，或错失了重点，或没有编码足够的联系来支持丰富的理解。\r\n\r\n### 我之所以对助记媒介感到兴奋，是因为它是通往更强大的记忆系统的途径\r\n\r\n编写卡片涉及到「有成效的努力」，我相信它能有效地帮助我们深入理解。有时候，没有办法绕过这项工作：我许多有价值的卡片就是把个人经验联系起来。然而，我相信我们可以用更低的成本做更多的事情。现在的记忆系统「让记忆成为一种选择」——但这是一种在中等成本/高收益和零成本/零收益之间的严峻选择。我们可以设计一些提供中间点的系统。更重要的是，我相信我们还远没有达到「有效边界」。所以我们既可以降低成本， **又可以大幅提高收益** 。\r\n\r\n理想情况下，当我学习新的知识时，这些知识的丰富表征会不断地被编码到我的记忆系统中。这个系统不仅帮助我可靠地记住我所学的东西，而且随着时间的推移，它实际上还加深了我对材料的理解。整个过程自然地融入到我的智力生活中，负担如此之小，以至于它可以广泛地应用各种场景。这种理想可能是遥不可及的，但如果我们能够做出接近这种理想的东西，很难想象这样一个系统不会「改变文明的思维模式」。\r\n\r\n这里有一个值得尝试的方法，即让专家创建并分享关于各种主题的记忆系统卡片。很多人都尝试过。共享卡片似乎对于词汇和简单的事实有一定的效果，但对于更具概念性的材料则不太有效。当我尝试这些卡片集合时，我发现我可以机械地回答卡片，但我的理解非常脆弱——例如，我很难向朋友解释这些材料。在用户访谈中，其他用户也一致陈述了类似的问题。\r\n\r\n相比之下，当我把一篇写得很好的解释消化成自己的记忆系统卡片时，我的理解就不那么脆弱了。我敢肯定，其中一个原因是：写卡片会迫使我更多地思考材料。但我注意到，当我练习这些卡片时，我经常会回想起叙述中相关的段落。孤立的卡片（至少部分地）被锚定在一个更加广泛、更为紧密联系的背景中。而那个更丰富的背景，也会也让我在复习时更有情感投入。\r\n\r\n这就是我对记忆媒介感到兴奋的原因。如果我们把专家写的卡片和解释性的叙述结合起来，也许可以让读者更容易理解和记住材料。这种策略可以让我们更接近我之前描述的理想。\r\n\r\n在实践中，我们可能会担心：当专家，而不是读者，写这些卡片时，我们牺牲了多少理解和联系？采访表明，读者很少在使用卡片时感觉到不稳定和疏远，而我从使用下载的记忆系统牌组的用户那里经常听到这样的反馈。但我需要更好地理解这种权衡，并在我力所能及的地方改进它。\r\n\r\n除了它的实际效果之外，助记媒介还有可能成为一个强大的实验室，用来探索这一课题：「我们如何能够建立更好的记忆系统？」\r\n\r\n这里有一个简单的例子。如果你在读完一本书后的几周内，不仅要回忆你学到的内容，还要在一些简单的练习题中应用这些内容，而这些练习题是你以前没有见过的，那么随着时间的推移，它可能会帮助你加深对知识的理解吗？你为自己设计这样的练习题可能会很困难。即使你能写出好的练习题，但关键是要把知识应用到一个 **新颖** 的情境中。而助记媒介提供了一种自然的方式，让一个人可以创作这样的材料，而另一个人可以用全新的眼光来使用它。\r\n\r\n助记媒介也使得迭代实验变得更加容易。例如，设计者可以在他们创作的材料中，只针对某些主题包含这些新的练习题，然后比较读者对这些概念和其他概念，理解程度的增长情况。如果设计者学到了一些新的东西，他们可以对系统进行迭代，观察这些的改变对新读者有什么影响。\r\n\r\n我有很多想要探索的改进想法，和想要回答的问题——有些是关于认知和效果的，有些是关于情感和感觉的。理想情况下，助记媒介应该支持快速的迭代周期，以实现一个更好的记忆系统。但我写这篇文章，是因为我还没有能够创造出一个合适的环境，来迭代最重要的问题。事实上，「量子国度」的第四篇文章实现了我刚刚描述的「练习题」的想法——而我还没有能够理解它的影响，完全没有。\r\n\r\n### 尽力深化\r\n\r\n在过去的两年里，我大部分的进步都是在解决与助记媒介的概念设计相关的问题。也就是说：使用专家编写的记忆系统卡片，以及将记忆系统嵌入到不同类型的文本和不同情境中的问题。这是好的，也是必要的！这些问题是这个想法的核心，必须解决它们才能让这种媒介发挥作用。\r\n\r\n但是，当我在这方面取得了更多的进步时，我也陷入了解决越来越边缘的问题的困境——让这种媒介适用于普通人，在日常环境中使用。我偏离了我的核心目标：「如何建立一个更强大的记忆系统，可以让人们对复杂的概念材料轻松建立深入、灵活且持久的理解？」\r\n\r\n更糟的是，我无法告诉你今天的助记媒介已经做得有多好。我已经进行了很多关于读者回忆嵌入卡片的实验，但我对媒介如何影响实际重要的东西——他们理解的深度、利用知识的能力知之甚少。\r\n\r\n通过与大学教授和课程讲师的合作，我曾试图创造一个环境，观察我的设计对后续实验的影响。但是我没有从这些实验中学到很多。很少有学生对深入理解材料感兴趣；不仅是记忆系统，而且整个课程都参与度很低。\r\n\r\n即使没有这些问题，我现在也认为我之前的实验方法是错误的。我以前是用统计测试的思维，试图测量记忆系统的性能和下游表现之间的因果关系。但我现在需要的不是统计效力，而是「亲密性」——一个关于读者理解如何与记忆系统协同发展的详细而生动的画面。我宁愿与少数几个认真的测试读者建立紧密的关系，也不愿做一个只能报告表现数值变化的高效实验。后者在后期的优化和验证时会有用，但它不是驱动早期、开放式设计决策——即确定正确的基本原语——的正确数据。\r\n\r\n我以为我的课程合作会面临的麻烦是流失率让我的样本量太小。但真正的问题是「这些情境没有建立起我和我的测试读者之间正确的关系」。在这些课程中，积极参与的学生很少，他们对记忆系统的反馈也只是偶尔敷衍了事。这是可以理解的：他们报名参加的不是这个！这是一个额外的负担。即使他们更愿意帮助我，这些学生通常只是想「混过」这门课。我没法从一个不 **尝试** 深入理解的人那里，有效地学习记忆系统对理解深度的影响。\r\n\r\n相比之下，我理想中的测试读者会非常认真地深入理解材料。他们会对系统非常挑剔，最好像是系统的合作者一样。他们会在系统的边缘挑战，并创造性地为自己的目的利用它。他们会乐意面对困难的挑战，主动地寻找自己理解中的薄弱点。\r\n\r\n这里有一个重要的区别需要认识到——这个区别对于典型的硅谷做法来说是很陌生的。对，没错，一个理想的系统也能满足那些浅尝辄止的人的需求。但这并不意味着他们是帮助发明这个系统的合适人选。当这个系统 **已经** 能够在最理想的情境中产生巨大的效果时，就可以借助那些要求不高的人的反馈来改进和优化它，让它能够适应更多的情境和人群。如果想要让一个有潜力但尚未成熟的系统 **变得** 拥有惊人的颠覆性，那么这些反馈是错误的推动力，除非这个系统本身就是基于社会互动和合作的设计。\r\n\r\n为了找到一个具有最高潜力的系统形式，我想要为（且与）有高要求的专家，在困难的情境中设计。我想要一种紧密的合作关系，而不是一种疏远的「供应商」关系。\r\n\r\n### 勾勒出前进的道路\r\n\r\n现在我已经阐述了这个愿望——这种从广度到深度的转变——我应该如何实际地实现它呢？我的主要想法是与一小群人密切合作，他们试图借助一个记忆系统，深入理解一个他们非常感兴趣的话题。我会选择那些已经是目前记忆系统的专业实践者，或那些对于未来更好的记忆系统感到兴奋，并愿意一起合作开发的人。我的目标是形成一个亲密、细致的读者认知和情感体验的画面——然后用它来[驱动实践出洞见的循环](https://numinous.productions/ttft/#how-to-invent-hindu-arabic-numerals)。\r\n\r\n我想尝试的一些具体做法：\r\n\r\n- **个人的「记忆仙子」** ：我跟着我的合作者走，把他们阅读清单上的下一篇文章改编成助记媒介——这部分模拟了一个未来的理想状态，即这些助记功能是无处不在且毫不费力的。每一篇改编的文章都可以包含一个或多个要测试的新想法（无论是在系统层面还是在内容层面）。\r\n\r\n- **小组课程** ：教一门我很擅长但又困难的小组课程。创建或改编教材，使用助记媒介和其他看起来最有用的增强功能。重复教这门课程几次，每次都尝试新的想法，并用前一次的经验改进教学方法。\r\n\r\n- **记忆教练** ：帮助我的合作者更好地使用现有的记忆系统。我们会定期地见面，回顾他们写的材料，讨论这些材料对他们的效果如何。我会帮助他们克服障碍，提出改进的建议。作为一个专业用户，我的目的是对我的原则施加压力；这应该能帮助我测试和提炼我的方法，理想情况下还能开发出更好的方法。此外，这种做法会帮助我关注记忆系统在实际使用中的效果和体验，而不总是为了设计新的记忆系统。\r\n\r\n我不是想在这里建立复杂的统计评估，或者做出可以推广到大规模人群的严谨的结论。我在寻找一些在质和量上有明显差异或变化的结果——它可能暗示着我可以利用的变革力量，也可能暗示着可以削除的障碍。这里的主题是小样本的、定制的、细节优于泛化的、探索优于验证的。\r\n\r\n为了达到这个目的，我会专注于讨论和日记，我会要求我的合作者在阅读和练习的时候做记录。我们想要记录那些时刻，即当：感觉理解不稳固、脆弱或机械；思维显得迟钝；读者正在查找资料；读者感到无聊、勉强或不自在。但也要记录那些时刻，即当：出乎意料的轻松、快速、自信、联系或兴奋。用新学到的知识的感觉如何——在创造性的工作、在社交场合、在个人反思中？向别人解释这些想法的感觉如何，学习后续的材料的感觉如何，解决问题的感觉如何？\r\n\r\n作为一个附加目标，我自己也想要更多地使用助记媒介。我对记忆系统的理解，很大程度上来自于多年的创作和研究。这些经历帮助我更细致地了解记忆系统。但是我没有亲自用助记媒介来学习困难的材料。因为这样做是非常困难的，因为我通常是制作助记媒介的人，而不是使用助记媒介的人！\r\n\r\n我最接近的一次是在开发量子国度的时候，但我太分心于修复系统的早期问题，没有足够的注意力放在自己的学习过程上。更重要的是，我没有强烈的动力去深入了解量子计算。没有任何需要用到量子计算的问题、项目或社会环境挑战我的知识，所以我不知道它有多可靠。\r\n\r\n我很久以前就停止复习量子国度的材料了，主要是因为它没有和我的常规记忆系统结合起来。时间过去了足够长，我可能可以通过重新学习量子国度来学到很多关于助记媒介的东西，也许还可以手里拿着一个我感兴趣的项目。但这有点本末倒置。在一个我已经有了深入理解的需求的领域，追求这种经验会更好。\r\n\r\n我想找一个既懂记忆系统又懂相关领域的专家，改编一本我感兴趣的教科书，以供我自己学习。但仅用这种方法来对记忆系统本身进行结构性改变是很困难的：我需要提供新的功能，然后让别人来好好利用它。不过，我觉得如果我能更深入地了解和运用这种媒介，而且还能和其他使用者密切合作，我一定会受益匪浅。\r\n\r\n————————\r\n\r\n所以：我错过什么更好的方法？我忽略了哪些关键考虑因素？我的前提在哪里有缺陷？\r\n\r\n我没有详细说明实验设计的具体细节。我可能会遇到什么潜在的陷阱？为什么我可能会发现自己看不到我需要看到的东西？\r\n\r\n————————\r\n\r\n这篇文章直接来源于我和 Michael Nielsen 的一系列对话，其中很多思想都归功于他。我特别感谢 Michael 提出的一些重要观点，比如我陷入规模问题、强调小样本方法以及记忆教练的[想法](https://michaelnotebook.com/bbms/index.html)。\r\n\r\n我还要感谢 Rob Ochshorn , Joe Edelman 和 Joël Franusic 精辟的意见。", + "type": "text/markdown", + "caption": " 在我的记忆系统研究中通过亲密性产生影响\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Towards impact through intimacy in my memory system research" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Working with authors text-writing requires prompt-writing requires text-writing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Working with authors text-writing requires prompt-writing requires text-writing.json" new file mode 100644 index 0000000..d46c011 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_andy_prose_Working with authors text-writing requires prompt-writing requires text-writing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/andy/prose/Working with authors text-writing requires prompt-writing requires text-writing", + "text": "# 与作者一起工作：文本写作和卡片写作相互依赖\r\n\r\n原文：[Working with authors: text-writing requires prompt-writing requires text-writing | Patreon 上的 Andy Matuschak](https://www.patreon.com/posts/working-with-43630252)\r\n\r\n几周前，我有件事要庆祝：Orbit 已经达到了作者可以使用它发表文章的程度。通常情况下，当软件项目达到一个重要的里程碑时，会有一些非常明显的东西「上线」——一些可以访问到其他人的东西！但在这个例子中，它是一块「已经上线」的基础设施；现在的工作是帮助其他人使用它来创造有意义的东西。\r\n\r\n随着我与作者的合作，我意识到一些重要的事情，我应该更早地看到：那些没有成功的 **个人** 间隔重复练习的作者，真的很难用 Orbit 有效地写作。这在事后看来是非常合理的。迈克尔和我已经使用 Anki 多年了；我们在创作[量子国度](https://quantum.country/)时大量借鉴了这种经验。如果我们没有写过间隔重复卡片，我们就不可能做到这一点。\r\n\r\n我一直认为作者面临的挑战是「与卡片进行有效沟通」，而这是真实的——但他们也需要个人实践中的知识建模的基本技能。挑战在于，现在我的依赖关系中有一个循环。\r\n\r\nOrbit 的一个主要论点是，编写优质卡片是间隔重复系统广泛采用的一个巨大障碍，但我们可以通过将专家撰写的卡片穿插在上下文叙述中来大大降低这一障碍。当你读到更多专家撰写的卡片时，你就会自己吸收如何在这个媒介中写作。然后，写自己的卡片和建立个人实践的障碍就会降低。\r\n\r\n但是，如果你需要一个强大的个人间隔重复练习来用 Orbit 写文本，而你要通过阅读用 Orbit 写的文本来发展个人练习，我们就有麻烦了。我们需要引导这个循环。也许我们可以从许多已经有很强的个人实践的作者开始......但这样的人太少了，这似乎不太可能。\r\n\r\n我认为更合理的做法是，花大力气帮助作者发展强大的个人实践所需的技能。我预计这比帮助普通人学习写好卡片要容易得多：作者已经深入思考用文字表达思想的问题，而且他们非常关心准确性。\r\n\r\n我曾想过，我将通过写关于如何与卡片进行良好沟通的资源，开始与作者合作。但现在我看到，用 Orbit 为别人写好文本的第一步是能够为自己写好卡片。因此，我这个月正在写一本关于卡片写作的小手册。我已经邀请了一些作者加入我的小型研讨会，与作者一起激活这些概念，并帮助我更新该手册。如果这些进展顺利，我可能会为更多人举办更多的研讨会。在任何情况下，我都会公开出版这本手册（首先是为你们大家），假设它最终有足够的价值来出版的话。我计划在编写手册时使用 Orbit，以帮助读者保留关键的想法和技术。\r\n\r\n有许多关于写好间隔重复卡片的文章，但它们都感觉太没有结构了——松散的提示库，如「避免列表」。我认为可以从更基本的原则上理解是什么让一些卡片成功，而另一些则失败。\r\n\r\n特别是，对我有帮助的一个模式是，当你写一张间隔重复的卡片时，你是 **给未来的自己一个重复的任务** 。如果你的目标是建立回忆，那么这些任务的目的就是提取练习。这是认知心理学的一个原则，我将在手册中更详细地解读，但简而言之，你必须设计一些任务，这些任务在实施时需要你提取有关的知识。\r\n\r\n这个过程感觉与语言间的文字翻译惊人地相似。在翻译一段文字时，你要寻找那些在阅读时能点亮读者头脑中类似于原始语言可能激活的灯泡的词语。这不是一个死记硬背的操作。如果这段话涉及影射、隐喻或幽默，你就不会按字面意思翻译；你要努力寻找那些能重现外国文化成员阅读原文的经验的词语。在写以学习为导向的提示时，你正在进行类似于语言翻译的工作：哪些任务在执行时需要点亮灯泡，而这些灯泡在你把那个想法「完全装入」你的脑海时被激活？\r\n\r\n如果想法相当简单，就有可能直接构思出一个任务，可靠地点亮所有这些灯泡（而不是其他不相干的灯泡！）。但是当这个想法有太多的要点时，就很难设计一个能可靠地刺激所有这些元素的任务。因此，你必须把这个想法分解成许多任务。这就是知识模型发挥作用的地方。给定一个知识片断，我们如何表达它的构成和关系？对于陈述性知识、程序性知识和概念性知识，答案是不同的，但对于每一种知识，都有一致的框架可以使用。\r\n\r\n————————\r\n\r\n管理说明：如果你住在欧洲，你现在可以选择用英镑或欧元支付你的会员费，而不是美元。我一如既往地感谢你们的善意支持。我无法相信这个小小的实验室社区现在有 400 多人在里面！", + "type": "text/markdown", + "caption": " 与作者一起工作：文本写作和卡片写作相互依赖\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Working with authors text-writing requires prompt-writing requires text-writing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md" new file mode 100644 index 0000000..bf721d9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md" @@ -0,0 +1,55 @@ +#“不让孩子留在室内”：国家问题的糟糕解决方案 + +[“No Child Left Inside”: Poor Solution to a National Problem | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200810/no-child-left-inside-poor-solution-national-problem) + +##这项法规将恶化它旨在解决的问题。 + +发表于 2008 年 10 月 8 日 + +9 月 18 日，美国众议院以 293 票对 109 票的压倒性票通过了其「不让孩子留在室内」法案的版本。参议院版本尚未投票表决。这项立法是由环保主义者、教育工作者、公共卫生专家和商业团体组成的联盟推动的，该联盟被称为「不让孩子留在室内」联盟。 + +我同意联盟的所有关切，至少正如联盟网站上所表达的那样。我是一个热心的环保主义者，非常关注对我们星球的强奸及其潜在的未来可居住性。我担心我们这么多公民对户外活动非常无知。我担心我们今天很少看到孩子在户外玩耍。我担心，今天经常被称为户外“游戏”的是高度结构化、由成人监督的运动，这与户外的发现几乎没有关系。今天，我担心[童年]（https://www.psychologytoday.com/us/basics/child-development）肥胖和[抑郁]（https://www.psychologytoday.com/us/basics/depression）的流行率，我同意联盟的观点，即这些比率至少部分是儿童生活中没有户外冒险的结果。 + +既然我同意联盟在所有这些上的观点，你可能会认为我会支持《不让一个孩子进入》的立法，该联盟一直在努力通过该立法。但我没有。 + +学校从他们教的一切中吸取乐趣。我们现在想让学校从户外冒险中吸取乐趣吗？ + +在我看来，这项立法是导致联盟关注的许多问题的那种思维的完美例子，而不是那种可以解决这些问题的思维。每次我们看到一个国家问题，特别是如果这个问题与儿童有关，就会通过学校系统解决这个问题。态度似乎是，通过将另一套必修课程和考试放在学童的背上，每个问题都可以解决。你们联盟成员，难道没有看到学校系统和我们对它的依赖来照顾我们的孩子，并迫使他们不断增加的“教育”要求*是问题所在吗？难道你没有看到，我们越是试图通过政府授权来规范学校活动，就越是限制和与发现学校的精神背道而驰吗？ + +如果这项新法案成为法律，那么每个州都将被要求向美国教育部提交一份“环境素养”计划。以下是众议院法案对该计划的看法（引用自联盟的网站）： + +*州计划必须包括：相关内容标准、内容领域以及将进行教学的课程或科目；描述计划与州毕业要求的关系；描述教师的专业发展计划，以提高他们的环境内容知识，关于环境问题的教学技能，以及基于现场的[教学]（https://www.psychologytoday.com/us/basics/education）技能；描述国家教育机构将* + +毫无疑问，这项立法的通过将是教育行业的一场政变（见我8月27日的帖子）。这将产生一套新的课程、测试、教科书、教育专家、项目管理员、赠款作者等。它会给孩子做什么？这将给他们另一套学校要求，另一套要通过的测试。这是让孩子们爱上和探索户外的方式吗？学校系统是否如此成功地让孩子们爱上它所教的所有其他东西——如数学、历史和物理——以至于我们现在想委托它教我们的孩子热爱户外活动？ + +例如，看看我们的学校系统在“体育”领域已经做了什么。因为人们认为身体和心灵都需要训练，所以大多数学校要求学生每年上体育课。这门课所做的是把一些应该是快乐游戏的东西变成一些东西，对许多（如果不是大多数孩子的话）来说是乏味的，有时是可恶的，而且往往是令人尴尬的。通过强迫每个人按照学校的时间表同时进行相同的活动，并对孩子们进行测试和评分，并公开比较他们的表现，学校系统有效地将所有应该玩的东西变成了工作。 + +如果您关心孩子们对户外的热爱，请写信给您的美国参议员，要求他们投票反对“没有孩子留在里面”。 + +我们如何增加儿童的户外游戏和冒险？ + +要解决问题，首先思考导致问题的原因通常是有价值的。当我还是个孩子的时候（比我说的要早），大多数孩子都花了大量的时间在户外。我们自己到处走，步行和骑自行车。我们在空地上、城外的农村地区以及公园里玩游戏。我们发现了蝴蝶、青蛙和蛇之类的东西。我们自己去钓鱼和游泳。我们在冰冻的湖泊上进行滑冰冒险，独自在树林里徒步旅行，没有成年人。发生了什么改变了这一切？ + +发生的一件事是，学校和校外的成年人已经接管了孩子们的生活。当我还是个孩子的时候，学校表现没有今天那么受到重视。几乎没有家庭作业。在上学的日子里，我们3点后一整天都在玩，外加一个小时的午餐时间（在此期间，我们并不局限于学校）。当时的学年比现在短，我们有三个月的夏天可以玩。大多数社区没有成人组织的体育联赛，如果他们真的有，我们永远不会觉得为了我们的简历而必须参加。我们的父母觉得他们没有责任开车送我们，或者看着我们做我们所做的一切，这样他们就可以为我们加油或保护我们免受危险。他们信任我们。他们相信，如果获得自由，我们会玩得开心，在大多数情况下会做对我们有好处的事情。 + +许多父母会争辩说，他们[不信任]的不是他们的孩子（https://www.psychologytoday.com/us/basics/trust），而是邻居。我在很大程度上同情这种[恐惧]（https://www.psychologytoday.com/us/basics/fear）。部分原因是在户外玩耍的孩子更少，事实上，许多社区现在可能比那时更不安全。过去，如果有人在户外骚扰某人，周围会有很多各个年龄段的孩子作为目击者和威慑者。同样的情况是，今天，由于大多数家庭的父母都不在工作，任何特定社区在家的成年人都更少，能够发现潜在问题的成年人也更少。今天，人们（成年人和儿童）也比过去更不可能认识他们的邻居，这也使社区不那么安全。当然，街道上的汽车比以前多了，社区不再觉得建造和维护人行道、公园和游乐场是他们的职责。 + +因此，如果这些是户外游戏和冒险减少的原因，那么这些就是我们应该解决的问题。让我们停止试图通过增加学校教育来解决问题，这只会让问题变得更糟，而开始尝试通过给孩子更多真正自由的步骤来解决这些问题，包括户外玩耍的自由。以下是你可能会做的一些事情： + +*反对增加上课时间、家庭作业和测试*。让你的学校董事会、学校校长和社区中的其他人知道，作为家长，你憎恨强加给孩子的大量繁忙工作，并憎恨学校越来越多地侵入孩子的时间和家人的时间。启动地方立法，以减少上学日和学年。反对国家授权的测试。 + +*工作* *在学校系统之外，为孩子们开发安全的地方玩耍*。让您所在社区的立法者知道，他们应该开始减少在学校上花钱，在人行道、公园和儿童可以玩耍的地方的警察保护上花更多的钱。敦促您的社区开发和维护安全但又提供冒险机会的公园--有树林可以探索、树木可以爬、池塘和溪流可以钓鱼的公园。制定和支持项目，允许儿童以自己好玩的方式，在自己的时间，与自己选择的其他人一起参与户外活动，无需成人监督，当然也无需测试。 + +*与您附近的其他父母见面*讨论提供安全场所和娱乐机会的问题。也许你可以设置一个邻里守望，这将有助于向人们保证这个社区对儿童游戏来说是安全的。也许你可以想办法与其他家庭一起周末旅行，去露营地或其他地方，在那里孩子们可以安全地玩耍，在新的和令人兴奋的环境中彼此玩耍，而成年人却忽视他们，并以他们自己选择的方式进行社交。 + +我知道这些步骤可能并不容易。他们需要主动性。它们与大多数社区的口头议程背道而驰，口头议程总是为了*更多*学校和*更多*成人对儿童的直接监督。然而，如果你触及社区中成年人的思考表面，你会发现他们中的许多人在他们的心中认识到，今天儿童比他们小时候更受约束，被监禁更多。如果你让他们说出原因，他们可能会自己拿出清单，与我在这里建议的没有什么不同。我们现在需要做的是将这种发自内心的理解转移到脑海中，组织我们的努力，并采取理性行动，让我们的孩子真正自由地在户外玩耍。 + +\------------------ + +我希望你们中的一些人，在下面的评论部分，会建议额外的方法，给孩子们自由和户外游戏的机会，也许你们已经看到了为自己的孩子工作的方式。别忘了告诉你的参议员投票*反对*里面没有孩子。 + +\--------- + +参见新书[《自由学习》](http://www.freetolearnbook.com/) + +\--------- \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md.meta" new file mode 100644 index 0000000..0c29713 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22No Child Left Inside%22 Poor Solution to a National Problem.md.meta" @@ -0,0 +1,9 @@ +caption: “不让孩子留在室内”：国家问题的糟糕解决方案 +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250226 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: %22No Child Left Inside%22 Poor Solution to a National Problem +title: λ:/thoughts-memo-translation-main/gray/%22No Child Left Inside%22 Poor Solution to a National Problem +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22Why Don't Students Like School%22 Well, Duhhhha_\302\246.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22Why Don't Students Like School%22 Well, Duhhhha_\302\246.json" new file mode 100644 index 0000000..ea8beb3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_%22Why Don't Students Like School%22 Well, Duhhhha_\302\246.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/%22Why Don't Students Like School%22 Well, Duhhhh…", + "text": "# 「为什么学生不喜欢上学？」呃，呵呵……\r\n\r\n原文：[“Why Don’t Students Like School?” Well, Duhhhh… | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200909/why-don-t-students-school-well-duhhhh)\r\n\r\n## 孩子不爱上学，因为他们热爱自由。\r\n\r\n发布于 2009 年 9 月 2 日 | [ 审稿人：Matt Huston](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n最近有人给我推荐了一本书，因为他觉得我会喜欢这本书。这本名为《为什么学生不喜欢上学？》的书，由认知科学家 Daniel T. Willingham 所著，出版于 2009 年，面向从幼儿园到高中的老师，受到了无数教育工作者的好评。但这本书完全没有回答书名所提出的问题。\r\n\r\nWillingham 的论点是：学生不喜欢上学，因为他们的老师没有充分理解某些认知原理，从而没有尽其所能地教导学生。老师没有以最能吸引学生的方式上课。可以想见，如果老师们听从 Willingham 的建议，运用认知科学提供的有关思维运作方式的最新理论，学生就会喜欢上学。\r\n\r\n抛开房间里的大象不谈！\r\n\r\n随便找个学生，问他为什么不喜欢学校，他会告诉你：「学校是监狱。」他们可能不会用这几个字眼，因为他们太有礼貌了，也可能是因为他们已经被洗脑了，认为学校是为他们好，所以学校不可能是监狱。但他们真正想说的，其实就是：「学校是监狱。」\r\n\r\nWillingham 当然知道学校是监狱。他不可能不知道；每个人都知道。但在这里，他写了一本书，题为《为什么学生不喜欢上学？》。他不止一次地提出，他们不喜欢上学可能只是因为他们喜欢自由，而他们在学校并不自由。\r\n\r\n我不应该对 Willingham 这么苛刻，因为他不是唯一一个回避这个问题的人。每个上过学的人都知道学校就是监狱，但几乎没有人这么说，因为这样说是不礼貌的。说真话会让我们显得很刻薄，于是我们都小心翼翼地回避这个事实——学校是监狱。这些善良的人怎么会把他们的孩子送进监狱，度过人生的前 18 年呢？我们的民主政府，是建立在自由和自决原则基础上的，怎么能制定法律，强制要求儿童和青少年在监狱里度过这么长的时间？这是不可想象的，因此我们尽量不去想。又或者说，即使我们敢想，我们也不敢说。当我们谈论学校的问题时，我们假装没有看到大象，而是在谈论大象周围的皮屑。\r\n\r\n但我认为是时候大声说出来了：学校即监狱。\r\n\r\n如果你认为学校不是监狱，请解释二者的区别。\r\n\r\n我能想到的唯一区别是：要进监狱，你必须[犯罪](https://www.psychologytoday.com/us/basics/law-and-crime)，而把你送进学校，只需要你的年龄到了。在其他方面，学校和监狱是一样的。在这两个地方，你的自由和尊严都被剥夺了。他们会告诉你必须做什么，如果你不遵守，你就会受到惩罚。事实上，比起在成人监狱里，你在学校里必须花更多的时间，去做规定的事情，所以在这个意义上，学校比监狱更糟糕。\r\n\r\n在某种程度上，每个上过学的人在潜意识里都知道学校就是监狱。他们怎么会不知道呢？但人们会通过说（不过通常不是用这些字眼）「孩子们需要这种特殊的监狱」来合理化它，如果监狱管理得好，孩子们甚至会喜欢这种监狱。根据这种[合理化](https://www.psychologytoday.com/us/basics/rationalization)的说法，如果孩子们不喜欢学校，并不是因为学校是监狱，而是因为「狱卒」不够善良，不够有趣，或不够聪明，没有恰当地侵占孩子们的思想。\r\n\r\n但任何了解孩子的人，只要诚实地思考，就应该能看穿这种合理化。孩子们和所有人类一样，渴望自由。他们讨厌自由受到限制。在很大程度上，他们正是通过自由来自我教育。他们生来就有这种能力。在我以前的文章中，我曾多次谈论过这些内容。孩子们通过探索和自由玩耍，以了解他们成长过程中所面临的物质和社会世界。而在学校里，他们被告知必须停止追求自己的兴趣，而是要完全按照老师的要求去做。这就是他们不喜欢上学的原因。\r\n\r\n在一个社会里，如果我们能够证明他们需要这种特殊的监狱，以获得成为好公民、成年后的幸福和找到好工作所需的技能和知识，那或许，我们可以合理地强迫孩子上学。许多人，也许是大多数人，认为这一点已经得到了证实，因为教育机构谈论这一点时似乎已经证实了这一点。但事实上，它根本没有得到证实。\r\n\r\n事实上，几十年来，那些选择让孩子「不上学」，或把他们送到瑟谷学校（本质上是一所「不上学」的学校）的家庭就是反例（例如，见[此处](https://www.psychologytoday.com/us/node/1532/preview)）。为孩子们提供学习工具，包括接触各种各样的其他人，孩子们通过自主游戏和探索，学习他们需要知道的知识，甚至更多。根本没有证据表明，被送进监狱的孩子比那些可以自由使用工具的孩子表现得更好。那么，我们如何才能继续合理地将孩子送进监狱呢？\r\n\r\n我认为，教育机构戴着有色眼镜看待非学校教育者和瑟谷学校的经验，是因为他们害怕会发现什么。如果像监狱一样的学校并非必要，那么这整个庞大的事业，既雇佣了如此多的人，又深深植根于文化之中（参见我的文章《[为什么学校变成如今这副模样](http://www.psychologytoday.com/blog/freedom-learn/200808/why-schools-are-what-they-are-ii-forces-against-fundamental-change)》），将何去何从？\r\n\r\nWillingham 的书延续了长期以来的传统，试图将心理学的「最新发现」与[教育](https://www.psychologytoday.com/us/basics/education)问题联系起来。所有的努力都避开了大象，专注于清理皮屑。但只要大象还在那里，皮屑就会不断堆积。\r\n\r\n在未来的文章中，我会谈论一些心理学在改善教育方面失败的历史。每一代新的家长，每一批充满热情的新教师，都会听到或读到一些心理学的「新理论」或「新发现」，这些理论或新发现声称会让学校变得更有趣，并提高学生的学习能力。但没有一个理论或发现是有用的。在人们面对真相之前，这些都不会发生：孩子们讨厌学校，因为他们在学校里没有自由。快乐的学习需要自由。\r\n\r\n现在，你对此有何看法？……从某种意义上说，这篇文章给大家提供了交流的平台。无论我们是否认同，你的疑问、想法、故事和观点，都受到我和其他读者的尊重。文章的原网址 Psychology Today 不支持评论，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 「为什么学生不喜欢上学？」呃，呵呵……\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "%22Why Don't Students Like School%22 Well, Duhhhh…" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Brief History of Education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Brief History of Education.json" new file mode 100644 index 0000000..9cb1bd5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Brief History of Education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/A Brief History of Education", + "text": "# 教育简史\r\n\r\n原文：[A Brief History of Education | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200808/brief-history-education)\r\n\r\n## 为了理解学校，我们必须从历史的角度来看待它们。\r\n\r\n发表于 2008 年 8 月 20 日｜[审稿人：Matt Huston](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n当我们看到，法律强制要求每一个孩子去上学，几乎所有学校的组织结构都如出一辙，而社会投入许多精力和金钱去设立这样的学校，我们自然会猜想，这一切都应当拥有某些合适而合乎逻辑的理由。好像我们不强制孩子去上学、学校的运作方式和现在不一样，我们的孩子就无法适应现代社会。好像教育专家已经领悟一切，并给出了某种证明，就好像关乎[孩子发展](https://www.psychologytoday.com/us/basics/child-development)和[教育](https://www.psychologytoday.com/us/basics/education)的其他方式已经被检验过并宣告失败。\r\n\r\n在之前的一系列文章中，我提出了反对证据。特别是 8 月 13 日的文章，我描述了瑟谷学校：40 年来，一直有孩子，在与传统学校教育相反的环境下，进行自我教育。对该校及其毕业生的研究表明，正常且普通的孩子，通过他们自己的游戏和探索而受到教育，而无需接受成人的指导或催促，也成为了在社会中人格充实、行事有效的成年人。瑟谷学校并没有提供指导和督促，而是提供了一个丰富的环境，让学生能在其中玩耍、探索和亲身体验民主；而且它比运营标准学校所需的成本更低，麻烦也更少。那么为什么大多数学校不是这样呢？\r\n\r\n要想理解为什么标准学校如今成了这副模样，我们就必须破除陈见，即标准学校是逻辑必然性或科学洞察力的产物。相反，它们只是历史的产物。如今的学校教育，只有从历史的角度来看才有意义。因此，我将简述人类起源至今的教育历史，作为解释学校变成如今这副模样的第一步。大多数教育史学者会使用与我不同的术语，但我不觉得他们会否认这一简述的整体准确性。事实上，我已经用这些学者的作品来帮助我建立简述。\r\n\r\n一开始，数十万年以来，孩子们通过自主游戏和探索来自主教育。\r\n\r\n就人类这一物种的生物史而言，学校是非常新近的机构。在数十万年前，在农业出现以前，我们都是狩猎采集者。在 8 月 2 日的文章中，我总结了来自人类学的证据，证明狩猎采集者的孩子通过自己的自主游戏和探索，学到了成为合格的成年人所必须具备的卓越才能。孩子们对玩耍和探索的强烈渴望，大概是在我们作为狩猎采集者的进化过程中产生的，目的是为了满足教育的需要。在狩猎采集社会中，成年人允许孩子们几乎无限制地自由玩耍和探索，因为他们认识到这些活动是孩子们自然的学习方式。\r\n\r\n随着农业和工业的兴起，儿童被强迫劳动。游戏和探索被禁止了。任性本来是一种美德，现在却变成了一种必须从孩子身上除掉的恶习。\r\n\r\n农业的发明始于一万年前，它引发了人类生活方式的巨大改变。采猎生活方式需要大量的知识与技能，但不需要太多劳力。 为了成为高效的猎手和采集者，人们必须掌握的丰富植物和动物知识。他们不得不培养手艺，使用捕猎和采集需要的工具。 他们在寻找食物、跟踪并抵御入侵者时不得不富有创造力。但他们并不需要长时间劳作，他们所做的工作令人兴奋，并不沉闷。人类学家发现，采猎者并不像我们那样将工作与玩耍区别开——基本上所有的生活都被理解为玩耍。\r\n\r\n农业逐渐改变了这一切。有了稳定的食物来源，人们可以生养更多孩子。农业还允许——或者强迫——人们定居在农田附近，而不是像游牧民一样四处生活。但是这些改变需要付出巨大的劳力。当采猎者们巧妙地收获自然生长的食材时，农民不得不耕地、种植、照料牲畜，等等。成功的农事需要长时间、相对不那么有技巧的重复劳动，很多活计儿童都能干。家里人越来越多，孩子也不得不去地里干活帮忙养活弟弟妹妹，或者在家里照料他们。儿童的生活逐渐从自由追求自己的兴趣转变成越来越多的工作，为家庭服务。\r\n\r\n农业及其相关的土地所有权和财富积累也造成了明显的地位差异。没有土地的人，逐渐依附于有土地的人。此外，地主们发现，让别人给自己干活，可以增加自己的财富。奴隶制和其他形式的奴役制度开始发展壮大。那些有钱人可以在那些依附他们生存的人的帮助下变得更加富有。这一切在中世纪的封建制度达到了顶峰，当时的社会等级森严，少数国王和领主处于社会顶层，大量的奴隶和农奴处于社会底层。在当时，大多数人，包括孩子，都是奴隶。孩子们的首要课程是学会服从，压制自己的意志，对领主和主人表现尊敬。性格叛逆很可能招来死神。\r\n\r\n在中世纪，领主和主人们体罚孩子以令其服从，就如家常便饭。例如，在 14 世纪末或 15 世纪初的一份文献记载，一位法国伯爵建议 ，贵族的猎手们应该「挑选一个七八岁的小男孩做佣人」， 并且「这个男孩需要被狠揍，直到他对于未能执行主人的命令抱有适当的恐俱」[1] 此文接着列出了男孩每天要做的大量家务，并指出，为了照顾好家里的狗，他晚上要睡在狗窝上的阁楼里。\r\n\r\n随着工业和新资产阶级的兴起，封建主义逐渐衰落，但大多数儿童的生活并没有立即得到改善。工商业主也需要劳工，并且他们的利润，也来自于尽可能让劳工做尽可能多的活，支付尽可能少的报酬。每个人都知道，随之而来的剥削依然广泛地存在于这个世界上。工人们，包括幼童在内，在每天醒着的大部分时间都在干活，每周工作 6 至 7 天，而且经常处在恶劣的环境中，只是为了生存下去。童工被赶出了田地，被剥夺了阳光、新鲜空气，还有偶尔玩耍的机会，被赶进了漆黑、拥挤、肮脏的工厂或煤矿。在英国，穷人的监工们通常会把穷人的孩子和孤儿出租给工厂，在那里，孩子们遭受奴隶一般的待遇。每年都有成千上万的童工死于疾病、饥饿和疲劳。直到 19 世纪英国才通过法律限制儿童劳动。例如，在 1883 年，新的法律禁止纺织品制造商雇用 9 岁以下的儿童，并将每周最高工作时间限制在 48 小时（10 至 12 岁的儿童）和 69 小时（13 至 17 岁的儿童）[2]。\r\n\r\n总而言之，在农业出现之后的几千年里，在很大程度上，儿童的教育是为了使他们成为好的劳动者而压制他们的任性。好孩子是听话的孩子，他会抑制自己玩耍和探索的欲望，尽职尽责地执行成年主人的命令。幸运的是，这样的教育从来没有完全成功过。人类玩耍和探索的本能是如此强大，不可能从孩子身上抹除。但是那个时期的教育[哲学](https://www.psychologytoday.com/us/basics/philosophy)，在一定程度上，与几十万年前狩猎采集者所持有的哲学相反。\r\n\r\n由于各种原因，为了宗教也好，为了世俗也罢，全体儿童接受义务教育（译注：强制教育）的思想产生了，并逐渐传播开来。教育（从此）被理解为灌输。\r\n\r\n随着工业的发展和自动化程度的提高，世界某些地区对童工的需求有所下降。新的观念开始传播：童年应该是学习的时间，应该建设儿童学校，作为学习的地方。全体儿童接受义务公共教育的理念和实践，在欧洲逐渐发展起来，从 16 世纪初一直到 19 世纪。这是一个广受拥戴的理念，而这些支持者关于儿童应该学习的课程，都有自己的议程。\r\n\r\n普及教育的推动力主要来自新兴的新教。马丁 · 路德声称，获得拯救的方法，取决于每个人自己对圣经的阅读和理解。从而，人们得出结论，每个人必须学会阅读，也必须了解圣经代表着绝对的真理。为了防止灵魂堕入永世地狱，路德及其他宗教改革的领袖将公共教育提升成基督教徒的义务。到 17 世纪末，德国作为学校教育发展的[领头羊](https://www.psychologytoday.com/us/basics/leadership)，在大多数州都有法律要求孩子们上学，但是管理学校的是路德教会，而不是国家 [3]。\r\n\r\n17 世纪中叶，美国的马萨诸塞州成为第一个施行强制学校教育的殖民地，其既定目标是将儿童变成优秀的清教徒。到了 1690 年，马萨诸塞州邻近殖民地的儿童使用新英格兰初级教科书学习阅读，也就是俗话说的「新英格兰的小圣经」。它用简短而押韵的对句教儿童认识 ABC 英文字母表，从「In Adam's Fall, We sinned all （亚当之过，世界皆堕落）」开始 ， 到「Zaccheus he, Did climb the tree, His Lord to see（撒该爬上了树，看到我们的天主）」结束。这本课本还包括《主祷文》《信经》和《十诫》，还有许多课程，专门用来向孩子灌输敬畏上帝，以及对长辈怀抱强烈的义务感。\r\n\r\n工业界的雇主认为，学校教育是为了培养更好用的工人。对他们来说，最重要的是教会学生守时，听从指令，忍耐长时间的苦工，以及掌握最基本的读写能力。他们认为（虽然他们不会这么说），学校教的课程越枯燥无聊越好。\r\n\r\n随着国家逐渐定型，权力逐渐集中，国家领导人认为，学校是为了培养爱国者和士兵。对他们来说，最重要的是让学生领略祖国母亲的壮丽，开国领袖以及各位领导人的壮举与美德，以及保卫国家不受境外邪恶势力侵害的必要。\r\n\r\n各种人物之间，还有真正关心孩子的改革者，他们传达的信息，在今天的我们听起来很是值得同情。他们认为，学校这个地方，需保护学生免受外界破坏性力量伤害，并让他们打下道德与智力基础，以成长为诚实自强的成年人。但他们对孩子需要学什么也自有安排。孩子应该学习道德与拉丁语，数学等学科，以锻炼思维，成为学者。\r\n\r\n所以，所有这些学校的建设者和支持者，都对儿童在学校需要学习的内容有清晰的看法。很正确地，没有人认为儿童能靠自己便准确地掌握所有他们（成年人）高度重视的内容，即便儿童身处于丰富的学习环境之中。他们都认为学校教育是灌输，是在儿童的思想里刻印下一些真理和思考方式。而灌输的唯一办法，无论是当时还是现在，就是强迫重复，并测试重复内容的[记忆](https://www.psychologytoday.com/us/basics/memory)强度。\r\n\r\n随着学校教育的兴起，人们逐渐认为，学习是儿童的工作。迫使儿童在农田和工厂里工作的强权手段，自然就转移到教师手上。\r\n\r\n对于儿童来说，重复并记忆学习内容是繁重无聊的工作，因为他们的本能在不断提醒他们，要自由地玩耍，自己探索世界。就像儿童不会乐意适应农活和工厂劳动一样，儿童也不会乐意适应学校生活。相关的成年人对此并不意外。在历史的这个时间点上，儿童自主意志的价值早已被遗忘。所有人认为，为了让儿童能在学校里学习，儿童的自主意志必须被贬斥。人们认为，各种形式的惩罚，是教育过程不可或缺的一部分。某些学校允许儿童在一定时间段玩耍以发泄情绪；但玩耍不被认为是学习的手段。在教室里，玩耍是学习的敌人。\r\n\r\n18 世纪的学校对玩耍的主流态度，在约翰•卫斯理为卫斯理公会派学校制定的校规中显露无遗，其中一条校规如此写道：「我们没有游戏日，也不允许有任何玩耍时间，因为贪玩的孩子终将长成贪玩的大人。」[5]\r\n\r\n长久以来，把孩子束缚在田地和工厂中劳作的强制力又延伸到了教室，强迫孩子学习。有些报酬过低、 能力不足的老师特别喜欢虐待学生。德国的一个老师记录了 51 年执教生涯中对学生实施的惩罚，部分记录如下：「用棍棒打过 911527 下，用藤条打过 124010 下，用尺子打过 20989 下，用手打过 136715 下，10235 下打在嘴上，7905 拳打在耳朵上， 1118800 下打在头上 。」很明显，他为自己的“教育”感到自豪。\r\n\r\n18 世纪马萨诸塞州著名牧师约翰 · 伯纳德在自传中赞许地描述过那些美好的旧日时光：他在小时候是如何经常被自己的学校老师责打。他因为无法抗拒的玩耍欲望而挨打，因为学习不好而挨打，甚至因为他的同学学习不好而挨打。因为他是个聪明的男孩，被要求辅导同学，当他们背不出课文时，他就会因此挨打。 他只抱怨过一件事，他的一个同学为了看他挨打，故意背不出课文。最后他解决了这个问题，放学的时候，他「狠狠地揍了一顿」那个同学，还威胁说以后还会揍他。\r\n\r\n最近，学校教育的方法变得不那么苛刻了，但其底层逻辑并没有改变。学习仍被定义为孩子的工作，而且需要使用强力手段让孩子工作。\r\n\r\n在 19 世纪和 20 世纪，公立学校教育逐渐发展成为我们如今所知的传统学校教育。管理纪律的方法变得更加人性化，至少减少了体罚；课程变得更加世俗化；课程随着知识的扩展而扩展，包括不断延长的科目清单；强制学校教育的时间、天数和年数不断增加。学校逐渐取代了田间劳动、工厂工作和家务劳动，成为儿童的主要工作。就像成年人在工作场所每天工作 8 小时一样，今天的孩子在学校每天工作 6 小时，再加上一个小时或更多的家庭作业，以及往往更多的补习班。随着时间的推移，孩子的生活已经越来越多地被学校课程所定义和安排。现在，孩子的自我几乎普遍被他们在学校的成绩所定义，就像成人被他们的工作或[职业](https://www.psychologytoday.com/us/basics/career)所定义一样。\r\n\r\n今天的学校比以前要宽松得多，但关于学习性质的某些前提仍然没有改变：学习是艰苦的工作；是必须强迫孩子去做，而不是通过孩子自我选择的活动，自然而然发生的事情。孩子必须学习的具体课程，是由专业教育工作者决定的，而不是由孩子决定的，因此，今天的教育仍然和以前一样，是一种灌输（尽管教育工作者倾向于避免使用这个术语，而欺诈地使用「发现」这样的术语）。\r\n\r\n当今，聪明的教育者可能会把「游戏」作为工具，以让孩子们享受他们的课程，孩子们可能会在课间休息时被允许有一些自由玩耍的时间（尽管在最近的时代，即使是这样也在减少），但孩子们自己的游戏肯定被认为不足以作为教育的基础。那些玩耍的动力如此之强，以至于孩子们不能静静地坐着听课。他们不再挨揍，而是被“治疗”。\r\n\r\n在如今的学校，所有的孩子都在学习一种狩猎采集者闻所未闻的区别——工作和游戏之间的区别。老师说：「你们必须完成工作，之后才能去玩。」显然，按这话说，工作，包括所有的学校学习，是人不想做但必须做的事情；而游戏，尽管是人唯一想做的事情，并没有价值。这也许是我们学校教育方法教会孩子的重要一课。即使孩子在学校没有学到其他东西，他们也会学到工作和游戏之间的区别，学习乃是工作，而不是游戏。\r\n\r\n在这篇文章中，我试图解释我们现在所看到的学校，是如何在人类历史中逐步发展而来的。在我的下一篇文章中，我希望讨论，为什么现代一些试图从根本上改革学校的尝试，是完全徒劳无功的。\r\n\r\n\\----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\-----------\r\n\r\n注解\r\n\r\n\\1. Quoted by Orme, N. (2001), Medieval children, p 315.\r\n\r\n\\2. Mulhern, J. (1959), A history of education: A social interpretation, 2nd edition.\r\n\r\n\\3. Again, Mulhern (1959).\r\n\r\n\\4. Gutek, G. L. (1991), An historical introduction to American education, 2nd edition.\r\n\r\n\\5. Quoted by Mullhern (1959, p 383).\r\n\r\n\\6. Again, in Mullhern (1959, p 383).\r\n\r\n\\7. From “Autobiography of the Rev. John Bernard,” Collections of the Massachusetts Historical Society, 3rd Ser., 5 [1836]: 178-182. Extracted in J. Martin (Ed.) (2007), Children in Colonial America.", + "type": "text/markdown", + "caption": " 教育简史\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A Brief History of Education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Survey of Grown Unschoolers I Overview of Findings.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Survey of Grown Unschoolers I Overview of Findings.json" new file mode 100644 index 0000000..e5cfb1a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_A Survey of Grown Unschoolers I Overview of Findings.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/A Survey of Grown Unschoolers I Overview of Findings", + "text": "# 对成年后的非学校教育者的调查 I：研究发现综述\r\n\r\n原文：[A Survey of Grown Unschoolers I: Overview of Findings | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201406/survey-grown-unschoolers-i-overview-findings)\r\n\r\n## 有 75 名曾接受过非学校教育的成年人参与，他们报告了自己童年和成年的经历。\r\n\r\n发布于 2014 年 6 月 7 日 | [审稿人：Matt Huston](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在进行本文描述的研究之前，我的同事 Gina Riley 和我开展了另一项研究，调查了非学校教育家庭的父母——在这些家庭中，孩子不去上学，也没有接受基于有培养方案指导的家庭教育，而可以对自己的教育负责。在 2011 年 9 月，我在博客（[这里](https://www.psychologytoday.com/us/basics/education)）以及各种网站上发布了参与调查的号召。在回复者中，一共有 232 户家庭符合我们的参与标准，并完成了问卷。大部分回应者都是母亲（只有 9 名是父亲）。在那项研究中，我们询问了他们为何选择非学校教育，他们如何走向非学校教育，以及根据他们的体会，非学校教育有哪些益处和挑战。\r\n\r\n为描述研究结果，我在博客里发布了三篇博文——[第一篇](https://www.psychologytoday.com/us/blog/freedom-learn/201202/the-benefits-unschooling-report-i-large-survey)，[第二篇](https://www.psychologytoday.com/us/blog/freedom-learn/201203/what-leads-families-unschool-their-children-report-ii)，[第三篇](https://cdn.psychologytoday.com/blog/freedom-learn/201204/the-challenges-unschooling-report-iii-the-survey)——此外我和 Gina 在 *Journal of Unschooling and Alternative Learning* 《非学校教育与其他学习方式期刊》([这里](http://jual.nipissingu.ca/2013/01/12/year-2013-volume-7-issue-14/))发表了一篇相关论文。调查的参与者对非学校教育经历的态度是热情而积极的，这并不奇怪。他们描述的益处，包含了孩子心理生理健康改善，更好的社交生活，学习效率的提升和学习态度的改善。他们也写道，一家人更亲近更和睦了，他们还不需要步步紧跟学校施加的时间安排。他们描述的挑战里，有跟那些不理解他们或者反对他们做法的人，解释他们非学校教育的做法，以及克服他们根深蒂固的教育观点。\r\n\r\n看了这项调查的结果，我们开始好奇，除了他们的父母，那些非学校教育者对他们自己的非学校教育经历有什么看法。我们同样开始思考，如果那些长大的非学校教育者选择接受高等教育，他们的表现又是如何，除此之外，他们能否找到有成就感，有满足感的职业。为解决这些问题，我们针对成年非学校教育者开展调查，这也是本篇文章，以及本系列后续三篇文章所描述的。\r\n\r\n我们对成年后的非学校教育者研究采用的调查方法\r\n\r\n2013 年 3 月 12 日，我和 Gina 在这个博客上发布宣告（[这篇](https://www.psychologytoday.com/us/blog/freedom-learn/201303/seeking-unschooled-adults-tell-us-about-their-experiences)）来召集调查参与者。其他人注意到了这篇宣告，并转载到了其他网站上，社交媒体上也有所流传。为保证参与者明白我们口中「非学校教育」的含义，我们在宣告中将其定义为：\r\n\r\n「非学校教育不是学校教育。非学校教育的 **父母** ，不会把孩子送去上学，也不会在家里做学校里会做的事情。具体而言，他们不为孩子设置培养方案，不会为达成什么教育目的而要求孩子完成某项任务，也不测试孩子的进度。相反，他们让孩子拥有追随自己兴趣的自由，以及有自主学习所需知识的自由。他们可能用各种方式为孩子的学习提供环境和支持。通常而言，非学校教育者认为，人生学习实为一体。」\r\n\r\n之后，宣言声明了参与者必须（a）至少十八岁；（b）（根据以上定义）在一般人读高中的年龄实施了两年以上的非学校教育；（c）没有上过高二高三。\r\n\r\n宣言附上了 Gina 的邮箱地址，并要求申请者联系 Gina 以获得知情同意书和调查问卷。调查问卷询问了申请者的[性别](https://www.psychologytoday.com/us/basics/gender)；出生日期；学校教育、家庭教育和非学校教育的历史（每种教育的年限）；选择非学校教育的原因（自己所认为的）；在非学校教育的时段里，父母对他们教育的作用；非学校教育之后，他们接受的各种正式高等教育（包括他们如何成功申请，以及如何适应学校生活）；他们目前的职业状况；他们成长期和现在的[社交生活](https://www.psychologytoday.com/us/basics/social-life) ；非学校教育的利与弊；他们是否会让自己的孩子接受非学校教育。\r\n\r\n我们在宣告发布六个月之内都接受调查问卷的提交，Gina 和我会分别将问卷阅读两遍，并各自编写定性的编码系统（译注：一种对问卷调查回答进行分类和标记的方法），以将他们的回复分类。确定了编码系统之后，我们会各自重读回复，确定自己的编码选择，对于不一致的地方，我们会加以讨论来解决分歧。\r\n\r\n参与者和三个组别的划分\r\n\r\n共有 75 人符合标准，填写并提交了问卷。其中，65 人来自美国，6 人来自加拿大，3 人来自英国，1 人来自德国（在德国，非学校教育是违法的）。回应者的年龄中位数是 24 岁，年龄范围从 18 岁到 49 岁。有 8 人处于青春期，48 人 二十多岁，17 人三十多岁，2 人四十多岁。58 人（77%）为女性，16 人为男性，有一人自我定位为性别酷儿。女性比例较高，可能是因为女性相比男性更可能回复调查请求，而非因为更多女孩接受了非学校教育；实际上，我们之前的研究结果是男性接受非学校教育更多——不知为何，完成了调查的家庭中，接受非学校教育的男孩比女孩更多。\r\n\r\n为能加以比较，我们根据回应者最后接受学校教育或家庭教育的年级，将他们划分为三组。第一组是完全非学校教育者——完全没接受 K-12 教育（译注：小初高），也没接受家庭教育（这里的「家庭教育」和报告其他地方，指的是在家里接受的学校式教育，不属于非学校教育）。第二组接受了 1 年或更长时间的学校教育或家庭教育，但都在六年级后停止了；第三组，则是在六年级之后接受了 1 年或更长时间的学校教育或家庭教育。因此，第二组的人可能接受了 1 到 7 年（K-6）的学校教育/家庭教育，而第三组的回应者可能接受了1 到 11 年的学校教育/家庭教育。\r\n\r\n下面的表格具体说明了我们研究这三组人群的统计学发现。表头记录了每组人数。前三行分别说明了年龄中位数和范围，学校教育与家庭教育的年限之和的中位数和范围，以及每组女性占比。很显然，这三组的参与者数量、年龄中位数和女性占比大抵相似，但是学校教育和家庭教育的年限之和是不一样的。\r\n\r\n![img](https://cdn.psychologytoday.com/sites/default/files/styles/image-article_inline_full/public/blogs/1194/2014/06/152347-155819.png?itok=Z2eWuOev)\r\n\r\n非学校教育之后的正式高等教育\r\n\r\n问卷的第五个问题是，「请简要描述你任何正式高等教育的经历，比如社区大学/大学/研究生学校。没有高中文凭，你是如何入学的？你之前都在进行非学校教育，你是如何调整自己，适应这种更正式的教育？请列举你获得的所有学位，以及你正在攻读的学位。」\r\n\r\n在这个系列的后续文章里，我会更详细地描述他们的回复，我会大量引用他们的原话。在这里，我会简单总结我们编码分类回复得到的统计学发现。\r\n\r\n总共有 62 （83%）名参与者表示，他们接受了某种形式的高等教育，其中包括职业训练（比如料理学校），社区大学课程，以及本科课程和研究生课程。由表格第四行可见，三组的高等教育比例基本相同。\r\n\r\n总共有 33 名（44%）参与者读完了本科学位或更高学位，或者目前是全日制本科学生。由表格第五行可见，选择攻读本科学位的可能性，与之前接受学校教育的年限，是负相关的关系。完全非学校教育的一组最可能攻读本科学位，而六年级之后接受了一定学校教育的一组，最不可能攻读本科学位。然而这种差别并没有统计学上的显著性（卡方测验得到 p=0.126）.\r\n\r\n选择读本科的 33 人中，有 7 人表示他们参加了相应测试以拿到普通教育文凭（General Education Diploma，GED），有 3 人表示他们通过在线流程拿到了学位。其他人没有高中学位也读上了本科，但有些人自制了学位证书，我们认为这种证书应该没有官方认可。33 人中只有 7 人表示，他们参加了 SAT 和 ACT 考试以申请大学。目前而言，这些年轻人读四年制大学最常见的敲门砖是社区大学。33 人中 21 人在申请四年制大学之前完成了社区大学课程，并在申请中用社区大学的成绩单作为敲门砖。有些人在比较小的时候就开始上社区大学课程了（有一人 13 岁开始，大部分 16 岁开始），这种程度上为他们的大学[生涯](https://www.psychologytoday.com/us/basics/career)获得了先发优势。他们将社区大学的学分转移到四年制大学，减少了修本科学位所需的学期数（以及学费）。有些人也提到通过面试和各种证书来申请大学。\r\n\r\n他们选择的大学比较多样，从州立大学（比如南卡罗来纳大学和 UCLA），到常春藤大学（康奈尔大学），以及各种规模较小的人文大学（比如 Mt. Holyoke, Bennington, and Earlham）。\r\n\r\n出人意料的是，从参与者反映来看，他们在大学体会到的学业困难非常少。从来没有在教室上课，或者阅读教科书的学生，斩获了全 A 成绩并拿到了奖学金，不仅在社区大学，而且在本科项目里。显然，没有学习他人强加的课标，并没有让他们缺少什么在大学成功所需的信息或技能。大部分人认为，相比他们的同学，他们具有学业上的优势，因为他们没有因为先前的学校教育而[耗竭](https://www.psychologytoday.com/us/basics/burnout)殆尽，并且在非学校教育中学会了自我导向与自我负责。他们认为上大学是他们自己的选择，并希望充分利用大学提供的资源。他们上大学本希望能沉浸在充满智力挑战的环境，相反，他们发现同学们对同学会派对和喝酒更感兴趣。我会在本系列下一篇文章对这些现象加以详细描述。\r\n\r\n他们的职业情况\r\n\r\n问卷第四题是：「你现在有工作吗？如果有，你在做什么？你现在的工作，和你非学校教育时期的兴趣/活动匹配吗？如果匹配请解释。」我们在分析这一问题的回答之后，又编制了跟踪问卷，发送给了全部参与者。我们让他们列举并描述他们做过哪些有薪酬的职位，我们据此来判断他们是否足以自给，并描述他们目前的职业理想。75 名参与者中有 63（84%）人回答了跟踪问卷。\r\n\r\n在接受调查的时段，大部分回应者都在从事有薪酬的工作，当然全日制学生，以及孩子还小的母亲不在此列。回答跟踪问卷的人里面，有 78% 认为他们在财务上足以自给，不过有些人补充道，他们的收入并非丰厚，能财务独立的部分原因，是他们的生活方式比较节俭。有些人认为节俭是种美德，并表示相比那些更挣钱的工作，他们更喜欢从事那些他们喜欢并觉得有意义的工作。\r\n\r\n总体而言，回应者的职业和工作相当多样，但在我们的定量分析和编码中，我们注意到了两条规律。\r\n\r\n第一条规律是，根据我们的编码，有相当高比例的参与者的职业属于创意艺术类别——比如工艺、音乐、摄影、电影、写作等。总共有 36 名（48%）参与者从事这些职业。值得注意的是，在表格第八行里，完全非学校教育的一组中有 79% 的成员从事创意艺术职业。相比其他参与者，这组更有可能从事创意艺术类职业，这一观察是有极高统计学显著性的（根据卡方测试，p<0.001）。\r\n\r\n第二条规律，是参与者中有很大比例是创业者。属于这一分类的参与者，会创建自己的生意，并以此为生，或者正在朝这个方向努力。这一分类与创意艺术分类有很大重合，很多人在售卖自己的创意产品或服务。根据我们的分类，总共有 40 名（53%）参与者是创业者。从表格第九行可见，一直非学校教育的一组中创业者比例最高（63%），但在这个方面，组别之间的差异没有统计学显著性。\r\n\r\n对于成年职业与[童年](https://www.psychologytoday.com/us/basics/child-development)兴趣和活动的关系这一问题，58 名（77%）参与者表示，这两者显然是彼此关联的。对于很多人来说，这个关系是顺理成章的。艺术家、音乐家、戏剧方面等职业，都将童年兴趣无缝转化成了成年职业；从事艺术之外行业的人，同样描述了他们的童年兴趣自然演化为自己的职业。从表格第六行可见，完全非学校教育一组中，童年兴趣与成年职业紧密契合的人比例最高，不过这一差异没有统计学显著性。\r\n\r\n关于非学校教育者后续职业的这些规律，会在本系列第三篇文章，引用参与者的回复来详细描述。\r\n\r\n他们对自身非学校教育经历的评价\r\n\r\n问卷第七题是，「对你来说，非学校教育的主要优势是什么？请考虑你成长过程中的感受，以及你现在回顾过去的感受。在你看来，非学校教育怎样帮助你长大成人？」\r\n\r\n几乎所有回应者都用各种方式描述，在非学校教育之中，他们自由而独立，并有时间来发现和探索。有 70% 的人也表示，他们的这些经历，让他们得以成长为自我驱动力强大而又自我引导的个体，很多人也写道，他们拥有了身处学校所决不能有的学习机会，他们能相对顺畅地过渡到成年生活，以及相比学校内的社交，他们在学校之外有了更加健康（混龄）的社交生活。\r\n\r\n问题八写道，「对你来说，什么是非学校教育的主要不利之处？同样，请考虑你童年的感受，以及你现在的感受。对你来说，非学校教育是否阻碍了你转向成人生活？」\r\n\r\n75 人回应者中，28 人表示非学校教育没有任何不利之处。在剩余 47 人中，最常见的不利之处包括：（1）处理其他人的指摘和对非学校教育的意见（至少有 21 人反映如此）（2）某些程度的[社交孤立](https://www.psychologytoday.com/us/basics/loneliness)（有 16 人反映如此）（3）他们接触高等教育时，必须自我调整社交取向，以适应那些全程接受学校教育的人的价值观和社交方式（有 14 人反映如此）。\r\n\r\n75 人中有 72 人认为，非学校教育利大于弊。只有 3 人持相反看法，其中有两人对于他们自身的非学校教育经历，以及一般意义非学校教育，表达了相当强烈的负面看法（本系列第四篇文章会详细描述）。\r\n\r\n问卷第九题为：「如果你选择组建家庭或生孩子，你会为他们选择非学校教育吗？为什么，或者为什么不选择？」有一位回应者没有回答这个问题。剩余 74 人中，50 （67%）的回应可以认为是坚定的「会」，其中有 8 人已经有了到达入学年龄的孩子，并为他们选择了非学校教育。剩余回应者中，我们将 19 人的回应认定为「可能」（对他们而言，这个选择需要考虑诸多因素，如孩子的[性格](https://www.psychologytoday.com/us/basics/personality)和意愿、另一位父母的同意与否、以及家附近有没有好的非传统学校），而 5 人的回应被我们认定为坚定的「不会」。回应者中总共有 3 人对他们自身的非学校教育经历不满意，而这 5 人中便有其中 2 人。至于 5 人中的另外 3 人， 虽然对他们自身的非学校教育经历持积极态度，但不会为他们的孩子选择非学校教育，有各种原因。\r\n\r\n在本系列第四篇文章，会更深入描述这些回应者对于非学校教育之利弊的感受。\r\n\r\n本调查的局限性\r\n\r\n当然，本研究有一大局限，就是参与者是自我选择的样本，而非从成年非学校教育者中随机挑选的样本。在前文也提到了，响应本研究的男性相对较少。更大的问题在于，这一样本中，那些对非学校教育体验和他们的后续生活非常满意的人群，可能其比例比实际更高，因为这一人群相比不满意的人群更可能参与研究。因此，这一研究不能作为依据，来支持关于整个非学校教育人群的体验和感受的较强主张。不过，这一研究无可置疑地反映了，采取非学校教育，并走向令人满意的成人生活，是有可能的。对于回复了我们调研的这部分人群，在高等教育，理想职业，以及各种有意义的生活体验上，非学校教育似乎是利大于弊的。\r\n\r\n请期待本系列剩余三篇文章的发布（稍后逐篇发布），届时您将能够阅读到这些成年非学校教育者，用自己的话讲述他们的感受。\r\n\r\n\\--------------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\----------------\r\n\r\n关于教育自决的人类本性，请参见[《玩耍精神》](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994))。\r\n\r\n注：本文章头图《非学校教育入门》由 Idzie Desmarais 绘制。Idzie 是「幼儿园辍学生」，她写了篇很棒的博客，名为[《我没有上过学。不错我会写字》](http://yes-i-can-write.blogspot.com/)。她的网站上有一系列青年成年非学校教育者撰写的博客，以及一些对成年非学校教育者的采访。", + "type": "text/markdown", + "caption": " 对成年后的非学校教育者的调查 I：研究发现综述\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A Survey of Grown Unschoolers I Overview of Findings" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Another Example of Less Teaching Leading to More Learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Another Example of Less Teaching Leading to More Learning.json" new file mode 100644 index 0000000..1a8d943 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Another Example of Less Teaching Leading to More Learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Another Example of Less Teaching Leading to More Learning", + "text": "# 教得少学得多的又一例证\r\n\r\n原文：[Another Example of Less Teaching Leading to More Learning | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201709/another-example-less-teaching-leading-more-learning)\r\n\r\n## 顽劣男孩不上课学业收获更大\r\n\r\n发表于 2017 年 9 月 26 日｜[审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在 1920 年代至 1930 年代，一些非常有趣的[教育](https://www.psychologytoday.com/us/basics/education)实验得以开展，而这些实验现在基本无人问津。在那个年代，很多教育上的进步思想广为流传。甚至是公立学校都在尝试减少教学而增加自学机会，以期获得较大的教育益处。\r\n\r\n### Benezet 的不教算术实验\r\n\r\n在先前的[帖子](https://www.psychologytoday.com/us/blog/freedom-learn/201003/when-less-is-more-the-case-teaching-less-math-in-school)里，我描述了 L.P. Benezet 开展的实验，当时是 1920 年代后期和 1930 年代前期，他在新汉普郡曼切斯特担任学校主管。针对他所辖校区中最穷的学校，他改变了其中一半学生的课程，在六年级之前都不开设算术课。他发现，这些孩子在刚上六年级时，比其他孩子在数学应用题上表现得更好——这类问题需要把数学知识与常识结合起来。这些孩子可是一点都没接受过算术教学。他们甚至比那些富人区的孩子表现更好，那些孩子可是从小学到大的。当然，在按照普通教学方式设定的加减乘除计算问题上，他们的表现稍显落后，但六年级结束时，他们在计算问题的表现上已经跟上其他人了，而且应用题的表现仍然遥遥领先。\r\n\r\nBenezet 总结道，算术早教不仅浪费所有人的时间，并且对最终掌握算术是毫无益处的。按他的话说，算术早教是「用氯仿熏烧孩子的思想」，让他们丧失数学相关的基本常识。\r\n\r\n现在，没有教育相关人士讨论 Benezet 的实验了。甚至没什么人都听说过。Benezet 的实验结果与一些研究是契合的，这些研究证明了，暑假期间，学生在数学推理上取得的进步，比上学期间取得的进步更大（参见[此处](https://www.psychologytoday.com/us/blog/freedom-learn/201707/facts-and-fiction-about-the-so-called-summer-slide)），这个结果现在也没什么教育人士讨论了。\r\n\r\n### William 让顽劣男孩免于教学的实验\r\n\r\n还有一个教育实验也是现在无人问津的。这个实验在 1930 年发表于《学校与社会（School and Society）》，其题目为「自主教育的一次实验（An Experiment in Self-Directed Education）」，Herbert Williams 著，他也是完成这一研究的教师。\r\n\r\nWilliam 试图解决的实际问题是，如何处理那些顽劣的男生，他们经常旷课，在社区里胡作非为。为了这次实验，他翻阅了这座三十万人口城市的少年法庭记录，并尽可能找出了「恶劣」的男生。几所学校的校长又提名了一些男生，都是他们认为「存在最为严重的问题」。他最终得到的实验组有「从 8 岁到接近 16 岁的男生，[IQ](https://www.psychologytoday.com/us/basics/intelligence) 从 60 到 120，涵盖有色人种，波兰人，匈牙利人和本地白人。」\r\n\r\n实验于 1924 年 1 月开始，于同年七月结束。试验期间，这些男生不必正常上学，而是前往一间特殊房间。这个房间位于一所技术学校，是为他们专门开设的，里面配有课桌，黑板，一张巨大的桌子，一些书籍，包括故事书，非虚构书籍，以及不同年级的教科书。在 1 月份，这些男生接受了标准的成绩测试，而四个月后又接受了一次测试。\r\n\r\n对于事情的进展，可能 William 自己的话最能描述：\r\n\r\n> 「没有正式的教学环节。实验一开始，孩子们被要求自己找事情做，不要打扰其他人。这是唯一贯彻的规矩。除此之外，他们可以想干什么就干什么。指导者（Williams）偶尔过来看看这些孩子在干什么。可能有个孩子在忙着临摹一本书里的图片；还有个在读童话书；另一个孩子在忙着解算术题；还有个孩子在读历史书；还有的孩子在地图上寻找某个地方；还有些孩子在研究机械。」\r\n\r\n>\r\n\r\n> 「只要有孩子展现了对某件事的兴趣，他会得到鼓励，并获得发展这种兴趣的机会……喜欢并擅长机械活的孩子，得到了在高中机械工房里做这种活计的机会。如果有人对汽车机械、木工、打印之类感兴趣，也能得到同样的机会。有些娱乐活动在附近的基督教青年会安排。」\r\n\r\n>\r\n\r\n> 「每个孩子都获知了成绩测试的结果，并被鼓励以补足他们的弱项，但没有人会强迫他们。作者惊奇地发现，这些孩子会自然地从一个学科转向另一个学科学习。一个孩子可能读一本书读一整天。第二天他可能做一整天的算术题。有个 10 岁孩子对解平方根问题起了兴趣，他便把算术书里能找到的平方根问题都做完了。有个有色人种男孩对历史感兴趣，他便把我们能提供的所有历史书都读完了。他会讲有趣的历史事件，所有孩子都听得如痴如醉。只要有孩子在书里发现了可能有趣的东西，他可以把这件事讲给所有人听。然而，他们不一定要听讲，可以继续做手头上的事。」\r\n\r\n>\r\n\r\n> 「很多男孩走到黑板前做算术。他们会创造一些涉及算术的游戏。比如，有个游戏是比赛累加 17 直到 1000，往往有两个或更多男孩参加，一发令就开始。比赛往往很激烈。对于有些孩子来说，他们基础的算术速度和准确性得到了非常惊人的提升。孩子对有趣内容的报告也会激发其他孩子阅读所报告的书，或者是类似的书。有一种可能是，他们做这些任务的动力是争取同伴的认可，否则他们并不会尝试这些任务。」\r\n\r\n>\r\n\r\n> 「尽管一共有 26 个男孩参加这个特殊的实验组，时间有长有短，但只有 13 个孩子同时参加了一月的 A 组和六月的 B 组斯坦福成绩测试。缺席的原因有校外调整和转学等。社会适应更为重要，如果有人紧急需要男孩去农场工作，那么不能为了保证实验记录完整而阻止他。」\r\n\r\n这是成绩测试的结果：\r\n\r\n在为时 4 个月的实验期间，13 个孩子取得了平均超过 14 个月的语言学龄进步；算术 14 个月；阅读 11 个月；历史和文学 6 个月。实验结束时，所有孩子的总体水平超过了相应年级水平。有三个男孩进步最小，而他们也是经常缺席实验的，其原因有健康方面和家庭问题等。有 10 个男孩经常出席，他们的平均进步是语言和算术 17.4 个月；科学 15.8 个月；阅读 15.5 个月。\r\n\r\n在文章结论中，Williams 写道：\r\n\r\n> 「最令人震惊的是，如此显著的进步，竟然可以源自如此非正式且自主的活动，并且也确实如此。笔者对这些男孩的教育发展并不感兴趣。他预期中更关心的是社会适应的问题。他使用这个特殊房间，只是为了更好地熟悉这些男孩，并避免他们违反强制出席法。他们是否阅读，学习算术、地理、历史等等学科，笔者并不关心。应当记住的是，相比一般孩子，这些孩子呆在教室里的时间更少，而更多呆在商店、健身房、操场里。为了解释这种学业成绩的提高，笔者只能假设……刺激孩子的，是监管者对孩子的家庭状况、社区状况、娱乐、健康等方面的个人兴趣，以及对孩子个人的关心。」\r\n\r\n我自己的猜测是混龄学制同样发挥了作用，这点 Williams 并没有提到。这群男孩从 8 岁的到接近 16 岁的都有。自主教育在混龄环境下发挥最好（参见[这篇](https://www.psychologytoday.com/us/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-i)和[这篇](https://www.psychologytoday.com/files/attachments/1195/ajp-age-mixing-published.pdf)）当然，这些孩子能自由地按意愿在学习上花时间，因此他们能深入地研究，这是普通课堂所不能及的。虽然普通教室在设计上完美地阻碍了兴趣热忱的发展和培养，这种「教室」对此并不设障。\r\n\r\n如果教育局能回顾这些旧研究，并在现在重新开展，那该有多好！现在，教育局似乎认为，教育的不足，只能通过更多教学弥补——这就是把不灵的药方又开一遍。与此同时，Benezet 和 William 的研究证明了，少点教学，多点信任，可能就是答案。\r\n\r\n本博客的忠实读者应该知道，我对标准学业测试并不感冒，也不喜欢那些看重标准化测试成绩，把取得高分为第一目标的学校系统。以我看来，（而我估计 William 也这么想），我们认为应该在学校就读的时间，应该用来探寻自己是什么样的人，找出自己喜欢的事情，并提高这些方面的技能，此外要掌握人际交往能力和情感能力，并培养一种[信心](https://www.psychologytoday.com/us/basics/confidence)，即你想学什么，何时需要知道什么，便能掌握什么。这些能力来自于真正的[自主教育](https://www.self-directed.org/)，让年轻人自由探索世界，而不必依赖于某个配有教科书的特殊房间，或者提分的鼓励，或者他人心中的「成绩」。对我而言，Williams 的实验又一次说明了，对于我们在学校牵挂万分的所谓「成绩」，如果年轻人因为一些原因想要达成，那么按照最适合他们的方式追求，其实是很容易而且无痛苦的。\r\n\r\n参考文献\r\n\r\nHerbert D. Williams (1930). Experiment in Self-Directed Education. School and Society, 31, 715-718.", + "type": "text/markdown", + "caption": " 教得少学得多的又一例证\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Another Example of Less Teaching Leading to More Learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Be Glad for Our Failure to Catch Up with China in Education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Be Glad for Our Failure to Catch Up with China in Education.json" new file mode 100644 index 0000000..29ca093 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Be Glad for Our Failure to Catch Up with China in Education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Be Glad for Our Failure to Catch Up with China in Education", + "text": "# 美国教育学家：我们“比不过”中式教育，我对此很满意\r\n\r\n原文：[Be Glad for Our Failure to Catch Up with China in Education | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201305/be-glad-our-failure-catch-china-in-education)\r\n\r\n## 我们的学校比中国的好，毕竟我们的学校没那么“好使”。\r\n\r\n发布于 2013 年 5 月 28 日\r\n\r\n二十余年来，我们国家的教育[目标](https://www.psychologytoday.com/us/basics/motivation)始终瞄准着模仿中日韩的教育系统。我们一直致力于集中控制，提升课程标准和教学方法的标准化程度，延长课堂时间，增加家庭作业，这一切都是为了让学生在标准化考试中考得更高。20 世纪 90 年代克林顿的《2000 年目标》，在下一个十年布什的《不让一个孩子掉队》法案，然后是奥巴马的《力争上游》，无不着意在此。每当国际测试中我们的学生得分低于其他国家的学生，我们都感到尴尬。在 2010 年 PISA（国际学生评估项目）考试中，目睹 15 岁的上海学生在阅读、数学和科学方面名列榜首，而我们远远落后，我们的教育领导人再次坚定了效仿中国的努力。美国[教育](https://www.psychologytoday.com/us/basics/Education)部长 Arne Duncan 称之为「警钟」[1, p 120]\r\n\r\n你也许会认为，中国的教育领导者们，会因为中国孩子在国际知识竞赛中名列前茅而高兴。并非如此。越来越多的中国教育人士认为，中国教育系统糟糕透顶。在我们继续努力效仿他们的同时，他们也在努力效仿我们，或者说像我们之前的样子，尽管到目前为止还没有取得多少成功。他们发现他们的系统正在压制[创造力](https://www.psychologytoday.com/us/basics/creativity)和主动性，最终产出体面的官僚和算数家，而不是发明家和企业家。北大附中国际部主任江学勤，在《华尔街日报》上回应了让 Duncan「警醒」的同一份 PISA 报告：「众所周知，死记硬背体系的缺点是：丧失社交技能、实践技能、自律和[想象力](https://www.psychologytoday.com/us/basics/imagination)，对学习失去好奇心和热情。… **如果 PISA 成绩下降，那么就说明我们成功地改变了学校。** 」（添加粗体）[2] \r\n\r\n让我们「近距离观察」下中国的教育系统吧。\r\n\r\n根据杭州市教育科学研究所开展的一个调查，中国的小学生每天都要花 10 小时学习，初中生是 11 小时，高中生是 12.5 小时。[3] Keith Bradsher 最近报道了一位典型中国高中生的生活：「她每天早上 5:30 起床学习，7:30 吃早饭，然后上课，早上 8:30 到 12:30 ，下午 1:30 到 5:30，晚上 7:30 到 10:30。她在周六周日也要花一部分时间学习。」[4] David Jiang 是美籍华裔，但高中在中国就读。他在博客中写道：「我[高中时]看到身边是一大群僵尸。…正是在这里，我意识到成绩是多么肤浅….」[5]\r\n\r\n中国学生如此疯狂学习，只为高考名列前茅。家长老师联手角力[竞争](https://www.psychologytoday.com/us/basics/sport-and-competition)，要竭力榨干孩子，换来赫赫高分。如果孩子考得差，家长就体罚。所谓差就是没有拔得头筹。\r\n\r\n最近，中国和英国研究者面向中国小学生开展了一次大规模调查，调查揭露了孩子们普遍承受着心理苦楚。作者将结果总结如下：「81% 的小学生『非常』担忧考试，而 63% 的小学生很担心老师降下惩罚。有 44% 的学生至少遭受过一次身体上的霸凌，其中很多[霸凌](https://www.psychologytoday.com/us/basics/bullying)受害者是男孩，而 73% 的孩子曾被家长体罚。超过三分之一的孩子反馈，他们每周会发作一次心身症状（psychosomatic symtoms，心理压力过大导致的身体症状）。[压力](https://www.psychologytoday.com/us/basics/stress)水平极高（压力测评分数前四分之一）的孩子，出现心身症状的可能性增加了三倍之多。」\r\n\r\n中国媒体年年吹嘘 **高考状元** ，他们和父母一时风头无两，但是后续研究证明，高分不意味着高成就。高分学生离开学校后，其成就和分数较低的同龄人相比并不显著；事实上，一项研究的结果表明，平均而言，高分学生的成就比分数较低的同龄人要低下。[7, p 82] 事实上，根据中国教育专家赵勇的说法，中国现在常用 **高分低能** 一词来指代他们的教育制度的总体结果。这要归咎于学生几乎每时每刻都在学习，毫无余裕涉足他事。他们很少有机会发挥创造力，主动出击，练习运动技能或者交际。\r\n\r\n赵勇先生在中国长大，并亲历了中国的教育系统。如今他是 Oregon 大学的教育学教授，他的两个孩子就读于美国学校。他的大部分研究关注中美教育的异同及其对经济的影响。在最近的两本书——《迎头赶上，还是领跑全球》（2009）和《从美国教改的迷失看世界教育的趋势》（2012）中，他描述了中国教育体系的危害，并记录了中国当局对改革教育的兴趣。\r\n\r\n在解释为什么美国教育系统的实际效果优于中国教育系统时，赵教授写道：「简而言之，美国教育在扼杀创造力和企业精神上，没有中国教育成果斐然。两国教育体系在根本上是相同的，也就是将孩子加工成标准功能齐全的产品，通过课标的掌握程度衡量，而课标就是成人认为孩子应知应会的东西，毫不考虑不同孩子的背景、兴趣、与差异。」[1, p 134-135]\r\n\r\n赵教授还解释道，美国教育系统的好处，是它在实现自身的目标上很失败；美国孩子没有被驯服。他做了个类比，美国教育系统就是一把“钝刀”，一刀切后孩子还能保全自我。\r\n\r\n中国领导人想要效仿美国教育系统，而美国领导者想效仿中国教育系统。也许几年之后，如果双方大功告成的话，中国人会开始发明创新，而更多的美国孩子需要找儿科医生和儿童心理医师治疗压力诱导的[儿科](https://www.psychologytoday.com/us/basics/child-development)疾病。\r\n\r\n为何不能彻底革除这套自上而下、胁迫强制的教育系统呢？废掉这一刀切的系统，营造环境让所有孩子能自选道路，自由地自主教育，而不必向学校系统争取这权利。若要了解更多，请参见《[玩耍精神](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=tmm_pap_title_0?_encoding=UTF8&qid=&sr=)》。\r\n\r\n\\-----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\-----------\r\n\r\n参考文献\r\n\r\n[1] Yong Zhao (2012), *World class learners: Educating creative and entrepreneurial Students*.\r\n\r\n[2] Jiang Xueqin. The Test Chinese Schools Fail: High Scores for Shanghai’s 15-year-olds are actually a sign of weakness. *Wall Street Journal*, December 8, 2010.\r\n\r\n[3] See Zhao, 2012, pp 1240125.\r\n\r\n[4] Kieth Bradsher. In China, Betting It All on a Child in College. *New York Times*, Feb. 16, 2013.\r\n\r\n[5] David Jiang (July 12, 2011). China; Education System Made Me an Individual. http://diaspora.chinasmack.com/2011/usa/david-jiang-china-education-system-made-me-an-individual.html\r\n\r\n[6] [Hesketh T](http://www.ncbi.nlm.nih.gov/pubmed?term=Hesketh T[Author]&cauthor=true&cauthor_uid=20133328), [Zhen Y](http://www.ncbi.nlm.nih.gov/pubmed?term=Zhen Y[Author]&cauthor=true&cauthor_uid=20133328), [Lu L](http://www.ncbi.nlm.nih.gov/pubmed?term=Lu L[Author]&cauthor=true&cauthor_uid=20133328), [Dong ZX](http://www.ncbi.nlm.nih.gov/pubmed?term=Dong ZX[Author]&cauthor=true&cauthor_uid=20133328), [Jun YX](http://www.ncbi.nlm.nih.gov/pubmed?term=Jun YX[Author]&cauthor=true&cauthor_uid=20133328), [Xing ZW](http://www.ncbi.nlm.nih.gov/pubmed?term=Xing ZW[Author]&cauthor=true&cauthor_uid=20133328). Stress and psychosomatic symptoms in Chinese school children: cross-sectional survey. *Arch Dis Child*. 2010 Feb;95(2):136-40. doi: 10.1136/adc.2009.171660. Epub 2010 Feb 4.\r\n\r\n[7] Yong Zhao (2009), *Catching up or leading the way: America education in the age of globalization*.", + "type": "text/markdown", + "caption": " 美国教育学家：我们“比不过”中式教育，我对此很满意\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Be Glad for Our Failure to Catch Up with China in Education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Biological Foundations for Self-Directed Education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Biological Foundations for Self-Directed Education.json" new file mode 100644 index 0000000..14ad7e3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Biological Foundations for Self-Directed Education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Biological Foundations for Self-Directed Education", + "text": "# 自主教育的生物学基础\r\n\r\n## 四种强大且与生俱来的内驱力能引导孩子自主学习\r\n\r\n原文：[Biological Foundations for Self-Directed Education | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201609/biological-foundations-self-directed-education)\r\n\r\n发布于 2016 年 9 月 28 日\r\n\r\n![Sudbury Valley School, with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/AgeMixingPaperwork%20copy%20%281%29.jpg?itok=LZCSUVpb)\r\n\r\n来源：萨德伯里山谷学校，已授权\r\n\r\n在之前的许多文章中，我主张儿童天生具备有助于自我教育的生物学机能。学龄前儿童坐拥惊人的学习能力（[这里](https://www.psychologytoday.com/blog/freedom-learn/200807/children-educate-themselves-ii-we-all-know-s-true-little-kids)），采猎文化中的儿童，青少年自我教育的方式（[这里](https://www.psychologytoday.com/blog/freedom-learn/200808/children-educate-themselves-iii-the-wisdom-hunter-gatherers)），当今民主学校（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)和[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200809/the-natural-environment-children-s-self-education)）和非学习教育家庭（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201406/survey-grown-unschoolers-i-overview-findings)和[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201202/the-benefits-unschooling-report-i-large-survey)）中的孩子自我教育的方式，就是最好的证明。\r\n\r\n在本文中，我希望能更精确地描述一下自主[教育](https://www.psychologytoday.com/us/basics/education)的生物学原理。我认为，这样的原理主要存在于所有正常儿童都拥有的四种强大内驱力中：「好奇心」、「爱玩耍」、「爱社交」和「有计划」。这些内驱力的根基编码在 [DNA](https://www.psychologytoday.com/us/basics/genetics) 中，在我们漫长的演化史中由自然选择所塑造，服务于教育的目的。我们的标准化学校为了促进[一致性](https://www.psychologytoday.com/us/basics/conformity)并将儿童禁锢在学校课程中，有意地抑制了这些内驱力，尤其是前三种。相比之下，自主教育——正如非学校教育家庭和民主学校中的那样——通过允许这些自然内驱力蓬勃发展而运作。在这里，我将详细阐述每一个内驱力，以及它们如何相互作用以促进教育：\r\n\r\n好奇心\r\n\r\n亚里士多德关于知识起源的伟大论著《形而上学》是这样开头的：「人类天生对事物充满好奇。」这再明显不过了 。从出生到死亡的每一刻，我们都充满了强烈的好奇心。出生后几个小时 ， 婴儿看新奇物体的时间就比看已经看过的东西要长 。随着他们获得行动能力，先是手，然后是腿，他们使用这些行动力去探索环境中更广阔的领域。他们想要了解他们所处环境中的物体，他们特别想知道他们能用这些物体做什么。这就是为什么他们总是不断地沉迷事物和探索。这就是为什么，一旦他们掌握了语言，他们就会问非常多问题。这种好奇心不会随着孩子的年龄增长而减弱，反而持续地激发在更广阔的[环境](https://www.psychologytoday.com/us/basics/environment)中，进行更加复杂的探索和实验，除非好奇心被学校教育所摧毁。儿童是天生的科学家。\r\n\r\n爱玩耍\r\n\r\n爱玩耍（即玩耍的内驱力）在服务于教育目的方面与好奇心相辅相成。 好奇心促使儿童探寻新知与理解，爱玩的天性则剌激他们实践新技能，并富有创意地使用这些技能。 无论在哪里，只要孩子们有时间玩耍，并且有很多玩伴，他们就会花大量的时间玩耍。他们玩耍是为了好玩，而不是刻意地去教育自己，但进化过程中产生的强烈的玩耍欲望会产生教育这个副产物。他们在玩耍中充分发挥各种技能，这些技能对他们的长期生存和福祉至关重要。\r\n\r\n- **他们用身体玩耍** ，攀爬、追逐、打闹，这就是他们发展强壮身体和优雅动作的方式。\r\n\r\n- **他们以危险的方式玩耍** ，这是他们学习控制[恐惧](https://www.psychologytoday.com/us/basics/fear)和培养勇气的方式（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201404/risky-play-why-children-love-it-and-need-it)）。\r\n\r\n- **他们用语言玩耍** ，这就是他们掌握语言的方式。\r\n\r\n- **他们和其他孩子一起玩社交游戏** ，这就是他们学习谈判、妥协和与同龄人相处的方式（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200903/social-play-and-the-genesis-democracy)）。\r\n\r\n- **他们在玩耍时遵守隐含或明确的规则 ** ，这就是他们学会遵守规则的方式。\r\n\r\n- **他们会玩想象游戏** ，这就是他们学习进行假设性和创造性思维的方式。\r\n\r\n- **他们用逻辑玩耍** ，这就是他们培养逻辑的方式。\r\n\r\n- **他们玩建设游戏** ，这就是他们学习建设的方式。\r\n\r\n- **他们使用他们文化中的工具玩耍** ，这就是他们熟练使用这些工具的方式。\r\n\r\n玩耍不是教育的课间休息，而是教育本身。孩子们在游戏中学到的东西，比在教室里学到的东西要多得多，而且快乐得多。（更多有关儿童通过游戏学习的内容，请参阅[此处](https://www.psychologytoday.com/us/blog/freedom-learn/200810/the-varieties-play-match-requirements-human-existence)。）\r\n\r\n爱社交\r\n\r\n我们人类不仅是最好奇、最爱玩的哺乳动物，而且也最具社会性。我们的孩子来到这个世界时，本能地明白，他们的生存和福祉取决于联系他人和学习他人的能力。所有人，尤其是年轻人，都想知道他们周围的人知道什么，并与他人分享他们自己的想法和知识。人类学家报告称，世界各地的儿童，通过观察和倾听他们周围的人所学到的东西，比通过任何其他方式所学到的要多得多。[1]\r\n\r\n 语言是我们对[社会生活](https://www.psychologytoday.com/us/basics/social-life)最独一无二的适应，极大地增强了我们从别人那里学习的能力。孩子们几乎一会说话就开始发问。他们不想被告知他们不感兴趣的事物，但他们强烈要求得到对于他们所感兴趣事物的答复。语言让我们能够与他人分享任何种类的信息。语言不仅能让我们告诉别人此时此地的事情，还有过去、将来、远之又远以及假设的事情。正如哲学家 Daniel Dennett 在《语言与[智能](https://www.psychologytoday.com/us/basics/intelligence)》中所言：「把我们的大脑同鸟类或海豚的大脑相比几乎没有任何意义 ， 因为我们的大脑实际上互相联结成一个认知系统，其他物种都相形见绌。 我们可以被一种能侵入大脑的[新方法](https://www.psychologytoday.com/us/basics/creativity)——语言一一相联结 。」[2] 自主的学习者，热切而自然地将自己连接到这个网络中。今天，因为有了互联网，这个认知系统比以往任何时候都要大。能够上网的年轻人可以接触到整个世界的假说、想法和信息。自主教育从来没有像现在这样容易。\r\n\r\n有计划\r\n\r\n我们比任何其他物种都更有超前思考的能力。实际上，我们是被驱使地这样做的。我们不只是对当下的情况作出反应；我们预测未来的情况，为此制定计划，并且贯彻执行这些计划。这是对我们基本教育内驱力的最有意识的认知，它比其他内驱力发展得更慢。随着孩子们年龄的增长，他们越来越有能力和内驱力提前做计划，甚至更进一步。这是一种驱动力，引导自主学习者思考他们的人生[目标](https://www.psychologytoday.com/us/basics/motivation)，无论大小，并有意识地寻找实现这些目标所需的知识和技能。认知科学家将这种制定计划并执行计划的能力称为 **自主[执行功能](https://www.psychologytoday.com/us/basics/executive-function)** 。这些科学家的研究表明，与那些花更多时间参与成人组织的活动的儿童相比，那些有充足的自由时间独自玩耍和探索的儿童以及与其他不依赖成人的儿童，能够更充分地发展这种能力。[3] 这并不奇怪。当孩子们在没有成人控制的情况下创造自己的活动时，他们不断练习制定计划和执行计划的能力。他们会犯错，但他们会从错误中吸取教训。\r\n\r\n\\--------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n也请看：《玩耍精神》、[self-directed.org](http://www.self-directed.org/)（以找到自主教育的盟友）；并在[脸书](https://www.facebook.com/peter.gray.3572)上关注我。\r\n\r\n\\-------\r\n\r\n参考文献\r\n\r\n[1] Lancy, D. F., Bock, J., & Gaskins, S. (2010). Putting learning into context. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in [childhood](https://www.psychologytoday.com/us/basics/child-development), 3–10. Lanham, MD: AltaMira Press.\r\n\r\n[2] Dennett, D. C. (1994). Language and intelligence. In J. Khalfa (Ed.), What is intelligence? Cambridge: Cambridge University Press.\r\n\r\n[3] Barker, J. et al (2014). Less-structured time in children’s lives predicts self-directed executive functioning. Frontiers in Pssychology, 5, 1-16.", + "type": "text/markdown", + "caption": " 自主教育的生物学基础\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Biological Foundations for Self-Directed Education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Can You Measure an Education Can You Define Life's Meaning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Can You Measure an Education Can You Define Life's Meaning.json" new file mode 100644 index 0000000..d286129 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Can You Measure an Education Can You Define Life's Meaning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Can You Measure an Education Can You Define Life's Meaning", + "text": "# 教育是否能被量化？人生是否能被定义？\r\n\r\n原文：[Can You Measure an Education? Can You Define Life’s Meaning? | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201212/can-you-measure-education-can-you-define-life-s-meaning)\r\n\r\n## 请你抚躬自问，教育的目的究竟是什么？\r\n\r\n发布于 2012 年 12 月 14 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在美国以及其他许多国家，都对量化某件事物非常痴迷。我们总是说「无法估量的，就无法掌控。」于是我们尤其想要量化学生的教育水平，自《有教无类》法案（No Child Left Behind）颁布后，更是江河日下，愈演愈烈。孩子成为了竞争的棋子，在教师、学校甚至国家之间的竞赛中任其摆布，而这仅是为了从孩子身上榨取出最高的分数。在这场战役中，我们剥夺孩子的睡眠、玩乐甚至于探索的自由……换句话说，剥夺他们的童年，以提高他们的考试成绩。\r\n\r\n让我们深呼吸，是时候站在社会的角度，反省自己了——教育是什么？教育的目的究竟是什么？即使可以回答这些问题，那么能够量化的「教育」是否能够适用于所有人呢？\r\n\r\n## 教育起源之初的目的\r\n\r\n今天，我们知道学校源自于新教改革（见[此处](https://www.psychologytoday.com/us/blog/freedom-learn/200808/brief-history-education)的详细说明）。这些改革者认为，教导孩子阅读以便他们能够阅读圣经是基督徒的责任。他们还认为，向孩子灌输信仰也是基督徒的责任——主要讲述的是服从的价值，以及那些调皮捣蛋者等待的严重后果。\r\n\r\n在当时，教育的目的很明确——那就是要从孩子们身上驱除原罪，让他们对权威产生适当的恐惧，并记住圣经以及为孩子灌输服从的道德教诲。从这个目的出发，如何定义教育的成功是很清楚的。如果孩子们遵从教师（那时候称作「主人」）的规矩上课，并且不和成年人顶嘴，那么孩子的教育便是成功的。课程的内容并不重要（只要不与圣经相矛盾）；重要的是孩子们是否顺从地完成它们。如果他们不顾殴打和羞辱，坚持反抗，按照自己的意愿行事，那么，对他们来说，学校教育就失败了。\r\n\r\n在很久以前，人们并不认为学校教育便是教育的全部。为了工作生活，人们会学习各种各样的技能。学校虽然很糟糕，但是在那时的孩子的生活中，学校仅占一小部分。\r\n\r\n随着时代发展，学校逐步被政府接管，学校增加了教授的课程科目，对学生的学业安排也逐渐增多。许多人都认为，学校教育便是包括了教育的全部。随着工业革命的发展，学校模式逐步向工厂转移。学校如同流水线一般，将学生沿着流水线一级一级递送，在每一站，新老师都会在「产品」中添加知识和规矩，最后，成品会从流水线滑槽中落下，盖上批准证书。\r\n\r\n尽管我们在许多方面已经远远超过了历史上的工厂阶段，但直至今日，这仍然是我们的标准教育方法。但如果这便是我们所称的「教育」，那对于如何衡量「教育」也很清晰了——我们在「传送带」的各个站点测试每一个学生，检验他们对「事实」和技能的掌握程度，并准备继续送往下一站。\r\n\r\n然而，在时间长河的检验中，这个工厂系统的质量并不尽人意。自上而下的操控教师个体，或是学生进步的标准，这些并不是绝对的。仍有一些教师认为学而不同，孩子们理应花费大量时间自由地玩耍和探索，探索自身的兴趣和激情。在标准的制定和继承中，校与校，师与师之间存在着差异。\r\n\r\n因此，《有教无类》法案（NCLB）随之颁布，一心想要消除这些差异。于是，所有「产品」都必须符合标准规定——无论「原材料」有何差异，也不论学业之外的生活对孩子的影响，自然也不论孩子自身想做想学何物的一切期望。《有教无类》法案仅仅是合乎逻辑的工厂模型，用于生产出更加一致且标准化的产品。\r\n\r\n因为《有教无类》法案，教师的工作和学生在标准化考试中的表现紧密联系起来，这令教师的压力变得很大。由于标准化考试注重于数学、阅读以及低程度（极为狭隘）的科学，于是这些科目重点教授，而其他科目便被搁置一旁。\r\n\r\n但时至今日，正如我先前所敦促，让我们退一步脱离狂热，深呼吸理智思考何为教育。我妻子觉得做些瑜伽会很有帮助。\r\n\r\n## 思考教育的新视角\r\n\r\n即使我们将教育仅仅定义为学习阅读和数学，我们也没有正确合理地传授这方面的知识。当孩子真正想要阅读时，他们会轻松地学会阅读；同样，当他们想要学数学时，他们也能轻松地学会数学（你可以参考[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201002/children-teach-themselves-read)，[这里](http://www.psychologytoday.com/blog/freedom-learn/201003/when-less-is-more-the-case-teaching-less-math-in-schools)，还有[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201004/kids-learn-math-easily-when-they-control-their-own-learning)了解更多）。\r\n\r\n问题的关键在于 **想要** 。当我们将阅读和数学分解成为麻木的、强迫的、流水线般的步骤时，孩子便会厌恶。没有人会为了阅读而阅读，或者为了做数学而做数学。阅读是为了获取信息或是享受故事，做数学是为了解决有趣的数学问题。这是人们在现实生活中的学习方式，也是孩子们在[民主学校](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)和[非学校教育](https://www.psychologytoday.com/us/blog/freedom-learn/201202/the-benefits-unschooling-report-i-large-survey)里的学习方式，他们自己决定自己的教育。\r\n\r\n但现在，让我们将思绪从阅读和数学抽离向更关键的事情。教育的目的到底应该是什么？或者，换句话说，我们对孩子发展的目标究竟是什么？\r\n\r\n如今我们大多数人并不希望孩子们成为权威人士的绝对附属品——在这条路上，我们能看到太多的灾祸降临于孩子身上。正确的教育目标难道是在综艺上涂脂抹粉——「嘿，你比五年级的孩子要聪明吗？」——五年级的孩子（或任何其他年级学生）应该知道这几乎与人生的成功无关。\r\n\r\n所以我们究竟想要什么呢？或者可以这么说： **你** 想要什么？我想要什么？出于你我对于人生意义与孩童期冀的分歧，我们的答案很可能不一致。\r\n\r\n我希望他们能够主宰人生，成为想要成为的人。我希望他们幸福，同时也能为他人追寻幸福。我希望他们坚韧不拔，勇于同人生那些无法回避的压力和失望作斗争。我希望他们对自己终身学习的能力满怀信心，在瞬息万变的时代里能够适应世界。我希望他们有人生抱负，满腔热血地向着未来奋进。我希望他们大脑清醒，理智严谨地做出每一个理想路上的决策。我希望他们树立积极人文意识和道德取向的价值观，把人当人，维护并践行人类均而与生俱有之权利。如果我现在有小孩，我想这便是我对他们的期冀。\r\n\r\n但障碍就在此了。这些的一切均无法在学校课堂上传授。朝气蓬勃的孩子们需要大量的时间玩耍、探索、发现、创造，最终才能学会这些为人之根本。我们能做的，就是树立一个优秀的榜样以及构建一个裨益于人、循循善诱的氛围，让我们的孩子找到他们正在寻找的东西，并学会换位思考。归根结底，教育的目的是寻找人生的意义，这是每个人都必须，并有且只能由自己来实现的。\r\n\r\n那么，教育是否能被量化？人生是否能被定义？也许自我能够以追寻人生意义，怀揣抱负前进来衡量自身。但是，绝对没有人能去量化，能去定义另一个人。\r\n\r\n\\--------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。无论我们是否赞同，你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）。", + "type": "text/markdown", + "caption": " 教育是否能被量化？人生是否能被定义？\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Can You Measure an Education Can You Define Life's Meaning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves I Outline of Evidence.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves I Outline of Evidence.json" new file mode 100644 index 0000000..5798e80 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves I Outline of Evidence.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Children Educate Themselves I Outline of Evidence", + "text": "# 孩子们可以自己教育自己 I：证据综述\r\n\r\n原文：[Children Educate Themselves I: Outline of Evidence | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200807/children-educate-themselves-i-outline-evidence)\r\n\r\n## 孩子天生就会教育自己。\r\n\r\n发表于 2008 年 7 月 16 日｜[审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n作为成年人，我们确实对我们自己的孩子和全世界的孩子们都负有一定责任。营造安全、促进健康、相互尊重的环境，让孩子在其中茁壮成长，是我们的责任。确保孩子有合适的食物、清新的空气、可以玩耍的无害地点，以及与不同年龄阶段的人们自由交往的充足机会，这些都是我们的责任，更是人道主义的要求。\r\n\r\n但有一件事是我们 **不用** 担忧的，那就是如何教育孩子。\r\n\r\n我们无需操心课标、教学计划，激励孩子去学习，测试他们，以及所有其他属于教育学范畴的事情。我们反而应该把这些精力用在创造孩子们可以玩耍的合宜环境上。孩子的[教育](https://www.psychologytoday.com/us/basics/education)是孩子自己的责任，而不是我们的。只有他们才能做到。他们就是为此而生的。我们关于教育的任务就是袖手旁观，任由它发生。我们越是试图控制它，我们就越多地干扰它。\r\n\r\n我说教育是孩子自己的责任，而他们生来就是为此负责的，我并不指望你们相信这一断言。在我们生活的世界里，这种断言不再像过去那样是不证自明的真理。在这个世界里，几乎所有的儿童和青少年都被送去学校，开始上学的年龄越来越小，离开学校的年龄越来越大，其中的「学校」一词具有一定的标准含义。我们衡量教育的标准是考试成绩和在学校系统中接连升级的成功。\r\n\r\n因此，我们几乎会自然而然地认为，教育是由懂得教育艺术与方法的专家在学校里完成的，他们知道如何将孩子们的潜能转化为教育产物。\r\n\r\n因此，我把提出证据支持我的主张看作是我的任务。在某些情况下，我们可以看到孩子们在没有学校教育的情况下教育自己，这正是对此最直接的证据。这里有三种类似情况，我将在接下来的三篇博文中详细说明。\r\n\r\n1. 儿童的大部分教育发生在他们开始上学之前。\r\n\r\n儿童自我教育能力最明显的证据，凡是明眼人都能看到，来自于观察孩子们在出生后的头四五年时间里，在任何人试图以任何系统的方式教他们什么之前的时候。\r\n\r\n想想他们在那段时间学到的一切。他们学会走路，跑步，跳跃，攀爬。他们学习所有能够得着的物品的物理特性，以及如何摆弄这些物体。他们学习自己的母语，这无疑是人类所能掌握的最复杂的认知任务之一。他们学习其他人的基本心理——如何取悦他人，如何惹恼他人，如何从他人那里得到他们需要或想要的东西。\r\n\r\n他们不是通过任何人提供的课程学会这一切的，而是通过他们自己的自由玩耍，他们永不满足的好奇心，以及他们对其他人行为的自然关注。我们不能阻止他们学习这一切乃至更多，除非我们把他们单独锁在壁橱里。\r\n\r\n2. 采集-狩猎社会中的孩子不需要所谓的学校教育也能成长为成功的成年人。\r\n\r\n人类物种历史的大部分时间中，我们生活在相对较小的游牧、采集的群体中。我们的基本天性——包括我们的嬉戏、好奇心，以及我们出自生物本能的学习适应能力——都是在这种生活方式的背景下进化出来的。一些狩猎-采集者群体设法在保持他们的文化完好无损的情况下生存到了现代。\r\n\r\n在非洲、亚洲、新西兰、南美洲和其他地方对这些群体进行研究的人类学家发现，这些群体在对待儿童的态度上有着惊人的一致性。在所有这些文化中，儿童和青少年基本上每天从早到晚都可以玩耍，随心所欲，不受成年人的干涉。\r\n\r\n这些人数千年的经验证明了他们的信念，即年轻人通过玩耍和探索来自学，然后在准备好时，自然地开始将他们所学的东西用于造福于整个群体。通过自己的努力，狩猎-采集社会的儿童获得了在他们的文化中成长为成功的成年人所需的大量技能和知识。\r\n\r\n3. 在我们的文化中，一些受过「『非学校』教学」的孩子不需要所谓学校教育就能成为成功的成年人。\r\n\r\n多年来，我一直在马萨诸塞州弗雷明翰的[瑟谷学校](http://www.sudval.org/)观察儿童和青少年。这所学校创办于 40 年前，创始人对教育的信念与狩猎采集者非常相似。\r\n\r\n这所学校是为 4 至 18 岁的年轻人开设的，它与典型的学校完全不同。它是个民主的环境，儿童真正拥有与成年人平等的权力，学生完全通过自主活动学习。从本质上讲，它是个安全的环境，年轻人可以在其中玩耍、探索、承担责任，并与各个年龄段的人自由互动。\r\n\r\n没有考试，没有小星星之类的奖励，没有及格或不及格，没有必修课或作业，没有强迫或哄骗孩子学习，也没有期望工作人员对孩子的学习负责。\r\n\r\n到目前为止，数以百计的年轻人在这种环境中自学成才。当然，他们最终并没有成为狩猎采集者。他们成为工匠、艺术家、厨师、医生、工程师、企业家、律师、音乐家、科学家、社会工作者和软件设计师。他们活跃在我们文化所重视的所有职业中。\r\n\r\n在接下来的三篇博文周刊中，我将逐一详细阐述这三个年轻人自我教育能力的证据来源。现在，请在下面用你自己的评论、论点和经历来回应。你们的想法将有助于我下一篇博文的发表，也将有助于影响世界对[童年](https://www.psychologytoday.com/us/basics/child-development)和学习的看法。如果你认为这样的讨论是值得的，请与其他人分享这篇文章。", + "type": "text/markdown", + "caption": " 孩子们可以自己教育自己 I：证据综述\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Children Educate Themselves I Outline of Evidence" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves II Lessons from Little Kids.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves II Lessons from Little Kids.json" new file mode 100644 index 0000000..47a8954 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves II Lessons from Little Kids.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Children Educate Themselves II Lessons from Little Kids", + "text": "# 孩子们可以自己教育自己 II：来自小孩子的一课\r\n\r\n原文：[Children Educate Themselves II: Lessons from Little Kids | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200807/children-educate-themselves-ii-lessons-little-kids)\r\n\r\n## 观察幼儿学习可以彻底改变我们对教育的看法。\r\n\r\n发表于 2008 年 7 月 23 日\r\n\r\n你是否想过，在孩子出生后的头几年，还没开始上学，还没有任何人试图以任何系统的方式教他们东西时，他们自己学会了多少东西？他们自然而然地学习，靠着玩耍、探索和观察周围人的本能。但，说学习是自然而然的，并不是说它毫不费力。婴幼儿投入了巨大的精力学习。他们的持续[专注](https://www.psychologytoday.com/us/basics/attention)能力、身体和精神的努力以及克服挫折和障碍的能力都非比寻常。下次，在你观察一个五岁以下的孩子时，请坐下来观察一会儿。试想，在孩子与世界的互动中，他或她的头脑中每一刻都在发生什么。如果你允许自己进行这种难得的观察，你就会有收获。这种体验可能会让你从全新的角度思考[教育](https://www.psychologytoday.com/us/basics/education)——这种角度来自孩子内心深处，而非表面。\r\n\r\n在这里，我将勾勒出发展心理学家对幼儿学习的一点认识。为了帮助将这些知识与关于教育的想法联系起来，我将把它分为物理、语言、科学和社会教育和德育等类别。\r\n\r\n体育\r\n\r\n让我们从学走路说起。用两条腿走是人类的一个典型特征。从某种意义上说，人体为行走而生。但学走路不容易。每一个来到世界上的人都要付出巨大的努力来学习走路。\r\n\r\n我记得很久以前的一个春日，我的儿子在快一岁时，可以扶着东西走，但不能独立行走。那天我们碰巧在一艘大型旅游船上旅行，我儿子坚持要在整个旅程中牵着我的手在甲板上走来走去。我们花了很多时间走完了整条船，我不自觉地弯下腰，以便我的手能够到他。当然，[动机](https://www.psychologytoday.com/us/basics/motivation)完全是他的。我只是一个方便的工具，一个人肉手杖。我一直试图说服他休息一下，因为我需要休息；但他是个控制术大师，每当我停下来休息一会之后，他就会操纵我重新开始行走。\r\n\r\n研究人员发现，处于学习走路高峰期的幼儿平均每天花 6 个小时走路，在此期间，他们平均走了 9000 步，走了 29 个足球场的长度（(Adolph et al., 2003，*[Child Development](https://www.psychologytoday.com/us/basics/child-development)，74*，475-497）。他们并不是想去什么特别的地方；他们只是为了走路而走路。当他们接触到新类型的地面时，他们对行走变得特别感兴趣。我怀疑我的儿子在我们坐船时儿子「暴走」的部分原因是船的运动使行走变得困难，让他感到了新的兴奋和刺激。\r\n\r\n在独自行走的早期阶段，孩子们经常摔倒，有时会伤到自己；但随后他们又爬起来，再试一次——再一次，再一次，再一次。走路之后是跑步、跳跃、攀爬、摇摆，以及各种新的运动方式。我们不需要教孩子这些，当然也不需要去激励他们。我们所要做的就是为他们提供适当的安全场所来练习。\r\n\r\n语言教育\r\n\r\n如果你曾经作为一个成年人试图学习一种新的语言，你就知道它有多难。需要学习成千上万的单词，有无数的语法规则。然而，孩子们在四岁时就或多或少地掌握了他们的母语。到了这个年龄，在对话中，他们出关于词义和语法规则的复杂知识也难不倒他们。事实上，在双语家庭长大的孩子在四岁前就掌握了两种语言，并能以某种方式区分它们。\r\n\r\n四岁的孩子不能描述他们语言的语法规则（大多数成年人也不能），但他们对规则的隐含知识在他们的语言和理解中是很清楚的。他们在全新的名词上添加 *s* 以使其成为复数，在全新的动词上添加 *ed* 以使其成为过去式，他们构建新奇的句子中体现出对语法类别的理解——名词、动词、形容词、副词等等。正如 Noam Chomsky 很久以前提出的那样，婴儿来到这个世界上可能对语言有一些先天的理解，但每种语言的具体词汇和规则都不同，显然必须学习。\r\n\r\n婴幼儿不断自学语言。在婴儿期的早期，他们开始咿咿呀呀地发出类似语言的声音，练习发音的运动行为。随着时间的推移，他们越来越多地将自己的咿呀声限制在他们所听到的特定语言的声音上。到几个月大时，可以观察到他们密切注意别人的讲话，并进行一些举动，似乎是为了帮助他们弄清别人在说什么。例如，他们经常跟踪大孩子或成年人的眼睛，看别人在看什么，这有助于他们猜测别人在说什么。有了这种策略，一个在花园里的幼儿如果听到有人说「好漂亮的菊花」，就有很大的机会识别出所指的是什么物体。在两岁到 17 岁之间，年轻人平均学习约 60,000 个单词（Bloom, 2001, *Behavior & Brain Sciences, 24*, 1095-1103）；这相当于，他们清醒一小时便学一个单词。\r\n\r\n语言学习，就像学习走路一样，是一种游戏。它是引人入胜的，紧张的，为了自己而做。幼儿到处给东西命名，只是因为有趣，不求回报。随着儿童年龄的增长，他们的文字游戏越来越复杂，采取了诸如谜语、双关语和押韵等形式。我们不能教孩子们语言；我们只能提供一个正常的人类环境，让他们能够学习和练习语言，也就是说，提供一个让他们能够与说话的人接触的环境。\r\n\r\n科学教育\r\n\r\n![img](https://cdn2.psychologytoday.com/sites/default/files/styles/article-inline-half/public/blogs/1194/2008/07/1390-74857.jpg?itok=mKR3dlgW)\r\n\r\n幼儿对他们周围世界的所有方面都充满好奇。甚至在他们出生后的头几天，婴儿花更长时间看没见过的物体。到了他们的眼手协调能力足以使他们能伸手操作物体的年龄，他们便不断伸手把玩物体。6个月大的孩子检查他们能接触到的每一个新物体，只为了解它的物理特性。他们捏着它，把它从手里递给别人，从各个角度看它，摇晃它，丢弃它，观察发生了什么；每当有有趣的事情发生时，他们就试图重复它，似乎是为了证明这不是一个偶然。看一个6个月大的孩子的行动，仿佛在看一个科学家。\r\n\r\n年轻人探索的主要目标是学习如何控制他们的环境。许多实验表明，婴幼儿对他们可以控制的物体比不能的更感兴趣。例如，他们会更痴迷一个可以通过自己的努力开关的音频播放器，而不是一个自动开关或者由成人控制的播放器。在他们学习如何控制这些物品的期间，他们尤其被这些物品所吸引。一旦他们学会了如何控制一个物体，并且用了各种玩法，他们往往就会索然无味。这就是为什么花哨但无法控制的玩具的外包装硬纸盒可能比玩具本身更耐玩。\r\n\r\n弄清物体如何运作以及如何控制它们，这一动力并没有随着幼儿期的到来而结束；只要儿童和成人能够自由地走自己的路，这种动力就会继续下去。这种动力是科学的基础。没有什么比一个告诉每个人他们必须对新物体做什么以及如何做的环境，更能迅速地破坏它了。科学的乐趣在于发现，而不在于科学所产生的知识。这对我们所有人来说都是如此，无论我们是 6 个月的孩子在探索移动的事物，2 岁的孩子在探索纸板箱，还是成年科学家在探索物理粒子或酶的特性。没有人进入科学领域，是因为他们喜欢被告知其他人问题的答案；他们进入科学领域，是因为他们喜欢发现自己问题的答案。这就是为什么我们在科学方面培训人们的标准方法，从未能将他们变成科学家。那些成为能科学家的人即使不接受这样的培训，也会成为科学家。\r\n\r\n社会教育和德育\r\n\r\n对幼儿来说，社会环境比物理环境更有吸引力。孩子天然地被别人吸引，尤其是那些比自己大一点、能力强一点的人。他们想做那些人做的事。他们也想和别人一起玩。任何孩子要接受社会教育和德育，一个重要且天然的方式便是多人游戏。\r\n\r\n正是通过游戏，儿童学会了与他人相处。游戏中，他们必须考虑到其他孩子的利益，学会从别人的角度看问题、尝试妥协、协商分歧、控制冲动、取悦他人，如此一来，他们才能互为玩伴。学会这些并非轻而易举，但如果我们想生活幸福，这些便是必修课。这些东西，我们无法教给孩子；但是，我们可以让他们和别人一起玩，让他们自己体验社会失败和成功的结果。孩子天生就有与人玩耍的强烈动力，这促使每个正常儿童在游戏中努力与他人相处。相处失败就会结束游戏，这一自然结果，带来的学习经验非常有益。任何说教或建议都不能替代这种经验。我现在不会进一步阐述这个问题；这将是未来几期的主题。\r\n\r\n五、六岁时动机会发生什么变化？\r\n\r\n有一次，我七岁左右的儿子在公立学校上学时，我向他的老师提到，他在上学之前似乎明显比现在对学习更感兴趣。她如此答道：「嗯，作为一名心理学家，我相信你知道这是一种自然的发展变化。孩子在小时候天生就是自发的学习者，但后来他们会变为以任务为导向。」\r\n\r\n我可以理解她为什么会有这种想法。我看到发展心理学教科书按照年龄划分单元，把学前时期称为「游戏时期」。所有关于游戏的讨论都发生在最初的那些章节中。仿佛游戏在五六岁就停止了。其余各章主要是研究儿童如何完成成人交给他们的任务。我猜想这位老师在学习教育课程时曾读过这样的书。但这样的书对何为自然的看法是扭曲的。在接下来的两篇文章中，我将提出证据，表明当五六岁以上的孩子被允许有自由和机会来追随他们自己的兴趣时，他们玩耍和探索的动力会继续激励他们，像以前一样，朝着越来越复杂的学习形式前进。\r\n\r\n\\---------------\r\n\r\n现在，我邀请你在下面的评论区贡献你自己的想法。你观察到的幼儿活动中，有哪些与我在这里提出的论点相吻合或相悖的地方？你如何看待幼儿园和学前班越来越多地刻意教导幼儿，甚至测试他们的趋势？在你看来，幼儿的理想学习环境是什么？\r\n\r\nPS：因为我放暑假了，所以从这个周末开始，我将离开互联网一阵子。我相信我将能够在 8 月 3 日星期日发布自我教育系列的第三部分，并在 8 月 13 日星期三发布第四部分。之后，日程安排还是照旧，每周三定时发布。", + "type": "text/markdown", + "caption": " 孩子们可以自己教育自己 II：来自小孩子的一课\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Children Educate Themselves II Lessons from Little Kids" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves III Wisdom of Hunter-Gatherers.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves III Wisdom of Hunter-Gatherers.json" new file mode 100644 index 0000000..30cfd95 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves III Wisdom of Hunter-Gatherers.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Children Educate Themselves III Wisdom of Hunter-Gatherers", + "text": "# 孩子们可以自己教育自己 III：狩猎采集者的智慧\r\n\r\n原文：[Children Educate Themselves III: Wisdom of Hunter-Gatherers | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iii-wisdom-hunter-gatherers)\r\n\r\n## 狩猎采集者的孩子们不需要学校也能学习的原因。\r\n\r\n发表于 2008 年 8 月 2 日\r\n\r\n千百年来，追溯至农业诞生之际（约一万年以前），我们都是采猎者。我们人类所有的本能（包括学习本能），都是在这样的生活背景下产生的。所以，在本系列文章中，关于儿童本能的自我教育方式，我自然应该问： **狩猎采集者的孩子是如何学习他们需要知道的东西，以成为他们社会中成功的成年人？** \r\n\r\n二十世纪下半叶，人类学家找到并发现了许多人类族群，在非洲，亚洲，澳大利亚，新几内亚，南美洲和其他偏远的地方，他们仍然过着狩猎采集的生活，几乎不受现代生活方式的影响。尽管每一个族群都有自己的语言和不同的文化传统，但是经研究发现不同族群在基本方面有许多相似之处。这也是我们将「狩猎采集式的生活」作为独特的一点提出来的原因。无论他们在哪里被发现，狩猎采集者都生活在小型游牧部落中（每个部落约 25 至 50 人），民主决策，拥有以平等主义价值观和分享为中心的道德体系，以及丰富的文化传统，包括音乐，艺术，野外游戏，舞蹈和历史悠久的故事。\r\n\r\n为了补充我们在人类学文献中可以找到的内容，Jonathan Ogas（他当时是一名研究生）和我在几年前联系过一些与狩猎采集者一起生活的人类学家，并请求他们回答一份关于他们对儿童生活观察的书面问卷。有九位学者友好地回答了我们的问卷。其中，他们研究了六种不同的狩猎采集文化——有三种在非洲，一种在马来西亚，一种在菲律宾，一种在新几内亚。\r\n\r\n我从文献和问卷中学到的东西令人惊讶，因为它具有跨文化的一致性。我在这里总结出四个结论，我认为这些结论与自我[教育](https://www.psychologytoday.com/us/basics/education)问题最为相关。因为我希望你们把这些实践想象成现在正在发生的事，所以我将用现在时态来描述它们，尽管这些做法和文化本身在近年来已经被周围更“发达”世界的入侵所摧毁。\r\n\r\n1. 采猎者的孩子必须学习大量知识才能成为出色的成年人。\r\n\r\n因为采猎者不需要知道很多而认为学习知识对他们来说没什么用是绝对错误的。实际上，他们必须学习大量的知识。\r\n\r\n为了成为富有成效的狩猎者，男孩必须在狩猎团队中学习两三百种不同种类哺乳动物和鸟类的习性；必须知道如何使用最细微的线索跟踪此类猎物；必须能够完美地制作狩猎工具，例如弓箭、吹枪和飞镖、圈套或网；并且必须非常熟练地使用这些工具。\r\n\r\n为了成为富有成效的采集者，女孩必须熟记她们所在地区里的无数种根须、块茎、坚果、种子、水果和蔬菜中哪些是可食用的和有营养的，何时何地可以找到它们，如何挖掘它们（如果是根或块茎的话），如何有效地提取可食用的部分（就谷物、坚果和某些植物纤维而言），以及在某些情况下如何加工它们，使其可食用或增加其营养价值。这些能力包括通过多年练习磨练身体技能，以及记住、使用、添加和修改大量在文化层面上共享的、与食物材料相关的口头知识。\r\n\r\n此外，狩猎采集社会的儿童必须学会在广阔的觅食地中确定方位，建造小屋，生火，做饭，抵御捕食者，预测天气变化，治疗伤口和疾病，协助分娩，照顾婴儿，保持群体内的和谐，与邻近群体谈判，讲故事，制作音乐，并参与到各种舞蹈和他们的文化仪式中。由于除了作为狩猎者的男性和作为采集者的女性之外，几乎没有什么专业化的工作，因此每个人都必须学会很大一部分总体文化知识和技能。\r\n\r\n2. 孩子们能自发学习，不需要教导。\r\n\r\n虽然狩猎采集者的孩子们必须学习大量的知识，但狩猎采集者没有像学校那样的东西。成年人不会制定课程，也不会试图激励儿童学习，或教授课程，或监测儿童的进步。当被问及孩子们如何学习他们需要知道的东西时，狩猎采集社会成年人给出的答复总是一针见血：「他们通过观察、玩耍和探索来自学。」偶尔，成年人可能会提供建议或演示如何做得更好，例如如何让箭头成型，但只有在孩子明确需要时才提供这种帮助。成人不得发起、指导或干扰儿童的活动。成年人没有表现出任何担心孩子教育的证据；几千年的经验向他们证明，儿童是自我教育的专家。[1]\r\n\r\n3. 孩子们有大量的时间玩耍和探索。\r\n\r\n在回答关于孩子们有多少时间玩耍的问题时，我们调查的人类学家一致表示，他们观察到的狩猎采集者的孩子每天大部分时间（甚至整天）都可以自由玩耍。典型的回复如下：\r\n\r\n- 「[Batek] 的儿童几乎全天都在自由玩耍；没有人期望孩子们在十几岁之前做严肃的工作。」（Karen Endicott）\r\n\r\n- 「[Nharo 人中]的女孩和男孩几乎每天都有整天自由玩耍的时间。」（Alan Barnard）\r\n\r\n• 「[Efé] 的男孩在 15-17 岁之前可以几乎成天自由玩耍；对于女孩来说，除了在跑腿和当保姆之外，一天中的大部分时间都花在了玩耍上。」（Robert Bailey）\r\n\r\n- 「[!Kung] 的孩子们从早玩到晚。」（Nancy Howell）\r\n\r\n采猎者的儿童享有自由地追求自己利益的原因部分来自于成年人的理解，他们知道这种追求是获得教育的最可靠的途径。它也来自普遍的平等主义和个人自治精神，这种精神弥漫在狩猎采集文化中，适用于儿童和成人[2]。狩猎采集社会的成年人将儿童视为完整的个体，拥有与成年人相当的权利。他们的假设是，当孩子们在发育上准备好这样做时，他们会自愿开始为团队的经济做出贡献。没有必要让孩子或其他任何人做他们不想做的事情。想到我们学习和为社区做出贡献的本能在一个我们的本能被信任的世界中进化，这真是太了不起了！\r\n\r\n4. 孩子们观察成人的活动，并将这些活动融入他们的游戏中。\r\n\r\n采猎者的孩子从不与成人活动隔离开来。他们直接观察营地里发生的一切——搬家的准备、小屋的建造、工具和其他文物的制作和修补、食物的准备和烹饪、婴儿的照顾和护理、对掠食者和疾病的预防、八卦和讨论、争论和[政治](https://www.psychologytoday.com/us/basics/politics)、舞蹈和庆祝活动。他们有时陪同成年人进行食物采集之旅，到 10 岁左右时，男孩有时会陪同男人进行狩猎旅行。\r\n\r\n孩子们不仅观察所有这些活动，而且还将其融入到他们的游戏中，通过这些游戏，他们熟练地掌握了这些活动。随着年龄的增长，他们的游戏逐渐变成了真实的东西。在嬉戏的参与和真正参与群体的宝贵活动之间没有明显的区别。\r\n\r\n例如，有天男孩们用他们的小弓箭顽皮地捕猎蝴蝶，后来又顽皮地猎杀小动物并带其中一些回家吃，而后来的一天，他们仍然本着游戏的精神与男人一起进行真正的狩猎之旅。另一个例子是，男孩和女孩通常都建造游戏小屋，仿照父母建造的真实小屋。Nancy Howell 在回答我们的问卷时指出 Kung 的儿童通常在距离真实村庄几百码的地方建造了一整个狩猎村庄小屋。然后，狩猎村变成了一个游乐场，在那里他们表演了他们在成年人中观察到的许多场景。\r\n\r\n我们调查的受访者还提到了许多其他有价值的成人活动的例子，这些活动经常被儿童在游戏中模仿。挖根，钓鱼，用烟将豪猪从洞里薰出来，做饭，照顾婴儿，爬树，搭建藤梯，使用刀和其他工具，制作工具，搬运重物，建造木筏，生火，防御捕食者的攻击，模仿动物（识别动物和学习其习惯的一种手段），制作音乐，跳舞，讲故事和争论都被一个或多个受访者提及。 因为所有这些游戏都是在一个年龄混合的环境中进行的，所以年龄较小的孩子不断地向年长的孩子学习。\r\n\r\n没有人必须告诉或鼓励孩子们做这一切。他们自然而然地这样做，因为就像世界各地的孩子一样，没有什么比长大成为像在他们周围看到的那些成功的成年人一样令人渴望的事情了。对成长的渴望是一种强大的动机，它与玩耍和探索的动力相结合，并确保孩子们如果有机会，将不停地练习他们成为有效成年人所需的技能。\r\n\r\n这些观察结果对我们文化中的教育有什么意义？\r\n\r\n当然，我们的社会与狩猎采集社会非常不同。你可能怀疑我们从采猎者那里学到的教育经验能否有效地应用于我们今天的社会中。首先，狩猎采集者没有阅读、写作或算术；也许自然的、自我激励的学习方式对学习 3R's（译注：即 reading, writing and arithmetic）不起作用。在我们的社会中有无数种不同的谋生方式，这与狩猎采集社会不同，儿童可能获得无数种不同的技能和知识，儿童在日常生活中不可能直接观察所有这些成人技能。在我们的社会中，与狩猎采集社会不同，儿童在很大程度上与成人工作世界隔离，这减少了他们看到成年人做什么并将这些活动纳入他们的游戏的机会。\r\n\r\n然而，在下一部分中，我将论证，当我们提供一个允许这些手段发挥作用的教育环境时，对狩猎采集者如此有效的自然学习方式确实对我们的孩子同样有效。我的下一篇文章预计将于 8 月 13 日星期三发布，内容将是关于马萨诸塞州弗雷明汉的一所学校，在过去的 40 年里，儿童和[青少年](https://www.psychologytoday.com/us/basics/adolescence)通过自主游戏和探索取得了非凡的成功。\r\n\r\n敬请关注。\r\n\r\n\\----\r\n\r\n更新。有关狩猎采集者教育的更多信息，请参阅：（1）[瑟谷学校如何像狩猎采集部落](http://www.psychologytoday.com/blog/freedom-learn/200809/the-natural-environment-children-s-self-education-how-the-s);（2）[教学的人性 II：我们能从狩猎采集者身上学到什么？](http://www.psychologytoday.com/blog/freedom-learn/201105/the-human-nature-teaching-ii-what-can-we-learn-hunter-gatherers)\r\n\r\n附注：\r\n\r\n1 参见 Y. Gosso et al. (2005), \"Play in hunter-gatherer societies.\" In A. D. Pellegrini & P. K. Smith (Eds.), *The nature of play: great apes and humans*. New York: Guilford.\r\n\r\n2 参见 S. Kent (1996), \"Cultural diversity among African foragers: causes and implications.\" In S. Kent (Ed.), *Cultural diversity among twentieth-century foragers: an African perspective*. Cambridge, England: Cambridge University Press.", + "type": "text/markdown", + "caption": " 孩子们可以自己教育自己 III：狩猎采集者的智慧\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Children Educate Themselves III Wisdom of Hunter-Gatherers" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves IV Lessons from Sudbury Valley.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves IV Lessons from Sudbury Valley.json" new file mode 100644 index 0000000..fae07ae --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Educate Themselves IV Lessons from Sudbury Valley.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Children Educate Themselves IV Lessons from Sudbury Valley", + "text": "# 孩子们可以教育自己 IV：来自瑟谷学校的一课\r\n\r\n原文：[Children Educate Themselves IV: Lessons from Sudbury Valley | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)\r\n\r\n## 40 年来，孩子们在这所学校完成自我教育。\r\n\r\n发表于 2008 年 8 月 13 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在过去的 40 年里，瑟谷学校是美国[教育](https://www.psychologytoday.com/us/basics/education)界最不为人知的秘密。大多数教育专业的学生对其闻所未闻。教育学教授选择视而不见，不是出于恶意，只是因为这所学校的教育理念与这伙人的观点势如水火。\r\n\r\n瑟谷学校的教育模式，不是标准教育的变体，也非传统学校教育的先进版本。这种模式不是更先进的蒙特梭利式、杜威式或皮亚杰式建构主义学校，这种模式截然不同。\r\n\r\n为了理解该学校，必须跳脱出当前主流教育思想，采用一种截然不同的思维模式。必须树立这样一个想法： **成年人不能控制孩子的教育；孩子们可以教育自己。** \r\n\r\n不过，瑟谷学校的面纱正徐徐揭开。瑟谷学校的学生，或直接体验过瑟谷学校的人，正为其积极宣传。如今，全世界至少有二十余所学校效仿瑟谷学校。\r\n\r\n我预测，从现在起 50 年后——甚至是更早——瑟谷学校模式将出现在每本标准的教育教科书中，并被许多公立学校系统采用。我预测，50 年后，当今的教育方法将被许多——更可能是绝大多数——教育工作者视为过去的野蛮残余。人们会很奇怪，为什么世界花了这么长时间，才掌握瑟谷学校的创立理念，这是简单到不言自明的想法： **孩子们可以教育自己；我们不必越俎代庖。** \r\n\r\n在上一篇文章中，我总结了证据，证明狩猎采集者的孩子通过自己的自主游戏和探索，学到了成为合格的成年人所必须具备的卓越才能。在更早的文章中，我指出，当今社会中的孩子们在上学之前就自己主动学习了许多课程，对于他们堪称所学之中最困难的，并没有成人的指导或催促。现在，根据瑟谷学校的经验，我认为自我教育对于当今社会的学龄儿童和青少年，其成效与其对于学龄前儿童和狩猎采集者完全相当。\r\n\r\n多年来，我作为该学校学生的父亲，同时也是一位学者，一直有机会观察瑟谷学校，将这里作为研究玩耍和自主学习的资源。在此，我会告诉你一些关于学校的情况。\r\n\r\n首先是简单的信息。这所学校成立于 40 年前，此后一直在持续运营。此校是私立走读学校，位于马萨诸塞州弗雷明翰，招收四岁到高中年龄的学生。\r\n\r\n这所学校在任何意义上都不是精英学校。它录取学生时不考虑任何学习成绩，而且它的每名学生的学费大约是周边公立学校的一半。这所学校目前有大约 200 名学生和 10 名成年教职员工。一座维多利亚时代的公馆和一栋改建的谷仓承载了整个学校，占地 10 英亩，在学校开办时，当地主要是农村地区。现在，关于学校运营模式的更引人注目的事实是：\r\n\r\n学校按照参与式民主运作（译注：参与式民主鼓励公民直接参与公共事务，无须通过议员代公民表达意见）\r\n\r\n瑟谷学校首先是儿童和青少年直接体验民主政府的特权和责任的社区。主要行政机构是学校会议，由所有学生和教职员工组成。\r\n\r\n每周召开一次学校会议，并以一人一票的方式制定学校的所有规则，决定学校的物资采购，建立委员会来监督学校的日常运作，以及 **雇佣和解雇教职员工** 。在所有议题中，学校里四岁的孩子、年长的学生和成年教职员工拥有同样的投票权。\r\n\r\n学校里所有的教职员工都不是终身聘任制，合同仅仅为期一年，每年必须通过无记名投票选举延长合同。由于学生选民的数量是教职员工的 20 倍，经历了这一过程并且年复一年地连任的教职员工，是那些受到学生钦佩的人。他们为人友善、德才兼备，对学校的环境做出了显著和积极的贡献。作为成年人，在某些方面为学生们提供了效仿的楷模。\r\n\r\n校规的执行方是司法委员会，其成员经常变化，但总是包括一名教职员工和代表学校各个年龄段的学生。当一名学生或教职员被另一名学校成员指控违反规则时，原被告双方必须出庭接受司法委员会的审讯，由司法委员会裁定被告无罪或[有罪](https://www.psychologytoday.com/us/basics/guilt)，并在后一种情况下决定适当的判决。以上所有，学校对教职员工与学生一视同仁。没人能凌驾于规则之上。\r\n\r\n学校不会干涉学生的活动\r\n\r\n在不违反学校的任何规定的前提下，学生们每天都能支配所有时间，自由地在学校里做任何他们想做的事情。这些规则都是由学校会议制定的，旨在保护学校，保护学生不受他人阻碍地追求自己兴趣的机会。\r\n\r\n学校成员不得在指定的「静音室」里制造噪音，滥用设备或在使用完成后未将其收好，污损校园财产，使用违禁药品，以及用骚扰人的方式对待他人。做出这类行为的人，会面临司法委员会的控诉。\r\n\r\n这里完全没有关于学习的规章制度。学校不设置考试，不对学生的进步予以评价或评分。[1] 学生不用上课，学校也不会试图激励学生学习。\r\n\r\n只有学生自发主动组织才会开办课程，而课程的去留也由学生意愿决定。该校许多学生从未参加过课程，学校认为这没有问题。\r\n\r\n该校的教职员工不以老师自居。相反，他们可视为提供各种服务——而教学只是其中一部分——的社群中的成年成员。他们的大部分 “教学” 形式都可以在任何环境下进行，比如说回答真诚的问题、在真实对话的背景下提出想法。\r\n\r\n校园环境丰富多彩，适合玩耍探索，因此也适宜学习\r\n\r\n在瑟谷学校的学习大部分是附带的成果，是学生自主游戏和探索的副产品。学校是玩耍和探索的好地方，为此类活动提供了空间和时间，还有设备：包括电脑、设施齐全的厨房、木工车间、艺术室、游乐场设备、各种玩具和游戏以及许多书籍。学生还可以进入池塘、田野和附近的森林进行户外玩耍和探索。\r\n\r\n有些产生小众兴趣的学生，需要一些新的设备，他们可以选择说服学校会议进行采购，亦或者通过一些途径，比如在学校卖饼干，筹集资金自己购买。\r\n\r\n对于大多数学生来说，学校里最重要的资源是其他学生，他们拥有广泛的兴趣和能力。由于学校自由的混龄学制，学生经常在活动中与比之年长和年轻的其他同学产生思维碰撞。\r\n\r\n跨年龄的玩耍为低龄学生提供了不断向学长们学习的机会。例如，该校许多学生的阅读能力习得，实际上只是一项活动的副产品——与已经掌握阅读的学生一起玩涉及书面文字的游戏（包括电脑游戏）。他们在此过程中甚至没有意识到自己在学习。\r\n\r\n学生们在学校的探索，尤其是青少年的探索，大多是通过对话进行的。学生之间以及与工作人员谈论一切可以想象的事情，通过这样的谈话，他们可以接触到各种各样的想法和观点。因为没有人是官方权威，所以谈话中所说和听到的一切都被理解为需要思考的东西，而不是需要记住的教条或测试反馈。\r\n\r\n这些对话不同于为考试记忆材料，它们能够激发智力。伟大的俄罗斯心理学家列夫·维果茨基（Lev Vygotsky）很久以前就认为，对话是深刻思想的基础；根据我对瑟谷学校学生的观察，我相信他是对的。思想是内化的对话；与其他人的外在对话启动内在对话。\r\n\r\n数百名毕业生证明了学校的教育成效\r\n\r\n我在多年前对瑟谷学校完成了第一次研究，对毕业生开展了追访调研。从那时起，学校本身已经对毕业生进行了几项研究，并已著书出版。[2] 所有这些研究都表明，瑟谷学校作为教育机构运作良好。\r\n\r\n如今，现代社会重视的各行各业里都有瑟谷学校的毕业生的身影。他们当中有技艺娴熟的工匠、企业家、艺术家、音乐家、科学家、社会工作者、护士、医生等等。那些选择接受高等教育的人在进入大学时并无特别困难，甚至是那些标准严苛的大学，并在被录取后亦表现出色。还有许多人没上大学却也在事业上功成业就。\r\n\r\n更重要的是，以前的学生表示他们对自己的瑟谷生活很满意。绝大多数人很高兴自己就读于瑟谷学校，并相信这所学校为他们提供的教育比传统学校更能适应成人生活的现实。在很大程度上，他们在成年时保持着在学校里发展和完善的对事业和生活的好玩（这意味着专注、激情和愉快）态度。\r\n\r\n如果你有兴趣了解更多关于瑟谷学校的信息，它的[学校网站](http://www.sudval.org/)是个不错的地方。丹尼尔·格林伯格（Daniel Greenberg）是该学校的思想领袖，也是该校的创始人之一。他的书和其他关于学校的书都可以在学校的网站上找到。我推荐一本他的最新著作：与著名的商业教授兼改革家 Russell Ackoff 合著的 *Turning Learning Right Side Up*（《转向正确的学习方向》）。\r\n\r\n我创作本次和未来帖子的主旨，并非宣传瑟谷学校这个教育机构，而是开启关于玩耍、好奇心、人性、教育的对话。这所学校的见闻给了我一定程度的启发。到目前为止，我只触及了表面。我确信，对于大多数读者来说，这篇文章提了很多问题，而文章本身并未作答。你也可以在此畅所欲言，提出你的质询和反对意见。\r\n\r\n注释\r\n\r\n\\1. 学校不评价学生的制度有一个例外。希望获得高中毕业证书的学生，必须准备一份书面论文，证明他们已经有能力过上负责任的成人生活。会有其他瑟谷模式学校的从业者组成小组，以评估学生的论文，学生也需完成口头答辩。\r\n\r\n\\2. 我与 David Chanoff 合著的毕业生研究报告，发表在《美国教育杂志》第 94 卷第 182-213 页上。瑟谷学校出版社发布了该校对毕业生的最新研究报告，刊登在学校网站上。", + "type": "text/markdown", + "caption": " 孩子们可以教育自己 IV：来自瑟谷学校的一课\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Children Educate Themselves IV Lessons from Sudbury Valley" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Teach Themselves to Read.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Teach Themselves to Read.json" new file mode 100644 index 0000000..45ed6d6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children Teach Themselves to Read.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Children Teach Themselves to Read", + "text": "# 孩子能自己学会阅读\r\n\r\n原文：[Children Teach Themselves to Read | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201002/children-teach-themselves-read)\r\n\r\n## 非学校教育者对儿童如何学习阅读的解释\r\n\r\n发表于 2010 年 2 月 24 日 | [ 审稿人 Matt Huston](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n我们的文化普遍认为孩子必须被教才会阅读。大量研究致力于找出最科学的方法来教会孩子阅读。在任何重点大学图书馆的[教育](https://www.psychologytoday.com/us/basics/education)书库中，专门研究阅读教学的书籍和刊物汗牛充栋。在教育界，被称为「阅读战争」的激烈争论已经持续了数十年，争论的焦点是：应该更注重教授语音拼读法还是采取所谓的「整体语言」阅读教学方法。许多对照实验将一种教学方法与另一种进行比较，拿幼儿园和一年级学生作实验。语音拼读法的支持者说，在这些实验中他们的方法已经「大获全胜」，而整体语言的支持者则说这些实验是被操纵的。\r\n\r\n标准化学校表明，要孩子学会阅读并不容易。从学前到小学前几个年级，教授阅读需要巨量的时间精力。此外，教育工作者鼓励家长在家中教授年幼的孩子阅读，以便为日后在学校中的阅读教育做好准备，或者作为加餐补课。以阅读教育为目的的教育材料，其营销之多，已经发展成为大型产业。互动软件、视频和特别编排的书籍等等，旨在「科学地」教授语音拼读法，并为初学者提供日益增长的视觉词汇。\r\n\r\n最近我读了一篇由两位认知科学家撰写的文章，声称阅读教育的下一个发展方向将是个性化教育[1] 。据作者们称，现代的脑成像方法将被用来确定每个孩子的独特学习风格，数字化的文本传递程序将根据他们的独特需求和学习方式来教授阅读。作者和他们的同事确实在开发这样的系统。对我来说，这也蛮蠢的。每个孩子的独特需求并不仅仅是由大脑硬件的差异所决定的，而是因为他们的特定经历、愿望和喜好而时刻变化，这些变化是由孩子自己控制的。只有当我看到脑成像可以用来预测白日梦内容的证据时，我才会开始相信这些研究人员的说法。\r\n\r\n与所有这些关于教授阅读的疯狂做法形成鲜明对比的是，参与「非学校教育」运动和瑟谷「去学校」运动的人们的观点，他们声称根本不需要教阅读！只要孩子在有阅读者的识字社会中成长，他们就能学会阅读。他们可能会在途中询问一些问题，并从已经知道如何阅读的人那里得到一些指导，但他们将在所有这些事情中采取主动，并自己组织整个过程。这是个性化学习，但它不需要脑成像或认知科学家，而且除了正在学习的孩子之外，其他人几乎不需要付出任何努力。每个孩子都清楚自己的学习风格，知道自己想做什么，并将以自己独特的方式，在自己独特的节奏里学习阅读。\r\n\r\n21 年前，我的两名本科生进行了一项研究，课题是瑟谷学校（[Sudbury Valley School](http://www.sudval.org/)）学生学习阅读的方式，该校的学生整天都可以自由地做自己想做的事情（请回顾我关于[瑟谷学校的文章](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)）。他们确定了 16 名自入学以来学会阅读，但并没有接受过系统阅读教育的学生，并采访了学生、家长和学校员工，试图找出每个人学习阅读的时间、原因和方式。他们发现每个人的情况都不一样，无法进行概括。学生们开始进行真正的阅读的年龄范围非常广泛，从 4 岁到 14 岁不等。有些学生学得非常快，从完全不会阅读到流利阅读只需几周时间；而其他人则学得更慢。有些人有意识地学习，系统地学习语音拼读法，并在途中寻求帮助。其他人则是「自学成才」。他们有一天意识到自己能够阅读，但不知道自己是如何学会的。学生们最初学习阅读的年龄与采访时的阅读涉及程度之间没有系统的关系。一些最热情的读者早早就学会了阅读，而其他人则很晚才学会。\r\n\r\n我的儿子在瑟谷学校工作，他告诉我那项研究现在已经过时了。他的印象是，如今大多数瑟谷学校的学生开始更早地学习阅读，而且更轻松，因为他们身处一个人们经常用书面语进行交流的文化中——在电脑游戏、电子邮件、Facebook、手机短信等中。对他们来说，书面语和口语本质上没有什么不同，因此所有人类用来学习口语的生物机制，也被更多或更少地自动应用于他们的阅读和写作（或打字）学习中。我很想以某种方式研究这个问题，但迄今为止还没有想出如何在不侵犯隐私的情况下进行。\r\n\r\n几周前（[请参考 2010 年 1 月 6 日的文章](https://www.psychologytoday.com/us/blog/freedom-learn/201001/i-want-your-stories-self-directed-learning)），我邀请非学校教育或瑟谷学校的读者给我写信，分享没有正式教学的情况下学习阅读的故事。18 个人——其中大多数自称是非学校教育者的父母——很大方地与我分享了他们的故事。每个故事都是独特的。正如我的学生在他们在瑟谷的研究中发现的那样，现在的非学校教育儿童学习阅读的方式似乎没有规律可循。\r\n\r\n通过列出和组织每个故事所提出的主要观点，我提取出了一些原则，能帮助理解无需学校教育的阅读学习过程。在我看来，这些原则大致有七条。我选择围绕这些原则组织本文的其余部分，并用发送给我的故事中的引语来举例说明每个原则。一些发送故事的人要求我只使用他们的名字，而不是他们孩子的名字，所以我将在整篇文章中遵守这个约定。\r\n\r\n七条不上学就学会阅读的原则\r\n\r\n1. 不上学的孩子什么时候都可以学习阅读，没有关键期。\r\n\r\n在标准化学校里，孩子得按学校规定的节奏学会阅读，这非常重要。一旦落后，就无法跟上其他课程，并可能被贴上「差生」的标签，或者被要求重读一年级，或者被认为存在某种智力障碍。在标准化学校中，学会阅读是所有其他学习的关键。首先你要「学会阅读」，然后你才能「通过阅读学习」。如果不知道如何阅读，你就无法学习大部分其他的课程，因为很多课程都是通过书面文字呈现的。甚至有证据表明，未能按时学会阅读会预示在标准化学校中随后的顽皮行为。在芬兰进行的一项长期研究发现，学前和幼儿园阶段的阅读能力差，预示着后来小学阶段的阅读能力差，并预测了随后的「外显问题行为」，这基本上意味着行为不端。[3]\r\n\r\n但不上学的孩子学阅读，则完全是另一番景象。他们随时都可以学阅读，但没有明显的副作用。我的读者给我提供了 21 个不同的孩子学习阅读的案例。两个 4 岁开始学习，7 个 5 岁或 6 岁开始学习，6 个在 7 岁或者 8 岁开始学习，5 个在 9 岁或 10 岁开始学习，还有一个在 11 岁开始学习。\r\n\r\n即使在同一个家庭中，不同的孩子学会阅读的年龄也可能相差很大。Diane 写道，她的第一个女儿在 5 岁学会了阅读，第二个女儿 9 岁；Lisa.W. 写道，她的一个儿子在 4 岁学会了阅读，而另一个在 7 岁学会；Beatrice 写道，她的一个女儿在 5 岁之前就学会了，而另一个在 8 岁学会。\r\n\r\n这些孩子如今都没有阅读困难。Beatrice 报告说，那个 8 岁才学会阅读的女儿，到了 14 岁——「每年读几百本书」，「写了一本小说」，「获得了许多诗歌奖」。显然，阅读晚与后来超凡的文学能力并不矛盾！然而，这个女儿在学会阅读之前，就已经显示出其他文学早熟的迹象。据 Beatrice 说，在她 15 个月大的时候，她就能凭[记忆](https://www.psychologytoday.com/us/basics/memory)背诵《鹅妈妈全集》中的所有诗歌。[注：见 Beatrice Ekwa Ekoko 的优秀博客：http://radiofreeschool.blogspot.com/.]\r\n\r\n在这些学习阅读的故事中，最经常反复出现的信息是，由于孩子们没有被强迫或诱导去阅读，他们对阅读和学习有着积极的态度。这可能最清晰地由 Jenny 所陈述，她写道，关于她的女儿（现在 15 岁），直到 11 岁才开始阅读得好：「让她按照自己的节奏和主动性来阅读，最好的一个结果就是她拥有了这个经验，通过这个经验她意识到，如果她能做到那个，她就能学会任何事情。我们从来没有强迫她学习任何事情，因此，她的学习能力始终保持完好。她聪明好奇，对周围的世界充满兴趣。」\r\n\r\n2. 兴致勃勃的孩子一下子就能学会阅读。\r\n\r\n在某些情况下，非学校教育的孩子会在观察者看来似乎是一瞬间从不识字到识字。例如，Lisa W. 写道：「我们的第二个孩子是一位视觉思维者，直到七岁才学会阅读。多年来，他可以从图像线索中找出他需要知道的信息，如果遇到困难，就让他哥哥为他读。我记得他开始阅读的那一天。他曾要求他的哥哥在电脑上为他读一些东西，他的哥哥答道：『我好多事情要做，哪有时间天天给你读书』，然后就走开了。在 **几天** 内，他就能够读得很好了。」\r\n\r\nDiane 写道：「我的大女儿到 5 岁生日（ 3 月）时还不会阅读，但到了年底，她就能流利地大声朗读了。」而 Kate 写道，她的儿子在 9 岁时「自学阅读」，仅用了一个月。在这段时间里，他有意识地自学阅读，并从一个犹豫不决、阅读能力差的读者进步到高度流畅的阅读者，远远超出了标准学校认为他应该达到的「年级水平」。\r\n\r\n这种明显的阅读能力的阶梯式提升可能至少部分地是因为早期的、更隐蔽的学习阶段并未被观察者注意到，甚至可能连学习者自己都没有注意到。Karen 将她观察到的儿子阅读能力的迅速提高归因于他突然获得的[自信心](https://www.psychologytoday.com/us/basics/confidence)。她写道：「在过去的这个夏天，我的儿子 A（现年 7 岁）从不敢表现出他的阅读能力，到现在能够阅读章节书。这个夏天就完成了！现在，六个月后，他对自己的阅读能力感到足够自信，我经常早上起来发现他正在大声朗读给他的妹妹听。他甚至主动要求给他父亲和我读书。一年前，他因为感到[尴尬](https://www.psychologytoday.com/us/basics/embarrassment)和缺乏自信心而对自己的能力水平进行了隐瞒，这种情况闻所未闻。我很高兴我们没有逼迫他！」\r\n\r\n3. 试图在阅读上拔苗助长只会适得其反。\r\n\r\n有三位给我发来经历的人写道，他们曾经试图教他们不识字的孩子阅读，而这种尝试看起来产生了负面后果。以下是他们的说法。\r\n\r\nHolli 写道，当她的儿子「大约 3 岁半」的时候，她试着教他阅读。「我感觉那些 Bob 书（美国的一种教授阅读技能的儿童读物）枯燥乏味，内容还重复，我找了一些还算有趣的书，让他开始练习……讲真，他还没有准备好阅读，而且无论他准备好与否，只要他不想，他就不愿做，所以他很抵触……很快我就发现，尽管他在阅读技能上取得了成效，但我对我的儿子造成了伤害，而且得不偿失——我让他厌烦阅读了。我立即停止了正式的阅读教学，只在他想听的时候，给他读书。」Holli 接着指出，大约两年后，她的儿子「完全悄悄地」开始自己看书，最终开始阅读，显然，他隐藏自己的兴趣和做的练习，是为了避免感到压力。\r\n\r\nBeatrice 写道，她的女儿在 8 岁学会阅读：「当她 6 岁时，我也有过试图『让她』阅读，真遭罪，我是担心上学的孩子会更早学习这项技能，就不想让她落后。所以我连着几个星期都坚持让她阅读，还让她跟我一起写日记，我拼写所有单词，然后她把所有的东西都抄下来。后来，她干脆说：『别管我』，她不会听我的了，她说她如果『准备好』了，自然会开始学习阅读。」\r\n\r\nKate（在家教育孩子的英国妈妈）写道，她曾试图教儿子阅读：到 9 岁，他对任何英语都有抵触情绪，阅读成了一场常规战役。他抵触，觉得[无聊](https://www.psychologytoday.com/us/basics/boredom)，而且表现出烦躁，所以最后我克服了自己的学究气，尝试了一种新的放手政策。我说，我再也不会要求他读书了，甚至不会建议他读书......在接下来的一个月里，他悄悄地回到了自己的房间......并自学了阅读...... 我[在他不感兴趣时]花了四年时间教他基础知识，但现在确信他可以在几周内学会这些。\r\n\r\n4. 为了实现某些有价值的目的，孩子会以阅读为途径，开始阅读。\r\n\r\n有个陈年老梗，几十年的笑话了，讲一个孩子到了 5 岁还没说过话。然后，有一天，吃中饭的时候，他说：「这汤冷的。」他的妈妈大跌眼镜，说：「我的儿，你不是哑巴啊！为什么你之前不会说话！」「嗯，」男孩说，「因为之前汤都是热的。」\r\n\r\n这个故事完全是凭空捏造的，学说话不可能是这个样子，所以这是个笑话。需不需要说话来满足需求，孩子们都能学会说话；这是他们的基因决定的。但是这个故事，稍加修改，可以合理地应用于学习阅读。当孩子们认为有充分的理由去学习阅读时，他们似乎会自发地学会阅读。我收到的许多故事都说明了这个观点，以下是一些例子：\r\n\r\n关于她在瑟谷式学校就读的女儿，Amanda 写道：「直到去年 11 月（7 岁时），她一直对别人说她不知道怎么读。她要求她爸和我为她做她最喜欢的布朗尼蛋糕，但是我们都不愿意做。不久之后，她跑进房间问我是否可以为她打开烤箱，并找一个 9 x 11 的烤盘（她说『 9 *ex* 11』而不是『9 *by* 11』）。我给她拿了一个烤盘并打开了烤箱。过了一会儿，她跑进来请我把布朗尼蛋糕放进烤箱里。然后她说：『 妈，我想我现在会读书了。』她拿来了一些书，然后大声朗读给我听，一直读到她跳起来说：『那些蛋糕闻起来做好了。现在你能把它们拿出来吗？』……现在她告诉别人，她知道如何阅读，并且是自己教会自己的。」\r\n\r\nIdzie，19岁，自学者，没有受过正规教育，但教育素养很好。她的[博客](http://yes-i-can-write.blogspot.com/2010/02/how-i-learned-to-read-and-write.html)上的一篇文章，回忆了自己学习阅读的经历。她写道：「当我大约 8、9 岁的时候，我妈给我和我妹妹朗读《哈利·波特》。但是，妈妈很忙，要是读得太久，她的声音还会哑。因此，我非常沮丧，迫不及待地想知道接下来会发生什么，于是我便自己拿起书来读了起来。」\r\n\r\nMarie 是一位非学校教育者的妈妈。她写道，她现在 7 岁的儿子在当地的一家剧院表演中找到了提高阅读能力的动力。他一直很热衷于组织「演出」，但现在他已经够大了，有了真正的表演经验。他意识到阅读是他热爱的这项活动的重要组成部分，这给了他一个强烈的理由去成长和发展成为一个更优秀的读者。最近，他在《仲夏夜之梦》中扮演了一个角色，需要阅读和记忆莎士比亚的作品。这完全不需要「教师」的任何指导。\r\n\r\nJenny 写道，她的女儿在 11 岁之前并没有开始阅读书籍，但她听人朗读、看电影、借阅光盘、听有声书，以此满足自己对故事的热爱。最终，她开始阅读是因为她对电子游戏（比如卡通镇）和漫画书感兴趣，玩这些都需要阅读，但没有人愿意为她朗读。\r\n\r\n5. 阅读和许多其他技能一样，是在共同参与的社交中学习的。\r\n\r\n在瑟谷学校和其他类瑟谷学校的观察表明，许多儿童通过混龄的玩耍来学习阅读。非阅读者和阅读者一起玩游戏，包括电脑游戏，上面有些文字。为了使游戏继续下去，阅读者阅读单词，而非阅读者则负责找到它们。\r\n\r\n类瑟谷学校 [Diablo Valley School](http://diablovalleyschool.org/) 的工作人员 Vincent Lopez 给我发来了这个混龄学习的可爱例子： 「他们在艺术教室里制作标志，模仿刚开始播放的电视节目。在我看来，这是一个愚蠢的、[道德](https://www.psychologytoday.com/us/basics/ethics-and-morality)低下的、受媒体驱动的、无约无束的[约会](https://www.psychologytoday.com/us/basics/mating)节目；我之前已经表达过这个观点。他们以自己的方式正在处理即将来临的未来……但我离题了。这段话的精髓在于，那个五岁的孩子正在试图在各种年龄段的同伴的帮助下阅读这个标志……学生们学习是因为他们想听懂笑话，想像周围的同伴那样更加成熟。」\r\n\r\n几乎所有家庭自学者的故事都包括阅读方面的共同参与。我最喜欢的一个例子是由 Diane 提供的，她注意到，她的女儿在 5 岁时学会阅读，是因为家庭的定期圣经阅读时间激发了她对阅读的兴趣。在她还不会阅读的时候，她坚持要轮流读圣经，「而轮到她的时候，她会编造一些单词来读！」\r\n\r\n其他人还提到了一些需要一起玩的家庭游戏，这些游戏也需要阅读。或者一起看电视节目，为不识字的人读屏幕指南和字幕。随着时间的推移，不识字的人需要的帮助越来越少，他们开始自己认识并阅读越来越多的词语。最常提到的共同参与的例子是父母或兄弟姐妹给不识字的孩子读故事，通常作为睡前仪式的一部分。不识字的孩子在一边看着，看着文字和图片，有时读出一些单词；或者他们会记住被反复读过的书，然后假装读这些书，也注意到了其中的一些单词。假装阅读因此也逐渐变成了真正的阅读。\r\n\r\n在我以前写的一些文章里，我引用了优秀的俄罗斯发展心理学家 Lev Vygotsky 的话，他的主要观点是，孩子通过与技能更娴熟的同伴共同协作，首先在社交中发展新技能，然后私下使用这些新技能，服务于自己的目标。在阅读方面，这个普遍原则似乎也适用。\r\n\r\n6. 有些孩子在学会阅读之前，先对写字感兴趣，于是他们在写字中就学会了阅读。\r\n\r\n有七八个人告诉我，他们的孩子对写字感兴趣，或者打字。这些都发生在对阅读感兴趣的同时，甚至是之前。以下是些例子：\r\n\r\nMarie 写道，她现年 7 岁的儿子是一位艺术家，他花费巨量时间画各种东西，尤其是故事和发明。因此，他自然希望用标题、说明和引语让他的画作「说话」。「妈妈，『Superdog 想回家』怎么拼？」他会拼出整个句子，五分钟后，他又问：「妈妈，『Superdog 看到自己的房子』怎么拼*？」这个男孩通过阅读他自己写的句子，至少部分地学会了阅读。\r\n\r\nBeatrice 也讲了类似的故事，她的小女儿在 5 岁前就学会了阅读。「她学阅读是因为她想用笔表达自己。从她能拿起铅笔的时候开始，无论是写诗、歌曲、设计广告，她都问我拼写：『 **海狸** 怎么拼， **建议** 怎么拼？』」\r\n\r\nLisa R. 也提到了她儿子，在学习阅读的过程中：「他的阅读能力增长得益于他努力写作。他用自己的拼音写了简短的笔记和故事标题。有时他会问怎么拼写笔记或书里的单词。通过重复，他现在记住了其中的一些单词。」\r\n\r\nLisa W. 写道：「我们的大儿子在4岁时学会了阅读，为了搜索免费在线游戏，他学会了阅读。他得打开浏览器，让我拼写 free，然后是 online，再然后是 games 。突然间，他就能读了。」\r\n\r\n7. 孩子学习阅读的方式「无规律可循」。\r\n\r\n您要是认为，我讲这些故事，是想传授如何「教」或「帮助」孩子阅读的有用技巧，那您就搞错了。每个孩子都独一无二。您必须让孩子告诉您如何帮助或不帮助他。我不清楚您的孩子，任何所谓的阅读专家也不清楚。我唯一的建议是，不要强迫；倾听您的孩子；适当回答您孩子的问题，但不要过度地告诉他们超出他们想知道的范围。您一旦做得过火了，孩子慢慢地不会再向您提问。\r\n\r\n很多给我写信的人都对他们孩子阅读的学习顺序感到惊讶。一些孩子在学习较简单的单词前，就已经学会了一些从未在启蒙读物中出现的生僻单词。有些孩子在学会阅读之前就已经学会了写作。有些孩子似乎以很快的速度学习，然后就停滞不前，几年后才进一步进展。我们成年人可以欣赏这一切，只要记住我们的责任不是改变它。我们只是观察者，有时是孩子为了实现目标的工具（这个目标也是孩子自己的）。\r\n\r\n\\----------------\r\n\r\n我非常[感谢](https://www.psychologytoday.com/us/basics/gratitude)大家能寄给我故事，这些故事写得如此详尽，颇具用心。我希望许多刚刚读过这篇文章的人能够在下面的评论区补充自己的故事。或许应该趁热打铁，创建一个真实的帐号，展示在家受教育的孩子学习阅读的多种方式，这个帐号可以和那些讲授阅读教学的书籍比划比划。\r\n\r\n最后的最后，我不禁要用我儿子学阅读的故事来结尾。他阅读很早，在新英格兰一个广场的内战纪念碑前，他的阅读能力初步显现，他当时才三岁半。他看着那些文字，问道：「为啥大家要为了个洋葱（onion）的死活大打出手？」\r\n\r\n\\----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\n[1] D. Rose & B. Dalton (2009), Learning to read in the digital age. *Mind, Brain, and Education, 3*, 74-83.\r\n\r\n[2] R. M. Savio (1989), Self-initiative in the learning process; and A. DelGaudio (1989), SVS Reading Study. Unpublished senior honors theses.\r\n\r\n[3] A. Halonen et al., (2006). The role of learning to read in the development of problem behaviour: A cross-lagged longitudinal study. *British Journal of Educational Psychology, 76*, 517-534.", + "type": "text/markdown", + "caption": " 孩子能自己学会阅读\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Children Teach Themselves to Read" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children's Freedom A Human Rights Perspective.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children's Freedom A Human Rights Perspective.json" new file mode 100644 index 0000000..dee9e87 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Children's Freedom A Human Rights Perspective.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Children's Freedom A Human Rights Perspective", + "text": "# 儿童的自由：人权视角\r\n\r\n原文：[Children’s Freedom: A Human Rights Perspective | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201902/children-s-freedom-human-rights-perspective)\r\n\r\n## 对大多数人来说，人权增加了——但对儿童来说，人权却在减少。\r\n\r\n发表于 2019 年 2 月 28 日 | [审稿人：Jessica Schrader](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n过去几十年来，美国在许多民权领域都取得了进步，非裔美国人、妇女、同性恋者和残障人士的权利都得到了扩展。这在一定程度上要归功于计划周密的民权运动，其中许多人都呼吁为这些群体争取权利。但儿童的权利却有所缩水。\r\n\r\n公民权利是美国政治意识形态的基石。作为一个民主国家，我们的进步体现在我们在多大程度上将权利保障扩展到更广泛的人群。杰斐逊在美国《独立宣言》中宣称，「不可剥夺」的人权包括生命、自由和追求[幸福](https://www.psychologytoday.com/us/basics/happiness)。美国宪法《权利法案》旨在保障言论自由、新闻自由、集会自由和人身自由等权利。人身自由是最基本的权利，其他权利都与之相关。《权利法案》第五修正案宣布，「未经正当法律程序，不得剥夺任何人的人身自由」。我所了解的宪法和其他任何法律中，都没有关于儿童不算人的声明。然而，儿童却经常在未经正当法律的情况下被剥夺自由。\r\n\r\n事实上，如今的儿童比 60 多年前我小时候，甚至 90 多年前我父母小时候都更加缺乏自由，并且他们正因此而遭受痛苦。正如我在其他记录中写的，今天的儿童正面临着空前的[焦虑](https://www.psychologytoday.com/us/basics/anxiety)、[抑郁](https://www.psychologytoday.com/us/basics/depression)，甚至[自杀](https://www.psychologytoday.com/us/basics/suicide)问题（Gray, 2011; 2013）。根据对几十年来一直未变的标准化临床评估问卷的分析估算，现在青少年中重度抑郁症和焦虑症的发病率大约是 20 世纪 50 年代的八倍，学龄儿童的自杀率是当时的六倍。儿童的严重精神障碍与他们自由被剥夺的程度成比例增加，有理由怀疑后者是导致前者的原因之一（Gray，2011；2013）。\r\n\r\n### 导致儿童自由缩水的两类原因\r\n\r\n几十年来，社会的诸多变化都减少了儿童的自由，但主要分为两类。\r\n\r\n第一类与学校教育有关。\r\n\r\n很明显，义务教育（字面意思就是强制学校教育）是对儿童自由的侵犯。儿童必须去上学，而在学校里是没有自由的。事实上，儿童在学校被剥夺的自由比成年罪犯在监狱里被剥夺的还要多。他们几乎所有时间都被规定了应该在哪里、做什么事；言论自由和集会自由都被剥夺了；他们对必须遵守的规则没有发言权；当他们被指控违反规则时，也没有正当的程序来裁定他们是否[有过失](https://www.psychologytoday.com/us/basics/guilt)、如何[惩罚](https://www.psychologytoday.com/us/basics/punishment)。一直以来学校都是如此，但现状比过去更加糟糕，因为学校数量更多了，管理和限制也更加严格。以下是一些变化的例子：\r\n\r\n- 学年变长了。现在的学年比 20 世纪 50 年代我小时候平均长了五周。\r\n\r\n- 学校的上课时间变长了。现在全国平均每天的上课时间接近七个小时，而我小时候只有六个小时。\r\n\r\n- 课间和午餐休息的时间和自由度都大幅减少了。在 20 世纪 50 年代，小学通常有两次半小时的课间休息和一小时的午餐时间，孩子们可以随心所欲地自由玩耍。如今的许多小学没有课间休息或者只有 15 分钟，我还从家长那里听说有的学校只有 20 分钟的午餐时间，并且不允许孩子们说话，更不用说来到室外玩耍了。\r\n\r\n- 这些年来，家庭作业大量增加。现在即使是小学生也会被布置家庭作业，并且家长会强制监督他们完成，因此他们回家后也无法摆脱学校的束缚。\r\n\r\n有时人们会说，儿童上学的感受和成年人工作的感受是类似的，但这是一种错觉。对某些成年人来说，工作有时可能像监狱，但学校 **就是** 监狱。法律并不强迫成年人从事某项工作，他们一直都有辞职的自由。对成年人来说，强制劳役是违法的，这就是所谓的奴隶制。我不知道有哪个成年人会自愿接受这样一份工作：像孩子们在学校里那样受到严格的、事无巨细的管理，不能与同事交谈、未经许可不能离开座位、还要不断地接受监视和测验，被以一种几乎是故意[羞辱](https://www.psychologytoday.com/us/basics/embarrassment)人的方式和同事互相比较。一个多世纪前，我们禁止了儿童从事全日制劳动，认为当童工对他们无益。但现在，学校教育在时间投入上已经等同于一份全职工作，并且在繁重程度上比成年人能忍受的全职工作还要糟糕。\r\n\r\n儿童自由减少的另一类原因与日益增长的校外管制有关。\r\n\r\n在 20 世纪二三十年代我父母还是孩子的时候，50 年代我还是孩子的时候，甚至 70 年代我儿子还是孩子的时候，孩子们都在户外度过了大量的课外时间，在周围没有大人的情况下与朋友一起玩耍和探索。在这种自由的环境中，孩子们练习并掌握了生活中最重要的、学校无法教授的技能。他们学会了如何创造活动、解决问题、交朋友、与同伴协商、应对欺凌和管理情绪。换句话说，他们学会了如何掌控自己的生活。在这个过程中，他们获得了能够促进[自信](https://www.psychologytoday.com/us/basics/confidence)和[韧性](https://www.psychologytoday.com/us/basics/resilience)的技能，免受抑郁、焦虑和自杀的困扰。\r\n\r\n但现在，我们几乎禁止儿童进入公共场所。大多数家长不允许自己的孩子在没有成年人监督的情况下进行户外活动，允许孩子户外活动的家长在某些情况下会因疏忽照顾儿童罪而被逮捕。我们倾向于将儿童户外活动减少归咎于科技的诱惑力，但对儿童的调查显示，如果允许的话，他们很愿意花更多时间与朋友们一起户外活动（见 Boyd，2014；Gray，2013）。\r\n\r\n这就是当今社会中儿童的处境。与过去相比，他们必须花更多的时间待在学校这个监狱里，课外时间大体上也处于软禁状态。在历史上，除了儿童被奴役和进行繁重的、像奴隶一样的童工劳动的情景以外，我们今天的儿童就是最不自由的。\r\n\r\n### 我们为何对儿童自由被剥夺无动于衷？\r\n\r\n我们为什么不上街游行，高呼「解放儿童」？为什么不签署请愿书，要求政客为了获得我们的选票而支持儿童的自由？为什么即使能看到儿童正因被剥夺人权而遭受痛苦，也对此放任不管？\r\n\r\n我不认为这是因为我们讨厌孩子，大多数人都喜欢孩子。我认为问题在于无知。更具体地说，有两个原因导致大多数人没有感到愤怒。\r\n\r\n\\1. 这些变化是日渐月染的。\r\n\r\n在儿童的自由方面，尽管现在与 20 世纪 50 年代或更早以前差异巨大，但这种变化是渐进的。它足够缓慢以至于大部分人都没注意到，而是适应这种变化并相信我们任何时候所见的都是正常的，与以前没有太大区别。这有点像温水煮青蛙：如果你把一只青蛙放入接近沸腾的水中，它会立刻挣扎逃走；但如果你把它放入温水中，并非常缓慢地加热直至沸腾，它就会接受这种这种变化，最终死亡。\r\n\r\n假如这种变化是突然发生的——比如，在 1955 年突然颁布法令把儿童的在校时间增加到今天的水平，要求小孩子也必须完成家庭作业，取消课间和午餐休息，让孩子们花大量的时间钻研考试，甚至校外时间也禁止他们在没有大人控制的情况下与其他孩子一起在户外玩耍——那么就会发生叛乱。教师、家长和孩子自己都不会接受。但这种变化是渐进的，渐进到人们以为事情一直就是这样，我们现在的情况的就是事情的必然结果。\r\n\r\n\\2. 儿童的能力被低估了。\r\n\r\n儿童权利得不到支持的另一个原因是，越来越多的人认为儿童不懂事。在儿童没有能力做出合理决策的假设下，我们成年人必须帮他们做决定。类似的论调在过去常被用来为压迫妇女和非裔美国人辩护。因为妇女和非裔美国人没有白人男性的思维能力，所以白人必须替他们做决定。尽管现在我们不常听到这样的论调，但是关于儿童的这种观点却比以往更为普遍。甚至有心理学理论认为，儿童的思维方式和成年人有本质上的区别，他们没有逻辑推理能力。我们现在知道这些理论都是错误的（例如[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200812/the-value-play-ii-how-play-promotes-reasoning)）。实际上我们所有人在大概 4 岁以后（参见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201812/the-age-four-transition-responsible-childhood)）的思维方式都是类似的。\r\n\r\n当然，我并不是说儿童和成年人一样，或者不需要比成年人更多的照料和保护。儿童的平均年龄更低，对世界的认识比成年人少，而且在经济上依赖于成年人。所以，是的，儿童需要成年人的照顾，但我们对儿童需要照顾的理解可能会走向极端，忘记了他们同时也需要自由。\r\n\r\n### 儿童对照料的需求和对自由的需求之间的矛盾\r\n\r\n儿童对照顾的需求与他们对自由的需求可能会发生冲突；当两者冲突时，恰当的平衡点在哪里？近几十年来，这种平衡已经完全失调。我们对照料，或者说我们认为的照料的重视程度，压倒了我们对自由的关注。我们把孩子们关在室内，或者始终在成年人的监视之下，因为我们认为这样可以保证他们的安全。我们要求他们接受更多的学校教育，因为我们认为他们的前途取决于此。\r\n\r\n在这一切中，我们没有认识到，妥善照顾儿童的一个关键是允许和鼓励他们自立——这样他们才能学会如何解决自己的问题、自学、掌控自己的生活。这些是[童年](https://www.psychologytoday.com/us/basics/child-development)阶段的主要任务，而当我们剥夺儿童的自由时，就会阻碍他们完成这些任务。我们还忽略了一个事实，即妥善照顾儿童的另一关键是确保儿童快乐。没有自由的人是不会快乐的。我们在不断监视、窥探的过程中也剥夺了儿童的自由，剥夺了他们私生活的权利（有关这方面的一篇有趣文章，参见[这里](https://www.newyorker.com/culture/culture-desk/how-to-grant-your-child-an-inner-life?utm_campaign=aud-dev&utm_source=nl&utm_brand=tny&utm_mailing=TNY_Humor_021919&utm_medium=email&bxid=5be9e0843f92a40469f1d970&user_id=29366596&esrc=auto_captionentrants&utm_term=TNY_Humor)）。\r\n\r\n当人们谈论儿童权利时，这种照料和自由之间的冲突可能会导致一种奥威尔式的双言巧语。 **联合国《儿童权利公约》** 就是一个例子。它是一项旨在保障儿童权利的国际公约，起草于 1989 年，通过了除美国外所有联合国会员国的批准。在阅读这份公约里一些迂回的语言时，我们会非常清楚地意识到自由与照料之间的冲突。例如第 37 条包括 **「不得非法或任意剥夺儿童的自由」** 。当然，这里的关键在于「非法」这个条件。如果你制定法律要求儿童必须上学，那么强迫儿童上学就不是非法剥夺自由。\r\n\r\n更能说明问题的是第 28 条，其中包括这样的文字： **「缔约国承认儿童有受[教育](https://www.psychologytoday.com/us/basics/education)的权利，为了实现这一权利，缔约国应该实行全民免费义务初等教育。」** 我不知道写下这份条款的人是否注意到了其中的讽刺意味。从本质上来说，这代表批准这项协议的国家保证不管儿童是否愿意，他们都 **有权** 被迫上学。\r\n\r\n在总结这篇文章时，我注意到我们的社会对儿童权利的压制在很大程度上是出于善意。我们的错不在于恶意，而在于无知。\r\n\r\n人们 **坚信** 如今儿童在户外或远离成人的任何地方都比过去更危险，尽管这种想法在客观上是错误的。向人们宣传这方面知识是 [Let Grow 基金会](https://letgrow.org/)（主要由 Lenore Skenazy 创立，我是董事会成员之一）的任务之一。人们必须明白，严格限制儿童的自由会降低他们长期的幸福感和安全感，因为这会阻碍他们培养面对生活中必然的挑战所需的韧性和应对能力。\r\n\r\n人们 **相信** ，以奖惩驱动的、课程为本的强制性、侵入性的学校教育，对于儿童顺利长大成人来说是必不可少的，而且现在比过去需要更多这样的学校教育。尽管我们现在有很多证据能证明这是错误的，人们仍然相信这一点。来自越来越多家庭的证据表明，他们找到了绕过或者无视强制学校教育的方式，对孩子进行「非学校教育」或让他们进入能够自由追求兴趣、不受制度审判的民主学校。对这些群体的研究（包括我的研究）显示，以这些方式进行自主教育的人在现实中表现非常出色（Gray，2017）。我是[自主教育联盟](https://www.self-directed.org/)的创始成员之一，该联盟的一项任务就是推广这项研究，让人们认识到有一些方法可以绕过强制教育法律，并且选择这些方法的人在世界上都做得很好。联盟的另一项更大的任务是推动社会变革，让所有儿童无论家庭收入和背景如何，都有机会接受自主教育。\r\n\r\n认为儿童需要被剥夺自由才能受教育的观点已经站不住脚了。任何愿意调查的人都会发现，有大量证据表明儿童非常善于发现和学习他们需要了解的东西，以便过上他们自己选择的满意、富饶的生活。从生物学层面来说，这是他们与生俱来的能力（参见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201609/biological-foundations-self-directed-education)）。\r\n\r\n促进儿童公民权利运动重要的第一步就是向人们展示这样的证据：当儿童有充分的自由去追求自己的兴趣爱好而不是持续受到成年人控制时，他们会更快乐、学得更多、更安全、生活得更好，从短期和长远来看都是这样。我国的《独立宣言》声明， **追求幸福** 是不可剥夺的人权之一。这项权利尤其应该属于儿童；但今天我们剥夺儿童这项权利的程度远比过去的几十年更甚。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\nBoyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.\r\n\r\nGray, P. (2011). The decline of play and the rise of psychopathology in childhood and adolescence. American Journal of Play, 3, 443-463.\r\n\r\nGray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. Basic Books.\r\n\r\nGray, P. (2017). Self-directed education—unschooling and democratic schooling. In G. Noblit (Ed.), Oxford research encyclopedia of education. New York: Oxford University Press.", + "type": "text/markdown", + "caption": " 儿童的自由：人权视角\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Children's Freedom A Human Rights Perspective" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Conventional Schooling Conflicts With Trustful Parenting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Conventional Schooling Conflicts With Trustful Parenting.json" new file mode 100644 index 0000000..4b873e9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Conventional Schooling Conflicts With Trustful Parenting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Conventional Schooling Conflicts With Trustful Parenting", + "text": "# 传统学校教育和信任型养育之间的冲突\r\n\r\n原文：[Conventional Schooling Conflicts With Trustful Parenting | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200908/conventional-schooling-conflicts-trustful-parenting)\r\n\r\n## 信任型养育和传统学校教育可能并不兼容。\r\n\r\n发表于 2009 年 8 月 26 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n我在前几篇文章中都谈到了信任型养育这个主题，以及当今社会对它的阻力和克服这些阻力的办法。我认为，在我们现在这个时代，对信任型养育最为强大的社会阻力是学校系统。几十年来，学校对儿童和家庭的掌控力不断增强，以至于对于现在的家长来说，几乎不可能对典型公立或私立学校的孩子进行信任型养育。\r\n\r\n正在我写下这篇文章的时候，全美国的儿童和青少年都在疯狂地完成指定的暑期阅读任务，这样他们才能在开学第一天交出读书报告。或者就是父母正在疯狂地催促他们完成作业，而他们只是敷衍了事。\r\n\r\n如果您的孩子没能上交这些报告，学校很可能认为这既是您孩子的过错，也是您的失职。您可能会被请到学校，羞辱地坐在教师桌前的小椅子上，被提醒作为家长强制监督孩子完成家庭作业的重要性。\r\n\r\n学校系统的运作假设是，包括[青少年](https://www.psychologytoday.com/us/basics/adolescence)在内的儿童都没有自己做决定的能力。他们没有能力挑选读物（甚至是他们自己的暑期读物！）；他们没有能力自主学习。这个假设在于儿童只有在不断的监督下才能学到他们需要了解的知识，最终成为有能力的成年人。放任儿童自由成长只会浪费他们的时间，更有甚者，还会惹上大麻烦。而作为家长，如果你真正信任孩子，可能会被视为玩忽职守，疏于监护。\r\n\r\n如果您的孩子认为完成家庭作业是在浪费时间——通常确实是这样的，而且如果是被强迫完成作业而不是自愿选择，几乎总是这样——而敷衍了事，您可能会和孩子一样受到「责备」。您应该监视、督促，甚至贿赂或者威胁，想尽一切办法让那个懒惰的孩子完成作业。也许您必须告诉 Mary：「不，你不能去读 **《破晓奇兵》** ，因为那不是你要写报告的书。」\r\n\r\n校长和教师们已经意识到，要让孩子们完成作业，提高考试成绩，使学校和教师们在与其他学校和教师的竞争中处于有利地位，就必须让家长充当家庭作业的执行者。如今，家长们经常需要在孩子的家庭作业上签字，在定期寄给他们的有关孩子表现好坏的报告上签字并交回，并以其他方式充当教师的执行助手。电子邮件使得教师和家长之间的往返沟通有了质的飞跃。\r\n\r\n家庭成为了学校的延伸，家长变成了老师的助手。许多家长对此深信不疑；毕竟他们要和其他家长竞争，培养履历最出色的孩子。当然，这会损害孩子自己的自主意识和个人责任感。可悲的是，在许多情况下，儿童无能的假设变成了自我实现的预言，孩子们也深信自己能力不足。\r\n\r\n要想成为一个信任型的父母，让孩子从小就拥有自己被信任并且值得信赖的美好感觉，你可能不得不让他们脱离传统的学校系统。这里有两种选择可供参考。\r\n\r\n## 瑟谷模范民主学校\r\n\r\n在之前的两篇文章（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)和[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200809/the-natural-environment-children-s-self-education)）中，我曾介绍过瑟谷学校，这也是我曾进行过自己研究的地方。如今，全世界大约有二三十所类瑟谷学校，而瑟谷学校本身也为希望建立新学校的组织提供指导。\r\n\r\n41 年来，瑟谷学校一次又一次地证明了，只要给儿童和青少年一个机会，他们就能负责任地掌控自己的生活，并且自主学习成为有能力的成年人所需的知识。据我所知，对该校毕业生的跟踪和记录比其他任何学校都更加全面。[1] 如果说有哪所学校在培养快乐、有能力的成年公民方面得到了证实，那这所学校就是瑟谷学校。\r\n\r\n这项已有41年历史的「实验」现在正在世界各地推广，其结果打破了当今人们对[教育](https://www.psychologytoday.com/us/basics/education)和儿童的普遍看法。在瑟谷学校，没有人规定儿童必须学习什么，或者如何安排自己的时间。相反，学校为自主教育提供了理想的环境。这里有其他不同年龄段（从 4 岁到 18 或 19 岁）的孩子可以作为学习的榜样。学校有具备各种特殊技能和知识的成年教职员工，孩子们提出请求就能得到帮助。学校有电脑和其他在当今社会文化中有用的设备，书籍也随处可见。学生和教职员工以民主的方式管理学校，一人一票，这不仅能实现有效的治理，还能培养深刻的集体责任感。民主[决策](https://www.psychologytoday.com/us/basics/decision-making)和司法制度，以及稳定的混龄学制，促成了对其他学校来说极为罕见的培养、关爱和安保水平。\r\n\r\n只有当你是一个信任型教育的家长时，你才会把孩子送到这样的学校。不信任孩子的家长即使阅读到相关证据、参观了学校，也无法想象这样的学校会成功。\r\n\r\n如果您想更多地了解瑟谷学校和效仿它的学校，请回顾我上面提到的文章，访问[瑟谷学校官网](http://www.sudval.org/)（其中包括和学校有关的书籍），查看那里或[维基百科](http://en.wikipedia.org/wiki/List_of_Sudbury_schools)上的类瑟谷学校名单。\r\n\r\n## 在家上学和「非学校教育」\r\n\r\n对于许多无法选择瑟谷学校的家长来说，在家上学可能是传统学校教育的唯一替代方案。近几十年来，随着学校对家庭生活的干涉越来越多，选择在家上学的家庭数量急剧上升——在今天的美国已经超过了一百万。\r\n\r\n然而，并非每一位选择在家上学的家长都信任自己的孩子，也不是每一位家长都特别重视孩子的自由。许多家长选择在家上学主要是出于宗教原因；他们希望按照某种宗教传统培养孩子，保护他们不受其他思想和习俗的影响。有些家长选择家庭教育是因为他们格外 **不信任孩子** ；他们想让孩子一直处于自己的控制之下。有些家长选择家庭教育是因为他们相信（一般来说是正确的），他们比当地的学校系统更有能力让孩子进入哈佛大学。还有一些家长——我非常同情他们——选择在家上学，主要是为了保护孩子避免在当地公立学校受到骚扰和[欺凌](https://www.psychologytoday.com/us/basics/bullying)。\r\n\r\n最能体现信任型教育的在家上学方式通常被其支持者称为「非学校教育」，这一术语由 John Holt 于 20 世纪 70 年代在其杂志 **《无需学校教育的成长》（Growing Without Schooling）** 中提出。只要用谷歌搜索一下，你就能找到许多与非学校教育、在家上学以及儿童自由相关的精彩且有用的网站。我最喜欢的网站之一是[Natural Child 项目](http://www.naturalchild.org/)，你可以在这里找到 Jan Hunt 的书，包括 **《自然儿童》（The Natural Child）** 和 **《非学校教育》（Unschooling）** 。\r\n\r\n根据我的经验，最成功地实现在家上学、非学校教育的家庭都能认识到，家庭是生活和学习的重要基础，但这还不够。下面是三个考虑因素，在某些情况下可能会造成挑战：\r\n\r\n1. **成长的一个重要部分就是学会如何独立解决问题、与人相处，而不依赖父母。** 大约从 4 岁开始，越来越多的儿童会受到其他儿童的吸引。在狩猎采集文化和其他传统文化，直到我们的现代文化中， 4 岁以上的儿童每天都要花很多时间在成人视野范围之外，在混合年龄的群体中玩耍和探索。在这种游戏中，儿童学会了如何独立解决问题。在我看来，这是教育的根本任务，只有当儿童离开父母或其他成人的[关注](https://www.psychologytoday.com/us/basics/attention)时才能实现。\r\n\r\n2. **儿童从其他大孩子和小孩子身上学到的东西最多。** 我在之前的一系列文章（从[这](http://www.psychologytoday.com/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-i-the-value-play-in-the-z)[里](https://www.psychologytoday.com/us/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-i)开始）中讨论过儿童混龄互动的价值，具体不再赘述。重点在于小孩子们有强烈的动机去学习他们从大孩子身上观察到的技能，而大孩子们也能在与小孩子的互动中学会同情和养育。\r\n\r\n3. **儿童需要更多的成人榜样，而不仅仅是他们的父母。** 儿童爱他们的父母，也需要父母的爱，但在学习如何成为大人这方面，他们自然而然地从其他成年人身上学到的东西至少和从父母身上学到的一样多。通过观察其他成年人的所作所为，旁听他们的想法（包括那些他们自己的父母认为是大不敬的想法），儿童会接触到一系列行为和思想，他们可以从中挑选。儿童并不是被动地模仿其他儿童或成人。当他们接触到足够多的行为、思想和态度，他们会做出自己的价值判断，并且持续地选择吸收，从而成长为独一无二的人，而并非父母或其他人的翻版。\r\n\r\n许多非学校教育者已经找到了应对这些挑战的办法。他们想方设法让孩子离开自己独立地玩耍和探索，与其他不同年龄段的孩子见面交朋友，并且自然而然地接触各种各样的成年人。但是，在我们这个家庭规模较小、家庭之间普遍缺乏邻里友谊的社会里，这往往并不容易。\r\n\r\n\\-----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。无论我们是否赞同，你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）。\r\n\r\n参考文献\r\n\r\n[1] For followup studies of Sudbury Valley graduates and other former students, see: Peter Gray & David Chanoff, \"Democratic Schooling: What Happens to Young People Who Have Charge of their Own Education?\" *American Journal of Education 94* (1986), 182-213; Daniel Greenberg & Mimsy Sadofsky, *Legacy of Trust: Life after the Sudbury Valley School Experience* (1992); Daniel Greenberg, Mimsy Sadofsky, & Jason Lempka, *The Pursuit of Happiness: The Lives of Sudbury Valley Alumni* (2005).", + "type": "text/markdown", + "caption": " 传统学校教育和信任型养育之间的冲突\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Conventional Schooling Conflicts With Trustful Parenting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Developmental Psychology's Marriage to the School System.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Developmental Psychology's Marriage to the School System.json" new file mode 100644 index 0000000..ec9a8a4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Developmental Psychology's Marriage to the School System.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Developmental Psychology's Marriage to the School System", + "text": "# 发展心理学与学校系统的「联姻」\r\n\r\n原文：[Developmental Psychology’s Marriage to the School System | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200909/developmental-psychology-s-marriage-the-school-system)\r\n\r\n## 对在校儿童的关注扭曲了我们对童年的理解。\r\n\r\n发表于 2009 年 9 月 30 日\r\n\r\n你见过《儿童心理学手册》吗？如果没有，我建议你下次有机会去大学图书馆时看看它。将这部作品称为「手册」并不合适；你需要用上双臂才能把它全部搬起来，如果你的背部力量较弱，你可能一次只能搬起一部分。在我看来，它标题的其余部分 ——「儿童心理学」 —— 也是一个误称。\r\n\r\n这部作品的最新版共有四卷，包括近 5000 页双栏页面。它分为 79 章，每章由不同领域的儿童发展专家或一组专家撰写。作者名单可以为发展心理学名人录奠定基础。这部作品旨在全面介绍心理学关于儿童行为的发现和理论。发展心理学的研究生通常被鼓励将其作为培训的基础。该手册的出版商 Wiley 对这部作品的描述如下：「这套权威的四卷本参考书涵盖了整个儿童发展领域，已成为所有其他学术参考书的标准。」\r\n\r\n当最新版来到我所在大学的图书馆时，我急切地将它从书架上取下，想知道它对孩子们的玩耍和好奇心有什么看法，这些都是我最感兴趣的主题。以下是我的发现。\r\n\r\n这 79 章中 **没有一章** 是关于 **玩耍** 的，甚至在标题中也没有提到玩耍。当我查看每卷的主题索引时，我发现了一些与玩耍相关的页面引用，但当我进一步查阅时，我发现在四卷书中，总共只有不到 10 页关于玩耍的内容。也就是说，在一部旨在总结我们所了解的儿童心理学的作品里，5000 页中只有 10 页——占全部内容的 0.2%——涉及玩耍这个主题！\r\n\r\n那么 **好奇心** 和 **探索** 呢？它们的情况甚至更糟。不仅没有关于这些主题的章节，而且好奇心根本就没有出现在索引中，探索只出现在一卷的索引中。当我查阅那个引用时，我发现只有 1 页关于探索的内容。问题并不在于索引太短或不完整；每卷的索引都相当多。而且，这部手册也没有使用其他术语来描述玩耍、探索和好奇心这些主题。我已经做了详尽的查找。\r\n\r\n这是怎么回事呢？一部现代儿童心理学手册怎么会对玩耍和好奇心几乎一无所知呢？如果你在街上随机问几个人，让他们对「儿童」这个概念进行自由联想，「玩耍」或「好玩」这个词通常会位列榜首，而「好奇」也不会落后太多。对大多数非学术观察者来说，玩耍和好奇心构成了儿童时代的很大一部分本质。借用（并稍作修改）William James 曾经用过的一句话：「只有一个因过度沉浸在学术中而被污染的大脑」会在谈论儿童时不去考虑玩耍和好奇心。比起这部声称全面阐述儿童心理学的作品，马克·吐温对真正的儿童心理学有更多的见解。\r\n\r\n这种令人遗憾的状况是如何产生的呢？我认为，这是发展心理学领域与学校系统之间长期紧密的「联姻」所致。\r\n\r\n学校为儿童发展研究提供了环境、对象、研究者、思维方式和研究问题。\r\n\r\n想要研究人，你需要找到一群受试者。在社区的学校以外的地方寻找愿意接受研究的人不仅困难，还耗时且昂贵；在学校里研究人要容易得多。学生为研究提供了一个现成的、或多或少被限制的群体。大量关于成人心理学的研究都以大学一二年级的学生为对象，他们「自愿」参加，因为这是课程要求的一部分，或者因为这可以提高他们在心理学导论课程的成绩。研究大学年龄以下人群的心理学家需要稍微离开象牙塔，去寻找他们的研究对象，而最方便的地方无疑是学校。\r\n\r\n学校里的孩子们习惯于被操控、观察和测试。你可以让不同的学生群体面对不同的条件，然后在操控前后对他们进行测试，并统计结果， **瞧** ，你很可能获得了一个可以发表在儿童发展学术期刊上的研究成果。如果在邻居家的游乐场或街头尝试做这样的研究，你可能会被警察抓起来。（事实上，你可能仅仅因为站在那些场合观察孩子而被抓，尤其是如果你是个男性。）\r\n\r\n当孩子们不在自己的学校里接受研究时，他们通常会在大学的心理实验室里接受研究。招募到的孩子，如果他们已经 5 岁或更大，几乎都是在传统学校上学的孩子。实验室里使用的实验研究范式与孩子们熟悉的学校范式相契合，所以孩子们很容易明白他们应该做什么。研究对象是学生，研究者是老师，实验操控是课程，测试就是测试。这种匹配不仅在研究对象的心中契合，而且在研究者的心中也契合。我的心理学学术同事经常在口误中，将他们班上的学生称为「研究对象」，或者将他们的实验室研究对象称为「学生」。\r\n\r\n研究儿童的心理学家通常称自己为 **发展心理学家** ，因为他们主要关注儿童的 **发展** ，即儿童如何走向成年。在我们的文化中，学校教育是如此无处不在的力量，以至于大多数人在直觉上将儿童发展与在学校系统中的进步联系在一起。研究心理学家通常是学校系统最优秀的产物。我们是那些经历了至少 20 年（直至博士学位）学校教育并幸存下来的人，甚至是在学校教育中茁壮成长的人，现在我们 **仍然** 在学校里，只不过是作为教授而非学生。相比我们文化中的大多数人，我们对人类发展的直觉理解与学校系统中的进步观念更加紧密相连。\r\n\r\n在学校的发展模式，对于寻求理论整齐划一并坚持只研究可衡量事物的心理学家来说，也很方便。学校里的发展有序、统一且可衡量；一厢情愿的想法使所有的人类发展都变成这样。发展心理学研究的另一个重要影响因素是资金。如果你将研究与儿童教育联系起来，比起不联系教育，你获得政府资助会更容易，而在大多数资助审查者下意识的理解中，教育理所当然地等同于学校教育。\r\n\r\n考虑到这一切，发展心理学家试图在研究中回答的问题绝大部分都与学校相关，这并不奇怪。许多问题明确地涉及学校课程；例如，它们涉及教授阅读或数学的方法。但即使不那么明显与学校相关的问题，也受到学校范式的强烈影响。它们涉及到成人在受控环境中为儿童设立的结构化情境对儿童的影响，在这些环境中，做什么事情的选择受严格限制。这本身就基本排除了对真正的玩耍或好奇心的研究。\r\n\r\n这一切都不含任何恶意。这些诚实的研究者试图研究他们和周围人所认为重要的问题。然而，最终产出的却是对儿童本性极度偏颇且狭隘的看法。\r\n\r\n学校是一个什么样的地方，这如何影响我们对儿童的理解？\r\n\r\n如果我对学校在发展心理学思想和研究中的影响的看法是正确的，那么了解学校作为一个促进某些行为并阻止其他行为的环境，可以帮助我们理解发展心理学中存在的偏见。学校是一个怎样的环境，它如何影响发展心理学的理论和发现？\r\n\r\n1. 学校是一个儿童或多或少受到成人持续管控的地方。\r\n\r\n在学校里，决定做什么、什么时候做，以及如何做的决策，由老师或老师上级的权威做出。学生的任务就是遵循指示。我认为这极大地影响了心理学家对儿童行为的思考和研究方式。关于儿童如何做出选择、采取主动或与周围世界互动的研究和理论非常少。相反，大量研究关注的是儿童如何回答成人要求他们回答的问题，以及他们如何处理或记住成人给予他们的信息。\r\n\r\n2. 学校是一个将「工作」和「玩耍」划分得泾渭分明，并将学习归入前者的地方。\r\n\r\n学校不断传递的观念是，工作和玩耍是非常不同的事物。工作（具体来说是「学校工作」）是你必须做的事情；工作让你进步；工作让你受教育。玩耍是你在课间休息时，从工作中抽离出来做的事情，或者在你完成工作后做的事情。这里隐含的观念是，玩耍是微不足道的。我认为，这有助于解释为什么大多数发展心理学家避免研究玩耍，以及为什么那些确实研究玩耍的少数人很少被邀请为这个领域的总结性著作，如《儿童心理学手册》做出贡献。\r\n\r\n3. 学校是一个经常进行测试、强调规范并根据测量指标对儿童进行排名的地方。\r\n\r\n学校系统需要进行大量测试，以判断孩子们何时准备好进入下一课程或年级。心理学通过大量关于构建测试的研究，以及基于可衡量成就规范的整个发展理论，来满足这一要求。事实上，可以公平地说，发展心理学是从 20 世纪初，当 Alfred Binet 受法国教育部委托开发一种测试时，开始起步的，该测试的目的是帮助学校系统为新生分配年级和分组。当然，这就是我们今天所知道的智商测试。即使在今天，智商测试仍然是发展心理学的主要应用领域之一。因此，发展心理学与学校系统的联系可以追溯到发展心理学的起源。（也许本文标题中的婚姻隐喻会引起误解。你可能会认为发展心理学是学校系统的孩子，而不是配偶，而这个孩子还没有远离家门。）\r\n\r\n4. 学校是一个严格按年龄分隔的地方。\r\n\r\n在如今的学校里，孩子们几乎没有机会与比自己大或小几个月的孩子互动。我认为，这一事实有助于解释，为什么在发展心理学的研究中，几乎没有涉及幼儿与青少年之间或相差两三岁的儿童之间的互动。然而，正如我在之前的文章中所论述的，在非学校环境中，不同年龄段的混龄游戏似乎是年幼孩子获取新技能和知识，以及年长孩子发展领导力和养育能力的主要途径（参见 [2008 年 9 月 9 日](http://www.psychologytoday.com/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-i-the-value-play-in-the-z)开始的三篇系列文章）。通过关注学校中的儿童，并将学校模式作为人类发展的内隐模型，发展心理学整个领域完全忽视了自由混龄互动对发展的作用。\r\n\r\n5. 学校是一个竞争激烈的地方。\r\n\r\n学校从设计之初就是竞争环境。孩子们竞争获得高分，竞争在班级排名中获得高位，最终竞争进入名额有限的名牌大学。课堂上的「游戏」，如拼写比赛，通常都颇具竞争性，课外活动也是如此。学生们竞争参加学校演出，或参加校际运动队，或参加精选合唱团，或参加拉拉队。此外，年龄分隔本身也容易导致竞争。所有这些都导致了学校竞争氛围的产生，这种氛围甚至影响到学校内的非正式活动。在学校环境中，孩子们（尤其是青少年）形成了受欢迎程度的社会等级，发展心理学家往往将其视为孩子们天生的特点。然而，对非学校社会的研究以及对校外儿童的研究（通常由人类学家而非心理学家进行）对这种等级普遍性产生了质疑。即使是猴子，当它们被限制在笼子里与未经自己选择的伙伴在一起时，也会比在自由漫游和选择自己的伙伴时更具有等级观念、竞争性和攻击性。\r\n\r\n\\-----------\r\n\r\n如果我们想了解人类潜能，而不仅仅是了解人们如何适应学校和类似学校的环境，那么我们必须拓宽研究范围，涵盖在各种环境中对儿童的研究，以及采用各种方法的研究。如果我们不在允许这些品质充分展现的环境中研究儿童，我们永远无法充分了解儿童的玩耍、好奇心、自主性以及自由混龄的力量。不幸的是，在我们的社会中，这样的环境越来越少。让我们找到它们，研究它们，并像对待濒临灭绝的物种一样呵护它们！\r\n\r\n\\------------\r\n\r\n附注\r\n\r\n这些帖子中的一些超链接是自动生成的，可能会也可能不会将你链接到相关网站。作者生成的链接通过下划线与自动链接区分开来。\r\n\r\n[1] 对研究心理学家来说，「儿童心理学」和「发展心理学」这两个术语在很大程度上是同义词，尽管有些发展心理学家研究成人的发展。这里我谈论的不是作为临床实践的儿童心理学（实际上，临床实践中相当多的关注集中在游戏这个主题上——尤其是将玩耍作为治疗的手段），而是作为一门旨在了解儿童心理特性，以及涉及儿童向成年人发展过程的学术学科的儿童心理学。\r\n\r\n更多关于孩子自然的学习方式，请参见《[自由学习](http://www.amazon.com/gp/product/0465025994/)》。", + "type": "text/markdown", + "caption": " 发展心理学与学校系统的「联姻」\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Developmental Psychology's Marriage to the School System" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Differences Between Self-Directed and Progressive Education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Differences Between Self-Directed and Progressive Education.json" new file mode 100644 index 0000000..d772092 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Differences Between Self-Directed and Progressive Education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Differences Between Self-Directed and Progressive Education", + "text": "# 自主教育和进步教育之分\r\n\r\n原文：[Differences Between Self-Directed and Progressive Education | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201706/differences-between-self-directed-and-progressive-education)\r\n\r\n## 自 主 教 育是未来，进步教育则不是。\r\n\r\n发表于 2017 年 6 月 27 日｜[审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n本博客的常客都知道，我倡导自主[教育](https://www.psychologytoday.com/us/basics/education)。我和其他人的研究，让我坚信，自主教育行之有效，而且非常实用。而且，比起我们认为是「标准」的强制教育体系，给大家带来的麻烦要少得多。\r\n\r\n大写的自 主 教 育\\*（Self-Directed Education）作为一个术语，越来越多地用于自称为 「非学校教育者」的人的教育实践，或者用于那些专门为支持自我导向而设计的学校或学习中心，没有强制课程，如瑟谷模式学校和 Agile Learning Centers ，以及一些自称为「自由学校」的学校（[Gray, 2017](http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-80)）。（\\*译注：由于中文没有大小写区分，这里在每个字之间加入空格来表示大写。这一点很重要，下文中作者会专门讨论。）\r\n\r\n我发现，每每我写点、说点什么关于自 主 教 育的东西，就有人误以为我谈的是进步教育。进步教育和自 主 教 育有很多相同的目标，甚至惯用的术语也一样，但是它们的[哲学](https://www.psychologytoday.com/us/basics/philosophy)全然不同，方法也很不一样。\r\n\r\n接下来，我将检查进步教育的基本原则，然后再检查自 主 教 育的基本原则。最后，我会解释我为什么认为自 主 教 育是未来，会成为以后的教育标准模式，进步教育则不会。\r\n\r\n### 进步教育\r\n\r\n进步教育一般用于描述一场始于 19 世纪末的教育改革运动，大致和各州实行强制学校制度的时段一致，并在此后至少起伏了两次。\r\n\r\n大约在 1890 年到 1940 年期间，进步教育理念在教育领域取得了繁荣发展，许多进步式私立学校应运而生，有些还试图合力将进步理念引入主流公立学校。当时领军美国的进步教育哲学家是约翰·杜威。其他早期进步主义教育思想家包括鲁道夫·施泰纳（1869-1925）和玛利亚·蒙特梭利（1870-1952），他们的理念分别在瓦尔多夫学校和蒙特梭利学校中存续。\r\n\r\n进步教育随着二战及其余波逐渐销声匿迹，在六七十年代又逐步发扬光大。大约八十年代后又式微了。不过呢，最近，进步教育观又开始复兴，宣扬项目式学习。\r\n\r\n进步教育者通常强调实践学习、与学生现实生活经验相关的情境学习、批判性思维、深刻理解而非死记硬背、团队合作而非竞争、基于产出而非考试的评估，以及培养社会责任感、民主态度和对社会公正的关注。他们通常谈论「培养完整的个体」和「以学生为中心」的教育，与仅仅以学科为中心的教育形成对比。进步式教师往往需要了解每个学生的个人情况，并发挥他们的优点。\r\n\r\n[进步教育网](https://progressiveeducationnetwork.org/mission/)（一个建立于 2009 年并试图复兴进步教育的组织）宣称，进步教育肩负历史使命：\r\n\r\n> 「教育必须（一） 发扬学生的发言权、主动性、道德心和智慧，建立一个更加公正、正义且可持续的世界；（二）鼓励学生积极参与自己的学习、社区和世界；（三）响应学生的发展需要，重视他们在社交、情感、智力、认知、文化和身体方面的成长；（四）尊重和培育学生天生的求知欲和自发学习的本能，促进内在动机的培养以及对个人兴趣、目的和追求的发现；（五）结合不同群体的利益、经历、目标和需求来推进教育，培养体谅他人的能力，促进不同群体之间交流与合作;（六）培养学生、教师、家长和社区之间互相尊重和互相合作。」\r\n\r\n阿尔菲·科恩，现今最主要的进步教育倡导者之一，他[指出](http://www.alfiekohn.org/article/progressive-education/)，学校的进步性可以根据其（一）关注儿童全面发展，而不仅仅是考试能力；（二）社区感；（三）合作精神；（四）追求社会公正；（五）培养内在动机；（六）深度理解；（七）主动学习；（八）重视孩子的需求；的程度来衡量。\r\n\r\n进步教育者倾向于视教育为学生与教师之间的合作课题。大部分主动性来自于学生，但教师有责任以有益的方式引导这一主动性。儿童的内在兴趣起着重要作用，但教师需要「培养」或甚至「激发」这些兴趣。玩耍被理解为学习过程的一部分，但需要教师指导和解释玩耍，目的在于确保实现某些教育目标。总体来说，进步教育认为教育应该由学生和教师合作，主动性很大程度上来自学生，教师的责任在于，要以有益的方式引导学生的主动性。\r\n\r\n### 自 主 教 育\r\n\r\n自 主 教 育的倡导者与进步教育的倡导者一样，强调教育的意义远不止于应试学习。[自主教育联盟](https://www.self-directed.org/sde/)网站将教育定义为 「一个人所学到的一切知识的总和，这些知识使他能够过上幸福有意义的生活」。这包括对自己的认识、规划和指导自己活动的技能、如何与他人和睦相处的技能，以及对周围世界的充分了解，以便有效地驾驭这个世界。我想，大多数进步教育者都会同意这样的教育定义。\r\n\r\n进步教育和自 主 教 育各自持有不同的全人教育观，这就是差别所在。进步教育者会认为，全人教育需要一位乐于合作、充满慈爱、能力出色的老师，她能够润物无声，将孩子的天真烂漫的想法导向孩子和社会的长期利益。若倡导自 主 教 育，则只是利用周遭可利用的资源（例如一些渊博能干的人）来达成教育目标，促成孩子追随自己的自然倾向，据此理解世界，也理解自己。\r\n\r\n提倡自 主 教 育便意味着，教育是否成功仰赖儿童的天赋，而不是教师的本领。推动自 主 教 育的大人，其工作负担比进步教育教师要小。在自 主 教 育中，大人不需要对学生可能想学习的每个课题都了如指掌，也不需要全面了解每个孩子思维工作的内在机制，也不需要掌握教学法（管它是什么）。相反，他们只需确保给孩子提供一个环境，让孩子的天然学习本能得以有效运作。简而言之，大人的职责仅是提供一个适宜的学习环境，由孩子自己主导学习进程。\r\n\r\n根据我以前的论点（[这里](https://www.psychologytoday.com/blog/freedom-learn/200809/the-natural-environment-children-s-self-education)和[这里](https://www.psychologytoday.com/us/sites/default/files/Children's Natural Ways%2C published.pdf)），孩子的学习环境应该具有以下特征：（一） 孩子探索和玩耍的时间不受限制，有充分的自由；（二）孩子可以用到该文化中最实用的工具；（三） 孩子处在关怀友爱的社区，里面都是各个年龄段聪明能干，知识丰富的榜样；（四） 孩子可以接触到若干愿意回答问题（或者试图回答）并在需要时提供帮助的大人。这就是自 主 教 育学校或学习中心以及成功的自然学习式家庭为孩子提供的学习环境类型。在这种学习环境中，孩子可以充分发挥自然探索和自主学习的本能。\r\n\r\n根据这一观点，教育不是师生合作，而是完全由学生自己承担的责任。而进步教育者仍然认为，教师需要确保学生掌握某些知识、技能和价值观以及评价学生是否进步。相比之下，自 主 教 育的协助者则不认为这是自己的责任。虽然进步教育与传统教育存在一定连续性，但自 主 教 育实质上和传统教育观念完全脱离。它认为教育完全由学生自己主导，而不通过教师与学生的合作来完成。所以，自 主 教 育比进步教育对传统教育模式的质疑更为深刻。\r\n\r\n接下来，我想谈谈一个过去隐而不现的区分（我自己也没有注意），即大写的 **自 主 教 育** 和小写的 **自主教育** 的区分。我认为，大写的 **自 主 教 育** 适用于学龄儿童，他们的家人在深思熟虑后决定，孩子只需根据自己的兴趣自我教育，而不必经受强制课程之苦，这些孩子可能上学也可能不上学。小写的自主教育，则广泛得多，每一个人在清醒的每时每刻，都在自主教育。我们都忙于奔命，追求自己的利益。大多数我们每个人所掌握的知识——不管我们接受了多少以课程为基础的学校教育——都是来自于自主教育。\r\n\r\n追求自 主 教 育的人实际上在表达，（小写的）自主教育十分强大、足够有效，只要为孩子提供能够优化自我教育能力的环境，他们就根本不需要强制教育。事实上，许多人认为强制教育会干扰自主教育，因为它占用了孩子太多时间，把学习变成一件不愉快的事，还让孩子在教育上依赖他者的观念根深蒂固。\r\n\r\n### 为什么我认为自 主 教 育是未来教育的标准形态\r\n\r\n我敬佩进步教育者。无一例外，他们都是好人。他们深切地为孩子着想，想要帮助孩子越过越好。他们深知标准教育系统荼毒不浅，试图改变现状。\r\n\r\n进步教育者如今冲在前线，不断推动减少家庭作业（这样孩子在校外就有课余时间）、恢复课间休息、减少或取消标准化考试、让教师在课堂上更加灵活地响应孩子需要。他们如今还在苦战，我对此表示敬重。\r\n\r\n这是一场持久战，强制学校教育新生伊始，战争的号角就已经吹起。进步教育有助于限制强制教育，不使其过度。进步教育不可能战胜强制教育，因为进步教育还是接受了太多关于教育本质必须如何的标准观点。\r\n\r\n只要老师认为，他们的任务就是要确保孩子在规定的阶段学到规定的东西，那么无论他们的思想多么先进开明，他们都不得不使用强制手段让孩子照做。孩子在天性上就对不同事物感兴趣，所以根本不可能在一个统筹规划的教室里同步学习，面对十几个学生，你不能假设所有的学生都会对规定的课程感兴趣。\r\n\r\n我敢说，大多数新教师，从师范院校毕业后，刚步入教师行列，都以为自己会成为进步教育者。毕竟，他们选择当老师是因为热爱孩子；在师范课上，他们读和听到的教育理念，大多数为进步理念——指导、培养和启发，而非强制。但是，后来，他们进入了教室的现实世界。在那里，一个教室里有 30 个孩子，老师需要维持秩序，需要做点什么让学习活动看起来正在进行；他们的进步思想很快就被抛到了脑后。那些最能按照进步原则运作的学校往往是高昂的私立学校，这也正常，这些学校需要小班授课、高师生比以及极为负责、投入的老师。\r\n\r\n即使进步教育的狂热信徒也承认，进步教育之所以没有被广泛采用，是因为它对教师的要求非常高。比如，阿尔菲·科恩[说过](http://www.alfiekohn.org/article/progressive-education/)：\r\n\r\n> 「比起传统教育，[进步教育]对教师的要求极高。如果教师想要学生『真正理解生物学或文学』，而不仅仅是『简单记忆青蛙解剖结构或句子结构』，他们就必须对所教学科非常精通。此外，由于没有任何学科知识（比如科学或英语专业知识）能告诉你如何促进学习，进步教师还必须对教学法有丰富的了解。」\r\n\r\n此外，教师还被要求认识每一个学生，并帮助学生发展自己的潜能和兴趣。据此，你可以理解为什么进步教育没有取代直接、机械训练和考试的教学法，成为标准教学法了。\r\n\r\n进步教育者经常引用卢梭作为他们观点的早期倡导者。卢梭关于教育的唯一一部作品《爱弥儿》（首次出版于 1760 年），是关于一个男孩教育的虚构故事。如果这本书对现实世界有任何应用的话，那也只是对一名王子的教育。爱弥儿的老师是一位私人导师，他的唯一工作，人生的唯一使命就是教育这个男孩，老师对学生的比例是一比一。根据卢梭的描述，这位导师几乎是一位超级英雄。他不仅在所有学科上知识渊博，而且对爱弥儿了解透彻，远远超过任何一个人对另一个人的了解能力（我觉得是这样）。他知道男孩在任何时间的所有意愿，并且他清楚在任何时间提供什么刺激可以最大化男孩满足那些意愿时获得的教育效益。因此，导师创造了一个环境，爱弥儿总是在做他自己想做的事，但却正学习着导师精心为他安排的课程。\r\n\r\n我想，只要教育家真去读《爱弥儿》，而不仅仅是引用它，他们就会意识到进步教育理论的根本缺陷。它极大程度上过分要求了教师的实践，而且还不切实际地觉得人类欲望和动机是可以预测、确知的（对《爱弥儿》的进一步分析请见[我的文章](https://www.psychologytoday.com/us/blog/freedom-learn/200902/rousseau-s-errors-they-persist-today-in-educational-theory)）。从整体上看，进步教育充其量只能帮助调节传统教学法的严苛，并为学生的校园生活增加一点自主权和创造力。\r\n\r\n相对于进步教育，自 主 教 育的成本低且高效。例如接近成立 50 周年的瑟谷学校，每学生预算不到当地公立学校的一半（更多有关该学校的信息见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)和[这里](http://www.sudval.org/)）。不需要非常高的师生比，因为大部分学生学习并不是来自于与成人的互动。在这个混龄的环境里，年幼的学生持续从年长的学生那里学习，所有年龄的孩子通过游戏、探索、谈话和追求自己的兴趣，练习关键技能并试验想法。他们还会主动使用书籍，使用现代工具——互联网资源，随时随地来获得他们需要的知识。\r\n\r\n人们常常批判自 主 教 育它行不通，或者说，只有少部分人才有那种自我驱动力来自主教育。事实上，进步教育者恨不得马上和自 主 教 育划清界限，因为他们不希望自己的观点与看起来「浪漫化」或「疯狂」且不可行的观点混为一谈。例如，我相当确定阿尔菲·科恩在[这里](http://www.alfiekohn.org/article/progressive-education/)所说的就是自主教育：\r\n\r\n>「这一讽刺画展现了这样的景象：孩子可以为所欲为，只要有趣的东西就是课程的内容（不有趣的就不行）。他们认为学习会自动发生，而老师只在一旁观察和微笑。本文没有足够的容量来给出这种误读的例子——或者完整说明为什么它是如此错误，但是相信我：人们确实会基于一个与进步教育几乎无关的形象，而对进步教育的理念嗤之以鼻。」\r\n\r\n科恩对自 主 教 育的「讽刺画」描述不太准确，因为孩子们确实会自发选择不那么有趣的事情去做，老师也不仅仅是在一旁观察和微笑。但这种描述也有一定道理。而且这样的教育是可行的。别信我的一面之词，读读看相关证据，批判性地反思这些证据。对自 主 教 育学校和自然教育成年学员的跟踪研究表明，这种根据自己兴趣自主学习的人在生活中进展很好。您可以在之前的博文、各种学术文章（例如[这里](http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-80)、[这里](https://www.psychologytoday.com/us/sites/default/files/Published Grown Unschoolers I.pdf)和[这里](https://www.psychologytoday.com/us/sites/default/files/Published Grown Unschooles II.pdf)）以及我的《自由学习》一书中读到更多相关信息。\r\n\r\n自 主 教 育之所以有效，是因为我们天生就具备这种能力。基本上，整个人类历史长河里，孩子们通过探索、游戏、观察和倾听他人，在确定和追求自己的生活目标来获得教育（例如[这里](http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/1-4-article-hunter-gatherer-social-existence.pdf) 和Gray, 2016)。在一项关于跨文化教育的人类学文献广泛综述中，David Lancy （2016）总结到，学习（包括教育中的学习）对人类来说是自然的，但是教学和被教却不是。丘吉尔的名言「我一直喜欢学习，但不喜欢上课。」说出了任何时代、任何地点、任何人的心声。\r\n\r\n在我们现代社会中，只要我们提供让这些学习本能得以发挥作用的条件，孩子的学习本能仍然可以很好地起作用。促使狩猎采集社会儿童学习狩猎、采集和做所有必要的事来成为称职的成人的同样本能，也驱使我们社会中的儿童学习阅读、计算、操作电脑和做所有必要的事来成为称职的成人（参见 Gray, 2016）。自 主 教 育对每个人来说都那么自然、那么更令人愉快和高效，我不得不认为它重新成为标准教育路线是大势所趋。\r\n\r\n强制学校教育在人类历史上只是昙花一现，它的设计目的是服务于工业化带来的暂时需求，压抑创造力和自由意志（详见[此文](https://www.psychologytoday.com/us/blog/freedom-learn/200808/brief-history-education)）。强制学校教育现在已是强弩之末。一旦人们重新发现，自 主 教 育行得通，而且也不会像强制教育那样，给孩子造成压力和伤害，一旦我们开始把现在花在强制教育上的数十亿美元中的一小部分转用于为所有儿童提供自 主 教 育的资源，自 主 教 育将再次成为标准教育路径。到那时，我们可以不再适用大写形式的自 主 教 育这一术语。我们也不再需要进步教育来润滑强制教育给予的枷锁。\r\n\r\n\\---------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。无论我们是否赞同，你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）。\r\n\r\n参考文献\r\n\r\nGray, P. (2016). Children’s natural ways of learning still work—even for the three Rs. In D. C. Geary & D. B. Berch (eds), *Evolutionary perspectives on child development and education* (pp 33-66). Springer.\r\n\r\nLancy, D. (2016). Teaching: natural or cultural? In D. C. Geary & D. B. Berch (eds), *Evolutionary perspectives on child development and education* (pp 67-93). Springer.", + "type": "text/markdown", + "caption": " 自主教育和进步教育之分\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Differences Between Self-Directed and Progressive Education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Early Academic Training Produces Long-Term Harm.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Early Academic Training Produces Long-Term Harm.json" new file mode 100644 index 0000000..2b829d4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Early Academic Training Produces Long-Term Harm.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Early Academic Training Produces Long-Term Harm", + "text": "# 学前教学危害深远\r\n\r\n原文：[Early Academic Training Produces Long-Term Harm | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201505/early-academic-training-produces-long-term-harm)\r\n\r\n## 研究揭示了学业型学前教育和幼儿园的潜在风险。\r\n\r\n发布日期：2015 年 5 月 5 日 | [审稿人：Matt Huston](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n目前不少学前班和幼儿园老师被各方施压，要他们教小孩子学术技能，还要定期测试。这些老师告诉我，这让他们非常不爽，有些已经打算辞职了。他们亲眼目睹孩子闷闷不乐的表情。在传统幼儿园或者托儿所里，孩子会玩耍、探索、交际，老师们猜测其实这样孩子能学到更多有用的知识。学术研究则很好地佐证了他们的猜测。\r\n\r\n大量严格对照的研究比较了以学业为导向的早[教](https://www.psychologytoday.com/us/basics/education)课堂和以游戏为基础的课堂的效果（其中一些研究在 Nancy Carlsson-Paige、Geralyn McLaughlin 和 Joan Almon 的文章中被回顾，文章见[此处](http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/Reading_Instruction_in_Kindergarten.pdf)）。[1] 这些研究的结果惊人的一致：早期学业培训一定程度上提高了儿童在学前培训特定测试中的直接分数（没什么好奇怪的），但这些最初的收益在 1 至 3 年就消失了，至少在一些研究中，结果最终适得其反。也许比早期学业培训缺乏长期学业优势更可悲的是，有证据表明这种培训会造成长期伤害，特别是在社交和情绪发展领域。\r\n\r\n## 一项在德国进行的研究改变了那里的教育政策\r\n\r\n例如，在上世纪 70 年代，德国政府资助了一项大规模对照实验，对比了来自 100 个幼儿园的毕业生，其中一半的幼儿园以玩耍为主，另一半采用直接教学法。[2] 尽管直接教学法组最初的学习成绩有所提高，但到了四年级，直接教学法型幼儿园的孩子在各项测试中的表现都明显 **差于** 玩耍型幼儿园的孩子。特别是，他们在阅读和数学方面进步不多，在社交和情感方面的适应能力也较差。在研究期间，德国正逐渐从传统的玩耍型幼儿园转向学业型幼儿园。至少部分由于这项研究的结果，德国扭转了这一趋势；他们回到了玩耍型。\r\n\r\n## 对美国贫困儿童的大规模研究\r\n\r\n美国的类似研究也得出了类似的结果。一项由 Rebecca Marcon 指导的研究主要关注特别贫困家庭的非裔美国儿童。[3] 正如预期的那样，她在对 343 名学生的抽样调查中发现，那些参加以学业培训为中心的学前班的学生，与那些参加以游戏为基础的学前班的学生相比，显示出最初的学业优势；但是，到四年级结束时，这些最初的优势发生了逆转：来自以游戏为基础的学前班的孩子现在表现更好，在学校的成绩明显高于那些来自学业型学前班的孩子，这项研究不包括对社会和情感发展的评估。\r\n\r\n## 一项对贫困儿童的跟随调查一直持续到他们到 23 岁\r\n\r\n1967 年，David Weikart 和他的同事们在一个严格对照的实验中，让密歇根州伊普西兰蒂的 68 名高度贫困的儿童到三种类型的幼儿园中去上学：传统型（以游戏为基础）、指导型\\*（与传统类似，增加了更多的成年指导者）和直接教学型（着重于教授阅读、写作和数学，使用练习册和测试）。入学名额是随机分配的，确保三组儿童在所有初始指标上一致。该实验还包括每两周一次的家访，旨在指导家长帮助他们的孩子，以作为幼儿园教育的补充。这些家访的重点与幼儿园教学的重点一致。也就是说，传统型幼儿园的家访侧重于游戏和社交的价值，而直接教学型幼儿园的家访则侧重于学业技能和写作业等。（\\*译注：原文为 High/Scope，是一种基于皮亚杰和杜威儿童发展理论的早期教育课程）\r\n\r\n这项实验的最初结果与其他此类研究的结果相似。那些在直接教学组中的人显示出早期的学业成果，但很快就消失了。然而，这项研究还包括在参与者 15 岁和 23 岁时的后续研究。在这些年龄段，各组之间在学习成绩上没有明显差异，但在社会和情感特征上却有很大的差异。\r\n\r\n到 15 岁时，直接教学组的学生犯下「不当行为」的平均数量是其他两组的两倍多。到了 23 岁，作为青年人，这种差异甚至更为显著。相比其他两组，直接教学组的人与别人发生摩擦的情况更多，更有可能表现出情绪障碍的迹象，结婚并与配偶同居的概率更低，而且更有可能[犯罪](https://www.psychologytoday.com/us/basics/law-and-crime)。事实上，到 23 岁时，直接教学组中有 39% 的人有重罪逮捕记录，而其他两组的平均只有 13.5%；直接教学组中有 19% 的人曾因使用危险武器攻击他人而被传唤，而其他两组为 0%。\r\n\r\n该如何解释学前班受试者的显著影响？一种可能是，最初的学校经历为以后的行为奠定了基础。那些在教室尝试去计划要做的事、与他人玩耍和协商分歧的人，可能已经养成了终身的个人责任和亲社会行为模式，这些模式在他们的[童年](https://www.psychologytoday.com/us/basics/child-development)和成年早期都很好地帮助了他们。那些在教室里强调学习成绩的人可能已经养成了以成就和出人头地为目标的终身模式，这种模式——尤其是在贫困的情况下——可能会导致与他人的摩擦，甚至导致犯罪（为了出人头地而误入歧途）。\r\n\r\n我怀疑每两周一次的家访起到了重要作用。在注重游戏、社交和学生主动性的班级中，那些父母可能已经形成了[育儿](https://www.psychologytoday.com/us/basics/parenting)风格，并在孩子的成长过程中继续强化这些价值观和技能。而在学业培训组中，那些父母可能已经形成了更注重个人成就（狭义）和自私自利价值观的育儿风格，这些价值观对现实世界的成功不是什么好兆头。\r\n\r\n\\---\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n也请看：[玩耍精神](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=sr_1_1?s=books&ie=UTF8&qid=1440592828&sr=1-1&keywords=peter+gray+free+to+learn) 和 [alternativestoschool.com](http://alternativestoschool.com/)；并在[脸书](https://www.facebook.com/peter.gray.3572)上关注我。\r\n\r\n参考文献\r\n\r\n[1] Nancy Carlsson-Paige, Geralyn Bywater McLaughlin, & Joan Wolfsheimer Almon. (2015). Reading Instruction in Kindergarten: Little to Gain and Much to Lose. Published online by the Alliance for Childhood. [http://www.allianceforchildhood.org/sites/allianceforchildhood.org/file…](http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/Reading_Instruction_in_Kindergarten.pdf)\r\n\r\n[2] Linda Darling-Hammond and J. Snyder. 1992. “Curriculum Studies and the Traditions of Inquiry: The Scientific Tradition.” Edited by Philip W Jackson. Handbook of Research on Curriculum. MacMillan. pp. 41-78.\r\n\r\n[3] R. A. Marcon, 2002. “Moving up the grades: Relationship between preschool model and later school success.” Early Childhood Research & Practice 4(1). http://ecrp.uiuc.edu/v4n1/marcon.html.\r\n\r\n[4] Larry J. Schweinhart and D. P. Weikart. 1997. “The High/Scope Pre- school Curriculum Comparison Study through age 23.” Early Childhood Research Quarterly 12. pp. 117-143.", + "type": "text/markdown", + "caption": " 学前教学危害深远\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Early Academic Training Produces Long-Term Harm" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Education's Future What Will Replace K-12 and College.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Education's Future What Will Replace K-12 and College.json" new file mode 100644 index 0000000..a6b3e35 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Education's Future What Will Replace K-12 and College.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Education's Future What Will Replace K-12 and College", + "text": "# 教育的未来：取代小初高和大学的将会是什么？\r\n\r\n原文：[Education’s Future: What Will Replace K-12 and College? | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201711/education-s-future-what-will-replace-k-12-and-college)\r\n\r\n## 自主探索；探索职业；然后……\r\n\r\n发表于 2017.11.13｜[审稿：Jessica Schrader](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n真相正慢慢地露出其真容。越来越多人开始意识到，强制学校教育系统挥金如土，学生在其爪牙下蹉跎岁月，承受着严重的[压力](https://www.psychologytoday.com/us/basics/stress)与[焦虑](https://www.psychologytoday.com/us/basics/anxiety)。\r\n\r\n儿童生来具备各种有助于自我教育的生物学机能。他们充满好奇心，浑身都是干劲，喜爱玩耍与交际。这些自然选择的产物对于[教育](https://www.psychologytoday.com/us/basics/education)的功用不可轻视（参见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201609/biological-foundations-self-directed-education)）。结果我们在干什么？我们花大价钱（公共 K12 教育每年为每个孩子大约要花上 15000 美元），把他们送到学校里，只为屏蔽他们适宜教育的本能——压制好奇心、掐灭干劲、禁止玩耍、限制交际。之后，用一套[奖惩系统](https://www.psychologytoday.com/us/basics/punishment)，撩拨傲慢，舔舐[羞耻]https://www.psychologytoday.com/us/basics/embarrassment)，煽动[恐惧](https://www.psychologytoday.com/us/basics/fear)，花上好大一股气力，试图施加一番“教育”。而一切都费时费力，徒劳无功。\r\n\r\n研究表明，促进青少年天生的自我教育方式，相比于压制这些本能，成本更小，痛苦更少，结果更好（见[这里](http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-80)和[这里](https://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=sr_1_1?s=books&ie=UTF8&qid=1440592828&sr=1-1&keywords=peter+gray+free+to+learn)）。更多家庭正意识到这点，并且想方设法把他们的孩子从强制教育的牢笼中解救出来，转而投身自主教育（[见这里](https://www.self-directed.org/)）。\r\n\r\n孩子的前十二年人生要小学初中高中一路读过去，似乎已经成了常理，好像教育是层次分明的工厂，学生只要沿着流水线学过去就好。我之前撰写的教育相关文章，基本都围绕这个过程展开。我也解释过，Sudbury Valley 和其他面向自主教育优化的环境中，将整套分级系统弃之不顾，让年轻人不论年龄任意群聚，不论时间按其兴趣学习实践的做法，为何效果绝佳（比如[这篇](https://www.psychologytoday.com/us/blog/freedom-learn/200809/the-natural-environment-children-s-self-education)和[这本书](https://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=sr_1_1?s=books&ie=UTF8&qid=1440592828&sr=1-1&keywords=peter+gray+free+to+learn)）。\r\n\r\n但对于我们称之为“高等教育”的教育阶段，尤其是本科四年来说，情况又如何呢？迫于家庭社会压力，许多年轻人基本把大学看作是必经之路。对他们而言，大学只是高中的延伸，是第 13，14，15，16 年级（译注：高四、高五、高六、高七）。而且大学教育的几年，远比之前更加昂贵。学费或是由家长支付，或是要学生背债，花上数十年还清。更糟的是，越来越多的证据表明，高等教育中学生所学甚少。归根结底，大学是社会准许的[歧视](https://www.psychologytoday.com/us/basics/bias)系统。\r\n\r\n有位大学教授，Shamus Khan，他对自己的行当颇有看法：「我置身于学历作坊之中。… 大学入学已经偏袒美国人了。他们甚至也不必学多少东西，做多少事，四年结束后就能拿到证书，从而有权获得更高收入。学校糊盖住了美国社会的贵族性。与生俱来的特权（显然是不公平的）经过改头换面，化作一纸履历（貌似是才能的证明）。」[1]\r\n\r\n近来有研究表明，学生在大学时期实际上所学无几。按照教育系统的设计，大学教育是学生花力气花钱拿到手的一件货，成本越少越成功。我在十几年前上大学的时候就这样了，今天尤甚。研究表明大学生每周平均学习时间，从 1960 年的 25 小时下降到了现在的 12 小时，而且如果课程要求大量原创写作，广泛阅读，现在的学生倾向于不选这些课。[2]\r\n\r\n大学管理者总是辩解道，读大学的主要好处是培养批判性思维能力，然而系统性研究已经证明，大学生批判性思维能力的提高微乎其微，甚至对于 45% 的大学生来说，他们丝毫没有长进。[2] 我目前没有找到证据来说明，同一个人或类似的一群人，把四年时间用来读大学而不是拿来干别的事，批判性思维能力有更显著的增长。在 PayScale 公司最近开展的一次调查中，50% 的雇主抱怨道，他们雇用的大学毕业生完全没有做好就业准备，而最主要的一点是，这些毕业生恰恰缺乏批判性思维能力。[3] 可能原因是原本猖獗于高中的死记硬背，现在逐渐蔓延到了大学。根据我自己的观察，批判性思维的成长，主要来自于追求自己的兴趣，以及与志趣相投者开展深入而主动的对话，而非普通的上课念书。\r\n\r\n我不知道转变会何时到来，以何种形式，我只知道传统 K-12 和四年制大学教育时日无多，教育界将会回到理智，探寻出路。我预测未来教育将分为以下三个阶段：\r\n\r\n### 第一阶段\r\n\r\n **发现：了解你的世界、你的自我，以及这两者如何契合。** \r\n\r\n根据这种观点，在理想情况下，人生前 15 到 18 年首要的是自主探索与游玩。这样年轻人才能逐步理解身边的世界，尝试各种处世之道，寻得志趣激情并不懈追求，同时至少有尝试去谋划如何支持自己成人自立。那些自主学习的人，在针对自主教育设计的学校或学习中心学习的人，或者在家里或社区中开展自主教育（一般称作「非学校教育」）的年轻人，已经实现了这点。我希望的是，在未来，公共支持的学习娱乐中心，能够将这样自主教育的能力赋予所有人，不论贫富（[这篇](https://www.psychologytoday.com/us/blog/freedom-learn/200909/our-social-obligation-educational-opportunity-not-coercion)）。\r\n\r\n### 第二阶段\r\n\r\n **探索[职业](https://www.psychologytoday.com/us/basics/career)道路。** \r\n\r\n我们目前的教育系统有一个问题，就是学生历经 17 年寒窗苦读，大学都读完了，结果却对可能的职业道路毫无了解。他们亲眼观摩过的成人职业只有教师。学生可能会出于某种原因立志成为医生，或是律师，或是科学家，或是商业经理。他们可能觉得这些职业貌似受人尊敬，光鲜亮丽，但实则对每个职业的实际情况一无所知。\r\n\r\n在我所想象的合理的教育系统里面，学生应该有机会在真实世界中工作。这样他们才能明白不同职业的内涵，以备之后接受专业训练。比如说，如果有人想要成为医生，他应该在医院工作上一段时间，当当护理员或助理。这份工作可能是正式的实习，并涵盖一些课业，也可能只是普通的工作。由此一来，他就能目睹医生日常工作的状态，并与他们交流，从而亲身体会医生这份职业。之后他就有底气来斟酌是否将医生作为毕生事业了。我喜欢待在医院里帮助病人吗？若要成为医生，我有足够的同情心、果决与智慧吗？如果答案是否定的，那就应该换条职业道路了。\r\n\r\n其他行业也同样适用。对法律感兴趣的人，可以在法律工作室工作；想成为科学家的人，可以当实验室助理或现场助理员；想成为工程师的人，应该当工程师学徒。由此一来，他们接受了更广阔的教育，获得了真实世界的经验，还能得到一笔收入，而不必欠一屁股债。这个过程中，学生能够与相关领域的专业人士互相沟通，而这些人可以给学生写推荐信，帮助他们申请进阶训练或升职。\r\n\r\n很多公司已经注意到，典型的大学教育无法培养他们需要的人才。为此他们开发了各种学徒项目。根据美国劳工部统计，美国国内的学徒项目数量，从 2011 年的 35 万跃升到 2015 年的 45 万，并持续抬升中[4]。举个例子，宝马在南卡罗来纳州斯帕坦堡开设了培养工程师的学徒项目（参见[这里](https://www.pbs.org/newshour/nation/why-an-apprenticeship-may-be-a-faster-ticket-to-the-american-dream-than-a-college-degree)），而且不止一家商业保险公司开设了培养公证师和承保师的学徒项目（参见[这里]https://www.thesimpledollar.com/why-you-should-consider-trade-school-instead-of-college/）——这些工作先前都需要大学文凭。\r\n\r\n### 第三阶段\r\n\r\n **为专业化工作接受认证** \r\n\r\n有些工种不能糊弄了事，其从业者往往必须完成专业训练，过程中要由专家指导，并接受严格测试来评估能力。与外科医生、牙医、律师、电工、水管工打交道时，我希望他们是已经接受认证，获得许可的，并且这个过程能证明他们的能力。在我构想的教育系统中，只有这个阶段必须设置考试。获得认证是这些职业的学徒工作的重要目的，不过也可以通过在专业学校中进修来完成，比如医学、工程学或者其他职业学校。假设一位年轻女性立志成为医生，并已经当过助理医生来探索这个行业，而现在要申请医科大学。这时候她需要证明她了解医生这门职业，并且准备充分，可以接受训练。完成大学学业后，她需要证明她已在她选择的医学专业领域上积累了足够能力。\r\n\r\n **总结** \r\n\r\n我认为在这样的系统下，会少些闷闷不乐的医生、律师、商业经理，多些乐意从事这些职业的人。\r\n\r\n我将其描述为未来的愿景，但未来已经在路上。我说过，越来越多的家庭，在寻找替代传统 K12 教育的方案，而越来越多的公司发现，不用大学文凭判定能力，而通过学徒制等手段自己训练员工，是更好的选择。这些家庭和公司仍然是少数，但队伍在不断壮大。\r\n\r\n若这一愿景成为现实，现有的教育机构怎么办呢？划分年级的 K12 学校将会消失不见，取而代之的是不同年龄人群混杂的学习中心来支持自主教育。大学不会消失，并仍然接受公众支持，但主要充当研究中心，并且不再像今天一样招收「学生」，而是招收助理和学徒。他们可能继续深造，成为成熟的科学家与学者。社区大学在今天看来很有用，能够以低廉的价格提供面向不同职业的实践性强的训练。因此社区大学可能会扩大规模，成为学徒系统的一份子，提供需要在课堂开展的训练 。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n也请看：[自主教育的盟友](https://www.self-directed.org/) 和我的书《[玩耍精神](https://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=sr_1_1?s=books&ie=UTF8&qid=1440592828&sr=1-1&keywords=peter+gray+free+to+learn)》。\r\n\r\n## 参考文献\r\n\r\n\\1. Erik Hayden. Study says college students don’t learn very much. *The Atlantic*, Jan. 18, 2011.\r\n\r\n\\2. Richard Arum & Josipa Roksa. *Academically Adrift: Limited Learning on College Campuses*. Chicago University Press. 2011.\r\n\r\n\\3. Douglas Belkin. Exclusive test data: Many colleges fail to improve critical thinking skills. *The Wall Street Journal*, June 5, 2017.\r\n\r\n\\4. David Paulson. Apprenticeships: College without debt. *USA Today,* March 23, 2016.", + "type": "text/markdown", + "caption": " 教育的未来：取代小初高和大学的将会是什么？\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Education's Future What Will Replace K-12 and College" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Facts and Fiction About the So-Called %22Summer Slide%22.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Facts and Fiction About the So-Called %22Summer Slide%22.json" new file mode 100644 index 0000000..8699db9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Facts and Fiction About the So-Called %22Summer Slide%22.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Facts and Fiction About the So-Called %22Summer Slide%22", + "text": "# 所谓「暑假滑坡」的真真假假\r\n\r\n原文：[Facts and Fiction About the So-Called “Summer Slide” | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201707/facts-and-fiction-about-the-so-called-summer-slide)\r\n\r\n## 孩子在暑假真的学得少吗？什么学得少？\r\n\r\n发表于 2017 年 7 月 22 日\r\n\r\n每到夏季，教育专家就会提起学业训练中的「暑假滑坡」现象（比如[这篇](http://www.wbur.org/cognoscenti/2014/07/17/year-round-school-cody-fenwick)和[这篇](http://theeducatorsroom.com/2013/06/summer-slip-sliding-away-a-case-for-year-round-school/)）。他们的说法是，过完暑假，学生就把学校学的东西忘光了，到了秋季必须把课补上，这会浪费不少时间。有些人认为，为避免这种滑坡，学校应该在夏季继续开展教学！我每次听到暑假滑坡，都会想到这样一些问题和想法：\r\n\r\n如果仅仅经过夏季的几个星期，孩子就忘记了学业技能，那么他们真的学到了这些技能吗？估计学习得不怎么牢固（详情请参照 Kerry McDonald 写的[这篇文章](http://www.wbur.org/cognoscenti/2017/06/28/rethinking-education-unschooling-kerry-mcdonald)）。\r\n\r\n如果学校教授的技能这么容易遗忘，那么学生毕业离校生活后又会怎样呢？那时候这些技能不会忘掉吗？如果为了保证他们不忘掉那些技能，我们要迫使学生整个夏季都待在学校里，那么也许我们应该强迫所有人一生都呆在学校里，否则他们会把这些技能统统忘掉！\r\n\r\n讨论暑假滑坡的人经常假定，唯一重要的学习，就是学校里的学习，通过学校考试衡量的学习。竟然有很少人会质疑这种假定，我对此非常惊讶。我在我的书和这一系列文章里都论证过，人生最重要的经验，是老师教不了的，只能在现实生活中习得。在现实生活中，我们学会怎么自己做决定，怎么安排自己的活动，怎么真正 **做** 一些事情，而不是记住。对学生来说，夏季是沉浸在现实生活的时间。学校充其量就是让学生准备好上更多的学。而现实生活让学生准备好度过现实生活。\r\n\r\n关于暑假滑坡的主张，让我对相关数据感到好奇。学术界真的揭示了暑假会导致学校学习的技能遗忘吗？我花了几天研读文献，而我找到的材料证明，我们听到的关于暑假滑坡的许多说法都是谬误。\r\n\r\n与暑假滑坡相关的研究已经延续了 100 年之久。赞成学期应延长到夏季的那些人，他们引用的研究基本上都是数十年前开展的（相关综述请参见 Cooper et al. 1996 年）所以我阅读了这些研究。总的来说，研究证明，按照标准学业能力测试，暑假期间的学业能力增长和下降基本持平。大部分研究关注的是阅读能力和数学能力。虽然不同研究之间结果不太一致，大部分研究证明，在夏季阅读能力没有明显变化，也没有明显 **提升** 。问题似乎出在数学上，不少研究说明数学能力出现了较大下降。我就好奇了。是各种数学能力都下降了吗，还是只有部分数学能力？\r\n\r\n在暑假，数学计算能力下降了，但是数学推理能力上升了。\r\n\r\n我发现有三项研究使用了分别考量数学 **计算** 能力和数学 **推理** 能力的测试，在暑假前后测试了学生，这些研究都说明，暑假过后，学生的数学计算能力有轻微下降，但是数学推理能力大幅提升了！我并不意外。\r\n\r\n **计算** 测试评估了正确计算加减乘除的能力（不使用计算器）。比如一个比较简单的问题是「58 + 44 = ？」比较难的问题如「5.291 x 8.3 = ？」学校里学生学习这种计算步骤基本靠死记硬背，而并不理解为何这样计算。死记硬背学来的材料，不加练习就很容易遗忘。现在，出了学校后几乎没有人会做这种计算；我们都会用计算器或者计算机来算。\r\n\r\n数学推理测试评估了学生对数学概念的理解水平，以及他们利用这些概念解决问题的能力。这种测试，相比计算所需的死记硬背，当然需要理解更加深刻的知识。典型的简单问题如「如果一加仑的油漆能涂满 200 平方英尺，那么一间 20 英尺长，15 英尺宽，9 英尺高的房子，涂满四面墙需要多少油漆？」这个问题需要进行一些计算，但首先你需要弄明白你需要计算什么。\r\n\r\n这三项分别考察计算和推理的研究的结果如下。\r\n\r\nParsely & Powell (1962 年) ，在学年末对俄亥俄州 Willoughby-Eastlake 公立学校的一至六年级学生开展测试，之后又在下一学年初进行测试。在 **计算** 测试上（他们称之为「基础」），他们发现每个年级的变化规律都有所不同，但总的来说，经过暑假后没有明显的增减。在 **推理** 测试上，大部分年级的学生在经过一暑假后有了显著提升。当我对所有年级计算数学推理能力的平均提升，结果是相当于 0.24 学年。换句话说，他们在暑假学到的，相当于他们经过四分之一年的学校学习所学到的。六年级学生展现了最大的提升——相当于 0.55 学年。\r\n\r\nGrenier （1973 年）在学年末测试了乔治亚州 Griffin 的公立初中七年级学生，之后对一部分人在下一学年的头几天，另一部分人在学年开始两周之后测试。她的数学测试包括三个部分：计算、概念、应用。我在此将概念和应用部分的分数合起来，作为 **数学推理** 的成绩。这是 Grenier 得到的结果。在计算上，他发现假期结束之后立即测试的人，出现了相当于 0.22 学年的 **下降** ，然而两周之后测试的那些人，出现了相当于 0.1 学年成绩上升。所以计算部分是有暑期滑坡的，但只要上两周学，这部分损失就补上了，甚至还提升了一点。换句话说，在三个月的暑假里，他们的数学推理能力进步了将近半学年。\r\n\r\nWintre （1986年）测试了多伦多一、三、五年级的小学生，在学期末以及下一学年处的表现。我无法把她的研究与其他研究直接进行比较，因为她只报告了每项测试的原始平均分，而没有换算到相应的学年。但她结果展现的模式与其他两项研究相同。综合考虑所有成绩，她发现数学推理能力上有显著 **提升** （平均分有 5.4% 的提升），而数学计算能力上有轻微下降（-1.7%）。她也测试了常识和阅读理解，并发现这两项均有显著提升，分别为 +5.2% 和 +6.2%。\r\n\r\n什么能力是更重要的？是精确手算的能力（现实世界没人在意这个），还是理解数学概念并应用到实际问题的能力？前者在学校比在暑假增长得更快；后者在暑假比在学校增长得更快。\r\n\r\n所以，假如不放暑假，我们会得到很多懂得做计算，但不懂除了通过考试之外为什么要做计算的毕业生。当然，他们毕业后也会忘记怎么做计算，这就是不上学便会丧失的技能。\r\n\r\n也许，与其延长学年来降低计算能力上的暑假滑坡，我们更应该延长暑假，来降低推理能力上的学期滑坡。\r\n\r\n在结尾之前我必须声明，所有这些关于暑假滑坡的担忧，都与经济条件不好家庭的学生与其他学生之间的差距有关。实际上贫穷家庭出身的学生，相比更富有家庭出身的学生，经过一暑假后在考试上忘的比学的更多。这个问题很严重，因为这是一些贫穷家庭出身的年轻人无法从事那些需要更高水平教育的部分原因。下一篇文章我会考虑这个问题。敬请关注！\r\n\r\n\\-----------------\r\n\r\n![Basic Books with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/2017-07/1360162607gray-free_to_rev1.jpg?itok=VU6C3AjS)\r\n\r\nSource: Basic Books，已授权\r\n\r\n此时此刻，你对这一切有什么看法？你支持延长学年，还是缩短学年？如果孩子们没了暑假会失去什么？得到什么……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点，都会被我以及阅读这篇文章的所有人尊重，并认真对待。请在评论区发表评论，不要发送私人邮件给我。在这里发布，你能和更多人分享，而不仅仅跟我分享。我会阅读所有评论，并努力回答所有认真的问题，如果我能说些有用的话。当然，如果你有独属你我之间的话，请发邮件给我。\r\n\r\n参考文献\r\n\r\nCooper, H., et al. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66, 227-268.\r\n\r\nGrenier, M-A. (1975). An investigation of summer mathematics achievement loss and the related fall recovery time. Doctoral dissertation, University of Georgia, 1975. 可在 ProQuest Dissertations 与 Theses 获得。\r\n\r\nParsley, K. M., & Powell, M. (1962). Achievement gains or losses during the academic year and over the summer vacation period: A study of trends in achievement by sex and grade level among students of average intelligence. Genetic Psychology Monographs, 66, 285-3\r\n\r\nWintre, M. G. (1986). Challenging the assumption of generalized academic losses over summer. Journal of Educational Research, 79, 308-312.", + "type": "text/markdown", + "caption": " 所谓「暑假滑坡」的真真假假\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Facts and Fiction About the So-Called %22Summer Slide%22" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forced Schooling, Anxiety, and Learning Disorders.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forced Schooling, Anxiety, and Learning Disorders.json" new file mode 100644 index 0000000..74cc935 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forced Schooling, Anxiety, and Learning Disorders.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Forced Schooling, Anxiety, and Learning Disorders", + "text": "# 强制学校教育、焦虑，与所谓的「学习障碍」\r\n\r\n原文：[Forced Schooling, Anxiety, and \"Learning Disorders\" | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/202103/forced-schooling-anxiety-and-learning-disorders)\r\n\r\n作者：彼得•格雷 发表于 2021.3.28 | [ Reviewed by Hara Estroff Marano](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n## 早期学业压力会造成学习障碍，即医学中失调症的一种。\r\n\r\n我们的学校系统建立在一个极其错误的假设上：所有同龄的孩子应该在同一时间，用同样的方式，学同样的课程。这样只会给学生带来无尽的痛苦。最近几个世纪里，学校对学生的管控越来越严，完全无视学生的个性和兴趣。但并不是所有学生都服从于管控，因此那些不服从的学生就被贴上了「学习障碍」的标签。学校的官僚永远也不会承认学校系统是病态的、变态的、不利于人的发展的。官僚们回避学校的错误，与此同时给孩子们贴上学习障碍的标签，比如 [ADHD](https://www.psychologytoday.com/us/basics/adhd)、阅读障碍（dyslexia）、书写障碍（dysgraphia）、算数障碍（dyscalculia）。[心理学](https://www.psychologytoday.com/us/basics/psychiatry)界也被其裹挟，只得把这些所谓的「障碍」算作种种疾病，并加上种种诊断标准。\r\n\r\n我在之前的一篇文章中提到，很多人认为每种学习障碍意味着大脑存在缺陷，甚至是特定的认知缺陷，但目前的研究证明不了这点，被贴上这些标签的孩子，都是[智力](https://www.psychologytoday.com/us/basics/intelligence)正常甚至中等偏上的，只是他们按照学校的教学进度和教学方法，学不进去（证据请见 Benson *et al.*, 2020）。我在[之前另一篇文章](https://www.psychologytoday.com/us/blog/freedom-learn/202012/how-dyslexic-kids-learn-read-when-removed-school)中写到，有些传统学校中的孩子被诊断为阅读障碍后，被学校开除，转而在家自学。针对其中 10 个孩子的问卷发现，这些孩子刚离开学校时，他们在阅读时焦虑很严重，甚至抗拒阅读。过了一段时间，当这些孩子不再有被迫阅读的压力，他们开始表现出对阅读的兴趣，还愿意因此接受帮助。\r\n\r\n### 被贴上「学习障碍」标签的孩子更容易焦虑，进而影响学习\r\n\r\n多个研究结果一致证明，被贴上某种「学习障碍」标签的学生焦虑水平比其他学生高的多，尤其是对学业本身的焦虑（Nelson & Harwood, 2011; Panicker & Chelliah, 2016）。不出预料地，大量研究证明焦虑会影响学习（summarized in Gray, 2013）。学校，是产生焦虑的根源，而且它几乎就是为此而设计的。想象你是个敏感的小孩，出于各种原因，在学校的阅读课中，你在学习如何发音上不及你的同学。（实际上，我无需想象这样的场景，我亲身经历过。在低年级时我是班上水平最差的阅读者之一，这曾令我很尴尬。）你被要求在那些看起来水平比你高的孩子们面前大声朗读。你僵住了。你想尖叫，你想逃跑，但你不能，不管老师多和蔼可亲都不能。而且，和蔼可亲的老师往往带来更糟糕的结果，因为你不能归咎于他/她——于是错全赖你。\r\n\r\n想象一下，你是个非常[焦虑的](https://www.psychologytoday.com/us/basics/anxiety)孩子，一见到字就手足无措，之后被诊断为阅读障碍。这个结果可能让你长舒一口气：「所以我不笨，我只是大脑有些地方有问题，以至于读不了书。」但这种解脱很是古怪。你不会因此而愿意阅读，而是开始觉得「我不是读书的料，不用费劲了」。诊断结果能让你感觉好些，但对你的阅读无济于事。当你出于某种压力而必须阅读时，那种焦虑就会表现为讨厌阅读。事实上，针对这些孩子的问卷显示，他们会声明「我讨厌阅读」。而那些真正克服阅读障碍的孩子，靠的是离开学校后的自主[教育](https://www.psychologytoday.com/us/basics/education)，或是一个相对放松的家教环境。他们不再有压力了。没人再计较你的阅读水平，你对人们的价值取决于你是谁，能做什么，还取决于你的善良。阅读不是生活的全部。在学校，学习有两三成都取决于阅读水平，但在别的地方却并非如此。此外，阅读焦虑随着离开学校而渐行渐远，在一段时间后，孩子们又会重拾阅读。\r\n\r\n此处我主要论述阅读技能，因为它对于在学校成功而言是最重要的技能，而且阅读障碍是最常见的学习障碍标签。但其他学术领域也是同样存在类似的问题。一些人还害怕数学（事实上，有很多学校导致数学[恐惧症](https://www.psychologytoday.com/us/basics/fear)的证据，这是在美国最常见的恐惧症，见 Burns, 1998），或者是一写作就害怕。\r\n\r\n### 学前班的儿童患上「学习障碍」的比例要比待在家里的对照组更高。\r\n\r\n还有一个原因导致越来越多的孩子被诊断为学习障碍。孩子开始接受学业教育的年龄越来越小，压力也越来越大。目前，几乎整个社会都认可一条假设：在孩子年龄越小的时候教育孩子，孩子学得越好。有多个研究证明这条假设是错的，但我们依然视而不见，一意孤行。许多严谨的实验（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201505/early-academic-training-produces-long-term-harm)）证明了，尝试通过在学前班或幼儿园教授学业知识，所谓让孩子赢在起跑线上，只会适得其反。三年级的孩子中，没接受过早教的孩子，远比接受过早教的孩子，在学习、社交和情绪管理上表现要好。\r\n\r\n这里有一项研究，不仅考察了早教对整体学习能力的影响，还研究了最终有多少儿童被诊断出特定的学习障碍。这是田纳西州幼儿园的研究（Lipsey et al., 2018）。我在前一篇文章中（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/202002/head-start-s-value-lies-in-care-not-academic-training)）描述过了，但现在我想在这里呈现一些更详细的结果。\r\n\r\n这项研究起源于田纳西州资助一项针对低收入家庭的孩子的学龄前（Pre-Kindergarten）教育项目。范德堡大学的研究者开始研究这一项目对孩子的影响。由于项目的申请者比名额多，所以通过随机分配来决定录取哪些儿童。那些没有被录取的儿童则是这项研究的控制组。研究者们发现，那些录取的儿童在一开始上学前班时，学业成绩要比控制组的儿童更好，但这点优势很快就消失了。到了三年级，那些录取者不仅在学业上，而是在方方面面都比没有被录取的儿童 **糟糕** 。显然，哪怕你身陷贫穷，为了你的最终学业发展着想，待在家里，也比参加这个面向学业的学前班项目要好。\r\n\r\n那些参与项目的孩子不仅仅在学业上整体表现较差，而且大多数孩子到了三年级时确诊了学习障碍。实际上，到了三年级，学前班的学生确诊患有特定学习障碍的可能性，比对照组高 46%，而确诊为智力超常的可能性则降低了 43%。因为这些儿童是随机录取的，并且差异具有统计显著性，所以这些差异 **并非** 由先天的大脑差异引起；这是学前班所造成的有害影响。这是第一个在实验中记录到的对学习障碍或智力天赋的影响，但这只是因为这是第一个去检查这种影响的实验。我敢打赌，这种影响早就发生了，并且无处不在，不论是学前班，还是幼儿园，是一年级还是高年级。一旦我们在强制条件下，强制孩子去学习那些于他们而言无聊且无意义的学业知识，孩子就会感到焦虑，并在学习这些学校想教授的技能上遇到学习障碍。\r\n\r\n很明显，这些研究并没有得到学校的重视。把头埋进沙子里比正视学生的问题并做出改变容易得多。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\nBenson, F. N., et al (2020). A national survey of school psychologists’ practices in identifying specific learning disabilities. School Psychology, 35, 146-157.\r\n\r\nBurns, M. (1998). Math: Facing an American phobia . Math Solutions Publications.\r\n\r\nGray, P. (2013). Free to learn: Why releasing the instinct to play will make our children happier, more self-reliant, and better students for life. Basic Books.\r\n\r\nLipsey, M., Farran, D. & Durkin, K. (2018). Effects of the Tennessee prekindergarten program on children’s achievement and behavior through third grade. Early Childhood Research Quarterly , 45, 155-176.\r\n\r\nNelson, J., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44, 3-17.\r\n\r\nPanicker, A., & Chelliah, A. (2016). Resilience and stress in children and adolescents with specific learning disability. Journal of Canadian Academy of Child and Adolescent Psychiatry , 25: 17-23.", + "type": "text/markdown", + "caption": " 强制学校教育、焦虑，与所谓的「学习障碍」\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Forced Schooling, Anxiety, and Learning Disorders" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forces Against Fundamental Educational Change.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forces Against Fundamental Educational Change.json" new file mode 100644 index 0000000..bd5a93a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Forces Against Fundamental Educational Change.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Forces Against Fundamental Educational Change", + "text": "# 反对教育根本变革的力量\r\n\r\n原文：[Forces Against Fundamental Educational Change | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200808/forces-against-fundamental-educational-change)\r\n\r\n## 为什么教育变革必然发生在学校之外。\r\n\r\n发表于 2008 年 8 月 27 日\r\n\r\n在之前的文章中，我提出了支持以下主张的证据：（1）在我们作为狩猎采集者的漫长历史中，孩子自己玩耍和探索的本能为[教育](https://www.psychologytoday.com/us/basics/education)提供了基础（8 月 2 日的文章）。（2）如果为孩子提供一个支持他们玩耍和探索本能的环境，现在的孩子可以自我教育并且会做得很好，无需胁迫或成人的催促或指导（8 月 13 日的文章）。（3）传统学校之所以成为今天这个样子，是因为历史境况导致人们贬低了玩耍，认为儿童的任性必须被根除，并认为包括学习在内一切有用的东西，都需要辛劳（8 月 20 日的文章）。\r\n\r\n如今，已有许多人认识到自由玩耍和探索的教育价值，遗憾的是，孩子们很少有机会进行这样的活动。人们相信，孩子们的任性对他们的发展、教育和生活乐趣具有积极作用。然而，学校教育仍然如以往一样。事实上，传统学校教育及其他成人主导的类似活动，占据了孩子们越来越多的时间。为什么扭转这一趋势如此困难？为什么在学校体系内实施根本性的改革如此艰难？我并不敢妄自认为知道这个问题的全部答案，但以下是我的一些想法，列出了一些导致教育体系难以根本改变的力量。\r\n\r\n传统学校教育的常态化\r\n\r\n正如社会心理学家经常指出的那样，人们会竭尽全力表现得像正常人。如果我们的行为与常态不同，其他人可能会排挤我们，而作为社会动物，没有什么比被排挤更糟糕的了。如果某个文化中的所有人都给女孩子裹脚，基本上就是让她们残废，那么即便那些不相信这种做法的父母也会这样做，以免她们的女儿看起来古怪。如果社区里所有的孩子都去传统学校上学，那么不去传统学校上学的孩子可能会被视为怪胎，而父母也可能被认为不仅古怪，而且失职。\r\n\r\n作为我们今天在多大程度上认同孩子应该接受传统学校教育的一个证据，试着听听任何一个成年人与刚认识的孩子之间的对话（或尝试进行的对话）：「你上几年级？」「你最喜欢哪个科目？」「你喜欢你的老师吗？」「你期待开学吗？」。我们需要找到全新的方式与那些不上这种学校的孩子交谈。\r\n\r\n新型学校所依据的原则，与传统学校截然不同，因此吸引到的学生也相对较少，因为即使是那些相信这些原则的人，也害怕因做出看起来「异常」的事情而受到影响。如果孩子们决定去这样的学校，需要大量的社会支持来抵消这种恐惧，而他们的父母则需要更多这样的支持。\r\n\r\n传统学校教育的自我实现预言\r\n\r\n传统教育推广的思维和行为方式，使其自身的前提变成了自我实现的预言。这些前提看似正确，是因为我们在传统教育背景下，依据这种教育所建立的标准对其进行评估。\r\n\r\n以下是这类前提的一个例子：「学校需要激励孩子学习」。我遇到过很多家长，他们认为，像瑟谷学校这样的非传统学校只适合「自我激励的孩子」，但不适合他们的孩子，因为他们的孩子「缺乏自我激励能力」。孩子们自己也经常这么认为。他们会说类似这样的话：「我需要教师来督促我，否则我整天什么都不会做。」为什么我们的文化里，人们普遍认为，如果让学龄儿童自己安排学习，他们就不会学到什么东西呢？几乎没有人会对学龄前的孩子有这样的看法（7 月 23 日发布），而狩猎采集者不会这样看待任何年龄段的孩子（8 月 2 日发布）。\r\n\r\n人们普遍认为学龄儿童缺乏自主学习动力，其中有个原因是我们的文化普遍接受了学校体系对学习的定义。如果学习被定义为完成学校作业或类似于学校作业的工作，那么确实可以说，那些接受「非学校教育」的孩子们，或是就读瑟谷学校的孩子们，在「学习」方面花费的时间很少。相反，他们把时间花在玩耍和以不可预测的方式探索，顺带地掌握了文化中的知识和技能。\r\n\r\n另一个导致这种认知的原因是，那些在传统学校度过一天，参加考试和做自己不喜欢的作业的孩子们，在一天结束后，可能会选择利用空闲时间放松、休息或释放压力，就像他们的父母在度过紧张的工作日后所做的一样。这妨碍了孩子们充分投入到我们更容易认为具有教育意义的游戏、探索和交谈之中。\r\n\r\n另一个自我实现的学校预言是： **在学校表现优秀预示着后续成功** 。我们通过为孩子们建构一个世界，将「成功」基本定义为在学校表现优秀，使这一预言成为现实。孩子们的任务是在学校取得好成绩，而这会带来许多奖励。好成绩是晋升到分级学校体系的下一层级的标准，也是进入「荣誉榜」、获得参加体育比赛资格、进入大学、获得热门社团提名、受到许多成年人表扬等等的条件。因此，当然，在这些成功标准下，学校表现优秀（以成绩衡量）预示着后续的成功。\r\n\r\n我们也经常被各种统计数据轰炸，这些数据显示受教育年限与职业成功（以收入为衡量标准）之间存在相关性。但是这些相关性存在许多与学习无关的原因。以下是其中的三个原因：\r\n\r\n（1）我们建构了这样一个世界：某些高薪工作，如法律、医学和商业管理，通常要求一定年限的高等教育。在这样的世界里，受教育年限和收入不可避免地存在关联。\r\n\r\n（2）我们建构了一个世界，其中「成功」或多或少地被定义为年轻时的好成绩和之后的高收入。在这样的世界中，那些渴望追求成就的人，按照传统标准，会为了在学校获得高分数和在成年后获得金钱而努力工作；于是，瞧，相关性就产生了。我们还建构了这样一个世界，很少有人不去传统学校上学，因此父母和孩子很难找到通过其他途径取得成功的榜样。\r\n\r\n（3）富裕家庭的孩子可以负担更多的学费，所以他们获得更多的教育。富裕家庭的孩子也有更多获得高薪工作的机会，因为家庭关系和许多其他优势，这比贫困家庭的孩子要容易得多。这也有助于产生受教育年限和后续收入之间的相关性。\r\n\r\n由于这些原因以及其他原因，在我们所建立的世界中，教育与「成功」之间的总体相关性是不可避免的。从统计学的角度，我们无法确定这种相关性是否与在学校实际学到的东西有任何关系。\r\n\r\n教育产业的根深蒂固\r\n\r\n另一个抵制教育系统根本变革的原因，与庞大、根深蒂固的教育体制有关。在美国，目前有 680 万人以教师身份谋生（美国人口普查局）。与普遍认识相反，教师的薪酬通常高于普通白领或专业工作的平均水平（Greene & Winters, 2007），并提供许多其他福利，包括常见的工作保障、优越的养老金计划和大量的假期。为传统学校培训教师的教育学院占据了高等教育机构的很大一部分。教材行业同样庞大且利润丰厚。教育系统的彻底变革将颠覆这一切。这样的改变将消除我们对目前定义的教师的需求。这也将消除我们对教育学院的需求，以及大部分（如果不是全部）对教材的需求。\r\n\r\n在我们的文化中，许多人出于经济利益，不仅要保留，甚至要扩大传统教育。我们要求年轻人上学的时间越长，就可以雇佣更多的教师、学校管理者、教育学教授以及教材作者和出版商。教育产业就像其他任何产业一样；为了那些从中获利的人，它始终在努力扩张。\r\n\r\n教育产业因微小的变化和潮流而欣欣向荣。关于如何激励孩子学习的新观念、新课程以及教授旧课程的新方法（如「新新新数学」），都为教育学教授和教材出版商提供了工作机会。但是，像我在此博客之前的文章所讨论的那种根本性改变，将颠覆一切。\r\n\r\n循序渐进的改变是行不通的\r\n\r\n我一直在谈论的学校改革的另一个障碍在于，它无法在一个学校或教育系统内逐步实现。这种变革需要一种范式转变，从教师主导教育过程转变为每个学生真正主导自己的教育。你无法一点点进行这个改变。只要教师制定课程大纲，无论他们在大纲内提供多少选择，学生都会认为决定学什么是教师的工作，而不是他们自己的工作。只要教师评估学生的进步，无论他们如何评估，学生都会认为他们的任务是满足教师的期望，而不是确立并满足他们自己的期望。\r\n\r\n实际上，在传统的学校体系中增加更多选择和不太明确的评价方式，可能会对学生的生活增添更多压力。在这种「自由化」变革之后，每个学生的任务就变成了猜测老师希望他们做什么，并猜测真正的、未说出口的评估标准。学校变成了一场「读心术」的练习。我个人认为，在传统的学校体系内，最温和的教学方式是尽可能清晰地说明要求和标准，这样学生就可以以最小的恐惧去满足这些要求和标准，而不用担心自己正在学习错误的东西。\r\n\r\n在传统的学校制度中，你也无法一门一门课地逐步去除评估。假设你在课程中引入一门不打分的课程。你会发现，即使学生想要学，大多数学生也不会在那门课程上做任何事情。在其他课程都打分的制度中，未打分的课程被认为是无关紧要的。如果其他课程都打分，好学生怎么能为没有打分的课程投入时间呢？要改变这种心态，整个系统都必须改变。\r\n\r\n改变将如何发生\r\n\r\n不过，教育的根本变革正在传统学校体系之外发生。它发生在那些决定让孩子进行「非学校教育」（即以自由的方式在家教育孩子，没有课程和评价）的家庭中，以及那些创办类似瑟谷学校模式的非学校教育机构的人们中。这些运动中的人们在彼此之间建立了一套新的社会规范，使他们能够克服以看似异常的方式行事的障碍。他们观察到那些正在自我教育的孩子，从而以崭新的眼光看待教育，将其视为值得欣赏、享受的东西，但不应控制孩子。他们开始看到许多在传统学校体系之外自由快乐地接受教育，并在各种有意义的成功定义下过上成功生活的例子，因此理解了传统学校的自我实现预言的本质。\r\n\r\n我们没有理由对教育的未来感到气馁。我们只需意识到真正的改革不会在现有的学校体系内发生。它将继续在该体系之外发生。逐步发生的变化是越来越多的人会选择退出传统学校教育。为了让这种情况发生，我们需要确保人们有合法权利选择退出。在政治层面上，这应该是我们这些期待孩子能自由、快乐地成长，充分体验民主及其相关权利和责任的人最优先考虑的事项。\r\n\r\n\\----------------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\----------------", + "type": "text/markdown", + "caption": " 反对教育根本变革的力量\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Forces Against Fundamental Educational Change" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_How Schools Thwart Passions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_How Schools Thwart Passions.json" new file mode 100644 index 0000000..b1db5fe --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_How Schools Thwart Passions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/How Schools Thwart Passions", + "text": "# 学校如何挫败激情\r\n\r\n原文：[How Schools Thwart Passions | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201811/how-schools-thwart-passions)\r\n\r\n## 追求激情需要时间玩耍和自主教育。\r\n\r\n发布于 2018 年 11 月 25 日\r\n\r\n本文是我在 2018 年 5 月发表的 [TEDx 演讲](https://www.youtube.com/watch?v=coMXLy8RBIc&frags=pl%2Cwn)的文字记录（部分修改）\r\n\r\n「追随你的激情。」几乎每个毕业典礼演讲者都会对应届毕业生说这句话。其实这句话非常残忍。如果你的生活里除了学业就是跟学业一样摧残人的事情，你怎么知道你要追求什么？怎么去追求？为了能找到并追求激情，你需要足够的自由和时间来玩。玩，从定义上来说，就是在追随你的激情。但我们几乎把玩耍从年轻人的生活中移除了。\r\n\r\n![ Max Pixel](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half-caption/public/field_blog_entry_images/2018-11/max_pixel_creative_commons.jpg?itok=7-l66uFc)\r\n\r\n学校无味\r\n\r\n资料来源： Max Pixel\r\n\r\n过去数十年里，我们不断延长孩子在学校的时间，在家花在课业上的时间，以及校外补课的时间。我们把童年偷换成了打造简历的流程。打造简历来乞求他人瞩目，这可换不来激情。你要做自己爱做的事，不要管其他人想什么。追求热情且成就显著的人，无不表达了对学校的厌恶以至于痛恨。有 50 余人发表了对学校的看法，参见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201107/what-einstein-twain-forty-eight-others-said-about-school)。\r\n\r\n### 学校遇害者\r\n\r\nKirsten Olson 是哈佛毕业生，她在几年前开始研究成功人士的学校生活如何鼓舞激励他们。她本想记录下学校如何能激发热情，但她初期的研究便让她决定把角度反转 180 度。她最终写了《学校遇害者》（Wounded by school）这本书。[我的书评在这里](https://www.psychologytoday.com/us/blog/freedom-learn/201106/how-does-school-wound-kirsten-olson-has-counted-some-ways)。这书中前言的一句引用，来自她的论文导师 Sara Lawrence-Lightfoot：「她刚刚着手时——深入采访各位获奖建筑师、杰出教授、天赋傲人的作家、市场经理，Olson 原本期望能听到快乐充实的学习经历。与此相反，在各位人士绘声绘色地回忆学校时，她窥见痛苦的暗影，希望的幻灭，[愤世嫉俗](https://www.psychologytoday.com/us/basics/pessimism)的苦笑。她没有沐浴于假想的光明，而是一身扎进了黑暗。他们的故事不仅描述现已愈合的古旧伤痕，更有深深穿透身体的伤口，仍然青肿不堪，隐隐作痛，仍然啮噬着扭曲着人格和职业者的感知。」\r\n\r\n相比 Olson 的采访者在学校就读的年代，现在的学校压迫更加沉重。课间休息越来越短，甚至被取消。课表里的创意活动不见了踪影。作业倒是越堆越多。这一切都是为了多做对几道选择题，提高标准化测试的分数。这样群魔乱舞的结果可想而知。研究表明，在这段时间的，所有年级的孩子的[创意思考](https://www.psychologytoday.com/us/basics/creativity)能力在不断下降（[此篇](https://www.psychologytoday.com/us/blog/freedom-learn/201209/children-s-freedom-has-declined-so-has-their-creativity)）。儿童[焦虑](https://www.psychologytoday.com/us/basics/anxiety)与[抑郁](https://www.psychologytoday.com/us/basics/depression)愈发严重，[自杀](https://www.psychologytoday.com/us/basics/suicide)人数逐年上涨（[此篇](https://www.psychologytoday.com/us/blog/freedom-learn/201001/the-decline-play-and-rise-in-childrens-mental-disorders)和[此篇](https://www.psychologytoday.com/us/blog/freedom-learn/201805/children-s-teens-suicides-related-the-school-calendar)）。美国心理学会在 2014 年开展的一项调查表明，美国人中[青年人](https://www.psychologytoday.com/us/basics/adolescence)的[压力](https://www.psychologytoday.com/us/basics/stress)最大，而 83% 的年轻人将高压归咎于学校（[此篇](https://www.apa.org/news/press/releases/stress/2013/stress-report.pdf)）。这样的环境可不利于兴趣的发展。\r\n\r\n### 我的兄弟 Fred\r\n\r\n讲点高兴的事情吧。我最小的弟弟是 Fred Carlson，我跟他不同姓，我们是同母异父的兄弟。他比我小 12 岁，因此在我上大学的那年，他才开始在一所公立学校上小学一年级。大概在他四年级的时候，我妈妈成了一名嬉皮士，带着我的弟弟们搬到了佛蒙特的一处社区。Fred 因此离开了公立学校，入学了一所很小的自由学校，这所学校是我妈妈协助建立的，其中没有强制课表，Fred 能随心所欲做他想做的事。\r\n\r\n然而这所学校没能认证为高中，所以他在 14 岁时转入当地一所公立学校上九年级。入学后第二天，校长告诉他：「我们不欢迎像你这样的嬉皮士。」所以他离开了。后续几年里也没有上学。整日在社区里兜兜转转，帮忙修建了一所房子。他开始对木头和木工手艺感兴趣。同时，他也对音乐产生了兴趣，学习了吉他和班卓琴的演奏。\r\n\r\n他在 16 岁参加了面向高中辍学生的社区支持项目。项目负责人问他想做什么，他说：「我想造班卓琴」。项目里没有人了解乐器制作，但负责人帮他找了一位当地人，他名叫 Ken，拥有一家木工店，并且对于制作班卓琴略知一二。就这样在 Ken 的帮助下， Fred 制作了一把班卓琴。Fred 父亲为他准备了一笔[教育](https://www.psychologytoday.com/us/basics/education) 资金，Fred 用这笔钱在一所吉他制作学校上了六周的课，并购买了开店需要的工具。剩下的事情也不必我讲了。（译注：Fred Carlson 成为了有名的乐器制作者）。\r\n\r\n![Fred Carlson, Beyond the Trees](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half-caption/public/field_blog_entry_images/2018-11/fred_with_oracle.jpg?itok=YA_vjS9Q)\r\n\r\n我的兄弟 Fred 和他的一项发明\r\n\r\nSource: Fred Carlson, Beyond the Trees\r\n\r\nFred 年满 21 岁时，史密森博物馆展出了他制作的一把吉他。之后他一直在制作乐器，每种乐器都互不相同，都是独一无二的发明。弦乐器制作者中他以艺术造诣高超、创意丰富、技艺精湛而闻名。（比如这张图片，更多作品请参见[此网站](http://www.beyondthetrees.com/)。）Fred 和我始终认为，如果他待在学校，他永远也不会发现心之所向。\r\n\r\n### 自主教育是对热情的追求\r\n\r\n我的大部分学术[生涯](https://www.psychologytoday.com/us/basics/career)都在研究自主教育的结果——那些不在执行课程标准的学校上学，而是追求自己兴趣，进行自我教育的人。我研究过位于马萨诸塞州的瑟谷学校的毕业生，学生小到四岁，大到青春期后期，都拥有充分的自由来追求自己的兴趣。我最近研究了成年的非学校教育者（参见[此篇](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)以及[此篇](https://www.psychologytoday.com/us/blog/freedom-learn/201406/survey-grown-unschoolers-iii-pursuing-careers)）。非学校教育者在法理上是在家接受教育的人，但实际上不受课程标准的限制，能够自由地追求自己的爱好。对我们来说，最有趣的发现是，这些自主教育者中，很大一部分人目前从事的职业，直接延展自童年时期在玩乐中发展起来的兴趣。这是一些例子：\r\n\r\n- 一位女孩喜欢船，在十几岁时她自发去当一名船长的学徒，之后她也成为了一名游轮长。\r\n\r\n- 还有一位女孩喜欢玩玩偶，就像许多女孩那样。她开始给玩偶做衣服，之后又开始给自己做衣服，给朋友做衣服。在我们开展研究的时候，她在一家时尚公司当服装样板设计部门的领头人。\r\n\r\n- 有个男孩对各种建造游戏非常感兴趣。他会用黏土制作一套套村庄，一座座工厂，比例精准。青少年时他经常待在当地车库周围，一边观察一边询问，学习机动车的知识。研究时他已成为机工和发明家，且备受追捧。\r\n\r\n- 另一个孩子十分热爱科幻小说。由此他发现了数学这门学科并保持着相当的热情。他后来成为了数学教授。\r\n\r\n- 还有个孩子在十几岁时对电脑十分着迷。研究时他已经 22 岁，并且成立并领导了一家非常成功的软件开发公司\r\n\r\n- 有个女孩在 3 岁时喜欢上了马戏团，在 5 岁时开始接受马戏表演的训练。到了十几岁时，她能够非常专业地表演高空秋千，在 19 至 24 岁期间，她跟好友成立了马戏公司。\r\n\r\n- 有个男孩在 11 岁时喜欢上了跟朋友制作 Youtube 视频。他在十几岁开始学习电影制作。他经验丰富，充满热情，这让他在 18 岁时受大型电影公司雇佣，成为一名制作助理。20 岁时，在我们的调查研究期间，他正在和洛杉矶的一位著名导演合作制作一部大片。\r\n\r\n- 有个男孩在 15 岁对三件事非常感兴趣——野外徒步、滑翔伞运动、摄影。他接受调查时是 21 岁，他成为一名小有成就的空中野外摄影师，成功结合了他的三样兴趣。\r\n\r\n- 有个女孩之前就读于传统学校，她在 13 岁时发起反抗，头也不回地离开了学校。她之后开始对艺术、革命和野生动物非常感兴趣。28 岁的她在接受调查时，是全职的绿色和平活动者，募捐者和管理者。\r\n\r\n![Molly and Kerry McDonald, with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half-caption/public/field_blog_entry_images/2018-11/molly1_0.jpg?itok=sTEAj03o)\r\n\r\n烘焙师 Molly\r\n\r\n资料来源： Molly and Kerry McDonald，已授权\r\n\r\n![Jack and Kerry McDonald, with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half-caption/public/field_blog_entry_images/2018-11/jack_w_camera.jpg?itok=TVkpG6d9)\r\n\r\n摄影师 Jack\r\n\r\n来源：Jack 和 Kerry McDonald, 已授权 \r\n\r\n![Jack MacDonald, with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half-caption/public/field_blog_entry_images/2018-11/jacks_photo_22reflections22_0.jpg?itok=XdxNULYP)\r\n\r\nJack 的照片，《反射》\r\n\r\n资料来源： Jack MacDonald，已授权\r\n\r\n![Marley and Akilah Richards, with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half-caption/public/field_blog_entry_images/2018-11/marley_copy.jpg?itok=d5lQ8wmK)\r\n\r\n配音演员 Marley \r\n\r\n来源：Marley 和 Akilah Richards, 已授权\r\n\r\n这些只是我的研究记录的一小部分例子。所有这些人之所以能发现自己的热情并不懈追求，全然是因为他们离开了遵循课标的学校，或者甚至没有进入这类学校。\r\n\r\n最近我咨询了一些非学校教育者朋友，了解他们孩子的兴趣。我了解到了这三位：\r\n\r\n- Kerry MocDonald 的女儿 Molly 热衷于不少兴趣，其中一个是烘焙。在她 9 岁 10 岁左右，有人问她未来想做什么，她回复到：「我想成为烘焙师，但我已经是了。」我明白，自主教育者不会把人生划分成为筹备未来和享受未来生活的阶段。他们不区分学习与生活，不区分学习与实践。童年如此，成年也如此。\r\n\r\n- Molley 的弟弟 Jack 对摄影如痴如醉。他非常仰慕著名风景摄影师 Ansel Adams 的作品，并会模仿他。我在此附上 Jack 的艺术摄影作品，《反射》。\r\n\r\n- Aiklah Richard 的女儿 Molley 声音甜美，很喜欢配音。她在 13 岁时已经完成过动画配音和同人小说配音的工作。 因为配音，她开始学日语，因为她最喜欢的一些作品都来自日本。到了 14 岁她已经能给另一个孩子教日语了。\r\n\r\n这些人具备一大优势，就是免去上学之苦。\r\n\r\n### 那么，学校如何挫败激情？\r\n\r\n很显然。学校通过以下方式挫败激情：\r\n\r\n1. **强求所有人在同一时间做同一件事情** 。让同一间教室里的孩子，在同一时刻对相同的东西感兴趣，是天方夜谭。\r\n\r\n2. **将[内生动机](https://www.psychologytoday.com/us/basics/motivation)用外生激励替代，比如成绩和奖杯** 。为了追求激情，你必须专注于 **你** 想要做的事，而不是要引人瞩目，夺得荣誉。\r\n\r\n3. **用失败和[尴尬](https://www.psychologytoday.com/us/basics/embarrassment)催生[恐惧](https://www.psychologytoday.com/us/basics/embarrassment)，威胁学生** 。恐惧让思维僵化，陷入固定的思考模式，将追求兴趣的可能性拒之门外。\r\n\r\n4. **给孩子灌输「问题都有唯一正解，行事都有唯一正道」的教条** 。这样来掐灭兴趣火苗于萌芽之中，百发百中。\r\n\r\n5. **告诉孩子学习是工作，玩耍不过是学习间隙的休息。** 但只要感受过激情兴趣的人都知道，玩耍、学习、工作三位一体，密不可分。\r\n\r\n综上所述，如果我们要让孩子在长大成人拥有追求，我们必须找到学校的替代品。我们起码可以减少学校和类似学校活动对他们生活的侵占，并大幅增加他们随心所欲地探索的机会——也就是玩耍的时间。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 学校如何挫败激情\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How Schools Thwart Passions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md" new file mode 100644 index 0000000..2bbeda4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md" @@ -0,0 +1,93 @@ +## 与其「创造就业」，不如少点工作？ + +原文：[Instead of “Job Creation,” How About Less Work? | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201611/instead-job-creation-how-about-less-work) + +## 自动化程度的提高并没有减少我们的工作量。为什么? 如果减少会如何？ + +发布于 2016 年 11 月 26 日 + +![Pixabay Free Image](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/PixabayFreeImage.png?itok=uTRHg90w)（译注：Pixabay，一个图像分享网站） + +来源: Pixabay Free Image + +1930 年，英国经济学家约翰·梅纳德·凯恩斯预测过，截至本世纪末，每人每周平均工作时长为 15 小时左右。从 20 世纪初开始，自动化已经淘汰了很多职位，因此凯恩斯预测，自动化浪潮会不断加速，最终人们只需要付出很少的体力或精神劳动，就能享受美好生活。凯恩斯关于自动化趋势的预测是正确的。现在的机械、计算机、机器人能飞速解决非常耗费人力的工作，并且这种趋势仍在高速发展。但是他关于工作时间减少的说法并没有实现。 + +随着旧的工作被机器取代，新的职位不断涌现。这些新工作中的一部分是新技术的直接结果，除了让人们就业之外，毫不意外还能以各种方式造福社会（Autor，2015）。信息技术工作是公认的范例，迎合 **新发现** 的娱乐领域的工作也是如此，比如电脑游戏设计和制作。但我们也有越来越多的工作似乎完全无用甚至有害。例如，有越来越多的行政人员和助理行政人员在倒腾不需要倒腾的文件，公司律师和他们的工作人员帮助大公司缴纳的税款低于他们应得的份额，金融行业中无数人在搞些什么鬼把戏，游说者（译注：lobbyists ，指对政府或委员会进行游说的说客）用尽千方百计进一步腐败政客们，以及[广告](https://www.psychologytoday.com/us/basics/consumer-behavior)经理和销售人员推销没有人需要或真正想要的东西。 + +悲伤的事实是，世界上有很多人把大多数时间放在了他们知道并不会对社会有利的事情上（见 Graeber, 2013）。这导致了一种[玩世不恭](https://www.psychologytoday.com/us/basics/pessimism)即人们开始不再认为工作应该造福社会。不可思议的荒唐在于：两党的政客都拼争于让军工厂在各自所在的州开工，以保留工作岗位，即使军方自己表示工厂正在制造的武器已经淘汰。还有政客和专家认为，为了就业，应该维持化石燃料开采和高碳排放工厂运作，不惜让[环境](https://www.psychologytoday.com/us/basics/environment)去见鬼。 + +真正的问题当然是经济问题。我们已经探索出如何减少生产我们需要和实际想要的东西所需的工作量，但除了通过每周四十个小时（或者更长）的工作获取工资，我们仍未想出如何分配这些资源。事实上，技术正在将越来越多的财富集中到越来越少人口比例中，这加剧了分配问题。此外，工业革命有遗留下了一种文化风气，认为人们工作一定为了得到什么。因此，除了工作上的交替，我们对任何其他共享财富的严肃计划都讳莫如深。 + +所以，我说，别老想着工作挣钱，多想想快乐生活！我们天生热爱玩耍，而非工作。我们在玩耍时处于最佳状态。让经济学家们去思考如何创造一个玩乐最多、工作最少的世界。这个问题似乎不难解决。如果让那些从事无用或有害工作的人都去尽情玩乐，而我们都平等地从事必要的工作，并共享由此产生的利益，我们都会过得更好。 + +工作是什么？ + +当然， **工作** 这个词有许多不尽相同、相互重叠的含义。正如 Keynes 所使用的，以及我在前面几段中所说的，它指的是完全或主要因为我们觉得必须这样做，才能在经济上养活自己和家人的那些活动。 **工作** 也可以指我们经历的任何不愉快的，但又觉得必须要做的事务，无论它是否对我们有经济利益。根据这个定义，工作的同义词是 **辛劳** ，这样的话，它就成了玩耍的反义词。还有一种定义是，工作是能对世界产生积极影响的任何活动，无论它本身是否令人愉快。根据这个定义，工作和玩耍不一定有区别。一些幸运的人认为他们谋生的工作就是玩耍。即使不需要为了谋生，他们也愿意这样做。这不是我在这篇文章中使用的工作这一词语的含义，但这个含义值得铭记，因为它提醒我们，我们现在把很多东西称为工作，是因为我们以此谋生，倘若在一个日常生活能以其他方式得到保障的世界中，它们也可以被视为玩耍。 + +工作是人类本性中必不可少的一部分？不。 + +许多人惊讶地发现，在人类物种史的时间尺度上，工作是一项新发明，它与农业一同产生。在那个时代，人们不得不花很长时间犁地、种植、除草和收割；然后它随着工业进一步发展扩大，当时人们花无数时间，干着乏味或令人厌恶的组装工或在矿场劳作。但是农业伴随我们只有一万年，而工业的时间更微不足道。在此之前，数十万年来，我们都是狩猎采集者。一些研究人员在世界各个偏远地区观察幸存下来的狩猎采集者，并于他们一同生活。这些研究人员经常报告说，他们很少花时间做我们文化中认为是工作的事情（Gowdy，1999；Gray，2009；Ingold，1999）。 + +事实上，量化研究表明，成年狩猎采集者每周平均要花 20 个小时打猎和采集，而其他与生计相关的工作，如制作工具和准备饭菜，则要多花几个小时（参考文献见 Gray，2009）。他们醒着的其余一些时间用来休息，但大部分都献给了好玩、愉快的活动，比如制作音乐、创造艺术、跳舞、玩游戏、讲故事、与朋友谈笑风生，以及拜访邻近部落的亲朋好友。甚至狩猎和采集也不被视为工作；他们一点也不勉强，而是热情地完成这些。这些活动很有趣，还能和朋友携手并肩，所以自愿参与者总是不少，且因为每位群体成员都一同分享所获的食物，哪怕有一天（或一周或更长时间）你不愿去狩猎或采集，也没有人会强迫你去。 + +一些人类学家报告说，他们研究的族群甚至没有工作这个词；或者如果有的话，它指的是与他们接触的农民、矿工或其他非狩猎采集者所做的事情。人类学家 Marshal Sahlins（1972）将狩猎采集者称为「原始富裕社会」——富裕不是因为他们拥有太多，而是他们的需求很小，从而可以用相对较少的努力满足这些需求，也就有很多时间玩耍。 + +从进化上讲，一万年这段时间几乎微不足道。早在农业或工业出现之前，我们就进化出了基本的人类本性。所有人本质上都是狩猎采集者，本应享受我们的生活，且不仅局限于此，还应有大量的空闲时间来创造我们自己的快乐。现在我们可以用很少的工作完成所有的农业和制造业，只要能够解决分配问题，就可以重新获得我们在进化史上享有的大部分自由。 + +我们需要通过工作保持积极快乐？不。 + +有人担心，生活中缺少工作将会造成懒散和[抑郁](https://www.psychologytoday.com/us/basics/depression)。他们认为，人类需要工作才能有人生的目标感，而非只是机械地早上起床。他们观察人们在失业时的抑郁程度，或是下班后回到家中无所事事的人有多少，以及一些人在[退休](https://www.psychologytoday.com/us/basics/aging)以后百无聊赖，感慨于力不从心的状况。但这些观察都发生在一个大众心中失业与失败划等号的世界，一个工人每天回家都精疲力竭的世界，一个吹捧工作、贬损玩乐的世界，一个从小学到退休的工作生活使得许多人忘记了如何玩耍的世界。 + +看看孩子们，他们还没有开始上学，因此还没有因为工作而抑制他们的好奇心和玩耍。他们懒吗？不。他们在不[睡觉](https://www.psychologytoday.com/us/basics/sleep)的时候几乎一直在活动。 他们总是出于好奇心而涉足事物，在他们的游戏中，他们编造故事，构建事物，创造艺术，并对周围的世界进行高谈阔论（是的，高谈阔论）。没有理由认为这种活动的内驱力会随着年龄的增长而自然减少。他们的衰落是因为我们的学校重视工作，贬低游戏，把玩乐精神从人身上榨出，然后再由枯燥乏味的工作和职业继续榨干他们的精力。对于狩猎采集者来说，内驱力不会随着年龄的增长而下降，如果不是所有的工作都强加在我们身上，它也不会下降。 + +学校的发明主要是为了教我们毫无疑问地服从权威人物（老板），并及时执行繁琐的任务。换句话说，它们的发明是为了抑制我们探索和玩耍的自然倾向，为接受工作的生活做好准备。在一个重视玩耍而非工作的世界里，我们不需要这样的学校。相反，我们会让每个人的玩乐精神、[创造力](https://www.psychologytoday.com/us/basics/creativity)和自然的努力找到在生活中的意义。 + +根据定义，可以说，工作是我们不想做的事情。它妨碍了我们的自由。我们必须工作就意味着我们不能自由选择并找到自己生命的意义。人们需要工作才能快乐的观点与人们无法驾驭自由的傲慢观点密切相关（见 Danaher，2016）。几个世纪以来，这种对人性的悲观一直被宣扬，并在学校中得到加强，以维持稳定的劳动力。 + +具有文化意义的发现、创造和发明是否依赖于工作？不。 + +人们喜欢发现和创造。我们天生好奇且爱玩，发现和创造分别是好奇和爱玩的产物。有些人认为，减少工作并用更多时间投身自己感兴趣的领域会导致科学、艺术和其他有关创造力的成就减少，这纯属无稽之谈。 + +我们创造力的施展在一定程度上受文化环境的影响。对游牧的狩猎采集者而言，无法轻易携带的物品是一种负担，他们探索身边的物理和生物环境，以此为基础进行创造——歌曲，舞蹈，笑话，故事，身体装饰等。这些创造本身往往难以长久地保存下去，只有形式保存了下来。而从农业时代至今，创造力不仅能以这些形式施展，还产生了各种成果，创造出了改变基本生活方式的物质发明。 + +几乎所有伟大的科学家、发明家、艺术家、诗人和作家都把他们的成就当作游戏来谈论。例如，爱因斯坦将他在数学和理论物理学方面的成就称为「组合游戏」。他这样做是为了好玩，而不是为了钱，他在专利局当书记员赚钱。荷兰文化历史学家 Johan Huizinga 在其经典著作《卢登斯人》（Homo Ludens）中令人信服地指出，大多数丰富了人类生活的文化成就包括艺术、音乐、文学、诗歌、数学和[哲学](https://www.psychologytoday.com/us/basics/philosophy)，甚至法理学，都是游戏内驱力的衍生物。他指出，在历史上的有些地方，有时会有相当数量的成年人从工作中解放出来，他们可以在重视玩耍的环境中玩耍，这时就会迎来科学文化成就的大爆发。古代雅典就是一个典型的例子。 + +我们会因没有工作而道德退化？不。 + +我很赞同十八世纪的诗人和哲学家弗里德里希·席勒的一句话：「人只有在玩耍时才拥有完全的人格。」我和席勒一样清楚，我们人性的一部分，是在玩耍中体现的，那就是对人类同胞的关心。 + +在这个所有人埋头苦干的世界，我们经常掉进一个陷阱，即工作职责凌驾于对他人的关心之上。工作会损耗时间和精力，有时甚至会减损[动机](https://www.psychologytoday.com/us/basics/motivation)——帮助有需要的邻居，打造更美丽的环境，或促进旨在改善全人类的事业。尽管工作压力很大，但仍有这么多人参与此类人道主义活动，这一事实证明：人们希望帮助他人并使世界变得更美好。如果不是因为时间和精力的浪费，以及工作造就的贪婪和屈服于权力的倾向，大多数人都会为人类同胞做更多的事情。 + +正如我所说，部落狩猎采集者过着玩耍的生活，人类学家深知他们渴望分享和乐于助人。这类社会的另一个术语是「平等主义社会」——这是迄今为止发现的唯一没有社会等级制度的社会。他们建立在玩耍中的精神，是一种禁止任何人拥有比其他人更多的地位或物质的精神。在没有或少有工作的世界里，我们都会不那么关心向上爬，或是最终走向何处，而更关心别人的[幸福](https://www.psychologytoday.com/us/basics/happiness)——那些人毕竟是我们的玩伴。 + +所以，与其如此努力地维持工作，我们为什么不解决分配问题，减少工作，并允许自己玩乐呢？ + +这是个好问题。 + +\-------- + +此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注） + +也请阅读：《玩耍精神》、[self-directed.org](http://www.self-directed.org/)（以找到自主教育的盟友）；并在[脸书](https://www.facebook.com/peter.gray.3572)上关注我。 + +参考文献 + +Autor, D. H. (2015). Why are there still so many jobs? The history and future of workplace automation. *Journal of Economic Perspectives, 29* (3), 3-30. + +Danaher (2016). Will life be worth living in a world without work? Technological unemployment and the meaning of life. Fortcoming in *Science and Engineering [Ethics](https://www.psychologytoday.com/us/basics/ethics-and-morality)*. Available online at http://philpapers.org/archive/DANWLB.pdf. + +Gowdy, J. (1999). Hunter-gatherers and the mythology of the market. In R.B. Lee & R. Daly (Eds.), *The Cambridge encyclopedia of hunters and gatherers*, 391-398. Cambridge: Cambridge University Press. + +Graeber, D. (2013) On the phenomenon of bullshit jobs. *Strike! Magazine*, Aug. 17, 2013. + +Gray, P. (2009). Play as a foundation for hunter-gatherer social existence. *American Journal of Play, 1*, 476-522. + +Gray, P. (2014). The play theory of hunter-gatherer egalitarianism. In D. Narvaez, K. Valentino, A. Fuentes, J. McKenna, & P. Gray (Eds.), *Ancestral landscapes in human evolution: culture, childrearing and social wellbeing* (pp. 190-213). New York: Oxford University Press. + +Huizinga, J. (1955; first German edition published in 1944). *Homo Ludens: A study of the play-element in culture*. Boston: Beacon Press. + +Ingold, T. (1999). On the social relations of the hunter-gatherer band. In R. B. Lee & R. H. Daly (Eds.), T*he Cambridge encyclopedia of hunters and gatherers*, 399-410. Cambridge, UK: Cambridge University Press. + +Keynes, J. M. (1930/1963). Economic possibilities for our grandchildren. Reprinted in *John Maynard Keynes, essays in [persuasion](https://www.psychologytoday.com/us/basics/persuasion)*. New York: Norton. + +Sahlins, M. (1972). *Stone age economics*. Chicago: Aldine-Atherton. \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md.meta" new file mode 100644 index 0000000..7f1d754 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Instead of %22Job Creation,%22 How About Less Work.md.meta" @@ -0,0 +1,9 @@ +caption: # 与其「创造就业」，不如少点工作？ +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250226 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Instead of %22Job Creation,%22 How About Less Work +title: λ:/thoughts-memo-translation-main/gray/Instead of %22Job Creation,%22 How About Less Work +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Inverse Relationship Between GPA and Innovative Orientation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Inverse Relationship Between GPA and Innovative Orientation.json" new file mode 100644 index 0000000..5e3a0f9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Inverse Relationship Between GPA and Innovative Orientation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Inverse Relationship Between GPA and Innovative Orientation", + "text": "# 绩点堆得高，创新想得少\r\n\r\n原文：[Inverse Relationship Between GPA and Innovative Orientation | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201604/inverse-relationship-between-gpa-and-innovative-orientation)\r\n\r\n## 学生越着迷于高分，越缺少创造力。\r\n\r\n发布于 2016 年 4 月 30 日\r\n\r\n![Agencia Brasil, Creative Commons](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/440px-Participantes_do_Enem.jpg?itok=y4XbGaRg)\r\n\r\nSource: Agencia Brasil, Creative Commons\r\n\r\n当今中小学生承受着非同以往的巨大成绩[压力](https://www.psychologytoday.com/us/basics/stress)。几个月前，我发表了一篇文章（[此处](https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges)）证明大学生也是如此。许多学生留言回应，父母、老师和整个社会都对着他们说，他们的未来取决于有没有在高中和大学里斩获全 A。下面来看一些留言：\r\n\r\n- **只要成绩不是 A 就罪不可赦。我们自幼就让家长灌输这样的观点：竞争如此激烈的世界之下，事事完美是成功的唯一道路。** \r\n\r\n- **你知道是谁在向我们灌输必须全 A 的思想吗？父母，奖学金，老师，还有网络。** \r\n\r\n- **所有人都倾注着这样的声音，只尽自己最大努力学习远远不够。他们毫不关心你是否理解材料，是否有所成长。他们说道，除非你可以击败其他学生，否则你的所作所为一文不值。他人功过是一把标尺，时时刻刻将你衡量。** \r\n\r\n为什么谷歌不要求应聘者的成绩单或考试成绩\r\n\r\n与此相悖的是，在接受《纽约时报》的采访时，谷歌人力运营高级副总裁 Laszlo Bock ，如此描述谷歌的招聘经历与做法：「一番数据分析后，我们发现绩点作为招聘标准毫无价值。考试成绩也不值分文……众所周知，谷歌曾要求每个应聘者提供成绩单、绩点和考试成绩，但到了现在，除非是刚出校门几年的学生，我们已经对此不作要求。我们发现这些数字毫无预测作用。」\r\n\r\nBock 继续解释道：「我认为校园环境是人为捏造的环境。在校园环境中成功的人，基本上都被驯化得挺服帖。读大学以及读研时，我知道教授提出问题是为了某个特定的回答，这点很是恼人。你能答出来，然而解决一眼看不出答案的问题，却是更有趣味的。喜欢解决一眼看不出答案的问题的人，才是你想要的人才。」 接着 Bock 指出随着 Google 招聘越来越成熟，Google 越来越倾向招聘根本没上过大学的人，而现在，谷歌有些小组里有 14% 的成员从未上过大学。\r\n\r\n研究表明，成绩水平与创新倾向呈负相关\r\n\r\n越来越多的对照实验也表明，大学绩点和创新倾向之间，完全不存在相关性，甚至是负相关的。纽约大学的 Matthew Mayhew 和他的同事们进行了一项重要的研究（[这里](https://theconversation.com/straight-a-students-may-not-be-the-best-innovators-54440)和[这里](http://blogs.wgbh.org/innovation-hub/tag/matthew-mayhew/)），最近引起了大众媒体的[注意](https://www.psychologytoday.com/us/basics/attention)。[1] 这些研究人员调查了五所不同高等[教育](https://www.psychologytoday.com/us/basics/education)机构的数千名大学毕业生，并进行了一系列的心理测试和问卷调查。他们的主要发现之一是，学生的绩点与他们对创造性或创新性工作的倾向呈负相关。绩点越高，学生对创新的兴趣就越萎靡。\r\n\r\n研究者提出了一些原因来解释这种负相关：「也许性格上喜好创新的学生，相比平均分更高的学生，对考核记忆水平的分数系统更不感冒。另外，具有创新精神的学生往往认为要通过大学教育发现新的想法，而非迎合绩点形式的一系列外部评估手段。」[1]\r\n\r\n进一步的证据\r\n\r\n还有很多研究得出了相似结论，我在先前的文章中总结了一些。比如在中国开展的一项研究指出，高考中分数最高的那一部分高中生读完大学后，在后续人生中取得的成就，并没有超过比他们高考分数低的人（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201305/be-glad-our-failure-catch-china-in-education)）。美国学校唯考试成绩独尊的倾向愈演愈烈，而经过客观衡量，每个年级学生的[创造性思考能力](https://www.psychologytoday.com/us/basics/creativity)都在下降（参见[这篇](https://www.psychologytoday.com/us/blog/freedom-learn/201209/children-s-freedom-has-declined-so-has-their-creativity)）。\r\n\r\n我们的教育系统是为截然不同的时代设计的。那个时代的工作需要循规蹈矩地行事，一丝不苟地服从。那时对大多数人来说，创新思考不仅不必要，而且会拖后腿。可悲而讽刺的是，我们没有根据现代社会的需求调整教育系统，而是在这个老东西上不断押宝，因而现在的年轻人，为了保全发展他们自然的好奇心与创造力，会面临前所未有的困难。目前来说，我建议公司要去雇用那些把教育系统甩到一边的人，而非那些对教育系统顶礼膜拜的人。越来越多的公司在如法炮制。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\--------\r\n\r\n想了解更多关于学习本能的内容，请见[玩耍精神](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=sr_1_1?s=books&ie=UTF8&qid=1440592828&sr=1-1&keywords=peter+gray+free+to+learn) 和 [alternativestoschool.com](http://alternativestoschool.com/)；并在[脸书](https://www.facebook.com/peter.gray.3572)上关注我。\r\n\r\n参考文献\r\n\r\n[1] Matthew J. Mayhew et al. (2012). Exploring Innovative Entrepreneurship and Its Ties to Higher Educational Experiences *Res High Educ 53*:831–859.", + "type": "text/markdown", + "caption": " 绩点堆得高，创新想得少\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Inverse Relationship Between GPA and Innovative Orientation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Kids Learn Math Easily When They Control Their Own Learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Kids Learn Math Easily When They Control Their Own Learning.json" new file mode 100644 index 0000000..4811153 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Kids Learn Math Easily When They Control Their Own Learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Kids Learn Math Easily When They Control Their Own Learning", + "text": "# 孩子对自己学习做主时，学数学更轻松\r\n\r\n原文：[Kids Learn Math Easily When They Control Their Own Learning | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201004/kids-learn-math-easily-when-they-control-their-own-learning)\r\n\r\n## 一出了学校，数学就变得有趣，有用，学起来还开心。\r\n\r\n发布于 2010 年 4 月 15 日\r\n\r\n我们恐惧它、厌恶它；对擅长它的人，我们羡慕而又怀疑；我们对它极其尊敬，让孩子在每一学年的每一天都学习它（或假装学习）；它也被用作大学入学的主要标准。它就是数学。我们将数学捧上神坛再转过头去，或是唾弃万分——正如各种我们捧上神坛的事物一样。\r\n\r\n数学是我们无法糊弄过关的学校科目，因此很多人都非常害怕数学。每道问题要么正确要么错误，没有部分得分。对很多人来说，数学成绩反映了基本[智力](https://www.psychologytoday.com/us/basics/intelligence)。数学成绩差就是逻辑能力差，所以相比其他学科，在数学里人们更恐惧失败，而对失败的恐惧会阻碍学习。我猜测数学在 SAT 和 ACT 大学入学考试中分量如此之重的原因，是人们认为数学是一般推理能力的指标。但他们错了。\r\n\r\n掌握数学的第一步是将其推下神坛。我们看重的现实问题是：我应该跟谁结婚？我应该结婚吗？同性恋应该有结婚权利吗？我应该选择什么[职业](https://www.psychologytoday.com/us/basics/career)，应该做什么准备？如果我发明了个小玩意，有人会买吗？公司应该和个人一样具有宪法权利吗？通厕所的最好方法是什么？数学对这些问题无用，而这些问题也无法根据公式得出非黑即白的正确答案，或错误选项。人类智能和推理能力在于[智慧](https://www.psychologytoday.com/us/basics/wisdom)，而非数学。智慧是针对我们面对的问题，整合常识，人类价值观，好恶，对其他人及其好恶的理解，形成解决方案——从而提升我们和其他人的幸福感，消除我们和其他人的不幸。数学有其作用，在我们的现代社会里有非常宝贵的作用，但数学远远称不上是智能的核心。数学发明之前，人类就具备智能了。我知道的有些聪明人——甚至是一些最优秀的科学家——并不是特别擅长数学。\r\n\r\n掌握数学的第二步是要意识到数学并不难。数学并没有什么魔法般的成分。做数学不需要超出常人的天赋。我们让学龄儿童学上上千小时的数学，但其实这并非必要。实际上，着眼于成绩，而非快乐或者实际作用，来强迫孩子学习上千小时的数学，这正是让数学看上去如此困难可怖的罪魁祸首。\r\n\r\n证明数学不难的最好证据，来自非学校教育运动，以及瑟谷类学校的实践。我在先前的帖子中描述过这些运动。非学校教育者指的是不为孩子设定培养方案，或衡量学习进度的在家教育家庭。瑟谷类学校是依照瑟谷学校模式设立的学校。所有年龄的孩子每天都能自由选择与任何人交流，能追随自己的兴趣。对于我们传统上对在社会里取得成功的关键，非学校教育者和瑟谷学校式教育者将其完全否定。各种可见证据说明，在这样的环境下，孩子能够成长为快乐、高效、有道德的社会成员，能为自己的生活做主，并在成年后持续学习（关于瑟谷学校毕业成员的研究，参见我 [2008 年 8 月 13 日的帖子](https://www.psychologytoday.com/us/blog/freedom-learn/200808/children-educate-themselves-iv-lessons-sudbury-valley)）。\r\n\r\n几周前，我向本博客的读者征集了孩子自主学习数学的故事。共有 61 名读者回应，有些人写得非常好，足以单独成文了。我对此非常[感激](https://www.psychologytoday.com/us/basics/gratitude)。大部分故事是非学校教育的父母写的，他们记录了自己的孩子学习数学的过程。我花了几天来整理并定性分析这些故事来找出共同点，而现在我已经初步完成了这项任务，可以与各位分享。\r\n\r\n我发现，根据这些数学学习故事背后的主要动机，可以很方便地分为四类。我将其概述为： **趣味数学** （或者也可称「纯数学」）， **工具数学** （为解决现实生活问题而学习的数学知识）， **教学数学** （根据学习者之外的人设置的培养方案或计划来学习的数学）， **高考数学** （为 SAT，ACT 等大学入学考试取得好成绩而学习的数学）。我描述这四类数学学习时有一些约定，这样适合想略读的人找重点。我会只使用故事讲述者的名字，而不会使用孩子的名字，因为有些人想保持匿名。我在故事之后的评论会采用引言格式，而故事投稿者的话会用圆点列表的形式标出。\r\n\r\n趣味数学\r\n\r\n> 我决定以我最喜欢的趣味数学开始。有人管趣味数学叫「纯数学」。这是真正的数学家和四岁孩子都在做的数学。趣味数学之于数字，就像诗歌之于文字，或者音乐之于声音，艺术之于视觉。我之后会描述 **作为游戏工具** 的数学，但我现在所描写的是数学作为游戏本身——为其快乐与美感而做的数学。趣味数学在于发现或创造数字中的规律，正如同诗歌在于发现或创造文字中的规律，音乐在于发现和创造声音中的规律，艺术在于发现和创造视觉空间中的规律。\r\n\r\n> 四岁孩子很擅长把身边的世界带入自己的游戏中。他们把玩单词，所以他们是诗人，他们把玩声音，所以他们是音乐家，他们把玩蜡笔，颜料，黏土，所以他们是艺术家。而他们也把玩数字，所以他们是纯数学家。我注意到一个事实，瑟谷学校的学生并没有任何强加的培养方案，所以他们长大后会继续这种玩耍。他们继续把玩文字、声音、颜料、数字，并往往会非常擅长这种游戏。非学校教育家庭中长大的孩子似乎也是如此。\r\n\r\n> 小孩子最早开始的数学游戏，往往是发现有固定规律的数字序列，即有规律重复现象（十进制）的数列，而只要理解了规律就可以一直数下去。可以从非学校教育者的故事中引用三句话来说明这点：\r\n\r\n- Evelyn 有个 4 又 ¾ 岁的儿子（他坚持必须写上 ¾），她写道：「当他理解连点成线后，他突然明白了数字的顺序。他开始无时无刻不大声数数，无论是走路还是躺在床上……有一天他和他同学玩耍，那位同学的母亲很惊讶他怎么如此擅长这些「大孩子才会」的数字……他为她用西班牙语数到了三十，并告诉她自己能用英语数到一百万。所以在此之后他会从早到晚不停数数。这有时对其他人来说很不好受。我们得提醒自己这是好事……他现在数到了 5068……如果我跟别人说他正在数数一直到一百万的时候，他说：「不，一千万。」我希望我能活到那天！\r\n\r\n- 来自英国的 Lucy 有个刚满五岁的孩子，她写道：「他有一次在换衣服的时候从 1 数到了 100，只是觉得这样很好玩。那时候我才意识到他会数数！他喜欢排列数字形状的磁铁，让我告诉他排出的数字是多少，他特别喜欢摆百万级别的数字！通过玩冰箱磁铁，他掌握了千以上的数字。他在街区里面走路，注意房子上的数字，于是掌握了奇数和偶数。他能在其他情境下认出这些数字。他通过预测下一个房子的数字掌握了两个两个数数的方法。我们从来没正式教他算数，也没做过书面练习。」\r\n\r\n- Kathy 写道：「我们最大的孩子 6 岁，他非常喜欢数字。他 4 岁前就能数到 199。他喜欢数数，也喜欢让我数数，他跟着做动作。我一边数数，他一边蹦蹦跳跳，在沙发上蹦来蹦去。他开始学数学的契机，是他想知道如果他的东西翻两倍会有多少。我们经历过一段双倍的时候！」\r\n\r\n> 随着小孩子玩数学游戏，他们经常会明白基本的加减乘除概念。有了概念后，具体的计算方式就很容易掌握了。很多故事都可以佐证这点：\r\n\r\n- Janet 有个小女儿，她写道：「就像一般孩子一样，她逐渐掌握了数数。她数数会用手指、食物、玩具、游戏小物件、游戏板以及电脑游戏上的空间等……自然她就借助手指和这些物件开始加加减减，之后便开始心算……她有时候会突然问道：『四加十等于十四吗？』我说：『是』，她说：『那么五加十等于十五，七加十等于十七吗？』她很快发现了加减法的规律，并开始应用这些她自己发现的规律，很有价值。对数字规律的兴趣在她七岁时最为显著……我上学时最怕数学，即使是到了青春期也是。但我必须说随着我观察女儿并跟她交流，我得以用新的目光审视数学，我感到思维更加清晰，之前从未感受过。在她逐渐构建与数字的关系的过程中，我感受到了一种美。」\r\n\r\n- 采取非学校教育的妈妈 Lori 写道：「这就是两分钟之前的事。我的小儿子（五岁）在用乐高搭积木，我在另一个房间，他突然一边在沙发上跳，一边笑着喊我：『妈妈！4+4+4+4 是多少？』我说：『16』他笑了，接着说：『8+8 呢？』我说：『16』他笑得更开心了，又问：『2+2+2……』他说的那些 2 加起来正好等于 16。显然他知道这些问题的答案。这些不是有人教他，他再记下来的，而是他从玩乐高，在脑海里摆弄数字，用手指数数得出的。他非常喜欢操纵数字。对他来说，这就是一场游戏。」\r\n\r\n- A-L 有一个小儿子，她写道：「我们的客厅有一扇大窗户。他三四岁的时候有一天走进客厅，并发现窗户有四行窗格，每行七个。『所以』，他说，『如果我数 7 数 4 次，那就是 28』我印象中在那之前我们没讨论过乘法，但他基本上只靠观察格子的排列，就弄明白了乘法的原理和算法。他开始自己捣鼓实验，将纽扣排成行，就像窗格一样。他基本上还要靠数数得出答案，因为他没有[记住](https://www.psychologytoday.com/us/basics/memory)，但他理解乘法的原理和意义。」\r\n\r\n- Barbara 对她接受非学校教育的女儿描述道：「她刚才一直在跟我说她和她朋友在玩什么游戏，之后我们沉默了几分钟。突然，她兴奋地喊道：『啊我明白了！！』我问她什么意思，她说：『我理解除法了。』她解释道除法是把整个东西分成同等的几个部分。之前我们从未讨论过除法。我没让她解过题，也没向她解释什么是除法……我的故事没有说明她是如何学习这些数学概念的。但我知道，我们选择的生活方式，让她有时间消化思考她的所听所闻，并提出问题。她能用自己的方式关联各种概念，弄懂各种问题，检验自己的理解。我确信一旦她『掌握』了一件事，她会将其记住并运用，因为那完全是她自己的发现。」\r\n\r\n- Aurora 这样描述她的儿子：「那是他七岁时，有天晚上他带着一包彩虹糖回家。就像很多孩子一样，他喜欢把彩虹糖放在盘子上，按颜色整理好，并用彩虹糖玩耍。那天他带了九粒彩虹糖，他把这些彩虹糖排成了三行，每行三个。他说：『看，九这个数字是个方形。』我告诉他这应该叫平方数，并告诉他四行四个彩虹糖也能排成平方数。他后来排了一个又一个方形，越来越大……最后没办法用彩虹糖排方形了（数字太大），或者可能是因为他觉得无聊，他拿出计算器开始计算更多平方数，并把他们写了下来。」\r\n\r\n> 有些读者肯定在想：「当然，好的老师也可以用这些演示技巧来教授数学。相比让孩子自己发现，有老师教的话孩子能更快更高效地学数学。」然而这种想法的问题在于，每个孩子都是不一样的，而无论老师有多聪明，老师都不能钻进每个孩子的脑子里，找出在那个时间点最能让那个孩子聚精会神的技巧来。这就是为什么在长期看来，自主学习——孩子做主的学习——几乎是最高效、最持久的学习，是再才华横溢的老师教孩子也无法比拟的。\r\n\r\n工具数学\r\n\r\n> 数学不只是游戏，而更是日常生活中的有用工具。因此我们也会自然而然习得数学。大部分寄给我的数学故事，都讲述了为日常生活使用而学习数学。我从这些故事中引用如下：\r\n\r\n- Amy 是家庭教育妈妈，她有七个孩子。她写道：「他们就是通过跟钱打交道和做饭，而掌握了乘法、除法、百分比计算、加法和减法。他们不仅要把好吃的零食在他们之间均分，还要分享给总是泡在他们身边的朋友。我觉得这对数学学习非常有帮助。食物和金钱能教孩子不少数学，能给他们非常多的动力。」\r\n\r\n- Anne 写道：「我的五个孩子都掌握了阅读菜谱，阅读带单位的数字，如何给料理的调料分量做除法，翻倍或者翻三倍。他们会读地图，能弄明白旅程有多长。他们会玩各种棋牌游戏，这些游戏需要运用数字和推理能力——Uno，Skip-bo，Pinochle 等。随着他们参与各种当地的体育运动，他们掌握了怎么计分和算平均值。其中一个男孩掌握了用表格记录他们组的击球纪录。他们都有银行储蓄账户，也在用分类账簿。」\r\n\r\n- Vincente 是瑟谷学校的员工，他给我寄来了这则可爱的故事：「不知为何我们手上会多出不少零钱，需要把这些钱捆起来存到银行里。我们有个小同学决定帮我们（在我的协助下）。我们把五元钱捆起来，五十一捆。后来他越来越熟练……一周后我在玩躲避吸血鬼的游戏。我们还有个很小的孩子邀请我玩他组织的角色扮演冒险游戏。数零钱的孩子还有其他人也在看着我们，他们在学习。地下城主在敏捷检定中掷出 4 个 5，他的吸血鬼执行一个极好的跳跃和旋转，一只手落在一根铅笔般细的树枝上。在第二次听到数零钱的孩子的话时，Peter 的博客预留的空间叮当作响：『四乘五是二十，五乘四是二十。』乘法交换律——学到了。」\r\n\r\n- Jennifer 也写道：「3 年前，我的儿子（八岁）被确诊为一型糖尿病。现在，每顿饭都要用数学。我们要根据配料表计算碳水化合物总量，每顿饭摄入的碳水化合物总量，每天每个时刻的碳水化合物与胰岛素的比率，校正因子，百分比等。现在他为了活着必须掌握数学。他还是讨厌背乘法表。如果我问他，『3x6 是多少？』他只会无神地盯着我。有一天他想吃曲奇饼，所以我说：『好，如果每片曲奇有 6g 碳水化合物，你要吃 3 片饼干，那这些曲奇一共多少有碳水化合物？』，他眼都不眨地说：『18』。」\r\n\r\n- 但有助于学习的不只是食物和金钱。还有一个例子：\r\n\r\n- Beatrice 写道：「女儿在弹钢琴时告诉我她在做数学。她碰到了很多分数——二分音符、四分音符、八分音符、十六分音符，不仅在于乐符，而且在于规律和韵律里。」\r\n\r\n> 很多寄给我的工具数学故事都与游戏有关。现在孩子玩的很多游戏都会涉及数字，至少需要计分；很多游戏需要非常复杂的数学，而为了玩游戏，玩家都会积极地学习。这有几句代表性的引言：\r\n\r\n- H 写道：「我有三个孩子在上民主学校，那里没有强加的培养方案。我的孩子花了很多时间玩网络游戏，都是真实游戏，而不是愚蠢的教育游戏。我 11 岁的儿子在玩冒险岛，他为了玩游戏而掌握了非常复杂的数学。『如果我想买某个价格的头盔，为了赚到这些钱，我需要按一定的时薪玩多少小时才能买到这个头盔？如果我在市场卖了这个东西，手续费是一定的百分比，扣除手续费后还剩多少？我如果的经验是这个百分比，我每小时获得的经验是那个百分比，我需要玩多少小时才能升级？』……此外在游戏里玩家需要与三种不同的货币打交道，需要时常在不同货币之间换算。假如把这些问题从游戏的场景中抽出来，拿来问“真实”学校的五年级学生，你看看能怎么样。」\r\n\r\n- Rebecca 写道：「我最大的孩子在上学前就掌握了基本的数学，因为他要从侵略者手上拯救世界。」\r\n\r\n- Gillian 写道：「我有两个孩子，一个 10 岁，一个 5 岁，他们都接受非学校教育，生活中充满了各种刺激，他们不可能不接触数学。具体而言，我儿子玩的电脑游戏和 PS3 游戏——魔兽世界、模拟人生、神秘海域、英雄之城——都自然而然地运用了数学概念。我并不喜欢故意『教育』人的游戏，我的孩子也一直不喜欢这些游戏。我每次想诱导他们玩这些游戏，他们很快就失去兴趣，这可能是因为这些游戏的语调过于高高在上，相比那些精心设计的游戏都不够复杂。但只要让他们玩需要智慧的游戏，他们必然会掌握那些试图通过课程大纲传授的东西，但他们会学得更加自然，更加轻松。」\r\n\r\n- Erica 也写到：「我的两个儿子（11 岁和 7 岁）一起设计了个游戏，叫『画图战斗』。这是个策略游戏，需要使用加法和减法。他们都会绘制自己的角色……然后每个角色开局会得到 50 点数，可以分配到战斗技巧、武器、生命、护甲上。合理分配点数非常重要，因为有些东西更为重要。每个玩家轮流发起进攻，每人都要计算对敌人造成了多少伤害点数，减去你的角色失去的点数。最终获得最多点数的玩家获胜。」\r\n\r\n> 数学不仅对食物、游戏、理财有用，还对一些职业至关重要——物理、工程学、会计等。无论先前数学[教育](https://www.psychologytoday.com/us/basics/education)有哪些空白，自由选择了这些职业的人，会主动学习他们需要掌握的数学，这是他们自主训练的一部分，以下内容引自三则关于为职业而学习数学的故事：\r\n\r\n- Terry 为孩子选择了在家教育（但不是非学校教育），她写道：「我的大儿子对数学总是避之不及……我让他做数学练习册，他会跟我打架，所以我对他在数学上要求越来越少……我们五年级后就不再碰数学了。他基本上可以无限制地玩电脑，并自学了编程和游戏开发。他十七岁的时候，有个拍卖市政债券的公司想让他去那边实习做编程相关工作。他非常擅长编程，对债券和税款之类的东西手到擒来。他经常和大银行的高官通电话，那些人根本不知道跟他们打电话的人如此年轻。他仍然不能立刻说出 6x7 是多少，需要在脑子里算一下。他为了读社区大学而参加了定位测试。他的数学成绩很差，需要参加补习数学课程。他很烦这点，因为这个课需要花钱，但没有学分。所以他 **学了两天数学** （我加了强调），并重新参加了测试。这下他不用上补习数学课，也不用上基础数学课了。如果他觉得有必要学什么东西，他就会好好学。否则他就会根本不管！」\r\n\r\n- Dan 在读人类学博士，他写信给我说明，他在大学修了一些根本没有应用场景的数学课，这些课对他博士生涯中需要的统计学根本没用。他补充道：「经过大量自学和少量指导后，我现在比我遇到的大部分教授都擅长统计学。」\r\n\r\n- 我的一位同事是备受尊敬的生物学家，他的工作包括研制数学模型。他在一篇自传性质的短文中写道，他高中和大学数学成绩都很差，也没学到什么。他写到：「我在大学修了一年数学，是大一微积分，我几乎被干掉了。在研究生院我有充足的学习数学的动机，我也学了。我买了《傻瓜都能看懂的微积分》，学的很刻苦，遇到困难就去骚扰懂得多的同学。这个过程不算有趣，但我每次弄懂了什么东西，我就会感到一股成就感，于是就愿意继续下去。我还是研究生的时候，就发表了我的第一篇理论性论文，而我现在是颇有名气的理论生物学家了。」\r\n\r\n教学数学\r\n\r\n> 如果这篇文章是那种典型的数学教育文章，那我就会完全讨论教学数学了——“专业”教育者教授给“天真”学生的数学。我们的社会秉持着一种强烈的信念，即数学必须由教师传授，因此即便选择了非学校教育的家长，一开始也不愿意放弃正式或半正式的数学教导。他们会暂且服从于两种文化理念，即（1）必须由教师教授数学才能在社会里取得成功（2）数学并不有趣。所以大部分人不会试图自学数学。但慢慢地，随着他们不断观察孩子，他们变了主意，并放弃了指导。这是两则很好传达这些观点的引语：\r\n\r\n- Rebecca 写道：「显然在征求儿子的同意后，我们姑且选择使用一整套带有视频的数学学习方案。后来我和我的儿子都丧失了热情。他觉得很无聊，我不喜欢材料的讲述方式……重复，重复，还是重复。所以在一番心理斗争后，我松开我的手，放弃那可预测且步调一致的培养方案，告诉我儿子说我放弃了。放弃数学培养方案（和期望）让我轻松不少。很久以来我的心里都是分裂的——『我们采取非学校教育，除了数学。』我对数学非常纠结，我以为我必须努力鼓励（胁迫？）我的儿子使用传统方法来学习数学。」Rebecca 继续解释道她一开始坚持数学教学的顾虑是对上大学的期望。她多年来都坚持，她的儿子必须上大学才能过上好生活，而他必须学数学才能上大学（即便他还没到九岁）。\r\n\r\n- Carin2Learn 写道：「我承认有一刻我太过焦虑就给我儿子看了一个数学练习册网站……他也声称他想要本数学练习册。我给他买了一本，他没有做。可喜的是，数学远不止坐着写题。」\r\n\r\n- 还有一些回应者指出，如果孩子自己选择做数学题目或者上数学课，并且能按照自己的办法、自己的节奏做，那么这些对孩子就非常简单。这里有一些引语来证明这个现象：\r\n\r\n- Carlotta 有个儿子，他 12 岁之前都没做过正式数学练习，她写道：「他很快就学完了关键阶段 3 的数学\\*，只花了三周的时间，一天做一点。他发现这些题目简单得有点可笑，他只花了不到一小时就记住了乘法表（对他发现的各种规律有些兴趣）……三角学不费吹灰之力，方程也不成问题。他小时候在 RuneScape\\* 里面的市场上玩了挺久，也在不少（有趣的）游戏中解决了很多数学题目。但这就差不多了。根本没费多少功夫。」（\\*译注：英国教育划分了若干个关键阶段，关键阶段 3 是 11 岁到 14 岁；RuneScape 是一款非常受欢迎的在线角色扮演游戏（MMORPG）。）\r\n\r\n- Fawn 写道：「从二年级到五年级，我的 11 岁女儿都接受家庭教育。我们并没有开展多少正式数学指导，可能每周也就一个小时。她有个练习册，她想做就做，如果她有问题，我就会简单解释一下，但基本上都看她自己。4 年级结束后，她的标准数学测试水平比同年级学生高了不少。她现在在一所传统学校读六年级，这是她自己的要求。她数学平均分有 94 分。」\r\n\r\n- Leslie 写道：「我们做了一些实践活动，但说实话，我自己的数学教育反而是一种障碍。如果我试图向我孩子解释什么东西，他们中有一个会打断我说：『你把我弄糊涂了——我是这么做的』，他会更优雅地解释怎么获得正确答案，这正说明他们对数学的理解比我高出太多。我倍感谦卑。」\r\n\r\n- 我上篇文章的一位匿名评论者写道：「我有一个朋友也是非学校教育者，她儿子的数学教育就是随便读读《可怕的数学》。他 14 岁时决定在社区大学修代数课。他找了本教科书，几周内就掌握了所有算术内容。我的另一个朋友让儿子在五年级的时候去读书。接受测试之后学校说他的儿子在年末根本不可能赶上五年级的水平。结果他一个月内就赶上了。」\r\n\r\n- Chris 的女儿就读于传统学校，她写道：「她被诊断为有学习障碍。在小学她能凭直觉给出作业中复杂的数学问题的答案，比如复杂的分数或长除法，但她不知道自己怎么得出这个答案的。我试图向她展示如何写出题目步骤时，她会大声哭泣。『老师不是这么教的！』她会试图写一些神奇的步骤，她记不清，但觉得这就是长除法的步骤，这样得不出正确答案。她拒绝采用我的步骤，即便这样做能获得正确答案，因为老师不是这么教的。」\r\n\r\n高考数学\r\n\r\n> 现在，我们最终要来讨论中产阶级家长最担心的数学了。基于一些奇怪的理由，社会决定了想上大学的年轻人——即便是那些想成为诗人或语言学家的青少年——都必须参加评测代数、几何、三角函数能力的考试，即便这些知识他们有生之年可能都不会用到。所以，一些公司靠给孩子做考试辅导赚了不少钱——那些孩子已经在学校“学习”了数千小时数学。很多时候这些辅导非常有效，因为这时候年轻人为了上大学而有充足的动机学习这些数学。之后他们就可以把这些临时记忆的数学永久忘掉。这里有两篇关于接受非学校教育的孩子如何为 SAT 或 ACT 考试做准备的故事。\r\n\r\n- Leslie 的儿子在上大学之前都完全接受非学校教育，她写道：「他最初接触的正式数学教育就是他准备 ACT 考试的时候。在他小时候我们买了数学练习册，甚至还买了一些教科书。但他基本没怎么看过。数学的『肮脏小秘密』是，不同于文化灌输给我们的想法，数学其实不用花那么多时间来学。我的儿子只是花了几周学了一些 ACT 考试准备书，就在 ACT 考试上拿了 33（译注：ACT 数学满分 36）。」（注：在美国，中部的州常用 ACT 考试作为标准，而东西海岸的州常用 SAT 考试作为标准。）\r\n\r\n- 为了更多了解没有接受正式数学训练的孩子，如何应对大学入学的数学考试，我采访了 Mikel Matisoo，他是瑟谷学校的学校员工，学生要准备 SAT 考试时经常咨询他。他告诉我，找他的学生往往对数学没有多少兴趣；他们只想取得足够高的 SAT 分数来进入心仪的大学。他说：「SAT 的结构让 SAT 考试准备很容易；有取得高分的小技巧。」Mikel 一般与学生每周见面一到一个半小时，一共见面 6 到 10 周，学生每周再练习 1 到 1.5 小时。因此这些从未接受正式数学训练的学生，总共需要花 12~30 小时。根据 Mikel 的说法，他们一般能取得的成绩，足以进入门槛稍高的学校了。Mikel 解释道，那些非常喜欢数学，SAT 分也非常高的孩子，一般并不找他，因为他们能靠自己准备。\r\n\r\n\\--\r\n\r\n- 所以，家长们，请不要担心孩子的数学学习。如果他们有玩耍的自由，他们很有可能会玩数学并喜欢上数学的规律。如果他们生活贴近实际，并会接触计算，他们会按照自己的方式掌握这些必要的计算。如果他们决定上大学，他们很快掌握考试拿到好成绩所需的数学技巧——无论是考试辅导书、课程还是教程。如果他们选择需要数学的职业，他们会积极想办法学习这项职业所需的数学。你们的担忧反而会妨碍他们的脚步。\r\n\r\n- 所以，教育者们，请跳出你们的一方天地，看看这些伟大的教育运动——非学校教育和瑟谷学校运动——并研究它们，你们就知道，换一种角度，让孩子自由，做主自己的学习，教育竟能如此无痛而快乐。没有人，至少没有学生，会从我们迫使孩子接受的数千小时数学学习中受益。那些自由的孩子用少得多的时间就能学到相同的知识。\r\n\r\n\\----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 孩子对自己学习做主时，学数学更轻松\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Kids Learn Math Easily When They Control Their Own Learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Learning Requires Freedom.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Learning Requires Freedom.json" new file mode 100644 index 0000000..6d3c433 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Learning Requires Freedom.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Learning Requires Freedom", + "text": "# 学习需要自由\r\n\r\n## 关于玩耍、好奇心与学习的新博客介绍\r\n\r\n发表于 2008 年 7 月 9 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n原文：[Learning Requires Freedom | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200807/learning-requires-freedom)\r\n\r\n如今，无论我们走到哪里，我们都能看到专家和政客争辩，学校制度要有更多限制。当然，他们不会使用「限制」一词，但他们想要的就是限制。他们想要更多的标准化测试、更多家庭作业、更多监督、更久的在校天数，更长的在校年限、更多制裁那些想要请假一两天参与家庭假期的孩子。在这一点上，两大党派（译注：民主党和共和党）以及各级政府的政客似乎都达成了一致。增加学校教育，或者将其严格化，比减少学校教育或者更宽松的教育更好。\r\n\r\n「学校教育」和「[教育](https://www.psychologytoday.com/us/basics/education)」（在当下社会的语境中，「教育」通常等同于「学校教育」）这两个术语被各种光环笼罩。它们「本质」上就是好的；根据我们平时听到的逻辑，更多学校教育的价值是无可辩驳的。如果孩子学习了，我们就感谢学校。如果孩子没学到什么，那就意味着他们需要更多的学校教育。如果经济表现不佳，那一定是因为我们没有在学校教育上投入足够的精力。如果经济表现良好，这证实了学校教育的价值，并表明我们应当再接再厉加大学校教育力度。如果人类知识在不断加速增长，那么我们必须要求学生学习更多学科。如果当今世界需要批判性思维，那么我们必须在长长的教学考试大纲中增加批判性思维一项。如果我们相信人类拥有「多元智能」，那么我们必须将它们一一列举，并教授给每一个人。如果我们重视平等，那么我们必须要相信每个人应当学习同样的课程并参加相同的测试，这样我们才能让他们 **平等** （不要想着忘记我们（译注：作者是美国人）民主制度的缔造者的观点：人人生而不同但价值平等）。\r\n\r\n关于孩子通过自由玩耍和探索学习的理念发生了什么？从皮亚杰开始，所有严肃的学习心理学理论都假定，学习是由学习者控制的、受好奇心驱使的主动过程。世界各地的教育工作者口口声声支持这些理论，但随后又创建学校，阻止自主游戏和探索。如果我们停下来想一想，我们每个人都知道，我们学到的最有价值的知识不是那些「在幼儿园学到的」的，也不是后来在课程中学到的。相反，它们是当我们允许自己完全而深入地追随兴趣和欲望时学到的。通过这些方式，我们习得了技能、培养了价值观、思想和信息，这些将伴随我们一生，而不仅仅是为了下一次考试。而且，也许最重要的是，我们发现了自己最喜欢的事物，这是找到令人满意的[职业](https://www.psychologytoday.com/us/basics/career)的第一步。\r\n\r\n每当我们要求孩子必须在学校里多待一小时，多写一小时作业，每当我们哄骗胁迫孩子参加由成人主导的校外活动，我们进一步剥夺了他们玩耍、探索、反思和体验自主的快乐和挫折的机会。我们每次增加新的限制，我们就在学校系统中制造了更大的障碍，把越来越多不能或不愿接受这种限制的年轻人赶走。尤其是男孩，越来越不愿意接受学校教育的限制，越来越多地以各种方式辍学。\r\n\r\n我在一所名牌大学任教了很长一段时间。在我的班上，学生在高中的平均成绩是 A。但是他们对所学科目知之甚少。他们之所以获得高分，是因为他们很聪明，而且有动力通过标准程序取得成功。他们琢磨出了怎样才能获得高分，然后他们按此执行。他们想出了如何少花时间学习，又能在考试中取得好成绩。他们学会了如何记住老师想要的信息，只要考试时没忘就算成功。\r\n\r\n我并不反对所知甚少的学生进入我的课堂。查找信息和提供信息都很容易。如果学生发现，他们需要一些背景知识才能听懂我说的话，或者看懂他们阅读的内容，他们可以询问或者自行查阅。我只是很遗憾，他们要在学校浪费如此之多的时间，而他们本可以更好地玩耍和坚持自己的兴趣。如果他们这样做了，那么那些决定上大学并选修我课程的人，是秉承着明确的理由的；而其他人也会有很好的理由选择其他的路线。在大学学习中探索和追求自己兴趣的学生很少见，也令人愉快；他们不会把大一当作高四。\r\n\r\n我还认识一些在读高中的[青少年](https://www.psychologytoday.com/us/basics/adolescence)。他们中有些人是「好学生」，有些不是。我发现，这两个群体对学校的态度同样玩世不恭。「好学生」可能不太明白自己的态度是[玩世不恭](https://www.psychologytoday.com/us/basics/pessimism)，也不会认同，但这种态度显然存在。他们找遍捷径来取得好成绩，正是这种态度的最好体现。他们在寻求帮助时会说：「但我并不需要理解它；我所需要的只是正确答案。」这便是一例。\r\n\r\n如果我们能够创造环境让孩子们能够安全地玩耍，能够自由地与各种各样的人交流，能够追求自己的兴趣，那么我们就能够为孩子创造更好的生活，提高他们的学习水平，而且花费要比我们现在的学校成本少得多。我知道这一点，因为我曾经见识过这样的环境，我将在以后的文章中告诉你们这些观察结果。\r\n\r\n我在此开设《自由学习》这个新博客 ，因为我非常关心教育的状况，和孩子们日益减少的玩耍和探索的机会。我是进化和发展心理学的教授。我对儿童和成人的自然学习方式特别感兴趣。本文是这个博客的首期文章，我在此阐述了一个观点。在未来的几期文章中，我会处理几个以下问题，来继续支持这个观点：\r\n\r\n- 为什么人类是所有动物中最爱玩的？\r\n\r\n- 爱玩的人适合学习是什么意思？\r\n\r\n- 玩耍是工作的对立面吗？（在什么意义上是，在什么意义上不是？）\r\n\r\n- 好奇心有什么进化意义？\r\n\r\n- 随着孩子长大，好奇心会发生什么变化？\r\n\r\n- 儿童和青少年说「我觉得[无聊](https://www.psychologytoday.com/us/basics/boredom)」是什么意思？\r\n\r\n- 自由混龄在儿童学习中有什么价值？\r\n\r\n- 孩子需要「结构」吗？（当然，他们需要，但是哪种结构？）\r\n\r\n- 在什么样的条件下，年轻人能自然而然地自主教育，无需强迫或哄骗？\r\n\r\n- 说某人受过良好教育应该是什么意思？\r\n\r\n- 成年人在儿童教育中的合理角色是什么？\r\n\r\n- 保护儿童免受风险这一行为本身的风险是什么？\r\n\r\n- 为什么我们觉得很有必要控制孩子的学习？\r\n\r\n- 为什么学校要这样运作？（答案就在历史中。）\r\n\r\n- 为什么教育自由化改革总是失败？\r\n\r\n- 工作和职业需要什么样的专业，如何习得这种专业？\r\n\r\n- 自由的含义是什么，我们为什么要追求自由？\r\n\r\n敬请关注，并加入讨论。我会在每个星期三发帖，我会考虑你的问题，评论和论点。我希望能让你们相信，我所说的不是天上掉馅饼的理想主义。我们将讨论活生生的人、真实存在的学校以及系统化实证研究的发现。", + "type": "text/markdown", + "caption": " 学习需要自由\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learning Requires Freedom" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Manifesto 15 Triggering the Education Revolution.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Manifesto 15 Triggering the Education Revolution.json" new file mode 100644 index 0000000..7bbbef9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Manifesto 15 Triggering the Education Revolution.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Manifesto 15 Triggering the Education Revolution", + "text": "# 宣言 2015 ：启动教育革命\r\n\r\n原文：[Manifesto 15: Triggering the Education Revolution | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201501/manifesto-15-triggering-the-education-revolution)\r\n\r\n## 这份关于「教育的未来」的宣言正在获得全世界的支持。\r\n\r\n发布于 2015 年 1 月 15 日\r\n\r\n![Item 4 of Manifesto 15](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/blogs/1194/2015/01/168580-173802.png?itok=JQqt2rP6)\r\n\r\n宣言 2015 之四\r\n\r\n对于[教育](https://www.psychologytoday.com/us/basics/education)问题，世界公民 John Moravec 放眼全球和未来。他是 Education Futures LLC 的创始人，也是 《Knowmad Society》一书的著者，更是 Invisible Learning 计划的合作发起人， 我与他有三次会面：一次在德国，一起作为咨询委员会的成员，协助开创一所全新的民主学校；在荷兰两次，共同支持欧洲的民主教育。\r\n\r\n2015 年的第一天，当人们才从新年前夕苏醒过来，John 发出了一个文件，名字很简单——《宣言 2015》。如今，时机已到，全世界需要重新反思教育，促其剧变。宣言 2015 可以促成这一点。\r\n\r\n宣言的副标题乃是——「让学习进化」。进化，可以以两种方式进行，生物或是文化。一种是发源于已有系统中的渐进式进化，另一种是通过新系统的出现，占据了旧系统的位置，从而取代了旧系统。正如我在[其他地方](https://www.psychologytoday.com/us/blog/freedom-learn/201108/is-real-educational-reform-possible-if-so-how)论证的那样，我认为后者是教育必须改变的方式，而且已经在改变。我们目前的教育系统是一只恐龙，落后到难以再改革进化。\r\n\r\n我同意宣言 2015 中一位评论者的观点，他引用 Buckminster Fuller 的话写道：「你永远无法通过对抗现实来改变什么。若要改变一些东西，就要建立一个新的模型，以体现现有模型的过时。」我认为，这份宣言可以引发成百上千个小革命，以不同的方式遍布世界。如你所见，John 同意了。\r\n\r\n我将在此重铸整个宣言，但首先让我们从这里开始：\r\n\r\nJohn Moravec 有关该宣言的评注\r\n\r\n我曾经问过 John 有没有一些对于重置版宣言的评注，以下是他发给我的：\r\n\r\n「该宣言打算以一种简介的形式呈现，它讲述了我们如何跟上时代去学习，来创造良好的教育未来。」它并不是要吹嘘我们已经知道了所有的答案或最好的办法，但它是对我们现状的诚实评估，并通过陈述原则来说明我们的目标。」\r\n\r\n「宣言具有全局观，它是一份原则声明，所以它没有规定我们必须做什么。 我相信，对于未来的教育，我们需要关注多样化的选择生态，而不是单一的元叙事。并且，如果我们创造一个多样化的选择生态，我们需要在自己、社区、家长、学生、政府等之间建立更多的信任......我相信宣言中的第十二条讲述了这些。我认为这一点非常重要，是需要强调的。」\r\n\r\n「我发现并非所有人都同意宣言中的所有内容，有人认为它不完整。激励更多关于它的讨论是很重要的。因此，该文档是在知识共享协议（Creative Commons）下授权的，这允许（并鼓励）人们改写我们所写的内容，并拥有将其分享给他们自己社区的资格。」\r\n\r\n「短短一周，宣言 2015 的影响力就令我瞠目结舌。我们的读者来自 48 个国家。许多人以前对我来说都是陌生人，现在他们完全不请自来，用自己的语言翻译了宣言。截至今晚，它已经有 7 种语言版本，且至少另有 6 种正在翻译。」\r\n\r\n「今天早上，来自危地马拉的 Rebeca Zuñiga 发来了一副优秀的的宣言插图：[这里](http://www.manifesto15.org/vis-en/)——真是令人震惊。我做梦也没想到我们会收到如此热烈的反响……而这些完全是来自陌生人。」\r\n\r\n「我从未想象过这个计划会受到这样的欢迎。再次强调，这只是一份原则声明，而不是行动计划。然而，我们可能刚刚引发了一场运动。现在是时候就我们的下一步展开讨论了。」\r\n\r\n既然如此，下面就奉上此宣言：\r\n\r\n《宣言 2015：让学习进化》\r\n\r\n2015 年 1 月 1 日\r\n\r\n许多文件极为鼓舞人心，且多与某个日期密切关联。美国《独立宣言》于 1776 年 7 月 4 日签署；《七七宪章》于 1977 年 1 月颁布；《道格玛 95》于 1995 年制作。思想会随着时间的推移而改变和发展。这份宣言代表了我们对未来的想法、愿景，以及迄今为止我们对学习和教育的了解。这篇文章作为一个参考，来帮助我们理解：迄今为止我们都做了些什么，以及我们下一步需要采取什么行动。\r\n\r\n「在一个充满不确定性和原有教育系统逐渐过时的世界里，我们如何才能确保个人、社区和地球的成功？」我们需要让教育进化。\r\n\r\n到现在，我们已了解到：\r\n\r\n\\ 1. 「未来已经来到，只是尚未普及」（William Gibson，格莱斯顿，1999 年）。教育领域远远落后于大多数其他行业，很大程度上是因为我们倾向于回头看，而不是向前看。例如，我们教文学史，但不教导学生书写未来。我们教授历史上重要的数学概念，却不参与创造建设未来所需的新数学。此外，在学习中发生的一切「革命」都已经在不同的规模、不同的地方、不同的地方发生了。当我们鼓起勇气从彼此的经验中学习，并在实践中承担以未来为导向的风险和责任时，对我们自己和我们组织的全面影响将会实现。\r\n\r\n\\ 2. 1.0 时代的学校没有能力教授 3.0 时代的孩子。我们需要重新定义和清晰理解这些问题：我们教育的目的是什么，我们为什么要这样做，我们的教育系统为谁服务。主流强制学校教育是建立在一种过时的 18 世纪模式之上的，这种模式培养有潜力成为忠诚、高效的工厂工人和官僚的公民。在后工业时代，这不再是教育的最终目标。我们需要支持学习者成为创新者，能够利用自己的[想象力](https://www.psychologytoday.com/us/basics/imagination)和[创造力](https://www.psychologytoday.com/us/basics/creativity)为社会实现新的成果。我们这样做是因为今天的挑战不能通过旧的思维来解决。我们都有责任共同创造一个造福世界各国人民的积极未来。\r\n\r\n\\ 3. 孩子也是人。所有的学生都必须被当作拥有权利和义务的人来对待。这意味着，学生在与他们学习有关的选择上有极大的发言权，包括他们的学校如何运行，如何和何时学习，以及日常生活的所有其他领域。这是真正意义上的包容。所有年龄的学生都必须有自由，在不侵犯其他人同等自由的前提下，就可以探索适合他们的教育机会和学习方法了（摘自 EUDEC, 2005 年）。\r\n\r\n\\ 4. 如果别人把你推下去，你就不会有自己从悬崖上跳下的快感。换句话说，自上而下的师生关系并不能最大程度上进行学习，因为它吞噬了好奇心并消除了[内在动机](https://www.psychologytoday.com/us/basics/motivation)。我们需要采用扁平化、横向化和分布式的学习方法，包括同侪学习和同侪教学，并让学生实现这些模式。教育工作者必须创造空间，让学生决定是否「跳下悬崖」，以及何时「跳下悬崖」。失败是学习过程中很自然的一部分，我们总是可以再试一次。在平坦的学习环境中，教师的角色是帮助确保学习者做出平衡的决定。失败是可以接受的，但是创造失败就不行。\r\n\r\n\\ 5. 不要看重评估的价值，而要对我们看重的价值进行评估。我们太痴迷测试，不知不觉就让经合组织通过 PISA 体系成为了「世界教育部」，对教育评估的狂热便蔓延全世界。全国性的、州与州之间的竞争，宛如在相貌平平的家族里挑出最漂亮的孩子。更糟糕的是，我们的学校正在培养不知道如何解读考试成绩的政治家和政策领袖。最好的创新往往在我们开始担忧评估的那一刻就被扼杀了。我们需要结束强制考试，并将这些资源重新投入到创造真正价值和成长机会的教育项目中。\r\n\r\n\\ 6. 如果「技术」是答案，那么问题是什么？我们似乎沉迷于新技术，却不了解它们是用来做什么的，也不知道它们如何影响学习。技术是伟大的，我们已经做得比原来好很多了，但「使用新技术在课堂上做同样的老东西」，这是一种浪费。黑板已经被白板和智能板所取代。书籍已经被 iPad 所取代。这就像建造一个为马车提供动力的核电站。然而，一切都没有改变，我们仍然把大量的资源集中在这些工具上，浪费了利用它们的潜力来改变我们的学习内容和学习方式的机会。通过用技术重现过去的实践，学校更关注硬件和软件的管理，而不是开发学生的「思维工具」和「有目的」的使用这些工具。\r\n\r\n\\ 7. 数字学习技能是看不见的，学校也应该有技术。 **隐形学习** 是承认我们所做的大多数学习都是「隐形的」——也就是说，它是通过非正式的、不正规的和偶然的经验而不是通过正式的指导（Cobo & Moravec, 2011）来实现的。它考虑到技术进步的影响，以真正使无形的空间得以出现——但正如空间一样，技术的使用同样是无形的和流动的。如果我们的学校和政府面临的挑战是培养在创造力和创新方面脱颖而出的学生，而不是盲目地背诵和重复旧思想的学生，那么任何学习技术的使用都必须实现这些创造性和创新方向。学校不应该使用计算机「工作」，围绕预先分配的参数和规定的结果；它们应该被用来帮助设计和创造超出课程想象的产品和学习成果。不要把技术放在最前沿，使学习变得模糊，而是让它无形而又环境化，使学习者能够利用这些工具发现自己的发展路径。\r\n\r\n\\ 8. 我们无法管理知识。当我们谈论知识和创新时，我们经常将这些概念与数据和信息混淆在一起。我们常常欺骗自己，以为我们给了孩子知识，其实我们只是在测试他们能重复哪些信息。需要明确的是：数据是零零碎碎的，我们把它们组合成 **信息** 。 **知识** 是获取信息并在个人层面上创造意义。当我们采取行动，用我们所知道的去创造新的价值时，我们就是 **创新** 。理解这种差异暴露了学校[管理](https://www.psychologytoday.com/us/basics/leadership)和教学面临的最大问题之一：虽然我们擅长管理信息，但学生头脑中的知识是否会降级为信息，我们无能为力。\r\n\r\n\\ 9. 「网络就是学习」（Siemens，2007）。本世纪新兴的教育学并没有经过仔细的规划。相反，它的发展是流畅的。我们在网络之间的穿越是我们学习的途径，随着网络的扩展，我们的学习也在扩展。在连接主义的学习方法中，我们把我们的个人知识连接在一起，以创造新的理解。我们分享我们的经验，并由此创造新的（社会）知识。我们必须以个人在这一领域的导航能力和独立建立联系的能力为中心，发现如何将他们独特的知识和才能结合起来解决新问题。\r\n\r\n\\ 10. 未来属于书呆子、极客、创造者、梦想家和知识狂人。虽然不是每个人都会或应该成为一名企业家，但那些没有培养企业家技能的人将处于巨大的劣势。我们的教育系统应该关注「企业家」的发展：利用他们的专业知识去梦想、创造、制作、探索、学习和促进企业家、文化或社会事业，承担风险，享受过程和最终结果一样多，而不担心过程中可能出现的失败或错误。\r\n\r\n\\ 11. 打破规则，但首先要清楚地了解「为什么」。我们的学校系统建立在服从、强制服从和自满的文化之上。学生、教职员工和我们的机构的创造力在本质上是被抑制了的。别人告诉我们该想什么比我们自己思考要容易得多。公开地提出问题，并建立一种元认知意识，了解我们创造了什么，以及我们想对此做些什么，才能最好地治愈这种制度化的萎靡。只有这样，我们才能合理地打破现有体制，挑战现状，并有可能产生真正的影响。\r\n\r\n\\ 12. 我们 **必须** 而且 **能够** 在我们的学校和社区建立信任文化。只要我们的教育系统继续建立在[恐惧](https://www.psychologytoday.com/us/basics/fear)、[焦虑](https://www.psychologytoday.com/us/basics/anxiety)和[不信任](https://www.psychologytoday.com/us/basics/trust)的基础上，上述所有挑战就会继续存在。在 **Minnevate!** 项目（MASA, 2014），研究人员发现，如果教育工作者要建立一个转变教育的集体能力，我们需要参与的社区，我们还需要与我们服务的社区 **参与** 。这需要一种新的行动理论，以信任为中心，学生、学校、政府、企业、家长和社区可以参与合作行动，共同创造新的教育未来。\r\n\r\n有人说，这些原则需要一场革命才能实现。还有人说，我们需要大规模的创新，才能让积极的教育在未来成为现实。我们认为二者我们都需要，或者正如 Ronald van den Hoff（2013 年）所说：「我们真正需要的是一种创新！」(p . 236)。这是我们的崇高追求：不仅用我们的想法进行「创新」，而且用我们通过个人努力和共同努力在全球范围内有目的地应用我们所学到的知识。\r\n\r\n《宣言》中列出的参考文献和推荐读物\r\n\r\nCobo, C., & Moravec, J. W. (2011). *Aprendizaje Invisible: Hacia una nueva ecología de la educación*. Barcelona: Laboratori de Mitjans Interactius / Publicacions i Edicions de la Universitat de Barcelona. [http://www.aprendizajeinvisible.com](http://www.aprendizajeinvisible.com/) ([http://www.aprendizajeinvisible.com](http://www.aprendizajeinvisible.com/))\r\n\r\nEUDEC. (2005). EUDEC guidance document. European Democratic Education Community. Retrieved January 1, 2015 from http://www.eudec.org/Guidance+Document#Article_1:20_Definitions (http://www.eudec.org/Guidance+Document#Article_1:20_Definitions)\r\n\r\nGladstone, B. (Producer). (1999, November 30). The science in science fiction [Radio broadcast episode]. In *Talk of the Nation*. Washington, DC: National Public Radio. http://www.npr.org/templates/story/story.php?storyId=1067220 (http://www.npr.org/templates/story/story.php?storyId=1067220)\r\n\r\nGray, P. (2013). *Free to learn*. New York: Basic Books.\r\n\r\nvan den Hoff, R. (2013). Society30: Knowmads and new value creation. In J. W. Moravec (Ed.), *Knowmad Society* (pp. 231–252).\r\n\r\nMinneapolis: Education Futures. [http://www.knowmadsociety.com](http://www.knowmadsociety.com/) ([http://www.knowmadsociety.com](http://www.knowmadsociety.com/))\r\n\r\nMASA. (2014). *Minnevate! 2013-2014 activity report*. St. Paul, MN: Minnesota Association of School Administrators. [http://minnevate.mnasa.org](http://minnevate.mnasa.org/) ([http://minnevate.mnasa.org](http://minnevate.mnasa.org/))\r\n\r\nMoravec, J. W. (Ed.) (2013). *Knowmad Society*. Minneapolis: Education Futures. ISBN (print edition): [http://www.knowmadsociety.com](http://www.knowmadsociety.com/) ([http://www.knowmadsociety.com](http://www.knowmadsociety.com/))\r\n\r\nSiemens, G. (2007). The network is the learning. (http://www.youtube.com/watch?v=rpbkdeyFxZw)\r\n\r\n\\---------------\r\n\r\n你能做的事\r\n\r\n你不必完全同意这份宣言。大多数有思想的人都会挑剔别人写的东西。但是，如果你同意 90% 的内容，并且觉得余下的内容值得讨论的话，我建议你在[这里](http://www.manifesto15.org/en/#sign)签名，在这里你也可以添加你的评论并发送给其他人。另外，请把这篇博文转发给其他人。\r\n\r\n不论你是否同意这份宣言，我都邀请你在下方的评论区提出你的想法、批评、评论和疑问。这份博客是一个讨论平台，我和其他读者重视并尊重你的想法。和往常一样，我更喜欢你把你的想法和问题贴在这里，而不是通过私人邮件发给我。把它们放在这里，你就可以和其他读者分享，而不仅仅是和我。我阅读所有的评论，并试图回答所有严肃的问题，如果我觉得我有一些有用的东西要说。当然，如果你有什么真的“只”适用于你和我，那就给我发邮件吧。\r\n\r\n想了解更多关于教育未来的信息，以及如何找到未来，请访问 [*AlternativesToSchool.com*](http://alternativestoschool.com/) 和 [*Free to Learn*](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994)。", + "type": "text/markdown", + "caption": " 宣言 2015 ：启动教育革命\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Manifesto 15 Triggering the Education Revolution" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Mend the Gap Between Rich and Poor in School Achievement.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Mend the Gap Between Rich and Poor in School Achievement.json" new file mode 100644 index 0000000..c83c247 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Mend the Gap Between Rich and Poor in School Achievement.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Mend the Gap Between Rich and Poor in School Achievement", + "text": "# 弥合贫富学生的学业成绩差距\r\n\r\n原文：[Mend the Gap Between Rich and Poor in School Achievement | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201709/mend-the-gap-between-rich-and-poor-in-school-achievement)\r\n\r\n## 我们知道如何缩小学业差距，但是我们却反其道而行之。\r\n\r\n发表于 2017 年 9 月 20 日\r\n\r\n我们的强制公立学校系统被认为是「伟大的平等器」。通过为每个人提供同样的教育，它应该促进年轻人的机会平等，而不论其社会经济背景如何。然而，事实上，这个系统从来就不是一个伟大的平等器，而且研究表明，它今天甚至比过去更不公平。\r\n\r\n几年前，斯坦福大学的 Sean Reardon（2012年）发表了一篇分析，总结了许多研究成果。这篇分析显示，总体而言，从 1970 年代中期到 2000 年代初，最富有的 10% 家庭的学生和最贫穷的 10% 家庭的学生之间的成绩测试分数差距增长了 40% 至 50%。这种差距在所有年级都存在，但在学校教育的后期比早期要大得多。到了高二，家庭收入最低的 10% 的学生的平均考试成绩比收入最高的 10% 的学生低三到六个等级（取决于考试类型）。\r\n\r\n在这里，我将描述一些在缩小成绩差距上失败和成功的尝试，然后我会解释，为什么我认为公众支持自主[教育](https://www.psychologytoday.com/us/basics/education)，将是缩小甚至消除差距的好办法。\r\n\r\n一些缩小差距的尝试以失败告终\r\n\r\n在学校教育上花更多的钱并不能解决问题\r\n\r\n在过去几十年间，联邦、州和地方政府大大增加了公共教育的开支，缩小了贫困学区和富裕学区之间的开支差距。在同样的几十年间，贫富学区的学业成就差距却不断扩大。事实上，一些研究表明，即使在富裕地区，在同一所学校就读的富学生和穷学生之间的平均差距，几乎与在不同学校就读的富学生和穷学生之间的差距一样大（Deruy, 2016; Tucker, 2007; Schmidt et al., 2015）。\r\n\r\n缩小班级规模并不能解决问题\r\n\r\n人们可能会认为，如果班级规模较小，教师更多[关注](https://www.psychologytoday.com/us/basics/attention)那些最需要帮助的学生，从而缩小差距。然而，迄今为止的研究表明，班级规模与学生的整体成绩或贫富学生差距的大小几乎没有关系（参见，Hoxby, 2000; Cho et al, 2012）。事实上，只有为数不多的研究表明，小班的成绩有所提高，但这些研究也说明，富学生比穷学生受益更多（Jackson & Page, 2013; Li & Konstantopoulos, 2017）。也许缩小班级规模会导致教师在成绩好的学生身上花费更多时间，而更需要帮助的学生仍然被忽视了。\r\n\r\n施加更多压力、训练、测试和标准化于事无补\r\n\r\n《不让一个孩子掉队》法案和最近的《每个孩子都成功》法案，其部分动机是缩小成绩差距。从理论上讲，这些计划将减少学校之间和教师之间在教学方式上的差异，并确保所有学生学习基本相同的课程，并给予相同的压力以在学校取得成功。然而，在这些计划实施的这段时间里，差距却在扩大。\r\n\r\n在其他地方（[参见](https://www.psychologytoday.com/us/blog/freedom-learn/201309/schools-are-good-showing-not-learning)），我已经解释了为什么这个结果应该在意料之中。许多研究表明，较高的压力会提高那些已经熟练掌握某项任务的人的表现，而使那些不熟练的人的表现更差。学习新事物的最佳方式是在一个充满乐趣、无[压力](https://www.psychologytoday.com/us/basics/stress)的环境中学习它。如果经济贫困的学生在开始上学时对学校所教的内容了解得比富人少，那么高压会降低他们的分数，而提高富人的分数。（关于这个想法的更多信息，见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201309/schools-are-good-showing-not-learning)。）此外，教学和测试的标准化减少了教师因材施教的机会，所以它很可能导致忽视经济贫困学生的真正需求。\r\n\r\n小小年纪就开始接受学业训练并不能解决这个问题\r\n\r\n缩小成绩差距的另一个失败的方法，是提前开始教授学业技能——幼儿园甚至是学前班。正如我在其他地方记录的那样（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201505/early-academic-training-produces-long-term-harm)），如果以一年级的考试成绩作为衡量标准，这些项目通常会产生短期效益，但从以后的学业考试成绩和社会技能评估来看，会产生长期危害。学前班和幼儿园的学业培训所促进的早期学习显然是肤浅的，没有建立在智力理解的基础上，所以它干扰了以后更深层次的语言和数学技能的学习（关于这一点，见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201506/how-early-academic-training-retards-intellectual-development)）。\r\n\r\n当「学校氛围」改善时，这种差距就会缩小\r\n\r\n另一种学校改革的方法——与压力、训练和标准化的方法完全相反——是改善「学校氛围」。这里的「氛围」是指渗透在学校文化中的态度。积极的氛围是指，教师对学生热情，并且支持、信任、尊重学生，将学生看作独特的个体，而学生感到学校和学校成员在支持他、赋予他能量，总体感觉积极。\r\n\r\n最近，Ruth Berkowitz 和她的同事（2017 年）发表了一份关于学校氛围与学业成绩之间的研究综述。该综述显示，总的来说，氛围的改善与学习成绩的提高正相关，至少在一些研究中，与成绩差距的缩小正相关。\r\n\r\n显然，导致成绩差距的一个原因是，富人学生倾向于认为他们「属于」学校，而穷人学生倾向于认为他们不属于。因此，教师和其他工作人员共同努力，表明每个人都有归属感——每个人都受到尊重、关心和欢迎——这往往会提高经济贫困学生的参与度，从而提高他们的成绩，这比富裕学生的参与度提升要高，从而缩小差距。\r\n\r\n评估「探究式教学」价值的研究与学校氛围研究密切相关。这种教学风格相比学校的方法更为自下而上。其目的是把学生自己的问题放在最前面，认真对待学生——所有学生——的想法。如果执行得好，它能吸引所有学生，包括那些本来最不愿意参与的学生。一些研究表明，这种教学方式对以前成绩差的学生的帮助，甚至超过了对以前成绩好的学生的帮助，从而缩小了成绩差距（Marshall & Alston, 2014; Dickinson, 2016）。\r\n\r\n在纽约州宾汉姆顿市开展的为期一年的实验，成效显著\r\n\r\n几年前，David Sloan Wilson——宾汉姆顿大学的进化生物学家与同事们一起进行了一项了不起的教育实验。他们在纽约州宾汉姆顿市开办了一所新的公立高中，只招收成绩最差的学生（Wilson et al., 2011）。只有那些进入 9 年级或 10 年级，在上一学年有三门或更多课程不及格的学生才有资格录取。在符合条件的 117 名学生中，有 56 人被随机分配到名为实验组学院的实验学校，其余的人组成对照组，继续留在宾汉姆顿的单一公立高中。\r\n\r\nWilson 和他的同事们根据从进化理论和研究中得出的原则设计了这所学校，但是，为了我们的目的，该设计可以被理解为主要是为了改善学校氛围。这些创新包括团体[认同](https://www.psychologytoday.com/us/basics/identity)建设活动；由学生和教职员工共同参与的集会和理事会会议；由所有学生和教职员工签署的学校章程；校长和每位教师每天都试图与每个学生进行个人的积极互动；参与艺术活动的机会（包括大厅里学生绘制的壁画）；探究式教学；以及强调[合作](https://www.psychologytoday.com/us/basics/teamwork)和课堂上的相互支持。应学生的要求，周五下午专门成立了一个有趣的俱乐部，学生可以在其中从事他们自己选择的活动。当然，这些活动减少了可直接用于学业教学的时间总量；然而，学校却取得了显著的学业成果！\r\n\r\n实验组学院的学生不仅在年底的纽约州规定的成绩测试中大大超过了对照组，而且表现与宾汉姆顿高中所有学生的平均水平相当。至少从这个角度来看，在实验组学院的一年时间里，他们消除了之前几个学年积累的不足。根据 Wilson 和他的同事们的说法，这个项目的每个学生的成本只比普通宾汉姆顿高中的成本略高。\r\n\r\n然而，显然由于某些官僚主义方面的因素导致教师流动问题，使该项目在第二年停止了。[可悲的是，这并不让我感到惊讶。公共教育的历史中，有各种创新之举在显露其成功之处之后就遭到废除] \r\n\r\n为什么我相信支持自主教育会最终会缩小差距\r\n\r\n有一个经验教训是：学校安排越是依赖僵化、专制、狭隘的任务和考试来推动，那么贫富学生之间的成绩差距就越大。越是友好、信赖和赋权于学生，差距就越小。\r\n\r\n我听到有人辩解说，自主教育——在瑟谷模式学校和 Agile Learning Centers 发生的那种完全信任的、授权的、由学生主导的教育——可能对中产阶级和上层阶级的孩子有效，但对贫困家庭的孩子却不起作用。这一论点的前提是，较富裕家庭的孩子在家里有丰富的教育资源，因此不需要强制学校教育，而贫穷的孩子没有这样的家庭环境，因此需要强制学校教育来学习。但我认为，在为这种教育设计的学校或学习中心的支持下，自主教育对贫穷的孩子特别有效，正是因为它提供了较富裕的孩子在家里经常有的那种自主学习的机会和支持。\r\n\r\n到目前为止，由于没有公共资助，来自贫困家庭的儿童在自主教育学校就读的人数相对较少，并且缺乏研究比较这种教育对贫困儿童和富裕儿童的影响。但我敢打赌，这样的学校将大大减少甚至消除成绩差距，只要差距不是由营养不良和铅中毒等贫穷造成的生理上的伤害所导致的。据我观察，来自贫困家庭的孩子和来自富裕家庭的孩子一样好奇，一样有动力去了解这个世界，一样有动力为自己创造美好的生活。像所有的孩子一样，他们渴望有机会掌握自己的生活，控制自己的学习；他们只是需要机会。他们不需要胁迫；他们需要的是一个让他们感到受欢迎、被爱、有能力的环境，以及让所有人都能自由获得充足的学习机会。\r\n\r\n如果在某个学校，在某个地区进行这样的实验，岂不妙哉？自主教育学校的每个学生的成本通常比标准公立学校的成本要低得多，所以这个实验实际上会节省公共资金。关于自主教育的更多信息，见[这里](https://www.self-directed.org/)。\r\n\r\n\\-----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\------\r\n\r\n也请参见：《玩耍精神》、[自主教育联盟](http://www.self-directed.org/)；并在[脸书](https://www.facebook.com/peter.gray.3572)上关注我。\r\n\r\n\\------------\r\n\r\n参考文献\r\n\r\nBerkowitz, R., et al. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. *Review of Educational Research, 87*, 425-469.\r\n\r\nCho, H., et al. (2012). Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota’s elementary schools. *Economics of Education Review, 31*(3), 77–95.\r\n\r\nDeruy, E. (2016). In wealthier school districts, students are farther apart. *The Atlantic*, May 3, 2016.\r\n\r\nDickinson, K. (2016). *An exploratory study of inquiry-based learning to close the achievement gap in high school reading and writing*. Doctoral dissertation, Seattle University. Available at ProQuest.\r\n\r\nHoxby, C. M. (2000). The effects of class size on student achievement: New evidence from population variation. *Quarterly Journal of Economics, 115*, 1239–1285.\r\n\r\nJackson, E., & Page, M. E. (2013). Estimating the distributional effects of education reforms: A look at Project STAR. *Economics of Education Review, 32*, 92–103.\r\n\r\nLi, W., & Konstantopoulos, S. (2017). Does class-size reduction close the achievement gap? Evidence from TIMSS 2011. *School Effectiveness and School Improvement, 28*, 292-313.\r\n\r\nMarshall, J., & Alston, D. (2014).Effective, sustained inquiry-based instruction promotes higher science proficiency among all groups: A 5-year analysis. *Journal of Science Teacher Education 25*, 807-821.\r\n\r\nReardon, S. F. (2012). The widening academic achievement gap between the rich and the poor. *Community Investments, 24* (2), 19-39.\r\n\r\nSchmidt, W. H., et al. (2015). The role of schooling in perpetuating educational inequality: An international perspective. *Educational Researcher, 44*, 371-386.\r\n\r\nTucker, M. (2017). Differences in performance within schools: Why so much greater than in outer countries? *Education Week’s Blog*, Sept. 6, 2017.\r\n\r\nWilson, D. S., et al, (2011). A program for at-risk high school students informed by evolutionary science. *PLoS ONE, 6* #11.", + "type": "text/markdown", + "caption": " 弥合贫富学生的学业成绩差距\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mend the Gap Between Rich and Poor in School Achievement" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_My Hope for %22Free to Learn%22.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_My Hope for %22Free to Learn%22.json" new file mode 100644 index 0000000..e6e8451 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_My Hope for %22Free to Learn%22.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/My Hope for %22Free to Learn%22", + "text": "# 我对《自由学习》的期望\r\n\r\n原文：[My Hope for “Free to Learn” | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201303/my-hope-free-learn)\r\n\r\n## 在成年人的权利上我们取得很大进步；那么儿童的权利呢？\r\n\r\n发布于 2013 年 3 月 30 日\r\n\r\n![Hope](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/blogs/1194/2013/03/121536-119893.jpg?itok=rl6Y36g4)\r\n\r\n我感觉，自己有点像安徒生《皇帝的新衣》里，那个大喊「但他什么也没穿啊！」的孩子。我估计一些读者也有类似的感觉。\r\n\r\n所有人似乎都相信，我们的学校教育胁迫系统，对教育儿童是不可或缺的。他们相信这一点，不是因为他们根据自己的眼睛和常识，判断出这是对的，而是因为所有人都这么说，那么这肯定是对的。很多人对此并不多加思考，他们只是接受这是对的。他们可能自己痛恨学校，但仍然假定学校是必要的，就像难吃的药物一样。更不用说大部分药只消几秒便能吃下，而强制学校教育却要耗上 11 年（甚至在美国某些州要花上 13 年）。\r\n\r\n几乎所有政治领袖都拥护一个观点，即更多强制学校教育会通往更好的未来。慈善家热忱地工作，来让儿童更早上学，每天上更多小时的学，每年上更多天的学，整个人生上更多年的学。联合国关于儿童权利的宣言——毫不讽刺地说——宣称所有儿童都有接受 **强制** [教育](https://www.psychologytoday.com/us/basics/education)的权利（如果你不相信，参见这篇文章的第七项。）这是对人类“权利”多么扭曲的诠释：你有权利被强迫置身于你必须服从命令的环境，长达数年，而你无法拒绝。这是典型的奥威尔式双言巧语（doublespeak），但很少有人能够意识到它的存在。我们太过执迷于儿童必须被强迫学习的想法，我们已经无法想象儿童可能没有强迫学习会更好。（作为辩护，我在此指出这篇联合国宣言也说出了儿童玩耍的权利。）\r\n\r\n但我认为，就像那些赞颂皇帝美丽新衣的大多数人一样，那些宣称相信强迫学校教育价值的人，对这种信念并非心悦诚服。他们的“相信”，只是因为大家都说自己相信，因为说自己不信会看起来很蠢，因为相信后有利可图，或者因为忤逆大众令人浑身难受。但同时，他们也发现，很难全盘否认他们双眼所见，常识所向，同时也很难将他们关于自由和尊严的信念，与孩子关在学校里不应有自由和尊严的信念相[平衡](https://www.psychologytoday.com/us/basics/rationalization)。当我与强制学校系统的拥趸谈话，并循循善诱让他们放下防备，我很快就发现他们浅浅一层信念之下便是厚厚的疑虑。我对此感到希望。\r\n\r\n自从我的新书《[自由学习](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994%3FSubscriptionId%3DAKIAJBDF5XQBATGDX4VQ%26tag%3Dspea06-20%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creativeASIN%3D0465025994)》（译注：中文正式译名为《[玩耍精神](https://book.douban.com/subject/26304127/)》，本文采用此书名的直译版本，[下载地址](https://search.zhelper.net/?[%7B%22name%22:%22zlib.app%22,%22url%22:%22https://worker.zlib.app%22,%22type%22:%22full%22,%22sensitive%22:false,%22detail%22:false,%22download%22:%22https://worker.zlib.app/download/%22%7D]#%E7%8E%A9%E8%80%8D%E7%B2%BE%E7%A5%9E)）出版以来，很多人问我为什么要写这本书，要达到什么目的。我对在这里讨论我自己的书有些疑虑。我自我讨论了很久，扪心自问我甚至应不应该在这里提到这本书，但我太希望传达这条信息了，因此这些疑虑便不足挂齿。当然，关于学校教育，我远远算不上是第一个高喊出皇帝在裸奔的孩子。的确，不少本博客的常客比我更早高喊出这种声音，而我在先前的帖子里也提及了一些先驱思考者，比如 A.S. Neill，John Holt，John Taylor Gattor， Sandra Dodd，Daniel Greenberg 等。我们需要这些声音，我们需要大家听到这些声音。所以……\r\n\r\n在个体层面上，我希望《自由学习》这本书，对于那些认识到强制学校在伤害他们的孩子、在扰乱他们家庭生活的家长，能给他们做出改变的勇气。我也希望，那些已经选择非常规教育路径的家庭，能把这本书当成工具，以有力说服他们那些怀抱疑心的亲戚朋友，告诉他们自己并非疯癫。但我最宏大的愿望，是这本书能触及那些对这个问题未加思索的大多数。我希望这本书能让更多人深入考虑[童年](https://www.psychologytoday.com/us/basics/child-development)、教育（education）、学校教育（schooling）（以及这两者的区别），同时希望这本书能在社会层面上促进我们对待孩子方式的改变。\r\n\r\n这本书的中心观点是，儿童生来具备自我教育的精巧机制和强烈动机。他们不需要被强迫去学习；实际上，强迫会破坏他们对学习的天然渴望。他们需要的是 **机会** 。我对社会层面的观点是，我们要停止考虑教育儿童，要开始考虑如何营造一种情况，最大化儿童自我教育的能力。自我教育刻印在儿童本能的生理机制之中，但为了好好实现自我教育，他们需要与标准学校那种强迫而贫瘠的情况截然不同的形势。\r\n\r\n这本书的基础并不是抽象的理论、哲学的假设、或浪漫的理想主义。这本书的基础是大量的实验证据。有一些证据来自人类学家，他们在观察前农业社会的儿童如何自我教育。有一些证据来自对我们文化的研究，这些研究说明，如果一些儿童被允许自我教育，并获得了相应的资源，他们便能充分学习各种必备知识，以成长为快乐、有生产力、有道德感的公民。有一些证据来自心理学家的实验室，他们发现，儿童对于探索与理解身边的物理与社会世界，怀抱着强烈而高效的内驱力。有一些证据来自于一些研究，表明对于习得新的想法、技能以及创意思考而言，玩耍式的思想模式是最佳的，而玩耍更是天然的工具，能让儿童掌握他们所处文化中的技能和价值观，并学习如何与他人相处、解决自己的问题、管理自己的情绪和冲动，并掌控自己的生活。这本书同时记录了我们强制学校教育的历史；也说明了这套系统兴起的目的，是赤裸裸的灌输与服从性训练，而不是我们现在所认为的教育。更进一步，这本书记录了我们剥夺儿童健康成长所需的自由和玩耍后，在他们身上造成的心理伤害。\r\n\r\n聚合各种来源的证据，《自由学习》试图论证，我们可以并应当改变对待儿童的方式，应改变为一种相信他们、考虑他们真实需求和能力的方式。这本书也描述了最适合儿童自我教育的环境条件。这些条件包括玩耍和探索的自由、能获得文化中的常用工具、能接触成人专家、儿童青年之间自由混龄，以及在稳定、有道德感、关怀备至的本地社区中生活。相比我们如同监狱一般的学校，只要用心，我们能以更为低廉的成本营造这些条件。\r\n\r\n活到现在，我已见识到人权取得不少进步。对于承认任何种族、[性别](https://www.psychologytoday.com/us/basics/gender)、[性取向](https://www.psychologytoday.com/us/basics/homosexuality)的人都有同等能力与权利，我们取得了长足进展。现在我希望，在我有生之年，能看到儿童的能力与权利得到承认。因为只有儿童能自由地成长为人，我们才能期望这样的社会，其中的成人理解如何处理自由及相应的责任。这就是我写下这本书的理由，同时我将尽我所能去宣扬它们，以期推广这些理念的真谛。\r\n\r\n\\------\r\n\r\n我同样邀请你们在评论区分享你们的问题、想法和异议。本博客是讨论的论坛，而我和其他读者会看重并尊敬你的评论与问题。请在评论区发表评论，不用发送私人邮件给我。在这里评论，你能和更多人分享，而不仅仅跟我分享。我会阅读所有评论，并努力回答所有认真的问题，如果我能说些有用的话。当然，如果你有独属你我之间的话，请发邮件给我。", + "type": "text/markdown", + "caption": " 我对《自由学习》的期望\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "My Hope for %22Free to Learn%22" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Our Social Obligation Educational Opportunity, Not Coercion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Our Social Obligation Educational Opportunity, Not Coercion.json" new file mode 100644 index 0000000..76bb18d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Our Social Obligation Educational Opportunity, Not Coercion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Our Social Obligation Educational Opportunity, Not Coercion", + "text": "# 我们的社会义务：提供教育机会，而非强迫上学\r\n\r\n原文：[Our Social Obligation: Educational Opportunity, Not Coercion | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200909/our-social-obligation-educational-opportunity-not-coercion)\r\n\r\n## 我们如何非强制地促进普及教育\r\n\r\n发表于 2009 年 9 月 16 日｜[审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n **儿童可以自我教育** 。儿童就是为自我[教育](https://www.psychologytoday.com/us/basics/education)而生的。他们探索、观察、偷听长辈谈话、提出无数问题、摆弄文化艺术品、思想和技能的本能，都是为了教育的目的。我博客的忠实读者都知道这是我所有文章的主题。\r\n\r\n **我们通常所说的学校，会妨碍孩子们自我教育的能力。** 当我们将儿童和青少年关在学校中，他们被按照年龄分配到不同年级，无法选择他们的同学。他们无法追求自己的兴趣，必须遵循老师的命令和上课铃声。我们妨碍了孩子们自我教育的能力。孩子们与生俱来的自我教育需要自由。老读者们知道这是我的第二篇论文。\r\n\r\n在前两篇文章中，我概述了一个反对强制（强迫）学校教育的案例。这次，在本文中，我将谈谈学生们对学校的「喜欢」，以及他们对学校的「喜欢」程度，并概述一下我的想法：社会应该如何满足他们的欲望，为他们提供机会，让他们在没有强迫的情况下自我教育。\r\n\r\n### 学生喜欢学校哪里？\r\n\r\n我们的公立/私立学校中的大多数学生对他们学校的态度并非完全是负面的。我还没进行正式的调查，但我的非正式观察表明，学生们经常或有时说他们喜欢学校，具体的方面如下：\r\n\r\n- **交朋友和见朋友的机会** 。在过去数十年间，随着成年人越来越多地掌控孩子的生活（例如[此文](http://www.psychologytoday.com/blog/freedom-learn/200907/why-have-trustful-parenting-and-children-s-freedom-declined-in-recent-deca)，孩子遇见其他孩子和交朋友越来越难了。学校是少数几个有很多孩子聚集的地方，在空闲时间——上学前、午餐时和课间（在那些仍然存在课间休息的学校），他们有机会一起聊天和玩耍。儿童按年龄分配到班级和学校，这使孩子们无法结交不同年龄层的朋友，但至少他们可以在学校结识其他同龄儿童并成为朋友。\r\n\r\n- **远离父母的机会** 。有些孩子ーー他们有专横、“直升机”式、或（极端地）恶毒残暴的父母ーー很享受在上学日逃离父母的机会。即使是拥有最完美父母的孩子，也需要离开父母一段时间来学习如何在没有父母的情况下生活，并自己解决问题。在狩猎-采集文化中，儿童可以整天自由地做他们想做的事情，4 岁以上的儿童即使不是大部分时间，也有很多时间与其他儿童在一起，在成年人的视线之外。他们就是这样学会独立和自治的。但是学校的儿童没有这种独立性，因为他们受老师的管理，但至少他们远离父母，正在学习如何在家庭之外的环境里独立应对问题。\r\n\r\n- **摆脱贫困或其他限制条件的机会** 。在我最近的帖子中，一位评论者恰如其分地指出，对一些孩子来说，学校是“一个逃生出口”。我的当地报纸最近刊登了一篇关于波士顿贫困地区一名年轻女孩的文章，她的父亲抛弃了她，她的母亲死于艾滋病，她许多年轻朋友死于谋杀或其他与贫困有关的原因，但她自己却在学校系统中“成功”。她是一名明星高中生，因为她自己的巨大主动性，她注定要上大学。这样的故事提醒我们，我们需要为那些出生贫困的人提供上升通道。我们需要比现在的学校更好的上升通道。众所周知，我们的学校不能满足大多数底层人民上升的需要。只有很少数穷人能真正通过教育上升阶层，而且他们也无法选择在家上学。\r\n\r\n- **接触新想法和新思维方式，以及接受重要技能的指导** 。学生常常提到学校的[无聊](https://www.psychologytoday.com/us/basics/boredom)、考试的[焦虑](https://www.psychologytoday.com/us/basics/anxiety)以及必须花大量时间在毫无意义的家庭作业而几乎没有时间留给生活，他们对此愤愤不平。但是有时候，从积极的方面来说，他们也会谈论一些他们在学校听到的，让他们兴奋的想法，他们在学校中学到新技能的乐趣，或关于他们在学校读到的一本书的快乐。有些老师在突破单调乏味、关心成绩、寻找激励学生的方法等方面比其他老师做得更好，学生们也更加珍惜这些老师。不幸的是，学生们几乎从来没有选择老师的机会，所以有没有好老师只能看运气。而且，即使是最好的老师，也只有一小部分课堂时间能让大多数学生兴奋地动用大脑，部分原因是所有老师都要讲授死板的课程，进行标准化考试。\r\n\r\n### 如果我们愿意，我们应怎样为所有儿童提供机会，让他们在不受胁迫的情况下进行良好的自我教育\r\n\r\n我认为，孩子们喜欢学校，也是因为学校可以帮他们更好地自我教育，这并不奇怪。孩子们渴望学习，但他们渴望以自己的方式学习。当他们自控时，他们会学得很好，而当别人试图控制他们的时候，他们经常会变得愤愤不平，就像你我一样。但是为了让孩子们学习，我们需要提供机会。我们不仅要为富人和中产阶级家庭提供这些机会，也要为穷人提供这些机会。\r\n\r\n简而言之，在我对未来的设想中，我们将拥有一个向所有人开放的社区教育中心，而不是我们今天所知的学校，孩子们——如果他们愿意的话，成年人也可以——可以来这里玩耍、探索和学习。如果可能的话，那里会有田野和树林，孩子们可以远离大人，自己去探索。那里有很多可用的学习工具，包括电脑。镇上的图书馆将成为每个中心的一部分。拥有各种技能的当地人会在那里花一些时间为那些想参加课程的人提供课程——音乐、艺术、体育、数学、外语、烹饪、商业[管理](https://www.psychologytoday.com/us/basics/leadership)，财务工作，以及任何人们觉得有趣 、好玩或重要到需要学习或练习的课程。\r\n\r\n只要花费比我们目前的强制教育系统少得多的钱，我们就可以建立美丽的社区教育中心，提供令人兴奋的自我教育机会。孩子们会涌向这样的中心，因为他们的朋友在那里，那里有许多令人兴奋的东西可以玩和探索。在这个中心里，我们文化中所有最重要的东西都会被呈现出来，孩子和成年人也可以随心所欲地尝试。每个中心的建设和提供的细节可由每个社区内部的地方和民主决定。购买设备将是对需求的回应，而不是某人「预先」期望的结果。工作人员将通过民主程序以有限期限聘用，以确保工作人员能够满足参与者的需要。不会有终身职位。\r\n\r\n有了这样的社区教育中心，我们可以相信孩子们自我教育的本能会发挥作用。他们将学习成为成年人所需要的知识，并发展出深刻的兴趣，这将引领他们从事适合自己的职业，而不是苦役。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 我们的社会义务：提供教育机会，而非强迫上学\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Our Social Obligation Educational Opportunity, Not Coercion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Reasons to Consider a Less Selective, Less Expensive College.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Reasons to Consider a Less Selective, Less Expensive College.json" new file mode 100644 index 0000000..9bb89c5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Reasons to Consider a Less Selective, Less Expensive College.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Reasons to Consider a Less Selective, Less Expensive College", + "text": "# 为什么要选择容易考而且学费低的大学\r\n\r\n原文：[Reasons to Consider a Less Selective, Less Expensive College | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200810/reasons-consider-less-selective-less-expensive-college)\r\n\r\n## 为什么菲奇堡州立大学可能比哈佛大学更好。\r\n\r\n发表于 2008 年 10 月 22 日\r\n\r\n一些家庭多年来一直尽职尽责地将钱存入大学学费基金。而在过去的几周里，这些家庭发现，一只臭鼬窜进了他们的储蓄。以股票为主的教育基金暴跌，家长的退休基金和房产价值也大幅下降。这种情况让许多高中生在申请大学时拓宽了思路，同时也让他们在收到录取通知书时，更加慎重地考虑哪封录取通知书更合适。与精英私立学校相比，当地的州立大学或者州立学院的费用要低很多，这使得这些学校比以前更具吸引力。\r\n\r\n许多年以前，当我的妻子快要从高中毕业时，她的学业成绩足以让她进入大多数门槛较高的大学。然而，她选择了菲奇堡州立大学，这所学校在《新闻周刊》的顶尖院校排名中从未出现过，也不会出现在任何关于美国最高门槛学校的指南中。她仔细研究后，得出结论：对于她想学习的专业，菲奇堡的课程和其他任何学校一样好；她尤其喜欢的是，她和她的父母都不需要为她的学费负债累累。她还很高兴她的同学来自不同的背景。如今，她作为业内备受尊敬的顶尖水平医生，从未后悔过那个决定。她骄傲地展示着她的菲奇堡毕业证书，没有任何迹象表明，相比选择哈佛而考取哈佛证书，这张证书会逊人一筹。我个人真的很羡慕，她能在那些来自名牌学校的同事面前（微妙地）露出一种与众不同的优越感。\r\n\r\n几十年来，我们国家的教育部门，一直在宣传着过度简化的错误大学选择观。这种观念认为：申请你有机会进入的门槛最高的学校，然后在录取你的学校中选择门槛最高的去就读。外界的观念认为，如果你不去愿意录取你的门槛最高、费用最贵的大学，那么你就是「贬低自己」「没有发挥出你的全部潜力」。因为这种观念已经深入人心，所以多年来，私立大学在学费和其他费用上的增长已经远远超过了通货膨胀，简直是令人发指。在这里，我将阐述一个慎重思考的观点，避免陷入许多人已经陷入的陷阱。\r\n\r\n对于同等能力的学生来说，相比在低门槛的大学接受教育，在高门槛的大学接受教育并不会带来更好的工作或更高的收入。\r\n\r\n有些人被误导性的统计数据所迷惑。是的，确实哈佛（及其同类）毕业生的平均收入要高于菲奇堡州立大学（及其同类）毕业生。但请记住，那些去哈佛的人在一开始就和去菲奇堡的人有很大的不同。因为大多数人都有这样的心态，认为他们应该进入能够被录取的门槛最高的学校，哈佛和其他类似的学校就能选拔到顶尖人才（按照通常定义的顶尖）。无论这些人上的是哪所学校，他们注定会在职业方面表现出色。他们中的大多数都非常聪明且有上进心（其余的人的父母非常富有或出名）。\r\n\r\n精英大学的普通毕业生在成年后的收入比非精英大学的普通毕业生多，并不能说明 **你** （或你的儿子或女儿）通过上精英大学就一定能赚更多的钱。唯一能够帮助回答这个问题的研究，需要对比那些在最初学术能力和收入潜力上相等，但选择了声望水平不同的大学的学生。幸运的是，已经有这样的研究了；但这些研究依然鲜为人知。\r\n\r\n2002 年，Stacy Berg Dale 和 Alan Krueger 发表了一项关于学生就读大学与其后收入之间关系的大规模研究，这些学生在其他方面具有可比的潜力。[1] 他们利用了 1972 年美国高中生全国纵向调查数据。他们有一部分研究关注那些至少申请并被至少一所精英大学和至少一所非精英大学录取的学生。之后，在这个群体中，他们比较了选择精英学校的人的成年收入，和选择非精英学校的人的成年收入，结果显示并没有显著差异。此外另一部分研究中，他们基于高中时期的学生信息，（比如 SAT 成绩）使用统计学手段保证学生收入潜力相同，并再次发现，具有相同初始潜力的学生，在收入方面基本上表现相当，无论他们所就读的大学声望如何。\r\n\r\n值得注意的是，在大学声望对成年收入影响的普遍结论中，有一个有趣的例外。这个例外是那些来自非常低收入家庭的学生。对于这个群体，仅限这个群体，就读精英大学确实显著提高了他们的平均收入。也许，对于这个群体来说，上一所精英学校从多方面帮助他们进入更高的社会阶层，使他们在成年后获得更好的工作，获得比原先更高的收入。然而，对于典型的中产阶级大学生来说，就没有这种效果了。所以，如果你恰好来自低收入家庭，且在高中期间成绩和 SAT 成绩优异，那么考虑其他许多条件之后，你可能需要听从常见建议，尽量进入你能够被录取的最有声望的学校。同样值得注意的是，声望最高的大学，为来自低收入家庭的学生提供最优质的经济援助。如果你被哈佛录取了，而你的家庭没有钱支付学费，哈佛将承担你的所有费用。对你来说，哈佛可能不仅比菲奇堡州立大学提供更大的助力，而且可能还更便宜。\r\n\r\n没有证据表明大学教育的质量与其学费有相关性。\r\n\r\n大学教育的质量难以评估，甚至不可能以任何通用的方式来评估。对于一个人来说非常有效的教育，可能对另一个人来说非常糟糕。此外，就像我其他博客想表达的主题那样，你在大学里接受的教育，无论你选择哪所大学，都取决于你投入了多少。真正的教育不是 **施加** 于你的，而是你自己 **完成** 的。因此，在评估学校时，重要的是你在那里能做什么。\r\n\r\n此外，在许多精英学校，最著名的教授（那些薪水最高的人）通常对身为本科生的你来说是最难接触的。他们会忙于自己的研究，以及指导研究生。现在的例行做法是，获得大量研究经费的教授，会用其中部分资金来「买断」部分或全部课程。结果是，这些课程是由研究生和校外兼职人员教授的，他们被大学以低廉的价格雇用。\r\n\r\n很多课名义上是知名教授开设，实则是研究生和兼职教师负责。如果你去一所非精英大学，尤其是没有研究生院的大学，那里的教授可能不出名，但他们可比那些人水平高多了。他们也更有可能专注于教学，并且有更多时间和动力来了解你这个人。他们可能会欢迎你作为本科生参与他们的研究或其他学术或社区工作，这可以为你提供课堂上无法获得的宝贵经验。\r\n\r\n多年前，我进入一所常春藤联盟大学就读，部分原因是因为该校物理系教授富有声誉。当时，我计划主修物理。我选修了第一门物理课，是这个系最著名的教授开办的，然而这是我一生中上过的最糟糕的课程。他经常迟到，而且讲课时语无伦次；他似乎是当场现编一些东西来叫我们，而且常常心不在焉。我们谁都听不懂他在说什么，大多数人最后干脆不再上课。这次经历让我改变了研究方向，转向生物学和心理学——这个改变或许是好事，也或许不是。\r\n\r\n当然，在名校里也有许多非常优秀、认真对待教学的教授。我自己也认识其中的一些人。我只是想说，你不能假设随便一所著名学府里的知名教授都是好老师，或者他们都在教学。无论你申请哪所学校，你都应该了解实际上是谁在教你可能选修的课程，并尽可能了解学生对这些老师的评价。如果可能的话，去参观他们的课堂。\r\n\r\n当“小池塘里的大鱼”通常比“大池塘里的小鱼”要好。（宁做鸡头不做凤尾）\r\n\r\n有个有充分文献证据的心理现象，是与你选择大学息息相关的，这一现象被社会心理学家称为「大鱼小池效应」[2] 。这一现象与自尊有关。许多研究表明，学术能力相同，处于非精英学术环境的学生，对自己的学术能力感觉更好，而处于精英环境的学生则不然。换句话说，能力一般的学生，在充满学霸的环境中，可能会感到无能，甚至抑郁。相反，在他或她的表现脱颖而出，名列前茅的环境中，这个学生可能会觉得自己像个学霸——甚至他的成绩也会变得像个学霸。不幸的是，我们的教育世界会让学生处处好强，所以这种比较及其对自尊的影响是不可避免的。被常春藤盟校录取可能会让你立刻感受到自尊心的飙升，因为你的同学会羡慕地看着你，你的祖父母会洋洋得意；但上了那所大学，且其负担超出了你的预期，你可能会陷入一段非常漫长的抑郁。\r\n\r\n除了自尊，做鸡头而非凤尾还有另一个优势。在次一档的学校里，优秀的学生通常更容易被教授注意到，因此，他们更有可能获得额外的教育机会，并拿到不错的推荐信，有利于未来职业和研究。而如果这些学生身处更优秀的学校则不一样了。在许多情况下，这些额外的机会和热情洋溢的推荐信，可能会弥补因未能进入哈佛等名校而带来的声望损失。此外，如果不那么知名学校的课程更容易一些，这不仅对你的自尊心有好处，而且对你的教育也有好处。这会给你留出更多的时间，跳出课业的框框，主导自己的学习，从长远来看，相比课堂的作业和测试，这样学到的东西更多。\r\n\r\n\\----------\r\n\r\n我并不是说，在录取你的大学中选取最知名大学，绝对是错的。我只是说，有很多充分的理由认真考虑其他选择。还有一点值得考虑的是：对你来说，对于你真正想要做的事情，四年制大学是否真的很有用？如今，许多年轻人——包括很多能轻松进入全国最知名大学的人——并没有上大学，也活得很不错，他们享受自己的工作，生活也不错。可以说：「如果有更好的事情要做，把头脑浪费在大学里可惜了。」不过，这是另一篇文章的话题了。\r\n\r\n\\----------\r\n\r\n参见新书[《自由学习》](http://www.freetolearnbook.com/)\r\n\r\n\\----------\r\n\r\n参考文献\r\n\r\n1. S. B. Dale & A. B. Krueger, \"Estimating the payoff of attending a more selective college,\" Quarterly Journal of Economics, 117 (2002), 1491-1527.\r\n\r\n2. H. W. Marsh & K-T. Hau, \"The big-fish-little-pond effect on academic [self-concept](https://www.psychologytoday.com/us/basics/identity),\" American Psychologist, 58 (2003), 364-376.", + "type": "text/markdown", + "caption": " 为什么要选择容易考而且学费低的大学\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reasons to Consider a Less Selective, Less Expensive College" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Rousseau's Errors They Persist Today in Educational Theory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Rousseau's Errors They Persist Today in Educational Theory.json" new file mode 100644 index 0000000..c408257 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Rousseau's Errors They Persist Today in Educational Theory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Rousseau's Errors They Persist Today in Educational Theory", + "text": "# 卢梭之谬误：荼毒至今的教育理论\r\n\r\n原文：[Rousseau’s Errors: They Persist Today in Educational Theory | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200902/rousseau-s-errors-they-persist-today-in-educational-theory)\r\n\r\n## 可怜的爱弥儿啊！\r\n\r\n发表于 2009 年 2 月 12 日 | [ 审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n让-雅克 · 卢梭以其「自然主义」[教育](https://www.psychologytoday.com/us/basics/education)理论闻名。教育相关文献常称，是他最早提出了以儿童为中心的自然教育。如果你们经常读我博客就会知道，我也写了很多儿童自然教育的内容，你们可能会觉得我受到了卢梭的不少启发。我的确很受启发——并准备指出其谬误所在。\r\n\r\n卢梭教育理论方面的著作只有《爱弥儿》。该书首次出版于 1760 年，书中虚构一位与书同名的男孩，讲述了他所接受的教育。《爱弥儿》用哲学小说的风格写就，讨论了人类的自然善好，以及如何通过不会腐化本性的教育，保存这一善好。\r\n\r\n可怜的爱弥儿啊！按当今术语来说，卢梭笔下的爱弥儿，接受了最为极端的儿童中心教育（或称渐进教育）。爱弥儿人生的前二十五年都与一位导师相伴，书中尊为「大师」，言行举止用第一人称呈现。大师聪慧至极，能力精湛。他极其专注地研究爱弥儿的一举一动，从不间断，并由此掌握爱弥儿所有的动机与异想，以此给孩子设定一次次体验，把他认为最应该学的知识，全部传授给这个男孩。师生比是一比一。\r\n\r\n大师总是控制着孩子，但他并不通过发号施令来控制，而是通过两个世纪后的斯金纳\\*主义心理学家会称之为「行为工程」的方式，他调整爱弥儿周边的环境，使得孩子决定去做的事情，始终都是大师认为对他好的。为了实现这点，大师让爱弥儿在 15 岁之前都与社会隔绝，甚至不接触其他孩子。大师是他唯一的伙伴。卢梭规定，爱弥儿在这十五年中只能阅读一本书，那就是《鲁滨逊漂游记》。根据卢梭的观点，单单这本书讲的故事，就足够健康地滋养孩子思想，启发健康的[幻想](https://www.psychologytoday.com/us/basics/fantasies)，提供健康的娱乐了。（\\*译注：斯金纳，行为主义心理学家，操作性条件反射之父。操作性条件反射通过强化和惩罚来操控个体的行为。）\r\n\r\n爱弥儿独自一人玩耍探索，并自以为他的行动非常自由。但实际上，大师早就定好了他所能玩耍探索的材料，与材料互动的方式，以及学到的知识。卢梭完全不相信孩子的自然本能。在他的愿景里，孩子的一切决定与知识，都由智慧的大师精巧地操控好，这位大师也十分情愿地将他的全部人生与才智，倾注于单单这个孩子的教育上！\r\n\r\n我们很容易以为，卢梭写这本书，是在描绘一场闹剧。如果有说法称，这本书是卢梭的诙谐之举，他在刻意夸大那些教育理论家的学说来取笑他们，我很愿意相信这个说法。但显然他是认真的。他将《爱弥儿》称作他最重要也是严肃的哲学著作。他当然知道书中提出的教育计划不切实际，但他认为，若能实现这一计划，便再理想不过了。如过江之鲫的现代教育学教授提及这本书，也未尝将其当做笑谈。无论他们赞同书中观点与否，他们都认真地认为，《爱弥儿》是现代儿童中心进步教育理论的基础。\r\n\r\n如果你常读本博客就知道，我自己的教育观点，部分源于我对瑟谷学校的观察，部分源于我对狩猎采集部落中儿童教育过程的研究。专栏右侧\\*便是我讨论这些话题的文章。虽然我跟卢梭都认同，玩耍和探索对儿童学习来说至关重要；除此之外的方方面面，我大多不认同他。（译注：请访问原文查看。）\r\n\r\n让我在此列出我心中卢梭教育理论存在的主要谬误。这些谬误很重要，不仅是对卢梭的批判，更是直击卢梭一脉的教育理论体系，这套体系现在仍然兴盛不衰。\r\n\r\n1. 儿童脆弱谬论：必须保护儿童，避免他学到错误知识\r\n\r\n在整本书中，卢梭对爱弥儿学到错误知识的担忧，远胜于他对于传授正确知识的关切。开篇第一行便阐述了其中缘由：「出自造物主之手的东西，都是好的，而一到了人的手里，就全变坏了。」对卢梭来说，自然是好的，而社会是坏的，所以为了让爱弥儿成长为良善的人，他在童年就必须置身大自然之中，而与社会隔绝，直到他长大成人，性格足够强韧，能够抵御社会之恶，才能与社会接触。\r\n\r\n有些人要控制孩子看什么电视，玩什么游戏，听到什么话，交到那些朋友。他们的想法也类似卢梭，只不过更加具体。儿童脆弱理论，甚至部分支持了我们强加给儿童的年龄隔离——年龄隔离就是在保护儿童不受我们眼中那些坏榜样的影响。\r\n\r\n我的观点与瑟谷学校的[理念](https://www.psychologytoday.com/us/basics/philosophy)与办学相契合，我认为人性既非本恶，也非本善，而比起大孩子或者成年人，小孩子也并非更加天真纯洁。我们本质上都是社会的造物，因此剥夺孩子与各种人交往的权利，就是破坏他们正常人格发展的基石。儿童观察到他人的行为后，并不会盲目模仿。他们会有所思考：不仅[关注](https://www.psychologytoday.com/us/basics/attention)他人的行为，而且关注这些行为的后果。孩子探索现实世界越多，他们越能善于应对各种现实情况。为了确定什么现实模型可行，什么不可行，孩子需要能观察各式各样的模型，听取各方看法，自己找出矛盾之处。若要为现实世界的生活做准备，儿童必须在这个世界中成长壮大，旅经风霜严苦之处，遍访水草丰美之所。\r\n\r\n如果社会腐坏不堪，为了儿童长期健康发展，成年人应当径直揭露腐败之处，而非隐藏遮掩。此外在民主社会中，我们赋予每人同等的投票权来不断改良社会。通过这些手段，我们创造了规则和流程，来减少个人利益和群体利益的冲突，从而防患于未然。瑟谷学校是民主的社区，小到四岁，大到青春期的孩子能直接体验民主的权利与义务。\r\n\r\n2. 发展阶段谬误：儿童在特定年龄只能学习特定种类的知识\r\n\r\n卢梭将《爱弥儿》分为数卷，每卷对应他理论中儿童的不同发展阶段，而每一阶段都是生活方式的巨大转变。最重要的是，卢梭笃信儿童在 12 岁前都不能逻辑清晰地理性思考。将近两个世纪后的著名发展心理学家 Jean Piaget，与卢梭在这点上不谋而合。根据卢梭的说法，跟小孩子理论是没有用的，因为他们不具备理性思考的能力。小孩子能学习身体技能，也能直接体会其行动后果来学习。但他们无法通过符号化的语言来学习任何知识。这一预设会被所有孩子和所有曾是孩子的人反对，只有那些不打算认真听孩子讲话的人会拿来当理由。今天仍然有人这么找借口，甚至这些人了解自己[童年](https://www.psychologytoday.com/us/basics/child-development)的所思所想，心知肚明这样的假设是错的。当然，瑟谷学校应用四十年并收效显著的民主方法，其前提就是孩子能理性思考。\r\n\r\n3. 儿童独自置身自然谬论：儿童主要甚至是全部的学习方式，就是与环境中的自然物体交互。\r\n\r\n儿童十二岁前不能理性思考这一理念的推论，就是他们不能通过语言学习任何重要的知识。他们的学习必须依靠直接感官体验，和操纵现实物体。卢梭和 Piaget 都同意这点。但仅凭日常经验就知道，他们是错的。如果孩子想要了解什么事情，他们最常用的办法就是问问可能了解这件事的人。观察孩子的反应就可以知道，他们基本能理解他人的回答。孩子会适当追问，并合理地反对别人的回答，有时候太过合理以至于让人上火。孩子后续的行为也说明他们能理解这些内容。孩子的确会通过非社交的手段学习，他们通过直接操纵环境中的物体来学习，这个途径很重要。但是他们通过语言学到的知识更多。对人类来说，能够交谈与理解的他人，实在是人类环境的必然要素。孩子不能从社交环境中学习的看法荒谬至极。\r\n\r\n4. 儿童可控制谬误：有可能充分了解孩子以控制其学习而不受察觉 \r\n\r\n卢梭最严重的错误，是认为人类行为是可预测、可控制的，而老师能够像大师引导爱弥儿一样引导学生。不过卢梭至少愿意承认，能实现如此壮举的老师基本上就是超人了——他拥有非凡的观察力和思考力，能够把他的一生奉献给单单一个孩子。一些近代的教育理念，似乎期待现实的老师能不顾自己的正常生活，为更多孩子同样做到这点。\r\n\r\n教育学中的传统主义者和进步主义者，围绕控制儿童的方式一直争论不断。双方都同意，教育者的职责是保证学生完成课标，但是两方手段不同。传统主义者认为要直接了当：告诉学生要学习什么，直接而公开地展示[权威](https://www.psychologytoday.com/us/basics/assertiveness)，布置大量练习，让他们能学会；之后要测试这些知识。如果他们没学会，那么整套流程再来一遍。\r\n\r\n进步主义者则认为行事要间接：你知道孩子应该学习什么，并认为你有责任让孩子学到这些知识，但是尽可能不要明显地用权力施压。你希望利用玩耍和探索等儿童的自然学习活动，不被察觉地调整活动导向，让孩子能够自己「发现」正确答案，并且避开错误答案。这就是卢梭的办法。在这场争论中，我很难说我偏向哪方：这两边我都不同意。\r\n\r\n卢梭以及所有现代教育者的根本错误，是认为成功的教育依赖于教师能力。事实并非如此；教育的成功取决于儿童能力。儿童能自我教育。\r\n\r\n瑟谷学校开创者的一大洞见，就是课标是不必要的。几百万年前的狩猎采集者也懂得这点。你没有必要为孩子的学习而负责，也不必挥动拳头绞尽脑汁撺掇孩子去学习。你只要提供环境，让孩子（a）能尽情探索、玩耍、交际；（b）免受霸凌等等威吓之苦，（c）与各年龄段的人自由交际，（d）能够接触到普遍认同的学习工具，（e）能够直接体会他们身处的文化，让他们明白如何行事。\r\n\r\n不同于卢梭的漫天幻想，瑟谷学校已付诸实践。这所学校已良好运转近四十年，学生平均每人花费远小于当地公立学校，且麻烦更少，快乐更多。毕业生已有数百人，职业各异，但都有所成就。世界上的教育学教授啊，是时候认真研究这所学校了。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 卢梭之谬误：荼毒至今的教育理论\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Rousseau's Errors They Persist Today in Educational Theory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_School Bullying A Tragic Cost of Undemocratic Schools.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_School Bullying A Tragic Cost of Undemocratic Schools.json" new file mode 100644 index 0000000..4c5b1cb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_School Bullying A Tragic Cost of Undemocratic Schools.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/School Bullying A Tragic Cost of Undemocratic Schools", + "text": "# 校园霸凌：专制学校的悲惨代价\r\n\r\n原文：[School Bullying: A Tragic Cost of Undemocratic Schools | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-to-learn/201005/school-bullying-a-tragic-cost-of-undemocratic-schools)\r\n\r\n## 反霸凌法律法规只有出自学生之手才有效。\r\n\r\n发布于 2010 年 5 月 12 日\r\n\r\n假设你 15 岁，或者 13 岁，或 11 岁，出于某种原因——你无法控制的原因——你被你的同学当作一个轻蔑和[羞辱](https://www.psychologytoday.com/us/basics/embarrassment)的对象。对你来说，学校如同地狱。别人叫你「biao子」「j货」「d妇」；或者「同性恋」，「娘娘腔」，「渣滓」；或者更下贱的词语。同学故意在走廊上撞你，把你的书从你手里打掉。午饭时没有人和你坐在一起，谁跟你坐在一起，谁就会被骚扰，直到他们不再和你坐在一起。这些霸凌者不是那些在漫画里常见的外表粗鲁、没人喜欢、偷别人午餐钱的坏孩子。不，这些霸凌者是那些受欢迎的孩子——运动员、啦啦队员、时髦的孩子。不仅是孩子，还有老师或者其他大人，这些孩子都能得到他们的喜爱。\r\n\r\n不管你对学校有什么看法，也不管你在学校受到什么样的对待，你都必须按照法律规定去上学。“少数人”的父母有能力送他们去其他私立学校，或者说服学校董事会让他们在家里就可以接受足够的教育，但你不属于他们。你别无选择。\r\n\r\n如果你是成千上万受到霸凌的孩子之一，你会怎么做？你可能会忍受痛苦，变得坚强，勉强活下去。你可能是唯一一个知道自己受了多少苦的人。你可能会想过自杀；你甚至可能[幻想](https://www.psychologytoday.com/us/basics/fantasies)用暴力来报复学校，因为整个学校似乎都是你的敌人。如果你像其他孩子一样，这样的想法仅仅停留在幻想中。但是偶尔，在一些特别脆弱的人身上，绝望或者[愤怒](https://www.psychologytoday.com/us/basics/anger)有时会以暴力的形式爆发出来，发泄对象要么是自己，要么是学校，只有到了这个时候，校园[霸凌](https://www.psychologytoday.com/us/basics/bullying)才会受到社会的关注。\r\n\r\nHelen Smith 在她的书[《伤痕累累的心》](http://www.violentkids.com/)中，讲述了一个 13 岁女孩 April Michelle Himes [自杀](https://www.psychologytoday.com/us/basics/suicide)的故事。她住在华盛顿州的里奇兰市：「在学校，同学们叫她胖子，朝她扔东西，把她推来推去。他们造谣并嘲笑她，说她在胸罩里塞纸巾。她曾试图自杀，她的父母让她接受了精神病院的住院治疗，并寻求咨询，但无济于事。在规定的 180 天的上课时间里，她缺席了 53 天。她被告知，她必须返回学校，否则逃学委员会可能会把她送到少年拘留中心。她觉得更好的选择是：走进卧室，用皮带吊死自己。……在过去，她本可以就这样辍学，但现在，像她这样的孩子却被强制[教育](https://www.psychologytoday.com/us/basics/education)困住。」\r\n\r\n在我的家乡马萨诸塞州，那里经常有学校霸凌和自杀的事情流传。几年前，一个 11 岁的男孩 Charles Joseph Walker-Hoover 上了头条，因为他受不了学校的霸凌而上吊自杀。他的学校在斯普林费尔特，是所“好”学校。后来，又有一个 15 岁女孩 Phoebe Prince 被同学霸凌了几个月后上吊自杀。她是爱尔兰移民，就读于南哈德利富裕社区的公立学校。\r\n\r\nWalker-Hoover 自杀后不久，Prince 也自杀了，民众的愤怒情绪爆发了。这促使马萨诸塞州议会采取行动，他们一致通过了反霸凌法案，然后由州长签署，当即成为法律。全州的人都想做点什么，不让 Charles 和 Phoebe 的死白费。于是他们制定了这条法律。\r\n\r\n对于立法者一致通过这项法案、州长大张旗鼓地签署这件事，我并不感到惊讶。考虑到当时的情绪氛围，他们可能别无选择。任何反对的人都会被视为对悲痛的父母缺乏同情，对霸凌行为态度软弱。但这项新的法案并没有解决霸凌问题。\r\n\r\n为什么反霸凌立法无法解决霸凌问题\r\n\r\n根据反霸凌法，学校的每个员工——包括食堂员工、清洁工、校车司机以及教师和行政人员——都必须向校长报告他们看到的任何霸凌事件，校长则有义务进行调查并给予相应的纪律处分。此外，该法还要求马萨诸塞州的每个在校学生，从幼儿园到 12 年级，每年都要参加「反霸凌课程」。这些表面上的事，你用不着深挖就能看到其中的问题。\r\n\r\n这个法律第一个问题是，很多时候——也许是大多数时候——工作人员无法判断某个行为是友好玩笑还是真正的霸凌。这在大学校尤其如此，因为一个工作人员不可能认识所有人。在朋友之间开玩笑是[青春期](https://www.psychologytoday.com/us/basics/adolescence)正常、健康的一部分，尤其是对男孩来说。最好的朋友可能会反复用听起来很可怕的名字互相叫。对很多男孩来说，这就是他们拥抱的方式。\r\n\r\n如果食堂员工听到有孩子管另一个孩子叫了几次「loser」，然后，根据法律，他必须汇报，校长也必须调查。这会让校长很忙，也会让很多完全正常、善良的孩子陷入麻烦。这就像对武器的零容忍政策，导致孩子们因为上学带指甲刀而被停学；或者像对[性骚扰](https://www.psychologytoday.com/us/basics/sex)的零容忍政策，导致一个三年级男孩亲吻一个小女孩的脸颊而被停学。这是对孩子在学校行为自上而下控制；这又一项要求，让学校感觉更不自由，更像监狱。\r\n\r\n这个法律还有另一个问题，就是会让霸凌者更容易向成年人隐藏霸凌行为。据报道，现代的霸凌者已经导致了很多孩子自杀，他们在成年人面前假装清白，掩饰自己的恶行。这就是为什么当老师和校长被告知性骚扰时，他们常常不相信受害者或受害者的父母。他们看不见霸凌的发生。在他们看来，被指控的学生是学校里最优秀的孩子，所以他们很快就断定投诉者一定是心理有问题，然后他们建议投诉者去接受[治疗](https://www.psychologytoday.com/us/basics/therapy)。即使有了法律，受害者也很难得到公正的对待，因为他们只有自己的话来证明自己被霸凌了，而霸凌者有一群人为他们说话；而后者的话往往会更有说服力。\r\n\r\n这个法律第三个问题是，它会加剧学生和教职工之间的对立。学生觉得在教职工面前必须更加注意自己的言行，以免违反新的言论规范。教职工因为有义务举报学生的任何不当言论，所以会让学生更加敌视他们。因此，学生向老师或校长举报骚扰行为，会被视为通敌，甚至比平时打小报告更严重；而且，敢这么做的学生，会受到更多的霸凌，情况甚至比现在更糟。\r\n\r\n这个法律的另一部分，即要求学生每年参加反霸凌课程，又如何呢？新课程，新教学大纲，新的一套考试——这些已经是我们的文化对学生面临问题的一种本能反应。事实上，在过去二十年里，包括美国在内的很多国家都尝试过各种反霸凌的学校项目和课程，并且进行了很多效果评估，检验它们是否有效。到目前为止，没有一个项目被证明是非常有效的。\r\n\r\n对这类结果研究的两篇主要综述已经发表，两者都得出相同结论，没有证据表明这些项目有正面效果[1]。在最好的情况下，这些项目可能会使霸凌行为略有减少；在最坏的情况下，它们可能会使霸凌行为略有增加。不仅是反霸凌项目和课程，其他一些从上而下的，旨在改变青少年的行为的项目和课程，也面临同样的情况。比如，一个很有名的叫做 D.A.R.E. 的项目，设计的目的是让孩子们对毒品不感兴趣，但是多次研究都证明它是无效的，甚至三年前有一篇美国心理学会发表的文章把它列为了那些可能带来负面影响而不是正面影响的干预措施之一。[2]\r\n\r\n校园霸凌的根源\r\n\r\n霸凌经常发生在这样一类人身上：他们没有政治权力、被别人自上而下地统治；他们因为法律或经济的原因，无法脱离这一处境。比如说，监狱里就经常发生这种情况。被霸凌的人无法逃脱，也无法通过法律途径来对抗霸凌者。他们可能会向狱警和监狱长举报，但狱警和监狱长不知道该相信谁，而且他们可能觉得隐藏霸凌对他们更有利，而不是公开宣扬和公开处理。最近我读了陈桂棣和吴春桃合著的《中国农民调查》，它讲述了上世纪中国农民的生活：农民无法离开土地，就容易被地方小官僚自上而下地掌控，那些擅长威胁别人的霸凌者就会上位。我们是否应该对至少有一些学生对强制禁锢和独裁统治的反应，与囚犯和这些农民的反应相同而感到惊讶呢？\r\n\r\n在我们文化中，对学校的最美好的想象是，教师和校长都是无比善良、充满爱心，且拥有[智慧](https://www.psychologytoday.com/us/basics/wisdom)的成年人，擅长教育和照顾孩子，能帮助他们克服困难。但实际上，老师和校长都是普通人，和世界各地的人一样，有各种各样的弱点。他们中的大多数人确实是善良的，但远非无所不知或全知全智。作为一个国家，我们很早就认为，没有任何一种独裁是好的或有利的。要有一个公正的社会，人民必须有权利和责任去管理自己的事务。这是我们国家的根本原则，如果我们的孩子要接受民主教育，那么我们的学校，也就是孩子们生活的重要场所，岂不是应该成为民主的典范吗？\r\n\r\n要消除学校里的霸凌和弥漫的不公平感，只有一种办法，那就是彻底改变学校的管理方式。如果我们的孩子必须在学校中接受教育，那么他们就应该在学校的运作中有实质性的发言权。如果他们没有这样的发言权，那么学校和监狱无异，我们可以想象学生会有和各地囚犯一样的各种反应。\r\n\r\n我长期参与了一所学校的工作，那里的学生和教职工相互合作，每个人都有一票，共同制定学校的所有条例。这些条例是通过一个司法机制来执行的，不同年龄层的学生都可以担任陪审员。这所学校和其他任何学校一样，也有潜在的霸凌者（谁不可能成为霸凌者呢？），但是它的民主治理在霸凌行为尚未形成伤害之前，就已经非常有效地遏制了它。\r\n\r\n正是因为学生们拥有权力，他们会对学校产生归属感，并有着保持学校和平的既得利益。他们的法律权力激发了一种责任感，这让他们不仅利用学校的立法和司法系统，还借助[同伴压力](https://www.psychologytoday.com/us/basics/conformity)和友好[说服](https://www.psychologytoday.com/us/basics/persuasion)的手段来促进和平与正义。在这所学校，教职员工和学生之间没有“我们与他们”的对立。他们携手合作，建设一个人们可以自由无惧的社区。我说的不是一所想象中的学校。我说的是一所真实存在了 40 多年的学校，并且已在世界各地多次被复制。\r\n\r\n\\-----------\r\n\r\n现在，你对此有何看法？……从某种意义上说，这篇文章给大家提供了交流的平台。无论我们是否认同，你的疑问、想法、故事和观点，都受到我和其他读者的尊重。文章的原网址 Psychology Today 不支持评论，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）。\r\n\r\n\\-----------\r\n\r\n附注\r\n\r\n[1] K. W. Merrell et al. (2008), How effective are school bullying intervention programs? A meta-analysis of intervention research. *School Psychology Quarterly, 23*, 26-42; and J. D. Smith et al. (2004), The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. *School Psychology Review, 33*, 547-560.\r\n\r\n[2] Lilienfeld, S. O. (2007). Psychological treatments that cause harm. *Perspectives on Psychological Science, 2*, 53-70.", + "type": "text/markdown", + "caption": " 校园霸凌：专制学校的悲惨代价\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School Bullying A Tragic Cost of Undemocratic Schools" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_School Refusal Crime, Mental Disorder, or Human Right.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_School Refusal Crime, Mental Disorder, or Human Right.json" new file mode 100644 index 0000000..8f514f5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_School Refusal Crime, Mental Disorder, or Human Right.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/School Refusal Crime, Mental Disorder, or Human Right", + "text": "# 拒学：犯罪，心理障碍，还是人权问题？\r\n\r\n[School Refusal: Crime, Mental Disorder, or Human Right? | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/202002/school-refusal-crime-mental-disorder-or-human-right)", + "type": "text/markdown", + "caption": " 拒学：犯罪，心理障碍，还是人权问题？\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School Refusal Crime, Mental Disorder, or Human Right" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Schools Are Good for Showing Off, Not for Learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Schools Are Good for Showing Off, Not for Learning.json" new file mode 100644 index 0000000..8c0a21d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Schools Are Good for Showing Off, Not for Learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Schools Are Good for Showing Off, Not for Learning", + "text": "# 学校是为了夸耀，而非学习\r\n\r\n原文：[Schools Are Good for Showing Off, Not for Learning | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201309/schools-are-good-showing-not-learning)\r\n\r\n## 这里解释了为何存在教育差距，以及为何这种差距在不断扩大\r\n\r\n发布于 2013 年 9 月 19 日 | [ 审稿人：Matt Huston](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n假设你在读高中或者在读大学。突然，有一位魔法仙子冒出来，让你做出以下选择：（1）你能学好这门课讲授的材料，但你会拿个低分（比如 D）。（2）你根本 **学不会** 这些材料，但你能拿个高分（比如 A）。你会怎么选择？诚实一点。\r\n\r\n几乎所有学生（除了几个桀骜不驯的）都会毫无犹豫地选择第二个选项。学生都是理性的。他们知道学校是为了拿成绩的，而不是学习。如果他们需要了解课堂的材料，他们总可以自己学习，这可比在学校学习高效多了。然而，假如成绩单上多了个碍眼的 D，那可就永远无法抹去了。选择第一个选项简直是愚蠢。只要读到高中，所有学生都知道这点。\r\n\r\n学校是为了夸耀，而非学习。让孩子入学，便是让他们置身于一系列竞赛之中——比谁最厉害，谁的总成绩最高，谁在标准化考试上成绩最好，荣誉拿得最多，进入最高级的先修课，考上最好的大学。对于这些成绩和一轮轮马戏圈子，我们不仅当作学生的指标，更是家长自己的指标。我们会用种种办法，或是话外之音，或是直言不讳，向朋友亲戚炫耀这些指标。\r\n\r\n所有这一切与学习无关。说实话，我们也知道。我们几乎很少考虑，孩子是否在学校学到东西了；我们只关心成绩。家长比孩子更觉得选项一比选项二更愚蠢。只要可能，我们应该禁止他们作出选项一。\r\n\r\n **** **\r\n\r\n如果学校的目的是学习，而非夸耀，我们会采取更为不同的设计。我们会设置一些场所，让学生追随自己的兴趣，学习他们想学的东西，尝试不同的[职业](https://www.psychologytoday.com/us/basics/career)路线，为他们渴望的未来做好准备。所有人会在不同的时间，做不同事情，因此没有比较的基准可言。人们会在想学习阅读的时候学习阅读，而如果他们希望得到帮助，我们也会施以援手。我们会关注[合作](https://www.psychologytoday.com/us/basics/teamwork)，而非[竞赛](https://www.psychologytoday.com/us/basics/sport-and-competition)。这正是一些[民主学校](http://alternativestoschool.com/democratic-schools/)里所实施的，这些学校的目的是学习而非夸耀，而事实证明，这样的学校是非常有效的。\r\n\r\n **** **\r\n\r\n我们指导，学习有一个特点，即学校用以激励表现的压力，是会抑制学习的。大量心理学实验显示，各种形式的比赛和评估，对于那些知道怎么做好一项任务的人，能让他们比平常做得更好，然而对不太懂的人，则会起反作用。\r\n\r\n比如，在一项多年前开展的研究中，心理学家观察了在大学球池里玩魔力八号球友谊赛的人。[1] 一开始，他们站在远处观察，所以玩家不知道有人观察他们，之后他们靠近玩家，并非常刻意地观察，显示出他们在衡量玩家的表现。结果是那些没有被观察时已经玩得很好的玩家，在知道有人在评估他们后，表现得更好了；但那些还在学习怎么玩的初学者，在有人评估后表现得更差了。很多类型的任务都是如此——无论是智力型，体育型，还是劳动型。评估和竞赛让炫耀更为容易，但这种压力阻碍了学习。然而，随着我们不断尝试促进学校学习，我们一直在增加压力，结果还奇怪，为什么怎么做都行不通。\r\n\r\n **** **\r\n\r\n关于美国里贫富家庭出身的孩子之间的[教育](https://www.psychologytoday.com/us/basics/education)差距，已经有详备的叙述。有意思的是，随着在学校里表现良好的压力不断增加，这种差距也在不断扩大。实际上，有一项研究（[刊登于纽约时报](http://www.nytimes.com/2012/02/10/education/education-gap-grows-between-rich-and-poor-studies-show.html?pagewanted=all&_r=0)）显示，比较来自不同财力家庭的孩子，两者在标准化测试上的成绩差距， 从1960 年到现代，增加了 40%。\r\n\r\n我确信，教育差距的成因中有很多因素，但有项因素是我希望你们仔细考虑的。假设那些来自经济条件更好的家庭的孩子，在家里学会很多学校会考到的知识。在学校中考试和持续评估的压力之下，他们会表现得更好，因为他们已经掌握了考试涉及的知识。他们习惯了这种思考方式。那么再假设，来自经济条件较差的家庭的孩子，在家里没怎么学会学校会考到的知识。他们一开始就在考试上表现很差，因为他们并没有一开始学到那些知识。持续不断的测试与评估带来极高的压力，再加上考试失败的[尴尬](https://www.psychologytoday.com/us/basics/embarrassment)与耻辱——他们便很难在学校学习那些别人已经在家里学会的知识。\r\n\r\n宿命论地，学校的失败会引诱他们相信，他们自己是愚蠢的，这又导致他们在心理上以至于物理上放弃整个过程。换句话说，正是这种高压力的环境，在那些已经掌握知识的人，和没有已经掌握知识的人之间，撕裂出一条天堑，导致学校里教育差距年年都在扩大。随着保持优良表现的压力增加，天堑还在不断加深。\r\n\r\n如果我们真心希望减小教育差距，我们必须本着学习而非夸耀的目的来设计学校。\r\n\r\n **** ***\r\n\r\n现在，你对此有何看法？……从某种意义上说，这篇文章给大家提供了交流的平台。无论我们是否认同，你的疑问、想法、故事和观点，都受到我和其他读者的尊重。文章的原网址 Psychology Today 不支持评论，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n关于孩子自然的学习方式，以及孩子学习的最佳条件，更多信息请参见《[玩耍精神](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=tmm_pap_title_0?_encoding=UTF8&qid=&sr=)》。\r\n\r\n参考文献\r\n\r\n[1] Michaels, J. W., Blommel, J. M., Brocato, R. M., Linkous, R. A., & Rowe, J. S. (1982). Social facilitation and inhibition in a natural setting. *Replications in Social Psychology, 2,* 21–24.", + "type": "text/markdown", + "caption": " 学校是为了夸耀，而非学习\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Schools Are Good for Showing Off, Not for Learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Seven Sins of Our System of Forced Education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Seven Sins of Our System of Forced Education.json" new file mode 100644 index 0000000..5bfb974 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Seven Sins of Our System of Forced Education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Seven Sins of Our System of Forced Education", + "text": "# 强制教育系统的七大罪行\r\n\r\n原文：[Seven Sins of Our System of Forced Education | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200909/seven-sins-our-system-forced-education)\r\n\r\n## 强制教育妨害孩子教育自己\r\n\r\n发表于 2009 年 9 月 9 日｜[审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在我上一篇帖子中，我做了一件让我不那么舒服的事情。我重复了几遍：「学校即监狱。」 我为此感到不适，因为学校占据了我人生的一大部分，而我认识的许多人也是如此。\r\n\r\n和我认识的大部分人一样，我在公立学校接受教育，长达十二年。我的母亲曾在公立学校执教多年。我的至亲——同父异母的姐姐，也是公立学校教师。我有很多亲近的朋友和堂兄弟姐妹都是公立学校教师。我怎么能说这些善良的人——他们热爱孩子，并且全身心地帮助孩子——竟参与了一个囚禁儿童的系统呢？\r\n\r\n我上一篇帖子下的评论也说明，我用监狱指代学校的说法，也让其他人感到了不适。\r\n\r\n我发现，有时候，就算让我和别人都不舒服，我也得说出真相。再怎么巧舌如簧，也掩盖不了血淋淋的真相，学校——任何在美国或其他国家常见形式存在的学校，就是监狱。法律规定，一定年龄范围内的人类（基本上是 6 岁到 16 岁），必须在那里花费很大一部分时间，在那里他们被他人要求必须完成任务，而命令必须得到遵循。对于制定这些他们必须遵从的规则，他们没有多少发言权。监狱——根据常见的一般定义——是任何非自愿监禁并限制自由的地方。\r\n\r\n现在你可能会争辩，我们熟识的学校，是良善且必要的；但你无法否认，学校即监狱。否定学校即监狱，就是在说我们并没有义务[教育](https://www.psychologytoday.com/us/basics/education)系统。若非如此，那就得在语义上说明， **监狱** 的含义与常识不同（因此不能用来修饰学校）。我认为，在任何严肃的辩论中，要实事求是地使用词语。\r\n\r\n有时候，人们会用「监狱」这个词来做比喻，用来指代他们必须遵守规则或者做那些没意思的事的地方。类似地，有些成年人会认为他们的工作是监狱，或者他们的婚姻是监狱。\r\n\r\n但这不是监狱一词的字面含义，因为这些例子中的限制是自愿的，而不是非自愿的。在美国和其他民主国家里，强迫人在他们不想工作的地方工作，或者与他们不想结婚的对象结婚，是违反法律的。\r\n\r\n然而，强迫孩子上学并不违法；实际上，如果你是家长，而孩子不想上学， **不** 强迫孩子上学反而违法（我知道有些家长有足够资源以选择其他的学校教育，或者提供家庭教育，让州政府和孩子都可以接受，但这在现代社会不是常态；而很多州和国家的法律极其反对这种选择）。\r\n\r\n因此，尽管有些可悲的工作或婚姻 **像是** 监狱，但学校通常 **就是** 监狱。\r\n\r\n还有一个词是我觉得值得大声疾呼的： **强制教育** 。就像 **监狱** 一词一样，这个词并不悦耳。但，如果我们有 **义务** 教育，那么我们就会有 **强制** 教育。 **义务** 这个词，如果有任何意义的话，那便指的是被义务的人对此毫无选择的余地。\r\n\r\n一个问题亟待辩争：强制教育——以及紧随其后的儿童监禁，是好是坏？大多数人会觉得，总的来说——好事一桩；但我觉得，说一千，道一万，它就是件坏事。我会概述一些原因，并列出了所谓的强制教育系统「七大罪行」：\r\n\r\n1. 仅凭年龄来[剥夺](https://www.psychologytoday.com/us/basics/denial)自由。在我的价值观中，以及长期以来民主思想家支持的价值观中，剥夺任何人的自由都是错的，除非有正当理由。我们必须在法庭上证明，成年人犯了罪或对自己或他人构成严重威胁，才能对其进行监禁。然而，仅仅因为年龄，我们就把儿童和[青少年](https://www.psychologytoday.com/us/basics/adolescence)关进学校。这是强制教育中最露骨的罪行。\r\n\r\n2. （强制教育）一方面滋长耻辱，另一方面助长傲慢。迫使人去做自己不想做的事情并非易事。我们不再像过去那样使用教鞭（来鞭策学生），而是利用一个持续测试、评分、排名的系统，让孩子在其中与同龄人竞争。由此，我们利用并扭曲了人类的耻辱和傲慢，这一情感结构，为的是激励孩子们去完成任务。如果孩子们的表现不如同龄人，就会让他们感到耻辱；而如果表现更好，他们可能会自满。一些孩子会因此从教育中心理上失去兴趣，成为课堂小丑（并不太糟糕）、霸凌者（不好）、毒品滥用者和毒品贩子（非常糟糕）。而那些因为获得 A 和荣誉而感到极为骄傲的人，则可能会变得傲慢，鄙视那些成绩不好的人；从而轻视民主的价值和程序（这可能是最糟糕的影响）。\r\n\r\n3. 阻碍合作和养育的发展。我们天生就是社会型动物，天生善于合作。孩子天生想帮助他们的朋友，即使在学校里，他们也试图这么做。但这种合作驱动力，和基于竞争的学生排名和分级体系相抵触。要是一个学生给另一个学生提供太多帮助，就会被认为是作弊。帮助他人甚至可能会伤害自己——抬高别人的分数，降低自己的排名。一些学生透彻地理解了这一切——他们无情，但是能成功。此外，正如我在之前的文章中所辩论的那样（尤其是 [2008 年 9 月 24 日的帖子](http://www.psychologytoday.com/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-iii-older-children-are-ex?page=2)），在学校中出现的强制年龄隔离促进了竞争和霸凌，抑制了养育的发展。在人类历史上，孩子和青少年通过与年幼的孩子互动学会关心和帮助他人。年龄分级的学校系统剥夺了他们这样的机会。\r\n\r\n4. 阻碍培养自我责任感和自主能力。本博客中一系列文章的主题之一是，孩子们在生物学上倾向于对自己的教育负责（介绍见 [2008 年 7 月 16 日的帖子](http://www.psychologytoday.com/blog/freedom-learn/200807/children-educate-themselves-i-outline-some-the-evidence)）。他们通过玩耍和探索的方式，学习社会和物理世界的知识。他们思考自己的未来，并采取措施为之做准备。通过把孩子们限制在学校和其他成人指导的环境中，并用作业填满他们的时间，我们剥夺了他们承担这种责任所需的机会和时间。此外，我们强制性的学校教育系统时而暗示时而明示：「好好读书，读出来什么都会有的」。相信这种信息的孩子可能会停止对自己的教育负责。他们会误以为，别人已经帮他们想好了成功的必由之路，所以他们不必去想。如果他们的生活并不太顺利，他们会觉得自己是受害者：「我的学校（或父母或社会）辜负了我！所以我才过的这么烂」。\r\n\r\n5. 将学习与恐惧、厌恶和枯燥联系起来。对许多学生来说，学校引发了与学习相关的强烈焦虑。刚学习阅读、比其他人慢一点的学生在面对读书时会感到[焦虑](https://www.psychologytoday.com/us/basics/anxiety)。几乎每个认真参加考试的人都会感到焦虑。失败的威胁和与失败相关的羞耻感会在某些人中引发巨大的焦虑。在我教授统计学的大学——即使是精英大学，大部分学生都患有数学焦虑症，显然是因为他们在学校受到了与数学相关的[耻辱](https://www.psychologytoday.com/us/basics/embarrassment)。心理学有一条基本原则——焦虑会抑制学习。在玩乐的状态下，学习能起到最好的效果，而焦虑会抑制玩乐的状态 。学校教育的强制性将学习变成了工作。老师们甚至干脆把学习叫作「工作」：「你必须先完成工作才能玩。」因此，本来生理上渴望的学习变成了苦差——孩子会尽可能地避免学习。\r\n\r\n6. 抑制批判性思维。据说，教育的[雄心壮志](https://www.psychologytoday.com/us/basics/motivation)之一，是促进批判性思维。但是，不管教育者们说得多么好听，但大多数学生——包括大多数「优等生」——学会了避免批判性地思考自己的学业。他们谙熟此道——在学校里的任务就是在考试中取得高分，批判性思考只会浪费时间、干扰学习。为了得高分，你只要搞清楚老师想听到什么，然后说出来。我听过无数的大学生和高中生对此头头是道。我在大学中为促进批判性思维付出了很多努力；我开发了一套旨在促进批判性思维的教学系统，撰写了有关批判性思维的文章，并在学术会议上进行了多次演讲。我将在未来的一两篇博客文章中探讨这个话题。但是，说实话，作为贯穿教育体系的主要激励因素，评分系统是一种强大的阻力，阻碍学生们在教室中坦率地讨论和批判性地思考。我们教师负责评分的体系中，很少有学生会批判或甚至质疑我们提出的观点；而如果我们试图用评分来引导学生们批判，那只会产生虚伪的批判。\r\n\r\n7. 减少技能、知识和思维方式的多样性。通过强制所有学龄儿童按照相同的标准课程学习，我们减少了他们尝试其他路径的机会。学校课程只代表了对我们社会很重要的一小部分技能和知识。在当今时代，没有人可以学习所有需要了解的内容。为什么要强制每个人学习相同的一小部分内容？当孩子们自由学习时，如我在瑟谷学校所观察到的那样，以及其他人对非学校教育者的观察，他们会采取新颖、多元且不可预测的路径。他们会努力钻研自己抱有热情的领域，成为专家，然后通过追求自己的兴趣找到谋生的方式。被强迫按照标准课程学习的学生没有太多时间追求自己的兴趣，许多人汲取了这一教训：自己的兴趣并不重要，重要的是考试成绩。一些人会克服这一点，但是太多人做不到。\r\n\r\n我在此列出的「罪行」，并不是什么新闻。我与许多教师攀谈过，他们早已了然强制教育的这些有害影响，许多人还非常努力地试着与之对抗。\r\n\r\n有些老师在学校系统允许的范围内，尽可能地让学生感受自由和游戏的氛围，许多老师试图减少学生失败的耻辱感，减轻他们的焦虑感；大多数老师尽力克服困难，让学生之间合作并互相关怀，尽管系统本身带来阻力；许多老师尽力允许并培养学生的批判性思维。\r\n\r\n然而，这个系统却与他们背道而驰。可以说，在我们的学校系统中，教师并没有更多的自由来按照他们的意愿教学，就像学生没有自由按照他们的意愿学习一样。（但是教师不像学生，他们有退出的自由；身陷囹圄的不是他们。）\r\n\r\n我必须补充一点，那就是，人类，尤其年轻人，具有超强的适应力和机智的头脑。许多学生想出很多办法，克服强制学校教育带来的负面影响，而专注于正面影响。他们奋起反击，与七大罪行抗争，尝试找到合作、玩乐、互相帮助、克服羞耻感的方法；收敛不合时宜的骄傲；反对霸凌；进行批判性思考；尽管学校中存在着众多阻力，但仍然花些时间专注于自己真正的兴趣。\r\n\r\n但是，要做到这一切，同时还要满足强制教育的要求，需要付出极大的努力，许多人都没有成功。至少，学生必须在学校里庸碌地浪费时间，服从各种命令，这大大减少了他们本可以用来自我教育的时间。\r\n\r\n我已列下强制教育的「七大罪行」，但我竭力遏制冲动，不把它们叫作「七宗罪」。还有更多的「罪」。愿你们集思广益，为这份清单添砖加瓦。 \r\n\r\n最后，还有一件事，我并 **不** 觉得学校得被废除，然后什么也不提供给孩子。虽说孩子自己教育自己，但我们成年人有责任提供环境，让他们以最佳方式进行自我教育。这是我下一篇文章的主题。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 强制教育系统的七大罪行\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Seven Sins of Our System of Forced Education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Social Play and the Genesis of Democracy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Social Play and the Genesis of Democracy.json" new file mode 100644 index 0000000..afacba0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Social Play and the Genesis of Democracy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Social Play and the Genesis of Democracy", + "text": "# 社交玩耍：民主的摇篮\r\n\r\n原文：[Social Play and the Genesis of Democracy | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200903/social-play-and-the-genesis-democracy)\r\n\r\n## 在玩耍中，孩子们逐渐明白，他们就是成年人。\r\n\r\n发布于 2009 年 3 月 4 日\r\n\r\n我们都重视民主。作为公民，我们希望孩子在成长过程中，能充分理解并坚守民主的价值观。我们深知，实行民主并非易事。民主意味着自由，同时也意味着责任。在自由和责任之间找到微妙的平衡，需要通过实践获取的智慧。在民主社会里，人们享有自由，但他们也必须遵守规则，与他人携手合作，尊重个体间的差异，并认识到自己的需求和权利并不比其他人的更重要。那么，孩子如何才能学习并践行这些价值观呢？\r\n\r\n我们可以肯定的一点是，孩子在学校里，至少在大部分人熟知的学校里，是学不到这样的价值观的。人们只有在实践中体验到这些价值观，看到它们在现实生活中的作用，才能真正学会。但在学校，孩子接触到的却是专政，而非民主。孩子被法律强制要求上学，而在学校里，他们必须遵守自己并没有参与制定的规则。他们可能在公民课上被要求记忆一些关于民主价值观的知识，但因为他们并没有亲身体验过这些价值观，这样的课程可能会让他们感到虚伪。如果幸运的话，他们可能会从善良的教师那里体验到慈爱，但那其实是一种仁慈的专政，而非真正的民主。\r\n\r\n孩子们无法从成人独断独行的活动中领悟民主价值观。然而，在与其他孩子自由嬉戏的过程中，他们却能真正体验并领会到这些价值观。在这样的环境中，他们受平等对待，必须对所发生的事情发表意见，如果想要得到接纳，他们必须尊重他人的权利。在我过去的文章中，我曾经主张，玩耍是促进孩子推理（[2008 年 12 月 4 日](http://blogs.psychologytoday.com/blog/freedom-learn/200812/the-value-play-ii-how-play-promotes-reasoning-in-children-and-adults)）和锻炼身体技能（[2009 年 1 月 1 日](http://blogs.psychologytoday.com/blog/freedom-learn/200901/the-value-play-iv-play-is-nature-s-way-teaching-us-new-skills)）的自然方式。现在我要说，玩耍还是教孩子如何以民主方式和睦相处的自然方法。\r\n\r\n我曾在讨论玩耍定义的文章中强调过（[2008 年 11 月 19 日](http://blogs.psychologytoday.com/blog/freedom-learn/200811/the-value-play-i-the-definition-play-provides-clues-its-purposes)），玩耍不是随意的行为，它总有其内在结构，这种结构可以用规则来明确。即便是最不拘小节的玩耍，也有其规则约束。比如，孩子在嬉戏打闹时，都会遵守哪种程度的肢体接触是可以接受的规则。这种玩耍的首要原则就是，你不能真的伤害对方。在扮演角色游戏中，孩子会建立一套复杂的规则，规定每个人应扮演什么角色，如何扮演，以及可以使用哪些道具。研究这类玩耍的学者注意到，孩子在讨论和协商规则上所花费的时间，甚至比实际玩耍的时间还要多。对于正式的游戏，如棒球，有官方规则，但在随意的比赛中，玩家总会根据自己的需求和欲望调整规则——「任何打入那个暴脾气的邻居家的球，都自动算出局。」所有这些规则，明确了玩耍的流程，我们可以将其称作游戏规则。\r\n\r\n然而，比游戏规则更为重要的，是另一套适用于所有社交玩耍的高级规则。这些规则使得社交玩耍得以实现，它们规定了如何与他人共游的原则。为了区别于游戏规则，我把它们叫做社交玩耍的元规则。这些规则，从本质上说，就是民主原则。现在，我尽可能地清楚地列举如下：\r\n\r\n1. 在选择、制定或修改游戏规则的过程中，每个参与者都应拥有发言权。\r\n\r\n2. 在不触犯游戏规则或侵犯他人权利的条件下，应允许每个参与者按照他们自己的方式参与玩耍，表达他们自己的个性。\r\n\r\n3. 对每一个参与者，都应尊重对待，视之为与他人平等的存在。\r\n\r\n在社交玩耍中，这些规则之所以具有影响力，并不是因为有任何人把它们当作道德原则在宣扬，而是因为玩耍的实际运行需要它们。如果有人违反了这些规则，或者过分地违反了，游戏就会分崩离析。让我来解释一下。\r\n\r\n玩耍的本质是自愿，人们选择去做，而非必须去做。在任何形式的玩耍中，最基本的自由就是选择退出的自由。这一点人人都懂。如果有人被强迫留在游戏中，那他就不再是玩家，而是受害者。选择退出的自由，是推动社交玩耍必然走向民主的关键。\r\n\r\n在玩耍和生活其他部分中，总有些人想要发号施令。比如，在「家家酒」游戏中，Betsy 这个小霸王命令 Jill 和 Jamie 他们要扮演什么角色，要用什么道具，要如何参与这个虚构游戏。虽然 Jill 和 Jamie 比 Betsy 小，他们可能有自己的想法。如果 Betsy 坚持自己的方法，一意孤行，Jill 和 Jamie 可能就会选择退出游戏。他们会去做其他事情。独自留下的 Betsy，就会从这次经历中学习到宝贵的一课。下次，她不会那么霸道了，她会提出建议，但也会愿意让步。\r\n\r\n同理，在棒球游戏中，霸道的 Benjamin 可能坚持要全程担任投手，理由是他投得最好。但他队伍里另外三个人也想试试投球。他们如此渴望，以至于如果不给他们机会，他们可能会退出这场比赛。如果 Benjamin 不退一步，他很可能就会失去半支队伍，游戏就此打住。稍有经验的玩家自然会明白这个道理。没人真的需要开出退赛的威胁，每个人都明白，要想游戏持久，就必须让大家乐在其中。这就是为什么每个人都要对规则和其他所有决定有话语权。这也是为什么每个人都需要得到平等的尊重。玩家间的平等，和所有民主原则里的平等一样，并不在于人人都一样。相反，它是尊重每个人的不同需求和愿望所达成的平等。\r\n\r\n注意，在这样的野球游戏里，维持比赛继续并让两队的人都开心的目标，比赢得比赛的目标更重要。玩家们可能会说他们的目标是赢，也可能每次队伍得分或者打出一支安打时都会欢呼，但你若留心观察，就会发现真正的目标并不是赢。真正的目标是玩得尽兴，让人快乐，通过让所有人开心来让游戏继续下去。你并不总是让最好的投手一直投下去，如果其他人也想试试的话。你会轻轻地投给小 Nicky，他还只是个新手，你知道如果你全力以赴，他连一点机会也没有，也玩不出乐趣。你会全力对待经验丰富的 Henry，一方面是想让他出局，另一方面也是因为你知道，轻松地投球对他来说是侮辱。在真正的游戏中，和少儿棒球联赛或其他成年人主导的活动相比，每个玩家都必须顾及到所有人的心情，尽量让他们都开心。这才是游戏继续下去，大家都开心的途径。\r\n\r\n我不想把孩子想象得过于理想。并非所有孩子都能从玩耍中轻松掌握民主的奥义，也不是所有的玩耍都是纯粹的民主。欺凌的孩子依然存在，同样也有被欺凌的孩子。但社交玩耍，比我们所知的任何力量，都更能帮助人们克服自身的欺凌冲动，并帮助被欺凌的孩子变得更加果敢。\r\n\r\n令人痛心的是，今天的孩子们在没有成年人监督的情况下进行真正的社交玩耍的机会，比我们小时候还要少。这种损失不仅加剧了儿童肥胖和抑郁，我怕，这也使得孩子们更难以充分理解和欣赏民主的价值。在玩耍中，我们学会如何平等地协商我们的需求，并且把其他人也视作平等的存在。在玩耍中，不管我们多大年纪，我们都明白我们自己就是成年人；没有更高的权威可以解决我们的问题。这就是民主的艰难课题。\r\n\r\n\\-----------------\r\n\r\n参见新书[《自由学习》](http://www.freetolearnbook.com/)\r\n\r\n\\----------------", + "type": "text/markdown", + "caption": " 社交玩耍：民主的摇篮\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Social Play and the Genesis of Democracy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Standardized Testing and the Destruction of Education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Standardized Testing and the Destruction of Education.json" new file mode 100644 index 0000000..6404df4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Standardized Testing and the Destruction of Education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Standardized Testing and the Destruction of Education", + "text": "# 标准化测试与教育的毁灭\r\n\r\n原文：[Standardized Testing and the Destruction of Education | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/202211/standardized-testing-and-the-destruction-education)\r\n\r\n## 研究表明，我们测试得越多，学生的兴趣就越低\r\n\r\n发布于2022年11月17日 | [审稿人：Hara Estroff Marano](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在过去几个世纪或更长的时间里，我们所知道的学校教育从来都不是好的[教育](https://www.psychologytoday.com/us/basics/education) 手段。它依赖于强制。它以错误的假设为前提，即：假设每个人在其发展过程中，可以且应该以相同的方式，在同一时间学习同样的东西。它使人们逐渐失去内在好奇心，削弱了人们了解世界的本能欲望，使学习变成了苦差事。但在几十年前，学校教育并不像今天这样糟糕。\r\n\r\n在其他文章中（例如 [此处](https://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=sr_1_1?crid=2JZQHKNK6I7JR&keywords=Peter+Gray+Free+to+Learn+Paperback&qid=1668623856&s=digital-text&sprefix=peter+gray+free+to+learn+paperback%2Cdigital-text%2C74&sr=1-1-catcorr) ），我拿 20 世纪 50 年代我上小学时的学校教育，与今天的学校教育进行了对比。那时上学最大的优势是：耗时更少。当时（在美国）的学年平均比现在短了 5 周（[此处](https://www.columnfivemedia.com/work/infographic-americas-schools-1950s-vs-today/)）。每天上学的时间平均要少半个小时。在小学，这一天通常包括一个小时的休息时间和一小时的午餐时间，对我们大多数人来说，这是额外的休息时间。此外，当下午放学的铃声响起时，学校的一天就结束了。小学几乎没有家庭作业，中学的家庭作业也比现在少得多。\r\n\r\n因此，我们有很多时间进行自我教育，在我们成长的现实世界里，游戏、探索、爱好、家务和业余工作。此外，学校的课程本身往往更加多样化，更有创造性，更符合孩子们真实的兴趣和需求。这是因为老师在课堂上有很大的自主权，而且大多数老师——当然不是全部——都是聪明、有爱心的人，他们能看到孩子们在课堂上的实际需求和兴趣，并相应地调整课程。\r\n\r\n### 「危机中的国家」\r\n\r\n是什么改变了这一切？因素有很多，但最重要的因素是联邦政府对教育的兴趣日益增长，这导致了标准化程度的提高和灵活性的降低。\r\n\r\n与苏联冷战期间，美国的决策者开始[担心](https://www.psychologytoday.com/us/basics/fear)美国在数学和科学上落后于苏联，而这会让美国陷入危险。事实证明，这是杞人忧天；我们并没有落后，但这种担忧极大地影响了我们对学校教育的思考。我们开始认为学校教育是国防的重要组成部分，这也促使联邦官员想要控制学校教育。\r\n\r\n这种担忧不是针对武器储备这种狭义的国防，而更是针对经济实力这种广义的国防。其他国家，尤其是某些亚洲国家，似乎正在逼近我们，官员们担心我们可能会失去经济和军事上的主导地位。据说，其他国家之所以取得进步，是因为他们的教育制度更为严苛。因此，他们培养出了更优秀的科学家和技术人员，以及更多愿意努力工作的人。\r\n\r\n这一切在1983年达到了顶峰，在总统 Ronald Reagan 和教育部长 Terrel Bell 的要求下，美国国家教育卓越委员会出版了一本名为《危机中的国家：教育改革的必要性》的书。从一开始就预料到，这份报告对全国学校的教学质量提出了严厉的批评。该报告的主要作者 James Harvey 写道：“学校出现了越来越多的平庸者，这威胁着我们国家和民族的未来。”为了解决这一问题，该报告建议：除了其他改革外，各学校还应提高标准，并开设更多必修课，尤其是数学、科学和英语。\r\n\r\n许多州已经在为公立学校提供部分资金支持。而这份报告中导致这些州开始加强对学校的控制。为了获得拨款，当地学区必须达到州政府规定的某些「标准」。人们普遍认为，当地学校董事会和各位教师是不可信的。学校需要置于更集中的控制之下。随后，国会的一项法案首次赋予联邦政府对学校课程的直接控制权，联邦政府开始介入学校。\r\n\r\n### 有教无类法案\r\n\r\n2002年，在两党的支持和总统 George W. Bush 的强烈要求下，国会通过了《有教无类》（NCLB）法案。该法律规定，为了获得一批新的联邦拨款，以补充州和地方学校的财政，各州必须满足某些要求。其中最重要的是，每个州都需要定期进行标准化考试——每所学校都要进行相同的考试——如果考试成绩逐年没有提高，或者达到「优秀」分数的学生人数太少，学校和教师就会被判定为不合格。\r\n\r\n在 NCLB 之前，教师可能用不同的方法来评估学生的进步。他们可能会在评估时考虑学生不同的性格、兴趣和天赋。但如今，所有学生都用同样的方法来衡量，所有老师都根据学生在这些指标上的得分来评估他们的进步。\r\n\r\n当然，这意味着教师将开始应试教学，不需要考试的科目将被取消或减少，与考试无关的创造性活动将被取消，休息时间将被减少或取消，与备考有关的家庭作业将增加。许多最优秀的老教师将辞职，因为他们的经验、[智慧](https://www.psychologytoday.com/us/basics/wisdom)和判断不再受到尊重。自2002年以来，这一切确实一直在发生。（对低年级教学的有关影响，请看[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201912/kindergarten-teachers-are-quitting-and-here-is-why)。）2015 年，在奥巴马总统的领导下，国会用《让每个学生都成功》法取代了 NCLB，该法案在一定程度上修改并放宽了对各州的要求，使目标更加现实，但没有改变评估学生、教师和学校的标准化测试的要求。\r\n\r\n### PISA考试在教育衰落中的作用\r\n\r\n经济[合作](https://www.psychologytoday.com/us/basics/teamwork)与发展组织（OECD）启动国际学生评估计划（PISA）仅两年后，NCLB 就获得通过，这绝非巧合。这是一套专注于数学、科学和阅读的测试，对所有参与国家的15岁儿童进行。从2000年开始，每三年进行一次测试，每次测试都会有更多的国家报名参加。\r\n\r\n每三年才公布一次的结果出炉时，一些国家会经历「PISA冲击」，因为相对于其他国家，它们的分数较低，这导致他们的学校需要更加严格和标准化。例如，2010年公布的结果显示：中国（更具体地说，是中国的某些工业化地区）名列前茅，而美国远远落后。美国教育部长 Arne Duncan 称之为「警钟」，人们纷纷呼吁要改革教育体系，以效仿中国和其他得分高的东亚国家(Zhao, 2012, p 20)。人们没有意识到的是，中国式教育对孩子的[创造力](https://www.psychologytoday.com/us/basics/creativity)、社交能力和心理健康产生了严重影响。\r\n\r\n值得注意的是，美国标准化考试的两位主要批评者，是赵勇和 Kyung Hee Kim 。赵勇在中国长大，现在是堪萨斯大学的教育学教授； Kyung Hee Kim 在韩国长大，现在在威廉和玛丽教育学院担任教授。东亚学校侧重于让学生为高风险考试做准备，两人就此写过大量文章，论述这种做法的严重影响，并警告人们不要在美国效仿他们的做法。\r\n\r\n例如，赵勇（2009、2012、2014）用大量证据证明：美国的创新和创造力得分较高，而中国得分较低，这是美国学校相对宽松的结果；中国学校僵化死板，控制过度，与此相比，美国学校允许孩子张扬个性。我在[之前的一篇文章](https://www.psychologytoday.com/us/blog/freedom-learn/201305/be-glad-our-failure-catch-china-in-education)中回顾了赵勇的一些想法和证据。我现在转向 Kim 在一篇最近的学术文章中提出的一些想法和证据（Kim, 2021）。\r\n\r\n### Kim 关于以考试为中心的学校教育后果的结论\r\n\r\n最受[关注](https://www.psychologytoday.com/us/basics/attention)的 PISA 分数是科学、数学和阅读。但该测试还包括一些旨在评估创造力和学生学习兴趣的项目，以及询问教师教学方法的项目。在 2021 年的文章中，Kim 描述了她基于 2015 年 PISA 测试数据所做的一些分析。具体细节可参阅原文，而以下是她的三个主要结论：\r\n\r\n\\1. 数据显示，在不同国家，学科测试得分，与学习兴趣和创造力指数之间，存在很强的*负*相关性。例如，Kim 发现，在科学测试中得分最高的国家，往往在学习科学的兴趣上得分最低(*r* = -.50)，在创造力和自我[激励](https://www.psychologytoday.com/us/basics/motivation)的综合指数上得分最低(*r* = -.90)。毫无疑问，如果你让学生为了考试得高分而「学习」，你就扼杀他们对这门学科可能产生的兴趣，也让他们更不容易就这门学科展开创意性思考，因为这样可能会挑战创制了课程和考试的权威者。\r\n\r\n\\2. 在美国，与经验丰富的老教师相比，新教师（执教年限相对较短的教师）在课堂上使用创造性方法，或征求和讨论学生想法的可能性，明显*更小*。Kim 认为，比起在这个体系中工作了较长时间的教师，新教师更容易接受以考试为中心的教学模式。在她看来，这预示美国教育的未来不妙。\r\n\r\n随着时间的推移，学校教育越来越以考试为中心，而美国的创造力标准评估分数也不断下降（参见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201209/children-s-freedom-has-declined-so-has-their-creativity)以获取有关这方面的更老数据）。在这个时代，国家取得经济成功特别需要创造力和创新，而我们的学校体系却在抑制而不是增强这些能力。\r\n\r\n因此，这里的结论并没有指向推广标准化测试，以及缩小学校的教育重点范围。作为一个国家，如果我们想保持经济强国和创新[领导者](https://www.psychologytoday.com/us/basics/leadership)的地位，我们就需要增强老师和学生的灵活性，为他们提供更多自我指导的机会，而不是更少。\r\n\r\n\\--------\r\n\r\n现在，你对此有何看法？……从某种意义上说，这篇文章给大家提供了交流的平台。无论我们是否认同，你的疑问、想法、故事和观点，都受到我和其他读者的尊重。文章的原网址 Psychology Today 不支持评论，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）。\r\n\r\n参考文献\r\n\r\nZhao, Y. (2012), *World class learners: Educating creative and entrepreneurial Students*.\r\n\r\nZhao, Y. (2009), *Catching up or leading the way: America education in the age of globalization*.\r\n\r\nZhao, Y. (2014). *Who's afraid of the big bad dragon*.\r\n\r\nKim, K. H.(2021). Creativity crisis update: America follows Asia in pursuing high test scores over learning. *Roeper Review, 43* (1), 21-41", + "type": "text/markdown", + "caption": " 标准化测试与教育的毁灭\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Standardized Testing and the Destruction of Education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Benefits of Unschooling Report I From a Large Survey.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Benefits of Unschooling Report I From a Large Survey.json" new file mode 100644 index 0000000..64e3d9c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Benefits of Unschooling Report I From a Large Survey.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Benefits of Unschooling Report I From a Large Survey", + "text": "# 非学校教育的益处：一项大规模调查的报告（上）\r\n\r\n原文：[The Benefits of Unschooling: Report I From a Large Survey | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201202/the-benefits-unschooling-report-i-large-survey)\r\n\r\n## 对于非学校教育者而言，不上学带来了哪些益处？\r\n\r\n发表于 2012 年 2 月 28 日 | [ 审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n 2011 年 9 月，也就是五个月前，我发表了一篇文章（点击[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201109/what-is-unschooling-invitation-survey)查看），介绍了非学校教育运动，并邀请非学校教育家庭参加我们组织的问卷调查。这份问卷——在 Pat Farenga 的 [Learning Without School](http://www.patfarenga.com/) 网站和 Jan Hunt 的 [Natural Child Project](http://www.naturalchild.org/) 项目网站上进行投放——目的是了解非学校教育家庭的一些基本信息，比如孩子的年龄和性别，父母的工作情况，每个孩子接受传统学校教育、在家上学以及非学校教育的经历等。同时，我们还请受访者描述他们在家如何进行非学校教育，是什么让他们选择走上非学校教育这条道路，以及在他们眼中，非学校教育对他们家庭中造成的最大挑战，以及带来的最大益处是什么。我与同事 Gina Riley（亨特学院特殊教育部的兼职教授）共同分析这些数据，并准备在一个教育期刊上发表报告。\r\n\r\n在这个博客的一系列报告中，我打算以更为随性的方式来分享调查结果。在这篇开篇报告中，我会首先向大家呈现一些关于参与调查的家庭的基本情况，然后我们会深入到他们对非学校教育的理解，和他们认为非学校教育带来的益处上。在接下来的报告中，我会专注于他们选择非学校教育的经历，以及非学校教育带来的最大挑战。我在这里可以做一件更正式的学术论文中做不了的事，就是引用大量问卷中的原话。许多回答者都很擅长写作，他们用文字淋漓尽致地展现了对非学校教育的热情。\r\n\r\n## 谁参与了这次调查？\r\n\r\n总共有 254 个家庭参与了这次的调查。然而，对于其中 23 个家庭来说，最年长的孩子还没有到我们设定的入学年龄（我们设为 5 岁），因此我们决定不将这些家庭纳入主要分析的范围。这样，我们的样本就变成了 231 个非学校教育家庭。其中，186 个家庭来自美国，19 个家庭来自加拿大，其余 26 个家庭来自其他各国，主要是欧洲国家。来自美国的调查参与者分布在 34 个不同的州，加利福尼亚的最多（23 个），其次是纽约（14 个）和俄勒冈（10 个）。\r\n\r\n在这 231 个家庭中，48 个家庭只有一个孩子，104 个家庭有两个孩子，51 个家庭有三个孩子，其余的家庭有四个或者更多孩子。在大部分家庭中（220 个），填写调查问卷的是妈妈；在九个家庭中，填写问卷的是爸爸；在两个家庭中，填写问卷的是一个已经成年的非学校教育的孩子。从我们收到的问卷来看，大部分（209 个）家庭都是双亲家庭，父母（或者一个亲生父母和一个继父母）都住在家里。有 21 个家庭是单亲妈妈填写的，还有一个家庭是单亲爸爸填写的。\r\n\r\n关于职业，大约一半妈妈自认为是全职家庭主妇（往往有兼职工作），其余的职业类型比较均衡，有的从事专业工作，有的自主创业，还有一部分是其他类型的工作。大部分爸爸都是全职工作，他们的职业类型也分布相对均匀，有专业工作者、自主创业者和其他工作。\r\n\r\n应该强调的是，本次调查并不是从所有非学校教育者随机采样的。相反，这些回答者都是通过某种方式找到这个调查表，并花时间填写调查，并通过电子邮件发送给我的。可以预料的是，这些人是最热衷于非学校教育的一群人，他们最愿意分享他们的经历。我在这里所做的一般性观点，只针对这个回答者群体，不一定适用于所有非学校教育者。\r\n\r\n## 调查参与者如何定义非学校教育？\r\n\r\n在我早些时候发布的关于这项调查的文章中，我将「非学校教育」定义为简单的「不去学校」。我进一步解释说：「非学校教育的家庭不会送孩子去学校，也不会在家里模仿学校的教学方式。更具体来说，他们不为孩子设定课程方案，不要求孩子完成特定的作业，也不会通过考试来评估孩子的学习进度。反之，他们给予孩子自由，让他们追求自己的兴趣，用自己的方式学习实现兴趣所需的知识。同时，他们还以各种方式为孩子的学习提供环境背景和支持。生活和学习并非发生在真空中，它们都存在于特定的文化环境中，非学校教育的父母们帮助孩子接触和理解这样的环境。」\r\n\r\n在调查中，我们设置了一个问题：「请简述一下你们家如何理解非学校教育。作为父母，你们承担着教育孩子的哪些责任？[我现在只想了解一些大概的情况。我可能会在后续的调查中询问更多细节。]」\r\n\r\n所有的回答者都在强调：孩子应当掌握自己的教育权，教育与生活密不可分。尽管如此，他们对父母角色的描述方式却各不相同。我们将这些回答有些随意地分成了三类——简单地称它们为类别 1、2、3——这主要看他们如何描述父母在引导或激发孩子学习上的主动参与程度。我需要特别强调，这些类别和父母在孩子生活中的参与程度无关，仅仅和他们在孩子教育中的主动参与程度有关。[参见尾注 1]\r\n\r\n根据我们的分类，有 100 个回答（占 43%）被归入了第一类。这些回答最大程度地强调了孩子的角色，并没有提及父母会专门为了孩子的教育进行哪些活动，除了对孩子的需求和指引作出响应。比如，一位回答者这样写道：「对我们来说，非学校教育就等于在学习和生活中享有自由。我们摒弃了对学校的既定观念和规定，相信孩子能自主地走好自己的教育路。他们想体验的一切都有它的价值。我们相信他们。」另一位则写道：「对我们来说，非学校教育就是没有课程、没有计划、没有时间表，也没有设定目标。完全由孩子决定他们想学什么、怎么学，以及什么时候学。」\r\n\r\n根据我们的分类，有 96 个回答（占 42%）可归入第二类。这些回答跟第一类回答的差别在于回答中出现了父母刻意引导或激励孩子的教育。举个例子，有一个第二类回答是：「对我们来说，非学校教育是为孩子创造资源丰富的环境，让他们能够自然学习，充分发展热爱。我们希望我们的生活中充满联系——彼此之间的联系、我们的兴趣和热情的联系，以及我们快乐生活的联系...作为家长，我是孩子的伙伴和引导者，我的经验更丰富，能帮他们获得一些材料，接触一些人，这是他们难以获得的。我会找一些我觉得他们会感兴趣的事情，地点，人物，并向他们介绍，但我并不会强迫他们，而如果他们不感兴趣，我也不会感到被拒绝或沮丧...」\r\n\r\n最后，有 35 个回答（占 15%）被归入第三类。在某种程度上，这些回答可能被看做是介于非学校教育和所谓的「轻松在家上学」的中间体。这些父母似乎为孩子规划了一些比较具体的教育目标，并且有意识地为实现这些目标付出努力。比如，一位属于这类的回答者写道：「我们认为，大部分时候，我们应该鼓励女儿探索她感兴趣的主题，作为父母，我们有责任为她提供学习的机会...我通常会要求她每天都去学习新的东西，或者去做新的事情，或者是有教育意义的事情（我也会解释给她听，为什么每天都学习新东西是一件多酷的事情！）。」\r\n\r\n## 对于这些家庭来说，非学校教育的益处是什么？\r\n\r\n最后一个问题是关于益处的：「对于你们家来说，非学校教育的最大益处是什么？」。对于这个问题的回答是最长而且最通畅的。最常提到的益处主要有以下几类：\r\n\r\n1. **对孩子有学习的益处。** 大约有 132 个受访者（占总数的 57%）提到了这个方面的益处。他们说，相比在学校或在家上学环境，在非学校教育环境中，他们的孩子学得更多，更高效，更主动，学习的材料更有意义。很多人说，由于他们的孩子可以对自己的学习做主，他们的好奇心和积极性没有受到损害。\r\n\r\n2. **对孩子有情感和社交的益处。** 大约有 116 个受访者（占总数的 50%）提到了这个方面的益处。他们说，相比在学校或在家上学环境下，他们的孩子要更开心，压力更小，更有自信，更友好，更善于社交。很多人提到社交的益处；他们的孩子可以和社区里各个年龄段的人交流，而不仅仅是和他们同年龄的孩子，这是他们在学校是无法做到的。\r\n\r\n3. **家庭亲密度。** 大约有 131 个受访者（占总数的 57%）提到了这个方面的益处。他们写道，由于非学校教育，他们可以有更多的时间作为一家人聚在一起，一起做他们想做的事，没有因为作业或学校问题产生的矛盾，使得家庭关系更和谐。\r\n\r\n4. **家庭从学校时间表中解放出来。** 大约有 84 个受访者（占总数的 36%）提到了这个方面的益处。他们说，摆脱学校时间表的束缚让他们的孩子和全家人都可以按照自己的节奏来生活，可以进行其他情况下无法进行的旅行。有些人还提到，由于日程安排的自由，他们的孩子可以找到工作或参与社区项目，这在他们必须在白天上学的情况下是不可能的。\r\n\r\n在文章剩余部分，我将从问卷回复中摘录 33 段话，来说明学校教育的益处。我无论如何转述，都没办法更好传达出这些非学校教育的观点和热情。考虑到很多读者可能不会把所有的引述都读完，我想在此（而非文章末尾）说一下，我欢迎你们的评论和问题。你有没有任何非学校教育的经验？你觉得非学校教育有可能适合你的家庭吗？如果你要对非学校教育的家庭做调查，你想问什么问题？这个博客是一个讨论平台，无论是我还是其他读者，都非常重视你的观点和见解。我一贯更倾向于你在这里发表你的评论和问题，而不是私下通过邮件和我交流。因为在这里发表，你不仅是在和我分享，也在和其他读者分享。我会阅读所有评论，并尽力回答所有严肃的问题。当然，如果你有些话真的只适合你和我之间交流，那就给我发电子邮件。现在，让我们继续读下去……\r\n\r\n## 关于非学校教育益处的引言摘录\r\n\r\n每一条引言都出自不同的调查问卷。\r\n\r\n- 「唉呀，我能列出的益处能写上一大串呢！我们能有更多的共处时间，争吵少了，看着女儿沉醉在她主动追求的事情中，她得到了充足的睡眠，不再感染在学校里易得的病毒。我们可以一起探索博物馆和社区的其他资源，每天都可以作为一家人进行交谈，早晨不再匆忙，没有家庭作业，没有必须参加的学校活动，没有烦人的学校社交环境，午餐不必打包，每天不用填表和回信，没有筹款活动。看到我们的女儿对自己是谁以及她正在做的事感到满意，我们不再因为考试/分数/老师的意见而担忧，把原本用于学费或教材的钱花在她真正想学的东西上。但最大、最主要的益处，还是我们的家庭关系。现在我们真的有时间相互陪伴，比起以前，这真的有天壤之别！学校不仅仅让[我们的孩子]忙个不停，它更是让整个家庭感到压力重重。」\r\n\r\n- 「我看到的孩子们充满了快乐，对学习充满了热爱，他们富有创造力，能够自我驱动，热情洋溢，充满活力，富有思考力，善于提问，富有好奇心。兄弟姐妹间的关系也非常和睦。我们全家的感情十分紧密，共度的时光也非常多。我们有能力去体验和探索这个世界。」\r\n\r\n- 「哇塞，益处太多了…终生的好奇心，家庭的亲密，我的孩子们走进学术和职业生涯时的非凡成就，还有在这个不断地告诉我们『我们的价值只取决于我们的外貌或我们所拥有的物质财富』的世界里，坚持做自己带来的那种力量。每个周末，当我的大学生孩子回家，我的生物学家女儿下班回家的时候，我都能看到这一切。他们在晚餐后坐在餐桌旁，讨论他们自己的，也许有点小众，但却无比投入的兴趣，他们开怀大笑，充满亲昵。然后，他们虽然已经长大成人，但仍会合力去完成一个项目，这样的合作已经成为他们多年来的纽带。时间悠然，他们最终会在阳台上聚集，虽然依依不舍，却依旧在谈笑风生中制定着新的计划，享受着欢声笑语。我无法想象有什么能比这更丰富的财富了。」\r\n\r\n- 「我们更喜欢把家庭放在生活中心，而不是过着一切以学校为中心的生活，这就是我们选择非学校教育的最大收获。家里的夜猫子可以任性晚起，早起的百灵鸟也可以尽情欢唱。我们不用被学校的作息时间牵着鼻子走，我们的孩子可以随时随地学习，不用被规定在每 50 分钟里只学一门课。我们非常庆幸，能在这样一个可以自由享受非学校教育的时代和环境里生活。」\r\n\r\n- 「另一个大益处就是，我的孩子们对学习和生活充满了热情，这份热情从来没有被传统学校扼杀过。所以我们没有经历过其他父母那样，为了睡觉时间和作业而进行的那种权力争斗。因为理想中的亲子关系，应该不受权力影响。我可以真心说，我们避免了那些不愉快，我们愿意作为一家人待在一起，不是因为被迫，而是出于享受和相爱。还有什么能比这更好呢？」\r\n\r\n- 「看孩子们自然地学习，按照自己的节奏，而不是强制他们。看他们因为没有被期待去迎合和跟从，而保有丰富的创造力和想象力。看他们投身于我都无法想象的主题，并产生深深的兴趣。」\r\n\r\n- 「当我和那些孩子在校的朋友们待在一起时，我被他们的生活是如何围绕着学校转的所震惊。为了准时上学而让孩子早点睡，准备午餐，为了完成作业而早点回家，为了第二天的学习整理所有的物品。围绕着这些事情产生的争吵和压力实在是太让人头疼了。仅仅因为我们没有严格遵循日程表，也不用时刻催促大家跟上，整个人生都大不一样了！」\r\n\r\n- 「孩子们能深度钻研他们热衷的话题，把自己的时间都投入到感兴趣的事物上……他们有机会参与到生活中，学会实实在在的生活技巧，和各年龄层次的人交往。他们不用浪费时间在无尽的复习、枯燥的作业上，或是被迫做超出或低于他们实力的事情，或者被那些他们不熟悉的成年人牵着鼻子走。他们能按照自己的想法去做事，了解自己，去塑造真正的自我。」\r\n\r\n- 「整个世界，以及世界上所有美好的机遇，都是我的孩子们的乐园。我和我丈夫深信，如果我们的孩子们现在就拥有探索和追求自己兴趣的自由和机会，当他们长大需要工作的时候，他们就更有可能确切地知道他们想做什么，他们会觉得自己的职业和成年生活都充满意义和乐趣。」\r\n\r\n- 「看着我们的女儿放松自我，享受生活，这让我们无比欣慰，尤其是在经历了过去几年繁重的学校生活之后。从学校及其束缚中解脱出来，自由地生活，这对我们所有人来说，都是一种解放。」\r\n\r\n- 「看着我家孩子如鱼得水般地学习。我见证了我的五岁女儿自己教自己读书写字。这真是太神奇了，就像她是一位电码译员一样。」\r\n\r\n- 「最大的收获就是看到我们的女儿们的创造力如泉涌般涌出，她们面对问题时能独立思考，她们的聪明才智，以及她们对于询问问题、了解世界的真诚热望。此外，看着她们认识到犯错误是成长和学习的重要一步，这使她们看待错误的态度更加积极，更愿意尝试新的事物，这一点也很重要。」\r\n\r\n- 「信任！这条非学校教育的道路让我学会了信任自己的直觉，同时也信任我的孩子们能分辨出什么对他们最好。没有任何人的生活是完美无瑕的，但错误就像一面镜子，让我们看清我们如何走错，并指引我们如何根据现有的知识来做决定。」\r\n\r\n- 「益处多得数不过来：最重要的是，学习变得像呼吸一样自然而必要，而不是只在某时某地完成的活动。此外，我们还可以享受充足的陪伴时间，深入了解彼此。我们可以随时出行，这在女儿们开始参加击剑比赛时尤其有用——我们无需担心因为上学放学的问题）。女儿们自己 **掌控** 着学习的过程，即使偶尔会有疑虑，但到成年时，她们都已经知道如何去探索她们感兴趣的事情，因为她们过去一直在这样做。女儿们始终保持着好奇心，并且可以尽情发挥。她们不受学校教科书的束缚，可以自由地阅读我们认为是『真正』的书籍。女儿们自己学会了如何合理安排和优化时间和精力去完成事情。我们不仅可以自由学习，而且还可以找出最适合我们的学习方式，这可能会随着时间的推移和学科的改变而改变。我们无需请求才能去洗手间，如果想要的话，我们可以一边吃东西一边阅读。」\r\n\r\n- 「他依然保持着三四岁时的那份好奇心。他认为生活充满了趣味，他有信心去做他想做的任何事。」\r\n\r\n- 「对我们的孩子和我来说，压力大大减轻了……我们可以按照我们自然的节奏去睡觉吃饭……孩子们可以按照他们自己的节奏去学习，以最适合他们的方式，学习他们选择的知识和技能，因此他们开始热爱学习！」\r\n\r\n- 「自由！[我的孩子们]能够自由地生活，独立地成长。他们有机会去发掘自我，找出自己的乐趣与兴趣所在；他们有时间去学习和尝试很多有趣事情，而这些事情是在学校上学的孩子没时间做的；他们免受了学校里的[霸凌](https://www.psychologytoday.com/us/basics/bullying)和老师的欺压；他们有一群在家自学的朋友，这些朋友都很友善，[乐观](https://www.psychologytoday.com/us/basics/optimism)积极，有趣且善于探究。」\r\n\r\n- 「[我儿子]压力减轻了，他变得快乐，这是最大的收获。我意识到，一味地让他继续上学，只会抑制他的创造力和热情。他想工作赚钱，现在他有了自由去以有价值的方式参与到社会中，而不是整天都被困在教室里。」\r\n\r\n- 「我把我的儿子救了回来。学校想给他贴上一些他并没有的『标签』……他其实就是个极富创造力而且极其敏感的孩子，他的存在就是无价之宝。他很擅长与人交往，无论走到哪都能交到朋友。他现在还和学校的朋友保持联系。非学校教育对我们来说是一种解脱，我儿子（跟我）的压力都减轻了很多，他可以追求自己的热情，发挥创意，自主思考。他现在的阅读能力比在学校时更好了。」\r\n\r\n- 「一个例子是关于『控制』。我家小妹妹就是一个爱争权夺利的主，她总能把任何事变成一场对控制权的斗争。通过让她自己选择和负责自己的学习，我们的关系变得更融洽，她也更专注于学习，而不是争斗。我们已经有很多其他的事情去争论了，比如她是否会刷牙，是否会穿适合天气的衣服等。」\r\n\r\n- 「我有时候觉得，我在回答的问题就像在问呼吸的益处一样。我们不需要去拘束、假设、评判、指导或者焦虑地评价。我们只需要享受与彼此相处的时光。我的儿子可以过一种专注于他当前所爱的事情的生活。」\r\n\r\n- 「我喜欢看着我的孩子们成长、学习、提问。我喜欢没有必须抽出时间『上学』的烦恼，我也喜欢可以跳过课程选择和规划。我看着其他的在家自学的孩子，对他们的压力和担忧感到同情。（我的孩子学得够吗？我们选对了课程吗？在家自学到底要花多少钱？）我看到那些传统的在家自学的家庭，他们总是因为自己给自己制造的压力而感到筋疲力尽。他们是否明白，他们的孩子会自然而然地学会许多事情呢？」\r\n\r\n- 「最大的收获就是我们和孩子们的关系变得更紧密。我们从未经历过那些所谓的『典型』青少年烦恼或者叛逆期。我觉得那些都不正常。如果你好好打造家庭氛围，让大家互帮互助，关注开了学习，那么大家和谐相处、享受彼此陪伴就是水到渠成的事情！学校在隐秘地挑起父母和孩子的矛盾，破坏亲子关系，而这种关系在学校本应茁壮成长。如果孩子们可以自由地享受生活、去探索和追求他们的兴趣，他们会更加快乐。如果人们是快乐的，他们会更好地相处，更愿意合作、相互激励、共同学习，从而变得更强大、更健康。所有这些都反映在我们的婚姻生活和整个家庭关系中，包括兄弟姐妹之间的关系。我深信，孩子们一定会有所收获，而且成效会非常惊人！不过我没有料到的是，我们和孩子的关系与那些把孩子送去学校的家庭相比，差别竟然这么大。」\r\n\r\n- 「看着孩子们对学习的兴趣越来越浓厚而非越来越淡薄，看到他们不是在考试后就『丢弃』所学，而是在日常生活、玩耍中应用他们的知识，这种情景让人振奋。」\r\n\r\n- 「我们每天都过得开心、充实，这就是最大的益处。我们的生活几乎没有压力，因为我们的所有选择都是我们认同的，我们这样过着我们想要的生活。我们与孩子关系非常亲密，这种关系的基础是爱，互相信任和尊重。作为一名教育者，我看到我的女儿拥有卓越的批判思考能力，我的很多成年大学学生都远不能及。我的女儿活在真实的世界中，学习在真实的世界中，她非常热爱这样的生活。有生如此，夫复何求？」\r\n\r\n- 「看着我已经长大的孩子，我看得出他们的动力都很足。相比我差不多大的时候，他们更加活跃开朗，愿意交友。他们的生活是他们根据自己的兴趣和天赋打造的。这让我深感满足。而且，我们的联系非常深厚，这来自我们从他们童年开始就不断积累的共同经历。」\r\n\r\n- 「我看见我儿子的兴趣爱好蓬勃发展。他们都很快乐，善于表达，充满自信，对自己的项目都引以为豪。他们对世界的了解，比他们在校的同龄人要广泛得多。他们的思维方式自由开放，不自我否定，不自我设限，这些是他们在校的同龄人常有的问题。他们的想象十分大胆。」\r\n\r\n- 「我的女儿们充满创造力，富有艺术才华，相比那些对学校教育感到疲惫的同龄人，她们更喜欢大学生活。她们思维开放，有科学精神，同时也很有道德原则。」\r\n\r\n- 「非学校教育挽救了我两个孩子的自尊，原因各异。[我的儿子]在学校被冠以『坏孩子』的标签，如果他继续在学校混日子，学校带给他的伤害会让他在上高中的时候就开始用酒精和毒品来逃避现实。当我们让他离开学校，他的自尊慢慢回来了，我们之前那种亲密、信任的关系也重建了。[我的女儿]被诊断为有学习障碍，有人告诉我她永远达不到同龄人的阅读水平，她总会需要特别的帮助。让她离开学校，让她按照自己的节奏学习，让她免于一生都觉得自己笨的困扰。」\r\n\r\n- 「非学校教育并不是能够解决所有不快和困难的灵丹妙药，我们不能将其过度简化或浪漫化。我们的女儿们也有像所有青少年一样的问题和挣扎。她们非常聪明，受过良好的教育，但我想如果她们去上学也会是这样。我觉得最大的区别是，她们比我们在他们这个年纪的时候更了解自己。她们可能更接近他们真正想过的生活。这一直是我们的希望，如果这真的实现了，那这就无比值得了。」\r\n\r\n- 「孩子们是最有发言权的人。作为父母，孩子的快乐就是我们所追求的一切。如今，他们也有了自己的孩子，并同样选择了非学校教育。他们每天都在面对着与他们自己童年时期截然不同的生活。」\r\n\r\n- 「我看到的是和孩子们之间的和谐、快乐和信任，这些都超越了我对于父母和孩子关系的所有预期。我看到了女儿真实的自我：她的自信、她的好奇、她对生活的热爱，这些都是我觉得如果在学校里可能会被磨灭的特质。看着她专注于她热爱的事情，对我们所有的成年人都是一种启示，她是我见过最能专注于某件事的人。只要是她感兴趣的事情，她能够持续数小时去做——她所追求的东西从来都不是『艰难』或『努力』，所以我可能没能准确地表达出来。（我敢说如果她在学校，她可能会被误认为有 ADHD。）」\r\n\r\n- 「我看到的是女儿的快乐，她的好奇心，她对探索的热爱，还有她的自由。我看到的是我们作为一个家庭的自由，我们之间的合作关系，以及我们之间始终如一的信任。」\r\n\r\n## 尾注\r\n\r\n在这篇文章的初稿中，我曾将回应者描述他们非学校教育实践的方式划分为「激进非学校教育」、「温和非学校教育」和「轻松在家上学」这三个类别。然而，有读者指出，这些标签——尤其是「激进非学校教育」——在非学校教育社区中的含义，与我们分类的含义有所不同。因此，我将这些标签更改为了更为简洁的 1 类、2 类和 3 类。——彼得 · 格雷", + "type": "text/markdown", + "caption": " 非学校教育的益处：一项大规模调查的报告（上）\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Benefits of Unschooling Report I From a Large Survey" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Decline of Play and Rise in Children's Mental Disorders.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Decline of Play and Rise in Children's Mental Disorders.json" new file mode 100644 index 0000000..feb58b0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Decline of Play and Rise in Children's Mental Disorders.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Decline of Play and Rise in Children's Mental Disorders", + "text": "# 孩子玩的越来越少，精神障碍越来越多\r\n\r\n[The Decline of Play and Rise in Children's Mental Disorders | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201001/the-decline-play-and-rise-in-childrens-mental-disorders)\r\n\r\n发表于 2010 年 1 月 26 日 | [ 审稿人 Lybi Ma](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n![Inara Prusakova/Shutterstock](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/shutterstock_54629359.jpg?itok=uZR7lSN6)\r\n\r\n来源：Inara Prusakova/Shutterstock", + "type": "text/markdown", + "caption": " 孩子玩的越来越少，精神障碍越来越多\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Decline of Play and Rise in Children's Mental Disorders" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Good Enough Parent Is the Best Parent.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Good Enough Parent Is the Best Parent.json" new file mode 100644 index 0000000..d4e6f35 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Good Enough Parent Is the Best Parent.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Good Enough Parent Is the Best Parent", + "text": "# 足够好的父母是最好的父母\r\n\r\n原文：https://www.psychologytoday.com/us/blog/freedom-learn/201512/the-good-enough-parent-is-the-best-parent\r\n\r\n## 如果金凤花女孩体验过各种父母，她会选足够好的父母。（译注：金凤花姑娘喜欢不冷不热粥，不软不硬的椅子，总之是「刚刚好」的东西，所以后来美国人常用金凤花姑娘来形容「刚刚好」）\r\n\r\n发布于 2015 年 12 月 22 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n如果我们把[养育](https://www.psychologytoday.com/us/basics/parenting)等同为[照顾](https://www.psychologytoday.com/us/basics/caregiving)孩子，那么，最好的父母策略，不是严加管教，不是放任自流，而是遵循中道。如果她尝试了三种不同的粥、椅子和床后，还尝试了三种父母，金凤花女孩会选遵循中道的父母。如果大多数孩子有得选，他们也会这样选。\r\n\r\n最近，我初步通读了 Bruno Bettelheim 的《足够好的父母》（A Good Enough Parent，初版于 1987 年）。虽然我并不认同他所有观点——太[精神分析](https://www.psychologytoday.com/us/basics/psychoanalysis)，不太对我胃口。而且，我认为他有点低估儿童的推理能力。不过，我同意书中大部分内容。\r\n\r\n「足够好父母」的概念来自 Donald Winnicott，一位英国精神分析师和儿科医生。Bettelheim 借用了这一概念，但没有全盘照搬。Winnicott 的研究聚焦在母亲，术语用的是「足够好的母亲」。Bettelheim 则把这一概念扩展到父母，并且将它以通俗的方式解释清楚，落到实处，更能让普罗大众理解。[不过，具体还需见底部关于 Bettelheim 生平的说明]。\r\n\r\n这篇推文的灵感就来自 Bettelheim 写的这本书。接下来要说的观点，可能与他的观点不尽相同，但也相当接近。它们是 Bettelheim 的想法，我对它们进行了加工。和 Bettelheim 差不多，我认为，足够好的父母有以下特点：\r\n\r\n **足够好的父母并不苛求自己完美，也不期望孩子完美。** \r\n\r\n序言里，Bettelheim 写道：\r\n\r\n> 「为了使孩子拔节生长，人们不该试图成为完美的父母，同样，人们不应该期望自己的孩子变得完美，或是尽可能完美。完美非常人可及。自己追求完美，就难以宽容他人的不完美，甚至对孩子也这样，然而，只有这种宽容，才能使良好的人际关系成为可能。」\r\n\r\n期待完美不是什么好事，一旦这么做，一切不完美都会被放大，即使有些不完美，人们其实无能为力。追求机器的完美大概是件好事，因为机器的缺点可以被更正。但作为父母，为了成为完美的父母而苦苦挣扎，就不是什么好事。因为人类的一些不完美无可避免，毕竟人类境况如此（译注：即人类的普遍状况）。事实上，我们很难想象完美的人是什么样子。\r\n\r\n养育孩子时要求完美，甚至仅仅追求完美，都更有可能导致责备。[完美主义者](https://www.psychologytoday.com/us/basics/perfectionism)的脑回路一般这样：一旦出现问题，那就是某人有问题。事情一旦不对劲，追求完美的父母就会责备自己，或他们的孩子。这么做毫无益处，所有互相责备的家庭都很痛苦，而不幸恰恰起源于责备。\r\n\r\n循着相似的道理，Bettelheim 在结尾写道：\r\n\r\n> 「现代人总是错误地认为，问题不该发生，一旦发生就得归罪到某人身上；这在家庭内造成了无尽痛苦，困境继而加深，有时甚至使[婚姻](https://www.psychologytoday.com/us/basics/marriage)和家庭是否应当存在受到质疑。中国古谚『家家有本难念的经』也是这个道理。」\r\n\r\n足够好的父母并不担心自己不完美。他们会努力做一些事情，但是很清楚自己并不会总是如愿，对于这一点，他们会[劝慰](https://www.psychologytoday.com/us/basics/forgiveness)自己。足够好的父母明白，甚至爱也不是完璧无瑕；爱有时也会变化无常。Bettelheim 也说：「几乎所有的爱都有多重面向，正如我们对孩子的爱带有恼怒、挫败、失望，孩子感受我们的爱也是如此」足够好的父母欣然接受这种人类境况。 足够好的父母明白，大自然创造的孩子相当有[韧性](https://www.psychologytoday.com/us/basics/resilience)。此言非虚，不然人类就不可能繁衍至今。只要父母不把事情搞得太糟（有时即使他们这样做），孩子成长的结果就「还可以」，而「还可以」就足够（好）了。\r\n\r\n **足够好父母尊重自己孩子，并试图平等地理解他们** \r\n\r\n足够好的父母不以生出、创造、塑造孩子自居。他们认为孩子已是完整的人，他们明白这时要做的，是去了解他们。他们明白，父母与子女的关系是双向的，虽然有时不完全是。这种关系是平等的，对于双方同样重要，都应该收获[幸福](https://www.psychologytoday.com/us/basics/happiness)，都有机会创造自己的[目标](https://www.psychologytoday.com/us/basics/motivation)，并努力实现它们（只要这种努力不伤害他人）。另一种意义上，这是一种不平等的关系。至少在孩子小的时候，父母更高大、更强壮、更聪明（我们希望如此）、更善于推理；而且，父母控制着孩子赖以生存的资源。这种不平衡的关系要更好发挥作用，足够好的父母就得努力去了解孩子，以便理解孩子的需求和愿望。\r\n\r\n通常，儿童不像成年人那样善于讲道理或有逻辑地辩解，因此，父母期望孩子总是为他们的行为提供充分理由，其实并不公平。当父母试图与孩子争论，往往会导致口诛笔伐和羞辱，这就破坏了理解和支持的本心。\r\n\r\nBettelheim 这么说：\r\n\r\n> 「成年人论证能力出色，掌握更多相关事实，父母便可能自我感觉占理，但孩子只会单纯觉得，他的想法被贬低得体无完肤。因此，孩子感觉到自己被大道理压倒了，这种体验，压抑且无助。说服远远不是这样。除非冲突双方至少有一方能够认真考虑对方的观点，否则不可能有令人满意的解决方案。因此，足够好的父母会审视孩子的动机，试图理解他的想法，欣赏他的愿望，以便理解他（孩子）希望得到什么，以及为什么和怎么样。」\r\n\r\n为了说明尊重且试着去理解孩子很重要，Bettelheim 举了一个孩子和父母冲突的例子，和学习成绩有关，这个例子到现在甚至成了更普遍的现象（比起作者时代）。我稍稍改编了这个例子以适应行文。假设，你孩子不做作业，不听老师的话。然后老师把你叫去学校面谈，这时，如果你是追求完美的父母，你会觉得自己因孩子的表现蒙羞，甚至以他为耻。你会笃信，这些问题不该有，并且觉得老师的话句句针对自己，这可能让你回家后训斥责备孩子，仅仅为了维护自己的面子，而毫不关心孩子是否真正需要帮助和理解。\r\n\r\n相反，如果你仅仅想做个足够好的父母，并且从未幻想能变得完美，你就会把问题看作是需要解决的事情，而不是灾难，更不会找机会去责备、[羞辱](https://www.psychologytoday.com/us/basics/embarrassment)。解决问题的第一步，就是从孩子的角度看问题。这时，你尊重孩子，那么你就不会苛责他，不会认为是他哪里有必须改正毛病。孩子可能不能清楚地陈述自己行为的原因，甚至可能他自己都没意识到，但这不代表他做这些事情完全没道理，这些动机也不一定就出于恶意。 很可能，孩子的这些行为，在学校里受到追捧。这些行为可能是孩子在宣告独立，这种愿望其实有益孩子身心健康。\r\n\r\n这里我们又可以引用 Bettelheim：\r\n\r\n> 「我们做父母的要用孩子的眼光看问题，举个例子，孩子会想用不做学校作业来坚持个性，可能是因为他[害怕](https://www.psychologytoday.com/us/basics/fear)如果都听别人的，他就会成为傀儡。这么想，我们对他的态度就会完全不同，就不会再认为他不做作业，是因为懒或没能力。」\r\n\r\n像这样思考，就能引导家长和孩子积极合作，磨合关系，并在这一过程中找到解决方案。还有什么办法可以向孩子和其他人证明，他不是傀儡，并且同时让他的作业达到及格线？或者，在家里，能不能有一些替代方案来教育孩子，而不会减损他对自己生活学习的掌控？最重要的是，尊重孩子，能促使家长尝试从孩子的角度看问题，可行的解决方案便应运而生，这会让孩子倍感支持而非挫败。即使没有找到完全令人满意的解决方案，孩子至少会理解，父母支持他，而不是反对他。\r\n\r\n **足够好的父母更关心孩子的[童年](https://www.psychologytoday.com/us/basics/child-development)经历，而不是孩子长大后的将来。** \r\n\r\n所有父母都会担忧他们孩子的未来，这很自然。我们都希望孩子长大后成为善良、有道德、幸福、健康的人，能照顾自己也照顾他人。但足够好的父母知道，孩子的未来仅由孩子负责，无关父母。只有孩子要决定他或她的生活目标和实现途径，父母无权干涉。父母要做的，仅仅是确保孩子有个令人满意的童年。\r\n\r\n足够好的父母明白，要帮助孩子走向光明未来，他们能做的就是给孩子的童年提供令人满意的条件。在和父母的联系中倍感安全的孩子，不觉得自己被掌控，而是感觉到被支持、被信任也因此变得真诚，在足够好的环境中玩耍、学习、探索（包括有很多机会交朋友和与家庭以外的其他人互动），这样的孩子，最终他们自己就能大展宏图。[这我说的，不是 Bettelheim。] 足够好的父母理解这一点，所以他们才专注于现在，而不杞人忧天。幸福的童年通常就意味着幸福的未来；不幸的童年则意味着未来的不幸。\r\n\r\n **足够好的父母会满足孩子的所需所想，但止步于此。** \r\n\r\n[这主要是我的观点，不过我强烈认为 Bettelheim 也是这么想的。] 孩子们来到这个世界，天生就想尽可能为自己做事。他们就这样不断迈向成年。足够好的父母直觉上就理解这一点，所以允许孩子自由地承担风险，为自己做力所能及之事。足够好的父母允许孩子犯错和失败，因为他们知道，错误和失败是学习的必经之路。他们提供帮助，只会是补完和支持孩子自己的努力成果，而不会完全接管任务。育人的目标是使孩子能为自己做更多的事，帮助孩子争取独立，而非干预。\r\n\r\n **足够好的父母的主要工具：有意识地自省、成熟和[同理心](https://www.psychologytoday.com/us/basics/empathy)。** \r\n\r\n足够好的父母从不盲从「专家」建议，或者最新育儿潮流，也不关心别人怎么评价他们的育儿方式。他们往往从熟悉孩子的亲戚朋友那里找寻建议，这些人至少比专家更了解他们孩子。他们的目的是帮助孩子实现所需所想，不是为了追求大家的认可，觉得他们是最棒的父母，也不是为了避免批评。为了知道如何最大限度地支持孩子，足够好的父母努力理解他们，这么做需要的主要工具就是：有意识地自省、成熟（比如耐心）和同理心。\r\n\r\n像早前说的，父母和孩子的关系既平等又不平等。父母更渊博、更擅长做事、比孩子成熟。本来就感到不安的孩子，要是他们发觉父母也无力处理生活琐事，他们会更为不安。这告诉我们，成熟很重要。足够好的父母明白不能半途而废，这样父母和孩子的关系才能正常维持。父母要做的就是理解孩子；但孩子并不非得理解父母。这是因为，父母曾经都是孩子，只要回忆自己的童年，就能助益理解孩子；但孩子不可能当过父母。\r\n\r\nBettelheim 这么说：\r\n\r\n> 「童年的记忆会让我们更有耐心、更善解人意；我们会对孩子有所了解——尽管孩子很顽劣，但他现在承受的和我们曾经承受的别无二致，我们对孩子的爱便会恢复，因为在他身上，我们看到了自己的曾经。足够好的父母努力从他们的成人视角和截然不同的孩子视角来评估和应对问题，并合理利用二者来指导行动，同时，他们也认可，孩子还不成熟，只能从他的角度看问题。因此，足够好的父母，除了相信孩子做事是因为此刻他确信这是他能做的最好的事情，也会问自己：『到底是什么才会让我像我的孩子此刻的行为那样行事？而如果我感到被迫这样做，怎么样才会让我感觉好些呢？』」\r\n\r\nBettelheim 认为儿童只能从自己的角度出发，我并不完全同意。我见过一些孩子，即使还很小，但也对父母的想法有非凡的洞察力。当然，我也同意他的这点：理解对方的观点必须是父母的责任而不是孩子的责任。\r\n\r\n任何关系想要成功，同理心是关键，足够好的父母知道他们必须率先运用同理心，因为父母要理解孩子，肯定比孩子去理解父母更容易。Bettelheim 也说：「成人要理解儿童，同理心尤为重要，它要求人们互相平等对待——不是在知识、[理智](https://www.psychologytoday.com/us/basics/intelligence)或经验方面，也无关成熟与否，这种平等在于，能够触动我们的所有感受。」父母对孩子的感受的理解，以及父母对这些感受的尊重，是帮助孩子的第一步。\r\n\r\n **足够好的养育方式就足够好了，足够好的父母对此深信不疑。** \r\n\r\n养育过程中，比起不太自信的父母，自信于自己养育方式的父母会更加耐心、处变不惊，也少些[焦虑](https://www.psychologytoday.com/us/basics/anxiety)，也因此让孩子安全感满满。如 Bettelheim 所言：「孩子往往没有安全感，他自己也知道，这不取决于他的能力，而依赖于他人的善意。而这，来自父母的可靠……成为足够好的父母因此有了另一个条件——坚信我们就如我们这般行事（不会错）。」\r\n\r\n在他书的结尾，Bettelheim 补充道：「虽然我们并不完美，但只要都爱我们的孩子，并尽力为他们的幸福着想，我们确实是足够好的父母。这种[智慧](https://www.psychologytoday.com/us/basics/wisdom)，这种真理，可以抵制愚蠢，防止我们仅仅从自己的角度考虑孩子的所作所为。他所做的许多事情主要跟他自己有关，而与我们和我们所做的关系，仅仅只是间接的、次要的。」\r\n\r\n最后一点关涉谦逊的价值。足够好的父母明白，孩子的世界并不以父母为中心。孩子的行为动机，很难说就是为了取悦或伤害父母，他们的动机，其实往往和他们想要在世界中找到自己的位置有关。如果我们是足够好的父母，就不会为孩子担待太多，也不会责备他们；我们只是专注于理解和帮助，在孩子需要帮助时尽所能及。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n关于孩子如何确立成长道路，父母又如何提供帮助，更多信息请参见《[玩耍精神](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=tmm_pap_title_0?_encoding=UTF8&qid=&sr=)》。\r\n\r\n **关于 Bettelheim** \r\n\r\n「unschooling mom」发表的评论颇有洞见，在其促使下，我对 Bettelheim 的生平作以下补充。他 1903 年出生在奥地利，是犹太人，1938 年德国接管奥地利后，被关进了纳粹[集中](https://www.psychologytoday.com/us/basics/attention)营。获释后，他移民到美国，最终成为芝加哥大学的心理学教授。至少有两个事情，让他的声誉有所贬损。他声称自己获得了维也纳大学的博士学位，现在被认为是谎言。他还提出了一个理论，认为[自闭症](https://www.psychologytoday.com/us/basics/autism)是母亲冷漠的结果，事实则证明，这大错特错。当我说我喜欢 Bettelheim《足够好的父母》中的观点时，并不意味着我同意他所有著作，也不意味着我钦佩他性格的所有方面。有好想法的人也有些坏想法，这很正常。", + "type": "text/markdown", + "caption": " 足够好的父母是最好的父母\r", + "modified": "20230930171250226", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Good Enough Parent Is the Best Parent" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Joy and Sorrow of Rereading Holt's How Children Learn.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Joy and Sorrow of Rereading Holt's How Children Learn.json" new file mode 100644 index 0000000..37e2bc0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Joy and Sorrow of Rereading Holt's How Children Learn.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Joy and Sorrow of Rereading Holt's How Children Learn", + "text": "# 重读 Holt 著作《孩子如何学习》的喜与悲\r\n\r\n原文：[The Joy and Sorrow of Rereading Holt’s \"How Children Learn\" | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201712/the-joy-and-sorrow-rereading-holt-s-how-children-learn)\r\n\r\n## 此处总结了 John Holt 关于儿童学习的绝妙洞见\r\n\r\n发表于 2017 年 12 月 26 日 | [审稿人：Jessica Schrader](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n![ HoltGSWLLC, used with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/2017-12/414q24bghl.jpg?itok=YTcvIYNo)\r\n\r\n来源: HoltGSWLLC, 经许可引用\r\n\r\n几年前，我和 Gina Riley 做了一项调查，主要对象是反学校教育家庭，当问及哪些作家对他们的这样的选择影响最大，John Holt 每每被提及，232个家庭中，超过一半的家庭提及了他（参见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201203/what-leads-families-unschool-their-children-report-ii)或[这里](https://jual.nipissingu.ca/wp-content/uploads/sites/25/2014/06/v72141.pdf)）。1985 年，Holt 因癌症去世，年仅 62 岁。然而，现今他的影响力仍存。\r\n\r\n Holt 逝世后，我的同事 Pat Farenga 一直在处理 Holt 的一些遗产。 Holt 所著《孩子如何学习》最近出版了五十周年纪念版，责编就是他。我认为，这本书是 Holt 最重要的作品。我读第一版还是在几十年前，那时，我还没有开始研究儿童学习，对这本书的体会也不深。现在重读这本书，百感交集：「太正确了，太精妙了，太悲伤了。」这种悲痛，不仅因为这些真理和绝妙看法只为少部分人领略，还因为，比起 Holt 在世时，学校教育每况愈下。如今的学校教育愈发善于制造[焦虑](https://www.psychologytoday.com/us/basics/anxiety)，愈发肆意浪费年轻人的时间，愈发侮辱他们的[智力](https://www.psychologytoday.com/us/basics/intelligence)，愈发阻碍深度学习和理解。\r\n\r\n不过，我仍保持乐观， Holt 若还在人间，也会如此。只有让儿童主导学习才能学得最好——虽然懂得这点的人还不多，但肉眼可见地在增长。越来越多的家庭选择让孩子离开普通学校 ，进行自主[教育](https://www.psychologytoday.com/us/basics/education)。越来越多的家长发现孩子的闪光点，并决意倍加呵护，直至熠熠生辉。长此以往，我认为临界点就会到来，辍学率会急剧攀升。我们称作标准学校教育的体系会变得鸡肋，并逐渐泯灭消亡，取而代之的是一个个学习中心，目标仅仅是将儿童自然学习方式最优化（参见[此篇](https://www.psychologytoday.com/us/blog/freedom-learn/201612/why-our-coercive-system-schooling-should-topple)，或[此篇](https://www.self-directed.org/sde/why/)）。\r\n\r\n![ John Holt/Creative Commons](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/2017-12/john_holt_educator.jpg?itok=_8hzH_is)\r\n\r\n来源：John Holt / 共享创意条款\r\n\r\n### Holt 对儿童学习的洞见一二\r\n\r\nHolt 对孩子观察细微，理解深刻。要是他不研究孩子，转而研究某种动物，他就是一位博物学家了。他观察孩子自由的自然状态，要我说，甚至是「野生」状态，这种状态下，不存在教师和教室的禁锢，也不存在实验室和实验员的精心设计。这项工作，长期被发展心理学家或教育学学者忽视。他主动接近亲朋的小孩，观察他们玩耍，看他们自由探索。除此之外，他还在观察儿童课间休息时的表现。种种观察，都让他对儿童学习有了明确的深刻结论。此处是些总结，即《孩子如何学习》的摘录。\r\n\r\n1. 孩子不想为了以后大展宏图而学习。孩子想现在做事情，做其他孩子做的事，在「做」中「学」。\r\n\r\n学校教孩子技能知识，以期在未来派上用场，虽说具体何时不得而知。与之相反，孩子关切的是当下，并非未来。孩子想要现在就做事：做自己想做的事情，这其实也能为未来做足准备，虽说这不是重点。重点是让孩子做事，其他观点都是附加推论。\r\n\r\n孩子擅长学习，因为他们不觉得自己是在学习；他们认为自己在做事。他们试图参与完整而有意义的活动，比如说他们身边的活动。他们不惮于尝试。别人会走路，那么孩子也会想走路。但一开始孩子并不是很擅长。但他们会每天不断尝试，他们会走得越来越好。别人会说话，那么孩子也会想说话，但他们一开始并不清楚声音和意义的联系。每句话在他们听起来都像是胡言乱语，但对于孩子来说，他们在说话（Holt 在 75 页上这么说）。他们逐渐提高，因为孩子仔细聆听每句话，逐渐习得重复声音的发音及其含义，将其用在自己的话语里，并且越来越贴切适当。\r\n\r\n当孩子长得更大后，他们会持续地参加身边的活动，在不同的时间以不同的方式，选择并开始做他们想做的事情。孩子开始阅读，因为他们看到别人也在读，而且如果他们开始阅读，就会发现阅读是享受故事的途径。孩子不会先通过学习如何阅读而成为读者；他们会直接开始读。他们会阅读他们认识的符号。在翻页时，他们会逐字背诵记过的小册子中的单词；或者他们会翻开一本陌生的书，想到什么就说什么。我们可能不会把这叫做阅读，但对孩子来说这就是阅读。随着时间流逝，孩子将认识特定的单词，即使在新的上下文中，并开始推断字母与声音之间的关系。以这种方式，孩子的阅读能力不断进步。\r\n\r\n走、说、读——几乎所有人都在自己的文化中养成这些技能，因为它们无处不在。其他技能则需要挑拣，多半出于我们的兴趣。Holt 提过一个六岁小女孩的例子，她喜欢用电子打字机（六十年代的家什）打字。她打字飞快，但毫不［在意］(https://www.psychologytoday.com/us/basics/attention) 她打出的字母顺序混乱。可能整篇文档都是乱的，久而久之，她才意识到她打出的文件和成年人不一样——没法读。于是她开始注意到不同按键之间的区别，注意纸上出现的字母，她变得仔细而不追求速度。不久，她打出的文档也文从字顺。\r\n\r\n我们大多认同，孩子在学走路、学说话、学读书、学打字；但是孩子并不觉得。孩子蹒跚学步、牙牙学语、认出指示牌上的「停」、敲击触动键盘，这些活动并非学习；他们只是在做事，尽管一开始磕磕绊绊，但做着做着便渐入佳境。\r\n\r\n我同事 Kerry McDonald 最近写了篇文章，完美诠释了这一点——讲她那爱烘培、还没上学的小女儿（[点击此处](http://www.wholefamilylearning.com/2017/11/what-do-you-want-to-be-when-you-grow-up.html)）。用 Kerry 的话说，「当人们问她长大后想做什么，她回答得轻描淡写：『面包师，但我已经是面包师了。』」\r\n\r\n2. 孩子的学习是从整体到部分，而不是从部分到整体。\r\n\r\n孩子学习必然是这样，因为孩子看到别人这么做，他们便有动力也这么做。当然，他们的动机是做整件事，而不是从整体抽出的一部分。他们的动机是说出有意义的句子，而不是音素。没有人会说音素。他们的动机是阅读有趣的故事，而不是背诵字母和音素的关系，也不是钻研视觉文字。正如 Holt 反复指出，学校里最大的错误之一，就是把任务分解成各部分，并试图让孩子把这些部分从整体中抽离出来练习。这样一来，我们就把本来有意义的、激动人心的东西变成了无意义的、［无聊的](https://www.psychologytoday.com/us/basics/boredom)。孩子做着真实的、有意义的、完整的事，自然而然地便掌握其中的组成部分（例如，字母—音素关系）。\r\n\r\n3. 孩子通过犯错、注意并纠正来学习。\r\n\r\n孩子看到别人做事，就会想模仿，有时，孩子会仅仅为了把事情做好而做事。他们并不担心现在做不好眼前的事，但是，他们也不会对自己和专家的差距视而不见。因此，整个步骤是，孩子莽撞地开始做事，但随着下一次重复，他们做得越来越好。如 Holt 所言， **「还很小的孩子似乎本能上就有某种匠心。我们往往忽视这种匠心，因为孩子的操作不熟练，原材料也很粗糙。但是，你要是见过小孩子痴痴地抚平一个沙滩蛋糕或拍打和塑造一个橡皮泥派的样子，就会明白（这种匠心）。」** 而且（第 198 页）， **「只要他们没有被诱惑或霸凌，他们就会想把他们正在做的事做得比以前更好。」** \r\n\r\n作为成年人，我们总是忍不住纠正孩子，指出他们的错误，认为我们在帮助他们学习。但根据 Holt 的观察，我们这么做，实际在贬低孩子，告诉他或她做得不对（本可以做得更好）。这样做，孩子会感到被审判，因而焦虑，从而使他或她对尝试东西失去了勇气。我们可能会导致孩子远离我们想要支持的活动。当孩子第一次开始一项活动时，孩子不能担心错误，因为这样做会使活动无法开始。只有孩子知道，他或她何时准备好关注错误并进行纠正。\r\n\r\nHolt 指出，我们不需纠正孩子，因为他们非常善于自我纠正。他们不断地调整自己的计划，以自己的方式改进工作。作为例子，Holt 描述了他对一个小女孩的观察，她大声朗读故事时，读错了些单词，但马上，重读时，她便纠正了自己的错误，因为她弄清楚了怎样才说得过去。如 Holt 所言（第140页）：「*单凭自己，不急不躁，她就能发现并纠正大部分错误*。」\r\n\r\n4. 相比观察成年人，孩子通过观察年长的孩子会学得更好。\r\n\r\nHolt 指出，幼儿很清楚他们的能力不如成人，这可能是[羞耻](https://www.psychologytoday.com/us/basics/embarrassment)和焦虑的来源，即便成人本意并非如此。他写道（第 123 页）， **「什么都能做好的父母不一定是孩子的好榜样；因为这会让孩子有时觉得，既然他们永远不可能像他们父母一样好，就没必要去尝试。」** 他说，这就是为什么儿童通过观察比自己大些的儿童会比观察成人更好。作为例子，他描述了（第 182 页）稍小的男孩，通过观察更大点、经验丰富的男孩来自然有效地提高他们的垒球技能，这些男孩比他们强，但还没有强到不可企及。这一观察与我对年龄混合游戏的价值的研究结果非常吻合（见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-iii)和[这里](http://www.journalofplay.org/issues/3/4/article/special-value-children’s-age-mixed-play)）。\r\n\r\n5. [幻想](https://www.psychologytoday.com/us/basics/fantasies)为孩子提供了一种手段，让他们能够做一些还无法实现的事，并从中获得学习经验。\r\n\r\n许多心理学家，包括我，都论述过幻想的认知价值，因为，它实际上构成了人类思维的最高形式——假设推理的基础（例如[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200812/the-value-play-ii-how-play-promotes-reasoning))，但是 Holt 对于幻想有一种别样的洞见；它提供给孩子一种别样的「做」事方式，这种方式不基于现实。和 Holt 针锋相对的 Maria Montessori 及其门徒，认为孩子的幻想必须被克制，因为这会让孩子逃避现实。Holt 极力批判这种观点，断言：「儿童使用幻想并不是为了逃离这个世界，而是为了更好地融入这个世界。」\r\n\r\n小孩子并不能开卡车，但他可以在幻想中当卡车司机。孩子会用自己的玩具卡车模拟真实卡车的行为。他能学到很多关于卡车的知识，乃至一些驾驶技巧。Holt 指出，玩想象游戏的孩子，通常会以身边成人为模仿对象。他们会假扮爸爸妈妈，卡车司机，货车司机，飞行员，医生，老师，警察等等。玩耍时，他们会尽可能逼真地建立他们对成人角色的认知。不少人类学家告诉我，任何地方的孩子都会做想象游戏。比如在狩猎采集部落，小男孩会一边跟踪蝴蝶和鼠类，用自己的小箭头击打它们，一边想象自己是抓捕大猎物的勇猛猎手。他们在练习当猎手，同时也在锻炼真正捕猎所用的技能。这可比目标设计练习带劲多了。\r\n\r\n关于幻想的这个论点，同样证明了 Holt 的主要论点，即孩子做现在想做的事并从中学习，而非为了未来而练习。在幻想中，孩子无法无天，只做自己想做的事。\r\n\r\n6. 儿童建立心智模型并将新信息融入模型来理解世界。\r\n\r\n孩子与世界互动时，他们的小脑瓜在不断转动。他们会不断尝试理解事物。Holt 和其他人一样（包括最有名的皮亚杰），都认为，儿童是实实在在的科学家，他们设想出直觉（假设），然后测试这些直觉，并根据经验接受、修改或拒斥这些直觉。不过这么做的[动机](https://www.psychologytoday.com/us/basics/motivation)得处于孩子的真心；它不能被强加。为了说明这点，Holt 描述了一些案例，这些案例中，儿童自由地“拨弄”平衡木和钟摆，通过持续的探索，孩子学到了更多关于平衡和钟摆作用的自然规律，这样学习，比照本宣科地教导的孩子学得更好。\r\n\r\n孩子经常使用旧有的心理模型来帮助他们理解新的活动，这些模型一般来自以前的活动。Holt 举了一个很好的例子：一个男孩喜欢火车，对火车了解有加。这个男孩开始对阅读感兴趣时，他会注意到印刷的句子就像一列火车，有前端和后端，朝着某个方向行驶。他把开头的大写字母称为「引擎」，把结尾的句号称为「车夫」。当然，这个模型对这个男孩来说是一个独特的、实用的模型。某些方面，它帮助他把对火车的热爱转化为对阅读的热爱。但这种模式必须来自于男孩自己。如果是老师强加给他的，可能会让他觉得很做作，会颠覆他自己对句子的理解。如果老师试图用句子和火车之间的这种类比来教那些对火车没有特别兴趣的孩子，那就太傻了。\r\n\r\n### 教学何以干扰儿童学习\r\n\r\n当 Holt 写下《儿童如何学习》的第一版时（1967 年发表），他仍在探求为师之道。当他重新修订这本书，准备出第二版时（1983 年），他校正了多处，表明他与日俱增的信念——除非是为了回应学生明确的求助，任何形式的教育都是错误的。例如，他在 1983 年的补充之一（第 112 页）如此说道：「当即使没有询问，我们还在教学时，我们实际上是在说，『你不够聪明，不知道那些你应该知道，也没有能力去学习。』」在几页之后（第 126 页），他补充道：「学习中的独立精神，是学习者所能拥有的最宝贵的财富，我们这些想要帮助孩子在家里或学校学习的人，必须学会尊重和鼓励这种精神。」\r\n\r\n孩子天然就抵制被动教育，因为这破坏了他们的独立性和对自己的能力的[信心](https://www.psychologytoday.com/us/basics/confidence)，即在他们需要的时候，自己能想出办法并寻求帮助。此外，没有一个老师——当然也没有一个在有几个孩子的教室里的老师——能够进入每个孩子的头脑，了解这个孩子当时的动机、心理状态和热忱。只有孩子能接触到这一切，这就是为什么孩子在被允许完全控制自己的学习时学习效果最好。或者，正如孩子所说，当他们被允许完全控制他们自己的行为时。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 重读 Holt 著作《孩子如何学习》的喜与悲\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Joy and Sorrow of Rereading Holt's How Children Learn" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Many Shades of Fear-Based Parenting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Many Shades of Fear-Based Parenting.json" new file mode 100644 index 0000000..c301cb2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Many Shades of Fear-Based Parenting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Many Shades of Fear-Based Parenting", + "text": "# 不幸的焦虑型教育各有各的不幸\r\n\r\n原文：[The Many Shades of Fear-Based Parenting | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201903/the-many-shades-fear-based-parenting)\r\n\r\n## 幸福的家庭教育都信任孩子，不幸的家庭教育各有各的不幸。\r\n\r\n发表于 2019 年 3 月 25 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n长期以来，我一直在这个博客和其他地方提倡我所说的「信任型[教育](https://www.psychologytoday.com/us/basics/parenting)」。信任孩子的父母会给孩子尽可能多的自由，让他们自己做决定。他们相信孩子的直觉、判断力和从错误中学习的能力。信任型父母不会试图给孩子的领路；他们相信孩子会引导自己的发展。当孩子们需要帮助时，他们提供支持，而非指指点点，通过帮助来孩子实现他们自己的[目标](https://www.psychologytoday.com/us/basics/motivation)。\r\n\r\n信任型教育对父母和孩子而言，都是最自然且最轻松的教育方式。民族学家发现，这种教育方式在狩猎采集文化中十分普遍（[这里](http://www.scholarpedia.org/article/Hunter-Gatherers_and_Play)和[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200907/play-makes-us-human-vi-hunter-gatherers-playful-parenting)）。现在，我们文化中的许多家庭，特别是那些参与[自主教育](https://www.psychologytoday.com/us/basics/Education)运动的家庭，已经采用了这种教育方式，并写下了它的乐趣和好处。我自己对在信任型父母陪伴下长大的年轻人的研究也证实了这一点（例如[这里](https://jual.nipissingu.ca/wp-content/uploads/sites/25/2014/06/v72141.pdf)和[这里](https://www.othereducation.org/index.php/OE/article/view/104)）。信任型父母不会对生活焦虑，他们也不会无端地担心孩子的生活。信任型父母对孩子的能力有信心，这种信心会成为一种自我实现的预言。\r\n\r\n正如我十年前左右写道的那样（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/200907/trustful-parenting-its-downfall-and-potential-renaissance)），信任型教育会让孩子明白：\r\n\r\n> 「你很有能力。你有视野，有头脑，能想出办法。你知道自己的能力和局限性。通过自主的游戏和探索，你将学到你需要知道的东西。你的需求很重要。你的意见很重要。你要为自己的错误负责，我们也信赖你会从中吸取教训。[社交](https://www.psychologytoday.com/us/basics/Social-life)不是意志与意志的对抗，而是相互帮助，这样所有人都能得到他们需要和最渴望的东西。我们支持你，而不是反对你。」\r\n\r\n我现在再做个补充：你的生活是你的，不是我的，去享受生活吧。\r\n\r\n信任型教育的敌人是[焦虑](https://www.psychologytoday.com/us/basics/fear)，不幸的是，如今，焦虑在我们的社会中肆虐。它之所以猖獗，并非因为世界确实比过去更加危险，而是因为我们的社会走进了自己吓自己的怪圈。我们担忧，如果我们不经常看管我们的孩子，陌生人会把他们抢走，如果他们在学校得不到全「优」，完成所有适当的课外活动，进入一流的大学，我们的孩子就会无家可归，或者以其他方式在生活中失败。\r\n\r\n焦虑型教育方式对孩子是不幸的，而且不幸的焦虑型教育各有各的不幸。至于具体是哪一种不幸往往取决于父母的观念特点，也取决于父母的性格和收入。以下是一份清单。\r\n\r\n### “随时空降”的直升机型教育\r\n\r\n「直升机型教育」一词至少在过去 30 年（[这里](https://www.nytimes.com/2019/03/16/style/snowplow-parenting-scandal.html)）里一直被用来形容过度保护孩子的父母，更普遍地说，是过度介入孩子生活的父母。典型的直升机型父母，在听到我支持信任教育的论点后，很可能会说（我也听过一些人说）：「我不是不信任我的孩子，而是不信任这世界上的其他人。」他们相信危险无处不在，所以他们时时刻刻都在保护和劝告孩子。\r\n\r\n在[之前一篇文章](https://www.psychologytoday.com/us/blog/freedom-learn/201510/helicopter-parenting-college-students-increased-neediness)中，我描述了研究人员如何通过问卷调查来识别直升机型教育，并发现这种教育方式至少与子女成年后糟糕的应对技能之间存在相关性。这些父母很难放手，即使他们的孩子已经成年，部分原因可能是他们的孩子实际上似乎需要额外的帮助，因为他们养成了之前所有直升机型教育造成的无助习惯。这些父母依然想知道他们成年子女生活的所有细节，并在后者追求高等教育或职业生涯或开始建立自己的家庭时主动提供建议。\r\n\r\n### “扫清一切”的扫雪机型教育\r\n\r\n扫雪机型父母不会只像直升机一样在子女头上盘旋，帮助子女克服生活中的障碍，而是粉碎障碍。这是极端的保护型教育ーー更确切地说，是以金钱、权力和厚颜无耻为主题的教育。这些父母利用他们的财富、地位和膨胀的特权为他们的孩子扫清道路。他们的大部分努力都是为了让他们的孩子进入并通过最精英的大学，或者是最有声望且收入最高的[职业](https://www.psychologytoday.com/us/basics/career)，因为这些父母非常看重成功的外表。\r\n\r\n这些父母雇佣家教帮助孩子完成课程，聘请辅导员为孩子写大学申请书，贿赂愿意给孩子做某种诊断的医生，以便让孩子在学校得到额外的帮助，向大学捐赠大量资金以换取孩子被录取的机会，并且打电话给老师，甚至教授和雇主，要求为孩子提供额外的特权。\r\n\r\n在极端情况下——正如[校园蓝调行动：美国大学招生丑闻](https://en.wikipedia.org/wiki/2019_college_admissions_bribery_scandal)中所发现的那样——这些父母不惜花费数万美元贿赂考试监考人员和大学教练，通过欺骗和撒谎来让他们的孩子进入选定的大学。这些父母也尽其所能地向孩子隐瞒他们扫雪机式的努力，以免让他们知道自己的「成功」并非是自己的功劳（[这里](https://www.nytimes.com/2019/03/16/style/snowplow-parenting-scandal.html)），从而蒙受[耻辱](https://www.psychologytoday.com/us/basics/embarrassment)。他们扫雪的目的不仅仅是为了清理道路和打开大门，而且也是为了增强孩子们的自尊心\r\n\r\n### “不停灌输”的喷油机型教育\r\n\r\n这是我刚刚发明的一个术语。虽然听起来不怎么好，但我也想不到更好的词。也许你有更好的建议。虽然喷油机不像直升机或扫雪机一样都是交通工具，但至少还带个“机”字。\r\n\r\n喷油机型父母并不关心为孩子消除障碍，他们更关心的是给孩子灌输所谓的动机和态度，他们认为这些动机和态度是驾驭这个可怕世界所必需的。尤其是，他们深信生活本质上就是[竞争](https://www.psychologytoday.com/us/basics/sport-and-competition)，就像比赛，要么赢要么输。为了赢，你就必须想要赢得比赛，并且知道该如何竞争。\r\n\r\n会有许多父母这样想，这并不奇怪。我们的整个教育系统，从设计上来说，就是为了让孩子们一直竞争。每个人都在同一条赛道上，为同一个目标奔跑，那些落在后面，或者在其他赛道上徘徊的人都会被当作「失败者」。推而广之，许多人在成长过程中都觉得生活就像学校一样，是一场竞争，有些人是赢家，有些人是 Loser。我甚至听到父母们认真地争辩道，学校的主要价值在于教会孩子们竞争。\r\n\r\n据我所知，关于喷油机型教育的最佳研究，是 Hilary Friedman 十年前为博士论文所做的一项研究，随后出版了一本书，名为 *Playing to Win*（我在[这里](https://www.nytimes.com/2019/03/16/style/snowplow-parenting-scandal.html)评论了这本书）。Friedman 对父母的动机来源很感兴趣，他们鼓励孩子参加竞争性活动，然后投入大量资金，用于课程费和报名费，并投入大量时间和精力，让孩子参加各种活动，鼓励他们努力赢得比赛。这些父母期望这项投资的回报是什么？\r\n\r\n为了找出答案，Friedman 花了 16 个月的时间采访了 95 个不同家庭的父母，一些案例中还采访了孩子。她选择的家庭给孩子报名了三项完全不同的竞技活动——足球、国际象棋和舞蹈。每个案例中，孩子都在上小学。\r\n\r\n简而言之，她发现，大多数父母投入这些金钱、时间和精力，并不是因为他们的孩子喜欢这项活动，也不是因为父母希望他们的孩子成为这方面的专家。选择哪种活动本身就相当随意。对父母来说，重要的是这项活动的竞争性。他们相信这些竞赛能在孩子身上培养出一系列的态度和技能，Friedman 把这些统称为「竞争性儿童资本」，这些都会在未来的竞争中帮到他们，比如进入名牌大学，获得高薪工作，获得晋升等等。\r\n\r\n这些父母的主要目标是让他们的孩子内化获胜的信念，并获得某些能帮他们「卷」赢的整体技能，比如坚持和抗压的能力。为此，如果他们赢了或提高了排名，许多父母就会奖励他们的孩子现金或物质或款待（比如去迪士尼乐园），远远超出竞赛本身的奖励，但如果孩子输了他们就一毛不拔。父母的目标是强化获胜的信念。\r\n\r\n当 Friedman 问孩子他们喜欢这项活动哪里时，他们经常谈到结交和结识朋友，以及他们因获胜而得到的奖励，很少谈到对活动本身的热爱，甚至很少谈到他们从获胜中获得的任何内在乐趣。事实上，有些人甚至说，如果他们打败了一个朋友，他们会感觉很糟糕。相比之下，根据 Friedman 的说法，没有一位父母提到结交朋友是让他们的孩子参加这些活动的原因。\r\n\r\n这些父母走向了极端，但我怀疑，对竞争世界和逼迫自己追求胜利的信念，是今天如此多的父母把孩子——甚至是年幼的孩子——投入到竞争活动中，而不是外出玩耍的原因之一。信任型父母意识到，成功的真正秘诀不在于击败他人，而在于发现自己真正喜欢做的事情，交朋友，学会如何合作，而喷油机型父母没有意识到这一点。到目前为止，学习这些知识的最好地方是玩耍。\r\n\r\n### “暴力威胁”的虎妈型教育\r\n\r\n如果说扫雪机型教育是极端版的直升机型教育，那么虎妈型教育是极端版的喷油机型教育。「虎妈型教育」是耶鲁大学教授 Amy Chua 几年前在她的著作《虎妈战歌》中创造的一个术语，用来描述她凶猛、强硬的教育方式。\r\n\r\n显然，Amy Chua 把生活看作一场竞争，生活的目标是胜利。作为父母，她的目标是让她的孩子赢。例如，在音乐领域，她决定她的两个孩子每个人要弹奏哪种乐器（Sophia 是钢琴，Lulu 是小提琴），并使用一切可能的手段，除了身体暴力（貌似是），让她们每天练习几个小时。她的方法包括一阵阵的大喊大叫、威胁、贿赂、侮辱、羞辱和谎言（比如当她承诺将来不再练习，然后食言）。她最喜欢的方法是一遍又一遍地告诉他们，如果她们在即将到来的比赛中不及第一名，她们就会给全家人，尤其是她们的母亲带来耻辱。\r\n\r\nChua 确保女儿们每分每秒都要执行她选择的活动。大多数时候，她的女儿去上学、做作业、上音乐班、练习乐器（通常 Chua 会站在旁边批评她们），还会去享有盛誉的场合举行独奏会。他们必须得到所有的「优」，还要赢得学校里所有的比赛。她们不允许有任何玩耍的日子，或者在别人家过夜，或者在任何空闲时间自己玩耍或者和其他孩子一起玩耍。\r\n\r\nChua 的书如果是恶搞的话，应该会很搞笑，但事实并非如此。她是认真的。她称之为中国式教育，并将其作为西方人效仿的对象。然而，值得注意的是，在亚马逊上评论这本书的华裔美国人远没有其他评论者那么认可它。事实上，在我对许多评论的分析中（[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201103/what-do-chinese-americans-think-amy-chua-s-tiger-mother)是详细描述），我发现 40.5% 的美籍华人评论者给它一星，这是最低的评价，而其他评论者只有 20.9% 给它一星。许多美籍华人评论者讨厌这本书，因为这让他们想起了自己的父母对待他们的方式，他们认为这是虐待，是终身痛苦的根源。他们强调，他们不会用这种方式抚养孩子。\r\n\r\n我感兴趣的问题是，为什么这么多西方和非中国读者（46.6%）给这本书打了五星，为什么这本书很快就成了畅销书。这似乎对 Chua 这样的人很有吸引力，他们认为人生的目标就是胜利，而且他们也相信，如果任由孩子们自生自灭，他们就无法取得胜利。幸运的是，这些人中很少有异于常人的决心和能力来摒弃[良心](https://www.psychologytoday.com/us/basics/empathy)，这是实施 Chua 极端方法所必要的，但显然很多人希望这样做。\r\n\r\n为什么胜利如此重要，以至于一个人愿意为了胜利而牺牲孩子的自由和快乐？我能想到的唯一答案是，对于这些人来说，不是胜利就是失败，对他们来说，没有什么比失败更可怕的了。狼爸虎妈，就像扫雪机型父母一样，似乎也很看重成功的外表，但是他们确保这种外表光鲜亮丽的方法与扫雪机型父母的方法相反。他们没有为孩子清除障碍，而是制造障碍，然后恐吓孩子克服障碍。他们不但没有助长自我价值，反而压制自我价值，让孩子们屈服。他们认为自己是孩子的训练师，而不是保护者。\r\n\r\n正如我在[对 Chua 的书评](https://www.psychologytoday.com/us/blog/freedom-learn/201102/amy-chua-is-circus-trainer-not-tiger-mother)中指出的那样，我认为用虎妈这个词形容这种教育方式是不恰当的。这是对老虎的侮辱。没有老虎妈妈会这样训练她的幼崽。老虎妈妈允许它们的幼崽尽情地玩耍，因为本能告诉它们：玩耍是幼崽练习生存和茁壮成长所需的真正技能的方式。会用 Chua 的方法是马戏团里的驯虎师，而不是老虎妈妈。马戏团驯兽师让幼虎做它们不想做的事情，不是为了幼虎的最终利益。这只是一种炫耀驯兽师技能的方式。\r\n\r\n### 防御型教育\r\n\r\n我认为 **防御型教育** 是更侧重于保护父母自己而非保护孩子的教育（我的儿子 Scott 提出了这一术语，在此表示感谢）。此处的焦虑是父母对其他人指指点点的焦虑。所有人天生都不喜欢被指指点点，而防御型养育就是要减少别人对他们管教孩子的非议。我对面临这样问题的父母抱有深深的同情。如果你身边所有人都反对你的做法，即使你内心相信自己是对的，你也很难推行下去。\r\n\r\n很多父母告诉我，他们已意识到：如果继续这样的防御式教育，他们永远都不可能成为自己心目中的理想父母。他们的说法是，「我知道我的孩子已经够大了，可以独自走去学校，或者自己去公园玩，但我害怕如果我真的这样，别人会说我忽视管教——比如我的亲戚邻居，甚至是警察。」或者是，「我知道我孩子上学上得难受，转向家庭教育或者上面向自我教育的学校会更好，但要真的做了，我自己的父母兄弟姐妹会怨恨我的。」\r\n\r\n在我们对非学校教育家庭的研究中（[这里](https://jual.nipissingu.ca/wp-content/uploads/sites/25/2014/06/v72141.pdf)）Gina Riley 和我发现，那些父母反映的最大挑战是：顶住他人对他们选择不去学校的或明或暗的批评。有些父母克服了障碍，但对许多人来说，这并不容易。我相信，还有更多的父母无法克服这一障碍。如果不是因为害怕别人的批评，或者更普遍的担心违反文化常规，会有比现在更多的信任型父母，更多的家庭让他们的孩子脱离强制教育，我是这样想的。这就是为什么 [Let Grow](https://letgrow.org/) 正在努力扭转社会对父母给予孩子独立漫游和玩耍自由的负面评判，也是为什么[自主教育联盟](https://www.self-directed.org/)正在努力将自主教育常态化。\r\n\r\n### 注意事项\r\n\r\n可能是出于我自己的防御本能，为了解决我预期读者会反映的批评，我想要用几个说明收尾。\r\n\r\n![Olimpik/Shutterstock](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half-caption/public/field_blog_entry_images/2019-04/shutterstock_600199010.jpg?itok=_SzkAjRv)\r\n\r\nSource: Olimpik/Shutterstock\r\n\r\n首先我要说清楚我不是盲目乐天派，在这里大言不惭一切都没什么好怕的。危险的确会存在，而且父母也的确会担心这些危险，并想要保护孩子不受伤害，这都是自然的。有些人承受着更大的危险，比如你很穷，肤色也比较黑，你承担的危险就比富有的白人更多。但如果父母对危险过分恐惧，甚至要阻遏孩子的发展，让他们欢乐不再，并剥夺他们发展应对真正危险的能力的机会，父母就是在害孩子。教育孩子在现实中有诸多危险，并启发他们发展出应对危险的方法，这是有益的，但自以为在保护孩子，实则剥夺孩子权利，剥夺他们玩耍和发展应对真实危险的技能的机会是有害的。\r\n\r\n其次，我要澄清的是，我所说的“信任型教育”并不是指完全放任的教育方式。作为父母，我们有义务让孩子明白：自己和他人有相等的权利，而且我们的孩子无权干涉他人的权利。有一些我们都必须遵守的规则。通常，在信任型家庭中，孩子们会自然地理解并遵守这些规则，部分是通过父母的良好榜样；但情况并非总是如此，在孩子没有理解规则时，父母也需要强制执行这些规则。\r\n\r\n最后，我恳请读者不要认为这篇文章是在责备父母。父母，尤其是母亲，已经承受了太多的指责。事实上，这是问题的一部分。除了少数例外（特别是极端的扫雪机和狼爸虎妈），我相当同情那些成为有些或所有社会压力的牺牲品的父母，这些压力甚至导致了他们各种错误的教育方式，就像我在这里列出的一样。我们需要的不是更多的责备，而是更多的启蒙，这正是我们试图通过 [Let Grow](https://letgrow.org/) 和[自主教育联盟](https://www.self-directed.org/)所致力的。\r\n\r\n你是否同意我的这些想法？还有什么其他糟糕的父母教育方式需要加入到这个列表中？这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 不幸的焦虑型教育各有各的不幸\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Many Shades of Fear-Based Parenting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Most Basic Freedom Is Freedom to Quit.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Most Basic Freedom Is Freedom to Quit.json" new file mode 100644 index 0000000..d820e6a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Most Basic Freedom Is Freedom to Quit.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Most Basic Freedom Is Freedom to Quit", + "text": "# 最基本的自由是退出的自由\r\n\r\n原文：[The Most Basic Freedom Is Freedom to Quit | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201304/the-most-basic-freedom-is-freedom-quit)\r\n\r\n## 只有学生能自由离开学校，学校才能算作道德清白的机构\r\n\r\n发布于 2013 年 4 月 29 日\r\n\r\n我们喜欢从积极的角度考虑人权，所以我们经常讨论那些让我们得以接近期望的权利：投票的权利，自由集会的权利，言论自由的权利，以及选择通往[幸福](https://www.psychologytoday.com/us/basics/happiness)路径的权利。然而，我在此提出一个容易引起争议的观点，即最基本的权利——使其他权利成为可能的权利——是退出的权利。\r\n\r\n退出常常会唤起负面的意味。从小到大，我们经常听别人说「退缩者永无胜利，胜利者永无退缩。」我们应该克服困难，坚持到底。不过，我很喜欢这句话的一种改编，是我不知何时听到的：「退缩者永无胜利，胜利者永无退缩。但未尝胜利也未尝退缩者，则是愚者。」\r\n\r\n如果把思想从竞赛的泥潭中解放（的确，弃赛是打不赢网球比赛的），转而考虑人生更长远的[目标](https://www.psychologytoday.com/us/basics/motivation)——活下去，避免伤害，寻得幸福，用符合个人价值观的方式来生活，和与我们互相尊重的群体共同生活——那么我们便会发现，退出的自由对于这些目标至关重要。这里，我所讨论的自由，是远离损害我们福祉的人群和局面的自由。\r\n\r\n在狩猎采集者游群（band）中，退出的自由是和平、平等和民主的基础。\r\n\r\n我思考退出之自由的关键价值，是从前几年研究狩猎采集者游群社会时开始的。这些社会没有警察、监狱等强迫个人服从规则的正式手段，但这些社会的生活却非常有序而和平。他们的重要价值观是平等（没有人是天生比其他人更优秀或更有价值的，而且也没有首领或老板之类的人），分享（食物和物质资料会在游群成员之间平等分享），自治（无论老少，无论何时，人们都有做出自己选择的自由）。（关于这些观察的记录，请见这篇[文章](http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/1-4-article-hunter-gatherer-social-existence.pdf)）。为什么强者不会剥削或奴役弱者，为己所用？是什么让人们互相关心，即便彼此并无关联？\r\n\r\n用不同角度解释，这些问题有不少很合理的答案。但我认为，终极答案便是退出的自由。人类学家屡屡指出，狩猎采集游群是高度流动的。为了追随猎物和可食植物，游群会不断迁移，然而个人以及家庭也会在不同游群之间迁移。因为狩猎采集者不占有土地，他们所占有的个人财产也不超过个人所能携带的容量，此外每个人在不同游群都有朋友亲戚，所以他们总有游走的自由。如果有人感觉在当前所在的游群里受到了压迫，并且发现游群内部没有解决这一压迫的办法，那么他便能迅速地收拾行李，径自出走，或是加入其他游群，或是和一帮朋友建立自己的游群。\r\n\r\n如同世界各地的人类一样，狩猎采集者也是互相扶持以求生存。没有人能独自生存，至少不能独自长久生存。然而，在一个人们可以自由来去的世界，你必须友善待人，否则他们可以一走了之。你不能强迫他们为你工作，否则他们便可以一走了之。你不能欺骗、霸凌、贬低他们——否则他们会离去。如果你想要构建众望所归、众志成城的游群以最大化生存的可能，你必须从其他游群成员的视角考虑事情，并努力让他们高兴；在意见不合时，你必须与他们妥协，而且如果有一天你有幸捕到猎物而他们没走运，你必须分享食物。\r\n\r\n狩猎采集者以通过共识来做决策而闻名。如果某个行为会影响整个游群，他们必须把事情说清楚，并基本达成一致，之后才能行动。这时候共识是什么意味呢？共识仅仅指的是所有人都跟从决策；他们可能不是完全同意，但他们不会因此而出走游群。所以，对于狩猎采集游群而言，民主[决策](https://www.psychologytoday.com/us/basics/decision-making)，并不是清高道德[哲学](https://www.psychologytoday.com/us/basics/philosophy)的结果，而是需求的产物。为了生存与发展，游群需要凝聚一心；为此，你的决策不能过度侵犯，以至成员退出。\r\n\r\n退出的自由是现代国家里民主和人权的基础。\r\n\r\n我们不是狩猎采集者，迁徙更为困难，但我们仍然可以迁徙，甚至在承受无尽压迫之时，跨越国家之疆界（润）。统治者惯常压迫人民的国家，往往通过制定法律束缚人们离开，从而让这些统治者有恃无恐地行其所愿。\r\n\r\n1917 年俄国革命两个月后，新上台的政府出台法律，限制向外国移民。这便是康米政权终结任何民主可能性的开端。其他康米国家也如法炮制，比如现在朝鲜就是如此。对于无法离国的人民，政府可以肆意凌虐。如果人民可以离去，政府必须想办法让人民愿意扎根，否则巧妇难为无米之炊。最先离开的人，往往是能力最强最有价值的人。 \r\n\r\n退出的自由是婚姻和谐的基础。\r\n\r\n退出原则不仅在社区和国家层面适用，而且在家庭的层面也一样。大量研究显示，[家庭暴力](https://www.psychologytoday.com/us/basics/domestic-violence)和[离婚](https://www.psychologytoday.com/us/basics/divorce)自由之间有极强的负相关性。相比临近的农业社区，在狩猎采集者游群里，丈夫打妻子的现象更加少见。同样，主要的原因是退出的自由。如果丈夫欺凌她，狩猎采集游群中的女性可以离开，也终将离开。女性可以回到她父母所在的游群，或者去往她的亲戚朋友所在的游群，与此同时[婚姻](https://www.psychologytoday.com/us/basics/marriage)也自动终止。如果她有孩子，孩子想跟她一起走，他们可以走。因为游群里所有人共享食物，而女性和男性都会采猎，女性并不在经济上依赖丈夫，正如丈夫也不依赖于她一样。\r\n\r\n所以，假如你是狩猎采集者游群里的男人，而你不想让妻子离开你，你必须好好对待她。在原始的农业社会里则有所不同，因为这些社会中男人占有土地，所以离开男人的女人没有办法靠自己生存。因此，女人必须尽力忍受残暴的丈夫。\r\n\r\n显然，在现代社会里，对抗家庭暴力的主要力量是法律和经济上的离婚自由。如果离婚是违法的，那么丈夫打妻子就会很常见。如果离婚不违法，但对大部分女人来说太过昂贵，丈夫打妻子仍然会存在。只有当女人法律上和经济上都有离开丈夫的自由，丈夫大妻子的现象才会消退。这种效应最新的[例子](http://130.203.133.150/viewdoc/summary;jsessionid=63B80D6D7D384E89264CE0BC09920F52?doi=10.1.1.224.1447)是西班牙。在 2005 年，西班牙修改法律，让离婚变得更容易，而针对女人的家庭暴力现象显著减少。这种减少不仅要归因于离婚，而且是因为那些不希望失去妻子的男人，开始更友善地对待她们。\r\n\r\n从前，故事和歌曲会歌颂那些无论男人多坏，她都始终「对男人忠贞不渝」的女人。而因为她的爱与奉献的伟大力量，男人最终会醒悟。然而说实在的，相比妻子无论如何都会待在他身边的情况，妻子有可能离开他们的时候，男人才会变得更好。\r\n\r\n退出的自由是雇员与奴隶的分界线\r\n\r\n工作同样适用这条原则。如果你是雇佣者的所有物，或者法律上规定你不得辞职，或者经济上你无法离职，种种原因导致你无法放弃这份工作，那么你的雇佣者便能肆意虐待剥削而毫发无伤。如果你能一走了之，那么为了继续获取你的服务，你的雇佣者必须好好对待你。在法律和经济上有退出的能力，是保持雇佣者与雇员之间平等关系的力量。没什么神秘的。\r\n\r\n孩子不能自由地离开学校，那么，代价是什么呢？\r\n\r\n通常上，孩子是最常受虐的人群，不仅因为他们年幼弱小，而且是因为他们不像成年人一样有退出的自由。人类学家告诉我，狩猎采集文化里可不是这样的，因为那里的孩子几乎和成年人一样可以自由退出。受家长不公对待的儿童，可以搬到不同的小屋和其他会对他好的大人一起住。他们甚至可以搬到不同的游群。几乎所有人都喜欢孩子，每个孩子都会得到整个游群的照顾，因此孩子不是负担。即使是非常年轻的孩子，若家长或者[照顾者](https://www.psychologytoday.com/us/basics/caregiving)不善对待，他们也可以离去，或者由他人带走。在我们的社会里则不是这样，针对儿童的家庭暴力是严重且猖獗的问题。\r\n\r\n但我现在想讨论另一种暴力，即我们强迫儿童就读于学校的暴力。如果学校是强制的，那么根据定义，学校即监狱。监狱是其中的成员被强迫进入的地方，且他们没有选择自己的活动、空间和同伴的自由。儿童不能从学校一走了之，也不能离开刻薄的老师，放弃压迫而毫无意义的作业，或者可恶的同学。对于一些孩子来说，唯一的出路——唯一真正的出路——就是自杀。Helen Smith 在她的书[《划伤的心》](http://www.violentkids.com/)中写道：「学校规定必须出席 180 天，而她已经缺席了 53% 的天数，她被告知她必须回到学校，或者在逃学小组面前出席，并被发配到青年拘留中心。她认为，更好的办法是回到她的卧室，用皮带吊死自己。过去，她本可以直接辍学，但现在她这样的孩子被强制教育困住了。」\r\n\r\n关于校园[霸凌](https://www.psychologytoday.com/us/basics/bullying)，学生不满，[无聊](https://www.psychologytoday.com/us/basics/boredom)，[犬儒主义](https://www.psychologytoday.com/us/basics/pessimism)，已经说了太多太多。没人找到解决之道。没人能找到解决方法，除非我们给予孩子退出的自由。解决这些问题的最终方法，是根除强迫。\r\n\r\n![Basic Books with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/1360162607Gray-Free_To_rev1_7.jpg?itok=tzPDLXaR)\r\n\r\nSource: Basic Books，已授权\r\n\r\n如果儿童有了真正离开学校的自由，那么为了延续自身，学校必须变成对孩子友好的地方。儿童喜欢学习，但和我们所有人一样，他们厌恶被强迫，指手画脚，不断评判。他们喜欢用自己的方式学习，而不是其他人强迫他们的方式。像所有机构一样，只有他们服务的人不向监狱服刑者那样，他们才能成为道德清白的机构。如果学生有退出的自由，学校必须赋予他们其他的基本人权，比如对影响他们的选择有发言权，有自由言论的权利，有自由集会的权利，以及选择他们自己的幸福之路的权利。这样的学校，跟我们现在称之为「学校」的阴沉机构完全不一样。（更多信息请参照[《玩耍精神》](http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465084990/ref=sr_1_1?s=books&ie=UTF8&qid=1440592828&sr=1-1&keywords=peter+gray+free+to+learn)。）\r\n\r\n\\-----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 最基本的自由是退出的自由\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Most Basic Freedom Is Freedom to Quit" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Natural Environment for Children's Self-Education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Natural Environment for Children's Self-Education.json" new file mode 100644 index 0000000..6435077 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Natural Environment for Children's Self-Education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Natural Environment for Children's Self-Education", + "text": "# 儿童自我教育的天然环境\r\n\r\n原文：[The Natural Environment for Children’s Self-Education | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-to-learn/200809/the-natural-environment-for-childrens-self-education)\r\n\r\n## 从这几个方面看，瑟谷学校很像狩猎采集游群。\r\n\r\n发布于 2008 年 9 月 3 日\r\n\r\n本博客的一大主题，是我们天生具备自我教育的优越本能。我们有观察、探索、玩耍、交谈的本能，这些能力让我们增进技能、丰富知识、建立价值观，以让我们在物理世界和社会世界之中顺利生存成长。我们经常利用这些能力，其过程也充满快乐。这些教育本能，是人类祖先作为狩猎采集者生活数千年，并接受自然选择而塑造的（参见 8 月 2 日的博文）。我们因此应该能预期，最能发挥这些技能的环境，应该就是狩猎采集游群，或者复刻了狩猎采集游群某些特征的现代环境。\r\n\r\n在过去四十年里，瑟谷学校证明了，人类自我教育的本能，足以构建现代社会教育的基础。在这所学校里，儿童和青年随心所欲地探索、玩耍、交谈——没有成年人引导或指指点点——而他们成年毕业走上社会，也能做出一番事业（参见 8 月 13 日的帖子）。我花了不少时间观察瑟谷学校，以理解那里的学生如何学习，我也调研了人类学文献，以理解狩猎采集社会中的儿童和青年如何学习。这些研究让我相信，瑟谷学校作为教育机构的成功，是因为这所学校复现了狩猎采集游群中，对自我教育最为重要的因素。\r\n\r\n这里，我会逐项说明自我教育的天然环境中最重要的因素。人类学家报告道，这些因素在他们所研究的狩猎采集游群中均有出现 [1]，而根据我的观察，瑟谷学校也都具备这些因素。\r\n\r\n玩耍探索的时间与空间\r\n\r\n基于玩耍和探索的自我教育，需要大量自由时间——做任何想做的事的时间，没有权威者施加压力、决断或侵犯。这些时间会用来交友、琢磨想法或材料、梳理、感受无聊并克服无聊，发展激情。在狩猎采集游群里，成年人对儿童和青少年的要求很少，因为他们明白，年轻人需要自我探索玩耍，才能成为可靠的成年人。瑟谷学校也是如此。\r\n\r\n自我教育同样需要空间——游荡、逃离、探索的空间。理想情况下，这块空间应该包含了个人所在文化的所有必要领域。狩猎采集社会的成年人，相信他们的孩子能够聪明地判断自己能逃离多远，能躲避潜在危险的地方。在瑟谷学校，儿童同样是受到信任的。他们可以探索学校周围的森林、田野、小溪，而只要告诉别人他们去哪里，他们就能想走出校园多远就走多远。\r\n\r\n自由混龄\r\n\r\n孩子在与人交往的过程中学习良多。如果像在学校那样把孩子按年龄分隔，我们便让孩子无法接触那些会让他们受益颇多的人。在狩猎采集游群和瑟谷学校里，儿童和青少年常常自发组成年龄差别极大的小组进行玩耍和探索。\r\n\r\n在混龄群体中，小孩子从大孩子那儿习得技能、信息、想法、灵感。在这种群体里，小孩子能做很多对他们来说太危险或复杂的事，如果他们自己做这些事，或者只跟年龄相仿的人在一起做，那是做不了的。大孩子同样从混龄的互动中受益。他们会学习如何领导，如何养育。他们习得对他人的责任感。他们会向小孩子解释知识，而他们自己的知识也会得到巩固与扩展。自由混龄对于自我教育太过重要了，我会未来写上两三篇文章来讨论这个话题。\r\n\r\n能接触到有知识有爱心的成年人\r\n\r\n在狩猎采集游群中，成人世界和儿童世界并无分隔。儿童会看见成年人的活动，并将其融入他们的玩耍之中。他们听见成年人的故事，成年人之间的讨论和争辩，而他们会从种种耳闻之中学习。每当他们需要成年人的帮助，或者碰到了其他孩子解决不了的问题，他们能随便找个游群中的成年人。所有成年人都会关心他们。事实上，大部分成年人都是他们的叔叔婶婶。\r\n\r\n同样，在瑟谷学校，成年人和儿童能自由交际（学校一共有 10 名全职员工，大约 200 名学生，从 4 岁到 19 岁都有）。学校里没有哪个地方是员工可以去而学生不能去的。学生能随意倾听任何成年人之间的讨论，观察他们在做什么，而如果他们愿意也可以加入。无论需要何种帮助，学生都可以找随便一位员工。无论是需要坐在膝上，需要倚靠着哭泣的肩膀，还是需要个人建议，或者自己找不到答案的技术问题，孩子知道哪位成年人最能满足他的需要。学校里的成人并不是孩子真正的叔叔婶婶，但他们也很像。他们了解所有的学生在所有成长过程的状态（不像普通学校里，老师只与一小部分学生相处一年），看着他们成长，并以此为荣。由于学校的员工每年都需要经过全体学生的投票重新选举，他们必然是那些喜欢孩子且受到孩子喜欢的人。\r\n\r\n能接触设备\r\n\r\n为了学会使用文化中的工具，人们需要接触这些工具。狩猎采集者的孩子们玩刀子、挖掘棍、弓箭、陷阱、乐器、独木舟以及他们文化中其他重要的器具。在瑟谷学校，孩子们可以接触到我们文化中最普遍使用的各种设备，包括电脑、木工设备、烹饪设备、美术用品、各种运动器材以及许多堆满书籍的墙壁。\r\n\r\n自由交换想法\r\n\r\n对智力发展最好的环境，是人们可以自由分享观点、没有审查、不必担心被排斥的环境。根据人类学家的报告，狩猎采集者在信仰上一点也不教条，甚至在宗教信仰上也是如此。人们可以毫无畏惧地说出自己的想法，对于对团体有影响的观点会进行无休止的辩论。瑟谷学校也是如此。学校刻意避免关联任何特定的宗教或政治意识形态。所有的观点都是可以讨论的。在这样的环境中，观点是用来思考和辩论的，而不是用来记忆并在考试中复述的。学校的首席哲学家 Daniel Greenberg 将学校描述为「观点的自由市场」。一些孩子在家里可能听不到太多关于政治或宗教讨论，而他们会在学校听到这些讨论，并且他们会听到每个问题的各种观点。\r\n\r\n免受[霸凌](https://www.psychologytoday.com/us/basics/bullying)\r\n\r\n若要能自由探索玩耍，人必须感到安全，远离骚扰和霸凌。狩猎采集游群和瑟谷学校都具备这种自由。根据人类学家的说法，狩猎采集文化中紧密的人际关系、混龄群体以及非竞争而平等的精神氛围，都有效地防止了严重的霸凌行为。如果有年长或体格较壮的孩子欺负年幼或体格较弱的孩子，其他人会介入并迅速制止。瑟谷学校也是如此。此外，在瑟谷学校，学校具有民主制定的规则和司法制度，各个年龄段的孩子们都可以参加，这些都有效地防止了严重的霸凌行为。觉得受到骚扰或霸凌的学生，可以「举报」违规者，让他们在司法委员会前出庭，这个委员会由各年龄段学校成员组成。这与许多传统学校的情况形成鲜明对比，在那里霸凌是一种生活方式。在那里，举报霸凌的学生会被认为是告密者或搬弄是非者，而老师可以逍遥法外，因为他们制定规则而不受规则约束。\r\n\r\n沉浸于民主过程\r\n\r\n狩猎采集游群和瑟谷学校以截然不同的方式实现了民主。狩猎采集游群没有酋长或「大人物」为群体做决策。相反，所有的群体决策都需要经历长时间的讨论，直到关心此事的绝大多数人达成一致意见。任何人，包括孩子，都可以参加这些讨论。瑟谷学校通过正式的民主程序进行管理，包括学校会议上的讨论和投票，选择参加会议的每位学生和教职员工都有平等的投票权。身处民主过程中，让每个人都具备一种责任感，从而激发教育动力。如果我的声音有份量，如果我对团体的行为和运作有实际的发言权，那么我最好仔细思考并明智发言。我不仅要对自己负责，还要对我的社群负责，所以这是个很好的理由让我去学习对我的社群有意义的事物。\r\n\r\n\\--------\r\n\r\n总而言之，我的观点是，在天然的学习环境中——在我们作为狩猎采集者的漫长历史中一直存在，并在瑟谷学校得到再现的环境中——人们（a）拥有大量自由时间和空间去玩耍和探索；（b）可以与不同年龄段的人自由交往；（c）能够接触到与文化相关的工具和设备，并自由地使用和探索这些器材；（d）可以自由表达和辩论他们想要表达和辩论的任何观点；（e）免于霸凌（包括免于被成年人任意使唤）；以及（f）在团体的「[决策](https://www.psychologytoday.com/us/basics/decision-making)」过程中拥有发言权。\r\n\r\n这与传统学校的环境有多大的不同啊。多么讽刺：在传统学校里，我们剥夺了孩子们天然学习环境中的所有元素，然后还试图教给他们一些东西！\r\n\r\n\\----------------\r\n\r\n参见新书[《自由学习》](http://www.freetolearnbook.com/)\r\n\r\n\\---------------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）", + "type": "text/markdown", + "caption": " 儿童自我教育的天然环境\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Natural Environment for Children's Self-Education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Toxic Consequences of Attending a High-Achieving School.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Toxic Consequences of Attending a High-Achieving School.json" new file mode 100644 index 0000000..5e62afc --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Toxic Consequences of Attending a High-Achieving School.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Toxic Consequences of Attending a High-Achieving School", + "text": "# 重点学校对学生造成的巨大心理创伤\r\n\r\n## 所谓的“顶尖学府”通过学业压力对学生造成极度精神痛苦\r\n\r\n作者：彼得•格雷 发表于2021.6.15 外网链接| [ Reviewed by Hara Estroff Marano](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n原文：[The Toxic Consequences of Attending a High-Achieving School | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/202106/the-toxic-consequences-attending-high-achieving-school)\r\n\r\n在这个时代，家长为了把孩子送进重点学校而大显神通。有些家长到郊区买高价学区房，有的愿意花高价送孩子到私立重点就读，另外有些家长聘请辅导教师帮孩子提分，以谋求优质公立学校的名额……很大程度上，中产阶级及以上的家庭更愿意在这方面花大价钱。\r\n\r\n可这些家长们不知道，他们正引导着孩子走向失败——不仅是学习的失败，更是人生的失败。如果这些家长们能了解真相，审慎行动，那么，他们会对重点学校避之不及，搬出学区房，省下天价学费和课外辅导的钱，转而用在更快乐的家庭活动上面。在这篇文章中，我将援引众多科学研究，揭示这些真相。其中最重要的是 Suniya Luthar 及其同事在过去二十年完成的研究。\r\n\r\n### 重点中学学生中焦虑、抑郁、药物滥用的比例远高于普通中学的学生\r\n\r\n在上世纪九十年代，Luthar 着重研究贫穷对于[青少年](https://www.psychologytoday.com/us/basics/adolescence)心理健康的影响。她发现，城市低收入家庭中的青少年[焦虑](https://www.psychologytoday.com/us/basics/anxiety)，[抑郁](https://www.psychologytoday.com/us/basics/depression)，[药物滥用](https://www.psychologytoday.com/us/basics/addiction)的水平更高。她的一位学生挑战她：这些问题真的都是贫穷导致的吗？于是，她对城郊的富人区家庭开展了类似的研究。令人惊讶的是，她发现“富贵子弟”中焦虑、抑郁、药物滥用（包括[酒精](https://www.psychologytoday.com/us/basics/alcohol)以及毒品）的水平，甚至要高过低收入家庭中的青少年 (Luthar & Latendresse, 2005)。\r\n\r\n在后续研究中，Luthar 团队发现，对青少年精神问题影响最严重的并非是「贫穷本身」，问题出在重点中学的教育上。他们发现，重点中学的富裕学生承受着精神伤痛 (Ebbert et al., 2019)，而且，不仅是富裕学生，家庭条件较差的学生也同样备受折磨。这一问题的关键因素，是学生内心中，自我价值的认知，与学习成绩和校外活动成果，关联到了什么地步。\r\n\r\n在一次对九所重点中学（包含公立与私立）的研究中他们发现，重点中学学生临床焦虑与抑郁的水平是国家青少年平均水平的六到七倍 (Luthar, Kumar & Zillmer, 2020)。他们还发现，与那些难以获取人身安全和基本生存条件的贫穷学生不同，重点中学学生面临着持续的巨大心理压力。这正是他们焦虑抑郁的根源。\r\n\r\n### 重点中学对学生造成的伤害可能持续终身\r\n\r\n纵向追踪研究表明：重点中学对学生造成的精神创伤，从学生时期直到毕业以后，经久不绝。一项研究表明，重点中学的毕业生在临床意义上的酒精成瘾以及药物成瘾比例，要比同龄人高二到三倍，甚至在他们毕业多年后也是如此 (Luthar, Small, & Ciciolla, 2018)。有一项长期研究从 1960 年左右开始，这项研究表明：择优录取的重点学校学生，比起与他们家庭出身完全相同，但却在普通学校的学生，在毕业后的 10 到 50 年间，各方面表现更糟糕 (Gölner et al, 2018)。普通中学学生，比起择优录取的重点中学的学生，不仅仅心理更加健康，赚的钱也更多，甚至更可能拥有高社会地位。\r\n\r\n### 负面的学业压力来自于家长、老师、同辈，但从根本上来自于自己的内心\r\n\r\n许多调查和采访表明：重点中学学生痛苦的根源正是学校造就的无休止的压力。学习成绩要出色，课外活动要出彩。多么沉重的期望。如此一来，稍逊于杰出者为失败。长辈同侪一致坚信，学校推崇的多方位优秀，是进入名门大学的必由之路，更是一份薪资优渥，地位崇高的工作的敲门砖。力有所不及，则为渣滓。\r\n\r\n「如果我的成绩单有个 B（而不是全 A），我这一辈子就完蛋了」，我曾经听一个学生[亲口这样说](https://www.psychologytoday.com/us/node/1082722/preview)。我在之前的文章里也说过（[这篇](https://www.psychologytoday.com/us/blog/freedom-learn/200810/reasons-consider-less-selective-less-expensive-college) 以及[这篇](https://www.psychologytoday.com/us/blog/freedom-learn/201812/parents-it-doesn-t-matter-what-college-your-kids-attend)），指望挤进名校便事业顺利，生活美满，是不太现实的，纵向追踪研究已经完全打破了这个幻想。一旦控制家庭背景的因素，比如父母收入，个人能力，进入哪所大学根本不重要。但这项研究被忽视，而信念仍然如同大行其道。\r\n\r\n在多变量实验中，Luthar 团队分别研究了家长，教师和同辈对于学业压力的作用 (Ebbert et al., 2019; Luthar, Kumar, & Zillmer, 2020)。\r\n\r\n就家长而言，研究人员发现那些强调「外界价值」而非「内在价值」的父母更可能给孩子带来痛苦。外界价值包括成绩、奖杯、荣誉、财富、地位等等社会承认的奖励。而内在价值则包括人生的意义、尊严、对他人的帮助以及真挚的友谊。研究也发现，那些感到「是自己的成就赢得了父母的爱与尊重」的年轻人更加痛苦。\r\n\r\n研究人员发现，无论是以好成绩为目标对学生施压的教师，还是那些对所有学生不管不顾的教师，都会对学生造成伤害。理想的教师不应该只关心学生成绩，也应该把学生当作实在的人来关心。\r\n\r\n就同辈而言，在“[内卷](https://www.psychologytoday.com/us/basics/sport-and-competition)”的环境中成绩不好的学生会被嘲笑，成绩优秀的学生会被[嫉妒](https://www.psychologytoday.com/us/basics/jealousy)。这样的环境会阻碍真挚友谊的萌芽，也阻止了同辈之间的鼓励和支持，而这两者对青少年来说是至关重要的。不仅如此，竞争环境也助长了（软性）霸凌以及作弊。\r\n\r\n在这样悲剧的环境中，重点学校的学生们会一步步“内化”压力。他们会在自己的内心深处制造一个最为苛刻的批评家，不断刺激自己：「如果我做不到最好，那么我就是废物一个。」这时，他们会开始折磨自己，或者开始[幻想](https://www.psychologytoday.com/us/basics/fantasies) ，尝试或真的去[自杀](https://www.psychologytoday.com/us/basics/suicide)。我们这个社会对学习成绩的强调已经陷入了癫狂，这一点在重点中学里得到了最为深刻的体现。\r\n\r\n\\----\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\nEbbert, A.M., Kumar, N. L., & Luthar, S. S. (2019) Complexities in adjustment patterns among the “best and the brightest”: risk and resilience in the context of high achieving schools. Research in Human Development, 16, 21-34.\r\n\r\nGöllner, R., Damian, R. I., et al. (2018). It’s not only who you are but who you are with: high school composition and individuals’ attainment over the life course. Psychological Science, 29, 1785–1796.\r\n\r\nLuthar, S., Kumar, N., & Zillmer, N. (2020). High-achieving schools connote risks for adolescents: problems documented, processes implicated, and directions for interventions. American Psychologist, 75, 983-995.\r\n\r\nLuthar, S., & Latendresse, S. J. (2005). Children of the affluent: Challenges to well-being. Current Directions in Psychological Science 14, 49-53.\r\n\r\nLuthar, S. S., Small, P. J., & Ciciolla, L. (2018). Adolescents from upper middle class communities: Substance misuse and addiction across early adulthood. Development and Psychopathology, 30, 315–335.", + "type": "text/markdown", + "caption": " 重点学校对学生造成的巨大心理创伤\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Toxic Consequences of Attending a High-Achieving School" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play I The Definition of Play Gives Insights.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play I The Definition of Play Gives Insights.json" new file mode 100644 index 0000000..00b39a4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play I The Definition of Play Gives Insights.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Value of Play I The Definition of Play Gives Insights", + "text": "# 玩耍的价值 I：玩耍的定义给人以启示\r\n\r\n原文：[The Value of Play I: The Definition of Play Gives Insights | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200811/the-value-play-i-the-definition-play-gives-insights)\r\n\r\n## 退出的自由是玩耍定义中不可或缺的要素。\r\n\r\n发表于 2008 年 11 月 19 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n对于我们人类而言，玩耍有很多重要作用。它是儿童发展身体、智力、情感、社交和道德能力的手段。它是建立和维护友谊的手段。此外，它还提供了一种精神状态，不论成人还是儿童，这种状态都特别适合进行高级推理、富有洞察力的问题解决，以及各种创意活动。\r\n\r\n这篇文章是我计划发表在《玩耍的价值》系列中的第一篇。本期的主题是玩耍的定义。对于玩耍价值的理解，就蕴含在其定义之中。\r\n\r\n这篇文章主要是关于玩耍的定义要素，但在列举这些要素之前，我认为有三大要点值得牢记。第一点：玩耍的所有要素都与动机和心态有关，而不是行为本身的外在形式。两个人可能在扔球、敲钉子或者在电脑上打字，但他们之中可能只有一个在玩耍，另一个却不是。要判断哪个人在玩耍，哪个人不在玩耍，你需要从他们的表情和行为细节，推断出他们为什么要这么做、他们在做什么，以及他们对此的态度。\r\n\r\n第二点：玩耍并不一定是全有或全无。玩耍可以与其他动机和态度混杂在一起，比例可以从 0% 到 100%。纯粹的玩耍在儿童之间比在成人之间更常见。在成人世界，玩耍经常混杂着其他与成人责任相关的动机。这就是为什么在日常对话中，我们倾向于谈论孩子们的「玩耍」，而成人则会将「玩耍的态度」或「玩耍的精神」带入他们的活动。我们从直觉上认为玩耍是程度问题。当然，我们没有仪器来测量这些东西，但我估计我写这篇博客的行为中大约有 80% 都是玩耍。\r\n\r\n第三点：玩耍并不能简单地用某个单一的要素来定义。相反，它由许多要素融汇而成。在我之前研究并撰写这个主题的人已经描述过许多这样的要素；但我认为它们可以在深入汇总为以下五点：\r\n\r\n1. 玩耍是自主选择且自我导向的。\r\n\r\n2. 玩耍是一种手段比目的更重要的活动。\r\n\r\n3. 玩耍具有结构或规则，这些规则并不出于身体或物理的必要，而是源自玩家的想法。\r\n\r\n4. 玩耍富有想象力，非比寻常，从某种程度上说，它脱离了「现实」或「严肃」的生活。\r\n\r\n5. 玩耍需要一种积极、机敏，但无压力的心态。\r\n\r\n一项活动，越是全面涵盖这些要素，大多数人就会越把它看作玩耍。 所谓「大多数人」，我指的不仅是研究玩耍的学者。甚至年幼的孩子们也大都知道用「玩」这个字去称呼富含这五大要素的活动。这些要素似乎捕捉到了我们对玩耍的直觉。我们要注意，所有这些要素都与参与者在活动中的动机或态度相关。\r\n\r\n下面我将逐一阐述这些要素，并通过指出每个要素对思考玩耍目的的一些启示，对它们稍做延伸。\r\n\r\n1. 玩耍是自主选择和自我导向的；玩家总是可以自由退出。\r\n\r\n首要的是，玩耍是自由的表达。玩耍是人们 **想要** 做的事情，而不是 **被迫** 做的事情。对自由感到欣喜若狂，这就是玩耍的快乐。玩耍并不总是伴随着微笑和欢笑，微笑和欢笑也不总是玩耍的标志；但玩耍总是伴随着一种「对的，这就是我现在想做的事情」的感觉。玩家是自由的主体，而不是别人游戏中的棋子。\r\n\r\n玩家不仅可以选择玩或不玩，而且还可以在玩耍过程中主导自己的行动。正如我将在下面论证的，玩耍总是涉及到某种规则，但所有玩家都必须自愿接受这些规则，如果规则发生变化，那么所有玩家都必须同意这些变化。这就是为什么玩耍是所有活动中最民主的一种。在社交型游戏中（涉及多个玩家的玩耍），一名玩家可能会暂时成为带头人，但这只是在其他所有玩家的意愿下。带头人提出的每一条规则都必须至少得到其他所有玩家的默许。\r\n\r\n玩耍中的终极自由是退出的自由。一个感觉受到强迫或压力参与某项活动，无法退出的人，并非玩家，而是受害者。退出的自由为社交型游戏中发生的所有民主过程提供了基础。如果一名玩家试图欺负或支配别人，别人就会退出，游戏就会结束；所以想要继续玩耍的玩家必须学会不欺负或支配他人。不同意规则变更的人同样可以退出，这就是为什么玩耍中的带头人必须得到其他玩家的同意才能更改规则。开始感觉在玩耍中无法满足自己的需求或愿望的人会退出，这就是为什么孩子们在玩耍中学会关心别人的需求，并努力满足这些需求。正是通过社交型游戏，孩子们学会了如何在不靠教导来满足自己的需求，同时满足他人的需求。这可能是任何社会中人们可以学到的最重要的一课。\r\n\r\n关于玩耍是自主选择和自我导向的这一点，被很多试图控制孩子玩耍的成年人忽视了，或许他们根本不知道这一点。成年人可以和孩子一起玩耍，在某些情况下，甚至可以成为孩子玩耍的带头人，但这需要至少和孩子们一样敏感地关注所有玩家的需求和愿望。因为成年人通常被视为权威人物，孩子们在成年人带领下玩耍时，往往感觉无法退出或不同意所提议的规则。因此，当成年人试图引导孩子的玩耍时，结果往往是许多孩子根本不觉得在玩耍。当孩子感觉受到强迫时，玩耍的精神消失了，所有这种精神带来的好处也随之消失。学校里的数学游戏和成人带领的运动，对于那些觉得自己必须参加，并且没有准备好接受成人制定的规则的孩子来说，并不是玩耍。对于自由选择这些游戏的孩子来说，成人带领的游戏可能很棒，但对于那些没有选择的孩子来说，这些游戏可能会让他们感觉像在受到惩罚。\r\n\r\n对于孩子们的玩耍而言，成人的玩耍意识同样如此。研究表明，那些在工作中拥有很高自由度的成年人，可以自主安排何时以及如何完成工作，往往会将工作视为玩耍，即使（事实上，尤其是）工作很困难。相反，那些必须按照他人的意愿完成工作的人很少将工作视为玩耍。\r\n\r\n2. 玩耍是一种手段比目的更重要的活动。\r\n\r\n在某种意义上，我们的许多行为是「自由」的，因为我们不觉得是别人迫使我们做这些事情，但在另一种意义上并不自由，或者至少在我们的体验中，并没有感受到它们是自由的。这是因为这些行为是我们为了实现某个必要的、非常渴望实现的目标而感觉必须去做的事情。为了不痒，我们挠痒；为了不被吃掉，我们看到老虎就跑；为了考出好成绩，看枯燥的书；为了钱，做一份[无聊](https://www.psychologytoday.com/us/basics/boredom)的工作。如果没有痒、老虎、考试或金钱需求，我们就不会去挠、逃、学习或做无聊的工作。在这些情况下，我们并没有在玩耍。\r\n\r\n在我们为了实现与活动本身无关的某个目标或目的而参与某项活动时，这项活动就不是玩耍。在我们不玩耍时，我们最看重的是行动的结果。行动只是达到目的的手段。当我们不玩耍时，我们通常会选择最短、最省力的方式来实现我们的目标。以非玩耍、目标导向的大学生为例，她会为了达到想要的「优」，每门课程都尽量少学习，并且她的学习目标直接关注于考试成绩。对她来说，与这个目标无关的任何学习都是浪费精力。\r\n\r\n然而，在玩耍中，一切都恰恰相反。玩耍是主要为了其本身而进行的活动。玩心大起的学生喜欢进行主题研究，而对考试并不那么关心。在玩耍中，[关注](https://www.psychologytoday.com/us/basics/attention)重点在手段而非目的上，玩家并不一定寻找最容易实现目的的途径。想想猫咪捕猎老鼠与猫咪戏耍老鼠的区别。前者会选择以最快的方式杀死老鼠。后者会尝试各种捕捉老鼠的方法，效率并不都很高，每次都会放掉老鼠，以便再次尝试。捕猎的猫喜欢结果；玩耍的猫喜欢手段。（当然，老鼠对此一无所知。）\r\n\r\n玩耍通常也有目标，但这些目标都被看作是玩耍的内在部分，而不是参与玩耍活动的唯一原因。玩耍的目标相对于达到它的手段来说是次要的。例如，在建造游戏（有趣地建造某物）中，总是以玩家心中的物体为目标。但请注意，在这种玩耍中，主要目标是创造，而不是拥有。孩子们堆砌沙堡时，如果有个成年人过来说：「你们现在可以歇手了，我会为你们做好沙堡。」孩子们会很不高兴，因为这会破坏他们的乐趣。他们是被过程而非成果所激励。同样，玩竞技游戏的儿童或成年人的目标是得分和获胜，但是，如果他们真的在玩耍，那么激励他们的是得分和努力获胜的过程，而不是分数本身或赢得比赛的地位。如果有人宁愿通过作弊而非遵守规则来获胜，或者通过某种绕过游戏过程的捷径获得奖杯和赞扬，那么这个人并没有在玩耍。\r\n\r\n可以通过问成年人一个问题来检测他们的工作在多大程度上是玩耍：「如果我能够在不做现在这份工作，还能获得一样的报酬、一样的加薪前景、一样的认可、一样的为世界做贡献的感觉，我会辞职吗？」如果这个人迫切地想辞职，那么这份工作就不是玩耍。这个人越不甘愿辞职或者干脆不辞职，这份工作就越接近玩耍。这是这个人喜欢的事情，无关任何外在回报。\r\n\r\n玩耍之所以是创造力和学习的理想状态，一个原因是因为思想专注在手段上。由于目的被认为是次要的，恐惧感消失了，玩家觉得可以自由地吸收新的信息来源，并尝试新的行动方式。\r\n\r\n3. 玩耍受心中的规则指导。\r\n\r\n玩耍是自由选择的活动，但并非无规则的活动。玩耍总是有结构的，这种结构源于玩家心中的规则。这一点实际上是刚才关于玩耍中手段重要性的观点的延伸。玩耍的规则就是手段。玩耍就是按照自选规则行事。这些规则不像物理学的规则，也不像生物学本能那样基本上是自动的。相反，它们往往需要有意识地牢记，并加以遵循。\r\n\r\n例如，建造游戏的基本规则是，你必须以一种可以制作或描绘出某样具体物品或设计的方式来处理所选材料。你不会随意乱堆积木；你要根据心中所想创造的形象，有意识地进行堆放。即使是外人看来非常野蛮的打斗游戏（如打闹和嬉戏）也受规则约束 。 例如，在打斗游戏中，一贯的规则是，你模仿真实打斗的一些动作，但并不会真正伤害对方。你不会用尽全力推撞（当你比对方更强壮时）；你不会踢、咬或抓。打斗游戏比真正的打斗要受到更多控制；它往往是一种锻炼自我约束的活动。\r\n\r\n规则最复杂的玩耍是研究者常说的社会戏剧性玩耍——在玩耍中扮演角色或场景，比如孩子们「过家家」，或假扮结婚，或假扮成超级英雄。这里的基本规则是，你必须遵守你自己和其他玩家对你所扮演的角色的共同理解。如果你在一场「过家家」游戏中扮演宠物狗，那么你就必须像狗那样四足着地行走，像狗那样汪汪叫，而不是说话 。如果你扮演的是神奇女侠，而你和你的玩伴认为神奇女侠从不哭泣，那么即使在摔倒受伤时，你也要忍住不哭。\r\n\r\n为了说明社会戏剧性玩耍的基于规则的性质，俄罗斯心理学家 Lev Vygotsky 谈到了两个真实的姐妹——分别七岁和五岁——有时候会玩扮演姐妹的游戏[1]。作为真正的姐妹，她们很少思考她们的姐妹关系，也没有一致的相互行为方式。有时她们相互欣赏，有时争吵，有时互不理睬。但是，当她们玩「姐妹游戏」时，她们总是根据她们对姐妹应该如何表现的共同刻板印象来行动。她们穿着相同，说话相似，总是关爱彼此，谈论她们自己和其他人的区别等。扮演姐妹比成为姐妹需要更多的自控、心智努力和遵循规则。\r\n\r\n具有最明确规则的玩耍类别是所谓的正式游戏，例如跳棋和棒球，它们有精确的规则，并形成语言，将解释规则时的歧义减少到最少。这些游戏的规则通常由一代玩家传给下一代玩家。我们社会中的许多正式游戏都是竞争性的，正式规则的一个目的是确保同样的限制适用于所有竞争者。正式游戏的玩家，如果他们是真正的玩家，必须在游戏期间将这些规则作为自己的，并愿意遵守。当然，除了「官方」组织的游戏，玩家通常会根据自己的需求修改规则，但每一项修改都必须经过所有玩家的同意。\r\n\r\n在这里，我想强调的主要观点是，玩耍的每种形式都需要很好的自控能力。在不玩耍时，孩子们（成人也是如此）可能根据他们的生物需求、情感和心血来潮行事；但在玩耍时，他们就必须遵从自己和玩伴们认为恰当的方式。玩耍之所以吸引玩家，让他们着迷，正是因为它是按玩家自已发明或接受的规则而组织的。\r\n\r\n在研究玩耍的学者中，最坚定地强调玩耍以规则为基础的要素的人是 Lev Vygotsky，我刚刚提到过他关于姐妹扮演姐妹的例子。Vygotsky 在 1933 年初次发表的，关于玩耍在儿童发展中的作用的一篇论文中，就「玩耍是自发且自由的」与「玩家必须遵从规则」两者之间的冲突做出评论 ：\r\n\r\n「……两者之间的冲突在于，在玩耍中，儿童接受最小的约束一一她可以做她最想做的事情，因为玩耍让她快乐——同时，她又遵从规则，学着遵从最大的约束，因此放弃自己想要的东西，因为臣服于规则和放弃冲动行为实际上构成了通往获得玩耍最大快乐的道路。玩耍不断激发孩子的需求，让他们违背自己的即时冲动。每时每刻，孩子都面对着『游戏规则』与『如果她完全自发行动她会做什么』之间的冲突……因此，玩耍必不可少的特征就是——意愿规则……规则取得了胜利，因为它是最强烈的冲动。这样的规则是内在规则，自我约束及自我决定的规则……通过这样的方式，孩子的最大目标可能在玩耍中实现，这些目标在明天可能会变成她的真实行为和道德的基本准则。」[1]\r\n\r\n当然，Vygotsky 认为，孩子对玩耍的渴望如此强烈，以至于它成为学习自我控制的动力。孩子会抑制那些违反规则的冲动和诱惑，因为他追求的是玩耍之中更大的快乐。根据 Vygotsky 的分析，我想补充一点，孩子接受并渴望游戏规则，仅仅是因为如果规则变得太难以接受时，他或她可以随时退出。孩子们心中知道了这一点，冲突就变得不重要了。他们真实生活中的自由并不会被游戏规则限制，因为孩子可以选择在任何时候退出游戏。这也是为什么退出的自由在玩耍的定义之中如此重要。没有了自由，游戏的规则将会变得不可忍受。被要求在真实生活中像神奇女侠那样将会非常可怕，但在玩耍之中——你可以随时离开的国度——却能带来极大的快乐。\r\n\r\n与 Vygotsky 一样，我认为玩耍对我们这个物种的许多价值中最重要的是学会自我控制。自我控制是人类本质的核心。我们通常说，当人们不能遵守社会公认的规则，而是冲动地遵循他们的即时驱动和突发奇想时，他们的行为更像「动物」，而不是人类。在任何地方，要生活在人类社会中，人们必须根据有意识的、共享的关于什么是合适的精神概念来行事；而这正是孩子们在玩耍中不断练习的。在玩耍中，孩子们从自己的愿望出发，学习做人的艺术。\r\n\r\n4. 玩耍富有想象力，非比寻常，从某种程度上脱离了现实。\r\n\r\nVygotsky 指出，玩耍的另一个明显的悖论是，玩耍既严肃又不严肃，既真实又非真实。在玩耍中，人们进入一个位于现实世界中的领域，使用现实世界中的道具，通常是关于现实世界的，玩家称之为真实的，但在某种程度上又在精神上与现实世界区分开来。\r\n\r\n「想象力」或「幻想」在社会戏剧游戏中最为明显，玩家在其中创造角色和情节，但在人类所有其他形式的玩耍中也都存在一定程度的想象力。在粗暴的玩闹中，战斗是假装的，而不是真实的。在建造游戏中，玩家说他们正在建造一座城堡，但他们知道这是一个假城堡，而不是真正的城堡。在有明确规则的正式游戏中，玩家必须接受一个已经建立的虚构情境，这为游戏规则提供了基础。例如，在现实世界中，主教（象）可以选择任何方向移动，但在象棋的幻想世界中，他们只能沿对角线移动。\r\n\r\n玩耍的幻想方面与其基于规则的本质密切相关。因为玩耍发生在一个幻想世界中，所以它必须受到玩家心中规则的约束，而不是自然法则。在现实中，人们只有在有真正的马出现时才能骑马；但在玩耍中，只要游戏的规则允许或规定，就可以随时骑马。在现实中，扫帚只是扫帚，但在玩耍中，它可以成为一匹马。在现实中，象棋的棋子只是一小块雕刻过的木头，但在象棋中，它是可以是象或车，具有明确的移动能力和限制，这些都无法从雕刻的木头本身看出。虚构的情境决定了游戏的规则；游戏进行的实际物理世界是次要的。通过玩耍，孩子学会掌控世界，而不仅仅是被动地对其做出反应。在玩耍中，孩子的心理概念占主导地位，孩子将现实世界中可用的元素塑造成符合这一概念的形式。\r\n\r\n各种形式的玩耍都有「游戏时间」和「休息时间」，尽管这对某些玩耍形式来说更为明显。游戏时间是虚构时间。休息时间是暂时回归现实的时间——也许是为了系鞋带，去洗手间，或纠正没有遵循规则的玩伴。在游戏时间里，人们不会像莎士比亚笔下的哈姆雷特在舞台上假装谋杀继父时那样说：「我只是玩玩而已。」\r\n\r\n有时候成人会对儿童在玩耍时表现出的认真以及拒绝承认自己只是在玩耍感到困惑不解。他们担心儿童无法分辨幻想与现实，而这种担心其实亳无必要。我儿子 4 岁的时候，经常假扮超人，扮演的时段有时候会超过一天。在这样的时段内，他会坚决否认自己只是在扮演超人，这让他的幼儿园老师非常担心。我向他指出，他从来没有从真正的高楼上跳下，或者拦截真正的火车，因此当他最后脱下披风，宣布游戏结束时，他就会知道自己真的只是在玩，这一切也只让他稍感安慰。告诉他们玩就是玩，会去掉魔法咒语，让游戏时间自动变成休息时间。\r\n\r\n人类天性的一个惊人事实是，就连 2 岁大的孩子都知道真实与假扮之间的不同。一个 2 岁大的孩子，在杯子里盛满想象的水，倒在布娃娃的身上，然后说：「哦哦，娃娃都湿了」，他知道布娃娃并不是真的被打湿了。想要教这么小的孩子这样细微的概念，比如假扮，是不可能的，但是他们依旧能理解它。显然，思维的虚构模式，以及区分这种模式与真实摸式的能力，是人类天生就具备的。这种与生俱来的天赋其实是人类天生的玩耍能力的一部分。\r\n\r\n在成人的玩耍中，玩耍的幻想元素通常不像在儿童玩耍中那么明显，或者说不那么完整。这也是成人的玩耍不那么典型和纯粹的理由之一。但是，我想说，在成人的活动中，幻想占据了很大一部分，它还是我们判断哪些活动是玩耍的直觉的主要因素。设计房屋的建筑师设计的是真实的房屋，但他在设想房屋构造的时候加入了大量想象，想象人们可能会怎样使用它，想象如何让它与他心中某些美学观念一致。在房屋建成之前，设计师在心中的图纸上建造了一栋虚构的房屋，这个说法也是合情合理的。\r\n\r\n写这篇博客对我来说近乎玩耍，对此，我不仅考虑到了这项工作的自由感、享受过程的乐趣，以及我欣然接受的写作规则，还考虑到了其中涉及到相当程度的想象力。我没有编造事实，但我是在编造串联它们的方式，我在想象你可能会如何回应我写的内容。有时我的幻想甚至更进一步，我想象我提出的观点会对社会产生一定的积极影响。所以，在这，幻想推动着我，就像它推动着一个孩子建造沙堡或假装成超人一样。部分幻想可能最终变成现实，但这并不影响其作为幻想本身。\r\n\r\n5. 玩耍需要一种积极、机敏，但无压力的心态。\r\n\r\n最后的这一玩耍要素是从其他四个要素自然而然地得出的。因为玩耍涉及到对自己行为的有意识控制，关注过程和规则，所以需要一个积极、机敏的头脑。玩家不仅仅是被动地从「环境」中吸收信息，或者是条件反射地对刺激作出反应，或者是根据习惯自动行事。此外，由于玩耍不是对外部需求或强烈生物需求的回应，所以玩耍的人在很大程度上不受到压力或紧张情绪的影响。并且，由于玩家的注意力更多地集中在过程而不是结果上，所以玩家的思绪不会被失败的恐惧分散。因此，玩耍时的头脑是积极、机敏的，但并不紧张。玩耍的心理状态被一些研究人员称为「心流」。注意力集中在活动本身，自我和时间意识减弱。思绪沉浸在游戏的观念、规则和行动中。\r\n\r\n关于玩耍的心理状态这一点，对于理解玩耍作为一种学习和创造性生产方式的价值非常重要。许多心理学实验反复表明，机警但无压力的玩耍心态正是创造力和学习新技能的理想状态。这些实验通常不被描述为关于玩耍的实验，但将它们解释为玩耍实验也无可厚非。实验表明，强烈的表现压力（导致非玩耍状态）可以提高在对个人来说心理上容易或习惯性的任务上的表现，但会降低需要创造力、有意识的「决策制定」或学习新技能的任务上的表现。相反，任何减轻个人对结果的关注，增加个人因任务本身而享受任务的事物——也就是说，任何增加玩耍性的事物——都会产生相反的效果。\r\n\r\n强烈的表现压力通过将注意力集中在目标上，降低了关注手段的能力，从而抑制创造力和学习。在有压力的状态下，人们往往会回到本能的或者习惯性的做事方式。这种应对压力的方式在许多紧急情况下是适应性的。当老虎追你时，你会使用已经学会的逃跑或躲藏的方法；这可不是尝试新方法的好时机。任何领域的专家通常可以在有压力的状态下表现良好，因为他们可以依靠自己学过的、习惯性的应对方式，而不需要学习新东西或创造性地行动。他们可以关注运用已成为习惯的行动，以实现最佳结果。\r\n\r\n当我们通过不断评估学生的作业来迫使他们在学校表现优秀时，我们让他们进入了一种非玩耍、以目标为导向的状态，这可能会激励那些已经知道怎么做的人表现出色，但会抑制那些还不知道怎么做的人的尝试和学习。压力加大了专家与新手之间的表现差距。然而，即使是专家，如果要达到更高水平的专业技能，也必须在他们擅长的领域进行玩耍。在某些领域，如艺术和论文写作，无论一个人有多少经验，都需要创造力，而在这些领域，爱玩的人总是表现得最好。\r\n\r\n当一项活动变得非常容易、习以为常，不再需要有意识的精神努力时，它可能会失去作为玩耍的地位。这就是为什么玩家要不断提高游戏难度，或者改变游戏，或者不断提高成功的标准。游戏只有在需要积极、警觉的头脑去完成时才算是游戏。\r\n\r\n这个关于玩耍的扩展定义对你来说有道理吗？它是否符合你在日常生活中思考玩耍的方式？我是真想知道答案。为了我自己的工作，我想确保我使用的玩耍概念与人们在日常话语中津津乐道的玩耍概念相吻合。我非常期待听到你对此的看法。\r\n\r\n正如我所说，接下来的几周，我将详细阐述玩耍对于儿童和成人的各种作用，并不时参考我在这篇文章中提供的玩耍定义。敬请期待。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\nLev S. Vygotsky, “The Role of Play in Development,” in M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). *Mind in Society: The Development of Higher Psychological Processes*, 92-104. (1978, original essay published in 1933).", + "type": "text/markdown", + "caption": " 玩耍的价值 I：玩耍的定义给人以启示\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Value of Play I The Definition of Play Gives Insights" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play II How Play Promotes Reasoning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play II How Play Promotes Reasoning.json" new file mode 100644 index 0000000..9709099 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play II How Play Promotes Reasoning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Value of Play II How Play Promotes Reasoning", + "text": "# 玩耍的价值 II：玩耍如何增强推理能力\r\n\r\n原文：[The Value of Play II: How Play Promotes Reasoning | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200812/the-value-play-ii-how-play-promotes-reasoning)\r\n\r\n## 玩耍可以增强我们的想象力，从而提高解决问题的能力。\r\n\r\n发表于 2008 年 12 月 4 日\r\n\r\n二十年前，一对英国研究人员报告了一系列实验，实验表明，在玩耍的情境下，非常年幼的儿童可以解决他们在严肃情境下似乎无法解决的逻辑问题。\r\n\r\n他们测试的问题是三段论，是最早由亚里士多德提出的古典逻辑问题。三段论要求推理者将两个前提中的信息结合起来，以判断一个特定结论是真是假，还是无法确定（无法由前提确定）。如果前提与现实一致，三段论通常很容易，但当前提与现实相悖时（与现实相矛盾），其难度就提高了。在英国研究人员进行这些实验时，人们普遍认为，解决与现实相悖的三段论需要的推理能力，是小孩子完全不具备的。\r\n\r\n以下是研究人员使用的一种与现实相悖的三段论示例：\r\n\r\n「所有猫都会『汪汪』叫」（大前提）。\r\n\r\n「Muffins 是一只猫」（小前提）。\r\n\r\n「Muffins 会『汪汪』叫吗？」\r\n\r\n先前的研究——包括著名的瑞士发展心理学家 Jean Piaget 的研究——表明，10 或 11 岁以下的儿童通常无法正确解决这样的三段论（也就是说，他们无法给出逻辑学家认为正确的答案）。当英国的研究人员用严肃的语气向年幼的儿童提出这样的三段论时，孩子们的回答符合 Piaget 和其他人的预期。他们说，「不，猫会『喵喵』叫，不会『汪汪』叫。」他们表现得好像无法思考与现实世界经验不符的前提。但是，当研究人员用一种轻松的语气，用表明他们在谈论「假想」世界的措辞提出同样的问题时，年仅 4 岁的孩子很容易解决这些问题，甚至很多 2 岁的孩子也能解决这些问题！[1] 他们说：「是的，Muffins 会『汪汪』叫。」\r\n\r\n想想看：在玩耍中，4 岁的孩子轻松解决了他们在 10 到 11 岁左右才能解决的逻辑问题！\r\n\r\n玩耍的心态如何引导幼儿找到三段论的「正确」答案\r\n\r\nPiaget 和他那个时代的其他哲学家、心理学家通常在两种推理之间划清界限——「具体」推理和「抽象」推理（Piaget 称之为「假设演绎」推理）。他们认为，第一种推理依赖于对所思考条件的直接、具体、先前的经验，而第二种推理依赖于具有数学基础的形式逻辑，可以应用于问题，而不考虑个人对问题具体内容的经验或缺乏经验。一些哲学家和心理学家进一步认为，几乎所有人都会自然发展出具体推理能力，而抽象推理需要西方学校提供的特殊培训。还有一些人，包括 Piaget 在内，认为抽象推理确实是自然发展的，但通常直到儿童大约 11 岁时才显现出来。根据 Piaget 的说法，年幼的孩子不能解决与现实相悖的三段论，因为他们缺乏抽象推理的能力。但 Piaget 错了。\r\n\r\n如今，包括我在内的许多（如果不是大多数）发展和认知心理学家都不同意一个观念，即具体推理和抽象推理之间存在区别。我们认为，所谓的抽象推理，其实就是将看似抽象的问题转化为具体问题的心理转换，也就是说，将问题转化为另外一种问题，是个体在现实世界中曾遇到并解决过的。这些心理转换涉及到[想象力](https://www.psychologytoday.com/us/basics/imagination)，甚至年幼的孩子也具备这种能力。从这个角度来看，人类进行的所有推理都是具体的；只是对于有些问题，在将它们转化为具体形式时，需要更多地运用想象力。[2]\r\n\r\n人类的玩耍活动，从定义上讲，包含了想象力（参见我 2008 年 11 月 19 日的文章）。玩耍让我们自然地思考事物「可能是」什么样子，而不仅仅是它们现在「是」什么样子。在玩耍的心态下，任何人都可以轻松地想象并思考一个世界，人们可以在其中飞翔，时间机器可以将我们带到过去，或者所有的猫都会汪汪叫。年幼的孩子们是玩耍的大师，因此，他们能在玩耍的背景下解决与现实相悖的三段论，实属意料之中。\r\n\r\n为什么 11 岁的孩子可以在严肃的情境中解决与现实相悖的三段论，而 4 岁的孩子则需要一个充满趣味的情境？我认为答案与年龄差异在推理能力上的差异关系不大，更多的是与他们理解研究者提问目的的差异有关。4 岁的孩子误解了研究者的目的。他们认为，当成年人用严肃的语气向他们提问时，他们需要给出严肃的答案，关于现实世界的真实答案。所以，他们相应地回答——「猫不会『汪汪』叫。」另一方面，11 岁的孩子，尤其是上过学的 11 岁孩子，意识到这个问题和现实无关，而是一个逻辑测试，所以他们接受了与现实相悖的前提，并给出了研究者想要的答案。他们意识到这是研究者玩的一个游戏，与虚构世界而非现实世界有关。而 4 岁的孩子只有在研究者通过语气和措辞明确表示这是一个游戏时，才能认识到这种游戏般的特质。\r\n\r\n研究人员发现，其他文化中没上过学的成年人在进行反事实推理时会「失败」，就像我们文化中的幼儿一样。过去，这被解释为一种证据，表明学校教育对抽象思维的发展是必要的。但我猜想，这些成年人在这类问题上「失败」的原因与我们文化中的幼儿一样；他们误解了问题的意图。我敢打赌，如果研究人员以一种富有趣味性的方式向没上过学的成年人提出相同的问题，他们也能轻松解决。\r\n\r\n我的核心观点是，玩耍能自动引发假设推理。它使我们思考虚拟世界，那里一切皆有可能，并让我们去推理这些可能性，而不仅仅局限于目前真实存在的事物。这种形式的玩耍促进了对事先规划至关重要的思维方式，这种思维不仅对所有理论科学至关重要，而且对所有事先规划也至关重要。在这种规划中，我们必须设想可能发生的事件，并思考如何应对这些事件。\r\n\r\n请不要从这个简短的讨论中得出错误的结论。我并不是在主张，从教育角度来说，有意识地引导孩子们进入玩耍状态以提高他们的推理能力是个好主意，就像研究人员在实验中所做的那样。孩子们会自然地玩耍，而正是通过自然的玩耍，孩子们才能锻炼推理能力。那些被认为可以提高他们推理能力的老师操纵下玩耍的孩子，很快就会学会抵制这种操纵。从长远来看，只有自主选择、自我引导的玩耍才是真正的玩耍。孩子们会通过他们自己选择的玩耍方式来锻炼推理能力；我们不能替他们这样做，也不应该尝试这样做。正如我在之前的文章中所提到的（例如，2008 年 9 月 30 日的文章），我们需要做的就是为孩子们提供一个可以安全、自然地与不同年龄群体的其他孩子一起玩耍和探索的地方。他们会自己处理好剩下的事情。\r\n\r\n一个让大学生解决经典洞察问题的趣味实验\r\n\r\n下面是另一个实验例子，展示了玩耍心态在提高解决问题能力方面的作用。这次实验的对象是大学生，问题是一个经典的洞察问题，被称为「蜡烛问题」。在这个任务中，实验对象被给予一小蜡烛、一盒火柴和一盒图钉，并被要求将蜡烛固定在布告栏上，使蜡烛能够点燃并正常燃烧。他们只能使用给定的这些物品。解决问题的关键在于意识到可以将图钉从盒子里倒出来，然后将盒子钉在布告栏上，作为一个架子来放置蜡烛。在典型的测试情境中，很少有人能解决这个问题。他们没有意识到图钉盒子除了用作容器以外，还可以有其他用途。\r\n\r\n在实验中，一些受试者在面对蜡烛问题之前观看了一段滑稽喜剧片段，而另一些人观看了一部严肃的电影，还有一些人则没有观看任何电影。结果发现，观看滑稽喜剧的受试者解决问题的成功率大大提高了。[3] 研究人员的解释是，愉快的心情拓宽了思维，从而导致洞察力。我的解释与此类似，但强调了玩耍的作用。我认为滑稽喜剧让受试者进入一种充满玩心的状态，正是这种玩心，而非仅仅是快乐本身，导致了思维方式的拓展。在玩耍中，我们经常以新的方式看待物品和信息。在严肃的心态下，无论我们是否快乐，我们都无法想象一个图钉盒可以成为一个架子；但在充满玩心的状态下，这种想象力就轻而易举地涌现了。在玩耍中，我们经常想象物品不是它们原本设计的样子。在玩耍时，扫帚可以成为马，顶针可以成为主教，图钉盒也可以轻易成为一个架子。\r\n\r\n我认为，玩耍在我们这个物种中的主要目的之一，就是促进我们运用想象力来解决问题。我们似乎是唯一一种能以富有想象力的方式思考的动物。想象力为我们的创新能力、创造力和事先规划的能力奠定了基础。我相信，我们巨大的玩耍能力和渴望，在进化过程中，部分原因是为了促进我们发明、创造和规划的能力。当我们充分让孩子们自由玩耍时，我们为他们提供了锻炼和发展这些能力的机会。当我们在工作和家庭生活中保持轻松的玩心时，我们为自己提供了解决可能棘手问题的环境。\r\n\r\n\\-------------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\-------------\r\n\r\n参考文献\r\n\r\n1. Dias, M. G., & Harris, P. L. (1988). The effect of make-believe play on deductive reasoning. *British Journal of Developmental Psychology, 6*, 207-221.\r\n\r\n2. I elaborate on the idea that \"abstract\" thought is really just concrete thought coupled with imagination in my textbook, *Psychology*, 5th edition (2007), pp 348-351.\r\n\r\n3. Isen, A. M., Daubman, K. A., & Nosicki, G. P. (1987). Positive affect facilitates creative problem solving. *Journal of [Personality](https://www.psychologytoday.com/us/basics/personality) and Social Psychology, 52*, 1122-1131.", + "type": "text/markdown", + "caption": " 玩耍的价值 II：玩耍如何增强推理能力\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Value of Play II How Play Promotes Reasoning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play IV Nature's Way of Teaching Us New Skills.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play IV Nature's Way of Teaching Us New Skills.json" new file mode 100644 index 0000000..176c54a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_The Value of Play IV Nature's Way of Teaching Us New Skills.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/The Value of Play IV Nature's Way of Teaching Us New Skills", + "text": "# 玩耍的价值 IV：自学新技能的自然方式\r\n\r\n原文：[The Value of Play IV: Nature’s Way of Teaching Us New Skills | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200901/the-value-play-iv-nature-s-way-teaching-us-new-skills)\r\n\r\n## 玩耍的教育力量源于它的无关紧要。\r\n\r\n发布于 2009 年 1 月 1 日\r\n\r\n从生物学进化论的角度来看，玩耍是一种本能的方式，确保年幼的哺乳动物（包括幼童在内）实践并熟练掌握一些技能，以便在各自的生活环境中生存并繁衍。早在一百多年前，德国哲学家、博物学家 Karl Groos 就提出并发展了这种玩耍实践理论，他在两本书里都呈现了相应的证据——《动物的玩耍》（1898 年）和《人类的玩耍》（1901 年）。\r\n\r\n动物幼崽通过玩耍来练习生存技能。\r\n\r\nGroos 在他对进化和玩耍的思考上超越了他的时代。他理解了查尔斯·达尔文的著作，并对本能有着更为深刻、现代的理解。他认为，动物，尤其是哺乳动物，必须不断变化， **学会** 利用自己的本能。哺乳动物幼崽出生时就具备生物动力和倾向（本能）做出某些行为。但是，为了提高效率，这些行为必须不断实践、改进。根据 Groos 的说法，玩耍本质上是一种练习其他本能的本能。在《动物的玩耍》（第 75 页）中，Groos 写道：「动物不需要被告知去玩耍，因为它们年幼而天性爱玩，它们有一段特殊的年幼时期以供玩耍，因为只有这样，它们才能用个体经验弥补遗传上的不足，以面对生活中即将到来的各种挑战。」结合他的理论，Groos 根据发起玩耍的技能种类将动物玩耍分类，包括运动玩耍（跑步、跳跃、攀爬、在树上荡秋千等）、狩猎、格斗和护理玩耍（假装照料婴儿）。\r\n\r\nGroos 对玩耍的生物学目的的解释，让我们更好地理解动物世界之中的玩耍模式。首先，它解释了为什么动物幼崽比成年动物玩得更多：它们玩得更多，是因为它们需要学习的地方更多。它还解释了为什么哺乳动物比其他动物玩得更多。昆虫、爬行动物、两栖动物及鱼类出生时就具备了一些相当固定的本能，它们的生活方式决定了它们不需要学习太多就能生存，并且目前很少有证据能够说明它们也会玩耍。而另一方面，哺乳动物的本能则更为弹性多变，必须要通过玩耍提供的机会不断学习及实践才能增补和塑造。\r\n\r\nGroos 的理论还解释了不同种类的动物之间的玩耍差异。在哺乳动物中，灵长类（猴子和猿类）是灵活性和适应性最强的一类，它们需要学习的东西最多，因此它们是所有动物中最爱玩的。而在灵长类动物之中，又数人类、黑猩猩和倭黑猩猩（一种与黑猩猩和人类密切相关的猿类）需要学习的东西最多，它们是最喜欢玩耍的物种。同样，在哺乳动物中，食肉动物（包括犬科和猫科动物）通常比食草动物更喜欢玩耍，可能是因为猎取食物比吃草需要学习更多技能。除了哺乳动物之外，唯一一种能够被观察到经常玩耍的动物就是鸟类了。最喜欢玩耍的鸟类是鸦科（乌鸦、喜鹊和渡鸦）、猛禽（鹰及其近亲）和鹦鹉。它们的寿命都很长，与其他鸟类相比，它们的脑体比例更大，让它们在社交生活中游刃有余，并且能轻松获得食物。\r\n\r\n玩耍的目的是促进技能学习，这有助于我们理解不同物种在玩耍类型和玩耍数量上的差异。在很大程度上，你可以通过了解一种动物必须具备哪些技能才能存活及繁殖，从而预测它们会玩什么。狮子幼崽和其他捕食者的幼崽会玩跟踪和追逐的游戏；斑马、小羚羊和其他被狮子等捕食的动物会玩逃跑和闪躲的游戏（参见关于追逐游戏和运动的文章）；小猴子会玩在树枝间荡秋千的游戏。在雄性动物为争夺雌性而互相斗争的物种中，雄性幼崽比雌性幼崽参与的打闹游戏更多。至少在某些灵长类动物中，雌性幼崽（而非雄性幼崽）会进行大量的寓教于乐的抚养游戏。\r\n\r\n人类孩子通过玩耍练习各种技能，包括他们文化中独特的技能。\r\n\r\n在《人类的玩耍》一书中，Groos 将对于动物玩耍的理解延伸到人类。他指出，人类比其他任何物种都更有必要学会不同的技能，这些技能取决于他们发展的独特文化。因此，他认为，自然选择使得人类孩子产生了强烈的内驱力，去观察长辈的活动，并将这些活动融入他们的玩耍中。每个文化中的孩子都会玩耍那些对所有人来说至关重要的活动的一般类别，但他们在每个类别中的具体玩耍形式受到周围活动种类的影响。当孩子们自由时，他们会比其他任何物种的幼崽玩耍得更多，也会以更多样化的方式玩耍，因为他们需要学习的东西更多。\r\n\r\n与 Groos 的理论一致，孩子们的玩耍方式促进了人类在各个领域必须发展的技能：\r\n\r\n• 和所有哺乳动物一样，我们需要强壮身体，并学会协调运动，因此，我们会参与许多 **体育游戏** ，包括追逐和混战，这些游戏与其他哺乳动物的玩耍方式非常相似。然而，在许多其他方面，我们是独一无二的，而我们的玩耍也反映了这种独特性。\r\n\r\n• 我们是语言动物，所以我们有 **语言游戏** ，教会我们说话。\r\n\r\n• 我们是智人，是有智慧的物种，我们能够理解世界，因此我们会玩 **探索游戏** ，它将探索和玩耍结合在一起，提高我们的理解能力。\r\n\r\n• 我们是依赖建设而生存的动物——包括建造庇护所、制造工具、帮助我们交流及迁移的装备——所以我们有许多 **建设型游戏** 教我们建设。\r\n\r\n• 我们是一种高度社会化的物种，需要与他人合作才能生存，所以我们有许多形式的 **社交游戏** ，教我们协作、抑制自己的冲动，让我们被社会接受。\r\n\r\n• 我们是富有想象力的动物，可以想象出根本不存在或不在眼前的事物。所以，我们有 **幻想游戏** ，可以培养和锻炼我们的想象力，并为逻辑性思维的发展提供基础。\r\n\r\n这些我用粗体表示的术语，并不是指互不相容的玩耍（游戏）类别，而是指玩耍可以发挥的各种功能。任何一种玩耍都可能同时具备这些功能。活泼的户外团体游戏可能同时是体育游戏、语言游戏、探索游戏、建设游戏、社交游戏和幻想游戏。玩耍，以其所有形式结合在一起，赋予我们完善的功能，让我们成为真正的人类。（关于这些观点的拓展，请参阅关于各种玩耍如何符合人类生存需求的文章。）\r\n\r\n同样与 Groos 的理论一致的是，跨文化的玩耍研究表明，孩子尤其喜欢参与他们所在文化中最受重视的活动。采猎文化中的孩子会玩狩猎和采集游戏，使用成年人在这些文化中使用的工具。农耕社会的孩子会玩养殖动物和种植作物的游戏。在现代西方文化中，孩子们会玩涉及阅读和数字的游戏，如果他们生活在重视这些的环境中，他们还会玩计算机和其他现代技术工具，这些都是当今的工具。\r\n\r\n在 Groos 的基础上，我想补充的是，孩子不仅会对周围成年人中最推崇且最受重视的技能产生兴趣，而且对社会前沿的新技能更感兴趣。正因为如此，孩子通常比父母更快学会使用新技术。从进化论的角度来看，这绝非偶然。从遗传学的本能来看，孩子意识到他们需要学习的最关键技能是那些将来越来越重要的技能——他们这一代人的技能，这可能与他们父辈那一代人的技能有所不同。新生事物吸引力的价值在现代尤为明显，毕竟，需要掌握的科学和技术更新得非常快。\r\n\r\n玩耍的本质让它在锻炼技能方面得心应手。\r\n\r\n从定义上讲，玩耍是一种心理上脱离现实世界的活动。它是为了自身而进行的活动，而不是为了达到某些真实而严肃的目标，如食物、金钱、奖励、赞美或给某人的简历增光（请参阅关于玩耍定义的帖子）。当我们为玩耍的孩子提供这些奖励时，我们就把他们的玩耍变成了不再是玩耍的东西。因为玩耍是为了自身而进行的活动，而不是为了追求游戏之外的某个具体目标，所以人们常常认为玩耍是轻浮的，无关紧要的。但这里有一个美妙的悖论：玩耍的巨大教育力量恰恰在于它的无关紧要。\r\n\r\n玩耍为教育这一严肃目的提供服务，但玩耍者并非故意进行自我教育。玩耍者只是为了玩耍的乐趣而玩耍，而不是为了其他目的；教育只是一个副产品。如果玩耍者是为了一个严肃的目的而玩耍，那么玩耍的很多教育力量就会丧失。\r\n\r\n正因为玩耍的孩子并不操心他们的未来，也不会因为失败遭受现实世界的任何后果——也就是说，正是因为游戏的无关紧要，孩子们在玩耍时并不害怕失败。由于他们玩耍时并不在寻求成人的赞扬或奖赏，他们的行为并不会受到评价的困扰。恐惧和对评价的担忧会让人的思绪僵化，这对于执行熟悉的行为模式是有帮助的，但对于学习新的行为或思维新的观点则大相径庭。在没有对失败和他人评价的担忧下，玩耍的孩子可以全心全意地去提升他们正在玩耍的技能。他们努力做好，因为做好是游戏的内在目标，但他们知道如果失败了，不会有真实世界的严重后果，所以他们敢于实践，敢于在学习中冒险。他们不需要把部分精力用来去琢磨某个外部评判者在寻找什么。他们可以根据自己的准备情况来指导自己的活动，而不是被别人选择的方式所束缚。\r\n\r\n除了无关紧要之外，另一个使玩耍非常适合技能培养的方面是其重复性。你是否注意到大多数玩耍形式都涉及大量重复？比如猫玩弄老鼠，一次次地放走再去捕捉；婴儿咯咯的学说话，反复模仿相同的音节，有时稍作改动，像是在练习发音；学步的小孩子反复走同一条线路；小孩子阅读娱乐时，反复读同一本熟悉的小书。许多有规则的游戏，比如捉迷藏、棒球或者问答游戏，都会有重复的动作或流程。但这种重复从来不是死板的。\r\n\r\n因为每一次重复的行动都源于玩家的内心，每一次重复都是一种创新。如果这次的动作和上一次完全一样，那是因为玩家想要它一样，并且尽力让它一样。更常见的是，每一次「重复」的动作都会以某种规律性的方式和上一次的动作有所不同，玩家会有意识地改变行为，以适应游戏或尝试用新的方式完成同样的事情。这种重复的副产品是新技能的完善和巩固。\r\n\r\n在传统的学校环境下，孩子在玩耍中自然掌握的技能反而变得难以掌握。以阅读为例。很多年前，我看着我弟弟在上学前通过他自己的玩耍学会了阅读，后来我又看到我儿子做了同样的事情。在瑟谷学校，这个我曾在早前的文章中描述过的民主学校，许多孩子通过玩耍在各个年龄阶段学会了阅读，有时甚至完全没意识到自己在学习。在这个混龄社区，没有正式的阅读课程，孩子学习阅读，是因为阅读是他们社交环境中一个重要的部分。他们看见别的孩子在阅读，听他们讨论读过的书，于是他们也想读书。他们玩的游戏涉及到书面文字。有成年人和青少年给他们读故事。他们愿意一遍遍听同样的故事，直到背下来，然后他们会模仿着「读」熟悉的故事，直到他们假装阅读变成真的阅读。\r\n\r\n让我们把这种情况与在常规学校学习阅读相比，对很多孩子来说，这样的学习过程非常痛苦，会对他们对阅读产生终身的刻骨铭心的阴影。设想一下，对于那些因各种原因在学习阅读方面比班上其他孩子稍慢的孩子，这会是怎样的一种感受。阅读成为了衡量他们自我价值的尺度，成为他们焦虑和羞愧的源头，这些负面的情绪不仅使得学习阅读变得十分痛苦，而且使得学习过程异常艰难。但是，如果孩子被允许通过自我指导的玩耍，以他们自己的节奏来学习阅读，那么阅读就能成为并且始终保持生活中的一大乐趣。同样的道理也适用于其他技能。即便是投掷球，在学校里被教导时可能都会变得困难，产生羞愧感，而在玩耍中自然学习则不存在这个问题。\r\n\r\n玩耍是大自然赋予我们学习生活技能的方式。然而，我们的教育系统却愚不可及地把玩耍变成了所谓的「课间休息」，这无疑是对玩耍的轻视和边缘化。又把学习变成了所谓的「工作」，究其定义，即那些孩子不愿意去做的事情。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\-------------------", + "type": "text/markdown", + "caption": " 玩耍的价值 IV：自学新技能的自然方式\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The Value of Play IV Nature's Way of Teaching Us New Skills" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Trustful Parenting Its Downfall and Potential Renaissance.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Trustful Parenting Its Downfall and Potential Renaissance.json" new file mode 100644 index 0000000..a1e78c1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Trustful Parenting Its Downfall and Potential Renaissance.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Trustful Parenting Its Downfall and Potential Renaissance", + "text": "# 信任型养育：它的式微与复兴的可能\r\n\r\n原文：[Trustful Parenting: Its Downfall and Potential Renaissance | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200907/trustful-parenting-its-downfall-and-potential-renaissance)\r\n\r\n## 我们能通过复兴信任型养育来完成一个历史周期吗？\r\n\r\n发表于 2009 年 9 月 16 日 | [审稿人： Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n[养育](https://www.psychologytoday.com/us/basics/parenting)，本质上和所有的人类行为一样，都需要结合其所在的文化背景来理解。养育风格源自更广泛的文化价值观，并且促进后者的延续。\r\n\r\n在我上一篇[文章](https://www.psychologytoday.com/us/blog/freedom-learn/200907/play-makes-us-human-vi-hunter-gatherers-playful-parenting)中，我讨论了狩猎-采集者的 **游戏** 型养育方式。那篇文章是系列文集的一部分，此系列讨论了狩猎-采集者们如何「游戏」化地对待一切[社会活动](https://www.psychologytoday.com/us/basics/social-life)。 我使用 **游戏** 一词来指这种平等对待他人，而非区分上下级的态度。在系列文集中，我把狩猎-采集者们的关于政府、宗教、生产活动及养育的游戏性态度与另一类态度做了对比，后者更基于支配关系，且在更晚（相较于狩猎-采集文化）出现的文化中占统治地位。\r\n\r\n没人可以在游戏中支配别人的行为；所有的玩家，在游戏规则限定的范围之内，都有自由选择权，并且制定游戏规则时应该考虑所有人的意见。游戏型养育风格就是这样：它要求父母不得支配孩子的行为，反之应给予子女最大的自由，这样孩子们每时每刻都能自己做主。游戏型养育风格的父母允许子女自己做主，因为他们 **相信** 孩子们的直觉和判断。\r\n\r\n本文中，我使用术语 **信任型养育** ，而非游戏型养育，来描述狩猎-采集者们的养育风格，是因为这样含义更明确。信任型养育并不衡量孩子们的发展程度，也不尝试引导发展方向，因为他们相信孩子无需外界引导。他们并不引导孩子的发展，而是在被需要和请求时，通过帮助孩子达成其目标来提供支持。本文旨在：说明为何信任型养育对狩猎-收集者们如此有效，为何它在农业及工业社会被指示型养育取代，以及为何如今信任型养育复兴的时机可能已成熟。\r\n\r\n信任型养育很适合狩猎和采集的生活。\r\n\r\n正如我曾在先前文章中指出的，狩猎-采集者们重视一种侧重于个体自由及平等的价值观，这种价值观能促进[合作](https://www.psychologytoday.com/us/basics/teamwork)、分享、主观能动性和[创造力](https://www.psychologytoday.com/us/basics/creativity)，而在一种不存在财产积累，也没有长期储备食物的世界中生存，需要上述行为与能力。狩猎和采集者们本身经常需要创造性地思考和[决策](https://www.psychologytoday.com/us/basics/decision-making)；只有自愿这么做的人才能有很好的表现。这种狩猎-采集的生活方式也需要自己做主。在一种需要长时间讨论以取得共识从而做出群体决策的社会中，在所有人都有发言权的情况下，每个人都必须有自由和能力去表达自己的想法与愿望。 信任型养育是培养理想狩猎-采集者的理想方法。\r\n\r\n信任型养育把与狩猎-采集者们需求一致的信息传递给孩子们：「你很有能力。你有视野，有头脑，能想出办法。你了解你的能力和不足所在。通过自主的游戏和探索，你将学到你需要知道的东西。你的需要应该被重视。你的意见也算数。你要对自己的错误负责，我们也信赖你会从中吸取教训。社交不是意志与意志的对抗，而是相互帮助，这样所有人都能得到他们需要和最渴望的东西。我们支持你，而不是反对你。」\r\n\r\n狩猎-采集者们的经验告诉我们：这样长大的人通常会变得能干、好合作、民主和快乐，并成为其所属社会的重要一员。他们自愿为所属群体做贡献，并且带着一种游戏精神去这么做，而不是被迫如此。许多年前，一群人类学家曾总结如下：「成功的觅食者……应该是[自信的](https://www.psychologytoday.com/us/basics/assertiveness)和独立的，并且从小就是这样被教出来的。」\r\n\r\n随着农业的进步，养育方式从信任型逐渐转向了指示型和支配型。\r\n\r\n发明于一万多年前的农业极大地改变了人类的生存条件。农业的价值自然在于其能在占用更少的土地的情况下，较之于狩猎和采集，生产更多的食物并养活更多的人口。然而代价却是施加在人类自由上的沉重枷锁。\r\n\r\n土地所有制和财产积累伴随农业而来，保留和保护个人财富的需求也随之产生，而这种需求有时要用暴力手段满足。值得注意的是，农业使单纯的体力劳动初步出现。狩猎和采集需要主观能动性、技巧、[智力](https://www.psychologytoday.com/us/basics/intelligence)、创造力和游戏精神，而农业中的许多劳动步骤是固定的，劳动者不需要额外训练就能掌握。农业也使家庭的规模增大；随着家中增丁添口，孩子们也必须干活——务农和照顾其他儿童——以帮忙养活他们自己和兄弟姐妹们。而狩猎-采集者们所追求的平等自由的理想，则渐渐分崩离析。\r\n\r\n农业为支配关系和不平等提供了条件。不占有土地的人——包括儿童和几乎所有女性——变得依附于土地占有者。地主们成为了贵族和主人，没有土地的人便成了仆人和奴隶。最后，世界上绝大多数地区都沿此走向了封建社会：只有少数能成为贵族和主人，绝大多数则是仆人和奴隶。这些变化毫无意外地引发了社会价值观的巨变。例如，游戏化和平等的宗教变得极其严肃和等级森严，传递着服从而非自由的讯息。（(详见于 [2009 年 6 月 18 日的文章](http://www.psychologytoday.com/blog/freedom-learn/200906/play-makes-us-human-iii-play-is-the-foundation-religion)）。显而易见，养育方式也会随着上述的变化而改变。\r\n\r\n狩猎-采集者们为了生存，需要变得独立自主，然而大多数狩猎-采集者的子孙后代生存的前提是服从。所以，养育的目的也就成了培养服从和恭顺的孩子。狩猎-采集者们的养育旨在提高独立性和积极性，然而生活在早期农业社会及封建社会的人们的养育压抑了上述品质。一个达成此目的的常见做法是体罚。干活少的孩子会挨打。对父辈或其他「主人」不敬的孩子会挨打。成年女性和仆人也经常受此待遇。\r\n\r\n许多研究都表明经济民生与养育方式之间存在某种关联。例如，一项于五十余年前发表的大型统计研究显示：一个社会常用的养育方法倾向服从性而非自主性的程度，与其对农业（而非狩猎或采集）的依赖水平高度相关。[2]\r\n\r\n若要说工业发展带来了什么影响，那就是孩子们的积极性和自主性被进一步打压。早期工业社会，甚至比农业社会更甚，需要大量密集劳动力，并且其中相当大一部分是儿童。孩子们和大人一样，要在糟糕的环境中苦干良久，而且儿童常常因分心而挨打。大多数人仍然依附于「老爷」，但现在「老爷」不再是地主，而是工厂老板。\r\n\r\n我们可以合理地猜测早期农业和工业社会的家长们是为了子女好，所以才试图把孩子们揍到听话。当服从为生存必需时，你的确需要抑制个人意志并且学会无条件服从。但是这种养育方法从来就不完美。所有人从天性上来说都有主见、有创造力并且喜欢游戏。狩猎-采集者遵循的才是自然之道。你无法完全抹杀一个人的天性。这就是为何反抗和起义屡禁不止，哪怕有性命之忧。人类不能被驯化成蚂蚁。\r\n\r\n现代社会的境况促成了一种指令-保护型的养育方式。\r\n\r\n如今大部分，或至少是许多人都反感揍到孩子听话的做法。当下，孩子们的主动性、创造力和自主性得到了广泛的重视。在现在这个世界，我们发现仅有服从是不够的。无技能劳动力在减少并被机器代替，且人们必须变得创新自主，以此设法适应社会。狩猎-采集者的价值观念也常被今人关注与推崇。\r\n\r\n但是我们还没有在社会层面上复兴狩猎-采集者的信任型养育方式，而是用一种新的指令性养育方式—— **指令-保护型** ——取代了封建和早期工业社会先辈们的指令-支配型养育方式。因为诸多原因，我们渐渐认为[童年](https://www.psychologytoday.com/us/basics/child-development)是十分脆弱的发展阶段。专家们总在照顾孩子的注意事项上喋喋不休。在我们的认识中，孩子们已经失去了自主决策的能力；他们必须被带在身边小心呵护，直到他们可以自立的那一天。\r\n\r\n我们被告知必须要保护儿童远离一切危险，也就是要限制他们的游戏和探索。我们必须保证孩子们的健康，而他们身边的一切都是潜在的传染源。我们必须让他们远离图谋不轨的大人，这些坏人可能潜藏在每一个角落。我们也不能让他们被同龄人或者更大的儿童、青少年带坏。我们不能看着他们犯傻；我们经常听到消息说，由于生理原因，孩子们，特别是青少年，都是傻瓜。我们一定要不断给予他们越来越多空洞的表扬，以维护他们脆弱的[自尊心](https://www.psychologytoday.com/us/basics/self-esteem) 。做到这一点需要我们参加他们的游戏（游戏也需要我们安排好），并给他们加油打气，也需要我们规划好他们的人生以防止他们摔跟头。同时，我们必须保护他们的未来。为了这么做，有人说我们可以逼孩子在一个教育系统上耗上更多年、每天花更多功夫，哪怕这个系统被他们厌恶，并且无法解决他们真正的需要和诉求。\r\n\r\n用上述举动和满心善意，今天，我们成功剥夺了孩子的自由，且程度不亚于封建与早期工业社会的父母们。我们不打孩子，但作为他们的供养人，我们使尽了其他办法来控制他们的人生。\r\n\r\n复兴信任型养育需要什么？\r\n\r\n许多父母想使用更信任孩子的养育方法，但发现这么做很难。[焦虑](https://www.psychologytoday.com/us/basics/fear)之情很强烈且时刻在脑中盘旋，并且这种焦虑并非无根之木，没法被彻底摆脱。可怕的意外的确会发生；坏人确实存在；不良的同龄人影响很坏；儿童和青少年（包括其余年龄段的人）一定会犯错；而且失败的滋味很糟糕。我们从本性上来说也是循规蹈矩的人。不从众真的很难，还可能会被其他的父母们指指点点。然而特立独行的人确实存在，并且越来越多，乃至可能会改变主流做法与观点。\r\n\r\n在接下来的两三篇文章中，我会着手解决上文中标黑的问题。我将讨论我儿时经历的信任型养育、今天信任型养育面临的挑战和对应的解决方案。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\n[1] Devore, Murdock & Whiting (1968). In Richard B. Lee & Irven DeVore, *Man the Hunter*, p 337.\r\n\r\n[2] Barry, Child, & Baron (1959), \"Relation of Child Training to Subsistence Economy,\" *American Anthropologist, 61*, 51-63.]", + "type": "text/markdown", + "caption": " 信任型养育：它的式微与复兴的可能\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Trustful Parenting Its Downfall and Potential Renaissance" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Value of Play III How Children Confront Life's Challenges.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Value of Play III How Children Confront Life's Challenges.json" new file mode 100644 index 0000000..79ea5e7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Value of Play III How Children Confront Life's Challenges.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Value of Play III How Children Confront Life's Challenges", + "text": "# 玩耍的价值 III：孩子们如何面对生活的挑战\r\n\r\n原文：[Value of Play III: How Children Confront Life's Challenges | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-to-learn/200812/value-of-play-iii-how-children-confront-lifes-challenges)\r\n\r\n## 在那最恶劣的环境中，纳粹死亡集中营，孩子们仍在玩耍。\r\n\r\n发表于 2008 年 12 月 16 日\r\n\r\n孩子们强烈的玩耍欲望并非为了给他们提供「课间休息」或「娱乐」。这种欲望的产生有着更为严肃的目的——帮助他们生存。在人类的历史和史前时期，玩耍一直是孩子们在自己的文化中获得生存技能、价值观和知识的主要途径。孩子们玩耍并非为了逃避生活的现实；他们在玩耍时面对生活的现实。通过这种方式，他们对现实有了更深入的理解——无论是身体上的，还是智力上的，或是情感上的。\r\n\r\n在此博客的前几篇文章中，我已经描述了玩耍如何锻炼和培养孩子的语言、推理、运动、制造以及与他人相处的能力（特别参见 2008 年 10 月 1 日的文章）。我在那里描述的玩耍方式，并不与我们心中孩子们在健康环境中快乐玩耍的形象相悖。但是，玩耍不仅仅只适应于健康的环境。玩耍还帮助孩子们面对并处理他们自己和我们的世界中存在的各种恐怖，无论这些恐怖事物在哪里。\r\n\r\n我们总希望把孩子们想象得天真无邪。在一个理想世界里，如果成人们全都天真无邪，孩子们也许也会如此。但世界并不理想，如果孩子们在成长过程中被保护得过度，对他们必须适应的环境毫无认知，那他们会对这个环境缺乏应对的准备。难怪孩子们会抗拒好心的成年人的保护，挣脱那些本意是让他们待在田园般游乐场的束缚，不管何时何地，他们都会尝试出去，去体验真实的世界，并将这些体验融入到他们的游戏中。他们，而不是我们，知道什么是对他们最好的。\r\n\r\n我所知的最震撼的证据，关于孩子们通过玩耍来接纳即使是他们环境中最恐怖的事情，可以在 George Eisen 二十年前出版的一本引人注目的书《大屠杀中的孩子与玩耍》中找到。这里有两个概念，它们处于任何人情感范围的两个极端：「纳粹大屠杀」和「孩子与玩耍」。在 Eisen 的书名中看到这两者相邻令人震惊。然而，正如 Eisen 在整本书中向我们解释的那样，被囚禁在纳粹犹太人隔离区和集中营的孩子们确实在玩耍——尽管时间很短，直到他们被谋杀。他们之所以玩耍，并不是因为他们对周围的恐怖事物毫无察觉。他们也不是通过玩耍来否认那些恐怖事物或转移注意力。相反，他们以一种能帮助他们理解、面对并在可能的程度上有效应对那些恐怖事物的方式玩耍。Eisen 的证据来自日记和对幸存者的采访。\r\n\r\n在犹太人隔离区，这是被送往劳动和灭绝营地之前的第一阶段，成年人试图为他们的孩子保留一些他们在此之前所熟悉的天真玩耍的影子；但孩子们自己却玩起了适应周围环境的游戏。他们玩战争游戏，玩「爆破掩体」、「屠杀」、「夺取死者衣物」以及反抗的游戏。在维尔纽斯，犹太儿童在玩「犹太人与盖世太保」游戏，在这个游戏里，犹太人会制服他们的折磨者，用自己的步枪（棍子）打败他们。\r\n\r\n甚至在灭绝营，那些仍然有足够力气四处走动的孩子们也在玩耍。在一个营地里，他们玩起了一个叫做「挠尸体」的游戏。在奥斯威辛·比克瑙，他们互相挑战去触摸电围栏。他们玩「毒气室」游戏，这个游戏中，他们把石头扔进一个坑里，然后尖叫着模仿人们临死的声音。他们编了一个叫做 klepsi-klepsi（意为偷窃）的游戏，这个游戏是根据营地的日常点名而设计的。一个玩伴被蒙住眼睛；然后另一个人会走过来用力打他的脸；接着，蒙眼布被取下后，被打的那个人必须根据面部表情或其他线索猜出是谁打了他。要在奥斯威辛生存下来，人们必须成为撒谎的专家——例如，偷窃面包，或者知道某人的逃跑或反抗计划——但同时不能露出破绽。Klepsi-klepsi 似乎是为了练习这种技能。\r\n\r\n在玩耍中，无论是我们喜欢幻想的甜蜜游戏，还是 Eisen 描述的那种游戏，孩子们都会将现实世界的种种带入虚构的背景，让他们可以安全地直视现实，面对现实，体验现实，并练习应对现实的方法。有人认为，暴力游戏会导致成年人暴力；但实际上，恰恰相反。成年世界的暴力会让孩子们恰当地去玩耍暴力的游戏。除此之外，他们还有什么办法可以在情感、智力和身体上为现实做好准备呢？以为我们可以通过控制孩子们的游戏和他们的学习来改变世界，这种想法是错误的。如果我们想改变世界，我们必须去改变世界；孩子们也会跟着改变。孩子们必须，也会为他们必须努力生存的真实世界做好准备。让我们努力让这个世界真正地，而不是假装地变得更美好。\r\n\r\n\\----------------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\---------------", + "type": "text/markdown", + "caption": " 玩耍的价值 III：孩子们如何面对生活的挑战\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Value of Play III How Children Confront Life's Challenges" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_What Einstein, Twain, & Forty Eight Others Said About School.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_What Einstein, Twain, & Forty Eight Others Said About School.json" new file mode 100644 index 0000000..e50e8ad --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_What Einstein, Twain, & Forty Eight Others Said About School.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/What Einstein, Twain, & Forty Eight Others Said About School", + "text": "# 爱因斯坦、马克·吐温和其他 48 位名人对学校的看法\r\n\r\n原文：[What Einstein, Twain, & Forty Eight Others Said About School | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201107/what-einstein-twain-forty-eight-others-said-about-school)\r\n\r\n## 「我在班上排名垫底。」——托马斯·爱迪生\r\n\r\n发表于 2011 年 7 月 26 日 | [审稿人： Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n纵观历史，自柏拉图以来，有识之士都大声反对强制[教育](https://www.psychologytoday.com/us/basics/education)的僵化影响。以下是 50 位这样的人的语录，这些语录部分来自我自己的阅读，但大部分来自其他各种网站。\r\n\r\n阿尔伯特·爱因斯坦\r\n\r\n- 现代教学方法，竟然还没有把研究问题的神圣好奇心完全扼杀掉，真可以说是一个奇迹；因为这株脆弱的幼苗，除了需要鼓励以外，主要需要自由；要是没有自由，它不可避免地会夭折。认为用强制和责任感就能增进观察和探索的乐趣，那是一种严重的错误。\r\n\r\n- 为了考试，我们把知识强塞到脑子里，也不管喜欢不喜欢。这样做的恶果是，期末考完，一整年里谈到科学我就犯恶心。\r\n\r\n- 在真理和知识方面，任何以权威者自居的人，必将在上帝的嬉笑中垮台！\r\n\r\n柏拉图\r\n\r\n- 用外力强迫接受的学问是不能（在心灵中）常住的。\r\n\r\n庄子\r\n\r\n- 赏罚利害，五刑之辟，教之末也。\r\n\r\n马克·吐温\r\n\r\n- 我从未让学校教育妨碍我的学习。\r\n\r\n- 肥皂（译者注：文明化的代表）和教育不像大屠杀那样突如其来，但从长远来说，它们更致命。\r\n\r\n- 我们在学校学不到什么，教育就是什么。\r\n\r\n- 首先，上帝创造了白痴。这是为了练手。然后，他创造了校董会。\r\n\r\n奥斯卡·王尔德\r\n\r\n- 现代教育的整个理论一无可取。还好，在英国，教育根本不会产生任何影响。如果它产生了影响，那将对上层阶级构成严重的危险，并可能导致暴力事件。\r\n\r\n- 教育是一件可敬的事，但要时刻牢记，没有什么值得知道的事是教得会的。\r\n\r\n- 那些没学习能力的人都去当老师了。\r\n\r\n温斯顿·丘吉尔\r\n\r\n- 我对学校深恶痛绝。那不是人过的日子，整天[焦虑](https://www.psychologytoday.com/us/basics/anxiety)。每到期末，我就掰着手指头过日子，盼着放假回家。\r\n\r\n- 我一直喜欢学习，但不喜欢上课。\r\n\r\n伍迪·艾伦\r\n\r\n- 我讨厌在学校里度过的每一天，也后悔在学校里的每一刻。\r\n\r\n多莉·帕顿\r\n\r\n- 我痛恨学校。直到现在，我一看到校车就颓丧。造孽！\r\n\r\n乔治·萧伯纳\r\n\r\n- 在这个世界上，对无辜的人来说，没有什么比学校更可怕了。\r\n\r\n- 我们所谓的教育和文化，大多数时候只不过是用阅读代替经验，用文学代替生活，用过时的虚构代替当代的现实。\r\n\r\n法利·德昂\r\n\r\n- 只要你不喜欢，你学什么都无关紧要。\r\n\r\n托马斯·爱迪生\r\n\r\n- 想起来我和学校也不对付。我在班上垫底。\r\n\r\n亨利·大卫·梭罗\r\n\r\n- 教育经常做什么？拗曲作直。\r\n\r\n- 比起实验生活，难道直接去生活不是更好的学习方法吗？\r\n\r\n伯特兰·罗素\r\n\r\n- 人生而无知，却不愚蠢；乃是教育令人愚蠢。\r\n\r\n- 教育是智力发展和自由之思的死对头。\r\n\r\n本杰明·富兰克林\r\n\r\n- 这位饱学之士能用九门语言叫出马，但是他却蠢到带来了一只奶牛来骑。\r\n\r\n亨利·路易斯·孟肯\r\n\r\n- 校长一般而且必须是个笨蛋。一个聪明人怎么会从事如此愚蠢的职业。\r\n\r\n乔治·萨维尔，哈利法克斯侯爵\r\n\r\n- 教书之傲往往使人忘乎所以，自以为是而不自知其愚顽。\r\n\r\n斯大林（emmm，强制学校教育支持者）\r\n\r\n- 教育是把武器，谁把它牢牢掌握在自己手中，教育就为谁服务。\r\n\r\n诺曼·道格拉斯\r\n\r\n- 教育是国有复读机制造工厂。\r\n\r\n保罗·卡尔·费耶阿本德\r\n\r\n- 最好的教育是让人们免疫系统化的教育企图。\r\n\r\n西奥多·罗斯福\r\n\r\n- 一个人，没上过学，他可能会偷辆货车；但要是上过大学，他偷的就是整个铁道公司了。\r\n\r\nH. H. 蒙罗\r\n\r\n- 但是，天呐，你得先自己教育他。你不能指望一个男孩在上过好学校之后就不再凶狠了。\r\n\r\n*罗伯特·弗罗斯特*\r\n\r\n- 教育就得到处闲逛，直到被逮到。\r\n\r\n吉尔伯特·基思·却斯特顿\r\n\r\n- 教育就是这么一个过程，你受某个你不认识的人的教导，学一些你不想知道的东西。\r\n\r\n拉尔夫·瓦尔多·爱默生\r\n\r\n- 我付钱给校长，教育我孩子的却是他的同学。\r\n\r\n爱丽丝·詹姆斯\r\n\r\n- 我有没有受过教育，说不定没两样。\r\n\r\n海伦·碧雅翠丝·米奇\r\n\r\n- 谢天谢地，我从未被送进学校；那将磨掉我的创造性。\r\n\r\n玛格丽特·米德\r\n\r\n- 我奶奶想让我接受教育，所以她让我避开学校。\r\n\r\n威廉·哈兹里特\r\n\r\n- 任何人只要通过了正规的传统教育阶段，而且没有被它愚弄，可能会认为自己死里逃生。\r\n\r\n劳伦斯·彼得\r\n\r\n- 教育是一种获得更高等级偏见的方法。\r\n\r\n安·沙利文（我向她致敬）\r\n\r\n- 我开始怀疑所有精心设计的特殊教育体系。在我看来，它们似乎是建立在这样一种假设之上：每个孩子都是必须被教才会思考的白痴。\r\n\r\n爱丽丝·杜尔·米勒\r\n\r\n- 常常，我们先切断源头活水，然后再用人为的手段取代其自然功能，这是教育的常见现象。例如，我们先抑制了孩子的好奇心，然后，当他缺乏学习的天然兴趣时，他会因为学业困难而得到特殊的[辅导](https://www.psychologytoday.com/us/basics/coaching)\r\n\r\n弗洛伦斯·金\r\n\r\n- 已经学会阅读的孩子出现在学校里（很恐怖），就像已经做了防腐处理的尸体送到了殡仪馆——有些人要担心失业喽。\r\n\r\n埃玛·戈尔德曼\r\n\r\n- 我们在教育中的一举一动都想让孩子不做自己。这必然会导致这个社会的个体之间彼此疏远、不断对抗。\r\n\r\n爱德华 M. 福斯特\r\n\r\n- 授之以鱼，永远都不会教会我们知识，只让我们知道鱼怎么吃。\r\n\r\n威廉·约翰·伯奈特\r\n\r\n- 如果我们的学校还这么烂，也许我们应该宣布：教育破产了，把钱还给人民，让他们自己接受教育并创办自己的学校。\r\n\r\n约翰·厄普代克\r\n\r\n- 学校这个地方，是你在家里呆不下去，又还没那么快进厂之前去的地方。\r\n\r\n罗伯特·巴泽尔\r\n\r\n- 常常犯错，信誓旦旦，此即如假包换的 MBA（工商管理学硕士）。\r\n\r\n罗伯特·M·哈钦斯\r\n\r\n- 校园中的三大行政问题：学生的两性关系、校友运动会、教职员工的停车问题。\r\n\r\n- 大学生用一张毕业证书（羊皮纸）来掩盖脑袋空空。\r\n\r\n阿尔伯特·哈伯德\r\n\r\n- 你大可把孩子留在学校，但这不能让他学会思考。\r\n\r\n马克斯·莱昂·福尔曼\r\n\r\n- 在美国，人们只对教育能省就省。\r\n\r\n菲利普·K·狄克\r\n\r\n- 接受教育的麻烦在于时间成本太高；它占据了你最好的时光，而毕业后，你突然发现，早点去银行工作才更好。\r\n\r\n大卫·P·加德纳\r\n\r\n- 很多被认为是教育的东西根本不是教育，而是仪式。事实是，我们正在接受教育，尽管我们知之甚少。\r\n\r\n伊凡·伊里奇\r\n\r\n- 公立学校已经成为世俗社会的教会。\r\n\r\n- 我们共同认识到，上学的义务限制了学习的权利。\r\n\r\n马歇尔·麦克卢汉\r\n\r\n- 学校系统……是个把孩子们投入进行加工的同质化漏斗。\r\n\r\n蒙田\r\n\r\n- 我们忙着过日子，让日常充满[记忆](https://www.psychologytoday.com/us/basics/memory)，而对于[道德良知](https://www.psychologytoday.com/us/basics/ethics-and-morality) 和理解力，我们则置之不理，让其形同虚设。\r\n\r\n彼得·德鲁克\r\n\r\n- 当一门学科完全过时时，我们就把它作为必修课。\r\n\r\nC. C. 科尔顿\r\n\r\n- 考试叫人害怕，准备的再好的人也会害怕，因为蠢人可能会问的东西完全有可能令人咋舌。\r\n\r\n保罗·西蒙\r\n\r\n- 当我回想起我在高中学到的那些废话，我现在还能思考真是个奇迹。\r\n\r\n约翰·杜威\r\n\r\n- 美国人爱这么干——要是我们发现教育系统的基础有问题，我们就再讲一个故事、再造一个梦想。\r\n\r\n佚名（我最喜欢的历史人物）\r\n\r\n- 要是没人初中就辍学，那谁来当大学生的老板啊！\r\n\r\n- 公立学校关押孩子，这些孩子由老师照管，老师怕校长，校长怕校董，校董则怕家长，家长又怕孩子，而孩子谁也不怕。\r\n\r\n- 创造型人才总那么叛逆。他或她幸存于一场名为教育的[创伤](https://www.psychologytoday.com/us/basics/trauma)。\r\n\r\n- 你总是能认出（tell）哈佛毕业生，但你跟他也没法说（tell）太多话。\r\n\r\n朋友，没错，确实，这些名人名言的选择带有倾向性！我故意选了那些抱怨强制性标准教育系统的引言。不过，这儿有一个挑战留给你们。也列出这么长的引言列表，但是得是支持强制教育系统的，然后，请你看看引用的作者是否与这些富有[创造力](https://www.psychologytoday.com/us/basics/creativity)的作者排名接近。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参见新书[《自由学习》](http://www.freetolearnbook.com/)", + "type": "text/markdown", + "caption": " 爱因斯坦、马克·吐温和其他 48 位名人对学校的看法\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "What Einstein, Twain, & Forty Eight Others Said About School" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_What If Medicine's First Principle Were Also Education's.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_What If Medicine's First Principle Were Also Education's.json" new file mode 100644 index 0000000..a1529cc --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_What If Medicine's First Principle Were Also Education's.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/What If Medicine's First Principle Were Also Education's", + "text": "# 如果医学第一原则也是教育第一原则呢？\r\n\r\n原文：[What If Medicine’s First Principle Were Also Education’s? | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201609/what-if-medicine-s-first-principle-were-also-education-s)\r\n\r\n# 如果公立学校需要证明他们利大于弊呢？\r\n\r\n发布于 2016 年 9 月 10 日\r\n\r\n*Primum non nocere*，首要之务便是不可伤害。在成为医生的途中，大部分医学学院的学生必须宣誓。这一宣誓取材自古老的希伯克拉底誓言，旨在声明学生理解了医学的首要原则是「不可伤害」。当然，大部分医疗手段必然伴随一些伤害；所以，这条原则实际上指的是，对于所有可能对病人造成的伤害，必须斟酌这些伤害预期的收益，而且必须要具备足够的证据说明利大于弊。\r\n\r\n如果我们的强制学校教育系统，必须对所有的孩子提供证明，表示这一系统是利大于弊的？比如小 Suzy，她今年五岁了。她所在的州规定，Suzy 必须上幼儿园；她和她家长对这一决定都毫无决定权（除非家长可以提供家庭教育，或者能负担得起其他手段，来满足州的义务[教育](ttps://www.psychologytoday.com/us/basics/education)要求）。如果州政府在让小 Suzy 入学之前，必须证明，他们强制她进入的学校，是对她利大于弊的呢？\r\n\r\n如果州政府必须这么做——如果他们必须履行「不要伤害」的誓言——那么我们所知道的学校将会土崩瓦解。一场突如其来的教育革命将席卷而至，有如久旱逢甘霖。其实，即便降低要求，只需要证明我们提供的学校教育，对于 **平均** 水平的孩子，或者 **大部分** 孩子，是帮助多于伤害的，整套学校系统也会崩坍。\r\n\r\n强制学校教育是对儿童和家庭生活的粗暴入侵，其伤害已叙述详备。\r\n\r\n有时候，强制学校教育的辩护者，会使用我称之为「良药苦口」的辩护。他们认为，虽然强制教育不甚快乐，但这对人的长期福祉是必要的。先暂且不管大部分药只消几秒便能吃下，而强制学校教育要耗上 11 年（甚至在某些州要花 13 年）。也暂且不管没有任何证据说明，相比更好吃且更便宜的安慰剂，强制学校教育对儿童能带来更大益处。我所考虑的安慰剂就是非学校教育，或者说是民主自由的学校教育，这些教育中，是儿童主宰他们自己的生活和学习，并且能在需要的时候，得到关心他们的成年人的帮助，整个过程毫无胁迫。\r\n\r\n如果学校教育是药的话，这种药根本通不过 FDA 认证。没有证据证明，学校教育比我提到的安慰剂具备更多好处，但学校教育招致巨大伤害的证据罄竹难书。这里只是一部分已有记录的证据：\r\n\r\n- 有一项大规模研究有大量校区的数百名学生参加。该研究使用经历采样方法，说明了相比其他学生经常置身的场景，他们在学校是更不开心的。[1] （译注：在这个研究中：学生带着电子表，每天 7:30 - 22:30 随机总共问八次学生状态如何）\r\n\r\n- 教师辱骂学生是家常便饭。在一项研究中，64% 的中学生都报告称，自己有过教师辱骂导致的压力症状。[2] 另一项研究表明，将近 30% 的男孩在幼儿园就遭受了教师的辱骂，并且这一比例还逐年上升。[3] 一项对成年人的调查指出，与学校经历有关的回忆中，有将近 50% - 60% 在他们自己看来，是心理[创伤](https://www.psychologytoday.com/us/basics/trauma)。[4]\r\n\r\n- 一项研究让 150 名大学学生描述他们人生中最负面的两次经历——对他们的发展有负面影响的经历，而结果中最常见的经历（占比 28%）是和学校教师打交道的痛苦经历。[5] 另一项研究采访了一些成年人，讨论他们学校教育中体会过的积极学习经历，很少人能说出这种经历，但很多人都回忆起了负面经历，这些经历阻碍了他们的进步，而非促进进步。[6]\r\n\r\n- 小学开学两个月后的孩子的头发皮质醇水平，要比开学两个月前高得多。[6] 皮质醇水平是慢性压力的生理指标，而慢性压力会严重影响孩子的发育和健康。\r\n\r\n- 一项由美国心理学会组织的大规模全国调查[（相关链接）](https://www.apa.org/news/press/releases/stress/2013/stress-report.pdf)表明，美国的[青少年](https://www.psychologytoday.com/us/basics/adolescence)比起成年人更经常感到[压力过大](https://www.psychologytoday.com/us/basics/stress)，并且学校是他们压力的主要来源（比例为 83% ）。同样在这项研究中，27% 的青少年报告称其在上学期间经历过「极度压力」，相比只有 13% 报告称暑假期间经历过这种程度的压力。\r\n\r\n- 在儿童医疗中心，紧急精神健康问题所致的住院率（那种因为严重崩溃或试图[自杀](https://www.psychologytoday.com/us/basics/suicide)而住院的问题）在上学期间是暑假的两倍多（[来源](https://my.psychologytoday.com/blog/freedom-learn/201408/the-danger-back-school)）。\r\n\r\n不仅如此，还要想想学校系统浪费了多少儿童青年的时间。如果你不信，那便可向你本地学校的校长获得许可，来「跟随」学生一天——待在学校一天，像学生一样做事。我知道有一些成年人这么干过——其中还有几位老师——他们无不惊诧于这样一天竟是如此无聊呆板，浪费时间，他们根本没有按自己意愿做事的自由。没有人想重现这一噩梦。相信我，儿童和青年并不比成年人更善于忍耐无聊；他们只是没得选。\r\n\r\n非侵入式教育可替代强制学校教育\r\n\r\n为了治病，那些智慧而[勤奋](https://www.psychologytoday.com/us/basics/conscientiousness)的医生，会尽可能选择非侵入或者侵入性小的方法，而不会选择侵入性极强的方法，比如手术或毒素，这些方法会破坏身体的完整性，产生痛苦，导致失能，甚至丧命。而强制学校教育是侵入极强的教育模式。非侵入式的替代方案则是自主教育，如非学校教育或民主/自由教育。根据目前研究而言，相比强制教育，这些教育模式在让年轻人为成年生活做准备上一样有效，且对儿童生活与家庭生活的破坏性更小。[8]\r\n\r\n然而教育体制对此选择充耳不闻。有些人从侵入至深的强制教育获益，就像那些从手术获利颇丰的医生一样。他们不想知道，还存在更便宜，侵入更少的方式，可以解决他们处理的医学问题。我曾两次与同事一起向大型教育研究基金会申请基金，以研究标准学校教育（公里和私立）相较于自主教育的长期短期影响。这两次申请都被拒绝了，没有任何解释，也没有再次申请的鼓励。请允许我自吹自擂，我从事研究已有不少时间，也审查过不少基金申请。我知道这两次研究提案，相比这些组织支持的其他研究，在设计上更加健全，而且对于儿童福祉和国家未来都更为重要。在我看来，各种迹象依然是昭然若揭，教育体制就是不希望有人问出这个大问题：我们目前自上而下的强制教育系统，相比非侵入的自主教育，能更有效地产出高能力，高生产力，找到好工作的快乐成人吗？\r\n\r\n想想一下，如果有一个基金会，支持了这样一个设计良好的研究，而其研究结果不容置辩地说明，非侵入的方法相比那些侵入性强的方法，效果相当甚至更好，那会发生什么？他们能怎么为这么一头百万公司职业衣食所系的教育巨兽辩解？大学教育系不必存在了。老师也不需要那么多了——只需要很少一些老师，因其技能和知识而受自主学习者请教，而不是因为「教学资格证明」。教科书没有必要存在；因为没有消费者被强制要求购买这种书，这些书会变得更便宜，其质量也必须提升。\r\n\r\n教育革命终将到来，但这种革命并不会在教育体制内发生。教育革命的火种，是越来越多的人用力所能及的法律手段，让孩子远离这套侵犯至深的系统。随着时间推移，越来越多人加入这一行列，越来越多的人会了解到，有一群人是远离强制学校教育而成长的，并会发现非侵入式的教育是可行的。铁幕终将崩解，教育体制终将堕入尘埃，终将灭绝。吾望得身在世间，目睹此刻之降临。敢求众人成全，让此事成就。\r\n\r\n\\---------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n也请看：《玩耍精神》、[self-directed.org](http://www.self-directed.org/)（以找到自主教育的盟友）；并在[脸书](https://www.facebook.com/peter.gray.3572)上关注我。\r\n\r\n![Basic Books with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/1360162607Gray-Free_To_rev1_20.jpg?itok=zZrhEaHa)\r\n\r\nSource: Basic Books，已授权\r\n\r\n参考文献\r\n\r\n[1] Csíkszentmihályi, M., & Hunter, J. (2003). [Happiness](https://www.psychologytoday.com/us/basics/happiness) in everyday life: The uses of experience sampling. *Journal of Happiness Studies, 4*, 185–199.\r\n\r\n[2] Irwin A. Hyman & Donna C. Perone (1998). The Other Side of Student Violence: Educator Policies and Practices That May Contribute to Student Misbehavior. *Journal of School Psychology, 36*, 7-27.\r\n\r\n[3] Brengden, M., Wanner, B., & Vitaro, F. (2006). Verbal abuse by the teacher and child adjustment from kindergarten through grade 6. *Pediatrics, 117*, 1585-1598.\r\n\r\n[4] A. G. McEachern, O. Aluede & M. C. Kenny (2008). [Emotional abuse](https://www.psychologytoday.com/us/basics/emotional-abuse) in the classroom: Implications and interventions for counselors. *Journal of Counseling and Development 86*, 3-10.\r\n\r\n[5] J. M. Branan (1972). Negative human interactions. *Journal of Counseling Psychology*, 19, 81-82.\r\n\r\n[6] K. Olson. *Wounded by School*. Teachers’ College Press, 2009.\r\n\r\n[7] Children’s hair cortisol as a biomarker of stress at school entry Groeneveld et al (2013). *Stress: The International Journal on the Biology of Stress, 16*, 711-715.\r\n\r\n[8] 研究的证据和参考请见： P. Gray (2016). Mother nature’s pedagogy: How children educate themselves, pp 49-62 in H.E. Lees & N. Noddings (Eds.), *The Palgrave international handbook of alternative education*.\r\n\r\n\\---------", + "type": "text/markdown", + "caption": " 如果医学第一原则也是教育第一原则呢？\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "What If Medicine's First Principle Were Also Education's" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_When Less Is More The Case for Teaching Less Math in School.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_When Less Is More The Case for Teaching Less Math in School.json" new file mode 100644 index 0000000..7a89bda --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_When Less Is More The Case for Teaching Less Math in School.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/When Less Is More The Case for Teaching Less Math in School", + "text": "# 少即是多：为什么学校要少教数学\r\n\r\n原文：[When Less Is More: The Case for Teaching Less Math in School | Psychology Today](https://www.psychologytoday.com/intl/blog/freedom-learn/201003/when-less-is-more-the-case-teaching-less-math-in-school)\r\n\r\n## 这个实验里，教得少的孩子学得多\r\n\r\n发表于 2010 年 3 月 18 日 | [审稿人：Jessica Schrader](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在 1929 年，纽约 Ithaca 的校区主管，向其他城市的同僚发出挑战。「什么，」他问，「是能从小学课标里删去的？」他抱怨道，随着时间推移，新学科越加越多，但没什么是从课标里删去的，结果上学日要满满上一天课程，根本没时间深入思考。那时候人们还认为，孩子不应该把所有时间花在课业上——他们应该有玩耍的时间，做家务的时间，和家人在一起的时间——所以，那时候人们有理由认为，只要课表里加了新东西，就应该有东西被删去。\r\n\r\n接受挑战的主管中便有 L. P. Benezet，他是新汉普郡曼切斯特地区的学校主管。他的回复是一份骇人的提议：「删掉算术课！」。Benezet 之后又讨论道，低年级学生在算术上花的时间都是徒劳无功的，甚至会起反作用。他写道：「我注意到一个现象有些年头了，提早引入算术，会钝化甚至毒害儿童的推理能力。」他认为，所有的算术操练，让儿童把常识和数学算术[分了家](https://www.psychologytoday.com/intl/basics/divorce)。结果是，他们虽然能做出教过的计算题，但他们不理解他们为什么做这些题，也无法在实际问题中应用计算能力。他认为，如果推迟教授算术——最好是推迟到七年级——儿童能更轻松地学习算术，同时更能理解。[1]\r\n\r\n想一想。现在，每当我们听到孩子在学校学不会课程，教育局就会大张旗鼓，坚称我们必须多教这些课。如果 X 学科上 200 小时的教学没什么用，那么就教 400 小时。如果儿童学不会一年级教的东西，那我们就在幼儿园学习。如果他们在幼儿园学不会，那我们就再在入园之前教学。然而，Benezet 的看法与这些意见相左。如果我们花了很多时间精力，而孩子仍然在低年级学不会数学，为什么还浪费这些时间精力呢？\r\n\r\nBenezet 提出这个骇人提议后，又开展了一个骇人的实验。他要求，曼切斯特里一些最穷街区学校的校长和老师，在低年级停止教授第三个 R*。他们不再教授算术——不再教授加减乘除了。他选择这些最穷的街区，是因为他知道，如果他在更富有的街区这么干，那些高中大学毕业的家长会抗议的。作为妥协，为了安抚不希望那么激进的老师，Benezet 设立计划在六年级教授算术。（译注：3R 即 Reading, wRiting, aRithmetic，阅读、写作和算术）\r\n\r\n作为计划的一部分，他要求低年级教师把以往教授算术的那部分时间，花在新的 R 上——朗诵（Recitation）。他指的是「说英语」，而不是「一字不差地重复教科书或老师的话。」孩子需要讨论他们感兴趣的话题——他们体会过的经历，看过的电影，任何东西，只要触发真诚而活跃的沟通与讨论就可以。他认为这么做会提高他们的推理能力和有逻辑地沟通的能力。他还要求教师让学生练习测量和计数，保证他们有和数字打交道的实践经验。\r\n\r\n为了衡量实验结果，Benezet 请来波士顿大学的一位研究生，让他对接受实验的曼切斯特孩子，在六年级于不同的时间开展测试。结果非常显著。他发现，这些实验班的孩子在刚上六年级时，比其他孩子在数学应用题上表现更好——这种问题需要把数学知识、常识、对数字和测量的理解结合起来。这些孩子可是一点都没接受过算术教学。当然，六年级刚开始时，在按照普通教学方式设定，需要使用填鸭式算法的加减乘除计算问题上，他们的表现稍显落后，但六年级结束时，他们在计算问题的表现上已经跟上其他人了，而且应用题的表现仍然遥遥领先。\r\n\r\n作为概括，Benezet 说明，这些仅在六年级学了一年算术的孩子，跟那些接受了数年算术训练的孩子，在标准计算问题上能力相当，并在应用题上远远胜过。更引人注目的是，这些仅学了一年算术的孩子，都是来自最穷的街区的——这些地方之前的考试结果都是最差的。为什么几乎没有教育家听说过这个实验？为什么 Benezet 没有被尊为公共[教育](https://www.psychologytoday.com/intl/basics/education)的天才？我不禁深思。[注：Benezet 的工作，是 Tammy 在我 2 月 24 日的帖子下留言之后，我才注意到的，谢谢，Tammy。]\r\n\r\nBenezet 之后数十年，教育家一直不断争论，在学校教授数学的最好方法是什么。新数学，乃至新新数学等理念陆续出现，而没一个方法能奏效。这里背后的原因有很多，其中有一个原因是，教小学数学的人都不是数学家。他们都身患数学恐惧症，就跟社会中的大部分人一样。毕竟，他们自己也是学校系统的产物，而学校系统有一件事做得特别好，就是在经受过这套系统的大部分人身上，根植关于数学的长久[恐惧](https://www.psychologytoday.com/intl/basics/fear)与厌恶。老师用填鸭式的方法教数学，这是他们唯一掌握的教学方式，之后他们便祈祷，别有什么聪明自大的学生会问他们「 **为什么** 要这么干？」「有啥用？」。学生当然会从他们身上习得这种恐惧，并学会避免提出这种问题，甚至不愿思考这种问题。他们学会了愚蠢。按 Benezet 的看法，接受学校数学教育的人，是被毒害的人。\r\n\r\nPatricia Clark Kenschaft 是蒙特克莱尔州立大学的一位数学教授。她在 2005 年发布的一篇文章描述了她参观小学，与老师讨论数学的经历。在参观新泽西州一所小学的过程中，她发现，在她见到的 50 位教师中，没有一个人知道怎么求长方形的面积。他们会教乘法，但他们都不知道乘法能用来求长方形的面积。他们最常见的猜想是把长度和宽度 **加** 起来得到面积。他们推辞不知道的理由是，他们不需要教长方形面积：这是课标后面才安排的。但 Kenschaft 认为，他们搞不懂乘法是用来求长方形面积，这一事实说明了他们并不知道乘法是什么，有什么用。她还发现，虽然老师知道两位数乘法的方法，并能教给学生，但没有人能解释算法的原理。\r\n\r\nKenschaft 参观的学校恰好位于一个很穷的街区，那里的孩子大部分是非裔美籍，因此一开始她以为，这所学校的老师一定是最差的，所以她推理道，这就是黑人比白人在数学测试上成绩更差的原因。然而，她之后参观了富人街区的一些学校，发现这些学校的老师的数学知识同样可悲。她总结道，在学校没人能掌握多少数学，并且「似乎富人区孩子高分的原因，不是因为老师教得好，而是因为儿童自己开展的非正式『家庭教育』。」[注：我 Kenschaft 文章的参考来自 Sue VanHattum，她开了个很不错的博客，名叫 [Math Mamma Writes](http://mathmamawrites.blogspot.com/)。]\r\n\r\n现在，小学教授数学似乎是弊大于益。因此，我赞同 Benezet 的看法。我们应该停止教授数学。\r\n\r\n\\-----\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\n[1] L. P. Benezet (1935/1936). The teaching of Arithmetic: The Story of an Experiment. Originally published in Journal of the National Education Association in three parts. Vol. 24, #8, pp 241-244; Vol. 24, #9, p 301-303; & Vol. 25, #1, pp 7-8.\r\n\r\n[2] Patricia Clark Kenschaft (2005). Racial equality requires teaching elementary school teachers more mathematics. Notices of the AMS, 52, #2, p 208-212.", + "type": "text/markdown", + "caption": " 少即是多：为什么学校要少教数学\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "When Less Is More The Case for Teaching Less Math in School" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Have Trustful Parenting & Children's Freedom Declined.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Have Trustful Parenting & Children's Freedom Declined.json" new file mode 100644 index 0000000..e6b93ee --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Have Trustful Parenting & Children's Freedom Declined.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Why Have Trustful Parenting & Children's Freedom Declined", + "text": "# 为什么信任型养育和孩子自由式微了？\r\n\r\n原文：[Why Have Trustful Parenting & Children’s Freedom Declined? | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200907/why-have-trustful-parenting-children-s-freedom-declined)\r\n\r\n## 儿童发展的教学模式干扰了父母对孩子的信任\r\n\r\n发表于 2009 年 9 月 16 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在最近的帖子中，我一直在讨论信任型养育的衰落和指令-保护型养育的兴起。 **信任型** 的 **父母** 相信：孩子能够自己玩耍和探索，自己做决定，从自己的错误中吸取教训。在漫长的人类历史中，当我们都是狩猎采集者的时候，信任型养育占主导地位，它很好地满足了狩猎采集者对独立、负责和自信的人的需求，采集者之间保持着平等和个人自由的精神。在农业和土地所有权被发明之后，以及在工业社会兴起后，基于平等和自由的社会制度屈服于基于等级权力结构和奴役的社会制度。主要的养育方式从信任型转变为指令-专制型，目的是强迫孩子在田地或工厂里劳动，训练他们服从领主或主人。（请参阅 [2009 年 7 月 16 日的帖子](https://www.psychologytoday.com/us/blog/freedom-learn/200907/trustful-parenting-its-downfall-and-potential-renaissance)了解这段历史的摘要）。\r\n\r\n近代以来，随着对童工需求的减少和民主价值观的复兴，指令-专制型的养育方式，即经常殴打孩子以驱除其任性的养育方式，已日渐式微。有一段时间——在 20 世纪 50 年代和 60 年代左右达到顶峰——信任型养育似乎经历了一次重生，但从那以后的几十年里，信任型养育被一种新的指令型养育所取代，我称之为「指令-保护型养育」。\r\n\r\n## 指令-保护型的养育\r\n\r\n不像指令-专制型父母那样，强迫孩子屈服、在田地或工厂里劳动，指令-保护型父母引导孩子的行为并限制他们的自由。更确切地说，他们这样做是因为他们担心孩子的安全和他们的未来，他们相信，自己做的决策比孩子本人更好。\r\n\r\n信任型父母认为孩子有韧性、有能力，而指令-保护型父母则认为孩子脆弱无能。信任型父母认为孩子最好的发展方式是在自主的环境中玩耍和探索，而指令-保护型父母则认为孩子在遵循大人为他们精心设计的道路时发展得最好。\r\n\r\n在[上周的文章](http://www.psychologytoday.com/blog/freedom-learn/200907/hillary-clinton-s-and-my-wonderful-childhoods-trustful-parenting-continued)中，我引用了 Hillary Clinton 关于她在 20 世纪 50 年代的童年所经历的自由的论述，我也描述了我和朋友在同一时期的小学时代所享受的自由和信任。Clinton 和我并不是今天唯一对过去几十年儿童自由度下降感到遗憾的成年人——这种下降伴随着儿童肥胖、抑郁症和自杀的急剧上升。最近在英国和美国进行的几项调查显示，许多成年人对自己的孩子在成长过程中缺乏自由感到悲伤。[1]然而，大多数人觉得他们不能让孩子有这样的自由。他们认为世界已经发生了变化，现在的孩子需要更多的保护和大人的引导。\r\n\r\n在过去几十年里，出现了哪些社会变化，导致人们认为现在的孩子比过去更需要成人的引导和保护？我相信，要全面回答这个问题，需要描述社会中众多相互关联的变化。以下是我认为最相关的几点：\r\n\r\n邻里关系的衰落与儿童户外活动的消失\r\n\r\n上世纪 50 年代，我还是个孩子，大多数人——无论是成年人还是孩子——都认识自己的邻居。这在一定程度上是因为许多妇女白天在家，与其他人建立了友谊，但那时男人在家的时间也比现在多。平均而言，那时的工作日没有现在这么长，人们周末都会呆在家里。如今，外出工作已成为男女成人生活的主要内容，大多数成年人的友谊是在工作中形成的，而不是在邻里之间。由于孩子不是工作世界的一部分，他们与父母不在一个朋友圈里。这导致父母不确定邻居的品行，而即使在家，邻居通常也不会注意别人家的孩子。因此，与过去相比，邻里关系似乎不那么安全，也许事实也是如此。\r\n\r\n当一些父母不让他们的孩子在邻里自由地玩耍的时候，对于那些可以在户外玩耍的孩子来说，邻里变得不那么吸引人了，因为很少有小孩愿意自己一个人玩。对于孩子来说，户外或其他任何地方最大的吸引力永远是其他孩子。户外活动的孩子少了，附近的安全也会变差，因为人多才有安全感。这是一个恶性循环：在户外玩耍的孩子少了，意味着户外的吸引力和安全性都不如以前，进而导致户外玩耍的孩子更少。为了让邻里再次成为儿童户外自由玩耍的好去处和安全场所，必须采取措施打破这个循环。\r\n\r\n地方性养育常识衰退，全球性恐惧网络兴起\r\n\r\n与今天相比，过去的大多数成年人更了解他们的孩子。那时的家庭往往比现在要大，大家庭往往住在同一个镇上共度时光。当成年人有了自己的孩子时，他们已经有了很多与孩子相处的经验。他们对儿童发展有切身体会。他们知道儿童的能力，知道游戏和冒险对儿童的重要性，因此当他们有了自己的孩子时，他们往往会对自己的孩子充满信任。他们同时还是其他父母社交网络的一部分——结交朋友，分享孩子的故事。他们可以看到，邻居的孩子可以自由玩耍，他们的孩子成长得很好，过得也不错。社区和大家庭是分享有关儿童和育儿常识的地方。\r\n\r\n随着家庭规模的减小、亲属关系的疏远以及邻里关系的衰落，今天的成年人在组建家庭之初，往往很少有与真正的孩子接触的第一手经验，甚至是第二手经验。他们对孩子的看法和信息往往来源于他们从专家和媒体中读到或听到的内容，而这些信息是有偏见的。\r\n\r\n专家通常会撰文提醒人们注意危险。危险是他们的专业领域，而新闻每天都在报道某个地方的某个孩子发生的可怕事情。今天，数以百万计的孩子在没有成人监护的情况下到户外玩耍，回家后变得更健康、更聪明、更有责任感，这并不是新闻，但今天某个地方有一个孩子被绑架、溺水或被汽车碾压，媒体就会迅速将这一消息传遍全州，甚至全国或全世界，这取决于报道有多么耸人听闻。父母获得的信息并不真实反映统计数据，它滋养了每个父母最糟糕的恶梦。\r\n\r\n未来的不确定性增加\r\n\r\n现在的世界似乎没有几十年前那么稳定，许多传统的谋生方式已经消失，而我们无法预测未来会有哪些工作，或者需要哪些工作技能。因此，父母对子女未来的担忧远超过去。如今，许多父母将童年视为一段建立履历的时期。孩子们不能只顾自己出去玩和探索，因为这在履历中并不重要。不知何故，父母们认为，如果能让孩子们有出色的履历，在各种考试成绩取得高分，并进入最负盛名的学校，就能保障孩子们的未来。当然，他们错了；不过，这种观念持续至今。\r\n\r\n现实情况是，在充满不确定性的时代，防止失业的最好办法，恰恰得靠人们通过自己的自主体验培养出来的品质，而不依赖父母和老师的监督。不确定的时代需要自我负责、独立思考、自我激励、自我主张、灵活性、创造力和想象力。这些特质是由信任型养育培养的，而指令-保护型养育则会抑制这些特质。\r\n\r\n学校系统的权力不断增大，需要遵守的学校要求日益严格。\r\n\r\n在导致指令-保护型养育兴起和儿童自由度下降的因素中，最重要的因素或许是学校干预儿童和家庭生活的权力持续增大。\r\n\r\n学校是违背孩子意愿、将其束缚的地方，并时常要求他们完成看似毫无意义，但确实是毫无意义的任务。在学校，孩子们大部分时间都不能自由地探索和玩耍，这种情况一直存在。何其讽刺： 在学校，本应是教育的场所，但探索和游戏，这些在我们的生物进化中为了教育而存在的活动，在学校却被禁止了。\r\n\r\n上世纪 50 年代，学校对自由也有所限制，但没有今天那么严重。我们每天 9 点上学，下午 2 点半或 3 点放学，之后就自由了。我们没有家庭作业，至少上小学时没有。即使在校期间，我们也比现在上小学的孩子更自由。午餐时，我们有整整一个小时的时间，有些人走路或骑自行车回家，其他人在校园或附近的社区自由玩耍，没有监督。我们还有早间休息时间；有些老师看到我们坐立不安，就会在教室里给我们额外的课间休息时间，只要不太粗暴或吵闹，我们可以玩任何想玩的游戏。老师们不以学生的标准化考试成绩作为考核标准，因此老师拥有更大的自由度，可以根据学生的实际需求和个性来调整教学方法和内容，以更好地满足学生的学习需求和期望；当然，有些老师并不像其他老师那样聪明或善良，对此我们也无能为力。\r\n\r\n如今，学年更长了，旷课的处罚更重了，校内活动也比过去受到了更严格的控制。孩子们不断地考试，如果成绩不达标，整个家庭都会陷入困境。\r\n\r\n如今，学校体系不仅局限于校舍和教室里的时间，它还深入到人们的家庭，控制着家庭的生活。例如，学校有暑期读书清单，父母必须确保他们的孩子阅读这些书。学校会布置家庭作业，通常要求父母在家庭作业单上签字，这样老师就能看到父母作为执行者参与其中。当孩子在学校表现不佳或考试成绩不理想时，学校会定期召集父母开会。父母在家里扮演一种类似老师的角色，推动和指导孩子完成学校要求任务。本该寓教于乐的家庭旅行和其他探险活动，往往因为孩子作业太多，或必须参加学校举行的课外活动而被迫中断。在这种情况下，你很难成为一个值得信赖的父母；你必须与学校体系抗争，才能做到这一点。\r\n\r\n儿童发展和育儿教学模式的兴起\r\n\r\n随着学校教育日益渗透于儿童和家庭的生活，它逐渐主导了人们对儿童发展和教育的观念。在学校，学习由大人引导，而非由孩子主导。学校中的学习被视为按部就班、沿着既定路径进行；你必须先学习 A，然后才能学习 B。在学校里，孩子的伙伴都是同龄人；孩子无法通过与年长的孩子一起玩耍来学习技能，也无法通过与年幼的孩子一起玩耍来培养责任感。在学校中，自发的游戏和探索被视为对教学计划的干扰，需要加以控制。大部分关于儿童的心理研究都是在学校进行，而且都集中在与学校相关的问题上。这也是为什么很少有关于儿童游戏或自主学习的心理学研究，也几乎没有关于不同年龄段的儿童之间进行互动研究的原因之一。不足为奇的是，这些研究所产生的儿童发展理论和模型与我们学校体系的假设完美契合。\r\n\r\n学校教育的主导地位导致儿童心理学家和包括父母在内的整个社会，奉行一种扭曲人性的儿童发展模式。在整个人类历史上，儿童主要是在不同年龄段的游戏和探索中向其他儿童学习（正如我在之前的许多文章中所讨论的那样）。儿童学习的都是他们想学的东西，而不是某人列出的下一个学习目标。但现在，我们有了这样一种观念：学习是有顺序的，应由成人指导；儿童的适当伙伴是其他同龄儿童（他们从这些儿童身上学到的东西最少）；自发的游戏和探索在很大程度上是浪费时间，尤其是对学龄儿童而言。一些发展心理学教科书把学龄前阶段称为「游戏时期」，这暗示了：在 5 岁以后，儿童不再以游戏为主要活动形式。\r\n\r\n在许多校外活动场所和家庭中，儿童的教学模式已经深入人心。游乐场不再是孩子自由玩耍的地方，而是由成人带领的辅导和教学场所；在那里，孩子们按年龄分开，就像在学校一样。在家里，许多父母已经默认了这种教育模式，把自己定义为孩子的老师。他们寻找 「教学契机」，购买益智玩具，为了传授特定课程而与孩子「游戏」和交谈。难怪现在的亲子互动常常遭受着孩子的白眼！再好也不过是随便回应一下。\r\n\r\n随着时间的推移，学校系统在社会中的地位和影响力不断增强，人们对儿童发展的内在概念也越来越符合学校教育的模式；而无论是在学校还是在学校之外，孩子都变得越来越缺乏自由，受到越来越多控制，越来越少有自发的冒险。不按照既定模式塑造的孩子会被诊断为 ADHD，并通过药物来使他们顺从于规定的行为方式。\r\n\r\n怎样才能让那些相信自由、探索和游戏价值观的开明父母，以及希望以信任的方式抚养孩子的人，摆脱这股已经成为洪流的趋势呢？既然有这么多的力量在反对信任孩子，今天还有谁能以信任的方式养育孩子呢？如果你已经逆流而上，请描述一下你是如何做到的。在下一篇文章中，我将就我们这个时代如何以信任的方式养育孩子谈一些自己的看法。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。无论我们是否赞同，你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）。\r\n\r\n参考文献\r\n\r\n[1] 有关此类调查的示例，请参见：Clements, R. (2004), \"An investigation of the status of outdoor play,\" in *Contemporary Issues in Early Childhood, 5*, 68-80; and see O'Brien, J., & Smith, J. (2002), \"Childhood transformed? Risk perceptions and the decline of free play,\" in *British Journal of Occupational Therapy, 65* (3), 123-128.", + "type": "text/markdown", + "caption": " 为什么信任型养育和孩子自由式微了？\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why Have Trustful Parenting & Children's Freedom Declined" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Our Coercive System of Schooling Should Topple.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Our Coercive System of Schooling Should Topple.json" new file mode 100644 index 0000000..0322213 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Our Coercive System of Schooling Should Topple.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Why Our Coercive System of Schooling Should Topple", + "text": "# 为什么强制学校系统应该从这个世界上滚蛋\r\n\r\n## 自主教育应该替代强制学校教育的四个原因\r\n\r\n原文：[Why Our Coercive System of Schooling Should Topple | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/201612/why-our-coercive-system-schooling-should-topple)\r\n\r\n发布于 2016 年 12 月 20 日\r\n\r\n有人说我是疯狂的[乐观主义者](https://www.psychologytoday.com/us/basics/optimism)、乐天派、浪漫的理想主义者。否则我怎么会相信我们现在的强制（胁迫）学校系统会崩溃？在多数人的认识里，如今的学校教育系统坚不可摧——它占据了孩子们更多的时间，吞噬了更多的公共资金，雇用了更多的人，它的管理部门的行政级别也越来越高。但是，我依然相信它将在未来十年左右的时间里崩溃，一开始可能会比较缓慢，然后会加速崩溃。为什么这么说呢？以下是四个原因（改编自 [Alliance for Self-Directed Education](http://www.self-directed.org/)）：\r\n\r\n1\\. 学校的强迫对儿童的危害越来越明显。\r\n\r\n几十年前，学校还让人可以忍受，主要是因为学校没有占用太多学生的时间。青少年在放学后、周末、暑假有充足的时间来追求自我兴趣。但是逐年来学校越发侵入孩子和家庭的生活，且破坏愈发严重。学期越来越长（比起 20 世纪 50 年代平均长 5 周）。要求出勤的时间变长。家庭作业的量增加了，特别是小学的家庭作业。休息时间缩短了，甚至被取消。有趣味的活动，比如艺术课和音乐课，从课程表中消失已经成为常态，取而代之的是作业和考试准备活动。教师偏离课标的自由越来越少，而学生在标准化考试中取得高分的压力越来越重。\r\n\r\n孩子们在学校度过的时间，加上他们写作业的时间，已经比家长花在全职工作上的时间长了。而比起一般成人做的工作，学校的工作更沉重，也更容易引起压力。一个世纪以前，我们一致认为全职童工是儿童虐待，所以我们取缔了它；但现在，学校生活和全职童工别无二致。\r\n\r\n学校教育冗长、枯燥、而又压力重重，在此之下不计其数的孩子已然崩溃，越来越多的人已经意识到这点。“学校教育是一段温和无害的经历”已经不足为信，学校致病的证据罄竹难书。下面只是罪恶的冰山一角：\r\n\r\n- 一项涵盖了来自不同学区的数百名学生的大型研究，利用经验取样法（译注：在这个研究中：学生带着电子表，每天 7:30 - 22:30 随机总共问八次学生状态如何），发现学生在校时是最不开心的。[1]\r\n\r\n- 教师辱骂学生是家常便饭。在一项研究中，64% 的中学生都报告称，自己有过教师辱骂导致的压力症状。[2] 另一项研究表明，将近 30% 的男孩在幼儿园就遭受了教师的辱骂，并且这一比例还逐年上升。[3] 一项对成年人的调查指出，与学校经历有关的回忆中，有将近 50% - 60% 在他们自己看来，是心理[创伤](https://www.psychologytoday.com/us/basics/trauma)。[4]\r\n\r\n- 一项研究中采访了许多成年人，询问他们在学校教育中积极的，最棒的体验。很少有受访者能想出类似经历，反而有很多人回忆起了干扰而非支持他们成长的负面经历。[5]\r\n\r\n- 小学开学两个月后的孩子的头发皮质醇水平，要比开学两个月前高得多。[6] 皮质醇水平是慢性压力的生理指标，而慢性压力会严重影响孩子的发育和健康。\r\n\r\n- 一项由美国心理学会组织的大规模全国调查[（相关链接）](https://www.apa.org/news/press/releases/stress/2013/stress-report.pdf)表明，美国的[青少年](https://www.psychologytoday.com/us/basics/adolescence)比起成年人更经常感到[压力过大](https://www.psychologytoday.com/us/basics/stress)，并且学校是他们压力的主要来源（比例为 83% ）。同样在这项研究中，27% 的青少年报告称其在上学期间经历过「极度压力」，相比只有 13% 报告称暑假期间经历过这种程度的压力。\r\n\r\n- 在儿童医疗中心，紧急精神健康问题所致的住院率（那种源于严重崩溃或试图[自杀](https://www.psychologytoday.com/us/basics/suicide)的问题）在上学期间是暑假的两倍多（[来源](https://my.psychologytoday.com/blog/freedom-learn/201408/the-danger-back-school)）。\r\n\r\n• 目前，20% 的学龄男孩被诊断为[注意力缺陷及多动症](https://www.psychologytoday.com/us/basics/adhd) ，即 ADHD，这种“疾病”在很大程度上是因为不能适应枯燥的学校生活，其中大多数人都接受了强效药物的治疗以使他们适应（[来源](http://www.nytimes.com/2013/04/01/health/more-diagnoses-of-hyperactivity-causing-concern.html)）。\r\n\r\n说“标准学校教育是受国家认可（甚至是授权）的虐待儿童的方式”，这并不是没有道理的。越来越多的人开始意识到这一点，这也是为什么越来越多的人在想方设法让他们的孩子离开学校。（有关标准学校教育的危害，请参阅[此处](https://my.psychologytoday.com/blog/freedom-learn/200909/seven-sins-our-system-forced-education)。）\r\n\r\n2\\. 有越来越多的证据表明，儿童与青少年可以在离开强制学校的情况下自学成才。\r\n\r\n夏山（一所推行自主[教育](https://www.psychologytoday.com/us/basics/education)而闻名的寄宿学校，由 A.S. Neill 建立）已经在英国运作了将近一个世纪。萨德伯里山谷（一所推行自主教育而闻名的全日制学校，由 Daniel Greenberg 等人建立）已经在马萨诸塞州运作了将近半个世纪，很多学校也在效仿它。「非学校教育」指的是一种家庭教育方法，不强加课标，让孩子追求自己的兴趣。这个方法由教育家和哲学家 John Holt 提出，如今已经有 40 年了。\r\n\r\n在过去的几十年间，成千上万背景相异的年轻人，通过这些途径进行自我教育，不少后续研究表明，他们过着很好的生活。如果他们选择继续接受传统的高等教育，他们并没有遇到明显的困难，而且他们在社会所重视的各行各业都取得了成功。成年后，他们反馈道，自主教育让他们能培养自己的兴趣（进而成为职业），同时有益于培养责任感，主动性，[创造性](https://www.psychologytoday.com/us/basics/creativity)，好奇心，批判性思维，与各种人平等沟通的能力这些品质。[7]（ **笔记** ：在之前的许多帖子中，我已经详细阐述了自主教育的生物学基础，以及它为何如此有效的原因，但对于简明的定义和解释，请参见 [这里](https://www.psychologytoday.com/blog/freedom-learn/201609/biological-foundations-self-directed-education)和[这里](http://www.self-directed.org/sde/drives/)。）\r\n\r\n近年间，随着人们逐渐意识到自主教育所取得的成功，加之学校的胁迫性所造成的日益严重的毒害，让越来越多家庭开始选择了自主教育。他们所取得的成功，也将被更多人看到。最终，量变引起质变，充满胁迫的学校将会无人问津，人们普遍要求把公共资金用于学习中心和其他支持自主教育的设施，最终，所有的家庭，无论收入如何，都会选择自主教育。\r\n\r\n3\\. 与过去相比，现在的自主教育更容易进行了\r\n\r\n自主教育也比过去更容易实现。随着更多家庭选择自主教育，整个社会文化对自主教育的接受度不断提高。为了自主教育而设计的学校和学习中心越来越多，进行自主教育的在家上学者也一直在增加。随着自主教育越来越普遍，随着包括教育部门在内的越来越多的人知道年轻人正走在这条路上，并看到他们的成功，这让阻碍自主教育的社会障碍不断减少。\r\n\r\n自主教育越来越容易的另一个原因在于技术。今天，任何人只要有电脑和网络，基本上就可以获得全世界的信息。不论想学什么学科，自主学习者几乎都可以找到相关的文章、视频、讨论组，甚至是在线课程。他们可以获取信息，并与世界各地有着相似兴趣的专家和新手分享想法。普通学校的学生必须按照学校规定的方式学习；但自学者可以找到与自己特定的兴趣和学习风格相匹配的科目和学习方法。自学者不受学校课程的缓慢节奏所拖累，在他们想要用更多时间思考、深入研究他们所追求的特定内容时，也不会被催促。\r\n\r\n4\\. 经济形态的发展使得自主教育所培养的技能更受青睐。\r\n\r\n谋生方式的变迁，决定了胁迫学校教育所灌输的技能愈发无用，而自主教育所锻炼的技能愈发宝贵。我们不需要能记住大量信息并背出来的人：我们有谷歌搜索来代替。我们不需要很多人去完成指定的重复而无聊的任务：我们有机器人来代替。\r\n\r\n社会持续渴求这样的人才：能够批判地，有创意地思考，创新，问出无人想到的问题，为工作带来道德价值，充满激情与目的感。而自主教育中无时无刻不在锻炼这些能力。然而胁迫性学校要求贯彻相同课标，并用奖[惩](https://www.psychologytoday.com/us/basics/punishment)制度而非由衷兴趣驱动学生。因此，热烈的兴趣追求，深刻的知识理解，真诚的目标责任感等品质，注定与强制学校里的大部分学生无缘。他们只会关心如何忍受学校的紧箍咒。\r\n\r\n\\------------\r\n\r\n![Basic Books with permission](https://cdn.psychologytoday.com/sites/default/files/styles/article-inline-half/public/field_blog_entry_images/1360162607Gray-Free_To_rev1_20.jpg?itok=zZrhEaHa)\r\n\r\n「好吧，」我曾听到有些人这样说，「这些都是我们的强制学校教育系统 **应该** 滚蛋的好理由；但它 **真的** 会滚蛋吗？」是的，它会，因为它真的已经快完蛋了。事实上，学校越来越令人讨厌，很大程度上正是因为人们越来越多地认识到我们的学校失败了。愚蠢的是，现在我们正在通过做更多无用功来尝试 **修复** 学校系统。但这不能永远持续下去。革命将至，不是因为强制学校系统的当局开窍了，而是因为越来越多的家庭成为高压教育体制的受害者，他们会意识到自己有一个选择ーー一个不错的选择ーー而且他们会做出选择。\r\n\r\n但不要坐等社会变革发生；让我们亲手推动。让我们发起一场有组织的运动，告诉人们这个选择以及如何去实现它。这就是这个新非营利组织ーー[自主教育联盟](http://www.Self-Directed.org/)的目的，我已经参加其中，也许你也愿意加入。\r\n\r\n\\-----------\r\n\r\n*此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n也请阅读：《玩耍精神》、[self-directed.org](http://www.self-directed.org/)（以找到自主教育的盟友）；并在[脸书](https://www.facebook.com/peter.gray.3572)上关注我。\r\n\r\n参考文献\r\n\r\n[1] Csíkszentmihályi, M., & Hunter, J. (2003). [Happiness](https://www.psychologytoday.com/us/basics/happiness) in everyday life: The uses of experience sampling. Journal of Happiness Studies, 4, 185–199.\r\n\r\n[2] Irwin A. Hyman & Donna C. Perone (1998). The Other Side of Student Violence: Educator Policies and Practices That May Contribute to Student Misbehavior. Journal of School Psychology, 36, 7-27.\r\n\r\n[3}Brengden, M., Wanner, B., & Vitaro, F. (2006). Verbal abuse by the teacher and child adjustment from kindergarten through grade 6. Pediatrics, 117, 1585-1598.\r\n\r\n[4] A. G. McEachern, O. Aluede & M. C. Kenny (2008). [Emotional abuse](https://www.psychologytoday.com/us/basics/emotional-abuse) in the classroom: Implications and interventions for counselors. Journal of Counseling and Development 86, 3-10.\r\n\r\n[5] K. Olson. Wounded by School. Teachers’ College Press, 2009.\r\n\r\n[6] Groeneveld et al (2013). Children’s hair cortisol as a biomarker of stress at school entry. Stress: The International Journal on the Biology of Stress, 16, 711-715.\r\n\r\n[7] See research studies reported in: (a) American Journal of Education, 94, pp 182-213; (b) Other Education: The Journal of Educational Alternatives, 4, 33-53; and (c) Book by Greenberg, D., & Sadofsky, M. Legacy of Trust: Life after the Sudbury Valley School Experience; and (d) book by Greenberg, D., Sadofsky, M., & Lempka, J. The Pursuit of Happiness: The Lives of Sudbury Valley Alumni.)", + "type": "text/markdown", + "caption": " 为什么强制学校系统应该从这个世界上滚蛋\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why Our Coercive System of Schooling Should Topple" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Parents Should Do Less for Their Kids.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Parents Should Do Less for Their Kids.json" new file mode 100644 index 0000000..c348010 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why Parents Should Do Less for Their Kids.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Why Parents Should Do Less for Their Kids", + "text": "# 对孩子，父母应当少作为\r\n\r\n原文：https://www.psychologytoday.com/us/blog/freedom-learn/202205/why-parents-should-do-less-their-kids\r\n\r\n## 孩子想要自立。父母应当放手。\r\n\r\n发布于 2022 年 5 月 30 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n几十年来，各种各样的「砖家」一直在呼吁父母为孩子做更多事情。父母被敦促加大对孩子说话的频率（对学龄前儿童[每天 211,000 个词](https://www.greatschools.org/gk/articles/word-gap-speak-more-words-to-your-preschooler-daily/) ，即使没什么话可说），[玩耍的频率](https://www.psychologytoday.com/us/blog/freedom-learn/201409/playing-children-should-you-and-if-so-how)，带他们去想去的地方，当他们的闹钟和日历，为他们选择课外活动，还要盯着他们，以确保他们不受身体或心理伤害，确保他们做功课，等等。难怪这么多人认为[带孩子](https://www.psychologytoday.com/us/basics/parenting)是件苦差事。\r\n\r\n其实不必如此。\r\n\r\n### 放手的好处\r\n\r\n在不远的过去，父母让孩子们自己照顾自己。（见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/202203/how-magazines-advice-parents-has-changed-over-century)）。孩子们和同龄人玩，自己或与朋友一起旅行（通常是骑自行车或步行），做或不做家庭作业并学会处理后果，学会照顾自己的安全，自己想办法从心伤中走出来。其结果是他们通常比今天的年轻人更自立、[有弹性](https://www.psychologytoday.com/us/basics/resilience)、情绪上更健康（见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/202203/why-kids-are-suffering-today?fbclid=IwAR3ISFYyGad6UpWFUN71opaROJA7YOBmBzB8ejgGs5HSQ9TeCF-B6taGPJk)和[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201509/declining-student-resilience-serious-problem-colleges)）。\r\n\r\n敦促父母为他们的孩子做更多事情的呼吁确实不少，然而越来越多的研究指出了放手的好处。这些研究大多支持放养的养育方式，这意味着允许和鼓励孩子对自己的生活持有更大的自主权，为自己做更多的事情。这类研究，包括纵向研究和横向研究，表明自主性支持会使儿童和青少年变得更快乐、更自立、更自主，在为人处世和情绪上处理能力更好（参见，Duineveld et al, 2017; Joussemet et al., 2005; Obradovic et al., 2021）。为孩子做得太多会导致[习得性无助](https://www.psychologytoday.com/us/basics/learned-helplessness)。\r\n\r\n所以，少即是多，为孩子做得少更利于孩子发展。这对你也有好处。例如，在德国进行的一项研究表明，在[新冠](https://www.psychologytoday.com/us/basics/coronavirus-disease-2019)封锁期间，当父母鼓励他们的孩子在一天的大部分时间里自我管理时，孩子们会更加满足，父母也是如此（Neubauer et al, 2021）。这在大量不同家庭中得到了长期验证。\r\n\r\n### 如何让孩子们减少依赖\r\n\r\n如果你的孩子已经过于依赖你们，你得要循序渐进地改变。也许可以先问问他们想为自己或为家庭做些什么。也许你为他们做的事情，他们更愿意自己做。然后再逐步过渡到成长中的关键性事件，一次一件也行，尝试目前为止没做过的事。根据年龄，这些事情可以是自己铺床，打扫自己的房间，自己洗衣服，自己设定闹钟并按时起床参加预定的活动，步行或骑自行车去学校或其他地方，自己搞定学校作业，以及帮做家务，如做饭和洗碗。你可能需要降低评判标准，因为你的孩子，至少在一开始，不会完全按照你的方式去做，而且可能做得不好，但这对于你的孩子培养的能力和自豪感以及你为自己增加的时间来说，非常值得。\r\n\r\n儿童天生希望变得越来越自立和能干（参见[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201812/the-age-four-transition-responsible-childhood)和[这里](https://www.psychologytoday.com/us/blog/freedom-learn/201809/toddlers-want-help-and-we-should-let-them)），但如果我们坚持为他们做一切事情，就会使他们失去这种愿望。随着孩子年龄的增长，我们应该期望他们以多种形式为家庭的幸福做出贡献。这对家庭中的每个人都有好处，特别是对孩子本身。\r\n\r\n现在，我希望你看看这段令人惊叹的小[视频](https://www.youtube.com/watch?v=x_j0D4zz-44)（歌曲《I Will Survive》，由 Lenore Skenazy 填词），鼓励你放飞你的孩子，对你和他都好！\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\nDuineveld, J. J., Parker, P. D., Ryan, R. M., Ciarrochi, J., & Salmela-Aro, K. (2017). The link between perceived maternal and paternal autonomy support and adoles- cent well-being across three major educational transitions. Developmental Psychology, 53, 1978–1994.\r\n\r\nJoussemet, M., Koestner, R., Lekes, N., & Landry, R. (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73, 1215–1236.\r\n\r\nNeubauer, A. B., Schmidt, A., Kramer, A. C., & Schmiedek, F. (2021). A little autonomy support goes a long way: daily autonomy-supportive parenting, child well-being, parental need fulfillment, and change in child, family, and parent adjustment across the adaptation to the COVID-19 pandemic. Child Development 92, 1679-1697.\r\n\r\nObradovic, J., Sulik, M., & haffer, A. (2021). Learning to let go: parental over-engagement predicts poorer self-regulation in kindergartners. Journal of Family Psychology, 35, 1160–1170.", + "type": "text/markdown", + "caption": " 对孩子，父母应当少作为\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why Parents Should Do Less for Their Kids" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part I.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part I.json" new file mode 100644 index 0000000..c826b1e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part I.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Why We Should Stop Segregating Children by Age Part I", + "text": "# 为什么我们应该停止按年龄分隔儿童：第一部分\r\n\r\n原文：[Why We Should Stop Segregating Children by Age: Part I | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-i)\r\n\r\n## 儿童通过在近侧发展区中玩耍来学习。\r\n\r\n发表于 2008 年 9 月 9 日 | [审稿人：Matt Huston](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n如今我们对待儿童最奇怪的一种做法——且在我看来也是最有害的——就是将儿童按年龄分隔为互不来往的群体。这种做法不仅出现在学校里，而且在校外环境中也越来越普遍。这样一来，我们剥夺了孩子自我教育的重要组成部分。\r\n\r\n在历史上，按年龄划分的教育方式之盛行，与流水线的生产方式之盛行几乎发生在同一时间。这里暗含的类比显而易见。分级制的学校系统把孩子们当作流水线上的产品，以相同的速度从一个工位（年级）移动到另一个工位（年级）。在每个工位上，一个工厂工人（老师）为产品（孩子）添加一些新的组件（知识单元）。在流水线的末端，工厂吐出一批批全新、成熟的成年人，他们都按照制造商（专业教育者）的规格要求制造。\r\n\r\n当然，每个有过或了解过孩子的人，包括在我们这种分年级的学校里工作的每个人，都知道这种将儿童发展看作流水线生产的观念是完全错误的。孩子们不是顺从的产品，我们无法为他们添加组件。孩子不是需要逐步按照某种顺序组装的不完整的成年人。孩子本身就是完整的人，他们不断地要求自己生活的自主权，尽管我们让他们经历了种种，他们还是坚持学习自己想学的知识，练习自己想练习的技能。我们无法阻止他们。如果我们顺应他们的意愿，而不是与他们对抗，我们所有人都会过得更好。\r\n\r\n在之前的文章中，我描述了在没有成人指导或催促的情况下，孩子能够自学的环境。特别是，我讨论了在狩猎采集游群中曾经发生的自我教育（发表于 2008 年 8 月 2 日）以及如今为自我教育而设计的学校，尤其是瑟谷学校中的自我教育（发表于 2008 年 8 月 13 日和 2008 年 9 月 3 日）。这些环境都有个显著特点，即孩子们会经常与各个年龄段的人互动。人类学家们认为，自由混龄是狩猎采集者儿童自我教育的关键；Daniel Greenberg 作为瑟谷学校的创始人之一，他长期以来也一直认为，自由混龄是瑟谷学校自我教育的关键[1]。\r\n\r\n几年前，Jay Feldman（当时是和我一起工作的研究生）和我在瑟谷学校进行了一些关于混龄互动的研究，目的是（a）确定学校里发生了多少混龄现象，（b）找出混龄发生的场景，以及（c）找出混龄互动促进学生自我教育的潜在途径。\r\n\r\n在有得选的情况下，孩子们会花相当多的时间与年龄比自己大或小的孩子互动。\r\n\r\n瑟谷学校常年保有大约 170 至 200 名学生，年龄从 4 岁到 18 岁不等，有时甚至还有更大的。学生可以随时在校园内自由活动，与他们喜欢的人互动。学校足够大，如果学生们愿意，他们可以只与年龄相差一两岁的其他学生互动。但他们并没有这么做。我们在分析定量研究中发现，超过 50% 的学生在学校与年龄相差超过 2 岁的其他学生进行了社交互动，而 25% 的互动发生在年龄相差超过 4 岁的学生之间 [2]。在游戏中，混龄现象尤为频繁。所有类型的积极游戏，相比不涉及游戏的对话，更容易出现混龄现象。\r\n\r\n在接下来的几期博客中，我将讨论混龄环境对自我教育的各种益处，并用我们在瑟谷学校的观察作为例子 [3]。有个明显的益处，同时也是本文剩余部分的主题，就是：\r\n\r\n混龄使得年幼的孩子能够参与那些，他们独自或仅与同龄人一起无法完成的活动，并从中学习。\r\n\r\n20 世纪 30 年代，俄罗斯发展心理学家 Lev Vygotsky 提出了一个他称之为「近侧发展区」的概念，其定义为孩子独自或跟其他具有相同能力的人一起无法完成，但跟其他技能更高的人一起可以完成的活动 [4]。Vygotsky 认为，当孩子们在近侧发展区与技能更高的其他人互动时，他们学得最好。自 Vygotsky 时代以来，教育学教授们经常用 Vygotsky 的概念来描述成人教师和年轻学习者之间的互动，但我认为，这一概念更适用于孩子们之间自然发生的混龄互动。\r\n\r\n举个例子（我在其他地方也使用过这个例子），想象一下两个 4 岁孩子尝试玩掷接球游戏 [5]。他们既不能把球掷得足够直，也不能很好地接住球，所以这个游戏毫无乐趣，根本玩不起来。现在想象一下一个 4 岁孩子和一个老练的 8 岁孩子一起玩掷接球。年长的孩子可以通过跳跃和扑捉来接住年幼孩子乱投出来的球，并且玩得很开心；同时，年长的孩子可以把球扔到年幼孩子伸出的双手里，让后者体验到接球的快乐。因此，掷接球是一个在 4 岁儿童的近侧发展区内的游戏。在只有 4 岁儿童的年龄隔离的环境中，他们无法进行掷接球游戏；但在包含 8 岁和 4 岁儿童的混龄环境中，每个人都可以玩掷接球。\r\n\r\n在瑟谷学校，一天中的任何时候，你都可以发现年幼的孩子与年长的孩子一起玩游戏，而这些游戏是他们与同龄人在一起玩不了的。这些游戏包括智力游戏和运动游戏。他们一起玩不是因为有人要求他们这样做，而是因为他们想要这样做。年幼的孩子被年长者的活动和个性所吸引，而年长的孩子也喜欢与年幼者互动的机会。\r\n\r\n这里有个关于近侧发展区中智力游戏的例子。在我们观察到的几个场合中，7 岁或 8 岁的孩子与年长的孩子和青少年一起玩复杂的纸牌游戏。仅凭 7 岁和 8 岁的孩子自己，没法玩这样的游戏的。他们无法保持足够长时间的注意力，无法记住规则，甚至无法让手中的牌保持直立，以免被别人看到。他们之所以能和年长的孩子一起玩这些游戏，是因为年长的孩子能帮助他们保持在正确的轨道上，在必要时提醒他们需要做什么，有时还给他们一些策略提示：「集中注意力。」「试着记住哪些牌已经出过。」「在打出一张牌之前要想清楚，这样你就不会出一个别人可以拿走的牌。」注意力、记忆和预先计划是我们通常所说的智力的要素。在玩纸牌的过程中，他们只是为了好玩，年长的孩子在不经意间帮助年幼的孩子发展他们的智力。\r\n\r\nVygotsky 的概念还帮助我们理解年幼的孩子在瑟谷学校是如何学会阅读的。那些不会阅读或阅读能力不强的孩子，经常和阅读能力强的孩子一起玩涉及文字的游戏（尤其是电脑游戏）。擅长阅读的孩子会大声朗读其他孩子无法阅读的内容，而在这个过程中，不会阅读的孩子们逐渐成为了阅读者。\r\n\r\n混龄还使年幼的孩子能够参与一些嬉戏冒险，这些活动如果独自或只和同龄人一起进行可能过于危险。那些本应害怕独自进入树林的孩子，如果和了解树林的年长孩子一起，就会感到安全。同样，对于刚开始学习爬树的小孩来说，如果有大孩子在树下指导他们如何爬树，并准备好在他们摔倒时接住他们，那么他们会觉得在较低的树枝上尝试攀爬很安全。\r\n\r\n当你还小，只和同龄的孩子在一起时，可能的活动范围受到你们年龄段的知识和能力的限制；但是和年长的孩子们合作，你能够做的事情几乎没有限制！\r\n\r\n\\--------\r\n\r\n在接下来的几篇文章中，我将介绍更多混龄教育环境的益处，包括对于年长孩子和年幼孩子的益处。\r\n\r\n\\-------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\n1. Greenberg, D. (1992). Sudbury Valley's secret weapon: Allowing people of different ages to mix freely at school. In D. Greenberg (Ed.), The Sudbury Valley School experience, 3rd ed. Framingham, MA: Sudbury Valley School Press.\r\n\r\n2. Gray, P. and Feldman, J. (1997). Patterns of age mixing and gender mixing among children and adolescents at an ungraded democratic school. Merrill-Palmer Quarterly, 43, 67-86.\r\n\r\n3. Gray, P. and Feldman, J. (2004). Playing in the Zone of Proximal Development: Qualities of Self-Directed Age Mixing Between Adolescents and Young Children at a Democratic School. American Journal of Education, 110, 108-145.\r\n\r\n4. Vygotsky, L. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds), Mind and society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.\r\n\r\n5. Gray, P. The value of age-mixed play. Education Week, April 16, 2008.", + "type": "text/markdown", + "caption": " 为什么我们应该停止按年龄分隔儿童：第一部分\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why We Should Stop Segregating Children by Age Part I" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part II.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part II.json" new file mode 100644 index 0000000..9494695 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part II.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Why We Should Stop Segregating Children by Age Part II", + "text": "# 为什么我们应该停止按年龄分隔儿童：第二部分\r\n\r\n原文：[Why We Should Stop Segregating Children by Age: Part II | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-ii)\r\n\r\n## 大小孩子一起玩耍，比同龄更具趣味性，竞争性也更低。\r\n\r\n发表于 2008 年 9 月 17 日 | [审稿人：Ekua Hagan](https://www.psychologytoday.com/us/docs/editorial-process)\r\n\r\n在漫长的人类历史中，玩耍几乎总是在混龄环境中进行，也就是大小孩子都在一起玩耍。为服务于教育目的而演化出的玩耍的生物学基础，是在孩子们几乎从未按年龄分隔的环境中形成的。研究狩猎采集群体中玩耍的人类学家报告说，一个典型玩耍小组的年龄可能从 4 岁到 12 岁，或从 8 岁到 17 岁。\r\n\r\n当我们观察年龄分隔环境（如学校操场）中的玩耍时 —— 在这里 6 岁的孩子只能和其他 6 岁的孩子玩，12 岁的孩子只能和其他 12 岁的孩子玩 —— 我们正在观察现代社会的非自然产物。在年龄分隔环境中研究儿童玩耍，就像在笼子里研究猴子一样；我们正在观察在非自然限制条件下的行为。笼子里的猴子比野生猴子表现出更多的侵略性和支配行为，同样，在年龄分隔环境中的儿童与混龄环境中的儿童相比也是如此。\r\n\r\n在我上一篇文章中，我描述了混龄玩耍的好处，它使年幼的孩子们能够参与那些，对他们个人或仅与同龄人一起进行而言过于困难的活动，并从中获得学习机会。在这篇文章中，我将解释混龄玩耍和同龄玩耍之间的一些质的差异。\r\n\r\n我的主要观点是：混龄玩耍比同龄玩耍更少竞争，更具创造力，更有助于练习新技能。\r\n\r\n## 混龄玩耍无关竞争\r\n\r\n简而言之，混龄玩耍比同龄玩耍更 **好玩** 。当年龄相仿的孩子们一起玩游戏时，竞争心态可能会干扰游戏的趣味性。在我们当前这个过于强调各种获胜和比较的文化中，这一现象尤为明显，这种文化强调通过竞争和分级的学校系统来决定谁更优秀。\r\n\r\n相反，当年龄差距较大的孩子们一起玩游戏时，焦点会从「击败」对方转向寻求乐趣。年长、个头大、技能更高的孩子打败年幼的孩子并不能获得什么荣誉感，而年幼的孩子也不指望击败年长的孩子。因此，他们更愉快、更轻松地进行游戏，修改规则，使所有参与者都觉得既有趣又富有挑战性。\r\n\r\n闹着玩的心态能够促进创造力、尝试和学习新技能，而严肃的心态往往会抑制这些发展，使人退步回到已经掌握得很好的技能上（这一点将在未来的文章中进一步阐述）。\r\n\r\n我对混龄玩耍的系统性研究主要在瑟谷学校进行。正如我之前的文章中提到，这所学校的 4 岁至 18 岁的学生一整天都可以自由地与其他人互动。\r\n\r\n在从瑟谷学校毕业的几年后，Michael Greenberg 写了一篇描述学校里混龄足球比赛的文章。以下是我从他的文章中引用的一大段文字，非常生动地展示了混龄玩耍的价值。\r\n\r\n> 「有人说，『我们来踢足球吧』。此刻想玩的人都来到了球场。有 6 岁的孩子，有 10 岁的孩子，有 18 岁的青年，好像还有一名工作人员或是想加入的家长。球场上有男孩和女孩。」\r\n\r\n>\r\n\r\n> 「在选择队伍时，人们会有意识地努力均衡两边的实力。...这通常意味着一支队伍会有一个额外的『大孩子』，他的球踢得很好，而另一支队伍会有一群 6 岁的小孩子挡在他的面前。人们希望两支队伍实力均衡，因为他们是为了好玩而玩的。一场实力悬殊的比赛并不好玩...」\r\n\r\n>\r\n\r\n> 「比赛是由那些想玩的人参加的，他们可以玩多长时间都可以。总是会有一些人很看重获胜，但同龄人之间的表现压力很小。大多数人并不真正关心谁赢。」\r\n\r\n>\r\n\r\n> 「你可能会觉得他们并没有很努力地去玩好这个游戏，但事实并非如此。只有付出努力和挑战自己，玩耍过程才会有趣。这就是人们首先发展出像足球这样的游戏的原因。毫无目的地四处跑动会让人感到无聊，但是在尝试将球踢进两个由试图阻止你的人守卫的门柱之间时四处奔跑——这令人兴奋。」\r\n\r\n>\r\n\r\n> 「像我们在[瑟谷学校]这样进行体育运动的人们，所学到的关于生活的教训，比那些严格、注重表现的体育运动所能教授的要深刻得多。他们学会了团队协作——不是『我们对抗他们』那种团队协作，而是一群具有不同天赋的不同年龄的人组织起来，共同进行一项活动的团队协作——也就是生活中的团队协作。他们学会了卓越，不是『我就是明星』那种卓越，而是为自己设定一个标准，并竭尽全力达到它的那种卓越。」\r\n\r\n>\r\n\r\n> 「我现在 23 岁了，踢了很多年足球。每次我试图踢球时，总有三个 8 岁的孩子围着我，要我试着表现得比他们更好实在有点蠢。我认为那些 8 岁的孩子们忙着追赶比他们高出三英尺的孩子，根本不用担心成为最好的 8 岁孩子。」\r\n\r\n>\r\n\r\n> 「就像在现实生活中一样，在这个游戏中，唯一重要的标准是你自己为自己设定的。你所学到了一条深刻的真理，即我们彼此之间的差异如此之大，以至于同辈压力和价值比较毫无意义。如果你 11 岁，只能和其他 11 岁的孩子一起玩，那么你很难领悟到这个解锁卓越意义的深刻真理。」\r\n\r\n>\r\n\r\n> 「[你还会]学会负责和克制。在多年来玩足球、篮球这样的剧烈运动中，从未出现过超过轻微擦伤或瘀伤的伤害。人们穿着常服进行这些运动，而没有使用通常所需的标准防护装备。」\r\n\r\n>\r\n\r\n> 「当穿着护具的人频繁受伤时，这该如何解释呢？因为在一种兵营式的、以表现为导向的运动（或生活）观中，确保不伤害别人不如赢得比赛重要。所以，无论你谈论多少关于『体育精神』，或者你穿了多少安全护垫，人们还是会受伤。当你将运动（或生活）视为一种有趣、令人兴奋的过程，作为一种出于纯粹的快乐和美感而去做的事情时，那么不伤害别人，不损害他们享受同样过程的能力，就成为了优先事项……」\r\n\r\n>\r\n\r\n> 「参与一项通过团队协作、追求个人卓越、责任和克制，将不平等的身体冲突转化为寻求有意义体验的平等灵魂共同结合的活动，是我一生中最深刻的体验之一。我相信这对其他人也有类似的影响。」[1]\r\n\r\n在我们对瑟谷学校的系统观察中（如前一篇文章中所提到的），Jay Feldman 和我记录了许多与 Michael Greenberg 描述相符的混龄游戏。例如，在一个情景中，Feldman 观察到一个高大的 15 岁男孩与一群身材较矮的 8 至 10 岁孩子一起打篮球。这个年长的男孩很少投篮，但在对手队伍的一群小男孩试图从他那里抢走球时，他花了很多时间快乐地运球。然后，他会将球传给他的唯一队友（8 岁），并鼓励他投篮。\r\n\r\n通过运球和传球而不是投篮，这个年长的男孩使得比赛不仅对年幼的孩子们充满乐趣和挑战，同时也为他自己带来了乐趣。当没有人足够高来挡住你的投篮时，投篮实在是太容易了，因此并不好玩。但是在一群试图抢走球的矮个子中运球却非常有趣；这是一种提高运球技巧的有趣方式。\r\n\r\n以下是另一个例子，引用自我们的一篇文章，说明了混龄运动游戏富有创意、轻松愉快的特点：\r\n\r\n> 「在一场混龄的夺旗游戏中，一个队伍，叫大人队，有三个青少年和一个 11 岁的孩子，另一个队伍，叫群众队，由十个 4 至 8 岁的孩子和一个 12 岁的孩子组成。Larry（4 岁）经常跑过界线，被 17 岁的 Sam 抓住，这个过程包括了许多在模拟战斗中挠痒痒和抱起 Larry 的动作。\r\n\r\n>\r\n\r\n> 把 Larry 放下后，他会欢快地跳回自己的一方，而不用去坐牢。大人队中的一个或多个人经常跑进群众队的领地，不是去追逐旗子，而只是在一群小孩子追逐他们的时候四处跑动。似乎没有人过于关注获胜，但当群众队最终夺得旗子时，他们欢呼雀跃。」[2]\r\n\r\n同样，当玩家年龄差距较大时，相比与年龄相仿的玩家对局，棋牌类游戏也会以更富有创意、非竞争性的方式进行。Feldman 观察到了许多国际象棋游戏，恰好在他进行研究时流行。\r\n\r\n实力相当的玩家之间的比赛往往相当严肃；玩家们看上去都想赢。而实力悬殊的玩家之间的比赛，通常年龄差距较大，游戏更富有创意，氛围轻松愉快。为了让游戏更有趣，年长的玩家通常会以某种方式自我设限，例如故意陷入困境，并经常向年轻玩家指出更好的棋路。这些年长的玩家似乎在利用这类游戏尝试新的玩法，而他们尚未准备好在严肃的比赛中尝试这些玩法。\r\n\r\n我见证过的一些最具创意和欢乐的游戏实例，包括青少年和年幼儿童共同参与的幻想游戏。以下是我不久前观察到的一个场景的描述：\r\n\r\n> 「我坐在瑟谷学校的游戏室里……假装在读一本书，但偷偷观察着一个引人入胜的场景。一个 13 岁的男孩和两个 7 岁的男孩，正在创作一个纯粹为了自己娱乐的奇幻故事，其中涉及英勇的角色、怪物和战斗。」\r\n\r\n>\r\n\r\n> 「小的孩子看着黑板，欢快地喊着接下来会发生什么，而那个 13 岁的男孩是一位优秀的艺术家，他把这些想法转化成一个连贯的故事，并在黑板上快速地画出场景，几乎是跟着年轻孩子描述的速度。游戏持续了至少半个小时，这是我给自己允许观看的时间，然后我离开了。」\r\n\r\n>\r\n\r\n> 「我很荣幸能欣赏到这样的艺术创作，我知道，这是单靠 7 岁的孩子无法完成的，也几乎肯定是单靠 13 岁的孩子无法完成的。我观察到的 7 岁孩子们无拘无束的热情和想象力，再加上他们玩伴那位 13 岁孩子先进的叙述和艺术能力，为这次创意爆发提供了恰到好处的化学反应底物。」[3]\r\n\r\n## 混龄可以成为匹配能力的一种手段\r\n\r\n本文最想的的，是能力不对等的时，人们进行游戏的价值。尽管如此，我得补充说明，能力相对对等的人之间，自主选择的游戏也是同样有价值的。\r\n\r\n总体而言，年龄相近的孩子，相较年龄不同的孩子在能力方面要更为相似，但事情不总是如此。在一个混龄环境中，在某个领域的活动中超过或落后于同龄人的孩子可以在年长或年幼的孩子中找到能力相当的伙伴。在攀爬方面笨拙的孩子可以和年幼的孩子一起在岩石和树上攀爬，不会觉得自己总是落后于别人，这样可以提高她的攀爬能力。那些才华横溢的 11 岁吉他手，他们的音乐才能超过了同龄人，可以和与他们水平相当的青少年一起即兴演奏。\r\n\r\nFeldman 观察到了瑟谷学校的一些学生在某些能力上超过了同龄人，并经常与年长的孩子一起玩耍。一个例子是 12 岁的 Randy，他是一位出色的国际象棋选手，参加比赛并拥有官方排名。在学校里，他唯一的国际象棋同龄对手是 Jack（17 岁）、Elana（17 岁）和 Ken（18 岁）。他通过与这些年长学生的比赛来衡量自己的进步。他可能在与同龄人和年幼儿童的比赛中练习新的招式，但测试自己棋艺时会和与大上五六岁的学生对局。\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n参考文献\r\n\r\n1. Greenberg, M. (1992). On the nature of sports at S.V.S. and the limitations of language in describing S.V.S. to the world. In D. Greenberg (Ed.), The Sudbury Valley School experience, 3rd ed. Framingham, MA: Sudbury Valley School Press.\r\n\r\n2. Gray, P. & Feldman, J. (2004). Playing in the Zone of Proximal Development: Qualities of Self-Directed Age Mixing Between Adolescents and Young Children at a Democratic School. American Journal of Education, 110, 108-145.\r\n\r\n3. Gray, P. The value of age-mixed play. Education Week, April 16, 2008.", + "type": "text/markdown", + "caption": " 为什么我们应该停止按年龄分隔儿童：第二部分\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why We Should Stop Segregating Children by Age Part II" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part III.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part III.json" new file mode 100644 index 0000000..f9b37fa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gray_Why We Should Stop Segregating Children by Age Part III.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gray/Why We Should Stop Segregating Children by Age Part III", + "text": "# 为什么我们应该停止按年龄分隔儿童：第三部分\r\n\r\n原文：[Why We Should Stop Segregating Children by Age: Part III | Psychology Today](https://www.psychologytoday.com/us/blog/freedom-learn/200809/why-we-should-stop-segregating-children-age-part-iii)\r\n\r\n## 对小孩子而言，大孩子是最好的榜样，最佳的助手，也是最好的老师。\r\n\r\n发布于 2008 年 9 月 24 日\r\n\r\n我们成年人有时会过分地高估自己，觉得自己是孩子最佳的榜样，向导和教师。然而，孩子对同龄人的兴趣，其实远超于他们对我们的兴趣。孩子尤其关注并愿意向那些比他们稍大一些，发展稍微超前一些，但又不至于超前太多的孩子学习。孩子被比他们大的孩子吸引，大孩子又被青少年所吸引。对他们来说，成年期还遥不可及，因此并不引起太大关注。这就是为什么，混龄的互动对孩子自我教育至关重要。\r\n\r\n在我之前的两篇文章中，我着重讨论了混龄玩耍的价值。我描述了这种玩耍中，小孩子如何得以挑战自我，做到他们在只和同龄人玩耍时无法做到的事情；我还描述了混龄玩耍往往比同龄玩耍更富有创造性，竞争性更低，更利于尝试和探索。现在，我要通过描述混龄的孩子们在玩耍之外的其他互动方式，来说明混龄的孩子们是如何促进自我教育的。和以前一样，我的例子主要来自于我在瑟谷学校的观察。这所学校的学生年龄从 4 岁到 18 岁，他们一整天都可以自由地交流互动。\r\n\r\n小孩子总想模仿大孩子。\r\n\r\n在一个阳光明媚的早晨，我在学校操场边坐着，看着两个十岁的女孩子游刃有余、若无其事地在滑梯上正着走下来。一个六岁的小女孩看得比我还要入神，然后她也爬上滑梯，开始试着在滑梯上走起来。这对小女孩明显是个挑战。她弯着膝盖，双手伸到滑梯两侧，一旦失去平衡就能立刻抓住滑梯的边缘。我还看到，那两个大女孩站在滑梯旁边，神色紧张地看着小女孩，如果小女孩要是摔下来，她们准备好随时扶住她，但又尽量不让这个动作看起来太明显。其中一个大女孩说：「你不一定非得这么做，可以直接滑下来。」但小女孩坚持不懈，一步一步慢慢走下来，当她成功走到底部时，脸上洋溢出骄傲的笑容。不久之后，那两个大女孩开始爬附近的一棵树，小女孩也紧随其后。小女孩显然是在努力去做大女孩们轻易就能做到的事。\r\n\r\n这只是我观察到的小孩子模仿大孩子行为的众多例子之一。孩子在观察大孩子和青少年进行策略游戏、阅读、操作电脑、高难度运动等活动时，会受到他们影响，从而激发自己去尝试这些活动。在我们研究学校里的孩子如何以及为何学习阅读的过程中，有些孩子告诉我们，他们想要阅读，是因为他们羡慕那些正在阅读并讨论他们所读内容的大孩子。正如一名学生所说：「我也想有他们那种魔力，我也想加入那个俱乐部。」\r\n\r\n小孩子并非盲目地去模仿大孩子。相反，他们会观察、思考他们所看到的，并把他们学到的东西以他们自己的方式应用到自己的行为中。因此，即使是大孩子的错误、不健康的行为也能对小孩子产生积极的影响。小孩子会不停地讨论他们对周围大孩子的行为的喜好。负面榜样也能像正面榜样一样给小孩子提供帮助。「我不会像 X 那样做，因为我看到他那样做会遇到很多麻烦。」\r\n\r\n孩子从大孩子间的谈话中也能学到大量知识，哪怕他们并没有直接参与其中。通过听取大孩子间的言语和想法——这比他们自己的要复杂得多，但又没有超出他们的理解范围——小孩子可以丰富自己的词汇和思维。\r\n\r\n大孩子也会从小孩子身上得到启示。\r\n\r\n不只是小孩子，瑟谷学校的大孩子和青少年在混龄的环境中，也能开阔他们的视野。他们会受到小孩子的玩具和行动的启发，坚持进行在同龄环境中可能早就放弃的活动，例如玩积木、粘土、蜡笔和画笔等。因此，他们中的许多人在这些活动上技艺高超。学校培育出了许多成功的创意艺术家，我猜测混龄环境在其中起了很大的作用。\r\n\r\n大孩子很善于帮助和指导小孩子，部分原因是他们并不会过度帮助或过度指导。\r\n\r\n小孩子在需要帮助或建议时，通常更愿意去请教大孩子，而不是成年人，哪怕他们可以轻易地找个成年人来帮忙。我认为这背后有许多原因，但有个主要原因，我觉得，是控制。\r\n\r\n寻求帮助或建议的孩子并不想放弃他们对局面的控制。他们不想得到任何超出他们所要求的帮助，并且他们想要自己决定是否接受所提供的帮助。因为成年人更可能被视为权威人士，所以比起大孩子，拒绝成年人的帮助或在建议超过自己需要时，挑战他们的意见会更加困难。而且，根据我自己的观察，大孩子比成年人更少在小孩子不需要的时候提供帮助或建议。大孩子并不担心求助者的长期发展，也不在乎自己是否能展现出作为优秀导师和引导者的形象，所以他们只提供被求助者所需要的帮助，这正是小孩子想要的。\r\n\r\n举个例子，在 Jay Feldman 的研究中，有一次 5 岁的 Sue 让 8 岁的 Anne 帮她在做手链时穿针引线。Anne 完成请求后，Sue 就自己继续忙碌，而 Anne 也没有再提供额外的帮助，尽管 Sue 在使用织布机时一直遇到问题，也出了不少差错。如果 Sue 找的是个大人帮忙，可能大人会继续陪在她旁边，帮她完成更多步骤，这样一来，Sue 自己完成工作的自豪感就会没了。很明显，虽然这个任务对 Sue 来说有难度，但她并不想要过多帮助，所以找 8 岁的孩子求助是更稳妥的选择。\r\n\r\n这是一个宝贵的教训，让我们大人知道该如何给孩子提供帮助和建议：别提供超过被求助者请求的帮助或建议！这个道理其实也适用于对大人的帮助和建议。我知道在我求助时，我并不是在寻找一个监督者，我只是希望得到我所请求的帮助，剩下的我希望自己来做，哪怕这意味着我可能会出更多的错。帮助太多反而会让我失去自由、自控和玩耍的感觉。\r\n\r\n大孩子教小孩子往往效果出奇地好，一个重要原因就是他们跟小孩子的差距并不大。\r\n\r\nDaniel Greenberg 在他关于瑟谷学校的一本书中谈到了这个观点，他写道：「孩子喜欢从其他孩子那里学习，因为这往往更容易。孩子作为老师，对学生的困难有更切身的理解，因为他们自己也刚刚经历过。他们的解释通常更简单，更实用，压力也更小，评价也更少。」[2]\r\n\r\n解释不仅更为简单，由于来自年龄相近的人，也更容易挑战和质疑。这些解释更容易被看作是一种待深思的观点，而不是不可动摇的真理。理解来自思考，而不是盲目接受。以下是来自 Jay Feldman 观察的一个例子：\r\n\r\n8 岁的 Ed 向 14 岁的 Arthur 抱怨，有两个男孩总是取笑他，叫他不喜欢的名字。Arthur 告诉 Ed，他可以向学校的纪律委员会投诉。Ed 回应说：「他们有言论自由。」Arthur 想了一下，回答说，言论自由意味着他们有权利说那些话，但 Ed 也有权利选择不听。Ed 听后思考了一下，说：「好吧。」[3]\r\n\r\n注意这个例子，Ed 觉得自己跟 Arthur 是平等的，所以他挑战了 Arthur 的意见，这种挑战引出了新的想法。而且，这次对话真是简洁明了，一针见血。\r\n\r\n大孩子给小孩子讲解事情时，也能增进自己的理解。\r\n\r\n每个做过老师的人都知道，我们在教别人的时候，往往比被别人教的时候学得更多。把我们的想法用别人能理解的言语表达出来，并且需要深思可能的反对意见，这些过程都会让我们对原本以为已经了解的东西有更深入的思考。往往这会帮助我们得到比之前更全面的理解。在混龄环境中，不仅仅是大人，孩子们也可以通过教学来学习。\r\n\r\n在上述例子中，14 岁的 Arthur——作为「老师」，在他们的谈话中可能学到的东西和 8 岁的 Ed——作为「学生」，一样多。Ed 对 Arthur 的挑战让 Arthur 更深入的思考并进一步解释他的观点，这可能是他以前没想过的。他们两个可能都从这次谈话中对学校的民主体制有了更深入的理解。\r\n\r\n再举一个例子，设想一下一个大孩子和小孩子在一起玩国际象棋或者其他策略类游戏，同时在游戏中教给小孩子一些策略。当大孩子告诉小孩子，走 A 比走 B 更好的时候，小孩子会问：「为什么？」回答这个问题时，有经验的棋手不能只依赖于他们从以往的棋局中积累的直觉，而必须给出一个清晰的理由。她必须把她的隐性知识转化为显性、明确的知识，这样做会让她成为更好的棋手。这种情况在每个可以自由提问的知识交流活动中都会出现。\r\n\r\n大孩子在帮助小孩子的过程中，他们的同情心和照顾他人的能力得到了发展。\r\n\r\n与小孩子交往中得到的认识和理解比起来，道德上的进步可能更重要。要想成为负责任、有道德感的人，孩子们不只需要有被别人照顾的体验，他们也需要学会去关心和照顾他人。研究表明，无论是男孩还是女孩，他们对于比自己小几岁的孩子都比对待同龄的孩子要体贴得多。小孩子似乎能唤醒我们所有人内在的照顾他人的本能。在肯尼亚的一项研究中，家中照顾年幼兄弟姐妹的男孩在同龄人之间的行为要友善得多，相比那些没有这种机会的男孩，他们的攻击性行为要少得多。[4]看来，通过与小孩子的互动，照顾他人的本能得以增强，一旦增强，它就会延伸到对待同龄人的行为上。\r\n\r\n在瑟谷学校的观察中，每天都能看到很多大孩子在照顾小孩子的场景。比如，大孩子给坐在他们腿上的小孩子讲故事，帮助小孩子找到丢失的东西，修好他们弄坏的玩具，以及在日常生活中对需要帮助的小孩子伸出援手。最有意思的场景之一是，一个大孩子因为小孩子对一个更小的孩子不够好而指责这个小孩子。比如，在一个场景里，我们看到一个 10 岁的女孩跟三个 6 到 8 岁的女孩解释为什么他们应该让一个 4 岁的小女孩加入她们的游戏。「你们被排挤在外，会有什么感觉？」她说。还有一次，我们看到一个 17 岁的男孩批评一个 13 岁的孩子，他以不友好的态度拒绝了一个 8 岁的男孩想和他一起玩游戏的邀请。我们听到的这些批评，如果由大孩子说出来，要比成年人说出来的效果要更好。\r\n\r\n\\------\r\n\r\n把这篇文章和前两篇放在一起看，我得出了以下结论。一个混龄环境可以：（1）让小孩子有机会参与到他们和同龄人单独做不了的活动中；（2）推动非竞争性的、富有创意的玩法，这对于孩子学习新技能来说是最理想的；（3）使那些在某些领域超过或落后于同龄人的孩子找到与自己水平相当的伙伴；（4）让小孩子能从大孩子的活动中找到灵感，反之亦然；（5）让小孩子在接受帮助和建议时不放弃自己的自主权；（6）让大孩子通过教导别人来学习；（7）让大孩子通过帮助小孩子来锻炼他们的同情心和照顾他人的能力。当我们在学校和其他地方按年龄把孩子们分隔开，我们就剥夺了他们享受这些好处的机会。我们就是在拿走他们用自然、愉快的方式从彼此中学习的机会。\r\n\r\n\\----------\r\n\r\n此时此刻，你对这一切有什么看法？……这篇文章，从某种意义上来说，也为所有人提供了交流的平台。你的疑问、感悟、故事、观点都会被我以及阅读这篇文章的所有人尊重，无论我们是否赞同。文章的原网址 Psychology Today 不支持评论了，但你可以在我的[脸书](https://www.facebook.com/peter.gray.3572)上留言……关注我之后，我们可以讨论更多有趣的话题。（当然，鼓励大家在这篇文章下面的评论区里发言——译者注）\r\n\r\n\\-----------\r\n\r\n参考文献\r\n\r\n[1] Feldman, J. (1997). The educational opportunities that lie in self-directed age mixing among children and adolescents. Ph.D. dissertation, Department of Psychology, Boston College, 1997.\r\n\r\n[2] Greenberg, D. (1987). Free at last: the Sudbury Valley School. Framingham, MA: SudburyValley School Press.\r\n\r\n[3] Gray. P. & Feldman, J. (2004). Playing in the zone of proximal development: Qualities of self-directed age mixing between adolescents and young children at a democratic school. American Journal of Education, 110, 108-145.\r\n\r\n[4] Ember, C. R. (1973).Feminine task assignment and the social behavior of boys. Ethos, 1, 424-439.", + "type": "text/markdown", + "caption": " 为什么我们应该停止按年龄分隔儿童：第三部分\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why We Should Stop Segregating Children by Age Part III" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 1.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 1.json" new file mode 100644 index 0000000..ae36b8d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 1.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/gwern/Spaced Repetition for Efficient Learning 1", + "text": "# 高效学习的间隔重复\r\n\r\n通过间隔效应实现高效记忆：可以广泛使用的文献综述、使用技巧、适用范围及其裨益。\r\n\r\n> 间隔重复是有数百年历史的心理学方法，常用于高效记忆以及技能练习。与尝试去死记硬背相反的，通过间隔性的复习，人复习时长的增加，软件的计划安排，使得记忆效率更高。间隔重复虽然节奏较慢，但更加稳扎稳打，所以实现了更高的效率，便可以扩展到记忆成百上千的内容（相比之下，死记硬背的内容几乎转瞬即忘），因此对于外语和医学学习尤为有用。\r\n\r\n>\r\n\r\n> 我回顾了这种方法的适用范围与相关的大型研究文献，以及测试效应（大部分材料截止到 2013 年），可用的软件工具和使用方式，以及关于它的各种想法和观察。\r\n\r\n计算机技术最富有成效的领域之一就是弥补人类的弱点。计算机精通算数，因为这是人类力有未逮之处[1](https://www.gwern.net/Spaced-repetition#sn1)⁠。计算机要记住 TB 量级的数据，因为人类忘性大。计算机能制作最好的日程表，因为人类总要查看今天要做什么。不过即使我们记不清楚东西，记住哪里能参考到也够用了。从头到尾阅读一本手册或教科书的意义并不是记住里面的一切知识以备万一，而是之后能记住「什么在里面」以便检索（快速浏览之后，你便能掌握用于搜索某个主题的正确关键词，来应对深入了解此话题的需要）。\r\n\r\n这样的[神经辅助工具](https://en.wikipedia.org/wiki/Neuroprosthetic)[2](https://www.gwern.net/Spaced-repetition#sn2)是有不少，但总有更多可以发掘出来。这些工具值得上下求索，因为它们价值连城：铲子比你的手要有效得多，但[电铲](https://en.wikipedia.org/wiki/Power_shovel) 比两者都要强上几个数量级——虽然它需要培训和专业知识才能使用。\r\n\r\n# [间隔效应](https://www.gwern.net/Spaced-repetition#spacing-effect)\r\n\r\n> 「练习能让你受益匪浅，\r\n\r\n> 若其时机适当地分散。\r\n\r\n> 你若想当个蠢驴笨蛋\r\n\r\n> 那就 **一口气** 做完，\r\n\r\n> 你能记住的少得可怜。」\r\n\r\n>\r\n\r\n> Ulrich Neisser[3](https://www.gwern.net/Spaced-repetition#sn3)\r\n\r\n我目前最喜欢的神经辅助工具，是利用[间隔效应](https://en.wikipedia.org/wiki/Spacing_effect)⁠的软件。间隔效应在认知心理学中有数百年历史，这些软件借此在学习或记忆方面能比传统学习方法取得更好的效果；唉，但这种效应还不为人知[4](https://www.gwern.net/Spaced-repetition#sn4)⁠。\r\n\r\n间隔效应实质上是说，如果你有一个问题「你学到的这个随机序列中的第五个字母是什么？」，而你只能学习它 5 次，那么如果你把 5 次机会分散到很长的一段时间——天、周、月，那么你对答案「e」的记忆将会最强。而集中在一两天内草草学习 5 次则是最不明智选择。你可以把「[遗忘曲线](https://en.wikipedia.org/wiki/Forgetting_curve)」想象成一张放射性[半衰期](https://en.wikipedia.org/wiki/Half-life)的图表：比方说，每次复习都会使你的记忆力提高 50%，但复习在早期并没有起到多大作用，因为记忆并没有衰退太多！（ **为什么** 生物学水平上间隔效应有效？在[动物模型](https://www.gwern.net/docs/www/downloads.hindawi.com/28f6fb747bb3f6c33a5eb1ea8b01e3ecb63d7122.pdf)中，集中学习和间隔学习存在明显的神经化学差异。间隔学习（间隔大于一小时）能助长神经元连接强度的[长期增益效应](https://en.wikipedia.org/wiki/Long-term_potentiation)，而集中学习没有此效果[5](https://www.gwern.net/Spaced-repetition#sn5)。但是这种差异的原因还是悬而未决的问题；请参阅[记忆痕迹](https://en.wikipedia.org/wiki/Engram_(neuropsychology))或者[睡眠学习](https://www.gwern.net/Spaced-repetition#when-to-review)的概念。）遗忘曲线的图形表示：\r\n\r\n[img [Stahl et al 2010; CNS Spectrums|https://www.gwern.net/images/spacedrepetition/forgetting-curve-stahl.jpg]]Stahl et al 2010; *CNS Spectrums*\r\n\r\n更好的是，我们都知道[主动回忆](https://en.wikipedia.org/wiki/Active_recall)是一种种远胜于单纯被动接触信息的学习方法。[6](https://www.gwern.net/Spaced-repetition#sn6)间隔也可以扩展到海量信息；身为赌徒和金融家的 [Edward O.Thorp](https://en.wikipedia.org/wiki/Edward_O._Thorp) 在他还是一名物理研究生的时候就利用了「间隔学习」，「以便能更久且更努力地工作」[7](https://www.gwern.net/Spaced-repetition#sn7)⁠，还有 [Roger Craig](https://en.wikipedia.org/wiki/Roger_Craig_(Jeopardy！_contestant)) 在 2010-2011 年的智力竞赛节目「[Jeopardy！](https://en.wikipedia.org/wiki/Jeopardy！)」中创造了多项记录，归功于[使用 Anki](https://www.gwern.net/docs/spaced-repetition/2011-qs-rogercraigwinsjeopardy.html#comment-3004) 记忆了许多 [>200,000](http://www.j-archive.com/) 张关于以前问题的卡片[8](https://www.gwern.net/Spaced-repetition#sn8)⁠；后来的「Jeopardy！」获奖者 Arthur Chu 也使用了间隔重复[9](https://www.gwern.net/Spaced-repetition#sn9)⁠。医学院的学生 (由于他们在医学院期间需要记住大量的事实材料而成为 SRS 的主要人群) 通常拥有数千张卡片，特别是如果使用预制的牌组 (由于标准化课程和普遍缺乏制作自己卡片的时间，预制牌组更适合于医学)。外语学习者可以很容易地累积到 10-30,000 张卡片；[一个 Anki 用户](https://old.reddit.com/r/Anki/comments/a9s456/what_is_the_largest_anki_deck_you_have_read_about/)报告了一副超过 76.5 万张[自动生成](http://subs2srs.sourceforge.net/)卡片的牌组，里面装满了各种来源(「Youtube 视频、视频游戏、电视节目等」)的日语音频样本。\r\n\r\n一图胜千言；假设这里有一个人有条件多次复习一条给定的信息 (假设他很忙碌)。通过观察我们所记内容的保留率可以看到，短期内的突击记忆非常有用，然而，未经锻炼的记忆衰退得非常快，倘若拉长该记忆的间隔，那么记忆效果要好得多：\r\n\r\n[img [《连线》(出自 Wozniak?); 集中 VS 间隔(可代替的图表)|https://www.gwern.net/images/spaced repetition/forgetting-curve-wired-wozniak.jpg]]《连线》（杂志）(出自 Wozniak?)；集中 VS 间隔([可代替的图表](https://web.archive.org/web/20130128115142/http://www.anewspring.com/storage/memotrainerrr.png))\r\n\r\n如果我们观看一段可视化了记忆衰退的视频[《随机重复 VS 近期重复 VS 间隔重复》](https://www.youtube.com/watch?v=ai2K3qHpC7c#t=2m40s)⁠，结果会更加惊人。\r\n\r\n## [如果你这么棒，你为什么没钱](https://www.gwern.net/Spaced-repetition#if-youre-so-good-why-arent-you-rich)\r\n\r\n> 大多数人认为编程在概念上很好理解，但动手实践就难乎其难。[10](https://www.gwern.net/Spaced-repetition#sn10)\r\n\r\n当然，学生们选择的正是后一种策略（死记硬背）。他们在考试前一晚临时抱佛脚，一个月后就什么都记不起来了。那么为什么要这么做呢？(我自己也不幸置身其中) 为什么间隔重复如此不受欢迎，甚至对于稍有尝试的人也是如此？[11](https://www.gwern.net/Spaced-repetition#sn11)\r\n\r\n[img [Scumbag Brain 表情包：考试前一晚死记硬背的时候什么都知道/一个月后什么都忘了|https://www.gwern.net/images/spacedrepetition/scumbag-brain.png]]Scumbag Brain 表情包：考试前一晚死记硬背的时候什么都知道/一个月后什么都忘了\r\n\r\n因为死记硬背在某种程度上确实有它的功用。但有得必有失：你用现在的强记忆换取以后的弱记忆。(非常弱[12](https://www.gwern.net/Spaced-repetition#sn12)⁠。)考试通常全是新材料，虽偶尔会有旧问题，所以死记硬背是有回报的！这就是它的可恶之处——总的来说，虽然死记硬背的记忆寿命和质量都不如间隔重复的功效，但死记硬背能 **立即** 收效[13](https://www.gwern.net/Spaced-repetition#sn13)。因此，死记硬背虽说有些短视，但也算是理性的对策。甚至 SRS 软件也承认其功用，并提供一定程度的支持[14](https://www.gwern.net/Spaced-repetition#sn14)⁠。(但正如人们可能预期的，如果进行连续而渐进的测试，那么所学知识寿命也更长[15](https://www.gwern.net/Spaced-repetition#sn15)⁠；我不知道这是否因为这种测试是一种变相的、偶然间形成的间隔重复系统，还是学生或受试者只是为了应对小风险的考试而学习表现不同。)除了这种短期集中的优势之外，人们还常[忽略](https://www.gwern.net/docs/spaced-repetition/2011-mccabe.pdf)间隔重复的优势，以及有着认为短期记忆的成效会持续存在的主观“错觉”[16](https://www.gwern.net/Spaced-repetition#sn16)[17](https://www.gwern.net/Spaced-repetition#sn17)(参见：[Son & Simon 2012](https://www.gwern.net/docs/spaced-repetition/2012-son.pdf)[18](https://www.gwern.net/Spaced-repetition#sn18)⁠, [Mulligan & Peterson 2014](https://www.gwern.net/docs/spaced-repetition/2014-mulligan.pdf)⁠, [Bjork et al 2013](https://www.gwern.net/docs/spaced-repetition/2013-bjork.pdf)⁠, [Deslauriers et al 2019](https://www.pnas.org/content/early/2019/09/03/1821936116)); from [Kornell 2009](https://www.gwern.net/docs/www/sites.williams.edu/0b05297b47a1cfa08a95b83f49e8d254b1eefc84.pdf) 的对 GRE 词汇的研究(重点添加)：\r\n\r\n> 在整个实验中，对于 90% 的参与者来说， **间隔** 比集中更有效，然而在第一次学习之后，72% 的参与者认为 **集中** 比间隔更有效……当他们确实考虑间隔时，他们经常有这样的错觉：「集中学习比间隔学习更有效」，即使事实是相反的 ([Dunlosky & Nelson, 1994](https://www.gwern.net/docs/spaced-repetition/1994-dunlosky.pdf)⁠; Kornell & Bjork, 2008a; [Simon & Bjork 2001](https://www.gwern.net/docs/spaced-repetition/2001-simon.pdf)⁠; [Zechmeister & Shaughnessy, 1980](http://www.willatworklearning.com/2005/11/research_review.html))。\r\n\r\n正如人们所预期的那样，如果测试效应和间隔效应真实存在，那么那些本就自我测试并在考试前用功学习的学生往往会有较高的 GPA。[19](https://www.gwern.net/Spaced-repetition#sn19) 如果我们将问题解释为测试，那么一对一辅导[显著优于](https://en.wikipedia.org/wiki/Bloom‘s_2_Sigma_Problem)常规教学，这不会令我们惊讶，而且受辅导学生回答的问题数量高要出几个数量级[20](https://www.gwern.net/Spaced-repetition#sn20)⁠。\r\n\r\n当然，从长远来看，这种短视观点并不是一件好事。知识建立在知识的基础上，不是与学习无关的琐事。[Richard Hamming](https://en.wikipedia.org/wiki/Richard_Hamming) 在[《你和你的研究》](https://www.cs.virginia.edu/~robins/YouAndYourResearch.html)一书中回忆到：\r\n\r\n> 可以看到，大多数伟大的科学家都有澎湃的干劲。我在[贝尔实验室](https://en.wikipedia.org/wiki/Bell_Labs)与 [John Tukey](https://en.wikipedia.org/wiki/John_Tukey) 共事了十年。他便是干劲很足的人。我加入实验室约三四年后，有一天我发现 John Tukey 其实年龄竟比我小一点。John 是个天才，而我显然不是。我怒气攻心，冲进 [Bode](https://en.wikipedia.org/wiki/Hendrik_Wade_Bode) 的办公室说：「跟我差不多大的人怎么能像 John Tukey 那样知道这么多？」他靠在椅子上，把双手放在脑后，微微一笑，说道：「Hamming，如果你像他那样努力工作那么多年，你的知识也会多到让你惊讶的。」我羞愧至极，简直是马上溜出了办公室！\r\n\r\n>\r\n\r\n> Bode 的意思是：「知识和生产力就像[复利](https://en.wikipedia.org/wiki/Compound_interest)⁠。」如果两个人的能力大致相同，而其中一个人的工作量比另一个人多 10%，那么前者的产量将是后者的两倍多。知道的越多，学的越多；学的越多，能做的越多；能做的越多，机会越多——这很像复利。我不想给你一个利率，但这是一个非常高的利率。如果两个人拥有完全相同的能力，那么一个日复一日多花一个小时思考的人在一生中的工作效率将会大大提高。我把 Bode 的话放在心上；几年来，我花了更多的时间努力工作，并发现，事实上我可以完成更多的工作。\r\n\r\n知识需要积累，而间隔重复搭配上抽认卡很适合辅助积累，即使有[数千张](https://www.gwern.net/Spaced-repetition#the-workload)⁠卡片和前置概念，所有知识仍然能稳定地复习。\r\n\r\n间隔重复关注长远，这或许可以解释为什么显式的间隔重复很不普及：很久才能收获回报，而且这种回报很反直觉，却需要当即付出自律的代价，然而这个代价却很实在。(请参阅[双曲贴现](https://en.wikipedia.org/wiki/Hyperbolic_discounting)⁠。）而雪上加霜的是，确定何时进行下一次复习很困难——最好的时机是你即将忘记知识的时候，但这样就进退两难：如果即将忘记知识，又怎么能记住要复习它呢？你只记得去复习知道的知识，但知道了又不用去复习了！[21](https://www.gwern.net/Spaced-repetition#sn21)\r\n\r\n这个悖论的破局之道是让计算机处理所有的计算。我们要感谢[赫尔曼·艾宾浩斯](https://en.wikisource.org/wiki/Memory:_A_Contribution_to_Experimental_Psychology)细致得令人发指的研究，不过现在我们可以给计算机编程来计算遗忘曲线以及最需要复习的卡片集合[22](https://www.gwern.net/Spaced-repetition#sn22)⁠。这就是[间隔重复](https://en.wikipedia.org/wiki/Spaced_repetition)软件背后的逻辑：一遍又一遍地问同样的问题，但每次询问之间间隔不断增加。一开始每隔几天问一次，使用者很快就会记得挺清楚。然后间隔扩展成几周，然后是几个月，然后是几年。一旦记忆形成并存储到长期记忆中，只需要偶尔复习一下就很硬朗[23](https://www.gwern.net/Spaced-repetition#sn23)——我很清楚地记得我四五岁生日时用纸板做过大恐龙，或者用盒子做隧道，尽管我最多就一年回忆一两次。", + "type": "text/markdown", + "caption": " 高效学习的间隔重复\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced Repetition for Efficient Learning 1" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 2.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 2.md" new file mode 100644 index 0000000..4011a3a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 2.md" @@ -0,0 +1,105 @@ +## [文献综述](https://www.gwern.net/Spaced-repetition#literature-review) + +但是不要轻信我的话—— **不随他人之言** ！要用科学说话。当然，如果你真的相信我的话，你可能只想阅读间隔重复的使用方法和各种花式应用，所以我建议你[直接跳到这里](https://www.gwern.net/Spaced-repetition#using-it)。其他人，我们从头开始： + +### [背景：测试有效果！](https://www.gwern.net/Spaced-repetition#background-testing-works) + +> 「把课文阅读二十遍之后背诵，效果不如把课文阅读十遍，并且时不时尝试背诵，记不住了就翻阅一下。」—— **[The New Organon](https://en.wikipedia.org/wiki/The_New_Organon)** ，[Francis Bacon](https://en.wikipedia.org/wiki/Francis_Bacon) + +[测试效应](https://en.wikipedia.org/wiki/Testing_effect)是广受承认的心理学现象，表明了单纯测试记忆的行为就会增强记忆（无论是否有反馈）。既然[间隔重复](https://en.wikipedia.org/wiki/Spaced_repetition)的本质就是在特定的日子进行测试，我们便能得出测试比普通复习或者学习有更好的效果，而且不仅适用于记忆随便一个日期。下列是一些有关论文： + +1. Allen, G.A., Mahler, W.A., & Estes, W.K. (1969). [“Effects of recall tests on long-term retention of paired associates”](https://www.gwern.net/docs/spaced-repetition/1969-allen.pdf)⁠. *Journal of Verbal Learning and Verbal Behavior*, 8, 463-470 + + 进行一次测试，一天之后的记忆强度相当于学习 5 次；与集中回顾相比，间隔可以提高保留率。 + +2. Karpicke & Roediger (2003). [“The Critical Importance of Retrieval for Learning”](https://www.gwern.net/docs/www/www.wsu.edu/992e041a4a60ef70f816fadb6ac3ecc7409ba6c1.html) + + 学习斯瓦希里语词汇的实验中，学生遵循不同的流程，有的接受测试，有的学习，有的两者都做；学习阶段各组得分相似。研究人员要求学生预测他们能记住的词汇所占比重 （所有小组的预测的平均值是 50%）。一周后，接受测试的学生记住了大约 80% 的词汇，而没有测试的学生记住了大约 35%。一些学生测试或学习的时长比其他学生更久，然而一旦记忆成型了，[收益递减](https://en.wikipedia.org/wiki/Diminishing_returns)便如影随形。学生们报告说，他们很少测试自己，也很少测试已经学过的内容。 + + 总结：同样，与学习相比，测试可以改善记忆。而且，没有学生知道这一点。 + +3. Roediger & Karpicke (2006a). [“Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention”](https://www.gwern.net/docs/spaced-repetition/2006-roediger.pdf) + + 学生在读完文章 5 分钟、2 天、1 周后就文章阅读理解接受考查（没有反馈）。5 分钟之后考查，学习材料完胜测试，但其他时刻后就不一样了；然而学生认为，无论何时接受考查，学习都胜过测试一筹。1 周之后，测试成绩为 60%，而学习为 40%。 + + 总结：与学习相比，测试更能改善记忆。所有人（老师&学生）“觉得”恰好相反。 + +4. Karpicke & Roediger (2006a). [“Expanding retrieval promotes short-term retention, but equal interval retrieval enhances long-term retention”](https://www.gwern.net/docs/www/learninglab.psych.purdue.edu/054c41f268107e2212dc3d590c957ebc0d05701a.pdf) + + 一般科学散文理解；摘自 Roediger & Karpicke 2006b：「两天后，初次测试比重复学习的记忆效果更好 (68% 比 54%)，一周后再观察，测试比重复学习仍有优势 (56% 比 42%)。」 + +5. Roediger & Karpicke (2006b). [“The Power of Testing Memory: Basic Research and Implications for Educational Practice”](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.858.5753&rep=rep1&type=pdf) + + 文献综述：有 7 项1941 年之前的研究证明测试可以提高保留率，而在 1941 年之后的研究也有 6 项。另见综述 [“Spacing Learning Events Over Time: What the Research Says”](https://www.gwern.net/docs/www/phase-6.de/0d2f19701a0d5d5d6d46cfcb02202a126ad7c474.pdf) & [“Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction”](https://www.gwern.net/docs/www/laplab.ucsd.edu/9caf1988b2238f23ddb55be5b756d0cee4e7bd33.pdf)⁠, Carpenter et al 2012。 + +6. Agarwal et al 2008, [“Examining the Testing Effect with Open- and Closed-Book Tests”](https://pdfs.semanticscholar.org/7521/c9adbe66cb2e777f37b6b00e97f5f95633c2.pdf) + + 与 #2 一样，从长远来看，更纯粹的测试形式（也就是开卷测试而非闭卷测试）表现得更好，学生对于哪种测试更有效果上是受蒙蔽的。 + +7. Bangert-Drowns et al 1991. [“Effects of frequent classroom testing”](https://www.gwern.net/docs/spaced-repetition/1991-bangertdrowns.pdf) + +有 35 项研究在学期中展开各式测试。对这些研究进行元分析，发现 29 例发现测试有好处；5 例发现有坏处；1 例结果为无效果。元分析发现，即使只测试一次，也会带来巨大的好处，之后回报就会递减。 + +8. Cook 2006, [“Impact of self-assessment questions and learning styles in Web-based learning: a randomized, controlled, crossover trial”](https://www.gwern.net/docs/spaced-repetition/2006-cook.pdf)⁠；医生（住院医师）带着问题学习的话，最终得分更高。 + +9. Johnson & Kiviniemi 2009, [“The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course”](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2747780/)（「这项研究考察了基于掌握学习理论的每周强制阅读测验对于提高考试和课程表现的有效程度。能完成阅读测验与更好的考试和课程表现有关。」)；另见 [McDaniel et al 2012](https://www.gwern.net/docs/spaced-repetition/2012-mcdaniel.pdf)⁠。 + +10. Metsämuuronen 2013, [“Effect of Repeated Testing on the Development of Secondary Language Proficiency”](http://www.ccsenet.org/journal/index.php/jedp/article/download/19582/15080) + +11. Meyer & Logan 2013, [“Taking the Testing Effect Beyond the College Freshman: Benefits for Lifelong Learning”](https://www.gwern.net/docs/spaced-repetition/2013-meyer.pdf)⁠; 证实测试效应在老年人中与年轻人有相近的[效应量](https://en.wikipedia.org/wiki/Effect_sizes) + +12. Larsen & Butler 2013, [“Test-enhanced learning”](https://www.gwern.net/docs/spaced-repetition/2013-larsen.pdf) + +13. Yang et al 2021, [“Testing (Quizzing) Boosts Classroom Learning: A Systematic And Meta–Analytic Review”](https://www.gwern.net/docs/spaced-repetition/2021-yang.pdf) + +（可能有人会忍不住反对，称测试只能对 **某些** [学习风格](https://en.wikipedia.org/wiki/Learning_styles)有效，也许只对语言型学习风格有效。这种判断尚未得到证实，主要是因为学习风格的实验研究质量不高，而且对于学习风格本身是否存在这一点，现存证据还众说纷纭[24](https://www.gwern.net/Spaced-repetition#sn24)） + +#### [学科](https://www.gwern.net/Spaced-repetition#subjects) + +上述研究经常使用词-释义对或者单词表作为研究材料。测试效应推广到其他领域效果如何？ + +测试有益学习的材料： + +- 外语词汇 (eg. Karpicke & Roediger 2003, [Cepeda et al 2009](https://www.gwern.net/docs/www/www.cs.colorado.edu/e7d29d6554061a04ee000fa703f4f1ba6dccd7b5.pdf)⁠, Fritz et al 2007[25](https://www.gwern.net/Spaced-repetition#sn25)⁠, [de la Rouviere 2012](https://www.gwern.net/docs/www/scholar.sun.ac.za/9578b93726899111f4a3d03bffc7d36f0f02d14d.pdf)) + +- [GRE](https://en.wikipedia.org/wiki/GRE) 材料 (比如词汇题，[Kornell 2009](https://www.gwern.net/docs/www/sites.williams.edu/0b05297b47a1cfa08a95b83f49e8d254b1eefc84.pdf)); 关于一般科学话题的文章 (Karpicke & Roediger, 2006a; Pashler et al, 2003) + +- 百科问答 ([McDaniel & Fisher 1991](https://www.gwern.net/docs/spaced-repetition/1991-mcdaniel.pdf)) + +- 小学和中学的课程，如传记材料和科学 ([Gates 1917](https://www.archive.org/details/recitationasafa00gategoog)⁠;由 [Spitzer 1939](https://www.gwern.net/docs/spaced-repetition/1939-spitzer.pdf)[26](https://www.gwern.net/Spaced-repetition#sn26) 和 Vlach & Sandhofer 2012[27](https://www.gwern.net/Spaced-repetition#sn27)⁠ 分别研究) + +- Agarwal et al (2008): 简答测试对于教科书段落效果拔群 + +- 历史教科书；一开始使用简答题而不是选择题可以更好提升保留率 ([Nungester & Duchastel 1982](https://www.gwern.net/docs/spaced-repetition/1982-nungester.pdf)) + +- [LaPorte & Voss (1975)](https://www.gwern.net/docs/spaced-repetition/1975-laporte.pdf) 也发现测试效应下保留率比选择题或再认题高 + +- [Duchastel & Nungester, 1981](https://www.gwern.net/docs/spaced-repetition/1981-duchastel): 在测试 6 个月后，测试在回忆一段历史文本上比学习效果更好 + +- [Duchastel (1981)](https://www.gwern.net/docs/spaced-repetition/1981-duchastel.pdf)：对于阅读理解历史段落，自由回忆比简答题和选择题有决定性优势 + +- [Glover (1989)](https://www.gwern.net/docs/spaced-repetition/1989-glover.pdf)：通过自由回忆自我检测比再认或[填空题](https://en.wikipedia.org/wiki/Cloze_deletions)⁠效果更好；主题是花朵各部分的名称 + +- [Kang, McDermott, and Roediger (2007)](https://www.gwern.net/docs/spaced-repetition/2007-kang.pdf)：散文文章；一开始进行简答测试，在 3 天后的选择题和简答测试中成绩都很优异 + +- [Leeming (2002)](http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ761434): 测试应用于学习两门心理学课程：心理学导论 & 记忆/学习主题；“心理学导论上（测试与学习效果为）80% 与 74%；学习和记忆主题上（测试与学习效果为）89%比80%”[28](https://www.gwern.net/Spaced-repetition#sn28) + +这些材料涵盖了相当多的所谓「陈述性」知识。将测试拓展到其他领域则更加困难，测试往往会沦为「频繁得做很多分析，而不做大局分析」，或者「进行很多琐碎练习」，或者所拓展领域中类似的行为。 + +> 第三个问题与第二个问题有关。我们提倡通过测试学习，但这种方式是否适合主题复杂的课程呢？例如斯宾诺莎哲学、莎士比亚喜剧或创意写作。当然在这类课程中，我们同意大部分形式的客观测试都是水土不服的。但我们也相信，广义上的测试效应思想仍然适用——学生应该持续思考课程主题内容并接受挑战，而不仅仅参加期中和期末考试（即使考试是写论文）。在一门斯宾诺莎的课程中，老师每周给学生安排阅读材料和引人深思的论文问题。这便是体现迁移恰当理论的每周「测试」（尽管是带回家做的考试)。持续测试要求学生持续投入到一门课程中，而不是天天划水，直到期中考试或期末考试临近才开始学习。[29](https://www.gwern.net/Spaced-repetition#sn29)。 + +#### [缺点](https://www.gwern.net/Spaced-repetition#downsides) + +测试确实已知有一些缺陷： + +1. 对回忆能力的干扰——回忆已测试项目的能力，会削弱回忆未测试的类似项目的能力。 + + 大多数/所有研究都是在实验室环境下进行的，而且干扰并不显著： + + 总而言之，虽然各种类型的回忆干扰是真实存在的（也相当有趣），但我们不认为回忆干扰能否定测试增强学习的观点。这种干扰最坏也只是在一定程度上削弱测试效应的正面效果。然而测试的正面效果之明显，大多数情况下都能超过相对微小的干扰影响。 + +2. 多项选择测试可能会意外地导致“负面暗示效应”，也就是有一些内容测试者已经知道是错的，但在测试中包含这些内容后，测试者却很容易认为它们是对的。 + + 如果能快速反馈正确答案，负面暗示效应就会减轻很多，甚至被消除（参见Butler & Roediger 2008 [“Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing”](https://www.gwern.net/docs/spaced-repetition/2008-butler.pdf). 解决方法：不要用选择题；反正选择题的测试能力比自由回忆或者简答都差。 + +这两个问题似乎都不太严重。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 2.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 2.md.meta" new file mode 100644 index 0000000..4b235c1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 2.md.meta" @@ -0,0 +1,9 @@ +caption: # [文献综述](https://www.gwern.net/Spaced-repetition#literature-review) +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250227 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Spaced Repetition for Efficient Learning 2 +title: λ:/thoughts-memo-translation-main/gwern/Spaced Repetition for Efficient Learning 2 +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 3.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 3.md" new file mode 100644 index 0000000..68ba434 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 3.md" @@ -0,0 +1,277 @@ +### [间隔效应](https://www.gwern.net/Spaced-repetition#distributed)（分散练习） + +测试的时机至关重要。上文中，我们注意到学完知识之后测试是有些好处，但是同样数量的测试分散到不同时机进行，更能实现 **间隔效应** 或者 **间隔重复** 。有上百个研究涉及间隔效应： + +- [Cepeda et al 2006](https://www.gwern.net/docs/www/uweb.cas.usf.edu/f1052ecdd92f0ecc3f57bdd890a4a6558483ec45.pdf) 这篇综述对 184 篇文章共计 317 个实验做了总结；其他综述包括： + +- Ruch 1928, [“Factors influencing the relative economy of massed and distributed practice in learning”](https://www.gwern.net/docs/spaced-repetition/1928-ruch.pdf) + +- Crowder 1976, [*Principles of learning and memory*](https://www.amazon.com/Principles-Learning-Memory-Experimental-Psychology/dp/0898591155/?tag=gwernnet-20) + +- Dempster 1989, [“Spacing effects and their implications for theory and practice”](https://www.gwern.net/docs/spaced-repetition/1989-dempster.pdf) + +- Delaney et al 2010, [“Spacing and testing effects: A deeply critical, lengthy, and at times discursive review of the literature”](https://www.gwern.net/docs/spaced-repetition/2010-delaney.pdf) + +- Donovan & Radosevich 1999, [“A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t”](https://www.gwern.net/docs/spaced-repetition/1999-donovan.pdf) + +- Greene 1992, [*Human memory: Paradigms and paradoxes*](https://www.amazon.com/Human-Memory-Paradigms-Robert-Greene/dp/080580997X/?tag=gwernnet-20) + +- Janiszewski et al 2003, [“A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory”](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.200.8846&rep=rep1&type=pdf) + +- Pavlik & Anderson 2003, [“An ACT-R model of the spacing effect”](https://www.gwern.net/docs/www/act-r.psy.cmu.edu/f4b85d71f1bd93309c094119607097a071bb09e3.pdf) + +- Balota et al 2006, [“Is Expanded Retrieval Practice a Superior Form of Spaced Retrieval? A Critical Review of the Extant Literature”](https://www.gwern.net/docs/www/psychnet.wustl.edu/13ef191de62e05c797f57dea636fd88aceda45f7.pdf) + +- Carpenter et al 2012, [“Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction”](https://www.gwern.net/docs/www/files.eric.ed.gov/2dc7913bff4180777ffee498286b16dea6137302.pdf) + +他们几乎一致地发现，若最终测试/测量在几天或几年后进行的话，间隔测试优于集中测试[30](https://www.gwern.net/Spaced-repetition#sn30)⁠，尽管其中机制并未知晓[31](https://www.gwern.net/Spaced-repetition#sn31)⁠。除了前面提到的研究外，我们还有： + +- Peterson, L. R., Wampler, R., Kirkpatrick, M., & Saltzman, D. (1963). [“Effect of spacing presentations on retention of a paired associate over short intervals”](https://www.gwern.net/docs/spaced-repetition/1963-peterson.pdf)⁠. *Journal of Experimental Psychology*, 66(2), 206-209 + +- Glenberg, A. M. (1977). [“Influences of retrieval processes on the spacing effect in free recall”](https://www.gwern.net/docs/spaced-repetition/1977-glenberg.pdf)⁠. *Journal of Experimental Psychology: Human Learning and Memory*, 3(3), 282-294 + +- Balota et al 1989, [“Age-related differences in the impact of spacing, lag and retention interval”](https://www.gwern.net/docs/www/psychnet.wustl.edu/ad28721c2c4227dff59f1061c900d6ee8b7096da.pdf)⁠. *Psychology and Aging*, 4, 3-9 + + **大量** 研究文献都在探究“什么样”的间隔安排是最好的，以及如此安排所反映出的记忆性质：是间隔固定不动好，还是间隔逐渐变大好？这对于理解记忆以及建立记忆模型都非常重要，同时也有助于将间隔重复融入课堂（比如[Kelley & Whatson 2013年](https://www.frontiersin.org/Journal/10.3389/fnhum.2013.00589/full)研究使用的安排是10分钟学习/10分钟休息，将同样材料重复三次，其意图是促使材料进入长期记忆？）但是对于实践来说，这个研究方向不是很有趣：总的来说，很多研究众说纷纭，但给出的安排效率虽有差异，也不算显著。大多数现存材料都模仿 Supermemo, 使用了间隔变大的算法，所以没什么好担心的； Mnemosyne 的开发者 Peter Bienstman 说，尚不清楚更复杂的算法能否有助益[32](https://www.gwern.net/Spaced-repetition#sn32)⁠, Anki 开发者[担心](https://faqs.ankiweb.net/what-spaced-repetition-algorithm.html)重新实现 Supermemo 的专有算法太难也太复杂，却看不到显著成效，同时 SM3+ 算法为了极尽优化可能造成更多错误。所以他们也有同感。 + +如果有人感兴趣，有 3 项研究发现固定间隔比递增间隔更好： + +1. Carpenter, S. K., & DeLosh, E. L. (2005). [“Application of the testing and spacing effects to name learning”](http://public.psych.iastate.edu/shacarp/Carpenter_Delosh_2005.pdf)⁠. *Applied Cognitive Psychology*, 19, 619-636[33](https://www.gwern.net/Spaced-repetition#sn33) + +2. Logan, J. M. (2004). *Spaced and expanded retrieval effects in younger and older adults*. Unpublished doctoral dissertation, Washington University, St. Louis, MO + + 这篇论文很有趣，因为洛根发现，一天之后测试，使用递增间隔复习的年轻人表现要差得多。 + +3. Karpicke & Roediger, 2006a + +撇开固定间隔的问题与递增间隔的问题不谈，有更多通用研究指出间隔学习相对集中学习的好处，见下面的列表： + +- Cepeda et al 2006 （大综述，本页中其他地方用到） + +- Karpicke & Roediger 2006a + +- Rohrer & Taylor 2006. [“The effects of over-learning and distributed practice on the retention of mathematics knowledge”](https://www.gwern.net/docs/www/uweb.cas.usf.edu/f3db157e6865f52ea1c6a9a798ef6ef3d90f20cc.pdf)⁠. *Applied Cognitive Psychology*, 20: 1209-1224 (参见 [Rohrer & Taylor 2007](https://www.gwern.net/docs/spaced-repetition/2007-rohrer.pdf)⁠, [Rohrer et al 2005](https://www.gwern.net/docs/www/escholarship.org/3264da82122899f5071d56f8e1d7c035b57d8ac5.pdf)) + +- Seabrook et al 2005. [“Distributed and Massed Practice: From Laboratory to Classroom”](https://www.gwern.net/docs/spaced-repetition/2005-seabrook.pdf) + +- Keppel, Geoffrey. [“A Reconsideration of the Extinction-Recovery Theory”](https://www.gwern.net/docs/spaced-repetition/1967-keppel.pdf)⁠. *Journal of Verbal Learning & Verbal Behavior*. 6(4) 1967, 476-486 + + 一周后，集中复习者从 5.9 正确 → 2.1；间隔复习者从 5.5 → 5.0。(请注意，通常的观察是集中学习最初更好，后来变得更差，正确率是最初的一半不到) + +- Bloom & Schuell 1981, [“Effects of massed and distributed practice on the learning and retention of second-language vocabulary”](https://www.gwern.net/docs/spaced-repetition/1981-bloom.pdf) + + 在两个高中组记住 16 个法语单词四天后，间隔组还记得 15 个，集中组还记得 11 个。 + +- Rea, Cornelius P; Modigliani, Vito. [“The effect of expanded versus massed practice on the retention of multiplication facts and spelling lists”](https://www.researchgate.net/publication/232508016_The_effect_of_expanded_versus_massed_practice_on_the_retention_of_multiplication_facts_and_spelling_lists)⁠. *Human Learning: Journal of Practical Research & Applications*. Vol 4(1) Jan-Mar 1985, 11-18[34](https://www.gwern.net/Spaced-repetition#sn34) + + > 培训后立即进行测试，结果间隔组（70% 正确）比集中组（53% 正确）表现更好。这些结果似乎表明，间隔效应适用于学龄儿童，至少适用于学校通常教授的一些材料。[35](https://www.gwern.net/Spaced-repetition#sn35) + +- Donovan & Radosevich 1999, [“A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t”](https://www.gwern.net/docs/spaced-repetition/1999-donovan.pdf): + + > 根据多诺万和拉多塞维奇对间隔学习研究的元分析，间隔效应的[效应量](https://en.wikipedia.org/wiki/Effect_size)]为 *d* = 0.42. 这意味着接受间隔练习后的平均记忆效果，优于约 67% 集中练习者的记忆效果。这个效应量不容小觑——在教育研究中，即使效应量低到 *d* = 0.2 都认为是“足够显著”，而高于 *d* = 1 的效应量则少之又少。[36](https://www.gwern.net/Spaced-repetition#sn36)。 + + > 例如，在 Donovan 和 Radosevich (1999) 的一项元分析中，随着任务的概念难度从低（如旋转追视）到平均（例如单词列表回忆）再到高（例如拼图），间隔效应的效应量急剧减少。根据这一发现，对于许多数学任务来说，间隔练习的好处可能会变得微不足道。[37](https://www.gwern.net/Spaced-repetition#sn37) （注：旋转追视是用于测试手眼协调和运动技能学习的测试，受试者需要用指示物追踪旋转圆盘上的圆点） + + Donovan 的元分析指出，在使用更好方法的研究中，效应量虽然变小，但仍然不容小觑。 + +- Bahrick, Harry P; Phelphs, Elizabeth. [“Retention of Spanish vocabulary over 8 years”](https://www.gwern.net/docs/spaced-repetition/1987-bahrick.pdf)⁠. *Journal of Experimental Psychology: Learning, Memory, & Cognition*. Vol 13(2) April 1987, 344-349; 这篇研究初始训练之后的间隔特别长，很有意思 + + > Harry Bahrick 和 Elizabeth Phelps (1987) 研究了 50 个西班牙语词汇在 8 年之后的保留情况。受试者被分成三组。每个人练习七到八次，间隔几分钟，1 天或 30 天。在每个环节中，受试者都会进行练习，直到他们可以一次性完美回忆出单词列表…8 年后，无延迟组的人能记住 6% 的单词，延迟 1 天组的人能记住 8% ，30 天组的人平均能记住 15%。每个人都参加了选择题测试，其中再次观察到了间隔效应。无延迟组得分为 71%，一天组得分为 80%，30 天组得分为 83%。 + + > + + >…Bahrick 和他的同事们改变了练习的间隔和练习量。练习环节之间有间隔 14 天、28 天或 56 天的，总共进行 13 或 26 次练习。他们测试了受试者在训练后一年、二年、三年和五年的记忆。有一次观察到，当练习环节间隔较长时，在每个练习环节中达到标准所需的时间稍长一些，但同样，这一小投资在几年后产生了回报。测试是在练习后一年、两年、三年还是五年进行的并不重要——56 天组总是记住最多的，28 天组次之，14 天组记忆最少。而且影响是比较大的。如果每 14 天练习一次单词，你需要的练习次数是每 56 天练习一次时的两倍，才能达到同样的表现水平！ + +- Pashler et al, 2003; [“Is Temporal Spacing of Tests Helpful Even When It Inflates Error Rates?”](https://www.gwern.net/docs/www/www.pashler.com/4e99f8316c9e06cf39cb9cea084aaa60e1f5ad3b.html) + + 测试之间的长间隔必然意味着你经常会回答错误；有人认为答错就会削弱学习效果。尽管短期内过多的错误的确会降低准确性，但长间隔的力量足以让他们仍然获胜。 + +- 间隔重复在患病人群中的研究： + + - 让阿尔茨海默病患者进行短期复习的研究；间隔时间以秒和分钟为单位，在物体位置教学或日常任务方面取得了一定成功 [38](https://www.gwern.net/Spaced-repetition#sn38): + + - Camp, C. J. (1989). “Facilitation of new learning in Alzheimer’s disease”. In G. C. Gilmore, P. J. Whitehouse, & M. L. Wykle (Eds.), [*Memory, aging, and dementia*](https://www.gwern.net/docs/spaced-repetition/1989-gilmore-memoryaginganddementia.pdf) (pp. 212-225) + + - Camp, C. J., & McKitrick, L. A. (1992). “Memory interventions in Alzheimer’s-type dementia populations: Methodological and theoretical issues”. In R. L. West & J. D. Sinnott (Eds.), *Everyday memory and aging: Current research and methodology* (pp. 152-172) - + + - 针对创伤性脑损伤患者的研究; Goverover et al 2009, [“Application of the spacing effect to improve learning and memory for functional tasks in traumatic brain injury: a pilot study”](https://pdfs.semanticscholar.org/0eb4/8078fdc906f368d22f324e0520e4ee4f9c08.pdf) + + - 和多发性硬化症患者的研究; Goverover et al 2009, [“A functional application of the spacing effect to improve learning and memory in persons with multiple sclerosis”](https://www.gwern.net/docs/spaced-repetition/2009-goverover.pdf) + +- 数学[39](https://www.gwern.net/Spaced-repetition#sn39): + + - 乘法 (Ria & Modigliani 1985) + + - 遍历数列[排列](https://en.wikipedia.org/wiki/Permuting) (Rohrer & Taylor 2006)on + + - 计算[多面体](https://en.wikipedia.org/wiki/Polyhedrons)体积 (Rohrer & Taylor 2007) + + - 统计 ([Smith & Rothkopf 1984](https://www.gwern.net/docs/www/people.tamu.edu/a1070764fd7db3bfbfbe7819e350c9db38046fbf.pdf)) + + - 初级微积分 ([Revak 1997](https://www.gwern.net/docs/spaced-repetition/1997-revak.pdf)[40](https://www.gwern.net/Spaced-repetition#sn40) 但也有一篇相关文章说明[对微积分 I 无效](http://digitalcommons.uconn.edu/dissertations/AAI3464319/)) 和代数 ([Mayfield & Chase 2002](https://www.gwern.net/docs/www/www.ncbi.nlm.nih.gov/2827e00cfdd92c27c95ed4fb50b81cd8748ee277.pdf)⁠, [Patac & Patac 2013](https://www.gwern.net/docs/spaced-repetition/2013-patac.pdf)⁠; 可能没效果, [Sutherland 2013](https://www.gwern.net/docs/www/getd.libs.uga.edu/c6e8cb41c66f055e0751c340cbe1ac720e48e50a.pdf)) + +- 医学 ([Kerfoot & Brotschi 2009](https://www.gwern.net/docs/spaced-repetition/2009-kerfoot-2.pdf)⁠, [Shaw et al 2012](http://qualitysafety.bmj.com/content/early/2012/06/15/bmjqs-2011-000702.abstract)⁠; [Kerfoot 2009](https://www.gwern.net/docs/spaced-repetition/2009-kerfoot.pdf)⁠, 是 [Kerfoot et al 2007](https://pdfs.semanticscholar.org/f2b5/aed794e5d164065a184207f2663620b96ba3.pdf) 两年后的跟进研究。Kerfoot 有其他一些 [相关研究](http://app.qstream.com/pricekerfoot)⁠; [Gyorki et al 2013](https://www.gwern.net/docs/spaced-repetition/2013-gyorki.pdf)) ；在手术方面 (Moulton et al 2006, [“Teaching Surgical Skills: What Kind of Practice Makes Perfect? A Randomized, Controlled Trial”](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1856544/)⁠, 微血管缝合的间隔重复实践；[Spruit et al 2014](https://www.gwern.net/docs/spaced-repetition/2014-spruit.pdf)) + +- 心理学导论 (Balch 2006, [“Encouraging Distributed Study: A Classroom Experiment on the Spacing Effect”](https://www.gwern.net/docs/spaced-repetition/2006-balch.pdf)[41](https://www.gwern.net/Spaced-repetition#sn41)⁠. *Teaching of Psychology*, 33, 249-252) + +- 8 年级美国历史 ([Carpenter, Pashler, and Cepeda 2009](https://www.gwern.net/docs/www/laplab.ucsd.edu/085e07a80bae9c6c1aa2e17fe11a570607366136.pdf)) + +- 用自然拼读法学习阅读 (Seabrook et al 2005) + +- 音乐 ([Stambaugh 2009](https://works.bepress.com/laura_stambaugh/6/download/)) + +- 生物 (中学生物；[Kelly&Whatson 2013](http://www.frontiersin.org/Journal/10.3389/fnhum.2013.00589/full)) + +- 统计 (初步内容；[Maas 等人于2015年](https://www.gwern.net/docs/spaced-repetition/2015-maas.pdf)) + +- 记忆网站密码 ([Bonneau & Schechter 2014](https://www.gwern.net/docs/www/www.usenix.org/b2979bd0e7ea1cc2c36ab1d074394a5849f68c54.pdf)⁠, [Blocki et al 2014](https://arxiv.org/abs/1410.1490)⁠, [Blum & Vempala 2017](https://arxiv.org/abs/1707.01204)) + +- 可能不是澳大利亚宪法 ([Colbran et al 2015 年](https://www.gwern.net/docs/spaced-repetition/2015-colbran.pdf)) + +#### [间隔效应的通用性](https://www.gwern.net/Spaced-repetition#generality-of-spacing-effect) + +我们已经看到，间隔重复在各种学术领域和媒介上都是有效的。除此之外，间隔效应还在下列领域有效： + +- 各种「领域（例如，学习知觉运动任务或者单词表)」[42](https://www.gwern.net/Spaced-repetition#sn42)比如空间记忆[43](https://www.gwern.net/Spaced-repetition#sn43) + +- 「跨物种 (例如，[老鼠](http://www.jneurosci.org/content/21/7/2404.long)⁠，鸽子和人类[或[苍蝇](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3044934/)或[大黄蜂](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC311375/)⁠，和海蛞蝓，[Carew et al 1972](https://www.gwern.net/docs/spaced-repetition/1972-carew.pdf) & [Sutton et al 2002](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC155928/)])」 + +- 「跨年龄组[婴儿期[44](https://www.gwern.net/Spaced-repetition#sn44)⁠，儿童期[45](https://www.gwern.net/Spaced-repetition#sn45)⁠，成年期[46](https://www.gwern.net/Spaced-repetition#sn46)⁠，老年期[47](https://www.gwern.net/Spaced-repetition#sn47)]和具有不同记忆障碍的人」 + +- 「以及跨保留间隔，从秒[48](https://www.gwern.net/Spaced-repetition#sn48)[到天[49](https://www.gwern.net/Spaced-repetition#sn49)]到月」(我们已经看到以年为单位的研究) + +然而，生效的领域是有限的。Cepeda et al 2006: + +> [[Moss 1995](http://digitalcmmons.usu.edu/cgi/viewcontent.cgi?article=4569&context=etd)，回顾了 120 篇文章]得出的结论是，较长的 ISI 有助于学习言语型信息（例如拼写[50](https://www.gwern.net/Spaced-repetition#sn50)）和运动技能（例如镜画实验）；在每种情况下，超过 80% 的研究都显示出分散练习有效果。相比之下，只有三分之一的智力技能（例如，数学计算）研究显示分散练习有效果，一半的研究显示分散练习没有效果。（注：镜画实验是指实验时，被试注视平面镜内的图形。用描绘笔学习画下画板上的图形） + +> + +> …[Donovan 和 Radosevich (1999)] 低严格性研究中的低复杂性任务（如旋转追视、打字和翻转钉子）效应量最大，并且保留间隔不影响效应量。Donovan 和 Radosevich 只研究了 ISI 和任务领域之间的互相影响。值得注意的是，任务领域降低了分散练习的效果；根据任务领域和间隔的不同，ISI 的增加要么增加了效应量，要么降低了效应量。总体而言，Donovan 和 Radosevich 发现，间隔更长的分散练习在自由回忆、外语和言语辨别等言语型任务中产生的效应量更大，但这些任务也显示出反 U 函数，即非常长的间隔产生的效应量较小。相比之下，打字、体操和音乐表演等技能型任务中，递增间隔的效应量较小。 + +从体操和音乐表演等技能可以看出，测试效应和间隔重复有一个重要特点：两者只能维持记忆强度或技能水平的现状，而无法令其进一步提升。如果有人开始复习时是有小有水准的业余爱好者，那么复习之后，他仍然只是小有水准的业余爱好者。Ericsson 介绍了「提升」和精进所专所必需的概念：[刻意练习](https://en.wikipedia.org/wiki/Deliberate_practice)[51](https://www.gwern.net/Spaced-repetition#sn51)⁠。摘自[「刻意练习的作用」](https://www.gwern.net/docs/psychology/writing/1993-ericsson.pdf)： + +> 有种观点认为，只要进行足够练习——无论练习形式如何——便能得到上佳表现。这个观点由来已久，也争议颇多。Bryan 和 Harter 在一系列针对摩尔斯电码操作员的经典研究([1897](https://www.gwern.net/docs/psychology/1897-bryan.pdf), [1899](https://www.gwern.net/docs/psychology/1899-william.pdf)) 中，注意到技能习得存在平台期，也就是技能练习者很长一段时间内似乎无法进一步提升。然而，长久努力之后，练习者将能重组其技能，跨越平台期……面对继续精进的需求，即使是极富经验的摩尔斯电码操作员，经由刻意练习也能备受鼓舞，大幅提升其表现。对于更一般的领域， [Thorndike (1921)](https://www.gwern.net/docs/spaced-repetition/1921-thorndike-educationalpsychology-v2-thepsychologyoflearning.pdf#page=188) 观察到很多成年人即使常常执行一些任务，他们在这些任务上的表现远称不上个人最佳水平。比如，一些成年人明明能把字写得又快又清楚，他们平常却没有这个水准。……对于[优化学习和提高成绩]，有一个前提条件广为提及，也就是练习者须有动机执行此项任务……练习者需能当即获知详尽反馈，以及练习结果……缺乏足够反馈，高效学习无从谈起。即便练习者干劲十足，进步也微乎其微，尤其是准确性上……与游戏相比，[刻意练习](https://en.wikipedia.org/wiki/Practice_(learning_method)#Deliberate_practice) 是高度结构化的，其目标明确，就是提升表现。刻意练习中会制定具体的任务来克服缺点，并会仔细监控表现，来找出进一步提升的线索。我们认为刻意练习需要投入努力，其本质不是令人愉快的。 + +##### [运动技能](https://www.gwern.net/Spaced-repetition#motor-skills) + +应该指出的是，关于间隔重复多大程度上适用于运动技能，不少综述相互矛盾；Lee & Genovese 1988 认为有好处，而 Adams 1987 和更早的综述相反。区别可能在于，[Shea & Morgan 1979](http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ215260&ERICExtSearch_SearchType_0=no&accno=EJ215260) 显示了（随机/间隔安排计划有益于）简单的运动任务，而 [Wulf & Shea 2002](https://pdfs.semanticscholar.org/c747/336e77ce39f7f5cdbd937684a7f564e9e194.pdf)⁠ 显示 **复杂** 的任务，即受试者已经在他的极限下操作的任务，则没有受益。Stambaugh 2009 提到了一些不同的研究： + +> 情景干扰假说（Shea 和 Morgan 1979，Battig 1966 [[ **技能的习得** ](https://archive.org/details/acquisitionofski00conf)中的「促进和干扰」]）预测阻塞条件将在练习（习得）后立即展现出更好的表现，但随机条件在延迟保留率测试中表现更好。这一假设在实验室运动学习研究中基本一致（如 [Lee & Magill 1983](https://www.gwern.net/docs/spaced-repetition/1983-lee.pdf), [Brady 2004](https://www.gwern.net/docs/spaced-repetition/2004-brady.pdf)），但在运动技能的应用研究方面不太一致（结果好坏都有，如 [Landin & Hebert 1997](https://www.gwern.net/docs/spaced-repetition/1997-landin.pdf), Hall et al 1994, [Regal 2013](http://digitalcommons.mtu.edu/cgi/viewcontent.cgi?article=1486&context=etds)）和精细运动技能（[Ollis et al 2005](https://www.gwern.net/docs/spaced-repetition/2005-ollis.pdf), [Ste-Marie et al 2004](https://www.gwern.net/docs/spaced-repetition/2004-stemarie.pdf)）。 + +一些支持间隔重复的研究（摘自 Son & Simon 2012）： + +> 可能甚至在认知研究和间隔效应的实证工作[之前](https://en.wikipedia.org/wiki/Prior_probability)，间隔学习的好处已经在一系列运动学习任务中显现出来，包括迷宫学习（Culler 1912 ）、打字（Pyle 1915 ）、射箭（Lashley 1915 ）和投掷标枪（Murphy 1916 ）；（见 Ruch 1928 对从间隔学习中获益的运动学习任务进行了更广泛的回顾；也见 Moss 1996 关于运动学习任务的最新综述）。因此，与认知文献一样，运动领域的分散练习研究早已确立（见 Adams 1987 综述；Schmidt & Lee 2005 综述），大多数兴趣都集中在改变运动技能的学习试验的间隔对学习和练习技能的保留率的影响。Lee & Genovese 1988 对有关分散练习的研究进行了综述和元分析，他们得出的结论是，大量练习往往会抑制即时表现和学习，而学习是在练习环节之后的某个时间段内被评估的。他们的主要发现是，和认知文献一样，间隔练习后的学习比集中练习后的学习相对更强（但这里也有些批评：见 Ammons 1988 ；Christina & Shea 1988 ；Newell et al. 1988）......最广泛引用的例子可能是 Baddeley & Longman 1978 关于如何最佳地教邮递员打字的研究。他们让学习者每天练习一次或两次，每次练习的时间长度为 1 或 2 小时。研究的主要结果是，当学习者处于最分散的练习状态时，他们用最少的累计练习时间就能达到打字的表现标准。这一发现为间隔练习对加强学习的好处提供了明确的证据。然而，正如人们所指出的（Newell et al. 1988；Lee & Wishart 2005），还需要考虑的是，从开始练习到达到标准的总时间（天数）在最分散的条件下要长很多....同样的基本结果在此后的几十年里被反复证明（见 Magill & Hall 1990 综述；Lee & Simon 2004），并且在各种各样的运动任务中，包括不同的羽毛球发球（Goode & Magill 1986年），步枪射击（Boyce & Del Rey 1990），预先建立的技能，棒球击球（Hall et al. 1994），学习不同的逻辑门配置（Carlson et al. 1989; Carlson & Yaure 1990），自动取款机的新用户学习（Jamieson & Rogers 2000），以及解决课堂作业中可能出现的数学问题（Rohrer & Taylor 2007; Le Blanc & Simon 2008; Taylor & Rohrer 2010）。 + +> + +> - Culler, E. A. (1912). [“The effect of distribution of practice upon learning”](https://www.gwern.net/docs/spaced-repetition/1912-culler.pdf)⁠. *Journal of Philosophical Psychology*, 9, 580-583 + +> - Pyle, W. H. (1915). [“Concentrated versus distributed practice”](http://books.google.com/books?hl=en&lr=&id=P8RMAAAAYAAJ&oi=fnd&pg=PA247&ots=ngbgLvHiqb&sig=Dyur1KbbI6Egs4z1lFqm6rYUIqw#v=onepage&q&f=false) + +> - Lashley 1915, [“The acquisition of skill in archery”](https://www.gwern.net/docs/spaced-repetition/1915-lashley.pdf) + +> - Murphy, H. H. (1916). [“Distributions of practice periods in learning”](https://www.gwern.net/docs/spaced-repetition/1916-murphy.pdf)⁠. Journal of Educational Psychology, 7, 150-162 + +> - Adams, J. A. (1987). [“Historical review and appraisal of research on the learning, retention, and transfer of human motor skills”](https://www.gwern.net/docs/spaced-repetition/1987-adams.pdf) + +> - Schmidt, R. A., & Lee, T. D. (2005). [*Motor control and learning: A behavioral emphasis*](https://www.amazon.com/Motor-Control-Learning-Behavioral-Emphasis/dp/0880114843/?tag=gwernnet-20) (4th ed.). Urbana-Champaign: Human Kinetics + +> - Lee, T. D., & Genovese, E. D. (1988). [“Distribution of practice in motor skill acquisition: Learning and performance effects reconsidered”](https://www.gwern.net/docs/spaced-repetition/1988-lee.pdf)⁠. Research Quarterly for Exercise and Sport, 59, 277-287 + +> - Ammons, R. B. (1988). [“Distribution of practice in motor skill acquisition: A few questions and comments”](https://www.gwern.net/docs/spaced-repetition/1988-ammons.pdf)⁠. Research Quarterly for Exercise and Sport, 59, 288-290 + +> - Christina, R. W., & Shea, J. B. (1988). [“The limitations of generalization based on restricted information”](https://www.gwern.net/docs/spaced-repetition/1988-christina.pdf)⁠. Research Quarterly for Exercise and Sport, 59, 291-297 + +> - Newell, K. M., Antoniou, A., & Carlton, L. G. (1988). [“Massed and distributed practice effects: Phenomena in search of a theory?”](https://www.gwern.net/docs/spaced-repetition/1988-newell.pdf) Research Quarterly for Exercise and Sport, 59, 308-313 + +> - Lee, T. D., & Wishart, L. R. (2005). [“Motor learning conundrums (and possible solutions)”](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.574.5400&rep=rep1&type=pdf) + +> - Lee, T. D., & Simon, D. A. (2004). [“Contextual interference”](https://www.gwern.net/docs/spaced-repetition/2004-lee.pdf) + +> - Goode, S., & Magill, R. A. (1986). [“Contextual interference effects in learning three badminton serves”](https://www.gwern.net/docs/spaced-repetition/1986-goode.pdf)⁠. Research Quarterly for Exercise and Sport, 57, 308-314 + +> - Boyce, B. A., & Del Rey, P. (1990). “Designing applied research in a naturalistic setting using a contextual interference paradigm”. Journal of Human Movement Studies, 18, 189-200 + +> - Hall et al 1994, [“Contextual interference effects with skilled baseball players”](https://www.gwern.net/docs/spaced-repetition/1994-hall.pdf) + +> - Carlson, R. A., & Yaure, R. G. (1990). [“Practice schedules and the use of component skills in problem solving”](https://www.gwern.net/docs/spaced-repetition/1990-carlson.pdf) + +> - Carlson, R. A., Sullivan, M. A., & Schneider, W. (1989). [“Practice and working memory effects in building procedural skill”](https://www.gwern.net/docs/spaced-repetition/1989-carlson.pdf) + +> - Jamieson, B. A., & Rogers, W. A. (2000). [“Age-related effects of blocked and random practice schedules on learning a new technology”](https://www.gwern.net/docs/spaced-repetition/2000-jamieson.pdf) + +> - Le Blanc, K. & Simon, D. A. (2008). “Mixed practice enhances retention and JOL accuracy for mathematical skills”. Poster presented at the 2008 annual meeting of the Psychonomic Society, Chicago, IL + +> - Wymbs et al 2016, [“Motor Skills Are Strengthened through Reconsolidation”](https://www.cell.com/cms/attachment/2045379445/2056784269/mmc2.pdf) + +> - Dayan & Cohen 2011, [“Neuroplasticity subserving motor skill learning”](https://www.sciencedirect.com/science/article/pii/S0896627311009184) + +> - Landin et al 1993, [“The Effects of Variable Practice on the Performance of a Basketball Skill”](https://www.gwern.net/docs/spaced-repetition/1993-landin.pdf) + +在这一点上，有趣的是注意到交错可能对有心理成分的任务也有帮助：根据 [Hatala et al 2003](https://www.gwern.net/docs/spaced-repetition/2003-hatala.pdf)⁠，[Helsdingen et al 2011](https://pdfs.semanticscholar.org/7e0c/1bb80cbc332f07bda26a75a163a9cf76d591.pdf)⁠，[Huang et al 2013](https://www.gwern.net/docs/www/jeffhuang.com/cbc151c00097845b3fdaa8cceb79a03a07af44ef.pdf)，XBOX*[光环：Reach](https://en.wikipedia.org/wiki/Halo%3A_Reach)*视频游戏玩家在技能比赛中的进步率从分布中很好地预测了：每周玩 4-8 场比赛的玩家，在每场比赛的技能进步，高于玩更多(分散)的玩家 ；但每周的进步速度低于打更多(集中)的比赛的玩家 。(另见 [Stafford & Haasnoot 2016](http://eprints.whiterose.ac.uk/97780/)⁠.) + +##### [总结](https://www.gwern.net/Spaced-repetition#abstraction) + +另一个可能的反对意见[52](https://www.gwern.net/Spaced-repetition#sn52)是，间隔重复从本质上阻碍了各种抽象学习和思考，因为相关的材料没有放在一起回顾——从而能比较、推理——而是分散到几天或几个月的间隔。Ernst A.Rothkopf 说：「间隔是回忆的朋友，却是归纳的敌人」(Kornell & Bjork, 2008, p. 585)。根据一些早期的研究[53](https://www.gwern.net/Spaced-repetition#sn53)，这似乎是合理的，但我知道的最近的 4 个研究都直接检验了这个问题，这些研究都发现间隔重复有助于抽象和一般回忆： + +1. Kornell & Bjork 2008a, [“Learning concepts and categories: Is spacing the ‘enemy of induction’?”](https://www.gwern.net/docs/spaced-repetition/2008-kornell.pdf) *Psychological Science*, 19, 585-592 + +2. Vlach, H. A., Sandhofer, C. M., & Kornell, N. (2008). [“The spacing effect in children’s memory and category induction”](https://www.gwern.net/docs/www/babytalk.psych.ucla.edu/0da510c024b08a7d01864967a5262377ef24b5cb.pdf)⁠. *Cognition*, 109, 163-167 + +3. Kenney 2009. [“The Spacing Effect in Inductive Learning”](https://www.gwern.net/docs/www/akenney.fastmail.fm/e25f50008b451c024abafaad17e27de3e15ad9eb.pdf) + +4. Kornell, N., Castel, A. D., Eich, T. S., & Bjork, R. A. (2010). [“Spacing as the friend of both memory and induction in younger and older adults”](https://www.gwern.net/docs/www/pdfs.semanticscholar.org/e57d8040b8bafdca6c9d5c494a8158f773cfdc4b.pdf)⁠. *Psychology and Aging*, 25, 498-503 + +5. [Zulkiply et al 2011](https://www.gwern.net/docs/spaced-repetition/2011-zulkiply.pdf) + +6. Vlach & Sandhofer 2012, [“Distributing Learning Over Time: The Spacing Effect in Children’s Acquisition and Generalization of Science Concepts”](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3399982/)⁠, *Child Development* + +7. Zulkiply 2012, [“The spacing effect in inductive learning”](http://espace.library.uq.edu.au/view/UQ:281052)⁠; 其中包括: + + - Kornell & Bjork 2008 研究的复现 + + - Zulkiply et al 2011 + + - Zulkiply & Burt 2012, [“The exemplar interleaving effect in inductive learning: Moderation by the difficulty of category discriminations”](https://www.gwern.net/docs/spaced-repetition/2012-zulkiply.pdf) + + - 目前在同行评议中不出名的论文 + +8. McDanie et al 2013, [“Effects of Spaced versus Massed Training in Function Learning”](https://www.gwern.net/docs/www/laplab.ucsd.edu/e0f699ad1e16a8377af9e594d33fec9025a5eb0e.pdf) + +9. Verkoeijen & Bouwmeester 2014, [“Is spacing really the ‘friend of induction’?”](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3978334/) + +10. Rohrer et al 2014: [1](https://www.gwern.net/docs/spaced-repetition/2014-rohrer-1.pdf)⁠, [2](https://www.gwern.net/docs/spaced-repetition/2014-rohrer-2.pdf)⁠; Rorher et al 2019: [“A randomized controlled trial of interleaved mathematics practice”](https://www.gwern.net/docs/spaced-repetition/2019-rohrer.pdf) + +11. Vlach et al 2014, [“Equal spacing and expanding schedules in children’s categorization and generalization”](https://www.gwern.net/docs/spaced-repetition/2014-vlach.pdf) + +12. Gluckman et al, [“Spacing Simultaneously Promotes Multiple Forms of Learning in Children’s Science Curriculum”](https://www.gwern.net/docs/www/babytalk.psych.ucla.edu/e6efd4fcb3e27fc46908642a0f0c6a00fe4d17ea.pdf) + +### [综述总结](https://www.gwern.net/Spaced-repetition#review-summary) + +总结要旨就是： + +- 测试是有效的，其[负面因素](https://www.gwern.net/Spaced-repetition#downsides)也可以忽略 + +- 递增间隔大致与（长）固定间隔效用上基本相同，甚至更好，但递增更省事，而且是默认设置 + +- 测试（以及间隔）对于智力性、偏重使用事实与语言的领域非常有效，但在许多低级领域可能仍然有效 + +- 这项研究偏好那些强制用户尽可能多地调用记忆的问题，现将这些问题按偏好程度降序排列如下： + + 1. 自由回忆 + + 2. 简短回答 + + 3. 选择题 + + 4. 填空题 + + 5. 再认 + +- 研究文献很全面了，大多数问题都已经得到了回答——相信你能找到。 + +- 间隔重复最常见的错误是 + + 1. 编写糟糕的问题和答案 + + 2. 认为间隔重复有助于学习新知，而非维护保持已学内容[54](https://www.gwern.net/Spaced-repetition#sn54)⁠, （很难从卡片学知识，但如果你已经学到知识了，那么设计抽认卡来测试弱点就容易多了） \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 3.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 3.md.meta" new file mode 100644 index 0000000..b261d42 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 3.md.meta" @@ -0,0 +1,9 @@ +caption: ## [间隔效应](https://www.gwern.net/Spaced-repetition#distributed)（分散练习） +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250227 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Spaced Repetition for Efficient Learning 3 +title: λ:/thoughts-memo-translation-main/gwern/Spaced Repetition for Efficient Learning 3 +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 4.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 4.md" new file mode 100644 index 0000000..90ed113 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 4.md" @@ -0,0 +1,265 @@ +## [使用](https://www.gwern.net/Spaced-repetition#using-it) + +当然不一定就用 SuperMemo；免费的替代方案有很多。我个人喜欢[Mnemosyne](https://en.wikipedia.org/wiki/Mnemosyne_(software))([主页](http://www.mnemosyne-proj.org/))因为它是[自由软件](https://en.wikipedia.org/wiki/Free_software)⁠，而且有[Ubuntu Linux](https://en.wikipedia.org/wiki/Ubuntu_Linux)⁠的版本，使用简便，有免费的移动端应用，开发已久，非常可靠（我从 2008 年就开始使用它了）。但 SRS 软件 [Anki](https://en.wikipedia.org/wiki/Anki_(software))也很受欢迎，它的优势在于功能更丰富、社区更大、更活跃（可能对东亚语言材料支持更好，移动端应用质量更高，不过移动端是专有软件）。 + +有了软件，那要用它做什么呢？事实上，这个问题出乎意料地难以回答。这就像「空白页面的暴政」（或空白维基）；我既然手握这股力量，这力量像机械魔像一样永不遗忘，又能随我心意让我记住一切——那我要记住什么呢？ + +### [添加多少卡片](https://www.gwern.net/Spaced-repetition#how-much-to-add) + +虽说一心坚持以待功效显现已属不易，但难关还是在于决定什么知识足够有价值，需要制卡。做了一张卡片之后，在 3 年的时间里，复习这张卡片大约总共需要[「30~40 秒」](http://www.supermemo.com/articles/programming.htm)。[理论上估计](http://www.supermemo.com/articles/theory.htm)长期的复习耗时则有些繁杂。考虑一张问答卡片，每日卡片所需时间的公式为 Time = 1⁄500 × *n*thYear−1.5 + 1⁄30000。到了第 20 年，每天花费的时间就是 *t* = 1⁄500 × 20−1.5 + 1⁄3000 分钟，或者 `3.557e-4` 分钟。这是每天平均花费的时间，所以要想计算年均时间就将其乘以 365。假设我们想知道一张卡片在 20 年内需要多少复习时间。每日卡片所需时间每年都会变（记住，复习实践的图线类似指数衰减），所以对于每一年都要运算一次公式，之后求和；用 Haskell 语言写就是： + +``` + +sum $ map (\year -> ((1/500 * year**(-(1.5))) + 1/30000) * 365.25) [1..20] + +# 1.8291 + +``` + +总共是 1.8 分钟。（看起来数很小，但用户第一年花在复习上的时间就很少，而且用户复习时间下降得很快[55](https://www.gwern.net/Spaced-repetition#sn55)）比如根据一位 [Anki 用户 muflax]((https://www.gwern.net/docs/spaced-repetition/2012-muflax-dreamingofaworldundone.html.maff)) 的统计数据，他的平均每张卡片复习时间为 71 秒。但假设 [Piotr Wozniak](https://en.wikipedia.org/wiki/Piotr_Wozniak_(researcher)) 估计得太乐观了，或者我们不善于[编写抽认卡](http://www.supermemo.com/articles/20rules.htm)，所以干脆把这个数字翻倍为 5 分钟。这是个关键的经验法则，可以用于决定什么知识要学，什么知识可以忘：如果纵观你的一生，某个知识点会让你花超过 5 分钟去查询，或者不知道这个知识点会让你损失 5 分钟，那么用间隔重复来记忆它就是值得的。5 分钟就是琐碎知识和有用知识的分界线。[56](https://www.gwern.net/Spaced-repetition#sn56)（也许有几千张抽认卡满足这个 5 分钟规则。没关系。间隔重复能处理成千上万张卡片。参见[下一章节](https://www.gwern.net/Spaced-repetition#the-workload)。） + +在较小程度上，可能有人好奇，着急的时候，应该间隔学习和集中学习一起用吗？目标考试或者截止日期多近的时候就不能用间隔重复了？这很难比较，因为要找到这个临界点，需要详细的指标进行比较，但对于集中重复，记忆后有 50% 机会记住所记忆的知识的平均时间似乎是 3 至 5 天。[57](https://www.gwern.net/Spaced-repetition#sn57)，因为在这段时间里会有 2 到 3 次重复，想必一个人在回忆一个知识时会比 50% 做得更好。5 分钟和 5 天似乎是一条很好记住的经验法则：「如果你在 5 天内就需要知识，或者知识价值低于 5 分钟，就不要使用间隔重复。」 + +#### [超负荷](https://www.gwern.net/Spaced-repetition#overload) + +间隔重复新手常常会添加太多内容——比如很琐碎的，或者他们完全不关注的内容。但他们很快就会遇到[博尔赫斯](https://en.wikipedia.org/wiki/Jorge_Luis_Borges)之作[《博闻强记的富内斯》](https://en.wikipedia.org/wiki/Funes_the_Memorious)⁠中的诅咒了。如果不是真心想学习软件中的材料，他们很快就会停止每天复习——因此复习会越积越多，更加令人沮丧，所以他们就干脆放弃。起码通过锻炼改善身体健康时，没有什么数字会精确而糟心地说明你落后了多少，而且从这项技术中似乎看不到收益——看起来就像无聊的抽认卡复习。 + +### [添加什么](https://www.gwern.net/Spaced-repetition#what-to-add) + +Mnemosyne 的经典用法是记忆一些学术知识，比如地理、元素周期表、外语词汇、圣经或古兰经中的韵文、或者是浩瀚无边的医学知识。但我发现，除此之外，Mnemosyne 也很适合记忆[每日一词]((https://en.wikipedia.org/wiki/A_Word_A_Day))[58]((https://www.gwern.net/Spaced-repetition#sn58))和[维基词典]((https://en.wikipedia.org/wiki/Wiktionary)⁠中的词，值得记忆的名言[59](https://www.gwern.net/Spaced-repetition#sn59)⁠，生日等个人信息（或者车牌号，我以前老是记不住）之类。这些用法都很平常，但对我来说很有价值。卡片丰富多样，我每天复习时也饶有趣味。我的 Mnemosyne 里有各式各样的问题——我一会判断一段 Haskell 代码语法是否正确，一会拼读[韩国谚文](https://en.wikipedia.org/wiki/Hangul)，然后听答案录音，一会在地图上试图找出乌克兰，一会欣赏 [A.E. Housman](https://en.wikipedia.org/wiki/A.E._Housman) 的某篇诗，之后又读 [LessWrong](https://www.lesswrong.com/) 名言帖子中的名言，如此种种。其他人的用途又有百般不同；有用来是记忆学生的名字和脸的（三个例子 [1](https://www.lesswrong.com/posts/YbCc3NRrr5avvWSHT/who-wants-to-start-an-important-startup?commentId=CyxaAxbokswt6ZyPh) [2](https://www.lesswrong.com/posts/YbCc3NRrr5avvWSHT/who-wants-to-start-an-important-startup?commentId=RC2TbuNbD9sXTiH9e) [3](https://www.lesswrong.com/posts/YbCc3NRrr5avvWSHT/who-wants-to-start-an-important-startup?commentId=qPQGQd6E3hZ5DsLz4)），简单而实用，令我印象深刻，当然[学习音符](https://www.gwern.net/images/spacedrepetition/2012-chessdata-perfectpitchspacedrepetition.webm)的用法也不错。 + +### [工作量](https://www.gwern.net/Spaced-repetition#the-workload) + +平均而言，当我学习新主题时，我每天会增加 3-20 个问题。结合我个人的记忆水平，我通常每天复习大约 90 或 100 张卡片（卡片总数超过 18,300）。复习只需要不到 20 分钟，还可以接受。（我预计实际上复习时间会更长一些，因为刚一开始学习新话题时，我还在发展卡片格式化方针，而且我也没有完备的分类系统，当然现在看我已经设计好系统了——所以我时不时就要停下来编辑卡片分类） + +如果我最近没学什么新东西，复习数量会按指数方程下降，所以每日复习数量会缓缓减少。比如在 2011 年 3 月，我没学什么东西，所以从 2011-03-24 到 2011-03-26 这段时间，每日安排给我的复习数量为 73, 83, 74; 之后，复习数大约就下探到 60 多，然后再过一两周，大概下降到 50 多，这样一直到复习数变动平稳，抵达最低值，每年慢慢缩减。（我不知道这个最低是多少，因为我不添加新卡片的时间都不长）。到了 2012 年 2 月，每日复习数量是 40 多张，有时候是 50 多张，但总体上复习量还在缩减。复习量下降是真实可感的，甚至可以与原始的遗忘曲线做类比，只要让 Mnemosyne 2.0 用明年每天复习的卡片数量作图即可，即直到 2013 年 2 月（假设不添加新卡片，每天都复习等）： + +[img [A wildly varying but clearly decreasing graph of predicted cards per day|https://www.gwern.net/images/spacedrepetition/scheduled-cards.png]] 每天预测的卡片数量变化很大，但明显在减少 + +如果 Mnemosyne 不使用间隔重复，想要不落下这 18,300 张抽认卡的进度，非常困难。但 Mnemosyne 使用了间隔重复，跟上进度就简单多了。 + +18.3k 的卡片量也不至于大跌眼镜。许多用户都有一些牌组，其卡片数都在六千到七千左右，Mnemosyne 开发者 [Peter Bienstman](https://groups.google.com/group/mnemosyne-proj-users/browse_frm/thread/433872b155ad7451/31c1e4c556680a0c) 的卡片超过八千五百张，Patrick Kenny 超过两万七千张，[Hugh Chen](https://groups.google.com/group/mnemosyne-proj-users/browse_frm/thread/eff44f5fdb1d738b/7a7b654ca87e63be) 有个牌组有超过七万三千张卡片，在 [#anki](irc://irc.Libera.chat#anki) IRC 频道中，有人告诉我一个用户的牌组包含超过 20 万张卡片，以至于触发了 bug。 20 万张可能有点多，但对于正常人来说，比这少一些的卡片也是有可能的——将 SRS 牌组与一些记忆壮举比较很有趣，如[记忆《失乐园》](https://www.gwern.net/docs/spaced-repetition/2010-seamon.pdf)，或者记住约 80000 字的《古兰经》穆斯林 [‘hafiz’](https://en.wikipedia.org/wiki/Hafiz_(Qur‘an))⁠ ，或者更严格的 ’Hafid‘，背诵《古兰经》和 100,000 条[圣训](https://en.wikipedia.org/wiki/Hadiths)的人。其他形式的记忆则更为强大。[60](https://www.gwern.net/Spaced-repetition#sn60)(我怀疑间隔重复在少数有充分证据证明的「[超忆症](https://en.wikipedia.org/wiki/Hyperthymesia)」案例中涉及到了，[Jill Price](https://en.wikipedia.org/wiki/Jill_Price)：阅读 [《连线》](https://web.archive.org/web/20131208072327/http://www.wired.com/medtech/health/magazine/17-04/ff_perfectmemory?currentPage=all)⁠，她对于未加准备的内容的记忆力与常人无异，同样容易遗忘，并没有可观测的解剖学差异。她的超忆症仅限于记忆「她的个人历史和某些类别，如电视和飞机失事」；此外，她是一个有强迫症特征的收集狂，记录了超过 5 万页的详细日记，这可能归咎于童年创伤，以及她将日常事件与过去事件不自主地关联起来的倾向。Marcus 说，其他超忆症的例子与 Price 相似。) + +### [何时复习](https://www.gwern.net/Spaced-repetition#when-to-review) + +应该在什么时候复习呢？早上？晚上？随便什么时候？证实间隔效应存在的研究没有控制复习时机这个变量，所以从某种意义上说，答：复习时机无关紧要——如果什么时候复习确实重要，那么研究中受试者复习的时机不同，间隔效应的效果也应该有显著差异。 + +所以什么时候方便就什么时候复习。这种便捷性让人更容易坚持，而锲而不舍比任何短期的提升远胜百倍。 + +要是对这个答案不满意，那么一般来说，复习应该在睡前进行。这与[记忆巩固](https://en.wikipedia.org/wiki/Memory_consolidation#Spacing_effect)有关，已知[睡眠](https://en.wikipedia.org/wiki/Sleep_and_memory)对记忆转换成长期记忆有重要影响，而且睡眠对于睡前一段时间学习的材料[强化](http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0033079)其记忆，并且能[提升创造力](https://www.pnas.org/content/106/25/10130.full)：有实验表明，如果老鼠的睡眠遭到打断，即使总体睡眠时间或睡眠质量保持一定，[老鼠的记忆形成也受到阻碍](https://www.pnas.org/content/early/2011/07/20/1015633108) [61](https://www.gwern.net/Spaced-repetition#sn61)。所以睡前复习值得推荐。（其他精神活动若是在睡前进行也有所提升；比如说，[dual n-back](https://www.gwern.net/DNB-FAQ#sleep)⁠）。 睡眠改善记忆的的一种可能机制，是睡前复习提升了未来需要复习或者测试的[ **期望** ](http://www.jneurosci.org/content/31/5/1563.full)，因而睡眠中就会促进记忆巩固；由此观之，如果复习后立即睡觉，期望会大于选择早餐时复习，之后一天经历了许多事情，都忘了复习过卡片这回事的情形。（参见 Hartwig & Dunlosky 2012 对于学习时机和 GPA 的关系的研究）神经元增长也可能有关；来自 Stahl 2010 ： + +> 我们对正常人类记忆形成的神经生物学取得了新进展，表明学习不是单一的事件，而是一个过程，随着时间慢慢推进。[16](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1876761/)⁠,[17](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3650827/)⁠,[18](https://www.gwern.net/docs/spaced-repetition/2010-oneill.pdf)⁠,[Squire 2003 *[Fundamental Neuroscience](https://www.amazon.com/Fundamental-Neuroscience-Second-Larry-Squire/dp/0126603030/?tag=gwernnet-20)*],[20](https://www.gwern.net/docs/www/davidjf.free.fr/12f68acf6714e8d2200c12fddf7b1b1241fc1f82.pdf) 因此，随着时间的推移重复学习的学习策略能够提高学生的记忆力就不足为奇了。20,[21](https://www.gwern.net/docs/spaced-repetition/1980-glenberg.pdf)⁠,[22](https://www.gwern.net/docs/spaced-repetition/1991-toppino.pdf)⁠,[23](https://www.gwern.net/docs/spaced-repetition/1978-landauer.pdf)⁠,[24](https://www.gwern.net/docs/www/www.wsu.edu/992e041a4a60ef70f816fadb6ac3ecc7409ba6c1.html)⁠,[25](https://pdfs.semanticscholar.org/6698/bf91c9333faa0d333a800254b8063230d4f4.pdf)⁠,[26](https://www.gwern.net/docs/www/www.pashler.com/77a5d5b695ed619b5815a3a0b00300eec93ae4ed.html) + +> + +> …每天都有数以千计的新细胞在这个区域产生，尽管其中许多细胞在产生后的几周内就会死亡。[31](https://pdfs.semanticscholar.org/45c2/7c08fbb43f8728e69a7447366d4a4f74e088.pdf)有证据表明齿状回神经元的存活率在动物学习时有所加强。学习效果好的动物比学习效果差的动物保有更多的齿状回神经元。此外，在测试 2 周后，动物在一段时间内以离散的间隔时间进行训练，记忆效果优于将同样信息一次性回顾，或者叫「集中训练」。目前尚未确定具体上何种机制将神经元存活与学习联系起来。一种理论认为，优先存活的海马神经元是那些在学习过程中以某种方式被激活的神经元。16-20[62](https://www.gwern.net/Spaced-repetition#sn62) 在一段时间内分散学习或能更有效地促进神经元存活，因为由此一来，改变基因表达和蛋白质合成的时间加长了，而这些过程能够提升参与学习过程的神经元的寿命。 + +> + +> …编码阶段是在警觉的清醒状态下展开的，而为了记忆由编码阶段转移到巩固阶段，必须减小此时对记忆形成的干扰。17,18 适合这种转移的一种时段是睡眠期间，特别是非快速眼动睡眠期间，此时海马体可以与其他大脑区域交流而不受新经验的干扰。[32](https://pdfs.semanticscholar.org/d0a7/f06ed267f3193daab1175a65abb7a067bef4.pdf)⁠,[33](https://pdfs.semanticscholar.org/77fd/0cf03de8a6c4f56c5decc7c47ebe69cf98c1.pdf)⁠,[34](https://www.gwern.net/docs/spaced-repetition/2001-maquet.pdf) 也许这可以解释为什么在一夜休息后会做一些决定更好，也为什么睡眠不足的情况下通宵学习，可能让你在一个小时后通过考试，但一天后却记不住材料。 + +#### [前景：抽认卡拓展](https://www.gwern.net/Spaced-repetition#prospects-extended-flashcards) + +现在暂且抽身片刻。我们所有大大小小的抽认卡，究竟在帮我们干什么？为什么要为「anent」这个单词以及许许多多其他单词制作抽认卡对呢？我只把词查一下也行啊。 + +但相比于把知识熟记在心，临时查询知识更耗时。（先忽略之前讨论的 5 分钟规则）把这件事放在计算机科学的情景中抽象地考虑便会发现，记忆还是查询的问题，涉及算法和优化领域中的经典概念——[时空权衡](https://en.wikipedia.org/wiki/Space-time_tradeoff)⁠. 我们所权衡的是查找时间和有限的脑容量。 + +考虑一下已经给出的那种事实数据作为例子——我们可能在哪天需要知道檀香山或奥斯汀的年平均降雨量，但要记住所有首都的年平均降雨量则需要太多空间。英语单词有数百万个，但实际上超过 10 万个就太多了。更令人惊讶的是程序性知识。计算机中时空权衡的一种极端形式是用预先计算的常数代替计算。取一个数学[函数](https://en.wikipedia.org/wiki/Function_(mathematics))，并为每个可能的输入计算它的输出。这样的输入到输出的[查找表](https://en.wikipedia.org/wiki/Lookup_table)通常都非常大。想想看，对于介于 1 和 10 亿之间的所有可能的整数乘法，这样的表中会有多少个卡片。但有时查找表的规模非常小（如二进制布尔函数），或者比较小（如三角函数表），或者大但还能用上（[彩虹表](https://en.wikipedia.org/wiki/Rainbow_table)通常从 GB 开始，很容易达到 TB）。 + +给定无限大的查找表，查表便可以「完全」取代加法或乘法的技能。无需计算。此时时空权衡达到了空间一侧的极端。(为达到时间一侧的极端，只要把乘法或加法定义为不知道任何计算细节的缓慢计算，如[乘法表](https://en.wikipedia.org/wiki/Multiplication_table)——类似于每次想要计算 2+2 时，必须掰 4 根手指。) + +假设我们是想学乘法的小孩。乘法不是一条具体的原子事实，所以 SRS 和 Mnemosyne 就派不上用场了，这么说对吗？其实，从空间与时间的取舍来看，我们可以解构乘法的步骤性，而将其部分分解成原子事实，我们很容易写出脚本或者宏，以来生成随机卡片（比如说 500 张），要求计算 AB 乘以 XY 的值，并将其导入 Mnemosyne. [63](https://www.gwern.net/Spaced-repetition#sn63) + +不过，你想要做什么？是更善于计算两数相乘（两个数根据需要生成），还是记住 500 个不同的乘法问题（[记忆化](https://en.wikipedia.org/wiki/Memoize)）？根据我自己的经验，若有多张卡片仅有微小差异，大脑很快就放弃死记硬背，而对于每张卡片单独解决问题——此时这也正是我们想要练习的。恭喜；你实现了不可能之事。 + +从软件工程的角度看，修改或改进卡片的需求总是会有的，而 500 段用于练习乘法的纯文本卡片颇有些难更新。所以「动态卡片」的概念就横空出世了。要在 Mnemosyne 中实现，可能是增加新的 HTML 标记，比如`<eval src="">`，让 Mnemosyne 把 src 参数输入 Python 解释器，并等待解释器将问题文本和答案文本包在[元组](https://en.wikipedia.org/wiki/Tuple)里返回。之后像普通卡片一样展示问题文本，待用户思考一番，并查看答案，给作答评分。Anki 中则支持使用 Javascript, 只要在 HTML 中加入 `<script>`标签即可（目前只能在卡片模板直接[嵌入]((https://apps.ankiweb.net/docs/manual.html#_javascript))，但也许能默认导入一些 Javascript 库），这样便能实现[语法高亮](http://ojisanseiuchi.com/2016/03/12/JavaScript-in-Anki-cards/)，从而随心所欲地创作动态卡。 + +因此，对于乘法，动态卡将生成 2 个随机整数，输出类似于 `x * y = ?` 的问题，然后输出结果作为答案。每隔一段时间，你就会遇到新的乘法问题，随着你越来越擅长乘法计算，乘法问题出现得越少——这也是应当的。另一个[数学方面](https://www.gwern.net/docs/www/old.reddit.com/c881c585a4d97b4d66ba264ec9f31bed874f4a68.html)⁠的想法是生成公式或程序的多个变体（其中一个选项正确，其他选项则有隐秘的错误）（译者注：即多选）；我对我的编程抽认卡是手动实现了这一点的（特别在我做练习时出错的情况，这个错误意味着有个细节需要我做几张抽认卡），但生成变体完全可以自动化。[kpreid](https://www.lesswrong.com/posts/3r4GETDPMf335HfpA/memory-spaced-repetition-and-life?commentId=Mpc8rgQC4THkh38SF) [描述](https://www.lesswrong.com/posts/3r4GETDPMf335HfpA/memory-spaced-repetition-and-life?commentId=Mpc8rgQC4THkh38SF)了他的一个工具： + +> 我已经编写了[一个程序](https://github.com/kpreid/mathquiz/)（是[网页](https://kpreid.github.com/mathquiz/mathquiz.html)的形式），这个程序会生成「破损公式」，属于特化的动态卡。程序中有公式的生成器以及破损公式，运行时每次展示一些同类公式（比如∫ 2x dx = x^2 + C），但其中一个公式是破损的（比如∫ 2x dx = 2x^2 + C）。 + +此方法适用于可以生成随机问题或拥有大量样例的问题。可汗学院显然实现了类似动态卡的功能，将大量（算法生成的？）问题编入课程的小模块，并跟踪技能的保留情况，以便决定何时对该模块进行进一步复习。比如，你可能正在学习围棋，对学习[死活](https://en.wikipedia.org/wiki/Life_and_death)⁠棋很感兴趣。这些都是可以由计算机围棋程序生成的，也可以从像 [GoProblems.com](http://www.goproblems.com/)⁠ 这样的地方获取。对于大量范式，围棋是旋转不变的——无论棋盘朝向如何，好的一着棋都是一样的，由于棋盘没有规定方向（就像国际象棋一样），所以好棋手应该做到无论棋盘如何白发，他都一样擅长——所以每个具体的例子都可以用另外三种方式反映出来。或者可以编写动态卡来测试「阅读」棋盘的能力，只要有像 [GNU Go](https://en.wikipedia.org/wiki/GNU_Go) 这样的围棋程序说，最好的一步棋没有因为增加的噪音而改变，动态卡就会拿出每个示例棋盘/问题，并添加一些随机的棋子。 + +这样学习收获颇丰。编程语言可以这样学习——学习 [Haskell](https://en.wikipedia.org/wiki/Haskell_(programming_language)) 的人可以对 Prelude 模块或 Haskell 教科书中的所有函数，使用 [QuickCheck](https://en.wikipedia.org/wiki/QuickCheck) 为这些函数生成随机参数，并将该函数及其参数输入 [GHC](https://en.wikipedia.org/wiki/Glasgow_Haskell_Compiler) 解释器 `ghci` ，看看结果是什么。围棋以外的其他游戏，如国际象棋，可能会奏效（一个现实中的例子是 [Chess Tempo](http://chesstempo.com/user-guide/en/probSearchSpacedRepetition.html) & [LiStudy](https://listudy.org/)，还有查看 [Dan Schmidt](http://dfan.org/blog/2013/07/07/mnemosyne-part-3/) 的例子；或 [*⁠Smash Brothers*](https://waleedkhan.name/blog/smash-training-retrospective/)）。相当多的数学知识。如果动态卡可以访问互联网，它可以从[RSS 源](https://en.wikipedia.org/wiki/RSS_feed)或只是一个网站拉下新的问题；此功能在外语学习环境中非常有用，每天都会带来一个新的句子要翻译或另一个练习。 + +可以借助 NLP 软件来编写动态抽认卡，这些卡能测试各种知识：如果有人混淆了动词，便在程序中输入制卡模板，如 “$PRONOUN $VERB $PARTICLE $OBJECT % {right: caresse, wrong: caresses}” ，这个模板会产生诸如 “Je Caresses le chat” 或 “Tu caresse le chat” 之类的抽认卡，测试时判断变位是否正确即可。(其中卡片的动态性有助于避免记住了特定的句子而不是变位）实现通用性极强的动态卡可能会很困难，但像模板这样的简单方法或许够用了。Jack Kinsella： + +> 我希望有动态的 SRS 牌组可供学习语言（或其他学科）。这种牌组会统计用户复习了多少句应用了特定语法规则的句子，或者某个词汇的形式，例如词汇的单数/复数/第三人称变化/与格形式。动态 SRS 牌组会在每次复习时给用户呈现新鲜例句，避免用户记住特定答案，而促使用户应用语法规则，真正重温这个过程。此外，这些牌组能带来新意，用户也不致厌倦；变换例句中不紧要的词汇，牌组还可以提供潜移默化的词汇学习机会。这样的系统具有多层次的复习轮换，不仅可以防止过拟合学习，还可以增加每分钟学习的知识总量，这样的效率值得我投入其中。 + +即使这些东西看起来像是「技能」而不是「数据」！ + +# [流行度](https://www.gwern.net/Spaced-repetition#popularity) + +截至 2011-05-02： + +| 指标 | Mnemosyne | [Mnemododo](http://www.tbrk.org/software/mnemododo.html) | [Anki](https://en.wikipedia.org/wiki/Anki_(software)) | iSRS | [AnyMemo](http://anymemo.org/) | + +| :--------------: | :----------------------------------------------------------- | :----------------------------------------------------------- | :----------------------------------------------------------- | :------------------------------------------------------: | :----------------------------------------------------------: | + +| 首页 Alexa 排名 | [383k](https://www.alexa.com/siteinfo/mnemosyne-proj.org) | [27.5m](https://www.alexa.com/siteinfo/tbrk.org#) | [112k](https://www.alexa.com/siteinfo/ankisrs.net#) | | [1,766k](https://www.alexa.com/siteinfo/anymemo.org#)[64](https://www.gwern.net/Spaced-repetition#sn64) | + +| ML/论坛成员 | [461](https://groups.google.com/group/mnemosyne-proj-users) | | [4129](https://groups.google.com/group/ankisrs/)⁠/[215](https://groups.google.com/group/ankisrs-users/about) | [129](https://groups.google.com/group/isrs-support) | | + +| Ubuntu下载量 | [7k](http://popcon.ubuntu.com/universe/by_inst) | | [9k](http://popcon.ubuntu.com/unknown/by_inst) | | | + +| Debian 安装量 | [164](https://qa.debian.org/popcon.php?package=mnemosyne) | | [364](https://qa.debian.org/popcon.php?package=anki) | | | + +| Arch 投票 | [85](https://aur.archlinux.org/packages/mnemosyne/) | | [96](https://aur.archlinux.org/packages/anki20-bin/) | | | + +| iPhone 评分 | 未发布[65](https://www.gwern.net/Spaced-repetition#sn65) | | [193](https://itunes.apple.com/us/app/ankisrs/id373493387) | [69](https://itunes.apple.com/app/isrs-free/id332350042) | | + +| 安卓评分 | | [20](https://market.android.com/details?id=org.tbrk.mnemododo) | [703](https://market.android.com/details?id=com.ichi2.anki) | | [836](https://market.android.com/details?id=org.liberty.android.fantastischmemo) | + +| 安卓安装量 | | [100-500](https://market.android.com/details?id=org.tbrk.mnemododo) | [10-50k](https://market.android.com/details?id=com.ichi2.anki) | | [50-100k](https://market.android.com/details?id=org.liberty.android.fantastischmemo) | + +SuperMemo 不适用这些评分，但在软件发布的 20 年里，SuperMemo 已经售出了数十万份： + +> Biedalak 是 SuperMemo World 的 CEO, 该公司销售并授权沃兹尼亚克的发明。现在，SuperMemo World 只雇佣了 25 名员工。风险投资并没有青睐，公司也没有搬到加州。2006 年，SuperMemo 的销量约为 50,000 份，多数售价不到 41 美元（共计 302006 美元）。盗版估计有更多。[66](https://www.gwern.net/Spaced-repetition#sn66) + +似乎可以放心地估计，Anki、Mnemosyne、iSRS 和其他 SRS 应用程序的市场份额加起来不到 5 万名用户（考虑到多次安装的用户、安装并放弃它的用户等可能有一些出入）。很少用户从 SuperMemo 迁移到那些新程序上，所以简单地将两个五万相加，便能合理地得出结论，SRS 的全球用户量大约在 10 万左右（但可能在 10 万以下）。 + +# [我该何去何从？](https://www.gwern.net/Spaced-repetition#where-was-i-going-with-this) + +无所归依，说真的。Mnemosyne/SR 等软件只是我最喜欢的工具之一：它基于科学发现的著名效应[67](https://www.gwern.net/Spaced-repetition#sn67)，并优雅地利用这个效应[68](https://www.gwern.net/Spaced-repetition#sn68)，而且很有用处。SR 软件践行了启蒙运动的理想，即以理性改善人性，克服人类缺陷；SR 的思想具有数学上的严谨性，因而极富诱惑力[69](https://www.gwern.net/Spaced-repetition#sn69)⁠。环视当下，「自我改善」共日新月异受人嘲弄，阴郁消沉纷引常人拥趸，日常生活之中，仍有此例，以证仍有拾级而上之人，实在可喜。此例比起爱迪生反反复复研发灯泡，尚显新奇有趣。 + +# [另见](https://www.gwern.net/Spaced-repetition#see-also)… + +在使用 Mnemosyne 的过程中，我编写了许多脚本来生成有规律的卡片。 + +-[`mnemo.hs`](https://www.gwern.net/haskell/mnemo.hs) 输入任何用换行符分隔的文本（比如诗），并生成所有可能的[挖空](https://en.wikipedia.org/wiki/Cloze_deletion)；即，一首诗有 ABC 三句，于是生成 3 个问题：_BC/ABC，A_C/ABC，AB_/ABC + +- [`mnemo2.hs`](https://www.gwern.net/haskell/mnemo2.hs) 和上面原理大体相同，但限制更多，主要针对较长文本，这种文本用 `mnemo.hs` 处理后，由于排列组合会生成太多问题；`mnemo2.hs` 会生成一小部分问题：对于 ABCD，生成 __CD/ABCD、A__D/ABCD 和 AB__/ABCD （把 2 行挖空，这样循环往复直到文本列表末尾）。 + +- [`mnemo3.hs`](https://www.gwern.net/haskell/mnemo3.hs) 适用于生成针对日期或名称的问题。输入「巴拉克·奥巴马 %47% 岁」 ，提出问题：「巴拉克·奥巴马 _7/47岁」，「巴拉克·奥巴马 4_/47 岁」等等。 + +-[`mnemo4.hs`](https://www.gwern.net/haskell/mnemo4.hs) 适用于长列表。如果你想记住美国总统的名单，自然会写出这样问题：「谁是第三任总统？/托马斯·杰斐逊」，「托马斯·杰斐逊是第__任总统。/3」，「约翰·亚当斯之后是谁？/托马斯·杰斐逊」，「詹姆斯·麦迪逊之前是谁？/托马斯·杰斐逊」。 + + 注意，如果对每个总统都这样生成卡片，也就是有卡片正反两个角度提问总统在列表中的位置（总统 -> 位置，位置 -> 总统），也有卡片问之前的总统，之后的总统，注定会有重复的信息。`mnemo4.hs` 拿到列表后，是自动生成卡片的。为了更加通用，措辞会有些奇怪，但是比全部手打要强多了！（源代码的[注释](https://en.wikipedia.org/wiki/Comment_(computer_programming)里有样例输出） + +现在读者可能会很好奇 **我的** Mnemosyne 数据库是什么样子的。我经常使用 Mnemosyne，截至 2020-02-02，我的牌组中有 16,149 张（活跃）卡片。好奇的读者可以在 [`gwern.cards`](https://www.dropbox.com/s/ih3aorjs9rmjvmj/2019-02-03-gwern-mnemosyne-export.cards?dl=0) (52M; Mnemosyne 2.x 格式) 上找到我的卡片和媒体。 + +多年来，Mnemosyne 项目一直在收集用户提交的间隔重复统计数据。截至 2014-01-27 的完整数据集[可供任何想要分析它的人下载](https://archive.org/details/20140127MnemosynelogsAll.db)。 + +# [外部链接](https://www.gwern.net/Spaced-repetition#external-links) + +- Michael Nielsen: [“Augmenting Long-term Memory”](http://augmentingcognition.com/ltm.html)⁠; [“Using spaced repetition systems to see through a piece of mathematics”](http://cognitivemedium.com/srs-mathematics)⁠; [“Quantum computing for the very curious”](https://quantum.country/qcvc/)⁠; [“How can we develop transformative tools for thought?”](https://numinous.productions/ttft/) + +- [“Teaching linear algebra”](https://bentilly.blogspot.com/2009/09/teaching-linear-algebra.html) (with spaced repetition), by Ben Tilly + + - [Manual flashcards for his 2nd grader](https://bentilly.blogspot.com/2012/10/my-sons-flashcard-routine.html) + +- [“A Year of Spaced Repetition Software in the Classroom”](https://www.lesswrong.com/r/discussion/lw/mfm/a_year_of_spaced_repetition_software_in_the/)⁠; [two years](https://www.lesswrong.com/r/discussion/lw/nkz/a_second_year_of_spaced_repetition_software_in/)⁠; [seven year followup](https://www.lesswrong.com/posts/F6ZTtBXn2cFLmWPdM/seven-years-of-spaced-repetition-software-in-the-classroom-1)⁠; cf [“Easy Application of Spaced Practice in the Classroom”](https://theeffortfuleducator.com/2017/10/22/easy-application-of-spaced-practice-in-the-classroom/) + +- [AJATT table of contents](http://www.alljapaneseallthetime.com/blog/all-japanese-all-the-time-ajatt-how-to-learn-japanese-on-your-own-having-fun-and-to-fluency) -(使用 SRS 学习日语) + +- 用于编程的 SRS： + + - [“SuperMemo as a new tool increasing the productivity of a programmer. A case study: programming in Object Windows”](http://www.supermemo.com/articles/programming.htm) + + - [“Janki Method: Using spaced repetition systems to learn and retain technical knowledge”](http://www.jackkinsella.ie/2011/12/05/janki-method.html) ([Reddit discussion](https://old.reddit.com/r/programming/comments/n30hl/janki_method_learning_programming_with_6000/)); [SRS problems & solutions](http://www.oxbridgenotes.com/articles/autodidactism/note_taking) + + - [“Memorizing a programming language using spaced repetition software”](https://sivers.org/srs) ([Derek Sivers](https://en.wikipedia.org/wiki/Derek_Sivers)⁠; [Hacker News](https://news.ycombinator.com/item?id=5015183)) + + - [learning text editor shortcuts](https://www.shortcutfoo.com/blog/introducing-interval-training-for-shortcuts/) + + - [“Learning Go with flashcards and spaced repetition”](https://developer.atlassian.com/blog/2015/06/golang-flashcards-and-spaced-repetition/) + + - [“Chasing 10X: Leveraging A Poor Memory In Engineering”](https://www.senrigan.io/blog/chasing-10x-leveraging-a-poor-memory-in-software-engineering/)⁠; [“Everything I Know: Strategies, Tips, and Tricks for Anki”](https://senrigan.io/blog/everything-i-know-strategies-tips-and-tricks-for-spaced-repetition-anki/) + + - [“Remembering R—Using Spaced Repetition to finally write code fluently”](https://empiria.io/blog/remembering-r-with-spaced-repetition/) + + - [“Anki as Learning Superpower: Computer Science Edition”](https://www.gresearch.co.uk/article/anki-as-learning-superpower-computer-science-edition/) + +- [“QS Primer: Spaced Repetition and Learning”](http://quantifiedself.com/2012/06/spaced-repetition-and-learning/) -(talks on applications of spaced repetition) + +- 与课程相比判断其价值： + + 1. 支持课程: [“Why Forgetting Can Be Good”](http://www.scotthyoung.com/blog/2012/08/05/forgetting-is-good/)⁠, by Scott H. Young + + 2. 反对课程: [“Spaced repetition in natural and artificial learning”](https://web.archive.org/web/20130920193543/http://blog.learnstream.org/2012/08/spaced-repetition-in-natural-and-artificial-learning/)⁠, Ryan Muller 作 + + 我自己的观察是，设计优良的课程 **可以** 有效地实现间隔重复，但即使课程能实现这点（大多数都没有），如果它没有计算机化，这样的课程无法适应用户个人情况。 + +- [“Ditch the 10,000 hour rule! Why Malcolm Gladwell’s famous advice falls short; Contrary to what the bestselling author would tell you, obsessive practice isn’t the key to success. Here’s why”](http://www.salon.com/2014/04/20/ditch_the_10000_hour_rule_why_malcolm_gladwells_famous_advice_falls_short/) + +- [“How to Memorize the Quran and Never Forget it”](http://www.ummah.com/forum/showthread.php?381181-How-to-Memorize-the-Quran-and-Never-Forget-it) + +- [Bash 脚本](https://groups.google.com/group/mnemosyne-proj-users/browse_thread/thread/fd10b9e601fb0eb6) 可用于生成单词抽认卡（能处理多个网上词典，能添加多条例句；图片和音频也可添加） + +- 词汇选择： + + 1. [“Programmed Vocabulary Learning as a Traveling Salesman Problem”](http://jtauber.com/blog/2004/11/26/programmed_vocabulary_learning_as_a_travelling_salesman_problem/) + + 2. [“Teaching New Testament Greek”](http://jtauber.com/blog/2006/05/05/teaching_new_testament_greek/) + + 3. [graded-reader](http://graded-reader.org/): [“A New Kind of Graded Reader”](http://jtauber.com/blog/2008/02/10/a_new_kind_of_graded_reader/) (video talk) + + 4. [邮件列表](https://groups.google.com/group/graded-reader) + + 5. [程序](https://code.google.com/p/graded-reader/) (我尝试用 Haskell 写过，[挺费劲](http://community.haskell.org/~gwern/hcorpus/)) + +- [“Diff revision: diff-based revision of text notes, using spaced repetition”](http://www.fsavard.com/flow/2012/12/diff-revision/) + +- Hacker News discussion: [1](https://news.ycombinator.com/item?id=6461936)⁠, [2](https://news.ycombinator.com/item?id=7539390)⁠, [3](https://news.ycombinator.com/item?id=8183220) + +- [“A vote against spaced repetition”](https://www.lesswrong.com/r/discussion/lw/juq/a_vote_against_spaced_repetition/)⁠; [“How Flashcards Fail: Confessions of a Tired Memory Guy”](http://howtoremember.biz/content/how-flashcards-fail-confessions-tired-memory-guy) + +- [“Learning Ancient Egyptian in an Hour Per Week with Beeminder”](http://blog.beeminder.com/hieroglyphs/) + +- [“Anki, 10000 Cards Later: How my Anki usage has evolved”](https://rs.io/anki-tips/) + +- [Duolingo](https://www.duolingo.com/) [uses spaced repetition](https://www.quora.com/Do-you-have-any-plans-for-optimizing-Duolingos-vocabulary-learning-using-spaced-repetition) + +- [“Everything You Thought You Knew About Learning Is Wrong”](https://archive.wired.com/geekdad/2012/01/everything-about-learning/) + +- [SeRiouS](http://www.spacedrepetition.com/): [“Spaced Repetition Technology for Legal Education”](http://conference.cali.org/2014/sessions/spaced-repetition-technology-legal-education)⁠, [“SeRiouS: an LPTI-supported Project to Improve Students’ Learning and Bar Performance”](http://lawpracticetechnology.blogs.law.suffolk.edu/2014/03/11/serious-an-lpti-supported-project-to-improve-students-learning-and-bar-performance/)⁠, Gabe Teninbaum ([video presentation](https://www.youtube.com/watch?v=dtClgl07lg8)) + +- [“The role of digital flashcards in legal education: theory and potential”](http://ejlt.org/article/view/320/424)⁠, Colbran et al 2014 + +- [“How I Rewired My Brain to Become Fluent in Math”](http://nautil.us/issue/17/big-bangs/how-i-rewired-my-brain-to-become-fluent-in-math-rd) ([HN](https://news.ycombinator.com/item?id=8402859)) + +- [“Why We Should Memorize [Poetry\]”](https://www.newyorker.com/books/page-turner/why-we-should-memorize) + +- [“Studying for the Test by Taking It”](https://www.nytimes.com/2014/11/23/sunday-review/studying-for-the-test-by-taking-it.html) + +- [“Making Summer Count: How Summer Programs Can Boost Children’s Learning”](https://www.gwern.net/docs/www/www.rand.org/fb672d38af12c609801856651ba37d2a54d6d98b.pdf)⁠, McCombs et al 2011 ([RAND](https://en.wikipedia.org/wiki/RAND_Corporation) MG1120) + +- [*Learning Medicine: An Evidence-Based Guide*](http://www.learningmedicinebook.com/) + +- [“Factors that Influence Skill Decay And Retention: a Quantitative Review and Analysis”](https://www.gwern.net/docs/spaced-repetition/1998-arthur.pdf)⁠, Arthur et al 1998 + +- [“On The Forgetting Of College Academics: At ‘Ebbinghaus speed’?”](https://www.gwern.net/docs/www/cbmm.mit.edu/c5e2af8e7a633678b2f3636d4ec822bdb15b2ad9.pdf)⁠, Subirana et al 2017 + +- [“How I use Anki to learn mathematics”](https://www.lesswrong.com/r/discussion/lw/o8e/how_i_use_anki_to_learn_mathematics/) + +- [“Total recall: the people who never forget; An extremely rare condition may transform our understanding of memory”](https://www.theguardian.com/science/2017/feb/08/total-recall-the-people-who-never-forget) (obsessive recording & reviewing demonstrates you can recall much of your life if you live nothing worth recalling); [“The Mystery of S., the Man with an Impossible Memory: The neuropsychologist Alexander Luria’s case study of Solomon Shereshevsky helped spark a myth about a man who could not forget. But the truth is more complicated”](https://www.newyorker.com/books/page-turner/the-mystery-of-s-the-man-with-an-impossible-memory) + +- [*Anki Essentials*](https://alexvermeer.com/anki-essentials/)⁠, Vermeer + +- [“No. 126: Four Years of Spaced Repetition”](http://genedan.com/no-126-four-years-of-spaced-repetition/) (Gene Dan, actuarial studies) + +- [“One Year Anki Update”](https://deusexvita.medium.com/one-year-anki-update-2615b113f7c2) (biology grad school) + +- [“How To Remember Anything Forever-ish”: an interactive comic](https://ncase.me/remember/) (Nicky Case) + +- [“The Overfitted Brain: Dreams evolved to assist generalization”](https://arxiv.org/abs/2007.09560)⁠, Hoel 2020 + +- [“Relearn Faster and Retain Longer: Along With Practice, Sleep Makes Perfect”](https://www.gwern.net/docs/spaced-repetition/2016-mazza.pdf)⁠, Mazza et al 2016 + +- [“Replication and Analysis of Ebbinghaus’ Forgetting Curve”](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0120644)⁠, Murre & Dros 2015 + +- [“Learning from Errors”](https://www.annualreviews.org/doi/10.1146/annurev-psych-010416-044022)⁠, Metcalfe 2017 + +- Discussion: [HN](https://news.ycombinator.com/item?id=13151790)⁠/[2](https://news.ycombinator.com/item?id=24857437) + +## [抽认卡资源](https://www.gwern.net/Spaced-repetition#flashcard-sources) + +- [Mnemosyne 牌组集合](http://mnemosyne-proj.org/card-sets) + +- [Anki 牌组集合](https://ankiweb.net/shared/decks/) + +- [FlashCardExchange.com](http://www.flashcardexchange.com/) + +- [StudyStack.com](http://www.studystack.com/) + +- [Flashcarddb](http://flashcarddb.com/cardsets) \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 4.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 4.md.meta" new file mode 100644 index 0000000..c22cb6b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 4.md.meta" @@ -0,0 +1,9 @@ +caption: # [使用](https://www.gwern.net/Spaced-repetition#using-it) +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250227 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Spaced Repetition for Efficient Learning 4 +title: λ:/thoughts-memo-translation-main/gwern/Spaced Repetition for Efficient Learning 4 +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 5.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 5.md" new file mode 100644 index 0000000..aab0494 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 5.md" @@ -0,0 +1,329 @@ +1. 「 人们不是通过使用计算器学会了计算，但却因此忘记了算术 。」Perlis 1982[↩︎](https://www.gwern.net/Spaced-repetition#fnref1) + +2. 列出其他神经辅助工具很难。这是一个有趣的想法，但正如 [externalism](https://en.wikipedia.org/wiki/Externalism) 的支持者 [Andy Clark](https://en.wikipedia.org/wiki/Andy_Clark) 所发现的那样，比起明确将神经义肢或大脑的一部分，与任意你喜欢或觉得有用的工具分开来定义；我们更容易感觉到外在论是有意义的。想想铅笔和纸是不是神经义肢：显然，这和刚学写字的孩子不同，他必须在脑海里仔细构思单词，然后一个接一个地写下来，但对于一个一生都在写作的成年人来说，情况就不那么一样，他已经可以不假思索地涂鸦或写下想法，甚至可能会对写下的东西感到惊讶。 + + 我喜欢这个定义：「神经义肢是任何你不需要进一步思考, 就可以快速使用其结果的东西」。所以在一个经典的例子中，当 Otto 需要去什么地方时，他从来不会想「我是一个迷糊到需要将位置记录在笔记本上的健忘症患者，所以我必须查询这个位置」——他会直接去查询位置。如果当它缺失时会使人感到迷失、迟钝、愚蠢或无知，那我就能认为它是一个好的心理捷径（heuristic）。 + + 按照这个标准，我只能想到几个工具，可以使我不假思索地使用他们： + + - 快捷键设定，例如窗口管理器的快捷键，特别是谷歌搜索的快捷键；有时，[XMonad](https://en.wikipedia.org/wiki/XMonad) 窗口管理器的提示符不知为何会卡住。这时候我 **必须** 重新启动 XMonad，因为我什么都要谷歌搜索，并且按键习惯 **太过于** 根深蒂固，用不了快捷键是无法忍受的。就像用不常用的那只手写字一样。 + + -[谷歌日历](https://en.wikipedia.org/wiki/Google_Calendar)和 [PredictionBook](https://www.gwern.net/Prediction-markets#predictionbook-nights)：我将大量"正在做"、"将要做"或"定期做"的任务放入谷歌日历或 PB 中，想来很是难以置信。我已经把很多习惯或想法外包给这两个程序了，对此我习以为常。如果其中任何一个程序消失了，我都会惊恐万分——正在发生事有哪些，哪个观点被证伪，什么机会大门敞开了（或关上！），而我突然一无所知？ + + - [印象笔记](https://en.wikipedia.org/wiki/Evernote)⁠，出于类似的原因；我关于一件事的记忆已经不像是类似「章鱼的视力基准太高了，所以只对高清电视或[超高清电视](https://en.wikipedia.org/wiki/UHDTV)有反应；这一篇文章我在 **猎户座杂志** 上读到的」，而是变成了像「章鱼 电视 印象笔记」这样的东西，如果我想知道章鱼和电视是怎么一回事，那么，我必须在印象笔记中查找它。对我来说，Mnemosyne 也扮演着类似的角色，但因为那有间隔重复，记忆本身会更清晰。 + + -我的网站 Gwern.net；我说过很多次了，有些事如果你当面问我，或许我不能直接说出有关的看法，但我已经写在了我的网站上。（Evernote/Mnemaste 是神经义肢的一种更极端的形式。）一位评论者曾经写道，阅读我的网站 Gwern.net 感觉就像在我的脑海里爬来爬去。这个描述比他意识到的更正确。 + +3. 如 [“Retrieval practice and the maintenance of knowledge”](https://www.gwern.net/docs/spaced-repetition/1988-bjork.pdf)⁠, Bjork 1988 中引用的[↩︎](https://www.gwern.net/Spaced-repetition#fnref3) + +4. 来自 [“Close the Book. Recall. Write It Down: That old study method still works, researchers say. So why don’t professors preach it?”](https://web.archive.org/web/20090430093950/http://chronicle.com/free/v55/i34/34a00101.htm)⁠; *[The Chronicle of Higher Education](https://en.wikipedia.org/wiki/The_Chronicle_of_Higher_Education)* + + > 两本心理学杂志最近发表的论文表明，这种策略是有效的，这是来自一个数十年的研究的最新发现。当学生自学时，「主动回忆」——例如，背诵、抽认卡和其他自测——是将某件事铭刻在长期记忆中最有效的方式。然而，许多大学教师对这项研究只略知一二… + + 来自 [“The Spacing Effect: A Case Study in the Failure to Apply the Results of Psychological Research”](https://www.gwern.net/docs/www/andrewvs.blogs.com/1c99f9c82430d4279942a526747ca110dd74ce5a.pdf) (Dempster 1988), whose title alone summarizes the situation (see also Kelley 2007, [*Making Minds: What’s Wrong with Education - and What Should We Do About It?*](https://www.amazon.com/Making-Minds-Whats-Education-Should/dp/0415414113/?tag=gwernnet-20)): + + > 第二，它[间距效应]非常稳健。在许多情况下，将材料通过两个间隔呈现大约是两个集中呈现的效率的两倍（例如，Hintzman, 1974；[Melton，1970](https://www.gwern.net/docs/www/deepblue.lib.umich.edu/e6f14640b6272d2755cc0f85de1040053987a802.pdf)），和它们之间效率的差距随着重复频率的增加而增加(Underwood, 1970)… + + > + + > 早在 1885 年，当艾宾浩斯发表他关于记忆的开创性工作的结果时，间隔效应就已为人所知。以他自己为测试对象，艾宾浩斯发现，对于一个 12 个音节的序列：在立即连续重复学习 68 次后，在第二天额外重复 7 次之后，就有可能实现无误的朗诵。然而，如果我们把这些重复分散在三天内，只需要 38 次重复就能达到同样的效果。在此和其他相关发现的基础上，艾宾浩斯得出结论：“对于任何相当数量的重复，在一段时间内适当地分布它们肯定比在一次集中它们效果更好”(Ebbinghaus, 1885/1913. p. 89) + + Son & Simon 2012： + + > 此外，即使大家承认了间隔的好处，改变教学实践也被证明是非常困难的。Delaney 等人（2010）写道：「据传闻，高中教师和大学教授似乎是以线性方式授课，没有重复，并且给出了三到四次割裂的考试。）（第 130 页）。聚焦于数学领域，人们可能会期待一个非常容易回顾和分隔的方案，Rohrer（2009）指出，数学教科书通常以无间隔、非混合的方式呈现主题。甚至在更早的时候，Vash（1989）曾写道：「教育政策制定者非常清楚，[间隔练习]比[集中练习]效果更好。然而，他们不在乎。这样不整洁。因为，它不能让教师在教完一个单元后，迅速掸去手上的灰尘，有一种“好了，这就完成了”的美好感觉。」(第1547页)。 + + > + + > - Rohrer, D. (2009). “The effects of spacing and mixing practice problems”. Journal for Research in Mathematics Education, 40, 4-17 + + > - Vash, C. L. (1989). “The spacing effect: A case study in the failure to apply the results of psychological research”. American Psychologist, 44, 1547 (a comment on Dempster’s article?) + + 来自 [*Psychology: An Introduction*](http://www.psywww.com/intropsych/ch06_memory/spacing_effect.html): + + > 在间隔效应的一个实际演示中，[Bahrick, Bahrick, Bahrick, & Bahrick (1993)](https://www.gwern.net/docs/spaced-repetition/1993-bahrick.pdf) 表明，如果练习环节的间隔很长，记忆外语词汇的能力就会大大提高。例如，「再培训课程安排在 56 天内间隔 13 次复习的结果与 14 天内间隔 26 次的保留率相当。」换句话说，如果学习课程分散在 **四倍长** 的时间段内，受试者可以只花 **一半的学习时间** 。 + +5. [“Synaptic evidence for the efficacy of spaced learning”](https://www.pnas.org/content/early/2012/03/07/1120700109)⁠, Kramar et al 2012 ([“Take your time: Neurobiology sheds light on the superiority of spaced vs. massed learning”](https://medicalxpress.com/news/2012-03-neurobiology-superiority-spaced-massed.html)): + + > 学习活动有一个基本特征，那便是间隔重复比集中练习更优越。接下来，我们来看看一个出乎我们意料的时间规则，这个规则将在成年大鼠海马体切片中产生长期增益效应（LTP）。如果间隔 1h 或更长时间，使用 θ 短阵快速脉冲刺激（theta burst stimulation，TBS）连续刺激 CA1 区可显著增强先前饱和的长期增益效应，但当使用较短的时间间隔时则不起作用。我们分析 F-肌动蛋白发生增加的突触，以确定哪些突触被增强了，分析表明，用延迟的θ序列（theta trains）来获得的长期增益效应，涉及到让那些「错过了」第一轮刺激的突触也被招入参与进来。单突触谷氨酸敲除实验（通过基因编辑让一个突触失活）证实，在基线条件下，成人的海马体中只有不到一半的突触被激发出可塑性，这表明各个突触之间的内在差异性要求重复呈现信息才能最大化地增强它们之间的连接。最初发生变化的的突触发生局部扩散后，更晚些才发生膜插入事件，这两个事件让我们得以提出，重复应该要有较宽的时间间隔。因此，这里描述的突触机制为学习中知之甚少、无处不在的一个方面提供了一种神经生物学解释。 + +6. 有很多研究表明，主动回忆的效果最好。参考一篇最近的研究成果，[“Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping”](https://www.sciencemag.org/content/early/2011/01/19/science.1199327.abstract)⁠, Karpicke 2011 (covered in [*Science Daily*](https://www.sciencedaily.com/releases/2011/01/110121111216.htm) and the [*NYT*](https://www.nytimes.com/2011/01/21/science/21memory.html)): + + > 教育工作者过于依赖鼓励精细学习的学习活动，而要求学生提取和重构知识的学习活动则较少使用。在这里，我们表明，在有意义的学习中，提取练习比基于概念图的精细学习更有效果。在科学教育的不同领域中提取练习的优势普遍存在。我们是通过测试试题来观察提取练习的优势，需要对这些试题进行评估理解并要求学生进行推理。即使当标准测试涉及创建概念图时，提取练习的优势也会显现出来。我们的发现支持这样一种理论，即提取练习是通过提取这一行为本身的特殊机制而不是通过其精细学习的过程来促进学习。提取练习是促进科学概念学习的有效工具。 + + 来自 [“Forget What You Know About Good Study Habits”](https://www.nytimes.com/2010/09/07/health/views/07mind.html)⁠. *New York Times*; + + > 认知科学家并不否认死记硬背可以在特定的考试中取得更好的成绩。但是匆忙塞满大脑就像是快速塞满一个低廉的手提箱，大多数学生很快就学会了——它能够将刚塞入的东西保留一段时间，然后几乎所有的东西都掉了出来….当神经行李箱被小心逐步地打包时，它会把里面的东西保留得更久很久。数十项研究发现，今晚学习一小时，周末学习一小时，一周后再学习一次：这种所谓的间隔可以提高长期记忆力，而不需要学生在尽量在一个整体上全面得投入努力或付出更多的注意力。 + + > + + > 「遗忘是学习的朋友」，Dr. Kornell 说：「忘记一件事可以让你在下次看到它时有效地重新学习。」 + + > + + > 这就是认知科学家将测试/测验本身视为一种强大的学习工具，而不仅仅是能力评估的原因之一。提取想法的过程不像从书架上拿出一本书；它似乎从根本上改变了信息随后存储的方式，使其在未来更为可及。 + + > + + > [在罗迪格博士自己的一个实验](https://www.gwern.net/docs/www/memory.psych.purdue.edu/1d78d5f076307ec0104d2db6ce5f38a9b42be41d.pdf)⁠中，他和现在普渡大学的杰弗里·卡皮克让大学生在很短的学习时间内学习阅读理解测试中的科学类文章。当学生们在背靠背的课程中学习同一材料两次时，之后立即进行测试。他们表现非常好，然后开始忘记这些材料。但是，如果他们只学习了一次文章，并在第二节课上就做一次练习测试。在两天后，甚至一周后的测试中，他们都表现得非常好。 + +7. *The Mathematics of Gambling*, Thorp 1984, [“Section Two: The Wheels”, Chapter 4](https://www.gwern.net/docs/statistics/decision/1984-thorp-themathematicsofgambling-ch4.pdf)⁠, pg43-44: + + > 那是 1955 年的春天。我在加州大学洛杉矶分校（UCLA）读完了第二年的物理研究生课程后，便转行去研究数学。我每周上课学习 50 到 60 小时，通常还包含周末的时间。我读过关于学习的心理学知识，以便能够更长时间、更努力地工作。我发现「间隔学习」效果很好：学习一个小时，然后休息至少十分钟（淋浴、用餐、喝茶、跑腿等）。一个星期天下午 3 点左右，我来到合作公寓的餐厅饮茶暂憩。我满脑子都是物理方程式，我的几个好朋友正围坐在一起聊天。 + +8. 来自 [*Final Jeopardy: Man Vs. Machine and the Quest to Know Everything*](https://www.amazon.com/Final-Jeopardy-Machine-Quest-Everything/dp/0547483163/?tag=gwernnet-20)⁠, by Stephen Baker, pg 214: + + > 他将项目汇总起来，分类别对他进行了测试，评估了他的优势(科学，NFL足球)和劣势(时尚，百老汇演出)，然后指导他去准备最可能有回报的比赛。为了修补他知识中的这些漏洞，克雷格使用了一个名为 Anki 的免费在线工具，该工具为数百个研究领域提供电子抽认卡，从日语词汇到欧洲的君主列表。用克雷格的话说，这个项目基于对“遗忘曲线”的心理学研究，帮助人们发现他们知识中的漏洞，并确定他们需要对哪些领域知识进行复习的频率，以将其牢记在心。例如，在遍历世界各国首都的过程中，系统很快就会了解到像克雷格这样的用户了解伦敦、巴黎和罗马，因此它可能会花更多的时间来加强例如哈萨克斯坦的首都。（哈萨克斯坦的首都会是什么？「阿斯塔纳」，克雷格在一瞬间说道。「这里过去是阿拉木图，但他们把它搬了。」） + +9. [“我们对《危险边缘！》的冠军 Arthur Chu 的采访！”](https://mentalfloss.com/article/54853/our-interview-jeopardy-champion-arthur-chu)： + + > [Chu:] …《Jeopardy!》是针对普通电视观众的，所以他们不会问那些毫无意义、晦涩难懂的问题…所以我使用了一个叫 Anki 的程序，它使用了一种名为「间隔重复」的方法。它会记录你在哪些方面做得好或不好，并促使你学习你不太掌握的抽认卡，直到你对某一特定学科有了一个基本的知识基础，而我只是为那些特定的东西制作了抽认卡。我记住了世界上所有的首都，并且有了抽认卡，每天都在用，就没那么难了。我记住了美国各州的别名 (在维基百科上有)，记住了关于 44 位美国总统的重要基本事实。我真的很关注这些。但还有更多的东西要知道。我了解《Jeopardy!》里有些事情我并不知道。例如，每个人都嘲笑体育——但我也知道，[体育线索]在 Double Jeopardy 和 Final Jeopardy 中出现的可能性最小，而且非常重要。因此，我决定，只要能找到有价值的线索，就不要过分担心，只要认识到不认识就好。以上便是我的准备过程。 + +10. Alan J. Perlis, [“Epigrams in Programming”](https://www.gwern.net/docs/cs/1982-perlis.pdf) (1982)[↩︎](https://www.gwern.net/Spaced-repetition#fnref10) + +11. Web developer Persol [writes in August 2012](https://www.lesswrong.com/posts/YbCc3NRrr5avvWSHT/who-wants-to-start-an-important-startup?commentId=cmjjdPpksrjgynF8z): + + > 实际上，几个月前我写了一个能实现对这些困难问题进行[间隔重复]的网站。网站上大约有4000名用户已经通过了一个完整的复习环节…正如猜测的那样，问题是我无法让人们养成使用它的习惯。没有即时反馈。每 4000 人中只有不到 20 人能坚持两个复习环节以上…此外，应该至少有 18 个参赛者。这是我[当时制作的](https://www.gwern.net/docs/spaced-repetition/2012-persol-srssitecomparison.pdf)⁠列表。似乎很少有人能成功。大约一个月前，我关闭了这个网站。自由参赛者不计其数，他们没有太大的烦恼。除非你找到一种有效的方式将其“游戏化”，否则我不会建议再开一个这样的网站。 + + > + + >…~ 4000 人完成了一个课程。比 4000 次尝试还多……我只是无法确定哪些用户是随机注册的机器人，哪些用户第一个复习环节都没完成。 + + > + + > - 已尝试次数：很多（但仍不确定） + + > - 已完成 1 个复习环节：~4000 + + > - 已完成 > 1 个环节：~20 [0.5%] + +12. [“Play it Again: The Master Psychopharmacology Program as an Example of Interval Learning in Bite-Sized Portions”](http://www.cnsspectrums.com/aspx/articledetail.aspx?articleid=2783)⁠, Stahl et al 2010: + + > 自从艾宾浩斯以来，大量的研究已经证实了一个朴素而重要的事实：除非以某种方式对新信息进行复习，否则新信息的保留率会迅速下降。这种没有进行重复导致知识遗忘的现象，有一个现代例子是对心肺复苏（CPR）技能的研究。该研究表明，心肺复苏技能在培训后的一年内将被迅速遗忘。截至培训结束后第三年，只有 2.4% 的医生能够成功地进行心肺复苏术。[6](https://www.gwern.net/docs/spaced-repetition/1985-mckenna.pdf)另一项最近对医生进行的研究表明， 参加培训的医生被评为非常好或优秀，他们的平均知识得分从辅导前的 50% 增加到辅导后的 76% 。[7](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2517967/)然而，在 3 至 8 天后，分数的增长只有一半，而且令人难以置信的是，在 55 天，根本没有可测量的、在[统计学上]显著的知识保留率。在后续的关于继续医学教育项目的知识保留的研究中，我们得出 7 个类似的结果。1 [Stahl SM, Davis RL. [*Best Practices for Medical Educators*](https://www.amazon.com/Practices-Medical-Educators-Stephen-Stahl/dp/1422500497/?tag=gwernnet-20). Carlsbad, CA: NEI Press; 2009] + + > + + >…这可能是因为有指定阅读材料的讲座对老师来说是最容易的。此外，医学的学习很少在听完一节课或第一次阅读新材料后立即进行测试，然后在几天或几周后再次测试，因此这种方法导致的低保留率可能不会被广泛认可。[4](https://www.gwern.net/docs/www/pdfs.semanticscholar.org/191557c35430cc1408868f124af48e4a6c9f80fc.pdf)难怪那些没有启用或加强实践策略的正式医学教育会议对实践和医疗保健结果的影响相对较小。[8](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.556.6124&rep=rep1&type=pdf)⁠，[9](https://www.gwern.net/docs/spaced-repetition/1998-davis.pdf)⁠，[10](https://www.gwern.net/docs/spaced-repetition/1995-davis.pdf) + +13. 关于死记硬背的一项研究表明 [“Cramming: A barrier to student success, a way to beat the system or an effective learning strategy?”](https://www.researchgate.net/publication/232606103_Cramming_A_Barrier_to_Student_Success_a_Way_to_Beat_the_System_or_an_Effective_Learning_Strategy)⁠⁠, Vacha et al 1993，总结： + + > 通过检查166名大学生的每周学习日记，来验证填鸭式学习是一种无效的学习策略这种假说。所有学生完成了一份学期末问卷，以调查他们的学习习惯。学生被分为以下几种学习模式：理想、自信、热情或死记硬背。与假设相反，研究结果表明，填鸭式学习是一种有效的方法，在使用课后随笔考试和主要研究论文的课程中最为普遍。填鸭式学习者的成绩与使用其他的学生一样好，甚至更好；学生在大学里呆的时间越长，填鸭式学习的可能性就越大。填鸭式学习者比大多数学生学习的时间更长，并且和其他学生一样对他们的课程感兴趣。 + + 请注意，没有衡量长期保留率的指标，这表明只关心成绩的人是理性选择填鸭式学习的[↩︎](https://www.gwern.net/Spaced-repetition#fnref13) + +14. Anki 有它的[死记模式](http://ankisrs.net/docs/manual.html#filtered)以及 Mnemosyne 2.0 有一个填鸭式插件。当 SRS 没有明确的支持时，总是有可能通过人为地降低分数来「玩弄」算法，因此 SR 算法认为您很蠢，需要做大量的复习。[↩︎](https://www.gwern.net/Spaced-repetition#fnref14) + +15. [“Examining the examiners: Why are we so bad at assessing students?”](http://journals.sagepub.com/doi/pdf/10.2304/plat.2002.2.2.70)⁠, Newstead 2002: + + > [Conway, Cohen & Stanhope (1992)](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.56.6901&rep=rep1&type=pdf)研究了心理学课程中呈现的信息的长期记忆。他们发现，在某些类型的信息，特别是那些与研究方法有关的信息，比其他类型的信息更容易记住。但在后续分析中，他们发现使用的评估类型对记忆有影响。从本质上说，通过持续反馈与评价的材料比通过考试来评价的信息更容易被记住。 + +16. Stahl 2010: + + > 例如，简单的复习可以让学习者重新体验所有的材料，但实际上，这样的长期保留率很低。[25](https://pdfs.semanticscholar.org/6698/bf91c9333faa0d333a800254b8063230d4f4.pdf)⁠，[26](https://www.gwern.net/docs/www/www.pashler.com/77a5d5b695ed619b5815a3a0b00300eec93ae4ed.html)⁠，[35](https://www.gwern.net/docs/spaced-repetition/2006-roediger.pdf)为什么学生要继续学习原始材料？当然，如果别无他选，那么复习是一个必要的手段。另一个答案可能是，重复学习原始材料误判了学生对未来记忆能力的信心，因为他们觉得他们现在明白了，而他们和他们的导师可能没有意识到，许多研究表明，在这种形式的重复之后，延迟测试的保留率很低。 + +17. From Kornell et al 2010: + + > 与「集中学习辅助引导」这一假说相反，在间隔条件下，最终测试的表现结果始终如一且相当优越。然而，绝大多数参与者认为集中学习比间隔重复更有效，尽管他们是在参加测试 **之后** 才做出判断的。 + + > + + > …对自己记忆和认知的判断，即元认知判断，通常基于流畅感（例如，参见 [Benjamin, Bjork, & Schwartz, 1998](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.118.1497&rep=rep1&type=pdf)⁠；[Rhodes & Castel, 2008](https://www.gwern.net/docs/www/castel.bol.ucla.edu/853adb133392924818abd8bc050d526177227570.pdf)）。因为在学习过程中，集中学习自然会带来流畅感，并提升短期学习任务的表现，所以学习者经常认为间隔学习比集中学习效果差，即使他们的成绩显示出相反的结论（Baddeley & Longman 1978; Kornell & Bjork, 2008; Simon & Bjork, 2001; Zechmeister & Shaughnessy, 1980）。例如，在 Kornell 和 Bjork（2008）的实验中，平均而言，超过 80% 的参与者认为集中学习的效果等同于或比间隔学习更有效，而只有 15% 的参与者在集中条件下的表现实际上比间隔条件下的更好。 + + > + + > …这种错觉在诱导条件下表现得很明显。然而，与之前的研究相反，在重复学习过程中，参与者对间隔的评分高于对集中的评分（例如，参见 Simon & Bjork, 2001; Zechmeister & Shaughnessy, 1980）。这一结果可能是因为习惯化的过程而发生的：研究一幅画总共花了 6 次演示和 30 秒的时间，可能会变得效率低下，毫无意义。因此，基于流畅度的元认知评分似乎出现了一个转折点：随着流畅度的增加，元认知评分会增加到一定程度，但随着流畅度的不断增加，编码或提取变得过于容易，元认知评分可能会开始下降。 + + > + + >…在他们的研究之前，Kornell 和 Bjork（2008）坚信，这种归纳学习将从集中中受益，但他们的结果显示相反。我们毫不气馁，仍然坚信间隔比归纳学习更有利于重复学习，特别是对于老年人来说，考虑到他们的情景记忆总体下降。目前的结果再次与我们的预期不符。如果我们的直觉是错误的，尽管我们多年来一直在证明和赞扬的间隔效应——包括 Robert A. Bjork 贡献的大约 40 年的价值——普通学生的直觉，肯定也是错误的（正如参与者元认知评级的不准确所表明的那样）。也许，我们是错觉的受害者，认为让学习变得简单就能让学习变得有效，而不是认识到，间隔其实是一种值得的困难（[Bjork 1994](https://www.gwern.net/docs/spaced-repetition/1994-bjork.pdf)），它能增强归纳学习以及重复学习，即使年入高龄。 + +18. 来自 Son & Simon 2012: + +> 因此，虽然间隔法也许促进学习，但就学习时间而言，人们认为它效率相对较低。我们之后就会讨论到，这种低效感也许能解释为何间隔重复没有更流行。有趣的是，也是这份研究中（Baddeley & Longman 1978; 另见 Pirolli & Anderson 1985 和 Woodworth & Schlosberg 1954 [*Experimental Psychology*]）有证据表明「徒劳无功」是存在的。也就是每天练习时间超过一定小时数（大约 2 小时），所学没有提升，与通常想法相反。这些结果和上面提到的处理不足理论有关，对于直观理解间隔效应的机理十分重要：单纯就是累了。根据认知心理学方面的文献，这些数据也与过度学习的概念吻合，过度学习就是长时间连续学习在短期内很有益处（甚至感觉很好），这种益处很快就消失了（Rohrer et al. 2005; Rohrer and Taylor 2006）... 比如上文描述过 Baddeley 和 Longman 的研究（1978），其中邮政工作人员有的集中时间练习打字，有的间隔开来练习，之后反馈他们对训练的满意度。结果表明，虽然间隔练习学习效果最好，但也是最不受喜爱的。类似的，Simon & Bjork（2001）发现对于运动技能练习任务，集中练习更受偏好。 + + > + + > - Baddeley, A. D., & Longman, D. J. A. (1978). [“The influence of length and frequency of training session on the rate of learning to type”](https://www.gwern.net/docs/spaced-repetition/1978-baddeley.pdf)⁠. Ergonomics, 21, 627-635 + + > - Pirolli, P., & Anderson, J. R. (1985). [“The role of practice in fact retrieval”](https://www.gwern.net/docs/spaced-repetition/1985-pirolli.pdf) + +19. [“Study strategies of college students: Are self-testing and scheduling related to achievement?”](https://www.gwern.net/docs/spaced-repetition/2012-hartwig.pdf)⁠, Hartwig & Dunlosky 2012: + + > 以前的研究，如 Kornell 和 Bjork（*Psychonomic Bulletin & Review*, 14:219-224, 2007）以及 Karpicke，Butler 和 Roediger（*Memory*, 17:471-479, 2009）的研究，都调查了大学生对各种学习方法的使用情况，包括自测与重读。这些研究证明，一些学生确实使用了自测（但主要是为了监控记忆）和重读，但研究人员没有评估使用这些方法的个体差异是否与学生的成绩有关。因此，我们调查了 324 名大学生的学习习惯以及他们的大学平均成绩（GPA）。重要的是，这项调查包括关于自测时的题目，学习时间的安排，以及学生常用的或认知研究所推荐的策略清单。自测和重读的使用都与 GPA 呈正相关。学习时间的安排也是一个重要因素：表现不佳的人比表现优异的人更有可能深夜学习；学习的集中（相对于间隔）与总体上使用较少的学习策略有关；所有学生里，尤其是表现不佳的学生，都受到迫在眉睫的截止日期的驱使。因此，自测、重读和学习安排在现实世界的学生成绩中发挥着重要作用。 + + （另见 [Dunlosky et al 2013](https://www.gwern.net/docs/www/www.indiana.edu/eb039769d64115a2bf4786fe6eb275f9d30f374f.pdf)⁠。）请注意，自测的相关性不包括抽认卡，这一结果令作者和我都感到惊讶。与睡眠的联系很有趣，鉴于更强的记忆形成与在良好的睡眠前学习之间的[假设联系](https://www.gwern.net/Spaced-repetition#when-to-review)，如果你在深夜临时抱佛脚，你很难获得良好的睡眠（与较低的成绩相关），但如果你在晚上合理安排时间来突击（及时睡个好觉），你可以更好地形成记忆 + + 另见 [Susser & McCabe 2012](https://www.gwern.net/docs/spaced-repetition/2012-susser.pdf): + + > 实验室研究表明，在总体学习时间相同的情况下，通过多次分散地学习材料比通过一次集中学习材料更有利于长期记忆（即 **间隔效应** ）。当前的研究走出实验室，去调查大学生是否知道间隔学习的优势，他们在自己的学习中使用它的程度，以及哪些因素可能影响间隔学习的使用。一项基于网络的调查结果表明，参与者（*n*=285）意识到间隔研究的好处，并且与现实情况相比，在理想情况下会使用更高水平的间隔。然而，自我报告时使用的间隔是中等水平的，类似于集中和其他几种学习方法，排名远远低于常用的方法，如重读笔记。他们认为，分配学习时间的重要因素包括即将到来的考试的感知难度、要学习的材料数量、考试在课程成绩中的权重，以及材料的价值。此外，元认知自我调节水平和提炼学习法的使用与较高的间隔学习率相关。 + +20. [*Analytic Culture in the US Intelligence Community: An Ethnographic Study*](https://www.gwern.net/docs/www/apps.dtic.mil/33f3b18cb5baf70b282a705d680617a8d9dd040a.pdf)⁠, Johnston 2005, pg89: + + > 为了调查教学互动的强度，[Art Graesser 和 Natalie Person 1994](https://www.gwern.net/docs/spaced-repetition/1994-graesser.pdf) 比较了在教室和辅导环境中的提问和回答。他们发现，课堂上的学生群体每小时提出大约 3 个问题，而教室里的任何一个学生每小时都会提出大约 0.11 个问题。相比之下，他们发现，在个别辅导课程中，学生每小时提出 20-30 个问题，并要求他们每小时回答 117-146 个问题。回顾技术型教学中所迸发的互动强度，发现学生的反应水平更加活跃。[J. D. Fletcher, *Technology, the Columbus Effect, and the Third Revolution in Learning*.] + + 尽管 Graesser & Person 1994 年也发现问题的绝对数量并不一定重要，这表明[边际收益递减](https://en.wikipedia.org/wiki/Diminishing_marginal_returns)或者可能是问题问得不好[↩︎](https://www.gwern.net/Spaced-repetition#fnref20) + +21. 「SuperMemo 基于这样一个理念：你所学到的东西，一定有个理想的时机，来让你重新练习。练得太多会浪费你的时间。太久没练会导致你忘记材料，以至于必须重新学习。合适的练习时机就在你即将忘记的那一刻。不幸的是，这一时机对每个人，每一条信息来说都是不同的。想象一下，在一堆成千上万的抽认卡中，有哪些是你现在应该练习的。它们是哪几个？」Gary Wolf, [“Want to Remember Everything You’ll Ever Learn? Surrender to This Algorithm”](https://www.wired.com/medtech/health/magazine/16-05/ff_wozniak)⁠, *[Wired Magazine](https://en.wikipedia.org/wiki/Wired_Magazine)*[↩︎](https://www.gwern.net/Spaced-repetition#fnref21) + +22. 「别搞错了：计算机处理的是数字，而不是符号。我们通过将一项活动算术化的程度来衡量我们的理解（和控制）。」Perlis, *ibid.*[↩︎](https://www.gwern.net/Spaced-repetition#fnref22) + +23. 这种指数级的增长就是间隔重复程序处理卡片的持续输入的方式：如果卡片安排在固定的时间间隔，就像每隔一天，那么复习很快就会变得不现实——我在 Mnemosyne 有超过 18000 个项目，但我没有时间每天复习 9,000 个问题！[↩︎](https://www.gwern.net/Spaced-repetition#fnref23) + +24. 见 2008 [元分析](https://en.wikipedia.org/wiki/Meta-analysis)⁠, [“Learning Styles: Concepts and Evidence”](https://www.gwern.net/docs/www/www.psychologicalscience.org/821181b73696073302c8b70bbe3215dca60763e6.pdf) ([APS press release](https://www.psychologicalscience.org/index.php/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html)); 来自该文总结： + + > …为了证明最优的学习效果，需要学生接受所谓适合他们学习风格的教学，实验必须揭示学习风格和教学方法之间的一种特定的互动类型：对某一种学习风格的学生，那些证明最有效的教学方法，对其他学习风格的学生来说，往往没那么有效。 + + > + + > 我们对文献的回顾揭示了充足的证据。这表明，当问到儿童和成年人时，他们会流露出对信息呈现方式的偏好。也有大量的证据表明，在对于不同类型的思考和处理不同类型的信息时，人们有着不同程度的特定能力。然而，我们发现几乎没有关于上述互动模式的证据，这被认为是用于验证学习风格的教育应用的前提条件。虽然关于学习风格的文献很多，但很少有研究使用能够测试学习风格应用于教育有效性的实验方法。此外，在那些确实使用了适当方法的研究中，有几项发现了与流行的网格划分假说完全相反的结果。 + + > + + > 因此，我们认为，目前并没有足够的证据支持将学习风格评估纳入普通教育实践。因此，有限的教育资源最好还是采用那些有充分证据基础的教育实践法，而这些做法的数量正在增加。但是，鉴于缺乏对学习风格的方法良好的良好研究，得出「所有可能的学习风格都经过测试，并发现不足」的结论是错误的；许多研究根本就没有进行过测试。 + +25. Fritz, C. O., Morris, P. E., Acton, M., Etkind, R., & Voelkel, A. R (2007). “Comparing and combining expanding retrieval practice and the keyword mnemonic for foreign vocabulary learning”. *Applied Cognitive Psychology*, 21, 499-526.[↩︎](https://www.gwern.net/Spaced-repetition#fnref25) + +26. 来自 Balota et al 2006, describing [Spitzer 1939, “Studies in retention”](https://www.gwern.net/docs/spaced-repetition/1939-spitzer.pdf): + + > Spitzer（1939）在一项研究中纳入了一种延时提取的形式，旨在评估六年级学生学习科学事实的能力。令人印象深刻的是，Spitzer 测试了爱荷华州超过 3600 名学生，包括当时 91 所小学所有的六年级学生。学生们阅读了两篇文章，一篇是关于花生的，另一篇是关于竹子的，并接受了多项选择测试，一共有 25 题，以评估他们的知识（比如「竹子属于哪一科植物？」—）。 Spitzer 总共测试了九组，既控制了测试的时间（立即进行或在各种延迟之后进行），也控制了学生接受的相同测试的数量（一到三次）。 Spitzer 没有合并集中复习或等间隔的复习的情况，但他至少有两组按不断增加间隔时间的复习安排进行了测试，其中测试之间的间隔是通过时间的推移（以天为单位）来分隔的，而不是通过干预待学习的信息来分隔。例如，在其中一组中，第一次测试立即进行，第二次测试在第一次测试后 7 天进行，第三次测试在第二次测试后 63 天进行。因此，本质上，这组人是间隔安排在 0-7-63 天的上进行测试的。Spitzer 将递增间隔组的表现与阅读原始文章 63 天后接受单一测试的一组进行了比较。在第一次（立即）测试中，递增间隔组正确回答了 53% 的问题。在 63 天和之前的两次测试之后，他们的分数仍然是令人印象深刻的 43%。63 天后，单一测试组只正确回答了原始项目的 25% ，使递增间隔组获得了 18% 的保留优势。这是相当令人印象深刻的，因为这一巨大的好处在 63 天的保留间隔后仍然存在。与 21 天后进行单次测试的组相比，间隔安排在 0-1-21 天的测试组中发现了类似的有益效果。当然，这项研究没有将测试与间隔或递增间隔的效果分开，但结果确实清楚地表明，使用递增间隔的重复测试程序可以获得相当大的学习和保持能力。Spitzer 的结论是「…考试是一种学习手段，不应该只被认为是衡量学生成绩的工具」（656 页，斜体） + +27. [“Distributing Learning Over Time: The Spacing Effect in Children’s Acquisition and Generalization of Science Concepts”](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3399982/)⁠, Vlach & Sandhofer 2012: + + > 间隔效应描述了一个强有力的发现，即当学习活动在时间上间隔开，而不是立即连续呈现时，长期学习会得到促进。对间隔效应的研究主要集中在记忆过程，而不是其他类型的学习，如学到和概括新的概念。在这项研究中，小学早期儿童（5-7岁；*N*=36）按照三种时间表之一接受科学课程：集中、成群和间隔。研究结果表明，时间间隔课程对简单概念和复杂概念都有较高的泛化性能。间隔学习时间表促进了几种类型的学习，加强了间隔效应对教育实践和课程的影响。 + +28. 另见 Balch 2006, who compared spacing & massed in an introductory psychology course as well.[↩︎](https://www.gwern.net/Spaced-repetition#fnref28) + +29. Roediger & Karpicke 2006b again.[↩︎](https://www.gwern.net/Spaced-repetition#fnref29) + +30. Balota et al 2006 review: + + > 如果受试者回答错误或遗漏，则不会给予任何反馈或更正。[Landauer & Bjork 1978](https://www.gwern.net/docs/spaced-repetition/1978-landauer.pdf) 发现，在课程结束时的最后一次测试中，递增间隔的安排比等间隔的测试的记忆表现更好，而等间隔测试又比最初的集中测试更好。因此，尽管集中测试在知识获取时表现出几乎没有错误的现象，但在课程结束时给出的最终测试中，其他两个方法产生了更好的保留率。然而，递增间隔与等间隔的学习安排相比，他们的差异相当小，约为 10% 。在对 Landauer 和 Bjork（1978）最初实验的后续研究中，几乎都发现，尽管会有例外，但实际上，间隔复习安排（无论是等间隔的还是递增间隔）在稍后给出的最终测试中比在呈现后立即给出的集中提取测试产生更好的保留率（例如，Cull, 2000; Cull, Shaughnessy, & Zechmeister, 1996）。例如，在 Cull 等人（1996）的实验 3 和 4 中，安排在 5-5-5 的集中测试时间上表现得与等间隔测试一样好，但其他大多数实验已经发现，任何方式的间隔安排测试（等间隔或递增间隔），在延迟测试上，都比集中安排测试的表现更好。然而，在 Landauer 和 Bjork 有意思的发现中的另一个部分「递增间隔是否比等间隔更有利于长期保留」仍然是一个悬而未决的问题。Balota ， Duchek 和 Logan（出版中）提供了对相关证据的充分考量，并表明充其量是混合的，大多数研究人员没有发现两种测试时间安排之间的差异。也就是说，在课程结束时，等间隔与递增间隔复习的最终测试表现没有明显差异。 + + Cull, for those curious (Cull, W. L. (2000). [“Untangling the benefits of multiple study opportunities and repeated testing for cued recall”](https://www.gwern.net/docs/spaced-repetition/2000-cull.pdf)⁠. *Applied Cognitive Psychology*, 14, 215-235): + + > Cull（2000）在一系列的四个实验中比较了递增间隔与等间隔复习，这些实验旨在模仿学生遇到的典型教学或学习方法。他研究了测试与简单地重新研究材料、反馈和各种保留间隔对最终测试表现的作用。结对关联的配对词（不常见词与常见词的配对，比如 bairn-print）的呈现方式类似于学生们经常用来学习词汇的抽认卡技巧。在某些实验中，试图提取要学习的信息的时间间隔从几分钟到几天不等。有趣的是，在四个实验中，Cull 没有发现任何证据表明，递增间隔比均匀间隔更有优势（即没有[显著的]扩大提取效果），尽管这两种条件都产生了比集中学习更大的优势。他的结论是，任何类型的分布测试，无论是递增的还是等间隔，都可以成为教师为学生提供的有效学习辅助工具。 + +31. The Balota et al 2006 review offers a synthesis of current theories on how massed and spaced differ, based on [memory encoding](https://en.wikipedia.org/wiki/Encoding_(memory)): + + > 根据编码变异理论，记忆测试的表现取决于测试时可用的上下文信息与编码时可用的上下文信息的重叠程度。在集中学习时，上下文信息要素在呈现中的时间相对波动得较少，因此当测试的上下文信息强烈重叠于在两个集中呈现期间编码的相同上下文信息时，这种条件下，即时记忆测试中表现最佳。相反，当项目之间有间隔时，在学习过程中的信息呈现时间发生波动，因此，编码多个唯一上下文的可能性增加。由于延迟测试也会允许上下文的波动，因此最好对多个独特的上下文进行编码（如间隔展示形式），而不是对单个编码的上下文（如集中展示形式）。 + + Storm 等人在 2010 年做了 3 个阅读理解实验： + + > 在一周后的一项测试中，递增间隔增强了记忆，但只有在连续提取之间的任务高度干扰段落记忆的情况下才会如此。这些结果表明，学习者从递增间隔提取练习中获益的程度取决于要学习的信息容易被遗忘的程度。 + +32. 来自 Mnemosyne’s [Principles](http://www.mnemosyne-proj.org/principles.php) page: + + > Mnemosyne 的算法与 SuperMemo 早期版本中使用的 [SM2](http://www.supermemo.com/english/ol/sm2.htm) 非常相似。有一些修改处理了早期和晚期的重复，也为间隔增加了少量且健康随机性。SuperMemo 现在使用 SM11。然而，我们有点怀疑较新的 SM 算法的巨大复杂性是否提供了统计上相关的好处。但是，这是我们希望通过收集数据来查明的事实之一。我们只会根据常识或数据告诉我们有统计上相关的原因，以便修改我们的算法。 + +33. Balota et al 2006: + + > Carpenter and DeLosh (2005, Exp. 2) 最近研究了集中、递增（1-3-5）和等间隔（3-3-3）条件下的「看人脸记名字」的学习。这项研究还涉及到习得阶段的学习、研究和测试程序。Carpenter 和 Delosh 发现间隔有很大的影响，但没有证据表明递增间隔比等间隔练习更好。事实上，Carpenter 和 Delosh 报告称等间隔条件比递增间隔条件有可靠的益处。 + +34. Balota et al 2006 again: + + > Rea 和 Modigliani（1985）在三年级课堂环境中测试了递增间隔提取练习的有效性。在不同的条件下，学生们被要求学习新的乘法问题或拼写单词。问题或单词被视听呈现一次，然后按照 0-0-0-0 的集中组或 0-1-2-4 的递增间隔组进行测试，其中涉及对旧项目进行测试或学习新项目的间隔。在给定项目的每一次测试试验之后，都会再次完整地呈现该项目，这样学生们就会得到关于他们所学内容的反馈。在学习阶段，拼写单词和乘法事实的成绩都达到了 100%。在一项即时最终保留测试中， Rea 和 Modigliani 发现，相比集中组，间隔组在所有项目，即数学和拼写，都表现优异。他们提出，和其他人一样，间隔与向来有高成功率的扩展记忆提取安排相结合，比集中提取练习的记忆保留率更高。然而，与 Spitzer 的研究一样，Rea 和 Modigliani 没有测试适当的等间隔条件。因此，他们发现在三年级时，间隔提取优于集中提取，这可以简单地反映出间隔练习相对于集中练习的优越性——换句话说，间隔效应。 + +35. [Balota et al 2006](https://www.gwern.net/docs/www/psychnet.wustl.edu/13ef191de62e05c797f57dea636fd88aceda45f7.pdf)⁠.[↩︎](https://www.gwern.net/Spaced-repetition#fnref35) + +36. Balota et al 2006; >1 在心理学里很罕见，参考 [“One Hundred Years of Social Psychology Quantitatively Described”](https://www.gwern.net/docs/www/jenni.uchicago.edu/84848726957234880aa9a1c33a609e96f61c9d24.pdf)⁠, Bond et al 2003[↩︎](https://www.gwern.net/Spaced-repetition#fnref36) + +37. Rohrer & Taylor 2006[↩︎](https://www.gwern.net/Spaced-repetition#fnref37) + +38. Balota et al 2006: + + > …在某些情况下，已经证明了信息的长期记忆保留需要几天时间（例如 Camp 等人, 1996）。例如，在后一项研究中，Camp 等人采用了一种递增间隔提取方法来训练 23 名轻度至中度 AD 患者，让他们参照日程表作为记住进行各种个人活动（如服药）的线索。在确定受试者是否会自发使用日历的基本阶段之后，通过反复问受试者这样一个问题来实施间隔提取训练：「你打算如何记住每天要做什么？」以递增时间间隔。结果表明，20/23 的受试者确实学习了这一策略（即看日历），并在 1 周内保持了下来。 + +39. 不过，Rohrer & Taylor 2006 提醒我们，关于许多其他的数学研究： + + > 例如，在 Donovan 和 Radosevich (1999) 的一项元分析中，随着任务的概念难度从低（例如旋转追视）到平均（例如回忆单词列表）再到高（例如拼图），间隔效应的规模急剧下降。根据这一发现，对于许多数学任务来说，间隔练习的好处可能会减弱。 + +40. 这项研究的特别之处在于，它不仅使用了高素质（聪明且积极）的大学生（[美国空军学院](https://en.wikipedia.org/wiki/United_States_Air_Force_Academy)），条件相对可控——两组都有 **相同的** 家庭作业（所以测试效应相等），但像 Rohrer & Taylor 2006/2007 一样， **分布** 有所不同： + + > 实验组和对照组的课程主题、教科书、讲义、阅读作业和评分作业（测验、家庭作业和参与点除外）完全相同，不同的是教学大纲中的家庭作业列表。给对照组每日安排与当天在课堂上与所展示主题相关的家庭作业。Peterson（1971）称这是数学作业布置的垂直模型。实验组则按照分布式组织模式布置作业，这种模式结合了对当前主题的练习和对以前涉及过主题的强化。在分布式模式下，大约 40% 给定主题的问题在首次引入当天就布置，另外 20% 的问题将布置在下一课上，其余 40% 的问题将布置在随后的课上（Hirsch 等人，1983）。在 Hirsch 的研究和本研究中，在最初的家庭作业之后，代表特定主题的问题在第 2、4、7、12 和 21 课重新出现。因此，实验组第 1 课的家庭作业只有一个主题；第 2 课和第 3 课的家庭作业由两个主题组成；第 4 到第 6 课的家庭作业由三个主题组成。随着新主题的加入，这一模式得以延续，并应用于所有非考试、非实验室课程。如表 1 和表 2 所示，两组都布置了相同的家庭作业问题，只是作业模式不同。由于分布式练习模式的性质，随着学期的推进，实验组的家庭作业在学期初包含的问题（相对于控制组）较少，问题的数量也随之增加。在本学期晚些时候，实验组的家庭作业包含更多的问题（相对于对照组）…USAFA 定期收集学习时间数据。每次考试后，一大批学员（至少占课程总人数的 60% ）匿名报告为准备考试所花费的时间（以分钟为单位）。两组花在学习上的时间大致相等（见表 5）。根据描述性数据显示，对于实验组和对照组来说，第三次考试的学习时间比任何其他考试的学习时间至少多 16%。期末考试的学习时间比任何一小时考试的学习时间至少多 68%（参见表 5） + + > + + > …该处理在第一次考试中产生的效应量（F2）为 0.013，在第二次考试中为 0.029，在第四次考试中为 0.035，对期末课程百分比成绩的影响为 0.040。虽然效果似乎很小，但实验组在每一种情况下都比对照组得分高。第一次、第二次和第四次考试的平均差异为 5.13 个百分点，这对实验组的学生来说意味着大约三分之一的字母成绩的优势。此外，由实验组获得的较高的最低分数可以指示分布式练习法用于消除极低分数（参见表 3）…奇怪的是，分散练习法并没有对期末考试成绩产生[统计上]显著的影响。造成这种差异的一个可能原因是 USAFA 的政策，即免除表现最好的学生参加期末考试。在 16 名免考学生中，有 11 名来自实验组，只有 5 名来自对照组。 + +41. Balch 2006 总结: + + > 两个心理学导论班（*N* = 145）参加了一个平衡的课堂实验，该实验展示了间隔效应，通过类推，证明了分散学习的好处。在听了两次集中或分散呈现的单词后，参与者回忆了这些单词，并对他们回忆的方案进行了评分，他们可靠地记住了更多分散学习的单词而不是集中学习的单词。在多项选择题测试中，测试后的分数平均约为测试前的两倍，表明了在传达内容方面的练习的有效性。学生的主观评分表明，该实验有助于说服他们相信分散学习的好处。 + +42. 见 [Cepeda et al 2006](https://www.gwern.net/docs/www/uweb.cas.usf.edu/f1052ecdd92f0ecc3f57bdd890a4a6558483ec45.pdf)[↩︎](https://www.gwern.net/Spaced-repetition#fnref42) + +43. Commins, S., Cunningham, L., Harvey, D., and Walsh, D. (2003). [“Massed but not spaced training impairs spatial memory”](https://www.gwern.net/docs/spaced-repetition/2003-commins.pdf)⁠. *Behavioural Brain Research* 139, 215-223[↩︎](https://www.gwern.net/Spaced-repetition#fnref43) + +44. Galluccio & Rovee-Collier 2006, [“Nonuniform effects of reinstatement within the time window”](https://www.gwern.net/docs/spaced-repetition/2006-galluccio.pdf)⁠. *Learning and Motivation*, 37, 1-17.[↩︎](https://www.gwern.net/Spaced-repetition#fnref44) + +45. 有关许多儿童方面的应用，请参阅前面的部分；之前未被引用的是 Toppino 1993, [“The spacing effect in preschool children’s free recall of pictures and words”](https://www.gwern.net/docs/spaced-repetition/1993-toppino.pdf)⁠; 但 [Toppino et al 2009](https://www.gwern.net/docs/spaced-repetition/2009-toppino.pdf) 在年轻人的间隔重复中增加了一些有趣的限定词： + + > 在有意学习时，学前儿童、小学生和大学生在图像的自由回忆中表现出间隔效应。当学习只是次要方面，并且在列表呈现过程中使用了一个需要很少语义加工的浅加工任务时，年轻人仍然表现出间隔效应，但儿童总是不能做到这一点。然而，当使用精心设计的语义加工任务时，儿童在非刻意学习中确实表现出间隔效应。 + +46. 另一项先前未发表的研究：Glenberg, A. M. (1979), [“Component-levels theory of the effects of spacing of repetitions on recall and recognition”](https://www.gwern.net/docs/www/link.springer.com/d2cd5f87f53d5b4f7dab9651ff5511f91763340f.pdf)⁠. *Memory & Cognition*, 7, 95-112.[↩︎](https://www.gwern.net/Spaced-repetition#fnref46) + +47. 另请参阅 Kornell et al 2010; [Simone et al 2012](https://www.gwern.net/docs/spaced-repetition/2012-simone.pdf) 显示间隔的好处，但在 56-74 岁的受试者中效果减小，类似于 [Jackson et al 2012](https://www.sciencedirect.com/science/article/pii/S1552526012001318) 和 [Maddox 2013](http://openscholarship.wustl.edu/cgi/viewcontent.cgi?article=2147&context=etd)[↩︎](https://www.gwern.net/Spaced-repetition#fnref47) + +48. Mammarella, N., Russo, R., & Avons, S. E. (2002). ["Spacing effects in cued-memory tasks for unfamiliar faces and nonwords"](https://www.gwern.net/docs/spaced-repetition/2002-mammarella.pdf)⁠. *Memory & Cognition*, 30, 1238-1251[↩︎](https://www.gwern.net/Spaced-repetition#fnref48) + +49. Childers, J. B., & Tomasello, M. (2002). ["Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures"](https://www.gwern.net/docs/spaced-repetition/2002-childers.pdf)⁠. *Developmental Psychology*, 38, 967-978[↩︎](https://www.gwern.net/Spaced-repetition#fnref49) + +50. eg. [Fishman et al 1968](https://www.gwern.net/docs/www/files.eric.ed.gov/acb98f345b5d9f3443f91fc405084e36a5fbc631.pdf)[↩︎](https://www.gwern.net/Spaced-repetition#fnref50) + +51. 著名「10,000 小时定律」的数字可能并不像 Ericsson 和 Malcolm Gladwell 等宣传者所暗示的那样真实或重要，因为与时间对抗的专业知识具有很高的[方差](https://en.wikipedia.org/wiki/Variance)，来自体育运动的结果显示了[更少的](https://web.archive.org/web/20110809203726/http://www.sportsscientists.com/2011/08/talent-training-and-performance-secrets.html)时间投资(见 [Hambrick’s corpus](https://scholar.google.com/scholar?q=author%3AHambrick "deliberate practice")，会将「刻意练习」削减到一定的规模，Ericsson 荒谬地否认了基因的强大作用和拥有天赋的必要条件，但「刻意练习」帮助天赋之人的洞悉与领悟可能是真实的。一个人也许可以做到 3000 小时，而不是 1 万小时，但一个人不会通过无意识的重复或不重复来做到这一点。[↩︎](https://www.gwern.net/Spaced-repetition#fnref51) + +52. Gentner, D., Loewenstein, J., & Thompson, L. (2003). [“Learning and transfer: A general role for analogical encoding”](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.58.2647&rep=rep1&type=pdf)⁠. *Journal of Educational Psychology*, 95, 393-40[↩︎](https://www.gwern.net/Spaced-repetition#fnref52) + +53. 来自 Kornell et al 2010: + + > 当要学习的项目不完全重复时，间隔的好处似乎会减少或消失（[Appleton-Knapp，Bjork，&Wkins，2005](https://www.gwern.net/docs/spaced-repetition/2005-appletonknapp.pdf)）…许多研究表明，集中而非间隔可以促进归纳学习。这些研究一般采用相对简单的知觉刺激，便于实验控制 [Gagné，1950](https://www.gwern.net/docs/spaced-repetition/1950-gagne.pdf)⁠；[Goldstone，1996](http://cognitrn.psych.indiana.edu/rgoldsto/interrelated/interrelated.html)⁠；]Kurtz&Hovland，1956](https://www.gwern.net/docs/spaced-repetition/1956-kurtz.pdf)⁠；[Whitman J.R.，&Garner，W.R.(1963年)。“Concept learning as a function of the form of internal structure”. *Journal of Verbal Learning & Verbal Behavior*，2,195-202])。 + +54. 高错误率——表明一个人实际上并没有在一开始就学习卡片内容——似乎与间隔效应的失败有关；这里有[一些证据](https://www.gwern.net/docs/www/www.columbia.edu/8eb9846a419bf99c285f7dd3448b38e0ccc3ca65.pdf)证明当人们还不了解材料的时候，他们自然会选择集中学习。[↩︎](https://www.gwern.net/Spaced-repetition#fnref54) + +55. 20 年是这样的（请注意[科学记数法](https://en.wikipedia.org/wiki/Scientific_notation)）：`[0.742675，0.27044575182838654，0.15275979054767388，0.10348750000000001，7.751290630254386e-2，6.187922936397532e-2，5.161829250474865e-2，4.445884397854832e-2，3.92305555555e-2，3.5275438307530015e-2，3.219809429218694e-2，2.97.2.1740583401051353e-2，2.0995431241707652e-2，2.0342238287817983e-2]`[↩︎](https://www.gwern.net/Spaced-repetition#fnref55) + +56. 需要排除一种情况，就是知识单单知道就很有用，虽然不常用到——就像知识金字塔中的一块砖。参见 Wolf 文中[第三页](https://www.wired.com/medtech/health/magazine/16-05/ff_wozniak?currentPage=3)： + + > 如果我们能说服自己记住并不重要，遗忘的问题可能不会让我们如此痛苦。也许我们学到的东西——单词、日期、公式、历史和传记细节——其实并不重要。事实是可以查到的。这就是互联网的作用。说到学习，真正重要的是事物如何结合在一起。我们掌握故事、图式、框架和范例；我们排练行话；我们在知识中畅游。 + + > + + > 这个想法非常令人欣慰，只可惜它是错的。「那些批评死记硬背的人——他们如果读到每个词都需要拼读出来，他们怎么想？」Robert Bjork 问道，他是加州大学洛杉矶分校（UCLA）心理学系主任，也是杰出的记忆研究人员。Bjork 指出，毕竟孩子们是通过大量练习才能流畅读出每个词的，而每次我们进入新的领域，我们又变成孩子了。「记忆是逃不掉的。」他说，「一开始总需要记住事物的名字。我们都要经历这关。把这关快速了结很重要。」人脑的联想能力是个奇迹，但为了能作出联想，就必须向记忆加载数据。 + +57. 参见 Stephen R. Schmidt 的网页 [“Theories of Forgetting”](http://frank.itlab.us/forgetting/mtsu_forgetting/#II. Decay Theory)⁠，其中在展示不同研究中遗忘曲线的[对数图线](http://frank.itlab.us/forgetting/mtsu_forgetting/woodworth.jpg)时引用了「Woodworth & Schlosbeg （1961）」。[↩︎](https://www.gwern.net/Spaced-repetition#fnref57) + +58. 这样巧妙地解决了这样的邮件列表毫无用处的问题（「谁能看过一次就学会单词？」）。[↩︎](https://www.gwern.net/Spaced-repetition#fnref58) + +59. 如此利用 Mnemosyne, 我不仅学习了名言后能用上 ，而且还有了本[流水账](https://en.wikipedia.org/wiki/Notebook_(style))⁠；几天前我在一篇文章里用上了 3 到 4 句恰切的引言，这便归功于数月数年前我把他们输入到 Mnemosyne 中了。[↩︎](https://www.gwern.net/Spaced-repetition#fnref59) + +60. 众所周知，任何说一门语言的人理解的单词都比他们将使用或能够显式输出的单词多得多，他们的「阅读词汇量」超过了他们的「写作词汇量」；不太为人所知的是，在许多问题上，一个人即使感到不确定和无知，也能以远远高于随机的速度进行猜测，这使得心理学家有必要采用强迫选择范式。更不为人所知的是[认知记忆](https://en.wikipedia.org/wiki/Recognition_memory))或「内隐记忆」（implicit Memory）的能力；这种记忆可以应用于识别图像或文本或音乐、打字、解谜等。Andrew Drucker 在 [“Multiplying 10-digit numbers using Flickr: The power of recognition memory”](https://www.gwern.net/docs/www/people.csail.mit.edu/0f5019ef1565ea13c2234b82e3c0ac6dba746ab8.pdf) 一书中使用视觉记忆来计算 9883603368 × 4288997768 = 42390752785149282624；他引用 [Standing 1973](https://www.gwern.net/docs/spaced-repetition/1973-standing.pdf) 作为先例： + + > 在一项被广泛引用的关于识别记忆的研究中， Standing 向参与者展示了为期 5 天多达 1 万张的照片，每张照片曝光时间为 5 秒。然后测试了他们的熟悉度，基本上如上所述。参与者显示出 83% 的成功率，这表明他们在经历磨难的过程中已经熟悉了大约 6600 张图片。其他志愿者接受了较小集合的培训，即选择 1000 张生动图像，成功率为 94% 。 + + 人们有时会看到人们争辩说，一些东西是不安全的、不可猜测的，或者免于可能的安慰剂效果，因为它涉及太多的对象，无法明确地记忆，但正如这些例子所表明的那样，识别记忆可以很快发生，并存储惊人的大量信息。这可以用于认证（例如，见 [Bojinov 等人在 2012 发表的研究](https://www.usenix.org/conference/usenixsecurity12/technical-sessions/presentation/bojinov)⁠、[Hacker News](https://news.ycombinator.com/item?id=4266115)、[讨论](https://news.ycombinator.com/item?id=8952341)）和消息，因为认知记忆可以被用作一种安全沟通系统。双方可以共享一套 20,000 张照片（10,000 对）；要发送信息，请信使花 5 天时间挑选 10,000 张照片；然后要接收，请他识别他在 10,000 对照片中的每一张中看到了哪张照片。受试者不仅不知道二进制信息是什么或什么意思，他甚至不能描述它，因为他不记得照片了！ + + 在 80% 的准确率下，我们甚至可以使用[香农定理](https://en.wikipedia.org/wiki/Shannon's_theorem)⁠计算出可以委托给信使的信息比特数；计算得出上限为 5.8 kb：如果 *p* = 0.2（基于 80% 成功率）。那么 10000 / (1 − (*p* × log2 *p* + (1 − *p*) × (log2 (1 − *p*)))) = 5807.44。 + + 所以我们看到 [Frank Herbert](https://en.wikipedia.org/wiki/Frank_Herbert) 终究是对的：发送信息最安全的方式是通过[使魔信使](http://dune.fandom.com/wiki/Distrans)！（其缺点是内建认知记忆会严重衰退；见 [Landauer 1986](https://www.gwern.net/docs/www/www.cs.colorado.edu/a32bb08e2e08259223443a3c6b0d4f7d3e514f50.pdf) 调整后的估计数）。[↩︎](https://www.gwern.net/Spaced-repetition#fnref60) + +61. 在这种情况下，我想起了以前的[多相睡眠者](https://en.wikipedia.org/wiki/Polyphasic_sleep)[告诉](https://www.lesswrong.com/posts/p7CrByygeAqomsJqy/optimizing-sleep?commentId=LsuDzoEcksvGMp9Tt)[我](https://www.lesswrong.com/posts/p7CrByygeAqomsJqy/optimizing-sleep?commentId=6nmQ5W7XucdXTqwJL)： + + > 我有多相大约一年了。(不再是这样了，我的记忆力被扼杀了。)…主要是 Anki 复习。我发现我可以做大约 2-3 天的复习环节，然后会撞上一堵不可逾越的墙。我连一张新卡都学不会，脑子一团浆糊，直到多睡了 3 个小时。然而，这会重置我的适应能力。整个影响在普通人身上没有那么明显，但也不是很明显。但是，当你已经有一个内核时，增加睡眠会更容易。在最初的睡眠剥夺之后，我没有注意到任何其他严重的精神障碍。 + +62. 最近的一项综述请见 [Philips et al 2013](https://www.gwern.net/docs/spaced-repetition/2013-philips.pdf)⁠.[↩︎](https://www.gwern.net/Spaced-repetition#fnref62) + +63. 想必有人会把所有卡片都评个高分，比如 5 分，以免某天突然要应付 500 张卡片。[↩︎](https://www.gwern.net/Spaced-repetition#fnref63) + +64. 数字小的更好。[↩︎](https://www.gwern.net/Spaced-repetition#fnref64) + +65. [「对于Mnemosyne 2.x，Ullrich 正在开发官方的 Mnemosyne iPhone 客户端，同步会很容易。」](https://groups.google.com/group/mnemosyne-proj-users/browse_frm/thread/5bbe0fceaef5dab5/83b6f215c918771f)[↩︎](https://www.gwern.net/Spaced-repetition#fnref65) + +66. [*Wired*](https://www.wired.com/medtech/health/magazine/16-05/ff_wozniak?currentPage=5)[↩︎](https://www.gwern.net/Spaced-repetition#fnref66) + +67. 参见 [第 4 页](https://www.wired.com/medtech/health/magazine/16-05/ff_wozniak?currentPage=4)⁠, Wolf 2008: + + > 间隔效应是在实验室中发现的傲人成果之一，而且它对专业教师甚至都不易察觉，因此饶有趣味。就在 Neisser 发表了成果同一年里，Robert Bjork 与贝尔实验室的 Thomas Landauer 合作，发表了两个实验的结果，这两个实验中有 700 个本科生参加。Landauer 和 Bjork 探究了增强记忆的最佳练习时机。他们的研究结果令人印象深刻：学习某件事的最佳时机是在你即将忘记它的那一刻。然而，也许正如 Neisser 预测的那样，这项发现在现实世界中是无用的。 + +68. 当我第一次了解到 SuperMemo 的时候，我已经上过一堂[认知心理学](https://en.wikipedia.org/wiki/Cognitive_psychology)的课，对艾宾浩斯的遗忘曲线相当熟悉——所以我对 SuperMemo 方法论的反应就像赫胥黎的那句话一样：「竟没想到这个，实在是太愚笨了！」[↩︎](https://www.gwern.net/Spaced-repetition#fnref68) + +69. 另请参阅 [page 7](https://www.wired.com/medtech/health/magazine/16-05/ff_wozniak?currentPage=7)⁠, Wolf 2008 + + > 然而现在，当我咧开嘴笑着向围观者挥手时，在我看来，他的方法中冰冷的理性可能只是表面现象，当与真正的奖励联系在一起时，即使是无情的系统也能产生某种发自内心的吸引力。将极端记忆的成就沿着遗忘曲线重新投射出来，在未来，我们将知道得更多，将这种未来与我们今天用于学习的几分钟联系起来，沃兹尼亚克找到了一种方法，将他的气质与他的记忆结合起来。他正在让未来变得引人注目。他不仅试图学习很多东西，而且还试图用一种乌托邦式的狂喜来温暖学习过程本身。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 5.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 5.md.meta" new file mode 100644 index 0000000..79ae551 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_gwern_Spaced Repetition for Efficient Learning 5.md.meta" @@ -0,0 +1,7 @@ +caption: Spaced Repetition for Efficient Learning 5 +created: 20230926010148000 +modified: 20230930151909310 +modifier: 马不前 +obvault: thoughts-memo-translation-main +title: λ:/thoughts-memo-translation-main/gwern/Spaced Repetition for Efficient Learning 5 +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_krashen_Five Hypotheses About Second Language Acquisition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_krashen_Five Hypotheses About Second Language Acquisition.json" new file mode 100644 index 0000000..1a8c41b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_krashen_Five Hypotheses About Second Language Acquisition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/krashen/Five Hypotheses About Second Language Acquisition", + "text": "# 二语习得的五个假说\r\n\r\n## 1. 习得与学得的区别\r\n\r\n下述所有假说中，习得与学得的区别最为基本。它指出，成年人提高第二语言能力，有两种泾渭分明且各自独立的方式。\r\n\r\n第一种方式是语言 **习得** ，类似儿童发展第一语言能力的过程，虽说不尽相同。语言习得是一种潜意识的过程；语言习得者通常并不意识到自己正在习得语言，只知道他们在使用语言进行交流。语言习得的结果，即获得的能力，也是潜意识的。我们通常意识不到已习得的语言规则。相反，我们对正确性总有一种「感觉」。符合语法的句子听起来或者感觉上就是对的。并且我们对错误异常敏感，即使我们并不知道违反了哪条规则。\r\n\r\n其他描述习得的方式包括内隐学习、非正式学习和自然学习。在非专业语言中，习得就是「不费力地学会」一种语言。\r\n\r\n培养第二语言能力的第二种方式是通过语言 **学得** 。从今以后，我们将使用术语“学得”来指代对第二语言的有意识的知识：知道规则，意识到规则，并能够谈论它们。在非专业术语中，学习是对一门语言的「了解」，大多数人称之为“语法”或“规则”。一些同义词包括正式的语言知识，或显性学习。\r\n\r\n一些第二语言理论家认为儿童是习得的，而成年人只能学得。然而，习得-学得假说声称，成年人也能习得，即「自然」学会语言的能力不会在青春期消失。这并不意味着成年人在第二语言上总能达到母语水平。这确实意味着成年人可以接触到儿童使用的相同的自然“语言习得装置”。正如我们稍后将看到的，在成人中，习得是一个非常强大的过程。\r\n\r\n纠错对潜意识习得几乎没有影响，但被认为对有意识的学得有作用。纠错被认为可以帮助学习者归纳或“找出”规则的正确形式。例如，如果一个把英语作为第二语言的学生说「我每天都去学校」，老师通过正确地重复这个句子来纠正他或她，学习者应该意识到/s/结尾是第三人称而不是第一人称，并改变他或她对规则的有意识的心理表征。这似乎是合理的，但还不清楚纠错在实际实践中是否有这种影响(Fanselow，1977；Long，1977)。学习\r\n\r\n来自儿童语言习得的证据证实，纠错不会在很大程度上影响习得。布朗和他的同事们已经证明，父母实际上只纠正了孩子语言的一小部分(偶尔会出现发音问题，某些动词和脏话！)。他们从他们的研究中得出结论，父母更关注孩子所说的话的真实意思，而不是形式。例如，Brown、Cazden 和 Bellugi(1973)报告说，一句话如下：\r\n\r\n```\r\n\r\n\t\t\t\tHer curl my hair\r\n\r\n```\r\n\r\n“这样的错误语法并未被纠正，因为事实上，这句话描述的事情是正确的”(第 330 页)。另一方面，\r\n\r\n```\r\n\r\n\t\t\t\tWalt Disney comes on on Tuesday\r\n\r\n```\r\n\r\n被更正了，尽管它的句法是正确的，因为 Walt Disney 实际上是在周三出现在电视上的。布朗等人得出结论认为，似乎是“真实意思具有价值；而不是语法主要支配着父母的外在语言强化--这使得这样一个培训计划的通常产品是一个说话高度规范但并不明显真实的成年人；这一事实变得有点自相矛盾”(第 330 页)。\r\n\r\n习得与学得的区别可能不是第二语言学习所独有的。当然，我们在学校“学习”我们的第一语言的一小部分(例如，对大多数人来说，是兔/免的区别)，在其他领域也有类似的区分(例如，参见Reber，1976；Hall，1959 年；以及d‘Anglejan的评论，1978)。\r\n\r\n## 2. 自然顺序假说\r\n\r\n近年来语言习得研究中最令人兴奋的发现之一：语法结构的习得是按照可预测的顺序进行的。特定语言的习得者往往较早习得某些语法结构，而较晚习得其他语法结构。个别习得者之间的一致性并不总是 100%，但在统计上有明显的相似之处。\r\n\r\n就自然顺序假说而言，英语可能是研究最多的语言，而在英语的所有结构中，词法学（morphology）是研究最多的。Brown(1973)报告说，将英语作为第一语言的儿童往往比其他儿童更早习得某些语法语素（grammatical morphemes）或虚词（functions words）。例如，进行式标记 **ing** (如\"He live*s* in New York\")复数标记/s/(\"two dog*s*\")是第一批习得的语素之一，而第三人称单数标记/s/(如“he live*s*in New York”)和所有格/(“John‘*s*hat”)通常是较晚获得的，出现时间从六个月到一年不等。de Villiers和de Villiers(1973)横向证实了布朗的纵向结果，表明布朗发现的那些儿童更早习得的部分是他们更容易接触到的。换言之，对于所研究的语素，难度顺序（difficulty order）与习得顺序（acquisition order）相似。\r\n\r\n布朗的结果发表后不久，Dulay和Burt(1974,1975)报告说，将英语作为第二语言习得的儿童在语法语素方面也表现出“自然顺序”，且无论他们的第一语言是什么。儿童第二语言习得顺序与第一语言习得顺序不同，但不同的第二语言习得者群体表现出显著的相似性。Dulay和Burt的结果已经得到许多研究者的证实(Kessler 和 Idar，1977；Fabris，1978；Makino，1980)。Dulay和Burt 使用了布朗最初调查的14个语素中的一个子集。Fathman(1975)用她的口语产出测试--SLOPE测试证实了儿童第二语言习得的自然顺序的真实性，该测试探测了20种不同的结构。\r\n\r\n在 Dulay 和 Burt 的工作之后，Bailey，Madden和Krashen(1974)报告了成人受试者的自然顺序，这个顺序与儿童第二语言习得中看到的非常相似。正如我们稍后将看到的，这种自然顺序只有在某些条件下才会出现(或者更确切地说，它只有在某些条件下才会消失！)一些研究证实了成年人语法语素的自然顺序，包括Andersen(1976)，他使用作文，Krashen，Houck，Giunchi，Bode，Birnbaum和Strei(1977)，使用自由交谈，克里斯森(1979)，也使用自由交谈。使用SLOPE测试的成人研究也证实了这一自然顺序，并扩大了数据库。Krashen，Sferlazza，Feldman和Fathman(1976)发现了与Fathman(1975)的儿童第二语言顺序相似的顺序，Kayfez-Fuller(1978)也用SLOPE检验报告了一种自然顺序。\r\n\r\n如上所述，第二语言的习得顺序与第一语言的习得顺序不同，但有一些相似之处。Krashen(1977)的表 2.1 列出了第二语言的平均顺序，并显示了第一语言顺序的不同之处。这一平均顺序是对许多语法语素习得的实证研究进行比较而得出结果\r\n\r\n表2.1。 **英语作为第二语言(儿童和成人)语法语素习得的「平均」顺序** \r\n\r\n虽然英语是学得最好的语言，但它不是唯一学过的语言。关于其他语言习得顺序的研究开始出现。Bruce(1979)和van Naerssen(1981)尚未发表的关于俄语作为外语的论文证实了自然顺序假说在其他语言中的有效性。\r\n\r\n我们将在后面讨论自然顺序假说的教学意义，但我应该指出，自然顺序假说的含义并不是说我们的教学大纲应该基于这里讨论的研究中发现的顺序，也就是说，我不建议先教授 **ing** 和然后教授第三人称单数/s/。事实上，在我们的目标是语言习得的所有情况下，我们都会找到理由拒绝语法排序。然而，我们将在完成理论基础后再处理这一问题。\r\n\r\n### (a) 过渡形式\r\n\r\n支持自然顺序假说的研究只显示了成熟或结构良好的结构出现的顺序。其他研究揭示了语言习得者在通向精通之路上所有可行的道路。(有关评论，请参阅Dulay，Burt和Krashen，在印刷中。Ravem，1974；Milon，1974；Gillis和Weber，1976；Cancino，Rosansky和Schumann，1974；Wode，1978和Nelson，1980；是这一领域的一些第二语言研究。)这里也有惊人的一致性--习得者在提高过程中会犯非常相似的错误，称为发展性错误。例如，在习得英语否定时，许多第一语言和第二语言习得者都会经历一个阶段，在这个阶段他们会把否定标志放在句子之外，比如：\r\n\r\n```\r\n\r\n No Mom sharpen it. (摘自Klima和Bellugi的(1966)\r\n\r\n儿童母语习得研究)\r\n\r\nand Not like it now. (摘自拉维姆(1974)对儿童的研究\r\n\r\nL2习得)\r\n\r\n```\r\n\r\n一个典型的后期阶段是在主语和动词之间放置否定标志，如：\r\n\r\n```\r\n\r\nI no like this one. \t (Cancino*等人*(1975)儿童二语习得研究)\r\n\r\nand This no have calendar. (摘自舒曼(1978a)对\r\n\r\n 成人二语习得)\r\n\r\n```\r\n\r\n在达到正确的形式之前。\r\n\r\n英语中*wh-*疑问句习得的可预测阶段包括 **wh-** 词出现在句子的前段部分，否则该词将保持正常的不可倒置形式，例如：\r\n\r\n```\r\n\r\n How he can be a doctor? (Klima和Bellugi，1966年，儿童L1\r\n\r\n 习得)\r\n\r\nand What she is doing? (Ravem，1974，儿童二语习得)\r\n\r\n```\r\n\r\n直到后来，习得者才开始颠倒句子的主语和动词。(详细评论可在 Dulay **等人** 的著作中找到。)\r\n\r\n已经为其他语言和其他结构描述了过渡形式。无论习得者的第一语言是什么，特定目标语言的习得阶段似乎惊人地相似(尽管特定的第一语言可能会影响特定阶段的持续时间；参见 Schumann，1979)。这种一致性被认为反映了自然语言习得过程的运作，而自然语言习得过程是我们所有人的一部分。(关于当前关于自然秩序假说的一些问题和争议的讨论，见Krashen，1981。)\r\n\r\n## 3. 监察假说\r\n\r\n虽然习得与学得的区别声称成人可以通过两种不同的方式进行二语习得，但它没有说明它们在二语习得中是如何相互作用的。监察假说假设习得和学习是以非常特殊的方式相互作用的。通常情况下，习得会「促使」我们使用第二语言，并对我们的流利程度负责。学得只有一个功能，那就是作为监视器或编辑者。只有在习得的系统“产生”之后，学习才会发挥作用，并改变我们的话语形式。这可能发生在我们说话或写作之前，也可能发生在(自我纠正)之后。图2.1对此过程进行了建模。\r\n\r\n图 2.1. 第二语言生产中的习得与学得。\r\n\r\n有意识的学习只能作为「监视器」使用，它可以在说或写之前或之后改变所获得的系统的输出。正是后天习得的系统启动了正常、流畅的言语。\r\n\r\n监控器假说暗示形式规则或有意识的学习在第二语言表现中只起到有限的作用。随着过去几年的研究进展，这些限制变得更加清晰。第四章回顾的这项研究有力地表明，第二语言表达者只有在满足三个条件时才能使用有意识的规则。这些条件是必要的，但不是充分的，也就是说，即使所有三个条件都满足了，表达者也可能没有充分地有意识地利用他的语法。我在这里列出了这些情况，并作了简要描述。我们将在第四章中更详细地讨论它们：\r\n\r\n(i) 时间: 为了有效地思考和使用显性规则，第二语言表达者需要有足够的时间。对于大多数人来说，正常的对话不会有足够的时间来思考和使用规则。在交谈中过度使用规则可能会导致麻烦，即说话风格犹豫不决，对谈话对象所说的话无动于衷。\r\n\r\n(ii)聚焦形式: 要有效地使用监控器，时间不够用。表达者还必须专注于形式，或思考正确性(Dulay and Burt，1978)。即使当我们有时间的时候，我们可能会如此投入到我们正在说的事情中，以至于我们没有注意到我们是如何说的。\r\n\r\n(iii)知道该规则：这是一个非常艰巨的要求。语言学告诉我们，语言的结构极其复杂，他们声称只描述了最知名语言的一小部分。我们可以肯定的是，我们的学生只接触到了语言总语法的一小部分，而且我们知道，即使是最优秀的学生也不会学习他们接触到的每一条规则。\r\n\r\n图2.1中所示的生产模式的证据最初来自于自然顺序假说的研究。(确认该模式的证据也来自其他方面的研究，例如，见Bialystok和Frohlich，1977,1978a，1978b。)这些研究与这一概括是一致的：当我们在看似“无监控”的情况下测试受试者时，我们看到了语法语素的自然顺序，即儿童(第二语言)难度顺序(类似于习得顺序；Krashen，1977)，在这种情景下，受试者专注于交际而不是形式。在这种情况下，我们看到了语法语素的自然顺序，即儿童(第二语言)的难度顺序(类似于习得顺序；Krashen，1977)。当我们给成年受试者进行满足三个条件的测试，即纸笔“语法”类型的测试时，我们看到的是“不自然”的顺序，不同于儿童的二语习得顺序或难度顺序。对这一结果的解释是，由于成人第二语言习得与儿童(第二语言)习得相似，自然顺序仅反映了习得系统的运作，没有意识到语法的干扰。当我们把人们放在满足这三个条件的情况下，当他们有时间专注于形式，并知道规则时，错误模式就会改变，反映出有意识的语法的作用。\r\n\r\n事实似乎是，不自然的秩序是某些语素排名上升的结果，这些语素是后天获得的、更“容易学习”的项目。当以英语作为第二语言的表达者被置于他们能够并确实监控的情况下，我们看到第三人称单数语素和常规过去时的排名上升，这两种语素都是后期习得的，在表 2.1 中排名较低，但在句法和语义上都相对简单。(见Larsen-Freeman的研究，1975，在第四章的表4.1中描述；和Brown的研究，在第四章的注释4中描述。)\r\n\r\n因此，使用意识监控器的效果是允许表达者使用尚未学会的词汇。然而，正如我们将在第四章中看到的，大多数监控器用户只能使用某些特定单词；监视器在语法的某些部分上比其他部分做得更好。具体地说，它似乎更好地处理在两种不同方面可以被描述为“简单”的规则。首先，不需要复杂的移动或排列的规则；语法简单的规则。从这个意义上讲，简单的规则包括限定词法，比如英语中的第三人称单数，或者法语中的*de*+*le*=*du*缩写。在这个意义上的困难规则包括英语*wh-*疑问句规则，该规则要求将疑问词移到句子的前面，主助词倒置，在某些情况下在正确的位置插入*do*。由于其语义属性，规则也可能很容易，也可能很难。英语冠词系统很容易正式描述--人们只需在名词前插入 **the** 或 **a** ，有时什么都不加。但是它的语义很难描述(例如，参见Hawkins，1978)。\r\n\r\n综上所述，使用监控器会导致自然顺序中“后期习得”的项目排名上升，即表达者已经学习但尚未获得的项目。只有某些项目可以提升等级，但是，当监控器使用较多时，这种等级提升足以扰乱自然秩序。(正如第四章所讨论的，在某些新获得的语素中有可能出现微小的变化，这些变化不足以扰乱自然秩序；这可以被称为“轻量化”监控器的使用。\r\n\r\n正如我们将在第四章中看到的，鼓励使用明显的监控器并非易事。实验表明，任何不是真正的语法测试的东西都不会以任何力量带来有意识的语法。Keyfetz(1978)在SLOPE测试中发现了口语和书面语的自然顺序，表明单纯使用书面语不足以导致非自然顺序。Houck，Robertson和Krashen(1978a)让成人受试者(大学水平的国际学生)修改他们自己的书面输出，并且仍然为校正后的版本找到了一个自然顺序。Krashen，Butler，Birnbaum和Robertson(1978)发现，即使当ESL学生在写作文时有充足的时间，并在指示下非常「小心」，使用监控器的效果也令人惊讶地轻微。现在最好的假设是，对于大多数人，甚至是大学生，需要一个真正的离散点语法类型的测试，才能满足监控器使用的所有三个条件，并鼓励大量使用有意识的语法。\r\n\r\n### (a) 监控器使用的个体差异\r\n\r\n我们在成人第二语言习得和表现上看到的一些个体差异可以用有意识监控器的不同使用来解释。对案例的研究表明，表达者可能有三种基本类型(Krashen，1978；Stafford and Covitt，1978；Kounin和Krashen，1978)。\r\n\r\n#### (i) 监控器过多使用者\r\n\r\n这些人一直在试图监控，表达者不断地用他们有意识的第二语言知识检查他们的输出。因此，这样的表演者可能说话犹豫不决，经常在说话过程中自我纠正，而且过于关注正确性，以至于他们不能真正流利地说出任何东西。\r\n\r\n过度使用语法可能有两个不同的原因。过度使用首先可能源于表演者接触第二语言的历史。许多人是纯语法教学的受害者，根本没有机会掌握大量的第二语言，可能别无选择，只能依赖于学习。另一种类型可能与个性有关。这些过度使用的人有机会习得，而且实际上可能已经习得了大量的第二语言。他们只是不信任这种后天获得的能力，只有当他们“只是为了确认”而参考他们的监控器时才会感到安全。\r\n\r\n#### (ii) 监视器过少使用者\r\n\r\n这些表达者没有学习过，或者如果他们已经学习了，即使在条件允许的情况下，他们也不愿使用他们的有意识的知识。「过少使用者」常不受纠错的影响，只能通过对正确性的“感觉”（译者注：俗称的“语感”）(例如，“听起来是对的”)进行自我更正，并且完全依赖于所获得的系统。\r\n\r\nStafford 和 Covitt(1978)指出，一些过少使用者对有意识语法的价值“光说不做”。他们的研究对象“我”认为，人们需要有意识的规则才能「正确地」说话，而且“语法是每种语言的关键”。然而，“我”自己在讲话或写作中几乎没有使用任何有意识的规则。\r\n\r\n#### (iii) 最优监控器使用者。\r\n\r\n我们的教学目标是培养出最佳的用户和表达者，他们在适当的时候和在不干扰交流的情况下使用监控器。许多最优秀的用户不会在普通对话中使用语法，因为这可能会干扰他们。(一些非常熟练的表演者，如一些专业语言学家和语言教师，也许能够在会话中使用大量的有意识知识，例如Rivers，1979，但这是非常不寻常的。我们可能会认为这些人是 1978 年 Yorio 之后的「超级监控器用户」。)然而，在写作和有计划的演讲中，当有时间时，最优用户通常会做出他们所能进行的任何修正，以提高他们输出的准确性(例如，参见Krashen和Pon，1975)。\r\n\r\n因此，最优监视器使用者可以使用他们学得的能力作为他们习得的能力的补充。一些还没有完全习得第二语言的最佳使用者，他们在讲话中偶尔会犯一些小错误，他们可以如此成功地使用他们的有意识语法，以至于他们经常会在写作中产生母语的错觉。(这并不意味着有意识的学习（学得）可以完全弥补不完整的习得。一些未学到的规则是可以学习的，而另一些则不是。最佳用户能够通过有意识的学习来填补“部分”空白，但不是全部空白。\r\n\r\n##4.输入假设\r\n\r\n由于两个原因，我们将花费更多的时间来研究这个假设，而不是其他的假设。首先，这些材料大部分都是相对较新的，而其他假设已经在几本出版的书籍和文章中进行了描述和讨论。第二个原因是它的重要性，既有理论上的，也有实践上的。输入假说试图回答可能是我们这个领域中最重要的问题，并给出了一个对语言教学的所有领域都有潜在影响的答案。\r\n\r\n重要的问题是：我们如何习得语言？如果监视器假说是正确的，即习得是中心的，而学习更多是边缘的，那么我们的教育方法论的目标应该是鼓励习得。那么我们如何习得的问题就变得至关重要了。\r\n\r\n这一部分安排如下：在给出任何支持证据之前，我将首先提出输入假设。接下来是对第一语言和第二语言习得研究的证据的描述。然后，我们将简要介绍应用语言学研究中的证据，这将在第五章中进行更详细的讨论。\r\n\r\n### (a) 假设的陈述\r\n\r\n让我们首先重申我们如何习得的问题：鉴于自然秩序假说的正确性，我们如何从一个阶段进入另一个阶段？如果习得者处于“第四阶段”，他如何才能进入“第五阶段”呢？更广泛地说，我们如何从代表当前能力的*i*阶段过渡到*i+1*阶段，即下一阶段？输入假说提出了如下主张：从阶段*i*到阶段*i+1*的一个必要条件(但不是充分条件)是习得者理解包含*i+1*的输入，其中“理解”意味着习得者关注的是信息的意义而不是形式。 \r\n\r\n换句话说，只有当我们理解了包含“稍微超出”我们现在的结构的语言时，我们才会习得。这怎么可能？我们如何理解包含我们尚未习得的结构的语言呢？这个明显的悖论的答案是，我们不仅调用语言能力来帮助我们理解。我们还利用上下文，我们对世界的知识，我们的非语言信息来帮助我们理解针对我们的语言。\r\n\r\n输入假说与我们在第二语言和外语教学中惯用的教学方法背道而驰。正如 Hatch(1978a)所指出的，我们的假设是，我们首先学习语言结构，然后练习在交际中使用它们，这就是获得语言流利的过程。投入假说则正好相反。它说我们首先通过“追求意义”来获得语言流利性，结果，我们获得了语言结构！(有关第一语言习得的讨论，见MacNamara，1972。)\r\n\r\n因此，我们可以将输入假设的第(1)和(2)部分陈述如下：\r\n\r\n(1)输入假说与习得有关，与学得无关。\r\n\r\n(2)我们通过理解包含超出我们当前能力水平的结构(*i+1*)来洗习得语言。这是在上下文或非语言信息的帮助下完成的。\r\n\r\n输入假说的第三部分指出，输入必须包含*i+1*才能对语言习得有用，但它不一定只包含*i+1*。如果习得者理解输入，并且有足够的输入，将自动提供*i+1*。换言之，如果成功交流，则提供*i+1*。正如我们稍后将讨论的那样，这意味着最佳输入甚至不应该试图故意瞄准*i+1*。我们都熟悉刻意覆盖*i+1*的教学大纲。有一个“当天的结构”，通常老师和学生都认为课程的目的是教授或练习特定的语法项目或结构。一旦这个结构被“掌握”，教学大纲就会进入下一个。输入假说的这一部分暗示，这种刻意提供*i+1*的尝试是没有必要的。正如我们稍后将看到的，甚至有理由怀疑它可能是有害的。\r\n\r\n因此，输入假设的第(3)部分是：\r\n\r\n (3) 成功交流时，或输入内容被理解且足够多时，会自动提供*i+1*。\r\n\r\n输入假说的最后一部分指出，流利的口语是无法教授的。相反，它会随着时间的推移自行“出现”。4根据这一观点，教授口语的最好方法，也许是唯一的方法，就是简单地提供可理解的输入。早期的发言会在习得者感觉“准备好了”的时候到来；然而，这种准备好开口说话的感觉对于不同的人来说，到达的时间略有不同。此外，早期讲话在语法上通常不准确。随着习得者听到和理解更多的信息，精确度会随着时间的推移而发展。因此，输入假设的第(4)部分是：\r\n\r\n(4) 口语能力会突飞猛进，而它并不是直接教授的。\r\n\r\n### (b) 支持该假说的证据\r\n\r\n#### 儿童母语习得\r\n\r\n输入假说与已知的「照顾者语言习惯」非常一致，即父母和其他人在与年幼儿童交谈时所做的修改。对我们来说，照顾者语言习惯最有趣也可能是最重要的特点是，它不是刻意教授语言的尝试。相反，正如克拉克(Clark, 1977)指出的那样，照顾者修改说话方式是为了帮助理解。照顾者会说得更简单一些，努力让孩子明白他们的意思。\r\n\r\n我们感兴趣的第二个特征是，我们发现，尽管照顾者说话在句法上比成人说话简单，但它与孩子目前的语言能力水平是「大致匹配」的，而不是“精准匹配”的。换句话说，照顾者的语言并不是精确地调整到每个孩子的水平，而是随着孩子的进步而变得更加复杂。粗调的很好的证据来自Cross(1977)和Newport，Gleitman，and Gleitman(1977)的研究，他们报告说，输入复杂性和儿童语言成熟度之间的相关性虽然是积极的，而且往往是显著的，但通常不是很大。对这一发现的一种解释是，照顾者并没有准确地瞄准*i+1*。它们提供给孩子的输入包括*i+1*，但也包括许多已经获得的结构，以及一些没有获得的结构(*i+2*、*i+3*等)。孩子可能还没有准备好。换句话说，照顾者不提供基于语法的教学大纲！(有关粗调的更完整的回顾，请参见Krashen 1980,1981。)\r\n\r\n关于我们的照顾者语言习惯的第三个特点是“此时此刻”原则。众所周知，照顾者谈论的主要是孩子能感知到的东西，以及眼前环境中的东西。与孩子们的谈话更有可能涉及房间里和现在正在发生的事情(“看到球了吗？”)而不是不在房间里的和不是最新的(“我们明天在楼上做什么？”)。正如Newport*等人*(1977)指出的那样，这是一个时下的约束--「此时此地」原则反映了照顾者和儿童的共同兴趣。\r\n\r\n虽然没有直接证据表明照顾者语言习惯确实比未经修改的输入更有效，但输入假说预测，照顾者语言习惯将对孩子非常有用。首先，它是可以理解的，或者期望它是可以被孩子理解的。“此时此地”功能提供语言外支持(上下文)，帮助孩子理解包含 **i+1** 的话语。正如MacNamara(1972)指出的那样，儿童不会先习得语法，然后再使用它来理解。孩子首先理解，这有助于他习得语言。\r\n\r\n正如前面所讨论的，粗略调整的照顾者讲话涵盖了孩子的 **i+1** ，但并不完全集中在*i+1*上。输入假说的第(3)部分声称这是最优的。粗调在儿童第一语言习得中有以下优势：\r\n\r\n(1)确保 **i+1** 被覆盖，不会猜测每个孩子的*i+1*是什么。另一方面，刻意瞄准*i+1*可能会失手！\r\n\r\n(2)粗调的输入可以同时为多个孩子提供 **i+1** ，只要他们理解所说的内容。精细调整的输入即使准确(即，即使“命中”*i+1*)，也只会使其*i+1*与输入中强调的内容完全相同的孩子受益。\r\n\r\n(3)粗调的输入提供内置审查。我们不需要关心孩子是否“掌握”了一个结构，孩子是否注意到了当天的输入，或者我们是否提供了足够的信息。使用自然的、大致调优的输入， **i+1** 将反复出现。\r\n\r\n换句话说，如果第(3)部分是正确的，如果在有足够的沟通和理解的情况下，总是提供 **i+1** ，则照顾者不必有意担心语言结构。\r\n\r\n这一定是件好事！将语法排序的责任加到为人父母的角色上会使亲子沟通变得不那么自发，也会变得更加困难。\r\n\r\n#### (ii) 第二语言习得证据：简单编码。\r\n\r\n 输入假说同样适用于第二语言习得。首先，如前所述，第二语言习得者，无论是儿童还是成人，也是「习得者」，就像儿童习得第一语言一样。此外，根据假说(2)，第二语言和第一语言都有一个自然的习得顺序，所以我们也可以讨论第二语言习得者的*i* + *1*。第三，第二语言习得者也可以理解儿童能够理解的修改后的输入。\r\n\r\n此修改后的输入有三种类型。外国人谈话的结果是母语者与不能完全掌握他们语言的人所做的修改(例如，参见 Hatch，Shapira和Gough，1978年的一些很好的例子)。教师话语是课堂上的外来语，是课堂管理和讲解的语言（当它是第二语言的时候）。第三个简单类型是中介语交谈，也就是其他第二语言习得者的言语。\r\n\r\n虽然这些简单的编码和照顾者语言习惯(Long，1980；Freed，1980)之间有一些不同之处，但也有重要的相似之处。就像照顾者语言习惯一样，外国人谈话和教师谈话中的修改不是为了语言教学，而是为了交流，以帮助第二语言习得者理解所说的话。第二，已有的研究表明，外国人话语和教师话语的自然程度大致与习得者的水平相适应，而不是细调(Freed，1980；Gaies，1977；综述见 Krashen，1980)；较高级的第二语言表现者倾向于获得更复杂的输入，但熟练程度与输入复杂性之间的相关性并不是很完美(Freed，1980；Gaies，1977；回顾，Krashen，1980)；更高级的第二语言表现者倾向于获得更复杂的输入，但熟练程度与输入复杂性之间的相关性可能并不强。\r\n\r\n外国人谈话和教师谈话可能并不总是满足「此时此地」原则，但乐于助人的母语人士和教师会找到其他方法来让输入变得容易理解。除了语言上的改变，他们还利用了习得者对世界的知识，当然，这比儿童获得母语时掌握的知识要多。此外，教师还使用教学辅助工具，如图片和真实情境(参见第三章中的讨论)。\r\n\r\n输入假说预测这些简化的语言将对第二语言习得者非常有用，就像照顾者语言习惯被认为对儿童有用一样。(有关支持这一假设的一些初步病史数据，请参见Krashen，1980,1981。)输入假说还预测，与直接针对 **i+1** 的精细调整的输入相比，自然的、可交流的、大致可调的、可理解的输入有一些真正的优势，换句话说，就是旨在教授一天结构的课堂练习。\r\n\r\n反对语法教学大纲的案例在第三章中有更详细的介绍，但这里有一个简短的总结。这些论点与反对给孩子提供微调输入的论点非常相似：\r\n\r\n(1)所有学生可能不在同一阶段。对于许多学生来说，“今天的结构”可能不是*i+1*。另一方面，通过自然的交流输入，可以为每个人提供一些 **i+1** 。\r\n\r\n(2)在有语法大纲的情况下，每个结构只出现一次。如果一个学生错过了，缺席了，没有注意，或者只是没有足够的练习(输入)，这个学生可能不得不等到明年（届时所有的结构都会被复习！）。另一方面，粗略调整的可理解输入允许自然复习。\r\n\r\n(3)语法大纲假定我们知道习得顺序。当我们依赖于可理解输入，依赖于粗略调整的自然交流时，就不需要这样的假设。\r\n\r\n(4)最后，语法大纲和由此产生的语法焦点严重限制了可以讨论的内容。很多时候，如果我们的根本动机是练习一种特定的结构，那么讨论或阅读任何真正感兴趣的东西即使不是不可能，也是很困难的。换句话说，语法上的关注通常会阻碍使用第二语言进行真正的交流。\r\n\r\n如果这些论点是正确的，它们意味着当我们的目标是习得时，我们不应该试图沿着自然顺序或任何其他顺序进行教学。(当目标是有意识的学习时，这不一定是正确的；参见第四章。)\r\n\r\n#### (iii) 第二语言习得的证据：静默期和母语影响。\r\n\r\n输入假说与第二语言习得中的其他发现和假说也是一致的。其中一个可以称为“静默期”，这是儿童第二语言习得中最明显的现象。\r\n\r\n人们经常注意到，在自然的、非正式的语言环境中获得第二语言的儿童在第一次接触第二语言后的几个月里可能很少说话。输出通常由记忆的语言组成，整个句子就像是一个单词一样学习。例如，Hatch(1972)报告说，保罗，一个 5 岁的以英语为第二语言的中国人，在他来美国的头几个月里并没有真正使用“创造性”的语言。他唯一的输出是记住的句子，比如\r\n\r\n```\r\n\r\n Get out of here.\r\n\r\n It's time to eat and drink.\r\n\r\n```\r\n\r\n他显然是在没有真正理解其组成部分的情况下把它们作为一个整体来学习的(例如，如果在另一个句子中使用「out」或「time」这个词，他可能不会理解)。这种背诵的句子可能对保罗非常有用，无论是在课堂上还是在操场上。7 当“真正的”语言开始出现时，它看起来非常像母语的习得过程，有一些简短、简单的句子，比如\r\n\r\n```\r\n\r\n This kite.\r\n\r\n Ball no.\r\n\r\n```\r\n\r\n用输入假说来解释静默期是很简单的--孩子通过听，通过理解他周围的语言来建立第二语言的能力。根据输入假说，通过听和理解培养了足够的能力后，口语能力就会自动产生。我们应该注意到，关于儿童习得第二语言的案例(另见 Hakuta，1974；Ervin-Tripp，1974)一致认为，他们可能需要几个月的时间才能开始说话，而且说出的句子并不完全正确。正如我们将在第三章中看到的那样，这一发现具有重要的教学考虑。\r\n\r\n成年人和正规语言课上的儿童通常不被允许有静默期。他们经常被要求很早就使用第二语言，在他们获得足够的句法能力来表达自己的想法之前。根据 Newmark(1966)首次提出的假说，在“准备好”之前被要求进行创作的表演者将依赖于母语规则，即他们在说第二语言时会使用第一语言的句法规则。\r\n\r\n更正式地说，如习得者需要 **i+1** 来表达自己的意思，但尚未获得 **i+1** ，则习得者将为 **i+1** (第二语言的一条规则)掺入一些母语规则。使用的母语规则可能与第二语言 **i+1** 非常相似，但也可能在某些方面有所不同。当母语和第二语言规则不同时，所产生的错误通常被称为“扰乱”。但根据Newmark的说法，这根本不是扰乱；这不是母语干扰第二语言表现的结果，而是缺乏知识的结果--尚未习得表达所需的第二语言规则。\r\n\r\n#### (iv) 第二语言规则使用的利弊。\r\n\r\n用一些母语规则代替一些 **i+1** 既有好处也有坏处。然而，好处是短期的，而坏处似乎相当严重。\r\n\r\n一个明显的优点是，母语规则的使用允许表达者在获得相关的 **i+1** 规则之前，“超越他的能力”，以满足二语交际的实际需要。当使用的母语规则与第二语言中的规则(“正迁移”)相同时，表达者似乎得到了免费的东西。即使母语规则与第二语言规则不同，人们可能会争辩说，说出来已经很好了，因为通常情况下，尽管形式不正确，他仍然可以传达自己的观点。\r\n\r\n另一个好处是，使用母语所允许的早期产出也有助于带来输入--它允许表达者更多地参与对话，这可能意味着更容易理解的输入，因此也就意味着更多的第二语言习得。\r\n\r\n然而，返回母语中采选（近似）表达也有真正的坏处。首先，母语规则可能与第二语言规则不同，如上所述，可能会导致错误。有意识地使用监控器可以在某些情况下记录并修复这些错误，但不是所有情况，因为正如我们已经看到的，监控器使用的限制是严格的。因此，母语规则的使用要求监控器时刻保持警惕，而且如此产生第二语言形式上正确的句子是一种笨拙的方式。(请注意，根据理论，监控器对此类错误的纠正不会产生获取或永久更改。它不会根除母语规则，即使在很长一段时间内有效地做到了这一点。真正的习得只来自可理解输入。）8\r\n\r\n在第二语言表现中使用母语规则可能还有另一个严重的坏处。即使母语规则类似于实际的第二语言规则或过渡形式，也不清楚这些规则是否有助于习得者的进步--它们可能不会在发展序列中取代“真正的”第二语言规则。在Krashen(1982)中，我讨论了习得需要在*i*和*i+1*之间进行比较的假设(Clark和Andersen，1980；Lamadella，1979)。情况可能是，*i*和*i+1*之间的“语义距离”不能太大--*i*和*i+1*只能有很小的差别。我假设，过渡形式可能有用，因为它们可以临时充当*i*，帮助减少*i*和*i+1*之间的距离。\r\n\r\n例如，如果英语中的目标规则是否定的(*i+1*，通过输入呈现给系统)，则中间形式no+*v*(由创造性构建系统内部提供)可能更接近成熟的否定形式。因此，习得者可以在*i*处使用no+*v*，而不是否定的更原始形式(例如no+*S*)。\r\n\r\n如果过渡性形式可以暂时充当*i*，那么下一个问题是母语规则，即使它们恰好与第二语言规则或过渡性形式相似，是否也可以执行这一功能。答案可能是“不”。例如，说西班牙语的人在习得英语的过程中通常有很长的一段时间，他们在英语否定中使用no+*v*，这一结构类似于英语作为母语和第二语言的过渡形式(Schumann，1979)。可能的情况是，早期的no+*v*性能是母语规则的使用，而后来的no+*v*性能是真正的中间形式。可能的情况是，只有后者才能帮助系统“向前发展”。\r\n\r\n综上所述，母语规则的使用被认为是“在表达中需要尚未习得的第二语言规则”时退回到母语知识的结果。它可能会暂时有助于交流，但在第二语言方面可能不是真正的进步。Newmark认为，“扰乱”的真正解决办法不是针对两种语言之间的对比点进行训练(Newmark和Reibel，1973，第239页)。演练最多使人学会，正如我们所看到的，这只是一种短期的学习方法。真正的解药“就是治愈无知”(Newmark，1966，第81页)：真正的语言习得。只有当习得者获得可理解的输入时，才会发生这种情况。\r\n\r\n#### (v) 应用语言学研究。\r\n\r\n输入假说与所谓的“方法比较”实验的结果也是一致的。几位学者和一批学者试图通过简单的比较直接确定哪种教学方法是最好的。使用两种不同方法学习第二语言和/或外语的学生群体在长期和短期学习中都进行了比较。我们将在第五章详细介绍这项研究，但我会事先陈述我自己的结论。我阅读的研究比较了更常用的方法(与语法翻译或认知编码相比的音频-语言)如下：\r\n\r\n(1) 「演绎」教学法(先规则后练习，如语法翻译、认知编码等)比成人听力教学略有提高。这些差异在统计上通常是显著的，但并不是很大。显然，学生们使用这些方法中的任何一种都会取得一些进步。\r\n\r\n(2) 对于青少年而言，没有可测量的差异。\r\n\r\n我以这种方式解释了这种未能找到巨大差异的原因：这些研究中比较的方法都没有提供太多可理解输入！此外，输入假说预测，提供大量可理解输入的方法将比任何较旧的方法做得更好。\r\n\r\n有几种较新的方法可以做到这一点，例如Asher的全身反应法(Asher，1966,1969)和Terrell的自然方法(Terrell，1977)。在这些方法中，课堂时间致力于提供可理解输入，重点是信息而不是形式，学生在自己决定“准备好”之前不会用第二语言表达。在过去十年里，证实这种“输入法”优越性的报告一直出现在专业文献中(例如，Asher，1972；Gary，1975；Postovsky，1974；更详细的内容见第五章)。(然而，对可理解输入的关注并不是新方法成功的唯一原因；参见下面关于影响的讨论，以及第三章和第五章。)\r\n\r\n由于本书的大部分内容是关于第二语言习得理论(第三章、第四章和第五章)的含义，因此这一部分确实应该推迟到以后。然而，我忍不住要在这里简要说明一个含义，因为在我看来，输入假说的含义对我们所有对语言习得感兴趣的人来说都是真正令人兴奋的。最重要的是，输入假说预测教室可能是第二语言习得的绝佳场所，至少达到“中级”水平。对于初学者来说，课堂可以比外部世界好得多，因为外部通常提供给初学者的可理解输入很少，特别是对于年长的习得者(Wagner-Gough和Hatch，1975)。在教室里，我们每天可以提供一小时的可理解输入，这可能比外面对初学者所能做的要好得多。在谈到情感过滤之后，我们会对此做更多的阐述。\r\n\r\n## 5. 情感过滤假说\r\n\r\n情感过滤假说阐述了情感因素与第二语言习得过程的关系。情感过滤的概念是由Dulay和Burt(1977年)提出的，它与在情感变量和第二语言习得领域所做的理论工作以及本章之前涉及的假设是一致的。\r\n\r\n过去十年的研究已经证实，各种情感变量与第二语言习得的成功有关(Krashen，1981)。大部分被研究的人可以归入以下三个类别之一：\r\n\r\n(1)*动机* 动机高的表达者通常在第二语言习得方面做得更好(通常，但不总是，“融合的”\r\n\r\n(2)*自信* 拥有自信和良好自我形象的表达者在第二语言习得中往往表现得更好。\r\n\r\n(3)*焦虑*: 低焦虑似乎有利于第二语言习得，无论是以个人焦虑衡量，还是以课堂焦虑衡量。\r\n\r\n在几个地方，我假设这些态度因素与习得而不是学得相关，因为当使用交际型测试时，这些态度因素与第二语言成绩的关系往往更强，这些测试利用的是后天习得的系统，而不是学习的系统，当参加测试的学生在“习得丰富”的情况下使用了语言时，即大量可理解输入的情况下，这些态度因素往往与第二语言成绩有更强的关系。\r\n\r\n情感过滤假说通过假设习得者的情感过滤器的强度或水平不同，捕捉到情感变量与第二语言习得过程之间的关系。那些对第二语言习得态度不佳的人不仅会寻求更少的输入，而且他们也会有很高或很强的情感过滤--即使他们理解了信息，输入也不会到达大脑中负责语言习得的部分，也不会到达语言习得装置。那些态度更有利于第二语言习得的人不仅会寻求和获得更多的输入，他们的过滤也会更低或更弱。他们会对输入更加开放，而且会“探索更深”(Stevick，1976)。\r\n\r\n图2.2所示的“情感过滤”假说声称，情感的影响是“在”语言习得机制之外的。它仍然认为“输入”是第二语言习得中的主要原因变量，情感变量起着阻碍或促进输入到语言习得装置的作用。\r\n\r\n过滤假说解释了为什么习得者有可能获得大量可理解输入，但却短暂(有时甚至很短)地停留在本族语水平(或 “fossilize”；塞林克，1972年)。出现这种情况，是因为情绪过滤。\r\n\r\n图2.2. “情感过滤” 的运行机制\r\n\r\nDulay和Burt(1977年)提出的“情感过滤”旨在阻止将输入用于语言习得。具有最佳态度的习得者(见正文)被假定具有“低”情感过滤器。鼓励低过滤的教室是那些促进学生低焦虑，使学生“不再处于守势”的教室(Stevick，1976)。\r\n\r\n这幅图景丝毫没有削弱情感变量在教育方法论中的重要性。情感过滤假说暗示，我们的教学目标不仅应该包括提供可理解的输入，还应该创造一种鼓励低过滤的情景。正如第五章所讨论的，有几种方法就是针对这一点的(例如，咨询式学习和“建议百科”)。\r\n\r\n输入假说和情感过滤的概念对语文教师有了新的定义。有效的语言教师是在低焦虑的情况下提供输入并帮助理解的人。当然，很多老师多年来都是这样看待他们的任务的，至少在专家告诉他们不是这样之前是这样的！", + "type": "text/markdown", + "caption": " 二语习得的五个假说\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Five Hypotheses About Second Language Acquisition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_krashen_Providing Input for Acquisition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_krashen_Providing Input for Acquisition.json" new file mode 100644 index 0000000..1b2c8cc --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_krashen_Providing Input for Acquisition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/krashen/Providing Input for Acquisition", + "text": "# 为语言习得提供输入\r\n\r\n在这一章中，我们走出了从理论到实践的艰难一步。在这之前，我来给读者提一下第一章的主要观点：我认为理论只是几个可能的决定性因素之一，我们还要考虑方法和材料。这些理论猜想需要进一步的研究及教师和学生的经验来证实（尽管有些启示确实有经验上的证实）。「理想」状态是研究人员和实践者同时在理论和应用中相互学得（和习得）。\r\n\r\n在这一章中，我们将讨论实践的一个方面：我们该如何鼓励潜意识习得？这是一个重要的问题，因为第二语言习得理论的主要含义是：以习得为中心。因此，我们在教学上需要鼓励语言习得。\r\n\r\n这一部分首先简要讨论了输入假说对语言课堂的现有职能和潜力的一些影响，以及语言课堂与非正式环境相比的局限性。接着，我们讨论实际说和写的输出所能做出的贡献。正如第二章所解释的，假设语言习得是通过输入，即听和读获得的（而非输出即说和写）。不过输出在鼓励习得方面确实起到了间接作用。\r\n\r\n本章的主要内容是描述什么是「优质输入」，列出一些优质输入所应具备的特征。在接下来的几章中，我们将讨论有意识的语言学习如何适应教学形式，在最后一章中，我们将检查一些常见的语言教学方法和非正式学习环境的一些方面，看看它们在多大程度上帮助提供了本节讨论的输入和第四章讨论的学习类型。\r\n\r\n本次实践的目标是提供一个框架，帮助我们发现材料和方法对学生起了什么实际作用。这有望帮助我们弥补现有教学的不足，并提供对现有的材料技术进行补充改进的方法。\r\n\r\n## A. 第二语言课堂的潜力\r\n\r\n我们经常听说，你必须「住在国外」才能真正精通第二语言，而且非正式的现实世界环境总是优于课堂或正式环境。正如我们在第二章中看到的，有几项研究似乎支持这一论断。然而，其他研究表明，课堂毕竟是有帮助的。我试图通过假设“真正有争议的是 **可理解输入存在与否** ”来解决这个明显的冲突。当课堂是可理解输入的主要来源时，它就是有益的。当习得者在课外拥有丰富的输入来源，并且当他们足够熟练地利用它（即至少理解一部分）时，课堂就没有显著效用。\r\n\r\n因此，非正式环境的真正优势在于它提供了可理解输入。然而，如果我们使第二语言教室里充满对习得最有利的输入，很有可能我们真能比非正式环境做得更好，最差也得中级水平。正如我们在第二章中提到的，社会很少为年长的二语学生提供可理解的输入。正如 Hatch 和她同事们所指，成人的输入在语法上更复杂，包含更广泛的词汇，更复杂的主题，通常更难理解。这只是一个简单的反映，成人的世界比孩子的复杂得多，我们对成人理解能力的期望值要高得多。\r\n\r\n对于成人初学者来说，课堂可以比非正式环境做得更好。在第二语言课堂，我们有可能每天提供整整 40-50 分钟的可理解输入，这将促进语言习得。在非正式环境中真正的初学者，特别是如果他或她缺乏口语应用（conversational management）和猜测体会意思（negotiation of meaning）的能力（参见本章后面的讨论；还有 Scarcella 和 Higa的研究，即将出版），可能需要几天甚至几周的时间才能从所听到的接二连三的语言中「挑选」出那么多可理解输入。初学者根本听不懂他周围的大部分语言。它将是噪声，不能用于习得。\r\n\r\n因此，第二语言课堂的价值不仅在于语法教学，而且在于更简单的「教师谈话」，即可理解输入。只要这门课的重点是提供可理解输入，学生就能有效地在课堂上急速达成至少中等水平。\r\n\r\n## B. 课堂的局限性\r\n\r\n尽管我对第二语言课堂充满热情，但有几个方面是课外世界明显出类拔萃的（或者是对课外世界的一些「改进」，这是一个令人着迷的替代方案，我们稍后会讨论），特别是对于中级水平的第二语言学生来说。首先，很明显，外部世界可以提供「更多」输入。生活在讲这种语言的国家可以上一整天的第二语言课程！然而，正如我们前面提到的，要使非正式环境发挥任何作用，输入语言必须是可理解的。因此，随着习得者的进步，非正式环境将会越来越有用，也会越来越容易被理解。\r\n\r\n其次，正如许多学者指出的那样，学生在第二语言课堂上能接触到的话语范围是相当有限的，无论我们把它做得多么「自然」。教室根本不可能与外界的多样性相匹配，尽管我们肯定可以超越我们目前的限制。\r\n\r\n课堂可能永远无法完全克服其局限性，也不必如此。其目标不是作为外部世界的替代品，而是把学生带到一个可以开始利用外部世界进行进一步习得的地步，达到可以开始理解校外使用的语言的地步。它通过两种方式实现：一是提供输入，让学生在语言习得方面有所进步，这样他们至少在一定程度上能理解「真正的」语言；二是让学生拥有对话的能力，也就是说，通过给学生提供管理对话的工具让学生能够在能力不达完美的情况下完成有限的对话。在接下来的讨论中，我们回到这两个重要问题上。\r\n\r\n## C. 输出的作用\r\n\r\n在形容输入的最佳特征之前需要处理的第二点是：输出的作用。最主要的是：说话在语言习得中的作用。1*\r\n\r\n输入假说提出了一个对某些人来说似乎相当了不起的主张——我们不是通过练习说话，而是通过理解输入，通过听和读来达成口语流利。事实上，从理论上讲，不说话就能习得语言。Lenneberg (1962) 在母语习得中证明了这一点，他描述了一个患有先天性构音障碍的男孩的案例，这是一种外围语言器官的障碍，他永远不能说话。当 Lenneberg 对这个男孩做测试时，他发现这个孩子能够很好地听懂英语口语。换句话说，他在没有练习输出的情况下就获得了「能力」。这个孩子在 8 岁时接受了测试，无法直接判断他缺乏输出这一点是否减缓了他的语言习得。很有可能的是，如果他能够说话，他习得语言的速度就会更快一些，因为说话可以对习得做出「间接」的贡献。\r\n\r\n输出对语言习得有一定的贡献，但不是直接的：简单地说，你说得越多，就会有越多的人跟你说话！因此，语言习得者的实际说话会影响直接向你输入的人的「数量」。\r\n\r\n这也会影响针对习得者的输入的「质量」，对话伙伴经常试图通过调整他们的讲话的难度来帮助你理解（「外国人谈话」）。他们通过看你是否听懂了所说的话来判断需要调整多少，还 **通过听你说话** 来判断。一个说第二语言的人犯了很多错误，口音不好，而且犹豫不决的人，通常比一个看起来有能力且流利的人更有可能得到更多调整后的输入。\r\n\r\n对于语言习得来说，参与谈话可能比「偷听」更有效。在会话中，第二语言习得者对话题有一定程度的控制，可以向对方示意谈话中的理解困难，等等。换句话说，他可以管理和调节输入，使其更容易理解。偷听就没有这样的控制！但是，为了参与对话，每个参与讨论的人肯定至少要说一些，有一些输出。以上即说话的间接贡献。\r\n\r\n### 1. 「对话」与语言习得\r\n\r\n一些学者认为「参与对话」是语言习得的主要原因。根据上面的讨论，我们可以看出，这在某种意义上是正确的。然而，「对话」本身并不是第二语言习得中的决定因素。这是习得输入的一种方式，也是一种非常好的方式。然而，从理论上讲，不参与对话也很有可能习得语言。2\r\n\r\n图 3.1 说明了输出对语言习得的间接，但通常相当大的贡献。\r\n\r\n图 3.1 输出如何间接促进语言习得。\r\n\r\n可理解 **输入** 是语言习得进步的原因。之所以能够输出，是因为先习得了能力。\r\n\r\n人们「说话」的同时，也鼓励了「输入」（别人对他们说话）。这是 **对话** 。\r\n\r\n### 2. 输出和学习\r\n\r\n正如第二章所建议的那样，输出可以在帮助语言学习方面起到一定程度上的作用，即使不是必要的。输出有助于学习，因为它提供了纠错的空间。当第二语言使用者说或写时，他或她可能会犯错误。错误纠正被认为有助于学习者改变他或她对语法的理解或修改语法的适用背景。（参见第二章对假设 (1) 的讨论。）\r\n\r\n因此，我们可以将「输出方法」与这里提倡的输入方法进行比较。我们能不能主要鼓励输出，很少或没有输入，并纠正所有错误来教授语言？这样的技巧，除了让人抓狂外，还十分依赖于学生学习语法的能力。\r\n\r\n这并不是说纠错完全没用，有意识学习也没有价值。有意识学习是可以发挥作用的，纠错在某些情况下可能是有用的。我们稍后再谈「学以致用」的问题。\r\n\r\n到目前为止，读者已经看到了足够多的「稍后讨论」，现在是时候转到本章的主要部分，即对于第二语言习得最佳输入的描述。本介绍所做的承诺可以指望得到兑现。\r\n\r\n## D. 最优习得输入的特征\r\n\r\n在这一部分，我将尝试着提出一套要求，任何针对潜意识语言习得的活动或材料都应该满足这些要求。对这一组（可测试的 testable）特征的预测是：完全满足这些特征的活动将鼓励以最快的速度习得。如果一项活动不满足其中任何一项，可能会导致零习得，或者很少习得。（对于很少习得的情况，「一点点满足」，多半会是这样，即使对于「语言习得装置」应该很强大的成年人来说，语言接触都可能只产生一点点习得。）\r\n\r\n下面描述的特征不是「加权的」。我们不会试图声称一个比另一个更重要，尽管这样的说法可能会被提出。我将把这一点留给将来以改进。此外，这里也没有试图通过经验证据来「支持」这些结论。它们源于第二章提出的假设——第二语言习得理论，正是这些假设得到了实证证据的支持。换句话说，我们在这里是对理论做出推断。这并不意味着这些特征不能作为预测（predictions）和进一步检验；事实上，正如我在第一章中讨论的那样，它们应该得到应用语言学研究以及教师和学生的直觉的证实。\r\n\r\n我们分别讨论每个特征，展示每个特征对方法、材料和非正式输入的不同方面做出的预测。在这些描述之后，我将试图指出一些新的可能性，并强调一些被忽视的传统输入来源的重要性（第五章）。\r\n\r\n### 1. 最优输入是可理解的\r\n\r\n这显然是最重要的输入特征。这相当于声称，当习得者不理解信息时，就不会进行习得。换句话说，难以理解的输入或「噪音」将无济于事。\r\n\r\n假设「可理解性」是基本的、必要的（但不是充分的）要求，就会得出几个似乎是正确的预测。它解释了为什么一个人仅仅通过听收音机几乎不可能获得一门第二语言或外语，除非习得者会说一种非常相近的语言。一个只会说英语的人，例如，在收音机里听到波兰语，什么也得不到，因为输入的只是「噪音」。3\r\n\r\n这一要求也解释了教育电视节目在教授外语方面的明显失败。输入内容根本无法理解。我自己的孩子多年来忠实地看着 Ville Allegre 这样的节目，学到的东西和我差不多：他们可以用西班牙语从一数到十，还能认出像 *casa* 和 *mesa* 这样的几个单词。可理解性要求预测，一般来说，作为一名语言教师，电视在某种程度上会比广播更成功，但即使是电视，在开始阶段也是不够的。Ervin-Tripp (1973) 指出，聋人父母的听力障碍儿童不会从电视或广播中习得语言，这一观察结果与要求一致。\r\n\r\n这一特点也解释了为什么孩子有时无法学会家庭语言。我自己的情况，我认为，是相当典型的。我的父母在家里说了很多年的意第绪语（Yiddish），偶尔会互相说（讲秘密），还经常和我的祖父母说。尽管如此，除了几个短语和套路外，我和姐姐都没能学会意第绪语。另一方面，在许多家庭中，孩子们在成长过程中确实说着家庭语言和社区语言。关键似乎是家庭语言是否指向孩子，换句话说，是否试图使语言「可理解」。我们通过旁听听到的是令人费解的语句。它涉及的主题不容易确定，也往往超出了我们的经验范围。专门对我们说的意第绪语会被简化，与我们更相关，因此更容易理解。\r\n\r\n可理解性要求做出的另一个预测是，「随意交谈」或「自由对话」不是语言教学。换句话说，仅仅作为一种语言的母语者本身并不意味着一个人就有资格成为该语言的教师。有意识和广博的语法知识也不能使一个人成为一名语言教师。相反，一个好老师的决定性特征是，无论他或她的目标语言能力如何，他或她都能让非母语人士理解输入的内容。这就自然而然地引出了另一个话题，即教师如何让输入变得可理解。\r\n\r\n#### (a) 如何辅助理解\r\n\r\n如果我们对“可理解性是习得最佳输入的重要要求\"这一假设是正确的，那么”如何帮助理解“则是第二语言教学的一个非常核心的问题。事实上，对输入可理解的要求表明， **第二语言教师的主要作用是帮助输入内容变得可理解** ，为成人做「外部世界」不能或不愿做的事情。\r\n\r\n教师帮助理解基本上有两种方式，语言的和非语言的。研究表明，说话者在语言上有许多事情可做，以使能力较差的说话者更容易理解他们的演讲。Hatch (1979) 总结了语言学方面的输入简化，它似乎可以促进理解。这些特征包括：\r\n\r\n(1) 较慢的速度和更清晰的发音，这有助于习得者更容易识别单词之间的边界，并有更多的时间来理解；\r\n\r\n(2) 多用高频词汇，少用俚语，少用习语；\r\n\r\n(3) 简化句法，使用短句。\r\n\r\n这些特征和其他特征似乎在不同类型的简化原则中或多或少是共同的，如照顾者式讲话（caretaker speech）、外国人式谈话（ foreigner-talk）和教师式谈话（teacher-talk）（另见 Krashen，1980），它们显然有助于使输入语言更容易理解。有相当多的经验证据表明，依据这些简化原则的语言比母语的语言要“简单”得多，而且，正如第二章所提到的，有证据表明习得者的语言水平与输入语言的复杂性之间存在一定的相关性：更高级的习得者往往希望得到更复杂的输入。\r\n\r\n这是否意味着教师在与学生交谈时应该有意识地简化他们的语言呢？他们是否应该考虑放慢语速，使用更常用的词汇，更短的句子，不那么复杂的句法和更少的嵌入等？有时候有意识地涉及这些「规则」可能有所帮助，但当我们专注于试图被理解时，似乎会自动做出这些调整。Roger Brown 在评论有关第一语言习得中监护人话语（caretaker speech）的研究时也得出了类似的结论。对于想知道如何在最短的时间内「教」孩子语言的父母，他给出了以下建议：\r\n\r\n> 相信您的孩子能理解比他（她）能说的要多，最重要的是，要寻求交流……没有一套教如何与孩子交谈的规则比得上你潜意识就知道的（规则）。如果你专注于沟通，其他一切都会随之而来。(Brown, 1977, p. 26.)\r\n\r\n正如我在几个地方 (Krashen, 1980, 1981) 所说，同样的情况可能适用于语言教师。如果我们把重点放在理解和交流上，我们就能满足最佳输入的句法要求。\r\n\r\n当我们把教师从讲究语法的责任中解放出来时，其他责任就变得更重要了。一个是确保输入确实可理解。对于是否理解的检查，除了强调它的重要之外，我没别的可说了。要理解检查，可以从偶尔直接地问「你们明白了吗？」，也可从学生的语言和肢体反应得知。\r\n\r\n教师的另一个主要任务是提供鼓励理解的非语言手段。在我看来，以实物和图片等形式为初级课堂提供语言外的支持并非花里胡哨，而是教师鼓励语言习得的工具中非常重要的部分。在早期的第二语言教学中，实物和图片的使用与教学者在帮助母语习得时「着眼于具体实在的教学法（here and now）」相对应，因为它们都有助于习得者理解「稍微超出」他们能力的信息。\r\n\r\n好的教师还会利用学生对世界的了解，通过讨论学生熟悉的话题来帮助理解。当然，讨论或阅读一个完全陌生的话题会使信息更难理解。然而，让输入内容过于「熟悉」是有危险的。如果这条信息被完全理解，它将不会引起任何兴趣，学生就很可能不会参与。我们希望学生把注意力集中在信息上，必须有一些信息，一些学生真正想听或读到的东西。这一要求可能最难满足，我们将在下面讨论特征 II.5 时对其进行更多的说明。\r\n\r\n正如刚才所指出的，理解是语言习得的 **必要条件** ，但这还不是 **充分条件** 。理解输入语言而不习得是很有可能的。这可以发生在以下几种方式：首先，很可能输入不包含 *i+1*，也就是它不包含「稍稍超出」学生理解能力的结构。其次，在许多情况下，我们在理解时不使用句法——我们通常可以通过词汇和非语言信息的组合来获得信息。最后一种情况，「情感过滤」可能「被唤起」，抵触情绪可能会导致习得者即使得到符合*i+1*的输入 ，也不会进一步习得。\r\n\r\n### 2. 最优输入是有趣的、相关的\r\n\r\n最佳输入将习得者的注意力集中在信息上，而不是形式上。更进一步说，最好的输入是如此有趣和相关，以至于习得者甚至可能「忘记」消息是用外语编码的。\r\n\r\n创造符合这一特点的材料来提供输入似乎是一项简单明了的任务，但我的观点是，实际上，这一要求并不容易满足，业界也不认为它是显而易见的。向一个目标、兴趣和背景与老师和彼此不同的同学展示和讨论感兴趣的话题是非常「困难」的。我还声称，输入对相关性和兴趣的要求并没有被广泛认可，因为有太多的材料不符合这一要求。\r\n\r\n很容易想出一些可理解但普遍认为无趣且不相关的输入作为例子。其中最明显的例子是句型操练和大多数对话式练习。实验表明，在句型的前几次重复之后，学生就很少或根本不再注意含义了 (Lee, McCune, and Patton, 1970)，同样的结果很可能也适用于死记硬背的对话。基于类似的理由，语法练习也不能作为习得的输入。诚然，这些练习的目标不是「习得」，我们也有必要检查一下它们是否满足第二语言课程的其他要求。然而，它们仍惨淡地失败了。\r\n\r\n不太明显的是「有意义的练习」在最佳输入要求中的失败。「有意义的练习」与「机械练习」的区别在于前者要求涉及真正的意义 (Paulston，1972)。然而，由于有意义的练习旨在提供对特定语法结构的练习，因此也很难建立在真正相关或有趣的信息交换中，例如：\r\n\r\n```\r\n\r\n What time does he get up in the morning?（他早上几点起床？）\r\n\r\n What time does he get up in the morning?（他早上几点起床？）\r\n\r\n```\r\n\r\n充其量，这样的信息对语言班的成员来说没什么意思。我相信教师也没法将真正有趣或相关的信息嵌入在如此基于日常的句子中。\r\n\r\n其他一些没有达到真正相关性的很大一部分输入类型是大多数外语学生在第一节课中被指定完成的阅读作业。一般来说，这些被指定的读物和学生们平时用母语阅读的东西几乎没有相似之处。\r\n\r\n在读者觉得我过于挑剔和不公平之前，我必须说，在我看来，在高中或大学提供的标准美国外语课程中，兴趣-相关性的要求几乎不可能满足，特别是当这样的课程被作为必修课时。在ESL（第二语言的英语教学）的情况下，满足这种要求要容易得多，因为对语言的需求被ESL意识到了。例如，在主要由移民组成的班级中，输入的内容通常包含大量对学生在“外部”生存有用的信息。为外国学生开设的大学ESL课程通常包括学习技能、学术英语、大学生活入门，甚至是有用的学术技能。ESL教师经常正式或非正式地担任朋友和顾问，因此提供了大量真正相关的输入。\r\n\r\n### 3. 最佳输入不必按语法排序\r\n\r\n在以习得为导向的材料中，我们不应该有意识地考虑在输入中包含 *i+1*。输入假设的第 (3) 部分声称，当输入是可理解的，当含义被成功接收时，在大多数情况下，*i+1*将自动出现。9\r\n\r\n这一要求可以以一种含蓄的形式来表述。(3) 可以改写为：没有 **必要** 故意包括 *i+1*，因为它会自然发生。更直白地说就是：甚至不要试图包括 **i+1** 会更好一些。 第二章简要介绍了反对刻意进行语法排序的论点，这里将对其进行扩展。\r\n\r\n1. 如果我们按语法顺序教学，每节或几节课都集中在一种结构上，就等于假设班上每个人都有相同的 **i+1** ，即每个人的语言能力都处于同一水平。因为习得率存在个体差异（情感过滤的强度和获得的可理解输入量不同），所以班里的所有学生都处于同一水平的可能性极小。假设无序但自然的（可理解）输入将包含丰富多样的结构，那么只要有 **足够的** 输入（我们回到下面的 **数量** 问题）每个人都会有 **i+1** 。\r\n\r\n2. 当我们试图呈现一个「微调」的语法学习顺序时，我们通常只会将每个句型结构或语法规则呈现一次。（通常有「复习」课程，也有回顾的尝试，但是复习通常不会贯穿整个教学活动——它的目标通常是「提醒」规则，并为应该已经「内化」的规则提供一些额外的练习。10）第一次没学会的学生怎么办？传统复习是一种提醒，但往往无济于事。在传统的外语学习中，就像在美国一样，学生甚至可能得等到第二年才等到这一条语法再次出现。无序交流输入包含内置复习。我们不必担心是否错过了今天的进行时，它将再次成为输入的一部分……再来一次。如上所述，假设有足够的可理解的输入，那么可理解的输入就保证了我们的自然复习和回顾。\r\n\r\n有些读者可能会觉得我是在虚空打靶。可以说，一些以语法为基础的课程，尽管语法结构的进度是按部就班的，但确实也提供了 **i** + **1** 的输入。虽然可能存在「今日新学语法」，但并不是每句话都包含这一语法。例如，如果课程的重点是进行时，课堂输入和阅读材料中也会使用其他时态。\r\n\r\n表面上看可能是这样，但这种方法确实存在一个问题。着重语法时，交流起来「总是」让人痛苦，总是缺乏真正有趣的输入。教师和材料编写者都把注意力集中在特定结构的「语境化」上，而不是交流观点上。\r\n\r\n正如我的同事 Steven Sternfeld 向我指出的那样，这里提倡的与「语境化」有着根本的不同。语境化涉及到为语法规则或词汇的呈现创造一个「现实的」上下文。教师心目中的目标是学得或习得语法或单词。而这里提倡的是，老师和学生都应以交流想法和信息为重点（译者按：反而应轻视语法规则）。\r\n\r\n这一反对意见可以概括为以下几点：\r\n\r\n3. 以语法为基础的教学大纲的方向降低了可理解输入的质量，扭曲了沟通交流的焦点。老师们会关心他们是如何说话的，阅读选择的目的将是包括 *x* 个 *y* 语法结构的例子以及一定的词汇样本，这肯定是枯燥和呆板的保证。\r\n\r\n4. 还有一个问题是语法序列试图猜测习得的顺序。几年前，我提出 (Krashen *et al.*, 1975)，自然顺序假说的一种应用是按照自然顺序构建「自然教学大纲」。后来我的立场变了。正如 Fathman (1979) 所指出的，自然顺序假说的实际意义可能在于，它教会了我们：语言习得过程是潜在的。现在在我看来，我们不应该试图按照第二章表 2 所给出的顺序（或按照任何其他语法顺序）进行教学。\r\n\r\n按照可理解输入理论，只要提供 **i+1** （及许多其他结构），可理解输入将自动遵循自然顺序。\r\n\r\n现在我们总结一下自然输入（健康食物的均衡饮食）相较步调一致的语法教学大纲（类似单一甚至多种维生素疗法）的优势。11\r\n\r\n#### (a) 违反语法大纲的情况\r\n\r\n| 交流性输入（自然地包含 *i+1*，输入充足） | 语法教学大纲（有意提供 *i+1*） |\r\n\r\n| ------------------------------------------------------------ | ------------------------------------------------------------ |\r\n\r\n| 1. 最终会为所有学生提供 *i+1*| 1. 所有学生可能不在同一阶段。对于许多学生来说，这一天的句式结构可能不是 *i+1*。 |\r\n\r\n| 2. 自然而广泛的复习。 | 2.每个结构只显示一次。（有关「复习」的讨论见正文。）|\r\n\r\n| 3. 师生都有意着重于思想交流。| 3.着重语法可能会阻碍真实、自然的交流。|\r\n\r\n| 4. 不假定我们知道习得顺序。| 4. 假定我们知道习得顺序。|\r\n\r\n### 4. 最优输入的数量必须充足\r\n\r\n由于缺乏数据，很难说在第二语言习得中需要多少可理解/低过滤输入才能达到给定的熟练程度。然而，我们现在所知道的足够多，能够自信地表示，业内人士严重低估了达到中等或中等水平的第二语言习得熟练程度所需的可理解输入的数量。\r\n\r\n有关量的理论论证源于前面的讨论。我假设，如果满足两个条件，自然的交际输入可以为所有的学生提供 *i+1*\r\n\r\n(1) 输入不受人为限制（如限制语篇类型）\r\n\r\n(2) 供应充足。\r\n\r\n显然，五分钟的演讲或一段阅读，几乎不可能包含某个学生的 **i+1** 。我的建议是，与其更细致地针对学生的需要「过度个性化地」教学，增加可理解输入的量则要容易得多。同样，如果足够的话，应提供 **i+1** ，并反复提供。\r\n\r\n如上所述，我们没有足够的数据来自信地说明需要多少输入才能达到给定的阶段。然而，这些文献确实为我们提供了足够的信息来陈述一些最初的假设。下面，我们将简要考察一下文献中关于想达到最初的「说话准备就绪」阶段和更高水平意味着什么。\r\n\r\n#### (a) 初始准备说话的输入量要求\r\n\r\n需要多少输入才能结束「沉默期」？需要多少输入才能使第二语言习得者利用习得的能力产生话语？\r\n\r\nAsher 的全身反应教学（译者按： Total Physical Response 后简称TPR教学法，是一种通过目标语言指令配合身体动作的教学方法）是一种要求学生服从第二语言发出的命令的方法，通常带有「完全身体反应」（例如站起来），这让我们对最初的口语准备需要多少输入有所了解。\r\n\r\n正如我们将在第五章中看到的，TPR 法的主要优点可能是它能够提供集中的、可理解的输入。Asher 在几篇论文（在第五章回顾）中指出，通过TPR 法学习的学生通常在约 10 个小时的TPR 输入后准备好开始用目标语言进行输出。12\r\n\r\n非正式语言习得研究呈现了一幅乍一看似乎不同的图景。儿童非正式第二语言习得中的「沉默期」可能长达六个月！在这段时间里，除了例行公事和一些模式外，孩子在第二语言中可能会产生很少的东西。与 Asher 观察到的十个小时可能就足够了相比，「自然」沉默期的长度更长，这可能是因为儿童在自然环境中接受的大量输入可能是无法理解的。正如本章前面所述，「正式指导」的主要优势可能是它有可能在早期阶段提供可理解输入，使习得者能够开始利用自然环境。儿童非正式第二语言习得的长时间沉默期可能进一步证明非正式环境在早期阶段效率低下。13\r\n\r\n#### (b) 提高熟练程度的输入量要求\r\n\r\n对于提升到更高能力水平所需的低过滤/可理解输入的数量，我们更是知之甚少。我们可以从美国外事服务学院的计划表中得到一些想法，该表估计了成年英语使用者达到 FSI 2+ 级所需的课时（2+ 被定义为「最低专业水平和工作专业水平之间」，Diller, 1978, p. 100）。根据外事服务学院的估计 (reproduced in Diller, 1978)，像德语、法语和意大利语这样的欧洲语言需要大约 720 个小时的课时才能使「普通」学生达到 2+ 水平，而更具「异国情调」的语言（如阿拉伯语、韩语和汉语）则需要 1950 个小时的课堂时间。14\r\n\r\n然而，这些数字可能代表的是上限。它们是以「课堂时间」为基础的，通常采用传统方法，这大概不会带来最优输入。换句话说，我们可以做得更好。\r\n\r\n「要多少输入？」这仍然是一个经验性的问题，一个很可能可以通过研究充分回答的问题。更确切地说，我们想知道：「需要多少低情感过滤/可理解输入，学生才能获得足够的第二语言能力，才能利用非正式环境继续提高？」尽管我们目前缺乏数据，但我现在似乎清楚的是，我们没有充分利用可用的教学时间来提供可理解的输入，如果我们更多地关注输入，我们将能够激发出更快（且更舒适）的第二语言习得。\r\n\r\n在结束这一节之前，我应该指出，我的建议并不是什么新鲜事：与 Newmark (1971) 一样，我建议泛读精读辩论中的「泛读」一方是正确的，学生从理解意义的阅读和阅读大量材料中获益更多，而不是从 Newmark 所说的对困难段落的「密码分析解码」中获益。相较专注于听力理解练习，学生从参与对话及大量对话中获益更多。\r\n\r\n我们现在转到鼓励语言习得的程序应该包含的另外两个特性。\r\n\r\n## E. 其他鼓励习得的特性\r\n\r\n### 1. 不能让学生处于抵触状态\r\n\r\n「处于戒备状态（on the defensive）」这个短语来自 Stevick 的名著《记忆、意义和方法》。对我来说，它的意思是，方法和材料不应该是对学生能力或先前经验的测试，不应该只暴露弱点，而应该帮助学生习得更多。\r\n\r\n更笼统地说，我们讨论的是将情感过滤保持在「低水平」，即确保学生对输入的内容持开放态度。情况可能是这样的，如果我们使用「符合」输入假说的程序，其满足最优输入的所有其他特征，那么我们最终得到的输入，以及随之形成的课堂教学方法，也将满足这一要求，并有助于将过滤保持在较低水平。在本节中，我将尝试概述几个这样的一般程序和实践。\r\n\r\n首先，我很抱歉在这个问题上喋喋不休，如果我们专注于提供可理解输入，且输入的重点是信息而不是形式，这本身就会导致低水平情绪过滤。如果讨论的话题很有趣，而且可以理解，那么通常与语言课相关的大部分「压力」就会「消失」，焦虑就会降低，习得就会产生。正如前面提到的，我认为一个理想的目标是，学生在某种意义上「忘记」输入的信息实际上是用另一种语言编码的。\r\n\r\n其次，只要我们不要执着于过早的输出，我们就能够使学生在「准备好开口」之前保持低过滤状态。语言教师（和学生）将第二语言习得的进步与流利的口语（「你会 **说** 法语吗？」）联系在一起，这样做的合乎逻辑的结果是，我们希望我们的学生从一开始就交谈。我个人的观点是，在学生通过可理解输入建立足够的能力之前，强迫学生及早输出，可能是语言课最令人焦虑的事情！虽然一些学生可能想要尽快交谈，但另一些学生在建立更多能力之前可能会感到不够自信。换句话说，沉默期的长度是可变的（见注 12）；Asher 的十小时估计可能是「平均水平」，但不是板上钉钉的。一个安全的程序就是不强迫输出，让学生自己决定什么时候开始说话。\r\n\r\n与输出意愿密切相关的是错误和纠错问题。第二语言习得研究清楚地告诉我们，错误是不可避免的，而且在早期阶段会大量出现。为了给读者一个估计，在皇后学院进行的一项实验中，我们发现，在进修课的分级考试中，ESL 学生的作文中大约每五个单词就有一个错误 (Krashen *et al.*, 1978)。成绩较好的学生平均每十个单词就有一个错误，最不熟练的学生每两个单词就有一个错误！一定会提高过滤的一个方法是尝试纠正错误，特别是在开始阶段，特别是在口语方面！不幸的是，纠错是业界对错误的典型反应，在我看来，这是一个严重的错误。这是一个错误的原因有几个。这里我们关注的可能是纠错中最严重的缺陷，那就是它对情感过滤的影响。\r\n\r\n纠错会立即让学生产生抵触心理。它鼓励学生采取一种尽量避免错误、避免困难结构且专注形式而非内容的策略。它可能会扰乱整个交流焦点。在我常用来说明输入假设在课堂教学中的应用的演示中，我深切的感受到的了这点。在我替 Steven Sternfeld 出席的演讲中，我告诉观众，我将给他们上两节外语课（我通常使用德语）。对于第一节课，我只是随便聊聊，说「我现在要给你上一节德语课，但首先让我告诉你一些关于德语的东西，等等。」这完全是用德语完成的，对于那些从未接触过德语的观众来说，几乎完全听不懂。第二节课大概是这样的：\r\n\r\n```\r\n\r\n这是我的鞋。(指向鞋子)\r\n\r\n这是我的手。(指向手部)\r\n\r\n这是我的头。 (指向头)\r\n\r\n这是头。(在白板上画个头)\r\n\r\n这是一双眼睛。 (画眼睛，举起两根手指)\r\n\r\n这是一张嘴。(画张嘴)\r\n\r\n这是一根烟。(画根烟) \r\n\r\n你们能给我递根烟吗? (走向班级成员，做出吸烟手势，指着自己)\r\n\r\n```（译注：这整段话都是德语）\r\n\r\n第二课的重点是，这堂课是相当容易理解的，虽然可能不是很有趣。这要归功于简单的语言，语言外的支持等。还有试图通过画一个有趣的头和要一支烟来降低过滤。在这节简短的课程之后的讨论中，我解释了这些事情，并声称，如果在一段时间内给人们提供这种输入，他们自然而然就会开口说话。很有趣的是观众的反应：这是一种解脱。讲座结束后，有几个人走过来对我说：「当你说要给我们上语文课的时候，我很紧张，我怕你来找我，我就得说点什么，我会弄错的。」这告诉我，语文课即使在专业语文教师中也会引起恐惧，其中一个原因是我们对早说的执着和对待错误的态度。为什么要让学生受苦于连我们都不愉快的流程呢？\r\n\r\n关于纠错这个话题还有更多要说的，它有一些优点，也有其他缺点，我们稍后在课堂上讨论有意识的学习时会深入这一话题。这里需要说的是，纠错不是提高第二语言能力的基本机制；根据理论，我们是通过可理解的输入获得的。由于过度使用纠错对习得有如此大的负面影响，而且纠错对语言习得没有直接的好处（见第二章，假设一的讨论）。一个安全的流程就是，在交流中完全消除纠错，这一方法在 Terrell 的自然教学法中得到了极大的成功。学生没有纠错也会进步，甚至可能进步得更快，因为输入会「抵达」，过滤会更低，学生会放下抵触心理。\r\n\r\n### 2. 提供可以帮助学生获取更多输入的工具\r\n\r\n我们的责任远不止于语言课堂。15 事实上，正如我刚才所说，我们的任务是为学生提供所需的工具，让他们在没有我们的情况下继续进步。我们需要提供足够的输入，这样他们才能获得必要的语言能力，从而开始利用非正式的环境，即外部世界。换句话说，他们需要对第二语言有足够的了解，这样他们才能理解大部分非课堂语言。然而，培养他们到如上的能力还不够。\r\n\r\n即使我们成功地把我们的学生带到这个阶段，他们在外部使用语言时也会遇到问题。他们仍然不能理解他们听到的大部分输入，即使是调整后的。他们会发现自己无话可说，会犯各种错误。如果我们只专注于提供纯粹的“语言学（linguistic）”能力的输入，我们将会有这样的学生，他们避免与母语者接触，担心听不懂别人跟他们说话，还会在交谈时会遇到真正的问题，包括回想单词时痛苦的沉默、困惑和误解带来的尴尬等。\r\n\r\n我想这是在美国外语教学的典型情况。经过两年的指导，甚至愿意与说自己所学语言的人交谈的学生都是很少见的！解决这个问题的办法是给我们的学生提供他们需要的工具来克服这些困难，使他们 **有交谈能力。** 通过给他们管理对话的方法，我们可以帮助他们达到“尽管能力不足也能够参与对话的程度”来持续进步。我们可以帮他们对“找不到合适词汇、也不能完全理解”的必然做好准备，我们可以帮助他们确保能 **继续获得可理解输入。** \r\n\r\n学生需要哪些工具来管理对话，从而继续获得课堂外的输入？换句话说，我们怎样才能帮助我们的学生在能力不够完善的情况下进行对话呢？\r\n\r\nScarcella (即将推出)表示，至少有两种方式可以帮助习得者获得更易理解的输入：帮助控制输入 **数量** 的设备和帮助控制 **质量** 的设备。前者将帮助习得者获得更多输入，后者将帮助使输入变得可理解。\r\n\r\n会话技能（conversational competence）属于输入数量类，包括开始会话的方式(问候)和保持会话的方式(例如，礼貌常识)。Scarcella 的受试者 Miguel 是一位 21 岁的以英语作为第二语言的人，尽管他只有一般的“语言学”能力，但他相当熟练地掌握了这些会话技能的工具，正如以下简短的摘录所显示的那样：\r\n\r\n```\r\n\r\nMiguel：Hi! How are ya?（嗨！你好吗？）\r\n\r\nNS：Okay.（好的。）\r\n\r\nMiguel：What's new?（有什么新鲜事吗？）\r\n\r\nNS：Not much. Had a test today.（不是很多。今天做了个测试。）\r\n\r\nMiguel：Oh that's too bad. What test?（哦，那太糟糕了。什么测试？）\r\n\r\n```\r\n\r\nMiguel 通过使用几个精心挑选的例句，能够发起和保持对话。然而，像 Miguel 这样的第二语言者并不能作为标准，因为研究表明，对于会话技能，第二语言习得者往往存在令人惊讶的严重差距(见下文)。\r\n\r\n有各种方法可以用来使输入更容易理解，从而控制输入的质量。也许最明显的就是向母语人士寻求帮助，「让母语人士用话语工具……解释对话的某些部分」(Scarcella，p.5)。这些方法涉及到从发现有问题的单词，然后重复，如\r\n\r\n```\r\n\r\nNS：Salvador Dali also put out a cookbook because he is a great expert on cuisine.（Salvador Dali 还出版了一本食谱，因为他是一位伟大的烹饪专家。）\r\n\r\nMiguel：(looking confused): Cookbook?(（看起来很困惑）：食谱？)\r\n\r\nNS：(picking up a cookbook): Recipes from Maxime's, places like that.（(拿起一本食谱)：Maxime‘s 的食谱，诸如此类。）\r\n\r\n(Scarcella, p. 5)\r\n\r\n```\r\n\r\n诸如「什么？」或「我不明白」之类的话。\r\n\r\nScarcella 还指出，输入的质量可以通过使用「反馈暗示」来改善，“反馈暗示”使母语使用者得知对方是否跟得上对话。这些线索包括语言暗示，如“嗯”，“是的”，以及非语言暗示，如在适当的时间点头和眼睛凝视行为。\r\n\r\n最后，还有一些会话策略可以避免难以理解的输入，包括将对话主题引向更容易理解或更熟悉的方向等方式。Scarcella 的受试人 Miguel 在这方面相当在行，如下所示：\r\n\r\n“``”\r\n\r\nNS：... I like classical music too--Beethoven, Schubert--you know that kinda stuff.（我也喜欢古典音乐--贝多芬、舒伯特--诸如此类的东西。）\r\n\r\nMiguel：You play the piano?（你弹钢琴吗？）\r\n\r\nJoe：Yeah.（是的。）\r\n\r\nMiguel：Me too.（我也弹。）\r\n\r\n```\r\n\r\n## F. 「传授」会话技能\r\n\r\n了解会话技能的组成部分是一回事，培养学生的会话技能则是另一回事。这里需要问的问题是会话技能是学得的还是习得的。\r\n\r\n我认为，对于“所有会话技能都是可被学得的（learnable）”这一假设，这里有很多很好的反对论据(另见即将出版的Scarcella中的讨论)。首先，它太复杂了。正如 Scarcella 指出的那样：\r\n\r\n「大多数语篇的规则和策略都非常复杂，主要表现在词汇、语音和韵律特征、非语言交际特征和句法特征等方面。此外，所有这些特征都可能因社会环境的不同而有所不同。例如，有些问候语在某些情况下是合适的，但在另一些情况下就不合适。它们有时被大声喊出，有时只是轻轻问候。在任何特定情况下，合适的问候语取决于各种因素。这些包括：被问候的人，一天中的时间，地点和互动，在场的其他人，以及预期的互动类型(愉快的，蔑视的，等等)。(第10页)。\r\n\r\n其次，即使学生设法学习了一些会话技能的规则，它们也不会总是在需要的时候出现：在没有监控（Monitor-free）的情况下。\r\n\r\n最有可能的是，会话技能的大部分方面必须是习得的。最初的假设是，它们的习得方式与语法一样，是通过可理解的输入获得的。满足本章提出的要求也需要会话技能的习得，考虑到课堂在时间和语篇方面的局限，这是一项非常困难的任务。\r\n\r\n但是，可以直接教授一小部分会话管理工具，它们既可以作为规则，也可以作为背诵的例句，只要它们易于学习(参见关于学习的部分，以便遵循)。例句包括开始对话的、表示暂停和请求帮助的措辞(Scarcella，p.11)。此外，近年来还引入了大量的课内和课外趣味活动来培养会话技能。\r\n\r\n我在这一部分的主要观点是，会话技能为学生提供了管理会话所需的工具，因此是教学的重要组成部分，因为它有助于确保语言学习发生在课堂外，并在教学计划结束后持续。我们的责任不会随着学期的结束而结束：事实上，在我看来，语言教学的目的是为学生提供他们需要的东西，这样他们就可以在没有我们的情况下取得进步。\r\n\r\n## 附注\r\n\r\n1如第二章所详述，言语输出可以来自三种不同来源中的任何一种。首先，我们可以运用习得能力（acquired competence），如第二章中的情绪监控假说所示。根据输入假说，这种输出需要一段时间才能得到发展。另一种方式是通过记忆的模式和程序（memorized patterns and routines）(参见Krashen和Scarcella，1978)。第三种方式是大量使用母语结构，如第二章所述。后两种言语产生方式是“无能力执行（performing without competence）”(借用R.Clark的术语)。使用这些方法，第二语言使用者可以非常迅速地“学会说话”，而且很显然，有一些技巧帮助了他们，即使帮助他们的只是些很局限机械的例句。(参见第二章，Krashen and Scarcella，1978和Krashen 1981中的讨论。)\r\n\r\n2这就提出了一个有趣的问题：参与对话对于真正成功的第二语言习得是否“确实”是必要的？也许会是。会话不仅是获得可理解输入的有效手段外，还提供了其他一些真正的优势，这些优势将在本章的阐述中变得愈加清晰。Scarcella (即将出版)指出，“交际能力”有很多方面可能不是单靠观察和输入就能获得的(参见本章后面的讨论)。此外，Scarcella 指出，真正的对话需要“高度的个人参与”，也就是 Stevick （1976）所说的“深度（depth）”和较低的情感层面的过滤。\r\n\r\n在对科幻文学的评论中，Hatch(1976)指出了几个例子，在这些例子中，作者认为通过收听广播获得人类语言是可能的。然而，即使是这些作者似乎也明白，通过听无法理解的输入来获得语言是一种超能力，只有某些拥有不同的、明显是更优越的“语言习得设备”的外星人才拥有这种超能力。\r\n\r\n4有一些通过电视学习第二语言的轶事。例如，Larsen-Freeman(1979)引用了一个说德语的人通过电视获得荷兰语的案例。这一点都不奇怪，因为荷兰语的输入对于一个说这种密切相关语言的人来说是可以理解的。请注意，我并不是说从电视上习得语言是「不可能的」。我只是说，可理解的输入对于习得是必要的，电视对初学者来说提供的可理解的输入很少。中级水平的学生可能会从电视甚至广播中获益良多。\r\n\r\n老师帮助学生理解「超出理解」的结构的另一种方法是强调词汇。伊夫林·哈奇(Evelyn Hatch)和我近年来都提出了增加词汇量的论点(Hatch，1978a；Krashen，1981)，我认为我们的论点是相似的。虽然词汇知识可能不足以理解所有信息，但毫无疑问，词汇量的增加有助于习得者更多地理解所听到或阅读的内容(参见Ulijn and Kempen, 1976; Macha, 1979, on the role of vocabulary in reading comprehension)。因此，更多的词汇应该意味着更多的可理解输入，更多的语法习得。这一“新观点”与早先的立场有很大不同。语言教师的任务是限制新词汇的引入，以便专注于语法学习。现在我们说词汇学习实际上将有助于语法的习得。\r\n\r\n然而，这一立场的实际影响对我来说并不清楚。我们是否应该为了增加可理解的输入量而孤立地教授词汇？不幸的是，很少有研究直接回答如何最好地习得词汇，以及最重要的是如何保持词汇记忆的问题。教师们有一些共识，认为词汇应该在语境中教授，而不是通过死记硬背列表来教授(参见 Celce-Murcia 和 Rosenzweig，1979，关于几种技巧)，但甚至可能根本不应该直接教授词汇！情况可能是这样的，如果我们提供足够的可理解的输入，词汇习得实际上就会自动进行。\r\n\r\n让我以非正式实验的形式重申这一建议：给出 10 分钟的学习时间(等车等)，哪种活动对对长期记忆词汇感兴趣的语言习得者更有用？\r\n\r\n(1)轮流学习词汇列表，使用记忆卡片或类似技术。\r\n\r\n(2)仔细阅读包含“新词”的故事(语境化)。\r\n\r\n(3)为了快乐而阅读，只试着理解信息，只有在新单词似乎对意义至关重要或当获得者对其意义感到好奇时才查找新单词。\r\n\r\n方法(3)依靠可理解的输入，以足够的频率提供新词汇，并帮助习得者确定词义。在方法(3)中，并未有意识地关注词汇，而只关注意义。我们对此的预测（希望？）是，真正重要的词会自然地重新出现，其含义会通过上下文变得越来越明显。偶尔浏览字典或教师偶尔给词下释义也是有可能帮助习得者的。\r\n\r\n6 例如，南加州大学的美国语言学院在为外国学生提供英语作为第二语言的同时，还开设了一门打字课程。\r\n\r\n7 可能会有更多的机会为大学级别的第二语言习得者提供最佳输入，我们将在第五章中讨论这一点。\r\n\r\n8 对于一些语法监控爱好者（Monitor users）和语言学家来说，虽然很奇怪，但单是清晰的语法信息就足够有趣并且相关，因为习得者「相信」这将帮助他们提升语言能力。在这种情况下，语法形式就是信息。如果一门关于目标语语法结构的课程是用目标语教授的，并且学生也是“分析型（analytic）”的，那么这门课程就会成功。(见Krashen，1980和第五章中的评论。)\r\n\r\n9 有例外情况，即 **i** + **1** 可能不存在可理解输入的情况。有时，对话主题受限制。或是在许多工具性语言使用中，熟悉一些常规和模式可能就足以成功沟通(例如，与加油站服务员、办事员等打交道)。这些情况下 **i** + **1** 可能不存在。\r\n\r\n10 在我的解释中，「内化」似乎是指对最初学习的规则的一种随后习得，即认为学习“导致”了随后的习得。根据第二章提出的第二语言习得理论，这种情况不会发生。我已经在几篇技术论文(Krashen，1977)中讨论了这一点，并将在后面的部分回顾这一点。\r\n\r\n11 我脑海中浮现的另一个比喻是“霰弹枪”与“单发子弹”。前者命中目标的机率更高。\r\n\r\n12 Varvel (1979) 描述了正规教学(Silent Way methodology)中持续时间相当长的静默期，表明在语言课上成年人静默期的持续时间可能有相当大的个体差异：\r\n\r\n>“有一位来自台湾的女士，几个星期后在课堂上仍然明显沉默不语。她从不说话，当被叫到时，她只会低声回答，只说需要说的话。但很明显，她是班上最专心的学生之一，对正在做的事情很清楚，似乎很喜欢上课。她对学习什么和如何学习也有积极的态度，从来没有人强迫她积极参与。\r\n\r\n>\r\n\r\n「然后在开学第九周的一天，她坐在前排，一整个小时都在以积极的方式参与。从那时起，她继续以更有限的方式积极参与，有时帮助别人，也得到别人的帮助…」(第491页)\r\n\r\n虽然这名学生保持沉默可能还有其他原因，但这个例子表明，沉默期应该得到尊重，一些学生就是比其他学生更晚做好发言的准备。\r\n\r\n13 在可理解的输入量相同的情况下，由于其他原因，儿童在第二语言习得中的静默期可能会比成年人的平均静默期长。我在这里想说的是，如果儿童听到的可理解输入占比更多，那么儿童第二语言习得的静默期就不会那么长。\r\n\r\n14 请注意，如果我们假设一个在自然环境中的二语习得者每天收到大约两个小时的可理解的输入，720 个小时相当于大约一年的「国外」经验。这里假设课堂时间=可理解的输入，最然这在 FSI 图表所基于的传统方法中可能不成立。然而，这与民间普遍认可的观点是一致的，即在国外学习一年就能在欧洲语言方面取得相当程度的流利。\r\n\r\n15 本节中包含的材料只是我从与 Steven Sternfeld、Robin Scarcella 和 Batyia Elbaum 的讨论中学到的总结。我不仅感谢他们的信息和启发，也感谢他们的耐心。", + "type": "text/markdown", + "caption": " 为语言习得提供输入\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Providing Input for Acquisition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_masterhowtolearn_3 Fatal Reasons Why You SHOULDN'T Be Taking Notes When Studying.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_masterhowtolearn_3 Fatal Reasons Why You SHOULDN'T Be Taking Notes When Studying.json" new file mode 100644 index 0000000..3f1a439 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_masterhowtolearn_3 Fatal Reasons Why You SHOULDN'T Be Taking Notes When Studying.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/masterhowtolearn/3 Fatal Reasons Why You SHOULDN'T Be Taking Notes When Studying", + "text": "# 为什么学习的同时不该记笔记！—— 三个致命的原因\r\n\r\n原文：[3 Fatal Reasons Why You SHOULDN'T Be Taking Notes When Studying - Master How To Learn](https://www.masterhowtolearn.com/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/#supermemo_heartimagessupermemo_heartpng)\r\n\r\n摘要\r\n\r\n3 个原因：\r\n\r\n1. 忽略机会成本 —— 还有更多学习方法远胜于记笔记\r\n\r\n2. 行动与目标不一致\r\n\r\n3. 把「忙碌」当作「有用」。\r\n\r\n补充信息\r\n\r\n这里所说的「记笔记」是指自学时做笔记：写课本内容的总结，在笔记上标记重点，之后反复阅读来复习。我指的不是在课上或讲座上记笔记，总结教授或者老师的课堂内容。\r\n\r\n标记重点：在这篇文章中，特指在笔记上标记重点，而不是在课本上标记，因为有的文献指的是这个\r\n\r\n总结：将教科书的内容重写为你自己的简化版本。\r\n\r\n反复阅读：反复阅读笔记来复习。\r\n\r\n## 「记笔记」的文献综述\r\n\r\n让我们再来看看这篇论文，[用有效的学习技巧提高学生的学习能力](https://journals.sagepub.com/doi/10.1177/1529100612453266)。从这个表格中，你可以看到，「标记重点」、「总结」、「反复阅读」的效用均评定为「低」。\r\n\r\n[img [./images/utility_table-1.png|https://www.masterhowtolearn.com/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/utility_table-1.png]]\r\n\r\n记笔记则把雷踩了个遍，因为其中有三种最无用的学习方法：标记重点、总结、反复阅读。坦率地说，记笔记完全是在浪费时间。你不必相信我的话，自己看看这篇论文的结果吧。\r\n\r\n## 1. 机会成本\r\n\r\n许多年前，我不断研究如何更好地记笔记。遇到[康奈尔笔记法](https://pdf.wondershare.com/mobile-app/cornell-note-taking-system.html)后，我笃定这是最佳的记笔记方法。但 …… 我从未质疑这方法本身的有效性：\r\n\r\n> 我到底应不应该记笔记？\r\n\r\n你每一次选择都要付出机会成本：选择一个机会，便舍弃其他潜在机会的最高价值。考虑到这一点，问题便不是「如何做笔记」，或「怎么记才更好」，而是「应不应该记笔记」。\r\n\r\n在本案例中，当你记笔记的时候，机会成本就是做练习题或复习抽认卡。你放弃了其他效用高的学习方法（如间隔重复、测试练习），乃至效用中等的方法（如详尽询问、自我解释和穿插练习），而采用了效用低的学习方法，即标记重点、总结和反复阅读。「记笔记」就像在你面前摆放一堆金子，一堆银子，然而你却选择了空塑料瓶 ......显然是不值的。\r\n\r\n注意\r\n\r\n如果你执着于做笔记，请使用[康奈尔笔记法](https://pdf.wondershare.com/mobile-app/cornell-note-taking-system.html)，其笔记结构迫使你去思考和处理文本。这比通常的要点法要好（右）。\r\n\r\n[img [/2019-08-29-3-fatal-reasons-why you-shouldn't-be-taking-notes-when-studying/images/two_notes.png|https://www.masterhowtolearn.com/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/two_notes.png]]\r\n\r\n[来源](https://pdf.wondershare.com/mobile-app/cornell-note-taking-system.html)和[来源](https://www.pinterest.com/pin/783626403884345442/)\r\n\r\n## 2. 南辕北辙、瞄日射月（非故意）\r\n\r\n对记笔记本身有个问题 —— 你为什么要记笔记？「因为我想为我的考试做准备，以获得更好的成绩。」但现实是，你所做的事情对你的目标没有任何帮助（即使有也不多）。你的目标（更好的成绩）和你采取的行动（记笔记和随后的重复阅读）是不一致的；记笔记不会让你获得更好的成绩。\r\n\r\n假设你正在学习生物学，必须了解心脏的解剖结构。你照着课本临摹，在笔记本上画出你自己的版本，认为这会帮助你学习。实际上并非如此。\r\n\r\n摘自[学习是生成性活动：促进理解的八种学习策略](https://www.amazon.com/Learning-Generative-Activity-Strategies-Understanding/dp/1107069912)：\r\n\r\n> 虽然绘图的目的是促进生成性的处理，但学习者可能不善于绘画，进而可能会产生不相干的认知加工，浪费了有限的加工能力，却对学习目标毫无用处。\r\n\r\n在这篇文献中，绘图只意味着将心脏的描述转化为图形表示。如果你只是把心脏从课本上临摹到你的笔记上，那就更糟糕了——这对你的目标几乎无用。无论它多么逼真漂亮，都无济于事。为什么呢？想想你的目标：希望在考试时能回忆起心室（心房、心室）的名称，记住血液流动的方向，了解背后的机制。但你正浪费时间在笔记上复制、美化心脏。你要做的是练习对目标答案的提取，而不是（对一个心脏）完善你的绘画技巧。它没有任何作用，除非是为了画画 —— 而你的笔记上现在有它。除了图形笔记，要点笔记也是如此。（请看第二部分的进一步阐述）\r\n\r\n[img [/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/drawing-heart.png|https://www.masterhowtolearn.com/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/drawing-heart.png]]\r\n\r\n[来源](https://www.reddit.com/r/SketchDaily/comments/44q4sj/february_8th_the_human_heart/)\r\n\r\n### 那什么是真正有效的？\r\n\r\n对于概念性知识，你要通过[渐进阅读](https://www.masterhowtolearn.com/2019-08-06-supermemos-incremental-reading-explained)来一边阅读一边学习，然后在 Anki 或 SuperMemo 中创建填空/问答题，记住所读内容。\r\n\r\n对于图形性质的图画，使用 Anki 中的[图片遮挡插件](https://ankiweb.net/shared/info/1374772155)或 SuperMemo 中的图片遮挡模板。当天先测试一次，隔几天后再来一次，然后是几周后。之后，你可以来一次「头脑倾泻」：在不参考课本的情况下，纯粹凭记忆画出心脏。这么做与单纯把图形从课本抄到笔记本上截然不同。\r\n\r\n[img [/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/anki_biology.png|https://www.masterhowtolearn.com/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/anki_biology.png]]\r\n\r\n## [img [./images/supermemo_heart.png|https://www.masterhowtolearn.com/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/supermemo_heart.png]]\r\n\r\n## 3. 认知偏差：「水磨工夫」，以为有功\r\n\r\n无功之劳感觉像是下功夫了，但并不有价值或者有用。多任务处理是完美的例子：在各种任务之间来回切换会让你感到忙碌和富有成效，但其实完成没有多少（高质量的）工作。做笔记也是如此。\r\n\r\n这种感觉危害尤甚，而且难以克服，因为虚假的成就感和进步感会笼罩着你。你记了整整一个小时的笔记，看到你的劳动成果（一页又一页的漂亮笔记）摆在你面前，便感觉极佳，成果满满，着实辛苦。你认为「我已经学习了」或「我已经看过一遍材料了」，但这种感觉受到你对学习的错误判断影响，已然被全盘误导了。\r\n\r\n用荧光笔标记重点是「水磨工夫」，写要点是（很大程度上）也是「水磨工夫」，反复阅读你的笔记也是「水磨工夫」。你抄了多少重点或是高亮了多少笔记，均不是学习效果的有效指标。学习 ≠ 无功之劳；完成任务 ≠ 完成「合适」的任务。\r\n\r\n[img [./images/pretty_notes-1.jpg|https://www.masterhowtolearn.com/2019-08-29-3-fatal-reasons-why-you-shouldnt-be-taking-notes-when-studying/images/pretty_notes-1.jpg]]\r\n\r\n[来源](https://aminoapps.com/c/studying-amino/page/blog/my-notes/QdZe_aPhXuebdL8w4pkpKJJWKpLMRl3z2YS1)\r\n\r\n## 解决方案？\r\n\r\n干脆不记笔记，开始用 Anki 或 SuperMemo 吧。参考上面的表格，选择效用高的方法，比如间隔重复、练习测试；或效用中等的方法，如详细询问、自我解释、穿插练习。看看我的其他文章以了解有关 Anki 或 SuperMemo 的内容。", + "type": "text/markdown", + "caption": " 为什么学习的同时不该记笔记！—— 三个致命的原因\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3 Fatal Reasons Why You SHOULDN'T Be Taking Notes When Studying" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_masterhowtolearn_Why I No Longer Tell My Friends about Anki_SuperMemo.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_masterhowtolearn_Why I No Longer Tell My Friends about Anki_SuperMemo.json" new file mode 100644 index 0000000..a06f7a8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_masterhowtolearn_Why I No Longer Tell My Friends about Anki_SuperMemo.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/masterhowtolearn/Why I No Longer Tell My Friends about Anki_SuperMemo", + "text": "# 为什么我不再向我的朋友介绍 Anki/SuperMemo？\r\n\r\n原文：[MasterHowToLearn - Why I No Longer Tell My Friends about Anki/SuperMemo](https://www.masterhowtolearn.com/2020-10-31-why-i-no-longer-tell-my-friends-about-anki-supermemo/)\r\n\r\n[img [img|https://www.masterhowtolearn.com/static/17adfc1a2d3833de1c1f15f74d393426/b60ba/friendsCover_2.jpg]]\r\n\r\n图片来源：[Joshua Ness](https://unsplash.com/@theexplorerdad?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText) ， [Unsplash](https://unsplash.com/?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText) 平台\r\n\r\nEliezer Yudkowsky 的这篇《[谨防他山之石](https://www.lesswrong.com/posts/6NvbSwuSAooQxxf7f/beware-of-other-optimizing)》极具启发性，我建议你从「向朋友推荐 Anki」的角度来读。此文是关于提供学习建议的问题。\r\n\r\n## 向世界传播「福音」\r\n\r\n如果你深深地相信某件事情，感觉好像「如果每个人都这样做，世界就会好得多」，并试图说服其他人去做这件事，那么你会意识到，要改变别人的观点或行为几乎是不可能的。\r\n\r\n也许你没有那么雄心勃勃地想要说服每个人，所以你从小事做起：你把你的信仰分享给你的朋友，但后来发现没有人真正关心，也意识不到重要性。用一个温和点的例子来说，就像[播放你最喜欢的电视节目，他们却毫不在乎](https://www.deathbulge.com/comics/206)。\r\n\r\n[[img [deathbulge|https://www.masterhowtolearn.com/static/26c8c80614f9b9a1a0a8f6e2ff1e17c2/acb04/deathbulge.jpg]]](https://www.masterhowtolearn.com/static/26c8c80614f9b9a1a0a8f6e2ff1e17c2/acb04/deathbulge.jpg)\r\n\r\n我对实证学习策略的信心，来自于我的个人经验和[我的元学习清单](https://www.masterhowtolearn.com/2020-02-25-how-to-learn-about-meta-learning-my-resource-list)。我全心全意地相信，像 SuperMemo 和 Anki 这样的间隔重复软件（SRS），是有效学习和高效学习的关键。如果你相信教育是未来，那么无论是对于个人还是集体，实证学习策略的知识就是开启这个未来的一把大钥匙。\r\n\r\n## 「每天都这样做似乎很累。」\r\n\r\n两年前，有一次我正在用 Anki 复习。有位朋友瞥了一眼，对我正在做的事情起了兴趣。\r\n\r\n[[img [吾命休矣|https://www.masterhowtolearn.com/static/443ff24d4c08fb6e97f3db4438a49b2e/ee745/myTime.jpg]]](https://www.masterhowtolearn.com/static/443ff24d4c08fb6e97f3db4438a49b2e/ee745/myTime.jpg)\r\n\r\n我们一边吃午饭，我一边给她简单演示。我 **非常热情地谈论了** 间隔重复基本的记忆科学以及 Anki 的操作。当然，我还给她看了那条臭名昭著的遗忘曲线：\r\n\r\n[[img [遗忘曲线|https://www.masterhowtolearn.com/static/3cae86cf8a25d62c9441b55df5b3d1d5/e9c9b/forgetting-curve-wired-wozniak.png]]](https://www.masterhowtolearn.com/static/3cae86cf8a25d62c9441b55df5b3d1d5/e9c9b/forgetting-curve-wired-wozniak.png)\r\n\r\n她听到终于有可能掌握一门外语的时候很兴奋。但有一点她很困惑：\r\n\r\n> 「如果我没有学过，我怎么能回忆起它呢？」\r\n\r\n所以我解释说， **目的是** 学习的评估（测试充当学习的手段）与 **考核** 学习的评估（检查你学到了什么）是不同的。「回想」这一行为本身就是学习过程。然后我意识到，她的困惑可能是由于对记忆的普遍误解，误认为人的记忆就像电脑内存一样：\r\n\r\n> 人类遗忘、记忆和学习的功能结构与人造设备的相应过程是 **不同** 的。 [......] 我们认为我们和计算机的原理一样，我们倾向于认为，将自己暴露在信息和步骤中，这些信息或步骤便会存储（即记录）到我们的记忆中——信息会自发写入记忆里。\r\n\r\n>\r\n\r\n> 如果我们认为人类的记忆等同于计算机中的记忆，我们就不可能理解，从我们的记忆中提取信息会增加该信息之后的可提取性；相比之下，从计算机记忆中检索信息则对信息的状态没有影响。[论记忆、遗忘和学习的共生关系](https://www.taylorfrancis.com/books/e/9780203842539/chapters/10.4324%2F9780203842539-6)\r\n\r\n题外话：这个故事可能让你感觉我喜欢炫耀自己的知识。并非如此。我喜欢被证据说服，我以为其他人也是如此。但事实显然不是这样的。另外，我引用上述引文是为了说服读者。我没有用 **为了** 学习的评估和 **对** 学习的评估这样的短语来进一步混淆主题。\r\n\r\n她看起来......很茫然。有点像这样：\r\n\r\n[[img [礼貌而不失尴尬的微笑|https://www.masterhowtolearn.com/static/e459a547d1aa99ea034a06ea3f4f1f13/c08c5/AwkwardSmile.jpg]]](https://www.masterhowtolearn.com/static/e459a547d1aa99ea034a06ea3f4f1f13/c08c5/AwkwardSmile.jpg)\r\n\r\n我记得我当时非常兴奋，同时也很紧张，我甚至要斟酌用词，试图尽可能地简化这些道理。现在回想起来，我却适得其反了。\r\n\r\n她很认真地听我说，说明她在思考并试图弄清楚，但我可以看出她仍然很困惑。而我越解释，她不知道的好像就更多 (就像在维基百科中不断点击超链接)，她就越困惑，所以我就不再说话，不再让整个情况变得不舒服。下面的独白是我对她当时的想法的想象：\r\n\r\n> 「他对这些东西这么热情，对自己这么自信，我觉得他是对的。」\r\n\r\n>\r\n\r\n> 「但我还是不太清楚他指的是什么。我确实想学习日语，然而他说的东西太令人困惑了......」\r\n\r\n>\r\n\r\n> 「我一开始确实很感兴趣，但我现在什么都不关心了。我干脆就假装我明白了，赶紧结束这场对话吧。」\r\n\r\n我永远不会忘记她那时说的，\r\n\r\n> 「每天这样做似乎很累。」\r\n\r\n我当时像是说「嗯......」我之后没再问过她尝试 SRS 的进展。我想，如果她真感兴趣的话，遇到问题时她会向我寻求帮助的。不出所料，我们再也没有谈论过这个问题，我也再也没提过 Anki。\r\n\r\n[[img [fdMovie|https://www.masterhowtolearn.com/static/95d66e241d0f1464161f167001cb9323/4b190/fdMovie.jpg]]](https://www.masterhowtolearn.com/static/95d66e241d0f1464161f167001cb9323/b040c/fdMovie.jpg)\r\n\r\n这些情况已经发生了无数次。我通常在外表上看起来平静如水，但内里却心如死灰。大家装作感兴趣 (可能是由于我很热情，看起来不感兴趣是不礼貌的)，却从来没有真正花力气去使用 Anki。有些人会真的去尝试，做几张卡片，复习了几天，然后说，「我试过了，Anki 没用。」\r\n\r\n可能是我想多了，但有时我感觉他们认为我说的东西没有价值，这像是对我的人身攻击。我知道这不是真的，它们当然是有价值的——我花了好几年时间来学习研究科学，并获得了使用 Anki/SuperMemo 的经验。可他们否定这个软件的时候，就像在否定我的知识和经验。\r\n\r\n## 如何给出学习的建议？这是个难题。\r\n\r\n### #1. 没有人关心 **那么** 多，好吗？\r\n\r\n当我第一次发现 Anki 时，我就想，「为什么我周围没有人知道这个？我得把这个分享给大家！」所以我就跟我的朋友们说起 Anki，但是没有人感兴趣。我向别人介绍过 Anki，每次都是非常令人沮丧的经历。(没想到吧，我还没说 SuperMemo呢。Anki 的学习曲线要平缓得多。Anki 都让他们觉得太难用了，如果我安利 SuperMemo，那还能成功吗？)\r\n\r\n更新：我从来都不是一个传教士，而是碰巧有机会才跟别人讲讲 Anki ，就像这样：\r\n\r\n[[img [vim|https://www.masterhowtolearn.com/static/6f23e25a739b895173fc92449fc5aa67/7c1cd/thejenkinscomicVim.png]]](https://www.masterhowtolearn.com/static/6f23e25a739b895173fc92449fc5aa67/7c1cd/thejenkinscomicVim.png)\r\n\r\n[来源](https://thejenkinscomic.wordpress.com/)\r\n\r\n在很早的时候，我的确有一次主动提起 Anki，给我最好的朋友提供些自发的建议。后来，我确实也在不少场合提到 Anki，但只是在时机合适的时候，就像上文的故事。\r\n\r\n人们可能会对你精进技能或精通外语的方法感兴趣，但就是没有 **那么** 大的兴趣。他们当然也不希望突然进入小课堂去听学习和记忆的工作原理。\r\n\r\n我从来不喜欢安利之后再跟进，问「Anki 怎么样？你用它了吗？」。感觉就像是传销。而且，由于大多数人甚至懒得购买和下载这个 App，他们的回答通常是：「我忘了。我之后会去试试的。」然后谈话就在尴尬中结束了。\r\n\r\n### #2. 我不确定我是否真的需要，好吗？\r\n\r\n有时总在感叹「我想学习 X 或者我想获得更好的成绩」。你有多少次听到别人说想学习第二种外语？这就像那个一直说「我想减肥」的朋友。毕竟，他们可能只是在感叹，还没有准备好付出努力去改变。\r\n\r\n试图说服别人使用 Anki/SuperMemo 就像试图说服你的朋友定期去健身房。你可以谈论运动/举重的好处，谈论运动后的感觉有多好，谈论你的工作效率会有多高，等等。但是，如果他们不首先尝试，什么都不管用，而且更糟的是间隔重复在短期不见效，因为使用间隔重复软件是终身的追求 (就像学习一样) ：\r\n\r\n> 间隔重复关注长远，这或许可以解释为什么显式的间隔重复很不普及：回报的硕果远在天边，百思不解；自律的代价近在眼前，实实在在。[Gwern《高效学习的间隔重复》](https://www.gwern.net/Spaced-repetition)\r\n\r\n### #3. 你为什么如此热衷于此？\r\n\r\n能够在 10 分钟的闲聊中，理解并意识到间隔重复软件的意义和应用的人，是非常罕见的。这与它的复杂性无关 (毕竟不是火箭科学)，而是意识的问题：目前的学习方法是否存在问题，以及 Anki/SuperMemo 如何能解决这些问题。换句话说，如果我没有看到这些问题，为什么还要去改变？\r\n\r\n我有一个朋友正在学习德语。她的笔记本上，一边抄德语词汇，另一边抄对应的英语词汇。我便给她展示了我的韩语 Anki 卡片：「看看这些美丽的图像！动图！句子卡！音频剪辑！大量沉浸式教学法！(曾用名：All Japanese All The Time (AJATT))，斯蒂芬·克拉申的输入假说！」然后我有另一个朋友，他正在为成为护士而学习。我便跟他讲 Anki的事：「用图像遮挡学解剖学！」我觉得我对他隐瞒 Anki（具体来说是[图像遮挡](https://ankiweb.net/shared/info/1374772155)）是错误的。在内心深处我想把这张表格拍他们脸上：\r\n\r\n[[img [UtilityAssessment|https://www.masterhowtolearn.com/static/50f60f43bbd89353f63423035d211043/5a190/UtilityAssessment.png]]](https://www.masterhowtolearn.com/static/50f60f43bbd89353f63423035d211043/91608/UtilityAssessment.png)\r\n\r\n(图片来源：[用有效的学习技巧提高学生的学习能力](https://journals.sagepub.com/stoken/rbtfl/Z10jaVH/60XQM/full))\r\n\r\n我在夸大其词，但你明白我的意思： 10 分钟闲聊太短，说不完意义和应用。事后看来，我所有的尝试本可以做得更好。\r\n\r\n- 也许我太过笃信间隔重复软件，结果我表现得居高临下，全然一股「你不懂学习，得我来教你 」的气场。\r\n\r\n- 也许是那些大胆的说法：「你将事半功倍。」(每当你听到这种说法时，有多少是真的呢？)\r\n\r\n- 也许是这样的情况：他或她想要的只是有人倾听学习的困难，而不是一些真正的意见或建议。\r\n\r\n这是[我如何在没有去意大利便能通过非常困难的 [...] 意大利语考试——小贴士：326,538 次抽认卡复习很管用。](http://brianjx.altervista.org/)帖子里的楼主\r\n\r\n> 像许多语言教师一样，V. 从未听说过 Anki (但她知道 Reverso Context )。我向她展示了我如何学习意大利语和日语词汇。值得称赞的是，她确实下载了这个软件和一些牌组，想要自己试试。我相当肯定我离开两天后她就停止了。她声称对话是学习语言中最重要的事情。虽然我在某些方面同意，但对话不可能涵盖一门语言的所有词汇。\r\n\r\n### #4. 你的朋友需要亲自体验 Anki/SuperMemo 的魅力\r\n\r\n这一点是上面的推论：你的朋友不理解你的炒作，因为他们没有亲自体验过 Anki/SuperMemo 的魅力。即使是 [Michael Nielsen](https://michaelnielsen.org/) 也很难坚持使用 Anki。正如他在《[增强长期记忆](http://augmentingcognition.com/ltm.html)》中提到的：\r\n\r\n> 我在开始使用 Anki 时遇到了困难。几个熟人强烈推荐它（或类似的系统），多年来我多次尝试使用它，但每次都很快放弃。现在回想起来，如果你想让它成为一种习惯，有很多障碍需要克服。\r\n\r\n>\r\n\r\n> 是什么让 Anki 最终「扎根」成为我的习惯？是我开玩笑启动的一个项目。多年来，我一直没有真正学会 Unix 的命令行，而我对此很沮丧。我只学到了最基本的命令。掌握命令行对编程的人来说如有神助，所以学好命令行非常值得。所以，为了好玩，我想知道是否能用 Anki 完全记住一本关于 Unix 命令行的（薄）册子。\r\n\r\n>\r\n\r\n> Anki 能做到！\r\n\r\n>\r\n\r\n> 我选择了 O'Reilly Media 的《Macintosh 终端袖珍指南》，Daniel Barrett 著。我并不是说我真的记住了这本书的全部内容。但我确实记住了书中的许多概念性知识，以及书中大多数命令的名称、语法和选项。没记住的命令都是我想象不出什么场景下能用上的。但我确实记住了大多数我可以想象出用途的命令。最后，我大概完成了书中 60% 到 70% 的内容，跳过或略过了那些与我无关的部分。不过，我的命令行知识还是大幅增加了许多。\r\n\r\n>\r\n\r\n> 选择这个相当可笑但非常有用的目标，让我对 Anki 有了很大的信心。这让我很兴奋，让我明显感觉到 Anki 会让我很容易地学会那些以前对我来说相当乏味和困难的东西。这种自信反过来又使我更容易养成 Anki 的习惯。\r\n\r\n这与 SuperMemo 的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading_step_by_step)、Emacs 的[Org mode](https://orgmode.org/)、[Vim](https://www.vim.org/)、[Obsidian](https://obsidian.md/)、[Roam Research](https://roamresearch.com/)、[Arch Linux](https://www.archlinux.org/) 或使用 SSD 而不是 HDD 的情况相同：你的朋友需要亲自体验这种魔力，才能被说服。这让我想起了这个 AskReddit 帖子：[你能用不到 100 美元买到什么改变生活的东西？](https://www.reddit.com/r/AskReddit/comments/hvbvpz/what_life_changing_item_can_you_buy_for_less_than/)。当你看到这些评论时，你肯定会感到困惑：\r\n\r\n> 弯曲的淋浴杆怎么能改变生活？\r\n\r\n>\r\n\r\n> 特大号的毯子？厨房里的锋利刀具？加重的毯子？垂直鼠标？改变生活？\r\n\r\n你不认为它们能够改变生活，因为它们没有改变你的生活，但它确实改变了评论者的生活。甚至更普遍的是，你可能不理解为什么你的朋友对新的园艺技术感到兴奋，觉得刺绣很有趣，ASMR 很放松，或者火车很迷人。这和 Anki/SuperMemo 的情况一样。当然如果 Anki/SuperMemo 把他/她的成绩提高了几个数量级，其好处不言自明。\r\n\r\n## 典型的 15 分钟对话是如何展开的\r\n\r\n比如说，你的朋友很慷慨，愿意听你絮叨 15 分钟的 Anki。\r\n\r\n\\1. 5 分钟讨论当前方法（重复阅读/逐字抄写笔记）的问题\r\n\r\n\\2. 5 分钟介绍间隔重复的优越性。这是你展示遗忘曲线和 Anki 如何解决遗忘的地方。\r\n\r\n\\3. 5 分钟介绍 Anki 的基本操作：如何给卡片打分，如何用两种基本的卡片类型（填空和问答）制作卡片\r\n\r\n根据我的经验，15 分钟是不够的，或者说，花多久都不够。说服本身就是一门艺术。我纯粹是出于利他主义才告诉别人 Anki 的。我很快就意识到劝说别人给我带来的挫折远比价值多，所以我就释怀了。\r\n\r\n> 错误的直觉和偏见（关于学习）的问题是，它们是众所周知的难以纠正。[了解我们如何学习：一个视觉指南](https://www.learningscientists.org/book)\r\n\r\n### 我同样存在认知偏差\r\n\r\n我自己就不太接受别人的推荐和建议。人们有时会谈论并与我分享他们所热衷的东西。我就想，「好吧......然后呢......？」我会遵循他们的建议吗？不可能。我会做他们宣扬的那件事吗？通常不会。所以，当我在向大家传播 Anki 的福音时，我也受到了同样的待遇，我很理解。以其人之道，还治其人之身而已。我想说的是，人都很难改变自己的观点。如果你告诉我 SuperMemo/Anki 是一坨屎，我简直会气炸了。\r\n\r\n## 结论\r\n\r\n你应该停止向朋友推荐 Anki/SuperMemo 吗？我不了解你和你的朋友，所以我不能简单推而广之。那么，有什么启示呢？如果你向朋友介绍 Anki/SuperMemo，不要显得太热情 ，否则他们会吓跑的 ([来源](https://www.reddit.com/r/gaming/comments/ccr8c8/take_your_time_you_got_this/))：\r\n\r\n[[img [惊吓|https://www.masterhowtolearn.com/static/c16b2cb8931584f9893850aba7a4acea/4b190/scare.jpg]]](https://www.masterhowtolearn.com/static/c16b2cb8931584f9893850aba7a4acea/4b190/scare.jpg)\r\n\r\n这是我开这个博客的原因之一：如果人们意识到我所说内容的价值，他们自然会被我的内容所吸引，所以我决定在网上分享我所知道的。也许有些人会遇见我的网站；然后有一部分人会感兴趣，并真的去试一试；然后另一部分人会发现学习的乐趣，体验到 SRS 的真正力量。\r\n\r\n如果你想了解更多，请查看我的文章[为什么 99% 的人从未学会如何学习以及如何成为那 1% 的人 (I)](https://www.masterhowtolearn.com/2020-03-19-why-99-people-never-learned-how-to-learn-and-how-to-become-that-1-i)和 [(II)](https://www.masterhowtolearn.com/2020-03-19-why-99-people-never-learned-how-to-learn-and-how-to-become-that-1-i)。", + "type": "text/markdown", + "caption": " 为什么我不再向我的朋友介绍 Anki/SuperMemo？\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why I No Longer Tell My Friends about Anki_SuperMemo" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_'Schools are killing curiosity' why we need to stop telling children to shut up and learn.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_'Schools are killing curiosity' why we need to stop telling children to shut up and learn.json" new file mode 100644 index 0000000..c383b37 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_'Schools are killing curiosity' why we need to stop telling children to shut up and learn.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/'Schools are killing curiosity' why we need to stop telling children to shut up and learn", + "text": "# ‘学校消灭好奇心’：为什么我们必须停止让孩子闭上嘴巴去学习\r\n\r\n【‘学校消灭好奇心’：为什么我们必须停止让孩子闭上嘴巴去学习 | 教学 | 卫报（Guardian，某英国报刊）】(https://www.theguardian.com/education/2020/jan/28/schools-killing-curiosity-learn)\r\n\r\n问问题多的学生成绩往往越出色，特别是家庭背景不富裕的学生。\r\n\r\n[Wendy Berliner](https://www.theguardian.com/profile/wendyberliner)\r\n\r\nTue 28 Jan 2020 02.15 EST\r\n\r\n“小”孩子们盘腿坐在垫子上，老师准备了云朵的图片，向他们教授天气知识。教室外，闪电劈开天空，雷声隆隆。好奇的孩子们大声喊叫并指着外面，但是老师却把他们的注意力吸引到课堂上——因为看窗外的景色不是他们学习天气的方法。\r\n\r\n这几乎是所有学校的场景。儿童，对所有事情怀有疑问和好奇，却不在学校里问这些问题。在考试和成绩的背景下，没有应试价值的问题通常不被解答，学习的机会也随之丧失。\r\n\r\n然而，最新的美国研究表明我们应该鼓励提问，因为好奇的孩子表现更好。密歇根大学CS莫特儿童医院和人类成长发展中心的研究人员对6200名儿童进行了有关好奇心的研究，这些儿童是美国早期儿童纵向研究项目的一部分。这项研究(https://www.researchgate.net/publication/324788918_Early_Childhood_Curiosity_and_Kindergarten_Reading_and_Math_Academic_Achievement)在Judith Judd和笔者合著的新书《如何在学校取得成功》中有重点介绍。\r\n\r\n研究人员通过拜访父母和问卷调查来衡量孩子们在婴儿、学步儿童和学龄前儿童时期的好奇心水平，然后在幼儿园(入学的第一年)检查阅读、数学和行为，并发现最好奇的孩子表现最好。一项对解决贫富儿童之间固化的成绩差距的重要研究发现，弱势儿童的好奇心和表现之间的联系最强。\r\n\r\n此外，研究人员还发现，在学校表现方面，保持注意力集中的能力（如不被雷雨天气分神）的重要性低于好奇心的重要性（如儿童对雷雨天气的提出问题）。\r\n\r\n![Ilminster Avenue Nursery School in Bristol](https://i.guim.co.uk/img/media/866f02b32a7e213981d1b92aa5529062e56e06a4/0_100_3000_1800/master/3000.jpg?width=445&quality=85&dpr=1&s=none)\r\n\r\nIlminster Avenue nursery托儿所的孩子们。研究人员发现年龄处于14个月至5岁的儿童平均每小时要问107个问题。照片：Sam Frost摄 / 卫报（Guardian，某英国报刊）\r\n\r\n那些因良好成绩而专注于培养学生专注力和良好行为的教师，现在需要认识到激发学生的好奇心更为重要。\r\n\r\n该研究的首席研究员普拉奇·沙阿(Prachi Shah)博士是莫特医院的发育和行为儿科医生，也是密歇根大学的助理研究科学家，他说:“提高儿童的好奇心，尤其是那些来自经济不利家庭的儿童的好奇心，可能是减少‘成就差距’的一个重要但未被认识到的方法。”培养好奇心是早期学习的基础，当我们考虑以后的学业成就时，应该更加重视这一点。”\r\n\r\n儿童出生便具备好奇心。一个蹒跚学步的孩子能问的问题似乎无穷无尽——提问是人类学习的关键之一。2007年，[研究人员记录的问题](https://www.jstor.org/stable/pdf/30163594.pdf)发现，14个月到5岁的孩子平均每小时问107个问题。一个孩子最多一分钟能够问三个问题。\r\n\r\n但是，《饥饿的心灵》(https://hepgjournals.org/doi/abs/10.17763/haer.81.4.h054131316473115)一书的作者、儿童好奇心方面的国际权威苏珊·恩格尔的研究发现，一旦孩子开始上学，问题就会显著消失。当她的团队记录课堂问题时，她发现美国郊区一所小学里最小的孩子在两个小时的时间里仅仅问了两到五个问题。更糟糕的是，随着年龄的增长，孩子们完全放弃了提问。在五、六年级，10到11岁的学生在两小时内甚至不会提出一个问题。\r\n\r\n![脑部扫描](https://i.guim.co.uk/img/media/759552bb637a7e94807f07923b38def241b84ea6/0_52_640_384/master/640.jpg?width=460&quality=85&auto=format&fit=max&s=e6d35f386c38c335470e5f2a254d63ea)\r\n\r\n为什么没有天才儿童\r\n\r\n提高阅读量\r\n\r\n在一堂课中苏珊注意到，一个九年级的学生举手提问：是否存在没有人搞艺术的地方。老师停止了她的走神：“Zoe，现在请不要提问；这是课堂时间。”\r\n\r\n马萨诸塞州威廉斯敦威廉姆斯学院(Williams College)的发展心理学教授，恩格尔说：“当你参观世界上许多地方的学校时，你会很难发现学校里满是活跃、聪明的孩子，因为没有人考虑过他们的内心世界。对许多教育界的人来说，学生的行为和表现似乎更为重要。教育官僚机构往往把好奇心放在一边。”\r\n\r\n北美的研究人员在2013年发现，当老师教导幼儿不再提问时，表现优秀的学生更不具有好奇心，因为他们将好奇心视为影响成绩的风险。优秀学生提问的目的在于提高成绩，而更好奇的学生提问的目的是更深入的理解一门知识。\r\n\r\n“当然，一些教师的确鼓励学生提问，激发学生的好奇心，”恩格尔说，她访问过的每一个学校往往只剩一个老师还在坚持这样做。但是这通常取决于个人，而不是Ilminster Avenue nursery托儿所采用的系统方法。\r\n\r\n去年9月，托儿所采取了激进的措施，永久性地拿走了两岁孩子的大多数玩具，取而代之的是一些纸板箱、锡罐、锅碗瓢盆、旧电话、水壶、电脑和管道用品——任何有创意的东西。\r\n\r\n孩子们很快喜欢上了这些新东西，他们用排水沟做积木的滑梯，用纸盒子做洞穴和太空飞船，还用旧电话和想象中的人聊天。旧钥匙用来锁住东西或者解锁想象中的王国。大多数孩子没有要求拿回玩具。\r\n\r\nMatt Caldwell校长表示曾抱有怀疑的家长和教师现在已经被结果完全说服，因为孩子们的创造力和交流能力大大提高。\r\n\r\n他说：“孩子们喜欢的事情是像大人们那样使用物品。成年人和物品做的事情激起了他们对世界的好奇。”\r\n\r\n“学校会消灭好奇心。孩子什么时候可以问他们感兴趣的问题？孩子们一上小学就要闭上嘴巴开始学习。这不是教师的过错。他们需要达到很多指标。”\r\n\r\n布里斯托尔大学神经科学和教育学教授Paul Howard-Jones曾参观过孩子们和他们的“新玩具”玩耍，并且表示人类在新环境中学习，好奇心在学习过程中扮演重要角色。\r\n\r\n“应当鼓励孩子们提出问题，尽管这对老师来说可能是一个挑战，”他说，“我们需要在一天当中抽出时间来问问题。学校没有足够的时间来培养创造力和好奇心。”\r\n\r\n*如何在学校取得成功:区分事实和虚构。《每个父母都应该知道的事》温蒂·柏林和朱迪丝·贾德著*，*劳特利奇出版社出版*\r\n\r\n![Ilminster Avenue Nursery School in Bristol](https://i.guim.co.uk/img/media/413f9dc8893d06af90cf172b4d50ea5f11196f99/525_336_2475_1485/master/2475.jpg?width=445&quality=85&dpr=1&s=none)\r\n\r\n一个Ilminster Avenue nursery托儿所的孩子。照片：Sam Frost / 卫报（Guardian，某英国报刊）", + "type": "text/markdown", + "caption": " ‘学校消灭好奇心’：为什么我们必须停止让孩子闭上嘴巴去学习\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "'Schools are killing curiosity' why we need to stop telling children to shut up and learn" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_21 Additional bad habits learned at school.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_21 Additional bad habits learned at school.json" new file mode 100644 index 0000000..206600b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_21 Additional bad habits learned at school.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/21 Additional bad habits learned at school", + "text": "# 学校让人沾染上的其他21条恶习（作为100条的补充）\r\n\r\n作者：Extraordinaritarian\r\n\r\n这篇文章是在2022/5/26（19.25岁）首次构想的，在2022/6/7完成。\r\n\r\n*[菜单:]{.ul}*\r\n\r\n*[0.预览]{.ul}*\r\n\r\n*[1.简介和撰文历史]{.ul}*。\r\n\r\n*[2.所有恶习的简要列表]{.ul}*。\r\n\r\n*[3.坏习惯]{.ul}*。\r\n\r\n## 预览\r\n\r\n预览：I 这段话相当长（英文原文超过10500单词），大部分观点可能有一定程度的联系，请不要阅读整个段落。先看下面的主要观点/总结的预览，只有不到900单词。它用[Calibri字体，黄色背景写出。]{.ul}。\r\n\r\n### [主要观点/总结]{.ul}。\r\n\r\n[--在学校学到的最糟糕的习惯是 **讨厌成长，** 它可以有多种错综复杂的原因，并且可以在不同程度上影响 **几乎所有的学生。** ]{.ul}。\r\n\r\n[-学校是 **现代刻板印象和歧视的主要促成者/引爆者** ！]{.ul}。\r\n\r\n[--学校可以点燃或加剧对 **整个家庭概念** 的仇恨，这可能导致极端孤独和 **自杀** ！**]{.ul}。\r\n\r\n[--学校教育处理知识的方式实际上可能 **使人们不关心人类的未来** （如通过课程滞后、同行评议等），这 **减少了很多** 未来 **天才的内在动力** ]{.ul}。\r\n\r\n[--在2021/9/30将教育解放的希望撒入大海之后，2022/5/29，我在西藏附近一个 **最高的** 地区的山顶上，用可降解的纸张写下了教育解放宣言，种了一个 **抗严寒的生命之树** ，再次撒下了希望。]{.ul}。\r\n\r\n[--学校教育是 **国家层面、地区层面和朋友层面冲突的罪恶根源** ]{.ul}。\r\n\r\n[-学校是悲观主义的诱导者，内则通过习得性无助， **外则通过引入假环境的伪理性悲观主义** 。]{.ul}。\r\n\r\n[天才是由 **爱** 培养出来的（而不是 **强迫** ），而天才的诞生也是由爱驱动的——对人类的爱，对整个世界的爱。]{.ul}。\r\n\r\n[-通过让学生更加讨厌成长，学校实际上是在 **杀戮生命，把他们变成的僵尸！** ]{.ul}。\r\n\r\n[- **超过75%的人喝的水比他们实际需要的少** ]{.ul}。\r\n\r\n[--许多健康问题可以通过多喝水来缓解，但由于早期的便盆训练和学校教育，现在 **是一个没有实际水源匮乏但水摄入量不足的世界！** ]{.ul}。\r\n\r\n[--饮水不足的容忍度可以持续一生，这通过早期的恐惧巩固，喝水太多可以导致不方便或羞于上厕所， **该条件反射可以一直持续——包括在一个自由远程工作者中！** ]{.ul}。\r\n\r\n[- 在家上学的人通常在10~14岁会产生“自己试一试弄点儿吃的”的欲望]{.ul}\r\n\r\n[-学校通过剥夺睡眠来削减心智力量，并通过可能的终生持续的生活方式**削减身体的健康力量，如下：]{.ul}。\r\n\r\n[1.不喜欢做饭，用 **垃圾食品** 来获得快乐]{.ul}。\r\n\r\n[2. **少喝水** （见习惯1），加重效果]{.ul}。\r\n\r\n[3. **削减形成习惯的能力** ，并通过扭曲大脑加强拖延，使这些习惯 **持续一生** ]{.ul}。\r\n\r\n[-强制学校教育等同于强制近视。超过9年的 **中国** 强制学校教育，70%的学生近视。]{.ul}。\r\n\r\n[--几乎四分之三的 **对父母的仇恨** 可归因于学校教育]{.ul}。\r\n\r\n[--学校教育导致或加剧 **近视** 的方式有以下途径：]{.ul}。\r\n\r\n[1.过度容忍近距离工作，拒绝自然放松的需要（ **类似于学校习得的拒绝睡眠的机制** ）]{.ul}。\r\n\r\n[2.**在近距离工作时，由于需要同时看清黑板和书本，所以要戴上完全矫正的镜片。\r\n\r\n[3.使他们易受 **可变奖励的** 游戏的诱惑，让他们不了解大自然的力量等]{.ul}。\r\n\r\n[-由于日托和早期学校教育，学生在年轻时（例如6-15岁）往往较少接触真正的自然。学校教育使他们对大自然的认识减少，甚至 **旅行** 可能成为 **零和比较** 或 **嫉妒** 的来源，而不是欣赏自然的来源！]{.ul}。\r\n\r\n[--对自然的热爱一般来说可以重新发现，但 **不一定能完全找到** ]{.ul}。\r\n\r\n[--在亚洲，学校考试孕育了一大群浪费的 **作弊和机器人般的产业** ]{.ul}。\r\n\r\n[-每个月的 **29日** 是我的自由学习纪念日]{.ul}。\r\n\r\n[--轻轻改变学校的想法可能弊大于利；学校是一个完整的坏系统，具有难以置信的生存能力，与其给它来一场可能加强其免疫力的流感， **我们必须给它来一场埃博拉，杀死它！** ]{.ul}。\r\n\r\n[-教育同理心的丧失在15至30岁的人中很常见，它可能导致这些年轻的成年人 **不喜欢孩子** ，使孩子们更难从成年人那里自由学习]{.ul}。\r\n\r\n[--很多年轻人由于 **讨厌孩子** ，往往决定不养孩子，这不是为了终生追求什么事业，**]{.ul}。\r\n\r\n[-学校是 **代沟** 的主要原因！这伤害了 **多样性！** ]{.ul}。\r\n\r\n[-一些抗击学校的行为把我从（雅安）地震中救了出来！]{.ul}。\r\n\r\n[--在自由学习中，对当地地区或国家的热爱可以得到加强或削弱，这很自然。但学校教育倾向于 **有意识地使我们憎恨家乡或国家** ，而不是憎恨整个儿童奴隶制的想法。]{.ul}。\r\n\r\n[--在课程中增加任何东西都可能是一种净损失，而将历史纳入其中则可能威胁到我们的*文化遗产，*睡在坟墓里的人们对学校很生气！]{.ul}。\r\n\r\n[-通过强迫学生写日记（尤其是在早期），他们可能很容易 **讨厌日记或所有类型的自我记录** ，它威胁到长期的幸福感，甚至可能导致 **讨厌成长** 。\r\n\r\n[--学校往往使我们对自己的 **微小突破** 认识不足，或逃避它，这可能使我们失去很多灵感、生产力或甚至 **我们的安全和生命！** ]{.ul}。\r\n\r\n[- **学习未来** 是终生学习中非常重要的一部分，它能增强学习内驱力，对人类的爱，拓宽我们的视野]{.ul}。\r\n\r\n[-电视上的沙发客倾向于高估犯罪和事故率，这是一个简单的刺激世界的 **启发式偏见；在学校教育中，在这样的** 伪世界中培育十年以上，所有学生都会 **高估现实世界中不愉快事件的** 率。]{.ul}\r\n\r\n[--世界的整体暴力正在减少，残余的暴力主要是由于学校]{.ul}。\r\n\r\n[--不铲除学校教育，世界的 **整体进步** 会慢至少一半！**]{.ul}。\r\n\r\n[--学校教育的受害者可能会获得无助感，让他们恐惧无聊，这可能会让他们被学校伤害的大脑在生活中自然地产生 **恐惧想法** ，而不是灵感。]{.ul}。\r\n\r\n### 介绍：\r\n\r\n长期以来，我在学校周围意识到一些坏习惯或谬误，没有进一步思考或归纳。我读了很多SuperMemo Guru的段落，在sm18中大约积累了3200个元素；然而，我刚刚完成了SuperMemo中100个坏习惯的阅读，大约在2022/5/20到25。\r\n\r\n完整的清单（100个坏习惯）是非常全面和广泛的，但缺少一些我长期以来观察到的坏习惯，所以一个想法涌现了。\r\n\r\n2022/5/26，我开始写ADDTIONAL BAD HABITS LEARNED AT SCHOOL（学校给我们的其他恶习）;然而，在我的脑子里只找到了3个想法，其他我以前思考过的想法都（一时）找不回来了。\r\n\r\n在这一天和第二天，我有时忍不住躁动，越来越多的想法飞到我的意识中。\r\n\r\n2022/5/26，我有了18个额外的想法。为3个想法写了921个单词。\r\n\r\n2022/5/29，这一天是我的自由学习纪念日。\r\n\r\n我在2022年5月11日开始纪念我的第1组月度纪念日。自由学习日（每月29日）是4个重要的日子之一，因为在2021年9月29日，我开始将自己视为自由学习者，并写下《我的觉醒》。\r\n\r\n**轶事 : 2021/9/30，我把希望的种子（即中文、英文和世界语的《教育解放宣言》）播撒到了海里；2022/5/29（这一天）--------------我在雅安，靠近西藏，世界上最高的地区之一。在一个山顶上，我用希顶语（我会说五种语言，希顶语在中国是希望之顶的语言---希（希望）顶（山顶），表示希望的山顶。此时，我在一张可降解的纸上写下了《教育解放宣言》，把它放在土壤里，在这里种了一棵树，这棵树是当地农民所述的耐严寒植株；对我来说，它意味着孩子们的希望永远不会消失。这就像自己爬上一座山，（也类似于你所描述的一个比喻——学校教育的爬山隐喻），爬上一座自由之山，虽然伴随旧的学校教育障碍的冰冻之风，他们最终会赢。\r\n\r\n那一天，我开始试图让自己得到2个想法，集齐20个，大自然也启发了我。\r\n\r\n2022年5月30日，我开始整理和书写有关习惯的正文段落。\r\n\r\n2022/6/x，我增加了一个新的习惯，现在有21个习惯了。\r\n\r\n2022/6/7，我写完了\r\n\r\nPs1.[有很多语法错误和拼写错误，很抱歉]{.ul}；但过度纠正这些错误也是在学校学到的坏习惯之一（见：100个习惯），请原谅。\r\n\r\nPs2.有很多“(见:)”, 它们包含了很多你的段落，我相信你可以找到它们。(see:addtional 21 bad habits)被写成了(see:add20)，我感到抱歉，因为以前只有20个习惯。\r\n\r\nPs3.我在构思前渐进阅读了很多，也在写作前对100个原来的习惯做了全面的阅读，如果有些片段（我相信只有1或2个）或一些想法在很大程度上重叠了，我感到非常抱歉！但你可以有选择地增加一些想法。\r\n\r\n## 坏习惯列表：\r\n\r\n注意：我认为在学校学到的最糟糕的习惯是 **讨厌成长** ，它可能有多种错综复杂的原因，并能在不同程度上影响 **几乎所有学生** 。其他最重要的习惯以红色标注。\r\n\r\n1. 对饮水不足的容忍度\r\n\r\n2. 对做饭的讨厌\r\n\r\n3. 对某些职业的愈发性不尊重\r\n\r\n4. 无休止地滋生出诱发近视的习惯\r\n\r\n5. 对自然的感知不足\r\n\r\n6. 滋生出了浪费资源的行业\r\n\r\n7. 毫无意义的捐款——关于教育优化而不是解放的想法\r\n\r\n8. 对父母的憎恨\r\n\r\n9. 讨厌孩子（尤其是20多岁的年轻人会这样）。\r\n\r\n10. **憎恨家庭（整个概念）** 。\r\n\r\n11. **友谊过度同龄段化** \r\n\r\n12. 憎恨自己的国家/地区而不是整个学校教育的概念\r\n\r\n13. 憎恨历史和任何过去的成长轨迹\r\n\r\n14. 憎恨日记\r\n\r\n15. **对成长的憎恨** \r\n\r\n16. 对微观进展缺乏重视\r\n\r\n17. **对心系人类未来的低估值** \r\n\r\n18. 孕育伪理性的悲观主义\r\n\r\n19. **有关“社会在退步”的谬思** 。\r\n\r\n20. 卢德主义\r\n\r\n21. 对无聊感到恐惧\r\n\r\n## 正文：\r\n\r\n### **对饮水不足过度容忍** \r\n\r\n水是无处不在的，而且很便宜；然而在现代社会中，超过75%的人倾向于喝得比他们实际需要的少。我几乎所有的朋友和亲戚都经常忽视这个需求，他们本能地认为多喝水会导致上厕所更快，这很不方便；这种想法是如此普遍，以至于我有时看到他们即使可以自由行动，而且厕所很近，也会少喝水——我现在只有62公斤（182厘米，最重时73公斤）；我一般每天喝3升以上，在夏天或运动量大的时候，5升是很有可能的；我同意大量补水对预防感冒很有效（见：普通感冒预防）。\r\n\r\n他们通常会对我感到惊讶，我是一个天生的严格的素食主义者，通常比他们摄入更少的盐和其他调料；我总是惊讶于他们如何能在一整天内抵抗口渴的感觉——一旦我知道水是非常重要的，我自然地根据需要喝水，根据需要上厕所，我不觉得上厕所是件羞耻的事——这是进化带来的自然需要！\"。\r\n\r\n食物的无处不在可能是现代生活的威胁之一（见：），但不仅是滥用盐和其他调料（有些会上瘾！），缺水可能使情况更糟。与其引入一些自律（也见：最佳纪律）来放弃一些食物，多喝水可能是最务实的容易实现的温和缓解措施，但该习惯总是被遗忘，偶尔被重新发现和形成。它的形成通常是在医生的建议之后!\r\n\r\n在我们的自然平衡中，对饮水不足和饮水过度都有一定程度的容忍；在这个范围之外，人可能会感到明显的不舒服和不可忍受。在狩猎采集的社会中，除非是为了躲避敌人或实际水源匮乏，否则人类会自然喝得比他们实际需要的还稍微多一点。这种水源耐受性如何能在他们的头脑中得到巩固？\r\n\r\n答案是学校! 日托所（或幼儿园）是以早熟的幻觉来交易天赋闻名的（见：日托所的苦难），这里的便盆训练使婴儿抗拒上厕所的需要；所以他们喝得少，以避免老师的责备或同伴的嘲笑。为了避免上厕所而少喝的习惯在成年人中是如此普遍，甚至虽然大多数工作环境都不需要比学校里40分钟的时间剥夺更严厉的纪律，我也发现即使是一些远程办公的人和有钱的富人也倾向于有意识地少喝一些水。最重要的是，学校不仅让他们形成了有害的早期概念化，这可能会持续一生，他们还破坏了他们的大脑形成有效的习惯的能力（见：理性的拖延），他们共同促成了一种情况：大多数成年人在看完医生后才知道需要多喝水！\r\n\r\n **[总结：学校将容忍更少的水凝固为一种 \"先天\"的条件反射，并使世界上有一半以上的人处于水不足的状态，而根本没有实际的水源不足，这产生了许多健康问题和损耗，而这些问题只需更多的水就能解决！]{.ul}** 。\r\n\r\n### **对做饭的讨厌** \r\n\r\n对食物和创造的热爱是人类与生俱来的。不上学的人和在家上学的人通常会把喜欢的东西融合在一起，表现出对自己做饭的渴望。自己烹饪通常比在餐厅吃饭更健康，餐厅一般使用更多的调料来使他们 \"上瘾\"，这只是一种常见的销售策略；此外，烹饪提供了很大的连贯性，使人们学习一些有关饮食的健康知识。\r\n\r\n在家上学的孩子有很多机会在父母不在家的情况下激活对做饭的渴望和对做饭的喜爱；他们可能在10至14岁开始尝试做饭，而在学校上学的孩子可能在18岁甚至22岁以后才尝试，一些大学宿舍（如中国的大多数大学）禁止烹饪。\r\n\r\n上学的人有更多的压力，可能会有很多瘾，垃圾食品可能 \"太棒了！\"；买来的食物通常比自己煮的食物更 \"有吸引力\"，除非其涉及到自我做饭的乐趣。学校极大地消除了接触做饭和热爱做饭的可能性，并引入了对垃圾食品的易感性；这可能会导致对做饭的普遍厌恶的概念——这是没用的，浪费时间，不好吃~~ 这种危险的想法可能会使人们养成终身不健康的饮食方式。\r\n\r\n **[总结：学校通过剥夺睡眠来削减心灵的力量，并通过可能的终身持续的风格来削减身体健康的力量，这包括：]{.ul}** 。\r\n\r\n1. **[不喜欢做饭，用垃圾食品来获得快乐]{.ul}** 。\r\n\r\n2. **[少喝水（见习惯1），加重效果]{.ul}** 。\r\n\r\n3. **[削减形成习惯的能力，并通过扭曲大脑强化拖延，使习惯持续一生]{.ul}** 。\r\n\r\n### **对某些职业的愈发性不尊重** 。\r\n\r\n **世界的美丽在其千变万化，而非千篇一律** 。（见：多样性）。几乎每个人都是社会的生产性成员。对某些职业的不尊重在工业化前的世界已经长期存在；然而，在启蒙运动和人文主义出现后，这种不尊重在很大程度上减少了；但在普鲁士学校教育到来后，这种不尊重又重新燃起，而且变本加厉，这与之前的扩张并不相似，性质已经改变。\r\n\r\n 旧的不尊重主要是基于对人的分类——把他们当成不同层次的物种来对待，但新的（由学校造成的）是基于假的懒惰（见谬误：学生是懒惰的），人们普遍认为一些职业的人——\"他们本来可以做得更好，但——他们自己选择了懒惰，他们不应该被同情！\"\r\n\r\n 这种不尊重在今天可能比以前更可怕，因为人们认为——这是他们自己的选择。学校通过这些方式（可能不全面）加强了不尊重，如下：\r\n\r\n- 引入假的“懒惰”的概念\r\n\r\n- 对学科的依赖（见：以前的其他100个习惯），对学科和专业做了一个线性视图\r\n\r\n- 依赖于零和游戏规则\r\n\r\n- 依靠线性价值层次\r\n\r\n- 学校教育让父母说：如果你不好好学习，你可能会成为xxx（xxx在某些行业中），这已经成为父母大脑中的条件反射或快速思维。\r\n\r\n- 如果有遗漏：请写给：<extraordinaritarian@outlook.com>\r\n\r\n 旧时代的不尊重可以归结为时代的限制，旧社会制度的病态等，但对残疾人、胖子、女人或LGBT的刻板印象很容易随着知识的自然流入而消失，在网络甚至5G时代，所有拥有相对健康评价网络的人自然可以摆脱这些观点，其余大部分人可能只是因为——被学校教育伤害的扭曲的评价网络而继续有这样的想法! 但是，新生的不尊重像谬误一样存在，它们继续被强化，（见：谬误易传难杀），由于旧的不尊重在很大程度上被很好地压制，它们新的不尊重可能变得——表面上不严重，但严重的是，它们确实成为伤害多样性的现代返祖现象！\r\n\r\n **[总结：学校是现代刻板印象和歧视的主要促成者/煽动者！]{.ul}** *\r\n\r\n### **无休止地滋生诱发近视的习惯** 。\r\n\r\n近视是一种现代常见的屈光状态，它是一种适应，而不是一种疾病；然而，它造成了很多不便，由于早期的怀疑、幸运和13岁时在诺基亚230的浏览器（只是一部2G手机！）上可以自由学习，我在很大程度上治愈了早期的右眼近视，并预防了左眼的近视，直到现在（成年），（见：自由学习使我一生都没有近视！——待写中）；我的一个直系亲属患有1800度的近视，这真的毁了生活质量。作为一个中国人，我每天都能看到无处不在的眼镜，中国高中的近视率超过83%，大学的近视率超过90%!\r\n\r\n 近视的发展可能主要归因于过度滥用凹透镜(见：[www.endmyopia.org),](http://www.endmyopia.org),)但学校也有很多害处!它培养了无穷无尽的诱发近视或恶化的习惯。\r\n\r\n **4.1 对近距离工作的容忍** \r\n\r\n 学校对睡眠有伤害（见：对不良睡眠的容忍）；就像描述的那样，一个自由的孩子通过本能的学习内驱力自然地学习，遇到自稳态疲劳，从而自然地上床睡觉，只有非常刺激的事件才会使他们相对晚一点上床；在近视的情况下，一个自由的孩子会在持续的近距离工作中自然地遇到不适，他们自然地移动到休息，做一些运动或去大自然中玩。人类的眼睛在进化过程中被设计为在远处观看时能正常和持久地工作，这就是为什么它 \"专注\"于微距时睫状肌需要收缩（见：眼睛近距离适应的危害），而默认的焦点是在远处观看。自由儿童对近距离工作的不耐受度在预防近视方面起到了很大的作用，而在大自然中玩耍的时间可以起到启发和锻炼的作用。然而，一旦学校强迫学生进行大量的近距离工作，学生就会忽略眼睛放松的需要。不舒服的感觉神经元也可能被削弱，其机制类似于习得性无助；在学校学到的对近距离工作的容忍可能导致学生抵制电子游戏的近距离工作的不适感。在家里，它使近距离工作的数量增加一倍。这种耐受性是由新皮质和我们的眼睛无法抗拒的，大多数学生表现出对近距离工作的长期适应——默认的焦点变成了近距离，以消除每次的肌肉痉挛——这就是近视的产生！\r\n\r\n **4.2 由于需要看清黑板，在近距离工作时要佩戴全矫正镜。\r\n\r\n 负/凹透镜是一个很好的设计，可以让近视者专注于远处；但是，戴着它做近处的工作可能会有更大的伤害（见：），很多近视学生，如果没有不良医生处方的干扰，自然选择在近处工作时不戴眼镜，这样更轻松；但是，在教室里，看黑板的需要让他们必须同时看到远处和近处，他们可能很容易形成习惯，长期戴眼镜来\"适应\"两种情况，这使得近视不断恶化，它最是超过600度的非病理性近视的原因!\r\n\r\n **4.3 学校无休止的强化一些习惯，如对电子游戏上瘾** 。\r\n\r\n近距离工作是近视的起源，就像它的字面意思一样简单。学校强化了很多情况下对近距离工作的过度滥用，我们来列举一些：\r\n\r\n- 通过给予带来无目标，它增加了学生接触可变奖励的视频游戏、社交媒体八卦等的比率。\r\n\r\n- 通过消除对运动的喜欢（强制运动引起的反抗），它减少了远距离的工作。\r\n\r\n- 由于早期的社会化（我称之为 \"逆社会化\"）和对ADHD、AsperGer等的过度判断。学生异常地越来越内向，花在外面的时间越来越少，主要在屏幕前交谈。\r\n\r\n- 破坏睡眠，近距离工作的效果会加剧\r\n\r\n- 更多信息，请送给：extraordinaritarian@outlook.com\r\n\r\n **[总结：学校是拖延者的工厂，是不快乐的人，也是近视的人的工厂！在中国，初中的近视率是71.1%------中国9年的强制学校教育直接包含了每个孩子70%以上的强制性风险！（如果你不学习关于近视的知识并去预防的话）]{.ul}** 。\r\n\r\n **[总结2：如果眼镜的危害还不是一个常识的话----]{.ul}** *。\r\n\r\n **[强制学校教育等同于强制性近视！]{.ul}** *\r\n\r\n### **对自然的感知不足** 。\r\n\r\n对大自然的热爱也是通过人类进化而根深蒂固的，并流淌在我们的血液和DNA之中。一个自由的孩子在大自然中漫游，发现一朵新的花或新的植物，这都可以是一个令人惊叹的因素，进化出早期的学习内驱力。然而，一个不到3岁的孩子在纯粹的自我探索中可能是不安全的，一个更大的年龄通常更好。但令人遗憾的是，他们中的大多数都被送到了今天的幼儿园，小学、中学......；在过去的时代——没有电话，学生们倾向于使用自然运动，如自行车或捉迷藏，以消除学校教育的不良影响；在现代，他们几乎不外出。学校教育使我们，尤其是年轻人，忽视了大自然的舒缓和乐趣的力量，甚至是其存在。\r\n\r\n大自然是缓解压力的主要资源，远离压力是睡眠的必要条件，在终生学习中起着不可或缺的作用。大多数舒缓的音乐，甚至一些冥想的背景都是受大自然的启发；在树木茂盛的公园里散步，呼吸新鲜空气，可以让你立刻真正体会到对生活的爱。\r\n\r\n我喜欢自主创意旅行。除非和很多朋友一起，否则我很少跟随旅行团。去年(2021/09/30)，我把儿童的希望(教育解放宣言)播撒到大海，今年我把希望的种子播撒到山顶。我喜欢用我的诺基亚8.3 5G、诺基亚808 PureView等拍照。 **大自然给了我即时的安抚和强烈的情怀，唤醒了我的旧记忆，甚至让我更加心系人类未来** 。\r\n\r\n大自然的美就像学习的美（惊叹的结晶），它们都是自组织的结构（复杂适应性系统），它们是新生的生命，宇宙的孩子。它应该也可以被自然地欣赏，而不是在学校里通过——获得一些离散的知识地理学、生物学等来欣赏。\r\n\r\n作为一个19岁的人，我看到很多同龄人对自然的热爱减少了；坦率地说，我更多地是通过对摄影的热爱来欣赏自然，早期的学校教育可能会扼杀它，但幸运的是我的——它没有。更糟糕的是，我看到很多20到35岁的同龄人倾向于热爱旅行，但对自然的真实感受却较少——他们喜欢去经常去的景点，吃很多不健康的食物，跟随旅行团，拍摄照片来显示他们去过那里，玩一些著名的活动。我看到有些人对旅行的热爱已经被零和游戏规则和嫉妒所玷污了!\r\n\r\n因为在我的旅行中，我倾向于享受大自然的自由接触和自由安排的时间。对我来说，即使是在当地的公园里自由探索，也比有约束的旅行团（甚至是有朋友一起玩耍的乐趣来辅助）更有趣。我也花钱少，作为一个抗衰老斗士和素食主义者，我经常只吃当地的一些健康食品；我不喜欢在一些活动和展示上花很多钱，我喜欢展示我内心的爱和发现。有一小部分朋友说我的旅行是浪费时间，尽管我在旅行中书写了丰富的文字；但我只是本能地喜欢大自然中的自由。\r\n\r\n学校有一些不可思议的力量，他们可以扼杀早期对大自然的热爱，把对大自然的热爱变成旅行中的零和嫉妒和比较；幸运的是，有些人在一些旅行路线的真实观赏中本能地重新发现了大自然的美，但他们中的大多数都受到了一点影响。\r\n\r\n **[总结：学校使学生对自然的欣赏远不如非学校教育者，他们可能会转向旅行的社会零和比较的标准，而不是真正欣赏自然；但这种爱可以被重新发现。]{.ul}** 。\r\n\r\n### **滋生出了浪费资源的行业** \r\n\r\n学校教育不仅在世界范围内促成了零和游戏的盛行，而且还导致了整个浪费的产业体系。这种现象在西方国家可能不那么普遍，但在亚洲，如中国、朝鲜、日本等，浪费的行业无处不在。\r\n\r\n学校教育通过无意义的课程和考试主宰着孩子们的世界，考试已经超过了我们的大脑处理能力（见：我们的大脑能装多少知识？）；然而，学校考试有一些通过的技巧，如分析过去的试卷，使用死记硬背，找到测试标准（有些是内部秘密），贿赂测试者，等等。\r\n\r\n一些积极的学生可能已经找到了一些自学技巧来帮助测试，如主动回忆，助记法，甚至是间隔重复（但间隔重复也可能给负学习熵的材料带来毒性记忆）；但其他人可能没有这么幸运，他们的头脑可能已经被学校引起的习得性无助所支配，或者他们发现一些无益的方法而放弃（因为大多数为自由学习和终生学习工作的学习方法可能不适合死记硬背，反之亦然。对于大多数贫穷的亚洲奴隶来说，他们甚至没有一点时间来寻找技巧，他们早上5点起床，晚上10点结束学校的奴役（这是中国高中奴隶的一个例子！），在晚上11/12点之前放松或做琐事，有5小时的睡眠；为了通过考试，他们不得不使用作弊方法（见：作弊），一些仁慈的老师也帮助他们。\r\n\r\n除了简单的作弊，他们和他们的父母可能会开始一些金钱上的 \"伪作弊\"——放学后的补习；它主导了他们的假期和周末，补习不太倾向于无意义的lectures（见：讲座），而是注重测试技巧；那里的辅导员几乎是测试机器人，他们确实掌握了一些好的学习技巧，如一些记忆法，但大多数是专注于迎合测试和无语义记忆，甚至作弊技巧。一些机构购买了部分答案，并以高价出售。\r\n\r\n更广泛地说，学校教育已经滋生了一群作弊系统，甚至已经演进到出售假校历和关于校历的政治欺骗。这是不争的事实；从学生的角度来看，他们可能会发现工作收入很高，或者他们对学习机器人（补习班老师）的“聪明才智”感到惊讶，他们可能会在以后加入这个行业。\r\n\r\n大多数补习班老师都是学生时代的优等生，但优等生并不代表创造力也不能保证成功，（见：《做优等生的风险》）——他们可能会成为这样的导师，加速无意义的学校竞赛；然而，优等学生也是学校系统的幸存者，具有一定的潜力，从这种辅导中受益的学生可能会再度成为优等省，但他们没有想到他们真正想要的未来和对人类的贡献，而只是迅速关注这个辅导行业，认为它可以加速教育——他们想 ： “这或许很好！”\r\n\r\n说实话，我在完成A Level考试并获得全A的成绩后，试着在这种行业工作了大约一个月；我一个月赚了8000元，每天工作不到3小时，即使在我所在的成都（一个一线城市），这可能比大多数中国成年人的效率要高，我很惊讶于这个行业能在未来养活我，我认为我的生活有保障，但现在我对此感到很难过——这种行业会扼杀真正的学习，使其他有用的行业变得更糟。\r\n\r\n **[总结：学校教育和测试系统已经孕育了一群无用的、类似机器人的产业，尤其在亚洲。它造成了：]{.ul}** 。\r\n\r\n1. **[浪费社会资金]{.ul}** *\r\n\r\n2. **[对终生学习真正途径的歪曲性思考]{.ul}** *\r\n\r\n3. **[浪费了优等生]{.ul}** *\r\n\r\n4. **[成为了其他坏习惯的加速器，如零和游戏]{.ul}** 。\r\n\r\n### **无意义的捐赠（关于教育优化而不是解放）以及衍生想法** 。\r\n\r\n陈腐的学校教育系统必须死亡。大多数人已经意识到学校教育确实很糟糕，但他们中的大多数可能不会倾向于有根除整个教育的想法（见：宣言），他们从多方面考虑如何能让学校变得更好，有些想法可能会导致他们不喜欢自己的国家或地区，而不是学校教育本身，造成不和平的想法；一些学校的幸存者很富有，他们可能会以自己的方式为更好的教育捐赠，但这些捐赠可能是完全无益的性质，或者他们可能被学校系统滥用。\r\n\r\n 20%的人拥有80%的财富，这并不奇怪，慈善事业是超级富豪的本能，他们不把钱捐给穷人、医药和所有促进人类未来的东西，而是把大量无用的钱捐给假教育改革。由于很多富人是学校教育的幸存者，这些捐赠可能更多的是对不幸的学生的一种压制，使他们获得校历更加困难，而且可能会加强不平衡的资金分配，通过另一组捐赠，再次被放大，如果学校教育在未来没有成功解放。\r\n\r\n 另外，很多思想丰富的作家往往写了很多或多或少与教育改革有关的书；如果没有充分了解学习的基本规律（见：），他们中的大多数人都会误导群众，这种机制的功能类似于上述的捐赠。\r\n\r\n **[总结：学校必须死，未来就在眼前，然而，轻轻地改革学校可能弊大于利；学校是一个完整的坏系统，具有难以置信的生存能力，与其给它来一场可能加剧其免疫力的流感，我们必须必须给它来一场埃博拉，杀死它！]{.ul}** \r\n\r\n### **对父母的憎恨** \r\n\r\n 学校是早期家庭和谐的主要破坏者，超过73%的小学生家庭不愉快与学校有关（包括成绩、学习困难不快乐，等等）。懒惰学生的谬误是如此普遍（见：谬误：学生是懒惰的），它使父母使用一般不在推动区的策略（见：最佳推动区），加上其他学校造成的缺陷，可以导致早期失去安全感，家庭的滋润，等等。而最严重的是，抑郁症，甚至对父母产生终生的仇恨。\r\n\r\n父母的爱在世界上本来就无处不在，大鼠在母婴分离时表现出压力和较少的学习能力，对人类来说，爱的力量要大得多；相反，对父母的恨，在强制教育前的世界里也自然而然地出现，但很少的时候，一种过度表达的不良情绪可以永远地毁掉孩子的心情。然而，不好的情绪，就像地震一样，可能是不可避免的，但它们像地震一样自然而罕见，它们主要可以归因于情绪脑、爬行脑和激素的控制。然而，学校教育出现后，家长很容易被谬误误导，被学校系统的错误伤害了孩子，甚至试图有意识地伤害孩子。(见：谬误——压力为成人生活做准备）父母可能会表达情绪，但大脑中没有真正的情绪变化！（\"情绪\"纯粹是由理性的新皮质产生）。学校教育在世界范围内造成了父母情感表达的总体不良，从而使孩子们更经常地恨他们的父母。\r\n\r\n 对父母的憎恨不能完全否认，有些父母可能天生就有暴力倾向，但大多数都是学校教育系统的受害者；你的内在感觉是自然的，不要试图用整个理性去控制它。总之，不管你是否已经重新评估了父母的关系，都要尝试去恨学校! 把你的仇恨转移到有意义的改革斗争中去！（见：宣言）\r\n\r\n **[总结：学校可以疏远你和你的父母!它把每个人甚至是老鼠之间的父母之爱变成了仇恨！]{.ul}** *。\r\n\r\n **[总结2：如果你的孩子讨厌你，请你想想，是他们还是学校有错！]{.ul}** *\r\n\r\n再加上对孩子的仇恨（下一个习惯），这种仇恨可能会加强到对整个家庭概念的仇恨（见：下一个习惯）。\r\n\r\n### **讨厌孩子（特别是在20多岁时）** 。\r\n\r\n我是一个19.25岁的人，我经历了12年的学校教育，在我18.75岁的时候才真正意识到学校的坏处；幸运的是，几乎在所有的年龄段的时候我都喜欢年轻的孩子，我认为他们活跃、好奇和有创造力，我讨厌学校系统，但并不确切知道为什么，我从不歧视学校教育的受害者（见：《我的觉醒》）。\r\n\r\n尽管如此，我看到我的很多朋友在他们15到30岁时，就失去了对孩子的爱，开始嫉妒甚至讨厌孩子。很多仇恨可以这样表达：\"*哇，看看这些孩子，他们太调皮了，我不太喜欢他们。为什么我们都让他们学习，他们却不学；我觉得很遗憾，我没有早点努力学习，甚至我和所有的长辈都告诉他们不学，现在时代变了，他们更有钱了，父母更爱他们了，为什么他们还不愿意学？我很羡慕他们! 我甚至有点恨我的小弟弟，为什么他经常偷我的手机来搜索“无用的”「我的世界维基」？*\"\r\n\r\n这些句子只是典型的，但几乎所有讨厌孩子的想法都倾向于以类似的方式形成，让我们分析一下他们是如何思考的：\r\n\r\n- “他们是调皮的”：他们只是有创造力，他们的学习内驱力可能仍然尚未被学校教育摧毁。\r\n\r\n- “他太懒了！”——这是一个常见的谬误，见：谬误：孩子们是懒惰的\r\n\r\n- “他甚至在小学都不喜欢学习了，小学的东西那么简单！”—— 很多人都有这样的感觉，这是一种典型的扭曲的记忆：缺乏教育同理心（见：），甚至中学时代的青少年往往对小学时代的同学失去记忆同理心！\r\n\r\n- “为什么我们都让他们学习但是他们就是不学习；我特别后悔小时候没有好好学习；这些孩子啊，就是我和其他大人们把这些经验给他们，他们还是不听 ”——你在小学时被遗忘的记忆的折磨，就这样，再次被他们遇到了，真是地狱一般的存在！你到底还记不记得每一次的痛苦？你是否清楚地记得小学期间的每一秒钟的痛苦？这就是他们目前所承受的，同样你的每一秒钟的痛苦也不会被大学生们所理解！你的每一秒钟都是在为你自己而战。\r\n\r\n- “现在时代变化了，他们的生活更加富足了，他们的父母更爱他们了，为什么他们还是不喜欢学习？我嫉妒他们！”——你知道进化是默认的吗？他们在互联网上得到更多的学习资料，他们就会学到更多的东西! 如果父母更爱他们，他们可以在自由学习的时间里学到更多的东西，这种学习能力才是你真正应该羡慕的! 但是，你可能有更多的自由学习，因为你是一个成年人或一个大学生，这也可能是嫉妒的坏习惯在学校加剧了！（见：)\r\n\r\n- “我甚至恨我的小兄弟，他为什么总偷俺手机查「我的世界维基」？”——童年的激情可能也被认为是调皮的，但它是有创意的! 婴儿自然喜欢使用互联网，因为这能让他们更有效地学习! 维基是自由协作构思的一个很好的例子（见：其他100个习惯），而Minecraft是探索性学习的一个很好的方式！他们喜欢维基，就像你小时候喜欢玩具或MP3等一样!\r\n\r\n学校教育制度使我们不喜欢15岁以上的孩子（一般是我们在20岁的时候），这可能威胁到他们从成人那里自由学习（见：），加强对老师的依赖（见：语义距离悖论），失去信心等。对孩子的爱在30岁以后很容易恢复，因为他们有自己的孩子，但父母一般都被许多学校的谬误所毁，爱可能只能恢复一半。没有孩子可能是为了终生的追求，可以造福人类，这可能是很好的；但是，作为年轻的一代——我看到很多年轻人往往因为讨厌孩子而决定不培养孩子！。\r\n\r\n **[总结：由于记忆效应和学校教育，即使是青少年也会对儿童缺乏同情心。在学校里，我们没有学会爱，而是学会憎恨孩子，特别我们在20多岁的时候。对孩子的憎恨可能导致：]{.ul}** 。\r\n\r\n **[- 孩子们更难从友善的成人那里自由的习得知识——对于一个五岁的孩子，所有的成年人都是某一个领域的专家.]{.ul}** \r\n\r\n **[-不快乐的孩子，例如：失去信心]{.ul}** *\r\n\r\n **[-如果伴随着对父母或更多人的仇恨，可能会导致对家庭的仇恨（作为一个整体概念）,见下文！]{.ul}** *\r\n\r\n### **憎恨家庭（整个概念）** \r\n\r\n学校引起的最糟糕的习惯之一可能是对家庭的憎恨，它可能源于对孩子的憎恨（见上一条），对父母的憎恨（见上上一条），或者很可能两者都有，甚至更多。对家庭的憎恨将在很大程度上减少一个人的终生幸福。\r\n\r\n伴随着学校教育谬误衍生的社会化的副作用（见：），外向特征和交友技能也可能减弱，使学生非常非常孤独。最严重的是，伴随着无目标（见：）、习得性无助等。抑郁率会急剧上升，最不走运的人可能会自杀。\r\n\r\n **[总结：在一些不幸的情况下，学校会让一个人讨厌整个家庭的概念，这可能导致极端孤独和自杀！]{.ul}** *。\r\n\r\n### **交友过于同龄化** \r\n\r\n多样性是对抗偏见的最好方法。诺贝尔行为心理学家丹尼尔-卡尼曼（Daniel Kahneman）注意到，开放性是有利于长期整体准确判断的最佳特质（见：《噪音》）。不同年龄段的人有不同的大脑，年轻的大脑更具可塑性，对谬误的影响较小，而年长的大脑在记忆的稳定性（见：）和快速思考方面更有优势。有一个跨年龄段的朋友是很有启发性的；我最好的朋友（不是亲戚！）是一35岁的彝族朋友，而我是19岁，我想我从他身上学到了很多。\r\n\r\n我看到大多数学生都有太多年龄相仿的朋友，他们害怕与年长者交谈，这可能是由于成年人失去了同理心（见），甚至是成年人讨厌孩子（见：）.这种现象主要可归因于以下原因。\r\n\r\n- 讨厌自己的孩子（见：），使他们难以从年轻的朋友那里获得灵感\r\n\r\n- 学校的坏习惯，社会尝试的限制（见：100个习惯）。\r\n\r\n- 课标的线性让他们更多为了年龄仅仅相差1-2岁的人上课而沟通。\r\n\r\n- 对父母的憎恨（见：）和对成年人的普遍憎恨\r\n\r\n- 在被学校扭曲的成人世界中，有很多长期存在的由学校引起的习惯，如嫉妒、零和比较等。\r\n\r\n- 课程安排的线性甚至可以导致生命成长的线性，使这种习惯持续一生。\r\n\r\n- 无尽的其他谬误\r\n\r\n年龄是人类多样性的标志之一，如果一个青少年想了解诺基亚N系列的时代，甚至诺基亚手机的GSM时代，从一个超过25或30岁的成年人那里问可能会很自然和方便。我喜欢诺基亚的演变和现代汉字的简化过程，询问老人对我帮助很大。在1890年，平均寿命不到40岁，而在2000年变成了75岁以上，由于合成生物学和机器学习在所有抗衰老领域的加速回归定律（见：），人类的寿命将飙升——你知道长寿逃逸速度吗？与一个100岁的人交谈，了解100岁之前的事情，这将是相当鼓舞人心的，而100岁的人的 **生物年龄** 可能是60岁或更少，但日历年龄有100岁。顺便说一句，在那个时代，学校教育可能已经被我们杀死了，加入我们吧！（见：宣言）\r\n\r\n **[总结：学校倾向于让我们总是去找年龄相仿的朋友，它浪费了现代人类寿命增长带来的经验多样性的巨大来源。学校是造成代沟的主要原因！]{.ul}** *。\r\n\r\n### **对国家/地区而不是对整个学校教育概念的憎恨** 。\r\n\r\n对家乡、城市或国家的热爱是与生俱来的，它可能会引起偏见，但这是一种自然现象，发生在所有的概念网络中——我们的世界是一个复杂自适应系统，国家和地区的出现在当地的同质性是通常的局部优化，所有好的普世观点都是自然涌现的，但如果它是基于对家乡的纯粹仇恨，从长远来看，它可能变成有害。学校往往使我们憎恨我们的国家、家乡或城市，而不是学校教育的整体概念，这可能会扼杀和谐。\r\n\r\n关于对学习内驱力的破坏，亚洲的教育通常比西方的教育危害更大。但这并不意味着这些国家或整个州都是坏的；有些西方国家拥有更多的人口财富，也可能有坏的教育，（见：芬兰悖论等）。\r\n\r\n在讨厌整个学校教育的概念之前，我已经讨厌中国和亚洲的教育12年了；幸运的是，我没有泛化得太远，我不喜欢一些强制性的政治思想，但我认为中国的历史和文化非常令人陶醉。但我的一些朋友已经改变了他们的观点，比如所有的中国衣服都是坏的，而且很快（相当奇怪），人类的泛化能力太有创造性了，有时甚至是极其有害的！\"。\r\n\r\n由于人们普遍认为强制性的儿童奴役的想法是理所当然的，他们可能会做很多不可思议的伤害（见：无意义的捐赠/思考等）；一些对学习内驱力威胁较小的西方教育的反对者可能会认为自由给孩子带来高的误入歧途率等等，他们可能会恨他们的国家，并试图采用亚洲的方式\r\n\r\n在自由学习中，对当地地区或国家的爱可以得到加强或削弱，这是很自然的。默认情况是爱，这从根本上保护了稳定。对当地仇恨的升级可能是一个很好的范式转变指示器，因为它是自然出现的。然而，对学校教育的仇恨可能会导致往往更偏向于普遍的仇恨；同时，学校教育本质上是政治性的，这种强迫性可能会导致更多不和谐的事情；无论当地的教育如何糟糕；我们，孩子们，需要团结起来，首先打击我们共同的敌人，教育解放宣言（见：）是为全世界设计的。\r\n\r\n **[总结：学校教育可以使我们偏向于憎恨我们的地区或国家，这可能会引起更多的冲突；由于爱国主义是相当敏感的，学校教育间接地破坏了任何友谊——学校教育是冲突的邪恶起源！]{.ul}** *。\r\n\r\n### **对历史和任何过去的演变轨迹的憎恨** 。\r\n\r\n在必修课中增加任何内容都可能是一种净损失，对科目的憎恨与它们的重要性神秘地成正比，（见：）；由于历史是一门普通课，而学校总是政治性的，历史在某些地区可能是必修课。再加上对地方/国家而不是对学校教育的憎恨（见：），学生可能会对一个一般化的概念——「历史」产生终生的憎恨。\r\n\r\n由于历史只是过去的事件流动，学生可能讨厌任何过去的演变轨迹，这可能会减缓学习进度。学习一个领域过去的一些演变轨迹，可以为我们的探索提供很大的启示，它可以使进一步的工作本身更符合人类成长的现实。查看间隔重复的历史（见：）可以使我们更好地进化sm19的想法；然而，学校引起的对历史的仇恨可能使学生说：\"哇，1985/07/31，间隔重复诞生/....hmmm，确切的日期，事件，这就像可怕的历史课！有毒！\"毒性记忆会威胁到任何不相关的材料的学习。\r\n\r\n此外，对历史的仇恨会造成以下的伤害，甚至更多：\r\n\r\n- 随着在学校里对日记的厌恶（见：）而加剧，使他们过去的记忆丧失得更快。\r\n\r\n- 伤害过去的文化，无处不在，这让沉睡的人们在坟墓里哭泣；如果他们能复活，我想他们一定会用核武器来毁灭学校！\"。\r\n\r\n- 损害世界的可持续发展\r\n\r\n- 与不喜欢复习有关\r\n\r\n- 最严重的是，对历史的憎恨会转变成对成长的憎恨**（见：），这可能会使一个人的生活变得毫无意义\r\n\r\n **[总结：学校让我们憎恨历史，加速了遗产、记忆的丧失；它阻碍了成长，甚至扼杀了成长！]{.ul}** *。\r\n\r\n### **对日记的憎恶** \r\n\r\n表达和记录是人类的核心本能之一，详见《沟通的乐趣》；在现代，小插件/软件很普遍，纸和笔人人都买得起，电池加速耐用，软件更多；但只有少数人定期写日记，那些喜欢简单和经常写下自己的成长和事件的人主要是用文字工作的人。我和很多人都认为写下自己的想法对成长很有帮助（参见：天才清单），但人们往往很难遵循。学校让我们默认或不自觉地讨厌日记，这可能会扼杀未来宝贵的记忆、灵感，你永远不会知道你过去的一些感受和故事是多么珍贵。\r\n\r\n在早期的母语教学中，或者在中学的语言教学中等等，强迫学生写日记可能是一项常见的工作——这就是主要机制。\r\n\r\n学校是让我们讨厌它，多年后，这种讨厌甚至可以是无意识的，这就是为什么人们几乎不会因此而责备学校。此外，在学校获得的对历史的讨厌（见：）可以加强它；另外，“对拼写的崇拜”导致对写作的讨厌，它也可能导致对日记的讨厌。\r\n\r\nSuperMemo的发明者从13岁开始记录他的事件，我在18.75岁时开始记录生活，现在是19.25岁，我认为这是我一生中最大的四个生活变化之一，我永远不会忘记2021/09/24，每个月的24号成为我的成长纪念日，我月月都庆祝它。从这一天开始，我有了自己的历史。只有平凡的人，但没有平凡的人生。我是平凡的，但我的生活可以是不平凡的。\r\n\r\n我在两个月前开始在SuperMemo中进行渐进life event，我记住了许多重要的甚至改变生活的事件的确切日期，这让我感到更加自信，内心平和，当我反省自己的成长时，轨迹变得更加清晰，清晰5倍！不是欺骗！\"。\r\n\r\n有一本日记（或life event等）可以使人感到更快乐和自信，它还可以防止许多以前的记忆丢失；一些过去的平凡的感觉可以在10年后变成极有价值的，每个人都可能有这样的经历。我们的记忆远比我们想象的要弱，许多过去的事件和感觉几乎可以被扭曲或消失，这就是虚假记忆和教育同理心丧失的源头；记忆的稳定性和可提取性在许多情况下是相反的，一些高度稳定的记忆可能不容易被唤醒，但一本旧日记的一些文字可以触发一个超过20年没有提取的老人的记忆，她可能突然感到心灵触动。**另外，由于记忆的扭曲，我们可能会否认自己的过去，否认一些成长，并根据虚假的记忆做出一些反成长的错误决定，对历史的记录可以防止我们做出错误决定。\r\n\r\n**[总结：通过强迫学生写日记，特别是在早年，以及其他综合影响（如讨厌写作和历史），学校抑制了大多数人保持日记的渴望，甚至记录他们的成长的渴望，这可以使长期幸福感大幅下降，最重要的是，与其他坏习惯相关联，仇恨可能直接导致对成长的仇恨（见：下文），这是学校最灾难性的坏影响。\r\n\r\n### **对成长的憎恨** \r\n\r\n憎恨成长是很多由学校引起的坏习惯的错综复杂的组合。我认为这个习惯是所有120多个习惯中最灾难性的5个习惯之一。而这可能是所有20个额外的习惯中最严重的一个。\r\n\r\n我认为终生发展（包括终生学习）是世界上最快乐和有意义的事情，我喜欢生活，喜欢成长，喜欢茁壮成长，喜欢多元化发展，喜欢看世界，喜欢与世界上许多地方进行多样化的交流。在我17岁的时候，我为自己写了一些兔子定律，第一条就是：。\r\n\r\n*我的思想不是固定的，而不是用~~只用一句格言来指导我的全部生活~~，我将用一系列 **成长的、不断变化的** 核心思想来指导我的成长，所有的规则都可能变化，进化是第1^^优先。\r\n\r\n世界变化如此之快，每隔10年，一些领域（如医学）的知识就会淘汰50%以上的旧知识，它们不再是真的。范式迁移越来越快，跨学科和多样性的力量变得越来越重要；更重要的是，关注终生成长变得更有意义。 **对生活的热爱，对成长的热爱可能是未来世界推动者的最佳指标。** 但学校对其造成了灾难性的伤害，这是我坚持要成为辍学者的主要原因之一 **（见：《？》：尚未写完），** 学校教育是在扼杀生命，制造僵尸，令人无法容忍！**。\r\n\r\n对成长的憎恨的原因主要可以归结为这些：\r\n\r\n- **对日记（以及类似有关成长轨迹的记录）的憎恶** \r\n\r\n对日记的厌恶会使学生反对所有形式的记录，而这些记录可以帮助他们直观地看到自己的成长；我们的记忆能力远比我们想象的要弱，即使是偶发记忆也会逐渐消失，几乎无法恢复，除非有非常幸运的事情触发。对日记的厌恶会直接导致对成长的厌恶，便如讨厌记录成长的想法；但最关键的危害在于它的直接因缘——记录富有成效、自信和快乐的过去的可能被剥夺了，失去成长使得在学校获得的毒性记忆（见：）支配了大脑，产生了对自己实际过去的虚假的过度悲观模式；生活失去了色彩，成长逐渐消失了。\r\n\r\n- **对历史的憎恨** \r\n\r\n对历史的憎恨可以放大到对个人历史的憎恨，这种机制以类似于对日记的憎恨的方式破坏了对成长的热爱，并且可以得到加强。更重要的是，对历史的憎恨会使一个组织（或一个学习领域）的参与者在组织中的实际成长更少；这会导致更少的青色进化型组织（见：），他们对自己的终生工作和追求的爱更少，他们对人类的未来更少，对个人成长的爱也更少。\r\n\r\n- **所有引发同质化的习惯** 。\r\n\r\n多样性主导着进化，知识进化论（见：）是一种形式，一棵树（见：）也是一种形式，同质性遏制了增长，这正是学校给我们的。\r\n\r\n就像在学校学到的朋友过度同龄化（见：），我们有一个隧道式的视野，主要集中在同龄人身上，这让我们没有时间去看不同年龄段的人是如何成长和发展的；此外，这也会增加嫉妒（见：）。\r\n\r\n学校也倾向于给我们提供一个社会甚至世界运行的固定机制，我们在学校学习独立的微观和宏观经济，我们学习有偏见的和课程滞后的政治；我们不学习复杂经济学，复杂自适应系统在学校不受欢迎，未来学变得没有意义，等等。同质性和固定性让我们无法思考我们的成长与世界的成长是如何联系在一起的，无目标（见：）和钝化的怀疑主义（见：）会加剧。\r\n\r\n- **所有触发线性思维的习惯** 。\r\n\r\n线性可能被认为是同质性的一个不明显的变体，但它有自己的特征。\"矛盾的是，它是一种 \"成长\"，但它只是基于可预测性的虚假成长轨迹。 **最好的成长方式应该是多方面的，有机的，肯-罗宾逊是对的** （见：《让思维自由》）；学校滋生了关于我们如何成长的线性和僵尸般的想法，我们不喜欢成长，甚至讨厌它，我们认为我们的生活很无聊。\r\n\r\n幼儿时期的课程可以用关于成长的线性思维支配我们的大脑，这甚至可以扼杀一个4岁孩子在幼儿园形成的梦想，这种影响最迟在小学阶段肯定会出现。我们对长期成长的热爱已经变得相当薄弱，仅仅借助一个其他的习惯（如对历史的憎恨）就可以引发对成长的憎恨。\r\n\r\n* 有关“世风日下”的想法\r\n\r\n“世风日下”的想法（见： ）可以归因于假学校环境引起的伪理性悲观主义（见： ），这种观点使我们不喜欢这个世界；当然，它可以导致自己觉得自己“自风日下”的观点——没有成长。他们可能会 \"娱乐至死\"，并很快转变成实际不快乐的折磨，如一些基于可变奖励的游戏，和容易饱和的奖励，如不健康的食物。\r\n\r\n关于“世风日下”的激进思想并不那么普遍，但经过多年严格的学校教育，大多数人变得低估了世界的未来增长，这种影响可能是连续的，而不是纯粹的量化和离散的。\r\n\r\n **[总结：在学校获得的最不能容忍的地震般的习惯是对成长的憎恨，它几乎是 \"对生命的憎恨\"，而且这种憎恨有多种来源，在不同程度上几乎大多数学生都受到影响，强制学校教育必须结束（见：宣言）]{.ul}** 。\r\n\r\n### 对微观进展缺乏重视\r\n\r\nSuperMemo guru的一生都在推崇渐进主义（见：），最富有成效、最有意义和最快乐的生活或学习是逐步演变的，微观规则（见：）是毫不费力的规则；与其专注于大项目，不如专注于一天可能更务实和快乐。\r\n\r\n学校的学习方法本质上是错误和荒谬的；最伴随着的坏习惯可能是无语义学习（见：）习得性无助（见：），（见：）等。对微观进展的认识不足可能是一个 \"温和\"的坏习惯，但也是重要的注意点。\r\n\r\n最好的学习和巩固方式应该是专注于原子化知识（见），渐进学习自然支持这一点，（见），测试（见：主动回忆）是巩固记忆的好方法；通过专注于单独的小拼图记忆，我们几乎可以毫不费力地连贯学习；学校给我们的测试不仅是纯粹的外在评价，而且知识的安排也很糟糕，我们在匆忙中测试一大堆知识垃圾，有的是突然的快乐或悲伤的。我们失去了对自己微观成长的认识，我们也可能在成年后看到这个世界的突然衰落或成长，这只是由于早期不良的学习方式。\r\n\r\n微观进展也在同行评议中被消灭（见：），甚至更多的自由大学仍然导致可怕的学习方式形成，我讨厌几乎所有的学校，除了那些互联网学校或民主学校。\r\n\r\n在习惯养成、健康饮食、GTD等方面，微观进展可以产生不可思议的力量。另见：渐进生活。有时将慢性压力转化为急性压力（见：）可能是一个伟大的想法，但在一些自愿（非强制性）的变化中，渐进主义是更好的，在节食中也是去抑制（disinhibition, 见：）。写下即时想法是一个很好的习惯（见：天才清单），但学生们几乎不知道它的价值。他们也可能讨厌日记（见：），上学的人可能会在他们的大脑中失去很多想法和故事，这些想法和故事可能会在20年后变成改变生活的巨大结晶。\r\n\r\n我写了一些关于习惯养成的即时想法，在手机里的想法，我把它们放在不同的遗忘指数和优先级的间隔重复系统中（见：），如果形成了100多个简单的习惯，可以避免一些包袱或增加一点生产力；我太有创造力了，在一些场合我甚至“忘记带我的财产”，这是很危险的。有些习惯是周期性的，它们很容易通过任务清单来解决；但有些习惯是条件性的，比如 \"如果X，就做Y\"，用间隔的重复来巩固它的记忆是很有帮助的。这些习惯我称之为 **渐进习惯** ，其中的一个子集我称之为 **渐进安全** ，它们是拯救生命的习惯，如*\"总是用两只手来驾驶自行车\"，\"如果可能的话，总是不要坐在汽车的副驾驶座位上\"，\"在去一个遥远的地方旅行之前，了解一些当地的地质情况，以便更好地准备应对自然灾害（这个习惯是在雅安的地震中形成的！）\" *。对微观突破的认识和创造性地使用它们，不仅可以提高生产力，而且可以把你从死亡中拯救出来！\"。渐进安全的生日（2021/11/7，每个月的7日）也是我的4个重要月度纪念日之一，与自由学习纪念日类似。\r\n\r\n **[总结：学校往往使我们不太了解微观进展，甚至否认它，这可能使我们失去很多灵感、生产力，甚至我们的安全和生命！]{.ul}** 。\r\n\r\n### **对心系人类未来的低估值** 。\r\n\r\n课程滞后是一个很大的问题，它不仅破坏了适用性，还让我们对现代世界形成了不那么顺应的模式。再加上对同行评议的伤害（见：），对唯一真理的依赖（见：）和同质化；学校可以使我们所有人都低估我们为人类创造更美好未来的可能。 **天才是由爱（而不是强迫）培养的，而天才的成熟也是由爱推动的——对人类、对整个世界的爱。** 学校让我们看到更少的天才，更少的美好未来。\r\n\r\n所有新生的知识可能无法通过审查，但由于它可以触发我们的激情，它有可能改变世界，范式会一次又一次地发生转变，呈指数式沿革（在实际中可以是S型，见《奇点临近》）。对我来说，我一生的梦想（15岁以前）一直是在成年后拥有一部豪华的诺基亚安卓手机。（顺便说一下，我现在已经实现了！见：诺基亚8.3 5G），但在16年用两个月时间学会世界语后，我开始热爱这个世界，并开始思考如何能够为人类做一些有益的事情。我不确定为世界语而战是否值得，我认为如果传统语言在未来被一些 \"脑电波交流\"或其他未来主义的交流方式所取代，世界语可能就不完美了。于是我开始有了研究未来学的想法。事实上，\"未来学\"并不是一个严格的议题，我读了很多Kurzweil, Diamandis和其他人的书，关于他们在学习、哲学等方面的广泛观点，我还遇到了Ken Robinson和早期的间隔学习等想法。自由探索（见：自由学习）让我最终找到了SuperMemo.guru，并发现其学习效果如此之高，充满了惊叹和灵感。\r\n\r\n我认为学习未来是终生学习中非常重要的一部分，事实上，\"未来学\"在学校教育中本来就是不相容的，它甚至不是一个定义明确的科目，但在自由学习中，没有科目问题（见：）；未来学的书籍和思想总是鼓舞人心且激发学习内驱力的，你可以学习伟大人物的思想，找到很多你可能参与世界的方式；未来学的欠明确性也可能是一个优势，不同观点的矛盾让你思考，形成一个高度个性化的知识估值网络，最能在偏见或知识垄断中生存。有趣的是，你自己对未来学的定义可能都和我有所不同，人人都会这样。\r\n\r\n利他主义确实根植于人类早期的进化，我们有与生俱来的对他人的爱和关怀，它可以被阻碍或加强，心系人类命运是一个伟大的方式。然而，学校处理知识的方式使我们对它的关心减少了，太可悲了! 顺便说一句，目前（我19岁），我认为学校教育是世界上最严重的问题之一，甚至严重程度可以比得上衰老给人类带来的疾苦。\r\n\r\n **[总结：学校通过削减他们为更美好的世界而奋斗的爱，世界滋生出更少的天才。]{.ul}** *。\r\n\r\n### **滋生伪理性悲观主义** \r\n\r\n\"理性\"是带引号的，或者叫伪理性。人类天生就有认知上的偏差。然而，偏见并不是一个严格的缺陷，（见：大脑保护现实模型），固执在人脑中根深蒂固，以使快速决策和有效的归纳。然而，学校不仅通过习得性无助（一种相当情绪化的东西）倾向于培养悲观主义的观点，而且以某种方式削弱学习内驱力。一个由校源性抑郁症患者可能在理性上意识到自己的观点，但就是无法改变（由于生物影响）。如果你读过卡尼曼的《思考：快与慢》，或噪音》（2015年后），你会知道人类通常通过启发式思考——快速思考（他称之为系统1），而不是统计性思考。一个很简单的例子是：在飞机事故发生后，人们倾向于减少飞行出游，他们认为事故的可能性很高，而实际发生率可能没有变化；几周后，由于对事故的记忆提取能力降低，他们又开始飞行出游。如果你对 \"认知盈余 \"感兴趣，你会注意到电视上的 \"沙发土豆 \"往往对谋杀和事故的发生率的预期远远高于平常。这就是学校的所作所为！看到学生们不开心的样子，高抑郁率、ADHD率（可能是过度诊断，见：）、Asperger率；即使是最理性的学生也倾向于高估世界上无所不在的这种比率，不仅是实际的受害者会这样想！\"。电视沙发上的土豆看到的世界更糟糕，但行为空间对他们来说更大，但小学生却无法逃避！\"。\\\\ **总结: 经过十年在这样一个虚假的世界中的培育，所有的学生都会过度估计现实世界中不愉快事件的发生率。]{.ul}** 这种 \"理性的\"悲观主义甚至可能导致 \"**世风日下的想法\"。\r\n\r\n### **“世风日下”的想法** \r\n\r\n学校是悲观主义的诱导者，内在通过习得性无助，在外部通过假环境的伪理性悲观主义。最终的影响就是“世风日下”的思想——它使许多学生认为社会、国家甚至整个地球都在倒退，而不是进化。世界是一个复杂自适应系统（类似于学习内驱力系统！），进化是默认的。由于摩尔定律或（见：加速回归定律），技术呈指数级增长。许多我们买不到甚至想不到的服务和东西，现在已经变成了最便宜的人的现实，根据雷的说法，基本收入即将到来（见：全民基本收入提高创造力）。不仅技术在增长，整体福利也在增长，1890年的平均预期寿命是40岁，2000年是76岁。疫苗接种和手术的发展速度令人难以置信。谋杀和自杀率实际上正在下降。如果你读过史蒂夫-平克的书，你会注意到现在的暴力有多大的减少。(事实上，所有残余的暴力和抑郁症主要是由学校教育和其衍生的结果造成的！）然而，许多人倾向于低估人类的未来，他们可能不相信奇点或指数增长，这是我们的大脑默认的，我们预估线性增长。但是，成功被学校驯化的人可能实际上认为世界正在变得更糟！这就是我们的大脑。经过多年的奴役，他们高估了世界上发生的不愉快事件的速度。他们可能会得出这样的结论：现代的增长促成了不愉快事件的增加，而不是学校！（见：缺乏教育同里心） ***[总结：学校倾向于培养悲观主义者，他们认为即使在21世纪，世界也会变得更糟。这种观点使他们不太享受自己的生活，他们甚至会扼杀世界的实际成长！见：下一部分]{.ul}** *。\r\n\r\n### **反进化主义（卢德主义）：不喜欢进化的思想** 。\r\n\r\n学校抵消进化，不仅是通过干扰大脑（见：），而且还通过实际减缓世界的发展以及，通过培养反进化论者（或卢德分子，见：）。\r\n\r\n学校往往使很大一部分人认为世界正在变坏（见：最后一部分），而不是归因于学校，他们可能认为现代技术促成了这一点——特别是在数学（几乎所有）和物理学等方面的毒性记忆的综合力量。他们中的很多人长期以来一直讨厌现代技术——他们甚至可能喜欢在夜里玩手机，而不是认为它是一个快乐的源泉，他们认为它是一种瘾！（而一个健康的非学校教育者可以本能地逃避可变奖励，见：）。\r\n\r\n人们主要是低估了世界的增长（线性预测），但他们实际上是在指数增长的基础上创造了更好的世界；然而，由学校引起的卢德分子会对世界的发展造成很多限制，因为他们认为是“世风日下”！他他们不应该都受到惩罚，学校才是邪恶的!\r\n\r\n **[总结：如果不根除学校教育，世界的整体增长将慢一半！]{.ul}** *。\r\n\r\n### **对无聊的恐惧（第21宗罪）** \r\n\r\n该习惯是20个恶习中有的额外习惯，标题改为 **21个额外的恶习** 。\r\n\r\n学校可能会导致徒劳的毅力（见：）和虚假的生产力；真正有创造力的人经常坐立不安，暂停片刻沉思或行走，等等。有时，无聊可以是一个伟大的灵感发生器。学校让我们不喜欢无聊，低估了它的价值，而对无聊的认知是大多数自由学习者的常识；然而，同样重要的是，学校不仅直接让我们不喜欢无聊，还间接地让我们恐惧无聊，通过诱导不愉快，如习得性无助等。\r\n\r\n很多朋友（尤其是那些悲观的人，大多数是学校教育的受害者）往往有一种想法：他们总是愿意陷入匆忙，来避免悲观的自然思维。——一个朋友对我说，当她处于无聊的情况下，她总是想到她未来的生活会很糟糕；她的学校是一所职业学校，在价值体系上学校是被低估的。她说，即使是听音乐也会让她产生自然的恐惧感。太悲哀了! 学校造成的无助会使放松或激发灵感的时间成为地狱之源!\r\n\r\n **[总结：学校教育的受害者可能获得无助感，让他们害怕无聊，它可能在自然闲适的时间给被学校伤害的大脑痛苦的自然联想，而不是顿悟般的灵感。]{.ul}** *。", + "type": "text/markdown", + "caption": " 学校让人沾染上的其他21条恶习（作为100条的补充）\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "21 Additional bad habits learned at school" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_A Mathematician's Lament.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_A Mathematician's Lament.json" new file mode 100644 index 0000000..b7b0e33 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_A Mathematician's Lament.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/A Mathematician's Lament", + "text": "# 数学家的哀歌\r\n\r\n作者：Paul Lockhart\r\n\r\n## 数学与文化\r\n\r\n[img [image|./01-triangle-box.png]]\r\n\r\n[img [image|./02-chopped-triangle.png]]\r\n\r\n***", + "type": "text/markdown", + "caption": " 数学家的哀歌\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "A Mathematician's Lament" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Anki Design Study- Learning Statistics.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Anki Design Study- Learning Statistics.json" new file mode 100644 index 0000000..e00011d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Anki Design Study- Learning Statistics.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Anki Design Study- Learning Statistics", + "text": "# Anki 卡片设计研究：学习统计学\r\n\r\n原文：[Anki Design Study: Learning Statistics](https://ericsiggyscott.medium.com/anki-design-study-learning-statistics-6d5f04bc4908)\r\n\r\n最近我在对 Anki 知识库进行[双周设计审查](https://ericsiggyscott.medium.com/anki-tips-the-biweekly-design-review-d9bc430c61af)时，发现了这样一张需要重构的卡片：\r\n\r\n[img [img|https://miro.medium.com/max/1250/1*QVQfzan3DIoTdFupmDkRQg.png]]\r\n\r\n离我做这张卡大约有一年半了。它的简易度是 205%，就是说我一直没弄错。它的间隔是一年半，所以我短时间内不用再主动回忆他了。 **根据这些数据** ，这张抽认卡制作得挺成功。而且它是 **有用** 的：我制作这张卡片是因为我偶尔需要用 R 或 Python 计算并可视化数据的置信区间，知道卡片中的方程式后，我在 Google 上搜索正确的语法便能更快，更省脑力。\r\n\r\n但是这张卡片有浓厚的 **卡片设计异味** ：我是通过 **死记硬背** 来记住这个方程的，这意味着我不能解释「为什么」这个方程的形式是这样的，因而回忆起来很困难，复习起来不愉快（即使我能答对），我 **现实生活** 中需要这些知识时，更是 **难以推理解释** 。\r\n\r\n我隐约意识到这与 t-分布的临界值有关，但是当统计课程一结课，所有的知识很快变得非常模糊。\r\n\r\n识别这样卡片的基本方法，是根据答错一张卡片的时候，你脑海里产生的想法：\r\n\r\n- 如果我是把高质量的卡片弄错了，就会一激灵「 **噢，那确实，我懂了。我真傻** 。」\r\n\r\n- 如果答错了死记硬背的卡片，我反而会想：「 **噢，真不走运。下次再试试吧** 。」\r\n\r\n一般说来，通过死记硬背来学习 **公式** 在 Anki 是有风险的。公式的用意在于浓缩大量非常 **复杂的逻辑** ——通常是一整段的内容——而只用很小的空间。公式内在的复杂逻辑需要 **多张** 抽认卡才能加深理解。\r\n\r\n所以让我们来优化好这张卡吧。我们将遵循分为两部分的策略，这也是我在科学类话题中经常使用的：\r\n\r\n1.识别出 **地标概念** ，便于让直觉有定位，然后\r\n\r\n2. 围绕这些地标概念，添加足够必要的 **细节卡片** 。\r\n\r\n# 大局地标概念\r\n\r\n掌握统计问题背后的直觉是很棘手的，因为统计学充满了技术用语和准确假设，而统计学文本对此不假思索地使用。像 **总体** 、 **样本均值** 、 **标准误差** 、 **标准差** 和 **分布** 这样的术语很快就会互相混淆（我们甚至还没说区分 P.D.F.、P.M.F.、C.D.F.、P.P.F. 和 I.S.F. 这回事呢）\r\n\r\n等等，我们在干啥？我的教授曾面向我们这帮计算机科学学生（哈！），像西西弗一样徒劳地教一些可靠的实验方法，而其中我依稀记得，任何数据样本的 **均值** 很神奇地遵循不错的理论分布（即使数据本身没有遵循这个分布）。这正是我们能够计算置信区间的出发点。但要我解释这个事实就很难了。\r\n\r\n于是请谷歌图片来帮忙 (这里是[原始图片来源](http://cyberstatistic2018.altervista.org/sampling-distribution/?doing_wp_cron=1608305070.6880528926849365234375))。 我缺少的[概念抓手](https://notes.andymatuschak.org/z5vA4vw86DKNq22xt6pRWhumeRmSzwV6hxRHE)是 **抽样分布** 。一般说来，用图像来概括这样的概念要比用文本解释容易得多，所以我经常依靠图像给出问题的答案：\r\n\r\n![img](https://miro.medium.com/max/60/1*yoHwkvIdzoQLQUFThX0O0w.png?q=20)\r\n\r\n[img [img|https://miro.medium.com/max/1256/1*yoHwkvIdzoQLQUFThX0O0w.png]]\r\n\r\n在我们的脑内文库中刻印下这张图片后（这也就是为什么概念抓手和技术用语威力无穷），我们就为记住置信区间做了更足的准备。仅仅是清晰而轻松地回忆起置信区间来自这样的分布函数，就已经很有用了。\r\n\r\n但在我们继续前，我们可以再往地标概念上添一笔：\r\n\r\n![img](https://miro.medium.com/max/60/1*FvdhZJx6b8lp2cVTzDLLdA.png?q=20)\r\n\r\n[img [img|https://miro.medium.com/max/1364/1*FvdhZJx6b8lp2cVTzDLLdA.png]]\r\n\r\n太棒了。我们已经解决地标概念了——该处理细节了！\r\n\r\n# 细节卡\r\n\r\n就像任何复杂的概念一样，为了用 Anki 学好公式，我们便要 **将其拆分** ， **逐个** 击破。\r\n\r\n对于公式，我会做卡来处理 **公式的每一项** 或者 **每一个符号** 。这样每个部分就成为自身的概念抓手：\r\n\r\n[img [img|https://miro.medium.com/max/1358/1*GClcRttSVvkGfN_Qqz8NYA.png]]\r\n\r\n[img [img|https://miro.medium.com/max/1354/1*KcXR8_qCVEf0dg_zhrEQqA.png]]\r\n\r\n这真的很棒，因为比起原来放上一整个公式的卡片，现在的一张张卡片更能 **让我专注** 。例如，现在我可以慢慢考虑那个复杂的 `1-α/2;n-1` 下标 (也是公式中最难记住的部分)。\r\n\r\n然而，公式中每一项还是很复杂，而且我们仍然在死记硬背。让我们再次对这两个问题发起挑战：\r\n\r\n[img [img|https://miro.medium.com/max/1348/1*-kJ9lbwQiEApN9PAqaFNnQ.png]]\r\n\r\n[img [img|https://miro.medium.com/max/1348/1*7oxN70a9z-U830rDygWKTA.png]]\r\n\r\n **现在** 我准备好解释置信区间方程式的每一部分从何而来了，这个公式就更容易记住了。但更重要的是， **推理** 也变得更容易，因为我比以前更多地依赖语义直觉，而不是死记硬背。\r\n\r\n但要想让这张语义联系的网发展成更大的知识库，更具深度 (「为什么平均值的标准差随着 n 的平方根增大而减小？」) 或广度 (「什么时候使用 `t-分布` 而不是 `z-分布` 来计算关于某个平均值的置信区间？」) ，就不能停留在我们目前做的这几张卡片了。但是 **目标已经达成了** ：我们已经重构了一张卡片，所以设计审查可以告一段落了（好吧，说实话，这次设计审查花了我整整两天。有些重构任务一口气做不完啊！）\r\n\r\n我只想加几张 **缩写卡片** 来巩固我新制作的概念抓手，然后就收工了：\r\n\r\n[img [img|https://miro.medium.com/max/1348/1*9t6XAN2EdEKtNaQvD4bbnA.png]]\r\n\r\n[img [img|https://miro.medium.com/max/1334/1*HtYpj8s__zil86Y90295dw.png]]\r\n\r\n如果你好奇，这个案例里我 **保留了原来的卡片** 。保留完整公式的卡挺好，只需要一些支持性的分析卡片即可。所有这些卡片加在一起的记忆效果，远胜任何一张单独的卡片。", + "type": "text/markdown", + "caption": " Anki 卡片设计研究：学习统计学\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Anki Design Study- Learning Statistics" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Be ruthless for textbooks A guide for finding a good (math) book.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Be ruthless for textbooks A guide for finding a good (math) book.json" new file mode 100644 index 0000000..404a18f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Be ruthless for textbooks A guide for finding a good (math) book.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Be ruthless for textbooks A guide for finding a good (math) book", + "text": "# 别跟教材客气：优质（数学）书籍挑选指南\r\n\r\n原文：[Be ruthless for textbooks: A guide for finding a good textbook](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub)\r\n\r\n如果教材有练习，且附带答案，同时每个定义都有例子，那么这本教材就是优质的。\r\n\r\n以下是一份[以此列表为基础的教科书得分榜](https://www.google.com/url?q=https://docs.google.com/spreadsheets/d/1RPYtqxYehr9381mVdomu-lUyJk08ySWWe2Flo407BKM/edit?usp%3Dsharing&sa=D&source=editors&ust=1674112489462781&usg=AOvVaw3mNj9tBgPHQztppO3vmkI5)清单。欢迎加入我们的讨论！\r\n\r\n以下内容是详细评述。\r\n\r\n垃圾教材太多了。快速判断出教材是否垃圾的能力很重要。我写这篇文章来帮助自已，也帮你们。\r\n\r\n在使用带有自动反馈、抽认卡、模拟等功能的交互式媒介进行学习之前，我们必须依靠教材。而这份清单就是为了帮助大家！\r\n\r\n# 留意你的教材…\r\n\r\n## …有带答案的练习吗？\r\n\r\n对我来说，这是最重要的，没有之一。\r\n\r\n- 在 *Vector calculus, linear algebra, and differential forms: a unified approach*[[1]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt1) 一书中，每个概念后，读者可以做一道简短练习。解答就写在脚注里，与练习同页。这样超方便，特别是读 PDF 的时候。\r\n\r\n## …解释原因并提供背景信息吗？\r\n\r\n **为什么** 某个领域很重要或者很有趣。 **为什么** 作出这样的假设？诸如此类。\r\n\r\n- *Analysis I* 这本书从「为什么要学分析？」开始。[[2]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt2)同样的，在*[Linear Algebra, Pillar I](https://www.google.com/url?q=https://www.lem.ma/books/AIApowDnjlDDQrp-uOZVow/landing&sa=D&source=editors&ust=1674112489466116&usg=AOvVaw0qa8uC3s98jfY3pYP0xG8v)* 的行列式一章中，开头就讲了「为什么要行列式？」。\r\n\r\n- 在 *Precalculus*[[3]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt3) 一书中，读者能找到关于为什么或什么时候某些技能会很重要的注解。\r\n\r\n## ...提供许多正例、非例与反例吗？\r\n\r\n- *Seven Sketches on Compositionality*[[4]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt4) 中的定义和例子数量大致相当。\r\n\r\n## …给出了进阶主题的预览，并传达了目前的局限性吗？\r\n\r\n- 在 *Precalculus*[[5]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt5) 中，作者提到了朴素集合论及其根本性缺陷，还为感兴趣的读者提供了进一步的阅读材料。\r\n\r\n## …关心术语吗？\r\n\r\n读者需要信号，告诉他们何时符号被过度使用，或者何时短语只是某人的错误残留。\r\n\r\n- 在一些不严谨的生物书中，你会学到「化学键断裂释放能量」。但是事实上，化学家要说的[恰恰相反](https://www.google.com/url?q=https://wtamu.edu/~cbaird/sq/2013/06/27/when-does-the-breaking-of-chemical-bonds-release-energy/&sa=D&source=editors&ust=1674112489468597&usg=AOvVaw0pSb2nS2dHcC3PELFSLtls)！\r\n\r\n## …对读者是否诚实？\r\n\r\nThurston 在他的论文 *On proof and progress in mathematics*[[6]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt6) 中分享了他的观察，即论文与教科书的正式形式反而成为了理解它们的障碍。作者是否华而不实？他们是否提及背景或非正式的原因来解释他们的做法？\r\n\r\n地位使作者无法坦诚相待。例如，作者可能避免提及某些章节很无聊。为什么呢！？对于可能认为自己对某章节有疑惑的读者来说，知道这一信息是有非常价值的。\r\n\r\n我喜欢作者不掩饰自己的热情。知道某个特定片段是作者特别感兴趣的领域，会给教科书带来更加引人入胜的「对话式」活力。\r\n\r\n我也喜欢在其中看到一些笑话或彩蛋。我认为这是一个标志，表明作者感到自在，没有被出版商当作机器人对待。\r\n\r\n- 在 *Introduction to abstract algebra*[[7]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt7) 中，作者写到「如果你读得无聊，我很同情你。我打字的时候也很无聊。」\r\n\r\n- 《线性代数应该这样学》第 21 页的页码写着「≈ 7π」。\r\n\r\n- 在 *The integrals of Lebesgue, Denjoy Perron, and Henstock*[[8]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt8) 中，你会看到与元建议结合的 *c* 笑话：\r\n\r\n![img](https://lh3.googleusercontent.com/wzLiWrYwIpEQ55lW6DbtNriFVTOByLQW_Lsv-u2oeh7S8O6YU69Yzh_2p9a4PBd-9V2A6ZiczdqiIHoX6PaJxa9ZKHhzbUeSH68edRy5CxJ17OeUPZLNJOcPg56_O9u6_okT6DzhE5QOnfDHGDc3iRAmJyQAi51GarY3joTxaIq-nKXIqOi_TgEnypjtDA)\r\n\r\n请看同一本书的这句话：「这个引理被称为维塔利覆盖引理，起初你可能会感到很奇怪，可能需要读几遍才能理解。在欣赏它之前，有必要多次观察该引理在实际操作中的应用。」\r\n\r\n## …提及了元认知的层面吗?\r\n\r\n如何思考这个主题？哪些类比和图片会有帮助？\r\n\r\n你目前的知识会不会干扰你即将学习的内容？\r\n\r\n## ...有整洁的图像与布局吗？\r\n\r\n我们应该知悉图片是否按比例绘制，以及它的局限性等等。\r\n\r\n我喜欢教科书里的手绘图。它们看起来更直观。\r\n\r\n- 一些生物学教科书关心的是尺度，等等。这很糟糕。与之相反的优雅的示例参见 [Cell Biology by the Numbers](https://www.google.com/url?q=http://book.bionumbers.org/&sa=D&source=editors&ust=1674112489472057&usg=AOvVaw2eLbruupbxqhEVkbmivzwM)。[[9]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt9)\r\n\r\n- 在《通向实在之路》[[10]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt10)中，作者画了很多图。你可以了解作者对相关主题的感受。\r\n\r\n## ...用的语言简单吗？\r\n\r\n| 牛顿定律，如是说... | |\r\n\r\n| ------------------------------------------------------------ | ------------------------------------------------------------ |\r\n\r\n| [Dynamics and Relativity](https://www.google.com/url?q=http://www.damtp.cam.ac.uk/user/tong/relativity/one.pdf&sa=D&source=editors&ust=1674112489474934&usg=AOvVaw2AQdqOur_EXqKCWcFt9pjo)[[11]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt11) | Fundamentals of Physics[[12]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt12) |\r\n\r\n| 在没有外力的情况下，粒子以恒定的速度运动。 | 在没有外力的情况下，静止的物体保持静止，运动的物体以恒定的速度继续运动（即匀速直线运动）。|\r\n\r\n| 粒子的加速度（或更准确地说，动量的变化率）与作用在它身上的力成正比。| 物体的加速度与它所受的合力成正比，与它的质量成反比。|\r\n\r\n| 每个作用力都有一个相等且相反的反作用力。 | 如果两个物体相互作用，物体 1 对物体 2 施加的力 **F** 12与 物体 2 对物体 1 施加的力 **F** 21 的大小相等，方向相反： **F** 12=- **F** 21 |\r\n\r\n## ...提供了每一章的总结和重点吗？\r\n\r\n- 《线性代数应该这样学》[[13]](https://docs.google.com/document/d/e/2PACX-1vTkqKg5IxCmPbw7JqnAWxoypaYNFH3XJd4UgYw4PufP09zzzW6j3v-CYXZkpD83sVrzygvg7gLbjM_Q/pub#ftnt13)中每一章节都总结了重点和动机。\r\n\r\n- 在 *Online notes for MAT237: Multivariable Calculus, 2018-9* 的每一章中，作者 Robert Jerrard 都写了「基本技能」小结。\r\n\r\n# 怎样的教科书是优质的？\r\n\r\n定义：当且仅当教材具备以上所有特点（至多不具备两个），它才是 **优质** 的。\r\n\r\n定义：没达到优质标准的教科书就是 **垃圾** 。\r\n\r\n# 参考书目\r\n\r\nAxler, Sheldon. Linear Algebra Done Right. Undergraduate Texts in Mathematics. Cham: Springer International Publishing, 2015. https://doi.org/10.1007/978-3-319-11080-6.\r\n\r\nFong, Brendan, and David I. Spivak. An Invitation to Applied Category Theory: Seven Sketches in Compositionality. 1st ed. Cambridge University Press, 2019. https://doi.org/10.1017/9781108668804.\r\n\r\nGordon, Russell A. The Integrals of Lebesgue, Denjoy, Perron, and Henstock. Graduate Studies in Mathematics, v. 4. Providence, R.I: American Mathematical Society, 1994.\r\n\r\nHalliday, David, Robert Resnick, and Jearl Walker. Fundamentals of Physics. 8th ed. Wiley, n.d.\r\n\r\nHubbard, John H., and Barbara Burke Hubbard. Vector Calculus, Linear Algebra, and Differential Forms: A Unified Approach. 4th ed. Ithaca, NY: Matrix Editions, 2009.\r\n\r\nMilo, Ron, and Rob Phillips. Cell Biology by the Numbers. New York, NY: Garland Science, Taylor & Francis Group, 2016.\r\n\r\nPenrose, Roger. The Road to Reality: A Complete Guide to the Laws of the Universe. London: Jonathan Cape, 2004.\r\n\r\nSiksek, Samir. \"Introduction to Abstract Algebra,\" n.d., 139.\r\n\r\nStitz, and Zeager. Precalculus, n.d.\r\n\r\nTao, Terence. Analysis I. Vol. 37. Texts and Readings in Mathematics. Singapore: Springer Singapore, 2016. https://doi.org/10.1007/978-981-10-1789-6.\r\n\r\nThurston, William P. “On Proof and Progress in Mathematics.” In 18 Unconventional Essays on the Nature of Mathematics, edited by Reuben Hersh, 37–55. New York: Springer-Verlag, 2006. https://doi.org/10.1007/0-387-29831-2_3.\r\n\r\nTong, David. “University of Cambridge Part IA Mathematical Tripos,” n.d., 16.\r\n\r\n---\r\n\r\n[1] Hubbard and Hubbard, Vector Calculus, Linear Algebra, and Differential Forms.\r\n\r\n[2] Tao, Analysis I.\r\n\r\n[3] Stitz and Zeager, Precalculus.\r\n\r\n[4] Fong and Spivak, An Invitation to Applied Category Theory.\r\n\r\n[5] Stitz and Zeager, Precalculus.\r\n\r\n[6] Thurston, \"On Proof and Progress in Mathematics.\"\r\n\r\n[7] Siksek, \"Introduction to Abstract Algebra.\"\r\n\r\n[8] Gordon, \"The integrals of Lebesgue, Denjoy Perron, and Henstock.\"\r\n\r\n[9] Milo and Phillips, Cell Biology by the Numbers.\r\n\r\n[10] Penrose, The Road to Reality.\r\n\r\n[11] Tong, \"University of Cambridge Part IA Mathematical Tripos.\"\r\n\r\n[12] Halliday, Resnick, and Walker, Fundamentals of Physics.\r\n\r\n[13] Axler, Linear Algebra Done Right.", + "type": "text/markdown", + "caption": " 别跟教材客气：优质（数学）书籍挑选指南\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Be ruthless for textbooks A guide for finding a good (math) book" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Beware of Other-Optimizing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Beware of Other-Optimizing.json" new file mode 100644 index 0000000..380d17f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Beware of Other-Optimizing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Beware of Other-Optimizing", + "text": "# 谨防它山之石\r\n\r\n[Beware of Other-Optimizing - LessWrong](https://www.lesswrong.com/posts/6NvbSwuSAooQxxf7f/beware-of-other-optimizing)\r\n\r\n作者：[Eliezer Yudkowsky](https://www.lesswrong.com/users/eliezer_yudkowsky)\r\n\r\n我注意到一个严重的问题：有抱负的理性主义者极大地高估了他们优化他人生活的能力。对于这个问题是如何产生的，我想我有些见解。\r\n\r\n你读了 19 个不同的提供个人改善建议的网页——关于提高生产力、减肥、省钱。每个作者似乎都很聪明，对自己的方法充满热情，他们讲述了这个方法对他们的作用，并承诺会有 **惊人** 的效果......\r\n\r\n但大多数建议听起来就大错特错，几乎不值得考虑。所以你叹了口气，痛定思痛，沉思着：一件事情再愚蠢，人们似乎都能对其产生疯狂、幼稚的热情。4 号和 15 号建议听起来很有趣，你也尝试了一下，但是......它们也不......怎么......样嘛，它失败得很惨。建议本身有问题，或者你有问题，无论如何，你都没有任何进步。\r\n\r\n然后你读了第 20 条建议——更有甚者，你自己发现了没有任何网页提到过的第 20 个方法——好耶！这次的建议确实有效。\r\n\r\n很久很久以后，你终于发现了 **真正** 的、 **正确** 的、 **切实有效** 的方法。当别人遇到同样的问题时，你可以为他们省去阅读 19 条无用建议的麻烦，直接给出正确答案。作为一个有抱负的理性主义者，你已经知道大多数人都不会听，你通常也不理会这一点——但这个人是你的朋友，你认识的人，你信任并重视他会听从。\r\n\r\n因此，你会像同志一样把手放在他们的肩膀上，直视他们的眼睛，告诉他们如何去做。\r\n\r\n我有过很多次这样的亲身经历。因为，你瞧，当你发现了 **真正有效** 的方法......嗯，你现在已经知道最好不要立马跑去告诉你的朋友和家人。但你必须试着告诉 Eliezer Yudkowsky。他 **需要** 它，而且极有可能 **他能** 理解。\r\n\r\n事实上，我确实花了一些时间才明白。其中一个关键事件是，「不具名研究所」董事会的某个人告诉我，我不需要加薪就能跟上通货膨胀——因为如果我使用在线优惠券服务，我在食物上的花费会大大减少。我对此深信不疑，因为这个朋友我很信任，况且他说这话的时候信誓旦旦。于是我的女朋友开始尝试使用这项服务，没几个星期，她放弃了。\r\n\r\n问题就出在：如果我是在某个博客上看到完全一样的使用优惠券的建议，我可能甚至都不会留意它，只是瞥一眼就过去了。即使它是由 Scott Aaronson 或一些众所周知的聪明人写的，我依然只会读一下就过去。但是由于它是一个我认识的朋友当面告诉我的，我的大脑便对其区别对待，重视有加——就好像我被告知了 **一个秘诀** ；当时的语气也的确如此。后来，我才反应过来，这仅仅是个个人建议，不然就是来自某篇博文；对我来说，这并不比任何其他聪明人写的生产力博文更加可行或更不可行。\r\n\r\n而且，因为我遇到过很多试图优化我的人，我可以证明，我得到的建议和从生产力博客圈得到的一样广泛。但是其他人没有意识到，存在如此过量的生产力建议表明人们在哪些建议对他们有用这方面是 **多样化** 的。相反，他们看到很多明显错误的差劲建议。然后他们终于发现了正确的方法——不像其他那些不起作用的博客文章，而是有效的方法——然后，常见的情况是，他们决定用它来优化 Eliezer Yudkowsky。\r\n\r\n不要误会我的意思。有时候建议是有帮助的，有时候它会起作用。比如[「和 Bruce 一起被困在中间」](https://www.lesswrong.com/lw/9o/stuck_in_the_middle_with_bruce/)——引起了我的共鸣。它可能是迄今为止我在新的 **Less Wrong** 上读到的最有帮助的东西，尽管这一点还有待确定。\r\n\r\n只是，你真诚的个人建议，你发现的那个确实有用的绝佳办法，对我来说可能不太起作用。正如你随机读到的一个聪明的作者写的个人改进博客文章，对你也可能不太有用一样。\r\n\r\n「不同的办法对不同的人有用」。这句话可能会使你感到不快；它确实给我这种感觉。因为这句话是[黑暗面认识论](http://www.overcomingbias.com/2008/10/the-dark-side.html)为了躲避批评而使用的工具，其使用方式类似于「不同的人相信不同的事情」（这纯粹是胡说）。\r\n\r\n但是，在你掌握近乎普遍适用的规律之前，有时你会发现到头来，你只是在一些表面的技巧上浪费时间，这些技巧对一个人有效，而对另一个人无效，你却不明白这是为什么，因为你不知道决定什么对谁有效的普遍法则。故而，你能做的就是牢记这一点，并愿意接受「不」的答案。\r\n\r\n如果你有 **权力** 控制他人，你 **最好** 愿意接受「不」的答案。一般来说，权力是一种非常危险的东西，它非常容易被滥用，而你却很难意识到你在滥用它。你可以做一些事情来防止自己滥用权力，但你必须真正去做，否则它们就不起作用。OB 上有一个帖子（虽然我现在好像找不到了），讨论了「处于权力地位会降低我们同情和理解他人的能力」的相关证明。我见过一个理性主义者，他认为自己没有权力，所以无需谨慎。当他得知自己可能会令人畏惧时，他感到很惊讶......\r\n\r\n如果他们的发现对他们有效，但是需要一点 **意志力** 加持，情况就更糟糕了。这时，如果你说他们的办法对你无效，答案清晰显见：你只是 **懒惰** ，他们需要对你施加一些 **压力** ，让你做 **正确** 的事情，他们发现的建议确实有效。\r\n\r\n我想，有时人们是会偷懒。但是，在你假设情况如此并对他人行使权力以「让他们行动起来」之前，要非常、非常、 **非常** 小心。如果你的老板真的知道你的能力范围 **在哪里** ，只会再给你增加一些动力，而不会让你精疲力竭，把你的生活变得极度痛苦——这样的老板才是令人愉快的上司。 **这种能力是非常罕见的** ，拥有这种能力的老板千金难求。这是一种大多数人都不具备的高级的人际技巧。我肯定不具备这种能力。不要因为你的意图是好的，就以为你拥有这种技巧。不要因为你遵从「己所不欲，勿施于人」，就以为你拥有这种技巧。不要因为没有人向你抱怨过，就以为你拥有这种技巧。也许他们只是害怕。我说过的那个理性主义者——他不认为自己拥有权力和威胁，尽管对我来说这确实足够明显——他并没有意识到可能有人会害怕他。\r\n\r\n即使当你有 **影响力** 时也要小心。当你掌握着一个重要的决定、威胁或对方需要的东西时，优化对方的诱惑似乎会一下子变得难以抵挡。\r\n\r\n如果你愿意的话，思考一下，[Ayn Rand](http://www.overcomingbias.com/2007/12/ayn-rand.html) 对客观主义者的整个恐怖统治正好可以从这个角度来看——她发现自己拥有权力和影响力，且无法抵制优化的诱惑。\r\n\r\n我们低估了自己和他人之间的距离。不仅仅是[推论性距离](http://www.overcomingbias.com/2007/10/inferential-dis.html)，还有性情和能力的距离，情况和资源的距离，未言明的知识和不易察觉的技能和运气的距离，内心图景的距离。\r\n\r\n即使是我，也经常惊讶地发现，对我很有效的 X，对别人却不适用。但是，由于有这么多人曾试图优化我，当我被反复捶打时，我至少可以认识到这种距离。\r\n\r\n也许被推着走对你......是有效的。也许当一个有权控制你的人开始帮助你以正确的方式重组你的生活时， **你** 不会感到反胃。我不知道是什么让你这么做。在意志力、意志薄弱和生产力的领域，就像在其他领域一样，我并不知道深入到几乎可以包容一切的概括法则。我并未掌握「知晓一种技巧 **什么时候** 、 **为什么** 以及对 **谁** 有效或无效」的深刻关键。我所能做的就是当有人告诉我它不起作用时，我愿意接受这样的回答......然后继续寻找在任何地方都适用的更深层次的概括，等待着有一天被发现的支配规则和例外的更深层次的规律。", + "type": "text/markdown", + "caption": " 谨防它山之石\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Beware of Other-Optimizing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Building a better memory system.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Building a better memory system.json" new file mode 100644 index 0000000..d6b46cd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Building a better memory system.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Building a better memory system", + "text": "# 构建更好的记忆系统\r\n\r\n原文：https://michaelnotebook.com/bbms/index.html\r\n\r\nMichael Nielsen 著，2022 年 11 月 23 日\r\n\r\n我在[记忆系统](https://michaelnotebook.com/tag/tft.html)上投入了不少精力——我既是用户，也是研究者，还协助过新型系统的开发。记忆系统让我受益匪浅。但我也坚信，记忆系统仍有巨大的改进空间。我在下面的笔记中提出了一些改善记忆系统的主意，都不是新鲜事[1]。我估计大部分想法都不怎么样，可能需要很多迭代才能成型，或者必须依赖其他功能协助。但其中可能有一些想法，经过一些努力，会大幅改善记忆系统的质量。这些想法可以随意借鉴，将其融入你自己的系统中。\r\n\r\n **关于这些想法的由来** ：如果认真使用过记忆系统，并阅读过不少人类记忆的研究文献的话，这里面很多想法是不言而喻的。我并不是在说这些想法是更为重要的。有一些想法可能是新鲜而又有洞见的，如果事实如此，那么一部分功劳便要归功于 Andy Matuschak。我和他围绕记忆系统讨论了上百个小时。\r\n\r\n **预设读者** ：我主要是为我自己和一些朋友写这些笔记，目的是整理思绪，激发思考。不过，如果你对预设读者条件感兴趣的话：这些笔记假设你深入地使用过记忆系统（100 小时以上），并且你没有停留在学习单词之类的用途，而将其用于概念理解上。很多浅浅试用过记忆系统的人往往抱有不少误解：我在本文刻意没有澄清这些误解。我先前阐述过围绕记忆系统的设计的一些意见，我在此也不会重复。然而，有一些背景观点值得我提一句。\r\n\r\n# 背景观点\r\n\r\n **我不喜欢常见的间隔重复表达** ：记忆系统常常被表达为「间隔重复系统」（SRS）。我自己也用过这个词。可是，间隔和重复只是完整图景的一小部分。我们所交互的系统塑造了我们的记忆和认知，这是更为高层的观点。借助精心设计的系统，我们能大幅扭转人类记忆的工作方式，并提高其方方面面。记忆系统不只是间隔和重复。\r\n\r\n **现存的记忆系统有哪里不好呢？** 我在此列举几条，挂一漏万：耗时太久；会越来越无聊；不够鲜活；难以让人动情；测试不够有挑战性；社交元素不足；和生活的其他部分的关联不够紧密；记忆系统往往是为了记忆零散事实，而非练习真实的技能（比如运动技能、感知技能、社交技能、情感技能）；记忆系统的卡片无法对应真实的应用场景；对于深入处理材料的支持完全不够[2](https://michaelnotebook.com/bbms/index.html#fn2)；人们往往过于偏向记忆事实，而不是构建抽象思考，以及发展不同的理解方式。这里面很多想法可以表述为语调更加坚定的问题：\r\n\r\n- 如何让记忆系统编码更加深刻的理解?\r\n\r\n- 如何提高情感的投入？\r\n\r\n- 如何增加社交元素，让记忆成为共同参与的活动？\r\n\r\n- 如何将记忆系统与有意义的项目关联起来？\r\n\r\n- 如何帮助使用者掌握记忆系统的用法？\r\n\r\n **常见批评** ：针对记忆系统有很多常见的批评之语。比较常见的：「死记硬背不是理解」（有几分道理，但如果对记忆系统使用得当则并非如此）「我用记忆系统记的都是我不太感兴趣的」（太常见了；别用了！）「我用来记东西好在聚会显摆，不一会就觉得无聊了」（同样，别用了）；「在我身上没什么用」（可能是因为你没有用好，就像用脚弹奏小提琴一样；或者是他没有记忆需求）。我虽然列出了常见的反驳，但这些问题同样是有效的刺激。有哪些方式能解决这些问题，使其不再适用呢[3](https://michaelnotebook.com/bbms/index.html#fn3)？\r\n\r\n **老套的改进方法** ：在了解记忆系统之后，很多程序员会给出三种常见的回复：「我赌机器学习可以让提问题自动化，提高效率」「为什么不把笔记系统和记忆系统整合起来呢？」「为什么不改善调度算法呢？」这些想法 **很是** 老套，我往往对此嗤之以鼻，但这不是好习惯，也是我的一个问题。尽管试图实现这些想法的天真之举没有很显著的回报，但对其反复加以深入思考，往往能产出可喜成果。我在列出下列想法时试图偏向这些想法，而不是刻意躲避。\r\n\r\n **记忆不是目的** ：使用记忆系统的目的是让生活更美好，而不是为了记忆而记忆。暂且将目光转向另一种工具——笔记系统。笔记系统有一个常见现象，就是为了笔记而笔记。我知道有些人可以一连几个小时讨论自己的笔记系统，但是对于使用笔记系统来改善生活的其他方面，他们并没有多大兴趣。我姑且认为记笔记可以是有趣的爱好，这也挺好，但我对这些人的动机有些不解。制作这样一套系统是自我放松吗？这样的事在记忆系统上很少见（目前如此），但其发生不难想象。\r\n\r\n **很多容易衡量的指标相对来说并不重要；很多重要的东西很难衡量** 。很多改良商业产品和深入学术研究的关注点是容易量化的指标。找出「最优」调度，研究记忆反馈曲线之类。这便陷入了一个典型错误，也就是关注容易衡量，但并不是很重要的东西。在我个人的记忆中，几乎所有好处都源自于：更好地消化材料；写出更好的问答；更好地将记忆系统与我的生活和创意工作关联起来。这都是难以量化的——同样，围绕这些东西撰写学术论文，或者为下一次员工表现评估设立 OKR 也很困难。但我感觉，对于真切希望改善记忆系统的人，相比冲击一个个 OKR，这些难以量化的目标反而是更好的目标。\r\n\r\n **「如果有个干劲十足的创意天才同时也是记忆系统的专家，他手上的记忆系统会是什么样的？」** 我觉得这是记忆系统相关工作的正确问题。软件设计往往关注于刚刚上手的几个小时。然而你真正期望的是，用户使用软件 1000 小时或 10000 小时的时候仍有巅峰体验。钢琴似乎是主要面向专家设计的，新手能弹钢琴只是偶然之举[4](https://michaelnotebook.com/bbms/index.html#fn4)。如果你按照现代软件设计的思路设计钢琴，这台钢琴会只有 8 个白键，没有黑键和踏板。弹奏简单歌曲会很容易，但也仅限于此了。我们所期望的想法，应该是上限非常高，能够带来长期提高的想法。\r\n\r\n **简单有力且上限极高的想法** ：使用 Anki 的 90% 的价值，来自于做出记住/忘记的二元选择，影响可变的时间安排，并就此显示问题和答案，Anki 有不少新奇部件，但基本上都无关紧要。还有什么类似这样非常有力的想法？换句话说：我在下面列举了二十几个想法。将这些想法全部探索一遍可能很有趣。但我怀疑，若要开发更好的记忆系统，只需要找出单独一个非常有力的想法，并将其挖掘到底[5](https://michaelnotebook.com/bbms/index.html#fn5)。\r\n\r\n# 关于记忆系统的一些想法\r\n\r\n我在制作这个清单时有些保守，这挺有趣：我希望列出「好想法」，但好想法很难「有想象力」「激发灵感」。注意到这个现象之后，我便开始在清单中添了六七个有点「蠢」的想法。\r\n\r\n1. **记忆教练** ：使用记忆系统是一项技能。很多人写的问题相当糟糕——这就像钢琴新手弹不出好音乐一样。想象你每个月与教练见面 90 分钟，来让他帮你写出更好的问题。你也会讨论你应该问什么问题，不应该问什么问题，这些问题如何与你的人生目标和项目关联起来。可以远程与记忆教练交流。有一种变化较大的变体是与咨询师讨论你的卡片问题，不是为了提升问题质量，而是为了咨询。与之密切相关的概念是瑜伽和冥想教师。\r\n\r\n2. **作为更广泛的教学与咨询服务的记忆教练** ：很多教练和咨询师提供各种各样的课程安排。你可以设定一种课程包含 30 小时的面授时间，以及 100 小时的私下练习——结课之后，学习者便能达到「记忆教练水平」，将其作为自己的一项能力。[6](https://michaelnotebook.com/bbms/index.html#fn6)。\r\n\r\n3. **记忆课程** ：上面两个想法的变体，显而易见。\r\n\r\n4. **将驾照教学手册放进记忆系统里：** 最好不要局限于 Anki 的方式，而是将记忆系统嵌入到文章中，可能就像[助记媒介](https://quantum.country/)一样。可以反过来：也许交通部应该把完成助记媒介学习作为考核标准，这可比考试要求高多了[7](https://michaelnotebook.com/bbms/index.html#fn7)。\r\n\r\n5. **记忆系统卡拉 OK** ：你会收到随机选自他人牌组的卡片并要做出回答。这个想法需要一些迭代——也许这些问题都是你的问题的变体。这可以是个很好玩的游戏。具体实践有些困难，但我感觉「思维向量」可能有帮助。\r\n\r\n6. **记忆搭档 / 记忆伙伴** ：就像健身房搭档，或者 Strava 好友一样。你们要一起制作牌组，一起形成记忆习惯。共享进步统计图表，休戚与共。在记忆中加入社交元素会是天翻地覆的改变，或是更好，或是更早。（注：Strava 是美国的运动社交网络，类似中国的 Keep）\r\n\r\n7. **记忆点评网：解释你的问答卡** ：周期性向朋友或者观众解释你的问答卡，我觉得这个习惯能够对这些问答卡形成正向压力。想象反馈如何也挺有意思。记忆点评小组也挺好。\r\n\r\n8. **1 亿美元的助记媒介** ：我想知道，如果像 Substack 一样，有很多收入不菲的作者来撰写[助记媒介](https://numinous.productions/ttft)，助记媒介会是什么样。如果有一个很棒的核心团队在不断改进这个媒介呢？想象一下首席记忆官，或者首席记忆教练之类的职位。（我和 Andy Matuschak 深入讨论过这个想法）。\r\n\r\n9. **付费来进行真实测试** ：最简单地：付费 50 美元每小时让一个人和你一起过一遍记忆系统牌组。你需要解释卡片的答案。如果他觉得你答错了或者在说瞎话，便会督促你改正，或者帮你提升你的理解，或者至少让你认清自己的理解水平。一种变体是，如果你答错了，他们会冲你 **大吼** :-) 。稍微正式的变体是将真实测试与认证挂钩。\r\n\r\n10. **加入音频** ：我经常希望我散步时 Anki 能把问题朗读出来，让我说出答案。改变交互模式可能会提升回忆率，这很合理，验证起来应该挺有意思。\r\n\r\n11. **展示时自动变化** ：类似地，改变字体、颜色、边距，改变复习的时间、地点、背景噪音水平，甚至是插入笔误，这些方法可能会有好处。\r\n\r\n12. **画出答案** ：我发现，DALL-E 之类的系统很难用来生成插画来描述问题。这类系统更擅长画出名词短语。但是问题经常包含很令人惊奇的名词短语，而答案是常见的名词短语。这或许可以利用。我感觉，有可能补充一些夺人眼球的插画，让记忆系统更有效。\r\n\r\n13. **让问题和答案能被执行（enact）** ：这是很困惑我的一点。Anki 的上下文完全不对。如果我在学习新的 Javascript API，我不希望借助 Anki 这个上下文里捏造的问题和答案。理想的情况下，我希望在我的文本编辑器里，看见真实用例，并能执行这个答案。这些都应该遵循正确的调度安排。我不希望只有电脑中执行的任务如此。我希望所有我希望记忆的东西都如此。\r\n\r\n14. **诊断常见的坏问题种类** ：我估计，如果记忆教练为数千个问题写出简短评语，之后便能利用分类器或者大型语言模型来批判并改良问题。我对基于大型语言模型的记忆教练仍然持有怀疑态度。但是如果配合一些聪明的设计，这种思路应该行得通[8]。单纯是「你应该考虑删除这个问题、『如此如此』改善」这种建议已经很有用了。\r\n\r\n15. **我们需要更进一步** ：在我的记忆系统中，我有成百上千种策略来编码理解。这些策略在逐年演化[9]。很多记忆系统的深度用户同样声称如此。可惜，对于互相交流这些策略，我只有很少的手段：逐个策略解释；阅读别人的例子并思考「为什么他们添加了这个问题」；告诉别人，就我的经验来说，提问题是可以提升的技能。有时候，只要知道你可以在某个方面有提高，这就很有价值了。\r\n\r\n16. **记忆系统塔罗牌** ：我不知道这意味着什么，我只是有次突然想到这个。我估计 [Tim Hwang](https://timhwang.org/) 会有一些有趣的想法。\r\n\r\n17. **耶稣会记什么东西** 。同样是不知道意思的玩意。\r\n\r\n18. **为错误埋单** ：练习和回忆时的错误，[记忆证明](https://notes.andymatuschak.org/The_mnemonic_medium_can_surface_%E2%80%9Cproof_of_memory%E2%80%9D_social_signals)方面的不足，想成是 [Stickk](https://www.stickk.com/)* 的记忆版本（Stickk 是一个习惯养成网站，用户付费给第三方，并指名裁判监督自己养成习惯的进度）。\r\n\r\n19. **让记忆系统漫布身边** ：如何让你一边在世界漫游，一边便能轻而易举地收集问题？我很喜欢在餐馆和各种陌生场所收集问题。我在某家餐馆的菜单上找到的最好吃的东西是什么？味道如何？体验如何？一顿饭的功夫很容易添加 10 到 20 个问题[10]。\r\n\r\n20. **记忆是共同参与的活动** ：这只是很泛泛的直觉泵（intuition pump）*。意义很大程度上是集体共同构建的。我知道，如果我要提升我的理解，我应该讲授给其他人，或者写出来，最好是在非常活跃的平台上（比如推特）。这个平台能够提升我对我的写作的情感反馈。由此看来，有你关心的人直接参与的讨论与写作，是记忆和理解的绝佳助手。（注：直觉泵是用来辅助直觉思考的思想实验，）\r\n\r\n21. **表演你的记忆系统** ：相关地，有其他人在的时候，人们的表现会更加活跃。有观众在场，各种情感的强度都急剧上升——无论是高昂的情感还是低沉的情感。如果你在练习弹钢琴时弹错了一个音符，一周之后你便将其到脑后。而面对一百多个朋友在台上演奏时，如果又弹错了这个音符，你会没齿难忘。我很讨厌「在社交媒体发表你的进步」这种老套的东西，但部分原因是大部分应用都做得太糟了。我觉得 Wordle 和 Oura* （某种程度上）做得的确挺好。我打赌，可以在记忆系统上实现得更好，一部分方法是要反最佳实践而行之（从而注重用户而非增长）（注：Oura 是跟踪睡眠和健康的应用，手环跟踪数据）\r\n\r\n22. **集成谷歌地图** ：我有个偏见是记忆宫殿只是怪奇之物。但可能并非如此。考虑如何扩展记忆宫殿的内涵会很有趣。也许借助 VR 和谷歌街景或者其他 3d 版本的世界。基本上如下：弄明白什么是非常好的记忆宫殿，并将其创造出来。我怀疑，记忆系统与间隔重复系统之间有很多交叉。记忆宫殿基本上就是特殊的处理知识的方式。我们还能找到什么其他方式？\r\n\r\n23. **Anki 卡片的 Instagram** ：不知道会发生什么。我打赌有人能找到办法做出耐看诱人的卡片。可能会是兼备两者糟粕的做法。\r\n\r\n24. **答错一题就要付十万美元** ：如果你要接受基于 Anki 牌组的测试——而且每答错一道题就要付十万美元，你的表现会怎么样？我感觉我会答得挺好。\r\n\r\n25. **如何将记忆系统集成到 Figma？Google Docs？推特？如何集成到一般应用上？ ** 说实话，在发现我的 Anki 用法和推特用法有很多重合之后，我十分震惊。我不知道应该作何感想。有时候推特可以用来进行[渐进写作](https://supermemo.guru/wiki/Incremental_writing)。更广泛地，我感觉几乎所有应用都可以认为是记忆系统。电子游戏在关注记忆有一些还算成功的地方，但大部分其他应用并非如此。\r\n\r\n# 鸣谢\r\n\r\n感谢 Andy Matuschak，我们围绕记忆系统开展了很多激发灵感的对话；感谢 Sebastian Bensusan，他鼓励我在脚注里发散思维。\r\n\r\n# 引用格式\r\n\r\nMichael Nielsen, \"Building a Better Memory System\", https://michaelnotebook/bbms/index.html, San Francisco (2022).\r\n\r\n# 脚注\r\n\r\n---\r\n\r\n1. 我不会给出精确的数字：我可能在未来增减这个清单。\r\n\r\n2. 我怀疑这是 100 倍的效果，甚至更多。\r\n\r\n3. 我喜欢「[让记忆成为一种选择](http://augmentingcognition.com/ltm.html)」的一点是，这句话基本上没有预设取向。人们对记忆的情感很强烈：他们或是觉得他们「应该」擅长记忆，或是感到强烈的厌恶。他们对于记忆在认知中的作用也有很多误解——记忆不重要，什么东西都可以查；需要记忆的东西用着用着就能记住了；或者相反地，他们过于推崇记忆，过于依赖记忆。有些想法有几分道理，但需要很多警告，否则危害会很大。为了记忆系统能够发挥作用，人们需要建立起记忆对认知作用的正确认知，之后再根据这些认知应用记忆系统，这样很有帮助。的确：有时候，正确运用记忆系统的方法就是 **不用记忆系统** 。但有时候你可能需要非常高强度地应用记忆系统。其中的制衡之道就是建立准确、感觉强烈的内化模型。讨论记忆系统时，一个关键挑战是帮助人们形成这样的模型。\r\n\r\n4. 我对此不是很确定，似乎很可行。但我肯定小提琴是这样的（尽管我上过一些钢琴课，但从没上过小提琴课）。如果有家庭成员在学小提琴，你就知道这个乐器学起来不简单。\r\n\r\n5. 我们所有强大的思想工具都是如此。写作、字母表、数学符号：这些工具的基础都是非常认真地对待数量很少的一些强力想法。同样，对于这些工具，你可以花上数千个小时来打磨提升。我们从五岁开始教孩子写作，但没有人能够真正掌握写作。\r\n\r\n6. 显然，这里有滥用的可能。但积极的可能性同样存在。\r\n\r\n7. 为了通过驾照考试，我将加利福尼亚州的驾照教学手册做成了 Anki 卡片。通过考试后，我把这个牌组删除了。我对此很后悔，因为这意味着，在我的记忆中，很多手册里的内容都消散了。\r\n\r\n8. 我怀疑，真正的问题是，如果建议是来自另一个活生生的人类，人们会更加认真对待这个建议。如果是大型语言模型给出建议则不然。\r\n\r\n9. 有一个策略是压缩理解。这个策略我很喜欢，也是很多其他策略背后的支柱。比如：「怎么用一句话简单证明代数基本定理？」这样的问题通常需要预先问出其他十几个问题作为准备。压缩理解并不是处处都可行的，但我发现这种做法很有价值。注意，这个问题违反了另外一个重要策略，也就是警惕唯一正确答案。「澳大利亚的首都是什么？」「是堪培拉」。这样的问题本身就只有唯一答案。但大部分有意思的问题都有多个答案，这也是很有价值的。一个更好的问题是「一句话简单证明代数基本定理的两个（三个，四个 ……）版本是什么？」之后就这些证明的关系添加问题。\r\n\r\n10. 根据经验，有些人会叫道「好可怕，为什么要这样糟蹋一顿饭。」如果你这样觉得，别用记忆系统就行。如果记忆系统让你的生活更美好，那就用。", + "type": "text/markdown", + "caption": " 构建更好的记忆系统\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Building a better memory system" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Effective Spaced Repetition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Effective Spaced Repetition.json" new file mode 100644 index 0000000..96fe7d6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Effective Spaced Repetition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Effective Spaced Repetition", + "text": "# 高效的间隔重复\r\n\r\n原文：[Effective Spaced Repetition (borretti.me)](https://borretti.me/article/effective-spaced-repetition)\r\n\r\n你不会因为钻研智商测试或者拉小提琴而变得更聪明，Dual n-back 也[大概](https://gwern.net/dnb-faq#personal-reflection-on-results)不会提升你的工作记忆。但你可以通过[间隔重复](https://gwern.net/spaced-repetition)记住你想记住的任何东西。\r\n\r\n间隔重复，无疑是我所使用的最有效的认知诀窍。曾经，我读过一本书后几乎什么都记不住。有时我会用Kindle标注重点，或者记录笔记，但从不复习它们。我希望虽然我不能准确地 **说出** 我回忆起的内容（因为谁的记忆里有索引呢？），但重要的信息已经不知不觉地融入了我的知识之中。但这在大多数情况下只是一种自我安慰。\r\n\r\n我热爱学习，并且间隔重复帮助我在学习上取得了极大的进步。然而，要变得高效并非一蹴而就，需要花费相当长的时间。网络上有很多关于如何高效应用间隔重复的建议，但其中大部分都是以非常通用的原则为基础表述的，缺少具体的实例。人们真正困惑的是：我该如何将这个 **具体而明确** 的信息转化为一套抽认卡呢？\r\n\r\n这篇文章描述了我用来撰写高效抽认卡的规则，并尽可能提供了许多合理的例子。\r\n\r\n# 间隔重复概述\r\n\r\n这个想法在操作上非常简单：当你学习新知识时，你会制作抽认卡，每张卡片都包含一个问题和对应的答案。然后你会定期复习这些抽认卡：先看问题，努力回忆答案，然后翻转卡片查看答案。接着对自己进行评分：回忆正确还是错误？\r\n\r\n如果你一直回忆正确，那么你的复习间隔就会越来越长；反之则越来越短。\r\n\r\n有些人使用纸质卡片，大多数人使用像[Anki](https://apps.ankiweb.net/)这样的软件，因为其算法能高效地安排复习，避免对材料过度复习。除非你对纸质有着特殊癖好，否则建议使用软件。\r\n\r\n# 限制因素\r\n\r\n如果你如此聪明，为何不富有呢？或者说，既然间隔重复如此有效，为什么不是人人都在使用呢？为什么它不像喝咖啡一样普遍呢？\r\n\r\n有效间隔重复的主要限制因素有两个。\r\n\r\n## 习惯养成\r\n\r\n为了使间隔重复发挥作用，它必须成为一种习惯。我每天都会在早晨的例行程序中进行抽认卡片的训练。但养成习惯并不容易，对于那些患有注意力缺陷多动障碍（ADHD）或者缺乏自律性的人来说，更是如此。\r\n\r\n你每天都要坚持练习的原因是，间隔重复算法会自动为你安排复习时间，让你不必手动操作。但直到你打开应用程序，你都不知道今天有哪些卡片需要复习。而且，如果你有一天没有复习，这些卡片就会堆积起来，在第二天都需要复习。\r\n\r\n常见的失败模式（在我掌握方法之前，我也经常出现这种情况）是使用Anki两周后放弃，然后六个月后再次开始，结果发现你有600张需要复习。这样做不仅没有帮助，还违背了间隔重复的初衷，即按照算法选择的间隔进行复习。\r\n\r\n在这方面，我没有太多建议，除非你有持久的自律问题，或是未经治疗的ADHD等，你应该首先解决这些问题。\r\n\r\n## 卡片的写作技巧\r\n\r\n写作有效的抽认卡片是一项需要时间习得的技巧。在一开始使用间隔重复的头四到六个月里，我写的很多卡片后来基本上都没有什么用处，这可能令人沮丧。我撰写这篇文章的主要目的是为了分享我所学到的经验，让你能够从一开始就有效地使用间隔重复。\r\n\r\n其中一个令人沮丧的原因是，在最初几周内（当你高频率地复习卡片时），你通常会记得这些抽认卡片，但几个月后，你开始回忆失败。它没有在你的长期记忆中扎根，因为在某种程度上写得不好。这种长周期的反馈意味着你需要一定的时间来通过试错来学习这些技巧。\r\n\r\n# 鼓励之言\r\n\r\n学习是一种自动、本能的过程，是智力的基本特征。对于学习效果的观念产生厌恶，以及认为必须拥有一种特殊大脑才能有效学习，这说明了教育体制存在问题。请记住费曼的话：“一个傻瓜能做到的事情，另一个傻瓜也能做到”。\r\n\r\n# 规则\r\n\r\n以下是关于高效间隔重复学习的规则。\r\n\r\n规则按适用性进行排序（但不一定按重要性排序），通用性的规则排在前面，而最具体的规则排在后面。\r\n\r\n由于许多例子涉及同时使用多条规则，所以我决定将例子与规则列表分开列出。\r\n\r\n## 规则：先理解\r\n\r\n不要试图记忆你不理解的内容。在尝试记忆之前，概念应该在你的脑海中清晰明了。“清晰明了”可能有点模糊。我倾向于这样做：挖掘、扩展和阐明文本，直到我更好地掌握了概念图中的这个部分，然后再写下抽认卡。\r\n\r\n通常，在阅读一本书的同时你无法写下抽认卡，因为之后的信息可能会阐明或联系重要的概念。一个好方法是在阅读一章节时将临时抽认卡写在便签上，最后你可以整理和重组便签，直到你能够记忆这些内容。\r\n\r\n## 规则：诚实\r\n\r\n软件并不知道你是否正确地回忆了某些内容。你只对自己负责。如果你回忆错了，或者记得不太对，谨慎起见，请标记为“忘记”。\r\n\r\n## 规则：让其持续有趣\r\n\r\n这对于保持学习习惯 **至关重要** 。如果复习抽认卡感觉像一项琐事，你会对此产生厌恶情绪。\r\n\r\n我以前经常出现这个问题。我用了几种方法解决它：\r\n\r\n1. 拥有多样化的知识库。你正在钻研的内容多样，这样你不会因为长时间浏览相同主题而感到厌倦。通常，间隔重复软件会对卡片进行洗牌，这样如果你将所有牌组混合学习，你会经常感到惊喜。\r\n\r\n2. 常见的挫败源是卡片太长，无法快速回忆，因此感觉像一项琐事。将大卡片拆分为小卡片，快速地翻过卡片会让你感觉很好。\r\n\r\n3. 难以回忆的卡片非常令人沮丧。我通过应用本文中描述的规则解决了这个问题。\r\n\r\n## 规则：自我重复\r\n\r\n记忆是由频率和量共同决定的。单个抽认卡应该非常简洁，但你的整个卡片组可以尽可能地重复。\r\n\r\n## 规则：按来源组织\r\n\r\n按来源组织内容，而不是按主题。\r\n\r\n原因是你经常会从多个来源获得信息：多本教科书，再加上维基百科，再加上讲义等等。每个来源可能有不同的知识组织方式。\r\n\r\n不要浪费时间试图找到完美的组织方式。\r\n\r\n为每个来源建立一个牌组。对于教科书，为每章节建立一个子牌组。对于数学教科书，可能在每个章节中再建立一个子子牌组，用于放置定理抽认卡。\r\n\r\n这也让你更容易跟踪自己对一本教材的学习进度。\r\n\r\n## 规则：写原子化的抽认卡\r\n\r\n抽认卡应该简短。它们应该涉及尽可能少的信息。它们应该像化学键一样，将独立的 **原子知识** 连接起来。\r\n\r\n **这是最重要的事情。** 把太多内容放在一张抽认卡上非常糟糕。\r\n\r\n这个规则有两个原因：\r\n\r\n1. 大的卡片更难记忆。\r\n\r\n2. 你很难客观地打分：当你揭示答案时，你可能有些答对了，有些答错了。如果你点击“忘记”，你会过度复习那些你已经知道的部分。如果你点击“记得”，你会缺乏复习那些你忘记的部分。\r\n\r\n这个规则有一个例外：如果你还有一些小卡片，它们的信息合起来与大卡片相同，那么你可以使用大卡片来测试你是否能从小卡片中整理出这些信息。\r\n\r\n## 规则：双向提问\r\n\r\n在可能的情况下，以两个方向来提问。\r\n\r\n当你有一个术语和它的定义时，显而易见的做法是询问术语的定义，例如：\r\n\r\n> 问：群的阶是什么？\r\n\r\n>\r\n\r\n> 答：它的基。\r\n\r\n但你也可以通过定义询问术语，例如：\r\n\r\n> 问：群的基的术语是什么？\r\n\r\n>\r\n\r\n> 答：群的阶。\r\n\r\n当你有一些符号，比如 $\\mathbb{R}$ 表示实数，或 $\\dim V$ 表示向量空间的维数，自然而然的问题是询问这些符号的含义。\r\n\r\n> 问：符号 $\\mathbb{R}$ 代表什么？\r\n\r\n>\r\n\r\n> 答：实数集。\r\n\r\n你也可以反过来问问题：\r\n\r\n> 问：表示实数集的符号是什么？\r\n\r\n>\r\n\r\n> 答：$\\mathbb{R}$\r\n\r\n## 规则：提问方式多样化\r\n\r\n以多种方式提问。询问术语的正式和非正式定义。询问定理的正式和非正式陈述。正向和反向提问。增加情境问题：“[概念]的直观理解是什么？”。增加将不同概念连接起来的问题，贯穿你的知识图谱。\r\n\r\n你的知识图谱之间的相互关联越多越好。\r\n\r\n## 规则：概念图谱\r\n\r\n一个好方法是将你正在学习的概念视为一个图谱，其中每个节点代表一个离散的概念，它们具有某些属性，而图谱中的边则是连接一个概念与另一个概念的问题。\r\n\r\n# 软件\r\n\r\n| 问题 | 答案 |\r\n\r\n| ------------------------------------- | -------- |\r\n\r\n# 现有技术", + "type": "text/markdown", + "caption": " 高效的间隔重复\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Effective Spaced Repetition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_FSRS explained, part 1 What it is and how it works.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_FSRS explained, part 1 What it is and how it works.json" new file mode 100644 index 0000000..e4c894d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_FSRS explained, part 1 What it is and how it works.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/FSRS explained, part 1 What it is and how it works", + "text": "# 解释 FSRS（上篇）：算法描述与运作原理\r\n\r\n原文：[FSRS explained, part 1: What it is and how it works : Anki (reddit.com)](https://www.reddit.com/r/Anki/comments/15mab3r/fsrs_explained_part_1_what_it_is_and_how_it_works/)\r\n\r\n如果你正在使用 Anki 但还没听说过 [FSRS](https://github.com/open-spaced-repetition/fsrs4anki)，那我来简单地给你介绍一下：它是一个新的调度算法，比 Anki 的默认算法更加灵活、准确。最近，FSRS 的新版本已经发布，它比之前更加精确，因此我决定写两篇关于 FSRS 的文章。\r\n\r\n注：我并不是 FSRS 的开发者。我只是一个在 GitHub 上经常提交错误报告和功能请求的普通人。但我对 FSRS 非常了解，特别是 v4 版本的很多改动，都是我一手提议的。\r\n\r\n## 等级 1：小白版\r\n\r\nFSRS 采用了一个叫做 DSR 的记忆模型，全称是「难度（ **D** ifficulty）、稳定性（ **S** tability）和回忆概率（Probability of **R** ecall）」。如果你是 Piotr Wozniak 的话，可能会说成是「保留率（ **R** etention）」或「可提取性（ **R** etrievability）」。不过在他的术语中，「保留率」和「可提取性」又不是一回事……唉，要给这些概念起个好名字真不容易。\r\n\r\n **R** 代表着用户根据某卡片的复习历史，在某一天回忆起这张卡片的概率。这个概率取决于自上次复习过去了多少天，以及 **S** 。重要的是，任何 **诚实** 的间隔重复算法都得能预测 R，无论用什么方式（即使它不使用记忆稳定性）。否则，它不可能确定哪些间隔是最优的。 \r\n\r\n **S** 代表记忆稳定性，定义为 **R** 从 100% 降到 90% 所需的天数。越高越好。比如，S=365 意味着整整一年后，回忆某张卡片的概率才会降到 90%。估计 **S** 是最难的部分，这正是 FSRS 的核心所在。\r\n\r\n **D** 代表难度。不同于其他两个变量，难度没有明确的定义，而是基于一堆与人类记忆理解不太相关的启发式方法来计算的。简单说，如果你按下「简单」，难度就下降；如果你按「困难」或「重来」，难度就上升。\r\n\r\n这个模型最初是由 SuperMemo 的缔造者 Piotr Wozniak 提出的。几年前，[u/LMSherlock](https://www.reddit.com/u/LMSherlock/)（译注：正是在下）发表了一篇论文，也用到了这个模型。\r\n\r\n## 等级 2：完整描述，但不涉及数学\r\n\r\n对于任何给定的卡片，FSRS 都会进行以下操作：\r\n\r\n如果这是首次复习：\r\n\r\n1. 根据评分——「重来」、「困难」、「良好」和「简单」，设置初始的记忆稳定性 S。这些初始值是经过特定方法优化后得到的，并作为参数传递给调度器。\r\n\r\n2. 计算初始难度 D。这个难度完全基于评分。\r\n\r\n3. 根据 S 和期望的回忆概率 R（由用户设置）来安排下一次复习。\r\n\r\n若不是第一次复习该卡片：\r\n\r\n1. 计算复习时的理论（预测）回忆概率 R。它基于两个变量：从上次复习到现在过去的天数 Δt，以及复习时的记忆稳定性 S。\r\n\r\n2. 计算难度 D，但与第一次复习时的公式不同。D 基于两个变量：其先前的值和此次的评分。\r\n\r\n3. 根据 D、S 和 R 来获取复习 **后** 的 **新** 稳定性估计。每次成功的复习后（用户按下「困难」、「良好」或「简单」），稳定性都会提高或至少保持不变，但在失败后（用户按下「重来」）会降低。新的稳定性估值取决于四个变量：D、S、R 和评分。如果用户按「重来」，公式会有所不同。\r\n\r\n4. 根据 S 的新估值和期望的回忆概率 R（由用户设置）来安排下一次的复习。\r\n\r\n## 等级 3：完整描述，包括数学\r\n\r\n[阅读这个 wiki 即可 ¯\\_(ツ)_/¯](https://github.com/open-spaced-repetition/fsrs4anki/wiki/The-Algorithm)\r\n\r\n## FSRS v4 的强项\r\n\r\n1. 得益于通用记忆公式与机器学习的结合，FSRS 能够适应任何用户的记忆和复习习惯，例如只使用「重来」和「良好」。所以你不需要改变自己的复习习惯。\r\n\r\n2. FSRS 让你能够自己设置期望的回忆概率 R，这使得你可以在复习压力和长期记忆保留之间权衡。\r\n\r\n3. FSRS 允许你提前或推迟复习，同时最小化对长期学习的影响。当你积压了大量的复习时，可以选择推迟；考试前，可以选择提前复习。但 **过于** 频繁的推迟/提前仍然可能造成伤害。如果你选择某天不学习，如周日，FSRS 也允许你有「休息日」。所有这些都得益于 FSRS 能够准确预测 S 和 R，即使复习太晚或太早。\r\n\r\n4. FSRS 能帮助你准确估算目前大脑中掌握的知识量。这是任何其他插件都做不到的，因为它依赖于准确预测所有卡片的 R。\r\n\r\n5. 从标准的 Anki 调度器转到 FSRS 并不需要花上数月或数周——只需轻触按钮，卡片就可以被重新安排。不过，重新安排后的初始复习量通常较大。顺便说一下，这个辅助插件同时支持 v3 和 v4 版本。\r\n\r\n6. 如果你一直在为「学习步伐」、「毕业间隔」、「简单奖励」等参数的最佳值而烦恼，那么现在不需要再折腾了。优化器会为你找到最佳参数，再也不用手动调整了。\r\n\r\n## FSRS v4 的弱项\r\n\r\n1. 对于最简单的卡片（D=1）和最困难的卡片（D=10），理论上预测的 R 与实测的 R 存在较大偏差。这表明我们计算 D 的公式有待改进。尽管我们注意到了公式中的其他一些问题，但修正尝试都未能取得成功。\r\n\r\n2. FSRS 要求很多复习数据（至少一千条，最好更多）才能准确优化其参数。如果你是新用户，还没有做过几千次的复习，优化器只会给你默认参数，这些参数可能适合也可能不适合你。\r\n\r\n3. FSRS 的用户友好度不高。目前，它有三个模块：优化器（在 Google Colab 中为你找到最佳参数的部分）、调度器（你粘贴到 Anki 的代码）和助手插件，而目前还无法将它们合并成一个模块。除非 Anki 的开发者决定直接将 FSRS 整合到 Anki 中，否则这种情况不太可能改变。我敢赌 100 块，就算太阳成为红巨星并吞噬地球，也比这来得快。\r\n\r\n4. 虽然我说你不再需要手动调整任何参数，但如果你目前的学习步伐超过有超过 1 天的话，唯一需要更改的是 **将你的学习（和重新学习）步伐设置改为不超过 1 天** 。否则，你可能会遇到「困难」的间隔比「良好」或「简单」的间隔长的情况，这会导致辅助插件和调度器出现奇怪的行为。不幸的是，Anki 的数据库有些古怪，所以处于「学习」（和「重新学习」）阶段的卡片与处于「复习」阶段的卡片的处理方式不同，FSRS 调度器只能影响处于「复习」阶段的卡片。这也意味着「休息日」功能并不如名字所述，它只是让你选择的日子不再有「复习」卡片，但你仍然需要处理「学习」和「重新学习」的卡片。\r\n\r\n---\r\n\r\n在[下篇](https://www.reddit.com/r/Anki/comments/15mab6e/fsrs_explained_part_2_accuracy/)，我将解释如何评估间隔重复算法的准确性。剧透一下：尽管这个 Reddit 版块上的人都在说需要随机对照试验，但实际上并不需要。真正需要的是大量的复习数据。\r\n\r\nPS：如果你目前正在使用 FSRS v3，我建议你切换到 v4 版本。如何安装，请在[此处](https://github.com/open-spaced-repetition/fsrs4anki#2-advanced-usage)查阅。", + "type": "text/markdown", + "caption": " 解释 FSRS（上篇）：算法描述与运作原理\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "FSRS explained, part 1 What it is and how it works" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_FSRS explained, part 2 Accuracy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_FSRS explained, part 2 Accuracy.json" new file mode 100644 index 0000000..8d378e2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_FSRS explained, part 2 Accuracy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/FSRS explained, part 2 Accuracy", + "text": "# 解释 FSRS（下篇）：准确度\r\n\r\n原文：[FSRS explained, part 2: Accuracy : Anki (reddit.com)](https://www.reddit.com/r/Anki/comments/15mab6e/fsrs_explained_part_2_accuracy/)\r\n\r\n如果你还没有读过上篇，我建议你先读一读：https://www.reddit.com/r/Anki/comments/15mab3r/fsrs_explained_part_1_what_it_is_and_how_it_works/\r\n\r\n注：我并不是 FSRS 的开发者。我只是一个在 GitHub 上经常提交错误报告和功能请求的普通人。但我对 FSRS 非常了解，特别是新版本的很多改动，都是我一手提议的。\r\n\r\n很多人都对 FSRS 的复杂性抱有疑虑，质疑它是否真的能比 Anki 的简易算法更准确。许多人觉得 Anki 设置的复习间隔已经够好了（但这纯粹是个神话）。要想公正比较，我们得有个合适的指标。你脑海中最先浮现的是什么指标？\r\n\r\n我猜你会说是每天的复习量。但其实，这指标一点都不靠谱。它并不能真实反映间隔时间是否合理，而且太容易被操纵了。想降低复习量？那就随便设计一个算法，比如直接将前一个间隔乘以 100。如果之前间隔是 1 天，那你下次复习就得等 100 天。如果上次是 100 天，那下次你就得等 10,000 天后。与 Anki 比，复习量自然是减少了。但对于真正学习效果来说？那肯定是大打折扣的。\r\n\r\n这意味着我们需要一个不同的指标。\r\n\r\n首先，你得知道这一点：每一个 **诚实** 的间隔重复算法， **必须能够根据一张卡片的复习历史，预测在特定时刻，回忆起它的概率（R）。** 但 Anki 的算法 **并不** 具备这功能。它不进行概率预测，无法评估哪个间隔是最优的，哪个不是。因为在没有计算回忆概率的方法时，你无法确定什么是「最优间隔」。如果一个算法不能预测 R，那么我们根本无法评估它的准确度。\r\n\r\n因此，乍一看，似乎很难在 Anki 和 FSRS 之间进行有意义的比较，因为后者预测了 R，而前者没有。但其实，有个巧妙的方法可以将 Anki 给出的间隔（实际上，我们比较的是 SM2，而不是 Anki）转化为 R 值。具体结果会取决于你如何调整它。\r\n\r\n如果你此刻在想：「肯定有一种 **直白** 的方法来比较这两种算法，而不需要一篇该死的 1500 字的长文来解释吧？」那我很抱歉，答案是「没有」。\r\n\r\n不过，现在是时候介绍一个非常有用的工具了，它被广泛用于评估二分类器的性能： **校准图** 。二分类器是一类算法，它输出一个介于 0 到 1 之间的数字，可以解释为某物属于两个可能类别中的一个的概率。例如，垃圾邮件/正常邮件、生病/健康、回忆成功/回忆失败。\r\n\r\n以下是从 [u/LMSherlock](https://www.reddit.com/u/LMSherlock/) 集合中得出的校准图（FSRS v4），包含 83,598 条复习记录：\r\n\r\n[![r/Anki - FSRS explained, part 2: Accuracy](https://preview.redd.it/rzgcrc0dw1hb1.png?width=633&format=png&auto=webp&s=c84a20c6e6f542895aa23b7362faa098717adbdd)](https://preview.redd.it/rzgcrc0dw1hb1.png?width=633&format=png&auto=webp&s=c84a20c6e6f542895aa23b7362faa098717adbdd)\r\n\r\nx 轴表示理论预测的回忆概率，y 轴表示实际测量的回忆概率。橙线代表一个完美算法。蓝线代表 FSRS。绿线只是一个趋势线，不必过于关注。\r\n\r\n以下是其计算方法：\r\n\r\n1) 将所有复习记录按预测值分组。例如，从 1.0 到 0.95，从 0.95 到 0.90 等。\r\n\r\n以下面的例子为例，我们把所有 0.8 到 0.9 之间的预测值放在一个组：\r\n\r\n第一组（预测）：[0.81, 0.85, 0.87, 0.87, 0.89]\r\n\r\n2) 对于每个组，测量复习记录的实际结果，是 1 还是 0。「重来」= 0。「困难/良好/容易」 = 1。别担心，这并不意味着你选择的「困难」、「良好」或「容易」没有任何影响。评分依然重要，只是在这里没那么重要。\r\n\r\n第一组（实际）：[0, 1, 1, 1, 1, 1, 1]\r\n\r\n3) 计算每个组内所有预测值的平均值。\r\n\r\n第一组平均值（预测） = mean([0.81, 0.85, 0.87, 0.87, 0.89]) = 0.86\r\n\r\n4) 计算每个组内所有实际结果的平均值。\r\n\r\n第一组平均值（实际） = mean([0, 1, 1, 1, 1, 1, 1]) = 0.86\r\n\r\n对所有组重复上述步骤。组数的选择是任意的；上图用的是 40 组。\r\n\r\n5) 以预测的 R 值为 x 轴，测量的 R 值为 y 轴，绘制校准图。\r\n\r\n橙线代表一个完美算法。 **如果某个事件发生的概率是 x%，而算法预测的概率也是 x%，那么这就是一个完美算法。预测的概率应该与实际（观察到）的概率相匹配。** \r\n\r\n蓝线代表 FSRS。蓝线与橙线越接近越好。换句话说，预测的 R 值与测量的 R 值越接近越好。\r\n\r\n图表上方写着 MAE=0.53%。MAE 是 **平均绝对误差** 的英文缩写。可以理解为「预测误差的平均幅度」。0.53% 的 MAE 意味着 FSRS 的 **平均预测** 与实际情况只有 0.53% 的偏差。当然，MAE 越低越好。\r\n\r\n **简单地说，我们取预测结果，取实际结果，各自取均值，然后看两者之间的差异。** \r\n\r\n你可能会想：「等一下，当预测的 R 值小于 0.5 时，蓝线看起来就像垃圾！」但那是因为那个区域的数据实在太少了。这并不是 FSRS 的一个小缺点。事实上，几乎所有的间隔重复算法都会有这种表现，因为用户希望有较高的记忆保留率，于是开发者就制定了能产生较高保留率的算法。计算 MAE 时，需要根据各组内的复习数量对预测值进行加权，这就是尽管图表左下方部分看起来表现不太好，但 MAE 仍然很低的原因。\r\n\r\n如果你对校准图仍然有些困惑，这里有一个简单的例子：假设天气预报说今天下雨的概率是 80%；如果今天没下雨，这并不意味着预测是错误的——他们并没有说他们有 100% 的把握。相反，这意味着在 **平均情况下** ，每当天气预报说下雨的概率是 80% 时，你应该预期这些日子里有大约 80% 会下雨。如果天气预报说「80%」的概率时，实际上只有 30% 的日子下雨，那就意味着他们的预测结果和实际结果之间校准得很差。\r\n\r\n现在，我们得到了一个数字，告诉我们 FSRS 的准确度如何，我们可以对 SM2（Anki 所基于的算法）进行同样的操作。\r\n\r\n[![r/Anki - FSRS explained, part 2: Accuracy](https://preview.redd.it/pwmjq98kw1hb1.png?width=629&format=png&auto=webp&s=1aeb41838fb07bee2453464f068e01ab5b5eea31)](https://preview.redd.it/pwmjq98kw1hb1.png?width=629&format=png&auto=webp&s=1aeb41838fb07bee2453464f068e01ab5b5eea31)\r\n\r\n蓝线代表 SM-2 算法，橙线代表完美算法。再次强调，不必关注绿线，它其实不太重要。\r\n\r\n胜负已分。\r\n\r\n为了比较，这里有一个 SM-17 的校准图（SM-18 是最新版本），来源于：https://supermemo.guru/wiki/Universal_metric_for_cross-comparison_of_spaced_repetition_algorithms\r\n\r\n[![r/Anki - FSRS explained, part 2: Accuracy](https://preview.redd.it/atauhb9lw1hb1.png?width=800&format=png&auto=webp&s=2d8bb63cdcce21bc9b6fa5332425adfad7be4d22)](https://preview.redd.it/atauhb9lw1hb1.png?width=800&format=png&auto=webp&s=2d8bb63cdcce21bc9b6fa5332425adfad7be4d22)\r\n\r\n请注意，Wozniak 使用了不同的方法来绘制他的图，他并没有使用分组。而且，他称 R 为「可提取性」，而不是「回忆概率」，但这无关紧要。红线只是一个趋势线，并不代表「完美算法」。尽管在这种情况下，二者非常接近。\r\n\r\n我听说很多人要求对 FSRS 和 Anki 进行随机对照试验（RCTs）。虽然随机对照试验非常适合药物和临床治疗的测试，但在间隔重复的背景下，它们并不是必需的。首先，要执行这样的试验难度极大，因为你需要组织数百乃至数千人参加。如果没有真正的研究机构协助，祝你好运。其次，这并不是适合这项工作的正确工具。这就像用冰淇淋勺子吃披萨。\r\n\r\n[![r/Anki - FSRS explained, part 2: Accuracy](https://preview.redd.it/at6o5h8002hb1.png?width=1200&format=png&auto=webp&s=98332b8e02f7d38c2c0c5e4a92ec7ccdce6e251e)](https://preview.redd.it/at6o5h8002hb1.png?width=1200&format=png&auto=webp&s=98332b8e02f7d38c2c0c5e4a92ec7ccdce6e251e)\r\n\r\n你不需要数千 **人** ；相反，你需要数千条 **复习记录** 。如果你的集合至少有一千条复习记录（1000 是最基本的数量），那么你应该能够得到一个不错的 MAE 估计。这一过程在优化器中会自动完成；优化完成后，你可以在优化器的 4.2 节查看自己的校准图。\r\n\r\n我们决定比较 5 种算法：FSRS v4、FSRS v3、LSTM、SM2（Anki 基于该算法）以及 [Memrise 的「算法」](https://memrise.zendesk.com/hc/en-us/articles/360015889057-How-does-the-spaced-repetition-system-work)（我简称其为 Memrise）。\r\n\r\nSherlock 实现了一个基于 LSTM 的算法（长短期记忆），这是一种常用于时间序列预测的神经网络，如预测股市价格、语音识别、视频处理等；实现的版本包含 489 个参数。实际上，你不能真正地在实践中使用它；它纯粹是为了基准测试而实现的。\r\n\r\n下面的表格基于 [FSRS wiki 的这一页](https://github.com/open-spaced-repetition/fsrs4anki/wiki/The-Benchmark)。所有 5 种算法都在大约包含三百万条复习记录的 59 个集合上运行，结果基于每个集合中的复习记录数进行加权平均。\r\n\r\n[![r/Anki - FSRS explained, part 2: Accuracy](https://preview.redd.it/zueu5pa3x1hb1.png?width=1512&format=png&auto=webp&s=0d7253871f47b7ca593af240f5062ea0f05653bb)](https://preview.redd.it/zueu5pa3x1hb1.png?width=1512&format=png&auto=webp&s=0d7253871f47b7ca593af240f5062ea0f05653bb)\r\n\r\n我很惊讶 SM-2 的表现只略微超过了 Memrise。至少 SM2 尝试自适应，而 Memrise 甚至没有尝试，只是给每个人相同的间隔。而且，FSRS v4 只有 17 个参数，但其表现却超过了具有 489 个参数的神经网络。尽管这里值得一提的是，我们正在比较一个经过精细调整的单一目的算法和一个根本没有经过精细调整的通用算法。\r\n\r\n虽然还有改进的空间，但是很明显 FSRS v4 是所有选项中最好的。基于神经网络的算法不一定更准确。这并非不可能，但你显然无法用开箱即用的设置超越 FSRS，所以在特征工程和神经网络的架构上，你必须聪明点。那些不使用机器学习的算法，如 SM2 和 Memrise，在准确度上根本无法与使用机器学习的算法抗衡，它们唯一的优势是简单。说点题外话，[Dekki](https://github.com/marawangamal/dekki) 是一个使用神经网络的机器学习项目，尽管我告诉开发者参与我们的「算法竞赛」会很酷，但他要么是对此不感兴趣，要么只是忘记了。\r\n\r\n---\r\n\r\nPS：如果你目前正在使用 FSRS v3，我建议你切换到 v4 版本。如何安装，请在[此处](https://github.com/open-spaced-repetition/fsrs4anki#2-advanced-usage)查阅。", + "type": "text/markdown", + "caption": " 解释 FSRS（下篇）：准确度\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "FSRS explained, part 2 Accuracy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How I Rewired My Brain to Become Fluent in Math.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How I Rewired My Brain to Become Fluent in Math.json" new file mode 100644 index 0000000..c8e32e4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How I Rewired My Brain to Become Fluent in Math.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/How I Rewired My Brain to Become Fluent in Math", + "text": "# 我重塑大脑，使其精通数学\r\n\r\n![normal_thumb](https://assets.nautil.us/4382_9bab7341f4429f78ade492da0318aa42.jpg?crop=entropy&auto=compress&fit=crop&h=480&w=800)\r\n\r\n理解的基础是记忆和重复。\r\n\r\n芭芭拉·奥克利 著\r\n\r\n2014 年 9 月 11 日\r\n\r\nSam Falconer 插图\r\n\r\n原文：[How I Rewired My Brain to Become Fluent in Math - Nautilus | Science Connected](https://nautil.us/how-i-rewired-my-brain-to-become-fluent-in-math-rp-5164/)\r\n\r\n我是一个任性的孩子，在文学的滋润之中长大，把数学和科学当作瘟疫的脓包。所以我现在的情况有点奇怪——一个每天都在三重积分、傅里叶变换和数学皇冠上的明珠——欧拉方程上跳舞的人。很难相信我从天生的数学恐惧症患者变成了一名工程学教授。\r\n\r\n有一天，我的一个学生问我是如何做到的——我是如何改变我的大脑的。我想回答这个问题，但难度很大。毕竟，我小学、初中和高中的数学和科学都不及格。事实上，我直到 26 岁离开军队才开始补习数学。如果有一个关于成人神经可塑性潜力的教科书例子，我会是证据 A。\r\n\r\n作为一个成年人，学习数学和科学让我进入了充满力量的工程世界。但我大脑中这些来之不易的成人年龄变化也让我透视了成人学习背后的神经可塑性。幸运的是，我在系统工程方面的博士训练——将不同的 STEM（科学、技术、工程、数学）学科联系在一起——以及我后来专注于人类如何思考的研究和写作，帮助我理解了与学习有关的神经科学和认知心理学的最新进展。\r\n\r\n在我获得博士学位后的几年里，曾有成千上万的学生涌入我的教室——经过小学和高中的教育后，这些学生认为，通过主动讨论掌握数学，是学习的精华。他们认为，如果你能向别人解释你所学到的东西，也许是通过画画解释，那么你必然\r\n\r\n理解了。\r\n\r\n日本因其动态的，「重在理解」的教学方法而备受钦佩，成为效仿的楷模。但它的另一面鲜为人知，不见诸报端：日本是「公文式」数学教学法的发源地，该教学法强调记忆、重复和死记硬背，让孩子对材料打上思维钢印。这种强化的课后计划和其他类似计划，被数百万日本及全世界的家长接受，他们在参与孩子教育的同时，又灌注了大量练习、重复和精心设计的死记硬背，以使他们对材料烂熟。\r\n\r\n> 教师可能让学生会产生已经会了的幻觉，导致他们挂科\r\n\r\n在美国，对理解的强调有时似乎已经取代而不是补充了旧的教学方法，科学家在现在和过去都告诉我们，利用大脑的自然过程来学习数学和科学等复杂科目。\r\n\r\n数学教育改革的最新浪潮是「共同核心标准」——试图在全美范围内制定强有力的统一标准，尽管批评人士认为，与做得优秀的国家相比，这些标准是失败的。不过至少从表面上看，这些标准似乎显示了一种明智的观点。他们建议，在数学中，学生应该在概念理解、程序技能和熟练程度以及应用方面全面发展。\r\n\r\n当然，魔鬼在于执行的细节。在当前的教育环境中，STEM 学科（而不是语言或音乐学习）中的记忆和重复往往被视为贬低和浪费学生和教师的时间。长期以来，许多教师一直被教导，STEM 中的概念理解胜过一切。事实上，对老师来说，引导学生讨论一门数学学科（如果做得好，这对促进理解有很大帮助）比老师繁琐地批改数学作业要容易得多。这一切都意味着，尽管程序技能和流畅性，以及应用，应该与概念理解同等重视，但这往往不会发生。传授概念理解是最重要的——尤其是在宝贵的课堂时间里。\r\n\r\n过于强调理解的问题在于，学生们学习数学和科学时往往能够理解一个重要的想法的要点，但如果没有用练习和重复来巩固，这种理解很快就会消失。更糟糕的是，学生们往往会误以为自己已经理解了某个问题，而实际上并没有。强调理解的重要性，教师们可能会无意中让学生们在自以为是的能力幻觉中失败。正如最近一位（不及格的）工程学生告诉我：「我真的搞不懂我为什么会挂科。你在课堂上讲授的时候，我是理解的。」我的学生可能当时认为他理解了，也许他真的理解了，但他从未通过使用这个概念来进行实践，以真正内化它。他的理解没有深化到不加思索的程度，也没有能力将他所理解的应用到实践中去。\r\n\r\n学习数学和科学与学习体育运动之间有一种有趣的联系。当你学习如何挥舞高尔夫球杆时，经过数年的挥杆练习与重复，你逐渐将这个技法掌握娴熟。你的身体只需借助单独的想法，也就是单个「组块」——便知道该做什么，而不必回忆打球所涉及的所有复杂步骤。\r\n\r\n同样地，一旦你理解了数学和科学中的一个概念，你就不必每次都要向自己重新解释。你不需要一遍又一遍地将口袋里的 25 颗弹珠排列成 5 行 5 列来算出 5 x 5 = 25。某个时候，你便能只靠记忆顺口而出。例如，你可以记忆当同底指数相乘，只需将那些上标数字相加即可（10^4 x 10^5=10^9）。如果你经常使用该程序，通过解决各种不同类型的问题，你会发现你确实非常好地理解了程序背后的「为什么」和「如何」。更好的理解来自于你的大脑构造了这种意义模式。不断地关注理解本身实际上会阻碍你的理解。\r\n\r\n[img [img|https://assets.nautil.us/4385_65f148c815a4ebfaf8eb150460ba94fc.jpg]]\r\n\r\n我学这些关于数学和学习过程的东西，不是在 K-12 的课堂上，而是在我的生命历程中，作为读着玛德琳·恩格尔和陀思妥耶夫斯基的书长大的孩子，我继续在全球顶尖的语言学院学习语言，然后做出了戏剧性的转变，成为了一名工程学教授。\r\n\r\n作为渴望学习语言的年轻女性，我没有钱，也没有技能可言，我上不起大学（当时还没有大学贷款）。所以我读完高中就直接参军了。我在高中时喜欢学习新的语言，而在军队里，语言学习似乎不用花钱还来钱，哪怕他们参加的是一流的国防语言学院——一个把语言学习当成科学来研究的地方。我选择了学习俄语，因为俄语与英语有很大的不同，但也没有难到学一辈子就是个四岁小孩的程度。此外，「铁幕」的神秘而充满吸引力——我能用我的俄语知识窥视铁幕之后吗？\r\n\r\n退役后，我在白令海的苏联拖网渔船上为俄罗斯人当翻译。为俄罗斯人工作很有趣，也很吸引人——但这种移民工作只是表面上很有魅力。你在捕鱼季节出海，一边喝得酩酊大醉，一边挣一份体面的薪水，然后在捕鱼季节结束后回到港口，希望他们明年会重新雇用你。对于说俄语的人来说，几乎只有一个选择——为国家安全局工作。（我的在军队的熟人一直给我指这条路，但它不适合我。）\r\n\r\n我开始意识到，虽然掌握另一门语言很好，但这也是一种机会和潜力都很有限的技能。人们不会因为你会俄语变格而踏破门槛。除非，我愿意在白令海中央的发臭的拖网渔船上忍受晕船和偶发的营养不良。我不禁回想起在陆军中与我共事的工程师，他们来自西点军校。他们以数学和科学为基础的解决问题的方法，显然是对现实世界有用处的——我年轻时在数学上有诸多不顺，这些学科的用处是我难以想象的。\r\n\r\n所以，在我 26 岁的时候，我离开军队，寻找新的机会，突然想到：如果我真的想尝试一些新的东西，为什么不尝试一些能为我打开新视角的东西呢？工程学之类的？这意味着我将尝试学习另一种完全不同的语言——微积分语言。\r\n\r\n> 你在捕鱼季节出海，薪水还算体面，喝得酩酊大醉，然后在捕鱼季节结束后回到港口。\r\n\r\n由于我连最简单的数学都不懂，我退伍后的再培训是从不计学分的代数和三角学补习开始的。这远低于大部分大学生的数学起点。尝试重新塑造我的大脑有时似乎很荒谬——尤其是当我看着年轻同学的年轻面孔，意识到他们中的许多人已经放弃了艰难的数学和科学课——而现在我正朝着他们前进。但就我而言，从我成年后掌握流利俄语的经历来看，我怀疑——或者我只是希望——语言学习的某些方面可能适用于数学和科学学习。\r\n\r\n在学习俄语时，我强调的不仅是对语言的理解，更是流利程度。像语言这样整体性的流利程度需要熟悉感，而只有通过重复和变化的接触才能培养出这种感觉。我的语言同学们通常只关注理解所听到或阅读的俄语，而我则尝试通过深入了解单词和语言结构，从而获得内在的，深入的流利程度。我不会仅满足于知道“понимать”是“理解”的意思。我会通过反复变化时态来使用这个动词，然后将其放入句子中，最终理解不仅是何时使用该动词的形式，而且是何时不使用该动词的形式。我会练习快速回想这些方面和变化。毕竟，通过练习，你可以理解和翻译几十甚至数千个单词。但是，如果你不流利，在某人快速说话时（学习新语言时，这总是听起来极快），你不知道他们在说什么，尽管从技术上讲你理解所有的单词和结构。而且你肯定无法像母语人士那样说得快，让他们愉快地听你说话。\r\n\r\n这种方法——注重流利而不是简单的理解——让我在班上名列前茅。我当时并没有意识到这一点，但这种学习语言的方法，让我对学习和专业知识发展的基本核心——组块——有了直观的理解。\r\n\r\n组块最初是在赫伯特·西蒙(Herbert Simon)分析国际象棋的开创性工作中提出的——组块被设想为不同国际象棋模式的不同神经对应物。渐渐地，神经科学家开始意识到，像国际象棋大师这样的专家之所以是专家，是因为他们在长期记忆中储存了数千块关于自己专业领域的知识。例如，国际象棋大师可以回忆起数万种不同的定式。不管是哪门学科，专家们都可以有意识地调用一个或几个这些紧密结合在一起的、分块的神经子程序来分析新的学习情况并做出反应。这种水平的真正理解，以及在新情况下运用这种理解的能力，只有通过重复、记忆和练习才能培养出这种严谨和熟练度。\r\n\r\n对国际象棋大师、急诊室医生和战斗机飞行员的研究表明，在关键时刻，对于局面的有意识分析，会让位于快速的潜意识处理，这些专家会快速应用他们牢固的神经子程序储备——组块。在某种程度上，有意识地「理解」你为什么做你所做的事情，只会减慢你的速度，打断你的心流状态，最终反倒做出更糟糕的决定。我直觉地感觉到，学习一门新的语言，和学习数学之间可能有联系。最终证明我是对的。一天天过去，我持续的俄语练习激发并连接了我的神经回路，我逐渐掌握了大量俄语组块，都是我能在工作记忆轻松调用的。我使用交叉学习的方法，也就是不仅练习什么时候需要应用这个词，而且还练习什么时候不用这个词，或者要用不同的变体。这其实是在和专业从业者学习数学和科学的方法相同的方法。\r\n\r\n作为成年人，在学习数学和工程学时，我开始使用与学习语言相同的策略。我会看一个方程，牛顿第二定律*f*=*ma*。我练习感受每一个字母的含义——「F」代表力量，是一种推力；「M」代表质量，是对于推力的沉重阻力；「A」代表加速时令人兴奋的感觉。(在俄语中，相当于学习读出西里尔字母表中的字母。我记住了这个方程，这样我随时都能想起来并把玩一番。如果 *M* 和 *A* 是大数字，当我把它推到方程中时，它对*F*有什么影响？如果*F*很大，*A*很小，那对*M*有什么影响？两边的单位是如何匹配的？把玩这个等式就像是做动词变位。我开始产生一种感觉，这个方程的稀疏轮廓就像一首隐喻诗，其中嵌入了各种美丽的象征符号。虽然我当时不会这么说，但事实是，为了学好数学和科学，我必须慢慢地、日复一日地建立坚实的神经「分块」子程序——比如围绕简单的方程*f*=*ma*——我可以很容易地从长期记忆中回想起来，就像我对俄语所做的那样。\r\n\r\n数学和科学领域的很多教授都告诉我，通过实践和重复牢固掌握专业知识，对他们的成功至关重要。理解并不能带来流利度；相反，流利带来理解。事实上，我认为对于复杂主题的真正理解，只能来自于流利。\r\n\r\n换句话说，特别是在科学和数学教育中，人们很容易陷入强调理解的教学方法，避免有时痛苦的重复和练习，但这些正是流利的基础。我学习俄语不仅仅是通过理解它——毕竟，理解是肤浅的，而且很容易溜走。（понимать 这个词是什么意思？）我通过练习、重复和笨重的记忆来获得流利的俄语，但笨重记忆强调的是灵活和快速思考的能力。我学习数学和科学正是通过应用这些相同的想法。语言、数学和科学，就像人类几乎所有的专业领域一样，都依赖于相同的大脑机制。\r\n\r\n当我开始新的生活，成为一名电气工程师，并最终成为一名工程学教授时，我把俄语抛在了脑后。但在我最后一次在苏联拖网渔船上举杯痛饮的 25 年后，我和我的家人决定乘坐西伯利亚大铁路穿越俄罗斯。虽然我对这次梦想已久的旅行感到兴奋，但我也很担心。在那段时间里，我几乎没有说过一句俄语。如果我失去了一切呢？这些年来获得的流利到底给我带来了什么？\r\n\r\n果不其然，当我们第一次上火车时，我的俄语就像两岁的孩子一样。我找不出合适的单词，我的变格和动词变位都是错误的，我以前的口音近乎完美，而现在听起来很可怕。但我的基础还在那里，一天天过去，我的俄语进步了。即使我的俄语仍然很粗疏，我也能应付我们旅行的日常需要。很快，有导游来找我帮忙为其他乘客翻译。当我们最终到达莫斯科时，我们跳上了一辆出租车。我很快发现，司机一心想把我们直接拉向错误的方向，把我们困在拥挤的车流里，他希望我们这些无知的外国人会默默地默许，多花一个小时打表的钱。突然，几十年没说过的俄语单词从我嘴里飞了出来。我甚至没有意识到我知道这些词。\r\n\r\n在这一切的背后，是熟练学习在需要的时候派上用场——它很快就让我们摆脱了麻烦（并打了另一辆出租车）。熟练学习让理解深入大脑，并在需要的时候应用理解。\r\n\r\n这个国家面临着数学和科学人才的短缺。当我审视这一现状，再考虑时兴的学习方式，回忆我自己的学习之路，唤起我对大脑的理解，我认为我们能做得更好。作为家长和老师，我们能使用一些简单易实现的方法来加深理解，使其派上用场，灵活可用。我们能鼓励其他人，还有我们自己，去尝试了解新学科，哪怕是那些我们以为太难的领域——数学、舞蹈、物理、语言、化学、音乐，这是通往新世界的大门。\r\n\r\n正如我所发现的，在数学和科学方面拥有基本的、根深蒂固的掌握——而不仅仅是「理解」，是至关重要的。它为许多生活中最有趣的工作打开了大门。回顾过去，我意识到我不必盲目地追随我最初的爱好和激情。我热爱文学和语言的「流利」部分，也是我最终爱上数学和科学的部分——并改变和丰富了我的生活。\r\n\r\n芭芭拉·奥克利是密歇根州罗切斯特市奥克兰大学的工程学教授，最近出版了《数字思维：如何在数学和科学方面出类拔萃（即使你代数不及格）》。她还与索尔克研究所的弗朗西斯·克里克教授特伦斯·塞诺夫斯基共同担任了 Coursera 上世界最大的在线课程之一《学习如何学习》的讲师。\r\n\r\n本文最初于 2014 年 9 月发表在《Big Bangs》。", + "type": "text/markdown", + "caption": " 我重塑大脑，使其精通数学\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How I Rewired My Brain to Become Fluent in Math" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How to make memory systems widespread.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How to make memory systems widespread.json" new file mode 100644 index 0000000..13fe649 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How to make memory systems widespread.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/How to make memory systems widespread", + "text": "# 如何普及记忆系统？\r\n\r\n原文：[How to make memory systems widespread? (michaelnotebook.com)](https://michaelnotebook.com/mmsw/)\r\n\r\n> 音乐并不在钢琴里。——Alan Kay\r\n\r\n「如果记忆系统如此强大，为什么没有更多的人使用它们呢？」作为一位协助开发记忆系统，并撰写了大量相关文章的人[1]，我经常听到这个问题。这是个很好的问题。我认为记忆系统极其强大：用的好的话，这些系统使记忆成为一种选择，并极大地扩大了一个人可以做的创造性工作的范围。但是，这种强大的力量被一些障碍所掩盖。如果这些障碍能够被克服，那么记忆系统最终应该被数亿甚至数十亿的人严肃且经常地使用 [2]，因为他们的收益将大大超过所需的努力。在这些粗略的笔记中，我勾勒了一些我认为应该发生的事情，以便记忆系统得到更广泛的应用。\r\n\r\n我所说的「记忆系统」是指有时被称为间隔重复记忆系统的众多系统和媒体形式。包括 Anki、SuperMemo、Orbit、助记媒介、渐进阅读、渐进写作等。我更喜欢「记忆系统」这个名称，而不是「间隔重复系统」，因为虽然间隔重复很重要，但许多其他想法也同样重要。我认为我们尚未找到这些记忆系统的最终形态；尽管现有系统非常强大，但我相信未来的系统将包含重要的新想法；事实上，我有一种感觉，即我们尚不知道记忆系统是什么。我也使用这个术语来包括记忆宫殿等记忆系统，虽然正如 我和 Andy Matuschak 指出的那样 [3]，它们在很多方面都明显不如更注重间隔重复的系统实用。但如果未来的记忆系统吸取所有这些想法以及更多的想法，我也不会感到惊讶。\r\n\r\n想想瑜伽、篮球、冥想和舞蹈等技能练习，它们具有一些显著的特点：\r\n\r\n- **所有这些技能都是由小团体在几十年或几个世纪的时间内创立和积极发展的：** 这些团体会一起合作，发展强大的局部传统：他们会经营冥想中心、篮球俱乐部等等。尽管独自一人也可能在这些技能上有所提高，但与一个群体或场景一起练习会带来巨大的好处。通常可以确定在每种技能练习中，与显着进步相关联的某些瑜伽教练、教练、球员、冥想导师、舞者和编舞家。虽然在简化的历史中，进步通常归因于相对较少的几个人，但实际上进步往往是由成千上万甚至数百万从业者的见解聚合而成的。\r\n\r\n- **技能的潜力几乎无穷无尽，而且精湛的水平绝对是可以企及的：** 看看篮球、瑜伽和舞蹈的高手，哪怕是门外汉也能一眼看出他们的非凡之处。但即便如此，门外汉还是很难看清其中的精微之处。至于像冥想这样更多依赖内在体验的东西，要想观察或解释其中的奥妙可就更难了。然而，那些对冥想认真投入的人却常常反映，多年的坚持让他们在冥想这条路上走得更远。总的来说，很多技能在普通人眼中都是深藏不露的，但精湛的境界却是完全可以追求和达到的。\r\n\r\n- **很多的学习是集体的：** 新发现可能在某地首次现身（有时不止一个地方），随后在整个文化里流传开来。有很多著名的例子，比如篮球中的三分球革命：2020 年代的 NBA 球队的三分出手次数是 1980 年代的六倍(!!)还多。但是大多数这样的发现都是微小的、渐进的改进，对专家来说司空见惯，但对外行来说却鲜为人知。有时，这些发现需要数年或数十年才能在社区中传播，甚至可能会失传。\r\n\r\n- **它们中大部分都很难「产品化」：** 人们写书、制作视频和销售产品，以介绍舞蹈，或助人增进瑜伽技艺等。但真正能让人进步的，还是当地的文化氛围。你要打好篮球，就得找最佳球队和教练；要跳得好舞，就得和一流的编导、舞者和教练合作。如此种种，层出不穷。不同的技能，在依靠媒体和工具的程度上大有不同。当然，通过看书、与电脑对战、在网上的棋类社区学习和实战，你的棋艺可以大有长进。但要想在篮球上更上一层楼，你肯定得多和最好的团队一起打球才行。\r\n\r\n（这篇开头我用了几个例子来说明，如瑜伽、篮球、冥想和舞蹈，最后还在不经意间提到了下棋。但这些观点同样适用于许多技能训练。下文中我还会时不时提到其他的例子，比如冲浪、小提琴、网球等，根据情况而定。在所有情况下，我说的这些都是基于自己的亲身体验——我玩过篮球，打过网球，练过瑜伽……——或者是基于和那些真正潜心钻研这些技能的人的交流和观察。）\r\n\r\n使用记忆系统其实也是一种技能练习，与其他许多技能练习有不少共通之处。有时人们会用硅谷的逻辑来琢磨这个问题：要想让记忆系统普及开来，得创立一家怎样的公司、设计怎样的工具？需要怎样的界面、功能和宣传手段？这种想法并不完全偏颇，但更实际、更接地气的问题是：冥想、舞蹈、瑜伽和篮球怎么就那么火？炉火纯青地使用记忆系统是何等景象？我们怎么才能达到那样的水平？又应该怎么做，能让这些本事快速传开，让人们用上记忆系统就能立竿见影地受益良多？\r\n\r\n易被忽视的一点是，在使用记忆系统方面能够达到高人的技艺是 **可能的** 。这一点常常不为那些只是稍微尝试过此类系统的人所理解；毕竟，这里没有像炫目的瑜伽动作或篮球扣篮那样显眼的技能可供展示。事实上，甚至连那些大量使用过记忆系统但未曾意识到自己用得不对劲的人，也常常无法理解这一点。我当然不会声称我是一名高手——我经常感觉自己还没有真正理解它们——但我本能地感觉这些系统能被运用得非常出色。通过与其他人的数百次交谈，我的应用水平大有长进，以至于我惊讶于一开始自己用得多么拙劣，以及我是如何取得长足进步的。这就让人自然而然地去想，是否还有可能达到更高的技能层次。\r\n\r\n当我与记忆系统的怀疑者交谈时，我发现他们的怀疑常常来自几个方面。这里我不打算一一反驳，仅列举几点。有些人的质疑基于对记忆或记忆系统的误解，比如说： 「我根本不需要记忆系统，网上什么都能查到」；「记忆对创造工作没啥用，反而可能碍事」；「应该让自己『自然』的记忆来判断哪些事重要、哪些事不重要」；「记忆和理解完全是两码事」（这是一个错误的二分法）；「死记硬背没啥好处，也没啥大不了的」（进步教育人士喜欢这么说）；或者就是那些对记忆有种敏感心态的人（这在一些自觉记忆力不行但又志向远大的人当中比较常见：他们得让自己相信记忆没那么重要，这样才能维持自尊）。从这些想法中，人们往往得出一个结论，就是记忆系统没什么大用处。\r\n\r\n第二个问题是，人们对记忆系统的运用非常粗糙，这其中的问题可以归结为三个方面。首先，有些人对记忆系统根本一窍不通，却总爱发表意见。他们可能摸摸索索用上几分钟，坚持几星期，然后就下结论：「这玩意没用。」这就像拿起小提琴拉几下就说：「这玩意拉不出好音，垃圾。」问题其实是他们自己不会用。其次，有人虽然用得多，但未必用得好。你可以一个人苦练舞蹈几千小时，也不见得能跳得好。我和一些酷爱记忆系统的人聊过天，看他们犯一些我眼里的低级错误 [5]。我觉得他们从系统中得到了些许好处（不然就不会继续用了），但用得更好的话，好处肯定会更多。许多用记忆系统时遇到的常见问题，都可以通过更巧妙的运用来解决：「我觉得好无聊」；「我开始混淆记忆和创造性工作」等等。最后，我们人类集体对记忆系统的运用还处在摸着石头过河的阶段，还没摸清怎么用，最合适的形式是什么。所以一部分挑战就是提高我们对这方面的整体了解，就像我们逐渐增强了人类对瑜伽、冥想、篮球等方面的共同理解一样。\r\n\r\n这些批评都有一定的道理，但更多的还是初学者的浅见。拿冥想来说吧，人们对冥想有很多偏见，但是练习冥想的人一般不会直截了当地反驳这些观点。他们更倾向于告诉你：冥想的感受是说不清的，你得自己去练，慢慢才能悟到其中的奥妙。然后，就听那些可靠的人告诉你：「是啊，练这个确实很花时间，但我收获的 **远超** 付出。」换句话说，关键在于让人们感受到记忆系统真的很好用、非常有价值。这得是一种物超所值的学习方法。如果真是这样，人们会愿意挺过初级阶段，为了最后的收益。要不然，就别费劲用记忆系统了，直接去健身或者陪陪家人吧。要达到这个地步，咱们就得探索更深入、更合适的记忆系统的使用方法，找到更好的技能传授途径。再来说说另外一个方面：现在流行的瑜伽、篮球、冥想和跳舞，都是从一种强烈的文化氛围中诞生的，像是瑜伽文化、篮球文化什么的。我觉得，我们得培养一种记忆文化，加深大家对这技能的理解，找出更好的传授技巧。\r\n\r\n因此，这些怀疑论调，我大多不打算直接辩驳。它们固然重要，我在其他地方也多有论述。但这一切都源于一个更深层次的问题：「怎样才能建立一种浓厚的记忆文化？」要实现这个目标需要哪些因素呢？我在笔记里简要地描述了一些文化元素。我深信，只有这样，记忆系统才能被广大人民所认真采纳，甚至有可能惠及数亿人。\r\n\r\n我这里的笔记主要是给那些用得上、真把记忆系统当回事的人看的，他们不只是机械地背些词汇、基础的事实，更会用它来承载生活中的大事。这些笔记不是给那些从没认真用过，或者光想着怀疑的人看的。你如果是这样的人，但又偏要继续往下读，那你可得有被憋得慌的准备：我可是有意回避初学者可能碰到的那些问题，除非真的避不开。这就像是你跟一个根本不懂冥想的人争论冥想好处一样，没啥意思。当然了，去琢磨这些观点未尝不 **是** 一件有意思的事，但那完全是另一码事了！我现在要做的，就是琢磨怎样的记忆文化才能让记忆系统真正发挥出它的威力，怎么样才能让它流传下去。\r\n\r\n# 建立一个强大的记忆文化\r\n\r\n我有一小帮朋友，我们偶尔聚在一起聊聊记忆系统技能。我们并没有固定的聚会时间或活动（也许应该有），但我们偶尔还是会讨论下怎么用这些系统。这种体验，我真的说不清楚，就跟一个冲浪爱好者想给不懂冲浪的人解释冲浪文化一样费劲。可能得写一本书，搞个新兴记忆文化的民族志研究才行。但这谈话的感觉，对于那些曾在某个深奥领域探索过的人来说，听着还挺耳熟的。以下这个例子应该能让你感受到我们聊天时的滋味：\r\n\r\n「哎，我现在开会都开始至少记五个问题了，出乎意料的是，这样我听得更仔细了。」\r\n\r\n「我试过这一招！但我发现我太执着于细节，为了凑够问题数目，整个大局都忽视了。于是，我开始在每场会议结束时试着多想几个『大局问题』。有了这个想法，我反倒更能看到全局了。当然，有的演讲就是听不进去，根本谈不上什么大局。」\r\n\r\n「对，我也有这顾虑。有的演讲索性别记。怎么避免脑子乱成一锅粥？或者怎么处理那些根本不合你兴趣的演讲呢？胡乱加问题是弄巧成拙。所以，我在想，一开始就定个问题数是不是搞错了方向。」\r\n\r\n「对，我最近在摸索的另一招是……」。\r\n\r\n这是一种描绘，旨在提醒你这类谈话的氛围。我已经进行了数百小时这样的对话。我猜这有点像冲浪刚兴起的时候：冲浪者分享并试验着各种各样的技巧，去芜存菁，逐步改进，摒弃许多，只为了精进冲浪技能。或者就像程序员，讨论他们在使用文本编辑器时发现的小技巧。又或像舞者探讨动作、音乐和情感的细微之处。在所有这些情况下，都有一小撮高手在一起，开发高深的知识，形成一种松散的交流网络，有一群尖端技术爱好者，痴论于他们的奥妙技巧中。这种交流既有趣，又能拉近彼此的距离，给人一种非常满足的感觉。\r\n\r\n我当然不是在暗示，有一天所有人都会为了记忆系统而如痴如醉地讨论！不过，我们今天学冲浪的人，从早些时候冲浪者的那些谈话中，能学到许多东西。那些对话中最有价值的部分已经渗透到了现今的各种工具之中；最生动的说法、解释和实际操作都已经被浓缩、传授给新一代的冲浪爱好者，而他们也会继续传承下去。今天刚刚入门的冲浪爱好者从这样一种浓厚的冲浪文化中获益良多。\r\n\r\n当我谈起与朋友们探讨记忆系统的经历时，实际上是在描述一种小范围、本土化的记忆文化的萌芽。记忆文化还包括像 Piotr Wozniak 那样精彩的维基 [6]，Gwern Branwen 的笔记 [7]，Andy Matuschak 的手记 [8]，以及许多其他人所写的文章，还有很多很多。我个人的记忆经验在很大程度上也得益于其中的一些作品，正是它们使我在尝试了记忆系统好几回之后，最终被 Sasha Laundy 关于如何运用记忆系统来成为更出色程序员的笔记所打动 [9]，认真地投入其中。我自己还亲自动笔或合写了许多篇文章 [10]。这一切都是正在萌芽的记忆文化的组成部分。\r\n\r\n我想更明确地谈谈记忆系统和由一群实践者共同拥有的运用技能之间的不同。拿冲浪这个例子来说，近 70 年来，冲浪板变化 **颇多** 。但冲浪者的改变更为深刻：冲浪领域的进步主要来自社群技能的共同进步。有时候，我觉得很难把这个区别弄得十分清楚，部分原因是因为我们缺乏可以描述它的广泛使用的术语。我会不自觉地回到以前的思维模式，谈论如何改善记忆系统，其实我真正想说的是如何提升记忆文化，或者说我们记忆文化共同掌握的运用这些系统的技能。这项技能是可以变得更好，更上一层楼的，即使所用的工具一成不变。而且，就像冲浪一样，我预期最能够提高的是记忆文化中的记忆技能，远远超过工具本身。更精良、更广泛的工具其实是文化进步的结果，而不是反过来，就像现代的冲浪板其实是早期冲浪文化的产物。当然，这个问题的真相并不是单向的。但我发现许多人都倾向于认为工具主要塑造了文化。然而在这里，我觉得主要是文化塑造了工具 [11]。问题并不在于「我们怎么打造更好的系统？」而在于「我们如何更熟练地运用这些系统？」\r\n\r\n我之前说过，记忆系统想要风靡起来，它的使用不仅要成为一门 **强大** 的本领，还得容易学会、容易 **传授** 。一旦这门本领足够强大、足够好传，就会有很多人趋之若鹜。现在的情况呢？我看主要还是一些无聊的人拿它死记硬背一些州首府之类的乏味东西，或者学一些中文和英文词汇，但学得一塌糊涂；再或者就是一些医学生，以及其他一些对记忆有高要求的学科的学生在用。学生们倒是挺能玩出花样，但用来干其他的就挺无聊了。但想象一下，如果我们摸清了怎样用这套记忆系统，让人们能够迅速学会并精通复杂的理论知识，那时候这套东西肯定会大受欢迎。当然了，我们得先提高这门本领的水平和易传授性，还有得继续琢磨。\r\n\r\n培育一种记忆文化会是怎样的一番景象呢？\r\n\r\n想象一下，到处都是小伙伴们自发组成的学习小组，痴迷于把自己的技能练到极致。大部分时候他们自己玩自己的，有时候三五成群地分享，偶尔还有人高调晒出自己的记忆练习。渐渐的，线上线下都会形成更紧密、更深入的圈子。现在我虽然找了找线上的小组，但大多数水平一般般，让人有点扫兴（尽管医学方面的小组还挺有意思）。不过等技能练得更溜了，大家还能办开班，培训，拍 TikTok，出书并运营 YouTube 频道。越来越多的人会把记忆系统用得出神入化，有的人可能就是玩得开心，有的人真能从中大大提高生活质量，收获远超付出。最棒的点子和使用方式还能反过来让这套工具变得更强。总之，记忆文化会渐渐地繁荣 [12]。虽然现在这些事情才刚刚起步，但空间还大得很，可以更丰富、更深入。\r\n\r\n这里最关键的是文化的积淀。如果每个人都在不停地重新发明轮子，那么就不会有集体的进步。这就是像 Piotr Wozniak 的 [SuperMemo Guru wiki](https://supermemo.guru/wiki/SuperMemo_Guru) 这样的共享资源如此重要的原因。这也是为什么我们需要培养一种引用和尊重前人成果的文化，鼓励人们整理书单、撰写概览、编纂书籍、整理常见问题或者类似Subreddit的维基百科。通过这些努力整理、精炼和承认的行动，我们的文化才能真正前进，而不是一遍又一遍地重蹈覆辙 [13]。\r\n\r\n当然，这个观点不禁让人想起关于记忆系统的那篇赫赫有名的文章。那是由 Frank Dempster 于 1988 年发表的一篇文章 [14]，他在文章里嗟叹，在学校里，间隔重复坐了冷板凳，还列出了九个妨碍其推广的原因。当然，学校系统当然可以自上而下地强制实施，对学生硬推他们想强推的任何体系，不管效果如何，甚至老师自己都不怎么懂 [15]。学校是可以硬塞给学生这种记忆体系，我想偶尔会有这样的情况发生。但要是在记忆文化得到更坚实的支撑后再这么干，我觉得效果才会好得多。但是，如果这种情况发生在记忆文化变得更加强大 **之后** ，我预计会出现一个更加有利的局面。到那时候，我们对如何运用记忆体系、它们到底是什么，以及如何更好地利用它们会有更深、更广的共识，还会有更多共享资源来指导怎么用。这样一来，老师和学生都能游刃有余了。\r\n\r\n记忆练习与我前面提到的许多其他技能不同的一个方面在于，记忆基本上是 **内在的** 活动。你可以看着冲浪者冲浪、舞者跳舞或篮球运动员打球，慢慢领悟他们在做什么，学着模仿甚至超越他们。据说，杰出的斯诺克球手罗尼·奥沙利文，他小时候自学台球，就是通过反复观看前一代最杰出的球手斯蒂芬·亨德里的录像。但是，记忆练习就没那么容易模仿学习了，因为其中更多的事情是在内心发生的。当然，人们可以聊聊他们的记忆方法，分享一些工具，比如 Anki 卡片之类的。但总体来说，记忆练习可能更像是冥想，而不是舞蹈、篮球或许多其他显露的技艺。我怀疑这使得建立一个强大的记忆文化更加困难，因为这种技能本身不太显眼，所以学习起来更加困难。\r\n\r\n记忆练习与其他技能的另一个不同之处在于，它更多是一种 **手段** ，而不是目的。人们学冲浪、跳舞或打篮球，往往是因为喜欢，享受其中的乐趣。学习本身固然有趣，对于一些记忆系统的使用者来说或许就够了。但许多人用这些记忆系统，是因为觉得它们能在生活中帮助实现其他目标。我的个人经验是，这些记忆系统在我要快速掌握某个不熟悉领域的创造性项目时，最能派上用场。（反过来，在我精通的领域里，我能够快速学习，更倾向于依赖自己天生的记忆力，不必依赖这些系统。）\r\n\r\n记忆系统究竟该怎么用，用到什么程度呢？大多数人不打篮球也不冲浪，就算做，也多半只是玩玩而已。真当回事的人少之又少。那么，要多少人使用记忆系统呢？从长远来看，这个问题很难回答，因为社会的其他变化可能会产生重大影响 [16]。然而，在现今这个历史时刻，知识工作正变得至关重要。我觉得，至少有数亿人，甚至可能最终达到数十亿人，他们的生活会因为熟练运用记忆系统而受益匪浅。我认为这不像冲浪，而更接近阅读和写作； **记忆素养** 可能成为一项普遍追求的宝贵品质。当然，这只是我个人的推测，只是我的直觉告诉我是这样。不过，正如我对未来的其他种种猜测一样，也许我错了！\r\n\r\n在这些笔记中，我主要忽略了初创公司在这个领域的作用。这个角色很复杂，所以与其再写一篇文章，不如让我只写一段总结。我认为这两个进程——记忆文化的发展和创业公司的涌现——在某种程度上是天然分开的两回事。我预计人们将继续在这个领域创立公司，一些会取得适度的成功。但除非记忆文化真正壮大起来，否则我看不到会有什么大的突破。现在，可能会有极为成功的公司推动文化的发展，但我预计情况恰恰相反。特别是一些关于记忆系统的难题，得靠从业者自下而上的文化来破解 [17]。这类似于现代瑜伽的发展路径，经过多个传统的广泛发展，然后被不同的现代瑜伽「品牌」挪用。这些品牌对我们对瑜伽的理解贡献微薄，但增加了市场营销和分销渠道。换句话说，我不认为过于侧重工具和公司的方法能解决记忆系统的问题。虽然它们最终是实现规模化的必要手段，对某些人来说，也是一种控制和拥有的手段。但这不是真正的核心所在，就像冲浪的关键不在于怎么做冲浪板。不出所料，在这样的情况下，技能爱好者和公司之间可能会产生摩擦。前者可能会对侵占和篡改历史感到愤慨（「其实是我们做到了，那些所谓的先锋只是空谈，还搞了一堆不中用的系统」）；而后者则为自己的市场营销和分销工作感到自豪，并努力推广这项技能。两者都必须要有，但冲突在所难免，这可能是个无法避免的局面。不管怎样，我还是会继续为记忆文化添砖加瓦。\r\n\r\n# 致谢\r\n\r\n感谢 Sebastian Bensusan 的鼓励让我写下这篇文章，同时也感谢 Sebastian 和 Andy Matuschak 对草稿的反馈。感谢 Sebastian、Andy、Kevin Simler 和其他很多人与我交流关于记忆系统的想法。\r\n\r\n# 脚注\r\n\r\n------\r\n\r\n1. 参见：Andy Matuschak and Michael A. Nielsen, \"Quantum Country\", https://quantum.country/, San Francisco (2019). 和：Andy Matuschak and Michael Nielsen, \"How can we develop transformative tools for thought?\", https://numinous.productions/ttft, San Francisco (2019).\r\n\r\n2. 我不知道今天有多少人会认真且自愿地使用记忆系统。我猜可能是数十万到数百万人，但这个数字可能很不准确。这也取决于如何定义「认真」和「自愿」。例如，我很难说服自己去相信 Duolingo 是个记忆系统，因为我认为它远不够严肃。\r\n\r\n3. 参见 https://numinous.productions/ttft/#two-cheers-for-mnemonic-techniques, in: Andy Matuschak and Michael Nielsen, \"How can we develop transformative tools for thought?\", https://numinous.productions/ttft, San Francisco (2019).\r\n\r\n4. 这种行为在 Hacker News、Twitter 和许多其他在线论坛上很常见，但并非普遍。人们推出新工具，总有一些人满腹信心地指手画脚，这些人或许只是随便用过一下，甚至可能压根不是目标用户。奇怪的是，这种情况屡见不鲜，甚至都没人觉得稀奇了。这并不意味着这些评头论足一无是处，但显然用处不大。想象一下，如果有人在 Hacker News 上发布了个名叫{小提琴」的新工具，评论可能会是：「这玩意儿听着就跟猫打架似的。」「弹了一下胳膊就酸了。」「我在上面连个简单曲子都弹不出来，严肃的音乐家才不会用它呢。」等等。\r\n\r\n5. 我也想知道自己犯了哪些基本错误。\r\n\r\n6. SuperMemo Guru: https://supermemo.guru/wiki/SuperMemo_Guru\r\n\r\n7. Gwern Branwen, \"Spaced Repetition for Efficient Learning\", https://gwern.net/spaced-repetition.\r\n\r\n8. Andy Matuschak, \"How to write good prompts: using spaced repetition to create understanding\", https://andymatuschak.org/prompts/ (2020).\r\n\r\n9. Sasha Laundy, \"Using flash cards to become a better programmer, Part 1\", https://sasha.wtf/writing/anki-post-1/ (2015).\r\n\r\n10. 参见：Michael A. Nielsen, \"Augmenting Long-Term Memory\", https://augmentingcognition.com/ltm.html, San Francisco (2018); Michael A. Nielsen, \"Using spaced repetition systems to see through a piece of mathematics\" http://cognitivemedium.com/srs-mathematics, San Francisco (2019); 和：Andy Matuschak and Michael Nielsen, \"How can we develop transformative tools for thought?\", https://numinous.productions/ttft, San Francisco (2019).\r\n\r\n11. 其中一个原因是，制造工具的公司往往强烈地希望声称他们是那个神奇秘方的发明者。然而，他们真正的贡献常常是捕捉、提炼并将某个社区的成果进行市场化。这当然有价值，但也会混淆实际的起源。\r\n\r\n12. 一个坏处：如果记忆文化足够成功，肯定会有一些骗局随之而来。新兴文化的初期，骗子一般不会太多，因为他们更愿意去那些可以赚快钱或者攫取名声的地方。现在比搞记忆系统更容易捞金的途径多了去了。但当你读到瑜伽邪教、冥想大师、专横跋扈的舞蹈和篮球教练的事情，你会觉得很不是滋味。等到有记忆领域的丑闻时，那或许就说明这行真的成功了（尽管是非常不愉快的成功）。\r\n\r\n13. 在以社交媒体为主的文化中，存在一个问题，那就是这种文化往往昙花一现，不断地重复同样的内容，而集体进步的速度极其缓慢。与此形成鲜明对比的是，学术界在这方面做得特别好：他们有关于引用和承认前人成果的严格规范。\r\n\r\n14. Frank Dempster, \"The spacing effect: A case study in the failure to apply the results of psychological research\", *American Psychologist*, at http://augmentingcognition.com/assets/Dempster1988.pdf (1988).\r\n\r\n15. 我也有很多这样的经历。最让我印象深刻的是，我那位微积分老师不明白为何积分和微分是反过程。我并不期待世上每个人都明白这个，但这么一位微积分老师居然不懂，真是让人难以置信。不过，这样的情况可能也不那么罕见。\r\n\r\n16. 我时常听人说：脑机接口（BCI）的发烧友认为记忆系统是浪费时间。这种想法纯粹是被 BCI 迷住了眼。从长期角度看，也许这种说法有些道理；如果真看得太远，可能真的只「值得去研究」如何避免宇宙的热寂。但这种说法不靠谱：现在的记忆系统运作得风生水起，而且我们完全有办法让记忆文化和系统更上一层楼。现在的 BCI 不过是新鲜玩意儿，真正对记忆大有裨益还早着呢。从 20 到 30 年的期限来看，我觉得药物、饮食和锻炼调节可能比 BCI 更有前途。但在可见的将来，我觉得记忆系统都能打败它们。顺便提一嘴，我并不是说 BCI 不值一搞，我只是觉得那种认为其他东西都不值一提的想法很扯。有的人真觉得，「做眼前能做的事，而不是做些让你感觉自己像烂科幻片主角的事」这种看法不堪一击。\r\n\r\n17. 这方面的深入描写，可以参考 Eric von Hippel, \"Democratizing Innovation\" (2005).", + "type": "text/markdown", + "caption": " 如何普及记忆系统？\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How to make memory systems widespread" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How to read.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How to read.json" new file mode 100644 index 0000000..82d4b03 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_How to read.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/How to read", + "text": "# 如何阅读\r\n\r\n原文：[How to read | Robert Heaton](https://robertheaton.com/2018/06/25/how-to-read/)\r\n\r\n2018年6月25日\r\n\r\n五年前我发现，对于我读过的大部分书，我几乎什么也没有记下来。我当时会阅读各种非虚构书籍——通俗心理学，通俗经济学，通俗社会学，五花八门——并自认为算是个多方位精通的自学者了。但是有一天，我和朋友大谈特谈我非常喜欢阅读《思考，快与慢》，我讲完后他想让我简单总结一下此书的主要观点。我思考了一阵子，结果只能嘟囔出一些什么系统一和系统二的话。我解释我只是为了补充背景知识而阅读这本书，并巧妙地转移了话题。当晚正待我要进入梦乡，我突然想到，自诩为自学者，并不意味你有所学。\r\n\r\n[img [img|https://robertheaton.com/images/readingbook1.jpg]]\r\n\r\n很多人记不住学校教的东西，并以此而自嘲。如果你上过大学，你毕业之后应该很久没有用过你在大学学过的任何东西了。你会将上大学的这段时间合理化，称之为学习思维方式的宝贵一课，以及通往职业道路的愚蠢一站。我知道泡利有个不相容原理，但我说不出他和谁水火不相容，或者为什么。我们似乎觉得这样没什么问题。\r\n\r\n成年人阅读非虚构书籍的动机，一方面是消遣，另一方面是想要了解并记住书中的要领。然而，我们记不住大部分我们阅读过的东西，这也不是新鲜事。重复是学习之母，然而假如你阅读完了《二十一世纪的资本论》，没有多少场合能让你考虑资本收入比率。更没有多少人会在阅读《时间简史》后还会全身心投入在黑洞理论里。 \r\n\r\n面对这个事实，有一个完全合理的办法是坦然处之。阅读《制造共识》本身就是很愉快的体验，为了阅读这本书而阅读这本书是合情合理的；把所有休闲活动都拿到投入-收益分析的透镜之下审视，实在是没必要。你读完法官朱迪的故事，也不在意你记住了多少，乔姆斯基也不例外。我需要指出的是，我没读过乔姆斯基写的书，我在这里提到他是把他当作智力高峰。\r\n\r\n我目前在大量学习经济学的知识。我很关注我这个学习项目，因此我有充分的动机，选择一种学习效果优先于乐趣的方式，在经济学上付出我有限的阅读时间。我逐步设计出一套系统，来帮助我记住更多我所读到的东西。这套系统收效不错，我听到过「你到底是从哪里读到这些东西的？」和「显然有人读过《国家为什么会失败》。」我的这个系统显然是我全盘编造的，并没有多年的（或者任何）科学验证支撑，但我觉得很有效。下面是一个简短的总结。\r\n\r\n# 基本理念\r\n\r\n学习来自于重复，但书本上的内容冗长而繁琐，并没有考虑到这点。阅读相同话题下的多本书，可以实现更高阶，更宏观的重复，但这样的重复并不能保证你能记住想要记住的具体知识，或者知识如何一步步构建起来的。\r\n\r\n为了实现更频繁的重复，我认为读书应该分成两个阶段：\r\n\r\n1. 读书并批注，注意批注要让读完之后容易扫视重点并消化\r\n\r\n2. 读完这本书就要写「读后总结」(writeup)。其内容包括总结这本书，进一步研究，制作抽认卡（使用[Anki](https://ankiweb.net/)）\r\n\r\n![img](https://robertheaton.com/images/anki0.PNG)\r\n\r\n读后总结通常需要一到四个小时，有三个目的：\r\n\r\n1. 对整本书来一次大范围重复\r\n\r\n2. 将书中的重要部分提炼成闪卡，从而永久重复下去\r\n\r\n3. 提供了一本书内容的精简总结，以及你对它的看法，便于未来参考\r\n\r\n阅读总结有种种好处，但你必须先踏实地读书才行。\r\n\r\n# 1. 阅读这本书\r\n\r\n阅读时别忘记拿根笔。在书上涂涂画画，阅读会更加有效，同时也容易写读后总结——这点更重要。写读后总结时要纵览全书，总结要点，这时候优质的批注是给你自己提供的提示，能起到引导作用。你只需要将批注收集起来，并完成批注指示的行动即可。\r\n\r\n注释最直接也最基本的形式是下划线。一旦一句话，一个词，或者一段文字抓住了你的眼球，在文字下面画上一大条线。但还有更好的做法。写下批注来说明一下，为什么你被这些吸引了注意，你想如何处理这条批注。是因为你看到了未来研究的线索？是这句话挺漂亮，还是这句话提纲挈领，简直是串起前面十页书的关键？\r\n\r\n我发现，我可以用一小套符号来回答这些问题：\r\n\r\n| Q | 写读后总结时将这个事实做成卡片|\r\n\r\n| ---- | ------------------------------------------------------------ |\r\n\r\n| ? | 读后总结时，先做些研究，再把这个观点做成卡片 |\r\n\r\n| r? | 需要进一步研究 |\r\n\r\n| * | 很重要。也许做成卡片的话太过宽泛，但在读后总结中的总结一栏中应该记下 |\r\n\r\n| ... | 这个问题很复杂--在总结的时候要多考虑一下。|\r\n\r\n| lol | 好的引用——在写读后总结时把这句话抄下来，并添加到一份总的「好的引用」列表中。（我开始使用这个符号只是为了表示有趣的名言，但后来演变成表示所有类型的好的引用。这导致了一叠证据，无疑有一天会在法庭上困扰我——「随着他的心落入黑色的深渊，托马斯扣动了扳机」LOL)）\r\n\r\n我也有一些符号，用来作为常用笔记的速记：\r\n\r\n| orly |我不相信你。 |\r\n\r\n| ---- | ------------------------------------------------------------ |\r\n\r\n| R | 如果你打算[写](https://robertheaton.com/2015/10/12/three-body-problem-the-cultural-revolution-in-space/)[一个](https://robertheaton.com/2014/11/03/why-you-should-read-playing-to-win-by-david-sirlin/)[评论](https://robertheaton.com/2017/02/27/confessions-of-an-economic-hitman/)。的话，这一部分尤其重要。这可能包含一些非常好的或非常愚蠢的东西 | \r\n\r\n此外，把较长的句子写在空白处，并用大箭头指向他们所涉及的文本部分，用这些句子来：\r\n\r\n- 把重要内容换个方法描述，或复制过来\r\n\r\n - 「欧盟中的贫穷国家怒火中烧，因为他们需要救助比他们更富裕的希腊，并支付希腊老人的高额养老金」\r\n\r\n- 写下想到的任何其他想法或联系\r\n\r\n - 「我猜测，如果你高估了你的风险管理模型的力量，不管这些模型有多好，都会坏事」\r\n\r\n- 写下你想出的一些问题，而作者没有回答的。把问号放在方格中（见下文）。\r\n\r\n - 「为什么小经济体愿意加入欧盟？」\r\n\r\n这些手写笔记迫使你更深入地琢磨你所阅读的内容，并将构成读后总结的总结部分的基础。最后，在每一章结束时，重新翻阅该章，并简单写份内容概要。读完一章不要忘记写总结——如果你这时不写，就永远不会写了。\r\n\r\n一旦你读完了这本书，并且对你所读的内容有所理解，书中也写满了各种符号、笔记、总结，那么万事俱备，你可以开始在读后总结中巩固你的知识了。\r\n\r\n# 2. 读后总结\r\n\r\n开始（最好是完成）读后总结的最佳时间是当天，或最多是在你读完一本书后的第二天，这样知识在你脑海中还很鲜活，正适合重复。开始写总结要比继续阅读清单上的下一本书难得多，所以保持势头很重要。\r\n\r\n用模板开始你的总结。我的模板中有下列标题：\r\n\r\n- 评论\r\n\r\n- 总结\r\n\r\n- 引用\r\n\r\n- 问题\r\n\r\n- 我的想法\r\n\r\n从阅读评论开始，在上面做简短的笔记。接下来，翻开书，把你给自己留下的所有注释都扫一遍。大部分内容应该是意识流的总结(写在\"总结\"部分)，以书中的要点为指导，你要么在旁边写一个大*号，要么在空白处手写出来。我在那些原文的文本注释前面加一个箭头(=>)来区分我自己的理解笔记。我用引号来表示作者与我想法不合的地方。你可以添加章节标题和偶尔的页码，以便在需要时从你的笔记中找到书中的相关章节。\r\n\r\n> 「这些富得流油的民主党人根本不鸟平等问题，除非选举年到了，要把平等问题当作口号」（P92）。\r\n\r\n>\r\n\r\n> => 这是非常绝对的声明--他是怎么知道的？\r\n\r\n除了写总结之外，你还应该：\r\n\r\n- 将所有好的引用（在书中用 lol 标记的）添加到「引言」部分\r\n\r\n- 在 Anki 中把每个要记住的要点（用 Q 标记）添加到抽认卡中\r\n\r\n- 在「问题」部分添加每一个研究点（用「?」标记）\r\n\r\n[img [img|https://robertheaton.com/images/readingbook2.jpg]]\r\n\r\n在这之后，回到你的「问题」列表，研究每一个问题并制作更多的闪卡。如果你觉得很感动，那么你可以在「思考」部分用意识流来结束你对这本书的总体反应。我还喜欢把「引言」列表复制到一个漂亮片段的主列表中，并注明它们来自哪里。\r\n\r\n> 每个人都应该在手边放上一堆格言——你永远不知道什么时候会用到。\r\n\r\n>\r\n\r\n> Robert Heaton\r\n\r\n![img](https://robertheaton.com/images/anki1.PNG)\r\n\r\n# 结论\r\n\r\n如果你遵循这个过程并坚持复习你的抽认卡，你会记住更多你所读的内容。你还可以找到其他方法来增加重复次数。找一些人和他们讲讲你所学习的东西。如果我的经历可以作为参考，那么我的妻子会非常乐意与你交谈，特别是如果你记得她父亲的生日。如果你能对一本书说出一些连贯的话，就写一篇评论。如果一本书足够好，那么一年后再读一遍（我没有经常这样做）。\r\n\r\n另一方面，如果一本书很无聊或很肤浅，那么就不必再花时间了。如果你决定不在乎记住任何你刚读过的东西，就不要费心写了，直接去读更好的书。如果你想把一本书作为「一般常识」来读，而不花太多时间在上面，那么我觉得也没有问题，但我觉得你有点自欺欺人。我每周会听几个小时的播客。如果我记得播客中一个参议员的名字，以及听某个我不记得名字的女人描述的马来西亚经济的大致状况，我就觉得很好。但我对此无所谓——我喜欢主持人的声音，也许毕竟有「一般常识」这回事。\r\n\r\n我确实认为，最重要的是对自己诚实。如果你读书纯粹是为了好玩，那就尽可能多地去玩，不要回头看。但如果你是为了知识而读书，请注意这是完全不同的事情。", + "type": "text/markdown", + "caption": " 如何阅读\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How to read" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Incremental reading.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Incremental reading.json" new file mode 100644 index 0000000..fdf7b0e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Incremental reading.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Incremental reading", + "text": "# 渐进阅读\r\n\r\n **渐进阅读** 是一种软件辅助[学习](https://en.wikipedia.org/wiki/Learning)和在[阅读](https://en.wikipedia.org/wiki/Reading)中记住信息的方法，它涉及从电子版文章中制作[抽认卡](https://en.wikipedia.org/wiki/Flashcard)。“渐进阅读”意味着“分次阅读”。该方法的工作方式是保持一个很长的电子文章或书籍的阅读清单（通常是几十或几百篇），并在每个时段阅读几篇文章的部分内容，而不是一篇一篇的线性阅读。阅读列表中的文章优先次序由用户确定。在阅读过程中，文章的关键点将分解成抽认卡，然后在[间隔重复](https://en.wikipedia.org/wiki/Spaced_repetition)算法的帮助下，进行长期的学习和复习。\r\n\r\n在渐进阅读的后期阶段使用抽认卡的依据，是[间隔效应](https://en.wikipedia.org/wiki/Spacing_effect)（每次学习在时间上间隔开，学习效果更好的现象）和[测试效应](https://en.wikipedia.org/wiki/Testing_effect)（有学习时间用于通过测试提取要记住的信息，长期记忆会增强）。它针对的是那些试图[终身学习](https://en.wikipedia.org/wiki/Lifelong_learning)，吸收大量信息的人，特别是当这些信息来源各不相同时。\r\n\r\n## 历史\r\n\r\n一般认为渐进阅读是由波兰软件开发者[Piotr Wozniak](https://en.wikipedia.org/wiki/Piotr_Woźniak_(researcher))创造的。他于 1999 年在 [SuperMemo 99](https://en.wikipedia.org/wiki/SuperMemo) 中实现了渐进阅读的第一个版本，为其提供了基本工具：一个按优先次序排列的阅读列表，摘录部分文章内容以及创建[填空题](https://en.wikipedia.org/wiki/Cloze_test)的能力。[[1]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-1）“渐进阅读”一词是第二年在 [SuperMemo 2000](https://en.wikipedia.org/wiki/SuperMemo)上出现的。[[2]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-2)后来的 SuperMemo 程序增强了相关工具和技术，如网页导入、材料过载处理等。[[3]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-3)\r\n\r\n2007 年出现了对文本编辑器 [Emacs](https://en.wikipedia.org/wiki/Emacs) 的渐进阅读支持，但比较有限。[[4]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-4)\r\n\r\n之后， 在 2011 年发布了一个 [Anki](https://en.wikipedia.org/wiki/Anki_(software)) 的渐进阅读插件；[[5]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-5)对于 Anki 2.0 和 2.1，有另外一个插件可用。[[6]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-6)\r\n\r\n继渐进阅读之后，[Piotr Wozniak](https://en.wikipedia.org/wiki/Piotr_Wozniak_(researcher)) 又发明了一系列相关概念：渐进图像学习、渐进视频、渐进音频、渐进邮件处理、渐进问题解决，以及渐进写作。他用“渐进学习”来整体指代这些概念。[[7]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-7)\r\n\r\n##方法\r\n\r\n阅读电子文章的过程中，用户摘录最重要的部分（类似于在纸质文章上划线或加亮），并将其逐渐提炼为[抽认卡](https://en.wikipedia.org/wiki/Flashcards)。抽认卡是以一问一答呈现的信息（从而有可能实现[主动回忆](https://en.wikipedia.org/wiki/Active_recall)）。[挖空卡片](https://en.wikipedia.org/wiki/Cloze_deletions)经常用于渐进阅读，因为在文本中挖空创建卡片很容易。摘录和抽认卡的时间安排都是独立于原本文章的。\r\n\r\n随着时间推移以及复习的进行，文章应该逐渐转化为文本摘录，而文本摘录则转化为抽认卡。因此，通过渐进阅读，电子文章的信息会逐渐拆解为抽认卡。\r\n\r\n与摘录相反，抽认卡通过[主动回忆](https://en.wikipedia.org/wiki/Active_recall)进行复习。这意味着诸如“乔治-华盛顿是第一位美国总统”这样的摘录最终必须转化为问题，如“谁是第一位美国总统？”（答案：乔治-华盛顿），或“乔治-华盛顿是谁？”（答案：第一位美国总统）等，或[填空题](https://en.wikipedia.org/wiki/Cloze_deletion)如“[……]是第一位美国总统”，“乔治-华盛顿是[……]”等。\r\n\r\n这个制作抽认卡的过程是半自动化的——读者选择要学习的材料并编辑问题的精确措辞，而软件则协助确定文章的优先次序和抽认卡的制作，并进行调度：软件依照其[间隔重复](https://en.wikipedia.org/wiki/Spaced_repetition)算法的规则，计算出读者复习每块内容的时间。这意味着所有经过处理的信息都会以越来越长的时间间隔呈现。\r\n\r\n单篇文章阅读多少内容，是和[注意力持续时间]成比例的。而注意力持续时间取决于用户自己，用户当时心情，文章本身等因素。根据 [Piotr Wozniak](https://en.wikipedia.org/wiki/Piotr_Wozniak_(researcher)) 的说法，渐进阅读显著提升了注意力。[[8]](https://en.wikipedia.org/wiki/Incremental_reading#cite_note-8)\r\n\r\n没有间隔重复，同时学习几十个主题时，读者会很快迷失在大量的信息中。倘若有了间隔重复，处理完材料之后，读者便有可能记住材料的一些内容。\r\n\r\n## 参考文献\r\n\r\n1. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-1)** [“渐进阅读的历史”](http://super-memory.com/help/il.htm#History_of_incremental_learning)。2017年12月10日检索。SuperMemo 99 迈出了高效阅读电子文章的第一步，引入了阅读列表和原始的阅读工具：摘录和挖空。阅读列表是将阅读文章按优先级排列的列表。摘录可以将较长的文章分割成较短的片段。挖空可以通过句中挖空将短句子转换成问答形式。\r\n\r\n2. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-2)** [“渐进阅读的历史”](http://super-memory.com/help/il.htm#History_of_incremental_learning)。2018 年 1 月 3 日检索。SuperMemo 2000 通过引入渐进阅读的概念，大大提高了阅读的效率。\r\n\r\n3. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-3)** [\"渐进阅读的历史\"](http://super-memory.com/help/il.htm#History_of_incremental_learning)。2018 年 1 月 3 日检索。\r\n\r\n4. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-4)** [\"Emacs Wiki: Recent changes to \"Incremental Reading\"\"](https://www.emacswiki.org/emacs?action=rc;all=1;from=1;showit=1;rcidonly=IncrementalReading)。2007 年 2 月 25 日。2017 年 12 月 31 日检索。\r\n\r\n5. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-5)** Frank Raiser(2011年3月15日)。[Anki 渐进阅读](http://frankraiser.de/drupal/AnkiIR).2017 年 12 月 31 日检索。\r\n\r\n6. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-6)** [Incremental Reading v4.9.13](https://ankiweb.net/shared/info/935264945).来自 AnkiWeb. October 13, 2018.2019 年 3 月 16 日检索。\r\n\r\n7. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-7)** [渐进学习的组成部分](http://super-memory.com/help/il.htm#Components_of_incremental_learning)。2018 年 1 月 3 日检索。\r\n\r\n8. **[^](https://en.wikipedia.org/wiki/Incremental_reading#cite_ref-8)** Piotr Wozniak. [渐进阅读的优势：提高注意力](https://www.supermemo.com/help/read.htm#Attention)。2017年12月12日检索。\r\n\r\n## 外部链接\r\n\r\n- [Kevin Purdy, *利用渐进阅读来记忆大量数据* (lifehacker.com)](https://lifehacker.com/5597373/use-incremental-reading-to-memorize-large-batches-of-data)\r\n\r\n- [tedegraph-mobile](https://play.google.com/store/apps/details?id=org.tedegraph.tedegraph)\r\n\r\n- [tedegraph](https://github.com/lucidl/tedegraph/)", + "type": "text/markdown", + "caption": " 渐进阅读\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Incremental reading" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_JANKI METHOD REFINED.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_JANKI METHOD REFINED.json" new file mode 100644 index 0000000..399d26a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_JANKI METHOD REFINED.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/JANKI METHOD REFINED", + "text": "# 完善 Janki 方法\r\n\r\n原文：[JANKI METHOD REFINED](https://www.jackkinsella.ie/articles/janki-method-refined)\r\n\r\n## 建议，捷径，对原有方法的修改\r\n\r\n在过去的几年里，我就[使用间隔重复抽认卡来加速编程学习](http://www.oxbridgenotes.com/other/web_development_flashcards)大作了一番[讨论](http://www.jackkinsella.ie/2011/12/05/janki-method.html)。但我意识到太新颖的想法难以评估其功用，所以这篇文章的目的，是基于我早期的热情之作，在又一年日日不间断的卡片复习之后，进一步优化我的方法论。\r\n\r\n为了给我和读者节省时间，我已经把内容浓缩成论点的形式。每个小节代表了我的学习策略中加入的一个原则，其指导方针是在最短的时间内学习尽可能多的材料。\r\n\r\n### 1. 截图卡片优于纯文本卡片\r\n\r\n我最早的方法是将纯文本代码片段粘贴到我的牌组里。而我现在都是把代码示例截图（利用快捷键），这些代码有的是我在文本编辑器中打开的、有的来自编程书籍，有的来自诸如 Stack Overflow 之类的网站。我不需要在 Anki 中再次键入代码，便节省了时间。我还能顺带获得语法高亮显示，于是我阅读卡片更快了，复习速度也有提升。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/scrapbook-expert.jpeg]]\r\n\r\n请允许我插嘴说一说非严格的 Tim Ferris 风格的的科学直觉：我认为把事实做成卡片后，在卡片中用图像记录事实的来源，是有助于记忆卡片的，因为 i) 基于位置的记忆比其他种类的记忆更强；ii) 颜色、字体和网站 URL 形成的记忆，比全是文本的卡片更丰富、更独特，因此更容易被记忆。\r\n\r\n### 2. 关注可用功能而不是细节\r\n\r\n最初，我将每个函数的详细信息放入我的牌组中，包括类名、返回值及其类型、参数列表和参数顺序。这些年来，我发现一旦加上其他编程语言一起学习，这些信息就很难记住了，尤其是函数名称相似，但用法略有不同的时候 (例如 each())。编程语言之间跳转的过程中，我意识到，这种详细的信息仅能短期提升速度，但很快就失效了。尽管如此，我很高兴我有一门“母语”语言 (对我来说是Ruby) 我是熟悉到掌握了大量细节的，因为这意味着我可以快速地写出个人实用软件、顺手的工具和脚本。\r\n\r\n更重要的是要记住哪些内置函数是语言提供的，以及哪些服务在操作系统或协议中存在的。我为各种 Linux 命令或有用的 Javascript 内置窗口属性创建卡片。\r\n\r\n有时我会制作「混合卡」——这是我自创的术语。这种卡片总结了某个命令是什么，也囊括了操作中的细节。为此，我在卡片背面先回答「它是什么」，再跟上深入的描述或者实际使用中的代码 (包含真实参数与输出)，就像语言学习者为新词汇提供例句一样。我复习时可以瞟一眼这个函数的真实用例，但我并不尝试去背下它。如果之后我恰好有项目需要卡片中描述的特性，我把这些卡片单拎出来 (利用 Anki 的强记模式)，并学习卡片上更细节的信息。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/hybrid.jpeg]]\r\n\r\n### 3. 剪贴簿卡片\r\n\r\n平面设计师有制作剪贴簿的习惯，在剪贴簿中保存他们欣赏的艺术作品和设计，未来的项目需要寻找灵感时可供参考。程序员也可以效仿。一看到特别优雅、高效或聪明的代码片段，就将其放入牌组中，无论代码是在代码库、博客，随手写下的笔记还是抓取的屏幕截图中发现的。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/characterising-variable-names.jpeg]]\r\n\r\n为了将代码示例的照片转换为对 Anki 友好的问题/答案对，我创建了一张卡片，放上代码的屏幕截图，截图前面有个问题，大概是这样的：「这个代码好在哪里？」在我的回答中，我将这项技术的优点列成项目符号列表，这样强制自己认清究竟学到什么，并用语言表达出来，而不停留在隐隐约约地无言欣赏。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/abstain-generic-variable-names.jpeg]]\r\n\r\n有时我反过来分析糟糕的代码，制作卡片问「这是怎么回事？」，这样又能针对糟糕代码建立规则或建议。这两个过程的最终目标，都是让我自己编程时快速判断代码质量。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/IMG_669C6DDCBEB9-1.jpeg]]\r\n\r\n### 4. 有序信息不易于 Anki 化\r\n\r\n一开始，我认为所有的技术知识都能很好地 Anki 化。从那以后，我降低了我的热情，并注意到一个重大例外：顺序/结构至关重要的信息。例如，我制作了大量卡片描述在服务器上设置 SSH 密钥，这是笔记本电脑和远程服务器之间复杂的、多步骤的舞蹈。尽管我借助 Anki 复习，但我从来没有在实践中记起完整的这一有序过程，总是求助于在线指南。我 Anki 化并复习 SSH 秘钥设置规则的时间被浪费了。\r\n\r\n我不确定我失败的确切原因。也许我为这类信息创建抽认卡的办法不对，我该多做一些 SSH 卡片，来询问某个步骤在另一个步骤的之前还是之后。但我的直觉是，创建这么多额外的卡片是糟糕的无底洞，我宁愿维护一个这项过程的清单，用的时候再查看。\r\n\r\n### 5. 暂停学习不需要的技术。在需要的时候使用强记模式。\r\n\r\n边缘技术是我的工作中偶尔用到的语言、库、功能集和概念，我认为在有限的复习时间里复习这些技术不是很好。某个项目需要边缘技术，这个情境下我会制作相关材料的卡片 (例如，去年在 Web 应用程序中使用 Backbone)，但之后我会暂停对这些卡片的复习。如果出现另一个项目也使用该技术，我会在项目开始之前使用 Anki 的 **强记功能** 快速复习该技术。如果这样的项目永远不出现，我会无限期地暂停这些卡，也许再也不会使用了。\r\n\r\n你可能会指出，为边缘技术制作 Anki 卡片首先很浪费。也许对你来说是浪费，但是 i) 我发现很难在第一次遇到时就能分辨边缘技术和核心技术，而且，ii) 我发现主动地将技术材料转化为问题和答案这一练习，不仅让我阅读更专注，而且帮助我更快地审视文本以获取可行的信息。\r\n\r\n### 6. 降低强度\r\n\r\n标准的 SRS 使用理论（也是 P. Wozniak 所拥护的）要求我们任何一天都要把当天牌组中到期的所有卡片都复习完，才能以最高效率将知识转化为长期记忆。我这么做了差不多两年，但我感觉这样的复习负担太重了。为了应对这个问题，我限制我的编程牌组的最大复习数量为每天 40 张，并修改了 Anki 中的牌组设置，来提升简单奖励 (评分为简单的卡片间隔会增加额外时间)，以及间隔修饰符 (任何卡片复习之间的间隔)。这个简单奖励的选项让简单的卡片出示次数更少 (对我来说已不构成挑战了，而且往往是我的牌组中更高级概念的基石，所以这样权衡是合理的)，而间隔修饰符调整了算法，让所有卡片之间间隔更大，无论卡片难度，也就是说每次复习之间隔得更久，每天早上需要复习的更少。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/lower-intensity.jpeg]]\r\n\r\n我为缩短复习时间付出的代价是，我可能不会沿着「遗忘曲线」复习，这样全局看来是低效的学习策略。我还可以接受，因为我知道编程语言来来去去，而且我意识到 10 年后我可能就不编程了，我的首要目标就是此时此刻，我能飞一般地写程序，能写多快就有多快。此外，如果缩短复习时间，能确保你坚持复习，降低效率是合理的代价，其作用类似困难的减肥节食计划中的欺骗日。\r\n\r\n### 7. 边阅读边编号\r\n\r\n我在阅读纸质编程教科书时，一看到我想放进 Anki 里的内容，我便在旁边空白处标号 (1, 2, 3...)，再写上简短的提示，如「文件系统效率」。书读完后，我再扫视一遍，要是觉得标号的点还值得记忆，我便添加 Anki 卡片。\r\n\r\n我这样做的原因是：i) 要是看到一个点就靠到笔记本电脑前做 Anki 卡片，就会打破阅读的心流，因此批量处理更省时间 ii) 一些教科书作者在后续章节会对一个论点做更深入说明，而我的卡片牌组里只使用最佳描述，所以我这样做。\r\n\r\n### 8. 强调独立于语言的模因\r\n\r\n随着我学习更多编程语言和库，我逐渐意识到，应用 Janki 方法学习我的第一门编程语言 Ruby 后， 我学到了 “模因”，即在其他语言中再次出现的元素。这便是 Janki 方法的一部分价值。例如，Ruby 的 Enumerable 模块有「函数式」的方法，如 each(), map(), select(), reject(), zip() 等。这些方法在 Javascript、Lisp、Python 和各种库中（如 Javascript的 Underscore 库）同样出现了，其名称大抵相同。了解这些函数的含义以及使用方法后，学习新的语言环境便更快了。类似地，掌握 Linux 与文件交互的细节之后， Ruby、C 和 Python 中的文件与 IO 交互方法更明晰。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/explanation-card.jpeg]]\r\n\r\n对于区分独立于语言的模因和「此语言独占」的想法，我没有足够简单的办法，只有一些粗略的经验法则。优雅代码和丑陋代码（比如魔数）在其他语言环境中常常有相仿案例（如果还没有，也能很有效地复制过去）与操作系统交互的函数 (线程，IO)，只要没有经过抽象，与类似操作系统上运行的语言都共享相同的理念 (linux, Android, iOS, Windows)；很多语言的正则表达式很相似 (虽然语法变种很多，这点很烦); 二进制数学、字符编码、性能优化、调试、面向对象编程等概念，在不同语言之间历久弥新。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/IMG_4F99DF5CCBF2-1.jpeg]]\r\n\r\n### 9. 反复答错后自己执行代码\r\n\r\n我若意识到自己多次答错某张卡了，便会在控制台中测试该代码，或者进行类似操作 (例如，对于 Vim 命令，我会在 Vim 中输入快捷键)。我至少这样连着操作两次，这样我的手指就能记住命令，也能向我证明代码能跑起来，并让我理解上下文，由此种种，我下次更有可能记住它。\r\n\r\n### 10. 为卡片的用途头脑风暴。或将其删除。\r\n\r\n我复习到的卡片若是包含我从未使用过的编程特性，我便问自己：是这个特性在现实世界里就是没什么用场，还是问题在我，没有下足功夫去找用例？为了回答这个问题，我会结合我手头上的项目进行头脑风暴，来探索这种特性的可能用法，即便有时想的东西很可笑。我得以应用所学的知识，而且要是我找不出合适的用例，我就认输，之后删除这个卡片，裁剪牌组中的不必要内容。\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/brainstorm-uses.jpeg]]\r\n\r\n### 11. 把重点加粗\r\n\r\n我们总会想尽办法减少花在复习牌组上的时间。一个简单而有效的解决方案是把问题或答案中的关键字或要点加粗，或者把两者中的关键字都加粗。这个技巧特别适合一些内容相似的卡片，比如一些卡片解释的异常都在同一命名空间或者同一类下面。多年来在网上浏览文本，我们的眼睛很擅长清晰辨识粗体文本，我发现仅仅是在你的 Anki 卡片上看到粗体字体就足以唤起记忆，并激发所需的答案，节省了你原本需要阅读整张卡片的时间。在你的复习中尽可能快地触发记忆，然后继续前进。\r\n\r\n##### 不加粗很难浏览\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/unbolded.jpeg]]\r\n\r\n##### 与带有粗体的版本比较\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/bolded.jpeg]]\r\n\r\n### 12. 最佳实践卡\r\n\r\n无论是通过与更好的程序员配对，观看带有解说的视频，还是阅读 Github 的评论，一旦我了解到一条最佳实践，我都会将其转化为卡片。目前为止还很常规。但在我复习这些卡片时，我采取的办法与普通讲事实的卡片不一样：如果我最近在工作流中没有做到最佳实践，卡片就需要重新来过。与单纯的事实性卡片不一样，仅仅知道最佳实践存在是无济于事的；最佳实践卡片要让我掌握这种实践，而卡片反复失败会带来愧疚，我便会受刺激向最佳实践靠拢。\r\n\r\n### 13. 题目与解说卡\r\n\r\n有时你不希望只学习事实，而需要学习一种技术、方法论或心理算法。这时候 (例如，学习二进制数的乘法)，我会制作一些卡片，其问题是题目，答案是题目的解答。每当我复习这些卡片，我都会力图解答题目，如果我答案错了，我就会让卡片重新来过。我发现在卡片背面解释我是如何计算出解的 (即方法论)，很有必要，这样我就可以提醒自己，如果我做错了，应该怎么做。\r\n\r\n##### 比较这两张卡片，一张没有解释：\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/no-explanation.jpeg]]\r\n\r\n##### 和一个有解释的：\r\n\r\n[img [img|https://confessions-production.s3.amazonaws.com/uploads/janki-refined-images/explanation.jpeg]]\r\n\r\n一个相关的变种做法是，我为某次出错的 bug/命令及其解决办法制作卡片，但附上对该命令的深入解释。", + "type": "text/markdown", + "caption": " 完善 Janki 方法\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "JANKI METHOD REFINED" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Memorizing a programming language using spaced repetition software.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Memorizing a programming language using spaced repetition software.json" new file mode 100644 index 0000000..e739b6b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Memorizing a programming language using spaced repetition software.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Memorizing a programming language using spaced repetition software", + "text": "# 用间隔重复软件记住一门编程语言\r\n\r\n原文：[Memorizing a programming language using spaced repetition software | Derek Sivers](https://sive.rs/srs)\r\n\r\n2013-01-06\r\n\r\n这个项目我已经做了一年了，这是 **我14年的编程经历中最有帮助的学习技巧** 。\r\n\r\n### Background：\r\n\r\n我是一个中等水平的程序员，没有为此去上学。我只在必要时学习，因为我搭建了一个网站，而这个网站越来越火，我又雇不起程序员，所以我只好拿起几本关于 PHP、SQL、Linux 和 Apache 的书，学到的东西只够让网站工作，然后用这些小知识做了好几年。\r\n\r\n但是后来，我和一位专业的程序员一同工作，我被他的专业水平折服了！所有这些命令和函数从他指尖毫不费力的流出。我们使用同一门编程语言，但是 **他掌握的实在是太多了** ，以至于我感觉就像一个懵懂小孩与大学教授坐在一起。我非常想达到那种熟练程度。\r\n\r\n这引起了我的思考：这些年里，有多少知识是我 **学习过又很快忘记的** 。我阅读了很多书和文章，学习过许多有用的知识点，并且立刻实践。但是后来我分了心，忘记了那些知识，又重新回到了我原来做事的方式。\r\n\r\n我想深深地记住编程语言的命令和技巧，不忘记它们，以便在我需要的时候，它们能浮现在眼前。\r\n\r\n### 间隔重复：\r\n\r\n当你听到一个新的事实，你容易很快忘记，除非它不断在你的脑海中重复。\r\n\r\n通过把自己沉浸在某门语言中你可以凑巧做到不断重复新学的内容，比如你学到的新词碰巧被提起。\r\n\r\n但是对记忆的研究表明， **记住一个新事实最高效的时间恰好是你将遗忘它的时候** 。\r\n\r\n[[img [遗忘曲线|https://sive.rs/images/forgetting-curve-srs.jpg]]](http://quantifiedself.com/2012/06/spaced-repetition-and-learning/)\r\n\r\n比方说，如果你学了一个外语的新单词，你在听完几分钟后再练习，然后是几个小时，第二天，然后是 2 天，5 天，然后是 10 天，3 周，6 周，3 个月，8 个月，等等。一段时间后，它基本上就被永久地记住了，只需偶尔提醒一下。\r\n\r\n **间隔重复软件就是这么帮助你的** ，所以你只需 **给间隔重复软件一系列你需要记忆的知识，然后一天做一次小测试，软件将根据你的反馈结果来确定复习间隔。** 在每次小测试之后，如果你觉得容易，这个知识点在很长时间内都不会再重复。但如果你觉得被难住了，软件将在几分钟之内再次提问，直到你掌握了知识点。\r\n\r\n **到 [apps.ankiweb.net](https://apps.ankiweb.net/) 并下载 Anki** 。 这是个流行的免费开源间隔重复软件。\r\n\r\n至于编程，你知道我要说什么。\r\n\r\n如果你能 **记忆你所选择的编程语言的一切** 呢？所有命令，每个参数，各种函数，大部分常见问题的每一个解决方案，都被你的指尖牢牢记住？想象一下，翻阅一篇文档或一本书， **永久地记住其中的每一个字** \r\n\r\n介绍到此为止，我们来讨论一下如何做：\r\n\r\n### 首先，学起来！\r\n\r\n **抽认卡片适用于\\*记住*\\所学知识。** \r\n\r\n在你建立某一知识的抽认卡片之前，其实你需要 **学习并理解这个知识。** 在你很好掌握之后再建立抽认卡片。\r\n\r\n（这就是为什么看别人的抽认卡片帮助不大的原因。抽认卡片只是用来辅助记忆的。）\r\n\r\n### 把知识转变成许多小的知识点：\r\n\r\n在制作一系列抽认卡片的时候，在正面写上问题，在反面写上答案。\r\n\r\n如果你只是用抽认卡片来记忆外语单词，那么抽认卡片的设计非常简单。在正面写上一个单词或短语，背面写上翻译，反之亦然。\r\n\r\n[img [example chinese flash card question|https://sive.rs/images/anki-cn-1.png]]\r\n\r\n[img [example chinese flash card answer|https://sive.rs/images/anki-cn-2.png]]\r\n\r\n[img [example chinese flash card question|https://sive.rs/images/anki-cn-3.png]]\r\n\r\n[img [example chinese flash card answer|https://sive.rs/images/anki-cn-4.png]]\r\n\r\n但是，如果你要学习其他东西，你就得在制作自己的抽认卡时投入一点技艺和创意。\r\n\r\n要花一些功夫来读你想记住的片段，挑出关键的事实，把它们分解成不可再分的最小片段，并把它们编成问题，用来考查未来的自己。\r\n\r\n以下是我一年来做这件事的省时建议：\r\n\r\n#### 把散落的文字变成代码\r\n\r\n如果你在阅读一本关于编程的教程时，看到一段描述一个特性的文字。\r\n\r\n>「加法（+）运算符...如果只有一个操作数是字符串，另一个操作数被转为字符串，那么结果是两个字符串的连接。」\r\n\r\n你自己测试了一下，玩了一下，就明白了。所以你做了一张抽认卡来记住它。\r\n\r\n```\r\n\r\n var a = 5 + '5';\r\n\r\n // a 的值是什么？\r\n\r\n '55'\r\n\r\n 如果 + 号的任何一边是一个字符串，另一边就会\r\n\r\n 先转换为字符串，再像字符串一样相加\r\n\r\n```\r\n\r\n#### 尝试检测未来的自己\r\n\r\n有时你会学到一个 「疑点」——一个常见的错误或出人意料的特性。\r\n\r\n>「如果向数组构造函数传递一个数字，它将按这个数字的长度来建立一个空数组。任何其他变量的组合都会创建一个包含这些变量的数组。」\r\n\r\n你自己测试一下，玩一玩，了解一下。然后做两张抽认卡，尝试检测一下未来的自己。\r\n\r\n```\r\n\r\n var a = new Array('5');\r\n\r\n // a 的值是什么？\r\n\r\n 只有一个元素的数组，字符串 '5'：['5'];\r\n\r\n```\r\n\r\n...然后是几乎一模一样的问题...\r\n\r\n```\r\n\r\n var a = new Array(5);\r\n\r\n // a 的值是什么？\r\n\r\n 一个长度为 5 的空数组。\r\n\r\n```\r\n\r\n当程序对你进行测验时，卡片会被打乱，因此希望你的例子能有意地吸引你的注意力。\r\n\r\n你也可以尝试用更复杂的例子来检测自己，让这些问题在你脑海中记忆犹新：\r\n\r\n```\r\n\r\n var a = [20, 10, 5, 1];\r\n\r\n // a.sort() 的结果是什么？\r\n\r\n [1, 10, 20, 5]\r\n\r\n // sort 将所有值视为字符串\r\n\r\n```\r\n\r\n不要忘记 **用这个结果检测自己：** \r\n\r\n```\r\n\r\n var a = [20, 10, 5, 1];\r\n\r\n // 按数值大小顺序排序\r\n\r\n function compare(v1, v2) { return(v1 — v2); }\r\n\r\n a.sort(compare);\r\n\r\n```\r\n\r\n#### 保存很酷的技巧\r\n\r\n如果你发现一个你想记住的很酷的技巧，可以把它变成一个小挑战的答案。\r\n\r\n```\r\n\r\n var albums = [\r\n\r\n {name: 'Beatles', title: 'White Album', price: 15},\r\n\r\n {name: 'Zeppelin', title: 'II', price: 7}];\r\n\r\n // 让下面的代码能够运行：\r\n\r\n albums.sort(by('name'));\r\n\r\n albums.sort(by('title'));\r\n\r\n albums.sort(by('price'));\r\n\r\n function by(propName) {\r\n\r\n return function(obj1, obj2) {\r\n\r\n v1 = obj1[propName];\r\n\r\n v2 = obj2[propName];\r\n\r\n if (v1 < v2) { return -1; }\r\n\r\n else if (v1 > v2) { return 1; }\r\n\r\n else { return 0; }\r\n\r\n };\r\n\r\n }\r\n\r\n```\r\n\r\n#### 要求包含多种解决方案的答案\r\n\r\n如果做某事有不止一种方法，而你想把它们都记住，以便将来能想出不止一种解决方案，那么你可以把两种方案都记在脑海中。\r\n\r\n```\r\n\r\n s = 'string like this'\r\n\r\n # 在 Ruby 中，展示两种把它变成 'String Like This' 的方法\r\n\r\n s.split.map(&:capitalize).join(' ')\r\n\r\n s.gsub(/\\b\\S/) {|x| x.upcase}\r\n\r\n```\r\n\r\n#### 把宽泛的概念变成言简意赅的例子\r\n\r\n假设你刚刚花了 20 分钟学习一些概念性较强的知识，没那么多具体的功能需要记住。这时你只需要一个简洁的例子来提醒自己这个概念。\r\n\r\n```\r\n\r\n /(a(b)((c)d))/.match('abcd')\r\n\r\n # $1, $2, $3, $4 的值是什么?\r\n\r\n $1 = 'abcd'\r\n\r\n $2 = 'b'\r\n\r\n $3 = 'cd'\r\n\r\n $4 = 'c'\r\n\r\n```\r\n\r\n其他例子：\r\n\r\n```\r\n\r\n class C\r\n\r\n self\r\n\r\n end\r\n\r\n class D < C\r\n\r\n end\r\n\r\n d1 = D.new\r\n\r\n # 哪一个对象是 self？\r\n\r\n class D\r\n\r\n```\r\n\r\n#### 阅读彼得·沃兹尼亚克所著的《[知识表述的 20 条规则](https://www.supermemo.com/en/articles/20rules)》\r\n\r\n有关制卡的最佳建议出自一篇名为《知识表述的 20 条规则》的文章，作者是彼得·沃兹尼亚克 ，网址：[supermemo.com/en/articles/20rules](https://www.supermemo.com/en/articles/20rules)。希望大家能读一下。\r\n\r\n### 每日练习\r\n\r\n为了达到最佳效果，你需要每天打开一次间隔重复软件。如果你太久没有这样做，你将前功尽弃，并且不得不重新学习你本应记住的东西。\r\n\r\n **只需要每天 20 分钟，你可以记住成千上万条知识。** 我把它当作早晨的例行事项。泡一杯茶，用一会儿 Anki，然后喝茶。\r\n\r\n在你测试自己时产生肾上腺素，让自己以最快的速度前进，是一件非常有趣的事情。\r\n\r\n这就像一种去精神健身房的旅程。每天 20 分钟的小强度训练，无论是考虑眼前还是长期的影响都很值当。\r\n\r\n随时增加新卡片，你将会惊喜地发现所有知识都清晰地印在你的脑海中。\r\n\r\n### 总结\r\n\r\n我已经这样练习了一年，这大大促进了我写代码的流畅度。如你所见，我强烈推荐这个方法。\r\n\r\n你可以[向我发邮件](https://sive.rs/contact)来让我知道这种方法对你效果如何。\r\n\r\n### 进一步阅读：\r\n\r\n[Jack Kinsella 所著的《JAnki：写给程序员们的 13 条 Anki 使用经验》](https://www.jackkinsella.ie/articles/janki-method-refined)是一篇关于相同方法的好文章，有些地方比我写得更好。\r\n\r\n你可以用 Anki 来学习[所有知识](https://quantifiedself.com/blog/spaced-repetition-and-learning/)。\r\n\r\n[Michael Nielsen 所著的《增强长期记忆》](http://augmentingcognition.com/ltm.html)是一篇讲述用 Anki 学习任何知识的好文章。\r\n\r\n阅读[《连线》对彼得·沃兹尼亚克的访谈](https://www.wired.com/2008/04/ff-wozniak/) ——把这个方法推向极限的人的故事。\r\n\r\n© 2013 [Derek Sivers](https://sive.rs/).\r\n\r\n# Copy & share: [sive.rs/srs](https://sive.rs/srs)", + "type": "text/markdown", + "caption": " 用间隔重复软件记住一门编程语言\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Memorizing a programming language using spaced repetition software" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_No Teachers, No Class, No Homework; Would You Send Your Kids Here.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_No Teachers, No Class, No Homework; Would You Send Your Kids Here.json" new file mode 100644 index 0000000..c910baa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_No Teachers, No Class, No Homework; Would You Send Your Kids Here.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/No Teachers, No Class, No Homework; Would You Send Your Kids Here", + "text": "# 没有老师，没有班级，没有作业：你会送孩子到这里来吗？\r\n\r\n民主学校或许是百年来最激进的教育实验。\r\n\r\n作者：[Emily Chertoff](https://www.theatlantic.com/author/emily-chertoff/)\r\n\r\n2012 年 12 月 12 日\r\n\r\n[img [asneillban.jpg|https://cdn.theatlantic.com/media/mt/national/asneillban.jpg]]\r\n\r\nA.S. Neill 在夏山学校的教室（John Walmsley 摄）\r\n\r\n距离波士顿不远，马萨诸塞州的乡村中，大约 200 名各个年龄段的学生参与了一项激进的实验。除非自愿，这些学生不用参加任何课程。他们可以花时间做任何想做的事情——阅读，玩电子游戏，烹饪，创作艺术，前提是不搞破坏和犯罪。共有 11 名成年人，称为「教职员工」；严格来说，没有人拥有「教师」头衔。孩子们制定规则，通过民主程序进行惩罚，社区中的每个成员都有一票——这意味着孩子们的票数几乎是成年人的 20 倍。与大多数私立学校不同，录取学生时不考虑他们的学习成绩。\r\n\r\n今年春天，心理学家、波士顿学院教授 Peter Gray 的新书将会聚焦于瑟谷学校。他的儿子在 20 世纪 80 年代就读于瑟谷学校。当时，Gray 是一名教授和神经生物学研究员，他的工作重点是哺乳动物的驱动机制 ，在实验室里研究大鼠和小鼠 ，但他的儿子在学校里的苦苦挣扎改变了他的工作重点。\r\n\r\n「他在学校里很不开心，而且很叛逆，」 Gray 在一次电话访谈里这么形容他的儿子。在四年级时，儿子劝 Gary 让他转学到瑟谷学校 。很明显他在那里能够「自由成长」，但 Gray 「对是否有人能从这样一所离经叛道的学校里毕业 ， 并继续接受高等教育抱有疑问。」\r\n\r\nGray 最终成为一名学习与发展心理学家，以便继续对瑟谷教育的成果进行[研究](http://www.jstor.org/stable/1084948) 。 这些成果令他叹为观止， Gray 描述他自己的儿子「早熟且善于表达」，他的问题不在于掌握学习材料本身，而是「浪费时间」——接受一般学校教育（即其平均教学进度和僵化的课程结构）所导致的 。\r\n\r\n但并非所有瑟谷学校的学生和校友都是自学者：「有些人被诊断出学习障碍。」另外，虽然有些孩子家庭背景优越，父母都积极支持他们寻求替代教育，但其他父母却别无选择。（Gray 提到他所研究的大部分学生都来自于公立学校，而非来自于私立学校）但是大部分学生在学校里表现得很好，并且校友在后续回访中也很满意他们的生活。所以为什么自学的学习者能够更好地适应成年人的生活？ Gray 开始探究原因。\r\n\r\n***\r\n\r\n要想让父母勃然大怒，只需叫他们不信任的人去教他们的孩子，教孩子去做、去说、去想父母不允许的事情。 虽说各家父母各不相同，但大都能达成一些共识，比如：大部分人都同意学校需要教给孩子高尚的道德观和良好的生活习惯 ，例如分享，批判性思维和共情等， 而不仅仅只是具体技能；大部分人都会同意开一门讲「个人责任」的课程；大部分人都会同意，要培养孩子的创造力和发展他们自身的兴趣爱好。\r\n\r\n有一些学校声称要直接教授这些价值观，它们被称为民主学校，但是大部分家长绝不会考虑送他们孩子去这样的学校，因为这些学校几乎全靠孩子自己管理。\r\n\r\n虽然民主学校之间有着显著的差别，但其基本观念是一样的。在管理学校时，不管是决定教授的课程或是设置宵禁的时间，决策的规则统一都是「一人一票」。不论学生的年纪是六岁或是十六岁，都和教师的选票被同等地计入决策。同时，因为在大多数学校里，教职工的群体远远没有学生群体庞大，故而最终的决策人会是孩子们。\r\n\r\n现存的民主学校中，最古老的就是[夏山学校](http://www.summerhillschool.co.uk/)，一所由英国教育家 A.S. Neill 在 1921 年创办的男女混合寄宿学校。在它创办时，大量非主流教育在英格兰涌现，但都以失败告终。但夏山学校，学生 100 人上下，还有大量国际学生，依旧欣欣向荣。1999 年和 2000 年，这所学校经历了一段艰难的时期，因为与英国国家认证机构 Ofsted 发生冲突，差点被关停，巡视员称这里的学生行为「粗鲁又任性」。官司打了很久，学校才最终得救。2007 年，它在历史上第一次收到[官方认可](http://www.guardian.co.uk/uk/2007/dec/01/ofsted.schools) 。巡视员做了个高度评价，[称赞](http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/CARE/SC024584)学生「全面、自信、成熟。」\r\n\r\n尽管没有英国的夏山知名度高，但瑟谷学校某种程度上是美国版夏山。在 20 世纪 60 年代末和 70 年代，「自由学校」的运动在美国正值其[顶峰](http://www.jstor.org/stable/20373543?seq=2) 。在很大程度上，其理想与反战运动，黑人运动和其他同一时代的理想主义的目标相吻合。同样的还有学校的反主流文化氛围和初具雏形的无政府主义氛围。在这样的背景下，1968 年，一位哥伦比亚大学科学史系的教授决定离开大学教学岗位，并在马萨诸塞州乡下成立了一所自由学校。过去四十多年里，一代代学生低调地毕业，学有所成。这所学校在教育圈外鲜为人知，但全世界已经产生了大约二十所依照瑟谷（也就是民主）原则运行的学校。\r\n\r\n当 Gray 开始研究瑟谷学校时，学校的第一届学生才刚刚毕业。虽然他在瑟谷学校所做的研究有限，但却启发 Gray 使得他把研究重心转移到学习、玩耍和教育上来。他同时是[非学校教育](https://www.theatlantic.com/national/archive/2012/08/schools-out-forever-parents-who-dont-believe-in-education/260944/)运动和瑟谷学校的坚定支持者, 并且他在自己即将出版的著作《玩耍精神》中主要着墨于此。特别地，他强调了瑟谷学校的[混龄社区](http://www.jstor.org/stable/23093728)——供四至十八岁孩子时不时地交流互动的地方。「年纪小的从其他孩子们身上学习，他们在和年纪较长的、能阅读的孩子们一起玩需要阅读的游戏中学习阅读。他们和其他孩子玩没法自己一个人玩的复杂的纸牌游戏。」其他的学生也在其中受益：「他们学着如何去关心，去帮助。他们意识到自己的成长。」\r\n\r\n对于年纪更小的孩子，混龄学制替代了师生的互动。传统教育和瑟谷学校都在某种程度上奏效，是因为它们发扬了「[近侧发展区](http://en.wikipedia.org/wiki/Zone_of_proximal_development)」这一理念：有些事情，儿童无法独立完成，但在帮助下就能做到。根据一些理论，和一个能力更强的人一同做事，孩子就会学习并掌握在近侧发展区内的活动技能。\r\n\r\n理论上来讲，一所学校不一定要民主才能允许混龄学制，（举个例子，）一些蒙特梭利学校允许有限程度的混龄。但同 Gray 指出的那样，在大多数学校里使用的严格的、按年纪区分的课程使得混龄制变得遥不可及。反过来说，要是瑟谷的所有孩子年纪都相仿，那么瑟谷学校「根本无法奏效。」\r\n\r\n在某种程度上，民主会议使得学校能够运行：民主学校给潜在的不受法律约束并且混乱的体制以框架。当同学间的警告不奏效时，这一机制能处理校园欺凌（在瑟谷学校几乎不存在）和破坏行为。这种方法，也是为共同体的法律精细化作贡献。「这所学校，」Gray 说道，「有一本非常厚重的规章制度册。」\r\n\r\n他举了一例。「几年前，有一个新来的十几岁的学生，穿着印有万字符的黑色皮夹克来到学校。这一行为的冒犯性，使得学校在集会上制定了一条规则，在学校里不能穿印有万字符服饰的衣服。」这条规则的提出激起了一场关于言论自由的边界的讨论，在 Gray 看来，「这值得最高法院来研究。」\r\n\r\n学生们很快发现言论管制和学校的民主价值观的矛盾。「有各种各样的人都在参与，大部分是青少年和员工，但每隔一段时间，也有年龄更小的孩子发言。而那些不发言的也会全神贯注地听，了解和学习历史，纳粹主义，以及为什么穿戴万字符是一个特例，为什么这会和戴镰刀锤子不一样。」会议最终通过了这条规定，进一步更大规模地禁止仇恨言论，引导学生辨别常规言论和仇恨言论。\r\n\r\n***\r\n\r\n今天存在的大部分大型的民主学校都曾有过优异的成就。瑟谷学校的成立者们曾汲汲于宣传他们学生[「成功满足『真实世界』的需求」](http://www.jstor.org/discover/10.2307/1084948?searchUrl=%2Faction%2FdoBasicSearch%3FQuery%3D%22sudbury%2Bvalley%22%2Bschool%26Search%3DSearch%26gw%3Djtx%26prq%3Dsudbury%2Bvalley%2Bschool%26hp%3D25%26acc%3Doff%26aori%3Doff%26wc%3Don%26fc%3Doff&Search=yes&uid=3739256&uid=2134&uid=2&uid=70&uid=4&sid=21101428664217) 。Gray 告诉我，他的研究指出，大约 75% 的瑟谷学校毕业生们继续去上了大学，而那些没有去的人也反馈他们的生活很充实。\r\n\r\n成功与否，部分取决于你认为的良好生活是什么样子。英国著名的自由学校，夏山学校，在 2011 年庆祝建校九十周年时，《卫报》从一些校友那[收集了反思和意见](http://www.guardian.co.uk/education/2011/aug/19/summerhill-school-at-90)。（有着严格的寄宿学校年级制度的英国人，自从夏山学校建立时就被其[深深地吸引](http://www.independent.co.uk/news/education/schools/summerhill-inside-englands-most-controversial-private-school-772976.html)住了。）在这群人中有艺术家，一位牙医和一位作家，许多人说，他们接受的教育让他们「喜欢上做自己。」\r\n\r\n Gray 在采访中坦白，很难搞清楚这些学生的成功是因为瑟谷，还是由于学校外的因素。相较于漫不经心、并不花多少精力择校、没有更多时间专注于此的家长，瑟谷的学生的父母能够通过调研并送孩子去这所学校，已经表明了其对孩子成长的充分参与，并给予了强力支持。每年 7800 美元（多个孩子在校则按比摊派）的[学费](http://www.sudval.com/03_admi_01.html)，很多在瑟谷学校上学的学生经济条件都相对优渥。\r\n\r\nJonathan Kozol 等作家坚持认为，来自低收入家庭和富裕家庭的孩子们都从另类教育中同等程度地受益。然而，因为实践困难重重，有关民主学校效率的数据很大程度上是没有实据，过于主观。因为民主教育从未大规模地在有着低收入或有困难的背景的学生间试验，很难知道其对于这些学生有多少帮助。\r\n\r\n和所有学校教育一样，你是否会受到民主学校的吸引取决于你更重视什么。你更希望你的孩子能够在经济和社会地位上更上一层楼，还是希望他做个格格不入的思想家？你更希望教你的孩子脚踏实地，在官场叱咤风云，还是倾向于她能学着参与一种近乎完美的民主？这不是一个非黑即白的抉择，但民主学校很大程度上强调后者的重要性。即使一些自诩先进的家长和老师认为这些学校不能带来全面发展。瑟谷学校模式常被人指摘，仅仅因为其没有教孩子一些成人必备知识，尽管提倡者认为大多数孩子最终都自学了他们成人需要的技能。你也可能认为，在一个更抽象的层面上，一些特定共有的基本知识能使我们成人（或者美国人），而这是瑟谷学校的学生所丧失的。（这是大学核心课程背后的精神，而且与瑟谷学校的哲学背道而驰。）\r\n\r\n瑟谷学校留存了下来，但是 20 世纪 60 和 70 年代建立的美国大多数民主学校都失败了。在 1986 一篇合著文章中， Gray 和瑟谷学校的员工 David Chanoff 对此做了反思：\r\n\r\n> 有无数所谓的自由学校在在二十世纪六七十年代开创，他们中的绝大多数都失败了。人们不愿意用他们的孩子冒险。当家长和老师们看到孩子们真正有得选的时候，如果不选择加入被大众认为的「学校活动」，他们就会焦灼，这是可以理解的。「如果我的孩子掉了队跟不上了怎么办？可能他在学校被宠坏了，纵容了他的坏习惯和不自律。或许他会考不上大学，找不到工作，工作不稳定，他的人生就毁了。」在许多方面，传统的学校教育或许不吸引人，但至少人们对它知根知底，而知根知底总比未知让人放心。事实上，在今天的美国，我们几乎没有一个不经学校教育而成功的榜样。自然，我们都有一种执念，认为这样的学校教育是成功至关重要的条件之一，其缺陷则忽略不记。\r\n\r\n>\r\n\r\n> 于是当一所非传统学校开始不那么像学校时，也就是说，当它真的「另类」时，成人（也包括很多孩子）会觉得它摇摇欲坠，要么关停，要么整改。\r\n\r\n很多人同意，现在十几岁、二十几岁的这代美国人，童年时受到的监管和拘束都是史无前例的。这些监管会持续吗？以及当这代人成为家长时，会因为曾太受压抑而更敢于对自己的孩子放手吗？让我们拭目以待。如果他们对所受到的培养方式积怨已久，那么有可能，民主学校对他们极具吸引力。\r\n\r\n[Emily Chertoff](https://www.theatlantic.com/author/emily-chertoff/)，前作家，国家频道《大西洋月刊》制作人。", + "type": "text/markdown", + "caption": " 没有老师，没有班级，没有作业：你会送孩子到这里来吗？\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "No Teachers, No Class, No Homework; Would You Send Your Kids Here" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Rules for Designing Precise Anki Cards.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Rules for Designing Precise Anki Cards.json" new file mode 100644 index 0000000..ead9ec3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Rules for Designing Precise Anki Cards.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Rules for Designing Precise Anki Cards", + "text": "# 设计明晰 Anki 卡片的规则\r\n\r\n原文：[Rules for Designing Precise Anki Cards - Control-Alt-Backspace (controlaltbackspace.org)](https://controlaltbackspace.org/memory/designing-precise-cards/)\r\n\r\n在 Anki 中复习是很容易的：你只要回答问题，然后按一个按钮来反馈你对知识的记忆程度。不过，制作复习卡片本身就是复杂的学问，既是艺术，也是科学。学习过程中，卡片可能使你轻松地高效学习，也可能让你备受折磨而效果平平，达成何种结果正是取决于你的制卡水平。因此，卡片设计是间隔重复使用的最基本技能，值得花一些时间来学习如何做好它。\r\n\r\n在接下来的几篇关于为间隔重复系统创建卡片的文章中，我将经常提到SuperMemo的[制定知识的二十条规则](http://super-memory.com/articles/20rules.htm)。这份文件在间隔重复群体中的重要性和影响力怎么强调都不为过，如果你没有读过，你应该现在去读，或者至少把它放在你的阅读清单上。事实上，你应该读两遍，尝试熟记其中的原则，并在你学习更多关于间隔重复的知识时，不断返回并重读它--它是那种每每重读，都能温故知新的经典。（译者按：你甚至也可以用间隔重复记住这20条原则！）\r\n\r\n## 提出正确问题的重要性\r\n\r\nSRS 非常擅长辅助记忆那些你输入其中的信息。然而，SRS 有 「垃圾进，垃圾出」的特征，这个特征非常明显：如果你输入的材料不够有用，或者不是在测试你想知道的东西，你能记住这些材料，但这些材料毫无用场；你复习它们就是浪费时间。这对用户来说是挑战，因为卡片问问题的方式失之毫厘，相对于你想测试的东西就谬之千里。SRS 很像传说中的精灵：以错误的方式描述你想得到的东西，精灵会以最荒谬的方式解释你的愿望，你会学到一些没有实际用途的东西。例如，我最近在自己的卡片集合中发现了一张卡片，间隔长度为数年，其问题是使用 `cp` (copy, 复制) 这一 Unix 命令的哪个选项，这条命令在覆盖现有文件之前会要求确认。我能很轻松答出正解：「`cp -i`」，但我一回答便意识到我完全忘记了 `cp` 一开始就有这样一个选项，所以当这个选项有用时，我绝不会想到要使用它，这些信息对我来说几乎毫无价值。在其他情况下，你可能最终记住了你的卡片上的一个语法错误，或者记住了对某个卡片问题作出的反应，而这个问题在现实生活中是永远不会遇到的。\r\n\r\n换句话说，SRS 问题很容易出现 **过拟合** 。[过拟合](https://en.wikipedia.org/wiki/Overfitting)，在统计建模和机器学习中，当一个模型在预测你训练的数据方面变得「太好」时，就会发生这种情况--它开始把训练数据中存在的随机噪声作为有意义的预测来源。当然，随机噪音并不代表任何有意义的关系，对预测新信息是有用的。因此，过度拟合提高了模型在训练数据上的准确率，但当它被应用于新的数据，即真实世界的场景时，就会降低准确率。在间隔重复的背景下，由于 SRS 在帮助你有效地学习事物方面非常出色，它将优化你对任何事物的记忆，但如果你没有正确地表述你的问题，它将帮助你记住不相关的信息或随机噪音，而不是你真正想知道的信息。\r\n\r\n为了避免过度拟合，添加卡片时的首要规则是：每当你遇到想记住的东西时， **要确定你想知道的确切内容** ，并尽可能精确地描述它。只有在这个时候，你才能创建一张或多张有明确问题的卡片。这样做比直接把信息倒入抽认卡组中更难，也使你的初始学习过程更长，但效果更好！这个过程可以帮助你更好地学习。同时，也有助于你理解和记忆信息，甚至在你开始复习卡片之前：你被迫思考这些信息对你到底意味着什么，你什么时候需要使用它，以及它与你已经知道的事情有什么关系。这是一种意外的记忆技术形式，被称为 **精细编码** ，它一直被认为是学习事物最有效的方法之一——而你在做你已经需要做的事情来创建你的抽认卡时，就已经免费获得了这种记忆技术!\r\n\r\n这篇文章的其余部分将列出一些规则，帮助你对你的卡片提出正确的问题。虽然我编造了一两个例子，但绝大多数都是我今天个人学习集(collection)中的真实牌，只是为了证明大多数间隔重复用户的衣柜里都有一些这样的骷髅（其中很多是我的老牌，但也有一些是更新的）。\r\n\r\n## 问题应该仅针对单个信息[Permalink](https://controlaltbackspace.org/memory/designing-precise-cards/#questions-should-ask-exactly-one-thing)\r\n\r\n[二十规则](http://super-memory.com/articles/20rules.htm)的第 4 条将此称为「最小信息原则」：卡片不应询问超过一件事（技术人员可能会说卡片应该是 **原子化的（atomic）** ）。违反这一规则的行为可能会有明显的形式，比如真的问两个问题。然而，最常见的情况是，它们涉及到极为笼统的问题，在答案方面有很多内容：\r\n\r\n> 问：请介绍一下Python编程语言的情况。\r\n\r\n> 答：Python 是一种高级的、解释性的、多范式的编程语言，由Guido von Rossum编写，由Python基金会维护。它经常被用于系统管理、数据分析和快速原型设计，并且近年来一直被评为最受欢迎的五种语言之一。\r\n\r\n这张卡片很糟糕！我不是说你不应该了解 Python ，也不是说这张卡片的信息组织地很差。我只是说这张卡片信息太多了。除非你的目的是逐字记住答案，。如果你忘记答案中...\r\n\r\n> 问：谁设计了 Python 编程语言？\r\n\r\n> A: Guido von Rossum.\r\n\r\n> 问：什么团体在维护Python编程语言？\r\n\r\n> 答：Python基金会。\r\n\r\n> 问：自2015年以来，Python一直被列为[...号]最受欢迎的编程语言之一。\r\n\r\n> 答: 5\r\n\r\n诸如此类。\r\n\r\n还值得指出的是，在最初的 「描述」中，很可能有一些信息是我们一开始就不想知道的，不应该浪费我们的时间去学习。把我们所学的东西拆分成问题是一个绝好的机会，可以决定我们需要记住什么，这样我们就可以把精力集中在最有价值的信息上。你学习的每一条信息都会消耗学习时间，而你本可以用它来学习其他信息。明智地选择！\r\n\r\n## 问题应该只允许一个答案\r\n\r\n为了提高复习效率，必须让人一眼就能看出所问的是什么，以及什么样的回答才能算作正确答案；每次复习时，你的思维过程和答案都必须是一样的，即使不是准确的措辞，也要有相同的意思。这似乎很简单，但大多数初学者经常制作违反其中一个或两个规则的卡片。糟糕的是，即使是专家也时常这样做。我们可以用多种方式违反这一规则；让我们看看三种常见的方式：\r\n\r\n### 允许正确但不相关的答案\r\n\r\n这是我的 AP 美国历史卡组（9年前）中的一个 cloze 删除题。在我对删减的记录中，{大括号}中的部分在卡片的正面显示为`[...]`，要求你填空；然后整个句子在背面显示出来。\r\n\r\n> 《邦联条款》无权监管{commerce}.\r\n\r\n这是事实，也是一个重要的观点（缺乏对商业的监管是一个重要的问题，有助于推动美国宪法的制定，而美国宪法是在条款之后制定的）。然而，我们还可以给出几乎无限多的其他正确答案。联邦条款》也无权管制宗教仪式、税收、猎熊、英国君主的行为，或者你的邻居可以在什么时候开窗打鼓。显然，其中一些答案比其他答案更有说服力，但事实是我可以合理地给出一个*正确*的答案，但不是卡片背面的答案。\r\n\r\n如果在复习期间发生这种情况，不清楚我应该怎么做。我可以不通过这张卡，这似乎是错误的，因为我给出了一个正确的答案。或者我可以通过这张卡，这似乎是错误的，因为没有证据表明我记住了我想通过制作这张卡来保留的那部分信息。无论哪种情况，我都没有有效地复习我所要学习的那部分信息；相反，我迫使自己除了记住实际的答案外，还要记住*这张卡片问我什么*。这意味着我实际上是在问两件事情，使我更难记住这张卡，而没有任何好处--在现实生活中，知道我的一张Anki卡应该问什么是无用的信息。\r\n\r\n当你在复习过程中遇到这种情况时--你会遇到的--正确的反应是暂时停止复习，修改卡片。我们可以用许多方法来做这件事，但这里有一种可能性：\r\n\r\n> 在《联邦条款》下，各州之间的经济和贸易关系很困难，因为《联邦条款》没有授予{监管商业}的权力。\r\n\r\n当然，如果我想反其道而行之，我还是可以想出一些愚蠢的答案（我推荐反其道而行之--这很有趣）。但是，在真诚地阅读问题时，我现在可以合理地相信，如果我没有及时记住我想要的答案，那就意味着我已经忘记了它。\r\n\r\n### 陷入 「例子 」陷阱\r\n\r\n卡片新手经常写出这样的问题：\r\n\r\n> 问：举一个非组合电路的例子？\r\n\r\n> A: 内存。\r\n\r\n这只是「允许正确但不相关的答案」的一个特例，但我经常看到这种情况，所以想特别提醒注意。我们的问题和以前一样：我不仅要记住记忆是一个非组合电路（我想知道的实际信息），我还要记住这张卡要我举的非组合电路的具体例子是 「存储空间」。一个更糟糕的版本是 \"给出一些非组合电路的例子\"。有了这个版本，你可以在每次看到这张卡时给出不同的答案，包括卡上没有的答案，而且还能让它们\"有点儿\"、\"稍微\"、\"也许\"是正确的!\r\n\r\n这是另一个例子。就在几天前，我犯了这个毛病：\r\n\r\n> 问：OutSystems: 请举例说明你可能使用输入参数的情况。\r\n\r\n> 答：在编辑屏幕中，你需要传入要编辑的卡片。\r\n\r\n幸运的是，一旦我们认识到这个问题是有问题的，就可以把它重塑为一种有用的形式：\r\n\r\n> 问： OutSystems：你如何在编辑屏幕上使用一个输入参数？\r\n\r\n> 答：要传入你需要编辑的项目。\r\n\r\n然而， **例子** 这个词本身并不意味着你做错了什么；如果正确使用，你卡片上的例子是非常棒的，就像下面这个问题：\r\n\r\n> 问为什么猫不能尝到甜味，而人却能，这是一个{功能主义}心理学的例子。\r\n\r\n同样，回到电路问题上，我们可以这样写：\r\n\r\n> 内存是{非组合}电路的例子。\r\n\r\n实质上，我们已经把这个例子倒置了。这种问题更有针对性，更容易回答，也往往是更有用的知识。在现实世界中，我们很少被要求提供教科书术语的例子，但我们经常从能够认识到某些东西是该想法的一个例子，并从中受益。而且有可能的是，如果你把这个想法学得足够好，能够轻松地回答这种形式的问题，那么在需要的时候，你提供一些例子就不会有任何问题。\r\n\r\n **注意** ：紧接着上面两个问题的有效性在很大程度上取决于你自己对这些科目的分类法有多复杂。考虑到存储器问题，我对电路的了解相对较少，所以我不太可能对被问及的存储器电路的什么属性感到困惑。另一方面，如果我以设计电子产品为生，我很可能需要用提示或一些额外的背景来重写那张卡片，以确保我知道它在寻求哪个答案。这就是别人制作的卡片很少能像你自己制作的卡片那样有效的原因之一：只有你自己才知道什么提示能让你得到最好的结果。\r\n\r\n### 允许对一个问题进行多种解释\r\n\r\n在这种类型的坏问题中，创作者没有明确指出他们要记住的东西，因此产生了一个模糊的问题。\r\n\r\n> APUSH：迁往德克萨斯州的美国人[当它被墨西哥控制时]{没有采用该地区的方式，内心仍然是美国人}。\r\n\r\n这就是我可能想记住的关于美国人搬到德克萨斯州的*唯一一件*事吗？真的吗？现在，不管这个问题有多糟糕，我也许能学到答案（事实上，我在这张卡上有近乎完美的、直 3 的复习记录），但这个提示是如此模糊，以至于我学到的唯一东西是「当我被问及美国人迁往德克萨斯州时该如何填空」，这在现实世界中没有什么价值。\r\n\r\n> 问：为什么地球的自转在减慢？\r\n\r\n>A：潮汐减速。\r\n\r\n这张卡片仍然有问题，但比较难以捉摸。主要是问题所要求的细节程度还不够清楚，是要问描述这一现象的术语吗？（这个术语甚至存在吗？问题本身说明不了这点），还是让你解释潮汐减速相关的力呢？\r\n\r\n这样问更好：\r\n\r\n> 问：什么引力效应导致地球的自转速度随时间推移而减慢？\r\n\r\n> A：潮汐减速。\r\n\r\n如果不知道什么是潮汐减速，就需要再添加一张甚至几张卡片，来解释这个过程。即使你没有了解这个概念的冲动，也应该添加这些额外的卡片。没有办法：不知道这个概念，这张卡片的信息毫无意义。即便做卡是为了考试能把这道原题答上来，明白什么意思之后记起来也更轻松。这就是 20 条规则[第一条](http://super-memory.com/articles/20rules.htm)： **不理解就不学习。** \r\n\r\n另一个重要的观点是，拥有这些卡片可能不会提醒我们地球的自转 **是** 在变慢的（见我在文章开头关于`cp -i`的轶事）。也许我们不屑于回忆这条信息，当我们遇到提到它的事实时，记住它的原因就足够了。但如果我们确实想记住它的发生，我们可能还想加一张卡片来提醒我们，参考我们认为想记住这个信息的背景。例如，也许我们关心的是，地球的自转速度正在减慢，因为这意味着需要[闰秒](https://en.wikipedia.org/wiki/Leap_second)来使我们的日历与昼夜周期保持同步。\r\n\r\n> 问：为什么 UTC 时间要定时添加闰秒？\r\n\r\n> 答：因为地球自转在逐渐变慢，所以 UTC 会逐渐不再于太阳周期同步。\r\n\r\n无论如何，花时间思考想要学习的东西是必要的，这样才能问出正确的问题，用有用的方式编码信息。\r\n\r\n## 问题不应该要求你列举\r\n\r\n阅读中发现列表时，很容易一冲动做卡片询问列表的每个元素。二十条规则中，9-10 条规则将列表称为 **集合** （有特定顺序的称为 **枚举** ）。这些规则说明，集合型或列表型卡片是最为棘手而容易答错的，所以要尽可能避免制作这类卡片。\r\n\r\n创建集合型卡片时，人们往往意识不到这种卡片很麻烦，而且集合就摆在眼前，学起来似乎理所当然。他们没有意识到，他们并不需要记住集合。实际上，很少有地方用到全部例子或者部件。...\r\n\r\n当然，偶尔了解一套东西确实很有帮助。在这种情况下，你可以通过以下方式明显提高你的成绩：(a)通过单独的卡片学习并充分理解这组事物中的每一个成员；(b)将这组事物排列成一个枚举的顺序，并开发一个记忆工具，如该顺序的缩写。(我喜欢为(b)部分制作两张卡片，一张问我的记忆法是什么，另一张要求我使用记忆法来产生答案，以保持接近最小信息原则）。[二十原则](http://super-memory.com/articles/20rules.htm)有一个很好的例子，用这种方法来学习欧盟的国家（第9条规则），尽管它没有包括记忆法。但在你学习一套方法之前，即使是有效的方法，也要花些时间反思它是否真的有帮助。\r\n\r\n背诵诗歌或演讲等逐字文本是列举法的一个特殊情况。在这种情况下，重叠的掐头去尾是有帮助的，以一种引导你最终在上下文中背诵每一行的方式，测试每张卡片上的一句话。我流行的 Anki 插件[LPCG](https://ankiweb.net/shared/info/2084557901)（Lyrics/Poetry Cloze Generator）可以帮助你从这类文本中创建卡片。\r\n\r\n## 问题不应要求回答是或不是\r\n\r\n也许奇怪的是，我发现答案为 「是」或 「不是」的问题比包含更多信息的问题更难记住。它们也往往不那么有用。如果你创建并学习那些问得更深的问题的卡片，你很可能仍然能够给出正确的 「是」或「 不是」，而且还知道关于为什么会这样的额外信息。\r\n\r\n这是我的电脑硬件设计牌组上的一个例子：\r\n\r\n> 问：现代处理器上是否使用分段法？\r\n\r\n> 答：不，它在 x86-64 平台中被移除。\r\n\r\n有趣的是，你可以看到，我实际上在答案中包含了产生一个更好的问题所需的信息。不过，答案对于这类信息来说是个糟糕的地方：你从未被要求主动回忆这些信息，而且你看它的时间只占你看问题的一小部分，所以你不太可能记住它。相反，我们可以改写这张卡片：\r\n\r\n> 分段在旧的处理器上很常见，但从{x86-64}平台开始就被取消了。\r\n\r\n请注意，通过了解这一事实（在哪个处理器平台上取消了分段？），我们仍然知道在最现代的处理器中不再使用分段，但我们也确切地知道它是什么时候被取消的，以及我们可能期望在什么样的处理器中找到它（只要我们对处理器有所了解，我不期望你了解！）。\r\n\r\n我们也可以考虑创建一个卡片，除了上面的卡片之外，或者代替上面的卡片，询问*为什么*在x86-64 平台上取消分段。这完全取决于我们到底想知道什么，但 \"为什么\"的问题通常是有价值的补充。\r\n\r\n综上所述，我仍然发现自己偶尔会写是/否的问题，特别是当我处于学习一个主题的早期阶段。有时你还不知道为什么，此时此刻，你最好是简单地了解某件事情是或不是，而不是为了能够改进一张抽认卡而去查找和学习一堆细节。也许以后，你会有更多的理解来重写这张卡片。\r\n\r\n这带来了一个重要的问题：问题不是一成不变的。在你开始复习之前，你经常会错过新问题的潜在问题，还有一些时候，你学会了一张卡片，但在几周或几个月后，在阅读了完全不同的资源后，你会发现你错过了一些重要的背景，或者你最初的理解是完全错误的。你应该在复习的时候充分利用编辑按钮（在Anki中，按`e`来编辑当前的卡片，完成后再按 Escape；在·SuperMemo中用鼠标点击）。如果你发现某张卡片有问题，而你又不能马上解决--也许你正在用手机复习，你需要在家里的书上找一些东西来解决它--使用 \"标记 \"功能，这将在你的卡片上添加「标记」标签。当你有一些空闲时间，在你忘记问题是什么之前--我喜欢一周左右做一次--在浏览器中搜索 \"tag:marked\"，适当地编辑卡片，然后再次取消标记。\r\n\r\n## 问题应该是无背景的\r\n\r\n这里的 **无背景** 是指[无背景语法](https://en.wikipedia.org/wiki/Context-free_grammar)，也就是说，一种语法，其中任何语句的正确解释都与周围环境无关。换句话说，你的问题在没有任何周围环境的情况下应该是100%可以理解的；如果你发现一个写在别人掉在街上的纸条上的问题，你应该能够准确地理解这个问题所问的内容。这种设计要求有两种主要形式。\r\n\r\n **（1）应在问题的开头或接近开头时说明主题或背景，** 以激发你的记忆力，检索出正确的信息，并便于复习不同科目夹杂的卡片，许多人认为这能提高创造力。例如，在我上面的几个问题中，你看到问题的开头有限定词，如`OutSystems:`或`APUSH:`。在句子中加入一个描述主题的词也可以，尽管[规则 16](http://super-memory.com/articles/20rules.htm)确实建议使用前缀，这样你可以确保你的大脑得到正确的启动。（译者按: 在SuperMemo中，使用Alt+T 添加title, 甚至可以设置reference和template）\r\n\r\n如果你不这样做，你会经常发现自己对问题的解释是错误的--即使问题在你写的背景下很清楚，当你在评论的背景下看到它时，可能就不那么明显了。事实上，即使你*不*把不同学科的问题混在一起，也有可能被混淆。例如，我早已数不清有多少次在一张问及德语、英语或我的速记语言的卡片上用拉丁语给出了答案，即使我的最后 30 张卡片都是用德语写的！\"。\r\n\r\n我的学习集(collection)中充满了数以千计的没有良好上下文提示的卡片，而我可能要在几年后才能注意到并修复所有的问题卡片。帮你自己一个忙，马上养成这个习惯。即使你现在只学习有机化学，也要确保你的问题能够在更广泛的知识体系中得到理解。\r\n\r\n **(2)问题不应围绕某个特定的来源。** 在你的卡片上*引用*你的来源是可以的（实际上，以这种或那种方式引用来源是个很好的主意，因为你迟早会对某些卡片的真实性产生怀疑，或者只是想找到关于这个主题的更多信息）。然而，像这样的问题是要避免的。\r\n\r\n> 统计：我们书中介绍的一个重点是，衡量{你不知道的东西，或你拥有的不确定性}是有用的。\r\n\r\n首先，这违反了原则 1，因为它只是提到了 \"我们的书\"。我此刻碰巧知道它指的是哪本教科书，但换个时间我可能就不知道了！但至于原则2，我永远不会去说：「嘿，我大三时用的那本统计学教科书的导论主要讲了什么？」这个问题的前提--描述教科书上的内容--根本没有用，我从这张卡片上学到的信息在现实生活中也不会有意义。\r\n\r\n希望在读完这篇文章后，你已经开始内化「我想知道什么？」的心态，这个问题对你来说只是看起来很糟糕。我知道这对我来说是这样。\r\n\r\n不给读者留下练习的机会，这个版本如何呢：\r\n\r\n> 统计学不仅要描述你所知道的，而且要把它放在{你仍然不知道的东西}的背景下。\r\n\r\n请注意不要将这一禁令与一个非常有用的模式混淆，即询问特定作者对某一主题的看法，或通过说某某说来限定信息。另一种模式以完全不同的方式使用来源信息：它不是让问 **关于** 作者的书，而是问书 **中** 的想法，同时解释它来自哪里。比如说：\r\n\r\n> 问：根据 Cal Newport 的说法，为什么发现往往是由多人同时做出的？\r\n\r\n> 答：这些东西是「相邻可能」的一部分，因此特别容易发现。\r\n\r\n一旦你超越了基本的教科书知识和某一领域的操作规则，这就成为一种特别有价值的模式，因为在这个领域里，不能再想当然地达成一致。你不希望把意见或新生的理论当作事实来记忆！。\r\n\r\n## 结论\r\n\r\n我希望这些规则对你有帮助。大多数间隔重复的初学者都大大低估了精心修改措辞的重要性，我还没有看到有人把常见的问题写得这么详细。这些规则来自我自己的经验，但我第一个承认，我并不是对写牌的一切都了如指掌；如果有的话，我花的时间越长，就会发现我不懂的东西越多!我很想知道其他人是否有不同的经验，或在同样的情况下找出其他的规则。\r\n\r\n当然，规则是用来被打破的，尤其是在你获得更多经验后，但如果你一开始就寻求遵循这些规则，你就会远离许多常见的陷阱，这些陷阱使间隔重复的效果不如它对许多人来说可能或应该的效果。", + "type": "text/markdown", + "caption": " 设计明晰 Anki 卡片的规则\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Rules for Designing Precise Anki Cards" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Using flash cards to become a better programmer, Part 1.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Using flash cards to become a better programmer, Part 1.json" new file mode 100644 index 0000000..c286ff1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_other_Using flash cards to become a better programmer, Part 1.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/other/Using flash cards to become a better programmer, Part 1", + "text": "# 使用抽认卡，成为更优秀的程序员：第一部分\r\n\r\n原文：[Using flash cards to become a better programmer, Part 1 (sasha.wtf)](https://sasha.wtf/anki-post-1/amp/)\r\n\r\nSASHA - 2015 年 11 月 1 日\r\n\r\n# 等等，你说啥？\r\n\r\n抽认卡能让你成为更好的程序员？编程可是一项复杂且精密的技能，而抽认卡是用于复习底层且原子化的信息！\r\n\r\n说的对！如果 **只有** 抽认卡的话，那你永远不会成为一名优秀的程序员。然而，编程也是由底层技能组成的，例如记住六个月未使用的函数方法名称、可能会产生小 bug 的代码、以及需要的数据结构的模块名......\r\n\r\n在编程的时候，你有多少次在谷歌上搜索某个问题的答案时，看到的却是紫色链接？（译注：即已点击过的链接。） **如果你只用一次就能永久记住，那岂不是很酷？** 将这些信息挂在嘴边可以从根本上加快你的速度，解放你的大脑，腾出时间进行更高层次的思考。 通过这个方法你可以学习了其它技能，比如键盘盲打！如果你记住了所有按键的位置，你就可以专注于给你的宝贝发邮件、写情书。如果你在小学时记住了乘法表，你就可以专注于代数学习。 还有如果你记住了所有的那些西语词汇，你就可以在没有字典的情况下在马德里尽情游玩。\r\n\r\n# 不过我的记性很好。我记得住很多事情！\r\n\r\n确实，可你的大脑也是肉做的。它受制于人类生物学规律，因此会遗忘事情。而且你的知识用得越少，忘记它的速度就越快。\r\n\r\n下图显示了你遗忘信息的速率。看看 **只在** 正确的时间复习会如何帮助减缓你的遗忘速度？它有 90％ 的几率使你成功记住。在正确的时间，即在你的遗忘曲线下降到过低之前，向你展示正确的事实——这种记忆方式被称为间隔重复。\r\n\r\n[img [Graph that describes the rate of forgetting new information over time.|https://sasha.wtf/content/images/2015/11/forgetting-curve-srs.jpg]]\r\n\r\n图片来源于 sivers.org/srs\r\n\r\n如果你一直在用一个工具集辅助工作，那么这对你来说不是什么大问题，因为重复和练习已经融入了你的工作。我的工作要求我定期使用 10 - 15 种不同的语言和工具，但不频繁。有时候我会接连几个月不使用一种语言。\r\n\r\n如果你对所有用过的东西都了如指掌，那岂不是很酷？如果你不需要热身时间，你不需要每次通过谷歌找答案，你的效率可以提升多少？\r\n\r\n玩过块魂吗？你是游戏中的绿色小王子，头顶丸子状，推着一个黏糊糊的球。你的目标是把你能看见的物品全都卷起来，使你的黏球越滚越大。你将从只能卷起图钉开始，到最终可以卷起牛和房子。\r\n\r\n我们希望你的大脑也可以成为那个球。\r\n\r\n# 这真的做得到吗？\r\n\r\n我第一次产生这个想法是在阅读 [Jack Kinsella 的博文](http://www.jackkinsella.ie/2011/12/05/janki-method.html)时。当时我觉得这么做非常有意思，我就尝试了几次，但都没有坚持下来。我没办法持之以恒地制作或复习卡片。在我复习卡片的时候，我会意识到很多的卡片我都看不懂，或者难以回答。这很令人沮丧，我从来没有获得过显著效果，所以很快就放弃了。\r\n\r\n今年夏天，我正式成为了信徒，这一切都归功于陪审团制度。我被选中参加为期两周的陪审团（没有办法摆脱它）。当时我还在准备开始一个客户项目，我需要使用 Pandas，那是我第一次用这个库。但是我突然被分配在一个没有窗户的房间里，被要求待在那一整天。那里没有 wifi，也没有手机信号，每天都要去。由于无法连接到项目需要的数据库，该项目被我搁置了。\r\n\r\n通常情况下，离开一个全新的工具两周意味着我将需要浪费一周的时间来回顾，我需要重新查找每一个新方法或属性。但是因为我制作了卡片，并在听证会期间进行了复习，所以我回来的第一天就可以开始工作了。对我来说它产生了巨大的影响！\r\n\r\n我还注意到在使用非新工具方面的差异。在编写 SQL、Python、awk、bash 和数据科学家工具包中的所有其他工具方面，我可以表现得更快、更流畅。我写的 bug 更少了，浪费在查找资料的时间也更少了。感觉像是获取了超能力！\r\n\r\n这也很有趣，因为我已经这样做了足够长的时间，以至于有些卡已经太老了，它们会经常把我难住。这意味着在曾经的某一时刻我知道这条信息！如果没有这张卡的存在，我会完全忘记它！但是因为它在我的套牌中，只需要快速回顾一下，它就可以回到我的脑海中。\r\n\r\n# 这听起来很牛逼，该如何开始呢？\r\n\r\n我正在撰写本系列的第二篇文章，其中介绍了我用过的所有工具和心得，它们帮助我克服困难，并真正养成日常习惯。\r\n\r\n同时，你可以去阅读 [Jack Kinsella's 博客文章](http://www.jackkinsella.ie/2011/12/05/janki-method.html)，我第一次得知这种方法就是在这篇文章里。 [Derek Sivers](https://sivers.org/srs) 也写过这方面的文章，并包含许多示例。我发现这些都不足以真正使我养成可持续的习惯，因此我将在下一篇文章中重点介绍这一点。\r\n\r\n你还可以找到我用过的免费抽认卡软件 [Anki](http://ankisrs.net/)。它会记录卡片何时需要复习以提醒你进行最佳学习，特别好用。不过要小心，因为它包含很多花里胡哨的东西，而且有点难以弄清楚。在我的文章中，我将向你展示哪些功能最重要，以及哪些功能可以忽略，所以不要被吓跑。\r\n\r\n直到下一次，记录下你曾经需要停下来查找，而现在可以直接回忆起的信息所节省的全部时间。你可能会感到惊讶！\r\n\r\n感谢 Nick Ward、Dan Bentley、Ricardo Vidal、Julia Evans、Allison Kaptur 和 Erik Osheim 阅读了这篇文章的草稿。", + "type": "text/markdown", + "caption": " 使用抽认卡，成为更优秀的程序员：第一部分\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Using flash cards to become a better programmer, Part 1" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A Activities Explained.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A Activities Explained.json" new file mode 100644 index 0000000..5c3fc55 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A Activities Explained.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/0A Activities Explained", + "text": "# 0A：语言学习的三种方式\r\n\r\nRefold 提供的方法主要是以下三种：\r\n\r\n1. 主动沉浸：全神贯注于沉浸学习的过程之中。\r\n\r\n2. 被动收听：随时随地沉浸在所收听的语言中。\r\n\r\n3. 主动非沉浸学习：学习词汇和语法。\r\n\r\n每种方式都在语言习得的过程中发挥重要作用。\r\n\r\n### 主动沉浸\r\n\r\n主动沉浸是指你投入全部的注意力到目标外语的内容中。内容可以是电视节目、一本书或播客。\r\n\r\n主动沉浸是语言习得过程中最重要的部分。大多数习得是在这里产生的。当你全身心投入一篇文章的时候，你的大脑正努力解构这门语言。\r\n\r\n主动沉浸分两种：精细沉浸和无阻沉浸。（简单类比为精读和略读）\r\n\r\n#### 精细沉浸\r\n\r\n精细沉浸是借助词典来理解沉浸学习的内容。每个不认识的词都要查，要力图还原每句话的含义。这一过程有助于学习新词汇并建立理解。\r\n\r\n精细沉浸面临的挑战是，它需要大量努力。如果你觉得它是一种负担，那么最好转换到无阻沉浸，以避免精疲力竭。\r\n\r\n#### 无阻沉浸\r\n\r\n无阻沉浸是专注于内容而不停下来查词。无阻沉浸的目标是进入沉浸的心流状态。如果偶尔有单词实在不认识，仍然可以查词，但不要频繁查词。\r\n\r\n无阻沉浸能让你理解内容更轻松，更自然。\r\n\r\n无阻沉浸的缺点是：相比精细沉浸，你不理解的东西变多了。对于成年人来说，不理解的感觉是很不舒服的，但这是学习语言过程的必要一环，没办法绕过去。最好的办法是拥抱这种不适感。\r\n\r\n#### 平衡\r\n\r\n有些人偏爱精细沉浸，另一些人更喜欢无阻沉浸。不过，两者都是习得过程的重要组成部分。你应该多用你喜欢的方式，但要确保你每种方式都做一些。\r\n\r\n相比无阻沉浸，精细沉浸往往更容易精神疲劳，所以最好在你还剩些精力的时候先进行精细沉浸。\r\n\r\n### 被动收听\r\n\r\n大多数人不可能整天主动看电视或者阅读。不过，我们在一天中基本不会没时间听目标外语。\r\n\r\n被动收听时，你将部分注意力放在音频上。你可以在通勤或做饭时被动地收听音频。开车和做家务不需要太多脑力活动，所以你可以边做边听目标外语。\r\n\r\n被动收听是提高你沉浸时长的好方法。它不如主动沉浸那么有效，但依然有所裨益。\r\n\r\n并非所有被动收听都是等效的。你收听时越专注，效果就越好。选择你感兴趣的被动收听内容，这样你可以保持投入。\r\n\r\n一种让被动收听更有趣的方法是重听你已经主动沉浸过的内容。由于你已经知道了故事情节，它对你来说将更容易理解和有趣。重听给你大脑另一个机会来习得你第一次学忽略的东西。\r\n\r\n### 主动非沉浸学习\r\n\r\nRefold 是以沉浸学习为基础的学习方法，但这并不意味着我们只推荐沉浸式学习。主动非沉浸学习是指你花时间学习 **关于** 你目标语言的知识，以使你的沉浸材料更容易被理解。\r\n\r\n当你理解你所沉浸内容的意义时，语言习得就发生了。主动非沉浸学习使得你的大脑获得额外的信息去理解那些句子的意义。\r\n\r\n每种语言有四部分要学习：\r\n\r\n1. 发音规则\r\n\r\n2. 书写系统\r\n\r\n3. 词汇\r\n\r\n4. 语法\r\n\r\n对大多数语言来说，发音规则和书写系统不到一周就能学会，但词汇和语法的学习会贯穿整个语言习得过程。\r\n\r\n在第一阶段，我们将告诉你主动非沉浸学习的四个部分该如何开始。", + "type": "text/markdown", + "caption": " 0A：语言学习的三种方式\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A Activities Explained" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A What is Immersion Learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A What is Immersion Learning.json" new file mode 100644 index 0000000..1ff4c00 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A What is Immersion Learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/0A What is Immersion Learning", + "text": "# 0A：什么是沉浸式语言学习？\r\n\r\n大多数语言老师教你如何记住单词和语法，然后把两者结合起来造句。这种学习方式叫做「技能培养」法。\r\n\r\n如果有在短时间内开口说外语的需求，采用技能培养法是合适的。如果你计划去另一个国家旅行，并且需要能够交流，我们推荐使用 Benny Lewis 的 [Language Hacking](https://languagehacking.com/books/) 课程。Benny Lewis 是技能培养法的大师。\r\n\r\n然而，技能培养法无法让你流利地掌握外语。想达成流畅交谈，你不能浪费时间在动词变位和句子结构的确定上。对话时脑海里应该立即闪现出正确的语言。\r\n\r\n为了流利掌握外语，需要培养对语言的直觉，正如你对母语抱有直觉。你可能不清楚你的母语有哪些语法规则，但说话时每个词都能自然而然地脱口而出。语言直觉是语言「习得」的结果。一旦你习得了一门语言，你就能不假思索地用这门语言交谈。\r\n\r\n沉浸学习是习得语言的方式。沉浸学习很简单，就是与语言不断接触，如看电视，读书，网上冲浪等。\r\n\r\n### 沉浸学习的原理是什么？\r\n\r\n> 「我们习得语言的原理别无二致：通过理解信息。」\r\n\r\n——斯蒂芬·克拉申\r\n\r\n掌握单词的含义，只是习得这一单词的第一步。若要能习得运用这一单词的“直觉”，你需要在大量不同的场景下多次遇见这个单词并理解它。\r\n\r\n在沉浸学习的过程中会接触各种各样的场景。每次你看到一个单词并成功理解，你的直觉就得到了锤炼。最终，你建立起了很清晰的直觉，便能自然而然地知道单词如何使用了。 \r\n\r\n### 时间与精力\r\n\r\n习得语言需要不少时间，但这个过程并不是苦役。维持自身热情的关键，是在快乐中沉浸学习。\r\n\r\n你可以看电视节目，Youtube 视频，Tiktok 视频。你可以读推文，读博客，读书。所有你享受的母语媒体，你都可以看它的外语版本。\r\n\r\n美国人平均每天花 11 小时看电视，流视频，阅览社交媒体。将越多的媒体时间投入目标外语中，你就能更快达到流利水平。\r\n\r\n当然，达到流利水平的真实时间与具体学习的语言，以及很多个人因素有关，但关键一点是在语言上花足够多的时间。只要你能持之以恒，每天都投入时间沉浸在目标外语中，你最终必能习得这门语言。", + "type": "text/markdown", + "caption": " 0A：什么是沉浸式语言学习？\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A What is Immersion Learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A What's My Level.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A What's My Level.json" new file mode 100644 index 0000000..818b1fe --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_0A What's My Level.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/0A What's My Level", + "text": "# 0A：我目前处于哪一阶段？\r\n\r\nRefold 提供的学习导航主要分为四个阶段：\r\n\r\n1. 了解基础\r\n\r\n2. 提升理解\r\n\r\n3. 开口表达\r\n\r\n4. 拓展能力\r\n\r\n每一阶段又划分为几个子阶段。不同的子阶段会有不同的目标、策略、建议，我们会帮助在目前阶段的你，向着最能见成效的地方努力。我们会为不同的子阶段提供自我检测，帮你判断是否能够进入下一阶段。\r\n\r\n### 第一阶段：开始学\r\n\r\n第一阶段中，你需要了解目标外语的基础部分，以及沉浸学习所需的工具。你不仅要注意语言习惯的建立，还要学习语言的书写系统、发音系统、基本语法和基本词汇。\r\n\r\n### 第二阶段：提升理解\r\n\r\n在第二阶段，你要提升理解力，使你最终能理解某一题材的原汁原味内容。第二阶段划分为三个子阶段：\r\n\r\n### 2A：理解简单内容\r\n\r\n在 2A 阶段，你专注于理解简单内容，比如儿童电视节目。少儿节目有助于习得第一阶段的常见词汇和语法。一旦你能跟上这些简单内容的情节，你就从 2A 阶段毕业了，可以进入 2B 阶段。\r\n\r\n### 2B：追随兴趣\r\n\r\n在 2B 阶段，你建立了足够的语言基础，能够开始追随兴趣。例如，如果你对时尚感兴趣，那么你可以关注 Youtube 上说你的目标外语的时尚博主。\r\n\r\n随着你探索兴趣，你的理解能力会逐步提升，最终你能懂得所学材料的大意。你可以开始真切地享受你所沉浸学习的内容了。这时候，你能行进到 2C 阶段。\r\n\r\n### 2C：专注主题\r\n\r\n刚到达 2C 阶段时，你大概能理解材料，但也会有一些磕磕绊绊不理解的地方。若要扫除这些障碍，你要专注于单一类话题（也就是「领域」）的母语内容，直到你能完全理解为止。\r\n\r\n母语内容意味着所学语言原汁原味的材料，也就是母语者读的材料。译本或课本不算母语内容。\r\n\r\n你可以随意选择领域主题（比如科幻、时尚、料理）。但我们建议首先从日常电视节目开始，因为这些节目与日常谈话的内容最为相关。\r\n\r\n### 第三阶段：开口表达\r\n\r\n第三阶段的重点是将理解能力转化为口语能力，分为三个子阶段：\r\n\r\n### 3A：理解日常对话\r\n\r\n日常对话相比第二阶段中你学到的材料，在内容风格上往往还会有些许的差异，所以我们先要提升对日常对话这一新领域的理解。一旦你能理解日常对话内容，后续对写作和口语的学习也会易如反掌。\r\n\r\n### 3B：练习写作和发音\r\n\r\n在 3B 阶段中，你要分别练习写作和发音。对于发音练习来说的话，你可以找一名“语言家长”，并模仿他的说话风格，这样你就能像母语者一样说话了。\r\n\r\nTwitch 直播者，播客者，和 Youtube 博主都可以被你当作“语言家长”。 \r\n\r\n### 3C：开口说\r\n\r\n在 3C 阶段，你要结合写作能力和发音技巧，开始尝试着去说。第三阶段结束后，你就具备了流利使用目标外语的基本能力。\r\n\r\n有了流利使用目标外语的基本能力，你就能应用目标外语了。你能讨论日常生活话题，或是你选择的其他话题。好消息是：你用目标外语时不必组织母语、翻译母语。你的想法直接转化成目标外语，你交谈时便能又自然又轻松。\r\n\r\n### 第四阶段：拓展能力\r\n\r\n一旦你能基本流利地使用目标外语，之后的语言习得旅程就由你自己选择。你可以选择生物、商业、政治等新主题并沉浸其中，扩展你的理解能力，或者也可以提升语言流利程度，打磨发音使之更贴近母语者。\r\n\r\n在第四阶段，我们会解释拓展深造语言能力的不同方法。\r\n\r\n### 我该从哪里开始？\r\n\r\n很多学习者已经学习目标外语一段时间了，不必从路线图的起点开始。但无论你水平如何，我们建议通读这篇指南，以免遗漏。\r\n\r\n读完指南之后，下面的测试可以帮助你确定自己目前的水平，以及应该从哪个阶段开始：\r\n\r\n你能读懂这门语言的书面文字吗？你认识 1000 条词汇吗？\r\n\r\n> **如果有任何一项不能，去第 1 阶段。如果两者都能，去 2A 阶段。** \r\n\r\n借助目标外语的字幕，你能认出儿童电视节目（面向 7 岁以上）里的大部分词汇吗？\r\n\r\n> 如果能，去 2B 阶段。\r\n\r\n借助目标外语字幕，你能跟上成人电视节目（面向16 岁以上）的情节吗？\r\n\r\n> 如果能，去 2C 阶段。\r\n\r\n不依赖任何字幕，你能基本完全看懂成人电视节目（面向 16 岁以上）吗？\r\n\r\n> 如果能，去 3A 阶段。\r\n\r\n你能用目标外语流利地交谈，但希望进一步提升流利程度，并拓宽流利使用语言的领域吗？\r\n\r\n> 如果能，去 4 阶段。\r\n\r\n回答这些问题时一定要对自己诚实。低估语言能力比高估好。如果你不确定从哪个阶段开始，可以先从 1A 阶段开始。之后感觉合适就可以升阶。 ", + "type": "text/markdown", + "caption": " 0A：我目前处于哪一阶段？\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A What's My Level" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Immersion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Immersion.json" new file mode 100644 index 0000000..2e10e92 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Immersion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/1A Immersion", + "text": "# 1A：沉浸学习\r\n\r\n沉浸学习是语言习得的基础。通过沉浸学习，你会在许多不同的场景下接触到每一个单词、短语和语法结构，这样你便能直观地掌握它们的细微之处。\r\n\r\n你花越多时间沉浸学习，掌握目标外语（TL）就越快，投入的时间是决定性因素。沉浸学习越早开始越好，以便积累沉浸时间，启动习得过程。即使一开始什么都不懂，你的大脑也在努力对语言解码。\r\n\r\n### 请容忍模糊之处\r\n\r\n语言学习新手往往会落入这种陷阱，总觉得自己没有「准备好」接受沉浸学习。沉浸学习不理解的内容时，他们总感觉很不舒服。新手总是想避免这种不适感，他们会推迟沉浸学习，只专注主动非沉浸学习。\r\n\r\n **这种方法永远都不会有效果。** \r\n\r\n无论你提前以非沉浸的方式准备、研究、学习了多少，在你第一次接触真实的语言材料时，你都不会懂的。\r\n\r\n我们强烈建议你一头扎进目标外语并学着拥抱模糊之处，而不是去避免不理解所带来的不适。你越能容忍不适，你就能在沉浸中享受越多，你的大脑也能越快掌握语言。\r\n\r\n### 如何减少模糊感\r\n\r\n在你刚起步时，往往仍然耐受不了模糊含混。如果你发现这太难了，这里有一些可以让沉浸体验更舒适的策略。\r\n\r\n#### 情节剧透\r\n\r\n减少模糊的一种方法是，在观看电视节目或电影前，先阅读剧情梗概。还有种方法是，重看你已经看过其母语版的电视节目或电影。这些方法可以让你无需理解单词就能跟上故事情节。\r\n\r\n#### 母语字幕\r\n\r\n通常来说，我们不推荐在沉浸于外语材料内容时使用母语字幕。你从中学不到什么东西。\r\n\r\n然而，如果你觉得自己完全迷失了方向，学起来非常费劲，那么可以使用母语字幕来吸引自己。\r\n\r\n作为锻炼，试着在没有母语字幕的情况下看尽可能长的时间，撑不住了再打开。或者不开母语字幕观看一段内容，然后打开母语字幕再看一遍。\r\n\r\n当你达到 2A 阶段时，你最好抛开母语字幕或者翻译来浏览内容。\r\n\r\n### 恢复沉浸学习所需的耐力\r\n\r\n沉浸学习新语言很累，很快就会疲劳。大脑在适应新语言时，你甚至可能会感觉头疼。\r\n\r\n一定要经常休息和打盹以补充精力。随着时间推移，你对材料的耐受时间会增长，直到你可以连续沉浸数小时。\r\n\r\n### 寻找合适内容\r\n\r\n在你的学习之旅中，你将投入数千小时在目标外语的沉浸学习上，所以找到你享受的内容十分重要。你越享受所学内容，你就越想沉浸其中，学的速度也就越快。\r\n\r\n为了最大化你花在语言上的时间，尽可能地将你平时浏览的媒体内容转到目标外语上。包括电视节目、电影、YouTube 和博客。你需要探索目标外语上的内容，并找到你最感兴趣且享受的内容。\r\n\r\n#### 在外语平台上创建新账号\r\n\r\n有个寻找目标外语材料的好办法是：在你使用的社交媒体和视频平台上，创建目标外语账号。在这个账号里你只观看目标外语的内容，这样推荐算法就能给你推送又新鲜又有趣的资料了。我们推荐创建 Youtube, Netflix, Tiktok, Twitter 的外语账户。（当然，科学上网是前提。）\r\n\r\n为了帮助你获得目标外语的推荐内容，Refold 收集了 YouTube、Netflix 等内容网站上每种语言的频道和内容列表。你可以通过我们的[社区](https://refold.la/join)访问这些内容。\r\n\r\n#### Netflix\r\n\r\n要找目标外语材料，Netflix 无疑是个好去处。由于 Netflix 对不同国家提供不同内容，你可以通过科学上网搞假地址来欺骗 Netflix，从而获得不同国家的推送内容，这样你就能获得所有 Netflix 上的目标外语材料。\r\n\r\n我们建议使用[民间 Netflix 在线全球搜索数据库](https://unogs.com/)。这会帮助你更容易地找到你的目标外语内容。它还会告诉你的位置要切到哪个国家，才能看这些内容。\r\n\r\n[这里](https://www.lindsaydoeslanguages.com/the-ultimate-guide-to-netflix-for-language-learning/)是设置目标外语 Netflix 账号的详细指南。\r\n\r\n#### 目标外语视频资源\r\n\r\nNetflix 和 Youtube 都很适合获取目标语言材料。但不要局限于你已经知道的网站。每个国家都有不同的流视频服务。用谷歌搜索来查找你目标外语的母语者最常使用什么视频网站。\r\n\r\n#### Refold 内容合集\r\n\r\n我们的社区收集了很多适合初学者的材料。记得加入 [Refold 的 Discord 频道](https://refold.la/join)来获取超过 45 种语言的数千条内容推荐。\r\n\r\n### 被动收听材料 \r\n\r\n正如 [0A：语言学习的三种方式（已汉化）](https://zhuanlan.zhihu.com/p/564167912)这篇文章所解释的那样，被动收听是在你忙碌时，提高你沉浸时长的好方法。\r\n\r\n播客和有声书是开始被动收听最直接的办法，但这对于新手来说太难了。材料越难，越难以集中注意力。找一些你以前观看过的电视节目和 Youtube 视频，重听这些材料的音频，这样的被动听力更容易听懂，也不容易走神。\r\n\r\n要让被动收听成为你日常生活中的习惯，将其变得轻松不费力是关键。开始被动收听最简单的方式是打开你手机上的 Netflix 或 YouTube，听就完事了。如果你对技术比较熟，你可以下载音频，把它放在你的手机或单独的数字音频播放器中。 \r\n\r\n要了解更多关于被动听力的详细指导，请阅读[这篇文章](https://refold.la/roadmap/stage-1/a/passive-listening#Make-Listening-Easy)。", + "type": "text/markdown", + "caption": " 1A：沉浸学习\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Immersion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Language Basics.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Language Basics.json" new file mode 100644 index 0000000..75ba2af --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Language Basics.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/1A Language Basics", + "text": "# 1A：打下外语基础\r\n\r\n第一阶段的目标，是学习基础知识以备理解，这样第二阶段便能直接开始学习目标外语的材料。\r\n\r\n正如 [0A：语言学习的三种方式](https://zhuanlan.zhihu.com/p/564167912)这篇文章所说，主动非沉浸学习，相比沉浸学习能帮你更快掌握基础知识。\r\n\r\n有四部分知识需要主动非沉浸学习：\r\n\r\n1. 发音规则\r\n\r\n2. 书写系统\r\n\r\n3. 词汇\r\n\r\n4. 基础语法\r\n\r\n### 发音规则\r\n\r\n每种语言都有一套自己的发音规则，与其他语言有所差异。你的目标外语中有些发音是你的母语没有的。\r\n\r\n刚开始学习目标外语时，很多发音你甚至无法辨识。你的大脑单纯无法弄懂这些声音，你无法像母语者一样理解这些声音。\r\n\r\n要想弄懂这些发音，你需要完成数百小时的听力练习。好在主动非沉浸学习目标外语的发音规则能加速这一进程。\r\n\r\n要想了解目标外语的发音规则，你可以去网上找相关的视频或帖子。\r\n\r\n除非你能在听语言时精准地辨认不同发音，不要开口练习语音，否则你的口音会很不尽如人意，之后改起来也很困难。\r\n\r\n### 书写系统\r\n\r\n为了以准确的方式学习词汇，你需要阅读这些词汇。如果你的目标外语是表音文字，那么你要学习如何书写字母，并将这些字母与语音学习中学到的发音联系起来。\r\n\r\n汉语和日语的书写系统是表意的。如果你学的是这两种语言，你需要有意识地学习它们的文字。\r\n\r\n对于每种语言，用于学习其书写系统的工具都有所不同。加入 [Refold 社区](https://refold.la/join)可获得最适合学习你的学习资源。\r\n\r\n不要试图在这一阶段把书写系统学到极致，掌握基础即可。阅读是 Refold 学习导航中的核心部分，所以，你以后还会有很多机会来加强对书写系统的掌握。\r\n\r\n### 词汇\r\n\r\n刚开始学习一门语言时，你可能一点都不懂你沉浸学习的材料。最快提升自己理解能力的办法是：掌握最常见的 1000 个单词。这些词能覆盖 70-80% 的日常对话。\r\n\r\n一旦你掌握了基础，并能够理解一小部分沉浸学习材料，你就要开始通过沉浸学习来认识词汇，而非背诵词汇表。这一办法非常有效，因为你以这种方式学到的单词往往是你遇见最多的，也是你最有必要认识的。\r\n\r\n学习词汇的工具有很多。最简单的可以用纸质抽认卡。但我们推荐使用间隔重复系统（SRS）。SRS 比普通抽认卡高效百倍，因为 SRS 系统会调整学习内容，让你专注于难以掌握的单词。\r\n\r\n在下一篇文章中，我们会解释什么是 SRS，如何挑选一款 SRS，以及如何开始学习目标外语的常见词汇。\r\n\r\n### 语法\r\n\r\n### 别问「为什么」\r\n\r\n初学者学习新语法时，他们常常会问：「为什么这条语法是这样子？」他们想要找到某种可以解释这门语言的根本规律。\r\n\r\n可惜他们的问题往往没有答案。实际上语言就是混沌的一团乱麻，无法用简单的一组规则解释清楚。没有「为什么」，且「语言为什么是这样？」这个问题毫无意义。\r\n\r\n有一点很重要：语法「规则」并不是金科玉律般的规则。语法规则只是语言实际用法的指导。\r\n\r\n研究语法对于流畅对话帮助不大，因为你不可能记住所有规则，以及例外的情况。即使你过目不忘，你说话时也没有足够时间来运用这套知识。\r\n\r\n幸运的是，大脑很擅长以直觉领会语法。通过沉浸学习，你能用直觉理解语言，不思考语法也能遵循语法。\r\n\r\n[img [语法笑话：学习本国语言的老外往往比土著更懂语法|https://refold.la/static/ce03589d0a803ca9098890253e66e89f/b4294/grammar-meme.jpg]]\r\n\r\n### 精进理解\r\n\r\n尽管研究语法对口语帮助不大，但对于理解很有帮助。学习词汇有助于理解单词，学习语法有助于理解整条句子。\r\n\r\n一开始你可以每天阅读 10-15 分钟目标外语的基本语法规则。而沉浸学习时，你可以意识到句子中有你之前阅读过的语法规则，你可以体会到它们是如何在句子中发挥作用的。\r\n\r\n只有沉浸学习了足够多的材料，并见识了不少实例，你才能真正地理解你学习那些语法。如果有你不懂的，那就跳过。足够的沉浸学习终会使你领悟。", + "type": "text/markdown", + "caption": " 1A：打下外语基础\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Language Basics" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Vocabulary.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Vocabulary.json" new file mode 100644 index 0000000..79eab8d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_1A Vocabulary.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/1A Vocabulary", + "text": "# 1A：背单词\r\n\r\n在语言习得的开始阶段，你的首要目标是：为达成理解奠定基础。只有具备足够的理解能力，才能直接开始沉浸学习。如上一篇文章所述，建立这一基础的最快方法，是记住最常见的词汇。\r\n\r\n### 学习工具\r\n\r\n记忆工具和技术有很多。我们认为间隔重复系统（SRS）是迄今为止最有效的记忆工具。\r\n\r\nSRS （间隔重复系统）旨在追踪你对每张抽认卡的记忆程度，并智能地向你展示你将要遗忘的卡片。这样，你能记住海量信息，并且尽可能省去不必要的复习。\r\n\r\n目前可用的最佳 SRS 工具是 [Anki](https://apps.ankiweb.net/)。Anki 有很多辅助语言学习的功能和插件。其电脑端、网页端和安卓端都是免费的，不过 iOS 端收费 163 人民币。（如果你实在不想了解 Anki，且目标外语是英语，可以下载墨墨背单词作为代替）\r\n\r\nAnki 有点复杂，所以最好安排专门时间来安装和配置。[这里](https://refold.la/roadmap/stage-1/a/anki-setup)是 Anki 入门的完整指南。\r\n\r\n### 学习策略\r\n\r\n在沉浸学习中，你的目标是理解，而非表达。这意味着你只需要提升被动词汇量即可，被动词汇是你认识理解的词汇。\r\n\r\n你不必在沉浸学习中记忆词汇。当你到了第三阶段，你的大脑能够自然地将被动词汇转化为主动词汇，你便能轻松的回忆这些单词。\r\n\r\n### 选择单词表\r\n\r\nAnki「牌组」是你可以下载并学习的预制 Anki 卡片合集。Refold 社区正在努力制作适合新手的 Anki 牌组。\r\n\r\n免费加入你所学语言的 [Refold Discord 社区](https://refold.la/join)来获取这些牌组。\r\n\r\n如果你的目标外语下没有可用的 Refold 牌组，你可以使用其他来源的预制牌组，或者自己制作牌组。\r\n\r\n#### 选择预制卡组\r\n\r\n在优质的预制牌组中，每张卡片应有单词、例句、释义，最好也配上例句的音频。\r\n\r\nRefold 社区已经整理好了每种语言的优质牌组列表。加入[社区]((https://refold.la/join)来获取这些推荐牌组。\r\n\r\n#### 自制牌组\r\n\r\n如果按照上面的标准找不到优质的预制牌组，你可以自制牌组并与社区分享。\r\n\r\n制作牌组的第一步是选择你想学习的单词，最好的办法是借助词频表。词频表是将单词按照最常见到最罕见排序的单词列表。上网搜索即可找到任何一种语言的词频表。 \r\n\r\n选择词频表时，一定要保证表中的单词都是原型，而非变位/屈折形式。比如 “walk” 和 “walking” 应当归入同一单词。 \r\n\r\n如果你的母语和目标外语有联系（比如英语和西班牙语），那么这两门语言之间有很多单词会比较相似。这些相似单词是「同源词」，你不必学习。\r\n\r\n有了单词表之后，你要为每个单词收集制卡所需的信息，并将其导入 Anki。单词卡片有很多类型可供选择，但我们建议简单即可。\r\n\r\n在卡片正面写上单词。[img [vocabulary card front|https://refold.la/static/e9377b428a179543d5cc004ee3e9fcca/5a428/vocabulary-card-front.png]]\r\n\r\n卡片背面写上例句和释义。[img [vocabulary card back|https://refold.la/static/165ae46ff1501e0f0414dddf612a34e4/e3b18/vocabulary-card-back.png]]\r\n\r\n新手可能还需要在卡片背面添加例句翻译以辅助理解。但进阶之后最好不要使用例句翻译，因为翻译总是不准确的。\r\n\r\n此外，不要忘了这时候你学习的目的是认识理解单词。卡片正面不要有母语文字，只能有目标外语。\r\n\r\n### SRS 最佳实践\r\n\r\n每学一个新单词，之后都会有数次复习。新手最常见的错误是卡片学得太多太快。新卡片学得太多，复习负担也会变大，会让人很容易倦怠。\r\n\r\n重要的是坚持，不是卡片数量。我们建议每天添加 10 张新卡，这样每天复习量大概是 70 张卡片。改变新卡添加量后，复习量会在大概两周后发生变化。\r\n\r\n一旦感到倦怠，停止添加新卡片，等复习量下降为止。可以调整为每天学 5 个单词，或者其他你能掌控的学习量。", + "type": "text/markdown", + "caption": " 1A：背单词\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Vocabulary" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Intensive Immersion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Intensive Immersion.json" new file mode 100644 index 0000000..d28c3e4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Intensive Immersion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2A Intensive Immersion", + "text": "# 2A：精细沉浸\r\n\r\n精细沉浸能很好地提升阅读和词汇能力。对于初学者来说，把书和博客作为材料入手太困难了。我们推荐把目标外语的电视节目的字幕作为材料。\r\n\r\n我们推荐从字幕开始有四大原因：\r\n\r\n1. 电视节目的画面提供额外的视觉信息，有助于理解。\r\n\r\n2. 电视节目有声音，这样你能学到单词的正确发音\r\n\r\n3. 边读边听有助于你剖析句子的语法结构。\r\n\r\n4. 字幕是对话的书面文本。通常来说，对话所用的语言要比小说和博客更简单。\r\n\r\n### 如何精细沉浸\r\n\r\n在精细沉浸中，你的目标是尽可能去理解。因此，在每行字幕后都要暂停，并尝试理解句子。如果有不认识的单词，请查阅词典。\r\n\r\n当你精细沉浸时，你遇到的一些语言会很容易理解，但其余部分则较为困难。甚至在字典的帮助下仍有些句子你无法理解。\r\n\r\n专注于适合你的大脑的难度。如果你在思考 10 秒后还是搞不懂一句话，跳到下一句就好了。\r\n\r\n在传统教育中，你被告知应当努力学习困难的东西。其实，在沉浸学习中，专注于简单的内容是更好的策略。当你的理解能力逐步提高，曾经困难的内容也将变得简单。\r\n\r\n### 该看什么内容\r\n\r\n#### 字幕\r\n\r\n对于听力不好的人来说，纯靠听音来查词是很困难的。因此需要找到字幕和音频匹配的内容。如果没有字幕，你无法精细沉浸电视和电影。\r\n\r\n本土产出影像的字幕通常是与音频匹配的，但配音影像往往并非如此（译注：比如 CCTV6 的官方配音往往和字幕不一样）。匹配的字幕对初学者来说很重要，你要听清每个单词的正确发音。能力提升之后不匹配的字幕就不成问题了。\r\n\r\n除非是冷门小语种，一门语言会有很多搭配字幕的影像。Refold 社区正在汇集这样的内容，以便初学者上手。\r\n\r\n但是，小语种语言可能没有字幕。如果你找不到有字幕的目标外语影视，我们建议用漫画书做精细沉浸的材料。我们会在 2B 阶段进一步解释阅读漫画的细节。\r\n\r\n#### 面向儿童的内容\r\n\r\n面向成年人（16 岁以上）的母语内容，对于刚开始学语言的人来说是很难的。从儿童内容上手会更简单。\r\n\r\n我们推荐从面向 7 至 14 岁的儿童节目开始。儿童节目的故事和对话更简单，也更容易理解。\r\n\r\n我们不推荐面向婴幼儿的电视节目。这些节目包含的语言太少，对成年人来说也太无聊了。\r\n\r\n#### 重看内容\r\n\r\n加速习得过程的最佳途径就是增进理解。材料越容易理解，它就越吸引人，你的大脑也能从中学到更多。\r\n\r\n增进理解和投入的好策略是把内容看两遍：先无阻沉浸一遍，再精细沉浸一遍。如果你已经看过一遍，你将懂得故事的来龙去脉、对此有更深的理解，在精细沉浸中也会更加投入。第二遍的精细理解可以让你解开第一遍没有理解的所有谜团。\r\n\r\n对于你以前没看过的节目，你可以通过在观看前/后阅读情节梗概来增强理解。这将有助于你理解故事，帮助你去猜测其中涉及到的单词意思，并引导你更加投入于材料中。\r\n\r\n### 不要精疲力竭\r\n\r\n精细沉浸也许会很累人。这个过程需要你高度集中，会消耗很多精力。做精细沉浸做累了就切换到无阻沉浸。\r\n\r\n一旦你觉得手头上的视频或书籍没意思，就换别的东西看。不要强迫自己沉浸学习。对于语言习得来说，愉快是最重要的。\r\n\r\n### 沉浸学习的工具（译者注：我们也整理过一些语言学习工具，参见：https://zhuanlan.zhihu.com/p/556277936）\r\n\r\n### 弹窗词典\r\n\r\n看视频或读书时要查词典。电子词典软件比纸质词典更快捷，但查词时仍然需要切换窗口。\r\n\r\n利用弹窗词典，你能直接在看视频的应用里面查词。[img [弹窗词典|https://refold.la/static/f62a33dfce623e5624dd1e7f34c749e2/0a47e/popup-dictionary.png]]\r\n\r\n如果你有 Netflix，我们推荐 [Language Learning with Netflix](https://languagelearningwithnetflix.com/) 这个 Chrome 插件。这个插件能在每行字幕结束后自动暂停，并借助内置弹窗词典来查词。这个插件能免费使用，但也有付费版本，提供了更多功能，也许对你有用。\r\n\r\n制作了这个插件的公司同样制作了 [Language Learning with YouTube](https://chrome.google.com/webstore/detail/language-learning-with-yo/jkhhdcaafjabenpmpcpgdjiffdpmmcjb) 插件。\r\n\r\n还有一些服务于阅览网页的弹窗词典：\r\n\r\n- [Mac 内置](https://wokabulary.com/blog/the-built-in-dictionary-on-mac-and-iphone.html)词典\r\n\r\n- [Yomichan](https://chrome.google.com/webstore/detail/yomichan/ogmnaimimemjmbakcfefmnahgdfhfami)（针对日语）\r\n\r\n#### MPV 视频播放器\r\n\r\n如果你喜欢离线看视频，我们推荐 [MPV](https://mpv.io/) 这一视频播放器。MPV 是开源的，而且有很多社区制作的插件，是绝佳的语言学习工具。\r\n\r\nMPV 比较复杂，所以我们制作了[引导视频](https://youtu.be/bbg6ztWecbU)来帮你配置。\r\n\r\n### 寻找带字幕的视频\r\n\r\n#### YouTube\r\n\r\nYoutube 是寻找电视节目和其他有趣母语材料的绝佳场所。Youtube 中每个视频都配有自动生成的字幕，虽说不尽准确。若要查找配有准确字幕的视频，请使用 Youtube 的[高级搜索](https://support.google.com/youtube/answer/3029103?hl=en)功能。\r\n\r\n#### Netflix\r\n\r\n如果你在使用 Netflix，你目标外语的任何原创内容都会配有字幕。\r\n\r\n如果你看的视频是配音的，请使用标有「CC」的字幕轨道，「CC」表示「隐藏式字幕」。如果字幕轨道没有 CC 的标识，那么字幕大概跟音频匹配不上。\r\n\r\n#### 目标外语的流视频服务\r\n\r\n不要只盯着这几个网站，多看看别的流视频服务。每个国家都有本土媒体和本土流视频平台。在那里你可能会发现更多字幕匹配音频的视频。\r\n\r\n#### Refold\r\n\r\n我们的社区整合了字幕匹配音频的视频列表。[加入社区](https://refold.la/join)来获取这些资源。", + "type": "text/markdown", + "caption": " 2A：精细沉浸\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Intensive Immersion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Measuring Comprehension.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Measuring Comprehension.json" new file mode 100644 index 0000000..5f87766 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Measuring Comprehension.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2A Measuring Comprehension", + "text": "# 2A：衡量理解能力\r\n\r\n许多人喜欢估计一段材料中他们认识单词的占比，来衡量他们的理解能力。但是，这招没法去衡量高层次的理解。\r\n\r\n这主要有两个原因：\r\n\r\n1. 即使你认识每个词，但连成一句话可能就不懂了。\r\n\r\n2. 即使不认识句子里所有的词，你也能完全理解句子。\r\n\r\n因此，我们建立了一套体系来帮助你评估理解能力，评估标准基于你真正理解了多少。\r\n\r\n### 理解等级\r\n\r\n下面的理解等级包含多个阶段：从完全不理解的阶段，一直到相当于母语者的完全理解阶段。\r\n\r\n#### 等级 0：啥都不会\r\n\r\n- 材料对你是来说天书。\r\n\r\n#### 等级 1：一星半点\r\n\r\n- 个别词汇你看得懂。\r\n\r\n#### 等级 2：零零碎碎\r\n\r\n- 每句话中你几乎至少能认出一个词。\r\n\r\n#### 等级 3：懂得要旨\r\n\r\n- 你能认出文中一半左右的词汇。\r\n\r\n- 你能理解一些句子的完整含义。\r\n\r\n#### 等级 4：明了情节\r\n\r\n- 你能理解几乎所有句子的意思。\r\n\r\n- 你懂得故事大意，但是个别情节不太懂。\r\n\r\n#### 等级 5：轻松晓畅\r\n\r\n- 你几乎能理解所有句子，除了偶尔会不懂个别单词或者短语。\r\n\r\n- 你可能不理解笑话、双关或者一些微妙的语言差别。\r\n\r\n- 理解依然需要努力。\r\n\r\n#### 等级 6：浑如天成\r\n\r\n- 你能毫不费力地理解一切。\r\n\r\n### 理解能力不是恒定的\r\n\r\n请注意，在不同内容中，你的理解等级也是不同的。你可能对少儿节目有等级 5 的理解，但对新闻报道只有等级 3。\r\n\r\n### 测试你的理解能力\r\n\r\n在整个 Refold 学习导航中，我们使用上述的理解等级标准来确定你何时准备好进入下一个子阶段。每个子阶段都会有自我测试，以帮助你衡量自己的理解力。这些测试解释了要使用哪种类型的内容以及如何执行测试。\r\n\r\n随着你在各阶段的进展，内容的难度会不断增大，帮助你理解的工具会变少。但无论是什么情况，在自我检测理解能力时，你都不应该使用字典查询。查字典会人为地提高你的理解力，掩盖你的真实能力。\r\n\r\n### 进阶\r\n\r\n要从 2A 阶段升到 2B 阶段，你应该对面向青少年年龄段的内容有 3 级的理解力。记住，3 级理解力意味着你能认出一半以上的单词。\r\n\r\n你不需要完全理解这些词在给定语境中的含义。如果你看到一个词，心想「我知道这个词，但不明白它在这里是怎么用的」，这也算认识。\r\n\r\n为了测试自己是否有足够的能力可以进入 2B 阶段，选择一个有字幕的儿童年龄段电视节目（针对 7-14 岁）。带着字幕看节目，暂停阅读每一行。关掉你的弹出式词典，这样你就不会被诱惑着去看定义或翻译。\r\n\r\n如果你能理解几乎每一个词，且理解一些句子的完整含义，那么你已经准备好进入阶段 2B 了。祝贺你！", + "type": "text/markdown", + "caption": " 2A：衡量理解能力\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Measuring Comprehension" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Sentence Mining.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Sentence Mining.json" new file mode 100644 index 0000000..cfeb994 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2A Sentence Mining.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2A Sentence Mining", + "text": "# 2A：词句挖掘\r\n\r\n词句挖掘是在沉浸学习时发现新单词，并制作 Anki 卡片来学习这些新单词。词句挖掘得名于卡片要用到原文中单词所在的句子作为例句。这个方法威力无穷，因为你学到的单词，都是你在自己的沉浸学习中经历过的。\r\n\r\n你可以随时开始挖掘词句，但最好还是打牢了语法词汇基础再做。我们推荐挖掘词句之前先掌握至少 1000 个单词。\r\n\r\n### 以句子为单位，而非单词\r\n\r\n我们强烈推荐在每张卡片上都添加例句。卡片如果只有单词及其释义而没有例句，那么在学习过程中会有很多问题：\r\n\r\n **1. 大部分单词有多种含义** \r\n\r\n有些单词甚至可能有十几个不同的含义。同时掌握所有意思太难了。\r\n\r\n选择例句后，你只需要关注单词在语句中所表达的意思即可。这样一次只学一个释义是更有效的词汇学习方法。\r\n\r\n **2. 孤立的单词很难记忆** \r\n\r\n孤立的单词是脱离实际的，而脱离实际的东西很难记忆。例句为单词添加了上下文，构造了更具体的情景，更容易勾牢在记忆里。\r\n\r\n **3. 单词从不被单独使用** \r\n\r\n学习孤立而没有上下文的单词，就无法掌握跟其他单词联用时的用法。而例句可以帮助你从整体的角度出发理解一些词组和搭配。\r\n\r\n### 如何选择句子\r\n\r\n不是所有句子都适合拿来学习。合适的单词例句需要符合两条主要的选择标准。满足这两条标准的句子称为 1T 句子。\r\n\r\n **1. 只有一个未知** \r\n\r\n好的例句应该只有一个陌生单词或者一个语法结构。有多个未知元素的句子不要用。\r\n\r\n **2. 完全理解** \r\n\r\n当你查找了未知单词的释义或未知语法结构的解释后，就应该完全清楚例句的意思了。如果查询后还是搞不懂，那么这可能不是一个好例句。\r\n\r\n### 如何选择要记忆的单词\r\n\r\n并非每个单词都值得学习。以下标准决定了该学哪些词汇：\r\n\r\n1. 这个词在日常交谈中有用吗？\r\n\r\n2. 这个词对于理解你的沉浸内容是否必要？\r\n\r\n3. 你之前见过这个词了吗？你是否觉得熟悉？\r\n\r\n4. 这个词对你个人而言是否有趣？\r\n\r\n如果以上问题你的回答都是「是」，那么你应该学这个单词。\r\n\r\n### 何时挖掘\r\n\r\n精细沉浸是语句挖掘的最佳时机。你已经在努力理解语句，查询单词意思了，所以顺带找出好的 1T 句子也很容易。\r\n\r\n有多种将被挖掘的词句制卡的方法：\r\n\r\n1. 边沉浸边制卡（同步挖掘）。\r\n\r\n2. 保存你想学的句子，留到之后再制卡（异步挖掘）。\r\n\r\n3. 用软件自动制作卡片（自动挖掘）。\r\n\r\n同步挖掘是社区中最流行的方法，所以我们建议从它开始。这里有许多让同步挖掘变简单的工具。\r\n\r\n加入 [Refold 社区](https://refold.la/join)以获取你目标外语最好的支持工具。（译注：国内也有类似的插件可以帮助制卡，详见https://zhuanlan.zhihu.com/p/25866272）\r\n\r\n### 如何制卡\r\n\r\n有许多不同的卡片样式可供使用。我们推荐从只包含文本的卡片上手，因为这种卡片制作起来最简单。有两种文本卡片：单词和句子。它们各有优劣，这个[视频](https://www.youtube.com/watch?v=GLfmKWhLhjk)可供参考。\r\n\r\n在[第一阶段（已汉化）](https://zhuanlan.zhihu.com/p/565801338)，我们推荐使用单词卡，因为你的词汇量还不足以理解整个句子。你现在已经进入第二阶段了，我们建议你切换到句子卡。\r\n\r\n#### 句子卡格式：\r\n\r\n- 正面：例句\r\n\r\n- 背面：目标单词的释义\r\n\r\n熟悉 Anki 用法之后，你可以在卡片里添加图片和音频。你可以在[这里](https://refold.la/roadmap/stage-2/b/advanced-sentence-mining)了解更高级的卡片格式。\r\n\r\n### 工作流程示范\r\n\r\n- 第一步：在沉浸学习的材料中找到 1T 句子。\r\n\r\n- 第二步：把句子放在卡片正面[img [句子卡正面|https://refold.la/static/3a0bc7d217b23c93e40044f54bebe204/5a428/sentence-card-front.png]]\r\n\r\n- 第三步：在卡片背面放上释义[img [句子卡背面|https://refold.la/static/f7582c8c14e8c2b5fe03886204c8c071/5a428/sentence-card-back.png]]\r\n\r\n### 翻译\r\n\r\n不推荐在卡片上添加整个语句的翻译。不同语言表情达意的方法各有千秋，所以翻译总是不准确的。对于满足了 1T 标准的句子，你应该不需要翻译就能理解。\r\n\r\n### 多少卡片？\r\n\r\n我们推荐每天学习 10 张新卡片。你可以多学，但是 Anki 复习会越积越多，你可能承受不住。\r\n\r\n若要估计未来的复习量，将每天学习的新卡片数量乘以 7 。例如，如果你每天学 10 张卡片，那么几周之后，你每天要复习大约 70 张卡片。", + "type": "text/markdown", + "caption": " 2A：词句挖掘\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Sentence Mining" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Going Monolingual.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Going Monolingual.json" new file mode 100644 index 0000000..cfa464e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Going Monolingual.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2B Going Monolingual", + "text": "# 2B：转向单语词典\r\n\r\n目前为止，你都在使用 **双语词典** 。你在词典里查找目标外语的单词，阅读词典中用母语撰写的单词释义。\r\n\r\n一旦你对于电视节目字幕或者动画能够达到 [4 级（已汉化）](https://zhuanlan.zhihu.com/p/567218773)的理解水平，这时候就应该改用单语词典了。单语词典是母语者所使用的词典，用你的目标外语解释目标外语中的单词。\r\n\r\n### 为什么要使用单语词典？\r\n\r\n双语词典很适合初学者，因为你能借助母语快速学习目标外语中的单词。但是双语词典有个问题：不够准确。\r\n\r\n每种语言各有微妙之处，难以经由翻译传达。双语词典把单词翻译成另外一门语言，这一过程会丢失单词的部分内涵。\r\n\r\n如果你依赖这些不准确的翻译，你会很容易误解目标外语单词的真正意思。虽然通过足够的沉浸，这些误解能自然得到纠正，但是这样太慢了。如果使用单语词典，你能在第一时间学到这个单词的正确意思，而且加快习得的过程。\r\n\r\n### 如何使用单语词典？\r\n\r\n现在你使用词典查找单词的过程，可能类似于：\r\n\r\n1. 见到不认识的单词。\r\n\r\n2. 使用双语词典查询这个单词。\r\n\r\n要想过渡到单语词典，最简单的方法是在这个过程中加上一步：\r\n\r\n1. 见到不认识的单词。\r\n\r\n2. 使用单语词典查询这个单词。\r\n\r\n3. 使用双语词典查询这个单词。\r\n\r\n如果单语词典的释义中出现了很多不认识的单词，那么你就要在双语词典中查询这些不认识的词，并为这些词创建卡片。\r\n\r\n随着你越来越熟悉单语词典，卡片背后的释义就要从母语释义改成单语释义了。你最终就能丢掉双语词典，完全依赖于单语词典的释义了。\r\n\r\n我们将上述过程称为「平易单语过渡」。这种平易的方法适用于大多数学习者。但对于某些语言来说，单语过渡太困难，需要更成体系的方法。\r\n\r\n如果你尝试了平易方法，但是仍然感到有困难，可以尝试[结构化的单语过渡](https://refold.la/roadmap/stage-2/c/structured-monolingual-transition)。", + "type": "text/markdown", + "caption": " 2B：转向单语词典\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Going Monolingual" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Immersion Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Immersion Guide.json" new file mode 100644 index 0000000..de55564 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Immersion Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2B Immersion Guide", + "text": "# 2B：沉浸学习指南\r\n\r\n2B 阶段的目标是在特定题材的母语内容达到 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)的理解水平。一旦你达到了这一水平，沉浸就容易多了，因为你能理解足够多的内容，很容易保持专注。\r\n\r\n我们社区的许多成员说，当他们达到 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)的理解后，他们的沉浸学习能够自我维持，因为他们会渴望在目标外语上花更多的时间。\r\n\r\n### 选择难度适中的内容\r\n\r\n面向少儿的内容，很适合初学者，但跟成人使用的语言差距很大。现在你已为理解打下坚实基础，观看真正的母语内容将更加容易。\r\n\r\n为了保证你能尽量理解材料，请尝试寻找相对容易理解的内容。\r\n\r\n#### 故事简单\r\n\r\n题材简单为佳。浪漫的情景喜剧比讲时间旅行的科幻小说更简单。\r\n\r\n#### 内容形象\r\n\r\n形象「展示」故事，而不平铺直叙为佳。情绪夸张的肥皂剧比独白自述更容易理解。\r\n\r\n#### 语言简单\r\n\r\n语言简单，可用于日常生活为佳。个人轶事比政治辩论更容易理解。\r\n\r\n### 领域\r\n\r\n不同类型的内容使用不同类型的语言。奇幻剧的语言，与校园剧的语言不同。我们将这些不同类型的语言称为「领域」。\r\n\r\n当你进入 2B 阶段，探索你的兴趣时，你会在许多不同领域中沉浸学习。你在一个领域中学到的东西，可能对其他领域用处不大。因此，你为了加速提升你的理解力，需要专注在少数几个领域。\r\n\r\n我们推荐你选择「日常喜剧」作为入门领域。日常喜剧关注普通人的日常生活，往往故事情节很简单，包含大量的视觉信息，而且使用的语言都是日常生活能用得到的。\r\n\r\n不过，你需要结合你的兴趣和享受程度综合考量。\r\n\r\n### 快乐最大化\r\n\r\n在选择内容时，把享受放在首位。找到符合你兴趣的内容。你越喜欢沉浸学习，你学到的东西就越多。\r\n\r\n如果你不喜欢「日常」，那选一个你喜欢的就好。如果你对某个领域感到厌烦，那就切换到下一个。保持对语言的兴趣比优化效率更重要。\r\n\r\n### 拥抱模糊不解\r\n\r\n关于享受沉浸学习，我们能给出的最好建议是：不要担忧自己不能完全理解。许多学习者苦于不能理解细枝末节，却从不因为他们能理解的内容而鼓励自己。\r\n\r\n不要丧气。你迟早能理解的。\r\n\r\n### 沉浸学习多久呢？\r\n\r\n你沉浸得越多，你习得目标外语的速度就越快。如果你目标外语与你的母语相似，我们建议你每天完成 2-3 个小时的主动沉浸（精细或无阻）。对于较难的语言，每天 5 个小时以上是取得快速进步的理想选择。\r\n\r\n看起来很长时间，但别忘了，沉浸学习不需要正襟危坐。如果你在闲暇时间都收看外语内容的话，你就可以一边看你喜欢的电视节目享乐放松，一边学习语言。\r\n\r\n### 进阶\r\n\r\n如果你对从未看过的母语内容达到了 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)的理解水平，你就准备好进入 2C 阶段了。你可以配字幕观看，并在每段字幕后暂停理解，但你不该查词。\r\n\r\n母语内容的难易差别很大。对于这个测试，你要选择面向成人的材料，且材料的领域是你所熟悉的。\r\n\r\n看一集你以前从未看过的节目。每一行字幕都要暂停阅读。不要查词，问问自己：\r\n\r\n1. 我能否理解几乎所有的句子？\r\n\r\n2. 我能否理解完整剧情，不会晕头转向？\r\n\r\n如果你的回答都是「是」，祝贺你！可以升到 2C 阶段了。", + "type": "text/markdown", + "caption": " 2B：沉浸学习指南\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Immersion Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Reading.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Reading.json" new file mode 100644 index 0000000..6a0d5f9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2B Reading.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2B Reading", + "text": "# 2B：阅读\r\n\r\n到目前为止，我们都一直建议你把字幕作为阅读材料。我们这样建议的原因有四：\r\n\r\n1. 电视节目的画面提供额外的视觉信息，有助于理解。\r\n\r\n2. 电视节目有音频，这样边读边听，能培养正确的发音认知。\r\n\r\n3. 边读边听有助于你剖析句子的语法结构。\r\n\r\n4. 字幕是对话的书面文本。通常来说，对话要比小说和博客更简单。\r\n\r\n一旦你感觉阅读字幕太容易，你就可以开始读更困难的材料了。\r\n\r\n### 纯文字\r\n\r\n纯文字不附加视觉或听觉信息，纯文字材料包括书籍、博客、新闻。\r\n\r\n阅读字幕时，即使有些单词不懂，你也能借助节目图像的视觉信息来理解故事情节。阅读纯文字则更加困难，因为没有视觉信息了。书页上的文字是唯一了解故事的信息来源。\r\n\r\n阅读纯文字不是学习语言的必要条件。如果你愿意的话，你完全只通过字幕学习，同样能流利掌握语言。然而，比起看电视，许多人更喜欢读书。\r\n\r\n下面我们将解释如何逐步提高你的阅读能力，直到你能够阅读完整的小说。\r\n\r\n### 漫画\r\n\r\n字幕之后就是漫画。漫画基本上以对话为主，其语体跟电视节目类似。\r\n\r\n漫画没有音频来帮助你解析句子，但跟电视一样都有图像。这些视觉信息有助于理解，因此漫画很适合当作阅读材料中视频字幕跟纯文字的衔接。\r\n\r\n许多漫画可以在线阅读；这些漫画是「网络漫画」，很容易在网上搜到。加入 [Refold Discord 社区](https://refold.la/join)来获得你目标外语的漫画推荐。\r\n\r\n### 分级读物\r\n\r\n如果你准备好阅读纯文字了，我们推荐从分级读物开始。分级读物是为儿童或二语学习者简化过的小说。简化后的语言能帮你战胜纯文字的难度陡坡。\r\n\r\n当你读过几本分级读物后，你就会有更充分的预备去阅读小说。\r\n\r\n### 童书\r\n\r\n如果你找不到面向你的目标外语的分级读物，或者你对找到的材料不满意，你可以阅读童书。\r\n\r\n不要以为童书就简单。给孩子看的书，不意味着对于第二语言学习者就简单。童书经常会用搞笑有趣的词，这些词往往是读字幕学不了的。\r\n\r\n我们不推荐阅读图画书或面向 7 岁以下儿童的书籍，因为这些书中的语言过于简化。\r\n\r\n### 博客\r\n\r\n纯文字阅读的另一个选择是博客和网络上的文章。博客的语言没有简化，但它们的内容往往专注于单一主题。如果你已经了解了这一主题，那么你就能推断出大部分不认识的单词的意思。\r\n\r\n### 如何阅读\r\n\r\n就像读电视字幕那样，你可以用精细沉浸或无阻沉浸来读纯文字。如果用小说上手，我们建议阅读方法更偏向无阻沉浸，只查会影响情节理解的单词。查单词太频繁会打断阅读，阻止大脑吸收语言。\r\n\r\n阅读策略有不少。如果你想进一步了解，可以在这篇[文章](https://refold.la/roadmap/stage-2/c/how-to-read-a-novel#Reading-Strategies)中找到这些策略的详细介绍。", + "type": "text/markdown", + "caption": " 2B：阅读\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Reading" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Immersion Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Immersion Guide.json" new file mode 100644 index 0000000..4447f8b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Immersion Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2C Immersion Guide", + "text": "# 2C：沉浸学习指南\r\n\r\n为了在你选择的领域中快速从 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)提升到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)理解，你需要交替进行这两项活动：阅读与听力。\r\n\r\n你可以周期性地（每天或每周）交替安排这些活动。由你自己决定最适合你生活、兴趣和精力水平的方式。\r\n\r\n下面，我们为以上两个活动分别建立了沉浸式学习计划的示例，且两种沉浸式学习计划都假设你正尝试掌握生活领域。\r\n\r\n### 专注阅读\r\n\r\n精细沉浸\r\n\r\n- 观看: 带字幕的老友记\r\n\r\n- 阅读: 生活化的漫画杂志\r\n\r\n- 阅读：个人博客\r\n\r\n词句挖掘：\r\n\r\n- 尝试理解每个生词，并为其逐个制作卡片。\r\n\r\n被动听力：\r\n\r\n- 听老友记的音频，这样你能复习你在 Anki 中所学的单词。\r\n\r\n### 专注听力\r\n\r\n无辅助的无阻沉浸\r\n\r\n- 观看：老爸老妈的浪漫史\r\n\r\n- 观看：YouTube 上的个人轶事视频\r\n\r\n- 收听：关于个人轶事的播客\r\n\r\n### 进阶\r\n\r\n2C 阶段结束时，你对面向成年人的日常喜剧应该具备了 5 级的理解水平。下面是一些自我测试。\r\n\r\n选一集你从没看过的日常喜剧节目。关掉字幕。把这集节目看完，中途不要暂停回退。问自己这三个问题：\r\n\r\n- 你能听得清所说的每个词吗？\r\n\r\n- 你能理解故事中的每个细节吗？\r\n\r\n- 你能不假思索、自然而然地理解大部分对话吗？\r\n\r\n即便有一个问题的答案是「不能」，也不必担心。只要持续沉浸式学习，你很快就能进阶到第三阶段。\r\n\r\n如果这三个问题的答案都是「能」。恭喜你！你可以开始第三阶段了。", + "type": "text/markdown", + "caption": " 2C：沉浸学习指南\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Immersion Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Master a Domain.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Master a Domain.json" new file mode 100644 index 0000000..dd84cfd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Master a Domain.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2C Master a Domain", + "text": "# 2C：掌握一个领域\r\n\r\n要从 2C 阶段毕业至 3A 阶段，你首先对某个领域的理解应该达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable) 。 从 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story) 过渡至 5 级是一项挑战，需要在策略上做一些调整。 第一个变化：聚焦在单个领域上。\r\n\r\n我们还建议进行另外两项策略调整：\r\n\r\n1. 让精细沉浸更加精细\r\n\r\n2. 丢掉无阻沉浸中的所有辅助\r\n\r\n### 完全沉浸\r\n\r\n现在，你对首个领域的理解应该达到 4 级，这意味着你可以跟上沉浸式内容的故事。 4 级足以让人享受沉浸；欣赏故事不必要理解每一个词的意思。 但想要达到 5 级的理解水平，你需要给自己树立更高的标准。\r\n\r\n在 2A 阶段，我们建议你查找每个单词的时间不要超过 10 秒，因为将注意力集中在能理解的单词上是最有效的。 既然你正在尝试缩小与 5 级之间的差距，那么花上最多 30 秒来理解任何生词和短语也是值得的。为大多数生词及短语制作 Anki 卡片也是很有帮助的。\r\n\r\n如果在体验沉浸时发现查找的意思过于混乱，应该先保存句子，暂停查找，在沉浸时间结束时继续查找。\r\n\r\n习语、固定表达以及文化或历史文献资料比普通单词更难查找。 你通常无法在字典中找到它们。 如果你认为自己遇到了习语或文献资料，那么它值得花上最多 60 秒来进行谷歌搜索。 当你把它搞懂后，制作一张 Anki 卡也是值得的。\r\n\r\n如果在搜索 60 秒后仍然无法弄清楚，我们的建议是最好放弃。有些参考资料需要完整阅读 Wikipedia 文章或是博客才能完全理解；也有些可能是太晦涩难懂，难以查询。 除非你个人觉得它们非常有趣，否则这么做不值得。\r\n\r\n### 无辅助的无阻沉浸\r\n\r\n在本阶段，无阻沉浸的目标是提高听力。在 2C 阶段的最后，你应能不借助字幕和词典而对母语内容有 5 级的理解水平。\r\n\r\n现在你的阅读理解水平很可能比你的听力理解水平要好得多。为了提高听力，你应该在无阻沉浸中脱离字幕的辅助，这样你的大脑就不得不发展听力能力。\r\n\r\n这也是一个开始收听纯音频的好时机（播客、访谈等等）。你的理解力应该足以保持兴趣和投入，哪怕没有任何视觉背景。\r\n\r\n在这个阶段，重听也变得非常有用。 如果你再听一遍你挖掘过词句的内容，这就相当于学完 Anki 词汇后立刻再听一遍，你就能记得更牢。", + "type": "text/markdown", + "caption": " 2C：掌握一个领域\r", + "modified": "20230930171250227", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Master a Domain" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Narrow Focus.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Narrow Focus.json" new file mode 100644 index 0000000..8f28b94 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_2C Narrow Focus.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/2C Narrow Focus", + "text": "# 2C：专注主题\r\n\r\n在 2B 阶段时，你的目标是提升理解能力，让你能享受沉浸学习。[4 级（已汉化）](https://zhuanlan.zhihu.com/p/567218773)的理解水平足够让你享受材料了，虽然你仍然不理解大部分内容。\r\n\r\n2C 阶段的目标，是对于某一领域的母语内容，达到 [5 级（已汉化）](https://zhuanlan.zhihu.com/p/567218773)的理解水平。达到这一水平之后，大脑能注意到语言的细腻之处并将其习得。\r\n\r\n达到 5 级理解能力就意味着：你已经潜意识地习得了足够的语言来学习像母语者一样说话和写作。\r\n\r\n从 4 级提升到 5 级很花时间。为了加快进展，你要把注意力聚焦到语言的一小块领域上。\r\n\r\n### 选择主题领域\r\n\r\n我们在 2B 阶段提到，不同类型的内容，其涉及到的语言也属于不同领域。比如奇幻主题的语言，与科幻主题的语言所用到的词汇就不同。\r\n\r\n在 2B 阶段，你需要目标明确地享受并追随自己的兴趣，所以你可能一直会在不同的领域之间跳来跳去。在不同领域之间的转换会减缓你迈向第 5 级理解的进度，因为它打断了对特定领域语言的掌握。\r\n\r\n为了加快这个过程，我们建议你一个一个来，掌握了一个再去掌握下一个。具体来说，我们建议先掌握「日常喜剧」领域，因为它与日常讲话最为相关。\r\n\r\n通过把学习专注于日常领域，你将更快地习得语言的细微之处，为第三阶段的口语表达做好准备。\r\n\r\n### 享受学习\r\n\r\n你要平衡效率与享受，一如既往。\r\n\r\n理想情况下，你总会享受你所专注的领域的。可惜大部分人不能如愿。如果你开始厌烦一块领域了，那么就多学一些你感兴趣的材料。\r\n\r\n找到最适合你的平衡点。", + "type": "text/markdown", + "caption": " 2C：专注主题\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Narrow Focus" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A Adopt A Language Parent.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A Adopt A Language Parent.json" new file mode 100644 index 0000000..bea7ae5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A Adopt A Language Parent.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3A Adopt A Language Parent", + "text": "# 3A：认领语言家长\r\n\r\n大部分沉浸学习者想要达到母语者的口语水平，但是每个母语者都有自己独特的说话方式。既然如此，你要如何「说得像母语者一样」呢？\r\n\r\n不要想着「像母语者一样说话」，而是确定一名特定的母语者，来模仿他的说话方式。这个人就是你的“语言家长”。\r\n\r\n### 确定家长人选\r\n\r\n在不同家长人选之间斟酌时，你要考虑以下问题：\r\n\r\n1. 你是否喜欢这个人的说话方式？\r\n\r\n2. 这个人说的材料是否合适？\r\n\r\n#### 合适的发音\r\n\r\n认领家长的目的是模仿他们说话的方式。你说话的方式最终会听起来很像你的家长，所以家长的选择应该基于你对说话方式的喜好。\r\n\r\n语言家长应当与你性别一致，年龄相当。如果你是 16 岁的女孩，不要模仿 75 岁男人说话。\r\n\r\n家长的性格也是认领家长的关键因素。你将要花大量的时间收听他们的材料，所以你应该确保自己能够享受他们制作的内容。\r\n\r\n#### 合适的内容\r\n\r\n你的家长应该制作了很多没有字幕、未经编辑的内容（也就是生肉）。这些内容很重要，它们为你提供了语言家长正常的说话方式。\r\n\r\n包含字幕且被编辑过的材料，其语言风格与自然的说话方式差别很大。如果通过这些内容来模仿练习口语，你的说话风格会像个动画角色或者电视人物，异常生硬。\r\n\r\n尝试找到拥有 100 小时生肉材料的家长。如果能听到他们在不同场景下的说话风格那更理想。主播，博客或者脱口秀的主持人，都是最佳的语言家长人选，因为他们制作了大量生肉可以作为你的模仿语料。\r\n\r\n制作的材料中应该包括视频，不能只是音频。通过视频，你可以看见他们的肢体语言和表情，这些都是沟通的重要一环。\r\n\r\n如果你在一番搜寻后，发现没有单独一个人能满足上述所有标准，你可以找两名语言家长。但不推荐认领更多人。\r\n\r\n### 和家长共度高质量时光\r\n\r\n为了全身心地认领语言家长，你需要：\r\n\r\n1. 找到语言家长。\r\n\r\n2. 大量收听他们制作的材料。\r\n\r\n3. 练习他们的说话方式。\r\n\r\n人与人相处会受到潜移默化的影响。如果你听过很多语言家长的材料，你也会自然而然地开始模仿他们。为了加快这个过程，你可以有意地做「影子跟读」练习来模仿。我们会在 3B 阶段解释如何模仿家长。\r\n\r\n刚开始沉浸你的家长制作的内容时，你的理解水平可能会下降，因为语言家长的说话方式，可能和你习惯的领域不太一样。为了快速提升理解力，我们推荐把 50% 的主动沉浸时间，和 100% 的被动收听时间，花在语言家长上。同时你也应该学会自己挖掘语句。\r\n\r\n你和语言家长度过越多的时光，你就能越快地达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)理解水平，并且越早开始模仿他们。", + "type": "text/markdown", + "caption": " 3A：认领语言家长\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A Adopt A Language Parent" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A New Domain Real Conversation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A New Domain Real Conversation.json" new file mode 100644 index 0000000..539acd6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A New Domain Real Conversation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3A New Domain Real Conversation", + "text": "# 3A：新领域：真实对话\r\n\r\n到目前为止，你可能一直沉浸在带有字幕、经过编辑、表演的内容中。 现实生活中的对话是一个新的领域，有不同的词汇和不同的说话风格。 你将会需要重复之前的掌握方式来接触这个新领域。 不用担心，第二次会比第一次容易得多。\r\n\r\n与其他领域相比，这个新的领域相对来说更加容易。 现实生活中的对话通常侧重于具体主题或人类经验，比起谈论抽象概念会容易许多。随意的交谈也比辩论政治或哲学更容易。\r\n\r\n关于现实生活中的对话，这里有两个子域：\r\n\r\n1. 书面对话\r\n\r\n2. 口语对话\r\n\r\n### 书面对话\r\n\r\n书面对话包括短信、即时消息、论坛、聊天室、YouTube 评论、Twitter 以及博客。这里使用的语言通常是随意、凌乱且无结构的，需要一定时间来适应。\r\n\r\n首先阅读其他人在互联网聊天室和论坛中的对话，尝试找到你所感兴趣的话题。例如，如果你喜欢漫威电影宇宙系列，可以找一个经常讨论漫威电影和电视剧的粉丝论坛。\r\n\r\nTwitter 和 YouTube 评论也是非常好的休闲书面对话的来源，但请你务必关注你熟悉的主题。 否则，这些可能太难理解了。\r\n\r\n你可以像是体验电视节目和书籍中一样，深入沉浸于书面对话，并且自我挖掘语句。\r\n\r\n### 口语对话\r\n\r\n如果你想加入母语者的口语对话中，那么你需要具备能够立即自动理解他们在说什么的能力。\r\n\r\n到目前为止，你一直在收听电视节目和 YouTube 视频，它们通常具有清晰的音频和发音。然而，人们在日常生活中的对话却不是很清晰。他们有时喃喃自语，有时谩骂，有时大喊大叫。因此，你的大脑需要根据上下文来推断出任何遗漏的单词。\r\n\r\n另一个挑战是口语对话会进行得非常快。假设有四个母语人士正在聊天，他们之间会互相打断，切换话题，以及控制话题的走向。任何一个关键词的缺失都可能导致整个对话失去主线。\r\n\r\n这两个问题叠加起来使口语对话的理解达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable) 或 [6 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-6-Automatic) 变得非常困难。 为了克服这一挑战，应当将听力练习的优先级置于阅读之上。\r\n\r\n### 听力练习\r\n\r\n从听你的语言家长开始。 他们应该有很多的对话内容，这将帮助你快速适应这个新领域。\r\n\r\n听你的语言家长说话是一个很好的开始，但这还不足以掌握口语对话的整个领域。你需要能够在不同的环境中理解不同的说话风格。\r\n\r\n脱口秀、访谈和播客都是非常适合练习如何跟进多个发言者之间的对话的材料。 尝试找到凌乱的、无结构的和无字幕的对话。\r\n\r\n而想练习在嘈杂环境中的听力，则可以考虑加入有母语者参与的互联网音频聊天室。在糟糕的麦克风和糟糕的连接之间，这种沉浸感将扩展你的听力水平。\r\n\r\n### 进阶\r\n\r\n在听你的语言家长说话时，一旦你具备 [5 级理解](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)，就进入 3B 阶段。\r\n\r\n要对此进行测试，请从你的语言家长那里找到一段你从未听过的内容。 聆听内容并问自己：\r\n\r\n1. 你能完全理解他们所表达的内容吗？\r\n\r\n2. 你能不假思索就听懂大部分对话吗？\r\n\r\n如果你可以，那就太好了！我们将在阶段 3B 再见面。", + "type": "text/markdown", + "caption": " 3A：新领域：真实对话\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A New Domain Real Conversation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A Start Writing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A Start Writing.json" new file mode 100644 index 0000000..d81fd83 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3A Start Writing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3A Start Writing", + "text": "# 3A：开始写作\r\n\r\n在[阶段 0 ](https://refold.la/simplified/stage-0/a/what-is-immersion#How-Does-Acquisition-Work)，我们解释了沉浸学习是你获得语言直觉的方式。这种直觉使你能够通过感觉来完成自我纠错从而驾驭语言。\r\n\r\n这种直觉在你对许多领域达到 [6 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-6-Automatic)理解之前不会完全成熟。也许你想在还没培养好这种直觉前就迫不及待的输出，但那会让你流利得更晚。\r\n\r\n达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)理解后，你已经对语言产生了部分直觉。通过在这一水平上练习输出，你迫使自己用现实来检验这种直觉。比起单单的输入，你从结合了输入的输出和纠正中获得的反馈将更快的建立成熟的直觉。\r\n\r\n由于你的直觉尚未建立完成，写作和说话可能会感到不适。在 3A 阶段，输出的目的是适应这种不适，并克服你可能感到的任何焦虑。在进入 3B 阶段前，不用担心纠正问题。\r\n\r\n### 输出焦虑\r\n\r\n有些人很容易的把他们习得的语言转化为输出。他们甚至可能有写作和说话的冲动。经过数月或数年的沉浸，他们的大脑学会了语言并开始说话。\r\n\r\n其他学习者从未经历过这种情况， 即使他们有相同的沉浸学习时间。无论输入了多少，他们都认为自己还没有做好输出的准备。\r\n\r\n根据我们社区的轶事，外向者似乎比内向者更容易输出。内向者对于自己母语有些社交焦虑，再加上第二语言会产生更多的焦虑。\r\n\r\n想要解决这种焦虑，关键是不要怕犯错。学习者主要担忧之一是错误会固化为坏习惯。这对一门语言的初学者来说是对的，但你不是初学者了。你已经花费了成百上千小时沉浸在你的目标语言中。你强大的直觉足以让你避免初学者犯的大多数错误。解决这种焦虑的关键是不要怕犯错。学习者的主要担忧之一是错误会固化为坏习惯。对于一门语言的新学习者来说，这是正确的，但你不是一个新的学习者。你已经花费了数百或数千个小时沉浸在目标外语中。你的直觉足够强大，可以避免新学习者犯的大多数错误。\r\n\r\n你肯定会犯错误，但你在 3B 和 3C 阶段前不需要担心要纠正它们。3A 阶段的目标只是克服最初的输出障碍。一旦你突破了障碍，输出将变得容易很多。你会惊讶于你提升的有多快。\r\n\r\n### 写作\r\n\r\n我们建议从写作而不是口语开始输出。口语更困难，因为它是四个子技能包含在一起：\r\n\r\n1. 听你的交流伙伴说什么\r\n\r\n2. 思考该说什么\r\n\r\n3. 快速将想法快速转化为话语\r\n\r\n4. 开口发出声音\r\n\r\n从写作开始，你可以忽略 #1 和 #4。写作没有说话时的压力，也不需要你发音。通过写作，你可以把所有的精力和注意力都集中在思考你想说什么以及你想怎么说。\r\n\r\n [HelloTalk](https://brc.hellotalk.com/refold)，[Tandem](https://www.tandem.net/) 和 [Discord](https://www.reddit.com/r/languagelearning/comments/5m5426/discord_language_learning_servers_masterlist/)之类的在线文字聊天软件是寻找语言练习伙伴的好去处。这些软件可以让你找到世界各地的本地人和他们发短信。\r\n\r\n如果和陌生人发短信使你感到不舒服，那么你可以从独自写作开始练习。你可以写有关你一天的日记或总结你沉浸学习中有趣的内容。你甚至能为自己写购物清单和个人笔记。\r\n\r\n### 输出建议\r\n\r\n#### 尽量简单\r\n\r\n不要想着用华丽的语句给人留下深刻的印象。从现在起，使用简单的，并且能让你感到自信的单词和短语。\r\n\r\n#### 查验\r\n\r\n如果你是个完美主义者，你可能想要尽可能确保写的每一个句子都写的正确。这中断了对话的流程，使输出感觉像工作一样。记住，这阶段的目标是克服你的焦虑。请允许自己犯错误。\r\n\r\n别担心，经过一番练习后，你会惊讶于你有多擅长这件事。", + "type": "text/markdown", + "caption": " 3A：开始写作\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A Start Writing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Activate The Language.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Activate The Language.json" new file mode 100644 index 0000000..5dacae4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Activate The Language.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3B Activate The Language", + "text": "# 3B：激活语言\r\n\r\n如果你对某个领域已经达到了[5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)的理解水平，那么你已经习得了目标外语(TL)的一大部分内容。沉浸学习时，你应该直接能轻松理解很多词句。\r\n\r\n下一步是学习使用这些习得的语言知识。我们将此过程称为「激活」。为此，你首先需要弄清楚你已经习得了什么和没有习得什么。然后你需要不断运用这些习得的语言知识，直到你能像理解语言材料一样运用自如。\r\n\r\n此过程中另一好处是，你将识别出尚未习得的语言片段。识别之后，大脑会在沉浸学习中留意这些地方的正确用法，你便能习得更快。\r\n\r\n### 写作\r\n\r\n正如我们在[3A: 开始写作](https://refold.la/simplified/stage-3/a/start-writing#Writing)提到的那样，我们建议从写作开始而不是口语，因为口语实际上包含多种技能。\r\n\r\n建议从写作开始的另一个原因是，在写作过程中你无法掩盖自己的错误，这样纠正起来更容易，避免养成错误习惯。\r\n\r\n出于同样的理由，当你写作的时候，不要查字典或者参考语法，否则你会掩盖你的真实水平。\r\n\r\n### 获得纠正\r\n\r\n纠正错误，对于弄清楚你是否真正习得了某个语言片段，是非常关键的。一旦你确定某个语言片段是正确的，你就能在输出时自信地使用，将其激活了。\r\n\r\n一旦意识到一些语言片段使用得不对，大脑会在沉浸学习中留意这些地方的正确用法，你便能更快习得这些材料。\r\n\r\n#### 自我纠正\r\n\r\n你习得的越多，你越能感觉出来什么是自然正确的语言。这种直觉越强，输出就越容易，同时你就越能确定对错。\r\n\r\n达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)的理解水平后，你已经能够正确使用大量的目标外语，也能注意到那些明显的错误并加以纠正。\r\n\r\n但是，母语者视角在很多情况下还是有必要的。如果你不确定你写的东西是否正确，你需要有母语者帮你判断正误。\r\n\r\n#### 母语者的纠正\r\n\r\n在你完全发展出自我纠正的直觉之前，由母语者来纠正是非常重要的。\r\n\r\n而当被母语者纠正时，你会自然地想记住他们告诉你的「正确答案」，但这做法其实误解了「纠正」的目的。记住，纠正的目的是帮助你注意到错误，而不是纠正它们。一旦你在沉浸学习中看到了足够多次的正确措辞，你的大脑就会自然而然地纠正错误。\r\n\r\n当母语者纠正你时，相信他们的纠正，但要警惕他们对 **为什么** 某事不正确的解释。大多数母语者不擅长解释语法规则，因为他们从来没学过语法。他们完全通过沉浸学习母语。\r\n\r\n#### 谷歌纠正\r\n\r\n如果你没有母语者搭档，也可以利用搜索来纠正。如果你写一句话，但不确定它是否通顺时，可以用谷歌搜索看看这句话是否常见。\r\n\r\n谷歌纠正对于句子片段和短语效果最好。搜索时把片段用引号括上，看看互联网上是否有人曾经写过。如果它是自然出现的短语，应该有数十万个结果。", + "type": "text/markdown", + "caption": " 3B：激活语言\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Activate The Language" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Activity Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Activity Guide.json" new file mode 100644 index 0000000..f77c5d6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Activity Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3B Activity Guide", + "text": "# 3B：活动指南\r\n\r\n在整个学习导航中，我们解释了可用于发展特定技能的许多活动和策略（activities and strategies）。思考如何安排所有这些不同的部分来学习可能会让人不知所措。\r\n\r\n本文旨在帮助你解决这一问题，以便更有效地规划你的语言学习。\r\n\r\n### 反馈循环\r\n\r\n从反馈循环的角度思考，有助于建立学习流程。\r\n\r\n「循环（loop）」是：一系列重复的步骤。每通过一次循环就是一次重复。\r\n\r\n「反馈循环（feedback loop）」是指：一次重复的输出的内容，成为下一次重复的输入内容。\r\n\r\n阶段 2 中描述的每项活动（activities），都是反馈循环中的步骤，用以帮助你提升理解能力：\r\n\r\n1. 精细沉浸：有意识的拆解语言知识。\r\n\r\n2. 词句挖掘：找出并学习不懂的词句。\r\n\r\n3. Anki 复习：复习新学的词句。\r\n\r\n4. 无阻沉浸：融会贯通新学的词句。\r\n\r\n5. 重复循环，以加深理解。\r\n\r\n每循环一次，你都将习得新的语言片段，提升理解能力，从而为下一次循环中更难的片段做准备。\r\n\r\n这就是我们建议你跳过那些太难的目标，而着眼于更容易达到的目标的原因。每习得一些语言片段，下一片段的学习变得更容易。只要继续循环，最终困难的内容将变得简单。\r\n\r\n在 3B 阶段，学习过程中加入了两个新的反馈循环：改善写作和发音。\r\n\r\n### 改善写作能力\r\n\r\n3B 阶段结束时，你应该能轻松的用目标语言书面对话。使用下面的反馈循环，以达到此目标：\r\n\r\n1. 与对话伙伴或 iTalki 导师进行书面对话。\r\n\r\n2. 由母语者（或通过谷歌搜索）来纠正。\r\n\r\n3. 通过沉浸学习找到正确用法（书面论坛和聊天室）。\r\n\r\n4. 沉浸学习直到习得正确用法。\r\n\r\n5. 重复上述过程。\r\n\r\n像 [Tandem](https://www.tandem.net/) 和 [HelloTalk](https://brc.hellotalk.com/refold) 这样的软件内置了纠正工具，可以帮助你被母语者纠正。也可以使用像 [Journaly](http://journaly.com/) 之类的工具来纠正较长的文章。\r\n\r\n如果和随机的陌生人聊天让你感到焦虑，我们建议你请位导师。在 [iTalki](http://go.italki.com/refold) 上找位导师，并说明你有纠正写作的需求。\r\n\r\n### 改善发音\r\n\r\n发音练习是你需要开始的第二个新的反馈循环：\r\n\r\n1. 听语言家长所说的内容\r\n\r\n2. 影子跟读语言家长所说的内容\r\n\r\n3. 将你的发音和他们的进行比较，找到不同之处\r\n\r\n4. 有意识的调整你的发音，从而和他们一样\r\n\r\n5. 重复\r\n\r\n当你听语言家长说的越多，影子跟读起来就越容易。影子跟读的越多，就越能注意到语言家长说话时的细微之处。\r\n\r\n### 平衡\r\n\r\n我们经常被问到，「每项活动我应该每天花多少时间?」\r\n\r\n语言学习需要多年。对于长期的目标来说，以周为单位来做计划比以天更好。你无需每天训练。其实，最有助于融会贯通新练习的方法是：单独为某一训练腾出一到两周的时间，直到轻松掌握为止。你可以专注写作训练两个星期，接着发音训练安排在下两周。\r\n\r\n一旦你适应了这样的强度，我们推荐每周都做几次这样的训练。这是我们建议的日程表：\r\n\r\n- 每周影子跟读 4 次，每次 15 分钟\r\n\r\n- 每周写作练习 3 次，每次 30-60 分钟\r\n\r\n- 每周花 15 小时沉浸学习于语言家长的闲聊。\r\n\r\n- 其他时间用来沉浸学习有趣的内容。\r\n\r\n### 进阶\r\n\r\n当你能轻松做到以下时，就升级到 3C 阶段 ：\r\n\r\n1. 你能很轻松的理解语言家长的话语（6 级理解能力）。\r\n\r\n2. 你能理解闲聊的纯音频（5 级理解能力）。\r\n\r\n3. 你能轻松的理解书面形式的闲聊（6 级理解能力）。\r\n\r\n4. 你能影子跟读要练习的音频 60 秒，同时 1 秒钟都不落下。\r\n\r\n5. 你能很轻松的用目标语言进行书面交流。\r\n\r\n### 口语的捷径\r\n\r\n有些人比起写作更喜欢口语。如果你迫不及待的想要开口说话，可以 3B 和 3C 阶段同时进行。", + "type": "text/markdown", + "caption": " 3B：活动指南\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Activity Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Pronunciation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Pronunciation.json" new file mode 100644 index 0000000..beaacac --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3B Pronunciation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3B Pronunciation", + "text": "# 3B：发音\r\n\r\n有了大量的听力输入，你应该能很熟练地听清目标语言的不同发音了。但是光能听清发音不意味着你把他能发出来。\r\n\r\n发音是身体技能。你要练习强化一块块口腔肌肉。规律练习几周之后，口腔就能比较适应新语言的发音了。\r\n\r\n### 影子跟读\r\n\r\n发音[练习](https://refold.la/roadmap/stage-3/b/pronunciation-training)有很多，但最重要的练习是影子跟读。\r\n\r\n影子跟读是一边听母语者的录音，一边实时而准确地重复录音内容。\r\n\r\n影子跟读能极大地锻炼发音技能，因为你能听出录音和你的发音有怎样的区别。反馈很及时，你能专注于练习还不够自然的地方。\r\n\r\n这个视频是影子跟读学英语的实例：\r\n\r\nhttps://youtu.be/Kn94FOy3jBk\r\n\r\n### 如何影子跟读\r\n\r\n刚开始影子跟读时，单单跟上录音的节奏就很困难。你可能只能跟读几个词，然后就跟不上对话了。没事。哪怕一句话只能听清两个词，也要继续跟读下去。\r\n\r\n久而久之你就能跟上材料了。你能自然而然地听清音频并复述材料。一旦你能轻松跟上音频，你的练习重点就要切换到发音和节奏上。目标是尽可能接近你所跟读的人的说话方式。\r\n\r\n### 选择跟读的内容\r\n\r\n刚开始练习跟读时，你可以随意选择材料来做练习。但一旦你能跟上音频，你就应该选择只跟读你的语言家长。如果模仿多个人的说话方式，你的口音会是这些人的混合体。专注听一个人的材料，你才能说得又自然又统一。\r\n\r\n选择你的语言家长自然交谈的内容，最好是未经编辑，没有剧本的。对于你选择要跟读的内容，你应该能达到五级的理解程度。\r\n\r\n我们推荐你跟读的内容中应该有视频的内容，不要全是音频，因为视频里你能看见语言家长的表情和肢体语言。你的大脑会下意识地吸收这些信息，这样你会更好地模仿他们说话的风格。", + "type": "text/markdown", + "caption": " 3B：发音\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Pronunciation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Common Competence Gaps.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Common Competence Gaps.json" new file mode 100644 index 0000000..ac47f4e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Common Competence Gaps.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3C Common Competence Gaps", + "text": "# 3C：常见语言能力弱项\r\n\r\n目前为止，你主要着眼于提升词汇、语法、发音方面的能力。但是，在你的目标语言中，有些更为细致的方面是你尚未注意过的。\r\n\r\n接下来，我们会描述一些语言学习的常见问题，你需要开始关注它们。我们的详细版指南有一份列表详述所有问题。我们建议，如果你愿意的话，来阅读这篇完整[文章](https://refold.la/roadmap/stage-3/c/speaking-competence)。\r\n\r\n不要指望在第三阶段能把这些都掌握好。你的目标单纯是在沉浸学习时能注意到这些问题。这是将其习得并提升语言能力的第一步。\r\n\r\n### 自然的遣词造句\r\n\r\n第二语言学习者最容易犯的错误之一，是用母语的方式遣词造句。\r\n\r\n同一个概念在不同的语言中表达方式也有所不同。将母语的表达方式迁移到目标语言的话，你说的话听起来会很不自然，甚至意思会不通。\r\n\r\n例如，在英语里你不是吃药而是“拿药”：我拿过药了（I took the medicine）。在日语里，吃药的表达字面翻译过来是「我喝药」，即使药是固体药丸也这么说。如果你对日本人说「我拿过药了」，他们会觉得你是从药店偷药。\r\n\r\n学习外语的其中一环，是分清概念及其表达方式的区别。不要想「我怎么用目标语言说这个东西？」，而要问自己「母语者遇到这个情况会怎么说？」\r\n\r\n### 语体风格\r\n\r\n人们在不同情况下会有不同的口吻。你不会像跟孩子说话一样向国王进言。这些不同的口吻也就是「语体风格」。\r\n\r\n不同语言和文化应对各种情况有相应的语体和社会规范。你需要掌握各种语体的说话方式及其适用场合。\r\n\r\n### 衔接词和搪塞话（译注：Fillers and Fumbles， fumble 指找不到合适的词时应付着说的东西）\r\n\r\n自然的对话不是一丝不苟的。人们会说到一半停下来思考，跑题讲其他的事，澄清之前的描述。\r\n\r\n母语者会以特殊的方式来衔接不连贯的话语，这样听起来就更为自然。正确适当运用这些模式，你的对话会更自然，母语者听起来也更舒适。\r\n\r\n### 重音、音高、声调\r\n\r\n在第一阶段，你学习了目标外语中的基本音位。除了这些基本音位，有些语言也会使用重音、音高、声调的特征来区分不同意思的单词。\r\n\r\n比如说，英语有时候会使用重音来区分拼写相同的名词、形容词、动词。「PER-fect」是形容词，而「per-FECT」是动词。\r\n\r\n除了单个单词的发音需要调整，你还需要注意句子的语调。语调是一句话之中音高和重音的变化。语调的反常意味着弦外之音。比如在英语中，有一种特殊语调会表达讽刺。\r\n\r\n阅读了解目标外语的发音特征和模式，有助于你在沉浸学习中察觉到这些。", + "type": "text/markdown", + "caption": " 3C：常见语言能力弱项\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Common Competence Gaps" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Competence vs Performance.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Competence vs Performance.json" new file mode 100644 index 0000000..cb5c90d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Competence vs Performance.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3C Competence vs Performance", + "text": "# 3C：能力（Competence）与表现（ Performance）\r\n\r\n你说母语的时候不需要考虑语法。你用直觉驾驭你的母语。你能感知什么是对的，什么是错的。这种凭直觉驾驭语言的本领称为「能力（competence）」。\r\n\r\n在整个阶段 2，你着眼于建立理解，因为理解的建立是培养能力的前提。高水平能力使你面对语言片段时，凭直觉便可知晓它是否正确。\r\n\r\n另一方面，表现（Performance）是你在对话时运用你能力的体现。将你的想法转换为目标外语，正确发音单词，保持自然的说话节奏和腔调都是表现的一部分。\r\n\r\n### 能力优先\r\n\r\n在 Refold，我们在练习表现之前优先考虑建立高水平的能力。建立基础的能力可以让你学会该如何发音，以便你可以正确的模仿发音。\r\n\r\n建立能力后，如果你试着开口说话，你会发现你的口语已经比大多数传统学习者好多了。你的大部分能力将自动轻松的体现在表现上。你仍还会犯错误，但凭借高水平的能力，你比传统的学习者提升更快，因为你能够察觉到自己的错误并纠正。\r\n\r\n如果你没有像大多数方法所建议的那样，首先建立能力，而是直接在刚开始就输出，那么你需要依靠母语者来不断纠正你的每个错误。由于语言知识太过繁杂，仅通过外部纠正无法变得流利。如果你想流畅自如的交流，前提是建立对语言的直觉，以达到能察觉错误并自我纠正。\r\n\r\n达到 3C 阶段后，你应该对在现实生活中的日常对话有 [6 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-6-Automatic)的理解能力，这能让你自我纠正犯的绝大数错误。\r\n\r\n### 衡量能力\r\n\r\n衡量你的能力：\r\n\r\n1. 记下你的输出内容 (口语或者写作)。\r\n\r\n2. 回看录下或写下的内容，并记下所有你能发现的错误。\r\n\r\n3. 找母语者纠正。\r\n\r\n如果你能意识到自己犯了语言错误，那么就说明你的能力已经强大到可以帮助你能通过直觉纠错。\r\n\r\n如果你无法发现或不知道如何解决你的语言错误，那么就说明你的能力仍然不足。\r\n\r\n### 修正错误\r\n\r\n表现错误比能力不足更容易纠正。如果你足以发现它们，那么这说明你只是练得不够，接下来就不断练习直到把他们做对。\r\n\r\n能力不足更难纠正，这意味着如果没有母语者的帮助，你发现不了它们。在意识到能力不足后，你需要通过沉浸学习找到正确用法。\r\n\r\n在下一篇文章中，我们会解释常见语言能力弱项，以便你知道需要注意什么。", + "type": "text/markdown", + "caption": " 3C：能力（Competence）与表现（ Performance）\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Competence vs Performance" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Speaking Practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Speaking Practice.json" new file mode 100644 index 0000000..f15ea28 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_3C Speaking Practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/3C Speaking Practice", + "text": "# 3C：口语练习\r\n\r\n3A 和 3B 阶段，你要专心练习口语能力的各个子技能。\r\n\r\n1. 去听和你交流的人说的内容（听力练习）\r\n\r\n2. 思考该说什么（写作练习）\r\n\r\n3. 把想法转化成文字（写作练习）\r\n\r\n4. 开口发出声音（发音练习）\r\n\r\n现在你已经全部掌握这些子技能，是时候整合它们，开始说话了。\r\n\r\n练习口语能力时有两项任务需要注意：\r\n\r\n1. 发现问题。\r\n\r\n2. 刻意练习正确的用法。\r\n\r\n### 发现问题\r\n\r\n#### 影子跟读\r\n\r\n通过影子跟读，你可以把你的口语能力与母语者的说话录音相比，这使得你可以发现一些你纠错能力之外的问题。你无需感受对错，只需要感受哪里不同。\r\n\r\n#### 说话时录音\r\n\r\n说话时难以注意到自己犯的错。因为你全神贯注于听对话伙伴说话和构造自己的句子。说话时录音，你就能稍后再次观看、收听对话，专注于找出错误。\r\n\r\n可以录制自己的独白，也可以录制与母语使用者的对话。之后重听录音，找出问题，再刻意练习正确用法。\r\n\r\n#### 接受母语者的反馈意见\r\n\r\n口语表现受制于语言能力。语言能力不足时，没有母语使用者的反馈就无法发现问题。无法发现问题就无法解决问题。\r\n\r\n你可以在对话中获取母语使用者的反馈，但给自己录音并把录音发送给母语使用者会更容易。这样，他就能反复听录音，并给你书面反馈。\r\n\r\n### 刻意练习\r\n\r\n#### 对话\r\n\r\n谈到输出，什么都不能代替真正的对话。不与真人练习就永远无法达到轻松晓畅的口语水平。\r\n\r\n[HelloTalk](https://brc.hellotalk.com/refold)、[Tandem](https://www.tandem.net/)、[Discord](https://www.reddit.com/r/languagelearning/comments/5m5426/discord_language_learning_servers_masterlist/) 之类的软件是与母语者交友聊天的好去处。\r\n\r\n如果能负担得起专业导师的经济成本，[iTalki](http://go.italki.com/refold) 也很适合练习对话，纠正错误。\r\n\r\n#### 独白\r\n\r\n如果你尝试和人说话却感到社交焦虑，可能更愿意独白。独白意为独自一人或在镜头前说话。\r\n\r\n重要的是：不要提前准备独白。独白要尽可能不打草稿，自然流露，才能展示你真正的口语能力。\r\n\r\n想说什么说什么。你可以概括刚看过的电影，或者讲述个人经历。如果不确定从何开始，就随便看一个 Youtube 视频，总结其内容。\r\n\r\n#### 模仿语言家长\r\n\r\n你可以通过影子跟读专门练习发音和语调，无需思考要说什么。一旦在影子跟读时掌握了语言父母的说话风格，下一步就是在表达自己的思想时尽力模仿语言父母。\r\n\r\n你能以语言父母的声音表达自己的想法时，就达到了近似母语的流利程度。\r\n\r\n### 其他问题\r\n\r\n练习口语时可能会遇到很多问题。为了帮助你克服这些问题，我们从 Refold 社群搜集问题并编写了[口语常见问题解答](https://refold.la/roadmap/stage-3/c/speaking-troubleshooting）。\r\n\r\n### 口语练习指南\r\n\r\n要提高你的口语技能，请专注于这个口语练习循环：\r\n\r\n1. 与母语者交流。\r\n\r\n2. 录下自己说话，之后重听修正错误。\r\n\r\n3. 找母语者纠正你，找出能力不足导致的错误。\r\n\r\n4. 通过沉浸学习找到正确用法。\r\n\r\n5. 重复。\r\n\r\n如果你觉得某项口语子技能的欠缺妨碍了你的口语能力，完全可以集中练习该子技能 1-2 周再回到口语练习循环。\r\n\r\n要让语言「活起来」，注重写作和独白。要改善口音，注重影子跟读和模仿。\r\n\r\n### 进阶\r\n\r\n当你能够轻松地与母语者闲聊时，请进入第 4 阶段。在第 4 阶段，你将把自己的能力扩展到新的领域，同时精进口语发挥，最终像母语者一样说话。", + "type": "text/markdown", + "caption": " 3C：口语练习\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Speaking Practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0A Language Acquisition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0A Language Acquisition.json" new file mode 100644 index 0000000..44c8fcd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0A Language Acquisition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/0A Language Acquisition", + "text": "# 0A1：语言习得\r\n\r\n原文：[Language Acquisition | Refold](https://refold.la/roadmap/stage-0/a/language-acquisition)\r\n\r\n语言学家 Stephen Krashen（克拉申）表示，形成语言能力有两条路：习得和学得。[1](https://refold.la/roadmap/stage-0/a/language-acquisition#footnote-1)\r\n\r\n「习得」一门语言，就是对这个语言建立一种直觉性的认识。我们人人学母语（Native Language，NL）时都是如此。在母语中，我们大部分人不知道语法规则的，只知道哪句话顺耳，哪句话别扭。说话时，我们不费心思去琢磨语法或者词汇，只是想想要表达的意思，说出的话便水到渠成。\r\n\r\n比如说，如果你英语说得溜，你就会觉得 the big red dog 这个说法比 the red big dog 更自然，但你可能也不大清楚解释这一点的那套复杂的语法规则是啥 [2](https://refold.la/roadmap/stage-0/a/language-acquisition#footnote-2)。\r\n\r\n另一方面，「学得」一门语言就是学习 **有关** 这门语言的知识。光靠学得来掌握一门语言，这就是人们所说的「技能培养法」的办法。大多数学语言的方法都是聚焦于技能培养，而不是习得。它们把词汇和语法教给你，好像搭积木一样，一块一块地拼凑句子。用这种方法，你可以把母语中的思维翻译成你要学的那门目标语言（Target Language，TL）。\r\n\r\n **再多的技能培养法，也无法让你变得流利** \r\n\r\n这或许看起来有点反直觉。毕竟，在学校里，你学会的其他学科都是通过这种技能培养法。但是，语言和其他科目可大不相同。\r\n\r\n在语言中，「对头」与「不对」的之间往往没有确切的规律。也许你能够把英文逐字逐句地翻译成韩文，但这样翻译出来的内容可能一点都不通顺。即使通顺，也不会听起来自然。语言是极其特殊且难以预测的。要边说边尝试记住所有的语法规则和特定于语言的说法，这是不可能做到的。\r\n\r\n值得庆幸的是，你的大脑有解决这一难题的内置功能。我们每个人天生都有自然习得语言的能力。与大众观点相反，这种能力在你长大后并未消失。事实上，通过将你的成熟分析思维与与生俱来的语言习得能力结合起来，你甚至可以比孩子们 **更快** 地学会新语言。\r\n\r\n### 孩子们是如何习得语言的？\r\n\r\n我们的大脑就像是一台能识别各种模式的机器。这个天生的能力让我们能够预测未来，欣赏音乐，对的，当然也能让我们掌握语言。\r\n\r\n孩子通过父母的示范和教导来习得语言。父母和孩子一起玩，一边给孩子讲解周围发生的事情。比如说：「球从桌子上滚下来了。」「你觉得热不热？来，咱们把你的毛衣脱掉」「你想要红色这个还是蓝色这个？」\r\n\r\n孩子们能习得语言，是因为他们理解了话语背后的含义，经过数月数年地持续不断地听他们父母对他们说的话，他们的大脑能够解码这些模式，于是他们就学会了如何说话。\r\n\r\n#### 模仿习得过程\r\n\r\n我们虽然长大了，父母不会天天陪着说话，但互联网给了我们无限的资源。利用网上随处可见的媒体资料，我们完全可以仿照孩子的语言习得过程。\r\n\r\n下篇文章里，我们会一步一步告诉你如何习得你的目标语言。\r\n\r\n### 脚注：\r\n\r\n - 1：Stephen Krashen（克拉申）使用术语 \"learning\"（学习）来和 \"acquisition\"（习得）区分。\r\n\r\n因为 learning（学习）这个词被用滥了，我们在这使用 study（学得）这一术语。\r\n\r\n- 2: [Adjectives order, Cambridge Dictionary](https://dictionary.cambridge.org/ja/grammar/british-grammar/adjectives-order)", + "type": "text/markdown", + "caption": " 0A1：语言习得\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A Language Acquisition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0A Overview The Refold Roadmap.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0A Overview The Refold Roadmap.json" new file mode 100644 index 0000000..71d736b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0A Overview The Refold Roadmap.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/0A Overview The Refold Roadmap", + "text": "# 0A2：概述——Refold 语言习得路线图\r\n\r\n原文：[Overview: The Refold Roadmap | Refold](https://refold.la/roadmap/stage-0/a/roadmap-overview)\r\n\r\n在投身于你的语言学习征程之前，先来快速了解一下各个阶段你将要做些什么。\r\n\r\n通向流利掌握一门语言，有四个阶段：\r\n\r\n- 建立基础\r\n\r\n- 提升理解\r\n\r\n- 开口表达\r\n\r\n- 精益求精\r\n\r\n### 阶段 1：建立基础\r\n\r\n相较于儿童，我们成年学习者的一大优势就是能制定策略，进行系统学习，并运用各种工具。\r\n\r\n在阶段 1，你会用到一些传统的语言学习工具，比如抽认卡、词汇表和语法手册， **但** 用法和传统截然不同。\r\n\r\n你不需要用这些工具来学会如何表达，你 **只需要** 用它们来理解素材内容就可以了。学习的方向只有一个，那就是从目标语言到母语。不去尝试说或者写，也就是不做「输出」。\r\n\r\n同时，你将开始沉浸在目标语言的各类媒体中，这就是所谓的「输入」。\r\n\r\n你学得的词汇和语法，会让你更容易理解这些沉浸材料。当你的大脑在这种沉浸体验中碰到并搞懂了某个词，你会开始本能地掌握这个词的用法。\r\n\r\n你可以将这个过程视为在你的大脑中构建一台小机器，它让外语中的叽里呱啦变成你理解的含义本身（也就是，mentalese，心语），有意识的学习和沉浸学习相结合，为你的大脑提供了构建这个机器所需的一切工具。\r\n\r\n### 阶段 2：提升理解\r\n\r\n要想迅速提高理解能力，得把注意力集中。别乱选电视剧或随便背单词，应挑那些你最容易理解的沉浸内容，并仅在这个范围内学习词汇。\r\n\r\n在阶段 2，你将把注意力集中在有意识地学习沉浸材料上。这样做，你实际上是在学习和实践之间建立了一个良性循环，加快了语言习得的速度。\r\n\r\n开始时，选些更容易理解的媒体，再逐渐提高难度，直至能听懂面向成年人的母语级别内容。从简单的媒体开始，不仅能打下牢固的基础，还能让你在沉浸学习中找到乐趣。\r\n\r\n当你的理解能力达到一定水平后，就缩小学习范围，专攻语言的某个小领域。一旦你对这一小块领域的理解接近完美，就可以开始开口说话了。\r\n\r\n### 阶段 3：开口表达\r\n\r\n如果你曾试着学过第二语言，你肯定明白，用「学得」的语言说话总感觉精疲力竭，可用母语说话却不费吹灰之力。\r\n\r\n习得中最让人振奋的一刻，就是你感觉大脑开始不假思索地「吐字」。当你有了足够的可理解输入后，脑袋里那台机器似乎开始反向运行。你嘴里就会不由自主地输出目标语言。\r\n\r\n到这个阶段，你就该准备输出了。之前你都是通过输入来建立潜能池，下一步就是把这种潜能转化为实际输出能力。\r\n\r\n在阶段 3，你会刻意把自己放到需要写作和说话的场合。这样做会迫使你的大脑在已经习得的语言池子中搜寻，使词汇和短语随时可以用来输出。\r\n\r\n当然，也有时候你会觉得不知所措，一时说不出合适的话。这正好揭示了你语言习得中的不足。有了这个发现，你可以针对性地多听、多看，弥补这些不足。这种输出和输入的相互作用，能让你迅速地达到基础流利程度。\r\n\r\n### 阶段 4：精益求精\r\n\r\n到这个时候，你习得的语言能力会达到 B2 级，无论是听力理解还是口头交流，都能游刃有余。[1]\r\n\r\n想要突破 B2 级？在更多的分支主题上重复阶段 1 和阶段 2。每重复一次，过程就变得更简单。不用多久，你就能达到 C1、C2 或者母语般的流利程度。\r\n\r\n### 好的开始，是成功的一半\r\n\r\n坚持就是胜利的另一半。\r\n\r\n学习语言需要时间，但并不复杂。与学习微积分不同，学语言更像减肥。每项任务单拿出来看并不难，但要想成功，你得持之以恒，耐心坚持数月甚至数年。\r\n\r\n阶段 0 余下的内容，会教你如何培养一种勤恳扎实的心态和习惯，以保证你能持之以恒。\r\n\r\n### 脚注\r\n\r\n- 1: B2 是指欧洲语言水平框架中的一个等级。参见：[CEFR, Wikipedia](https://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages#Common_reference_levels)", + "type": "text/markdown", + "caption": " 0A2：概述——Refold 语言习得路线图\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A Overview The Refold Roadmap" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0B Enjoy the Language.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0B Enjoy the Language.json" new file mode 100644 index 0000000..f6fd9c3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0B Enjoy the Language.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/0B Enjoy the Language", + "text": "# 0B1：享受语言\r\n\r\n原文：[Enjoy the Language | Refold](https://refold.la/roadmap/stage-0/b/enjoyment)\r\n\r\n不少流行的语言学习应用，比如 Duolingo 和 Babbel，通过游戏和俏皮的图形等手段，给语言学习过程增添乐趣。但这些应用并没有让 **语言** 本身变得有趣。\r\n\r\n习得语言的唯一方式，是快乐地使用你的目标语言。如果你对沉浸学习的内容感到厌烦，那么无论你多么努力，你的大脑也不会接受这门语言的。\r\n\r\n **享受你所沉浸的内容，是语言习得中【最最最】重要的部分。** \r\n\r\n享受语言有两大好处。\r\n\r\n### 乐在其中，比心力交瘁更有动力\r\n\r\n很多学习语言的人由于觉得过程漫长而辛苦，最后选择了放弃。然而，如果你能找到你喜欢且愿意接触的内容，那么学习语言就不会像做苦工一样烦闷无聊。\r\n\r\n一旦你享受沉浸学习，你会有动力去继续沉浸。如果你享受学习语言，你就会想在上面花更多时间。\r\n\r\n反过来，无聊会让你对花时间在语言学习上的动力下降。如果你对某个电视剧或书籍感到厌烦，那就换一个。强迫自己接触不喜欢的内容只会让动力消逝殆尽。\r\n\r\n **不要强迫自己沉浸学习不感兴趣的内容。** \r\n\r\n### 享受会加速语言习得\r\n\r\n如果你觉得你所沉浸的内容非常生动有趣，你将会忘我地沉醉其中。[1](https://refold.la/roadmap/stage-0/b/enjoyment#footnote-1) 语言知识会退到幕后，而你会完全投入到内容里。\r\n\r\n这种心流状态，对于大脑吸收语言来说，是最佳的习得体验。你的兴趣越浓厚，你的参与度越高，学习的速度也就越快。\r\n\r\n如果你没有投入其中，你就会走神，也就无法习得任何东西。无聊会导致你的大脑完全过滤掉所输入的语言内容。\r\n\r\n在阶段 1 和 2 中，你的语言能力还不够，无法让你完全沉浸到内容中，所以保持投入可能有些困难。别担心：即使你不完全理解，我们也有其他的方式让你在享受内容的同时学习。在每个阶段，我们都提供了一些技巧和练习来帮助你保持投入。\r\n\r\n有一句忠告：Refold 方法只是一个指南。追随你的兴趣，比死守我们的计划 **更** 为重要。如果你在到达「阶段 2C：阅读」之前就迫不及待地想读一本书，那么，请放手去读吧，没有必要等待。你享受这些内容的内在动力，会比任何学习方法，包括我们的，更能促进语言习得。\r\n\r\n### 脚注\r\n\r\n1: [The Compelling Input Hypothesis, Krashen](http://www.sdkrashen.com/content/articles/the_compelling_input_hypothesis.pdf)", + "type": "text/markdown", + "caption": " 0B1：享受语言\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0B Enjoy the Language" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0B Tolerate the Ambiguity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0B Tolerate the Ambiguity.json" new file mode 100644 index 0000000..3e4d41b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0B Tolerate the Ambiguity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/0B Tolerate the Ambiguity", + "text": "# 0B2：容忍模糊感\r\n\r\n原文：[Tolerate the Ambiguity | Refold](https://refold.la/roadmap/stage-0/b/tolerate-ambiguity)\r\n\r\n学校中的传统学习基于这样一种观点：你应该努力争取完美。满分是 100%，任何偏离完美的行为都会导致分数降低，遭受老师和父母的责备，你甚至可能会被留堂。这种教育方式，让我们习惯于避开那些可能让我们感到无能为力的非舒适区。\r\n\r\n在无法理解外语时，我们会有种无所适从的感觉。面对这种难以理解的语言输入，我们很自然地会觉得自己很蠢，感到挫败，甚至自闭，这些负面情绪不仅会打击你的学习动力，还会阻碍你的大脑吸收语言，这种现象被称为「情感过滤器假说」。[1]\r\n\r\n在学校的语言教育中，教师通常会尽量避免学生遇到这个问题。他们鼓励学生在接触「真正」的语言之前，先通过技能培养法来学习，以为这样学生就不会因为不理解而感到痛苦。\r\n\r\n **技能培养法对语言习得是【行不通】的。** \r\n\r\n等到自信满满再开始学，这种思路其实毫无道理。就像游泳一样，你不能光靠理论学习就能学会游泳。再多的理论知识也无法教你如何在水中游。如若想要学会游泳，你必须直接跳到泳池里，自己摸索。\r\n\r\n语言学习也是如此。单靠背诵词汇和语法规则，你并不能真正准备好应对实际语言使用。在现实生活中，人们的说话方式各不相同，他们可能会含糊其词，使用方言和俚语，或者快速说话，甚至模糊不清。要想理解他们，你也必须参与其中，自己摸索。\r\n\r\n在这个参与和摸索的过程中，你可能会有种像是在水中挣扎的感觉。学习语言最艰难的部分，就在于接受自己的无力感，以及容忍自己无法理解的语言带来的模糊感。\r\n\r\n### 如何增强对模糊感的忍耐力？\r\n\r\n首先，不要再自我贬低。不要再说「我永远也搞不明白」，你现在还不懂，并不代表你永远都不会懂。你越是自我贬低，心情就会越糟，学习的难度也会随之增大。\r\n\r\n换个思考角度看问题：问题的关键不在于你「没理解」，而在于你无法接受自己的 **不理解** 。不理解其实没关系，这是学习过程中很自然、也很必要的一部分。试着跟它和解。\r\n\r\n别每个生词都查字典。当你因为模糊感而觉得难受时，你可能会忍不住查阅每个不知道的单词。但你要学会克制这种冲动。频繁的查阅会打断你的学习节奏，影响大脑对语言的吸收。\r\n\r\n慢慢来。你还不习惯不懂的感觉，甚至可能会头疼。给自己一些时间，慢慢来，逐步提高忍耐力。过不了多久，你就能轻松看完一小时的电视节目。\r\n\r\n欣喜每一个小进步。可能你听懂了一个新词，或者一个句子。每当有这样的时刻，记得为自己点赞。\r\n\r\n最重要的是：记住要享受其中。\r\n\r\n### 脚注\r\n\r\n1: [Affective Filter Hypothesis, Wikipedia](https://en.wikipedia.org/wiki/Input_hypothesis#Affective_filter_hypothesis)", + "type": "text/markdown", + "caption": " 0B2：容忍模糊感\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0B Tolerate the Ambiguity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Immersion.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Immersion.md" new file mode 100644 index 0000000..2dc4506 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Immersion.md" @@ -0,0 +1,49 @@ +0C1：主动沉浸 + +原文：[Active Immersion | Refold](https://refold.la/roadmap/stage-0/c/active-immersion) + +主动沉浸，就是将全身心投入到你正在接触的内容中，无论是听音频、看视听媒体，还是读文字材料。 + + **主动沉浸是语言习得中【最重要】的一环。** + +当你刚开始沉浸时，你的大脑可能会忽略大部分信息，因为它认为这些信息并不重要。当你专心致志地将注意力集中在目标语言的内容时，你的大脑会知道它需要开始关注了。 + +你也许觉得把时间花在观看目标语言的电视节目上，是诡异且没有成效的事情。请放心：这并不是虚度时光，这正是语言习得发生的地方。即使有的内容你几乎完全无法理解，你的大脑仍在积极工作，寻找规律，验证假设，构建你内在的语言机器。 + +找到吸引你的内容至关重要。有趣的内容能够吸引你，并使你保持投入，你会发现自己能在其中沉浸更长时间，而且关键的是，它将使你一次又一次地回来学习——长到足以掌握这门语言。如果你对某些内容感到厌倦，那就放手，找些更让你兴奋的事情去做。 + +路线图的每个阶段都会确定发展特定技能的沉浸活动的优先顺序。每个阶段我们都会就建议的具体沉浸时长和沉浸方案提供指导。 + +### 寻找内容 + +在搜索目标语言内容时，可以先从你已经习惯浏览的母语内容入手，然后尽量用目标语言的内容替代母语内容。 + +#### Netflix 和其他在线视频网站 + +试着看看不同类型的电影和电视剧，看看有哪些符合你的口味。 + +#### YouTube + +无论是烹饪、编织、骑山地车、开锁、旅行日记，还是其他任何你感兴趣的话题，YouTube 都会有丰富的目标语言内容供你选择。 + +#### 其他平台 + +对于一些语言，可能还有其他平台和产品能够提供丰富的内容：你只需要简单地用 Google 搜索一下就能找到它们。 + +### 工具 + +#### Language Learning With Netflix（谷歌浏览器插件）（译注：现在也叫 Language Reactor） + +这个插件可以同时显示目标语言字幕和母语字幕。它支持每段字幕自动暂停，并可以遮罩母语字幕，仅在你需要时才显示出来。还包含了一个内置词典，你可以在看字幕时随时查词。 + +#### 专用的目标语言 YouTube 账号 + +为了帮助你脱离母语，你可以创建一个只使用目标语言的 YouTube 账号。 + +把你的位置设置在使用目标语言的国家，并将账号的默认语言设为目标语言。这样，YouTube 的推荐算法就会优先推荐目标语言的内容。 + +在首页，对非目标语言的视频，点击「不感兴趣」或「不推荐此频道」，让 YouTube 不要向你推荐母语的视频。 + +#### 专用的目标语言沉浸设备 + +如果你经常被母语的邮件、社交媒体账户和其他日常习惯所干扰，你或许可以试试只用于学习目标语言的平板电脑或其他设备。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Immersion.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Immersion.md.meta" new file mode 100644 index 0000000..314ccc9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Immersion.md.meta" @@ -0,0 +1,7 @@ +caption: 0C Active Immersion +created: 20230926010148000 +modified: 20230930151913607 +modifier: 马不前 +obvault: thoughts-memo-translation-main +title: λ:/thoughts-memo-translation-main/refold/detailed/0C Active Immersion +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Study.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Study.json" new file mode 100644 index 0000000..3aed53e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Active Study.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/0C Active Study", + "text": "# 0C3：主动非沉浸学习\r\n\r\n原文：[Active Study | Refold](https://refold.la/roadmap/stage-0/c/active-study)\r\n\r\n作为成年人，我们有学习语法、记忆词汇的能力，这让我们在语言学习上比孩子们更有优势。通过语法学习，我们能把复杂的语言分解成更容易理解的部分。同时，记忆能以三种方式助力我们的语言习得：启动、理解和记忆保持。\r\n\r\n### 启动效应\r\n\r\n你有没有这样的经历：刚买了新车，突然发现街头巷尾都是同款车？这就是我们常说的「频率错觉」[1]。\r\n\r\n当你学习一个新词时，你的大脑就像在「心理字典」中为它开辟了一个新词条。这个词条促使你的大脑在沉浸学习中注意这个词，每当你遇到这个词时，你的大脑就会把一点点补充信息关联到这个词条中，当你多次见到这个词，你的大脑就可以根据积累的信息推测出这个词的含义和用法。\r\n\r\n### 理解\r\n\r\n别忘了，我们通过可理解输入习得语言。当你记住一个词的含义时，你就会在心理字典的词条中为它加上定义。有了这个定义，你接收的输入就变得更容易理解了。你理解的越多，你习得的就越多。\r\n\r\n### 记忆保持\r\n\r\n遗忘是大脑的自然过程。你大脑中的每一条信息都在慢慢腐烂消失。大脑中有一个精力旺盛的修剪机器，可以抹去一切对你不重要的东西，如果你想记住一条信息，就需要不时地刷新和强化。\r\n\r\n当你学会一个新词，一再在沉浸学习中遇到它，它就会被习得。习得的词汇会对大脑修剪机器产生抵抗能力，需要很长时间才会被遗忘。\r\n\r\n不幸的是，如果你在沉浸学习中没有经常看到这个词，你的大脑可能会在这个词被习得之前就把它删掉。偶尔复习一下这些脆弱的词条有助于保留足够长的时间，以便你通过沉浸学习掌握这些词。\r\n\r\n一旦你习得了一个单词，记忆就会变得很牢固，但它并不是无敌的。为了词汇留在长期记忆中，你需要通过沉浸学习或刻意学习的方式每年复习一次左右。\r\n\r\n### 智能的记忆方法\r\n\r\n许多人都用抽认卡来背过单词或概念，以应付考试，但这玩意儿对长期记忆没啥用。不去温习的东西，迟早会忘掉。\r\n\r\n要让一个词牢牢地留在长期记忆里，不时地复习是必须的。多久复习一次，看你对这个词有多熟。理想情况下，最佳的复习时机是在 **你快要忘记它之前** 。按这么个最佳时机来复习，你用最少的精力就能记住大量的信息。\r\n\r\n### 轮到间隔重复系统（SRS）出场了\r\n\r\n间隔重复系统（SRS）是一个程序，它能智能地预测你什么时候可能会忘记某条信息。它会在你忘之前提醒你复习，这样你的记忆就能巩固下来。\r\n\r\n当你第一次学习一个新单词时，相关的记忆很弱，所以 SRS 会频繁向你展示这个词。随着时间的推移，随着记忆的增强，SRS 展示的频率也会越来越少。最后，一年复习一次（甚至更少）就能让这词儿牢牢地印在记忆里。\r\n\r\n### Anki：首选的间隔重复系统\r\n\r\nAnki 是一款依据间隔重复（SRS）原理设计的电子抽认卡程序。目前在同类产品中，它可说是无出其右。\r\n\r\n用 Anki 学习主要分两大块：学习新卡片和复习旧卡片。\r\n\r\n记单词的第一步，就是在脑海中为这个单词建立一个「心理字典词条」。在 Anki，就是添加一张「新卡片」。Anki 允许你选择每天想学习多少张新卡片。一旦你学会了一张卡片，它就变成了「复习卡」。\r\n\r\n每天，Anki 都会生成一组你可能即将遗忘的卡片。这其中或许有些是你刚刚学过的，或许有些是你几月甚至几年前学过的。你不能选定每天需要复习多少张卡片，因为你无法控制大脑何时删除信息。所以，持之以恒地复习至关重要，否则你就会遗忘。\r\n\r\nAnki 虽然好用，但它的算法终究只能 **猜测** 你什么时候会忘记；它无法百分百确定。总会有些信息会从缝隙中溜走。\r\n\r\n所以 Anki 需要你给出反馈。当你学一张卡片时，它会让你自我评价这张卡片你记得怎么样。这个反馈决定了下次你应该何时再看到这张卡片。\r\n\r\n如果你告诉 Anki 你记得很牢，那么下次见到这张卡片的间隔就会拉长。反之，如果你告诉 Anki 你没记住，那么这张卡片很快就会再次出现，以便让你回顾，刷新你的记忆。\r\n\r\n你的 **记忆保留率** 指的是你在复习时成功记住的卡片比例。如果这个比例在 80% 到 90% 之间，那可谓是相当出色了。\r\n\r\n在阶段 1，你将设置好 Anki，并开始学习你的第一组词汇。\r\n\r\n### 脚注\r\n\r\n1: [Cognitive biases, Wikipedia](https://en.wikipedia.org/wiki/List_of_cognitive_biases#Frequency_illusion)", + "type": "text/markdown", + "caption": " 0C3：主动非沉浸学习\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0C Active Study" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Passive Listening.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Passive Listening.json" new file mode 100644 index 0000000..67161a6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_0C Passive Listening.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/0C Passive Listening", + "text": "# 0C2：被动收听\r\n\r\n原文：[Passive Listening | Refold](https://refold.la/roadmap/stage-0/c/passive-listening)\r\n\r\n正如上一篇文章指出，主动沉浸是语言习得中最重要的活动。遗憾的是，对于忙碌的人来说，很难在日常生活中找到大把的时间来进行主动沉浸。幸运的是，在日常生活中，你有很多机会来 **被动收听** 你的目标语言，比如做饭、打扫卫生、上下班通勤或锻炼身体等不太耗脑子的活动时。\r\n\r\n我们称之为「被动收听」，因为你并没有全神贯注在内容上，你的注意力被分散在各种活动之中。\r\n\r\n你或许习惯在这些机械性的活动中听音乐或播客来娱乐，但我们推荐你利用这些时间来学习语言。\r\n\r\n被动收听的关键在于养成习惯。每次你想听音频时，首选的应该是你的目标语言。我们建议每天至少被动收听 30 分钟。每天 30 分钟积少成多，这将大大加快你的理解速度。\r\n\r\n### 选择收听内容\r\n\r\n我们建议你反复听那些你已经主动沉浸过的内容。因为重复能让你的大脑有机会进一步吸收和分析语音和词汇，这对大脑有益。遗憾的是，重复往往乏味，而 **无聊是学习的敌人** 。被动收听则是一种无感的重复，让你的大脑有机会再次收听你已经主动沉浸过的内容。\r\n\r\n最初，你可能有很多内容都听不懂，因此学会容忍模糊感并坚持听下去很关键。听你已经观看过的内容可以帮助你保持兴趣，因为即使你听不懂，你也会记住故事情节。\r\n\r\n开始时，你应该专心听你目标语言的声音。你可能感觉不到有什么变化，但实际上你的大脑正在无意识地学习解析外语声音。\r\n\r\n随着你的词汇量和听力能力的提高，你会对被动收听的内容有更深的理解。最终，你将能够听懂全新的内容，如播客、有声书和谈话节目。\r\n\r\n记住， **无聊是学习的敌人** 。如果你对被动收听的内容感到无聊，那就换些更有趣的内容吧！", + "type": "text/markdown", + "caption": " 0C2：被动收听\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0C Passive Listening" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Active Immersion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Active Immersion.json" new file mode 100644 index 0000000..97e5817 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Active Immersion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1A Active Immersion", + "text": "# 1A1：主动沉浸\r\n\r\n原文：[Active Immersion | Refold](https://refold.la/roadmap/stage-1/a/active-immersion)\r\n\r\n如在[阶段 0](https://refold.la/roadmap/stage-0/overview) 所述，主动沉浸毫无疑问是学习目标语言最重要活动。\r\n\r\n在主动沉浸的过程中，你会把所有的注意力集中在你正在观看、收听或阅读的内容上。这种高度集中会向大脑发出信号，告诉你的大脑它应该开始注意目标语言了。\r\n\r\n在下一个阶段（阶段 2），你将在没有母语翻译的情况下观看目标语言内容。这可能是一个挑战，原因有二：\r\n\r\n1. 你现在可能只习惯看母语内容。\r\n\r\n2. 观看目标语言内容需要你接受你的不理解。\r\n\r\n### 调整你日常接触内容的习惯\r\n\r\n在日常生活中，无论是吃喝拉撒还是消遣娱乐，大都离不开母语内容。这是因为我们从小就在这样的环境中长大，已经成了习惯。大多数人都不喜欢或者不适应接触他们不理解的内容，尤其是其他语言的内容。\r\n\r\n沉浸学习就是让你开始尝试接触那些你一开始可能不理解或不习惯的内容。\r\n\r\n让大脑真正搞懂目标语言，需要花费数百小时的时间去观看、收听和阅读。你在目标语言中沉浸得越久，进步就越快。因此，你需要削减接触母语内容的时间，给目标语言内容腾出空间。\r\n\r\n **首先设个小目标，每天至少花半小时主动沉浸在你的目标语言中。** \r\n\r\n在这个阶段，你应该探索目标语言中可看的视频内容。涉猎不同类型的媒体：卡通、动漫、连续剧、话剧、电影等，到处逛逛看，尝试不同的题材，熟悉那些常见的套路。如果碰上了合眼缘的导演、编剧或者演员，那就多关注他们的作品。\r\n\r\n敢于尝试一些在你母语里从没碰过的内容。多了解一下这个文化，说不定能找到一些意想不到的好东西。\r\n\r\n当你发现你真正喜欢的东西时，记得做个标记，在阶段 2，你就可以从这个清单里的沉浸内容直接学起了。\r\n\r\n一些启动小窍门：\r\n\r\n- 新开个 YouTube 账号，充分利用上 YouTube 的推荐算法。\r\n\r\n- 看带有母语字幕的视频，让自己在养成这个新习惯的同时，享受沉浸的乐趣。\r\n\r\n### 接受模糊感\r\n\r\n如果你还没有读过《[容忍模糊感](https://refold.la/roadmap/stage-0/b/tolerate-ambiguity)》，先别往下读，看完那篇再回来。\r\n\r\n语言学习中最难的部分之一，就是不理解你的目标语言，这会让你觉得自己很笨，情绪低落，甚至焦躁不安。但别因此气馁。这是每个人都要经历的自然过程。\r\n\r\n这种负面情绪会妨碍你学习新语言。这一现象有个学名，叫做情感过滤假说[1]。你得调整好自己的心态，这样才能愉快地沉浸在新语言中。\r\n\r\n这个阶段是无法跳过的。处理这种模糊感是语言习得过程中必经之路，但你别担心。时刻提醒自己这只是暂时的，你终 **将** 走出这个阶段。\r\n\r\n[img [Jake the Dog|https://refold.la/static/936ea8f8deaf6998d59a347533e5086d/b4294/jake-the-dog.jpg]]\r\n\r\n在阶段 1 结束时，你将训练有素，能够轻松应对不理解了。\r\n\r\n### 如何接受模糊感\r\n\r\n一开始，用母语字幕没啥不可以，这样至少不会让你气馁。尽管母语字母并不能直接帮助你学习语言，但它能帮你养成观看目标语言内容的习惯，同时也能积累下一些以后可以重看的内容。一旦你适应了这个阶段（1A）里规定的日常习惯，就应该逐渐放弃母语字幕。\r\n\r\n一旦你去掉了母语字幕，就会更难跟上你所看节目的情节，因此，你需要学会容忍不知道到底发生了什么的模糊感。以下几点建议或许能帮你适应这种模糊感：\r\n\r\n### 限制使用母语字幕\r\n\r\n有个插件叫 [Language Learning with Netflix](https://languagelearningwithnetflix.com/)，可以遮罩母语字幕，这样一来，除非你真的需要，否则你就无法看到翻译。\r\n\r\n[img [LLWN Blurred|https://refold.la/static/e42b7d40a0ba8e05130b73850cea35e5/0a47e/llwn-blurred-sub.png]]\r\n\r\n试着控制看字幕的次数。比方说，在看一个 30 分钟的电视剧时，你最多只看十行字幕。然后你逐步减少这个数字，直到能看完一整集也不用去瞄一眼字幕。\r\n\r\n### 重温老剧\r\n\r\n大家总有那么几部喜欢到能背出台词的剧，比如《口袋妖怪》，Netflix 上有多种语言版本。试着用目标语言去看，因为剧情你已经了如指掌，就算听不懂，你也能维持对剧情的兴趣。这样，你就能集中精力去理解语言，而不是去揣摩剧情了。\r\n\r\n### 看简单点的节目\r\n\r\n儿童节目和情景喜剧通常有丰富的视觉元素，方便你理解。即便你听不懂对话，也能跟得上剧情。\r\n\r\n这也可以是一个观看具有文化意义节目的机会，这些节目常常会在其他媒体和日常生活中被提到。简单搜一下，就能找到和你年龄相仿的母语者以前常看的节目。\r\n\r\n一句忠告：如果你对儿童节目没兴趣，就别勉强自己。乐子比理解更重要。\r\n\r\n### 把它变成游戏\r\n\r\n为了在面对费解的内容时保持兴趣，你可以自己创造一些小游戏：\r\n\r\n1. 专注于发音。\r\n\r\n试着把注意力放在语言的声音上，而不是放在意思上。在[阶段 1B1：语音]()中，你将了解到目标语言中会存在一些你大脑还听不懂的发音，试着去听这些声音。\r\n\r\n2. 仔细听这些词。\r\n\r\n```\r\n\r\n试着判断一个单词在哪里结束，下一个单词从哪里开始。\r\n\r\n在头脑中记下两个词混在一起时听起来是什么样子。\r\n\r\n```\r\n\r\n3. 寻找认识的单词。\r\n\r\n```\r\n\r\n当你学习词汇时，在你的沉浸中找出这些词。\r\n\r\n看看你能认出多少个熟悉的单词。\r\n\r\n```\r\n\r\n### 脚注\r\n\r\n1: [Affective Filter Hypothesis, Wikipedia](https://en.wikipedia.org/wiki/Input_hypothesis#Affective_filter_hypothesis)", + "type": "text/markdown", + "caption": " 1A1：主动沉浸\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Active Immersion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Basic Anki Setup.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Basic Anki Setup.json" new file mode 100644 index 0000000..e90f34a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Basic Anki Setup.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1A Basic Anki Setup", + "text": "# 1A3：Anki 初级配置教程\r\n\r\n原文：[Basic Anki Setup | Refold](https://refold.la/roadmap/stage-1/a/anki-setup)\r\n\r\n正如在[阶段 0：主动非沉浸学习](https://refold.la/roadmap/stage-0/c/active-study)中所述：我们会运用间隔重复系统（简称 SRS）来主动学习目标语言词汇。\r\n\r\n虽然 SRS 软件五花八门，但我们还是倾向于推荐 Anki。这个软件不仅跨平台，而且功能齐全，在绝大多数平台上都是免费的。唯一的弊端就是入门门槛稍高。如果你对 Anki 的使用方式感到一头雾水，没关系，耐心摸索一两周，你就能渐入佳境。本篇文章主要会聚焦于 Anki 的基础用法。为了让你能快速上手，我们不会过多地深究每个设置背后的逻辑。\r\n\r\n在文章的最后部分，我们还会给那些想深究 Anki 细节的资深用户提供一些额外资源。\r\n\r\n### 安装\r\n\r\n你可以从 [Anki 的官网](https://apps.ankiweb.net/)下载到最新的稳定版。桌面版完全免费，适用于 Windows、Mac 和 Linux。\r\n\r\n如果你是苹果用户，App Store 里有官方出品的 [AnkiMobile](https://apps.apple.com/us/app/ankimobile-flashcards/id373493387)，售价 24.99 美元（每个国家的价格不同）。安卓用户也不用担心，Google Play 上有第三方的免费应用 [AnkiDroid](https://play.google.com/store/apps/details?id=com.ichi2.anki&hl=en_US)。此外，Anki 还有网页版，叫做 [AnkiWeb](https://ankiweb.net/)。\r\n\r\n虽然 AnkiMobile、AnkiDroid 和 AnkiWeb 在卡片复习方面做得很好，但创建新卡片的功能相对有限。所以，本文接下来将重点介绍如何在桌面版上添加新卡片。\r\n\r\n本文的其余部分将侧重于桌面版 Anki 的设置。\r\n\r\n### Anki 的组成要素\r\n\r\n#### 牌组\r\n\r\n[img [anki decks|https://refold.la/static/bf380969ee082eeb0d7a1aec2c0034c0/0a47e/anki-decks.png]]\r\n\r\n当你打开 Anki 时，首先映入眼帘的便是你的牌组列表。一开始，你只会有一个牌组，名为「默认牌组」。\r\n\r\n牌组本质上是就是一组抽认卡。在学习时，你一次学习一个牌组。\r\n\r\n要新建牌组，底下有个「新建牌组」的按钮，点一下就行。牌组数量没上限，单个牌组里放多少张卡也没有限制。\r\n\r\n一般来说，我们建议把你所有的卡片放在一到两个牌组里。将你的卡片分成许多牌组，会人为地把卡片复习变得太容易了，例如，如果你有一副专门用于「动物名称」的牌组，当复习这个牌组时，你的大脑会自动知道答案一定是动物名称。这个「提示」会让你更容易回忆起答案。由于你在现实生活中没有这类提示可以依靠，所以最好在没有提示的情况下进行练习。\r\n\r\n#### 笔记和卡片\r\n\r\n在 Anki 里，最容易让人摸不着头脑的就是「笔记」和「卡片」的区别。如果你一开始觉得费解，不必纠结。只需了解这两样东西存在就行，随着时间推移，你自然会明白其中道理。\r\n\r\nAnki 最基本的单位是「笔记」，这是一个非常抽象的概念。你不能像拿实物一样触摸或拿起一条笔记，这让它显得更加复杂。\r\n\r\n[img [anki note data entry|https://refold.la/static/9778c150bd5ac1f4eafeead03e36e819/0a47e/anki-note-data-entry.png]]\r\n\r\n简单来说，笔记就是一堆有关联的数据。比如，你可能会有以下五类信息：\r\n\r\n- 你目标语言中某个单词的写法\r\n\r\n- 使用这个单词的一条例句\r\n\r\n- 这个单词在你的母语里的粗略翻译\r\n\r\n- 母语者说这个词的音频\r\n\r\n- 你在谷歌图片上搜索该词时发现的图片\r\n\r\n所以，一条笔记就是这五类数据（无形地）聚在一起。\r\n\r\n这些数据会被转换为抽认卡（在 Anki 里就叫「卡片」），也就是你每天都要复习的那些卡片。\r\n\r\n[img [anki cards in browser|https://refold.la/static/1c6104afacc1db1e2e2aafe61159da05/0a47e/anki-cards-in-browser.png]]\r\n\r\n总结一下：笔记是一组数据的集合，而这些数据会用来生成一张或多张卡片。\r\n\r\n你也许会好奇，这些卡片是怎么生成的，这就引出了另一个抽象概念：笔记类型。\r\n\r\n#### 笔记类型\r\n\r\n[img [anki note types|https://refold.la/static/f0976b3eb33bcdde8e5e1b0dfeaa4a3f/699b7/anki-note-types.png]]\r\n\r\n笔记类型比笔记更抽象，如果你现在感到困惑，这没关系。\r\n\r\n笔记类型是笔记的蓝图，它由以下部分组成：\r\n\r\n- 一个名字\r\n\r\n- 一系列字段\r\n\r\n- 一组卡片类型\r\n\r\n重复上面的例子，笔记类型的名称可能是「词汇」，因为它是用来创建用于生成词汇卡的笔记。\r\n\r\n[img [anki vocabulary note type|https://refold.la/static/c9d87be026abeab5fa3cea19cc899798/0a47e/anki-vocabulary-note-type.png]]\r\n\r\n字段列表可能包括：\r\n\r\n- 单词\r\n\r\n- 例句\r\n\r\n- 释义\r\n\r\n- 音频\r\n\r\n- 图片\r\n\r\n这些字段就是预留的地方，用来在笔记里存放数据。\r\n\r\n#### 卡片类型\r\n\r\n卡片类型实际上是 Anki 用来生成卡片的视觉模板。在这里，你得明确卡片正反两面要展示哪些信息。虽然 Anki 允许你为同一种笔记类型设置多个卡片类型，但我们并不建议这样做。\r\n\r\n[img [anki vocabulary card type|https://refold.la/static/479d6f91ec2e622691b127da661e6b4a/0a47e/anki-vocabulary-card-type.png]]\r\n\r\n#### 小结\r\n\r\n- 笔记用于储存数据\r\n\r\n- 卡片是你复习的对象\r\n\r\n- 笔记类型规定了笔记可以储存哪些信息\r\n\r\n- 卡片类型则决定了卡片上展示什么内容\r\n\r\n如果你更改了某个笔记类型，所有相关联的卡片都会立即发生改变。同理，如果你调整了卡片类型，所有相关的卡片也会随之改动。\r\n\r\nAnki 内置了五种笔记类型。你可以对这些笔记类型进行修改，也可以从头开始创建新的。要修改或新增笔记类型，你需要在 Anki 的主界面上点击「工具 > 管理笔记类型」。\r\n\r\n### 添加卡片\r\n\r\n[img [anki add note|https://refold.la/static/497048ca9f5cfb18a9139a1d8999889f/0a47e/anki-add-note.png]]\r\n\r\nAnki 本身并未预装任何学习资料。你需要自己创建卡片，或者导入别人预制的牌组。\r\n\r\n要新建卡片，点击 Anki 主界面顶部的「添加」按钮，进入添加窗口。\r\n\r\n在添加窗口的顶部，你可以选择想用的笔记类型和将卡片放入哪个牌组。然后填写相关字段，点击「添加」。\r\n\r\n#### 预制牌组\r\n\r\n除了制作你自己的卡片之外，你还可以从 [Anki 网站](https://ankiweb.net/shared/decks/)上下载其他人制作的牌组。\r\n\r\n因为每张卡片都与一种笔记类型相关联，所以当你添加别人的牌组时，它通常会附带一种新的笔记类型，这个笔记类型也将被添加到你的集合中，你可以在自己手动添加新卡时使用它。\r\n\r\n### 浏览器\r\n\r\n[img [anki browser|https://refold.la/static/799ee2e2ebb80e12c634531e220a8542/0a47e/anki-browser.png]]\r\n\r\nAnki 浏览器是查看和编辑你所有卡片的地方。\r\n\r\n要打开浏览器，只需点击 Anki 主界面上方的「浏览」按钮。\r\n\r\n在浏览器中寻找卡片时，你可以按牌组、笔记类型或标签进行筛选，你也可以使用搜索窗口。\r\n\r\n想修改卡片字段的内容，直接在浏览器里选中就行。要删除卡片或者挪到别的牌组，用鼠标右键点击卡片，选择相应的选项。\r\n\r\n### 偏好设置\r\n\r\n[img [anki preferences|https://refold.la/static/5e01e00c48512c072daabf95ee758f69/0a47e/anki-preferences.png]]\r\n\r\n偏好设置是影响整个 Anki 程序的全局设置，你可以通过 Anki 主界面上的「工具 > 偏好设置…」来访问。\r\n\r\n我们建议改变偏好设置中的一个开关：在「复习」标签页中的「在回答按钮上显示下次复习时间」。当这个选项被打开的时候，在复习卡片的时候，每一个回答按钮的上方都会显示卡片的下一次复习的估计时间。这可能会使你怀疑自己的记忆力，并给卡片打上过于保守的分数，最好是相信算法，不要担心具体数字。\r\n\r\n如果你想同步 Anki 集合到你的 AnkiWeb 账户，可以在「网络」标签页里设置。这样你就能把信息同步到其他设备上。\r\n\r\n### 选项\r\n\r\n选项是你自定义 Anki 的算法如何工作的具体细节的地方，选项是在单个牌组层面上设置的。\r\n\r\n在选项窗口的顶部，你可以看到哪个「选项组」正被应用于当前的牌组。一个选项组是一组选项。你可以为每个牌组创建一个选项组，或者让多个牌组共享一个选项组。\r\n\r\n如果你使用多个牌组，我们建议为每个牌组创建一个单独的选项组。你可以通过按右上方的「管理...」，选择「新增」来创建一个新的选项组。\r\n\r\n### 推荐的选项设置\r\n\r\nAnki 自带的默认选项设置有很多问题，为了适应语言学习，有必要进行精细调整。（译注：用 FSRS 算法的可以跳过这节了。）\r\n\r\n下面是我们推荐使用的选项设置：\r\n\r\n[img [anki deckoptions 1|https://refold.la/static/148217f6523f4f604e03803974bcfde7/3c024/anki-deckoptions-1.png]]\r\n\r\n[img [anki deckoptions 2|https://refold.la/static/e3631d3464719145d101a107413e0d95/0a47e/anki-deckoptions-2.png]]\r\n\r\n[img [anki deckoptions 3|https://refold.la/static/5541ab575e70edd70b0594ce7dece822/0a47e/anki-deckoptions-3.png]][img [anki deckoptions 4|https://refold.la/static/5757941716ec4713d41ed087cdd5bb3c/3c024/anki-deckoptions-4.png]]\r\n\r\n唯一需要个性化的选项就是「新卡片/天」这个设置，在「新卡片」标签页里。这个选项决定了 Anki 每天会给你展示多少新卡片。具体应设置为何值，我们会在后面的文章里详细解释。\r\n\r\n#### 修正旧设置\r\n\r\n如果你用 Anki 已经有一段时间了，那你需要更新旧的卡片并卸载过时的插件。\r\n\r\n要更新旧的卡片，请使用 [Refold Ease](https://ankiweb.net/shared/info/819023663) 插件。Refold Ease 的默认设置已经足够好了（虽然我们知道间隔修改器上有 1% 的差异）。\r\n\r\n若你曾安装过下面列出的任何插件，建议一并卸载：\r\n\r\n1. No Penalties or Boosting\r\n\r\n2. ResetEZ\r\n\r\n### 学习\r\n\r\n[img [anki studying|https://refold.la/static/f77c82812fd689cc2df5c822b74a203f/0a47e/anki-studying.png]]\r\n\r\n要学习一个牌组，先在 Anki 的主界面里选中这个牌组，然后点「现在学习」。\r\n\r\n当你在学的时候，Anki 先给你看卡片的正面，然后提示你按「显示答案」看卡片的背面。背面一旦出现，系统就会让你给本次回忆打分。\r\n\r\n在给复习打分时，Anki 会让你从四个选项里选一个：「重来」，「困难」，「良好」和「简单」。\r\n\r\n **我们强烈建议【只】用「重来」和「良好」按钮，而避免使用「困难」和「简单」按钮。** \r\n\r\n[img [anki buttons xd|https://refold.la/static/963b73962871470c74f5b002b9a5bc33/77a9e/anki-buttons-xd.png]]\r\n\r\n这是因为「困难」和「简单」两个按钮对 Anki 算法的影响与直觉相悖，长期下来会引发问题。具体原因，可参见本文末尾的「按键精简版 Anki 」一节。\r\n\r\n### 数据统计\r\n\r\n[img [anki stats|https://refold.la/static/0544108b0182b8e03b5f5fe7e4c7310b/0a47e/anki-stats.png]]\r\n\r\n要查看你学习的各种数据，只需在 Anki 的主界面点击「统计」即可。\r\n\r\n最值得一提的数据就是「保留率」，也就是你评为「良好」或「简单」的卡片在总数里占的比例。你可以在统计页面里的「回答按钮」部分找到这个数据。\r\n\r\n保持率在三类卡片中分别计算：学习中、欠熟练和已熟练。「学习中」对应的是你还在学习过程中的卡片。「欠熟练」则是那些你已经学会但仍然每 20 天至少复习一次的卡片。「已熟练」则是那些你 21 天或更久才复习一次的卡片。\r\n\r\n事实上，保留率只对「已熟练」的卡片有意义。对于「学习中」的卡片，你还没完全掌握，自然容易忘记。同理，「欠熟练」的卡片是你最近刚学的，还没有牢固地记在脑子里。\r\n\r\n在语言学习方面，已熟练的卡片的理想保留率在 80% 至 90% 之间。如果你的保留率没有达到这个范围，我们在后面的《阶段 1C：最佳实践》一节里，有具体的应对建议。\r\n\r\n### 新手别往下读了\r\n\r\n文章接下来的部分会详细剖析 Anki 的算法。如果你刚接触 Anki，建议先跳过这部分，直接阅读[下一篇文章](https://refold.la/roadmap/stage-1/b/phonetics)。\r\n\r\n### 高级用法\r\n\r\n跟着上面的步骤，你能搞定 Anki 优化的 90%。不过，要想彻底玩转，你得先弄明白 Anki 的算法是怎么回事。如果你还不熟悉 Anki，先把基础搞定，一个月或两个月后再回头来看这部分。\r\n\r\n#### 算法全解\r\n\r\n下面这个视频详尽解析了 Anki 的算法，以及各种设置选项的效果。\r\n\r\n- [Anki Tutorial | Deck Options and Anki's Algorithm](https://www.youtube.com/watch?v=lz60qTP2Gx0)\r\n\r\n### 按键精简版 Anki\r\n\r\n按键精简版 Anki 是在 Refold 社群中颇受欢迎的 Anki 算法改进。在语言学习的场景下，它能避开默认算法的多数缺陷，让你的复习效率大大提升。\r\n\r\n我们已经把按键精简版 Anki 融入到了上文推荐的设置选项和复习指南中。只要你按照推荐设置和复习指南去做，就能充分享受到按键精简版 Anki 带来的好处。\r\n\r\n如果你想了解按键精简版 Anki 背后的基本逻辑，请阅读[这一系列的文章](https://web.archive.org/web/20210203165239if_/https://massimmersionapproach.com/table-of-contents/anki/low-key-anki/intro/)。\r\n\r\n### 按键精简版 Anki 浅析\r\n\r\n按键精简版 Anki 包含两个部分：只用「重来」和「良好」的按钮，以及取消所有的简易度变化。正如上面链接的一系列文章所解释的那样，这最初是通过一个插件来实现的，这个插件可以阻止 Anki 改变卡片的简易度，而不论你怎么对卡片评分，但你要知道，其实不用任何附加组件，也能搞定这个按键精简版 Anki 。\r\n\r\n在 Anki 中，一张卡片的最低简易度是 130%。一旦简易度达到 130%，即使这张卡片评为「重来」或「困难」，它也不会下降。因此，只要一开始就把卡片的初始简易度设为 130%，并假设用户从不点「简单」按钮，那么卡片的简易度将永远不会改变。由于简易度一开始就在底线上，所以点「重来」和「困难」按钮不会降低简易度，而「良好」按钮本就不会改变简易度。\r\n\r\n这个低初始简易度可以通过把全局间隔乘数提高到 192% 来平衡。这样一来，卡片的间隔增长跟初始简易度为 250% 和全局间隔乘数为 100% 时是一样的。\r\n\r\n不幸的是，Anki 2.1.35 有一个 bug，导致所有简易度为 130% 的卡片都会被重置到 250% 的初始简易度。为了绕过这个 bug，我们把最低简易度改为了 131%，全局间隔乘数也调到了 191%。\r\n\r\n这个无插件版本的按键精简版 Anki，就是上面推荐设置里已经用上的那个。", + "type": "text/markdown", + "caption": " 1A3：Anki 初级配置教程\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Basic Anki Setup" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Create a Passive Listening Habit.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Create a Passive Listening Habit.json" new file mode 100644 index 0000000..35b680d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1A Create a Passive Listening Habit.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1A Create a Passive Listening Habit", + "text": "# 1A2：养成被动收听习惯\r\n\r\n原文：[Create a Passive Listening Habit | Refold](https://refold.la/roadmap/stage-1/a/passive-listening)\r\n\r\n正如在[阶段 0：被动收听](https://refold.la/roadmap/stage-0/c/passive-listening)中提到的，当你在做不用动脑筋的事情时，如做饭、扫地或者上下班途中，顺便听听你的目标语言，能有效提升你的听力理解。\r\n\r\n你的大脑要大量的音频输入来熟悉目标语言的各种声调和语速，尤其是刚入门时，可能得听个几遍，大脑才能开始分辨这些声音，熟悉它们。被动收听就是为了能让你有大量机会重复听，反复听。\r\n\r\n在整个语言习得过程中，被动收听都是核心活动，所以，一开始就要建立好合适的工作流。\r\n\r\n为了有效的被动收听，你得培养两个好习惯：\r\n\r\n### 在做无需动脑的事情时收听\r\n\r\n现在就花点时间想想，你一天里哪些时候能够把被动收听融入进来。比较常见的机会有：\r\n\r\n- 在通勤或旅行的路上\r\n\r\n- 在散步或锻炼的时候\r\n\r\n- 做饭、扫地或是搞其他家务的时候\r\n\r\n- 在早晨的例行活动中，如遛狗或吃早餐时\r\n\r\n- 在睡前的例行活动中，如刷牙或入睡时\r\n\r\n提前做个计划，看看啥时候适合被动收听，并准备好你需要的工具（比如，手机里整个音频列表，再弄一副耳机），一个简单的办法是，打开手机上的 YouTube 或 Netflix，听你已经看过的内容。\r\n\r\n### 让被动收听更简单\r\n\r\n为了让这个习惯尽可能轻松，关键是要准备好一份随时能被动收听的播放列表。\r\n\r\n虽然被动收听 Netflix 或 YouTube 上的视频很容易，但这两个应用需要你手机保持解锁状态。作为替代，我们推荐你在手机里创建一个永远在循环的本地播放列表。\r\n\r\n长时间被动收听同样的内容可能会让人生厌，所以，最好定期更新播放列表，淘汰一些陈旧的内容。每隔一两周，抽空将新音频加入手机，以便随时随地都能收听。\r\n\r\n### 如何制作播放列表\r\n\r\n#### 下载内容\r\n\r\n你不一定总能联上网，所以最好提前下载好你想被动收听的内容。\r\n\r\n###### Youtube\r\n\r\n- [JDownloader](https://jdownloader.org/download/index)：一个能轻松下载音频和视频的软件\r\n\r\n- [youtube-dl](https://youtube-dl.org/)：一个用于下载的命令行工具\r\n\r\n- [Y2 Mate](https://y2mate.guru/)：一个用于下载 YouTube 视频的网站，这样的网站有很多。\r\n\r\n- [NewPipe](https://newpipe.schabi.org/)：一个可替代 YouTube 应用的安卓应用，支持视频下载\r\n\r\n###### Netflix\r\n\r\n- [FlixGrab](https://www.flixgrab.com/)：一个用于下载 Netflix 节目的软件（仅支持 Windows）\r\n\r\n#### 提取音频\r\n\r\n从视频中提取音频是创建被动收听播放列表的关键。\r\n\r\n对于那些不太擅长技术的人，网上有一些易用的音频提取工具。如果你对技术比较得心应手，以下是几个可用于提取音频的软件：\r\n\r\n###### 在线工具\r\n\r\n- [AudioExtractor.net](https://audio-extractor.net/)\r\n\r\n###### Mac\r\n\r\n- [QuickTime Player](https://www.idownloadblog.com/2019/01/18/extract-audio-from-video-iphone-ipad-mac/)（系统自带）\r\n\r\n- [FFmpeg Command Line](https://ffmpeg.org/)\r\n\r\n###### PC\r\n\r\n- [VLC](https://www.videolan.org/vlc/)：一款不仅能播放，还能提取音频的媒体播放器。\r\n\r\n#### 将音频加载到你的手机上\r\n\r\n下面有详细的指南：\r\n\r\n- [iPhone](https://www.businessinsider.com/how-to-download-music-audio-files-on-iphone)\r\n\r\n- [Android](https://support.google.com/googleplaymusic/answer/1101500?hl=en)\r\n\r\n### 优化\r\n\r\n一旦你养成了听目标语言音频的好习惯，你可以做一些可选的优化：\r\n\r\n- 换个更方便的耳机（如无线、降噪、骨传导）。\r\n\r\n- 浓缩音频，提高对话密度。\r\n\r\n - [介绍视频](https://www.youtube.com/watch?v=QOLTeO-uCYU)\r\n\r\n - 备注：对于 Mac 和 Linux 用户，[SubStudy](http://www.randomhacks.net/substudy/) 工具可替代 [Subs2Srs](http://subs2srs.sourceforge.net/)\r\n\r\n- 使用独立的 MP3 播放器，以达到理想的被动收听效果。\r\n\r\n - [介绍视频](https://www.youtube.com/watch?v=6UqaJ8gmTGg)\r\n\r\n### 内容推荐\r\n\r\n选择被动收听内容的首要目标是找到能引起你兴趣的东西。听你已经看过的电视节目的音频有助于此，因为你已经了解剧情。\r\n\r\n或者，听听你喜欢的小说的目标语言有声书。要是你对故事了如指掌，即便只认识几个词，跟着听也相对容易。\r\n\r\n音乐不是被动收听的好选择。尽管娱乐性强，但其学习价值不高。歌词经常让人困惑，而且容易误解。你自己听母语歌都能听错词，何况是别的语言。\r\n\r\n要是你就喜欢听歌，那目标语言的歌也比啥都没有强，但最好还是多听听有对话或者叙述的音频。\r\n\r\n如果你对正在听的内容感到厌倦，那就换点别的。随你的兴趣走。\r\n\r\n **无聊是语言学习的敌人。** \r\n\r\n### 如何对「天书」保持兴趣\r\n\r\n当你第一次开始被动收听时，你不会理解任何东西，你的思绪会飘忽不定，这没有关系！这是一种自然的反应，你的大脑会过滤掉「不重要」的声音，所以你很可能会感到无聊并跳到另一个思绪里。\r\n\r\n要让大脑不走神，试试以下几招：\r\n\r\n- 专注于听声音而不是听单词。\r\n\r\n- 试着听出一个词的结束和另一个词的开始。\r\n\r\n暂时别纠结意思。\r\n\r\n- 当你学习新的词汇时，泛听音频以尝试听到学习中的新词汇。", + "type": "text/markdown", + "caption": " 1A2：养成被动收听习惯\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Create a Passive Listening Habit" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1B Phonetics.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1B Phonetics.json" new file mode 100644 index 0000000..ae8991b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1B Phonetics.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1B Phonetics", + "text": "# 1B1：发音规则\r\n\r\n原文：[Phonetics | Refold](https://refold.la/roadmap/stage-1/b/phonetics)\r\n\r\n幼儿具备准确听出人类所有语言中每一个音素的能力[1]。随着年龄增长，大脑为了更高效地处理母语，会放弃识别不必要的音素。这意味着，你现在可能无法察觉到目标语言中的某些音素。在你有机会注意到这些音素之前，你的大脑就已经将其过滤掉了。然而，这并非无可挽回。大脑能重新学会识别这些曾经认为不必要的音素。\r\n\r\n如果你学习一下外语的发音规则，就能更快地听出这些发音。我们的目标是达到可以开始学习词汇的程度，所以你只需要学习目标语言声音系统的基本知识。高深的发音规则等到阶段 4 再说。\r\n\r\n### 如何学习发音\r\n\r\n首先，上网搜一搜你要学的那门语言的读音规则。查一查都有哪些元音和辅音，嘴巴怎么张怎么合才能发出这些音。别只看一个网站，多找几个参考一下。寻找那些既能让你听到这些音，又能展示如何发这些音（口型、舌位等）的资料。\r\n\r\n如果你的目标语言还有其他核心的语音特征，如力重音、音高重音或声调，也一并学习了解。\r\n\r\n在主动沉浸的过程中，也别忘了特别注意这些发音细节。可以参考 [1A 主动沉浸](https://refold.la/roadmap/stage-1/a/active-immersion)中描述的方式练习。\r\n\r\n### 脚注\r\n\r\n[1] [《为什么婴儿的大脑可以同时学习两门语言？》，theconversation.com](https://theconversation.com/why-the-baby-brain-can-learn-two-languages-at-the-same-time-57470)", + "type": "text/markdown", + "caption": " 1B1：发音规则\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1B Phonetics" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1B Writing System.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1B Writing System.json" new file mode 100644 index 0000000..5a4f5f6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1B Writing System.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1B Writing System", + "text": "# 1B2：书写系统\r\n\r\n原文：[Writing System | Refold](https://refold.la/roadmap/stage-1/b/writing-system)\r\n\r\n成年人学习语言，最行之有效的方式就是在培育听力理解的同时培育阅读理解。\r\n\r\n在开始阅读之前，你需要学习目标语言的书面文字。\r\n\r\n### 只需打个基础\r\n\r\n这个阶段的目标，就是把文字学到能认词、看懂语法的程度。至于快速、流利地阅读，那是之后的事。\r\n\r\n要花多长时间，因人而异，也得看你要学的是哪种语言。比如说，讲英语的人学西班牙语可能就几分钟就能上手，但要学中文，那可得花上几个月。\r\n\r\n### 错误发音\r\n\r\n对于那些与你的母语使用相同文字的语言，你会自动将相同的符号与母语中的发音联系起来，这可能会导致你在脑中默读时出现发音错误。\r\n\r\n别焦虑，这个问题以后自然会改正过来。只需明白，这种情况肯定会发生。请确保你清楚哪个字母对应哪个发音。\r\n\r\n### 接受自己的不足\r\n\r\n对于那些用一套完全不同的字母系统的语言，学习阅读可能会觉得吃力，感觉处处都束手束脚。就像孩子学习阅读一样，你一开始只能一个字一个字地拼读，而不是以一个个意群来感知整个单词和短语。\r\n\r\n特别是在你不确定应该怎么念某个词的时候，可能会觉得特别沮丧。不过别太焦虑——随着时间的推移，这个问题会自然解决。\r\n\r\n### 非表音文字\r\n\r\n像汉语这样的语言，并没有字母表。每个字都是一个寓意于形的小图画。这些图画一旦组合，不仅构成了更复杂的图画，意义也更加丰富。\r\n\r\n请参考针对特定语言的指南，学习如何理解这些基于图画的书写系统。\r\n\r\n学会用你的目标语言打字也很有帮助，这样查单词会更方便。\r\n\r\n注：即将推出针对汉语和日语的语言指南。", + "type": "text/markdown", + "caption": " 1B2：书写系统\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1B Writing System" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C Grammar.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C Grammar.json" new file mode 100644 index 0000000..f6eda81 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C Grammar.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1C Grammar", + "text": "# 1C1：语法\r\n\r\n原文：[Grammar | Refold](https://refold.la/roadmap/stage-1/c/grammar)\r\n\r\n跟世界语、克林贡语、精灵语这些人造语言不一样，大多数语言都不是精心设计出来的，它们都是历经千锤百炼，几千年的无序演变才有的，所谓的「规则」根本不存在。\r\n\r\n学校教育让我们误以为，只有遵循语法规则才能 **正确** 使用语言。此乃谎言。语法规则其实是事后对人们 **实际** 语言用法的归纳总结。\r\n\r\n所谓的语法并非一套「规则」，更多地是对语言混乱性的解释尝试。不幸的是，这种混乱本质上是无法解释的，所以你会发现一大堆语法的例外。这些例外就是语法解释说不清、道不明的地方。\r\n\r\n### 我们真的需要学习语法吗？\r\n\r\n简短的答案是：不需要。你的大脑可以自己悟出语法，不需要刻意去学。可惜，这个过程 **真的** 很慢。\r\n\r\n刚开始学习语言时，了解一些基础的语法有助于加快你的理解。简单来说，语法就是拐杖，等到你的大脑可以自然而然地理解这门语言，这个拐杖就可以丢了。\r\n\r\n因为你只需要语法来进行基本的理解，所以没必要去钻研高级语法那些复杂微妙的地方，这些东西，你在沉浸学习中自然会掌握。\r\n\r\n因此，只管抓紧学那些最基本、最直接影响你理解沉浸内容的语法点就行了。\r\n\r\n### 如何学习语法\r\n\r\n一口气大量学习语法枯燥无味，所以我们建议在沉浸学习和词汇学习的同时逐步学习语法。\r\n\r\n **每天花 10 到 20 分钟学习目标语言的基础语法概念。** \r\n\r\n由于你不需要深入了解细微的语法概念，所以选哪本语法书其实没大差别，只要是能帮你了解目标语言基础语法的材料，那就够了。\r\n\r\n动动手指，网上搜索一下，看看有哪些适合初学者的语法指南。不论是 YouTube 教学视频，网课，独立网站，入门教材，还是语言学习应用，挑一个你喜欢，符合你生活节奏的就行了。\r\n\r\n要是碰到某个让你摸不着头脑的语法问题，那就跳过去，继续往下走。通过在沉浸学习中不断接触，你会逐渐对语法有一种直观的理解。要是实在觉得不对劲，等你有了更多经验后，再回头去翻翻语法书也不迟。\r\n\r\n别忘了，学语法的最终目的是为了让你理解目标语言，【不要】硬着头皮按语法规则去说或写。你将通过沉浸学习培养这两种能力。\r\n\r\n### 学什么\r\n\r\n学习语法的目标是为了理解。要想理解一个句子，你需要能做到以下几点：\r\n\r\n- 把单词分清楚\r\n\r\n- 看清主语是啥\r\n\r\n- 弄懂主语碰上啥事了\r\n\r\n- 搞清楚这事啥时候发生的\r\n\r\n#### 把单词分清楚\r\n\r\n有的语言把单词粘一块儿，或者单词之间没空隙。学点语法，你就能知道哪儿断句，一个单词在哪儿结束，下一个单词从哪儿开始。\r\n\r\n#### 看清主语是啥\r\n\r\n你将通过词汇学习来学习名词，但大多数语言都使用代词和连接词来隐含表示主语，语法学习将教会你代词和基于主语的变位的基本知识。\r\n\r\n#### 弄懂发生啥事了\r\n\r\n这与语法无关。你将通过学习动词词汇来培养这个能力。\r\n\r\n#### 这事啥时候发生的\r\n\r\n明白过去、现在、将来这几种时态，对于看懂故事至关重要。\r\n\r\n别试着通过学习语法去细究这些时态。我们的目标是先打开理解的大门。\r\n\r\n举个例子，你不必深究各种过去时态的微妙之处。关键是，遇到这些时态时，心里要有数，这是在说过去的事。\r\n\r\n一旦你查了上面这些语法知识，建立了基础的理解框架，就可以停下日常的语法学习了。\r\n\r\n随着你的进步，你会在沉浸过程中发现你还不理解的语法，碰到这种情况，随时可以去查一查，弄清楚是怎么回事。", + "type": "text/markdown", + "caption": " 1C1：语法\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1C Grammar" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C SRS Best Practices.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C SRS Best Practices.json" new file mode 100644 index 0000000..94b7795 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C SRS Best Practices.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1C SRS Best Practices", + "text": "# 1C2：SRS 最佳实践\r\n\r\n原文：[SRS Best Practices | Refold](https://refold.la/roadmap/stage-1/c/srs-best-practices)\r\n\r\n### 培养习惯\r\n\r\n使用间隔重复系统（SRS）的目标是长期记忆。【只有】坚持不懈地用，才能从中受益。最重要的最佳实践，就是 **每天出席，认真复习！** \r\n\r\n对待 SRS 复习，有两种截然不同的方法。\r\n\r\n多数人觉得，每天定个固定时间复习，更容易形成稳定的习惯。早晨第一件事来个复习效果尤佳，当然，选一个你自己觉得合适的时间点也是很好的习惯锚点。\r\n\r\n有些人则更善于在一天中找出零碎的时间来做复习。他们把复习当作手机上的小游戏。无论是在超市排队，还是等水烧开，他们都会掏出手机来做几个复习。这样他们就能把集中注意力的时间用在沉浸学习上。\r\n\r\n不妨试试看，看看哪一种更适合你，能让你持续地完成复习。\r\n\r\n### 复习\r\n\r\n每天坚持复习至关重要，这有两个原因。\r\n\r\n#### 遗忘\r\n\r\n正如我们在 [0C：主动非沉浸学习](https://refold.la/roadmap/stage-0/c/active-study)一章里讲的，SRS 会推送那些你很可能快要遗忘的卡片。如果你不按时复习，将会忘记更多卡片，并且不得不花更多时间重新学习被遗忘的材料。\r\n\r\n#### SRS 债\r\n\r\n第二个原因是所谓的「SRS 债」：当天没完成的复习任务会堆到第二天。今天不复习，明天的任务就会翻倍。\r\n\r\n这样很快就会让人感到不堪重负。SRS 债也是人们放弃使用 SRS 的头号原因，为了避免这种情况发生，务必每天完成所有复习任务。\r\n\r\n如果你时间不够，就减少新卡的数量，专心复习。少学一天新卡片基本上没什么大碍。\r\n\r\n### 新卡片\r\n\r\n大多数 SRS 都允许你设置每天要学习多少张新卡片。具体如何在 Anki 里设置，已经在 [1A：基础 Anki 配置](https://refold.la/roadmap/stage-1/a/anki-setup)里详细解释了。\r\n\r\n默认情况下，Anki 会把新卡和复习卡混在一起给你，但你也可以选择在复习前或复习后学习新卡片。这一设置可以在「首选项」里的「复习」一栏里调整。试验这三种设置，找出最适合你的那一种。\r\n\r\n#### 别一股脑儿学太多新卡！\r\n\r\n每天究竟得复习多少卡片，这事儿你可没法儿决定，因为 SRS 会自动安排所有你可能快要遗忘的卡片。不过，你确实可以通过调整今天学习的新卡片数量来影响未来的复习量。\r\n\r\n一上来就贪心地学太多新卡，这可是很多人刚开始用 SRS 时最常犯的错误。这样下去，你会发现复习多到手忙脚乱，还会挤占你沉浸学习的时间，最终导致精疲力尽（即弃 SRS 而去）。\r\n\r\n这个陷阱之所以如此普遍，主要是因为新卡片全面影响复习数量需要大约两周时间。这个时间差容易让人低估实际的复习量。\r\n\r\n你可以通过新卡片数量乘以 7 来估算每天的复习量。比如说，你每天学 10 张新卡，那么两周后，你大概每天得复习 70 张。\r\n\r\n在开始时，最好先从小的、简单的任务开始做起，确保在养成每天使用 SRS 的习惯时不会感到不堪重负。先从每天 5 张新卡开始，然后根据自己的感觉逐渐增加。持之以恒比数量更重要。如果你能够每天稳定地学习 10 张新卡，不到三个月就能积累超过 1000 张卡了。\r\n\r\n记住，主动非沉浸学习不如沉浸学习重要。在 SRS 上花太多时间，会从沉浸学习中抽走你宝贵的时光。\r\n\r\n### 如何为卡片评分\r\n\r\n在给卡片打分时，别太追求完美。不用纠结于确切的含义，大致的理解就够了。\r\n\r\n如果你觉得在实际情境中能认出并理解这个词，那就按「良好」。如果不行，就按「重来」，这样卡片会更快出现。正如在 [1A：Anki 初级配置教程](https://refold.la/roadmap/stage-1/a/anki-setup) 中提到的，不要使用「简单」和「困难」这两个按钮，它们会扰乱你的进度。\r\n\r\n[img [anki buttons|https://refold.la/static/963b73962871470c74f5b002b9a5bc33/77a9e/anki-buttons.png]]\r\n\r\n如果你犯了个小错，但其实你是知道这个词的，那就大可评为「良好」。要是后来发现真的忘了，下次自然知道该选「重来」。\r\n\r\n不要害怕点击「重来」。这里不是学校，目标不是得个高分。忘记一个词并不意味着失败。\r\n\r\nAnki 的算法并不旨在让你百分之百记住所有东西；实际上，它的目标是大约 90% 的保留率。这就意味着，要是忘了某个卡片，可能是你应该更早地复习这个词，或者你还没准备好。这两种情况都很正常，在 Anki 的逻辑里，十张卡片里总得有一张你会忘记。\r\n\r\n如果你 **从来没有** 忘记过任何含义，那可能意味着你复习得太频繁了。虽然这感觉与直觉相悖，但每次复习都有几张卡片没记住，反而会让整个复习过程更高效。\r\n\r\n#### 删除或暂停卡片\r\n\r\n如果你一张卡片老是记不住，Anki 会给它打上「记忆难点」的标签，之后它就不会再出现在复习中了。\r\n\r\n记住，主动非沉浸学习只是助推你的习得过程。你的大脑对某些词或短语「准备」得比较充分，但对其他的就不然。如果一张卡片成了记忆难点，就说明你的大脑还没准备好记住它，硬去记也是徒劳。总有一天，你会再次遇到这个词，并在准备好的时候学会它。\r\n\r\n制卡本身就是在猜测你到底准备好了没有。偶尔猜错也是正常的。\r\n\r\n任何卡片，无论什么原因，你都有权利删掉。不喜欢它？删了。觉得概念模糊？删了。单词怎么也记不住？删了。\r\n\r\n你可以选择删除卡片，彻底从牌组中移除，也可以选择暂停卡片，这样它就不再出现，但仍然保留在系统里。我们推荐选择暂停，因为将来你可能会觉得准备好了，再把它加回复习队列里。\r\n\r\n#### 落下复习进度了怎么办？\r\n\r\n若你有几天没复习，复习任务堆积如山，令你想到 Anki 都觉得头疼，首先要做的就是止住这一切。\r\n\r\n损失已经造成：堆积如山的那些卡片，大多是你可能 **已经** 遗忘的词汇，咱们就叫它们「陈卡」。\r\n\r\n同时，那些 Anki 认为你 **快要** 忘记的卡片会被自动安排复习，我们称这些为「鲜卡」。\r\n\r\n现在，你的队列里混合着两种卡片：一方面是快要遗忘的鲜卡，另一方面则是可能已经遗忘的陈卡。\r\n\r\n问题在于，Anki 并不会优先推送鲜卡。按照 Anki 的复习优先级，如果你没有复习完整个队列，就要花时间重新学习陈卡，而遗忘鲜卡。\r\n\r\n简单说，如果你只忙着重新学习那些忘了的单词，反倒会让更多单词从脑子里溜走。\r\n\r\n解决这个问题的办法是，暂时将陈卡从复习队列里移出，等当天所有鲜卡都复习完后，再逐渐将它们放回。\r\n\r\n具体操作如下：新建一个名为「积压」的牌组，然后把所有待复习的卡片都移到这个新牌组里。\r\n\r\n接着，每天要：\r\n\r\n1. 在你的主牌组中进行复习。\r\n\r\n2. 从积压牌组中抽取适量你能搞定的卡片，移回主牌组。\r\n\r\n3. 复习这些卡片。\r\n\r\n这样，这些卡片就重新回到了正轨。\r\n\r\n虽然可能要花上几周时间才能清空积压牌组，但至少在这期间，你不会漏掉那些即将忘记的新鲜单词。", + "type": "text/markdown", + "caption": " 1C2：SRS 最佳实践\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1C SRS Best Practices" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C Vocabulary.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C Vocabulary.json" new file mode 100644 index 0000000..17fb50d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_1C Vocabulary.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/1C Vocabulary", + "text": "# 1C3：词汇\r\n\r\n原文：[Vocabulary | Refold](https://refold.la/roadmap/stage-1/c/vocabulary)\r\n\r\n直接跳入沉浸学习，观看没有字幕的目标语言节目，也不是不可能。只是这样做会比较慢，也容易气馁，但你最终还是会逐渐学会一些常用词，培养理解能力。\r\n\r\n要让这过程不那么枯燥，你可以先主动学习在沉浸中会经常见到的词汇，这样能加速你的理解。\r\n\r\n **使用间隔重复系统（SRS）来学习目标语言中最常出现的 1500 个单词。** \r\n\r\n有研究 [1], [2] 估计，在英语中，大约 2000 个单词就覆盖了日常对话中约 94% 的内容。如果词汇量达到 5000，这个数字就会跃升到将近 99%。不同的研究对不同的数据进行分析，得出的数字各不相同，但也大同小异。\r\n\r\n虽然这个百分比因语言而异，但记住 1500 个单词将为你打下坚实的基础。\r\n\r\n然而，知道 1500 个单词并不能自动转化为理解，所以如果你仍然不理解，不要感到惊讶。你可能会理解对话中 90% 的单词，但要理解一段对话的 **完整含义** ，还需要沉浸其中，并将这些知识用于实践。\r\n\r\n### 如何开始\r\n\r\n运用间隔重复系统（SRS）学习常用词汇，大致有两个方法。\r\n\r\n1. 直接用别人做好的词汇牌组。\r\n\r\n2. 自己找个高频词表，动手做卡。\r\n\r\n用别人现成的牌组是最快的开始方法，但高质量的牌组并不好找。大多数牌组都是用软件生成的，没有针对高效学习进行筛选。这些牌组常常包含一些与你要实现的目标——即快速开始沉浸学习——不太相关的词汇。还可能出现翻译不准确、音频错误或缺失的问题。\r\n\r\n自己做卡片虽然初期需要花费更多时间，但如果你找不到精选的牌组，那么这点儿功夫是值得的。\r\n\r\n两种方式都可以，选一个你觉得合适的就行。\r\n\r\n请记住，1500 个单词并不是什么硬性规定。即使你只学 1000 个词，也完全没问题。别忘了：背单词是学得，而不是习得。你只需要建立一个基础词汇量，以加速你对沉浸内容的理解。你追求的不是完美，而是 **够用** —— **够** 常见的词，记得 **够** 牢固。\r\n\r\n### 理解，而不是输出\r\n\r\n学词汇的根本目的，就是为了在沉浸学习中识别并理解这些单词。要锻炼这种识别能力，你只需要学习正面为目标语言的卡片。这类卡片常被称作「理解卡」或「认识卡」。\r\n\r\n在传统的学习方式中，一般会让你背出目标语言的单词，或者从你的母语翻译过来。这种卡片就叫「输出卡」或「回忆卡」。这种类型的卡片可免则免。如果你碰到带有这种「生产卡」或「回忆卡」的牌组，大可直接删掉。\r\n\r\n当你在阶段 3 需要输出目标语言时，这些词早就印在你心底了。你无需刻意去记，自然而然就能说出口。\r\n\r\n### 学习小贴士\r\n\r\n#### 删除卡片\r\n\r\n如果有某个词你怎么也记不住，删了它。如果你不喜欢某张卡片，删了它。\r\n\r\n还有，如果这个词跟你的母语里的基本一样（也就是借词和同源词），也删了它。一旦你开始注意到这些词在目标语言里是怎么发音的，大脑会自然而然地从语境中学会它们。\r\n\r\n#### 慢慢起步\r\n\r\n正如 [1C：SRS 最佳实践](https://refold.la/roadmap/stage-1/c/srs-best-practices)中所说，如果你过于激进地使用 SRS，很容易感到不堪重负。如果你之前从未使用过 SRS，建议从每天只学习 5 张新卡片开始，直到你养成每日复习的习惯。几周后，再将这个数字提高到每天 10 张。\r\n\r\n按照我们推荐的每天 10 张卡片的速度，学习 1500 个单词需要五个月的时间。不过，实际上可能不需要这么长时间，因为你还会通过沉浸来学习其中一些单词。如果你已经知道某个单词，那就暂停或删除这张卡片。\r\n\r\n如果你愿意在主动非沉浸学习上投入大量精力，可以提高到每天 20 个单词。但要注意，这样两周后，你每天大概需要复习 140 张卡片。\r\n\r\n### 进阶\r\n\r\n记住，【没必要】在进入阶段 2 前就硬啃完最常用的 1500 个词汇。\r\n\r\n进入阶段 2 后，你将建一个新牌组，开始在你的沉浸内容中做词句挖掘。你可以同时学习这两个牌组，也可以抛开入门牌组，专注于词句挖掘。怎么选，全凭你。\r\n\r\n### 脚注\r\n\r\n1: [\"Vocabulary coverage according to spoken discourse context\", Adolphs and Schmitt, 2004](https://www.lextutor.ca/cv/bogaards_laufer_2004.pdf#page=54)\r\n\r\n2: [\"How Large a Vocabulary Is Needed For Reading and Listening?\", Nation, 2006](https://www.lextutor.ca/cover/papers/nation_2006.pdf)", + "type": "text/markdown", + "caption": " 1C3：词汇\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1C Vocabulary" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Basic Sentence Mining.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Basic Sentence Mining.json" new file mode 100644 index 0000000..2b8dbab --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Basic Sentence Mining.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2A Basic Sentence Mining", + "text": "# 2A7：基础词句挖掘\r\n\r\n[基础词句挖掘|Refold](https://refold.la/roadmap/stage-2/a/basic-sentence-mining)\r\n\r\n词句挖掘是在沉浸学习中直接获取单词和句子，并用间隔重复软件学习它们的过程。你可以尽早开始词句挖掘，但是大多数人更喜欢在他们学习了最基本的语法结构并且记住了最常用的单词之后再开始挖掘。你可以选择在对最常用单词的学习完成后进行词句挖掘或者一边进行词句挖掘一边进行最常用单词的学习。\r\n\r\n词句挖掘使得学习与沉浸融为一体。通过学习直接来自浸入式内容的单词和句子，当你开始在第一个领域站稳脚跟的时候，你可以确保自己把学习的重点放在与自己最适合的单词上。精心挑选自己要学习的单词和句子，会使得你与它们有深刻的印象。这让你在被单词的过程中事半功倍。\r\n\r\n词句挖掘是一个创造性的、探索性的过程，每个人都有自己的方法。随着时间的推移，你会发现一种独特的方法属于你的学习方法与风格。\r\n\r\n这里有一些基本的准则帮助你开始。\r\n\r\n### 选择挖掘内容\r\n\r\n在每一个小时的沉浸中，你会遇到许多未知的单词，你可以有意识地学习。但是，有些词会比其他词更值得你花时间，因为你每天只能制作有限数量的 SRS 卡片，所以仔细选择挖掘的内容很重要。\r\n\r\n首先要考虑的是你是否真的需要一张卡片来学习一些东西。如果你认为没有 SRS 的支持你也能记住某个单词，那么就不要为它制作卡片。有些单词与你的母语中的单词非常相似，你可能只需要听一两次就能学会它们，还有一些时候，一个词是由你熟悉的成分组成的，一旦你看到其中的联系，其含义就会被记住，有时，有些单词很独立，没有什么可以依靠的记忆点。\r\n\r\n也就是说，最初，如果没有 SRS，大多数单词都很难学会。在聚焦于挖掘的具体内容时，请记住，提高你目标语言的理解能力——进而习得目标语言——最有效的途径就是挖掘那些容易的句子：\r\n\r\n#### 1. 1. 优先考虑那些感觉熟悉的词\r\n\r\n在你的沉浸式学习中经常出现的单词会带来很高的投资回报率，如果一个词似乎吸引了你的注意力，或者让你感觉很熟悉，这就很好地说明了它是一个常见的词。\r\n\r\n#### 2. 2. 选择那些看起来容易理解的词\r\n\r\n如果你查了一个词，而定义感觉很难掌握，那么就暂时跳过它，你的时间和精力最好用于学习那些已经触手可及的单词。\r\n\r\n#### 3. 3. 优先考虑你想学的单词\r\n\r\n如果一个词很有趣，而且似乎在呼唤你，这就有足够的理由去学习它。与一个单词的情感联系使它更容易被记住，减少了学习它的 \"成本\"，这可以使学习一个单词变得值得，即使它看起来并不特别有用或经常使用。\r\n\r\n### 挖掘句子，而不要挖掘单词\r\n\r\n一般来说，你应该为短语和句子创建卡片，而不是孤立的单词，有以下三个原因：\r\n\r\n第一个原因是，很多时候，仅仅知道一个词的意思并不足以完全掌握它在野外（译者注：实际语言环境中）的使用情况。Antimoon 用 \"account for\"（占比）的定义很好地说明了这个观点：[1]()\r\n\r\n如果某一事物占某一事物的一部分或比例，则该部分或比例由该事物组成，或由其使用或产生。[2]()\r\n\r\n就其本身而言，这个定义并没有让你真正了解“占比”的真正含义或如何使用它。然而，该词典还提供了一个例句，使事情变得更加清晰：\r\n\r\n> Computers account for 5% of the country’s commercial electricity consumption. 计算机占全国商业用电的5%。\r\n\r\n这样一来，一个好的例句往往对真正掌握一个词的用法至关重要。\r\n\r\n以句子为基础制作卡片的第二个原因是，许多单词有多种含义。例如，\"bark \"这个词的含义完全不同，这取决于你是在谈论狗还是树。\r\n\r\n试图用一张卡片记住一个词的所有含义，往往会导致卡片过于困难，复习起来也很麻烦。把单词的多种含义拆开成一个一个地学习要有效得多，这是最小信息量原则的一个例子，在下一节会有更深入的解释。\r\n\r\n以句子为单位制作卡片，而不是单个单词，是最直接的方法，可以将你的注意力缩小到目标单词的单一用法上：只需关注该单词在该特定句子中的含义。此外，由于这些句子来自于你的沉浸内容，你将学习与你最相关的特定含义。\r\n\r\n为句子制作卡片的最后一个原因是，它们更容易被记住。与一个孤立的单词相比，一个句子为你的大脑提供了一个更大的意义块，这使得它更容易被内化。\r\n\r\n如果这个句子来自于你所看的实际书籍或节目，那就是相当正确的。你将能够回忆起哪个角色说了这句话，以及这句话在哪个场景中使用，这种与句子的个人联系将使你更容易将目标词融入你的语言知识中。\r\n\r\n### 选择只包含一个待解决目标的句子\r\n\r\n最好的办法是挖掘那些只包含一个未知元素（不知道的单词或语法结构）的句子，这些被称为 \"一个目标 \"或 \"1T \"句子。\r\n\r\n有些人担心坚持使用 1T句子是缓慢和低效的，但事实恰恰相反。大量有针对性的、清晰的抽认卡会让你更快地达到你的目标，并减少努力。这个被称为最小信息原则。\r\n\r\n如果你有三个想学的单词，那么最好有三张不同的卡片，每张卡片都专注于一个单独的目标单词。\r\n\r\n如果你把三个单词都放在一张卡片上，那么如果你忘记了其中一个单词，即使你记住了其中的两个单词，你也不得不放弃这张卡片，这意味着你最终会对你记得的那两个单词进行多余的复习。\r\n\r\n必须同时回忆所有三个未知的单词，也会使卡片更难理解，使你完全内化每个单词的可能性降低。\r\n\r\n这也会增加引入记忆干扰的风险：即使这三个词之间没有任何内在的关系，但一起学习它们可能会使你在脑海中错误地联想到它们。\r\n\r\n### 卡片上放些什么\r\n\r\n在这个阶段，尽可能保持你的卡片简单：把句子的文字放在正面。背面，写上目标词的定义，以及（可选）该句子所在场景的截图。\r\n\r\n请记住：你不是在试图创造语言；这些卡片的目的是提高你的理解力。因此，保持你的卡片简单，根据你对卡片正面的句子的理解程度给自己打分。\r\n\r\n[img [sample card front|https://refold.la/static/c4962d7b3805119200b014437789f3d4/13ae7/sample-card-front.png]][img [sample card back|https://refold.la/static/ed21e2b8cd5dfacc2231cf7404190b62/13ae7/sample-card-back.png]]\r\n\r\n### 什么时候进行挖掘\r\n\r\n句子挖掘有两种总体方法：自动和手动。\r\n\r\n自动挖掘包括使用软件，从你的沉浸式材料中自动提取 1T的句子，并将其制成卡片。这是一种先进的技术，需要相当多的技术折腾才能完成，所以我们建议等到以后再折腾。\r\n\r\n手动句子挖掘包括从你的沉浸式内容中手工挑选要学习的句子，并自己创建卡片。你可以在阅读电视节目时的强化式沉浸中进行手动句子挖掘，也可以在完全沉浸中进行。两种方式都可以尝试，你可能会发现两种方式都很好，或者一种方式比另一种更适合你。\r\n\r\n有两种方法可以进行手动句子挖掘：同步和异步。\r\n\r\n在同步挖掘中，当你在沉浸中遇到一个你想学习的句子时，你就暂停沉浸，并在当时就为它制作一张卡片。这种方法的好处是，你的主动沉浸和句子挖掘合并为一个活动，这可以帮助你简化整个语言学习流程。\r\n\r\n有些人发现同步挖掘对他们的沉浸感有干扰。他们更喜欢异步挖掘，将卡片的创建与沉浸分开，在异步挖掘中，在沉浸的同时，你只需记下你想学习的句子和单词，你可以通过复制和粘贴句子到一个文本文件，或记下句子的时间戳来做到这一点。然后，在稍后的时间里，你去看你收集的句子，并为它们批量创建卡片。\r\n\r\n### 最佳练习方式\r\n\r\n我们推荐的 SRS 系统从阶段 1 开始就不会更改，所以需要了解的话，随时跳转阅读[1-C2 SRS最佳练习]()\r\n\r\n### 脚注\r\n\r\n- 1: http://www.antimoon.com/how/examplesent.htm\r\n\r\n- 2: [Collins COBUILD Advanced Learner’s Dictionary](https://www.amzn.com/dp/0008253218)", + "type": "text/markdown", + "caption": " 2A7：基础词句挖掘\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Basic Sentence Mining" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Comprehensibility Factors.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Comprehensibility Factors.json" new file mode 100644 index 0000000..7f58637 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Comprehensibility Factors.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2A Comprehensibility Factors", + "text": "# 2A2：可理解性的影响因素\r\n\r\n原文：[Comprehensibility Factors | Refold](https://refold.la/roadmap/stage-2/a/comprehensibility-factors)\r\n\r\n在整个阶段 2 ，你将沉浸于各种各样的内容，难易程度也各不相同。选择合适的沉浸式学习材料时，找到适当难度的内容至关重要。你需要尽可能多地理解，同时又能稍微拓宽自己的能力范围。\r\n\r\n与你水平相匹配的内容，将最大化你的理解，使学习更加有趣，同时也让你更快地习得这门语言。过于超出你当前能力的内容，虽然依然有助于你提升语言技能，但由于你理解的内容太少，因此习得的速度会相对较慢。\r\n\r\n这篇文章里，我们会告诉你哪些因素会影响媒体内容的可理解性。在寻找材料时，请牢记这些因素，这将有助于你找到适合你水平的内容。\r\n\r\n### 语境的可理解性\r\n\r\n你有没有试过把电视声音关了，但仍然能理解剧情？我们把这称为上下文可理解性。可理解性不仅仅与用词的难易有关，它还与视觉信息的丰富度，剧情的可预见性，以及你对这类故事的熟悉程度有关。\r\n\r\n#### 视觉背景\r\n\r\n观看电视或阅读漫画时，视觉信息会传达故事。这种视觉上下文有助于你理解情景中的语言。就算你碰到个不认识的词，根据角色的动作，也能猜个八九不离十。\r\n\r\n在没有视觉情境的情况下听和读会增加一层复杂性，因为全部的情境需要用文字来描述。俗话说，一图胜千言。也就是说，没有图片的话，你需要多学习一千个词才能理解情境。\r\n\r\n#### 叙事的可预测性\r\n\r\n跟着剧本走的内容，比如电视剧或小说，能让你逐渐熟悉里面的角色和故事。这种熟悉性赋予了语言相应的背景。如果你了解叙事的常见套路和角色的个性，通常可以预测出角色在特定情境中会说什么。故事越简单，你预测和推断的准确度就越高。所以，尽量避开像《西部世界》或《巫师》这样剧情复杂的作品。\r\n\r\n对初学者而言，没有剧本的内容要比有剧本的难懂得多。虽然这些内容可能用的都是简单、普通、日常的词汇，但缺乏连贯的故事线，因此更难理解。像街头采访、即兴表演、日常对话等，对初学者来说都很困难，因为它们不遵循任何叙事的套路或模式，让内容容易预测。\r\n\r\n#### 领域熟悉度\r\n\r\n就像之前 [2A：领域](https://refold.la/roadmap/stage-2/a/domains)里提到的，把精力集中在语言的某个小范围内，你就能因为熟悉了那个领域里常用词汇和语法而迅速提高理解能力。\r\n\r\n故事性的内容往往局限于一个狭窄的领域内，但诸如新闻、脱口秀和各种访谈节目等媒体类型则不然，这些媒体跳来跳去，今天这个话题，明天又是那个，让你不得不面对多个领域的挑战。对初学者来说，这种跨领域的媒体是一大挑战。\r\n\r\n另一个领域相关的问题是方言。有些语言的方言之间差别大得就像两种语言一样。仅仅口音的不同就足以让语言难以理解，即使对于母语者也是如此。再加上俚语、词汇和语法的不同，两种方言的差异可以大到被认为是不同的语言。因此，我们建议在尝试涉猎其他方言之前，先精通一种。\r\n\r\n### 语言复杂性\r\n\r\n语言中使用的不同内容有不同的复杂程度。受众水平和类型是评估一个内容的语言复杂程度的两个主要因素，此外，配音内容往往更简单。\r\n\r\n在下面的章节中，我们用电视节目作为例子来解释这些概念，但所有这些都同样适用于小说、播客和其他媒体类型。\r\n\r\n#### 受众\r\n\r\n不同的受众对语言的复杂程度有不同的期望。在美国，大多数视频内容是针对不同年龄段的观众进行分级的，电影利用MPAA评级系统，而电视则使用 \"电视家长指南 \"系统。尽管这些评级系统旨在评估一段内容对儿童的不适当程度，但你可以把它们作为语言复杂性的表征。\r\n\r\n受众可以按照五个年龄段来划分：\r\n\r\n婴幼儿（0-5 岁）：适合婴幼儿看的节目（如《朵拉探险记》、《蓝色密码》）用夸张的视觉元素和简单到极点的语言传达信息。我们不推荐使用这类内容进行学习。因为语言密度（每分钟的词数）很低，而且故事对成年人来说通常很无聊。参考的分级标准：MPAA-G, TV-Y\r\n\r\n儿童（5-10 岁）：儿童节目（如《口袋妖怪》、《超能战警》）依靠简单的故事情节，但希望观众能有更多的词汇量。如果你能对简单和重复的故事情节保持兴趣，这些节目对新的学习者来说是一个好的开始。参考的分级标准：MPAA-PG, TV-Y7/G/PG\r\n\r\n青少年（10-15岁）：针对青少年的节目（如《最后的气宗》、《嗨，阿诺德》）是大多数学习者的完美起点。这些故事足够复杂，可以让成年人的兴趣持续多季，而语言的密集和复杂程度足以让中级学习者的能力得到延伸。参考的分级标准：MPAA-PG-13, TV-14\r\n\r\n成人：面向成年人的节目（《老友记》、《星际迷航》）在可理解性上各不相同。成人电视可能因为语言的复杂性而变得困难，但更多的时候是由于主题和叙事缺乏可预测性。我们在下面关于类型的章节中更深入地讨论这些问题。参考的分级标准：MPAA-R, TV-MA.\r\n\r\n技术类：如大学课程、会议演讲和教科书等专业媒体的可理解性相对较低，但通常不是因为语言的复杂性。这类媒体的可理解性取决于你之前对该主题的了解，而非你的语言能力。即使是母语者，如果他们没有学过基础化学，也无法理解高级化学课程。\r\n\r\n#### 领域难度\r\n\r\n正如 [2A：领域](https://refold.la/roadmap/stage-2/a/domains)中指出的，不同领域的复杂程度各异。像《老友记》这种反映日常生活的电视剧通常用的词汇，你在其他大部分媒体里都会遇到。相对而言，政治剧像《白宫风云》则充满了与美国政治流程相关的高难度词汇。\r\n\r\n我们建议你从「日常生活」这个领域开始入手。所谓「日常生活」，就是剧里的角色和情节与你每天可能会碰到的场景比较贴近。这些剧通常的冲突焦点是约会、婚姻，朋友之间的矛盾，财务问题，或是其他你在日常生活中可能会遇到的情况。对初学者来说，这类节目的语言最易于理解。\r\n\r\n当然，不是每个人都喜欢「日常生活」这种类型。一如既往，跟随你的兴趣，这样才能保持学习的热情和乐趣。但要注意，像奇幻、政治、科幻和犯罪这些类型因为覆盖的领域更广，因此比「日常生活」更难以掌握。而且，这些领域会教给你一些在特定场合之外基本用不到的词汇。\r\n\r\n#### 配音版（译制片）\r\n\r\n当外国电视剧或电影被配音后，其语言一般都会被简化。在语言间的翻译过程中，母语中的概念并不能一一对应地翻译成目标语言。因此，配音版本为了适应目标语言的语境，通常会省去一些双关语、笑话或者成语。通过简化语言，配音版变得更容易理解。当你进行沉浸学习时，这一点可能会很有用。\r\n\r\n但别忘了，这些配音版并不是目标语言的本土产物。你在这里感受不到本土文化里特有的幽默或者习惯用语。如果你【只】看配音内容，就永远学不到母语者的一些特殊习惯，他们的幽默感，或他们文化的微妙之处。\r\n\r\n最后一点，但也很关键，当你自我评估语言理解能力的时候，千万别以配音版为准。那样会让你觉得自己的水平比实际上要高。\r\n\r\n### 最大化你的理解力\r\n\r\n在阶段 2A，你的理解能力起初是很弱的。为了克服难度陡坡，启动语言习得过程，找到尽可能易于理解的沉浸材料是至关重要的。\r\n\r\n怎么做呢？首先，选择针对儿童或青少年的内容，如果是配音版就更好了。你可以观看连续剧，这既增加了视觉上的语境，也让故事情节变得容易预测。同时，确保你看的内容用的都是一种方言。\r\n\r\n你并不会受限于某个媒体内容固有的可理解性上。在下一篇文章中，我们会详细解释如何操作这些可理解性因素，让任何内容都变得更容易理解。", + "type": "text/markdown", + "caption": " 2A2：可理解性的影响因素\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Comprehensibility Factors" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Comprehensibility Index.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Comprehensibility Index.json" new file mode 100644 index 0000000..05f07f6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Comprehensibility Index.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2A Comprehensibility Index", + "text": "# 2A3：可理解性指数\r\n\r\n原文：[Comprehensibility Index | Refold](https://refold.la/roadmap/stage-2/a/comprehensibility-index)\r\n\r\n你沉浸的每种媒体，不外乎三个输入途径的组合：读、听和看。把这些途径结合起来，你能更好地理解目标媒体内容，这就是「混合输入」。\r\n\r\n带有目标语言字幕的电视节目是混合输入的最高形式：视觉背景提供了一个粗略的理解基础，让你大致抓住故事走向。音频则提供了更细致的信息。而字幕则消除了音频中的任何模糊性。同三管齐下，可以最大限度地提高你大脑的理解能力，同时也让你在读和听方面得到锻炼。\r\n\r\n其他类型的混合输入也有其特定的能力提升作用。\r\n\r\n- **漫画** ：结合视觉情境和阅读。\r\n\r\n有助于提升阅读能力。\r\n\r\n- **无字幕电视剧** ：结合视觉情境和音频。\r\n\r\n有助于提升听力。\r\n\r\n- **有文字稿的音频** ：结合音频和阅读。\r\n\r\n形成听读之间的反馈循环。\r\n\r\n像读小说或听播客这钟单通道的输入，我们称之为「纯粹」输入，即纯阅读和纯听力。\r\n\r\n在这篇文章中，我们将解释不同的混合渠道和纯媒体类型在可理解性方面的比较。\r\n\r\n### 按媒体类型划分的可理解性等级\r\n\r\n下面，我们提供了一个各种媒体类型的分级排名系统。我们建议把这个页面收藏起来，因为这个排名系统将作为你在整个阶段 2B 的沉浸式学习参考。\r\n\r\n我们根据其难度安排了 10 种媒体类型，并解释了哪些因素会增加或减少媒体的可理解程度。请注意，它并没有考虑到每一个因素，只是考虑了那些看起来最相关的因素。\r\n\r\n| 等级 | 媒体类型 | 优点 | 难点 |\r\n\r\n| :---: | :----------------------------------------------------------: | :----------------------------------------------------------: | :----------------------------------------------------------: |\r\n\r\n| 1 | 带字幕的电视剧 | - 三通道输入，可理解性最高 | |\r\n\r\n| 2 | 不带字幕的电视剧 | - 视觉背景和音频对话相互增强的两通道输入. | - 除非你大量练习听力，否则音频会听不懂。- 在无阻沉浸中，音频速度可能太快，你的大脑无法跟上。 |\r\n\r\n| 2 | 漫画 | - 两通道输入 - 视觉背景让对话更容易理解 - 可以慢慢读 - 方便查词 | - 在知道目标语言大概如何发音之前，阅读速度会很慢 |\r\n\r\n| 3 | 纯阅读：简易版（儿童小说或分级读物） | - 针对儿童读者的小说在语言上的复杂性较低 - 小说的叙事可预测性高 - 可以按照自己的节奏进行投入，有很多查资料的机会 | - 由于描述性词汇的存在，语言复杂性高于电视和漫画对话 |\r\n\r\n| 3 | 纯阅读：单个领域（博客文章） | - 简短 - 易于熟悉该领域 - 比小说的文学词汇少 - 按自己的节奏阅读，可以很多查询机会 | - 大多数博客都假定对领域很熟悉 - 叙述的可预测性低 |\r\n\r\n| 4 | 纯阅读：文学小说 | - 叙述的可预测性高 - 以自己的节奏进行投入，有很多查询的机会 | - 领域规模的大量扩张，每部小说都应被视为独立的领域。 |\r\n\r\n| 4 | 纯听：叙事性播客/音频剧 | - 结构化的 - 叙述的可预测性高 | - 中等程度的音频模糊程度 |\r\n\r\n| 4 | 纯听：单一话题的脱口秀（谈话节目） | - 易于熟悉该领域 - 只有对话；没有文学词汇和语法 | - 非结构化：叙述的可预测性低 - 音频中的模糊程度很高 - 无能进行核对的字幕 |\r\n\r\n| 5 | 纯听：有声读物 | | - 涵盖了文学小说的所有复杂程度 - 音频中适度的模糊程度 |\r\n\r\n| 5 | 纯听：多话题的脱口秀（谈话节目） | 只有对话，几乎没有文学词汇 | - 非结构化：可预测性低 - 没有视觉背景帮助 - 需要熟悉多个领域 - 音频的模糊程度高 |\r\n\r\n### 助力理解黑科技\r\n\r\n请记住，当你理解了句子的含义后，习得就会发生。每一段素材都可以人为地调控来提高你的理解力。\r\n\r\n在培养理解力的早期阶段，使用这些小窍门是可以的。然而，我们的目标是最终在没有任何帮助或支持的情况下理解你的目标语言，随着你水平的提高，逐渐不再使用这些助力黑科技。\r\n\r\n#### 使用词典\r\n\r\n这一点非常明显，但如果你在阅读过程中查找未知词汇的定义，就可以大大增加你对媒体的理解力。\r\n\r\n#### 让你自己熟悉这个故事\r\n\r\n你对你所沉浸的内容越熟悉，它就越容易理解。有很多方法可以提高你的熟悉程度：\r\n\r\n- 你可以投入到你以前已经以你的母语看过的内容\r\n\r\n- 你可以在投入前先在维基百科上阅读故事的摘要\r\n\r\n- 对于有改编的书籍，你可以先看改编的内容，然后再阅读\r\n\r\n#### 调控时间\r\n\r\n在使用录制的媒体时，你可以控制素材播放，让自己有更多机会去理解。\r\n\r\n- 暂停电视节目以阅读字幕，让你有足够的时间来处理信息。\r\n\r\n- 反复听音频可以帮助你更清楚地感知声音。\r\n\r\n在你做被动聆听的时候，你应该已经这样在做了，但你也可以通过回退上一句，立即重新听一遍。\r\n\r\n- 放慢音频的速度可以给你时间来处理它。\r\n\r\n注意：我们不建议过多地这样做。慢速的音频会引入伪影（人为制造的声音），会干扰你大脑解析真实语言的能力。\r\n\r\n#### 增加输入通道\r\n\r\n如上所述，输入通道越多，媒体的可理解性就越强。你可以通过在一个媒体上增加额外的输入通道来高效提升可理解程度。\r\n\r\n例如，如果你在听一个播客，你可以通过阅读文字记录来提高你的理解力。如果你在看一个电视节目，你可以打开目标语言字幕。\r\n\r\n听力本来就比阅读困难，因为音频中存在着模糊性。你的大脑需要将声音解析成单词，然后才能对语言产生理解。当你添加一个文字记录时，你就消除了这种模糊性。在任何听力活动中加入文字记录，可使其难度降低一个等级。\r\n\r\n相反，在阅读中加入音频并没有明显降低难度，有音频的阅读并不比没有音频的阅读容易多少。事实上，有些人觉得它让人分心。\r\n\r\n### 向前，回顾\r\n\r\n阶段 2 指南的其余部分会回顾参考 [2A2：Comp. Factors]() 和[2A3：Comp.Index]()文章。这两篇文章是如何掌握你第一个领域的框架。请将这两篇文章加入书签，以方便参考。", + "type": "text/markdown", + "caption": " 2A3：可理解性指数\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Comprehensibility Index" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Domains.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Domains.json" new file mode 100644 index 0000000..f76b9c5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Domains.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2A Domains", + "text": "# 2A1: 领域\r\n\r\n原文：[Domains | Refold](https://refold.la/roadmap/stage-2/a/domains)\r\n\r\n即便同属于一个文化，在不同的场景下，人们也会使用不同风格的语言。这种不同不仅是词汇上的，而包括了语法结构、口音、语调、发音清晰度等方面。\r\n\r\n即使你熟练掌握了一个领域的语言，你也不会无师自通其他领域的语言。比如，理解使用目标外语的新闻播报，跟理解日常对话是完全不同的技能。你需要有意识地针对你希望掌握的领域语言而努力。\r\n\r\n### 领域范围\r\n\r\n语言的总词汇量是很大的。根据牛津词典，英语词汇去重之后有 171476 个。幸运的是，对于理解特定的沉浸学习材料，你不需要掌握 100% 的英语词汇。比如说《哈利波特》第一部的词汇去重后只有 6185 个[1]，而精灵宝可梦的前十集只有 1700 个词汇。\r\n\r\n达到目标语言较高理解水平的最快方法，是缩小沉浸内容的选择范围，只取目标语言的一小部分领域，将其掌握熟练，之后再扩大范围。\r\n\r\n大部分领域之间是互有重叠的。因此每次你学习新领域，你并不是从零开始。如果你能轻松理解日常对话，那么新闻播报理解起来也会更容易，因为两个领域之间有共同的词汇、语法等等。\r\n\r\n[img [domains venn diagram|https://refold.la/static/77dfd46c5875a9bc281fcc4b955957b0/01e7c/domains-venn-diagram.png]]\r\n\r\n如果目标领域和你掌握的所有领域之间重叠越多，那么目标领域会更容易掌握。随着你掌握的领域增多，陌生的领域也会变得容易，因为你希望学习的和你已经知道的重叠也会增加。\r\n\r\n### 领域要小\r\n\r\n当你处于阶段 2 时，你每看一集电视节目，看一部电影，读一本书，你试图掌握的领域都被扩大了。领域扩张的程度需要注意，避免在不同领域之间反复横跳。你越聚焦于小领域，你的进步就越快。\r\n\r\n### 脚注\r\n\r\n1: http://www.tylervigen.com/literature/words", + "type": "text/markdown", + "caption": " 2A1: 领域\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Domains" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Immersion Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Immersion Guide.json" new file mode 100644 index 0000000..541aa10 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Immersion Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2A Immersion Guide", + "text": "# 2A6：沉浸指南\r\n\r\n[Immersion Guide | Refold](https://refold.la/roadmap/stage-2/a/immersion-guide)\r\n\r\n阶段 2 的目标是在一个局部领域内从一级理解力提高到五级理解力。儿童完全通过听来实现这一目标，但作为成年人，我们可以通过结合阅读和听来加速这一过程。\r\n\r\n阅读和听力是相互促进的基本技能。阅读能提高你的词汇量，并能帮助你在听力练习中解析单词，听力通过教你单词的发音来改善阅读，这可以提高你的阅读速度，因为你不再需要逐个字母地读出单词，而且当你最终开始说话时，它还可以改善你的口音。\r\n\r\n到目前为止，你可能一直在听你的目标语言，但没有阅读。在这个阶段，你的第一个目标是使你的阅读能力赶上你的听力能力，这样你就可以激活这两者之间的反馈回路。\r\n\r\n### 选择阅读什么\r\n\r\n理想的内容是令人愉快的、可理解的、语言密集的。\r\n\r\n#### 令人愉快的\r\n\r\n我们已经谈到了享受你的沉浸式材料是多么重要0-B1 享受语言，这样它就是你想花时间的东西，而不是你害怕的东西。\r\n\r\n#### 可理解的\r\n\r\n利用可理解性因素2-A2：Comp. Factors，我们可以通过选择有配套字幕的连续剧，以及针对年轻观众的电视节目，从多个方面优化可理解程度。\r\n\r\n电视节目一般只包含对话，并且大多使用简单的语法编写。这确保了小范围的词汇和语法，这将帮助你快速建立理解力。\r\n\r\n它们还提供视觉背景（书籍没有）、音频（漫画没有），以及比电影更多的叙事可预测性，因为你已经熟悉了人物和故事情节。\r\n\r\n当你是初学者时，选择电视节目进行阅读时，最重要的准则是字幕与音频匹配。之后，当你能轻易理解字幕和音频的区别时，就可以使用不匹配的字幕。\r\n\r\n对于本土节目，找到匹配的字幕很容易。如果它们有字幕，那么它们大多应该是匹配的。\r\n\r\n然而，对于配音节目，找到匹配的字幕就比较困难。一般来说，配音节目的字幕与配音的音频不匹配，因为字幕是原意的翻译，而配音是改写。在寻找要阅读的配音节目时，要寻找标有 \"CC\"（闭合字幕）的字幕轨道，这些应该与音频相匹配。如果你找不到一个节目的匹配字幕，你仍然可以用完全沉浸的方式观看。\r\n\r\n理想情况下，你想从针对7-15岁观众的电视节目开始，因为这些节目会比针对成人观众的节目更容易理解。然而，这类内容可能很难找到配套的字幕，如果你找不到更容易的内容，那就直接跳到针对成人的内容，你的学习曲线会更陡峭，但你会通过它。\r\n\r\n#### 语言密度\r\n\r\n语言密度是一个描述你在一定时间内接触到多少独特词汇的术语。\r\n\r\n例如，苏斯博士的《绿鸡蛋和火腿》一书仅由50个单词组成。虽然你可能很快就能读完，但如果你花同样的时间去读罗尔德-达尔的《玛蒂尔达》的前几页，你会接触到更多的词汇。\r\n\r\n幼儿读物和节目的语言密度通常很低，一些为老年观众准备的节目也可能是低密度的，例如，某些类型的动作节目有很长的、非常精致的打斗场面和汽车追逐，其中几乎没有对话。\r\n\r\n理想的语言密度是 \"足够\"。一般来说，更密集的内容是更有效的，但要与你感兴趣的内容相平衡。\r\n\r\n### 三通道阅读\r\n\r\n在这个阶段，你要做的强化式沉浸是阅读一部电视剧。\r\n\r\n阅读电视节目是很直接的，尽管并不总是那么容易，我们的想法是在每一行口语对话之前或之后暂停，阅读该句子，然后继续。\r\n\r\n如果你使用Netflix，那么扩展的Language Learning with Netflix有一个内置的自动暂停功能，正是为了这个练习。\r\n\r\n如果你使用的是不同的流媒体服务，你将需要手动暂停。\r\n\r\n如果你在电脑上有视频和字幕文件并在本地观看，你可以使用MPV和这个script进行自动暂停。\r\n\r\n#### 专注什么\r\n\r\n对于你读的每一个句子，目标是尽可能地去理解它。把它当作一个解谜游戏，你要解开其中的含义。在双语词典中查找未知的单词，并尝试解开句子的含义。\r\n\r\n在开始时，这些谜题大部分都很难解决。当一个句子中有三个或更多的未知词时，即使是通过查询，你可能无法弄清其含义，这也没关系! 你的大脑只是还没有为这个句子做好准备。对于这些句子，如果你觉得有动力，查一下所有的单词也是可以的，但跳过这些单词，继续读下一行也是可以的。\r\n\r\n这个阅读过程也是在SRS系统中选择具体学习什么内容的好机会。这个过程被称为 \"句子挖掘\"，在下一篇文章中会有解释。\r\n\r\n### 完全沉浸\r\n\r\n除了强化式沉浸阅读外，还要做完全沉浸阅读。做这两部分，你就可以利用你从阅读中获得的知识，并将其转化为习得的语言。\r\n\r\n确保选择两个属于同一领域的作品。通过保持它们在同一领域，你可以保证你的精读将有助于建立对自由流内容的理解。\r\n\r\n在这个阶段，是否使用字幕进行完全沉浸是个人选择。字幕的好处是消除了音频的模糊性，从而提高了理解程度，但有些人发现自己被字幕分散了注意力，以至于无法关闭自己的分析思维，完全享受内容。试试这两种方法，看看你喜欢什么。\r\n\r\n虽然你不应该用查字典的方式不断打断你的完全沉浸过程，但在偶尔查一两个词也是可以的。\r\n\r\n利用你的完全沉浸时间来探索新的节目，看看你喜欢什么。如果你看了几集后不喜欢，就不要再看了。\r\n\r\n你可以自由地重复使用你已经完全沉浸过的节目来进行做强化式沉浸。在你第一次看时，你会错过很多细节。用已经完全沉浸过的素材节目来进行强化式沉浸是很有趣的，因为你可以解答在第一次观看时留有的问题。\r\n\r\n### 投入多久时间\r\n\r\n对于语言学习来说，这个等式很简单：你花越多时间沉浸，你的进步就越快。\r\n\r\n从这一点来看，你应该在生活中寻找机会，沉浸在目标语言内容中，而不是沉浸在你的母语（NL）中。如果你喜欢在周末狂欢Netflix，那么就把这种狂欢变成沉浸时间。\r\n\r\n#### 平衡强化式沉浸和完全沉浸\r\n\r\n在开始阅读时，这可能是相当困难的。试着在你最有精力和注意力的时候进行强化式沉浸，你应该以每天30分钟为目标，但如果这个过程你还比较痛苦、挣扎，也可以先从每天10分钟开始，逐渐增加到30分钟。你的主动沉浸时间的其余部分应该用于完全沉浸。\r\n\r\n#### 最低限度\r\n\r\n对于非常不相近的语言（如英语→阿拉伯语），我们建议每天至少有两个小时的集中浸泡时间：30分钟强化式沉浸，90分钟完全沉浸。\r\n\r\n对于较近的语言（如英语→意大利语），我们建议每天至少有1小时的主动沉浸时间：30分钟的强化式沉浸，30分钟的完全沉浸。\r\n\r\n上面的数字不包括被动听力或SRS学习。\r\n\r\n请记住，这些都是最低限度的要求。你做的主动沉浸学习越多，你的水平就会提高得越快，所以我们鼓励你在你的生活中尽量多做一些，不要让它成为一件苦差事。\r\n\r\n始终牢记享受的因素——每天少做一点，比全身心投入、精疲力竭、完全放弃更有效率。记住，如果你从来没有完成过，效率并不重要。\r\n\r\n### 被动收听\r\n\r\n听力理解力通常会比阅读理解力增加得更慢。为了确保你的听力理解能力有机会跟上，在做不需要动脑的其他任务时，继续听以前阅读过的节目。\r\n\r\n被动地听你强化式沉浸过的节目将是最有益的，但你可能没有足够的内容可听。用你完全沉浸过的节目来补充。\r\n\r\n### 提高水平\r\n\r\n当你在阅读一集电视节目时的理解力达到3级时，你就可以进入阶段 2B了。这应该是你以前从未见过的一集，尽管它可以是你一直在看的系列的一部分。\r\n\r\n为了评估你的理解力，逐行观看这一集，阅读字幕，但不要做任何查询。你应该能够：\r\n\r\n- 认出50%的用词。\r\n\r\n这并不意味着你理解或认识这些词，只意味着你能感觉到你以前听过/看过它们。\r\n\r\n- 偶尔能理解整个句子。\r\n\r\n- 遵循故事的情节要点，尽管细节仍然是个谜。", + "type": "text/markdown", + "caption": " 2A6：沉浸指南\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Immersion Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Levels of Comprehension.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Levels of Comprehension.json" new file mode 100644 index 0000000..3f2ad8d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Levels of Comprehension.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2A Levels of Comprehension", + "text": "# 2A4：理解力等级\r\n\r\n[Levels of Comprehension | Refold](https://refold.la/roadmap/stage-2/a/levels-of-comprehension)\r\n\r\n理解力等级模型为评估外语的理解力提供了一个直接的系统。我们创建这个模型的目的是为了在语言学习过程中提供清晰而具体的指导，并为学习者提供一个强有力的框架来思考和讨论他们的进步。\r\n\r\n### 关于模型\r\n\r\n该模型将理解力的范围分为六个级别，从完全的初学者到毫不费力的掌握者。该模型同样适用于听力和阅读。\r\n\r\n该模型并不描述你对整个语言的理解力，而是描述你在阅读某一特定内容时的理解程度。\r\n\r\n在使用该模型时，要根据你在不查定义或不看翻译的情况下的理解程度进行评估。\r\n\r\n大多数沉浸式学习者在评估理解力时，都依赖于一个基于百分比的系统。我们积极决定不以百分比来定义水平。要准确定义某个百分比的理解力意味着什么，是非常困难的。30%的理解力 \"是指理解30%的单词，30%的一般含义，还是30%的母语者会掌握的全部细微差别？每个人都有不同的解释。相反，我们是围绕着你所理解的意义的多少来建立模型的。\r\n\r\n### 理解力不是静态的\r\n\r\n一般来说，理解力往往是基于特定领域的。例如，在阅读悬疑小说时，你的理解力一般在5级左右，但在看新闻时，你的理解力在3级左右。此外，即使在单一领域内，你的理解力也可能因具体内容的不同而不同。\r\n\r\n你的理解力在每天甚至每小时都有很大的变化，这是完全正常的。甚至在同一电视节目中，每一集的理解力也会有所不同，理解力受到许多因素的影响，包括你的情绪、能量水平和你正在投入的沉浸内容。\r\n\r\n偶尔觉得自己的理解力突然变差也是正常的。这是一种错觉，随着你理解力的提高，你会更加意识到你仍然不理解的东西，这种意识到自己无知范围地提升是导致主观体验到理解力突然变差的原因。这实际上是一个好现象，而不是一个坏现象!\r\n\r\n[img [subjective comprehension|https://refold.la/static/8e6638a88e032f832f563b862aa50c7e/0a47e/subjective-comprehension.png]]\r\n\r\n### 具体模型\r\n\r\n#### 等级 0：啥都没有\r\n\r\n你才刚刚开始沉浸式学习，掌握的语言内容就只有叽里呱啦的无意义声音。\r\n\r\n#### 等级 1：有点东西了\r\n\r\n掌握的语言内容仍大部分只有叽里呱啦的无意义声音，但开始听起来/看起来熟悉了，你已经获得了偶尔识别出单词的能力。\r\n\r\n你仍然不知道在讲些啥。\r\n\r\n#### 等级 2：零星片段\r\n\r\n大部分句子中你会认得一两个单词，而且隔一段时间你就能有一次理解一整个句子的情况。\r\n\r\n你对正在谈论的内容有一个极其模糊的感觉。\r\n\r\n#### 等级 3：主旨\r\n\r\n你能识别出至少一半单词量，而且对你来说完全理解整个句子已经是经常能够发生的事了。\r\n\r\n你能跟上大多数所表达的主要观点，但会丢失许多小细节。\r\n\r\n#### 等级 4：故事\r\n\r\n你能跟上所表达的绝大多数观点，但时不时会丢失一些细节。\r\n\r\n当你无法识别出所有单词时，你很大程度上依赖上下文语境来判断在说什么，当你不能理解某些内容，你经常无法说出到底为什么你不能理解。\r\n\r\n#### 等级 5：舒服\r\n\r\n你能理解几乎所有的事情，但一些微妙的细微差别会被忽略。你不难跟上所说的一切，但演讲者或作家的一些聪明才智或工艺可能会被忽视。\r\n\r\n当你不理解某件事情时，你通常可以通过查找你所遗漏的内容来确定原因并澄清你的理解。\r\n\r\n在这个水平上，理解语言的行为仍有很大的努力。\r\n\r\n#### 等级 6：自动化\r\n\r\n你可以毫不费力地理解几乎所有的东西。几乎不会丢失任何细节。能完全掌握最微妙的细微差别。\r\n\r\n这是母语者在投入他们熟悉的内容时的体验。\r\n\r\n### 案例：哈利波特\r\n\r\n以下是《哈利-波特与魔法石》的第一段内容。\r\n\r\nMr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious, because they just didn’t hold with such nonsense.\\n杜斯利先生和杜斯利夫人住在普利维特路四号，他们可以自豪地说，他们是完全正常的，非常感谢你。他们是你认为最不可能参与任何奇怪或神秘的事情的人，因为他们根本就不相信这种无稽之谈。\r\n\r\n下面，我们演示一下，如果你是一个英语学习者，试图阅读《哈利-波特》，每个级别会是什么感觉。\r\n\r\n未知的单词已被替换成胡言乱语（gibberish）。其他单词和短语被替换成类似的英语单词，以表示学习者知道这个单词，但不能掌握它在特定语境中的用法，我们已经用 \"*\"标记了这些。\r\n\r\n#### 等级 1：有点东西了\r\n\r\nPe and Per Dursley, of camer embe, Privet Unfax, were preth to say that quiga were counges kepter, *gratitude very slamy. Quiga were the pilso olical themic novatial to be vitimese in theoloney unittlem or writuence, because quiga atter inson voler rotes evere disgushese.\r\n\r\nYou recognize some individual words such as “and”, “to”, “were”, and “thank you”, but you don’t have the slightest idea what the paragraph is about.\r\n\r\n#### 等级 2：零星片段\r\n\r\nPe and Per Dursley, of camer four, Privet Unfax, were preth to say that they were counges kepter, *gratitude very slamy. They were the pilso people themic novatial to be vitimese in theoloney unittlem or writuence, because they just didn’t voler with such disgushese.\r\n\r\n你能理解大约一半的单个单词，这使你能够慢慢了解到这段话似乎是在谈论一群人。\r\n\r\n#### 等级 3：主旨\r\n\r\nMr. and Mrs. Dursley, of letter four, Privet Move, were preth to say that they were counges normal, I show you gratitude. They were the final people you’d expect to be vitimese in anything strange or writuence, because they just didn’t *carry with such disgushese.\r\n\r\n你明白这段话说的是两个叫 \"杜斯利先生和杜斯利夫人 \"的人，你很确定这一段的重点是把他们描述为 \"正常\"。\r\n\r\n你知道大部分的字，但有几个字你以前从未见过。你不明白 \"4号，Privet Drive \"是什么意思，因为你认为 \"开车 \"是指 \"移动汽车\"。你知道 \"非常感谢 \"是什么意思，但你把它解释为 \"我向你表示感谢\"，所以你很困惑，为什么在这种情况下使用它。你知道 \"最后 \"这个词的意思是 \"最终\"，但你无法理解这个特殊的用法。\"hold \"和 \"carry \"也是如此。尽管如此，你还是能够从上下文中推断出这句话很可能是在说杜斯莱家族并不奇怪。\r\n\r\n#### 等级 4：故事\r\n\r\nMr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, I show you gratitude. They were the last people you’d expect to be involved in anything strange or writuence, because they just didn’t carry with such nonsense.\r\n\r\n只有一个词你不知道。你明白这段话说的是两个叫 \"杜斯利先生和杜斯利夫人 \"的人，他们对 \"正常 \"有强烈的感觉，甚至可能对 \"不正常 \"的人有厌恶。\r\n\r\n你仍然对第一句末尾的 \"非常感谢你 \"的作用感到困惑。你不熟悉第二句中 \"持有 \"的特殊用法，但你可以从上下文中推断出，它的意思可能是 \"他们不容忍这种无稽之谈\"。\r\n\r\n#### 等级 5：舒服\r\n\r\n> *Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious, because they just didn’t hold with such nonsense.*\r\n\r\n没有不认识的字，你完全明白这段话的核心含义是什么。\r\n\r\n到此为止，你只是错过了细微的差别。你对 \"非常感谢 \"在这种情况下的含义有了大致的了解，但你并没有完全掌握这种语气所传达的杜氏家族是骄傲而顽固的人，你明白 \"you'd \"的意思是 \"你会\"，但你无法觉察到这种缩略语的使用如何巧妙地改变了句子的感觉，你也没有注意到 \"just\"在最后一句中增加强调的微妙方式。\r\n\r\n你需要思考这些细微的差别，但母语人士却能自动和本能地感知它们。\r\n\r\n#### 等级 6：自动\r\n\r\n> *Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. They were the last people you’d expect to be involved in anything strange or mysterious, because they just didn’t hold with such nonsense.*\r\n\r\n你毫不费力地理解这段话，并自动感知其所有的细微差别和微妙之处，你的理解力达到了母语水平。", + "type": "text/markdown", + "caption": " 2A4：理解力等级\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Levels of Comprehension" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Types of Active Immersion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Types of Active Immersion.json" new file mode 100644 index 0000000..f2408d7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2A Types of Active Immersion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2A Types of Active Immersion", + "text": "# 2A5：主动沉浸的类型\r\n\r\n[Types of Active Immersion | Refold](https://refold.la/roadmap/stage-2/a/types-of-active-immersion)\r\n\r\n在阶段 2，你的目标是尽可能快地在你的第一个领域达到5级理解能力。在你的工具箱中，有几种工具可以实现这一目标：主动沉浸，被动聆听，以及主动学习。\r\n\r\n如前所述，主动沉浸是指你完全注意你所投入的素材内容，主动沉浸是语言学习中最重要的活动。\r\n\r\n许多学习者问：在主动沉浸的同时，我应该多长时间查一次资料？\r\n\r\n在频率范围的一端，你可以查找每一个单词，并试图100%地理解内容。另一方面，你可以什么都不查，只是让语言冲刷你。\r\n\r\n与其试图在这两者之间找到一个中间地带，我们建议将两者作为单独的练习。\r\n\r\n任何有阅读部分的媒体素材都可以用于强化式沉浸或完全沉浸，一些例子包括：\r\n\r\n- 三通道。看有目标语言字幕的电视\r\n\r\n- 双通道。阅读漫画\r\n\r\n- 双通道。边听播客边看文字记录\r\n\r\n- 纯读/纯听。阅读小说或博客\r\n\r\n### 强化式沉浸\r\n\r\n在传统的语言学习中，学生被鼓励去查所有的东西，以便他们能100%地理解。这就是所谓的强化式沉浸学习，像LingQ、Netflix语言学习和Lingopie这样的语言学习工具就是建立在这个理念之上的，它们使查找东西变得很容易，这样你就能尽可能多地理解。\r\n\r\n强化式沉浸学习是直接从真实世界的内容中学习词汇和语法的有力工具，当你沉浸其中时，你试图通过使用查找来解读每个句子的含义，在这个解读意义的过程中，你用你的分析思维来分解语句，并试图理解它。强化式沉浸学习建立了一个你的大脑以后可以用来习得的有意识知识库。\r\n\r\n在开始的时候，你不一定能弄懂一个句子，这没关系! 如果句子太难理解或有太多未知的单词，就跳过它，继续前进，最好是专注于低垂的水果。\r\n\r\n### 完全沉浸\r\n\r\n强化沉浸式学习对学习词汇和语法很有帮助，但对习得语言却没有好处，当你不断打断你的沉浸式学习来查找资料时，你的潜意识就没有机会将语言内化并建立语言本能。\r\n\r\n另一种方法是完全沉浸式学习，你让语言冲刷你，你仍然全神贯注，但你不应该不断地查找东西，偶尔的查找是可以的，但要避免不断打断你的沉浸感。\r\n\r\n完全沉浸意味着接受和拥抱语言的模糊性。如果你在看一个电视节目，接受你不可能理解所有的东西。不要试图去查找每一段未知的对话。\r\n\r\n完全沉浸并不意味着你需要快速前进。只要你不破坏你的流程，以任何你觉得舒服的速度进行都是可以的，如果你在阅读漫画或小说，那就慢慢来，但不要在难以理解的句子上逗留，接受它们是你目前无法理解的，然后继续前进。\r\n\r\n完全沉浸阅读建立了自动化：不假思索地立即理解单词和结构的能力。这种自动化依靠的是潜意识，为了建立自动化的能力，你需要关闭你的分析性思维，这样你的潜意识就能充分接触到输入。\r\n\r\n完成沉浸是大部分习得发生的地方。你通过强化式沉浸和主动非沉浸学习获得的有意识的知识帮助你的潜意识理解语言，并在你听到的词语和你脑海中的纯粹思想之间建立起联系。\r\n\r\n在开始时，强化式沉浸和完全沉浸是非常不同的活动。随着时间的推移，随着你对语言的掌握，你将不需要在强化式沉浸中做那么多的查询，它将开始感觉更像完全沉浸，直到这两者最终汇合为同一活动。\r\n\r\n### 两全其美\r\n\r\n对于阶段 2 的其余部分，我们建议同时沉浸在两块内容中。一块保留给强化式沉浸，而另一块则全部留给完全沉浸。\r\n\r\n重点是要在同一领域找到两块内容。你希望内容之间有尽可能多的重叠语言，这样通过强化式沉浸的有意识知识就可以通过完全沉浸的方式习得。\r\n\r\n例如，电视节目 \"Friends（老友记） \"和 \"How I Met Your Mother \"是一个很好的搭配。两者都是生活片段式的情景喜剧，两者都发生在纽约，两者都是浪漫喜剧，它们之间有很多重叠之处，通过强化式沉浸在\"Friends（老友记） \"中，你会学到与完全沉浸在\"How I Met Your Mother \"中的相同词汇。\r\n\r\n强化式沉浸比完全沉浸需要更长的时间，所以你会在完成沉浸完一个系列之后很久才完成强化式沉浸的系列内容。在搜索新的完全沉浸内容时，记住要专注于你的当前领域，并选择与你已经看过的节目类似的内容。", + "type": "text/markdown", + "caption": " 2A5：主动沉浸的类型\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Types of Active Immersion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Advanced Sentence Mining.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Advanced Sentence Mining.json" new file mode 100644 index 0000000..499ae30 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Advanced Sentence Mining.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2B Advanced Sentence Mining", + "text": "# 2B：高级句子挖掘\r\n\r\n[Advanced Sentence Mining | Refold](https://refold.la/roadmap/stage-2/b/advanced-sentence-mining)\r\n\r\n广义上讲，有两类不同的SRS卡被用于语言学习：理解卡和输出卡。\r\n\r\n理解卡提示你一个语言块，而你的工作是理解它。你可能会看到一个词，一个短语，或一整句，卡片的背面会有一些信息，让你检查自己的理解程度。\r\n\r\n输出卡提示你从记忆中产生一个语言块。例如，在卡片的正面有一张冰箱的图片，作为提示，促使你从记忆中产生 \"冰箱 \"的目标语言词汇。\r\n\r\n在 Refold 方法中，SRS 的作用是帮助你更多地理解你的沉浸内容，而不是帮助你自己输出语言。请记住，说和写你目标语言的能力来自于习得，而习得来自于对你的沉浸素材的理解。\r\n\r\n因此，你在挖掘句子时制作的所有卡片都是理解性卡片，而不是输出卡片。\r\n\r\n### 不同卡片格式\r\n\r\n卡片格式的区别在于你在卡片的正面写了什么。这是重要的部分，因为这是你要测试自己什么方面，卡片的背面则不那么重要，它的目的是帮助提高你对正面内容的理解。\r\n\r\n卡片的正面可以是录音或书面文字。千万不要把一个句子的音频和文字形式都放在卡片的正面，这样你就不能真正测试你的听力能力或阅读能力。\r\n\r\n录音或文字可以只是一个目标词或一个目标（1T）的句子，其中目标词是句子中唯一你不知道的东西。\r\n\r\n这就形成了四种不同的卡片格式：\r\n\r\n[img [card formats|https://refold.la/static/4335811318282b0c9bbecff85af5a6d9/01e7c/card-formats.png]]\r\n\r\n这四种卡片格式有独特的优点和缺点。实验一下所有这四种格式，感受一下其中的好处，你可能会选择一或两种最适合你的格式，或继续使用所有四种格式。你还可能发现，某些格式的作用更大或更小，这取决于你处于语言学习过程的哪个阶段。\r\n\r\n#### 音频句子卡\r\n\r\n音频句子卡测试你对1T句子的听力理解能力。\r\n\r\n卡片的正面是该句子的录音。这段音频通常来自你正在观看的节目，但也可以来自任何其他来源，只要该句子是由母语者说的。\r\n\r\n卡片的背面应该至少有：\r\n\r\n- 该句子的文本。\r\n\r\n- 目标词的定义。\r\n\r\n你还可以在卡片的背面添加其他东西，以帮助你更好地理解。例如，你可以添加一张你从该句子中挖掘出来的场景的屏幕截图。\r\n\r\n对于音频句子卡，选择你能清楚听到目标词的句子是至关重要的。在一个清晰的句子上训练你的听力理解能力，可以让你理解含糊不清的句子；反之则不然。\r\n\r\n如果你发现一个你非常喜欢的句子，但它太模糊了，无法用于音频句子卡，那就使用其他格式。你还是可以把句子的音频放在卡片的背面。\r\n\r\n音频句子卡主要是训练听力能力，但由于句子的书面形式在背面，所以也有助于发展你的阅读能力。\r\n\r\n这种卡片形式最大的缺点是，它能产生高度依赖语境的记忆。录音中会有大量的线索和人工痕迹：语调、停顿、句子的节奏、演员的声音、背景噪音和音乐。你还会记得该音频片段所取的场景，甚至可能记得你在观看该场景时的情绪反应。你对句子含义的记忆往往会与这些元素联系在一起。在复习卡片时，你会很容易理解这个句子，但有时你在沉浸式学习中遇到目标词的意思时，就无法回忆起来。偶尔你甚至会认不出它是你有卡片的一个词。\r\n\r\n由于制作音频句子卡片需要录制音频，而且对音频的清晰度要求非常严格，所以有时很难找到适合这种卡片形式的句子。\r\n\r\n在给自己打分时，如果你在听到这句话时能理解它的意思，就可以通过这张卡。重放两三遍也没关系，如果你还是不明白，就选择重来，这样你就会更快地看到它。\r\n\r\n#### 文本句子卡\r\n\r\n文本句子卡测试你对一个1T句子的阅读理解能力。\r\n\r\n卡片的正面是一个句子的书面形式。\r\n\r\n卡片的背面至少要有目标词的含义。\r\n\r\n你可以选择在卡片背面添加其他有助于你理解卡片的元素，如目标句子的录音、目标词的音频、代表目标词的图片、你遇到该句子的场景截图、或发音提示。\r\n\r\n不要把发音提示放在卡片的正面，不管是IPA还是音译（如罗马化、拼音、毛笔字等）。\r\n\r\n文本句子卡制作起来很快，而且复习起来也很自然，因为目标词被嵌入到一个有助于明确该词含义的上下文中，让目标词存在于来源的句子中也有助于你内化该词的用法。\r\n\r\n尽管如此，这种语境也可能是一个缺点，因为有时你会记住整个句子的意思，而在其他语境中变得无法识别或理解目标词。\r\n\r\n在开始的时候，当你的阅读能力完全没有发展起来的时候，复习文本句子卡可能是相当大的精神负担，因为你必须阅读一整句，这可能会降低你在复习阶段的整体学习能力。\r\n\r\n文本句子卡并不能训练听力能力，尽管随着时间的推移，阅读能力会通过沉浸过程转移到听力能力上。你可以通过在卡片背面添加句子音频来更直接地帮助训练听力能力。在这种情况下，语音模糊或不清楚也没关系，因为当你听到时，你的大脑已经知道在听什么了。\r\n\r\n在给自己打分时，如果你在读这句话时理解了它的意思，就通过卡片。否则，选择 \"again\"重来，这样你会更快地再次看到这张卡片。\r\n\r\n#### 音频词汇卡\r\n\r\n音频词汇卡测试你对单个单词的听力理解能力。\r\n\r\n卡片的正面是一个由母语人士念的目标单词录音。\r\n\r\n卡片的背面应该至少有：\r\n\r\n- 该词的书面形式\r\n\r\n- 该词在一个例句中的书面形式\r\n\r\n- 该词的定义\r\n\r\n卡片的背面还可以有其他元素，如例句的录音，代表该词的图片，或你从例句中挖掘出来的场景截图。\r\n\r\n音频词汇卡的例句不一定是严格意义上的1T。因为你在前面测试的是你对这个词的孤立理解，所以后面的句子中不会有任何未知元素的记忆干扰。\r\n\r\n音频词汇卡主要是训练听力能力，与音频句子卡相比，它对语境的依赖性较低，这往往能帮助你在沉浸中更可靠地认识和理解这个词。这种缺乏语境的情况也是卡片形式的最大缺点：它首先会使这个词更难学，它也会使卡片在复习时更加尴尬，因为缺乏上下文意味着你往往最终要花更多的时间对着你的记忆进行搜索模式，试图把这个词和正确的含义联系起来。\r\n\r\n音频词汇卡在一定程度上训练了阅读能力，但这并不是其主要优势。\r\n\r\n在给自己打分时，如果你在听到目标单词时能理解它的意思，就通过该卡。否则，选择 \"再次\"，这样你会更快地再次看到这张卡片。\r\n\r\n#### 文本词汇卡\r\n\r\n文本词汇卡测试你对单个单词的阅读理解能力。\r\n\r\n卡片的正面是目标单词的书面形式。\r\n\r\n卡片的背面应该有：\r\n\r\n- 使用该词的例句的书面形式\r\n\r\n- 该词的定义\r\n\r\n卡片背面还可以有其他内容，如例句的录音、该词的单独录音、代表该词的图片、或你从例句中挖掘出来的场景截图，或目标词或例句的发音提示。\r\n\r\n不要把发音提示放在卡片的正面，不管是IPA还是音译（如罗马化、拼音、毛笔字等）。\r\n\r\n文字词汇卡很容易制作，一般来说复习起来也很快。然而，让单词孤立地进行测试会使其更难学习，并且会使复习变得很尴尬，因为意义单位太小，很难将单词直接与它所对应的概念联系起来。因此，与前面有句子的卡片相比，复习这些卡片可能需要更多的时间，因为你要花很多时间来思考这个词，并将其与意义联系起来。\r\n\r\n由于文本词汇卡的背面有一个例句，它们仍然提供了足够的背景，以建立对该词及其用法的理解，这个句子不一定是1T，因为它只是在你的记忆力被测试后提供额外的背景，因此，不需要担心记忆干扰。\r\n\r\n在给自己打分时，如果你看到目标词就能理解它的意思，就通过这张卡。否则，选择 \"再次\"，这样你会更快地再次看到这张卡片。\r\n\r\n如果卡片背面有音频，你也可以根据读出的正确发音给自己打分。\r\n\r\n### 准则\r\n\r\n不要为同一个词的相同含义制作多张卡片。\r\n\r\n如果一个词有多种含义，那么就用不同的句子卡片来表示不同的含义，因为单独的词不足以区分不同的含义。\r\n\r\n对于你所学的每个单词，选择你认为最能帮助你学习它的卡片格式，你可以在卡片生命周期的任何时候将卡片从一种格式过渡到另一种。\r\n\r\n注意不要把额外的线索和背景（如图片）放在卡片的正面，因为这可能会导致产生依赖这些额外信息的记忆，这样一来，当你在沉浸式学习中遇到这些单词时，你就不太可能理解它。\r\n\r\n在背面有一张图片可以帮助创造更强的记忆。对于目标词是名词的卡片，有一张图片特别有用。在这种情况下，图片可能比定义更有帮助。\r\n\r\n### 自动句子挖掘\r\n\r\n一种先进的句子挖掘技术是使用软件从带字幕的视频中自动创建抽认卡。这就形成了一个庞大的 \"句子库\"，你可以从中选择制卡来进行学习，要么搜索你喜欢的单词并筛选出结果句子，或者使用软件根据频率列表自动确定要学习的优先卡片。\r\n\r\n这里有一些自动挖掘句子的有用工具：\r\n\r\n- 将带有字幕的媒体转换成 Anki 卡片。\r\n\r\n - [Subs2Srs](http://subs2srs.sourceforge.net/) (Windows)\r\n\r\n - [Subs2cia](https://github.com/dxing97/subs2cia) (Linux and Mac)\r\n\r\n - [Substudy](http://www.randomhacks.net/substudy/#bilingual) (Mac)\r\n\r\n- [Morphman](https://web.archive.org/web/20201220134610/https://massimmersionapproach.com/table-of-contents/anki/morphman): Order your cards for optimal learning 订购你的卡片以获得最佳学习效果", + "type": "text/markdown", + "caption": " 2B：高级句子挖掘\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Advanced Sentence Mining" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Casual Monolingual Transition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Casual Monolingual Transition.json" new file mode 100644 index 0000000..54ab36d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Casual Monolingual Transition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2B Casual Monolingual Transition", + "text": "# 2B3：非正式单语过渡期\r\n\r\n[Casual Monolingual Transition | Refold](https://refold.la/roadmap/stage-2/b/casual-monolingual-transition)\r\n\r\n语言是我们用来理解我们周围世界的工具。每一种语言都是它自己的范式：我们通过它来观察世界的一个镜头。当你刚开始学习一门语言时，自然倾向于在你的母语（NL）和目标语言（TL）之间进行翻译，因为你只通过过一个镜头来看世界。不幸的是，如果你试图强迫你的目标语言适应你的母语的范式，目标语言的很大一部分将在这个过程中被扭曲，要做到真正的流利，你需要为你的目标语言建立一个新的范式。\r\n\r\n当你刚开始学习一种语言时，使用双语词典是一个很好的工具，因为它把你的语言学范式作为学习语言学的支架，这支架可以加速你的理解。不幸的是，它也将两种语言纠缠在一起，扭曲了你的目标语言的意义。\r\n\r\n仅仅是沉浸式学习就足以解开语言的束缚，建立新的思维范式，但你可以通过采用目标语言（单语）词典作为主要参考指导，来加速这一过程。\r\n\r\n建立这种新的心理范式，可以释放出用你用目标语言进行思考的能力。当你学习新的词汇和概念时，你会把它们与其他目标语言词汇和概念联系起来，而不是把它们与你的母语联系起来，这使你能够用你的目标语言来描述某个概念。一个额外的好处是，读单语词典本身也是一种主动沉浸的形式，可以让你在你的目标语言中积累额外的时间。\r\n\r\n使用单语词典还能让你对一个词或概念有更准确的理解。到目前为止，你一直在使用双语词典将目标语言词汇的意思翻译成你的母语，这样你就可以理解了。当你从目标语言翻译到母语时，你强迫目标语言适应你的母语范式，这就扭曲了目标语言中词的本身含义。通过使用单语词典，你可以直接学习目标语言，而不会扭曲其含义。\r\n\r\n通过尽早形成这种新的心理范式，你将极大地加快你的旅程，达到流利的目的地。\r\n\r\n### 什么时候开始转换到单语词典\r\n\r\n对某些语言来说，单语过渡比其他语言更困难。对于相近语言来说，过渡是相当容易的，只需要1-2个月，对于这些语言，我们建议在阶段 2B 结束时进行这种转变。我们在下面提供的渐进式过渡指南应该可以满足这一转变的实现。\r\n\r\n对于更遥远的语言，我们建议等到第阶段 2C。在你有了坚实的语言基础之前，就尝试使用单语词典，这会亚历山大，太让人无法喘息。通过等待，你会使过渡变得更加容易。\r\n\r\n如果你尝试了下面的渐进式方法，但对你来说并不奏效，那就等到阶段 2C，在那里我们提供了一个更有条理的辅导课程。\r\n\r\n### 渐进式过渡\r\n\r\n转换到单语词典的过渡是一个渐进过程，你不需要在一夜之间（或永远不需要）100%地转向单语词典。\r\n\r\n当你开始使用单语词典时，会花费额外的精力，如果你觉得这个过程太耗费精力，那就恢复到只使用双语词典，直到你有更多的精神能量。\r\n\r\n#### 1. 先查单语词典\r\n\r\n在沉浸式学习和句子挖掘过程中，首先开始在单语词典中查找单词，然后再返回到双语词典中。\r\n\r\n许多词有多种含义。试着确定哪个定义与你要理解的句子有关。\r\n\r\n#### 2. 在卡片上添加单语定义\r\n\r\n假设你能找出与你要理解的句子相匹配的定义，那么除了双语定义外，还要将该单语定义添加到你的卡片上。\r\n\r\n通过使用[HTML摘要][html-summary-tags]标签，你可以将定义隐藏在可扩展的部分。复习时，先读单语定义，再读双语定义。如果你不能完全理解单语定义也没关系，每次复习卡片时，你都有机会再试一次。\r\n\r\n如果定义中有不认识的词，那就为它们制作卡片。\r\n\r\n下面是一个 Anki 牌组的例子，使用摘要标签来创建隐藏部分。\r\n\r\n- [Example Anki deck][sample-anki-deck-with-summary-tag]\r\n\r\n这就是隐藏部分折叠后的样子：\r\n\r\n[img [hidden sections collapsed|https://refold.la/static/11aa53a0989ddb854b09d29bee7cc0ca/2ece4/hidden-sections-collapsed.png]]\r\n\r\n这就是隐藏部分展开后的样子。\r\n\r\n[img [hidden sections expanded|https://refold.la/static/74c283556685ed5fde3c88740ffa125e/5b158/hidden-sections-expanded.png]]\r\n\r\n#### 3. 转换到单语模式\r\n\r\n如果你在沉浸式学习或句子挖掘过程中能完全理解单语定义，那么就没有必要为这个词使用双语词典。随着时间的推移，你会逐渐停止使用双语词典。\r\n\r\n当你能理解在单语词典中理解你查询的90%内容而不需要依赖双语词典时，你就完成了过渡。\r\n\r\n### 选择词典\r\n\r\n有许多单语词典可供选择。根据不同的词典，描述单词的方式可能有很大的不同。我们建议随身携带多本词典，或使用聚合词典，这样你就可以同时搜索多本词典，在多本词典中阅读一个词的词条会增加你找到对你有意义的词条的机会。\r\n\r\n### 什么时候不要转到单语词典\r\n\r\n某些类别的词有不成比例的复杂和曲折的单语定义，对于这些类型的词，最好恢复使用双语词典。\r\n\r\n#### 简单词\r\n\r\n一开始可能会有悖常理，但非常简单的词往往有复杂和抽象的含义。\r\n\r\n##### 例如\r\n\r\n> [Thing][example-definition-thing]: *an object or entity not precisely designated or capable of being designated.*\r\n\r\n> [The](https://www.merriam-webster.com/dictionary/the): *used as a function word to indicate that a following noun or noun equivalent is definite or has been previously specified by context or by circumstance.*\\nThe：作为一个功能词，表示后面的名词或名词等价物是确定的，或者之前已经被上下文或环境所指定。\r\n\r\n此外，简单而常见的词有时会有二十个稍有不同的定义，对于这些词，最好是直接使用双语词典。\r\n\r\n#### 实体名词\r\n\r\n实体名词指的是你可以通过触觉、味觉和嗅觉来体验的物体。相对而言，是描述某些想法的抽象名词。\r\n\r\n你可能已经体验过大多数具体名词，只需将目标语言单与该体验联系起来。有些具体名词的定义非常专业或抽象，不能帮助你将其与你的经验联系起来。\r\n\r\n##### 例如\r\n\r\n> [Piano](https://www.merriam-webster.com/dictionary/piano): *a musical instrument having steel wire strings that sound when struck by felt-covered hammers operated from a keyboard.*\\n钢琴：一种有钢丝弦的乐器，当被键盘上的毛毡锤子敲击时发出声音。\r\n\r\n> [Camera](https://www.merriam-webster.com/dictionary/camera): *a device that consists of a lightproof chamber with an aperture fitted with a lens and a shutter through which the image of an object is projected onto a surface for recording (as on a photosensitive film or an electronic sensor) or for translation into electrical impulses (as for television broadcast).*照相机：由一个带有光圈的防光室组成的设备，装有一个镜头和一个快门，物体的图像通过它投射到一个表面上进行记录（如在感光胶片或电子传感器上）或转化为电脉冲（如用于电视广播）。\r\n\r\n如果你找到一个过于技术化和抽象的定义，不要使用它，它只会使事情变得复杂，相反，看看你是否可以用一个图像来代替，如果目标词是一个地方、颜色、植物或动物的种类，或任何种类的实物，那么图像将比定义更有价值。\r\n\r\n如果不可能使用图像，那么就使用双语定义。\r\n\r\n#### 技术或学术术语\r\n\r\n对于学术或技术词汇，你可以依靠双语词典。这些词在不同的语言中都有标准化的技术含义，所以你不会因为使用双语定义而损失任何信息。\r\n\r\n事实上，对于技术术语，我们建议在你的母语和目标语言之间建立明确的关联，因为这有助于在语言之间传递技术知识。\r\n\r\n例如，\"氢 \"这个词与法语中的 \"hydrogène \"和日语中的 \"水素\"（suiso）意思相同。\r\n\r\n如果你已经知道 \"氢 \"在英语中的意思，那么就没有必要通过单语词典来学习你的目标语言中的 \"氢 \"字，只需将英语单词 \"hydrogen \"与你的目标语言中的相应单词联系起来即可。\r\n\r\n[example-definition-thing]: https://www.merriam-webster.com/dictionary/thing) [html-summary-tags]: https://www.w3schools.com/tags/tag_summary.asp [sample-anki-deck-with-summary-tag]: https://drive.google.com/file/d/1oRTHZ3LCQrjLeieIGjQ6qN8ljONJ1gd3/view?usp=sharing", + "type": "text/markdown", + "caption": " 2B3：非正式单语过渡期\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Casual Monolingual Transition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Immersion Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Immersion Guide.json" new file mode 100644 index 0000000..871e95b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2B Immersion Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2B Immersion Guide", + "text": "# 2B1：沉浸指南\r\n\r\n[Immersion Guide | Refold](https://refold.la/roadmap/stage-2/b/immersion-guide)\r\n\r\n在阶段 2A，我们的目标是学习阅读目标语言的基本知识。现在，你在阅读自己选择的简单电视节目以及使用所有可用工具和支持时，应该有3级的理解能力，参见2-A3：Comp.Index。\r\n\r\n在阶段 2B，你将逐渐增加沉浸难度。在阶段 2B 结束时，当你沉浸在面向成人的原生素材时，将达到4级理解力。\r\n\r\n理想的情况是，在增加难度的同时，你应该保持所有内容都是同一类型的。不幸的是，这是一个不现实的期望。大多数人都会想进入不同的类型，以保持自己的娱乐感和参与感。在阶段 2B，开启分支领域，将你的知识扩展到其他领域是可以的。\r\n\r\n扩大你的聚焦领域的坏处是，提高你的理解力变得更加困难。在阶段 2C，你将重新集中精力，以便迅速将你的理解力从4级提高到5级。\r\n\r\n### 如何提升难度\r\n\r\n在阶段 2A，你想让你的沉浸式内容尽可能的容易理解，这意味着使用更容易的媒体素材和工具来帮助理解。\r\n\r\n随着你在阶段 2B 的进展，你将逐渐增加沉浸难度。正如我们在2-A2：Comp. Factors中所描述的，有许多方法可以控制沉浸难度。下面我们将解释哪些可以使用，哪些应该避免。\r\n\r\n#### 语境的复杂性\r\n\r\n先不要试图增加语境的复杂性，继续使用具有叙事结构的视觉媒体，并尽量停留在你已经熟悉的领域内。\r\n\r\n也就是说，优先考虑你的享受而不是严格保持在一个领域。如果你想投入到不同领域的内容，那就去做吧。只是要注意，重叠的部分会比较少，而且你对所使用的语言也不会那么熟悉，这将使内容更加困难。\r\n\r\n#### 语言的复杂性\r\n\r\n到目前为止，你一直沉浸在简化的内容中，因为它更容易被理解。回顾2-A2：Comp. Factors，语言的复杂性由三个因素决定：听者水平、领域难度以及内容是否为配音或原声。\r\n\r\n##### 听众水平\r\n\r\n在阶段 2B 结束时，你应该强化式沉浸在针对成人的内容中。针对儿童和青少年的节目仍可用于完全沉浸，因为它们将有助于巩固和掌握你所获得的知识。\r\n\r\n##### 领域难度\r\n\r\n先不要追求困难的领域。尽量保持简单的事情，生活片会比政治或幻想片更容易。\r\n\r\n##### 配音版 vs 原生内容\r\n\r\n配音的内容是人为简化的。在阶段 2B 结束时，你希望只使用原生内容进行强化式沉浸学习。这将使你熟悉你的目标语言的文化和本地人的实际说话方式（例如，他们使用什么习语，他们的幽默感是什么）。\r\n\r\n#### 黑科技，工具箱以及辅助支持\r\n\r\n在阶段 2B，你仍然应该使用所有可用的工具来帮助你理解你的强化式沉浸内容。\r\n\r\n### 漫画\r\n\r\n到目前为止，你只是沉浸在电视节目中，并将这种沉浸方式作为你的强化式阅读活动。\r\n\r\n你可以选择的另一种阅读活动是阅读漫画/日本动漫。漫画是一种混合输入的形式，结合了文字和视觉背景，视觉背景加强了文本的意义。\r\n\r\n漫画是阅读更复杂的东西如博客、新闻和小说的一个很好的垫脚石。漫画中的文字大多是对话，即使文字不被理解，视觉环境也能使故事被理解。\r\n\r\n另一方面，小说则以文学性和描述性的语言取代视觉背景。在这个早期阶段，学习者通常会发现小说中的语言太难理解了，因而感到沮丧。如何阅读小说将在阶段 2C 说明。\r\n\r\n#### 网络漫画\r\n\r\n如今，网上可以看到漫画，被称为网络漫画或WebToons。\r\n\r\n网络漫画的缺点是文本通常是硬编码的，这意味着你不能高亮标记和复制/粘贴单词以方便查找。这对具有拼音书写系统的语言来说不是一个大问题，但对中文和日文来说，识别未知的字符可能很困难。这可以通过使用光学字符识别（OCR）工具来解决，它允许你从图片中复制文字。\r\n\r\n#### 辅助链接\r\n\r\n网络漫画：\r\n\r\n- Cover：适用于Windows的漫画阅读器\r\n\r\n- WebToons：在线或通过应用程序阅读漫画\r\n\r\n- WebComicsApp：在线或通过应用程序阅读漫画\r\n\r\nOCR：\r\n\r\n- ShareX (OCR guide)（OCR指南）：一个拍摄屏幕截图和OCR捕获文本的工具\r\n\r\n- Google Lens：一个内置于安卓系统的工具，允许你复制和粘贴你在现实世界中看到的文本。\r\n\r\n- Google Keep：一个可以保存图像的记事服务。\r\n\r\n图像中的文字可以用OCR自动提取。\r\n\r\n### 完全沉浸\r\n\r\n阶段 2B 的完全沉浸方式与阶段 2A 几乎相同，你将继续沉浸其中，实时观看电视节目。\r\n\r\n然而，在这时，你应该开始在完全沉浸中远离字幕，以便你能得到更多的听力练习，应该至少有50%的没有字幕的完全沉浸时间。\r\n\r\n这时你应该有一个相当大的自由观看节目库，所以挑选你最喜欢的节目，把它们做成播放列表，用于强化式沉浸。\r\n\r\n### 如何花费你的时间\r\n\r\n对于上述所有主动沉浸的活动，我们的建议与2A相同，至少30分钟的强化式阅读（电视或漫画），其余的时间用于完全沉浸。\r\n\r\n### 被动收听\r\n\r\n你被动地听一个你强化式沉浸过的节目会比你完全沉浸过的节目得到更多的好处，因为你花了时间和精力去查单词，试图解开句子的含义，这将使被动聆听更容易理解，更有吸引力。你越是被动地听你强化式沉浸过的内容，你就越能从中习得更多，因为记忆会很新鲜。\r\n\r\n如果你已经建立了一个规模不小的被动聆听材料库，那么就尽量专注于这部分内容，然而，像往常一样，不要强迫自己只使用这些内容，做那些有趣的、有吸引力的事情。\r\n\r\n### 继续精进\r\n\r\n在阶段 2B 结束时，你在阅读原生内容时应该有4级的理解力。\r\n\r\n为了评估你的理解力，选择一个为成人观众准备的原生节目（即不是儿童节目），看一集你以前从未看过的节目，停下来阅读每一行字幕，但不做任何查询，你应该能够跟上人物所表达的大部分想法，尽管有些细节还是会丢失。", + "type": "text/markdown", + "caption": " 2B1：沉浸指南\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Immersion Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C How to Read a Novel (Optional).json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C How to Read a Novel (Optional).json" new file mode 100644 index 0000000..c4209d5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C How to Read a Novel (Optional).json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2C How to Read a Novel (Optional)", + "text": "# 2C：如何阅读小说（可选）\r\n\r\n原文：[How to Read a Novel (Optional) | Refold](https://refold.la/roadmap/stage-2/c/how-to-read-a-novel)\r\n\r\n阅读文学作品并不是学会输出的先决条件。\r\n\r\n阅读引人入胜的故事是培养语言能力的高效方法，但文学作品中的语言比日常生活中所使用的要丰富得多，也更为复杂。\r\n\r\n理解一本小说，其难度远超过理解漫画或电视节目。要达到这样的理解，需要投入大量的时间和精力。但这对日常会话并没有太大帮助。如果你的目标是尽快开口说话，我们建议你在第四阶段再开始阅读文学作品。\r\n\r\n不过，如果您对阅读小说有与生俱来的兴趣，并且不介意延迟输出，那么在第二阶段阅读还是有一些好处的。进入第三阶段后，您的词汇量将大大增加，对成语短语和语言文化方面也会更加熟悉。\r\n\r\n如果决定挑战阅读文学作品，你可以先从更简单的内容开始，随着语言能力的增长再逐渐增加难度。\r\n\r\n理想的内容应该既引人入胜，又略高于你的水平。你可能会遇到一些生词，但由于你能理解那些单词周围的内容，你可能可以从上下文中推断出生词的意思，无需查字典。当你阅读时，你会沉浸其中。\r\n\r\n开始时，这种理想的内容很稀有。如果您在阅读第一部小说时就发现了这样的内容，请细细品味，并为自己感到幸运。大多数情况下，当你刚开始阅读小说时，其内容不是无聊透顶就是令人百思不解。\r\n\r\n### 分级读物\r\n\r\n分级读物是根据特定的语法复杂程度和词汇范围编写的书籍。通常有几个经过仔细校准的级别，允许读者逐渐增加阅读的难度。这些系列中的书籍通常改编自更复杂的小说，并对语言进行了简化。\r\n\r\n如果你能为目标语言找到这样的读物，它们会是一个很好的起点。将目标定在只有 2-3% 的生词不认识的水平上。这将使您的阅读速度更快，也就是说，与阅读理解能力较低的内容相比，您遇到不认识单词的速度会更快。你会花费更少的时间去查字典，而更多的时间处于一种流畅的状态，在这种状态下，你会忘记语言中的细枝末节，因为你太专注于故事情节了。因此，所有正在学习的单词和语法结构都会得到更快的巩固。\r\n\r\n一旦你在某个级别的分级读物上达到了舒适、流畅的阅读速度，就可以进入下一个级别了。\r\n\r\n### 小说\r\n\r\n如果你决定阅读小说，直接读写给成年母语人士的小说可能会有些跳跃。为年长儿童和青少年读者编写的小说可以作为一个很好的起点。因为这些小说的词汇量会比成人小说少，但故事同样引人入胜。\r\n\r\nLexile公司为儿童书籍的难度和可读性创建了一个评估框架。他们提供了一个[搜索门户](https://hub.lexile.com/find-a-book/search)，方便比较不同书籍的难度。Lexile主要关注英语书籍，但英文版本的书籍分数应该与你目标语言的版本大致相当。\r\n\r\n当考虑要读的书时，可以比较它们的Lexile分数，并从分数较低的书开始。\r\n\r\n如果您找到了一本自己喜欢的书，可以尝试继续阅读同一作者的其他作品。作者往往有自己独特的写作风格，使用的词汇也相对一致。熟悉他们的写作风格和词汇会让你更容易理解他们的作品。\r\n\r\n### 查阅多少单词\r\n\r\n在全面精读和无阻阅读之间，前者需要查找每一个单词，后者则什么都不查，接受所有不理解的地方。\r\n\r\n即使是精读，尤其是在读第一本小说时，也常常需要容忍一些不理解之处。那么多生词，会导致你甚至对句意连一点模糊的概念都没有。如果查每一个单词的话，等你查到下一个单词时，很可能已经忘记了之前的意思。\r\n\r\n不必为此纠结。如果你愿意，可以查一两个句中的关键词。如果你觉得有必要，再查更多的词。否则，也没关系。如果你理解了一些意思，就当作是一次成功，然后接着读。\r\n\r\n通常，生词的意思会在句子的后面变得清晰，所以不用立即查词。先读完整个句子，尝试推测其含义，再查阅定义。\r\n\r\n### 阅读策略\r\n\r\n#### 单遍阅读\r\n\r\n#### 两遍阅读\r\n\r\n通过使用结构化的两遍阅读方法，你有两次机会理解故事并掌握小说中的语言。即使小说非常有挑战性，这也可以帮助你保持兴趣。\r\n\r\n缺点：阅读时间加倍。在两遍阅读法中，你需要读两遍，一遍深入，一遍无阻。\r\n\r\n##### 先精读\r\n\r\n在 \"先精读 \"方法中，你要精读一章，查找大部分不认识的单词，并弄懂句子的意思。读完一章后，再无阻地重读，尽量减少查找。\r\n\r\n由于你已经进行了精读，因此在第二遍无阻阅读时，你会理解得更多，并巩固在第一遍阅读中学到的知识。这种方法的缺点是，你的精读速度受到限制。\r\n\r\n##### 先无阻沉浸\r\n\r\n在 \"先无阻沉浸 \"的方法中，你可以按照自己喜欢的速度阅读，只是偶尔查查资料。当精力充沛时，你可以开始精读。第一遍把握大意，第二遍再补充细节。\r\n\r\n因为你不用全神贯注地去琢磨其中的含义，所以你在无阻阅读时消耗的精力会更少，阅读速度也会更快。但这种方法的缺点是，在第一遍阅读中可能理解得不够透彻，而无法保持对故事的兴趣和参与度。\r\n\r\n#### 限定时间\r\n\r\n刚开始时，精读是很困难的。与其追踪阅读的页数或章节，不如关注阅读的时间。我们建议每天至少精读 20 分钟，这样您就可以开始积累理解小说所需的基本词汇和语法。\r\n\r\n随着时间的推移，这 20 分钟会产生更多更好的效果，你最终会建立起对更长时间阅读的耐受力。", + "type": "text/markdown", + "caption": " 2C：如何阅读小说（可选）\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C How to Read a Novel (Optional)" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Immersion Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Immersion Guide.json" new file mode 100644 index 0000000..fcf6e87 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Immersion Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2C Immersion Guide", + "text": "# 2C1：沉浸指南\r\n\r\n[Immersion Guide | Refold](https://refold.la/roadmap/stage-2/c/immersion-guide)\r\n\r\n在阶段 2B，你增加了沉浸内容的难度，直到你能够理解针对成人的原生媒体，现在你对原生媒体的理解力应该达到了4级，同时继续使用2-A3：Comp.Index描述的大部分辅助方式。\r\n\r\n阶段 2C 解释了如何逐步消除这些辅助，直到你能完全理解原生媒体，为阶段 3 的写作和口语做准备。\r\n\r\n### 聚焦你的领域\r\n\r\n在阶段 2B，你很可能在各个领域之间跳来跳去，以追随你的兴趣。如果是这样，你对许多不同的领域都有相当的了解，但你还没有掌握任何一个领域。正如2-A1：Domains中提到的，学习一门语言的最快方法是先掌握一个领域，然后再扩展到其他领域。掌握单一领域的最快方法是尽可能地缩小范围。\r\n\r\n我们建议选择生活片段作为你要掌握的第一个领域，因为它将与你在阶段 3 的输出最相关，生活片段的内容是普通人（虽然非常漂亮）的生活。\r\n\r\n你可以从不同的领域开始，但请记住，你可能不需要与执法、外科、法庭程序、星际飞船和14世纪的剑术有关的词汇来进行日常对话。\r\n\r\n在本文的其余部分，我们将假设生活片断是你选择关注的领域。\r\n\r\n### 借助辅助方法掌握某个领域\r\n\r\n#### 三通道阅读\r\n\r\n回顾一下，3通道混合媒体意味着音频、视觉和字幕。到这一步，你应该很自如地阅读目标语言中的本地电视节目。随着你越来越舒服，你会越来越少地暂停，因为你需要查询投入更少了。最后，你会完全不需要暂停，只是实时地阅读。在这一点上，3通道媒体的强化式沉浸与3通道媒体的完全沉浸趋于一致。\r\n\r\n阶段 2C 的第一步是建立这种融合，以便你能实时阅读电视节目的字幕。\r\n\r\n#### 完成沉浸于没有字幕的素材\r\n\r\n你的阅读理解能力可能已经超过了你的听力理解能力。在3通道阅读之外，你应该利用其余的沉浸时间，在没有字幕的情况下完全沉浸习得，这样你就能建立起你的听力能力。\r\n\r\n听原生的生活片段是最理想的，因为它与你的第一个领域相匹配，但如果你感到无聊，需要多样化，那么你可以使用配音版内容或领域外的内容。对于你的强化式沉浸式学习来说，使用原生生活片段是非常重要的；你为自己的完全沉浸选择什么素材并不那么重要。\r\n\r\n### 去掉所有的辅助方法\r\n\r\n一旦你的强化式沉浸与带字幕的完全沉浸融合在了一起，你就可以开始去除那些帮助你人为地提高理解力的辅助方法了。\r\n\r\n你不应该再提前阅读节目摘要，或者观看你已经知道的故事的配音或改编版本。同样，更多关注新节目，而不是重新观看以前看过的节目。\r\n\r\n只有在偶尔重复检查你的理解或确保你在挖掘句子时得到正确的拼写时才使用字幕。\r\n\r\n停止重复上一句，停止给自己第二次解析音频和捕捉细节的机会。\r\n\r\n现在你的理解力已经增长了，你将能够享受电影，这消除了有熟悉的人物的长期故事情节的帮助。\r\n\r\n你的字典查询应该变得越来越少，直到你可以在没有字典的情况下舒适地观看。仍然会有未知的单词，但它们不会妨碍你的理解力。\r\n\r\n### 纯听（可选）\r\n\r\n随着你理解力的提高，你就可以不再依赖视觉背景来理解了。为了练习你的听力理解能力，你可以使用纯音频（即播客、有声读物等）或话头视频。\r\n\r\n纯听被认为是可有可无的，因为对电视的理解已经足够进入阶段 3 了。然而，纯听将有助于加速你对电视节目的听力理解，也有助于你进一步的学习。\r\n\r\n并非所有的音频都是同样的难度，所以我们提供了一个指南，告诉你如何能提高水平。最简单的做法是，从具有强烈叙事结构的音频内容开始，如有剧本的广播剧和讲述短故事的简单播客。\r\n\r\n随着时间的推移，你对纯音频的理解力将提高到可以在听和理解新内容的同时做不用动脑的任务。这时，主动听与融汇到被动聆听一起了。\r\n\r\n### 非电视节目阅读（可选）\r\n\r\n如果你想明确地练习电视节目以外的阅读，那么就去做吧! 提高你的一般阅读理解能力将帮助你在沉浸在3通道的媒体中时更快地阅读。\r\n\r\n正如阶段 2B 提到的，漫画是阅读电视的一个很好的搭配，因为它们重在对话，并提供了一个视觉提示成分。在选择漫画时，尽量找一些生活领域的漫画，这样才能与你的5级理解力的目标相一致。\r\n\r\n你也可以开始阅读博客。这些并不是休闲谈话所必需的，但是如果你阅读关于你感兴趣的话题的博客，那么它将给你提供相关的词汇量，让你在休闲谈话中谈论你的兴趣。\r\n\r\n在阶段 2，阅读小说是完全可选的。电视和漫画使用视觉背景，而小说则使用文学性和描述性语言，这种文学语言将大量扩展你的第一领域，所以阅读小说会减慢你从第四级到第五级的进度。如果你的目标是尽可能快地说话，那么暂时跳过小说。\r\n\r\n然而，如果你对阅读小说感兴趣，那么就去读吧! 始终遵循你的兴趣。我们为如何选择你的第一本小说和应对这一挑战的不同方法提供了一个指南。\r\n\r\n### 单语转换\r\n\r\n如果你的目标语言与你的母语有很大的不同，那么一旦你的阅读理解能力达到较高的水平等级4，你就应该准备好进行单语转换了，对于一门难懂的语言，采取比阶段 2B 所述的（2-B3：Casual Mono-Lingual Transition）非正式单语过渡过程更有条理的方法可能是更有帮助的。我们提供了一份关于如何有意识地处理单语过渡的指南。\r\n\r\n### 进阶\r\n\r\n当你对为成人准备的生活类电视节目的理解达到5级时，你就可以进入阶段 3 了，不需要使用任何主要的辅助方式。\r\n\r\n为了评估你的理解能力，挑选一集你以前从未看过的原生节目。在没有字幕和停顿的情况下观看这一集，你应该对所说的一切都有近乎完美的理解力。\r\n\r\n当你进入阶段 3 时，继续沉浸在这第一个领域，直到你达到第六级：毫不费力的理解。有了6级领域，当你太累而无法集中注意力时，你就可以用你的目标语言来进行放松活动了。", + "type": "text/markdown", + "caption": " 2C1：沉浸指南\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Immersion Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Pure Listening (Optional).json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Pure Listening (Optional).json" new file mode 100644 index 0000000..2e51464 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Pure Listening (Optional).json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2C Pure Listening (Optional)", + "text": "# 2C2：纯听（可选）\r\n\r\n[Pure Listening (Optional) | Refold](https://refold.la/roadmap/stage-2/c/pure-listening)\r\n\r\n到目前为止，你一直在通过电视节目练习具有视觉背景的听力理解能力。电视和电影都通过视觉故事给你的听力带来了很大的理解力辅助。\r\n\r\n在进行对话时，会有一些身体语言形式的视觉背景，但与你从电视节目或电影中得到的视觉背景相比，对话过程讲更加不可描述清楚。为了帮助你为真实世界的对话做准备，你可以用纯音频练习听力，这将提高你的听力理解能力。\r\n\r\n### 从简单开始，逐步提升\r\n\r\n正如2-A3：Comp.Index所简述的，不同的媒体类型有不同的难度。\r\n\r\n我们建议从有剧本的广播剧或叙事性播客开始，因为音频很干净，故事也比较容易预测。\r\n\r\n另一个开始的好地方是单一主题、单一发言人的YouTube视频。这些视频是在聚焦领域内的，这使得它们更容易掌握，而且所提供的视频背景与你在面对面的谈话中得到的差不多。TED演讲是一个很好的单主题、单发言人视频的例子。\r\n\r\n下一个等级是涵盖单一主题的多发言人谈话节目。这些仍然是在聚焦领域内的，这使得词汇容易掌握，但由于有多个发言人，音频将是混乱的，他们会互相打断，互相争论，并喃喃自语，这将帮助你培养理解混乱音频的能力。\r\n\r\n虽然你可能不认为它们是 \"脱口秀\"，但街头采访也是多发言人、单一话题的混乱音频，有助于培养同样的能力。\r\n\r\n最难的模式是多主题、多发言人的谈话节目。你需要熟练掌握他们提到的所有领域，此外还要有足够的听力理解能力，以理解人们相互之间的交谈和快速说话。在阶段 4 之前，不要指望完全理解这些内容。\r\n\r\n如果你决定阅读小说，你也可以听有声书。有声读物的音频非常干净，所以它对现实世界的对话没有帮助，但它会帮助你获得阅读小说时吸收的大量词汇的听力理解能力。\r\n\r\n### 如何投入时间\r\n\r\n这时，你如何投入你的沉浸式时间取决于你的目标以及你是否已经决定追求文学阅读。\r\n\r\n如果你遵循2-C1：Immersion Guide中的建议，那么增加30分钟的纯听力将有助于加速你的一般听力理解能力。\r\n\r\n如果你要应对阅读小说的挑战，那么如何分配你的沉浸式时间是你的选择，你可以一天集中阅读，第二天看电视，然后是纯听，另一个选择是尝试平衡每天的活动。\r\n\r\n如果你决定在一个星期或更长时间内高度集中于一种活动，那么一定要花一点时间定期投入其他能力，以确保它们不会萎缩。\r\n\r\n### 听力类型\r\n\r\n主动聆听是将你的全部精力和注意力集中在你的纯聆听内容上的过程。如果你已经决定追求纯听，那么每天拿出30分钟来进行主动聆听，要像看电视节目或阅读一样认真对待它，不要试图同时做其他活动。\r\n\r\n随着你对纯音频的理解力的提高，你会发现主动听和被动听都会融合在一起。你将不需要100%的注意力去听和理解所有的东西，如果你能轻松地理解一段纯音频内容，那么就可以放心地用它来进行被动聆听。", + "type": "text/markdown", + "caption": " 2C2：纯听（可选）\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Pure Listening (Optional)" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Structured Monolingual Transition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Structured Monolingual Transition.json" new file mode 100644 index 0000000..0681f1e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_2C Structured Monolingual Transition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/2C Structured Monolingual Transition", + "text": "# 2C4：结构化单语过渡\r\n\r\n[Structured Monolingual Transition | Refold](https://refold.la/roadmap/stage-2/c/structured-monolingual-transition)\r\n\r\n对于相距甚远的语言（如英语→汉语），单语过渡可能有一个陡峭的学习曲线，如果2-B3：Casual Mono-Lingual Transition对你不起作用，这里有一个结构化的指南，说明如何启动使用单语词典。\r\n\r\n如果你还没有读过2-B3：Casual Mono-Lingual Transition的文章，请在继续学习结构化方法之前先读一读。\r\n\r\n### 词典领域\r\n\r\n词典是它自己的领域，使用的是你在其他地方很少遇到的词汇。与其他领域相比，这个领域相当小，但以结构化的方式慎重处理这个领域是个好主意，因为你在沉浸式学习中不会看到这些词汇。一旦你学会了字典中的关键词汇，定义就会变得更容易理解了。\r\n\r\n### 结构化方法\r\n\r\n下面几个段落解释了如何主动非沉浸式学习词典领域，克服单语词典的学习曲线。按照你自己的节奏进行，当你觉得准备好了就进入下一个阶段。\r\n\r\n#### 1. 挖掘词典\r\n\r\n每天留出时间，查一查你已经知道的单词的单语定义，如果定义中有不认识的字，那就用双语词典来帮助你理解它们。\r\n\r\n大多数单词都有多种含义和定义，所以要努力找出与你已经知道的含义相匹配的定义。如果你能找到一个，那么就用这个你知道的定义对这个未知词汇制作双语卡片。\r\n\r\n#### 2. 递归查询\r\n\r\n继续通过查找已知的词来挖掘字典，但要尝试使用单语字典来理解定义中的任何未知词。试着把这些词的意思弄清楚，然后对照双语词典检查自己的理解。\r\n\r\n继续为未知的单词制作双语卡片。\r\n\r\n#### 3. 在卡片上添加两种语言\r\n\r\n在挖掘句子时，先试着理解单语词典中的未知词，然后再还原到双语词典中。\r\n\r\n如果你能清楚地找出与目标句子中的词义相符的定义，那么即使你不能完全理解单语定义，也要在卡片上同时加入单语和双语的定义。\r\n\r\n使用HTML摘要标签来隐藏这两个定义。当你复习卡片时，先读单语定义，再读双语定义。\r\n\r\n对于定义中的任何未知词汇，要制作同时具有单语和双语定义的卡片。将这些卡片安排在原始目标句子卡片的前几天。\r\n\r\n下面是一个 Anki 牌组的例子，其中有一个使用摘要标签来创建隐藏部分的卡片类型。\r\n\r\n- [Example Anki deck](https://drive.google.com/file/d/1oRTHZ3LCQrjLeieIGjQ6qN8ljONJ1gd3/view?usp=sharing)\r\n\r\n这是隐藏部分折叠后的样子：\r\n\r\n[img [hidden sections collapsed|https://refold.la/static/11aa53a0989ddb854b09d29bee7cc0ca/2ece4/hidden-sections-collapsed.png]]\r\n\r\n这是隐藏部分展开的样子：\r\n\r\n[img [hidden sections expanded|https://refold.la/static/74c283556685ed5fde3c88740ffa125e/5b158/hidden-sections-expanded.png]]\r\n\r\n#### 4. 转换到单语词典\r\n\r\n开始使用单语词典作为你的主要词典，无论是在挖掘句子时还是在沉浸过程中进行查询。当你需要时，再使用双语词典也无妨。\r\n\r\n当你能理解单语词典中90%的查询内容而不需要依赖双语词典时，你就完成了过渡。", + "type": "text/markdown", + "caption": " 2C4：结构化单语过渡\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Structured Monolingual Transition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Activity Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Activity Guide.json" new file mode 100644 index 0000000..18607aa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Activity Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3A Activity Guide", + "text": "# 3A：活动指南\r\n\r\n[活动指南](https://refold.la/roadmap/stage-3/a/activity-guide)\r\n\r\n阶段 3A 的活动是为了让你为阶段 3B 和 3C做准备。你将开始输出，但你的大部分时间将用于输入，为 3B 的写作和 3C 的口语做准备。\r\n\r\n### 准备写作\r\n\r\n#### 基础输出\r\n\r\n正如在[3A1 Starting Output]() 中指出的，开始输出，重要的是开始某种程度的输出，以使你的大脑中的齿轮转动起来。对有些人来说，输出是自然而然的，其他人则需要投入时间来练习。\r\n\r\n如果你的目标语言使用不同的键盘布局或打字系统，那么你就需要学习如何使用它，我们将在特定语言的指南中讨论学习这些键盘布局。\r\n\r\n使用基于文本的聊天应用程序开始写作，如 HelloTalk、Tandem 或 Discord 。不要担心非要写得完美和正确，不要在写作过程中查找单词或变体，这个练习的重点是开始行动。\r\n\r\n我们建议每周输出一次，每次 30-60 分钟。如果你愿意，你可以做得更多，但你的时间还是应该更多地用于输入。\r\n\r\n#### 会话领域\r\n\r\n在阶段 2，你掌握了理解生活领域的语言。在阶段 3，你的第一个目标是学习理解你的第二个领域：日常对话。\r\n\r\n日常的文字对话与口语或文学不同，你将需要沉浸在这个领域，以获得相关的词汇和语法。\r\n\r\n花时间阅读休闲语言内容：电子邮件、Twitter、Instagram 帖子、YouTube 评论、博客评论、论坛、短信，等等。尝试找到公共聊天网站 / 应用程序，母语人士相互交谈的地方。\r\n\r\n短信、聊天室和论坛中使用的语言是随意的、凌乱的、非结构化的，这将需要一点时间来适应。用看电视节目或书籍的方式来挖掘这些内容的句子。\r\n\r\n如果你不喜欢公共聊天，阅读博客可以是另一个好的开始。博客文章往往比论坛和聊天室使用更多的结构化语言，但它们比文学作品更随意。\r\n\r\n### 为说话做准备\r\n\r\n#### 听你的语言父母的内容\r\n\r\n到目前为止，你的输入来自于成千上万的不同人，当你尝试输出时，你将混合他们不同的说话风格，这听起来会很奇怪。\r\n\r\n为了使自己听起来更自然，在说话时挑选一个人进行模仿，这个人被称为你的 \"语言父母\"，我们将在下一篇文章中解释如何选择一个好的语言父母。\r\n\r\n在阶段 3B 和 3C，你将模仿你的语言父母的发音、用词和举止，然而，在你模仿你的父母之前，你需要能够完全理解你的父母。\r\n\r\n将你 50% 的主动沉浸时间投入到观察和倾听你的语言父母，将 100% 的被动聆听时间花在你语言父母身上。到了阶段 3C，你对语言父母的理解力应该达到 6级，这意味着你能够不假思索地自动完全理解他们。\r\n\r\n#### 听对话\r\n\r\n如果你想成为对话的积极参与者，你需要能够理解非正式演说。现实世界的对话是混乱的，没有脚本的，也没有结构，人们说话的句子不完整，反反复复，走马观花。\r\n\r\n体验真实世界对话的一个方法是进行语言交流，每个人都只用自己的母语说话，这样，你就可以练习听到真实世界的对话，同时获得社会互动的好处。\r\n\r\n街头采访和一对一访谈也是了解对话的好地方。街头采访是没有脚本的，但它们仍然有一些结构，因为采访者通常向每个受访者提出相同的系列问题。街头采访的音频通常是混乱的，这可以帮助训练你的耳朵专注于语言并过滤掉噪音，同时，一对一的采访是完全没有脚本的，但它们通常都有非常清晰的音频记录。\r\n\r\n一旦你能理解这两种类型的内容，就可以转到更混乱的对话。寻找人们大喊大叫、喃喃自语和相互交谈的内容，综艺节目、真人秀、脱口秀和小组讨论都是这种类型内容的好例子。\r\n\r\n### 缩小方言范围\r\n\r\n如果你一直在目标语言的不同的方言之间跳来跳去，现在是专注于单一方言的时候了。专注于一种方言会帮助你掌握一种说话风格，而不是混合不同的风格。\r\n\r\n一旦你选择了一个家长，请确保你的其他输入与他们的方言一致。\r\n\r\n### 时间计划表案例\r\n\r\n到了你的语言之旅的这一步，有很多不同的活动需要做，下面这个例子展示你的一天可能是什么样子：\r\n\r\n- 早上第一件事是复习 Anki\r\n\r\n- 整天被动地听语言父母说话\r\n\r\n- 1小时与语言父母一起沉浸式学习\r\n\r\n- 30分钟阅读聊天对话\r\n\r\n- 听 30分钟的采访\r\n\r\n- 每周一次，30分钟的写作\r\n\r\n请继续看电视节目或在目标语言中阅读，到这时，你的理解力应该足够高，这项活动就会成为休闲。\r\n\r\n每个人都会根据自己的近期目标，有不同的日常安排。如果你非常专注于写作，那么你的沉浸感就会更多地体现在阅读对话上。如果你非常专注于口语，那么你的沉浸感就更多地体现在听力上。\r\n\r\n### 继续精进\r\n\r\n一旦你对你的语言父母的理解力达到5级，就可以进入阶段 3B。5级意味着你可以完全理解他们，但需要你全神贯注和努力。", + "type": "text/markdown", + "caption": " 3A：活动指南\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A Activity Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Adopt A Language Parent.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Adopt A Language Parent.json" new file mode 100644 index 0000000..752c429 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Adopt A Language Parent.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3A Adopt A Language Parent", + "text": "# 3A3：认领语言家长\r\n\r\n[认领语言家长](https://refold.la/roadmap/stage-3/a/adopt-a-parent)\r\n\r\n如果你曾经和一个 3岁的孩子相处过，你会听到他们说一些有趣的事情，比如。\"This house is a mess! 这房子太乱了！\"。很明显，他们已经听过几百次这种确切的表达。\r\n\r\n孩子们模仿他们周围听到的语言的每一个方面。年幼的孩子模仿他们的父母和兄弟姐妹，而年长的孩子则受到他们的朋友和他们所观看的媒体的影响。\r\n\r\n作为成年人，我们也是如此。我们自然而然地模仿我们所习得的语言的人，你可以利用这种自然的模仿能力，通过选择语言父母的方式使自己听起来更像母语者（native speaker）。\r\n\r\n### 什么是语言父母？\r\n\r\n当一个孩子第一次学习一种语言时，他们的大部分输入来自一两个人（他们的父母）。这就形成了孩子一生中的说话风格。\r\n\r\n你可以通过选择一个语言父母来重塑这个过程。通过将你的输入集中在一个人身上，你可以吸收这个人说话风格的每个细节，你的大脑的自然模仿能力将接管，你的说话风格将听起来与你语言父母的相似。\r\n\r\n为什么认领一个语言父母？\r\n\r\n到目前为止，你已经从数百（或数千）个不同的人那里得到输入，每个人都有独特的说话风格。如词汇、短语、俚语和习语，这些差异是显而易见的，但也有一些更微妙的差异，如强调、发音、语调和语域。\r\n\r\n这种语言风格的混合构成了一个人的外在形象。当你开始输出时，你的讲话将是你所沉浸过的人的所有讲话风格和个性的综合体，这让你说的话听起来有点奇怪，选择一个家长将帮助你有一个连贯、自然的表达方式。\r\n\r\n大多数学习者希望听起来像 \"本地人\" （\"native-like\"），但这个词是模糊的，因为每个本地人的声音都不同。相反，我们建议你挑选一个特定的 \"本地人\" （native），来让自己说的话听起来像TA。问 \"我听起来像这个人吗？\"比问 \"我听起来像本地人吗？\"要容易得多。\r\n\r\n随着时间的推移，你会形成自己的风格和特质，但现在，只要借用你的语言父母的说话风格即可。\r\n\r\n### 如何选择一个语言父母？\r\n\r\n在选择语言父母时，有几个因素需要考虑。\r\n\r\n#### 标准\r\n\r\n1. 你的语言家长应该与你的性别相同。\r\n\r\n男人和女人在社会上的言行举止是不同的，所以你要确保你是在模仿你想要的性别的语言习惯。\r\n\r\n1. 你的语言父母应该与你年龄相仿（10岁以内）。\r\n\r\n语言会随着时间的推移而改变，人们会随着年龄的增长而调整自己的说话风格。青少年的说话方式与老年人完全不同。尽量找一个能反映你在他们的文化中长大后会如何说话的语言父母。\r\n\r\n1. 你应该喜欢他们的个性。\r\n\r\n你将会花很多时间听这个人说话，你最终会接受他们的很多个性，确保这是你喜欢的人。\r\n\r\n#### 条件\r\n\r\n你的语言父母需要是多产的。他们需要有非常大量的没有脚本和未经编辑的（原始）内容供你观看和收听，找到原始内容是非常重要的，因为这将向你展示他们真正的说话方式，你想听到每一个使他们的讲话听起来很自然的口吃、怪癖和言语抽搐。\r\n\r\n我们建议你的语言父母至少有100小时的原始内容。理想情况下，这个人还会有大量的视频资料，这样你就可以看到他们的面部表情和身体语言，人与人之间的沟通超越了口头语言，按照本地人（native）的方式行事是很重要的。\r\n\r\n如果你不能找到一个有整整 100小时原始内容的语言父母，那么妥协一下，使用一些经过脚本/编辑的内容也是可以的。\r\n\r\n我们建议非常努力地寻找单个语言家长。不幸的是，你并不总是能够找到一个能够满足上述所有条件并有足够内容的语言父母。在这种情况下，请随意选择第二个语言父母，我们不建议超过两个。\r\n\r\n#### 语言父母案例\r\n\r\nTwitch 流媒体人是很好的语言家长，因为他们的内容是没有脚本的，也没有经过编辑。电台主持人和采访者的情况也是如此。\r\n\r\n优酷和播客也可以是一个不错的选择，但你需要确保他们有足够的无脚本和无编辑的内容。许多多产的 YouTubers 对他们所有的视频编辑字母，这使他们成为语言父母的极佳人选。\r\n\r\n### 和你的语言父母做些什么？\r\n\r\n在整个阶段 3，你将花很多时间与你的语言父母相处。在阶段 3A，你的目标是尽快学会理解你的语言父母，你至少有 50%的主动沉浸时间和 100%的被动聆听时间应与你的语言父母一起度过。如果你不能理解一个人说的话，就很难模仿他们的意思。\r\n\r\n在阶段 3B，你将继续与你的语言父母沉浸在一起，直到你能自动和不加思考地理解他们。你还将开始故意模仿他们，进行一种叫做 \"影子跟读\" 的练习。\r\n\r\n影子跟读是指听你的语言父母说话，并重复他们说的话。这可以让你注意到自己发音的差异，并作出调整，直到你的声音和他们一样。我们在阶段 3B详细解释了这个过程。\r\n\r\n当你达到阶段 3C时，你应该能够不假思索地理解你的语言父母（第六级理解力）。有了与母语者的这种连接，你可以通过模仿来学着融入他们的说话风格。许多人可以模仿几句口音，但当你用目标语言说话时，你需要一直模仿本地人（native）口音，就像演员那样。\r\n\r\n在阶段 3C，我们将解释如何模仿你的语言父母以及他们说话的各种语言特征。", + "type": "text/markdown", + "caption": " 3A3：认领语言家长\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A Adopt A Language Parent" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Starting Output.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Starting Output.json" new file mode 100644 index 0000000..28c751a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3A Starting Output.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3A Starting Output", + "text": "# 3A1：开始输出\r\n\r\n[3A1：开始输出](https://refold.la/roadmap/stage-3/a/starting-output)\r\n\r\n经过数月或数年的沉浸式习得，一些学习者会有一天醒来，就发现自己能开口说目标语言了。\r\n\r\n请看这些日语学习者第一次开口说日语的视频：\r\n\r\n- Stevijs 3 在沉浸了 21 个月后开口说话\r\n\r\n- Chris 克里斯在沉浸了 18 个月后开口说话\r\n\r\n- Infinite Rain 在 沉浸 18 个月后开口说话\r\n\r\n他们说得并不完美，但他们能表达自己了。这些视频最棒的地方在于，这些学习者是下意识地在说日语的。他们并不是从自己的母语翻译过来的。\r\n\r\n然而，我们在社区中观察到，不是每个人都有这种经历，有些人最终会陷入这样的模式，不断获得输入，但总是感觉自己没「准备好」去输出。\r\n\r\n我们做出一个假设，这个问题是由心理障碍引起的，而不是习得发挥作用的不同。\r\n\r\n经过几个月或几年虔诚地遵循「不要过早输出，否则你会巩固你的错误 」的指导，这些学习者感到强烈的压力，只能正确输出或根本不输出。\r\n\r\n语言习得会产生一种直觉，告诉你什么是正确而自然的，而这种直觉可能是如此强烈，以至于成为开始输出的障碍。当你第一次开始输出时，你的口语能力还未达到你对语言的条件反射般的理解，这可能会产生一种不愉悦的体验。你将能够注意到许多错误，但还没有能力纠正它们。\r\n\r\n当你进入学习过程的下一个阶段时，要知道犯错误是可以的。\r\n\r\n### 我是否准备好输出了？\r\n\r\n如果你对你每天沉浸的原生内容有了 5级的理解，那么你就准备好输出了。你已经掌握了一大块的语言，你只需要激活它。\r\n\r\n### 如何开始输出\r\n\r\n我们建议从写作而不是说话开始。写作让你有更多的时间去思考，让你表达自己，而不用担心你的口音。\r\n\r\n如果你感到输出焦虑，最好的办法是直接开始写作。这个阶段的目标是让输出齿轮转动起来，激活你已经习得的语言。\r\n\r\n任何没有压力的写作在一开始都是一个好的选择。这可以是给自己写电子邮件或写日记；任何能帮助你让文字流动起来的东西。\r\n\r\n很快，你应该找到一种方法，与讲母语的人进行文字对话。社交互动向你的大脑发出信号：输出是重要的。与真实的人聊天将写作变成交流，而不是简单地为了练习而练习。我们将在下一篇文章中提供更详细的入门说明。\r\n\r\n当你写作时，尽量坚持使用你有信心的短语，不要为了给人留下印象而试图使用你没有掌握的高级词汇。\r\n\r\n现在，不要担心会犯错。你的直觉应该足够强大，可以防止错误成为坏习惯。我们将在阶段 3B 更深入地讨论处理错误的问题。", + "type": "text/markdown", + "caption": " 3A1：开始输出\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A Starting Output" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Activity Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Activity Guide.json" new file mode 100644 index 0000000..dda1676 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Activity Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3B Activity Guide", + "text": "# 3B4：活动指南\r\n\r\n[3B4：活动指南](https://refold.la/roadmap/stage-3/b/activity-guide)\r\n\r\n在阶段 3B，有三个独立的重点内容为你的口语做准备：\r\n\r\n1. 通过写作激活已掌握的语言。\r\n\r\n2. 建立正确发音的肌肉记忆。\r\n\r\n3. 掌握日常对话的理解能力。\r\n\r\n### 语言激活\r\n\r\n如[3B1 Language Activation]()所述，你将通过挖掘你潜在的语言能力来磨练你的写作能力。\r\n\r\n我们建议进行实时书面对话，你可以在以下地方找到交流伙伴：\r\n\r\n##### App\r\n\r\n- [Tandem](https://www.tandem.net/)\r\n\r\n- [HelloTalk](https://brc.hellotalk.com/refold)\r\n\r\n- [Bilingua](https://bilingua.io/)\r\n\r\n- [Discord language servers](https://www.reddit.com/r/languagelearning/comments/5m5426/discord_language_learning_servers_masterlist/)\r\n\r\n##### 网站\r\n\r\n- [Conversation Exchange](https://www.conversationexchange.com/)\r\n\r\n- [My Language Exchange](https://www.mylanguageexchange.com/)\r\n\r\n如果想到与随机的陌生人交谈让你感到焦虑，你倒是可以聘请一位家教，利用课程与他们在聊天中交流。两个最知名的聘请导师的网站是 iTalki 和 Verbling。\r\n\r\n如果你不是在与人交流中书写内容，而是自己写东西，则可以使用 iTalki 上的 \"notebooks 笔记本 \"功能，找到愿意纠正长篇写作的人。\r\n\r\n### 锻炼发音肌肉\r\n\r\n投入时间到影子跟读中，并使用在[3B：发音练习]()中介绍的练习方式进行绕口令训练。\r\n\r\n### 理解对话\r\n\r\n这里与 3A2 Activity Guide 中的内容没有任何变化，继续沉浸在你的语言父母内容、文字聊天和谈话节目中。\r\n\r\n### 每日例行活动示例\r\n\r\n- 在上午进行Anki学习\r\n\r\n- 全天被动地听父母讲话\r\n\r\n- 30分钟的输出练习（写作或跟读）。\r\n\r\n- 45分钟与父母一起沉浸式学习\r\n\r\n- 45分钟阅读或听谈话节目\r\n\r\n我们建议每天交替进行输出活动，一天专注于书写，下一天专注于影子跟读。\r\n\r\n### 精进提升\r\n\r\n进入阶段 3C：当你对语言父母内容的理解力达到 6级，并能自如地用文字表达自己时，就可以进入口语阶段。\r\n\r\n有些人不喜欢写作，而是喜欢说话，如果你是这些人中的一员，那么请随意同时进行阶段 3B 和 3C。", + "type": "text/markdown", + "caption": " 3B4：活动指南\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Activity Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Language Activation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Language Activation.json" new file mode 100644 index 0000000..8ce9c91 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Language Activation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3B Language Activation", + "text": "# 3B1：语言激活\r\n\r\n[3B1：语言激活](https://refold.la/roadmap/stage-3/b/language-activation)\r\n\r\n一旦你的理解力达到5级或更高，大部分的理解力都是自动的，毫不费力，即使你想不理解，你也无法阻止自己。这是可能的，因为通过输入，你的大脑已经构建了一个关于你的目标语言如何工作的潜意识模型，因为这个模型是潜意识的，所以它不需要花费脑力去激活，你的大脑会自动利用这个模型将语言输入转化为纯粹的意义，使你能够理解。\r\n\r\n输出能力来自于利用这个模型并反向运行它。你有一些你想表达的东西，你的大脑通过这个模型运行，将其转换为你的目标语言，就像理解力一样，这在很大程度上也是一个潜意识的过程，这使得输出变得自动和毫不费力，这是流畅地说出你的目标语言的关键。\r\n\r\n学习反向运行模型的过程被称为 \"语言激活\"。\r\n\r\n### 激活的各个阶段\r\n\r\n语言在激活过程中要经历三个阶段：\r\n\r\n1. 习得\r\n\r\n2. 可用\r\n\r\n3. 激活\r\n\r\n习得指的是你的大脑对语言的潜意识模型。如果你在沉浸式学习中遇到一个词或结构时，能毫不费力地理解它，这意味着你已经习得了它。\r\n\r\n当你想用你的目标语言表达一个给定的想法时，你的潜意识会在你已经掌握的语言库中搜索，寻找相关的单词和短语。它找到的语言会自然地出现在你的意识中，我们把这些词和短语称为 \"可用语言\"。\r\n\r\n将可用的语言片段组合成完整的句子，就像解开一个谜题。你通过直觉评估拼图碎片的契合度：什么感觉是对的，什么感觉是错的。如果你能够把这些碎片组合在一起，而且你确定感觉是对的，符合你想表达的想法，那么语言就会被激活。\r\n\r\n激活可以被认为是将你的纯粹思想与特定的语言片段连接起来的过程。一旦你建立了这种连接，你就能在未来毫不费力地使用哪些语言片段。\r\n\r\n例如，假设你的目标语言是英语，而你想表达的是有一只狗和你住在一起的想法。你的脑海中突然出现了 \"我\"、\"拥有\"、\"有\"、\"宠物\"、\"一个\"、\"的 \"和 \"狗 \"等词，通过自己的直觉反应，你能够构建这样一个句子：\"我有一只狗\"。这感觉是正确的，所以你说出来了，这将激活 \"我有一个【空白】 \"的结构以及 \"狗 \"这个名词，通过这样的方式，你就能在今后毫不费力地使用这种模式。\r\n\r\n### 从写开始\r\n\r\n我们建议你从写作而不是说话开始。正如我们在概述中提到的，说话需要将四种不同的技能统一起来。另一方面，写作允许你只关注将你的想法转化为文字的过程，这使得它比说话更适合于语言的激活。\r\n\r\n写作的另一个好处是它给你时间去思考。与说话不同的是，你可以根据需要花更多的时间来拼凑可用语言的拼图。\r\n\r\n最重要的是，写作给了你一个可以评估的产出的客观记录，这使得写作成为从母语者那里获得反馈的更有效工具。\r\n\r\n### 解开谜题\r\n\r\n写的时候，你的目标应该是激活。这意味着你应该使用你的潜意识为你提供的语言；而不是在你写作时查找单词或变体，查资料是一种拐杖，它隐藏了你真正的语言能力。\r\n\r\n如果你以前曾正确地输出过一段内容，那么它就会自然而然地出现，你会对它感到非常自信。\r\n\r\n如果这是你第一次说什么，你可能也会觉得很有信心。有时，所有的部分都很合适，你可以感觉到，它就是正确的，在这种情况下，只要说或写一两次这些话，你就会激活它们，让你在未来毫不费力地使用它们。\r\n\r\n然而，更多的时候，你会对这些语言难题中的绝大多数感到不确定。你不会确定这些碎片到底是如何组合的，你的脑海中可能会出现一些词语，但你不确定到底如何使用它们，或者，你可能认为你知道如何表达某个想法，但没有十足的把握。\r\n\r\n对于这些不确定的情况，你需要得到确认，你是对还是错。不确定性阻碍了语言的全面激活，所以你需要对自己的猜测更加自信，以加速激活。\r\n\r\n### 正确性校准\r\n\r\n当你刚开始输出时，你会对很多事情不确定，但实际上是正确的。随着你越来越适应，你很可能会变得过于自信，并开始不知不觉地犯错，最终，你会进入一个快乐的中间状态，你会知道自己知道什么，不知道什么。\r\n\r\n为了达到这种自我意识的状态，在输出时使用自我检查和确认工具。\r\n\r\n#### 自我检查\r\n\r\n每当你写一个句子时，问问自己，你有多大信心认为它是正确且自然的。\r\n\r\n最好是在不确定的方面犯错。只要你对这个句子感到不确定，犯错误是可以的，这种不确定性可以防止错误固化为一种坏习惯。\r\n\r\n#### 确认\r\n\r\n假设你的对话伙伴愿意纠正你，他们就能实时地给你确认。当你得到纠正时，在心里记下，在你的沉浸中注意这种情况。\r\n\r\n如果你不在一个有伙伴愿意纠正你的情况下，那么你可以用谷歌来代替。\r\n\r\n在这个阶段，输出不应该是一个创造性的过程。曾经有人可能已经说了你想说的东西，在谷歌上搜索这个词或结构，看看本地人以前是否使用过同样的短语，以及它的使用方式是否与你预期的一样。\r\n\r\n通过谷歌确认可能是一个繁琐的过程，会影响到对话的进行。如果你只想和某人进行对话，而不担心确认的问题，那么只要在头脑中记下那些感觉不确定的东西，然后在你的沉浸中寻找它们。\r\n\r\n#### 盲点\r\n\r\n你不可避免地会犯错，而且没有意识到这一点。你无法自己解决这一类的错误，如果你等待的时间太长，它们会变成永久的习惯。\r\n\r\n确保母语人士定期纠正你的写作，以便你能意识到这些盲点。当母语人士指出一个盲点时，不要狭隘地专注于具体的错误，通常情况下，一个盲点会引起一整类错误，在不同的情况下反复表现出来。\r\n\r\n例如，许多人在不知不觉中会陷入他们母语怪圈中。虽然这个句子在他们听来没有问题，但作为母语者会认为它的措辞很奇怪，不常见。\r\n\r\n一旦你意识到这些盲点，你就会自然而然地在你的沉浸中寻找它们，并在尝试输出时避免它们，有了足够的输入，你会完全克服这种倾向。\r\n\r\n### 对于获得纠正的小建议\r\n\r\n大多数母语者（native speaker）会不熟悉 Refold 方法。在纠正你的写作时，他们往往会试图向你解释为什么你错了，最好的办法是忽略他们，母语者通常可以告诉你什么时候错了，并告诉你如何改正，但他们几乎永远无法解释为什么，只要注意到他们指出的一类错误，并在你的沉浸中注意它们就可以了。\r\n\r\n像 Tandem 和 HelloTalk 这样的应用程序允许你在与当地人（natives）的实时对话中得到纠正。如果你不喜欢这些应用程序，可以在谷歌上搜索其他语言交流社区。\r\n\r\n请注意，母语者（native speaker）不一定会纠正你。有时，他们会沉浸在对话中，不注意小错误。偶尔和指导老师（tutor）一起学习是很有用的，因为他们受过训练，可以指出所有的错误。\r\n\r\n如果你想得到专业的纠正，或者如果你对与随机的陌生人交谈感到紧张，我们建议聘请一位 iTalki 导师。在激活过程的这个阶段，我们建议与这个人进行文字聊天，而不是与他们说话，这样你就可以专注于改善你的写作。\r\n\r\n### 解决疑难\r\n\r\n如果你是一个自然的输出者，上述信息应该足以让你通过所有的阶段 3。然而，如果你发现自己在输出方面有困难，我们已经在下一篇文章中写了一个详细的故障排除指南。", + "type": "text/markdown", + "caption": " 3B1：语言激活\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Language Activation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Output Troubleshooting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Output Troubleshooting.json" new file mode 100644 index 0000000..2d894b2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Output Troubleshooting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3B Output Troubleshooting", + "text": "# 3B2：输出Q&A\r\n\r\n[输出Q&A](https://refold.la/roadmap/stage-3/b/output-troubleshooting)\r\n\r\n如果输出对你来说是丝滑的，你可能不需要这个指南。然而，如果你一直在为输出而挣扎，即使你已经得到了大量的输入，本指南提供了一个框架来思考你可能面临的问题以及如何解决它们。\r\n\r\n从根本上说，几乎所有关于产出的问题都可以通过更多的输入来解决。\r\n\r\n### 激活的各个阶段\r\n\r\n正如 3B1 Language Activation 中提到的，语言在激活过程中要经历三个阶段。\r\n\r\n1. 习得：当你建立了你的语言的内部模型\r\n\r\n2. 可用：当习得的语言出现在你的头脑中\r\n\r\n3. 激活：当你把纯粹的思想和可用的语言联系起来\r\n\r\n你的目标是拥有完全习得、完全可用和完全激活的语言，这将产生你知道这是正确的即时的输出，你不必去刻意地有意识地想它。\r\n\r\n输出的困难可能是由这三个阶段中任一部分的失败造成的。\r\n\r\n### 理想情况\r\n\r\n有一部分语言你已经完全掌握，完全可用，但你以前从未尝试过输出它。\r\n\r\n每当你第一次尝试输出一个单词或一段话时，都会有一些小小的犹豫，一旦你输出了一到两次，这段话就会被完全激活，犹豫也会消失。\r\n\r\n### 可用问题\r\n\r\n当你完全掌握了一些东西（意味着你可以在你的沉浸中轻松地识别和理解它），这并不意味着它总是可以被输出。\r\n\r\n#### 部分可用\r\n\r\n有三种类型的部分可用的语言：\r\n\r\n1. 不完整的。一些东西突然出现在你的脑海中，但它不足以表达完整的想法。例如，一个名词突然出现在你的脑海中，但你却不记得与之相配的动词。\r\n\r\n例如，一个名词突然出现在你的脑海中，但你却不记得与之相配的动词。2. 不确定。有些东西突然出现在你的脑子里，但你不确定。拼图碎片拼在一起，但有些东西感觉不对。3. 目标语言冲突。有两个东西出现在你的脑海中，而你不确定哪一个是正确的。\r\n\r\n在所有这三种情况下，你只需要额外接触一下这个词或模式，以培养自己使用它的能力，在心里记下，在你的沉浸中寻找这种模式。你也可以尝试用谷歌或母语人士当场确认它。\r\n\r\n参见 3B-1 Language Activation 中 Confirm 部分的说明，查看更多细节。\r\n\r\n#### 母语冲突\r\n\r\n最常见的输出错误之一是当你把某些东西作为你的母语的翻译来表达，而不是以自然的方式在你的目标语言中表达。\r\n\r\n回到我们的纸鹤比喻，这是一个你回到你的原始语言的褶皱中的例子。正如我们在 2B3：Casual Mono-Lingual Transition 中所描述的，每种语言都有不同的看待世界的方式。要想自然地用你的目标语言说话，你需要采用你的目标语言的世界观。\r\n\r\n大多数情况下，你已经掌握了必要的语言，只是需要改变你的思维方式。解决这个问题的关键是问自己一个正确的问题，与其问 \"我怎么说？\"，不如问自己 \"在这种情况下，母语者会怎么说？\"，这种对问题的微妙重构往往会从你的潜意识中产生完全不同的结果。\r\n\r\n#### 不可用\r\n\r\n有时，即使你已经完全掌握了一些东西，当你需要它的时候，这种语言也不会出现在你的脑海中，你觉得你知道怎么说，但你就是想不起来。\r\n\r\n你的大脑会自动记下这些令人沮丧的情况，并在你的沉浸感中成为注意它们的准备，由于频率偏误，你可能会开始到处看到这种情况。\r\n\r\n只要是你已经获得的东西，你通常会在下一次看到它的时候有一个尤里卡时刻（“我成功了！”的时刻），并且在下一次你想输出它的时候，这个语言就会出现。\r\n\r\n你也可以用谷歌刻意搜索出这个短语。然而，如果你找到的答案感觉不熟悉，这意味着你还没有掌握它，你不应该尝试在对话中使用它。\r\n\r\n### 习得问题\r\n\r\n#### 部分习得\r\n\r\n如果你在沉浸式学习中能认识和理解一些东西，但需要一些脑力劳动，那么你可能还没有完全习得这个词或短语。当你试图在输出中使用这样的短语时，一开始会觉得是一个可用性问题。\r\n\r\n为了确定它是可用性问题还是习得性问题，可以使用谷歌或母语人士来确认使用该短语的正确方式。如果正确的版本在你的脑海中感到熟悉和清晰，那么这就是一个可用性问题。如果感觉不熟悉，或者感觉意思模糊，那就是习得问题。\r\n\r\n获取问题可以通过更多的沉浸感来解决。这是频率偏误会使你在沉浸中注意到这个词或短语的另一种情况，并会帮助你完全习得它。\r\n\r\n尽量避免这种未习得的语言，直到你能在沉浸中觉察到它的正确用法。\r\n\r\n#### 部分习得——语法\r\n\r\n如果你反复挣扎着输出一个特定的语法形式，即使你能理解它，这就表明你还没有习得它。\r\n\r\n可理解的输出假说认为，在输入过程中，你不会一直注意到语言的具体语法或句法，因为它们对理解是不必要的。当你在输出过程中试图使用未习得的语法时，你会感到很困难，这种困难向你的大脑发出信号，让你在沉浸中寻找语法的例子，以便你能更快地掌握它。\r\n\r\n通常情况下，我们会建议你避免使用这种未习得的语法，直到你能完全习得它。不幸的是，这可能是不可能的，许多语法形式是日常输出所必需的，即使你还没有掌握它们，你也需要使用它们。\r\n\r\n这是我们建议在输出时使用有意识监控的唯一情况。如果你不能避免犯错，那就有意识地学习正确的方法，当你输出时，仔细检查自己，以确保你使用得正确。最终，你会掌握这种语法，你就不需要再检查自己了。\r\n\r\n#### 未习得\r\n\r\n你将无法表达属于你还没有学会理解的领域的东西。\r\n\r\n如果你不知道如何表达某件事情，那么就不要费心去尝试，说一些你有信心的其他东西，不要试图使用花哨的词语、困难的概念或你还没有学会如何理解的领域。\r\n\r\n记住，你正在努力掌握日常对话的领域，不要试图写一篇关于物理学或政治的论文。\r\n\r\n不要因为自己的知识有差距而自责。一旦你掌握了你的第一个领域，扩展到其他领域就会变得容易得多，你将在阶段 4 处理新的领域。", + "type": "text/markdown", + "caption": " 3B2：输出Q&A\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Output Troubleshooting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Pronunciation Training.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Pronunciation Training.json" new file mode 100644 index 0000000..7ad4741 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3B Pronunciation Training.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3B Pronunciation Training", + "text": "# 3B3：发音训练\r\n\r\n[发音训练](https://refold.la/roadmap/stage-3/b/pronunciation-training)\r\n\r\n拥有一个令人愉快和容易理解的口音，就能迅速与讲母语的人建立牢固的联系。改善你的口音可以减少对话中的摩擦，使你更容易交到朋友、给约会者留下好印象、或得到一份工作。\r\n\r\n发音在很大程度上是一种身体技能，需要通过身体训练来掌握，不幸的是，无论你得到多少输入，仅靠输入并不能保证良好的发音。\r\n\r\n输入使你有能力准确感知目标语言的声音，这使你能够自我纠正你的发音。\r\n\r\n如果没有这种能力，实现类似母语人士的口音是不现实的。母语人士纠音和消除口音课程可以帮助你，但如果你听不到自己的口音，你能取得的成绩是有限的。\r\n\r\n### 肌肉记忆\r\n\r\nRefold 的标志是一只折纸鹤，因为第二语言的学习就像展开纸鹤，试图用同一张纸来折出一个新的形状。\r\n\r\n用旧纸折出一块新的折纸所面临的挑战是，纸上保留着原始形状的记忆，很难避免遵循相同的折痕。\r\n\r\n这个比喻完全适用于你口中的肌肉记忆。外国口音出现的很多原因是你的嘴已经被训练成某种方式，而偏离这种方式是非常困难的。\r\n\r\n要想说话没有口音，你需要建立起母语人士所使用的嘴部运动模式的强度和精确性，同时你需要放松母语人士不使用的肌肉。\r\n\r\n### 再编译你的嘴巴\r\n\r\n当你开始说你的目标语言时，你的嘴会损伤（真的），你以前从未这样使用过你的嘴。\r\n\r\n要像对待身体的其他肌肉一样对待你的嘴，这意味着热身、拉伸和锻炼，对于嘴来说，这些被称为 \"发音关节练习\"。\r\n\r\n#### 发音关节\r\n\r\n有许多类型的发音方式练习，有些将取决于语言。\r\n\r\n##### 口腔放松技巧\r\n\r\n当你试图说话时，你现有的肌肉记忆会争先恐后地接管主权，当你发现这种情况发生时，可以尝试使用歌手和公众演讲者使用的口腔放松技巧。\r\n\r\n- [Self-Massage for Public Speakers 公共演讲者的自我按摩](https://www.youtube.com/watch?v=FeInlCG39cg)\r\n\r\n- [Self-Massage to loosen TMJ (Jaw Joint) 松弛颞下颌关节（Jaw Joint）的自我按摩 ](https://www.youtube.com/watch?v=1vIflQO8EMc&index=2&list=PLX_RJGBBGWajf7bPixEeaAhMtojEnCw5a)\r\n\r\n- [Exercises to loosen TMJ (Jaw Joint) 松弛颞下颌关节（Jaw Joint）的练习](https://www.colgate.com/en-us/oral-health/temporomandibular-disorder/tmj-exercises-for-pain-relief)\r\n\r\n- [How to have a Neutral Jaw 如何拥有一个中立的下巴 ](https://youtu.be/FGRyfyWwCes?t=216)\r\n\r\n##### 口腔的拉伸与热身\r\n\r\n要说出你的目标语言，你的嘴需要以完全不同于你习惯的方式运动，拉伸你的嘴巴可以帮助放松你用于母语的肌肉的张力，让它们在你的目标语言中更自然地运动。\r\n\r\n此外，当你发现你的嘴因为说你的目标语言而受伤时，拉伸练习可以帮助肌肉更快恢复。\r\n\r\n以下视频的前半部分展示了如何拉伸你的嘴巴，后半部分是一套专门针对英语学习者的发音练习。\r\n\r\n- [Exercises for English Learners 针对英语学习者的练习 ](https://www.youtube.com/watch?v=l69yZ5xabbo)\r\n\r\n##### 绕口令\r\n\r\n绕口令是一种刻意增加难度的说话方式，当发音错误时有时会产生幽默的结果。绕口令的难度在于语言中相似（但不同）的声音之间的快速交替。\r\n\r\n大多数语言都有绕口令，它们对训练你的嘴在不同声音之间快速移动的能力很有帮助。\r\n\r\n##### 清晰发音练习\r\n\r\n这些就像绕口令，但它们通常不是单词或句子，它们是辅音和元音的组合，依次交替进行，以帮助提高说话的准确性和清晰发音。\r\n\r\n在下面的视频中，你可以看到这些类型的英语练习的例子。\r\n\r\n- [Articulation exercises](https://www.youtube.com/watch?v=3Qjr9nWh5cU) for public speaking 公开演讲的发音关节练习\r\n\r\n##### 特殊声音\r\n\r\n有时，你会为在目标语言中发出一个特定的声音而苦恼，Rolled-R（卷舌R音，大舌音 or 小舌音）是学习者常见问题。\r\n\r\n了解这个音的名称，并在谷歌上搜索练习指南。每天练习难点声音，直到你能发出它们。\r\n\r\n### 影子跟读\r\n\r\n上述练习很有帮助，但要培养自然的发音，你需要用真实的语言进行练习。\r\n\r\n有些人通过录制自己大声朗读一本书，然后回听的方式来做到这一点，这种方法的问题是，你没有一个直接的目标来与自己比较。\r\n\r\n相反，我们建议影子跟读你的语言父母。\r\n\r\n#### 什么是影子跟读？\r\n\r\n影子跟读是指倾听你的语言父母，重复他们所说的话，然后将你的输出与他们的输出进行比较。因为你有一个直接的比较对象，你可以准确地注意到他们的发音和你的发音之间的差异，然后你可以专门练习这些差异，形成一个反馈循环，使你的发音与他们的发音一致。\r\n\r\n#### 前提条件\r\n\r\n我们不建议在你对父母的理解力达到5级之前进行跟读，你应该能够清楚地听到你父母说话时的每一个字。\r\n\r\n如果你不能准确地听清你语言父母的声音，你就无法识别你和他们说话的差异，这可能会导致建立不正确的肌肉记忆和不良发音，以后就很难纠正了。\r\n\r\n#### 学会在你的母语中做影子跟读\r\n\r\n影子跟读是一项需要练习才能学会的技能。你的大脑并不习惯在短期记忆中保留准确的措辞，通常情况下，它只是抓住了意思，而放弃了具体的词。\r\n\r\n为了培养这种技能，在尝试用你的目标语言做影子跟读之前，先练习用母语做影子跟读。\r\n\r\n#### 影子跟读的类型\r\n\r\n有两种不同类型的影子：连续句和完整句。它们各有利弊，所以我们建议将两者混合使用。\r\n\r\n##### 连续影子跟读\r\n\r\n连续跟读包括听你的父母说话，并实时大声重复他们所说的一切。如果你犯了一个错误或落后于你的父母，你就继续下去。\r\n\r\n连续跟读的不间断性使得它有利于进入心流状态，这对于建立肌肉记忆是非常理想的。缺点是，它可能有点混乱，使你更难磨练出你正在挣扎的特定声音。\r\n\r\n请看下面的视频，看看英语中的影子练习的例子：\r\n\r\n在开始时，你将无法跟上你语言父母的步伐，这很正常，关键是要继续下去，不要担心准确性，不要停顿或倒带，在整个过程中尽可能地复制你的语言父母。\r\n\r\n对你之前已经听过一次的音频进行影子跟读可能会有帮助，也就是说，我们不建议多次跟踪同一段音频。\r\n\r\n一旦你适应了简单的跟读，就把注意力转移到你的发音与他们的发音的相似程度上。你的注意力应该平均分配给语言父母的声音和你的声音。跟读的目的是为了调整你的发音，所以不要担心你语言父母所说的实际内容，注意你的发音和他们的发音之间的差异，随着时间的推移，自然会使你的发音更加准确。\r\n\r\n要想深入了解连续影子跟读的解读，请看下面的视频：\r\n\r\n最简单的连续影子跟读方法是通过扬声器或耳机听你语言父母说话的音频，然后大声重复他们说的话。为了使这个方法正常发挥作用，你必须能够听到你语言父母和你自己的声音。\r\n\r\n找到合适的音量可能是困难的。人们经常反馈说，他们要么无法在音频中清楚地听到自己的声音，要么无法在自己的声音中清楚地听到音频。\r\n\r\n你可以调整麦克风或音频接口使你能够通过耳机听到自己的声音，来解决这个问题。这也有一个好处，就是让你能更客观地听到自己的声音，你可以让你的声音进入一只耳朵，你父母的声音进入另一只耳朵，或者让两种声音都进入两只耳朵。\r\n\r\n使用这种技术时，请确保你的音频设置对你的声音有最小的滞后，如果滞后超过几百毫秒，就会完全干扰你说话的能力，事实上，有一种叫做 \"Speech Jammer 语音干扰器 \"的设备正是这样做的。\r\n\r\n##### 完整句子影子跟读\r\n\r\n完整句子影子跟读是指，当你听了你语言父母说的一个单独的句子时，尽可能录下你自己模仿这个句子的音频，然后将你的录音与原始录音进行比较，以发现任何差异。\r\n\r\n完整的句子影子跟读对于磨练那些给你带来麻烦的特定声音或声音组合是非常好的。缺点是，不连续的性质使得它在训练整体节奏和流程方面不太有效。\r\n\r\n使用像 Audacity 这样的应用程序，分离出你语言父母说话的单句片段。听几遍这句话，把它装进你的短期记忆中，然后尽可能地录下自己模仿这句话的声音。回头听几遍你的录音和原声，注意你能发现的任何差异，然后，重新录下自己的发音，并试图减少差异，重复这个过程，直到你觉得你已经达到了极限，然后再换一个新句子。\r\n\r\n像Audacity这样的工具还允许你将两段音频叠加起来。这使得识别差异非常容易，当你犯错时，会产生不和谐的声音，听起来很糟糕。请查看本指南guide，了解如何叠加音频的说明。\r\n\r\n术语 \"完整句子技巧 \"是由多语言学家Marc Green 马克-格林创造的，指的是一种类似的方法。在格林的技巧中，你和一个以英语为母语的人坐在一起，向他们大声读出一个句子，他们给你反馈你的声音，然后再给你读同样的句子，你重复这样做，直到你对自己的声音感到满意。\r\n\r\n在 Refold 中，当你练习完整句子影子跟读时，你已经发展了你准确感知目标语言声音的能力，这使你能够作为你自己的伙伴发挥作用，并给自己反馈，也就是说，如果你曾经觉得你的发音发展被卡住了，那么找到一个母语人士并应用格林的原始方法会有帮助。", + "type": "text/markdown", + "caption": " 3B3：发音训练\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Pronunciation Training" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Activity Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Activity Guide.json" new file mode 100644 index 0000000..3177b08 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Activity Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3C Activity Guide", + "text": "# 3C5：活动指南\r\n\r\n[Activity Guide | Refold](https://refold.la/roadmap/stage-3/c/activity-guide)\r\n\r\n此时，有许多不同的可能活动。你需要设计你自己的计划和时间表，以专注于你的个人目标。\r\n\r\n有两个不同的重点，你可以选择：\r\n\r\n1. 拓展你的口语能力。\r\n\r\n2. 提高你的口语表现。\r\n\r\n### 专注口语能力\r\n\r\n如果你刚开始说话，我们建议先把重点放在能力上。你需要掌握的是母语演讲的许多细微方面，你也很可能在阶段 3B 留下一些能力上的差距。\r\n\r\n要提高你的能力，有三个方面是你要关注的：\r\n\r\n1. 特定口语习得\r\n\r\n2. 一般性习得\r\n\r\n3. 激活已习得的语言内容\r\n\r\n#### 特定口语习得\r\n\r\n正如在[3C2 口语能力]()中所描述的那样，随着口语能力的提高，你需要开始关注许多新的语言特征。在模仿这些特征之前，你需要训练自己注意到它们。\r\n\r\n继续沉浸在谈话节目中，直到你的理解力达到6级level 6。花点时间积极倾听每一个新的语言特征。\r\n\r\n#### 一般性习得\r\n\r\n当你开始说话时，你会遇到一些词汇和语法模式，你能够理解，但还不确定如何使用。这些是你想尽快填补的小型能力差距。沉浸在日常对话（阅读和口语）以及你经常谈论的任何小型领域中。使用[3B2 Output Q&A]()中的建议，以确定任何习得性差距并填补它们。\r\n\r\n警告：如果你遇到过多的能力错误，那意味着你还没有准备好说话。在这一点上，你对语言父母和生活片段电视节目的理解力应该达到6级。如果没有，那就继续沉浸其中吧!\r\n\r\n#### 激活已习得的语言内容\r\n\r\n通过阶段 3B 的写作练习，你的大部分习得的语言内容应该已经被激活。如果你在尝试说话时头脑一片空白，你可能需要激活更多的语言。\r\n\r\n继续通过在线文字聊天与人对话，你也可以用长篇写作的方式来激活大块的新获得的词汇，并巩固你的语法能力。\r\n\r\n大多数语言都应该被激活，并准备好在口语中使用，但有时你需要说一两次才能建立起最终的连接。练习独白或与当地人的随意交谈，让自己接触到可以进行最后口语连接的场景。\r\n\r\n### 专注口语表现\r\n\r\n如果你对自己目前的能力水平感到满意（即你可以写得很舒服），但你对自己的口语能力感到沮丧，那么你只需要练习你的表现。\r\n\r\n提高口语表现将帮助你在谈话中感到自信和舒适，有四个方面是你要关注的：\r\n\r\n1. 成为一个好的谈话伙伴\r\n\r\n2. 说话时的舒适感\r\n\r\n3. 语言的准确性\r\n\r\n4. 发音\r\n\r\n#### 成为一个好的聊天伙伴\r\n\r\n成为一个好的对话伙伴意味着你可以倾听另一个说话者，注意他们所说的话，并给他们适当的反馈，让他们知道你在听。\r\n\r\n你越容易理解你的伙伴，你就越能听懂他们的话。沉浸在谈话节目和其他嘈杂的音频中，提高你的倾听能力，直到毫不费力。要特别注意回话、说话者的过渡、以及社交举止，这样你就能理解什么是适合你的语言和文化。当你与当地人进行日常谈话时，试着模仿这些。\r\n\r\n#### 自如说话\r\n\r\n变得说话自如完全关乎于练习。你只需要反复地、经常地让自己暴露在对话中，使用独白作为练习的一种方式，压力较小，但要确保你也花时间与真实的人进行真正的对话。\r\n\r\n如果你在适应方面有困难，请查看3C-4 Speaking Q&A，了解如何改进的技巧。\r\n\r\n#### 语言准确性\r\n\r\n你需要确保你使用的语言是正确的。录制你的对话并回听可以帮助你提高语言的准确性，但获得母语者的反馈也很重要。母语人士会指出你自己不会注意到的语言能力中的差距。\r\n\r\n请参阅3C-3 Speaking Practice关于如何获得口语能力反馈的解释，\r\n\r\n#### 发音\r\n\r\n3B-3 Pronunc. Training中概述的所有练习仍然适用，确保你依然积极地与你的语言父母沉浸在一起，并注意3C-2 Speaking Competence中概述的语言特征。\r\n\r\n继续影子跟读，但也要尝试模仿你的语言父母，如3C-3 Speaking Practice中所述的那样。\r\n\r\n### 示例时间表：能力\r\n\r\n假设你每天有两个小时的活动时间：\r\n\r\n- 15分钟Anki\r\n\r\n- 60分钟的脱口秀和生活片断的沉浸式学习\r\n\r\n - 再加上一天中额外的被动听力。\r\n\r\n- 45分钟的激活和口语练习\r\n\r\n - 休闲谈话或写作\r\n\r\n### 示例时间表：表现\r\n\r\n假设你每天有两个小时的活动时间：\r\n\r\n- 15分钟Anki\r\n\r\n- 60分钟沉浸在脱口秀和语言父母的节目中\r\n\r\n - 再加上一天中额外的被动听力。\r\n\r\n- 45分钟的口语或发音练习\r\n\r\n - 影子跟读\r\n\r\n - 模仿\r\n\r\n - 纠正性对话\r\n\r\n### 继续精进\r\n\r\n在阶段 3 结束时，你应该能够自如地应对日常讲话，当你想扩展到新的领域时，可进入阶段 4。", + "type": "text/markdown", + "caption": " 3C5：活动指南\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Activity Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Build Speaking Competence.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Build Speaking Competence.json" new file mode 100644 index 0000000..b930bed --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Build Speaking Competence.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3C Build Speaking Competence", + "text": "# 3C2：发展口语能力\r\n\r\n[Build Speaking Competence | Refold](https://refold.la/roadmap/stage-3/c/speaking-competence)\r\n\r\n到此为止，你在日常讲话领域已经达到了非常高的理解水平。现在，理解力本身已不再是一个问题，你有足够的精神带宽，可以开始注意母语语音的更微妙的方面。注意和模仿这些微妙的方面是听起来像母语的关键。\r\n\r\n下面，我们将解释三类语言特征，你在试图模仿母语的时候，应该注意到这些特征：\r\n\r\n1. 母语人士表达的是什么想法？\r\n\r\n2. 他们是如何用语言组合成这些想法的？\r\n\r\n3. 他们如何用什么辞藻形成这些语言组合的？\r\n\r\n你不应该期望在第三阶段结束时就能掌握这些，掌握所有这些是一个终生的追求，这只是一个清单，当你聆听和模仿你语言父母的讲话时，要开始注意这些事情。\r\n\r\n### 母语人士表达了什么\r\n\r\n说外语并不是简单地用外语单词来表达相同的想法。每种语言通常所表达的思想都有根本的不同，要想说得自然，你需要表达你的目标语言中经常出现的想法，同时避免表达那些在你目标语言中不常见的想法。\r\n\r\n例如，在美国，人们通常会询问你的星座和占星术的情况。而在日本，人们几乎从不谈及星座。如果你问一个日本人他们的星座，他们可能会给你一个困惑的眼神。\r\n\r\n相反，日本人通常会问到血型和相关的性格特征。如果一个日本人告诉一个美国人，他们的性格与他们的血型不同，美国人可能会非常困惑。\r\n\r\n了解在你目标语言中通常表达什么样的想法很重要，这可以让你说的内容听起来自然，以及避免聊天中出现尴尬。\r\n\r\n#### 社会背景\r\n\r\n在特定的社交场合，当地人会有一些标准的行为和反应，这些包括肢体语言、时机、不主导谈话等，如果你的行为与你的对话伙伴的期望不一致，就会让他们感到不舒服。\r\n\r\n例如，在英语中，收到赞美后表示感谢是正常的。在日语中，否认赞美并宣称相反的事实是更常见的。\r\n\r\n这些反应和行为在不同的语言和文化中是不同的，所以你需要刻意去识别和练习那些与你的目标语言相关的反应。\r\n\r\n### 不同想法的地道措辞\r\n\r\n尽管你可能完全理解当地人所说的话，但在措辞和语境上有一些微妙之处，可能不会立即显现。\r\n\r\n#### 同样的想法，不同的措辞\r\n\r\n有些想法在母语和目标语言中都存在，但在其中的措辞却完全不同。\r\n\r\n例如，在英语中，我们说 \"I am hungry 我饿了\"，但在西班牙语中，他们说 \"I have hunger 我有饥饿感\"，而在日语中，他们说 \"My stomach has become empty 我的肚子已经空了\"。\r\n\r\n通过沉浸式学习，你可能已经注意到了其中的许多内容。请继续注意你的目标语言中的具体措辞方式，以避免从你的母语中不自然地迁移过去。\r\n\r\n#### 语体风格\r\n\r\n即使在同一文化中，不同的语体也会在不同的语境中使用，这些不同的风格被称为 \"语体风格\"。\r\n\r\n例如，许多语言的礼貌用语和休闲用语有不同的语体风格，这些差异可能是在连接词、词汇或直接性方面。\r\n\r\n在英语中，如果你不认识这个人，祈使句就是不礼貌的。在餐馆里，我们经常把我们的要求表述为问题或陈述，而不是直接命令，以显得更有礼貌：\"请给我两个玉米饼 \"或 \"我能吃两个玉米饼吗\"；而不是 \"给我两个玉米饼\"。\r\n\r\n在西班牙语中，说 \"请给我两个玉米饼 \"会被认为是很奇怪的正式用语。而 \"给我两个玉米饼 \"则要自然得多。\r\n\r\n了解特定语境下的正确语体是融入母语人士的关键，并将帮助你避免尴尬的情况。\r\n\r\n##### 当地人的语体风格错误\r\n\r\n并非所有的语体风格错误都会使你听起来像外国人，有一些本国人也会犯的语体风格错误。戏剧《窈窕淑女》My Fair Lady 讲述的是一个高贵的英国人将英国上流社会的语体风格教给一个卑微的花季少女。\r\n\r\n为了掌握某种语体风格，从普通的演讲单独进行训练要是最有效的，就像 《窈窕淑女》中的 Eliza。\r\n\r\n#### 填充语\r\n\r\n即使是以英语为母语的人，也不可能说得非常流畅和毫不犹豫，他们经常停顿下来思考或寻找合适的词语，\"填充语\"是在这些停顿期间所说的话，如果使用得当，它们可以让你以一种非常自然的方式暂停你的讲话。\r\n\r\n常见的英语填充词是 \"嗯 \"和 \"像\"。\r\n\r\n因为填充词并不传达意思，所以你的大脑在听的时候往往会把它们过滤掉。事实上，你越是了解你的目标语言，你就越不可能注意到它们。\r\n\r\n为了降低这种情况，在与你的语言父母一起沉浸的时候，花一些时间故意倾听填充语，试着了解各种填充语之间的区别，以及应该以什么样的频率使用它们才能听起来自然。\r\n\r\n#### 搜肠刮肚\r\n\r\n母语人士在说话过程中拐弯抹角，改变说话内容也很常见。与写作不同的是，在写作中你可以随时修改以前的想法或措辞，而在口语中，你需要实时覆盖以前的想法以澄清或重新措辞。\r\n\r\n母语人士使用的具体搜肠刮肚方法对每种语言都是独一无二的。学会像本地人一样拐弯抹角，将为你提供搜肠刮肚的空间，而不会让人觉得你缺乏语言能力。\r\n\r\n英语中的例子：\r\n\r\n- “He was really tall, well, I mean, not that tall, but like, tall for a kid”. \"他真的很高，嗯，我的意思是，不是那么高，但是，对于一个孩子来说很高\"。\r\n\r\n- “I’ve been feeling really lazy lately… well… now that I say it out loud, it’s not really laziness. More like lethargy.” \"我最近感觉很懒......嗯......现在我大声说出来，这不是真正的懒惰。更像是昏昏欲睡。\"\r\n\r\n开始留意母语人士在你的目标语言中搜肠刮肚的具体方式。\r\n\r\n#### 语音连接\r\n\r\n语音连接部件使你能够顺利地继续一个想法，或从一个想法过渡到另一个想法，在同时表达多个观点时，它们对自然地将观点串联起来很重要。\r\n\r\n下面是一个句子延续和视角变化的例子：\r\n\r\n“So I went to the market, and there was this guy there, and he told me about this concert tonight, and I was like, “Oh my god, my friend loves that band”, and so I had to text you to see if you wanted to go.”\\n\"所以我去了市场，那里有一个人，他告诉我今晚有一场音乐会，我当时想，\"天哪，我的朋友喜欢那个乐队\"，所以我不得不给你发短信，看你是否想去。\"\r\n\r\n在上面的例子中，有三种类型的连接词被使用。\"And 而且 \"连接了一连串的想法来讲述一个故事。俗语 \"I was like 我就…… \"让说话者从过去的角度过渡到现在的说话角度，并引用自己的话。连接词 \"so 所以\"建立起之前的想法和未来的想法之间因果关系。\r\n\r\n注意母语人士是如何将想法连接起来的，回溯修改他们的想法，或者偏离主题，这些连接词会帮助你说得更自然。\r\n\r\n#### 说话人的过渡\r\n\r\n在谈话过程中，有一些内在的方法可以将你的讲话与前一个发言人的讲话联系起来，这些过渡有助于把你的想法放在以前表达的想法的背景中。\r\n\r\n例子：\r\n\r\n发言人A：\"我相信苹果是最好的水果。\"\r\n\r\n确认和扩展。\"绝对的，我不能没有苹果派。\"\r\n\r\n硬性拒绝。\"绝对不行。桔子更好。\"\r\n\r\n软拒绝。\"虽然我同意苹果很好，但我更喜欢葡萄。\"\r\n\r\n这些过渡使对话在每个发言者和他们的想法之间自然流动。\r\n\r\n#### 嗯呢式回话\r\n\r\n当你在谈话时，对方正在说话，你应该提供反馈，以表明你在听。这被称为 \"回话\"。\r\n\r\n背面引导可以是确认，口头反应，或身体反应。在英语中，\"Yeah\"、\"totally\"、\"uh-huh \"和点头都是确认你在注意对方说话。\r\n\r\n每种语言和文化对对话中的回话类型和数量都有不同的预设。例如，在日语中，需要比英语更频繁地使用回话，如果你不增加你的回话，你的伙伴会认为你很无礼。\r\n\r\n### 当地人发音\r\n\r\n大多数人认为发音是由元音和辅音组成的，但还有许多更深层次的发音需要考虑。\r\n\r\n#### 音素\r\n\r\n当普通学习者考虑发音时，他们通常考虑的是音素：语言中存在哪些元音和辅音。当然，元音和辅音是发音的基础，也是需要掌握的关键。\r\n\r\n你还需要能够读出单词在相邻时是如何流动的，其中一些缩略语可能会出现在书面上（例如，can't），而另一些则不会（例如，youwanna = do you want to）。\r\n\r\n当你完全理解一种语言时，你可能不会注意到许多这样的缩略语，你的大脑会自动将它们转换为多个单词，当听你的语言父母说话时，花一些时间有意地注意他们的特定音素的发音。\r\n\r\n#### 词汇等级\r\n\r\n根据语言的不同，除了音素之外，可能还有其他语言特征可以改变单词的含义，如果你的目标语言包含这些特征之一，在你的沉浸学习中一定要注意它。\r\n\r\n##### 重音\r\n\r\n\"重音 \"是指对一个词的特定部分的强调。在具有重音特征的语言中，强调一个词的错误部分会使其无法理解或完全改变其含义。\r\n\r\n例如，在英语中，当一个词可以作为名词或动词使用时，重音常常被用来表示它应该被解释为哪种方式。第一个音节的重音是名词，最后一个音节的重音是动词。PERmit（名词）vs perMIT（动词）。\r\n\r\n有时，当单词一起使用时，它们会被当作一个重音单位来处理。\r\n\r\n例如：bad TEMpered(1)\r\n\r\n在特定的语境和意义下，一个词通常只有一个正确的重音。如果你的目标语言有单词级或音节级的重音，那么学习并刻意练习纠正的单词重音会很有用，这样听起来更自然。\r\n\r\n##### 音高和音调\r\n\r\n在某些语言中，音高或音调的变化是单词的基本发音的一部分。在这些语言中，用不同的音调来发音相同的音素，可以产生完全不同的含义，如果你的目标语言有音高重音或音调，请刻意研究和练习。\r\n\r\n#### 韵律（句子层面）\r\n\r\n重音、音调、语气、强调和节奏可以在句子层面上用于修改句子的含义或情感状态。\r\n\r\n例如，在英语中，当音调在句子的结尾处向上移动时，句子就会被解释为一个问题。\"I’m in charge 我负责 \"vs \"I’m in charge 我负责？\"。\r\n\r\n语调可以影响句子含义（例如，语调会让某句话听起来很讽刺）。\r\n\r\n英语例子。\"我没说过\"。\r\n\r\n我没说过：强调 \"我 \"传达了对指责的拒绝和指责的枢轴。可以翻译为 \"我不是那个说这话的人\"。\r\n\r\n我没有说：强调 \"没有 \"表达了对指责的拒绝，可以翻译为 \"你在指责我说了一些我没有说过的话\"。\r\n\r\n我没说that：强调 \"那 \"表达了对所说的具体想法的拒绝，可译为 \"我说了一些话，但你误解了我说的内容\"。\r\n\r\n语音的这些方面通常过于微妙，无法刻意研究，必须通过输入获得。\r\n\r\n#### 口音\r\n\r\n即使在同一方言中，也常常有许多不同的口音。例如，在美国，波士顿和纽约有不同的东北口音，路易斯安那州和乔治亚州有不同的南方口音，甚至同一城市的不同社区之间会有微妙的差异。\r\n\r\n当听一个与你语言父母的口音不同的人说话时，试着去注意任何细微的差别。将你想要的说话方式与另一个人进行对比，可以帮助你注意到你语言父母口音中的细微差别，并更好地模仿他们。\r\n\r\n另外，要注意不同的口音都有文化内涵和包袱。如果你带着波士顿口音在纽约走动，要准备好争论棒球的问题。", + "type": "text/markdown", + "caption": " 3C2：发展口语能力\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Build Speaking Competence" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Competence vs Performance.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Competence vs Performance.json" new file mode 100644 index 0000000..8bc54ca --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Competence vs Performance.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3C Competence vs Performance", + "text": "# 3C1：能力与表现\r\n\r\n[Competence Vs Performance | Refold](https://refold.la/roadmap/stage-3/c/competence-vs-performance)\r\n\r\n语言学家诺姆-乔姆斯基提出，语言能力存在两个方面：能力和表现。当你犯输出错误时，你需要正确识别该错误是能力上的错误还是表现上的错误，以便选择适当的练习来修复它。\r\n\r\n请注意：我们的目标不是教语言学（你们的目标更不是学语言学，而是习得、掌握语言能力），而是为语言学习提供一个框架。我们对这些术语的用法可能与严格的语言学定义不同，要了解更多关于原始语言学概念，请看维基百科的相关文章：Competence, Performance 能力，表现。\r\n\r\n### 能力\r\n\r\n当你掌握一门语言时，你的大脑创造了一个无意识模型，即该语言如何运作。能力是指这种无意识的模型，它包含了语言的所有方面，包括词汇的使用、习语俗语、语法和发音。\r\n\r\n在意识上，你以直觉的形式获得你的能力，这是你对什么是正确的，什么是不正确的感觉。\r\n\r\n在阶段 3B，我们解释了语言如何从习得到激活，通过这个过程，你会发现哪些语言你还没有掌握或还不能使用，这些习得或可用方面的差距就是能力问题。\r\n\r\n### 表现\r\n\r\n拥有对某种语言的必要能力并不能保证你在说话时能成功使用它，如果你还记得阶段 3 概述，口语是四种不同技能的组合：\r\n\r\n1. 理解与你对话的人（3A）\r\n\r\n2. 迅速地将你的想法转化为文字（3B）\r\n\r\n3. 移动你的嘴来发音（3B）\r\n\r\n4. 体现自然的举止和表达风格（3C）\r\n\r\n当说话时，你需要分出你的注意力来同时处理所有四个子技能，在时间的压力下，而且不能修改重来的，这使得你的说话能力几乎不可能完全发挥出你的能力范围。\r\n\r\n表现是指你将你的能力转化为正确和连贯的输出的能力，你的表现直接受限于你的能力，如果你用猜来确定什么听起来是对的，什么是错的，你就不能自然地说话。\r\n\r\n然而，能力并不直接转化为表现。你可能在写作时能够完美地表达自己，但这并不能保证你能够轻松地说话，如果你在这四种次级技能中的任何一种上挣扎，你就会在说话时磕磕绊绊。\r\n\r\n你的能力越强，你就越有潜力获得高表现力。然而，即使是以英语为母语的人也会在表现上挣扎，表现为结巴、口齿不清或在压力下僵住。\r\n\r\n表现是通过输出练习来提高的。你在阶段 3C 的目标是通过练习输出来缩小你的能力和表现之间的差距。\r\n\r\n表现不是二元的，它是一个光谱。有许多正确的方法来传达任何给定的想法，这些方法在优雅、简洁和准确的程度上有所不同。一旦你达到了输出能力的基本水平，你就可以开始解决这些更高层次的表现目标。我们将在阶段 4 进一步讨论这个问题。\r\n\r\n### 识别错误\r\n\r\n利用能力和表现之间的区别，我们可以将输出错误分为两类：\r\n\r\n1. 基于能力的错误\r\n\r\n2. 基于表现的错误\r\n\r\n不同类型的错误需要不同的练习活动来解决。\r\n\r\n#### 能力型错误\r\n\r\n基于能力的错误发生在你还没有掌握相关语言的时候。例如，你可能会把一个词念错，因为你从阅读中获得了这个词，而在听的时候还没有听够。\r\n\r\n当你犯了能力型错误时，你通常不会意识到。正如我们在阶段 3B 3B-2 Output Q&A 所讨论的，你需要母语人士的纠正，以意识到这些错误并解决它们。在同一篇文章中，我们解释了，意识会推动你的大脑在你的沉浸内容中搜寻并校准的，通常情况下，意识和输入是你修复能力错误的全部需要。\r\n\r\n也可以通过使用监控意识来弥补这些差距，在每次输出时检查自己，也就是说，在通过输入填补能力差距之前，监控意识只是一个临时的解决方案。\r\n\r\n#### 表现型错误\r\n\r\n表现型错误更容易识别。你已经有了能力，你知道该说什么，你只是疏忽了。\r\n\r\n有些错误会在你犯错的那一刻跳出来，但有些错误会被忽视。当你专注于谈话时，你没有太多的精神带宽来观察自己的讲话，这就是为什么我们建议记录你的对话，以便你可以回听。\r\n\r\n因为你已经发展了自己的能力，所以你的大部分错误将是基于表现的。在回听自己说话的录音时，应该很容易识别这些错误，一旦发现，你就可以通过有针对性的输出练习来纠正错误。\r\n\r\n### 如何识别和纠正错误\r\n\r\n写作时，你有时间和机会对你所说的内容进行追溯性修改，这使得识别和纠正错误的过程非常直接。\r\n\r\n口语，则不同，带来了发音和在时间压力下运行的额外挑战，这就带来了新的能力和表现错误，而这些错误在写作时是不会出现的。\r\n\r\n在阶段 3C 的其余部分，我们将描述你在说话时可能遇到的所有各种问题，以及如何解决这些问题。", + "type": "text/markdown", + "caption": " 3C1：能力与表现\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Competence vs Performance" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Speaking Practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Speaking Practice.json" new file mode 100644 index 0000000..4164c6a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Speaking Practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3C Speaking Practice", + "text": "# 3C3：口语练习\r\n\r\n[Speaking Practice | Refold](https://refold.la/roadmap/stage-3/c/speaking-practice)\r\n\r\n提高你的口语能力是一个终生的过程，你可以按照自己的意愿进行。下面概述的练习对新的说话者和有经验的人都很有用。\r\n\r\n对于学习者，同时对本国人也是，提高口语表现有两个主要方面：\r\n\r\n- 将自己暴露在新的环境中，以延伸你的口语能力。\r\n\r\n- 记录下自己的情况，以便有意识地回顾和练习自己的表现。\r\n\r\n下面我们介绍了四种不同的练习，你可以用来扩展和完善你的口语能力。根据你的个性，你可能会发现其中一个或多个练习比其他练习更令人愉快和有益，我们鼓励你尝试所有这些练习，以确定什么对你最有效。\r\n\r\n### 独白\r\n\r\n如果你在尝试说话时有社交焦虑，那么在增加社交压力之前，独白可以是建立说话舒适度的一个好方法。独白意味着谈论一个想法或问题，或在独自一人或在摄像机前讲述一个故事。\r\n\r\n关于独白最重要的一点是，你不要预先计划你的说辞，如果你只是简单地背诵一段独白并重复它，那么你就不是在练习你的实际说话能力，你的目标是练习即兴说话。\r\n\r\n这些独白不需要太长。1-5分钟应该就够了。如果你不确定要谈什么，这里有一些内容：\r\n\r\n- 观看一段视频或阅读一篇博客文章，然后用自己的话进行总结。\r\n\r\n- 使用随机话题生成器来创建提示，让你来回答。\r\n\r\n在你说话的时候，不要担心会犯错。把你所有的精力集中在组织你的想法并把它们变成说辞。当你事后重看（或重听）自己的发言时，你将有机会把所有注意力集中在识别和纠正错误上。我们在本文的最后解释了如何评估这些录音。\r\n\r\n### 模仿你的语言父母\r\n\r\n正如在3A-3 Adopt a Parent中指出的， \"母语人士\"听起来是含糊的，因为每个母语人士的声音都不同。如果你想发音纯正，你应该以特定的母语（你的父母）为目标。\r\n\r\n到目前为止，你一直在跟随你的语言父母，这包括完全重复他们所说的话，这使你能够纯粹地专注于说话的身体运动成分，而忽略了将思想转化为说辞的心理过程。\r\n\r\n另一方面，完全模仿是指带入你语言父母角色来表达你自己的想法，当你有一个特定的独白要背诵时，模仿一个人相对容易，但完全代表一个人的角色并动态地说话则要困难得多。\r\n\r\n当你试图模仿你的语言父母时，你会自然而然地开始更密切地关注他们所说的话，以及他们说话方式的细微差别，否则你是不会注意到的，比如身体语言、语调、反应和填充语。\r\n\r\n为了模仿你的语言父母，观看他们的一个视频，并尝试用你自己的话来总结相同的主题或故事，但要有他们的个性。如果你正在努力模仿你语言父母，你可以从更简单的练习开始，即背诵一段独白，并以你父母的角色进行表演。\r\n\r\n录制自己的视频并回看，将你的举止与他们的举止进行比较。\r\n\r\n### 真实对话\r\n\r\n对于大多数学习者来说，与母语者对话是学习语言的全部意义。真正的对话是无可替代的。如果不和真实的人一起练习，你就永远无法自如地说话。\r\n\r\n如果你发现自己在输出过程中思考过多，我们建议你跳入真正的对话中，即使你觉得还没有准备好。对话的进展很快，你没有时间去过度思考，这可以帮助你跳出你的头脑，更自然和本能地使用语言。此外，对话让你获得与另一个真正的人交谈的满足感。\r\n\r\n当你第一次开始与伙伴交谈时，要同时兼顾听、想和说，这是很困难的，需要一些时间来适应，但你会很快适应的。\r\n\r\n有许多语言交流平台（HelloTalk、Tandem、Discord），你可以用它们来结交当地人，与他们在线交谈。一旦COVID-19禁闭结束，也要寻找你的语言的现场聚会，走出去，结交一些朋友!\r\n\r\n请注意，大多数当地人不会纠正你所有的错误。只要他们能听懂你的话，他们自然会忽略你的大部分错误，以保持对话的流畅性和不显得无礼。如果你通过视频或语音聊天与讲母语的人交谈，请问他们你是否可以录下对话，这样你就可以在以后回顾一下，自己找出错误。\r\n\r\n#### 专业纠错\r\n\r\n不幸的是，语言交流并不能替代专业的辅导员。在你达到很高的水平之前，语言交流可以是一个练习真实对话和交朋友的好地方，但他们不会为你提供精确的反馈。\r\n\r\niTalki导师是专业纠正的绝佳资源，而且通常不介意被记录下来，这一点很值得找一个明白你正在积极努力改进并会一丝不苟地纠正你的母语人士。\r\n\r\n一定要告诉你的导师，你希望他们指出你的每一个错误，以便你能够意识到。\r\n\r\n### 复盘你的录像\r\n\r\n一旦你有了自己的录音，就该复习了! 记住，最重要的事情是你要注意到自己的错误。“注意到”这个简单行为往往足以解决问题。\r\n\r\n一旦你发现了一个错误，试着确定它是能力错误还是表现错误。如果你不确定说什么的正确方式，那就是能力错误。如果你有一个 \"哦咄 \"的时刻，这就是表现错误。\r\n\r\n对于能力错误，3B-2 Output Q&A中的所有建议仍然适用，判断它是否是获取、可用或激活的错误，并采取适当的行动。\r\n\r\n对于表现错误，试着再多说几遍，以适应正确的表达方式。如果是发音的问题，那么就把自己的声音录下来，回听一下，看看你的声音是否更好。你也可以使用像YouGlish这样的工具，找到母语人士说同样内容的例子，将你的发音与他们的发音进行比较。", + "type": "text/markdown", + "caption": " 3C3：口语练习\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Speaking Practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Speaking Troubleshooting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Speaking Troubleshooting.json" new file mode 100644 index 0000000..a7aa04c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_3C Speaking Troubleshooting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/3C Speaking Troubleshooting", + "text": "# 3C4：口语故障排除\r\n\r\n[Speaking Troubleshooting | Refold](https://refold.la/roadmap/stage-3/c/speaking-troubleshooting)\r\n\r\n我们询问了我们的社群，他们正在努力解决什么样的口语问题，并将最常见的问题编入本指南。\r\n\r\n### 心态准备\r\n\r\n你在3C阶段的目标不是要达到100%掌握这门语言，你的目标是达到B2的熟练程度，这意味着你能够使用相对简单但完全正确的语言，就你的生活和你感兴趣的话题进行随意交谈。\r\n\r\n不要担心试图让自己听起来聪明或雄辩。说话要简单，使用你有信心的词汇和短语，如果你能避免的话，尽量不要猜测怎么说。当你猜测时，注意什么是猜测，什么不是。这将帮助你避免巩固坏习惯。\r\n\r\n你的目标是以一种感觉自然和正确的方式来表达你的想法。一旦你掌握了日常谈话领域，你就可以进入阶段 4，在那里你将专注于使你的讲话更加精确和有创意。\r\n\r\n### 动机问题\r\n\r\n#### 输出能力发展缓慢\r\n\r\n如果你觉得你的输出能力发展得比你预期的慢，你可能需要调整你的期望。你不可能在第三阶段结束时成为一个完美的演讲者，不要忘记回顾一下你以前的能力（书写内容或录音），以充分体会你已经取得了多大的进步。\r\n\r\n如果这不是一个令你满意的答案，那么你可以通过聚焦第一个输出领域来人为地加速你的输出能力。找出几个你想感到舒服的特定主题和场景（迷你领域），并将你所有的沉浸和输出练习集中在这些迷你领域。在向外扩展之前，先掌握这个较小的子集。\r\n\r\n#### 理解到输出的差距\r\n\r\n如果你对你能理解的东西比你能说的东西多感到沮丧，那么我有一些坏消息要告诉你。这只是语言的一个现实。在你的母语中也是如此：大多数以英语为母语的人都能读懂海明威，但很少有人能像他那样写作。\r\n\r\n你可以通过专注于小型领域来更快地缩小这一差距。例如，如果你是一个美食狂，喜欢谈论食物，那么就把你的沉浸学习缩小到与食物有关的内容，把你的输出练习缩小到与食物有关的对话。\r\n\r\n### 能力问题\r\n\r\n从根本上说，所有能力问题的解决方式都是一样的：更多的输入。然而，根据错误的种类，有一些小的调整和黑科技，可以帮助使这个过程更快、痛苦更少。\r\n\r\n#### 反复出现的语法错误\r\n\r\n如果你经常错误地使用一种语法模式，那么你可能还没有完全掌握它。如果是这样，当你思考如何使用这个模式时，可能会感觉到模糊不清。\r\n\r\n这可以通过获得更多的输入来解决。特别是，广泛阅读（即阅读大量与你水平相当的书籍）可以帮助你的大脑接触到许多语法模式的例子，更快地掌握它。\r\n\r\n同时，你可以通过刻意的语法学习来学习语法规则，有意识地监控自己的输出，并在需要时纠正自己。请记住，这是一个临时的拐杖，不会解决根本问题；只有沉浸在其中才能做到这一点。\r\n\r\n#### 找到错误词\r\n\r\n如果你只能想到错误的表达方式，这通常是你的母语在干扰的标志。\r\n\r\n通常情况下，你想表达的想法会与你的母语中的特定措辞方式相关，这样一来，当你试图用你的目标语言表达这个想法时，你脑海中浮现的就是你的母语的直接翻译。\r\n\r\n解决这个问题的关键是问自己正确的问题。与其问 \"我应该怎么说？\"，不如问自己 \"在这种情况下，母语者会怎么说？\"，这种对问题的微妙重构往往会从你的潜意识中产生完全不同的结果。\r\n\r\n为了更具体地说明这一点，我们曾经从一个学习俄语的人那里听到过这样一个轶事。\r\n\r\n这位学习者在与她的对话伙伴交谈时，用俄语说 \"I want to go to Florida to see the sun 我想去佛罗里达看太阳\"，她的伙伴感到很困惑；在俄语中，他们不这样说。\r\n\r\n在英语中，如果你住在有很多坏天气的地方，通常会说 \"我想去看太阳\"。这个表达背后的真正含义是 \"我想体验好天气\"。\r\n\r\n与其问 \"我怎么说'我想看太阳'？\"，这个学习者应该问 \"一个讲母语的人怎么说他们想体验好天气？\" 这可能会让她以一种自然的方式表达同样的想法。\r\n\r\n#### 没东西能冒到脑子里\r\n\r\n如果你想表达一个想法，但却找不到合适的词，可以试着问问自己是否有不同的、但类似的想法，而你又知道如何表达的方式。\r\n\r\n不同的语言表达不同的想法，所以有时根本没有一种自然的方式来表达你心中的特定想法，正如上一节所解释的那样，对问题进行内部重构往往是避开你的母语模式的关键。\r\n\r\n#### 快速填补能力差距\r\n\r\n在某些情况下，你可能会面临压力，需要尽快填补能力上的空白。例如，也许工作中有人要求你用你的目标语言进行演讲，而你需要在演讲前达到一定的速度。\r\n\r\n在这种情况下，我们建议放弃所有其他的练习，进行狂热的输入，看、读、听每一个你能找到的特定小领域的内容，直到你习得它。\r\n\r\n#### 说话时不确定用语是否正确怎么办\r\n\r\n当你在写作时，如果对某段语言不确定，你可以通过母语反馈、Twitter、或Google来查验。在说话时，你可以通过询问与你对话的母语人士来确认你不确定的事情。\r\n\r\n如果你脑子里有多种可能性，你可以当场向你的伙伴提供所有的可能性，让他们确认哪个是正确的。\r\n\r\n然而，这通常会打断对话。有时，最好是简单地在脑海中记下，并在以后的沉浸学习中注意它。\r\n\r\n### 表现问题\r\n\r\n#### 交谈时过度思考\r\n\r\n有些人在试图说话的时候会被卡在脑子里。他们非常担心说错话，以至于最后什么都不说。\r\n\r\n为了克服这种心理障碍，可以练习连续独白。这意味着要讲整整一分钟，不要停顿，也不要担心会出错。选择一个你熟悉的话题，然后开始说话。使用一个计时器，连续说话，直到计时器关闭。\r\n\r\n另一个选择是缩小你的输出重点，在一个小型领域内建立充分的舒适感。在一个领域中变得舒适，可以催化其他领域的舒适。\r\n\r\n#### 对话过程中激活太慢\r\n\r\n如果你已经沉浸了很长时间，但对输出是陌生的，你将有一个巨大的习得语言库需要被激活。在对话中激活这些语言会让人感到沮丧，因为这个过程很慢，你需要额外的时间来找到正确的心理状态，获得可用的碎片，并以连贯的方式将它们放在一起。\r\n\r\n这就是为什么写作可以成为激活习得的语言内容的好方法。由于没有时间压力，你可以按照自己的节奏进行。\r\n\r\n如果你已经习惯于以文字对话的形式进行写作，但仍在为激活而挣扎，可以尝试长篇写作。就一个话题进行长篇写作将帮助你激活该话题的语言，使其在对话中更容易使用，你可以通过对同一话题的独白来进一步激活该语言。\r\n\r\n试着就你想激活的话题写一页文章，然后试着在不看文章的情况下用自己的话口头总结一下，这应该可以激活对话的语言。\r\n\r\n#### 顽固的坏习惯\r\n\r\n有时，一段语法或词汇会被错误地掌握和激活，一旦这个坏习惯被固化，就很难改变。\r\n\r\n如果你只有几个坏习惯，那么我们建议使用一个有意识的监控部件，每当你试图使用那段语言时就检查自己。只要你继续得到输入，最终，这个习惯应该会逐渐消失，或者你的意识监控部件将变得足够熟练，可以立即克服这个习惯。\r\n\r\n然而，如果你来自一个传统的学习背景，你很早就被鼓励输出，那么你可能已经固化了大量的坏习惯。在这种情况下，我们建议经历一个沉默期，以重置你的输出。\r\n\r\n停止输出 3-6个月，尽可能多地获得输入。这应该可以重新编程你的潜意识，消除已经形成的坏习惯。\r\n\r\n### 发音问题\r\n\r\n#### 顽固的发音错误\r\n\r\n如果你能听出你的发音错误，这往往足以让问题自然消失。不幸的是，情况并不总是如此。无法模仿特定单词或声音的发音有两个主要原因：\r\n\r\n##### 1）你有错误的心理音频。\r\n\r\n你对某一事物听起来的期望会影响你听到它的方式。如果你在早期学到了一个有缺陷的心理模型，它可能会影响你在接下来的沉浸式学习中听到这个声音的方式。\r\n\r\n为了解决这个问题，使用像YouGlish或音频字典这样的工具来听许多不同的声音例子。试着改变你对这个声音的内部心理发声，以吻合这些例子，用你找到的音频做影子跟读练习，反复练习这个声音，直到你能正确说出这个声音。你可能无法在第一次尝试时就纠正过来，所以对于顽固的问题，每天都要进行这样的练习。\r\n\r\n值得注意的是，特定的单词或声音的发音会根据上下文的不同而改变。你可能已经学会了其中一个正确的发音，然后试图把它应用到每一种情况。发音指导教程实际上会加剧这个问题，因为他们的解释过于简单，只考虑到最常见的情况。\r\n\r\n##### 2）你不能做出正确的口腔动作。\r\n\r\n你可能不完全了解如何安排你的嘴来发出一个特定的声音。发音图可以提供帮助，但它们也存在上述过度简化的问题。\r\n\r\n将图表作为指导，并使用案例1中描述的相同的影子练习。\r\n\r\n#### 母语口语混入\r\n\r\n如果你的母语口音在说你的目标语言时渗入，那么在3B-3 Pronunc. Training中列出的各种发音练习应该对你有帮助。\r\n\r\n你也可以在很长一段时间内避免说你的母语，这样你的嘴就能完全适应你的目标语言。\r\n\r\n如果你在用尽第三阶段所列的每一项练习后，仍然对自己的口音不满意，可以考虑聘请一位专业的口音教练，为你提供个性化的建议。", + "type": "text/markdown", + "caption": " 3C4：口语故障排除\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Speaking Troubleshooting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 1 Lay the Foundation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 1 Lay the Foundation.json" new file mode 100644 index 0000000..4ca9761 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 1 Lay the Foundation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/Stage 1 Lay the Foundation", + "text": "# 阶段 1：建立基础\r\n\r\n原文：[Stage 1: Lay the Foundation | Refold](https://refold.la/roadmap/stage-1/overview)\r\n\r\n掌握一门语言非朝夕之事。它需要一段时间，因此重要的是先建立一个坚实的基础，涵盖技能、工具、习惯以及知识，为这场学习之旅做好全面准备。\r\n\r\n阶段 1 包括三个部分：\r\n\r\n- **A)** 配置好工具，养成好习惯\r\n\r\n- **B)** 学习基础知识\r\n\r\n- **C)** 快速启动你的理解力\r\n\r\n在阶段 1 结束时，你就能直接从面向母语者的内容中学习了。\r\n\r\n### 阶段 1A：配置好工具，养成好习惯\r\n\r\n正如在阶段 0 提到的那样，在整个学习过程中，我们有三个核心活动：主动沉浸、被动收听和主动非沉浸学习。\r\n\r\n由于这些都是日常活动，因此将它们融入你的日常生活十分重要。阶段 1A 的重点就是要着手准备支持这些日常练习的工具，同时也要培养相关的好习惯。\r\n\r\n- [开始主动沉浸](https://refold.la/roadmap/stage-1/a/active-immersion)\r\n\r\n- [养成被动收听的习惯](https://refold.la/roadmap/stage-1/a/passive-listening)\r\n\r\n- [配置 Anki 间隔重复系统](https://refold.la/roadmap/stage-1/a/anki-setup)\r\n\r\n在阶段 1A 结束时，你应该配好了 Anki，并沉浸在目标语言内容中。\r\n\r\n### 阶段 1B：学习基础知识\r\n\r\n每种语言都有自己的发音和书写系统。即使是有共同书写系统的语言也有不同的发音和表音规则，在开始学习词汇之前，你需要了解你的目标语言的发音和书写系统。\r\n\r\n学习目标语言的发音将有助于听力理解，但更重要的是，它是学习词汇的先决条件。如果你知道它们的发音是什么，学习单词就会容易得多。\r\n\r\n同时，学习书写系统可以培养你的阅读能力，让你能把听到的和看到的联系起来。\r\n\r\n一般来说，如果你的母语和目标语言很相似（例如，英语和西班牙语），这个子阶段就只需要花费几分钟。如果语言有很大的不同（例如，英语和日语），这个子阶段可能需要几个月。\r\n\r\n阶段 1B 的目标不是要完全理解这些概念：只要有个大概的了解就行。\r\n\r\n- [发音规则](https://refold.la/roadmap/stage-1/b/phonetics)\r\n\r\n- [书写系统](https://refold.la/roadmap/stage-1/b/writing-system)\r\n\r\n在阶段 1B 结束时，你应该了解你的目标语言的发音，并且已经开始或完成了书写系统的学习。对于那些与你的母语有很大不同的书写系统的语言，你应该养成每天学习书写系统的习惯。\r\n\r\n### 阶段 1C：快速启动你的理解力\r\n\r\n到目前为止，你还无法理解目标语言。在阶段 1C ，重点将转向学习目标语言中最常用的词汇和基础语法，以加强你的理解能力。\r\n\r\n随着你学习更多的语法和词汇，你会开始理解更多的沉浸内容。等你学完 1500 个最常见的单词后，你在读或听每一个句子时，应该至少能认出一个词。\r\n\r\n- [语法](https://refold.la/roadmap/stage-1/c/grammar)\r\n\r\n- [间隔重复最佳实践](https://refold.la/roadmap/stage-1/c/srs-best-practices)\r\n\r\n- [词汇](https://refold.la/roadmap/stage-1/c/vocabulary)\r\n\r\n在阶段 1C 结束时，你应该每天学习语法和词汇。\r\n\r\n### 进阶到阶段 2\r\n\r\n阶段 1 的目标是让你准备好能直接从沉浸内容中进行学习。\r\n\r\n在进入阶段 2A 之前，你应该足够熟悉目标语言的书写系统，这样在阅读字幕时才能方便查词。\r\n\r\n你应该每天与你的目标语言打交道，并且即便是观看一些自己不理解的内容也能感到自如。\r\n\r\n虽然你不必在进入阶段 2A 之前就把所有 1500 个词都学完，但你还是应该定期学习词汇。\r\n\r\n在[阶段 2](https://refold.la/roadmap/stage-2/overview)，我们不见不散。", + "type": "text/markdown", + "caption": " 阶段 1：建立基础\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Stage 1 Lay the Foundation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 2 Build Comprehension.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 2 Build Comprehension.json" new file mode 100644 index 0000000..68b8ba7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 2 Build Comprehension.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/Stage 2 Build Comprehension", + "text": "# 阶段 2 ：建立理解\r\n\r\n原文：[Stage 2: Build Comprehension | Refold](https://refold.la/roadmap/stage-2/overview)\r\n\r\n阶段 2 是语言习得过程中最漫长的部分。从最基础的理解开始，一步步建立完全的理解。你的目标会随你在阶段 2 的不同位置而改变，所以你需要在战略上选择与你的水平和目标相匹配的沉浸学习材料。\r\n\r\n阶段 2 共分 3 个子阶段：\r\n\r\n### 阶段 2A：克服难度陡坡\r\n\r\n刚开始沉浸时，你几乎无法理解任何内容。所有的沉浸内容都像遥不可及的高峰。一开始，理解能力的提升是一个难度陡坡。你得先缩小沉浸学习的范围，挑一部分语言内容来专攻，这样能更快地提升你的理解能力。\r\n\r\n- [领域](https://refold.la/roadmap/stage-2/a/domains)\r\n\r\n通过选择更简单的媒体，运用各种工具和策略，让媒体内容更容易理解，进一步缩短初始的难度陡坡。我们专门讲解了如何评估和调整内容的难易度：\r\n\r\n- [可理解性因素](https://refold.la/roadmap/stage-2/a/comprehensibility-factors)\r\n\r\n- [可理解性指数](https://refold.la/roadmap/stage-2/a/comprehensibility-index)\r\n\r\n你应该充分利用一切可用的黑科技或策略，使你接触的内容更容易理解。比如，观看一部你用母语看过的儿童电视节目，边看边读附带的字幕。\r\n\r\n在你阶段 2 的学习过程中，你的理解能力会从一窍不通逐渐提升到近乎完美。为了让你更明确自己在学习旅程中的位置，以便更精准地分配你的时间和精力，我们还特意构建了一个理解水平模型。\r\n\r\n- [理解水平](https://refold.la/roadmap/stage-2/a/levels-of-comprehension)\r\n\r\n如果你在主动沉浸中还在使用母语字幕，那么是时候放弃它们了。习得语言的唯一途径就是沉浸学习，下面两篇教程，详细讲解了主动沉浸的两种类型，以及如何运用它们。\r\n\r\n- [主动沉浸的类型](https://refold.la/roadmap/stage-2/a/types-of-active-immersion)\r\n\r\n- [2A 沉浸学习指南](https://refold.la/roadmap/stage-2/a/immersion-guide)\r\n\r\n当你已经用 SRS 学完了目标语言中最常见的单词，就该开始直接从你的沉浸内容中学习词汇了。\r\n\r\n- [基础词句挖掘](https://refold.la/roadmap/stage-2/a/basic-sentence-mining)\r\n\r\n一旦你能顺利看懂一部简单电视节目，达到了理解水平模型中的等级 3，就可以进阶到阶段 2B 了。\r\n\r\n### 阶段 2B：拓宽你的领域\r\n\r\n一旦你能理解较简单的媒体内容，就该开始提高你精细沉浸的难度了。在下面的指南中，我们将教你如何逐步提高沉浸材料的难度。\r\n\r\n- [2B 沉浸指南](https://refold.la/roadmap/stage-2/b/immersion-guide)\r\n\r\n现在你已经习惯了 SRS 和基础词句挖掘，该开始按照你的优势和需求，来打磨你的学习卡片了。具体怎么做，我们在下面这篇教程里都有讲解：\r\n\r\n- [高级词句挖掘](https://refold.la/roadmap/stage-2/b/advanced-sentence-mining)\r\n\r\n如果你的母语和目标语言有几分相似，那可能是时候改用（纯目标语言的）单语词典作为你的主要词典了。使用单语词典，意味着你开始用目标语言进行思考，视角也变得更接近母语者。\r\n\r\n- [自然单语过渡](https://refold.la/roadmap/stage-2/b/casual-monolingual-transition)\r\n\r\n当你能够顺利观看面向成年母语者的电视节目，并达到理解水平中的等级 4 时，就可以进入阶段 2C 了。\r\n\r\n### 阶段 2C：精通理解\r\n\r\n在阶段 2B ，你对各类内容的理解已经达到了相当不错的水平，为了达到接近完美的理解，你需要重新集中精力，将你的第一个领域缩小到非常狭窄的子集。\r\n\r\n在阶段 2C，你将集中精力于「日常喜剧」型电视剧上，直到你完全精通了这个领域。具体的细节，请参见沉浸指南：\r\n\r\n- [2C 沉浸指南](https://refold.la/roadmap/stage-2/c/immersion-guide)\r\n\r\n在进入阶段 3 之前，你还可以多练练纯听力（就是不看视频，也不看字幕），以此来提高你的听力理解。\r\n\r\n- [纯听力](https://refold.la/roadmap/stage-2/c/pure-listening)（可选）\r\n\r\n在整个阶段 2 ，你一直在提升阅读理解能力。读小说似乎是非常合理的下一步，但你会惊讶地发现，文学作品的难度不菲，而且并不是流利口语的必要条件。如果你还是想要阅读小说，我们也有可选的指南供你参考。\r\n\r\n- [如何阅读小说](https://refold.la/roadmap/stage-2/c/how-to-read-a-novel)（可选）\r\n\r\n如果你的目标语言与你的母语大相径庭，那么在阶段 2B 转向单语词典可能会有些吃力。对难度更高的语言，我们提供了一本结构明确的指南，教你如何顺利过渡到单语词典：\r\n\r\n- [结构化单语过渡](https://refold.la/roadmap/stage-2/c/structured-monolingual-transition)\r\n\r\n当你能不借助字幕，毫无障碍地看懂一部面向成年母语者的电视节目，你就已经准备好进入阶段 3 了。", + "type": "text/markdown", + "caption": " 阶段 2 ：建立理解\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Stage 2 Build Comprehension" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 3 Learn to Speak.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 3 Learn to Speak.json" new file mode 100644 index 0000000..4ba65e2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Stage 3 Learn to Speak.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/Stage 3 Learn to Speak", + "text": "# 阶段 3：开口表达\r\n\r\n[阶段 3：开口表达](https://refold.la/roadmap/stage-3/overview)\r\n\r\n欢迎来到阶段 3。经过数月（或数年）学习理解你的目标语言之后，你将最终学会说话！\r\n\r\n说话的能力不是一种单一的技能；它是四种不同技能的混合：\r\n\r\n1. 理解与你对话的人（3A）\r\n\r\n2. 迅速地将你的想法转化为文字（3B）\r\n\r\n3. 移动你的嘴来发音（3B）\r\n\r\n4. 体现自然的举止和表达风格（3C）\r\n\r\n在阶段 3A 和 3B，你将把这些技能分开，分别进行练习。然后，你将在阶段 3C 将它们结合起来，最终达到流利的程度。\r\n\r\n### 阶段 3A：为输出做准备\r\n\r\n在阶段 3A，你将专注于准备应对阶段 3B 和 3C中的各种各样的输出练习活动。\r\n\r\n首先，你需要克服对输出的厌恶。经过几个月（或几年）对输出的回避，有些人出现了心理障碍，使他们无法写作和说话：\r\n\r\n- [3A：开始输出](https://refold.la/roadmap/stage-3/a/starting-output)\r\n\r\n你不可能在一个你无法理解的领域里说话。日常对话是一个不同于你在阶段 2 所掌握的领域，所以你需要学习人们在现实生活中如何写作和交谈。因为你已经掌握了一个领域，这第二个领域应该很快就能掌握。在下面的文章中，我们将解释掌握日常对话领域的所有必要活动。\r\n\r\n- [3A：活动指南](https://refold.la/roadmap/stage-3/a/activity-guide)\r\n\r\n在阶段 3B 和 3C，你将刻意练习发音和口音。要想听起来像本地人，最简单的方法是模仿本地人。在下面的文章中，我们将解释如何选择一个好的本地人作为你说话的模式。\r\n\r\n- [3A：选一个语言父母](https://refold.la/roadmap/stage-3/a/adopt-a-parent)\r\n\r\n一旦你对日常对话领域以及在听你的语言父母时有了5级的理解，就可以进入阶段 3B了。\r\n\r\n### 阶段 3B：刻意练习\r\n\r\nRofold 习得方式中的输出与传统方法不同。你不会在脑子里翻译，也不会有意识地从记忆的词汇和语法中构建句子。\r\n\r\n相反，你会让你的潜意识为你的输出提供动力。如果你在至少一个领域有5级的理解力，那么你已经有了大量的习得语言储备，可以用来写作和说话。你所需要做的就是建立一个小的心理联系，这些习得的语言就准备好为输出服务了。\r\n\r\n在下面的文章中，我们将解释通过写作建立这些联系的过程。如果你在激活过程中的任何步骤上有困难，我们还提供了一份故障排除指南，以帮助你诊断和解决任何问题。\r\n\r\n- [3B：语言激活](https://refold.la/roadmap/stage-3/b/language-activation)\r\n\r\n- [3B：输出Q&A](https://refold.la/roadmap/stage-3/b/output-troubleshooting)\r\n\r\n为了给你的口语做准备，你也将开始训练你的发音和口音。发音训练的主要活动是跟读，但还有许多其他技巧可以用来改善你的口音。我们将在下文中对这些进行解释。\r\n\r\n- [3B：发音练习](https://refold.la/roadmap/stage-3/b/pronunciation-training)\r\n\r\n输出练习很重要，但输入永远是掌握语言的发动引擎。当你发现你的输出有问题时，你将用输入来解决它们，你将继续听你的父母，直到你有 6级的理解力，你应该能够轻松地自动理解他们所说的几乎所有内容。\r\n\r\n我们会解释所有这些活动是如何结合在一起：\r\n\r\n- [3B：活动指南](https://refold.la/roadmap/stage-3/b/activity-guide)\r\n\r\n当你对父母的理解力达到 6级，并能自如地写作时，就可以进入阶段 3C。\r\n\r\n### 阶段 3C：说话\r\n\r\n现在，你已经能够自如地通过写作来表达自己，并且已经形成了良好的发音的肌肉记忆，你可以准备说话了。\r\n\r\n一开始（已开球），你就应该能够顺利地与当地人进行对话。\r\n\r\n然而，你在说话时仍会犯错，而且你的声音还不完全自然。有两类口语错误：基于能力的和基于表现的。我们在下面的文章中解释这些概念：\r\n\r\n- [3C: 能力与表现](https://refold.la/roadmap/stage-3/c/competence-vs-performance)\r\n\r\n要掌握口语，你需要注意讲目标语言人的母语者讲话的许多细节。在下面的文章中，我们将分别解释这些方面，以及如何识别它们：\r\n\r\n- [3C：口语能力(https://refold.la/roadmap/stage-3/c/speaking-competence)\r\n\r\n不说话就无法学会说话! 根据你的目标和喜好，有许多不同的口语练习。我们在下面的文章中详细解释：\r\n\r\n- [3C：口语练习](https://refold.la/roadmap/stage-3/c/speaking-practice)\r\n\r\n当你发展你的口语能力时，你会遇到各种困难。我们从社区收集了一些问题，并针对最常见的问题编写了一份故障排除指南：\r\n\r\n- [3C：口语Q&A](https://refold.la/roadmap/stage-3/c/speaking-troubleshooting)\r\n\r\n这时，根据你的近期目标和需要，你可以做很多不同的活动。在下面的文章中，我们将解释如何考虑你的日常安排，并为你的目标选择合适的活动：\r\n\r\n- [3C：活动指南](https://refold.la/roadmap/stage-3/c/activity-guide)\r\n\r\n### 进一步提升\r\n\r\n在阶段 3 结束时，你应该能够自如地进行日常讲话。当你想扩展到新的领域时，就可以进入阶段 4。", + "type": "text/markdown", + "caption": " 阶段 3：开口表达\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Stage 3 Learn to Speak" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Welcome to the Refold Roadmap.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Welcome to the Refold Roadmap.json" new file mode 100644 index 0000000..464b4f8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_detailed_Welcome to the Refold Roadmap.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/detailed/Welcome to the Refold Roadmap", + "text": "# 欢迎来到 Refold 语言习得路线图\r\n\r\n原文：[Welcome to the Refold Roadmap | Refold](https://refold.la/roadmap/stage-0/overview)\r\n\r\n### 开始学\r\n\r\n沉浸学习与传统方法大不相同。在你踏上语言学习之旅之前，你得做好准备。本节将介绍整个旅程中你将使用的方法、心态和工具。\r\n\r\n### 方法\r\n\r\n1. [0A1 语言习得](https://refold.la/roadmap/stage-0/a/language-acquisition)\r\n\r\n2. [0A2 路线总览](https://refold.la/roadmap/stage-0/a/roadmap-overview)\r\n\r\n### 心态\r\n\r\n在这个过程中，正确的心态是很重要的。下面的文章将帮助你解除破旧的语言学习方法，进入沉浸学习心态。\r\n\r\n1. [0B1 享受语言](https://refold.la/roadmap/stage-0/b/enjoyment)\r\n\r\n2. [0B2 容忍不理解](https://refold.la/roadmap/stage-0/b/tolerate-ambiguity)\r\n\r\n### 核心活动\r\n\r\n在你迈向流利的旅程中，有三种核心活动必不可少：主动沉浸，被动收听，以及主动非沉浸学习。我们对这些核心活动分别进行了概述。\r\n\r\n1. [0C1 主动沉浸](https://refold.la/roadmap/stage-0/c/active-immersion)\r\n\r\n2. [0C2 被动收听](https://refold.la/roadmap/stage-0/c/passive-listening)\r\n\r\n3. [0C3 主动非沉浸学习](https://refold.la/roadmap/stage-0/c/active-study)\r\n\r\n### 进阶\r\n\r\n阶段 0 的目标是概述 Refold 方法。一旦你读完了这些文章，就可以进入阶段 1 了。", + "type": "text/markdown", + "caption": " 欢迎来到 Refold 语言习得路线图\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Welcome to the Refold Roadmap" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A Activities Explained.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A Activities Explained.json" new file mode 100644 index 0000000..4a95699 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A Activities Explained.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/0A Activities Explained", + "text": "# 0A：语言学习的三种方式\r\n\r\nRefold 提供的方法主要是以下三种：\r\n\r\n1. 主动沉浸：全神贯注于沉浸学习的过程之中。\r\n\r\n2. 被动收听：随时随地沉浸在所收听的语言中。\r\n\r\n3. 主动非沉浸学习：学习词汇和语法。\r\n\r\n每种方式都在语言习得的过程中发挥重要作用。\r\n\r\n### 主动沉浸\r\n\r\n主动沉浸是指你投入全部的注意力到目标外语的内容中。内容可以是电视节目、一本书或播客。\r\n\r\n主动沉浸是语言习得过程中最重要的部分。大多数习得是在这里产生的。当你全身心投入一篇文章的时候，你的大脑正努力解构这门语言。\r\n\r\n主动沉浸分两种：精细沉浸和无阻沉浸。（简单类比为精读和略读）\r\n\r\n#### 精细沉浸\r\n\r\n精细沉浸是借助词典来理解沉浸学习的内容。每个不认识的词都要查，要力图还原每句话的含义。这一过程有助于学习新词汇并建立理解。\r\n\r\n精细沉浸面临的挑战是，它需要大量努力。如果你觉得它是一种负担，那么最好转换到无阻沉浸，以避免精疲力竭。\r\n\r\n#### 无阻沉浸\r\n\r\n无阻沉浸是专注于内容而不停下来查词。无阻沉浸的目标是进入沉浸的心流状态。如果偶尔有单词实在不认识，仍然可以查词，但不要频繁查词。\r\n\r\n无阻沉浸能让你理解内容更轻松，更自然。\r\n\r\n无阻沉浸的缺点是：相比精细沉浸，你不理解的东西变多了。对于成年人来说，不理解的感觉是很不舒服的，但这是学习语言过程的必要一环，没办法绕过去。最好的办法是拥抱这种不适感。\r\n\r\n#### 平衡\r\n\r\n有些人偏爱精细沉浸，另一些人更喜欢无阻沉浸。不过，两者都是习得过程的重要组成部分。你应该多用你喜欢的方式，但要确保你每种方式都做一些。\r\n\r\n相比无阻沉浸，精细沉浸往往更容易精神疲劳，所以最好在你还剩些精力的时候先进行精细沉浸。\r\n\r\n### 被动收听\r\n\r\n大多数人不可能整天主动看电视或者阅读。不过，我们在一天中基本不会没时间听目标外语。\r\n\r\n被动收听时，你将部分注意力放在音频上。你可以在通勤或做饭时被动地收听音频。开车和做家务不需要太多脑力活动，所以你可以边做边听目标外语。\r\n\r\n被动收听是提高你沉浸时长的好方法。它不如主动沉浸那么有效，但依然有所裨益。\r\n\r\n并非所有被动收听都是等效的。你收听时越专注，效果就越好。选择你感兴趣的被动收听内容，这样你可以保持投入。\r\n\r\n一种让被动收听更有趣的方法是重听你已经主动沉浸过的内容。由于你已经知道了故事情节，它对你来说将更容易理解和有趣。重听给你大脑另一个机会来习得你第一次学忽略的东西。\r\n\r\n### 主动非沉浸学习\r\n\r\nRefold 是以沉浸学习为基础的学习方法，但这并不意味着我们只推荐沉浸式学习。主动非沉浸学习是指你花时间学习 **关于** 你目标语言的知识，以使你的沉浸材料更容易被理解。\r\n\r\n当你理解你所沉浸内容的意义时，语言习得就发生了。主动非沉浸学习使得你的大脑获得额外的信息去理解那些句子的意义。\r\n\r\n每种语言有四部分要学习：\r\n\r\n1. 发音规则\r\n\r\n2. 书写系统\r\n\r\n3. 词汇\r\n\r\n4. 语法\r\n\r\n对大多数语言来说，发音规则和书写系统不到一周就能学会，但词汇和语法的学习会贯穿整个语言习得过程。\r\n\r\n在第一阶段，我们将告诉你主动非沉浸学习的四个部分该如何开始。", + "type": "text/markdown", + "caption": " 0A：语言学习的三种方式\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A Activities Explained" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A What is Immersion Learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A What is Immersion Learning.json" new file mode 100644 index 0000000..31c2fb7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A What is Immersion Learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/0A What is Immersion Learning", + "text": "# 0A：什么是沉浸式语言学习？\r\n\r\n大多数语言老师教你如何记住单词和语法，然后把两者结合起来造句。这种学习方式叫做「技能培养」法。\r\n\r\n如果有在短时间内开口说外语的需求，采用技能培养法是合适的。如果你计划去另一个国家旅行，并且需要能够交流，我们推荐使用 Benny Lewis 的 [Language Hacking](https://languagehacking.com/books/) 课程。Benny Lewis 是技能培养法的大师。\r\n\r\n然而，技能培养法无法让你流利地掌握外语。想达成流畅交谈，你不能浪费时间在动词变位和句子结构的确定上。对话时脑海里应该立即闪现出正确的语言。\r\n\r\n为了流利掌握外语，需要培养对语言的直觉，正如你对母语抱有直觉。你可能不清楚你的母语有哪些语法规则，但说话时每个词都能自然而然地脱口而出。语言直觉是语言「习得」的结果。一旦你习得了一门语言，你就能不假思索地用这门语言交谈。\r\n\r\n沉浸学习是习得语言的方式。沉浸学习很简单，就是与语言不断接触，如看电视，读书，网上冲浪等。\r\n\r\n### 沉浸学习的原理是什么？\r\n\r\n> 「我们习得语言的原理别无二致：通过理解信息。」\r\n\r\n——斯蒂芬·克拉申\r\n\r\n掌握单词的含义，只是习得这一单词的第一步。若要能习得运用这一单词的“直觉”，你需要在大量不同的场景下多次遇见这个单词并理解它。\r\n\r\n在沉浸学习的过程中会接触各种各样的场景。每次你看到一个单词并成功理解，你的直觉就得到了锤炼。最终，你建立起了很清晰的直觉，便能自然而然地知道单词如何使用了。 \r\n\r\n### 时间与精力\r\n\r\n习得语言需要不少时间，但这个过程并不是苦役。维持自身热情的关键，是在快乐中沉浸学习。\r\n\r\n你可以看电视节目，Youtube 视频，Tiktok 视频。你可以读推文，读博客，读书。所有你享受的母语媒体，你都可以看它的外语版本。\r\n\r\n美国人平均每天花 11 小时看电视，流视频，阅览社交媒体。将越多的媒体时间投入目标外语中，你就能更快达到流利水平。\r\n\r\n当然，达到流利水平的真实时间与具体学习的语言，以及很多个人因素有关，但关键一点是在语言上花足够多的时间。只要你能持之以恒，每天都投入时间沉浸在目标外语中，你最终必能习得这门语言。", + "type": "text/markdown", + "caption": " 0A：什么是沉浸式语言学习？\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A What is Immersion Learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A What's My Level.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A What's My Level.json" new file mode 100644 index 0000000..fa23092 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_0A What's My Level.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/0A What's My Level", + "text": "# 0A：我目前处于哪一阶段？\r\n\r\nRefold 提供的学习导航主要分为四个阶段：\r\n\r\n1. 了解基础\r\n\r\n2. 提升理解\r\n\r\n3. 开口表达\r\n\r\n4. 拓展能力\r\n\r\n每一阶段又划分为几个子阶段。不同的子阶段会有不同的目标、策略、建议，我们会帮助在目前阶段的你，向着最能见成效的地方努力。我们会为不同的子阶段提供自我检测，帮你判断是否能够进入下一阶段。\r\n\r\n### 第一阶段：开始学\r\n\r\n第一阶段中，你需要了解目标外语的基础部分，以及沉浸学习所需的工具。你不仅要注意语言习惯的建立，还要学习语言的书写系统、发音系统、基本语法和基本词汇。\r\n\r\n### 第二阶段：提升理解\r\n\r\n在第二阶段，你要提升理解力，使你最终能理解某一题材的原汁原味内容。第二阶段划分为三个子阶段：\r\n\r\n### 2A：理解简单内容\r\n\r\n在 2A 阶段，你专注于理解简单内容，比如儿童电视节目。少儿节目有助于习得第一阶段的常见词汇和语法。一旦你能跟上这些简单内容的情节，你就从 2A 阶段毕业了，可以进入 2B 阶段。\r\n\r\n### 2B：追随兴趣\r\n\r\n在 2B 阶段，你建立了足够的语言基础，能够开始追随兴趣。例如，如果你对时尚感兴趣，那么你可以关注 Youtube 上说你的目标外语的时尚博主。\r\n\r\n随着你探索兴趣，你的理解能力会逐步提升，最终你能懂得所学材料的大意。你可以开始真切地享受你所沉浸学习的内容了。这时候，你能行进到 2C 阶段。\r\n\r\n### 2C：专注主题\r\n\r\n刚到达 2C 阶段时，你大概能理解材料，但也会有一些磕磕绊绊不理解的地方。若要扫除这些障碍，你要专注于单一类话题（也就是「领域」）的母语内容，直到你能完全理解为止。\r\n\r\n母语内容意味着所学语言原汁原味的材料，也就是母语者读的材料。译本或课本不算母语内容。\r\n\r\n你可以随意选择领域主题（比如科幻、时尚、料理）。但我们建议首先从日常电视节目开始，因为这些节目与日常谈话的内容最为相关。\r\n\r\n### 第三阶段：开口表达\r\n\r\n第三阶段的重点是将理解能力转化为口语能力，分为三个子阶段：\r\n\r\n### 3A：理解日常对话\r\n\r\n日常对话相比第二阶段中你学到的材料，在内容风格上往往还会有些许的差异，所以我们先要提升对日常对话这一新领域的理解。一旦你能理解日常对话内容，后续对写作和口语的学习也会易如反掌。\r\n\r\n### 3B：练习写作和发音\r\n\r\n在 3B 阶段中，你要分别练习写作和发音。对于发音练习来说的话，你可以找一名“语言家长”，并模仿他的说话风格，这样你就能像母语者一样说话了。\r\n\r\nTwitch 直播者，播客者，和 Youtube 博主都可以被你当作“语言家长”。 \r\n\r\n### 3C：开口说\r\n\r\n在 3C 阶段，你要结合写作能力和发音技巧，开始尝试着去说。第三阶段结束后，你就具备了流利使用目标外语的基本能力。\r\n\r\n有了流利使用目标外语的基本能力，你就能应用目标外语了。你能讨论日常生活话题，或是你选择的其他话题。好消息是：你用目标外语时不必组织母语、翻译母语。你的想法直接转化成目标外语，你交谈时便能又自然又轻松。\r\n\r\n### 第四阶段：拓展能力\r\n\r\n一旦你能基本流利地使用目标外语，之后的语言习得旅程就由你自己选择。你可以选择生物、商业、政治等新主题并沉浸其中，扩展你的理解能力，或者也可以提升语言流利程度，打磨发音使之更贴近母语者。\r\n\r\n在第四阶段，我们会解释拓展深造语言能力的不同方法。\r\n\r\n### 我该从哪里开始？\r\n\r\n很多学习者已经学习目标外语一段时间了，不必从路线图的起点开始。但无论你水平如何，我们建议通读这篇指南，以免遗漏。\r\n\r\n读完指南之后，下面的测试可以帮助你确定自己目前的水平，以及应该从哪个阶段开始：\r\n\r\n你能读懂这门语言的书面文字吗？你认识 1000 条词汇吗？\r\n\r\n> **如果有任何一项不能，去第 1 阶段。如果两者都能，去 2A 阶段。** \r\n\r\n借助目标外语的字幕，你能认出儿童电视节目（面向 7 岁以上）里的大部分词汇吗？\r\n\r\n> 如果能，去 2B 阶段。\r\n\r\n借助目标外语字幕，你能跟上成人电视节目（面向16 岁以上）的情节吗？\r\n\r\n> 如果能，去 2C 阶段。\r\n\r\n不依赖任何字幕，你能基本完全看懂成人电视节目（面向 16 岁以上）吗？\r\n\r\n> 如果能，去 3A 阶段。\r\n\r\n你能用目标外语流利地交谈，但希望进一步提升流利程度，并拓宽流利使用语言的领域吗？\r\n\r\n> 如果能，去 4 阶段。\r\n\r\n回答这些问题时一定要对自己诚实。低估语言能力比高估好。如果你不确定从哪个阶段开始，可以先从 1A 阶段开始。之后感觉合适就可以升阶。 ", + "type": "text/markdown", + "caption": " 0A：我目前处于哪一阶段？\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "0A What's My Level" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Immersion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Immersion.json" new file mode 100644 index 0000000..d309f46 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Immersion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/1A Immersion", + "text": "# 1A：沉浸学习\r\n\r\n沉浸学习是语言习得的基础。通过沉浸学习，你会在许多不同的场景下接触到每一个单词、短语和语法结构，这样你便能直观地掌握它们的细微之处。\r\n\r\n你花越多时间沉浸学习，掌握目标外语（TL）就越快，投入的时间是决定性因素。沉浸学习越早开始越好，以便积累沉浸时间，启动习得过程。即使一开始什么都不懂，你的大脑也在努力对语言解码。\r\n\r\n### 请容忍模糊之处\r\n\r\n语言学习新手往往会落入这种陷阱，总觉得自己没有「准备好」接受沉浸学习。沉浸学习不理解的内容时，他们总感觉很不舒服。新手总是想避免这种不适感，他们会推迟沉浸学习，只专注主动非沉浸学习。\r\n\r\n **这种方法永远都不会有效果。** \r\n\r\n无论你提前以非沉浸的方式准备、研究、学习了多少，在你第一次接触真实的语言材料时，你都不会懂的。\r\n\r\n我们强烈建议你一头扎进目标外语并学着拥抱模糊之处，而不是去避免不理解所带来的不适。你越能容忍不适，你就能在沉浸中享受越多，你的大脑也能越快掌握语言。\r\n\r\n### 如何减少模糊感\r\n\r\n在你刚起步时，往往仍然耐受不了模糊含混。如果你发现这太难了，这里有一些可以让沉浸体验更舒适的策略。\r\n\r\n#### 情节剧透\r\n\r\n减少模糊的一种方法是，在观看电视节目或电影前，先阅读剧情梗概。还有种方法是，重看你已经看过其母语版的电视节目或电影。这些方法可以让你无需理解单词就能跟上故事情节。\r\n\r\n#### 母语字幕\r\n\r\n通常来说，我们不推荐在沉浸于外语材料内容时使用母语字幕。你从中学不到什么东西。\r\n\r\n然而，如果你觉得自己完全迷失了方向，学起来非常费劲，那么可以使用母语字幕来吸引自己。\r\n\r\n作为锻炼，试着在没有母语字幕的情况下看尽可能长的时间，撑不住了再打开。或者不开母语字幕观看一段内容，然后打开母语字幕再看一遍。\r\n\r\n当你达到 2A 阶段时，你最好抛开母语字幕或者翻译来浏览内容。\r\n\r\n### 恢复沉浸学习所需的耐力\r\n\r\n沉浸学习新语言很累，很快就会疲劳。大脑在适应新语言时，你甚至可能会感觉头疼。\r\n\r\n一定要经常休息和打盹以补充精力。随着时间推移，你对材料的耐受时间会增长，直到你可以连续沉浸数小时。\r\n\r\n### 寻找合适内容\r\n\r\n在你的学习之旅中，你将投入数千小时在目标外语的沉浸学习上，所以找到你享受的内容十分重要。你越享受所学内容，你就越想沉浸其中，学的速度也就越快。\r\n\r\n为了最大化你花在语言上的时间，尽可能地将你平时浏览的媒体内容转到目标外语上。包括电视节目、电影、YouTube 和博客。你需要探索目标外语上的内容，并找到你最感兴趣且享受的内容。\r\n\r\n#### 在外语平台上创建新账号\r\n\r\n有个寻找目标外语材料的好办法是：在你使用的社交媒体和视频平台上，创建目标外语账号。在这个账号里你只观看目标外语的内容，这样推荐算法就能给你推送又新鲜又有趣的资料了。我们推荐创建 Youtube, Netflix, Tiktok, Twitter 的外语账户。（当然，科学上网是前提。）\r\n\r\n为了帮助你获得目标外语的推荐内容，Refold 收集了 YouTube、Netflix 等内容网站上每种语言的频道和内容列表。你可以通过我们的[社区](https://refold.la/join)访问这些内容。\r\n\r\n#### Netflix\r\n\r\n要找目标外语材料，Netflix 无疑是个好去处。由于 Netflix 对不同国家提供不同内容，你可以通过科学上网搞假地址来欺骗 Netflix，从而获得不同国家的推送内容，这样你就能获得所有 Netflix 上的目标外语材料。\r\n\r\n我们建议使用[民间 Netflix 在线全球搜索数据库](https://unogs.com/)。这会帮助你更容易地找到你的目标外语内容。它还会告诉你的位置要切到哪个国家，才能看这些内容。\r\n\r\n[这里](https://www.lindsaydoeslanguages.com/the-ultimate-guide-to-netflix-for-language-learning/)是设置目标外语 Netflix 账号的详细指南。\r\n\r\n#### 目标外语视频资源\r\n\r\nNetflix 和 Youtube 都很适合获取目标语言材料。但不要局限于你已经知道的网站。每个国家都有不同的流视频服务。用谷歌搜索来查找你目标外语的母语者最常使用什么视频网站。\r\n\r\n#### Refold 内容合集\r\n\r\n我们的社区收集了很多适合初学者的材料。记得加入 [Refold 的 Discord 频道](https://refold.la/join)来获取超过 45 种语言的数千条内容推荐。\r\n\r\n### 被动收听材料 \r\n\r\n正如 [0A：语言学习的三种方式（已汉化）](https://zhuanlan.zhihu.com/p/564167912)这篇文章所解释的那样，被动收听是在你忙碌时，提高你沉浸时长的好方法。\r\n\r\n播客和有声书是开始被动收听最直接的办法，但这对于新手来说太难了。材料越难，越难以集中注意力。找一些你以前观看过的电视节目和 Youtube 视频，重听这些材料的音频，这样的被动听力更容易听懂，也不容易走神。\r\n\r\n要让被动收听成为你日常生活中的习惯，将其变得轻松不费力是关键。开始被动收听最简单的方式是打开你手机上的 Netflix 或 YouTube，听就完事了。如果你对技术比较熟，你可以下载音频，把它放在你的手机或单独的数字音频播放器中。 \r\n\r\n要了解更多关于被动听力的详细指导，请阅读[这篇文章](https://refold.la/roadmap/stage-1/a/passive-listening#Make-Listening-Easy)。", + "type": "text/markdown", + "caption": " 1A：沉浸学习\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Immersion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Language Basics.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Language Basics.json" new file mode 100644 index 0000000..5eae4b1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Language Basics.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/1A Language Basics", + "text": "# 1A：打下外语基础\r\n\r\n第一阶段的目标，是学习基础知识以备理解，这样第二阶段便能直接开始学习目标外语的材料。\r\n\r\n正如 [0A：语言学习的三种方式](https://zhuanlan.zhihu.com/p/564167912)这篇文章所说，主动非沉浸学习，相比沉浸学习能帮你更快掌握基础知识。\r\n\r\n有四部分知识需要主动非沉浸学习：\r\n\r\n1. 发音规则\r\n\r\n2. 书写系统\r\n\r\n3. 词汇\r\n\r\n4. 基础语法\r\n\r\n### 发音规则\r\n\r\n每种语言都有一套自己的发音规则，与其他语言有所差异。你的目标外语中有些发音是你的母语没有的。\r\n\r\n刚开始学习目标外语时，很多发音你甚至无法辨识。你的大脑单纯无法弄懂这些声音，你无法像母语者一样理解这些声音。\r\n\r\n要想弄懂这些发音，你需要完成数百小时的听力练习。好在主动非沉浸学习目标外语的发音规则能加速这一进程。\r\n\r\n要想了解目标外语的发音规则，你可以去网上找相关的视频或帖子。\r\n\r\n除非你能在听语言时精准地辨认不同发音，不要开口练习语音，否则你的口音会很不尽如人意，之后改起来也很困难。\r\n\r\n### 书写系统\r\n\r\n为了以准确的方式学习词汇，你需要阅读这些词汇。如果你的目标外语是表音文字，那么你要学习如何书写字母，并将这些字母与语音学习中学到的发音联系起来。\r\n\r\n汉语和日语的书写系统是表意的。如果你学的是这两种语言，你需要有意识地学习它们的文字。\r\n\r\n对于每种语言，用于学习其书写系统的工具都有所不同。加入 [Refold 社区](https://refold.la/join)可获得最适合学习你的学习资源。\r\n\r\n不要试图在这一阶段把书写系统学到极致，掌握基础即可。阅读是 Refold 学习导航中的核心部分，所以，你以后还会有很多机会来加强对书写系统的掌握。\r\n\r\n### 词汇\r\n\r\n刚开始学习一门语言时，你可能一点都不懂你沉浸学习的材料。最快提升自己理解能力的办法是：掌握最常见的 1000 个单词。这些词能覆盖 70-80% 的日常对话。\r\n\r\n一旦你掌握了基础，并能够理解一小部分沉浸学习材料，你就要开始通过沉浸学习来认识词汇，而非背诵词汇表。这一办法非常有效，因为你以这种方式学到的单词往往是你遇见最多的，也是你最有必要认识的。\r\n\r\n学习词汇的工具有很多。最简单的可以用纸质抽认卡。但我们推荐使用间隔重复系统（SRS）。SRS 比普通抽认卡高效百倍，因为 SRS 系统会调整学习内容，让你专注于难以掌握的单词。\r\n\r\n在下一篇文章中，我们会解释什么是 SRS，如何挑选一款 SRS，以及如何开始学习目标外语的常见词汇。\r\n\r\n### 语法\r\n\r\n### 别问「为什么」\r\n\r\n初学者学习新语法时，他们常常会问：「为什么这条语法是这样子？」他们想要找到某种可以解释这门语言的根本规律。\r\n\r\n可惜他们的问题往往没有答案。实际上语言就是混沌的一团乱麻，无法用简单的一组规则解释清楚。没有「为什么」，且「语言为什么是这样？」这个问题毫无意义。\r\n\r\n有一点很重要：语法「规则」并不是金科玉律般的规则。语法规则只是语言实际用法的指导。\r\n\r\n研究语法对于流畅对话帮助不大，因为你不可能记住所有规则，以及例外的情况。即使你过目不忘，你说话时也没有足够时间来运用这套知识。\r\n\r\n幸运的是，大脑很擅长以直觉领会语法。通过沉浸学习，你能用直觉理解语言，不思考语法也能遵循语法。\r\n\r\n[img [语法笑话：学习本国语言的老外往往比土著更懂语法|https://refold.la/static/ce03589d0a803ca9098890253e66e89f/b4294/grammar-meme.jpg]]\r\n\r\n### 精进理解\r\n\r\n尽管研究语法对口语帮助不大，但对于理解很有帮助。学习词汇有助于理解单词，学习语法有助于理解整条句子。\r\n\r\n一开始你可以每天阅读 10-15 分钟目标外语的基本语法规则。而沉浸学习时，你可以意识到句子中有你之前阅读过的语法规则，你可以体会到它们是如何在句子中发挥作用的。\r\n\r\n只有沉浸学习了足够多的材料，并见识了不少实例，你才能真正地理解你学习那些语法。如果有你不懂的，那就跳过。足够的沉浸学习终会使你领悟。", + "type": "text/markdown", + "caption": " 1A：打下外语基础\r", + "modified": "20230930171250228", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Language Basics" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Vocabulary.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Vocabulary.json" new file mode 100644 index 0000000..46d4204 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_1A Vocabulary.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/1A Vocabulary", + "text": "# 1A：背单词\r\n\r\n在语言习得的开始阶段，你的首要目标是：为达成理解奠定基础。只有具备足够的理解能力，才能直接开始沉浸学习。如上一篇文章所述，建立这一基础的最快方法，是记住最常见的词汇。\r\n\r\n### 学习工具\r\n\r\n记忆工具和技术有很多。我们认为间隔重复系统（SRS）是迄今为止最有效的记忆工具。\r\n\r\nSRS （间隔重复系统）旨在追踪你对每张抽认卡的记忆程度，并智能地向你展示你将要遗忘的卡片。这样，你能记住海量信息，并且尽可能省去不必要的复习。\r\n\r\n目前可用的最佳 SRS 工具是 [Anki](https://apps.ankiweb.net/)。Anki 有很多辅助语言学习的功能和插件。其电脑端、网页端和安卓端都是免费的，不过 iOS 端收费 163 人民币。（如果你实在不想了解 Anki，且目标外语是英语，可以下载墨墨背单词作为代替）\r\n\r\nAnki 有点复杂，所以最好安排专门时间来安装和配置。[这里](https://refold.la/roadmap/stage-1/a/anki-setup)是 Anki 入门的完整指南。\r\n\r\n### 学习策略\r\n\r\n在沉浸学习中，你的目标是理解，而非表达。这意味着你只需要提升被动词汇量即可，被动词汇是你认识理解的词汇。\r\n\r\n你不必在沉浸学习中记忆词汇。当你到了第三阶段，你的大脑能够自然地将被动词汇转化为主动词汇，你便能轻松的回忆这些单词。\r\n\r\n### 选择单词表\r\n\r\nAnki「牌组」是你可以下载并学习的预制 Anki 卡片合集。Refold 社区正在努力制作适合新手的 Anki 牌组。\r\n\r\n免费加入你所学语言的 [Refold Discord 社区](https://refold.la/join)来获取这些牌组。\r\n\r\n如果你的目标外语下没有可用的 Refold 牌组，你可以使用其他来源的预制牌组，或者自己制作牌组。\r\n\r\n#### 选择预制卡组\r\n\r\n在优质的预制牌组中，每张卡片应有单词、例句、释义，最好也配上例句的音频。\r\n\r\nRefold 社区已经整理好了每种语言的优质牌组列表。加入[社区]((https://refold.la/join)来获取这些推荐牌组。\r\n\r\n#### 自制牌组\r\n\r\n如果按照上面的标准找不到优质的预制牌组，你可以自制牌组并与社区分享。\r\n\r\n制作牌组的第一步是选择你想学习的单词，最好的办法是借助词频表。词频表是将单词按照最常见到最罕见排序的单词列表。上网搜索即可找到任何一种语言的词频表。 \r\n\r\n选择词频表时，一定要保证表中的单词都是原型，而非变位/屈折形式。比如 “walk” 和 “walking” 应当归入同一单词。 \r\n\r\n如果你的母语和目标外语有联系（比如英语和西班牙语），那么这两门语言之间有很多单词会比较相似。这些相似单词是「同源词」，你不必学习。\r\n\r\n有了单词表之后，你要为每个单词收集制卡所需的信息，并将其导入 Anki。单词卡片有很多类型可供选择，但我们建议简单即可。\r\n\r\n在卡片正面写上单词。[img [vocabulary card front|https://refold.la/static/e9377b428a179543d5cc004ee3e9fcca/5a428/vocabulary-card-front.png]]\r\n\r\n卡片背面写上例句和释义。[img [vocabulary card back|https://refold.la/static/165ae46ff1501e0f0414dddf612a34e4/e3b18/vocabulary-card-back.png]]\r\n\r\n新手可能还需要在卡片背面添加例句翻译以辅助理解。但进阶之后最好不要使用例句翻译，因为翻译总是不准确的。\r\n\r\n此外，不要忘了这时候你学习的目的是认识理解单词。卡片正面不要有母语文字，只能有目标外语。\r\n\r\n### SRS 最佳实践\r\n\r\n每学一个新单词，之后都会有数次复习。新手最常见的错误是卡片学得太多太快。新卡片学得太多，复习负担也会变大，会让人很容易倦怠。\r\n\r\n重要的是坚持，不是卡片数量。我们建议每天添加 10 张新卡，这样每天复习量大概是 70 张卡片。改变新卡添加量后，复习量会在大概两周后发生变化。\r\n\r\n一旦感到倦怠，停止添加新卡片，等复习量下降为止。可以调整为每天学 5 个单词，或者其他你能掌控的学习量。", + "type": "text/markdown", + "caption": " 1A：背单词\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1A Vocabulary" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Intensive Immersion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Intensive Immersion.json" new file mode 100644 index 0000000..9b0cf46 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Intensive Immersion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2A Intensive Immersion", + "text": "# 2A：精细沉浸\r\n\r\n精细沉浸能很好地提升阅读和词汇能力。对于初学者来说，把书和博客作为材料入手太困难了。我们推荐把目标外语的电视节目的字幕作为材料。\r\n\r\n我们推荐从字幕开始有四大原因：\r\n\r\n1. 电视节目的画面提供额外的视觉信息，有助于理解。\r\n\r\n2. 电视节目有声音，这样你能学到单词的正确发音\r\n\r\n3. 边读边听有助于你剖析句子的语法结构。\r\n\r\n4. 字幕是对话的书面文本。通常来说，对话所用的语言要比小说和博客更简单。\r\n\r\n### 如何精细沉浸\r\n\r\n在精细沉浸中，你的目标是尽可能去理解。因此，在每行字幕后都要暂停，并尝试理解句子。如果有不认识的单词，请查阅词典。\r\n\r\n当你精细沉浸时，你遇到的一些语言会很容易理解，但其余部分则较为困难。甚至在字典的帮助下仍有些句子你无法理解。\r\n\r\n专注于适合你的大脑的难度。如果你在思考 10 秒后还是搞不懂一句话，跳到下一句就好了。\r\n\r\n在传统教育中，你被告知应当努力学习困难的东西。其实，在沉浸学习中，专注于简单的内容是更好的策略。当你的理解能力逐步提高，曾经困难的内容也将变得简单。\r\n\r\n### 该看什么内容\r\n\r\n#### 字幕\r\n\r\n对于听力不好的人来说，纯靠听音来查词是很困难的。因此需要找到字幕和音频匹配的内容。如果没有字幕，你无法精细沉浸电视和电影。\r\n\r\n本土产出影像的字幕通常是与音频匹配的，但配音影像往往并非如此（译注：比如 CCTV6 的官方配音往往和字幕不一样）。匹配的字幕对初学者来说很重要，你要听清每个单词的正确发音。能力提升之后不匹配的字幕就不成问题了。\r\n\r\n除非是冷门小语种，一门语言会有很多搭配字幕的影像。Refold 社区正在汇集这样的内容，以便初学者上手。\r\n\r\n但是，小语种语言可能没有字幕。如果你找不到有字幕的目标外语影视，我们建议用漫画书做精细沉浸的材料。我们会在 2B 阶段进一步解释阅读漫画的细节。\r\n\r\n#### 面向儿童的内容\r\n\r\n面向成年人（16 岁以上）的母语内容，对于刚开始学语言的人来说是很难的。从儿童内容上手会更简单。\r\n\r\n我们推荐从面向 7 至 14 岁的儿童节目开始。儿童节目的故事和对话更简单，也更容易理解。\r\n\r\n我们不推荐面向婴幼儿的电视节目。这些节目包含的语言太少，对成年人来说也太无聊了。\r\n\r\n#### 重看内容\r\n\r\n加速习得过程的最佳途径就是增进理解。材料越容易理解，它就越吸引人，你的大脑也能从中学到更多。\r\n\r\n增进理解和投入的好策略是把内容看两遍：先无阻沉浸一遍，再精细沉浸一遍。如果你已经看过一遍，你将懂得故事的来龙去脉、对此有更深的理解，在精细沉浸中也会更加投入。第二遍的精细理解可以让你解开第一遍没有理解的所有谜团。\r\n\r\n对于你以前没看过的节目，你可以通过在观看前/后阅读情节梗概来增强理解。这将有助于你理解故事，帮助你去猜测其中涉及到的单词意思，并引导你更加投入于材料中。\r\n\r\n### 不要精疲力竭\r\n\r\n精细沉浸也许会很累人。这个过程需要你高度集中，会消耗很多精力。做精细沉浸做累了就切换到无阻沉浸。\r\n\r\n一旦你觉得手头上的视频或书籍没意思，就换别的东西看。不要强迫自己沉浸学习。对于语言习得来说，愉快是最重要的。\r\n\r\n### 沉浸学习的工具（译者注：我们也整理过一些语言学习工具，参见：https://zhuanlan.zhihu.com/p/556277936）\r\n\r\n### 弹窗词典\r\n\r\n看视频或读书时要查词典。电子词典软件比纸质词典更快捷，但查词时仍然需要切换窗口。\r\n\r\n利用弹窗词典，你能直接在看视频的应用里面查词。[img [弹窗词典|https://refold.la/static/f62a33dfce623e5624dd1e7f34c749e2/0a47e/popup-dictionary.png]]\r\n\r\n如果你有 Netflix，我们推荐 [Language Learning with Netflix](https://languagelearningwithnetflix.com/) 这个 Chrome 插件。这个插件能在每行字幕结束后自动暂停，并借助内置弹窗词典来查词。这个插件能免费使用，但也有付费版本，提供了更多功能，也许对你有用。\r\n\r\n制作了这个插件的公司同样制作了 [Language Learning with YouTube](https://chrome.google.com/webstore/detail/language-learning-with-yo/jkhhdcaafjabenpmpcpgdjiffdpmmcjb) 插件。\r\n\r\n还有一些服务于阅览网页的弹窗词典：\r\n\r\n- [Mac 内置](https://wokabulary.com/blog/the-built-in-dictionary-on-mac-and-iphone.html)词典\r\n\r\n- [Yomichan](https://chrome.google.com/webstore/detail/yomichan/ogmnaimimemjmbakcfefmnahgdfhfami)（针对日语）\r\n\r\n#### MPV 视频播放器\r\n\r\n如果你喜欢离线看视频，我们推荐 [MPV](https://mpv.io/) 这一视频播放器。MPV 是开源的，而且有很多社区制作的插件，是绝佳的语言学习工具。\r\n\r\nMPV 比较复杂，所以我们制作了[引导视频](https://youtu.be/bbg6ztWecbU)来帮你配置。\r\n\r\n### 寻找带字幕的视频\r\n\r\n#### YouTube\r\n\r\nYoutube 是寻找电视节目和其他有趣母语材料的绝佳场所。Youtube 中每个视频都配有自动生成的字幕，虽说不尽准确。若要查找配有准确字幕的视频，请使用 Youtube 的[高级搜索](https://support.google.com/youtube/answer/3029103?hl=en)功能。\r\n\r\n#### Netflix\r\n\r\n如果你在使用 Netflix，你目标外语的任何原创内容都会配有字幕。\r\n\r\n如果你看的视频是配音的，请使用标有「CC」的字幕轨道，「CC」表示「隐藏式字幕」。如果字幕轨道没有 CC 的标识，那么字幕大概跟音频匹配不上。\r\n\r\n#### 目标外语的流视频服务\r\n\r\n不要只盯着这几个网站，多看看别的流视频服务。每个国家都有本土媒体和本土流视频平台。在那里你可能会发现更多字幕匹配音频的视频。\r\n\r\n#### Refold\r\n\r\n我们的社区整合了字幕匹配音频的视频列表。[加入社区](https://refold.la/join)来获取这些资源。", + "type": "text/markdown", + "caption": " 2A：精细沉浸\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Intensive Immersion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Measuring Comprehension.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Measuring Comprehension.json" new file mode 100644 index 0000000..d21b406 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Measuring Comprehension.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2A Measuring Comprehension", + "text": "# 2A：衡量理解能力\r\n\r\n许多人喜欢估计一段材料中他们认识单词的占比，来衡量他们的理解能力。但是，这招没法去衡量高层次的理解。\r\n\r\n这主要有两个原因：\r\n\r\n1. 即使你认识每个词，但连成一句话可能就不懂了。\r\n\r\n2. 即使不认识句子里所有的词，你也能完全理解句子。\r\n\r\n因此，我们建立了一套体系来帮助你评估理解能力，评估标准基于你真正理解了多少。\r\n\r\n### 理解等级\r\n\r\n下面的理解等级包含多个阶段：从完全不理解的阶段，一直到相当于母语者的完全理解阶段。\r\n\r\n#### 等级 0：啥都不会\r\n\r\n- 材料对你是来说天书。\r\n\r\n#### 等级 1：一星半点\r\n\r\n- 个别词汇你看得懂。\r\n\r\n#### 等级 2：零零碎碎\r\n\r\n- 每句话中你几乎至少能认出一个词。\r\n\r\n#### 等级 3：懂得要旨\r\n\r\n- 你能认出文中一半左右的词汇。\r\n\r\n- 你能理解一些句子的完整含义。\r\n\r\n#### 等级 4：明了情节\r\n\r\n- 你能理解几乎所有句子的意思。\r\n\r\n- 你懂得故事大意，但是个别情节不太懂。\r\n\r\n#### 等级 5：轻松晓畅\r\n\r\n- 你几乎能理解所有句子，除了偶尔会不懂个别单词或者短语。\r\n\r\n- 你可能不理解笑话、双关或者一些微妙的语言差别。\r\n\r\n- 理解依然需要努力。\r\n\r\n#### 等级 6：浑如天成\r\n\r\n- 你能毫不费力地理解一切。\r\n\r\n### 理解能力不是恒定的\r\n\r\n请注意，在不同内容中，你的理解等级也是不同的。你可能对少儿节目有等级 5 的理解，但对新闻报道只有等级 3。\r\n\r\n### 测试你的理解能力\r\n\r\n在整个 Refold 学习导航中，我们使用上述的理解等级标准来确定你何时准备好进入下一个子阶段。每个子阶段都会有自我测试，以帮助你衡量自己的理解力。这些测试解释了要使用哪种类型的内容以及如何执行测试。\r\n\r\n随着你在各阶段的进展，内容的难度会不断增大，帮助你理解的工具会变少。但无论是什么情况，在自我检测理解能力时，你都不应该使用字典查询。查字典会人为地提高你的理解力，掩盖你的真实能力。\r\n\r\n### 进阶\r\n\r\n要从 2A 阶段升到 2B 阶段，你应该对面向青少年年龄段的内容有 3 级的理解力。记住，3 级理解力意味着你能认出一半以上的单词。\r\n\r\n你不需要完全理解这些词在给定语境中的含义。如果你看到一个词，心想「我知道这个词，但不明白它在这里是怎么用的」，这也算认识。\r\n\r\n为了测试自己是否有足够的能力可以进入 2B 阶段，选择一个有字幕的儿童年龄段电视节目（针对 7-14 岁）。带着字幕看节目，暂停阅读每一行。关掉你的弹出式词典，这样你就不会被诱惑着去看定义或翻译。\r\n\r\n如果你能理解几乎每一个词，且理解一些句子的完整含义，那么你已经准备好进入阶段 2B 了。祝贺你！", + "type": "text/markdown", + "caption": " 2A：衡量理解能力\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Measuring Comprehension" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Sentence Mining.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Sentence Mining.json" new file mode 100644 index 0000000..8b4f7c9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2A Sentence Mining.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2A Sentence Mining", + "text": "# 2A：词句挖掘\r\n\r\n词句挖掘是在沉浸学习时发现新单词，并制作 Anki 卡片来学习这些新单词。词句挖掘得名于卡片要用到原文中单词所在的句子作为例句。这个方法威力无穷，因为你学到的单词，都是你在自己的沉浸学习中经历过的。\r\n\r\n你可以随时开始挖掘词句，但最好还是打牢了语法词汇基础再做。我们推荐挖掘词句之前先掌握至少 1000 个单词。\r\n\r\n### 以句子为单位，而非单词\r\n\r\n我们强烈推荐在每张卡片上都添加例句。卡片如果只有单词及其释义而没有例句，那么在学习过程中会有很多问题：\r\n\r\n **1. 大部分单词有多种含义** \r\n\r\n有些单词甚至可能有十几个不同的含义。同时掌握所有意思太难了。\r\n\r\n选择例句后，你只需要关注单词在语句中所表达的意思即可。这样一次只学一个释义是更有效的词汇学习方法。\r\n\r\n **2. 孤立的单词很难记忆** \r\n\r\n孤立的单词是脱离实际的，而脱离实际的东西很难记忆。例句为单词添加了上下文，构造了更具体的情景，更容易勾牢在记忆里。\r\n\r\n **3. 单词从不被单独使用** \r\n\r\n学习孤立而没有上下文的单词，就无法掌握跟其他单词联用时的用法。而例句可以帮助你从整体的角度出发理解一些词组和搭配。\r\n\r\n### 如何选择句子\r\n\r\n不是所有句子都适合拿来学习。合适的单词例句需要符合两条主要的选择标准。满足这两条标准的句子称为 1T 句子。\r\n\r\n **1. 只有一个未知** \r\n\r\n好的例句应该只有一个陌生单词或者一个语法结构。有多个未知元素的句子不要用。\r\n\r\n **2. 完全理解** \r\n\r\n当你查找了未知单词的释义或未知语法结构的解释后，就应该完全清楚例句的意思了。如果查询后还是搞不懂，那么这可能不是一个好例句。\r\n\r\n### 如何选择要记忆的单词\r\n\r\n并非每个单词都值得学习。以下标准决定了该学哪些词汇：\r\n\r\n1. 这个词在日常交谈中有用吗？\r\n\r\n2. 这个词对于理解你的沉浸内容是否必要？\r\n\r\n3. 你之前见过这个词了吗？你是否觉得熟悉？\r\n\r\n4. 这个词对你个人而言是否有趣？\r\n\r\n如果以上问题你的回答都是「是」，那么你应该学这个单词。\r\n\r\n### 何时挖掘\r\n\r\n精细沉浸是语句挖掘的最佳时机。你已经在努力理解语句，查询单词意思了，所以顺带找出好的 1T 句子也很容易。\r\n\r\n有多种将被挖掘的词句制卡的方法：\r\n\r\n1. 边沉浸边制卡（同步挖掘）。\r\n\r\n2. 保存你想学的句子，留到之后再制卡（异步挖掘）。\r\n\r\n3. 用软件自动制作卡片（自动挖掘）。\r\n\r\n同步挖掘是社区中最流行的方法，所以我们建议从它开始。这里有许多让同步挖掘变简单的工具。\r\n\r\n加入 [Refold 社区](https://refold.la/join)以获取你目标外语最好的支持工具。（译注：国内也有类似的插件可以帮助制卡，详见https://zhuanlan.zhihu.com/p/25866272）\r\n\r\n### 如何制卡\r\n\r\n有许多不同的卡片样式可供使用。我们推荐从只包含文本的卡片上手，因为这种卡片制作起来最简单。有两种文本卡片：单词和句子。它们各有优劣，这个[视频](https://www.youtube.com/watch?v=GLfmKWhLhjk)可供参考。\r\n\r\n在[第一阶段（已汉化）](https://zhuanlan.zhihu.com/p/565801338)，我们推荐使用单词卡，因为你的词汇量还不足以理解整个句子。你现在已经进入第二阶段了，我们建议你切换到句子卡。\r\n\r\n#### 句子卡格式：\r\n\r\n- 正面：例句\r\n\r\n- 背面：目标单词的释义\r\n\r\n熟悉 Anki 用法之后，你可以在卡片里添加图片和音频。你可以在[这里](https://refold.la/roadmap/stage-2/b/advanced-sentence-mining)了解更高级的卡片格式。\r\n\r\n### 工作流程示范\r\n\r\n- 第一步：在沉浸学习的材料中找到 1T 句子。\r\n\r\n- 第二步：把句子放在卡片正面[img [句子卡正面|https://refold.la/static/3a0bc7d217b23c93e40044f54bebe204/5a428/sentence-card-front.png]]\r\n\r\n- 第三步：在卡片背面放上释义[img [句子卡背面|https://refold.la/static/f7582c8c14e8c2b5fe03886204c8c071/5a428/sentence-card-back.png]]\r\n\r\n### 翻译\r\n\r\n不推荐在卡片上添加整个语句的翻译。不同语言表情达意的方法各有千秋，所以翻译总是不准确的。对于满足了 1T 标准的句子，你应该不需要翻译就能理解。\r\n\r\n### 多少卡片？\r\n\r\n我们推荐每天学习 10 张新卡片。你可以多学，但是 Anki 复习会越积越多，你可能承受不住。\r\n\r\n若要估计未来的复习量，将每天学习的新卡片数量乘以 7 。例如，如果你每天学 10 张卡片，那么几周之后，你每天要复习大约 70 张卡片。", + "type": "text/markdown", + "caption": " 2A：词句挖掘\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2A Sentence Mining" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Going Monolingual.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Going Monolingual.json" new file mode 100644 index 0000000..938cb12 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Going Monolingual.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2B Going Monolingual", + "text": "# 2B：转向单语词典\r\n\r\n目前为止，你都在使用 **双语词典** 。你在词典里查找目标外语的单词，阅读词典中用母语撰写的单词释义。\r\n\r\n一旦你对于电视节目字幕或者动画能够达到 [4 级（已汉化）](https://zhuanlan.zhihu.com/p/567218773)的理解水平，这时候就应该改用单语词典了。单语词典是母语者所使用的词典，用你的目标外语解释目标外语中的单词。\r\n\r\n### 为什么要使用单语词典？\r\n\r\n双语词典很适合初学者，因为你能借助母语快速学习目标外语中的单词。但是双语词典有个问题：不够准确。\r\n\r\n每种语言各有微妙之处，难以经由翻译传达。双语词典把单词翻译成另外一门语言，这一过程会丢失单词的部分内涵。\r\n\r\n如果你依赖这些不准确的翻译，你会很容易误解目标外语单词的真正意思。虽然通过足够的沉浸，这些误解能自然得到纠正，但是这样太慢了。如果使用单语词典，你能在第一时间学到这个单词的正确意思，而且加快习得的过程。\r\n\r\n### 如何使用单语词典？\r\n\r\n现在你使用词典查找单词的过程，可能类似于：\r\n\r\n1. 见到不认识的单词。\r\n\r\n2. 使用双语词典查询这个单词。\r\n\r\n要想过渡到单语词典，最简单的方法是在这个过程中加上一步：\r\n\r\n1. 见到不认识的单词。\r\n\r\n2. 使用单语词典查询这个单词。\r\n\r\n3. 使用双语词典查询这个单词。\r\n\r\n如果单语词典的释义中出现了很多不认识的单词，那么你就要在双语词典中查询这些不认识的词，并为这些词创建卡片。\r\n\r\n随着你越来越熟悉单语词典，卡片背后的释义就要从母语释义改成单语释义了。你最终就能丢掉双语词典，完全依赖于单语词典的释义了。\r\n\r\n我们将上述过程称为「平易单语过渡」。这种平易的方法适用于大多数学习者。但对于某些语言来说，单语过渡太困难，需要更成体系的方法。\r\n\r\n如果你尝试了平易方法，但是仍然感到有困难，可以尝试[结构化的单语过渡](https://refold.la/roadmap/stage-2/c/structured-monolingual-transition)。", + "type": "text/markdown", + "caption": " 2B：转向单语词典\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Going Monolingual" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Immersion Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Immersion Guide.json" new file mode 100644 index 0000000..c4fdd53 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Immersion Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2B Immersion Guide", + "text": "# 2B：沉浸学习指南\r\n\r\n2B 阶段的目标是在特定题材的母语内容达到 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)的理解水平。一旦你达到了这一水平，沉浸就容易多了，因为你能理解足够多的内容，很容易保持专注。\r\n\r\n我们社区的许多成员说，当他们达到 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)的理解后，他们的沉浸学习能够自我维持，因为他们会渴望在目标外语上花更多的时间。\r\n\r\n### 选择难度适中的内容\r\n\r\n面向少儿的内容，很适合初学者，但跟成人使用的语言差距很大。现在你已为理解打下坚实基础，观看真正的母语内容将更加容易。\r\n\r\n为了保证你能尽量理解材料，请尝试寻找相对容易理解的内容。\r\n\r\n#### 故事简单\r\n\r\n题材简单为佳。浪漫的情景喜剧比讲时间旅行的科幻小说更简单。\r\n\r\n#### 内容形象\r\n\r\n形象「展示」故事，而不平铺直叙为佳。情绪夸张的肥皂剧比独白自述更容易理解。\r\n\r\n#### 语言简单\r\n\r\n语言简单，可用于日常生活为佳。个人轶事比政治辩论更容易理解。\r\n\r\n### 领域\r\n\r\n不同类型的内容使用不同类型的语言。奇幻剧的语言，与校园剧的语言不同。我们将这些不同类型的语言称为「领域」。\r\n\r\n当你进入 2B 阶段，探索你的兴趣时，你会在许多不同领域中沉浸学习。你在一个领域中学到的东西，可能对其他领域用处不大。因此，你为了加速提升你的理解力，需要专注在少数几个领域。\r\n\r\n我们推荐你选择「日常喜剧」作为入门领域。日常喜剧关注普通人的日常生活，往往故事情节很简单，包含大量的视觉信息，而且使用的语言都是日常生活能用得到的。\r\n\r\n不过，你需要结合你的兴趣和享受程度综合考量。\r\n\r\n### 快乐最大化\r\n\r\n在选择内容时，把享受放在首位。找到符合你兴趣的内容。你越喜欢沉浸学习，你学到的东西就越多。\r\n\r\n如果你不喜欢「日常」，那选一个你喜欢的就好。如果你对某个领域感到厌烦，那就切换到下一个。保持对语言的兴趣比优化效率更重要。\r\n\r\n### 拥抱模糊不解\r\n\r\n关于享受沉浸学习，我们能给出的最好建议是：不要担忧自己不能完全理解。许多学习者苦于不能理解细枝末节，却从不因为他们能理解的内容而鼓励自己。\r\n\r\n不要丧气。你迟早能理解的。\r\n\r\n### 沉浸学习多久呢？\r\n\r\n你沉浸得越多，你习得目标外语的速度就越快。如果你目标外语与你的母语相似，我们建议你每天完成 2-3 个小时的主动沉浸（精细或无阻）。对于较难的语言，每天 5 个小时以上是取得快速进步的理想选择。\r\n\r\n看起来很长时间，但别忘了，沉浸学习不需要正襟危坐。如果你在闲暇时间都收看外语内容的话，你就可以一边看你喜欢的电视节目享乐放松，一边学习语言。\r\n\r\n### 进阶\r\n\r\n如果你对从未看过的母语内容达到了 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)的理解水平，你就准备好进入 2C 阶段了。你可以配字幕观看，并在每段字幕后暂停理解，但你不该查词。\r\n\r\n母语内容的难易差别很大。对于这个测试，你要选择面向成人的材料，且材料的领域是你所熟悉的。\r\n\r\n看一集你以前从未看过的节目。每一行字幕都要暂停阅读。不要查词，问问自己：\r\n\r\n1. 我能否理解几乎所有的句子？\r\n\r\n2. 我能否理解完整剧情，不会晕头转向？\r\n\r\n如果你的回答都是「是」，祝贺你！可以升到 2C 阶段了。", + "type": "text/markdown", + "caption": " 2B：沉浸学习指南\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Immersion Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Reading.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Reading.json" new file mode 100644 index 0000000..b6c4f96 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2B Reading.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2B Reading", + "text": "# 2B：阅读\r\n\r\n到目前为止，我们都一直建议你把字幕作为阅读材料。我们这样建议的原因有四：\r\n\r\n1. 电视节目的画面提供额外的视觉信息，有助于理解。\r\n\r\n2. 电视节目有音频，这样边读边听，能培养正确的发音认知。\r\n\r\n3. 边读边听有助于你剖析句子的语法结构。\r\n\r\n4. 字幕是对话的书面文本。通常来说，对话要比小说和博客更简单。\r\n\r\n一旦你感觉阅读字幕太容易，你就可以开始读更困难的材料了。\r\n\r\n### 纯文字\r\n\r\n纯文字不附加视觉或听觉信息，纯文字材料包括书籍、博客、新闻。\r\n\r\n阅读字幕时，即使有些单词不懂，你也能借助节目图像的视觉信息来理解故事情节。阅读纯文字则更加困难，因为没有视觉信息了。书页上的文字是唯一了解故事的信息来源。\r\n\r\n阅读纯文字不是学习语言的必要条件。如果你愿意的话，你完全只通过字幕学习，同样能流利掌握语言。然而，比起看电视，许多人更喜欢读书。\r\n\r\n下面我们将解释如何逐步提高你的阅读能力，直到你能够阅读完整的小说。\r\n\r\n### 漫画\r\n\r\n字幕之后就是漫画。漫画基本上以对话为主，其语体跟电视节目类似。\r\n\r\n漫画没有音频来帮助你解析句子，但跟电视一样都有图像。这些视觉信息有助于理解，因此漫画很适合当作阅读材料中视频字幕跟纯文字的衔接。\r\n\r\n许多漫画可以在线阅读；这些漫画是「网络漫画」，很容易在网上搜到。加入 [Refold Discord 社区](https://refold.la/join)来获得你目标外语的漫画推荐。\r\n\r\n### 分级读物\r\n\r\n如果你准备好阅读纯文字了，我们推荐从分级读物开始。分级读物是为儿童或二语学习者简化过的小说。简化后的语言能帮你战胜纯文字的难度陡坡。\r\n\r\n当你读过几本分级读物后，你就会有更充分的预备去阅读小说。\r\n\r\n### 童书\r\n\r\n如果你找不到面向你的目标外语的分级读物，或者你对找到的材料不满意，你可以阅读童书。\r\n\r\n不要以为童书就简单。给孩子看的书，不意味着对于第二语言学习者就简单。童书经常会用搞笑有趣的词，这些词往往是读字幕学不了的。\r\n\r\n我们不推荐阅读图画书或面向 7 岁以下儿童的书籍，因为这些书中的语言过于简化。\r\n\r\n### 博客\r\n\r\n纯文字阅读的另一个选择是博客和网络上的文章。博客的语言没有简化，但它们的内容往往专注于单一主题。如果你已经了解了这一主题，那么你就能推断出大部分不认识的单词的意思。\r\n\r\n### 如何阅读\r\n\r\n就像读电视字幕那样，你可以用精细沉浸或无阻沉浸来读纯文字。如果用小说上手，我们建议阅读方法更偏向无阻沉浸，只查会影响情节理解的单词。查单词太频繁会打断阅读，阻止大脑吸收语言。\r\n\r\n阅读策略有不少。如果你想进一步了解，可以在这篇[文章](https://refold.la/roadmap/stage-2/c/how-to-read-a-novel#Reading-Strategies)中找到这些策略的详细介绍。", + "type": "text/markdown", + "caption": " 2B：阅读\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2B Reading" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Immersion Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Immersion Guide.json" new file mode 100644 index 0000000..bb0f1bb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Immersion Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2C Immersion Guide", + "text": "# 2C：沉浸学习指南\r\n\r\n为了在你选择的领域中快速从 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story)提升到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)理解，你需要交替进行这两项活动：阅读与听力。\r\n\r\n你可以周期性地（每天或每周）交替安排这些活动。由你自己决定最适合你生活、兴趣和精力水平的方式。\r\n\r\n下面，我们为以上两个活动分别建立了沉浸式学习计划的示例，且两种沉浸式学习计划都假设你正尝试掌握生活领域。\r\n\r\n### 专注阅读\r\n\r\n精细沉浸\r\n\r\n- 观看: 带字幕的老友记\r\n\r\n- 阅读: 生活化的漫画杂志\r\n\r\n- 阅读：个人博客\r\n\r\n词句挖掘：\r\n\r\n- 尝试理解每个生词，并为其逐个制作卡片。\r\n\r\n被动听力：\r\n\r\n- 听老友记的音频，这样你能复习你在 Anki 中所学的单词。\r\n\r\n### 专注听力\r\n\r\n无辅助的无阻沉浸\r\n\r\n- 观看：老爸老妈的浪漫史\r\n\r\n- 观看：YouTube 上的个人轶事视频\r\n\r\n- 收听：关于个人轶事的播客\r\n\r\n### 进阶\r\n\r\n2C 阶段结束时，你对面向成年人的日常喜剧应该具备了 5 级的理解水平。下面是一些自我测试。\r\n\r\n选一集你从没看过的日常喜剧节目。关掉字幕。把这集节目看完，中途不要暂停回退。问自己这三个问题：\r\n\r\n- 你能听得清所说的每个词吗？\r\n\r\n- 你能理解故事中的每个细节吗？\r\n\r\n- 你能不假思索、自然而然地理解大部分对话吗？\r\n\r\n即便有一个问题的答案是「不能」，也不必担心。只要持续沉浸式学习，你很快就能进阶到第三阶段。\r\n\r\n如果这三个问题的答案都是「能」。恭喜你！你可以开始第三阶段了。", + "type": "text/markdown", + "caption": " 2C：沉浸学习指南\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Immersion Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Master a Domain.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Master a Domain.json" new file mode 100644 index 0000000..cc79fa2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Master a Domain.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2C Master a Domain", + "text": "# 2C：掌握一个领域\r\n\r\n要从 2C 阶段毕业至 3A 阶段，你首先对某个领域的理解应该达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable) 。 从 [4 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-4-Story) 过渡至 5 级是一项挑战，需要在策略上做一些调整。 第一个变化：聚焦在单个领域上。\r\n\r\n我们还建议进行另外两项策略调整：\r\n\r\n1. 让精细沉浸更加精细\r\n\r\n2. 丢掉无阻沉浸中的所有辅助\r\n\r\n### 完全沉浸\r\n\r\n现在，你对首个领域的理解应该达到 4 级，这意味着你可以跟上沉浸式内容的故事。 4 级足以让人享受沉浸；欣赏故事不必要理解每一个词的意思。 但想要达到 5 级的理解水平，你需要给自己树立更高的标准。\r\n\r\n在 2A 阶段，我们建议你查找每个单词的时间不要超过 10 秒，因为将注意力集中在能理解的单词上是最有效的。 既然你正在尝试缩小与 5 级之间的差距，那么花上最多 30 秒来理解任何生词和短语也是值得的。为大多数生词及短语制作 Anki 卡片也是很有帮助的。\r\n\r\n如果在体验沉浸时发现查找的意思过于混乱，应该先保存句子，暂停查找，在沉浸时间结束时继续查找。\r\n\r\n习语、固定表达以及文化或历史文献资料比普通单词更难查找。 你通常无法在字典中找到它们。 如果你认为自己遇到了习语或文献资料，那么它值得花上最多 60 秒来进行谷歌搜索。 当你把它搞懂后，制作一张 Anki 卡也是值得的。\r\n\r\n如果在搜索 60 秒后仍然无法弄清楚，我们的建议是最好放弃。有些参考资料需要完整阅读 Wikipedia 文章或是博客才能完全理解；也有些可能是太晦涩难懂，难以查询。 除非你个人觉得它们非常有趣，否则这么做不值得。\r\n\r\n### 无辅助的无阻沉浸\r\n\r\n在本阶段，无阻沉浸的目标是提高听力。在 2C 阶段的最后，你应能不借助字幕和词典而对母语内容有 5 级的理解水平。\r\n\r\n现在你的阅读理解水平很可能比你的听力理解水平要好得多。为了提高听力，你应该在无阻沉浸中脱离字幕的辅助，这样你的大脑就不得不发展听力能力。\r\n\r\n这也是一个开始收听纯音频的好时机（播客、访谈等等）。你的理解力应该足以保持兴趣和投入，哪怕没有任何视觉背景。\r\n\r\n在这个阶段，重听也变得非常有用。 如果你再听一遍你挖掘过词句的内容，这就相当于学完 Anki 词汇后立刻再听一遍，你就能记得更牢。", + "type": "text/markdown", + "caption": " 2C：掌握一个领域\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Master a Domain" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Narrow Focus.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Narrow Focus.json" new file mode 100644 index 0000000..2826c2a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_2C Narrow Focus.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/2C Narrow Focus", + "text": "# 2C：专注主题\r\n\r\n在 2B 阶段时，你的目标是提升理解能力，让你能享受沉浸学习。[4 级（已汉化）](https://zhuanlan.zhihu.com/p/567218773)的理解水平足够让你享受材料了，虽然你仍然不理解大部分内容。\r\n\r\n2C 阶段的目标，是对于某一领域的母语内容，达到 [5 级（已汉化）](https://zhuanlan.zhihu.com/p/567218773)的理解水平。达到这一水平之后，大脑能注意到语言的细腻之处并将其习得。\r\n\r\n达到 5 级理解能力就意味着：你已经潜意识地习得了足够的语言来学习像母语者一样说话和写作。\r\n\r\n从 4 级提升到 5 级很花时间。为了加快进展，你要把注意力聚焦到语言的一小块领域上。\r\n\r\n### 选择主题领域\r\n\r\n我们在 2B 阶段提到，不同类型的内容，其涉及到的语言也属于不同领域。比如奇幻主题的语言，与科幻主题的语言所用到的词汇就不同。\r\n\r\n在 2B 阶段，你需要目标明确地享受并追随自己的兴趣，所以你可能一直会在不同的领域之间跳来跳去。在不同领域之间的转换会减缓你迈向第 5 级理解的进度，因为它打断了对特定领域语言的掌握。\r\n\r\n为了加快这个过程，我们建议你一个一个来，掌握了一个再去掌握下一个。具体来说，我们建议先掌握「日常喜剧」领域，因为它与日常讲话最为相关。\r\n\r\n通过把学习专注于日常领域，你将更快地习得语言的细微之处，为第三阶段的口语表达做好准备。\r\n\r\n### 享受学习\r\n\r\n你要平衡效率与享受，一如既往。\r\n\r\n理想情况下，你总会享受你所专注的领域的。可惜大部分人不能如愿。如果你开始厌烦一块领域了，那么就多学一些你感兴趣的材料。\r\n\r\n找到最适合你的平衡点。", + "type": "text/markdown", + "caption": " 2C：专注主题\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2C Narrow Focus" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A Adopt A Language Parent.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A Adopt A Language Parent.json" new file mode 100644 index 0000000..85b7416 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A Adopt A Language Parent.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3A Adopt A Language Parent", + "text": "# 3A：认领语言家长\r\n\r\n大部分沉浸学习者想要达到母语者的口语水平，但是每个母语者都有自己独特的说话方式。既然如此，你要如何「说得像母语者一样」呢？\r\n\r\n不要想着「像母语者一样说话」，而是确定一名特定的母语者，来模仿他的说话方式。这个人就是你的“语言家长”。\r\n\r\n### 确定家长人选\r\n\r\n在不同家长人选之间斟酌时，你要考虑以下问题：\r\n\r\n1. 你是否喜欢这个人的说话方式？\r\n\r\n2. 这个人说的材料是否合适？\r\n\r\n#### 合适的发音\r\n\r\n认领家长的目的是模仿他们说话的方式。你说话的方式最终会听起来很像你的家长，所以家长的选择应该基于你对说话方式的喜好。\r\n\r\n语言家长应当与你性别一致，年龄相当。如果你是 16 岁的女孩，不要模仿 75 岁男人说话。\r\n\r\n家长的性格也是认领家长的关键因素。你将要花大量的时间收听他们的材料，所以你应该确保自己能够享受他们制作的内容。\r\n\r\n#### 合适的内容\r\n\r\n你的家长应该制作了很多没有字幕、未经编辑的内容（也就是生肉）。这些内容很重要，它们为你提供了语言家长正常的说话方式。\r\n\r\n包含字幕且被编辑过的材料，其语言风格与自然的说话方式差别很大。如果通过这些内容来模仿练习口语，你的说话风格会像个动画角色或者电视人物，异常生硬。\r\n\r\n尝试找到拥有 100 小时生肉材料的家长。如果能听到他们在不同场景下的说话风格那更理想。主播，博客或者脱口秀的主持人，都是最佳的语言家长人选，因为他们制作了大量生肉可以作为你的模仿语料。\r\n\r\n制作的材料中应该包括视频，不能只是音频。通过视频，你可以看见他们的肢体语言和表情，这些都是沟通的重要一环。\r\n\r\n如果你在一番搜寻后，发现没有单独一个人能满足上述所有标准，你可以找两名语言家长。但不推荐认领更多人。\r\n\r\n### 和家长共度高质量时光\r\n\r\n为了全身心地认领语言家长，你需要：\r\n\r\n1. 找到语言家长。\r\n\r\n2. 大量收听他们制作的材料。\r\n\r\n3. 练习他们的说话方式。\r\n\r\n人与人相处会受到潜移默化的影响。如果你听过很多语言家长的材料，你也会自然而然地开始模仿他们。为了加快这个过程，你可以有意地做「影子跟读」练习来模仿。我们会在 3B 阶段解释如何模仿家长。\r\n\r\n刚开始沉浸你的家长制作的内容时，你的理解水平可能会下降，因为语言家长的说话方式，可能和你习惯的领域不太一样。为了快速提升理解力，我们推荐把 50% 的主动沉浸时间，和 100% 的被动收听时间，花在语言家长上。同时你也应该学会自己挖掘语句。\r\n\r\n你和语言家长度过越多的时光，你就能越快地达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)理解水平，并且越早开始模仿他们。", + "type": "text/markdown", + "caption": " 3A：认领语言家长\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A Adopt A Language Parent" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A New Domain Real Conversation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A New Domain Real Conversation.json" new file mode 100644 index 0000000..85d29d4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A New Domain Real Conversation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3A New Domain Real Conversation", + "text": "# 3A：新领域：真实对话\r\n\r\n到目前为止，你可能一直沉浸在带有字幕、经过编辑、表演的内容中。 现实生活中的对话是一个新的领域，有不同的词汇和不同的说话风格。 你将会需要重复之前的掌握方式来接触这个新领域。 不用担心，第二次会比第一次容易得多。\r\n\r\n与其他领域相比，这个新的领域相对来说更加容易。 现实生活中的对话通常侧重于具体主题或人类经验，比起谈论抽象概念会容易许多。随意的交谈也比辩论政治或哲学更容易。\r\n\r\n关于现实生活中的对话，这里有两个子域：\r\n\r\n1. 书面对话\r\n\r\n2. 口语对话\r\n\r\n### 书面对话\r\n\r\n书面对话包括短信、即时消息、论坛、聊天室、YouTube 评论、Twitter 以及博客。这里使用的语言通常是随意、凌乱且无结构的，需要一定时间来适应。\r\n\r\n首先阅读其他人在互联网聊天室和论坛中的对话，尝试找到你所感兴趣的话题。例如，如果你喜欢漫威电影宇宙系列，可以找一个经常讨论漫威电影和电视剧的粉丝论坛。\r\n\r\nTwitter 和 YouTube 评论也是非常好的休闲书面对话的来源，但请你务必关注你熟悉的主题。 否则，这些可能太难理解了。\r\n\r\n你可以像是体验电视节目和书籍中一样，深入沉浸于书面对话，并且自我挖掘语句。\r\n\r\n### 口语对话\r\n\r\n如果你想加入母语者的口语对话中，那么你需要具备能够立即自动理解他们在说什么的能力。\r\n\r\n到目前为止，你一直在收听电视节目和 YouTube 视频，它们通常具有清晰的音频和发音。然而，人们在日常生活中的对话却不是很清晰。他们有时喃喃自语，有时谩骂，有时大喊大叫。因此，你的大脑需要根据上下文来推断出任何遗漏的单词。\r\n\r\n另一个挑战是口语对话会进行得非常快。假设有四个母语人士正在聊天，他们之间会互相打断，切换话题，以及控制话题的走向。任何一个关键词的缺失都可能导致整个对话失去主线。\r\n\r\n这两个问题叠加起来使口语对话的理解达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable) 或 [6 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-6-Automatic) 变得非常困难。 为了克服这一挑战，应当将听力练习的优先级置于阅读之上。\r\n\r\n### 听力练习\r\n\r\n从听你的语言家长开始。 他们应该有很多的对话内容，这将帮助你快速适应这个新领域。\r\n\r\n听你的语言家长说话是一个很好的开始，但这还不足以掌握口语对话的整个领域。你需要能够在不同的环境中理解不同的说话风格。\r\n\r\n脱口秀、访谈和播客都是非常适合练习如何跟进多个发言者之间的对话的材料。 尝试找到凌乱的、无结构的和无字幕的对话。\r\n\r\n而想练习在嘈杂环境中的听力，则可以考虑加入有母语者参与的互联网音频聊天室。在糟糕的麦克风和糟糕的连接之间，这种沉浸感将扩展你的听力水平。\r\n\r\n### 进阶\r\n\r\n在听你的语言家长说话时，一旦你具备 [5 级理解](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)，就进入 3B 阶段。\r\n\r\n要对此进行测试，请从你的语言家长那里找到一段你从未听过的内容。 聆听内容并问自己：\r\n\r\n1. 你能完全理解他们所表达的内容吗？\r\n\r\n2. 你能不假思索就听懂大部分对话吗？\r\n\r\n如果你可以，那就太好了！我们将在阶段 3B 再见面。", + "type": "text/markdown", + "caption": " 3A：新领域：真实对话\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A New Domain Real Conversation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A Start Writing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A Start Writing.json" new file mode 100644 index 0000000..a82f117 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3A Start Writing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3A Start Writing", + "text": "# 3A：开始写作\r\n\r\n在[阶段 0 ](https://refold.la/simplified/stage-0/a/what-is-immersion#How-Does-Acquisition-Work)，我们解释了沉浸学习是你获得语言直觉的方式。这种直觉使你能够通过感觉来完成自我纠错从而驾驭语言。\r\n\r\n这种直觉在你对许多领域达到 [6 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-6-Automatic)理解之前不会完全成熟。也许你想在还没培养好这种直觉前就迫不及待的输出，但那会让你流利得更晚。\r\n\r\n达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)理解后，你已经对语言产生了部分直觉。通过在这一水平上练习输出，你迫使自己用现实来检验这种直觉。比起单单的输入，你从结合了输入的输出和纠正中获得的反馈将更快的建立成熟的直觉。\r\n\r\n由于你的直觉尚未建立完成，写作和说话可能会感到不适。在 3A 阶段，输出的目的是适应这种不适，并克服你可能感到的任何焦虑。在进入 3B 阶段前，不用担心纠正问题。\r\n\r\n### 输出焦虑\r\n\r\n有些人很容易的把他们习得的语言转化为输出。他们甚至可能有写作和说话的冲动。经过数月或数年的沉浸，他们的大脑学会了语言并开始说话。\r\n\r\n其他学习者从未经历过这种情况， 即使他们有相同的沉浸学习时间。无论输入了多少，他们都认为自己还没有做好输出的准备。\r\n\r\n根据我们社区的轶事，外向者似乎比内向者更容易输出。内向者对于自己母语有些社交焦虑，再加上第二语言会产生更多的焦虑。\r\n\r\n想要解决这种焦虑，关键是不要怕犯错。学习者主要担忧之一是错误会固化为坏习惯。这对一门语言的初学者来说是对的，但你不是初学者了。你已经花费了成百上千小时沉浸在你的目标语言中。你强大的直觉足以让你避免初学者犯的大多数错误。解决这种焦虑的关键是不要怕犯错。学习者的主要担忧之一是错误会固化为坏习惯。对于一门语言的新学习者来说，这是正确的，但你不是一个新的学习者。你已经花费了数百或数千个小时沉浸在目标外语中。你的直觉足够强大，可以避免新学习者犯的大多数错误。\r\n\r\n你肯定会犯错误，但你在 3B 和 3C 阶段前不需要担心要纠正它们。3A 阶段的目标只是克服最初的输出障碍。一旦你突破了障碍，输出将变得容易很多。你会惊讶于你提升的有多快。\r\n\r\n### 写作\r\n\r\n我们建议从写作而不是口语开始输出。口语更困难，因为它是四个子技能包含在一起：\r\n\r\n1. 听你的交流伙伴说什么\r\n\r\n2. 思考该说什么\r\n\r\n3. 快速将想法快速转化为话语\r\n\r\n4. 开口发出声音\r\n\r\n从写作开始，你可以忽略 #1 和 #4。写作没有说话时的压力，也不需要你发音。通过写作，你可以把所有的精力和注意力都集中在思考你想说什么以及你想怎么说。\r\n\r\n [HelloTalk](https://brc.hellotalk.com/refold)，[Tandem](https://www.tandem.net/) 和 [Discord](https://www.reddit.com/r/languagelearning/comments/5m5426/discord_language_learning_servers_masterlist/)之类的在线文字聊天软件是寻找语言练习伙伴的好去处。这些软件可以让你找到世界各地的本地人和他们发短信。\r\n\r\n如果和陌生人发短信使你感到不舒服，那么你可以从独自写作开始练习。你可以写有关你一天的日记或总结你沉浸学习中有趣的内容。你甚至能为自己写购物清单和个人笔记。\r\n\r\n### 输出建议\r\n\r\n#### 尽量简单\r\n\r\n不要想着用华丽的语句给人留下深刻的印象。从现在起，使用简单的，并且能让你感到自信的单词和短语。\r\n\r\n#### 查验\r\n\r\n如果你是个完美主义者，你可能想要尽可能确保写的每一个句子都写的正确。这中断了对话的流程，使输出感觉像工作一样。记住，这阶段的目标是克服你的焦虑。请允许自己犯错误。\r\n\r\n别担心，经过一番练习后，你会惊讶于你有多擅长这件事。", + "type": "text/markdown", + "caption": " 3A：开始写作\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3A Start Writing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Activate The Language.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Activate The Language.json" new file mode 100644 index 0000000..930b60a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Activate The Language.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3B Activate The Language", + "text": "# 3B：激活语言\r\n\r\n如果你对某个领域已经达到了[5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)的理解水平，那么你已经习得了目标外语(TL)的一大部分内容。沉浸学习时，你应该直接能轻松理解很多词句。\r\n\r\n下一步是学习使用这些习得的语言知识。我们将此过程称为「激活」。为此，你首先需要弄清楚你已经习得了什么和没有习得什么。然后你需要不断运用这些习得的语言知识，直到你能像理解语言材料一样运用自如。\r\n\r\n此过程中另一好处是，你将识别出尚未习得的语言片段。识别之后，大脑会在沉浸学习中留意这些地方的正确用法，你便能习得更快。\r\n\r\n### 写作\r\n\r\n正如我们在[3A: 开始写作](https://refold.la/simplified/stage-3/a/start-writing#Writing)提到的那样，我们建议从写作开始而不是口语，因为口语实际上包含多种技能。\r\n\r\n建议从写作开始的另一个原因是，在写作过程中你无法掩盖自己的错误，这样纠正起来更容易，避免养成错误习惯。\r\n\r\n出于同样的理由，当你写作的时候，不要查字典或者参考语法，否则你会掩盖你的真实水平。\r\n\r\n### 获得纠正\r\n\r\n纠正错误，对于弄清楚你是否真正习得了某个语言片段，是非常关键的。一旦你确定某个语言片段是正确的，你就能在输出时自信地使用，将其激活了。\r\n\r\n一旦意识到一些语言片段使用得不对，大脑会在沉浸学习中留意这些地方的正确用法，你便能更快习得这些材料。\r\n\r\n#### 自我纠正\r\n\r\n你习得的越多，你越能感觉出来什么是自然正确的语言。这种直觉越强，输出就越容易，同时你就越能确定对错。\r\n\r\n达到 [5 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-5-Comfortable)的理解水平后，你已经能够正确使用大量的目标外语，也能注意到那些明显的错误并加以纠正。\r\n\r\n但是，母语者视角在很多情况下还是有必要的。如果你不确定你写的东西是否正确，你需要有母语者帮你判断正误。\r\n\r\n#### 母语者的纠正\r\n\r\n在你完全发展出自我纠正的直觉之前，由母语者来纠正是非常重要的。\r\n\r\n而当被母语者纠正时，你会自然地想记住他们告诉你的「正确答案」，但这做法其实误解了「纠正」的目的。记住，纠正的目的是帮助你注意到错误，而不是纠正它们。一旦你在沉浸学习中看到了足够多次的正确措辞，你的大脑就会自然而然地纠正错误。\r\n\r\n当母语者纠正你时，相信他们的纠正，但要警惕他们对 **为什么** 某事不正确的解释。大多数母语者不擅长解释语法规则，因为他们从来没学过语法。他们完全通过沉浸学习母语。\r\n\r\n#### 谷歌纠正\r\n\r\n如果你没有母语者搭档，也可以利用搜索来纠正。如果你写一句话，但不确定它是否通顺时，可以用谷歌搜索看看这句话是否常见。\r\n\r\n谷歌纠正对于句子片段和短语效果最好。搜索时把片段用引号括上，看看互联网上是否有人曾经写过。如果它是自然出现的短语，应该有数十万个结果。", + "type": "text/markdown", + "caption": " 3B：激活语言\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Activate The Language" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Activity Guide.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Activity Guide.json" new file mode 100644 index 0000000..d2defcd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Activity Guide.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3B Activity Guide", + "text": "# 3B：活动指南\r\n\r\n在整个学习导航中，我们解释了可用于发展特定技能的许多活动和策略（activities and strategies）。思考如何安排所有这些不同的部分来学习可能会让人不知所措。\r\n\r\n本文旨在帮助你解决这一问题，以便更有效地规划你的语言学习。\r\n\r\n### 反馈循环\r\n\r\n从反馈循环的角度思考，有助于建立学习流程。\r\n\r\n「循环（loop）」是：一系列重复的步骤。每通过一次循环就是一次重复。\r\n\r\n「反馈循环（feedback loop）」是指：一次重复的输出的内容，成为下一次重复的输入内容。\r\n\r\n阶段 2 中描述的每项活动（activities），都是反馈循环中的步骤，用以帮助你提升理解能力：\r\n\r\n1. 精细沉浸：有意识的拆解语言知识。\r\n\r\n2. 词句挖掘：找出并学习不懂的词句。\r\n\r\n3. Anki 复习：复习新学的词句。\r\n\r\n4. 无阻沉浸：融会贯通新学的词句。\r\n\r\n5. 重复循环，以加深理解。\r\n\r\n每循环一次，你都将习得新的语言片段，提升理解能力，从而为下一次循环中更难的片段做准备。\r\n\r\n这就是我们建议你跳过那些太难的目标，而着眼于更容易达到的目标的原因。每习得一些语言片段，下一片段的学习变得更容易。只要继续循环，最终困难的内容将变得简单。\r\n\r\n在 3B 阶段，学习过程中加入了两个新的反馈循环：改善写作和发音。\r\n\r\n### 改善写作能力\r\n\r\n3B 阶段结束时，你应该能轻松的用目标语言书面对话。使用下面的反馈循环，以达到此目标：\r\n\r\n1. 与对话伙伴或 iTalki 导师进行书面对话。\r\n\r\n2. 由母语者（或通过谷歌搜索）来纠正。\r\n\r\n3. 通过沉浸学习找到正确用法（书面论坛和聊天室）。\r\n\r\n4. 沉浸学习直到习得正确用法。\r\n\r\n5. 重复上述过程。\r\n\r\n像 [Tandem](https://www.tandem.net/) 和 [HelloTalk](https://brc.hellotalk.com/refold) 这样的软件内置了纠正工具，可以帮助你被母语者纠正。也可以使用像 [Journaly](http://journaly.com/) 之类的工具来纠正较长的文章。\r\n\r\n如果和随机的陌生人聊天让你感到焦虑，我们建议你请位导师。在 [iTalki](http://go.italki.com/refold) 上找位导师，并说明你有纠正写作的需求。\r\n\r\n### 改善发音\r\n\r\n发音练习是你需要开始的第二个新的反馈循环：\r\n\r\n1. 听语言家长所说的内容\r\n\r\n2. 影子跟读语言家长所说的内容\r\n\r\n3. 将你的发音和他们的进行比较，找到不同之处\r\n\r\n4. 有意识的调整你的发音，从而和他们一样\r\n\r\n5. 重复\r\n\r\n当你听语言家长说的越多，影子跟读起来就越容易。影子跟读的越多，就越能注意到语言家长说话时的细微之处。\r\n\r\n### 平衡\r\n\r\n我们经常被问到，「每项活动我应该每天花多少时间?」\r\n\r\n语言学习需要多年。对于长期的目标来说，以周为单位来做计划比以天更好。你无需每天训练。其实，最有助于融会贯通新练习的方法是：单独为某一训练腾出一到两周的时间，直到轻松掌握为止。你可以专注写作训练两个星期，接着发音训练安排在下两周。\r\n\r\n一旦你适应了这样的强度，我们推荐每周都做几次这样的训练。这是我们建议的日程表：\r\n\r\n- 每周影子跟读 4 次，每次 15 分钟\r\n\r\n- 每周写作练习 3 次，每次 30-60 分钟\r\n\r\n- 每周花 15 小时沉浸学习于语言家长的闲聊。\r\n\r\n- 其他时间用来沉浸学习有趣的内容。\r\n\r\n### 进阶\r\n\r\n当你能轻松做到以下时，就升级到 3C 阶段 ：\r\n\r\n1. 你能很轻松的理解语言家长的话语（6 级理解能力）。\r\n\r\n2. 你能理解闲聊的纯音频（5 级理解能力）。\r\n\r\n3. 你能轻松的理解书面形式的闲聊（6 级理解能力）。\r\n\r\n4. 你能影子跟读要练习的音频 60 秒，同时 1 秒钟都不落下。\r\n\r\n5. 你能很轻松的用目标语言进行书面交流。\r\n\r\n### 口语的捷径\r\n\r\n有些人比起写作更喜欢口语。如果你迫不及待的想要开口说话，可以 3B 和 3C 阶段同时进行。", + "type": "text/markdown", + "caption": " 3B：活动指南\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Activity Guide" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Pronunciation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Pronunciation.json" new file mode 100644 index 0000000..cba4589 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3B Pronunciation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3B Pronunciation", + "text": "# 3B：发音\r\n\r\n有了大量的听力输入，你应该能很熟练地听清目标语言的不同发音了。但是光能听清发音不意味着你把他能发出来。\r\n\r\n发音是身体技能。你要练习强化一块块口腔肌肉。规律练习几周之后，口腔就能比较适应新语言的发音了。\r\n\r\n### 影子跟读\r\n\r\n发音[练习](https://refold.la/roadmap/stage-3/b/pronunciation-training)有很多，但最重要的练习是影子跟读。\r\n\r\n影子跟读是一边听母语者的录音，一边实时而准确地重复录音内容。\r\n\r\n影子跟读能极大地锻炼发音技能，因为你能听出录音和你的发音有怎样的区别。反馈很及时，你能专注于练习还不够自然的地方。\r\n\r\n这个视频是影子跟读学英语的实例：\r\n\r\nhttps://youtu.be/Kn94FOy3jBk\r\n\r\n### 如何影子跟读\r\n\r\n刚开始影子跟读时，单单跟上录音的节奏就很困难。你可能只能跟读几个词，然后就跟不上对话了。没事。哪怕一句话只能听清两个词，也要继续跟读下去。\r\n\r\n久而久之你就能跟上材料了。你能自然而然地听清音频并复述材料。一旦你能轻松跟上音频，你的练习重点就要切换到发音和节奏上。目标是尽可能接近你所跟读的人的说话方式。\r\n\r\n### 选择跟读的内容\r\n\r\n刚开始练习跟读时，你可以随意选择材料来做练习。但一旦你能跟上音频，你就应该选择只跟读你的语言家长。如果模仿多个人的说话方式，你的口音会是这些人的混合体。专注听一个人的材料，你才能说得又自然又统一。\r\n\r\n选择你的语言家长自然交谈的内容，最好是未经编辑，没有剧本的。对于你选择要跟读的内容，你应该能达到五级的理解程度。\r\n\r\n我们推荐你跟读的内容中应该有视频的内容，不要全是音频，因为视频里你能看见语言家长的表情和肢体语言。你的大脑会下意识地吸收这些信息，这样你会更好地模仿他们说话的风格。", + "type": "text/markdown", + "caption": " 3B：发音\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3B Pronunciation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Common Competence Gaps.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Common Competence Gaps.json" new file mode 100644 index 0000000..0225dfd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Common Competence Gaps.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3C Common Competence Gaps", + "text": "# 3C：常见语言能力弱项\r\n\r\n目前为止，你主要着眼于提升词汇、语法、发音方面的能力。但是，在你的目标语言中，有些更为细致的方面是你尚未注意过的。\r\n\r\n接下来，我们会描述一些语言学习的常见问题，你需要开始关注它们。我们的详细版指南有一份列表详述所有问题。我们建议，如果你愿意的话，来阅读这篇完整[文章](https://refold.la/roadmap/stage-3/c/speaking-competence)。\r\n\r\n不要指望在第三阶段能把这些都掌握好。你的目标单纯是在沉浸学习时能注意到这些问题。这是将其习得并提升语言能力的第一步。\r\n\r\n### 自然的遣词造句\r\n\r\n第二语言学习者最容易犯的错误之一，是用母语的方式遣词造句。\r\n\r\n同一个概念在不同的语言中表达方式也有所不同。将母语的表达方式迁移到目标语言的话，你说的话听起来会很不自然，甚至意思会不通。\r\n\r\n例如，在英语里你不是吃药而是“拿药”：我拿过药了（I took the medicine）。在日语里，吃药的表达字面翻译过来是「我喝药」，即使药是固体药丸也这么说。如果你对日本人说「我拿过药了」，他们会觉得你是从药店偷药。\r\n\r\n学习外语的其中一环，是分清概念及其表达方式的区别。不要想「我怎么用目标语言说这个东西？」，而要问自己「母语者遇到这个情况会怎么说？」\r\n\r\n### 语体风格\r\n\r\n人们在不同情况下会有不同的口吻。你不会像跟孩子说话一样向国王进言。这些不同的口吻也就是「语体风格」。\r\n\r\n不同语言和文化应对各种情况有相应的语体和社会规范。你需要掌握各种语体的说话方式及其适用场合。\r\n\r\n### 衔接词和搪塞话（译注：Fillers and Fumbles， fumble 指找不到合适的词时应付着说的东西）\r\n\r\n自然的对话不是一丝不苟的。人们会说到一半停下来思考，跑题讲其他的事，澄清之前的描述。\r\n\r\n母语者会以特殊的方式来衔接不连贯的话语，这样听起来就更为自然。正确适当运用这些模式，你的对话会更自然，母语者听起来也更舒适。\r\n\r\n### 重音、音高、声调\r\n\r\n在第一阶段，你学习了目标外语中的基本音位。除了这些基本音位，有些语言也会使用重音、音高、声调的特征来区分不同意思的单词。\r\n\r\n比如说，英语有时候会使用重音来区分拼写相同的名词、形容词、动词。「PER-fect」是形容词，而「per-FECT」是动词。\r\n\r\n除了单个单词的发音需要调整，你还需要注意句子的语调。语调是一句话之中音高和重音的变化。语调的反常意味着弦外之音。比如在英语中，有一种特殊语调会表达讽刺。\r\n\r\n阅读了解目标外语的发音特征和模式，有助于你在沉浸学习中察觉到这些。", + "type": "text/markdown", + "caption": " 3C：常见语言能力弱项\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Common Competence Gaps" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Competence vs Performance.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Competence vs Performance.json" new file mode 100644 index 0000000..0a40b53 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Competence vs Performance.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3C Competence vs Performance", + "text": "# 3C：能力（Competence）与表现（ Performance）\r\n\r\n你说母语的时候不需要考虑语法。你用直觉驾驭你的母语。你能感知什么是对的，什么是错的。这种凭直觉驾驭语言的本领称为「能力（competence）」。\r\n\r\n在整个阶段 2，你着眼于建立理解，因为理解的建立是培养能力的前提。高水平能力使你面对语言片段时，凭直觉便可知晓它是否正确。\r\n\r\n另一方面，表现（Performance）是你在对话时运用你能力的体现。将你的想法转换为目标外语，正确发音单词，保持自然的说话节奏和腔调都是表现的一部分。\r\n\r\n### 能力优先\r\n\r\n在 Refold，我们在练习表现之前优先考虑建立高水平的能力。建立基础的能力可以让你学会该如何发音，以便你可以正确的模仿发音。\r\n\r\n建立能力后，如果你试着开口说话，你会发现你的口语已经比大多数传统学习者好多了。你的大部分能力将自动轻松的体现在表现上。你仍还会犯错误，但凭借高水平的能力，你比传统的学习者提升更快，因为你能够察觉到自己的错误并纠正。\r\n\r\n如果你没有像大多数方法所建议的那样，首先建立能力，而是直接在刚开始就输出，那么你需要依靠母语者来不断纠正你的每个错误。由于语言知识太过繁杂，仅通过外部纠正无法变得流利。如果你想流畅自如的交流，前提是建立对语言的直觉，以达到能察觉错误并自我纠正。\r\n\r\n达到 3C 阶段后，你应该对在现实生活中的日常对话有 [6 级](https://refold.la/simplified/stage-2/a/measure-comprehension#Level-6-Automatic)的理解能力，这能让你自我纠正犯的绝大数错误。\r\n\r\n### 衡量能力\r\n\r\n衡量你的能力：\r\n\r\n1. 记下你的输出内容 (口语或者写作)。\r\n\r\n2. 回看录下或写下的内容，并记下所有你能发现的错误。\r\n\r\n3. 找母语者纠正。\r\n\r\n如果你能意识到自己犯了语言错误，那么就说明你的能力已经强大到可以帮助你能通过直觉纠错。\r\n\r\n如果你无法发现或不知道如何解决你的语言错误，那么就说明你的能力仍然不足。\r\n\r\n### 修正错误\r\n\r\n表现错误比能力不足更容易纠正。如果你足以发现它们，那么这说明你只是练得不够，接下来就不断练习直到把他们做对。\r\n\r\n能力不足更难纠正，这意味着如果没有母语者的帮助，你发现不了它们。在意识到能力不足后，你需要通过沉浸学习找到正确用法。\r\n\r\n在下一篇文章中，我们会解释常见语言能力弱项，以便你知道需要注意什么。", + "type": "text/markdown", + "caption": " 3C：能力（Competence）与表现（ Performance）\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Competence vs Performance" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Speaking Practice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Speaking Practice.json" new file mode 100644 index 0000000..a21e33f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_3C Speaking Practice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/refold/simplified/3C Speaking Practice", + "text": "# 3C：口语练习\r\n\r\n3A 和 3B 阶段，你要专心练习口语能力的各个子技能。\r\n\r\n1. 去听和你交流的人说的内容（听力练习）\r\n\r\n2. 思考该说什么（写作练习）\r\n\r\n3. 把想法转化成文字（写作练习）\r\n\r\n4. 开口发出声音（发音练习）\r\n\r\n现在你已经全部掌握这些子技能，是时候整合它们，开始说话了。\r\n\r\n练习口语能力时有两项任务需要注意：\r\n\r\n1. 发现问题。\r\n\r\n2. 刻意练习正确的用法。\r\n\r\n### 发现问题\r\n\r\n#### 影子跟读\r\n\r\n通过影子跟读，你可以把你的口语能力与母语者的说话录音相比，这使得你可以发现一些你纠错能力之外的问题。你无需感受对错，只需要感受哪里不同。\r\n\r\n#### 说话时录音\r\n\r\n说话时难以注意到自己犯的错。因为你全神贯注于听对话伙伴说话和构造自己的句子。说话时录音，你就能稍后再次观看、收听对话，专注于找出错误。\r\n\r\n可以录制自己的独白，也可以录制与母语使用者的对话。之后重听录音，找出问题，再刻意练习正确用法。\r\n\r\n#### 接受母语者的反馈意见\r\n\r\n口语表现受制于语言能力。语言能力不足时，没有母语使用者的反馈就无法发现问题。无法发现问题就无法解决问题。\r\n\r\n你可以在对话中获取母语使用者的反馈，但给自己录音并把录音发送给母语使用者会更容易。这样，他就能反复听录音，并给你书面反馈。\r\n\r\n### 刻意练习\r\n\r\n#### 对话\r\n\r\n谈到输出，什么都不能代替真正的对话。不与真人练习就永远无法达到轻松晓畅的口语水平。\r\n\r\n[HelloTalk](https://brc.hellotalk.com/refold)、[Tandem](https://www.tandem.net/)、[Discord](https://www.reddit.com/r/languagelearning/comments/5m5426/discord_language_learning_servers_masterlist/) 之类的软件是与母语者交友聊天的好去处。\r\n\r\n如果能负担得起专业导师的经济成本，[iTalki](http://go.italki.com/refold) 也很适合练习对话，纠正错误。\r\n\r\n#### 独白\r\n\r\n如果你尝试和人说话却感到社交焦虑，可能更愿意独白。独白意为独自一人或在镜头前说话。\r\n\r\n重要的是：不要提前准备独白。独白要尽可能不打草稿，自然流露，才能展示你真正的口语能力。\r\n\r\n想说什么说什么。你可以概括刚看过的电影，或者讲述个人经历。如果不确定从何开始，就随便看一个 Youtube 视频，总结其内容。\r\n\r\n#### 模仿语言家长\r\n\r\n你可以通过影子跟读专门练习发音和语调，无需思考要说什么。一旦在影子跟读时掌握了语言父母的说话风格，下一步就是在表达自己的思想时尽力模仿语言父母。\r\n\r\n你能以语言父母的声音表达自己的想法时，就达到了近似母语的流利程度。\r\n\r\n### 其他问题\r\n\r\n练习口语时可能会遇到很多问题。为了帮助你克服这些问题，我们从 Refold 社群搜集问题并编写了[口语常见问题解答](https://refold.la/roadmap/stage-3/c/speaking-troubleshooting）。\r\n\r\n### 口语练习指南\r\n\r\n要提高你的口语技能，请专注于这个口语练习循环：\r\n\r\n1. 与母语者交流。\r\n\r\n2. 录下自己说话，之后重听修正错误。\r\n\r\n3. 找母语者纠正你，找出能力不足导致的错误。\r\n\r\n4. 通过沉浸学习找到正确用法。\r\n\r\n5. 重复。\r\n\r\n如果你觉得某项口语子技能的欠缺妨碍了你的口语能力，完全可以集中练习该子技能 1-2 周再回到口语练习循环。\r\n\r\n要让语言「活起来」，注重写作和独白。要改善口音，注重影子跟读和模仿。\r\n\r\n### 进阶\r\n\r\n当你能够轻松地与母语者闲聊时，请进入第 4 阶段。在第 4 阶段，你将把自己的能力扩展到新的领域，同时精进口语发挥，最终像母语者一样说话。", + "type": "text/markdown", + "caption": " 3C：口语练习\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3C Speaking Practice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_Stage 4.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_Stage 4.md" new file mode 100644 index 0000000..08781e1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_Stage 4.md" @@ -0,0 +1,397 @@ +阶段四 + +*有反馈吗？给我们发一封电子邮件！[Feedback@refold.la](mailto:feedback@refold.la)* + +恭喜！你现在精通第二语言了！ + +你应该能够不用深思即可用你的目标语言自由交。你仍然会犯一些错误，但它们不会很频繁，且不会妨碍被理解。 + +一些学习者对这种流利程度感到满意，对为更高水平的语言投入更多时间不感兴趣。这是一个完全合理的决定，每个学习者都需要自己决定投入多少精力。 + +学习一门语言是一种无尽的追求。每种语言都足够大，没有人能在一生中学习到每个单词和文化细微差别。由你来决定你想走多远。 + +如果你决定继续下去，你需要决定你想专注于语言的哪些特定部分。下面，我们提出了两个类别来帮助您思考语言学习的后续步骤。 + +## 两条路径 + +本指南介绍了继续语言学习的两种方法： + +1.扩展和深化流利度：提高你的沟通能力。 + +2.努力达到原生水平：试着听起来像母语者 + +有许多高水平的外语使用者听起来不是母语，但能在各种主题中侃侃而谈 + +例如，Arnold Schwarzengger是一位多才多艺的演员、公共演说家和商人，甚至曾担任加利福尼亚州州长，但你永远不会把他误认为是母语人士。 + +你可以成为一名优秀的外语公共演讲者或作家，而不必听起来像一个母语者。同样，你可以听起来像本地人，但缺乏口才和广度的能力。 + +你想在这些道路上投资多少，由你来决定。 + +##目录 + +4A：扩展和深化流利度： + +1.[主新域]（https://www.notion.so/Stage-4-5f4caf9de16c401b9252042fd0fffbdc）（例如生物学、政治等） + +2.[建立特定技能]（https://www.notion.so/Stage-4-5f4caf9de16c401b9252042fd0fffbdc）（例如公开演讲，创意写作） + +3.[轻松聆听]（https://www.notion.so/Stage-4-5f4caf9de16c401b9252042fd0fffbdc） + +4B：争取原生水平： + +1.[采用原生世界观]（https://www.notion.so/Stage-4-5f4caf9de16c401b9252042fd0fffbdc） + +2.[拥抱文化]（https://www.notion.so/Stage-4-5f4caf9de16c401b9252042fd0fffbdc） + +3.[完美演讲]（https://www.notion.so/Stage-4-5f4caf9de16c401b9252042fd0fffbdc） + +## 阶段4A：扩展和深化流利度 + +### 4A 1 主新域 + +您已经在第2和第3阶段掌握了第一个域名。第一个领域绝对是最难的，因为你需要同时学习所有常见词汇、特定领域的词汇和语法 + +一旦你有了这个基础，未来的域名就会容易得多。您学习的每个新域都将比上一个域更容易。你只需要学习特定领域的词汇，偶尔还需要学习新的语法。 + +有无数的领域可供选择，因此最好确定您特别感兴趣的内容，并首先解决这些问题。 + +在决定您要投资哪些领域时，有两种方法需要考虑： + +1.从你在NL中已经知道的域中转移知识。 + +2.通过您的TL学习新域名。 + + **1）从您的NL转移知识** + +对于您在NL中已经知道的域名，将该知识转移到您的TL中是很容易的。 + +示例：烹饪 + +如果你喜欢烹饪，并希望将这些知识传递给你的TL，那么请集中精力学习相关的烹饪词汇和消费与烹饪相关的内容。 + +您在NL中可能熟悉的其他域名： + +- 幻想：指环王、龙与地下城。 + +-科幻小说：星际迷航，沙丘。 + +-技术：计算机、编程 + +- 美容：化妆、时尚。 + +-运动：足球（足球）、棒球、板球 + + **2）通过你的TL学习新东西** + +语言习得的最终目标是让语言变得透明。一旦你掌握了这门语言，你就可以停止*学习这门语言*，而是*通过*学习这门语言。 + +互联网充满了教育内容和课程。通过注册这些课程，您可以同时学习一项新技能，同时巩固您的TL。 + +[Coursera]（https://coursera.com）提供数十门各种语言的课程。许多TL也有自己流行的电子学习平台。寻找这些，找到你感兴趣的课程，并把它们带去玩！ + +学习领域示例 + +-科学：物理、化学、生物学、动物学、解剖学 + +-电影制作：电影摄影、剪辑 + +- 历史 + +政治 + +经济 + +- 锻炼 + +- 宗教：圣经、古兰经、律法 + +### 4A 2。建立特定技能 + +理解一个域的能力并不一定意味着你可以轻松舒适地复制它。仅仅因为你能理解公开演讲，并不意味着你擅长公开演讲。仅仅因为你能理解单口相声演员，并不意味着你可以做单口相声。 + +这些技能超出了语言的流利程度，它们需要以你用母语发展这些技能的方式进行培训。 + +例如，如果你想在你的TL中成为一名优秀的公共演讲者，那么你可以通过以下方式练习： + +- 阅读和聆听著名公共演讲者的演讲。 + +- 跟踪那些演讲者并记住他们的演讲。 + +-在你的TL中参加公开演讲课程。 + +-在你的TL中写作和练习你自己的演讲。 + +-在您的TL中聘请一名公开演讲教练，该教练将为您提供反馈。 + +如果您已经拥有母语的这些技能，那么大多数技能都会转移，但您需要使它们适应TL的文化。在你的NL中有趣的东西可能不会在你的TL中有趣。 + +以下是一些您可能想在TL中培养的技能示例： + +-公开演讲 + +- 单口喜剧和讲笑话 + +-调情 + +-正式写作 + +- 文学写作 + +-法律写作 + +- 专业的写作和口语 + +-教学 + +- 谈判 + +基于特定技能也让您有机会在TL中建立自己独特的角色。 + +到目前为止，你一直是一名演员，模仿你语言父母的角色。现在是你决定你想在TL中成为谁的机会。你口语、写作和肢体语言中的所有小怪癖和特质都是你角色的本质。这种精华贯穿任何领域，让你更真实。 + +###标准化测试 + +在某些时候，大多数学习者会想参加像CEFR这样的标准化测试，以证明他们在工作、大学或只是为自己的语言水平。 + +如果您不着急，那么Refold方法足以为测试做好准备。等到你觉得理解和说话非常舒服，测试应该很容易。 + +但是，如果您的时间很短，需要快速通过这些测试，最好使用标准学习材料对其进行明确研究。其中许多测试都希望您了解在常规沉浸中可能不会遇到的词汇。明确学习考试将帮助您填补知识中的任何空白。 + +### 4A 3。轻松聆听 + +到目前为止，您一直在轻松模式下收听： + +- 用耳机听 + +- 聆听高质量的音频，没有噪音。 + +- 倾听发表演讲的专业人士。 + +-充分关注内容。 + +在现实世界中倾听要困难得多。人们喃喃自语、结结巴巴和窃窃窃私语。你周围的世界很嘈杂，让你听不到每一个字。你的注意力会被你周围的干扰所分散：其他对话、汽车、风等。 + +要轻松聆听，您需要： + +-对这种语言感到如此自在，以至于你可以不费吹灰之力就能理解它。 + +-反复体验类似的对话，所以你几乎可以预测某人会说什么。 + +-在嘈杂的环境中练习，训练你的大脑过滤掉噪音并专注于信号。 + +### 上下文推理 + +Matt vs Japan有一个很棒的视频，标题是“*为什么你仍然无法理解你的目标语言？*”在[此时间戳]的部分（https://youtu.be/_LIz-Wbt4us?T=974），他描述了一种我们称之为“上下文推理”的现象。 + +这个术语描述了你的大脑从上下文中“填空”的能力。如果你在嘈杂的环境中第一次遇到某人，并听到“____ 名字？”，你可以猜到他们问：“你叫什么名字？”。 + +通常，你的大脑做得如此之快，以至于你甚至没有意识到它正在发生。这种能力来自于数千小时的聆听和反复接触相同的情况。 + +在上面的例子中，你可以预测你的新朋友说“你叫什么名字？”因为这是你第一次见到他们时最常问的问题之一。然而，你只知道这一点，因为你听过这句话，并且经历过数千次这种情况。 + +### 语言背景 + +由于你的听力能力已经很强，被动和背景听力现在更有用。所以尽可能多地听！你花在语言上的时间越多，就越容易从上下文中猜测。最终，你将达到一个可以“完成某人的句子”的地步。 + +### 情境 + +如果你还没有，是时候走出去，开始尽可能多地与真人交谈了。你需要重复对话数百次，这样你的大脑才能预测人们要说什么。 + +无论你有多先进，你都会偶尔误解别人说的话。这是正常和自然的，也发生在你的NL。 + +### 认真倾听 + +以下是增加听力难度的5种方法： + +1.如果您还没有，请摘下耳机。您需要习惯于听来自其他音频源的干扰。 + +2.以低音量收听音频。 + +3.在嘈杂的设置中收听音频：乘坐公共汽车时，或在嘈杂的餐厅。 + +4.收听低质量的音频：打电话、语音留言和视频聊天。 + +5.如果您愿意，您可以使用该程序创建自己的嘈杂音频 + +大胆 + +引入噪音的最佳过滤器是： + +- 失真效果 + +-噪音发生器 + +- 回声效应 + +- 叠加两段音频，并尝试只听其中一条 + +## 4B。努力达到本土水平 + +弥合流利度和原生度之间的差距是一个终生的过程。作为第二语言使用者，真正看起来是母语者是非常困难的。 + +每个母语人士一生都沉浸在母语和文化中。作为第二语言使用者，试图完全复制这一点将需要几十年的时间。 + +这不仅仅是口音的问题，而是文化历史和规范的问题。要达到“本土水平”，你需要了解当地人是如何长大的，以及他们一生是如何互动的。 + +-他们经历了哪些文化活动塑造了他们的视角？ + +他们在学校学到了什么关于他们的社会，以及它如何融入世界其他地区？ + +- 他们是如何互动的？ + +您可能熟悉“方法表演”的概念，其中演员在片场内外完全体现了他们的角色。努力达到本土水平就像方法行动。在你说话、行动和与他人互动的方式上，你将完全而深刻地采用母语者的角色。 + +### 4B 1.采用本土世界观 + +我们的世界观是由我们成长的社会塑造的。我们被教导的价值观，我们的教育方式，以及我们经历的世界事件。 + +一个中国人和一个在同一天出生的美国人将有完全不同的生活经历。他们会看不同的电视，他们会在学校学习不同的东西，并重视不同的世界事件 + +你对本土世界观知识的差距并不是因为缺乏词汇。这是缺乏共同的文化经验。采用本土世界观意味着想象如果你出生在另一个国家，你的生活会是什么样。 + + **母语体验示例：** + +流行文化 + +- 哪些电视节目受到你这个年龄段的母语人士的欢迎？ + +- 讲母语的人在成长过程中读过哪些书？ + +历史 + +-哪些当前事件对您的目标语言的本地人影响最大？ + +-他们的社会关注哪些历史事件，他们忽视了哪些事件？ + +教育 + +- 他们需要上什么课？ + +- 他们的教科书教了他们什么？ + +- 他们被教导了什么道德和价值观？ + +获得一生的经历需要很长时间，而且没有多少人想这样做。至少，我们建议你和当地人谈谈他们的生活和成长经历。对他们的生活感到好奇。它有助于很好的对话，并将帮助你通过他们的眼睛看世界 + +### 4B 2。拥抱文化 + +每个社会都有关于如何在不同情况下相互行动的不言而喻的规则（又称社会规范）。在一种文化中被认为是礼貌的东西在另一种文化中可能被认为是粗鲁的。 + + **例如：** + +-当有人在街上撞到你时，适当的反应是什么？ + +- 多久谈论一次你自己和你的成就是合适的？ + +- 对家庭成员刚刚去世的人说什么是正确的话？ + +- 说话时与某人站立的距离是多少？ + +### 始终不一致：“你好吗？” + +在世界各地，不同的文化都在处理“你好吗？”的问题。完全不同。在某些文化中，您需要给出预先包装的答案。在其他情况下，这是向对方讲述你生活的邀请。事实上，该应用程序[Tandem写了一篇关于这种确切现象的整篇文章。]（https://www.tandem.net/blog/how-are-you-around-the-world） + +如果你想表现得像个本地人，你需要解构你的文化偏见，并采纳你的TL社会的偏见 + +###人类学 + +在这一点上，我们不再是语言学习者。我们是人类学家。我们正在研究外国社会的行为模式，并试图效仿这种行为。 + +注意到和采用这些文化规范的最简单方法是搬到你的目标语言国家，把自己嵌入到一群朋友中。您将能够观察他们的行为，复制他们，并依靠他们来纠正您的行为。 + +您还可以通过阅读有关人类学和文化礼仪的书籍来明确研究文化规范。如果您想加快这个过程，您可以聘请像[“Minding Manners”]（https://www.mindingmanners.com/cross-cultural--training）这样的专家服务，教授商业和外交的国际礼仪。 + +### 4B 3.完善演讲 + +###声音 + +有些人有模仿和口音的天赋：想想具有完美音调的专业模仿者和歌手。他们仍然必须发挥自己的手艺，但他们有听别人听不到的东西的天赋，并有能力复制它们。 + +对于我们其他人来说，我们需要刻意练习听和模仿。与语言学习过程的其他部分一样，我们需要注意才能模仿。如果你听不到声音、口音或单词，那么几乎不可能模仿。 + +对自己诚实一秒钟：当听以TL为母语的人说话时，你能分辨出两种口音吗？如果你无法区分口音，那么你的听力不够先进，无法正确模仿口音。 + +通过词汇，我们通过学习Anki中的单词来激发大脑的注意。对于声音，我们需要使用不同的工具。 + +在我们开始研究声音之前，重要的是要注意有多个层次的声音： + +1.根声音 + +2.话语 + +3.短语 + +4.句子 + +5. **根声级** + +每种语言都有一组不同的声音。不同语言中的两种声音可能看起来与未经训练的耳朵相似，但实际上非常不同。 + +在第一阶段，我们建议研究你的TL的声音。现在是重温这项研究的好时机。你有数千小时接触这种语言，并且能够更理解合理的学习。 + +研究国际音标和TL中可能的根音阵列也很有用。这可以帮助您注意到看起来相似但实际上不同的声音。 + +练习制作每个声音，以确保您正确发音根音。 + +如果您正在学习日语，[Kotu.io]（http://Kotu.io）音高口音训练器是学习如何用日语听不同音高的绝佳工具。 + +1. **单词级别** + +仅仅因为你可以孤立地发出声音并不意味着你一句话就能发出声音。单字合唱是测试您是否能像本地人那样准确听到和重现单词的好方法。 + +如果您不熟悉合唱（又名Flow-verlapping），请查看[此视频]（https://www.youtube.com/watch?v=jEStFcRQSbE）来自[模拟方法]（https://www.youtube.com/c/MimicMethod）。它允许您直观地看到您的发音与本地人的不同之处。 + +1. **短语级别** + +许多单词配对会导致单个单词的声音发生变化。如果你看过Matt的视频“[*为什么你仍然无法理解你的目标语言*]（https://www.youtube.com/watch?v=_LIz-Wbt4us）”，他举了各种例子，例如“*Don't you want*”变成“*donchyawanna*”。 + +这些声音变化存在于整个语言中，并且不断变化。当您在沉浸感中注意到这些变化之一时，您可以提取音频并使用合唱来使您的发音与本地人发音保持一致。 + +1. **句子级别** + +在句子层面，我们需要学会听到*流*：节奏、韵律和语调。获得正确的语言流动是让你听起来真正母语的原因。 + +这就是[Shadowing]（https://refold.la/simplified/stage-3/b/pronunciation#Shadowing）发挥作用的地方。正如我们在第3阶段所讨论的，跟踪有助于改善您的流程。与合唱相反，阴影是连续实时完成的。这迫使你放开各个发音片段，专注于语言的句子水平流。 + +为了在流程上工作，我们建议这些活动（按难度顺序排列）： + +1.重复完整的句子：重复句子，直到它们听起来很自然。 + +2.更正阅读：与母语者一起大声朗读，以纠正你。他们不仅需要纠正你的发音，还需要纠正你发出的细微差别和感觉。 + +3.用成绩单跟踪 + +4.没有成绩单的阴影 + +5.赝品 + +### 获取帮助 + +当演员想为电影完善口音时，他们会聘请一名口音/方言教练与之合作。这些教练将帮助您注意到听起来不对劲的事情，并帮助您将精力集中在您所面临的特定口音挑战上。 + +讲母语的人也有助于告诉你你的流程何时“感觉不对”，但他们通常无法确定原因。邀请您的母语朋友为您提供此类反馈。 + +## 短语 + +听起来像本地人的另一个主要障碍是你如何表达你的想法。很容易回到你的NL，以一种在你的TL中听起来不自然的方式说话。 + +在你的TL中，通常有多种说同样的话。对你来说最有意义的那个可能会在你的TL中感到错误。 + +例如： + +如果一个英语学习者说“我倒车了”，这在语法上是正确的，每个人都会理解，但更自然地说： + +1.我倒车了。 + +2.我把车倒车了。 + +3.我把车倒车开。 + +留意这些类型的短语，并确保复制母语者说的话。 + +# 最终笔记 + +语言学习是一种终生的追求。你不仅仅是在学习一项技能，你还在创造一个全新的身份。由每个学习者来决定他们一生中有多少致力于这种语言，以及他们想实现什么。 + +无论你选择什么，都要为你在过程的每个阶段所取得的成就感到自豪。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_Stage 4.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_Stage 4.md.meta" new file mode 100644 index 0000000..c8db249 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_refold_simplified_Stage 4.md.meta" @@ -0,0 +1,7 @@ +caption: Stage 4 +created: 20230926010148000 +modified: 20230930151915101 +modifier: 马不前 +obvault: thoughts-memo-translation-main +title: λ:/thoughts-memo-translation-main/refold/simplified/Stage 4 +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Add all permutations of a card to prevent pattern-matching.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Add all permutations of a card to prevent pattern-matching.json" new file mode 100644 index 0000000..95b52ec --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Add all permutations of a card to prevent pattern-matching.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Add all permutations of a card to prevent pattern-matching", + "text": "# 添加卡片的所有排列以防止模式匹配\r\n\r\n原文：[Add all permutations of a card to prevent pattern-matching](https://wiki.issarice.com/wiki/Add_all_permutations_of_a_card_to_prevent_pattern-matching)\r\n\r\n写卡片（尤其是[挖空](https://wiki.issarice.com/index.php?title=Cloze_deletion&action=edit&redlink=1)卡）时的一个常见问题是，大脑只是模式匹配卡片的「形状」，而不是真正处理卡片上的信息，因此你可以不用真正思考就给出正确的答案。发生这种情况是因为你的大脑知道哪些卡片在你的 Anki 牌组里，哪些卡片不在里面。防止这种模式匹配的一种方法是，把一张卡片的所有「排列」都加进去，这样你的大脑就必须做一些额外的工作来区分哪张卡片是刚刚出现的那张。\r\n\r\n下面是一个例子：\r\n\r\n* 如果 E 是一个初等矩阵，那么 A 和 EA 的列空间是如何关联的？\r\n\r\n* 如果 E 是一个初等矩阵，那么 A 和 EA 的行空间是如何关联的？\r\n\r\n* 如果 E 是一个初等矩阵，那么 A 和 AE 的列空间是如何关联的？\r\n\r\n* 如果 E 是一个初等矩阵，那么 A 和 AE 的行空间是如何关联的？\r\n\r\n（我认为，最好问问我们能做出的最强有力的陈述是什么：空间总是相等的吗？维度总是相等的吗？或者两者都不是？）\r\n\r\n所以一般原则是：如果你做了一张卡片的所有排列，那么你的大脑就 **不能** 自动匹配答案的模式，这是一件好事。因为如果你只是添加了其中一张卡片，那么无论什么时候，只要看到卡片的「形状」，你的大脑就会自动得出「他们是一样的！」这一结论。\r\n\r\n对于填空卡，这会起作用吗？我觉得没用。我认为你需要把它转换成基本的问答卡。\r\n\r\n我也一直在试验这个技巧，以便能够将「是否」类问题添加到[陶哲轩实分析抽认卡](https://wiki.issarice.com/wiki/Tao_Analysis_Flashcards)中。虽然标准的「是否」类问题不那么有用（因为你的大脑只会去模式匹配） ，我仍希望如果我添加所有的排列，大脑就不得不思考，这样的效果会不错。\r\n\r\n## 另见\r\n\r\n* [制作精小卡片的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_making_small_cards) \r\n\r\n## 链接到本文\r\n\r\n* [制作精小卡片的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_making_small_cards)‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+techniques+for+making+small+cards))\r\n\r\n* [排列技巧](https://wiki.issarice.com/index.php?title=Permutation_trick&redirect=no) (redirect page) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Permutation+trick))\r\n\r\n\t+ [Anki 的实验](https://wiki.issarice.com/wiki/List_of_experiments_with_Anki) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+experiments+with+Anki))\r\n\r\n\t+ [好的文字解释有什么特点？](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=What+makes+a+word+explanation+good%3F))", + "type": "text/markdown", + "caption": " 添加卡片的所有排列以防止模式匹配\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Add all permutations of a card to prevent pattern-matching" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Add easy problems as cards with large graduating interval.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Add easy problems as cards with large graduating interval.json" new file mode 100644 index 0000000..d3aad22 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Add easy problems as cards with large graduating interval.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Add easy problems as cards with large graduating interval", + "text": "# 简单问题卡片的初始间隔应更大\r\n\r\n原文：[Add easy problems as cards with large graduating interval](https://wiki.issarice.com/wiki/Add_easy_problems_as_cards_with_large_graduating_interval)\r\n\r\n对于特别简单的数学问题，比如 janich 的线性代数[选择题](https://wiki.issarice.com/index.php?title=Multiple_choice_question&action=edit&redlink=1)，可以设立单独一个牌组，其[毕业间隔](https://wiki.issarice.com/index.php?title=Graduating_interval&action=edit&redlink=1)设为一两年，所以我之后还能再看到几次。但毕业间隔够长，展示次数也不会频繁得让人烦躁。\r\n\r\n我觉得这样一来，十年之内的复习次数大概能减半。", + "type": "text/markdown", + "caption": " 简单问题卡片的初始间隔应更大\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Add easy problems as cards with large graduating interval" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Anki reviews are more fun on mobile.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Anki reviews are more fun on mobile.json" new file mode 100644 index 0000000..e3b54a2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Anki reviews are more fun on mobile.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Anki reviews are more fun on mobile", + "text": "# 手机上完成 Anki 复习更有趣\r\n\r\n原文：[Anki reviews are more fun on mobile](https://wiki.issarice.com/wiki/Anki_reviews_are_more_fun_on_mobile)\r\n\r\n出于我不知道的原因，我发现在移动设备上用 [Anki](https://wiki.issarice.com/wiki/Anki) 复习比在笔记本电脑上更有趣/有动力，即使我几乎所有事情都更喜欢在笔记本电脑上进行（并且通常讨厌移动设备！）。\r\n\r\n[AnkiDroid](https://wiki.issarice.com/index.php?title=AnkiDroid&action=edit&redlink=1) 也似乎在过去这几年变得更好了，比如现在 MathJax 开箱即用。\r\n\r\n唯一的例外是[证明卡](https://wiki.issarice.com/wiki/Proof_card)：相较我的其他小卡片而言，回答这些卡片时要写的文字更多，所以我即使用平板也很难复习这些卡片。\r\n\r\n更新：现在我感觉手机上复习也没那么有趣了，并且随身携带的移动应用不再能帮我清除积压的卡片。所以这可能只是新奇效应在作祟。\r\n\r\n更新 2：我认为部分原因是 AnkiDroid 开始变慢了，而且这延迟很是恼人，让复习难称有趣。", + "type": "text/markdown", + "caption": " 手机上完成 Anki 复习更有趣\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Anki reviews are more fun on mobile" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Card sharing allows less valuable cards to be created.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Card sharing allows less valuable cards to be created.json" new file mode 100644 index 0000000..36ce845 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Card sharing allows less valuable cards to be created.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Card sharing allows less valuable cards to be created", + "text": "# 卡片分享能让你有理由制作价值稍低的卡片\r\n\r\n原文：[Card sharing allows less valuable cards to be created](https://wiki.issarice.com/wiki/Card_sharing_allows_less_valuable_cards_to_be_created)\r\n\r\n通过 [Anki](https://wiki.issarice.com/wiki/Anki) 牌组分享、[量子国度](https://wiki.issarice.com/index.php?title=Quantum_Country&action=edit&redlink=1)、[Orbit](https://wiki.issarice.com/index.php?title=Orbit&action=edit&redlink=1) 等渠道[分享卡片](https://wiki.issarice.com/wiki/Card_sharing)时，写卡片或编问题的人只有一个，但卡片使用者有很多，因此创作者有理由花很多时间琢磨一张卡片。相比之下，自学者自制 Anki 卡片时，没办法在每张卡上花太多时间。\r\n\r\n换句话说，自学者制作的少量卡片，即使没有很多用户分担制作卡片的成本，也是非常有价值的。换句话说，制作卡片的价值排在前 10%。因此，有很多卡片，其价值只有在更多用户分担成本之后显现（我不知道卡片价值分布是什么样的，所以我这里就是说一些自己的感觉）\r\n\r\n我甚至没有讨论规模经济效应呢：如果有大型组织制作卡片当然会更高效，但我上面描述的规模似乎更小。\r\n\r\n## 参见\r\n\r\n* [等价类卡片](https://wiki.issarice.com/wiki/Equivalence_classes_of_prompts) —— 如果有很多人分担工作量，撰写更多等价类卡片就更轻松", + "type": "text/markdown", + "caption": " 卡片分享能让你有理由制作价值稍低的卡片\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Card sharing allows less valuable cards to be created" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Card sharing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Card sharing.json" new file mode 100644 index 0000000..e0cf737 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Card sharing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Card sharing", + "text": "# 卡片分享\r\n\r\n原文：[Card sharing](https://wiki.issarice.com/wiki/Card_sharing)\r\n\r\n我试图用 **卡片分享** 一词，来概括卡片[复习](https://wiki.issarice.com/wiki/Spaced_repetition)者与撰写者不相同的情况。卡片分享可能出现在如下场合：分享 Anki 牌组、学习《量子国度》或 Orbit 之类助记媒介、或者与学习伙伴共同制作卡片。\r\n\r\n相关页面：\r\n\r\n* [为其他人制作的自主评分卡片需要提供评分指导](https://wiki.issarice.com/wiki/Self-graded_prompts_made_for_others_must_provide_guidance_for_grading)\r\n\r\n* [卡片分享能让你有理由制作价值稍低的卡片](https://wiki.issarice.com/wiki/Card_sharing_allows_less_valuable_cards_to_be_created)\r\n\r\n* [现存卡片分享手段无不繁琐费力](https://wiki.issarice.com/wiki/Existing_implementations_of_card_sharing_have_nontrivial_overhead)\r\n\r\n* [增强卡](https://wiki.issarice.com/wiki/Booster_card)\r\n\r\n## 链接到本文\r\n\r\n* [卡片分享能让你有理由制作价值稍低的卡片](https://wiki.issarice.com/wiki/Card_sharing_allows_less_valuable_cards_to_be_created) ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Card+sharing+allows+less+valuable+cards+to+be+created))\r\n\r\n* [为其他人制作的自主评分卡片需要提供评分指导](https://wiki.issarice.com/wiki/Self-graded_prompts_made_for_others_must_provide_guidance_for_grading) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Self-graded+prompts+made+for+others+must+provide+guidance+for+grading))\r\n\r\n* [增强卡](https://wiki.issarice.com/wiki/Booster_card) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Booster+card))\r\n\r\n* [现存卡片分享手段无不繁琐费力](https://wiki.issarice.com/wiki/Existing_implementations_of_card_sharing_have_nontrivial_overhead) ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Existing+implementations+of+card+sharing+have+nontrivial+overhead))", + "type": "text/markdown", + "caption": " 卡片分享\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Card sharing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Cards created by oneself can be scheduled more aggressively.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Cards created by oneself can be scheduled more aggressively.json" new file mode 100644 index 0000000..0a1e69d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Cards created by oneself can be scheduled more aggressively.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Cards created by oneself can be scheduled more aggressively", + "text": "# 自制卡片的间隔可以排得更长\r\n\r\n原文：[Cards created by oneself can be scheduled more aggressively](https://wiki.issarice.com/wiki/Cards_created_by_oneself_can_be_scheduled_more_aggressively)\r\n\r\n[Andy Matuschak](https://wiki.issarice.com/wiki/Andy_Matuschak) 针对《量子国度》也发表过类似观点：如果你遇到的卡片，来自于你正在阅读的文章，那么你对卡片测试的事实有足够的了解，因此相比于外语词汇卡片，这张卡片的复习间隔可以拉得更长。你充分理解材料，并用材料制作卡片，这些卡片也同样适用。\r\n\r\n## 另见\r\n\r\n* [Anki 牌组设置](https://wiki.issarice.com/wiki/Anki_deck_options) ——内有关于排期的更多思考\r\n\r\n## 链接到本文\r\n\r\n* [Anki 牌组设置](https://wiki.issarice.com/wiki/Anki_deck_options) ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Anki+deck+options))", + "type": "text/markdown", + "caption": " 自制卡片的间隔可以排得更长\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Cards created by oneself can be scheduled more aggressively" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Central node trick for remembering equivalent properties.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Central node trick for remembering equivalent properties.json" new file mode 100644 index 0000000..8005437 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Central node trick for remembering equivalent properties.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Central node trick for remembering equivalent properties", + "text": "# 记忆等价属性的中心节点技巧\r\n\r\n原文：[Central node trick for remembering equivalent properties](https://wiki.issarice.com/wiki/Central_node_trick_for_remembering_equivalent_properties)\r\n\r\n数学有很多等价属性和同一概念的不同刻画。记忆这些内容的一种办法，是将这些东西 **都** 关联到一个「中心」属性，然后掌握「中心」属性与各条属性的双向推导。例如，线性代数中关于单射和满射有一系列等价属性。在这些等价属性中，我将「单射」与「满射」作为「中心」属性，那么比如平凡零空间与单射的等价属性，我只需记住的平凡零空间与单射双向推导。\r\n\r\n单纯从数学角度来看，这样证明比「循环式」的证法效率差（证明 A 推出 B，B 推出 C，C 推出 D，D 推出 A，形成循环）。但从记忆角度来看，构造中心节点很有帮助。假设 A 是中心节点，你只需学习 A<->B，A<->C，A<->D 即可。\r\n\r\n这种做法不要求你一次列出所有属性，但你能了解每条推导背后的原因与推理，这样你就能更好将其内化。\r\n\r\n# 参见\r\n\r\n* [制作精小卡片的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_making_small_cards)\r\n\r\n## 外部链接\r\n\r\n* 我想到[从本质看算法](https://www.lesswrong.com/posts/yA4gF5KrboK2m2Xu7/how-an-algorithm-feels-from-inside) 中提出的第二网络了", + "type": "text/markdown", + "caption": " 记忆等价属性的中心节点技巧\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Central node trick for remembering equivalent properties" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Choosing problems for spaced proof review.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Choosing problems for spaced proof review.json" new file mode 100644 index 0000000..7c5d583 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Choosing problems for spaced proof review.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Choosing problems for spaced proof review", + "text": "# 为有关证明的间隔式复习选取合适的问题\r\n\r\n原文：[Choosing problems for spaced proof review - Issawiki (issarice.com)](https://wiki.issarice.com/wiki/Choosing_problems_for_spaced_proof_review)\r\n\r\n[有关证明的间隔式复习](https://wiki.issarice.com/wiki/Spaced_proof_review) 需要很多的努力去尝试，哪怕是方法正确了。One of the mistakes one can make is to choose problems which aren't worth solving over and over. (By \"problems\", I mean math problems, i.e. the exercise or theorem statement or whatever.)\r\n\r\n好问题的一些特性：\r\n\r\n- 问题很简单\r\n\r\n- 问题很有趣\r\n\r\n- 问题很基础/很重要\r\n\r\n简单而有趣的问题有助于建立并巩固证明间隔复习的习惯\r\n\r\n糟糕问题的一些特点：\r\n\r\n- 细枝末节太多，以至很难当场做好\r\n\r\n- 让你感到恐惧，或者觉得「呃……」\r\n\r\n对于那些依然有些神秘的卡片——我思考过将他们导入Anki作为证明卡片的可行性。以下是我想到的优缺点：\r\n\r\n- 去试图回想那些你理解得半半开的问题往往依然艰难，我不确定这是一个良性的压力（这是一个错误的态度而非一个正确的思路）。这就像, you've stored this knowledge in a badly structured way, and *that is the reason you're having trouble recalling it*. once you understand the natural way to do the thing, it will become easy to memorize .\r\n\r\n - 但也许就像你试图在保持紧凑良好的记忆中挣扎的那样，一旦你回想起来了数次, you've sort of smoothed out the roughest parts; it kinda makes sense, and now that your brain isn't thrashing every time you think about the problem (because you've memorized the general shape of it) you can actually think about the problem. i have the sense that for many things, i just gave up on even adding them to anki, therefore i never was able to bring my understanding to a mature form (so i completely forgot everything). keeping it in anki is a [nagging mechanism](https://wiki.issarice.com/wiki/Spaced_repetition_as_soft_alarm_clock) to perfect your understanding.\r\n\r\n- 我依然觉得在Anki里创建新卡片比复习旧的证明卡片更有奖励感（即更令人兴奋）。\r\n\r\n我觉得有关如何在有关证明的间隔式复习中采选问题是一个开放的事情，比如：选择有关应该写入Anki的问题的百分比。\r\n\r\n哪些证明卡片和练习应该加入Anki？我倾向于选择那些简单又重要的问题。如果一个问题涉及很多繁琐的细节，我倾向于跳过它（我可能会开始制作卡片，只需要这些繁琐问题的要点/见解）。\r\n\r\n## 另见：\r\n\r\n- [处理有关证明的间隔式复习的坏卡片](https://wiki.issarice.com/wiki/Dealing_with_bad_problems_in_spaced_proof_review)\r\n\r\n- [日程——有关证明的间隔式复习](https://wiki.issarice.com/wiki/Spaced_proof_review_routine)", + "type": "text/markdown", + "caption": " 为有关证明的间隔式复习选取合适的问题\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Choosing problems for spaced proof review" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Creative forgetting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Creative forgetting.json" new file mode 100644 index 0000000..41cdb84 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Creative forgetting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Creative forgetting", + "text": "# 创造性遗忘\r\n\r\n原文：[Creative forgetting](https://wiki.issarice.com/wiki/Creative_forgetting)\r\n\r\n遗忘不一定是坏事。把一件事忘掉后，你便能用「崭新的视角」审视这件事。我认为遗忘也有助于「洗涤」工作记忆，摒弃不够重要的细节，在脑海中保留最重要的想法，并利用省出来的工作记忆，储存新的或重要或琐碎的知识。\r\n\r\n需要添加到这个页面的：\r\n\r\n* [SuperMemo](https://wiki.issarice.com/wiki/SuperMemo) wiki 上的一些东西\r\n\r\n* 关键词：功能固着，Einstellung 效应（译注：功能固着指的是解决问题时往往只看到某种事物的通常功能，而看不到它其他方面可能有的功能；Einstellung 效应指的是人们倾向于继续应用熟悉的方法来解决问题，即使存在其他的「更好的」”或「更适合的」解决方法，也就是「拿着锤子看什么都像钉子」）\r\n\r\n引自 Andrew Wile: 「我觉得，如果你想成为数学家，记忆力太好会适得其反。你最好记性差一点，因为你要忘记你之前解决问题的方法，这就像演化和 DNA. （记不清的话），你按之前的方法解决问题时，会犯一些错误，但这样就出现了差异，因此你就能解决[这个问题]。」[[1]](https://wiki.issarice.com#cite_note-1)\r\n\r\nRichard Borcherds 在接受 curt jaimungal 采访的 youtube 视频上也表达了类似的观点。 \r\n\r\n## 参见：\r\n\r\n* [通过间隔证明复习来发明新的证明方法](https://wiki.issarice.com/wiki/Spaced_proof_review_as_a_way_to_invent_novel_proofs)\r\n\r\n## 参考文献\r\n\r\n1. [↑](https://wiki.issarice.com#cite_ref-1) [https://plus.maths.org/content/andrew-wiles-what-does-if-feel-do-maths](https://wiki.issarice.comhttps://plus.maths.org/content/andrew-wiles-what-does-if-feel-do-maths)\r\n\r\n## 链接到本文\r\n\r\n* [通过间隔证明复习来发明新的证明方法](https://wiki.issarice.com/wiki/Spaced_proof_review_as_a_way_to_invent_novel_proofs) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+proof+review+as+a+way+to+invent+novel+proofs))\r\n\r\n* [内容多的卡片对数学发现是有益的](https://wiki.issarice.com/wiki/Big_cards_can_be_good_for_mathematical_discovery) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Big+cards+can+be+good+for+mathematical+discovery))", + "type": "text/markdown", + "caption": " 创造性遗忘\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Creative forgetting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Discovery fiction.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Discovery fiction.json" new file mode 100644 index 0000000..fb202b0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Discovery fiction.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Discovery fiction", + "text": "# 概念发现故事\r\n\r\n原文：[Discovery fiction](https://wiki.issarice.com/wiki/Discovery_fiction)\r\n\r\n **概念发现故事** 是一种教育风格。教导者按照这种风格讲授概念时，会虚构一个故事，描述这个概念可能是如何被发现的。\r\n\r\n[Michael Nielsen](https://wiki.issarice.com/wiki/Michael_Nielsen) 时常讨论这个话题，他可能是独立提出的。但我觉得 [Tim Gowers](https://wiki.issarice.com/index.php?title=Tim_Gowers&action=edit&redlink=1) 也独立提出了这个想法：\r\n\r\n> 然而，为了说明引入新的数学概念合情合理，还有一种办法。不必回顾发现这一概念的 **实际** 历史，而是 **虚构** 一段历史。如果你能把概念可能的发明路径讲得合理可信，那么这一概念也就合情合理了。有些读者会疑惑，怎么能有人想出来这团东西，那么虚构的历史恰好能解决这点，同时还能说明，这个概念的发明是必然的，迟早会发生。[[1]](https://wiki.issarice.com#cite_note-1)\r\n\r\n> \r\n\r\n> \r\n\r\n## 例子\r\n\r\n* [https://www.lesswrong.com/posts/rTC8MgPuYfXEw3WLp/discovery-fiction-for-the-pythagorean-theorem](https://wiki.issarice.comhttps://www.lesswrong.com/posts/rTC8MgPuYfXEw3WLp/discovery-fiction-for-the-pythagorean-theorem)\r\n\r\n* [https://gowers.wordpress.com/2011/11/20/normal-subgroups-and-quotient-groups/](https://wiki.issarice.comhttps://gowers.wordpress.com/2011/11/20/normal-subgroups-and-quotient-groups/)\r\n\r\n## 链接到本文\r\n\r\n* [好的名词解释有什么特点？](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=What+makes+a+word+explanation+good%3F)）\r\n\r\n## 参考文献\r\n\r\n1. [↑](https://wiki.issarice.com#cite_ref-1) [https://gowers.wordpress.com/2011/11/20/normal-subgroups-and-quotient-groups/](https://wiki.issarice.comhttps://gowers.wordpress.com/2011/11/20/normal-subgroups-and-quotient-groups/)", + "type": "text/markdown", + "caption": " 概念发现故事\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Discovery fiction" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Feeling like a perpetual student in a subject due to spaced repetition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Feeling like a perpetual student in a subject due to spaced repetition.json" new file mode 100644 index 0000000..69b7f11 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Feeling like a perpetual student in a subject due to spaced repetition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Feeling like a perpetual student in a subject due to spaced repetition", + "text": "# 间隔重复让你感觉在某门学科上总是学生\r\n\r\n原文：[Feeling like a perpetual student in a subject due to spaced repetition](https://wiki.issarice.com/wiki/Feeling_like_a_perpetual_student_in_a_subject_due_to_spaced_repetition)\r\n\r\n间隔重复很好，因为它能让你把你学到的东西记得很久。但同时它也带来着许多[情感上的困难](https://wiki.issarice.com/wiki/Emotional_difficulties_of_spaced_repetition)。其中之一是，你感觉自己在某门学科上永远是学生。学习线性代数课程的人，经过几个月的学习后，能够较好地理解线性代数，并通过该课程，然后被认定为「懂得线性代数的人」或「擅长线性代数的人」。然后他们学习更深入的科目，仍然保持这种身份（尽管忘记了很多材料！）。但是，通过间隔重复学习的人，可能会在一段时间内以间隔的方式学习线性代数，因此，两年后他们仍然是「正在学习线性代数的人」! 更糟糕的是，他们会被[不断提醒](https://wiki.issarice.com/wiki/Spaced_repetition_constantly_reminds_one_of_inadequacies)他们已经忘记的、必须重新学习的部分线性代数。\r\n\r\n有趣的是，[Andy Matuschak](https://wiki.issarice.com/wiki/Andy_Matuschak) 强调了相反的情况，即「量子计算学习者」是积极的情感，其意味着花功夫来掌握它，而不是只读一篇文章后就抛弃遗忘了。\r\n\r\n## 链接到本文\r\n\r\n* [间隔重复的情感困难](https://wiki.issarice.com/wiki/Emotional_difficulties_of_spaced_repetition) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Emotional+difficulties+of+spaced+repetition))\r\n\r\n* [增强卡](https://wiki.issarice.com/wiki/Booster_card) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Booster+card))", + "type": "text/markdown", + "caption": " 间隔重复让你感觉在某门学科上总是学生\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Feeling like a perpetual student in a subject due to spaced repetition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Linked list proof card.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Linked list proof card.json" new file mode 100644 index 0000000..aec653f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Linked list proof card.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Linked list proof card", + "text": "# 链表式证明卡\r\n\r\n原文：[Linked list proof card](https://wiki.issarice.com/wiki/Linked_list_proof_card)\r\n\r\n **链表式证明卡** 是使用 Anki 记忆证明的方法。在链表式证明卡中，每一张卡片会询问证明的下一步是什么，所以这些卡片形成了链表这一数据结构（或者说是「累加」的链表，每张卡片都包含了卡片之前的所有证明步骤，而不仅仅是上一个步骤）。\r\n\r\n实际上我不喜欢「链表式证明卡」这个名字，因为这听起来像是每张卡片都是一个链表，而没有体现出卡片的集合形成了一个链表。或许「链表证明 **法** 」或者什么别的名字会更好？\r\n\r\n## 分析\r\n\r\n我认为仅仅尝试将证明组织起来的卡片并不是一个好主意。这总是会在你能回答出证明的下一步前花费时间来回想证明的上下文。并且我感觉当你只是想讲整个证明写为一张「大」卡片的一部分时，回答一些任意的步骤没有什么帮助。（当然，当你在写证明的时候卡住，你可以制一张「小」卡片来回答一个特定的问题）——或许另一种说法是，你不「需要」能任意访问证明步骤。你需要的只是能够从开头写到结尾；你需要将证明的故事从头到尾讲出来的能力。并且，为了得到后一种的能力，去做前者的练习是一条充满痛苦的路。（叙事者并不需要能够从故事的任意片段开始讲述）。[这条论坛帖子](https://wiki.issarice.comhttp://web.archive.org/web/20190310050412/https://forum.koohii.com/thread-2275-post-134811.html#pid134811)表达了一种类似的感觉：「别尝试说服我你能够从中间步骤开始解决一个简单问题，因为我认为那是胡说八道。解数学问题是整体的，是从头到尾的一个过程。你的思路需要回顾你从哪里来，要展望你要到哪里去。你不能只解半道积分……」\r\n\r\n给问题做分步证明卡（把证明分解成许多张卡）：「下一步」 往往有许多可能，所以有个情况很烦人，就是我不记得确切的下一步，但我可以给出合理的下一步，但这步骤不是我在卡片上写下的。\r\n\r\n最近我感到沮丧的一件事是，当我添加关于证明的不同部分的卡片时，我常常不能迅速回忆起证明的陈述/背景，所以我就只能「呃......」，或者也许我可以迅速回答卡片，却不能回忆起证明的细节（这本身就很令人担忧）。这就像，这些证明卡的成本太高，无法回忆，但我却想知道它们。也许有一个问题是，有些证明没有名字（例如，Peter Smith 的 Goedel 书中的一个证明是没有名字的不完全性结果，以及史迪威的反向数学书中关于无限二叉树的那个证明）。如果我知道证明的名字，那么我也许可以把它作为「中心节点」，从名字可以联系到其他卡片（包括证明的声明）。\r\n\r\n我注意到的另一件事，与上述情况有关，就是有些卡片只是在加强某一个联系。但我需要不断制作卡片，让知识的图中连接越来越密集。\r\n\r\n## 另见\r\n\r\n* [间隔证明复习](https://wiki.issarice.com/wiki/Spaced_proof_review)\r\n\r\n* [列表：制作精小卡片的技巧](https://wiki.issarice.com/wiki/List_of_techniques_for_making_small_cards)\r\n\r\n## 链接到本文\r\n\r\n* [Anki 的实验](https://wiki.issarice.com/wiki/List_of_experiments_with_Anki) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+experiments+with+Anki))\r\n\r\n* [间隔证明复习](https://wiki.issarice.com/wiki/Spaced_proof_review) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+proof+review))\r\n\r\n* [制作精小卡片的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_making_small_cards)‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+techniques+for+making+small+cards))", + "type": "text/markdown", + "caption": " 链表式证明卡\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Linked list proof card" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Quotability vs ankifiability.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Quotability vs ankifiability.json" new file mode 100644 index 0000000..7aa4aeb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Quotability vs ankifiability.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Quotability vs ankifiability", + "text": "# 可引用性 vs 可制卡性\r\n\r\n原文：[Quotability vs ankifiability](https://wiki.issarice.com/wiki/Quotability_vs_ankifiability)\r\n\r\n如果一段话很容易在其他地方引用，那这句话就是 **可引用** 的。作为一个在 Wikiquote 上[写](https://wiki.issarice.comhttps://en.wikiquote.org/wiki/Special:Contributions/Riceissa)了不少页的人，我很关注不同人作品的可引用性。有些人的作品比其他人的更容易被引用（尽管其见解是同等分量的）。\r\n\r\n如果一段话很容易能做成 [Anki](https://wiki.issarice.com/wiki/Anki) 卡片，那么它就是 **可制卡** 的。作为渴望娴熟使用 Anki 的人，对于如何把一段文字（比如数学课本或网上的文章）变成 Anki 卡片的问题，我思考颇多。有些文本更容易被 Anki 化。 \r\n\r\n在我看来，可引用的文本和可制卡的文本，都具有 **局部性** （locality）：中心思想集中在文本的一小部分，你可以把它「剪下来」，得到原子性的见解。如果见解是逐步表达出来的，而没有单独一句话或一个自然段能囊括整条见解（比如在[讨论性文本](https://wiki.issarice.com/wiki/Discursive_texts_are_difficult_to_ankify)中），制卡就很困难。\r\n\r\n在某种意义上，可以认为[渐进阅读](https://wiki.issarice.com/wiki/Incremental_reading)放弃考虑文本的可制卡性，转而使用可引用性作为凭据，判断什么内容值得加入到牌组中（因为与可引用性相比，可制卡性似乎是限制性更强的属性）。", + "type": "text/markdown", + "caption": " 可引用性 vs 可制卡性\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Quotability vs ankifiability" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Reverse side card for everything.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Reverse side card for everything.json" new file mode 100644 index 0000000..2ccbff4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Reverse side card for everything.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Reverse side card for everything", + "text": "# 给所有东西做反面卡片\r\n\r\n原文：[Reverse side card for everything](https://wiki.issarice.com/wiki/Reverse_side_card_for_everything)\r\n\r\n **给所有东西做反面卡片** 指的是在 [Anki](https://wiki.issarice.com/wiki/Anki) 中，不要用基本笔记类型（正面 -> 反面），而要用「基本（和反面卡片）」的笔记类型（正面 <-> 反面）。对每个新术语，要既能回忆起术语背后的概念，也能回忆起术语本身（这样你就能用上这个术语）。对每个问题，你要做 Jeopardy\\* 游戏，给答案想问题。「每个想法都有其反面·对称的。」《危险边缘》（\\*译注：Jeopardy 是美国著名的智力问答竞赛节目。 比赛以一种独特的问答形式进行，问题设置的涵盖面非常广泛，涉及到历史、文学、艺术、流行文化、科技、体育、地理、文字游戏等等各个领域。 根据以答案形式提供的各种线索，参赛者必须以问题的形式做出简短正确的回应。）\r\n\r\n做 Anki 卡片的时候，建议总是问问自己「这张卡片的反向问法有用吗？」我越来越频繁地发现，反向问法有用，而且为此做卡的代价并不大（通常只要稍稍调整措辞，保证正向问反向问都能听得懂即可）\r\n\r\n总的来说……这个想法挺疯狂的。我也并不太感冒……我只是想到了，并且觉得很有趣。也许这样的想法需要认真想上一个月，努努力把它实现出来，最终在放弃后总结其精华部分（比如能够 **注意** 到应该添加反面卡片，改变措辞，将基本型卡片快速转化成基本+反面类型）。刻意练习，强迫自己做一些事，发展某种直觉，之后从强加的约束中解放出来（但仍然保留这种直觉）。\r\n\r\n# 参见\r\n\r\n* [制作精小卡片的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_making_small_cards)", + "type": "text/markdown", + "caption": " 给所有东西做反面卡片\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reverse side card for everything" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced inbox ideas.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced inbox ideas.json" new file mode 100644 index 0000000..b5c34cd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced inbox ideas.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Spaced inbox ideas", + "text": "# 关于间隔收件箱的一些想法\r\n\r\n原文：[Spaced inbox ideas](https://wiki.issarice.com/wiki/Spaced_inbox_ideas)\r\n\r\n我未来可能会做[间隔收件箱](https://wiki.issarice.com/wiki/Spaced_inbox) app ，下文是一些想法。\r\n\r\n标签似乎很重要。复习安排根据标签有所变化。比如我觉得在间隔收件箱里放待办事项很不错，这样就能给低优先级的事项安排更长的间隔。为了实现这点，你可以打上 #todo 之类标签，然后采用「待办事项复习安排」，这个安排可能和 #idea, #readlater 或者 #quote 的调度不同。这个概念不一定要叫做「标签」；只是用来区分不同复习安排的方法。\r\n\r\n还有一个要点是能区分话题，比如能区分默认的收件箱、AI 安全、日常工作。\r\n\r\n---\r\n\r\n我觉得 LessWrong 的短推送可以充当间隔收件箱——只要自己制作界面，与 LessWrong 通过 API 交互即可。\r\n\r\n问题是，有些人觉得在 LW 发帖有点可怕（比如我），而间隔重复收件箱的意义，就是让记笔记的过程更流畅。\r\n\r\n---\r\n\r\n某种「所有笔记」 视图，只是按照创建时间或最后修改时间顺序列出笔记。如果你进入 [https://roamresearch.com/#/app/YOUR\\_GRAPH\\_NAME/search](https://roamresearch.com/#/app/YOUR_GRAPH_NAME/search)，你会发现 [Roam](https://wiki.issarice.com/index.php?title=Roam&action=edit&redlink=1) 也有这个功能。\r\n\r\n我目前在 inbox.txt 中的「间隔收件箱」 **只** 有这个视图。但也应该有一个默认的「收件箱」视图。有点像 Gmail 有收件箱和「所有邮件」。\r\n\r\n---\r\n\r\n笔记/间隔收件箱应用程序的基本功能或「主要模式」？\r\n\r\n* 每日笔记/org 模式记录/wordpress p2 主题/存放新想法的唯一场所，具有能够直接滚动浏览最近的笔记的功能\r\n\r\n*收件箱功能，要复习的东西都显示在一个地方\r\n\r\n* 概念/页面的网络，彼此通过[[维基链接]]互相连接。\r\n\r\n## 链接到本文的\r\n\r\n* [间隔写作收件箱](https://wiki.issarice.com/wiki/Spaced_writing_inbox) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+writing+inbox))", + "type": "text/markdown", + "caption": " 关于间隔收件箱的一些想法\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced inbox ideas" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review as a way to understand key insights in a proof.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review as a way to understand key insights in a proof.json" new file mode 100644 index 0000000..fd18b6e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review as a way to understand key insights in a proof.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Spaced proof review as a way to understand key insights in a proof", + "text": "# 通过间隔证明复习来理解证明中的关键点\r\n\r\n原文：[Spaced proof review as a way to understand key insights in a proof](https://wiki.issarice.com/wiki/Spaced_proof_review_as_a_way_to_understand_key_insights_in_a_proof)\r\n\r\n我认为数学有一个核心难点就是「[组合爆炸](https://wiki.issarice.com/wiki/Combinatorial_explosion_in_math \"Combinatorial explosion in math\")」，换句话说就是可能性的问题。比如说一份证明中，有一处不等式符号是 ≤ 而不是 < 或者其他符号（比如说反过来的 ≤），那么当你阅读这份证明时，你必须准备好去解释「为什么这么用」。对于证明中的每个环节，你必须有能力解释，为什么作者是如此操作，而非采用其他办法。最终你[不仅仅记住了表面上短短几行的证明](https://wiki.issarice.com/wiki/Spaced_proof_review_is_not_about_memorizing_proofs )—— 而是在解答一类更大的问题：「为什么作者选择这个办法，而不是其他那些行不通的办法」，这样一来，你写自己的证明时便有了思路。随着证明一点点淡忘，你的想法是「等一下，所以这里我应该做 **这件事** 还是 **那件事** ？」所以你测试这两条路，之后你会恍然大悟，「原来书上写成了那个样子是这个原因」。\r\n\r\n有一次我想证明 Löb 定理，但我连证明开头使用的技巧都忘记了。（也许这样也挺好，因为我不仅仅是依赖于记忆技巧！）最终我想起来了，Löb 定理和圣诞老人命题有关，所以我写下了「如果这句话是真的，那么圣诞老人存在」。于是我回忆起了我需要一些类似 $T \\vdash L \\leftrightarrow (L \\to \\varphi)$ 的命题，继而回忆起，它并不仅仅是一句光秃秃的命题， 而且在某个地方有一个可证明谓词，基于此我又回忆起，我们应该将 $\\mathrm{Bew}(x) \\to \\varphi$ 对角化。因此 $T \\vdash L \\leftrightarrow (\\Box L \\to \\varphi)$。在这之前，对于为什么我应该将那个特殊的公式对角化（或者那个公式是哪里冒出来的），我是感到疑惑的。\r\n\r\n## 参见\r\n\r\n* [通过间隔证明复习来发明新的证明方法](https://wiki.issarice.com/wiki/Spaced_proof_review_as_a_way_to_invent_novel_proofs)\r\n\r\n## 外部链接\r\n\r\n* [https://mathoverflow.net/a/3957](https://wiki.issarice.comhttps://mathoverflow.net/a/3957)", + "type": "text/markdown", + "caption": " 通过间隔证明复习来理解证明中的关键点\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced proof review as a way to understand key insights in a proof" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review is not about memorizing proofs.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review is not about memorizing proofs.json" new file mode 100644 index 0000000..bc9cd41 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review is not about memorizing proofs.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Spaced proof review is not about memorizing proofs", + "text": "# 间隔复习证明不在于记住证明\r\n\r\n原文：[Spaced proof review is not about memorizing proofs](https://wiki.issarice.com/wiki/Spaced_proof_review_is_not_about_memorizing_proofs)\r\n\r\n[间隔复习证明](https://wiki.issarice.com/wiki/Spaced_proof_review)是指借助[Anki](https://wiki.issarice.com/wiki/Anki)间隔地证明一个结果。而 Anki 是用来记忆的。所以乍一看，间隔证明复习的目的似乎是记住证明。但我不喜欢这样想。你的确想要在很长的一段时间里都能证明某个结论，但为了获得这个能力，你不应该记住证明，而应该获得更通用的证明能力。\r\n\r\n如果你想拥有证明事物的通用能力，为什么不直接解决 **新的** 问题呢？这不是更好吗？这里有一些支持间隔复习证明的理由：\r\n\r\n* 对于特定的数学子领域，重要的定理是有限的。在实分析中，中值定理、Bolzano-Weierstrass 定理等是比较「经典」的定理，但也这就是这么多了。你能接触到的任何新问题，都必然不如这些基础的结论来得深刻。\r\n\r\n*你想要保证，几个月或几年之后，你仍然能证明出来这些东西。牢牢记住重要的知识是很令人满意的。\r\n\r\n* 如果你设置得当，做这些问题的摩擦就会减少。你不需要去寻找解决方案来检查你的工作（因为它就在卡片的背面）。(当然，缺点是你需要付出一些初始努力来制作卡片）。\r\n\r\n当然，即使你做了间隔性证明复习，你也会一直增加新的证明，所以你仍然在解决新的问题。因此，区别就在于是否要把时间投入到复习你已经看过的问题上。我确实认为，在未来，如果能有类似Anki的东西，显示你以前没有见过的问题（而且这些问题是根据你的兴趣/口味选择的），那就更好了。\r\n\r\n即使是极有能力的数学研究生似乎也会忘记很多问题：[[1]](https://wiki.issarice.com#cite_note-1)\r\n\r\n> 尽管有时候我不愿意承认，我曾多次遇到下面的情况。我解决了教科书上的一些练习。后来，我在阅读一些其他的结果时，我需要一些中间结果，这些结果看起来可能是真的，但我不知道如何立即证明它。于是我就去搜索，然后发现是我做的那个练习（然后不得不再次重做这个练习，因为我没有写出解题步骤）。\r\n\r\n> \r\n\r\n> \r\n\r\n> 我想你可以说，如果你后来连命题都认不出了，你就没有从中学到什么。所以我认为下面这句话是很好的总结性测试： **学生以后真正记住它的可能性有多大？** \r\n\r\n> \r\n\r\n> \r\n\r\n我对此非常难过。Evan Chen 的解决方案是挑选更好的练习，但你也可以从相反的方向努力：发明一套更好的系统，来防止你忘记练习，甚至是比较枯燥的练习。\r\n\r\n使用 Anki 作为问题库（用我的证明牌组）：间隔更多的是为了确保反复看到相同的问题不会触发你的烦扰阈值，而不是为了最佳的记忆。实际上，你甚至不是为了记忆证明，而是为了「吸收基本概念的节奏」。当你在证明事物时，有一堆非语言的本能/「心理动作」在进行（这很难有意识地观察/推理）。重点不是像监督学习那样对证明的文本进行学习，并能够完美地重现它。相反，你正在训练自己练习这些心理动作，以一种间隔的方式（间隔使它不烦人，并验证这种能力是一种本能，而不是一种反射/保护记忆）。\r\n\r\n也可参见 [Tim Gowers](https://wiki.issarice.com/index.php?title=Tim_Gowers&action=edit&redlink=1) 关于记忆证明的内容，例如 [[2]](https://wiki.issarice.com#cite_note-2), [[3]](https://wiki.issarice.com#cite_note-3)\r\n\r\n## 另见\r\n\r\n* [间隔重复并不是仅为了记忆](https://wiki.issarice.com/wiki/Spaced_repetition_isn%27t_about_memorization)\r\n\r\n## 参考文献\r\n\r\n1. [↑](https://wiki.issarice.com#cite_ref-1) [https://usamo.wordpress.com/2020/06/14/on-choosing-exercises/](https://wiki.issarice.comhttps://usamo.wordpress.com/2020/06/14/on-choosing-exercises/)\r\n\r\n2. [↑](https://wiki.issarice.com#cite_ref-2) [https://gowers.wordpress.com/2011/09/23/welcome-to-the-cambridge-mathematical-tripos/](https://wiki.issarice.comhttps://gowers.wordpress.com/2011/09/23/welcome-to-the-cambridge-mathematical-tripos/)\r\n\r\n3. [↑](https://wiki.issarice.com#cite_ref-3) [https://mathoverflow.net/a/3957](https://wiki.issarice.comhttps://mathoverflow.net/a/3957)\r\n\r\n## 链接到本文\r\n\r\n* [作为了解证明中关键见解的间隔证明复习](https://wiki.issarice.com/wiki/Spaced_proof_review_as_a_way_to_understand_key_insights_in_a_proof) ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+proof+review+as+way+to+understand+key+insights+in+proof))\r\n\r\n* [间隔证明复习](https://wiki.issarice.com/wiki/Spaced_proof_review) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+proof+review))\r\n\r\n* [间隔重复并不是仅为了记忆](https://wiki.issarice.com/wiki/Spaced_repetition_is_not_about_memorization) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+repetition+is+not+about+memorization))", + "type": "text/markdown", + "caption": " 间隔复习证明不在于记住证明\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced proof review is not about memorizing proofs" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review routine.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review routine.json" new file mode 100644 index 0000000..756662d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced proof review routine.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Spaced proof review routine", + "text": "# 间隔证明复习\r\n\r\n原文：[Spaced proof review routine - Issawiki (issarice.com)](https://wiki.issarice.com/wiki/Spaced_proof_review_routine)\r\n\r\n这是我做[间隔证明复习](https://wiki.issarice.com/wiki/Spaced_proof_review)的基本步骤。\r\n\r\n对于每份证明/练习：\r\n\r\n1. 第一次要自己完成证明。这步跟一般完成书中练习，或者阅读书中证明没什么区别。阅读证明，或者在纸上写下证明即可。\r\n\r\n2. [决定这份证明是不是足够有趣，值得记忆](https://wiki.issarice.com/wiki/Choosing_problems_for_spaced_proof_review)。如果你觉得值得，那么就继续下一步，否则到此为止。（译注：在 SuperMemo 里你也许可以分配优先级，决策不一定是二元对立的，可能是连续而不是离散的）\r\n\r\n3. 将证明写成 [Anki](https://wiki.issarice.com/wiki/Anki) 卡片，添加到「数学问题（新卡片）」牌组。[证明卡上把证明写完整以方便复习](https://wiki.issarice.com/wiki/Add_the_complete_proof_on_proof_cards_to_reduce_friction_when_reviewing)。如果你无法解出问题，需要查看答案，手上不完整的证明也应该写下来。另外要描述你为什么觉得这样写有用（比如说你用了什么策略，套用了什么模式）。证明步骤的「动机」，在常见的解答中并没有记录，因此未来复习时会非常有帮助（你未来重做问题时，可能会忘记这些东西）。\r\n\r\n4. [添加证明卡片后立即复习卡片以避免积压](https://wiki.issarice.com/wiki/Do_an_empty_review_of_proof_cards_immediately_after_adding_to_prevent_backlog)（调高牌组的「每日新卡片」选项，这样即使你当天已经学完了当日新卡片的份额，新卡片仍然会出现）。（还有一个好处，数学主牌组的卡片都是旧卡，因此搁置（bury）卡片不会出问题。我以前搁置新卡片时曾经出过奇怪的问题，这些卡片会在新卡队列最后面出现，诸如此类。）\r\n\r\n5. 复习之后，将这些新卡导入「主要数学问题」牌组\r\n\r\nAnki 的机制给上述不少步骤额外添了不少麻烦。未来可能会有系统能自动化这套流程，但目前我尚未发现（译注：2022）。\r\n\r\n每天：\r\n\r\n1. 复习所有到期卡片（有时候，如果到期卡片太多，我会只复习其中一部分，剩下的第二天再说。由于 Anki 安排问题，每天到期卡片数量变化很大。） 复习中我会拿上纸和铅笔，并在纸上写下证明。我用草稿纸写证明，一般在复习完成后就扔掉了。（一旦复习卡片得到什么新启发，我会在这张卡片的背面记录下来，或者添加到长期的笔记中）。评分时我只评「重来」和「良好」（不用「简单」或者「困难」）。\r\n\r\n2. 如果我复习时写的证明，跟卡片上的证明不一致，我会稍微思考我写的新证明有没有问题。如果证明是对的，我会将其完善，并添加到卡片背面。（参见[通过间隔证明复习来发明新证明方法](https://wiki.issarice.com/wiki/Spaced_proof_review_as_a_way_to_invent_novel_proofs)）\r\n\r\n## 另见\r\n\r\n- [证明卡片的牌组选项设置](https://wiki.issarice.com/wiki/Deck_options_for_proof_cards)\r\n\r\n## 链接到本文\r\n\r\n* [间隔证明复习](https://wiki.issarice.com/wiki/Spaced_proof_review) \r\n\r\n- [证明卡片的牌组选项设置](https://wiki.issarice.com/wiki/Deck_options_for_proof_cards)\r\n\r\n- [选择要间隔复习证明的问题](https://wiki.issarice.com/wiki/Choosing_problems_for_spaced_proof_review)", + "type": "text/markdown", + "caption": " 间隔证明复习\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced proof review routine" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition allows graceful deprecation of experiments.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition allows graceful deprecation of experiments.json" new file mode 100644 index 0000000..0ec49a8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition allows graceful deprecation of experiments.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Spaced repetition allows graceful deprecation of experiments", + "text": "# 间隔重复实验可以体面地停止\r\n\r\n原文：[Spaced repetition allows graceful deprecation of experiments](https://wiki.issarice.com/wiki/Spaced_repetition_allows_graceful_deprecation_of_experiments)\r\n\r\n在[间隔重复](https://wiki.issarice.com/wiki/Spaced_repetition)实验里，你会尝试新事物（例如，新的制卡方法、新的[牌组配置](https://wiki.issarice.com/wiki/Anki_deck_options)参数），然后会等上几个月，看看实验结果如何（记忆效果多好，复习时感觉怎么样）。由于间隔的特点（特别是递增间隔），「保持实验继续」所需的努力会随着时间减少（只要你不再添加新卡片）。这意味着即使实验「失败」，继续复习这些卡片也不会很费劲。\r\n\r\n换句话说：间隔重复实验启动时代价最大（此时不确定性非常高）。随着实验效果越来越明确，你付出的代价也越来越少。所以即使最终实验失败了，你也不会损失很多。\r\n\r\n比如我做了一些「阅读即可」的挖空卡片，但感觉用处不是很大，因此我最终选择专门用一个牌组做[渐进阅读](https://wiki.issarice.com/wiki/Incremental_reading)，但些挖空卡片还能继续复习！而且这些卡片出现的频率会不断下降，因此复习负担也越来越小，对比做笔记：改用新的笔记系统后，需要把现存笔记 **全部** 导入新系统中，这样这些内容才能发挥作用。\r\n\r\n还有一些实验一旦失败，终止的代价会很沉重，比如约会，更换文本编辑器或者操作系统（需要调整思考模式），换工作（辞职前需要存钱）\r\n\r\n在 [SuperMemo](https://wiki.issarice.com/wiki/SuperMemo) 中[渐进阅读](https://wiki.issarice.com/wiki/Incremental_reading)时，降低文章的出现频率有很多办法，比如只按回车，降低优先级，按 Ctrl+Shift+R 然后输入一年左右的新间隔，这样就能很长时间都看不到这篇文章。所以相比通常的学习方法，在间隔重复中略过内容的压力要小很多。\r\n\r\n## 另见\r\n\r\n* [间隔重复实验需要花上几个月的时间才能完成](https://wiki.issarice.com/wiki/Spaced_repetition_experiments_take_months_to_complete)\r\n\r\n* [间隔重复充当软性闹钟](https://wiki.issarice.com/wiki/Spaced_repetition_as_soft_alarm_clock)——能够体面停止实验，体现了更广泛的间隔重复[软化](https://wiki.issarice.com/index.php?title=Softification&action=edit&redlink=1)效应", + "type": "text/markdown", + "caption": " 间隔重复实验可以体面地停止\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition allows graceful deprecation of experiments" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition and cleaning one's room.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition and cleaning one's room.json" new file mode 100644 index 0000000..55cb90d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition and cleaning one's room.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Spaced repetition and cleaning one's room", + "text": "# 间隔重复与打扫房间\r\n\r\n原文：[Spaced repetition and cleaning one's room](https://wiki.issarice.com/wiki/Spaced_repetition_and_cleaning_one%27s_room)\r\n\r\n我觉得 **间隔重复和打扫房间** 冥冥之中有种联系。\r\n\r\n对于我现实中的周围环境，我常常会将我当前使用的书或草稿纸放在桌子上，但之后我就不再用这些东西了，因为我转头去做其他事了。这时候，这些书/纸就成为了「也许会用」的东西，但我还想把他们留在桌子上，也许我马上又会用到呢（尽管大多数时候都没用到）。\r\n\r\n我感觉，我一旦搞乱了我周围的环境，比如我的工作桌，我常常 **想** 留有一部分凌乱的源头，因为我觉得我可能还要用到某本书或某张纸。这时候，我犯的错不是犯懒（不过 **某些** 像脏盘子没洗这样的乱就完全是犯懒），而是对物件相关度的认知错误（具体而言，我未来什么时候还会用到某物）。所以这就是打扫房间和间隔重复的关联之处了——如果有一种间隔重复的方式来提示我，或者自动清理我不再使用的东西，这种方式是更加「柔和」、「自然」且「人性化」的处理凌乱周围环境的方法。\r\n\r\n# 参见\r\n\r\n* [物理与数字的杂乱](https://wiki.issarice.com/wiki/Physical_vs_digital_clutter)\r\n\r\n* [间隔重复充当软性闹钟](https://wiki.issarice.com/wiki/Spaced_repetition_as_soft_alarm_clock)\r\n\r\n* [间隔重复的世界](https://wiki.issarice.com/wiki/Spaced_repetition_world)\r\n\r\n* [间隔一切](https://wiki.issarice.com/wiki/Spaced_everything)\r\n\r\n## 链接到本文\r\n\r\n* [间隔重复世界](https://wiki.issarice.com/wiki/Spaced_repetition_world) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+repetition+world))\r\n\r\n* [物理与数字杂乱](https://wiki.issarice.com/wiki/Physical_vs_digital_clutter) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Physical+vs+digital+clutter))", + "type": "text/markdown", + "caption": " 间隔重复与打扫房间\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition and cleaning one's room" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition as generator of questions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition as generator of questions.json" new file mode 100644 index 0000000..8d498cd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Spaced repetition as generator of questions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Spaced repetition as generator of questions", + "text": "# 通过间隔重复生成问题\r\n\r\n原文：[Spaced repetition as generator of questions](https://wiki.issarice.com/wiki/Spaced_repetition_as_generator_of_questions)\r\n\r\n用 [Anki](https://wiki.issarice.com/wiki/Anki) 来提出问题：复习 Anki 卡片时我经常会产生各种疑问。我会停下来记录这些疑问。我觉得，如果我不做成 Anki 卡片，这些问题还不如不提——因为如果我会问这些问题，那么我也应该在 Anki 制卡时提出这些问题。也许使用一些其他的复习机制，比如定期重温关于这个概念的维基百科页面，也是一种产生问题/不断深化知识的方式。但是 Anki 的全部意义在于将这种安排自动化。\r\n\r\n[渐进阅读](https://wiki.issarice.com/wiki/Incremental_reading)与 [SuperMemo](https://wiki.issarice.com/wiki/SuperMemo) 中这种情况出现得更多。在那里，你会不断补充完善一段文字，但同时也在添加问题和感想。", + "type": "text/markdown", + "caption": " 通过间隔重复生成问题\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Spaced repetition as generator of questions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Tutoring heuristic for prompt writing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Tutoring heuristic for prompt writing.json" new file mode 100644 index 0000000..7df2c81 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Tutoring heuristic for prompt writing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Tutoring heuristic for prompt writing", + "text": "# 卡片写作的模拟教学法\r\n\r\n原文：[Tutoring heuristic for prompt writing](https://wiki.issarice.com/wiki/Tutoring_heuristic_for_prompt_writing)\r\n\r\n卡片写作的模拟教学法（或者说「模拟聚会对话」）认为，卡片写作的目的，是如果有人（学生或者是你在聚会上遇到的人）就一个话题问起你，你能给出流畅的回答。比如说，你在为一篇博客文章写卡片，那么假设有个学生会问你「帮我总结一下吧？」之类的问题，而你就要写足够多的卡片（可能需要一些[综合卡](https://wiki.issarice.com/wiki/Integration_card)），让你能胸有成竹地回答这个问题。比如说，你可以找张卡片把回答写在背面，或者用一套卡片来回答。\r\n\r\n但光有细碎事实的卡片是不够的——询问者希望听到连贯的总结，所以你要能把信息整合在一起。总之，你不仅要能回忆起各项事实，还要将其串联在一起，形成完整的描述。\r\n\r\n## 参见\r\n\r\n* [卡片写作的专家回应检测法](https://wiki.issarice.com/wiki/Expert_response_heuristic_for_prompt_writing)——专家回应检测法是针对单张卡片的，而模拟教学法更多辅助于如何布局多张卡片，以及检测某一话题下总体卡片的质量。\r\n\r\n## 链接到本文\r\n\r\n* [集成卡](https://wiki.issarice.com/wiki/Integration_card) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Integration+card))\r\n\r\n* [卡片写作的专家回应检测法](https://wiki.issarice.com/wiki/Expert_response_heuristic_for_prompt_writing) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Expert+response+heuristic+for+prompt+writing))", + "type": "text/markdown", + "caption": " 卡片写作的模拟教学法\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tutoring heuristic for prompt writing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Why ain'tcha better at math.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Why ain'tcha better at math.json" new file mode 100644 index 0000000..0b8c7b5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_SRS_Why ain'tcha better at math.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/SRS/Why ain'tcha better at math", + "text": "# 为啥你数学没有更强\r\n\r\n原文：[Why ain'tcha better at math](https://wiki.issarice.com/wiki/Why_ain%27tcha_better_at_math)\r\n\r\n我觉得如果我告诉别人，我有一种新鲜刺激的方法来学数学，别人很可能会问我「那为什么你并不是数学最好的人」。我对这个问题有几种回答：\r\n\r\n* 数学很有意思，但它不是我的主要兴趣。那些对数学感兴趣到成为了数学家的人，他们 **对数学的兴趣之浓厚** ，是我远远无法匹敌的。我兴趣广泛，这使我永远不可能成为数学家。在投入的时间上，我可能只花了 **一** 年全身心研究数学（2018 年中到 2019 年中）；在我人生的其他时段，数学并不是我的唯一焦点。\r\n\r\n* 相比于推动数学向前发展，我对其心理层面更感兴趣。我更喜欢思考教学和基础的东西（比如探索教一些东西的最佳方式，或者如何以一种新的方式看待非常基本的东西），而不是把我能研究的东西向前推进到最先进的程度，或者证明一个尚未被其他人证明过的定理。我会花时间为初学者[编写解题手册](https://wiki.issarice.comhttps://taoanalysis.wordpress.com/)，编写数学心理层面相关的维基页面，尝试 [Anki](https://wiki.issarice.com/wiki/Anki)，[编写说明文章](https://wiki.issarice.comhttps://machinelearning.subwiki.org/wiki/User:IssaRice)，等等。因此，即使在数学领域，我感兴趣的部分也不会促使我深入研究最先进的东西。\r\n\r\n* 我的基本能力/原始处理能力不如那些真正擅长数学的人（比如赢得数学竞赛、进入顶级博士项目、赢得专业奖项的人）。\r\n\r\n然而，我认为我的基本观点是好的。如果我的方法有任何价值，那么使用它的人应该能够学习并记住重要的东西。事实上，我对那些热衷于生产力/生活黑客的人有这样的批评： 如果你的「记笔记方法/学习方法/待办事项列表系统/生活方式/无论什么」真的那么好，那么，你的成果是什么呢？你用它做了什么？所以我确实觉得我需要证明我在数学方面很好/过得去，不一定是从常规的角度，但至少是从某些特殊的角度上说，我对之感到满意，且任何一个公道的人都会对之满意。", + "type": "text/markdown", + "caption": " 为啥你数学没有更强\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why ain'tcha better at math" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_3Blue1Brown.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_3Blue1Brown.json" new file mode 100644 index 0000000..0e67153 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_3Blue1Brown.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/3Blue1Brown", + "text": "# 3Blue1Brown\r\n\r\n原文：[3Blue1Brown](https://wiki.issarice.com/wiki/3Blue1Brown)\r\n\r\n我对 3Blue1Brown 的数学视频持以下看法（2020 年 4 月初稿；2021 年 3 月更新）：\r\n\r\n* 他在可视化上花了不少精力，作品很好看，而且挺优质（不仅是好看，而且的确有用）\r\n\r\n* 视频内容是真正的数学，不是那些通俗数学物理科普视频里面假惺惺的玩意。（Numberphile 便这方面不尽如人意了。）\r\n\r\n* 他也很强调看待东西的直觉（很多书并非如此）。比如他的神经网络视频中的[例子](https://issarice.wordpress.com/2019/01/06/2019-01-06/)\r\n\r\n* 他有一点没有足够强调，就是学习数学其实要下很多功夫，花很多时间，导致观众可能自以为理解了，掌握了。这样其实是有害的。有些科普其他技术话题的视频也有这个问题，但他仍然难辞其咎。你的确可以说，这是观众的问题而不是视频的问题——很有动力学习数学的学生，已经知道了理解数学需要很多练习，而他的视频正好是教科书和老师的良好补充。但我对教学材料的要求很高，也经常埋怨教科书同样没有足够的直觉解释。所以我这里是一碗水端平的。\r\n\r\n* 我觉得我不爽的是对他的视频的过分吹捧，因为这些视频替代不了埋头苦干，钻研细节的学习（他的视频并没有这些内容）。我不喜欢人们一提到数学教学就会讲 3blue1brown，完全忘了其他人（比如 [Michael Nielsen](https://wiki.issarice.com/wiki/Michael_Nielsen) 、陶哲轩、Tim Gowers 等）\r\n\r\n* 我觉得，长期看来，这种 ADHD 般「你能不费吹灰之力学到数学」一类的视频，吸走了注意力，让数学教学中最为重要的部分无人问津。比如说，有人满腹才华，刚接触数学教学这块领域。他会觉得，类似可视化这样的工作是最为重要的目标。其实这件事已经发生了，因为 Sanderson 已经决心做这些视频了。现在 Youtube 也出现了不少山寨 3b1b 的频道，也有不少人在利用他的 manim 动画引擎。 \r\n\r\n观众是否有能力利用这些视频来提高理解水平并将其记牢，我对此表示怀疑。我估计，99.9% 的人只是单纯看了个视频，然后就把它抛到脑后。没有一股力量把他们拽过来复习材料，继续思考，或者重新发明一遍。\r\n\r\n然而这样的情感联系也有其暗面。很多人经常会说 Sanderson 的视频是在「教数学」。但我跟他对话时，他说他觉得，只有一小部分观众，在看完视频后，获得了对数学知识的细致理解。我觉得这点基本上是成立的。感人至深的视频，对人们的智力理解水平影响甚微。对此我非常同意。可是 **观众** 知道这点吗，还是说他们在哄自己，觉得其实他们在学数学？Sanderson 自己是清醒的，这还不错，但我觉得他在蒙蔽他的观众。\r\n\r\n## 链接到本文\r\n\r\n* [教学场景对比](https://wiki.issarice.com/wiki/Comparison_of_pedagogical_scenes) ", + "type": "text/markdown", + "caption": " 3Blue1Brown\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "3Blue1Brown" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Braid.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Braid.json" new file mode 100644 index 0000000..20e37ab --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Braid.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Braid", + "text": "# Braid\r\n\r\n原文：[Braid](https://wiki.issarice.com/wiki/Braid)\r\n\r\n在 Braid 里你真能学到东西。你能判断这点，因为你解完一道题后，能立刻重新做一遍。[...]", + "type": "text/markdown", + "caption": " Braid\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Braid" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Combinatorial explosion in math.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Combinatorial explosion in math.json" new file mode 100644 index 0000000..9303514 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Combinatorial explosion in math.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Combinatorial explosion in math", + "text": "# 数学中的组合爆炸\r\n\r\n原文：[Combinatorial explosion in math](https://wiki.issarice.com/wiki/Combinatorial_explosion_in_math)\r\n\r\n相比于解谜游戏，数学有一个重大难点，即概念之间组合的数量多到爆炸。解谜游戏可能每步只有 20 种可能的走法，每次分支的个数（branching factor）也是 20。但在数学里，一个关于分析的问题，可能会用到代数里似乎风马牛不相及的见解。数学里这样的「走法」是可能的，这便意味着解决问题时可以采取的动作数量是「无比庞大」的。大部分问题都无法蛮力解决，除非问题很简单，使用定义便可以解决。\r\n\r\n## 另见\r\n\r\n* [通过间隔证明复习来理解证明中的关键洞见](https://wiki.issarice.com/wiki/Spaced_proof_review_as_a_way_to_understand_key_insights_in_a_proof) ——对抗组合爆炸的一种方法是反复尝试证明一个定理", + "type": "text/markdown", + "caption": " 数学中的组合爆炸\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Combinatorial explosion in math" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Comparison of pedagogical scenes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Comparison of pedagogical scenes.json" new file mode 100644 index 0000000..2d829d4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Comparison of pedagogical scenes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Comparison of pedagogical scenes", + "text": "# 比较教学场景\r\n\r\n原文：[Comparison of pedagogical scenes](https://wiki.issarice.com/wiki/Comparison_of_pedagogical_scenes)\r\n\r\n| 名称\r\n\r\n | 媒介\r\n\r\n | 目标是全面教授知识吗？[1](https://wiki.issarice.com#cite_note-1) | 讨论深入/困难的主题，迫使学习者思考吗？[2](https://wiki.issarice.com#cite_note-2) | 重点是解释还是创造？\r\n\r\n | 重点是分析解释吗？[[3]](https://wiki.issarice.com#cite_note-3) | 全新概念，还是「旧瓶装新酒，但是更快更锃亮」？\r\n\r\n |\r\n\r\n| --- | --- | --- | --- | --- | --- | --- |\r\n\r\n| 一般的教学材料，比如陶哲轩, Axler, Spivak 的优质数学教材 | 文本 | 是 | 是（而且很难！） | 解释 | 不是 | 老一套\r\n\r\n |\r\n\r\n| 思想工具 | 目标是创建新媒介！ | 可能吧 | 是吧？ | 创作/实践 | 是 | 全新的概念\r\n\r\n |\r\n\r\n| 研究摘要[[1]](https://wiki.issarice.com#cite_note-4) | 以文本为主，有一些可交互小组件 | 不 | 有一点（有启发性，但大部分网上文章不那么深入） | 解释 | 不，至少不是在公共场合 | 更快更好\r\n\r\n |\r\n\r\n| [可探索解释](https://wiki.issarice.com/wiki/Explorable_explanation) | 可交互小组件 | 否 | 否 | 解释 | 否 | 新旧兼有\r\n\r\n |\r\n\r\n| [3Blue1Brown](https://wiki.issarice.com/wiki/3Blue1Brown) | 不可交互的可视化视频 | 否 | 否 | 解释 | 否 | 兼有\r\n\r\n |\r\n\r\n| 可汗学院 | 像教学一样的视频和文本 | 解释 | 是，但只关注「简单领域」 | 大概是，但只关注「简单」领域 | 否 | 只关注「高中话题」\r\n\r\n |\r\n\r\n| [间隔重复](https://wiki.issarice.com/wiki/Spaced_repetition) 和 学习如何学习 | 闪卡，笔记 | 是 | 是（但主要是你在做工作）| 创作/实践 | 是 | 是，有关于写好卡片的讨论以及新的学习技术\r\n\r\n |\r\n\r\n |\r\n\r\n |\r\n\r\n## 内容\r\n\r\n* [1 参见](https://wiki.issarice.com#See_also)\r\n\r\n## 另见\r\n\r\n## 链接到本文\r\n\r\n## 参考文献\r\n\r\n1. [↑](https://wiki.issarice.com#cite_ref-4) [https://distill.pub/2017/research-debt/](https://wiki.issarice.comhttps://distill.pub/2017/research-debt/)\r\n\r\n## 附注", + "type": "text/markdown", + "caption": " 比较教学场景\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Comparison of pedagogical scenes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Definitions last.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Definitions last.json" new file mode 100644 index 0000000..2ff6de6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Definitions last.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Definitions last", + "text": "# 定义压轴\r\n\r\n原文：[Definitions last](https://wiki.issarice.com/wiki/Definitions_last)\r\n\r\n解释概念有两种办法，[例子先行](https://learning.subwiki.org/wiki/Examples_first)，以及[定义并讨论](https://learning.subwiki.org/wiki/Define_then_discuss)。但另一条原则是「定义压轴」，我是从这条关于 [3blue1brown](https://wiki.issarice.com/index.php?title=3blue1brown&action=edit&redlink=1) 的[视频](https://www.youtube.com/watch?v=ojjzXyQCzso)中总结出来的。\r\n\r\n## 链接到本文\r\n\r\n* [好的文字解释有什么特点？](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=What+makes+a+word+explanation+good%3F)）", + "type": "text/markdown", + "caption": " 定义压轴\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Definitions last" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Deliberate practice for learning proof-based math.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Deliberate practice for learning proof-based math.json" new file mode 100644 index 0000000..733ca97 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Deliberate practice for learning proof-based math.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Deliberate practice for learning proof-based math", + "text": "# 针对学习数学证明的刻意练习\r\n\r\n原文：[Deliberate practice for learning proof-based math](https://wiki.issarice.com/wiki/Deliberate_practice_for_learning_proof-based_math)\r\n\r\n数学的刻意练习是什么样的？我具体指的是，自学本科和研究生阶段以证明为主的数学知识。（所以我不考虑高中之前更早阶段的数学，大学中证明成分较少的微积分和线性代数，数学竞赛，以及数学研究。我对数学研究很感兴趣，但这个问题似乎更难讨论。为什么不考虑数学竞赛？因为那些题目对我来说挺无聊的。）\r\n\r\n对刻意练习的认知：Ericsson 的研究可信吗？值得我们信任吗？我认为：我们不一定要信他，他的研究对错与否也没什么关系。我看中的是这个研究是否足够合理，我能否从这个研究中学到新东西。应用到学习之后，我们可以问：「利用刻意练习的理论，我们是否在某个技能上突飞猛进？」换句话说，我们不是把他的研究作为结论或者信条，而是当作需要斟酌的假说。\r\n\r\n## 内容\r\n\r\n* [1 数学是高度发展的学科吗？](https://wiki.issarice.com#how_is_math_a_.22highly_developed_field.22.3F)\r\n\r\n* [2 该场景下应用刻意复习理念的困难之处](https://wiki.issarice.com#Some_difficulties_with_applying_deliberate_practice_in_this_setting)\r\n\r\n* [3 刻意练习的组成部分](https://wiki.issarice.com#Parts_of_the_definition_of_deliberate_practice)\r\n\r\n* [4 目标](https://wiki.issarice.com#Goals)\r\n\r\n* [5 参见](https://wiki.issarice.com#See_also)\r\n\r\n* [6 参考](https://wiki.issarice.com#References)\r\n\r\n# [外部链接](https://www.gwern.net/Spaced-repetition#external-links)\r\n\r\n* [8 连接到本文](#What_links_here)\r\n\r\n## 数学是「高度发展的领域」吗？\r\n\r\nEricsson 在《尖峰》和 Cedric Chin [[1]] () 认为，数学是非常适合刻意练习的领域。但我怎么看不出来呢？我看到书里的例子都是网球、记忆数字、音乐之类。\r\n\r\n我翻遍了《尖峰》整本书，找到了一些关于数学家和他们的个性等等的讨论，但是他从来每讨论过学习数学的方法，也没有描述数学家会做什么样的「刻意练习」。\r\n\r\n## 在数学中应用刻意练习的困难之处\r\n\r\n[https://commoncog.com/blog/the-problems-with-deliberate-practice/](https://commoncog.com/blog/the-problems-with-deliberate-practice/) 搜集了「对于没有好的训练方法的领域，做练习有什么问题？」\r\n\r\n我觉得数学有「定义不良的子技能」这个问题。本科数学里到底需要哪些技能？阅读证明的能力？解决问题的能力？我觉得这些技能作为技能分类太过宽泛了。也许应该说「解决一类问题的能力」。然而教科书上的练习并没有标注练习的各项属性，所以你不能这样筛选来专门地提升技能。\r\n\r\n本科生的证明问题太长了，你没办法完成「达到 95%的准确度」之类的练习——你承受不了练习太多次。\r\n\r\nKathy Sierra 在《Badass: Making Users Awesome》这本书中用一系列插图来指导如何拆解技能（特别是最后一张图）。所以对于证明问题，我觉得可以这样做来实现刻意练习的（也是经常做的），那就是放松一些假设条件，让问题更简单，或者证明一个特例。不过已经有人这样做了。另一种让问题更简单的办法，是先看一眼问题，然后再试着解决问题。这样也有人做。 \r\n\r\n「缺乏反馈」——自学数学时也会面临这样的问题。获取反馈的唯一办法，是查看答案，或者在数学 Stack Overflow 上发帖求助。针对特定书目/领域的 Discord 服务器可能解决这个问题，但反馈会很慢。这跟[Feynman technique fails when existing explanations are bad](https://wiki.issarice.com/wiki/Feynman_technique_fails_when_existing_explanations_are_bad)一样（如果现存的解释质量很糟糕，你甚至不能使用费曼技巧来获取假反馈）。\r\n\r\n但我们也有 Anki 这样的工具。\r\n\r\n在某种程度上，如果你越精进数学，你越善于自己提供反馈/或者验证自己的证明是否合理来获得反馈。但是我觉得这样的反馈不是刻意练习讨论的那种。\r\n\r\n我觉得可以 **设计** 一些能够提供良好反馈的多选问题。你可以设定「在这道多选题上达到 95% 的正确率」之类的目标。\r\n\r\n## 刻意练习定义的组成成分\r\n\r\n[https://www.lesswrong.com/tag/deliberate-practice](https://www.lesswrong.com/tag/deliberate-practice)\r\n\r\n让我们看看可以证明的要求有哪些：\r\n\r\n* 有目的的练习（「挑战自我获得进步」[[1]](https://wiki.issarice.com#cite_note-peak-1)）:\r\n\r\n + **定义良好，足够具体的目标** 。[[1]](https://wiki.issarice.com#cite_note-peak-1)良好定义的目标（比如连续完成三次练习不出错误）。证明很长，做一遍要花很多时间。你也不能像高中级别的问题那样，用随机数生成器生成问题。你可以设定「解决这个小节中的问题」这样的目标，算是良好定义的，但这种似乎不是要求的意思？我们怎么定义一段数学学习时间是成功的呢？也许「我解出了一道问题」就够了。但这样不是很有趣。「关键之处是把『取得进步』这种泛泛的目标变得更具体，完成之后能够期待有提升。」[[1]](https://wiki.issarice.com#cite_note-peak-1) 所以比如说设定这样的目标：「注意某个特定策略来解决这个问题（不要忘记归纳法；要通用化，但不要忘记看看具体例子）」。\r\n\r\n+ **专注** ：\r\n\r\n+ 有反馈，如上文所解释的一样，这是困难之一。\r\n\r\n+ 走出舒适区：需要走出舒适区，完成能力极限的练习：我觉得这个问题是数学能满足的。你不会做那些显而易见的问题。你总是在解决那些新鲜的让你好奇的问题（我觉得好奇心很能让你找出那些达到你能力极限，但是能做，所以就显得很好玩的问题）\r\n\r\n* 明白何为优秀 / 我不清楚什么样才算是理论。感觉「刷很多题便能学好数学」不算是数学（噫，听起来太蠢了！）《尖峰》只说需要能与专家接触，他们说是能告诉你你需要在哪方面提升。\r\n\r\n练习时尽可能接近刻意练习。如果你所处的领域可以实现刻意练习，那你就要做刻意练习。如果实现不料，那就要尽可能应用刻意练习的原则。实践上只要秉承着一定目的，并做好这些步骤即可：首先找出专家，明白他们的能力从何而来，然后想出训练方法让你也能做这些。某种意义上，「尝试证明定理，遇到问题，翻书寻求提示，然后找出你没想到的观察或者策略，把这些东西放进 Anki 里」，这种方法正是刻意练习。\r\n\r\n有一个想法认为，刻意练习的动机是避免技能进入平台期：但是数学里不用担心平台期的问题！只要你在学习新的数学知识，解决你没有解决过的问题，而且没有忘得太快，你就在不断进步。\r\n\r\n## 目标\r\n\r\n有一件事要弄明白，那就是为什么我们要「提高数学能力」？最终目标是什么呢？根据目标不同，我觉得需要完成的练习也会不同。\r\n\r\n和竞赛级别象棋或者游泳竞技不同，提高数学能力时，我们找不出一个明显的目标来针对优化（虽然在游泳中，除了游得越快越好之外，还有其他目标可以针对优化）。所以数学中存在这个问题。\r\n\r\n学习数学时有一个不同之处时，我学完一块知识后，我并不会解答很多问题，迫使自己「更快更强」，但也许我应该这么做？我自然的倾向是转而学习其他那些我感兴趣的东西。如果有什么东西触动了我，我会重温这个话题——比如说我碰见了某个问题需要那些知识，或者碰见了特定的疑难。\r\n\r\n另一个难点是理解什么是「所期待」的掌握程度，比如说，对于任意一个重大定理，只要听见名字，就能坐下来默写一遍证明，应该达到这样的水平吗？还是说，即使证明时有些困难，但花上几个小时后，最终还是能证明下来就可以了呢？（中途能回忆起一些线索，依赖解决问题的通用技巧）[The mathematics community has no clear standards for what a mathematician should know](https://wiki.issarice.com/wiki/The_mathematics_community_has_no_clear_standards_for_what_a_mathematician_should_know).\r\n\r\n我的一些目标：\r\n\r\n* 我想知道有些事物背后的缘由。这个目标需要依赖于你对解释水平的要求。\r\n\r\n* 能够识别出某个场景下有哪些数学知识与其有关，并将其应用。\r\n\r\n## 参见\r\n\r\n## 参考\r\n\r\n1. ↑ [1.0](https://wiki.issarice.com#cite_ref-peak_1-0) [1.1](https://wiki.issarice.com#cite_ref-peak_1-1) [1.2](https://wiki.issarice.com#cite_ref-peak_1-2) [1.3](https://wiki.issarice.com#cite_ref-peak_1-3) [1.4](https://wiki.issarice.com#cite_ref-peak_1-4) [1.5](https://wiki.issarice.com#cite_ref-peak_1-5) [1.6](https://wiki.issarice.com#cite_ref-peak_1-6) *Peak: secrets from the new science of expertise*. Anders Ericsson, Robert Pool.\r\n\r\n## 外部链接\r\n\r\n一些链接（我觉得这些链接没啥用，但我也只能找到这么多了）\r\n\r\n* [https://news.ycombinator.com/item?id=2515455](https://news.ycombinator.com/item?id=2515455)\r\n\r\n* [https://www.reddit.com/r/math/comments/71saol/what\\_does\\_deliberate\\_practice\\_mean\\_for\\_math/](https://www.reddit.com/r/math/comments/71saol/what_does_deliberate_practice_mean_for_math/)\r\n\r\n* [https://matheducators.stackexchange.com/questions/11104/how-can-i-implement-the-principles-of-deliberate-practise-in-my-mathematical-stu](https://matheducators.stackexchange.com/questions/11104/how-can-i-implement-the-principles-of-deliberate-practise-in-my-mathematical-stu)\r\n\r\n## 链接到本文\r\n\r\n* [数学的刻意练习](https://wiki.issarice.com/index.php?title=Deliberate_practice_for_math&redirect=no) (redirect page) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Deliberate+practice+for+math))", + "type": "text/markdown", + "caption": " 针对学习数学证明的刻意练习\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Deliberate practice for learning proof-based math" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Different mental representations of mathematical objects is a blocker for an exploratory medium of math.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Different mental representations of mathematical objects is a blocker for an exploratory medium of math.json" new file mode 100644 index 0000000..a7d0984 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Different mental representations of mathematical objects is a blocker for an exploratory medium of math.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Different mental representations of mathematical objects is a blocker for an exploratory medium of math", + "text": "# 数学概念有不同的心理表征，这对于制作数学探索媒介是个挑战\r\n\r\n原文：[Different mental representations of mathematical objects is a blocker for an exploratory medium of math](https://wiki.issarice.com/wiki/Different_mental_representations_of_mathematical_objects_is_a_blocker_for_an_exploratory_medium_of_math)\r\n\r\n如果我们希望实现[面向数学的 Braid](https://wiki.issarice.com/wiki/Braid_for_math)，我们要处理一大挑战：对于同一个数学概念，其思考角度可能截然不同（也就是说，同一概念有多种完全不同的心理表征）。熟练运用这个概念的人，通常需要不断在这些不同的思考方式之间切换。像[游戏](https://wiki.issarice.com/index.php?title=Video_game&action=edit&redlink=1)中的谜题一样，只实现 **一种** 表征是不够的。\r\n\r\n一些例子：\r\n\r\n* 在《关于数学证明与发展》一文中，Thurston 网罗了各种各样思考导数的角度。\r\n\r\n* [Michael Nielsen](https://wiki.issarice.com/wiki/Michael_Nielsen) 发过一条推文，讲的是很大一部分数学知识其实就在用各种方式来思考同一个数学概念。\r\n\r\n* [Tim Gowers](https://wiki.issarice.com/index.php?title=Tim_Gowers&action=edit&redlink=1)在[这篇文章](https://gowers.wordpress.com/2011/11/06/group-actions-i/)的末尾写道，阶为 2n 的二面体群的思考方式有两种角度，一种是具体的，一种是抽象的。\r\n\r\n我觉得这就让「面向数学的 Braid」更加困难了。假如你在一种类似游戏的环境中支持了某种表征，你实让游戏与这种思考方式深深耦合，过于强调这种特定角度了。", + "type": "text/markdown", + "caption": " 数学概念有不同的心理表征，这对于制作数学探索媒介是个挑战\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Different mental representations of mathematical objects is a blocker for an exploratory medium of math" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Duolingo.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Duolingo.json" new file mode 100644 index 0000000..b164779 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Duolingo.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Duolingo", + "text": "# Duolingo（多邻国）\r\n\r\n原文：[Duolingo](https://wiki.issarice.com/wiki/Duolingo)\r\n\r\nDuolingo 使用了这些学习技巧/技术：\r\n\r\n* 每个单元的初始关卡主要以再认为主，所以认知上比较容易；这些关卡难度适中，帮助学习者熟悉材料，建立信心。\r\n\r\n* 之后你需要使用西里尔字母输入单词。这会更难一些，但此时你已经见过很多次这个单词了，所以难度不是非常高。\r\n\r\n* 你可以在很多场景下把鼠标悬浮在单词上来查看单词释义，所以你疑惑时总能得到解答。\r\n\r\n* 邮件提醒\r\n\r\n* Duolingo 没有单独的语法规则教学——你要通过理解难度逐步提升的一句句话来掌握语法。这种模式类似于一些游戏的「教学模式」，或者没有明确教学的解谜游戏（比如[The Witness](https://wiki.issarice.com/wiki/The_Witness)）。\r\n\r\n* 如果我一句话基本回答正确，但有个短语不太对，那么接下来的练习就是单独这个短语。我遇到过几次。我不确定这是有意为之，还是我只是弄错了最困难的短语。\r\n\r\n* 我注意到了另一个规律，如果我做错了俄语 -> 英语的翻译，那么之后会有一道听音写句子的问题里，考察这个俄语句子。我估计这是为了让我更熟悉我做错的问题。\r\n\r\n* 我碰到过一个很巧的短语：「одно окно и две двери」（一扇窗，两扇门），其中数字和物体在发音上很相似，我估计他们用这个短语是要对抗单词之间的干扰。如果你先学到窗户是「okno」，之后又学到数字一是「odno」，你可能会开始混淆这两个单词。但有这样同时使用这两个单词的短语，你就必须要分清楚这两个单词，同时你会注意到「原来这两个单词发音类似啊」。\r\n\r\n+ 另一个类似的短语是「Стол стоял около окна」，意思是「桌子摆得离窗户很近」。\r\n\r\n* 我喜欢 Duolingo 提醒邮件的一点是，这些邮件的发送时间，跟你前一天做练习的时间差不多。所以 Duolingo 会弄清你的练习习惯，并尝试适应。\r\n\r\n我没有在上面写Duolingo 搞的「游戏化」或者成就系统（比如勋章、分数、排名榜）。我觉得这些玩意又蠢又没用（除了连续天数，能激励我每天都练习）\r\n\r\n我不喜欢 Duolingo 后期单元，这些单元更长，里面活动越来越多，但是总体体验没有变化。我累的时候容易做些简单单元来保持连续打卡记录，而不是做新内容（然而这样其实能更好利用时间）。\r\n\r\n## 另见：\r\n\r\n* [面向数学的多邻国](https://wiki.issarice.com/wiki/Duolingo_for_math)\r\n\r\n## 链接到本文\r\n\r\n* [解释中管理工作记忆的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_managing_working_memory_in_explanations) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+techniques+for+managing+working+memory+in+explanations))\r\n\r\n* [我能着手的 AI 安全项目](https://wiki.issarice.com/wiki/List_of_AI_safety_projects_I_could_work_on) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+AI+safety+projects+I+could+work+on))\r\n\r\n* [Duolingo 在单元层面重复单词](https://wiki.issarice.com/wiki/Duolingo_does_repetition_at_the_lesson_level) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Duolingo+does+repetition+at+the+lesson+level))\r\n\r\n* [重复练习的粒度](https://wiki.issarice.com/wiki/Repetition_granularity) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Repetition+granularity))", + "type": "text/markdown", + "caption": " Duolingo（多邻国）\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Duolingo" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Explanation science.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Explanation science.json" new file mode 100644 index 0000000..862b749 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Explanation science.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Explanation science", + "text": "# 解释学\r\n\r\n原文：[Explanation science](https://wiki.issarice.com/wiki/Explanation_science)\r\n\r\n「解释学」是我经常会遇到的一个词。我觉得写好解释是门学问。\r\n\r\n我认为这篇文章（诚然，是我写的）很好地说明了我用「解释学」表示的范畴：[https://learning.subwiki.org/wiki/Examples\\_in\\_mathematics](https://learning.subwiki.org/wiki/Examples_in_mathematics)。这篇文章深入考察了「例子」这个概念，并提出了一套分类法。这样一来，如果有人在写数学解释材料，他就可以用这套方法，保证解释里完整具备四种例子。\r\n\r\n[对比其他教学法](https://wiki.issarice.com/wiki/Comparison_of_pedagogical_scenes)，解释学的观点是，解释是一项技能，我们能提高这项技能的水平，并发现更多新技术。\r\n\r\n## 参见\r\n\r\n* [我们仍然不知道系统性撰写优质文字解释的方法](https://wiki.issarice.com/wiki/We_still_don%27t_know_how_to_systematically_write_great_word_explanations)\r\n\r\n* [文字解释已经很不错了](https://wiki.issarice.com/wiki/Word_explanations_are_already_great)\r\n\r\n## 链接到本文\r\n\r\n* [我能着手的 AI 安全项目](https://wiki.issarice.com/wiki/List_of_AI_safety_projects_I_could_work_on) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+AI+safety+projects+I+could+work+on))\r\n\r\n* [文字解释已经很不错了](https://wiki.issarice.com/wiki/Word_explanations_are_already_great) ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Word+explanations+are+already+great))\r\n\r\n* [我们仍然不知道系统性撰写优质文字解释的方法](https://wiki.issarice.com/wiki/We_still_don%27t_know_how_to_systematically_write_great_word_explanations) ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=We+still+don%27t+know+how+to+systematically+write+great+word+explanations))\r\n\r\n* [好的文字解释有什么特点？](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=What+makes+a+word+explanation+good%3F)）\r\n\r\n* [教学场景对比](https://wiki.issarice.com/wiki/Comparison_of_pedagogical_scenes) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Comparison+of+pedagogical+scenes))", + "type": "text/markdown", + "caption": " 解释学\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Explanation science" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Explorable explanation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Explorable explanation.json" new file mode 100644 index 0000000..63d92a2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Explorable explanation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Explorable explanation", + "text": "# 可探索的解释\r\n\r\n原文：[Explorable explanation](https://wiki.issarice.com/wiki/Explorable_explanation)\r\n\r\n我想在这里提一些关于可探索的解释的主张/意见：\r\n\r\n- [「可探索解释」的概念建立在有穷性的假设上](https://wiki.issarice.com/wiki/Finiteness_assumption_in_explorable_media)，但在数学中，你经常要处理 **任意对象** 、各种无穷大、以及[不可能的情形](https://wiki.issarice.com/wiki/Representing_impossibilities) （例如在反证法中）以及其他「无穷」的事物。到底要怎么做，才能在可探索解释的框架内，讨论这些涉及无穷/不可能的事物？\r\n\r\n- 在选材上，现有的可探索解释材料，往往选择最容易用可探索的形式表达的领域，而非找出最值得解释的知识，然后花费气力，用可探索的形式表达出来。这意味着可探索解释常常让人感觉是无关痛痒的花哨玩意。[见证者](https://wiki.issarice.com/wiki/The_Witness)是漂亮而凄美的，但你最终只是在面板上画波浪线来解决人造（=鸡毛蒜皮的玩意）规则带来的问题。\r\n\r\n- 可探索解释通常只能承载非语言的知识？这个属性很有趣，但也导致可探索解释比较难以用于数理逻辑这种 **语言原生** 的知识领域。\r\n\r\n- 让可探索解释代劳那些无聊而繁重的智力劳动，目前则是由数学家手动完成的——比如，写好证明框架，验证某个算式时进行的低层次计算等。我特别感兴趣的是，如何借助这些工具来练习如何选择高层次的证明策略。\r\n\r\n- 很少有可探索解释使用一系列的谜题，从简单的概念出发，逐步解释复杂概念，在我印象里，除了视频游戏之外，都没有这么做的。因此可探索解释也就缺乏「连续深度」，因此就令人感觉花哨无比，对于理解主题无关紧要。\r\n\r\n## 另见\r\n\r\n- [电子游戏 vs 数学](https://wiki.issarice.com/wiki/Video_games_comparison_to_math)\r\n\r\n- [可探索媒介作为概率与统计的学习媒介](https://wiki.issarice.com/wiki/Probability_and_statistics_as_fields_with_an_exploratory_medium)\r\n\r\n- [狭域认知增强与广域认知增强](https://wiki.issarice.com/wiki/Narrow_vs_broad_cognitive_augmentation)\r\n\r\n## 外部链接\r\n\r\n* [维基百科:Explorable explanation](https://wiki.issarice.comhttps://en.wikipedia.org/wiki/Explorable_explanation)\r\n\r\n## 链接到本文\r\n\r\n* [可探索媒介的有限对象假设](https://wiki.issarice.com/wiki/Finiteness_assumption_in_explorable_media) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Finiteness+assumption+in+explorable+media))\r\n\r\n* [表示不可能的情况](https://wiki.issarice.com/wiki/Representing_impossibilities) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Representing+impossibilities))\r\n\r\n* [对比狭域认知增强与广域认知增强](https://wiki.issarice.com/wiki/Narrow_vs_broad_cognitive_augmentation) ‎ ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Narrow+vs+broad+cognitive+augmentation))\r\n\r\n* [教学场景对比](https://wiki.issarice.com/wiki/Comparison_of_pedagogical_scenes) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Comparison+of+pedagogical+scenes))", + "type": "text/markdown", + "caption": " 可探索的解释\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Explorable explanation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Fake motivation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Fake motivation.json" new file mode 100644 index 0000000..1aa7f64 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Fake motivation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Fake motivation", + "text": "# 虚假动机\r\n\r\n原文：[Fake motivation](https://wiki.issarice.com/wiki/Fake_motivation)\r\n\r\n真正让我对数学阐述感到烦恼的是，当阐述者试图给出动机并相信他们已经成功时，实际上观众并没有产生真正的动机。 但阐述可能进展得太快，让观众不能理解真正发生了什么，所以他们只是顺其自然，不求甚解，或者只是感到困惑，认为自己一定不适合学数学。\r\n\r\n对此可能有更好的表述。\r\n\r\n## 链接到本文\r\n\r\n* [好的文字解释有什么特点?](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=What+makes+a+word+explanation+good%3F))", + "type": "text/markdown", + "caption": " 虚假动机\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fake motivation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Feynman technique fails when existing explanations are bad.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Feynman technique fails when existing explanations are bad.json" new file mode 100644 index 0000000..6832175 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Feynman technique fails when existing explanations are bad.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Feynman technique fails when existing explanations are bad", + "text": "# 如果概念的现有解释质量低下，费曼学习法起不了作用\r\n\r\n原文：[Feynman technique fails when existing explanations are bad](https://wiki.issarice.com/wiki/Feynman_technique_fails_when_existing_explanations_are_bad)\r\n\r\n[费曼学习法](https://learning.subwiki.org/wiki/Feynman_technique)对于非常想要掌握知识的人很有用。但如果现存的所有解释都一言难尽，这个方法就遇到问题了。你尝试自己解释知识，但一旦你遇到困难了，你找不到可以参考的资料。\r\n\r\n即使是解释费曼学习法的文章，其中使用的解释也不好。比如这个[网站](https://collegeinfogeek.com/feynman-technique/)，解释费曼学习法时使用了勾股定理来举例，例子举得很糟糕。里面的解释很难称得上是解释，他们竟然把证明放在文章末尾，而且这个证明只是重新摆放图形，根本给不了任何启发。\r\n\r\n## 链接到本文\r\n\r\n* [针对学习数学证明的刻意练习](https://wiki.issarice.com/wiki/Deliberate_practice_for_learning_proof-based_math) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Deliberate+practice+for+learning+proof-based+math))", + "type": "text/markdown", + "caption": " 如果概念的现有解释质量低下，费曼学习法起不了作用\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Feynman technique fails when existing explanations are bad" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Finiteness assumption in explorable media.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Finiteness assumption in explorable media.json" new file mode 100644 index 0000000..a7f67f1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Finiteness assumption in explorable media.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Finiteness assumption in explorable media", + "text": "# 可探索媒介中的有限性假设\r\n\r\n原文：[Finiteness assumption in explorable media](https://wiki.issarice.com/wiki/Finiteness_assumption_in_explorable_media)\r\n\r\n **电子游戏里的对象都是离散且有限的** 。可探索和交互式媒体（尤其是[可探索的解释](https://wiki.issarice.com/wiki/Explorable_explanation)）似乎经过有限性假设的烘焙，这使得处理数学中的「无限」或「任意」时都显得棘手。「无限」的一个典例是「设 $x$ 是 $X$ 的任意元素」，你在做数学证明时经常遇到，其中 X 是讨论的某类对象。游戏中「移动」时，没什么简单直接的办法，可以搞成这样。\r\n\r\n例子：\r\n\r\n- 可探索的媒介 [https://explorabl.es/math/](https://wiki.issarice.comhttps://explorabl.es/math/)\r\n\r\n- [见证者](https://www.youtube.com/playlist?list=PL5dr1EHvfwpNYbS_yqCZg30lEnpiEF6O2)中从简单的谜题开始构建复杂的谜题。但是每个谜题都是有限的（有限的棋盘尺寸，有限的状态空间)\r\n\r\n我感兴趣的那种可探索的媒介, 会以某种方式对 证明编写/ 证明生成 过程进行编码，以便用户可以进行真正的数学运算。但是你如何证明关于「任意紧凑的度量空间」这种东西的命题？你将如何 “探索” 依赖反证法的命题（这需要呈现 \"不可能的反例\")\r\n\r\n数学的棘手之处在于您经常需要处理「无穷」，就是说, 那些不能在有限情况下表示的对象（例如数列）你得清楚地比划出来。我认为，你可以退回到 [组合学](https://wiki.issarice.com/wiki/Probability_and_statistics_as_fields_with_an_exploratory_medium) 等领域去处理有限对象，但提出适用于任何领域的通用解决方案, 更会令哥哥满意. \r\n\r\n## 参见\r\n\r\n* [游戏 vs 数学](https://wiki.issarice.com/wiki/Video_games_comparison_to_math)\r\n\r\n* [可探索媒介中的概率与统计](https://wiki.issarice.com/wiki/Probability_and_statistics_as_fields_with_an_exploratory_medium)\r\n\r\n* [如何表达 \"不可能\"](https://wiki.issarice.com/wiki/Representing_impossibilities)\r\n\r\n## 链接到本文\r\n\r\n* [可探索的解释](https://wiki.issarice.com/wiki/Explorable_explanation) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Explorable+explanation))", + "type": "text/markdown", + "caption": " 可探索媒介中的有限性假设\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Finiteness assumption in explorable media" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_If you want to succeed in the video games industry.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_If you want to succeed in the video games industry.json" new file mode 100644 index 0000000..bcd9345 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_If you want to succeed in the video games industry.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/If you want to succeed in the video games industry", + "text": "# 如果你想要在电子游戏这个行业中取得成功\r\n\r\n原文：[If you want to succeed in the video games industry](https://wiki.issarice.com/wiki/If_you_want_to_succeed_in_the_video_games_industry)\r\n\r\n **如果你想在电子游戏这个行业中取得成功……** ，这是 [Jonathan Blow] 经常挂在嘴边的流行语。说完这句话之后，他往往会说些很搞笑或者非常具体的东西。", + "type": "text/markdown", + "caption": " 如果你想要在电子游戏这个行业中取得成功\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "If you want to succeed in the video games industry" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Jelly no Puzzle.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Jelly no Puzzle.json" new file mode 100644 index 0000000..bbdc535 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Jelly no Puzzle.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Jelly no Puzzle", + "text": "# 果冻拼图\r\n\r\n原文：[Jelly no Puzzle](https://wiki.issarice.com/wiki/Jelly_no_Puzzle)\r\n\r\n **果冻拼图** 是 Windows 平台的免费解谜游戏（能在 Linux 上通过 Wine 运行）。\r\n\r\n一些观察：\r\n\r\n* 文字不多（[沉默宣言](https://wiki.issarice.com/wiki/Vow_of_silence)），这点很好，但我认为对于介绍关卡机制，其实可以添加一些比较简单的关卡，这样便完全不需要文字。例如，游戏控制可以用一个简单的关卡介绍，在背景中突出显示鼠标左键和右键单击的图案。为了介绍合并果冻，也可以设计这样一个简单的关卡，其中有三个果冻和一个单位大小的坑，其排列为 [红色] [坑] [红色] [红色]。唯一的通关方法，是将坑右侧的两个红色果冻合并起来，这样玩家便掌握了该机制。让我特别恼火的一件事，是教程文本会在每次进入关卡时出现，而不是仅在第一次进入时出现。\r\n\r\n\t+ 左右单击的操作，也可以通过关卡来介绍，让关卡必须利用左击或者右击才能解决即可。例如这样的关卡：在山上设置一个红色果冻，下面设置第二个红色果冻。将底部果冻放在左侧或右侧。必须通过将顶部果冻向左或向右移动来解决难题。\r\n\r\n* 许多谜题可以分为「大局策略」部分和「低层技术」部分（第 17 关是最显然的例子）。大局策略正确，基本上关卡就通了一半，但有时即使弄清楚了高层次的策略，确定正确的低层技术也可能非常困难。有些谜题只需要低层技术。\r\n\r\n* 没有时间元素，我喜欢（Braid 有时间元素，所以不知为什么很难打）\r\n\r\n* 即使到了游戏后期，我感觉我也没有提高解决谜题的通用能力。基本上通关靠的是蛮力搜索。我认为这与[时空幻境](https://wiki.issarice.com/wiki/Braid)）这样的游戏形成鲜明对比，在时空幻境中，你似乎在「做研究」——试图更好地理解游戏中的现实。\r\n\r\n* 我觉得，玩果冻拼图的过程中，可行与不可行的直觉，能够得到很好锻炼。具体而言，这款游戏很好地训练了将看似不可能的难关化为可能的技术。[Eliezer](https://wiki.issarice.com/index.php?title=Eliezer_Yudkowsky&action=edit&redlink=1) 有篇帖子讲的是冒不可能而为之，我的感觉跟他的观点有点像。一旦这些谜题做得足够多，你大脑天生的「这不可能」反应，就会被转化为「让我看看怎么办」。新手刚开始编程时，也会发生类似的事情：新手经常会遇到一个问题，就是心里的算法模型，与屏幕上看到的输出*不匹配*，而他会怀疑自己能否像机器一样思考。\r\n\r\n## 外部链接\r\n\r\n* [官方网页](http://qrostar.skr.jp/en/jelly/)\r\n\r\n* [https://joelthefox.github.io/2018-11-07-Jelly-no-Puzzle/](https://joelthefox.github.io/2018-11-07-Jelly-no-Puzzle/) -- 这篇博文讨论了 Android 版本，从游戏中剔除的奖励关卡，以及一些类似的解谜游戏\r\n\r\n## 链接到本文\r\n\r\n* [时空幻境](https://wiki.issarice.com/wiki/Braid)（[←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Braid)）", + "type": "text/markdown", + "caption": " 果冻拼图\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Jelly no Puzzle" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_List of techniques for managing working memory in explanations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_List of techniques for managing working memory in explanations.json" new file mode 100644 index 0000000..d057eb9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_List of techniques for managing working memory in explanations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/List of techniques for managing working memory in explanations", + "text": "# 解释材料中管理工作记忆的技巧列表\r\n\r\n原文：[List of techniques for managing working memory in explanations](https://wiki.issarice.com/wiki/List_of_techniques_for_managing_working_memory_in_explanations)\r\n\r\n* 在合适的位置加入总结\r\n\r\n* 增加练习，让读者放缓脚步/促使他们更好掌握知识\r\n\r\n* 像《量子国度》或者 Orbit 一样，在文本中嵌入抽认卡，使得读者记忆特定的术语或者事实。\r\n\r\n* 在一些地方重复关键事实\r\n\r\n* 大量重复特定知识，像 Duolingo 一样\r\n\r\n* 引用时把相关内容复制过来，而不单单提一个名字，这样读者就没必要查找了\r\n\r\n* 博客/章节/小节写得足够简短，这样读者就能一口气看完，而不会读得太久，坐立难耐，忘记阅读进度。\r\n\r\n## 参见\r\n\r\n* [解释材料中假设了工作记忆容量是无限的](https://wiki.issarice.com/wiki/Unbounded_working_memory_assumption_in_explanations)\r\n\r\n## 链接到本文\r\n\r\n* [解释材料中假设了工作记忆容量是无限的](https://wiki.issarice.com/wiki/Unbounded_working_memory_assumption_in_explanations) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Unbounded+working+memory+assumption+in+explanations))", + "type": "text/markdown", + "caption": " 解释材料中管理工作记忆的技巧列表\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "List of techniques for managing working memory in explanations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Live math video.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Live math video.json" new file mode 100644 index 0000000..f5793e3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Live math video.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Live math video", + "text": "# 直播数学视频\r\n\r\n原文：[Live math video](https://wiki.issarice.com/wiki/Live_math_video)\r\n\r\n我在这里写过: [https://learning.subwiki.org/wiki/Live\\_math\\_video](https://learning.subwiki.org/wiki/Live_math_video)\r\n\r\n## 另见\r\n\r\n* [面向数学的多邻国](https://wiki.issarice.com/wiki/Duolingo_for_math)\r\n\r\n## 链接到本文\r\n\r\n* [面向数学的多邻国](https://wiki.issarice.com/wiki/Duolingo_for_math) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Duolingo+for+math))", + "type": "text/markdown", + "caption": " 直播数学视频\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Live math video" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Managing micro-movements in learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Managing micro-movements in learning.json" new file mode 100644 index 0000000..fc70592 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Managing micro-movements in learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Managing micro-movements in learning", + "text": "# 管理学习中的微动作\r\n\r\n原文：[Managing micro-movements in learning](https://wiki.issarice.com/wiki/Managing_micro-movements_in_learning)\r\n\r\n（一定有更合适的说法……）\r\n\r\n- 有的数学教材会在非平凡的推导步骤后面加个 **（为什么？）** 这对新手来说心里踏实多了，否则他们会一下子慌了，心想：「停停，这步我是不是应该一眼就看出来？」\r\n\r\n- 有些视频教程也会嘱咐：「暂停一下，自己思考一下再继续看。」\r\n\r\n这两者都是在「管理微动作」，告诉学习者应该如何在短短几秒到半分钟内行动，而不是管理「大动作」，比如让学习者去完成一个练习或读完一整章。\r\n\r\n我发现，真正让我青睐某个学习资源的一个主要原因，就是它能妥善管理这些微动作。\r\n\r\n我特别喜欢可汗学院（用来备考高级数学的时候看了不少）的一点是，萨尔总会说：「如果你愿意，我建议你现在就暂停视频，自己动手解一解。」这样反复的嘱咐一点也不让人烦。当我觉得自己能做到的时候，我喜欢自己解决问题，但如果全凭自己，我常常懒得去决定什么时候应该动手。所以萨尔的嘱咐对我真的很有帮助。", + "type": "text/markdown", + "caption": " 管理学习中的微动作\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Managing micro-movements in learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Medium that reveals flaws.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Medium that reveals flaws.json" new file mode 100644 index 0000000..d8e97e0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Medium that reveals flaws.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Medium that reveals flaws", + "text": "# 曝瑕媒介\r\n\r\n原文：[Medium that reveals flaws](https://wiki.issarice.com/wiki/Medium_that_reveals_flaws)\r\n\r\n **曝瑕媒介** 指媒介能够揭示出使用该媒介的材料有何瑕疵。\r\n\r\n正面案例：\r\n\r\n* 表格让缺失信息的单元格一目了然。只要指定了行列各有多少，便自动创造了 n*m 个需要填补的单元格。如果将表格的信息用文章或者新闻报告展示的话，缺失的信息就很难看出来了。\r\n\r\n* [Jonathan Blow](https://wiki.issarice.com/wiki/Jonathan_Blow) 指出，电子游戏设计者在设计系统时，必须确保游戏的规律/机制是互不矛盾的，但是小说家写设定则不必如此。\r\n\r\n* 「做完数学，烧掉数学，跟直觉走」：写下真切的计算和各种可能性，能够确保前后统一，并能建立起清晰的模型，这是文字说理和付诸直觉无法做到的。（Paul Graham 建议过[做无法扩大规模的事情](https://wiki.issarice.com/index.php?title=Do_things_that_don%27t_scale&action=edit&redlink=1)，这可能与其类似）\r\n\r\n* 各种计划一无是处，但筹谋策划是重中之重[[1]](https://wiki.issarice.com#cite_note-1)\r\n\r\nMediaWiki 中的红色链接，非常清晰地表现出了链接到文章的意图，与没有创建链接的现实之间的差异。这是「如果页面不存在就不要链接到上面」（互联网的默认做法）的做法所实现不了的。\r\n\r\n* 空白小节同样让意图与现实的差异很明显。\r\n\r\n* deluks 在一篇帖子里说过，一步步的指导更容易批判并找出错误。这便是一例曝瑕媒介（背景是比特币）\r\n\r\n反面案例：\r\n\r\n???:\r\n\r\n* 「未来工作」小节\r\n\r\n* Wikipedia 的「需要引用」\r\n\r\n* TODO/FIXME\r\n\r\n我认为我跟大部分人的差别是我更喜欢使用这类曝瑕媒介，来曝光我知识的局限。\r\n\r\n \r\n\r\n \r\n\r\n某种程度上：媒介曝光瑕疵与否要用程度来衡量。比如，说话时人们能够嘟囔说完不确认的地方，而书面文本不允许这样做。所以相对而言，文章也是曝瑕媒介，但会弱于表格之类的媒介。\r\n\r\n## 参考文献\r\n\r\n1. [↑](https://wiki.issarice.com#cite_ref-1) [https://notes.andymatuschak.org/zRJ5mjwiTryLbJ7Jm2bDhgjLtYSa6xc6sEYS](https://wiki.issarice.comhttps://notes.andymatuschak.org/zRJ5mjwiTryLbJ7Jm2bDhgjLtYSa6xc6sEYS)", + "type": "text/markdown", + "caption": " 曝瑕媒介\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Medium that reveals flaws" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Narrow vs broad cognitive augmentation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Narrow vs broad cognitive augmentation.json" new file mode 100644 index 0000000..cef98a5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Narrow vs broad cognitive augmentation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Narrow vs broad cognitive augmentation", + "text": "# 对比狭域认知增强与广域认知增强\r\n\r\n原文：[Narrow vs broad cognitive augmentation](https://wiki.issarice.com/wiki/Narrow_vs_broad_cognitive_augmentation)\r\n\r\n这是我在思考「如何使人更擅长思考？」的问题时，一直关注的一个主轴：\r\n\r\n* **狭域/垂直/专门** ：这种增强针对于具体主题，并试图找出其「真正本质」，然后发明工具来帮助人们具体地思考这个主题。例如，阿拉伯数字专门针对数量，帮助人们操纵和思考它们。当然，学习阿拉伯数字也有助于了解对数，或实数序列，但大多数情况下它们只帮助你思考数量，而不是一些完全不相关的主题，比如线性代数。（我想区分两种情况：知道阿拉伯数字有助于 **运用** 线性代数，因为你运用线性代数时当然会使用数字，我觉得这是明摆着的；以及阿拉伯数字真的能提供 **关乎** 线性代数的洞见，我觉得不然。）\r\n\r\n* **广域/水平/通用** ：这种增强着眼于 **所有学习** ，并探求我们如何发明适用于各种领域的工具。例如，[间隔重复](https://wiki.issarice.com/wiki/Spaced_repetition)或文字的发明就是很好的例子。间隔重复不仅有助于学习语言，还有数学、化学、物理的各种细分领域，等等。间隔重复不是专门针对，比如，线性代数的；不如说间隔重复是关于人类大脑学习方式的事实。\r\n\r\n找到了广域认知增强，人便能「解锁」新能力，这种能力能够应用到任何你想学习或思考的东西，但它也是「浅薄的」，因为增强本身不会「涉及」或「知道」你想了解的任何特定主题。\r\n\r\n狭域认知增强用起来更令人满意，但需要发明这种认知增强是费时费力的，而且对于每个希望涉猎的话题都需要单独发明工具。\r\n\r\n[3blue1brown](https://wiki.issarice.com/index.php?title=3blue1brown&action=edit&redlink=1) 频道的可视化作品感觉像是两者的结合。一方面，可视化本身像是广域认知增强。但另一方面，Grant 只能给每个他想解释的东西单独做视频。观众自己不知道怎么把数学概念做成动画；他们就是来看视频的。所以在那种意义上这也是狭域的。\r\n\r\n[Andy Matuschak](https://wiki.issarice.com/wiki/Andy_Matuschak) 在「对某领域只有一些专业知识时，可以通过写文讨论相关主题来开发助记媒介」[[1]](https://wiki.issarice.com#cite_note-1)论及了相似的区别。具体看这些话：「如果你正在开发一个界面，通过具体化关于媒介（如 Logo）的深刻想法来获得力量，你需要深入该媒介的专业知识才能具体化正确的想法。Papert 没有这种经验。相比之下，助记媒介主要具体化关于记忆、知识理论、习惯等的想法，而不是关于量子计算的想法。」\r\n\r\n## 参见\r\n\r\n* [可探索的解释](https://wiki.issarice.com/wiki/Explorable_explanation)——可探索的解释主要侧重狭域认知增强。\r\n\r\n## 链接到本文\r\n\r\n* [可探索的解释](https://wiki.issarice.com/wiki/Explorable_explanation) ‎ ([← 链入](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Explorable+explanation))\r\n\r\n* [宽泛认知增强](https://wiki.issarice.com/index.php?title=Broad_augmentation&redirect=no) (redirect page) ‎ ([← 链入](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Broad+augmentation))\r\n\r\n\t+ [面向数学的 Braid](https://wiki.issarice.com/wiki/Braid_for_math) ‎ ([← 链入](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Braid+for+math))\r\n\r\n* [狭域增强](https://wiki.issarice.com/index.php?title=Narrow_augmentation&redirect=no) (redirect page) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Narrow+augmentation))\r\n\r\n## 参考文献\r\n\r\n1. [↑](https://wiki.issarice.com#cite_ref-1) [https://notes.andymatuschak.org/z6LEquSV2snbPHMcZ1ViRNVpVqXUP6uJRq9sB](https://wiki.issarice.comhttps://notes.andymatuschak.org/z6LEquSV2snbPHMcZ1ViRNVpVqXUP6uJRq9sB)", + "type": "text/markdown", + "caption": " 对比狭域认知增强与广域认知增强\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Narrow vs broad cognitive augmentation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Probability and statistics as fields with an exploratory medium.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Probability and statistics as fields with an exploratory medium.json" new file mode 100644 index 0000000..1546a41 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Probability and statistics as fields with an exploratory medium.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Probability and statistics as fields with an exploratory medium", + "text": "# 概率和统计是具有可探索媒介的领域\r\n\r\n原文：[Probability and statistics as fields with an exploratory medium](https://wiki.issarice.com/wiki/Probability_and_statistics_as_fields_with_an_exploratory_medium)\r\n\r\n对于概率和统计学，我注意到的一点是，当我在研究一些东西（最近，我在思考[[1]](https://wiki.issarice.comhttps://stacky.net/wiki/index.php?title=Against_the_odds:_a_caution_to_practical_Bayesians))，而不太确定答案是什么时，我常常可以简单编写一个 Python 程序，来测试我的想法/检查我的工作。尽管有概率编程这种更高级的玩意，但目前我甚至不需要这些，仅仅是简单的蒙特卡洛式的采样+计算各种数字的程序，就已经是很不错的「可探索媒介」和验证机制了。\r\n\r\n显然，编程学习也有类似的东西，你可以得到各种及时反馈，如语法错误、漏洞（例如错误的断言）、Haskell 之类语言中的类型错误。\r\n\r\n数学的其他领域似乎没有这么好的媒介。例如，你可以在学习序列或度量空间的时候在纸上画东西，这往往是有帮助的。但是，这个过程没有反馈，没有智能的过程来处理你的工作并说「这样不行」或「看着不错」。你必须想出你自己的用例来测试想法，去 **手动** 检查想法与定理假设是否一致, 这样才能获得反馈。当我在做数学时，我对我处理的内容经常有多种高层次的策略/思路，但我的低层次的「计算能力 」却不是很好，以至于我最后花了很多时间在细节上摸索。[[注1]](https://wiki.issarice.com#cite_note-1) 当然，所有这些低层次的计算和摸索是「对你的灵魂有益的」，但我确实觉得，就像程序员可以使用代码补全和语法检查等一样，数学家也可以受益于某种辅助工具，来自动化一些简单的/繁琐的工作。\r\n\r\n我认为图形计算器/ 绘图软件基本上是这个方向的工具。\r\n\r\n---\r\n\r\n1. [↑](https://wiki.issarice.com#cite_ref-1) 我认为建立这样一个问题库会相当有趣：你不必解决整个问题，但你可以提交一个高水平的想法，或想出三个想法并提交。然后这个问题库可以回应这个高水平的策略是否有效。你便能训练直觉，了解哪些高层次的策略是有效的，而不需要经历所有低层次的细枝末节。\r\n\r\n## 链接到本文\r\n\r\n* [可探索媒介中的有限性假设](https://wiki.issarice.com/wiki/Finiteness_assumption_in_explorable_media) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Finiteness+assumption+in+explorable+media))\r\n\r\n* [可探索的解释](https://wiki.issarice.com/wiki/Explorable_explanation) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Explorable+explanation))", + "type": "text/markdown", + "caption": " 概率和统计是具有可探索媒介的领域\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Probability and statistics as fields with an exploratory medium" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Representing impossibilities.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Representing impossibilities.json" new file mode 100644 index 0000000..6902ff9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Representing impossibilities.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Representing impossibilities", + "text": "# 表示不可能的情况\r\n\r\n原文：[Representing impossibilities](https://wiki.issarice.com/wiki/Representing_impossibilities)\r\n\r\n数学中经常需要处理不可能的情况（比如使用反证法证明时）。在[可探索解释](https://wiki.issarice.com/wiki/Explorable_explanation)中，如何可靠地表示这些不可能的情况？\r\n\r\n如果你要用反证法证明，你必须找个办法来在视觉上呈现不可能的情况！\r\n\r\n## 参见\r\n\r\n* [可探索媒介中的有限对象假设](https://wiki.issarice.com/wiki/Finiteness_assumption_in_explorable_media)\r\n\r\n## 链接到本文\r\n\r\n* [可探索媒介的有限对象假设](https://wiki.issarice.com/wiki/Finiteness_assumption_in_explorable_media) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Finiteness+assumption+in+explorable+media))\r\n\r\n* [可探索的解释](https://wiki.issarice.com/wiki/Explorable_explanation) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Explorable+explanation))", + "type": "text/markdown", + "caption": " 表示不可能的情况\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Representing impossibilities" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_The mathematics community has no clear standards for what a mathematician should know.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_The mathematics community has no clear standards for what a mathematician should know.json" new file mode 100644 index 0000000..9729e0c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_The mathematics community has no clear standards for what a mathematician should know.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/The mathematics community has no clear standards for what a mathematician should know", + "text": "# 数学社区对于数学家应知应会的知识没有明确标准\r\n\r\n原文：[The mathematics community has no clear standards for what a mathematician should know](https://wiki.issarice.com/wiki/The_mathematics_community_has_no_clear_standards_for_what_a_mathematician_should_know)\r\n\r\n数学家很不擅长区分（1）你应该仔细过一遍，然后抛之脑后的知识（2）你应该熟练掌握的知识，要达到有需要便能完整回忆起所有细节的程度，或者至少能回忆起主干，之后可以按需细化（3）你应该知道其表述或者其结果的知识，但你并不需要仔细研读证明，只要懂得证明概要即可。\r\n\r\n如果能对数学家开展调查，测试出他们熟练掌握哪些知识，不知道哪些知识，那应该很不错。\r\n\r\n我感兴趣的问题：对于数学知识，如何确定应该理解到何种深度。如果我在学习一些知识，如何能更优地做出判断，是否将其做成 Anki 卡片，或者将哪些部分做成卡片呢？这个问题当然取决于个人目标，但我想知道一些原则：比如说，如果我想成为数学研究者，我应该掌握分析/线性代数等学科到何种地步呢？很多人都会问这个问题，我觉得。\r\n\r\n## 链接到本文\r\n\r\n* [间隔证明复习](https://wiki.issarice.com/wiki/Spaced_proof_review) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Spaced+proof+review))\r\n\r\n* [针对学习数学证明的刻意练习](https://wiki.issarice.com/wiki/Deliberate_practice_for_learning_proof-based_math) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Deliberate+practice+for+learning+proof-based+math))", + "type": "text/markdown", + "caption": " 数学社区对于数学家应知应会的知识没有明确标准\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The mathematics community has no clear standards for what a mathematician should know" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Thinking Mathematics.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Thinking Mathematics.json" new file mode 100644 index 0000000..9ce58c1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Thinking Mathematics.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Thinking Mathematics", + "text": "# 数学头脑\r\n\r\n原文：[Thinking Mathematics](https://wiki.issarice.com/wiki/Thinking_Mathematics)\r\n\r\n **数学头脑** 或者说 **物理头脑的数学版本** ，是一本用[《物理头脑》](https://wiki.issarice.com/index.php?title=Thinking_Physics&action=edit&redlink=1)的方式教授数学的假想数学书。\r\n\r\n有[《经济头脑》](https://wiki.issarice.com/index.php?title=Thinking_Economics&action=edit&redlink=1)吗？基本上是[《物理头脑》](https://wiki.issarice.com/index.php?title=Thinking_Physics&action=edit&redlink=1)的经济学版本。\r\n\r\n实际上有《数学头脑》这样的书吗？（可能是 [AOPS](https://artofproblemsolving.com/) 的书？）这种方式似乎不太适合数学，但我不太能表述清楚。也许你需要[让读者掌握一大堆术语和概念甚至才能开始问问题](https://wiki.issarice.com/wiki/Tinkering_in_math_requires_loading_the_situation_into_working_memory)。概率论/组合数学是少数不必引入太多术语也能讨论的数学分支（这可能就是 AoPS 的书读起来非常享受的原因）。\r\n\r\n更新：我觉得一问一答模式在《物理头脑》行得通的原因，是这些问题可以用来问所有人，他们都能理解，而不像数学一样，非得先讲一大堆概念，或者解释什么是什么证明才行。\r\n\r\n有一些书试图采取问答形式，像 H.S. Wall 所著的《创意数学》，以及《窥自初等问题的数学精要》，但这两本书我都没有深入读过。\r\n\r\n## 参见\r\n\r\n* [面向数学的多邻国](https://wiki.issarice.com/wiki/Duolingo_for_math)\r\n\r\n* [面向数学的 Braid](https://wiki.issarice.com/wiki/Braid_for_math) ‎ ([← 链入](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Braid+for+math))\r\n\r\n## 链接到本文\r\n\r\n* [面向数学的多邻国](https://wiki.issarice.com/wiki/Duolingo_for_math) ‎ ([← 链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Duolingo+for+math))\r\n\r\n* [面向数学的 Braid](https://wiki.issarice.com/wiki/Braid_for_math) ‎ ([← 链入](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Braid+for+math))\r\n\r\n* [捣鼓数学需要将数学情景载入工作记忆](https://wiki.issarice.com/wiki/Tinkering_in_math_requires_loading_the_situation_into_working_memory) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Tinkering+in+math+requires+loading+the+situation+into+working+memory))\r\n\r\n* [《物理头脑》的数学版本](https://wiki.issarice.com/index.php?title=Thinking_Physics_for_math&redirect=no) (redirect page) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=Thinking+Physics+for+math))", + "type": "text/markdown", + "caption": " 数学头脑\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Thinking Mathematics" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Unbounded working memory assumption in explanations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Unbounded working memory assumption in explanations.json" new file mode 100644 index 0000000..82365a8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Unbounded working memory assumption in explanations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Unbounded working memory assumption in explanations", + "text": "# 解释材料中假设了工作记忆容量是无限的\r\n\r\n原文：[Unbounded working memory assumption in explanations](https://wiki.issarice.com/wiki/Unbounded_working_memory_assumption_in_explanations)\r\n\r\n **解释材料中假设工作记忆有无限容量** ，这指的是很多解释材料假设读者的工作记忆的容量是无限的，也就是读者能阅读时能记住前文提到的所有内容。这样的解释对作者来说更容易写（因为写作者已经掌握了所有概念和微妙之处，他感觉没有必要「管理工作记忆」），也会在概念上更「整洁」（因为这样的材料直指话题的概念框架，而不必顾虑人类心理的各种细节）。然而这样的解释更难懂，因为工作记忆实际上是有限的。\r\n\r\n可以这样理解，总 **有人** 要处理工作记忆的限制。如果解释者没有处理，那么读者就要承受管理工作记忆的负担。\r\n\r\n这可能是产生[显然的幻觉](https://wiki.issarice.com/index.php?title=Illusion_of_transparency&action=edit&redlink=1)的机制之一。\r\n\r\n很多解释材料会假设读者会管理自己的工作记忆限制，所以他们并没有跟踪工作记忆的负荷。这样一来，解释会很整洁，但也很难懂。\r\n\r\n## 参见\r\n\r\n* [解释材料中管理工作记忆的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_managing_working_memory_in_explanations)\r\n\r\n* [管理学习中的微动作](https://wiki.issarice.com/wiki/Managing_micro-movements_in_learning)\r\n\r\n* [好的文字解释有什么特点？](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=What+makes+a+word+explanation+good%3F)）\r\n\r\n## 链接到本文\r\n\r\n* [解释中管理工作记忆的技巧列表](https://wiki.issarice.com/wiki/List_of_techniques_for_managing_working_memory_in_explanations) ‎ ([← links](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=List+of+techniques+for+managing+working+memory+in+explanations))\r\n\r\n* [好的文字解释有什么特点？](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F) ([←链接](https://wiki.issarice.com/index.php?title=Special:WhatLinksHere&target=What+makes+a+word+explanation+good%3F)）", + "type": "text/markdown", + "caption": " 解释材料中假设了工作记忆容量是无限的\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Unbounded working memory assumption in explanations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Video games comparison to math.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Video games comparison to math.json" new file mode 100644 index 0000000..025b974 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Video games comparison to math.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Video games comparison to math", + "text": "# 对比数学与电子游戏\r\n\r\n原文：[Video games comparison to math](https://wiki.issarice.com/wiki/Video_games_comparison_to_math)\r\n\r\n* [数学中的组合爆炸](https://wiki.issarice.com/wiki/Combinatorial_explosion_in_math)\r\n\r\n* [数学概念有不同的心理表征，这对于制作数学探索媒介是个挑战](https://wiki.issarice.com/wiki/Different_mental_representations_of_mathematical_objects_is_a_blocker_for_an_exploratory_medium_of_math)\r\n\r\n* [面向数学的 Braid](https://wiki.issarice.com/wiki/Braid_for_math) ", + "type": "text/markdown", + "caption": " 对比数学与电子游戏\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Video games comparison to math" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_We still don't know how to systematically write great word explanations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_We still don't know how to systematically write great word explanations.json" new file mode 100644 index 0000000..9c70be2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_We still don't know how to systematically write great word explanations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/We still don't know how to systematically write great word explanations", + "text": "# 我们仍然不知道系统性撰写优质文字解释的方法\r\n\r\n原文：[We still don't know how to systematically write great word explanations](https://wiki.issarice.com/wiki/We_still_don%27t_know_how_to_systematically_write_great_word_explanations)\r\n\r\n[文字解释已经很不错了](https://wiki.issarice.com/wiki/Word_explanations_are_already_great)，但他们仍然太稀有了，似乎需要非常熟练的解释者，而且可能只适用于某些主题。我们（作为一个文明）如何更系统、更稳定地提升撰写优质文字解释的能力呢？这意味着：\r\n\r\n* 我们希望在指导人们撰写优质解释方面取得更大进步；我们希望将其发展为一门科学，保证任何（在某种最低胜任水平以上的）人都能学会它。\r\n\r\n* 我们希望能够在更广泛的主题上做到这一点。我能感受到我们目前只擅长解释那些在数学/符号上相对简单，且没有一次性涵盖太多前置知识的东西。\r\n\r\n* 我们希望学会如何更快、更高效地做到这一点。\r\n\r\n## 参见\r\n\r\n* [解释学](https://wiki.issarice.com/wiki/Explanation_science)\r\n\r\n* [好的文字解释有什么特点?](https://wiki.issarice.com/wiki/What_makes_a_word_explanation_good%3F)", + "type": "text/markdown", + "caption": " 我们仍然不知道系统性撰写优质文字解释的方法\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "We still don't know how to systematically write great word explanations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Word explanations are already great.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Word explanations are already great.json" new file mode 100644 index 0000000..f972621 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_Word explanations are already great.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/Word explanations are already great", + "text": "# 文字解释已经很不错了\r\n\r\n原文：[Word explanations are already great](https://wiki.issarice.com/wiki/Word_explanations_are_already_great)\r\n\r\n我最近在阅读 [https://math.stackexchange.com/a/498790/35525](https://wiki.issarice.comhttps://math.stackexchange.com/a/498790/35525)，它让我注意到了，如果你会写的话，只有文字的解释（没有图片、视频、交互组件、动画、间隔重复、多选题）就已经很好了。我认为人类文明仍然不知道如何撰写文字解释，如果继续这样下去，我们尽管能在文字上堆砌各种花招，我们仍然无法产出优质的解释。如果解释材料以文字的形式无法立住，那么这个解释就是糟糕的。\r\n\r\n如何写出非常优秀的文字解释，这点上还有很多尚未明晰的地方： [我们仍然不知道系统性撰写优质文字解释的方法](https://wiki.issarice.com/wiki/We_still_don%27t_know_how_to_systematically_write_great_word_explanations) \r\n\r\n## 参见\r\n\r\n* [数学教育的博采众长假设](https://wiki.issarice.com/wiki/Potpourri_hypothesis_for_math_education)\r\n\r\n* [解释学](https://wiki.issarice.com/wiki/Explanation_science)", + "type": "text/markdown", + "caption": " 文字解释已经很不错了\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Word explanations are already great" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_You don't need to eat your own dogfood in explanation science.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_You don't need to eat your own dogfood in explanation science.json" new file mode 100644 index 0000000..99f984a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_learning_You don't need to eat your own dogfood in explanation science.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/learning/You don't need to eat your own dogfood in explanation science", + "text": "# 解释学中不需要吃自己的狗食", + "type": "text/markdown", + "caption": " 解释学中不需要吃自己的狗食", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "You don't need to eat your own dogfood in explanation science" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_lesswrong_Exposition as science some ideas for how to make progress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_lesswrong_Exposition as science some ideas for how to make progress.json" new file mode 100644 index 0000000..c94da37 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_lesswrong_Exposition as science some ideas for how to make progress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/lesswrong/Exposition as science some ideas for how to make progress", + "text": "# 将解释作为科学：一些关于发展解释学的想法\r\n\r\n原文：[Exposition as science: some ideas for how to make progress - LessWrong](https://www.lesswrong.com/posts/J3Edt2CLcXPHQYSXo/exposition-as-science-some-ideas-for-how-to-make-progress)\r\n\r\n在[前一篇帖子](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some)中，我认为，把解释当作一个科学领域对待，是促进大众创建更多优质解释的最佳策略。然而，我尚未详细说明「把解释当作科学」是什么意思。所以在这篇帖子中，我会解释更多细节，主要是举例说明什么是促进优质解释的进步，以及一些进一步发展的想法。\r\n\r\n这个列表没什么条理，可能要怪到我自己的想法也没什么条理。列表里有些条目，甚至和其他的条目都不属于同一「类别」。我希望在未来，我（或者其他人）能够为这个领域设计更好的分类法/分类/路线图。\r\n\r\n（这篇文章的大部分章节可以独立阅读。有几处我提到了其他章节。）\r\n\r\n# 选择一种解释类型（比如练习册的「参考答案」），尝试为其制作最佳版本，看看你可以发现什么技巧或学到什么教训\r\n\r\n在 2020 年 3 月，我建了一个[博客](https://taoanalysis.wordpress.com/)，为《陶哲轩实分析》写习题解答，这本书是面向本科生的实分析教材。开展这个项目的动机有很多，其中有一项是「为什么参考答案都这么烂？难道以目前最先进的技术，创作出『史上最佳的参考答案』不是应该很容易吗？」我为这本书中三分之一的练习写了参考答案，之后便搁置了这个项目，所以我并没有创作出「史上最佳的参考答案」。不过我觉得至少有 50 道题目的解答的平均水准是很高的。在数学解释的质量上，我觉得这些文章的水平挺不错的，但还没有达到无可匹敌的地步。\r\n\r\n我想出了一系列「技巧」来写出更好的习题解答材料，包括：\r\n\r\n- 将习题解答组织为博客，这样就可以通过网络搜索找到每道练习\r\n\r\n- 给每道练习开评论区，这样读者可以提问或提交其他证明\r\n\r\n- 如果练习可以有多种解法，那就给出各种不同的证明\r\n\r\n- [规范化](https://contentcreation.issarice.com/standardized-sections/)一些[章节](https://taoanalysis.wordpress.com/exercise-template/)，最重要的是，我设置了「如何思考练习」这一小节，来谈谈我是如何想出解法的，而不是仅仅写出证明\r\n\r\n- 付费获得[独立评议](https://taoanalysis.wordpress.com/independent-review/)，让读者了解解法的质量\r\n\r\n上述想法的构想和实现都很容易，但参考答案这类材料尚未采纳过任何一条。（对于其中的某些想法，我甚至觉得无可替代。）\r\n\r\n通过开展这个项目，我发现没什么人很在意怎样写好参考答案。（参考答案主要是为方便教授或助教给作业评分而写的，甚至没有惠及最能从中受益的受众。）\r\n\r\n参考答案只是我选择的一种类型。我认为还有很多其他类型值得精进（比如教科书、录制课程、数学解释视频、[概念发现故事](https://learning.subwiki.org/wiki/Discovery_fiction)（参见下文详细列表）、[选择题](https://terrytao.wordpress.com/2008/12/14/on-multiple-choice-questions-in-mathematics/)、[间隔重复卡片](https://andymatuschak.org/prompts/)、[个人思考问题的过程记录](https://gowers.wordpress.com/2012/04/28/a-look-at-a-few-tripos-questions-i/)）。我觉得，探索这些材料的过程中，可以发现很多技巧，并提升创作一般解释材料的能力。\r\n\r\n# 发现能够提升特定解释环节的技巧（比如：如何在解释数学时更好地举例）\r\n\r\n在 Learning Subwiki 上，我写了一篇[关于数学中的例子](https://learning.subwiki.org/wiki/Examples_in_mathematics)的页面，在那里我将例子划分为四类：显然正例、黑天鹅、意外之喜、显然反例。（我不会重复那篇文章的内容，但理解那些内容对下文很重要。）\r\n\r\n就我的经验而言，大部分数学教科书在举例子时都不会给全四种例子，而是基本上只给出最显然的例子，偶尔会给出黑天鹅例子。我觉得，大部分教科书作者在写教科书举例子时，并没有这四种概念的意识。换句话说，他们不会想「我应该给全四种例子吗？我不会给出显然反例，因为我知道我的受众数学水平比较高，但我会给其他三种例子。」相反，他们只会这样想「啊对了，我应该给个例子。」然后就开干了。我觉得由于这种缺乏反思/缺乏正确概念，以及四种例子的做法没有更广泛地执行，导致数学材料对学生来说特别难以理解。\r\n\r\n我刚刚就改善数学中的举例给了一个例子。有其他改善举例的办法吗？有更好描述定理的方法吗？证明呢？非数学解释材料里有类似的组成部分吗，我们如何改善这些组分呢？我觉得改善唾手可得，只要有心问问这些简单的问题。\r\n\r\n有人可能会反驳，找出各种例子这个方法，本来就是好学生会做的事情，而且举例子应该是学生做的事，而不是解释者。我喜欢换个角度问一问：我们能不能找出好的学习者的做法，使其自动化，或者清晰地表述出来，这样即使是不太会学习的人也能完成？在这种角度下，这四种数学例子只是我发现的一种原则而已。还有什么原则？\r\n\r\n可以与各种写作做类比，比如数学证明写作，程序写作，以及文学写作。数学证明有分类讨论和「不失一般性（译注：Without loss of generality，缩写：WLOG、WOLOG 或 w.l.o.g.）」；编程有各种循环结构，还有诸如模块化的各种思想，不同的编程范式等等；文学的[技巧众多](https://en.wikipedia.org/wiki/List_of_narrative_techniques)。那么，对于解释又有什么类似的技巧？\r\n\r\n# 找出领域中的视角变换\r\n\r\n有时候，人们会提出看待同一学科的不同视角，从而创作出前所未有的解释。我比较熟悉两个例子：\r\n\r\n- Sheldon Axler 的《线性代数应该这样学》在解释线性代数时，尽可能推迟了[行列式](https://www.axler.net/DwD.html)的引入。很多证明都要重写以避免提及行列式。\r\n\r\n- Noson Yanofsky 的论文[《A Universal Approach to Self-Referential Paradoxes, Incompleteness and Fixed Points》](https://arxiv.org/abs/math/0305282)（以及 Lawvere 的先前作品，不过不容易获取）将很多计算理论和逻辑学中出现的对角化/自我指代结论结合在了一起，并说明「这些都是一回事」。\r\n\r\n还有第三个例子值得提及：\r\n\r\n- Tristan Needham 的《复分析可视化方法》一书，在解释复分析时使用了很多高质量的插图。我只读了一点点，但看起来很不错。\r\n\r\n我觉得在数学和其他领域，肯定还有很多例子。找出这些例子当然很有帮助，但目前而言，更重要的的任务是 **制造** 出这样的例子。有哪些主题是太过难以理解的？有什么证明是容易忘记的？也许有一些子领域，通过一些截然不同的视角审视，理解和记忆会更加「自然」？\r\n\r\n有一个有趣的问题，这项任务是解释者应该做的，还是「这个领域的研究者」应该做的？也许是两者都应该做的？也许应该合作？也许解释和研究之间没有什么差别？我目前只想出了这些容易想到的问题。\r\n\r\n某种意义上，解释文章的最高境界就是视角变换：可能你用了每一项小「技巧」，但有件重要的事没做到，结果文章仍然难以理解。\r\n\r\n有一种视角变换是创造新的符号系统。Adam Shimi 跟我分享了这个[页面](https://github.com/k-qy/notation)，上面分类了符号系统如何影响学科的思考方式。\r\n\r\n# 发明新的解释类型或者解释风格（比如「概念发现故事」）\r\n\r\n[概念发现故事](https://learning.subwiki.org/wiki/Discovery_fiction)是一种解释风格，其中解释者要虚构一个故事，描述一个概念可能是如何被发现的。做得好的话，读者能清晰地了解概念的起源，为什么概念的原理是这样的等等。概念发现故事也能教授一点如何发现新概念的心理习惯。\r\n\r\n多创作一些概念发现故事，弄清楚如何写出很好的概念发现故事是不错的做法。参见[「考虑一类解释」](https://www.lesswrong.com/posts/J3Edt2CLcXPHQYSXo/exposition-as-science-some-ideas-for-how-to-make-progress#Take_a_genre_of_exposition__such_as__solutions_manual____try_to_make_the_best_possible_version_of_that_thing__and_see_what_techniques_you_discover_or_lessons_you_learn)一节。而本小节是关于创建一种新的类别，相当于「概念发现故事」，或者「习题答案手册」，或者「教科书」或者「[可互动视频](https://airladon.github.io/ivid-wave/)」，或者「[嵌入了间隔重复卡片的文章](https://quantum.country/)」。我不指导怎么创建类别。我应该只做过一次。[[2\\]](https://www.lesswrong.com/posts/J3Edt2CLcXPHQYSXo/exposition-as-science-some-ideas-for-how-to-make-progress#fntoh3qkyk89k)我觉得没有人知道如何可靠地创造新类别。但似乎有弄清楚的价值。\r\n\r\n# 发明心理技巧来辅助解释写作（比如「像写儿童绘本一样解释这个话题」）\r\n\r\nJessica Taylor 写过[《创作儿童插画书》](https://www.lesswrong.com/posts/2xiNSQmxayDteKDS2/writing-children-s-picture-books)，而 Eliezer Yudkowsky 之前写过[《解释者要心怀高远，脚踏实地》](https://www.lesswrong.com/posts/2TPph4EGZ6trEbtku/explainers-shoot-high-aim-low)，两篇文章都描述了一种用于提高解释材料质量的技术：想象自己解释的对象，是比实际受众背景知识更少的人。我怀疑有其他类似的「心理」技巧可以派上用场。这里「心理」技巧指的不是检查清单或者局部动作（比如我前文说过的四种数学例子），而是全局的「思维模式」或者「心境切换」，这会引起解释者行为的一系列变化。\r\n\r\n# 将教学工具移植到其他领域，看看会有什么效果\r\n\r\n编程这个领域有很多有意思的学习工具，比如 LeetCode，[Exercism](https://exercism.org/)，[Scrimba](https://scrimba.com/) 等等。电子游戏社区有[「直播实况」类视频]((https://learning.subwiki.org/wiki/Live_math_video))，[速通](https://www.lesswrong.com/posts/xDWGELFkyKdBpySAf/naivetortoise-s-short-form-feed?commentId=Y58ncZ5yXjbyWPL9K)等等。如果将这些工具移植到其他领域会有什么？数学版 LeetCode 会是什么样？钢琴版 Scrimba 又会是什么样呢？诸如此类。\r\n\r\n# 别急着把教科书塞满，而是写出更多解释材料的「攻略手册」或者「大纲」\r\n\r\n我认为，解释主题的「攻略手册」或者草稿大纲，和完善的解释材料，是同等重要的。大部分实分析教材的作者会采取稍微不同的策略。但对于一些部分，他们的解释方法都应该是相同的。这里面有很多重复劳动。我觉得，如果能先讨论一下教科书解释，或者完成一些对立统一的合作，写出书的「大纲」，然后基于大纲进一步讨论，在课上教学，之后再写教科书，会好很多。\r\n\r\n# 考察教科书，找出作者（或许是下意识）使用的模式和技巧\r\n\r\n不同教科书的质量参差不齐。我们最终的目标是制作出不世出的高质量解释。但这个目标很难实现，所以有个办法是考察优质的教科书和劣质的教科书，看看什么办法有用，什么办法不行。我[对《陶哲轩实分析》做了这样的考察](https://machinelearning.subwiki.org/wiki/User:IssaRice/Reflections_on_working_through_Tao's_Analysis)。\r\n\r\n# 更多小规模实验与原型\r\n\r\n有人容易陷入这样的误区。他们认为，既然解释学的最终目的，是出品容易理解的解释材料，那么所有解释学的相关作品，都应该是通俗易懂的。然而，正如其他领域的一些材料，是其他领域的专家为彼此而撰写的一样，我认为，在「解释学」里，应该有一些原型，是面向熟悉解释学的人制作的。\r\n\r\n# 创造更多像 X 的东西，然后看看会有什么效果\r\n\r\n我比较感兴趣的 X：\r\n\r\n- 非常细致的学习指导，比如 [Teach Yourself Logic](https://www.logicmatters.net/tyl/) 指南。很多学习指南都比较简略。我想看到更多像 Teach Yourself Logic 这样的指南，而不是教科书。\r\n\r\n- Youtube 的 [HaskellRank](https://www.youtube.com/playlist?list=PLguYJK7ydFE4aS8fq4D6DqjF6qsysxTnx) 频道。\r\n\r\n- 关于 [Tricki](https://web.archive.org/web/20220409083947/http://www.tricki.org/) 的文章。\r\n\r\n- [Tricki](https://web.archive.org/web/20220409083947/http://www.tricki.org/) 网站本身。\r\n\r\n- [量子国度](https://quantum.country/)。\r\n\r\n- Tim Gowers 的 [博客](https://gowers.wordpress.com/category/cambridge-teaching/)和上面的[文章](https://gowers.wordpress.com/category/demystifying-proofs/)，还有一些[老网页](https://www.dpmms.cam.ac.uk/~wtg10/mathsindex.html).\r\n\r\n- [Subwiki](https://subwiki.org/).\r\n\r\n# 对读者的理解建立具体的模型，写作时努力让读者的理解达到理想状态\r\n\r\n我觉得，很多解释不奏效的原因，是作者没有针对读者的理解建立足够细致的模型（比如他们[没有考虑到读者的工作记忆容量有限](https://wiki.issarice.com/wiki/Unbounded_working_memory_assumption_in_explanations)，或者没发现有个地方很容易误解，或者没想到读者的参与度不够，或者读者会忽略某个地方的解释）。优秀的作者对读者的思考有不错的把握，并会由此预测读者会产生什么问题，并积极解决读者的误解。但是我觉得这些优秀的作者是靠直觉行事的，没有正式的模型。显式地考虑读者理解会更好吗？换句话说，我们能显式地建立读者阅读时的思想状态的模型，并利用这个模型写出更好的解释吗？能不能从「读者充分理解材料」的理想状态反推，让写解释像按图索骥一样容易呢？这里面很多问题的答案我都不知道，但我很好奇，想试着一一解答。\r\n\r\n感谢 Adam Shimi 对本文草稿的有益讨论和评论。也感谢 Vipul Naik 阅读本文草稿并提醒我加了一段内容。\r\n\r\n1. **[^](https://www.lesswrong.com/posts/J3Edt2CLcXPHQYSXo/exposition-as-science-some-ideas-for-how-to-make-progress#fnref8f5xw1clnc4)** \r\n\r\n感谢 Adam Shimi，他点出了修辞技巧这一项。\r\n\r\n2. **[^](https://www.lesswrong.com/posts/J3Edt2CLcXPHQYSXo/exposition-as-science-some-ideas-for-how-to-make-progress#fnreftoh3qkyk89k)** \r\n\r\n我想出了「[数学直播视频](https://learning.subwiki.org/wiki/Live_math_video)」的主意，但并没有自己真去开直播。在那之后，Tim Gowers 得出了相同的想法（几乎可以肯定是独立想出的），并真的做了不少[视频](https://www.youtube.com/playlist?list=PLOft35kj95aajgXAFHKklygbpsESMQUid))。（译注：国内有皮套人讲数学呢）", + "type": "text/markdown", + "caption": " 将解释作为科学：一些关于发展解释学的想法\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Exposition as science some ideas for how to make progress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_lesswrong_How to get people to produce more great exposition Some strategies and their assumptions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_lesswrong_How to get people to produce more great exposition Some strategies and their assumptions.json" new file mode 100644 index 0000000..8708690 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_rice_lesswrong_How to get people to produce more great exposition Some strategies and their assumptions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/rice/lesswrong/How to get people to produce more great exposition Some strategies and their assumptions", + "text": "# 如何促使人们创作更多优秀的解释文章？一些策略及其背后的假设\r\n\r\n原文：[How to get people to produce more great exposition? Some strategies and their assumptions - LessWrong](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some)\r\n\r\n最近， LessWrong 的[「精馏与教学法」标签](https://www.lesswrong.com/tag/distillation-and-pedagogy?sortedBy=new)下有一些帖子一直困扰着我，例如「[需要知识精馏者](https://www.lesswrong.com/posts/zo9zKcz47JxDErFzQ/call-for-distillers)」和 [AI 安全知识蒸馏文章竞赛](https://www.lesswrong.com/posts/C5e7ghGmFFwdqaFsT/calling-for-student-submissions-ai-safety-distillation-1)，这篇文章是我对这种困扰的反思。\r\n\r\n为实现「创造更多优秀的解释文章」这一目标，下文列出了四大策略：[\\[1\\]](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some#fn0gh6clgkh77q)\r\n\r\n1. 鼓励人们创作更多的解释文章，让人们知道，创作解释是可行的。在我的理解中，「[需要知识精馏者](https://www.lesswrong.com/posts/zo9zKcz47JxDErFzQ/call-for-distillers)」这个帖子主要使用了这种策略。\r\n\r\n2. 给创作解释的人付费。[AI 安全知识精馏文章竞赛](https://www.lesswrong.com/posts/C5e7ghGmFFwdqaFsT/calling-for-student-submissions-ai-safety-distillation-1)可能半是用了这个策略，半是用了上一个策略。\r\n\r\n3. 让那些擅长创作解释的人来指导其他人。我认为《[Distill 期刊](https://distill.pub/journal/)》主要使用了这种策略。\r\n\r\n4. 将解释视为科学研究领域：不要把好解释当成黑匣子，而要探究什么样解释的是好解释，并提出优质解释的制作技术或 「构成要素」。我所知道的最好的例子是 Tim Gowers，请参考他的[博客文章](https://gowers.wordpress.com/category/demystifying-proofs/)，[YouTube 视频](https://www.youtube.com/playlist?list=PLOft35kj95aajgXAFHKklygbpsESMQUid)和 [Tricki](https://web.archive.org/web/20220409083947/http://www.tricki.org/) 网站。\r\n\r\n为能利用这些策略最优地实现目标，需要满足一系列假设：\r\n\r\n1. 让我们假设，解释作品面临的主要问题是，人们不知道他们能够创作解释文章，那么鼓励他们多创作解释是很好的策略。但是，如果将之用作主要策略，有一条假设需要满足，即许多人已具备创作优秀解释作品的技能，或者他们将能够自行学会这项技能。\r\n\r\n2. 如果人们缺乏时间或资源来创作解释，那么向这个问题投入资金是很好的策略。与鼓励策略一样，如果这是主要策略，那么需要满足这样的假设，即许多人已经擅长创作解释或者可以自行学会。或者，即使很少有人擅长创作解释，优秀的解释者虽少，只要资助者能够找出几位，投入资金仍然是不错的策略。\r\n\r\n3. 应对下列情形，导师制是很好的策略：大多数人不知道如何做出优秀的解释，并且很难独自学会，但他们很想掌握，而且也有能力在有帮助的情况下掌握。\r\n\r\n4. 如果没有人真正知道如何做出优秀的解释，「将解释作为科学」是很好的策略。知道如何做出优秀的解释的人越少，或者有能力做出优秀的解释的人越少（但这仍然假设了最终许多人可以学习这项技能），[\\[2\\]](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some#fnjpkolv45ugb) 这种策略看起来越好。\r\n\r\n话题回到这些最近的帖子一直困扰我的问题。我接下来会尝试写清楚我的疑惑：这些帖子采用的策略，都附带了他们的假设，我认为这些假设是错误的。具体而言，我相信阐述是一项非常重要的技能，基本上没有人知道如何做出好的解释（即使有些人偶尔能够做出好的解释，也不能可靠持续地做出好解释，或者必须要费很大的功夫才能完成），而且人们很难独自学会这项技能。所以，我很担心鼓励和「 投入资金 」策略作为主要策略：两者都很重要，但是如果我们不同时采用其他策略，那么我们最终将会得到一大堆平庸的解释。[\\[3\\]](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some#fnwgxtkdn0qes)\r\n\r\n除了将鼓励和「 投入资金 」作为「 辅助」策略外，我也赞成导师制（也是作为「 辅助」策略）。原因之一是，导师制能切实传达好解释的品味，并传授必要的技能。但我对导师制的担心是，如果将之用作主要策略，就不是很容易辐射到更多人。而且导师制倾向于把好解释的要素当成不传之秘，只在小圈子里流传，外人无法知晓，甚至有可能他们自己都不清楚什么是好解释（类似的观点请参阅「[科学家已经知道这些东西了吗？](https://www.lesswrong.com/posts/WijMw9WkcafmCFgj4/do-scientists-already-know-this-stuff)」和「 [无法教授的卓越](https://www.lesswrong.com/posts/34Tu4SCK5r5Asdrn3/unteachable-excellence)」）。换句话说，导师制不够开放，过于精英主义。\r\n\r\n最后剩下了「将解释作为科学」策略。我相信，这个策略最适合充当主要策略，也可以配合另外三个策略。关于该策略将包括哪些工作，我没有具体提及。我希望在以后的帖子中做进一步说明。\r\n\r\n致谢：感谢 Justis Mills 对本文的草稿提供了实质性反馈（是 [LessWrong「获取反馈 」功能](https://www.lesswrong.com/posts/nsCwdYJEpmW5Hw5Xm/lesswrong-is-providing-feedback-and-proofreading-on-drafts)的一部分）。也感谢 Vipul Naik 审阅本文。\r\n\r\n1. **[^](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some#fnref0gh6clgkh77q)** 本文挂一漏万。这些策略之间也不是互斥的。但是，我主要讨论将某个策略作为其「主要」策略。\r\n\r\n2. **[^](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some#fnrefjpkolv45ugb)** 我的猜测是，「写出良好解释的能力」，有点像「 写出数学证明的能力」。即使是聪明的高中生，也有可能写出糟糕的数学证明，但是他们可以参加证明写作课程（或其他本科数学课程），或者通过学习一些数学教科书，这样他们便能确实地掌握这项技能。当下，聪明的高中生写的解释大多也都很糟糕；此外，对于获得写出良好解释的能力，还没有直截了当的途径。但是我认为，这样的途径最终是可以创造出来的。\r\n\r\n3. **[^](https://www.lesswrong.com/posts/BddavsuaHLAhkH45Z/how-to-get-people-to-produce-more-great-exposition-some#fnrefwgxtkdn0qes)** 对于这段发表的观点，我希望日后发表一些文章，来解释这个观点背后的推理。", + "type": "text/markdown", + "caption": " 如何促使人们创作更多优秀的解释文章？一些策略及其背后的假设\r", + "modified": "20230930171250229", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How to get people to produce more great exposition Some strategies and their assumptions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ ABC Reform.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ ABC Reform.json" new file mode 100644 index 0000000..9ad59b7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ ABC Reform.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/FAQ ABC Reform", + "text": "# 常见问题：教育改革基本法\r\n\r\n原文：[FAQ: ABC Reform - supermemo.guru](https://supermemo.guru/wiki/FAQ:_ABC_Reform)\r\n\r\n## 结束强制学校教育\r\n\r\n一旦我们停止强迫孩子上学，世界将更加美好（见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）。\r\n\r\n一旦[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)（承蒙 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士的支持）普遍采用，胁迫将会走向尾声。\r\n\r\n我们计划从波兰开始，以激励世界其他地区。\r\n\r\n在波兰，我们倡议如下：\r\n\r\n- [给波兰人权专员的请愿书](https://supermemo.guru/wiki/Petition_to_the_Ombudsman_to_End_School_Coercion)\r\n\r\n- [计划在 2023 年春季罢学](https://supermemo.guru/wiki/Student_Spring_2022)\r\n\r\n- 将提交给议会的法案草案（参见：[教育改革基本法](https://supermemo.guru/wiki/ABC_of_Education_Reform)）\r\n\r\n- 成立[教育圆桌会议](https://supermemo.guru/wiki/Educational_Round_Table)以制定新的教育法律（在[罢学](https://supermemo.guru/wiki/Student_Spring_2023)之后）\r\n\r\n这份文件为有关[在波兰提出的简单教育改革](https://supermemo.guru/wiki/Coercion_in_learning)的疑惑提供简单答案。\r\n\r\n另见：[此文的波兰语版本](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Lex_Wolnosc)\r\n\r\n## 没有强制就没有动力\r\n\r\n- **问：没有了强制，学生将没有动力去学习** \r\n\r\n- 答：恰恰相反，请见：[常见问题：禁止学校的胁迫行为](https://supermemo.guru/wiki/FAQ:_Ban_on_school_coercion)\r\n\r\n## 从父母开始\r\n\r\n- **问：没有修好父母之前，我们无法解放儿童** \r\n\r\n- 答：不。如果我们不解放儿童，我们也无法修好父母。成年人几乎是无法修复的，因为损伤在发育的早期就发生了。你的提议是往着火的建筑物上浇水。解放儿童是为了防止火灾的爆发。\r\n\r\n## 孩子不成熟\r\n\r\n- **问：你怎么能指望一个 6 岁的孩子能在选择学习上做决定？** \r\n\r\n- 答：在任何年龄做任何决定都没有法律压力。小孩总是可以向父母寻求建议\r\n\r\n## 学校应该私有化\r\n\r\n- **问：学校应该都被私有化。市场的力量将导致学校系统的自组织** \r\n\r\n- 答：私有化不是必要的，因为私立和公立学校在学券市场上将在同等的条件下运作。唯一的区别在于控制源（尤其是选择校长）。对于私立学校，控制源将是私人所有者。对于公立学校，是地方政府。这可能导致略有不同的优化。私立学校可能更注重盈利。公立学校可能会根据当地人口需求进行优化。这样，（1）我们避免了强制私有化，（2）我们通过适应性演变最大限度地减少了破坏，（3）我们避免了为富人创造教育的批评。私立学校可能会满足市场的所有主要需求。但是，改革的潜在反对者会质疑市场的「神奇之手」。这样，意见分歧将通过诚实的市场力量解决。\r\n\r\n## 地方政府已经在负责管理了\r\n\r\n- **问：你对于地方政府的要点是多余的。公立学校已经在掌握在地方政府手中。** \r\n\r\n- 答：我们旨在实现分权和自治，同时尽量减少妨碍。复杂的法律使地方政府的日子很难过。有缺陷的补贴制度是目前令人头痛的主要问题。改革后，重点将是选择校长，并在不受法律约束的情况下满足民众的需求。此外，对新学校的需求很可能由私营市场满足。地方政府将摆脱大部分负担，并获得更多的空间来创新，并有创意地回应人民的需求。学校管理、质量控制、聘用教师、预算管理、教师培训，以及与现场其他参与者的复杂合作的需求将大大减少。\r\n\r\n## 你有企划书吗？\r\n\r\n- **问：你有关于改革的企划书吗？** \r\n\r\n- 答：没有。自组织需要去除控制。自发的学习过程导致知识的自组织。 市场也是自组织的。 [学券](https://supermemo.guru/wiki/School_voucher)产生了一个健康的市场。 一个健康的森林生态系统不需要化肥，杀虫剂或浇水时间表\r\n\r\n## 所有的社会实验都应该逐步引入\r\n\r\n- **问：你的改革计划太激进了，应该逐步推行以防灾难发生** \r\n\r\n- 答：[普鲁士教育模式](https://supermemo.guru/wiki/Prussian_school_model)是一个长达两个世纪的实验。 #学生之春 是对自然教育的回归，它已经运作了数千年。 参见：[强制学校教育的失败实验](https://supermemo.guru/wiki/The_failed_experiment_of_coercive_schooling)\r\n\r\n## 教育被束缚在不自由中\r\n\r\n- **问：社会无法认识到自己的局限性，因为每个人都会受到自己经历的限制。 孩子们在监禁中长大，因为他们的父母没有经历过自由。 只有领导者才能带来教育的解放。 你有吗？** \r\n\r\n- 答：你的推理中有三个错误：\r\n\r\n- **解放的力量是网络化的** ：从感到痛苦的学生，到领导者、家长和介于他们之间的各级参与者。 [彼得·格雷](https://supermemo.guru/wiki/Peter_Gray)坚持认为学生是解放的重要力量\r\n\r\n- **学生意识到** 这个系统的低效。 他们只需要一点助推就能推定强迫是罪魁祸首\r\n\r\n- **自由终将到来** 。 「解放之路漫长，但其终将指向自由。」独立于领袖和奴隶的决心，自由最终是历史的结果\r\n\r\n## 最优并不存在\r\n\r\n- **问：你怎么能宣称[学生之春](https://supermemo.guru/wiki/Lex_Wolnosc)是最优的？每个人在学习上都有自己的最优点。\r\n\r\n- 答：自由是最优的，它确保每个人都能以自己的方式使用它。这个模型源于千年来的智慧。有许多同态解释。对于科学家来说，改革的三个要点是生物学、经济学和热力学的最优状态。每次在寻找最佳方案时，都要将控制权交给最优的控制机制。对于学习来说，这是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)机制。在经济学中，这是市场力量。\r\n\r\n## 校长与学生的冲突\r\n\r\n- **问：解除强制的宣言和校长对他自己的课程及愿景的承诺之间存在矛盾。** \r\n\r\n- 答：校长会创立他/她心中的理想学校！学生可以选择适合自己的学校。没有强制。以契约的形式报名入学，他们同意遵守学校的规章制度（例如，由有远见的校长制定）。\r\n\r\n## 2023 学生之春\r\n\r\n本文解释了一场旨在结束强制学校教育的罢学「[2023 学生之春](https://supermemo.guru/wiki/Student_Spring_2023)」背后的原因和策略。\r\n\r\nHashtags: [#WiosnaUczniow](https://www.google.com/search?q=%23WiosnaUczniow), #StudentSpring2023\r\n\r\n更多信息：\r\n\r\n- [2023 学生之春](https://supermemo.guru/wiki/Student_Spring_2023)（英语）和 [2023 学生之春](https://supermemo.guru/wiki/Wiosna_Uczniow_2023)（波兰语）\r\n\r\n- 强制：[常见问题](https://supermemo.guru/wiki/FAQ:_Ban_on_school_coercion)（英语）和[常见问题](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Koniec_Przymusu_Szkolnego)（波兰语）\r\n\r\n- 择校：[常见问题](https://supermemo.guru/wiki/FAQ:_School_vouchers)（英语）和[常见问题](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Bon_oswiatowy)（波兰语）\r\n\r\n- [结束学校奴役](https://supermemo.guru/wiki/End_school_slavery)：旨在教育胁迫的倡议中心\r\n\r\n- Facebook 群组（英语）: [结束学校奴役](https://www.facebook.com/groups/endschoolslave)（在[结束学校奴役](https://supermemo.guru/wiki/End_School_Slavery)中解释）\r\n\r\n- Facebook 群组（波兰语）：[结束强制学校](https://www.facebook.com/groups/schoolcoercion)（在这里用英文解释：[结束强制学校](https://supermemo.guru/wiki/Koniec_Przymusu_Szkolnego)）", + "type": "text/markdown", + "caption": " 常见问题：教育改革基本法\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "FAQ ABC Reform" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ School strike.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ School strike.json" new file mode 100644 index 0000000..d7b2b08 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ School strike.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/FAQ School strike", + "text": "# 常见问题：罢学\r\n\r\n原文：[FAQ: School strike - supermemo.guru](https://supermemo.guru/wiki/FAQ:_School_strike)\r\n\r\n## 罢学", + "type": "text/markdown", + "caption": " 常见问题：罢学\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "FAQ School strike" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ School vouchers.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ School vouchers.json" new file mode 100644 index 0000000..72dde13 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_FAQ School vouchers.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/FAQ School vouchers", + "text": "# 常见问题：学券制\r\n\r\n原文：[FAQ: School vouchers - supermemo.guru](https://supermemo.guru/wiki/FAQ:_School_vouchers)\r\n\r\n## 结束强制学校教育\r\n\r\n一旦我们停止强迫孩子上学，世界将更加美好（见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）。\r\n\r\n一旦[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)（承蒙 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士的支持）普遍采用，胁迫将会走向尾声。\r\n\r\n为了让自由充分发挥作用，用一个良好的人生开端来支持孩子很有意义。没有哪种投资的回报能超过教育投资。在 1950 年代，Milton Friedman 提出了[学券制](https://supermemo.guru/wiki/School_voucher)的概念。简单来说，每个孩子在开始学习之旅时都会获得一定数量的钱，用于投资他们自己的教育。\r\n\r\n有许多怀疑者，甚至反对者，他们要么不理解这个概念，要么被劣质的[择校](https://supermemo.guru/wiki/School_choice)项目的劣质结果，或劣质指标所误导。这份常见问题将快速回答关于[学券制](https://supermemo.guru/wiki/School_voucher)最紧迫的问题。\r\n\r\n另见：[此文的波兰语版本](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Bon_oswiatowy)\r\n\r\n## 释放创造力\r\n\r\n- **问：学券制如何改善教育？** \r\n\r\n- 答：学券制提供了学习自由和资金自由。自由是创造力的基础。效果取决于开拓精神的程度。然而，效果是累积的。创造力激发更多的创造力。\r\n\r\n## 简洁的法律\r\n\r\n- **问：这将需要法律的一场革命，大量的新法案和规定** \r\n\r\n- 答：不，将法律简化到仅 3 点就打开了无数由旧规定阻碍的新合法选择（参见：[教育改革基本法](https://supermemo.guru/wiki/ABC_of_Education_Reform)）\r\n\r\n## 贫富分化\r\n\r\n- **问：给所有孩子相同的学券会加深贫富分化** \r\n\r\n- 答：学券能促进平等。每个人都将获得同样的提升。分化只在自然过程中增长。发展的[多样性](https://supermemo.guru/wiki/Diversity)是不可避免的。抱怨多样性是一种[学校恶习](https://supermemo.guru/wiki/Bad_school_habit)。\r\n\r\n## 学券的价值\r\n\r\n- **问：谁将确定学券的价值？** \r\n\r\n- 答：并没有最佳答案。这种决定最好交给群众的智慧。这个程序可能类似于我们确定税收水平的方式。\r\n\r\n## 省钱\r\n\r\n- **问：为什么这个系统的成本会更低？** \r\n\r\n- 答：如果支出的起点是现行教育成本的 70%，由于能够做出自己的决定，学生仍然会更开心。另外，所有的行政成本都可以省去。中央控制的官僚主义的成本是巨大的。\r\n\r\n## 抽走公立学校的资金\r\n\r\n- **问：学券会抽走公立学校的资金** \r\n\r\n- 答：没有必要区分公立学校和私立学校。学生的满意度将成为选择标准。公立学校的确会面临困难，但这仅仅反映了他们的无能和效率低下。好的学校会做得很好。\r\n\r\n## 教育权利\r\n\r\n- **问：公立学校保障了教育权利。削减公立学校的资金会破坏这个使命。** \r\n\r\n- 答：教育权利将通过学券得到保障，这还增强了选择的权利。公立学校的衰落只会由于学生的不满而发生。\r\n\r\n## 大型现代化学校\r\n\r\n- **问：大型现代化学校仅靠学券无法维持下去。** \r\n\r\n- 答：我们不需要减少资金量。我们只是改变了使用资金的决策方式。\r\n\r\n## 劫贫济富\r\n\r\n- **问：你这不是在劫贫济富？** \r\n\r\n- 答：不是。所有孩子都得到同样的学券。而税收通常从富人那里收取得更多。\r\n\r\n## 学券失败\r\n\r\n- **问：全世界许多地方的学券系统都失败了** \r\n\r\n- 答：并非如此。只有当学生有权自由做出所有教育决策时，学券系统才能最佳地运作。所有的「失败」判断都可以通过使用错误的指标（例如，测试分数）或者非自由的情况来解释。例如，在瑞典，学校无权额外收取学费或决定自己的入学标准。更糟糕的是，学生不能在家上学，更不用说非学校教育了。\r\n\r\n## 学券制：保守主义的想法\r\n\r\n- **问：学券制永远不会奏效。这是极端保守的想法** \r\n\r\n- 答：学券制不带有政治色彩。它们服务于以孩子的大脑为根源的高效资助。\r\n\r\n## 学券制：社会主义的想法\r\n\r\n- **问：学券制永远不会奏效。这是一个极端的社会主义想法，就像基本收入一样** \r\n\r\n- 答：学券制不带有政治色彩。这是对孩子大脑的平等机会投资。\r\n\r\n## 名誉扫地的学券\r\n\r\n- **问：支持学券的政治家们已经让学券名誉扫地** \r\n\r\n- 答：好理念应该根据其自身的优点来评判，而不是根据谁支持它来评判。学券制在保守的财政效率和寻求为孩子提供平等机会的平等主义之间达到了良好的平衡。\r\n\r\n## 学券 vs. 补贴\r\n\r\n- **问：为什么你坚持学券制，而不是直接补贴学校？** \r\n\r\n- 答：教育投资太复杂，政府无法参与。有些付款可能会流向海外。打个比方，你不会希望政府因为你在某个特定商店买面包而补贴那个商店。直接支付更为方便。\r\n\r\n## 增加官僚\r\n\r\n- **问：学券制增加了官僚。需要职员来处理支付事务。** \r\n\r\n- 答：可以使用电子支付系统，其中资金会自动转账到符合条件的家庭账户中。无需人工职员参与。\r\n\r\n## 私人致富\r\n\r\n- **问：你的整个计划只会把钱转移到学校所有者的私人口袋里** \r\n\r\n- 答：私人收入并非罪行。私有化程度只会与公立学校的低效成正比。如果公立学校能够满足学生的满意度，它们将会有增无减。\r\n\r\n## 腐败\r\n\r\n- **问：学券制将引来腐败和病态** \r\n\r\n- 答：教育改革是抵制腐败的最好办法。当别人处理你的钱时，腐败就更有可能发生。孩子的大脑是检测未满足需求的优质探测器。学券制的实际实施会有相对较少腐败行为。\r\n\r\n## 失去机会\r\n\r\n- **问：学券制会让一些孩子失去上学的机会。今天，公立学校的校长有义务接纳在区域内的所有孩子。** \r\n\r\n- 答：（1）对私立学校的开放将减少需求，使公立学校学生减少。（2）地方政府可以自由制定他们自己的规定，来帮助那些可能被抛弃的孩子。（3）教育市场正在接近完全竞争市场。\r\n\r\n国家部分地区总会有服务不足的情况，选择的自由总是有效优化的必要条件。只要孩子有足够的钱可以花，你就可以期待有人愿意伸出援手。在在线学习的时代，对于完全竞争的教育市场来说，企业将会努力保证他们的正常利润。\r\n\r\n## 2023 学生之春\r\n\r\n本文解释了一场旨在结束强制学校教育的罢学「[2023 学生之春](https://supermemo.guru/wiki/Student_Spring_2023)」背后的原因和策略。\r\n\r\nHashtags: [#WiosnaUczniow](https://www.google.com/search?q=%23WiosnaUczniow), #StudentSpring2023\r\n\r\n更多信息：\r\n\r\n- [2023 学生之春](https://supermemo.guru/wiki/Student_Spring_2023)（英语）和 [2023 学生之春](https://supermemo.guru/wiki/Wiosna_Uczniow_2023)（波兰语）\r\n\r\n- 强制：[常见问题](https://supermemo.guru/wiki/FAQ:_Ban_on_school_coercion)（英语）和[常见问题](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Koniec_Przymusu_Szkolnego)（波兰语）\r\n\r\n- 择校：常见问题（英语）和[常见问题](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Bon_oswiatowy)（波兰语）\r\n\r\n- [结束学校奴役](https://supermemo.guru/wiki/End_school_slavery)：旨在教育胁迫的倡议中心\r\n\r\n- Facebook 群组（英语）：[结束学校奴役](https://www.facebook.com/groups/endschoolslave)（在[结束学校奴役](https://supermemo.guru/wiki/End_School_Slavery)中解释）\r\n\r\n- Facebook 群组（波兰）：[结束强制学校](https://www.facebook.com/groups/schoolcoercion) (在这里用英文解释：[结束强制学校](https://supermemo.guru/wiki/Koniec_Przymusu_Szkolnego))", + "type": "text/markdown", + "caption": " 常见问题：学券制\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "FAQ School vouchers" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_How can I become more creative.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_How can I become more creative.json" new file mode 100644 index 0000000..45be97c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_How can I become more creative.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/How can I become more creative", + "text": "# 如何提升我的创造力？\r\n\r\n原文：[How can I become more creative? - supermemo.guru](https://supermemo.guru/wiki/How_can_I_become_more_creative%3F)\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\nDavid O. 问：如何提升我的创造力？\r\n\r\n本[常见问题](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展。\r\n\r\n## 提升创造力需要时间\r\n\r\n没有灵丹妙药能快速提升创造力。如果你睡眠不足，那么睡足觉之后你的创造力就能飞速提升，但你可能不是想问这个。若要大幅提升创造力，你要花很多时间，干不少事。\r\n\r\n提升创造力需要达成下列条件：\r\n\r\n- 改变大脑生理机能，需要养成更好的用脑习惯，并坚持数月乃至数年\r\n\r\n- 长期更新知识储备，这是创造的基石\r\n\r\n- 置身于有保障的创造环境\r\n\r\n一切改变都难以立竿见影地提升创造力。最大的进步可能来自习惯的改变。如果你保持大脑健康，并用知识滋养大脑，你可能会在数周或数月内注意到一些变化，而在数年从事各种创造性活动后，你会注意到巨大的改变。这些缓慢的进步往往是累积的，可能会持续到退休年龄。虽然早点开始更有益处。\r\n\r\n## 智商 vs. 创造力\r\n\r\n矛盾的是，创造力并不依赖于高智商。智商只与解决计算问题有关，其主要依赖于[快速思维](https://supermemo.guru/wiki/Fast_thinking)。高智商是不错的财富。它使生活变得轻松。然而，创造力可能常常胜过智商。当你面对定义明确，可以用广为人知的算法解决的问题时，解决这个问题可能只是时间问题。平均的智商水平会让你解决得慢一些。如果你有微积分问题，你只需要找到合适的书，花上一段时间。然而，如果你在科学、商业、甚至私人生活中面临新的挑战，你可能找不到书能给你标准答案。如果你不能跳脱框架思考，即使是最简单的问题也难以解决。这段话的关键是，如果你确信自己没有那么聪明，如果你在上次智商测试中没有取得理想的成绩，或者你在学校总是听到坏消息，那么你需要从抛弃有害的压舱石开始，轻装上阵。你的创造力仍然可以得到极大的提升。你所需要的只是健康的身体和充足的时间。有时，从较低的起点开始更容易达成更大的成就。\r\n\r\n参见：[智商是衡量智力的糟糕标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)\r\n\r\n## 大脑健康\r\n\r\n在开始之前，请参阅我的[天才清单](https://supermemo.guru/wiki/Genius_checklist)，确保为你的大脑提供健康的工作环境。哪怕是看起来简单的小事情，比如[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)或[压力](https://supermemo.guru/wiki/Stress)，都很容易破坏你的进步。如果没有合适的条件，即便勤学苦练，你照样也会退步。健康的大脑是必不可少的，这在理论上很容易实现。然而，如果你的按照现代西方生活方式生活，身旁充斥着各种诱惑和压力，你的大脑很难是健康的。\r\n\r\n## 创造力小技巧\r\n\r\n你可以采取许多创造力专家建议的技巧，但你不大可能一夜之间成为创意天才。你可以在维基百科上随机跳转，希望找到富有创意的联系，但对于提升创造力，这只是沧海一粟。\r\n\r\n各种创造力小技巧都可能有点用，但对于真刀真枪的创造活动很难起作用。若要取得重大的创造突破，你需要大脑保持健康，且具备丰富的[类型正确的知识](https://supermemo.guru/wiki/Abstract_knowledge)的。大脑的健康与能力可随时间逐步提高，但这个过程很缓慢，比不了健身房里练肌肉，无法很快炫耀给别人看。\r\n\r\n提升创造力的主要障碍之一，是创造力必须来自[内在动机](https://supermemo.guru/wiki/Intrinsic_motivation)。这就像[学习内驱力](https://supermemo.guru/wiki/Learn_drive)随着[自由学习](https://supermemo.guru/wiki/Free_learning)而绽放，[随着在校学习而枯萎](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)一样。 你不能强求创造力。你无法借[外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)点燃创造之火。你不可能突然变得更有创造力。然而，如果你多年来一直系统地工作，你会变得更有创造力。本文提供了一个方法概要。\r\n\r\n## 知识的力量\r\n\r\n创造力并非源自智慧。引爆创造力的最好来源是学习新知。如下图所示。注意红色的地方。打个比方，你的知识需要点燃。你不可能成为一位有创造力但冷淡的专家。新知识的不断涌入对创造力至关重要：\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/800px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n创造性解决问题中的新知旧识\r\n\r\n> 图：创造性地解决问题需要（1）丰富而具备高度[稳定性](https://supermemo.guru/wiki/Stability)的专业知识，以及（2）具有高度[可提取性](https://supermemo.guru/wiki/Retrievability)的大量新知识。庞大的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题可以在低能量消耗下解决。需要 「跳出框架思考 」的问题则依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对貌似不相关想法的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可由 「饥渴知识」提供动力，即新鲜的知识可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻易地被塑造和[泛化](https://supermemo.guru/wiki/Generalization)。这种可塑性为新的学习和创造性问题解决提供了良好的模式匹配。\r\n\r\n## 创造力程序\r\n\r\n这里有一个简单的程序供你执行。这会很有帮助。它有多大效果取决于你的努力。我按「影响因素」对列表进行了排序，即首先列出的是效果显著的简单任务：\r\n\r\n- 好好睡觉。如果你睡眠不规律，或者睡醒后精神萎靡，你就要开始锻炼[自由运作的睡眠](https://supermemo.guru/wiki/Free_running_sleep)。如果这招不行，阅读《[好睡眠](https://supermemo.guru/wiki/Good_sleep)》。\r\n\r\n- 消除、避免或减轻压力。压力会把你的注意力从你要解决的核心问题上转移开。人们可以在最后期限前匆忙解决问题，但在压力下他们很少有创造性。抑郁可能会削弱所有的创造力（梵高的例子带有误导性）\r\n\r\n- 每天早上安排大块时间用于创造性工作，断绝 **一切** 干扰\r\n\r\n- 早上一杯咖啡能提升你在早上的创造力。不要在之后喝咖啡，如果你觉得有必要喝咖啡，你更应该改善睡眠。\r\n\r\n- 开始终生学习。每天都要学习新知识，特别是与你所要解决的问题有关的知识。学习新知识的意义不只是获得新知识，更是创造过程的必须要素。参见：[知识在创造性问题解决中的作用](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)\r\n\r\n- 遵从[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)，在合适时机安排不受干扰的创意时间。\r\n\r\n- [设定目标](https://supermemo.guru/wiki/Setting_goals_can_change_your_life)能帮助你集中注意力（见[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)如何为[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造力](https://supermemo.guru/wiki/Creativity))提供能量）\r\n\r\n- 开始每日锻炼。锻炼对大脑健康有益，同时也让你从技术的牢笼中解开，花一点时间纯粹地思考\r\n\r\n-当陷入创造性瓶颈时，使用[神经创造力](https://supermemo.guru/wiki/Neural_creativity)，这是你的终极独创性工具\r\n\r\n- 当陷入创造困境时，使用[头脑风暴](https://supermemo.guru/wiki/Brainstorming)或[渐进头脑风暴](http://super-memory.com/help/e-mail.htm)以利用他人的智慧\r\n\r\n- 借助[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)来学习更多知识，释放更多创造力\r\n\r\n这些工具在《[如何解决所有问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)》一文中有详细描述\r\n\r\n## 神经创造力\r\n\r\n我对各种创造力小技巧都不感冒，但我推荐一种针对特定问题提高创造力的方法：神经创造力。你可以提出质疑。我推荐这个方法是因为这是我发明的，并且收效良好。\r\n\r\n在神经创造力方法中，你要围绕你要解决的问题建立知识数据库，之后模拟大脑的创意过程，追踪知识数据库中的语义链接。具体算法来自神经网络：[扩散激活](https://supermemo.guru/wiki/Spreading_activation)。\r\n\r\n[神经创造力](https://supermemo.guru/wiki/Neural_creativity)之所以有用，是因为该方法由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动。如果你不喜欢你需要解决的问题，对解决问题所需知识毫无兴趣的话，这方法对你没有效果。", + "type": "text/markdown", + "caption": " 如何提升我的创造力？\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How can I become more creative" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Is rote learning essential for child's education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Is rote learning essential for child's education.json" new file mode 100644 index 0000000..b9b0dda --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Is rote learning essential for child's education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/Is rote learning essential for child's education", + "text": "# 死记硬背对儿童教育是必要的吗？\r\n\r\n原文：[Is rote learning essential for child's education? - supermemo.guru](https://supermemo.guru/wiki/Is_rote_learning_essential_for_child's_education%3F)\r\n\r\n# 问题\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\n2017 年 8 月 12 日，来自加拿大的 David 写道：\r\n\r\n很多教育者认为，儿童不应该死记硬背。这也可以理解为「[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 不是给聪明人用的」。看到这篇文章，我觉得 SuperMemo 又添一名支持者了！Helen Abadzi 对 [Ken Robinson](https://supermemo.guru/wiki/Ken_Robinson) 爵士的「渐进式」学习方法持批判态度。她认为，对于复杂任务来说，记忆是必需品：[死记硬背是必须的](https://www.tes.com/us/news/breaking-news/rote-learning-essential-a-childs-education-play-isnt-says-leading)\r\n\r\n# 总结\r\n\r\n **孩子应该经常玩耍！** 等到他们足够成熟了，他们的记忆力会提高，解决问题也变得更容易。在儿童成长早期，过早让孩子记忆数学知识会制造[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。参见：[放弃早期数学教学！](https://supermemo.guru/wiki/Abandon_early_math_instruction!)。Robinson 和 Abdazi 都是正确的（各有各的道理）。\r\n\r\n# 答案\r\n\r\n「死记硬背」（rote learning）这个术语应该被废除，因为这个词混淆了太多对立的概念。这个词基本上是贬义的。如果将死记硬背理解为「不理解就学习」，那它显然是错的；但如果理解为「学习中使用重复」，那倒也不坏；如果理解为「学习中大量重复」，那么死记硬背又变得不可取。从这个角度来看，本文的标题很让人迷惑，甚至令人恼火。\r\n\r\n **过度学习** 这个词同样会制造麻烦的混淆。虽然不断练习能提升[程序性学习](https://supermemo.guru/wiki/Procedural_memory)的表现，但是重复复习[陈述性知识](https://supermemo.guru/wiki/Declarative_memory)反倒会弱化记忆。这样的混淆甚至出现在学习和记忆方面的学术文献中，扰乱视听。\r\n\r\n文中有些观点是正确的：\r\n\r\n- 「记忆是复杂任务的基础」，换句话说，没有存储器（memory）的计算机不可能做好计算任务\r\n\r\n- 「娴熟掌握知识能解放工作记忆，腾出复杂计算的空间」，换句话说，写得好的计算机程序执行起来更快\r\n\r\n- 反复使用心算是件好事。通过在各种场景下计算不同数字，我们获得了熟练计算加法乘法的技能。这是 Abadzi 教授所考虑的学习方式。 \r\n\r\n有些观点是错误的：\r\n\r\n- **错误** ：过度学习知识才能记住。我们仍然会[遗忘](https://supermemo.guru/wiki/Forgetting)已经用过几百次的 PIN 码，其罪魁祸首是[间隔效应](https://supermemo.guru/wiki/Spacing_effect)。通过优化复习时间或者增加上下文冗余 ，来实现最佳回忆概率（即用不同方式记忆同一件事）\r\n\r\n- **错误** ：「练得越多，忘得越少」，应该说「练得越[好](https://supermemo.guru/wiki/SuperMemo)，忘得越少」\r\n\r\n- **错误** ：玩耍对提高数学技能不是必要的\r\n\r\n我不清楚为何 [Ken Robinson](https://supermemo.guru/wiki/Ken_Robinson) 会受她批评。也许问题在于「死记硬背」一词的用法。Robinson 可能在批判不过脑子的学习，而 Abadzi 在考虑复习的必要性。标题写的是「玩耍不是必要的」，但 Abadzi 想表达的不是这个观点。也许在解决了术语差异之后，这两位专家会达成一致。\r\n\r\n如果课标强调批判性思维而淡化死记硬背，这通常是件好事。对于数学来说，我们希望孩子能有效解决问题。这意味着孩子要能高效地运用抽象规则，并且牢记知识。因此「记忆」和「思考」同等重要。强调批判性思维，避免死记硬背 ，保护理解和抽象思考能力 。我们希望孩子能学到通用的规则，同时他们也能记住这些规则。\r\n\r\n有一部分比较有争议：「直接教学法有时候不讨人喜欢——像『跟我说』这种方法——但直接教学法对学生的长期记忆有帮助。有人觉得，孩子在课堂里坐着听讲是落后的教学法，然而课堂授课在较短时间内非常有效。」这段话看似是在支持落后低效的课堂教学。不过，她的说法比较模糊，所以也不算错。「跟我说」的方法有时候有用，特别是别无他法的时候。课堂授课在短期内很有效，不过大部分时候仍然是很低效无能的方法。\r\n\r\n标题肯定是错的。所有认为玩耍对学习数学技能不必要的人，都没有充分理解有语义访问记忆的形成过程。记忆乘法表会制造[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。通过玩耍或者创造性学习来学习乘法技能，才能形成持久流畅并能终生运用的记忆。\r\n\r\nAbadzi 想传达的观点没有错误。 [Ken Robinson](https://supermemo.guru/wiki/Ken_Robinson) 的使命同样是正确的。孩子应该出去玩耍，而等到他们大脑发育成熟了，他们能抓起 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 来健康地记忆知识。无论如何，孩子的行为应当出于自愿。\r\n\r\n本[常见问题](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展。", + "type": "text/markdown", + "caption": " 死记硬背对儿童教育是必要的吗？\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Is rote learning essential for child's education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Utopian quest for a happy society.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Utopian quest for a happy society.json" new file mode 100644 index 0000000..8b4cb64 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Utopian quest for a happy society.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/Utopian quest for a happy society", + "text": "# 对幸福社会的乌托邦式探寻\r\n\r\n原文：[Uopian quest for a happy society-supermemo.guru](https://supermemo.guru/wiki/Utopian_quest_for_a_happy_society)\r\n\r\n本[常见问题](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展。\r\n\r\n在要求人们进行创造性任务之前，我们需要了解他们如何能最好地实现目标。我们需要尽量让他们在追求中快乐。这可能对他们的表现产生非常好的影响。然而，一位同事指出这种做法有些理想化。毕竟羚羊会在发觉附近有狮子时一路狂奔。在这个残酷的世界里，没有太多时间进行自省。他的话提到了我思考的一个更广泛的问题：\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\n你在描绘一幅乌托邦式的未来愿景！你提出[普遍不反对神经控制](https://supermemo.guru/wiki/War_of_the_networks)，让我想到那些在战争中早早丧命的天真和平主义者。现代世界这几个字就让人不敢懈怠。教育不可能只有[乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。谁会愿意干税务审计员？可如果没有闹钟，许多人就无法上班。没有时差，就没有国际业务。没有轮班工作，所有医院都将要关闭。没有[托儿所](https://supermemo.guru/wiki/Daycare)，社会的劳动力会减半。如果不用吃饭，有些人可能永远不会出门。近视怎么办？你是否也主张一个没有电脑屏幕的世界？人们如何使用你的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)? 我们都希望看到一个幸福的世界，但你描绘的是一个乌托邦。一个满是羚羊的星球上，一头狮子就能称雄称霸。\r\n\r\n[尊重神经控制](https://supermemo.guru/wiki/War_of_the_networks)不会阻止社会进步。恰恰相反，如果运用得当，遵循人类的本能需求可以提高人们的创造力、智慧、健康和社会满足感。\r\n\r\n首先我们应该区分 **[慢性压力](https://supermemo.guru/wiki/Chronic_stress)** 、 **[急性压力](https://supermemo.guru/wiki/Acute_stress)** 和 **[良性压力](https://supermemo.guru/wiki/Eustress)** 。我们应该努力保护个人免受慢性压力。同时，急性压力也有很大的价值。对于居家的程序员来说，马拉松或[冬泳](https://supermemo.guru/wiki/Winter_swimming)会让人受益颇多。最后这一条重点是，良性压力是一种快乐和激情的形式，它帮助许多人在创造性工作中腾飞。一个好的程序员在面对挑战、竞争，甚至是合理的截止日期时，可以大显神通。[压力的承担有一个最佳剂量](https://supermemo.guru/wiki/Stress_resilience#Optimum_stress_exposure)，特别是在青春期之前。\r\n\r\n我没做过羚羊，但我敢说，没有什么能比成功逃离捕食者的追捕更能让它感到身心舒畅。在拳击比赛胜利时，或马拉松赛越过终点线的那一刻，人们都会兴高采烈。我们不希望羚羊被人为地移到一个新公园，或者为了自身的保护而[关在笼子里](https://supermemo.guru/wiki/Would_you_have_a_heart_to_cage_a_puppy%3F)。它终会在我们面前变成一只失去生存欲望的肥胖动物。就像是一只深陷存在主义困境的沮丧羚羊。这对现代社会的很大一部分人来说是个问题。\r\n\r\n第二个主要例外是年龄问题。我们应该保护发育中的大脑免受睡眠剥夺，[闹钟](https://supermemo.guru/wiki/Alarm_clock)，[时差](https://supermemo.guru/wiki/Health_effects_of_shift-work_and_jetlag)，压力，[母婴分离](https://supermemo.guru/wiki/Maternal_separation)等的影响。慢性压力会导致脑细胞损失、神经发生受抑制、技能过早结晶固化、代谢紊乱、[睡眠](https://supermemo.guru/wiki/Sleep)问题，失去[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)等。最优化压力会引起[抗压韧性](https://supermemo.guru/wiki/Stress_resilience)，改善了整体健康状况且有益健康的心理发展。所有这些压力因素都会影响发育，只有在压力实在不可避免的情况下，才应在过渡到成年阶段时逐渐递增。即便如此，仍有合理化改革的空间。一个好的轮班制度未必会严重违反生理的[昼夜节律](https://supermemo.guru/wiki/Circadian)。矛盾的是，健康的大脑提供了抵御压力的最佳武器。早期暴露在慢性压力下不利于大脑发育健壮。\r\n\r\n第三，我所有「神经顺应性」处方的主要目标群体是创意从业者。例如，相较于顶级程序员、作家或研究者，[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)对售货员的影响较小。就创意价值而言，好睡眠或好身体可以带来指数级的回报。脑力劳动者的最佳突破可能会在警觉、创造力、健康、专注或创意快感的前 1% 爆发。虽然外科医生可能需要在半夜起床，但从事新医疗程序的研究人员应避免受到外界干扰，为可能的突破提供最佳的创造环境。\r\n\r\n[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 没有像「和平主义者」那样重塑社会的雄心壮志。只打算制定一个简单的处方，每个人都可以根据空闲时间、技能和需求综合进行选择。\r\n\r\n如果我们能更加尊重[睡眠](https://supermemo.guru/wiki/Sleep)、自由和[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，我们将会因此受益匪浅。", + "type": "text/markdown", + "caption": " 对幸福社会的乌托邦式探寻\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Utopian quest for a happy society" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_We need more bad schools.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_We need more bad schools.json" new file mode 100644 index 0000000..c397c02 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_We need more bad schools.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/We need more bad schools", + "text": "# 我们需要更多烂学校\r\n\r\n原文：[We need more bad schools - supermemo.guru](https://supermemo.guru/wiki/We_need_more_bad_schools)\r\n\r\n# 观察\r\n\r\n有些人主张「烂学校总比没学校好」。\r\n\r\n有封寄给我的邮件写道：「[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 错啦！快看 Justin Sandfur 写的这篇文章。他认为，根据研究，[烂学校同样对社会有益](http://supermemopedia.com/wiki/Science:_Even_bad_schools_are_good_for_society)。」我将这篇邮件节选如下：\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\nJustin Sandefur 的文章[《世界需要更多的烂学校》](https://www.cgdev.org/blog/world-needs-more-bad-schools)似乎反驳了我在[学校问题](https://supermemo.guru/wiki/Problem_of_schooling)中的观点。「全球发展中心」网站（重点强调）： **烂学校似乎一直在产生好结果。** \r\n\r\n研究文献表明，资金投入与学习效果之间的联系很弱，但它同时表明，发展中国家的教育回报高得惊人。这很矛盾。我们知道，贫穷国家的平均教育水平低得可怜。之前我的一篇文章表明， **在我们有数据的 50 多个发展中国家里，近一半的国家中，在五年级后离开学校的女性，只有不到一半的人能够读懂一句话** 。\r\n\r\n **送孩子去学校（尤其对女孩来讲）有巨大的社会回报** 。每多接受一年学校教育，不仅未来工资回报就会增长 10%，而且受过教育的妇女生育孩子更少， **更容易存活** 。如果学校甚至没有教她们阅读，这就有点令人费解了。个体水平数据显示，接受过六年小学教育的女性比没有上过学的女性大约少生了 0.6 个孩子，而这些孩子的存活率高了 5%。但假设把重点放在去过学校但没学过阅读的人身上——即那些似乎在烂学校中失败的女性——她们仍然平均少生了 0.25 左右的孩子，并且这些孩子 **存活率仍提高了** 2%（…）。\r\n\r\n此外：\r\n\r\n1. 在印度尼西亚，PISA测试中位数学生的得分低于越南 10 个百分点。在那里，Duflo（2001）发现在 1973 和 1976 年之间学校建设的激增依然导致了学校教育的回报以每年 6.8% 至 10.6% 的速度激增。Breierova 和 Duflo（2004）表示这也导致了人口出生率和 **儿童死亡率** 的 **下降** 。\r\n\r\n2. 在尼日利亚，只有 8%（！）的五年级毕业女性能够读懂一句话。在那里，Osili 与 Long (2008) 表示学校教育增加一年会导致0.26个婴儿的减少，该结果基于普及初等教育时间的区域差异得出。\r\n\r\n3. 在乌干达，教师缺席课堂的时间高达 60％，Anthony Keats (2016) 发现由 Museveni 总统在 1997 年推出的普及小学教育计划不仅导致了总体生育率的 **下降** ，还 **减少了慢性营养不良儿童的数量** 。\r\n\r\n4. Singh（2014）发现埃塞俄比亚的小学在学习效果方面远远落后于印度、秘鲁和越南的小学。而 Luke Chicoine (2016) 发现，在 1993 年至 1996 年期间取消学费后，女孩额外获得的 1.5 年教育仍然导致生育率的显著下降，这主要是由于性行为、婚姻和生育的推迟以及避孕措施使用的增加。\r\n\r\n5. 在肯尼亚，Lucas 和 Mbiti (2014) 发现，即使是最好的中学也没有提高多少学习效果，Andrew Brudevold-Newman (2016) 发现，免费的中等教育导致了生育延迟和**从农业向技术就业的转变*\r\n\r\n本[常见问题](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展。\r\n\r\n# 回复\r\n\r\n## 我们需要修更多烂路\r\n\r\n关于[欠发达国家](https://en.wikipedia.org/wiki/Least_Developed_Countries)的「我们需要更多烂学校」的报告和「我们需要更多害死人的烂公路」一样真实。非洲的公路死亡事故是世界第一，尽管道路建设对经济发展的积极作用众所周知。同样地，道路建设对工业化世界的经济效益递减，而学校教育正在慢慢地变成一种负担，有待充分衡量和理解。\r\n\r\n在这种环境下，我们需要问一个问题：我们是否希望帮助欠发达国家遵循我们越来越低效的教育路线，还是另一种更好的道路，例如免费的网络和在线学习。\r\n\r\n## 学校教育的核心问题\r\n\r\n学校的核心问题在于那些不满现有体系、失去学习热情的孩子。但这在欠发达国家并非普遍情况。以下是摘自《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/I_would_never_send_my_kids_to_school)》一书的引言：\r\n\r\n> 在利比里亚的小村落、里约热内卢的棚户区、波兰的十户村落、玛萨瑞的贫民窟、后塔利班时代的阿富汗或者移民郊区的贫困陷阱中， **学校教育是一种眷顾** 。它可以让人们远离贫困、暴力或虐待。\r\n\r\n全球发展中心的文章提供的所有研究事实都与现代学校教育的体验相去甚远。在现代学校，孩子们并没有获得解放，而是从温馨的家庭走入了以成绩和测试为主导的压抑环境，在这里，[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)寥寥无几。\r\n\r\n## 相关不代表因果\r\n\r\n在解读统计数据时，总是存在误读的风险。在西方世界，我们倾向于相信受教育的年限可以降低入狱的风险。然而，如果我们看看少数族裔的惊人辍学率，我们应该怀疑问题的根源在于社会环境，学校提供的只是有限的解决办法。\r\n\r\n同样地，如果你发现在埃塞俄比亚接受更多的教育与延迟结婚有关，你可能会认为学校在教育方面有着积极的影响，使女孩在考虑结婚时更加谨慎。实际上，完全不同的因素可能发挥作用。在这种特定的文化环境中，是婚姻制度阻止女孩入学或导致早期辍学。那些逃脱这一传统的女孩获得了额外的教育年限，这有助于解释这种关联。尼日利亚的例子是一个很好的线索。如果学校在提高识字能力方面做得很糟，出生率的差异就不能仅仅通过识字能力来解释。\r\n\r\n在欠发达国家，我们可以观察到一个越来越明显的趋势：家庭环境、个性和天赋有助于人们在教育、社会生活、就业等方面取得更好的结果。能够去学校的儿童已经占有优势，享有更好的资源，而学校教育搭了他们通往更好未来的便车。学校希望把其他因素所致的好结果归功于自己。简单来说，条件更好的儿童更可能在学校学习，并让统计数据变得好看。\r\n\r\n最后但同样重要的一点，欠发达国家并没有[非学校教育](https://supermemo.guru/wiki/Unschooling)的文化风气。不上学的孩子更有可能成为童工，遭受包办婚姻或其他不幸，这在工业化国家中几乎闻所未闻。\r\n\r\n## 强制学校教育\r\n\r\n[教育优化](https://supermemo.guru/wiki/Optimization_of_education)的关键转折点似乎总是强制学校教育的引入。在欠发达国家，政府经常努力提高学校就读率。一旦就学率提高，政府就会尝试让学校教育强制化。这种举措形成一个恶性循环，将解放工具转化为压迫工具。受教育的权利变成了上学的负担。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n## 教育投资\r\n\r\n那么我们还应不应该帮助欠发达国家修建更多的学校？我对免费接入网络的主意深感兴趣（例如由 [Sugata Mitra](https://www.youtube.com/watch?v=HE5GX3U3BYQ) 与[凿壁上网](https://supermemo.guru/wiki/Hole_in_the_wall)项目所倡导的那样）。我赞同马克·扎克伯格的观点，他认为[互联互通应该是一项人权](https://www.facebook.com/isconnectivityahumanright/isconnectivityahumanright.pdf)：\r\n\r\n> 当今世界经济正在经历巨大的转变，而知识经济正是未来的趋势。通过让更多的人接触互联网，我们不仅能够提高数以亿计人的生活质量，并且如果我们受到他们贡献给世界的想法和生产力的启发，我们还可以改善我们自己的生活。给予所有人互相交流的机会是建成知识经济的基础。\r\n\r\n贫困地区的网络接触实验似乎表明，比起在学校改革上花钱，它们可能是[更好的投资](https://en.wikipedia.org/wiki/Minimally_invasive_education)。[马克·扎克伯格吸取了这个痛苦的教训](https://supermemo.guru/wiki/Good_hearts,_brains,_and_money_are_not_enough_for_school_reform)，他发誓将有所改进。\r\n\r\n## 结论\r\n\r\n尽管标题颇具煽动性，这篇[引用的文章](https://www.cgdev.org/blog/world-needs-more-bad-schools)非常详实，并且与[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)中所陈述的断言毫无矛盾。这段节选非常值得记住：\r\n\r\n> 大量的研究质疑了教育支出与学习成果之间的联系，而一些旨在改善学习的微观干预研究则专注于零成本，甚至减少教育预算 [...] 当援助预算紧张时，向特定行业（例如教育）分配更多的资金并不是事关慷慨或者道德的运动，这本质上是一场划分固定预算的零和博弈。如果这就是我们所参与的博弈，那么教育投资者就不能回避如何以最低成本取得最大学习成果的讨论。", + "type": "text/markdown", + "caption": " 我们需要更多烂学校\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "We need more bad schools" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Why do schools kill creativity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Why do schools kill creativity.json" new file mode 100644 index 0000000..7ef5638 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Why do schools kill creativity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/Why do schools kill creativity", + "text": "# 学校如何扼杀创造力？\r\n\r\n原文：[Why do schools kill creativity? - supermemo.guru](https://supermemo.guru/wiki/Why_do_schools_kill_creativity%3F)\r\n\r\n本[常见问题](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\n一个 15 岁的孩子问道：为什么你说学校扼杀了创造力？\r\n\r\n## 自由\r\n\r\n并非所有学校都会扼杀创造力。是胁迫会扼杀创造力。[民主学校](https://supermemo.guru/wiki/Democratic_schools)既不胁迫，也非有害。\r\n\r\n创造力在自由中茁壮成长\r\n\r\n## 创造力\r\n\r\n[创造力](https://supermemo.guru/wiki/Creativity)是一个随机的过程，难以控制。它很大程度上是不可预知的。然而，它以知识作为原材料。这意味着我们可以通过学习和[热爱](https://supermemo.guru/wiki/Passion)的事物来控制创造力。\r\n\r\n为了获得高质量的知识，我们需要遵从[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的引导，在环境中挑选最佳的信息（见：[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。大脑将环境中的知识与其已知的知识比较，并检查新知识对[联想网络](https://supermemo.guru/wiki/Concept_network)的激活程度。这些有价值的激活形成了[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)。这些连接越广泛（激活越多）便越有价值（例如，由[传输频率](https://supermemo.guru/wiki/Valuation)表示），大脑的奖励就越高。见：[创造性解决问题的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)\r\n\r\n丰富高价值的知识滋养创造力\r\n\r\n[[img [Old and new knowledge in creative problem solving|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/450px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n> 图：创造性地解决问题需要（1）具有高[稳定性](https://supermemo.guru/wiki/Stability)的大量专业知识，以及（2）具有高[可提取性](https://supermemo.guru/wiki/Retrievability)的大量新知识。庞大的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题可以在低能量消耗下解决。需要 「跳出框架思考 」的问题则依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对遥远想法的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)由 「令人饥饿的知识 」提供动力，即新知识可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻易地被塑造和[泛化](https://supermemo.guru/wiki/Generalization)。这种可塑性为新的学习和创造性问题的解决提供了良好的模式匹配。\r\n\r\n## 学校\r\n\r\n学校不仅禁止使用[最优指导机制](https://supermemo.guru/wiki/Learn_drive)进行学习。它还拼命地打压它。每次你需要在[强制学习](https://supermemo.guru/wiki/Coercive_learning)和你的[激情](https://supermemo.guru/wiki/Passion)之间做出选择时，你的大脑会产生一定程度的[精神痛苦](https://supermemo.guru/wiki/Decoding_failure_penalty)。为了防御，为了减少痛苦，大脑需要压制来自[知识估值系统](https://supermemo.guru/wiki/Knowledge_valuation_system)的输入。结果，你变得越来越能容忍学习那些不能提高你知识的东西。你麻木于[死记硬背](https://supermemo.guru/wiki/Cram)而不抗议。这种现象是[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的基础，可能导致[抑郁症](https://supermemo.guru/wiki/Depression)。它也使你容易[上瘾](https://supermemo.guru/wiki/Addiction)（例如，对[电脑游戏上瘾](https://supermemo.guru/wiki/Gaming_disorder)，酒精，等等）。\r\n\r\n无形中你脑内的知识价值判断被抹杀，丢失了这一最好的学习工具，你便能接受老师传授的任何知识，但这些知识缺乏[连贯性](https://supermemo.guru/wiki/Coherence)，容易受到[干扰](https://supermemo.guru/wiki/Interference)，也容易[被忘记](https://supermemo.guru/wiki/Forgetting)，而且其[价值](https://supermemo.guru/wiki/Valuation)也微乎其微。这样便形成了负反馈循环，以至于你对自己所学的东西越来越不关心。你对学习的热情和对生活的热爱也被消耗殆尽。\r\n\r\n学校破坏了负责热爱学习的控制系统\r\n\r\n## 被抑制的创造力\r\n\r\n如果没有丰富而[连贯](https://supermemo.guru/wiki/Coherent)的高[价值](https://supermemo.guru/wiki/Valuation)知识，你就无法对学习或思考产生[激情](https://supermemo.guru/wiki/Passionate)。催生创造性思维所需的思想激活不会发生。在学校学习多年后，好学生们会变成智力上的行尸走肉（见：[成为全优学生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)）。他们按要求学习，取得好成绩，但他们不再爱学习，爱他人，也不爱自己的生活。学校造就了如此悲哀的世界！\r\n\r\n学校抑制了创造力和对生活的热爱\r\n\r\n## 延伸阅读\r\n\r\n- [创造力](https://supermemo.guru/wiki/Creativity)：创造力的机制\r\n\r\n- [我怎样才能变得更有创造力？](https://supermemo.guru/wiki/How_can_I_become_more_creative%3F)：学习促进创造力的机制\r\n\r\n- [创造性解决问题中的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)：旧知识和新知识的重要性\r\n\r\n- [如何解决任何问题？]（https://supermemo.guru/wiki/How_to_solve_any_problem%3F）：解决问题的简单算法\r\n\r\n- [自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)：睡眠和休息对创造力的价值", + "type": "text/markdown", + "caption": " 学校如何扼杀创造力？\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why do schools kill creativity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Why use metaphors.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Why use metaphors.json" new file mode 100644 index 0000000..a4ce3d8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_faq_Why use metaphors.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/faq/Why use metaphors", + "text": "# 我在文章中为什么要使用比喻？\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 比喻的价值\r\n\r\n **比喻并不能取代模型或者证明** ，它只是选项之一。比喻能够帮助人们理解系统科学（systems science）、控制论（control theory）、最优化理论（optimization）等相关概念。\r\n\r\n例如，许多人相信任由其自由发挥的话，孩子们一定会在[电子游戏](https://supermemo.guru/wiki/Videogames) 或者其他小嗜好上浪费时间。但要知道[自主学习](https://supermemo.guru/wiki/Free_learning)实际上可以获取全方位的知识，全面性知识形成的过程可能需要 1~30 年，它来自于模因科学（memetic science）中的知识融合理论。这种现象的根源是一个演化过程，其中由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动产生的学习策略，确定了[知识树](https://supermemo.guru/wiki/Knowledge_tree)的生长方向。\r\n\r\n如同学习决策塑造知识树一样，商业决策也塑造市场。大多数人都熟悉经济的运作方式。这就是为什么把学校系统比作共产主义系统的比喻可能比大量的脑科学以及信息科学更有说服力，从而引发共鸣 (见：[现代学校教育就像苏联经济](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy))。\r\n\r\n我不能确定我的比喻是否很有效果，然而，我希望至少不会有危害。如果你觉得有不好的方面，[请告诉我](https://supermemo.guru/wiki/Let_me_know)。如果你本就理解我在说什么，那么你可以安心地跳过我的比喻继续往下读。\r\n\r\n##比喻示例\r\n\r\n一些比喻的例子：\r\n\r\n- [现代学校教育就像苏联经济](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy)\r\n\r\n- [导弹的比喻解释了为什么学校会压制智力](https://supermemo.guru/wiki/Missile_metaphor)\r\n\r\n- [心理计算如同登山](https://supermemo.guru/wiki/How_to_solve_any_problem%3F#Creative_disruption)\r\n\r\n- [知识结晶比喻](https://supermemo.guru/wiki/Knowledge_crystallization#Crystallization_metaphor)\r\n\r\n- [教学的爬山类比](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)\r\n\r\n- [学习的拼图游戏比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)\r\n\r\n- [课堂 ADHD 的笼中小狗比喻](https://supermemo.guru/wiki/Would_you_have_a_heart_to_cage_a_puppy%3F)\r\n\r\n- [教育就像树木生长](https://supermemo.guru/wiki/Optimization_of_education#The_tree_metaphor)\r\n\r\n-[睡眠中神经最优解的磁盘和内存比喻](https://supermemo.guru/wiki/Why_do_we_sleep%3F#Disk_and_RAM_metaphor)\r\n\r\n- [Borbely 睡眠模型的时钟和沙漏比喻](https://supermemo.guru/wiki/Two_components_of_sleep#Clock_and_Hourglass_metaphor)\r\n\r\n- [阿尔茨海默氏症的电话总机比喻](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer's_disease#Switchboard_metaphor)\r\n\r\n[Alex Giorev](https://supermemo.guru/wiki/Alex_Giorev) 通过用《我的世界》来类比，提出了一个精巧的学习过程模型。他的比喻对年轻人了解大脑很有帮助，那些认为电脑游戏是浪费时间的成年人也应该读一读。最重要的是，这个比喻说明了为什么[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)永远不会成功。见：[关于学校教育的《我的世界》比喻](https://supermemo.guru/wiki/Minecraft_metaphor_of_schooling)", + "type": "text/markdown", + "caption": " 我在文章中为什么要使用比喻？\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why use metaphors" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Abstractness.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Abstractness.json" new file mode 100644 index 0000000..b9d81fa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Abstractness.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Abstractness", + "text": "# 抽象性\r\n\r\n原文：[Abstractness - supermemo.guru](https://supermemo.guru/wiki/Abstractness)\r\n\r\n **抽象性** 是知识的一种属性，通过剥离细节，使知识易于在大量不同场景下使用。例如，力的公式： **F=ma** [适用](https://supermemo.guru/wiki/Applicability)于内燃机、结构工程等方面。它也适用于跳远和拳击。 \r\n\r\n **抽象性** 与特定领域无关，因为它只表达了与细节的分离。知识的 **[适用性](https://supermemo.guru/wiki/Applicability)** 可能会因其 **抽象性** 而提升，但它与特定领域有关。这意味着抽象的知识可能在一个领域适用，而在另一个领域则不适用。例如，力的公式高度抽象，但可能很难在艺术绘画中运用。\r\n\r\n **抽象性** 是 **适用性** 的基础。 **抽象知识** 是在 **[泛化](https://supermemo.guru/wiki/Generalization)** 的过程中从事实/细节中衍生出来的，它构成了[人类智慧](https://supermemo.guru/wiki/Human_intelligence)的基础。\r\n\r\n更多信息请见：[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n **抽象知识术语** \r\n\r\n **[泛化](https://supermemo.guru/wiki/Generalization)** ：忽略细节以揭示更深层结构的过程。这一术语与抽象、[概念化](https://supermemo.guru/wiki/Conceptualization)、归纳推理、建模、理论化、分类（categorization）、推论（conclusion）、统一（unification）、综合化（colligation）、去具体化（de-concretization）模式提取、模式分离等术语有部分重合。例如：[特朗普是赢家](https://supermemo.guru/wiki/Donald_Trump)是一个粗略的泛化，忽略了特朗普的失败之处。\r\n\r\n **[概念](https://supermemo.guru/wiki/Concept)** ：对一组对象/名词的[泛化](https://supermemo.guru/wiki/Generalization)。其与理念（idea）、实体（entity）、概念（notion）、群体（group）等术语有部分重合。例如， **动物** 是从特定的猫、鸟等对象派生出来的概念。也许这也应该包括：特性（property）、属性（attribute）、品质（quality）等，即对象特征的抽象（例如， **黄色** 的概念）。\r\n\r\n **规则** ：对观察到的规律性的[泛化](https://supermemo.guru/wiki/Generalization)。其与公式（formula）、定理（theorem）、原理（principle）、命题（proposition）、规律（law）、陈述（statement）等术语有部分重合。例如： **「没有快乐，就没有好的学习」** 是一条[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。这是决定学习策略的普适规则的一个例子。\r\n\r\n **模型** ：一组适用于特定现象的 **规则** 。其与理论、比喻、看法、图式、观点、（概念）图等术语有部分重合。例如：学习的[拼图游戏比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)是用于描述知识[连贯性](https://supermemo.guru/wiki/Coherence)如何在学习过程中涌现的模型。\r\n\r\n **抽象性** ：「概念」或「规则」的普遍性，例如，2+2=4 比 2 个苹果加 2 个苹果等于 4 个苹果更抽象。\r\n\r\n **[适用性](https://supermemo.guru/wiki/Applicability)** ： **规则** 或 **模型** 的有用程度。其与有用性有部分重合。例如：2+2=4 在数苹果时很有用，但在记歌词时就没什么帮助了。\r\n\r\n **[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)** ：充分 **[泛化](https://supermemo.guru/wiki/Generalization)** 、非常 **[适用](https://supermemo.guru/wiki/Applicability)** 的知识本质上是 **概念/抽象** 的。其与「大局观」、 **规则/公式** 集、抽象集、理论等术语有部分重合。例如：数学是 **抽象知识** 的女王。", + "type": "text/markdown", + "caption": " 抽象性\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Abstractness" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Acute stress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Acute stress.json" new file mode 100644 index 0000000..d6204d1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Acute stress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Acute stress", + "text": "# 急性压力\r\n\r\n原文：[Acute stress - supermemo.guru](https://supermemo.guru/wiki/Acute_stress)\r\n\r\n **急性压力** 是一种短暂的强烈压力。它可能是一场对抗，一场战斗，一个坏消息的瞬间来袭，一个突然需要解决的紧急问题，观看一场足球比赛，或身体上的压力（如突然浸泡在冷水中）。\r\n\r\n **急性压力** 是与 **[慢性压力](https://supermemo.guru/wiki/Chronic_stress)** 相对的，后者是那种「不愿消失」的压力。如果你的压力在第二天醒来的时候已经消失，你就知道这是急性压力。\r\n\r\n在荷尔蒙水平上， **急性压力** 可与 **慢性压力** 区分开来，因为肾上腺素的贡献占主导地位，而糖皮质激素的影响则相反。这也可以解释压力对记忆的复杂影响。 **急性压力** 可能会使与应激情况有关的记忆更加清晰，而 **慢性压力** 可能会使记忆变得模糊，从长远来看，可能会破坏认知功能和心理健康。\r\n\r\n除了解决实际的根本问题外，对抗 **急性压力** 的最佳方法之一是部署[压力阀](https://supermemo.guru/wiki/Stress_valves)。\r\n\r\n例子：\r\n\r\n- **[慢性压力](https://supermemo.guru/wiki/Chronic_stress)** - 几个月来，你找不到工作，你的储蓄在不断减少\r\n\r\n- **急性压力** - 与配偶大吵一架，然后是滔滔不绝的道歉，也许还有一些亲手做的甜点\r\n\r\n- ** [良性压力](https://supermemo.guru/wiki/Eustress)** - 你站在马拉松的起跑线上。你感觉这将是一个[痛快的一天](https://supermemo.guru/wiki/Simple_formula_for_happiness)\r\n\r\n更多信息见：\r\n\r\n- 应对压力：[使用压力阀来防止慢性压力](https://supermemo.guru/wiki/Using_stress_valves_to_prevent_chronic_stress)\r\n\r\n- 培养抗压能力：[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)\r\n\r\n- 探索中的压力：[良性压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)", + "type": "text/markdown", + "caption": " 急性压力\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Acute stress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Alfie Kohn.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Alfie Kohn.json" new file mode 100644 index 0000000..8d5e5ab --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Alfie Kohn.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Alfie Kohn", + "text": "# Alfie Kohn\r\n\r\n原文：[Alfie Kohn - supermemo.guru](https://supermemo.guru/wiki/Alfie_Kohn)\r\n\r\n **Alfie Kohn** （生于 1957 年）是美国教育专家。他结合优秀的行为科学知识与朴素的常识，准确地诊断了美国教育的糟糕状况。值得注意的是，他是最突出的、对学习中的表扬和虚假奖励的反对者（见：[表扬在学习中的破坏性影响](https://supermemo.guru/wiki/Destructive_impact_of_praise_in_learning)）。很少有作者能令人信服地表明奖励制度与人生成功之间的联系。它可能是「传统的成功」，也可能是真正的成就。基于[学校教育](https://supermemo.guru/wiki/Schooling)的 「常规」道路充满了危险，包括自杀。Kohn 不仅令人信服，而且他热衷于防止[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)所引起的误导。\r\n\r\n尽管我认为我确实了解大脑，但我经常不了解学校系统。当有疑问时，我就会查阅 Alfie Kohn 丰富的图书馆，可在[他的主页](https://www.alfiekohn.org/)上找到。\r\n\r\n[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 中提到了 Alfie 的一些作品：\r\n\r\n- [表扬是一种短期激励手段](https://supermemo.guru/wiki/Alfie_Kohn:_Praise_is_a_short-term_motivator)\r\n\r\n- [表扬引发虚假的慷慨](https://supermemo.guru/wiki/Alfie_Kohn:_Praise_sparks_fake_generosity)\r\n\r\n- [考试是教育之害](https://supermemo.guru/wiki/Alfie_Kohn:_Testing_is_a_scourge_of_education)\r\n\r\n- [教师需要非凡的耐心](https://supermemo.guru/wiki/Alfie_Kohn:_Teachers_need_extraordinary_patience)\r\n\r\n- [家庭作业的危害](https://supermemo.guru/wiki/Homework)\r\n\r\n- [自律与不自律](https://supermemo.guru/wiki/Self-discipline)\r\n\r\n另见：\r\n\r\n- [Alfie Kohn 的传记](https://www.alfiekohn.org/bio/)\r\n\r\n- [维基百科上的 Alfie](https://en.wikipedia.org/wiki/Alfie_Kohn)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " Alfie Kohn\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Alfie Kohn" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Applicability.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Applicability.json" new file mode 100644 index 0000000..6323410 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Applicability.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Applicability", + "text": "# 适用性\r\n\r\n原文：[Applicability - supermemo.guru](https://supermemo.guru/wiki/Applicability)\r\n\r\n **适用性** 是知识的一种属性，它使人们可以在大量的情况下轻松使用它。例如，力的公式： **F=ma** 适用于内燃机、结构工程等方面。它也适用于跳远和拳击。\r\n\r\n **适用性** 是依赖于领域的。这意味着一个高度适用的公式在一个特定的领域可能没有什么用处。例如，在艺术绘画中可能很难使用力的公式。\r\n\r\n **适用性** 与 **[抽象性](https://supermemo.guru/wiki/Abstractness)** （即与细节的分离）相关。 **抽象知识** 是在 **[泛化](https://supermemo.guru/wiki/Generalization)** 的过程中从事实/细节中衍生出来的，构成了[人类智慧](https://supermemo.guru/wiki/Human_intelligence)的基础。\r\n\r\n更多信息请见：[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)", + "type": "text/markdown", + "caption": " 适用性\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Applicability" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Atomic memory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Atomic memory.json" new file mode 100644 index 0000000..3594ad6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Atomic memory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Atomic memory", + "text": "# 原子记忆\r\n\r\n原文：[Atomic memory - supermemo.guru](https://supermemo.guru/wiki/Atomic_memory)\r\n\r\n **原子记忆** 是记忆中最简的概念之间的联想，是最低[复杂度](https://supermemo.guru/wiki/Complexity)的记忆。[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)倡导巩固这种 **原子记忆** ，因为不费力，而且也可以用来表示任意[复杂度](https://supermemo.guru/wiki/Complexity)的知识。有一点很重要，即如果一组知识能用一组原子记忆表示，那么维持所有这些原子记忆的长期记忆的成本，比维持一部分原始记忆的成本，都会小很多。虽然原子记忆的遗忘是指数级的，但是相比于复合记忆，这种遗忘的下降常数非常低。\r\n\r\n人类记忆天然会简化外部世界的表示，得到简单的模型，以原子记忆存储。这样大脑就能低成本地记住复杂的世界，提高运算能力，也就获得更高的智能，更好的[问题解决](https://supermemo.guru/wiki/Problem_solving)能力。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n[[img [Memory complexity: simple and complex memories|https://supermemo.guru/images/thumb/f/f5/Memory_complexity.png/450px-Memory_complexity.png]]](https://supermemo.guru/wiki/File:Memory_complexity.png)\r\n\r\n> ***Figure:** **[记忆复杂度](https://supermemo.guru/wiki/Memory_complexity)** 证明了[最小信息原则](https://supermemo.guru/wiki/Minimum_information_principle)的必要性。记忆简单的一问一答时，每次复习都能一致地唤起对应的问答对应关系。而对于复杂记忆，其概念的激活是不完全的，或者因上下文而变换顺序。因此，每次复习时，每个概念的[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)是无法统一增强的。复杂的项目难以记忆。虽然对于认出一个苹果，需要利用复杂的连接网络，但「apple」和「pomo」之间的联系是最简的。", + "type": "text/markdown", + "caption": " 原子记忆\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Atomic memory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Attention.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Attention.json" new file mode 100644 index 0000000..2f1b746 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Attention.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Attention", + "text": "# 注意力\r\n\r\n原文：[Attention - supermemo.guru](https://supermemo.guru/wiki/Attention)\r\n\r\n所谓 **注意力** （也可称之为 **集中处理** 或 **专注** ），就是大脑在处理某一单一主题的数据时所表现出的状态。（例如，观看电影、阅读书籍、[解决问题](https://supermemo.guru/wiki/Problem_solving)等）。待处理的数据被加载到[工作记忆](https://supermemo.guru/wiki/Working_memory)中，并由执行功能进行操作。根据工作记忆的内容，大脑可能会继续处理同一流的更多数据，执行解决问题的下一步；或是转变思路，启动某种行为。此外，大脑也可能进入一种被称为[创造力](https://supermemo.guru/wiki/Creativity)的随机记忆搜索模式，从而发散思维。\r\n\r\n[创造力](https://supermemo.guru/wiki/Creativity)和 **注意力** 是两种截然不同的行为模式，它们之间总是相互竞争。在专注地读书时，我们可能会停下来深思一个想法，并创造性地对其进行阐述。这种偏离中断了阅读过程，注意力暂时被创造性过程所取代。经过短暂的白日梦，我们可能会回到高度专注状态继续阅读。在一个小时的阅读过程中，这些过程可能会来回切换多次。专注阅读可能每小时仅有几次在转移注意力的情况下中断。而创造阅读可能会导致每分钟多次中断。（见：[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)）\r\n\r\n当注意力与特定领域的[创造力](https://supermemo.guru/wiki/Creativity)相互竞争时，测量 **注意力持续时间** 就显得毫无意义。有 ADHD 的孩子可能无法从一页枯燥的文本中读出几句话。但他可以在他最喜欢的[游戏](https://supermemo.guru/wiki/Videogame)上专注数小时。\r\n\r\n[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是一种技术，可以让我们全神贯注地阅读，而不必压抑脑海中涌现的创意。在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，你可以随时停下来，不论是一分钟、几小时，还是几年。配合[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，长期记忆的瓶颈降低了创意中断的代价。同时， [创造性的阐述](https://supermemo.guru/wiki/Creative_elaboration)可能成为阅读过程的一部分（见：[渐进写作](https://supermemo.guru/wiki/Incremental_writing)）\r\n\r\n[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)研究者（例如 Yoshua Bengio）认为，注意力机制对于神经网络利用大规模并行处理进行[类人推理](https://supermemo.guru/wiki/Conceptual_computation)至关重要。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。", + "type": "text/markdown", + "caption": " 注意力\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Attention" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Behavioral system.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Behavioral system.json" new file mode 100644 index 0000000..1d97f78 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Behavioral system.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Behavioral system", + "text": "# 行为系统\r\n\r\n原文：[Behavioral system - supermemo.guru](https://supermemo.guru/wiki/Behavioral_system)\r\n\r\n **行为系统** 是人格的一部分，与基因无关而依赖特定环境。例如，在与同龄人和父母的沟通中，孩子的表现或许会体现出性格中不同的一面。行为系统在某种程度上受到[行为空间](https://supermemo.guru/wiki/Behavioral_space)的影响，即受允许的行为。过于受约束的行为系统，可能导致僵硬的行为模式（高[稳定性](https://supermemo.guru/wiki/Stability)）。\r\n\r\n行为系统的发展是不断变化的社会性互动的结果，且随时间不断发展。稳定的行为系统可持续一生。虎爸虎妈型家庭的孩子，在儿童时期养成的服从性格，在成年后也很难改变。\r\n\r\n请参阅：《[发展的群体社会化理论](http://faculty.weber.edu/eamsel/Classes/Child 3000/Lectures/3 Childhood/SE development/JudithHarris.html)》\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 行为系统\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Behavioral system" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Child rebellion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Child rebellion.json" new file mode 100644 index 0000000..2814093 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Child rebellion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Child rebellion", + "text": "# 儿童叛逆\r\n\r\n原文：[Child rebellion - supermemo.guru](https://supermemo.guru/wiki/Child_rebellion)\r\n\r\n有大量心理学著作试图描述 **儿童叛逆** 的问题。这一现象非常广泛，以至于孩子每个成长阶段的叛逆都有相应名称： **糟糕的两岁** ， **青春期叛逆** 等等。如果叛逆受到强硬的镇压，甚至还会导致精神病学上的 **对立违抗障碍** ，其中有些情况只是对成年人压迫的健康 **反抗** （尽管如此，其本质仍然是病理的，并且需要警惕）\r\n\r\n实际上，儿童成长过程中，除了高速成长的青春期之外，并没有一个叛逆会显著提升的阶段。\r\n\r\n对自主性的追求，说明大脑正在健康而自然地发展。 **叛逆** 全然出于孩子应当服从父母或权威的心态。\r\n\r\n我坚持认为，大脑越强大，反抗就越强烈。 **反抗算法** 越强，大脑的 **探索能力** 就越强（见：[教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)）。\r\n\r\n在健康的养育中，叛逆被和谐的自主所取代（见：[发展中的行为空间优化](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)）。\r\n\r\n **[反抗](https://supermemo.guru/wiki/Reactance)** 是发展高 **[智力](https://supermemo.guru/wiki/Intelligence)** 的一个必要因素\r\n\r\n另见：[父母管理培训](https://en.wikipedia.org/wiki/Parent_management_training)\r\n\r\n比较一下：[学生罢学](https://supermemo.guru/wiki/School_strike)", + "type": "text/markdown", + "caption": " 儿童叛逆\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Child rebellion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Chronic stress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Chronic stress.json" new file mode 100644 index 0000000..3d32e2d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Chronic stress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Chronic stress", + "text": "# 慢性压力\r\n\r\n原文：[Chronic stress - supermemo.guru](https://supermemo.guru/wiki/Chronic_stress)\r\n\r\n **慢性压力** 是难以摆脱的压力。如果你忧心忡忡地入睡，又同样忧心忡忡地醒来，那就是慢性压力。如果压力剧烈而短暂，我们称之为 **[急性压力](https://supermemo.guru/wiki/Acute_stress)** 。急性压力的危害要小得多，甚至可能是有益的。赋予你额外行动动力的压力被称为 **良性压力** 。对孩子来说，[日托](https://supermemo.guru/wiki/Daycare_misery)和[学校](https://supermemo.guru/wiki/Problem_of_Schooling)是慢性压力的主要来源，会阻碍他们的成长。\r\n\r\n在激素水平上， **慢性压力** 与 **急性压力** 的区别在于起主导作用的激素是皮质醇（而不是主导战斗或逃跑反应的荷尔蒙：肾上腺素）。这也可以解释压力对记忆的复杂影响。 **[急性压力](https://supermemo.guru/wiki/Acute_stress)** 可能会使与导致压力的情况的记忆更加清晰，而 **慢性压力** 却可能使记忆模糊。从长远来看，慢性压力或会破坏认知功能和精神健康。\r\n\r\n在 **慢性压力** 下，皮质醇水平持续升高，抑制免疫系统，并且对大脑有毒性。高水平皮质醇可能阻碍海马体对[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)的作用，进而影响心理健康。\r\n\r\n慢性压力下的皮质醇有可能通过[删除过度活跃的突触](https://supermemo.guru/wiki/Glucocorticoids_may_help_combat_chronic_stress)帮助抑制负面激活。例如，在配偶去世后，负面激活可能会诱发 **慢性压力** ，反过来会通过糖皮质激素抑制自己的输入源。一段时间后，我们可能对原来的压力源变得麻木。当这种机制在主要是肾上腺素能的创伤中出现问题时（例如在战斗中），我们可能最终会出现[创伤后应激障碍](https://en.wikipedia.org/wiki/Posttraumatic_stress_disorder)（PTSD）。\r\n\r\n例子：\r\n\r\n- **慢性压力** - 家中有人患有危险的健康问题，而且难以治疗\r\n\r\n- **[急性压力](https://supermemo.guru/wiki/Acute_stress)** - 老板让你在 2 小时内提交报告，否则......\r\n\r\n- **[良性压力](https://supermemo.guru/wiki/Eustress)** - 你站在马拉松的起跑线上。你感觉到今天会很难，却也很好（见：[幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)）\r\n\r\n欲了解更多，请参阅：\r\n\r\n- 应对压力：[使用压力阀来预防慢性压力](https://supermemo.guru/wiki/Using_stress_valves_to_prevent_chronic_stress)\r\n\r\n- 培养韧性：[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)\r\n\r\n- 探索中的良性压力：[良性压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)", + "type": "text/markdown", + "caption": " 慢性压力\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Chronic stress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Classroom learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Classroom learning.json" new file mode 100644 index 0000000..75e9412 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Classroom learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Classroom learning", + "text": "# 课堂学习\r\n\r\n原文：[Classroom learning - supermemo.guru](https://supermemo.guru/wiki/Classroom_learning)\r\n\r\n **课堂学习** 是在课堂中开展的学习活动，是[普鲁士教育系统](https://supermemo.guru/wiki/Prussian_system_of_education)的产物。普鲁士教育系统中，学生被按照年龄和能力，有时候甚至会按性别分组，之后每组学生被当成一个整体处理。典型的课堂学习中会有一名[老师](https://supermemo.guru/wiki/Teacher)在教室前方讲课。\r\n\r\n **课堂学习** 对[学习的自由](https://supermemo.guru/wiki/Free_learning)施加了若干限制，进而降低学习效率：\r\n\r\n- 不能选择科目\r\n\r\n- 不能选择讲师\r\n\r\n- 不能选择难度水平（[语义距离](https://supermemo.guru/wiki/Semantic_distance)往往过高）\r\n\r\n- 不能选择学习时长\r\n\r\n- 不能自定进度（如在 YouTube 上的暂停/重播）\r\n\r\n- 不能探索（例如，拓展到字典或维基百科的链接）\r\n\r\n尽管课堂学习中学生经过分组，多样性降低，且[课标](https://supermemo.guru/wiki/Curriculum)让教授的知识同质化，学生技能的差异还是会导致[推动区](https://supermemo.guru/wiki/Push_zone)在课堂上的影响不均衡，不可避免地全面抑制进步，对天赋的利用不足，淘汰较弱的学生（例如通过留级），以及技能水平的趋同。\r\n\r\n在普鲁士系统中，能力的趋同是课堂学习的预期结果。即使这是以牺牲大多数学生的进步为代价，也是系统所预期的。\r\n\r\n至于典型的 **课堂学习** 的例子，请看这个[示例视频](https://www.youtube.com/watch?v=sTZ4GyJ4FZU)。没了学生知识的同质化、节奏的均一化和注意力的垄断化，即使那些精通高强度学习的学生，也很难理解讲课的内容。即使学生因生病错过一次介绍性讲课，也可能让自己难以前进。当然，仅把讲课放在 YouTube 上就能解决几个自由学习问题（比如节奏和探索）。此外，对质量不满意或对主题不感兴趣的学生，可以直接冒险去找其他老师或领域。作为比较，请看同一个老师的[这个视频](https://www.youtube.com/watch?v=sHcO0hzdp0o)，它似乎紧密地构建起了所有凭直觉感知的知识，这可能有助于学生理解其他的讲课。\r\n\r\n欲了解更多关于在 **课堂学习** 中建立进步动力学模型的信息，请参阅：[课堂教学的本质问题](https://supermemo.guru/wiki/Inherent_problems_of_classroom_schooling)", + "type": "text/markdown", + "caption": " 课堂学习\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Classroom learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Closed systems of socialization.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Closed systems of socialization.json" new file mode 100644 index 0000000..96f636c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Closed systems of socialization.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Closed systems of socialization", + "text": "# 封闭系统中的社会化\r\n\r\n原文：[Closed systems of socialization - supermemo.guru](https://supermemo.guru/wiki/Closed_systems_of_socialization)\r\n\r\n在[社会化](https://supermemo.guru/wiki/Socialization)中， **封闭系统** 是建立在有限的自由和成人干预基础上的。例如，在学校的操场上，孩子可能无法逃避欺凌。发生冲突时，老师可能会充当调解人，指导孩子如何表现得体。相比之下，在一个 **开放系统** 中，如一个无人监督的操场，社会化将根据博弈论的规则进行，几千年来塑造社会行为的自然本能支撑着这些规则。在丰富多彩的 **开放系统** 中进行社会化是更有益的，为以后在成人生活中成功竞争做了良好的准备。经历了限制性的 **封闭系统** 中的社会化后，孩子们会对开放的世界毫无防备（见：[唐纳德-特朗普的大脑之谜](https://supermemo.guru/wiki/Mystery_of_Donald_Trump's_brain)）。在一个 **开放系统** 中有成年人可能是有益的，前提是每个人都出于自愿来交流知识，而不是把成人社会的社交规则强加给学生。\r\n\r\n在中学里，我们可以看到 **封闭系统社会化** 的影响。经过小学几年貌似适当的社会化，孩子们在新环境中完全没有能力组织成健康的社会团体。他们没有准备好成年后的健康社会生活，而是表现出难以适应新的社会生态系统。\r\n\r\n **封闭系统社会化** 的影响可能会随着年龄的增长而减弱，这是因为不良的社会化可以用理性化（rationalization）来弥补，即用理性的习惯和决策来解决社会化的困难。然而，一些心理影响可能会终身存在，导致不健康的社会互动（见：[压制试错](https://supermemo.guru/wiki/100_bad_school_habits)，[白痴统治社会](https://supermemo.guru/wiki/Idiocracy)，等等）。\r\n\r\n详见：\r\n\r\n- [社会化中的社会群体](https://supermemo.guru/wiki/Social_groups_in_socialization#Socialization:_Open_and_closed_systems)\r\n\r\n- [发展中的行为空间优化](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)\r\n\r\n- [悲伤案例解释](https://supermemopedia.com/wiki/An_engaged_student_being_bullied)\r\n\r\n- [我是个恶霸](https://supermemo.guru/wiki/I_was_a_bully)：学校如何将孩子们转化为笼中的黑猩猩群体\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 封闭系统中的社会化\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Closed systems of socialization" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Concept map.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Concept map.json" new file mode 100644 index 0000000..b63f548 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Concept map.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Concept map", + "text": "# 概念图\r\n\r\n原文：[Concept map - supermemo.guru](https://supermemo.guru/wiki/Concept_map)\r\n\r\n **概念图（Concept map）** 是源自计算机科学的术语。它可用于表示知识结构中的语义关系（例如在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)或[神经创造力](https://supermemo.guru/wiki/Neural_creativity)中）。为了可视化思考过程，概念图可能与[概念细胞](https://supermemo.guru/wiki/Grandmother_cell)及其概念之间的联系（神经元之间的链接）相对应。\r\n\r\n在[概念化](https://supermemo.guru/wiki/Conceptualization)的过程中， **概念图** 经历了[泛化](https://supermemo.guru/wiki/Generalization)，这倾向于简化它们的结构。泛化是基于在不同上下文中对映射子组件交集的选择性激活。不太相关的[概念](https://supermemo.guru/wiki/Concept)属性会被[遗忘](https://supermemo.guru/wiki/Forgetting)。这种不完全结晶的概念在文献中被称为 **细胞组装体** 。泛化过程的最终产物可能是[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)的涌现（见：[祖母细胞的真相](https://supermemo.guru/wiki/The_truth_about_grandmother_cells)）。有关基于 **概念图** 的思维过程模型，请参阅：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)。\r\n\r\n在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 中，我通常在可以使用「神经网络」的上下文中使用「概念图」这一术语。我这样选择，是为了推广把大脑看作是在思考过程中可激活的 **概念图网络** 的观念。当使用「神经网络」一词时，在联结主义模型不适用的情境下，它为联结主义模型留出了空间。\r\n\r\n当谈到大脑的[概念网络](https://supermemo.guru/wiki/Concept_network)中有意义的子网络时，使用 **概念图** 这个术语也很方便，尤其是当其概念倾向于在思维中同时激活。例如，在某个特定果园采摘苹果的行为可能会激活一个特定的概念图，该概念图可能会逐渐整合到更简单的概念结构中。在整合过程的最后，可能会形成一个单一的[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)，负责在头脑中表示一个极为有用的想法。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和解决问题的文本。", + "type": "text/markdown", + "caption": " 概念图\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Concept map" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Concept.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Concept.json" new file mode 100644 index 0000000..e48efdf --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Concept.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Concept", + "text": "# 概念\r\n\r\n原文：[Concept - supermemo.guru](https://supermemo.guru/wiki/Concept)\r\n\r\n **概念** 是对一组对象的[泛化](https://supermemo.guru/wiki/Generalization)。其与理念（idea）、实体（entity）、概念（notion）、群体（group）等术语有部分重合。例如， **动物** 是从特定的猫、鸟等对象派生出来的概念。\r\n\r\n大脑中的 **概念** 也可以表达特性（property）、属性（attribute）、特质（quality）等，即对象特征的抽象（例如， **黄色** 的概念）。\r\n\r\n在大脑中， **概念** 可以由[概念细胞](https://supermemo.guru/wiki/Concept_cell)表示（在理想情况下），或者由[概念网络](https://supermemo.guru/wiki/Concept_network)中的激活模式表示（例如在学习和[泛化](https://supermemo.guru/wiki/Generalization)的早期阶段）。\r\n\r\n[概念细胞](https://supermemo.guru/wiki/Concept_cell)的激活可能使大脑产生联想。[一系列的激活](https://supermemo.guru/wiki/Spreading_activation)提供了 **心理计算** （推理）的机制。参见：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)\r\n\r\n欲了解 **概念** 在大脑中的作用，请参见：[概念网络](https://supermemo.guru/wiki/Concept_network)。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。", + "type": "text/markdown", + "caption": " 概念\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Concept" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Cram and dump.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Cram and dump.json" new file mode 100644 index 0000000..46be5c0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Cram and dump.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Cram and dump", + "text": "# 填鸭与速忘式学习（Cram and dump）\r\n\r\n原文：[Cram and dump - supermemo.guru](https://supermemo.guru/wiki/Cram_and_dump)\r\n\r\n **填鸭和速忘** 是一个贬义词，指的是学校里采用的陈腐学习规则：（1）在考试前（如果需要的话，在最后一晚）[死记硬背](https://supermemo.guru/wiki/Cramming)，（2）尽快忘记所有无用的知识。同样的贬义词还有 **狂欢和宿醉** 。\r\n\r\n全世界的学生都这么干，因为考试要求的知识量太大，而且学生[极不理解](https://supermemo.guru/wiki/Kevin_Kruse:_School_serves_mindless_cramming)知识对自己生活的重要性以及两者的关联。\r\n\r\n **填鸭与速忘** 与基于[学习内驱力](https://supermemo.guru/wiki/Self-directed_learning)和[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)的有效的[自我导向学习](https://supermemo.guru/wiki/Self-directed_learning)相反。", + "type": "text/markdown", + "caption": " 填鸭与速忘式学习（Cram and dump）\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Cram and dump" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Creative elaboration.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Creative elaboration.json" new file mode 100644 index 0000000..b006506 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Creative elaboration.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Creative elaboration", + "text": "# 创造性阐述\r\n\r\n原文：[Creative elaboration - supermemo.guru](https://supermemo.guru/wiki/Creative_elaboration)\r\n\r\n **创造性阐述** 这一过程利用[创造力](https://supermemo.guru/wiki/Creativity)来产生新想法从而扩展知识，其中不需要输入新信息。在 **创造性阐述** 中，新知识是有益的，但并不是必须的。新知识可以渐渐流入，为被阐述的[语义框架](https://supermemo.guru/wiki/Semantic_framework)带来新的见解。\r\n\r\n我们思考时便无时无刻不在进行 **创造性阐述** ，而我们睡觉时也是。这一过程是[概念化](https://supermemo.guru/wiki/Conceptualization)过程的关键一环。\r\n\r\n在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)时可以把 **创造性阐述** 记录下来，可以是对现有元素的笔记和批注，也可以是单独条目。\r\n\r\n最能展现 **创造性阐述** 的力量的是 [渐进写作](https://supermemo.guru/wiki/Incremental_writing)，这是创造性阐述最有利于复用的最终形式。进入新千年后，我所有的文章都是在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的框架内逐步完成的。[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)（就是这个网站）将这一过程搬上了网。所有的想法都会在[渐进写作](https://supermemo.guru/wiki/Incremental_writing)中接受 **创造性阐述** ，然后搬到这个 wiki 网站上，不断地进行审视和改进。\r\n\r\n维基百科可以看作是一种集体创造性阐述。但问题在于，维基百科的知识并没有以连贯的方式储存人们的大脑里。只有一部分骨架型的知识散布在所有维基人的集体智慧中。一旦维基百科的语义被编码为一个[概念网络](https://supermemo.guru/wiki/Concept_network)，其最终的力量将得以体现。一旦该网络实现了[概念计算](https://supermemo.guru/wiki/Conceptual_computation)，我们便得到了某种形式的[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)。\r\n\r\n2007 年 1 月，[Georgios Zonnios](https://supermemo.guru/wiki/Georgios_Zonnios) 首次用 **创造性阐述** 这个词来描述他自己使用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的工作方式。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。", + "type": "text/markdown", + "caption": " 创造性阐述\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Creative elaboration" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Creativity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Creativity.json" new file mode 100644 index 0000000..92abde4 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Creativity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Creativity", + "text": "# 创造力\r\n\r\n原文：[Creativity - supermemo.guru](https://supermemo.guru/wiki/Creativity)\r\n\r\n## 定义\r\n\r\n **创造力** 是产生新想法的能力。术语 **创造力** 可以作为一种技能或一个过程来使用。 **创造力** 是一种能够有效地寻找创造性联想的技能。 **创造性地思考** 指的是将遥远的想法联系起来，产生新特性的过程。当我们说：「这个孩子有创造力」，我们的意思是她的大脑能够以快速、丰富或原创的方式产生新的价值。\r\n\r\n## 机制\r\n\r\n **创造力** 作为一个过程是对记忆空间的系统性搜索，目的是寻找有用的联想。创造力有时也是自发的并会引起混乱，尽管我们正设法集中注意力于其他事情上，大脑却开始自动探索与记忆之间的联系。\r\n\r\n大脑在获得任何形式的灵感后都会进入创造模式。灵感可以来自一段知识（新闻、阅读等）、感官刺激、[回忆](https://supermemo.guru/wiki/Recall)记忆等。在创造模式中，大脑中引起混乱的随机信号增加。这来自于搜索模式的激活，大脑在解决问题时寻找新的关联。要解决的问题可能是知识中一个微不足道的不协调，或者是由任何形式的混乱所激发的新想法，或者是在复杂问题的知识拼图中积极寻找缺失的一块。创造力最明显的组成部分是随机搜索。这种搜索需要在[概念网络](https://supermemo.guru/wiki/Concept_network)中采用不同的激活模式。单个[概念](https://supermemo.guru/wiki/Concept)大大增加了激活附近概念的概率，即使概念之间的链接很弱或没有。薄弱的链接是指低价值的链接，而不存在的链接可能有一种无声的突触形式。\r\n\r\n在创造模式下，随机搜索[概念网络](https://supermemo.guru/wiki/Concept_network)，旨在寻找原子式的[概念](https://supermemo.guru/wiki/Concept)配对链接，为一个问题匹配到解决方案。如果一个新的概念链接形成了一个解决方案，大脑就会得到一个响亮的通知，我们称之为「 **啊哈时刻** 」。这是大脑创造新价值的时刻：新的[泛化](https://supermemo.guru/wiki/Generalization)、新的结论、新的解决方案等等。这个时刻是非常有意义的，它为受奖励的个体进一步的创造性探索提供了动力。\r\n\r\n在创造模式下，随机搜索[概念网络](https://supermemo.guru/wiki/Concept_network)，寻求可能揭示问题解决方案的[概念](https://supermemo.guru/wiki/Concept)关联。\r\n\r\n## 创造力 vs. 专注\r\n\r\n **创造力** 和 **注意力** 处于无休止的竞争之中。注意力引导着推理演绎的思考，而创造力是发散性的，并且在大脑中激活许多不可预知的领域（或不同的知识领域）。详见：[创造力周期](https://supermemo.guru/wiki/Creativity_cycle)\r\n\r\n当孩子们被强迫做学校的例行任务时，他们会表现出极大的[抗拒](https://supermemo.guru/wiki/Reactance)。越是健康的孩子，抗拒越大。孩子可能心不在焉，[坐不住](https://supermemo.guru/wiki/Fidgeting)，寻找借口，固执，无聊，思绪飞散等等。这就是为什么抗拒型孩子容易被贴上「有问题」的标签。这就是高 **创造力** 经常被误诊为 ADHD 的原因（见：[将创造力与 ADHD 混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)）。教师或家长会去寻找惩罚性或精神方面的治疗方法，但实际上已经有一个即时补救措施：让孩子学习她想学的东西。\r\n\r\n在健康的个体中，[自由学习](https://supermemo.guru/wiki/Free_learning)为破坏性的创造力提供了一个即时的补救措施。\r\n\r\n## 在学校失去创造力\r\n\r\nGeorge Land 注意到，随着我们的成长，创造力从 [98% 到 2%](http://www.youtube.com/watch?v=ZfKMq-rYtnc)，下降了一个数量级。这通常被归因于衰老。这也可以归因于正常成长中的大脑[概念化](https://supermemo.guru/wiki/Conceptualization)。实际上，造成这种损失的主要因素是[学校教育](https://supermemo.guru/wiki/Schooling)。由于创造力是由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动的，因此，随着时间的推移[强制学校教育](https://supermemo.guru/wiki/Coercive_learning)所造成的损害可以通过无约束的[自由学习](https://supermemo.guru/wiki/Free_learning)逆转。见：[学校抑制了学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)是预防学校教育损害创造力的最好方法\r\n\r\n## 创造模式\r\n\r\n在创造模式下启动的随机搜索很难研究。目前，我们可能只能假设它是如何在[概念网络](https://supermemo.guru/wiki/Concept_network)中实现的。它肯定会影响[传播激活](https://supermemo.guru/wiki/Spreading_activation)的方式。它也一定会能够采用薄弱或沉默的链接。从专注模式到创造模式的转换，相当于从对高[稳定性](https://supermemo.guru/wiki/Stability)连接的演绎性使用，到对整个可用链接（包括沉默链接）的随机使用的过渡。\r\n\r\n这可能涉及到一些假设的机制：\r\n\r\n- **神经** ：特定的信号被发送到整个大脑，以改变激活的传播方式（例如，[默认模式网络](https://en.wikipedia.org/wiki/Default_mode_network)可能参与这一过程）\r\n\r\n- **模式** ：信号传递模式的变化似乎很有吸引力（例如，激活频率可以发挥这种作用）\r\n\r\n- **神经激素** ：灵感的冲击对创造力有明确的神经激素影响，咖啡也是如此\r\n\r\n很可能上述所有机制都参与其中，但在创造模式中，到达[概念网络](https://supermemo.guru/wiki/Concept_network)中最偏远的区域是很重要的，因此 **模式** 假说非常有吸引力。 **神经激素** 的调节可能过于迟钝，除非它也能在 **模式** 的层面上分散地运作。 **神经** 的调节将需要复杂的连接。然而，它的作用可能会在连接大脑皮层的偏远角落时显示出来，就像我们在海马体的运作中可以观察到的那样。\r\n\r\n在「[坐不住是好事](https://supermemo.guru/wiki/Fidgeting_is_good)」中，我对坐不住的起因作了假设。如果那里提出的机制是正确的，那么创造力的 **神经** 机制将不是特定的和精确的，它可以溢出到外在的网络中，如运动控制系统。\r\n\r\n## 创造力 vs. 专业知识\r\n\r\n创造力往往会随着专业知识的增加而下降。这是因为[快速思维](https://supermemo.guru/wiki/Fast_thinking)摒弃了对创造性慢速思维的需求。然而，对这种下降的简单补救措施是多样化的学习（例如，[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)或[神经创造力](https://supermemo.guru/wiki/Neural_creativity)）。新的学习、[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和创造力之间存在着密切的联系。为了保持高度的创造力，专家必须采用终身学习。详见：[创造性解决问题的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)。\r\n\r\n## 创造性产出的价值\r\n\r\n一些作者将「高价值的产出」这一条件附加到创造力的定义中，这条要求意味着存在外部的价值评估者。然而，[本网站](https://supermemo.guru/wiki/SuperMemo_Guru)使用的定义完全基于大脑运作的神经和神经激素模式。创作过程不需要产生高价值的产出。同样地，它也可能想出不相关的联想。\r\n\r\n## 延伸阅读\r\n\r\n[Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上解释创造力的最重要的文章有：\r\n\r\n- [自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)：解释了[注意力](https://supermemo.guru/wiki/Attention)、 **创造力** 、[非快速眼动睡眠](https://supermemo.guru/wiki/NREM_sleep)和[快速眼动睡眠](https://supermemo.guru/wiki/REM_sleep)的关联。这些关联负责创造性地产生新的高质量的知识\r\n\r\n- [如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)：解释了运用创造力解决问题的过程。\r\n\r\n- [创造性问题解决中的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)：解释了新知识在保持高创造力中的作用\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [Old and new knowledge in creative problem solving|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/500px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n> 图：创造性地解决问题需要（1）具有高度[稳定性](https://supermemo.guru/wiki/Stability)的庞大专业知识，以及（2）具有高度[可提取性](https://supermemo.guru/wiki/Retrievability)的丰富新知识。庞大的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题可以在低能量消耗下解决。需要「跳出框框思考」的问题依赖于 **创造力** ，也就是将遥远的想法联系起来。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)由「孤立的知识」提供动力，即可以轻易通过[遗忘](https://supermemo.guru/wiki/Forgetting)被模块化或[泛化](https://supermemo.guru/wiki/Generalization)的新鲜知识。这种可塑性是学习新知识和创造性解决问题良好的匹配模式。", + "type": "text/markdown", + "caption": " 创造力\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Creativity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Curriculum.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Curriculum.json" new file mode 100644 index 0000000..17effb2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Curriculum.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Curriculum", + "text": "# 课程\r\n\r\n原文：https://supermemo.guru/wiki/Curriculum\r\n\r\n## 定义\r\n\r\n **课程** 是一个详细的学习计划。对于上学的学生来说， **课程** 规定了哪些科目应该学习，以何种顺序学习，以及在什么年龄段学习。 **课程** 的目标是确定一个好公民应该知道的最低限度的必要知识。例如，在荷兰，小学阶段只设定了 58 个一般目标，学校可以制定自己的 **课程** 。一个目标可能要求 **一般的英语沟通能力** 。\r\n\r\n## 必修课程\r\n\r\n一个 **课程** 可以成为学习中的有用指南。它可以提前告知学生和家长，哪些主题值得探索。在这个意义上，任何一本好书都可以作为进一步探索的指导性骨架。然而，在现实生活中，课程往往是强制性的，或以[强制学习](https://supermemo.guru/wiki/Coercion_in_learning)的方式强加给学生。这违反了[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)，即最好的学习应该基于自然的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。\r\n\r\n由于其强制性和强迫性， **课程** 已成为教育的最大祸害之一。课程是[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)的根源所在。课程不是提供启发性的指导，而是导致了几乎普遍的[对学校的厌恶](https://supermemo.guru/wiki/Why_kids_hate_school%3F)。\r\n\r\n一旦学校采用了 **课程** ，它往往需要控制学习进展的所有步骤。偏离所采用的路线会导致差距和理解力差。孩子们生病请假，很容易会跟不上。兴趣不大的孩子，会逐渐形成知识上的差距，破坏对学习的热爱。设计得「完美」的课程就像一座纸牌屋，只要缺少几个部件就会倒塌。\r\n\r\n## 早期教学\r\n\r\n **课程** 中最有害的方面之一是早期学术指导的僵化观念。对早期做事情的痴迷来自于关键期的想法和所谓的教学对大脑发展的重要性。相反，在早教中，[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)被替换为[无语义](https://supermemo.guru/wiki/Asemantic)知识构件的组装。这减缓了学习速度，并可能导致早期[不喜欢学习](https://supermemo.guru/wiki/Why_kids_hate_school%3F)。在困难材料、[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)、不喜欢学习和课程中个别项目的位置之间存在着一个正反馈循环（见：[学校字识的隧道视野](https://supermemo.guru/wiki/Tunnel_vision_of_school_letteracy)）。\r\n\r\n关于另一种选择，见[学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)，其中正确的[语义方法](https://supermemo.guru/wiki/Semantic_learning)是由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)引导的。\r\n\r\n## 教育学\r\n\r\n课程往往是由对教学知之甚少的人编写的。这就是[萨德伯里山谷学校](https://supermemo.guru/wiki/Sudbury_Valley_School)在[丹尼-格林伯格](https://supermemo.guru/wiki/Danny_Greenberg)的脑海中诞生的过程，他曾经在编写物理学的 **课程** 时注意到自己无知地参与进这个过程的荒谬性。另见：[课程滞后](https://supermemo.guru/wiki/Curriculum_lag)\r\n\r\n## 政治课程\r\n\r\n在所有的政治制度中， **课程** 总是被当作一种可以塑造年轻人思想的武器。这在极权主义制度中最为明显，在那里，意识形态必须尽早根深蒂固，否则就会在与自由主义思想的冲突中面临灭顶之灾。[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的整个理念也可以被看作是一种意识形态，已经深深地刻在现代文化中。当我坚持认为[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)时，即使是最开明的人一开始也会提出反对。要证明胁迫、 **课程** 、学校压力、压力、[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)、[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)和失去对学习的热爱之间的直接联系，需要相当大的努力。很难证明胁迫性的学校教育破坏了社会的智力。见：[学校课程本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)。\r\n\r\n## 课程的问题\r\n\r\n如果一个孩子选择用十六进制系统做所有的计算，她可能就会走上改变我们看待数字的道路。我们应该阻止这种情况的发生吗？我们是否应该强迫孩子强制性地看一下「正确和优越」的十进制系统？我们是否应该这样做，即使这抑制了孩子对学习的热爱，对探索的热爱，以及对她个人探索的兴趣？\r\n\r\n如果一个孩子选择创造他自己的语言或编码系统，我们应该阻止他吗？也许他将创造一种工具，在5-15年内席卷全球。年轻一代很容易适应，也很容易接受。世界可能在一代人的时间里就被改变了。我们应该通过使用胁迫工具来阻止它吗？\r\n\r\n关于对课程问题的更全面的比喻解释，见：[知识结晶](https://supermemo.guru/wiki/Knowledge_crystallization)，[拼图比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)和[学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)。\r\n\r\n **课程** 的目的是作为一盏指路明灯，但实际上，它通常成为强制的工具，成为 **学习缓慢和创造力受阻** 的原因。", + "type": "text/markdown", + "caption": " 课程\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Curriculum" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Discovery learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Discovery learning.json" new file mode 100644 index 0000000..ade186e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Discovery learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Discovery learning", + "text": "# 探索式学习\r\n\r\n原文：[Discovery learning - supermemo.guru](https://supermemo.guru/wiki/Discovery_learning)\r\n\r\n **探索式学习** 是追求自然发现的学习。 **探索式学习** 的定义版本不少，在诸如[教师](https://supermemo.guru/wiki/Teacher)的作用等具体细节上有所不同。然而，就其最纯粹的形式而言， **探索式学习** 无非是[自由学习](https://supermemo.guru/wiki/Free_learning)。换句话说，它是基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的指导而进行的学习，在节奏、主题或方向上都没有限制。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，教师的作用由学生决定，教师可能影响深远，可能毫无作用。在 **探索式学习** 中，教师通常只充当助手或促进者。\r\n\r\n类似的或可替代的术语包括：建构主义学习、探究式学习、等价学习、[基于项目的学习](https://supermemo.guru/wiki/Project-based_learning)、基于问题的学习、体验式学习、基于现象的学习、探究式学习、自主学习、以学生为中心的学习、[最小指导学习](https://supermemo.guru/wiki/Minimum_guidance_learning)、非正式学习、边做边学等等。所有这些术语都建立在这样一个基本事实之上：高效的学习始于[知识评估](https://supermemo.guru/wiki/Knowledge_valuation_network)，并在[连贯性](https://supermemo.guru/wiki/Coherence)中逐步建立起新的知识层。\r\n\r\n更多信息见：\r\n\r\n- [自由学习](https://supermemo.guru/wiki/Free_learning)\r\n\r\n- [探索式学习很难量化](https://supermemo.guru/wiki/Discovery_learning_is_hard_to_measure)\r\n\r\n- [可怕的最小指导学习理论，由Kirschner, Clark, Sweller 提出](https://supermemo.guru/wiki/Horrible_theory_of_minimal_guidance_learning_by_Kirschner,_Clark,_and_Sweller)", + "type": "text/markdown", + "caption": " 探索式学习\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Discovery learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Eustress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Eustress.json" new file mode 100644 index 0000000..1e5a942 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Eustress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Eustress", + "text": "# 良性压力\r\n\r\n原文：[Eustress - supermemo.guru](https://supermemo.guru/wiki/Eustress)\r\n\r\n **良性压力** 是一种温和且有益的压力。它是对适度挑战的反应，可以提高警觉性和认知表现。良性压力通常是令人愉悦的压力。当球队进球时，球员可能获得额外能量。然而，失球时他也可能会感到轻度愤怒并获得能量。参见：[良性压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)\r\n\r\n **良性压力** 在创意工作中可能并不受欢迎，除非它能够促进有助于实现目标的创造力。例如，解决问题的小成功带来的轻度愉悦可能会引发更多的连续成功。然而，过度的愉悦或者由于反复失败而产生的压力可能会产生相反的效果。\r\n\r\n在由紧张的脑力劳动导致的[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳使警觉性下降时， **良性压力** 是最有用的。\r\n\r\n我们尚未完全了解 **良性压力** 的激素作用，然而，我们可以假设，它充分利用了压力激素的最佳效果，并结合了一定剂量的有助于愉悦心情的激素。这可能包括肾上腺素的战备状态、皮质醇的警觉性提高、内啡肽对疼痛的敏感性降低、多巴胺的兴奋状态等。最重要的是，所有这些激素调节都足够适度，可以最大限度地减少对健康的负面影响。从长远来看，为了长期的心理健康，轻度的良性压力可能是必要的。\r\n\r\n在[完美设计的日程](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)中，早晨应该留给高[创造力](https://supermemo.guru/wiki/Creativity)，而 **良性压力** 可以通过额外的精神能量提振来来延长创意时间。这可以很容易地通过清晨时的独处来实现，只有在「受保护的早晨创造力时段」之后才能暴露在世界的压力之下。请参阅：[优化脑力劳动的时间安排](https://supermemo.guru/wiki/Optimizing_the_timing_of_brainwork)\r\n\r\n在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，高创造力对[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)最有帮助。然而，在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中回答问题可能在较低优先级的时段（包括傍晚时段）进行。因此， **良性压力** 也可以促进 SuperMemo 的学习进度。然而，它应该更多地用于将学习时间延伸到较低优先级的知识领域。\r\n\r\n另请参阅：\r\n\r\n- [良性压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)\r\n\r\n- [幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)\r\n\r\n- 应对压力：[利用泄压阀来预防慢性压力](https://supermemo.guru/wiki/Using_stress_valves_to_prevent_chronic_stress)\r\n\r\n- 培养韧性：[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience) \r\n\r\n- [良性压力 @Wikipedia](https://en.wikipedia.org/wiki/Eustress)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。", + "type": "text/markdown", + "caption": " 良性压力\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Eustress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Extrinsic motivation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Extrinsic motivation.json" new file mode 100644 index 0000000..d6e261a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Extrinsic motivation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Extrinsic motivation", + "text": "# 学习的外在动机\r\n\r\n原文：[Extrinsic motivation - supermemo.guru](https://supermemo.guru/wiki/Extrinsic_motivation)\r\n\r\n **外在动机** 是来自外部的动机。在学习中，这种动机可能源于老师、父母，源于挫败、哄骗、甚至是惩罚。想要依靠外在动机来提高学习效率几乎是不可能的。外在动机的建立基于奖惩，与知识本身的价值毫不相干。 这种类型的动机（外在动机）违背了[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。如果学习本身不构成奖励，学习的知识会是[不连贯](https://supermemo.guru/wiki/Coherence)的，并且易于干涉，这种类型的知识不仅难以被大脑记住，还会加快对其他知识的遗忘。[ **内在** 动机](https://supermemo.guru/wiki/Intrinsic_motivation)才是高效学习的关键。\r\n\r\n另见：\r\n\r\n- [我如何才能从外部激励孩子？](https://supermemo.guru/wiki/How_can_I_motivate_a_child_extrinsically%3F)\r\n\r\n- [内在动机](https://supermemo.guru/wiki/Intrinsic_motivation)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [Harm of coercion in learning.png|https://supermemo.guru/images/thumb/c/cc/Harm_of_coercion_in_learning.png/900px-Harm_of_coercion_in_learning.png]]](https://supermemo.guru/wiki/File:Harm_of_coercion_in_learning.png)\r\n\r\n> 图：\r\n\r\n>\r\n\r\n> - 基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的 **自发学习** 以红色表示\r\n\r\n> - 建立在学校奖惩之上的 **强迫学习** 以蓝色表示\r\n\r\n> - 外在动机的影响以橙色显示（奖励和惩罚为同一影响媒介）\r\n\r\n> - 信息中知识和知识流的价值取决于[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network) （比如眶额皮质）\r\n\r\n> - 当知识能补充[前置知识](https://supermemo.guru/wiki/Prior_knowledge)，并能提升总体知识的价值时，其价值就等同于知识增量\r\n\r\n> - 红色知识被视为「最优知识」，即具有最佳价值（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）\r\n\r\n> - 蓝色知识被估值为质量次优，连贯性一般（见：[复杂性](https://supermemo.guru/wiki/Complexity)，[一致性](https://supermemo.guru/wiki/Coherence)，[适用性](https://supermemo.guru/wiki/Applicability)，[稳定性](https://supermemo.guru/wiki/Stability)）\r\n\r\n> - 红色的优质知识会激活「渴望」，这就是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的基础\r\n\r\n> - 蓝色的次优知识因为「渴望的知识」与其竞争的缘故，会被标记成不想要的知识\r\n\r\n> - 对渴望获得的记忆进行编码，会产生「喜欢」（参见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）\r\n\r\n> - 对不想要的记忆进行编码，会导致对知识不够喜欢甚至厌恶（见：[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)）\r\n\r\n> - 学习中的奖励有助于记忆的编码和[巩固](https://supermemo.guru/wiki/Consolidation)\r\n\r\n> - 学习中的惩罚通常会削弱记忆（包括渴望的记忆）和学习内驱力\r\n\r\n> - 学习中的惩罚影响[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，会导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，表现为失去对[学习的兴趣](https://supermemo.guru/wiki/Pleasure_of_learning)。\r\n\r\n> - [习得性无助](https://supermemo.guru/wiki/Learned_helplessness)中[奖励的不足](https://supermemo.guru/wiki/Reward_deficit)会增加成瘾，抑郁，以及其他精神疾病的风险（见：[奖励多样性在预防成瘾中的作用](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)）\r\n\r\n> - 外在动机（包括对学习的奖励）使编码不想要的记忆成为可能（这样的记忆失去了[连贯性](https://supermemo.guru/wiki/Coherence)、[稳定性](https://supermemo.guru/wiki/Stability)、[适用性](https://supermemo.guru/wiki/Applicability)等）\r\n\r\n> - 如果外在动机凌驾于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，外在动机会压制「渴望的记忆」的编码，并影响欲求和喜好，进而导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)", + "type": "text/markdown", + "caption": " 学习的外在动机\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Extrinsic motivation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Falsity vector.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Falsity vector.json" new file mode 100644 index 0000000..0ea73c9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Falsity vector.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Falsity vector", + "text": "# 误导因素\r\n\r\n原文：[Falsity vector - supermemo.guru](https://supermemo.guru/wiki/Falsity_vector)\r\n\r\n **误导因素** 指的是任何源于大脑的、以扭曲方式影响知识获取偏好的因素。虽然 **偏见因素** 如激情和兴趣会导致知识分布不均，但它们对现实[模型](https://supermemo.guru/wiki/Model)中的错误程度的统计影响很小。相比之下， **误导因素** 增加了建模不正确的可能性。例如，对微生物的过度恐惧可能会激发对微生物学的研究，这种研究会侧重风险因素，而低估微生物生命的积极作用。错误的知识导致错误的现实模型，进而导致错误的策略。例如，对微生物的恐惧可能导致滥用抗生素。 **误导因素** 应与审查制度、宣传和其他导致扭曲的知识获取的外部力量的影响分开考虑。它们还应该与不可避免的 **认知偏见** 区分开来，后者由人类大脑的自然属性所致。\r\n\r\n另见：[躯体标记假说](https://en.wikipedia.org/wiki/Somatic_marker_hypothesis)（知识的获得是由一系列微观决策控制的）", + "type": "text/markdown", + "caption": " 误导因素\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Falsity vector" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Fast thinking.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Fast thinking.json" new file mode 100644 index 0000000..92aeb23 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Fast thinking.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Fast thinking", + "text": "# 快速思考\r\n\r\n原文：[Fast thinking - supermemo.guru](https://supermemo.guru/wiki/Fast_thinking)\r\n\r\n **快速思考** 是一种思考方式，它主要基于具有高[稳定性](https://supermemo.guru/wiki/Stability)的既有突触连接。 **快速思考** 之所以快速，是因为它不依赖于[创造力](https://supermemo.guru/wiki/Creativity)的随机搜索。\r\n\r\n快速思考是本能反应的、算法化的或演绎的。其本质便是卡尼曼在其获奖书籍[《思考，快与慢》](https://en.wikipedia.org/wiki/Thinking,_Fast_and_Slow)中定义的系统 1，但更直观。\r\n\r\n **慢速思考** 需要一定程度的创造性联想，这可能需要新的连接（参见：[创造性问题解决中的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)）。在我的术语中， **慢速思考** 其实就是[解决新问题](https://supermemo.guru/wiki/Problem_solving)。Baddley 会使用术语[监督注意力系统](https://supermemo.guru/wiki/Supervisory_Attentional_System)（SAS），以表示参与 **慢速思考** 的控制系统。相反， **快速思考** 会绕过 SAS。\r\n\r\n **快速思考** 依赖于大脑中现有的高速连接，而慢速思考就像是在充满无数可能性的密林中探索。关于慢速思考的更多信息，请参阅：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n[[img [Old and new knowledge in creative problem solving|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/600px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n图解：创造性地解决问题需要（1）具有高[稳定性](https://supermemo.guru/wiki/Stability)的广泛专业知识，以及（2）具有高[可提取性](https://supermemo.guru/wiki/Retrievability)的丰富新知识。广泛的稳定知识使得解决算法问题变得容易。这些问题可以在快速思维的帮助下以较低的能量消耗得到解决。需要「跳出思维定势」的问题依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对不同领域的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是由「求知欲」驱动的，也就是可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻松塑造和[泛化](https://supermemo.guru/wiki/Generalization)的新鲜知识。这种可塑性，有助于在新学习和创造性问题解决中，实现良好的模式匹配。", + "type": "text/markdown", + "caption": " 快速思考\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fast thinking" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Fish tank perspective.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Fish tank perspective.json" new file mode 100644 index 0000000..acf9502 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Fish tank perspective.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Fish tank perspective", + "text": "# 鱼缸视角\r\n\r\n原文：[Fish tank perspective - supermemo.guru](https://supermemo.guru/wiki/Fish_tank_perspective)\r\n\r\n **鱼缸视角** 指的是教师、教育学家、教育者，以及校园心理学家等群体，因为仅在学校场景下观察儿童，而对童年产生错误认识的现象。\r\n\r\n他们最惊人的谬误是：[学生都很懒惰](https://supermemo.guru/wiki/Myth:_Students_are_naturally_lazy_and_do_not_like_to_learn)。经过多年的[强迫学习](https://supermemo.guru/wiki/Coercive_learning)，学生本能地逃避与学习相关的所有努力。这是一种天然的防御机制，阻碍了我们的学习天性。我们都热爱学习，直到被送进学校。（见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）。\r\n\r\n此外，我们都会养成一套与个人情境相匹配的行为。这套行为构成了[行为系统](https://supermemo.guru/wiki/Behavioral_system)。在学校中所展现的行为系统被严重污染了。学校限制自由、成绩，并且惩罚所有违反为[学校工厂系统](https://supermemo.guru/wiki/Factory_system_of_schooling)持续运作而制定的规则的行为。\r\n\r\n一个在学校表现得彬彬有礼的孩子，也可能是操场上的恶霸。他只需要在合适的时间，带上一副训练有素、[受过良好学校教育](https://supermemo.guru/wiki/Well-schooled)的面具。一个习惯于以诚实健康的方式表达自己情绪的孩子会被视作捣乱分子，并且受到惩罚。在学校没有表现出主动性的孩子可能只是一个热衷于学习与他[童年激情](https://supermemo.guru/wiki/Childhood_passions)有关的知识。毒品问题常常不为人知，直到为时已晚。角落里沉默的孩子可能怀有恐怖主义或谋杀的想法（见：[心怀杀机的学生](https://supermemo.guru/wiki/Students_with_murder_in_mind)）。学校枪击事件和自杀很好地说明了成年人对孩子的想法知之甚少。\r\n\r\n这一切的罪魁祸首是对自由的剥夺。孩子们习惯于隐藏他们的世界。他们的这种习惯源自于一个事实，即所有偏离严格规则的行为都会受到惩罚（见：[优化发展中的行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)）。家长和老师会为了「统一战线」而对孩子隐藏不同意见，据称这可以最大限度地减少孩子的「困惑」。孩子总是会听见「学校好」的言论，即便大人对学校也心存疑虑。如果自由无法与开放、诚实且没有审查的沟通相互结合，成年人将永远遭受 **「鱼缸视角」** 的困扰。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 鱼缸视角\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fish tank perspective" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Forgetting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Forgetting.json" new file mode 100644 index 0000000..8da9e78 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Forgetting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Forgetting", + "text": "# 遗忘\r\n\r\n原文：[Forgetting - supermemo.guru](https://supermemo.guru/wiki/Forgetting)\r\n\r\n **遗忘** 是知识逐渐从记忆中消失的过程。遗忘的主要原因是[干扰](https://supermemo.guru/wiki/Interference)。对于简单神经网络中的[原子知识](https://supermemo.guru/wiki/Complexity)而言，干扰将导致[指数型遗忘](https://supermemo.guru/wiki/Forgetting_curve)。这已被 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 所收集到的数据所证实。\r\n\r\n欲了解更多，请参阅：\r\n\r\n- [遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)\r\n\r\n- [遗忘机制](https://supermemo.guru/wiki/Mechanism_of_forgetting)\r\n\r\n- [记忆的神经统计学模型](https://supermemo.guru/wiki/Neurostatistical_model_of_memory)\r\n\r\n- [Hopfield 网络中的干扰导致的指数型遗忘](https://supermemo.guru/wiki/Exponential_forgetting_via_interference_in_a_Hopfield_network)\r\n\r\n- [艾宾浩斯遗忘曲线的错误](https://supermemo.guru/wiki/Error_of_Ebbinghaus_forgetting_curve)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。\r\n\r\n[[img [Exponential forgetting curve collected with SuperMemo 17|https://supermemo.guru/images/thumb/6/69/Exponential_forgetting_curve.jpg/500px-Exponential_forgetting_curve.jpg]]](https://supermemo.guru/wiki/File:Exponential_forgetting_curve.jpg)\r\n\r\n> 图：经过相当于 6 次[最佳间隔](https://supermemo.guru/wiki/Optimum_interval)复习后的，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 学习材料的[指数型遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。绘制的图表包含 14,550 次复习。", + "type": "text/markdown", + "caption": " 遗忘\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Forgetting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Futile grit.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Futile grit.json" new file mode 100644 index 0000000..e9516fe --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Futile grit.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Futile grit", + "text": "# 徒劳的毅力\r\n\r\n原文：[Futile grit - supermemo.guru](https://supermemo.guru/wiki/Futile_grit)\r\n\r\n **徒劳的毅力** 是为了不值得付出代价的目标而非理性地应用[自律](https://supermemo.guru/wiki/Self-discipline)。 **毅力** 被认为是好学生的一个重要特征。这就是为什么学校非常重视培养毅力。然而，由于缺乏对大脑形成的信号的关注（例如，参照[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)），毅力可能是无益的，不健康的。这样的毅力是徒劳的或有害的。详见：[在学校学到的 50 个坏习惯](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)。\r\n\r\n关于 **徒劳的毅力** 和健康的自律之间的区别，见：[自律](https://supermemo.guru/wiki/Self-discipline)。", + "type": "text/markdown", + "caption": " 徒劳的毅力\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Futile grit" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Homeostatic sleep propensity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Homeostatic sleep propensity.json" new file mode 100644 index 0000000..79db0b7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Homeostatic sleep propensity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Homeostatic sleep propensity", + "text": "# 自稳态的睡眠倾向\r\n\r\n原文：[Homeostatic sleep propensity - supermemo.guru](https://supermemo.guru/wiki/Homeostatic_sleep_propensity)\r\n\r\n **自稳态的睡眠倾向** （又称*过程S*）是睡眠驱动力的一部分，由清醒时长决定。我们在清醒状态下持续活动的时间越长就会越困。我们学得越多，认知努力越高，睡眠倾向就会越高。良好的学习对睡眠是有益的。当昼夜节律和自然睡眠平衡的倾向联合起来时，睡眠就会出现。\r\n\r\n自稳态睡眠与认知疲劳相关。认知疲劳会降低：警觉性、形成新记忆的能力、巩固记忆的能力以及创造力等等。\r\n\r\n在醒着的一天中，我们沿着一条自稳态曲线从高度警觉到高度困倦逐渐移动。\r\n\r\n另见：\r\n\r\n- [睡眠调节的双过程模型](https://supermemo.guru/wiki/Two-process_model_of_sleep_regulation)\r\n\r\n- [昼夜睡眠倾向](https://supermemo.guru/wiki/Circadian_sleep_propensity)\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 \"*[好睡眠、好学习、好生活](https://supermemo.guru/wiki/Science_of_sleep)*\"(2017) 作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [SuperMemo's two-component sleep model inspired by the publications of Alexander A. Borbély and Peter Achermann.|https://supermemo.guru/images/thumb/2/28/Two-component_sleep_model_in_SuperMemo.jpg/800px-Two-component_sleep_model_in_SuperMemo.jpg]]](https://supermemo.guru/wiki/File:Two-component_sleep_model_in_SuperMemo.jpg)\r\n\r\n> 图：对[睡眠调节的双过程模型](https://supermemo.guru/wiki/Two-process_model_of_sleep_regulation)的示范性解释，取自 Windows 版 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的实际睡眠记录。水蓝色线代表[昼夜睡眠](https://supermemo.guru/wiki/Circadian_sleep_propensity)。绿线代表自稳态状态的警觉性（静止状态的睡眠倾向的逆向）。红线代表总体警觉性，是累积睡眠倾向的倒数。最佳警觉性是在睡眠倾向的两个组成部分都处于最低时实现的。受 [Alexander A. Borbély](https://supermemo.guru/wiki/Alexander_Borbely) 和 Peter Achermann 的研究启发\r\n\r\n[[img [Optimizing the timing of brainwork with respect to the circadian cycle.|https://supermemo.guru/images/e/ef/Circadian_graph_and_brainwork.gif]]](https://supermemo.guru/wiki/File:Circadian_graph_and_brainwork.gif)\r\n\r\n> 图： **优化与[昼夜周期]相关的脑力劳动时间(https://supermemo.guru/wiki/Circadian_cycle)** 。这张图是在 [SleepChart](https://supermemo.guru/wiki/SleepChart) 的帮助下，根据长达 3 年每天对[自由运行的睡眠](https://supermemo.guru/wiki/Free-running_sleep)结果的测量。横轴表示[从醒来开始的小时数](https://supermemo.guru/wiki/Circadian_phase)（注意，[自由运行的睡眠](https://supermemo.guru/wiki/Free-running_sleep)周期可能长于 24 小时）。浅蓝色的点是实际的睡眠事件测量，横轴为时间，左纵轴为长度。 **[自稳态](https://supermemo.guru/wiki/Homeostatic)** 困倦度可以大致表示为 **酝酿睡意的能力（主动睡眠）** 。启动睡眠发作的百分比被画成一条粗蓝线（纵轴的右侧数值）。腺苷相关的[平衡睡眠倾向](https://supermemo.guru/wiki/Homeostatic_sleep_propensity)与脑力劳动成比例增加，可以通过咖啡因、压力等部分清除。 **[昼夜节律](https://supermemo.guru/wiki/Circadian)** 睡意可大致表示为 **维持睡眠的能力。主动睡眠的平均发生长度被画成一条粗红线（纵轴的左侧数值）。中午的警觉性低落也是昼夜节律，但在生物学上是不同的，导致睡眠时间短，不登记为红色峰值。** 睡眠维持 **的昼夜成分与以下因素相关：（1）与核心体温、[ACTH](https://en.wikipedia.org/wiki/ACTH)、[皮质醇](https://en.wikipedia.org/wiki/Cortisol)、[儿茶酚胺](https://en.wikipedia.org/wiki/Catecholamine)呈负相关，（2）与以下因素呈正相关。[褪黑激素](https://supermemo.guru/wiki/Melatonin)和[快速眼动睡眠](https://supermemo.guru/wiki/REM_sleep) 倾向。** 最佳的脑力劳动时间**需要（1）低的[自稳态](https://supermemo.guru/wiki/Homeostatic)睡意，和（2）低的[昼夜节律](https://supermemo.guru/wiki/Circadian)睡意。在一天中，有两个高质量的警觉性区块：第一个是在醒来后，第二个是在[午睡](https://supermemo.guru/wiki/Siesta)后。这两个区块都被标记为图表下面的黄色区间。为了获得最佳的学习效果，以及最佳的[创造力](https://supermemo.guru/wiki/Creativity)，请在这两个黄色区块的时间段安排学习。[咖啡因](https://supermemo.guru/wiki/Caffeine)只能在最佳脑力劳动窗口的早期用于提高警觉性（棕色）。晚些时候使用会影响睡眠（咖啡因的半衰期约为 6 小时）。最佳运动时间未被标注，因为它可能根据 [Zeitgeber](https://supermemo.guru/wiki/Zeitgeber) 的最佳时间而变化（例如，[DSPS](https://supermemo.guru/wiki/DSPS) 人在清晨，ASPS 人在傍晚）。更多细节见：[人类睡眠的双相性](https://supermemo.guru/wiki/Biphasic_life)。", + "type": "text/markdown", + "caption": " 自稳态的睡眠倾向\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Homeostatic sleep propensity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Homework.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Homework.json" new file mode 100644 index 0000000..71cefd2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Homework.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Homework", + "text": "# 家庭作业\r\n\r\n原文：[Homework - supermemo.guru](https://supermemo.guru/wiki/Homework)\r\n\r\n **家庭作业** 基于[自学](https://supermemo.guru/wiki/Self-learning)。然而，这并不意味着它高效或良好。大多数时候，它不行。\r\n\r\n家庭作业在大多数情况下有害的原因如下：\r\n\r\n- 材料通常是[被强加的](https://supermemo.guru/wiki/Coercion_in_learning)，而不是[自主选择的](https://supermemo.guru/wiki/Self-directed_learning)。这违反了[自我导向](https://supermemo.guru/wiki/Self-directed_learning)的原则\r\n\r\n- 家庭作业通常在晚上做，在错误的[昼夜节律时间](https://supermemo.guru/wiki/Natural_creativity_cycle)（[昼夜节律](https://supermemo.guru/wiki/Circadian)因素）\r\n\r\n- 当孩子们开始做家庭作业时，他们通常已经在学校花了很长时间，已经筋疲力尽了（[自稳态](https://supermemo.guru/wiki/Homeostatic)因素）\r\n\r\n- 太费力，工作量太大，学习速度过高，引发[干扰](https://supermemo.guru/wiki/Interference)而破坏先前的学习（见：[论老鼠比受过学校教育的人更优越](https://supermemo.guru/wiki/Superiority_of_a_rat_over_a_schooled_human)）\r\n\r\n- 违反[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)导致人们普遍讨厌学校教育，甚至讨厌学习（见：[孩子为什么讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F))\r\n\r\n[PISA](https://supermemo.guru/wiki/PISA) 的相关性似乎表明， **家庭作业** 对考试结果是有益的。然而，芬兰是一个很好的反面例子：家庭作业很少，但效果很好。\r\n\r\n[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 是对家庭作业最强烈的批评者之一。他嘲讽道，家庭作业是「只有痛苦，没有收获」。见：[重新思考家庭作业](http://www.alfiekohn.org/article/rethinking-homework/)", + "type": "text/markdown", + "caption": " 家庭作业\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Homework" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Intelligence.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Intelligence.json" new file mode 100644 index 0000000..0ded14f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Intelligence.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Intelligence", + "text": "# 智力\r\n\r\n原文：[Intelligence - supermemo.guru](https://supermemo.guru/wiki/Intelligence)\r\n\r\n## 定义\r\n\r\n **人类智力** 是衡量人类解决问题的能力。\r\n\r\n## 定义模糊不清\r\n\r\n在数百本书籍和文章中，有几十个关于 **人类智力** 的定义。然而， **问题解决** 能力是最简单和最普遍的衡量标准，似乎包含了所有其他能力。\r\n\r\n例如，考虑以下由专家共识的「更广泛」的定义：\r\n\r\n> 一种非常普遍的心理能力，包括推理、计划、[解决问题](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)、[抽象](https://supermemo.guru/wiki/Abstract_knowledge)思考、理解复杂的想法、快速学习和从经验中学习的能力。它反映了一种理解我们周围环境的广泛能力。对事物的「理解」，或「弄清」该怎么做\r\n\r\n不难看出， **解决问题** 需要推理、[抽象](https://supermemo.guru/wiki/Abstraction)、理解和学习。\r\n\r\n## Jeff Hawkins\r\n\r\nJeff Hawkins 将智能定义为适应能力。他说机器可以在几乎所有特定领域的测试中击败人类，但它们并不像人类那样具有普遍性，这是正确的。我们才是智能的，因为我们有适应能力。他计划建立一个可以在计算机中模拟的新皮质模型。这样他就能完成智能。然而，我们都天生具有 Hawkins 所寻求的那种适应性。尽管有这种奇妙的适应性，我们并不会说婴儿很智能。 **适应性是发展智能的潜力的基础** 。人类的适应性显然比机器的适应性更普遍（在 2020 年）。Hawkins 的定义来自他对建立智能系统的兴趣。然而，这个定义对于我在[本网站](https://supermemo.guru/wiki/This_site)上对人类卓越性的考虑不是很有用。\r\n\r\n适应性的关键是大脑的[概念网络](https://supermemo.guru/wiki/Concept_network)的[概念化](https://supermemo.guru/wiki/Conceptualization)。我们都生来就有这种宝贵的品质。随着时间的推移，智能的出现是通过[概念计算](https://supermemo.guru/wiki/Conceptual_computation)来解决问题的能力。\r\n\r\n## Alexander Wissner-Gross\r\n\r\nAlexander Wissner-Gross 对 **智力** 提出了一个更广泛的定义，它解释了所有智能行为背后的[驱动力](http://michaelscharf.blogspot.com/2014/02/a-new-equation-for-intelligence-f-t-s.html)。这也可能有助于证明，一个智能系统（或一个新生婴儿），只需要 3 个组成部分就能出现智能：（1）感官，（2）[概念网络](https://supermemo.guru/wiki/Concept_network)（如新皮质），和（3）[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。\r\n\r\n对于一个以目标为导向的智能系统，我们还需要（4）效应器来与环境互动。\r\n\r\n## 抽象智力\r\n\r\n有很多人试图将智力与特定领域的知识分开。IQ 测试正是此意（见：[IQ 谬论](https://supermemo.guru/wiki/IQ_myth)）。如出一辙的是 Raymond Cattell 区分流体智力（聪明才智）和晶体智力（基于知识）。智力的正式定义，可能是在一系列[未知复杂性的环境](https://link.springer.com/article/10.1007%2Fs11023-007-9079-x)中，人的平均预期表现。然而，智力不可避免的属性是智力属于特定领域，并且是可适应的。化学家具备化学知识，他们因此能聪明地解决所在领域的问题，但这些知识对于牙科则无济于事。在口语化的意义上，我们可能倾向于要求普遍性作为智力的标准。然而，在一个有问题需要解决的世界里，我们需要更好的特定领域问题解决者。通才是有吸引力的。然而，只有智能系统的适应性才是普遍的。普遍性有很多优点，然而也不无成本。我们需要更多的牛顿，他们足够全才，以解决他们决定要解决的问题。 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 中，[我](https://supermemo.guru/wiki/Piotr_Wozniak)一贯将智力称作实现特定目标所需的工具。智力是可变的、可训练的属性，而不是与生俱来的禀赋。\r\n\r\n## 延伸阅读\r\n\r\n- [高智力的简单公式](https://supermemo.guru/wiki/Simple_formula_for_high_intelligence)\r\n\r\n- [如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)\r\n\r\n- [智商是衡量智力的糟糕标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)\r\n\r\n- [概念网络](https://supermemo.guru/wiki/Concept_network)\r\n\r\n- [概念计算](https://supermemo.guru/wiki/Conceptual_computation)\r\n\r\n- [社会是一个概念网络](https://supermemo.guru/wiki/Society_as_a_concept_network)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。\r\n\r\n[[img [Old and new knowledge in creative problem solving|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/600px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n> 图：创造性地解决问题需要（1）具有高度[稳定性](https://supermemo.guru/wiki/Stability)的庞大专家知识，以及（2）具有高度[可提取性](https://supermemo.guru/wiki/Retrievability)的丰富新知识。庞大的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题可以在低能量消耗下解决。需要 「跳出框架思考 」的问题则依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对遥远想法的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)由 「饥饿的知识 」提供动力，即新鲜的知识可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻易地被塑造和[泛化](https://supermemo.guru/wiki/Generalization)。这种可塑性为新的学习和创造性问题的解决提供了良好的模式匹配。", + "type": "text/markdown", + "caption": " 智力\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Intelligence" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Intrinsically Valuable State.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Intrinsically Valuable State.json" new file mode 100644 index 0000000..58c718e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Intrinsically Valuable State.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Intrinsically Valuable State", + "text": "# 内在价值状态\r\n\r\n原文：[Intrinsically Valuable State - supermemo.guru](https://supermemo.guru/wiki/Intrinsically_Valuable_State)\r\n\r\n## 定义\r\n\r\n进入「内在价值状态（IVS）」或「自我价值状态」，是进入任意一种，能让人不断感到来自原点的「[内在价值](https://en.wikipedia.org/wiki/Intrinsic_value_(ethics))」的状态（换句话，这种价值不是基于外物衍生而来的）。它是 **目标的元目标** ，对无神论者而言，它是神在数学意义上的替代品。\r\n\r\n## 重要性\r\n\r\n我们之中，任何一个人，但凡有能力掌握其概念的，普遍都会视「 **内在价值状态** 」为追求。只要我们不确定 **内在价值** 是否真的存在，那唯一的明智，就是在追寻 **内在价值** 时试图理解它的那份真实。\r\n\r\n **内在价值状态** 之所以重要，有以下几点原因：\r\n\r\n- 内在价值，是在永不停驶地对知识的探索这一保护伞下，全人类的大统一目标。\r\n\r\n- 内在价值能消除以自我中心带来的心理障碍。\r\n\r\n- 内在价值是人类存亡不确定性和焦虑的终极消除术\r\n\r\n对 **内在价值状态** 的追求，有助于自然地实现[斯多葛主义](https://supermemo.guru/wiki/Stoicism)的终极形态。\r\n\r\n## 起源\r\n\r\n我提出这个术语是有原因的，它基于以下推理。先看结论——我们身边所有的价值判断，都衍生自其他事物的价值，而不是自发的：\r\n\r\n```\r\n\r\n$Value(A) = Value(B)*P(B)$\r\n\r\n```\r\n\r\nA 的价值（例如学习数学）由 B 的价值（例如获得一份好工作）和在给定 A 条件下能满足 B 的概率（例如，在了解数学的同时找到一份好工作的概率）决定。在哲学中，衍生价值被称为 **工具价值** 。\r\n\r\n对大多数人来说，这个价值衍生链条的延伸，会以宗教信念，或以生活的乐趣为终点（比如，我想和耶和华贴贴，我还想要快快乐乐的生活）。一些哲学家声称会以爱、人生、意识乃至民主为内在价值，但这些只是随意的决定。\r\n\r\n科学的存在不以内在价值的存在为前提。这样看来，科学可能是一个没有所谓价值的冰冷世界。我们人类的存在对其来说，可能没有价值或意义。我们可以这么说，今天的科学不能确定 **内在价值** 的意义或存在。它未明说的，是 **内在价值** 并不存在（就像它也不明说「人没有充分的理由信仰上帝 」一样）。Stephen Wolfram（及其他很多人）明确指出了这个事实：没有宗教，就不可能确定人类的内在价值目标是什么。\r\n\r\n然而，人生的价值仍然可能客观存在，因为科学会变。它可能会发现内在价值的客观性，这对理解我们存在的意义至关重要。我们唯一需要知道的是，内在价值存在的可能性大于零。所有关于它的表述，概率都大于零又小于一，因为有几十个不确定的因素，包括我们自己感知的可靠性，或者在大脑中发生的所有[泛化](https://supermemo.guru/wiki/Generalization)的近似性质。\r\n\r\n我将上述内容提炼为一种主张，即人们唯一明智的做法是增长他们的知识，在寻求发现或反驳内在价值的存在时，对现实进行建模。其他都不重要。Alexander Wissner-Gross 将此定义为智慧的力量。我们一直被一些难以确定的朦胧目的驱使着前进。\r\n\r\n这种思维非常方便，因为它把每个人从对不朽的追求、自我利益等方面解放出来。我们都有相同的目的，因此应该和谐地工作以实现目标。这是一个 「结束所有战争」的公式。\r\n\r\n今天，人类存在的最终目的，是为了搞懂人类存在的目的。\r\n\r\n## 我自己的心路演变\r\n\r\n我从小是个天主教徒。在 10 岁左右，我阅读了关于进化论的文章，并得出结论：科学对所有问题都有最佳答案。然而，到了 15 岁，我开始有了一些关于存在的疑虑：「如果有一天我们都死了，那么所有的锻炼和学习又有什么意义呢？」\r\n\r\n18 岁左右，当我注意到科学没有定义或确定内在价值时，我认为推导找出这种价值，可以是生命唯一目的。从定义上说， **内在价值状态** 是唯一可行的目的（。因此，你可以把 **内在价值状态** 作为唯一可能的科学上可行的人生目的。由于宗教或快乐不能提供一些证据，使得能科学地确定内在价值，我们可以说，大多数人的生活没有一个真正的绝对目的。当他们说「我选择了（随意的）一个目的（让我快乐）」时，他们应该知道的是，我所谓的「依靠科学」是指我在寻求真理。内在价值状态不会是随意的，随意的价值也不是真正的内在价值。\r\n\r\n当我第一次在波兰的课堂上提到「内在价值状态」时（1980 年），我的老师认真地建议我去看心理医生。对她来说，一个少年「幻想」不存在的状态，是年轻大脑出现问题的迹象。其实她本可以倾听我的故事，然而，老师们需要赶[课程](https://supermemo.guru/wiki/Curriculum)的进度，在课堂上没有讨论的空间和时间。结果就是，哲学在课堂上没有立足之地。\r\n\r\n在 20 世纪 80 年代，我尝试建立 **内在价值状态** 的数学理论，但每次我就此主题发表演讲时，都遭到了嘲笑。人们极力劝阻我继续研究内在价值状态和价值理论，到了 1985-1986 年，我意识到，将内在价值状态与人类意识或个体联系起来，只是我人类中心主义之下的世界观。我开始对概率视角下的未知现象感兴趣，并得出结论：仅从数学角度而言，内在价值状态是人类共享的。最重要的是，我们别无选择，唯有努力探索世界。在那之前，个人追求，例如永生，只是资源的误用。\r\n\r\n最后，我写了一封信给波兰铁腕人物 Jaruzelski，请求他在 1985 年 9 月的联合国演讲中提到内在价值状态。我认为，实现和平的最佳解药，是让所有人都拥有共同的目标。我收到了一封礼貌的「谢谢」回信，和电视采访的邀约，并在演讲中发现了我信件的一些影子，尽管这些影子被冷战背景严重过滤（或者说，这些影子可能只是我富有创造力的想象力的表现）。\r\n\r\n在 1990 年，我选择使用「科学价值论」这个术语，那时我还不知道这个术语已经被 Robert Hartman 等人使用。在 20 世纪 90 年代初，我偶尔还会和我最具好奇心的同事谈论内在价值状态，但他们并没有表现出太多兴趣。我只记得其中三个最聪明的，半心半意地赞同这个概念。更糟糕的是，后来的几年里，他们模糊了这段记忆，甚至开始嘲笑这个概念。\r\n\r\n我想我已经找到了一个科学意义上有效的生活目标，但似乎没有人感兴趣。好像我们所有人都该被上帝或当下的乐趣所驱使，而不是在寻找真正有价值的目标。这不符合科学家应有的标准，人类明明可以做得更好。\r\n\r\n## 人类的目标\r\n\r\n人类全部的善良和义举，皆来自 **内在价值状态** 。\r\n\r\n如今，人类存在的唯一受科学认证的目的，是通过科学探索来探究现实。\r\n\r\n直到最近，一些我在网络上认识的新朋友（主要是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的用户）对 **内在价值状态** 的概念表现出了一些兴趣。这就是为什么我在这个页面上写下这几句话的原因。如果一直有人感兴趣，我会写更多。同时，请参阅我的「[知识的好](https://supermemo.guru/wiki/Goodness_of_knowledge)」，它解释了为什么通常情况下知识是好东西。\r\n\r\n## 对个体的重要性\r\n\r\n拥有一个简单的既定目标，使我的生活变得简单。所有的忧虑、焦虑和不确定性都随风而逝。这使得我能在愉快的自动驾驶模式下生活。如果没有令人烦恼的存在主义问题，提高生产力就很容易。我困惑了几十年，为什么其他人没有利用这样一个方便的哲学工具。目前，我不认识任何一个会通过内在价值来驱动他/她生活的人（不做任何公理假设，如上帝的存在等）。如果你是其中之一，或认识这样的人，请[告诉我](https://supermemo.guru/wiki/Let_me_know)。", + "type": "text/markdown", + "caption": " 内在价值状态\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Intrinsically Valuable State" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Item.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Item.json" new file mode 100644 index 0000000..066284f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Item.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Item", + "text": "# 条目\r\n\r\n原文：[Item - supermemo.guru](https://supermemo.guru/wiki/Item)\r\n\r\n[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的 **条目** 是指学生想要记住的知识。条目基本上等同于抽认卡。例如：\r\n\r\n **问** ：「哥白尼在何年逝世？」\r\n\r\n **答** ：「1543 年」\r\n\r\n **条目** 可以是简单的一问一答，或[填空题](https://supermemo.guru/wiki/Cloze_deletion)，或拼写测试，或是更一般的刺激-反应对。[SuperMemo for Windows] 中的 **条目** 以 [L 形蓝色背景图标](https://help.supermemo.org/wiki/Building_the_knowledge_tree)表示。（译注：西方国家刚拿驾照的新手会在汽车上贴 L 形贴纸，L 表示 Learner，具体参考维基百科）\r\n\r\n[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)时，可以利用[挖空](https://supermemo.guru/wiki/Cloze_deletion)工具来大量生成 **条目** （通常只需敲击一下键盘）。\r\n\r\n **条目** 与 **[摘录](https://supermemo.guru/wiki/Topic)** 有所不同。摘录是用于被动复习或需要进一步处理的学习材料（例如网络文章）。 **条目** 用于[主动回忆](https://supermemo.guru/wiki/Active_recall)，而摘录是新增 **条目** 的主要来源。[SuperMemo](https://supermemo.guru/wiki/SuperMemo)中的 **条目** 集合被称为[学习集](https://supermemo.guru/wiki/Collection)。\r\n\r\n条目在其他应用中的别名： **卡片** 、 **问题** 等。\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。", + "type": "text/markdown", + "caption": " 条目\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Item" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_John Holt.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_John Holt.json" new file mode 100644 index 0000000..090a2a0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_John Holt.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/John Holt", + "text": "# John Holt\r\n\r\n原文：[John Holt - supermemo.guru](https://supermemo.guru/wiki/John_Holt)\r\n\r\nJohn Caldwell Holt（1923-1985）是一位教育家，也是[非学校教育](https://supermemo.guru/wiki/Unschooling)的先驱。[本书](https://supermemo.guru/wiki/Problem_of_Schooling)中提出的大量观点早在半个世纪前就在 Holt 的书中提及。他认为，[任何学校都无法与家庭学校竞争](https://supermemo.guru/wiki/Holt:_On_value_of_schools)，学校应该像图书馆一样成为辅助资源。\r\n\r\nHolt 曾不情不愿地做过教师，并在那时开始发展对学校教育的独创性看法。因相信考试的危害，他被三所学校解雇。他从对儿童的近距离观察中得到启发，这使他相信儿童是天生善良的。根据对[社会化过程](https://supermemo.guru/wiki/Socialization_process)的现代理解，他认为儿童的命运在很大程度上是由环境决定的。因此，病态的学校会在学生的性格中刻上难以磨灭的印记。\r\n\r\nHolt 很是强调儿童的权利：\r\n\r\n> 人的学习自由是他思想自由的一部分，甚至比他的言论自由更为基本。如果我们剥夺了某人决定他将对什么感到好奇的权利，我们就破坏了他的思想自由。\r\n\r\nHolt 讲道，成年人很烦孩子，毫无同情心：\r\n\r\n> 所有的精力和愚蠢，所有的好奇心、问题、谈话，所有这些激烈的激情、无法释怀的悲伤、无节制的快乐，对许多人来说似乎是一种需要忍受的麻烦，或者一种需要被治愈的疾病。对我来说，他们是国家的资产，是无价之宝，对我们的健康和生存来说，比任何石油或铀或其他你能想到的事物都更重要。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n欲了解更多，请参阅：\r\n\r\n- [John Holt 的心路历程](https://supermemo.guru/wiki/The_journey_of_John_Holt)\r\n\r\n- 维基百科：[John Holt](https://en.wikipedia.org/wiki/John_Holt_(educator))\r\n\r\n- 纪录片：[有意义的一生](http://www.youtube.com/watch?v=i1fmjN1nykg) (esp.[Ending Quote](https://www.youtube.com/watch?v=EsowqIhCLAM)on Holt's love for children)\r\n\r\n- 访谈：[如何改变教育？](http://www.youtube.com/watch?v=N1yAGsX1DJk)", + "type": "text/markdown", + "caption": " John Holt\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "John Holt" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Knowledge valuation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Knowledge valuation.json" new file mode 100644 index 0000000..5c249f9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Knowledge valuation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Knowledge valuation", + "text": "# 知识估值\r\n\r\n原文：[Knowledge valuation - supermemo.guru](https://supermemo.guru/wiki/Knowledge_valuation)\r\n\r\n## 定义\r\n\r\n **知识估值** 是个人计算一条知识的价值的神经过程。知识的价值主要由前置知识， **估值** 和个人的目标决定。\r\n\r\n## 实例\r\n\r\n对于一位 12 岁的有抱负的足球运动员来说，了解梅西或马拉多纳的生活故事非常有价值。对这个小孩而言，三角函数似乎显得无关紧要。她的大脑对三角函数的重视程度不高。但对于一个 22 岁的建筑学学生来说，几何学知识是必不可少的，但这位学生对足球可能不会产生浓厚的兴趣。在这个例子中，12 岁小孩和 22 岁的学生可能是同一个人，相隔十年，处于两个不同的知识状态。 **知识估值** 取决于个人目标，以及对前置知识中各部分的估值。它是高度个性化的。它决定了[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。在 **知识估值** 方面不可避免的个体差异，决定了要想高效学习，就应该避免通用[课标](https://supermemo.guru/wiki/Curriculum)。\r\n\r\n## 解释\r\n\r\n所有的独立知识片断的都可以在较短时间内被大脑评估，评估标准是：价值、相关性、[一致性](https://supermemo.guru/wiki/Coherence)。所以我们能够立刻意识到一些信息是否可理解，是否[有用](https://supermemo.guru/wiki/Applicability)，也能立即意识到一些信息是[不一致的](https://supermemo.guru/wiki/Consistency)、[不连贯的](https://supermemo.guru/wiki/Coherence)或不相关的。一致、连贯，且有助于实现个人目标的知识会有最高的 **估值** 。\r\n\r\n## 机制\r\n\r\n **知识估值** 是网络化的，大脑的[概念网络](https://supermemo.guru/wiki/Concept)中的各个[概念](https://supermemo.guru/wiki/Concept_network)的价值与其相关概念的价值有关，并将该价值传达给相关概念。例如，肝脏知识的价值可能由成为一名医生的价值决定，而医生的价值又可能由其高收入或帮助病人的价值决定（或两者都有）。\r\n\r\n我把这种评估知识价值的 **[概念网络](https://supermemo.guru/wiki/Concept_network)** 称为 **[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)** 。\r\n\r\n许多假设性的神经机制可能构成了 **知识估值** 的基础。它们还可以相互佐证：\r\n\r\n- 神经元 **频率编码** 也许可以确定[概念](https://supermemo.guru/wiki/Concept)激活的「强度」，这一过程可能传达 **价值** 信息（见：[知识估值中的速率编码](https://supermemo.guru/wiki/Rate_coding_in_knowledge_valuation)）\r\n\r\n- 竞争性学习中的 **阿片受体梯度** ，例如视觉识别，可能会影响调节性突触连接，可能会在局部传播价值\r\n\r\n- 对 **眶额皮质** （OFC）的估值可能决定了 **知识估值** 的主流 **共同通货** 眶额皮质\r\n\r\n- 直接进入伏隔核、腹侧被盖区和其他奖励中心可能会提供有意识的感知奖励\r\n\r\n **估值** 在其机制方面也可能是分等级的。例如，速率编码可能会影响阿片类刺激的程度 ，这可能会加强 OFC 的判断，从而可能会选择性地到达奖励中心，作为[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统在指导学习过程中使用的最终奖励。\r\n\r\n## 延伸阅读\r\n\r\n- [学习内驱力](https://supermemo.guru/wiki/Learn_drive)\r\n\r\n- [学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n- [位于眶额皮质的价值编码神经元](https://supermemo.guru/wiki/Value-encoding_neurons_in_the_orbitofrontal_cortex)\r\n\r\n- [阿片受体在学习乐趣中的作用](https://supermemo.guru/wiki/Opioid_receptors_are_involved_in_the_pleasure_of_learning)\r\n\r\n- [阿片受体沿加工层级形成梯度](https://supermemo.guru/wiki/Opioid_receptors_form_a_gradient_along_a_processing_hierarchy)\r\n\r\n- [阿片药物的奖励可能取决于多巴胺信号](https://supermemo.guru/wiki/Opioid_rewards_may_depend_on_dopamine_signals)\r\n\r\n- [涉及喜欢和渴望的神经回路](https://supermemo.guru/wiki/Neural_circuits_involved_in_liking_and_wanting)\r\n\r\n- [参与对预期结果估值的大脑中枢：伏隔核和 VTA](https://supermemo.guru/wiki/Brain_centers_involved_in_valuation_of_anticipated_outcomes:_nucleus_accumbens_and_VTA)\r\n\r\n- [杏仁体可能参与奖励新奇输入的功能](https://supermemo.guru/wiki/Amygdala_may_be_involved_in_rewarding_novel_input)", + "type": "text/markdown", + "caption": " 知识估值\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge valuation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned helplessness.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned helplessness.json" new file mode 100644 index 0000000..6d623d2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned helplessness.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Learned helplessness", + "text": "# 习得性无助\r\n\r\n原文：[Learned helplessness - supermemo.guru](https://supermemo.guru/wiki/Learned_helplessness)\r\n\r\n **习得性无助** 是一种大脑放弃抵抗痛苦体验的状态。 **习得性无助** 由在克服痛苦体验上不断失败所导致，即使成功的障碍已经被清除，它也会持续数月甚至数年。在[本网站](https://supermemo.guru/wiki/this_site)，[学校教育](https://supermemo.guru/wiki/schooling)的内容中经常提及 **习得性无助** 。当儿童从小就被剥夺自由时，他们往往会屈从于自己的命运。这增加了抑郁和成瘾的几率。这也是极大地抑制了[学习内驱力](https://supermemo.guru/wiki/learn_drive)。因此，从长远来看，[儿童憎恨学校](https://supermemo.guru/wiki/Why_kids_hate_school)，并变得无助。伤害程度将取决于糟糕经历的持续时间和严重程度。理论上，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可以治愈这种伤害，并驱动幸福的成年生活。然而，伤害可能会很深，需要数年时间才能治愈，这在现实中往往会失败。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n欲了解更多，请参阅：\r\n\r\n- [神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)：产生 **习得性无助** 的伤害机制\r\n\r\n- [不可逆的适应不良](https://supermemo.guru/wiki/Irreversible_maladaptability)：为什么 **习得性无助** 难以逆转。\r\n\r\n- [学校如何抑制学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)\r\n\r\n- [将创造力与 ADHD 混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)：学校如何打着对抗 ADHD 的幌子对抗创造力\r\n\r\n- [成为优等生的风险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)：好成绩可能会带来长远的麻烦\r\n\r\n- [婴儿管理](https://supermemo.guru/wiki/Baby_management)：婴儿床上引发无助的过程（哭着要喝奶，在幼儿园哭等）\r\n\r\n- [婴儿睡眠](https://supermemo.guru/wiki/Baby_sleep)：无人陪睡的所谓「睡得好」的婴儿会自我安慰，这无疑是习得性无助的早期体现\r\n\r\n- [学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)：限制自由所导致无助和数十种相关习惯的机制\r\n\r\n- [预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)：无助导致抑郁和成瘾的机制\r\n\r\n- [习得性无助的 Wikipedia 词条](https://en.wikipedia.org/wiki/Learned_helplessness)\r\n\r\n[[img [Learn drive vs. School drive|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/500px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样摧毁了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意去追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 帮助形成了简单的、记忆性的、[连贯性](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了复杂的短期记忆容易受到[干扰](https://supermemo.guru/wiki/Interference)。在 **学习内驱力** 和 **学校外驱力** 通路之间的[竞争抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，会保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，储存新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，导致学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力引起的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致学习内驱力和学校外驱力的竞争，并最终压制一方而助长另一方。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会增加[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加惩罚会增加[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)查看最新的版本", + "type": "text/markdown", + "caption": " 习得性无助\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learned helplessness" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned optimism.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned optimism.md" new file mode 100644 index 0000000..c712517 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned optimism.md" @@ -0,0 +1,19 @@ +学会乐观 + +[学会乐观 -（来源） supermemo.guru](https://supermemo.guru/wiki/Learned_optimism + +另见: + + [幸福生活的简单公式](https://supermemo.guru/wiki/Simple_formula_for_a_happy_life) + +- [抗压能力](https://supermemo.guru/wiki/Stress_resilience) + +[学习与沮丧](https://supermemo.guru/wiki/Learning_and_depression) + +[斯多葛主义的现代诠释](https://supermemo.guru/wiki/Modern_re-interpretation_of_stoicism) + + [实现幸福生活的专家建议](https://supermemo.guru/wiki/Expert_advice_on_achieving_happiness_in_life) + +[学会乐观](https://en.wikipedia.org/wiki/Learned_optimism) (来自维基百科) + +此[词汇表]（https://supermemo.guru/wiki/Glossary）条目用于解释[SuperMemo Guru]（https://supermemo.guru/wiki/SuperMemo_Guru）系列中关于记忆、学习、创造力和解决问题的文本 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned optimism.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned optimism.md.meta" new file mode 100644 index 0000000..093e66c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Learned optimism.md.meta" @@ -0,0 +1,7 @@ +caption: Learned optimism +created: 20230926010148000 +modified: 20230930151917522 +modifier: 马不前 +obvault: thoughts-memo-translation-main +title: λ:/thoughts-memo-translation-main/woz/glossary/Learned optimism +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Memory stability.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Memory stability.json" new file mode 100644 index 0000000..ac61690 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Memory stability.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Memory stability", + "text": "# 记忆稳定性\r\n\r\n原文：[Memory stability - supermemo.guru](https://supermemo.guru/wiki/Memory_stability)\r\n\r\n **记忆稳定性** 是决定一条记忆在不被提取的情况下能持续多久的长期记忆变量。稳定性决定了单位时间内遗忘的概率（稳定性越高，遗忘概率越小）。具体的公式，请见：[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。\r\n\r\n **稳定性（S）** 和 **[可提取性](https://supermemo.guru/wiki/Retrievability)（R）** 是[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)的一部分。在每次[复习](https://supermemo.guru/wiki/Review)中， **稳定性** 按照[稳定化曲线](https://supermemo.guru/wiki/Stabilization_curve)增长。（参见：[稳定化](https://supermemo.guru/wiki/Stabilization)）。\r\n\r\n **稳定性** 减缓了受影响的突触系统中的 **新** 知识编码。该减缓机制预防了[遗忘](https://supermemo.guru/wiki/Interference)的主要原因——[记忆干扰](https://supermemo.guru/wiki/Interference)。大脑可以利用这一特性来优化记忆存储。同样，它可以用于人工神经网络，以防止灾难性遗忘。\r\n\r\n在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，稳定性是指 10% 的记忆可能被遗忘所需的时间。\r\n\r\n另见：\r\n\r\n- [记忆的两个组成成分](https://supermemo.guru/wiki/Two_components_of_memory)\r\n\r\n- [长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)\r\n\r\n- [记忆稳定性的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory_stability)\r\n\r\n- [寻找通用记忆公式](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n[[img [SuperMemo: Changes in two variables of long-term memory: retrievability and stability|https://supermemo.guru/images/thumb/5/57/Memory_status.jpg/600px-Memory_status.jpg]]](https://supermemo.guru/wiki/File:Memory_status.jpg)\r\n\r\n> 图：示例[知识片段](https://supermemo.guru/wiki/Piece_of_knowledge)的记忆状态随时间的变化。横轴表示跨越整个[重复历史](https://supermemo.guru/wiki/Repetition_history)的时间。顶部面板展示了[可提取性](https://supermemo.guru/wiki/Retrievability)（为了便于分析，进行十次方变换，R^10）。灰色的可提取性网格标记了 R=99%, R=98% 等标签。中部面板用深蓝色展示了[最优间隔](https://supermemo.guru/wiki/Optimum_interval)。复习日期由蓝色垂线和浅蓝色标签标记。[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的末端对应的 [R](https://supermemo.guru/wiki/Retrievability) 为 90% 左右，由红色垂线标记（仅当实际复习[间隔](https://supermemo.guru/wiki/Interval)大等于[最优间隔](https://supermemo.guru/wiki/Optimum_interval)时）。底部面板可视化了[稳定性](https://supermemo.guru/wiki/Stability)（为了便于分析，以 `ln(S)/ln(days)` 的形式展示）。该图表指出 ，[可提取性](https://supermemo.guru/wiki/Retrievability)在最初几次[稳定性](https://supermemo.guru/wiki/Stability)很低时的[复习](https://supermemo.guru/wiki/Repetition)中下降得很快（指数型）。然而在第 7 次复习后，经过十年时间，可提取性从 100% 只下降到了 94%。所有的数值都来自实际的复习历史和[记忆的三变量模型](https://supermemo.guru/wiki/Three_component_model_of_memory)。\r\n\r\n[[img [Uncertain course of stabilization in complex memories|https://supermemo.guru/images/thumb/0/0d/Uncertain_course_of_the_stabilization_of_complex_memories.png/400px-Uncertain_course_of_the_stabilization_of_complex_memories.png]]](https://supermemo.guru/wiki/File:Uncertain_course_of_the_stabilization_of_complex_memories.png)\r\n\r\n> 图： **复杂记忆稳定化的不确定过程** 。图中显示了以单个[概念细胞](https://supermemo.guru/wiki/Stabilization)的单一树突输入模式为例的[稳定化](https://supermemo.guru/wiki/Stabilization)、[遗忘](https://supermemo.guru/wiki/Forgetting)、[泛化](https://supermemo.guru/wiki/Generalization)和[干扰](https://supermemo.guru/wiki/Interference)的假设过程。神经元、树突和树突丝以橙色显示。图片没有显示树突丝转化为树突棘的过程，树突棘的形态在[稳定化](https://supermemo.guru/wiki/Stabilization)过程中会随着时间不断变化。方块代表参与识别输入模式的突触。每个方块显示了突触在[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)中的状态。红色的深度代表[可提取性](https://supermemo.guru/wiki/Retrievability)。蓝色区域的面积代表[稳定性](https://supermemo.guru/wiki/Stability)。在记住一个复杂的记忆模式后，[概念细胞](https://supermemo.guru/wiki/Concept_cell)在收到来自红色方块的信号总和后能够识别该模式，这些信号代表高[可提取性](https://supermemo.guru/wiki/Retrievability)和极低[稳定性](https://supermemo.guru/wiki/Stability)的新记忆。每次细胞被重新激活，活跃的输入将会[稳定化](https://supermemo.guru/wiki/Stabilization)，表现为输入方块中蓝色区域的增加。每次当概念细胞激活时，信号没有到达输入端，其稳定性就会下降（泛化）。每次源轴突活跃而目标神经元未能激活时，稳定性也会下降（竞争干扰）。由于输入到概念细胞的信号模式不均匀，一些突触将会稳定，而另一些则会丢失。当一个突触失去其稳定性和可提取性，以及相关的树突棘缩回时，[遗忘](https://supermemo.guru/wiki/Forgetting)就会发生。当同一个[概念细胞](https://supermemo.guru/wiki/Concept_cell)可以用一个更小但更稳定的输入模式重新激活时，[泛化](https://supermemo.guru/wiki/Generalization)就会发生。当一个新的输入模式有助于忘记一些识别旧输入模式所必需的冗余输入时，就会发生追溯性[干扰](https://supermemo.guru/wiki/Interference)。旧模式的[稳定化](https://supermemo.guru/wiki/Stabilization)导致树突丝的流动性降低，从而防止新模式接管[概念](https://supermemo.guru/wiki/Concept)（主动[干扰](https://supermemo.guru/wiki/Interference)）。在这个过程的每一端，一个稳定的、泛化性强的输入模式是激活[概念细胞](https://supermemo.guru/wiki/Concept_cell)的充要条件。同一个细胞可以对不同的模式作出反应，只要它们是一致的、[稳定的](https://supermemo.guru/wiki/Stabilization)。在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中，对[知识表述](https://supermemo.guru/wiki/Knowledge_representation)的选择不当将导致激活模式的可重复性差，突触的[稳定化](https://supermemo.guru/wiki/Stabilization)不均匀，以及[遗忘](https://supermemo.guru/wiki/Forgetting)。当输入模式无法激活足够多的突触，从而无法重新激活[概念细胞](https://supermemo.guru/wiki/Concept_cell)时，就会发生对[条目](https://supermemo.guru/wiki/Item)的遗忘。在[重复](https://supermemo.guru/wiki/Repetition)时，根据上下文和[思路](https://supermemo.guru/wiki/Conceptual_computation)，一个[条目](https://supermemo.guru/wiki/Item)可能被提取或遗忘。[复习](https://supermemo.guru/wiki/Repetition)的结果是不确定的", + "type": "text/markdown", + "caption": " 记忆稳定性\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Memory stability" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Model.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Model.json" new file mode 100644 index 0000000..0642e6e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Model.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Model", + "text": "# 模型\r\n\r\n原文：[Model - supermemo.guru](https://supermemo.guru/wiki/Model)\r\n\r\n **模型** 是一组描述现象的事实与规则。一个 **模型** 是它所描绘的现象的[泛化](https://supermemo.guru/wiki/Generalization)。模型让人更容易地使用记忆中的概念用于现实中。对模型的高效使用构成了[人类智能](https://supermemo.guru/wiki/Human_intelligence)的基础。\r\n\r\n例如：学习的[拼图游戏比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)是用于描述知识[连贯性](https://supermemo.guru/wiki/Coherence)如何在学习过程中涌现的模型。\r\n\r\n **模型** 这一术语与「理论、比喻、看法、图式、观点」等术语有部分重合。\r\n\r\n在人脑中，[泛化](https://supermemo.guru/wiki/Generalization)将一组支离破碎的事实和规则转换成一个连贯的 **模型** ，而[遗忘](https://supermemo.guru/wiki/Forgetting)和[记忆优化](https://supermemo.guru/wiki/Memory_optimization)在这一过程中发挥了重要作用。\r\n\r\n欲了解更多，请参阅：\r\n\r\n- [抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)\r\n\r\n- [如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)\r\n\r\n- [高智力的简单公式](https://supermemo.guru/wiki/Simple_formula_for_high_intelligence)\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n **抽象知识术语** \r\n\r\n **[泛化](https://supermemo.guru/wiki/Generalization)** ：忽略细节以揭示更深层结构的过程。这一术语与抽象、[概念化](https://supermemo.guru/wiki/Conceptualization)、归纳推理、建模、理论化、分类（categorization）、推论（conclusion）、统一（unification）、综合化（colligation）、去具体化（de-concretization）模式提取、模式分离等术语有部分重合。例如：[特朗普是赢家](https://supermemo.guru/wiki/Donald_Trump)是一个粗略的泛化，忽略了特朗普的失败之处。\r\n\r\n **[概念](https://supermemo.guru/wiki/Concept)** ：对一组对象/名词的[泛化](https://supermemo.guru/wiki/Generalization)。其与理念（idea）、实体（entity）、概念（notion）、群体（group）等术语有部分重合。例如， **动物** 是从特定的猫、鸟等对象派生出来的概念。也许这也应该包括：特性（property）、属性（attribute）、品质（quality）等，即对象特征的抽象（例如， **黄色** 的概念）。\r\n\r\n **规则** ：对观察到的规律性的[泛化](https://supermemo.guru/wiki/Generalization)。其与公式（formula）、定理（theorem）、原理（principle）、命题（proposition）、规律（law）、陈述（statement）等术语有部分重合。例如： **「没有快乐，就没有好的学习」** 是一条[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。这是决定学习策略的普适规则的一个例子。\r\n\r\n **模型** ：一组适用于特定现象的 **规则** 。其与理论、比喻、看法、图式、观点、（概念）图等术语有部分重合。例如：学习的[拼图游戏比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)是用于描述知识[连贯性](https://supermemo.guru/wiki/Coherence)如何在学习过程中涌现的模型。\r\n\r\n **[抽象性](https://supermemo.guru/wiki/Abstractness)** ：「概念」或「规则」的普遍性，例如，2+2=4 比 2 个苹果加 2 个苹果等于 4 个苹果更抽象。\r\n\r\n **[适用性](https://supermemo.guru/wiki/Applicability)** ： **规则** 或 **模型** 的有用程度。其与有用性有部分重合。例如：2+2=4 在数苹果时很有用，但在记歌词时就没什么帮助了。\r\n\r\n **[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)** ：充分 **[泛化](https://supermemo.guru/wiki/Generalization)** 、非常 **[适用](https://supermemo.guru/wiki/Applicability)** 的知识本质上是 **概念/抽象** 的。其与「大局观」、 **规则/公式** 集、抽象集、理论等术语有部分重合。例如：数学是 **抽象知识** 的女王。", + "type": "text/markdown", + "caption": " 模型\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Model" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Optimum interval.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Optimum interval.json" new file mode 100644 index 0000000..ce220f9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Optimum interval.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Optimum interval", + "text": "# 最优间隔\r\n\r\n原文：[Optimum interval - supermemo.guru](https://supermemo.guru/wiki/Optimum_interval)\r\n\r\n在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中， **最优间隔** 是分散[复习](https://supermemo.guru/wiki/Review)单个[知识片段](https://supermemo.guru/wiki/Item)的理想时间间隔。最优间隔可能会最大化记忆效果（即[稳定化](https://supermemo.guru/wiki/Stabilization)）。在实际应用中，设置知识的[保留率](https://supermemo.guru/wiki/Retention)也许是最优的量度标准。在大多数情况下， **最优间隔** 即暗示了一个遗忘指数为 10% 的[间隔](https://supermemo.guru/wiki/Interval)。在较新的 [SuperMemos](https://supermemo.guru/wiki/SuperMemo) 中，当[稳定性](https://supermemo.guru/wiki/Stability)被用于代指[间隔](https://supermemo.guru/wiki/Interval)时，其也等同于[可提取性](https://supermemo.guru/wiki/Retrievability) 为 0.9 时的 **最优间隔** 。在 [SuperMemo 17(https://supermemo.guru/wiki/SuperMemo_for_Windows)（和后续版本）中，很容易就能找到 **第一个最优间隔** ，因为它和[第一条遗忘曲线](https://supermemo.guru/wiki/First_forgetting_curve)的[保留率](https://supermemo.guru/wiki/Recall)水平下降到 90% 时相一致。SuperMemo 中的间隔受限于[随机分散间隔](https://supermemo.guru/wiki/Interval_dispersion)。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[间隔重复的历史](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [Forgetting curve collected with SuperMemo 17|https://supermemo.guru/images/thumb/5/5a/Forgettingcurve.jpg/500px-Forgettingcurve.jpg]]](https://supermemo.guru/wiki/File:Forgettingcurve.jpg)\r\n\r\n图：[第一条遗忘曲线](https://supermemo.guru/wiki/First_forgetting_curve)，数据来自新学知识，用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 收集。由于学习过程中新引入的学习材料是异质的，因此使用了幂函数近似。项目未按照[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)区分，结果图线为衰减常数不同的指数型遗忘的叠加。在半对数图上，幂函数回归曲线是对数的（黄色），而且看起来几乎是直线。曲线显示，在所提出的案例中，回忆率在四年内仅仅下降到 58%，可以归功于所记忆的知识在现实生活中经历了多次使用。在[可提取性](https://supermemo.guru/wiki/Retrievability)为 90% 的情况下，复习的第一个[最优间隔](https://supermemo.guru/wiki/Optimum_interval)是 3.96 天。[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)可以用公式 R=0.9906\\*power(interval,-0.07) 来描述，其中 0.9906 是一天后的回忆率，而 -0.07 是衰减常数。在这种情况下，由该公式可得出 4 天后回忆率为 90% 。本图线使用了 80,399 次重复来绘制。如果材料中[困难](https://supermemo.guru/wiki/Memory_complexity)知识较高比例（尤其是[表述不清的知识](https://supermemo.guru/wiki/20_rules)），或者是学生初次接触，助记能力较差，回忆率会较大幅度地下降。间隔 15-20 处曲线较不规则，这是因为重复样本数量不够（在对数表上后来的间隔类别包含了更大的间隔范围）", + "type": "text/markdown", + "caption": " 最优间隔\r", + "modified": "20230930171250230", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Optimum interval" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Peter Gray.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Peter Gray.json" new file mode 100644 index 0000000..c3a3655 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Peter Gray.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Peter Gray", + "text": "# Peter Gray\r\n\r\n原文：[Peter Gray - supermemo.guru](https://supermemo.guru/wiki/Peter_Gray)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\nPeter Gray 博士是[自主学习](https://supermemo.guru/wiki/Self-directed_learning)和[民主学校](https://supermemo.guru/wiki/Democratic_school)的一位主要倡导者。他自己的儿子上的是一所[民主学校](https://supermemo.guru/wiki/Democratic_school)。[本书](https://supermemo.guru/wiki/Problem_of_Schooling)的许多思想受 Gray 的研究和著作启发。最重要的灵感来自 Gray 对[儿童自由](https://supermemo.guru/wiki/Free_learning)的热情：对于成年人而言，没有什么教育准备比相信孩子的自我教育能力更好了。\r\n\r\n本书的许多章节都提到了 Gray 的文章，例如：\r\n\r\n- [Gray：美国的强制学校教育系统很快就会崩溃](https://supermemo.guru/wiki/Gray:_Coercive_school_system_will_collapse_soon)\r\n\r\n- [Gray：儿童的自由：人权视角](https://supermemo.guru/wiki/Children’s_Freedom:_A_Human_Rights_Perspective)\r\n\r\n- [Gray：非学校教育者在大学](https://supermemo.guru/wiki/Gray_on_unschoolers_at_college)\r\n\r\n- [Gray：非正式运动有助于社会化](https://supermemo.guru/wiki/Gray:_Informal_sports_favor_socialization)\r\n\r\n- [Gray：自我教育的时间成本很高](https://supermemo.guru/wiki/Gray:_Self-education_carries_a_high_cost_in_time)\r\n\r\n- [Gray：霸凌的解决方案](https://supermemo.guru/wiki/Gray:_Solution_to_bullying)\r\n\r\n- [Gray：学校即监狱](https://supermemo.guru/wiki/Gray:_School_is_prison)\r\n\r\n- [Gray 对 Willingham 的评论](https://supermemo.guru/wiki/Gray_about_Willingham)\r\n\r\n有关 Peter Gray 贡献的章节的完整列表，请参阅：[Peter Gray 在 SuperMemo Guru](https://supermemo.guru/wiki/Special:WhatLinksHere/Peter_Gray)。\r\n\r\nGray 的教育理念在《[玩耍精神](http://www.freetolearnbook.com/)》中有所描述。\r\n\r\nGray 的许多文章都可以在《今日心理学》上找到，例如 [ADHD 如何助力头脑风暴](http://www.psychologytoday.com/blog/freedom-learn/201603/adhd-creativity-and-the-concept-group-intelligence)。\r\n\r\n他是[自由学习](https://supermemo.guru/wiki/Free_learning)的坚定支持者，也是[自主教育联盟](https://www.self-directed.org/tp/you-should-join-the-alliance/)的创始成员。\r\n\r\n另请参见：[放弃早期数学教学！](https://supermemo.guru/wiki/Abandon_early_math_instruction!)", + "type": "text/markdown", + "caption": " Peter Gray\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Peter Gray" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Problem valuation network.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Problem valuation network.json" new file mode 100644 index 0000000..6c2f4d5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Problem valuation network.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Problem valuation network", + "text": "# 问题估值网络\r\n\r\n原文：[Problem valuation network - supermemo.guru](https://supermemo.guru/wiki/Problem_valuation_network)\r\n\r\n **问题估值网络** 是任何能够估计待解决问题价值的神经子系统。那回报最大的问题最有可能被优先解决（在没有外部评估干扰的情况下）。问题估值网络基于与[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)相同的原则，可最佳地可视化为[决策树](https://en.wikipedia.org/wiki/Decision_tree)。\r\n\r\n在教育中，重要的是要记住，估值的结果要符合[金发姑娘原则](https://en.wikipedia.org/wiki/Goldilocks_principle)。教师对这一概念理解不深，导致经常违反[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。如果你的老师认为「孩子们总是在寻找简单的方法」，她就更有可能采用[学习中的胁迫](https://supermemo.guru/wiki/Coercion_in_learning)。胁迫往往导致学习处在[退步区](https://supermemo.guru/wiki/Push_zone)。\r\n\r\n详见：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [Problem valuation optimum for problem difficulty|https://supermemo.guru/images/thumb/8/84/Problem_valuation.jpg/500px-Problem_valuation.jpg]]](https://supermemo.guru/wiki/File:Problem_valuation.jpg)\r\n\r\n> 图： **问题估值中的金发姑娘效应** ：较难的问题奖励较多，但不太可能被解决。因此，人们会追求最佳难度。预期回报会根据执行成本计算。擅长解决问题的人善于发现能使奖励最大化的问题。游戏太简单的话，儿童很快就会厌烦。他们也会放弃那些超出他们水平的游戏。因此，儿童自然而然地追求能提供最大回报的游戏，而这些游戏基本上都是[难度适中](https://en.wikipedia.org/wiki/Goldilocks_principle)的。同样的机制也适用于儿童、成人或解决问题的动物。", + "type": "text/markdown", + "caption": " 问题估值网络\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Problem valuation network" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Progressive education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Progressive education.json" new file mode 100644 index 0000000..3a5cb64 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Progressive education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Progressive education", + "text": "# 进步式教育\r\n\r\n原文：[Progressive education - supermemo.guru](https://supermemo.guru/wiki/Progressive_education)\r\n\r\n **进步教育** 是教育领域的一种运动，摒弃了[普鲁士教育模式](https://supermemo.guru/wiki/Prussian_model_of_schooling)，采用了提高自主性和[自学](https://supermemo.guru/wiki/Self-learning)能力的工具和技巧。然而，与[自由学习](https://supermemo.guru/wiki/Free_learning)不同， **进步教育** 并没有放弃教师的概念。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，所有人都以各种方式辅助孩子学习，而没有教师或导师的概念（参见：[我们需要老师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)）。 **进步教育** 可能源于卢梭的《[爱弥尔](https://en.wikipedia.org/wiki/Emile,_or_On_Education)》，在这本书中，一位似乎无所不知的导师为孩子提供了接近最优的指导。更多关于其历史和理论，请参阅[维基百科的进步教育词条](https://en.wikipedia.org/wiki/Progressive_education)。\r\n\r\n[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 赞美进步教育者的努力、崇高的意图和丰富的技能。但是，他知道批量制造这样优秀的进步教育者是不可能的。优秀的进步教育者相当于天才，而根据定义，天才很稀有。这就是为什么[比尔·盖茨关于教育的看法错了](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)。盖茨的理想是打造具备丰富优秀教师的大众教育。完美的进步教育者，不仅在这种教育上费心费力，而且将其一生都用来教育一个完美的孩子（而不是整个教室的孩子）。换句话说：天才进，天才出。通过[自由学习](https://supermemo.guru/wiki/Free_learning)，只要条件合适，自由充分， **我们不靠老师而近乎免费地批量产出天才** ！\r\n\r\n选自 Gray 关于进步教育的文章（[来源](http://www.psychologytoday.com/blog/freedom-learn/201706/differences-between-self-directed-and-progressive-education)）：\r\n\r\n> 进步教育者常常将卢梭引为进步教育的早期支持者。卢梭关于教育的著作只有他的书《爱弥儿》，最早于 1760 年出版，这本书虚构了一个男孩——爱弥儿。他的老师在生命中的唯一任务和唯一工作就是教育这个男孩，师生比一比一。根据卢梭的描述，这个老师算是一种超级英雄。他不仅具备所有学科的丰富知识，而且非常深刻地理解了爱弥儿，几乎是人类彼此理解不可能达到的程度。他知道这个男孩在任意时候的渴望，也知道在什么时候提供何种刺激，可以让男孩基于这些渴望作出的行动得到最大的教育收获。这个老师创造了一个环境，让爱弥儿做的事都是他想做的，但他也在学习老师用高超技巧给他设计的课程。[...] 进步教育理论对老师要求过高，无法推广到大众教育上，而且这种理论对于人类欲望与动机的可预测性和可见性做了不现实的假设。在大众教育上，进步教育充其量只能帮助抚平传统教育的严苛之处，让学生的学校生活多一些自我引导和创造力。\r\n\r\n在另一篇分析里，Gray 清晰地说明了[爱弥儿](https://en.wikipedia.org/wiki/Emile,_or_On_Education)基本上是乌托邦式的想象。爱弥儿包含了一些谬误，至今仍在折磨世界各地的教育系统。参见《[可怜的爱弥儿](https://www.psychologytoday.com/intl/blog/freedom-learn/200902/rousseau-s-errors-they-persist-today-in-educational-theory)》\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 进步式教育\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Progressive education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Project-based learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Project-based learning.json" new file mode 100644 index 0000000..2e751c9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Project-based learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Project-based learning", + "text": "# 项目式学习（PBL）\r\n\r\n原文：[Project-based learning - supermemo.guru](https://supermemo.guru/wiki/Project-based_learning)\r\n\r\n **项目式学习** 是围绕项目去激发自然学习的一种方式。在这种方式里，项目应该由学生选择或认可。 **项目式学习** 应该完全基于[自由学习](https://supermemo.guru/wiki/Free_learning)（即[自我导向](https://supermemo.guru/wiki/Self-directed)且[自定节奏](https://supermemo.guru/wiki/Self-paced)的[自学](https://supermemo.guru/wiki/Self-learning)）。\r\n\r\n例如，学生可能会选择编写一个特定的应用软件。在规定时间（例如一年）内，给予学生选择工具、方法论、步调、策略等的完全自由。\r\n\r\n在理想情况下，没有完成项目不能作为惩罚（例如留级、拉低绩点、补考等）的理由。不做惩罚是因为一个基本假设，即学习是其自身的价值和奖励（见：[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)）。完美设计的 **项目式学习** 是基于对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的信任。它建立在对学生的信任之上。\r\n\r\n效率是 **项目式学习** 在世界各地（即使是在强制性的学校系统中）被采用的主要原因。\r\n\r\n从学校的角度来看， **项目式学习** 超过无方向的[自由学习](https://supermemo.guru/wiki/Free_learning)的巨大优势是结果的可验证性。[非学校教育](https://supermemo.guru/wiki/Unschooling)的老问题是，它的效果很难在短期内证明。在[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)中，缺乏衡量标准是很难接受的。 **项目式学习** 将高效的可验证性与[非学校教育](https://supermemo.guru/wiki/Unschooling)的特点进行结合（尽管实际上结果很难预测）。\r\n\r\n另外，精心挑选的项目可以产生额外的热情和精力，这可能超越普通的[非学校教育](https://supermemo.guru/wiki/Unschooling)。只要进步完全由学生掌控， **项目式学习** 就满足[自由学习](https://supermemo.guru/wiki/Free_learning)中的所有标准。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 项目式学习（PBL）\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Project-based learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Rage to master.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Rage to master.json" new file mode 100644 index 0000000..6db3ee8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Rage to master.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Rage to master", + "text": "# 学成强欲\r\n\r\n原文：[Rage to master - supermemo.guru](https://supermemo.guru/wiki/Rage_to_master)\r\n\r\n[Ellen Winner 博士](https://www.bc.edu/bc-web/schools/mcas/departments/psychology/people/faculty-directory/ellen-winner.html)将 **学成强欲** 定义为儿童对某些快乐的活动有过分投入，如拉小提琴。这种痴迷致使儿童可以数小时地持续实践直至学有所成。 **学成强欲** 的根本，是健康而丰富的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，这是可以培养的。我们倾向于认为 **学成强欲** 是孩子与生俱来的本领，但现状是，许多孩子的[内驱力](https://supermemo.guru/wiki/Learn_drive)因为负面的心理因素而丧失，而这些心理因素是外界环境导致的。我们不应该求老天保佑孩子生来就有 **学成强欲** ，而应为他们营造一个能培养[学习内驱力](https://supermemo.guru/wiki/Learn_drive)、减少损耗的最佳条件。童年的[慢性压力](https://supermemo.guru/wiki/Stress_resilience)是孩子学习内驱力的头号敌人，[日托](https://supermemo.guru/wiki/Daycare_misery)和早教是孩子（不考虑疾病等因素）的主要压力来源。此外，这些学校的教育给定的是一个[扭曲的奖励系统](https://supermemo.guru/wiki/Destructive_impact_of_praise_in_learning)，它会重新调制了大脑，使其难受到[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的激励。之后的年龄里，学校逐渐让大多数孩子的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)枯萎。因此，到了成年时， **学成强欲** 是少数天选之子的特权。到那个阶段，它等同于诱发[「心流」](https://supermemo.guru/wiki/Simple_formula_for_happiness)（由 Mihály Csikszentmihalyi 所定义）。\r\n\r\n另见：\r\n\r\n- [把天才视为 Asperger](https://supermemo.guru/wiki/Trading_genius_for_Asperger)\r\n\r\n- [早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)", + "type": "text/markdown", + "caption": " 学成强欲\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Rage to master" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Reactance.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Reactance.json" new file mode 100644 index 0000000..232291a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Reactance.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Reactance", + "text": "# 反抗\r\n\r\n原文：[Reactance - supermemo.guru](https://supermemo.guru/wiki/Reactance)\r\n\r\n## 定义\r\n\r\n **反抗** 是对限制自由的自然抵抗。\r\n\r\n **反抗** 可能表现为对[社会压力](https://supermemo.guru/wiki/Optimal_socialization)的抵抗，对情感压力的抵抗，[对说服的抵抗](https://supermemo.guru/wiki/Brain_algorithms_protect_models_of_reality)，对[胁迫](https://supermemo.guru/wiki/Coercion)的抵抗，对[直接教学](https://supermemo.guru/wiki/Direct_instruction)的抵抗，与[限制行动](https://supermemo.guru/wiki/Would_you_have_a_heart_to_cage_a_puppy%3F)有关的抵抗或焦虑，等等。\r\n\r\n## 机制\r\n\r\n当我谈到对社会压力的抵抗时，我经常说到它在进化上的重要性。然而， **反抗** 在很大程度上可以用[概念网络](https://supermemo.guru/wiki/Concept_network)、其可塑性和[涌现](https://supermemo.guru/wiki/Emergence)来解释。算法上的 **反抗** 会从网络特性中出现，而不需要专门的连接。\r\n\r\n一个新生儿的大脑明显没有[概念连接](https://supermemo.guru/wiki/Concept_network)。 Locke 的 **一张白纸** 是一个相当准确的描述。一小部分天生的反应和本能很大程度上反映了天生的大脑结构。\r\n\r\n儿童的[概念网络](https://supermemo.guru/wiki/Concept_network)规模较小，且尚未固化，抽象推理能力较弱。所以儿童的[知识](https://supermemo.guru/wiki/Knowledge_valuation_network)或[问题评估](https://supermemo.guru/wiki/Problem_valuation_network)，对于成人来说往往很别扭。在成人看来不可能的事情，在孩子看来可能很有可能。若要找到高价值问题的答案，最好的办法是任由年轻人去调查。调查可以是被动的或主动的。最简单的被动途径是询问成人。典型的主动途径则是自己探索。当成人试图推翻孩子的[估值](https://supermemo.guru/wiki/Valuation)时，他们的输入会得到他们自己的[估值](https://supermemo.guru/wiki/Valuation)。如果妈妈一直强迫孩子做无聊的事情，或者学习低[估值](https://supermemo.guru/wiki/Valuation)的东西， **妈妈自己的输入** 将收到低[估值](https://supermemo.guru/wiki/Valuation)。接受这样的输入将是一种惩罚，这导致了 **反抗** 。另一方面，如果一个成年人有令人茅塞顿开的影响，她的输入可能会变得高度重视。至关重要的是，成人要避免徒劳的规则，或强加的虚假学习。最终的代价将是失去他们自己的权威。这将放大健康的 **反抗** 。\r\n\r\n世界的理解中的漏洞，可能会扭曲儿童的[知识评估](https://supermemo.guru/wiki/Valuation_of_knowledge)。试图推翻过高的[估值](https://supermemo.guru/wiki/Valuation)将遇到相应的阻力，可能会导致成人权威的迅速丧失。\r\n\r\n## 被压制的反抗\r\n\r\n异想天开的儿童会被贬斥为幼稚或愚蠢。大行有益 **反抗** 之举的儿童，会被贬斥为 **固执** ，然而，应该把反抗理解为[智力](https://supermemo.guru/wiki/Intelligence)的必要条件（见：[孩子的起义](https://supermemo.guru/wiki/Child_rebellion)）。\r\n\r\n当 **反抗** 被压制时（例如通过学校的严格管教），它可能会导致被迫服从、[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)、抑郁或更甚。和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)一样， **反抗** 在以后的生活中可能会恢复（神经机制完全相同）。然而，对许多人来说，它导致了一个悲伤的、仅仅为他人服务却不尊重自己的价值和心理健康的后半生。\r\n\r\n限制自由会抑制 **反抗** ，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)\r\n\r\n## 逆反心理\r\n\r\n对于小孩子来说，通过坚持让孩子做相反的事情（例如， **请选择蓝色的衣服** ，以确保孩子选择红色的衣服），很容易诱发行动。这被称为 **逆反心理** 。这在成年人身上也起作用。通过提供选择来安抚孩子是非常容易的。孩子可能很容易将虚假的自主权与真正的自主权混淆。然而，这种混淆在健康发展中会逐渐消失。理想情况下，任何一个人都应该在广阔的[行为空间](https://supermemo.guru/wiki/Behavioral_space)中发挥作用。对限制自由的反抗可能导致战争、恐怖主义、犯罪和其他文明病症。\r\n\r\n## 梦想的自由\r\n\r\n一个 4 岁的天才儿童可能想造一颗星星。当他 8 岁时，有人告诉他在物理上这是不可能的，他于是启程创造新的物理。这实际上是真实的故事（见：[视频](https://www.youtube.com/watch?v=yd4FZz7CX0Q)）。在这种特殊情况下，成人对天真的容忍，对[盲目激情](https://supermemo.guru/wiki/Childhood_passions)保护，对潜在 **反抗** 的接受，将为天才之路开启方向。对于发展新的物理学来说，只有那些拥有天真纯净的[概念网络](https://supermemo.guru/wiki/Concept_network)的孩子们，才有可能探索这一可能性。终有一天，时运因此而动。详见：[教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)。\r\n\r\n儿童应能梦想，应能追求幼稚的激情，其中有未来伟大想法的种子\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [Learn drive vs. School drive|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/500px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样摧毁了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意去追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 帮助形成了简单的、记忆性的、[连贯性](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了复杂的短期记忆容易受到[干扰](https://supermemo.guru/wiki/Interference)。在 **学习内驱力** 和 **学校外驱力** 通路之间的[竞争抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，会保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，储存新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，导致学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力引起的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致学习内驱力和学校外驱力的竞争，并最终压制一方而助长另一方。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会增加[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加惩罚会增加[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)查看最新的版本", + "type": "text/markdown", + "caption": " 反抗\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reactance" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Recall.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Recall.json" new file mode 100644 index 0000000..dc53209 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Recall.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Recall", + "text": "# 记忆召回\r\n\r\n原文：[Recall - supermemo.guru](https://supermemo.guru/wiki/Recall)\r\n\r\n **记忆召回** 是将信息从记忆中提取出来的能力。当以百分比表示时，它也被称为 **记忆保留率** 。它是衡量一组记忆的[可提取性](https://supermemo.guru/wiki/Retrievability)（R）的指标之一。例如，假设我们在 10 个记过的条目中记住了 8 个，我们可以说召回/保留率是 80%（R=0.8）。在一组[可提取性](https://supermemo.guru/wiki/Retrievability)为 R 的记忆中，平均召回率 R 与[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)无关。\r\n\r\n[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)展示了平均 **记忆召回** 随着时间下降。*召回**在学习或[复习](https://supermemo.guru/wiki/Review)后的瞬间达到 100%。随着时间的推移，召回下降的速度取决于[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/5/5a/Forgettingcurve.jpg/600px-Forgettingcurve.jpg]]](https://supermemo.guru/wiki/File:Forgettingcurve.jpg)\r\n\r\n由 SuperMemo 17 收集的遗忘曲线\r\n\r\n图：[第一条遗忘曲线](https://supermemo.guru/wiki/First_forgetting_curve)，数据来自新学知识，用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 收集。由于学习过程中新引入的学习材料是异质的，因此使用了幂函数近似。条目未按照[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)区分，结果图线为衰减常数不同的指数型遗忘的叠加。在半对数图上，幂函数回归曲线是对数的（黄色），而且看起来几乎是直线。曲线显示，在所提出的案例中，回忆率在四年内仅仅下降到 58%，可以归功于所记忆的知识在现实生活中经历了多次使用。在[可提取性](https://supermemo.guru/wiki/Retrievability)为 90% 的情况下，复习的第一个[最优间隔](https://supermemo.guru/wiki/Optimum_interval)是 3.96 天。[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)可以用公式 R=0.9906\\*power(interval,-0.07) 来描述，其中 0.9906 是一天后的回忆率，而 -0.07 是衰减常数。在这种情况下，由该公式可得出 4 天后回忆率为 90% 。本图线使用了 80,399 次重复来绘制。如果材料中[困难](https://supermemo.guru/wiki/Memory_complexity)知识较高比例（尤其是[表述不清的知识](https://supermemo.guru/wiki/20_rules)），或者是学生初次接触，助记能力较差，回忆率会较大幅度地下降。间隔 15-20 处曲线较不规则，这是因为重复样本数量不够（在对数表上后来的间隔类别包含了更大的间隔范围）", + "type": "text/markdown", + "caption": " 记忆召回\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Recall" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Repetition history.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Repetition history.json" new file mode 100644 index 0000000..a7c0aa6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Repetition history.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Repetition history", + "text": "# 重复历史\r\n\r\n原文：[Repetition history - supermemo.guru](https://supermemo.guru/wiki/Repetition_history)\r\n\r\n **重复历史** 是对在[间隔复习](https://supermemo.guru/wiki/Spaced_repetition)过程中的[重复](https://supermemo.guru/wiki/Repetition)的记录。每个重复历史中最少包括：（1）重复日期（2）复习的[评分](https://supermemo.guru/wiki/Grade)。而 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 则会额外记录一些数据（例如用于[睡眠研究](https://supermemo.guru/wiki/SleepChart)的重复的确切时间）\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n[[img [SuperMemo: Changes in two variables of long-term memory|https://supermemo.guru/images/thumb/5/57/Memory_status.jpg/500px-Memory_status.jpg]]](https://supermemo.guru/wiki/File:Memory_status.jpg)\r\n\r\n> 图：示例[知识片段](https://supermemo.guru/wiki/Piece_of_knowledge)的记忆状态随时间的变化。横轴表示跨越整个重复历史的时间。顶部面板展示了[可提取性](https://supermemo.guru/wiki/Retrievability)（为了便于分析，进行十次方变换，R^10）。灰色的可提取性网格标记了 R=99%, R=98% 等标签。中部面板用深蓝色展示了[最优间隔](https://supermemo.guru/wiki/Optimum_interval)。复习日期由蓝色垂线和浅蓝色标签标记。[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的末端对应的 [R](https://supermemo.guru/wiki/Retrievability) 为 90% 左右，由红色垂线标记（仅当实际复习[间隔](https://supermemo.guru/wiki/Interval)大等于[最优间隔](https://supermemo.guru/wiki/Optimum_interval)时）。底部面板可视化了[稳定性](https://supermemo.guru/wiki/Stability)（为了便于分析，以 `ln(S)/ln(days)` 的形式展示）。该图表指出 ，[可提取性](https://supermemo.guru/wiki/Retrievability)在最初几次[稳定性](https://supermemo.guru/wiki/Stability)很低时的[复习](https://supermemo.guru/wiki/Repetition)中下降得很快（指数型）。然而在第 7 次复习后，经过十年时间，可提取性从 100% 只下降到了 94%。所有的数值都来自实际的复习历史和[记忆的三变量模型](https://supermemo.guru/wiki/Three_component_model_of_memory)。", + "type": "text/markdown", + "caption": " 重复历史\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Repetition history" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Repetition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Repetition.json" new file mode 100644 index 0000000..8fac325 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Repetition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Repetition", + "text": "# 重复\r\n\r\n原文：[Repetition - supermemo.guru](https://supermemo.guru/wiki/Repetition)\r\n\r\n[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中的 **重复** 或 **回顾** 代表从记忆中提取信息的行为。在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，它通常遵循以下步骤：\r\n\r\n1. 学习者被问及一个问题\r\n\r\n2. 学习者回答该问题（比如，在心里默念）\r\n\r\n3. 学习者为回答的准确性[评分](https://supermemo.guru/wiki/Grade)\r\n\r\n术语 **回顾** 还可以指在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中对文本片段进行被动阅读的行为。\r\n\r\n参见：[SuperMemo 中的重复循环](http://help.supermemo.org/wiki/Learn)\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。", + "type": "text/markdown", + "caption": " 重复\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Repetition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Retrievability.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Retrievability.json" new file mode 100644 index 0000000..c3b3bf2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Retrievability.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Retrievability", + "text": "# 记忆可提取性\r\n\r\n原文：[Retrievability - supermemo.guru](https://supermemo.guru/wiki/Retrievability)\r\n\r\n **记忆可提取性** 是对应「记忆时钟」的长期记忆变量。其表示在给定时间[间隔](https://supermemo.guru/wiki/Interval)下的[回忆](https://supermemo.guru/wiki/Recall)概率。在大脑内部，可提取性可能通过再活化过程决定[记忆稳定性](https://supermemo.guru/wiki/Stability)的增长（参见：[间隔效应](https://supermemo.guru/wiki/Spacing_effect)）。从表面上看，「记忆时钟」将表现为回忆概率的下降。距离上次复习的时间越长，记忆成功提取的概率就越低，所以称之为记忆时钟。我们可以通过[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)来得到可提取性。\r\n\r\n **[稳定性](https://supermemo.guru/wiki/Stability)（S）** 和 **可提取性（R）** 是[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)的一部分。\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/5/5a/Forgettingcurve.jpg/600px-Forgettingcurve.jpg]]](https://supermemo.guru/wiki/File:Forgettingcurve.jpg)\r\n\r\n由 SuperMemo 17 收集的遗忘曲线\r\n\r\n> 图：[第一条遗忘曲线](https://supermemo.guru/wiki/First_forgetting_curve)，数据来自新学知识，用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 收集。由于学习过程中新引入的学习材料是异质的，因此使用了幂函数近似。项目未按照[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)区分，结果图线为衰减常数不同的指数型遗忘的叠加。在半对数图上，幂函数回归曲线是对数的（黄色），而且看起来几乎是直线。曲线显示，在所提出的案例中，回忆率在四年内仅仅下降到 58%，可以归功于所记忆的知识在现实生活中经历了多次使用。在可提取性为 90% 的情况下，复习的第一个[最优间隔](https://supermemo.guru/wiki/Optimum_interval)是 3.96 天。[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)可以用公式 R=0.9906\\*power(interval,-0.07) 来描述，其中 0.9906 是一天后的回忆率，而 -0.07 是衰减常数。在这种情况下，由该公式可得出 4 天后回忆率为 90% 。本图线使用了 80,399 次重复来绘制。如果材料中[困难](https://supermemo.guru/wiki/Memory_complexity)知识较高比例（尤其是[表述不清的知识](https://supermemo.guru/wiki/20_rules)），或者是学生初次接触，助记能力较差，回忆率会较大幅度地下降。间隔 15-20 处曲线较不规则，这是因为重复样本数量不够（在对数表上后来的间隔类别包含了更大的间隔范围）", + "type": "text/markdown", + "caption": " 记忆可提取性\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Retrievability" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Reward deprivation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Reward deprivation.json" new file mode 100644 index 0000000..981cfa9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Reward deprivation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Reward deprivation", + "text": "# 奖励剥夺\r\n\r\n原文：[Reward deprivation - supermemo.guru](https://supermemo.guru/wiki/Reward_deprivation)\r\n\r\n **奖励剥夺** ， **奖励缺乏** 或 **奖励不足** 是指缺失重要奖励来源时大脑的一种状态。 **奖励剥夺** 会导致大脑开始寻求补偿性奖励的新来源。例如，一个遭受[母婴分离](https://supermemo.guru/wiki/Maternal_separation)的孩子可能会为了取悦他的监护人而表现出学习进步，以寻求获得表扬或温暖等奖励。一个遭受[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)限制自由的孩子可能更容易成瘾，例如[沉迷电子游戏](https://supermemo.guru/wiki/Videogame_addiction)或药物成瘾。类似地，在[压力](https://supermemo.guru/wiki/Stress)或[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)下工作的成年人则更有可能通过食物来弥补奖励缺乏，这可能会导致[肥胖](https://supermemo.guru/wiki/Optimum_diet)。\r\n\r\n详情请见：[预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。\r\n\r\n[[img [Harm of coercion in learning.png|https://supermemo.guru/images/thumb/c/cc/Harm_of_coercion_in_learning.png/900px-Harm_of_coercion_in_learning.png]]](https://supermemo.guru/wiki/File:Harm_of_coercion_in_learning.png)\r\n\r\n> 图：\r\n\r\n>\r\n\r\n> - 基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的 **自然学习** 以红色表示\r\n\r\n> - 基于学校奖罚制度的 **强迫学习** 以蓝色表示\r\n\r\n> - [外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)的影响以橙色表示（奖励和惩罚为相同的影响向量）\r\n\r\n> - 信息中知识和知识流的价值取决于[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network) （比如眶额皮质）\r\n\r\n> - 当知识能补充[前置知识](https://supermemo.guru/wiki/Prior_knowledge)，并能提升总体知识的价值时，其价值就等同于知识增量\r\n\r\n> - 红色知识被视为「最优知识」，即具有最佳价值（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）\r\n\r\n> - 蓝色知识被估值为质量次优，连贯性一般（见：[复杂性](https://supermemo.guru/wiki/Complexity)，[一致性](https://supermemo.guru/wiki/Coherence)，[适用性](https://supermemo.guru/wiki/Applicability)，[稳定性](https://supermemo.guru/wiki/Stability)）\r\n\r\n> - 红色的优质知识会激活「求知欲」，这就是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的基础\r\n\r\n> - 蓝色的次优知识因为「渴望的知识」与其竞争的缘故，会被标记成「不想要的知识」\r\n\r\n> - 对渴望的记忆进行编码，会产生「喜欢」（参见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）\r\n\r\n> - 对不想要的记忆进行编码，会减少「喜欢」甚至可能产生「厌恶」（见：[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)）\r\n\r\n> - 学习中的奖励有助于记忆的编码和[巩固](https://supermemo.guru/wiki/Consolidation)\r\n\r\n> - 学习中的惩罚通常会削弱记忆（包括渴望的记忆）和学习内驱力\r\n\r\n> - 学习中的惩罚会影响[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，造成[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，表现为失去对[学习的兴趣](https://supermemo.guru/wiki/Pleasure_of_learning)。\r\n\r\n> - [习得性无助](https://supermemo.guru/wiki/Learned_helplessness)中[奖励的不足](https://supermemo.guru/wiki/Reward_deficit)会增加成瘾，抑郁，以及其他精神疾病的风险（见：[奖励多样性在预防成瘾中的作用](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)）\r\n\r\n> - [外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)（包括对学习的奖励）使编码不想要的记忆成为可能（但会失去[连贯性](https://supermemo.guru/wiki/Coherence)、[稳定性](https://supermemo.guru/wiki/Stability)、[适用性](https://supermemo.guru/wiki/Applicability)等）\r\n\r\n> - 如果[外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)凌驾于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)之上，它便会阻止对「渴望的记忆」进行编码，通过影响欲求和喜好，进而造成[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)", + "type": "text/markdown", + "caption": " 奖励剥夺\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reward deprivation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Sal Khan.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Sal Khan.json" new file mode 100644 index 0000000..d675efe --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Sal Khan.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Sal Khan", + "text": "# 萨尔 · 可汗（Sal Khan）\r\n\r\n原文：[Sal Khan - supermemo.guru](https://supermemo.guru/wiki/Sal_Khan)\r\n\r\n **萨尔 · 可汗** ，生于 1976 年，教育革新家，创办了[可汗学院](https://supermemo.guru/wiki/Khan_Academy)。萨尔小时候没有成绩的压力，这对自我发展很有益。他在 14 岁意识到自己有些落后，并自发地开始努力学习。\r\n\r\n在 2006 年，他开设了 YouTube 账号，并开始为家人和观众上传数学视频。这是一个开端，他发布了大量深受儿童和成人欢迎的珍贵教育视频。至今，可汗仍然热衷于录制教学内容。\r\n\r\n在 2014 年，基于[可汗学院](https://supermemo.guru/wiki/Khan_Academy)的经验，可汗创建了可汗实验学校，以探索他的经验能否推广到传统的实体学校。他能跟亲自和孩子交流，因为学校就在他办公室的下一层。对于这位真正的革新者，这所学校是完美的研究场所。\r\n\r\n可汗很快就在现实生活中重现了 [John Holt](https://supermemo.guru/wiki/John_Holt) 和 [John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 的推理。如果学生[自定进度](https://supermemo.guru/wiki/Self-paced)，那么我们不应该把他们按照能力分组。我们也不该把他们按照年龄分组。那么，为什么要安排特定的上学时间和放假时间（也就是[遗忘](https://supermemo.guru/wiki/Forgetting)的时间）？尽管萨尔·可汗没有这么说，这样的推理必然导向最终的结论：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。\r\n\r\n> **ISAACSON** ：创立了可汗学院后，你又开办了实体学校，以便你能在实体空间和真人互动，从而见证学校的运作。\r\n\r\n> **可汗** ：对，很多人觉得很讽刺的一点是，我五年前写了《翻转课堂的可汗学院》这本书。在这本书里我讨论的是，好了，既然我们有了各种工具，未来教育会变成什么样？既然学生能按照自己的安排和节奏学习课程，那么课堂时间还需要全部用来上课吗？如果课堂时间不用来上课，为什么我们要让所有人遵循固定安排呢？如果所有人不需要遵循固定安排，为什么你要用某种能力水平划分孩子呢？如果你不需要用能力划分，为什么还要按年龄划分孩子呢？说到这里了，那为什么你要区分学校学期和假期呢？（[来源](http://transcripts.cnn.com/TRANSCRIPTS/1904/18/ampr.01.html)）\r\n\r\n观察他的学生之后，可汗独立形成了他自己对[民主学校](https://supermemo.guru/wiki/Democratic_school)的构想，不过教师参与得更多。除非是经儿童民主要求，太多成年人的参与并不一定好（根据 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 和 [Danny Grenberg](https://supermemo.guru/wiki/Danny_Greenberg) 的结论）。我也不认为把孩子圈在单单一栋建筑里是个好主意。所有活动应该根据孩子要求开展，要根据他们自己的节奏：象棋俱乐部、健身房、音乐俱乐部、足球俱乐部、艺术俱乐部，以及最重要的：亲近大自然的户外活动。这些活动相比「学校」更能满足孩子的各种需求。这对[最优社会化](https://supermemo.guru/wiki/Optimum_socialization)也是有益的。\r\n\r\n可汗很有名，因此他必然有批评者，这对他有好处：\r\n\r\n> 可汗的实验学校的标语应该是「面向幸运硅谷精英的世界级教育，25000 美元一年」。可汗否认了这一说法。他认为重点是大胆实验那些有研究背书的教学方法。之后，所有在实验学校中得到的经验，都会与世界各地的教育者分享（[来源](https://www.npr.org/sections/ed/2016/06/30/476193095/from-youtube-pioneer-sal-khan-a-school-with-real-classrooms)）。\r\n\r\n可汗是一位视野广阔的杰出创新者，他很可能会影响未来数十年的世界教育。然而，他并没有摆脱一些[学校谬误](https://supermemo.guru/wiki/School_mythology)（虽然可能只是时间问题）。具体而言，我并不认同可汗的这几个观点：\r\n\r\n- 为学习过程设置结构、安排顺序是必要的（参见：[学习的盖房子比喻](https://supermemo.guru/wiki/House_building_metaphor_of_learning)）\r\n\r\n- 教师是必要的（参见：[我们需要老师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)）\r\n\r\n欲了解更多，请参阅：\r\n\r\n- [可汗学院](https://supermemo.guru/wiki/Khan_Academy)\r\n\r\n- [专家不理解可汗学院](https://supermemo.guru/wiki/Experts_do_not_understand_Khan_Academy)\r\n\r\n- [Wikipedia 对萨尔·可汗的记载](https://en.wikipedia.org/wiki/Sal_Khan)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 萨尔 · 可汗（Sal Khan）\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Sal Khan" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Sampling.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Sampling.json" new file mode 100644 index 0000000..1469a42 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Sampling.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Sampling", + "text": "# 探尝\r\n\r\n原文：[Sampling - supermemo.guru](https://supermemo.guru/wiki/Sampling)\r\n\r\n **探尝** 是随着获知新信息而切换目标和职业选择的探索过程，以儿童居多。虽然成年人通常认为探尝中的儿童不够一心一意，从一而终，但这个过程实际上是由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)引导的。参见：[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)。例如，孩子可能会接连尝试好几种运动，最终发现他长得挺高，打篮球很有优势。他会放弃其他选择，比如马术。\r\n\r\n寻找朋友或伴侣的过程往往类似于 **探尝** 。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 探尝\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Sampling" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School choice.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School choice.json" new file mode 100644 index 0000000..9bcdbea --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School choice.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/School choice", + "text": "# 择校\r\n\r\n原文：[School choice - supermemo.guru](https://supermemo.guru/wiki/School_choice)\r\n\r\n **择校** 是指在接受教育方面的广泛选择。如果教育系统允许在公立学校、私立学校、[家庭教育](https://supermemo.guru/wiki/Homeschooling)、[民主学校教育](https://supermemo.guru/wiki/Democratic_school)或[非学校教育](https://supermemo.guru/wiki/Unschooling)中进行平等和多元的选择，我们就可以称之为 **丰富的择校** 。“择校”在世界各地有许多实现方式。所有的教育系统都给予了一定范围的选择，然而，只有实现丰富的选择才值得被标记为 **择校** 。择校是能够帮助补救几乎普遍存在的[厌学](https://supermemo.guru/wiki/Why_kids_hate_school%3F)问题的关键工具之一。选择提供了一定程度的适应[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的要求，这也是遵守[学习的基本法则](https://supermemo.guru/wiki/Fundamental_law_of_learning)的需要。\r\n\r\n另见：\r\n\r\n- [教育改革](https://supermemo.guru/wiki/Grand_Education_Reform)\r\n\r\n- [维基百科：择校](https://en.wikipedia.org/wiki/School_choice)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 择校\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School choice" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School drive.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School drive.json" new file mode 100644 index 0000000..72d828d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School drive.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/School drive", + "text": "# 学校外驱力\r\n\r\n原文：[School drive - supermemo.guru](https://supermemo.guru/wiki/School_drive)\r\n\r\n **学校外驱力** 是学校系统为诱导儿童学习而设立的奖惩制度。[我](https://supermemo.guru/wiki/Piotr_Wozniak)选择 **学校外驱力** 这一名称是为了与自然的学习力量：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)形成对比。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)引起对学习的热情，而 **学校外驱力** 的作用则相反。学校外驱力的负面影响可能是破坏工业化社会心理健康的关键因素之一。在学习变得自由之前，只有那些充满激情和叛逆的学生才能避免受到伤害。作为[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)的结果， **学校外驱力** 的主导地位将导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，这是学龄儿童抑郁症流行的基础。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [Learn drive vs. School drive|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/500px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样破坏了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 导致简单的、记忆性的、[连贯性](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了复杂的短期记忆容易受到[干扰](https://supermemo.guru/wiki/Interference)。在 **学习内驱力** 和 **学校外驱力** 电路之间的[竞争抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，会保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，储存新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，带来学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力引起的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致其中一种力量占主导地位：学习内驱力或学校外驱力。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会增加[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加惩罚会增加[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下引用这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)查看最新的版本\r\n\r\n另见：[学校削弱了智力](https://supermemo.guru/wiki/School_undermines_intelligence)，它解释了知识贬值是如何通过[知识估值树](https://supermemo.guru/wiki/Knowledge_valuation_tree)的各个层次的类似冲突发生的（通常从知识的最底层开始）", + "type": "text/markdown", + "caption": " 学校外驱力\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School drive" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School voucher.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School voucher.json" new file mode 100644 index 0000000..3e161be --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School voucher.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/School voucher", + "text": "# 学券\r\n\r\n原文：[School voucher - supermemo.guru](https://supermemo.guru/wiki/School_voucher)\r\n\r\n **学券** 或 **教育券** 是一种政府资助的教育证券。学生可以[选择学校](https://supermemo.guru/wiki/School_choice)或他的教育形式，并以 **学券** 支付费用。Milton Friedman 在 1955 年提出这个想法的现代版，作为促进[学校选择](https://supermemo.guru/wiki/School_choice)和[自由教育](https://supermemo.guru/wiki/Freedom_of_education)的工具。到 2017 年，约有 [25 个国家](https://www.edchoice.org/school_choice_faqs/how-does-school-choice-work-in-other-countries/)采用了某种形式的凭证制度。来自世界银行的比较分析可参见[这里](https://supermemo.guru/wiki/Voucher_system:_promising_solutions)。\r\n\r\n另见：\r\n\r\n- [教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)\r\n\r\n- [Carl Bereiter：我们要教育吗](https://supermemo.guru/wiki/Carl_Bereiter:_Must_we_educate)\r\n\r\n- [维基百科：学券](https://en.wikipedia.org/wiki/School_voucher)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 学券\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School voucher" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School.json" new file mode 100644 index 0000000..a6c9db9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_School.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/School", + "text": "# 学校\r\n\r\n原文：[School - supermemo.guru](https://supermemo.guru/wiki/School)\r\n\r\n **学校** 是学习的地方。在这本[书](https://supermemo.guru/wiki/Problem_of_schooling)中，我对现代教育中学校的作用提出了严厉的批评。这就是为什么我需要解释，当提到学校的负面影响时，我总是使用含贬义的术语「 **学校教育** 」，而当提到好坏学校的总体影响时，我只是简单地用「 **学校** 」一词。\r\n\r\n **不好的方面** ：我主要批评[普鲁士学校教育模式](https://en.wikipedia.org/wiki/Prussian_education_system)或[学校教育工厂模式](https://supermemo.guru/wiki/Factory_model_of_schooling)、被动的授课方式以及在强制或[强迫](https://supermemo.guru/wiki/Coercive_learning)教育过程中对自由的限制。我还批评了学校教育中高度有害的[社会化](https://supermemo.guru/wiki/Optimal_socialization)形式，因为学校是按年龄隔离的封闭系统。\r\n\r\n **好的方面** ：我尝试推广基于[自由学校教育](https://supermemo.guru/wiki/Free_learning)的现代教育方法。具体而言，我要求尊重个人自由和[学习的基本法则](https://supermemo.guru/wiki/Fundamental_law_of_learning)。\r\n\r\n此外，我尝试推广[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)作为一种理论模型，以实现完美的终身学习，其中包括[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)、高创造力、长期记忆、高[一致性](https://supermemo.guru/wiki/Coherence)、知识的高度应用性、尊重[昼夜](https://supermemo.guru/wiki/Circadian)周期等。\r\n\r\n我将我的思考总结在一份关于[教育大改革](https://supermemo.guru/wiki/Education_Reform)的提议里。\r\n\r\n由于认识到学校教育负面影响的人群正在指数级增长，朝向[自由学习](https://supermemo.guru/wiki/Free_learning)的改革势在必行，且日益临近。\r\n\r\n这本免费的书旨在帮助加速这个过程。请参阅《[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)》。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)", + "type": "text/markdown", + "caption": " 学校\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Semantic brain.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Semantic brain.json" new file mode 100644 index 0000000..17eec95 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Semantic brain.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Semantic brain", + "text": "# 语义大脑\r\n\r\n原文：[Semantic brain - supermemo.guru](https://supermemo.guru/wiki/Semantic_brain)\r\n\r\n## 定义\r\n\r\n **语义大脑** 是一种理论假设，用于描述大脑健康发展的早期阶段，可以当作催生高[智力](https://supermemo.guru/wiki/Intelligence)的基础来使用。在掌握元认知技巧前，大脑的知识表达部分全然依靠[语义学习](https://supermemo.guru/wiki/Semantic_learning)，进而最大化学习效益。 **语义大脑** 的特点是丰富的[创造力](https://supermemo.guru/wiki/Creativity)，高效[解决问题](https://supermemo.guru/wiki/Problem_solving)的能力，以及相对较弱的[无语义记忆](https://supermemo.guru/wiki/Asemantic_learning)能力。高效的[语义学习](https://supermemo.guru/wiki/Semantic_learning)与元认知记忆技巧的结合，是促成高[智力](https://supermemo.guru/wiki/Intelligence)发展的关键。\r\n\r\n## 主动遗忘\r\n\r\n可能的情况是，年轻的大脑能根据信息的低[连贯性](https://supermemo.guru/wiki/Coherence)和低[适用性](https://supermemo.guru/wiki/Applicability)来主动丢弃这些信息。这种机制帮助大脑保持高效、明确的语义处理、并行思考、保持创新，同时保持快速的反应！这与大众眼中「聪明绝顶」的脑力正好相反。我们都被那些能表演出惊人记忆力的人所迷惑。Kim Peek 就是个记忆力超群的人，但他的智力并未帮他在研究或工程方面取得显著成就。有些研究者坚信，唤醒大脑中的 Kim Peek 可以提升我们的表现。我却不这么看。青少年时期的突触修剪旨在提高语义处理的效率。\r\n\r\n年轻大脑里快速的[记忆更替](https://supermemo.guru/wiki/Conceptualization)，有利于我们更好地[语义学习](https://supermemo.guru/wiki/Semantic_learning)和[泛化](https://supermemo.guru/wiki/Generalization)，但同时也让我们更难积累长期记忆（见：[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)）。这种情况在很多方面都带来了优势，比如在学习语言、理解语法规则、识别视觉信息等方面。但同样的过程，在学校里就变成了劣势，例如在记忆知识、[按部就班的学习](https://supermemo.guru/wiki/Curriculum)、忍受[枯燥](https://supermemo.guru/wiki/Boredom)、[集中注意力](https://supermemo.guru/wiki/ADHD)等方面就显得吃力了。\r\n\r\n## 早期教学\r\n\r\n学校的早期教学过程主要是[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)。例如，小孩们通过唱字母歌记住字母。从幼儿园就开始培养的早期学习技能，记诗就是其中之一。对于数学计算，有很多种助记手段。这些记忆工具能让小孩们凭记忆背诵知识，但对学习习惯带来负面影响。经过多年的[学校教育](https://supermemo.guru/wiki/Schooling)后，孩子们可能习惯性地使用这些记忆技巧来记住新知识，这实际上削弱了知识的[适用性](https://supermemo.guru/wiki/Applicability)和[智力](https://supermemo.guru/wiki/Intelligence)的发展。见：[学校让人沾染上的 100+ 恶习](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)。\r\n\r\n[学校教育](https://supermemo.guru/wiki/Schooling)和[课程体系](https://supermemo.guru/wiki/Curriculum)的全盘演变，都受对无语义内容的重视所驱动。这完全是因为这类内容，尤其对年纪较小的孩子来说，最难钻研掌握。因此，乘法口诀，尽管对现代大脑[解决问题](https://supermemo.guru/wiki/Problem_solving)的适应性越来越无足轻重，却逐渐被当做孩子们学习数学的关键标杆。阅读教育也同样被推向更小的年龄段。如果阅读成绩不尽如人意，那些对神经科学一知半解的教育者们，会主张越早开展阅读教育，以此预防文盲。相反，小孩子的老师们往往更清楚看到，无语义教育方式（比如在[没有孩子掉队](https://supermemo.guru/wiki/No_Child_Left_Behind)政策的影响下）带来的实际破坏程度。\r\n\r\n## 自由和记忆\r\n\r\n我已经记不清有多少才华横溢的人会[将他们的天赋追溯童年的自由生活](https://supermemo.guru/wiki/Steve_Wozniak:_How_to_raise_a_genius)。 **语义大脑理论** 暗示，若要孩子智力发展良好，必须尽量减少各种形式的干预。只有在孩子同意的情况下，才允许进行指导。在不影响[语义学习](https://supermemo.guru/wiki/Semantic_learning)的情况下，唯一可以改变孩子成长轨迹的方法，就是改变他们的环境。举个例子，假如孩子执着地想要一台显微镜，那我们应该庆祝他的这份热情，并满足他，即使这个孩子以前总是丢弃他的玩具。反过来说，如果孩子之前从没表示过任何兴趣，也没提出过这样的请求，那么作为父亲的你就算给他送一台显微镜，恐怕也难以产生多大的影响。\r\n\r\n我见过许多年少有为、智力超群的朋友，他们告诉我，在孩提时代，要记住诗词、乘法表、一周的日期，或者歌曲等东西，对他们来说真是难如登天。想起我自己小时候，记忆力倒是相当出色，总爱借机炫耀一番。但奇怪的是，我对上学初期六七年间在学校的记忆表现，却没有什么印象。我的记忆力似乎都被我对鱼类解剖、复杂化学公式这些热爱的事物给占用了。那些未来的天才们，在学校挣扎，却拥有强大的语义大脑能力，我们应该为他们喝彩，可惜的是，他们往往被冠以「笨」、「愚蠢」或「懒惰」的名头。语义大脑的问题，在学校可能因为[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)而变得更加复杂。我无法详尽地解释学校时期的爱因斯坦，他可能就是一个典型的，只有在成年之后才有所成就的语义大脑。另一方面，对爱因斯坦大脑的死后研究让我坚信，尽管伟大的头脑通常在伟大的学习和伟大的推理中诞生，[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)也可能对他产生了影响。爱因斯坦在[建模](https://supermemo.guru/wiki/Model)上非常出色，但在记忆上却相对薄弱。他的语义大脑似乎只是硬着头皮挺过了学校的那些年，然后开始踏上了他通往伟大的道路。\r\n\r\n## 学校习惯\r\n\r\n每个孩子一诞生便自带 **语义大脑** ，而[学校教育](https://supermemo.guru/wiki/Schooling)和过度强调记忆训练却在潜移默化中滋生出无语义学习习惯。家长们可能误打误撞地逼迫孩子去背元素周期表，只因为看到诺贝尔化学奖得主滔滔不绝地列举元素名称。实际上，这样对小小的未来化学家们没有任何好处，反而可能让他们泄气，或者更糟糕的是养成无语义的学习习惯。\r\n\r\n随着年龄的增长，这些无语义习惯有可能带来的负面影响是，面对复杂的讲座、演讲、文章或视频等，会产生[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)，甚至是恐慌。相反，小孩子或者未曾接受过学校教育的孩子在面对复杂的知识或他人丰富的经验时，从不会产生恐慌。最坏的情况也不过是因为吸收的知识价值不足（即[学习熵](https://supermemo.guru/wiki/Learntropy)低）而感到无聊。\r\n\r\n由于[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)，那些糟糕的教学习惯往往会在教师群体中被放大。当我正在犹豫维斯图拉河是否是波兰最长的河流时，一个和我经常一起慢跑的教师朋友立马大了眼睛，好像在说：「你用 [SuperMemo](https://supermemo.guru/wiki/Repetition) 反复学习了 30 年，连小学六年级学生都能答上来的问题你还不清楚？」这就是典型的由学校教育造成并加剧的无语义期望。除非我有特定的需要去了解波兰各河流的长度，否则我的大脑很可能会永远无视或主动忽略这个问题的答案。此外，我也有一些依据语义推导出的答案候选：奥得河，甚至波兹南的瓦尔塔河，它们的长度都有维斯图拉河的80%。如果六年级的学生需要在课堂上用这样一个毫无意义的事实来表现，他们对地理的兴趣可能会大打折扣。我还记得曾经被迫记忆数十种产品（如煤炭、黄金、石油等）的前三大生产国。如果有一定的知识背景，被动阅读也许还能引起一些兴趣。但是去记忆每年都在变动的事实，那就纯粹是愚不可及了。\r\n\r\n## 无语义学习\r\n\r\n早期学业指导往往是无语义的，而这与 **语义大脑** 存在冲突（见：[无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)）。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，孩子的大脑能够借助[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，轻松区分无语义内容。[强迫](https://supermemo.guru/wiki/Coercion)学习的知识， **语义大脑** 会主动将其剔除（通常仅需要几秒钟）。\r\n\r\n然而，在学校中，这种语义鉴别能力会迅速被消除。顺服校驯的孩子们会变得善于[死记硬背](https://supermemo.guru/wiki/Cramming)，但却丧失了[语义学习](https://supermemo.guru/wiki/Semantic_learning)的技能。如果一个孩子足够敏感，他可能很快成为一名好学生。对于他来说，背诵诗歌和歌曲是易如反掌的。然而，这并不能视为他具备[高智力](https://supermemo.guru/wiki/Intelligence)的明证。\r\n\r\n对于小孩子来说，[SuperMemo 并不怎么有效](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids)。如果学习内容和[学校教育](https://supermemo.guru/wiki/Schooling)的不好经历有关，可能会变成[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。但如果[学习内容](https://supermemo.guru/wiki/Item)给他们带来愉快感觉，或者在[语义上易于理解](https://supermemo.guru/wiki/Semantic_learning)，那么学习的效果还算不错。无论如何，谈及[语义记忆](https://supermemo.guru/wiki/Semantic_learning)的编码效率，「真实生活」无人能敌。这些记忆可以通过[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)高效地巩固。\r\n\r\n要从琐碎的环境中抽丝剥茧地提取知识，然后用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 来学习，这需要积累多年的经验才能掌握这种元认知技能。用了三十年 SuperMemo 的我，已经对模板的颜色毫不在意，我只是将它们当作区分不同领域的标记。因此，我对 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的热爱毫无保留，不会因为一些无关紧要的因素而受到影响。但是，抽取知识要点的这种能力，是一种元认知技能。小孩子做不到，很多顺服校驯的成年人也做不到。[学校教育](https://supermemo.guru/wiki/Passive_schooling) 倾向于死记硬背。相反，[自由学习](https://supermemo.guru/wiki/Free_learning)则力图建立[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)。\r\n\r\n对于年纪较小的孩子来说，[自由学习](https://supermemo.guru/wiki/Free_learning)的效率是无与伦比的。过度干预通常会产生负面效果。\r\n\r\n## 例子\r\n\r\n很多事业有成的人士似乎都成功地将其 **语义大脑** 保留到了成年。元认知记忆技巧或许对提升效率、增强[智力](https://supermemo.guru/wiki/Intelligence)或者成功生活有所助益，然而，特别是在青少年时期，这些技巧的发展需要足够谨慎。过度强调记忆训练可能会妨碍语义大脑的流畅运行。形象来说，大脑可能会寻找记忆的快捷方式，从而让自己从推理的负担中解脱出来。如果用专家系统的术语来描述，这可以被视为事实和规则之间的高效平衡。在很多方面， **语义大脑** 和所谓的「[愚蠢天才](https://en.wikipedia.org/wiki/Savant_syndrome)」症状刚好相反。\r\n\r\n[John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 介绍了 Richard Branson 的案例。他特别强调了小 Richard 如何面对母亲给予的广泛自由所带来的种种挑战。如今的 Branson，已然成为商业领域的翘楚。然而，他似乎有着类似特朗普的个人习惯，对细枝末节的事情不太上心。他甚至对自己的粗心大意和派人做事的能力感到自豪（参见[视频](https://www.youtube.com/watch?v=HpvF5xCQ7s8)）。\r\n\r\n再来看阿尔伯特·爱因斯坦，他是另一位引人瞩目的人物。他对学校的厌恶正是他 **语义大脑** 的体现，同时，这也帮助他建立起卓越的[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)，让他能够像你我规划购物那样轻松地推理出物理世界的规律。\r\n\r\nMaryanne Wolf 博士将 **语义大脑** 称为阅读障碍脑。也就是说，这种大脑还未达到阅读的准备状态。这个说法源自于一个观察，那就是对抽象知识记忆力弱有可能助长了「[教育性阅读障碍](https://supermemo.guru/wiki/Educational_dyslexia)」的发展。人类一直都是优秀的问题解决者。他们偶尔在阅读上会遇到困难，因为他们的 **语义大脑** 对阅读技巧的适应性较弱。每个人都需要找出如何调动大脑皮质特定区域的能力来解读文字。在[自由学习](https://supermemo.guru/wiki/Free_learning)的环境中，采用自然的全语言法，并结合自然拼读法，是一种简单、缓慢、渐进和有效的策略。\r\n\r\n## SuperMemo 中的语义大脑\r\n\r\n **语义大脑** 看起来挑战了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的规则。在理想的 **语义大脑** 中，知识基本就分成两堆：一堆是因为[关联性](https://supermemo.guru/wiki/Applicability)强所以好记的，另一堆是因为没有[连贯性](https://supermemo.guru/wiki/Coherent)所以怎么也记不住的。这种现象在 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)中表现得尤为明显，这个算法明显倾向于把知识硬生生地分成「易如反掌」和「难如登天」两种[条目](https://supermemo.guru/wiki/Item)（而老版本的算法在难度分布上就显得平均多了）。\r\n\r\n新算法还揭露了另一重要发现，这关乎那些被非常小的孩子（即在接受[学校教育](https://supermemo.guru/wiki/Schooling)前的孩子）使用的[集合](https://supermemo.guru/wiki/Collection)。在我写的一篇名为《[SuperMemo 对儿童不起作用](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_children)》的文章中，我强调了 **语义大脑** 在记忆方面的表现并不出色，SuperMemo应当只被自愿并[自发学习](https://supermemo.guru/wiki/Self-learning)的人使用。许多体验过 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 强大功能的用户尝试让他们的孩子使用它，然而结果总是让人有些失望。在父母的指导下运行 SuperMemo，和上学的情况没什么两样，很少能达到对成年人那样的效果。一个重要的结论是，「平坦」的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)似乎表明所有的学习都是在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 之外进行的。在这种情况下，SuperMemo 只充当了一个识别哪些[条目](https://supermemo.guru/wiki/Item)不易记住的算法工具，而并非一种学习工具。\r\n\r\n一个同样有趣的观察是，平坦的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)可能就是[回忆率](https://supermemo.guru/wiki/Recall)与学习材料[难度](https://supermemo.guru/wiki/Difficulty)之间的直接反映。例如，在学习韩语（不太熟悉）的过程中，平均[回忆率](https://supermemo.guru/wiki/Recall)可能只能维持在相对平坦的 20% 左右。但是，同一个孩子在学习意大利语（相对熟悉）时，回忆率可能能达到 70%。如果我们把不同难度的学习内容混合在同一个[集合](https://supermemo.guru/wiki/Collection)中，就可能出现一条首次遗忘曲线，这条曲线给人的感觉是，随着时间间隔的增长，回忆率似乎有所提高。这种反向的曲线在成年人的学习过程中也有所观察到，他们在把不同难度的学习内容混合在一起后也会出现这种情况。然而，如果在一个包含了不同难度的混合[学习内容](https://supermemo.guru/wiki/Item)的集合中，每个内容都收到了为整个集合优化的[首次间隔](https://supermemo.guru/wiki/First_interval)，那么我们的 **语义大脑** 可能仍然会呈现出正常的遗忘曲线，这条曲线符合幂函数的规律。\r\n\r\n[[img [A forgetting curve from a preschooler's SuperMemo collection|https://supermemo.guru/images/thumb/5/56/Forgetting_curve_from_preschoolers_SuperMemo_collection.jpg/600px-Forgetting_curve_from_preschoolers_SuperMemo_collection.jpg]]](https://supermemo.guru/wiki/File:Forgetting_curve_from_preschoolers_SuperMemo_collection.jpg)\r\n\r\n> 图：一名学前儿童的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) [集合](https://supermemo.guru/wiki/Collection)的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。[遗忘](https://supermemo.guru/wiki/Forgetting)几乎没有发生，说明这个孩子并没有进行刻意的[陈述式学习](https://supermemo.guru/wiki/Declarative_learning)。由于衰减常数接近零，因此找出[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的意义并不大。在这个数据中，我们记录了 1706 次的重复记忆事件。早期版本的 SuperMemo 有一个以成人为中心的设定，即认为在初始学习阶段（即 0 天），知识的[可提取性](https://supermemo.guru/wiki/Retrievability)能达到 100%，因此，这样的平坦遗忘曲线在旧版本 SuperMemo 中可能并不会被注意到。随着时间的流逝，这条遗忘曲线会逐渐下倾，形成类似成年人学习的曲线模式，这个过程可能需要几年的时间，不应通过[强制](https://supermemo.guru/wiki/Coercion)等方式人为加速。这条曲线是语义大脑的假设性表现。\r\n\r\n## 另见\r\n\r\n- [童年失忆症的语义特征](https://supermemo.guru/wiki/Semantic_aspects_of_childhood_amnesia)\r\n\r\n- [概念化](https://supermemo.guru/wiki/Conceptualization)\r\n\r\n- [语义学习](https://supermemo.guru/wiki/Semantic_learning)", + "type": "text/markdown", + "caption": " 语义大脑\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Semantic brain" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Semantic distance.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Semantic distance.json" new file mode 100644 index 0000000..7d817b8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Semantic distance.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Semantic distance", + "text": "# 语义距离\r\n\r\n原文：[Semantic distance - supermemo.guru](https://supermemo.guru/wiki/Semantic_distance)\r\n\r\n **语义距离** 是一种度量，它基于 **[语义网络](https://supermemo.guru/wiki/Semantic_network)** 中分割一对节点的边数所定义。在[这个网站](https://supermemo.guru/wiki/SuperMemo_Guru)， **语义距离** 不严格地用来指代 **知识之间的差距** ，即分割两个现实描述[模型](https://supermemo.guru/wiki/Model)（或两个知识集合）的知识数量。例如，一个学生对万有引力的理解很差，老师试图提升他/她对行星运动的理解，此时学生头脑中的太阳系模型和老师头脑中的模型之间的语义距离就很大。渐进学习的目的是将学习过程划分为小的增量，每次学习中，知识的一小部分都将现有知识的语义网络向前推进了一小步。渐进的方式使学习变得简单而有趣，它最终能覆盖的语义距离几乎没有限制。在[被动式的学校教育](https://supermemo.guru/wiki/Passive_schooling)过程中， **语义距离** 往往过大，这导致了[解码失败罚反馈](https://supermemo.guru/wiki/Decoding_failure_penalty)，构成了[学校惩罚](https://supermemo.guru/wiki/School_drive)的一个重要组成部分，破坏了[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。而在[自由学习](https://supermemo.guru/wiki/Free_learning)中，在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的导向下，渐进方法是自然的。自由渐进学习总是[语义学习](https://supermemo.guru/wiki/Semantic_learning)，并以短 **语义距离** 推进为基础，这有助于优化在知识空间中的学习轨迹。这种导向性、渐进性的方法。使其更容易在语义网络中找到最短的路径（也就是以最小成本学习，并获得高[连贯性](https://supermemo.guru/wiki/Coherence)和高[适用性](https://supermemo.guru/wiki/Applicability)的收益）。\r\n\r\n在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，对 **语义距离** 的一个粗略衡量是[卡片](https://supermemo.guru/wiki/Item)数量。卡片数量也可以用来量化学习目标，这也可以用从起点到完成学习任务所需要穿越的 **语义距离** 来看待。例如，[高级英语](https://supermemo.guru/wiki/Advanced_English)有多达 40,000 多个卡片，并这可以看作是衡量初学者和经常写作的英语母语者之间的 **语义距离** 。很明显，这样的距离不可能在一节英语课上完成（见：[在一个月内的 13 年学校](https://supermemo.guru/wiki/13_years_of_school_in_a_month)）。", + "type": "text/markdown", + "caption": " 语义距离\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Semantic distance" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Stabilization.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Stabilization.json" new file mode 100644 index 0000000..fb75dc6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Stabilization.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Stabilization", + "text": "# 稳定化\r\n\r\n原文：[Stabilization - supermemo.guru](https://supermemo.guru/wiki/Stabilization)\r\n\r\n **记忆稳定化** （缩写为 **SInc** ，即 **stability increase** ）是指由记忆提取（例如，[复习](https://supermemo.guru/wiki/Review)）引起的[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)增长。 **稳定化** 可能也是睡眠[记忆优化](https://supermemo.guru/wiki/Memory_optimization)的结果。\r\n\r\n[稳定性](https://supermemo.guru/wiki/Stability)越高，[复习](https://supermemo.guru/wiki/Review)时的[稳定性增长](https://supermemo.guru/wiki/Stability_increase)越慢（参见：[稳定化衰减](https://supermemo.guru/wiki/Stabilization_decay)）。顾名思义，记忆会在长期贮存中趋于「稳定」。\r\n\r\n此外，提取记忆时的稳定性增长取决于[可提取性](https://supermemo.guru/wiki/Retrievability)和[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)。可提取性越低，稳定性的平均增长就越高。稳定性的增长期望通过 **巩固曲线** 描述，受记忆[遗忘](https://supermemo.guru/wiki/Lapse)的概率调节，其在不同的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)水平达到峰值（通常是[可提取性](https://supermemo.guru/wiki/Retrievability)在 30-80% 之间）。\r\n\r\n[复杂性](https://supermemo.guru/wiki/Complexity)是记忆研究中的混淆因素。对于原子记忆，稳定性可以建模（例如，在 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)中）。随着记忆复杂性不断提升，稳定性逐渐失去意义。例如，如果我们考虑记忆一本书，其稳定性增长是无法衡量的，因为一本书无法逐字逐句地被完整回忆。一本书的记忆印记是一组复杂的记忆组，其稳定性可能跨越从短期到 **[永久存储](https://supermemo.guru/wiki/Permastore)** 的范围。\r\n\r\n在 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)中，稳定性增长矩阵（SInc[]）可视作 [O-系数](https://supermemo.guru/wiki/Optimum_factor)矩阵（源自老版本的 [SuperMemos](https://supermemo.guru/wiki/SuperMemo)）在[可提取性](https://supermemo.guru/wiki/Retrievability)维度的拓展。这一拓展让算法适用于各种重复规划至关重要（[复习](https://supermemo.guru/wiki/Review)中的延迟对应较低的[可提取性](https://supermemo.guru/wiki/Retrievability))）。\r\n\r\n另见：\r\n\r\n- [长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)\r\n\r\n- [寻找通用记忆公式](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)\r\n\r\n- [稳定化曲线](https://supermemo.guru/wiki/Stabilization_curve)\r\n\r\n- [稳定化衰减](https://supermemo.guru/wiki/Stabilization_decay)\r\n\r\n- [间隔效应的结构和分子机理](https://supermemo.guru/wiki/Structural_and_molecular_mechanisms_of_the_spacing_effect)\r\n\r\n- [SuperMemo 算法：长达 30 年的努力](https://supermemo.guru/wiki/SuperMemo_Algorithm:_30-year-long_labor)\r\n\r\n- [算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17)\r\n\r\n- [遗忘后的稳定](https://supermemo.guru/wiki/Post-lapse_stability)\r\n\r\n本[词汇表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_Guru)，一位自 [1987](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)) 年以来的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)软件先驱。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/2/2b/Stability_increase_function.png/500px-Stability_increase_function.png]]](https://supermemo.guru/wiki/File:Stability_increase_function.png)\r\n\r\n稳定性增长函数\r\n\r\n> 图：[稳定性增长](https://supermemo.guru/wiki/Stability_increase)函数由 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)计算。该函数有三个参数：（1）复习时的[稳定性](https://supermemo.guru/wiki/Stability)，以天为单位表示（左边），（2）复习时的[可提取性](https://supermemo.guru/wiki/Retrievability)（右边）和（3）记忆[复杂性](https://supermemo.guru/wiki/Complexity)，以[条目](https://supermemo.guru/wiki/Item)[难度](https://supermemo.guru/wiki/Difficulty)表示（标签为 **Diff** 的滑块目前设置为 0.8）。图中，稳定性增长在 15 左右达到峰值（纵轴）。在一些[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)水平下，函数值低于 1.0，代表[稳定性](https://supermemo.guru/wiki/Stability)下降（例如，由于集中学习而过早复习引发的[间隔效应](https://supermemo.guru/wiki/Spacing_effect)）。相对较[难](https://supermemo.guru/wiki/Difficulty)[条目](https://supermemo.guru/wiki/Item)的 61,768 次重复被用于生成该曲线（Diff=0.8）。最长[间隔](https://supermemo.guru/wiki/Interval)达到了 14 年（[稳定性](https://supermemo.guru/wiki/Stability)为 5172）\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/9/97/Approximation_of_memory_stabilization.png/500px-Approximation_of_memory_stabilization.png]]](https://supermemo.guru/wiki/File:Approximation_of_memory_stabilization.png)\r\n\r\n根据复习的记忆稳定化近似\r\n\r\n> 图：[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的稳定化函数近似。数据点、绿色和红色圆点，对应了在选定[难度](https://supermemo.guru/wiki/Difficulty)分位（Diff=0.5）下所有[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)对应的[记忆稳定化](https://supermemo.guru/wiki/Memory_stabilization)（SInc）。蓝-红曲线表示由 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 使用[稳定化曲线](https://supermemo.guru/wiki/Stabilization_curve)、[稳定化衰减](https://supermemo.guru/wiki/Stabilization_decay)和根据[条目](https://supermemo.guru/wiki/Item)[难度](https://supermemo.guru/wiki/Difficulty)更改这些函数的参数所找到的最佳拟合。生成该图使用了 54,449 个复习样本。右侧的绿色离群点表示来自新[条目](https://supermemo.guru/wiki/Item)的「污染」，因为它们的[稳定性](https://supermemo.guru/wiki/Stability)还未被准确估计。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/c/c6/Stability_increase_function_approximation.jpg/500px-Stability_increase_function_approximation.jpg]]](https://supermemo.guru/wiki/File:Stability_increase_function_approximation.jpg)\r\n\r\n记忆巩固（期望稳定化）近似\r\n\r\n> 图：由 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)近似的期望稳定性。该函数接受三个参数：（1）复习时的[稳定性](https://supermemo.guru/wiki/Stability)，以天为单位（在左侧），（2）复习时的[可提取性](https://supermemo.guru/wiki/Retrievability)（在右侧），和（3）记忆[复杂性](https://supermemo.guru/wiki/Complexity)，以条目难度表示（标签为 *Diff* 的滑块目前设置在 0.1 处，即简单条目）。在图中，巩固（期望稳定性增长）的峰值为 5（纵轴）。不同于实际数据，该近似被设置为永不小于 1.0。这意味着该近似函数永远不会让复习时的[稳定性](https://supermemo.guru/wiki/Stability)下降。10,130 次简单条目的重复被用于生成该图（Diff=0.1）。其中一个数据点展示了间隔达到 14 年的一组重复样本（[稳定性](https://supermemo.guru/wiki/Stability)为 5172）。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/d/d7/Memory_stabilization_curve.png/500px-Memory_stabilization_curve.png]]](https://supermemo.guru/wiki/File:Memory_stabilization_curve.png)\r\n\r\nSuperMemo 中的记忆稳定化曲线\r\n\r\n> 图：[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 计算的 **[稳定化曲线](https://supermemo.guru/wiki/Stabilization_curve)** 。横轴以[记忆可提取性](https://supermemo.guru/wiki/Memory_retrievability)表示时间。纵轴表示稳定化，即记忆持久度的增长，以[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)增长表示。蓝色圆圈表示在给定[可提取性](https://supermemo.guru/wiki/Retrievability)下复习的[稳定性](https://supermemo.guru/wiki/Stability)增长程度。蓝色圆圈的大小取决于收集到的数据点数量。该图使用了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中[难度](https://supermemo.guru/wiki/Difficulty)=0.53 且 [稳定性](https://supermemo.guru/wiki/Stability)=26 [天]的 31,721 条复习记录。稳定性增长从[可提取性](https://supermemo.guru/wiki/Retrievability)=100% 对应的 1.36（SIncMin=1.36）到 R=0% 对应的 26.31（SIncMax=26.31）。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中 R=90% 对应的最佳复习的稳定性增长为 1.86（Stab90 等价于旧版 SuperMemo 中的 [O-系数](https://supermemo.guru/wiki/O-Factor)）。表示[间隔效应(https://supermemo.guru/wiki/Spacing_effect)的增益系数等于 2.96，即相对较高，适应低[稳定性](https://supermemo.guru/wiki/Stability)。使用公式可以准确计算此数据集中的稳定化（黄色曲线）： 26\\*e-2.96\\*R，[偏差](https://supermemo.guru/wiki/Deviation)为 0.5069。巩固曲线以紫色展示，表明[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)是所提供数据集的合理学习标准。当 R 接近 100% 时，本图的实际稳定化为 0.879，与 2074 次测量结果一致。这在图片中看不清楚，但可以通过 SuperMemo 中输出的稳定化矩阵进行调查。这意味着在[可提取性](https://supermemo.guru/wiki/Retrievability)接近 100% 和 0% 的极端情况下，稳定化曲线公式可能不准确。这可以解释为没有任何记忆是可以完美提取或可验证的完全忘却（见：[我们永远不会忘记](https://supermemo.guru/wiki/We_never_forget)）\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/4/4f/Stabilization_decay.png/500px-Stabilization_decay.png]]](https://supermemo.guru/wiki/File:Stabilization_decay.png)\r\n\r\nSuperMemo 中的稳定化衰减\r\n\r\n> 图： **[稳定化衰减](https://supermemo.guru/wiki/Stabilization_decay)** 是 **[记忆稳定化](https://supermemo.guru/wiki/Memory_stabilization)** 随着 **[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)** 提高而下降。取自 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的图片展示了[稳定性](https://supermemo.guru/wiki/Stability)对[难度](https://supermemo.guru/wiki/Difficulty)估计为 0.37 的[条目](https://supermemo.guru/wiki/Item)的稳定化影响。绘制该图表使用了 25,686 条[复习](https://supermemo.guru/wiki/repetition)记录。稳定化的 **衰减率** 为 -0.529。稳定性可能的最大增长（SIncMax）是 3.102（当[稳定性](https://supermemo.guru/wiki/Stability) =1 时）。蓝色圆圈表示数据点（S:SInc)，圆圈越大，[复习](https://supermemo.guru/wiki/Repetition)记录的样本量越大。黄线是幂函数拟合，公式为：SInc=(3.102-1)\\*[S](https://supermemo.guru/wiki/Stability)-0.529+1。该拟合的[偏差](https://supermemo.guru/wiki/Deviation)为 0.4235。\r\n\r\n[[img [Uncertain course of stabilization in complex memories|https://supermemo.guru/images/thumb/0/0d/Uncertain_course_of_the_stabilization_of_complex_memories.png/400px-Uncertain_course_of_the_stabilization_of_complex_memories.png]]](https://supermemo.guru/wiki/File:Uncertain_course_of_the_stabilization_of_complex_memories.png)\r\n\r\n> 图： **复杂记忆的稳定化的不确定过程** 。图中显示了以单个[概念细胞](https://supermemo.guru/wiki/Stabilization)的单一树突输入模式为例的[稳定化](https://supermemo.guru/wiki/Stabilization)、[遗忘](https://supermemo.guru/wiki/Forgetting)、[泛化](https://supermemo.guru/wiki/Generalization)和[干扰](https://supermemo.guru/wiki/Interference)的假想过程。神经元、树突和树突丝以橙色显示。图片没有显示树突丝转化为树突棘的过程，树突棘的形态随着时间的推移会发生变化[稳定化](https://supermemo.guru/wiki/Stabilization)。方块代表参与识别输入模式的突触。每个方块显示了突触在[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)方面的状态。红色的强度代表[可提取性](https://supermemo.guru/wiki/Retrievability)。蓝色区域的大小代表[稳定性](https://supermemo.guru/wiki/Stability)。在记住一个复杂的记忆模式后，[概念细胞](https://supermemo.guru/wiki/Concept_cell)在收到来自红色方块的信号总和后能够识别该模式，这些信号代表高[可提取性](https://supermemo.guru/wiki/Retrievability)和极低[稳定性](https://supermemo.guru/wiki/Stability)的新记忆。每次细胞被重新激活，活跃的输入将经历[稳定化](https://supermemo.guru/wiki/Stabilization)，这表现在输入方块中蓝色区域的增加。每次当概念细胞活跃时，信号没有到达输入端，其稳定性就会下降（泛化）。每次源轴突活跃而目标神经元未能发射，稳定性也会下降（竞争性干扰）。由于输入到概念细胞的信号模式不均匀，一些突触将被稳定下来，而另一些则会丢失。当一个突触失去其稳定性和可提取性，以及相关的树突棘被收回时，[遗忘](https://supermemo.guru/wiki/Forgetting)就会发生。当同一个[概念细胞](https://supermemo.guru/wiki/Concept_cell)可以用一个更小但更稳定的输入模式重新激活时，[泛化](https://supermemo.guru/wiki/Generalization)就会发生。当一个新的输入模式有助于忘记一些识别旧输入模式所必需的冗余输入时，就会发生追溯性[干扰](https://supermemo.guru/wiki/Interference)。旧模式的[稳定化](https://supermemo.guru/wiki/Stabilization)导致树突丝的流动性降低，从而防止新模式接管[概念](https://supermemo.guru/wiki/Concept)（主动的[干扰](https://supermemo.guru/wiki/Interference)）。在这个过程的每一端，一个稳定的、泛化性强的输入模式是激活[概念细胞](https://supermemo.guru/wiki/Concept_cell)的充要条件。同一个细胞可以对不同的模式作出反应，只要它们是一致的、[稳定的](https://supermemo.guru/wiki/Stabilization)。在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中，对[知识表征](https://supermemo.guru/wiki/Knowledge_representation)的选择不当将导致激活模式的可重复性差，突触的[稳定化](https://supermemo.guru/wiki/Stabilization)不均匀，以及[遗忘](https://supermemo.guru/wiki/Forgetting)。当输入模式无法激活足够多的突触，从而无法重新激活[概念细胞](https://supermemo.guru/wiki/Concept_cell)时，就会发生对[项目](https://supermemo.guru/wiki/Item)的遗忘。在[重复](https://supermemo.guru/wiki/Repetition)时，根据上下文和[思路](https://supermemo.guru/wiki/Conceptual_computation)，一个[项目](https://supermemo.guru/wiki/Item)可能被提取或遗忘。[复习](https://supermemo.guru/wiki/Repetition)的结果是不确定的", + "type": "text/markdown", + "caption": " 稳定化\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Stabilization" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Stress valve.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Stress valve.json" new file mode 100644 index 0000000..fa0ac50 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Stress valve.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Stress valve", + "text": "# 泄压阀\r\n\r\n原文：[Stress valve - supermemo.guru](https://supermemo.guru/wiki/Stress_valve)\r\n\r\n **泄压阀** 是指能够减轻或消除急性压力的活动。例如，在恰当时间进行的锻炼是一种 **泄压阀** ，它有助于启用最佳的 **泄压阀** ：自由而健康的夜间睡眠。\r\n\r\n **泄压阀** 是防止[急性压力](https://supermemo.guru/wiki/Acute_stress)演变为即使在夜间睡眠之后仍然存在的[慢性压力](https://supermemo.guru/wiki/Chronic_stress)的最佳工具。\r\n\r\n **泄压阀** 必须在合适的[生物钟时间](https://supermemo.guru/wiki/Circadian_time)使用。例如，时机不当的锻炼可能会损害夜间睡眠质量，产生适得其反的效果。不当时机的午睡可能会破坏睡眠周期，加剧压力问题（参见：[最佳午睡时间](https://supermemo.guru/wiki/Best_time_for_napping)）。\r\n\r\n有助于缓解[急性压力](https://supermemo.guru/wiki/Acute_stress)的重要 **泄压阀** 包括：\r\n\r\n- 更多的急性压力（引起急性压力耗竭）\r\n\r\n- 筋疲力竭的锻炼\r\n\r\n- 疼痛（比如，暴露在寒冷的环境中）\r\n\r\n- 午睡\r\n\r\n- 高效产出（学习、创造力、解决问题等）\r\n\r\n- [自由](https://supermemo.guru/wiki/Free_running_sleep)的夜间睡眠\r\n\r\n即使 **泄压阀** 最终效果不佳，从长期来看，它们仍然有助于减轻[慢性压力](https://supermemo.guru/wiki/Chronic_stress)。对抗慢性压力的一种假设性防御措施是与慢性压力记忆相关的脑细胞凋亡。从这个意义上讲，可能 **泄压阀** 在预防脑细胞凋亡方面起到了作用。\r\n\r\n泄压阀有助于改善心理健康\r\n\r\n参见：[利用泄压阀来预防慢性压力](https://supermemo.guru/wiki/Using_stress_valves_to_prevent_chronic_stress)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 系列中关于记忆、学习、创造力和问题解决的文本。", + "type": "text/markdown", + "caption": " 泄压阀\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Stress valve" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Tape recorder model of education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Tape recorder model of education.json" new file mode 100644 index 0000000..760121e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Tape recorder model of education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Tape recorder model of education", + "text": "# 教育的录音机模型\r\n\r\n原文：[Tape recorder model of education - supermemo.guru](https://supermemo.guru/wiki/Tape_recorder_model_of_education)\r\n\r\n **教育的录音机模型** 基于这样的幻梦：教育过程中完美地输入知识，而学生能分毫不差地将其记住，并像录音机一样，在需要的时候完美地「回放」。\r\n\r\n目光短浅的教育家认为，[课程表](https://supermemo.guru/wiki/Curriculum)可以优化至完美。这样的课程表可以反映每个孩子应该拥有的最佳知识。他们还认为，政治和社会所需要的那些东西可以由可以由内容的作者编写，并由课程表体现。\r\n\r\n但你可以把任何计算机算法录制在磁带上，但把它回放一遍却不等于执行，因此无用。录音机不是智能设备，模型不符合人类的实际。这就是为什么教育必须把大脑看成是巨大的神经网络系统，这个系统具备所有获取[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)的必需工具，这些工具可以在使用过程中，通过[泛化](https://supermemo.guru/wiki/Generalization)得到优化。\r\n\r\n[John Holt](https://supermemo.guru/wiki/John_Holt) 使用了一个类似的模型： **装瓶厂模型** ，在这个模型中，学校里的孩子就像一个瓶子，以工业化的方式，需要装满预设的教育内容。所有的教育问题都被简化为优化瓶中内容的配置（所有瓶子都一样），以及内容通过的瓶口大小（即孩子的「智力」）。\r\n\r\n在录音机上记录知识，或者把脑瓶填满，都是[填鸭式](https://supermemo.guru/wiki/Cramming)过程的好比喻，这与[语义学习](https://supermemo.guru/wiki/Semantic_learning)背道而驰。\r\n\r\n世界各地教育系统的失败，很大程度上可以归咎于把大脑当作录音机的错觉。", + "type": "text/markdown", + "caption": " 教育的录音机模型\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tape recorder model of education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Three component model of memory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Three component model of memory.json" new file mode 100644 index 0000000..0bdcf89 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Three component model of memory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Three component model of memory", + "text": "# 记忆的三组分模型\r\n\r\n原文：[Three component model of memory - supermemo.guru](https://supermemo.guru/wiki/Three_component_model_of_memory)\r\n\r\n长期记忆有三个主要组成部分：\r\n\r\n- 记忆[可提取性](https://supermemo.guru/wiki/Retrievability)决定任一时刻的回忆概率\r\n\r\n- 记忆[稳定性](https://supermemo.guru/wiki/Stability)决定[可提取性](https://supermemo.guru/wiki/Retrievability)随时间下降的快慢。每次复习之后，稳定性会增长。\r\n\r\n- 记忆[复杂性](https://supermemo.guru/wiki/Memory_complexity)决定[稳定性](https://supermemo.guru/wiki/Stability)在复习中增长的难度。\r\n\r\n用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的术语来说的话，三组分模型如下所示：\r\n\r\n- [可提取性](https://supermemo.guru/wiki/Retrievability)决定复习评分（可提取性高意味着回忆率高，而评分也高）\r\n\r\n- [稳定性](https://supermemo.guru/wiki/Stability)决定复习间隔（稳定的记忆能历经多年而不忘）\r\n\r\n- [复杂性](https://supermemo.guru/wiki/Memory_complexity)决定建立稳定记忆的难度（[条目](https://supermemo.guru/wiki/Item)[难度](https://supermemo.guru/wiki/Difficulty)高）\r\n\r\n在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，我们遵循[最小信息原则](https://SuperMemo.guru/wiki/minimum_information_principle)（即尽可能降低记忆复杂性），努力取得高评分（可提取性），使用长间隔（稳定性）。\r\n\r\n长期记忆的三组分模型是在[记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)的基础上扩展的。前两个记忆组分运作于突触层面上：[可提取性](https://supermemo.guru/wiki/Retrievability)和[稳定性](https://supermemo.guru/wiki/Stability)。[复杂性](https://supermemo.guru/wiki/Memory_complexity)是网络层面的组分，指的是形成记忆所涉及的突触模式的复杂性。\r\n\r\n还有许多与记忆存储有关的变量没有包含在 **三组分模型** 中。例如[睡眠倾向](https://supermemo.guru/wiki/Sleep_propensity)的[自稳态](https://supermemo.guru/wiki/Homeostatic)和[昼夜节律](https://supermemo.guru/wiki/Circadian)组分，这些成分在网络层面上影响记忆的编码和提取。\r\n\r\n在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)的语境下，三组分模型亦可称为 [DSR 模型](http://supermemopedia.com/wiki/DSR_model)（即难度 D、稳定性 S 和可提取性 R）。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[间隔重复的历史](https://supermemo.guru/wiki/Problem_of_Schooling)》（2018 年 6 月）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [SuperMemo: Changes in two variables of long-term memory: retrievability and stability|https://supermemo.guru/images/thumb/5/57/Memory_status.jpg/800px-Memory_status.jpg]]](https://supermemo.guru/wiki/File:Memory_status.jpg)\r\n\r\n> 图：示例[知识片段](https://supermemo.guru/wiki/Piece_of_knowledge)的记忆状态随时间的变化。横轴表示跨越整个[重复历史](https://supermemo.guru/wiki/Repetition_history)的时间。顶部面板展示了[可提取性](https://supermemo.guru/wiki/Retrievability)（为了便于分析，进行十次方变换，R^10）。灰色的可提取性网格标记了 R=99%, R=98% 等标签。中部面板用深蓝色展示了[最优间隔](https://supermemo.guru/wiki/Optimum_interval)。复习日期由蓝色垂线和浅蓝色标签标记。[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的末端对应的 [R](https://supermemo.guru/wiki/Retrievability) 为 90% 左右，由红色垂线标记（仅当实际复习[间隔](https://supermemo.guru/wiki/Interval)大等于[最优间隔](https://supermemo.guru/wiki/Optimum_interval)时）。底部面板可视化了[稳定性](https://supermemo.guru/wiki/Stability)（为了便于分析，以 `ln(S)/ln(days)` 的形式展示）。该图表指出 ，[可提取性](https://supermemo.guru/wiki/Retrievability)在最初几次[稳定性](https://supermemo.guru/wiki/Stability)很低时的[复习](https://supermemo.guru/wiki/Repetition)中下降得很快（指数型）。然而在第 7 次复习后，经过十年时间，可提取性从 100% 只下降到了 94%。所有的数值都来自实际的复习历史和[记忆的三变量模型](https://supermemo.guru/wiki/Three_component_model_of_memory)。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/f/f5/Memory_complexity.png/600px-Memory_complexity.png]]](https://supermemo.guru/wiki/File:Memory_complexity.png)\r\n\r\n记忆复杂性：简单记忆与复杂记忆\r\n\r\n> 图： **[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)** 说明了[最小信息原则](https://supermemo.guru/wiki/Minimum_information_principle)的重要性。在记忆简单的问题和答案时，我们可以依靠简单的记忆连接，并在复习时统一刷新这种连接。对于复杂记忆，其概念激活得可能不完整，或是顺序因上下文而不一致。因此，在复习时很难让[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)均一增长。复杂的项目是很难记住的。简单项目的一个例子是词对，例如「苹果=pomo」（世界语）。虽然为了认识一个苹果可能需要建立复杂的联系网，但「苹果」和「pomo」之间的联系是不可简化的（即最大限度的简化）", + "type": "text/markdown", + "caption": " 记忆的三组分模型\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Three component model of memory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Two component model of memory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Two component model of memory.json" new file mode 100644 index 0000000..204449a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Two component model of memory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Two component model of memory", + "text": "# 记忆的双组分模型\r\n\r\n原文：[Two component model of memory - supermemo.guru](https://supermemo.guru/wiki/Two_component_model_of_memory)\r\n\r\n## 模型概述\r\n\r\n长期记忆的双组分模型断言，两个相互独立的变量足以描述人类大脑中[原子记忆](https://supermemo.guru/wiki/Atomic_memory)的状态。\r\n\r\n- [稳定性](https://supermemo.guru/wiki/Stability)（S）决定了在未被干扰和未被提取的情况下，记忆可以保持多长时间\r\n\r\n- [可提取性](https://supermemo.guru/wiki/Retrievability)（R）决定了在给定时刻，记忆可以被提取的概率\r\n\r\n## 生物学功能\r\n\r\n我们相信，该模型体现出为了阻止新皮质网络中灾难性[干扰](https://supermemo.guru/wiki/Interference)的进化。记忆[稳定性](https://supermemo.guru/wiki/Stability)将降低突触权重的变动，并阻止很有用的记忆被[遗忘](https://supermemo.guru/wiki/Forgetting)。另一方面，[间隔效应](https://supermemo.guru/wiki/Spacing_effect)保护记忆免于在频繁接触中达到过高的[稳定性](https://supermemo.guru/wiki/Stability)（参见：[间隔效应的结构与分子机理](https://supermemo.guru/wiki/Structural_and_molecular_mechanisms_of_the_spacing_effect)）。\r\n\r\n记忆的双组分模型消除了可塑性-稳定性的两难问题\r\n\r\n## 起源\r\n\r\n在记忆研究文献中，「记忆强度」这一定义不明确的术语通常代表稳定性（S）或可提取性（R）。这导致了大量混淆，并延缓了记忆研究的进展。在 [1990](https://supermemo.guru/wiki/Optimization_of_learning) 和 [1995](https://supermemo.guru/wiki/ANE1995) 这两篇论文中，我们已经从理论上证明了这两个变量——[S](https://supermemo.guru/wiki/Stability) 和 [R](https://supermemo.guru/wiki/Retrievability)——足以描述记忆的状态。\r\n\r\n[Bjork](https://supermemo.guru/wiki/Robert_Bjork) 的独立研究 *New Theory of Disuse*（1992）使用了类似的术语「储存强度」和「提取强度」。另见：[约斯特定律](https://supermemo.guru/wiki/Jost‘s_Law)。\r\n\r\n要了解模型的发展历史，请参阅：[记忆的两个组成成分](https://supermemo.guru/wiki/Two_components_of_memory)\r\n\r\n## 意义\r\n\r\n该模型可用于[长期记忆的分子与结构性质分析](https://supermemo.guru/wiki/Modelling_molecular_and_structural_long-term_memory)。\r\n\r\n[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)的实现和实践结果证明了双组分模型的正确性。该模型和算法使人们可以定量研究记忆。例如：[人脑能容纳多少知识](https://supermemo.guru/wiki/How_much_knowledge_can_human_brain_hold)？\r\n\r\n该模型提供了支持[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)理论的证据。参见： [祖母细胞的真相](https://supermemo.guru/wiki/The_truth_about_grandmother_cells)\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[间隔重复的历史](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[[img [SuperMemo: Changes in two variables of long-term memory: retrievability and stability|https://supermemo.guru/images/thumb/5/57/Memory_status.jpg/500px-Memory_status.jpg]]](https://supermemo.guru/wiki/File:Memory_status.jpg)\r\n\r\n> 图：示例[知识片段](https://supermemo.guru/wiki/Piece_of_knowledge)的记忆状态随时间的变化。横轴表示跨越整个[重复历史](https://supermemo.guru/wiki/Repetition_history)的时间。顶部面板展示了[可提取性](https://supermemo.guru/wiki/Retrievability)（为了便于分析，进行十次方变换，R^10）。灰色的可提取性网格标记了 R=99%, R=98% 等标签。中部面板用深蓝色展示了[最优间隔](https://supermemo.guru/wiki/Optimum_interval)。复习日期由蓝色垂线和浅蓝色标签标记。[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的末端对应的 [R](https://supermemo.guru/wiki/Retrievability) 为 90% 左右，由红色垂线标记（仅当实际复习[间隔](https://supermemo.guru/wiki/Interval)大等于[最优间隔](https://supermemo.guru/wiki/Optimum_interval)时）。底部面板可视化了[稳定性](https://supermemo.guru/wiki/Stability)（为了便于分析，以 `ln(S)/ln(days)` 的形式展示）。该图表指出 ，[可提取性](https://supermemo.guru/wiki/Retrievability)在最初几次[稳定性](https://supermemo.guru/wiki/Stability)很低时的[复习](https://supermemo.guru/wiki/Repetition)中下降得很快（指数型）。然而在第 7 次复习后，经过十年时间，可提取性从 100% 只下降到了 94%。所有的数值都来自实际的复习历史和[记忆的三变量模型](https://supermemo.guru/wiki/Three_component_model_of_memory)。", + "type": "text/markdown", + "caption": " 记忆的双组分模型\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Two component model of memory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Variable reward.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Variable reward.json" new file mode 100644 index 0000000..b6ebc8d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Variable reward.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Variable reward", + "text": "# 可变奖励\r\n\r\n原文：[Variable reward - supermemo.guru](https://supermemo.guru/wiki/Variable_reward)\r\n\r\n **可变奖励** （或 **不可预测的奖励** 或 **可变程序的奖励** ）是一种间歇性提供的奖励。强化程序的设计通常是为了使行为最大化。 **可变比率程序** 可以在不可预测的反应次数后提供强化物（例如，以 1:4 的平均比例）。 **可变时距程序** 会使用不可预测的间隔（例如，平均为 60 秒）。关于 **可变奖励** 的力量，一个流行的例子是对赌博的成瘾。该领域的开创性研究是由 [B.F. Skinner](https://en.wikipedia.org/wiki/B._F._Skinner) 进行的。\r\n\r\n另见：\r\n\r\n- [防止成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)：如何避免 **可变奖励** 的消极影响\r\n\r\n- [游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)： **可变奖励** 如何导致游戏成瘾", + "type": "text/markdown", + "caption": " 可变奖励\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Variable reward" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Well-schooled.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Well-schooled.json" new file mode 100644 index 0000000..86b38d9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_glossary_Well-schooled.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/glossary/Well-schooled", + "text": "# 顺服校驯者\r\n\r\n原文：[Well-schooled - supermemo.guru](https://supermemo.guru/wiki/Well-schooled)\r\n\r\n「顺服校驯」是一个带贬义的形容词，用来描述背负着[学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)的个体。「顺服校驯」的人是为建设「顺服校驯」的社会准备的。在这个社会中，所有成员都在为「更好的社会」这一看似共同的目标而努力。总而言之，这是更为「良从校驯」的社会。「顺服校驯」的人声称，实现更好的社会的最佳途径是通过[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。然而，由于[学习中的胁迫](https://supermemo.guru/wiki/Coercion_in_learning)会造成[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，一个「顺服校驯」的社会注定是不快乐的。由于强迫对[智力](https://supermemo.guru/wiki/Intelligence)和激情的影响，一个「顺服校驯」的社会注定会表现出低生产力且无法发挥出其全部的创造力。在「顺服校驯」的社会中，所有「顺服校驯」的公民都认为，除了「良从校驯」之外，所有其他的选择都是无知的。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n另见：\r\n\r\n- [学校驯育的人不理解自由学习](https://supermemo.guru/wiki/Schooled_people_do_not_understand_free_learning)\r\n\r\n- [学校削弱了智力](https://supermemo.guru/wiki/School_undermines_intelligence)\r\n\r\n- [谬误：学校能预防伪科学思维](https://supermemo.guru/wiki/Myth:_School_prevents_pseudoscientific_thinking)", + "type": "text/markdown", + "caption": " 顺服校驯者\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Well-schooled" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Analysis.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Analysis.json" new file mode 100644 index 0000000..955204b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Analysis.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/help/Analysis", + "text": "# 分析\r\n\r\n原文：[Analysis - SuperMemo Help](https://help.supermemo.org/wiki/Analysis)\r\n\r\n在SuperMemo菜单栏中点击 **[工具](https://help.supermemo.org/wiki/Toolkit_menu)：[统计](https://help.supermemo.org/wiki/Toolkit_menu#Statistics)：分析** (*Shift+Alt+A*)，分析提供了图表，说明当前打开的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中学习进度。\r\n\r\n除了 **分析** 之外，SuperMemo还提供了其他多种[分析工具](https://help.supermemo.org/wiki/Theory)。\r\n\r\n## 使用\r\n\r\n学习过程的统计数据随时间变化的图表。这些图表记录了每日统计数字的变化，如某一天的[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[卡片](https://help.supermemo.org/wiki/Glossary:Item)、[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)或[未完成](https://help.supermemo.org/wiki/Glossary:Outstanding_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的数量。当天的第一个非零值被记录下来。如果该值之后增加，则忽略该增加值（少数情况除外，如新[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的统计，等等）。如果你在学习中中断了，最后记录的非零值将在你没有使用SuperMemo的时期内增加（除了少数情况，如重复次数的统计等）。\r\n\r\n要放大图表的一部分（如下面的图片），用鼠标扫过要删除的图表部分，即指向焦点日期，向左移动鼠标并释放鼠标按钮。这样就会在鼠标移动的方向上切掉部分图形。你也可以使用*Ctrl+Left*和*Ctrl+Right*按钮来放大（见[下文](https://help.supermemo.org/wiki/Analysis#Use_context_menu)）。\r\n\r\n### 使用统计（statistics）\r\n\r\n下面是SuperMemo每天记录的统计数据，显示在 **Use** 标签上。\r\n\r\n1. 已完成的工作（Work done）\r\n\r\n - **使用时间（Use time）** - 你每天主动使用某个[学习集(collection)](https://help.supermemo.org/wiki/Glossary:Collection)的总时间。时间取自学习区块记录（ **[工具箱(Toolkit)](https://help.supermemo.org/wiki/Toolkit_menu)：[睡眠图（Sleep Chart）](https://help.supermemo.org/wiki/Sleep_Chart)** 为红色）。天数从午夜算起（即不考虑午夜班）。\r\n\r\n - **回忆时间（Recall time）** - 你每天花在试图回忆问题答案上的总时间\r\n\r\n - **重复项目(Repetitions)** - 你每天记录的[卡片(item)）](https://help.supermemo.org/wiki/Glossary:Item)和[文本(topic)](https://help.supermemo.org/wiki/Glossary:Topic)的复习数量\r\n\r\n - **卡片重复（Item repetitions）** - 你每天记录的[卡片（item）](https://help.supermemo.org/wiki/Glossary:Item)重复次数\r\n\r\n - **文本复习(topic reviews)** - 你每天的[文本(topic)](https://help.supermemo.org/wiki/Glossary:Topic)fuxi记录\r\n\r\n2. 待办队列\r\n\r\n \\- 数目\r\n\r\n 杰出因素\r\n\r\n 预定在某一天\r\n\r\n - **未决** - 所有[未决元素]的数量(https://help.supermemo.org/wiki/Glossary:Outstanding_element)，安排在某一天。\r\n\r\n - **未完成的项目** - 计划在某一天进行的[未完成](https://help.supermemo.org/wiki/Glossary:Outstanding_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的数量\r\n\r\n - **未完成的课题** - 在某一天安排的[未完成](https://help.supermemo.org/wiki/Glossary:Outstanding_element)[课题](https://help.supermemo.org/wiki/Glossary:Topic)的数量\r\n\r\n3. 负载（burden）\r\n\r\n - **Burden** - 当前[*Burden*参数](https://help.supermemo.org/wiki/Glossary:Burden)记录。[Burden](https://help.supermemo.org/wiki/Glossary:Burden)估计每天安排[重复](https://help.supermemo.org/wiki/Glossary:Repetition)的[元素](https://help.supermemo.org/wiki/Glossary:Element)的数量，假设学习过程中没有延迟。[负担](https://help.supermemo.org/wiki/Glossary:Burden)是[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的倒数之和。 **[负担](https://help.supermemo.org/wiki/Glossary:Burden) = [项目](https://help.supermemo.org/wiki/Glossary:Item) [负担](https://help.supermemo.org/wiki/Glossary:Burden) + [主题](https://help.supermemo.org/wiki/Glossary:Topic) [负担](https://help.supermemo.org/wiki/Glossary:Burden)** \r\n\r\n - **项目负担** - 当前 **[负担](https://help.supermemo.org/wiki/Glossary:Burden)** 为[项目](https://help.supermemo.org/wiki/Glossary:Item)\r\n\r\n - **主题负担** - 当前 **[负担](https://help.supermemo.org/wiki/Glossary:Burden)** 为[主题](https://help.supermemo.org/wiki/Glossary:Topic)。\r\n\r\n4.元素计数\r\n\r\n - **Elements** - 某天记录的[元素](https://help.supermemo.org/wiki/Glossary:Element)的总数(即[主题](https://help.supermemo.org/wiki/Glossary:Topic)+[概念](https://help.supermemo.org/wiki/Glossary:Concept)+[项目](https://help.supermemo.org/wiki/Glossary:Item)+[任务](https://help.supermemo.org/wiki/Glossary:Task)\r\n\r\n - **项目** - 某天记录的[收藏品](https://help.supermemo.org/wiki/Glossary:Item)的数量(https://help.supermemo.org/wiki/Glossary:Collection)\r\n\r\n - **主题和任务** - 某一天记录的[主题](https://help.supermemo.org/wiki/Glossary:Topic)和[任务](https://help.supermemo.org/wiki/Glossary:Task)的数量(见[下面的示范图](https://help.supermemo.org/wiki/Analysis#Use.C2.A0:_Element_count.C2.A0:_Topics_and_tasks))\r\n\r\n - **任务列表(*当前选择的任务列表名称/*)** - 当前使用的[任务列表](https://help.supermemo.org/wiki/Glossary:Task)上的[任务]数量(其名称显示在括号中)。使用[任务列表管理器](https://help.supermemo.org/wiki/Tasklist_manager)中的 **设置** 按钮来改变当前选择的[任务列表](https://help.supermemo.org/wiki/Glossary:Tasklist)。\r\n\r\n5.记住了\r\n\r\n - **记忆** - 参加学习过程的[元素](https://help.supermemo.org/wiki/Glossary:Element)的数量（即没有[被解雇](https://help.supermemo.org/wiki/Glossary:Dismissed_element)和没有[待定](https://help.supermemo.org/wiki/Glossary:Pending_element)）。\r\n\r\n - **记忆的项目** - 参加学习过程的[项目]数量(https://help.supermemo.org/wiki/Glossary:Item)\r\n\r\n - **记忆中的主题** - 参加学习过程的[主题]数量(https://help.supermemo.org/wiki/Glossary:Topic)\r\n\r\n6.新背的\r\n\r\n - **新记忆的** - 在某一天新记忆的[元素](https://help.supermemo.org/wiki/Glossary:Element)(见[下面的示范图](https://help.supermemo.org/wiki/Analysis#Use.C2.A0:_Newly_memorized))\r\n\r\n - **新项目** - 在某一天记住的新[项目](https://help.supermemo.org/wiki/Glossary:Item)\r\n\r\n - **新题目** - 在某一天记住的新[题目](https://help.supermemo.org/wiki/Glossary:Topic)\r\n\r\n7. 效率\r\n\r\n - **遗忘指数** - [测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)(存储的数据有一定程度的平滑，以可视化的趋势)\r\n\r\n - **保留率** - [保留率](https://help.supermemo.org/wiki/Glossary:Retention)，每天测量。这张图是经过平滑处理的，以便更好地阅读长期趋势。要想获得更精确的读数，请看下一个标签。 **回忆** 。 **Retention** 标签现在可以容纳超过十年的数据，并保留了兼容性。 **回忆** 选项卡包含未经处理的原始数据，你可以随时用 **光滑** 进行打磨，使趋势可视化\r\n\r\n - **回忆** - 每天正确答案的比例（由[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)登记）。这是未经处理的原始数据，你可以将其导出到Excel中，供你自己分析。与 **[保留率](https://help.supermemo.org/wiki/Glossary:Retention)** 标签进行比较。它也应该与 **遗忘指数** 标签上显示的数据大致对应（回忆率是100%减去遗忘指数）。\r\n\r\n - **SM16中的R** --由[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)估计的[可检索性(R)](https://help.supermemo.org/wiki/Glossary:Retrievability)(R是[保留](https://help.supermemo.org/wiki/Glossary:Retention)的预测值，而召回率是[保留](https://help.supermemo.org/wiki/Glossary:Retention)的测量值)\r\n\r\n - **SM18中的R** - [可检索性（R）](https://help.supermemo.org/wiki/Glossary:Retrievability)由[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)估计。\r\n\r\n - **SM16/SM18 Diff** --SuperMemo算法的召回估计偏差的百分点差异`(abs(R16-Recall)-abs(R18-Recall))`。差值越大，新的[算法SM-18]（https://supermemo.guru/wiki/Algorithm_SM-18）的性能越好。正是该算法准确预测遗忘概率的能力，使得它在[间隔重复](https://help.supermemo.org/wiki/Glossary:Spaced_repetition)中的优势。这个标签显示了[超级备忘录18](https://help.supermemo.org/wiki/What's_new_in_SuperMemo_18%3F)在准确预测回忆方面的接近程度（与旧的算法相比）。\r\n\r\n - **SM16指标** - [算法SM-15]（https://supermemo.guru/wiki/Algorithm_SM-15）的性能指标。它是预测差异平方的平均数的平方根，以百分点表示（数字越小，说明召回的预测精度越高）。\r\n\r\n - **SM18公制** - [算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)的性能公制。它的计算方法与 **SM16 Metric** 标签上的类似参数相同。理想情况下，这个选项卡上的数字应该更低，表明[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)的优越性。\r\n\r\n - **R-Metric** - [算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)的最终性能指标。它与旧的[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)进行了比较。它是以前标签中两个指标之间的性能指标差异。 **SM16指标** 减去 **SM18指标** 。数字越大，算法SM-18对于给定的[集合](https://help.supermemo.org/wiki/Glossary:Collection)的优越性就越大。在指标为负数的日子里，旧的算法会比算法SM-18表现更好。由于遗忘是随机的，一天的实际度量结果是一种抽奖。只有每天有更多的重复次数才能提供一致的结果。对于一个基于8800个数据点的示范图，见。[下面的例子](https://help.supermemo.org/wiki/Analysis#Use_:_Efficiency_:_R-Metric)。\r\n\r\n - **主题负荷** - 在某一天安排[审查](https://help.supermemo.org/wiki/Glossary:Review)的[主题](https://help.supermemo.org/wiki/Glossary:Topic)在所有[元素](https://help.supermemo.org/wiki/Glossary:Element)中的比例。*[主题](https://help.supermemo.org/wiki/Glossary:Topic)负荷=[未决](https://help.supermemo.org/wiki/Glossary:Outstanding_element)[主题](https://help.supermemo.org/wiki/Glossary:Topic)/[未决要素](https://help.supermemo.org/wiki/Glossary:Outstanding_element)*。[主题](https://help.supermemo.org/wiki/Glossary:Topic)负荷是以任何一天的百分比表示。[主题](https://help.supermemo.org/wiki/Glossary:Topic)的负荷不应与 **[排序标准](https://help.supermemo.org/wiki/Priority_queue#Sorting_repetitions)中[主题](https://help.supermemo.org/wiki/Glossary:Topic)的比例** 混淆。如果可能的话，[主题](https://help.supermemo.org/wiki/Glossary:Topic)的比例与[主题](https://help.supermemo.org/wiki/Glossary:Topic)的负荷无关（例如，对于零[主题](https://help.supermemo.org/wiki/Glossary:Topic)负荷，你不能实现大于零的比例，等等）。如果你不使用[自动排序](https://help.supermemo.org/wiki/Glossary:Auto-sort)，[主题](https://help.supermemo.org/wiki/Glossary:Topic)负载告诉你，你的重复的比例是由[主题](https://help.supermemo.org/wiki/Glossary:Topic)组成的。\r\n\r\n8.超负荷工作\r\n\r\n \\- 已执行的重复次数除以未执行的重复次数（即实际执行的重复次数的百分比）。\r\n\r\n - **要素** - 所有未完成的重复执行的百分比\r\n\r\n - **项目** - [未完成](https://help.supermemo.org/wiki/Glossary:Outstanding_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)重复执行的百分比\r\n\r\n - **主题** - 已完成的[杰出](https://help.supermemo.org/wiki/Glossary:Outstanding_element)[主题](https://help.supermemo.org/wiki/Glossary:Topic)评论的百分比\r\n\r\n9.优先保护\r\n\r\n \\- 在某一天，你对高优先级材料的处理能力。如果你的图表在以下范围内震荡\r\n\r\n 优先权\r\n\r\n 3%，你就会知道，只有前3%的学习材料能保证及时重复。你可以通过做更多的工作，减少新材料的流入，降低不那么重要的元素的优先级，或降低随机化程度来增加这个数字。\r\n\r\n 未完成的队列\r\n\r\n 分选标准\r\n\r\n .阅读有关这一重要参数的文章\r\n\r\n [优先权规则手册](https://help.supermemo.org/wiki/Priority_queue#Prioritization_rulebook)\r\n\r\n - **项目** - 在重复中被遗漏的最高优先级的[项目](https://help.supermemo.org/wiki/Glossary:Item)（具有最低的百分比）。([未决队列](https://help.supermemo.org/wiki/Glossary:Outstanding_queue)中的实际百分比可能要高得多(因为你主要是审查高[优先级](https://help.supermemo.org/wiki/Glossary:Priority))\r\n\r\n - **主题** - 在重复中被遗漏的最优先的[主题](https://help.supermemo.org/wiki/Glossary:Topic)（百分比最低）。(见：[下面的示范图](https://help.supermemo.org/wiki/Analysis#Use.C2.A0:_Priority_protection.C2.A0:_Topics))\r\n\r\n###使用上下文菜单\r\n\r\n- **下一个** （*Ctrl+Tab*）--切换到下一个主要的使用统计表\r\n\r\n- **上一个** （*Shift+Ctrl+Tab*）--切换回上一个主要的使用统计表\r\n\r\n- **下一个二级** （*标签*）--切换到二级行的下一个标签\r\n\r\n- **上一个二级** （*Shift+Tab*）--切换到二级行的上一个标签。\r\n\r\n- **切掉左边** （*Ctrl+右箭头*）--切掉图形的左边部分以放大其余部分\r\n\r\n- **切掉右边** （*Ctrl+左箭头*）--切掉图形的右边部分以放大其余部分。\r\n\r\n- **切掉顶部** （*Ctrl+向下箭头*）--切掉图形的顶部部分以放大其余部分。\r\n\r\n- **导出** - 将当前显示的统计数据导出为CSV文件（该文件可以在[集合](https://help.supermemo.org/wiki/Glossary:Collection)的[STATS]子文件夹中找到\r\n\r\n- **导入** - 为当前显示的统计数字导入数据\r\n\r\n- **关闭** （*Esc*）--关闭 **分析** 窗口\r\n\r\n# # # 例子\r\n\r\n#### 使用 : 效率 : R-Metric\r\n\r\n[[img [SuperMemo: Algorithm SM-18 performance metric|https://help.supermemo.org/images/thumb/0/04/Recall_metric.jpg/800px-Recall_metric.jpg]]](https://help.supermemo.org/wiki/File:Recall_metric.jpg)\r\n\r\n> ***图：** [R-Metric](https://help.supermemo.org/wiki/Glossary:R-Metric)**图显示了[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)比旧的[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)在提出的[收集](https://help.supermemo.org/wiki/Glossary:Collection)中的优势，使用的测试期为整整4年，可追溯至2015年4月2日。它是用24104个数据点（即有两种算法数据的重复案例）绘制的，并进行了平滑处理以显示趋势。纵轴上0线下的多个点（\"R-metric<0\"）已经被平滑掉了（它们对应的是前一版本的算法在较小的重复样本中出现优势的日子）。一些积极和消极的趋势与算法的变化相对应，因为数据是在新算法的测试期收集的。2016年2月至5月，指标逐渐增加，可能是统计学上的反常现象，也可能是新的区间值和[区间](https://help.supermemo.org/wiki/Glossary:Interval)的R-指标较大，偏离了早期SuperMemos中使用的最佳值的结果。后者的解释可能表明，[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)的好处可以随着时间的推移逐渐增加*。\r\n\r\n#### 使用：元素数。主题和任务\r\n\r\n[[img [SuperMemo:工具箱：统计：分析：使用：元素计数。主题和任务显示你在个别日子里有多少个主题和任务在你的集合中|https://help.supermemo.org/images/thumb/0/0d/Topics_and_tasks_count.jpg/800px-Topics_and_tasks_count.jpg]]](https://help.supermemo.org/wiki/File:Topics_and_tasks_count.jpg)\r\n\r\n> ***图：** 示例图显示了存储在[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的[主题](https://help.supermemo.org/wiki/Glossary:Topic)的总数量。显示在底部的数据取决于鼠标的位置。在这个例子中，它表明在2009年3月6日，有251,228个[主题](https://help.supermemo.org/wiki/Glossary:Topic)在增量阅读过程中。*。\r\n\r\n#### 使用 : 新的记忆\r\n\r\n[！[SuperMemo:Toolkit : Statistics : Analysis : Use : Newly memorized 显示你在个别日子里记住了多少个元素](https://help.supermemo.org/images/thumb/3/3e/Newly_memorized.jpg/800px-Newly_memorized.jpg)](https://help.supermemo.org/wiki/File:Newly_memorized.jpg)\r\n\r\n> ***图：** 示范图显示了个别日子里记忆的[元素](https://help.supermemo.org/wiki/Glossary:Element)的数量。通过扫除图表的左右两部分，可以放大学习过程的一小部分。图中显示的时间跨度为2008年7月1日至2009年3月19日。\r\n\r\n#### 使用 : 效率 : 遗忘指数\r\n\r\n[！[SuperMemo:工具箱：统计：分析：使用：效率：遗忘指数显示你在个别日子里测量的遗忘指数的变化](https://help.supermemo.org/images/thumb/3/39/Daily_measured_forgetting_index.jpg/800px-Daily_measured_forgetting_index.jpg)](https://help.supermemo.org/wiki/File:Daily_measured_forgetting_index.jpg)\r\n\r\n> ***图：** 示范图，使[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)的分析更有意义。在 **分析中对[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)的改变使用了每天的[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)（以前：信息量较小的累积[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)值是自上次使用** [工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[统计](https://help.supermemo.org/wiki/Toolkit_menu#Statistics)：重置参数：遗忘指数记录后的整个时期取值）。请注意，[优先级队列](https://help.supermemo.org/wiki/Glossary:Priority_queue)可能会扭曲你的[收藏](https://help.supermemo.org/wiki/Glossary:Collection)中的实际[保留](https://help.supermemo.org/wiki/Glossary:Retention)，因为测量值主要取自顶级[优先级](https://help.supermemo.org/wiki/Glossary:Priority)材料。因此，[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)应该被理解为 \"在重复中测量的遗忘指数\"，而不是 \"整体测量的遗忘指数 \"*。\r\n\r\n#### 使用：优先保护：项目\r\n\r\n[！[SuperMemo:工具箱：统计：分析：使用：优先保护：项目显示你在个别日子里对高优先级项目的实际处理能力](https://help.supermemo.org/images/thumb/f/fa/Item_priority_protection.jpg/800px-Item_priority_protection.jpg)](https://help.supermemo.org/wiki/File:Item_priority_protection.jpg)\r\n\r\n> ***图：** 示范图显示在某一天的重复中被遗漏的最高优先级的[项目](https://help.supermemo.org/wiki/Glossary:Item)（最低的[优先级](https://help.supermemo.org/wiki/Glossary:Priority)%）。在图片中，你可以看到在一个月内，[项目](https://help.supermemo.org/wiki/Glossary:Item)的优先保护从0.5%增加到11%。这是通过专注于诚实的[优先级](https://help.supermemo.org/wiki/Priority_queue)，做大量的重复工作，避免大量的上调优先级等*而实现的。\r\n\r\n#### 使用：优先保护：主题\r\n\r\n[！[SuperMemo:工具箱：统计：分析：使用：优先保护：主题显示你在个别日子里对高优先级主题的实际处理能力](https://help.supermemo.org/images/thumb/3/3f/Topic_priority_protection.jpg/800px-Topic_priority_protection.jpg)](https://help.supermemo.org/wiki/File:Topic_priority_protection.jpg)\r\n\r\n> ***图：** 示范图显示审查中遗漏的最高优先级的[主题](https://help.supermemo.org/wiki/Glossary:Topic)（优先级最低的%）。显示在底部的数据取决于鼠标的位置。在这个例子中，它表明在2013年6月26日，在[主题](https://help.supermemo.org/wiki/Glossary:Topic)中最差的错过是一个[优先级](https://help.supermemo.org/wiki/Glossary:Priority)等于7.613%的最重要[主题](https://help.supermemo.org/wiki/Glossary:Topic)审查队列的主题。 *\r\n\r\n## 遗忘\r\n\r\n400条[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)是独立绘制的，以便计算[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)中的SInc矩阵。这些对应于20个稳定性类别和20个难度类别。通过选择图形底部的标签的适当组合，你可以选择一个感兴趣的[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)。横轴代表时间，表示为。(1)可检索性，或(2)天数（仅针对第一次[重复](https://help.supermemo.org/wiki/Glossary:Repetition)）。纵轴表示[知识保留](https://help.supermemo.org/wiki/Glossary:Retention)的百分比。\r\n\r\n[！[SuperMemo:第一条遗忘曲线（第一次重复的项目没有失误）](https://help.supermemo.org/images/thumb/0/0f/First_forgetting_curve.jpg/600px-First_forgetting_curve.jpg)](https://help.supermemo.org/wiki/File:First_forgetting_curve.jpg)\r\n\r\n> ***图：** 用[SuperMemo](https://help.supermemo.org/wiki/SuperMemo)收集的新学知识的第一个[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)。由于学习过程中新引入的学习材料的异质性，在这种情况下使用了功率近似法。缺乏[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)的分离，导致了具有不同衰减常数的指数型遗忘的叠加。在半对数图上，功率回归曲线是对数的（黄色），而且看起来几乎是直线。曲线显示，在所提出的案例中，记忆力在四年内仅仅下降到58%，这可以解释为在现实生活中对所记忆的知识的高度重复使用。在[可检索性](https://help.supermemo.org/wiki/Glossary:Retrievability)为90%的情况下，复习的第一个[最佳间隔](https://help.supermemo.org/wiki/Glossary:Optimum_interval)是3.96天。遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)可以用公式R=0.9906\\*power(interval,-0.07)来描述，其中0.9906是一天后的回忆，而-0.07是衰减常数。在这种情况下，该公式在4天后产生了90%的召回率。80,399个重复的案例被用来绘制所呈现的图表。如果材料中含有较高比例的困难知识（特别是[表述不清的知识](https://supermemo.guru/wiki/20_rules)），或者是记忆能力较差的新学生，记忆力会出现较大幅度的下降。间隔15-20的曲线的不规则性来自于较小的重复样本（在对数尺度上的后来的间隔类别包含了更大的间隔范围）。\r\n\r\n## 遗忘 (UF)\r\n\r\n该标签显示旧版SuperMemos中使用的遗忘数据。它只用于记录和显示新算法和旧算法之间的比较。\r\n\r\n400条[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)是独立绘制的，以计算[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)中的RF矩阵。这些对应于20个重复次数类别和20个[A因素](https://help.supermemo.org/wiki/Glossary:A-Factor)类别。为了数据表示的方便，第一次重复的RF矩阵的列是由[记忆缺失](https://help.supermemo.org/wiki/Glossary:Lapse)的数量而不是由[A因素](https://help.supermemo.org/wiki/Glossary:A-Factor)来索引。通过选择图形底部的标签的适当组合，你可以选择感兴趣的[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)。横轴代表时间，表示为。(1) [U-Factor](https://help.supermemo.org/wiki/Glossary:U-Factor)，即随后的重复间[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的比率，或(2)天（仅针对第一次[重复](https://help.supermemo.org/wiki/Glossary:Repetition)）。纵轴代表[知识保留](https://help.supermemo.org/wiki/Glossary:Retention)的百分比。\r\n\r\n[！[SuperMemo:Toolkit : Statistics : Analysis : Forgetting (UF) graphs for 20 repetition number categories multiplied by 20 A-Factor category](https://help.supermemo.org/images/thumb/4/46/Forgetting_curves.jpg/600px-Forgetting_curves.jpg)](https://help.supermemo.org/wiki/File:Forgetting_curves.jpg)\r\n\r\n> ***图：** [工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[统计](https://help.supermemo.org/wiki/Toolkit_menu#Statistics)：分析：[遗忘（UF）](https://help.supermemo.org/wiki/Analysis#Forgetting_.28UF.29) **为20个重复次数类别乘以20个A因素类别。在图片中，蓝色圆圈代表在重复过程中收集的数据。圆圈越大，记录的重复次数就越多。红色曲线对应的是通过指数回归得到的最佳拟合[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)。对于结构不良的材料，[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_index)是弯曲的，也就是说，不完全是指数型的。水平的水蓝色线条与[要求的遗忘指数](https://help.supermemo.org/wiki/Glossary:Requested_forgetting_index)相对应，而垂直的绿色线条表示近似的[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)与要求的遗忘指数线相交的时间点。这个时间点决定了相关的[R因子](https://help.supermemo.org/wiki/Glossary#R-Factor)的值，并间接决定了[最佳间隔](https://help.supermemo.org/wiki/Glossary:Optimum_interval)的值。对于第一次重复，[R-Factor](https://help.supermemo.org/wiki/Glossary:R-Factor)与第一个[最佳间隔](https://help.supermemo.org/wiki/Glossary:Optimum_interval)相对应。O-Factor](https://help.supermemo.org/wiki/Glossary:O-Factor)和[R-Factor](https://help.supermemo.org/wiki/Glossary:R-Factor)的值显示在图表的顶部。它们后面是用于绘制图表的重复案例的数量（即21,303）。在学习过程的开始，没有重复的历史，也没有重复的数据来计算[R-Factors](https://help.supermemo.org/wiki/Glossary:R-Factor)。在你的第一个[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)被绘制出来之前，需要一些时间。由于这个原因，[RF矩阵](https://help.supermemo.org/wiki/Glossary:RF_matrix)的初始值取自一个低于平均水平的学生的模型。没有使用平均学生的模型，因为从较差的学生参数向上收敛的速度比相反方向的收敛要快。显示在顶部的** 偏差**参数告诉你负指数曲线对数据的拟合程度。偏差越小，拟合效果越好。偏差是以平方差的平均数的平方根计算的（如最小二乘法中所用）。\r\n\r\n[！[SuperMemo:在SuperMemo 18中，遗忘曲线可以在不同的重复类别中对A因素进行归一化。因此，你可以显示（1）你的累积遗忘曲线（蓝点），（2）SuperMemo使用的其负指数近似值（红线）和（3）SuperMemo收集的所有遗忘曲线的单个数据点（黄圈）。](https://help.supermemo.org/images/thumb/2/21/Cumulative_forgetting_curve.jpg/800px-Cumulative_forgetting_curve.jpg)](https://help.supermemo.org/wiki/File:Cumulative_forgetting_curve.jpg)\r\n\r\n> ***图：** 在SuperMemo 18中，[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)可以在不同的[重复次数](https://help.supermemo.org/wiki/Glossary:Repetition)类别( **所有的重复次数** )上对[A因素](https://help.supermemo.org/wiki/Glossary:A-Factor)进行归一化处理（如上图）。因此，你可以显示：*\r\n\r\n>\r\n\r\n> 1.*你的累积[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)（蓝点）*。\r\n\r\n> 2.*其负指数近似值由SuperMemo使用（黄线）*。\r\n\r\n> 3.*由SuperMemo收集的所有[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)的个别数据点（黄色圆圈，红色边框）。\r\n\r\n>\r\n\r\n> ***时间（归一化）** 代表[射频矩阵](https://help.supermemo.org/wiki/Glossary:U-Factor)每个卡片的最大[U-系数](https://help.supermemo.org/wiki/Glossary:RF_matrix)的100%。 **Decay** 代表[遗忘曲线]的衰减常数(https://help.supermemo.org/wiki/Glossary:Forgetting_curve)。 **Cases** 表示绘制图表时使用的[重复](https://help.supermemo.org/wiki/Glossary:Repetition)案例的数量。 **Repetitions** 代表确定[R-Factors](https://help.supermemo.org/wiki/Glossary:R-Factor)时执行的[重复次数](https://help.supermemo.org/wiki/Glossary:Repetition)。 **偏差** 是数据和近似的[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)之间的平均平方根。*。\r\n\r\n## 稳定\r\n\r\n在 **分析中标有** 稳定的选项卡可以用来检查SuperMemo中的[稳定化曲线](https://help.supermemo.org/wiki/Glossary:Stabilization_curve)。\r\n\r\n[！[检查不同程度的稳定和难度的稳定曲线](https://help.supermemo.org/images/thumb/9/99/Stabilization_curve.jpg/800px-Stabilization_curve.jpg)](https://help.supermemo.org/wiki/File:Stabilization_curve.jpg)\r\n\r\n> ***图：** [超级备忘录18](https://help.supermemo.org/wiki/SuperMemo_18)使人们可以检查400条独立的[稳定化曲线](https://help.supermemo.org/wiki/Glossary:Stabilization_curve)。这些曲线因[稳定性](https://help.supermemo.org/wiki/Glossary:Stability)和[难度](https://help.supermemo.org/wiki/Glossary:Difficulty)的水平而不同。图中显示了难度=0.58，稳定性=59天的曲线。横轴显示[可检索性](https://help.supermemo.org/wiki/Glossary:Retrievability)（百分比）。纵轴显示的是[稳定化](https://help.supermemo.org/wiki/Stabilization)（与[稳定性](https://help.supermemo.org/wiki/Glossary:Stability)的比率）。早期的重复带来很少的稳定，复习的效果随着下降到[可检索性](https://help.supermemo.org/wiki/Glossary:Retrievability)*而迅速增加。\r\n\r\n## 图表\r\n\r\n###遗忘指数与优先权\r\n\r\n **遗忘指数与优先级的关系** --这张图告诉你遗忘是如何取决于学习材料的[优先级](https://help.supermemo.org/wiki/Glossary:Priority)。如果你总是及时浏览你的[未完成的材料](https://help.supermemo.org/wiki/Glossary:Outstanding_element)，如果你坚持[20条知识制定规则](http://super-memory.com/articles/20rules.htm)，你的[测量遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)应该与[要求遗忘指数](https://help.supermemo.org/wiki/Glossary:Requested_forgetting_index)相同。这张图就会显示出一条在[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)水平上通过的平坦直线。然而，一旦你开始超负荷学习，并使用 **[Postpone](https://help.supermemo.org/wiki/Postpone)** 或 **[Mercy](https://help.supermemo.org/wiki/Mercy)** ，你的[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)将增加。如果你总是按照[优先级](https://help.supermemo.org/wiki/Glossary:Priority)对你的重复进行排序（例如，将 **[学习](https://help.supermemo.org/wiki/Learn_menu)：[排序](https://help.supermemo.org/wiki/Learn_menu#Sorting)：自动排序重复** 选中），你仍然应该确保你的[测量遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)等于高优先级[元素](https://help.supermemo.org/wiki/Glossary:Element)的[请求遗忘指数](https://help.supermemo.org/wiki/Glossary:Requested_forgetting_index) （即在图表的左侧）。你对低优先级材料的[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)会更高，[过载](https://help.supermemo.org/wiki/Glossary:Overload)越大，差异越大。如果你通过增加重复的随机性来改变你的[重复排序标准](https://help.supermemo.org/wiki/Priority_queue#Sorting_repetitions)，这张图会更平坦，高优先级材料的[测量遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)会更高。\r\n\r\n###第一个区间\r\n\r\n **第一次间隔** - 第一次[重复](https://help.supermemo.org/wiki/Glossary:Repetition)之后的第一次[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的长度取决于某个[项目](https://help.supermemo.org/wiki/Glossary:Item)被遗忘的次数。请注意，这里的第一次[重复](https://help.supermemo.org/wiki/Glossary:Repetition)是指遗忘后的第一次[重复](https://help.supermemo.org/wiki/Glossary:Repetition)，*不是*第一次的重复。换句话说，一个重复了两次的[项目](https://help.supermemo.org/wiki/Glossary:Item)在被遗忘之后，其重复次数将等于1；重复次数将不等于3。第一个[间隔](https://help.supermemo.org/wiki/Glossary:Interval)图显示了指数回归曲线，近似于不同数量的[记忆中断](https://help.supermemo.org/wiki/Glossary:Lapse)（包括与新[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)对应的零中断类别）的第一个[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的长度。在下图中，蓝色圆圈对应的是学习过程中收集的数据（圆圈越大，记录的重复次数越多）。\r\n\r\n[[img [SuperMemo:Toolkit : Statistics : Analysis : Graphs : First Interval显示了你的指数回归曲线，该曲线近似于不同数量的记忆缺失的第一个间隔的长度|https://help.supermemo.org/images/thumb/c/c7/First_interval.jpg/800px-First_interval.jpg]]](https://help.supermemo.org/wiki/File:First_interval.jpg)\r\n\r\n> ***图：** 在上图中，包括了超过130,000次重复的数据，新[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)的[项目](https://help.supermemo.org/wiki/Glossary:Item)在7天后得到最佳重复。然而，被遗忘了10次的[项目](https://help.supermemo.org/wiki/Glossary:Item)（这在SuperMemo中很罕见）将需要两天的[间隔时间](https://help.supermemo.org/wiki/Glossary:Interval)。(由于对数缩放，圆圈的大小与数据样本不成正比；[lapses](https://help.supermemo.org/wiki/Glossary:Lapse)=0的重复情况远远大于[lapses](https://help.supermemo.org/wiki/Glossary:Lapse)=10的情况，在 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[统计](https://help.supermemo.org/wiki/Toolkit_menu#Statistics)：分析：[分布](https://help.supermemo.org/wiki/Analysis#Distributions)：[lapses](https://help.supermemo.org/wiki/Analysis#Lapses) ** 中可以看出) *\r\n\r\n### D-Factor vs. A-Factor\r\n\r\n **D因子与A因子** - DF-AF图显示了[R因子](https://help.supermemo.org/wiki/Glossary:R-Factor)的功率近似值沿[RF矩阵](https://help.supermemo.org/wiki/Glossary:RF_matrix)的列的衰减常数。你需要了解[SuperMemo算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)才能理解此图。横轴代表[A因子](https://help.supermemo.org/wiki/Glossary:A-Factor)，而纵轴代表[D因子](https://help.supermemo.org/wiki/Glossary:D-Factor)（即衰减因子）。[D-Factor](https://help.supermemo.org/wiki/Glossary:D-Factor)是曲线的功率近似的衰减常数，可以在 **分析** 对话框的 **[Approximations](https://help.supermemo.org/wiki/Analysis#Approximations)** 标签中进行检查。\r\n\r\n###一年级与A-Factor的关系\r\n\r\n **第一个等级与A因素** - G-AF图将一个[项目](https://help.supermemo.org/wiki/Glossary:Grade)获得的第一个[等级](https://help.supermemo.org/wiki/Glossary:Item)与它的[A因素](https://help.supermemo.org/wiki/Glossary:A-Factor)的最终估计值联系起来。在每次[重复](https://help.supermemo.org/wiki/Glossary:Repetition)时，当前[元素](https://help.supermemo.org/wiki/Glossary:Element)的旧[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)估计值被从图中删除，新的估计值被加入。这个图被[SuperMemo算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)用来快速估计[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)的第一个值，此时我们对一个[元素](https://help.supermemo.org/wiki/Glossary:Element)的了解是它在第一次[重复](https://help.supermemo.org/wiki/Glossary:Repetition)中得到的第一个[成绩](https://help.supermemo.org/wiki/Glossary:Grade)。\r\n\r\n###等级与遗忘指数\r\n\r\n **评分与遗忘指数** - FI-G图将[预期遗忘指数](https://supermemo.guru/wiki/Forgetting_index_in_SuperMemo#expected_forgetting_index)与重复时的[成绩](https://help.supermemo.org/wiki/Glossary:Grade)联系起来。你需要了解[SuperMemo算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)才能理解这个图表。你可以想象，[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)图的纵轴上可能使用平均[成绩](https://help.supermemo.org/wiki/Glossary:Grade)，而不是[保留率](https://help.supermemo.org/wiki/Glossary:Retention)。如果你把这个成绩与[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)相关联，你就会得到FI-G图。这个图形被用来计算[估计遗忘指数](https://supermemo.guru/wiki/Forgetting_index_in_SuperMemo#estimated_forgetting_index)，而这个指数又被用来对成绩进行归一化处理（对于延迟的或高级的重复），并估计[项目](https://help.supermemo.org/wiki/Glossary:Item)的[A因子](https://help.supermemo.org/wiki/Glossary:A-Factor)的新值。成绩是用公式计算出来的。*成绩=Exp(A*FI+B)*，其中A和B是在复读期间收集的原始数据上运行的指数回归的参数。\r\n\r\n[！[SuperMemo:Toolkit : Statistics : Analysis : Graphs : Grade vs. Forgetting index graph](https://help.supermemo.org/images/thumb/5/53/Grade_vs_Forgetting_index.jpg/800px-Grade_vs_Forgetting_index.jpg)](https://help.supermemo.org/wiki/File:Grade_vs_Forgetting_index.jpg)\r\n\r\n## 分布\r\n\r\n## 间隔\r\n\r\n **间隔** - 在一个给定的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，重复间的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)分布。通过改变对话框底部的组合框的设置，你可以看到[集合](https://help.supermemo.org/wiki/Glossary:Collection)中所有[元素](https://help.supermemo.org/wiki/Glossary:Element)的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)分布，只为[项目](https://help.supermemo.org/wiki/Glossary:Item)，以及只为[主题](https://help.supermemo.org/wiki/Glossary:Topic)。\r\n\r\n##A-Factors\r\n\r\n **A-Factors** - 在一个给定的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，[A-Factors](https://help.supermemo.org/wiki/Glossary#A-factor)的分布。分布本身并没有在[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)中使用，而只是由它产生的。请注意，[主题](https://help.supermemo.org/wiki/Glossary:Topic)和[项目](https://help.supermemo.org/wiki/Glossary:Item)使用不同的[A因素](https://help.supermemo.org/wiki/Glossary:A-Factor)类别。在底部选择*仅项目*或*仅主题*，可以分别看到项目或主题的分布情况。如果你选择*所有元素*，你会看到一个不太有意义的集合体分布，由[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)类别编号索引。\r\n\r\n[[img [SuperMemo:工具箱：统计：分析：分布。A-Factors告诉你A-Factors在你的集合中是如何分布的|https://help.supermemo.org/images/thumb/8/80/AFactors_distribution.jpg/800px-AFactors_distribution.jpg]]](https://help.supermemo.org/wiki/File:AFactors_distribution.jpg)\r\n\r\n###困难\r\n\r\n **困难** - 由[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)确定的项目困难分布。也见。[困难](https://help.supermemo.org/wiki/Glossary:Difficulty)\r\n\r\n### ＃＃＃重复次数\r\n\r\n **重复次数** - 在给定的[集合](https://help.supermemo.org/wiki/Glossary:Item)中，[项目](https://help.supermemo.org/wiki/Glossary:Item)或[主题](https://help.supermemo.org/wiki/Glossary:Topic)的[重复次数](https://help.supermemo.org/wiki/Glossary:Collection)分布；在分布中只考虑[记忆的元素](https://help.supermemo.org/wiki/Glossary:Memorized_element)，即不存在零重复次数的类别。\r\n\r\n### ＃＃＃孩子\r\n\r\n **失误** - 在[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的特定[项目](https://help.supermemo.org/wiki/Glossary:Item)被遗忘的次数分布；只考虑[记忆的元素](https://help.supermemo.org/wiki/Glossary:Memorized_element)。你不应该有超过10%的[项目](https://help.supermemo.org/wiki/Glossary:Item)有超过3-4次的失误。如果不是这样，你应该重新审视你制定[课题](https://help.supermemo.org/wiki/Glossary:Item)的方式（见[制定知识的20条规则](http://www.super-memory.com/articles/20rules.htm)）。由于[主题](https://help.supermemo.org/wiki/Glossary:Topic)在重复时永远不会被 \"遗忘\"，如果你在元素类型组合框中选择了*主题，那么**失效中就不会有[失效](https://help.supermemo.org/wiki/Glossary:Lapse)列出。\r\n\r\n[[img [SuperMemo:工具包：统计：分析：分布。Lapses显示你的记忆缺失是如何在你的集合中分布的|https://help.supermemo.org/images/thumb/c/ce/Lapses_distribution.jpg/800px-Lapses_distribution.jpg]]](https://help.supermemo.org/wiki/File:Lapses_distribution.jpg)\r\n\r\n## 3-D 曲线\r\n\r\n这些图表显示了3维的[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)。有20个图形，底部有[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)标签。每张图都对应着不同的[A因子](https://help.supermemo.org/wiki/Glossary:A-Factor)（从1.2到6.9）。X轴代表时间（如 **【遗忘曲线】(https://help.supermemo.org/wiki/Analysis#Forgetting_curves)** ）。Y轴代表[重复类别](https://help.supermemo.org/wiki/Glossary:Repetition_category)（大致对应于重复次数）。纵向的Z轴代表[保持率](https://help.supermemo.org/wiki/Glossary:Retention)的百分比（即在某一时刻记住了多少）。为了提高可见度，你可以用 **旋转** 旋转三维[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)，或用 **平滑** 平滑它们。 **Rotate** 将图形的Z轴顺时针旋转90度（从上面看）。这意味着X轴和Y轴会互换。注意，平滑是沿着Y轴进行的。这样就有可能将不同的[重复类别](https://help.supermemo.org/wiki/Glossary:Repetition_category)中不完全绘制的[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)对齐。然而，一旦你点击 **旋转** ，Y轴的平滑将产生不同的结果（例如，在第一次 **旋转** 之后，平滑将沿着[重复类别](https://help.supermemo.org/wiki/Glossary:Repetition_category)减少结点）。为了最好地说明遗忘的过程，在旋转图形之前要对其进行平滑处理。\r\n\r\n[[img [SuperMemo：A-Factor=3.6的遗忘曲线典范3-D图|https://help.supermemo.org/images/thumb/5/52/AFactor_3D_Curve.jpg/800px-AFactor_3D_Curve.jpg]]](https://help.supermemo.org/wiki/File:AFactor_3D_Curve.jpg)\r\n\r\n> ***图：** [遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)的示范性3-D图，[A-因子](https://help.supermemo.org/wiki/Glossary:A-Factor)=3.6。轴。X--[重复类别](https://help.supermemo.org/wiki/Glossary:Repetition_category)，Y--回忆率([知识保留率](https://help.supermemo.org/wiki/Glossary:Retention))，Z(传入轴)--时间(用[U-Factor](https://help.supermemo.org/wiki/Glossary:U-Factor)表示) 。该图沿Y轴进行了平滑处理（通过对不同[重复类别](https://help.supermemo.org/wiki/Glossary:Repetition_category)对应的结果进行平均），并旋转了一次以获得更好的可见度（斜率说明了各种[重复类别](https://help.supermemo.org/wiki/Glossary:Repetition_category)在时间上的遗忘大致相似，除了那些重复次数高的，可能反映长[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的数据稀缺）。要想更好地看到同样的数据在三维中的情况，请看。 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu) : [记忆](https://help.supermemo.org/wiki/Toolkit_menu#Memory) : [4D图形](https://help.supermemo.org/wiki/Memory_graphs_(4D)) :遗忘** .*\r\n\r\n## 3-D图表\r\n\r\n3-D图形直观地表示[RF](https://help.supermemo.org/wiki/Glossary:R-Factor)、[OF](https://help.supermemo.org/wiki/Glossary:O-Factor)和案例矩阵（见：[ **矩阵** ](https://help.supermemo.org/wiki/Analysis#Matrices)）。\r\n\r\n## S. 衰减\r\n\r\n显示SInc斜率是如何计算的图表。\r\n\r\n## OF 衰减\r\n\r\n20条功率近似曲线，显示了[R因子](https://help.supermemo.org/wiki/Glossary:R-Factor)沿[RF矩阵](https://help.supermemo.org/wiki/Glossary:RF_matrix)的列的下降。你需要了解[SuperMemo算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)才能理解这些图表。对于每个[A因子](https://help.supermemo.org/wiki/Glossary:A-Factor)，随着重复次数的增加，[R因子](https://help.supermemo.org/wiki/Glossary:R-Factor)的值会减少（至少理论上应该减少）。功率回归被用来说明这种下降的程度，这种下降最好地反映在这里称为[D-因子](https://help.supermemo.org/wiki/Glossary:D-Factor)的衰减常数上。通过选择图表底部的[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)标签，你可以查看相应的[R-Factor](https://help.supermemo.org/wiki/Glossary:R-Factor)近似曲线。横轴代表重复次数类别，而纵轴代表[R-Factor](https://help.supermemo.org/wiki/Glossary:R-Factor)。D-Factor](https://help.supermemo.org/wiki/Glossary:D-Factor)的值显示在图表的顶部。蓝色折线表示从重复次数数据中得出的[R-因子](https://help.supermemo.org/wiki/Glossary:R-Factor)。红色曲线显示的是[R-Factor](https://help.supermemo.org/wiki/Glossary:R-Factor)的定点功率近似值。绿色曲线表示从OF矩阵得出的[R-Factor](https://help.supermemo.org/wiki/Glossary:R-Factor)的定点功率近似值；这相当于用[R-Factors](https://help.supermemo.org/wiki/Glossary:R-Factor)的定点功率近似值得到的[D-Factor](https://help.supermemo.org/wiki/Glossary:D-Factor)替代从DF-AF线性回归得到的[D-Factor](https://help.supermemo.org/wiki/Glossary:D-Factor)。两个近似值都采用了定点法，因为对于重复数等于2的情况，[R-因子](https://help.supermemo.org/wiki/Glossary:R-Factor)等于[A-因子](https://help.supermemo.org/wiki/Glossary:A-Factor)。\r\n\r\n## 矩阵\r\n\r\n你需要了解[SuperMemo算法](https://help.supermemo.org/wiki/SuperMemo_Algorithm)来理解这些表格。\r\n\r\n- **召回率** - 召回率来自[Recall[/]矩阵](https://help.supermemo.org/wiki/Glossary:Recall_matrix)\r\n\r\n- **Metric** - 召回率指标，显示在不同的[稳定性](https://help.supermemo.org/wiki/Glossary:Stability)和[难度](https://help.supermemo.org/wiki/Glossary:Difficulty)水平下的召回预测的准确性。\r\n\r\n- **案例** - 计算稳定化矩阵时使用的重复案例\r\n\r\n- **R90** - 预测的[可检索性](https://help.supermemo.org/wiki/Glossary:Retrievability)，召回率为90%。\r\n\r\n- **SInc** - 稳定化表示为[稳定增加矩阵SInc[/]](https://help.supermemo.org/wiki/Glossary:Stability_increase_matrix)\r\n\r\n- **间隔** - 从OF矩阵得出的[最佳间隔]矩阵(https://help.supermemo.org/wiki/Glossary:Optimum_interval)\r\n\r\n- **R-Factors** - [保留因素]的矩阵(https://help.supermemo.org/wiki/Glossary:R-Factor)\r\n\r\n- **OF矩阵** - 由重复号和[A因素](https://help.supermemo.org/wiki/Glossary:A-Factor)索引的[最佳因素](https://help.supermemo.org/wiki/Glossary:O-Factor)矩阵（除了第一个[重复](https://help.supermemo.org/wiki/Glossary:Repetition)，[A因素](https://help.supermemo.org/wiki/Glossary:A-Factor)被替换成[记忆缺失](https://help.supermemo.org/wiki/Glossary:Lapse)）。\r\n\r\n- **RF案例** - 用于计算[RF矩阵](https://help.supermemo.org/wiki/Glossary:RF_matrix)的相应卡片的重复案例矩阵(双击一个卡片可查看相关的[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve))。这个矩阵可以手动编辑（例如，如果你想改变重复过程中某些测量的权重）。\r\n\r\n[[img [SuperMemo:工具箱：统计：矩阵。间隔显示从OF矩阵得出的最佳间隔矩阵|https://help.supermemo.org/images/thumb/3/39/Intervals_matrix.jpg/600px-Intervals_matrix.jpg]]](https://help.supermemo.org/wiki/File:Intervals_matrix.jpg)\r\n\r\n## ＃＃＃常见问题\r\n\r\n- [我担心我的图表看起来很奇怪，我做错了什么] (https://supermemopedia.com/wiki/Weirdness_in_my_collection)\r\n\r\n- [分析中的数据错误](https://supermemopedia.com/wiki/Random_numbers_showed_up_in_data_used_by_the_algorithm)\r\n\r\n## 延伸阅读\r\n\r\n- [记忆图谱（4D）]（https://help.supermemo.org/wiki/Memory_graphs_（4D））\r\n\r\n- [SuperMemo 算法](https://supermemo.guru/wiki/SuperMemo_Algorithm)\r\n\r\n- 超级备忘录算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)\r\n\r\n- [常见问题：记忆和学习](http://super-memory.com/help/faq/memory.htm)\r\n\r\n- [超级备忘录理论](http://super-memory.com/articles/theory.htm)", + "type": "text/markdown", + "caption": " 分析\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Analysis" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Knowledge structuring and representation in learning based on active recall.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Knowledge structuring and representation in learning based on active recall.json" new file mode 100644 index 0000000..14de254 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Knowledge structuring and representation in learning based on active recall.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/help/Knowledge structuring and representation in learning based on active recall", + "text": "# 学习中基于主动回忆的知识结构化和表述\r\n\r\n原文：[Knowledge structuring for learning (super-memory.com)](https://super-memory.com/english/ol/ks.htm)\r\n\r\n[Piotr Wozniak](https://super-memory.com/english/english/company/wozniak.htm), 1994\r\n\r\n本文摘自 P.A.Wozniak 的博士论文 [*Economics of learning*](https://super-memory.com/english/el.htm) (1995)，并被改编为单独文章，在网上发表 (P.A.Wozniak, Apr 23, 1997)。有一篇相同主题的文章语言更加大众化，见：[表述知识的 20 条规则](https://super-memory.com/articles/20rules.htm)\r\n\r\n **在这篇文章中，我将试图表明，将学习到的知识分解成小块是可行的，这些小块可以归属于知识系统中的相关学习进程的各个语义单元的主题。我还预测，这种方法在未来基于主动回忆的自我教育系统中，是不可绕过的要点** 。\r\n\r\n我们先排除具体[间隔重复算法](https://super-memory.com/english/algsm11.htm)（例如在 [SuperMemo](https://super-memory.com/english/princip.htm) 中使用的）的影响，来讨论学习效果的要素。具体来说，这里有一个学习微观经济学时简单搭建的知识系统，借助它，我们来观察知识表述方法上的不同，是如何影响学生记牢知识的难易程度的。这个知识系统几乎完全取自 **《公司经济学：理论和实践》** （Arthur A. Thompson著，出版于1989） 。宏观经济学的一些一般概念取自 M.McKenzie 的 **《宏观经济学》** ，而数学胶囊项目则来自 David A. Aaker 和 George S. Day 的 **《市场研究》** ，1990。\r\n\r\n1. [ **在自学中，与知识无关的重要因素** ](https://super-memory.com/english/ol/ks.htm#Knowledge #独立)\r\n\r\n2.[ **学习中知识的呈现方式** ](https://super-memory.com/english/ol/ks.htm#表述）\r\n\r\n3.[ **主动回忆系统中有效知识表示的组成部分** ] （https://super-memory.com/english/ol/ks.htm#组成）\r\n\r\n4.[ **在获得联想知识的逐步过程中对项目进行排序** ] (https://super-memory.com/english/ol/ks.htm#排序]\r\n\r\n5.[ **复杂的最小化突触模型，是保持A-系数足够高的关键** ] (https://super-memory.com/english/ol/ks.htm#复杂性）\r\n\r\n6.[ **有计划的冗余是可用于交叉强化突触模式的一种方式** ](https://super-memory.com/english/ol/ks.htm#冗余）\r\n\r\n7.[ **复杂的措辞与理解力的关系** ](https://super-memory.com/english/ol/ks.htm#措辞)\r\n\r\n8.[ **项目中封装的附加功能** ](https://super-memory.com/english/ol/ks.htm#Functionality)\r\n\r\n9.[ **在学习中，知识表述的关键** ](https://super-memory.com/english/ol/ks.htm#Summary)\r\n\r\n------\r\n\r\n **在自学中，与知识无关的重要因素** \r\n\r\n在讲述「知识的表征」之前，我想简单的说明在有效学习中，与主题之无关的因素。\r\n\r\n>--由于[间隔重复](https://super-memory.com/help/g.htm#repetition_spacing)算法（如[算法 SM-8](https://super-memory.com/english/algsm11.htm)）的原理暗示了知识天然的原子性，因此抽认问答卡，决不能等同于学习 **本身** 。学习的过程中，会逐渐形成用语义连接知识要素的连贯图。虽然这个连贯图可以被逐原子地构建，但没有颗粒度限制地去构建（标准教科书、超文本链接那样），效率上总是会更有优势的。摊牌地说，人们总是应该先学习，而 SRS 仅用来长期保留那些新形成的记忆痕迹。这里需要注意的是：间隔重复中的知识粒度问题，是人类记忆的固有特征，而不是方法的缺陷。毕竟，它不妨碍已储存的知识之间的关联性。它只影响在重复时，外部刺激的表示方式，以使记忆效果最大化。（*译注：大概指形成互相连接的语义网络。原文 coherent graph 我实在找不到，是一个看起来像术语的短语)\r\n\r\n>- 学习的一个基本原则，是应用[主动回忆](https://super-memory.com/help/g.htm#active_recall)而不是被动识别。从巩固记忆的角度来看，主动回忆要求更高，而在应该加强什么样的突触连接方面，它更匹配现实情况。\r\n\r\n> - 对所学或重复材料的专注程度对学习的有效性有很大的影响；然而，它在很大程度上与知识系统无关，不能被知识系统的开发者明显影响。\r\n\r\n>- 间隔重复算法有一个必然现象，就是学习一旦中断，需要学习的材料就会越积越多。因此学生需要自行调节，因为未学习的材料过多，学生的学习积极性会受到负面影响。\r\n\r\n> 最后，一系列心理和生理健康方面的问题都会影响到学习过程，但这些考虑远远超出了本文的范围。\r\n\r\n **学习中知识的呈现方式** \r\n\r\n人们早就知道，知识的呈现方式会影响其记忆方式，从而影响到知识留存在记忆中的难易程度。\r\n\r\n记忆术和学习一样古老。记忆术专家能凭借其训练有素的记忆能力，实现顶级的记忆术展示，让一般人咋舌。记忆术很容易应用，大部分水平较好的学生，在日常中会或多或少的有意使用记忆术。然而，通过有意识地理解这些规则和原则，即使是顶尖的学生也能获得很大的收获。\r\n\r\n从神经生物学的角度来看，记忆法的基本原则是尽可能多地从以前存储的印象中建立记忆图像。由于人脑中的视觉处理似乎比语言处理等涉及更复杂的电路，广泛使用视觉图像是成功的关键。与其记住一个无意义的电话号码，学生可以记住一系列明确映射到数字的视觉场景，并产生一个独特的、容易记忆的图形事件序列，可以作为代表数字的有效方式。然后，回忆电话号码就相当于调用存储的视觉事件，并将其转化为数字序列，更经常地，转化为两位数的数字序列。正如我在后面的段落中试图论证的那样，最大限度地减少存储记忆所涉及的突触连接的数量，是在较长时期内最大限度地保留记忆的关键。将新记忆表现为原有记忆的易恢复组合，正是为了这个目的。\r\n\r\n为了简化讨论知识的表述时，所涉及复杂神经连接的记忆痕迹，我将很快介绍一个突触模式的概念。\r\n\r\n早在敏感的神经活动测量技术问世以来，人们就知道记忆可以与突触活动的时空模式相联系，简称为突触模式。就突触模式这一概念的命名而言，存在着大量的术语混乱。因此，值得注意的是，在相关文献中，突触模式的概念，往往没有其时间成分，可能或多或少地与以下术语同义使用：细胞组合、神经结构、突触结构、突触网、突触活动模式等。\r\n\r\n正如我将在专门讨论记忆的生物学方面的章节中试图说明的那样，突触模式的复杂度很可能与项目的难度（例如由[A-factor](https://super-memory.com/help/g.htm#A-factor)表示）严格相关。因此，在基于主动回忆和间隔重复自我指导系统中，理解知识的有效表示原则是非常重要的。\r\n\r\n如果项目不符合低复杂度突触模式的原则，在重复的过程中，其各个组份的记忆会逐渐模糊。换句话说，每次重复没有同时激活的突触连接会消失，而记忆实现了对核心突触模式的自然选择。之后，我会用 **模式提取** 来描述重复过程中对核心突触摸式的提取。\r\n\r\n **主动回忆系统中有效知识表示的组成部分** \r\n\r\n下一小节会讨论各种有效知识表征的原则。这些原则的基础，是我为自己构建知识系统的多年经验，以及对于 SuperMemo 用户发展的知识系统中，卡片难度和知识表征的关系的研究。很多 SuperMemo 用户在开始认真发展知识系统前，都会寻求专业建议。他们在各个方面应用间隔重复来学习，并很愿意分享其中遇到的经验和问题。\r\n\r\n以下是与基于主动回忆的自学系统中的知识表示有关的五个专题组。\r\n\r\n> - 特定项目存储在知识系统中的顺序，是在学生大脑中有效建立复杂知识结构的要素\r\n\r\n> - 通过应用最小信息原则、举例缩小、隐喻法、生动法、图形法、删除法、图形删除法、助记技巧、列举法、消除干扰法等原则将突触模式的复杂性降到最低。\r\n\r\n> - 建立突触模式的冗余，可以通过遗忘将联想知识结构的损害降到最低（使用被动和主动的方法，灵活的重复，推理线索，推导步骤，等等）。\r\n\r\n> - 通过优化措辞来调整错误率，刺激具体度，回复时间，刺激集中度等\r\n\r\n> - 知识独立功能（来源、子域分类、更新标记等）。\r\n\r\n在以下五个部分中，我将列举微观经济学知识体系的例子，分别讨论上述所有专题组\r\n\r\n **在获得联想知识的逐步过程中对项目进行排序** 。\r\n\r\n项目排序中最重要的规则与一般的学习过程有着内在的联系。学习过程必须从基本概念到更复杂和详细的问题。在所有学习中，这一原则来自于理解的需要，当学生一下子被扔到更详细和更复杂的问题中时，理解力显然会大大降低。在应用低[遗忘指数]的重复间隔时（https://super-memory.com/help/g.htm#forgetting_index），这种方法还有另一个重要的方面。因为在这种学习形式中，遗忘的作用并不明显，学生很可能会出现新的知识片断很好地融入已经建立的结构中的现象。这可能会影响排序算法，使其从真正的从基础到细节的方法转变为先理解后记忆的方法，从而免除了在第一次接触新学材料时完全理解的需要。这样一来，学生就不会因为无法理解某些概念而产生卡壳的感觉，同时也不会因为担心不理解的问题越滚越大而不愿意再继续下去。因此，在第一遍教材中，学生将只记住那些已经理解的部分，并希望在第二遍教材中，卡位现象能够消除理解上的差距。\r\n\r\n从基础到细节的方法，可以成功地与最适用的方法相结合，在这种方法中，学生更迅速地深入研究材料中最常被其他部分引用的细节。这就加强了插队现象，这是学习中最有力的激励因素之一，为学生提供了成就感。\r\n\r\n然而，在稍微正式一点的术语中，最佳排序可能被定义为双序列优化，其中考虑了以下两个因素。\r\n\r\n- 所考虑的项目的首要性，即对被排序组中其他项目的语义依赖性的数量。\r\n\r\n- 项目的适用性，即该项目出现在其他项目的语义依存关系中的频率（或者，如果它很容易被量化，那么该项目在数据库所附的学习材料中或多或少被直接提及的频率，甚至在现实生活中对所学知识的日常应用中也是如此）。\r\n\r\n> > 作为一个例子，让我们考虑经济学中生产概念的定义。生产通常被认为是制造业的同义词。然而，从经济分析的角度来看，生产的一个更准确和有用的定义是：任何创造价值的活动。放在学生记忆中的以下内容可能会深刻地影响学生对这个概念的解释。\r\n\r\n> >\r\n\r\n> > > > **问：什么是生产？** \r\n\r\n> > > > >\r\n\r\n> > > **A：任何创造价值的活动** \r\n\r\n> >\r\n\r\n> > 既要锻炼从概念名称联系到概念的能力，又要锻炼从概念链接到概念本身的能力，这点后续会有所说明；因此，应该在相同的数据库中添加下面这个镜像卡片：\r\n\r\n> >\r\n\r\n> > > > > **问：创造价值的活动的名称是什么（在经济学中）？** \r\n\r\n> > > > >\r\n\r\n> > > **A：生产** \r\n\r\n> >\r\n\r\n> > 在对经济学中生产的各个方面进行分析时，为了从控制论的角度对其性质进行分类，对生产进行更精确的定义也许是有用的。由于上述定义提供了一个直观的理解，并切断了生产和制造之间的联系，上面提出的定义，与以前的方法不太一致，在生产过程成为更详细的分析重点的情况下，特别是使用经济模型，可能具有更大的适用性。\"生产是一系列的活动，通过配方和技术过程将资源投入转化为商品和服务的产出\"。由于这一概念的基本性质，上述定义的非常准确的印记可以被认为是建立经济学知识更高级层面的宝贵财富。基本概念的困难在于，它们是如此基本，以至于不能用更基本的术语来要求它们。像 「什么是生产？」这样的问题，要求用心背诵定义，就像后面要说明的那样，完全失去了建立真正理解力的意义（参照突触模式的简单性和突触刺激的特殊性）。将答案简化为 \"一系列活动\"，并在后面加上一些定义 \"活动 \"的项目，也是不允许的，因为 \"一系列活动 \"有很多充分的替代物，比如说，\"任何创造价值的活动\"，还有很多。在这里，一个非常有价值的，而且经常被低估的Cloze删除工具派上了用场。请考虑以下项目的措辞。\r\n\r\n> >\r\n\r\n> > > **问：生产是一系列......，通过配方和技术过程将资源投入转化为商品和服务的产出** \r\n\r\n> > > > >\r\n\r\n> > > **A: 活动** \r\n\r\n> >\r\n\r\n> > 同样地，Cloze删除法应该产生依次缺少以下术语的项目。\"资源投入\"、\"配方\"、\"技术过程\"、\"产出 \"和 「商品和服务」，这样才能最终得出。\r\n\r\n> >\r\n\r\n> > > **问：生产是一系列的活动，通过配方和技术过程将资源投入转化为...** 的产出\r\n\r\n> > > > >\r\n\r\n> > > > **A：服务** \r\n\r\n> >\r\n\r\n> > 问题是，上述项目是否会产生预期的效果，即按照前面提供的定义对生产概念的理解。经验表明，尽管所学概念的特定组成部分之间似乎存在着高度的分离，但所提出的项目似乎在学生的记忆中产生了坚实的印记，不仅为稳定的理解提供了坚实的支持，而且还使他们能够毫不费力地背诵整个生产的定义。根据影响记忆的其他因素，这种构建的项目的E因子通常在 2.0 到 2.8 之间，干扰是最突出的因素。尽管项目的数量较多，但与把整个定义塞进答案中的情况相比，这样做肯定能减少工作量，因为E因子很可能降到1.5以下。\r\n\r\n> >\r\n\r\n> > 作为对比，让我们考虑以下项目，由于缺乏对从基础到细节的尊重，该项目似乎显示出高度的不可控性。\r\n\r\n> >\r\n\r\n> > > > **问：什么是贴现率** ？\r\n\r\n> > > > >\r\n\r\n> > > **A：金融监管局向成员银行收取的贷款利率** 。\r\n\r\n> >\r\n\r\n> > 这个项目经常被遗忘，因为它没有被同一数据库中的其他项目所支持，而这些项目将导致对缩写FRS（联邦储备系统）的理解，以及由此产生的成员银行的概念。这使得贴现率的定义没有留下什么语义上的内涵，迫使学生采取句法式的记忆方法，这无异于无意识的填鸭式记忆，保留的前景非常差。\r\n\r\n **尽量减少突触模式的复杂性的技术是保持高E因子的关键** 。\r\n\r\n在基于主动回忆和重复间隔的系统中，有效的知识表示的最重要原则是最大限度地减少存储记忆印记所涉及的突触模式的复杂性（[Wozniak, 1990](https://super-memory.com/english/ol.htm)）。这一原则转化为保持问答项目的内容简单、具体、形象、一致、可理解和单一。这种方法的主要目的是确保学习任务中的时空发射模式在每次连续的重复中是相同的。换句话说，在重复的过程中，由于模式的提取，突触模式应该有最小的变化。整个最佳重复间隔的概念是基于处理统一的信息，这些信息的记忆图谱是统一和稳定的，因此可以被视为原子实体。如果神经元的点火在若干次重复中改变了方向，相关突触模式中的一个突触子集将不会得到足够的增强，从而导致所学信息的部分损失。\r\n\r\n利用微观经济学数据库的例子，我将展示在代表存储在数据库中的个别信息时涉及的突触模式最小化的所有可区分的面。\r\n\r\n **理解力** \r\n\r\n上一节已经强烈指出，从基础到细节的方法，除其他外，应该是为了确保最大程度的理解力。在此我只想指出，理解力确实与本章的主题--突触图式的复杂性最小化有关。无意义的短语或概念在学习过程中涉及的神经元数量要多得多。低水平的电学测量表明，在记忆无意义的词语时，神经活动比记忆自然词语时要高。同样，PET 扫描显示，在执行学习任务时，高智商的人的大脑活动要比低智商的学生低得多。最后，有研究表明，对人的职业的记忆比对人名的记忆更稳定。心理学家解释说，这与代表各种职业的成熟的突触模式通常不匹配，而类似的模式可以很容易地用来代表名字，特别是姓氏。\r\n\r\n **最小信息原则** \r\n\r\n最小信息原则是基于突触模式的最小复杂性的方法的最明显的结果。为了使项目的记忆图像保持简单，项目本身应该是简单的。\r\n\r\n> > 让我们考虑竞争性市场的缺点，如收入分配不均、将生产成本强加于公众、开发社会上不受欢迎的产品、产品扩散等。最低信息原则说，\"竞争性市场的缺点是什么？\"这个问题不能被接受，因为答案很复杂。在这种情况下，解决方案来自于缩小问题的焦点；这种方法往往需要额外的术语和知识结构，而且对数据库开发人员的要求一般比较高。一个典型的焦点较窄的问题可能听起来像这样。\r\n\r\n> >\r\n\r\n> > **问：在竞争性市场上，收入分配出现了什么问题？\r\n\r\n> >\r\n\r\n> > **A：收入集中在少数人手中** 。\r\n\r\n> >\r\n\r\n> > 或，\r\n\r\n> >\r\n\r\n> > **问：将生产成本强加给不在竞争市场上消费的人的例子是什么？** \r\n\r\n> >\r\n\r\n> > **A：环境污染** \r\n\r\n> >\r\n\r\n> > 上面提出的一组具体问题产生了非常高的知识保留率；然而，问题是，这是否等同于学生能够指出竞争性市场的最重要的缺点。经验表明，有必要将上述颗粒物粘成一个连贯的整体的一些项目。这可以通过本章后面讨论的Cloze删除法来方便地完成。比如说：\r\n\r\n> >\r\n\r\n> > **问：竞争性市场的主要缺点是：** 。\r\n\r\n> >\r\n\r\n> > **-收入的再分配（富人和穷人）** 。\r\n\r\n> >\r\n\r\n> > **-强加生产成本（污染）** \r\n\r\n> >\r\n\r\n> > **- ...(非法药物)** \r\n\r\n> >\r\n\r\n> > **-产品扩散（标准化问题）** \r\n\r\n> >\r\n\r\n> > **A：社会上不受欢迎的产品** 。\r\n\r\n> >\r\n\r\n> > 上面介绍的与竞争性市场的特殊缺陷相关的例子，起到了生动的强化和理解力提升的作用，但它们的主要功能是让人们更容易追踪到缺失的条款。毕竟，正如后面所显示的，列举是在遵守最小信息量原则时需要克服的最棘手的障碍之一。所提出的Cloze删除法可以作为。(1)掌握与所讨论的缺点有关的术语的工具，而概念性的答案确实是由伴随着列举的例子所强烈暗示的，(2)图形骨架，用于连接前面介绍的通过狭义焦点问题所获得的知识碎片。\r\n\r\n> >\r\n\r\n> > 在试图绘制1975-1982年欧洲国家的拉弗曲线时，一个更为复杂的知识结构出现在对税收的分析中。经分析，在光谱的两端，两个国家的显著例子值得考虑。瑞典和西班牙。前者的平均税率为49%，其税收收入下降了12%，而后者的平均税率为23%，其税收收入显著增加了60%。当然，一个单一的项目将上述所有的事实塞入其中，通过最低信息标准的可能性很小。那么，请考虑以下项目，以确保学生能够记住与税率与税收关系有关的事实。\r\n\r\n> >\r\n\r\n> > **问：1975-1982 年西班牙的平均税率是多少？\r\n\r\n> >\r\n\r\n> > **A: 23%** \r\n\r\n> >\r\n\r\n> > 以及\r\n\r\n> >\r\n\r\n> > **问：1975-1982 年西班牙的税收如何变化？\r\n\r\n> >\r\n\r\n> > **A：增加了60%** 。\r\n\r\n> >\r\n\r\n> > 不幸的是，为瑞典提出的类似问题并没有形成一个连贯的记忆图像，使学生能够回忆起构成对拉弗曲线所说明的关系的理解的全部信息片段的集合。当然，这种理解并不需要例子。边际税收的理论意义可能被认为是理解的充分要素；然而，说明理论的事实的有用性在教育中早已得到重视；因此，我将提出一套作为讨论的税收案例的联想胶水的示范性项目供考虑。\r\n\r\n> >\r\n\r\n> > **问：在1975-1982年，西班牙和瑞典的平均税率和税收收入如下：** 。\r\n\r\n> >\r\n\r\n> > **西班牙：...%和60%（分别）** 。\r\n\r\n> >\r\n\r\n> > **瑞典：49%和-12%（分别）** 。\r\n\r\n> >\r\n\r\n> > **A: 23** \r\n\r\n> >\r\n\r\n> > 并以类似的方式。\r\n\r\n> >\r\n\r\n> > **问：在1975-1982年，西班牙和瑞典的平均税率和税收收入如下：** 。\r\n\r\n> >\r\n\r\n> > **...：23%和60%（分别）** 。\r\n\r\n> >\r\n\r\n> > **瑞典：49%和-12%（分别）** 。\r\n\r\n> >\r\n\r\n> > **答：西班牙，** 等，等。\r\n\r\n> >\r\n\r\n> > 以上述方式制定的项目似乎产生了非常连贯的记忆印记，尽管数字反应具有固有的不可控性，但仍显示出高于平均水平的保留率（如所提出的两个例子中的第一个）。\r\n\r\n **通过实例来缩小范围** \r\n\r\n通过举例缩小范围是一种非常有效的方式，可以使与问题有关的刺激更加具体，从而更成功地打上持久记忆的烙印。\r\n\r\n> > 如果提供一个可能受到政府规定的价格上限的商品的缩小的例子，价格上限的概念可能会得到加强。此外，该例子使价格上限的定义更加具体；因此，突触模式的复杂性减弱的可能性增加，模式提取的可能性最小化。\r\n\r\n> >\r\n\r\n> > **问：政府规定的价格是什么，超过这个价格就不能出售商品（如药品）？\r\n\r\n> >\r\n\r\n> > **A：价格上限** \r\n\r\n> >\r\n\r\n> > 在上面的例子中，\"（如药物）\"这句话是通过例子缩小范围的手段。同样，在横向市场的定义中，猪肉与牛肉的竞争性质的说明有助于通过实例缩小范围。\r\n\r\n> >\r\n\r\n> > **问：可作为替代品的产品的市场名称是什么（如猪肉和牛肉市场）？\r\n\r\n> >\r\n\r\n> > **A：横向市场** \r\n\r\n请注意，放在答案栏中的例子往往会以与上述情况相反的方式行事。下一节将讨论知识表示中的信息冗余的各个方面。在此背景下，将介绍通过实例扩展的技术。\r\n\r\n **使用隐喻** \r\n\r\n重用以前形成的记忆，是最小化突触模式复杂度的关键。因此对练习材料使用比喻而非字面表示的方式更为提倡。\r\n\r\n> > 需求和需求量的区别在于，需求是由数量-价格曲线描述的，而需求量则是在特定价格水平下的需求值。对 \"需求和需求量之间的区别是什么？\"这个问题的回答，如果以上述解释作为掌握所学到的区别的方式，可能会有相当复杂的措辞。相反，通过提取有关差异的基本性质，可以采取以下方法。\r\n\r\n> >\r\n\r\n> > **问：需求和需求量的区别是什么？\r\n\r\n> >\r\n\r\n> > **A：与曲线和点之间相同** 。\r\n\r\n> >\r\n\r\n> > 这种方法在确保学生的理解方面更为有效，而且同样重要的是，在大多数情况下，由此产生的E因素非常高。建议对所提出的答案进行扩展，可以放在括号里，比如说，用下面的措辞。\"需求是由数量-价格曲线描述的，而需求量是指需求曲线上的一个点\"。\r\n\r\n> >\r\n\r\n> > 让我们再考虑一个例子，在这个例子中，隐喻的方法更进一步，使用近乎诗意的语言来描述经济概念。在技术和创新的利润理论中，在市场上竞争的公司的创造性努力可以转化为经济利润。换句话说，技术和创新被用来拉平竞争者的垄断优势，或使完全竞争的条件失衡。通过破旧立新，技术和创新产生了高于正常的利润。这里有一个琅琅上口的项目，必然会显示出很高的E因子值。\r\n\r\n> >\r\n\r\n> > **问：准确反映技术和创新在创造利润方面的作用的形象说法是什么？\r\n\r\n> >\r\n\r\n> > **A：常年大风的创造性破坏** 。\r\n\r\n请注意，后来讨论的记忆项目中的生动和图形元素与隐喻方法的目的完全相同：利用现有的记忆，甚至是天生的神经结构，形成稳定的记忆印记。\r\n\r\n **生动的方法** \r\n\r\n拟定生动的，甚至是令人震惊的项目，与隐喻法的目的完全相同。这里的主要区别是，隐喻方法利用了现有的陈述性记忆，而生动的方法则利用了与负责产生情绪冲动的电路有关的记忆的力量。在这里，贬低性的术语、幽默的陈述、对审美、品味、基本本能、性等的提及，都可以作为增强记忆的有力工具。此外，生动的方法为合规的数据库增加了额外的吸引力，作为一个非常理想的激励因素。\r\n\r\n> > 在商业世界中，优化公司业绩的非常典型的方法是基于经验、直觉、猜测和纯粹为了满足管理者的幻想。这促使一群商业作家嘲笑经济分析的优点，甚至劝阻潜在的商学院毕业生不要入学。毕竟，理由是，没有比自己经营自己的企业更好的学校了。这种态度的破坏性影响已经不止一次地惹恼了顶尖的经济头脑，并为贬低性的言论提供了大量的空间，这些言论往往带有情绪化的色彩。与其在此提供有关哈佛商学院毕业生职业记录的统计数据，不如用一位高尚的学者的一个生动的陈述来作为研究自己经营企业的理论方面的充分动力。\r\n\r\n> >\r\n\r\n> > **问：赫伯特-西蒙对公司对利润最大化的态度有何看法？\r\n\r\n> >\r\n\r\n> > **答：管理者满足于此，因为他们没有智慧来最大化** 。\r\n\r\n> >\r\n\r\n> > 此外，在括号里加上一句话，表明赫伯特-西蒙的权威（诺贝尔经济学奖），可能会增强这句话的情感色彩，使学者的智慧与自以为是、自我满足的企业管理者的灰色群体的封闭性形成更鲜明的对比。\r\n\r\n **图形化的方法** \r\n\r\n第三种基于利用先前建立的记忆的技术是图形方法。在前面的章节中，陈述性记忆和情感记忆已经被采用。图形方法利用了人脑强大的视觉处理能力。人们很早就发现，视觉记忆远比言语记忆更稳定。事实上，记忆法的核心是利用视觉处理能力来加强记忆的保持。在图形方法中，使用图形、插图、照片或视频剪辑来代替口头描述。正如后面所显示的，知识的文字表述并不排除图形方法；尽管如此，通常是一个图形的数字，使最直接的解决方案。\r\n\r\n **列举技术** \r\n\r\n在尽量减少突触模式的复杂性方面，最基本的原则之一就是要避免列举。枚举，尤其是相对于有序列表的集合，可以被证明会对产生突触模式产生模糊的影响。这甚至可以在行为层面上观察到，当产生反应时，学生很可能会偏离他或她的想法，往往在每次特定的重复中以不同的顺序产生集合中的元素。如前所述，在重复中的可变突触刺激可能会大大降低记忆巩固的有效性；最终的结果是更高的E因子。\r\n\r\n> > 可以证明，奢侈品、新产品或有良好替代品的产品显示出高度负的需求价格弹性，而对基本必需品或耐用品的需求则相当缺乏弹性。这个重要的观察是一个极好的知识例子，它可能最方便地被表示为一个列举。\"哪些典范的商品显示出高度的负价格弹性？\"。当然，除非与一些记忆方法相结合，否则列举法必然会导致持续的记忆问题。最简单的解决方法是根据以下模式来制定一系列的问题。\r\n\r\n> >\r\n\r\n> > **问：基本生活用品的需求价格弹性是多少？\r\n\r\n> >\r\n\r\n> > **A：无弹性的需求** 。\r\n\r\n> >\r\n\r\n> > **问：新型产品的需求价格弹性是多少？\r\n\r\n> >\r\n\r\n> > **A：弹性需求** \r\n\r\n> >\r\n\r\n> > 建议的问题集的语义记忆图像和相关的列举之间的主要区别是，学生无法回忆起所有的，甚至是一部分具有弹性，或无弹性需求的商品。然而，对影响需求价格弹性值的因素的分析性的更有用的理解，甚至是更好的服务。对注意到的缺点的部分解决方案，不承担列举的负面作用，可能是。\r\n\r\n> >\r\n\r\n> > **问：哪些示范性商品显示出无弹性的价格需求（请至少回忆两个）？\r\n\r\n> >\r\n\r\n> > **A：基本必需品、耐用产品、饱和商品、独特产品等** 。\r\n\r\n> >\r\n\r\n> > 括号中的备注发挥了重要作用，它确保了学生不把上述项目当作列举，并明确规定了可用于决定何时和不提供合格成绩的满意程度。\r\n\r\n> >\r\n\r\n> > 可以采取另一种方法，扩展前面讨论的生产定义，考虑各种资源投入。这些资源一般可以是：原材料、劳动力、资本、土地和管理技能。对示范性原材料的列举可能会通过列举式的例子反过来成为原材料的定义。\r\n\r\n> >\r\n\r\n> > **问：煤、钢、水等资源投入的名称是什么** ？\r\n\r\n> >\r\n\r\n> > **A：原材料** \r\n\r\n> >\r\n\r\n> > 最后，列举法最普遍的解决方案是Cloze删除法。例如，不要求学生回忆不同种类的生产，如独特的产品生产、刚性的大规模生产、柔性的大规模生产和流动生产，而是以下列形式构建一系列的Cloze删除项。\r\n\r\n> >\r\n\r\n> > **问：生产的类型有：。\r\n\r\n> > 独特的产品生产（例如一栋办公楼）。\r\n\r\n> > 僵化的大规模生产（如老福特的汽车）。\r\n\r\n> > \\- ...(例如，新的通用汽车)\r\n\r\n> > 流动生产（如炼油厂）**。\r\n\r\n> >\r\n\r\n> > **A：灵活的大规模生产** 。\r\n\r\n> >\r\n\r\n> > 上述方法是通用的，而且在大多数情况下，在免除列举问题方面非常有效。\r\n\r\n **删除和图形的删除** 。\r\n\r\n删减是一种简单的技术，它可以快速生成来自同一复杂知识的项目集合，例如一个复杂的句子。在基于Cloze删除法的题目中，问题提出了一个连贯的知识片断，但缺少一个元素（标准的是用三个点代替），而答案则提供了缺少的元素。在前面的章节中，我们已经在题目排序、最小信息原则和列举技术的背景下介绍了一些删除法。在这里，我只想关注图形删除和Cloze删除，它们可以利用它们的图形方面。\r\n\r\n图形删除法与以前提出的删除法不同的是，删除的不是文字元素，而是图形的碎片，答案可能会提供缺少的碎片或其名称。由于基于大脑皮层的视觉处理能力，图形删除是代表知识的有力工具，目的是在重复过程中尽量减少模式的提取。\r\n\r\n删减不一定是图形化的，可以利用大脑的视觉处理能力。仅仅是特定文本成分的空间分布就可以唤起视觉图像，从而提高记忆的效果。如果列举式的删除不改变列举式元素在问题中出现的顺序，那么尽管在回忆时没有强调位置，它们的空间位置还是会强烈地印在学生的记忆中。这使得列举的图形更容易直观化。因此，学生能够回忆起整个列举过程是很正常的，尽管事实上删除组中的任何一个项目都不需要列举本身的知识来获得复述时的合格成绩。\r\n\r\n> > 这里又是一个基于Cloze删除法的项目的例子。需要注意的是，在学习过程中唤起的三部分列举式结构的清晰视觉形象。\r\n\r\n> >\r\n\r\n> > **问：一个成本较高的公司在与一个成本较高的对手竞争时的选择。\r\n\r\n> > \\- ...(预计损失很大)\r\n\r\n> > 勾结（相当非法）。\r\n\r\n> > （产品或成本结构的）改进**。\r\n\r\n> >\r\n\r\n> > **A：价格战** \r\n\r\n> >\r\n\r\n> > 自然地，在一个结构良好的数据库中至少会出现另外两个同类项目；缺失的部分是串通和提高成本效益的产品。此外，列举之前的声明性部分的元素可能会被做成缺失。因此，几个项目将致力于增强文本结构的视觉部分；其净结果是更好地回忆起这些元素和整个知识片断。\r\n\r\n **复杂概念的记忆** \r\n\r\n到目前为止，我们只考虑了所学知识中相对简单的元素；然而，有些概念可能通过同时理解一些子概念放在一个紧密联系的网状结构中而得到最好的掌握。这通常包括控制系统、数学技术、复杂的理论模型等。这种复杂的概念和前面的例子之间的主要显著区别是，在后一种情况下，单一有意义的知识单位可以用一个句子或段落来表达，而复杂的概念可能跨越几个段落，其中没有一个可以单独作为一个有意义的整体。这种概念的复杂性并不是不能被解开的。它们存在的主要原因不是任何固有的属性，而是缺乏或不需要专门的术语，而这些术语可能有助于分离较小的单位。处理这类概念是特别困难的，需要知识系统开发者的特殊技能。很多时候，最终的解决方案来自于引入适合单独描述所有子组件的新术语。\r\n\r\n> > 作为经济学中一个复杂概念的例子，以及将其肢解为符合最小信息原则的可管理的知识片断的方法，我将考虑确定受收入约束的效用最大化的产品组合。\r\n\r\n> > 设Pa，Pb，Pc，...，Pn为产品Xa，Xb，Xc，...，Xn的价格，I为消费者的货币收入，TU=f（Xa，Xb，Xc，...，Xn）为消费者对n种产品的效用函数。在收入约束下，总效用函数应该是最大化的，其形式为。\r\n\r\n> >\r\n\r\n> > I=Pa*Xa+Pb*Xb+...+Pn*Xn\r\n\r\n> >\r\n\r\n> >引入拉格朗日乘数l，将总效用函数与收入约束结合起来，以产生有待进一步分析的函数Z。\r\n\r\n> >\r\n\r\n> > Z=f(Xa,Xb,...,Xn)+ l*(I-Pa*Xa-...-Pn*Xn)\r\n\r\n> >\r\n\r\n> > 为每个变量找到Z的偏导数，并将其等效为零。\r\n\r\n> >\r\n\r\n> > - ¶Z/¶Xa=¶TU/¶Xa-l*Pa=0，等等。\r\n\r\n> > - ¶Z/¶l=I-Pa*Xa-...-Pn*Xn=0\r\n\r\n> >\r\n\r\n> > 这些方程可以被解决，以确定Xa, Xb, ..., Xn的效用最大化的购买水平。很快我们就得出了。\r\n\r\n> > (∥TU/∥Xa)/Pa=(∥TU/∥Xb)/Pb=...=(∥TU/∥Xn)/Pn\r\n\r\n> >，相当于MUxa/Pa=MUxb/Pb=...=MUxn/Pn，其中MUxi是产品Xi的边际效用。上述方程表达了购买一组产品的最大效用的条件。\r\n\r\n> > 以下是上述推导如何在符合最小信息原则的主动召回系统中表达。\r\n\r\n> >\r\n\r\n> > > > **问：最大效用分析中总效用函数的公式是什么？\r\n\r\n> > > > >\r\n\r\n> > > **A: TU=f(Xa,Xb,...,Xn) ** \r\n\r\n> > > > >\r\n\r\n> > > > **问：最大效用分析中收入约束的公式是什么？\r\n\r\n> > > > >\r\n\r\n> > **A: I=Pa\\*Xa+Pb\\*Xb+...+Pn\\*Xn** \r\n\r\n> > > > >\r\n\r\n> > > > **问：最大效用分析中使用的l因子的名称是什么？\r\n\r\n> > > > >\r\n\r\n> > > **A：拉格朗日乘法器** 。\r\n\r\n> > > > >\r\n\r\n> > > > **问：在最大效用分析中，总效用函数和收入约束是如何结合的？\r\n\r\n> > > > >\r\n\r\n> > > **A：Z=TU+l\\*（Pa\\*Xa+...+Pn\\*Xn）** \r\n\r\n> >\r\n\r\n> > 如果不是因为可能的误解，上述表达式还可以简化为Z=TU+l*I。之所以选择上述更复杂的公式，只是因为后面的推导步骤，在这种情况下，收入本身是没有用的。\r\n\r\n> >\r\n\r\n> > > > **问：在最大效用分析中，如何用函数Z来寻找Xa、Xb、...、Xn的最佳组合？\r\n\r\n> > > > >\r\n\r\n> > > **A：偏微分和带零的方程** 。\r\n\r\n> >\r\n\r\n> > 可以选择将Xa和l的推导结果添加到这里，以便更容易回忆起特定的计算步骤和它们的意义。\r\n\r\n> >\r\n\r\n> > > > **问：在最大效用分析中，找到使函数Z最大化的Xa、Xb、...、Xn的组合，最终得出的结论是什么？\r\n\r\n> > > > >\r\n\r\n> > > **A: MUxa/Pa=...=MUxn/Pn** \r\n\r\n> >\r\n\r\n> > 上面这组项目只是作为一个介绍性的说明，还应该加以扩展，以符合后面章节中提出的冗余原则。很明显，好的术语是将复杂的概念有效地肢解成简单的问题-答案项目的关键。上面这段话中最明显的术语缺陷是缺乏一个准确的术语来描述功能Z，脱离了上下文，这绝对是没有意义的。其次，\"最大效用分析 \"这个简短而醒目的术语只是为了不使用 \"确定受收入约束的效用最大化的产品组合 \"这个更长的名称而编造出来的\r\n\r\n **记忆技术** \r\n\r\n记忆技术在这个意义上比图形方法更进一步，它们使用人为的冗余图形图像来表示独特或无意义的信息。两种基本的记忆技术之一是思维导图和钉子清单。思维导图是一种图形，它以生动的形式表示所学知识的特定组成部分之间的语义联系结构。市场经济的图形模型可能是思维导图的一个例子；然而，思维导图也适用于所有语义连贯的知识，与它们在标准教科书中的通常表现形式无关。因此，使顾客总效用最大化的产品组合的计算（见上一节）也可以用图形的形式呈现。流程图是最有说服力的命题，尽管任何其他形式的不一定是有向图也可以。思维导图的一个有趣的种类是在一个熟悉的物体的图像上绘制的图形，例如一个人自己的公寓。从记忆中检索这种图形的特定部分特别容易，尽管这种解决方案并不总是通用的，因为每个学生都宁愿使用他或她自己熟悉的映射。最经常应用的通用映射是将思维导图的特定节点与人体的各个部分挂钩。所提出的方法的主要缺点是将多个思维导图挂在同一物体上的干扰很大。\r\n\r\n另一种流行的记忆技术是钉子清单。钉子清单是一连串与红心数字相关的可视化对象。在复杂的应用中，挂件列表通常由101个与0到100的数字挂钩的对象组成。挂件列表的主要应用是在记忆数字和有序的枚举中。一个由101个元素组成的挂件列表可以用来表示所有的数字，作为由挂件列表中所记忆的数字的两位数组成的连续的视觉场景。例如，假设一个电话号码867045应该通过钉子列表的方式来记忆。假设以下图像与数字的两位数组成部分相关联：86--汽车（第一辆汽车由卡尔-本茨在1886年制造），70--电话（格雷厄姆-贝尔在1870年发明了电话），以及45--炸弹（广岛爆炸的日期）。如果我们想象一个场景，在这个场景中，我们开着车，拿起手机，通过激活铃声引发一个大火球，那么我们已经有效地将一个原本无意义的电话号码映射到一个容易检索的图形场景中（这个映射是通过挂钩列表实现的）。\r\n\r\n> 为了说明规模收益递增的现象，以及福特汽车公司在20世纪初通过基于半自动装配线的劳动专业化而获得的令人难以置信的竞争优势，学生可能希望注意到，1914年福特汽车公司用13000名员工生产了27万辆汽车；而同一时期其他299家美国汽车公司，用66000名员工只生产了29万辆汽车。这个例子给数据库开发者带来了一个严重的困境。所引用的每一个数字都构成了无用的垃圾知识。然而，这些数字结合在一起，生动而令人信服地说明了规模收益的增加以及它们在经营任何一种业务中的重要性。要求学生理解规模收益递增，使这个例子失去了强烈的情感色彩，因为学生可能会把他或她自己与亨利-福特的商业狡猾联系起来。剥夺了这个例子的数字，使其失去了大量的生动性。两个建议的解决方案是。(1)将问题限制在一个估计的数字上，以显示FMC在市场上的领先地位，(2)使用Cloze删除法来肢解上述句子，并使用记忆法来记忆所涉及的数字。第一种方法可能如下。\r\n\r\n> >\r\n\r\n> > **问：1914年，福特汽车公司在美国汽车市场所占的份额是多少？\r\n\r\n> >\r\n\r\n> > **答：接近50%** 。\r\n\r\n> >\r\n\r\n> > 或使用Cloze删除法和记忆法。\r\n\r\n> >\r\n\r\n> > **问：1914年，福特汽车公司以13000名员工生产了27万辆汽车；其他......。美国汽车公司，有66,000名员工，只生产了29万辆汽车** 。\r\n\r\n> >\r\n\r\n> **答：299（福特打开电灯开关，看他有多少个竞争对手，......只有两只猫跳出来转动它们的尾巴）** 。\r\n\r\n> >\r\n\r\n> > 上面括号里看似轻率的评论是记忆法表现的一部分。在上面的例子中，一个由11个成员组成的挂表被使用，数字2由灯的开关表示（开关有两种状态：开和关），9由猫表示（\"猫有九条命\"）。\r\n\r\n由于对众多数据库中难以处理的项目的分析表明，数字在使项目难以被人类记忆所消化方面起着主导作用，所以在所有类型的数据库中，数字的使用应该被限制到绝对的最低限度。由于所讨论的微观经济学数据库中的数字明显稀少（数学公式在这里不算），上述例子是一个明显的例外，也许正是因为这个原因，没有造成任何严重的记忆问题。然而，如果有更多这样数字饱和的案例，这个问题就会开始成为一个问题。\r\n\r\n **项目的独特性和项目间的干扰** 。\r\n\r\n项目的单一性并不是要把突触模式的复杂性降到最低，而是要确保不同的项目使用不相干的模式。两个不同的项目所引起的相似的措辞甚至相似的联想会导致项目间的干扰，这往往会导致混乱，提供错误的答案来参考记忆深刻的知识片断，神经刺激不足，以及在参与干扰和被干扰的突触模式中缺乏统一的记忆巩固。\r\n\r\n> > 一个非常典型的干扰问题是术语上的歧义。例如，\"边际替代率的公式是什么？\"这个问题只要涉及两种竞争产品的替代，就没有什么问题。然而，一旦我们转向生产过程的等量分析，资本对劳动的边际替代率就开始干扰到现在为止的简单情况。事实上，在后一种情况下，正确的术语是技术替代的边际比率；然而，这种术语上的细微差别对消除干扰问题没有多大帮助。解决上述干扰问题的一个非常简单的方法是在问题中提供强有力的背景线索。比如说。\r\n\r\n> >\r\n\r\n> > **问：产品X和Y的边际替代率的公式是什么？\r\n\r\n> >\r\n\r\n> > **A: dX/dY** \r\n\r\n> >\r\n\r\n> > **问：** *资本和劳动力的边际技术替代率的公式是什么 **** ？**。\r\n\r\n> >\r\n\r\n> > **A: dC/dL** \r\n\r\n尽管解决干扰问题的方法通常看起来非常简单，但仅仅是找到潜在干扰项的过程就对学习材料的开发者构成了巨大的挑战。事实上，只有一种真正的、经过考验的方法可以消除干扰项：记住整个材料。只有人脑的神经网络能够即时发现有问题的相似之处。这清楚地说明了一个事实：实际上，任何为主动回忆而设计的重复间隔的学习材料都不应该脱离自然学习过程而设计。这自然会使开发成本成倍增加。\r\n\r\n> > 现在让我们考虑一个强语义项目间干扰的案例。下面的项目都涉及规模不经济的问题；然而，没有明确的干扰问题一开始就会引起人们的注意。\r\n\r\n> >\r\n\r\n> > **问：经常引用的U型成本函数的论据是什么？\r\n\r\n> >\r\n\r\n> > **答：大多数公司的工作能力约为其最大能力的90%** 。\r\n\r\n> >\r\n\r\n> > **问：为什么该理论声称每个公司都必须随着产出的增加而达到规模收益不变的点？\r\n\r\n> >\r\n\r\n> > **答：通过努力将生产推向极限，公司在某些时候必须降低其成本效率（人员、机器、设施等超负荷）** 。\r\n\r\n> >\r\n\r\n> > **问：为什么公司在发展到一定程度后会遇到问题（参照River Rouge工厂）？\r\n\r\n> >\r\n\r\n> > **答：因为管理上的问题** 。\r\n\r\n> >\r\n\r\n> > **问：美国经济中规模不经济的主要因素是什么？\r\n\r\n> >\r\n\r\n> > **A: 工会活动** \r\n\r\n> >\r\n\r\n> > 仔细一看，从语义上看，上述所有项目都是在问同一个问题 \"规模不经济的原因是什么？\"，而每个项目却提供了不同的答案。自然，这对学生来说是个麻烦。在他或她开始将River Rouge案例与工会活动问题混为一谈之前，或者将U型成本曲线归结为与维度有关的管理问题之前，他或她想花很长时间。在一个精心设计的、无干扰的学习材料中，除了使用一些列举技术来列出导致规模收益递减的最重要因素外，没有什么选择。\r\n\r\n正如我试图证明的那样，学习材料的作者在将材料提供给更多的学生之前，几乎没有选择，只能记住自己的材料。术语和语义上的干扰都可能降低基于主动记忆的自学系统的工作效果。\r\n\r\n **计划中的冗余是交叉加强突触模式的一种方式** 。\r\n\r\n在这一分章中，我将讨论一些技术，从某种意义上说，这些技术与基于突触模式的最小复杂度的方法相反。也就是说，我将展示知识表征的冗余度对有效回忆信息的重要性。如果我们注意到这里的冗余并不被理解为在其他最小的复杂的突触模式中增加额外的成分，那么之前的方法和现在的方法之间的矛盾就可以很快解决。冗余的功能在这里完全是为了促进建立额外的突触模式，作为通往记忆中的知识的紧急通道。冗余项目决不会在数据库中重复其内容，至少在句法上不会。这首先违背了重复间隔算法的原则，该算法将项目的唯一性作为其基本前提之一。然而，同样的语义内容可能会用不同的方式来表达，以便为大脑的模式匹配神经网络提供机会来推导出语义上的共同分母（例如，在使用多个缩小实例的项目中）。共同分母的推导将自然地通过模式提取机制进行。冗余一般会包括以下内容。\r\n\r\n- 采用主动和被动记忆\r\n\r\n- 提供附属的推理推导步骤\r\n\r\n- 提供可选的推理背景\r\n\r\n- 为语义上同源的项目提供多种表示方法\r\n\r\n冗余的主要功能不是使项目容易被记住，而是确保忘记一个项目不会影响整个知识图谱的关联结构。这里应该强调的是，遗忘是重复间隔算法的一个固有部分，无论如何也不能消除。由于生物学原因，100%保留的理想模式是不可行的。冗余是为了最大限度地减少遗忘对所学技能表现的可能影响。\r\n\r\n **被动和主动的方法** \r\n\r\n通过钝化实现冗余的最简单的例子是在学习新术语的情况下。其基本思想是以这样一种方式来构建项目，即概念的定义和它的名称被放置在一个问题中，而一次作为一个项目。如果定义出现在问题中，大脑就会在概念和名称之间建立起联系。如果名字出现在问题中，大脑就会学习如何通过名字来识别概念。虽然，很多时候，学习一个被定义的概念的名称就足以被动地识别这个概念的名称，但并不总是如此；因此，冗余的方法很重要。此外，即使其中一个项目陷入了遗忘池，另一个项目也可以作为恢复遗忘记忆的方式。换句话说，以被动和主动的形式呈现概念，一方面可以作为记忆模式的延伸，另一方面也是对偶然遗忘的一种保护。\r\n\r\n> > 作为被动和主动方法的一个例子，考虑以下项目。\r\n\r\n> >\r\n\r\n> > **问：由产生相同总效用的两种（或多种）产品的组合数量决定的曲线名称是什么？\r\n\r\n> >\r\n\r\n> > **A：冷漠曲线** 。\r\n\r\n> >\r\n\r\n> > **问：什么是冷漠曲线？\r\n\r\n> >\r\n\r\n> > **A：由产生相同效用的产品数量决定的曲线** 。\r\n\r\n> >\r\n\r\n> > 值得注意的是，在第二个项目中，答案已被最大限度地简化，以减少其预期的E因素。任何因这种简化而可能产生的不一致之处，都应该通过增加有关该主题的新项目来解决，而不是使答案更加错综复杂。\r\n\r\n **支持推导、推理和智能** 。\r\n\r\n本章从一开始就必然会出现教育中自然因素与培养因素的永恒难题。我将试图说明，在基于主动回忆和重复间隔的学习过程中，通常被理解为智力的要素可以得到发展。有两种关于智力的定义被普遍使用，往往不分彼此。一方面，智力可以被理解为大脑处理信息的能力。另一方面，发展这种能力的潜力往往与能力本身互换使用。当我们谈到某人时，\"他会很快解决这个问题；他是一个非常聪明的人\"，我们更多地使用对智力的第一种解释。然而，当我们说 \"这个学生将在他的一生中做很多事情；他非常聪明 \"时，我们更多的是采用第二种解释。我们很容易注意到，在发展良好的信息处理能力的潜力的意义上，大量的先天特征会影响智力。除了神经元和神经元连接的数量，胶质细胞和其他元素的发展，使神经组织有更多的可塑性，如精神和情绪的稳定性，高水平的血清素和多巴胺等个性特征可能在发展智力方面发挥同样重要的作用。然而，如果我们把智力看作是处理信息的能力，那么，正如我将试图表明的那样，它的大部分将在教育过程中得到发展。使得一个聪明的数学家不仅仅是数学知识，不是先天的天赋，而是将他或她的数学知识中的各个组成部分联系起来解决数学问题的能力。因此，正确表现的数学概念知识，更重要的是数学推理的知识，将使解决问题的灵活的大脑区别于一般的凡人。在数学和其他方面，智能思维的核心知识是最抽象和普遍适用的数学推导规则。这些规则可以应用于无数的日常情况。这种在解决问题中的普遍适用性，使别人认为是一个聪明人的基础。如果适当地制定和表示学习，这些规则可以以标准的方式记忆；换句话说， **记忆可以成为迈向智能的一种方式** !\r\n\r\n在本节中，我将展示几个例子，在这些例子中，推理步骤被纠缠在知识结构中，这些知识结构被表示为基于重复间隔的学习中使用的问题-答案项目。一个典型的情况是，我们有一个问题的一般定义（即不是一个特定的问题实例），而我们最初记住了问题的解决方案。例如，我们可能有最大效用问题的定义（见[肢解复杂概念](https://super-memory.com/english/ol/ks.htm#Dismembering)）与它对特定产品的边际效用相等的解决方案相结合。在特定的问题--解决方案对具有重要意义的情况下，增加特定的推理步骤（这里是部分微分和将结果等同于零）一方面可能提供有助于解决类似问题的推导规则，另一方面提供一剂冗余，其在维持记忆方面的作用已在前面得到强调。可以很容易地证明，取消推导步骤将使学生的记忆从考虑重复推理的步骤中解放出来。此外，要求学生在每次重复时自己解决问题，可以等同于枚举式学习，正如我前面试图证明的那样，这与突触模式的复杂性最小化的规则相悖，而突触模式是有效学习的核心!换句话说，除了解决特定的问题实例作为一种重复的形式，我认为除了纯粹的记忆推导步骤作为提高学生解决问题的能力（即上述第一种解释中的智力）的最佳手段外，没有其他合理的选择。那么一般的规则是。 **只要有可能和合理，就记住一个一般问题的特定解决方案的推导步骤** 。\r\n\r\n> > 让我们考虑一下完美替代物的概念，作为提供知识扩展的一个简单例子，否则应该可以从以前学到的事实和规则中推导出来。\r\n\r\n> >\r\n\r\n> > **问：以相同的恒定边际效用为特征的产品的名称是什么？\r\n\r\n> >\r\n\r\n> > **A：完美的替代物** 。\r\n\r\n> >\r\n\r\n> > **问：完全替代品的冷漠曲线的形状是什么？\r\n\r\n> >\r\n\r\n> > **A: 线性** \r\n\r\n> >\r\n\r\n> > **问：冷漠曲线为线性的两种产品的名称是什么？\r\n\r\n> >\r\n\r\n> > **A：完美的替代物** 。\r\n\r\n> >\r\n\r\n> > 两种产品的效用函数是相同的，这一事实使我们有可能得出结论：它们的冷漠曲线必须是线性的。然而，仅仅是对概念定义的了解，决不会加强对这一事实的理解。换句话说，学生可能需要大量的时间来总结出冷漠曲线的形状。明确地记住这个事实，不仅可以使从完全替代物的定义到其冷漠曲线形状的推导过程更加顺畅，而且还可以作为一个更一般、更抽象的规则的强化剂，即函数之和相对于一个变量的导数等于导数之和。当然，强化的程度取决于学生是否希望使用推理来推导出答案，而不是纯粹的句法记忆。此外，完全替代物和线性冷漠曲线之间的联系通过问题和答案领域的颠倒得到了加强。\r\n\r\n> > 在记住了上述事实后，学生对完全替代物的概念有了更高程度的理解，在基于数学上类似概念的推导任务中也有更快的反应时间。重要的是，推导的步骤要足够短，以符合突触模式的最小复杂性原则。较长的推导可能会导致记忆刺激不足，尽管它们是优秀的问题解决练习，但其E因素的价值可能会使它们变成数据库中难以解决的元素，导致学生的幻想破灭和缺乏热情。\r\n\r\n> >\r\n\r\n> > 类似的情况我们可以在互补产品的定义中看到，这可以通过交叉弹性的概念来放大。\r\n\r\n> >\r\n\r\n> > **问：产品X和Y的名称是什么，使得增加X的购买量可以增加Y的购买量？\r\n\r\n> >\r\n\r\n> > **A：补充性产品** 。\r\n\r\n> >\r\n\r\n> > **问：产品X和Y的交叉弹性的公式是什么？\r\n\r\n> >\r\n\r\n> > **A：dX/dPy/*(Py/X)（其中Py是X的价格）** \r\n\r\n> >\r\n\r\n> > **问：具有负交叉弹性的产品的名称是什么？\r\n\r\n> >\r\n\r\n> > **A：补充性产品** 。\r\n\r\n> >\r\n\r\n> > 这里，第三项作为互补产品和交叉弹性的记忆强化器。此外，它作为一个推导步骤，应用导数的符号的抽象规则。\r\n\r\n> >\r\n\r\n> > 最后，我想展示一个微不足道的推导步骤，它可能确实对检索记忆至关重要。考虑一下下面的项目。\r\n\r\n> >\r\n\r\n> > **问：如何从某一点的需求曲线上计算出总收入？\r\n\r\n> >\r\n\r\n> > **A: price*quantity** \r\n\r\n> >\r\n\r\n> > 那么，用一个直接和微不足道的结果来加强上述项目是否有意义？\r\n\r\n> >\r\n\r\n> > **问：总收入能否从需求曲线计算出来？\r\n\r\n> >\r\n\r\n> > **A: 是** \r\n\r\n> >\r\n\r\n> > 请注意，后一项是以可行性为前提的思考，而不是程序、算法或执行。可以证明，一个学生如果知道为获得结果所需执行的程序，甚至不会尝试执行，因为缺乏可行性的信念！也就是说，一个人可能会被诱惑，永远不尝试达成解决方案。换句话说，一个人可能会受到诱惑而不去尝试达成解决方案。从可行性的角度思考，而不是从程序的角度思考，给了推理两种不同的背景，可能产生两种不同的结果。上述项目中提出的这种微小的记忆联想，共同促成了人们通常所说的解决问题的能力。\r\n\r\n **可选择推理线索、记忆线索、背景和例子** 。\r\n\r\n项目应遵守最低限度的信息原则，并不意味着它们本身不能有任何多余的内容。唯一重要的是，要确保被重复的必修内容不包含多余的内容。除此以外，项目本身可能包含大量可能对学习有用的附属材料。这可能包括上下文线索和解释、推理线索、记忆线索、说明性例子，甚至是超文本链接等等。每一次都必须明确规定，多余的内容不是强制性的，也不是为获得合格成绩所需的任何方式。\r\n\r\n> > 众所周知，消费者从一些商品中获得的总效用不是特定效用的算术和。这一特性来自于产品可能增强或抑制彼此的效用这一事实。这个事实可以包含在一个项目中，表述如下。\r\n\r\n> >\r\n\r\n> > > > **问：为什么总效用函数不是特定产品的效用之和？\r\n\r\n> > > > >\r\n\r\n> > > **A：因为产品可能会相互增强或抑制其效用** 。\r\n\r\n> >\r\n\r\n> > 正如我在上一节中试图表明的那样，一个简单的推导步骤可能会提高学生参照上述知识的演绎能力。这可以通过一个简单的问题来实现，比如 \"效用函数是特定产品的效用之和吗？\"。然而，为答案元素（在这种情况下就是简单的 \"不\"）提供一些冗余似乎是有用的。\r\n\r\n> >\r\n\r\n> > > > **问：总效用函数是特定产品的效用之和吗** ？\r\n\r\n> > > > >\r\n\r\n> > > **答：没有（因为产品可能会相互增强或抑制其效用）** 。\r\n\r\n> >\r\n\r\n> > 似乎，这个项目成了前面提到的那个项目的姊妹篇。然而，在这两种情况下，为了获得及格分数而需要回忆的强制性语义联系是不同的。同样，一个项目是指程序，另一个是指可行性。放在括号里的解释部分决不是通过复读所必需的，它只作为加强记忆、推理的线索和参考说明。学生可以选择在复述时根本不看解释。然而，如果他或她注意到他或她的反应变成了自动的，而不是语义的，推理线索可以为答案恢复正确的背景和基础。\r\n\r\n早些时候，我介绍了一个使用记忆性挂件清单作为记忆数字反应的支持的项目的例子。放在括号里的记忆性线索可能是记忆数字的最佳方式；然而，在某些情况下，数字本身很容易粘附在记忆中，记忆性部分就变得没有必要了。然而，必须记住，为了遵守重复时统一突触刺激的原则，学生应该清楚地设定他或她的想法，或者使用或忽略记忆性线索。\r\n\r\n语境线索和符号惯例可能有助于确保已建立的记忆联系不会在时间上变得毫无意义，或者最糟糕的是，与错误的语境相关联。\r\n\r\n> > 用数学术语表达的边际收入概念比其口头表达的概念更容易理解和保留在记忆中。然而，在这里，我们强烈建议在解释说明中解释方程中使用的所有符号，这并不参与学习过程本身，而只是作为一种验证手段，以防所使用的符号随着重复间隔时间的增加而开始失去其意义。\r\n\r\n> >\r\n\r\n> > > > **问：边际收入的公式是什么？\r\n\r\n> > > > >\r\n\r\n> > > > **A：MR=dTR/dQ（dTR--总收入的变化，dQ--销售数量的变化）** 。\r\n\r\n最后，对于高度关联性的知识，额外的解释性链接，甚至是超文本链接，可能有助于保持整个知识结构的稳定性。\r\n\r\n> > 例如，理解拉弗曲线的含义并不一定需要有能力回忆它的形状。当然，所有独立的知识片断都应该放在独立的项目中；但是，确保每次拉弗曲线出现时，它的形状出现在学生的想象中也是合理的（甚至不需要借助于图形）。\r\n\r\n> >\r\n\r\n> > > > **问：拉弗曲线表达了什么？\r\n\r\n> > > > >\r\n\r\n> > > > **A：税收收入对税率的依赖性（极高和极低税率的最低收入）** 。\r\n\r\n **措辞的复杂程度与理解力** 。\r\n\r\n项目措辞的简单性不一定等同于最小信息原则。后者强调的是知识在学生记忆中的最小复杂性。在数据库中，项目的文字或图形表示并不是必须要复杂的。毕竟，一些非常简单的概念可能需要相当多的文字来口头描述。然而，可以证明的是，数据库中的项目过于复杂可能会对学习的过程产生负面影响。主要的问题是通过阅读来误解和混淆不同的项目，当学生在每个学习环节中面临大量的重复时，自然就会出现快速。很多时候，即使仅仅是对单词的选择也会影响理解。如前所述，在这种情况下，最好的补救措施是数据库作者自己努力记忆有关的数据库，并逐一消除可能出现的障碍。像把一个短语移到一个单独的行中这样的小因素可能会大大有助于保持高的E-因素。\r\n\r\n **项目中封装的额外功能** 。\r\n\r\n最后，我想指出的是，用于学习的数据库可以，而且通常也被用于获取知识以外的其他目的。这些可能包括存档和检索的目的，为出版物的参考文献寻找来源，为在时间上迅速变化的事实盖上日期戳，个别记忆性线索（即与某个学生的知识或生活严格相关的线索），领域标签，为数据库排序的序号，以及更多。\r\n\r\n> > 政府预算的变化几乎和政府本身一样频繁。因此，似乎有必要在以下问题中提供日期标记。\r\n\r\n> >\r\n\r\n> > > > **问：日本国内生产总值中用于研发的比例是多少（1990年）？\r\n\r\n> > > > >\r\n\r\n> > > > > **A: 2.9%** \r\n\r\n> >\r\n\r\n> > 只要数据库中只有一个与日本研发预算有关的项目，括号内的日期对学习过程没有影响。然而，当学生认为有必要在一段时间后更新该数字时，它可能会显得很有用，因为它变得非常过时了。\r\n\r\n> >\r\n\r\n> > 在下面的例子中可以看到更广泛的盖章。\r\n\r\n> > 对于销售额中最终作为税后利润的比例，没有任何规则。然而，全球经济分析使我们有可能确定一个普通公司的大致数字。这里的主要问题是，最终的数值可能在很大程度上取决于一个特定国家当前的经济形势，以及分析中所应用的方法。在下面的例子中，该项目提供了用于估计净利润率的信息来源。\r\n\r\n> >\r\n\r\n> > > > **问：销售额中最终成为税后利润的平均比例是多少（根据会计对利润的定义）？\r\n\r\n> > > > >\r\n\r\n> > > > **答：4-6%（《总统的经济报告》，1988年2月，第352-353页）** 。\r\n\r\n> >\r\n\r\n> > 很明显，只有税后利润的数字是需要学习的。为了存档或出版的目的（例如，如果学生希望在他或她的出版物中引用这个数字），我们额外提供了源规范。\r\n\r\n------\r\n\r\n **学习中的知识表示问题总结** 。\r\n\r\n- 在学习中，突触模式的复杂性最小化的主要关注点是。\r\n\r\n > - 确保充分理解孤立的知识项目\r\n\r\n > - 适用最小信息原则\r\n\r\n > - 通过实例缩小信息内容，减少项目的复杂性\r\n\r\n > - 通过应用记忆法、隐喻法、生动法和图形法，充分利用人脑的视觉能力\r\n\r\n > - 应用严格的列举技术（如删除、分组等）。\r\n\r\n > - 遵守单一性原则\r\n\r\n- 就计划冗余而言，需要记住的最重要的原则是。\r\n\r\n > - 同时运用被动和主动的方法来回忆信息\r\n\r\n > - 应用完整的推导方法（即学习断言的推导步骤，而不是仅仅学习断言）。\r\n\r\n > - 提供推理、记忆和上下文线索\r\n\r\n------\r\n\r\n另见。\r\n\r\n- [学习中制定知识的20条规则](https://super-memory.com/articles/20rules.htm)\r\n\r\n- [宏观和微观经济学](http://super-memory.com/sml/colls/economics.htm) (基于本文收集的材料的超级备忘录集)", + "type": "text/markdown", + "caption": " 学习中基于主动回忆的知识结构化和表述\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge structuring and representation in learning based on active recall" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Leeches.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Leeches.json" new file mode 100644 index 0000000..d54a611 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Leeches.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/help/Leeches", + "text": "# 水蛭\r\n\r\n原文：[Leeches - SuperMemo Help](https://help.supermemo.org/wiki/Leeches)\r\n\r\n## 困难材料：水蛭\r\n\r\n材料学起来困难，可能怪材料本身（如数字、集合、枚举等），也可能得怪糟糕的表述。助记技巧等工具可用于处理本质上困难的材料（见：[学习中表述知识的 20 条规则](http://super-memo.com/articles/20rules.htm)）。\r\n\r\n **重点是！SuperMemo 中小部分难点会消耗大量时间** \r\n\r\n在 SuperMemo 中， **水蛭** 这一术语被用来指代表述不当的[卡片](https://help.supermemo.org/wiki/Glossary:Item)。如果[卡片](https://help.supermemo.org/wiki/Glossary:Element)符合用户定义的[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)标准（比如：卡片[遗忘次数](https://help.supermemo.org/wiki/Glossary:Lapse)和当前的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)长度），这个卡片便称为水蛭。判断水蛭的参数可以使用[查看](https://help.supermemo.org/wiki/View_menu)：[其他](https://help.supermemo.org/wiki/View_menu#Other)：[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)（*Shift+F3*）。如果一个[卡片](https://help.supermemo.org/wiki/Glossary:Element)的[遗忘次数](https://help.supermemo.org/wiki/Glossary:Lapse)超过被设置的范围，它就会被划定为水蛭。如果一个卡片再次记住并且其[间隔](https://help.supermemo.org/wiki/Glossary:Interval)超过一定天数，那么它就不再被叫作[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)（与遗忘次数无关）\r\n\r\n **困难卡片（水蛭）是人们放弃 SuperMemo 的首要原因之一，处理掉水蛭后，你就能用得更长久！** \r\n\r\n## 水蛭狩猎秘籍\r\n\r\n尽管 **[View](https://help.supermemo.org/wiki/View_menu)：[Other](https://help.supermemo.org/wiki/View_menu#Other)：Leech** （*Shift+F3*）可以用来审查、删除和重新制定[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)，但解决大多数“水蛭”的最佳方法是在学习过程中逐一详细审查。在 **[Toolkit](https://help.supermemo.org/wiki/Toolkit_menu) : [Options](https://help.supermemo.org/wiki/Options) : Leeches** ，你可以选择以下“水蛭”管理选项：\r\n\r\n- **None** - 不进行水蛭管理。在重复过程中，SuperMemo 将以处理其他[卡片](https://help.supermemo.org/wiki/Glossary:Element)相同的方式处理[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)\r\n\r\n- **Wizard** - 在重复学习过程中遇到[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)时，SuperMemo 将打开 **Leech Alert！** wizard（见下文）。这是对学习过程进行合理监督的推荐选择\r\n\r\n- **Auto-forget** - 在重复过程中遇到[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)时，SuperMemo 会自动将“水蛭”从学习过程中移除，并将其放在[等待队列](https://help.supermemo.org/wiki/Glossary:Pending_queue)的末尾（即等待记忆的卡片队列）。\r\n\r\n- **Auto-postpone** - 在重复过程中遇到[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)时，SuperMemo 会自动重置[卡片](https://help.supermemo.org/wiki/Glossary:Element)的学习参数，并在足够长的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)后安排其重复学习。很多时候，从重复[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)中休息一下可能有助于克服错误的记忆模式。例如，如果你会混淆非洲地图上的尼日利亚和尼日尔，休息 50-100 天，不对这个问题进行重复，记忆中的错误混淆痕迹可能会被清理。一旦你有意识地重新记忆这两个国家在地图上的位置，这个问题就可能一劳永逸地解决了。 **重要的是！** *自动推迟**也可能产生无限的“水蛭”循环，在这种情况下，你将无限期地试图推迟结构不良的材料，但实际上从未解决过这个问题\r\n\r\n[[img [SuperMemo: Toolkit : Options : Leeches tab|https://help.supermemo.org/images/5/5e/Options_leeches.jpg]]](https://help.supermemo.org/wiki/File:Options_leeches.jpg)\r\n\r\n **Include semi-leeches ** 复选框也可以用来收紧水蛭警告的标准。*「准水蛭」是只差一次[忘记](https://help.supermemo.org/wiki/Glossary:Lapse)就成为[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)的[卡片](https://help.supermemo.org/wiki/Glossary:Element)。*例如，如果一个水蛭被定义为有 5 个或更多[忘记](https://help.supermemo.org/wiki/Glossary:Lapse)和一个最多[间隔](https://help.supermemo.org/wiki/Glossary:Interval) 60 天的[卡片](https://help.supermemo.org/wiki/Glossary:Element)，那么一个有 4 次忘记和 1000 天间隔的卡片将是一个*准水蛭*（因为在一个忘记后，它将达到五次忘记和一个短间隔从而成为一个困难卡片）。如果你的[学习集合](https://help.supermemo.org/wiki/Glossary:Collection)结构良好，并且没有遇到很多[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)，你可以打开 **Include semi-leeches** 打开以加强对水蛭的监视。\r\n\r\n## 水蛭解决界面（英文：wizard）\r\n\r\n如果你选择 **[Toolkit](https://help.supermemo.org/wiki/Toolkit_menu)：[Options](https://help.supermemo.org/wiki/Options)：Leeches：Wizard** ，在重复过程中每次遇到[困难卡片](https://help.supermemo.org/wiki/Glossary:Leech)时都会显示以下对话框。\r\n\r\n[[img [SuperMemo: A Leech Alert raised for an item that has already been forgotten 30 times which qualifies it as an intractable one requiring user's attention and action|https://help.supermemo.org/images/thumb/3/33/Leech_alert.jpg/745px-Leech_alert.jpg]]](https://help.supermemo.org/wiki/File:Leech_alert.jpg)\r\n\r\n> ***图片:** 此[项目](https://help.supermemo.org/wiki/Glossary:Item)触发了水蛭警报，因为此项目已被遗忘 30 次。这是一张困难的[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)卡片，为了解决掉它，需要重新组织语言，或使用助记术。在这种情况下，用户或是要想办法在记忆中表示 proboscis，或是要找个放弃记忆单词的理由，比如这个单词是个低频词。这个例子来自一个学前儿童的[集合](https://help.supermemo.org/wiki/Collection)。有鉴于此，可以以难度过高为由删除这个项目，或者推迟 1 到 3 年。\r\n\r\n这是一个可以自主控制的功能：\r\n\r\n- **继续** (*Esc*) - 继续重复而不采取任何行动\r\n\r\n- **显示答案** （默认动作）- 显示[水蛭]卡片(https://help.supermemo.org/wiki/Glossary:Leech)问题的答案。\r\n\r\n- **帮助** - 显示此页面\r\n\r\n- **Lapses** - 以图形显示[遗忘](https://help.supermemo.org/wiki/Glossary:Lapse)的数量\r\n\r\n- **间隔** - 以图形显示当前[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的长度\r\n\r\n- **推迟** - 重置[水蛭卡片](https://help.supermemo.org/wiki/Glossary:Leech)，并根据 **推迟间隔** 字段中定义的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)安排卡片。\r\n\r\n- **编辑** - 编辑[困难卡片](https://help.supermemo.org/wiki/Glossary:Leech)\r\n\r\n- **忘记** - 从学习过程中排除[困难卡片](https://help.supermemo.org/wiki/Glossary:Leech)\r\n\r\n- **排除** - 从学习过程和[待办队列](https://help.supermemo.org/wiki/Glossary:Pending_queue)中删除[困难卡片](https://help.supermemo.org/wiki/Glossary:Leech)（即取消困难卡片学习）。\r\n\r\n- **删除** - 删除[困难卡片](https://help.supermemo.org/wiki/Glossary:Leech)及其所有[子卡](https://help.supermemo.org/wiki/Glossary:Child)。\r\n\r\n- **自动推迟** - 打开自动推迟模式\r\n\r\n- **自动遗忘** - 开启自动遗忘模式\r\n\r\n- **包括准水蛭** - 允许对准水蛭卡片发出水蛭警报\r\n\r\n- **参数** - 编辑[卡片参数](https://help.supermemo.org/wiki/Element_parameters)(例如[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index))\r\n\r\n- **重新安排** - 重新安排[水蛭卡片](https://help.supermemo.org/wiki/Glossary:Leech)，制定下一次重复的日期\r\n\r\n- **保存布局** - 保存当前的[布局](https://help.supermemo.org/wiki/Glossary:Layout)并保留 **困难卡片警报的位置！** \r\n\r\n- **好-坏** - 可用于评估你对[困难卡片](https://help.supermemo.org/wiki/Glossary:Leech)提出的问题的回答的成绩（这些成绩的作用与[卡片窗口](https://help.supermemo.org/wiki/Element_window)中的成绩按钮相同）。\r\n\r\n## 我建议这么处理水蛭\r\n\r\n- 在严重过载的[渐进阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)中，使用 **自动排序** 和 **自动延期** ，将[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)的流量减少到最低。\r\n\r\n- 如果你学习了大量的[卡片](https://help.supermemo.org/wiki/Glossary:Item)，并且你可以承受较低的[保留率](https://help.supermemo.org/wiki/Glossary:Retention)，请使用 **自动忘记** 。\r\n\r\n- 如果你对保留率要求较高，不确定你可以使用 **自动忘记** ，但仍然需要高速学习，使用 **自动推迟** 。\r\n\r\n- 如果你想消除[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)，但不希望[保留率](https://help.supermemo.org/wiki/Glossary:Retention)下降，在水蛭管理选项中选择 **wizard** 。\r\n\r\n如果你使用 wizard，在遇到“水蛭”时要做出以下选择：\r\n\r\n- 对于不太重要的\r\n\r\n 水蛭\r\n\r\n ，按照水蛭重要性的递增顺序，选择以下一项：\r\n\r\n 1. **删除** 或 **排除** （如果[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)可能包括有价值的[子卡片](https://help.supermemo.org/wiki/Glossary:Child)，或如果你想留下它供将来参考，请使用 **排除** ）\r\n\r\n 2. **忘记** （只有整个[等待队列](https://help.supermemo.org/wiki/Glossary:Pending_queue)记住之后，[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)才会回来）\r\n\r\n 3. **推迟** （[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)将在一定间隔后重新出现，这个间隔由 **推迟时间间隔** 定义）\r\n\r\n 4. **重新安排** （让[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)在指定的[时间间隔](https://help.supermemo.org/wiki/Glossary:Leech)回来，可能比 **推迟时间间隔** 短）。\r\n\r\n- 如果只有回答水蛭卡片之后，才能想清楚如何处置这张卡片，请选择显示答案，然后再评估这张[水蛭卡片](https://help.supermemo.org/wiki/Glossary:Leech)如何处置。如果能够正确回忆答案，那处置水蛭可推迟到下次，这次给卡片评分即可。（可能到那时候，这张水蛭卡片就不算做水蛭了）。\r\n\r\n- 处理[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)时，最高效的方法是编辑卡片。但是，只有经验丰富的人，才能弄清楚如何正确表述材料，切分为尽可能小的组分，并利用助记法（参见：[表述知识的 20 条原则](http://super-memory.com/articles/20rules.htm)）\r\n\r\n- 如果你不知道如何处理某张[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)，那么你就只能按 Esc，然后继续重复。 **警告！** 这样很容易养成忽略水蛭的习惯，也是违背水蛭警报这一套理念的做法。在使用 *Esc* 形成习惯之前，请仔细阅读本文，并掌握处理水蛭的方法！\r\n\r\n## 定义和查看水蛭\r\n\r\n **[查看](https://help.supermemo.org/wiki/View_menu)：[其他](https://help.supermemo.org/wiki/View_menu#Other)：水蛭** （*Shift+F3*）选项可以用来找出[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)。这个选项使用 **[卡片过滤器](https://help.supermemo.org/wiki/Element_filter)** 对话框，可以用来查找所有符合标准的[卡片](https://help.supermemo.org/wiki/Glossary:Element)，如重复次数、[错误](https://help.supermemo.org/wiki/Glossary:Lapse)的次数、当前[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的长度、状态（[已记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)、[待处理](https://help.supermemo.org/wiki/Glossary:Pending_element)或[已驳回](https://help.supermemo.org/wiki/Glossary:Dismissed_element) ）、类型（[项目](https://help.supermemo.org/wiki/Glossary:Item)、[主题](https://help.supermemo.org/wiki/Glossary:Topic) 或[任务](https://help.supermemo.org/wiki/Glossary:Task) ）等等。\r\n\r\n找出[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)的目的，是重新编辑最困难的[项目](https://help.supermemo.org/wiki/Glossary:Item)，以便采取适当的[记忆术](http://super-memory.com/articles/20rules.htm)来辅助记忆。你也可以重置[卡片](https://help.supermemo.org/wiki/Glossary:Element)的间隔（也就是过几天再处理卡片）。当然，你也可以[搁置](https://help.supermemo.org/wiki/Glossary:Dismiss)（只将卡片用作参考材料，比如通过 **[搜索](https://help.supermemo.org/wiki/Search_menu)： [查找卡片](https://help.supermemo.org/wiki/Find_elements)** 来查询卡片），再或者也可以删除。\r\n\r\n有一种新的高效方法可用来对抗[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)，是将水蛭卡片发送到你的移动设备（参见：[口袋中的革命](http://super-memory.com/articles/soft/pocket.htm)）。尽管移动设备上刷卡时，注意力不太高，但如果卡片都是水蛭，你的专注力会到达非常强的水平。如果能预期到自己对一张卡片的回忆可能会失败，你对待这张卡片的方式将会不同。在这段时间内，你能够充分理解这些比较困难的材料，并慢慢减少水蛭卡片的负担。\r\n\r\n为了让学习过程尽可能高效，你应该掌握 **[查看](https://help.supermemo.org/wiki/View_menu)：[其他](https://help.supermemo.org/wiki/View_menu#Other)：水蛭** ，并定期删除[集合](https://help.supermemo.org/wiki/Glossary:Collection)中困难而结构不良的材料。\r\n\r\n[[img [SuperMemo: Element filter dialog box which you can use to browse all elements that meet your search criteria (e.g. in leech hunting)|https://help.supermemo.org/images/thumb/f/f9/Element_filter.jpg/594px-Element_filter.jpg]]](https://help.supermemo.org/wiki/File:Element_filter.jpg)\r\n\r\n以下字段可以指定困难[卡片](https://help.supermemo.org/wiki/Glossary:Element)范围的最大值和最小值。\r\n\r\n- **重复次数** （Repetitions） - 用来表示[卡片](https://help.supermemo.org/wiki/Glossary:Element)被重复的次数。这个标准不适合用来定义[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)，默认情况下是关闭的。\r\n\r\n- **错误次数** （Lapses） - 特定[卡片](https://help.supermemo.org/wiki/Glossary:Element)被遗忘的次数。这是定义[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)的主要方式。例如，如果你想找到所有被遗忘至少 5 次的[卡片](https://help.supermemo.org/wiki/Glossary:Element)，将 **最小值** 设为 5， **最大值** 设为 100（或其他大于最大[错误次数](https://help.supermemo.org/wiki/Glossary:Lapse)的值）。\r\n\r\n- **间隔** - 最后一次重复和下一次重复之间的天数。你可能想限制[间隔](https://help.supermemo.org/wiki/Glossary:Interval)区间（例如 1 到 50 天之内的值），这样即使卡片被多次遗忘，如果这张卡片下次复习的间隔已经足够长，也就不算作[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)了。\r\n\r\n- **最后一次重复** - 学习过程中第一天到最后一次重复日期之间的天数（见 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[工作量](https://help.supermemo.org/wiki/Workload)** 查看天数编号）。这个字段不应该用于搜索[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)\r\n\r\n- **下一次重复** - 从学习过程的第一天到下一次重复日期之间的天数。这个字段不应该用于搜索[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)\r\n\r\n- **A-系数** - 某个[卡片](https://help.supermemo.org/wiki/Glossary:Element)的 [A-系数](https://help.supermemo.org/wiki/Glossary#A-Factor)值。这不是定义[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)的好标准。如果你想使用它，请选择较低范围的 [A-系数](https://help.supermemo.org/wiki/Glossary:A-Factor)（例如，从 1.2 到 1.5）。\r\n\r\n- **遗忘指数** - 在每次重复中遗忘某个[卡片](https://help.supermemo.org/wiki/Glossary:Element)的概率。[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)是由用户设置的，绝不反映[卡片难度](https://help.supermemo.org/wiki/Glossary:Difficulty)。然而，你可以用它来定位优先级较低的[项目](https://help.supermemo.org/wiki/Glossary:Item)（例如，由较高的[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)定义）。通过使用 **遗忘指数** 字段，你可能会对优先级较低的[卡片](https://help.supermemo.org/wiki/Glossary:Element)的水蛭标准进行锐化。例如，你可以决定重置所有的[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)，并对重置[卡片](https://help.supermemo.org/wiki/Glossary:Element)更加严格，因为你为其指定了更高的[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)。\r\n\r\n- **序数** - 被分配给[卡片](https://help.supermemo.org/wiki/Glossary:Element)的[序数](https://help.supermemo.org/wiki/Glossary:Ordinal_number)。序数是用户自行设置的，并不能反映卡片的[难度](https://help.supermemo.org/wiki/Glossary:Difficulty)。但你可以用序数表示低优先级的[卡片](https://help.supermemo.org/wiki/Glossary:Item)（比如用大序数表示低优先级）。这样你就能清晰表述低优先级作为水蛭[卡片](https://help.supermemo.org/wiki/Glossary:Element)的标准了。\r\n\r\n如果你不想按照既定标准筛选水蛭，取消勾选这个标准相关字段的复选框即可。如果你想依据某一标准筛查，就勾选复选框，并指定适当的 **最小** 和 **最大** 值。\r\n\r\n根据定义，所有[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)都是[经过学习](https://help.supermemo.org/wiki/Glossary:Memorized_element)的[卡片](https://help.supermemo.org/wiki/Glossary:Item)。这也是在卡片过滤器里「类型」和「状态」被禁用的原因。\r\n\r\n一旦你点击 **OK** ，所有符合指定标准的[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)将被找到，并在[查看器](https://help.supermemo.org/wiki/Browser)中显示。然后你可以在水蛭浏览器中使用 **学习** （*Ctrl+L*），便可只在水蛭子集中进行重复学习。\r\n\r\n使用 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu) : [随机测试](https://help.supermemo.org/wiki/Toolkit_menu#Random_test) : 水蛭** 你可以对所有的[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)进行随机测试。然而，你应该记住，水蛭问题的一部分是过于频繁的重复（即造成[间隔效应](https://help.supermemo.org/wiki/Glossary:Spacing_effect)）。这就是为什么 **自动延期** 和 **自动遗忘** 如此有效。这也是为什么[水蛭](https://help.supermemo.org/wiki/Glossary:Leech)在负担更大的[增量阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)中的问题要小得多。\r\n\r\n每次学习之后，水蛭卡片的参数会存储在 [collection.ini](https://help.supermemo.org/wiki/SuperMemo_files#Collection_files) 文件的 Leech 小节中（注：ini 文件有多个小节，每个小节以 [<Title>] 开头，如 [Leech]）\r\n\r\n## 常见问题\r\n\r\n### 你可以用 Esc 清除水蛭警报\r\n\r\n{{#if: Jens Buurgaard Nielsen | **From:** Jens Buurgaard Nielsen | }} {{#if: Denmark |\r\n\r\n **国家：** 丹麦 | }} {{#if: Thursday, August 09, 2001 9:53 PM |\r\n\r\n **发送时间：** 2001 年 8 月 9 日，周四，下午9:53 | }} {{#if: | \r\n\r\n **主题：** | }}\r\n\r\n **问题** \r\n\r\n我认为水蛭警报是非常好的功能，但我不喜欢默认设置会激活水蛭窗口。我不想把鼠标移到另一个窗口去评分。我经常使用空格键去触发默认的评分按钮，有时，在我打算去评分 **好** 时鼠标会自动移到 **延迟** \r\n\r\n **回答** \r\n\r\n你可以在 **选项** 菜单中完全禁用水蛭警报，或者直接用*Esc*关闭水蛭警报，并继续使用标准按键完成重复\r\n\r\n------\r\n\r\n### 准水蛭不能自动遗忘\r\n\r\n{{#if: Mike Condron | **From:** Mike Condron | }} {{#if: USA |\r\n\r\n **Country:** USA | }} {{#if: Thursday, August 09, 2001 9:53 PM |\r\n\r\n **发送时间：** 2001 年 8 月 9 日，周四，下午9:53 | }} {{#if: | \r\n\r\n **主题：** | }}\r\n\r\n **问题** \r\n\r\n为什么我不能在水蛭管理器中选择 **包括准水蛭** 来自动推迟或自动遗忘这些卡片？\r\n\r\n **回答** \r\n\r\n准水蛭不是水蛭。准水蛭卡片的间隔可以拉得很长。假如选择停止学习或者重新学习这些卡片，学习成本会极大提升", + "type": "text/markdown", + "caption": " 水蛭\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Leeches" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Plan.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Plan.json" new file mode 100644 index 0000000..f24a536 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Plan.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/help/Plan", + "text": "# 计划\r\n\r\n原文：[Plan - SuperMemo Help](https://help.supermemo.org/wiki/Plan)\r\n\r\n## 介绍\r\n\r\n如果你希望一天有20个自己，或者觉得一天的时间不够用，那么SuperMemo的工具箱中的“计划”功能就能帮助到你。\r\n\r\n **[工具箱](https://help.supermemo.org/wiki/Toolkit_menu)：计划** 可以帮你做两件事：\r\n\r\n第一：先写下你想做的所有事\r\n\r\n2,。SuperMemo会根据你每天的可用时间来规划所有任务的实际可用时间。\r\n\r\n使用“计划”功能时，你会得到一张包含所有活动时间分配的清单。接着，SuperMemo会根据你设置的可用时间动态缩短剩余任务的实际可用时间。如果你每天的任务很固定，你可以在一天接近结束时微调活动清单。如果你每天的任务很不固定，你仍然可以从“提前计划”和“跟踪活动进展”中获益。\r\n\r\n如果你不确定“计划”功能对你是否有用，请阅读“[计划一个没有压力的完美高效的一天](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)”。未来的社会一定会朝着没有截止日期的方向发展，这非常符合计划提供的动态日程安排。\r\n\r\n## 使用计划\r\n\r\n“plan”可以用来规划一整天，也可以用来规划较短的时间段，比如你每天的学习时间---晚上学习2小时\r\n\r\n1.上网30分钟（搜寻有趣文章）\r\n\r\n2. 回顾文章30 分钟，快速阅读，将最有价值的文章导入 SuperMemo 中\r\n\r\n3.在 SuperMemo 中阅读，将新的文章引入学习过程，复习话题，提取新的[摘录卡片](https://help.supermemo.org/wiki/Glossary:Topic)，生成[挖空](https://help.supermemo.org/wiki/Glossary:Cloze_deletion)，共计30 分钟。\r\n\r\n4.SuperMemo 中的核心项目卡片复习，用时30 分钟。\r\n\r\n使用“plan”功能来规划整个一天，对于那些不会受到会议、截止日期和其他干扰的人来说，效果是最好的。它最适合那些可以自由安排一整天活动的人。然而，通过一些技巧和努力，即使是那些只有短暂热情或日程不是由重复定期活动组成的人，也可以使用“计划”功能。\r\n\r\n\"Plan的主要目的是帮助你在日程安排中合理安排特定活动的时间比例，例如：25分钟处理电子邮件、25分钟浏览网页、105分钟学习、45分钟运动、2.3小时照顾孩子等等。\"\r\n\r\n\"经过优化调整的时间表是一种强大的工具，它可以帮助你了解时间管理中微妙的差别。你可以每天调整一分钟的时间表，以最大限度地提高你的工作、健康和家庭生活的效率，并尽量减少由于计划不周而带来的压力和混乱。时间表将使你对自己的生活有一个全局的洞察，帮助你看到活动和结果之间的联系。此外，时间表还可以确保你不会忽视那些看似微不足道但长期来看却会引起重大问题的小事情。因此，我们强烈建议压力承受力低或长期存在日程组织问题的人使用Plan。\"\r\n\r\n使用 **[工具](https://help.supermemo.org/wiki/Toolkit_menu)：计划** ，你首先需要创建一个时间表，然后执行它。\r\n\r\n## 创建一个新的时间表\r\n\r\n1. 选择 **[工具]（https://help.supermemo.org/wiki/Toolkit_menu）：计划** 或按 **Ctrl+P** 。\r\n\r\n2. 点击顶部的 **小时** 字段，以小时为单位输入时间表的长度（例如，如果你想让你计划的一天持续 18.3 小时，则输入18.3 小时）。\r\n\r\n3. 点击第一行的 **活动** 字段（从 0:00 开始的那个字段），然后输入你一天中的第一个活动，例如： **早餐和新闻** 。\r\n\r\n4. 按 **Enter** ，移到 **长度** 栏。\r\n\r\n5. 键入你想在第一项活动中花费的时间长度（以分钟为单位）（例如，22 分钟的 **早餐和新闻** ）。\r\n\r\n6. 按 **Enter** ，移到第二行（第二项活动）。忽略所有其他字段。在这一点上，它们大多是没有意义的！\r\n\r\n7. 键入第二项活动和你想用于该活动的时间（例如*[渐进阅读](https://help.supermemo.org/wiki/Incremental_reading)*，90 分钟）\r\n\r\n8. 再次按 **Enter** 键，创建第三个活动，输入其名称和时间。\r\n\r\n\"继续输入你的活动，直到你的时间表完成。不必关注活动的总时间。只需输入你想要为每个活动花费的时间长度，即使它看起来不太现实也没关系。\"\r\n\r\n以下是一个示范性的全天时间表，仅供参考\r\n\r\n11. 输入你的日程表模板的开始时间（第一行的 **开始** 字段），如果你经常改变开始时间，则将其保留为 0:00。图片中的时间表从 7:00 开始（这意味着早上 7 点）。\r\n\r\n12. 如果某些活动必须在某个特定的时间开始，请点击这些活动的*开始*字段，并输入开始时间（固定时间将在左边标为 **F** ）。下面的示范性日程表，有两个活动在固定时间开始（ **早餐在7:00** ， **家庭在16:00** ）；其余的是由 **浮动活动** 组成，其时间由SuperMemo优化。\r\n\r\n13. 你现在可以检查时间表的其他字段。 **ActLen** 将告诉你 SuperMemo 实际上可以为一个给定的活动分配多少时间。这通常会比*Length*少。毕竟，我们几乎总是有比我们能挤进 24 小时的更大的计划。在下面的图片中，*工作 **在 8:55 开始。这项活动的理想长度是 240 分钟，但是在 16 点的*家庭** 之前没有足够的时间。于是，SuperMemo 必须把这个时段的时间减少到 226 分钟。如果固定的活动过多地挤压了其他活动，你可以通过拖动活动来重新分配时间（用鼠标抓住左边灰色区域的活动）。\r\n\r\n14. **OptLen** 表示如果没有固定时间的活动，SuperMemo 可以为一项活动分配多少时间。例如，如果没有挤进早上 7 点到 16 点之间的时段，SuperMemo 可以为 **Work** 分配 232 分钟。这一栏可以帮助你评估固定活动开始时间和固定活动时长所造成的损失。\r\n\r\n **OptStart** 表示在没有固定时间的活动，一个活动的最佳开始时间（`OptStart[n-1]+OptLen[n-1]=OptStart[n]`）。如果*工作*可以在 8:58 开始，而**工作：电子邮件*时段在 12:49 开始，你可以使用该时段的最佳时长为 232 分钟。这一栏告诉你，由于固定开始时间或固定持续时长的原因，计划活动的时间与最佳时间表有多大的偏差。\r\n\r\n16. **OptShift** 等于 **OptStart** 减去 **Start** 。这一栏告诉你，由于固定活动的开始时间或固定活动的持续时长，计划活动的相对时间有多大变化。\r\n\r\n17. **Delay** 表示实际活动开始（*Start*栏）与最佳开始（*OptStart*）相比，以分钟计的延迟。换句话说，*Delay=Start-OptStart [min]*。例如， **工作** 比最佳时间晚 2.9 分钟开始，而*休息*与最佳时间相比晚了 12 分钟，即从醒来到现在的 8 小时 21分钟（参见：[最佳午睡时间](https://supermemo.guru/wiki/Best_time_for_napping)）。其他时段的延迟（或提前）会随着日程表向一天中最后一项活动的推进而按比例减少到零。 **睡眠** ，计划在醒来后 17 小时内完成（由 **Plan** 窗口顶部的时间表长度决定）。\r\n\r\n18. **百分比** 一栏告诉你，与最佳时间相比，某项活动所使用的时间比例是多少。在一个没有固定活动的时间表中，这一栏总是显示所有活动的 100%。由于 **家庭** 的固定时间为 16，所有前面的活动都减少到最佳值的 94%。唯一的例外是 **运动** ，它是 **不可变的** （用 **R** 标记）。晚间活动更接近最佳值，为 99%。\r\n\r\n[！[SuperMemo: An exemplary Toolkit : Plan schedule](https://help.supermemo.org/images/thumb/b/bf/SuperMemo_Schedule_Plan.png/800px-SuperMemo_Schedule_Plan.png)](https://help.supermemo.org/wiki/File:SuperMemo_Schedule_Plan.png)\r\n\r\n##执行时间表\r\n\r\n你的日程表模板定义了你最佳状态，你应该为之努力。但是，在现实生活中，你可能永远无法完全达到这个最佳状态。因此，你需要将日程表模板作为每天工作的基础，并在工作过程中实时调整。同时，你也可以在执行日程表的过程中使用声音警报来帮助你在活动结束时及时停止。\r\n\r\n1. 在你的工作日开始时，打开 **[工具](https://help.supermemo.org/wiki/Toolkit_menu)：计划** (*Ctrl+P*)\r\n\r\n2. 在左上角的组合框中选择日程表模板（在第一天，你可能只有一个日程表列在那里：你上面创建的原始日程表模板）。\r\n\r\n3. 选择 **菜单：保存为** （ **菜单** 按钮是工具栏上的第一个按钮）或按*Ctrl+Shift+S*。\r\n\r\n4. SuperMemo，默认情况下，会用今天的日期来命名你今天的日程表（例如，「 **Nov 08, 2006, Wed.txt** 」）。注意 **txt** 的扩展名，说明每个日程表都是一个简单的文本文件，可以用记事本检查。\r\n\r\n如果当前时间与第一个活动的开始时间不同，请点击第一个活动并按下开始按钮或alt+B。这将在所选活动的开始字段中插入当前时间，并启动报警计时器。闹钟将在当前活动结束前不久响起。你可以通过菜单：闹钟：选择音乐来选择在闹钟时间播放的声音文件。当闹钟响起时，如果有必要，您可以将活动延长几分钟。第一个活动的ActLen字段显示该活动的实际分配长度，以分钟为单位\r\n\r\n6一旦警报响起或者您完成了第一个活动，请点击下一个活动对应的行并再次点击开始。这将更新新开始的活动的开始时间，并且整个日程表会自动重新构建和优化。您会看到实际长度（ActLen）、延迟（Delay）和其他列的变化。新的闹钟将根据新的优化进行设置，并在当前活动结束前不久响起。\r\n\r\n7.在下一个闹钟响起时，点击下一个活动并点击开始来开始执行它。重复这些步骤，直到日程表的结束，或直到您被迫中断（例如，由于其他义务或是您该休息睡觉的时间）\r\n\r\n在日程表的最后，选择最后要执行的活动，然后选择菜单：终止。您的日程表就完成了。在弹出的窗口中，回答\"是，使用当前时间终止？\"。\"否\"的选项是为以下情况保留的：由于紧急情况，您未能在计划结束时终止，而您仍然希望为统计或日记记录保留准确的数据。如果您在睡觉前关闭电脑，您也可以在第二天开始时例行使用终止（例如，在*淋浴前）。。\r\n\r\n9. 在第二天，您可以选择处理时间表，例如如果前一天没有完成可以使用终止，执行[时间表分析]，计算时间表的统计数据，将时间表导出到您的日记中等等。最后，选择菜单：工具：存档（或使用Shift+Ctrl+A的快捷键），将日程表保存在存档中。\r\n\r\n10.回到步骤 1\r\n\r\n这就是日程表执行后的样子（用工具栏上的 **导出** 导出的）。\r\n\r\n **2019 年 9 月 7 日，星期六（17.17 h）** \r\n\r\n- 07:15 - 电视：早餐和新闻 **（45 min 225% of 20 min; shift=00:00）** 。\r\n\r\n- 08:00 - SM: 渐进阅读 **(80 min 80% of 100 min; shift=00:45)** 。\r\n\r\n- 09:20 - 工作：计划一天的工作 **(13 min 260% of 5 min; shift=02:05)** \r\n\r\n- 09:33 - 工作：DBT 编程 **(270 min 113% of 240 min; shift=02:18)*。\r\n\r\n- 14:03 - 运动：热身 **（8 min 36% of 22 min; shift=06:48）** 。\r\n\r\n- 14:11 - 运动：慢跑 8 公里 **(74 min 123% of 60 min; shift=06:56)** 。\r\n\r\n- 15:25 - 用餐：晚餐和电影 **（40 min 89% of 45 min; shift=08:10）** 。\r\n\r\n- 16:05 - 家庭：Jan叔叔和他疯狂的孩子们* *（260 min 217% of 120 min; shift=08:50）**。\r\n\r\n- 20:25 - 家庭：x **(85 min 71% of 120 min; shift=13:10)** 。\r\n\r\n- 21:50 - SM：渐进阅读*（70 min 280% of 25 min; shift=14:35）**。\r\n\r\n- 23:00 - 淋浴 **（11 min 92% of 12 min; shift=15:45）** 。\r\n\r\n- 23:11 - YT：晚间讲座 **（74 min 76% of 97 min; shift=15:56）** 。\r\n\r\n- 00:25 - 睡眠\r\n\r\n上述文件可以直接导入到你的日记中，为你的表现提供每日记录。请注意，没有一项活动的时间是按计划进行的（100%）。括号中的数字表示实际长度（ **ActLen** 字段），与最佳时间（ **OptLen** 字段）相比，用于该活动的时间百分比。还请注意，由于比最佳时间（00:15）晚睡了 10 分钟，比计划晚睡了 25 分钟（00:25 而不是00:00），这一天的总时间增加到 17.17 小时\r\n\r\n## 闹钟\r\n\r\n在当前活动结束前不久，闹钟会响起。你可以选择停止闹钟，或者输入闹钟再次响起所需要的时间来将其推迟\r\n\r\n[[img [SuperMemo: Incremental writing of a SuperMemo FAQ entry with exactly two minutes left until the activity comes to an end (at 23:39:48)|https://help.supermemo.org/images/thumb/9/9c/Alarm.jpg/800px-Alarm.jpg]]](https://help.supermemo.org/wiki/File:Alarm.jpg)\r\n\r\n如果你关闭计算机或直接退出 SuperMemo，闹钟就不会响起。如果你想退出 SuperMemo，但仍希望使用闹钟，可以用 **[窗口](https://help.supermemo.org/wiki/Window_menu) : [隐藏SuperMemo](https://help.supermemo.org/wiki/Window_menu#Hide_SuperMemo)** ( **Shift+Ctrl+G** )将 SuperMemo 最小化到通知区（以前称为系统托盘或状态区）。你可以把鼠标移到通知区的SuperMemo图标上，查看距离下一次闹钟响起的剩余时间。要把 SuperMemo 带出通知区（俗称系统托盘），恢复正常界面，只需点击 Windows桌面上或该区域的图标或使用 Windows 快捷方式把 SuperMemo 带回正常界面（前提是你创建了快捷方式）。\r\n\r\n当闹钟开启时，它会播放你选择的音频文件（使用 **菜单：闹钟：选择音乐** 来改变文件）。\r\n\r\n## 日程分析\r\n\r\n如果你的用时一直超过你计划的时间段，那么一天中剩余的活动将逐渐被挤压。这就是使用 **Plan** 的主要问题。自然地，这个问题并非由使用 **Plan** ，一个能优化你整天的系统所导致的。问题来自于我们的自然倾向，即在娱乐的时间段内增加时间，延迟，以及被意外事件打断（如电话）。 **如果你不虔诚地遵守时间表，时间表的优化就不会起作用！** 绝大多数使用 **Plan** 的人都说只在一天的前半段做得很好，而安排在晚上的活动通常被挤压得无法执行。这就是使用 **延迟** 这一日程分析工具的用武之地。它可以帮助你更好地了解自己的弱点，以及日程安排中的薄弱环节（例如：分配时间太少的活动，容易超时的活动，等等）。\r\n\r\n你的时间表需要不断微调（比如这里增加几分钟，那里减少几分钟，等等）。你可能总是想减少早餐的时间，增加运动或学习的时间；然而，你的计划可能是不切实际的。在图片中的范例时间表中，你可能会发现自己的早餐时间平均为 35 分钟，而不是理想的 22 分钟。为了防止这种情况发生，你应该使用 **延迟** 按钮来诚实地分析你的日程表，并合理地调整那些你从未设法及时完成或与计划相比从未得到足够时间的活动。使用你当前执行的时间表来分析今天（或昨天）的延迟，并使用你的时间表模板来改善薄弱环节。\r\n\r\n对上一段中出现的时间表进行的延迟分析将产生以下结果：\r\n\r\n **延迟：2019 年 9 月 7 日，星期六（17.17 h）** \r\n\r\n- **140 min.** ：家庭：Jan叔叔和他疯狂的孩子们 **(120->260 min.)** \r\n\r\n- **45 min.** : SM：渐进阅读*(25->70 min.)*\r\n\r\n- **30 min.** : 工作：DBT 编程 *(240->270 min.)*\r\n\r\n- **25 min.** : 电视：早餐和新闻*(20->45 min.)*\r\n\r\n- **14 min.** : 运动：慢跑8公里 *(60->74 min.)*\r\n\r\n- **8 min.** : 工作：计划一天的工作*(5->13 min.)*\r\n\r\n- **-1 min.** : 淋浴*(12->11 min.)*\r\n\r\n- **-5 min.** : 进餐：晚饭和电影*(45->40 min.)*\r\n\r\n- **-14 min.** : 运动：热身*(22->8 min.)*\r\n\r\n- **-20 min.** : SM：渐进阅读 *(100->80 min.)*\r\n\r\n- **-23 min.** : YT：晚间讲座*(97->74 min.)*\r\n\r\n- **-35 min.** : 家庭：x *(120->85 min.)*\r\n\r\n **延误时间：** 4小时22分钟\r\n\r\n **额外时间：** 0小时\r\n\r\n **损失时间：** 1小时38分钟\r\n\r\n **（导出时间：2019 年 9 月 8 日，星期日，08:21:10）** \r\n\r\n在上述时间表中，有 4 小时 22 分钟的延误。没有插入额外的时间段。缩短的活动损失为 1 小时 38 分钟。这些数字是相对于你最初的期望值而言的。一旦你使用 **调整** ，延误和损失应该是相同的值。在日程分析中， **家庭** 时段是按时执行时间表最大的阻碍。你投入了 260 分钟，而不是计划中的 120 分钟。这在时间表中产生了 55 分钟的延误。总之，你可以决定提高你的自律，或者增加个别时段所需的时间长度（如增加家庭时段）。增加的时间和延误时间相同就足够了。延长这些时段将自动缩短所有其他时段的时间。至于那些产生负延迟的时段（提前完成的时段），你可能想检查一下比计划花费更少时间所产生的后果。这些可能是你不太喜欢但有长远意义的时段，或者执行得太晚（例如，在疲惫的时候，或当日程表中的其他活动将有关时段从分配的时间中挤掉）。一旦你的日程表看起来很完美，你就应该尽力避免延误，这使得整个日程优化的思想受到质疑。你必须实事求是地调整活动的时间长度，并努力提前完成个别时段的工作。这将防止日程表上最后的活动成为持续延误的牺牲品。一旦你的日程表稳定下来，你可以有效地坚持它的时间安排，你可以使用工具栏上的 **调整** 按钮，它会将 **ActLen** 字段复制到 **Length** 字段。这将有助于你在日程分析中安排一个切实可行的时长。通常情况下，你的第一个计划会远超你的实际能力，因此 **调整** 选项非常重要。注意，在早期的 SuperMemos 中， **OptLen** 字段被用于 **ActLen** 。这不会考虑到固定的时间段，因此可能需要压缩前面或后面的活动。现在，即使你使用了固定时间（例如，完美地安排你的午睡时间，或挤进一个约会），在 **调整** 后，%列都应该被设置为 100%。记住只在你的模板时间表上使用 **Adjust** ，或者，在某一个新时段的开始时使用，否则你将无法进行延迟分析（ **Plan** 现在会认为你的事情是最理想的）。\r\n\r\n## 例外和紧急状况\r\n\r\n以下情况可能需要在日程管理中采取特殊行动：\r\n\r\n1. **移动一个活动** - 如果你需要改变活动的顺序，你可以把一个活动拖到另一个活动前面（例如，如果你希望你的同事给你发一篇重要的文章来[渐进阅读](https://help.supermemo.org/wiki/Incremental_reading)，你可以把e-mail拖到 SuperMemo 前面。）要拖动一个活动，在左边的灰色柱子上按下鼠标左键，向上或向下拖动该活动\r\n\r\n2. **增加一个活动** - 在执行日程表的过程中，你可能会发现你需要插入一个额外的活动（例如，一次意外的家庭访问）。为此，选择要插入新时段的活动，然后按 **Ins** （或选择 **菜单：插入** ）。输入新时段的长度，或输入预期的开始时间和结束时间。插入活动的前后所有活动将被最佳地延长或压缩（假定没有活动会被分割）。如果在插入活动之前或之后的某一侧时长被压缩得不成比例，请将一些非固定的活动从过度拥挤的部分移开。\r\n\r\n3. **分割活动** - 如果你想在一个活动中插入一个短暂的休息时间（例如，在你的学习时段中插入一个观看电视新闻的活动），你可以选择 **菜单：分割** （ **Ctrl+T** ）。这将帮助你把一个活动分成两部分执行。SuperMemo 将使用从时段开始所经过的时间作为分割的默认时间。例如，如果你的学习时间段是 120 分钟，但你很困，想在学习时间段结束之前小睡一下，你会想把它拆开，在时间段的剩余部分之前进行小睡。\r\n\r\n4. **合并活动** - 如果你想合并活动，移动其中一个，确保它在另一个之前。选择第一个活动并选择 **菜单：合并** 。例如，如果你想在你的 **Kids** 时段例外地带孩子们去看电影，你可能会发现这个时段太短了。这时，你可以放弃你的 **House: tasklist** ，将其与Kids时段合并。如果这仍然不够，你可以与 **E-mail** 合并。当你合并两个或更多的活动时，你应该记住避免被不太重要的活动消耗你关键的时间段。否则，你将违背 **Plan** 的主要目的：自律地坚持活动的最佳比例。如果你决定将你的学习活动与室内[任务列表](https://help.supermemo.org/wiki/Glossary:Tasklist)合并，以便在房间里下单，你将失去你的学习时间段。你不仅会失去一个重要的时间段，你也将无法有效地运行当天的日程分析。\r\n\r\n5. **固定活动的开始时间** --如果你计划在18:00带孩子去看电影，你可以点击*Kids*档，在*开始*栏中输入一个固定的时间。你在该时段前后的所有活动都将按比例压缩或延长。你可以把一些活动从比较拥挤的部分移到比较不拥挤的部分，以减少由此产生的不平衡\r\n\r\n6. **删除一个活动** - 如果由于延误或较低的优先级，你想跳过一个活动，可以使用 **Del** 删除它。或者，在 **延迟** 中，你可以只专注于为那些比你计划时间更长的活动增加时间。在这种情况下，通过删除活动来获得更多的时间以拓展时间段，而被删除的时间段将在原时间表中被逐渐压缩时长\r\n\r\n7. **刚性活动** - 如果你碰巧反复调整一个时间段的时间，而且你准确地知道你想分配给该时间段多少时间，你可以通过点击 **R** 栏，使该档期保持 **刚性** ，即固定活动时长。从而节省时间。刚性活动将总是采取与你计划的一样多的时间。例如，如果由于人的懒惰本性，你总是超额完成 **休息和报纸** 这一活动，而你不想在原计划的 30 分钟之外再多分配一分钟，那么就把这个时间段设置为刚性的 30 分钟，从此你再也不用担心需要调整它了\r\n\r\n## 活动统计\r\n\r\n如果你想对单个活动进行统计，可以通过以相同的关键字开始的名称来对活动进行分组。例如，将你的 SuperMemo 重复时间段命名为 **Reps A** ， **Reps B** 和*Reps C **。如果你在工具栏上选择** Totals **工具，SuperMemo就会把三个以关键词** Reps*开头的时间段的长度加起来，作为总的时间。如果你想在统计中修改活动的长度，例如，由于短暂的休息。请在关键词后面紧接着列出更正后的长度。例如，如果 **Reps B** 持续了 23 分钟，但你不得不离开去上厕所，你可以把它改成 **Reps 18 B** 。然后，SuperMemo 会在统计中计算18分钟的 **Reps** ，而不是 23 分钟。\r\n\r\n如果你想保留额外的统计数据，你可以在个别时间段内列出它们，方法是在关键词前面加上++，后面加上统计数据。例如，如果你想在 2 小时的体育活动时段中保留个别体育项目的统计数据，你可以将体育活动时段写成：\r\n\r\n*Sports 120: ++Jogging 20 (two rounds), ++Gym 15 (low-back strengthening), ++Swimming 25, ++Sauna 20, walking back home*\r\n\r\n对于上述时间表，每天的总数将如下所示：\r\n\r\n **总计：2019 年 9 月 7 日，星期六（17.17 h）** \r\n\r\n为了保持月度和年度统计，你需要每天执行 **统计** ，并保持 **月度统计更新** 和 **年度统计更新** 的检查。\r\n\r\n如果你在使用 **统计** 时保持 **月度统计更新** 的勾选，SuperMemo将在你的月度统计文件中存储每日统计信息。如果你勾选了 **年度统计更新** ，SuperMemo将收集所有的月度统计（来自月度统计文件），生成年度统计文件，并在你的默认电子表格程序中显示（例如在Excel中）。\r\n\r\n对于上述例子，以下文件将被用来存储统计数据。\r\n\r\n- 2019 年9月的月度统计数据：*<SuperMemo folder>plans\\stats\\2019\\2019 Sep.csv*。\r\n\r\n- 2019 年的年度统计数据： *<SuperMemo folder>\\plans\\stats\\2019\\2019 Year Totals.csv*\r\n\r\n## 活动参数\r\n\r\n如果你的日程表上有多个时段，你可以将其中一些分组，让SuperMemo在某一天随机选择一个，另一个在另一天，等等。为此，选择 **菜单：活动** 或按*Shift+Ctrl+E*。在 **活动选项** 对话框的各行中列出活动。在 **时长** 中指定各个活动的长度及整个时段的最大长度。在使用 **另存为** 保存新的日程表时，SuperMemo将随机选择列出的活动之一，并在日程表优化中给出其建议的长度（条件是该长度不超过该时段允许的最大长度）。例如，如果你想交替浏览《新科学家》、cnn.com和《科学美国人》网站，而你的时间太短，无法在阅读时段内全部读完它们，你可以要求 SuperMemo 在某一天随机分配一个网站，这样你就可以单独探索它们。然后，SuperMemo可以在日程表中列出以下条目。\r\n\r\n> *{#R: 16 Read NS | 10 Read cnn.com | 13 Read SciAm}*.\r\n\r\n在这种情况下， **Plan** 将尝试随机分配16分钟给《新科学家》，10分钟给cnn.com或13分钟给《科学美国人》网站。像往常一样，这些活动的实际长度将取决于这一天的其他事情的时间分配。\r\n\r\n你也可以选择给一周中的每一天分配不同的时段，而不是使用随机分配（在 **活动选项** 中勾选 **选择方法：按天** ）。例如：\r\n\r\n> *{#D: 10 Read: cnn.com | 16 Read: NS | 13 Read: SciAm | 16 Read: NS | 15 Read: Wikipedia | 16 Read: Economist | 16 Read: PCMag.com}*\r\n\r\n在这种情况下， **Plan** 将尝试在星期一为*cnn.com*分配10分钟，星期二为*《新科学家》*分配 16 分钟，等等。\r\n\r\n## 其他选项 :工具栏\r\n\r\n- **菜单** - **Plan** 菜单（见[下文]（https://help.supermemo.org/wiki/Plan#Menu））。\r\n\r\n- **保存** （*Ctrl+S*）--将当前编辑的时间表保存在磁盘上\r\n\r\n- **开始** （*Alt+B*）--开始执行选定的活动。这将活动的**开始时间设置为当前时间，并激活报警计时器。\r\n\r\n- **导出** - 将日程表导出为 HTML（例如，将其作为日记条目的骨架）。\r\n\r\n- **延迟** - 查看哪些活动会在时间表中引入延迟。\r\n\r\n- **编辑** （*Alt+Enter*，*Ctrl+E*或双击）--编辑活动（例如，当它需要一个较长的描述）。原地编辑可以用*Enter*激活。\r\n\r\n- **统计** - 累计的活动统计。每天的统计数据以 HTML 文件的形式显示。月度和年度统计数据以逗号分隔的文件格式（译注：即CSV文件）保存（例如，可使用电子表格程序打开）。\r\n\r\n- **调整** - 将 \"期望的时间表 \"转换成 \"最佳时间表\"，以便在微调时间表时使用更切合实际的时间（将 **OptLen** 字段复制到*Length*字段）。\r\n\r\n- **分割** （*Ctrl+T*）--将活动一分为二\r\n\r\n- **固定活动* (*Ctrl+F*) - 将选定活动的开始时间固定为其当前时间（SuperMemo不会改变其开始时间）。\r\n\r\n## 其他选项 :菜单\r\n\r\n[[img [SuperMemo: Toolkit : Plan: Local menu|https://help.supermemo.org/images/9/9a/Schedule_plan_menu.jpg]]](https://help.supermemo.org/wiki/File:Schedule_plan_menu.jpg)\r\n\r\n- **打开** （*Ctrl+O*）--打开另一个时间表\r\n\r\n- **新建** （*Ctrl+N*）--创建一个新的时间表模板\r\n\r\n- **保存** （*Ctrl+S*）--与 **保存** 按钮相同（上文）。\r\n\r\n- **保存为** （*Shift+Ctrl+S*）--在执行日程表之前，将当前选定的日程表模板保存在某一天。\r\n\r\n- **编辑** （*Ctrl+E*）--与 **编辑** 按钮相同（上文）。\r\n\r\n- **活动** （*Shift+Ctrl+E*）--定义在不同日子里应在 **Plan** 中执行的活动\r\n\r\n- **开始** (*Alt+B*) - 与 **开始** 按钮相同（上文）。\r\n\r\n- **插入活动** (*Ins*) - 插入一个活动\r\n\r\n- **删除** （*Ctrl+Del*）--删除一个活动\r\n\r\n- **分割** （*Ctrl+T*）--与 **分割** 按钮相同（上文）\r\n\r\n- **合并** - 将当前选定的活动与后面的活动合并\r\n\r\n- **固定** （*Ctrl+F*）--与 **固定** 按钮相同（上文）\r\n\r\n- **终止** (*Shift+Ctrl+Enter*) - 以所选活动为终止标记而终止时间表（可以在当前时间终止，例如，如果你要睡觉，或者在活动的开始时间终止，例如，如果你以第二天的终止时间为统计标记）\r\n\r\n- 警报\r\n\r\n - **开始** - 与 **开始** 按钮相同（上文）\r\n\r\n - **提醒** - 将警报设置为在当前活动结束时发出\r\n\r\n - **设置警报** - 设置警报在所需的时间响起\r\n\r\n - **停止** - 停止报警定时器\r\n\r\n - **选择音乐** - 选择一个将在警报响起时播放的声音文件\r\n\r\n- 工具\r\n\r\n - **导出** - 与 **导出** 按钮相同（上文）。\r\n\r\n - **统计** - 与 **统计** 按钮相同（上文）。\r\n\r\n - **延迟** - 与 **延迟** 按钮相同（上文）。\r\n\r\n - **存档** （*Shift+Ctrl+A*）--将日程表移至存档处\r\n\r\n - **调整** - 与 **调整** 按钮相同（上文）\r\n\r\n - **从当前时间开始调整** - 从现在开始设置活动的最佳长度\r\n\r\n - **从所选活动中调整** - 将所选活动的时长设为最佳活动长度。\r\n\r\n - **重置** - 重置时间表，即把所有*Length*字段设置为可能的最佳长度，取消固定的开始时间，并把开始时间调整为*OptStart*栏中列出的最佳时间。\r\n\r\n - **从日记中粘贴** - 从剪贴板中的HTML日记文本粘贴（如之前用 **导出** 导出的文件）。\r\n\r\n- **关闭** （*Esc*）--关闭 **日程安排计划** 窗口\r\n\r\n## 视频\r\n\r\n以下视频演示说明：\r\n\r\n- 如何建立一个示范性的模板时间表\r\n\r\n- 如何执行该计划\r\n\r\n- 如何分析延迟并修改模板\r\n\r\n- 如何查看年度统计数据\r\n\r\n<iframe src=\"https://www.youtube.com/embed/nuftJuUFSbY?\" width=\"640\" height=\"360\" frameborder=\"0\" allowfullscreen=\"true\"></iframe>\r\n\r\n## 常见问题\r\n\r\n见：[Plan FAQs at supermemopedia.com](https://supermemopedia.com/wiki/Toolkit_:_Plan_FAQ)", + "type": "text/markdown", + "caption": " 计划\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Plan" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Statistics.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Statistics.json" new file mode 100644 index 0000000..7397f88 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_help_Statistics.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/help/Statistics", + "text": "# 统计数据\r\n\r\n原文：[统计数据 - SuperMemo 帮助](https://help.supermemo.org/wiki/Statistics)\r\n\r\n## 介绍\r\n\r\n **统计** 窗口允许你检查当前打开的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的主要学习过程的统计数据。按 **F5** （ **[Window](https://help.supermemo.org/wiki/Window_menu)：[Layout](https://help.supermemo.org/wiki/Layouts)：Warrior布局** ）可以最方便地查看它。\r\n\r\n[[img [SuperMemo: 插图: 统计窗口，可以随时检查当前打开的集合的主要学习过程的统计数据|https://help.supermemo.org/images/thumb/d/de/Statistics.jpg/186px-Statistics.jpg]]](https://help.supermemo.org/wiki/File:Statistics.jpg)\r\n\r\n> ***图：** 统计 **窗口（** [Toolkit](https://help.supermemo.org/wiki/Toolkit_menu)：[Statistics](https://help.supermemo.org/wiki/Toolkit_menu#Statistics)：统计**），可以随时检查当前打开的[集合](https://help.supermemo.org/wiki/Glossary:Collection)的主要学习过程统计。*。\r\n\r\n## 标题\r\n\r\n标题在方括号中显示[集合](https://help.supermemo.org/wiki/Glossary:Collection)的名称。*当前[集合](https://help.supermemo.org/wiki/Glossary:Collection)的名称是 all.*。\r\n\r\n## 工具栏\r\n\r\n- [日历](https://help.supermemo.org/wiki/Calendar)\r\n\r\n 每日和每月的复习日历\r\n\r\n- 统计菜单\r\n\r\n 可通过右键菜单打开统计内容菜单，也可以在窗口上点击右键\r\n\r\n- [分析](https://help.supermemo.org/wiki/Analysis)\r\n\r\n 与学习过程和[SuperMemo算法]有关的各种统计数据(https://supermemo.guru/wiki/SuperMemo_Algorithm)\r\n\r\n- [记忆图谱](https://help.supermemo.org/wiki/Memory_graphs_(4D))\r\n\r\n 记忆函数的可视化展示，基于[SM-18 算法](https://supermemo.guru/wiki/Algorithm_SM-18)的近似估计，以及基于[复习历史](https://help.supermemo.org/wiki/Repetition_history)重置和重新计算的一些选项。\r\n\r\n- 勇士布局\r\n\r\n 以最适合[渐进阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)的方式排列窗口，其中 **统计** 窗口被方便地排列在[元素窗口](https://help.supermemo.org/wiki/Element_window)的左边。\r\n\r\n- 帮助\r\n\r\n 查看此帮助文章\r\n\r\n## 学习参数\r\n\r\n为了方便地比较示范性字段和其相应的描述：\r\n\r\n1.按住 Shift 后点击上面的图片，在一个新的浏览器窗口以其完整分辨率打开。\r\n\r\n2. 将图片窗口的标题栏拖到屏幕的左边或右边，直到出现一个扩大的窗口的轮廓\r\n\r\n3. 松开鼠标，扩大窗口\r\n\r\n4. 用这个窗口重复步骤2和3，将窗口并排排列\r\n\r\n### 日期\r\n\r\n当前的日期和星期。如果这个值前面有*Night*，意味着新的日历日已经开始，但旧的重复日要到 **[工具包:Toolkit](https://help.supermemo.org/wiki/Toolkit_menu)：[Options:选项](https://help.supermemo.org/wiki/Options)：[Learning:学习](https://help.supermemo.org/wiki/Learning_tab_in_Options)：[Midnight shift:午夜交替](https://help.supermemo.org/wiki/Learning_tab_in_Options#Midnight_clock_shift)** 中定义的时间才会开始。当过了午夜交替的时间，这个字段会显示一个红色的警告*关闭时间到:Alt+F4*。如果你看到这个信息，请关闭/重新启动你的[集合:collection](https://help.supermemo.org/wiki/Glossary:Collection)，以防止收集到重复时间未定的学习数据。**在上面的例子中，图片是在2019年4月1日（星期一）午夜后截取的*。\r\n\r\n### 第一天\r\n\r\n学习过程开始的日期（即记住第一个[元素:element](https://help.supermemo.org/wiki/Glossary:Element)的日子）。*图片中呈现的典范[集合:Collection](https://help.supermemo.org/wiki/Glossary:Collection)自1987年12月15日开始使用(即[DOS 版本的SuperMemo诞生时间](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987))的后两天)*。\r\n\r\n### 周期\r\n\r\n学习过程中的天数（即 **[日期:Date](https://help.supermemo.org/wiki/Statistics#Date)** 和 **[第一天:First day](https://help.supermemo.org/wiki/Statistics#First_day)** 之间的天数）。\r\n\r\n> ```\r\n\r\n> 周期=日期-第一天\r\n\r\n> ```\r\n\r\n*当前展示的[收集箱:collection](https://help.supermemo.org/wiki/Glossary:Collection)已经使用了31年3个月17天*。\r\n\r\n### 已记忆\r\n\r\n在学习过程中引入的[元素:Element](https://help.supermemo.org/wiki/Glossary:Element)的总数，选项包括 **[学习:Learn](https://help.supermemo.org/wiki/Learn)** 或 **[记忆:Remember](https://help.supermemo.org/wiki/Glossary:Remember)** 。如果一个[卡片:item](https://help.supermemo.org/wiki/Glossary:Item)参加了[重复:Repetition](https://help.supermemo.org/wiki/Glossary:Repetition)，它就是一个[已记忆:Memorized](https://help.supermemo.org/wiki/Glossary:Memorized_element)[卡片:Item](https://help.supermemo.org/wiki/Glossary:Item)。这并不意味着它是一个记住的[卡片:item](https://help.supermemo.org/wiki/Glossary:Item)。一部分[已记忆_元素:Memorized_element](https://help.supermemo.org/wiki/Glossary:Memorized_element)[卡片:item](https://help.supermemo.org/wiki/Glossary:Item)总是被遗忘。*呈现的[集合 Collection](https://help.supermemo.org/wiki/Glossary:Collection)有 635,699 个[元素 Element](https://help.supermemo.org/wiki/Glossary:Element)在学习过程中，这些元素占所有注定要进入学习过程的元素的100.0%，即`记忆的/（记忆的+待定的）=100.0`。这表明推迟=0（见[推迟Pending]（https://help.supermemo.org/wiki/Statistics#Pending））*。\r\n\r\n### 已记忆项目\r\n\r\n在[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的[已记忆元素](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的数量和记忆的[元素](https://help.supermemo.org/wiki/Glossary:Element)中记忆的[项目](https://help.supermemo.org/wiki/Glossary:Item)的比例。*在上面的例子中，203,827个[项目](https://help.supermemo.org/wiki/Glossary:Item)参与了重复。这些[项目](https://help.supermemo.org/wiki/Glossary:Item)占参加学习过程的所有[元素](https://help.supermemo.org/wiki/Glossary:Element)的32.1%（其余67.9%的[元素](https://help.supermemo.org/wiki/Glossary:Element)是[已记忆元素](https://help.supermemo.org/wiki/Glossary:Memorized_element)[主题](https://help.supermemo.org/wiki/Glossary:Topic)、记忆的[概念](https://help.supermemo.org/wiki/Glossary:Concept)或记忆的[任务](https://help.supermemo.org/wiki/Glossary:Task)）。 **[保留率](https://help.supermemo.org/wiki/Statistics#Retention)** 字段表明，这些[项目](https://help.supermemo.org/wiki/Glossary:Item)的92.4937%在任何时候都应该被记住*。\r\n\r\n### 已记忆的主题\r\n\r\n[已记忆元素](https://help.supermemo.org/wiki/Glossary:Memorized_element)[主题](https://help.supermemo.org/wiki/Glossary:Topic)、[概念](https://help.supermemo.org/wiki/Glossary:Concept)和[任务](https://help.supermemo.org/wiki/Glossary:Task)的数量以及它们在所有记忆的[元素](https://help.supermemo.org/wiki/Glossary:Element)中的累积比例。在一个均衡的[增量阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)过程中，[主题](https://help.supermemo.org/wiki/Glossary:Topic)应该使少数[元素](https://help.supermemo.org/wiki/Glossary:Element)用于[回顾](https://help.supermemo.org/wiki/Glossary:Review)。如果[话题](https://help.supermemo.org/wiki/Glossary:Topic)的比例增加，[保持率](https://help.supermemo.org/wiki/Glossary:Retention)就会下降，学习过程可能逐渐开始类似于传统的学习，无效的[被动复习](https://help.supermemo.org/wiki/Glossary:Passive_review)占主导。你可以在你的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中放置尽可能多的[主题](https://help.supermemo.org/wiki/Glossary:Topic)，只要你确保通过设置适当的[卡片排序标准](https://help.supermemo.org/wiki/Priority_queue#Sorting_repetitions)来限制它们的[复习](https://help.supermemo.org/wiki/Glossary:Review)（ **[Learn_menu](https://help.supermemo.org/wiki/Learn_menu) : [排序](https://help.supermemo.org/wiki/Learn_menu#Sorting) : 排序标准 ** ）。*在图片中，431,872 个[主题](https://help.supermemo.org/wiki/Glossary:Topic)使67.9%的材料参加了学习过程*。\r\n\r\n### 已记忆/天\r\n\r\n每天记忆的[项目](https://help.supermemo.org/wiki/Glossary:Item)的数量。`（记忆的项目）/日`。*在这个例子中，在过去31年多的时间里，平均每天有 17.8311个[项目](https://help.supermemo.org/wiki/Glossary:Item)在当前展示的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中被记忆。只要每天执行定期复习，这就是普通学生的典型情况*。\r\n\r\n### 总计\r\n\r\n在[集合](https://help.supermemo.org/wiki/Glossary:Item)中的[项目](https://help.supermemo.org/wiki/Glossary:Item)、[主题](https://help.supermemo.org/wiki/Glossary:Topic)、[概念](https://help.supermemo.org/wiki/Glossary:Concept)和[任务](https://help.supermemo.org/wiki/Glossary:Task)数量。有这样两种关系:\r\n\r\n> ```\r\n\r\n> 总计=已记忆的+待定的+丢弃的\r\n\r\n> ```\r\n\r\n> `总计=主题+卡片`（[概念](https://help.supermemo.org/wiki/Glossary:Concept)和[任务](https://help.supermemo.org/wiki/Glossary:Task)用 **主题** 统计法计算）\r\n\r\n被删除的[元素](https://help.supermemo.org/wiki/Glossary:Element)不会对[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的元素总数有所贡献。*在图片中，所展示的集合由727,259个[元素](https://help.supermemo.org/wiki/Glossary:Element)组成（目前用户报告的最大[集合](https://help.supermemo.org/wiki/Glossary:Collection)数量高达到50万元素以上）*。\r\n\r\n### 卡片\r\n\r\n[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的[卡片](https://help.supermemo.org/wiki/Glossary:Item)的数量。*在这个例子中，集合包括 207,443个卡片**。\r\n\r\n### 主题\r\n\r\n[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的[主题](https://help.supermemo.org/wiki/Glossary:Topic)、[概念](https://help.supermemo.org/wiki/Glossary:Concept)和[任务](https://help.supermemo.org/wiki/Glossary:Task)的数量。*当前展示的集合包括519,816个主题（与概念和任务一起计算）*。\r\n\r\n#＃＃ 优秀\r\n\r\n计划在这一天进行[重复](https://help.supermemo.org/wiki/Glossary:Repetition)的[未决](https://help.supermemo.org/wiki/Glossary:Outstanding_material)[项目](https://help.supermemo.org/wiki/Glossary:Item)、未决[主题](https://help.supermemo.org/wiki/Glossary:Topic)和[最后演练](https://help.supermemo.org/wiki/Glossary:Final_drill)项目的数量。第一个数字(加号之前)表示这一天安排的、尚未处理的[项目](https://help.supermemo.org/wiki/Glossary:Item)的数量。第二个数字(+号后)表示这一天安排[复习](https://help.supermemo.org/wiki/Glossary:Review)的[题目](https://help.supermemo.org/wiki/Glossary:Topic)的数量。第三个数字（在第二个 \"+\"后面），如果有的话，表示今天已经重复过的[题目](https://help.supermemo.org/wiki/Glossary:Item)的数量，但得分低于 **好（4）** 。这些是组成[最终演练队列](https://help.supermemo.org/wiki/Glossary:Final_drill_queue)的[项目](https://help.supermemo.org/wiki/Glossary:Item)。只有在 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[选项](https://help.supermemo.org/wiki/Options)：[学习](https://help.supermemo.org/wiki/Learning_tab_in_Options)** 中未勾选 **Skip final drill** 时，才会建立最终演练队列。*在提出的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，仍有3521个[项目](https://help.supermemo.org/wiki/Glossary:Item)计划在2019年4月1日进行[重复](https://help.supermemo.org/wiki/Glossary:Repetition)。还有1297个[主题](https://help.supermemo.org/wiki/Glossary:Topic)计划在这一天进行[复习](https://help.supermemo.org/wiki/Glossary:Review)，作为[增量阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)过程的一部分。在[最终演练队列](https://help.supermemo.org/wiki/Glossary:Final_drill_queue)中没有[元素](https://help.supermemo.org/wiki/Glossary:Element)（ **Outstanding** 参数的第三个组成部分缺失）*。\r\n\r\n### 评论\r\n\r\n为[子集复习](https://help.supermemo.org/wiki/Subset_learning)安排的[元素](https://help.supermemo.org/wiki/Glossary:Element)的数量（例如， **[学习](https://help.supermemo.org/wiki/Learn_menu)中的[神经复习](https://help.supermemo.org/wiki/Subset_learning#Neural_review)中的元素：[去神经](https://help.supermemo.org/wiki/Learn_menu#Go_neural)** ， **[内容](https://help.supermemo.org/wiki/Contents)中的[分支重复](https://help.supermemo.org/wiki/Subset_review#Branch_review)的[元素](https://help.supermemo.org/wiki/Glossary:Element)** [学习](https://help.supermemo.org/wiki/Subset_learning） **，[浏览器](https://help.supermemo.org/wiki/Browser)的** [学习](https://help.supermemo.org/wiki/Subset_learning) **中[浏览器子集重复](https://help.supermemo.org/wiki/Subset_review#Search_and_review)中的[元素](https://help.supermemo.org/wiki/Glossary:Element)，** [工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[随机测试](https://help.supermemo.org/wiki/Toolkit_menu#Random_test)**中的[随机测试]（https://help.supermemo.org/wiki/Toolkit#Random_test）队列中的[元素]（https://help.supermemo.org/wiki/Glossary:Element）等等）。显示的形式可能是*神经=<[元素](https://help.supermemo.org/wiki/Glossary:Element)要做>*在[神经审查](https://help.supermemo.org/wiki/Neural_creativity)中，或*<[项目](https://help.supermemo.org/wiki/Glossary:Item)要做>+<[主题](https://help.supermemo.org/wiki/Glossary:Topic)要做>+<[待处理](https://help.supermemo.org/wiki/Glossary:Pending_element)要做>+（<子集描述>）*在[子集审查](https://help.supermemo.org/wiki/Subset_learning)中，或*<[元素](https://help.supermemo.org/wiki/Glossary:Element)未处理>/<测试中的所有<元素>(https://help.supermemo.org/wiki/Glossary:Element)>*在随机测试。*这里有16个[项目](https://help.supermemo.org/wiki/Glossary:Item)留在[子集审查](https://help.supermemo.org/wiki/Subset_learning)中*。\r\n\r\n### 保护\r\n\r\n当天的最优先材料的处理程度。 **重要的是** 。由于统计是取自[未完成](https://help.supermemo.org/wiki/Glossary:Outstanding_material)[项目](https://help.supermemo.org/wiki/Glossary:Item)或[主题](https://help.supermemo.org/wiki/Glossary:Topic)队列的顶端（而不是[未完成队列](https://help.supermemo.org/wiki/Glossary:Outstanding_queue)的顶端，后者是两者的随机混合），如果你改变了顶端[项目](https://help.supermemo.org/wiki/Glossary:Priority），你会在**统计中看到一个错误的值，直到你审查那个改变了[优先级](https://help.supermemo.org/wiki/Glossary:Priority)的[项目](https://help.supermemo.org/wiki/Glossary:Item)（这种行为的设计是为了防止每次更新统计时需要扫描整个队列）。*在这个例子中，只有0.031%的最高优先级[项目](https://help.supermemo.org/wiki/Glossary:Item)，以及0%的最高优先级[主题](https://help.supermemo.org/wiki/Glossary:Topic)被处理过。0.031%的保护并不意味着要通过0.031%的未决项目队列。它意味着队列中最高[优先级](https://help.supermemo.org/wiki/Glossary:Priority)的未处理[议题](https://help.supermemo.org/wiki/Glossary:Item)是0.031%*。\r\n\r\n### 留任\r\n\r\n估计[收藏](https://help.supermemo.org/wiki/Glossary:Collection)中的平均知识[保留](https://help.supermemo.org/wiki/Glossary:Retention)。高[优先级](https://help.supermemo.org/wiki/Glossary:Priority)[项目](https://help.supermemo.org/wiki/Glossary:Item)的[保留率](https://help.supermemo.org/wiki/Glossary:Retention)应该高于所列的。低[优先级](https://help.supermemo.org/wiki/Glossary:Priority)[项目](https://help.supermemo.org/wiki/Glossary:Item)的[保留率](https://help.supermemo.org/wiki/Glossary:Retention)可能会低得多，导致平均数下降。要判断最高优先级材料的[保留率](https://help.supermemo.org/wiki/Glossary:Retention)，请参见 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[统计](https://help.supermemo.org/wiki/Toolkit_menu#Statistics)：[分析](https://help.supermemo.org/wiki/Analysis)：[图表](https://help.supermemo.org/wiki/Analysis#Graphs)：[遗忘指数与优先级](https://help.supermemo.org/wiki/Analysis#Forgetting_Index_vs._Priority) ** 。*在这个例子中，在任何时候对[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的所有[元素](https://help.supermemo.org/wiki/Glossary:Element)进行随机测试，92.4937%的材料都应该被召回。你可以用[随机测试](https://help.supermemo.org/wiki/Toolkit#Random_test)来测试你的[保留](https://help.supermemo.org/wiki/Glossary:Retention)，看看SuperMemo的估计是否准确。如果你最近滥用了诸如 **[Postpone](https://help.supermemo.org/wiki/Postpone)** 或 **[Mercy](https://help.supermemo.org/wiki/Mercy)** 等重新安排时间的工具，这个统计数字可能过于乐观。 **。** \r\n\r\n### 测量的 FI\r\n\r\n在[重复次数](https://help.supermemo.org/wiki/Glossary:Repetition)中记录的[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)的值。括号内的数字表示当天的 **测量的FI** 。在有大量[项目](https://help.supermemo.org/wiki/Glossary:Item)[超载](https://help.supermemo.org/wiki/Glossary:Overload)的[文集](https://help.supermemo.org/wiki/Glossary:Collection)中，[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)可能比整个[文集](https://help.supermemo.org/wiki/Glossary:Collection)的整体[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)低很多，这是因为重复的内容主要包括高[优先](https://help.supermemo.org/wiki/Glossary:Priority)材料。当从更随机的排序过渡到更优先的排序（由[排序标准](https://help.supermemo.org/wiki/Priority_queue#Sorting_repetitions)决定），或者当[知识形成和记忆技能](http://www.super-memory.com/articles/20rules.htm)提高时，它也可能低于[要求的遗忘指数](https://help.supermemo.org/wiki/Glossary:Requested_forgetting_index)，而这一事实可以反映在[遗忘曲线](https://help.supermemo.org/wiki/Glossary:Forgetting_curve)上。 **测量的 FI** 高于 **[平均FI](https://help.supermemo.org/wiki/Statistics#Average_FI)** 的情况也不少见。这是由三个因素造成的。\r\n\r\n1.每个用户都会时不时地遇到重复的延迟（例如，由于使用 **[Postpone](https://help.supermemo.org/wiki/Postpone)** ）。\r\n\r\n2.超负荷的[增量阅读](https://help.supermemo.org/wiki/Incremental_reading)过程中的低[优先级](https://help.supermemo.org/wiki/Glossary:Priority)材料被安排在比[最佳间隔](https://help.supermemo.org/wiki/Glossary:Optimum_interval)更长的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)中，并且\r\n\r\n3.SuperMemo 对[间隔](https://help.supermemo.org/wiki/Glossary:Interval)的长度施加了一些限制，在某些情况下，使得它安排的重复次数比[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)所暗示的要晚。例如，计算[间隔](https://help.supermemo.org/wiki/Glossary:Interval)中的约束，阻止了新的间隔比旧的间隔短（假设[项目](https://help.supermemo.org/wiki/Glossary:Item)没有被遗忘）。对于[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)的低值和困难的[项目](https://help.supermemo.org/wiki/Glossary:Item)，新的[最佳区间](https://help.supermemo.org/wiki/Glossary:Optimum_interval)可能经常比旧的短! **测量的FI** 可以通过 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[统计](https://help.supermemo.org/wiki/Toolkit_menu#Statistics)：重置参数：遗忘指数记录** 来重置。\r\n\r\n*在提出的例子中，平均有 14.63% 的[项目](https://help.supermemo.org/wiki/Glossary:Item)[重复](https://help.supermemo.org/wiki/Glossary:Repetition)以低于 **通过(3)** 的[成绩](https://help.supermemo.org/wiki/Glossary:Grade)结束（因为[测量的遗忘指数](https://help.supermemo.org/wiki/Glossary:Measured_forgetting_index)记录最后被重置）。2019年4月1日，到目前为止，没有任何一次重复以失败告终（即成绩低于 **Pass** ）*。\r\n\r\n### R-Metric\r\n\r\n两种[间隔重复](https://help.supermemo.org/wiki/Glossary:Spaced_repetition)算法在[成绩](https://help.supermemo.org/wiki/Glossary:Grade)打分之前，根据其预测回忆的能力，对性能的绝对衡量。在[SuperMemo 18](https://help.supermemo.org/wiki/What's_new_in_SuperMemo_18%3F)中， **R-Metric** 仅用于比较[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)（从SuperMemo 16中得知）和新的[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18) 。它在 **统计** 和 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu) : [统计](https://help.supermemo.org/wiki/Toolkit_menu#Statistics) : [分析](https://help.supermemo.org/wiki/Analysis) : [使用](https://help.supermemo.org/wiki/Analysis#Use) : 效率 : [R-计量](https://help.supermemo.org/wiki/Analysis#Use_:_Efficiency_:_R-Metric) ** 中以百分比显示。 **R-Metric** 是两种算法性能的差异：`R-Metric=LSRM(Alg-15)-LSRM(Alg-18)`，其中`LSRM`是给定算法的最小二乘法预测召回措施。 **R-Metric** 大于零表明[算法SM-18]（https://supermemo.guru/wiki/Algorithm_SM-18）的优越性。 **R-Metric** 小于零表示新算法的表现不佳。`LSRM`是召回率预测的平方绝对差异的平均值的平方根。`abs(Recall-PredictedRecall)`，其中`Recall`对于不及格的[成绩](https://help.supermemo.org/wiki/Glossary:Grade)为 0，`Recall`对于合格的成绩为1。`PredictedRecall`是算法在[重复]之前发出的预测(https://help.supermemo.org/wiki/Glossary:Repetition)。在[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)中，预测是取自[Recall[\\]矩阵](https://help.supermemo.org/wiki/Glossary:Recall_matrix)的值和从[S(稳定性)](https://help.supermemo.org/wiki/Glossary:Stability)和使用的[区间](https://help.supermemo.org/wiki/Glossary:Interval)计算的[R(可检索性)](https://help.supermemo.org/wiki/Glossary:Retrievability)的加权平均。使用的权重是基于先前的重复案例，这些案例告知了Recall[]矩阵预测的重要性（预测随着先前重复数据的增加而变得更有意义）。\r\n\r\n- `R-Metric=LSRM（Alg-15）-LSRM（Alg-18）`\r\n\r\n- `LSRM(Alg)=sqrt(sum(sqr(ARD)))'\r\n\r\n- `ARD=abs(Recall-PredictedRecall)`\r\n\r\n- 等级>=3时，\"记忆 \"为1，等级<3时，\"记忆 \"为0\r\n\r\n- ```\r\n\r\n 预测召回\r\n\r\n ```\r\n\r\n 在\r\n\r\n 超级备忘录18\r\n\r\n :\r\n\r\n - ```\r\n\r\n 权重*召回[]+（1-权重）**R\r\n\r\n ```\r\n\r\n - 权重（0...1）\"取决于之前的重复案例的数量\r\n\r\n - `R=exp(-kt/s)`\r\n\r\n*在这种情况下，18.0899%的 R-Metric 显示出[算法SM-18](https://supermemo.guru/wiki/Algorithm_SM-18)在那一天（2019年4月1日）比[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)有巨大优势*。\r\n\r\n### 警报\r\n\r\n距离下一次闹钟的时间和闹钟响起的时间（要了解更多关于闹钟的信息，请看。[计划](https://help.supermemo.org/wiki/Plan)）。这个字段是可编辑的。要改变报警设置，请点击该字段并输入新的时间（以分钟为单位）（例如21.5将设置报警在21分30秒后响起）。要结束编辑，请按 **Enter** 。*在这个例子中，警报将在20分21秒后的00:52:13（即午夜后52分钟）响起*。\r\n\r\n### 负担\r\n\r\n对每天重复的[项目](https://help.supermemo.org/wiki/Glossary:Item)和[主题](https://help.supermemo.org/wiki/Glossary:Topic)的平均数量的估计。这个数值等于[所有区间倒数之和](https://help.supermemo.org/wiki/Glossary:Burden)（即1/[区间](https://help.supermemo.org/wiki/Glossary:Interval)）。这个数字的解释如下：每个[项目](https://help.supermemo.org/wiki/Glossary:Item)的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)为100天，平均每天重复1/100次。因此，间隔的倒数之和是[收藏](https://help.supermemo.org/wiki/Glossary:Collection)中总的[重复工作量](https://help.supermemo.org/wiki/Calendar)的良好指标。*所介绍的文集每天需要153个[项目](https://help.supermemo.org/wiki/Glossary:Item)[重复](https://help.supermemo.org/wiki/Glossary:Repetition)，每天需要758个[主题](https://help.supermemo.org/wiki/Glossary:Topic)[回顾](https://help.supermemo.org/wiki/Glossary:Review)。在[增量阅读](https://help.supermemo.org/wiki/Incremental_reading)中，在这个过程中出现许多超出自己能力的[元素](https://help.supermemo.org/wiki/Glossary:Element)是很平常的。 **[自动延期](https://help.supermemo.org/wiki/Glossary:Auto-postpone)** 可以用来卸载多余的[主题](https://help.supermemo.org/wiki/Glossary:Topic)，以及减少低[优先级](https://help.supermemo.org/wiki/Glossary:Priority)[项目](https://help.supermemo.org/wiki/Glossary:Item)的负载。 **[推迟](https://help.supermemo.org/wiki/Postpone)** 使 **负担** 的统计数字出现偏差。[主题](https://help.supermemo.org/wiki/Glossary:Topic)经常挤在较低的[间隔](https://help.supermemo.org/wiki/Glossary:Interval)，并定期用 **[推迟](https://help.supermemo.org/wiki/Postpone)** 或 **[自动推迟](https://help.supermemo.org/wiki/Glossary:Auto-postpone)** *进行重新洗牌。\r\n\r\n### 负担 +/-\r\n\r\n上述 **[负担](https://help.supermemo.org/wiki/Statistics#Burden)** 参数在某一天的变化。*在这里，2019年4月1日，平均每天预期的[重复次数](https://help.supermemo.org/wiki/Glossary:Repetition)略有减少（即减少1.5[项](https://help.supermemo.org/wiki/Glossary:Item)）。主题](https://help.supermemo.org/wiki/Glossary:Topic)的负担也减少了（即减少了近166个[主题](https://help.supermemo.org/wiki/Glossary:Topic)）。负担变化的典范解释。比方说， **负担** 减少了39（负担变化为-39）。为了减少39个负担，我们需要审查78个[元素](https://help.supermemo.org/wiki/Glossary:Element)，[间隔](https://help.supermemo.org/wiki/Glossary:Interval)从1天增加到2天（78/0.5=39）。然而，我们同样可以对2344个[元素](https://help.supermemo.org/wiki/Glossary:Element)执行 **[推迟](https://help.supermemo.org/wiki/Postpone)** ，[间隔](https://help.supermemo.org/wiki/Glossary:Interval)从10天增加到12天（2344\\*(1/10-1/12)=39）*。\r\n\r\n### 平均工作量\r\n\r\n平均每天花在回答问题上的时间（从学习的第一天开始）。*对于所提出的[集合](https://help.supermemo.org/wiki/Glossary:Collection)，从2019年4月1日到1987年12月15日最开始的[重复](https://help.supermemo.org/wiki/Glossary:Repetition)这段时间内，学生平均每天花16分钟59秒回答[项目](https://help.supermemo.org/wiki/Glossary:Item)。\r\n\r\n### Exp Workload\r\n\r\n对某一[集合]中用于回答问题的平均每日时间的估计(https://help.supermemo.org/wiki/Glossary:Collection)。\r\n\r\n> ```\r\n\r\n> Exp Workload=（项目负担）*Avg time\r\n\r\n> ```\r\n\r\n*在提出的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，每天153个[项目](https://help.supermemo.org/wiki/Glossary:Item)[重复](https://help.supermemo.org/wiki/Glossary:Repetition)（[ **负担+/-** ](https://help.supermemo.org/wiki/Statistics#Burden_.2B.2F-)），每个需要10.241秒（[ **平均时间** ](https://help.supermemo.org/wiki/Statistics#Avg_time)），因此每天重复时间估计为26分钟10秒。由于评分、编辑、审查[文集](https://help.supermemo.org/wiki/Glossary:Collection)和各种干扰，真正的学习时间可能要长一倍。在[增量阅读](https://help.supermemo.org/wiki/Incremental_reading)中，由于[题目](https://help.supermemo.org/wiki/Glossary:Topic)[复习](https://help.supermemo.org/wiki/Glossary:Review)没有考虑到 **Exp Workload** 参数，学习时间将进一步增加。如果经常使用 **[推迟](https://help.supermemo.org/wiki/Postpone)** ，实际学习时间也可能被削减*。\r\n\r\n### 时间\r\n\r\n某一天的总问题回复时间和总会议时间（括号内）。*在这里，2019年4月1日回应问题所需的总时间是 2 分 11 秒。在同一天，SuperMemo已经运行了2小时9分47秒（即使你只是保持SuperMemo运行，这个值也会增加）*。\r\n\r\n### 平均时间\r\n\r\n平均响应时间（秒）。这是显示问题（或类似问题）和选择 **显示答案** （或类似答案）之间的时间。如果你在按下 **显示答案** 前开始编辑问题，则计时器不会停止。*在提出的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，回答一个问题的平均时间约为10.241秒。如果这个数字增长超过15-20秒，你可能需要分析你的学习材料，如果它不是过于困难或[结构不好](http://super-memory.com/articles/20rules.htm)*。\r\n\r\n### 总时间\r\n\r\n在[集合]中回答问题所花费的总时间(https://help.supermemo.org/wiki/Glossary:Collection)。对于用SuperMemo 98或更早创建的集合来说，这个时间是无法准确测量的（只有在SuperMemo 99中才可以测量）。如果你升级了旧的[集合](https://help.supermemo.org/wiki/Glossary:Collection)，这个数字将大致为你所猜测。SuperMemo将从[项目]的总数(https://help.supermemo.org/wiki/Glossary:Item)、[重复]的平均数(https://help.supermemo.org/wiki/Glossary:Repetition)、[失效]的平均数(https://help.supermemo.org/wiki/Glossary:Lapse)和平均重复时间得出这个时间。*在所介绍的例子中，在 31 年的学习中，在重复过程中回答问题总共花了134天以上*。\r\n\r\n### 遗忘次数\r\n\r\n个别[项目](https://help.supermemo.org/wiki/Glossary:Item)在[集合](https://help.supermemo.org/wiki/Glossary:Collection)中被遗忘的平均次数（只有[记忆的元素](https://help.supermemo.org/wiki/Glossary:Memorized_element)是平均的）。括号里的数字表示某一天的[遗忘](https://help.supermemo.org/wiki/Glossary:Lapse)次数。*这里平均一个[项目](https://help.supermemo.org/wiki/Glossary:Item)被遗忘了0.49800次。在 2019 年 4 月 1 日，到目前为止，没有一个[项目](https://help.supermemo.org/wiki/Glossary:Item)的评分低于 **通过(3)** 。\r\n\r\n### 速度\r\n\r\n[平均知识获取率](https://help.supermemo.org/wiki/Glossary:Acquisition_rate)，即每日工作每分钟每年记忆的[项目](https://help.supermemo.org/wiki/Glossary:Item)的数量（只计算回答项目问题）。最初，这个值可能高达100,000条/年/分钟（特别是如果你在真正衡量程序的局限性以及人类记忆的局限性之前就热情地开始使用该程序）。这个参数后来应该稳定在 40 到 400 条/年/分钟之间。\r\n\r\n> ```\r\n\r\n> 速度=（记忆的项目/天）/（重复时间）**365\r\n\r\n> ```\r\n\r\n*在提出的[收集](https://help.supermemo.org/wiki/Glossary:Collection)中，每天每分钟的工作都会导致每年有 354 个新的[项目](https://help.supermemo.org/wiki/Glossary:Item)被记住*。\r\n\r\n### 平均成本\r\n\r\n记忆一个[项目](https://help.supermemo.org/wiki/Glossary:Item)的时间成本，即总的学习时间除以[记忆的](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的数量。\r\n\r\n> ```\r\n\r\n> 平均成本=总时间/记忆的项目\r\n\r\n> ```\r\n\r\n*在所提出的例子中，每个单一[项目](https://help.supermemo.org/wiki/Glossary:Item)的总重复时间是 1 分 1 秒，这是它对不间断的近135天重复的总时间的贡献。编辑、馆藏重组、[渐进阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)等的成本不包括在 **平均成本** 参数中。\r\n\r\n### 期望成本\r\n\r\n假设没有推迟，每个新[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的每日重复时间。\r\n\r\n> ```\r\n\r\n> Exp Cost=Exp Workload/(Memorized items/Day)\r\n\r\n> ```\r\n\r\n*在所介绍的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，每天新[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)的18个[项目](https://help.supermemo.org/wiki/Glossary:Item)中的每一个都贡献了 2 分11秒的重复次数，每天的总工作量超过26分钟。由于这个数值是由 **[负担](https://help.supermemo.org/wiki/Statistics#Burden)** 得出的，如果你经常使用 **[推迟](https://help.supermemo.org/wiki/Postpone)** ，它可能被高度高估（例如在[增量阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)中）*。\r\n\r\n### 间隔 (I)\r\n\r\n在[收藏](https://help.supermemo.org/wiki/Glossary:Collection)中，[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的平均[间隔](https://help.supermemo.org/wiki/Glossary:Interval)。*在这里，一个平均记忆的项目已经达到了 9 年10个月18天的[重复](https://help.supermemo.org/wiki/Glossary:Repetition)[间隔](https://help.supermemo.org/wiki/Glossary:Interval)*。\r\n\r\n### 间隔 (T)\r\n\r\n在[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，[记忆的](https://help.supermemo.org/wiki/Glossary:Memorized_element)[主题](https://help.supermemo.org/wiki/Glossary:Topic)的平均[间隔](https://help.supermemo.org/wiki/Glossary:Interval)。*在这里，一个平均记忆的主题已经达到了 6 年 10 个月 13 天的[重复](https://help.supermemo.org/wiki/Glossary:Repetition)[间隔](https://help.supermemo.org/wiki/Glossary:Interval)*。\r\n\r\n### 重复次数\r\n\r\n在[文集](https://help.supermemo.org/wiki/Glossary:Collection)中，每个[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)(I)和[主题](https://help.supermemo.org/wiki/Glossary:Topic)(T)的平均[重复次数](https://help.supermemo.org/wiki/Glossary:Repetition)/[评论](https://help.supermemo.org/wiki/Glossary:Review)。*在这里，平均[项目](https://help.supermemo.org/wiki/Glossary:Item)被重复了 3.197 次，而平均[主题](https://help.supermemo.org/wiki/Glossary:Topic)被评论了2.369次*。\r\n\r\n### 代表数\r\n\r\n在[藏品](https://help.supermemo.org/wiki/Glossary:Item)中的[项目](https://help.supermemo.org/wiki/Glossary:Repetition)的总计数。*在所介绍的藏品中，有 957 个以上的项目被重复了。这几乎是每个[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)的5次重复。这包括被重置、遗忘、[驳回](https://help.supermemo.org/wiki/Glossary:Dismissed_element)、删除等的[重复](https://help.supermemo.org/wiki/Glossary:Repetition)[项目](https://help.supermemo.org/wiki/Glossary:Item)*。\r\n\r\n### 最后一次代表(I)\r\n\r\n在[收藏](https://help.supermemo.org/wiki/Glossary:Collection)中的[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)中，最后一次[重复]的平均日期(https://help.supermemo.org/wiki/Glossary:Repetition)。*这里，最后一次重复的平均日期是 2009 年7月17日*。\r\n\r\n### 最后一次代表 (T)\r\n\r\n最后一次[复习](https://help.supermemo.org/wiki/Glossary:Review)的平均日期在[收藏](https://help.supermemo.org/wiki/Glossary:Memorized_element)[专题](https://help.supermemo.org/wiki/Glossary:Topic)中。*这里的最后一次复习的平均日期是2012年8月 15 日*。\r\n\r\n### 下一个代表(I)\r\n\r\n在[收集](https://help.supermemo.org/wiki/Glossary:Collection)的[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)中，下一次[重复]的平均日期(https://help.supermemo.org/wiki/Glossary:Repetition)。\r\n\r\n> ```\r\n\r\n> 下一个报告(I)=最后一个报告(I)+间隔(I)\r\n\r\n> ```\r\n\r\n*这里，下一次重复的平均日期是 2019 年 6 月 3 日或2009年7月17日之后的3,609天*。\r\n\r\n### 下一次重复 (T)\r\n\r\n在[文集](https://help.supermemo.org/wiki/Glossary:Collection)的[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[主题](https://help.supermemo.org/wiki/Glossary:Topic)中，下一次[复习](https://help.supermemo.org/wiki/Glossary:Review)的平均日期。\r\n\r\n> ```\r\n\r\n> 下一个报告(T)=最后一个报告(T)+间隔(T)\r\n\r\n> ```\r\n\r\n*这里，下一次审查的平均日期是2019年6月29日或2012年8月15日之后的2510天*。\r\n\r\n### 等待\r\n\r\n尚未被引入学习过程并等待记忆的[元素](https://help.supermemo.org/wiki/Glossary:Element)（[主题](https://help.supermemo.org/wiki/Glossary:Topic)或[项目](https://help.supermemo.org/wiki/Glossary:Item)）的数量（通过 **[学习](https://help.supermemo.org/wiki/Learn)** 、 **[记忆](https://help.supermemo.org/wiki/Glossary:Remember)** 、 **计划** 等操作）。所有的[待定元素](https://help.supermemo.org/wiki/Glossary:Pending_element)都被保存在所谓的[待定队列](https://help.supermemo.org/wiki/Glossary:Pending_queue)中，它决定了学习新[元素](https://help.supermemo.org/wiki/Glossary:Element)的顺序。[解除的元素](https://help.supermemo.org/wiki/Glossary:Dismissed_element)不保留在[待定队列](https://help.supermemo.org/wiki/Glossary:Pending_queue)中。**在这个例子中，[集合](https://help.supermemo.org/wiki/Glossary:Collection)不包含[待定元素](https://help.supermemo.org/wiki/Glossary:Pending_element)。有了[增量阅读](https://help.supermemo.org/wiki/Glossary:Incremental_reading)，[待定队列](https://help.supermemo.org/wiki/Glossary:Pending_queue)在SuperMemo中的作用正在减弱*。\r\n\r\n### 搁置\r\n\r\n被排除在学习过程之外，只作为参考材料、[知识树](https://help.supermemo.org/wiki/Glossary:Knowledge_tree)中的文件夹或[任务清单](https://help.supermemo.org/wiki/Glossary:Tasklist)的[元素](https://help.supermemo.org/wiki/Glossary:Element)的数量。[解散的](https://help.supermemo.org/wiki/Glossary:Dismissed_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)既不是[待定的](https://help.supermemo.org/wiki/Glossary:Pending_element)也不是[记忆的](https://help.supermemo.org/wiki/Glossary:Memorized_element)。所有的[任务](https://help.supermemo.org/wiki/Glossary:Task)默认为[驳回](https://help.supermemo.org/wiki/Glossary:Dismiss)，也就是说，它们通常不参与[重复](https://help.supermemo.org/wiki/Glossary:Repetition)。*在这个例子中，超过91,000个[元素](https://help.supermemo.org/wiki/Glossary:Element)已经被[驳回](https://help.supermemo.org/wiki/Glossary:Dismiss)*。\r\n\r\n### 平均遗忘指数\r\n\r\n整个[集合](https://help.supermemo.org/wiki/Glossary:Collection)中的平均[请求遗忘指数](https://help.supermemo.org/wiki/Glossary:Requested_forgetting_index)（括号中的数字是[默认遗忘指数](https://supermemo.guru/wiki/Forgetting_index_in_SuperMemo#default_forgetting_index)）。如果个别[元素](https://help.supermemo.org/wiki/Glossary:Element)的[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)没有被手动改变， **平均FI** 等于 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[选项](https://help.supermemo.org/wiki/Options)：[学习](https://help.supermemo.org/wiki/Learning_tab_in_Options)：遗忘指数（默认）** 中设定的[默认遗忘指数](https://supermemo.guru/wiki/Forgetting_index_in_SuperMemo#default_forgetting_index)。默认的遗忘指数](https://supermemo.guru/wiki/Forgetting_index_in_SuperMemo#default_forgetting_index)是给所有添加到[集合](https://help.supermemo.org/wiki/Glossary:Collection)的新[项目](https://help.supermemo.org/wiki/Glossary:Item)的[要求的遗忘指数](https://help.supermemo.org/wiki/Glossary:Requested_forgetting_index)。[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)，一般来说，是指在重复过程中没有被记住的[项目](https://help.supermemo.org/wiki/Glossary:Item)的比例。遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)的值越低，对[元素](https://help.supermemo.org/wiki/Glossary:Element)的记忆就越好，但需要更多的[重复次数](https://help.supermemo.org/wiki/Glossary:Repetition)来保持它的记忆。最佳的[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)值是在7%到13%之间。太低的[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)会使学习变得太累，因为[重复](https://help.supermemo.org/wiki/Glossary:Repetition)的数量大得令人望而却步。所有的[元素](https://help.supermemo.org/wiki/Glossary:Element)都可以单独设置其[期望的遗忘指数](https://help.supermemo.org/wiki/Glossary:Requested_forgetting_index)。改变大量[元素](https://help.supermemo.org/wiki/Glossary:Element)的[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)的最简单方法是在[子集操作](https://help.supermemo.org/wiki/Subset_operations)中使用 **[遗忘指数](https://help.supermemo.org/wiki/Subset_operations#Forgetting_index) ** 选项。*在提出的例子中，平均[遗忘指数](https://help.supermemo.org/wiki/Glossary:Forgetting_index)为10.00%，而[默认遗忘指数](https://supermemo.guru/wiki/Forgetting_index_in_SuperMemo#default_forgetting_index)为10%*。见。[使用遗忘指数](https://supermemo.guru/wiki/Forgetting_index_in_SuperMemo)\r\n\r\n### 完成\r\n\r\n假设目前学习新[项目](https://help.supermemo.org/wiki/Glossary:Item)的速度，[待定队列](https://help.supermemo.org/wiki/Glossary:Pending_queue)中所有[元素](https://help.supermemo.org/wiki/Glossary:Element)将被[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)的预期日期。如果你正在记忆大型现成的[集合](https://help.supermemo.org/wiki/Glossary:Collection)，如[高级英语](https://supermemo.guru/wiki/Advanced_English)，这个参数就特别有用。对于 **[待定](https://help.supermemo.org/wiki/Statistics#Pending)** =0，这个字段的值是*今天*。\r\n\r\n> ```\r\n\r\n> 完成=日期+(待定/(已记忆项目/日))\r\n\r\n> ```\r\n\r\n### A-Factor\r\n\r\n在[集合](https://help.supermemo.org/wiki/Glossary:Collection)的[记忆](https://help.supermemo.org/wiki/Glossary:Memorized_element)[项目](https://help.supermemo.org/wiki/Glossary:Item)(I)和[主题](https://help.supermemo.org/wiki/Glossary:Topic)(T)中，[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)的平均值。对于项目，A-Factor是[算法SM-15](https://supermemo.guru/wiki/Algorithm_SM-15)中[难度](https://help.supermemo.org/wiki/Glossary:Difficulty)的一个衡量标准。A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)越高，[项目](https://help.supermemo.org/wiki/Glossary:Item)越容易。对于题目来说，A-Factor是 **当前[间隔](https://help.supermemo.org/wiki/Glossary:Interval)** 应乘以的数字，以获得**下一个间隔的值。*在提出的[集合](https://help.supermemo.org/wiki/Glossary:Collection)中，[项目](https://help.supermemo.org/wiki/Glossary:Item)的平均[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)是4.09。这表明[文集](https://help.supermemo.org/wiki/Glossary:Collection)的结构相当好，因此材料相对容易记忆。主题](https://help.supermemo.org/wiki/Glossary:Topic)的平均[A-Factor](https://help.supermemo.org/wiki/Glossary:A-Factor)为1.228*。\r\n\r\n### 补充说明\r\n\r\n- [卡片](https://help.supermemo.org/wiki/Glossary:Item)不仅在标准重复期间被添加到[最终演练](https://help.supermemo.org/wiki/Glossary:Final_drill)，当你对一个[元素](https://help.supermemo.org/wiki/Glossary:Element)的评分低于 **良好(4)** 。诸如 **记忆** （*Ctrl+M*）、 **冻结** （*Alt+Z*）和 **添加到钻头** （*Shift+Ctrl+D*）等操作也会添加到【最终钻头队列】(https://help.supermemo.org/wiki/Glossary:Final_drill_queue)。只有当你取消了 **[工具包](https://help.supermemo.org/wiki/Toolkit_menu)：[选项](https://help.supermemo.org/wiki/Options)：[学习](https://help.supermemo.org/wiki/Learning_tab_in_Options)：跳过最终演练** ，才会自动创建[最终演练队列](https://help.supermemo.org/wiki/Glossary:Final_drill_queue)\r\n\r\n- **统计** 窗口的一些字段可以被编辑。比如说。 **警报** ， **总时间** ， **报告数** ，等等。要编辑一个条目，点击它，输入新的数值，然后按*Enter*。如果该条目不能被修改，SuperMemo会警告你（例如：\"*保留率条目不能被修改*\"）。\r\n\r\n- 参见[1994 年调查](http://super-memory.com/articles/survey1994.htm)和[1999年调查](http://super-memory.com/articles/survey.htm)，了解一些关于使用SuperMemo达到的学习速度的有趣说明。\r\n\r\n## 统计学上下文菜单\r\n\r\n要打开上下文菜单：\r\n\r\n- 右键点击窗口中的任何地方\r\n\r\n- 点击[工具栏]中的第一个按钮（https://help.supermemo.org/wiki/Statistics#Toolbar）。\r\n\r\n上下文菜单项目：\r\n\r\n- **[工作量](https://help.supermemo.org/wiki/Calendar)** --每天和每月的重复工作日历\r\n\r\n- **报告** - 将 **统计** 窗口的内容保存到一个文本文件中\r\n\r\n- **恢复布局** (*Ctrl+F5*) - 恢复SuperMemo窗口的默认布局\r\n\r\n- **元素窗口** (*Esc*) - 将焦点转移到[元素窗口](https://help.supermemo.org/wiki/Element_window)", + "type": "text/markdown", + "caption": " 统计数据\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Statistics" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Learning by doing is best.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Learning by doing is best.json" new file mode 100644 index 0000000..456a1ed --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Learning by doing is best.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth Learning by doing is best", + "text": "# 迷思：在实践中学习是最好的\r\n\r\n原文：[Myth: Learning by doing is best - supermemo.guru](https://supermemo.guru/wiki/Myth:_Learning_by_doing_is_best)\r\n\r\n## 谬误\r\n\r\n> **[从做中学](https://supermemo.guru/wiki/Discovery_learning)是最好的学习形式。** 每个人一定都有过从做中学的经历，并从中受益良多。边做边学得到的记忆，往往能经年不忘。难怪一些教育工作者认为，从做中学这一办法，应该是教育的唯一方案。\r\n\r\n## 事实\r\n\r\n> [边做边学](https://supermemo.guru/wiki/Discovery_learning)所产出的记忆质量好，能效高，但在时间、材料、组织等方面的花费也非常昂贵。对于没有元认知能力的孩子来说，在大多数情况下边做边学可能确实是最好的选择。孩子不能也不应该向 SuperMemo 添加新的知识（见：[SuperMemo 对孩子不起作用](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids)）。看到一条死青蛙的腿碰到电线，霎时间又活了起来，这个印象会持续一生（也许是致命噩梦的形式）。然而，描述同样实验的一张图片或视频可以在几秒钟内在网上找到，并以 60-100 秒的代价通过[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)保留一生。这比在池塘里猎取青蛙所要付出的代价容易得多。当你学习数码录像机的编程时，你不会把手册里列出来的功能全都试一遍，因为那么做太费时间了。你应该浏览重点，只练习那些对你有用的按钮。自然，在[程序性学习](https://supermemo.guru/wiki/Procedural_learning)领域（如游泳、盲打、演奏乐器等），从做中学是正道。程序性学习定义如此。\r\n\r\n> 见：[探索式学习](https://supermemo.guru/wiki/Discovery_learning)", + "type": "text/markdown", + "caption": " 迷思：在实践中学习是最好的\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth Learning by doing is best" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Optimists are less realistic.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Optimists are less realistic.json" new file mode 100644 index 0000000..b1f43ee --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Optimists are less realistic.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth Optimists are less realistic", + "text": "# 谬误：乐观主义者不太现实\r\n\r\n原文：[Myth: Optimists are less realistic - supermemo.guru](https://supermemo.guru/wiki/Myth:_Optimists_are_less_realistic)\r\n\r\n## 谬误：乐观主义是心灵的缺陷\r\n\r\n **迷思** ：乐观的人不太现实。\r\n\r\n **事实** ：乐观的人更有生产力。\r\n\r\n许多悲观主义者声称：乐观主义者之所以乐观，是因为他们眼中看不到现实。也就是说，乐观主义者并不考虑实际事件的风险。这份谬误会极大地伤害你我，因此最好别信。\r\n\r\n### 悲观主义会伤害你\r\n\r\n如果你看一只小狗或一个小孩，你通常注意到他们有大量快乐的行为。这是大脑满足感的基线。我们生来就是快乐的。满足感驱动着行为，并受到进化的欢迎。如果你认为一个孩子或一只狗感到快乐是因为他们对这个世界知之甚少，那么你就丧失了自己的认识：高度满足是常态。使人们不快乐或悲观的是我们设计社会的方式对奖励系统造成的系统性伤害。正是对自由和价值等级的限制，使人们不断用能导致低幸福水平的方式来调节自己的思想。悲观主义特别有害，因为它限制了行动，而行动对于纠正路径是必要的。如果你能打破乐观主义是不切实际的这一谬误，你就会向更好的未来迈出第一步。如果你不相信它是可能的，你可能永远不会到达那里。见我的：[幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)\r\n\r\n所有的人类在建模时都和现实有出入，然而，乐观主义者会被驱使着采取行动，来纠正路径\r\n\r\n### 悲观主义伤害了我\r\n\r\n我的乐观主义经常引起人们的注意。 **「未来是光明的 」** 是我文章的标志性结尾之一。例如，见[间隔重复的历史](https://supermemo.guru/wiki/History_of_spaced_repetition)。如果你把乐观主义视为缺乏现实主义，你将永远不会相信我的处方。你的悲观主义破坏了我的可信度（在你眼中）。\r\n\r\n### 快乐基线\r\n\r\n所有精神病学家都知道，因大脑的神经激素状态不同，对完全相同的事实的解释会不一样。同样的非人为事件对一个人来说可能是厄运，而对另一个人来说则是巨大的快乐。更有甚者，同一事件可以由同一个人作出不同的解释。即使是一夜好眠，也往往会使解释变得更好。同样的事实，同样的影响，不同的感受。\r\n\r\n对事实的评估取决于大脑的状态\r\n\r\n## 乐观主义与现实主义\r\n\r\n **「无知是福」** 是一个典型的借口，用于解释乐观主义者不现实的谬误。仿佛快乐的心态只能植根于对个人和整个人类所面临的风险和危险的无知。这一谬误从创造力和精神疾病之间的实际联系中得到了额外的动力，这种联系来自于一个事实：聪明反被聪明误。\r\n\r\n这是我关于乐观主义不代表无知的简单证明：\r\n\r\n我知道热力学第二定律预示着宇宙很可能会结束，而我在 50 年后还活着的概率几乎为零。几十年后，我的贡献可能会变得毫无用处。这并不妨碍我在写这些文字时感到非常有趣，因为我坚信自己是对的（见[为什么我总是对的](https://supermemo.guru/wiki/Brain_algorithms_protect_models_of_reality)）\r\n\r\n **你可以意识到劫数在前，但仍然享受你的存在！** \r\n\r\n我应该补充说，额外的学习实际上可以提高乐观情绪。你听说过 「大崩坠 」和/或 「大撕裂 」吗？哪一个更有可能？如果你不确定，它们也许是你余生很好的研究主题。在这个过程中，你可能会发现[其他重要的事](https://supermemo.guru/wiki/Intrinsically_Valuable_State)。或者别人会完成它。在所有这些厄运中也有希望的曙光。暗能量最近才被确认。更多的惊喜将很快被揭开（是的，我很乐观）。如果你关心自己的存在呢？有一天我们可能会把我们的思想转移到计算机上，也许这让你感到欣慰。路上只有一些小的技术困难，如果一个人有足够的决心，他也可能解决。那个人不是我。这不是我的领域。我不介意把我的工作交给别人。\r\n\r\n悲观主义者会说物理学给宇宙判了死刑。我说 **「让我们试着找出一个绕过物理学现状的方法？」** 。我不是在改变事实。著名物理学家 David Deutsch 也是同样的乐观。他对生活持乐观态度，对物理学也持乐观态度。我们对宇宙的起源和命运的所有知识都是模糊的，足以提供许多希望的空间。有了乐观的态度，我们只会为进一步的科学探索添加燃料！宁可在奔跑中死去，也不要在黑暗寒冷的病榻上无所作为。\r\n\r\n我们不能把快乐的心态与不切实际的乐观主义混为一谈！在快乐的心态下，事实不会改变！改变的是我们对它们的感受！\r\n\r\n将乐观主义与不现实混为一谈，将助长快乐的心态带来负罪感！这也可能是保持悲观的一个借口。事实上，快乐的心态是解决问题的关键！这有生物学原理支撑。为了有效地解决问题，我们需要一个贪婪的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和一个充满活力的[创造力](https://supermemo.guru/wiki/Creativity)。这些品质完全来自于快乐的神经激素，和丰富的回报。\r\n\r\n如果你想让一个人跑得快，就吓唬他。如果你想让他发现新的规律，那就用爱来庇护他吧！\r\n\r\n## 乐观的模型\r\n\r\n如果我们采取相同的事实集并提供乐观的评价，[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)的输出将发生变化。我们可能会使可能性偏向于乐观的一面。由于[泛化](https://supermemo.guru/wiki/Generalization)是基于消除矛盾和[遗忘](https://supermemo.guru/wiki/Forgetting)细节，估值的变化可能导致建模的变化。健康的认识偏见会增大对中性路径的偏移。\r\n\r\n即使大脑接触到的是相同的信息渠道，它在对现实建模时也会对知识做出不同的选择。因此，如果你问一个乐观主义者和一个悲观主义者关于取消英国脱欧的概率，即使你向他们提供完全相同的信息，你也可能得到不同的答案。那么，哪种估值更切合实际呢？在对现实进行建模时，大脑应该放弃其热情吗？\r\n\r\n一条重要的线索来自于我们在早上精神饱满的情况下看世界的方式，以及我们在晚上由于网络超载而出现认知疲劳时看世界的方式。早上的大脑似乎很乐观，因为它可以很容易地找到可能面临的问题的解决方案。晚上的大脑是悲观的，因为它是无能为力的。更糟糕的是，在临床抑郁症中，大脑可能拒绝进行[问题解决](https://supermemo.guru/wiki/Problem_solving)。它可能会对任何普通人觉得愉快的事情失去兴趣。换句话说，学习、创造和解决问题的回报能带来关键区别。\r\n\r\n持续的学习和持续的[泛化](https://supermemo.guru/wiki/Generalization)将由当前的知识现状，以及新信息的到来决定。一个乐观的大脑在建立[模型](https://supermemo.guru/wiki/Model)时，会做出不同偏向的选择。然而，那种永无止境的解决问题的思潮实际上可能取决于乐观模型的真实性。如果建模的愉悦感是由药物引起的，我们可能会质疑新模型的可靠性。然而，如果奖励来自于创造过程本身，产出应该会更好。\r\n\r\n一个快乐的心态带来对现实的乐观认知。然而，由于奖励的来源取决于[连贯性](https://supermemo.guru/wiki/Coherence)和[一致性](https://supermemo.guru/wiki/Consistency)，乐观的偏向可能有利于[模型](https://supermemo.guru/wiki/Model)的正确性。好的模型会增加[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，有助于形成快乐的心态，并引发大脑状态与[计算]进展之间的正反馈循环(https://supermemo.guru/wiki/Mental_computation)。这是天才进化设计的一部分：人类的大脑。\r\n\r\n乐观的心态所引入的偏见更有可能在真理的那一边犯错\r\n\r\n大脑的奖励有很多来源。一个慢跑者可能更乐观，这可能使她的建模偏向于乐观的预测，但慢跑是真理的发动机吗？即使腿部肌肉和逻辑之间没有联系，所有形式的运动都有利于神经生成，这有利于[工作记忆](https://supermemo.guru/wiki/Working_memory)，这有利于临时建模，最终有利于[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)在记忆中的长期形象。\r\n\r\n## 现实的乐观主义\r\n\r\n知识对乐观程度影响整个困境可以通过定义 **现实的乐观主义** 这一术语来轻松解决。这种方法使我们有可能将那些能够包容生活的种种挑战的乐观主义者与那些不脚踏实地的人区分开来。\r\n\r\n然而对我来说，这种划分就像把矮小的人分为聪明的人和笨的人一样，是人为的。智力是基于[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)。一个人的知识是可以测量的。乐观可以被看作是大脑的神经荷尔蒙特征。知识和乐观是独立的属性，可以被独立评估。它们之间的关联性很弱。 **快乐的矮子** 这一术语在身高较高的人更快乐的发现中很有用，术语 **现实的乐观主义者** 也是同样有用。一个乐观主义者可以是聪明的或愚蠢的。聪明的人才能成为现实的乐观主义者。\r\n\r\n乐观的性格可能影响任何人，与他们的知识或智力水平无关。\r\n\r\n## 幸福 vs. 智力\r\n\r\n研究似乎发现智力和幸福之间有各种关联。正相关和负相关的结果皆有。元分析似乎表明，这种联系是正面的（见：[聪明人更快乐](https://supermemo.guru/wiki/Smart_people_are_happier)），或是微弱的（见：[自称幸福的相关因素](https://supermemo.guru/wiki/Attributes_of_a_happy_person)）。实际的关系很复杂。智力有其好处，但也有其代价。我的解释很简单。如果你采取一种简单化的智力测量方法，例如智商测试，那么一个聪敏的头脑也可能会处理不过来，特别是在处理诸如[生命的意义](https://supermemo.guru/wiki/Scientific_axiology)等棘手的话题时。然而，真正的智力也是一种好的武器。因此，它在解决使人不快乐的问题时可以非常有用。如果你有任何疑问，请问自己一个问题： **你愿意做个哑巴吗？** \r\n\r\n智力是一种强大的武器。它有助于实现和谐的生活\r\n\r\n## 疯狂的乐观主义者\r\n\r\n让我们来看看那些有着最乐观预测的最乐观的人物。例如， Ray Kurzweil、 Elon Musk 或 Stephen Wolfram。他们如此受欢迎是因为他们做出了离奇的乐观预测，还是因为他们的想法来自天生的乐观心态？大脑的生产力与回报的难题无法解决，因为这种关系是循环的。这个循环在创造力和其奖励之间产生了一个正反馈。这种循环在极少数情况下会进入超速状态，诱发狂躁状态。然而，大脑有大量的保护措施来防止这种爆炸性的转变。自然睡眠是最好的保护措施之一。创造性的天才们常常因为忽视睡眠而走火入魔。然而，随着睡眠的丧失，狂躁发作可能会使大脑回到抑郁情绪，这反过来又意味着美好的乐观主义的结束。\r\n\r\nWolfram 使用了一个暗示性的标题《[ **好戏还在后头** ](https://blog.stephenwolfram.com/2018/06/weve-come-a-long-way-in-30-years-but-you-havent-seen-anything-yet/)》，在他关于 Mathematica 30 年的博客中以他标志性的狂野乐观态度写道：\r\n\r\n> 向世界注入新的范式从来都不是一件容易的事。但这样做最终会推动我们文明的发展，并决定历史的发展路径。而今天，我们有能力让无处不在的计算智能问世，这样的时刻意义非凡。\r\n\r\n对于怀疑论者和悲观主义者来说，Wolfram 是傲慢的。他也是一个病态的乐观主义者。我说，以果论人。他是一个活生生的证据，证明了一个乐观的心态可以成就什么。\r\n\r\n高效的大脑和快乐的心态是相辅相成的", + "type": "text/markdown", + "caption": " 谬误：乐观主义者不太现实\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth Optimists are less realistic" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Rebellion against authority is a natural stage of teen development.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Rebellion against authority is a natural stage of teen development.json" new file mode 100644 index 0000000..feaa54e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Rebellion against authority is a natural stage of teen development.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth Rebellion against authority is a natural stage of teen development", + "text": "# 谬误：反叛权威是青少年发展的自然阶段\r\n\r\n原文：[Myth: Rebellion against authority is a natural stage of teen development - supermemo.guru](https://supermemo.guru/wiki/Myth:_Rebellion_against_authority_is_a_natural_stage_of_teen_development)\r\n\r\n## 谬误：\r\n\r\n在青春期，青少年的情绪不稳定，对整个世界产生反感。\r\n\r\n## 事实：\r\n\r\n「叛逆期」可能是[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)雕刻出来的副产品。\r\n\r\n影响个人对世界态度最重要的过程是[概念化](https://supermemo.guru/wiki/Conceptualization)过程，它决定了大脑的结构，以及[概念网络](https://supermemo.guru/wiki/Concept_network)的拓扑结构。这个持续终生的过程似乎没有显示出会有一个「倾向于反叛的特定阶段」。在青春期的时候，可能会催生一些荷尔蒙、并产生神经和情感的动荡。但这不是一个反叛的阶段。在最坏的情况下，青春期暂时加速的概念化会有破坏性影响，引起一定程度的无序混乱。\r\n\r\n然而，所谓的「反叛阶段」是由一些外部因素产生的幻觉。主要的力量是[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。一方面，也确实存在一种反叛的力量，会导致学习负担和来自成人世界要求的增加。青春期的到来可能与进入中学的时间相吻合（如[社会化的封闭系统](https://supermemo.guru/wiki/Closed_systems_of_socialization)中解释的那样）。叛逆的力量被逐渐发展的[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)所抑制。如果「缓缓进入顺从的成人期」的过程足够缓慢，可能就不会产生所谓的反抗阶段。只有无助感。但这种无助感在青春期也可能有戏剧性的后果，如自杀。\r\n\r\n另一个外部力量是即将结束的强制学校教育。当青少年离强制学校教育阶段结束只有 3-4 年时，他们的叛逆情绪会有所缓解。他们觉得自由就在不远处。一些青少年想象大学是教育的最终解放。另一些人想追随比尔·盖茨或史蒂夫·乔布斯或他们的现代版本。有些人只想找一份工作，摆脱成人的管理。\r\n\r\n就对学校的反叛而言，15 岁时的外部压力会大到出奇，这时（1）负担极重，（2）自由极远。这个叛逆的高峰期与大脑的发育关系不大。它在很大程度上是一种社会动力学的表现，可以成就或摧毁一个年轻人。矛盾的是，我们以青少年太叛逆为由拒绝给予他们投票权，从而不面对这个谬误。请看：[让他们投票！](https://www.vox.com/future-perfect/2019/9/10/20835327/voting-age-youth-rights-kids-vote)", + "type": "text/markdown", + "caption": " 谬误：反叛权威是青少年发展的自然阶段\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth Rebellion against authority is a natural stage of teen development" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth School prevents pseudoscientific thinking.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth School prevents pseudoscientific thinking.json" new file mode 100644 index 0000000..880de5b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth School prevents pseudoscientific thinking.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth School prevents pseudoscientific thinking", + "text": "# 谬误：学校能预防伪科学思维\r\n\r\n原文：[Myth: School prevents pseudoscientific thinking - supermemo.guru](https://supermemo.guru/wiki/Myth:_School_prevents_pseudoscientific_thinking)\r\n\r\n## 谬误\r\n\r\n> 将孩子送去学校，社会上流传的伪科学谬误一定会减少\r\n\r\n## 事实\r\n\r\n最终结果恰恰相反。通过强迫学习，我们向学生灌输了 [100+ 条学校恶习](https://supermemo.guru/wiki/100_bad_school_habits)，影响了他们学习、解决问题的能力，以及各种行为，持续一生。\r\n\r\n### 学校恶习\r\n\r\n最为助长伪科学思维的学校恶习是：\r\n\r\n- **懒于怀疑** ，这要归咎于学校向学生灌输 **唯一正确的知识** ，并责罚质疑既有思想的学生\r\n\r\n- **容忍较低的理解水平** ，这要归咎于学生没有余裕来填补知识中的空缺，最终他们只能不加理解地学习\r\n\r\n- **憎恨权威** ，学校限制了自由，这是学生的自卫反应\r\n\r\n以上的 3 条习惯在[学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)中有详细的描述。此外，还有许多其他的恶习大大降低了人类整体的[智力](https://supermemo.guru/wiki/Intelligence)水平。过去，我们发明了学校来促进教育。而如今，同一个强制系统正在降低整个社会解决问题和适应变化的能力\r\n\r\n### 奖励的机制\r\n\r\n **懒于怀疑** 使人们难以拒绝糟糕的模型。它削弱了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，而探索科学事实的不同解释中很需要学习内驱力。 **容忍较低的理解水平** 导致 **容忍不连贯的模型** 。学生将习惯于容忍头脑中不可靠的知识。 **憎恨权威** 可能会导致学生倾向于只要见到反权威思想便囫囵接受。\r\n\r\n被强迫的学生会产生[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，并失去对学习的热爱。然而，在毕业之后，他可能会重新发现[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。他可能会随意采用一套简单而糟糕的模型，来重新构建他对世界的推理。他可能会获得丰厚的奖赏感，从而继续在不归路上越走越远。\r\n\r\n假设使用这个坏模型的人，发现有一些证据支持这个模型，他便开始思考：「疫苗导致自闭症？我就知道 Johnson 那个笨蛋科学教师是错的！」。这样的反建制感觉很是令人满足的。重新培养的学习内驱力，足够把刚萌芽的坏模型培养成一大套理论了。那个憎恶学校，憎恶科学，憎恶学习的人，开始学习新知识来否决过去的一切，他会不胜欢欣，再接再厉。\r\n\r\n当你恢复了你的[学习乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)之后，简单的模型可能非常令人满意。这就像 30 岁的人第一次发现学习的艺术一样。简单可以增加快乐。反对那个牵连着许多坏情绪的旧模型会增加新模型的吸引力。抛弃坏学生的标签，成为「新时代的探索者」可以增强使用模型的体验。从根据偏见收集的信息来源中，坏模型能够获取更多知识来自我增强。所有坏模型都有价值，而且在网络上都有自己的一小群受众。为了尽量减少误入歧途，我们应该让幼儿探索互联网。应该让他们没断奶就明白，「网上的大部分东西都是有问题的，利用多种来源调查是最好的防御」。\r\n\r\n在这种情况下，与学校系统的斗争对我来说是非常有意义的！仅仅因为这个原因，你就应该经常查阅反对的资料。作为练习，用谷歌搜索「学校提高智力」或「学校促进对科学的理解」。我不会这么做，因为我的[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)告诉我，我将得到大量麻醉且无聊的亲学校宣传。不要把我当成值得信赖的老师， **自己去研究吧！** \r\n\r\n### 好的科学老师\r\n\r\n科学老师 [George Zonnios](https://supermemo.guru/wiki/George_Zonnios) 发现，伪科学的问题始于学校。Zonnios 在他的博客中解释了[学校是如何创造出反疫苗者和地平说支持者的](https://georgios.blog/how-create-anti-vaxxers-and-flat-earthers/)。\r\n\r\n> [伪科学的问题来自于]学校能够迫使人们极度不信任科学。\r\n\r\n生活的许多领域都会出现人类优化错误。如[直接教学法](https://supermemo.guru/wiki/Direct_instruction)，这个错误是整个学校系统的基础。我们直接教学，看到一些效果，就去更多地直接教学，如果遇到了问题，我们就试图用更多的教学来补救。同样地，我们可能会不断增加错误的抗生素的剂量，直到看到效果。这个效果自然就是病人的死亡。\r\n\r\nZonnios 说他每天都能目睹对控制权的微操：\r\n\r\n> 我们让学生坐在椅子上一动不动，然后开设体育课来强迫他们锻炼。我们禁止他们在课堂上社交，然后在健康课上讲社交对心理健康的价值。 **疯了** \r\n\r\n## 延伸阅读\r\n\r\n- [社会学和心理学的误导性研究](https://supermemo.guru/wiki/Misleading_research_in_sociology_and_psychology)是[受学校充分驯养](https://supermemo.guru/wiki/Well-schooled)的科学方法的结果。\r\n\r\n- [探索式学习很难量化](https://supermemo.guru/wiki/Discovery_learning_is_hard_to_measure)：难以理解学校对科学推理的影响的原因\r\n\r\n- [SuperMemo Guru 宣扬伪科学](https://supermemo.guru/wiki/SuperMemo_Guru_promotes_pseudoscience)：为什么你无法分点列出识别伪科学的算法\r\n\r\n[破解谬误](https://supermemo.guru/wiki/Myths)是 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 的一项重要任务。我们处理关于记忆、学习、[创造力](https://supermemo.guru/wiki/Creativity)、[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 和[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的谬误。如果你有谬误想要破除，或者你不同意我们的看法，请写信给我们。", + "type": "text/markdown", + "caption": " 谬误：学校能预防伪科学思维\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth School prevents pseudoscientific thinking" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Teens hate everything.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Teens hate everything.json" new file mode 100644 index 0000000..16c1c20 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Teens hate everything.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth Teens hate everything", + "text": "# 谬误：青少年憎恨一切\r\n\r\n原文：[Myth: Teens hate everything - supermemo.guru](https://supermemo.guru/wiki/Myth:_Teens_hate_everything)\r\n\r\n## 谬误\r\n\r\n> **青少年憎恨一切** 。这种不愉快的性格只是人生的一个阶段\r\n\r\n## 事实\r\n\r\n> 虽然和身边的青年人交谈可以立即消弭这样宿命式的谬误，但它还是流行于老师和家长之间。它显然是代际之间沟通不畅的代表，少有青少年能够打破这样的刻板印象，因而情况仍然不容乐观。在这种情况下，青少年可能会抑郁或成瘾。「青少年憎恨一切」这一谬误常被用作解释为何自己的学生或孩子长期不快乐，它是另一个谬误的恶变：[谬误：反叛权威是青少年发展的自然阶段](https://supermemo.guru/wiki/Myth:_Rebellion_against_authority_is_a_natural_stage_of_teen_development)", + "type": "text/markdown", + "caption": " 谬误：青少年憎恨一切\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth Teens hate everything" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Unschooling breeds conspiracy theories.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Unschooling breeds conspiracy theories.json" new file mode 100644 index 0000000..c5e08a6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth Unschooling breeds conspiracy theories.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth Unschooling breeds conspiracy theories", + "text": "# 迷思：非学校教育滋生阴谋论\r\n\r\n原文：[Myth: Unschooling breeds conspiracy theories - supermemo.guru](https://supermemo.guru/wiki/Myth:_Unschooling_breeds_conspiracy_theories)\r\n\r\n## 谬误\r\n\r\n> 谬误：当我们任由孩子们自己探索世界时，他们有可能成为阴谋论的受害者。学校是最好的纠正方法。\r\n\r\n## 事实\r\n\r\n事实恰恰相反。学校倾向于将信息划分为 (1) **可靠的** （学校饲喂的）和 (2) **不可靠的** （所有其他信息）。这种非黑即白的二分法破坏了学生对虚假信息的警惕。学校里的孩子习惯于相信他们在学校学习的知识，他们认为没有必要、也没有兴趣去验证学校给的说法。正是这种习惯使成年人容易轻信假新闻（见：[在学校学到的 100 个坏习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)）。更糟糕的是，如果围绕一个特定的真实主张建立[毒性记忆](https://supermemo.guru/wiki/Toxic_memories) —— 例如主张 **气候变化是人类生存的风险** —— 那么，所有与学校说法相矛盾的主张，都会作为的 **毒药** 。攻击讨厌的老师说的主张是一种解脱，这产生了一种情绪化的[虚假性矢量](https://supermemo.guru/wiki/Falsity_vector)，它是所有阴谋论的源头！\r\n\r\n相反，在[自由学习](https://supermemo.guru/wiki/Free_learning)中，儿童会习惯于充满假信息的环境，这增加了他们的警惕心。这使得他们很容易发展出预防机制，他们会习惯于验证信息。对于自由的孩子来说，假消息像是免疫应答。无处不在的虚假消息是抗原，而且剂量充足，像是某种形式的疫苗。\r\n\r\n群体极化理论使其不可避免：我们发展出相互竞争模型来描述现实，并凝聚成有利于模型的阵营，参与模型的进化。在自由的条件下，模型越准确真实，在竞争中就越有利。模型的进化有利于真理。\r\n\r\n为了防止 **阴谋论** ，要避免 **胁迫** ，要避免 **宣传** ，要避免 **审查** 。\r\n\r\n学校教育涉及所有那些有利于阴谋论的载体（特别是胁迫）。学校不是解药。学校使人更容易受假新闻的影响。\r\n\r\n更多细节请见：[谬误：学校防止伪科学思维](https://supermemo.guru/wiki/Myth:_School_prevents_pseudoscientific_thinking)", + "type": "text/markdown", + "caption": " 迷思：非学校教育滋生阴谋论\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth Unschooling breeds conspiracy theories" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth We catch a cold from cold.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth We catch a cold from cold.json" new file mode 100644 index 0000000..2076476 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth We catch a cold from cold.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth We catch a cold from cold", + "text": "# 谬误：我们会因为受寒而感冒\r\n\r\n原文：[Myth: We catch a cold from cold - supermemo.guru](https://supermemo.guru/wiki/Myth:_We_catch_a_cold_from_cold)\r\n\r\n## 没有病毒，没有流感\r\n\r\n几个世纪以来，人们一直相信寒冷会导致感冒和流行性感冒。在 20 世纪 50 年代，已经很好地证明了感冒是由病毒引起的，与温度关系不大（尽管仍然有科学家试图证明这一点）。在南极洲的人不会感冒，因为周围没有病毒。\r\n\r\n## 谬误的起源\r\n\r\n以下是促成该谬误传播的主要因素：\r\n\r\n- 感冒是有季节性的，许多病毒在寒冷或多雨的季节由于在室内停留时间较长而传播得最好\r\n\r\n- 许多病毒在较低的温度下存活时间更长\r\n\r\n- 降低体温会暂时降低免疫力，此时暴露于潜伏的病毒可能导致感染\r\n\r\n- 因果关系链的延迟使人们相信受寒是感染的主要原因\r\n\r\n- 过度暴露在寒冷中与过度运动一样有害\r\n\r\n- 鼻腔内较低的温度有助于病毒的产生，而冬泳者在寒冷的天气里可以保持粘膜的温度。\r\n\r\n- 发烧是防御病毒感染的一种手段，而在寒冷的环境中无法一直发烧（译注：比如冰浴能快速降体温）\r\n\r\n以上述事实为依据，声称受寒会导致感冒，就像说 **汽车可以导致感冒** 一样，因为汽车尾气也会稍微降低免疫力。此外，大量接触一氧化碳会使一个人濒临死亡，而在恢复期，即使是普通的共生微生物也会引起严重的呼吸道感染。\r\n\r\n同样的，我们可以说 **运动使人虚弱** ，因为良好的锻炼可能会暂时削弱肌肉的力量。\r\n\r\n这个谬误普遍存在，甚至超级聪明的人也可能相信它。即使拥有医学博士学位也可能无法阻止这种信念。\r\n\r\n## 个人经历\r\n\r\n这是使人们确信他们因受寒而生病的典型情况：\r\n\r\n1. 他们感染了病毒\r\n\r\n2. 在一两天内，随着病毒的增殖，免疫系统开始战斗\r\n\r\n3. 对抗病毒的主要武器之一是发烧，以及与发烧相关的一系列免疫过程\r\n\r\n4. 在恶劣条件下，当身体无法将温度提高到所需水平时，身体将开始发抖\r\n\r\n5. 颤抖使人们相信他们在特别低的温度下暴露了太长时间\r\n\r\n6. 在一两天内，感染的症状随之而来，人们马上将它们和发抖联系起来 **「哦！我记得那次我在公共汽车站被冻僵了！」** \r\n\r\n下面是另一种情况：\r\n\r\n1. 你吃冰淇淋\r\n\r\n2. 低温刺激或伤害了咽喉的粘膜，会有感染发病的感觉\r\n\r\n3. 新的不相关的感染很容易与 「喉咙刺痛 」扯上关系\r\n\r\n4. 潜伏性感染也可能首先在受伤的地方显现出来\r\n\r\n除非人们理解上述顺序，否则他们永远不会消除 「因受寒而感冒 」的迷思。「感冒 」这个名字也无济于事。它在文化上是普遍存在的：感冒在许多语言中被称为 「受寒」。\r\n\r\n与寒冷的天气也有关。在寒冷的天气里，集中供暖比天气本身更增加了风险。冬季室内拥挤在狭小的空间里是得季节性流感的另一个促成因素。还不如相信 「集中供暖导致感冒和流感 」的谬误来的更安全。\r\n\r\n## 这个谬误罪大恶极！\r\n\r\n这个谬误的最大问题是， **寒冷实际上是预防感冒和流感的最佳方式** 。流鼻涕会冲走病毒。发烧可以杀死病毒（寒冷可以改善体温调节）。经常接触寒冷会使免疫系统变成一个快速反应的消防队。\r\n\r\n我充满激情地与这个谬误作斗争，因为暴露在寒冷中是我自己[防止感染的主要武器](https://supermemo.guru/wiki/Formula_for_common_cold_prevention)。此外， **谬误阻碍了[儿童健康的生活方式](https://supermemo.guru/wiki/Daycare_infections)** 。一个健康的身体和一个健康的大脑应该是不耐高温的。过热是脑细胞和脑力劳动的敌人。数以百万计的有爱心的奶奶在夏天让他们的孙子孙女们戴着暖和的帽子被保护起来。这对社会的智商是不利的。\r\n\r\n **寒冷有助于防治感冒！** \r\n\r\n **注意：** 暴露于寒冷就像暴露于其他形式的急性压力或运动。微小的损伤才带来适应。阶段性的计划过快可能会适得其反。进展必须是渐进式的。在没有准备的情况下进行 30 分钟的冰泳训练，其结果就像没有准备就跑马拉松一样糟糕。好的过渡需要几个月的时间。适应过程就像健身：第一天就在健身房苦练 4 个小时并不会使肌肉变大，而会导致受伤。\r\n\r\n## 新冠时代的更新（2020 年）\r\n\r\n### 病毒学知识的爆炸性增长\r\n\r\n2019 年冠状病毒的爆发有一个神奇般的积极的副作用。媒体上充斥着关于如何预防感染的详细说明。公众了解到洗手的价值，不用手碰他人的面部，避免拥挤的空间，保持距离，肘部撞击替代握手等等。经过几周的新闻轰炸，我还没有听到有人说 「穿得暖和点」来预防感染的案例。爆发的结果是极具教育意义的。问题是，当冠状病毒这个名字从新闻中消失，而 **「感冒」** 这个老词又出现时，公众是否会回到旧的谬误中？旧的谬误将不得不在一定程度上受到破坏。年轻一代将把病毒传播的概念深深地印在他们的记忆中。\r\n\r\n### 气候难题\r\n\r\n在较长一段时间里，政治家和媒体猜测夏天的到来可能会延缓疫情。据称，高温和紫外线辐射是病毒的大敌。然而，一旦该流行病在加利福尼亚、亚利桑那、佛罗里达或西班牙得到新生力量，这些希望就被认为是破灭了。时至今日（2020 年 8 月 1 日），人们很少注意到，季节性的关键在于人类的习惯。冬天的感冒和夏天的高温都可能让人们待在室内，情况都是一样糟糕。矛盾且可耻的是，4 月初，波兰政府禁止人们进入公园、树林和海滩，而这些地方是人们应该花大量时间来安全地增加他们免疫力的地方。波兰卫生部长 Lucas Szumowski 有臭名昭著发言： **「不要去慢跑。现在不是锻炼身体的时候 」** 。我自豪地行使了我的公民抗命，尽管有密集的警察巡逻网，我还是经常偷偷摸摸地去树林里。", + "type": "text/markdown", + "caption": " 谬误：我们会因为受寒而感冒\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth We catch a cold from cold" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth You can improve education by throwing more money in it.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth You can improve education by throwing more money in it.json" new file mode 100644 index 0000000..e490a7d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Myth You can improve education by throwing more money in it.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Myth You can improve education by throwing more money in it", + "text": "# 谬误：你可以砸更多的钱来改进教育系统\r\n\r\n原文：[Myth: You can improve education by throwing more money in it - supermemo.guru](https://supermemo.guru/wiki/Myth:_You_can_improve_education_by_throwing_more_money_in_it)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n很多人相信这样一个谬误，即我们可以通过投入大量资金来改善学校系统。这个谬误就像我们需要别人教导才能学习一样普遍且荒谬（见：[我们需要老师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)）。即使是最聪明的大脑也可能会以高昂的代价陷入谬误（见：[比尔·盖茨对教育的看法错了](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)）。实际上，基于自主选择的[自由学习](https://supermemo.guru/wiki/Free_learning)才是最有效的学习途径，而且它几乎零成本。全世界都充满了各种学习机会。所需要的只是根据[孩子的激情](https://supermemo.guru/wiki/Child's_passion)参与实现任何目标。我们可以放心地相信[学习内驱力](https://supermemo.guru/wiki/Learn_drive)算法，它会让孩子做出高效的教育选择。如今，一台便宜的笔记本电脑也可能比学校更好用（见：[凿壁上网](https://supermemo.guru/wiki/Hole_in_the_wall)）。\r\n\r\n马儿的爬树学校形象地比喻了我们是如何在教育上浪费资金的：\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n想象一所会教马儿爬树的学校。在一所低成本的学校里，会有一位薪水很低的老师对着马儿喊：「 **爬上去！** 」这叫喊会持续一整天，并且不会带来任何益处。当马儿停在树上歇蹄子了，我们便会把这次行动视作成功，并为其庆祝。一所资金充足的学校可能会为马儿提供辅助升降机、安全装置、马儿心理学专家、教授爬树理论的斯金纳箱、用于奖励学习进步的苹果片和胡萝卜等等。最终要花费十亿美元才能使其发挥作用：设计和生产用于马儿爬树的外骨骼。只有马儿还在为失去的草场哭泣。\r\n\r\n上面的比喻显示了投资的荒谬，因为我们知道马儿永远不会爬树。另一方面，学校有自己的方法来掩盖或减轻这一荒谬：\r\n\r\n- 学生在学校确实也学到了点东西，即使只学会了可学的 1%，学校也会以此作为其效率的证明（见：[在一个月内完成 13 年学业]( https://supermemo.guru/wiki/13_years_of_school_in_one_month)）\r\n\r\n- [老汤问题](https://supermemo.guru/wiki/Old_soup_problem)使一些好的学习掩盖了大量坏的学习。\r\n\r\n- 学校将学生的功劳据为己有，例如在家中的学习\r\n\r\n- 毕业生很快就会忘记痛苦，并将自己的成就归功于学校（见：[对学校教育的美化](https://supermemo.guru/wiki/Glorification_of_schooling)）\r\n\r\n一个有趣的论点是，我们可能会向学校支付更多费用，以聘请体育明星担任体育课教练，并改变我们教授体育的方式。体育不仅仅是[陈述式学习](https://supermemo.guru/wiki/Declarative_learning)，然而，我们会立刻在明星稀缺、明星薪酬和明星缺乏教学技能等问题上碰壁。投资翻倍是不现实的，并且明星教练要求的薪酬也不仅仅是翻倍。一个有效的解决方案是让最好的教练吸引年轻人自愿参与。家长应该把钱花在有效的体育教学上，而不是花在无效的学校官僚上。学校官僚很难充分利用好一位教练。如果该解决方案仍然不够公平，那么父母可以采用[学券制](https://supermemo.guru/wiki/School_voucher)，以孩子的热情为导向。最后，公立学校有很多优秀的教练，他们并不缺乏技能。引起当今青年的不适才是问题的关键所在。把马儿牵到水边很容易，但强迫它喝水很难。学校系统需要重构（见：[学校大改革](https://supermemo.guru/wiki/Grand_School_Reform)）。\r\n\r\n类似的推理同样用于建议学校聘请心理学家和教育专家。据称，这些将改善学习和社会化。然而，出于心理学家无法让马儿爬树的原因，这些被聘请的新雇员无法解决[被动学校教育](https://supermemo.guru/wiki/Passive_schooling)或[封闭系统社会化](https://supermemo.guru/wiki/Closed_systems_of_socialization)的内在问题。即使这些目标是可以实现的，但迄今为止的所有努力都证明成本过高，而收益微不足道。\r\n\r\n如果我们把目光望向欠发达国家，我们确实可以看到对学校进行投资所产生的价值。然而，这些好处有时也会遇见瓶颈。对老式学校进行更多的投资将推动它向类似的西方学校的方向发展，这最终会损害孩子的自尊心、扼杀他们对学习的热爱、产生[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)等。在欠发达国家，教育投资的收益呈现递减的趋势。这在《[我们需要更多烂学校](https://supermemo.guru/wiki/We_need_more_bad_schools)》中讨论过。\r\n\r\n全球发展中心的教育政策专家 [Justin Sandefur](https://www.cgdev.org/expert/justin-sandefur) 说得好（[来源](https://www.cgdev.org/blog/world-needs-more-bad-schools)）：\r\n\r\n> 大量研究质疑教育支出与学习成果之间的联系。还有一些最佳的微观研究提出了有关改善学习侧重点的干预措施，比如关注零成本，甚至减少教育预算。\r\n\r\n学习和社会化简单又便宜，前提是基于孩子的选择自由。\r\n\r\n教育投资无异于花钱填无底洞\r\n\r\n见：[让陈旧的学校系统继续存活的谬误](https://supermemo.guru/wiki/Mythology_of_the_archaic_school_system)", + "type": "text/markdown", + "caption": " 谬误：你可以砸更多的钱来改进教育系统\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myth You can improve education by throwing more money in it" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Neuromythology.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Neuromythology.json" new file mode 100644 index 0000000..a18c2ae --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_myth_Neuromythology.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/myth/Neuromythology", + "text": "# 有关神经的谬误\r\n\r\n原文：[Neuromythology - supermemo.guru](https://supermemo.guru/wiki/Neuromythology)\r\n\r\n这篇文章是 [Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) 博士在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上关于记忆、学习、创造力和问题解决系列文章的一部分\r\n\r\n# 谬误激增\r\n\r\n## 速破谬误\r\n\r\n关于大脑的谬误和误解简直罄竹难书。本站有[谬误](https://supermemo.guru/wiki/Myths)栏目，处理那些隐晦阴险的误解，内容非常丰富。然而，谬误仍然多到穷尽一生也处理不完。有些谬误太过荒诞，只消几句话便能打发掉。许多谬误愚蠢到对它们的反驳也有些蠢。本文力求简洁幽默，不免少些科学精确性。\r\n\r\n## 反面典型：Manfred Spitzer\r\n\r\n建立这个网页的根本动机是 [Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 博士的一系列讲座，他因反对数字技术而臭名昭著，同时也是[数字痴呆症](https://supermemo.guru/wiki/Digital_Dementia)一词的创始人。那些认为学校比[教育自由](https://supermemo.guru/wiki/Educational_freedom)更重要的家长对 Spitzer 推崇备至。他发表演讲充斥着迷人的特朗普式风格：什么都是最坏的，最好的或最伟大的，或「最春的」（原文如此！）（译注：应为“蠢”，此为讽刺）。据 Spitzer 说，对所有孩子构成最大威胁的就是数字技术，因为它破坏了对「世界上最好的东西」——学校——的热情。Spitzer 来自德国，即欧洲儿童教育权利最受限的国家之一，这并非巧合。德国社会的纪律性很强，而学习自由很少。[在家上学](https://supermemo.guru/wiki/Homeschooling)在德国是非法的。\r\n\r\nSpitzer 的主张特别有吸引力，因为他是一名「神经精神病学」教授，并在他的讲座中时不时支持一些好主意，如锻炼、人际关系、面对面的互动、家庭、孙辈、户外活动、自然的价值等等，我们都本能地知道这些观点是对的。\r\n\r\n## 对技术的恐惧\r\n\r\n神经谬误学家为父母提供了大量错误的指导，剥夺了孩子接触现代世界最大的教育福祉的机会。尽管 Spitzer 自己很明白他夸大恐慌的犬儒把戏，但对技术的实际恐惧却是真实存在的。[Danny Greenberg](https://supermemo.guru/wiki/Danny_Greenberg) 解释得很好：孩子没有这些恐惧。这些恐惧产生于成年人的头脑中，因为他们自己也受过严格的学校教育。参见 Greenberg 出色诊断：[驱逐恐惧](https://sudburyvalley.org/essays/banishing-fear-new-look-two-decades-later)\r\n\r\n## 论好的教育者\r\n\r\nSpitzer 绝不是教育者。他浑身散发着无所不知的教师爷的气息。Spitzer 不像 [John Holt](https://supermemo.guru/wiki/John_Holt) 那样与儿童交谈。在字里行间，你可以立即看出人们思路和情感的迥异。Holt 用爱、同情心和真正的好奇心与孩子们交谈。Spitzer 则是以权威的姿态对所有人说话。Spitzer 和 Holt 的区别有点像特朗普和拜登的区别。拜登以同理心倾听人们的心声。Holt 爱孩子。特朗普只爱自己。\r\n\r\n# 有关神经系统的谬误\r\n\r\n## 谬误：数码技术导致癌症\r\n\r\nManfred Spitzer 确实指出，如果数字技术引起压力，它们在某种程度上也会影响癌症的发生。但是这个关联实属模糊和费解，在互联网的背景下提到癌症，我也有理由把自己对学校教育危害的痴迷添油加醋成 **学校导致癌症** 。（[来源](https://www.handelsblatt.com/english/digital-doomsayer-raging-against-the-machines/23507388.html?ticket=ST-12116324-B3yCuWM1nbAyEGJ7RSPi-ap3)）。 毕竟，众所周知的事实是新鲜空气比室内生活更有利健康，另外还有处于封闭空间中对罹患癌症的影响。 如果坐在教室里，你患癌症的风险高于在户外（无污染的空气中）玩耍。\r\n\r\n## 谬误：如果你 18 岁还头脑空空，你就没有未来\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 信仰学校教育。他认为人生前 18 年应该用于勤奋学习。 他声称，如果前 18 年度过得不够高效，那么余生就注定失败。这错在两个方面。 **（1）孩子们始终在学习** ，无论学校内外。 减少孩子学习的最有效方法是把她铐在黑暗的地牢里。强迫孩子们坐在长椅上听无趣的讲座也很糟糕。 **（2）成人终身保有学习能力** 。 支持终身学习的最佳利器是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。 矛盾的是，大多数人由于在学校的[强制学习](https://supermemo.guru/wiki/Coercive_learning)而失去学习内驱力。\r\n\r\n## 谬误：在学校里最糟的事情是使用 Google \r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 说：「如果你真的想学些什么，不要用 Google，去看报纸」。 我目前对[间歇性禁食](https://supermemo.guru/wiki/Optimum_diet)及其与[昼夜周期](https://supermemo.guru/wiki/Circadian_cycle)的关系感兴趣，我想知道应该读哪份「报纸」？\r\n\r\n## 谬误：超链接使人难以专注于文本\r\n\r\n这是数字扫盲的问题。使用网络文本的人通常知道何时，以及为何需要点击链接。 在[本站](https://supermemo.guru/wiki/This_site)，解释需要精确定义的复杂术语时，超链接发挥着至关重要的作用。 当一个术语难以理解（或有趣）时，读者应该点击链接，而日后可以轻松地忽略同一链接。\r\n\r\n## 谬误：数码技术导致近视\r\n\r\n近视是由「近世」生活引起的。 书籍和平板电脑一样有害。 说「教育导致近视」更准确。 然而，实际上这可以由数字技术挽救（例如把图像投影在在远处的平面上）。 参见：[眼镜的危害](https://supermemo.guru/wiki/Harm_of_eyeglasses)。\r\n\r\n## 谬误：送小孩 iPad 是虐童\r\n\r\niPad 为教育提供了丰富多样的选择，让人能够愉快地学习。 对于自由的孩子来说，iPad 是一份很棒的教育礼物。 按照 Spitzer 的建议，未经孩子同意就提前送孩子上学，更[接近于虐待儿童](https://supermemo.guru/wiki/Gray:_School_is_prison)。 任何虐待都不会让孩子快乐。 孩子看到哪个更可能笑出来：iPad 还是学校？\r\n\r\n## 谬误：在桌上放智能手机会降低智商\r\n\r\nIQ 应该是[智力](https://supermemo.guru/wiki/Intelligence)的反映（参见：[智商（IQ）对于衡量智力是低劣的标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)）。 [Lisa Ling](https://en.wikipedia.org/wiki/Lisa_Ling) 同意成为实验对象，发现手机确实可以引发一定程度的压力反应，尤其是制片人打电话时。但是，我不认为她后悔损失了智力。如果说智能手机有什么影响，那可能是导致[注意力](https://supermemo.guru/wiki/Attention)下降。解决方案很简单：关闭并拿走手机。Spitzer 甚至将智商的下降转换为终生收入下降。他告诉听众，在桌上放智能手机会导致 10 万美元损失。肯尼亚有农民用手机优化了种田的农活，你跟他这么说试试！\r\n\r\n## 谬误：智能手机助长 ADHD\r\n\r\n我推测不符合 ADHD 诊断标准的人不会因为使用智能手机而成为 ADHD 患者（正如 Spitzer 的措辞所暗示的那样）。 至于真正的 [ADHD](https://supermemo.guru/wiki/ADHD)，智能手机可能恶化状况（例如，如果用它写[家庭作业](https://supermemo.guru/wiki/Homework)），也可能改善状况，届时它满足了一个创造力过度活跃的人难以满足的好奇心。 智能手机和 ADHD 之间最有可能的联系是，表现出高度创造力和强烈[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的孩子也会厌恶学校和[强制学习](https://supermemo .guru/wiki/Coercive_learning)。 这些孩子将最先被他们的老师指认为「有病」。 一旦他们得到药物治疗，他们的经历可能会助长这一谬误：智能手机导致 ADHD！参见：[谬误：智能手机导致 ADHD](https://supermemo.guru/wiki/Myth:_Smartphones_cause_ADHD)\r\n\r\n## 谬误：PS 游戏机阻止学习\r\n\r\nSpitzer 声称，父母不应该购买 PS 游戏机作为礼物，因为这会导致孩子在校成绩暴跌，学习过程也会停止。 事实上，成绩可能确实会直线下降，但在校成绩绝不应该作为衡量进步的标准。 [愉快的学习](https://supermemo.guru/wiki/Pleasure_of_learning)优于[强制学习](https://supermemo.guru/wiki/Coercive_learning)。 PS 主机的吸引力在于其提供的学习机会。 尽管成绩可能受到影响，但[智力](https://supermemo.guru/wiki/Intelligence)和其他多项技能将受益\r\n\r\n## 谬误：数字技术导致痴呆\r\n\r\n数字技术对[智力](https://supermemo.guru/wiki/Intelligence)大有裨益。 见：[数码痴呆症的病态谬误](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)\r\n\r\n## 谬误：数字技术导致不求甚解\r\n\r\n数字技术十分有利于深度阅读、创造性思维、[问题解决](https://supermemo.guru/wiki/Problem_solving)。不求甚解反映了低[学习熵](https://supermemo.guru/wiki/Learntropy)或分心（包括[创造力](https://supermemo.guru/wiki/Creativity)）。 不求甚解在学校里或读书时更为普遍。 数字技术提供了选择的自由，可以提高[学习熵](https://supermemo.guru/wiki/Learntropy)和 **探根究底** 。 见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n## 谬误：计算机抑制学业成绩\r\n\r\n计算机吸引人，因为它的[学习熵](https://supermemo.guru/wiki/Learntropy)高。 因此，计算机可以让孩子们从无聊的学业教学中得以解脱。而它亦不愧是当今最好的教育工具。 可以访问互联网的计算机现在完全足以比肩人类[教师](https://supermemo.guru/wiki/Teacher)。\r\n\r\n## 谬误：电子书损害阅读能力\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 说：「电子儿童图书是教阅读的最糟糕选择。它竟然有一个自动朗读按钮！」实际上，可卡因或海洛因对阅读能力的危害比电子书更大。如果孩子读纸质书时旁边没有人给他念，他就宁可不读，但如果电脑读出文本，他们或许能跟着阅读。有意义的输入是学习阅读的基础。当大人们无法陪伴时，电子书可以提供帮助，甚至比成人更有用。孩子们喜欢掌控自己。[电子游戏](https://supermemo.guru/wiki/Videogames)是学习阅读的最佳现代工具——没有老师与不快。可以通过研究和孩子自己的意见证实这一点：教师不再是必要的。\r\n\r\n## 误区：数码扫盲只需要 5 分钟\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 声称一个 18 岁的人可以在几分钟内具备数字素养：只需 **点击和浏览** 。 实际上，网络世界是一个前所未有的丰富景观。 网络世界的探索永无止境，可能会穷尽一生。和元认知技能一样，「媒体素养」也需要终生培养。 要掌握的工具和技巧似乎无穷无尽。善用知识、怀疑精神、网络社交智慧、网络礼仪、溯源知识、了解网络威胁、写博客、使用网上银行、电子支付、通信等，不胜枚举。 Spitzer 可能是对的：数字世界的小白[面对超链接洪流可能会不知所措](https://supermemo.guru/wiki/Neuromythology#Myth:_Hyperlinks_make_it_hard_to_focus_on_the_text)\r\n\r\n## 谬误：电子设备有害学习\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 说：「看着屏幕是学不到东西的。一定要有个人教。」实际上，高度独立的孩子在没有人打扰的情况下学习效果最好。YouTube 很好展示了如何以不干扰孩子的方式教学，对许多孩子（即使年龄很小）都效果显著。\r\n\r\n## 谬误：电子设备使大脑额叶宕机\r\n\r\nVictoria Dunckley 博士声称，她神奇地治愈了许多患有神秘的 **电子屏幕综合症** 的孩子，方法很简单，就是偷走他们的平板或笔记本电脑。 她是精神科医生，所以「知道」孩子们玩电脑游戏时，脑额叶会宕机。 但凡她对电脑游戏有一丁点了解，她就会知道游戏为教育带来了广阔而未探索的领域。 未来不属于在线课程， 那只不过是学校的数字化版本。未来属于对现实生活情景的模拟，这在很大程度上就是电子游戏的本质。 参见：[Victoria Dunckley 虚构的电子屏幕综合症](https://supermemo.guru/wiki/Victoria_Dunckley's_mythical_Electronic_Screen_Syndrome)。 另见：[PhET 模拟](https://supermemo.guru/wiki/PhET_simulations)\r\n\r\n## 谬误：阅读有益于教育，而点击则不然\r\n\r\n点击阅读有价值的内容比阅读学校里随意提供的东西要好。 这个谬误的来源是 Spitzer 名为 **\\*让学校再次伟大\\** *的宏大教育计划。[2021 年 1 月 6 日](https://supermemo.guru/wiki/Trump)，我们可以看到这个故事并没有一个美好的结局。\r\n\r\n## 谬误：语言是没办法用电子设备学习的\r\n\r\n有个荷兰人告诉 Spitzer 他的英语是玩电脑游戏学的，Spitzer 像特朗普一样打发他道：「小孩子不可能用电脑学会外语。」他还说，不如交个会说这种语言的女朋友。我的书面英语也是用电脑学的，我大多数英语相当不错的年轻朋友也一样。其中包括喜欢 YouTube 和电脑游戏的「小孩子」们。 至于女朋友，我想起一位激励我学英语的尼日利亚女士，然而她还有别的兴趣。相比之下，电脑更加宽容。幸运时，还可以通过屏幕与来自遥远国度的女朋友见面。\r\n\r\n## 谬误：在课堂上用手机的孩子学不好\r\n\r\n手机能帮助学习更多知识。孩子们可以观看由更出色的演讲者呈现的相同课程，而不是乏味的老师。（只要老师不干扰他们的这种学习）\r\n\r\n## 谬误：Google 让你变笨\r\n\r\nNicholas Carr 说「Google 让你变笨」。事实上，「Google 让我们更聪明](https://supermemo.guru/wiki/Proof:_Internet_makes_us_smarter)」。那些无脑听从 Carr 或 Spitzer 的人，其变得比一般人更愚蠢的风险要大得多。\r\n\r\n## 谬误：网络成瘾是全球性问题\r\n\r\n互联网是继印刷术等的发明之后，人类最伟大的技术福音。 当 Spitzer 把爱和激情与成瘾混为一谈时，他犯了精神病学家最常见的严重错误：把新行为视为病态，即使它们对「病人」有益。 见：[预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n## 谬误：iPad 阻碍了知觉发展\r\n\r\nSpitzer 说「iPad 没有质感，会阻碍知觉发展」。这就相当于说书本会妨碍欣赏日落的能力。在玩过 iPad 之后，孩子可以帮助妈妈削土豆，尽情地摆弄各种质感。\r\n\r\n## 谬误：平板电脑涉及的操作重复且无用\r\n\r\n书法是一项很好的练习，用十指打字也是。平板电脑游戏涉及到所有可以想象到的复杂二维运动，可以转化到三维空间。 更高级的游戏系统涉及全身在三维空间中的运动。很快，数字技术将为技能发展和改善提供最好的程序性训练。在 10-15 年后，如果没有数字辅助的程序性训练，将很难成为最好的网球运动员。\r\n\r\n## 谬误：数字媒体导致数字失忆症\r\n\r\n数字失忆症这个词可能是[数码痴呆症](https://supermemo.guru/wiki/Digital_Dementia)的变种。由 [Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer)「发明」。参见：[数字痴呆症的病态谬误](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)\r\n\r\n## 谬误：数字媒体导致了信息的错误加工\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 声称数字媒体具有内在的缺陷，导致很难或不可能有正确的信息加工。网络上有关神经谬误的内容太过费解，我很难知道这种说法到底是什么意思。指的是深度阅读、数码痴呆症、注意力问题、不堪重负、上瘾吗？ 我的主张正好相反：如果你想最大限度地提高学习效率。请使用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading) (which by definition is digital)（它从定义上就是属于数字的）\r\n\r\n## 谬误：书籍比网络更好\r\n\r\n教师喜欢书本。他们向学生提供线性指令。顺服校驯的孩子也可能喜欢听从线性指令，因为它不需要任何智力开销。 一个真正的探索者喜欢探索知识的世界。网络是探索的最佳媒介。书籍也很重要，它们最好用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)（即用数字方式）来处理。\r\n\r\n## 谬误：纸张比屏幕更好\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 说在屏幕上阅读比在纸上阅读效率低。人们打印 PDF 文件，而不会扫描一本书用于屏幕阅读。实际上，对于学习和研究来说屏幕有很大的优势。使用它可以缩放字体，翻译文本，搜索到关键词以及很容易地找到超链接。只有傻瓜才会认为纸张更有优势。至于扫描一本书，这确实很少见，因为大多数书已经被专业地扫描过了。\r\n\r\n## 谬误：数字失忆症已经影响到全世界\r\n\r\n痴呆症的谬误已经影响到所有业余媒体，他们不检查消息来源就人云亦云，没有一丝批判性思维。\r\n\r\n## 谬误：学校是最适合学习的地方\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 说，成为终身学习者的最好方法是尽可能多地在学校学习。事实上，成为终身学习者的最佳方式，是在学校的摧残中保留[对学习的热爱](https://supermemo.guru/wiki/Pleasure_of_learning) 。\r\n\r\n## 谬误：Google 损害了教师的地位\r\n\r\n任何好老师都不应该害怕 Google。孩子们喜欢与回答困难问题的智者互动（译注：比如 ChatGPT）。有数字素养的儿童最清楚哪些问题很难用 Google 回答，哪些问题最好与有智慧的成年人、同龄人或更小的孩子互动讨论。Google 帮助重新定义了教师的角色。参见：[我们需要教师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)\r\n\r\n## 谬误：学校确保最快的学习\r\n\r\nSpitzer 说：「快速的学习基于知识 」「知识是你从学校得到的东西」。他还说「你在 18 岁时就已经为 Google 做好了准备 」。事实上，最好的知识是通过[自学](https://supermemo.guru/wiki/Self-learning)获得的。学校试图按照别人设定的时间线给你知识。Google 则在你需要时给你知识（甚至在 4 岁时）（参见：[字识](https://supermemo.guru/wiki/Letteracy)）。我一生都在为「快速学习」而努力。这就是我成为学校批评者的原因。在学校里，唯一的快速学习是为了考试的[死记硬背](https://supermemo.guru/wiki/Cramming)。紧接的是更快的[遗忘](https://supermemo.guru/wiki/Forgetting)\r\n\r\n## 谬误：学校的问题会随着学生的成熟而逐渐消失\r\n\r\n随着孩子们长大，学校里的问题往往会减少。Spitzer 说这其实是因为孩子们变得成熟。实际上，学校里最强大的驯服因素是[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。这使孩子们有面临抑郁症的风险\r\n\r\n ## 谬误：Facebook 让你的大脑如吸了可卡因一样\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 将 Facebook 用户的大脑比作一个可卡因上瘾者在注射毒品后戒断的大脑，这种类比实际上相当准确。Facebook 和毒品都会激活奖励中心。主要区别在于，Facebook 无法匹敌毒品带来的奖励。然而，自然奖励是一件好事。奖励中心的进化是为了奖励那些有利于生存的行为。所有形式的学习，包括在 Facebook 上学习，都应该是愉悦且健康的。有可能通过 Facebook 产生[可变奖励](https://supermemo.guru/wiki/Variable_reward)或惩罚，这可能导致轻度上瘾。然而，所有形式的学习都有这种可能性。这取决于用户如何明智地对待学习和 Facebook。\r\n\r\n## 谬误：Facebook 使人抑郁\r\n\r\n仿佛无视了 Facebook 的奖励潜力一般，[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 补充说，社交媒体使人抑郁，甚至导致自杀。这和说社交互动总体上有可能使人抑郁没什么区别。然而，同样的互动也可以让人非常快乐。 这一切都取决于智慧、策略和心理健康。Facebook 可能只是放大了已有的问题。我们应该专注于解决问题，而不是封禁社交媒体。Facebook 的奖励更像是一种[学习的奖励](https://supermemo.guru/wiki/Pleasure_of_learning)，它是自然而然的。即便它像可卡因一样，可卡因和抑郁症之间的联系也很复杂。患有情绪障碍的人患可卡因成瘾的风险是正常人的 2-3 倍。Facebook 的使用也涉及相同的机制。对于典型的健康用户来说，Facebook 是一个进行社交、学习和社会研究的好地方。\r\n\r\n## 谬误：不存在按需提供知识的情况\r\n\r\nSpitzer 声称，没有知识，就无法获取信息。他表示，[Google 病](https://en.wikipedia.org/wiki/Cyberchondria)（即通过 Google 搜索疾病而引发的疑病）现象就是最好的例证。实际上，具有基本长颈鹿知识的 4 岁孩子可以在 Google 上搜索并找出[长颈鹿为什么睡觉](https://supermemo.guru/wiki/Papert's_visionary_call_to_ditch_obsolete_letteracy_(1993))。有了 Google，即使是一个小孩也能有效地扩展她的知识。无知是福，但知识是力量。对 Google 的无知和回避并不能解决网络疑病症，最好的治疗方法是进行[连贯](https://supermemo.guru/wiki/Coherence)学习。\r\n\r\n## 谬误：孩子们的记忆力很好\r\n\r\nSpitzer 说「和 5 岁的孩子玩个记忆游戏，你会输」。事实上，儿童都经历过[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)，而且可能无法进行[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)。他们的元认知能力微乎其微。在某些领域，孩子们表现优异，因为他们还没有受到学校教育的影响（见：[学校让人沾染上的 100+ 恶习](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)）。儿童通过处理数百或数千种语言模式，在几个月甚至几年的时间里学会母语的词汇。成年人可以在 2-4 秒内记住一对单词。没有儿童能与准备充分的成年人在学习上竞争。\r\n\r\n## 谬误：手写的终结是一种罪过\r\n\r\nSpitzer 坚持认为手写能促进大脑发育。骑独轮车或用脚写字也是如此。即使是 3 岁的孩子也似乎更务实：语音输入更容易。让大脑在实现有价值的自主追求过程中发展。史蒂夫·乔布斯热爱书法，而斯蒂芬·霍金则有不同的偏好。让孩子自己选择。\r\n\r\n## 谬误：看电视的孩子更容易成为罪犯\r\n\r\n某些病理状况可能既增加了看电视的时间，又增加了犯罪倾向。被忽视的孩子（译注：例如留守儿童）可能是这种相关性的原因。对于被爱包围的健康孩子来说，自主选择观看的电视节目和时长，是一种很好的教育形式。\r\n\r\n## 谬误：数字媒体破坏同理心\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 认为电脑会破坏同理心，因为「我们看不见人」。但我们同样可以说，新技术使人们即使相隔遥远也更容易看到彼此。不过，在数字环境中操作时，我们需要不同形式的同理心和情商。一个 6 岁的孩子对人和游戏角色所表现出的同理心是不同的。由于虚拟世界不可避免，早期的数字素养包括数字环境中的社交互动技能。一个成年人进入网络团队游戏的世界，可能会在社交和情感上感到困惑，就像一个 3 岁的孩子在繁忙的街道上一样。\r\n\r\n## 谬误：屏幕时间会削弱同理心\r\n\r\n同理心低的人可能对着屏幕看得更久。花在虚拟世界中的时间越多，意味着花在现实世界中的时间越少。然而，我们需要学习一种新形式的同理心：数字同理心。对于那些在虚拟世界中沉浸时间较短的人来说，虚拟世界令人困惑。在新的数字世界中，我们需要学会识别许多信号，以提高情感和社会认知。任何一个孩子都可以告诉你，在网上玩的团队游戏中，很容易识别出谁是菜鸟。\r\n\r\n## 谬误：你不能同时看两场讲座\r\n\r\n你可以的。切换到另一场讲座时，请记住暂停前一场。这就是[渐进视频](https://supermemo.guru/wiki/Incremental_video)的做法。我同时观看了 Spitzer 的许多讲座，以便对他的神经谬误进行比较分析。虽然 Spitzer 希望我们避免多任务，但他似乎并不承认新技术使多任务变得容易、可行且有效。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的部分功能来自于主题之间的轻松切换，这是高效的串行化多任务处理。\r\n\r\n## 谬误：大脑是个自相矛盾的水桶\r\n\r\nSpitzer 所言大体无误，大脑是个自相矛盾的水桶：你放进去的越多，它能容纳的就越多。显然，大脑的容量是有限的。然而，学习确实会增大[知识树](https://supermemo.guru/wiki/Knowledge_tree)的表面积（即可用的[语义锚](https://supermemo.guru/wiki/Semantic_anchor)集合）。诚然，学习有助于进一步学习。但是，要充分利用这一现象，我们需要遵循[学习内驱力](https://supermemo.guru/wiki/Learn_drive)（见：[知识和创造力](https://supermemo.guru/wiki/Knowledge_and_creativity)）。否则，由于知识片段之间的[语义距离](https://supermemo.guru/wiki/Semantic_distance)过长，我们可能无法产生适当的语义匹配（semantic match）。这种过长的距离正是在学校发生的情况，而 Spitzer 称赞学校是所谓的良好学习工具。学校未能有效地利用[前置知识](https://supermemo.guru/wiki/Prior_knowledge)（见：[拼图比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)）。\r\n\r\n## 谬误：长者的福音，却是孩子的诅咒\r\n\r\nSpitzer 声称，电脑对于老年人是一种福音，因为它能刺激认知过程，有助于预防阿尔茨海默症。这没错。然而，他同时补充说数字技术会让孩子变傻。显然易见的是，如果使用得当，电脑对于不同年龄段都是优秀的学习工具，有助于促进大脑健康。它的成效与高质量的学习成正比。自然，巨大的认知收益伴随着强烈的兴奋，这也会带来一些副作用。如果孩子玩电脑游戏到凌晨四点，那么这种益处就会减弱。参见：[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)\r\n\r\n## 谬误：依赖互联网很危险\r\n\r\nSpitzer 建议我们不应过分依赖互联网，因为一旦网络被切断，就很难重新适应。然而，所有的技术都是如此，我们的重度依赖往往证明了它非常有用。没有电也会很难生活，然而，很少有人练习生火的艺术，以防他们在夜间失去了电灯。甚至蜡烛作为一种备用系统也逐渐不再流行。\r\n\r\n## 谬误：我们要保护孩子不受虚假信息所害\r\n\r\n[Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 声称大脑没有「虚假信息检测器」。因此，它很容易受到与科学观点不一致的信息的影响。这就是为什么 Spitzer 认为 [Google 让你变傻](https://supermemo.guru/wiki/Google_makes_you_stupid)，并认为应在青少年时期禁止使用 Google，就像禁止持枪或驾驶汽车一样。\r\n\r\n这一主张可能解释了为什么 Spitzer 的教义如此语无伦次。显然，他具有一种[顺服校驯的](https://supermemo.guru/wiki/Well-schooled)解释方式，来解释大脑如何处理不连贯的知识。如果有一项研究陈述了一个不连贯的观点，Spitzer 就觉得有理由将其宣布为科学事实。而且是一个接一个地宣布！\r\n\r\n当我们想弄清关于这个世界的真相时，我们应该寻求共识性知识，如果它不令人满意，或者它尤为重要，我们应该从所有可以想到的来源寻求灵感，包括那些基本上不可靠的来源。我们不需要虚假探测器，因为知识往往会通过它的[一致性](https://supermemo.guru/wiki/Consistency)来验证自己。空白处需要用新命题来填补，当检测到矛盾时，这些命题往往会受到质疑。建立的模型可能是错误的，但错误的模型也有价值（参见：[错误模型的价值](https://supermemo.guru/wiki/Value_of_wrong_models)）。\r\n\r\nSpitzer 认为（1）对虚假信息最好的防御是知识，（2）知识基础的最佳来源是学校。如果真的是这样的话，Spitzer 证明了他自己是错的，因为我坚持认为他的主张明显是错的。如果我的观点源于我基于薄弱的怀疑态度的可悲无知，那么 [26 年的学校教育](https://supermemo.guru/wiki/My_qualifications)并没有起到任何保护作用。\r\n\r\nSpitzer 认为，孩子们应该首先获得知识，以免受虚假信息的侵害。在他看来，3 岁孩子的学习方式与我们不同，因为矛盾可以存在，知识的[一致性](https://supermemo.guru/wiki/Consistency)受到威胁。事实恰恰相反。丰富的[多样化的知识](https://supermemo.guru/wiki/Diversity)和多样化的信息来源是最好的保护形式。孩子自发地收集与[前置知识](https://supermemo.guru/wiki/Prior_knowledge)相匹配的适当知识，从而最大化[学习熵](https://supermemo.guru/wiki/Learntropy)。对于孩子而言，矛盾的产生、检测和消除与成人相同（即使知识的范围和它的[稳定性](https://supermemo.guru/wiki/Stability)大打折扣）。强制获得的知识的[连贯性](https://supermemo.guru/wiki/Coherence)很差，并受到持续的的[干扰](https://supermemo.guru/wiki/Interference)。以[顺服校驯的](https://supermemo.guru/wiki/Well-schooled)方式获得的知识也更可能具有较低的连贯性，因此具有较高的[不一致性](https://supermemo.guru/wiki/Consistency)。Spitzer 似乎就是他所讲述问题的一个很好的反面典型。\r\n\r\n参见：[论老鼠比受过学校教育的人更优越](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)\r\n\r\n## 谬误：德国教育部推广愚蠢\r\n\r\nSpitzer 博士说：「当德国教育部推广 PS 游戏机时，它在推广愚蠢」。看起来教育部对于危言耸听的言论有所抵制。可悲的是，德国面临更大的问题：[在家上学](https://supermemo.guru/wiki/Homeschooling)是非法的。PS 游戏机不能替代自由。参见：[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n## 谬误：学习多种语言可将痴呆症推迟 10 年\r\n\r\nSpitzer 博士宣称，说两种语言能使大脑的「寿命」延长 5 年，因为这能推迟痴呆症。我不确定这一说法的来源，但当他又补充说多语言能再延长 5 年时，这一切就开始听起来太完美、太圆满了，仿佛不存在收益递减的规律。也许掌握多语言的人有更好的生活方式。也许学习编程语言比学习斯瓦希里语更有意义？如果你说我应该自己做研究来验证 Spitzer 的说法，我会说「没门！」。Spitzer 是神经科学界的特朗普。要跟上事实核查的步伐几乎是不可能的。即使学习语言有这么大的好处，我也没有多余的资源投入这个方向。我会发现学习弹钢琴更有意思。我敢打一个大赌，快乐的钢琴演奏会比不快乐的韩语对大脑更好。参见：[全世界的统一语言](https://supermemo.guru/wiki/One_language_for_the_world)\r\n\r\n## 谬误：不存在多元智力\r\n\r\n大脑是一个[概念网络](https://supermemo.guru/wiki/Concept_network)。每个[概念](https://supermemo.guru/wiki/Concept)都有助于提高[智力](https://supermemo.guru/wiki/Intelligence)。 如果我们积累了大量与音乐相关的概念，就会表现出良好的音乐智力。Howard Gardner 的多元智力理论受到了那些相信神秘的 **因子 g** 以及那些认为 Gardner 的清单太短或不正确的人的批评。实际上，任何智力清单都是任意的，Gardner 的清单可以看作是一种实用的分类。我们可以开发出无数种智力，例如解魔方、心算、观察鸟类等所需的智力。我们需要的只是在特定领域进行长时间有意义的训练。智力可能因疾病或先入为主的偏见受到制约。聋哑人很少表现出良好的音乐智力。同样，以汉语为母语的人很难说一口没有口音的英语。这都取决于[概念化](https://supermemo.guru/wiki/Conceptualization)的轨迹。相比之下，很多人只相信一种类型的智力：「你在学校表现好，你就是聪明人」（即[智商](https://supermemo.guru/wiki/IQ)检测）。读者不属于这个群体。如果没有对所有反学校的异端感到不安，他是无法阅读到这里的。\r\n\r\n## 谬误：互联网是邪恶的\r\n\r\n当被问及民主化的价值和互联网的作用时，Manfred Spitzer 注意到了更重要的力量：\r\n\r\n> 互联网赋予了美国国家安全局和像中华人民共和国这样国家的全面控制权。与今天我们可能进行的间谍活动相比，斯塔西（译注：东德国家安全部）就是个笑话。我们被监视，并且自愿地参与其中\r\n\r\n参见更多：[谬误：我们的大脑会被算法入侵](https://supermemo.guru/wiki/Myth:_Our_brains_can_get_hacked_by_algorithms)\r\n\r\n## 谬误：网络带来压力\r\n\r\nGoogle 的 Eric Schmidt 注意到，我们被越来越多的信息轰炸，这让人感到压力山大。然而，这只是信息管理的问题。可以取消所有推送，把所有通知静音，将电子设备关闭。我们可以使用 Google 搜索，只关注感兴趣的事情。如果我们在浏览器中打开了太多标签页，可以将它们全部放入 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中进行分级优先阅读。当我们在眼前（或心中）审视一条信息时，探索世界是非常愉快（且健康）的。网络的丰富性放大了知识的价值，它对我们的生活和内心都产生了良好积极的影响。\r\n\r\nManfred Spitzer 是对的。压力的来源不是信息，而是缺乏控制。信息的丰富程度可以通过[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)来控制。\r\n\r\n## 谬误：超前教育成果最佳\r\n\r\n超前教育通常带来最大的痛苦。超前的伤害会不断累积。超前阅读只有在孩子自主选择的情况下才有意义。儿童主导的超前教育效果才最好。\r\n\r\n参见：[不应囿于用年龄划分教育](https://supermemo.guru/wiki/Education_cannot_be_constrained_by_developmental_milestones)，[不要教你的孩子阅读](https://supermemo.guru/wiki/Don't_teach_your_child_to_read)\r\n\r\n## 谬误：额叶发育至 30 岁\r\n\r\n的确，额叶会发育三十年甚至更久。然而，30 岁这个神奇的界限可能暗示，人类在这一年龄之前没有能力做出人生中的重要决策。\r\n\r\n我赞同这一观点：孩子们应该尽可能长时间地自由学习和探索。然而，免除专业化的自由不应该是教条式的。如果一个 6 岁的孩子想去工作，他应该有这样的自由；如果她在 4 岁的时候选择成为一名有影响力的人，她应该有这样的自由。至于成为未成年母亲的自由，这有点复杂，而且不在我的研究领域之内。然而，我认识很多快乐的未成年母亲，她们有着聪明的未成年女儿，准备让这个世界因为拥有 30 岁的祖母而变得更加丰富多彩。在神奇的 30 岁时，这些女士将以奶奶级别的复杂性/成熟度做出决策。\r\n\r\n见：[不应囿于用年龄划分教育](https://supermemo.guru/wiki/Education_cannot_be_constrained_by_developmental_milestones)", + "type": "text/markdown", + "caption": " 有关神经的谬误\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Neuromythology" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1990 Universal formula for memory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1990 Universal formula for memory.json" new file mode 100644 index 0000000..92d81ca --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1990 Universal formula for memory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/1990 Universal formula for memory", + "text": "# 1990：记忆的通用公式\r\n\r\n## 最优复习与间歇复习\r\n\r\n到了 1990 年，我很是笃定我手握着重大发现。我破解了[遗忘](https://supermemo.guru/wiki/Forgetting)难题。我知道了记忆简单内容的复习[最佳时机](https://supermemo.guru/wiki/Spaced_repetition)。一经在我[硕士论文](https://supermemo.guru/wiki/Optimization_of_learning)中描述它的许可，我的探索欲也水涨船高。我希望我可以找到一个长期记忆的通用公式，能够让我跟踪记忆在各种形式的检索和接触中的表现形式。\r\n\r\n我已经收集了一些数据，这些数据可能会帮助我找到这个公式。在 [1985](https://supermemo.guru/wiki/Birth_of_SuperMemo) 年发现最佳重复间隔之前，我把问题写在一页页纸上来复习知识。此时复习混乱不堪，由可利用的时间、需要或心情支配。我把这称为「间歇性学习」。我有单个页面和每次复习的回忆数据。虽没有 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的周期性，这种数据也算较为理想。这正是我为解决记忆问题而需要的数据。只不过，这些数据都仅仅记录在纸上。\r\n\r\n1990 年春天，我叫我姐姐来打字录入数据。当然，我没有一个妹妹会情愿来做这件事。我的姐姐比我大 17 岁。我利用她对我的爱，让她做这种枯燥繁重的工作，而没有顾及到她的时间。她两年后去世了。我再也没有机会报答她对[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)理论的贡献，她甚至没有机会了解这个理论。从 1990 年 5 月 1 日开始，她在我不用电脑的时间，将数据从纸上转移到电脑上。她打字很慢，花了很多天。她的工夫是值得的。\r\n\r\n## 间歇学习模型\r\n\r\n在 1990 年的整个夏天，我没有专注于我的[硕士论文](https://supermemo.guru/wiki/Optimization_of_learning)，而是研究「间歇学习模型」。对我来说，连续工作 10 个小时，感觉没有半点发现而在早上 7 点睡觉，或者让电脑整夜计算数据，都是很正常的。\r\n\r\n锲而不舍，捣鼓调整是有代价的。只有少年才能负担得起，他们应该有空间和自由。尽管我已经 28 岁了，家人们还是默默忍受我的一举一动。就像一个不成熟的青少年。我住在我姐姐的公寓里，在那里我可以利用她的善意。在电脑前工作的时间很长，被借口为「在做我的硕士论文」。事实上，没有人要求我这样做，也没有人要求我这样做，它甚至没有推动 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的发展。这是一个纯粹的科学好奇心的案例。我只是想知道记忆是如何工作的。\r\n\r\n我有几十页的问题和他们的[重复历史](https://supermemo.guru/wiki/Repetition_history)。我试图预测「每页的记忆失误」。我使用[平方根标准差](https://supermemo.guru/wiki/Deviation)来预测失误（下面表示为Dev）。到 1990 年 7 月 10 日，星期二，我达到了 Dev<3，感觉问题几乎「解决」了。1990 年 7 月 12 日，我改进到 Dev=2.877（顺便说一下，我的论文中提到了2.887241）。然而，到 1990 年 8 月 27 日，我在那天的笔记中宣布这个问题无法解决。\r\n\r\n> 个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n>\r\n\r\n> 1990 年 8 月 27 日： **我解决了** 间歇学习， **表明这个问题是无法解决的** ！单独一个参数无力描述与整页项目的记忆强度。这表明， **[E 因子](https://supermemo.guru/wiki/E-Factor)较低的项目没有[最优区间](https://supermemo.guru/wiki/Optimal_interval)** ！\r\n\r\n>\r\n\r\n1990 年 8 月 30 日，我在硕士论文中解说了这个模型。文章一共有 15 页，不算很好读。我打赌没有人有耐心读完整篇文章。90 年代末我的硕士论文节选版发布在网络，而描述间歇学习的这一章甚至没有在 [supermemo.com](http://supermemo.com/) 上发表。\r\n\r\n然而，基于该模型得出的结论，深刻地影响了我随后几十年中对记忆的思考。该模型背后的想法，实际上非常类似我在开发 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17) (2014-2016) 时应用的优化。\r\n\r\n当我宣布这个问题无法解决时，我的意思是我无法准确地描述「困难页」的记忆，因为性质不同的材料需要更复杂的模型。然而，这篇 1990 年 8 月 31 日记录的笔记却对此更加乐观：\r\n\r\n> 个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n>\r\n\r\n> 1990 年 8 月 31 日：不间断地研究间歇学习模型。到了晚上，计算机终究没有让我离解决方案更进一步。然而，我有个好主意，就是用 IL 模型的绝世优秀功能计算出最优间隔。屏幕上的结果映入眼帘时，我简直不敢相信我 [哔——] 看到什么。这些正是我在 1985 年[发现](https://supermemo.guru/wiki/Birth_of_SuperMemo)时试图制定 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 方法时发现的间隔。我高兴地在家里跳来跳去，简直像一条有两条尾巴的狗。所以我可以说我真的解决了 IL 问题（对比 1990 年 8 月 27 日）。但我发现，这个成功并不是今天给我发现的一切：\r\n\r\n>\r\n\r\n> - [最优系数](https://supermemo.guru/wiki/Optimal_factor)随着连续的间隔而减少（我以前凭直觉感觉是这样的），\r\n\r\n> - 对于[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)等于 10%，[保留率](https://supermemo.guru/wiki/Retention)为 94%（如 EVF [数据库](https://supermemo.guru/wiki/Database)）\r\n\r\n> - **[保留率](https://supermemo.guru/wiki/Retention)与[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)** 呈线性关系 [2018 年评论：在异质材料的小范围内] **（这无法从我 1 月份进行的模拟实验中计算出来）** \r\n\r\n> - 该模型说，[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)的理想值是 5-10%（工作量-保留率的权衡）\r\n\r\n> - 如果间隔时间是最优时间的两倍，则[记忆强度](https://supermemo.guru/wiki/Stability)增加最多！！\r\n\r\n> - 如果[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)为 20%，则[记忆强度](https://supermemo.guru/wiki/Stability)增加最多\r\n\r\n>\r\n\r\n> [...] 我的公式只有在间隔比以前的强度短不了多少时才有效。\r\n\r\n## 过去（1990）与现在（2018）的对比\r\n\r\n本章末尾的结论，以及程序本身都让人想起我在 2005 年寻找[记忆稳定性](https://supermemo.guru/wiki/Stability)提高的通用公式时使用的方法，以及在 2014 年，[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 是基于对记忆的更精确的数学描述。像最新的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 算法一样，该模型使得计算任何重复计划的[保留率](https://supermemo.guru/wiki/Retention)成为可能。当然，它的准确度要低得多，因为它基于劣质的数据。此外， [SuperMemo 17](http://super-memo.com/supermemo17.html) 所做的实时工作，在 1990 年时需要花费许多小时的 PC 电脑时间。\r\n\r\n我的硕士论文中这个看似无聊的老的部分到现在已经变得很重要了。我敢说，只有劣质的数据将这项工作与 25 年后出现的[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 相隔甚远。我引用的这段文字在符号和文体上做了些许改进，但没有关于[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的章节，该章节由于计算中使用的材料太不同而出现错误。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n> 这段文字是《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》 作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) (1990) 的一部分\r\n\r\n>\r\n\r\n> **间歇学习模型** \r\n\r\n>\r\n\r\n> [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 模型为计算[最优间隔](https://supermemo.guru/wiki/Optimal_interval)提供了基础，在时间最优的学习过程中，应该把重复的内容分开。\r\n\r\n>\r\n\r\n> 然而，如果重复的时间间隔不规律，则无法预测记忆变量的变化。\r\n\r\n>\r\n\r\n> 下面我提出一个尝试，以增强 SuperMemo 模型，使其可以用于描述间歇学习的过程。\r\n\r\n>\r\n\r\n> 在[第三章](http://super-memory.com/english/ol/beginning.htm)中，我提到了，在[算法 SM-0](https://supermemo.guru/wiki/SuperMemo_on_paper) 开发之前，我学习英语和生物的方式。\r\n\r\n>\r\n\r\n> 那段时间（1982-1984年）收集的数据为构建间歇学习模型提供了一个很好的基础。遵照[最小信息原则](https://supermemo.guru/wiki/Item)制定的[项目](https://supermemo.guru/wiki/Minimum_information_principle)（通常有成对的词的形式）被分组在页面中，进行不定期的复习过程。\r\n\r\n>\r\n\r\n> 所收集的数据以计算机可读形式提供，包括71页的重复描述，此外，80个类似的页面参与了由[SM-0](https://supermemo.guru/wiki/SuperMemo_on_paper)时间表监督的过程。\r\n\r\n>\r\n\r\n## 与算法 SM-17 的相似性\r\n\r\n请注意，这个问题的表述让人想起了[算法SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 中用来计算[稳定性增长矩阵（SInc[]）](https://supermemo.guru/wiki/Stability_increase)的程序。[记忆稳定性](https://supermemo.guru/wiki/Stability)被重新缩放，以便能够将其解释为一个[间隔](https://supermemo.guru/wiki/Interval)。甚至符号也是相似的：S 代表[稳定性](https://supermemo.guru/wiki/Stability)，D 代表[偏差](https://supermemo.guru/wiki/Deviation)。页面遗忘数量代替了[可提取性](https://supermemo.guru/wiki/Retrievability)。\r\n\r\n我以前喜欢玩各种优化算法。你仍然可以在 [SuperMemo 17](http://super-memo.com/supermemo17.html) 中查看该算法做表面拟合优化的可视化（见[图片](https://supermemo.guru/wiki/Stability_increase)）。12 个变量做处理可能有点低效，但我从不关心处理方法本身如何，只关心能否结果是否可以拓展我对记忆原理的认知。\r\n\r\n对于那些熟悉[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 的人，我们在下面的文本中改变了符号。此外，我们改变了 In 和 Ln 等符号，这些符号在打印时很容易被误读为对数。\r\n\r\n变化清单：\r\n\r\n- Ln -> Lapsn\r\n\r\n- In -> Intn\r\n\r\n- Dn -> Devn\r\n\r\n- R -> RepNo\r\n\r\n## 间歇学习问题的表述\r\n\r\n> 存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n>\r\n\r\n> 这段文字是《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) (1990) 的一部分\r\n\r\n>\r\n\r\n> **11.1.间歇学习问题的提出** \r\n\r\n>\r\n\r\n> 1. 共有 161 个页面。\r\n\r\n>\r\n\r\n> 2. 每页包含约 40 个项目。\r\n\r\n>\r\n\r\n> 3. 对于每一页，学习过程的描述（在实验重复期间收集）有以下形式：\r\n\r\n>\r\n\r\n>\r\n\r\n> ((-,Laps1),(Int2,Laps2),(Int3,Laps3), ...,(Intn,Lapsn))\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Inti - 第 i 次重复前使用的间隔（范围在 1 到 800 之间），\r\n\r\n> - Laps i - 在第 i 次重复过程中，遗忘的次数（范围从 0 到 40），\r\n\r\n> - n - 总重复次数（范围从 3 到 20）。\r\n\r\n>\r\n\r\n> 4. 找到公式所描述的函数 f 和 g：\r\n\r\n>\r\n\r\n>\r\n\r\n> S(1)=S1\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> S(n)=f(S(n-1),Intn,Lapsn)\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> Laps(n)=g(S(n-1),Intn)\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - S(n) - 与第 n 次重复后的记忆强度相对应的任何变量（比较[第 10 章](http://super-memory.com/english/ol/ol_memory.htm)），\r\n\r\n> - Intn - 第 n 次重复前使用的间隔；取自间歇学习期间收集的数据，\r\n\r\n> - Lapsn - 在第 n 次重复中的遗忘数量；取自间歇学习期间收集的数据，\r\n\r\n> - Laps(n) - 对第 n 次重复中记忆遗忘数量的估计（它应该与 Lapsn 相对应）\r\n\r\n> - S1 - 一个常数，\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> 使函数 Dev 最小化：\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> Dev=sqrt((Dev1+Dev2+ ... +Dev161)/RepNo)\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> Devi=sqr(Laps(1)-Laps1)+sqr(Laps(2)-Laps2)+ ... +sqr(Laps(n)-Lapsn))\r\n\r\n>\r\n\r\n>\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Dev - 描述函数 f 和 g 输出值之间差值的函数，值会在间歇学习期间收集（它反映了数据在实验和理论预测之间的差）\r\n\r\n> - RepNo - 全部页面上的重复次数总和\r\n\r\n> - Devi - 函数Dev的分项，对应第i页的Dev.\r\n\r\n> - Laps(j) - 使用函数f和g，分别对第i页和第j次重复计算的遗忘数量，\r\n\r\n> - Lapsj - 第 i 页、第 j 次重复时的遗忘数量；取自间歇学习期间收集的数据，\r\n\r\n> - sqrt(x) - x 的平方根，\r\n\r\n> - sqr(x) - x 的平方。\r\n\r\n>\r\n\r\n>\r\n\r\n> 请注意，只有当函数 f 和 g 简单且定义参数有限时（如 a*ln()+b 或 a*exp()+b 等），才会有生物学上的思考价值。否则，人们总是可以构建一个巨大的、无意义的公式来自动将 Dev 归零。\r\n\r\n## 解决间歇学习的问题\r\n\r\n> 存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n>\r\n\r\n> 这段文字是《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》 作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) (1990) 的一部分\r\n\r\n>\r\n\r\n> **11.2. 间歇学习的解决方案** \r\n\r\n>\r\n\r\n> 在搜索使*Dev*值最小的函数f和g时，我用的是 [Wozniak, 1988b](https://supermemo.guru/wiki/Optimization_of_learning_(1990):_References) 中描述的最小化的数值算法（*一种在可行区域内寻找函数局部最大值的新算法。可信论文*）。\r\n\r\n>\r\n\r\n> 搜索中使用实例函数如下：\r\n\r\n>\r\n\r\n> > S(1)=x[1]\r\n\r\n> >\r\n\r\n> > S(n)=x[2]*Intn*exp(-Lapsn*x[3])+x[4])\r\n\r\n> >\r\n\r\n> > Laps(n)=x[5]*(1-exp(-Intn/S(n-1)))\r\n\r\n> >\r\n\r\n> >\r\n\r\n> > 其中：\r\n\r\n> >\r\n\r\n> > - x[i] - 由最小化程序计算的变量，\r\n\r\n> > - S(n)、Laps(n)、Lapsn 和 Intn - 如 11.1 中的定义\r\n\r\n>\r\n\r\n> 注意，描述 S(n) 的函数 f 不使用 S(n-1) 作为它的参数（问题的表述允许，但不要求在先前强度的基础上计算新的强度）。\r\n\r\n>\r\n\r\n> 为了保持简易度和节省时间，我设定了在最小化过程中使用 12 个变量的限制。\r\n\r\n>\r\n\r\n> 我测试了大量的数学函数，这些函数是根据有关记忆的明显直觉构建的（例如，随着时间的推移，页面遗忘的数量会增加）。\r\n\r\n>\r\n\r\n> 其中包括指数型、对数型、幂型、双曲线型、S 型、钟型、多项式及一些可能的组合。\r\n\r\n>\r\n\r\n> 在大多数情况下，最小化程序将 Dev 的值减少到 3 以下，函数 f 和 g 的形状类似，与它们的性质独立。\r\n\r\n>\r\n\r\n> 使用少于 12 个变量得到的 Dev 的最小值是 2.887241。\r\n\r\n>\r\n\r\n> 函数 f 和 g 如下：\r\n\r\n>\r\n\r\n> ```\r\n\r\n> constant S(1)=0.2104031;\r\n\r\n>\r\n\r\n> function Sn(Intn,Lapsn,S(n-1));\r\n\r\n> begin\r\n\r\n> S(n):=0.4584914*(Intn+1.47)*exp(-0.1549229*Lapsn-0.5854939)+0.35;\r\n\r\n> if Lapsn=0 then\r\n\r\n> if S(n-1)>In then\r\n\r\n> S(n):=S(n-1)*0.724994\r\n\r\n> else\r\n\r\n> S(n):=Intn*1.1428571;\r\n\r\n> end;\r\n\r\n>\r\n\r\n> function Lapsn(Intn,S(n-1));\r\n\r\n> var quot;\r\n\r\n> begin\r\n\r\n> quot:=(Intn-0.16)/(S(n-1)-0.02)+1.652668;\r\n\r\n> Lapsn:=-0.0005408*quot*quot+0.2196902*quot+0.311335;\r\n\r\n> end;\r\n\r\n> ```\r\n\r\n>\r\n\r\n> 在不显著改变Dev的值的情况下，这些函数可以很容易地转换为以下形式：\r\n\r\n>\r\n\r\n> > S(1)=1\r\n\r\n> >\r\n\r\n> > for Intn>S(n-1): S(n)=1.5*Intn*exp(-0.15*Lapsn)+1\r\n\r\n> >\r\n\r\n> > Laps(n)=Intn/S(n-1)\r\n\r\n>\r\n\r\n> 请注意：\r\n\r\n>\r\n\r\n> - 只要操作没有明显影响 Dev 的值，函数中的特定元素就会被删除或四舍五入，\r\n\r\n> - 记忆强度进行了重新缩放，使其可以被解释为一个间隔，其中[遗忘](https://supermemo.guru/wiki/Lapse)数量等于 1，[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)等于 2.5%（一页有 40 个项目，1/40=2.5%），\r\n\r\n> - 仅当 Intn 不小于 S(n-1) 时，强度公式才有效。这是因为，如果[遗忘](https://supermemo.guru/wiki/Lapse)的数量很低，必须使用 S(n-1) 的值来计算 S(n)，例如 Intn <= S(n-1): S(n)=S(n-1)*(1+0.5/(1-exp(S(n-1))*(1-exp(-Intn)))\r\n\r\n>\r\n\r\n> - 这些公式不能用于描述间隔比最优间隔长很多的过程。这是因为对于 Intn->∞，Laps(n) 的值超过 100%，\r\n\r\n> - 该公式描述了集体项目的学习，其特点是 [E-系数](https://supermemo.guru/wiki/E-Factor)的分布或多或少地均匀。因此，它没能普遍用在难度可变的项目。\r\n\r\n>\r\n\r\n> 就目前而言，上述公式构成了对间歇学习过程的最佳描述，以后将被称为间歇学习模型（简称 IL 模型）\r\n\r\n>\r\n\r\n## 基于间歇学习模型的模拟试验\r\n\r\n有了上面发现的公式，我可以进行一系列的模拟实验，帮助我回答许多关于记忆在不同情况下的行为的假设情景。这些模拟实验影响了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 之后多年的进展。特别是，从 [SuperMemo 6](https://supermemo.guru/wiki/SuperMemo_6)（1991 ）开始，工作量和[保留率](https://supermemo.guru/wiki/Retention)之间的权衡在优化学习方面起到了重要作用。直到今天，为学习提供指导标准的是[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)（或[可提取性](https://supermemo.guru/wiki/Retrievability)），而不是在[回忆](https://supermemo.guru/wiki/Recall)水平较低时可能出现的、直观自然的[记忆稳定性增长](https://supermemo.guru/wiki/Stability_increase)。设定记忆[遗忘](https://supermemo.guru/wiki/Lapse)水平起到了下面[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)的作用。\r\n\r\n> 存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n>\r\n\r\n> 这段文字选自《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》 ，[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) (1990) 著\r\n\r\n>\r\n\r\n> **11.4. 间歇学习模型的验证** \r\n\r\n>\r\n\r\n> 为了验证间歇学习模型与 SuperMemo 理论的一致性，让我们尝试计算出分散重复的最优间隔。\r\n\r\n>\r\n\r\n> 最优间隔由[遗忘](https://supermemo.guru/wiki/Lapse)的数量达到选定值 Lapso 的时刻确定。\r\n\r\n>\r\n\r\n> 算法如下：\r\n\r\n>\r\n\r\n> 1. i:=1\r\n\r\n>\r\n\r\n> 2. S(i):=1\r\n\r\n>\r\n\r\n> 3. 找到 Int(i+1)，使 Laps(i+1) 等于 Lapso. 使用公式：\r\n\r\n>\r\n\r\n> Int(n)=Lapso*S(n-1) (取自 IL 模型)\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> Int(n) 表示第 n-1 个最优间隔。\r\n\r\n>\r\n\r\n> 4. i:=i+1\r\n\r\n>\r\n\r\n> 5. S(i):=1.5*Int(i)*exp(-0.15*Lapso)+1（取自 IL 模型）\r\n\r\n>\r\n\r\n> 6. goto 3\r\n\r\n>\r\n\r\n> 如果 Lapso 等于 2.5（[遗忘指数](https://supermemo.guru/wiki/Forgetting_index) 6.25%），而且间歇学习模型参数相同，那么可以观察到惊人的对应关系（比较第 16 页[第 3.1 章](https://supermemo.guru/wiki/Birthday_of_SuperMemo)介绍的实验）：\r\n\r\n>\r\n\r\n> - Rep - 重复的数量\r\n\r\n> - 间隔 - 重复前的最优间隔，在 IL 模型的基础上由 Lapso=2.5 确定，\r\n\r\n> - 系数 - 最优系数，等于最优间隔除以上一次的最优间隔，\r\n\r\n> - SM-0 - 在得出 SM-0 算法的实验的基础上计算出的最优间隔\r\n\r\n>\r\n\r\n> | 重复次数 | 间隔 | 系数 | SM-0 |\r\n\r\n> | :--:| :------:| :----:| :--:|\r\n\r\n> | 2 | 1.8 | | 1 |\r\n\r\n> | 3 | 7.8 | 4.36 | 7 |\r\n\r\n> | 4 | 16.8 | 2.15 | 16 |\r\n\r\n> | 5 | 30.4 | 1.80 | 35 |\r\n\r\n> | 6 | 50.4 | 1.66 | |\r\n\r\n> | 7 | 80.2 | 1.59 | |\r\n\r\n> | 8 | 124 | 1.55 | |\r\n\r\n> | 9 | 190 | 1.53 | |\r\n\r\n> | 10 | 288 | 1.52 | |\r\n\r\n> | 11 | 436 | 1.51 | |\r\n\r\n> | 12 | 654 | 1.50 | |\r\n\r\n> | 13 | 981 | 1.50 | |\r\n\r\n> | 14 | 1462 | 1.49 | |\r\n\r\n> | 15 | 2179 | 1.49 | |\r\n\r\n> | 16 | 3247 | 1.49 | |\r\n\r\n> | 17 | 4838 | 1.49 | |\r\n\r\n> | 18 | 7209 | 1.49 | |\r\n\r\n>\r\n\r\n> 显然，这种确切的对应关系，在某种程度上是一种巧合，因为这使得建立 SM-0 算法的实验并不是那么敏感。\r\n\r\n>\r\n\r\n> 值得注意的是， **[最优系数](https://supermemo.guru/wiki/Optimal_factor)有逐步降低的趋势！** 这一事实似乎证实了最近一系列观察，这些观察基于对[SM-5 算法](https://supermemo.guru/wiki/Algorithm_SM-5) 中使用的[最优系数矩阵](https://supermemo.guru/wiki/OF_matrix)的分析。\r\n\r\n>\r\n\r\n> 如果 Lapso 等于 4（[遗忘指数](https://supermemo.guru/wiki/Forgetting_index) 10%，如[算法 SM-5](https://supermemo.guru/wiki/Algorithm_SM-5)），那么[最优系数](https://supermemo.guru/wiki/Optimal_factor)的序列就类似于[算法 SM-5](https://supermemo.guru/wiki/Algorithm_SM-5)中 [OF 矩阵](https://supermemo.guru/wiki/OF_matrix)的一列。同时，知识保留几乎完美匹配 SM-5 [数据库](https://supermemo.guru/wiki/Database)。\r\n\r\n>\r\n\r\n> | 重复次数 | 间隔 | [保留率](https://supermemo.guru/wiki/Retention) | 系数 |\r\n\r\n> | :--: | :------: | :------------------------------------------------: | :----: |\r\n\r\n> | 2 | 3 | 93.21678 | |\r\n\r\n> | 3 | 16 | 93.80946 | 4.89 |\r\n\r\n> | 4 | 43 | 93.97184 | 2.74 |\r\n\r\n> | 5 | 102 | 94.04083 | 2.39 |\r\n\r\n> | 6 | 232 | 94.06886 | 2.27 |\r\n\r\n> | 7 | 517 | 94.08418 | 2.23 |\r\n\r\n> | 8 | 1138 | 94.09256 | 2.20 |\r\n\r\n> | 9 | 2502 | 94.09737 | 2.20 |\r\n\r\n> | 10 | 5481 | 94.09967 | 2.19 |\r\n\r\n>\r\n\r\n> [保留率](https://supermemo.guru/wiki/Retention)是将最优过程中每天的保留率求平均值得到的\r\n\r\n>\r\n\r\n> > R=(R(1)+R(2)+...+R(n))/n\r\n\r\n> >\r\n\r\n> > R(d)=100-2.5*Laps(d-dlr)\r\n\r\n> >\r\n\r\n> >\r\n\r\n> > 其中：\r\n\r\n> >\r\n\r\n> > - R - 平均保留率\r\n\r\n> > - R(d) - 学习过程中第 d 天的保留率\r\n\r\n> > - Laps(Int) - 间隔 I 天后的期望遗忘数量\r\n\r\n> > - dlr - 最后一次重复的日期\r\n\r\n## 工作量与保留率的权衡\r\n\r\n尽管模型使用了异质材料，有些不准确的地方，但对于[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)如何影响学习所需时间，也能可靠地得出结论。这些观察结果经受住了时间的考验：\r\n\r\n> 档案警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n>\r\n\r\n> 这段文字是《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》 作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) (1990) 的一部分\r\n\r\n>\r\n\r\n> 通过比较通过间歇学习模型计算的保留率和工作量数据，可以得出非常有趣的结论：\r\n\r\n>\r\n\r\n> - [指数](https://supermemo.guru/wiki/Forgetting_index) - 遗忘指数（Lapso*2.5）确定了时间最优学习的最优间隔，其中使用 IL 模型安排学习\r\n\r\n> - [保留率](https://supermemo.guru/wiki/Retention) - 在给定[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)得到的总体保留率（在 10,000 天后计算）\r\n\r\n> - 重复次数 - 在给定[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)下，在实验过程的前 10,000 天安排的重复次数，\r\n\r\n> - [系数](https://supermemo.guru/wiki/Optimal_factor) - 最优系数的渐近值（取自该过程的第 10000 天）\r\n\r\n>\r\n\r\n> | [指数](https://supermemo.guru/wiki/Forgetting_index) | [保留率](https://supermemo.guru/wiki/Retention) | 重复次数 | [系数](https://supermemo.guru/wiki/Optimum_factor) |\r\n\r\n> | :---------------------------------------------------: | :------------------------------------------------: | :----------: | :--------------------------------------------------: |\r\n\r\n> | 2.5 | 97.76 | 两天一次 | 1.0000 |\r\n\r\n> | 4.5 | 96.88 | 65 | 1.0300 |\r\n\r\n> | 5.0 | 96.64 | 30 | 1.1600 |\r\n\r\n> | 5.5 | 96.39 | 22 | 1.3000 |\r\n\r\n> | 6.25 | 96.01 | 17 | 1.4900 |\r\n\r\n> | 7.5 | 95.37 | 13 | 1.7700 |\r\n\r\n> | 10.0 | 94.10 | 10 | 2.1900 |\r\n\r\n> | 12.5 | 92.78 | 9 | 2.4700 |\r\n\r\n>\r\n\r\n> 图 11.2 表明，用于确定最优间隔的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)应落在 5-10% 的范围内。\r\n\r\n>\r\n\r\n> [[img [工作量-保留率权衡|https://supermemo.guru/images/thumb/1/1e/Workload-retention_tradeoff.jpg/548px-Workload-retention_tradeoff.jpg]]](https://supermemo.guru/wiki/File:Workload-retention_tradeoff.jpg)\r\n\r\n>\r\n\r\n> > 图 11.2 工作量-保留率的权衡：一方面，如果[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)低于 5%，那么工作量就会急剧增加，而不会对保留率产生实质性影响。另一方面，如果[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)超过 10%，工作量几乎没有变化，而保留率却稳步下降。显然，工作量-保留率的权衡直接对应于习得率和保留率之间的妥协。通过增加时间的可用性 X 倍（通过减少工作量 X 倍），可以增加习得率 X 倍（比较[第 5 章](http://super-memory.com/articles/theory.htm)）。请注意，在这个模型中，[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)和[保留率](https://supermemo.guru/wiki/Retention)的关系几乎是线性的。（来源：《[学习优化](https://supermemo.guru/wiki/Optimization_of_learning)》：[间歇学习模型](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)，[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak), 1990)\r\n\r\n>\r\n\r\n> 另一重要观察来自使记忆强度增长最大化的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)的计算过程\r\n\r\n>\r\n\r\n> 由间歇学习模型可得\r\n\r\n>\r\n\r\n> > S(n)=1.5*Laps(n)*S(n-1)*exp(-0.15*Laps(n))+1\r\n\r\n>\r\n\r\n> 对变量 Laps(n) 进行微分后，我们得到：\r\n\r\n>\r\n\r\n> > S'(n)=1.5*S(n-1)*exp(-0.15*Laps(n))*(1-0.15*Laps(n))\r\n\r\n>\r\n\r\n> 最后，令其等于 0，我们得到：\r\n\r\n>\r\n\r\n> > Laps(n)=7.8\r\n\r\n>\r\n\r\n> 这相当于[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)等于 20%！这样的遗忘指数得出的间隔，相当于遗忘指数等于 10% 确定的最优间隔的 2 倍（如[SM-5 算法](https://supermemo.guru/wiki/Algorithm_SM-5)）。然而，别忘了，工作量的唯一权衡因素是知识保留率而不是记忆强度。因此，上述发现并没有令[SM-5 算法](https://supermemo.guru/wiki/Algorithm_SM-5) 失效\r\n\r\n>\r\n\r\n## 结论：间歇学习模型\r\n\r\n该章结尾处得出的最终结论经受住了三十年的考验。只有[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)是非指数形状的说法是不准确的。这是因为这个模型是基于各种性质不同数据建立的，[遗忘的指数性质](https://supermemo.guru/wiki/Exponential_nature_of_forgetting)不可显现出来。\r\n\r\n> 档案警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n>\r\n\r\n> 这段文字选自《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》，[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) (1990) 著\r\n\r\n>\r\n\r\n> **临时总结** \r\n\r\n>\r\n\r\n> - 构建了间歇学习模型，从而能对于不同的重复计划估计其知识保留率\r\n\r\n> - 该模型确凿地说明，[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)不是指数型的 [2018 评论：错误的结论：对比[遗忘的指数性质](https://supermemo.guru/wiki/Exponential_nature_of_forgetting)]\r\n\r\n> - 该模型与实验数据吻合良好\r\n\r\n> - 该模型能以惊人精度求出最优间隔和知识保留率的近似值，而这两个变量是 SuperMemo 模型所隐含的。\r\n\r\n> - 该模型表明，最优系数在随着重复减少，并渐进接近最终值\r\n\r\n> - 该模型表明，最节省学习时间的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)的理想值应落在 5% 至 10% 之间\r\n\r\n> - 该模型表明，遗忘指数与知识保留率几乎呈线性关系\r\n\r\n> - 该模型说明，当间隔比 [SuperMemo 方法](https://supermemo.guru/wiki/SuperMemo)中使用的间隔长约 2 倍时，记忆强度的增幅最大。这相当于遗忘指数等于 20%", + "type": "text/markdown", + "caption": " 1990：记忆的通用公式\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1990 Universal formula for memory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1991 Employing forgetting curves.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1991 Employing forgetting curves.json" new file mode 100644 index 0000000..f7dd556 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1991 Employing forgetting curves.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/1991 Employing forgetting curves", + "text": "# 1991：启用遗忘曲线\r\n\r\n## SuperMemo World 在苦痛中诞生（1991）\r\n\r\n1991 年是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 诞生以来最重要的一年。这一年有重大决定，有压力，有大惊小怪、有新发现，更少不了勤勉耕耘。新年伊始，SuperMemo 迎来三个最大的信徒：[Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak)，[Murakowski](https://supermemo.guru/wiki/Janusz_Murakowski) 和[我自己](https://supermemo.guru/wiki/Piotr_Wozniak)。我们都立足于人生旅途上的同一位置：从大学中无忧无虑的岁月走出来，迎面是独立成年生活的不确定性。我们自然而然都梦想着在美国搞高深的科学。Biedalak 梦想研究人工智能，Murakowski 渴望参透量子物理，而我想破解[分子层面记忆](https://supermemo.guru/wiki/Neurostatistical_Model_of_Memory)的秘密。现在回想起来，只要有可喜的成绩单，优秀的标准化考试成绩，以及背景厚实的推荐信，来自东欧国家的研究生在美国是相当受欢迎的。然而如果这些研究生要求全额资助，事情就会变得更加复杂。我身无分文。此外，美国人只把孜孜以求的东方人当成尽职的劳工，对他们自己项目的热情和满腔愿景可能不那么受欢迎。我将永远不会知道。三位信徒对 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 都有不同的愿景。\r\n\r\n1991 年 1 月 3 日，我开始为 [SuperMemo 6](https://supermemo.guru/wiki/SuperMemo_6) 实现新的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法。在这同一天，Murakowski 前往伦敦，在那里他将追求他的教育梦想，同时试图销售 [SuperMemo 2](https://supermemo.guru/wiki/SuperMemo_2)。他不会通过分销渠道或在商店里销售。他只是挨家挨户地解释程序的优点，好的话能拿到一些钱，不至于丧失信心。\r\n\r\n在此期间，我和 Biedalak 定时约着去慢跑 10 公里和冬泳，并在回家的路上一起[头脑风暴](https://supermemo.guru/wiki/Brainstorming)（我们称之为 **走谈** ）。我们主要谈到在美国的学习生涯和如何销售 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。在讨论中，开一家[我们自己的公司](https://supermemo.guru/wiki/SuperMemo_World)的想法屡屡冒出来，而且愈发频繁。\r\n\r\n我开始研发新的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法，脑子里有一些想法将永远改变 SuperMemo. SuperMemo 6 中使用的[SM-6 算法](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Algorithm_SM-6) 是一大突破，这一算法将在之后的 25 年里继续推动软件发展。SM-6 算法将重新采用在 [1985](https://supermemo.guru/wiki/Birth_of_SuperMemo) 中引导[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)发现的简单实验程序，但现在能够自动运行这一实验，收集评分数据，选择最优复习时机：算法将绘制用户的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。这也意味着，用户将能够决定每一个项目可接受的[遗忘](https://supermemo.guru/wiki/Forgetting)概率（即保留率-工作量的最优权衡）。\r\n\r\n当时，我仍然受限于 360 kB 的软盘（[5.25 英寸软盘](https://en.wikipedia.org/wiki/Floppy_disk#5¼-inch_floppy_disk)）。因此，SuperMemo 仍然无法保存所有的重复历史，无法大规模地完全复制 [1985](https://supermemo.guru/wiki/Birth_of_SuperMemo) 年的方法。然而，在 1990 年 1 月 6 日，我冒出一个简单的想法：我可以只针对不同[难度](https://supermemo.guru/wiki/Difficulty)和[稳定性](https://supermemo.guru/wiki/Stability)类别下的[项目](https://supermemo.guru/wiki/Item)收集[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)数据。我无需维护完整记录，只需要计算即在给定的时间（即在给定的[可提取性](https://supermemo.guru/wiki/Retrievability)水平上），在一个给定的类别中，有多少项目[留存](https://supermemo.guru/wiki/Retention)在记忆中，即可实现类似效果。这个想法作为 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的核心延续至今。即使今天有了重复历史的完整记录，SuperMemo 仍然可以立即知道某个类别中的项目的预期[可提取性](https://supermemo.guru/wiki/Retrievability)。\r\n\r\n我不断学习，在自由与不确定性交织的氛围中，为 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 研究新想法。对我来说，不确定性是能量的源泉。然而，1991 年 2 月 12 日，我得知我母亲确诊为癌症晚期。在自由和不确定性的混合中，这个噩耗平添了一股沉郁气氛。对我来说，沉郁气氛也可以是能量的圆圈。我把学习的时间增加到三倍，全心全意研究癌症，希望能自己找出一些神奇的疗法。看来不合理的乐观主义对生产力有积极影响。它还表明，疯狂的乐观主义可以帮助度过困难时期。通过努力工作，我可以驱散阴霾。高生产力肯定是抗抑郁剂。我的努力工作没有给负面的想法留下空间。我有信心，我会治好我妈妈的病！\r\n\r\n顺便说一下，我妈妈确诊的时候，我正在写一个程序来模拟记忆在应对环境时的最优行为。这个程序要从数学上证明[记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)是最适合记忆存续的。我一得知妈妈的诊断结果，便把这项工作从我的日程表中扔掉，转去学习癌症知识。我一直没能完成这个程序，这个想法因其他项目而处于不闻不问的境地。\r\n\r\n1991 年 3 月 6 日，在我们与 [Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 的一次慢跑兼头脑风暴中，有人抛出了 *[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)* 这个名字。当时我们无从得知，四个月后，SuperMemo World 将成为我们公司的名字，这家公司至今已成立 27 年。\r\n\r\n1991 年 5 月 2 日，我在 SuperMemo 6 中实现了设置目标[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)的选项。1991 年 7 月 5 日，[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 诞生了。公司最初的投资之一是一台带有硬盘的个人电脑，我得以摆脱使用软盘时的缓慢速度。\r\n\r\n1991 年 11 月 23 日：SuperMemo 被宣布为 **欧洲软件** 竞赛的最终胜出者。这个好消息拯救了 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，也是[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的良好开端。\r\n\r\n## 商业化 SuperMemo 的缓慢启动\r\n\r\n1991 年 7 月 5 日，当我们与 [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 建立 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 时，未来看起来如此光明，以至于我们需要买墨镜。地球上有很多高智商的人，他们都需要学习。全人类都是我们的市场。唯一的问题是，如何让所有这些聪明人相信，两个在铁幕后受教育的穷学生能为他们提供什么价值。我们不可能用互联网来做这项工作。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 比互联网还要古老。由于缺乏资金，我们承担不起广告费用。1991 年的波兰没有风险投资文化。我们能做的就是把最初的几份 SuperMemo 放在文件夹里，然后把它们放在附近的计算机商店的货架上。由于我们的目标是征服全球，我们甚至没做波兰语手册。我们没能做出第一笔买卖。夏天漫长而沉寂，我们心中疑虑悄悄蔓延。\r\n\r\n> 图：1991 年，[我们](https://supermemo.guru/wiki/SuperMemo_World)将 DOS 版 SuperMemo 5 的第一批拷贝装在粉红色的文件夹中，贴好贴纸，送到波兹南（波兰）的商店。软件所附的手册没有波兰语翻译。令人惊讶的是，竟有一些买家光顾[我们](https://supermemo.guru/wiki/SuperMemo_World)。 1991 年 9 月 9 日至 11 日之间，在 Axe Prim 电脑店，第一笔买卖做成了，可惜该店已不复存在（图片是根据原始文件夹和贴纸重建的）\r\n\r\n然而，在 1991 年夏天，我们一份也没有卖出去。到了秋天，除了我自己之外，每个人都疑虑重重。不是对 SuperMemo，而是对这桩生意的可行性。\r\n\r\n在成立 1.5 年后，[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 终于实现了盈利。还不错。\r\n\r\n## SM-6 算法的起源\r\n\r\nSM-6 算法首次用于 SuperMemo 6（1991），然而，它在 SuperMemo 7（1992）中仍然继续发展。尽管在 Windows 版本中对算法多有修改，但从来没有 SM-7 版本的算法出世。最值得注意的是，从 1994 年起，在 Windows 版 SuperMemo 7 中使用了指数函数来近似[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。[OF 矩阵](https://supermemo.guru/wiki/OF_matrix)的近似也逐步得到了改进。\r\n\r\n[[img [SuperMemo 7 for Windows (1992) displaying a forgetting curve based on averages|https://supermemo.guru/images/thumb/a/a9/Forgetting_curve_in_SuperMemo_7.png/710px-Forgetting_curve_in_SuperMemo_7.png]]](https://supermemo.guru/wiki/File:Forgetting_curve_in_SuperMemo_7.png)\r\n\r\n> 图：Windows 版 SuperMemo 7 是在 1992 年编写的。截至 1992 年 9 月 3 日，它能够显示用户的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)图。标有 [U-系数](https://supermemo.guru/wiki/U-Factor)的横轴与这个特定图表中的天数相对应。第 14 天和第 20 天之间的奇怪弯曲是很难确定遗忘性质的原因之一。旧的错误假设很难被推翻。直到第 13 天，遗忘似乎几乎是线性的，也可能提供一个良好的指数拟合。我们又花了两年的时间收集数据，最终才找到答案（来源：《SuperMemo 7：用户指南》）\r\n\r\n[[img [SuperMemo 7 for Windows (1994) displaying a forgetting curve approximated with the exponential function|https://supermemo.guru/images/f/f5/Forgetting_curve_approximated_with_exponential_function_%281994%29.gif]]](https://supermemo.guru/wiki/File:Forgetting_curve_approximated_with_exponential_function_(1994).gif)\r\n\r\n> 图：用指数函数近似的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，在 Windows 版 SuperMemo 7（1994）上显示。竖轴代表[回忆](https://supermemo.guru/wiki/Recall)的百分比。横轴用 [U-系数](https://supermemo.guru/wiki/U-Factor) 表示时间。该曲线使用 21,000 个重复案例绘制，看起来终于有了规律，足以对遗忘的根本原因作出假设\r\n\r\nSM-6 算法有项新功能最为重要，那就是收集遗忘率的数据。有了[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，准确地计算[最优间隔](https://supermemo.guru/wiki/Optimum_interval)就很容易了。SM-5 算法中又缓慢又不准确的 bang-bang 方法便告一段落：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n在[SM-5 算法](https://supermemo.guru/wiki/Algorithm_SM-5) 中，确定最优系数矩阵中某项元素的值的过程如下（见上）：\r\n\r\n1. 将初始值设定为以前实验中计算的平均最优系数值（OF）\r\n\r\n2. 如果目标元素产生的评分（1）大于期望值，则增加 OF，（2）小于期望值则减少 OF，或（3）等于期望值则不改变 OF\r\n\r\n上述方法表明，只有经过大量重复，最优系数才能收敛到最优值，最糟糕的是，对于越往后发生的重复，修改—验证的周期（即从改变 OF 矩阵某项的值，到根据这个值得出下个间隔，由此安排下次重复，并验证改变的合理性所需的时间）就越长。\r\n\r\n **介绍遗忘指数的概念** \r\n\r\nSM-6 算法的新颖之处在于，对最优系数矩阵中给定项对应的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的斜率进行近似，并直接从近似的曲线中计算出新的最优系数的值。换句话说，由于建立了遗忘曲线和最优重复间隔之间的确定式关系，在 SM-6 算法中不需要修改—验证循环。一次重复之后，将当前数据加入遗忘曲线的数据集，得出新的近似曲线，即可据此修改最优系数。这种修改不仅使确定最优系数矩阵的最优值的过程大大加快，而且还为达到在学习过程中的期望知识[保留](https://supermemo.guru/wiki/Retention)提供了一种新手段（参见示范性的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)）。\r\n\r\n理想的知识[保留](https://supermemo.guru/wiki/Retention)水平可由[重复](https://supermemo.guru/wiki/Item)中[项目](https://supermemo.guru/wiki/Repetition)里被遗忘的比例得出。这个比例被称为[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)（项目有记住或遗忘之分，依据学生在自我评估其进展时提供的[评分](https://supermemo.guru/wiki/Grade) 区别）。\r\n\r\n[[img [An exemplary forgetting curve plotted in the course of repetitions (over 40,000 repetition cases recorded|https://supermemo.guru/images/thumb/0/08/Forgetting_curve_in_SuperMemo_8.jpg/600px-Forgetting_curve_in_SuperMemo_8.jpg]]](https://supermemo.guru/wiki/File:Forgetting_curve_in_SuperMemo_8.jpg)\r\n\r\n> 图：由 [SuperMemo 8](https://supermemo.guru/wiki/Forgetting_curve) 绘制的重复过程中的示范性[遗忘曲线](https://supermemo.guru/wiki/SuperMemo_8)（记录了超过 40,000 个重复案例）。[R-系数](https://supermemo.guru/wiki/R-Factor)表明，指数回归指向 7.146 天的最优间隔。然后通过 [OF 矩阵](https://supermemo.guru/wiki/OF_matrix)将其平滑到 6.176 天。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 在这种情况下会为首个间隔取 6 天的值（如果忽略随机散布）\r\n\r\n在上图中，时间的推移用[间隔](https://supermemo.guru/wiki/Interval)来表示，单位是天。纵轴表示知识[保留率](https://supermemo.guru/wiki/Retention)的百分比。由 90% 保留率处的水平线可以得出所要求的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)，即在重复中遗忘项目的理想比例。所要求的遗忘指数线，与[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的交叉处，自然能得出最优间隔。在上面的例子中，[最优间隔](https://supermemo.guru/wiki/Optimum_interval)等于七天。上面的遗忘曲线是基于 40489 个重复案例绘制的。关于 [R-因子](https://supermemo.guru/wiki/R-Factor)(RF)、[O-因子](https://supermemo.guru/wiki/O-Factor)(OF)等数值的解释，请见后面的文字。\r\n\r\n直接从[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)中计算出的最优系数矩阵是高度不规则的，所以在 SM-6 算法中，[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中使用的矩阵，是将保留系数矩阵（ RF 矩阵）平滑后的产物，它是直接从与[ OF 矩阵](https://supermemo.guru/wiki/OF_matrix) 的特定项对应的遗忘曲线得出的。换句话说，遗忘曲线决定了 RF 矩阵中各项元素的取值，但只有将这个矩阵平滑处理，得到 OF 矩阵，才可以用于计算最优间隔\r\n\r\n## 算法 SM-6\r\n\r\n下面的算法描述来自我的[博士论文](https://supermemo.guru/wiki/Economics_of_learning)，并作了一些澄清，指的是 1994 年的现状：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n1. 学到的知识被分割成尽可能小的片段，称为项目\r\n\r\n2. 项目制定为问题-答案的形式\r\n\r\n3.通过自定进度的 drop-out 技术来记忆项目，即花时间思考某一问题，直到给出所有正确答案为止(译注: drop-out 一词没有找到合适来源，故保留原文；维基上的 Dropout 只是同名，年代和领域都对不上)\r\n\r\n4. 从记住一个项目到第一次重复的间隔，对于所有项目都相同。这个间隔是由期望的知识保留水平决定的，这个水平又可以转换为间隔（[Wozniak 1994a](https://supermemo.guru/wiki/ANE1994)），只需使用平均[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，这一曲线是从普通学生的平均值数据库中提取的。期望的保留率是通过[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)来指定的，这一保留率与重复时遗忘的项目比例相对应（学习如何从遗忘指数计算保留率，反之亦然）。请注意，为了加快优化过程，首次间隔可能会随机缩短或延长（间隔长短不一可以提高遗忘曲线的近似精度）。\r\n\r\n5. 首个间隔是按照普通学生和普通数据库的预设计算的。然而，一旦遗忘指数的记录值偏离了目标水平，首个间隔的长度就会相应地被修改，其新值来自重复过程中绘制的负指数遗忘曲线的近似。重复评分越多，曲线就会越精确，最优重复间隔的值就会稳定下来，确保目标知识保留率达到指定水平。每次重复后，学生会给出评分，由此可以得知学生是否能准确而轻松地复现正确答案。\r\n\r\n6. 项目按照评分划分成不同的难度类别。它们的难度在每次连续的重复中被重新估计。每个项目的难度由前面提到的 [E-系数](https://supermemo.guru/wiki/E-Factor)（E 代表「容易」(easiness)）来描述。对于刚开始学习的所有项目，E-系数都等于 2.5，在随后的重复中会有所修改。例如，评分高于 4, E-系数会增加少许（评分高表明项目容易），而分低于 4 时 E-系数会降低。，以前，E-系数还用来计算，对于某一难度的项目，随着连续重复学习，其间隔长度应该增加多少倍。目前，E-系数只作为最优系数和保留系数矩阵的索引，与实际的间隔增加没有什么关系。\r\n\r\n7. 项目难度不同，最优间隔也不同\r\n\r\n8. 项目重复次数不同，间隔也不同\r\n\r\n9. 为了达到由遗忘指数所决定的期望知识保留率，最优间隔的函数处于不断修正之中。换句话说，该算法将检测学生应对重复的能力，并相应地调整重复间隔的长度。\r\n\r\n10. 最优间隔的函数表示为最优系数矩阵，简称 OF 矩阵，定义如下：\r\n\r\n for n=1: I(n,EF)=OF(n,EF)\r\n\r\n for n>1: I(n,EF)=I(n-1,EF)*OF(n,EF)\r\n\r\n 其中：\r\n\r\n - I(n,EF) - 难度 EF 对应的第 n 个间隔\r\n\r\n - OF(n,EF) - 第 n 次重复、难度 EF 对应的最优系数\r\n\r\n11. 最优系数矩阵是通过平滑 **保留系数矩阵** （简称 RF 矩阵）得出的。保留系数矩阵的定义与[最优系数矩阵](https://supermemo.guru/wiki/OF_matrix)相同。\r\n\r\n12. 保留系数矩阵的元素被用于估计最优系数矩阵的元素值。每个最优系数对应于一个最优间隔，该间隔在重复时产生所需的保留率（由目标遗忘指数决定）。保留系数矩阵的每个元素都对应于 E-系数和重复次数的不同值\r\n\r\n13. 保留系数矩阵的元素，称为 **[R-系数](https://supermemo.guru/wiki/R-factor)** ，是由[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)计算出来的，其形状是根据重复的历史绘制的\r\n\r\n14. 遗忘曲线图上的时间推移是由 **[U-系数](https://supermemo.guru/wiki/U-Factor)** 来衡量的，即当前间隔和前一间隔的比率，不过第一次重复的 U-系数与第一个间隔相等，单位为天（如[图](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#forgetting_curve_in_SM8)）。重复记录使得计算不同 U-系数下的保留率成为可能。保留率与时间推移（U-系数）的关系图代表了一条遗忘曲线。遗忘曲线与所需的保留水平的横截距决定了最优的 R-系数，在对保留系数矩阵进行平滑处理后，可以得到最优的 O-系数\r\n\r\n15. 每个难度类别和重复次数都有自己的重复记录，用来绘制单独的遗忘曲线。换句话说，项目难度不同，重复次数不同，间隔都有所不同。\r\n\r\n16. 在学习中使用的间隔取值，包括第一个间隔，都落在最优值的附近，这么做是为了更准确地绘制遗忘曲线，从而提升程序的收敛率。间隔略微分散开来的话，遗忘曲线的近似将使用图形上更分散的点集\r\n\r\n为什么第一份软件很难卖出去？我可以从我们最早的一个客户的话语中重构这个场景，他真的去了一家商店，看了看公开展示的第一份 SuperMemo。在摆放计算机程序的架子上，与微软公司的闪亮盒子一起，他注意到一个破旧的文件夹，上面写着诱人的文字：「你的突破性快速学习软件」。他拿起文件夹，打开了一本手册，不仅是质量糟糕的复印件，而且是英语。他读到了一个用高高在上的言辞写就的令人难以置信的故事。故事简直是好得天方夜谭：“学习更快”、“知识保留极佳”、“新的科学方法” 以及 “少许耗时” 等等。他没想买下来，整套软件相当昂贵（大约 100 美元，在 1991 年的波兰可是个大数目），然而，他找到了销售人员，想知道 SuperMemo 背后的人是谁。店主对 SuperMemo 相当了解，并解释说。这个故事开始显得很可信。这位顾客一直没有忘记这段插曲。几个月后，他从当地的一些杂志上听说了 SuperMemo，并成为第一批付费客户。他的注册索取券在 1992 年 1 月到达，他的升级历史表明，他用 SuperMemo 用了几十年，现在他的儿子也是常客之一。\r\n\r\n知道我们是如何认识的应该会有帮助。与 [Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 一起，我是永远的朋友。我和他的兄弟在一个学校上学，我们相距 200 米，并且在[波兹南科技大学](https://en.wikipedia.org/wiki/Poznań_University_of_Technology)通过了同一年的计算机科学考试。我不能说我是如何说服 Biedalak 相信 SuperMemo 很不错的。我们只是太亲密了，他一直都在我的朋友圈里。这一部分很容易。[Tomek Kuehn](https://supermemo.guru/wiki/Tomasz_Kuehn) 是 SuperMemo 的第一批伟大信徒之一。他也是伟大的程序员，更是伟大的激励者。他一下子就理解了 SuperMemo 的想法。他自己写了两个版本的 SuperMemo：1988 年用于 Atari 800，1989 年用于 Atari ST。1989 年 1 月，他甚至利用一份计算机杂志（Komputer）上的广告卖出了 10 份 SuperMemo 2。我猜想，他没有收回投资的钱，否则他肯定会再次尝试这种伎俩。毕业后，库恩已经有了自己的生意：一家电脑店。这家商店也是最早向客户介绍 SuperMemo 的商店之一。他的伙伴和朋友是 [Marczello Georgiew](https://supermemo.guru/wiki/Marczello_Georgiew)，他也不需要太多的说服力。Georgiew 加入了这个团队。最后，在 1990 年布达佩斯的 GRE 考试中，我遇到了 [Janusz Murakowski](https://supermemo.guru/wiki/Janusz_Murakowski)。他有极佳的数学禀赋，也可能是有史以来最快皈依 SuperMemo 的人。在我们回波兰的火车上，我提到了 SuperMemo。他一下子就被吸引住了。几天后，他已经是 [SuperMemo 2](https://supermemo.guru/wiki/SuperMemo_2) 的热心用户（截至 1990 年 6 月 13 日）。在我们公司的说唱歌中，我们唱着「我们是卖 SuperMemo 的人」。要说服人们相信 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 能有效果是非常困难的，但团队里的人一直都很热情。\r\n\r\n到 1991 年 11 月，人们的热情开始消退。如果我们继续无功而返，我们将逐渐失去与他们的参与和热情成正比的团队。再过几个月，公司可能就要死了。SuperMemo 不会死。我肯定会寻找一个买家，或者以某种方式继续下去。我和这个产品联系得太紧密了。我自己使用它，我所有的知识都投入到我的数据库中。我可能会考虑回到在美国读博士的想法。就像1989年我能够在荷兰的大学里把工作和「下班后」的编程结合起来一样，我可能会继续下去，直到取得一些突破，比如说在网络上。也许这将是一个开放源码的产品？幸运的是，生物聚合物生物化学系的 Wojciech Makalowski 博士建议我们将 SuperMemo 提交给 **欧洲软件** 竞赛。由于奇迹般的好运气，我们获得了决赛资格，这立即被波兰媒体，特别是计算机期刊所关注。从那时起，SuperMemo 在波兰媒体中的地位越来越高，越来越吸引人。[Andrzej Horodenski](https://supermemo.guru/wiki/Andrzej_Horodenski) 是[第一个写关于 SuperMemo 的记者](http://www.super-memory.com/articles/horod.htm)(Computer World 1992)。[Pawel Wimmer 是第二个](https://supermemo.guru/wiki/Pawel_Wimmer:_Praising_SuperMemo._Ex_Occidente_lux)。Wimmer 直到今天仍然是忠实的，他实际上使用了 [SuperMemo 2](https://supermemo.guru/wiki/SuperMemo_2)，他可能是在 1989 年在 KOMPUTER 杂志上做广告时从 [Tomasz Kuehn](https://supermemo.guru/wiki/Tomasz_Kuehn) 那里得到的。\r\n\r\n[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 从一开始就是一个奇妙的组合。1991 年，我们在波兰没有风险资本注入资金，所以我们不得不卖起听着像「蛇油」的东西来自力更生。我们如履薄冰，但还是仰仗着激情，信念，以及鸿运当头活了下来。", + "type": "text/markdown", + "caption": " 1991：启用遗忘曲线\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1991 Employing forgetting curves" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1994 Exponential nature of forgetting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1994 Exponential nature of forgetting.json" new file mode 100644 index 0000000..4a00502 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1994 Exponential nature of forgetting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/1994 Exponential nature of forgetting", + "text": "# 1994：遗忘的指数性质\r\n\r\n## 遗忘曲线：幂或指数形式\r\n\r\n[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的形状对于理解记忆至关重要。曲线背后的数学甚至可能影响到对睡眠作用的理解（见下文）。当艾宾浩斯第一次确定遗忘率的时候，他得到了一组相当不错的数据，能较好拟合幂函数。然而，现在我们知道遗忘是呈指数形式的。想了解这种差异可以阅读[这篇文章](https://supermemo.guru/wiki/Error_of_Ebbinghaus_forgetting_curve)。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/6/64/Ebbinghaus_forgetting_curve_%281885%29%28power_regression%29.jpg/300px-Ebbinghaus_forgetting_curve_%281885%29%28power_regression%29.jpg]]](https://supermemo.guru/wiki/File:Ebbinghaus_forgetting_curve_(1885)(power_regression).jpg)\r\n\r\n遗忘曲线的术语取自艾宾浩斯（1885）。该曲线是根据艾宾浩斯发表的原始表格数据绘制的（Piotr Wozniak，2017）\r\n\r\n## 错误的想法反有助于间隔重复研究\r\n\r\n多年来，曲线的实际形状在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中并没有发挥多大作用。我早期对遗忘性质的直觉猜想非常混乱，在不同场景下都不一样。早在 1982 年，我就有这样的思考：进化为大脑设计了遗忘功能，是为了确保记忆空间不会耗尽。遗忘的最佳时机将由环境的统计特性决定。进化编码了衰变的功能，是为了最大限度地提高生存率。一旦没有及时复习，记忆就会被删除，以便为之后的学习提供空间。\r\n\r\n我曾误以为存在最优的遗忘时间，然而这个错误其实有助于发明间隔重复。这种「最优时间」的直觉促成了 [1985 年的第一次实验](https://supermemo.guru/wiki/Birth_of_SuperMemo)。遗忘的最优时间将意味着遗忘曲线是 S 形的，有一个明确拐点，这个拐点决定了最优性。在复习之前，遗忘将是最小的；延迟复习，遗忘则会非常迅速。这就是为什么找到最优间隔显得如此关键。随后大量数据扑面而来，但我因确认偏见所致，仍然看不出我的错误。我的硕士论文中，关于 S 形遗忘，我写道：「这直接源于这样的观察：在最优间隔过去之前，记忆错误的数量是可以忽略不计的」。我一定是忘记了[我自己在 1984 年底制作的遗忘曲线图](https://supermemo.guru/wiki/Hermann_Ebbinghaus_(1885)_and_spaced_repetition_(1985))。\r\n\r\n今天，这个 **S 形命题** 可能看起来很荒谬，但我的[间歇学习模型](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)甚至也为这个概念提供了一些支持。对我在间歇学习模型工作中收集的数据进行指数拟合，产生的偏差特别高，而不同 [E-系数](https://supermemo.guru/wiki/E-Factor)的 S 形曲线叠加起来，与早期的线性趋势十分接近。在现有的数据中，间歇学习模型在回想范围内似乎可以进行完美地线性拟合。难怪，在整页整页的异质材料中，遗忘的指数性质仍然隐藏得很好。\r\n\r\n## 矛盾的模型\r\n\r\n对于[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，我没有深入思考过。然而，我对记忆有一个生物模型，可以追溯到 1988 年，这个模型涉及了[可提取性](https://supermemo.guru/wiki/Retrievability)的指数衰减。显然，在那时候，遗忘曲线和可提取性这两个概念，在我的头脑中是互相独立的。\r\n\r\n在我为计算机模拟课撰写的学分论文中（Dr Katulski，1988 年 1 月），我的图线清楚地显示了遗忘曲线是指数型的：\r\n\r\n[[img [Hypothetical mechanism involved in the process of optimal learning. (A) Molecular phenomena (B) Quantitative changes in the synapse|https://supermemo.guru/images/thumb/0/0e/Hypothetical_mechanism_involved_in_the_process_of_optimal_learning.jpg/426px-Hypothetical_mechanism_involved_in_the_process_of_optimal_learning.jpg]]](https://supermemo.guru/wiki/File:Hypothetical_mechanism_involved_in_the_process_of_optimal_learning.jpg)\r\n\r\n> 图：在我题为《[学习的优化](https://supermemo.guru/wiki/Optimization_of_learning)》(1990) 的硕士论文中，我提出了一些假想的概念，这些概念可能是基于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的优化学习过程的基础。(A) 分子现象 (B) 突触的定量变化。这些想法在今天已经有点过时了，但代表[记忆可提取性](https://supermemo.guru/wiki/Retrievability)的锯齿状曲线在关于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的流行出版物中广为人知。它们通常被错误地认为是[赫尔曼-艾宾浩斯](https://supermemo.guru/wiki/Hermann_Ebbinghaus)的作品\r\n\r\n到那个时候，我可能已经从文献中形成了更好的想法。1986-1987 年，我花了很多时间在大学图书馆寻找关于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的优质研究。什么都没有找到。我可能已经熟悉了由[艾宾浩斯](https://supermemo.guru/wiki/Ebbinghaus)确定的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。我在[硕士论文](https://supermemo.guru/wiki/Optimization_of_learning)中提到了它。\r\n\r\n## 收集数据\r\n\r\n当时，我在为我绘制于 [1984 年底](https://supermemo.guru/wiki/Hermann_Ebbinghaus_(1885)_and_spaced_repetition_(1985))的第一个[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)图收集数据。由于所有的学习都是在 11 个月的时间里为学习而学习，而且绘制图表的成本很低，所以我忘记了那张图表，它在我的档案中闲置了 34 年：\r\n\r\n[[img [The very first forgetting curve for the retention of English vocabulary plotted back in 1984, just a few months before designing SuperMemo on paper|https://supermemo.guru/images/thumb/d/d0/Forgetting_curve_for_retention_of_English_vocabulary_%281984%29.jpg/600px-Forgetting_curve_for_retention_of_English_vocabulary_%281984%29.jpg]]](https://supermemo.guru/wiki/File:Forgetting_curve_for_retention_of_English_vocabulary_(1984).jpg)\r\n\r\n> 图：[我](https://supermemo.guru/wiki/Piotr_Wozniak)最早的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，绘制于 1984 年，即[设计纸上 SuperMemo](https://supermemo.guru/wiki/Birth_of_SuperMemo)的几个月前，是关于英语词汇[保留率](https://supermemo.guru/wiki/Retention)的。这张图并不是实验的一部分，它只是对间歇性学习英语词汇的结果的累积性评估。这张图很快就被遗忘了。34 年后，我重新发现了这张图。英语单词共有 49 页，每页 40 对。我记忆这些单词之后，在不同的时间间隔内进行复习，并记录了回忆错误的数量。排除了异常值，取平均值，该曲线似乎远没有艾宾浩斯（1885）得到的曲线那么陡峭，他画曲线时记忆的是无意义音节，遗忘测量方法也不同：重新学习时节省的时间\r\n\r\n[我 1985 年的实验](https://supermemo.guru/wiki/Birth_of_SuperMemo)也可以被看作是收集[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)数据的一个未去干扰的尝试。然而，最初 SuperMemos 并不关心[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。优化的本质是开关型控制，尽管今天，收集[保留率](https://supermemo.guru/wiki/Retention)数据似乎是如此明显的解决方案（就像在 1985 年）。\r\n\r\n直到我开始用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 软件收集数据，每个记忆卡片都能单独研究，我才从我早期关于遗忘的错误想法中完全恢复过来。\r\n\r\n[DOS 版 SuperMemo 1](https://supermemo.guru/wiki/SuperMemo_for_DOS)（1987）能收集完整的重复历史，因此便有可能确定遗忘性质。然而，短短 10 天内（1987 年 12 月 23 日），我不得不抛弃全部的重复记录。当时，我的磁盘空间是 360KB，所以不得不如此。我在老式的 5.25 英寸软盘中运行 SuperMemo。经过 [Janusz Murakowski](https://supermemo.guru/wiki/Janusz_Murakowski) 博士卓绝努力，记录完整重复历史的功能在 8 年后（1996 年 2 月 15 日）才回到 SuperMemo 中，他认为如果没有这项功能，每一分钟都是在浪费宝贵的数据，丢失未来算法和记忆研究的动力。20 年后，我们的数据多到处理不完。\r\n\r\n没有重复历史，我仍然可以借助独立收集的遗忘曲线数据来研究遗忘问题。1991 年 1 月 6 日，我想出了在小文件中记录遗忘曲线的方法，这样数据库就不会过度膨胀（即没有重复历史的完整记录）。\r\n\r\n直到 [SuperMemo 6](https://supermemo.guru/wiki/SuperMemo_6) 才开始收集遗忘曲线数据以确定最佳间隔时间（1991 年）。SuperMemo 6 所做的事情和[我的第一个实验](https://supermemo.guru/wiki/Birth_of_SuperMemo)是一样的，只不过 SuperMemo 6 能够自动化，大规模地收集数据，并且记忆都已经分离成一个个问题（这就解决了异质性的问题）。SuperMemo 6 最初使用二分查找算法来寻找与遗忘指数相对应的最佳时刻。之后还要 3 年才能找出最优的近似。\r\n\r\n## 第一条遗忘曲线的数据\r\n\r\n到 1991 年 5 月，我有了首批一定量可供查看数据，然而我大失所望。我预测我需要一年的时间才能从数据中看到任何规律性。然而，每隔几个月，我都要要记录我对进展不足的失望。收集数据的进展缓慢得令人痛苦，漫长的等待难以忍受。一年后，我仍没有更多进展。如果艾宾浩斯能够用无意义的音节绘制出一条好的曲线，那么他忍受非[连贯性](https://supermemo.guru/wiki/Coherence)的痛苦一定是值得的。有了有意义的数据，真相就会得非常缓慢；尽管此时已有了电脑带来的便利，学习的过程也充满乐趣。\r\n\r\n1992 年 9 月 3 日，适用于 Windows 的 SuperMemo 7 使人们有可能第一次很好地窥视到真正的遗忘曲线。这种景象令人陶醉：\r\n\r\n[[img [First peek at a pretty regular forgetting curve in SuperMemo 7 (1992)|https://supermemo.guru/images/thumb/a/a9/Forgetting_curve_in_SuperMemo_7.png/600px-Forgetting_curve_in_SuperMemo_7.png]]](https://supermemo.guru/wiki/File:Forgetting_curve_in_SuperMemo_7.png)\r\n\r\n> 图：Windows 版 SuperMemo 7 编写于 1992 年。截至 1992 年 9 月 3 日，它能够显示用户的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)图。标有 [U-系数](https://supermemo.guru/wiki/U-Factor)的横轴与这个特定图表中的天数相对应。第 14 天和第 20 天之间的奇怪弯曲是很难确定遗忘性质的原因之一。旧的错误假设很难被推翻。直到第 13 天，遗忘似乎几乎是线性的，也可能提供一个良好的指数拟合。我们又花了两年的时间收集数据，才最终找到答案（来源：《SuperMemo 7：用户指南》）\r\n\r\n## 遗忘曲线近似\r\n\r\n到 1994 年，我仍然不确定遗忘的性质。我汇集前三年（1991-1994 年）收集的数据，下定决心要一劳永逸地找出这条曲线。我把重点放在我自己的数据上，这些数据来自 20 多万次的重复。然而，这并不容易。如果 SuperMemo 将在 R=0.9 下安排重复，你可以从 R=1.0 到 R=0.9 画一条直线，这在未去干扰的数据中拟合得很好：\r\n\r\n[[img [Difficulty approximating forgetting curve|https://supermemo.guru/images/thumb/e/ea/Forgetting_curve_approximation_difficulty.png/800px-Forgetting_curve_approximation_difficulty.png]]](https://supermemo.guru/wiki/File:Forgetting_curve_approximation_difficulty.png)\r\n\r\n> 图：拟合[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve) 的困难。在 1994 年，在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中很难理解遗忘的本质，因为大多数数据都是在较高的[回忆率]https://supermemo.guru/wiki/Recall)范围内收集的\r\n\r\n我在 1994 年 5 月 6 日的笔记说明了这种近似有多不确定：\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n1994 年 5 月 6 日。 **一整天都在疯狂地尝试更好地近似遗忘曲线。首先我尝试了 [R](https://supermemo.guru/wiki/Recall)=1-in/(Hn+in)，其中 i - 间隔时间，H - 记忆半衰期，n - 合作性系数。到了晚上，我慢慢地让它能工作起来了，但是......看来 r=exp(-a\\*i) 的效果也差不了多少！即使是旧的线性近似也没有差很多（S 型 D=8.6%，指数 D=8.8%，而线性 D=10。8%）。也许，遗忘的曲线确实是指数型的？2 点 50 分睡觉** 。\r\n\r\n要把线性、幂、指数、齐夫型、希尔型等等函数分开并不容易。一些难以区别的情况下，指数、幂甚至是线性近似带来了相当好的结果。为了更清楚地看到遗忘的指数性质，[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)数据需要有较高的的[稳定性](https://supermemo.guru/wiki/Stability)，且按[复杂性](https://supermemo.guru/wiki/Complexity)排序好。即使这样的数据很少，观察得却更明白。\r\n\r\n94 年中遇到了一个逻辑谬误是，大部分数据都是在第一次复习收集的。开始学习的新项目仍然是异质性集合，这个集合服从遗忘的指数规律。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/5/5a/Forgettingcurve.jpg/300px-Forgettingcurve.jpg]]](https://supermemo.guru/wiki/File:Forgettingcurve.jpg)\r\n\r\n用 SuperMemo 收集的新学知识的第一次复习后的遗忘曲线\r\n\r\n后来，当数据按[复杂性](https://supermemo.guru/wiki/Complexity)和[稳定性](https://supermemo.guru/wiki/Stability)排序时，它们开始变得指数化。在SM-6 算法中，复杂性和稳定性分别由 [E-系数](https://supermemo.guru/wiki/E-Factor) 和重复次数来表达。这种表达并非尽善尽美，算法便有些瑕疵，最终排序也不完善。此外，当遗忘几乎是线性的时候，SuperMemo 仍然是高保留率的。\r\n\r\n截至 1994 年 5 月，我的[高级英语](https://supermemo.guru/wiki/Advanced_English)数据库中的主要初次复习曲线收集了 18000 个数据点，这些数据似乎是最好的分析材料。然而，这条曲线包含了所有进入这个过程的学习材料，与它的难度无关。我无从得知这条曲线由幂律掌控。我的最佳偏差是 2.0。\r\n\r\n在 2018 年绘制的类似曲线可见：\r\n\r\n[[img [Forgetting curve obtained in 2018 with SuperMemo 17 for average difficulty (A-Factor=3.9)|https://supermemo.guru/images/thumb/a/a4/Forgetting_curve_for_average_difficulty_%28A-Factor%3D3.9%29.png/400px-Forgetting_curve_for_average_difficulty_%28A-Factor%3D3.9%29.png]]](https://supermemo.guru/wiki/File:Forgetting_curve_for_average_difficulty_(A-Factor%3D3.9).png)\r\n\r\n> 图：在 2018 年使用 SuperMemo 17 获得的平均难度（A-系数=3.9）下的遗忘曲线。其数据包含 19,315 次重复，最小二乘法偏差为 2.319，而这条曲线与 1994 年的曲线极为相似，只是它用指数函数来近似最好（幂函数的例子可参见：[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve).\r\n\r\n## 指数式遗忘胜出\r\n\r\n到 1994 年夏天，我足够确信遗忘是指数的。到 1995 年，我们发表了[《记忆的两个组成部分》](http://super-memory.com/english/2vm.htm)，其中有公式 R=exp(-t/S)。我们的出版物在很大程度上仍然被主流科学所忽视，但网上一提到遗忘曲线，便屡屡提及我们的作品。\r\n\r\n有趣的是，在 1966 年，诺贝尔奖得主[赫伯特-西蒙](https://en.wikipedia.org/wiki/Herbert_A._Simon)对[艾宾浩斯](https://en.wikipedia.org/wiki/Hermann_Ebbinghaus)在 1897 年的工作中得出的[约斯特定律](https://supermemo.guru/wiki/Jost's_Law)简单做了研究。[西蒙注意到](https://supermemo.guru/wiki/Herbert_Simon_predicted_two_component_model_of_memory)，[遗忘](https://supermemo.guru/wiki/Forgetting)的指数性质说明记忆必然具备某种属性，今天我们称这种属性为记忆[稳定性](https://supermemo.guru/wiki/Stability)。西蒙就此写了篇简短的论文，之后就转头研究他手上的数百个其他项目了。这篇小文基本上被人遗忘了，然而，它是预言性的。1988 年，类似的推理是[长期记忆的两个组成部分模型](https://supermemo.guru/wiki/Two_components_of_memory)的想法起源。\r\n\r\n今天，关于指数特点的遗忘，我们还有一点推论。如果遗忘是指数级的，就意味着在单位时间内遗忘的概率是恒定的，这意味着神经网络[干扰](https://supermemo.guru/wiki/Interference)，也就意味着睡眠可能不是通过加强记忆来建立[稳定性](https://supermemo.guru/wiki/Stability)，而是通过简单地消除干扰的原因：多余的突触。那么[朱利奥-托诺尼](https://en.wikipedia.org/wiki/Giulio_Tononi)认为睡眠中净损失突触的看法可能是正确的。然而，他认为这种损失是正常的。指数式遗忘表明此中更有深意。它可能是一种「[智能遗忘](https://supermemo.guru/wiki/Memory_optimization_in_sleep)」，这种遗忘干扰了在清醒时强化的关键记忆。\r\n\r\n## 负指数的遗忘曲线\r\n\r\n直到 2005 年，关于遗忘的指数性质才有了更多文章。在 [Gorzelanczyk](https://supermemo.guru/wiki/Edward_Gorzelanczyk) 博士于一个波兰建模会议上发表的论文中，我们写道：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n尽管人们一直推测遗忘在本质上是指数式的，但证明这一事实从来都不容易。从放射性衰变到脱水中的木材，指数衰减在生物和物理系统中屡屡现身。这个模型出现在任何预期衰变率与样本大小成正比，而且单粒子以恒定概率衰变的地方。自[艾宾浩斯（Ebbinghaus, 1885）的年代](https://supermemo.guru/wiki/Error_of_Ebbinghaus_forgetting_curve)以来，以下问题阻碍了遗忘建模：\r\n\r\n- 样本量小\r\n\r\n- 样本异质性\r\n\r\n- 混淆了[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)、再学习曲线、练习曲线、保留曲线、试验学习曲线、错误曲线以及学习曲线族中的其他曲线\r\n\r\n通过 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，我们可以克服所有这些障碍来研究记忆衰减的本质。作为一个流行的商业应用程序，SuperMemo从世界各地的学生收集了大量的数据，并能非常自由地访问这些数据。该程序的每个用户都可以得到的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)图（ **[工具](http://help.supermemo.org/wiki/Tools_menu)：[统计](http://help.supermemo.org/wiki/Tools_menu#Statistics)：[分析](http://help.supermemo.org/wiki/Analysis)：[遗忘曲线](http://help.supermemo.org/wiki/Analysis#Forgetting_Curves)** ）是基于同质性较强的样本绘制的，因而是对记忆衰减的真正反映（相对于其他形式的学习曲线）。不过，对异质性的追求大大影响了样本的大小。值得注意的是，遗忘曲线对于不同记忆稳定性，和不同知识难度的材料是不同的。而[记忆稳定性](https://supermemo.guru/wiki/Stability)会影响衰减率，异质性学习材料使得遗忘曲线互相叠加，每条曲线衰减率不同。因此，即使在有几十万个单独信息参与学习过程的机构中，也只能过滤出相对较小的同质化数据样本。这些样本大小很少超过几千。即使如此，这些数据在质量上也远远胜过研究人员在受控条件下研究记忆特性的样本。然而，遗忘的随机性仍然使得我们很难对衰减函数的数学性质做出最终的判断（见下面两个例子）。在分析了几十万个样本后，我们非常接近于说明记忆是一种指数衰减。\r\n\r\n[[img [Exemplary forgetting curve sketched by SuperMemo|https://supermemo.guru/images/thumb/e/ea/Exemplary_forgetting_curve_1.jpg/800px-Exemplary_forgetting_curve_1.jpg]]](https://supermemo.guru/wiki/File:Exemplary_forgetting_curve_1.jpg)\r\n\r\n> 图：由 SuperMemo 画出的示范性遗忘曲线。从数据库中近一百万个重复案例样本里，找出平均难度和低稳定性（A-系数=3.9，S 在 [4,20]）的数据，最终得到 5850 个重复案例（不到整个样本的 1%）。红线是回归分析的结果，R=e-kt/S。用其他基本函数进行曲线拟合，表明指数衰减最能契合数据。图中使用的时间量度是所谓的 U-系数，其定义为现在和以前的重复间隔的比值。请注意，在 R 处于 1 到 0.9 的范围时，指数衰减可以合理地用一条直线来近似，而衰减若用幂函数刻画的话就并非如此。\r\n\r\n[[img [Exemplary forgetting curve sketched by SuperMemo|https://supermemo.guru/images/thumb/8/87/Exemplary_forgetting_curve_2.jpg/800px-Exemplary_forgetting_curve_2.jpg]]](https://supermemo.guru/wiki/File:Exemplary_forgetting_curve_2.jpg)\r\n\r\n> 图：由 SuperMemo 画出的示范性遗忘曲线。从数据库中的近百万个重复案例筛选出平均难度和中等稳定性（A-系数=3.3，S>1 年）的案例，最终得到了 1082 个。红线是按照 R=e-kt/S 回归分析的结果。\r\n\r\n## 遗忘曲线：可提取性公式\r\n\r\n在[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17) 中，[可提取性 R](https://supermemo.guru/wiki/Retrievability)与[回忆](https://supermemo.guru/wiki/Recall)的概率相对应，并代表指数式[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。可提取性是由[稳定性](https://supermemo.guru/wiki/Stability)和[间隔](https://supermemo.guru/wiki/Interval)得出的：\r\n\r\n> R[n]:=exp-k*t/S[n-1]\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - R[n] - 第 n 次[重复](https://supermemo.guru/wiki/Repetition)时的[可提取性](https://supermemo.guru/wiki/Retrievability)\r\n\r\n> - k - 衰减常数\r\n\r\n> - t - 时间（[间隔](https://supermemo.guru/wiki/Interval)）\r\n\r\n> - S[n-1] - 第 n-1 次重复之后的[稳定性](https://supermemo.guru/wiki/Stability)\r\n\r\n如果有[项目](https://supermemo.guru/wiki/Item)很[难](https://supermemo.guru/wiki/Difficulty)或者项目难度不一的话，遗忘曲线就不是完全指数性质的，这种整洁的理论方法就变得有点复杂了。此外，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)可能会因为用户策略而出现瑕疵。\r\n\r\n在 [SM-8 算法](https://supermemo.guru/wiki/Algorithm_SM-8) 中，我们希望可提取性信息可以利用评分计算出。实际上实现不了。评分和可提取性之间的相关性很小，这主要是因为，[复杂](https://supermemo.guru/wiki/Complexity)项目的[评分](https://supermemo.guru/wiki/Grade)更差，而且往往被遗忘得更快（至少在开始时）。\r\n\r\n## 保留率与遗忘指数的关系\r\n\r\n遗忘的指数性质意味着，测量的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)和[知识保留](https://supermemo.guru/wiki/Retention)之间的关系可以用以下公式准确表达：\r\n\r\n> Retention = -FI/ln(1-FI)\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Retention - 整体知识的[保留率](https://supermemo.guru/wiki/Retention)，以分数表示（0..1），\r\n\r\n> - FI - [遗忘指数](https://supermemo.guru/wiki/Forgetting_index)，以分数表示（遗忘指数等于 1 减去重复时的知识保留率）。\r\n\r\n例如，默认设定中，执行良好的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)下，遗忘指数设为 0.1（即10%）时，保留率应该是 0.949（即 94.9%）。94.9% 这个数据说明，一开始指数衰减和线性函数极为相似。对于线性遗忘，保留率是 95.000%（即 100% 减去遗忘指数的一半）。\r\n\r\n## 劣质材料的遗忘曲线\r\n\r\n1994 年，我的[学习集](https://supermemo.guru/wiki/Collection)基本上都有很好的表述，因此我很幸运。而 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的用户往往不是这样的。对于表述质量差的[项目](https://supermemo.guru/wiki/Item) 来说，[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)是扁平化的，而不是纯粹的指数型（如[几个指数型曲线的叠加](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Power_law_emerges_in_superposition_of_exponential_forgetting_curves)）。SuperMemo 永远无法预测某个项目在哪个时刻遗忘。遗忘是随机过程，只有其平均值才能计算。有一个流传甚广的 SuperMemo 谬论是，SuperMemo 可以预测遗忘的确切时刻：这不是真的，也不可能。SuperMemo 所做的是寻找一些[间隔](https://supermemo.guru/wiki/Interval)，在这些间隔内，给定项目难度，遗忘概率很可能为特定的值（例如 10%）。那些扁平化的遗忘曲线引发了一个悖论。忽略复杂项目后，即使长期中断复习，也可能记住很多材料。即使是纯粹的负指数遗忘曲线，区间估计的 10 倍偏差也会导致 R2=exp10*ln(R1) 差异的[保留率](https://supermemo.guru/wiki/Retention)差异。这相当于从 98% 下降到 81%。对于典型的劣质项目的扁平化遗忘曲线，这个下降可能只有 98%->95%。这就说明将复杂的材料保持在较低的[优先级](https://supermemo.guru/wiki/Priority_queue)是好的学习策略。\r\n\r\n## 幂律出现在指数遗忘曲线的叠加中\r\n\r\n为了说明同质样本对于研究[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的重要性，让我们看看将困难的知识与容易的知识混合后，遗忘曲线形状如何变化。下列图表说明，为什么利用异质样本可能得出遗忘性质的错误结论。本演示中的异质样本甚至用幂函数来近似是最优的！幂函数来自于指数型遗忘曲线的平均化，这一事实早先已经有其他记载（Anderson&Tweney 1997；Ritter&Schooler, 2002）。\r\n\r\n[[img [Heterogenous forgetting index|https://supermemo.guru/images/b/b2/Heterogenous_forgetting_index.gif]]](https://supermemo.guru/wiki/File:Heterogenous_forgetting_index.gif)\r\n\r\n> 图：[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的叠加可能导致遗忘的指数性质被掩盖。考虑由两种类型记忆组合成的样本： 50% 的记忆稳定性为 S=1 （细黄线），50% 的记忆稳定性为 S=40 （细紫线）。叠加的遗忘曲线自然会表现出可提取性 R=0.5\\*Ra+0.5\\*Rb=0.5\\*(e-k\\*t+e-k\\*t/40)。这样一个复合样本的遗忘曲线在图中以黑点描出。蓝色粗线表示指数近似值（R2=0.895），红色粗线表示同一曲线的幂近似值（R2=0.974）。在这种情况下，幂函数最契合数据，尽管样本子集的遗忘是负指数式的。\r\n\r\n[SuperMemo 17](https://supermemo.guru/wiki/SuperMemo_17) 还包括一条最适合用幂函数近似的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。这是记忆项目后的第一条遗忘曲线。在记忆的时候，我们不知道项目的[复杂性](https://supermemo.guru/wiki/Complexity)这一概念。这就是为什么材料是异质性的，而遗忘曲线是幂函数近似的。\r\n\r\n[[img [The first review forgetting curve for newly learned knowledge collected with SuperMemo|https://supermemo.guru/images/thumb/5/5a/Forgettingcurve.jpg/600px-Forgettingcurve.jpg]]](https://supermemo.guru/wiki/File:Forgettingcurve.jpg)\r\n\r\n图：[第一条遗忘曲线](https://supermemo.guru/wiki/First_forgetting_curve)，数据来自新学知识，用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 收集。由于学习过程中新引入的学习材料是异质的，因此使用了幂函数近似。项目未按照[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)区分，结果图线为衰减常数不同的指数型遗忘的叠加。在半对数图上，幂函数回归曲线是对数的（黄色），而且看起来几乎是直线。曲线显示，在所提出的案例中，回忆率在四年内仅仅下降到 58%，可以归功于所记忆的知识在现实生活中经历了多次使用。在[可提取性](https://supermemo.guru/wiki/Retrievability)为 90% 的情况下，复习的第一个[最优间隔](https://supermemo.guru/wiki/Optimum_interval)是 3.96 天。[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)可以用公式 R=0.9906\\*power(interval,-0.07) 来描述，其中 0.9906 是一天后的回忆率，而 -0.07 是衰减常数。在这种情况下，由该公式可得出 4 天后回忆率为 90% 。本图线使用了 80,399 次重复来绘制。如果材料中[困难](https://supermemo.guru/wiki/Memory_complexity)知识较高比例（尤其是[表述不清的知识](https://supermemo.guru/wiki/20_rules)），或者是学生初次接触，助记能力较差，回忆率会较大幅度地下降。间隔 15-20 处曲线较不规则，这是因为重复样本数量不够（在对数表上后来的间隔类别包含了更大的间隔范围）", + "type": "text/markdown", + "caption": " 1994：遗忘的指数性质\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1994 Exponential nature of forgetting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1995 Hypermedia SuperMemo.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1995 Hypermedia SuperMemo.json" new file mode 100644 index 0000000..9b9c0b2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1995 Hypermedia SuperMemo.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/1995 Hypermedia SuperMemo", + "text": "# 1995 年：超媒体 SuperMemo\r\n\r\n## SM-8 算法在山间小屋中诞生\r\n\r\n1995 年，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 重写。这是个好时机，可以利用 [SM-6 算法](https://supermemo.guru/wiki/Algorithm_SM-6)采用后四年以来的数据，实现新的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法。\r\n\r\n1995 年 3 月，在汉诺威的 CeBIT 展会上，我们看到了 Borland 开发的全新开发环境：Delphi。它与旧的 Borland Pascal 完全不可同日而语 ，并为 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 开启了数十个开发机会。我们决定按照我的[博士论文](https://supermemo.guru/wiki/Economics_of_learning)中描绘的思路重新设计程序。不仅能实现[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)之外，我们还想加入知识结构和超媒体。[项目](https://supermemo.guru/wiki/Item)不会是一团乱麻，用户将能够建立[知识树](https://supermemo.guru/wiki/Knowledge_tree)。告别只有问题、答案、图片、声音的模板，我们希望掌握所有可能的组件类型，这些组件可以聚合成新的超媒体形式来更好表达知识。还有一个梦想，那就是可编程的 SuperMemo，其中开发者编写自己的程序来实现各种各样的练习，包括程序练习、盲打练习或者解一元二次方程。于此同时，我们收集了很多数据，这些数据表明 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中使用的算法可以得到改进。例如，[最优系数矩阵](https://supermemo.guru/wiki/OF_matrix)的数学性质已经相当明显。\r\n\r\n1995 年 5月，我带上我的奔腾电脑，前往波兰南部一处偏远的山上小屋去研究这些想法。那是完全与世隔绝的 100 天，只有[Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 的一次简短拜访打断了我，其间我和他重新同步了对未来 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的设想。到 1995 年 9 月，新的算法已经就绪，我在自己的数据上测试了这个算法。回到波兹南后，我开始逐步将我所有的学习过程从 [SuperMemo 7](https://supermemo.guru/wiki/SuperMemo_7) 中的多个[集合](https://supermemo.guru/wiki/Collection)转移到开发出的新环境，我亲切地称为「Genius」。两年后，直到新程序终于可以包含 SuperMemo 7 中的所有功能了，Genius 才成为 [SuperMemo 8](https://supermemo.guru/wiki/SuperMemo_8)。\r\n\r\n开发 SM-8 算法中，最重要的数据是[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)和 [OF 矩阵](https://supermemo.guru/wiki/OF_matrix)数据，通过 [SuperMemo 6](https://supermemo.guru/wiki/SuperMemo_6) 和 [SuperMemo 7](https://supermemo.guru/wiki/SuperMemo_7) 收集可得。这些数据减少了算法中的猜测成分。开发 SM-8 算法与开发 [SM-17 算法（2014-2016）](https://supermemo.guru/wiki/Algorithm_SM-17) 相比是相当轻松了，开发 SM-17 算法时我有庞大如山的间隔重复历史数据需要处理，而且对精度和[优良指标](https://supermemo.guru/wiki/Universal_metric)的要求也增加了两倍。SM-17 算法光开发就花了整整两年，然而 SM-8 算法从设计，实现，到充分测试仅用了 100 天。\r\n\r\n算法 SM-8 的主要想法：\r\n\r\n- 基于实时近似实现精确求解 [OF 矩阵](https://supermemo.guru/wiki/OF_matrix)。为描述矩阵，我想找出精准的数学函数，并对矩阵进行实时更新，而不是使用 [SuperMemo 5](https://supermemo.guru/wiki/SuperMemo_5) 以来的矩阵平滑手段。很容易确定有一个负指数幂函数决定了 [OF](https://supermemo.guru/wiki/O-Factor)=f(RepNo) （用今天的术语就是 [Slnc](https://supermemo.guru/wiki/Stability_increase)(https://supermemo.guru/wiki/Stability_increase)=f(S)）在确定[难度](https://supermemo.guru/wiki/Difficulty)对 [Slnc](https://supermemo.guru/wiki/Stability_increase)(https://supermemo.guru/wiki/Stability_increase) 的影响上有更多的猜测成分。将项目难度（[A-系数](https://supermemo.guru/wiki/A-Factor)）映射到 Slnc（D-系数）的函数描述了随着稳定性/间隔增加，[稳定性增长](https://supermemo.guru/wiki/Stability_increase)减少，对于这个函数我使用了线性近似。这个近似沿用到了今天。是个好猜测。\r\n\r\n有了对 OF 矩阵的良好定义，我就可以精确定义项目[难度](https://supermemo.guru/wiki/Difficulty)了： [E-系数](https://supermemo.guru/wiki/E-Factor)变化不定，按用户心思由[评分](https://supermemo.guru/wiki/Grade)手动控制，相比之下，我希望让难度绝对不变，于是便有 [A-系数](https://supermemo.guru/wiki/A-factor)，定义为稳定性设为 R=0.9 时第一次[重复](https://supermemo.guru/wiki/Repetition)后的[稳定性增长](https://supermemo.guru/wiki/Retrievability) 。这样设定后，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 每次重复便有可能调整项目难度，方法是按照 [OF 矩阵](https://supermemo.guru/wiki/OF_matrix)得到的预期表现，修正对项目表现的拟合。\r\n\r\n- 将第一次[评分](https://supermemo.guru/wiki/Difficulty)与 [A-系数](https://supermemo.guru/wiki/Grade)联系起来，从而更快确定初始[难度](https://supermemo.guru/wiki/A-factor)。这个机制不很有用，也不太重要，因为即便有更多重复历史，项目难度也是很模糊的概念。这样看来，用户需要注意的是，好好表述每个项目，保证每个项目都很简单才是上策。\r\n\r\n- 基于遗忘次数进行指数拟合，来近似确定[遗忘](https://supermemo.guru/wiki/Lapse)后第一个间隔。这种方法的最大价值，是破除一个迷思，即记忆遗忘之后，缩短间隔能够提高学习速度。有些基于 [SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 算法的软件的作者选择缩短间隔，但这种做法已证实是错的。一些基于 [Leitner 系统](https://supermemo.guru/wiki/Leitner_system)变体的软件中也有使用这个做法，如 [Duolingo](https://supermemo.guru/wiki/Duolingo). \r\n\r\n- 将[评分](https://supermemo.guru/wiki/Grade)与[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)关联起来的做法是无效的，对改进算法也无益。真相很久之后才被揭露。最后断言花了十年才得出：评分和遗忘指数的联系非常微弱。基于 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2)的直觉只对了一点点\r\n\r\n有趣的是，SM-8 算法并不需要元素有完整的间隔重复历史。记录完整重复历史的功能在 1996 年 2 月才实现。不要求完整历史的好处是容易时间，缺点是，一旦用户在学习过程中进行了手动干预，算法就没有这种干预的记录，也就无法防御不正确数据的输入。二十年后 [SM-17 算法]的实现，当然也仰仗于完整的间隔重复历史。\r\n\r\n1995 年 8 月 16 日，星期三，我在算法 SM-8 中对自己的数据进行了第一次「实地」间隔重复学习。为了这次测试，我「贡献」了一个小型集合，含有 100 个项目，主要是数字的助记挂钩。在接下来的两年里，我逐渐将我所有的其他集合适配到新算法和新的 SuperMemo 环境。在 1997 年，我的所有知识终于被整合到单独一个结构良好的数据库中。从 1995 年到 1997 年，这种数据库称为「知识系统」。今天，我们只称作[集合](https://supermemo.guru/wiki/Collection)（如知识集合）。\r\n\r\n时至今日，这 1995 年诞生的算法的核心仍在 [SuperMemo 17](https://supermemo.guru/wiki/SuperMemo_17) 中默默运行。用户如果对 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)建议的间隔不满意，仍可根据该旧算法选择间隔。\r\n\r\n## 绝对项目难度\r\n\r\n从 SuperMemo 1.0 到 SuperMemo 3.0，[E-系数](https://supermemo.guru/wiki/E-Factor)和 [O-系数](https://supermemo.guru/wiki/O-Factor) 定义相同（即连续间隔的比率）。这两个系数用于近似衡量项目[难度](https://supermemo.guru/wiki/Difficulty)（E-系数越高，项目越容易）。然而，[间隔重复优化](https://supermemo.guru/wiki/Algorithm_SM-2) 会迫使 E-系数对应上[稳定性增长](https://supermemo.guru/wiki/Stability_increase)，可后者会随着[稳定性](https://supermemo.guru/wiki/Stability)而下降。换句话说，[算法 SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 中，从定义上[项目](https://supermemo.guru/wiki/Item)会被标记为越来越「难」，因为它们会被连续重复。这有点违反直觉，而用户似乎从未注意到。\r\n\r\n从 SuperMemo 4.0 开始，E-系数被用于索引 O-系数的矩阵。E-系数仍然用来反映项目的难度，以及计算 O-系数。然而，它们可以与 O-系数不同，从而更好地反映难度。\r\n\r\n从 SuperMemo 4 到 SuperMemo 7，给定一个数据库，其中材料的难度会决定 O-系数和 E-系数的关系。比如，在简单的集合中，初始 O-系数（也就是第一次重复和假定的初始[难度](https://supermemo.guru/wiki/Difficulty)的O-系数）会相对较高。屡次重复的表现决定了 E-系数，那么即使在简单集合中项目的 E-系数，也会低于在困难集合中的相同难度的项目。在 [SuperMemo 8](https://supermemo.guru/wiki/SuperMemo_8) 引入 [A-系数](https://supermemo.guru/wiki/Collection)(https://supermemo.guru/wiki/A-Factor)后，一切都改变了。A-系数是「绑定」到 O-系数矩阵的第二行上的。这样 [A-系数](https://supermemo.guru/wiki/Collection)(https://supermemo.guru/wiki/A-Factor)便是项目难度的绝对衡量指标。 **A系数的值不因集合内容而变化。** 比如，如果 A 系数是 1.5, 那么第三次重复前的间隔，就会比第一个间隔长 50%.\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n[A-系数](https://supermemo.guru/wiki/A-Factor)是与[集合](https://supermemo.guru/wiki/Collection)中每个[元素](https://supermemo.guru/wiki/Element)相关的数字。A-系数决定了在学习过程中，[间隔](https://supermemo.guru/wiki/Interval)变大的程度。A-系数越高，间隔的增加就越快。A-系数反映了项目的[难度](https://supermemo.guru/wiki/Difficulty)。A-系数越高，[项目](https://supermemo.guru/wiki/Item)越容易。最难的项目的 A-系数等于 1.2。A-系数被定义为第二个[最优间隔](https://supermemo.guru/wiki/Optimum_interval)和第一个最优间隔的比值。\r\n\r\n## 遗忘后的间隔\r\n\r\nSM-8 算法中的遗忘后间隔近似法否定了两个迷思：\r\n\r\n- 缩短遗忘后的间隔是个好主意（这个想法在 1991-2000 年期间被多次提出过）\r\n\r\n- 第一个间隔应该总是 1 天（一些旧的 SuperMemo 解决方案如此）\r\n\r\n在下面的图表中，我们可以看到，如果连续遗忘，最优的遗忘后间隔不断变短。这无非说明，较高的遗忘次数，仅仅来自表述得很差劲的项目，或者那些语义上难以记忆，或者有其他干扰知识的项目。对于以 Lapse=10 开始的记忆，我建议用「[有毒](https://supermemo.guru/wiki/Toxic_memory)」这个术语来表达它们对学习过程的影响。如果大脑拒绝记忆一个信息那么多次，我们应该明白：这个知识的表述很糟糕，或者由于其他原因（例如与学习有关的压力，如在学校）而变得有毒。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n **首个间隔** - 第一次重复后的第一次间隔的长度，取决于某个项目被遗忘的次数。注意，这里的第一次重复是指遗忘后的第一次重复，而 **不是** 项目创建以来的第一次重复。换句话说，一个重复了两次的项目在被遗忘后，其重复次数将等于 1 而不等于 3。首个间隔画成图线，得到了指数回归曲线，这条曲线近似描述了不同次数的记忆错误（包括与新记忆的项目相对应的零错误类别）对应的第一区间长度。在下图中，蓝色圆圈对应于学习过程中收集的数据（圆圈越大，记录的重复次数越多）。\r\n\r\n[[img [SuperMemo: Tools : Statistics : Analysis : Graphs : First Interval shows you exponential regression curve that approximates the length of the first interval for different numbers of memory lapses|https://supermemo.guru/images/thumb/c/c7/First_interval.jpg/800px-First_interval.jpg]]](https://supermemo.guru/wiki/File:First_interval.jpg)\r\n\r\n> 图注：上图涵盖了了超过 130,000 次重复的数据，根据这张图，新记忆的项目在 7 天后重复是最理想的。然而，遗忘了 10 次的项目（这在 SuperMemo 中是很少见的）需要 2 天间隔之后出现。(由于按对数缩放，圆圈的大小与数据样本并不成正比；Lapses=0 的重复情况远远大于 Lapses=10 的情况，这一点在 **[分布](http://help.supermemo.org/wiki/Analysis#Distributions) : [Lapses](http://help.supermemo.org/wiki/Analysis#Lapses)** 中可以看出)\r\n\r\n## 首次评分与 A-系数的关系\r\n\r\n将首次评分与预估项目难度相关联的做法，是为了刚开始学习时，对项目按难度进行分类。这种相关性似乎很弱，而且极其依赖于用户心中的评分系统。对于一些用户来说，两者几乎没有相关性可言（图片#1）。对其他用户来说，两者相关性足够强，能覆盖全部的难度范围（A-系数）（图片#2）。\r\n\r\n[[img [SuperMemo: Tools : Analysis : Graphs : First Grade vs. A-Factor correlates the first grade obtained by an item with the ultimate estimation of its A-Factor value|https://supermemo.guru/images/thumb/2/2a/First_Grade_vs_A-Factor_All.jpg/800px-First_Grade_vs_A-Factor_All.jpg]]](https://supermemo.guru/wiki/File:First_Grade_vs_A-Factor_All.jpg)\r\n\r\n[[img [SuperMemo: Tools : Analysis : Graphs : First Grade vs. A-Factor correlates the first grade obtained by an item with the ultimate estimation of its A-Factor value|https://supermemo.guru/images/thumb/9/96/First_Grade_vs_A-Factor_Molie.jpg/800px-First_Grade_vs_A-Factor_Molie.jpg]]](https://supermemo.guru/wiki/File:First_Grade_vs_A-Factor_Molie.jpg)\r\n\r\n此外，从算法 SM-8 发展而来的 SM-11 算法，允许用户提早重复。这些重复对于[间隔效应](https://supermemo.guru/wiki/Spacing_effect) 有作用，但是，它们仍然被归入图标数据中，并使得困难项目的评分被高估。若[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)得到广泛使用，图线将更加平缓。\r\n\r\n[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)不将评分与难度关联，而是根据整个重复历史计算难度。实践表明，即使这样做，估计难度也很困难，因而学习的好做法是让所有项目都足够简单（用公认的记忆法的说法就是，与学生的其他知识相契合）。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n **首次评分与 A-系数** - G-AF 图将项目的首次评分与其 A-系数的最终估计值联系起来。在每次重复时，当前元素过往的 A-系数估计值被从图中删除，并添加新的估计值。[SM-15 算法](https://supermemo.guru/wiki/Algorithm_SM-15)用这个图来快速估计 A-系数的第一个值，此时只有首次重复中得到的首个评分是已知的。\r\n\r\n## 评分 vs. 遗忘指数\r\n\r\n通过将评分与预期的遗忘指数（预测的[可提取性](https://supermemo.guru/wiki/Retrievability)）相关联，我希望能估计出遗忘指数（实际[可提取性](https://supermemo.guru/wiki/Retrievability)的重复后估计）。这种相关性似乎很弱，因为所有用户自己都有一套评分准则，而这套准则往往前后不一致。评分和可提取性的关联可归因于这个事实：复杂的项目评分更差，而且往往遗忘得更快（至少在开始时）。在这个意义上，评分更好地反映了[复杂性](https://supermemo.guru/wiki/Complexity)，而非[可提取性](https://supermemo.guru/wiki/Retrievability)。\r\n\r\n如下图所示，预期遗忘指数的整个范围似乎都落在 3 分左右。\r\n\r\n[[img [SuperMemo: Tools : Statistics : Analysis : Graphs : Grade vs. Forgetting Index graph|https://supermemo.guru/images/thumb/6/6d/Grade_vs_Forgetting_Index.jpg/800px-Grade_vs_Forgetting_Index.jpg]]](https://supermemo.guru/wiki/File:Grade_vs_Forgetting_Index.jpg)\r\n\r\n对于评分 <=3，我们可以读取最大的估计遗忘指数，对于评分 >=4，我们可以读取最小的估计遗忘指数。从这个角度来看，两个等级系统对算法的影响与六个等级系统完全相同。\r\n\r\n对于其他用户来说，预期遗忘指数的某些取值下，评分曲线甚至可能达到峰值，就好像评分反映了记住棘手项目的愿望（宽松的评分）。\r\n\r\n[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17) 大范围使用了可提取性，是在重复后估计的。然而，可提取性是根据大量的召回数据和预期的可提取性计算出来的。评分与可提取性的相关性数据也有所收集，但是这两者的相关性可以忽略不计。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n **评分与遗忘指数** - FI-G 图将[预期遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#expected_forgetting_index)与重复评分联系起来。你需要了解[算法 SM-15](https://supermemo.guru/wiki/Algorithm_SM-15) 才能理解这个图。你可以想象，[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)图的纵轴上可能使用平均评分而不是[保留率](https://supermemo.guru/wiki/Retention)。把平均评分与[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)相关联，就会得到 FI-G 图。这个图表是用来计算[估计遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#estimated_forgetting_index)的，而估计遗忘指数又用来对评分进行归一化处理（对于延迟或提前的重复），并估计项目的 A-系数的新值。评分是用如下公式计算出来的：*Grade=expA/*FI+B*，其中 A 和 B 是对复重复期间收集的原始数据进行指数回归的参数。\r\n\r\n每次重复后，根据预期遗忘指数和实际评分来更新 FI-G 图。预期遗忘指数可以很容易地从重复间隔，和从 OF 矩阵中计算出的最佳间隔中计算出。预期遗忘指数的值越高，评分就越低。利用评分和 FI-G 图，我们可以计算出估计遗忘指数，即在完成项目重复后，估算得出的项目重复之前的遗忘概率。由于遗忘和回忆的随机性，同一个项目或许能回忆起来，或许回忆不起来，这取决于大脑当前的整体认知状态；即使所有贡献记忆的突触的记忆强度和可提取性是/以前是相同的！这样，我们就可以谈论一个刚刚回忆（或未被回忆）的项目的重复前回忆概率。这个概率由估计遗忘指数表示。\r\n\r\n## SM-15 算法\r\n\r\nSM-8 算法经过多年的改进，演变成 SM-11 算法（2002），然后是 SM-15 算法（2011）。这里我只介绍最新的版本：SM-15 算法（在 SuperMemo 15、SuperMemo 16 中使用，并作为 SuperMemo 17 的备份算法）。\r\n\r\n二十年来， SM-8 算法得到的关键改进有：\r\n\r\n- 稳定性索引改善：从 SuperMemo 8 (1997) 开始，算法不再使用重复次数，而是使用「[重复类别](https://supermemo.guru/wiki/Repetition_category)」的概念，大致相当于[稳定性](https://supermemo.guru/wiki/Stability)\r\n\r\n- 容许提前重复和延迟重复，从 SuperMemo 11 (2002) 开始：使用一种启发式方法将[间隔效应](https://supermemo.guru/wiki/Spacing_effect)纳入考虑\r\n\r\n- 将 U-系数中的时间表示从 60 天延长到 15 年（2011）\r\n\r\n- 根据超过原 U-系数范围的重复推迟，纠正[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)数据（2011）\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n为能计算最优重复间隔，SM-15 算法储存了单个项目的回忆记录（即学习中的评分），将其用来估计某个记忆轨迹的当前强度，以及项目背后的知识（项目）的难度。项目难度反映了记忆的复杂性，以及在脑中留下稳定而不模糊的记忆所需的精力。SuperMemo 将[目标回忆率](https://supermemo.guru/wiki/Forgetting_index)作为优化标准（如 95%），来计算出满足这一标准的间隔。最优间隔的函数以矩阵表示（OF 矩阵），并根据学习过程的结果随时修改。尽管满足优化标准是相对容易的，但算法的复杂性来自于在已知的记忆模型下，收敛速度最大化的需要。\r\n\r\n **重要！** SM-15 算法仅用于计算项目重复的时间间隔。主题的复习时间间隔是用完全不同的算法计算的（这里不做描述）。主题复习的时间是为了管理阅读顺序而优化的，而非为了提升记忆。在 SuperMemo 中，长期记忆主要是借助项目形成的，这些项目是按照 SM-15 算法计算的时间表来复习的。\r\n\r\n对 SM-15 算法更详细的描述如下：\r\n\r\n1. 最优间隔：使用以下公式计算重复间隔：\r\n\r\n > I(1)=OF[1,L+1]\r\n\r\n >\r\n\r\n > I(n)=I(n-1)*OF[n,AF]\r\n\r\n >\r\n\r\n > 其中：\r\n\r\n >\r\n\r\n > - OF - 最优系数矩阵，在重复过程中有所修改\r\n\r\n > - OF[1,L+1] - 第一行和 L+1 列上的 OF 矩阵元素的值\r\n\r\n > - OF[n,AF] - 与第 n 次重复对应的 OF 矩阵元素的值，项目难度为 AF\r\n\r\n > - L - 某一项目被遗忘的次数（取自「[memory **L** apses](https://supermemo.guru/wiki/Lapse)」\r\n\r\n > - AF - 反映某一项目绝对难度的数字（取自「[ **A** bsolute difficulty **F** actor](https://supermemo.guru/wiki/A-Factor)」）\r\n\r\n > - I(n) - 某一项目的第 n 个重复间隔\r\n\r\n2. 提前重复：由于重复可能提前（如考试前的强制复习），用于计算最优间隔的实际最佳系数（OF）要减去 dOF，利用考虑到学习中间隔效应的公式：\r\n\r\n > *dOF*=dOFmax**a*/(thalf+*a*)\r\n\r\n >\r\n\r\n > dOFmax=(OF-1)*(OI+thalf-1)/(OI-1)\r\n\r\n >\r\n\r\n > 其中：\r\n\r\n >\r\n\r\n > - *dOF* - **[间隔效应](https://supermemo.guru/wiki/Spacing_effect)** 引发的 OF 下降\r\n\r\n > - *a* - 与最优安排相比，重复时机提前的天数（注意，如果 *a*=0，则 OF 没有变化，也就是说，重复时间与最优安排吻合）\r\n\r\n > - dOF_max - *a* 趋向于无限时 *dOF* 的近似极限（注意，对于 a=OI-1，下降量将是 OF-1，相当于重复间隔不增加）\r\n\r\n > - t_half - 复习后[突触稳定性](http://super-memory.com/english/2vm.htm)达到预期增长一半的复习提前天数（目前这个值大约相当于最优间隔长度的 60%，如果材料结构良好）。\r\n\r\n > - OF - 最优系数（即 OF[n,AF]，在第 n 个间隔给定 AF 的值）\r\n\r\n > - OI - [最优间隔](https://supermemo.guru/wiki/Optimum_interval)（从 OF 矩阵中计算出）\r\n\r\n3. **延迟重复** ：由于在重复时可能出现延迟，OF 矩阵的索引实际上不是重复，而是重复类别。例如，如果第 5 次重复是延迟的，OF 矩阵被用来计算[重复类别](https://supermemo.guru/wiki/Repetition_category)，即与重复前使用的间隔对应的重复次数的理论值。例如若[重复类别](https://supermemo.guru/wiki/Repetition_category)取 5.3，便有 I(5)=I(4)*OF[5.3,AF]，其中 OF[5.3,AF] 是从 OF[5,AF] 和 OF[6,AF] 得出的中间值\r\n\r\n4. **最优间隔矩阵** ：SuperMemo 并不存储最优间隔矩阵，虽然部分早期版本有存。作为替代，SuperMemo 记录最优系数矩阵，由此可以转换为最优间隔矩阵（由第 1 点中的公式）。第 1 点中使用的最优系数矩阵来自遗忘的数学模型和类似的矩阵，这些矩阵的数据来自一些集合多年重复练习数据。其初始设置按照水平中下的学生取值。在重复过程中，随着学生记忆的数据越来越多，矩阵逐步得到修改，进而更接近实际学生的记忆属性。经过多年的重复，新数据可以反过来用于生成更准确的初始 OF 矩阵。在SuperMemo 17中，这个矩阵可以通过 **[工具](http://help.supermemo.org/wiki/Tools_menu)：[统计](http://help.supermemo.org/wiki/Tools_menu#Statistics)：[分析](http://help.supermemo.org/wiki/Analysis)：[3-D图表](http://help.supermemo.org/wiki/Analysis#3-D_Graphs)：O-系数矩阵** 以 3D 方式查看。\r\n\r\n5. **项目难度** ：绝对项目难度系数（[A-系数](https://supermemo.guru/wiki/A-Factor)），在第 1 点中表示为 AF，表示一个项目的难度（AF 越高，项目越容易）。值得注意的是，AF=OF[2,AF]。换句话说，AF 表示第二次重复后的最优间隔增长系数。这也等同于给定项目的最高间隔增长系数。与 SuperMemo 6 和 SuperMemo 7 中使用的[算法 SM-6](https://supermemo.guru/wiki/Algorithm_SM-6) 中的 [E-系数](https://supermemo.guru/wiki/E-Factor) 不同，[A-系数](https://supermemo.guru/wiki/A-Factor)表示绝对的项目难度，不依赖同一学习材料集合中其他项目的难度。\r\n\r\n6. **从 RF 矩阵中计算出 OF 矩阵** ：OF 矩阵元素的最优值是通过一些近似流程从 RF 矩阵中得出的，RF 矩阵的定义与 OF 矩阵大体相同（见第 1 点），只不过 RF 矩阵的值取自真实学习过程。一开始，OF 矩阵和 RF 矩阵是相同的；然而 RF 矩阵中的项在每次重复时都会被修改，OF 矩阵的新值是通过使用近似程序从 RF 矩阵计算出来的。OF 矩阵实际上是 RF 矩阵的平滑形式。简单地说，RF 矩阵在任何给定的时刻都对应于从学习过程中得到的最优拟合值；然而，每个元素被认为本身上就是最优拟合元素，即从其他 RF 元素的值中抽象出来。同时，OF 矩阵被认为是整体上是最佳匹配的。换句话说，在重复过程中，RF 矩阵是逐条计算的，而 OF 矩阵是 RF 矩阵的一个平滑副本。\r\n\r\n7. **遗忘曲线** ：RF 矩阵的各个元素是根据每个元素的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)单独近似计算出来的。每条[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)都对应着不同的重复次数和 [A-系数](https://supermemo.guru/wiki/A-Factor)值（或在第一次重复的情况下的遗忘次数）。RF 矩阵元素的值与遗忘曲线通过[目标遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#requested_forgetting_index)得出的知识保留点的时间点相对应。例如，对于一个新项目的第一次重复，如果[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)等于 10%，四天后[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)所表示的[知识保留率](https://supermemo.guru/wiki/Retention)下降到 90% 以下，那么 RF[1,1] 的值就取为 4。这意味着所有进入学习过程的项目将在四天后被重复使用（假设矩阵 OF 和 RF 在第一列的第一行没有差异）。这满足了 SuperMemo 的主要前提，即当遗忘概率等于 100% 减去以百分比表示的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)时，就应该进行重复。在 SuperMemo 17 中，[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)可以用 **[工具](http://help.supermemo.org/wiki/Tools_menu)：[统计](http://help.supermemo.org/wiki/Tools_menu#Statistics)：[分析](http://help.supermemo.org/wiki/Analysis)：[遗忘曲线](http://help.supermemo.org/wiki/Analysis#Forgetting_Curves)** （或用 **[工具](http://help.supermemo.org/wiki/Tools_menu)：[统计](http://help.supermemo.org/wiki/Tools_menu#Statistics)：[分析](http://help.supermemo.org/wiki/Analysis)：[三维曲线](http://help.supermemo.org/wiki/Analysis#3-D_Curves)** ）查看。\r\n\r\n [[img [Uniform forgetting curve for a single memory stability and item difficulty level|https://supermemo.guru/images/thumb/4/46/Forgetting_curves.jpg/800px-Forgetting_curves.jpg]]](https://supermemo.guru/wiki/File:Forgetting_curves.jpg)\r\n\r\n > 图：[工具](http://help.supermemo.org/wiki/Tools_menu) : [统计](http://help.supermemo.org/wiki/Tools_menu#Statistics) : [分析](http://help.supermemo.org/wiki/Analysis) : [遗忘曲线](http://help.supermemo.org/wiki/Analysis#Forgetting_Curves)为 20 个重复次数类别乘以 20 个A-系数类别。在图片中，蓝色圆圈代表在重复过程中收集的数据。圆圈越大，记录的重复次数就越多。红色曲线对应的是通过指数回归得到的最佳拟合[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。对于结构不良的材料，[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)是弯弯曲曲的，即不完全是指数型的。水平的水蓝色线条与要求的遗忘指数相对应，而垂直的绿色线条表示近似的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)与要求的遗忘指数线相交的时间点。这个时间点决定了相关的 [R-系数](https://supermemo.guru/wiki/R-Factor)的大小，并间接决定了[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的取值。对于第一次重复，[R-系数](https://supermemo.guru/wiki/R-Factor)与第一个[最优间隔](https://supermemo.guru/wiki/Optimum_interval)相对应。[O-系数](https://supermemo.guru/wiki/O-Factor)和 [R-系数](https://supermemo.guru/wiki/R-Factor)的值显示在图表的顶部。它们后面是用于绘制图表的重复案例的数量（即 21,303）。在学习过程的开始，没有重复的历史，也没有重复的数据来计算 [R-系数](https://supermemo.guru/wiki/R-Factor)。在你的第一个[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)绘制出来之前，需要一些时间。据此，射频矩阵的初始值取自一个低于平均水平的学生的模型。不使用平均学生的模型是因为从较差的学生参数向上收敛的速度比相反方向的收敛要快。显示在顶部的 **偏差** 参数告诉你负指数曲线对数据的拟合程度。偏差越小，拟合效果越好。偏差是以平方差的平均数的平方根计算的（如最小二乘法中所用）。\r\n\r\n [[img [SuperMemo: Exemplary 3-D graph of forgetting curves for A-Factor=3.6|https://supermemo.guru/images/thumb/5/52/AFactor_3D_Curve.jpg/800px-AFactor_3D_Curve.jpg]]](https://supermemo.guru/wiki/File:AFactor_3D_Curve.jpg)\r\n\r\n > 图：单一卡片难度和不同记忆稳定性水平下的遗忘曲线族的三维表示（对 U-系数进行归一化）。\r\n\r\n [[img [A cumulative normalized forgetting curve for all registered repetition cases in a single collection|https://supermemo.guru/images/thumb/2/21/Cumulative_forgetting_curve.jpg/800px-Cumulative_forgetting_curve.jpg]]](https://supermemo.guru/wiki/File:Cumulative_forgetting_curve.jpg)\r\n\r\n > 图： 混合[复杂性](https://supermemo.guru/wiki/Complexity)与混合[稳定性](https://supermemo.guru/wiki/Stability)的学习材料的叠加[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。该图是通过叠加 400 条遗忘曲线得到的，其归一化后的衰减常数为 0.003567，这相当于在呈现的时间跨度的 100% 时回忆率为 70%（即图中右边缘的 [R](https://supermemo.guru/wiki/Retrievability)=70%）。图中包括了 401,828 个重复的案例。单个曲线用黄色数据点表示。累积曲线由蓝色数据点表示，显示所有 400 条曲线的平均回忆率。圆圈的大小与数据样本的大小相对应。\r\n\r\n8. 从遗忘曲线计算出 OF 矩阵：OF 矩阵是由 RF 矩阵推导出来的：\r\n\r\n 1. 沿 RF 矩阵每一列的 [R-系数](https://supermemo.guru/wiki/R-Factor)下降的定点幂近似（定点对应于近似曲线通过 [A-系数](https://supermemo.guru/wiki/A-Factor)值的第二次重复），\r\n\r\n2. 对于所有列，计算 D-系数，这个系数表示幂近似的衰减常数，\r\n\r\n 3. D-系数在整个 RF 矩阵列中的变化的线性回归，以及\r\n\r\n 4. 找出D-系数图中拟合最佳的直线，利用它们的斜率和截距，计算出整个 OF 矩阵。在这最后一步中使用的确切公式超出了本说明的范围。\r\n\r\n 注意，OF 矩阵的第一行的计算方式有所不同。第一行对应从 RF 矩阵第一行得到的最优拟合指数曲线。每次重复后都会进行一遍上述流程。换句话说，一旦收集到新的遗忘曲线数据，理论上最佳的 OF 矩阵值就会被更新，即在重复期间，一旦当学生提供评分，说明回忆正确还是错误（即遗忘）（在[ SM-6 算法](https://supermemo.guru/wiki/Algorithm_SM-6) 中，必须使用单独的近似程序 Approximate 来寻找最契合的 OF 矩阵，而且重复时使用的 OF 矩阵可能与它的最优拟合值有很大差别）\r\n\r\n9. **项目难度** ：[A-系数](https://supermemo.guru/wiki/A-Factor)的初始值通过该项目的首次评分，以及首次评分与 [A-系数](https://supermemo.guru/wiki/A-Factor)的相关图（[G-AF 图](http://help.supermemo.org/wiki/Analysis#First_Grade_vs._A-Factor)）计算得出。该图在每次重复后被更新，同时会计算新的 [A-系数](https://supermemo.guru/wiki/A-Factor)近似值，并将其与项目的首次评分相关联。每次重复后，还会进一步计算真实的 [A-系数](https://supermemo.guru/wiki/A-Factor)值的近似值，综合运用评分、OF 矩阵和显示评分与预期遗忘指数对应关系的相关图（[FI-G 图](http://help.supermemo.org/wiki/Analysis#Grade_vs._Forgetting_Index)）等。用于计算初始 [A-系数](https://supermemo.guru/wiki/A-Factor)的评分需经过归一化，即根据实际使用的间隔和目标为 10% 遗忘指数的最佳间隔之间的差异进行调整\r\n\r\n10. **评分与预期遗忘指数的相关性** ：FI-G 图在每次重复后，根据[预期遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#expected_forgetting_index)和实际评分来更新。[预期遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#expected_forgetting_index)可以很容易地从重复之间使用的间隔和从 OF 矩阵计算的[最优间隔](https://supermemo.guru/wiki/Optimum_interval)中得出。[预期遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#expected_forgetting_index)的值越高，评分就越低。从评分和 FI-G 图（见： **[工具](http://help.supermemo.org/wiki/Tools_menu)：[统计](http://help.supermemo.org/wiki/Tools_menu#Statistics)：[分析](http://help.supermemo.org/wiki/Analysis)：[图表](http://help.supermemo.org/wiki/Analysis#Graphs)** 中的 [FI-G 图](http://help.supermemo.org/wiki/Analysis#Grade_vs._Forgetting_Index)），我们可以计算出[估计遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#estimated_forgetting_index)，它相当于在假设的重复前阶段，对刚刚重复的卡片的遗忘概率的重复后估计。由于遗忘和回忆的随机性，同一个卡片可能被回忆，也可能不被回忆，这取决于大脑当前的整体认知状态；即使所有贡献突触的记忆强度和可检索性是/是相同的这样，我们就可以谈论一个刚刚被回忆（或未被回忆）的卡片的重复前回忆概率。这个概率用[估计遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#estimated_forgetting_index)表示。\r\n\r\n11. **计算 A-系数** ：从（1）[估计遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#estimated_forgetting_index)，（2）间隔长度和（3）OF 矩阵，我们可以很容易地计算出 [A-系数](https://supermemo.guru/wiki/A-Factor)的最准确值。请注意，[A-系数](https://supermemo.guru/wiki/A-Factor)相当于 OF 矩阵的索引，而利用[估计遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#estimated_forgetting_index)，便能在 OF 矩阵找出一列，使得[最优间隔](https://supermemo.guru/wiki/Optimum_interval)相当于实际使用的间隔，该间隔已针对[估计遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#estimated_forgetting_index)距离[期望遗忘指数](http://help.supermemo.org/wiki/Forgetting_index#requested_forgetting_index)的偏差进行修正。在每次重复时，计算旧的 [A-系数](https://supermemo.guru/wiki/A-Factor)和新的 [A-系数](https://supermemo.guru/wiki/A-Factor)的估计值的加权平均。在计算新的最优重复间隔时，新得到的 [A-系数](https://supermemo.guru/wiki/A-Factor)被用于 OF 矩阵的索引\r\n\r\n总结一下。重复的结果是计算出一套参数表征学生记忆：RF 矩阵，[G-AF 图](http://help.supermemo.org/wiki/Analysis#First_Grade_vs._A-Factor)，以及 [FI-G 图](http://help.supermemo.org/wiki/Analysis#Grade_vs._Forgetting_Index)。它们还用于计算各个项目的 [A-系数](https://supermemo.guru/wiki/A-Factor)，以刻画所学材料的难度。对 RF 矩阵进行平滑处理可得出 [OF 矩阵](https://supermemo.guru/wiki/OF_matrix)，并由此计算不同难度（[A-系数](https://supermemo.guru/wiki/A-Factor)），和适用不同重复次数的项目的最优重复间隔（或在第一次重复的情况下的[遗忘次数](https://supermemo.guru/wiki/Lapse)）。一开始，所有学生的记忆参数都按照水平中下的学生取值（比按照水平中等或中上的学生取值收敛得更快），而所有 [A-系数](https://supermemo.guru/wiki/A-Factor)都被假定为相等（未知）。", + "type": "text/markdown", + "caption": " 1995 年：超媒体 SuperMemo\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1995 Hypermedia SuperMemo" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1997 Employing neural networks.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1997 Employing neural networks.json" new file mode 100644 index 0000000..44871b9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1997 Employing neural networks.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/1997 Employing neural networks", + "text": "# 1997：启用神经网络\r\n\r\n## 神经网络：方兴未艾\r\n\r\n20 世纪 80 年代中期，我读到迈克尔-阿比伯的 **《大脑、机器和数学》** 。这本书巩固了我认为大脑是高效计算机器的观点。\r\n\r\n只要对大脑工作机制感兴趣，那么神经网络天然是令人着迷的，而几乎所有人都是如此。在学习计算机科学时（1985-1990年），我对大脑和神经网络有了新的、计算性的看法。神经网络有自行构建模型这个非同寻常的能力，人们很自然地就想到用它来研究记忆数据，来回答记忆如何工作的问题。然而，神经网络有一个重大缺点，就是神经网络不揭露其内部机制。这有点像大脑本身的问题，大脑可以做各种神奇的事情，但却很难说出大脑内部如何运转。编写神经网络软件是很有趣的，我在 1989 年就稍有尝试。但将神经网络应用起来就没那么有意思了。\r\n\r\n[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的代数方法胜过了神经网络，原因有二：（1）我想回答的记忆方面的问题似乎总是太简单，似乎不用涉及到神经网络，（2）网络需要数据，这些数据从用户学习中产生，而用户学习需要算法，这个算法需要回答记忆的简单问题。在这场先有鸡还是先有蛋的竞赛中，比起利用现有数据和神经网络在那抓耳挠腮，我的大脑还是领先一步。\r\n\r\n代数方法的优越性，更体现在求解最优间隔时，只需画出遗忘曲线，使用回归方法，找出回忆率低于 90% 的点即可。这在我的 [1985 年的实验](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985)中更为极端，我的「遗忘曲线」只由 5 个点组成。我还能选一个我最喜欢的。这简直是学龄前习题。不需要高射炮打蚊子。\r\n\r\n1990 年，研究[间歇学习模型](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)，是我最有可能采用神经网络的时刻。1990 年 7 月 6 日，在与 [Murakowski](https://supermemo.guru/wiki/Janusz_Murakowski) 进行了长达 7 小时的讨论后，我们得出结论，神经网络可以回答一些问题。然而，我的电脑已经在用代数爬山算法疯狂计算数据了。从本质上讲，爬山算法类似于神经网络中的特征提取。一旦我算出了答案，我采用神经网络的动力就消失了。我不需要更好的计算办法。我需要的是更好的数据。\r\n\r\n尽管如此，在 1990 年代中期，有越来越多人提问， SuperMemo 算法是否足够有适应性，以及是否有可能在算法中应用神经网络。这些问题的提出者大多不是很了解 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 工作效果还不错，能让我们满意。[SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 这一最早的算法甚至沿用到了今天，其用户大概已达到[百万量级](https://supermemo.guru/wiki/Exp记忆的不满往往源自不合理的期望，这种期望要归咎于学校[课程安排](https://supermemo.guru/wiki/Curricula)。闷闷不乐的情绪，则是因为不善于[构建知识来健康地学习](https://supermeru/wiki/Cramming)的冲动诱发的，而这样的冲动也是从学校中带出来的恶习。SuperMemo 算法无法疗愈对学习的不满。这些算法一贯表现良好，在过去的三十年中给人们带来进步，这是可以量化测量的。对很多用户来说，神经网络就像万能药，有改良一切的本领。\r\n\r\n## 采用神经网络的要求\r\n\r\n在 20 世纪 90 年代，发给 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 的邮件经常暗示道，神经网络方法会更优越。即使 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 已经推广了十年，学生们还是会写出一系列错误的断言：\r\n\r\n> SuperMemo 没有考虑到用户能力与需求的不同。相反，SuperMemo 假设每个学习者都是「坏的学习者」。因此每个学习者都会有相同的重复时间间隔。其底层算法是硬性规定的，因此如果你学习方式不同，或者更善于学习，SuperMemo 算法效率不会太高。[...]神经网络能考虑到学习者类型差异很大，不同类型需要不同的最优重复间隔。在复习新单词时，学习者不断「告诉」程序他们做得多好/多坏，他们的学习者类型也水落石出了。有了这种反馈之后，程序能够在必要时适应学习者类型，并优化内在重复间隔。\r\n\r\n这些话表明对他 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 缺乏了解。SuperMemo 并没有使用什么 「坏学生模型」，只是在还没收集学生记忆数据时，先使用较短的间隔。选择较短间隔的依据是这样能更快收敛到最优解。换句话说，SuperMemo 能够适应学生个体的需要，而「低于平均水平学生的模型」可能指还没收集数据的起始点。神经网络在训练之前也需要选取某个模型，保证时间安排不是完全无规可循的。\r\n\r\n在 SuperMemo 中，平均学生模型只是初始条件，之后还会继续计算学生的真实记忆模型。\r\n\r\n在有限维的轨迹优化中，有了不错的初始状态猜测，收敛速度就能很快。不过在 SuperMemo 中不是这样，因为[最优间隔](https://supermemo.guru/wiki/Optimum_interval)函数只有简简单单 3 个维度。在一般情况下，对解的搜索可能会失败，而优化也不会成功。与旧版 SuperMemo 中用于研究目的的单价矩阵不同，神经网络算法如果没有经过预训练，结果会是一团乱麻。这就是为什么先前的学习数据被用来更新 SuperMemo 中使用的平均或低于平均的学生模型，以达到最大的收敛速度。\r\n\r\n请注意，在 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)中，这个平均学生模型更加不重要，因为 SM-17 算法对学习过程中多个参数和函数使用了最佳拟合（比如卡片难度，稳定性增长函数）。因此 SuperMemo 总能充分利用现有数据，给出最好结果（使用我们目前最先进的记忆模型知识）。\r\n\r\n一个多世纪以来，[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的大致形状已经为人所知（见：[艾宾浩斯遗忘曲线的错误](https://supermemo.guru/wiki/Error_of_Ebbinghaus_forgetting_curve)）。SuperMemo 收集了关于不同[难度](https://supermemo.guru/wiki/Difficulty)和不同记忆[稳定性](https://supermemo.guru/wiki/Stability)的[卡片](https://supermemo.guru/wiki/Item)的遗忘曲线形状的精确数据。从遗忘曲线中，SuperMemo 很容易得出[最优间隔](https://supermemo.guru/wiki/Optimum_interval)。数据只来自一个学生，每一次重复都有助于提高计算精度。换句话说，随着你每一分钟使用 SuperMemo，程序都会越来越了解你。不仅如此，在一两个月后，它就足够了解你了。你永远不需要担心算法的效率问题。\r\n\r\n神经网络周围笼罩着神秘的光环。神经网络能够揭示所研究现象的隐藏属性。我们很容易忘记，如果输入了错误的信息，或者缺少一些重要信息，神经网络很容易失败。这就是唯一一例有效应用于间隔重复的神经网络的问题：[David Calinski 的 MemAid](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#David_Calinski_and_FullRecall)。\r\n\r\nMemAid 的神经网络设计，错在了使用间隔和重复次数作为输入来表示记忆的状态，而这两个变量与[稳定性](https://supermemo.guru/wiki/Stability):[可提取性](https://supermemo.guru/wiki/Retrievability)不对应。稳定性和可提取性已经[证明是描述长期记忆痕迹状态的必要条件](https://supermemo.guru/wiki/Two_components_of_memory)。换句话说，MemAid 中的神经网络并没有得到计算[最优间隔](https://supermemo.guru/wiki/Optimum_interval)所需的所有信息。更好的设计会是对完整的[重复历史](https://supermemo.guru/wiki/Repetition_history)进行编码，例如，使用稳定性和可提取性变量。需要完整的重复历史来说明大量呈现的[间隔效应](https://supermemo.guru/wiki/Spacing_effect)，或在延迟重复中对通过成绩的稳定性的显著提升。然而，Calinski 的设计也能满足在「最优」间隔中学习的基本要求，而很少偏离间隔重复的规则（与[算法 SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 差不多好）。\r\n\r\n## SuperMemo 是否缺乏灵活性？\r\n\r\n认为 SuperMemo 是有偏见的而神经网络不偏不倚，此言差矣。没有什么能阻止 SuperMemo 中的优化矩阵偏离记忆模型，并产生意想不到的结果。诚然，多年来，随着对记忆工作机制的了解越来越充分，SuperMemo 算法又增添了更多限制，以及定制的小算法。不过这些都不是胡乱猜测的结果。SuperMemo 算法中「偏见」的进步只是反映了前些年的发现。这些发现同样会影响任何神经网络实现，以最大化其表现。\r\n\r\n认为 SuperMemo 中优化矩阵的原始预设值是偏见的说法也不对。这些预设值相当于神经网络中的预训练。缺乏预训练的神经网络地收敛到最佳模型也会比较慢。这就是为什么 SuperMemo 是经过普通学生模型「预训练」的。\r\n\r\n间隔增长率由最优间隔矩阵决定，而且绝不是恒定的。此外，最优间隔矩阵在时间上的变化取决于用户的表现。只有在使用数月或数年后，算法才感觉像固定下来，稳定不变（算法变化的速度与可用的学习数据量成反比）。算法最终的收敛，反映了人类记忆系统的不变性。使用代数法还是神经网络法来处理优化问题并不重要。最终一个间隔重复函数会现身，反映用户记忆的真实性质。有鉴于此，算法收敛速度应该算作是算法质量的指标。换句话说，间隔函数「固定」下来的速度越快越好。\r\n\r\n最后，还有一个领域，神经网络必须使用现有的记忆模型知识（即携带一些偏见），否则就会失去效率。实验性的神经网络 SuperMemo、MemAid 以及 FullRecall 都表现出了一个固有的弱点。当间隔产生预期的效果（如测量的遗忘指数的特定水平）时，网络就会达到稳定。每次网络偏离最优模型时，都会根据重复过程中得到的评分，对最优间隔的数值进行启发式猜测（例如，评分=5 对应于 [SuperMemo NN 中最优间隔的 130%](http://super-memory.com/english/ol/nn_train.htm)或 [MemAid 中的 120%](http://memaid.sourceforge.net/docs/ann.html)）。另一方面，代数式 SuperMemo 可以计算出一个难度估计，使用准确的保留率测量，并产生一个准确的[稳定性增长](https://supermemo.guru/wiki/Stability_increase)矩阵的调整值。换句话说，它不会猜测[最优间隔](https://supermemo.guru/wiki/Optimal_interval)。它为那个特定的重复计算出它的精确值。对记忆矩阵的调整是加权的，并产生一个稳定的非振荡收敛。换句话说，正是这种记忆模型使得消除猜测因素成为可能。就这一点而言，代数式 SuperMemo 比神经网络 SuperMemo 的偏见要小。\r\n\r\n## 微调间隔重复算法是徒劳无功的\r\n\r\n[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)是重大进步，然而，许多用户不会注意到这种改进，而坚持使用旧算法。这个认知问题导致了\"[SM3+ 迷思](https://supermemo.guru/wiki/SM3%2B_myth)\"，我在这篇[文章](https://supermemo.guru/wiki/First_fast-converging_spaced_repetition_algorithm:_Algorithm_SM-5)中试图破除这个迷思。同时，新算法对于研究进展是价值连城的。换句话说，实际需求和理论需求之间不不协调。 我在1994 年接受过《Enter》杂志采访，其中所言至今仍然适用：\r\n\r\n> 我们已经看到，进化论代表了 SuperMemo，心理学领域的发现与该方法相吻合，分子生物学的事实和来自沃兹尼亚克模型的结论似乎相辅相成。现在是时候看看所描述的机制是如何在程序中发挥作用的了。在重复的过程中，SuperMemo 为学习者绘制了遗忘曲线，并在保留率（即记忆知识的比例）下降到先前定义的水平时，安排重复。换句话说，SuperMemo 检查你一周后的记忆程度，如果你的记忆低于预期，它会要求你在不到一周的时间内进行重复。否则，它就会在更长的时间后检查你的记忆，并相应增加间隔时间。这个简单的画面有一点小问题，那就是不同难度的项目必须以不同的时间间隔进行重复，而且随着学习过程的进行，时间间隔也会增加。此外，对于一个普通人来说，最优的重复间隔必须是已知的，而且必须在程序能够收集真正的学生的数据之前使用这些间隔。显然，必须有整个数学仪器的参与，以使整个机器运转起来。总而言之，沃兹尼亚克说，在他的一生中，至少有 30 天他有过这样的印象：SuperMemo 中使用的算法已经得到了显著的升级。每一个案例似乎都是一个重大的突破。整个开发过程只是一长串的试验和错误，测试，改进，实施新的想法，等等。不幸的是，那些好日子已经过去了。自 1991 年以来，该算法没有任何突破性的改进。一些安慰可能来自于这样一个事实：从那时起，软件开始快速发展，为用户提供了新的选择和解决方案。那么，SuperMemo 是否还能更好、更快、更有效？沃兹尼亚克是悲观的。任何对算法的进一步微调，应用人工智能或神经网络都会被淹没在干扰的噪音中。毕竟，我们不是在与世隔绝的情况下学习。当程序将下一次重复安排在 365 天后，而事实却在更早的时间被偶然想起，SuperMemo 没有办法知道这个偶然的回忆，它将在之前计划的时间执行重复的工作。这不是最理想的，但它不能通过改进算法来补救。现在改进 SuperMemo 就像在嘈杂的汽车装配车间里对无线电接收器进行微调。SuperMemo World 的人现在不太关注科学。在他们看来，在科学发明之后，SuperMemo 的社会发明时机已经到来。\r\n\r\n## Dreger 的神经网络项目\r\n\r\n1997 年 5 月 20 日，我在前网络 [BBS](https://en.wikipedia.org/wiki/Bulletin_board_system) 时代的网友 Bartek Dreger 想出了一个好主意。他还在波兹南科技大学的计算机科学研究所写了关于 SuperMemo 的硕士论文。这将比我[自己的](https://supermemo.guru/wiki/Master's_Thesis)晚 8 年，只不过他将使用神经网络来观察它们的表现。尽管他比我年轻近 20 岁，但他的计划是在我在本文其他地方经常提到的那个伟大的 Weglarz 操作研究团队中尝试这个项目。早在 1990 年，Nawrocki 博士就提出了使用神经网络来改进 SuperMemo 的想法。Roman Slowinski 教授的伟大思想将成为监督者。这可能真的有效。\r\n\r\n到 1997 年 6 月，我的另一个网友 Piotr Wierzejewski 也加入了这个项目。然后又有三个计算机科学专业的学生加入。这是个可爱的团队，由五个年轻人组成，年龄加起来 100 岁。很快，这个项目遇上在线 SuperMemo 的想法，又称为：WebSorb（用于从网络(web)吸收(absorb)知识), 它得到了进一步扩展。我们犯了热情勃发的年轻团队常犯的问题：把计划扩充得太满，最后，只有一小部分目标被实现了。只有在线 SuperMemo 的想法不断发展，虽然非常曲折，中途有一些小项目诞生了又消亡了（例如 [e-SuperMemo](http://super-memory.com/archive/english/ol/e-supermemo.htm), Quizer, Super-Memorizer, Memorathoner 等），直到 [3GEMs](http://super-memory.com/archive/english/company/3gems.htm) 出现，成为 [supermemo.net](https://supermemo.guru/wiki/SuperMemo.com)，最终演变成今天的 [supermemo.com](http://supermemo.com/)。\r\n\r\n青年在类似项目中的最大优势是创造力和激情。最大的障碍是学校教育，以及后来的其他义务，包括生孩子。这个神奇的智囊团成了学校这个古老问题的受害者：将一个在激情中诞生的项目转化为一个有截止日期、报告、测试、考试和成绩的学校苦差事。正如[这里](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987))所解释的那样，SuperMemo也是在那种危险的学校环境中诞生的。成功的关键是为自由而战。枷锁熄灭激情。[SuperMemo](https://supermemo.guru/wiki/SuperMemo)的想法之所以在学校教育的压力下幸存下来，是我[有推动教育自由的志向](https://supermemo.guru/wiki/How_I_invented_perfect_schooling)。\r\n\r\n## 神经网络式 SuperMemo：为什么记忆模型对 SuperMemo 算法至关重要？\r\n\r\n为[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)神经网络提出的特征提取是基于[这里](https://supermemo.guru/wiki/Two_component_model_of_memory)描述的长期记忆的两个组成部分的存在而得到充分证明的。\r\n\r\n[记忆双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)能够充分表示学习中[原子记忆轨迹](https://supermemo.guru/wiki/Complexity)的状态。有这两个记忆变量，计算[最优间隔](https://supermemo.guru/wiki/Optimum_interval)才有可能，也能将[间隔效应](https://supermemo.guru/wiki/Spacing_effect)纳入考虑。延迟重复的[记忆稳定性增长](https://supermemo.guru/wiki/Stability_increase)的函数也是已知的。综上所述，只简单的优化算法，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中确定最优重复间隔就是小菜一碟。神经网络则需要对每个项目的全部重复历史进行编码，而最明显的编码选择是记忆[稳定性](https://supermemo.guru/wiki/Stability) (S)和记忆[可提取性](https://supermemo.guru/wiki/Retrievability) (R)。换句话说，设计间隔重复算法都依赖相同的基础假设无论算法是代数的还是网络的。毋庸置疑，代数式的解决方案是简单快捷的，收敛速度快，也不需要预训练（[最优间隔矩阵](https://supermemo.guru/wiki/OF_matrix)或[稳定性增长矩阵](https://supermemo.guru/wiki/Stability_increase)充分表达了记忆模型）。\r\n\r\n基于完整重复历史的神经网络，对于计算记忆[稳定性](https://supermemo.guru/wiki/Stability)，效果和爬山算法相同。爬山算法对于计算记忆稳定性就是更优越/快速的工具。爬山算法和神经网络有同样的局限，即输出答案的质量受制于输入问题（数据）的质量。\r\n\r\n## 神经网络式 SuperMemo: 设计\r\n\r\n我们与 Bartek Dreger 一起设计了一个简单的 ANN 系统来处理[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)问题（1997 年 12 月）。请注意，如果没有 Krzysztof Krawiec 博士的专业知识，这个项目是不可能完成的，他对完善设计很有帮助。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n重复间隔问题包括在人类学习的过程中计算最优的重复间隔。这些间隔是针对单个信息（后来被称为项目）和给定的个人而计算的。整个输入数据是学生在学习过程中的项目重复中获得的成绩。到目前为止，这个问题通过一系列连续的算法得到了最有效的解决，这些算法在商业上被称为 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，由[沃兹尼亚克]博士(https://supermemo.guru/wiki/Piotr_Wozniak)在波兰的 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 开发。沃兹尼亚克在开发最新版本的算法（[算法SM-8](https://supermemo.guru/wiki/Algorithm_SM-8)）时使用的[神经统计学记忆模型](https://supermemo.guru/wiki/Neurostatistical_Model_of_Memory)不能被视为对人类长期记忆的最终代数描述。最值得注意的是，突触模式的复杂性和项目难度之间的关系还不太广为人知。一旦采用神经网络来提供记忆状态、评分和项目难度之间的充分映射，就可能让人对这种关系有更多的了解。\r\n\r\n若使用目前最先进的解决方案，在实时学习过程中应用神经网络的技术可能性，还取决于对神经网络遇到问题给出可用定义，而定义这些问题时，合理应用当前对学习过程的理解不可或缺。面对数千卡片的重复中得到的历史评分输入，神经网络不可能当即生成出解决方案。实时生成解决方案的计算复杂度和空间复杂度，自然会远远超出网络的实时学习和反应能力。\r\n\r\n利用 Wozniak 的长期记忆双组分模型，我们推测以下神经网络解决方案可能会加快收敛，提升高重复间隔的准确性。\r\n\r\n描述给定记忆痕迹的状态所需的两个记忆变量是记忆的可提取性（R）和稳定性（S）（[Wozniak, Gorzelanczyk, Murakowski, 1995](http://super-memory.com/english/2vm.htm)。下面的方程式将 R 和 S 联系起来：\r\n\r\n> (1) R=e-k/S*t\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - k 是常数\r\n\r\n> - t 是时间\r\n\r\n利用公式（1），给定稳定性，可以得出可提取性随时间的变化；与此同时，给定稳定性和遗忘指数，我们也能确定最佳的重复间隔。\r\n\r\n描述重复后稳定性变化的函数的确切代数形状尚不清楚。不过有实验数据表明，对于时机适当的重复，稳定性通常会增加 1.3 到 3 倍，其增量取决于卡片难度（难度越大，增加越少）。为让神经网络计算[稳定性函数](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)，其预训练可以使用最优间隔重复的估计值，这些值来自 [SM-8 算法](https://supermemo.guru/wiki/Algorithm_SM-8) 的优化矩阵的实验数据。\r\n\r\n> (2) Si+1=fs(R,Si,D,G)\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Si 是第 i 次重复后的稳定性\r\n\r\n> - R 是重复前的可提取性\r\n\r\n> - D 是卡片难度\r\n\r\n> - G 是第 i 次重复的评分\r\n\r\n稳定性函数是第一个需要利用神经网络确定的函数。第二个函数则是项目难度函数，其输入参数与稳定性函数输入参数类似：\r\n\r\n> (3) Di+1=fd(R,S,Di,G)\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Di 是第 i 次重复后的卡片难度近似值\r\n\r\n> - R 是重复前的可提取性\r\n\r\n> - S 是第 i 次重复后的稳定性\r\n\r\n> - G 是第 i 次重复的评分\r\n\r\n因此，一个有四个输入（D、R、S 和 G）和两个输出（S 和 D）的神经网络可以用来封装计算重复间隔所需的全部知识（见：[重复间隔神经网络的实现](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Neural_Network_SuperMemo:_Implementation)）。\r\n\r\n为了验证上述方法的可行性，我们将采取以下方法：\r\n\r\n1. 神经网络的[预训练](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Pretraining)将根据从[算法 SM-8](https://supermemo.guru/wiki/Algorithm_SM-8) 中使用的函数得出的近似 S 和 D 函数以及收集的实验数据进行。\r\n\r\n2. 这样一个预训练的网络将被实现为一个 [SuperMemo Plug-In DLL](http://super-memory.com/archive/english/algplug.htm)，它将取代 SuperMemo 8 for Windows 所使用的标准 [sm8opt.dll](http://super-memory.com/english/sm8opt.htm)。在神经网络 DLL 的 alpha 测试中，网络的教学将在一个真正的学习过程中继续进行。一个专门为实验目的而设计的程序将被用来提供累积结果和由此产生的神经网络。该程序将使用在 alpha 测试中使用的神经网络来训练将参加 beta 测试的网络。alpha 测试网络将被送入一个输入参数矩阵，其输出将被用作结果网络的训练数据。\r\n\r\n3. 在最后一步，神经网络的测试将通过互联网直接从 SuperMemo 网站向所有志愿者开放。志愿者只被要求将他们的结果网络提交给实验的最后阶段，在这个阶段，最终的网络将被开发。同样，测试版网络将全部用于训练结果网络。神经网络式 SuperMemo 的未来用户（如果该项目出现成功）将获得一个对人类记忆有相当了解的网络，并能够进一步完善其对学习过程中特定学生的日常活动和特定学习材料的干扰的反应。\r\n\r\n所有间隔算法都有一个主要问题，就是是比较最优间隔函数的输出与实际应用特定重复间隔的结果之间，存在一定延迟。在每次重复时，必须记住前一次重复的网络状态，以便生成网络的新状态。在实践中，这相当于在重复之间存储了大量的网络状态。\r\n\r\n幸运的是，沃兹尼亚克模型意味着 S 函数和 D 函数与时间无关（有趣的是，它们也可能与用户无关！）；因此，可以采取以下方法来简化程序：\r\n\r\n| 时间时刻 | T1 | T2 | T3 |\r\n\r\n| :-------------------------: | :-----------: | :-------------------: | :-------------------: |\r\n\r\n| 决策 | I1N1O1=N1(I1) | I2N2O2=N2(I2) | I3N3O3=N3(I3) |\r\n\r\n| 上一次决策的结果 | | O*1E1=O*1-O1 | O*2E2=O*2-O2 |\r\n\r\n| 教学评估 | | O'1=N2(I1)E'1=O*1-O'1 | O'2=N3(I2)E'2=O*2-O'2 |\r\n\r\n其中：\r\n\r\n- Ei 是 Oi 的误差约束（见[记忆稳定性的误差修正](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Stability)和[项目难度的误差修正](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Difficulty)）\r\n\r\n- E'i 是 O'i 的误差约束\r\n\r\n- Ii 是 Ti 处的输入数据\r\n\r\n- Ni 是 Ti 处的网络状态\r\n\r\n- Oi 是 Ni 在给定 Ii 后的输出决策，即在 Ti 进行第 i 次重复后的决策\r\n\r\n- O*i 是一个最优输出决策，应该在 Ti 而不是 Oi 处获得；它可以从评分和 Oi 中计算出来（评分表明 Oi 应该如何改变以获得更好的近似值）\r\n\r\n- O'i 是 Ni+1 在给定 Ii 后的输出决策，即在 Ti+1 进行第 i 次重复后的决策\r\n\r\n- Ti 是某一项目第 i 次重复的时间\r\n\r\n上述方法只需要在 Ti-1 和 Ti 发生的重复之间为每个项目存储 Ii-1，大大节省了学习过程中存储的数据量（E'i 和 Ei 一样对训练有价值）。这样，所提出的解决方案在空间复杂度上与[算法 SM-8](https://supermemo.guru/wiki/Algorithm_SM-8) 相当！在整个过程中，只需要记住神经网络的一个（当前）状态。\r\n\r\n这些是目前讨论的项目的实现假设：\r\n\r\n- 神经网络：单向，分层，有弹性的反向传播；一个有四个神经元的输入层，一个有两个神经元的输出层，以及两个隐藏层（每层 15 个神经元）。\r\n\r\n- 项目难度解释：与[算法 SM-8](https://supermemo.guru/wiki/Algorithm_SM-8) 中相同，即由 [A-系数](https://supermemo.guru/wiki/A-Factor)定义\r\n\r\n- 对每个卡片存储以下内容：最后一次重复日期，[稳定性](https://supermemo.guru/wiki/Stability)(最后一次重复时的)，[可提取性](https://supermemo.guru/wiki/Retrievability)(最后一次重复时的)，[项目难度](https://supermemo.guru/wiki/Complexity)，最后评分\r\n\r\n- 默认[遗忘指数](https://supermemo.guru/wiki/Forgetting_index): 10%\r\n\r\n- [神经网络 DLL 输入](http://super-memory.com/archive/english/algplug.htm)（在每次重复时）：项目编号和当前评分\r\n\r\n- [网络 DLL 输出](http://super-memory.com/archive/english/algplug.htm)(在每次重复时)：下次重复日期\r\n\r\n- 神经网络 DLL 实现语言：C++\r\n\r\n- 神经网络 DLL 的 shell, SuperMemo 98 for Windows（与 32 位 [SM8OPT.DLL](http://super-memory.com/english/sm8opt.htm) shell 相同）\r\n\r\n## 神经网络式 SuperMemo: 实现\r\n\r\n该网络实际上已经得到了[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法的支持。它的唯一作用是随着时间的推移对性能进行微调。这正是所有 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 算法如在[算法 SM-5](https://supermemo.guru/wiki/Algorithm_SM-5) 中所做的那样。在这个意义上，这个设计并没有要求网络进行发现。它要求在发现的基础上进行改进。该模型是在设计中加入的。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n **基本假设** \r\n\r\n记忆的状态将只用两个变量即可描述：可提取性（R）和稳定性（S）（[Wozniak, Gorzelanczyk, Murakowski, 1995](http://super-memory.com/english/2vm.htm)。下面的方程将 R 和 S 联系起来：\r\n\r\n> (1) R=e-k/S*t\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - k 是常数\r\n\r\n> - t 是时间\r\n\r\n为简单起见，我们将设定 k=1 来统一定义稳定性。\r\n\r\n **输入和输出** \r\n\r\n以下函数将由网络求解：\r\n\r\n> (2) Si+1=fs(R, Si, D, G)\r\n\r\n>\r\n\r\n> (3) Di+1=fd(R, S, Di, G)\r\n\r\n输入给定的 R、S、D 和 G，神经网络应该输出稳定性（S）和卡片难度（D）：\r\n\r\n> (4) (Ri, Si, Di, Gi) => (Di+1,Si+1)\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Ri 是第 i 次重复前的可提取性\r\n\r\n> - Si 是第 i 次重复前的稳定性\r\n\r\n> - Si+1 是第 i 次重复后的稳定性\r\n\r\n> - Di 是第 i 次重复前的卡片难度\r\n\r\n> - Di+1 是第 i 次重复后的卡片难度\r\n\r\n> - Gi 是第 i 次复习时的评分\r\n\r\n **针对难度 D 的错误修正** \r\n\r\n目标难度定义为 [SM-8 算法](https://supermemo.guru/wiki/Algorithm_SM-8)中，第二个间隔和第一个间隔的比率。；[神经网络插件](http://super-memory.com/archive/english/algplug.htm) (NN.DLL)将记录对所有卡片记录目标难度，并将其用于训练网络：\r\n\r\n> (5) Do=I2/I1\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Do 是用于误差修正的指导性难度（Do 越高，难度越小）\r\n\r\n> - I1 是为有关卡片计算的第一个最优间隔（对所有卡片都一样）\r\n\r\n> - I2 是为该卡片计算的第二个最优间隔\r\n\r\n重要! 最优间隔 I1 和 I2 不是网络在验证前提出的间隔，而是在提出的间隔已经执行和验证后用于误差修正的间隔（见[稳定性 S 的误差修正](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Stability)）!\r\n\r\n难度的初始值将设为 3.5，即 D1=3.5。这只是为了与算法 SM-8 相似。由于初始难度未知，所以不能用初始难度求解第一个间隔。第一次评分之后，由于第二个最优间隔也是未知，所以仍然无法进行误差修正。一旦得知第二个最优间隔，Do 就可以用来对输出的 D 进行误差修正。\r\n\r\n为了避免神经网络的收敛问题，下列公式可用于求出正确的 D 输出：\r\n\r\n> (6) Dopt=0.9*Di+0.1*Do\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - Dopt 是在第 i 次重复后用于误差修正的难度\r\n\r\n> - Di 是第 i 次重复前的难度\r\n\r\n> - Do 是指导性难度，由公式 (5) 可得\r\n\r\n公式 (6) 中的收敛系数 0.9 是随意取的，可能会根据神经网络表现而改变。\r\n\r\n **稳定性 S** 的误差修正\r\n\r\n下列公式是将公式 (1) 中遗忘指数取 10%，令 k=1 而得出的。这个公式方便转换稳定性和最优间隔：I=-ln（0.9）*S\r\n\r\n在最好情况下，神经网络应该每次重复都生成一次所需遗忘指数。只要已知稳定性 S （见公式 (1)），变化遗忘指数也很容易使用。为了简单起见，进一步分析中遗忘指数取 10%。\r\n\r\n为了加速收敛，神经网络将测量 25 类重复的遗忘指数。这 25 类重复的划分是根据 (1) 五个难度类别：1-1.5、1.5-2.5、2.5-3.5、3.5-5 和 5 以上，和 (2) 五种间隔时长类别：1-5、5-20、20-100、100-500 和 500 天以上。我们将这些类别的遗忘指数测量值表示为 FI(Dm,In)。此外，我们还测算总体遗忘指数 FItot，并将其用于稳定性的误差修正。\r\n\r\n最终目标是在所有类别的遗忘指数达到 10% 。下列公式将用于误差修正以保证结果的稳定性：\r\n\r\n> (7) FIopt(m,n)=(10*FItot+Cases(m,n)*FI(m,n)) /(10+Cases(m,n))\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - FIopt(m,n) 是属于 (m,n) 类的重复之后，用于误差修正的遗忘指数\r\n\r\n> - FItot 是总体遗忘指数，以重复次数衡量\r\n\r\n> - Cases(m,n) 是用于衡量类别 (m,n) 中遗忘指数，以重复次数计量\r\n\r\n公式 (7) 中的公式应该是在单独类别的案例数量增加时，将纠错的权重从总体遗忘指数转移到特定类别记录的遗忘指数上。很明显，对于 Cases(m,n)=0，我们有 FIopt(m,n)=FItot。对于 Cases(m,n)=10，整体和类别 FI 的权重平衡，对于大量的案例，FIopt(m,n) 接近 FI(m,n)。\r\n\r\n下表说明了 FIopt(m,n)、评分和使用的间隔校正之间的假定关系：\r\n\r\n| 评分 | 0 | 1 | 2 | 3 | 4 | 5 |\r\n\r\n| :------------: | :-----------: | :-----------: | :-----------: | :-----------: | :-----------: | :-----------: |\r\n\r\n| FIopt(m,n)>10%|40%|60%|80%|无修正|无修正|无修正\r\n\r\n| FIopt(m,n)=10% | 无修正 | 无修正 | 无修正 | 无修正 | 无修正 | 无修正 |\r\n\r\n| FIopt(m,n)<10% | 无修正 | 无修正 | 110% | 120% | 130% |\r\n\r\n在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，小于 3 的评分代表遗忘，而评分等于 3 或大于 3 则代表充分回忆。这就是为什么在 FI 达标的情况下，不对合格的平分进行修正，而在 FI 大于要求的情况下，不对不合格的评分进行修正。在应用间隔为 10 天的情况下，对过度遗忘率和评分 = 2 的示例性修正是 80%。因此，网络将被指示假定间隔 = 8 为正确。然后，正确的稳定性将从 S=-8/ln(0.9) 中得出，并用于纠错。间隔修正的值是任意的，但不应该破坏网络的收敛性。在不可能出现稳定性问题的情况下，可以减少修正值（注意，学习过程中的环境噪声将大大超过无效选择修正因子的影响！）。类似的修正曾经被应用于连续的 SuperMemo 算法中，结果令人鼓舞。\r\n\r\n **边界条件** \r\n\r\n为了加速收敛，将对神经网络施加以下额外约束：\r\n\r\n- 连续两次重复的间隔增长倍数必须至少是 1.1（因此，难度不能低于 1.1）\r\n\r\n- 第一次重复的间隔增长倍数不能超过 8，以后的重复中不能超过 4\r\n\r\n- 第一个间隔必须在 1 到 40 天之间\r\n\r\n- 难度度量不能超过 8\r\n\r\n这些条件不会使网络更有偏见，因为在过去十年使用 SuperMemo 及其实施的实践中，这些条件已被证明是真实且完全合理的。\r\n\r\n **预训练** \r\n\r\n在预训练阶段，将使用公式（2）和（3）的如下形式：\r\n\r\n> (8) Di+1:=Di+(0.1-(5-G)*(0.08+(5-G)*0.02))\r\n\r\n>\r\n\r\n> (9) Si+1:=Si*Di*(0.5+1/i)\r\n\r\n其中 D1=3.5, S1=-3/ln(0.9)。\r\n\r\n公式 (8) 是由 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2)推导出来的（见 E-系数公式）。公式（9）是由[算法 SM-8](https://supermemo.guru/wiki/Algorithm_SM-8) 中的矩阵 OF 大致导出的。D1=3.5 对应于算法 SM-8 中的相同设置。S1=-3/ln(0.9) 对应于第一个间隔 3 天和遗忘指数 10%。3 天的数值接近于各种学生和学习材料难度的平均值。\r\n\r\n预训练也将使用上一段中提到的边界条件。\r\n\r\n神经网络存在多种问题，实现、bug、收敛、干扰等等。研究神经网络的唯一有效方法是将其应用到真正的 SuperMemo 中，看看神经网络如何使用真实数据工作的。我有个想法是把算法写入一个 DLL 里。我们可以在同一程序 shell 中研究算法的变体。我们对 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2)、[SM-8 算法](https://supermemo.guru/wiki/Algorithm_SM-8) 都有类似尝试，现在对神经网络也可如法炮制。不幸的是，这个 DLL 想法的实现还是为时过早。参加项目的孩子们热情如炽，而他们一毕业便散做满天星，在其他地方找到工作，娶妻结婚，而我从来没有机会在我自己的学习中尝试这个插件，在我最喜欢的 shell 中，当时是 SuperMemo 9（又名 SuperMemo 98）。\r\n\r\n神经网络 SuperMemo 是学生项目，其唯一目的是验证神经网络应用于间隔重复的可行性。毋庸置疑，神经网络是可行的。此外，所有可以想象到的有效优化工具，只要充分打磨，必然会产生与 SuperMemo 目前所实现的类似结果。换句话说，只要学习程序能够快速收敛到最优模型，并产生期待中的知识保留率，用于完成目标的优化工具是次要的。\r\n\r\n考虑到这个项目早期阶段的问题数量，我怀疑成功的插件会改变我对神经网络的想法。我是程序员，喜好摆弄东西，我喜欢看我创造的东西。神经网络对我来说显得太黑箱了。至于这个团队，他们今天的事业都很成功。这些孩子们后来还为其他一些 SuperMemo 工作做出了贡献。青年有蓬勃创意，青年是难解谜团，能启动这个项目，我不胜欢欣。\r\n\r\n## David Calinski 和 FullRecall\r\n\r\n大卫-卡林斯基（生于 1981 年）是 20 世纪 90 年代早期年轻的 SuperMemo 爱好者之一。他对加速学习、心理学、精神病学等方面表现出丰富的兴趣。\r\n\r\n我很快就认识到了他的才能，并希望在一些 SuperMemo 项目中招募他，包括 SuperMemo for Linux，然而，许多天才喜欢独行。在某些时候，他从 SuperMemo 转向了他自己的应用程序（FullRecall，见后文），从那时起，他就不会放弃他的项目。\r\n\r\n我们关于神经网络的讨论始于 2001 年。David 是 SuperMemo 的粉丝，然而，他也承认自己从未真正研究过该算法。这导致他写下如下批评：\r\n\r\n> 我不知道 SM 算法的具体细节（我从来没有对它感兴趣过），但重要的是想法纲领。SM 的算法输入一些数据（如重复次数、项目难度、当前评分等），并返回计算出的下一个最优间隔。这个算法即使是 「聪明的」，也就是能以某种方式纠正自己，也仍然是愚蠢的——其修正能力不超过其设计所赋予的。\r\n\r\n他是对的，[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 与[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)有内在的联系，然而，这两者是相得益彰的。这种结合只能由反面证据来打破，而反面证据到目前整整三十年还没有出现。\r\n\r\n大卫的立场是完全有道理的。这都是关于建模和已有的知识。对大卫来说，[SM-8 算法](https://supermemo.guru/wiki/Algorithm_SM-8)很复杂。神经网络似乎是消除复杂度的简单方式。对我来说，我自己的算法就像乘法表一样简单。这种建模差异往往会导致认知上的分歧，这是件好事。如果没有这些差异，我们今天对间隔重复中的神经网络的了解就会少得多！\r\n\r\n在 2004 年，我写信给大卫：「对 SuperMemo 中使用的算法的进一步改进不可能导致学习的进一步加速。然而，在处理异常情况方面仍有改进的余地，如大幅延迟的重复、短时间集中展示、处理内容改变的项目、处理项目之间的语义联系等等。有趣的是，该算法的最大进步可能来自于对人类长期记忆模型的更好定义。特别是，描述不同可提取性水平的记忆稳定性变化的功能正在被更好地理解。这可以极大地简化算法。更简单的模型需要更少的变量，这就简化了优化工作。基于记忆痕迹的稳定性和可提取性的算法也可以更好地处理低可提取性的项目。然而，由于在学习过程中，异常的项目案例只占少数，而且测试一个新的算法需要几年的时间，目前还不清楚是否会进行这样的实施。」\r\n\r\n大卫开发了他自己的神经网络 MemAid。后来他将其转化为商业产品。从免费到商业的转变是艰难的，原因显而易见，因为用户往往更喜欢价格下降。尽管经历了种种波折，大卫还是坚持了下来，他的 DIY 修理工以及对科学和编程的热情总是让他占了上风。像 Anki 一样，他试图保持他程序的跨平台性，这对简单性有一些限制和要求。用他的话说：「我喜欢速度，喜欢没有边界，喜欢不只依赖一种方案、系统、电脑等。」\r\n\r\n今天 FullRecall 是免费的。见 [changelong](http://fullrecall.com/changelog)。\r\n\r\n[[img [ANN interval distribution (in FullRecall)|https://supermemo.guru/images/f/f1/ANN_interval_distribution.jpg]]](https://supermemo.guru/wiki/File:ANN_interval_distribution.jpg)\r\n\r\n> 图：FullRecall 中的间隔分布。在神经网络的帮助下安排复习。\r\n\r\n开源的 [MemAid 项目](http://memaid.sourceforge.net/)于 2006 年关闭，但 FullRecall 继续进行。另一个受 MemAid 启发的项目也是如此：[Mnemosyne](https://supermemo.guru/wiki/Mnemosyne)。然而，Mnemosyne 选择了他们自己版本的[算法 SM-2](https://supermemo.guru/wiki/Algorithm_SM-2)。时至今日，Mnemosyne 产生的数据可供间隔重复爱好者或 [Mnemosyne 项目](https://mnemosyne-proj.org/)的研究人员使用。\r\n\r\n与 Calinski 一样，Peter Bienstman 对较新的算法持怀疑态度：「SuperMemo 现在使用 SM-11。然而，我们有点怀疑较新的 SM 算法的巨大复杂性是否提供了统计学上的相关好处。但是，这也是我们希望通过数据收集找出的事实之一。」\r\n\r\n「统计学上的相关利益」取决于标准。对于用户来说，实际的算法可能是次要的。对于研究来说，[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17)是一个金矿（和 Mnemosyne 等所有程序能产生的数据一样多）。\r\n\r\n## 为什么 FullRecall 的神经网络是有缺陷的？\r\n\r\n[两个记忆变量](https://supermemo.guru/wiki/Two_component_model_of_memory)对于表示[间隔重复](https://supermemo.guru/wiki/Atomic_memory)中的[原子记忆](https://supermemo.guru/wiki/Spaced_repetition)来说，既是必要的也是充分的。此外，这两个变量还可以用来解释大量呈现中的[间隔效应](https://supermemo.guru/wiki/Spacing_effect)。它们还可以解释这里讨论的高[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)对长期[保留](https://supermemo.guru/wiki/Retention)的好处。这两个长期记忆的变量，我们称之为：[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)，是表示记忆状态的必要条件。任何想要在间隔和回忆之间的关系中找到模式的神经网络必须在其输入中接收完整的记忆状态，否则它将永远无法计算出最优间隔。这种状态可能有完整的[重复历史](https://supermemo.guru/wiki/History_of_repetitions)的形式。它也可以是[稳定性](https://supermemo.guru/wiki/Stability):[可提取性](https://supermemo.guru/wiki/Retrievability)对（如果它可以被计算出来）。它也可以是重复历史上的任何其他代码，从中可以计算出记忆的状态。\r\n\r\nFullRecall 神经网络的设计并不符合这些标准：\r\n\r\n- 输入：last_interval_computed_by_ann（根据 ANN 得出的最后一次间隔）[0-2048天]（如果不是复习，而是第一次展示，则为零）\r\n\r\n- 输入：real_interval_since_last_review [0-2048天] （与上面的注释相同）\r\n\r\n- 输入：number_of_repetitions_of_an_item_so_far （目前为止卡片的重复次数）[0-128]\r\n\r\n- 输入: current_grade（目前评分）[0-5, 5 是最好的]\r\n\r\n- ANN 给我们的输出是：new_interval（新间隔）[0-2048]\r\n\r\n间隔和重复次数都不能反映记忆的稳定性和可提取性。可能在使用间隔效应的大量内容学习中重复多次，但是记忆稳定性提升却微乎其微。长间隔的次优计划可能导致稳定性和可提取性较低。简而言之，对于相同的间隔，记忆的状态将取决于重复的时间分布。\r\n\r\n可以举例说明：在 1000 天内安排 10 次重复，如果安排是 9 天内 9 次重复，其中有 991 天的间隔，那么最终记忆稳定性接近于 0（假设没有其他干扰）。与此同时，如果输入相同，而间隔安排最优，那么可提取性将接近 100%, 而稳定性也极高，因而可以安排接近 1000 天的最优间隔。\r\n\r\n只有用户分毫不差地按照最优间隔重复安排复习，神经网络才能有不错的表现。要实现这点，神经网络只有经过预训练才可行，比如使用 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2) 预训练。此时神经网络会很不稳定，也无法收敛到最优解，因为有很多偏离最优安排的复习，比如神经网络误差导致的复习，这些复习会让神经网络偏离原始状态，而原始状态下神经网络还能根据输入计算记忆情况。\r\n\r\n在理想化的情况下，稳定性和可提取性对于单一的单突触关联来说是足够的。在现实生活中，参与联想的语义网络很可能涉及一些这样的理想单元记忆。这就是为什么 SuperMemo 使用绝对卡片难度。在 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)中，绝对卡片难度是由默认的[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)为 10% 时，第一次优化安排的复习的记忆[稳定性](https://supermemo.guru/wiki/Stability)的最大增幅决定的。FullRecall 网络没有输入项目难度的可靠衡量，因而神经网络低效问题更加严重。\r\n\r\n根据用户报告，FullRecall 网络似乎工作得相当好。根据目前的分析，该网络可能采用了精心选择的边界条件，然而，这样就相当于回到了 SuperMemo 旧版本中采用的[算法 SM-2](https://supermemo.guru/wiki/Algorithm_SM-2)。不用说，那个老的 SuperMemo 算法比 SuperMemo 中新的基于矩阵的代数算法更有偏见，可塑性更差。\r\n\r\n如果 FullRecall 网络是预先训练好的，例如在[算法 SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 的帮助下，学生严格地坚持他或她的重复，网络可能工作得很好，因为间隔与记忆的稳定性有很好的关联，特别是如果信息被重复的次数所加强。然而，如果没有适当的边界条件，在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，该网络肯定会失败，因为它可能收到错误的记忆状态信息。根据不同的情况，相同的重复次数:间隔对可能出现在稳定性=0 和最大稳定性对应的终身记忆中。同样，对于网络中的同一输入对，可提取性也可能在 0-1 范围内变化。例如，在考试前频繁地进行子集复习，然后是较长时间的学习中断（例如由溢出引起的），可能对应于非常低的稳定性和可提取性，尽管在同一时期提供与正确执行一系列间隔复习相同的输入（具有高稳定性和高于 0.9 的可提取性）。在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，过载、自动延期、项目提前、筛选集复习和间隔效应对网络来说是不可见的。\r\n\r\n假设设计良好，那么 FullRecall 的缺陷只会在间歇学习中显示出来，这可能会触发边界条件。这不应该减损软件本身的价值。它只是要强调，神经网络的设计并不容易，而且可能会变成劣质的。它甚至可能不如旧的、据说可塑性较低的代数算法。\r\n\r\n简而言之，FullRecall 网络输入并没有反映出计算最优间隔所需的所有必要信息。特别是，重复次数是衡量记忆稳定性或可提取性的一个非常差的标准。更好的方法是对整个[重复历史](https://supermemo.guru/wiki/History_of_repetitions)进行编码，或者使用[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)变量来计算记忆的状态。稳定性和可提取性都必须是可以从网络输入中计算出来的。\r\n\r\n## SuperMemo 中神经网络的前景\r\n\r\n在我们与 Calinski 的讨论中（2001年），我总结了我的保留意见，并发誓要继续走老的「保守」道路。17 年后，我很高兴。在运用神经网络进行间隔重复的领域里，并没有什么进展。可能 SuperMemo 本身也在抑制这一进展。但与此同时，[算法SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 已经揭示了在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)和理解人类记忆方面继续进步仍是可能的。假以时日，定有进益。\r\n\r\nSuperMemo 将沿用其代数算法，理由如下：\r\n\r\n- **已知的模型** ：在我们不知道映射现象的基本模型的情况下，神经网络更有优势。遗忘的模型是众所周知的，这使得计算重复间隔时使用的代数优化方法容易进行微调。众所周知的模型也使得 SuperMemo 能够抵抗不平衡的数据集，这可能困扰着神经网络，特别是在学习的初始阶段。最后但同样重要的是，[记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)的有效性已经在许多方面得到了证明，在设计网络时放弃该模型，以阻止偏见的名义，将是浪费。这种方法可能只具有研究价值\r\n\r\n- **过拟合** ：由于数组值的案例加权变化，SuperMemo 中使用的优化数组不会受到「过拟合」的影响。不需要进行预训练，因为事先知道最优间隔的函数的近似形状。不存在数据表示问题，因为所有磕磕碰碰的数据输入都会在时间上被「权衡」出来\r\n\r\n- **等价性** ：从数学上讲，对于连续函数，在具有 n 个参数的映射函数中，n 个输入网络等同于 n 维数组，除了「参数解析问题」。参数解析问题的范围，即参数值范围的有限数量，强烈依赖于函数。对 SuperMemo 所显示的优化数组的短暂窥探表明，「参数解析」远远好于这种特殊类型的函数的实际需要，尤其是考虑到数据中的大量「噪音」。SuperMemo 中使用的爬坡算法让人想起了旨在重新加权网络的算法\r\n\r\n- **研究** ：SuperMemo 中矩阵的使用使我们很容易看到「进行中的记忆」。神经网络就没有那么好观察了。它们不能有效地揭示其结论。你无法看到一条遗忘曲线如何影响最优间隔的函数。这意味着，神经网络的黑箱性质使得它们作为记忆研究工具不那么有趣\r\n\r\n- **收敛性** ：算法的复杂性并不是由记忆模型的复杂性造成的。大部分的复杂性来自于工具的使用，这些工具被认为是为了在不损害其稳定性的情况下加快优化程序的收敛速度。这种微调之所以能够实现，是因为我们对底层记忆模型有很好的了解，以及多年来收集的实际学习数据，这些数据帮助我们精确地确定了模型各个组成部分的最优近似函数\r\n\r\n- **[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)** ：确定给定[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)的[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的唯一方法是知道给定[难度](https://supermemo.guru/wiki/Difficulty)等级和记忆[稳定性](https://supermemo.guru/wiki/Stability)的（近似）遗忘曲线。如果一个神经网络不试图映射遗忘曲线，它将总是围绕最优间隔的值振荡（好的评分会增加该值，而坏的评分会减少该值）。由于数据噪音的存在，这只是一个理论上的问题。然而，它说明了稳定性-可提取性-困难-时间关系的符号表示的力量，而不是几乎无限多的可能遗忘曲线数据集。如果神经网络不使用遗忘曲线的加权映射，它将永远不会收敛。换句话说，它将一直围绕着最佳模型进行振荡。如果神经网络权衡了状态历史和/或采用了遗忘曲线，它将采取与现在的 SuperMemo 算法相同的方法，而这种方法首先是要被网络所避免的\r\n\r\n总之，神经网络可以用来计算间隔，但从计算能力、研究价值、稳定性以及重中之重的收敛速度来看，神经网络似乎不是最好的工具。设计最优神经网络会遇到与设计代数优化程序类似的困难。最后，在「经典」[SuperMemo](https://supermemo.guru/wiki/SuperMemo)中设置的边界条件也会迟早出现在网络设计中（可以看：[神经网络 SuperMemo](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Neural_Network_SuperMemo:_Design))。\r\n\r\n与其他函数逼近手段一样，工具选择不同，或是对算法稍一微调，收敛速度和映射准确性便有天壤之别。神经网络可用于求算一些所知尚少的附属函数，这些附属函数可用于加快代数算法的收敛速度。例如，时至今日，[卡片难度](https://supermemo.guru/wiki/Complexity)估计问题还没有完全破解。我们只是告诉用户要让知识表述简单。任何教育家，只要意识到人类记忆存在限制，都会提出这一建议的。", + "type": "text/markdown", + "caption": " 1997：启用神经网络\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1997 Employing neural networks" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1999 Choosing the name %22spaced repetition%22.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1999 Choosing the name %22spaced repetition%22.json" new file mode 100644 index 0000000..fdb31a9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_1999 Choosing the name %22spaced repetition%22.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/1999 Choosing the name %22spaced repetition%22", + "text": "# 1999：命名为「间隔重复」\r\n\r\n## 追求又好又独特的名字\r\n\r\n「[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)」这一术语非常古老，在广告业和行为研究中已经使用了几十年。然而，它的现代意义是在 1999 年诞生的，[我们](https://supermemo.guru/wiki/SuperMemo_World)当时用它来替代 **[SuperMemo 方法](https://supermemo.guru/wiki/SuperMemo)** 。\r\n\r\n在 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 创立早期，我们为了在科学语境下指代「SuperMemo 方法」而孜孜以求广为人知的科学术语。公司的营销策略是要告别「学生开发的 **程序** 」的印象，而营销「基于科学方法的 **程序** 」。不幸的是，记忆和学习方面的研究很少，仅仅有一些[间隔效应](https://supermemo.guru/wiki/Spacing_effect)的短期研究。但 [Harry Bahrick](https://supermemo.guru/wiki/Harry_Bahrick) 对西班牙语词汇保留情况的研究傲立鸡群。\r\n\r\n记忆方面的研究人员研究各种「[重复](https://supermemo.guru/wiki/Repetition)时间表」为时已久。他们有时使用以分钟计的间隔，有时又让「干预[项](https://supermemo.guru/wiki/Item)」分隔一次复习。三种复习模式最为广泛研究：（1） **集中复习(massed)** ，短时间内多次[重复](https://supermemo.guru/wiki/Repetition)，(2) **分布式复习(distributed)** ，将复习分散到不同时间，(3) **间隔扩展的(expanding)** ，[间隔](https://supermemo.guru/wiki/Interval)不断变长。间隔重复依赖于间隔逐渐递增的时间表。记忆研究很长时间内无法敲定用什么术语指代间隔逐渐递增的时间表。 Pimsleur 使用了 *graduated intervals* ，[Bjork](https://supermemo.guru/wiki/Bjork) 使用了 *expanding rehearsal*, Baddley 使用了 *distributed practice*. 我的[硕士论文](https://supermemo.guru/wiki/Master's_Thesis)中使用了 *progressive schedule*, Pavlik 则使用了更广泛意义的 *optimal schedule* （我们知道是递增的）等等。更多例子请参见：[间隔重复的其他术语](https://supermemo.guru/wiki/Alternative_terms_for_spaced_repetition)。\r\n\r\nFrank N. Dempster 的一篇开创性文章 [*The Spacing Effect A Case Study in the Failure to Apply the Results of Psychological Research*](http://psycnet.apa.org/record/1989-03118-001) (American Psychologist, 43, 627-634, 1988) 为 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 注入了早期动力。这篇文章对教育者在学习中忽视[间隔效应](https://supermemo.guru/wiki/Spacing_effect) 而表示遗憾。SuperMemo 可以填补这个空白，它为间隔学习提供简单而通用的工具。Dempster 随意地切换各种术语，比如「间隔展示」、「间隔复习」、「间隔练习」、「间隔测试」，甚至「间隔阅读」或「良好间隔的展示」。\r\n\r\n我们选择了「重复间隔」一词来代替「SuperMemo 方法」。1994 年描述 **计算性[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)** 的[有史以来第一篇英文学术文章](https://supermemo.guru/wiki/ANE1994)使用了「重复间隔」而不是「间隔重复」。\r\n\r\n## 命名为间隔重复\r\n\r\n1999 年 2 月 3 日，受 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 用户 (*Tony D'Angelo*) 的一封电子邮件的启发，我审视了使用「 **间隔重复** 」这一关键词的文献。经过这次审视，我[确信](https://supermemo.guru/wiki/Attaching_the_name_\"spaced_repetition\"_to_SuperMemo)我们应该停止使用 \"*repetition spacing*\" 这个术语，而改用 \"*spaced repetition*\"。「间隔重复」这个术语同样很模糊，也很少使用，但比「重复间隔」用得更多。\r\n\r\n我们决定，以后的 SuperMemo 应该使用「间隔重复」而不是「重复间隔」。在 [supermemo.com](https://supermemo.com/) 第一次使用这个词可能是在 2000 年 2 月 4 日的 [SuperMemo 是无用的](http://super-memory.com/articles/useless.htm) 中。\r\n\r\n随着时间推移，「 **间隔重复** 」这个词已经变得越来越流行。由此看来，对于使这个通用的科学术语在公众心目中扎根，并与学习中的[最优间隔](https://supermemo.guru/wiki/Optimum_interval)有了具体的联系，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 有一份功劳。\r\n\r\n## 间隔重复这一名词的未来\r\n\r\n截至 1999 年，「[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)」这个术语已经在谈及抽认卡程序的文章和只言片语中被广泛使用（很大程度上是因为我们的钦定），这里面还包括那些基于[莱特纳系统](https://supermemo.guru/wiki/Leitner_system)的程序。有人希望，它能在科学文献中也成为共识。虽然任何作者更倾向沿用他们惯用了好几年、几十年的称呼，然而维基百科这个加速术语化的推手，它上面的主导称谓是 **间隔重复** 。虽然记忆科学家们倾向于用户「间隔提取」或「分散练习」（这是一个更广泛的概念）。此外，还有像「间隔学习」这样的 **孤儿卡片** ，被垃圾邮件机器人认为是 [Paul Kelly](https://loop.frontiersin.org/people/95418/bio)（当时的蒙克萨顿高中校长）写的。\r\n\r\n这种混乱造成了[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的研究和流行应用之间的脱节，但合并和统一只是一个时间问题。维基百科是使用了一个 **合并请求** 的概念。科学家们可能会反对将他们 “干净的清教徒文章” 与夹杂着商业链接的流行克隆体合并。然而此乃天命，安敢在此饶舌？今天有一些研究[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的科学家不知道[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)这个词，也没有听说过 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。还有一些实质上从事间隔重复算法的工程师，对该领域的记忆研究知之甚少。统一术语，能给减少这脱节开个头，剩下的就交给谷歌了。\r\n\r\n[统一术语](https://supermemo.guru/wiki/Alternative_terms_for_spaced_repetition)在「 **间隔重复** 」的旗帜下，将同时为（1）进一步研究和（2）实际应用服务", + "type": "text/markdown", + "caption": " 1999：命名为「间隔重复」\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "1999 Choosing the name %22spaced repetition%22" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_2005 Stability increase function.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_2005 Stability increase function.json" new file mode 100644 index 0000000..1b298e2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_2005 Stability increase function.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/2005 Stability increase function", + "text": "# 2005：稳定性增长函数\r\n\r\n## 为什么简单的想法不一定容易落地？\r\n\r\n对长期记忆的完美的数学描述即将完成。断断续续研究长达三十年，一个足够好的模型才得以脱颖而出，这在今天看来简直不可思议，特别是模型本身并不复杂。在人类事业中，科学往往是人类好奇心的副产品，而其他更紧急的项目往往得到优先处理。科学和发明有个问题，就是它们没有方向，而且难以预测。真相在发现多年后才显现其力量和价值。这个故事的一个道理就是，所有政府和公司都应该不遗余力地推进良好的科学发展。科学有点像 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，今天看来没什么甜头，但久久为功，收益会很惊人。\r\n\r\n现在利用[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17) 中的工具集，我们可以近乎完美地描述记忆。在理解记忆方面取得进一步进展的唯一限制是想象力、可用时间和提出正确问题的能力。我们工具齐全，数据充沛。我们还有不少数据是和睡眠记录相结合的，可用于为模型添加新的维度：[稳态](https://supermemo.guru/wiki/Homeostatic)学习意愿，[稳态](https://supermemo.guru/wiki/Homeostatic)疲劳，甚至还有[昼夜节律](https://supermemo.guru/wiki/Circadian)因素。\r\n\r\nSuperMemo 的故事表明，如果你有一个想法，你应该将它实现（除非你有另一个更好的想法）。很多想法表面上灰头土脸，实则颇具魅力。我早在 [1984 年](https://supermemo.guru/wiki/Hermann_Ebbinghaus_(1885)_and_spaced_repetition_(1985))就绘制了第一条[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，但在几个月内就把它忘了。直到 34 年后我才想起来，那时候我的整个生活都围绕着遗忘曲线打转。想象一下这种惊喜吧！当我实现了第一个[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法时，我等了两年才决定招募第一个用户。如果没有 [Tomasz Kuehn](https://supermemo.guru/wiki/Tomasz_Kuehn)，SuperMemo for Windows 可能晚个两三年才能出世。如果没有 [Janusz Murakowski](https://supermemo.guru/wiki/Janusz_Murakowski)，SuperMemo 中重要的大数据：SuperMemo 重复历史记录可能会延迟 1-2 年。当[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)在 2000 年落地时，只有我知道它是里程碑式的创举。但我蹉跎良久才得以纵观这丰碑之伟。今天，我知道[神经创造力](https://supermemo.guru/wiki/Neural_creativity)是突破性的工具，但我仍然半信半疑地使用它，而且不像使用[筛选集合进行复习](https://supermemo.guru/wiki/Subset_review)那样频繁。\r\n\r\n### 1990：第一个提示\r\n\r\n[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17) 酝酿了近四分之一个世纪。在为这篇文章准备材料时，我在我的档案中发现了一张图片，里面是名为「新强度」的矩阵，行为「强度」，列为「耐久性」。这两个词是[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)的原始名称，在 1988-1990 年使用。这篇论文就像是古老的化石，说明 SM-17 算法的想法一定是在 1990 年左右诞生的。\r\n\r\n[[img [A \"new strength\" matrix with rows marked as \"strength\" (stability) and columns marked as \"durability\" (retrievability)|https://supermemo.guru/images/thumb/f/f5/New_strength_matrix.jpg/300px-New_strength_matrix.jpg]]](https://supermemo.guru/wiki/File:New_strength_matrix.jpg)\r\n\r\n> 图：一张名为「新强度」的矩阵图片，行为「强度」，列为「耐久性」。这两个词是[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)的原始名称，在 1988-1990 年使用。这篇论文说明 SM-17 算法的想法一定是在 1990 年左右诞生的。\r\n\r\n从创建[记忆的双组分模型](https://supermemo.guru/wiki/Two_components_of_memory)之初，我想基于这个模型写一个算法，但我的动力总是不太够。这套理论虽好，但[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 那时已经够用了，似乎无需再实现新算法。但今天看来，我认为那时的算法的角色，是为这套模型提供数据，而这套模型能够回答很多关于记忆的问题，其中一些问题实际上从未被提出过（例如，关于[稳定性](https://supermemo.guru/wiki/Stability)的组分）。这也类似于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 本身，它不温不火，是因为它的价值很难单纯从理论上被认可，实际效果才最容易让优秀的学生认可。\r\n\r\n### 1993：干扰\r\n\r\n1993 年，我自己的想法阻碍了进展。我认为进一步探索算法没有那么重要。用户很难受益。记忆建模是毫无实用价值的研究。参见：[微调算法的徒劳](https://supermemo.guru/wiki/Neural_networks_in_spaced_repetition#Futility_of_the_fine-tuning_the_spaced_repetition_algorithm)。那时，是 [Murakowski](https://supermemo.guru/wiki/Janusz_Murakowski) 努力地推动进展。他一直抱怨「SuperMemo 在流失诺贝尔奖级别的数据」。他有次对我吼道：「把历史重复数据功能给我实现了！」，简直是破口大骂。这是一场优先次序的争斗。我们迎来了 [SuperMemo 的新 Windows 版本](https://supermemo.guru/wiki/SuperMemo_7)，音频数据，CD-ROM 技术，也迎来了真切的竞争，比如 Young Digital Poland, 他们先我们一个月获得了波兰第一个 CD-ROM 软件的称号。我们仍然珍视波兰第一个 CD-ROM 上的 Windows 软件的宝座。第一张 [SuperMemo 7](https://supermemo.guru/wiki/SuperMemo_7) CD-ROM 实际上还是在美国生产的，但其内容完全是在波兰制作的。CD 里面的是 100% 纯波兰的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 。\r\n\r\n### 1996：风险投资\r\n\r\n1996 年 2 月，所有的障碍都扫清了，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 终于开始收集完整的项目重复历史数据（当时，它仍然只是作为一个选项加入，以防止堵塞较少的系统少量的未使用数据）。我自己的项目重复历史数据现在基本上可以追溯到 1992-1993 年。这是可能的，因为 1996 年 2 月的所有[项目](https://supermemo.guru/wiki/Item)的最后一次重复仍然很容易从当时的间隔得出。我甚至有相当多的历史可以追溯到 1987 年。在我的数据强迫症中，我手动记录了一些具体的[项目](https://supermemo.guru/wiki/Item)的进展，后来通过手动编辑完成了重复的历史记录。因此，我自己的数据现在是现存的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中跨度最长的重复历史数据。30 年的数据，大量覆盖了 22-25 年的学习。这是个宝库。\r\n\r\n1996 年 9 月 29 日，星期天，晚上，我花了两个小时来勾画基于[记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)的新算法。这一切看起来都非常简单，而且需要的工作也不多。SuperMemo 刚刚开始收集重复历史，所以我应该有大量的数据在手。我们的重点从多媒体课程，如《越野》，转向更容易的项目，如[高级英语](https://supermemo.guru/wiki/Advanced_English)。这是个好时机，似乎。不幸的是，第二天，我们接到了 Antek Szepieniec 的电话，他与美国的投资者交谈，梦想让 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 成为纳斯达克的第一家波兰公司。他兴奋地预言，他相信有很大的机会从风险投资中为我们的努力注入几百万美元。这一下子就把我抛到了新的角色和新的工作中。在坏事方面，这使[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 推迟了 20 年。好事方面，超媒体 SuperMemo 的概念，又称[知识机器](https://supermemo.guru/wiki/Knowledge_Machine)，又称[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)，在理论和设计方面获得了很大的发展势头。实践再次战胜了科学。\r\n\r\n### 2005：理论方法\r\n\r\n随着 2000 年[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)以及 2006 年[优先队列](https://supermemo.guru/wiki/Priority_queue)的出现，对延迟重复的需求，以及对提早复习的需求激增。这就要求大大偏离[最优间隔](https://supermemo.guru/wiki/Spaced_repetition)。旧的[算法 SM-8](https://supermemo.guru/wiki/Algorithm_SM-8) 无法有效地应对这种情况。[最优间隔](https://supermemo.guru/wiki/Optimum_interval)的功能必须扩展到时间维度（即[可提取性](https://supermemo.guru/wiki/Retrievability)）。我们需要一个[稳定性增长](https://supermemo.guru/wiki/Stability_increase)函数。\r\n\r\n科学进步的一个非常有趣的动态是，对现实的树状探索往往需要临界的大脑质量（*译注：指量变引起质变的知识积累量）来推动一个新的想法。2005 年，[Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 和其他人基本上不在圈子里，忙着把 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 作为一项业务来推广。我当时正处在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的重大突破的路上：处理过载。随着维基百科的出现，人们突然意识到，导入成吨的知识不需要什么努力，但低优先级的知识较为庞大，会掩盖高优先级的知识。因此，知识富裕后破坏了知识的质量。我对这个问题的解决方案是采用[优先级队列](https://supermemo.guru/wiki/Priority_queue)。它在 2006 年才开始被实现。在此期间，[Gorzelanczyk](https://supermemo.guru/wiki/Edward_Gorzelanczyk) 和 [Murakowski](https://supermemo.guru/wiki/Janusz_Murakowski) 正忙于他们自己的科学项目。\r\n\r\nGorzelanczyk 曾经在克拉科夫参加过一个控制论会议，这个会议由 Ryszard Tadeusiewicz 教授 提供支持，他是我早期的灵感源泉。在 2005 年的演讲中，Gorzelanczyk 建议我们更新记忆模型。那时距上次制定模型已有十年，而分子生物学的新数据汹涌而来，势必有巨大影响。我认为自己那些寻找记忆稳定性公式的想法会成为很好的补充。与穆拉科夫斯基的交流后，这点星星之火很快获得了动力。如果没有这三个人（即 Wozniak, Gorzelanczyk 与 Murakowski）的协同工作，如果没有激起人们的兴趣，下一个大幅的进步会很难获得。利用在 1990 年间歇学习模型中首次采用的工具，我决定找出稳定性增长的函数。一旦我的电脑开始计算数据，有趣的信息开始连续不断地浮现。这项工作花了半个冬天的时间，本来只是预计只消几个晚上。\r\n\r\n### 2013：大局观的重新觉醒\r\n\r\n2013 年的情况和 2005 年一样，在新的解决方案落实前，我们必须确立大脑的临界质量。然而，我必须把最大的功劳归于 [Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak)，是他倾斜了资源。那时为了给 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的领导地位和开创性正名，我们承受无休止的斗争。是他要求我们继续进行这个项目，并派我去休一个短期的创造性假期来完成它。这本来只是一个冬季项目，结果花了两年，而且到今天仍然占用了我很多时间。\r\n\r\n2014 年 11 月 09 日，我们进行了 26 公里的步行，讨论新的算法。散步是我们[最佳形式的头脑风暴](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)，并且总能带来甜美耳的果实。第二天，我们在一个游泳池与 Leszek Lewoc 会面，他是大数据的死忠，总是有大量的奇妙想法（我第一次见到 Lewoc 是在 1996 年，而他的妻子可能早在 1992 年就在写一篇关于语言学习的论文，包括 SuperMemo）。那次头脑风暴总结了一些简单的结论：使用[记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)来简化算法的方法，简化术语，并使其更加人性化（不再有 [A-系数](https://supermemo.guru/wiki/A-Factor)、[U-系数](https://supermemo.guru/wiki/U-Factor)、[R-系数](https://supermemo.guru/wiki/R-Factor)，等等）。\r\n\r\n## 通过复述提高记忆稳定性\r\n\r\n了解用于计算[记忆稳定性增长](https://supermemo.guru/wiki/Stability_increase)的公式有助于理解[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17)。在 2005 年，我们的目标是找到任何有效的 [R](https://supermemo.guru/wiki/Retrievability) 和 [S](https://supermemo.guru/wiki/Stability) 水平的稳定性增长的函数：*SInc*=*f*(R,S)。这些目标和工具与寻求建立[间歇学习模型](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)（1990）时所用的相当相似。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n直到 2005 年，我们还无法制定一个通用的公式，将重复与[记忆稳定性增长](https://supermemo.guru/wiki/Stability_increase)联系起来。那时用来确定[重复间隔时间](https://supermemo.guru/wiki/Spaced_repetition)的算法，是基于对所谓最佳重复间隔的理解（定义为产生通常超过 90% 的已知回忆率的间隔），考虑了最佳重复间隔下，记忆稳定性的增强情况 —— 术语「最优间隔」用来描述学习中间隔时间的适用性。而这套间隔时间算法允许以矩阵形式，给出最优间隔所对应的准确稳定性增长函数。然而，对于可提取性水平较低（即当间隔不是 **最优** 的时候）时的稳定性增长，我们所知甚少。在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 收集的数据的帮助下，我们现在可以尝试填补这一空白。尽管 SuperMemo 的设计是为了在学习中应用最佳的间隔时间，但在现实生活中，用户经常因为各种原因（如假期、疾病等）被迫推迟重复学习。这样一来，对于几乎所有材料体，在[可提取性](https://supermemo.guru/wiki/Retrievability)较低时都会给人大量重复。此外，在 2002 年，SuperMemo 引入了中位重复间隔的概念，使得重复间隔可以缩短。尽管在任何数据体中，中位间隔只占很小的一部分，但样本量足够大的话，可提取性极高或极低的样本数量，应可以将之前的发现推广 —— 原理论中记忆稳定性的增量和可提取性之间的关系仅在「可提取性=0.9」时有结论，现在可以推广到完整的作用域上了。\r\n\r\n为了通过学习的方式最佳地建立记忆稳定性，我们需要知道 **最优间隔的函数** ，或者说， **稳定性增长函数** （*SInc*）。它们考虑三个参数：[记忆稳定性（S）](https://supermemo.guru/wiki/Stability), [记忆可提取性（R）](https://supermemo.guru/wiki/Retrievability)和[知识难度（D）](https://supermemo.guru/wiki/Difficulty)。在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的传统上，我们一直专注于 S 和 D 这两个维度，因为保持高水平的可提取性，是程序在做复习间隔优化时参照的主要优化准则。对 S 和 D 的关注取决于稳定性增长函数的实际应用。文本则聚焦于 S 和 R，不讨论 D ，因为我们现在试着分析「纯知识」，以消去维度 D 的影响。也就是说，讨论那些由非复合的记忆痕迹刻画的知识，它们易于学习。消除 D 维度使我们在理论上做划分更为容易，而且以后结论可以扩展到复合记忆痕迹，和看起来难以学习的知识。换句话说，当我们从实践到理论讨论时，我们的兴趣从 ( S, D ) 对转移到 ( S, R ) 对。出于这种逻辑，所有实验数据集都按难度进行了过滤。同时，我们会寻找最大的数据集，其中的项目由于排期的延迟（违反了最优的重复间隔），低 R 值的项目会有足够大的代表性\r\n\r\n我们开发了一个两步算法，用来提出一个符号公式，来表示在 **[难度](https://supermemo.guru/wiki/Difficulty低而统一的数据集)** （所谓表述良好、容易记忆的知识数据集）中，不同[可提取性](https://supermemo.guru/wiki/Retrievability)水平的稳定性增长。表述良好和统一的学习材料使我们很容易通过排练提炼出一个纯粹的长期记忆巩固过程。正如本文其他地方所讨论的那样，表述不清的知识会导致独立巩固过程的叠加，不适合于所提出的分析。\r\n\r\n### 两步计算法\r\n\r\n在 SuperMemo 17 中，可以遍历重复历史的全部记录来收集[稳定性增长](https://supermemo.guru/wiki/Stability_increase)数据。这使得绘制 *SInc[]* 矩阵的图形表示成为可能。然后可以用这个矩阵来找出[稳定性增长](https://supermemo.guru/wiki/Stability_increase)函数的符号近似函数。同样的推理也用在了 2005 年。不过程序要简单得多。这个推理可以用来更好地理解[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n确定记忆稳定性增长 *SInc* 函数的两步程序：\r\n\r\n- **第 1 步** ：使用 *SInc* 的矩阵表示和一个迭代程序来最小化真实学习过程（数据）中的成绩和 *SInc* 预测的成绩之间的[偏差](https://supermemo.guru/wiki/Deviation) *Dev*。*Dev* 被定义为 *R-Pass* 在给定知识的重复序列上的总和，其中 *R* 是可提取性，*Pass* 为 1 表示合格成绩，0 表示不合格成绩\r\n\r\n- **第 2 步** ：使用爬山算法（Hill Climbing ）解决最小二乘法问题，以计算出 *SInc* 的符号式可能选择，找出一种最能拟合步骤 1 中得出的 *SInc* 矩阵\r\n\r\n### 计算稳定性增长\r\n\r\n[稳定性增长](https://supermemo.guru/wiki/Stability_increase)（*SInc[]*）的矩阵是在 **第 1 步** 计算的。在 2005 年， *SInc* 初值只要合理即可。今天，由于我们知道这个函数本质是近似的，我们可以加快这个过程，使之成为非迭代过程（见[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)）。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n让我们定义一套流程来计算给定的复习模式下记忆的稳定性。这套流程用于计算稳定性时，可以基于学习过程中已知的评分（实际变体），也可以仅仅基于重复时间（理论变体）。两种方法的唯一区别是，实际变体允许对稳定性进行修正，因为随机遗忘反映在不及格的评分上。\r\n\r\n在下面的段落中，我们将使用以下符号：\r\n\r\n- S(t) - 时刻 t 的记忆稳定性\r\n\r\n- S[r] - 第 r 次重复后的记忆稳定性（例如，S[1] 代表学习新知识后的记忆稳定性）\r\n\r\n- R(S,t) - 稳定性 S 和时刻 t 下的记忆可提取性（已知 R=exp-k*t/S，k=ln(10/9)）\r\n\r\n- *SInc*(R,S) - 作为可提取性 R 和稳定性 S 下复习结果的稳定性增长（Stability INCrease），其中 *SInc*(R(S,t),S(t))=S(t)/S(t')=S[r]/S[r-1]（其中：t' 和 t 代表记忆巩固前后的排练时间，t-t' 与零不可区分）\r\n\r\n我们的目标是找到对任何有效范围内的 R 和 S 都可用的稳定性增长函数：*SInc*=*f*(R,S)。\r\n\r\n如果我们采取任何合理的 *SInc*(R,S) 的初始值，并使用 S[1]=S1，其中 S1 是第一次接触复习后利用记忆衰减函数得出的稳定性（对于最优重复间隔），那么对于每个重复历史，我们可以使用以下迭代来计算 S：\r\n\r\n```\r\n\r\nr:=1;\r\n\r\nS[r]:=S1\r\n\r\nrepeat\r\n\r\n t:=Interval[r]; // 其中：Interval[r] 取自学习过程（实践性变体）或被调查的复习模式（理论性变体）\r\n\r\n Pass:=(Grade[r]>=3); // 其中：Grade[r] 是第 r 个间隔后的评分（实践变体）或 4（理论变体）\r\n\r\n R:=Ret(S[r],t);\r\n\r\n if Pass then\r\n\r\n S[r+1]:=S[r]*SInc[R,S[r]]\r\n\r\n r:=r+1;\r\n\r\n else begin\r\n\r\n r:=1;\r\n\r\n S[r]:=S1;\r\n\r\n end;\r\n\r\n until (r 是最后一次重复)\r\n\r\n```\r\n\r\n在[SM-8 算法](https://supermemo.guru/wiki/Algorithm_SM-8) 中，我们可以使用首次间隔图来确定 S1，每次评分为失败后，S1 都会逐渐变短。\r\n\r\n我们以矩阵 *SInc[R,S]* 的假设初始值开始迭代过程，例如，像[算法 SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 中那样，选择将所有项设置为 [E-系数](https://supermemo.guru/wiki/E-Factor) 。\r\n\r\n然后，我们可以在现有的重复历史数据上继续使用上述程序，计算出 *SInc[R,S]* 的新值，该值与实际学习过程中的评分有较小的[偏差](https://supermemo.guru/wiki/Deviation)（我们为此使用差值 *R-Pass* ）。\r\n\r\n以下观察有助于实现渐进式的改进：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n- 如果 Pass=true 并且 S[r]<Interval[r]，那么*SInc[R,S[r-1]]* 元素的估计值过小（并且可以朝着 Interval[r]/S[r]*SInc[R,S[r-1]] 的方向修正）\r\n\r\n- 如果 Pass=false 并且 S[r]>Interval[r]，那么*SInc[R,S[r-1]]* 元素的估计值过大\r\n\r\n我们可以对 *SInc[]* 进行迭代，使其数值与学习过程中的评分越来越接近，达到一致。\r\n\r\n这种方法使得有可能得出相同的最终 *SInc[R,S]*，与初始化时设定的 *SInc[R,S]* 的原始值无关\r\n\r\n在[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 中，我们使用实际的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)来对[可提取性](https://supermemo.guru/wiki/Retrievability)进行更好的估计，然后可以用来修正估计的[稳定性](https://supermemo.guru/wiki/Stability)，而不是上述开关递进方法。最终的稳定性估计结合了[可提取性](https://supermemo.guru/wiki/Retrievability)的理论预测、从[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)中获取的实际[保留](https://supermemo.guru/wiki/Recall)（根据数据的可用性进行加权），以及与上述推理中的间隔相结合的实际评分。通过结合这三个信息来源，[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 可以提供稳定性/间隔估计，而不需要反复迭代 *SInc[]* 矩阵。\r\n\r\n### 稳定性增长的符号公式\r\n\r\n经过多次迭代，我们得到一个 *[SInc](https://supermemo.guru/wiki/Stability_increase)* 的值，该值使误差最小。这个过程是可收敛的。有了[稳定性增长](https://supermemo.guru/wiki/Stability_increase)的矩阵，我们可以寻找一个符号公式来表达稳定性增长。\r\n\r\n#### 稳定性增长与 S 的关系\r\n\r\n可以预见的是，*[SInc](https://supermemo.guru/wiki/Stability_increase)* 随着 *[S](https://supermemo.guru/wiki/Stability)* 的增加而减少。这种现象被命名为[稳定化衰减](https://supermemo.guru/wiki/Stabilization_decay)，现在可以在 [SuperMemo for Windows](https://supermemo.guru/wiki/SuperMemo_for_Windows) 中检视。以下是 2005 年的原始发现：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n在第 2 步中，我们将使用这里得到的 *SInc[R,S]* 矩阵来获得 *SInc* 的符号公式。\r\n\r\n **第 2 步** - 找到 *SInc* 的一个符号公式\r\n\r\n现在我们可以使用任何梯度下降算法，为最佳拟合上面得出的矩阵 SInc 而求出 SInc 的符号候选公式，\r\n\r\n查看 SInc 矩阵时，我们立即看到当 R 取为常数时， SInc 是 S 的函数，并且可以完美地用负幂函数刻画，如下面的示例性数据集所示：\r\n\r\n[[img [SInc as a function of S for constant R is excellently described with a negative power function|https://supermemo.guru/images/0/0e/SInc-vs-S.gif]]](https://supermemo.guru/wiki/File:SInc-vs-S.gif)\r\n\r\n这在同一图表的对数版中更加清楚：\r\n\r\n[[img [Log(SInc)-vs-log(S).gif|https://supermemo.guru/images/4/4e/Log%28SInc%29-vs-log%28S%29.gif]]](https://supermemo.guru/wiki/File:Log(SInc)-vs-log(S).gif)\r\n\r\n上面关于 [*SInc* 对 *S* 幂律相关](https://supermemo.guru/wiki/Stabilization_decay)的结论证实了以前的发现。特别是，在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，[R-系数](https://supermemo.guru/wiki/R-Factor)沿着[重复类别](https://supermemo.guru/wiki/Repetition_category)的下降总是用幂函数近似最佳。\r\n\r\n#### 稳定性增长与 R 的关系\r\n\r\n正如[间隔效应](https://supermemo.guru/wiki/Spacing_effect)所预测的那样，*[SInc](https://supermemo.guru/wiki/Stability_increase)* 对于较低水平的 *[R](https://supermemo.guru/wiki/Retrievability)* 来说更大。然而，请注意，2005 年使用的程序可能引入了一个假象：记忆痕迹随着时间的推移而存续，将线性地贡献于新的稳定性估计。但根据[遗忘](https://supermemo.guru/wiki/Forgetting)的随机性质，这是有问题的。这样一来，较长的记忆存续期可能是一个偶然的问题。在[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 中，更多的证据被用来估计稳定性，并且 **存续间隔** 与所有其他证据一起被权衡。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n当我们寻找反映常数 S 下 *SInc* 和 R 关系的函数时，我们看到数据中的噪音更多，这是因为 SuperMemo 在低 R 下提供的点击率要少得多（其算法通常试图达到 R > 0.9）。尽管如此，在检查了多个数据集后，我们得出结论，有点令人惊讶的是，当 R 降低时，*SInc* 会呈指数级增长（见后面的内容，说明这种增长导致 *SInc* 和时间之间几乎呈线性关系）。这一增长的幅度高于预期，应该为[间隔效应](https://supermemo.guru/wiki/Spacing_effect)的力量提供进一步证据。这一结论应该对学习策略产生重大影响。\r\n\r\n这里有一组取 S 为常数的 SInc 对 R 的函数的示例数据。我们可以看到 SInc=f(R) 可以很好地用一个负指数函数进行近似：\r\n\r\n[[img [SInc as a function of R for constant S can be quite well approximated with a negative exponential function|https://supermemo.guru/images/2/29/SInc-vs-R.gif]]](https://supermemo.guru/wiki/File:SInc-vs-R.gif)\r\n\r\n还有同一图表的半对数版本，其线性近似的趋势线截距设置为 1：\r\n\r\n[[img [SInc-vs-log(R).gif|https://supermemo.guru/images/b/b2/SInc-vs-log%28R%29.gif]]](https://supermemo.guru/wiki/File:SInc-vs-log(R).gif)\r\n\r\n有趣的是，可提取性为 100% 时，稳定性增长可能小于 1。一些分子生物学的研究表明，复习时记忆的不稳定性会增加。这个发现又佐证了死记硬背的伤害不仅限于枉费时间。\r\n\r\n#### 稳定性增长与可提取性的关系（2018）\r\n\r\n尽管有种种算法上的差异和伪命题，[稳定性增长](https://supermemo.guru/wiki/Stability_increase)对[可提取性](https://supermemo.guru/wiki/Retrievability)的函数关系于[表述良好的知识](https://supermemo.guru/wiki/20_rules)与[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 13 年后产生的数据的函数关系几乎完全一样。\r\n\r\n记得在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，我们使用[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)来提供对[可提取性](https://supermemo.guru/wiki/Retrievability)的更好估计。然后，这被用来修正估计的[稳定性](https://supermemo.guru/wiki/Stability)。通过结合几个信息来源，[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 可以提供更准确的[稳定性](https://supermemo.guru/wiki/Stability)估计。但算法仍然有一个历史遗留问题，那就是记忆痕迹的存续，记忆痕迹将线性地贡献数值给新的稳定性。这个问题可以通过调参数来改掉，然而每次 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 试图这样做的时候，它的性能指标都会下降。\r\n\r\n尽管已经改进了这么多，数据集（尤其是 R 低的数据）也更大了，但对于简单的项目，[稳定性增长](https://supermemo.guru/wiki/Stability_increase)与[可提取性](https://supermemo.guru/wiki/Retrievability)的相关性仍然不变。\r\n\r\n一旦考虑[困难](https://supermemo.guru/wiki/Difficulty)的知识，这样美妙的关联就崩溃了。部分原因是减少了上面提到的 **长时间存续** 假象的问题。出于这个原因，新的 SuperMemos 并不依赖这个看似被证实的记忆公式。\r\n\r\n[[img [Stability increase for easy knowledge at different retrievability levels|https://supermemo.guru/images/thumb/d/dc/Stability_increase_as_a_function_of_memory_retrievability_for_easy_knowledge.png/600px-Stability_increase_as_a_function_of_memory_retrievability_for_easy_knowledge.png]]](https://supermemo.guru/wiki/File:Stability_increase_as_a_function_of_memory_retrievability_for_easy_knowledge.png)\r\n\r\n> 图：长期记忆的[强度](https://supermemo.guru/wiki/Stability)取决于[回顾](https://supermemo.guru/wiki/Repetition)的时间。对于[精心表述的知识](https://supermemo.guru/wiki/20_rules)，长时间的复习延迟会使[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)大大增加。最佳的复习应该平衡这种增长与[遗忘的概率](https://supermemo.guru/wiki/Retrievability)。在所展示的图表中，[稳定性增长](https://supermemo.guru/wiki/Stability_increase)和[可提取性](https://supermemo.guru/wiki/Retrievability)的对数（log(R)）之间的关系是线性的。log(R) 表示的是时间。近 27,000 次[重复](https://supermemo.guru/wiki/Repetition)被用来绘制这个图表。复习前观察到的[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)从 2 天到 110 天不等。在最低的[可提取性](https://supermemo.guru/wiki/Retrievability)水平下，[稳定性](https://supermemo.guru/wiki/Stability)的最大增幅接近 10 倍。[稳定性增长](https://supermemo.guru/wiki/Stability_increase)矩阵是用 SuperMemo 17 的[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 生成的\r\n\r\n### 记忆稳定性增长公式\r\n\r\n有了[稳定性增长](https://supermemo.guru/wiki/Stabilization)的矩阵在手，我们可以寻找稳定性增长的符号表达式。2005 年找到的方程之后将被称为 *Eqn. SInc2005*。请注意，[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 中使用的公式有所不同：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n对于恒定的知识难度，我们应用二维表面拟合法来获得 *SInc* 的符号公式。我们使用了改良的 Levenberg-Marquardt 算法，其中有许多可能的符号函数候选，这些函数可能准确地描述 *SInc* 作为 S 和 R 的函数。该算法通过一个持续的随机重启循环得到加强，以确保找到全局最大值。我们用以下公式获得了最佳结果（公式：SInc2005）：\r\n\r\n> *SInc*=*a*S*^-b*\\*e^*c*R+*d*\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - *SInc* - 成功复习后的记忆稳定性增长倍数（重复前和重复后的稳定性 S 之比）\r\n\r\n> - R - 复习时记忆的可提取性，以百分比表示回忆的概率\r\n\r\n> - S - 复习前的记忆稳定性，以产生 R=0.9 的间隔表示\r\n\r\n> - *a*, *b*, *c*, *d* - 不同数据集的参数可能略有不同\r\n\r\n> - e - 自然对数的底\r\n\r\n对于不同的数据集，参数 *a*、*b*、*c*、*d* 会略有不同，这可能反映了用户-知识互动的可变性（即不同的学习材料集呈现给不同的用户，可能导致不同的难度分布，以及具有不同的评分标准，这些都可能影响最终的测量结果）。\r\n\r\n为了说明问题，从几组数据中提取的 *a*、*b*、*c*、*d* 的平均值为：*a=76*，*b=0.023*，*c=-0.031*，*d:=-2*，其中 *c* 在不同的数据集中变化不大，而 *a* 和 *d* 的变化相对较大。请看例子：[如何使用计算记忆稳定性的公式？](http://supermemopedia.com/wiki/How_to_use_the_formula_for_computing_me mory_stability?)\r\n\r\n## 从稳定性增长公式中得出的结论\r\n\r\n上述[稳定性增长](https://supermemo.guru/wiki/Stability_increase)的公式与后来的发现略有不同。例如，它似乎低估了[稳定性增长](https://supermemo.guru/wiki/Stability_increase)随 S 的下降（低 *b*）。然而，它可以用来推导出大量有趣的结论。\r\n\r\n### 随着时间的推移，复习的价值线性增长\r\n\r\n由于[间隔效应](https://supermemo.guru/wiki/Spacing_effect)，[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)的增长潜力随着时间的推移几乎以线性方式不断增长：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n上述公式产生的 *SInc* 值与同质数据集\\*上的 *SInc* 矩阵形式的数据平均相差 15%（\\* 即复习历史来自于：同一学生、同一知识类型、低难度和小范围的 [A-系数](https://supermemo.guru/wiki/A-Factor)）。\r\n\r\n随着重复间隔的增加，尽管随着时间的推移进行了双重指数化，*SInc* 沿着近乎线性的 sigmoid 曲线增长（两个负指数化操作相互抵消）：\r\n\r\n[[img [The graph of changes of SInc in time. This graph was generated for S=240 using Eqn. SInc2005|https://supermemo.guru/images/d/d0/SInc-vs-time.gif]]](https://supermemo.guru/wiki/File:SInc-vs-time.gif)\r\n\r\n> 图：SInc 随着时间变化的图像。该图是用公式 [SInc2005](https://supermemo.guru/wiki/SuperMemo_Algorithm:_30-year-long_labor#SInc2005) 对 S=240 产生的。\r\n\r\n*SInc* 对时间的近乎线性相关反映在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，通过用 [O-Factor](https://supermemo.guru/wiki/O-Factor) 乘以实际使用的重复间隔，而不是之前计算的[最优间隔](https://supermemo.guru/wiki/Optimum_interval)来计算新的最优间隔（在 SuperMemo 中，O-Factor 是一个二维矩阵 OF[S,D] 的卡片，代表 R=0.9 的 *SInc*）。\r\n\r\n### 稳定性增长期望\r\n\r\n学习的优化可以使用各种标准。我们可以对特定的[回忆](https://supermemo.guru/wiki/Recall)水平进行优化，也可以对[记忆稳定性增长](https://supermemo.guru/wiki/Stability_increase)进行最大化。在这两种情况下，了解[稳定性增长](https://supermemo.guru/wiki/Stability_increase)的期望水平是有帮助的。\r\n\r\n让我们把记忆稳定性增长的期望值定义为：\r\n\r\n> E(*SInc*)=*SInc*\\*R\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - R - 可提取性\r\n\r\n> - *SInc* - 稳定性增长\r\n\r\n> - E(*SInc*) - 稳定性增长的概率期望（即由 *SInc* 定义的增长，被遗忘的可能性所减弱）\r\n\r\n2005 年得出的[稳定性增长](https://supermemo.guru/wiki/Stability_increase)公式产生了一个重大的惊喜。我们曾经声称，最好的学习速度可以在[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)为 30-40% 时实现。公式 [SInc2005](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#SInc2005) 似乎表明，非常低的[保留](https://supermemo.guru/wiki/Retention)可以带来相当好的记忆效果。由于 2005 年时低保留率数据的稀缺性，这些结论需要慎重对待：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n从公式 [SInc2005](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#SInc2005) 我们可以得到 E(*SInc*)=(*a*S*-b*\\*e^*c*R+*d*)\\*R。通过找到导数 d*ESInc*/dR，并将其等同于零，我们可以找到在不同的稳定性水平下，最大化期望稳定性增长的可提取性：\r\n\r\n[[img [Expected increase in memory stability E(SInc) as a function of retrievability R for stability S|https://supermemo.guru/images/c/ca/Consolidation_curve_E%28Sinc%29%3Df%28R%29_%282005%29.gif]]](https://supermemo.guru/wiki/File:Consolidation_curve_E(Sinc)%3Df(R)_(2005).gif)\r\n\r\n> 图：巩固曲线：[记忆稳定性增长](https://supermemo.guru/wiki/Stabilization)期望 E(SInc) 为[稳定性 S](https://supermemo.guru/wiki/Stability)的函数，由公式（[SInc2005](https://supermemo.guru/wiki/SuperMemo_Algorithm:_30-year-long_labor#SInc2005)）得出。使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 用户所知道的术语，短间隔记忆稳定性的最大期望增长发生在[遗忘指数](https://supermemo.guru/wiki/Forgetting_index)等于 60% 的时候！这也意味着，SuperMemo 中允许的最大遗忘指数（20%）导致的稳定性预期增长比可能的最大值少了近 80%（如果我们只准备牺牲高[保留](https://supermemo.guru/wiki/Retention)）\r\n\r\n[[img [Expected increase in memory stability E(SInc) as a function of retrievability R and S based on Eqn SInc2005|https://supermemo.guru/images/thumb/2/27/E%28SInc%29_as_function_of_R_for_S.jpg/600px-E%28SInc%29_as_function_of_R_for_S.jpg]]](https://supermemo.guru/wiki/File:E(SInc)_as_function_of_R_for_S.jpg)\r\n\r\n> 图：[记忆稳定性增长](https://supermemo.guru/wiki/Stability_increase)期望 E(SInc) 是[可提取性](https://supermemo.guru/wiki/Retrievability) R 和[稳定性](https://supermemo.guru/wiki/Stability) S 的函数，由公式 [SInc2005](https://supermemo.guru/wiki/SuperMemo_Algorithm:_30-year-long_labor#SInc2005) 得出\r\n\r\n### 间隔重复中的记忆复杂性\r\n\r\n在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中，记忆的[稳定性](https://supermemo.guru/wiki/Stability)取决于[复习](https://supermemo.guru/wiki/Review)的质量，而复习又取决于[记忆的复杂性](https://supermemo.guru/wiki/Memory_complexity)。早在 1984 年，我就在自己的学习中使用了这个原则，即后来被称为 **[最小信息原则](https://supermemo.guru/wiki/Minimum_information_principle)** 。为了有效地复习，知识关联需要简单（即使知识本身很复杂）。[项目](https://supermemo.guru/wiki/Item)可以建立一个复杂的知识结构，但受复习的个别记忆应该是[原子性的](https://supermemo.guru/wiki/Atomic_memory)。\r\n\r\n[[img [Memory complexity: simple and complex memories|https://supermemo.guru/images/thumb/f/f5/Memory_complexity.png/450px-Memory_complexity.png]]](https://supermemo.guru/wiki/File:Memory_complexity.png)\r\n\r\n> 图： **[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)** 说明了[最小信息原则](https://supermemo.guru/wiki/Minimum_information_principle)的重要性。在记忆简单的问题和答案时，我们可以依靠简单的记忆连接，并在复习时统一刷新这种连接。复杂的记忆可能会以不完整的方式激活其概念，或以不同的顺序，取决于上下文。因此，在复习时很难产生[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)的统一增长。复杂的项目是很难记住的。一个简单项目的例子可能是一个词对，例如「苹果=pomo」（世界语）。而要认识一个苹果可能需要一个复杂的联系网。「苹果」和「pomo」之间的联系是不可简化的（即最大限度的简化）\r\n\r\n在复杂项目的稳定性公式中，[稳定性](https://supermemo.guru/wiki/Stability)就像电路中的电阻：许多并联的电阻使更多电流漏过\r\n\r\n顺便说一句，在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的早期，Zonnios 独立地得出了[渐进写作](https://supermemo.guru/wiki/Incremental_writing)的概念，这在今天看来是将[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的工具运用于[创造](https://supermemo.guru/wiki/Creativity)的一个明显步骤。这篇文章也是通过[渐进写作](https://supermemo.guru/wiki/Incremental_writing)的方式写的。\r\n\r\n2005 年，人们就是这样描述和分析对复杂项目的记忆：\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n学习的[难度](https://supermemo.guru/wiki/Difficulty)是由所记信息的[复杂性](https://supermemo.guru/wiki/Complexity)决定的。复杂的知识会产生两种效果：\r\n\r\n- 对其他信息的[干扰](https://supermemo.guru/wiki/Interference)增加\r\n\r\n- 在复习时难以统一刺激记忆痕迹的子成分\r\n\r\n这两种影响都可以通过在学习过程中应用[合适的知识表述](https://supermemo.guru/wiki/20_rules)来解决。\r\n\r\n让我们看看知识的[复杂性](https://supermemo.guru/wiki/Complexity)如何影响[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)的建立。\r\n\r\n想象一下，我们想学习以下内容：「玛丽-斯克洛多夫斯卡-居里是 1911 年诺贝尔化学奖的唯一得主。」我们可以采取两种方法：一种是保持知识的复杂性，另一种是采用简单的表述方式。在选择保持知识复杂性的情况下，为了学习玛丽-居里的名字和她获得诺贝尔奖的年份，我们可能会制定一个双[挖空](https://supermemo.guru/wiki/Cloze)。\r\n\r\n> 「问：[...]是[...]诺贝尔化学奖的唯一得主」\r\n\r\n> 「答：玛丽-斯克洛多夫斯卡-居里，1911」\r\n\r\n如果采用简单的表述方式，这个双挖空将被拆开，而波兰人的婚前姓氏将成为可有可无的，并被用来创造第三个挖空：\r\n\r\n> 「问：[...]是 1911 年诺贝尔化学奖的唯一得主」\r\n\r\n> 「答：玛丽（斯克洛多夫斯卡）居里」\r\n\r\n>\r\n\r\n> 「问：玛丽-斯克洛多夫斯卡-居里是[...]（年份）诺贝尔化学奖的唯一得主」\r\n\r\n> 「答：1911」\r\n\r\n>\r\n\r\n> 「问：玛丽-[...]-居里是 1911 年诺贝尔化学奖的唯一得主」\r\n\r\n> 「答：斯克洛多夫斯卡」\r\n\r\n此外，在简单的表述方式中，一个完整的学习方法需要形成两个挖空，因为玛丽-居里也是 1903 年诺贝尔物理学奖的得主（以及其他奖项）：\r\n\r\n> 「问：玛丽-斯克洛多夫斯卡-居里是 1911 年诺贝尔[...]奖的唯一得主」\r\n\r\n> 「答：化学」\r\n\r\n>\r\n\r\n> 「问：玛丽-斯克洛多夫斯卡-居里是 1911 年[...]的唯一获奖者」\r\n\r\n> 「答: 诺贝尔（化学）奖」\r\n\r\n现在让我们考虑一下一开始的那个复合双[挖空](https://supermemo.guru/wiki/Cloze)版本。为了便于讨论，让我们假设记住 1911 年和「居里」这个名字同样困难。复合记忆痕迹（即整个双挖空）的[可提取性](https://supermemo.guru/wiki/Retrievability)将是其子痕迹的可提取性的乘积。这来自于一个一般的规则，即在大多数情况下，记忆痕迹基本上是独立的。尽管[遗忘](https://supermemo.guru/wiki/Forgetting)一个痕迹可能会增加遗忘另一个痕迹的概率，但在绝大多数情况下，正如经验所证明的那样，与同一主题有关的独立的不同问题可以承载一个完全独立的学习过程，其中的回忆和遗忘是完全不可预知的。让我们看看把回忆的概率当作独立的事件是如何影响复合记忆痕迹的[稳定性](https://supermemo.guru/wiki/Stability)的：\r\n\r\n> (9.1) R=Ra*Rb\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - R - 二元复合记忆痕迹的[可提取性](https://supermemo.guru/wiki/Retrievability)\r\n\r\n> - Ra 和 Rb - 两个独立的记忆痕迹子组分（子痕迹）的[可提取性](https://supermemo.guru/wiki/Retrievability)：a 和 b\r\n\r\n>\r\n\r\n> (9.2) R=exp^-kt/Sa*exp^-kt/Sb=exp^-kt/S\r\n\r\n>\r\n\r\n> 其中：\r\n\r\n>\r\n\r\n> - t - 时间\r\n\r\n> - k - ln(10/9)\r\n\r\n> - S - 复合记忆痕迹的[稳定性](https://supermemo.guru/wiki/Stability)\r\n\r\n> - Sa 和 Sb - 记忆子痕迹 a 和 b 的稳定性\r\n\r\n>\r\n\r\n> (9.3) -kt/S=-kt/Sa-kt/Sb=-kt(1/Sa+1/Sb)\r\n\r\n>\r\n\r\n> (9.4) S=Sa*Sb/(Sa+Sb)\r\n\r\n我们使用公式 (9.4) 来进一步分析复合记忆痕迹。我们预计，如果最初，记忆子痕迹 Sa 和 Sb 的[稳定性](https://supermemo.guru/wiki/Stability)差别很大，随后的[重复](https://supermemo.guru/wiki/Repetition)，为最大化 S 而优化（即标准 R=0.9），可能会由于次优的复习时机而削弱子组分的[稳定性](https://supermemo.guru/wiki/Stability)。我们表明情况并非如此。在学习过程中，子稳定性倾向于收敛！\r\n\r\n[[img [Value of keeping memories simple|https://supermemo.guru/images/thumb/5/5a/Memory_stability_for_complex_memories_and_memory_subtraces.png/400px-Memory_stability_for_complex_memories_and_memory_subtraces.png]]](https://supermemo.guru/wiki/File:Memory_stability_for_complex_memories_and_memory_subtraces.png)\r\n\r\n> 图：在学习中保持简单的记忆是至关重要的（见：[最小信息原则](https://supermemo.guru/wiki/Minimum_information_principle)）。复杂的知识模型可以由简单的记忆来表示。从长远来看，简单性可以提高记忆的保持力。简单性对记忆的[稳定性](https://supermemo.guru/wiki/Stability)的影响是[记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)的一个重要贡献，证明了[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)存在的必要性。人类的智慧依赖于一个概念图系统，而概念图的[稳定性](https://supermemo.guru/wiki/Stability)又归功于个体记忆的简单性\r\n\r\n[复杂](https://supermemo.guru/wiki/Stability)记忆的[稳定性](https://supermemo.guru/wiki/Complexity)可以从[原子记忆](https://supermemo.guru/wiki/Atomic_memory)的子稳定性中得出\r\n\r\n复杂记忆的记忆痕迹促成了长期保留知识的困难，这一事实暗示了新皮层不可能使用连接主义方法来储存记忆。这是一个重要的新论据，证明了被称为[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)的神经元的存在（更多信息见：[关于祖母细胞的真相](https://supermemo.guru/wiki/The_truth_about_grandmother_cells)）。下面的图片有助于理解记忆[概念化](https://supermemo.guru/wiki/Conceptualization)是如何随时间推移而进行的：\r\n\r\n[[img [Uncertain course of stabilization in complex memories|https://supermemo.guru/images/thumb/0/0d/Uncertain_course_of_the_stabilization_of_complex_memories.png/450px-Uncertain_course_of_the_stabilization_of_complex_memories.png]]](https://supermemo.guru/wiki/File:Uncertain_course_of_the_stabilization_of_complex_memories.png)\r\n\r\n> 图： **复杂记忆的稳定化的不确定过程** 。图中显示了以单个[概念细胞](https://supermemo.guru/wiki/Stabilization)的单一树突输入模式为例的[稳定化](https://supermemo.guru/wiki/Stabilization)、[遗忘](https://supermemo.guru/wiki/Forgetting)、[泛化](https://supermemo.guru/wiki/Generalization)和[干扰](https://supermemo.guru/wiki/Interference)的假想过程。神经元、树突和树突丝以橙色显示。图片没有显示树突丝转化为树突棘的过程，树突棘的形态随着时间的推移会发生变化[稳定化](https://supermemo.guru/wiki/Stabilization)。方块代表参与识别输入模式的突触。每个方块显示了突触在[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)方面的状态。红色的强度代表[可提取性](https://supermemo.guru/wiki/Retrievability)。蓝色区域的大小代表[稳定性](https://supermemo.guru/wiki/Stability)。在记住一个复杂的记忆模式后，[概念细胞](https://supermemo.guru/wiki/Concept_cell)在收到来自红色方块的信号总和后能够识别该模式，这些信号代表高[可提取性](https://supermemo.guru/wiki/Retrievability)和极低[稳定性](https://supermemo.guru/wiki/Stability)的新记忆。每次细胞被重新激活，活跃的输入将经历[稳定化](https://supermemo.guru/wiki/Stabilization)，这表现在输入方块中蓝色区域的增加。每次当概念细胞活跃时，信号没有到达输入端，其稳定性就会下降（泛化）。每次源轴突活跃而目标神经元未能发射，稳定性也会下降（竞争性干扰）。由于输入到概念细胞的信号模式不均匀，一些突触将被稳定下来，而另一些则会丢失。当一个突触失去其稳定性和可提取性，以及相关的树突棘被收回时，[遗忘](https://supermemo.guru/wiki/Forgetting)就会发生。当同一个[概念细胞](https://supermemo.guru/wiki/Concept_cell)可以用一个更小但更稳定的输入模式重新激活时，[泛化](https://supermemo.guru/wiki/Generalization)就会发生。当一个新的输入模式有助于忘记一些识别旧输入模式所必需的冗余输入时，就会发生追溯性[干扰](https://supermemo.guru/wiki/Interference)。旧模式的[稳定化](https://supermemo.guru/wiki/Stabilization)导致树突丝的流动性降低，从而防止新模式接管[概念](https://supermemo.guru/wiki/Concept)（主动的[干扰](https://supermemo.guru/wiki/Interference)）。在这个过程的每一端，一个稳定的、泛化性强的输入模式是激活[概念细胞](https://supermemo.guru/wiki/Concept_cell)的充要条件。同一个细胞可以对不同的模式作出反应，只要它们是一致的、[稳定的](https://supermemo.guru/wiki/Stabilization)。在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中，对[知识表征](https://supermemo.guru/wiki/Knowledge_representation)的选择不当将导致激活模式的可重复性差，突触的[稳定化](https://supermemo.guru/wiki/Stabilization)不均匀，以及[遗忘](https://supermemo.guru/wiki/Forgetting)。当输入模式无法激活足够多的突触，从而无法重新激活[概念细胞](https://supermemo.guru/wiki/Concept_cell)时，就会发生对[项目](https://supermemo.guru/wiki/Item)的遗忘。在[重复](https://supermemo.guru/wiki/Repetition)时，根据上下文和[思路](https://supermemo.guru/wiki/Conceptual_computation)，一个[项目](https://supermemo.guru/wiki/Item)可能被提取或遗忘。[复习](https://supermemo.guru/wiki/Repetition)的结果是不确定的\r\n\r\n### 复合记忆痕迹的子稳定性收敛情况\r\n\r\n在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中模拟复杂记忆的行为很容易。复杂记忆的子稳定性趋于收敛，使得复习很低效，稳定性增长缓慢。现在我们可以证明，项目复杂到一定程度后，提升其记忆稳定性来实现长期[保留](https://supermemo.guru/wiki/Retention)的目标，是不可能的。简而言之，要记住一本书，只能是循环往复地读这本书，别无他法。这是一个徒劳的过程。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n如果一个项目挖了两个空，分别对应不同的知识点，以及两个记忆痕迹，那么很难确定单次重复能够均匀地激活这两个记忆痕迹。不妨假设只有第一次重复对两个记忆痕迹是不同的，其他的学习过程遵循上述公式进行。\r\n\r\n为了研究在以 R=0.9 为标准的复合稳定性优化的复习模式下，记忆子痕迹的稳定性行为，让我们采取以下手段：\r\n\r\n- Sa=1\r\n\r\n- Sb=30\r\n\r\n- S=Sa*Sb/(Sa+Sb) （来自公式 9.4）\r\n\r\n- *SInc*=*a*S*-b*\\*e^*c*R+*d* （来自公式 [SInc2005](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#SInc2005)）\r\n\r\n- 通过 R=0.9 的复习巩固复合记忆痕迹，使两个子痕迹都得到同样好的再巩固（即对复合痕迹的复习不会忽略子痕迹）\r\n\r\n从下图中可以看出，复合痕迹的记忆稳定性总是小于单个子痕迹的稳定性；但是，子痕迹的稳定性会收敛。\r\n\r\n[[img [Convergence of stability for memory sub-traces rehearsed with the same review pattern optimized for the entire composite memory trace (i.e. review occurs when the composite retrievability reaches 0.9)|https://supermemo.guru/images/a/a0/Stabil4.gif]]](https://supermemo.guru/wiki/File:Stabil4.gif)\r\n\r\n> 图：用相同的复习模式对整个复合记忆痕迹进行优化后，记忆子轨迹的稳定性趋于一致（即当复合可提取性达到 0.9 时，进行复习）。横轴表示复习次数，纵轴表示[稳定性](https://supermemo.guru/wiki/Stability)的对数。蓝线和红线对应的是两个子痕迹的稳定性，这两个子痕迹在原始学习后的稳定性差距很大。黑线对应的是复合稳定性（S=Sa\\*Sb/(Sa+Sb)）。如果每次复习的结果都是对基础突触结构的统一激活，那么 Sa 和 Sb 之间的差异会自我纠正。\r\n\r\n### 复合稳定性增长\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n现在让我们弄清楚 *[SInc](https://supermemo.guru/wiki/Stability)* 对于复合稳定性 S 和子痕迹稳定性 Sa 和 Sb 的差异有多大？如果我们假设记忆子痕迹的刺激相同，并将 SInca 和 SIncb 记为 *i*，那么对于重复次数 r，我们有：\r\n\r\n> SInca=SIncb=*i*\r\n\r\n>\r\n\r\n> Sa[r]=Sa[r-1]\\**i*\r\n\r\n> Sb[r]=Sb[r-1]\\**i*\r\n\r\n>\r\n\r\n> S[r]=Sa[r]\\*Sb[r]/(Sa[r]+Sb[r])=\r\n\r\n> =Sa[r-1]\\*Sb[r-1] **i*2/(Sa[r-1]\\** i*+Sb[r-1]**i*)=\r\n\r\n> =*i*\\*(Sa[r-1]\\*Sb[r-1])/(Sa[r-1]+Sb[r-1)=*i*\\*S[r-1])\r\n\r\n换句话说：\r\n\r\n> (11.1) SInc=*i*=SInca=SIncb\r\n\r\n以上表明，在所提出的模型中，假设记忆子痕迹的再巩固程度相同，记忆稳定性的增长与知识的复杂性无关\r\n\r\n **复合稳定性增长与子痕迹的稳定性增长是一样的** ", + "type": "text/markdown", + "caption": " 2005：稳定性增长函数\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2005 Stability increase function" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_2014 Algorithm SM-17.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_2014 Algorithm SM-17.json" new file mode 100644 index 0000000..d8d9db7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_2014 Algorithm SM-17.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/2014 Algorithm SM-17", + "text": "# 2014：SM-17 算法\r\n\r\n最新的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 算法，可基于它的设计，用来总结自己的系统发展史。它也可以用来编写[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的反事实历史。如果没有恐龙，人类可能不会出现，或者可能会有不同的外观。然而，即便进化树上恐龙一脉全部消失，人类在哺乳动物这一脉上的演化并不受太大影响。\r\n\r\n以类似的方式，我们可以在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)和[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 的出现中展示一个看似决定性的关联事件链。这可以用来证明 [Biedalak](https://supermemo.guru/wiki/Biedalak) 或 [Murakowski](https://supermemo.guru/wiki/Murakowski) 对[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的历史比 [Ebbinghaus](https://supermemo.guru/wiki/Ebbinghaus) 更重要。Anki 比 Pimsleur 更重要。[Gary Wolf](https://supermemo.guru/wiki/Gary_Wolf) 比 William James 的影响更大。\r\n\r\n尽管如此，[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的影响力尚未达到顶峰，仍处于早期阶段，且受到各种外力的左右。具体而言，不容小觑的竞争对手层出不穷，唯有锐意创新，[SuperMemo](https://supermemo.guru/wiki/SuperMemo)才能维持它在间隔重复的核心地位（比如[神经创造力](https://supermemo.guru/wiki/Neural_creativity)）\r\n\r\n以下是我如何使用为这篇文章所写的历史构件来解释整个[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17)：\r\n\r\n- 长期保留的关键是[计算最优间隔](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985) (1985)\r\n\r\n- 由于间隔取决于[记忆复杂性](https://supermemo.guru/wiki/Memory_complexity)，我们首先需要将[项目](https://supermemo.guru/wiki/Item)分为不同[难度](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987))类别 (1987)\r\n\r\n- 我们通过[绘制遗忘曲线](https://supermemo.guru/wiki/Employing_forgetting_curves_in_spaced_repetition_(1991))找到最优复习时间，并找出[保留率](https://supermemo.guru/wiki/Retention)下降到可接受水平以下(1991)的时刻\r\n\r\n- 为了在稀疏的数据中找到最优时间，我们需要使用近似手段，有助于得出[遗忘的指数性质](https://supermemo.guru/wiki/Exponential_nature_of_forgetting) (1994)\r\n\r\n- 由于[遗忘](https://supermemo.guru/wiki/Forgetting)的速度取决于[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)，整个算法的设计必须以[双组份记忆模型](https://supermemo.guru/wiki/Two_components_of_memory)为核心（1988）。缺乏对这一模型的考虑可能是竞争性[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法的开发者所犯的主要错误，例如一个利用[神经网络方法](https://supermemo.guru/wiki/Neural_networks_in_spaced_repetition)的间隔重复算法（1997）\r\n\r\n- 双组分模型的关键力量是使[计算复习时的记忆稳定性增长](https://supermemo.guru/wiki/SuperMemo_Algorithm:_30-year-long_labor) (2005) 成为可能\r\n\r\n- 该算法必须通过收集重复的数据来建立记忆模型。它必须能够[适应现有信息](https://supermemo.guru/wiki/First_adaptable_spaced_repetition_algorithm:_Algorithm_SM-4) (1989)\r\n\r\n- 在有数据之前，从[通用记忆公式](https://supermemo.guru/wiki/Search_for_a_universal_memory_formula)开始是有帮助的（1990）\r\n\r\n- 更多小调整和改进可以带来[天壤之别](https://supermemo.guru/wiki/First_data-driven_spaced_repetition_algorithm:_Algorithm_SM-8)（1995），例如，遗忘后间隔、[绝对难度](https://supermemo.guru/wiki/A-Factor)、快速多维回归，等等。\r\n\r\n- 需要实现[通用度量](https://supermemo.guru/wiki/Universal_metric) 以在未来算法中微调优化参数（2018）\r\n\r\n就这样，一步一步，[算法 SM-17](https://supermemo.guru/wiki/Algorithm_SM-17) 傲然矗立于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的进化树顶端。", + "type": "text/markdown", + "caption": " 2014：SM-17 算法\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "2014 Algorithm SM-17" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Epilog.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Epilog.json" new file mode 100644 index 0000000..193db1b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Epilog.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/Epilog", + "text": "# 后记\r\n\r\n[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)[诞生于 1985 年 7 月 31 日](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985)。当下高达[数亿](https://supermemo.guru/wiki/Exponential_growth_of_the_popularity_of_Algorithm_SM-2)学生在使用间隔重复。我开始动笔时，这两个事实不为我所知。虽有此篇文字描绘间隔重复的来龙去脉，但这段往事可能仍然会在人类历史长河中默默无闻。我谨为未来的网络考古学家撰写此文，以便其描绘真实图景。不过展望不远的未来，智能机器[运转如飞](https://supermemo.guru/wiki/Artificial_intelligence_needs_to_sleep) ，而审其现状，或可寻得微毫一脉，溯源第二千年之末，波兰小城波兹南中，一人跌撞踉跄开新河？", + "type": "text/markdown", + "caption": " 后记\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Epilog" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Exponential adoption of spaced repetition.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Exponential adoption of spaced repetition.json" new file mode 100644 index 0000000..63781b9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Exponential adoption of spaced repetition.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/Exponential adoption of spaced repetition", + "text": "# 间隔重复的指数式普及\r\n\r\n## 起初缓慢推行的 SM-2 算法\r\n\r\n[SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2) 在 [1987 年 12 月 13 日](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987))首次被用于学习中，并在一些应用中稍作调整后存续至今。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 在 [1989 年](https://supermemo.guru/wiki/First_adaptable_spaced_repetition_algorithm:_Algorithm_SM-4)放弃了这个算法，然而，算法 SM-2 不断地在新的应用中出现，其频率至高，几乎每个月都有新的变体。我很久以前就数不清了。有些 SM-2 算法变体与 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的原则相矛盾，却仍然自称来自 SuperMemo。违背 SuperMemo 原则的最常见做法包括以分钟为单位的间隔，或在[评分](https://supermemo.guru/wiki/Grade)为失败时将间隔减半（[莱特纳](https://supermemo.guru/wiki/Leitner_system)风格）。因为这些变体，冒出了不少 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的假新闻。请注意，假新闻是撰写[本文](https://supermemo.guru/wiki/History_of_spaced_repetition)的最大动力之一。\r\n\r\n当 [Duolingo](https://supermemo.guru/wiki/Duolingo) 在他们的论文中说到参考 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的 **手选** 参数时，这一定是依靠一些过期文本的结果，也许是二手文本，也许是参考 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2) 而写的文本。毕竟，截至 1989 年，SuperMemo 的适应性相当强，而 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17) 是[现存的最具适应性的算法](https://supermemo.guru/wiki/Universal_metric_for_cross-comparison_of_spaced_repetition_algorithms)。\r\n\r\n误导的部分责任在我身上，因为我不再关心[同行评议](https://supermemo.guru/wiki/Peer_review)，没下足功夫辟谣，而任由信息在网络上野蛮生长。\r\n\r\n在 19 世纪 80 年代，SuperMemo 在 Atari 上发布的非盈利分支首先使用了 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2) 。后来，SuperMemo 的次要复制品们（例如用于手提电脑的）选择了 SM-2 算法的变种，并各有创新。很多算法变体都提供了不少惨痛经验，因为它们为了[死记硬背](https://supermemo.guru/wiki/Cramming)而不尊重记忆。\r\n\r\n到 2001 年，[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 在算法上领先了整整五个大世代。所有主要的软件系列，包括[在线 SuperMemo](https://supermemo.guru/wiki/SuperMemo.com) 和 [SuperMemo for Windows](https://supermemo.guru/wiki/SuperMemo_for_Windows) 都采用了该算法的[数据驱动变体](https://supermemo.guru/wiki/First_data-driven_spaced_repetition_algorithm:_Algorithm_SM-8)。*supermemo.net* 成为次世代的电子学习平台之一，现在已经发展成为 [*supermemo.com*](https://supermemo.com/)。SuperMemo for Windows 开创了[自学](https://supermemo.guru/wiki/Self-learning) 的解决方案，如[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)，[睡眠和学习优化](https://supermemo.guru/wiki/SleepChart)，或[神经创造力](https://supermemo.guru/wiki/Neural_creativity)。同时，[SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2)成为其他开发者低门槛的首选方案。\r\n\r\n## 1998：发布和加速\r\n\r\n1998 年 5 月 10 日，[SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2) 向公众开放，并在[网上](https://www.supermemo.com/english/ol/sm2.htm)公布。\r\n\r\n[Mnemosyne](https://supermemo.guru/wiki/Mnemosyne) 是 [2003 年诞生的 MemAid](https://supermemo.guru/wiki/Neural_networks_in_spaced_repetition#David_Calinski_and_FullRecall) 的分支，也是第一个采用 SM-2 算法的应用，用其替代了 MemAid 的神经网络。截至 2006 年，Mnemosyne 一直在用[“间隔重复历史”](https://supermemo.guru/wiki/Repetition_history)的数据来优化一个 SM-2 算法的变体。Mnemosyne 免费而且支持多平台，因而快速建立了庞大的用户群体，比如在 Linux 平台上的用户，或者有 Latex 需求的用户。\r\n\r\n[Anki](https://supermemo.guru/wiki/Anki) 诞生于 2006 年 10 月 6 日。它以[SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2) 为基础，在近十年的时间里最为广泛地普及了这个算法。Anki 仍然在不断发展壮大，并其算法中引入了大量创新，但拒绝超越其基本原则（见：[对 SM3+ 的批评](https://supermemo.guru/wiki/First_fast-converging_spaced_repetition_algorithm:_Algorithm_SM-5#Criticism_of_Algorithm_SM-5)）。\r\n\r\n2007 年，当我们与 [Gary Wolf](https://supermemo.guru/wiki/Gary_Wolf) 见面时，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 看起来就像一个悲伤的荒岛，其中的问题在于：如果它这么好，为什么其他人不尝试复制这个算法？当时，Anki 和 Mnemosyne 还鲜为人知，2008 年 Wolf 在《连线》杂志上发表的文章引起了教育方面的软件开发者一窝蜂涌入[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，做出各种实现。算法 SM-2 像个低垂的果实一样任人采摘，并加速地扩散。许多 SuperMemo 的用户声称，如果没有 Wolf 在《连线》上的文章，他们永远不会发现这个程序。[Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 喜欢开玩笑称 [Wolf 的文章](https://supermemo.guru/wiki/Gary_Wolf)确实是个突破。然而，这种突破不属于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的突破。它只是打开了泄洪的闸门，让一堆竞争者冲入了[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的领域。\r\n\r\n## 2008：爆炸\r\n\r\nQuizlet 2005 年开始开发，并发布于 2007 年。它最初是一个典型的死记硬背工具，然而到了 2015 年，在风险投资的支持下，Quizlet 宣布，该应用更加强调长期保留，于是采用了[算法 SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 的变体。到了 2017 年，他们决定使用机器学习来部署新算法，这种新算法利用了收集到的数十亿条重复记录。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 算法在 Quizlet 的采用时间虽短暂，但一定让 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2) 的一种变体有机会接触到有史以来最大的用户群体。当时，Quizlet 报告说，在美国每两个高中生中就有一个人在使用 Quizlet。\r\n\r\nQuizlet 采取的新方法是建立在强大的基础上的，这样便能制造出非常强大的工具，然而，非常令人失望的是，优化算法背后的动机却是：「死记硬背是许多学生的现实，我们希望帮助他们充分利用他们的学习时间，无论他们如何使用 Quizlet」。[SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17) 为学生提供了更多的自由：（1）在需要时提前学习，或（2）推迟低优先级的材料。然而，我们始终不鼓励[死记硬背](https://supermemo.guru/wiki/Cramming)这种不良做法。是[学校需要适应](https://supermemo.guru/wiki/Reform)人脑，而不是相反。看似是执着于学习效率的死记硬背伤害了 SuperMemo，但“对学习效率的追求”永远不会改变。\r\n\r\n2017 年 Quizlet 停止使用简单的复习计划，也许也是久经考验的 SM-2 算法不再流行的兆头。新的竞争者需要采取智能工具，或者寻求 [SM-17 算法](https://supermemo.guru/wiki/Algorithm_SM-17)授权。风向是利好的。\r\n\r\n## 有多少人使用间隔重复？\r\n\r\n1991 年中期，我的一个同学试图让我振作起来。他预言我们会成功，我们总能卖出 10-20 份 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。我当时更乐观。1993 年，我预测 1996 年时 SuperMemo 能有 100 万用户。1994 年，波兰的 Enter 提到了[Marczello Georgiew](https://supermemo.guru/wiki/Marczello_Georgiew) 也抱有这样的乐观态度：\r\n\r\n> 在 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 收到的关于用户吸引点的调查问卷中，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 用户认为它的有效性具有压倒性的吸引力。对一个软件来说，提供学习结果才是真正算数的点儿。那用户不喜欢哪点？用户会对这点或那点不满意，最常提的是 SuperMemo 总是先以英语发布，即使在波兰。但特别令人讨厌的地方则没有。当然，没有人质疑这样一个事实：有了 SuperMemo，人们可以更快地学习，而且永远不会担心[遗忘](https://supermemo.guru/wiki/Forgetting)。怀着这样一份美好的图景，人们可能会问为什么 SuperMemo 还没有在全世界卖出数百万份。[Marczello Georgiew](https://supermemo.guru/wiki/Marczello_Georgiew)，SuperMemo World 的市场总监建议可以回想一下 Graham Bell 在试图推出他「可以通过电线说话」的有趣机器时遇到的问题，或者行业未来学家对推广轰隆隆会造成空气污染的「机器马」的悲观预测。然后他自信地补充： **[沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)花了 10 年时间将一种必要性变成发明的实现，给我们一半的时间，我们将把他的发明变成全球的必需品。** \r\n\r\n在我对“何时到达 100 万用户”的预测中，我猜早了 3 年，而且必须对短时用户和活跃用户进行区分。[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的活跃用户的比例随着广泛的采用而不断下降。2007 年，我们估计 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的覆盖面为 500 万，其中大部分是[免费版 SM ](https://supermemo.guru/wiki/SuperMemo_freeware)和分割版 SM 用户。在这 500 万中，只有 0.4-4.0% 是活跃用户。这可能只有 20,000 名学生。\r\n\r\n在 2009 年，Gwern Branwen 估计 SuperMemo 活跃用户的数量约为 10 万，这个估计与我手上的数字差不多一致。对于 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 二十年来的努力工作来说，这个数字并不太乐观。\r\n\r\n然后让我们仔细看看[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)今天的影响力。我在下面的估计遭到了大量的怀疑。我同意它们是基于大量的猜测。然而，一旦你处于一个指数增长的曲线上，即使是大的估计误差也没有什么区别。你可以高估 200%，但仍能在短时间内迅速赶上。\r\n\r\n这就是为什么我毫不犹豫地说，间隔重复的普及范围会指数级增长到“大B”（译注： **B** illion，十亿），也就是 10 亿用户。亚马逊的 Kindle 在其词汇生成器的闪卡选项中加入了间隔重复。即使是使用 Kindle 的 SuperMemo 用户也可能对这个事实一无所知。如果我们能成功地说服风险投资，让他们相信这个想法是有意义的，那么早在 1996 年，“带抽认卡的书”就是将 SuperMemo 带进纳斯达克的入场券。\r\n\r\n然而，要达到 10 亿用户，我们需要在其他的突破。我想到的第一个明显的候选者是 Facebook，Facebook 可能在嘈杂的社交互动中插入间隔重复，使自由学习变得无感，即用户会不自觉地学习。\r\n\r\n如果你认为 Facebook 和[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)是不相容的世界，考虑一下广告的世界。这些天，我们都讨厌广告。不管它的目标有多好。然而，“广告”可以通过采用[间隔重复](https://supermemo.guru/wiki/Stability)，最大限度地提高[记忆效果](https://supermemo.guru/wiki/Stability)，并最大限度地减少烦扰（即[可提取性](https://supermemo.guru/wiki/Retrievability)）。即使是最吸引人的电视广告，在第三次接触时也会让你感到紧张。间隔重复可以确保[可提取性](https://supermemo.guru/wiki/Retrievability)低，[保留率](https://supermemo.guru/wiki/Retention)高。\r\n\r\n最后但同样重要的是，间隔复习可能被坏人利用：假新闻的制造者或者其他更坏的人。宣传骗子可能会在世界领导人的背后肆意操纵。他可能会在更高伟的空间影响世界。这可能会使整个世界暴露在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中，以确保我们都记得。\r\n\r\n“金字塔的顶点”非常糟糕，我甚至不会列出它。我不想给坏人任何主意。\r\n\r\n我下面的估计包括几个相当确定的点。1985 年的[第一个用户](https://supermemo.guru/wiki/Piotr_Wozniak)，1987 年的[第二个用户](https://supermemo.guru/wiki/Mike_Kubiak)，到 2000 年的一百万，以及我费尽心思估计的 2007 年的五百万。今天，[Duolingo](https://supermemo.guru/wiki/Duolingo) 声称有 20 万用户。Quizlet 的用户甚至更多。这种增长仍然没有显示出饱和的迹象。\r\n\r\n[[img [Adoption of spaced repetition (1985-2018)|https://supermemo.guru/images/thumb/9/9a/Adoption_of_spaced_repetition_%281985-2018%29.png/800px-Adoption_of_spaced_repetition_%281985-2018%29.png]]](https://supermemo.guru/wiki/File:Adoption_of_spaced_repetition_(1985-2018).png)\r\n\r\n> 图：我们早就料到[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)会出现饱和的迹象。但是，它必定会在演变的某个时刻冲击到 10 亿用户。一旦它与人类的数字生活融为一体，它将影响到几乎所有人。如果我的估计是正确的，在网络的帮助下，它普及速度仍然领先于电话、汽车和广播，虽然我们从未想过有可能与口袋妖怪或愤怒的小鸟竞争。图中的指数回归公式是：Reach=exp((year-1984)\\*0.63)，它确定的红线刚刚越过 10 亿。\r\n\r\n今天，由于间隔重复几乎没有准入门槛，有许多学生在尝试使用几周甚至几天后就放弃了。活跃用户的比例可能非常低。即使用户量达到了 10 亿用户，若他们都不学习的话，仍然微不足道。下一步的工作是引发文化范式的转变，提高长期高效学习价值。我们需要从改变[学校教育](https://supermemo.guru/wiki/Schooling)的制度开始，并采用[自由学习](https://supermemo.guru/wiki/Free_learning)的原则。\r\n\r\n一旦[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的用户达到 10 亿，很有必要转变文化范式，让软件的使用者更能享受长期[优质学习](https://supermemo.guru/wiki/Pleasure_of_learning)的实际利益。\r\n\r\n前路漫漫。", + "type": "text/markdown", + "caption": " 间隔重复的指数式普及\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Exponential adoption of spaced repetition" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Summary of memory research.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Summary of memory research.json" new file mode 100644 index 0000000..a401c73 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_Summary of memory research.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/Summary of memory research", + "text": "# 记忆研究总结\r\n\r\n## 关于间隔重复研究的问题\r\n\r\n[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的研究历史，饱受下列因素的困扰：\r\n\r\n- 用猜测和启发式方法来代替数学优化\r\n\r\n- 理论和实践之间缺乏互动，科学侧重于简单实验，实践侧重于简单工具\r\n\r\n- 术语不一致，结果陷入遗忘和重新发现实验结论的循环！\r\n\r\n上述内容与我对 **[失败的因素](https://supermemo.guru/wiki/Why_spaced_repetition_research_kept_failing%3F#Formula_for_research_failure)** 的排名一致。除非个人电脑和网络现身，否则人们很难摆脱这种恶性循环。\r\n\r\n## 间隔重复直觉\r\n\r\n当我们问青少年一组关于他们的记忆是如何工作的问题时，很大一部分人在没有进行任何测量的情况下，就能很好地猜测出重复间隔。特别是，他们经常正确地猜测第一个最佳间隔可能是 1-7 天，并且连续的间隔会增加。此外，许多人可能会猜测第二个间隔可能是一个月，而且连续的间隔可能会增加一倍。换句话说， **间隔重复是一种常见的直觉** 。\r\n\r\n## 早期记忆研究\r\n\r\n1885 年，[赫尔曼·艾宾浩斯](https://supermemo.guru/wiki/Hermann_Ebbinghaus)对记忆科学做出了重大贡献。他在自己身上做了实验，提出了[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的第一个轮廓。他也知道[间隔效应](https://supermemo.guru/wiki/Spacing_effect)。他从未研究过[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。我认为赫尔曼没有启发过我的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)研究，因为我根本不知道赫尔曼是谁，他完成了什么。我[设计了自己的测量方法](https://supermemo.guru/wiki/Birth_of_SuperMemo)，并由此发现[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。在一个与赫尔曼无关而且我早已遗忘的练习中，我也制作了[我自己的遗忘曲线](https://supermemo.guru/wiki/why_spaced_repetition_research_kept_failing%3f#forgetting_curve_1984)，这件事可能影响了我的思考。赫尔曼的曲线要陡峭得多，实际上可能会阻碍进一步的研究（参见：[艾宾浩斯遗忘曲线的错误](https://supermemo.guru/wiki/Error_of_Ebbinghaus_forgetting_curve)）。我们亚当·米基维奇大学的图书馆里有大量二战前的「古代」德国文学，但我不懂德语。我懵懵懂懂，独自前行。后来我读到了关于艾宾浩斯的文章，并在我的[硕士论文](https://supermemo.guru/wiki/Master's_Thesis)中提到了他的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)。\r\n\r\n到 1901 年，在威廉·詹姆斯所写的文章中，间隔复习的优越性显而易见，似乎间隔重复渗透各种学习理论仅仅是时间问题，而对间隔的优化很显然就是下一步。但结果却并非如此。又过了 80 年。\r\n\r\nC. A. 梅斯于 1932 年出版的畅销书中，提出了一个简单的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)时间表：1 天，2 天，4 天，8 天，等等。猜得不错！然而，梅斯的努力被人遗忘了，因为在互联网时代到来之前，[「口袋里的明信片」上的间隔重复](https://supermemo.guru/wiki/SuperMemo_on_paper)肯定没什么吸引力。为了有一个好的开始，梅斯必须用自己的好榜样来鼓励别人。他把他关于有效学习的优秀思想描述为一种理论。他从未提及自己的经历。在那个时候推广一个新想法可能并不容易。希特勒成了新闻的主角。也许间隔重复记忆理论的进步是纳粹的又一个受害者？\r\n\r\n## 20 世纪 60 年代：文艺复兴\r\n\r\n1966 年，赫伯特·西蒙瞥见了[约斯特定律](https://supermemo.guru/wiki/Jost's_law)，该定律在 1897 年左右从[艾宾浩斯](https://supermemo.guru/wiki/Ebbinghaus)的著作中衍生出来。西蒙注意到，[遗忘的指数性质](https://supermemo.guru/wiki/Exponential_nature_of_forgetting)说明有一个记忆属性必然存在，今天我们称之为记忆稳定性。西蒙写了一篇[简短的论文来解释他的想法](https://supermemo.guru/wiki/Herbert_Simon_predicted_two_component_model_of_memory)，然后开始着手于他脑海中成百上千的其他项目。他的文章基本上被遗忘了。\r\n\r\n大约在同一时期，[罗伯特·比约克](https://supermemo.guru/wiki/Robert_Bjork)在学习和记忆方面有很多创新的想法。正如经常发生的那样，他走在了时代的前面。老师们几乎从不听心理学家的话。学生们甚至不知道心理学家的名字。如果比约克是一个程序员，我们可能早在十年前就有了第一个流行的间隔重复应用程序。我想他不会放过任何一个好主意。比约克似乎是第一个明确区分检索强度和存储强度的人，而他使用的模型类似于我们的[记忆双变量模型](https://supermemo.guru/wiki/Two_component_model_of_memory)的模型。\r\n\r\n1967 年，[保罗·皮姆斯勒](https://en.wikipedia.org/wiki/Paul_Pimsleur)清楚地注意到间隔重复可能是学习语言学习中单词对的伟大工具。就像 SuperMemo 一样，他在术语上遇到了困难，使用了「[渐进间隔回忆](https://supermemo.guru/wiki/Alternative_terms_for_spaced_repetition)」这个术语。在我们的「[锯齿状遗忘曲线](https://www.supermemo.com/pl/blog/diebbinghaes-invent-spac-repetition)挑战」中，皮姆斯勒与图中所示的最早的锯齿曲线曲线最为接近：\r\n\r\n[[img [Pimsleur's serrated curves|https://supermemo.guru/images/5/53/Pimsleur_serrated_curves.jpg]]](https://supermemo.guru/wiki/File:Pimsleur_serrated_curves.jpg)\r\n\r\n也许我们会发现这个想法的早期草图，然而，由于技术原因，图线制作的时间越早，内容也就越少，而我们今天用 Excel 就能轻松绘制大批图线。\r\n\r\n皮姆斯勒的间隔时间拓展为数小时、数分钟甚至数秒。这是直觉的反映，而不是测量。他将他的推理从容易测量的陈述性知识（如单词对）扩展到程序性知识和声音模式识别，如学习发音。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 解决了这个问题，它将单词对学习从发音、拼写、识别、同义词等方面分离出来。因此，在 [Advanced English](https://supermemo.guru/wiki/Advanced_English) 中，我们从不需要减少超出用户标准启动[稳定性](https://supermemo.guru/wiki/Stability)的时间间隔，它很少下降到一天以下。由于实际原因和[睡眠的作用](https://supermemo.guru/wiki/Science_of_sleep)， SuperMemo 从不使用短于 1 天的间隔。睡眠也是该算法在时间间隔长度上使用天为间隔的主要原因。SuperMemo 可以让你在一天内复习很多次，但是这是一个子集复习的一部分，偶尔会有用（比如考试前的死记硬背）。与梅斯和纸上的 SuperMemo（[算法 SM-0](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985#First_spaced_repetition_algorithm:_Algorithm_SM-0.2C_Aug_25.2C_1985)）的推荐间隔不同。它们不是测量的结果，而是推测的结果，从可靠到不可靠。皮姆斯勒想确保 60% 的保留率，这在 SuperMemo 的标准下是非常低的。他打赌启动稳定性是 5 秒，而 SuperMemo 使用 1-15 天，这对于 90% 的良好的知识回忆来说是可以的。皮姆斯勒的区间指数基数（[E-系数](https://supermemo.guru/wiki/E-Factor)）是 5，在大多数情况下应该是 1.4-2.5。因此，皮姆斯勒的间隔与 SuperMemo 的间隔有很大的不同，不应该用作算法度量的基准。在他的原始论文（1967）中，皮姆斯勒建议间隔 5 秒、25 秒、2 分钟、10 分钟、1 小时、5 小时、1 天、 5 天、25 天、4 个月和2 年。差异主要来自于基于不同性质材料的实践（相当于 SuperMemo 中的高[复杂性](https://supermemo.guru/wiki/Complexity)）。秒、分和小时的使用相当于[死记硬背](https://supermemo.guru/wiki/Cramming)，在 SuperMemo 中强烈不鼓励使用。相反，建议优化[知识表示](https://supermemo.guru/wiki/20_rules)。\r\n\r\n1969 年，阿尔弗雷德·马克西莫维奇写了《阅读与思考》。你在你的图书馆里找不到他的书。这本书是用波兰语写的，面向的是一小部分技术大学的学生。它提到了间隔重复，遗忘曲线，甚至遗忘指数可能决定最佳间隔。马克西莫维奇提出的第一个最佳间隔为 3 天。就像之前和之后的许多努力一样，这个好建议在很大程度上仍然被忽视。学生们急于通过考试，然后就忘记了。[临时抱佛脚](https://supermemo.guru/wiki/Cram_and_dump)是一个原则，学校的压力会通过这个原则毁掉长期良好学习的前景。我之所以知道马克西莫维奇的书，是因为我在波兰的一所技术大学学习过，而且我对自己的间隔重复方法很感兴趣。我只能想象，有几十个类似的文本中，直觉被表述为一个好建议，然后仍然被大众忽视。如果没有时间和空间的巧合，将来关于间隔重复的文章可能永远不会注意到马克西莫维奇曾经存在过。马克西莫维奇的灵感可能来自皮姆斯勒、梅斯、他自己的直觉，或者其他我不知道的潜在文本。马克西莫维奇给扎弗拉涅克的话以自信，[对 SuperMemo 表示怀疑：「一切都发生过」](http://www.super-memory.com/articles/users/szafraniec.htm)。\r\n\r\n## 1972 年：莱特纳盒\r\n\r\n在 SuperMemo 之前，在间隔复习领域最大的实践和算法上的成功要归功于[塞巴斯蒂安·莱特纳](https://en.wikipedia.org/wiki/Sebastian_Leitner)。1972 年，他提出了 **莱特纳盒子系统** 。在莱特纳系统中，抽认卡被按优先级排序，并被转储到对应不同[稳定性](https://supermemo.guru/wiki/Stability)级别的盒子中。与之前提出的理论建议相比，莱特纳系统有一个巨大的优势：它是实用的。这是一个任何人都可以使用的系统，几乎不需要介绍。即使是写在纸上的 SuperMemo(1985) 相比之下也显得复杂。\r\n\r\n[[img [An alternative method of Leitner System where incorrect answers are only moved back by one box|https://supermemo.guru/images/4/4d/Leitner_system.png]]](https://supermemo.guru/wiki/File:Leitner_system.png)\r\n\r\n> 图：一个错误的[莱特纳系统](https://supermemo.guru/wiki/Leitner_system)变种，不正确的回答只往回移一个盒子（来源：Wikipedia）。这个变种在 Duolingo 中使用了一段时间\r\n\r\n **莱特纳盒子不是一个间隔重复工具** 。它是一个排序工具。没有间隔的概念，更不用说[最优间隔](https://supermemo.guru/wiki/Optimum_interval)。盒子的名称来源于最初的实现，以物理闪卡盒的形式出现，与时间无关。当莱特纳盒子定期用于一个小型的抽卡片集合时，它会模拟[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的行为。如果间隔太短，就会导致[死记硬背](https://supermemo.guru/wiki/Cramming)。如果太长，就会导致次优结果。然而，在 SuperMemo，低优先级的材料也可能周期性推迟，并产生很长的间隔，这会降低预期的[稳定性增长](https://supermemo.guru/wiki/Stability_increase)，但对于记忆时间较长的卡片，[稳定性增长](https://supermemo.guru/wiki/Stability_increase)会变得较大。在 20 世纪 90 年代和新千年之初，莱特纳系统被用于许多成功的闪卡应用。随着他们不断修改和改进复习程序，这些应用程序实际上可能已经发展成为一个成熟的间隔重复系统。即使他们的应用由于 SuperMemo 的被证明容易实现且非常优秀的 [SM-2 算法](https://supermemo.guru/wiki/Algorithm_SM-2)的流行愈发减少。\r\n\r\n莱特纳盒子系统较新的软件版本可能会将间隔附加到优先级盒上，例如第 5 个盒子需要 16 天，但是这种方法的缺陷无异于[死记硬背](https://supermemo.guru/wiki/Cramming)：（1）失败仍会导致间隔的回归，但这应导致重新学习；（2）第一个月重复 5 次，不能很好地与组织良好的知识相配，组织良好的知识可以在第一个月减少 60-80% 的学习成本。（3）需要更多的盒子。在 SuperMemo 中，我们看到[间隔时间](https://supermemo.guru/wiki/Interval)远远超过了人类的最长寿命。对应用程序的使用寿命需求增加了 200%。这是永久记忆间隔与 16 天之间的差异。 需要额外的 11 个盒子来覆盖 [EF](https://supermemo.guru/wiki/E-factor) 为 2 的使用寿命。\r\n\r\n如今，最流行的语言学习系统之一是 Duolingo。很长一段时间，它都使用莱特纳系统。如今，他们采用了基于[可提取性](https://supermemo.guru/wiki/Retrievability)预测的新算法。然而，他们仍然使用莱特纳系统作为基准。更糟糕的是，他们的基准使用了优先级盒中的抽认卡的反向传输（在这里，遗忘后的稳定性被高估了）。[归一化莱特纳](https://supermemo.guru/wiki/Leitner_box)可以作为一个基准，然而，简单的归一化相当于使用 EF 为 2，可能会产生与选择 EF 为 1.6 不同的结果。在未来，所有的算法都应该转换到一个由 SuperMemo 提出的通用度量，并且 [SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 可能成为一个有用的度量基准，可以与专用解决方案并行实现。我希望用户在这方面要求清楚、统计、度量和完全开放。顺便说一句，如果您碰巧使用了[SuperMemo 17](https://supermemo.guru/wiki/SuperMemo_17) 版本 17.4，您可以将 [SM-17](https://supermemo.guru/wiki/SuperMemo_17) 与莱特纳系统、皮姆斯勒和 [SM-2](https://supermemo.guru/wiki/Algorithm_SM-2) 进行比较。不用说，如果您的[集合](https://supermemo.guru/wiki/Collection)足够大，[差异相当惊人](https://supermemo.guru/wiki/Universal_metric)。\r\n\r\n在 20 世纪 70 年代，托尼·布赞通过思维导图创新专注于结构化知识。矛盾的是，思维导图和 SuperMemo 会因为缺乏统一的理论而产生冲突。简而言之，我们需要好的模型来理解这个世界，我们需要间隔重复来长期保留模型的组成部分。布赞也有他自己的想法，那就是如何将复习间隔开。当他在 20 世纪 90 年代初第一次见到 SuperMemo 时，他立刻同意了这个概念，然而，他总是更喜欢关注知识结构而不是简单的回顾。\r\n\r\n## 20 世纪 80 年代：SuperMemo\r\n\r\n1982 年，我自己的作品进入了人们的视野，那时我真的受够了没完没了的遗忘过程。我想学习生物化学和生理学。我会读书，做笔记，可是都怪遗忘，一切都是白费功夫。即使是最重要的事实也可能在最不幸的时刻（如考试）被遗忘。我决定采用[主动回忆](https://supermemo.guru/wiki/Active_recall)。我不单单做笔记，而是把笔记写成问题和答案的形式。我可以把答案盖上，并使用主动回忆来回答。这个做法极大地改善学习效果。这也就是 SuperMemo 直到今天的学习方法。这个新方法对我提高我对学习的热爱有很大的积极影响。\r\n\r\n到 1984 年，我已经熟练地掌握了主动回忆法。我由此知道复杂的问题是行不通的。如果答案太过冗长，例如，列一张长长的答案清单，你就会总是忘记。这将是徒劳的学习。我后来把这种对简单性的追求称为「[最小信息原则](https://supermemo.guru/wiki/Minimum_information_principle)」。今天，这一原则是首个知识表述的 [20 条规则](https://supermemo.guru/wiki/20_rules)之一。\r\n\r\n真正的突破出现在 1985 年，即[艾宾浩斯](https://supermemo.guru/wiki/Ebbinghaus)关于记忆的论文发表 100 年后。我想检查一下间隔是如何影响回忆的。我需要找出重复之间的最优间隔的长度。显然，这些间隔是存在的。我只需要测量它们。实验过程[在这](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985#Experiment)。这个实验简单、粗糙、懒惰、仓促。6 个月后，我制定了第一个 SuperMemo 算法，而不是花几年时间让耐心找出所有的细节。你可以称它为第一个有点科学的间隔重复。我的研究是基于个人和一种学习材料，但它足够普遍，多年后有许多忠实的用户。在 [1985 年 7 月 31 日](https://supermemo.guru/wiki/Birth_of_SuperMemo)，我开始使用新的方法学习生物化学。这是使用计算机的间隔重复的生日。计算机程序 [SuperMemo for DOS](https://supermemo.guru/wiki/SuperMemo_for_DOS) 出现于 1987 年，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 这个名字提出于 1988 年。\r\n\r\n在 20 世纪 80 年代，贾普·穆尔的[记忆链模型](https://supermemo.guru/wiki/Memory_Chain_Model)，是早期的一些模型中，颇有可能推导出实打实的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法的一个。这个模型甚至有自己的早期应用——《尼莫船长》（Captain Mnemo）——这一应用可能与 SuperMemo 在这一领域展开竞争。Captain Mnemo 和 OptiLearn 说明了，为什么在学术界中，提出伟大的理论之后，扩大其影响力的实践往往无法跟上。\r\n\r\n在 1991 年，[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 成立了，它的成立故事在[这里](https://supermemo.guru/wiki/Employing_forgetting_curves_in_spaced_repetition_(1991))。从那时起，[间隔重复的扩展态势已经呈指数级](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)。到 1999 年，我们开始使用「间隔重复」这个术语来代替「SuperMemo 方法」。有关 SuperMemo World 的最新进展，请参见[此处](https://www.supermemo.com/en/blog)。", + "type": "text/markdown", + "caption": " 记忆研究总结\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Summary of memory research" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_The anatomy of failure and success.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_The anatomy of failure and success.json" new file mode 100644 index 0000000..a890842 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_history-of-spaced-repetition_The anatomy of failure and success.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/history-of-spaced-repetition/The anatomy of failure and success", + "text": "# 成败剖析\r\n\r\n## 研究失败的因素\r\n\r\n一些[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的直觉相当常见。因此我们不禁想问一个问题：为什么没有人更早研究间隔重复，为什么间隔重复没有融入到学习中？光有直觉是不够的，优质的实验设计也是至关重要的。本节解释了为何其他人功败垂成。艾宾浩斯或斯皮策或许可能在 90-130 年前就能实现间隔重复。在[同行评议](https://supermemo.guru/wiki/Peer_review)和拨款之争中，追求即时满足一定有问题。为什么在[让孩子为学业嗑药](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)的领域一片欣欣向荣，而那些在欠发达国家造成大量死亡的疾病却没有得到什么关注？\r\n\r\n本章中，我试图弄清楚为什么间隔重复出现得如此之晚。我认为延缓间隔重复出现的因素如下，按影响大小排列：\r\n\r\n- 计算机能极大提升基于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的学习效率，早期的间隔重复方法，即使在互联网时代也难以传播开来\r\n\r\n- 互联网永久储存知识，并珍藏知识精华（例如，维基百科）\r\n\r\n- 按直觉设计的实验不一定好。我自己、艾宾浩斯、斯皮策和其他人的一些设计，在间隔重复研究中增加了更多噪音，把这个问题弄得复杂了\r\n\r\n- 人类文化涌流不息。旧成果大批大批陷入遗忘，而后人类又将其重新挖掘出来。个人如此，文化也是如此。科学也也不免俗于流行、时尚和遗忘。只是现在，[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)已经达到了 **「影响密度」** ，足以成为 **「常识」** 。参见：[间隔效应研究的不连续性](https://supermemo.guru/wiki/Dempster:_There_are_discontinuities_in_science)\r\n\r\n- 兴趣是最好的老师。[自学](https://supermemo.guru/wiki/Self-learning)是推广应用的最佳驱动力。科学通过实际应用渗透到生活中。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 是[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的第一个有实用价值的应用，普惠[成千上万以至于数百万的用户](https://supermemo.guru/wiki/Exponential_growth_of_the_popularity_of_Algorithm_SM-2)\r\n\r\n- 很多概念之间存在混淆，包括短期记忆和长期记忆，列表中的间隔和一天之中的间隔，甚至是程序性学习和陈述性学习之间\r\n\r\n- 递增、递减间隔或等间隔安排都可以[在适当的时机下显现优势](https://supermemo.guru/wiki/Karpicke:_Expanding_retrieval_schedules_produced_mixed_results)\r\n\r\n- 实验者倾向于使用异质材料（诗歌、清单、无意义的音节、一页页问题、学生小组等）\r\n\r\n- 用被动复习代替[主动回忆](https://supermemo.guru/wiki/Active_recall)的实验并没有获益于[测试效应](https://supermemo.guru/wiki/Testing_effect)\r\n\r\n- 以 **干扰项目** 来区分间隔的实验是测试的是其他的记忆机制，这些实验甚至不应该称为 **间隔重复** 。时至今日，研究中的很多混乱，都要归咎于没有明确区分术语，将间隔的测量方法混为一谈\r\n\r\n- 研究项目的时间跨度太短，难以开展[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)研究\r\n\r\n- 对课堂应用的关注给结果带来了混乱。[学校不是学习的好地方](https://supermemo.guru/wiki/Problem_of_schooling)。针对学校环境优化的研究在[自由学习](https://supermemo.guru/wiki/Free_learning)中没有什么意义\r\n\r\n- 在 **学习** 和 **保留** 之间的古老区别给最佳教育的思考带来了混乱。这种区别来自于学校教育，在这种教育中，我们首先学习，然后祈祷自己不要忘太多东西\r\n\r\n- 术语一直在变化，新一代的研究人员因此很难利用以前的工作。甚至我们自己的 [1994 年的论文](https://supermemo.guru/wiki/Optimization_of_repetition_spacing_in_the_practice_of_learning)使用的是 **重复间隔** 这个术语。一览[术语变体列表](https://supermemo.guru/wiki/Alternative_terms_for_spaced_repetition)可知，这个问题的严重程度可见一斑。网络、群众智慧和维基（像[本维基](https://supermemo.guru/wiki/SuperMemo_Guru)）可能有助于纠正术语的问题\r\n\r\n2006 年，Will Thalheimer 为[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)研究写了篇出色的研究综述。这篇综述总结了 100 多篇论文的成果。然而，在总结中，[Thalheimer 对递增间隔的价值表示怀疑](https://supermemo.guru/wiki/Will_Thalheimer:_Doubts_about_expanding_rehearsal)。这表明，如果实验设计是基于不正确的模型，即使有几十篇论文也无济于事。\r\n\r\n在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中，复习间隔仅仅递增是不够的。复习间隔需要以最优方式递增\r\n\r\n## 失败的实验\r\n\r\n我将列举三个实验案例，都是注定失败或会造成混淆的：\r\n\r\n- **赫尔曼-艾宾浩斯** （1885 年）是以记忆科学研究为动机的。他有很好的直觉，然而，为了研究的纯洁性，他专注于无意义的音节。无意中，他为[记忆的复杂性](https://supermemo.guru/wiki/Complexity)和[干扰](https://supermemo.guru/wiki/Interference)作出了贡献，而他的目的就是要避免这些。他的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)是无情的、令人沮丧的。如果艾宾浩斯是学习感兴趣而有意义的材料，他可能已经扩大了他的实验范围。根据学校的经历，我们都知道死记硬背胡言乱语是精神折磨。如果艾宾浩斯像我一样将间隔重复实际应用起来，可能就在整整 100 年前，就有纸质版[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)诞生了。自然，如果没有计算机，没有网络，他的想法可能仍然会在一个世纪内陷入沉默的深渊，就像[间隔效应](https://supermemo.guru/wiki/Spacing_effect)的实际遭遇一样\r\n\r\n- [ **赫伯特·斯皮策** （1939 年）](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Spitzer_experiment_.281939.29)的动机是提高课堂表现。他选择了最糟糕的异质性的情况。尽管我是用混合难度的材料，而艾宾浩斯在无意义的材料中水深火热时，斯皮策通过思维的异质性使这些影响变得更加复杂。斯皮策让各组学生接触的不是几页的问题，而是几页的阅读材料。在这些嘈杂的条件下，很难看到指数级的[遗忘](https://supermemo.guru/wiki/Forgetting)和[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的规律。即使斯皮策的结果是压倒性的积极，我怀疑教育系统的官僚机构会好好利用这个程序。教育是由标准化测试、成绩和证书驱动的。它几乎没有被科学和学习程序对学习结果的实际影响所驱动。它是一个工厂系统。斯皮策的努力和十年前（1929 年）产生的那些[贝内塞特的开创性想法](https://supermemo.guru/wiki/Early_math_instruction_may_backfire)一样注定要失败\r\n\r\n- **沃兹尼亚克** （1985 年）。我自己关于间隔重复的[误导性实验](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Wozniak1985)始于 1985 年 1 月 31 日，它差点就混淆我的思想，毁掉我的努力。幸运的是，在结果出来之前，我设计了一个[更好的实验](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985)，因而并未受到其影响。\r\n\r\n## 艾宾浩斯的实验（1885）\r\n\r\n### 流言\r\n\r\n人们会误认为，早在 1885 年艾宾浩斯就发明了[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。这个误会是在我们自己的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 文档中诞生的。当我们在 1997 年将 [SuperMemo 的历史](http://super-memory.com/english/history.htm)编入网络时，我们在其中加上了一些对记忆研究有贡献的名人。正如[这里](https://supermemo.guru/wiki/Who_invented_the_name:_spaced_repetition%3F)所解释的，使 SuperMemo 立足于科学是很重要的。我自己的贡献总是被最小化，因为我的名字的分量可以忽略不计。由于艾宾浩斯由于时间上的原因排在首位，很快就产生了他是[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)之父的想法。甚至我们自己的材料也因为粗心的编辑错误而向这个方向发展。今天，网络上充斥着艾宾浩斯和锯齿形的遗忘曲线集。如果你在谷歌上搜索[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，你会看到这个：\r\n\r\n[[img [Google search for forgetting curves|https://supermemo.guru/images/thumb/8/8f/Google_search_for_forgetting_curves.jpg/400px-Google_search_for_forgetting_curves.jpg]]](https://supermemo.guru/wiki/File:Google_search_for_forgetting_curves.jpg)\r\n\r\n> 图：「[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)（2017年11月）」的谷歌搜索结果。「锯齿状」的遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)簇在搜索中占主导地位。许多图片都错误地将其归功于[赫尔曼·艾宾浩斯](https://en.wikipedia.org/wiki/Hermann_Ebbinghaus)并标上他的名字。图片的起源在[赫尔曼·艾宾浩斯（1885）和间隔重复（1985）](https://supermemo.guru/wiki/Hermann_Ebbinghaus_(1885)_and_spaced_repetition_(1985))和[记忆的两个组成部分](https://supermemo.guru/wiki/Two_components_of_memory)提出\r\n\r\n这些锯齿状曲线正是我在[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)（1990）中所描绘的：\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/0/0e/Hypothetical_mechanism_involved_in_the_process_of_optimal_learning.jpg/300px-Hypothetical_mechanism_involved_in_the_process_of_optimal_learning.jpg]]](https://supermemo.guru/wiki/File:Hypothetical_mechanism_involved_in_the_process_of_optimal_learning.jpg)\r\n\r\n最佳学习过程中涉及的假说性机制\r\n\r\n关于这个迷思的更多信息，请看我们的博客：[艾宾浩斯是否发明了间隔重复？](http://www.supermemo.com/en/blog/did-ebbinghaus-invent-spaced-repetition)\r\n\r\n### 事实\r\n\r\n我们应该对艾宾浩斯没有提出[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)感到惊奇。他已经非常接近这个成果了，就差捅破一层窗户纸。\r\n\r\n这是他关于[间隔效应](https://supermemo.guru/wiki/Spacing_effect)的文字：\r\n\r\n> 因此， **在某一特定的时间段** ， **在前三天内** 对含有 12 个音节的序列 **共计进行 38 次重复** 与 **一天内进行 68 次重复所产生的效果是接近一致的** 。基于如此少的研究，哪怕人们认为数字存在很大误差，它们之间的差异也已经足够显著了。这一巨大的差异使人们有理由认为，将大量重复适当的在一定时间内进行分配，其效果显然会比将它们集中在一起更好。\r\n\r\n接下来怎么做看起来那么显然，为什么[艾宾浩斯](https://supermemo.guru/wiki/Ebbinghaus)没有做，没有看看复习时的遗忘曲线是如何变化呢？首先，他没有测试遗忘，而是测试重新学习的节省时间。他的测试是一种复习。按我的方法做的话就很容易想到，需要达到设定的[保留](https://supermemo.guru/wiki/Retention)水平。从概念上讲，要求降低重新学习的成本其实不那么直观。\r\n\r\n然而，克服这一概念性障碍的解决方案是坚持学习。蓬勃的创造力，有赖于投入足够时间，和丰富场景下的思考。对我来说，艾宾浩斯难题的答案非常简单。艾宾浩斯对于理论坚持完美主义，也正是合格科学家应该做的。因此，他选择背诵无意义的音节，这样能尽量减少他已有知识的[干扰](https://supermemo.guru/wiki/Interference)。不幸的是，这种做法产生了一些不良的副作用：\r\n\r\n- 他的清单很难学习，他的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)下降得非常陡峭，对于任何关心长期记忆的学生来说都不是鼓舞人心的\r\n\r\n- 他的清单没有给他带来[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。这与我在 [1985 年](https://supermemo.guru/wiki/Birthday_of_SuperMemo)的经历完全相反。我的论文集中的每一个项目都是将我的知识推进到一个新水平的一小步。一旦我绘制了我的第一条[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，我就想知道下一次复习之后会发生什么\r\n\r\n- 艾宾浩斯关注的是重新学习所需的时间或精力，而我一直主要关注的是[保留率](https://supermemo.guru/wiki/Retention)。我对需要多少时间或努力才能使[回忆](https://supermemo.guru/wiki/Recall)恢复到 100% 没有兴趣\r\n\r\n我大胆宣称，虽然赫尔曼 · 艾宾浩斯不惜一切地在记忆上花了很多功夫，他也承受不住记忆胡言乱语。即使最锲而不舍的学生也会因此而受挫。我运气不错，因为我迫切需要取得良好的学习成果，因此我持之以恒地学习，帮助我克服“创造”的障碍。\r\n\r\n有趣的是，2015 年，Jaap Murre [复现](http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0120644)了艾宾浩斯的原始实验，其细致程度堪比艾宾浩斯本人（他甚至研究了原始手稿）。Murre 很谨慎，没有让自己承受无意义音节的精神压力，这实际上可能会带来一些偏见。他选择了可以做到的最好的研究对象：一个 22 岁的学生，而作为奖励，这个学生成为了论文的共同作者。顺便说一句，Murre 似乎能够注意到学习的[昼夜节律](https://supermemo.guru/wiki/Circadian)效应，因为他的曲线在 24 小时后出现了小的颠簸。\r\n\r\n### 重新学习的节省\r\n\r\n[可提取性](https://supermemo.guru/wiki/Retrievability)和「节省重新学习的时间」之间有很大的区别。根据时间的不同，没有提取可能意味着该事实「刚刚被遗忘，而且很容易重新学习」或「永远被遗忘」。在零[可提取性](https://supermemo.guru/wiki/Retrievability)的材料上，重新学习的节省可能是非零的。简单地说，缺乏对记忆的访问并不意味着零[稳定性](https://supermemo.guru/wiki/Stability)。在这个意义上，艾宾浩斯曲线甚至不是指数型遗忘的良好表达。对于困难的材料和容易的材料，会有不同的重新学习的节省。\r\n\r\n### 遗忘曲线（1984）\r\n\r\n在写[关于遗忘曲线的章节](https://supermemo.guru/wiki/Exponential_nature_of_forgetting)时，我认为自己对[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)的观念一开始就是错误的。然而，在探究我的档案时，我意外地发现，在 1984 年，也就是我在纸上设计 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的几个月前，我还绘制了一条英语词汇记忆的遗忘曲线：\r\n\r\n[[img [The very first forgetting curve for the retention of English vocabulary plotted back in 1984, just a few months before designing SuperMemo on paper|https://supermemo.guru/images/thumb/d/d0/Forgetting_curve_for_retention_of_English_vocabulary_%281984%29.jpg/600px-Forgetting_curve_for_retention_of_English_vocabulary_%281984%29.jpg]]](https://supermemo.guru/wiki/File:Forgetting_curve_for_retention_of_English_vocabulary_(1984).jpg)\r\n\r\n> 图：[我](https://supermemo.guru/wiki/Piotr_Wozniak)最早的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，绘制于 1984 年，即[设计纸上 SuperMemo](https://supermemo.guru/wiki/Birth_of_SuperMemo)的几个月前，是关于英语词汇[保留率](https://supermemo.guru/wiki/Retention)的。这张图并不是实验的一部分，它只是对间歇性学习英语词汇的结果的累积性评估。这张图很快就被遗忘了。34 年后，我重新发现了这张图。英语单词共有 49 页，每页 40 对。我记忆这些单词之后，在不同的时间间隔内进行复习，并记录了回忆错误的数量。排除了异常值，取平均值，该曲线似乎远没有艾宾浩斯（1885）得到的曲线那么陡峭，他画曲线时记忆的是无意义音节，遗忘测量方法也不同：重新学习时节省的时间\r\n\r\n我忘记了绘制那条曲线的事。我想，一旦我有了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，那条曲线似乎就不再重要或相关了。我当时并不关注「记忆的科学」。我只是想在学习中取得好成绩。显然，我不认为绘制遗忘曲线是一件大事。我在 2018 年也差点错过了那个数字，因为它是用小字标注的： **第一次记忆的平均遗忘速度** 。\r\n\r\n结果来自 49 页，每页 40 个词对，即 1960 个词（比较：[用一个月上13年的学](https://supermemo.guru/wiki/13_years_of_school_in_a_month)）。我的学习都是为了学习本身，而不是为了实验。实际上没有什么实验。我所需要的是收集我的实际学习努力中的数字，并绘制出曲线。计算的简单性可能也解释了为什么我那么容易忘记这个练习。\r\n\r\n我在 [1985 年的实验](https://supermemo.guru/wiki/Birth_of_SuperMemo)之前写过关于简单直觉的文章。根据这条 1984 年的曲线，似乎这些直觉可能是从那个小实验中得出的。今天看来很明显的东西，如果没有那个小计算的支撑，可能就不会那么明显。然而，我可以猜测，到 1985 年 2 月，我已经忘记了我的曲线，因为我没有跳过[间隔重复实验](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985)的 A 阶段。我的遗忘曲线与实验结果一致，第一次复习的间隔时间确实应该是 1 天。\r\n\r\n关于 sigmoid 曲线的错误概念一定是后来才诞生的。今天，我似乎遥想到，我最初认为，只有在第一次复习之后，才会启动正弦曲线的性质。我可能永远不知道我当时的思维过程是如何运作的。我所关心的是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的效率。在发现 SuperMemo 的兴奋中，我忘记了我的曲线，整整 34 年。今天，那张小图只是为了说明我们是多么容易发现、忘记、偏离、重新发现，然后再重新发现原来的发现。记忆是易变的。上帝保佑[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。\r\n\r\n[[img [Forgetting curve (Wozniak 1984)|https://supermemo.guru/images/thumb/d/de/Forgetting_curve_%28Wozniak_1984%29.jpg/800px-Forgetting_curve_%28Wozniak_1984%29.jpg]]](https://supermemo.guru/wiki/File:Forgetting_curve_(Wozniak_1984).jpg)\r\n\r\n> 图：最早的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)是我在 1984 年绘制的英语词汇的[保留率](https://supermemo.guru/wiki/Retention)（在[纸上设计 SuperMemo](https://supermemo.guru/wiki/Birth_of_SuperMemo) 的几个月前）。这个图表不是实验的一部分。它只是对间歇性学习英语词汇的结果的一个累积性评估。这张图被遗忘了，34 年后被重新发现。记忆之后，在不同的时间间隔内复习了49 页、每页约 40 个单词对的英语，并记录了回忆错误的数量。白色圆圈对应的是[保留](https://supermemo.guru/wiki/Recall)，由给定间隔后每页的平均错误数得出。橙色的对数回归提供了最好的拟合。红色的幂律回归紧随其后。这可以从异质性的材料（单词的页数）中预期到。这也与艾宾浩斯（1885）得到的结果非常相似，只是曲线远没有有意义的材料那样陡峭。正如预期，白色的指数回归提供了最弱的拟合\r\n\r\n## 斯皮策实验（1939）\r\n\r\n1939 年，赫伯特·F·斯皮策对爱荷华州 9 个城市的 3605 名六年级学生进行了各种测试计划的调查。这是 91 所学校的总体。孩子们阅读了一篇 6 页的文章，随后用 25 个具体问题测试他们的知识。\r\n\r\n斯皮策设计了不同的测试时间表，然而，设计的目的显然不是为了达到最优间隔，他的研究总结也没有在这方面提出任何建议。\r\n\r\n[[img [Spitzer (1939) Diagram of Procedure|https://supermemo.guru/images/thumb/0/0b/Spitzer_%281939%29_Diagram_of_Procedure.jpg/500px-Spitzer_%281939%29_Diagram_of_Procedure.jpg]]](https://supermemo.guru/wiki/File:Spitzer_(1939)_Diagram_of_Procedure.jpg)\r\n\r\n> 图：[斯皮策实验](https://supermemo.guru/wiki/Why_spaced_repetition_research_kept_failing%3F#Spitzer_experiment_.281939.29)（1939）中的测试程序示意图。孩子们在不同的时间间隔接受测试，以观察时间对结果的影响。两组接受了「测试干预」，可以用来得出一些关于间隔对学习结果影响的初步结论\r\n\r\n只有前两组的学生使用了递增时间表。这些小组在测试中名列前茅，然而，斯皮策把这归因于[测试效应](https://supermemo.guru/wiki/Testing_effect)，因为只有这两个小组有 3 次测试，即中间的测试被解释为「测试干预」（而不是[重复](https://supermemo.guru/wiki/Repetition)）。\r\n\r\n[[img [Spitzer (1939) Curves of Retention|https://supermemo.guru/images/thumb/e/ee/Spitzer_%281939%29_Curves_of_Retention.jpg/500px-Spitzer_%281939%29_Curves_of_Retention.jpg]]](https://supermemo.guru/wiki/File:Spitzer_(1939)_Curves_of_Retention.jpg)\r\n\r\n> 图：[斯皮策实验](https://supermemo.guru/wiki/Why_spaced_repetition_research_kept_failing%3F#Spitzer_experiment_.281939.29)中测试程序中的[保留](https://supermemo.guru/wiki/Retention)曲线 (1939)。该图显示了[主动回忆](https://supermemo.guru/wiki/Active_recall)的好处和复习[间隔](https://supermemo.guru/wiki/Interval)的影响。这张图并不太显眼，因为只有两组孩子以测试的形式接受了两次「[重复](https://supermemo.guru/wiki/Repetition)」\r\n\r\n在他的建议中，斯皮策着重强调了[测试效应](https://supermemo.guru/wiki/Testing_effect)的力量，即我所说的[主动回忆](https://supermemo.guru/wiki/Active_recall)，参考我 [1982 年](https://supermemo.guru/wiki/Birthdate_of_SuperMemo)的抽认卡。我喜欢他的论文的地方是，建议用测试来纠正学生自己的知识，提供反馈，从而让他们感觉到自己的进步。这与现代的[测试](https://supermemo.guru/wiki/Testing)形成了鲜明的对比，后者更多的是作为鞭子来催促孩子做更多的学习。\r\n\r\n斯皮策的间隔图让我想起了[我自己做的测试](https://supermemo.guru/wiki/History_of_spaced_repetition_(print)#Wrong_experimental_design_may_lead_to_wrong_conclusions)，它未能产生令人信服的结果。在斯皮策的案例中，[间隔](https://supermemo.guru/wiki/Interval)显然是由学校生活而不是由记忆的要求来决定的。\r\n\r\n在他的研究中，斯皮策对测试和学习表现出无情的[盖茨式方法](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)，这是早期学校创新者的典型，他们往往因为过于彻底而造成更大的损害！在这个过程中不采用[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的教育者，即使他们采用最好的工具来提高记忆力，也注定要失败！\r\n\r\n我不能不谈谈伦理方面的考虑。当我们以科学的名义屠杀数以百万计的动物时，我们也许没有注意到，这项研究，出于所有最好的意图，使用了 3000 多名非自愿参与者的劳动。对记忆研究有好处的东西不一定对个人学习有好处。在以大量令人兴奋的学习材料为特征的谷歌时代，我发现斯皮策使用的测试文本相当令人反感。尽管在主题和措辞的选择上花了很大功夫，但我会认为强制阅读是对我自由的侵犯。那些材料可能比你学校的平均水平好得多，但学校教育永远是关于大规模生产的，而不是关于创造性的自由。\r\n\r\n在斯皮策的材料中阅读有关香蕉植物的生物学知识，对于园丁或生物学家来说可能是可以接受的，我自称是这样的人。然而，如果孩子们目前的兴趣是大萧条、沙尘暴、纳粹德国或棒球，他们为什么需要阅读香蕉的内容？\r\n\r\n上学是我们停止学习并开始[死记硬背](https://supermemo.guru/wiki/Cramming)的时候。它是我们失去对学习的热爱的时候。在这种胁迫性的组合中加入[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，只会使事情变得更糟。\r\n\r\n## 沃兹尼亚克实验（1985）\r\n\r\n在我[设法计算出复习英语词汇笔记的最佳间隔](https://supermemo.guru/wiki/Birth_of_SuperMemo)之前，我设计了一个实验，这可能使我走上了错误的轨道。这个实验是为了显示逐步增加复习间隔的价值。相反，它表明等间隔的复习可能更有优势。\r\n\r\n科学中的实验不应仅仅因为出现了意想不到的结果而被认作「失败」。然而，在这个案例中，意外的结果源于糟糕的设计，并且可能导致混乱，抑制了进一步的进展。直到今天，研究人员还在谈论[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中由于错误的设计甚至[简单的术语混淆](https://supermemo.guru/wiki/Karpicke:_Expanding_retrieval_schedules_produced_mixed_results)而导致的「混合结果」。\r\n\r\n幸运的是，1985 年的我对记忆的直觉太扎实了，而且很明显，随着[间隔](https://supermemo.guru/wiki/Interval)长度的加速增长，[遗忘](https://supermemo.guru/wiki/Forgetting)可能会覆盖巩固的作用。我的递增间隔安排根本不是最佳的。我当然会设计一个更好的后续行动。最重要的是，我想继续学习，获得成功。我怀疑如果没有一个好的解决方案，我就会放弃。\r\n\r\n实验表明，仅仅对[最优间隔](https://supermemo.guru/wiki/Optimum_interval)有一个很好的猜测是不够的。间隔实际上需要被计算出来。\r\n\r\n存档警告：[为什么使用文字档案？](https://supermemo.guru/wiki/Why_use_literal_archives%3F)\r\n\r\n这段文字是《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（1990）的一部分\r\n\r\n1985 年初，我设计了两个实验，结果彻底改变了我的学习方法，并导致了 [SuperMemo 方法](https://supermemo.guru/wiki/SuperMemo)的形成。\r\n\r\n第一个实验可以很好地说明一个错误的想法是如何产生有价值的结论的（第二个实验在[这里](https://supermemo.guru/wiki/Birth_of_SuperMemo)描述）。一个常见的直觉是，随着连续的[重复](https://supermemo.guru/wiki/Repetition)，知识应该逐渐变得更加[持久](https://supermemo.guru/wiki/Stability)，并且不需要频繁地复习。因此，[间隔](https://supermemo.guru/wiki/Interval)越来越长的重复应该比那些间隔始终相同的重复更有效。这一信念被证明是错误的。让我们看看一个证明这一事实的实验。\r\n\r\n **各种重复间隔模式对知识保持效果的影响实验（1985 年 1 月 31 日 - 1986 年 8 月 2 日）** \r\n\r\n1. 记忆的知识由 195 个项目组成，分为三个相等的组：A、B 和 C。\r\n\r\n2. 每个项目都有以下形式：\r\n\r\n3. 某一组的所有卡片在一次复习环节中通过重复记忆直到全部记住（A 组 - 1 月 31 日，B 组 - 2 月 2 日，C 组 - 2 月 3 日）。\r\n\r\n4. 确定了两个最后的控制日期：1985 年 12 月 6 - 7 日和 1986 年 8 月 1 - 2 日，在这两天内，所有组的保留水平都在同一时间被测量（对于每个卡片，回忆的准确性以四个等级来衡量）。\r\n\r\n5. 在对照日期之前，所有的 A、B 和 C 组都在以下的间隔内进行了 6 次独立的重复（以天数表示）：\r\n\r\n| 重复次数 | A 组（在较长的时间内有相等的间隔） | B 组（基于递增间隔） | C 组（在 30 天内有相等的间隔） |\r\n\r\n| :---------------: | :----------------------------------------: | :---------------------------------------------: | :--------------------------------: |\r\n\r\n| 1 | 18 天 | 1 天 | 5 天 |\r\n\r\n| 2 | 18 天 | 5 天 | 5 天 |\r\n\r\n| 3 | 18 天 | 9 天 | 5 天 |\r\n\r\n| 4 | 18 天 | 24 天 | 5 天 |\r\n\r\n| 5 | 18 天 | 44 天 | 5 天 |\r\n\r\n| 6 | 18 天 | 70 天 | 5 天 |\r\n\r\n实验的意图是证明，相对于均匀间隔（A 组）或集中间隔（C 组），递增间隔是巩固记忆的最佳方式（B 组）。实验的结果如图 3.1 所示：\r\n\r\n[[img [Condensed vs distributed vs progressive schedule|https://supermemo.guru/images/thumb/e/e9/Condensed_vs_Distributed_vs_Progressive_schedule.jpg/545px-Condensed_vs_Distributed_vs_Progressive_schedule.jpg]]](https://supermemo.guru/wiki/File:Condensed_vs_Distributed_vs_Progressive_schedule.jpg)\r\n\r\n> 图：（3.1）关于集中、分散和渐进式时间表对[保留率](https://supermemo.guru/wiki/Retention)的影响的实验。由于间隔时间选择不当，这个实验似乎显示了较长的均匀间隔比[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中使用的递增间隔更有优势（[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak), 1985-1986）\r\n\r\n第二个对照组的结果没有出现在图表上，因为在技术大学学习 [1985 年 10 月开始] 需要对不规则动词有完美的认识，因此，另一组测量是毫无意义的。\r\n\r\n从上面的图 3.1 可以看出，实验得出了意想不到的结果，证明了递增[重复间隔](https://supermemo.guru/wiki/Interval)并不需要比均匀间隔更好。幸运的是，早在实验结果出来之前，我就怀疑[一定存在最佳重复间隔](https://supermemo.guru/wiki/Birth_of_SuperMemo)。在学习过程中使用这种间隔的原则，以后将被称为 **最佳重复间隔原则** \r\n\r\n在写[间隔重复的历史](https://supermemo.guru/wiki/History_of_spaced_repetition)时，我在我的档案中发现了原始图表。很明显，「集中练习」不是一个好办法：\r\n\r\n| [[img [img|https://supermemo.guru/images/thumb/9/9b/Gr_A_repetition_spacing_pattern_vs_retention.jpg/300px-Gr_A_repetition_spacing_pattern_vs_retention.jpg]]](https://supermemo.guru/wiki/File:Gr_A_repetition_spacing_pattern_vs_retention.jpg)Group A: distributed spacing in 18 day intervals | [[img [img|https://supermemo.guru/images/thumb/f/f8/Gr_B_repetition_spacing_pattern_vs_retention.jpg/300px-Gr_B_repetition_spacing_pattern_vs_retention.jpg]]](https://supermemo.guru/wiki/File:Gr_B_repetition_spacing_pattern_vs_retention.jpg)Group B: spacing based on increasing intervals | [[img [img|https://supermemo.guru/images/thumb/c/c2/Gr_C_repetition_spacing_pattern_vs_retention.jpg/300px-Gr_C_repetition_spacing_pattern_vs_retention.jpg]]](https://supermemo.guru/wiki/File:Gr_C_repetition_spacing_pattern_vs_retention.jpg)Group C: massed spacing in 5 day intervals |\r\n\r\n| ------------------------------------------------------------ | ------------------------------------------------------------ | ------------------------------------------------------------ |\r\n\r\n| | | |\r\n\r\n## 为什么间隔重复的想法最后成功了？\r\n\r\n[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)是直观的，稍加思考后更是不言而喻的。为什么我们不早点想出解决办法呢？只要人类发明了纸，[纸上的 SuperMemo](http://super-memory.com/articles/paper.htm) 就是可行的 。然而在古代，重要的知识非常少，使用[自然学习方法](https://supermemo.guru/wiki/Free_learning)足以让大脑轻松应对。只要在田间工作，农民就很快获得所有必须的知识，成为杰出的农夫，直到健康不允许。\r\n\r\n随着 15 世纪印刷术的到来，情况开始发生变化。知识量激增，有效的知识持久化手段也出现了。处于瘟疫期的牛顿可能是一个有趣的例子。理论上他应该会从间隔重复中受益。然而，牛顿拥有的藏书是有限的，需要思考和解决的问题是如此之多，以至于很容易想象他不会为自己的记忆力下降而烦恼。他仅仅需要做笔记。\r\n\r\n在接下来的两个世纪里，可获取的知识不断增加，而人类对记忆的自然欲望可能也在同时增加。艾宾浩斯在 19 世纪 80 年代的研究便说明了人们对记忆运作的规律有持续的兴趣。然而，即使在今天，大多数科学家也很少被他们的遗忘所困扰。做笔记和谷歌搜索可以满足大多数人的需求。当范尼瓦尔 · 布什在 20 世纪 30 年代构思 [memex](https://en.wikipedia.org/wiki/Memex) 设备时，他把 memex 看作是记忆增强设备。然而，即使 memex 被看作是[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)或[神经创造力](https://supermemo.guru/wiki/Neural_creativity)的远房表亲，它的所有知识，就像谷歌一样，主要是存放在人脑之外。我的追求让我想到了 V.Bush 的类似追求，只不过我想见证这些海量知识直接作用在人类创造力上（见：[神经创造力](https://supermemo.guru/wiki/Neural_creativity)）。\r\n\r\n为什么我特别烦恼遗忘？有很多孩子喜欢在学校里炫耀。我的哥哥告诉我如何区分云杉和冷杉的针叶时，三年级的我便很想在生物课上赶紧炫耀我比普通孩子懂得更多。这种渴望很快[被学校教育压制](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)，但这种渴望还留有痕迹。当我们在七年级开始学习化学时，我很自豪能够回忆起三磷酸腺苷或脱氧核糖核酸等复杂的学名。我甚至主动查找困难的化学学名，把它们记下来，用来惊艳旁人。我记住了一条无颌鱼的解剖细节。我再次试图在学校露一手，但没有人感兴趣。\r\n\r\n当我更深入了解动物学时，我开始表现出某种信息强迫症。我想知道波兹南动物园的所有动物，它们的栖息地，甚至它们的分类学和拉丁名。我得到了一本很棒的书，书中有所有动物的照片。学习这些知识似乎很有趣。\r\n\r\n1974 年，我开始对拳击、足球和各种体育运动感兴趣。我经常去我们学校的废纸店，在店里搜寻体育期刊。我的同事罗伯特要求我收集有裸体女人的照片。我答应了。我的青春期很晚，我对裸体女人不感兴趣。当我把那堆照片放在家里，这堆照片有一次倒了，我向妈妈解释说：「不是给我的！」。她带着笑意同情地点点头。在此期间，我会用熨斗把我回收到的体育日记集上的皱纹去掉。我会把它们堆得很整齐，并按日期归档。这堆东西堆满了我房间里书柜的好几层。这种强迫性的整洁会让任何父母感到不安，然而，我的妈妈很宽容。我可以自由地追随我的激情，即使它们看起来很荒唐。我毫不怀疑，自由是健康发展的重要成分之一。许多孩子在痴迷于集邮、明信片和足球卡方面不是表现出类似的症状吗？可惜大多数父母没有像我妈妈那样宽容，[孩子的激情很容易被扑灭](https://supermemo.guru/wiki/Childhood_passions)。\r\n\r\n在 10 岁到 12 岁之间，我体会到一些动力，是指向了 [渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。我开始跟着百科全书（纸质版）里条目链接的跳转，制作关于马的笔记。从一个条目开始，仅仅跟着条目链接跳转到另一个条目，期望着写一本关于马的小册子，这么做挺有趣的。在高中一年级（12 岁），我在一本哺乳动物的百科全书上也这么干了。我的内心有某种需要，要把生物学中某些主题的所有信息编成系统化的著作。我决定写一本关于生物世界的百科全书式的大书。我用妈妈用来工作的打字机，和我自己丰富的插图来书写进化的历史。我从未完成这本书。这个项目是徒劳的，这点很显然。我对此无所谓。写这本书令人愉快，着实上瘾。\r\n\r\n1977-1979 年暑假期间（13-15 岁），我开始学习动物学、化学、生物学，以及后来的生物化学，表现出类似的求知若渴。对于我日益增长的记忆需求，这便是确凿的开端。我做了很多书体优美，精心插图的书，用记录我新近学习的知识。但是时间一长，知识似乎都蒸发消失了。 这样的徒劳一步步成了我的心头患。如果我写的书很快就化作死气沉沉的材料，跟书架上的那些书别无两样，干嘛还要费力气写呢？\r\n\r\n大约在 1981-1982 年（19-20 岁），我开始以问题和答案的形式写下我的知识，用于[主动回忆](https://supermemo.guru/wiki/Active_recall)测试。我知道，这是唯一能把东西保存在记忆中更久的方法。一段时间之后，由于复习很混乱，我也没有感受到充分满足。在那个阶段，我显然对知识非常渴望。我想记住。我的直觉很简单，设计的实验也很简单，写的 [SuperMemo for DOS](https://supermemo.guru/wiki/SuperMemo_for_DOS) 同样简单。我受到实际应用的驱动，这个应用将研究与[学习的乐趣]结合起来(https://supermemo.guru/wiki/Pleasure_of_learning)。\r\n\r\n从那时起，我的道路变得确定了。我爱学习爱得在困难时期放弃了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。我对学习的热爱在学校或参与经营企业时很容易被压制。然而，一旦我决定在家工作（1997 年），学习、对学习的热爱和 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的进展之间就形成了正反馈回路。由于这也正好是谋生的方式，这个循环能永远运行下去。只有健康欠佳或死亡才能打破这个循环。进步公式的这一部分很容易搞清楚。\r\n\r\n为了促进孩子们的类似激情，父母可以做些什么？我认为有两个因素在起作用：灵感和自由。虽然灵感是有用的，但自由是必不可少的。现在到处都可以找到灵感。有时候人类无法启迪，那么 YouTube 发挥了巨大的作用。在世界各地，最缺少的是自由这个成分。孩子饱受学校教育奴役，饱受专制的父母教育奴役。有人多次告诉我，我的一些疯狂行为，是成长过程中没有父亲的副作用。这可能是真的。然而，作为补偿，我有三个父母：我的妈妈和两个哥哥姐姐：很能启迪我的哥哥和一个没有孩子的姐姐，她把所有的爱都倾灌给我这个小毛孩。我敢说，我天赋还算不错，没有比一般人高多少。我经常在班级的垫底处徘徊，很少能拔得头筹。我有几十个例子来说明出我利用一点点技能和少许天赋，在我所创意追求的一块狭窄领域，取得了杰出成果。自由和[掌握的斗志](https://supermemo.guru/wiki/Rage_to_master)总是关键成分。当我给几十只动物做面包或收集尸体零碎时，我的家人可能会问：「这孩子为什么不去教堂呢？」。我妈妈会保护我不受这些影响和担心。我可以用自己的方式做事情。\r\n\r\n我的发展当时主要是受到自由的影响而推动的。自由有助于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)茁壮成长，而学习动力具有自我倍增的能力。我便这样如痴如醉直至今日。我得以居功为[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)之父。激情和执着应该倍加珍惜。相反，我们倾向于以发展的自动化为名消损这两件宝物。我们设定基准，要求孩子们像马戏团穿过圈一样完成这些基准。仿佛被拖拉着走过大学一趟，对独立思考很有帮助一样。这样敲骨吸髓的过程不得不停止！未来属于[自由学习]。未来属于[自由学习](https://supermemo.guru/wiki/Free_learning)。\r\n\r\n对于间隔重复来说，随着个人电脑的到来，人们解决遗忘问题的欲望显著增强。在 20 世纪 90 年代初，SuperMemo 用户愈发频繁地反馈到，他们先是为自己想出了一套类似的解决方案，不过先暂且找找，有没有具体的应用。\r\n\r\n学校的各种要求，正是学生挫败感的主要来源。然而，学校并不适合创造性思维。学生们确实对[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)趋之若鹜，主要是因为它得来不费功夫。间隔重复是随时可用的。很少有人会考虑自己的解决方案。\r\n\r\n不仅是个人自由，还有一些好运气，帮 SuperMemo 开了个好头：(1) 共产主义波兰下的免费大学，(2) 借助家庭赞助购买了一台贵得离谱的个人电脑，(3) 学校比较宽松，没有对我的自由时间指手画脚\r\n\r\n不是很多 22-24 岁之间的年轻人能不管不顾国家和家庭而投身于摆弄自己科学研究。如果年轻的成年人追求创造性的目标，与他们的父母生活在一起并没有错。\r\n\r\n[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)诞生于各种有益力量的交汇点：共产主义制度下的自由学习，从共产主义向市场经济的过渡，以及个人电脑的到来。这些全球进程得到了国内自由和健康的[对学习的迷恋](https://supermemo.guru/wiki/Addiction_to_learning)的推动。这个公式的主要成分是自由。自由是可以复制的。自由只需要放权。\r\n\r\n## SuperMemo 的第一个十年：与怀疑论作斗争\r\n\r\nSuperMemo 在波兰刚起步便面对诸多怀疑者。 1994 年的波兰计算机杂志 *Enter* 中将这些怀疑表达得相当准确（见[全文](http://super-memory.com/articles/kowal.htm)）：\r\n\r\n> **SuperMemo 可能有效，但不可能有它宣传的那么好** \r\n\r\n> 如果一个人相信关于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的说法是正确的，他或她会不会已经相信这个程序是治疗病态记忆的完美疗法？它真的能利用神经系统的特性，让学习的速度比标准情况下快十几倍吗？毕竟世世代代的学生都在试图找出更好的学习方法，即使对相当开明的观察者来说，与 SuperMemo 相媲美的突破似乎也是非常不可能的。[沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak) 认为低概率事件不能作为怀疑的理由，并陈述道他已经不止一次地追踪到证据，证明类似于 SuperMemo 的学习方法在以前已经被尝试过，并取得了或多或少的成功。此外，值得注意的是，如果 SuperMemo 没有以计算机程序的形式实现，并因此很难在个人之间转移，那么它可能就看不到光明了。换句话说，它可能会像以前那些试图在学习过程中建立秩序的尝试一样被人遗忘。我们必须记住，SuperMemo 算法是在 [1985](https://supermemo.guru/wiki/Birth_of_SuperMemo) 中奠基的，但直到 [1987](https://supermemo.guru/wiki/Algorithm_SM-2) 年，SuperMemo 算法才在波兹南的一些科学圈子里非常缓慢地推广开来。另一个需要记住的转折点是，如果不是[沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)和他的大学同事 [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak)（目前是 SuperMemo World 的副主席）之间鼓舞人心的思想碰撞，[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 就不会[于 1991 年成立](https://supermemo.guru/wiki/Employing_forgetting_curves_in_spaced_repetition_(1991))。两人都是大学的优秀学生，沃兹尼亚克打算去美国学习神经科学，Biedalak 则想去美国学习人工智能。只是巧合的是，他们一头撞进了创业科学的世界。所有这些事件都表明，尽管 SuperMemo 的原理极其简单，而且可能已经在地球上几十个国家独立发明了几十次，但 SuperMemo 并不只是等闲之物。[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 的独家优势，是将想法付诸实践，投入大量工时开发软件，并专注于向潜在客户推销这一想法。否则，SuperMemo 将永远局限于其早期爱好者的小圈子。\r\n\r\n## 前路光明万丈\r\n\r\n我提到[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的进展一直被[猜测、薄弱的实用工具组和术语混乱](https://supermemo.guru/wiki/History_of_the_optimization_of_repetition_spacing)所阻碍。今天，所有这些因素都消失了。新的网络应用开始壮大，它们结合了大数据和用户的实际需求，并使用相同的术语：[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，[间隔效应](https://supermemo.guru/wiki/Spacing_effect)和[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。学习的未来从未如此光明。", + "type": "text/markdown", + "caption": " 成败剖析\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The anatomy of failure and success" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Are extroverts more creative.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Are extroverts more creative.json" new file mode 100644 index 0000000..cbd812a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Are extroverts more creative.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Are extroverts more creative", + "text": "# 外向者更有创造力吗？\r\n\r\n原文：[Are extroverts more creative? - supermemo.guru](https://supermemo.guru/wiki/Are_extroverts_more_creative%3F)\r\n\r\n外向者更具创造力\r\n\r\n外向而又富有创意的人，会纵情发挥他的创造力，外向特征向周围人展示。因此，我们会很容易认为外向的人更有创造力。当我的一位极有创造力的同事说他是内向人格的时候，我感到十分疑惑。他能接连不断地想出各式各样的创意。我们主要通过邮件沟通，这样会对他的内心世界存在误解，所以我想更了解一下他的内心世界。他读过 Susan Cain 所写的《安静》，并推荐我去听她的 TED 演讲。他认为 Susan 的演讲很有说服力。然而看完 TED 演讲，我仍然没有解开疑惑。我的性格是极其外向的，但随着 Susan 描述内向人格的方方面面，我却非常有同感。这些方面似乎混杂着各种不同的心理特征，甚至主要特点。我的五大性格测试还有 Eysneck 测试都表明我是极端外向的人格，但我在 Cain 的网站上测试的结果确却说，看吧，其实你是内向人格。我很快注意到 Cain 的问卷中有一些问题，因此打算深入调查。我尝试提炼出外向人格的真实特征， 这很困难。我分析出的所有外向人格的特征，都与其他人格特征有不少重叠部分，而且这些特征受经验知识、生活环境、成长经历和教育背景的影响，甚至还有[昼夜节律] （https://supermemo.guru/wiki/Circadian_cycle）的因素。\r\n\r\n## 心理学的不足\r\n\r\n心理学有个很严重的问题。很大一部分心理学知识，缺乏严谨的科学精神。Carl Jung 等优秀先驱建立了这门学科。但心理学的很多定义，描述的各种性格，充满重复并难以区分。心理学使用的描述语句泛泛而谈，充满歧义。每个自认为优秀的学者都建立了自己优秀的模型。但问题在于不同人的模型往往不一样。Cain 花了 7 年时间研究内向人格这一论题，所以我很笃定，她的模型是清晰且自洽的（参见[错误模型有价值吗?](https://supermemo.guru/wiki/What's_the_value_of_wrong_models%3F)）然而 Cain 的模型跟我的模型不一样，也跟「黄金标准」不同。\r\n\r\n哪些特征定义了外向？\r\n\r\n外向者是否更愿意 **向他人倾吐内心** ？一些人时刻准备对外倾秘密，但另一些人始终守口如瓶。这在很大程度上取决于环境因素。即使是典型的内向者也能找到能可以告白并与之密切交谈的人。一个极端外向者也会找到他不愿意敞开心扉甚至回避的人。与陌生人交谈的意愿可能受到个人经历的影响。“一朝被蛇咬十年怕井绳” 。 政治观点也会影响人的行为。一个糟糕的发型会毁掉一个人的交际能力。剥夺良好的睡眠，和良好的心情，外向者就会逃离人们的视线! 另一方面，工作上的晋升可以使人暂时变成一个极端外向者。甚至一罐啤酒也能产生这种效果。这表明，我们很容易将乐观、热情、激情或快乐的心态和外向特征混为一谈。我确信我自己的外向特征来自于良好的睡眠和保持好心情。\r\n\r\n如果社会环境决定了外向特征，这意味着整个[社会化]历史(https://supermemo.guru/wiki/Socialization)将影响我们对他人的反应。当我在四年级的时候是阿尔法，或者在高中的时候是恶霸，我是一个极其外向的人。当我自己在1974年的夏令营中被欺负时，我没有人可以说话。我一直躲着。我可能有点太聪明，太年轻，其他孩子不容易容忍。这种情况使我变成了一个极端内向的人。类似经历的组合可以决定发展的轨迹。这告诉我，你完全可以转变这种外向的社交特性。\r\n\r\nSusan Cain 的定义\r\n\r\nSusan Cain 看起来是一个完美的外向者。她是一个伟大的沟通者，有着迷人的笑容。她称这是一种行为特质。那这一定是一种天才的特质！我对此有着不同的看法。我对苏珊-凯恩最大的不满是，她一直在说内向者有对沉思、深思、阅读、自我反省等的热爱。如果你读了我的[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)，你会发现，如果没有停顿和思考，几乎不可能有效地解决问题。有些人可能会在车上或洗澡时得到灵感。我声称我们需要更大的「保护模式」区块。这与人格特质无关。这都是关于创造力和注意力的问题，每个人都应该能够拥有。\r\n\r\n内向者更具创造力吗？\r\n\r\n按照 Cain 的标准，我在早上是一个极端内向者，而到了中午则是一个极端外向者。我的晚间生活更加丰富多彩，很难给它们贴上标签。那么谁更有创造力，是早上沉浸在自己的想法中的内向者，还是中午头脑风暴的外向者。我的文字应该很明显：我们两者都需要。正确的组合可以产生最大的创造力。是否有一个人不享受独处的几分钟？有没有人在上厕所的时候享受别人的陪伴（发短信除外）？\r\n\r\n存在外向特质的基因吗？\r\n\r\n可能有许多基因能使人表现外向，但是很难找到表现具体特征的特定基因片段。\r\n\r\n结论\r\n\r\n谁更具创造力：内向者或外向者？\r\n\r\n内向者有很大优势在于他们会减少在无效社交上花费的时间。这提供了更多为思考的世界。然而，外向者在生活中更具优势 。 如果他们能够控制自己的冲动，生活中就不会受到更多的限制。\r\n\r\n极具创造力的人在外向者和内向者的模式之间按需切换", + "type": "text/markdown", + "caption": " 外向者更有创造力吗？\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Are extroverts more creative" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Case study Genius or Asperger.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Case study Genius or Asperger.json" new file mode 100644 index 0000000..be1ca24 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Case study Genius or Asperger.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Case study Genius or Asperger", + "text": "# 案例研究：天才还是 Asperger\r\n\r\n原文：[Case study: Genius or Asperger - supermemo.guru](https://supermemo.guru/wiki/Case_study:_Genius_or_Asperger)\r\n\r\n## 有创造力的 Laila\r\n\r\nLaila 今年 25 岁，她非常大方地向我透露了她生活中许多感官超敏的细节，并详细地描述了她的校园经历、受教育过程和社会化的故事。她的头脑富有创造力，详实地回答了我关于她童年、幼儿园、学校、家庭、希望以及恐惧的一些问题，记在纸上有 60 页之多。以下是些摘录（经许可和授权）。\r\n\r\nLaila 是个早熟的孩子兼优等生，她的写作中充斥着生动的早期记忆，似乎她并没有受[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)的影响。然而她被诊断出患 [Asperger 综合症](https://supermemo.guru/wiki/Asperger_Syndrome)和 [ADHD](https://supermemo.guru/wiki/ADHD) 。那么她是 aspie（Asperger 患者）还是天才？她告诉我，她发展了两套[行为系统](https://supermemo.guru/wiki/Behavioral_system)：分别用于现实生活和网络世界。出于多种原因，现实生活对 Laila 来说十分艰难。她详细地叙述了她对日托所和学校教育的回忆，不断的监视和监督犹在眼前。因为她很害怕违反规则或遭到成人反对。\r\n\r\n在虚拟世界中， Laila 感到自由，也有创造力。在现实世界中，由于她的敏感个性，Laila 对周围的事情百依百顺，这经常发生在优等生身上。在学校和家里的百依百顺可能最终导致一个人不适应现实生活（见：[成为优等生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)）。由于虚拟世界没有侵入性， Laila 在那里如鱼得水。她感到自由和有创造力。她与他人的交流生动而有说服力。在网上，她唯独担心虚拟世界可能会侵入现实世界，破坏她的生活。\r\n\r\nLaila 刚上大学时，她充满了热情和希望，然而，大学生活要求的严格让她在上学的时候逐渐疲惫不堪。新鲜感一过，成绩就急剧下降（从 A 到 F ）。Laila 会编程。她一感兴趣，就可以连续高速地写 20 多个小时代码。同时，学习不感兴趣的科目对 Laila 来说痛苦万分（见：[学习的不愉快](https://supermemo.guru/wiki/Displeasure_of_learning)）。许多人认为，体力劳动往往没有学习与自己的生活关系不大的东西那么费劲。 Laila 觉得自己被蓝领工作所吸引，因为「可以解放大脑，让它一直思考任何问题，而不被外界对我的要求妨碍」。\r\n\r\n## 内向的机制\r\n\r\n我们设计了一个很容易与虚拟生活的无限自由形成对比的社会：[日托](https://supermemo.guru/wiki/Daycare)，[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)，专制的父母，压迫性的社会规则和传统，人情淡漠的公司，甚至在拥挤的街道上不讨人喜欢的人。一个高度敏感和高度创造性的人可以沉浸在虚拟自由的世界里，而现实世界开始变得非常不吸引人。一方面，我们大量生产[蛰居族](https://supermemo.guru/wiki/Hikikomori)，另一方面，那些「虚拟自由」的个人必然渗透回现实世界的文化中，并留下印记。这将使世界变得更好。然而，受影响的个人可能会发现很难找到工作，或很难与那些看起来不友好又无趣的社会人群互动。\r\n\r\n高度敏感的人对于社交的妖魔化，一般开始于日托所和学校，二者都是[封闭的社会化系统](https://supermemo.guru/wiki/Closed_system_of_socialization)的典例：\r\n\r\n> 整个学校不停强调的主要口号之一是「不许说话！」。这令人困惑，简直不可思议，因为一方面，人们经常会因为在错误的时间说话而受到严肃的训斥，但其他时候，其他人说话不被允许时，老师却可以正常说话。这样的规训让我很害怕，我决定永远不冒这个险，所以 **我根本不说话，除非** 有大人跟我说话，或者在操场上或午餐时\r\n\r\n自然的愉悦的人际交流变成了一种囚徒与狱卒的关系。我们没有接受[最佳的社会化](https://supermemo.guru/wiki/Optimum_socialization)，而是进行了服从和顺从的训练，这是[最糟糕学校习惯](https://supermemo.guru/wiki/100_bad_school_habits)的来源：\r\n\r\n> 我的老师立即转向我，严厉地问我，「你认为这是你应该做的事吗？」我摇摇头，因为我从她的语气中知道答案应该是什么\r\n\r\n同样的内向可能会延伸到家庭关系，从青年带到成年。注意，这是我自己的观点。在虚拟世界中的交流，清晰、丰富、充满活力。这反应了独立[行为系统](https://supermemo.guru/wiki/Behavioral_system)的形成：\r\n\r\n> 我非常敏感，还一直不明白为什么总是被大声呵斥，我明明无意捣乱。进入青少年时期后，这使我感到在任何人面前都不能做自己。除非有人跟我说话，否则我完全不开口。我不再表达自己，隐藏自己的情绪，彻底封闭自己，据守我的网络世界秘密——在那里我很安全，可以做自己。直到今天，我仍然很难与人当面交流，特别是我的家人\r\n\r\n她有一些看法与[蛰居族](https://supermemo.guru/wiki/Hikikomori)的相似。这些人可以有很强的创造力，但却在「社会的要求」中挣扎：\r\n\r\n> 我的自尊心很强，除了一个主要例外，当涉及到与更大的社会融合时，我一般会感到相当无望。我不认为这是我自己的错，而是 **社会的要求** 和我觉得有能力处理的各种事情之间的冲突。例如，当我找到内心的激情时，我可以在自己的项目上有超强的生产力，充满能量。但它是自发的 ，而且我无法决定何时以及在何种情况下我能找到这种激情。在我看来，白领工作往往要求在预先确定的「时间」和「背景」下做出努力，而我在这些情况下，往往无法在需要时找到这种激情。当面对一个我并不立即感兴趣的任务时，我的大脑往往直接宕机\r\n\r\n> 我很容易在自己的网上和私人小圈子中找到自己的舒适感，并不断逃避即将到来的与更大的社会互通的需要，即使这沟通只是为了养活自己\r\n\r\n## 就业挑战\r\n\r\n即使是技术高超的人也可能难以找到自己的位置。找工作成为一种挑战，但这并不是因为这些人的专业能力不足，更多是因为性情、社交、热爱自由：\r\n\r\n> 我觉得，如果我知道我能卖汉堡包，而且它可以为我提供私人空间，以及足够的时间来追求我的激情，我肯定会更认真地考虑它。认真考虑后，我觉得我被工作的负面印象笼罩，并感到绝望，例如：1）最低工资无法满足我所有的基本需求，2）唯一真正的选择（正如我的家人所建议的）是白领工作，我得折磨我的大脑（根据我的经验，这是通往抑郁和无力继续工作的捷径），3）由于不便的工作安排或轮班时间与我的自然睡眠时间相冲突，许多工作会使我难以睡好觉，以及 ——4）全职工作将不可避免地使我没有太多时间和精力去追求我真正关心的东西。但我确实愿意认为，确实存在着可供我利用的可能性，在这些缝隙中闪闪发光，只是我还没有看到。或者，也许也有一个值得考虑的折中方案可以找到\r\n\r\n## 灵活精神病学\r\n\r\nLaila 下面的这些亲身经历值得逐字引用。这些经历包括她被诊断为 Asperger ，以及 IQ 测试的过程。在这里，我们还可以找到迹象，为什么 Laila 的创造力最终得以幸存？因为她改用[在家上学](https://supermemo.guru/wiki/Homeschooling)，而且没有被父母强迫早点找工作。\r\n\r\n> 我从来没有怀疑过自己会被归类为 ASD 或 ADHD ，直到 18 岁左右，我突然开始听到我爸爸对我妈妈说*「这些迹象一直都在」*，指的是我在幼年时的录像带，显示着我[以重复乏味的方式玩玩具](https://supermemo.guru/wiki/File:Learntropic_behaviors_taken_as_a_symptom_of_autism.jpg)。我的学习成绩一直很好，小学时几乎是全 A ，在家庭教育阶段（从 11 岁到 15 岁）表现也很好。当我上大学时，我的成绩也大多是 A ，直到这后来变得对我来说太痛苦了， A 变成 F ，我也在 18 岁时退学。我还记得我父亲提到我弹钢琴时的「奇怪行为」，无论是无意识地即兴演奏几个小时（他把这比作酷刑，说我在重复演奏同样的东西），还是当我似乎在盯着窗外发呆（但我只是在脑海中排练）。我的父母也总是认为我对社会活动不感兴趣，这与事实相差甚远：我只是没有足够的机会接触社会，也没有足够的勇气向父母倾诉我的需要，所以我的需要总是被误解。\r\n\r\n>\r\n\r\n> 诊断本身是这样的：我父亲带我去了一个类似于诊所的地方。我们进了一间办公室，在一张桌子前的两个座位上坐下，桌子后面有一个人。我不太记得在我爸爸把我送出房间之前说了些什么，因为他不想让我听到他对我的行为的描述。所以我站在外面的走廊上，但我仍然能听到谈话。我记得我爸爸说到，直到我 4 岁多的时候，我还在用第三人称说话，他说这是「 **有点** 不寻常」。随后，我们带着调查问卷回家了。我填了一份，我父亲也填了。我对其中的内容没有什么印象。它给我的印象相当一般。但我确实记得我在想，为了得到完全不同的，但同样诚实的答案，你可以用多少种方式来解释几乎每一个问题（这正好表明这是一门多么不精确的科学！）。之后的某个时期，几个星期，或者几个月之后，我不太记得了，我去做了一个 IQ 测试。我不知道结果是什么，只知道我显然在空间工作记忆部分得了满分（我认为这不是因为某种天生的能力，而是因为几年前我自己对记忆术的痴迷兴趣。我曾听人说过，你不可能为 IQ 测试做准备。我不同意！），我父亲喜欢吹嘘这一点。我确实记得，在智商测试的其他各个部分，我当然会回答错误，我的错误答案是以一种无意的方式解释问题的结果。以下是我清楚记得的一个例子。「细胞对器官[如生物学]来说，就像砖头对____」我实际听到的是这样的（因为提问人太大声了，让我听错了）。「贩卖对器官，就像砖头对____」这句话真的让我大吃一惊！很明显（现在回想起来），原定的答案是「房子」，但我的答案是「窗户」，因为我想到的是一个强盗想赚快钱的场景，无论是通过黑市非法交易器官还是通过向汽车的后窗扔砖头来偷东西。还有很多类似的「简单」问题，我都「创造性」地回答了（错误地），现在回想起来才发现。至少有一次，我重复了这个问题，以验证我是否听对了，但我的发言被当成了我的答案，而正确的答案立即给了我，我还没来得及注意到发生的错误，我们就继续下一题了。非常愚蠢！\r\n\r\n>\r\n\r\n> 起初，我固执地认为这一切都没有任何意义。我觉得这些诊断完全是基于错误的解释和我父亲的偏见。我觉得我只是一个敏感的人，无法充分表达自己，而且我的家人并不真正了解我是谁（我认为这仍然是事实）。但从那时起，虽然我仍认为诊断本身相当无意义，但我对自己究竟在自闭症谱系中是什么位置更为乐观，也更感兴趣。因为我确实感到与大多数孩子「不同」。而且我无意中在网上与大量的自闭症患者交往，感觉很自在。\r\n\r\n>\r\n\r\n> 大约 8 岁那年，我发现，有一个干净整洁的房间会带来很多乐趣。接下来大概 5 年时间，我坚决让我的房间完全保持整洁。每当有人进入我的房间时，我就会变得焦虑不安，提心吊胆，因为我需要所有东西都完美地摆放在那里，我担心人们会把什么东西推开。我对大喇叭很着迷。我收集它们，给它们起名字，和我姐姐一起玩角色扮演。我会用它们来装饰我的墙壁，在我的房间里安排环绕声配置。对我来说，这都是一个阶段，然而这些行为背后的内驱力确是贯穿终生的，只是随着时间的推移而不断改变其影响。今天，我在其他工作中也找到了这种满足感，比如我的研究项目。实际上，这些天我在极其 **混乱** 的环境中感到最舒服！\r\n\r\n>\r\n\r\n> 或是出于好运，因为我在家上学，没被父母逼着草草地找份工作，从而体验到了自由。我不知道如果我小学毕业后上了公立学校会怎样，但我确实觉得，在家上学期间多出的自由挺好的。这并不是说我特别喜欢我的在家上学制度，只是说它比公立学校要好得多。事实上我认为，在家上学期间给我读的大多数东西，我在读的时候都是完全大脑放空的，想的是其他事情。\r\n\r\n>\r\n\r\n> 无关我的实际经历，我很确定的一点是，自由对于如此这些头脑的茁壮成长至关重要，而当这样的头脑被置于外界的评判中时，可能会被别人理解成「行为受阻（impeded behaviour）」。这只是这些头脑和环境冲突的结果。我非常欣赏我父亲的一点是，他一直坚持给我空间，让我在家里从事我自己选择的活动。这包括视频游戏、电视、音乐、书籍、玩具、建造东西等等。\r\n\r\n>\r\n\r\n> 我怀疑我的[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)的程度比大多数人要轻。我最早的记忆可以由我的父母确认，那是在我一岁的时候。我从 2 岁到 4 岁一直有丰富的记忆。我有一个非常活跃和丰富的早期童年，我非常感谢。我觉得我的记忆只在生命的早期才更加丰富和生动。最近的记忆，尤其是那些跨越我青少年时期的记忆，要少得多。我在很小的时候就被认为成长得飞快，一点都不慢。我的哥哥姐姐们喜欢讲述我在不看屏幕的情况下玩电子游戏并同时谈论其他事情的故事。话虽如此，也许我在其他方面迟迟找不到自己的立足点仍然是事实，特别是当涉及到在社会上找到谋生的方法时\r\n\r\n## 把天才视为 Asperger \r\n\r\nLaila 的案例有力地说明了我们如何用创造天才换取 [Asperger 综合症](https://supermemo.guru/wiki/Asperger)、[ADHD](https://supermemo.guru/wiki/ADHD) 或[蛰居症](https://supermemo.guru/wiki/Hikikomori)。通过鞭打儿童使其顺从，我们扭曲了他们的现实，产生了尴尬的结果。如果不是网络世界的福分，我永远不会听说过 Laila ，她可能会在孤立中受苦，找不到她的创造激情的出口。相反，她可能会在网上找到一个追求。也许一份蓝领工作会成为一座桥梁，让她有机会看到社会交往的光明。她今天的主要创造性问题是[达芬奇综合症](https://supermemo.guru/wiki/Da_Vinci_syndrome)，她仍在与之斗争（见上文对大学热情的迅速下降）。\r\n\r\n我希望将来这篇文章会有更新。这非常乐观，主要是有网络带来机遇，以及 Laila 在自己的写作中记录的自己的创造性力量。\r\n\r\n彼之 Asperger，吾之创意宝库\r\n\r\n## 延伸阅读\r\n\r\n- [把天才视为 Asperger](https://supermemo.guru/wiki/Trading_genius_for_Asperger)\r\n\r\n- [将创造力与 ADHD 混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)\r\n\r\n- [特需教育](https://supermemo.guru/wiki/Special_needs_education)\r\n\r\n- [早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)", + "type": "text/markdown", + "caption": " 案例研究：天才还是 Asperger\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Case study Genius or Asperger" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Dangers of imposing screen time limits on children.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Dangers of imposing screen time limits on children.json" new file mode 100644 index 0000000..36d47e0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Dangers of imposing screen time limits on children.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Dangers of imposing screen time limits on children", + "text": "# 限制孩子使用电子设备的危害\r\n\r\n原文：[Dangers of imposing screen time limits on children - supermemo.guru](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children)\r\n\r\n## 陷入困境的年轻人\r\n\r\n这一代年轻人的处境似乎很危险：行为问题、肥胖、毒品、电子游戏成瘾，甚至自杀都如流行病般泛滥。纵观历史，这是人们第一次担心下一代会更糟。我们发现了不少罪魁祸首：互联网、电子游戏、垃圾食品、色情影片、合法化大麻，甚至还有糖。有数百个研究团队发出了警报，如流行病学家发现电子设备的使用与抑郁、吸毒与自杀、暴力与杏仁体活动、玩游戏与学习成绩严重下降之间存在关联。2019年，最具权威性的世界卫生组织召集了一个庞大的专家团队，他们一致建议减少幼儿的屏幕时间（见：[世卫组织指南](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#WHO_guidelines)），可见卫生官员们也已经受够了。我们必须阻止这种流行病，而方式就是消灭其罪魁祸首。\r\n\r\n真正的悲剧在于，上述所有的关联、诊断和罪魁祸首基本上都搞错了！它们忽略了折磨当今青年的核心问题。真正的罪魁祸首是无处不在的 **过度保护和专制式的养育与教育** 。\r\n\r\n我们一看到孩子沉迷于[电子游戏](https://supermemo.guru/wiki/Videogames)，就会指责游戏、开发商或游戏行业。相反，我们应该责备父母、教师和其他压抑孩子的成年人世界。不开心的孩子总是会寻求安慰，从而产生导致成瘾的行为。\r\n\r\n年轻人的成瘾问题不在于成瘾因素本身，而在于被剥夺的奖励\r\n\r\n那些看起来天然不易成瘾的人，通常有一个共同点：拥有健康的高自尊，进而内心快乐充实。他们不为聚会上的小酌而忧心忡忡，小饮怡情，有要事便停杯。遗传差异确实也有一定的作用，但这是次要的。\r\n\r\n如果给健康的孩子一个富饶多样的环境，就像[老鼠乐园](https://supermemo.guru/wiki/Rat_Park)中的老鼠一样，他或她便会在球场上流连忘返，而并不会萌生对糖果的病态渴望，患肥胖症或糖尿病的风险也会大大降低。除了足够健康的身体， **自由** 也是达成这种健康平衡的必要条件。早上 8 点的体育课对那些睡眼昏沉的孩子来说，不啻于一种折磨。这样的课简直是南辕北辙，不仅没有传授健康的运动方法，反而招来了孩子对运动、体育乃至对学校的仇恨。\r\n\r\n然而，讨厌运动只是小问题。大多数孩子，至少在较小的年龄阶段，还是喜欢体育的。更大的问题来自于每天太早上学、而且上学时间太长、[家庭作业](https://supermemo.guru/wiki/Homework)太多、家务琐事，专制的管教方式，和其他对自由的限制。\r\n\r\n如果体育老师担心漂亮又崭新的运动场不再热闹，这是由于青少年们对运动的兴趣有所减少造成的。当然，数字设备也是问题。但罪魁祸首是对年轻人的奖励剥夺（见：[奖励的多样性](https://supermemo.guru/wiki/Diversity_of_reward)）。\r\n\r\n在这种被他人强占的生活中，几乎没有锻炼的机会，激情也逐渐被磨灭。病态的渴望随之而来（见：[学校增加成瘾性](https://supermemo.guru/wiki/School_stress_increases_vulnerability_to_addiction)）。它们包括但不限于巧克力、酒精、披萨或电脑游戏。\r\n\r\n## 理解学习熵\r\n\r\n在对数字技术的影响做出判断时，理解诸如[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[学习熵](https://supermemo.guru/wiki/Learntropy)等概念，这对维持给儿童提供合适的发展条件的健康策略来说至关重要。如果没有对 **[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)** 有基本的理解，我们将会不断提出错误的策略，阻碍发展。\r\n\r\nDavid L. Hill 博士（MD，FAAP）是美国儿科学会传播和媒体委员会的主席。在健康儿童网（healthychildren.org，来自 AAP），Hill 谴责那些让小孩子接触电视的父母（[来源](https://www.healthychildren.org/english/family-life/media/pages/why-to-avoid-tv-before-age-2.aspx)）。\r\n\r\n> 我听到很多父母说，「但我的孩子喜欢它！」婴儿可能会盯着屏幕上鲜艳的颜色和镜头运动，但他们的大脑没有能力理解这些奇异的图片。\r\n\r\n我一次又一次地看到专家试图凌驾于孩子健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)之上，且在这个过程中，他们还需要推翻父母那良好的自然保护本能。如果婴儿盯着鲜艳的颜色看，那是因为信号具有较高的视觉[学习熵](https://supermemo.guru/wiki/Learntropy)。对于 1 岁的孩子来说，任何可以用手摆弄的物体，例如一个盒子，都应比该电视屏幕更有趣。如果婴儿无法活动（例如，在婴儿车里），电视的吸引力就会增加。但是，在孩子的自由未受限制的情况下，如果电视仍更具吸引力，那么原则上我们不应该限制其使用。\r\n\r\n包括「专家」在内，没有人知道孩子的大脑里在发生些什么，也不清楚奖励的神经计算机制。「颜色鲜艳」背后有更深的含义：在发展的早期阶段，鲜艳色彩的突出性足以影响孩子早期的教育结果。一旦这些颜色不再具有教育意义（即不再显得新奇），孩子的兴趣会自然地转向其他活动，除非别无选择。\r\n\r\n对于「专家」来说，孩子「不具备理解能力」。实际上，参与特征提取和模式识别的神经网络（见：[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)）在这个问题上才有发言权。这种「理解」，与存储在神经网络中的「视觉计算知识」的现有水平有关。一个艺术鉴赏家可能理解不了孩子的涂鸦，但孩子的大脑可以。\r\n\r\n想象一个书生气十足的医学专家。你对他喊痛，他说：「不，你的大腿一点也不疼。我懂医术。你其实是小腿疼 」。又或有一个专家，替你决定读哪本书。儿科医生对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的航线的预测并不靠谱，而基于此的策略和建议可能非常危险。\r\n\r\nHill 补充说：\r\n\r\n> 婴儿的大脑，需要经过 18 个月的发育，才能将屏幕上的符号，与现实的对应物联系起来\r\n\r\n如果一个普通的孩子需要花 8 年的时间才能熟悉地认出角马（译注：生活于非洲草原的羚羊科生物，又称牛羚），我们是否应该等那么久才让他接触萨瓦纳（译注：指非洲草原）的图像？难道就因为「婴儿可能会盯着动物看，但他们的大脑无法区分不同物种」，便认为去非洲旅行是浪费时间？只有当 Hill 的推理被运用到更高的认知水平时，其荒谬性才明显起来。\r\n\r\n注重学习熵不代表要剥夺孩子的自由。父母可以扮作小丑，极尽所能来吸引孩子的注意力，可以用更鲜艳、更好的颜色，或是更好的动作，或只是一个微笑、几个拥抱。这不代表着剥夺，而是要提供更多选择。当然，一旦孩子的大脑做出了选择，就不应该再去打扰孩子了。（比如孩子来到了书架前），一旦孩子们抽出了某本书，我们就应该给孩子的大脑一些时间来思考这本书的价值，并做出进一步的决定。\r\n\r\nHill 补充说「 **娱乐视频就像婴儿的精神垃圾食品** 」。我们再次看到一个成年人尝试对孩子大脑工作过程的意义进行解读，但他失败了。在许多情况下，让孩子参与游戏是有益的，但选择权必须留给孩子的大脑。关掉电视，把一个新玩具扔进房间可能是一种剥夺（取决于孩子对玩具趣味的评估）。正确的做法是，在孩子真的对电视不感兴趣时，再把玩具扔进去并关闭电视。\r\n\r\n据说，看电视这种被动接受的行为会阻碍孩子的语言发展，但这是个十足的谎言。只有当电视比父母的关注及不成熟的社交都有意思时，才会出现这种情况。如果「视频节目推陈出新，始终有趣」，且孩子能够集中注意，它就是一件好事。孩子大脑能进行的学习效率越高，越不会沉迷于“精神垃圾食品”。\r\n\r\n我很高兴地注意到，Hill 博士没有忘记补充说 **「在《爱探险的朵拉》和《芝麻街》这样的互动节目中，回答角色的提问能让孩子有更多收获。如果孩子的家庭环境不能很好地刺激智力发展，则电视节目的这个优点尤其突出。」** 。换句话说，电子设备也能派上用场。我想补充的是，孩子的大脑是最好的评判标准。如果一个家庭「不那么有趣」，那么朵拉或芝麻就可能更有意思。我们应该庆幸这种吸引力的存在，因为孩子们有了额外的机会，以迎来智力发展的良好开端。\r\n\r\n没有什么比孩子自己的大脑更能判断教育内容的优劣了。\r\n\r\n## 学校成绩不断下降\r\n\r\n[电子游戏](https://supermemo.guru/wiki/Videogames)、YouTube 或电视会对学习成绩产生负面影响（平均而言），这是毋庸置疑的。然而，学校的成绩并不能衡量学生的智力水平。它们只能体现学生对老师或[课标](https://supermemo.guru/wiki/Curriculum)要求的服从程度。 \r\n\r\n如今的虚拟世界，往往比学校里的[无聊](https://supermemo.guru/wiki/Boredom)学业更有教育意义。大脑天生能适应知识的优质资源，因其能确保[记忆的连贯性](https://supermemo.guru/wiki/Memory_coherence)。所以如今的学校毫无竞争力，且只有最好的老师才能与网络上可自由选择的资源竞争。学校的弊端并不值得惋惜（除了它们是[强制教育](https://supermemo.guru/wiki/Compulsory_schooling)这一事实）。这种弊端是相对于获取知识的进步而言的，因此让人高兴。今天的孩子们发展知识的速度相对于他们的父母快出一个数量级。主要的绊脚石是成人世界的入侵，家长们总是不停地唠叨着「那学校怎么办？」。\r\n\r\n## 儿童无意识的模仿\r\n\r\n极简主义者 Joshua Becker 对于简单生活有很多想法（例如 **[如何停止与他人比较](https://www.becomingminimalist.com/compare-less/)** ）。但他对屏幕限制的看法非常局限。他写道（[出处](https://www.becomingminimalist.com/how-to-limit-your-childs-screen-time/)）：\r\n\r\n> 孩子们会自然地模仿他们所看到的。我们可以做一个简单又可怕的实验，让你的儿子观看职业摔跤比赛，然后测试他多长时间后会开始“照顾”妹妹。\r\n\r\n这种观察是不完整的，而且具有误导性。孩子们自然而然地模仿他们认为有潜在回报的东西。如果他们讨厌西兰花，看再久的视频也无法说服他们。摔跤运动对于那些在心理上有着根深蒂固的阳刚需求的男孩们来说是有天然吸引力的。让孩子接触看起来很酷的犯罪行为，是有风险的。然而，这种风险出于对世界缺乏了解。限制自我探索和继续增加[被动的学校教育](https://supermemo.guru/wiki/Passive_schooling)只会让孩子们变得更加脆弱（见：[教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)）。成熟的现实模型自然会避开可能的病态心理，对自由的限制实际上是在增加风险。如果父母施行了家长监护，专制的养育方式也就成了对世界之美的禁锢。在这种情况下，在朋友家中发现的「很酷的犯罪行为」，就会听起来倍加诱人。这个朋友、他的家庭影院以及其中所有用得到的人生哲学也会如此。所有被家长监护屏障锁住的诱惑都会倍显迷人。这就是为什么父母与孩子无话可说，危险的观点态度和成瘾行为也是这样增加的。自由地获取知识能最好地保证（1）模型的现实性与（2）模型与现实的融合。\r\n\r\n我支持极简主义的生活方式。但是，父母的哲学必须自然地与其他看法竞争。只有这样，它才能真正生根发芽，凭借其固有的有效性从而占据主导地位。如果接触屏幕能够有效地展开竞争（例如与极简主义方法竞争），它并不是毫无道理的。我经常在屏幕前花上 15 个小时。我这样做已经有三十多年了。我对产生的许多消极的副作用感到深深的遗憾。然而，知识和交流的回报显然足以验证我的做法是正确的。如果我晚几十年出生，我的妈妈试图限制我使用电子设备的时间，那么世界上所有的爱都不够：屏幕时间会赢。它的吸引力来源于[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。它将摆平一切。未来会赢过现在。我可能会离家出走，并通过电子设备与人保持联系。限制都是徒劳的。\r\n\r\nBecker 的口头禅是「这个家庭有太多的屏幕时间」。父母应该有理有据，而不是只会喋喋不休地重复老话。否则，他们将面临风险。他们将在交谈新鲜事物时不再具有权威模范的地位，反而被称作「老顽童」，孩子们会更倾向于逃避，在同龄人的群体中寻找满足感。\r\n\r\n极简主义者应该看到年轻的大脑正在接受自然的适应性优化。受限的信任是有代价的，是反极简主义的。\r\n\r\n## 文化匮乏\r\n\r\n从未接触过数字技术的孩子在文化上显得匮乏。他们可能无法跟上对话，因此会显得很奇怪。不幸的是，这种情况也经常发生在我身上。我对汽车或波兰电视节目的认识的匮乏可以说是灾难性的。偶尔，这使得我很难参与到对话中去，显得我相当没有教养。这样一来，我就知道在文化匮乏的感觉了。一个没有接触过虚拟世界的孩子可能会遭受更剧烈的逆差。我的一个最聪明的小朋友，出生于 2010 年，他的记忆力和知识总是让我感到吃惊。他能迅速地进行两位数的乘法运算。在学校也相当勤奋，流利地掌握三种语言。他的家人把他的巨大进步归功于学校的纪律性和专注性。他的电子设备接触是受限的。不过，当我看到一个快乐而充实的孩子时，我从来不质疑这种限制。然而，最近当我问及我的小朋友对科学的兴趣时，我感到震惊。他解释说他不知道「科学」是什么。我又用波兰语和英语问了一遍（这孩子在苏格兰和波兰都有待过几年）。虽然他可以眨眼间完成 12x12 的口算，但他不知道科学是什么。更糟糕的是，「二氧化碳」这个词对他来说相当陌生。难以置信，一个 9 岁神童怎么可能对一个在气候变化讨论中的核心关键词毫不知情？一个每小时都会在新闻中出现的关键词。我只能把它归结为新闻过滤后造成的匮乏（为了[直接指导](https://supermemo.guru/wiki/Direct_instruction)）。这不是一个[虚假性矢量](https://supermemo.guru/wiki/Falsity_vector)。这孩子很聪明，很快乐。这个差距会被弥补，但它足以说明限制屏幕时间对世界的认识会产生不利影响。\r\n\r\n## 社交能力下降\r\n\r\n技术对社会技能的影响很难预测，而且在不同的情况下是不同的。有些孩子喜欢独来独往，有些则会利用社交媒体或游戏来增加社会互动。如果新的世界充斥着电子媒体，那么大脑就需要作出相应地适应。不同的技能会有不同的权重，按需适应将会产生最好的结果（平均而言）。\r\n\r\n大人们一直抱怨：智能手机把孩子们相互隔离。我的印象则相反。在阴暗多雨的冬季夜晚，很少有成年人冒险去运动场。有一次，我被一群挤在一起围成一圈的青少年吓了一跳。他们戴着头套，浑身湿透。他们都在忙着用他们的智能手机。他们在沉默中忙碌。当我问他们为什么不在舒适的家里使用手机时，他们说这样一起做更有趣。他们的沉默只是一种假象。这种假象影响了那些没有问出正确问题的成年人。不时地，青少年中有人发现到一些有趣的事情，他们进行互动，然后又回到他们的事情中。除了这种社交上的亲近，他们还喜欢同龄人的非限制性陪伴，而不是专横父母的唠叨。\r\n\r\n如果社交技能被技术削弱或扭曲，这就是一种适应形式。如果这种适应是病态的，其原因往往会在技术之外找到。这更多的是关于父母的教育和学校教育。最糟糕的扭曲来自于社交媒体对[封闭式社会化系统](https://supermemo.guru/wiki/Closed_systems_of_socialization)病态性质的影响。如果一个封闭的系统是病态的，那么用社交媒体放大它的力量就更是如此。同样，技术只是一个信使。问题来自于把孩子们关在一个他们无法逃脱的盒子里。\r\n\r\n最后但同样重要的是，在现代世界，需要出现新的社交技能。一个被旧标准社会化的人可能很难进行数字互动。在电子邮件或 Facebook 上读懂情感可能更难。很容易误读，而且代价可能会很高。新的世界需要新的适应，包括新的社会互动形式。\r\n\r\n## 儿童攻击性增加\r\n\r\n反对接触屏幕的人认为，屏幕使孩子们变得具有攻击性。据称，玩家将电脑游戏与现实相混淆。关于游戏玩家攻击性行为的恐怖故事只能用严重的精神障碍来解释。毕竟，精神分裂症患者不需要电脑来混淆现实和他脑海中的想象结构。\r\n\r\n关于诱发攻击性的说法植根于相关研究，没有考虑到[奖励多样性](https://supermemo.guru/wiki/Reward_diversity)。在一个自由度有限（包括对屏幕时间的限制）的孩子身上，攻击性同样可能是由限制而非娱乐内容引起的。我自己的观察使我倾向于更加大胆：攻击性是由父母诱发的，而不是由游戏或 YouTube。在电子媒体中观察到的攻击性行为的模仿通常是相当超脱和非攻击性的。例如，孩子们可能会以一种委婉的分析思维来练习综合格斗的动作。他们会静静地与对方练习攻击性动作，以备在现实生活中需要攻击性的那一天。然而，仅仅是模仿是没有攻击性的。\r\n\r\n与屏幕打交道多时后的行为变化很容易与自然的平衡疲劳相混淆（见[瑞士奶酪模型](https://supermemo.guru/wiki/Swiss_cheese_model)）。一个在足球场上呆了一天的孩子与花了一天时间学习（与屏幕或为学校）的孩子相比，会表现出非常不同的、明显更有利的行为。暴躁来自于[网络的压力](https://supermemo.guru/wiki/Homeostatic)，可能与实际接触屏幕没有什么关系。如果诱人的书籍成为家庭战争的目标，可能会有同样的效果。幸运的是，父母很少谴责看书，即使它是以[家庭作业](https://supermemo.guru/wiki/Homework)为代价的。\r\n\r\n如果你说，当儿童被剥夺设备时，「可能会出现急性突然戒断反应（攻击性等）」（见[下文](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#angry_parents)），你是对的。然而，采取的预防措施大多是错误的。记住这一点是有帮助的：\r\n\r\n- 父母不是神\r\n\r\n- 科学家经常研究相关关系，而不是因果关系\r\n\r\n- 禁止会见朋友可能会引起同样的反应\r\n\r\n- [游戏可能是最佳教育的来源](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)，由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动。\r\n\r\n## 足球可以毁掉一段婚姻\r\n\r\n下面的故事说明了限制屏幕时间对儿童心理的影响：\r\n\r\n想象一下，你热爱足球。你不介意把周六的时间花在观看最爱的联赛、阅读查找并学习相关资料，甚至幻想与足球有关的活动上。无论你的生活目标是什么，这种热情的追求对你的大脑、心理健康和寿命都有好处，只要它不妨碍你真正踢足球，而且在观球时不暴饮暴食。节制可能是一件好事，但你也认为不该被上层强迫如此（如政府）。如果你的妻子经常唠叨你的足球习惯，乐趣也可能会减少。你可能会变得紧张、烦躁、愤怒、焦虑等等。如果这种唠叨每周六都出现，你可能会想在书房里装把锁。唠叨可能会把你心爱的妻子变成一个避之不及的老太婆，尤其是在周六。如果她想方设法让你远离足球，例如周六时在家待客，她简直可以把你逼疯。现在想象一下，有一天，她灵光一闪，掐断了电视信号，这时你会不会大发雷霆？你会怪谁，足球还是你的妻子？你的愤怒是否应该成为更高权威（如妻子）的借口，「严格监督」你观球？很少有人能够在这样的情况下控制住自己的情绪。然而，我们确实经常和孩子们玩这种禁止和戏弄的游戏。我们不断唠叨道：「不要玩游戏，做你的[作业](https://supermemo.guru/wiki/Homework)」，日复一日，年复一年。长此以往，他们的发狂真的令人惊讶吗？精神疾病干预的增加，这出人意料吗？问题的根源不在于孩子，也不在于游戏，而源于父母扮演上帝，控制孩子的情感和生活。正是这种对人权的侵犯引发了愤怒！\r\n\r\n科学家可能只会去计算冷冰冰的相关数据：更多的游戏等于更高的攻击性。我不会感到惊讶，以类似的方式，我们可以发现， **更多的足球意味着更多的婚姻问题** 。与其收集干巴巴的数字，我更喜欢和孩子们交谈。自 1986 年起，我不再玩电脑游戏（我在[这里](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)解释了原因）。由于无知，我一直在四处打听。我和孩子们交谈，也和成年玩家交谈。情况很清楚：健康的游戏者能够自我调节。他们逐渐把注意力从游戏转向对长期目标的追求，且游戏也未影响他们的攻击性水平。他们能分清虚实：他们可能在游戏中杀人，而在现实生活中则同样可能有爱心和同情心。就和双语者可以区分语种一样，他们可以区分游戏和现实生活。当受到外部压力或存在其他压力源时（如学校），成瘾问题开始显现。与[老鼠乐园](https://supermemo.guru/wiki/Rat_park)类似，可以自由接触电子设备的孩子们并没有失去社交需求及在现实世界中移动、嬉戏和玩耍的需要。邪恶的根源来自于成人世界，这几乎是他们一致的看法。作为一个热心观察周围孩子的人，我同意他们的观点。游戏是重要的学习来源，家庭应该允许孩子们自行面对节制的问题，且强制的手段难免会适得其反。此外，孩子的自由应该永远是神圣的\r\n\r\n## 无孔不入、无所不在的宣传\r\n\r\n孩子们在网上接触到了大量的假新闻和宣传。然而，世界上的大量知识以及对假新闻普遍性的预防提醒能够很好地保护孩子们不被宣传洗脑。而屏幕限制的作用正好相反：它们封锁了进入知识世界的途径。我没见过 7 岁的孩子到处浏览阴谋论网站。他们确实会进去看看，但时候会再出来。他们的兴趣起伏不定，并受[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的控制。地平地理论很有趣，也很有教育意义（当由相反的挑衅者提出时），将这些理论与其他科学理论进行比较同样有趣。最后，随着不断接触现实，错误的模型越不可能赖在大脑中。现实生活中的一件事如观看日落，可能让年轻人意识到：「地平论傻子才信」。或者，他们可能会在 YouTube 或其他媒体上找到最终令人信服的论点 。我们无法预测通往真理的轨迹， 但其一定会在尽可能少的[虚假性向量](https://supermemo.guru/wiki/Falsity_vector)（比如父母的限制）的干扰下，走向一个合理的模型（基于[抵抗算法](https://supermemo.guru/wiki/Education_counteracts_evolution)）。\r\n\r\n## 广告改变心智\r\n\r\n孩子们比大人接触的广告更多，于是他们发展出了无视广告所需的工具、诀窍和技术。他们知道该按哪个按钮，或如何滑动屏幕来躲开广告。广告使许多[电子游戏](https://supermemo.guru/wiki/Videogames)免费，而广告商为此付出了沉重的代价。一个精通上网冲浪技术的孩子知道该点些什么，这样上完厕所回来便能获得游戏积分。更糟糕的是，孩子们经常发现广告具有教育意义，而且很吸引人。他们会重复观看广告，使得大数据对观看时长的分析失去意义。广告商因孩子的这种乐趣遭殃。在孩子和广告之间，遭殃的是广告商：他们有大量观众会无视广告信息（指孩子）。\r\n\r\n## 世界卫生组织关于屏幕时间限制的指导方针\r\n\r\n新的[世界卫生组织屏幕时间指南](https://www.who.int/news-room/detail/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more)的一位主要发言人是 Juana Willumsen 博士。Willumsen 是世界卫生组织预防非传染性疾病部门的一名技术官员，也是报告中所列的世卫组织指导小组的成员。她是一名营养学家，研究基于人口的儿童饮食、运动和睡眠策略，以及产前护理、预防新生儿死亡、母乳喂养等课题。她不是认知科学家，没有专业资格来评论[电子游戏](https://supermemo.guru/wiki/Videogames)或 YouTube 的心理影响，她也没有声称自己是这样的人。她主要关注的是屏幕和身体活动之间的竞争（见：[采访](https://www.youtube.com/watch?v=3F9Q4FZMcM4)）。仔细分析世卫组织的报告，不难得出这样的结论：如果父母能够让孩子有足够的身体活动，很可能就无需限制屏幕时间（见[报告全文（PDF）](https://apps.who.int/iris/bitstream/handle/10665/311664/9789241550536-eng.pdf)）。\r\n\r\n的确，屏幕时间与较少的身体活动相关，然而，活动的减少可能一方面因为孩子会花更多的时间在游戏，另一方面因为身体活动减少的孩子更容易上瘾。当一个孩子身体活动时长符合要求时，她已经足够活跃了，而屏幕时间不太可能减少这种时长，除非有大脑奖励系统所决定的、基于刺激价值的时长自然下调。对运动的自然需求是相当强烈的，在许多情况下，越缺乏体育活动就让人越想去运动。\r\n\r\n[The Verge](https://www.theverge.com/) 的任务是预言「技术将如何改变生活」。他们对世卫组织报告的分析就聚焦于此（[来源](https://www.theverge.com/2019/4/25/18516669/screen-time-limits-who-children-health-physical-activity-sleep-tv-phones)）：\r\n\r\n> 众所周知，世界卫生组织的新建议是监护人应限制幼儿的屏幕时间。但是，这些建议与其说是关注屏幕时间本身的风险，不如说是强调花时间做别的事情的好处。\r\n\r\n很多媒体图方便地歪曲了世卫指南的信息，认为其强调了屏幕的危害，但 Juana Willumsen 否认了这一点：\r\n\r\n> 我们并没有专门研究屏幕的影响，例如关注其散发的光线、播放的内容，或对认知发展的影响。我们专门研究的课题是久坐行为\r\n\r\nThe Verge 引用了该领域的专家 Michael Rich 博士的话，他对媒体和游戏的看法更偏向于认知：\r\n\r\n> 波士顿儿童医院媒体与儿童健康中心主任 Michael Rich 认为，只关注世卫组织对屏幕时间的建议是片面的。他说：「这（对屏幕时间的建议）并不是说屏幕可能有毒性，而是对孩子来说，与面对面的互动相比，它是一种相对贫乏的刺激源。」\r\n\r\n健康的孩子有着正常的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，因此没有因「缺乏刺激」而受伤的风险。一个健康的心灵会很快对带有低[学习熵](https://supermemo.guru/wiki/Learntropy)的信号[感到厌烦](https://supermemo.guru/wiki/Boredom)。然而，生活中的其他问题可能会扭曲儿童对信号的感知，这才是头等大事。\r\n\r\nRich 博士恰如其分地自称为媒体医生（即专注于媒体影响的儿科医生）。他在媒体和儿童健康中心的[这个网址](https://cmch.tv/gaming-disorder/)上发表了更广泛的评论：\r\n\r\n> 虽然世卫组织正在增强全球意识是件好事，但我们担心[游戏障碍](https://supermemo.guru/wiki/Gaming_Disorder)这个概念过于局限，无法描述来求诊的年轻人的情况。我们发现问题不仅在于游戏方面，也在于社交媒体、色情制品，以及我们所说的「信息狂欢」——无限制地搜索和观看短视频、超话、超链接、维基和其他互联网黑洞——等方面。\r\n\r\nRich 博士的观察是正确的。作为一名医生，他在给出建议时极为慎重。在这种情况下，「信息狂欢」之所以被视为错误或不适应，是因为外部[强加的规范](https://supermemo.guru/wiki/Rebellion)（如由父母、学校等设定）。如果学校因为数字媒体而显得停滞不前，这种局面就会被认为对孩子不利。数字媒体若是使孩子与父母的沟通变少，那当然是不对的。然而，我们更应该从解决孩子的自由问题开始。狂欢是对自由限制的自然反应，它是对压迫性现实的逃避，从而进入一个全新的、具有认知挑战吸引力的世界，内含由维基、视频、超话等承载的新知识。它们“黑洞”的一面只反映了年轻大脑所获得的价值和回报。给这些东西贴上病态的标签，只会让事情更糟。自然，我们总是建议向明智的医生咨询，并且也许父母比孩子自身更需要医生的建议（见：[父母管理培训](https://en.wikipedia.org/wiki/Parent_management_training)）。\r\n\r\nRich 还对数字媒体带来的错误信息和危险的条件作用感兴趣：\r\n\r\n> 研究表明，当一些青少年反复观看吸烟或饮酒等活动，且影像资料中不包含上述活动的后果与代价时，他们更有可能尝试这些活动。[...] 专家警告说，当孩子们反复看到不流血、没有负面结果的暴力行为时，可能会有类似的效应。当暴力与快乐一起呈现，如喜剧或色情片，或被视为赢得胜利的手段时，暴力就会更有吸引力\r\n\r\n这些危险皆源于大众对儿童接触「危险」内容的错误认识。在这个媒体无处不在的世界中，人们几乎无法避免接触到大量解释吸烟和饮酒危害的信息。因此，禁止数字媒体可能会适得其反。同样的信息若是来自专制的父母，可能会被孩子[为了反对而反对](https://supermemo.guru/wiki/Rebellion)。他们可能不会客观地从多渠道获取知识，而是挑衅般地反对父母，亦违背了理性。\r\n\r\nRich 对常受谴责的流行游戏《堡垒之夜》发表评论：\r\n\r\n> 请告诉您的孩子枪支的作用，以及如何负责任地使用它们，同时要告知他们在现实生活中与在电子游戏中使用武器的区别。最重要的是，无论他们如何娱乐，确保他们珍视自己的生命和福祉——以及他人的生命和福祉\r\n\r\n换句话说，一位医学家不会让你直接禁止《堡垒之夜》的游玩。相反，正确而明智的建议是，父母应该有好奇心，善于沟通，并提供帮助。丰富的知识可以消除危险信息的影响，而一段对话可以促进知识的增加。父母应该为孩子提供一切条件，以让其接触世上丰富的知识，而不是简单地切除“毒瘤”，如禁用游戏机。在这种情况下，知识是最好的预防（预防暴力等危险信息的影响）。\r\n\r\n## 屏幕时间多长比较好？\r\n\r\n我对屏幕时间的主要担忧与 [DSPS](https://supermemo.guru/wiki/DSPS)、近视和不活动（我在[这里](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#The_solution:_self-balancing_freedom)详细说明了我的担忧）有关。人们碰巧缺乏明确的最佳标准，以根据数据计算屏幕时间的最佳值或最大值。我和坐在办公桌前的专家们给出了不同的猜测。如果你相信世卫组织，就听世卫组织的。如果你担心 [DSPS](https://supermemo.guru/wiki/DSPS)，那么你最好听听我基于 [SleepChart](https://supermemo.guru/wiki/SleepChart) 提供的数据而给出的主张。这些数据是独一无二的，而世卫组织方面从未要求获取或者表显出兴趣。\r\n\r\n一个研究心脏病的专家，可能在发现肥胖症的流行后怪罪屏幕，并要求对其进行限制。他不会考虑屏幕在认知方面的好处，或者可能会无视如下事实，即屏幕也可能激励人们去锻炼（成千上万的频道都在激起健康的潮流，无论运动形式的新旧，如跑酷、街头锻炼、霹雳舞、滑冰、杂技等等）。专家们可能忽视了基于宵禁和限制的纪律性方法所带来的危害。\r\n\r\n在我看来，寻找具体的最佳屏幕时长，类似于寻找每个人每天的最佳慢跑量，或者最佳[睡眠长度](https://supermemo.guru/wiki/Sleep_length)。关于此点，这里有一个[不错的讨论](https://www.psychologytoday.com/us/blog/tech-happy-life/201812/how-much-screen-time-is-too-much)。\r\n\r\n孩子们的自我调节能力很强，然而，一旦我们进行干预并施加限制，就会引发一连串的抵抗反应，并导致自我调节控制系统的混乱和失效。孩子不会因屏幕而超重，只因为奔跑的需求深深刻在他们的大脑之中。然而，如果我们早早地叫醒孩子，让他们在学校里耗尽精力，就很容易让他们跑不动也不想跑，从而养成整天平板不离手的习惯。 现代生活方式让我们的生理系统趋于混乱，成年人尚且需要大量知识才能不受其侵害，更不用说孩子了。即使是超市里的健康蔬菜也可能增加癌症风险，途经的（非马斯克牌）汽车和烟囱都会缩短我们的寿命。重获控制权的最简单方法便是尽量减少技术对大脑可控性的干扰。\r\n\r\n你该如何将孩子们的电脑时长限制在两小时之内呢？通过限制自由？通过签订合约？禁令可能会引发怨恨和[上瘾](https://supermemo.guru/wiki/Gaming_disorder)的蔓延。我们更应该因孩子们想要学习而庆祝！我们越是给年轻人施加压力，逼他们遵守学校的要求，不用手机和电脑，游戏就越像逃避而非学习的机会。\r\n\r\n我自诩理性，曾声称已很好地自我控制，并可以享受工作。然而，如今我意识到，这与控制无关，而是关乎生产力带来的乐趣。通过努力工作，我拥有了「自然的高效率」，无需自律，或目标的迭代优化。现在一切都成了一种愉悦的本能，几乎无需思考，所以不会打断工作的节奏。偶尔在我慢下来思考时，总会觉得「这就是对的事」，然后便回到日常的工作节奏中去。让我遗憾的是，大多数孩子没有自主权来学习度过快乐和有意义的生活。上面的例子颇让人沮丧。\r\n\r\n生产力可以源于自我调节。在自由的条件下，限制和约束可以被健康的习惯所取代\r\n\r\n## 对 3 岁儿童的强制学校教育\r\n\r\n一味纠结于屏幕的危害会使[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)恶化。\r\n\r\nEmmanuel Macron 有一颗改革的心，但若对大脑了解不足，则改革的热情可能会引发灾难。大量的教育改革者将此奉为圭臬：早期教育有利于提升整个社会的智力水平。但实际上，它十分危险地干扰了自然的发展，因此产生的可能不是一代快乐的问题解决者，而是 **[病态的社会](https://supermemo.guru/wiki/War_of_the_networks)** 。我讨论了早期教育的一系列危害，其中最严重的一点可能是三岁时发生的[母体分离](https://supermemo.guru/wiki/Maternal_separation)（见：[日托的痛苦](https://supermemo.guru/wiki/Daycare_misery)）。然而，在讨论屏幕时间限制问题时，我们应该注意到[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的一个出自好心的目的是防止儿童滥用屏幕。\r\n\r\n国家教育部长 [Jean-Michel Blanquer](https://en.wikipedia.org/wiki/Jean-Michel_Blanquer) 是一位法律博士，而不是脑科学博士。他以打击学校中的移动设备而闻名。2018 年，他宣称（[来源](https://www.skillogs.com/en/2018/04/12/compulsory-schooling-at-age-3/)）：\r\n\r\n> 滥用屏幕会影响睡眠质量或儿童的注意力。且神经精神病学家指出，它会改变他们的语言表现。孩子越小，情况越严重，但恢复的可能性越高。因此，幼儿园必须设法预防屏幕滥用，特别是针对7 岁以下的儿童\r\n\r\n如果我们用探索的自由来换取严格的命令，最终会养出一代孩子把思考的奴役视为理所当然。这种奴役是跨时代的，他们所有的后代都要奋力从枷锁中挣脱。一旦成为奴隶，就永远是奴隶。在托儿所长大的父母对早期教育的危害没有足够的同情和理解。\r\n\r\n正如不该在葬礼上谈论遗产，所以也不该补充说关于早期[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的新法律将创造大量的就业机会。我们这是在用未来后代的心理健康来换取今天成人一时的舒适。\r\n\r\n## 缺乏跨领域的专业知识\r\n\r\n我对游戏和精神病学的了解不足，无法做出全面的论述。论述的依据主要来自学习理论，可能并不完整。\r\n\r\n[Mike Brooks](https://www.psychologytoday.com/us/experts/mike-brooks-phd) 博士是《[科技一代：在一个超级连接的世界中培养平衡的孩子](https://www.amazon.com/gp/product/0190665297/ref=dbs_a_def_rwt_bibl_vppi_i0)》的作者。\r\n\r\n他是那种最有资格谈论屏幕时间的心理学家。他不仅拥有该领域的知识，还与有问题的青少年打交道，并承认自己是狂热的游戏爱好者。最重要的是，他似乎履行了自己的诺言，的确在以自由和自律的精神抚养后代。只有取得了心理学学位的游戏玩家才能有如此平衡的观点。\r\n\r\n如果你对[世卫组织指导方针](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#WHO_guidelines)有所顾虑，那么我推荐这个网站： https://techhappylife.com/，它提供了谨慎和平衡的反驳。Brooks 博士还开设了[轻松的 YouTube个人频道](https://www.youtube.com/channel/UCBlzEgiD7nohlAyRu-eSSqw)，以提供丰富的育儿建议。\r\n\r\n随着对电子设备的谴责大行其道，TechHappyLife.com 的 Stephanie Ware 谈到了一个涉及心理学和精神病学的更高层次的问题，让我觉得非常有意义（[来源](https://techhappylife.com/the-real-harm-of-screen-time/)）（对比我自己的文章：[我有 ADHD，我喜欢它](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it)）。\r\n\r\n> 对屏幕时间影响的争论实际上属于社会科学中一个更广泛的问题。部分源于可重复性危机（译者注：许多科学研究的结果难以被复制，则其成果的可靠性与有效性无法得到保障，这威胁到了许多学科领域），我们正处于社会科学革命的初期。简而言之，在心理学中，我们对很多事物真实性的认识并不如想象中的可靠。许多重现具有里程碑意义的研究的努力都落空了。部分原因可能是研究人员的偏见、出版偏见、统计缺陷、研究设计缺陷、数据的选择性保留、P值篡改（译者注：在心理学领域中，P值有极其重要的作用，显著的P值代表着研究者关注的效应可能真实存在）、自负、自欺欺人和盲点（译者注：指研究者未注意到的内容，如一些被忽略的额外变量）。虽然造成可重复性危机的因素是多种多样的，但总的来说，如今心理学界笼罩在乌云之中（即心理学所取得成果的有效性受到了威胁）\r\n\r\n与 Brooks 和 Ware 的观点一致，我所取得恰当平衡的方法相当简单，因为它也基于自由和自律。见：[解决方案](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#Solution)\r\n\r\n## 解决方案：自我平衡的自由\r\n\r\n我主张以自由和健康的自我调节为基础的自我平衡解决方案，而不是设置屏幕时间限制。\r\n\r\n以下是对屏幕时间的核心关注点：\r\n\r\n- **奖励间的“竞争”** ：新的奖励来源可能会对其他形式的奖励造成竞争性影响（例如，影响运动带来的奖励）\r\n\r\n- **近视** ：电子设备助长了近视的流行\r\n\r\n- **运动缺乏** ：（大多数）数字技术减少了运动\r\n\r\n- **睡眠障碍** ：相位障碍大为流行（特别是青少年时期的 DSPS，即延迟睡眠期综合征）\r\n\r\n- **食物** ：缺乏运动导致饮食结构失调，食欲控制不良，以及肥胖。\r\n\r\n- **学校** ：「数字生活」的丰富多彩往往会导致在校成绩的下降\r\n\r\n其他问题：成瘾、攻击性、抑郁症等主要是限制自由的副作用（特别是虐待、父母专制、学校教育、欺凌等），这些内容本文亦有讨论。\r\n\r\n以下是我对这些问题的看法：\r\n\r\n- **奖励间的竞争** 可以通过更严格地坚持保护自由，在自我调节的基础上最大限度地实现有效控制来解决。如今世界的高奖励性降低了自我控制的稳定性，很容易形成一种新的稳定却有害的平衡。周围的奖励源越丰富，人们就越需要自由\r\n\r\n- **近视** 不必被视作病症。相反，它是对周边世界的一种自然适应。问题的正确解法是促使人们锻炼眼睛的适应系统，比如增加在户外晴日下的运动，更多地享受大自然。\r\n\r\n- 应对 **运动缺乏** 的最好办法是运用成瘾的力量。在无需运动的现代世界中，人们更难从运动中获得奖励。这就是为什么简单如买个滑板的举动可能还不够。而若身边有榜样，如家中有人滑滑板，那么效果会更好。定期锻炼是最好的保证。我无法开出详细万能的「处方」，但我个人已利用健康的成瘾养成了定期锻炼的习惯。这个问题应该可解，因为我的周围有许多正面案例\r\n\r\n- **睡眠** ：我认为，与孩子立下约定，以限制屏幕使用时间（如晚上 18-19 点不看屏幕），应该不难。我反对在学习中使用贿赂，但支持对约定的遵守加以补偿。在晚上减少蓝光和刺激，就可以减轻相位后移（见：[治愈 DSPS 和失眠](https://supermemo.guru/wiki/Curing_DSPS_and_insomnia)）\r\n\r\n- **食物** ：我自己仍在面对健康饮食的问题，但我知道关键在于不要在青年时期[搞乱食欲控制系统](https://supermemo.guru/wiki/War_of_the_networks)。自由和自我调节可能再次发挥了作用。此外，关于上述内容有大量的糟糕实例。而我大概知道自己因无知犯下过什么错误（例如严格节食），但这些超出了本文的讨论范围\r\n\r\n- **学校** ：我认为整个[被动学校教育](https://supermemo.guru/wiki/Passive_schooling)的概念应该被废除。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，无需担心成绩下滑。由于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统做出了正确的选择，学习得以蓬勃发展。只要我们接受学习不能简单地导向特定目标的这一事实，这些选择就会使学习最大化。我更看重描述世界的一般性知识，而非学校所授的干巴巴的公式。孩子的大脑在适应了那些干巴巴的公式后，就会立刻将其抛到九霄云外，仿佛碰到了昨晚的剩饭。在自由的条件下，学习不太可能被数字技术干扰，反而会适应它并运用其给予的新机遇\r\n\r\n总而言之，有三点对于保护孩子们免受屏幕时间的伤害至关重要：\r\n\r\n- 通过提供选择的自由来保护整体的[奖励多样性](https://supermemo.guru/wiki/Diversity_of_reward)\r\n\r\n- 遵循微规则，尽量减少科技和人体生理之间的冲突（如上文所建议）\r\n\r\n- 围绕[昼夜循环](https://supermemo.guru/wiki/Circadian_cycle)来规划每一天，这有助于培养正确的习惯，并有利于[奖励多样性](https://supermemo.guru/wiki/Diversity_of_reward)（见：[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)）\r\n\r\n保护孩子远离新技术的危险不代表需要限制自由，也不必是困难或有压力的。例如，可以立下约定的基础上购买新设备：父母提供费用，孩子同意遵守简单的微规则，以保护自己的健康（例如，「18:00 后不看屏幕」）。这些微规则可能有利于自我调节和自我实现。希望孩子能够坚持自己的承诺，而这对亲子关系健康的孩子来说并不难。\r\n\r\n换句话说，自由和自我调节是首要的。而成年人只应在实际存在生理性威胁时施加干预以提供帮助。\r\n\r\n数字平衡的公式涉及（1）自由，（2）[奖励的多样性](https://supermemo.guru/wiki/Diversity_of_reward)，和（3）对人类生理习性的尊重\r\n\r\n## 父母们对我的主张表示愤怒\r\n\r\n我很少看到自己对于教育问题的著述引发如此大的争议，或许是因为牵扯到了暴露在屏幕、视频和电脑游戏中这种情况。这种怒火是双重打击，一重来自生物习性，一重在社会中根深蒂固，后者涉及的机制有利于提高群体凝聚力。如果我们看到群体中的一位成员（1）表达了不同的意见，并且认为（2）这条意见相当有害，那么我们就会攻击这个异类。这种行为内置于大脑中，并意味着进化上的优势。这是一种[欺凌](https://supermemo.guru/wiki/Bullying)的基本成分（通过社会污名化实现服从）。此外，在这种算法式攻击行为中还有放大性的成分——若之前的举措未奏效，那么攻击行为会更为严重。令我庆幸的是，我对社会压力相当不敏感。 我之所以不受影响，是因为我相信为了长期发展，必须要尊重孩子的自由。我也相信数字媒体的认知价值，以及[学习内驱力](https://supermemo.guru/wiki/Learn_drive)算法的力量。我不能屈从于社会压力，因为那不符合我对大脑运作方式的基本理解。这不代表着固执己见，或对与众不同的迷恋。如果我的模型（译者注：基于对大脑的理解）足够强大，社会压力就很难改变我。来自社会的攻击实际上正促使我去更多地阅读、学习和研究。到目前为止，这对反对派来说不是个好消息，因为我的模型只会因他们的攻击变强。如果你愿意的话，可以认为这是证实偏差（译者注：心理学术语，指个体倾向于接受肯定已有信念的信息，而忽略否定性的信息，即倾向于坚持旧有观点），然而，如果一个模型有着内在缺陷，这种情况就不易发生。在过去，我的想法曾多次改变（例如，见关于[遗忘的指数性质](https://supermemo.guru/wiki/Exponential_nature_of_forgetting)的报道）。这些改变是因为数据，而非反对派的怒火。\r\n\r\n一位 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的前用户称 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 为[伪科学博客](https://supermemopedia.com/wiki/SuperMemo_Guru_is_a_low-IQ_pseudoscientific_blog)。在回应我的文章 [SuperMemo 对孩子不起作用](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids)时，作者因我不够直截了当而感到不满。他认为我应该说 **「儿童在青春期之前不应该使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，也不应该使用任何其他电子设备」** 。\r\n\r\n他引用了[世界卫生组织指南](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#WHO_guidelines)。他愤怒的文字代表着其他人，特别是父母，对我关于儿童自由的文章的反应。他们指责我对大脑缺乏了解。\r\n\r\n在对权威的呼吁中，除了世卫组织之外，DSM-V 也受到了召唤。然而 DSM-V 并不能为反对者撑腰：它不包括[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)和[数码痴呆症](https://supermemo.guru/wiki/Digital_dementia)等概念。而 DSM-VI 中的相关内容仅为猜测。如果 DSM-VI 涉及[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)，那它说的也是诊断方法，而非成瘾的神经生理学基础。世卫组织涉及的情况更为有趣，我会在[独立章节](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#WHO_guidelines)中进行讨论。\r\n\r\n以下是该用户邮件的简略摘录（原文见[这里](https://supermemopedia.com/wiki/SuperMemo_Guru_is_a_low-IQ_pseudoscientific_blog)）：\r\n\r\n> 电子设备的使用会损害12 岁以下孩子的大脑发育。世卫组织本身对家长提出了建议，即如果他们的孩子的智能手机/平板电脑/笔记本电脑等设备每日使用时长超过 1 小时，他们的大脑发育往往会出问题，并可能因长时间的设备使用而成瘾。如果突然剥夺孩子们的设备，可能会引发急性戒断反应（攻击行为等）。电子设备的成瘾已被世界卫生组织列为一种精神疾病。DSM V 中可能相关信息不多（考虑到其作者们就新版本达成一致的耗时之久，就像 DSM Ⅳ 那样（译者注：原文为 V，此处根据文意更正），这一点便可以理解），但 DSM VI 肯定会涉及这些研究成果，而且会引入新的 ICD-10 编码。\r\n\r\n>\r\n\r\n> 考虑到这一点，令我震惊的是，你们居然没有遵循科学新闻和世界卫生组织的建议，也漠视了那些关于[SuperMemo](https://supermemo.guru/wiki/SuperMemo)对2-4岁及以上儿童（他们的大脑发育尚不完全）影响的研究。 上述内容明确指出你们的产品不适合这个年龄范围的人群。事实上，你应该向潜在的用户公开声明，严禁 12 岁以下的用户在无父母/监护人严格监督的情况下使用 SuperMemo，否则难以避免网络上其他材料的干扰（如YouTube 上的动画片）。例外当然存在，但如果一百个被试里只有一个年轻人的记忆因你们的产品而受益，那就不该到处宣传产品的好处，却忘记了剩下的 99 个被试孩子很可能在未来因为接触联网的手机/笔记本而遭受精神折磨。请你去研究我提到的世卫组织的建议，并在网站上加以警告。\r\n\r\n>\r\n\r\n> 我希望你能 **认真对待世卫组织的这一信息** 。就算一个 4 岁的孩子能够引用美国宪法，而学习的过程却可能埋下隐患——对孩子的情感和社会大脑发展——这又怎能是件好事呢？\r\n\r\n>\r\n\r\n> 你的那篇文章应该强调此点：12 岁之前，孩子们每日智能手机不、平板电脑或笔记本电脑的使用时长不应该超过 30 分钟，否则可能 **不利于大脑情感和社会方面的发展** 。并且，你应该写道，小孩子可以尝试和使用 SuperMemo ，但要在父母或法定监护人的完全控制下，及世卫组织规定的时间限制内。如果 SuperMemo 被证明有效，那就没问题。但正如你已经注意到的，这样的成功案例相当罕见。\r\n\r\n>\r\n\r\n> 我认为： **作为一个科学家，你应该负起责任，并对潜在的危害作出警告** 。你不是研究幼儿大脑发育的专家，所以请从权威渠道了解相关主题，并纠正你的观点，而且——更重要的是—— **修正文章内容，以符合医学的研究进展，而不是你无知的观点** 。\r\n\r\n我首先要指出，[世卫组织指南](https://apps.who.int/iris/bitstream/handle/10665/311664/9789241550536-eng.pdf)并未提及违反建议的后果。它没有谈到成瘾问题，甚至不曾使用「大脑」或「攻击性」这些词。所有关于「精神障碍」的说法要么出自[虚假记忆](https://supermemo.guru/wiki/False_memory)，要么是现代媒体博取观众眼球的典型成果。这只是有关[数码痴呆症](https://supermemo.guru/wiki/Digital_dementia)错误观点的另一个例子。[世卫组织指南](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children#WHO_guidelines)是非常谨慎的，「证据的总体有效性被视为非常低」这句话被使用了四次：每条建议（共三条）各一次，综合建议一次。\r\n\r\n我非常感谢这种批评，因为它使我认识到并公开声明：我的著作实际上不是为了表达科学共识，而是与之相反。科学共识很容易从其他来源获得，而[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)更多的是我对科学共识的反对观点。这是 **反对意见** ，也是将我自己的研究交给读者审查（而非由[同行评议](https://supermemo.guru/wiki/Peer_review)）。换句话说，SuperMemo Guru 更多与我的个人看法有关。它是一种观点。我追求卓越的学习，而好的学习需要好的来源。对于次要的问题，科学共识或群众共识（如维基百科），是很好的知识来源。然而，当涉及到金子般珍贵的灵感时，我总是寻求天才和专家的意见，却不寻求共识。我寻求的是对某一科学领域有良好模型和理解的人。我花了 40 年时间研究人的大脑、记忆和学习，因此建立的模型往往与你在普通科学杂志上读到的东西相去甚远。这就是我想向别人介绍的知识。我主要是为那些相信我的工作的人写作，即便你不属于其中一员，我仍然很高兴看到你阅读和批评我的作品。这将帮助我改进我的文字。然而，在这种情况下，我看到我对他的批评比他更重。他批评我说得太少（反对在童年使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)），而我反对他更根本的观点。我相信，我们需要调整自我以适应这个孩子们从小就使用电子设备的世界。无论我们在哪里看到消极的副作用，我们都需要尝试教育、缓解和寻求解决方案。我们不能禁止这些设备或限制孩子的自由。如果一个 3 岁的孩子说「我想使用 SuperMemo」，我会为之欢呼。然而，这永远不会发生。顺带一提，如果这个预测有误，我也会真心实意地庆祝。\r\n\r\n## SuperMemo 的害处\r\n\r\nSuperMemo 插入。[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\n除了我在 [SuperMemo 对孩子不起作用](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids)中写到的内容外，我不打算再夸大 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的危害。在讨论限制屏幕的问题时，我们要注意到，孩子完全有可能在不接触屏幕的情况下使用 SuperMemo，且这也许是可行的。存储在 SuperMemo 中的问题可能会在游戏过程中悄然得到复习。如果有合适的语境，它便可能提供足够的[匹配](https://supermemo.guru/wiki/Coherence)来建立记忆。然而似乎无人这么做。孩子们甚至不能在自己打字之前主动使用 SuperMemo（此处不考虑 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 开发的儿童程序）。换句话说，屏幕暴露问题更多与[电子游戏](https://supermemo.guru/wiki/Videogames)或视频有关。对一个 2 岁的孩子而言， SuperMemo 几乎必然涉及基于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)所设计的游戏。它不代表死盯着屏幕，特别是界面单调的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 很难使学习游戏化，孩子们只会感到厌烦。换句话说，在早期使用 SuperMemo，并不意味着「使用屏幕」", + "type": "text/markdown", + "caption": " 限制孩子使用电子设备的危害\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Dangers of imposing screen time limits on children" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Diversity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Diversity.json" new file mode 100644 index 0000000..9759feb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Diversity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Diversity", + "text": "# 多样性\r\n\r\n原文：[Diversity - supermemo.guru](https://supermemo.guru/wiki/Diversity)\r\n\r\n## 多样性的重要性\r\n\r\n理解 **多样性** 对人类的未来至关重要。为了构建运作良好的社会，社会角色的多样性体现为对医生、管道工和披萨送餐员的需求。然而， **多样性** 有更广义的[抽象](https://supermemo.guru/wiki/Abstract)含义，涉及科学、社会学、政治生活等许多重要的分支。多样性也是理解高效学习和[智力](https://supermemo.guru/wiki/Intelligence)的核心。\r\n\r\n## 多样性的定义\r\n\r\n **多样性** 是集合的属性，描述这个集合中各个元素某一项属性的取值范围比较广（例如统计学的[方差](https://en.wikipedia.org/wiki/Variance)、[多样性指数](https://en.wikipedia.org/wiki/Diversity_index)、熵等描述了这个值）。 **多样性** 的反面是 **同质性** ，其中元素的属性值分布均匀或狭窄。\r\n\r\n## 智力的多样性\r\n\r\n[本网站](https://supermemo.guru/wiki/This_site)经常讨论 **多样性** ，特别是在下列情况下：\r\n\r\n- 知识处理和[保留率](https://supermemo.guru/wiki/Retention)水平较低时， **个人知识的多样性** 是[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)的基础\r\n\r\n- **个人知识的多样性** ，是解决问题的[智力](https://supermemo.guru/wiki/Intelligence)基础\r\n\r\n- **集体知识的多样性** 是[群体智慧](https://en.wikipedia.org/wiki/Wisdom_of_the_crowd)的基础\r\n\r\n- **神经多样性** 是人类集体智慧的基础，也是其集体执行力的基础\r\n\r\n## 了解多样性\r\n\r\n在人类活动的许多领域，理解 **多样性** 是至关重要的。对 **多样性** 的理解不足，导致了一系列危险的迷思，甚至可能会影响人类的未来。比如说：\r\n\r\n- 错误：学校系统应基于通用的[课程](https://supermemo.guru/wiki/Curriculum)，以确保所有公民都具备[对世界的基本了解](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)\r\n\r\n- 错误：受 ADHD、精神分裂症、抑郁症或双相情感障碍的轻度非适应性变体影响的个人应通过药物治疗来恢复正常的大脑功能\r\n\r\n- 错误：种族多样性导致智力同质化，导致全球智商降低（见：[激进化迷思](htps://supermemo.guru/wiki/Radicalization_myth)）\r\n\r\n- 错误：一些文化比其他文化优越（例如，基督教文化比伊斯兰教文化优越，反之亦然）\r\n\r\n- 错误：一些国家比其他国家优越（例如，美国比中国优越，反之亦然）\r\n\r\n- 错误：社会多样性导致不宽容\r\n\r\n- 错误：政治多样性导致激烈的政治斗争\r\n\r\n- 错误：中央集权的学校制度优于[学校选择](https://supermemo.guru/wiki/School_choice)（或更激进：计划经济优于市场经济）\r\n\r\n- 错误：学校社会化优于操场社会化\r\n\r\n- 错误：同质化社会优于多元化社会（例如在种族、文化、政治或哲学方面）\r\n\r\n- 错误：课堂多样性减缓了教育的进步，应该消除（见：[课堂教学的固有问题](https://supermemo.guru/wiki/Inherent_problems_of_classroom_schooling)\r\n\r\n- 错误：意见的多样性意味着有人是错误的，这导致了冲突\r\n\r\n- 错误：意见的多样性导致民主僵局（如英国脱欧）\r\n\r\n- 错误：生物进化在计算上是不可行的\r\n\r\n **多样性** 是生物进化的一个重要组成部分。就在最近，超过一半的美国人口宣布 「相信」达尔文进程的有效性。那些质疑进化论有效性的人可以大致分为以下几个阵营：\r\n\r\n- 受[错误向量](https://supermemo.guru/wiki/Falsity_vector)影响的人，他们心中进化的概念与重要的信仰（如宗教信仰）发生龃龉\r\n\r\n- 不了解进化过程的人，而 **多样性** 是进化过程的重要组成部分\r\n\r\n- 低估[进化过程的计算能力](https://en.wikipedia.org/wiki/Evolutionary_computation)的人，声称该计算能力不足以解释生物进化\r\n\r\n## 多样性的力量\r\n\r\n **[神经进化](https://en.wikipedia.org/wiki/Neuroevolution)** 是[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)领域中一个前景广阔的新领域。在 **神经进化** 中，神经网络拓扑结构的 **多样性** 是强化学习中模型进化的基础。这个过程以低效率和非决定性的方式模仿了[人类智能](https://supermemo.guru/wiki/Intelligence)在儿童大脑中发育的类似过程。然后，不同的是，在成人大脑中发展。\r\n\r\n[学校教育](https://supermemo.guru/wiki/Schooling)和[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)如果不利用[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)，就会产生危害。在[通过模仿学习](https://supermemo.guru/wiki/Education_counteracts_evolution)（比较[监督学习](https://en.wikipedia.org/wiki/Supervised_learning)）的过程中，学校[课程](https://supermemo.guru/wiki/Curricula)往往提供预先处理好的知识，这些知识应该被掌握和记忆。如果没有连续的复习，预置表述的知识将很容易被遗忘，而且无害（除了在课堂上浪费了大量的时间）。然而，没有 **知识多样性** 的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)将很快导致部分遗忘，可能使知识失去其语义背景。这可能相当于[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)，而这又会导致[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)（见：[讨厌 SuperMemo](https://supermemo.guru/wiki/Hating_SuperMemo)）。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)自然地采用了[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)，并在很大程度上保护用户免受无语义学习的影响（鉴于对渐进学习过程的基本理解）。\r\n\r\n在[唐纳德·特朗普的大脑之谜](https://supermemo.guru/wiki/Mystery_of_Donald_Trump's_brain)中，我假设，不重视社会环境 **多样性** 的[社会化](https://supermemo.guru/wiki/Socialization)可能是唐纳德·特朗普在毫无准备的情况下击败由伟大的大脑组成的共和党人的关键原因，而现代学校教育中典型的 「适当 」隔离式封闭系统社会化的弱点。打比方说，特朗普把他的对手拖到街上，在街头打架中击败他们。\r\n\r\n在[托儿所感染](https://supermemo.guru/wiki/Daycare_infections)中，我坚持认为以最优的剂量和环境接触多样化的病原体和过敏原可以增强儿童和成人的健康。见：[预防普通感冒的配方](https://supermemo.guru/wiki/Formula_for_common_cold_prevention)。\r\n\r\n## 对多样性的限制\r\n\r\n **多样性** 的价值总是取决于 **优化的判断标准** 。例如，政府监管会影响自由市场的效率，然而，人口的健康可能压倒市场效率的需要。这可能证明以市场多样性为代价减少环境污染的法规是合理的。\r\n\r\n在 **多样性** 的背景下，我还应该解释我对[一种语言的世界](https://supermemo.guru/wiki/One_language_for_the_world)的推动。语言的 **多样性** 对于理解语言作为一种有效的交流工具的概念是非常珍贵的。同时，人类的和谐进步需要一个高效的全球交流工具，这需要标准化。在我看来，全球通用语言的价值，以及它的传播是一个天文数字。这是实现巨大节约的一个简单步骤，例如，可以在很大程度上消除贫困和饥荒。即使我是错的，语言战争的演变过程似乎清楚而迅速地推动了一个坚实的国际语言交流标准，只有通过一个集体的国际行政决定才能改变。\r\n\r\n## 同质性的重要性\r\n\r\n **多样性** 并不一致受到欢迎。当从印刷电路板废料中提取黄金时，我们寻找的是同质性。我们希望样品中只有金元素。同样，在测量系统中，我们寻求标准化，以减少成本、混乱和损失。美国对[美制单位](https://en.wikipedia.org/wiki/United_States_customary_units)的坚持是巨大的浪费。多样性和同质性可能有需要平衡的价值（例如，如[一种语言的世界](https://supermemo.guru/wiki/One_language_for_the_world)的情况）。一个经验法则是，当我们不确定多元化属性的最佳价值时，或者当最佳价值取决于背景时，多元化就会很方便。结婚戒指中的金元素的价值是一致的，而且一致地比铜元素好。在[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)的不同设置产生不同结果的所有情况下，意见宇宙从多样性中获得了大量的价值。即使是 2+2=5 也必须谨慎地、非确定性地被注入话语。\r\n\r\n## 无聊的同质性\r\n\r\n如果我们都相信这段文字中列出的谬误，并设法完美地执行我们的计划，我们可能会达到同质性，这将导致完美的工人大军喝同样品牌的完美啤酒，机器人大军驾驶同样完美的汽车，同样无趣的个人大军，完美的共产主义民族国家，完美的共产主义计划经济，唯一有效的文化和宗教，孩子们都穿着同样的制服，学校系统将成为完美标准大脑工厂。最遗憾的是，在一个意见统一的完美世界里，我们会有停滞不前的完美科学，可能会停在对太阳系的托勒密理解上。这将是《1984》的一些乌托邦变种或[朝鲜](https://supermemo.guru/wiki/North_Korea)的完美愿景。\r\n\r\n## 更多关于多样性\r\n\r\n在我的许多文章中， **多样性** 是一个反复出现的主题，这些文章主要批评我们的现代教育路径。下面是相关的例子：\r\n\r\n- [预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n- [现代教育是对人类生存的一种威胁](https://supermemo.guru/wiki/Modern_education_is_a_threat_to_the_survival_of_mankind)\r\n\r\n- [关于教育自由和信息自由](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)\r\n\r\n- [大脑算法保护现实的模型](https://supermemo.guru/wiki/Brain_algorithms_protect_models_of_reality)\r\n\r\n- [最优社会化](https://supermemo.guru/wiki/Optimal_socialization)\r\n\r\n- [学校课程本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)\r\n\r\n- [学校扼杀创造力](https://supermemo.guru/wiki/Robinson:_Schools_kill_creativity)", + "type": "text/markdown", + "caption": " 多样性\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Diversity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Fidgeting is good.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Fidgeting is good.json" new file mode 100644 index 0000000..5033507 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Fidgeting is good.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Fidgeting is good", + "text": "# 躁动是好事\r\n\r\n原文：[Fidgeting is good - supermemo.guru](https://supermemo.guru/wiki/Fidgeting_is_good)\r\n\r\n这篇文章是 [Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) 博士在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上关于记忆、学习、创造力和问题解决系列文章的一部分\r\n\r\n## 躁动的机制\r\n\r\n躁动的起因尚未完全阐明，但我认为可以通过与[创造力](https://supermemo.guru/wiki/Creativity)的联系轻松解释。大脑在接收到任何形式的启发时会进入创造模式。在这种模式下，大脑中破坏性的随机信号增加，这是由于搜索模式的激活，大脑在解决问题时会寻找新的联想。搜索模式的一个重要特性就是其随机性。在[概念网络](https://supermemo.guru/wiki/Concept_network)中，随机搜索需要一种更为宽容和更加随机的[扩散激活](https://supermemo.guru/wiki/Spreading_activation)形式。即使概念之间的链接较弱或者不存在，单个[概念](https://supermemo.guru/wiki/Concept)也能够增加附近概念被激活的概率。弱链接是指价值较低的链接，而不存在的链接可能是无声突触的形式。在这种随机搜索模式下，一些信号可能会泄漏到运动系统中，引起随机肌肉抽动。抑制不受欢迎的抽动的最简单方法之一是激活同步运动程序，自动抑制不符合该程序的运动。这就是躁动。类似地，[快速眼动（REM）](https://supermemo.guru/wiki/REM)睡眠中的随机信号通过切断从睡眠大脑发出的运动信号来解决。\r\n\r\n## 躁动的重要性\r\n\r\n躁动的假设机制表明它在大脑的健康功能中扮演着重要角色。\r\n\r\n躁动发挥着重要的神经生理作用，不应该被抑制。\r\n\r\n在学校中，孩子经常因躁动而受到责备。相反，Montessori 学校则允许在课堂上走动。有躁动自由对于孩子们如何看待学校有着重要的影响。对于小孩子来说，如果能够使用躁动作为防御武器，即使是枯燥无味的课堂也能够轻松度过。\r\n\r\n由于躁动与[创造力](https://supermemo.guru/wiki/Creativity)相关，因此可能表示[工作记忆过载](https://supermemo.guru/wiki/Cognitive_overload)、认知失调、[无聊](https://supermemo.guru/wiki/Boredom)、不耐烦、兴奋、[压力](https://supermemo.guru/wiki/Stress)等等。在任何情况下，限制躁动都不会改善注意力，反而可能会让事情变得更糟。躁动是正常的，与 [ADHD](https://supermemo.guru/wiki/ADHD) 关系不大。ADHD 的孩子会躁动更多，但有创造力的儿童或具有[学成强欲](https://supermemo.guru/wiki/Rage_to_master)的孩子也会这样做（尤其是在偏离他们「强欲」方向的班级中）。\r\n\r\n在发挥创意时，有个简单的方法可以驾驭躁动，那就是运动（比如步行）。 **边走边聊** 是最好的[头脑风暴](https://supermemo.guru/wiki/Brainstorming)方式之一。[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 就是通过这种形式的头脑风暴而产生的。\r\n\r\n## 被抑制的躁动\r\n\r\n躁动无疑与大脑中的控制系统之间的矛盾有关。除了创造性的躁动外，我们还可能在其他控制矛盾的情况下观察到躁动（例如试图压制排尿时）。躁动不应该被抑制。如果矛盾可以解决（例如通过上厕所），它就应该被解决。如果矛盾源于[创造力](https://supermemo.guru/wiki/Creativity)，则应继续躁动，因为这是最好的矛盾解决方法。\r\n\r\n## 延伸阅读\r\n\r\n- [躁动可能提高认知能力](https://supermemo.guru/wiki/Fidgeting_may_improve_cognitive_performance)\r\n\r\n- [将创造力与 ADHD 混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)\r\n\r\n- [我有 ADHD，我喜欢它](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it)\r\n\r\n- [「如何解决任何问题？」](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)中有关躁动的笔记。", + "type": "text/markdown", + "caption": " 躁动是好事\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fidgeting is good" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Formula for common cold prevention.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Formula for common cold prevention.json" new file mode 100644 index 0000000..337a5b7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Formula for common cold prevention.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Formula for common cold prevention", + "text": "# 预防普通感冒的公式\r\n\r\n原文：[Formula for common cold prevention - supermemo.guru](https://supermemo.guru/wiki/Formula_for_common_cold_prevention)\r\n\r\n## 介绍\r\n\r\n在美国，每年花在普通感冒上的费用大约是 400 亿美元，这占到了[所有工作损失的 **40％** ](http://jamanetwork.com/journals/jamainternalmedicine/fullarticle/215118)。几十年前，我的生产力也因为感冒，而被严重影响，这促使我想出了一个预防普通感冒的公式。这个公式对我来说非常有效。也许我的公式会启发你自己的方法来降低感染的成本。\r\n\r\n## 公式的起源\r\n\r\n我是一个效率控，我一而再再而三地分析生产力，以找出自身的弱点。早在三十年前，我就发现了 **感冒和流感** 是我工作中生产力损失 **最严重的元凶** 。如今，我可以说我几乎完全消除了这个问题。尽管我的工作重点是[睡眠](https://supermemo.guru/wiki/Science_of_sleep)和记忆，但我的「免疫力锻炼」计划的成功足以引起人们的注意。我需要撰写一篇简短的文章，与他人分享我的经验。我拥有生物学学位，这也可能对设计预防计划有所帮助。\r\n\r\n我记录了自己从 1980 年开始的感染情况。其中最糟糕的一年是 1995 年。当时我有两个重要的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 项目要处理，况且我还在攻读[博士学位](https://supermemo.guru/wiki/Economics_of_learning)。那一年充满了压力和混乱，自然导致免疫力下降。仅在那一年，我就患了 7 次感冒，导致 31 天的生产力下降。我没有给自己留出休息时间，这肯定也是导致情况恶化的原因之一。\r\n\r\n在 2000 年，我的感染次数大幅下降。到了 2003 年，生产力损失的问题完全消失了。我想只有三个因素会导致这些显著的变化。在 1999 年，我放弃了所有的[睡眠规律](https://supermemo.guru/wiki/Free_running_sleep)，尤其是[闹钟](https://supermemo.guru/wiki/Alarm_clock)。在 2003 年，我开始每周冬季游泳和每周在林中跑半程马拉松。除此之外，我想不到其他合理的解释。\r\n\r\n你可能听说过一个谬误，即先天免疫系统不能被提升，因为它是先天的。请再看看我的情况。我在 2003 年左右以某种神奇的方式完成了我的适应性免疫系统的发育。\r\n\r\n## 抗流感公式\r\n\r\n完全不受感染是不可能的，但强大的免疫系统将有助于对抗所有形式的感染，甚至有助于预防其他疾病，包括癌症。\r\n\r\n我的健康清单的公式：\r\n\r\n每周一次的冬泳，没有例外\r\n\r\n- 每周一次的森林半程马拉松，没有例外\r\n\r\n- [自由运行的睡眠](https://supermemo.guru/wiki/Free_running_sleep)，没有例外。\r\n\r\n- 避免跟出现感染症状的人接触\r\n\r\n- 最大限度地接触自然环境（户外运动，每天1-3小时，无例外）。\r\n\r\n- 健康的饮食和生活方式\r\n\r\n- 压力管理(我[爱我的工作](https://supermemo.guru/wiki/Pleasure_of_learning))\r\n\r\n我做但别人往往不做的其他事\r\n\r\n- 充足的饮水量。我至今仍然感到惊讶的是：对健康有重大兴趣的人居然不知道充足饮水量的价值。\r\n\r\n- 每天大量的新鲜蔬菜\r\n\r\n不管什么天气，开窗睡觉。在冬天最冷的日子里，我房间的温度可以降到10摄氏度。\r\n\r\n- 不使用家庭供暖（也是出于生态的原因）\r\n\r\n- (2020年更新)我只在家里摸我的脸\r\n\r\n- (2020年更新)我不旅行\r\n\r\n其他可能的促成因素，在后面已经介绍过了。\r\n\r\n- 整天光着脚在铺好的地板上活动。（在最近两个多月，从没有鞋子让我不适。）\r\n\r\n- 不管什么天气，全年在户外单单只穿短裤，没有例外\r\n\r\n- 冬泳时，我的头部必须全部浸入水中，这似乎对清理粘膜至关重要。\r\n\r\n在 2017 年左右，受到神经网络战争概念的启发，我放缓了减肥的打算。（我不确定这个措施是否正确）\r\n\r\n关于冬泳的文献非常丰富，并且超出了文本的范围。它们所有都围绕着产热、粘膜保护和先天免疫系统展开。在夏天，我每天都在尝试室外游泳，但最重要的是彷佛还是冬天。我在低温下开着窗户睡觉和工作肯可能也有很大的贡献。由于没有暖气，我只有在温度低到难以使用键盘时才会关闭窗户。\r\n\r\n天生的免疫力再强，在接触大量新型病原体时，也不能抵抗感染。去拜访一个患有严重流感的朋友是个坏主意，我从来没这样做过。\r\n\r\n我爱森林，我喜欢在雨中慢跑。雨中的树林提供了能够使你免疫系统保持繁忙且剂量合适的天然的病毒，这就是我的免疫系统锻炼。\r\n\r\n我分阶段介绍了我的系统。1999年，我已经完全[解放了我的睡眠](https://supermemo.guru/wiki/Free_running_sleep)，但这并不是一个能够完全防止感染的公式。在2003年，我引入了严格的养生方法：每周一次半程马拉松，每周一次冬泳。我一直坚持到现在。这在时间上是昂贵的，但在健康和生产力方面似乎得到了很好的回报。\r\n\r\n我在1980和1990尝试了很多次，仅仅冬泳似乎也不是一个解决办法，我相信缺少的一部分一定是我对睡眠一定程度上的不尊重。（比如:我经常在大学期间熬夜）\r\n\r\n## 成功率\r\n\r\n我意识到，我的系统非常难以实施。对大多数人来说，由于时间限制，它不可能被实施。然而，我需要把它描述为灵感。做一点实施总比一点都不做更好。它也证明了锻炼对先天免疫系统的影响和我们可以做很多事情来提高我们的免疫力 。免疫系统锻炼并不是一个神话！\r\n\r\n没有一个受到我计划启发的朋友能够完全逃过感染。在每一个案例中，我都能找出导致这些结果的主要原因。\r\n\r\n- 高压力\r\n\r\n- 睡眠不足\r\n\r\n- 预防不足（如与受感染者接触时）。\r\n\r\n与其他行业一样，自律似乎非常重要。在我好友里似乎没有一个人能够复制我每周一次冬泳和半程马拉松的计划。对于他们来说一个季度都难，更别说几十年。然而，冬泳者经常声称自己免疫得到了提升（有些人声称几十年来没有遭受任何呼吸道感染）。在冬泳社区，预防感染是人们持续保持在冬天接触冷水这个习惯的主要理由。\r\n\r\n## 冠状病毒更新（2020年）\r\n\r\n2019年冠状病毒的爆发让我意识到，我列不出至少两个可能对于我来说有助于预防感染的习惯。我不旅行，也不碰我的脸。计划的失败证明了想要提供一个能够完全被复制的公式是困难的。\r\n\r\n因为我对时间和生产力的吝啬，所以我从来不去旅行，在狭小的火车车厢里和打喷嚏的人旅行的情况下，想要不被感染是比较困难的。我大约96-98% 的时间都呆在房间或户外。我户外的大部分时间都花在诸如fish bar，空酒吧，小商店等地方。我拥有与儿童访谈的关于学校问题的很多次采访。有趣的是，这些采访大多发生在户外（如：足球场，学校操场，海滩）\r\n\r\n触摸脸这件事我已经几十年没那么做了。这或许可以追随到1980年我学习微生物学的年代？最近新馆病毒期间重新回顾不触摸脸部使我意识到了自己是多么的严格，也显示出了知识的魔咒。在触摸公共把手后揉眼睛可能会毁掉我的公式，而我却没在原文中提到。我从来不在没洗手前触摸我的眼睛。这个习惯可能要追随到我的童年。我一直有着非常敏锐的眼睛。长时间在电脑屏幕前使我特别谨慎地避免任何形式的刺激。\r\n\r\n也许还有更多我没注意到的习惯？我应该再加一句：健康和微生物学的知识也是一种预防形式。\r\n\r\n## 总结\r\n\r\n对于其他脆弱的个体而言，在几十年内避免感染是可能的。\r\n\r\n以下是需要记住的最重要的事情：\r\n\r\n- [良好的睡眠](https://supermemo.guru/wiki/Science_of_sleep)对免疫力至关重要\r\n\r\n- [闹钟](https://supermemo.guru/wiki/Alarm_clock)破坏睡眠质量\r\n\r\n- [接触寒冷对预防感冒很有帮助](https://supermemo.guru/wiki/Myth:_We_catch_a_cold_from_cold)\r\n\r\n- 冬泳是最有效的暴露于寒冷的形式之一\r\n\r\n- 适度的运动有助于预防感染\r\n\r\n- [压力管理](https://supermemo.guru/wiki/Stress_resilience)对免疫力至关重要\r\n\r\n- 大量饮水有助于防治感染\r\n\r\n- 健康的饮食和生活方式有助于防治感染\r\n\r\n- 轻微[接触](https://supermemo.guru/wiki/Daycare_infections)自然界的过敏原和病原体可能是有帮助的（例如在雨天到公园散步）\r\n\r\n- 在流感流行期间不接触病毒非常重要。\r\n\r\n- 学会不触摸自己的脸是很有帮助的", + "type": "text/markdown", + "caption": " 预防普通感冒的公式\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Formula for common cold prevention" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Formula for healthy self-discipline.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Formula for healthy self-discipline.json" new file mode 100644 index 0000000..c830820 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Formula for healthy self-discipline.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Formula for healthy self-discipline", + "text": "# 成功自律的公式\r\n\r\n原文：[Formula for healthy self-discipline - supermemo.guru](https://supermemo.guru/wiki/Formula_for_healthy_self-discipline)\r\n\r\n## 定义\r\n\r\n **自律** ， **自控** 或 **毅力** 是面对逆境时理性地控制自己行动的能力。理解 **自律** 对高生产力和健康至关重要。自律不足是生产力低下的主要原因之一。同时，对自律认识不足可能导致不健康的生活方式。在思想和身体的纪律方面，最好的结果可以在宜居带\\*找到。在理想的情况下，最佳的宜居带精力所需是最小的，而自律应该逐渐成为生产力的乐趣。（\\*译注：原文为 goldilocks zone，源自《金发姑娘与三只熊》，金发姑娘发现了三只熊的房子，每只熊都有自己喜欢的食物和床。在挨个尝试过三只熊的食物和床后，金发姑娘发现有一个要么太大/太热，一个要么太小/太凉，只有一个是「刚刚好」。所以 goldilocks zone 意指「恰到好处」。）\r\n\r\n最佳的自律应该是相对轻松健康，且令人愉快的。\r\n\r\n## 徒劳的毅力\r\n\r\n自律是人类独有的属性。人类具备理性思维，因而可能驾驭感性思维。从解剖学角度来看，有意识控制的执行者有能力推翻源自爬行动物大脑的控制信号。因此，如神风特攻队一般的极端自我控制或自我牺牲行为便成为可能。\r\n\r\n对最大化人类生产力来说，自律非常有用。然而，当代盛行的自我控制过度，可能比自我控制不足更成问题。爬行脑在平衡和控制生存所需的行为方面发挥着重要作用。当自律给这种中央生理调控带来不利影响时，我使用 **[徒劳的毅力](https://supermemo.guru/wiki/Futile_grit)** 这一术语，来将其与健康思维的自律方式区分开来。\r\n\r\n自从[棉花糖实验](https://en.wikipedia.org/wiki/Stanford_marshmallow_experiment)以来，我们一直推崇延迟满足和自律，认为这是成功的关键。在这个过程中，我们把意志力的价值推向了[荒诞且有害的地步](https://supermemo.guru/wiki/Harms_of_self-discipline)。诚然，表现出良好自制力的孩子有可能在生活中取得成功（见：[棉花糖实验的错误](https://supermemo.guru/wiki/The_error_of_the_marshmallow_test)）。然而，如果我们试图训练某种本身应该是自然习得的东西，我们可能会误入 **徒劳的毅力** ，这会导致人们仅仅具有坚持的能力，却不具备察觉坚持带来的危害的能力。\r\n\r\n对于一个现代人来说，自我毁灭可能从摇篮里就开始了。孩子被强迫睡在自己的床上，不能接触到母亲的乳房。当她试图提出抗议时，就被逼着「哭出来」（犯罪的[费伯方法](https://www.psychologytoday.com/us/blog/moral-landscapes/201112/dangers-crying-it-out)）。由于[母体分离](https://supermemo.guru/wiki/Maternal_separation)，[托儿所](https://supermemo.guru/wiki/Daycare)的第一天对小孩子来说通常是相当痛苦的。现代社会，例如[瑞典](https://supermemo.guru/wiki/European_Outcasts)，把这种残酷的行为变成了一种文化需要，为了拙劣的「男女平等」或「女性解放」而牺牲孩子的健康。[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)是实用狡猾的最终训练场。为了让孩子们死记硬背而[死记硬背](https://supermemo.guru/wiki/Cramming)而强迫其接受纪律和自我牺牲的训练。 **徒劳的毅力** 剥夺了学校教育尊为 **「学习」** 的权利。\r\n\r\n **在强制条件下磨练出来的** 自律可能会导致 **[徒劳的毅力](https://supermemo.guru/wiki/Futile_grit)** 无益和不健康的结果。\r\n\r\n要了解真正的[自由学习](https://supermemo.guru/wiki/Free_learning)，请阅读：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。要了解好的学习和 **徒劳的毅力** 之间的区别，请阅读[在学校学到的 50 个坏习惯](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)。关于 **徒劳的毅力** 的一些例子，请看：[自律的危害](https://supermemo.guru/wiki/Harms_of_self-discipline)。\r\n\r\n## 网络战争\r\n\r\n当我们面对一系列的行为选择时，我们会经历一定程度的纠结。当我们在商店里挑选产品时，需要在不同的品牌之间进行选择，大脑会权衡利弊。我们通常会在这个自然过程中得出一个迅速的解决方案。\r\n\r\n当理性脑和感性脑之间发生冲突时，网络之间的冲突程度可能要深得多。一些冲突将导致压力。如果压力是[慢性](https://supermemo.guru/wiki/Chronic_stress)的，它可能会加速神经元的死亡。以神经死亡为代价来解决神经冲突，难说是一个理想的结果。在早期发展中，在竞争性学习中，在大脑结构的布线中，神经突触和神经元之间的残酷战斗是不可避免的，也是必要的。然而，[慢性压力](https://supermemo.guru/wiki/Chronic_stress)是现代社会的一个祸害。富裕的西方社会中的大多数人都经常经历[慢性压力](https://supermemo.guru/wiki/Chronic_stress)。这完全是不必要的，可以避免的。然而，为了避免慢性压力，我们将需要看到一种文化范式的转变，在这种转变中， **自律** 和 **徒劳的毅力** 之间的区别对每个人来说都是清晰而明显的。我们将需要尽量减少日托，最大限度地提高[开放的行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)，尽量减少[封闭系统的社会化](https://supermemo.guru/wiki/Closed_system_socialization)，[结束强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling_must_end)，并且从长远来看，建立诸如[基本收入](https://supermemo.guru/wiki/Basic_income)等工具，以释放人类的生产潜力。\r\n\r\n当我们用一个微观决定来约束自己的思想：「我现在要学英语」，我们为自我发展做出了贡献。如果我们用一个宏观的错误来运用 **徒劳的毅力** ，如「我将学习法律，因为我的父亲会感到骄傲」，我们就会磨练 **徒劳的毅力** ，并经常使自己走上不快乐的人生道路，在这种情况下，毅力使人宣布「我很快乐」，而不了解其他选择。对于有疑问的人，我推荐[创意假期](https://supermemo.guru/wiki/Creative_vacation)或[农民生活方式](https://supermemo.guru/wiki/Farmer's_lifestyle)的概念，作为自我发现的绝佳工具。\r\n\r\n糟糕的自律可能导致神经控制系统的损害\r\n\r\n[网络战争](https://supermemo.guru/wiki/War_of_the_networks)在[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)系统下广泛展开。十多年来，孩子们训练着 **徒劳的毅力** ，遗祸终身。\r\n\r\n[[img [War of the networks at school may lead to learned helplessness and depression|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/450px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样摧毁了学生对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意去追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 帮助形成了具有简单的、记忆性的、[连贯性](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致复杂的短期记忆容易受到[干扰](https://supermemo.guru/wiki/Interference)。在 **学习内驱力** 和 **学校外驱力** 通路之间的[竞争抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，会保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，储存新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，导致学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力引起的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致学习内驱力和学校外驱力的竞争，并最终压制一方而助长另一方。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会增加[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加惩罚会增加[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，以及更新版本的链接[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n## 最优的自我胁迫\r\n\r\n自律是对我们自己的一种胁迫形式。它是理性思维试图胁迫情感思维使之屈服。胁迫并不都是有害的。所有形式的微观胁迫都可能导致积极的结果，其中来自情感大脑的信号可能变成次优的。一个经典的案例是微观胁迫，在这种情况下，一个孩子被迫阅读一本书的第一页，却发现自己完全迷上了书的内容。微观胁迫可能导致宏观[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。\r\n\r\n一个更夸张的例子是[冬泳](https://supermemo.guru/wiki/Winter_swimming)。冬泳对健康的好处是巨大的。然而，爬虫脑对冷水浸泡的自然反应是恐慌。所有冬泳者都知道，一点点的自律可能会在不到一个小时内带来极度的欣快感。奖励是如此巨大，以至于大脑实际上可能重新调节自己，在应该报告痛苦、恐惧或焦虑的时候体验到快乐。至少，它是一种可以预见的快乐。\r\n\r\n在学习、解决问题和自律方面，我们可能会经历小范围的胁迫或不悦，带来学习、生产力、健康等方面的改善。\r\n\r\n非常低的自我胁迫水平往往足以实现出色的结果\r\n\r\n详见：[最优推动区](https://supermemo.guru/wiki/Optimum_push_zone)。\r\n\r\n[[img [Optimal push zone in education|https://supermemo.guru/images/thumb/f/f6/Optimal_push_zone.png/550px-Optimal_push_zone.png]]](https://supermemo.guru/wiki/File:Optimal_push_zone.png)\r\n\r\n> 图：[最佳推动区](https://supermemo.guru/wiki/Push_zone)（蓝色）是可能提高学习成果的外部压力范围。如果压力的增加超过了推动区，学习效果就会下降。在某些时候，压力非但不会带来更多的学习，反而会导致更少的学习（黑色的 **倒退区** ）。[学校教育](https://supermemo.guru/wiki/Schooling)通过[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)导致对[胁迫](https://supermemo.guru/wiki/Coercion_in_learning)的容忍度增加（绿色）。它也降低了学习成果，增加了所需的[胁迫](https://supermemo.guru/wiki/Coercion_in_learning)水平。注意胁迫功能与[毒物兴奋效应功能](https://en.wikipedia.org/wiki/Hormesis)的相似性。\r\n\r\n## 生产力的微规则\r\n\r\n我认识许多年轻人，他们带着严重受损的 **自律** 离开学校，并痛苦地意识到他们的生产力和成长潜力因此受到破坏。我也是他们中的一员。好消息是，至少好过觉得自己懒惰或能力不足。学校同样可能导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，在这种情况下，成年人屈从于生活的潮流，被社会力量所打击，经常处于抑郁状态。较少的情况是，学校可能会培养出一个具有强烈 **徒劳的毅力** 的个体。这种类型的人将咬紧牙关在生活的逆境中苦苦挣扎，准备自我毁灭的劲头，影响自己和家人。很难看见学校教育带来一个快乐的、全面的和富有成效的人，充满激情。这种美好的情景在[非学校教育者](https://supermemo.guru/wiki/Unschooling)或[辍学者](https://supermemo.guru/wiki/Drop_out)中更为常见。长年的学校教育通常的乐观结果是，学生痛苦地意识到自己的弱点和不足之处。这个学生会在大学的各种选择中犹豫不决。他可能会怀疑大学是否有意义。他可能会感到非常渴望成为自己的人，但学校几乎没有为经营自己的企业提供任何准备。对于这群具有巨大潜力的年轻聪明的大脑来说， **生产力的微规则** 是走向力量和永久自我发展的最佳测试方式。\r\n\r\n **微规则** 是一些容易做出、容易执行的小决定，从长远来看，这些决定会给生产力带来复利。一个微观的规则可以说：「从今天起，我将至少读一页超级聪明的书，直到我的生命结束」。 **微规则** 符合[最佳推动区](https://supermemo.guru/wiki/Optimum_push_zone)。它们容易到无害的程度。它们足够简单，可以定期执行。它们提供了一个积极的反馈，强化了规则的力量。例如，要「强迫」一个人的思想去读一页书，可能需要一些努力。然而，如果选择的书是好的，很有可能在 30-100 天后，阅读将成为一种乐趣（学习的乐趣是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的表现，它本身可以通过学习得到加强）。微观规则的正反馈循环使我们有可能无痛地引入自我强迫，并逐渐将其转化为生产力的乐趣。\r\n\r\n **毅力是可以训练的** ，并且可以通过调节心智来爱护所带来的生产力，使之永久化。\r\n\r\n更多细节和我自己的故事见：[生产力的微规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)\r\n\r\n## 学习中的自律\r\n\r\n学习中没有自律的空间。学习的唯一有效方式是遵守[学习的基本法则](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)。有可能，一剂自律可能有助于启动学习。例如，一个沉迷于 Netflix 电影的年轻人可能需要一点自律来踏实学习。然而，如果学习过程不是自发进行的，如果它不是基于[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，它将永远不会发挥其最大潜力，特别是在参考理解和知识[一致性](https://supermemo.guru/wiki/Coherence)方面。\r\n\r\n[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)是通往理想之路的主要障碍，在这一过程中，学习被不悦所侵吞。仅仅经过 1-2 年的学校教育，儿童就失去了他们自然的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。在10-11岁的时候，一个典型的学生不再能够自己取得进步。她需要老师或家长的推动，她需要[家庭作业](https://supermemo.guru/wiki/Homework)和成绩的鞭策。几乎不可能不受[学习中的胁迫](https://supermemo.guru/wiki/Coercion_in_learning)的影响。这种丧失学习热情的情况对于[非学校教育者](https://supermemo.guru/wiki/Unschooling)和[民主学校](https://supermemo.guru/wiki/Democratic_school)的学生来说是陌生的，但那些因与胁迫性学校系统发生冲突而进入[自由学习](https://supermemo.guru/wiki/Free_learning)世界的学生除外。\r\n\r\n即使是最好的学生也会因为学校教育而在一定程度上失去对学习的热爱。我自己对生物或化学的热情在学校受到了系统性破坏。因此，我需要 **自律** 来使自己回到正轨。值得庆幸的是，我从未失去对学习的热爱。如果没有这种热爱和欣赏，我甚至不会在 1983 年 8 月（21 岁）坐下来写下我的[生产力的微规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)。1984 年，我对物理学、数学和计算机产生了热爱。当我开始学习计算机科学时，这些短暂的激情再次受到打击。只有在[我「发明」了完美的学校教育](https://supermemo.guru/wiki/I_invented_perfect_schooling)时，我才成功地重新焕发了活力。大学毕业后，由于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，然后又由于[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)，我才真正理解高效学习的含义。这就是为什么我宣扬自由和[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。必须结束[学习中的胁迫](https://supermemo.guru/wiki/Coercion_in_learning)。强迫和学校教育破坏了对学习的热爱和[自主学习](https://supermemo.guru/wiki/Self-directed_learning)的能力。人类的大脑有足够的好奇心来学习生活中所需要的一切，甚至更多。把学校强加于儿童是一个巨大的历史错误。出于类似的原因，我们应该抛弃那种认为学习基于勇气或自律的谬误。对一颗健康的心灵来说，学习是对它最好的礼物。\r\n\r\n高质量的学习不需要自律\r\n\r\n## 没有自律的生活\r\n\r\n一位著名的物理学家检查了我的[天才清单](https://supermemo.guru/wiki/Genius_Checklist)，不同意我关于自律的观点。他热爱物理学，在发现的激情驱使下可以做诺贝尔奖级别的研究。他声称自己在生活中从来不需要强迫自己做什么。我为之鼓掌。然而，仔细观察，我认为如果没有 **[计划](https://supermemo.guru/wiki/Plan)** ，被自发的即兴创作所驱动，我肯定会忽视生活中许多我不想忽视的领域。我甚至会在不损害健康的情况下及时停止工作去睡觉。我的大学时代就是一个证明，我喜欢在充满激情的研究，或编程之后通宵达旦地工作。时至今日，我需要有意识地及时离开电脑，并将灯光调暗，以确保日出时分能推进我的[昼夜节律相位](https://supermemo.guru/wiki/Circadian_phase)，而不是推迟它。如果我不约束自己的饮食习惯，我的体重会不会膨胀到 100 公斤以上？如果没有合适的活动规律，我怎么会坚持[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)？\r\n\r\n为了证明我的观点，我观察到这位著名的物理学家并不运动。他看起来很健康，但这是最优的健康吗？我绝不会用我对运动的热爱来换取每天锻炼消耗的时间。锻炼为我的创造力提供了动力。物理学家是否已经被现代生活的舒适性所破坏？同样有趣的是，这位物理学家没有孩子。对我来说，他对[蠢蛋进化论](https://supermemo.guru/wiki/Idiocracy)的贡献表明他脱离了自然的力量。我们都必须集体回答这个问题，为什么这么多年轻的超级聪明人决定永远不结婚，永远不生孩子，或者只是在寻找伴侣的过程中失败。这是一种流行的现象，需要改变。自然地，自律不应该涉及到繁殖（我认为）。我们需要恢复那些帮助 **智人** 在几千年中生存的自然本能和行为。\r\n\r\n我不知道没有自律的生活是否可能。它确实会促进最佳学习和最佳态度。就我自己而言，如果没有[生产力的微规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)，学校教育的胁迫所造成的损害将永远不会被扭转。我需要严肃的自律，让自己从学校系统的强制推动所灌输的糟糕的生产力中清醒过来。对我来说，没有自律的生活是一个有趣的思想实验。我不确定这是否可能，是否最优。我对来自现代生活方式的干扰保持怀疑，需要对自然控制系统进行一定程度的理性控制（例如，在睡眠、营养、运动等方面）。\r\n\r\n没有自律的全面而富有成效的生活是一个有趣的假设性概念\r\n\r\n## 去抑制\r\n\r\n[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 对学校的自律性不感兴趣。他指出，徒劳的毅力可能会导致 **去抑制** 。在[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)中，总是有赢家的。然而，长期的战斗并不总是以对手的死亡而告终。战争可能通过抑制突触的方式导致暂时的解决。在外表上，学生可能会抑制自己的真实感受。他可能苦笑着忍受。然而，在内心，他可能包藏人最坏的祸心（见：[心怀杀机的学生](https://supermemo.guru/wiki/Students_with_murder_in_mind)）。在某些情况下，我们可能会观察到 **去抑制** ，在这个过程中， **徒劳的毅力** 就像紧张的弹簧上的棘轮一样发挥作用，积累了反击的爆炸潜力（[来源](https://www.alfiekohn.org/article/self-discipline-overrated/)）：\r\n\r\n> 令人印象深刻的自律可能包含其自身毁灭的种子：爆炸性的控制失败，心理学家称之为 「 **去抑制** 」。从一个不健康的极端，人们可能突然发现自己处于另一个极端。顺从的学生突然以令人震惊的方式行事：虔诚的戒酒者开始危险的狂饮，或从绝对的禁欲转向鲁莽的无保护性行为。此外，努力抑制潜在的不良行为可能会产生其他负面影响。对各种试图抑制情感和行为的研究进行了详细的回顾，结论是结果往往包括 「负面情绪（不适或痛苦）[和]认知干扰（包括分心和对被禁止行为的侵入性、强迫性想法）」。\r\n\r\n这种现象是所有节食者都知道的，他们以自律的方式控制食欲，却经历了复发的灾难性失败，在这种情况下他们以双倍的速度恢复体重。许多教师也会回忆起这样的故事：成绩与多年后学生在街上对教师的反应之间存在着反比关系。往往是那些 「坏」学生最开朗和热情。\r\n\r\n## 长期成果\r\n\r\n所有人类都面临着不同的逆境。由于这个原因，我们不可能对基于[生产力的微规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)的自律训练的长期结果提供保证。然而，在理想情况下，自律和毅力的作用应该消失。生活应该建立在生产力的乐趣上。\r\n\r\n我个人的生活是按照相当严格的时间表进行的（见：[规划一个没有压力的完美生产日](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)）。对周围大多数人来说，这可能听起来像是一个对时序进行自我编程的机器人僧侣的生活。然而，这个富有成效的计划成功执行的诀窍是，让你的内心感受到生产力的乐趣。我很少需要采用自律的方式。我的事情常常忙完一件又一件，我更愿意把这看作是[良性压力](https://supermemo.guru/wiki/Eustress)。碰巧的是，我可能不愿意从一个创造性的自由的活动转换到一个基于义务的强制性活动。我试图利用[昼夜循环](https://supermemo.guru/wiki/Circadian_cycle)来使活动的流程适应大脑的功能表现。我从不强迫大脑违背自己的指示进行工作（例如，在困倦时工作，或在错误的[昼夜节律](https://supermemo.guru/wiki/Circadian_phase)中锻炼）。日复一日，我寻找方法来消除破坏生产力的冲突源。当目标与微观评价融为一体，就能产生本能上的心流，生活变得不再是一场斗争，心灵也有更多的空间来进行创造性的追求。我的大多数自律行为都足够自然，做它们几乎可以说是我的一种乐趣：例如为准备马拉松比赛而进行的日常慢跑仪式，一开始只是例行公事的一组微小步骤，它们最终升级为令人愉悦的心血管锻炼，带来一定程度的成瘾兴奋。生产力也有类似的上瘾能力。如果我们听从大脑的要求，大脑可以成为快乐的生产力生活的最佳促进者（另见：[幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)）。\r\n\r\n## 节食\r\n\r\n肥胖是现代问题之一，源于[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)。我们生来就有自我调节的能力，包括对食物的摄入。在贫穷的共产主义时代长大的我，多年来也能有效地进行自我调节。然而，当我在人生的第四个十年（即 30 岁以上）收到第一份工资并第一次去超市的时候，麻烦就开始了。在一年之内，我注意到我开始流失我一贯的运动素质。从 1995 年起，我经常通过运动和饮食来保持身材。然而，我对大脑的研究告诉我，节食并不是一个健康的解决方案。它是一种凌驾于人自然本能之上的减肥方式，需要逐渐增加对自律的需求。而且它增加了对食物摄入的人为控制，这种人为的控制可能导致次优的营养。在健康的营养方面，最好的盟友是自己的大脑里原装的几十种复杂的控制机制。所有试图推翻这些原生控制机制的做法一定会产生负面的副作用。因此，在 2017 年，我放弃了节食。我希望随着时间的推移，大脑会找到它过去的自然方式。在开始的六个月内，我的体重从 88 公斤飙升到 93 公斤。由于我的身体状况很好，我决定继续我的自然实验，希望体重的增加能够稳定在一些健康的最佳平衡状态。我立即注意到每年的周期性规律：体重会在夏天下降。不幸的是，当我在今年冬天达到 100 公斤时，我开始产生怀疑。100 公斤是真正的自然最佳值吗？毕竟，在赤脚跑马拉松时，我并没有看到什么变化，不过因运动而受伤的风险似乎降低了（粗略的估计）。更有说服力的是，我像孩子一样吃得很少，晚餐是我唯一的大餐。我尽量在一天中的第 7 个小时吃。除了蔬菜，我的晚餐与我看到的其他人的饮食相比是微不足道的。我的结论是，如果没有一些合理的系统，我的自由营养计划可能不会成功。我仍然不知道这个系统！它肯定不会以自律或节食为基础。相反，它将基于习惯和重新调节。我很容易使我的头脑变得不喜欢甜食。只要能安全地确定它们是不健康的，其他的习惯也应该可以做到。\r\n\r\n如果你有经验或文献可以帮助我解决这种习惯困境，请[让我知道](https://supermemo.guru/wiki/Let_me_know)。请注意，我从 1976 年起就学习生物化学，健康的营养不是问题所在。我正在寻找激素和昼夜节律控制的食欲中枢，我非常确定答案在于食物摄入的[昼夜节律循环](https://supermemo.guru/wiki/Circadian_cycle)。我决心找到这个答案，并在[这里](https://supermemo.guru/wiki/SuperMemo_Guru)公布我的发现。\r\n\r\n节食的自律行为可能会影响食欲控制，让你变得不健康。\r\n\r\n## 我自己的故事\r\n\r\n我自己采用自律的故事很长，显示了在获得有关健康、生理、行为和大脑的新知识的同时，思维也有明显的变化。\r\n\r\n我最好的猜测是，我对自律的兴趣可能始于 1974 年左右（12 岁）。我得到了一本关于健美的书，对在身体雕塑领域可能实现的目标感到敬畏。在那些日子里，我开始了一些锻炼，并痴迷于打破引体向上、俯卧撑或......憋气的记录。我每天不断增加俯卧撑，直到我达到 90 个（可能是糟糕的青春期前的质量）。我为自己能长时间憋气而感到自豪（1982 年 12 月 3 日在生理学课上记录了 3 分 15 秒）。我为我的心脏在早上能有多慢而感到自豪。\r\n\r\n在高中的某个时候，我提出了一个想法：每次我想 **「我不愿意做 」** 的时候，我就必须做。仿佛是在证明理性思维才是老大。每次我想 **「我不愿意跑上 12 段楼梯」** ，我就必须去做。每次我懒得起身去关我们公寓区深夜的走廊上的灯，我都必须这么做（我是唯一关心此事的好人）。\r\n\r\n很快我就发现，这种想法会造成伤害。1978 年，我有资格参加波兰的拳击锦标赛。我决定降低一个体重级别。我在不太了解其灾难性后果的情况下努力进行脱水训练。在清晨的火车旅行之后，我昏昏欲睡地迎接我的第一场比赛。结果，我在第一轮就输了，因为我几乎无法站直：又困又脱水（1978 年 5 月 12 日，星期五）。接下来的一周，我在床上度过了心律不齐的日子。我吸取了教训，更加关注人类生理学，在接下来的四十年里，这成为我最喜欢的研究课题之一。\r\n\r\n截至 1983 年 8 月 31 日，在[生产力的微规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)的帮助下，我通过定期提高自己的表现，慢慢改变了自己的生活。在此之前，由于学校的压力，我些许失去了对学习的热爱。这就是为什么我不得不[自律](https://supermemo.guru/wiki/Self-discipline)一点，来迫使自己努力学习。1984 年，我更进一步，给我参加的三个音乐乐队的朋友写了三封信。我退出了。带着痛苦，我不得不在我最喜欢的爱好刚刚开始带来第一个果实的时候，放弃了它。到了 1985 年，我翻阅了《大脑与机器》等书，开始思考，如果能像机器一样高效，那该有多好。同时，我发现了许多自律无效或有害的领域。很明显，理性和感性的头脑必须合作。1986 年，24 岁的我因肾结石住进了医院（庆幸的是，再也没有了）。这些结石是为了节省最后一分钱买电脑而不断斗争的结果。我不吃饭，喝自来水，而不是用妈妈给我的零花钱买像样的饭菜。顺便说一句，这些肾结石一直复发了十年，直到我用咖啡和啤酒解决了这个问题（1996 年 7月23 日最后一次发作）。我发现了补水的价值和力量（包括它对[创造力](https://supermemo.guru/wiki/Creativity)和[问题解决](https://supermemo.guru/wiki/Problem_solving)的价值）。\r\n\r\n在 20 世纪 90 年代，我试图过一种健康的生活方式，但仍然无法摆脱那种工作狂的个性。只有在《多语言 SuperMemo》光盘发行期间，在不眠之夜引入了「最后几分钟写错出的 bug」，我决定绝不再在不完美的精神状态下做任何脑力劳动。糟糕的大脑会造成更多的伤害而不是好处！我还决定不再通宵达旦地工作，这是我在大学里经常有的习惯。1994 年，我在[创意假期](https://supermemo.guru/wiki/Creative_vacation)的帮助下开始了自我发现的过程。1999 年（37 岁）我才开始[自由运行睡眠](https://supermemo.guru/wiki/Free_running_sleep)。这让我立即警觉到 [DSPS](https://supermemo.guru/wiki/DSPS) 的问题，以及现代生活方式对睡眠质量的负面影响。\r\n\r\n2000 年 5 月 4 日，我第一次使用了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的 **[Plan](https://supermemo.guru/wiki/Plan)** 。从那天起，我就能看到一天中日程安排的微小变化对我生活的影响。我可以在早上的咖啡时段增加 5 分钟，看看收益是否超过了成本。放慢速度能不能够提高生产力？我可以将我的电子邮件时间段减少 2 分钟，看看由此产生的积压对沟通质量的影响。在使用 **Plan** 的 20 年中，我主要发现自律是很容易的，生产力是很有趣的。这都是在理性思维的胃口、爬虫类大脑（译注：边缘系统）及人类生理的需求之间找到正确的平衡。最重要的是，坚持[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)将艰苦的工作变成了生产的乐趣。我仍然是一个工作狂，但我现在不配这个标签了：我再也不把工作推到健康的界限之外。\r\n\r\n我对自己在本世纪初关于 **自律** 的文章的措辞仍有异议（例如[天才清单](https://supermemo.guru/wiki/Genius_checklist)）。只有当我完全理解了胁迫的危害，以及[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)的力量，我才能看到自律必须在[最佳推动区](https://supermemo.guru/wiki/Optimum_push_zone)内运作，以确保它不会造成伤害。很明显，这个故事还没有结束：我仍然在为尽早入睡而挣扎，而且我仍然不完全了解[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)在控制食欲和进食方面的力量。这些天来，关于大脑和生理学的新数据集使我感到非常乐观，我了解到这些过程是可以被利用的。如果是这样，我应该高兴地大叫：「好日子还在六十岁呢 」。对于新的几代人来说，在科学和良好的育儿方式的支持下，好日子应该从受孕开始！\r\n\r\n## 示例规则集\r\n\r\n我可能采用了数百或数千条健康和生产力的规则和微规则。它们可能都需要一些自律。这些规则我已经内化了，很多甚至没有写下来。它们可能是一些微不足道的怪事，例如在一辆排尾气的汽车面前屏住呼吸。或者它们可能是重大动荡和冲突的来源，如我不参加葬礼的决心。它们可能是坚如磐石的，也可能是灵活的。几十年来，我一直试图引入 「永远不要走路，永远要跑步 」的规则，但我通常会失败。它只是与另一条规则发生矛盾：「永远不要在没有热身的情况下运动」。在实践中，在我通过步行进行热身之前，我就已经到达了目的地。\r\n\r\n下面我列出了一些我的示例规则。许多规则只对我有用。许多是难以复制的。每个人都应该有自己的一套规则，以适合自己的生活方式、环境、目标、个性等。我的一些规则：\r\n\r\n- 用在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的 **工具：[Plan](https://supermemo.guru/wiki/Plan)** 掌控生活。\r\n\r\n- 工作不要超过最佳睡眠时间\r\n\r\n- 不能错过的户外运动\r\n\r\n- 始终在正确的[昼夜节律相位](https://supermemo.guru/wiki/Circadian_phase)中运动，在良好的热身运动后充分补水\r\n\r\n- 定期[冬泳](https://supermemo.guru/wiki/Winter_swimming)（冬季每周一次，夏季每天游泳）\r\n\r\n- 每年做 50 次半程马拉松（和一次超马）\r\n\r\n- 日出而作（通常在日出后很久）\r\n\r\n- 只在运动前的短时间内阅读邮件并确定优先级（即总是匆匆忙忙的）\r\n\r\n- 以[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)为优先的创意时段，提供良好的电子邮件回复\r\n\r\n- 不浏览网络。用谷歌查找需要的材料。用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)确定需求的优先次序\r\n\r\n- 不在网上阅读文章。预览值得导入 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的文章，并导入这些文章进行优先的[渐进阅读](https://supermemo.guru/wiki/Increading)\r\n\r\n- 不看 YouTube。睡觉前使用[渐进视频](https://supermemo.guru/wiki/Incremental_video)（最好是在散步时）\r\n\r\n- 只在户外的运动场地进行社交活动\r\n\r\n- 不吃甜食、蛋糕或垃圾食品\r\n\r\n- 步行或跑步，而不是开车\r\n\r\n- 无手机干扰\r\n\r\n- 不旅行\r\n\r\n- 没有婚礼，没有葬礼，没有聚会，没有 「特殊场合」\r\n\r\n我有几百条受健康启发的奇特规则，很难复制（例如赤脚跑步）。它们都是在别人的启发下诞生的，或者只是关于健康的推理。我是自己发现赤脚跑步的（2004 年偶然发现的）。直到那时，我才从 Christopher McDougall （ **「天生就会跑 」** ）的话中找到了完全的证实。\r\n\r\n关于婚礼和葬礼的规定可能是最难的。我因为违反社会规范而被纠缠了几十年。年长的好处来了。在我还是学生时，我受到了全家人的严厉批评。而如今，这种麻烦基本上消失了。那些认识我的人都习惯了我的怪癖。那些不熟悉我的人，由于我的年龄，不太可能攻击我。可悲的是，大部分的攻击来自于正在消亡的一代。\r\n\r\n沿着 **[Plan](https://supermemo.guru/wiki/Plan)** 的规则运行生活，是纷争的根源。我经常重申 **「Plan 是上帝 」** 这一规则。同时，我也有一条不成文的规定，那就是绝不浪费好的创意。如果我处于心流状态，我常常忽略了创作活动结束的警报。我打开一个 **「近似的精神警报」** ，有意增加压力和匆忙的程度，这有助于收尾工作，并防止对锻炼和睡眠时间的重大侵扰。可以看到这将带来一些受害者：这就是为什么我（偶尔）不善于好好回复电子邮件的原因，我向你们道歉。\r\n\r\n## 完美的自控公式\r\n\r\n以下是完美自律的支柱：\r\n\r\n- [良好的睡眠](https://supermemo.guru/wiki/Good_sleep)是自律的核心。[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)会破坏大脑的自我控制能力\r\n\r\n- 避免[慢性压力](https://supermemo.guru/wiki/Chronic_stress)，它破坏了自控和参与执行功能的控制网络\r\n\r\n- 采用[自由学习](https://supermemo.guru/wiki/Free_learning)来自然建立知识，在所有可能需要自律的活动中提供支持\r\n\r\n- 在[推动区](https://supermemo.guru/wiki/Push_zone)内逐步采用自律，以尽量减少消极的副作用\r\n\r\n- 只对那些在理想情况下长期自然愉快的活动（如学习、锻炼等）逐步采用自律。对于本质上不愉快的活动（如看牙医），你需要纯粹的勇气（要 **「吃掉那只青蛙」** ）\r\n\r\n- 在学习和长期目标的衔接上下功夫，使专业知识有助于将工作转化为乐趣\r\n\r\n上述内容确保了大脑的控制系统是健康的（睡眠、压力等）。这些控制系统被必要的知识所武装，使生活更容易。有了强大健康的大脑，就更容易在长期目标方面致力于大脑对环境的适应。渐渐地，[控制冲突](https://supermemo.guru/wiki/War_of_the_networks)应该被消除，对自律的需求也会减少。\r\n\r\n完美的执行控制是通过[自由学习](https://supermemo.guru/wiki/Free_learning)实现的，它使生产力本能而愉悦。\r\n\r\n生活中的逆境是大多数人与自律做斗争的主要原因。如果生活是重复的、可控的，就很容易引入[生产力的微规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)。如果生活中出现了大量不愉快的意外，那么要做到遵循自律就难得多。睡眠不好和[慢性压力](https://supermemo.guru/wiki/Chronic_stress)会严重破坏自律。这就是为什么我把睡眠和压力列在[天才清单](https://supermemo.guru/wiki/Genius_checklist)的首位。这也是为什么我支持[基本收入](https://supermemo.guru/wiki/Basic_income)，以帮助人们发挥其最佳潜力。自律是可以训练的。自由使人们很容易逐步提高生产力。\r\n\r\n在追求 「完美控制 」的过程中，重要的是要记住，完美是可望而不可即的。这种非完美主义的意识可以减轻心理负担。自律方面的改进可能会缓慢得令人痛苦，在向前迈出的若干步中，总会出现几步相反的步子。此时最好的安慰来自于这样一个事实：对大多数人来说，从长远来看，进步是持续的，而且结果将是美妙的。\r\n\r\n另见：\r\n\r\n- [自律的危害](https://supermemo.guru/wiki/Harms_of_self-discipline)\r\n\r\n- [良性压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)", + "type": "text/markdown", + "caption": " 成功自律的公式\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Formula for healthy self-discipline" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Genius checklist.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Genius checklist.json" new file mode 100644 index 0000000..3c51c8f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Genius checklist.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Genius checklist", + "text": "# 天才清单\r\n\r\n原文：[Genius checklist - supermemo.guru](https://supermemo.guru/wiki/Genius_checklist)\r\n\r\n## 如何成为天才\r\n\r\n大多数人都有成为天才的潜力。有些因素远[比基因和智商更重要](https://supermemo.guru/wiki/Simple_formula_for_high_intelligence)。我制作了一份清单，自认为遵照这份清单能够成为天才。首先只需要保证自由，和足够健康的身体。我试图列出阻碍许多人发挥最大潜力的因素。此清单首先列出了成才之路上的绊脚石。清单上有些因素需要相互平衡，有些因素则是互相包含的。例如，天才的前三个先决条件是密切相关的：免受[压力](https://supermemo.guru/wiki/Stress_resilience)困扰，[优质睡眠](https://supermemo.guru/wiki/Science_of_sleep)和[自律](https://supermemo.guru/wiki/Self-discipline)。这三个因素可能切中了「为什么我们的星球（还）没有充满天才」这一问题的关键。根据各个要点激励和鼓舞的能力，我将它们分别列出。然而，在你开始阅读之前，请记住 Herbert Simon 关于天才的说法：培养天才需要十年左右的时间。你不仅要满足下面列出的所有标准，还需要付出大量的努力和耐心，才能登上峰顶！\r\n\r\n如果你严格地遵循这些规则，你会对自己在十年内取得的进步感到惊奇。\r\n\r\n如果十年的时间跨度吓到了你，请记住，几周之内发生的自我转变可能已经足够喜人。你越年轻，你的生活越「混乱」，你对自己的未来越迷茫，效果就越好。\r\n\r\n### 消除压力\r\n\r\n此处， **压力** 指的是因快速变化导致压力激素（儿茶酚胺、ACTH、皮质醇等）的增加。充满压力的变化可能来自冲突、疾病、亲属去世或失业。压力也可能来自看似快乐的事情，如婚礼或匆忙的假期。有一个简单的测试：在你刷牙的时候，尽量在脑海中琢磨环创造性的问题。如果你因为工作或家庭中的问题而心事重重，难以进行创造性的思考，你将无法通过这个测试。压力会极大地降低你创造力的效能。最重要的是，它将影响你的[自律](https://supermemo.guru/wiki/Self-discipline)：成为天才的另一块基石。此外，[慢性压力](https://supermemo.guru/wiki/Chronic_stress)将导致皮质醇过量，交感神经系统的活动增加，以及由此产生的对神经发生、记忆巩固、创造力等的抑制。见：[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)、[慢性压力](https://supermemo.guru/wiki/Chronic_stress)、[急性压力](https://supermemo.guru/wiki/Acute_stress)、[良性压力](https://supermemo.guru/wiki/Eustress)和[幸福生活的简单公式](https://supermemo.guru/wiki/Simple_formula_for_a_happy_life)\r\n\r\n[慢性压力](https://supermemo.guru/wiki/Chronic_stress)偷走了创作时间，破坏了睡眠，并对大脑有害。\r\n\r\n### 睡眠\r\n\r\n保证[你大脑所需的]优质睡眠(https://supermemo.guru/wiki/Free_running_sleep)。最简单的第一步是：[扔掉你的闹钟](https://supermemo.guru/wiki/Kill_the_alarm_clock)！睡眠不足会带来四重打击：（1）抑制[记忆巩固](https://supermemo.guru/wiki/Memory_consolidation)，（2）阻止[记忆优化](https://supermemo.guru/wiki/Memory_optimization_in_sleep)，（3）使你不愿意思考，以及（4）破坏你的[自律](https://supermemo.guru/wiki/Self-discipline)。从长远来看，睡眠不好对大脑健康不利。你应当顺应[自然的创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)。更多信息见：[睡眠的科学](https://supermemo.guru/wiki/Science_of_sleep)\r\n\r\n糟糕的睡眠会破坏[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)、学习和[创造力](https://supermemo.guru/wiki/Creativity)。\r\n\r\n### 自律\r\n\r\n缺乏自律，再加上压力和睡眠不足，是导致生产力低下的首要原因。实现良好自律的诀窍是循序渐进，将自律转化为一种习惯，然后转化为提高生产力的乐趣（更多信息请见：[自律](https://supermemo.guru/wiki/Self-discipline)）。如果你能尽早养成健康的自律习惯，你的生活将有可能有完全不同的轨迹。如果你认为自己在这方面做的不够，可以尝试以下练习：一旦你的脑海中出现一项有价值的活动，而你却不愿意去做，那就 **去做** 。在人类生理条件可接受的范围内，你的理性大脑必须是你做决策的主人。站在一池冷水旁边，你讨厌跳进去吗？你越是讨厌，就应该越早跳。最后你会[爱上它](https://supermemo.guru/wiki/Winter_swimming)。一旦你体验到大脑的意志力，洗冷水澡只是一个小小的挑战。你需要掌握完美执行自己计划的技巧。你的计划越精确，执行起来越难，结果就越具体。学会延迟满足。如果你专注于你的长期目标，日常的不便就是可以忍受的，甚至能令你感到愉快。对目标的艰苦追求是对天才头脑的最好奖赏。懒惰的小小奖励并不适合真正的天才。每天都要自律。即使是最强大的头脑也很容易松懈下来。牢记压力和睡眠。压力和困倦是破坏自律的主要因素。自律不能与生理作对。在极端情况下，它实际上可以[破坏你的天才]（https://supermemo.guru/wiki/War_of_the_networks）。如果你生病了，就停止工作。如果你困了，就去睡觉。有一点令人欣慰，你应该知道，那就是随着时间的推移，自律将逐渐转变为一种乐趣。你不仅会[本能地执行你的计划](https://supermemo.guru/wiki/Plan)，你还会收获早期努力所带来的让你的生活向更好的方向发展的好处。到了晚年，你将不需要太多的[自律](https://supermemo.guru/wiki/Self-discipline)就能运用你的天才头脑来做有用的事。\r\n\r\n富于激情的目标催生出的[自律](https://supermemo.guru/wiki/Self-discipline)执行起来很简单。\r\n\r\n### 夜以继日地学习\r\n\r\n你将知识[转换为伟大思想](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)。虽然在压力或[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)的情况下也可以学习，但这里提到的学习的优先级被排在压力、睡眠和自律之后。这是因为人类[与生俱来的好奇心](https://supermemo.guru/wiki/Learn_drive)促使他们渴望学习。电视、小报和社交媒体都因这种学习需求而蓬勃发展。大多数人明白学习的重要性，但由于压力、睡眠不足或缺乏自律而无法执行他们的计划。要成为天才，你的一生都应该围绕着学习。你应该利用每一个小机会来学习重要的东西。这可能是阅读爱因斯坦的传记或与流浪汉交谈。阅读、交谈、观看、网上冲浪，并不断地思考。不要回避困难的科目（如数学）。严格按照你的创造性需要来塑造你的学习，但不要不探索广泛的主题。接触所有的基础知识，并避免狭隘的视野！请记住，你学习的成功将需要恰当的[知识表述](https://supermemo.guru/wiki/20_rules)和复习时机（如 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)）。你是否缺乏大学教育？这[不要紧](https://supermemo.guru/wiki/School_dropouts)。看看爱迪生、林肯或莱布尼兹就知道[自学](https://supermemo.guru/wiki/Self-learning)的力量。如果你用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)来安排你的学习，以上列出的所有看似矛盾的要求都可以调和。见：[渐进阅读的优势](https://supermemo.guru/wiki/Advantages_of_incremental_reading)\r\n\r\n### 抽象知识\r\n\r\n除了大量的学习，你需要注意[知识的质量](https://supermemo.guru/wiki/Abstract_knowledge)及其普遍[适用性](https://supermemo.guru/wiki/Applicability)。你不能只是记住成千上万的事实。你必须有意识地探索一些领域，如逻辑学、概率论、统计学、博弈论、决策论、计算科学、最优化，以及其他数学和科学的分支。你必须培养对逻辑思维、科学方法和怀疑论的热爱。哪怕你是一个影评人，你仍然需要高质量的逻辑来构建你的判断。记住，所有的知识都是不稳定的，随时都可能被证伪。对那些似乎颠覆了你目前对世界的看法的新真理，也要保持开放。\r\n\r\n### 知识表达\r\n\r\n天才的大脑之所以能够脱颖而出，主要是它能够以[易于记忆](https://supermemo.guru/wiki/20_rules)和[易于使用](https://supermemo.guru/wiki/Applicability)的方式储存[优质知识](https://supermemo.guru/wiki/Coherence)。天才的大脑能以简单的方式看待复杂的事物。看同样的文字或图片，天才能看到的东西比普通人多十几倍。普通的读者会说 **「我懂了，那又怎样？」** 。天才读者会说 **「尤里卡！」** ，并列出刚刚获得的知识的若干应用。天才们在学习的时候会简化。他们[归纳总结](https://supermemo.guru/wiki/Generalization)。他们建立[抽象模型](https://supermemo.guru/wiki/Abstract_knowledge)。他们开发抽象的语言来表达知识。这些表达技巧也可以通过训练来发展。你有没有尝试过学习汉字（日语符号）？如果你把汉字看成是一堆混乱的棍子，那么你就是一个典型的初学者。然而，随着时间的推移，汉字符号会逐渐开始向你展现其意义，用它们自己的语言与你交谈。一旦你学会了前几百个，接下来的一千个应该会很顺利。如果你学习 20x20 的乘法表，也会发生同样的情况。随着时间的推移，你会学到一些简单的技巧，来进行简单重复的计算。与其记住 20x20 的所有组合，不如把自己限制在一个标准的 10x10 的表格里（只占所有组合的 25%），并在此基础上添加一些在你的[工作记忆](https://supermemo.guru/wiki/Working_memory)中操作数字的规则。建立良好表述的最好方法是：（1）了解记忆的工作方式（见：[表述知识的 20 条规则](https://supermemo.guru/wiki/20_rules)），（2）在学习过程中有意识地调整表述（例如，[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)内在地支持这一过程），（3）努力学习[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)（你学得越多就越容易），以及（4）[良好睡眠](https://supermemo.guru/wiki/Good_sleep)以利用[睡眠中的神经优化](https://supermemo.guru/wiki/Neural_optimization_in_sleep)。如果你在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中遇到了困难的问题，就推迟它。运气好的话，一些其他的信息来源会向你提出更好的、更容易被吸收的表述。\r\n\r\n### 健康\r\n\r\n严格地管理你的健康！保持你的血压水平正常（高血压会损害你的大脑），不要[酗酒](https://supermemo.guru/wiki/Impact_of_alcohol_on_sleep)（任何明显影响你思维表现的剂量都可能对你的大脑产生毒害），只有在绝对必要时才使用药物，锻炼身体，远离吸烟或非法药物，学习一些医学知识！你的大脑是一个高度敏感的器官，需要在健康的环境中运作。保持健康并理解你大脑的生理需求，可能会极大地提高你长期的表现。不要在[感冒和流感](https://supermemo.guru/wiki/Formula_for_common_cold_prevention)上浪费时间上。现代世界使我们的健康大受打击，而知识是最好的预防。依靠自然的生理防御机制，你可以很好地保持健康，直到七十多岁，甚至更久。见：[幸福生活的简单公式](https://supermemo.guru/wiki/Simple_formula_for_a_happy_life)\r\n\r\n### 负面情绪\r\n\r\n学会控制和消除那些模糊你的思想和长期视野的负面情绪。唯一可以接受的对他人的情感应该是积极的，特别是爱、同情、钦佩和激励。智力上的激情也可以。如果被其他负面情绪侵袭，就把注意力转移到你的创意世界中。不要被生活中讨厌的东西所动摇，变得心灰意冷。无论如何都要继续前进。\r\n\r\n### 乐观主义和耐心\r\n\r\n推动你的生活进入一个乐观的轨道！做你喜欢的事，培养强烈的目标感。源于[斯多葛学派](https://supermemo.guru/wiki/Stoicism)哲学的乐观主义和耐心对于你的大脑平和地参与创造性的努力至关重要。乐观主义有荷尔蒙的基础，因此可以被操纵和加强。它也是以记忆为基础的（见：[学习和抑郁](https://supermemo.guru/wiki/Learning_and_depression)）。你的时间表中应该包含一些你喜欢做的事情。由于其对奖励系统的密切且直接的影响，高效的学习是积极体验的最佳来源之一。然而，对许多人来说，它也可能是[苦差事](https://supermemo.guru/wiki/Problem_of_Schooling)。为了平衡，你需要找到时间进行高度愉快的活动，扩大你对普通生活的热情，无论是音乐、艺术、电影、体育、宗教、爱情，还是其他。\r\n\r\n### 目标\r\n\r\n如果生活脱离实际，即使是最聪明、最博学的大脑也不配享有天才的地位。如果你一直改变关注点和兴趣，你可能到头来也做不出什么创造性产出来显示你的才能。你应该首先为你的生活建立一个明确的目标。如果你很年轻，仍然不了解自己或周围的世界，致力于加强学习是一个不会出错的选择。在你的目标具体化之前，学习本身可以是你短期目标。然而，你不能永远只为学习而学习。从某个时刻起，你将需要专注于一个宏大目标，你的学习应该集中于实现这个目标。好的目标是自然浮现的，是你的才能和价值观的反映。为了使世界变得更好，你能做的最好的事情是什么？如果你知道答案，就把它作为你的执念。历史上最伟大的人物往往强烈地关注一个问题，且忽略了生活中所有的小事。比尔盖茨年轻时在他的办公桌下睡觉，因为他不想把时间浪费在回家上。Al Gore 的明星律师 David Boise 住在一个肮脏的房子里，穿着破旧的西装跑步，以节省更多的时间来为他的案件做准备。Lincoln 穿得很好，只是为了取悦他的妻子。Einstein 一旦专注于他的相对论思想，就会对外部世界完全没有反应。爱迪生会连续几天不眠不休地工作。英特尔公司的 Andy Grove 说得很有道理： **「只有偏执狂才能生存！」** 。你需要一个明确的目标，你需要充满热情地追求它。至于盖茨和爱迪生，请记住，[优质睡眠](https://supermemo.guru/wiki/Science_of_sleep)在这份清单上被列为第二位。一个充满激情的天才可能会睡得更少，但只有当他在创造的激情中自然而然地产生这样的需求时，才是无害的。见：[设定目标](https://supermemo.guru/wiki/Setting_goals)\r\n\r\n目标和激情在没有重大压力的健康大脑中自然浮现\r\n\r\n### 平衡学习和生产力\r\n\r\n一方面，这份清单要求你为了实现你的目标而努力工作。另一方面，它要求你把你的一生都花在学习上。自然而然，你需要在学习和生产性创造之间找到一个最佳平衡点。这就是 Steven Covey 所说的 P/PC 比（即生产与提升产能付出的努力之比）。一个简单的经验法则是：开始时，将你的时间五五分成地分配给学习和创造。渐渐地，你会发现瓶颈在哪里，便可据此改变你的分配（在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，你可以使用[工具：计划](https://supermemo.guru/wiki/Plan)来找到你的完美比例）。每当你偏离最佳平衡时，你的生产力产出就会减少。你的天赋不能像玻璃橱窗里的粉红色凯迪拉克。但你也不能在追求目标的同时忽略了培养天赋。这两者是相辅相成的。\r\n\r\n### 激情\r\n\r\n激情、雄心、动力、精力和毅力都是相互关联的。内驱力和[掌握的愤怒](https://supermemo.guru/wiki/Rage_to_master)是成为真正的天才的先决条件。坏消息是，这些因素与你的个性强烈交织在一起，有些还有遗传背景。好消息是，你可能已经有足够的禀赋了。毕竟，你找到了这篇文章，而且你有足够的耐心来完成它。更好的消息是，[激情涉及记忆](https://supermemo.guru/wiki/Passion_and_memory)，因此它是可以训练的。作为提示，请阅读[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是如何被抑制或加强的：[学校抑制学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)。如果你的学习内驱力日益旺盛，你的知识就会爆发。这反过来又增强了激情的力量，然后是动力，然后是精力，以及毅力。激情死于不作为。另一方面，在健康状况允许的情况下，激情会随着富有成效的努力和不间断的自我发展而增长。\r\n\r\n### 专业化 VS 通用性\r\n\r\n一方面，这份清单要求你专注于一个狭窄的领域，在这个领域你可以成为世界第一。另一方面，它要求你永远不要忽视广泛的多学科学习。自然，你需要平衡这两者。没有比使用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)更好的方法来平衡你的学习重点了：知识呈树枝状增长，并向带来价值的所有方向传播。每当你发现你的知识中存在令人痛苦的断层时，你可以在渐进阅读中加入更多的学习材料。渐进阅读对你在学习过程中能输入多少材料没有限制，它能够使你在学习上花费你可以承受的最多时间。渐进阅读不会超载：如果你增加更多的生物学，所有其他科目的优先级将按比例被压缩。这也确保了你不会在暂时的狂热下崩溃。可以对优先级下降的科目重新安期，提高/降低优先级。在学习过程中，重新确定优先级的情况不断发生。在渐进阅读中，你几乎不需要分配时间来计划学习过程。你可以同时进行多个优先材料的学习。你不会成为那些因为把所有事情都分散开来而失去成功机会的人之一。你也不会产生狭隘的视野。通过合理控制的学习，你将很容易在专业化和大局观以及所有介于两者之间的事物之间找到最佳平衡。\r\n\r\n### 衡量每天的进步\r\n\r\n要用每天的成果衡量进步，而不是用离最终目标的剩余距离。这种方法看似自相矛盾，但这么做才是走在最优的道路上。起码你今天的成果更有实感，你今天在通往目标的道路上前进的距离并非如此。生产力是最令人满意的感觉，它能让你突破桎梏，勇攀高峰。对于富于创造力的人来说，感到生产力这一点，可能是最为重要的积极情绪。只要你的满足感主要来自促使通向宏大目标的计划的完美执行，你的动力就会保持高涨，你的轨迹也是正确的。有时候你的绝妙灵感可能最终无法实现，就像 Charles Babbage 的微分机或 Ted Nelson 的上都计划那样。但这并不是不努力的借口。这个[维基网站](https://supermemo.guru/wiki/SuperMemo_Guru)使用的嵌入功能，就是基于 Nelson 的天才思维而完善的（而非传统的复制方式）。而整个网站是在一台计算机上编写的，计算机则是受 Babbage 的开创性设计启发。另见：[计划一个没有压力的完美生产日](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)\r\n\r\n### 忘记金钱\r\n\r\n金钱会扭曲目标。如果你追随金钱的脚步，你的优化举措反而阻碍你施展创造力！以金钱为导向的优化，至少在当今世界，将阻止你发展明确的创造性关注点。真正的天才很少是受金钱所激励的。大多数天才的动机是功利性的目标，[好奇心](https://supermemo.guru/wiki/Learn_drive)，或追求成为他们领域中的佼佼者。你需要将你的创造力用于实处，而不是仅仅为了确保遵守这份清单（特别是在与健康、压力、睡眠和创造性工作时间有关的几点）。令人欣慰的是（你应该记住），未来的比尔盖茨将出自创意精英。所有国家共同努力，开发出整个地球层面的机制，来嘉奖天才无比宝贵的成果。天才的唯一工作和责任是创造和贡献价值。\r\n\r\n### 写下想法\r\n\r\n新想法只记在脑子里完全不可取。你要立即把新想法写下来。即使这个想法只是如何解决问题的提示，也要写下来。即使你不确定它是否正确，也要写下来。你预料不到这些提示或想法的影子会如何影响你未来的思考。如果这个想法看上去站不住脚，那么它的记忆痕迹也很微弱。Charles Babbage 说：写下当时的想法。那些未曾预料的想法通常是最有价值的。贝尔对他的想法做了细致的记录，这些想法合起来可以帮助贝尔打破爱迪生的专利记录。Botvinnik 对他在国际象棋上的想法做了细致的记录，并鼓励他的学生也这样做。玻尔的办公室有一面墙，里面有一个狭窄的抽屉，他在那里存放了出版准备过程的不同阶段的多份手稿。他不会加快创作过程，但总是想要记录当时的思维状态。现在，追随 Bell 和 Bohr 的最好方法是直接把点点滴滴的想法写进[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。一旦你写下一个想法，就描述出当时的所有联想。渐渐地，在渐进回顾的过程中，你会重新分析各个片段，在此基础上进行巩固，用新的知识强化它们，等等。在渐进阅读的过程中，将新的想法添加到引发它们的主题中。这也将有助于你理解联想思维和渐进阅读对创造力的影响。见：[渐进写作](https://supermemo.guru/wiki/Incremental_writing)\r\n\r\n### 集思广益\r\n\r\n与其他大脑的互动有一种神奇的力量。能够激发你灵感的来源中，任何阅读和搜索引擎都不能取代另一个人的价值。在轻松的一对一会面中与你的同事讨论伟大的想法。最好在公园或湖边进行这样的会面。避免令人分心或紧张的环境，如办公室、拥挤的地方等。如果能为你带来灵感之人离你很远，可以通过电子邮件进行渐进式头脑风暴。\r\n\r\n### 时间管理\r\n\r\n时间管理技巧帮助人们最大限度地有效利用时间。 **如果把花在创造性活动上的时间增加一倍，你就可以把你一生的产出增加几倍** 。由于会感到疲劳，你的效率可能不会翻倍，但创造性产出的结果往往会随着时间的推移而累积、巩固和自我放大。创造力是一项伟大的投资，它带有巨大的复利，将在你的一生中产生滚雪球效应。学会使用电子邮件而不是电话或汽车。这可以节省大量的时间。规律且重复的时间安排对创造力最有效。[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)一文解释了这一点。如果你的计划足够灵活，可以使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的 **[计划](https://supermemo.guru/wiki/Plan)** 功能。 **计划** 可以优化各项活动的现实时间分配，根据各自的优先级按比例调整。为了提高你的时间管理技能， **计划** 将帮助你准确记录你的工作。你将看到你浪费的或用于低优先活动的时间有多少。如果你以前从来没有做过这样的练习，你一定会对自己在低优先活动上花费的时间感到惊讶。时间管理将释放这种潜力。详见：[计划一个完美的富有成效的一天](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)。\r\n\r\n### 向伟大的人学习\r\n\r\n世界上最伟大的人们的生活是最鼓舞人心的。寻找可能对你自己的努力有帮助的策略。伟大人物的传记应该是你[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)材料中一个必不可少的部分。\r\n\r\n### 了解你自己\r\n\r\n试着记录你以往得到最佳创意的经验，以及什么对你的大脑最有利。你应该关注你的最佳工作环境、精神状态和方法论。研究自己对保持健康有很大好处。如果你用[渐进写作](https://supermemo.guru/wiki/Incremental_writing)来做笔记和创意阐述，你会发现渐进学习的过程会将你的笔记变成关于你自己的知识泉源。\r\n\r\n### 锻炼你的社交技巧\r\n\r\n不要忽视[与他人互动所需的技能](https://supermemo.guru/wiki/Optimal_socialization)！团队精神和合作可以创造奇迹。如果你疏远别人，就很难在交流中激荡出新的灵感。结交朋友，但不交损友。听取建议，但如果你不认同，就礼貌地拒绝采纳。除非是高人指点，否则千万不要让其他人以任何其他方式主宰你的道路。老好人往往让别人滥用他们的礼貌，因而停滞不前。学会说 **不** 的最佳方法是经常练习。虽然听起来矛盾，但独处一个月可以帮助你提高与他人互动的效率。当你发现完全掌控自己的时间时你可以做多少事，说 **不** 就会变得容易得多。\r\n\r\n### 奋力一搏\r\n\r\n如果你需要解决一个困难的问题，请为之分配大量时间以实现目标。在一段时期内，试着忘记整个世界。把大量新的启发式知识扔进[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中。尽可能多地付出时间，并保证睡眠。[学习、思考、创造、睡眠](https://supermemo.guru/wiki/Natural_creativity_cycle)、学习、思考、创造、睡眠，直到问题解决。记住，你的[记忆在睡眠中重组](https://supermemo.guru/wiki/Neural_optimization_in_sleep)。这就是为什么你在做高度创造性工作的时候需要充足的睡眠。很有可能，在某个美好的日子里，你醒来时，半梦半醒的头脑中会不经意间冒出一个可用的想法。这只是选择合适的问题来匹配你的技能。最伟大的科学家和发明家都善于发现[可解决的问题](https://supermemo.guru/wiki/Problem_valuation_network)。如果你可以解决这个问题，那么以聪明的方式去解决它就会产生一个令人满意的结果。请看：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)\r\n\r\n还要记住，有些事情是不值得去争的：[磨练就是荣耀](https://supermemo.guru/wiki/The_grind_is_the_glory)\r\n\r\n### 温馨的家庭\r\n\r\n为了延续天才，要为自己的孩子提供最好的、最具启发性的环境。父母的关心与孩子未来的成就高度相关。最伟大人物的生平表明，爱、关怀、激励、温暖的家庭是培养改变世界的大脑的关键。记住，关心并不意味着对自由的限制。为了最大限度地发挥人的潜力，学习和发展必须是[自我导向](https://supermemo.guru/wiki/Free_learning)的。另见：[学习中的胁迫](https://supermemo.guru/wiki/Coercion_in_learning)\r\n\r\n## 为什么这份处方不起作用？\r\n\r\n从我制定上述清单（2001 年）以来，已经过去了 20 年。我很自豪地看到许多年轻人遵照我的处方而茁壮成长。然而，我也看到了大量的失败案例。失败清单没这份清单那么长。它基本上可以归结为两个点：压力和睡眠。在压力大和睡眠不好时，[自律](https://supermemo.guru/wiki/Self-discipline)会崩溃，然后......什么都不会发生。通往成功的进步不会出现。\r\n\r\n令人惊讶的是，许多人被社会压力、[行为系统](https://supermemo.guru/wiki/Behavioral_system)和缺乏自信所奴役。我强烈指责教育系统带来的这些人性弱点。见：[学校违反了天才清单](https://supermemo.guru/wiki/Schools_violate_the_Genius_Checklist)和[在学校学到的 100 个坏习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)。\r\n\r\n当处于成长期的孩子们被剥夺了做决定的自由时，他们可能会留下终身的创伤。\r\n\r\n如果你认为我的清单上遗漏了什么，或者你不同意某些观点，请[让我知道](https://supermemo.guru/wiki/Let_me_know)。", + "type": "text/markdown", + "caption": " 天才清单\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Genius checklist" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Goodness of knowledge.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Goodness of knowledge.json" new file mode 100644 index 0000000..11960ed --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Goodness of knowledge.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Goodness of knowledge", + "text": "# 知识的善\r\n\r\n原文：[Goodness of knowledge - supermemo.guru](https://supermemo.guru/wiki/Goodness_of_knowledge)\r\n\r\n著者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n日期：2002 年 10 月\r\n\r\n这是一个更新版本。原件可以在[此](http://www.super-memory.com/articles/goodness.htm)查看\r\n\r\n## 目录\r\n\r\n1. [知识是 “好的” 还是 “中立的” ？](https://supermemo.guru/wiki/Goodness_of_knowledge#Is_knowledge_.22good.22_or_.22neutral.22.3F)\r\n\r\n2. [介绍](https://supermemo.guru/wiki/Goodness_of_knowledge#Introduction)-为何要为“好”和“中性”知识之间的区别而纠结\r\n\r\n3. [知识的善](https://supermemo.guru/wiki/Goodness_of_knowledge#Goodness_of_knowledge)-为什么应该以“好坏”标准来看待知识\r\n\r\n4. [一个真理前提](https://supermemo.guru/wiki/Goodness_of_knowledge#One_truth_premise)-从单一真理的概念中得出知识的善\r\n\r\n5. [何为好？](https://supermemo.guru/wiki/Goodness_of_knowledge#What_is_good.3F)-能以其内在价值作为评判吗？\r\n\r\n6. [价值体系](https://supermemo.guru/wiki/Goodness_of_knowledge#Systems_of_value)-确定内在价值的主要元伦理方法\r\n\r\n7. [价值体系的普遍性](https://supermemo.guru/wiki/Goodness_of_knowledge#Prevalence_of_systems_of_value)-街上的人们怎么看待什么是道德？\r\n\r\n8. [享乐主义与知识](https://supermemo.guru/wiki/Goodness_of_knowledge#Hedonism_and_knowledge)\r\n\r\n9. [宗教与知识](https://supermemo.guru/wiki/Goodness_of_knowledge#Religion_and_knowledge)\r\n\r\n10. [科学价值论和知识](https://supermemo.guru/wiki/Goodness_of_knowledge#Scientific_axiology_and_knowledge)\r\n\r\n11. [价值冲突](https://supermemo.guru/wiki/Goodness_of_knowledge#Clash_of_values)-伦理体系的争执和知识的冲击\r\n\r\n12. [有偏见的知识](https://supermemo.guru/wiki/Goodness_of_knowledge#Biased_knowledge)-当知识无助于伦理和解时\r\n\r\n13. [是否可以对价值体系进行调和？](https://supermemo.guru/wiki/Goodness_of_knowledge#Can_systems_of_value_be_reconciled.3F)-即使是表面上的和解也有助于抵制邪恶\r\n\r\n14. [共同的内在价值并不保证普适的调和](https://supermemo.guru/wiki/Goodness_of_knowledge#Universal_intrinsic_value_does_not_guarantee_universal_reconciliation)-价值论的复杂性\r\n\r\n15. [结论: 知识和生活感知](https://supermemo.guru/wiki/Goodness_of_knowledge#Conclusion:_knowledge_and_the_sense_of_life)\r\n\r\n16. [总结](https://supermemo.guru/wiki/Goodness_of_knowledge#Summary)\r\n\r\n17. [延伸阅读](https://supermemo.guru/wiki/Goodness_of_knowledge#Further_reading)\r\n\r\n## 知识是 “好的” 还是 “中立的” ？\r\n\r\n本文试图论证，更多的知识会导致统计上更多的*“善”*，这适用于大多数*“善”*的定义。这意味着知识可以成为对抗*“邪恶”*的一种补救措施。\r\n\r\n即使你是所有罪人中最邪恶的，你也会在知识的木筏上战胜所有邪恶——《薄伽梵歌》（约公元2-3世纪，第4章：知识）\r\n\r\n## 介绍\r\n\r\n尽管我不是哲学家或宗教学者，但我觉得有必要解决 “知识的善” 问题。我的整个职业生涯都在寻找更快、更好的学习方法。然而，我听到一些声音说，更佳的学习未必一定会传播善念，抵制邪恶。引发这篇文章的典型观点是：*“如果你帮助恐怖分子更快地学习，它将导致更多的死亡和破坏”*或*“你的[SuperMemo 学习方法](https://supermemo.guru/wiki/SuperMemo)只会提高标准，让濒临崩溃的学生加剧内卷。约瑟夫·斯大林同志坚持认为：“教育是一种武器，其效果取决于谁掌握它，它的目标是谁”。\r\n\r\n当然，学习确实可以带来更强的大规模杀伤性武器。同样真实的是，加速学习法也会加速爱日惜力的竞争的负面影响。事实是教育可能会变成灌输。然而，在这篇文章中，我只想证明知识具有 “统计优胜” 性。\r\n\r\n许多人认为知识是中立的。它的好坏取决于它的使用方式。然而，“中立”的知识观忽视了一个重要的事实，即我们越是见多识广，就越有可能采取行动并行善。换句话说，知识既可以用于善也可以用于恶，然而，如果我们使用统计学或概率论的工具，我们将很容易地表明知识是压倒性的 “善”。\r\n\r\n## 知识的善\r\n\r\n只消五步简单推理，便可得证我的观点——知识是善的：\r\n\r\n1.存在一处真理\r\n\r\n2.知识可以帮助揭示真理\r\n\r\n3.关于善的真理与其他真理没有什么不同；意即知识越多，我们更有可能认同什么是真的，什么是好的\r\n\r\n4.因此，知识必须成为所有哲学和宗教体系中价值体系的普遍统一体\r\n\r\n5.因此，知识增加了我们表现“善”的机会，使我们能够最大限度地理解什么是“善”\r\n\r\n自然，如果没有正式的检验，上述思维很容易被哥德尔证明的错误使用、圣经中自相矛盾的引用、相对论善的论点、摩尔的开放问题、非认知主义的价值理论等所破坏。一些人憎恶全球化和人类均一主义；然而，受过教育的人倾向于唯一的真理，包括关于价值的真理，这是不可避免的（正如信息理论所正式表明的那样）。这种同质化是最大限度地缓和社会与国家冲突的一种不错的方式。价值体系的调和对民主来说是个好消息，有助于克服其弱点。我所举出的解释和例子让我冒着被比作希特勒、撒旦、斯大林或奥萨马的风险。风险源自于这个主题的敏感性，观点大相径庭，甚至术语的细微差别都会导致肾上腺素的爆炸。伦理哲学就像政治哲学。有人觉得，共产主义是“无所不用其极的破坏”，对另一个人来说是功利主义姿态的至高理想。人们可以将共产主义视为无能者如寄生虫般存活的不道德的制度。另一种可以将其视为类似大脑的中央控制系统，使用与人体相同的标准优化资源的再分配：为那些更需要的器官提供更多。当他们听到“共产主义”这个词时，一些人看到斯大林政权的尸体，另一些人看到他们自己的家庭，父母和孩子都为共同利益共享和工作。这篇短文仅用于表达本人想法，并非致力说服那些持强硬相反怀疑观点的人。下面我将详细阐述一个真理、一个善的概念以及价值体系的趋同。\r\n\r\n## 单一真理的前提\r\n\r\n我们本能地以只有一个真理为前提来看待生活。如果有人看到一头大象，而其他人均表示否认，我们就会认为 Ta 是糊涂、被误导或撒谎了。“一个真相” 的前提被连接到我们神经网络的归纳能力中，这些神经网络每天都在总结经验，并建立一个关于周围世界的一致模型。从出生起，我们就建立了一套关于现实的定理，这一切都源于一条根深蒂固的神经公理，即我们从感官输入中得到的或多或少是真实的。当然，如果我们的“正确输入”公理是错误的，那么我们的现实模型可能是错误的。以下是一些“我们的现实”可能看起来是“虚假现实”的例子：\r\n\r\n- 有一天我们醒来发现，“我们的现实”只是一场梦，“真正的现实” 是基于不同的物理或不同的逻辑或……我们甚至无法在现实中想象的东西\r\n\r\n- 我们的现实是在存在于另一个现实中的计算机上模拟的（设定取自电影《黑客帝国》）\r\n\r\n- 我们的大脑悬浮在一个由人工控制的输入提供虚假感觉印象的大桶中\r\n\r\n无论真实的现实是什么，我们时下都无法摆脱目前的现实。换句话说，我们别无选择，只能接受正确的输入公理，将现实模型视为正解，如此活着。\r\n\r\n所有人对 “我们的现实” 都有大致相同的理解。换句话说，我们（理性的）都相信自己生活在地球上，地球是银河系太阳系的一部分。自己由器官、组织和细胞组成。我们有相似的感受和判断机制，大多使用相同的逻辑规则。逻辑告诉我们，如果地球比火星离太阳更近，那么地球就不能同时离太阳更远。一个关于真理的正确表述不可能同时是真的和假的。谎言者悖论没有 “正确表述”，因此说明了 “一个真理” 前提无法被反驳。*“这句话不能被证明是正确的”* 是自我指涉的，对关于现实中的真实定理没有建设意义。*“这件外套是红色的”*这句话的真伪可能会受到色盲或个人简单判断力问题影响，然而，毛衣反射的真实光谱是可以测量的。光谱定义了真相，而非对红色的视觉感知。\r\n\r\n如果你不同意 *一个真理* 原则，你最好不要再读下去。本文的其余推理是基于一个不可避免的前提，即我们都生活在同一个现实中，事情不可能同时既真又假。我们能够通过感官习得知识，并且基于这些知识断明真理。", + "type": "text/markdown", + "caption": " 知识的善\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Goodness of knowledge" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_I stopped being patriotic.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_I stopped being patriotic.json" new file mode 100644 index 0000000..f0c8ebc --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_I stopped being patriotic.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/I stopped being patriotic", + "text": "# 我不再爱国了\r\n\r\n原文：[I stopped being patriotic - supermemo.guru](https://supermemo.guru/wiki/I_stopped_being_patriotic)\r\n\r\n这篇文章是 [Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) 博士在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上关于记忆、学习、创造力和问题解决系列文章的一部分\r\n\r\n## 通往民族主义之路\r\n\r\n爱国精神被普遍认为是一种优良品质。其定义为对自己国家的爱，而爱不可能是坏事。我从小就接受爱国教育，直到 26 岁左右我都相当爱自己的国家。然而，今天我把爱国主义看作是我年轻无知的表现。我也认为这是通往民族主义的可能之路。从爱到恨的道路并不长，我自己的例子证明了这一点。\r\n\r\n## 英语让人大开眼界\r\n\r\n我从小就被教育要热爱祖国。我从不认为这是灌输的结果，因为我的成长过程相当积极。热爱自己的国家没有任何错。为了让国家变得更美好，努力工作也没有错。而且，爱国情操是水到渠成的。一个人在自己老家的所有积极经历，构筑了他对于家乡的丰富且积极的知识。同样，共同的语言、报纸、书籍、广播和电视也确保了一个人对自己国家或民族的了解自然比对邻国的了解更深入。如果这种了解与成长过程中的积极经历相联系，就会为健康的爱国精神打下坚实基础。这就是我为什么会变得热爱祖国。\r\n\r\n1980 年，18 岁的我开始学习生物学，没过多久我就意识到，如果我留在波兰而不是去美国找工作，我的科学事业会受到拖累。然而，我爱国，所以我从未考虑过离开。相反，我对理论科学产生了浓厚兴趣。我对大脑的工作机制感兴趣，所以我认为计算机科学会是继续研究的好工具：我的目标是大脑的计算理论。1985 年，23 岁的我开始学习计算机科学。到了 1988 年，我仍然坚持爱国立场，宣称永远不会离开波兰去「更好的地方」。我声称：「我的国家为我的免费教育投入了大量资源，所以我不能背叛同胞去其他地方工作。」\r\n\r\n然而，到了 1990 年，我已经确立了一个非常明确的梦想，那就是在美国获得博士学位。在那短短的两年里：1988 -1990 年，唯一值得注意的变化因素是英语。正是在这段时间，我想出了[计算机辅助间隔重复](https://supermemo.guru/wiki/Computational_spaced_repetition)的方法，让我[一眨眼](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English)就掌握了英语。从 1987 年的英语盲，到 1990 年以优异成绩通过 GRE 考试。我的英语测试成绩比美国本土毕业生还要好。英语让我看到了更广袤的世界，我突然意识到自己是世界公民。无论我在波兰还是美国为科学做出什么贡献，都将造福全世界，而不仅仅是我居住的国家。我无法解释为什么，到了 26 岁，我那知识满溢的大脑仍对这个道理一无所知。然而，神经科学似乎给出了一些答案：大脑需要几十年才能成熟！要是不留神，事情再明显也看不见。这就是灯下黑。\r\n\r\n如今，我依然热爱我的国家，但我更热爱欧洲，因为欧洲有和平、团结、自由和理性治理的理念。我终于明白，偏爱是因为偏见。强烈的爱国主义可能源自对其他国家的无知，或者对本地问题的广泛了解，或者是难以控制的强烈情感，或者，在大多数情况下，是这些因素的综合结果： **基于不均衡的经历，产生了不均衡的联想和不均衡的知识** 。\r\n\r\n如今，我所有的学习都基于[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。这意味着它倾向于以更均衡的方式涵盖许多问题。兴趣和激情像树突一样扩展，并通过[内在价值](https://supermemo.guru/wiki/Knowledge_valuation_network)来延续。因此，我仍然有些爱国情结，对我的家乡土地也仍然有许多积极的联想。\r\n\r\n## 被迫的爱国精神\r\n\r\n这段文字是受到[波兰学校新的历史课程大纲](https://supermemo.guru/wiki/History_curriculum_can_shape_nationalist_attitudes)（2017）的启发。孩子们应该加强他们的民族认同感。从字面上看，这听起来不错。然而，为什么我们要求一年级的学生要[无语义地](https://supermemo.guru/wiki/Asemantic_learning)学习波兰国歌？他们几乎看不到波兰在世界地图上的位置。他们听不懂国歌的歌词。很多时候，他们的节奏感或音高感非常弱。念出「贪婪且敌对的境外势力」（波兰国歌：“co nam obca przemoc wziela”）是否健康？在进行这种刻板的训练时，孩子们对外国人的认知仅仅是他们说不同的语言并生活在其他地方。幸运的是，这种无语义化和强制性的练习很可能被年轻的大脑忽略。如果强制性增大，反而可能会适得其反，例如在[中国再教育营](https://en.wikipedia.org/wiki/Re-education_through_labor)中。可以问问维吾尔人，在重复千遍「我爱中国，我爱党，我爱习近平」之后，他们对共产党的爱有多大。\r\n\r\n这种爱国训练的负面影响是，它可能对整个[学校教育](https://supermemo.guru/wiki/Schooling)的概念产生极大的负面影响。我不记得我是如何学会国歌的，但足球场上的吼叫声一定把国歌深深刻在了我的脑海里。然后问题就来了。我完全爱上了 1974 年世界杯击败巴西获得第三名的波兰足球队。1975 年 9 月 10 日，我们在波兰的 Chorzow 击败荷兰，比分是 4:1。我欣喜若狂，沉醉在天堂之中。我在 12 楼的公寓阳台上高声唱着国歌，确保半径一英里内的每个人都能听到我的爱。可悲的是，一个月后（10 月 15 日），波兰在阿姆斯特丹输给了荷兰，比分是 0:3。我非常愤怒。我看到荷兰球员作弊，我看到裁判作弊。全世界都在密谋支持荷兰。第二天，我在学校大声表达了我的愤怒。我正式宣布：「我恨荷兰人」。我那时只有 13 岁。幸运的是，所有的负面情绪在短短几周甚至几天内就被遗忘了。这是我一生中唯一一次激进的「民族主义」行为。如今，我爱荷兰人。1989 年，我在 Eindhoven 待了两个月，受到了许多善意和热情的帮助。甚至 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 也受益匪浅。我在 Peter Klijn 借来的一台 PC 上工作，他是大学里的一位年轻助手。这个提议是他主动提出的，完全是无私的。我第一次看到了使用硬盘处理所有 Pascal 源文件的价值，这对 SuperMemo 非常有帮助。之前，我不得不在我的 Amstrad PC 1512 上更换软盘。我喜欢荷兰人。爱国主义好吗？它离民族主义只有一步之遥。对自己国家的爱是一个摇摇欲坠的立场。\r\n\r\n## 重新编程大脑\r\n\r\n说到我对足球的热爱，在 1982 年的世界杯上，波兰与喀麦隆 0:0 战平。全国陷入悲伤之中。这支伟大的波兰队怎么会没能击败这样的弱旅呢？然而，在大学里的非洲朋友们庆祝着，那种喜悦感染了我。我喜欢喀麦隆人。他们既美丽又强壮，踢球时充满欢乐和热情。这激发了我对非洲足球的兴趣。大约在 1985 年，我预测非洲有朝一日将成为世界冠军。大约在同一时间，Pele 也做出了同样的预测。我不确定谁先做出了这个预测。非洲在 1996 年和 2000 年（尼日利亚和喀麦隆）成为奥运会冠军，同时多次成为青年世界冠军（尼日利亚和加纳）。在迫不及待地等待我的预测成真的过程中，我逐渐成为了非洲足球的粉丝。随着每次接近成功，却未能夺冠的经历（如 2010 年加纳因一系列不幸的巧合错失奖牌），这种信念在几十年间不断增长。2018 年世界杯波兰输给塞内加尔时，我庆祝了。我变成了一个爱国者，但改变了效忠对象。爱国之情基于记忆中存储的联想。因此，它们是可以被重新编程的！\r\n\r\n爱国之情是与国家、民族、象征甚至足球队相关的知识的自然表达。知识总是可以塑造的，因此，爱国主义可以增强或削弱，忠诚可以改变。获取新知识不能通过强迫实现，因为这几乎总是适得其反。然而，通过各种手段将大量积极的联想渗入人的思维，从而抑制批判性思维，还是有可能的。我的爱国教育完全是积极的，因此非常有效。民族语言「庇护」着我的无知，不让我受外部影响。\r\n\r\n爱国之情可以通过学习得到增强、削弱或改变。\r\n\r\n在可通过学习来重新编程的可能性上，爱国主义与爱情、抑郁、愤怒、艺术欣赏等基于记忆的情感表达没有太大区别。这是个好消息：通过改变知识，我们可以改变一个人。这种改变的方向取决于学习环境。因此，重要的是要记住 **爱孕育着爱** 。", + "type": "text/markdown", + "caption": " 我不再爱国了\r", + "modified": "20230930171250231", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "I stopped being patriotic" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_IQ is a dismal measure of intelligence.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_IQ is a dismal measure of intelligence.json" new file mode 100644 index 0000000..4b21096 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_IQ is a dismal measure of intelligence.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/IQ is a dismal measure of intelligence", + "text": "# 智商（IQ）对于衡量智力是低劣的标准\r\n\r\n原文：[IQ is a dismal measure of intelligence - supermemo.guru](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)\r\n\r\n## IQ 的问题\r\n\r\n智商这个概念似乎越来越有害。是时候抛弃流行的智商测试了。智商是很好的研究工具，但其心理学和社会学影响很负面。\r\n\r\n以下是我对 IQ 的主要担忧：\r\n\r\n- IQ 与实际[智力]关联不大(https://supermemo.guru/wiki/Intelligence)\r\n\r\n- 人们普遍认为 IQ 是先天决定的，是不可改变的\r\n\r\n- IQ 测试对测试者有消极影响\r\n\r\n- IQ 经常用于[「科学」种族主义](https://en.wikipedia.org/wiki/Scientific_racism)，以推销伪科学的社会理论\r\n\r\nIQ 的理论不足之处在于：大脑是[概念网络](https://supermemo.guru/wiki/Concept_network)，其表现是相对特定领域而言的。如果我们提高处理速度，概念网络的表现只会有小幅提高，而这种速度在健康的群体中基本是不变的。\r\n\r\n[学校教育](https://supermemo.guru/wiki/Schooling)的支持者将大脑视为硬盘，[必修课程](https://supermemo.guru/wiki/Curriculum)需要复制到这个硬盘上。与其类似，IQ 支持者将大脑视为微处理器，其速度可以用一个基准来衡量。这些机械主义性质的误解没有注意到大脑是[概念网络](https://supermemo.guru/wiki/Concept_network)\r\n\r\n## 智力不能与知识区别开\r\n\r\n绝大多数人和研究人员都试图将智力与知识分开。这种努力只是徒劳。雷蒙德·卡特尔（Raymond Cattell）在谈到 **流体智力** 时，使用了 **解决问题** 这一术语。他希望 **流体智力** 能被视作与以知识为基础的 **晶体智力** 相分离的东西。然而，所有问题的解决都需要知识。IQ 测试试图向下挖掘最抽象层次的技能，以提取出触及所有基本技能（只有基本技能）的幻觉。在现实中，他们涵盖了太多没必要的东西，也错过了很多重要的事实。\r\n\r\n我们可以比较两台计算机的处理器的速度。然而，计算机的真正智能取决于其软件。速度只决定了得到答案所用的时间。此外，人类大脑的纯底层性能的分布比同一代的单一类别中的微处理器更加集中。我们都有类似的神经元，其属性类似。遗传缺陷影响的是少数人。大脑的线路，特别是在儿童时期形成的线路，也可能造成严重的障碍。这不是因为一些人更聪明，而是因为我们把我们的孩子推入了有害的环境。除了各种形式的虐待，我们将孩子送入[日托](https://supermemo.guru/wiki/Daycare)、幼儿园、学前班和早期[学校教育](https://supermemo.guru/wiki/Schooling)，限制孩子的自由，从而损害了孩子的发展。真正的人类智力与处理速度、工作记忆、注意力等关系不大。另一方面，基本的微观的解决问题能力是宏观的解决问题能力的衍生物。一个精通[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的人在阅读测试中会表现良好，因为[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)本身有助于发展[智力](https://supermemo.guru/wiki/Intelligence)，同时也提供了大量的阅读训练。这就给人一种错觉，认为良好的阅读能力是衡量智力的一个好标准。实际上，即使是严重残疾的儿童也能掌握阅读。\r\n\r\n## IQ不是智力的衡量标准\r\n\r\n智能是解决问题的能力。谈到智能文明时，我们指的是那些在科学和工程方面成功完成伟大壮举的文明，或者是文化。当我们谈到聪明的人时，我们应该依靠他们的智力成就，而不是某种简单的天才特质（例如巧妙背诵一副扑克牌）。当我们谈到聪明的孩子时，我们应该专注于欣赏他们的进步。\r\n\r\n用 IQ 衡量的基本智力技能与智力相关，只是因为它们经常是促进智力的技能所包含的工具。同时，解决问题有赖于创造力，这可能会变成测试中的障碍。在一项严格规划好时间的测试过程中，白日梦可能是大忌；但与此同时，白日梦对人类在科学、工程、艺术和其他方面的许多最高成就做出了不朽的贡献。\r\n\r\n我不能还原魔方，而且我拒绝接受这样的说法，即这种基本的解决问题的能力是对我不完美智力的衡量。更重要的是，我拒绝认为魔方训练是我在科学领域取得进一步进展的一个必要因素。智力测试也许可以用测试人们数硬币的速度来代替。唯一的问题是，这种技能太容易训练了，不符合条件。没有人能够在数硬币上打败一个收银员。因此，我们需要一个包含一系列技能的测试，数硬币只是其中之一。我极不擅于数硬币，因为我从来都不能很好地专注于那些我认为是浪费时间的活动。此外，在欧洲没有多少人真正知道五分钱是多少，或者一磅有多少盎司。\r\n\r\n真正的人类智慧建立在大量的[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)之上，这些抽象知识可[适用](https://supermemo.guru/wiki/Applicable)于解决问题。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我过去确实试过几次 IQ 测试。结果是忽高忽低，这取决于我参加测试的时间。我不会透露结果，因为我不希望这篇文章被一个我批评的数字所歪曲。如果这个数字很低，怀疑论者会说我不够聪明，不能理解 IQ 的价值，或者说我的主张只是出于酸葡萄心理。Jordan Peterson 会停止阅读。如果这个数字很高，怀疑论者会说，只有高 IQ 的人才能解决诸如如何优化学习的问题（见：[间隔重复的历史](https://supermemo.guru/wiki/History_of_spaced_repetition)中关于我个人的主张）。发明[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的真相是，它不需要高 IQ。这只是高[学习内驱力](https://supermemo.guru/wiki/Learn_drive)（这可能比高 IQ 更有价值）和一点数学直觉的巧合，当时我正为计算机科学入学考试而深入学习数学。考虑到我有点自夸和傲慢的倾向，我打赌你可能倾向于认为我的 IQ 分数较低，因为如果分数高，我就会炫耀。然而，一个自恋的人不会真的介意抛出一个高得离谱的数字。没有人会为了伪造 IQ 分数而去做测试。我的 IQ 其实可以在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 找到，但我不会在本文中列出。这其实并不重要\r\n\r\n## IQ 不可靠\r\n\r\nIQ 测试最荒谬的地方在于它们涉及速度。它们并不测试谁是更好的问题解决者（如弄清重力定律），而是测试谁是更快的问题解决者（如心算乘法）。如果涉及到速度，我们就需要考虑其他变量，如健康状况、前晚的睡眠质量和[昼夜节律](https://supermemo.guru/wiki/Circadian_phase)。根据一天中的时间不同，采取一些措施可能会极大地改善 IQ 测试中的表现。[昼夜节律](https://supermemo.guru/wiki/Circadian_phase)在很好地坚持[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)的人身上可能转化为 50 个 IQ 分数。为什么 IQ 测试不考虑这些？为什么专家们不谈这个问题？这只是因为对[昼夜节律](https://supermemo.guru/wiki/Circadian_cycle)的力量理解不足，正如对与不良[学校教育](https://supermemo.guru/wiki/Schooling)和不良[睡眠](https://supermemo.guru/wiki/Sleep)相关的[老汤比喻](https://supermemo.guru/wiki/Old_soup_metaphor)理解不足一样。大量的人过着睡眠质量一般的生活，只是因为他们没有切实看到良好的睡眠对智力表现的指数级影响。同一个人在上午 10 点和凌晨 3 点参加同样的测试，可能会分别表现出极高的天赋，或者只到够做个「农场工人」的水平（我借用了低 IQ 理论家的丑陋语言）。正是出于类似的原因，我们对司机进行酒精测试，但没有强制性的警觉性测试，尽管在交通事故伤亡的数据中，疲劳的影响不亚于酒精。\r\n\r\n如果 IQ 测试不考虑昼夜节律的因素，那么它们就是一种非常糟糕的智力敏锐度测量方式。我们不会接受一个刚喝下六罐啤酒的人的 IQ 测试结果，但我们却经常对[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)的人做测试。\r\n\r\n如果测试中包括速度，一个重要的障碍可能会打击到有创造力的人。创造力是解决问题的关键，是人类智慧的一部分。然而，一个有创造力的人在大脑过于激动时，可能会成为注意力不集中，或类似强迫症的关注点反复跳跃的受害者。许多聪明的人都有过这种经历——在关键考试中出现这样的心理循环：「时间不多了，解决这个问题的时间越来越少，我很想快速解决它，但是......时间不多了，我想......但是......时间......但是......。」（无穷无尽）。这是对[概念图激活](https://supermemo.guru/wiki/Concept_map_activation)的徒劳重复，更有名的叫法是「学校考试恐慌」。有创造力的人在过于激动时，将是概念图激活的徒劳重复的主要受害者。他们[智力](https://supermemo.guru/wiki/Intelligence)的主要武器，也将成为在智商测试中的主要障碍。\r\n\r\n对速度的依赖，以及未能考虑到大脑的认知状态，使 IQ 测试失去了作为[智力](https://supermemo.guru/wiki/Intelligence)的可靠衡量标准的资格\r\n\r\n## 智力可以得到提升\r\n\r\n的确，提高 IQ 分数很难。良好的睡眠、良好的昼夜节律，以及进行大量 IQ 测试的练习可以立即使人多得几分。在这之上，仍有可能通过训练来提高分数，但提升效果会受到和加快解魔方速度或百米冲刺速度一样的限制。通过提升一个人的记忆能力或心算技能，可以取得重大的收益。然而，很少有人愿意承担这些收益所要求的艰苦劳动。最重要的是，这些收益不会转化为在日常生活中的主要优势，除非是针对特定的情境（如：记忆技术可以成为医学院解剖学考试的福音）。\r\n\r\n除非投入大量的时间，否则基本的智力技能不会随着训练而有很大的提高。这种类型的投入对智力不会有很大帮助。在创纪录的时间内解开魔方，对一个人提高找到治愈癌症方案的机率不会有太大的作用。相反，对癌症的科学进行聪明而有效的研究才是正确的方法。对 IQ 分数的迷恋是一种错误的投入。\r\n\r\n相反，我们需要认识到，社会真正需要的是人类所有领域的优秀问题解决者。解决问题的能力不容易衡量，但是，我们可以很容易地看到结果的到来。解决的问题是一种荣誉的徽章，每个人都可以渴望收集许多这样的徽章。真正的智慧是每个人都渴望的目标。每个人都可以在今天迈出第一步，并渴望在十年或二十年后取得天才的成就。\r\n\r\n如果我练习背诵纸牌，以提高我的记忆能力，我确实稍微增加了我的工作记忆能力。然而，当我读到帕金森病并看到它如何符合[网络战争](https://supermemo.guru/wiki/War_of_the_networks)的概念时，我切实地提高了对人脑的理解。这使我在神经生理学领域成为一个更好的问题解决者。几分钟的阅读就能提升我的智力。在此期间，我可能会忘记许多次要的事实，但即使是这种忘记也能凿出我对宇宙的认识的本质。基于健康和勤奋的努力，我的智力不断提高。这帮助我看到 IQ 的概念在衡量我的智力水平上是多么无用。对 IQ 的关注堪比购买家用汽车时只对功率重量比（马力/公斤）进行关注。\r\n\r\n对智商的关注是一个主要的干扰因素。我们应该把重点放在基于高智力带来的高成就上\r\n\r\n## IQ 的心理伤害\r\n\r\n如果 IQ 分数难以提高，那么分数低的人，或者达不到自己的期望值的人，就会留下较低成就的悲哀。这具有可怕的心理影响。仅就这种心理影响而言，智商测试应该被禁止在学校使用。一旦孩子们被贴上不完美的 IQ 分数的标签，他们会留下多年难愈的精神创伤。Scott Barry Kaufman 用他自己的例子解释了这一点（见[视频](https://www.youtube.com/watch?v=9i9mp3qZ9P4)）。\r\n\r\n教师确实对有不同 IQ 标签的孩子有不同的反应，即使这些标签是在实验中伪造的。这可能会导致一种自我实现的预言，即被虚假提升的 IQ 标签对孩子的实际智力有积极影响。IQ 的概念促进了不作为。对一些人来说，这是一个吹嘘（并保持懒惰）的理由。对大多数孩子来说，这是一个让人沮丧的理由。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n1975 年，13 岁的我被学校开除，被贴上了「无可救药的流氓」的标签。我被录取到一所新学校。这所新学校位于一个新建的地区，基本上没有犯罪和其他社会病症。神奇的是，我的不良学校报告没有跟着我，而且我还莫名其妙地得到了一个好学生的标签。有一段时间，我很喜欢我的新角色，它成为了一个自我实现的预言。最终，我获得了化学奥林匹克竞赛的金牌，让全校师生为之骄傲。就我而言，这种转变只用了几个星期，成本只是换了一个标签\r\n\r\n对于同一个孩子，标签的微小变化可能会导致结果的重大变化。\r\n\r\n## 有关 IQ 的谣言\r\n\r\n用 IQ 来衡量智力是徒劳的，一个很好的比喻是试图编制运动商（AQ）。我们可以提供一套关于运动表现的测试，在所设计的一系列测试中寻找运动员中的总冠军，然后看看哪些测试的子集与获胜的表现最相关，以便提供一个完美的运动能力的测量标准。该标准可能与肌肉纤维的质量、反应时间、心脏效率、新陈代谢效率、VO2max 等相关。你认为在这样设计的 AQ 的测试中，谁会在体育世界中脱颖而出？是 Anthony Joshua 用一记麻醉拳轻松打败 Eliud Kipchoge，还是肯尼亚人在长距离生存比赛轻松胜过第一公里就气喘吁吁的拳击手，从而证明他们更强？显而易见的是，对于马拉松运动员（由东非主导）和短跑运动员（由西非主导），我们需要不同的测试。\r\n\r\n顺便说一句，我们也已经有了运动智商（AIQ）。它只是那些[许多智力](https://www.cbsnews.com/news/iq-scores-not-accurate-marker-of-intelligence-study-shows/)中的一种，在特定的领域中最适用。类似地，我们可以有外科医生的 IQ、飞行员的 IQ、治疗师的 IQ、政治家的 IQ，等等。这些将是衡量是否适合飞行员或外科医生的更好的标准，而不是一个一般性的包罗万象的 IQ。\r\n\r\n健身训练（Cross-fit）运动会可能作为衡量 AQ 的一个标准，但随后，训练类型的选择将决定赢家。我一直认为，如果我不必为骑自行车的部分而烦恼，我在铁人三项中会做得很好。太糟糕了，水上铁人运动并不流行，在我的地区找不到任何活动。AQ 和 IQ 或 EQ 一样有用。这些都是可能用于研究的有趣测量标准，但它们在优化中都被过分强调了!\r\n\r\n为什么我们在衡量智力时要依赖速度，或短期记忆，或词汇量？主要原因是，这些素质往往会随着在学校课程所涵盖的范围内努力用功而得到提高，而这些课程又是由我们认为在过去的社会中最需要或最欣赏的工作所决定的。那些在学校没有什么进步的人可能对努力工作不感兴趣，或者由于某种原因（如残疾）而无法努力工作。\r\n\r\n在真正的智力中，我们需要健康的[创造力](https://supermemo.guru/wiki/Creativity)，健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，以及丰富的[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)，以推动解决问题的能力。每个领域都有自己的一套标准，各自对工作记忆、推理、模式识别或其他低级技能给予不同程度的重视。\r\n\r\n比起最大限度地提高人口的 IQ，或最大限度地提高个人的测试分数，我们应该优化最佳的成长条件。在一个好的花园里，葱郁的品质会自然而然地呈现。\r\n\r\n## 儿童 IQ\r\n\r\n儿童 IQ 领域处处充斥着不良科学。心理年龄的概念应该被驱逐（除非为了研究而以一种富有成效的方式定义）。如果你考虑到[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)，将一个孩子与其他同龄孩子进行比较的整个想法对那些高 IQ 值和低 IQ 值的孩子双方都是有害的。神童获得的赞誉建立了难以满足的高期望。难怪，我们说「早起的虫儿被鸟吃」。小女孩们在赞美和荣耀中走到前排，却只能旁观一群吵闹的男孩追上来，甚至走到了最前面。如果我们把生活看作是基于数字标签的零和游戏，这可能是相当令人沮丧的。另一方面，那些被打上低 IQ 标签的人可能会发现很难从中恢复。不符合「适龄」标准的孩子被从一个医生那里转移到另一个医生那里，接受语言治疗、阅读障碍、计算障碍、多动症、行为障碍，甚至毫无理由地被归入自闭症谱系。而所有这些问题最好的疗法只是多点耐心。与其用一个难以改变的数字将孩子们分类，不如为他们提供丰富的环境，供他们自行探索。健康的大脑在适应方面非常出色。残缺的大脑在适应方面也不逊色，除非其残缺特别针对学习能力，且达到相当的程度。孩子们应该有机会将他们的潜力发挥到极致。他们应该有学习的自由，就像他们应该免于压力一样——包括去医务机构接受治疗产生的压力（这些治疗往往由学校或过度焦虑的父母迫使孩子接受）。\r\n\r\n当一个孩子像下图那样在词汇量的百分位数上取得进步时，这并不能说明他的 IQ 的进步，也不能说明他的训练程序的质量。该图只是反映了正常的发展，皮层厚度的峰值在时间上有所延迟。这样的转变往往是天赋的标志。尽管与同龄人相比，这个孩子在环境上没有什么特别的优势，但在年龄校正的 IQ 图表上可能有神奇地进步。\r\n\r\n[[img [Vocabulary growth.png|https://supermemo.guru/images/thumb/b/b3/Vocabulary_growth.png/400px-Vocabulary_growth.png]]](https://supermemo.guru/wiki/File:Vocabulary_growth.png)\r\n\r\n> 图：语言发育迟缓常常刺激父母或教育工作者寻求语言发育治疗。然而，看似残疾的孩子进行自我纠正的例子并不罕见。落后的孩子可能会像本例中那样，拥有远远超过同龄人的成长速度。类似的衡量标准可以用来安抚父母，以防止轻率地推动治疗。不均衡或缓慢的发展是[ **早熟悖论** ](https://supermemo.guru/wiki/Precocity_paradox)的基础。\r\n\r\n## 学校提高 IQ\r\n\r\nIQ 和在学校的表现之间有很强的相关性。一方面，聪明的人通常在 IQ 测试中表现良好，他们也知道如何处理学校事务才能实现自己的目标。然而，这种因果关系也是反过来的。在学校里操练的两种技能有助于获得良好的 IQ 成绩。简单计算和简单阅读是学校的主食。即使是大多数积习难改的[填鸭式学习者](https://supermemo.guru/wiki/Cramming)也难逃计算和阅读技能的大幅提高。这些微观技能在 IQ 测试中也得到了丰富的应用。对这些简单操作的高度熟练往往是以高度劳累为代价的：在学校做大量雷同且无聊的重复性操作。这反过来又为 IQ 测试提供了一个所需的特征： **对无意义练习的容忍度** 。我们在学校学到的最糟糕的事情之一是，即使是毫无意义的学习也必须完成。测试必须完成，即使它们除了产生一个分数外没有其他更高的目的。这导致了一种有害的元认知技能：为了机械地执行规定的算法而压制创造性思维的能力。\r\n\r\n例如，请看这个问题的解决：「约翰尼在一个罐子里有 3 块饼干。汤米比乔尼少 2 块饼干。罗尼有乔尼和汤米一半的饼干...」。如果你对有学校[无聊](https://supermemo.guru/wiki/Boredom)气味的考试没有排斥反应，那么你肯定在学校坐过很多小时的耐心冷板凳。人类的未来在于要解决伟大的问题。伟大的大脑渴望解决伟大的问题，并从中获得纯粹的快乐。对「罐子里的饼干」的胃口与伟大没有任何关系。\r\n\r\n当我处于创作状态时，我对手头工作的关注可能会达到盲目的程度。在我最好的时候，我可能会把我最喜欢的 Zakaria GPS 折腾十几次，直到我不得不放弃。[我有多动症，但我喜欢它](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it)。这并不意味着我不能在需要时从这种模式中跳出来。考试的压力是方法之一，只是一个创造性的想法可能价值百万，总是应该给它一个机会的。\r\n\r\n## IQ 的漏洞\r\n\r\n在对孩子进行 IQ 测试时，我们会遇到出乎意料的障碍。我们可能会有这样一个孩子，他在所有的测试中都表现得顺风顺水，却突然因为在提到衣服时不理解「按钮」这个词而遭受挫折。对于现代的孩子来说，按钮在电子设备或电脑游戏中随处可见，然而，如果妈妈选择有拉链的衣服，孩子可能会被一个按钮绊倒。许多孩子从未听说过明信片，也不知道如何使用老式的转盘电话。有些学龄前儿童不知道一周的日期或月份的顺序，只是因为他们从未需要这些。在多年前我自己的在线智商测试中，我因为不知道一磅有多少盎司而遭受挫折。我的[高级英语](https://supermemo.guru/wiki/Advanced_English)学习集告诉我，一盎司大约是 30 克，1 磅大约是 0.46 公斤。我做了一个错误的猜测：1 磅是 15 盎司。任何在日常购物中使用盎司的人都会立即知道 16 是正确答案，并在用时上击败我，同时可能不知道一公斤是整 1000 克，更不知道多少克等于一盎司或是一磅。美国的 IQ 测试充斥着与世界上其他习惯于公制的地区格格不入的术语。在 IQ 测试中很难摆脱文化的影响。索马里的孩子需要他们自己的测试，其中可能涉及与他们自己的童年经历有关的技能。那些嘲笑非洲考试分数的人对非洲文化一无所知。\r\n\r\n在一个在线 IQ 测试中，我发现了以下问题：「一个马拉松是 26.2 英里。如果莎莉用 3 小时 3 分钟跑完马拉松，她的配速大约是多少？」。选项分别是 7、8、9 和 10 分钟。\r\n\r\n这个问题对于一个没有准备的人来说是相当困难的，因为他要在有限的时间内解答。对于一个准备不充分的人来说，也可能是很难的。\r\n\r\n第一个障碍是需要理解「配速」这个词。对于一个受过良好教育的孩子来说，这个词的含义可能并不重要。用 183 分钟除以 26.2 几乎是一种本能。这只是一个心算的问题。\r\n\r\n一个马拉松运动员可能一眼就能认出「配速」这个词，但如果他来自任何美国以外的地方，立刻会认为所有的选项都似乎是错误的：我知道我永远用不了 183 分钟，但我可以很轻松地跑到 5 分钟/公里。在考试中，我可能会喃喃自语：「所有的答案都是错的，我的大脑正处于恐慌的状态。我的 IQ 分数会变低」。我花了宝贵的几毫秒才意识到，在美国，配速是指每英里用几分钟，而不是指每英里是几公里。至于恐慌状态，IQ 可能实际上是在衡量从恐慌中恢复的能力。从学校学到的良好应试策略是跳过那些困难的问题，如果时间允许的话，以后再回来解答。这个选项在在线测试中可能被禁用。\r\n\r\n作为一名马拉松运动员，在快速数学转换方面也很有用。那些在没有电子辅助的情况下跑步的人知道，只需要数 183 中有多少个 42。在美国，我们不用 42，而是数 183 中有多少个 26，就会知道答案 7 是唯一合理的。\r\n\r\n最后但同样重要的是，这个问题让我想起了 IQ 分数在多大程度上取决于受试时大脑的状态。一个人在[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)的条件下接受测试，其得分可能比她的实际 IQ 水平低 10-30 分。同样，一个发烧的人，在超过正常入睡时间之后进行测试，可能会产生估计是「最佳智商减去 85 分」的差距（即对于一个高度有天赋的人来说，60 分）。我经常把通过的距离乘以 5，看看我是否达到了马拉松的目标配速。然而，由于疲惫不堪，这种努力随着公里数的增加而变得越来越困难。更多的时候，当缺氧的大脑拒绝合作时，我会不断陷入重新开始计算的循环。那时，我的数学成绩差是否说明我的智力低下？\r\n\r\n在上述的问题中，我们可以看到 IQ 对习惯、文化、策略和大脑状态的依赖性。一个自觉的学生可能需要 6-8 秒来回答这个问题。一个来自美国的马拉松运动员可能会只用 3 秒。两者都会在可测量的最大 IQ 附近徘徊。一个习惯于使用计算器的高智商欧洲马拉松运动员，可能会完全失败，并在该测试项目中得到最低的 IQ 评价。因此，在最坏的情况下，智力水平相同的人，由于来自不同的行业或不同的文化，在同一个测试中可能会得到截然相反的结果。\r\n\r\n## 智力的新形式\r\n\r\n今天在数字世界中长大的孩子们会很容易地证明 Carr 的说法：「谷歌让你变得愚蠢」，或者 Spitzer 提出的「[数字痴呆症](https://supermemo.guru/wiki/Digital_dementia)」。那些敏捷和受过良好教育的头脑的宏伟主张经不起基本的逻辑测试的检验，然而，它们可以很容易地用 IQ 测试来证明。今天，一个典型的 8 岁孩子会渴望从一个新的世界获得新闻，并发现 YouTube 是一个很好的知识来源。对于这种新世代儿童来说，学校的课本是无法忍受的。他们会在许多 IQ 测试关心范围之外的智力领域表现出色。大批游戏玩家表现出一系列的认知技能，这对上一代人来说是陌生的。他们会成为优秀的飞行员、工程师或 CEO。他们会发现计算机编程很容易。他们会在数字艺术方面表现出色。他们在音乐或绘画方面的认知优势将无法用 IQ 测试来证明。他们将对神经计算和[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)有很好的直观理解。他们在工作中，将在与人工智能的竞争中保持优势。他们将不再阅读书籍，而是在符号、代码、公式和图形的世界中吸收知识。他们可能会根据自己的口味重新定义[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。新世代儿童会厌恶 IQ 测试，并可能会因为词汇量不足、阅读年龄延迟、线性思维能力差、注意力不集中和/或耐心不足而表现不佳。新世代儿童对 IQ 测试的态度就像对学校考试的态度一样。两者都是令人沮丧的时间浪费。两者都是成年人设计的旧世界的遗留物，而新的挑战才真正有吸引力。智力的这种宝贵的新形式将在旧式的 IQ 测试中遭受挫折。\r\n\r\n## 白人至上主义\r\n\r\nNassim Nicholas Taleb 说得最好：「IQ 是一种不道德的衡量标准，不仅不起作用，还会使人和组织余生都束缚在盒子里」（见：Taleb 的 [IQ 是一个伪科学的骗局](https://supermemo.guru/wiki/Taleb:_IQ_is_a_pseudoscientific_swindle)）。\r\n\r\n白人至上主义和「科学」种族主义的理论只是纯粹的浪费时间。种族理论的智者们声称，智力就像身高：你可以通过营养来提高它，但如果 180 厘米是你的命运，你就不会超过 2 米。如果他们真的需要一个简单的比喻作为理解的基础，他们应该把大脑比作可编程的计算机，其适应性使其具有几乎无限的能力。\r\n\r\n我不打算对白人至上主义的逻辑进行严肃的讨论。不同种族之间的 IQ 存在差异是一个事实，但对环境因素影响的研究仅仅比高高在上的种族拥护者的 IQ 高一点。这导致了无休止的、无意义的讨论，没有任何更大的好处。那些试图在收养理论或 James Flynn 的研究中挑刺的人，应该把自己的皮肤涂成黑色，看看在美国不那么开明的地区，有色人种的生活是怎样的。就像我之前说的，标签的一点变化可能会导致结果的巨大变化。像 Jared Taylor 一样的人们，在沾满仇恨的强大[虚假性趋向](https://supermemo.guru/wiki/Falsity_vector)的驱动下，怀着惆怅的希望度过一生（见：[激进化神话](https://supermemo.guru/wiki/Radicalization_myth)）。而在没有被虚假种族理论污染的人群中，真的很难找到不可改变的 IQ 的可遗传性的有力支持者。\r\n\r\n作为一个练习谦逊的方式，那些声称女性智力较低的人应该试试和 Judith Polgar 玩他们的游戏，或者试着在诺贝尔科学奖的获得方面击败居里夫人。声称黑人更劣等并引用索马里的 IQ 分数的人，应该与 [Neil deGrasse Tyson](https://en.wikipedia.org/wiki/Neil_deGrasse_Tyson) 进行任意的科学辩论（我怀疑他是否会接受邀请）。我猜，诺贝尔奖的花名册上主要是白人，如果是这样，也许为什么会这样是一个耐人寻味的问题，同时，我对伟大的研究相当感兴趣，但对我的研究领域中那些最伟大的名字背后的肤色没有丝毫了解。\r\n\r\n由于智力是充满热情地解决问题的直接结果，我们应该抛弃那些只会抑制人类努力的种族理论。相反，我们应该为所有的人提供最好的免于标签的条件，使他们能够茁壮成长，而不受他们的起点、从出生就被操纵的限制以及那些人口中不太开明的阶层可能在他们脚下设置的障碍的影响。\r\n\r\n## 解决自己的 IQ 问题\r\n\r\n多年来，我收到了大量关注他们的记忆力、学习能力或 IQ 的人的邮件。无一例外，这些邮件都是来自大脑相当健康的人。这些邮件不是来自那些通过谷歌搜索我的邮件地址并吐露他们的担忧的人。这些邮件来自那些有阅读理解力的人，他们对我关于记忆、睡眠、创造力或智力的一般主张有很好的掌握。我要求的第一件事是冷静下来。太过关心不仅会弄巧成拙。在绝大多数情况下，我面对的人都讲到了一种自我限制。记忆和学习能力是可以训练的。创造力和智力是多年良好学习的衍生物。专注、自信和快乐的头脑的最大敌人，是在学校或工作场所的测量和比较。当一个人自己的大脑成为关注的对象时，真正的问题就淡出了焦点。即使是学习能力超乎寻常的 Bill Gates 也把失去心智能力列为他的首要忧虑。我们可以通过促进健康的生活方式，包括大量的优质睡眠和良好的学习，来阻止这种自我关注的流行病。\r\n\r\n## 结论\r\n\r\n我们应该把 IQ 从流行文化和智力的流行科学中剥离出来。相反，我们应该关注真正重要的东西，即被理解为「解决问题的能力」的智力。我们应该停止用无休止的技能评估来打扰儿童。一些无差别的善意赞美不会造成任何伤害。事实上，绝大多数健康的孩子都配备了一台超级智能的学习机器：人脑（见：[概念网络](https://supermemo.guru/wiki/Concept_network)）。这台机器往往在生命的头十年里受到伤害。这就是「低 IQ 阶层」的形成来源。与其努力让所有孩子达到一些模糊的伪科学标准，我们不如为他们提供最好的选择，让他们都能茁壮成长。\r\n\r\n智力是一个重要的概念，最好的衡量标准是一个人能运用其智力在一生中取得什么成就。", + "type": "text/markdown", + "caption": " 智商（IQ）对于衡量智力是低劣的标准\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "IQ is a dismal measure of intelligence" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Incremental life.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Incremental life.json" new file mode 100644 index 0000000..668faf8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Incremental life.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Incremental life", + "text": "# 渐进生活\r\n\r\n原文：[Incremental life - supermemo.guru](https://supermemo.guru/wiki/Incremental_life)\r\n\r\n## 渐进策略\r\n\r\n我喜欢[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)，并想把它推荐给每个人。因为渐进阅读是[自由学习](https://supermemo.guru/wiki/Free_learning)理念的可行实践，同时也是渐进生活的一种象征。不过，我之前从来没有提到过我对 **渐进锻炼** 的思考。很少有人能意识到，在改变一个人或者内化新特质方面，渐进策略是一种相当通用的方法。它能帮助构建知识和[智力](https://supermemo.guru/wiki/Intelligence)，并有助于重塑思维（例如用于健康饮食，或者简单生活）。根据类似的原则， **渐进锻炼** 有助于增强肌肉、骨骼、肌腱、关节和韧带，以及其他与运动相关的身体结构。\r\n\r\n## 本文的由来\r\n\r\n有次我的年轻朋友拉吉抱怨他的髌腱炎，于是我推荐了[赤脚慢跑](https://supermemo.guru/wiki/Barefoot_jogging)。他很犹豫。尽管他来自印度，但采用全印度式的跑步方式，会让他感到尴尬。此外，拉吉没住在印度，他住在日本。日本有许多[蛰居族](https://supermemo.guru/wiki/Hikikomori)，而且社会规则严苛，社会压力也特别大。于是我追加了一些建议，让拉吉循序渐进地提高他的「社交自信」，同时建议他的肌腱炎治疗也采用渐进策略。\r\n\r\n## 渐进转变\r\n\r\n在转变思维和个性时，我们需要认识到，[最佳推动区](https://supermemo.guru/wiki/Optimum_push_zone)也适用于推动自我转变。[自律](https://supermemo.guru/wiki/Self-discipline)可以逐年提高，不过唯一健康的转变方式应该是渐进的（见：[生产力的微规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)）。\r\n\r\n思维会受[反抗](https://supermemo.guru/wiki/Reactance)的影响，而且抵抗对思维造成的影响远大于强制学习或强制行为对思维的影响。当我们跃进式地实现新年目标时，往往会南辕北辙地对思维造成负面作用。新年伊始的节食可能很快就会变成之后的大吃大喝，节食期的成效很快就被抵消。\r\n\r\n刚开始在东京街头赤脚慢跑时，一个人不能指望避免犀利目光的注视，尤其是英俊的 Raj 肤色黝黑，这让他在人群中立即变得尤为显眼。不过，Raj 可以循序渐进地实践我的建议。他可以从傍晚夕阳下树林中的短途散步开始，继而将这一做法扩展到更具挑战的情形并加以适应。他将学会如何面对尴尬，以及如何不在意它。我已经如此实践几十年了，这确实可行，而且很容易。但在变得容易之前，社交调节是很困难的。\r\n\r\n## 渐进锻炼\r\n\r\n赤脚慢跑在很多方面都有疗效，比如对思维很有益，对整个肌肉骨骼系统也有很大的帮助。在坚硬的地面上跑步可能还有特殊的好处；在天寒地冻中跑步可以带来纯粹的生活乐趣（见：[幸福生活的简单公式](https://supermemo.guru/wiki/Simple_formula_for_a_happy_life)）；在碎玻璃上跑步是相对安全的；在惊讶的人群中奔跑可能会很有趣。如果你不同意或者强烈反对，那可能是因为你低估了渐进适应的力量。\r\n\r\n如果你在大冷天走到繁忙的街道上，并试图在拥挤的街道跑上几公里，你可能会感觉很痛苦。你的脚会起泡，关节会开裂，人群似乎不太友善，你很可能会放弃，只为了把自己从这些痛苦中拯救出来。然而，如果你采取循序渐进的方法，你的慢跑技术将在数月的跑步中逐渐提高，你的关节将得到重塑和加强，肌腱更加稳固，脚底将如犀牛皮一样厚实。你将学会如何用微笑、挥手来解除路人的敌视，或是单纯通过不理睬来消解所有「社交霸凌」的企图。这样做的好处是如此之多，以至于如果你今天生活不乐，不确定未来会如何，你甚至可以尝试通过上街跑步来治疗自己！只要你像婴儿的步履一样以循序渐进的势头向前迈进。\r\n\r\n至于那些碎玻璃，只有赤脚跑者才知道，当你踩在玻璃上时，你的皮肤会表现出极大的弹性，此时玻璃很可能会把自己的放平。这些碎玻璃不是最麻烦的破瓶子（我踩到过几个），而且还有那些难以注意到的指向天空的小针。不过经过二十多年的赤脚跑步，期间经常经过一个喧闹的酒馆，我大概只流了3到4次血，其中只有一次需要中途停下（以取出一块讨厌的玻璃片），并且从来没有缩短过我的跑步距离。活到老，学到老。你完全可以 **适应在玻璃上跑步并从中感受快乐** !而且你不需要成为一个印度法基尔修士来实施某种神奇的生理改造。\r\n\r\n## 沃尔夫定律的普遍性\r\n\r\n沃尔夫定律指出，骨骼会沿着压力的方向得到加强和重塑。这表明了骨骼在发育过程中具有惊人的适应性。该定律于 19 世纪提出。沃尔夫定律在日常训练中起到的效果很小，因为它需要用一些数学方法来优化效果，以理解运动之后的休息可能使运动效果丧失。这个定律可以扩展到具有类似性质的其他组织（如肌腱、韧带、软骨、皮肤和其他软组织，见：戴维斯定律）。这些定律可以简化地表述为：利用渐近压力可以逐渐增加身体的强度。\r\n\r\n通过缓慢地逐步增加负荷，我们可以加强许多组织和器官。\r\n\r\n在实践中，对于一个挣扎着跑几百米的体弱之人，可以安全地让他在一年内通过准备完成一场超级马拉松比赛。如果我们从每天跑 100 米开始，以 365 天内跑完 100 公里为目标，我们需要以 1.9% 的增量来完成。这意味着我们今天需要跑 100 米，明天 102 米，两天后 104 米，一周后 114 米，一个月后 180 米，7 个月后 5 公里，以此类推。渐近训练自然地适用于能够逐步积累肌肉力量的健康人群。这种能力会随着年龄的增长而下降。不过，我的朋友兼导师 Zbigniew Malina Malinowski，在 63 岁时完成了他连续参赛的第 14 次的斯巴达超级马拉松比赛（246 公里，是世界上最长的连续参赛记录）。Malina 不是一般的马拉松运动员，75 公斤的他是一个不懈滚动的肌肉球。四十多岁时，他的女儿幸福地诞生，他才开始慢跑。他跑步地重要信条之一是在旅途中恢复伤病。在扶手椅上度过的日子近乎等于在他最喜欢的比赛中失败。2018 年，他最终因伤停赛，但仍在考虑大病后的回归。有趣的是，他的受伤是因为违反了渐进理念。马利纳决定在山区跑马拉松，而他居住的地区完全是平原。他没有践行渐进理念，并且在阿尔卑斯山的斜坡上受伤。\r\n\r\n## 最优推动区\r\n\r\n运动中的最优压力，学习中的[最优推动区](https://supermemo.guru/wiki/Optimum_push_zone)，以及毒物兴奋曲线都显示了「最优推动」的相同性质，即过量则有害（译注：毒物兴奋效应是指高剂量毒物对生物体有害，但低剂量毒物反而对生物体有益的现象）不过，不同场景对于完全无压力的反应不同。在学习上，无压力会导向纯粹的[自由学习](https://supermemo.guru/wiki/Free_learning)并收获显著的学习成果。在毒理学中，无毒性是完全中性的：没有影响，没有作用。在运动方面，完全不运动对于生命是很危险的。如果没有运动，人体会迅速衰弱。不过幸运的是，即使是从床上走到厕所的简单洗漱也是一种运动形式。宇航员在零重力环境下的骨密度会迅速下降。即使在太空中仅呆一周，回到地球后他们仍需要一段时间的缓慢行走。一个月内骨密度的损失相当于衰老了一年。骨骼在高压力的环境下变得紧密，而在无压力的环境下会失去了矿物质。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我一位年轻漂亮的女性朋友患有轻微脊柱侧弯。她用鞋垫垫高腿的一侧，以确保两条腿等长。在我看来，在这种垫高的「完美的平衡 」下，骨骼将永远无法矫正。她的骨架会完美地适应垫高。我让我的朋友问她的骨科医生，为什么他坚持这种 「完美 」的平衡。在社会中，孩子通常太害怕，不敢怀疑权威。学校培养出我们不敢怀疑权威的心态。另一方面，医生也同样讨厌被怀疑。多年的医学教育似乎赋予医生专业领域内的全知全能。谷歌搜索让他们特别疯狂。我不知道治疗脊柱侧弯的最佳方法，但我敢肯定运动对此具有绝佳的帮助。至于那些垫高鞋垫，粗略的搜索让我大吃一惊。专家们对此也不确定（[来源](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7064353/), 2020）？\r\n\r\n> 一些研究表明，纠正腿长差异可减少盆腔失衡以及降低功能性脊柱侧弯的程度。然而，其他研究表明，人工诱导的腿长差异纠正对腰椎弯曲畸形康复的作用很小。\r\n\r\n我没有持续跟进这些论文，但我了解几十个脑科学、心理学领域的类似问题。研究可以选择曲线上最优值的不同方面，进而得出看似矛盾的结论。很明显，巨大的腿长差异可能会导致卡西莫多式的适应，而零差异则能完美地适用不均衡。我们需要寻求最佳状态，这不是很明显吗？为使矫正发生，必须通过不平衡的力重塑骨架。其次，研究应考虑到运动的形式。如果一个穿鞋垫的人唯一的 \"运动 \"是适度步行，那么他可能永远不会重新适应。应在各种运动的[多样性](https://supermemo.guru/wiki/Diversity)压力中寻求在各个方面和维度的骨骼纠正。第三，所有的研究都需要仔细考虑收益的冲突。骨科足弓填充是一件大事。如果你给我发送任何相关的研究，我将转发给我的朋友。她才 15 岁，还在快速成长。\r\n\r\n## 疼痛的价值\r\n\r\n在运动方面，负荷的渐进递增是至关重要的，而且身体里有一个完美的计量系统可用：疼痛。无论是为了从伤病中恢复还是新的追求，增加负荷可能会导致组织微小的损伤、炎症和疼痛。实际上，炎症可能在提升组织强度方面发挥了作用，这个过程中地一些疼痛是在所难免的。然而，为了不让疼痛积累，最好是在热身时让它消失。如果疼痛恰好在连续几天内增强，那么就表明负荷增加得太快了，可能需要停止增加负荷。万一在渐进过程中出现错误，也可能需要后退一步。但如许多医生所建议的那样：避免运动，只休息以寻求恢复的策略是肯定错误的。只有在严重失误或受伤的情况下才应该避免运动。在理想的渐进式健康管理中，睡眠是必要的恢复时间。即使只休息一天不运动，也可能对恢复进展产生负面影响。换句话说，最好是渐近地进步，但要做到坚持、连续和可持续。\r\n\r\n## 我的建议失效了\r\n\r\n假如年轻人怀揣对美好人生的愿景，并试图迅速将其实现，那么我对他们的建议便是有害的。对于提供用意良好的建议和提示，最后以失望告终，我已是惯犯了。人们无数次开展形形色色的追求，但总是用力过猛，缺少必要的渐进过渡。对于运动来说，这样做常会导致伤痛和感染。\r\n\r\n这是关于慢跑、冬泳、间隔重复、健康饮食，甚至是吸烟。我缠着我的一个家庭成员戒烟。我建议采取渐进的方式。然而，在一个美丽的圣诞节，她告诉我：「我已经戒烟了」。她一夜之间就戒了。一个月后，她死于心脏病发作。她当时只有 70 岁。我永远不知道我的好意是否促成了这场灾难。\r\n\r\n我总是力图保持理性，并希望帮助别人保持理性。多年来，我在励志谈话中经常吹嘘： **「无数人在多年后告诉我，我本该听了你的话，并践行你的建议 」** 。然而，这有点像学校的影响。许多人认为自己本该更用心，或更努力。这并不意味着他们实际上应该这样做。自律也可能是有害的（见：[自律的危害](https://supermemo.guru/wiki/Harms_of_self-discipline)）。\r\n\r\n我经常说到最优状态，而花较少的时间讨论实现最优状态的最优轨迹。被[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)所引导时，风险似乎很小，但当完美的学习面对[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的现实时，它可能会导致挫折和损害精神健康的副作用。我自己的人生轨迹相当简单。被无知和缺乏远见所蒙蔽，我的进步天然是缓慢和渐进的。几十年后，现状似乎不错。我不愿意去想它也可能是一种海妖之歌（译注：即诱人或骗人的话语）。\r\n\r\n在你遵循[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)的任何建议之前，请检视它对你生活可能的改变。如果改变太剧烈，可能会有风险。\r\n\r\n## 例子\r\n\r\n## 卧推\r\n\r\n循序渐进地提高力量是很容易的，而且几乎没有受伤的风险。然而由于系统负荷的不断增加，以及如沃尔夫定律所表明的，与自然衰减的不断抗争是优化过程的一部分，因而进步总是随着时间的推移而减慢：\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n2001 年 11 月，我决定看看我在健身房里做卧推能有多大进步。40 岁的我敏锐地意识到，这项运动很容易受伤，必须严格地循序渐进。此外，为了保护我的肌腱和韧带，我选择记录能连续做 20 次卧推的重量，而不是单次卧推记录。换句话说，只有在我能连续卧推 20 次的情况下，重量才算数。这种方法更像是无氧运动，对健康有额外的好处。第一天，我小心翼翼地尝试了 20x20 公斤。第二天，20x40 公斤，有足够的力量储备。12 天后，我轻松地到达了 20x65 公斤（2001 年 12月4日）。花了一个月时间达到 20x70 公斤，又花了一个月时间达到 20x75 公斤。之后，我就在每次卧推时增加负荷，每 2~4 天从 10x80 公斤，到 11x80 公斤，再到 12x80 公斤，等等。花了 40 天才达到 20x80 公斤。而 10x85 公斤之后，我的进展甚至更缓慢。65 天后，我达到了 19x85 公斤。然而，到了从健身房转向慢跑的时刻了。为了告别，我测试了一次 110 公斤重的卧推，结果很容易。之后我再也没有回到健身房。我更喜欢在户外运动。我在提高力量方面的其他渐进努力是在露天的街头锻炼中测试的。\r\n\r\n## 改变生活的简单想法\r\n\r\n这段文字很好地阐述了一个简单的[抽象](https://supermemo.guru/wiki/Abstract_knowledge)可以在诸多方面影响生活。\r\n\r\n### 爬山算法\r\n\r\n在本文中，这个抽象概念可能被称为 「爬山算法」，这是计算机优化中的一个著名概念。在爬山算法中，我们一小步一小步地对事物进行优化，就像爬山时四处寻找更好的选择。我不记得我是什么时候了解到这些优化技术的。可想而知，它是我自己独立思考的产物。在我 1985 年的硕士论文中，我需要计算生化反应的结果。解决微分方程实在是太复杂了。而且当时身边没有电脑。不过，我找到了一种方法，用铅笔和计算器以微小的步骤进行模拟。这个方法让我的教授们感到惊讶，因为我用漂亮的图表展示出化学药品浓度的变化。后来我有了第一台电脑 ZX Spectrum，我告诉 [Tomasz Kuehn](https://supermemo.guru/wiki/Tomasz_Kuehn)： **「我写了一个能够解决任何微分方程的程序 」** ，他感到很吃惊。因为他是周围最有才华的程序员之一，但他仍然不明白我是如何找到那些无法用符号解决的复杂方程的数值解的。\r\n\r\n我的第一个[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)算法也是基于同样的爬山算法，而最新的 [SuperMemo 算法](https://supermemo.guru/wiki/SuperMemo_Algorithm)也是以这种方式进行参数优化。\r\n\r\n至于 **渐进阅读** ， **渐进生活** ，甚至于[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)，用的也是同样老式的推理方法。\r\n\r\n一条好的[抽象知识]规则(https://supermemo.guru/wiki/Abstract_knowledge)可以让一个人终身受益\r\n\r\n### 自由\r\n\r\n自由的力量使生活变得幸福和多产，这也是一个有用的抽象。\r\n\r\n没有比自己的探索更能接触到有影响力的抽象事物的方法了。这就是为什么我热衷于批评[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)，因为它偷走了生活中很大一部分时间，而这些时间可以用来进行自己的调查和研究。\r\n\r\n被[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)所奴役，可能会导致我们成长路上缺乏有用的抽象。\r\n\r\n### 记忆模型\r\n\r\n虽然爬山算法是一个普遍适用的工具，存在于所有可以想到的科学和工程分支中，但还有一个我长期耕耘的概念：[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)。它影响了 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上的大部分新想法。与爬山算法不同的是，我还没有看到我的记忆模型对其他人的思考产生重大影响，除了其衍生的更简单的想法，例如[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的影响。\r\n\r\n### 睡眠模型\r\n\r\n如果你经常阅读 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)，你还会注意到我用以实现健康睡眠的昼夜节律方法都是来自 [Borbely](https://supermemo.guru/wiki/Borbely) 的[睡眠调控的双进程理论](https://supermemo.guru/wiki/Two-process_model_of_sleep_regulation)。这个理论很简单，但它有力地摧毁了数百个关于睡眠的迷思。这个理论可以节省数十亿美元和数十亿由不良睡眠引起的糟糕工时。但可悲的是，大多数人对这个理论一无所知。同样，这一切都源于一个[学校的坏习惯](https://supermemo.guru/wiki/Bad_school_habit)——使用[闹钟](https://supermemo.guru/wiki/Alarm_clock)来缩短睡眠时间。这个糟糕的做法制造了所有麻烦，但是 [Borbely](https://supermemo.guru/wiki/Borbely) 的天才理论也许提供了解决方法，只要我们把更多的时间用于自我的探索，摒弃学校里的[填鸭教育](https://supermemo.guru/wiki/Cramming)，并且[摆脱](https://supermemo.guru/wiki/Forgetting)学校里不连贯的学习。\r\n\r\n### 学习内驱力\r\n\r\n如果更多人能够理解[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)，我们很快就可以结束强制学校教育。基于[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)可以计算出奖励，而当我理解这些奖励是如何驱动学习时，我的学习和人生观都改变了。\r\n\r\n了解强迫的危害和[自律的危害](https://supermemo.guru/wiki/Harms_of_self-discipline)改变了我的生活，使之变得更好。\r\n\r\n对神经科学的理解不足使社会对人脑的力量认识不足\r\n\r\n我们对大脑控制机制的错误理解最初来源于学校，当时我们被告知：我们需要按照给定的建议来学习，而不是追求自己的探索。当我们遵循别人建议的时间越长，我们就越可能难以适应未来的世界。这增加了人类和[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)之间发生卢德冲突的可能性。这也许是我们对学习过程无知的遗憾结局。而造成这种悲剧只需要系统性地破坏人类的适应能力，从而剥夺社会的最佳力量：[智能](https://supermemo.guru/wiki/Intelligence)。\r\n\r\n## 反馈\r\n\r\n在发表这篇文字的概述后不到一个月，另一位朋友报告了冬天赤脚行走的心理影响。\r\n\r\n> 过去的日子又回来了。我头脑中的某些东西转变了。我今天赤脚走了和昨天一样的距离。我将在一段时间内保持这个距离。希望在一两个星期内我能进步。我对成为 **原始野兽** 感到无比的热情！", + "type": "text/markdown", + "caption": " 渐进生活\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Incremental life" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Incremental toy giving.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Incremental toy giving.json" new file mode 100644 index 0000000..4176cf1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Incremental toy giving.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Incremental toy giving", + "text": "# 渐进式玩具赠送\r\n\r\n原文：[Incremental toy giving - supermemo.guru](https://supermemo.guru/wiki/Incremental_toy_giving)\r\n\r\n **渐进送具赠送** 是将玩具逐步地送给孩子的方法。这种做法与可敬的圣诞节传统不同，圣诞节时玩具是一次性全部赠送的。各个玩具在时间上间隔开来后，每个玩具的教育效益随之增加。这是典型的控制环境来影响[内在动机](https://supermemo.guru/wiki/Intrinsic_motivation)的做法。渐进送玩具的好处与[渐进阅读的优势](https://supermemo.guru/wiki/Advantages_of_incremental_reading)有许多相似之处。\r\n\r\n# 问题\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\n*GZ建议：*我对你的*渐进送玩具*的想法有疑问。当我4岁的时候，我的奶奶有一盒玩具，我总是挑同一件玩具玩。后来我渐渐玩腻了这件玩具，并探索其他的玩具，而总能找到新的最爱。因此，在我看来，一次性送玩具并非很显然的「次优」选项。\r\n\r\n本[常见问题](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展\r\n\r\n# 回答\r\n\r\n曝光消除了新奇感。这破坏了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。如果孩子得到 5 个玩具并选择了一个，他的大脑就会把剩下的玩具标记为 **「不太好的」** 。随着每次重复的接触，即选择更好的的玩具，带有 **「不太好」** 标签的[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)得到加强，使其他玩具看起来更加差劲。如果孩子换玩具，则说明该玩具的新颖程度和给孩子带来的创造力已经降低到其他玩具之下；这时孩子可以选择一个新的玩具，大脑可以从头开始恢复算法。然而，第二个选择的玩具不会产生与一开始就选择它时相同的奖励水平。\r\n\r\n另一方面，如果你每次让孩子只接触一个玩具，并留神孩子感觉厌倦的迹象，你可以让孩子在接触另一件玩具时，感觉上最为新颖。感觉越新颖，正面反馈也越强，这样探索劲头更足，创造力也有所提升。最终孩子从同一个玩具中收获更多的认知价值。\r\n\r\n问题不在于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)本身的优化，而在于孩子所处的环境。正如食欲控制一样，在丛林中放生动物比在沙漠中放生动物要好。这两个生态系统将有极大的不同的营养结果，同时仍然运行相同的食欲控制系统。", + "type": "text/markdown", + "caption": " 渐进式玩具赠送\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Incremental toy giving" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Mechanics of eustress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Mechanics of eustress.json" new file mode 100644 index 0000000..93b3ef9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Mechanics of eustress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Mechanics of eustress", + "text": "# 良性压力的机制\r\n\r\n原文：[Mechanics of eustress - supermemo.guru] (https://supermemo.guru/wiki/Mechanics_of_eustress)\r\n\r\n## 压力的价值\r\n\r\n[良性压力](https://supermemo.guru/wiki/Eustress)是有益的压力，可能带来愉悦的感觉。当精心选择的挑战得到富有成效的解决（如一场学校考试），或主要的压力源被消除（如坐过山车）时，就会出现良性压力。\r\n\r\n良性压力可以促进学习，提升生活的乐趣，并提高了抗压韧性。它可以被理解为随后附加奖励的短暂[急性压力](https://supermemo.guru/wiki/Acute_stress)。\r\n\r\n压力在学习和探索中起着重要作用。在我们愉悦地探索一个知识分支时同样存在压力，但这种压力难以注意到，而且完全被[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)所掩盖。\r\n\r\n然而，在与环境交互时，我们经常需要学习能够确保生存的知识。其中一些知识可以让我们逃离死神的魔爪。从长远来看，这些知识可以确保我们能够最大限度地进行探索，而不遭受死亡或伤害。\r\n\r\n与探索相关的算法涉及[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)，而压力是记忆的封印剂。\r\n\r\n[[img [Problem valuation optimum for problem difficulty|https://supermemo.guru/images/thumb/8/84/Problem_valuation.jpg/300px-Problem_valuation.jpg]]](https://supermemo.guru/wiki/File:Problem_valuation.jpg)\r\n\r\n> 图： **问题评价中的金发姑娘效应** ：较难的问题奖励较多，但被解决的可能性较小。这决定了我们要寻找最优难度。期望奖励会根据执行成本来评估。精通问题解决的人，善于找到能使奖励最大化的问题。孩子们很快就会对简单的游戏感到厌烦。他们也会放弃那些超出他们水平的游戏，并自然而然地选择那些奖励最大的游戏，而这种奖励正处于[中等的难度范围](https://en.wikipedia.org/wiki/Goldilocks_principle)。这样的机制也同样适用于儿童、成人或各种需要解决问题的动物\r\n\r\n## 探索中的压力\r\n\r\n当健康的孩子或动物面临对探索的阻碍。比方说在汹涌的河流对岸有一个有价值的探索目标，例如对面河岸有一棵硕果累累的树，探索算法将引导探索者走向最终的成功（或决定退出）。\r\n\r\n大多数恐惧是负面经验重新[概念化](https://supermemo.guru/wiki/Conceptualization)的结果。新生儿可能会对噪音感到恐惧，如果噪音与其他刺激（如施虐的父母）相关联，这些刺激本身可能很快通过条件反射引起恐惧。如果恐惧被疼痛或其他有害的经验所强化，恐惧就会越来越强烈。\r\n\r\n小婴儿生来不会害怕蜘蛛、狗、飞驰的汽车，甚至不会恐高。所有与狗和汽车相关的恐惧都是由经验形成的。很有可能，到了认真探索的时候，汹涌的河流会与一定程度的健康的忧虑联系起来。\r\n\r\n想象一棵果实累累的树将激发渡河的动力。这将诱发压力（恐惧反应）。然而，如果利益足够高，而恐惧足够低，动物可能会尝试渡河。在踏入水中后，它可以重新计算，退回，重新组合，并重新巩固。也许在一个晚上，一个噩梦将有助于建立对威胁的更好理解。算法将不断迭代，直到最终的成功，或最终的决定：渡过这条河的死亡概率太高，于是放弃渡河。在每次迭代中，入水的技巧将更加专业，并可能允许深入探索更安全的地点。游泳的生存技巧，以及逆行的技巧将在途中被学会。即使没有最终的果实奖励，进入河中的富有成效的进展也可能会感觉良好。这种感觉是有益的[良性压力](https://supermemo.guru/wiki/Eustress)，使渡河的记忆不可磨灭。仅仅几次渡河就能将技能保持一生。每一个重大的错误或与死亡擦肩而过都会导致急性压力，这种压力会在睡眠中解决，或者重新概念化为一种恐惧，这可能会终生远离渡过河流的想法，除非有更大的果树出现，展现其无与伦比的吸引力。这一切都取决于[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)，对阻碍与压力进行最优分配，以使成功的可能性最大化。不受约束的自我控制对于富有成效的探索是至关重要的。见：[发展中的行为空间优化](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)。\r\n\r\n基于应对[良性压力](https://supermemo.guru/wiki/Eustress)的高度[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)来自于自由的探索\r\n\r\n## 最优压力\r\n\r\n[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)计算出解决问题时的成本估计。在探索中，一些成本涉及受伤或死亡风险。这些被转化为恐惧，构成了网络中输入的一部分。恐惧会增加压力。自主发展对于形成一个没有恐惧和害怕的健康心理至关重要。问题估值网络将最佳地平衡可接受的恐惧程度，并与奖励相平衡，从而提供一个健康的环境威胁评估系统，并与一系列作为对策的行为相平衡。一个平衡良好的威胁评估系统是产生[斯多葛主义](https://supermemo.guru/wiki/Modern_re-interpretation_of_stoicism)和[乐观主义](https://supermemo.guru/wiki/Learned_optimism)的原因。当发展并非自我导向，风险并非自主控制，或问题估值网络的输出被推翻的时候，我们有过度恐惧的风险，这可能会导致焦虑、恐惧甚至抑郁。恐惧的来源可能是意外的和不可预测的。一个对自己的自然死亡找到了能让自己接受的解释的孩子，可能会对星系碰撞、红巨星太阳、黑洞或热寂等概念产生恐惧。这种对比表明，不太可能的威胁可能会促成与即将发生的威胁无关的焦虑。\r\n\r\n另一种看待最佳压力剂量的方式是激效作用或类似功能的概念，这就解释了发展中最佳[推动区](https://supermemo.guru/wiki/Push_zone)的存在。\r\n\r\n自主承担的压力可能与奖励达到最佳平衡，而过量的压力可能导致焦虑症\r\n\r\n## 慢性压力\r\n\r\n许多老师或家长会声称， **压力能让你为成人生活做好准备** 。如果不加限定，可能会有人因为这套说辞而去吓唬摇篮里的新生儿，或者让幼儿看恐怖电影。区分压力好坏的办法很简单：自主承担的[良性压力](https://supermemo.guru/wiki/Eustress)是有益的，[慢性压力](https://supermemo.guru/wiki/Chronic_stress)则是致命的。\r\n\r\n当学校让孩子面对过于陡峭的障碍，或者施加迫在眉睫的威胁，例如[一场临近的生死攸关的大考](https://gingerjumble.wordpress.com/2021/01/07/the-demon-on-my-shoulder-is-dead/)，本应有助于学习的压力，可能变成[慢性压力](https://supermemo.guru/wiki/Chronic_stress)，这将系统性地 **破坏大脑** 。这种破坏来自于大脑中压力荷尔蒙水平的升高，也来自于慢性压力扰乱睡眠，导致[失眠](https://supermemo.guru/wiki/Insomnia)，或[延迟睡眠期综合征](https://supermemo.guru/wiki/DSPS)。\r\n\r\n在成人生活中发生着完全相同的过程，特别是那些在学校里抗压韧性被破坏的成年人。一旦成人进入企业，或在限制个人自由的政治体系中生活，他们可能永远无法完全学会如何利用每天的挑战来建立[抗压韧性](https://supermemo.guru/wiki/Stress_resilience)，并充分利用[良性压力](https://supermemo.guru/wiki/Eustress)，过上幸福和富有成效的生活。\r\n\r\n无法在学校、工作、或社会上控制自己的决定，是现代生活中有害的[慢性压力](https://supermemo.guru/wiki/Chronic_stress)的主要来源之一\r\n\r\n童年时承受过多压力，反而会破坏[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)的构建过程，而无法提升抗压韧性。问题估值网络这套系统，本是非常适合孕育[习得性乐观](https://supermemo.guru/wiki/Learned_optimism)，培养坚韧不拔的人格的。我们却对其施加百般阻碍，最终只会适得其反：无法有效评估威胁的头脑，容易罹患焦虑症的头脑。", + "type": "text/markdown", + "caption": " 良性压力的机制\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Mechanics of eustress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Micro-rules of productivity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Micro-rules of productivity.json" new file mode 100644 index 0000000..3c84774 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Micro-rules of productivity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Micro-rules of productivity", + "text": "# 生产力的微规则\r\n\r\n原文：[Micro-rules of productivity - supermemo.guru](https://supermemo.guru/wiki/Micro-rules_of_productivity)\r\n\r\n **微规则** 是一套促进自律而不要求 **毅力** 的行为规则。一个微规则可以是 **「从今天起，我将花不少于 4 分钟的时间学习英语 」** ，或 **「从今天起，我将把每天的吸烟量从 20 支减少到 19 支」** 。\r\n\r\n **微规则** 的力量来自于这样一个事实，即它们可以无痛引入，而且它们会使大脑逐渐适应你想改变的目标。 **微规则** 可能是实现高生产力的最有效途径。一个自由个体能从基于[自律](https://supermemo.guru/wiki/Self-discipline)的生产力过渡到基于乐趣（因变得高效而产生）的生产力，其途径就在于此。\r\n\r\n当一个受过良好学校教育的人追求完美主义的目标时，微小的障碍和累积的失败会导致显著的不悦感（见：[在学校学到的 100 个坏习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)）。一旦不悦感进入反馈回路，对生产力产生影响，再好的计划也会崩溃。新年决心的失败是典例。我在[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)的文章描绘了一幅理想化的画面：快乐的[自由学习](https://supermemo.guru/wiki/Free_learning)、[创造力](https://supermemo.guru/wiki/Creativity)和[良好睡眠](https://supermemo.guru/wiki/Science_of_sleep)。然而，如果所有的理想都要在最后期限之前实现，就可能会导致相反的结果：压力、睡眠不好和混乱。 **罗马不是在一天之内建成的** 。\r\n\r\n **微规则** 可能会在生产力的乐趣和生产力本身之间建立一个正反馈循环。例如，一点点的学习会增加[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，这反过来可能促进更多的学习。这个反馈回路最终会因疲劳或竞争的利益或义务而终止。对于一个健康的个体，从长远来看，以 **微规则** 启动的[自由学习](https://supermemo.guru/wiki/Free_learning)将会为其全部的可分配时间都赋以理论上的最高生产力。\r\n\r\n在青年时期，我尝试了许多 「自我实现 」和生产力的方法。最后， **微规则** 起到了个人改造的作用，我会在下面的故事解释：\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n长年的学校教育并没有摧毁我的自律和自我激励的能力。我把这归功于在生产力 **微规则** 的帮助下缓慢地逐步恢复。就我自己而言，生产力的微观规则可能是「 **工作时绝不偷看电子邮件** 」，「 **工作绝不占用最佳睡眠时间** 」，「 **每天锻炼** 」等等。实际上，我可以把我的微规则的发展时间定在 1983 年 8 月 31 日。那时我正处于 21 岁的「高龄」，这对自我矫正来说是相当晚的。我声称，我的大脑只是晚熟。在中年时进行改变总比永远不改变要好！1983 年 8 月 31 日，我决定我将持续进步，确实，我从未停止改进我的微规则集合。我从「 **每天学习 10 分钟的英语** 」或「 **每天学习 2 页的生物化学书** 」这样的小规则开始。一旦我发现我的微规则集合是可持续且令人愉悦的，我就会增加一点额外的努力（例如，从每天 **10 分钟** 提高到 **15 分钟** ）。仅仅 100 天后，我已经看到了强大的效果。这使我开始走上了一条持续进步的道路，直到几年后，我可以说，我的每一个整天都是有成效的。这种逐步的自我完善带来了（1） **[Supermemo](https://supermemo.guru/wiki/Plan)中的工具：[计划](https://supermemo.guru/wiki/SuperMemo)** 和（2）[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。 **计划** 决定了我做什么，渐进学习决定了我怎么做。那时，我用 [SleepChart](https://supermemo.guru/wiki/SleepChart) 增强这两项，它还帮助我优化睡眠时间、工作时间和锻炼时间。我的大胆猜测是，从简单的小步骤到达到 80-90% 的生产力潜力，我花了大约 6-8 年时间。若是到了加入更多的自律就可能对健康不利的地步，就说明达到了最大的生产力潜力。这意味着，我花了大约 26-30 年时间，大脑才发育至成为一个可以发挥全部生产力的人。现在，我高效是自发的，并伴随着快乐。没有任何痛苦挣扎。我在[本书](https://supermemo.guru/wiki/Problem_of_Schooling)的其他地方已经证明，我也曾被学校教育所伤害。我确信，如果我在整个青年时期都采用[自由学习](https://supermemo.guru/wiki/Free_learning)，我可以更早地到达现在的发展和生产力基准。", + "type": "text/markdown", + "caption": " 生产力的微规则\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Micro-rules of productivity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Modern re-interpretation of stoicism.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Modern re-interpretation of stoicism.json" new file mode 100644 index 0000000..a9b51f3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Modern re-interpretation of stoicism.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Modern re-interpretation of stoicism", + "text": "# 斯多葛主义的现代重新诠释\r\n\r\n原文：[Modern re-interpretation of stoicism - supermemo.guru](https://supermemo.guru/wiki/Modern_re-interpretation_of_stoicism)\r\n\r\n## 斯多葛学派思想\r\n\r\n **斯多葛主义** 是一种心灵哲思，每个对心理健康和幸福感兴趣的人都应该研究。\r\n\r\n从神经科学的角度来看， **斯多葛主义** 最好的定义是 **解决逆境的负面心理副作用的能力** 。这是我在整个[网站](https://supermemo.guru/wiki/This_site)使用的解释。最初的斯多葛主义哲学诞生于对大脑认识模糊的时代。难怪它与带有自身价值的享乐主义哲学发生冲突。这两个阵营很容易被调和。\r\n\r\n知识和训练可以用来阻止信号 A 激活概念 X，然后条件反射将 **抑制** 概念 X 的激活。如果激活概念 X 会导致痛苦，我们自然会减少遇到痛苦的可能性。抑制消极的激活是实现斯多葛精神的核心。\r\n\r\n由于快乐和痛苦是大脑控制系统的重要组成部分，因此将 **斯多葛主义** 扩展到抑制所有形式的肉体表达的能力将使 **斯多葛主义** 有可能不健康。例如，暴露在寒冷中的自我控制可能有助于获得冬泳的好处。然而，如果这种自我控制做得太过分，可能会导致神经损伤，甚至被冻伤（例如在登山时）。见：[自律的危害](https://supermemo.guru/wiki/Harms_of_self-discipline)\r\n\r\n最重要的是，我们应该拥抱[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。创造性的激情改变了这个世界，应该受到欢迎。古典的斯多葛主义排斥激情和快乐。我则为作为一个学习和生产力的食客（译注：伊壁鸠鲁主义者）而自豪。\r\n\r\n## 习得性无助\r\n\r\n对负面情绪的抑制可以通过条件反射来实现。需要抑制的信号将与我们想要支配的信号竞争（竞争性抑制）。或者，我们可以对一个活跃的抑制信号进行条件反射（例如细胞体抑制）。SuperMemo 的一位用户注意到， **[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)** 有许多斯多葛式的宿命论特征。然而，在 **习得性无助** 中，我们观察到对问题解决方案的追求受到了抑制。无助感压制了行为，而 **斯多葛条件反射** 压制了自然情绪反应产生的消极副作用。\r\n\r\n导致（1） **斯多葛式的心灵** 或（2） **无助的心灵** 的条件反射可以用[网络战争](https://supermemo.guru/wiki/Model)的[概念](https://supermemo.guru/wiki/Concept)来[建模](https://supermemo.guru/wiki/War_of_the_networks)。因此，它可能从（1）容易被改掉，到（2）不可逆转（在突触或神经元严重损失的情况下）。\r\n\r\n很难说压制负面情绪是否可能诱发[网络战争](https://supermemo.guru/wiki/War_of_the_networks)的有害副作用。我们应该始终警惕对自然情感状态的干涉。表达愤怒可能有许多积极的影响，如激发人对目标的追求，偶尔表达悲伤也可能是一种宣泄。\r\n\r\n## 斯多葛主义的技艺\r\n\r\n斯多葛主义作为一种自控技能，需要终生学习。这种学习，最好通过哲学阅读、沉思和自我实验来实现。\r\n\r\n在我对健康的 **斯多葛主义** 的积极解释中，我们应该以一种曲线救国的方式，通过创造性的学习，来对现实进行积极的解释。（见：[习得性乐观](https://supermemo.guru/wiki/Learned_optimism)）。如，一场考试的失败可能是开始自主创业的一次契机。\r\n\r\n **健康的斯多葛主义是通过学习和[创造性的阐述](https://supermemo.guru/wiki/Creative_elaboration)实现的。敞开的无数可能性让你心态平和** 。\r\n\r\n由于睡眠对[创造力](https://supermemo.guru/wiki/Creativity)的重要性，以及创造力对[解决问题](https://supermemo.guru/wiki/Problem_solving)的重要性，睡眠应该是现代的斯多葛式生活方式的重要组成部分（见：[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)）。\r\n\r\n## 斯多葛主义的涌现\r\n\r\n **斯多葛主义** 是有回报的。它消除了负面情绪的不利后果。因此，在适当的条件下，所有的人都可能自然而然地趋向斯多葛式的态度。斯多葛主义的奖励需要与其他可能更即时的奖励竞争。此外，奖励的大小可能会在时间上延长。这就是为什么在有大量的自我观察、自我反思、甚至更深层次的自我分析的空间时，更容易做到斯多葛主义。此外，有利于学习和[创造力](https://supermemo.guru/wiki/Creativity)的条件也会有利于调节斯多葛式的态度。这就是自由能提高社会满足感的原因之一。不幸的是，现代生活方式倾向于攻击奖励系统，可能会优先考虑即时满足，这最终可能会抑制发展斯多葛式的心态所需的调节。\r\n\r\n## 读者评论\r\n\r\n这篇文章一经问世，我就收到了许多来自斯多葛哲学的专业研究者的严厉批评。大部分批评源于对我的误解。因此，我将简要地澄清：\r\n\r\n- 我不是专业学习希腊哲学的。我正在寻找对人类健康特征的神经解释： **斯多葛式思维方式** 。\r\n\r\n- 我们对大脑的了解，足以让希腊哲学家们来研究，我们对如何最好地实现健康的斯多葛式思维方式的新理解。\r\n\r\n- 斯多葛主义的古代诠释诱发对 **本能冲动的零容忍** ，我将其列在[学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/50_bad_habits_learned_at_school#Intolerance_of_impulsivity)中\r\n\r\n- 对情感的生理价值认知不足，导致斯多葛派和伊壁鸠鲁派之间发生了不必要的冲突。\r\n\r\n- 乐观并不意味着是错误的。在[习得性乐观](https://supermemo.guru/wiki/Learned_optimism)中，我们可以用 33 个快乐的事实来抵消 1 个不快乐的事实，这些事实都是通过有效学习和[创造性阐述](https://supermemo.guru/wiki/Creative_elaboration)获得的。请看：[谬误：乐观主义者不太现实](https://supermemo.guru/wiki/Myth:_Optimists_are_less_realistic)\r\n\r\n- 「抑制情绪」一词应被解释为信号（积极和消极信号）之间的斗争。这些竞争是受条件限制的。对伤害的充分了解有助于减少 「痛苦」。高生产力可以消除失落感（如有家庭成员去世的情况下）。\r\n\r\n- 愤怒可能极具价值。它可以锚定[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)中的估值。我对环境的破坏非常不满。然而，我并没有对污染者进行人身攻击。我把它合理化。仅仅提到气候变化就是我对这一事业的理性的微小贡献。在 2011 年，我放弃了燃油车。那导致近十年来我只用双脚移动。我把负面情绪转化为健康的激情。\r\n\r\n- 我自己的斯多葛思想源于[内在价值状态](https://supermemo.guru/wiki/Intrinsically_Valuable_State)\r\n\r\n## 延伸阅读\r\n\r\n- [抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)\r\n\r\n- [良性压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)\r\n\r\n- [习得性乐观](https://supermemo.guru/wiki/Learned_optimism)", + "type": "text/markdown", + "caption": " 斯多葛主义的现代重新诠释\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Modern re-interpretation of stoicism" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Myths are easy to swallow and hard to kill.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Myths are easy to swallow and hard to kill.json" new file mode 100644 index 0000000..4775059 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Myths are easy to swallow and hard to kill.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Myths are easy to swallow and hard to kill", + "text": "# 谬误易传难消\r\n\r\n原文：[Myths are easy to swallow and hard to kill - supermemo.guru](https://supermemo.guru/wiki/Myths_are_easy_to_swallow_and_hard_to_kill)\r\n\r\n# 人们的坏记性\r\n\r\n孩子和老人的记忆力都很差。他们都容易被人造谬误所害。我们从早到晚都被假新闻和虚假观念轰炸。难免树立了一些错误观念。每个人都难逃其伤。再多的知识或才能也无法阻止人们对谬误的接受并视之为科学真理。孩童和老奶奶是高危受害者。然而，他们易受害的原因完全不同。虽然孩童有很多机会恢复，但老奶奶很可能会带着一系列根深蒂固的谬误思想一起长眠。这样说无益于证明老奶奶的认知健康。但它主要证明了人类大脑在典型寿命内的发展过程。健康的大脑在其不同的发育阶段显出迥然各异。尽管有另一个流行的谬误，但八旬老人的大脑发育仍在继续。它可能不太旺盛，但人类认知的重塑永远不会结束。\r\n\r\n## 老人的学习困难\r\n\r\n老头子的脆弱程度不亚于老太太，然而，我故意使用 “奶奶” 的标签，因为我立刻想起了我自己的奶奶。她每天唠叨：“如果你在冬天不穿T恤到处跑，小心感染肺炎”。我会说：*“别担心。[感染是由病毒引起的](https://supermemo.guru/wiki/Myth:_We_catch_a_cold_from_cold). 踢足球时不会因新鲜空气而感冒”。*奶奶会接受我的解释，点头，认同科学模型，第二天，她会一遍又一遍地重复同样的信息。就好像她的大脑无法被纠正。老奶奶往往是认知冠军。她们拥有丰富的知识和记忆力。然而，她们似乎仍然经常无法学习简单的东西。\r\n\r\n## 记忆模型：谬误之源\r\n\r\n[记忆的双分组模型](https://supermemo.guru/wiki/Two_component_model_of_memory)为健康的大脑抵制新知识这一看似矛盾的现象提供了一个简单的解释。当我们学习新事物时，我们会对低 **[稳定性](https://supermemo.guru/wiki/Stability) ** 的记忆进行编码。新的记忆很容易被[遗忘](https://supermemo.guru/wiki/Forgetting)。重复接触同一知识，特别是在休息之后，会增强[稳定性](https://supermemo.guru/wiki/Stability)。如果\"[着凉导致感冒](https://supermemo.guru/wiki/Myth:_We_catch_a_cold_from_cold) \"的错误观念在每次有人感冒时都会出现，几十年后，这个谬误就变得根深蒂固，万难消除。某些些记忆的稳定性在年老时可以增长到过高的数值。似乎无论如何劝诫都无法打破这些记忆。如果一个阿婆知道了感冒病毒的发现（发表于20世纪50年代），她可能会保持思想开放，并对新信息进行编码。她的大脑有能力打破旧的模式，建立新模式，并作为一组新的记忆来储存。然而，这些新记忆的[稳定性](https://supermemo.guru/wiki/Stability)很低。只有它们的高[可提取性](https://supermemo.guru/wiki/Retrievability)才能让阿婆正确思考感冒的可能原因。在短时间内，阿婆似乎取得了突破，直到......新的记忆逐渐消失。碍于年龄、旧模式的稳定性以及距离下一次接触（关于病毒的信息或感冒病毒本身）的时间，老奶奶很容易忘记新的记忆，而旧模式则经常复现。有时，[快速思维](https://supermemo.guru/wiki/Fast_thinking)的速度占据了上风，高稳定性记忆战胜了新的可提取性记忆。这就解释了为什么快速的大脑未必更为优胜。如果旧的思维架构在对抗中取胜，阿婆的麻烦就大了！她很可能已经忘记了新的解释，而倒向了她的旧知识，损害可能在几分钟内造成。阿婆的大脑很老，但不意味着它的认知能力受损，它承载着稳固的知识。老妪是旧知识方面的伟大专家。难怪在寻求智慧时，我们常求助于老人。在探索这种智慧时，我们自然需要谨慎注意选择和甄别。\r\n\r\n## 天真的孩童\r\n\r\n至于幼儿，他们的大脑成长得很快，建立新的记忆非常困难（见：[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)）。这对 “有意” 的记忆来说尤其明显。这解释了为何早期学校教育是严重的错误。然而，一小部分记忆，特别是生存所必需的子系统，不断建立新的路线，可能会持续一生。孩子们看动画片，里面的不朽人物每集死17次，这很正常。对幼儿来说，只要可以[无限探索](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)，错误模型是无害的。此外，错误的模型可以通过[泛化](https://supermemo.guru/wiki/Generalization)加速正确模型的[结晶化](https://supermemo.guru/wiki/Crystallization)。谬误和错误模型亦属于认知训练，它们可以提高对假信息的免疫力，进而提高智商。另一方面，我们可以通过加剧教学训练、[宗教灌输](https://supermemo.guru/wiki/Ban_on_homeschooling)、[强制学习](https://supermemo.guru/wiki/Coercion_in_learning)，或者仅仅通过对孩子吼叫，轻易地施以伤害。很少有东西能像压力那样有效地加速发展。皮质醇和压力反应中的其他因素是[优秀的大脑雕塑家](https://supermemo.guru/wiki/How_baby_brain_does_not_work)。然而，早期被雕刻的大脑在青春期时留给雕刻家的材料很少。如果你用棍子训练孩子，让他唱歌和背诗，他能做到。孩子甚至能终身记住一节或一首歌。然而，这种早期训练也会破坏孩子的长期发展前景。大脑发育迟缓，其代价就是讨厌学习。[自由学习](https://supermemo.guru/wiki/Free_learning)可以最大限度地实现新模式的结晶，以及发展对虚假和欺骗的认知免疫力。\r\n\r\n即使是较温和的[强制学习](https://supermemo.guru/wiki/Coercive_learning)形式也会导致[有毒记忆](https://supermemo.guru/wiki/Toxic_memories)。一个孩子过早地大量学习乘法表，可能会对乘法或普遍的数学产生终生的焦虑感。即使没有焦虑，产生的*[寄生记忆](https://supermemo.guru/wiki/Parasitic_memories)*，顾名思义，未来几年内会消耗掉认知处理。\r\n\r\n## 成人对谬误的抵抗力\r\n\r\n至于从幼儿到阿婆之间的所有年龄段，我们对谬误的抵抗力取决于前置知识和前置训练。学校要求学生接受更高的权威，教科书中所讲一切且视之为真实的。据悉，教科书无需验证（由于[死记硬背](https://supermemo.guru/wiki/Cramming)的高速普及，在学校没有时间验证）。[自由学习者](https://supermemo.guru/wiki/Free_learning)经常被谎言灼伤，以至于他们内心的怀疑情绪高涨。我不断地用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)学习愚蠢的东西，因为知识的宇宙是如此之大，以至于我们不可能验证所有学到的东西。然而，每次我被烧伤时，我都会加强我的怀疑论者的习惯。除非我从维基百科的 \"不稳定的共识 \"中阅读，否则我总是检查来源和作者。检查[我](https://supermemo.guru/wiki/Piotr_Wozniak)!\r\n\r\n## 对谬误的补救措施\r\n\r\n谬误很难被消灭。了解上述谬误的记忆机制有助于和谎言抗争。上述文字也应该使大家对迎接谬误更加放松。它无时不在身边，没有必要在沦为受害者后切腹自杀。\r\n\r\n从谬误中毒中恢复的诀窍是以最高优先级处理纠正的知识。你不需要成为阿婆就会领悟阿婆机制的害处，即（1）学习对一个根深蒂固的谬误的修正，（2）在足够长的时间间隔后忘记这个修正。光阴是谬误的好帮手，让他凭着记忆的更高[稳定性](https://supermemo.guru/wiki/Stability)宣战。我对扼杀谬误的最佳解决方案，不是遁世隐居，而是迅速打开[SuperMemo](https://supermemo.guru/wiki/SuperMemo)。通过[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，可以协助记忆推翻旧的错误模式。这在有时可能相当困难。此外，一如它是一种补救措施，[SuperMemo](https://supermemo.guru/wiki/SuperMemo)也可以帮助巩固错误的知识，这些知识可能只是感觉上更明显，更正确。 **记忆稳定性是如此毋庸置疑！** 换句话说，建立稳定的记忆会带来自诩全知全能的风险。即使是一个死硬的怀疑论者也不堪招架。\r\n\r\n由于自然原因，我相信我自己的头脑是没有谬误的。这就是谬误的颠覆性力量的一部分：它们驻扎在大脑中，不会造成痛苦。只有当神话谬误在现实生活中的应用出现时，痛苦才会显现出来。然而，我对根深蒂固的稳定性怀有一些 **真实的** 记忆，说明了这个问题。以我为例，波兰语的动植物名称是早期记忆的一个例子，它一直干扰着英文名称。当我看到一只 \"丰收鼠 \"时，他的波兰语名我可以脱口而出。我需要深入挖掘，用宝贵的几毫秒来找到对应的英文名字。\r\n\r\n## 抗击谬误的方案\r\n\r\n这是我对抗错误信念的公式：\r\n\r\n- **婴幼儿和学龄前儿童** ：不要担心谬误。其将在适时得到纠正！\r\n\r\n- **成年人** ：丰富的终身学习是获得海量可靠知识的公式（参见：[创造性解决问题的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving))\r\n\r\n- **耄耋老人** ：使用[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)或者安度余生——您的学识值得高度赞赏！\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)是对错误信念的最好补救措施。最佳的学习应做到：丰富、广泛、自由、终身\r\n\r\n## 谬误举例\r\n\r\n以下是我在[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)试图对抗的一些谬误：\r\n\r\n- [谬误：学校好](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)：近两个世纪以来，学校对民众的不间断操练，重塑了人们对学校教育的文化认知。好学校的谬误一直都很难克服。幸运的是，新的丰富的网络媒体的到来将加速向基于[自由学习](https://supermemo.guru/wiki/Free_learning)的未来过渡\r\n\r\n-谬误：[艾宾浩斯](https://supermemo.guru/wiki/Ebbinghaus)发明了[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。这可把我气坏了，间隔重复是我在 20 世纪 90 年代初偶然间自己开始的研究。请看[事情的经过](https://www.supermemo.com/en/blog/did-ebbinghaus-invent-spaced-repetition)。欲知真相，参阅： [间隔重复的历史](https://supermemo.guru/wiki/History_of_spaced_repetition)\r\n\r\n- [谬误：着凉会导致感冒](https://supermemo.guru/wiki/Myth:_you_can_catch_a_cold_from_cold)：这是我每天与之斗争的谬误，因为我不断被警告，甚至被医学专家警告，我总着凉可能有害。这促使我写了一篇关于我的[没有感染的生活公式](https://supermemo.guru/wiki/Formula_for_common_cold_prevention)的短文。这个谬误甚至悄悄地进入了2017年的课程（见：[学校课程本来就是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)）!\r\n\r\n-[谬误：学生天生懒惰，厌恶学习](https://supermemo.guru/wiki/Myth:_Students_are_naturally_lazy_and_do_not_like_to_learn)\r\n\r\n-谬误：[DSPS 是一种基于基因的疾病，没有已知的有效自然疗法](https://supermemo.guru/wiki/Curing_DSPS_and_insomnia)\r\n\r\n-谬误：[你可以通过早睡来获得额外睡眠](https://supermemo.guru/wiki/How_do_we_fall_asleep%3F)\r\n\r\n- 谬误: [午睡要在中午睡](https://supermemo.guru/wiki/Best_time_for_napping)\r\n\r\n- 谬误: [记忆可以永恒](https://supermemo.guru/wiki/Forgotten_memories_are_ultimately_lost_for_good)\r\n\r\n## 旧知识和新知识\r\n\r\n对谬误的易感性与年龄有关，也与新的学习程度有关。下面的图示说明了知识的尺寸和 “新鲜” 程度的影响。详见： [创造性解决问题的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/800px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n新旧知识在创造性问题解决中的作用\r\n\r\n> ***图：** 创造性地解决问题需要（1）具有高度[稳定性](https://supermemo.guru/wiki/Stability)的庞大专业知识，以及（2）具有高度[可检索性]的丰富新知识。庞大的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题只消很低能量消耗便得以解决。需要 “发散性思考” 的问题则要依靠[创造力](https://supermemo.guru/wiki/Creativity)，即对比联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)由 “饥饿的知识” 提供动力，即新鲜的知识可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻易地被塑造和[泛化](https://supermemo.guru/wiki/Generalization)。这种可塑性为新的学习和创造性问题的解决提供了良好的模式匹配*。\r\n\r\n## 延伸阅读\r\n\r\n- [知识汇聚于真理](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)\r\n\r\n- [错误的模型也有价值](https://supermemo.guru/wiki/Value_of_wrong_models)", + "type": "text/markdown", + "caption": " 谬误易传难消\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Myths are easy to swallow and hard to kill" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Optimization of Learning 9.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Optimization of Learning 9.json" new file mode 100644 index 0000000..8c6d65c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Optimization of Learning 9.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Optimization of Learning 9", + "text": "# 优化学习：9. SuperMemo在随机学习中的应用\r\n\r\n### [彼得·沃兹尼亚克](https://super-memory.com/english/company/wozniak.htm), 1990年\r\n\r\n这段文字来自彼得 · 沃兹尼亚克, [优化学习](https://super-memory.com/english/ol.htm), 硕士论文，波兹南科技大学，1990年，并被改编为网络上的独立文章（P.A.Wozniak, M. K. Hejwosz, Jul 20, 2010）。请注意，这段文字是相当过时的，而且是大胆假设的。它被张贴在这里，只是因为SuperMemo的用户无休止的要求，而不仅仅是。它不应该被看作是沃兹尼亚克博士或SuperMemo World对所考虑的主题的现有立场的反映。它被放置在网络上只是为了存档。在阅读之前，请注意，只要符合基本假设， **随机学习的假设概念大致上可以用定义明确的** 程序性学习现象来代替：在随机学习中，是大脑需要找出需要强化的突触连接（基本上通过试错）。在整个文本中，随机学习与 **确定性学习（deterministic）** 相对立，后者大致与 **陈述性学习** 相对应。\r\n\r\nSuperMemo方法已经成功地应用于确定性学习领域，最终证明了其有效性和实效性。然而，随机学习（见第10章记忆的生理学）是由不同的原则所支配的，一个有趣的问题出现了，即SuperMemo记忆法是否也可以应用于这种形式的学习。早在1985年，SuperMemo记忆法就被顺便应用于随机学习的领域，如打字、弹贝斯、弹钢琴和打鼓训练。现在，我们将考虑基于SuperMemo的算法在触摸打字和鼓的训练中更经常的应用的最新结果。\r\n\r\n## 9.1.基于SuperMemo的触摸打字训练\r\n\r\n毫无疑问，触摸式打字训练可以被归类为一个涉及随机学习的过程。神经系统不知道也不可能从任何渠道了解什么肌肉、以什么顺序、以什么时间进行刺激。指导手指超越意识水平所需的全部控制信息必须由运动系统本身的神经网络来完成。我们已经开发了一个特殊的程序来监督基于SuperMemo的触摸打字训练。该程序的结构和选项树与用于确定性学习的SuperMemo程序相同（见第四章）。然而，有两个选项是为了应用触摸打字训练而实现的。这些选项是 **Append** （用于向数据库添加新项目）和 **Test** （用于重复的过程）。触摸打字训练中使用的项目是短语（3-20个字符）的形式，在重复过程中进行练习。选项 **Append** 应提供一种方法，选择那些练习起来似乎对学生的进步贡献最大的短语。\r\n\r\n评估学生的进步有两个标准：打字速度和错误的数量。调和这两个标准的最常见的方法是对错误的击键的惩罚就是分配时间。在大多数情况下，那些打字速度最慢的短语（包括错误的惩罚）可以被认为是最有希望的候选者，可以进行强化练习以提高整体成绩。因此，选择应该被添加到SuperMemo数据库的短语应该包括使用有代表性的文本测试学生的打字技能，并检测那些最明显的有助于降低总打字分数的片段。\r\n\r\n为了简化这一过程，我们假设一个短语应该由一个以空格为界的单词组成。如果一个词的消耗时间或最低单字打字速度（在该词中打出一个单字的最低速度）大大低于学生的平均打字速度，该词将被选为一个项目的候选。\r\n\r\n在考虑的实施中，使用了以下公式：\r\n\r\n> ```\r\n\r\n> x := word_speed*(1/word_length);\r\n\r\n> if x < average_speed*0.6 OR\r\n\r\n> character_speed < average_speed*0.4 then\r\n\r\n> append_word;\r\n\r\n>\r\n\r\n> ```\r\n\r\n>\r\n\r\n> where:\r\n\r\n>\r\n\r\n> - `x` - auxiliary variable\r\n\r\n> - `word_speed` - 所考虑的单词的打字速度\r\n\r\n> - `word_length` - 所考虑的单词中的字符数\r\n\r\n> - `character_speed` - 所考虑的单词中单个字符的最低打字速度。\r\n\r\n> - `平均速度` - 学生的平均打字速度\r\n\r\n> - `append_word` - 存储过程将该词追加到数据库中。\r\n\r\n请注意，在第一条语句中，变量`x`是在`word_speed`的基础上计算的，以便抵消由「较长的单词具有较慢的打字速度」这一规则造成的差异。变量`x`反映了不同长度短语的`word_speed`的标准化。\r\n\r\n众所周知，一个词在给定的上下文中可以打得慢一些，通常是作为前一个词的结果。因此，附加算法总是产生一个与给定单词相关的伴随条目。伴随条目是由测试文本中被考虑的单词和其前面的单词组成。\r\n\r\n **Test** 选项，仅次于 **Append** ，为了触摸打字程序而被修改，负责重复存储在数据库中的特定短语，以符合SuperMemo的重复间隔。重复中使用的间隔是根据该公式计算的：\r\n\r\n> ```\r\n\r\n> I(1) = quality+1\r\n\r\n> I（i）=I（i-1）*EF\r\n\r\n>\r\n\r\n> ```\r\n\r\n>\r\n\r\n> where:\r\n\r\n>\r\n\r\n> - `I(i)` - 第i次重复后的间隔时间（天）\r\n\r\n> - `quality` - 为第一次重复的质量从0-5的评分中进行打分\r\n\r\n> - `EF` - 所考虑条目的E-系数\r\n\r\n请注意，与以前的情况不同，在确定第一个间隔时，涉及到重复的品质。这是一个实验性的解决方案，其有效性既没有被证明也没有被证伪。\r\n\r\n传统上，所有的E-系数在附加的时候都等于2.5，根据反应质量，在接下来的重复中按照标准公式进行修改（参见算法SM-2到SM-5；第三章）。\r\n\r\n反应质量是根据重复过程中的打字表现自动计算的。\r\n\r\n两个参数被用来计算评分：\r\n\r\n- 重复过程中的平均打字速度(SPEED)\r\n\r\n- 条目的键入次数（COUNT），表明在重复过程中，在该重复的平均键入率达到该项目有史以来最大键入率的87%之前，该项目被键入了多少次（单次键入的最大值）\r\n\r\n87%这个数值，以及计算打字质量所需的所有其他数值，都是通过试验和错误选择的。\r\n\r\nCOUNT参数的值不能超过50，因为在50次键入后，重复程序就会中断，与成绩无关。\r\n\r\n下面介绍用于计算打字质量的函数：\r\n\r\n> ```\r\n\r\n> function speed_quality(x);\r\n\r\n> constant x1=0.3; y1=0;\r\n\r\n> x2=0.86; y2=5;\r\n\r\n> begin\r\n\r\n> speed_quality :=（y2-y1）/（x2-x1）*（x-x1）+y1。\r\n\r\n> end;\r\n\r\n>\r\n\r\n> function count_quality(x);\r\n\r\n> constant x1=20; y1=5;\r\n\r\n> x2=50; y2=1;\r\n\r\n> begin\r\n\r\n> count_quality := (y2-y1)/(x2-x1)*(x-x1)+y1;\r\n\r\n> end;\r\n\r\n>\r\n\r\n> function quality(count, speed, max_speed);\r\n\r\n> begin\r\n\r\n> quality := count_quality(count)+speed_quality(speed/max_speed);\r\n\r\n> quality := quality/2;\r\n\r\n> if quality < 0 then quality := 0;\r\n\r\n> if quality > 5 then quality := 5;\r\n\r\n> end;\r\n\r\n>\r\n\r\n> ```\r\n\r\n>\r\n\r\n> 前述函数中标识符的解释：\r\n\r\n>\r\n\r\n> - `speed_quality` - 计算打字质量的速度部分的函数。\r\n\r\n> - `count_quality` - 计算打字质量的计数部分的函数。\r\n\r\n> - `count'- 在重复过程中键入项目的数量\r\n\r\n> - `速度` - 在重复过程中记录的平均打字速度\r\n\r\n> `max_speed` - 该项目所记录的最大打字速度（单次打入）。\r\n\r\n>\r\n\r\n> 注意，(x1,y1)和(x2,y2)定义了用于计算质量的SPEED和COUNT成分的线性函数。\r\n\r\n基于SuperMemo的打字训练程序从1990年4月1日开始应用，似乎对提高我的打字技能很有帮助。然而，关于以下问题，目前还不能提供可靠的定量数据：\r\n\r\n- 与其他标准类型训练方案相比，SuperMemo类型训练器的效果如何？\r\n\r\n- 该计划对水平较低或较高的学习者有什么用处（质量评估参数根据我的个人要求进行了调整）。\r\n\r\n- 应用该方案获得的典型进展曲线是什么？\r\n\r\n这些以及其他许多相关的问题将很快被解决。尽管如此，利用目前获得的数据，我们可以尝试回答SuperMemo的间隔重复是否可以成功应用于随机学习。答案当然是肯定的，但从类型训练者数据库中E-系数的分布可以得出一个有趣的结论（见图9.1）。\r\n\r\n原文：[img [基于SuperMemo 5的触摸打字应用程序的实际屏幕打印结果(来自原论文)|https://super-memory.com/english/ol/ol_files/distribution_of_ef_in_supermemo-based_touch-type_training.jpg]]\r\n\r\n图 .9.1 - E-系数在类型训练计划的SuperMemo数据库中的分布。该分布取自该过程的第55天。\r\n\r\n在图9.1中，引人注目的是，类型训练者数据库的 E-系数表现出明显的增加趋势。这种现象在任何一个用于确定性学习的标准SuperMemo程序的数据库中还没有被观察到。只有两种可能：要么质量评估太宽松，要么重复次数太多。第一种解释必须被排除，因为在随后的两次重复中，正如我们从上述公式中得出的结论，如果后面的重复中的表现至少没有前面的表现好，那么质量就不能超过3（要达到QUALITY>3，COUNT_QUALITY必须大于1。所以COUNT变量必须低于50，因此平均速度必须大于最大速度的87%，而在前面的重复中，最大速度只能低于或等于，因为最大速度的相同百分比被用来中断重复）。此外，只有当质量大于4时，E-系数才会增加。最后的结论一定是： **随机学习中的最佳重复间隔比确定性学习中涉及的间隔密度要小，也就是说，相应的间隔要长** 。\r\n\r\n考虑到随机学习中的重复不是单一行为，这一事实是可以预期的。这意味着，在一次重复中，为所练习的技能编码所需的突触被多次刺激，我无法想象会出现其他情况。我不会过早下结论，而是把这个问题留给进一步研究。\r\n\r\n## 9.2.基于SuperMemo方法的打鼓训练\r\n\r\n打鼓，以及演奏其他乐器，都可以归为需要随机学习的技能。下面我将介绍SuperMemo方法在学习构成专业鼓手的选定技能方面的示范性应用。这是为了说明可以设计训练的方式，而不是为了提出有关这种方法有效性的任何结论性数据（该计划自1990年5月10日以来一直在使用）。在所有的学习问题中，选择独立的SuperMemo项目来进行适当间隔的重复过程是至关重要的。在所考虑的例子中，个别的重复性运动任务被用作SuperMemo项目，训练的目的是提高打鼓所涉及的特定子类技能的运动表现。\r\n\r\n在间隔打鼓训练中使用的一个示范性任务\r\n\r\n[img [图片取自原文|https://super-memory.com/english/ol/ol_files/exemplary_task_in_supermemo-based_drum_training.jpg]]\r\n\r\n同样的任务嵌入在一个普通的一字长条中\r\n\r\n[img [图片取自原文|https://super-memory.com/english/ol/ol_files/exemplary_task_embedded_in_regular_one-note-long_bar_in_supermemo-based_drum_training.jpg]]\r\n\r\n涉及高脚鼓、小鼓和大鼓的长达6个十六分音符长度的鼓谱的1700万个组合被筛选出来，以确定任务的难度。\r\n\r\n- 可行性限制：\r\n\r\n 1.击打底鼓不超过两次\r\n\r\n2.击打小鼓不超过两次\r\n\r\n 3. 击打擦片不超过四次运行\r\n\r\n 4. 擦片重击次数总是单数\r\n\r\n- 强度限制：\r\n\r\n 1.最少击打三次底鼓\r\n\r\n 2. 最少击打两次小鼓\r\n\r\n 3. 最少击打四次擦片\r\n\r\n 4.至少有一次擦片重击\r\n\r\n- 审美限制：\r\n\r\n 1. 重击擦片总是与击打底鼓有关\r\n\r\n 2.小鼓的击打从不伴有击打底鼓\r\n\r\n由此产生的1307个任务被筛选出高相似度的组合，以得出最终的300个任务。\r\n\r\n所产生的任务表的一个片断\r\n\r\n[img [图片取自原文|https://super-memory.com/english/ol/ol_files/task_table_in_supermemo-based_drum_training.jpg]]\r\n\r\n不断重复，直到达到令人满意的表现水平（根据使用者的主观估计）。为了简化学习过程的管理程序，任务被分为三个难度类别。\r\n\r\n- A级 - 相当于E-系数2.3\r\n\r\n- B级 - 相当于E-系数1.7\r\n\r\n- C级 - 相当于E-系数1.4\r\n\r\n最初，所有的任务都属于A级。在重复的过程中，保留的质量是按照以下的等级表来估计的（括号内是E-系数类别的修改情况）。\r\n\r\n- 很好或优秀（无惩罚）\r\n\r\n- 良好（将难度类别从A改为B或从B改为C）\r\n\r\n- 普通(将难度类别改为C)\r\n\r\n- 不好（将难度类别改为C，并重新设置程序，即从头开始重复）。\r\n\r\n特定任务的重复是以使用公式计算的间隔进行的：\r\n\r\n> ```\r\n\r\n> I(1) = 4\r\n\r\n> I(n) = I(n-1)*EF\r\n\r\n>\r\n\r\n> ```\r\n\r\n>\r\n\r\n> where:\r\n\r\n>\r\n\r\n> - `I(n)` - 第n次重复后的间隔重复\r\n\r\n> - `EF` - E-Factor等于2.3，1.7或1.4（A级，B级或C级）。\r\n\r\n正如在触摸打字训练中所强调的那样，随机学习的重复次数可以比确定学习的密度要小。因此，上述方案似乎是过于谨慎了。这个训练已经被一个专业鼓手应用了一个多月，并得到了非常积极的评价。然而，带来肯定意见的是该方法的普遍规律性，而不是SuperMemo重复间隔本身的效果，因为在这么短的时间内，SuperMemo无法显示出其真正的力量。同样，为了获得更多的结论，有必要对训练进行更长时间的应用。\r\n\r\n## 小结\r\n\r\n- SuperMemo方法可以成功地应用于随机学习的过程中\r\n\r\n- 确定性的重复间隔对随机学习来说是有效的或过于严格的，即应用SuperMemo方法可以得到比前几章讨论的更好的结果（更大的习得率）。\r\n\r\n- 说明了SuperMemo方法在触摸打字和打鼓训练中的示范性应用", + "type": "text/markdown", + "caption": " 优化学习：9. SuperMemo在随机学习中的应用\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Optimization of Learning 9" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Optimization of behavioral spaces in development.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Optimization of behavioral spaces in development.json" new file mode 100644 index 0000000..c6bb74c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Optimization of behavioral spaces in development.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Optimization of behavioral spaces in development", + "text": "# 优化发展中的行为空间\r\n\r\n原文：[Optimization of behavioral spaces in development - supermemo.guru](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)\r\n\r\n## 更好地发展\r\n\r\n大多数人都有成为天才的潜力。儿童在主要由成人控制的环境中成长。通过为孩子们提供良好的成长环境，我们能极大地影响社会的未来。如今的大部分孩子成长在一个很不利于他们解决未来问题的环境中。我们今天制定的规则将决定未来的走向。\r\n\r\n## 边界是否能保证儿童的安全？\r\n\r\n妈妈们的博客中经常有这样一个关于家庭的象征：房子需要一个篱笆，这样家庭成员才能感到安全。栅栏可以确保狗不会跑丢，坏人进不来。这暗指管教孩子的方法。据称，孩子们需要边界才能有安全感。当我们审视这个问题时，很快就会发现优化边界是行不通的（「优化 」是无用或荒谬的）。据说界限越紧，我们就越安全，于是界限不断收缩，直到我们被锁在金属保险箱中，喘息着乞求最安全的空气。如果生活中充满规则和条例，一家机构可能感到安全，一个牢房中的人可能感到安全，一个被锁在公寓里的人也可能感到安全。船上那规范且重复的生活让人如此有安全感，以至于陆地上那种开放社会的规则可能反而显得恐怖。不管是囚犯还是海员，在回到社会之中后，都很可能酗酒以忘记恐惧。为了分析得简洁明了，让我们将 **行为空间** 定义为优化的对象。\r\n\r\n## 行为空间\r\n\r\n **行为空间** 对一只可以自我控制的动物而言，意味着一系列不会带来惩罚（如疼痛）的行为的集合。行为空间的边界由环境决定。这些边界可能有不同的起源。例如：\r\n\r\n- **物理的** ：如河流，或 **心理的** ：如对开放空间的恐惧。\r\n\r\n- **天生的** ：如避免受寒，或 **习得的** ：如避免某些食物\r\n\r\n- **群体的** ：即由其他同类或其他物种强加的\r\n\r\n此外，对人类而言，行为空间受到的限制会随着父母、教师、社会团体、法律等施加的行为规则而变得更加严格。\r\n\r\n对行为空间较大的儿童来说， **自由探索** 可以用来衡量他们的行为对自己规划、实现目标的策略、自主学习以及自然奖惩的影响。对行为空间较小的儿童而言，过分专制的惩罚会让他们行为更呆板，更少地主动学习，并最终可能引发疾病（见：[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)）。就社会系统而言，开放的社会系统会带来更大的行为空间，便于学到更丰富的技能。在[封闭的社会系统](https://supermemo.guru/wiki/Social_groups_in_socialization#Socialization:_Open_and_closed_systems)，例如监狱中，惩罚过度可能导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive)，和其他[在压力下学习](https://supermemo.guru/wiki/War_of_the_networks)的负面影响。\r\n\r\n在一个大的行为空间里，孩子或许可以在餐桌上奔跑而不被罚，但会因为做伤害其他孩子或危及自己的生命而受到惩罚。相反，在小的空间里，孩子可能会因为如下原因受罚：语法错误、拼写错误、迟到、用错手拿勺子、尿裤子、在不合适的时间想上厕所、剩饭、乱吃东西、顶嘴、学校成绩差、注意力不集中等等。惩罚措施可能包括羞辱、情感勒索、暂停（比如当孩子正在玩耍的时候，要求其停下来，不能继续玩耍）、禁闭、剥夺奖励、刻意忽视、打屁股，甚至殴打。\r\n\r\n专制的教育方式、纪律和惩罚往往会让人产生[加速学习的错觉](https://supermemo.guru/wiki/How_baby_brain_does_not_work)。“有教养”的孩子会守规矩并被表扬，他们可能有更好的举止，更听话并且学得更“好”。而他们可能会让专制继续循环下去（即培养出下一代“有教养”的孩子）。然而，服从会阻碍发展（见：[成为全优学生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_straight_A_student)）。\r\n\r\n相反，行为空间大的孩子会被贴上乳臭未干（「没教养」的标签，而这可能会使他们承受来自同龄人的压力，在一定程度上相当于惩罚。这种惩罚往往是间接的，即由被社会影响着的父母施加（例如父母会说别人家的孩子怎样怎样）。如果孩子们从开放空间（如童年）迅速过渡到封闭空间（如学校），可能会行为紊乱，或有一些被错误地视作病态的行为。特别要注意的是，对 [ADHD](https://supermemo.guru/wiki/ADHD) 的糟糕定义可能导致过度诊断，这些行为，其实只是大脑对强加在行为空间上的限制进行[自然防御](见：[你忍心把小狗关在笼子里吗？](https://supermemo.guru/wiki/Would_you_have_a_heart_to_cage_a_puppy%3F))的直接后果。\r\n\r\n可以将限制孩子们的行为空间比作限制他们进入图书馆。就[拼图游戏比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)而言，小的行为空间代表着拼图增长时，拼图碎片很少或拼图空间受限。在[知识树](https://supermemo.guru/wiki/Optimization_of_education#The_tree_metaphor)或[结晶](https://supermemo.guru/wiki/Knowledge_crystallization)的比喻中，情况则相当于一棵知识之树或一颗知识的结晶在一个小盒子里成长。\r\n\r\n## 优化行为空间\r\n\r\n长期处于有界的[行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#behavioral_space)的限制中，会使个人依赖结构和程序（如社会结构、监狱规则等）。这种导致残缺的影响，可能会持续一生。\r\n\r\n相反，在为家庭生活制定规则和界限时，我们应该考虑学习标准。设定界限不仅仅是为了安全，界限取决于安全 **和** 学习。这两个标准在相反的方向上起作用。不仅如此，安全的作用会随着发展不断降低，而学习的作用始终处于根本地位。我们不应该声称：界限能保证孩子们的安全，而是应该为了认知的发展，努力逐步消除强加的界限。所有健康的个体都有能力自行设定界限。如 [亚历山大-威斯纳-格罗斯](见（https://www.alexwg.org/) ）所说，自由对智力的影响很大。这直接体现为行为空间对学习的影响。规则越严格、纪律越严厉（行为空间越小），则越不利于学习。选择少，学习机会也变少。在此情况下，只有对规则本身的学习会受益（例如：孩子会更好地记住“星期二轮到我丢垃圾”）。\r\n\r\n虽然边界可能让人安心，但对边界的碰撞往往会带来不必要的压力和骚动。碰撞也许能带来启发，但最重要的是，它们占用最优学习的时间和资源。一个自由的孩子会利用其[问题评估网络](https://supermemo.guru/wiki/Problem_valuation_network)探索和撞击边界，使利益最大化，痛苦最小化，而一个被规则困扰的孩子将没有机会进行上述优化。此外，对监护人来说，当一名秩序主义者也是非常累的（至少在[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)形成之前）。解放孩子就是解放压迫者（比如监护人）。\r\n\r\n与其由大人们微调[行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#behavioral_space)的形式和范围，还不如让孩子们的大脑使用其优化网络来自行调整行为空间。就神经优化而言：让孩子们找到自己行为的边界，与让孩子们在学习过程中使用[学习内驱力](https://supermemo.guru/wiki/Learn_drive)来决定发展方向，是基于完全相同的机制。同样的规则也适用于[最佳社会化](https://supermemo.guru/wiki/Optimum_socialization)。\r\n\r\n我们需要用玻璃笼子来保护孩子们，借着这样的幌子，我们为众多旨在满足成人世界的规则找到了依据：餐桌礼仪、着装规范、行为准则、尊重大人、整理玩具、屏幕时间限制、做家务等。\r\n\r\n **边界更多被用来限制孩子，而不是保护他们的安全** 。\r\n\r\n## 可预测性和学习\r\n\r\n就信息理论而言，教育中的边界概念相当简单。与其对[行为空间](https://supermemo.guru/wiki/Behavioral_space)这个概念进行拓扑学上的解释，我们可以从可预测性的角度来看待所探索的环境。对于孩子所处的环境而言，行为边界会减少新奇性（也意味着更安全）。在极端情况下，孩子可能会必须呆在一个周围没有捕食者的鱼缸里。然而，在探索性学习中，新奇性是获得知识的必要条件。“完美”的边界会导致零[学习熵](https://supermemo.guru/wiki/Learntropy)。去掉边界，新奇性才能最大化。最大化的学习并不一定需要最大化的新奇性。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)机制将确保在感知范围内获得最大的学习——动物并不关心树林是否远远超出了它一生中可以实际探索的空间（只要感知不到边界即可）。有了这种可能的解释，最大的[行为空间](https://supermemo.guru/wiki/Behavioral_space)会导致最大化的学习。然而，如果这样考虑也是有益的：对于大空间来说，边界对学习的影响或许可以忽略不计。出于这个原因，出于对安全和其他实际因素的考虑，施加一个负面作用微弱的边界也是合理的。例如，一个孩子可以在一个开放的操场上自由地与人互动，但也被善意地禁止穿过周围的街道。\r\n\r\n## 阻碍进步的边界\r\n\r\n几乎所有的孩子都有巨大的发展潜力。然而，在大多数情况下，这种潜力都在日托所和学校教育中浪费掉了。通常来说，成年后很难再恢复这种潜力。在我们为孩子们设置的环境中并没有足够的成长空间。如果不强调自由、解决问题和智力的重要性，我们就会让孩子们走上这样一条道路：他们将成为社会机器运转过程中不快乐的一员。在这台机器中，人类沦为了悲哀的齿轮，永远寻求安身之处却无法如愿。\r\n\r\n有些问题是从体制化开始的（见：[日托所之伤](https://supermemo.guru/wiki/Daycare_misery)）。体制化对自力更生很有帮助。通过奖励和惩罚制度，利用[压力](https://supermemo.guru/wiki/Stress)这个「雕塑家」，在一个为成人需求服务的环境中，我们将孩子塑造成依靠自己的模样。便盆训练在体制中非常有帮助。在一个健康的自然环境中，没有必要进行 「训练」。排尿是人类生理机能的一部分，在正确的地方排尿的能力甚至不该被视作一种技能。几乎每个人都能轻松地做到。这种急剧加深的体制依赖性对长期发展有着巨大的影响。在许多情况下，它也为未来的心理健康问题埋下了种子。在 3 岁的时候，孩子们应该随意走动，玩耍并解决他们在环境中遇到的问题。他们不应该把自己的认知发展局限在满足成人的需求上。学会自己穿衣服在认知上是一种挑战，这一点没问题。然而，如果孩子更想做其他事情，则不该强迫他们学穿衣服。如果[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统使得在沙地上追踪蚂蚁这件事更有意思，那么成人应该遵循这条经验法则：*孩子的大脑最清楚*。一旦孩子上了学，整个成人世界似乎都在密谋以 **「[结构化学习](https://supermemo.guru/wiki/The_double-edged_sword_of_pedagogy) 」** 为幌子放缓发展的速度。我在[这本书](见:上学问题(https://supermemo.guru/wiki/Problem_of_schooling))提到了这一点。学校教育的问题部分是一个看似较小的规则和边界问题。\r\n\r\n几乎所有的妈妈、监护人和老师都坚持认为：孩子们需要界限！他们还可能会说： **界限让孩子们感到安全** 。一个严厉的父亲可能会补充说： **规则神圣不可侵犯** ，或者说： **没有纪律，孩子就永远无法适应现代的等级社会** 。你甚至可能听到： **压力是好事。压力让你为成人生活做好准备** 。还有《圣经》中的神圣主张： **宠爱孩子的同时也要“保护”孩子** 。原教旨主义的基督徒经常在宗教上采用这一规则，尽管[不清楚它是否真的源自圣经](见:[闲了棍子，惯坏了孩子](https://en.wiktionary.org/wiki/spare_the_rod_and_spoil_the_child))。\r\n\r\n所有这些陈述都带有严重的谬误。即使是一个好的心理学家也可能轻易地弄错问题的框架。最终的结果是，我们以限制[创造力](https://supermemo.guru/wiki/Creativity)、[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和解决问题的能力的方式设计规则和边界。\r\n\r\n让孩子们完美地适应社会的最佳方式是让他们自行适应。在优化和博弈论方面，我们可以定义一组[行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#behavioral_space)，孩子和后来的成年人将在其中生活。[空间的多样性](https://supermemo.guru/wiki/Diversity) 有助于丰富的学习。向儿童开放成人空间（如就业），有利于培养专业技能。在其他方面，我提出了一套学习上的比喻，以帮助解释行为空间中的导航、探索和学习。例如，[拼图比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)可以用来想象一个知识的拼图的增长，其中增长的区域被互动的物理边界所限制。所有的边界都可以被视作学习的机会，而大脑应该寻找最佳、最契合的拼图碎片。\r\n\r\n从理论上讲，当从神经学的角度看这个学习过程时，学习动物学（如下文孩子学习关于蚂蚁的知识）、[社会化](https://supermemo.guru/wiki/Optimum_socialization)和学习[行为空间]的边界(https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#behavioral_space)之间没有实质性区别。但对我们的分析而言，关键的区别可能是奖励和惩罚的大小。在学习动物学时，比如在学习有关蚂蚁的知识时，孩子可能会体验到淡淡的[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。而在学习她的行为空间时（比如学习遵守界限和规则），同一个孩子可能会有被车撞般的痛苦。\r\n\r\n正如[最优社会化](https://supermemo.guru/wiki/Optimum_socialization)中的情况，有约束的优化学习应该是渐进的、自发的、开放的和丰富的。一个蹒跚学步的孩子可能需要慢慢接触更复杂、更不可预测的空间。青少年可能会希望周围环境可以提供丰富的经验，或者允许其寻找未来人生目标。\r\n\r\n系统中的所有边界都是学习机会。所有的边界都可能带来一定程度的惩罚或压力，从而影响[探索算法](https://supermemo.guru/wiki/Education_counteracts_evolution)。由成人强加的边界的问题在于，它们很容易导致错误的记忆联想（如下文的监护人和不高兴这一联想）。一个因为接近烤箱而被打屁股的孩子可能会形成监护人与不悦体验（如被打屁股）的记忆联想（比如一看到监护人就感到不开心）。然后，这条界限（不能接近烤箱）引发的学习就可能针对另一个人（监护人）（而非针对靠近烤箱的行为）。而被烤箱烧伤的孩子会拥有一个正确的联想：纠正这种行为（靠近烤箱），或许能使自己不再留伤疤。狩猎-采集部落的孩子也许可以玩砍刀但很少受重伤，而现代世界的孩子则会接触到更多的危险环境，这些都需要逐一学习。每种现代危险都是一个挑战，没有人能够完美地掌握生存的艺术：仍有 5-6% 的人死于事故，其中许多惨案都是因为训练或知识的不足。\r\n\r\n理想情况下，所有的边界都应该是自然的。人为的规则设定起来既费时，又费力，不好实施，而且往往很难达到想要的效果。如果为孩子们的房间做防护措施，就必然会夺走关键的学习机会。另一方面，将孩子们暴露在电网中，则又太过了——可能会酿成惨剧。这就是为什么想要建构健康的行为空间，最简单的办法是使空间足够宽阔，并提供由安全、他人的福祉或财物价值（比如不能破坏公共设施）决定的严格的边界。打想跑到街道上的孩子的屁股，可能是成人世界中，为了孩子的安全而强加的一种刚性的、不可逾越的边界。这样可能适得其反——它可能会误导（孩子的）情绪。然而，这绝对比所有现代“智慧”的发明如「超时」、「不准看屏幕 」或 「不准吃糖」要好。因为对于这个年龄段（他们的大脑还不理解街道的危险）的孩子们来说，上述举措并不能使他们很快形成合适的条件作用（译者注：一个合适的条件作用可能是：看了很久的屏幕之后，孩子感到眼睛疼。从此一想起长时间看屏幕，就感到不悦，这便标志着形成了一个合适的条件作用）。\r\n\r\n我的最佳方案可能看起来像是一个没有规则和纪律的世界。毕竟，边界很少被触发（如冲向大街）。它们的存在很快就会变弱至不可见（即变成可以忽略不计的优化因素）。这种无秩序的印象可能会让人以为：没有规则和压力的孩子将永远不会遇到成人的挑战。事实恰恰相反。在开放的[行为空间](https://supermemo.guru/wiki/Free_learning)中的[自由学习](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#behavioral_space)，除非经过人为设计，总有着丰富的学习机会。这个世界充满了意外、压力和待解决的问题。正是[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)推动了学习，而[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)则促使大脑逐步接近愈发困难的挑战。这个成长公式中最重要的因素是健康的大脑。如果一个孩子因为打破盘子而被打屁股，而不是学习（译者注：即用恰当的手段让孩子学会不要打破盘子），孩子可能会面临急性压力，低质量的睡眠，并跌倒在通往伟大的道路上。每一个脑细胞都很重要，而与成人世界的每一次情感冲突之中，都可能有宝贵的突触连接的损失。但同一组突触连接，在最佳情况下，本可以被塑造成截然不同的模样，从而实现更好的功能。\r\n\r\n## 育儿专家的问题\r\n\r\n **「育儿专家 」** 的概念有点可疑。我们有心理学家、行为学家、精神病学家、神经科学家……其中不乏伟大的专家，且他们中的许多人都是父母。我们是否需要一个新的科学分支，称为 **「育儿 」** ？我认为坚持使用旧的术语会更安全一些。科学家提出新的理论，废除旧的理论，改进他们的模型，等等。科学可以给父母提供诸多灵感。巴甫洛夫的条件反射理论对任何人，包括父母，都很有用。这听起来不太人道，但在孩子和巴甫洛夫的狗之间有重要的相似之处。在科学家们做假设和启发他人的同时，科学的一个独立分支 **「养育 」** 可能很快就会成为僵化规则的来源。在自然条件下，所有的父母都具备照顾孩子所需的必要本能。现代世界中则有一些额外要求，例如，基本的技术知识，如 **「电流很危险」** 。\r\n\r\n我之所以指责*「育儿专家」*和 *「超级保姆 」*，在很大程度上是因为新的教育黄金法则在疯狂扩散。这些规则往往是伪科学的。育儿专家告诉你教育孩子要趁早，要教他们吃饭、整理玩具和鞋子，以及小便。也要教他们根据天气和场所穿合适的衣服、服从和听别人说话。专家会解释说，学校里、家里甚至还有奶奶家里的规矩都有不同。每一条新规则都能让父母感受到育儿的智慧，以及更严重的头疼。每一条新的规则都是孩子要跳过去的新套圈（译者注：类似于马戏团里动物的跳圈表演）。育儿专家甚至会告诉你，你的孩子应该几岁说话。如果你不幸孕育了另一个爱因斯坦，那么他四岁前不会说话的失败，可能会被归咎于你对「黄金规则」不够虔诚。\r\n\r\n育儿专家的口中的 *「孩子们需要界限才能感到安全」* ，其实相当于在说「纪律是一个幸福家庭的必要条件」。但实际上，这个“处方”作为一种育儿准则，让孩子和父母压力山大。关于规则和纪律的书籍，往往用孩子发脾气的照片当封面。这种图片对狩猎-采集部落的人来说是陌生的——那些不快乐的面孔似乎是随着现代西方社会和现代圣诞的想法一样，虽然备受期待但难免失败。这个问题源于对完美的追求，它让现代社会中很多人的育儿规则书而诞生的。这些孩子发脾气的图片诱人地暗示道：「如果这是你的问题，我们将帮助你实现你梦想中的完美家庭。」问题在于对梦幻家庭的过分期望往往会在烟雾中破灭，这种追求让希望与家人共度温暖的心灵不得安宁。\r\n\r\n一位专家可能会告诉你：「没有规则，孩子们就无法认识到生活的真实模样」。实际上，「真实的生活 」就在身边，而规则会把学习的机会挡在外面。按吩咐收拾玩具并不是「真实的生活」（除非在军队），而与被自己搞得乱糟糟的房间「作斗争」才是现实生活。保持玩具整洁有序，是为了孩子好，还是为了满足成人对完美的需求？发育良好的大脑最能适应复杂的指令系统（生活的实际模样）。这就是为什么大的行为空间有利于学习，并使未来的适应变得容易。\r\n\r\n一旦孩子学会了交谈，父母就应该解释家里的规则。当规则规定了睡前时间，睡前程序就变得简单了：洗澡、简短的寓言、摇篮曲、小抱一下然后睡觉。不能再聊天、在浴室待得更久，或喝饮料。忘掉人类生理学、[昼夜循环](https://supermemo.guru/wiki/Circadian_cycle)、水合作用对大脑的价值、利尿的价值等等吧——这就是育儿专家完美规则的“暴政”。相反，父母应该看看激进的非学校教育的案例，即孩子们根据自己的需要和生理状况制定自己的规则。让所有专家打脸的是，这些案例虽然显得激进，但一切是如此和谐，学习也十分快乐——边界反而显得多余了。\r\n\r\n## 最小规则集\r\n\r\n孩子们的界限应该是简单好记的：\r\n\r\n- 不杀生\r\n\r\n- 不伤害\r\n\r\n- 不破坏\r\n\r\n我们需要更多再做什么吗？我们需要向孩子解释说，说 **「“你好 」** 会使社会变得更友好吗？解释并无大碍，但如果规则是由自己得出的规则，可能会在带来一个记忆中形成一个更[连贯的结构](https://supermemo.guru/wiki/Coherence)。因此，它们会被更好地内化，被更好地、记住，并且更容易被运用和满足要求。坚持要求孩子说 **「你好 」** ，是通过引发自然阻力进行以形成负面调节条件作用的第一步（见：[教育抵消进违背演化规律](https://supermemo.guru/wiki/Education_counteracts_evolution)）。无休止的负面条件反射可能导致病态行为。教学很容易变得有害。社会规则的[强制教学](https://supermemo.guru/wiki/Coercive_teaching)可以导致社会病态。有大量的大多数反叛的反教态度都是出现，并主要在管教严格的管教家庭中诞生的，这些家庭以棍棒为工具，、以经文为指导来管教孩子，而这并不是巧合。与上述相反的是，自然和理性已经是足够好的指导了（可能的例外情况见。：[技术所需的规则](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#Self-regulation_can_fail)）。\r\n\r\n## 有疑问的规则\r\n\r\n家长们遵循着许多规则，这些规则基本上都出于好的意图。很多时候，成人图方便会歪曲这种意图，各种意识形态（如宗教教条）也会混淆视听。最后但同样重要的是，当科学出面帮助确定最佳结果时，它几乎总带着先入为主的模型（见：[错误的模型也应受到欢迎](https://supermemo.guru/wiki/Value_of_wrong_models)）。例如，在大多数反对打屁股的科学文献中，针对身体暴力的消极行为后果，都有着非常明显的偏见。家庭暴力对孩子成长会造成相当明确的破坏，然而，这些“处方”（译者注：指身体暴力的消极行为后果）往往“包罗万象”。人们经常只考虑相关性，忘记了因果关系——因此，禁止打屁股可能会将一个出于本能而打屁股的妈妈的行为定为犯罪，即使这一巴掌是自卫的结果。同理，几乎所有媒体上关于暴力的文学作品都在谴责任何形式的暴力行为，并引发了旨在加强父母控制的规则和技术的热潮。最后，即使逐步接触暴力，以获得对暴力的健康“脱敏”要比对“邪恶力量”天真无知更好，孩子的自由依然受到了限制。\r\n\r\n在所有类似的情况下，研究是有帮助的（译者注：比如上文提到的反对身体暴力的研究），然而，我们要留意一条经验法则，即注意人类在进化过程中是否接触过我们讨论的问题或威胁？例如，如果小狮子们打架是闹着玩，而这种玩耍是为成年生活做准备，那么我们为什么要在孩子们也这样做时惩罚他们？同样地，自然界无处不浸染着暴力。如果不让孩子看到一只小羚羊被猎豹撕咬的血腥场面，他们就有可能在未来受到更大的冲击（例如在看 **莫格利** 时）。\r\n\r\n现代世界引入的一些因素，使我们迷失了方向。当拿不准怎么做时，可以考虑演化的作用，或者参考一下狩猎-采集部落的生活方式。\r\n\r\n## 自我调节也可能是作茧自缚\r\n\r\n每当我对人类生理学有更多了解时，我都会惊叹于自我调节的力量。在进化的过程中，生物体发展出了成千上万的控制系统，而这些系统似乎违背了热力学第二定律。你可以狂吃狂喝一整天，但第二天，你的血液成分几乎没有变化，仅有的改变都可以用进一步的适应性来解释，而这些控制系统引发的适应性变化往往与食物的过量摄入没有直接关系。另一个让人惊讶的完美证明是，与三十年前相比，今天早晨我的思维和想法似乎没有变化。按道理来说我应该更聪明了，但我没有这种感觉。我感觉不到任何变化。只有当我看着多年前的照片时，才能直观地断定有变化。但这并不能很好地体现自我调节的力量。毕竟，演化并不关心老者。一些衰老过程的发生实际上是因为演化的忽视。换句话说，如果演化一时兴起想让我们活上一千年，它也可以做到。鬃毛松就可以活 5000 年。如果接受一种激进的想法，即认为拥有后代是通过[身体的蜕变](https://en.wikipedia.org/wiki/Moulting)实现年轻化的一种方式，那么我就相当于一个古老种系的延续，在 10 万年中没有什么变化。\r\n\r\n今天，实现完美自动控制的努力在现代生活方式的冲击下已然失败。演化过程中没有针对我们环境中的一些变化建立防御措施。我很欣赏[激进的非学校教育](https://supermemo.guru/wiki/Radical_unschooling)的概念，也提倡大的[行为空间](https://supermemo.guru/wiki/Behavioral_space)。然而，我不认为我们应该逃避一些规则，因为这些规则可以保卫人类免受来自技术的攻击。\r\n\r\n在此，我列出了与现代生活方式相关的四大威胁（如果你认为需要补充，请[让我知道](https://supermemo.guru/wiki/Piotr_Wozniak)）。我估计了这些威胁对人类未来的影响，并据此把它们按优先顺序排列 ：\r\n\r\n1. **睡眠** ：[夜晚光线](https://supermemo.guru/wiki/Night_light)的无处不在扰乱了人类的[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)。这导致了[失眠](https://supermemo.guru/wiki/Insomnia)、[相移障碍](https://supermemo.guru/wiki/Phase_shift_disorder)、[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)、压力和一连串其他健康问题\r\n\r\n2. **食物** ：触手可得的食物是肥胖症、糖尿病和一系列相关健康问题流行的基础\r\n\r\n3. **运动** ：行动变得毫不费力——自动扶梯、汽车和飞机等让肌肉无事可做。不运动对健康有致命威胁\r\n\r\n4. **学校** ：[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)不断在年轻一代中造成巨大的认知冲突。对大多数孩子来说，[学校教育](https://supermemo.guru/wiki/Schooling)的痛苦导致他们屈服、[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)、在压力下生存、叛逆，或上述的结合。幸运的是，[强制学校教育很快就会被废除](https://supermemo.guru/wiki/Compulsory_schooling_must_end)，因为我们越来越意识到，强迫不利于[创造力](https://supermemo.guru/wiki/Creativity)的发展，并会浇灭[学习的热情](https://supermemo.guru/wiki/Childhood_passions)。在许多情况下，[强迫性学习](https://supermemo.guru/wiki/Coercive_learning)导致了心理健康问题的大流行\r\n\r\n我把[睡眠问题](https://supermemo.guru/wiki/Sleep_problems)放在肥胖症之前，因为超重的人可以通过健康饮食、运动、良好的睡眠等恢复身材，但糟糕的睡眠几乎总是让人无法控制饮食。\r\n\r\n上述所有对人类福祉的威胁都可以用良好的规则来解决，且不会与本文的主要观点相冲突。其中一些规则是我在其他地方提出的（例如[治愈DSPS和失眠](https://supermemo.guru/wiki/Curing_DSPS_and_insomnia)，[学习的基本法则](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)，等等），而有些规则我不知道。例如，（我暂且不清楚）在没有因节食而引发[内部冲突](https://supermemo.guru/wiki/War_of_the_networks)的情况下，我们如何保证身体健康。吃得健康或许还不够，少吃也容易出岔子，我们需要找到“正确饮食”的算法。想解决这个问题，或许可以从不用错控制系统开始，比如我们永远不应该逼健康的孩子吃东西1。但是我也不知道这个问题的最终答案，你需要去别的地方寻找。最后要注意的是，我从不在“运动”上大费笔墨，因为它作为一个解决方案太显而易见了，所以这里我仅简单地将其总结为以下几点：(1）学习大量关于运动和健康的知识；（2）抽时间；（3）慢慢开始；（4）根据快乐程度来不断增加时间和更努力。在某些时候，运动的“成瘾性”会让你终生为之忙碌，除非......其他控制系统让你没辙（例如，如果前一夜没睡好，就不该强迫自己运动）。\r\n\r\n即使有一个完美的规则手册，生活也不会完美。即使是最好的控制也可能失败。你可以用一生的时间去学习，却发现你所有的知识因一项新的发明而过时。你可能因开始的假设模型错误，导致之后的研究走上歧路。你可能看似健康，却在几个月内死于癌症。\r\n\r\n开放的[行为空间](https://supermemo.guru/wiki/Behavioral_space)及保护人类大脑和身体健康的规则并不能确保生活幸福。除了技术的入侵与随机优化带来的风险之外，世界上还有一系列的意外情况：我们仍然有战争、政治或意识形态冲突、犯罪行为，以及始终难以打击的“平庸之恶”：无知。即使你是爱因斯坦，也可能遇上希特勒。你可能在过马路时被车撞死，也可能碰上足以载入史册的小行星撞地球——此时任何演化上的奇迹都救不了你。然而，一个发育良好的大脑能提供很好的保护，所以我们要优先考虑大脑。\r\n\r\n比如防止技术入侵生理： **应该优先考虑大脑** \r\n\r\n## 自由不是无压力\r\n\r\n大的[行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#behavioral_space)这个想法被那些崇拜秩序和纪律的人所批评。反对自由的一个奇怪的论点，是所谓代表着无压力教养的「北欧实验」的失败。只要考虑开放空间运作方式的拓扑学解释，就很容易发现这种推理是无效的。然而，需要强调的是，我对教育的思考与公认的斯堪的纳维亚哲学截然相反。一方面，无压力意味着没有抗压能力的训练，而我提倡各种形式的积极压力和健康的急性压力（例如在体育、竞争、旅行等方面）（见：[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)）。探索性学习包括一定程度的压力。急性压力是对该过程涉及的惩罚的反应。另一方面，“正统”的社会主义经济以社会正义和[高幸福指数](https://www.thrillist.com/travel/nation/why-scandinavians-are-happiest-people-in-the-world)为傲。然而，其解放妇女的代价是对儿童看护的关注增加（译者注：比如重视妇女在看护儿童时付出的劳动，也就会强调看护儿童的重要性）。机构化的现象很[猖獗且“备受鼓舞”](https://supermemo.guru/wiki/Raymond_Moore:_On_early_institutionalization)。更糟糕的是，在瑞典，[征兵](https://supermemo.guru/wiki/Conscription)又开始了，[在家上学也被禁止](https://supermemo.guru/wiki/Ban_on_homeschooling)。因此，我们可以看到，一方面体制化泛滥，另一方面不受惩罚的自由过了度，而现状则是两种极端情况的糟糕混合。在一个开放系统的操场上，孩子们可以自由探索和社交，并根据表现获得奖励和惩罚。而在孩子不承担责任的封闭系统中，探索会受困，奖罚制度也变得混乱。这也是通往重病的直道。虽然北欧国家不应该一概而论，但[瑞典的毒品问题自 20 世纪 90 年代以来成倍增加](https://supermemo.guru/wiki/Dramatic_increase_in_drug_deaths_in_Sweden)。他们的零容忍毒品政策已被[联合国批评为侵犯人权](https://supermemo.guru/wiki/Sweden_drug_policy_criticized_as_a_violation_of_human_rights)。而这一切都源于一个最善意的推理：触手可得的毒品可能会腐蚀福利社会。\r\n\r\n## 操纵环境\r\n\r\n有一种 「无压力 」教养方式的变种，可以被称为 **「顺应式育儿」** 。它由英国的[Bea Marshall](https://www.thestar.co.uk/lifestyle/features/feature-meet-bea-marshall-the-woman-who-never-says-no-to-her-kids-1-7725567)倡导，这位母亲声称任何形式的惩罚都是在虐待儿童。相反，Bea 倡导的育儿方式强调改变孩子所探索的环境，以尽可能地不惩罚孩子。例如，如果你不希望你的孩子狂吃糖，就不要在家里放糖。这类似于美国 Dayna Martin 倡导的 **激进的[非学校教育](https://supermemo.guru/wiki/Unschooling)** （见[Dayna 的话](http://daynamartin.com/unschooling-blog/arbitrary-rules-absolute-risk/)中关于界限的内容），只是 Dayna 更愿意坚持自然的家庭环境，哪怕这意味着存在各种诱惑物（比如糖），以及其他缺点。\r\n\r\n在解释我们为什么不能以外在动机激励他人的同时，我还认为我们可以通过改变环境来提供动机（例如在桌子上留下一本彩色的书来吸引注意力）。但是，环境的变化也可能导致学习机会的丧失。我相信，家里不买糖有利于培养健康饮食的习惯。然而，这么做也可能是在剥夺孩子的学习机会——童年时从未见过糖的孩子，（因为不曾学习过如何适量摄糖）可能在十几岁时嗑糖不止。\r\n\r\n在这种情况下，必须强调国家和家庭的优化战略之间的区别。主要的区别是，在慈爱的母亲看来，优化家庭环境是很容易的。但是国家很难通过推行社会政策来有效地控制个人。对大多数人来说很有效的东西可能会给一些人带来灾难。如果 Marshall 从她的方法中获益颇丰，其余人应该继续观察和思考（而不是着急效仿）。例如，同样是 「禁止打屁股」，如果将其推广到整个社会，就可能有害。它对法律神圣性的破坏力，要甚于对孩子的好处。很多妈妈在说自己遵循本能打孩子屁股，并成功地教育了孩子，人们对这样的例子司空见惯。如果逼她们打孩子的时候犹豫一番或者偷偷摸摸，仿佛在犯罪，只会让孩子面临的境况更糟。 家庭事务应该由内部决定（而非由外在法律规定），且好的决策需要所有家庭成员（长辈和晚辈）都参与。\r\n\r\n## 自恋的滋生地\r\n\r\n人们有这样的误解：大的行为空间滋生顽童和自恋者。这个误区出于对自由和放纵的混淆。比方说，我建议让孩子们在树林里自由活动，但并不是说妈妈们应该背着大包跟着孩子，带着食物、衣服、帐篷、驱熊喷雾之类的东西。我想说的是，自由是为了提供学习机会，而放纵则恰恰相反：它剥夺学习机会。\r\n\r\n为了帮助孩子应对更大的挑战，妈妈们当然可以提供后勤保障，以帮孩子处理琐碎的杂事。类似的，给一位正在攻克难题的杰出科学家送上一杯咖啡，或许就能在其攀登科学高峰之时提供小小的助力。 \r\n\r\n唐纳德-特朗普可能是近期最知名和最值得研究的自恋案例。如果不详细研究唐纳德的成长经历、成年后的社会化过程，甚至一些先天特征，就很难知道他现有人格的来源。然而，让小唐纳德随童子军在野外森林中扎营，肯定不是培养自恋者的方法。溺爱孩子的事例往往发生在这样的环境中：顺从的妈妈们允许孩子们异想天开、肆意妄为，而妈妈们盲目的爱使他们当下快乐，未来却堪忧。\r\n\r\n正如我在[唐纳德·特朗普的大脑之谜](https://supermemo.guru/wiki/Mystery_of_Donald_Trump's_brain)中所论证的那样，在开放系统中社会化（而非在封闭系统中，如学校）和大的行为空间可以防止特朗普式人格泛滥。原因不在于开放系统对特朗普本人的影响，而在于其对整个人口的影响。如果社会化发生在开放系统中，我们就能使群体足够多样化，并对反常规的行为有足够的包容性。一只鹰可以对一整群麻雀肆意妄为，但在一个平衡的生态系统中，鹰会受到钳制，并处于合适的生态位上。\r\n\r\n通常来说，妈妈们和保姆们的博客里有很多对溺爱及自恋的误解。（见：[迷思：孩子需要界限来发展健康的自尊](https://supermemo.guru/wiki/Myth:_Children_need_boundaries_to_develop_healthy_self-esteem)）。从心理学家的角度来看，现实情况则不同，值得我们注意（见：[自由和爱不会滋生自恋者](https://supermemo.guru/wiki/Freedom_and_love_do_not_breed_narcissists)。\r\n\r\n大的[行为空间]（https://supermemo.guru/wiki/Behavioral_space）提供丰富的学习和[社会化]（https://supermemo.guru/wiki/Optimum_socialization）机会。因此，它能减少糟糕的社会或个人特征。这种空间的价值不仅体现在个人层面，也体现在群体层面\r\n\r\n## 服从性和一致性\r\n\r\n当需要管理的群体比较大时，在很多方面保持一致能增加可预测性。例如，为减少成本，囚犯们需要剃头刮胡子（防虱子等）。统一囚犯以及军人们的着装，既能减少成本，也能增加群体的辨识度。在战争中，个性和个人生活不复存在——两个人之间不是敌人就是同盟，因为战争就是蓝衣士兵与红衣士兵举枪互射。人类被简化为了二元对立：红色 VS 蓝色。\r\n\r\n校服也起着类似的作用，但其往往声称是为了掩盖学生家庭间巨大的贫富差距。强制穿校服的“暴政”对青少年来说也许是致命的，因其可能导致社会疏离（不愿和他人社交）、逃学、离家出走、抑郁症，甚至自杀。然而，贫富差距和社会疏离等问题只存在于发生封闭性社会化的非开放系统中。在开放系统中，如操场，校服没什么用处，正常的[社会互动](https://supermemo.guru/wiki/Optimum_socialization)（译者注：指孩子们内部的社会关系和互动模式）便能够应对贫富差距等问题。社会群体的形成过程体现着净值估计的规律：如果群体中自发形成了某种社会排斥，我们无需担心。因为有害的社会排斥会被群体自行纠正。一个想加入某特定群体的孩子可以适应它的着装要求。也就是说，只有封闭系统（如学校）才需要强行保持一致，而[多样性](https://supermemo.guru/wiki/Diversity)和相关的社会互动应被视为健康的、自然的社会化的一部分。\r\n\r\n在封闭系统中，每次社会互动都与惩罚和压力有关，且都可能被贴上[霸凌](https://supermemo.guru/wiki/Bullying)的标签。但在一个自由开放的生态系统中，同样的社会互动能够自然地锻炼人们的韧性。所有的探索性学习，包括社会化，都涉及惩罚和压力。然而，压力源的影响是否积极，在很大程度上取决于个体是否享有自我调节的自由。在开放系统中，人们享有这种自由：基于[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)提供的有效反馈，个体可以选择是否停止社会互动。\r\n\r\n对于如愿被名校录取的学生来说，校服像是他们的荣誉勋章。然而，在其他情况下（如其他学校、军队或监狱），制服的主要作用是保持一致，以训练服从性。在一支纪律严明的军队中，一个命令就能使几十个营一致行动。在学校或幼儿园里，孩子们行走时排成了一列或一行。这对安全和纪律有好处，却扼杀了个人的创造精神。\r\n\r\n在一个民主社会中，我们需要“共存”：我们需要容忍恶霸、骗子或撒谎谋私者的存在。作为成年人，我们应该也通常有这样的选择：找到属于自己的人生之路，以避免厄运。但孩子们连这种理所应当的社会天赋都失去了。自由是霸凌的良药（见：[欺凌](https://supermemo.guru/wiki/Bullying)）。同样地，社会[多样性](https://supermemo.guru/wiki/Diversity)能引发纷争（在封闭的系统中），也能带来繁荣（在自由的条件下）。\r\n\r\n我们每剥夺一个人的言论自由、每强迫一个人的着装，就又向一致化迈出了一小步。\r\n\r\n[[img [Primary school - III d|https://supermemo.guru/images/thumb/1/1f/Primary_school_III_d.jpg/500px-Primary_school_III_d.jpg]]](https://supermemo.guru/wiki/File:Primary_school_III_d.jpg)\r\n\r\n> 图：在 1971 年，校服在信仰共产主义的波兰是一种规范。这是我小学三年级的班级（IIId）。墙上的画是为了庆祝共产主义的劳动节（5 月 1 日）。老师脸上的阴间用色说明纪律招人讨厌（老师脸上还画有血口和丘疹）。校服可能有助于减少[封闭式学校教育系统](https://supermemo.guru/wiki/Closed_system_of_schooling)中的负面社会互动，但对开放系统中的[自由学习](https://supermemo.guru/wiki/Free_learning)而言却并非如此。\r\n\r\n## 温水煮请蛙\r\n\r\n[日托所](https://supermemo.guru/wiki/Daycare)和[学校教育](https://supermemo.guru/wiki/Schooling)与开放的[行为空间](https://supermemo.guru/wiki/Behavioral_space)相对立：这些机构流水作业般地安抚儿童，并把他们赶进巴掌大的行为空间中，以达到成人事先设定的目标。孩子们要遵守几十条规则，其中每一条都有激进行为主义教科书中的奖惩系统理论为依据。就像我们可以训练鸽子在笼子里旋转一样，我们也可以训练孩子们毫不反对地遵守所有的个人规则。当一个一年级学生毫无准备地面对成人世界强加的规则时，他会想要自己做决定，而这种反叛的举动实际上属于自然的防御机制。出于这个原因，准备过程从幼儿期便开始，先是通过便盆训练，然后在日托所继续，以通过[分离母婴](https://supermemo.guru/wiki/Maternal_separation)来加速培养“自立”。到学前班结束时，孩子们知道如何列队行走，如何说 “你好”，凡事要等大人同意，坐在凳子上不能乱动。他们很听老师的话，并紧跟老师的安排去学习，丝毫不顾自己的兴趣。\r\n\r\n总的目的是让[大脑的执行功能](https://supermemo.guru/wiki/Executive_function)凌驾在根植于自主评价的决策过程之上。即使决策是出于最自然的生理需求，如上厕所或睡个好觉，也不该越过执行功能。根据[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)中描述的机制，每压制一个决策，都会稍微改变[估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)。每个决定的放弃都是一个小的[奖励剥夺](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)，并伴随几十个小的负面效应。然而，这些变化是难以察觉的，就像吸烟的危害一开始并不明显。经过几年严格规则的“熏陶”，[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)变得愈发严重，并可能演变为抑郁症、成瘾和行为问题。若没有健康的[评价系统](https://supermemo.guru/wiki/Knowledge_valuation_network)的支持，仅用规则强迫人们遵守道德规范，那么这与监狱囚犯服从命令没有多大区别。孩子可能看起来颇有教养、举止得当，但实际上却不曾向大人们透露自己的真实情绪和想法。\r\n\r\n我们可以像温水煮青蛙一样，不断强加规则以慢慢缩小孩子们的行为空间。从一个嬉闹的孩子身上，我们能凿出一个乖巧的学生。到了十几岁时，这种用规则“雕琢”的后果是产生大量厌学的青少年，使他们完全失去对学习的热爱。在这个过程中，他们失去了称为优秀公民所需的最宝贵的资源：一个准备好快乐学习、快乐进取的健康大脑。这就是为什么对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的理解不深会使社会自食其果。\r\n\r\n我们生来就有遵守道德规范的自然驱动力。在大行为空间的[开放系统的社会化](https://supermemo.guru/wiki/Closed_systems_of_socialization)过程中，这种驱动力会被博弈规则增强，并培养出道德的人类（见：[最优社会化](https://supermemo.guru/wiki/Optimum_socialization)），而关于社会与社交行为的渊博知识将为他们提供强大助力。上述良好模式的最大敌人是对自由的限制，它可以通过[反抗](https://supermemo.guru/wiki/Reactance)的力量改变人格。这种扭曲人格的力量是如此强大，以至于哪怕将他关禁闭也可能无法动摇其精神，并适得其反。一个恶霸可能会在老师的压力下向受害者道歉，但这种看似道德的行为表现只在学校内部有用，一旦离开学校，恶霸的报复心只会更甚。\r\n\r\n如果强迫一个缺乏背景知识的人遵守规则，他的道德行径只会浮于表面，因其缺乏建构主义的道德脚手架（译者注：根据建构主义理论，在培养孩子们的道德观念时，教育者要提供“脚手架”，即一定的策略、概念等方面上的帮助与支持，以助其形成相应观念）\r\n\r\n## 人权\r\n\r\n人权概念在不断发展，儿童权利或许不该与人权分开讨论。人权可能只涉及对最弱势人群的额外保护。在学校教育方面，儿童权利似乎从受教育的权利开始，然后演变为父母选择教育形式的权利，最后发展为儿童的思想自由、观点自由以及终身学习的权利。人不因残疾丧失人权，儿童也不因处于发展早期阶段、认知不成熟和知识不足丧失权利。孩子们应该有权决定学习的内容和时间。父母和成人世界的其他成员可以在这个过程中发挥咨询作用。\r\n\r\n联合国[儿童权利公约](https://en.wikipedia.org/wiki/Convention_on_the_Rights_of_the_Child)（1989年）尚未被美国批准（尽管奥巴马认为这让人蒙羞）。该公约的第二十八条有些扫兴：\r\n\r\n> **强制** 推行免费的初等教育（即义务初等教育）\r\n\r\n该公约大谈人权，却犯了个滑稽的错误，即通过强制教育剥夺了学习的自由。这个想法的初衷是好的，但观念上落后了：这条教育规定的制定者还需继续学习。\r\n\r\n该公约后来补充道 ：\r\n\r\n> [教育应该]为儿童做好准备，以适应自由的社会并肩负自己的职责\r\n\r\n这些善意规定的主要问题在于，一个从小被奴役的人，如何能够理解自由的价值？\r\n\r\n还有更多反对该规定的原因（不全是好的原因，据[家庭教育者](https://supermemo.guru/wiki/Homeschooling)说）。似乎人类还没有成熟到可以达成跨文化和基于科学的共识的地步。即使在欧盟，我们也目睹了[青年福利局](https://rmx.news/poland/ep-criticizes-german-jugendamt)的越轨行为，和[家庭教育的被禁](https://supermemo.guru/wiki/Ban_on_homeschooling)。我曾想过给波兰的儿童权利监察员写信，讲述违反[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)的情况。然而，就在今天，我听到了该办公室的新候选人 Mikolaj Pawlak 的话：“ **试管婴儿让人[憎恶](http://wiadomosci.gazeta.pl/wiadomosci/7,114884,24271396,mikolaj-pawlak-wybrany-na-rzecznika-praw-dziecka-w-senacie.html) ** （显然是由于冷冻胚胎的程序及与之相关的“痛苦”）。”一个好的儿童权利捍卫者应该从热爱儿童（而不仅仅是部分儿童）开始。我认识几个在试管中出生的孩子，他们会让这个世界变得更加光明。我认为他们不会因 Pawlak 的话而动摇。\r\n\r\n著名物理学家 [David Deutsch](https://en.wikipedia.org/wiki/David_Deutsch) 对宇宙的理解似乎已经达到了这样的程度：他理解海森堡原理及其对自由意志的影响。对他来说，我关于自由的话是显而易见的，而且任何对数学优化和学习理论有基本了解的人都可能这么想。他的[认真对待孩子](https://en.wikipedia.org/wiki/Taking_Children_Seriously)的哲学与我对学习的思考有着相同的认识论基础。\r\n\r\n我曾轻率地引用他的话“如果孩子们想整天玩电子游戏，就让他们玩吧，你没有权利强迫他们”，而他那严谨的数学思维则指出，应该去掉“让他们”这几个字：\r\n\r\n> 我不赞成 “让”人们行使其权利的想法。你会怎么看待一个说“我决定让我妻子出去工作”的丈夫？或者那些甚至说“我们让孩子吃东西”的父母？\r\n\r\nDeutsch 是对的。儿童的权利与成年人没有什么不同，我们 “让他们做某事” 这个说法本身就沾着篡夺权利的气味。我很惭愧地承认，我的用词可能没那么精确和谨慎，但我对他的想法心悦诚服。\r\n\r\n为了聊表安慰，[世界人权宣言](https://supermemo.guru/wiki/Education_as_a_human_right)设计了一个方案，供给那些幸运地出生在开明家庭的孩子：\r\n\r\n> [父母有权优先选择其子女接受的教育种类](https://supermemo.guru/wiki/Education_as_a_human_right)\r\n\r\n如果家长有选择的权力，那么最开明的家长可以选择[自由学习](https://supermemo.guru/wiki/Free_learning)。在这种情况下，“义务教育”也就成了当局检验[自由学习](https://supermemo.guru/wiki/Free_learning)效果的工具。据此，政府可能要求已婚人士必须生育，尽管大多数夫妻并不需要这么做。\r\n\r\n在这个星球上有无尽的痛苦，但有些痛苦还有机会补救。环顾四周，那个离你最近的伤心的孩子，或许是因为不自由而难过。也许你可以为他做些什么？\r\n\r\n## 总结\r\n\r\n- 今天我们为孩子制定的规则和界限将决定人类的未来\r\n\r\n- 流行的优化规则使用的标准产生了荒谬的效果\r\n\r\n- 在分析如何有效地优化规则设定时，可用行为空间为基本模型\r\n\r\n- 大型行为空间有利于学习和大脑发展\r\n\r\n- 小的行为空间有利于安全，但可能不利于心理健康和长期发展\r\n\r\n- 用于优化学习的模型也可用于优化社会化和行为空间的探索\r\n\r\n- 在建模探究行为空间对学习的影响时，可以使用可预测性和[学习熵](https://supermemo.guru/wiki/Learntropy)\r\n\r\n- 在日托所和学校教育中引入的规则可能不利于孩子们未来的发展，甚至可能是精神疾病流行的促因\r\n\r\n- 健康的大脑是成年后适应的基础，应该是所有优化考虑中的一个优先事项\r\n\r\n- 流行的育儿知识往往由市场力量推动，并导致“育儿黄金法则”病毒式传播\r\n\r\n- 两条古老的规则似乎已经足够：（1）不要杀人/伤人（2）不要破坏\r\n\r\n- 关于行为优化的研究往往受到先入为主的模式和议题（包括宗教教条）的影响\r\n\r\n- 优化行为规则的经验法则是与演化保持一致\r\n\r\n- 为保护人类的生理， 4 类人类发明的规则可能需要补充：电力、食品工业、运动和学校教育。这些技术威胁着人们的睡眠、饮食健康、运动和智力\r\n\r\n- 自由并不像那些指出 **「斯堪的纳维亚试验」** 失败的人所声称的那样没有压力。\r\n\r\n- 若通过改变环境来纠正行为，孩子可能会失去学习的机会\r\n\r\n- 只有在封闭系统（如学校）中的社会化才需要追求一致和服从的规则\r\n\r\n- 儿童应该有自决权和自由思考权\r\n\r\n- 《儿童权利公约》（1989 年）包含的一些建议着眼于教育和自由社会，出发点是好的却自相矛盾", + "type": "text/markdown", + "caption": " 优化发展中的行为空间\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Optimization of behavioral spaces in development" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Planning a perfect productive day without stress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Planning a perfect productive day without stress.json" new file mode 100644 index 0000000..5413756 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Planning a perfect productive day without stress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Planning a perfect productive day without stress", + "text": "# 规划一个轻松的高效日\r\n\r\n原文：[Planning a perfect productive day without stress - supermemo.guru](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)\r\n\r\n## 计划出有创造力的一天\r\n\r\n在需要创造力的职业中，有一个强大的工具可以确保高效率和低压力：日程表。最好的创意人员在他们的最佳创意时期采用[精心调整的日程表](https://supermemo.guru/wiki/Darwin_intuitively_followed_the_natural_creativity_cycle)。这样的日程表必须始终根据[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)进行完美调整，以达到最佳效果。日程表的可重复性使其很容易做出 **小的** 调整而产生 **大的** 后果。现代的生活方式可以被想象成在颠簸的道路上蜿蜒的旅行，经常发生交通堵塞，而创造性的生活方式更像是一枚火箭，在轨道上的细微调整可以确保稳定地驶向遥远的目标。[SuperMemo for Windows](https://supermemo.guru/wiki/SuperMemo_for_Windows) 包括一个被称为 **[Plan](http://help.supermemo.org/wiki/Plan)** 的日程安排管理器。这个简单的日程安排管理器提供了一个逃离现代性混乱的机会。通过保护创造性的生活方式， **Plan** 对生产力和压力有着强大的影响。\r\n\r\n **Plan** 背后的一些大体的思路可以在没有电脑的情况下实现。如果你不想使用电脑或 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，请阅读[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)和/或[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)两者都解释了如何运用[昼夜循环](https://supermemo.guru/wiki/Circadian_cycle)的力量来实现最大的创造力。\r\n\r\n## Plan 的魅力\r\n\r\n[SuperMemo](http://help.supermemo.org/wiki/SuperMemo) 中的选项 **[Plan](https://supermemo.guru/wiki/Plan)** 具有 **魔力** ！许多用户认为它是多余的。很少有人尝试使用它。那些尝试过的人常常失败。那些坚持下来的人则承认： **Plan** 有魔力， **Plan** 让人上瘾。\r\n\r\n **Plan** 有一种不可思议的能力，可以把单调的生活变成源源不断的生产乐趣。 **Plan** 将使一天中的哪怕是最后一个细节都被事无巨细地安排稳妥。它可能感觉像是用来设定机器人的，而不是人类的工具。那么，它是如何发挥其魔力的呢？\r\n\r\n要真正爱上 **Plan** ，你必须是差不多半个效率狂魔。如果你喜欢学习、解决问题、打破记录或完成阶段目标，那么很有可能 **Plan** 会为你带来神奇的效果。它将在不影响你的精神或身体健康或幸福的情况下做到这一点。如果你喜欢高效的感觉，但又患有拖延症，那么计划带来的快乐可能会更大。\r\n\r\n **免责声明** ：Plan 对我有效。我周围的许多人尝试过，但没有体验到它的神奇力量。这有点像我的[避免感冒和流感的公式](https://supermemo.guru/wiki/Formula_for_common_cold_prevention)：它非常有效，但没有几个信徒。然而，我从几十个例子中看到，对我有效的东西，在我的周围几乎总是遭到怀疑。同样的事情，如果被完整记录保存下来，几十年后也会有追随者，甚至可能变成一种世界性的现象。这种情况发生在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)上，起初它被嘲笑，甚至在我自己的家庭中也是如此，到现在 30 多年来，它的流行度一直在逐步提高。\r\n\r\nPlan 的神奇力量主要来自于 **将人类的生产力需求与[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)相匹配** 。昼夜周期是人类生理学中最不被重视的事情之一。对一个人来说，一项活动此时或许令人倍感煎熬，同一天换个时间去做却可能让人快乐无比。我们感知到的快乐上的巨大差异由此因素导致：[昼夜节律相位](https://supermemo.guru/wiki/Circadian_phase)。如果我们违背这一周期规律，就可能会在一天之内从天才变成傻子，从英雄变为弱者，从灵感四溢的艺术家沦为脑子空空的僵尸。\r\n\r\n为什么没有更多的人遵循昼夜循环节律？因为在现代生活的混乱中，这个周期可能会被影响，被打乱，或者对大多数人来说是混乱的。一个早上 6 点赶着送孩子幼儿园的职业女性不可能利用她最大的大脑潜力来取得创造性成就的喜悦。正是这种生活方式和必要性压制了生命中最美好的部分。对大多数孩子来说，[学校完全毁掉了](https://supermemo.guru/wiki/Problem_of_Schooling)他们一天里快乐的机会。对于被公司的严格要求压制的个人来说，几乎没有自由的创造性思维的空间，而这种思维可以使身心恢复活力。我意识到，只能有一小部分人实现按照本文的建议规划一天——即那些足够自由、健康和坚定的人。然而，所概述的想法至少应该被当成是好主意。最重要的是，我想建立对昼夜节律周期的力量的欣赏。\r\n\r\n## 计划背后的主要理念\r\n\r\n **Plan** 的核心理念非常简单：列出你想做的事情，以及你想为各个活动分配的时长。 **Plan** 将把你的想做的事情安排到一天中清醒的时候。它将帮助你锚定在特定时间的必须活动（如[午睡](https://supermemo.guru/wiki/Siesta)），并且为无法压缩时间的活动分配确切的时间（如洗澡）。它还将弥补在执行日程安排过程中必然会出现的意外和非常规活动。\r\n\r\n详见： **[Plan](http://help.supermemo.org/wiki/Plan)** 。\r\n\r\n## Plan 的优势\r\n\r\n- 完美的[活动和昼夜周期之间的匹配](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Circadian_perfection)\r\n\r\n- 对[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)的完美保护\r\n\r\n- 对优先事项和[突发事件](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Emergencies)的完美调整\r\n\r\n- 平衡学习、创造、运动、饮食、睡眠等。\r\n\r\n- [高生产率](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#high_productivity)以牺牲低优先活动为代价\r\n\r\n- 采用[解压行为](https://supermemo.guru/wiki/Stress_valves)来对抗[急性压力](https://supermemo.guru/wiki/Acute_stress)\r\n\r\n- 运用[良性压力](https://supermemo.guru/wiki/Eustress)来增加能量和动力（见：[压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)）\r\n\r\n- 享受每一分钟。因此：自律是没有问题的，拖延症也没有了\r\n\r\n- 充满创造性的爱好，使得单调的日常活动变得有趣\r\n\r\n- [不需要休息](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#no_breaks_needed)\r\n\r\n- 告诉这个世界，[你的时间很重要](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Mobile_phones)。建立一个应对来自社会压力的方式.\r\n\r\n- 训练自己[分秒必争](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#The_value_of_1_minute)的心态\r\n\r\n- 易于调整、变化优先事件\r\n\r\n- 易于调整以应对突发事件\r\n\r\n- 易于调整，使得过剩的创造力不被浪费\r\n\r\n- 易于管理[状态不好的日子](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Imperfect_days)\r\n\r\n- 易于管理[情绪不好的一天](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Imperfect_days)\r\n\r\n- 通过渐进的方式轻松进步：重复性的日程安排更容易养成许多小习惯\r\n\r\n- 良好的进展能培养人们的热情\r\n\r\n- 少量的分配更利于专注\r\n\r\n- 易于弥补昼夜节律带来的效率损失（如选择精力充沛的时段）\r\n\r\n- 为特殊的日子或有紧急情况的日子制定专门的日程安排\r\n\r\n- 睡过头是[不是一个问题](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Oversleeping)\r\n\r\n- 易于管理时间治疗法（如产生相位偏移，[避免失眠](https://supermemo.guru/wiki/DSPS)、计划未来事件等）\r\n\r\n- 每月和每年的工作表现统计\r\n\r\n- 实现低成本日常活动记录的工作日程\r\n\r\n- 未来：昼夜节律分析。我希望看到SuperMemo为个人活动绘制昼夜节律图。有一天，也许有可能将生产力指数与昼夜节律的变量联系起来。\r\n\r\n## 完美的昼夜节律\r\n\r\nPlan 的魔力的最大部分是根据[昼夜节律的循环](https://supermemo.guru/wiki/Circadian_cycle)调整日程安排。所有的学习、创造、解决问题、写作等都必须在良好的睡眠或良好的[午睡](https://supermemo.guru/wiki/Siesta)后立即进行。睡醒后的前 3 个小时才是最重要的。如果错过了这个最佳时段，创造性的追求被推迟了，效率就会下降，乐趣就会骤减，热情可能只有三分之一的可能。如果孩子们能在早上进入他们自己喜欢的学习，那么一天中的其它时间会是愉悦的。如果他们不得不早起去上学，他们就会遇到另一个极端：折磨！在无知的人眼中：折磨也算学习。实际上，在清爽的、准备好的、有兴趣的和渴望的头脑中，真正的学习与折磨截然不同。\r\n\r\n强调一天从创造性的生产开始，并不意味着一天中其余部分是浪费事件或者枯燥乏味。有许多不同的乐趣无需占用清晨机敏的大脑，例如运动、社交、家庭、订购、DIY、浏览社交媒体、待办杂事等等。可以在日程安排中加入一定程度的[良性压力](https://supermemo.guru/wiki/Eustress)，以推动思想的发展。最后，在睡觉之前，仍然有很大的空间可以折腾。当大脑思考速度减慢，不太乐意继续接受新的脑力挑战时，不妨试试被动学习。我喜欢在睡觉前 2 小时听讲座和采访。因为听讲不需要灯光，有助于保持健康的[睡眠相位](https://supermemo.guru/wiki/Sleep_phase)。新闻或电影也很有趣。对于那些不因深夜阅读而挣扎于[睡眠相位延迟](https://supermemo.guru/wiki/Phase_delay)的人来说，一本小说也不错。这些被动且不费力的活动与晚上的时间完美匹配。现在有太多的人，白天忙于工作，晚上忙于家庭，试图把费神劳心的活动挤到睡觉前的时间。但由于压力、强光、电脑屏幕等原因，这不仅影响睡眠质量，也违反大脑健康的规律，最终徒劳无功。准备睡觉的大脑，仅显示出部分创造性解决问题的能力。大脑可以因生活所迫而被鞭打着行动，然而，Plan 的魅力正是来自于避免这种不愉快。活动必须与[昼夜周期](https://supermemo.guru/wiki/Circadian_cycle)相匹配！\r\n\r\n另见：[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)\r\n\r\n## 最大限度地提高注意力和精力\r\n\r\n诸如[番茄工作法](https://supermemo.guru/wiki/Pomodoro)等时间管理方法的主要优势之一是，小块的时间往往能提高注意力和精力。这对于那些不那么令人愉快的工作来说尤其如此，如果在计时器上清楚地标明工作的结束时间，就可以更容易地解决这个问题。限制时间是对付[拖延症](https://supermemo.guru/wiki/Procrastination)的一剂良药。\r\n\r\n **[Plan](https://supermemo.guru/wiki/Plan)** 允许我们按照需求与能力来调整日程安排中事件的长度。如果某个事件令人不快且低效，可以考虑缩短这个时间槽。即使只是少量的进展也比陷入拖延怪圈有更大的意义。如果可以专注工作的时间延长（例如，由于对生产力的认识提高），时间槽的长度可以逐步延长。\r\n\r\n## 每 1 分钟的价值\r\n\r\n在使用 **[Plan](https://supermemo.guru/wiki/Plan)** 的过程中，生命中每一分钟的价值在你眼里会发生巨大的变化。如果一个朋友在上午 10 点给你打电话，而你有一整天的时间，一分钟并不觉得有多么重要。然而，如果一个朋友在你分配给处理电子邮件的 10 分钟时间内给你打电话，你很可能会相当不高兴。需要回复的电子邮件总是无穷无尽。每一次中断都会增加积压的工作和压力。在 **Plan** 中，紧凑的日程安排会让人感到非常紧张。它们甚至会让你难受。不过，你迟早会学会所有避免打断的技巧，这只是个时间问题。为了避免打断积累的压力，你会很快采取一些简单的技巧，例如，[关闭手机](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Mobile_phones)。如果你正在使用 **Plan** 日程，你会珍惜每一分钟。一段时间后，你的压力水平会远远低于均值。你和你周围的世界会得到调整，尊重你的时间。从长远来看， **Plan** 可以减少压力，并增加生产力的乐趣。\r\n\r\n## 无需休息\r\n\r\n所有的生产力大师都告诉你要 **[休息](https://supermemo.guru/wiki/Pomodoro_technique)** 或 **给自己留出空间** 。这在 **Plan** 中是不需要的。这是因为只有两种类型的休息是你真正需要的。\r\n\r\n- 通过睡眠来休息\r\n\r\n- 因疲劳而休息\r\n\r\n夜间睡眠和午睡的休息时间已经在你的日程安排中编排好了。它们是你计划的一部分，不会对计划造成破坏。\r\n\r\n由于疲劳而导致的休息可以很容易地通过改变活动来补救。如果是运动性疲劳，你可以通过脑力工作来轻松休息。如果是大脑疲劳，你可以通过改变活动的类型来轻松补救。如果你进入一个良好的节奏，你可以非常准确地知道什么时候会出现什么样的疲劳。然后，你可以计划你的一天，使一种类型的活动成为另一种类型活动的休息。\r\n\r\n自然，也有不完美的日子和糟糕的日子。这些可能需要对日程安排进行一些改变。\r\n\r\n## 高生产力\r\n\r\n有个朋友注意到我浴室的灯太亮，不符合我的 [DSPS](https://supermemo.guru/wiki/DSPS) 原则时，他建议我干脆换成亮度较低的灯泡。他没有意识到， **Plan** 使我患上了严重的 **执行瘫痪** 。像换灯泡这样简单的工作可能会在我的任务清单上徘徊数月之久。如果这项工作不够重要，或者耗时太长，那这个任务就会一直停滞。你可能会问「换个灯泡需要多少 Woz-days？」。\r\n\r\n我周围的朋友们都很井井有条。他们及时把孩子送到学校。他们有时间去看医生。他们的家也干净整洁。他们在晚上有一些闲暇时间，例如看一些电视。然而，在我朋友的身上，我也看到了 **生产力的瘫痪** 。他们的生活被任务和家务挤得满满的，他们没有空间或精力去自主学习，或实践创造性项目。\r\n\r\n **Plan** 能够无情地增加生产力，使人们可以专注于一个大项目。不过这牺牲了小事的进展——小事似乎都被压缩成蜗牛般的进度。这对于完美主义者来说可能相当痛苦。不过多年以来，习惯了牺牲小事、关注大项目之后，我解开了这种完美主义心态（见：[理性拖延](https://supermemo.guru/wiki/Rational_procrastination)）。\r\n\r\n虽然要改掉完美主义做法，更多地尊重自己仍然很困难。近来，即使采用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)也很难在计划分配好的 20-30 分钟内处理完电子邮件。这不可避免地在处理邮件上引入一定程度的混乱——我经常难以答复绝妙的想法，因为我总是花大多数时间来处理对那些对我当前项目至关重要的邮件。我有专门的时间块用于创造，让我能理解邮件内容并且详尽地回复。然而，这些精妙的邮件只是邮件总量的一小部分。我又一次用生产力的瘫痪换取了执行力的瘫痪。我保持生产力，但在许多潜藏奇妙的领域，我痛苦地瘫痪了。这与[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)没有多大区别。然而，当文章在[学习集](https://supermemo.guru/wiki/Collection)中徘徊时，我可以轻易忽略积压的文章。当人们在邮件线索中徘徊时，当重大想法不能吸引我的[注意](https://supermemo.guru/wiki/Attention)时，我就会不时地痛苦地想到它。我对此感到歉意。\r\n\r\n## 不完美的日子\r\n\r\n在理想情况下，应该按照规划良好的日程表一板一眼地执行活动。然而，现实总是不尽如人意。每一天都略有不同。即使是日程安排上最微小的细节也会影响日程的执行。高创造力可能需要更长的时间块。如果创造力不常涌现，则显得尤为珍贵。创造力不足时可能需要改变时间的分配，增加一些不太有灵感的时段。高创造力可能会推迟睡眠，也许会引起昼夜节律的连锁反应，并且降低之后几天的创造力。而且，总有一些健康风险难以固定，即使是饮食稍微破戒也会对日程的执行产生一定影响。另外，还需要考虑到其他人和他们的需求。不过，面对这些不完美，我们仍有不少预防措施，[交换活动](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#swapping_activities)就是其中一个。\r\n\r\n然后是特别糟糕的日子，也许是由睡眠不好、身体不好、心情不好等因素引起。如果疲劳来得猝不及防，我建议的补救措施是加快日程安排的执行。\r\n\r\n## 加快进度\r\n\r\n不理想的一天，疲劳来得更快，你可以尝试加快进度。你可以不做 90 分钟的阅读，改为做 60 分钟的阅读。这种方法可以给之后的活动减压——这些活动抑或不需要那么高的投入，抑或更具活力。这样你就可以花更多的时间在那些后续活动上，或者花更多的时间在你特别喜欢的活动上，或者只是更快地入睡。我们最不该考虑的，是插入无效「休息」，例如「看社交媒体」，「浏览八卦网站」。不过，你仍然可以争取插入一些有价值的东西：瑜伽、运动、冥想等。你会更清楚什么对你有用。\r\n\r\n## 交换活动顺序\r\n\r\n在 Plan 中通过拖放可以很容易地交换活动顺序，而不改变给每个活动分配的时间。如果出现如下临时困难，交换活动顺序也许有所帮助：\r\n\r\n- 昼夜节律失调：即使是最好的日程安排也会被昼夜节律失调所扰乱。不过，稍稍调整日程安排顺序可以解决这个问题，例如将压力较大的任务安排到能量较低的时段。\r\n\r\n- 自稳态疲劳：长时间的学习或高创造力的活动可能会导致自稳态疲劳，可以通过做些低优先级但高乐趣的任务来缓解。\r\n\r\n- 暂时的病痛。例如，胃痛时可以在沙发上做伸展运动，或者也可以打个重要的电话，总之是可以在躺着不动的情况下做的事情。\r\n\r\n通常，即使遵从最规律的生活方式，也难以避免这些偶发的小问题。更糟的是健康状况不佳或心情不好。即便如此，Plan 也能带来一些帮助。当你觉得 **「这一天我什么都做不了，我恰好不在状态 」** 时，看一眼日程安排就会发现，你仍然可以与生病的自己妥协一个目前可以接受的时间段，做些事情。很有可能，这个时间段恰好让你的心态转好。小的生产力活动带来更多的生产力。对于那些希望把生命花在有意义的事情上的人来说，这是一个自我延续的过程。有了 **Plan** ，你的生活永远不会停滞或者浪费时间。\r\n\r\n## 移动电话\r\n\r\n在[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)中，我得出结论，分心和多任务处理可能是解决耗时巨大的问题的主要障碍。\r\n\r\nFriedrich August Kekulé 需要在概念上迈出一小步，才能认识到苯是环形的。一串原子和一个环之间的区别似乎微不足道。然而，对大脑来说，要跳出一个既定概念的局部极小值往往非常困难。对于 Kekulé 来说，睡眠孕育了突破的种子。但不妨想象一下， Kekulé 坐下来吃早餐，脑子里有一个「即将成型的想法」，但却被朋友的电话铃声打断，讨论一些名人轶事。幸运的是，在 1865 年还没有电话。\r\n\r\n手机可以带来福祉，但也有可能成为创造性工作的破坏者。 **Plan** 让你明白为何要尊重一天中的每一分钟。同时也让别人意识到你对时间的尊重。也许在关机数月后，你的手机在你创作时内永远不会响，也许你所有的朋友和家人都会知道这不是一个找你的合适时机。\r\n\r\n## 紧急情况\r\n\r\n紧急事件和干扰是难以避免的。也许因为你没有听从我关于手机的建议，也许出于生物学的原因你还是得[上厕所](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#bathroom_break)，此时你需要在日程安排中插入一个额外的活动。如果这是早上的 5 分钟，你可以很容易地插入一个新的时段，其余的时段会被相应压缩。你可能只会少几秒钟去干最重要的活动。但如果你在晚间插入一个紧急时段，压缩可能会更痛苦，你可能会失去一两个较短的时段。如果是在较长的活动期间插入，你将需要 **Split** 选项，将活动切成两个子时段。\r\n\r\n如果你保留了太多不能压缩的刚性时间槽（R），即使是微小的紧急情况也会对日程安排造成破坏。如果你在固定时间槽前插入紧急任务（F），固定时间槽的压缩可能会非常严重，以至于你会失去一个时间槽（或需要把它移到固定活动之外）。所有这些小的不便都有一个美妙的副作用：你使自己有条件地避免紧急情况的发生。 **你为你生命中的每一分钟建立了尊重！** 。\r\n\r\n紧急情况会毁掉日程安排。 **Plan** 失效的典型情况，是在上午的时段上花费太多时间，或者插入太多紧急时段。最后，一天中的后半部分从未得到执行。这违背了 **Plan** 的目的。如果这种情况经常发生在你身上，很遗憾， **Plan** 不适合你。一些自律是必要的，直到计划完美地适应你的需求并弥补你的弱点。在开始的时候，保持你的时段长和放松是有意义的。\r\n\r\n早上，人们很容易感觉： **我今天有很多时间，可以干许多工作** 。然而，也很容易在晚上意识到： **整整一天过去了，我却没有什么收获** ！\r\n\r\n## 洗手间休息\r\n\r\n如果你在日程安排中记录了上厕所的时间，你可能会想，这是否是过于极端地追求生产力，而且，完美实际上导致了徒劳的优化。曾经有一些极端的强迫症记录者的案例，他们几十年来记录了所有的上厕所时间。他们的统计数字都有生动的描述来装饰。\r\n\r\n如果你的上厕所时间是按照特定的习惯进行的，你肯定应该有一个专门用于该特定习惯或其组成部分的时段。然而，在 **Plan** 的情况下，即使是计划外的紧急上厕所时段也可能有意义。在 **Plan** 中插入一个槽，需要花费大约 4 秒钟。用一个新的活动来分割一个较长的时段大约需要 11 秒。如果你为极端的生产力做计划，你也必须采用极端的精确测量。为了计划未来，你需要了解你的过去。 ** Plan** 最珍贵的功能之一是统计。它们使你有可能在每月或每年的基础上比较你的努力。\r\n\r\n我记录了我花在写像这样的文章上的所有时间。这有助于我了解一年中能有多少时间用于写作，以及我可以从这些努力中期待什么结果。如果我碰巧有 40 分钟的时间用于写作，而这个时间段被 7 分钟的厕所休息打断，我最终完成了 33 分钟。这可能会导致 21% 的高估，在我看来这是一个惊人的数字。检查一下你的数字，上厕所所占用的时间实际上可能比你慢跑或游泳的时间还要多。这可能只意味着你没有严谨对待这些形式的运动。\r\n\r\n此外，日程安排的优化是以 **延迟** 为基础的。这是为了确保有足够的空间用于计划活动，重要的是，有足够的自由以健康的心态执行计划。 **Plan** 是关于和谐，而不是关于[生产力的压力](https://supermemo.guru/wiki/Harms_of_self-discipline)。小的例外情况，如上厕所，应该反映在个人活动时间的宽松设置上。如果我没有这个空间，我可能经常因为运动前时间不够而被迫跳过回复电子邮件。\r\n\r\n最后但并非最不重要的是，厕所可能是纸质书的最后避难所。只要在厕所休息时阅读，你每年就可以轻松地读几本书。这也应该算作生产力。即使是效率狂人也应该放轻松。厕所不是一个匆忙的地方。\r\n\r\n## 睡过头了\r\n\r\n在创造性的生活方式中，没有「睡过头」这一概念的空间。为了获得最大的创造力，睡眠必须是自然的。因此，它不能被计划为一个特定的醒来时间，或被闹钟打断。争取每天早上 8 点起床是可能的，但自然睡眠很少会在理想的时间终止。我曾记录过一些人的案例，他们有一种不可思议的能力，每天醒来的时间只有 2-4 分钟的变化。然而，这些人是有着完美的仪式感的老人。爆炸性的创造力与正常的睡眠发生争吵。如果你撞上了一个伟大的想法，你的睡眠被推迟和/或缩短是正常的。我毫不怀疑，创造力对 [DSPS](https://supermemo.guru/wiki/DSPS) 流行病有贡献。 **Plan** 使你很容易处理睡眠的不规则性。如果你醒得晚，你只需相应地调整你的日程安排。你不会「睡过头」。你只是多睡一会儿，调整你的日程安排。\r\n\r\n## 时间锚\r\n\r\n在 **Plan** 中，固定活动的概念可以用来安排约会和其他必须在特定时间发生的事件。固定活动一般不受欢迎。当生活没有干扰、义务、约会和最后期限时，生活是最令人愉快和富有成效的。然而，在没有干扰的完美生活方式中，仍然需要固定活动。一些固定活动可能会起到 **时间锚** 的作用，确保疯长的创造力不会干扰到[昼夜节律循环](https://supermemo.guru/wiki/Circadian_cycle)。\r\n\r\n **时间锚** 确保你在理想的时间完成特定的活动。即使你相信你正在一条通往伟大创造性突破的道路上，以牺牲睡眠或和谐的昼夜节律为代价也是没有意义的。暂停创造性工作的最佳策略是记录进展的要点，然后休息一下。为了睡眠而推迟的创造力是加倍的创造力。\r\n\r\n **时间锚** 可以划定日程安排的重要组成部分，是昼夜协调的基础。例如：运动时段、[午睡时段](https://supermemo.guru/wiki/Siesta)、保护睡眠的[晚间程序](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)，等等。自然，最重要的锚点是睡觉时间。在 **Plan** 中，上床时间总是由醒着的一天的最佳长度决定的，你只需经过几周的实验就可以轻松地确定（例如，通过使用[睡眠图表](https://supermemo.guru/wiki/SleepChart)）。最佳的醒着的一天的长度对睡眠质量至关重要。如果一天的时间太短，你有可能[失眠](https://supermemo.guru/wiki/Insomnia)。如果一天的时间太长，你就会有 [DSPS](https://supermemo.guru/wiki/DSPS)或[睡眠不足](https://supermemo.guru/wiki/Sleep_deficit)。\r\n\r\n如果你醒晚了（或早了），你所有的 **时间锚** 可以在 **Plan** 中位移，以便将变化的影响降到最低。晚起可以通过 **把剩余时间按比例减少** 。这对发生在时间较晚的锚产生减少的位移。这是使你的整个日程安排回到你的昼夜节律最佳状态的方法。自然，较长的睡眠时间对早上的时段伤害最大。如果你早起，如果早起是一种稳定周期的罕见情况，那么 **均等位移全部** 可能是受欢迎的。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/4/41/Shifting_the_schedule_in_SuperMemo_in_case_of_late_waking.jpg/600px-Shifting_the_schedule_in_SuperMemo_in_case_of_late_waking.jpg]]](https://supermemo.guru/wiki/File:Shifting_the_schedule_in_SuperMemo_in_case_of_late_waking.jpg)\r\n\r\n因睡过头而调整日程安排管理\r\n\r\n> 图：[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的日程安排管理器，可以在起床晚的情况下轻松调整日程。 **Unfix** 是默认的：让你的日程安排像什么都没发生一样。如果你的某些固定活动不能被移动（例如会议），则可能需要使用 **Leave unchanged** 。 **按比例位移** 对于那些在[相位偏移](https://supermemo.guru/wiki/DSPS)方面有困难的人来说是很有用的：它压缩了早期的时间段，为后期的时间段提供了更多的空间。换句话说， **按比例位移** 逐渐使你的活动回到最佳的昼夜节律框架。最重要的是，你的晚间活动将被延长，以促进提前睡眠。\r\n\r\n## 计划是监狱\r\n\r\n许多我所敬佩的伟人，如 David Deutsch、[Tom Durrie](https://supermemo.guru/wiki/Tom_Durrie) 或 Nassim Taleb，都说他们不喜欢计划时间，他们认为时间计划表限制了他们。他们有一个诀窍，就是根据本能来安排自己的时间。计划和本能的界限也许是模糊的。Charles Darwin 究竟是遵循时间计划表，还是说时间计划表就是他自然需求的反映（见：[达尔文的一天](https://supermemo.guru/wiki/Darwin_intuitively_followed_the_natural_creativity_cycle)）。\r\n\r\n我们都是各种限制的囚徒——例如冬天、夜晚或[昼夜节律](https://supermemo.guru/wiki/Circadian_cycle)。我们需要节约时间用以睡眠、吃饭和锻炼。糟糕的时间安排会极大地损害效率和健康。不过，我在白天有很多个人技巧，可以相应地调整日程。\r\n\r\n为了最大限度地提高生产力，我把所有关于学习、创意和解决问题的任务放在早上的一个受保护的时间块中。为了让自己尽快完成某些小事（如处理坏掉的椅子，或有问题的路由器），当我情绪高涨且总是匆匆忙忙时，我会把这些任务安排在锻炼之前。这可以促进行动，而且不影响早晨的创造力。依照类似的原则，我坚持[最佳饮食](https://supermemo.guru/wiki/Optimum_diet)，我最大限度地提高处理电子邮件的速度和[良性压力](https://supermemo.guru/wiki/Eustress)，并在[睡眠](https://supermemo.guru/wiki/Sleep)之前最大限度地提高困意，等等。见：[完美的昼夜节律](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress#Circadian_perfection)。\r\n\r\n另一方面，我会避免各种干扰，如任务的截止期限、预定的会议、电话、研讨会、意外访问等。这些都是真正的束缚和干扰！我的一般做法是远离那些可以摆脱的干扰（如电话）。然而，有些干扰因素是我们作为生物的一部分：睡眠、吃饭、运动，以及最重要的[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)。这些生物本能最好能得到尊重。\r\n\r\n远离干扰并不意味着我不与他人会面。我喜欢在昼夜节律框架里合适的时间内，将会面转变为边走边说的头脑风暴。至于任务的截止期限，我更喜欢用「足够好」的标准来完成所有项目——因为完美主义是一种[学校的坏习惯](https://supermemo.guru/wiki/Bad_school_habit)。\r\n\r\n## Plan 的起源\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n大约二十年前，当 **Plan** 出现在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中时，它就被誉为与该程序不协调的「垫桌脚的选项」。相比之下，我一直是一个热情的用户。在整个 2017 年，没有一天我会「临时抱佛脚」。在太平盛世，只有在远离电脑的假期中，我偶尔会跳过 **Plan** 。即便如此，我也会根据「肌肉记忆」来运行我的日程安排，也就是说，我将遵循类似的昼夜节律，用一本书来代替渐进阅读，等等。早在 SuperMemo 之前，我需要两个主要的东西来提高生产力。(1）井然有序的一天，和（2）更好的记忆。在我的第一台电脑 ZX Spectrum上，我首先采用了 **Plan** 。我在 1985 年开始编程，也就是说，在我的桌子上还没有微型计算机的时候。在那些日子里， **Plan** 在计算上太难了。我试图将算法与我生活中的混乱相匹配。我想让计算机来组织这些乱七八糟的东西，希望能提取更多的价值。结果 ZX Spectrum 对于实现这个想法来说太慢了。一个好的日程安排需要 2-3 个小时的计算，而我在早上很难坚持 10 分钟。十年后，我更聪明地理解到，消除生活中「混乱」的随机性是解决低生产率问题的关键。今天， **Plan** 变异为一个简单的按比例分配时间的工具。复杂性已经消失了。至于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，必须等到我有了[我的第一台带软盘驱动器的 PC](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987))（360 kB）。为了保持记忆中的东西，我第一次把永久记忆的方案在计算机上尝试。直到现在， **Plan** 还可以作为一个独立的应用程序生存。这一点希望能够改变。正如我需要 [SleepChart](https://supermemo.guru/wiki/SleepChart) 与 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 集成，以寻找[睡眠和学习](https://supermemo.guru/wiki/Sleep_and_learning)之间的相关性一样， **Plan** 也需要用于分析生产力的昼夜变化方面。\r\n\r\n## Plan 的发展\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我对生产力思考的发展经历了以下几个阶段：\r\n\r\n- 1976 年（14 岁）-1980 年（18 岁）：我的生产力是由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)、对体育的兴趣等推动的。\r\n\r\n- 1980-1983 年：由于学校和大学的强制任务、疲惫的日程安排，以及由此导致的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)减弱，我开始发觉我没有发挥出我的潜力：「我是谁？」和「我想成为谁？」之间的差距越来越大。\r\n\r\n- 1983 年 7 月：开始逐步提高生产力，制定一套简单的微观规则，如「每天 30 分钟的学习」，「每天 10 分钟的锻炼」等。\r\n\r\n- 1983-1990 年：在严格化生产力规则方面取得了系统性进展，增加了学习、锻炼、改善睡眠等方面的强制指标。\r\n\r\n- 1991-1993 年：由于工作任务，疲惫的日程安排，以及由此导致的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)下降，我对自己的工作效率越来越不满意。\r\n\r\n- 1994 年：按照固定的全天日程安排开始工作（例如，8:00 起床，9:00 用 SuperMemo 学习，等等）\r\n\r\n- 2000 年：在 [Plan](https://supermemo.guru/wiki/Plan) 中开始灵活的日程安排，这对我来说是一个真正的突破\r\n\r\n- 2000 年至今：基于 [Plan](https://supermemo.guru/wiki/Plan) 的高生产力\r\n\r\n从上述历史中得出的首要结论是，从低生产率到高生产率的进展必须是循序渐进的。从小事做起，不懈地取得进步是有好处的。这使得从基于自律的生活过渡到基于做好事的乐趣的和谐生活成为可能。", + "type": "text/markdown", + "caption": " 规划一个轻松的高效日\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Planning a perfect productive day without stress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Problem with peer review.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Problem with peer review.json" new file mode 100644 index 0000000..879128c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Problem with peer review.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Problem with peer review", + "text": "# 同行评议的问题\r\n\r\n原文：[Problem with peer review - supermemo.guru](https://supermemo.guru/wiki/Problem_with_peer_review)\r\n\r\n## 什么是同行评议？\r\n\r\n同行评议是保证科学出版物高质量且真实可信的最流行方法。\r\n\r\n同行评议被认为是真实可信科学的基石。它有助于科学家快速浏览该领域的所有论文。然而，同行评议也消灭了更多启发想法，即那些最具争议性的想法。（这些想法）需要额外的思考才能对其合理性做出判断。\r\n\r\n我是另一种 **同行评议** 的忠实粉丝。我很乐意接受同事提供的有意义批评，以帮助我改进。我总是能学到一些新东西。然而，在科学领域里所谓的 **「同行评议」** 被我称为 **「同行监视」** ，它限制了作者的自由和独立。同行评议可以提高质量，但同行监视阻碍了创造力。\r\n\r\n## 同行评议遏制了自由和创造力\r\n\r\n我认为同行评议是对个人创作自由的限制。发生在[学校](https://supermemo.guru/wiki/Problem_of_schooling)的服从和妥协，与之类同。“永远有人比你更聪明，并且对你自己的想法有最终决定权”这件事很难让人接受。这种人能贬低你的努力，把你送到二流期刊，或者能永远拖着你的进展。\r\n\r\n我从我的同事那里听到很多关于同行评议的抱怨。碰巧的是，最响亮的抱怨来自于年轻的、叛逆的、极具创造力的科学家。他们想改变世界，但守旧派阻挡了他们的道路。\r\n\r\n[错误的信念无所不在](https://supermemo.guru/wiki/Myths_are_easy_to_swallow_and_hard_to_kill)，但也有[错误模型的价值](https://supermemo.guru/wiki/Value_of_wrong_models)。从长远来看，我们不可避免地会[收敛于真理](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)。\r\n\r\n## 博客的力量\r\n\r\n我喜欢在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 写作，主要是因为它包容创意自由。如果我今天有一个想法，几分钟后就有人能读到它，并浸泡在灵感中。想法就应该这样以光速传播。同行评议所导致几个月的滞后会减慢集体创造力。思考中的错误也能带来灵感。对文字和术语的创造性乐趣可以使想法更具有娱乐性。这也使得它们更容易被理解和传播。\r\n\r\n同行评议虽然提高了科学标准，但也 **极大地** 减少了学习一些独特和疯狂的灵感的机会。\r\n\r\n当伟大的科学家在博客上介绍自己的研究时，这一介绍读起来会很吸引人，其带来的灵感也会翻倍\r\n\r\n## 打击假新闻\r\n\r\n如今，有文凭的江湖骗子和伪科学家数不胜数，他们随意利用社会的天真来误导公众，同时从中谋取大量金钱。他们写书，并利用社交媒体传播错误的模因，同时宣传自己的出版作品。一个受过良好教育的科学家因为同行评议处处受限时，他会对此习以为常。如果他偶然间发现网络世界中错误信息大行其道，他只能扼腕叹息。同行评议不关注博客圈的误解、迷思、江湖骗子和纯粹谎言。这也说明了：打击“大仙”的唯一方法是参与博客战争。可悲的是，[错误向量](https://supermemo.guru/wiki/Falsity_vector)的速率取决于它们的流行吸引力。例如，说服家长相信数字媒体是对智力的威胁是非常容易的。许多家长会怀疑这是事实，因为孩子的学校成绩确实在下降。另一方面，当我鼓励学习中的自由，包括玩[电子游戏](https://supermemo.guru/wiki/Videogames)的自由，这时，我要么是在说大量家长已经知道的事情，要么是与那些将电子产品视为威胁的人的直觉相违背的事情。我的信息对大多数父母来说是无用的：要么显而易见，要么难以理解。我的话对那些需要与专制力量作斗争的孩子最有用。\r\n\r\n以下是一些永远不可能成为严肃研究论文的例子：\r\n\r\n- [禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)\r\n\r\n- [Elizabeth Bartholet：对在家上学的无知攻击](https://supermemo.guru/wiki/Elizabeth_Bartholet:_ignorant_attack_on_homeschooling)\r\n\r\n- [数码痴呆症：病态的谬误](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)\r\n\r\n- [Victoria Dunckley 是我的梦魇](https://supermemo.guru/wiki/Victoria_Dunckley_is_my_nightmare)\r\n\r\n## 未来\r\n\r\n网络的发展将引发一场革命——同行评议将朝着更[开放的](https://en.wikipedia.org/wiki/Open_science)的方向发展。这一过程可能缓慢，但只要它能给我们机会发掘出曾经（被同行评议扼杀）的想法，便不是坏事。这些想法可能措辞不当，也可能错。每个人都可以根据偏好自行选择：要么（a） **我想要干净纯粹的材料，必须经过几个月的同行评议** ，要么（b） **我想要和这个主题相关的所有灵感** ！有些科学家，即使在深夜写电子邮件，半梦半醒，也能才思泉涌，迸发有价值的灵感。我宁愿读那些半生不熟的绝妙想法，也不想研究那些平凡作者精心打磨的同行评议材料。后者即使在形式上 **金玉其外** ，看起来更吸引人，实际上则败絮其中。\r\n\r\n对于表达，最重要的就是自由。自由为创造的乐趣提供动力，它作为一种奖励，激发了进一步的创造力。同行评议是抑制性的。许多年轻的科学家因为「不发表就灭亡 」的压力而讨厌和放弃科学。我看到，在非常有才华的人身上出现了创造的阻碍和不悦。这也是[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的机制，它抑制了[学校](https://supermemo.guru/wiki/Problem_of_schooling)和科学领域的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和创造性思维。\r\n\r\n## Stephen Wolfram（以下简称 Wolfram）\r\n\r\n我是 [Wolfram](https://en.wikipedia.org/wiki/Stephen_Wolfram) 的忠实粉丝。他属于新式科学家，有可能改变世界的那种。他傲慢，但优雅。这是典型的“拥有领先于时代的强大模型”的人。Wolfram 不属于学术界，可以不理会同行评审。如果我的话对你来说没有什么分量，那就听听这位天才头脑自己的意见吧（参考 **「[一种新的科学](https://en.wikipedia.org/wiki/A_New_Kind_of_Science)** 」）。\r\n\r\n> 典型的问题是：一本书如何审核或检查。在学术界，有观点认为：「同行评议」是检查一切的最终方法。也许在每个人都有无限时间的世界里，人们都秉公行事，这样的想法是对的。但在现实中，同行评议充满了问题，往往营私舞弊。退一万步说，即使没有这些问题，同行评议也往往倾向于遏制新想法和维持现状。\r\n\r\n## 青年和创造力\r\n\r\n我的一位年轻朋友，一位崭露头角、极具天赋的科学家，最近写信给我说：\r\n\r\n> 如果我通过某种方式能赚够不必再去工作的钱，我就会离开学术界，不费心去读博士，但我仍然会做科学。我关心学术界的原因只有一个：我从中得到报酬。除此以外，我不在乎，我想离开。想想看，我可以整天做我想做的事。而且我也不必参加愚蠢的课程，或向不称职的同行评议员和编辑提交文章。\r\n\r\n## 首次发表关于间隔重复的论文\r\n\r\nRalph Merkle 在 1974 年发明了[公钥密码学](http://www.merkle.com/1974/)。他是一名本科生。他的文章清晰、有说服力、精彩。然而，他的导师们并没有看到这个突破。一段时间后，Merkle 试图发表一篇论文，但他在同行评议中碰壁了。审稿人希望他能提供有充分参考价值的文本，并列出该领域的所有已有研究。最后他被拒绝了。要我说，这位匿名审稿人应该被定罪，因为他涉嫌夺走一个年轻人的突破性作品。一个突破性的想法就这样被扼杀了，理由竟是「经验表明以明文传递密钥信息是非常危险的」。简直令人喷饭！这就好比有人说：「[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)没有什么意义。经验表明，我们最终都会忘记。」\r\n\r\nMerkle 论文的发表拖了 3 年之久，在此期间，其他人也发表了他们的想法，吵嚷着他们的成果优先权。\r\n\r\nMerkle 的案例与[我自己](https://supermemo.guru/wiki/Piotr_Wozniak)在 1991-1994年和 [Edward Gorzelanczyk](https://supermemo.guru/wiki/Edward_Gorzelanczyk) 获得博士的努力有着惊人的相似之处，以至于如果你把 Merkle 话中的「公钥密码学」换成「[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)」，你会得到我们自己的故事，一字不差。\r\n\r\n> 随着一位「专家」对该 **创见** 的全盘否定，编辑拒绝了我的文章。她对「没有参考文献的事实感到特别困扰。有没有人研究过这种方法。如果他们考察过并放弃了它，那又是为什么？ 」\r\n\r\n> 我没有提供任何先前工作的参考文献，当然也没有该领域先前的工作人员对这项工作可能性的否认。有关这一 **创见** 的术语还不存在，这个领域也没有以前的工作者。没有人为我所做的事情背书，而表明以前没有人想到过它也很困难。这其实是一个普遍性的问题：它说明了任何试图向 「专家」解释一个新想法的人所面临的问题，「专家」希望任何人在试图向他们解释什么的时候都能得到一篇适当的参考文章。一个新的想法越是与任何先前的想法或概念无关，它就越是要像一个畸形的杂种，赤身裸体，孤独地出现在人们面前，缺乏任何可敬的血统或家族来为其背书。\r\n\r\n30 年后，Merkle 在他的档案中发现了最初的学生项目（见 [PDF 原文](http://www.merkle.com/1974/FirstCS244projectProposal.pdf)）。这让我想起了我意外发现的第一个[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)图。我在 [1984](http://supermemo.guru/wiki/File:Forgetting_curve_for_retention_of_English_vocabulary_(1984).jpg) 中随手绘制了它，2018 年春天，我写[间隔重复的历史](https://supermemo.guru/wiki/History_of_spaced_repetition)时，还碰巧翻出了这张图。\r\n\r\n从某方面来讲，我是幸运的。几十年来，一直没有人试图发表一种有效的算法来计算间隔重复的[最佳间隔](https://supermemo.guru/wiki/Optimum_interval)。因为这一个原因，我们 [1994 年的出版物](https://supermemo.guru/wiki/ANE1994)将在历史上占据很高的地位。不幸的是，这也是需求不佳和社会发明不佳的反映。公钥密码学在今天是一个产业。间隔重复仍然在很大程度上仍不为人知，尽管其使用者已逾[百万](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)。\r\n\r\n祝福维基百科，祝福谷歌，祝福网络。如果我今天有一个想法，我会在维基百科上学习基础知识，在谷歌上查找先例或共识，然后第二天在[这里](https://supermemo.guru/wiki/SuperMemo_Guru)发布这个想法。同行评议不再困扰我了。\r\n\r\n## 具有开拓性的老鼠乐园实验\r\n\r\n[老鼠乐园](https://supermemo.guru/wiki/Rat_Park)的实验改变了我们对成瘾的看法。\r\n\r\n在写关于[老鼠乐园](https://supermemo.guru/wiki/Rat_park)的文章时，一位年轻的有批判精神的作家暗示「尽管他声称有革命性的突破，但 Alexander 很难找到期刊来发表他的结果。《科学》和《自然》都拒绝发表这项研究，可能是因为方法和结果存在重大问题」（[来源](https://theoutline.com/post/2205/this-38-year-old-study-is-still-spreading-bad-ideas-about-addiction)）。我在发表方面也遇到了问题（《科学》、《记忆与认知》等），这使我最终放弃了[同行评议](https://supermemo.guru/wiki/Peer_review)。我更喜欢 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 的创作渠道，而不是与那些我不认识的、似乎不理解我所写的人争辩。最糟糕的是，善意的建议往往使文章变得更糟糕，它总是要求你放弃轻松的表述或比喻，即使这有利于读者进行理解。\r\n\r\n在审稿人对研究成果的合理性一无所知的情况下，同行评议的确 「有问题」。然而，拿文章录用与否来评价研究成果的好坏，极其不合理，要是研究新颖、涉及多学科、有悖于既定范式，更是如此。我自己的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)或[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)就是典型。不被录用带来的麻烦是很大的，这更说明了为什么 Bruce Alexander 是我心中的英雄。", + "type": "text/markdown", + "caption": " 同行评议的问题\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Problem with peer review" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Problems with special-needs education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Problems with special-needs education.json" new file mode 100644 index 0000000..12e1d9c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Problems with special-needs education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Problems with special-needs education", + "text": "# 特殊需求教育存在的问题\r\n\r\n[特殊需求教育的问题 - supermemo.guru](https://supermemo.guru/wiki/Problems_with_special-needs_education)\r\n\r\n **特殊需求教育** （或 **特殊教育** ）是适应患有残疾，特别是有学习障碍的儿童的需求的教育。\r\n\r\n除非在神经网络层面发生了有机变化，否则 **特殊教育** 中学习的艺术与普通的最优学习大同小异。\r\n\r\n由于特殊需求诊断的流行性增长， **特殊教育** 的专家队伍庞大而多样。我自己与专家们常常存在意见上的争议和分歧。这些分歧源于我的研究渊源。我对教育的兴趣始于20世纪80年代，那时我在试图改善自己的学习（见[间隔重复的历史]（https://supermemo.guru/wiki/History_of_spaced_repetition））。这导致了[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)的出现，以及后来的超大模型：[记忆的神经统计模型](https://supermemo.guru/wiki/Neurostatistical_Model_of_Memory)。\r\n\r\n虽然针对特殊需求的教育者的存在和他们的整个专业源于帮助孩子的需要，但我从[概念网络](https://supermemo.guru/wiki/Concept_network)的角度看待问题，并考虑到所有适用于特殊需求儿童或难以应用于他们的高效学习方面。\r\n\r\n为了解释和促进交流，我想要列出一些我经常与特殊需求专家发生分歧的事项：\r\n\r\n- 大脑皮层发育的 **关键期** 往往被误解为一切的首要追求：要早诊断，早干预。这导致早期治疗可能会产生与[早期学术教育]相同的消极副作用(https://supermemo.guru/wiki/Early_academic_instruction)\r\n\r\n- **[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)** 的重视程度非常低。不过特需教育工作者要特别小心，任何学习疗法都不会导致不愉快（除非是身体上的疼痛，如生理治疗中的疼痛）。\r\n\r\n- **[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)** 需要被理解。即使治疗没有给孩子带来麻烦，也不存在[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)的风险。当孩子自己不感兴趣时，观察到的进展趋近于零是件非常自然的事。很多时候，特殊的兴趣和激情，导致学术进展迟缓，这本身就是诊断的一个基础（例如在自闭症症状谱系中）。激情应该被培养并用于取得进一步的进展，而不是被长时间的治疗所抑制。\r\n\r\n- **[ADHD](https://supermemo.guru/wiki/ADHD)** 被大量地过度诊断，而主要的推动力似乎是学术教育。当超凡的[创造力](https://supermemo.guru/wiki/Creativity)影响到[注意力](https://supermemo.guru/wiki/Attention)时，我们不是利用人脑的最佳特质，而是试图灌输课堂纪律（见：[混淆创造力与ADHD](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)\r\n\r\n- **[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)** ，早熟是因为延长的皮质发育轨迹导致了天才级的智力，然而，它也导致了滞后的学术表现。\"滞后的天才\"相对容易诊断，但这种现象却导致了对自闭症谱系障碍（ASD）、阅读障碍、书写障碍、[多ADHD](https://supermemo.guru/wiki/ADHD)等的大规模过度诊断。问题的核心是对 **差异模式** 的错误应用。一个天生说话晚的孩子因此成为残疾嫌疑人\r\n\r\n- **[神经多样性](https://supermemo.guru/wiki/Neurodiversity)** ：大脑为了回馈不重要的体验活动而发生不同的[概念化](https://supermemo.guru/wiki/Conceptualization)。这就是为什么采取非适应性地偏离规范/平均水平而进行的的任何形式的治疗，从人口适应不断变化的世界的角度来看是有害的。\r\n\r\n我从来没有接受过任何 **特殊教育** 的培训，也无缘参与有关有实质性残疾的孩子们的工作。我的推理可能会因我总是与正常且聪明的孩子们广泛接触而有所偏颇。然而，残疾诊断带来的治疗效果似乎与高效学习的基本原则相矛盾，我注意到这一现象出现得越来越频繁了。在这个过程中，许多儿童得到的是伤害而非帮助。这并不是要贬低这个行业，而是在乞求将神经科学的新思维扩展开来，重新考虑个人策略。\r\n\r\n而编写这篇文章正是为了促进这种跨学科的交流。\r\n\r\n最重要的是，我们需要停止学校系统的支配，以及教师对儿童进行早期治疗的标准的自行指定。其次，我们需要对那些相对孩子们的健康更在乎 **利润** 的专家们保持极度谨慎。许多特殊的大脑因此接受了不必要的 \"治疗\"，这很有可能是弊大于利的。\r\n\r\n课堂环境是过度诊断无能的完美温床\r\n\r\n[！[把学习行为当作自闭症的症状.jpg](https://supermemo.guru/images/thumb/1/19/Learntropic_behaviors_taken_as_a_symptom_of_autism.jpg/300px-Learntropic_behaviors_taken_as_a_symptom_of_autism.jpg)](https://supermemo.guru/wiki/File:Learntropic_behaviors_taken_as_a_symptom_of_autism.jpg)\r\n\r\n> ***图：** 这幅[源自维基百科的图片](https://en.wikipedia.org/wiki/File:Autism-stacking-cans_2nd_edit.jpg)是针对精神障碍和学习障碍的过度诊断问题的最好的隐喻。这个漂亮的小孩正在享受堆放罐头和蜜饯的乐趣。对秩序的反熵追求是人类[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的自然和受欢迎的方面。越来越多的罐头堆是[学习内驱力]快乐的来源(https://supermemo.guru/wiki/Learntropy)。一个年轻人可能会建立类似的堆叠，直到堆叠的艺术得到完善，不再产生足够水平的[学习熵](https://supermemo.guru/wiki/Learntropy)（除非这个年轻人决定与[哈利法塔](https://en.wikipedia.org/wiki/Burj_Khalifa)竞争）。然而，这幅图在维基百科上被用来说明自闭症的重复性行为特征。风险在于，一个健康孩子的父母可能会感叹：\"哦！那是我的孩子！\"然后担心，也许孩子需要诊断或治疗。这些焦虑推动了另一种强迫性行为：保护孩子免受所有可以想象的威胁，包括那些可以提高复原力或免疫力的威胁。一个纪律严明的孩子可能会抑制这种冲动，认为 \"妈妈会因此不高兴\"。一个成功被学校驯化的孩子逐渐失去了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造力](https://supermemo.guru/wiki/Creativity)。与生俱来的行为开始显现端倪，变成偏离常规的行为*。", + "type": "text/markdown", + "caption": " 特殊需求教育存在的问题\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Problems with special-needs education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Radicalization myth.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Radicalization myth.json" new file mode 100644 index 0000000..3c19a23 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Radicalization myth.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Radicalization myth", + "text": "# 关于激进化的迷思\r\n\r\n原文：[Radicalization myth - supermemo.guru](https://supermemo.guru/wiki/Radicalization_myth)\r\n\r\n## 激进化与言论自由\r\n\r\n根据 **激进化迷思** ，应该限制社交媒体上的言论自由，因为它有激进化的风险。\r\n\r\n大量的[联合国教科文组织的激进化报告](https://unesdoc.unesco.org/ark:/48223/pf0000260382)表明，即使没有好的激进化模型，我们也明白需要保护言论自由。在这篇文章中，我想提出一个简单的模型，意味着对言论自由的限制会产生相反的效果，增加激进化的风险和后果。\r\n\r\n **激进化的迷思** 带来错误的规划，有可能损害个人自由。例如：[禁止家庭教育](https://supermemo.guru/wiki/Ban_on_homeschooling)\r\n\r\n## 偏见和错误向量\r\n\r\n知识通常来说是好的。我已经为此论证了几十年（见：[知识的好]（https://supermemo.guru/wiki/Goodness_of_knowledge））。人类在自由的条件下才能高效地学习。在所有健康大脑的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统的指导下，指向真理的高效学习才能最好的进行。所有人发展知识都是有偏见和不平衡的。对于一个对物理学感兴趣的孩子来说，物理学知识的增长会以其他兴趣为代价，也许是历史，或者地理。\r\n\r\n我将使用术语 **偏见向量** 来指所有影响学习并导致偏见知识的内在和外在因素。激情和兴趣是 **偏见向量** 的一种形式。然而，特定的兴趣很少促成现实的错误[模型](https://supermemo.guru/wiki/Model)，除非它们围绕着人类迷思中偏离科学真理的领域。例如，对于一个对 **「大脑的通灵能力 」** 感兴趣的人来说，发展错误模型的风险肯定相当高。\r\n\r\n大脑带有固有的偏见，可能扭曲现实的[模型](https://supermemo.guru/wiki/Model)。其中一些偏见可能会导致对危险的谎言的信仰。阿道夫·希特勒对犹太人的仇恨是一个典型的 **偏见向量** 的例子，它不可避免地导致了对现实的错误模型。[错误的模型在科学中是有价值的](https://supermemo.guru/wiki/Value_of_wrong_models)。然而，它们也可能导致难以言喻的恐怖，如大屠杀。我将使用术语 **[错误媒介](https://supermemo.guru/wiki/Falsity_vector)** 来表示扭曲现实并内在地倾向于虚假[模型](https://supermemo.guru/wiki/Model)的 **偏见向量** 。\r\n\r\n所有的大脑都会受到多种 **错误向量** 的影响，可能导致知识不均衡但基本正确。 **虚假性向量** 导致虚假的信念，可能是虚假意识形态的基础。\r\n\r\n在模因之战中，健康的大脑会权衡证据，并产生一个[概论](https://supermemo.guru/wiki/Generalization)，这可能会因为偏见载体而导致不正确的结论。我知道，路过的汽车排放的废气会增加我死于癌症的风险。然而，由于我对健康的迷恋，我的概括性大脑倾向于高估这一风险。这种偏见向量可能会导致次优的决定，但它并非不受反证的影响，例如，我可能会在读到一篇关于[毒物刺激效应]（https://en.wikipedia.org/wiki/Hormesis）的新研究的文章后有所缓和。\r\n\r\n相反，在 **错误向量** 的强烈影响下，大脑更有可能忽略那些所谓的真实性被 **错误向量** 提升的论文的反对证据。例如，从长远来看，对蓝眼睛的性偏好可能会导致一种错误的信念，即非白人的智力不如白人。这种 **虚假性向量** 可能会导致固有的错误决定，例如在雇员选择方面。希特勒的仇恨会导致扭曲的现实模型，事后看来，注定会导致与预期相反的结果（即第三帝国的崩溃）。\r\n\r\n今天，我们对伊斯兰激进化或白人至上主义的激进行为同样感到恐惧。为了打击激进化，许多善意的声音坚持认为，激进的网站需要被关闭，社交媒体平台应该积极消除被认为是极端的内容。我不同意，我认为我们所需要的只是谷歌的TruthRank算法的帮助，以加速知识向真实模型的收敛（见：[信息自由](https://supermemo.guru/wiki/Freedom_of_information)）。通过众人的智慧实现一定程度的知识平均化，与我在[学校教育](https://supermemo.guru/wiki/Schooling)中谴责的知识同质化毫无关系。群众的智慧可以作为一个偏见向量，帮助个人在他们感兴趣的领域中找到正确的模型。平均值应该是自愿的、可选择的，并在优先级较低的领域作为一种帮助。\r\n\r\n例如，我不介意从维基百科上获得关于欧洲历史的同质化知识。这不是我最优先考虑的领域。我也不介意从维基百科上学习睡眠知识。然而，在我自己感兴趣的领域，我将始终探索新的研究、新的疯狂理论、相反的主张、我自己的数据，以及我自己过去和新的模型。我不会被《我的奋斗》，或者至上主义网站激进化。然而，我很好奇他们说了些什么。毕竟，这是一种古老的战争智慧：知己知彼，方能百战百胜。\r\n\r\n **[认知偏见](https://en.wikipedia.org/wiki/Cognitive_bias)** 不是 **错误向量。它们是系统性的，但它们是可以补救的。它们是深层输入的错误，或者是大脑的固有属性，而** 虚假性向量 **影响知识处理、[保留率](https://supermemo.guru/wiki/Retention)和[泛化](https://supermemo.guru/wiki/Generalization)。我们都容易受到** 认知偏见 **的影响，而** 错误向量**产生独特的思想，其极端观点取决于向量的力量。\r\n\r\n## 激进化模型\r\n\r\n关于激进化的文献很丰富，它列出了这个问题的众多根源。我的基于知识的激进化模型非常简单，并说明或伪造了其他作者提到的所有激进化因素。\r\n\r\n有两个主要因素促使激进化。\r\n\r\n- 有偏见的 **信息获取** （即对可探索的知识空间范围的限制）\r\n\r\n- 有偏见的 **探索** 向量（即知识空间中探索轨迹的中断）\r\n\r\n有偏见的信息获取包括审查制度、宣传、贫困、家长控制等。在现代世界，有限的或有偏见的信息正变得越来越少。网络的开放性是带来变革的积极因素。\r\n\r\n在探索性学习中，最重要的 **偏见载体** 是那些与(脑）奖励系统有关的。专制的养育方式、[学校教育](https://supermemo.guru/wiki/Schooling)、[欺凌](https://supermemo.guru/wiki/Bullying)、孤立、歧视、不公正、虐待、失去自由等都可能导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)、抑郁、愤怒、羡慕、仇恨和其他扭曲信息处理的情绪。\r\n\r\n **偏见向量** **影响** 探索轨迹，决定了 **接触** 的情况。它们还通过给兴趣着色来影响 **感知** 。最后，它们通过一些因素决定 **[保留率](https://supermemo.guru/wiki/Retention)** ，其中 **[干扰](https://supermemo.guru/wiki/Interference)** 新知识与自身[模型](https://supermemo.guru/wiki/Model)的干扰是最重要的因素之一。\r\n\r\n矛盾的是，IQ 指数较高的人，以及高创造性的人更有可能通过学习而自行激进化。激进化的过程可以是自发的。自发的自我激进化是最持久和最危险的。\r\n\r\n **激进化** 是有偏见地获取知识的结果，以及对知识的[矢量探索](https://supermemo.guru/wiki/Falsity_vector)\r\n\r\n## Kevin Roose: 案例研究\r\n\r\n在《纽约时报》的头版文章中， Kevin Roose[最近记录了](https://www.nytimes.com/interactive/2019/06/08/technology/youtube-radical.html)Caleb Cain的案例，他是一个被YouTube上的极右翼意识形态所激化的年轻自由派。Cain向Roose提供了他在YouTube上的探索历史。其中包括 12,000 个视频，Roose对此进行了细致的分析。\r\n\r\n这是一份奇妙的研究材料，该案例很好地说明了激进化机制，然而，从Cain的案例中得出的最终结论是错误的。\r\n\r\nRoose 和 Cain 的结论是，YouTube推荐算法是一种强大的激进化力量。用我的术语来说，Roose声称YouTube形成了一种外在的[错误向量](https://supermemo.guru/wiki/Falsity_vector)。由于这一事实，根据Roose的说法，负责任的公司应该对他们的算法不加偏见，以减少激进化的风险。\r\n\r\n我的结论是截然不同的。YouTube的推荐算法工作得非常出色。它有力地放大了个人兴趣，使知识的扩展更加有效。在某些方面，它让我想起了[激活-扩散](https://supermemo.guru/wiki/Spreading_activation)中的[传播激活](https://supermemo.guru/wiki/Neural_creativity)，只不过它的目标不是在所选领域中以新的创意联想来带来惊喜，而是留在兴趣领域内寻找新的灵感。YouTube是一个兴趣的放大器，因此它是一个健康的弱偏向性载体。它不是一个错误向量。除了由利益决定的视频中携带的现实，没有内在的伪造。如果有类似于审查制度的秘密偏见，它们应该被揭露并受到谴责。一些算法上的偏见来自于文化上确定的社区准则（例如，参考色情制品）。这些都是善意的，但对知识空间造成了不必要的扭曲。一个好的推荐系统应该能够找出哪些用户不喜欢某类内容。\r\n\r\n就Caleb而言，我宁愿在其他地方寻找错误向量。他提到他是一个沮丧的[辍学者](https://supermemo.guru/wiki/Drop_out)。换句话说，他遭受了[学校教育](https://supermemo.guru/wiki/Schooling)的伤害，[社会压力](https://supermemo.guru/wiki/Optimal_socialization)的伤害，对大学希望的幻灭，这些都可能导致对自由主义思想的偏见。这些强烈的情感因素可能形成了一个 **[错误向量](https://supermemo.guru/wiki/Falsity_vector)** 。\r\n\r\n与其将Caleb的激进化归咎于 YouTube，我们更应该观察和庆祝同一知识来源如何提供了一个平衡的偏见向量，使Caleb意识到他正沉入一个\"兔子洞\"。我对这个故事的解释是，上学、辍学和孤立产生了一个[错误向量](https://supermemo.guru/wiki/Falsity_vector)，这导致了激进化，然而，在YouTube上的自由探索使Caleb有可能恢复他健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，加强了他的[探索性学习](https://supermemo.guru/wiki/Exploratory_learning)。最后，迦勒达到了一个丰富而有见地的观点，他理解了方程的所有方面，可以鸟瞰自己和塑造他思维的哲学。今天，和其他许多 \"前激进分子\"一样，迦勒是理解激进化如何发生的一个宝贵来源。Roose不只是记录了一个激进化的案例，而是一个更广泛的健康[自由学习]的案例(https://supermemo.guru/wiki/Free_learning)。在[自由学习](https://supermemo.guru/wiki/Free_learning)平台（YouTube）的帮助下，Caleb从左边走到右边，然后又回到中间，只是为了找到一个明智的平衡。我自己的[童年激进化](https://supermemo.guru/wiki/Personal_stories)案例非常不同，但它说明了基于同一模型的完全相同的过程。\r\n\r\n与其指责 YouTube 这个健康的[自由学习]平台(https://supermemo.guru/wiki/Free_learning)，我们不如仔细看看支撑[普鲁士教育体系]的社会化和灌输力量(https://supermemo.guru/wiki/Prussian_education_system)。学校让Caleb感到沮丧。YouTube让迦勒自由。\r\n\r\n## Caleb Cain 的故事\r\n\r\nCaleb 从小接受保守的基督教教育。到了大学时，他给自己贴上了自由主义的标签。他相当理想化，让我想起了年轻时的自己。他想摆脱社会的控制，找出自己的一条路。这是一次典型的逃离，逃离一种限制年轻人的自由与发展的社会环境。然而，大学并没有满足他年轻的理想。当他退学时，他感到无所归属，孤立无援，心情沮丧。他满足了削弱社会联系和发展强大的[错误向量](https://supermemo.guru/wiki/Falsity_vector)的所有必要条件，而这些条件是所有形式的激进化的基础。\r\n\r\nYouTube 是 Caleb 的避难所。他在这条旅途上首先遇到了 Stefan Molyneux，据 Caleb 所言，他与自己在很多观点和感受上不约而同（例如创伤性的童年，争取自我完善，等等）。对于自认为「没有受过教育」的 Caleb 来说，Stefan Molyneux 是真正的「哲学家」，是智慧的源泉。Stefan Molyneux 的客人之一是乔丹-彼得森，他对于 Caleb 也是充当了父亲形象。莫利纽克斯和彼得森讨论了[IQ 的遗传方面](https://www.youtube.com/watch?v=YYdfVA5JURE)，他们从中得出了大量影响深远的至上主义结论（例如，见[视频中 39:32](https://youtu.be/YYdfVA5JURE?t=39m32s)）。有趣的是，就在两年前，Stefan Molyneux [采访了詹姆斯-弗林](https://youtu.be/rJ0W5Efp8N0)，他似乎对弗林效应( Flynn Effect )及其机制有很不错的理解。\r\n\r\n在 Stef 和他的客人的影响下，迦勒的立场一直在向极右移动。一些观点似乎很有吸引力。有一段时间，他忽略了自己对研究型人格的异议。他被关于强大的边界、种族、身份、文化、出生率提高、[更聪明的人有更多的孩子](https://supermemo.guru/wiki/Idiocracy_problem)等推理所吸引。Caleb把通过社交媒体进行的意识形态灌输比作一个销售漏斗。教育潜在客户，把他们引向一种意识形态，并拒绝那些看似低劣的候选人。然而，这种 \"销售漏斗\"机制是人类学习的一个自然部分，在这种学习中，模型通过[泛化](https://supermemo.guru/wiki/Generalization)、新数据的流入、拒绝矛盾的证据、成熟等等而出现。同样的漏斗可能把Caleb带到极端的共产主义或无政府主义意识形态。在这个漏斗的底部，\"犹太阴谋\"的概念被证明是步子迈太大。Caleb意识到他正在涉足新纳粹主义的学说。当他新采纳的信念与使用讽刺和幽默而不是主流媒体的愤怒的左翼YouTubers面对面时，迦勒的演变出现了新的转机。2017年初，Caleb观看了命运之神与劳伦-索恩的辩论，看到他*\"与劳伦擦身而过 \"*。他*\"喜欢这种风格。这让人印象深刻，也让人感到害怕。我怎么会错得这么离谱？劳伦所拥有的只是对情感的诉求 \"*。Caleb解释说，*本内尔[Destiny]和怀恩[ContraPoints]很有趣。他们没有愤怒，而是翻白眼。他们说的是YouTube的母语*。为了说明问题，请看ContraPoints以凯西-纽曼采访所不能达到的方式对乔丹-彼得森进行了采访，例如[8:11说明了 \"无畏的幽默 \"的力量]（https://youtu.be/4LqZdkkBDas?t=8m3s）。\r\n\r\n很快，YouTube 开始在凯勒的信息流中注入更多自由主义的材料，凯勒开始向相反的方向发展：向左。\r\n\r\nCaleb 说他从未恨过任何人。这意味着他的激进行为并不太危险。此外，这也是暂时的。他的错误向量是由他的环境产生的。他说他*\"厌倦了被控制 \"*。这是一个典型的失去自由的影响，也是一个典型的由此产生的虚假性向量，不需要持续。最好是自由地学习错误的东西，而不是在被奴役的条件下继续学习好东西。自由确保了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的恢复，和谐而平坦的学习，以及从严重的偏见中恢复。一旦错误向量被移除（在这种情况下，对自由的限制），个人就有可能恢复。Caleb从来不是一个令人恐慌的案例。如果他是一个好的模型，这个过程在大多数时候是无害的。\r\n\r\n因此，Caleb 在YouTube上的冒险应该被认为是走向[学习内驱力](https://supermemo.guru/wiki/Learn_drive)恢复的健康途径。潜入YouTube就像是一种抗抑郁药的替代品，它可以暂时保护[学习内驱力](https://supermemo.guru/wiki/Learn_drive)不受进一步伤害，在这种情况下，它也可以被称为 \"生命驱动力\"。尽管在反右派的极端路线上走了弯路，Caleb的大脑还是慢慢恢复了它的各种激情。这表现在向左的平衡后摇和对自己的错误和[错误向量]的认识（https://supermemo.guru/wiki/Falsity_vector）。这种类型的摆动在发展中是自然的。摆动的极端大小只是社会环境给Caleb造成的原始病态的一种表现。所有的孩子都会摇摆，都会漂移，都会平衡自己的观点，寻找来自多种渠道的证据。这种情况在年龄较大时也会发生。我对[学校教育](https://supermemo.guru/wiki/Schooling)持激进的谴责态度，是在过去五年中对相关领域进行深入研究的结果。今天，我对自己在一个旧的播客采访中提出的温顺建议感到害怕。我强调了激情在学习中的重要性，却从未将矛头指向最臭名昭著的激情杀手：学校。\r\n\r\n今天，Caleb 是一个很好的案例，他考虑建立一个频道，可能有一天会与自己的前父辈人物Stefan Molyneux竞争。他开了个好头。将他的[真诚的独白](https://www.youtube.com/watch?v=sfLa64_zLrU)与Stef对Roose的文章的小题大做、过度敏感和过度批判的回复相比较（见：[Stefan Molyneux的悖论](https://supermemo.guru/wiki/Radicalization_myth#Molyneux)）。\r\n\r\n当Caleb到了 Stef 的年龄时，世界将变得不同，他的知识可能会进一步发展和结晶，使他有可能成为一支实质性的力量。这一切都诞生于快速的哲学转变和在YouTube上花费的无数个小时。矛盾的是，Caleb是Mol和Roose的对立立场的盟友和补充。\r\n\r\n虽然他可能认为 \"同一性\"是社会凝聚力的一个成分，但今天他可能看到多元文化是一种宽容的练习，而宽容也是凝聚力的一个工具。Molyneux,、Roose,、Cain、我和其他人之间存在着共同的推理线索。然而，我们总是能从差异和矛盾中学到最多的东西。YouTube 原来是一个有利于丰富和健康的社会凝聚力的工具。它服务于学习和社会话语中新质量的出现。\r\n\r\n## Roose 的诊断\r\n\r\nRoose 的研究很有吸引力，也是珍贵的。然而，即使是结论上的一个小错误也会导致规划上的一个大错误。Roose写道：\r\n\r\n> 批评家和独立研究人员说，YouTube 无意中创造了一条通往极端主义的危险坡道，它结合了两件事：用更多曝光和广告费 **奖励挑衅性视频** 的商业模式，以及引导用户观看个性化的视频，以让他们眼睛不离屏幕的算法\r\n\r\n这句话几乎是正确的。然而，\"挑衅性\"并不是 YouTube 算法中强化学习的奖励标准。最初，YouTube 优先考虑的是浏览量，这有利于点击率材料。然后，它转而优化观看时间，从个人角度来看，这是我们在视频中寻找的最佳表现。脑科学说，如果一个长的讲座能让观众长时间保持注意力，那么这个讲座的特点一定是高[学习熵]（https://supermemo.guru/wiki/Learntropy）。学习熵可以通过挑衅性的内容或点击率高的标题来加强，然而，它主要是由内容能够在观众的大脑中产生的新质量决定的。如果YouTube是由[学习熵](https://supermemo.guru/wiki/Learntropy)驱动的，那么它就是一个神奇的学习工具，应该得到高度赞誉。如果一些点击率高的内容有问题，它总是自取灭亡，因为没有观众愿意被愚弄两次，而品牌如果滥用交易的技巧，可能很快就会获得坏名声。\r\n\r\n由[学习熵](https://supermemo.guru/wiki/Learntropy)驱动的 YouTube，有点像[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)或[神经创造力](https://supermemo.guru/wiki/Neural_creativity)，只是它在公共知识空间而不是预选的个人知识空间中运行（见：[YouTube vs. SuperMemo](https://supermemo.guru/wiki/Radicalization_myth#YouTube_vs._SuperMemo)）。\r\n\r\nYouTube 推荐算法极大地提高了所展示视频的[学习熵](https://supermemo.guru/wiki/Learntropy)\r\n\r\n由学习熵提供动力的 YouTube 只意味着激情的放大和学习的加速。更快的发展是一件好事，麻烦源于[错误向量](https://supermemo.guru/wiki/Falsity_vector)，而不是来自算法。弱点在于人的思想，而不是在YouTube。\r\n\r\nYouTube 是非常好的学习资源，不应该将观众的激进行为归咎于此。人类的心智才是罪魁祸首\r\n\r\n## Roose 的激进化公式\r\n\r\n基于丰富的输入数据的丰富经验导致了珍贵的[泛化](https://supermemo.guru/wiki/Generalization)。了解到 Roose 的大量研究工作，我相信他的判断，当他说。\r\n\r\n> 在多年的互联网文化报道中，我听过无数个凯恩先生的故事：一个 **无目的的** 年轻人--通常是 **白人，经常对** [视频游戏](https://supermemo.guru/wiki/Video_games) **感兴趣--访问 YouTube 寻找方向或** 干扰 **，并被一个** 极右翼创作者**的社区所诱惑。\r\n\r\n我想扩大这一概括，注意到这个年轻人同样可能是 **棕色** 人种，对 **伊斯兰激进内容** 感兴趣。近年来，激进化迷思的目标已经从伊斯兰激进化转向白人至上主义激进化。对于研究材料的来源，我喜欢后者，因为它更容易让我与自己的想法和自己的激进化潜力进行比较。我对伊斯兰教和中东文化的理解太有限了。我假设错误的风险较高。然而，作为一个欧洲白人，按照 Roose 的公式，我应该是一个相当典型的白人激进化的目标。\r\n\r\n青年人也可能倾向于极左派（例如好战的反法西斯分子，生态恐怖主义，等等）。知识空间拓扑结构的最终极端顶点可能由一个强烈的[错误向量](https://supermemo.guru/wiki/Falsity_vector)决定，该向量来源于生活中的一个单一事件（如不公正、亲人的死亡等），或者一个单一的主导情绪，其中移情可能和仇恨一样产生不良的结果。\r\n\r\n以下是我对 Roose 的公式的翻译，是我自己的术语：\r\n\r\n- **无目标** 指的是一种[学习内驱力](https://supermemo.guru/wiki/Learn_drive)欠缺状态，可以加速学习，特别是当一个新的目标作为强大的价值/奖励出现在地平线上时。\r\n\r\n- **分散注意力** 可能表明先前的伤害，例如由于专制的父母、学校教育或其他对自由的限制而产生的[无助感](https://supermemo.guru/wiki/Learned_helplessness)。这种伤害增加了对[电子游戏](https://supermemo.guru/wiki/Videogames)的兴趣，并改变了这种兴趣的特征（例如，从教育转向[FPS](https://en.wikipedia.org/wiki/First-person_shooter))\r\n\r\nRoose 概括了一个很好的公式，从[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)中恢复过来的时候，会有一个贪婪的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，可能很快导致由强大的单向 **[错误向量](https://supermemo.guru/wiki/Falsity_vector)** 引导的不期望的结果。这个过程在很大程度上是自我纠正的，但这种纠正很少能被认为是完全的。一些[错误向量](https://supermemo.guru/wiki/Falsity_vector)可能与不健康的情感生活有关，导致病态的逐渐恶化。阿道夫-希特勒晚年的情感和智力衰退是这个过程的一个缩影。\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)恢复的早期阶段可能以知识获取的剧烈波动为特征，容易导致激进化\r\n\r\n## 人类内心的阴暗面\r\n\r\nRoose 关于YouTube将人们引向狂热之地的说法是错误的。*\"如果我是YouTube，我想让你看得更多，我总是会把你引向狂热之地 \"*。\r\n\r\nRoose 似乎在提出关于人性的主张，他可能是在受制于人/悲剧的一方（使用索维尔在《[愿景的冲突](https://en.wikipedia.org/wiki/A_Conflict_of_Visions)》中概述的术语）。我大胆地宣称，我们生来就有一个好的大脑，由博弈论的原则塑造，由自然的同理心驱动，还有一些相关的本能。正是对自由的滥用或约束导致了伤害，才需要进一步的约束。一旦你开始虐待一只野猫，为了自己的生存，你需要继续下去。[错误向量](https://supermemo.guru/wiki/Falsity_vector)是由对自由的约束而产生的。\r\n\r\n当我点击我自己感兴趣的领域的讲座时，例如由 Mathew Walker、杰拉尔德-埃德尔曼、捷尔吉-布扎基或朱利奥-托诺尼这些伟大的大脑所做的讲座，我不断得到更多的东西，而不是他们的对立面或睡眠和记忆的伪科学。然而，稍微注入一些相反的东西总是受欢迎的，我也喜欢在那里深入研究（如果我的耐心允许）。YouTube在算法中注入了一剂[创意打断](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)。\r\n\r\n凯文-鲁斯问*\"你会点击什么？'登陆月球'还是'我们从未登陆过月球！'\"*。他的理由是，这证明我们总是选择极端，而社交媒体可以挖掘我们的黑暗本质。现实要简单一些。这是一个[学习熵]（https://supermemo.guru/wiki/Learntropy）的问题。在登月50周年之际，我们似乎知道关于阿波罗11号的几乎一切。这个故事没有什么新意。离奇的理论可能更有趣，因为它们传递了一个新的信息。然而，我个人宁愿不点击 **「我们从未登陆过 」** 。这是我自己的偏见矢量，它告诉我，我面对的是一个点击广告或阴谋论。这可能反映了我的免疫力，需要在网络上接触一段时间的自由言论。\r\n\r\n诚然，YouTube 的算法会挖出这些偏好。然而，这种算法的偏见是好的。它只是放大了我们的个性，加速了终究会发生的学习。与其呼吁更高的问责制，我们不如 **赞美YouTube** 。\r\n\r\n## YouTube 与SuperMemo\r\n\r\n插入SuperMemo。[什么是SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\nYouTube 的算法可以与[神经创意](https://supermemo.guru/wiki/Neural_creativity)相比。YouTube在世界视频资源的空间里运作。[神经创意](https://supermemo.guru/wiki/Neural_creativity)主要在你的私人知识空间中运作。YouTube使用机器学习来找出哪些视频是相关的，以及哪些视频是你可能喜欢的。[SuperMemo](https://supermemo.guru/wiki/SuperMemo)使用知识树结构和概念图，沿着语义连接[传播激活](https://supermemo.guru/wiki/Spread_activation)。在这个意义上，这两种算法都放大了你的偏好。YouTube让你围绕着你最喜欢的话题打转。神经创意将使你围绕选定的创意主题（例如，元素、概念、分支、图片、元素集等）。神经创意将只利用你已经导入SuperMemo的知识，但它并不妨碍你在网络上的冒险。YouTube也不例外。所有这些探索都会放大偏好，偏见只会由于现有的 **偏见向量** 而形成，例如，抑郁、仇恨、热情的兴趣、当前的需求、性偏好、宗教、童年知识等。\r\n\r\n## Stefan Molyneux 悖论\r\n\r\nCaleb 受到Stefan Molyneux的启发。*Stefan Molyneux的视频就像一个火花，把我从抑郁症中惊醒 \"* [从抑郁症中]*\"我没有意识到随之而来的是所有的意识形态 \"*。要了解Stefan Molyneux，你不能仅仅阅读莫利纽克斯。他需要被看到!\r\n\r\n对我来说，[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是将知识从网络转移到我的头脑中的最好方法。然而，[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)应始终以不能用文字信息替代的来源作为补充。现实生活就是一个最好的补充。在激进化和 Molyneax 的背景下，YouTube也是一个强大的知识来源（我使用并推荐[渐进视频](https://supermemo.guru/wiki/Incremental_video)来使用YouTube）。\r\n\r\nYouTube 对演员、煽动者、宣传者、思想家、哲学家、大师、领导人等人来说是很好的。它是一个影响年轻一代的伟大平台。它也是一个研究YouTube领导人心理的绝佳平台。\r\n\r\n在（远程）研究一个有趣的理论背后的人类思维方面，YouTube是不可替代的。听贾里德-泰勒谈论种族，或Stefan Molyneux谈论左派，就足以立即发现根深蒂固的情感[错误向量](https://supermemo.guru/wiki/Falsity_vector)。我可以从字面上感觉到他们动脉中那些肾上腺素的颠簸。Stefan Molyneux 没有回复Roose询问，但他在他的频道上回复了他对《纽约时报》文章的详细分析。\r\n\r\n这一分析是 Molyneux 的老本行（见：[The Making of a YouTube Radical](https://www.youtube.com/watch?v=HWc5_4uKOg8)）。他攻击了《纽约时报》、它的动机、左派、自由主义者，以及一打稻草人在路上。当意识形态或个人情感受到触动时，一种强烈的[错误向量](https://supermemo.guru/wiki/Falsity_vector)会在阿尔法男性个体身上唤醒（见：[唐纳德-特朗普](https://supermemo.guru/wiki/Donald_Trump)的自恋特质）。Mol可以把这个回答说得简短而有针对性。*\"我是一个自由人，我可以说我的想法，而Caleb有不看的自由。期间 \"*。相反，Mol将52分钟的时间投入到对术语的争论中，而且只是一味地发牢骚。这与他一贯的有理有据、内容丰富的采访视频形成了鲜明的对比。\r\n\r\nMol通过深入了 Roose 和 Cain 的思想细节，减弱了他源自言论自由原则的明显清白。许多针对个人的攻击就是这样开始的，强大的[错误向量](https://supermemo.guru/wiki/Falsity_vector)可能就是这样诞生的。\r\n\r\nMol不公正地用话语嘲笑 Roose 的研究。*\"我听说有一个喜欢柏拉图的人，现在不喜欢柏拉图了，所以我要采访他 \"*。Mol说，他对 \"科学 \"的这种做法会被大学里的人嘲笑。《纽约时报》文章的关键点不是关于反右派（柏拉图）的错误，而是关于一个年轻头脑的演变及其原因。凯莱布-凯恩是一个完全有效的研究对象，有可能获得宝贵的发现。我自己的推理经常受到一个轶事的启发，帮助我建立一个与我们对大脑的了解相一致的模型。我不在学术界工作，也不担心会被人嘲笑。我专注于真理和信息。\r\n\r\nMol的[错误向量](https://supermemo.guru/wiki/Falsity_vector)在分析中不止一次地醒悟了。当 Roose 提到新纳粹时，Mol注意到。*\"来自左派的观点是，任何在我右边的人都是偏执的 \"*（这在文章中既没有说，也不是事实）。然后他又抱怨说，左派同样缺乏批评，就好像人们在提到金发女郎时不能没有黑发女郎的公平平衡。很明显，人们可以同样容易地转向极左。这只是[错误向量](https://supermemo.guru/wiki/Falsity_vector)的方向性问题。例如，抑郁症通常无助于从更好的角度看待他人，这可能会增强不太信任[霍布斯式（Hobbesian）](https://en.wiktionary.org/wiki/Hobbesian)的保守主义偏好。\r\n\r\nMol花了很多时间分析 Caleb 生命中的右翼阶段，但没有迹象表明他很好地承认年轻人最初对Mol本人的迷恋。对我来说，这将是一种基本的礼貌行为。他自恋地把更多的时间花在故事中对自己的分析上，而不是花在[Roose的核心论点](https://supermemo.guru/wiki/Radicalization_myth#Roose_thesis)，即YouTube算法的问题上。文章没有责怪反右派的存在，也没有责怪Mol的哲学，而是责怪YouTube将年轻人的思想引向他们的方向。\r\n\r\n郑重声明，我喜欢 Mol，我总是从他的采访或独白中学到很多。对Mol渠道和哲学的最有力的辩护应该来自于他对代表整个意见范围的人的采访的开放性。诺姆-乔姆斯基也是freeainradio.com的嘉宾。Mol严厉地将自己注入对话中，他的偏好清楚地显示出来，这并不妨碍我。当相关的采访被并列在一起时，这一点最为明显。Mol可以对詹姆斯-弗林关于福利对智商的影响恭敬地点头，而对贾里德-泰勒关于[白人智商](https://supermemo.guru/wiki/IQ)的相反主张却热情地鼓掌。Mol谴责打屁股是父母的一种暴力形式，然后承认把自己的女儿推到有纪律的学习中。他可以热衷于从[Peter Gray（彼得 · 格雷）](https://supermemo.guru/wiki/Peter_Gray)那里吸取智慧，但却傲慢地抨击一个无能的[非学校教育](https://supermemo.guru/wiki/Unschooling)少年的父亲缺乏教养和教育的勇气。在后一个案例中，Mol展示了他的伪心理分析的天赋，揭示了他是一个对 \"弱者 \"充满蔑视的人，也是一个典型的专制家长（尽管他声称自己是相反的）。\r\n\r\nMol 是个宝。他是一个有立场的星座，聪明而偏执，星座中的有趣嘉宾代表了整个哲学的光谱，最重要的是，他很有吸引力，很有趣。如果抑郁症可以通过恢复健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)来治愈，像Mol这样的人有一种力量，可以萌发新的知识分支，其最终影响是不可预测的。也许这正是发生在Caleb身上的好事。Mol使Caleb恢复了活力，并最终帮助他引导回到他的自由主义根源，这自然是源于Caleb强烈的同情心的性格。Mol不是一个激进的因素。他是一种激励。如果Mol在YouTube上被以任何方式压制，那将是人类的真正损失。请听[Stef在一个竞争性BitChute平台上的呼吁](https://www.bitchute.com/video/DUpBbS8tfSkb/)。\r\n\r\n## 审查制度的危险\r\n\r\n像[Jared Taylor](https://en.wikipedia.org/wiki/Jared_Taylor)这样的人应该出现在网络上，否则我们将永远无法理解他们的动机和理由。Mol打了个比方：有审查想法的人想砍掉响尾蛇的头，但他们最终却砍掉了它的蛇身。这使响尾蛇变得更加致命。当贾里德-泰勒来到波兰时，他可以真正享受到白人同质化的 \"新鲜空气\"。这是一个明显的指向性强的[错误向量](https://supermemo.guru/wiki/Falsity_vector)：他对种族多样性有情绪上的反应。他喜欢白色，讨厌其他颜色。这是一个虚假性向量的典型例子，用高智商，和基于无缺陷逻辑的理性推理是永远无法补救的。当Mol来到波兰时，他表达了类似的感受。*\"干净的街道，没有犯罪，没有人被称为种族主义者，没有多样性的唠叨 \"*，等等。斯特凡以进化的理由来解释这些好东西*\"通过痛苦，白人进化到延迟满足来度过冬天 \"*。我自己对波兰的成功的解释不像是生物学上的，更像是社会主义性质的。波兰在共产主义时代被 \"整顿\"（在同等稀缺和匮乏的条件下，犯罪的诱惑会减少），然后我们通过1989年的自由注入了活力，最后，波兰在 2004 年后消耗了欧盟投资的大部分份额。波兰的成功与我的 \"幸运、自由和轻松 \"的成长经历相似：共产主义政府赞助的26年免费教育，然后是自由资本主义下30年的创造性自由。波兰的那些好时光可能很快就会结束。我希望莫利纽克斯能证明我是错的，但社会保守派的右派以闻所未闻的社会主义胃口对国库的贪婪冲击很快就会带来红利。我们的\"[白人高IQ假说](https://supermemo.guru/wiki/IQ) \"目前似乎没有任何帮助。在政治上，波兰是一个烂摊子（见：[我不再爱国](https://supermemo.guru/wiki/I_stopped_being_patriotic)）。\r\n\r\nJared Taylor 对韩国或日本作为民族国家表示惊叹，但现在很少有人真正涌向日本。美国的多样性和自由似乎更具有吸引力。就好像多样性是为了报复白人至上主义者而自我放大的。与其在美国建立一个白人国家，不可能没有摩擦甚至战争，泰勒可能自己寻找一个种族纯正的白人国家并搬到那里去？也许是波兰？\r\n\r\nRobert Sapolsky 博士经常引用的研究表明，我们可能对其他事物有程序化的情绪反应。这些偏好可以通过学习而减弱。性偏好也是如此。问题是，其中一些来自于难以改变的低级解码，以及难以取代的早期记忆。要训练出爱上一块石头的能力是相当不可能的。\r\n\r\n我不知道我自己的民族错误向量的起源或确切性质，如果有的话。我不记得自己曾经被对其他事物的恐惧所影响。正好相反，多样性对我来说似乎总是很有吸引力。我从未走过非洲、亚洲或阿拉伯城市的街道。最接近的是我参加了为外国学生举办的音乐节。我的联想与泰勒的相反。那些是丰富多彩的聚会，充满了欢乐。我一直喜欢非洲音乐。有可能是这些情感形成了我自己的偏见，但妈妈对自己孩子的爱也是如此。这种爱可以使妈妈在法庭上提出虚假的证词。我自己的偏见的价值，如果有的话，就是我可以从一个非常独特的角度来看待 Sapolsky 和泰勒的主张。我的种族偏见最好的部分是，我看到他们在很大程度上的演变和变化。这证明了它们的可学习性（或可训练性）。由此我看到，这些就像对不同品牌的葡萄酒的偏好。这与其说是恐惧，不如说是吸引力。编入儿童大脑的对未知事物的普遍恐惧，可以通过了解来减轻。新加坡通过政策证明，在多样性的条件下建立宽容是可能的。\r\n\r\n如果冬天和苦难使白人在短短 10-20 万年内变得更聪明，就像Mol所说的那样，我们可能已经开发出了对勇气和自律进行优化的大脑。如果这是真的，也许我的[错误向量](https://supermemo.guru/wiki/Falsity_vector)应该给出一个说法，即在所谓的 \"富足条件 \"下进化的非洲人学会了享受生活和尊重他们的生物需求。这就是为什么我们吃得越胖却越沮丧，而一个非洲孩子可以为得到一个小小的水果而庆祝，并快乐地去上学。出于完全相同的原因，鉴于数百万年的进化，北极熊在延迟满足方面远比狮子（ **不！** ）好。\r\n\r\n我的观点是，所有这些讨论都是有意义的，与它们有多荒谬无关，也与它们偏离合理性的程度无关。对假先知的知识禁运放大了那些固有的偏见，伤害了独立于从不同角度看其价值的知识。如果没有疯狂理论的注入，生活就会像一本经过完美编辑的学校教科书一样无聊。\r\n\r\n **含有虚假成分的丰富免费信息胜过对现实的精雕细琢** \r\n\r\n## 心理变态迷思\r\n\r\n把像阿道夫-希特勒这样的人当作先天性的病态而加以否定，是极其危险的。这是一种非常流行的街头观点。 **「希特勒只是一个精神病患者 」** 。实际上，他是一个极端激进化的案例。现代社会似乎已经发展出更好的机制来应对这种发展轨迹。然而，会有更多像[安德斯-布雷维克]（https://en.wikipedia.org/wiki/Anders_Behring_Breivik）这样的案例。其中一个人可能最终上台。矛盾的是，斯堪的纳维亚国家以其 \"现代 \"的社会主义养育方式，面临着特别的风险。孩子们需要自由，[开放的行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)，以及相关的急性压力，导致[压力复原力](https://supermemo.guru/wiki/Stress_resilience)。虐待儿童是最糟糕的风险因素之一，然而，庇护孩子远离现实世界也可能是危险的，特别是当它与一剂专制的养育方式相结合，或与破坏依恋关系的非专制方式相结合时。专制的保姆式国家的保护伞也同样危险。刺激[Barnevernet](https://en.wikipedia.org/wiki/Norwegian_Child_Welfare_Services)采取行动的父母违法行为清单，就像一个基于古老行为假设的[婴儿管理](https://supermemo.guru/wiki/Baby_management)的经典案例。Robert E. Larzelere博士的研究表明，我们甚至应该对[禁止打屁股](https://www.researchgate.net/publication/275649144_Swedish_Trends_in_Criminal_Assaults_against_Minors_since_Banning_Spanking_1981-2010)持谨慎态度。旨在设计一个完美的孩子的努力可能会催生更多的布雷维克人。\r\n\r\n通过体制化的方式设计儿童发展，具有很高的激进化风险\r\n\r\n正如[禁止家庭教育](https://supermemo.guru/wiki/Ban_on_homeschooling)中所解释的那样，本土恐怖主义通常源于奖励制度的破坏，而这种破坏是由虐待儿童、专制父母、严格的学校教育、认为不公正、失去自由等因素造成的。驱使偏差行为的不是宗教或意识形态。它是缺乏通常分配给健康社会群体的所有成员的奖励。驱使孩子们吸毒的机制也可能使他们成为新 「宗教」的皈依者。\r\n\r\n## 大脑黑客\r\n\r\n更多关于[大脑黑客](https://supermemo.guru/wiki/Brain_hacking)和相关神话的信息，请参见。\r\n\r\n- [大脑算法保护现实的模型](https://supermemo.guru/wiki/Brain_algorithms_protect_models_of_reality)\r\n\r\n- [谬误易传难消](https://supermemo.guru/wiki/Myths_are_easy_to_swallow_and_hard_to_kill)\r\n\r\n- 谬误：[我们的大脑会被算法入侵](https://supermemo.guru/wiki/Myth:_Our_brains_can_get_hacked_by_algorithms)\r\n\r\n- [错误模型的价值](https://supermemo.guru/wiki/Value_of_wrong_models)\r\n\r\n##总结\r\n\r\n- 对社会媒体的审查可能导致危险的社会无知\r\n\r\n- 健康的心灵不会对激进的内容做出激进化的反应\r\n\r\n- 有偏见的信息获取可能有助于激进化\r\n\r\n- 言论自由和互联网开放是反对偏见学习的绝佳补救措施\r\n\r\n- 鉴于言论自由，激进化诞生于人类思想的缺陷\r\n\r\n- 鉴于言论自由，激进化是[虚假性向量]的影响(https://supermemo.guru/wiki/Falsity_vector)\r\n\r\n- [错误向量](https://supermemo.guru/wiki/Falsity_vector)是由教养、[社会化](https://supermemo.guru/wiki/Socialization)和[学校教育](https://supermemo.guru/wiki/Schooling)中的错误所产生。\r\n\r\n- 限制自由是[虚假性载体]最普遍的原因(https://supermemo.guru/wiki/Falsity_vector)\r\n\r\n- [错误向量](https://supermemo.guru/wiki/Falsity_vector)与其他偏见向量(包括认知偏见)的不同之处在于，补救措施是精神性的\r\n\r\n- 学习丰富知识，以及发挥创造力，均有助于受压抑的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)逐渐恢复，从而消除或者削弱[错误矢量](https://supermemo.guru/wiki/Falsity_vector\r\n\r\n- 丰富的学习和创造力可能与强大的[错误矢量](https://supermemo.guru/wiki/Falsity_vector)并存（例如仇恨）。\r\n\r\n- 丰富的学习和创造力可能导致最危险的自我激进化品种\r\n\r\n- YouTube 是一个神奇的[免费学习](https://supermemo.guru/wiki/Free_learning)平台\r\n\r\n- YouTube 推荐算法极大地提高了所展示视频的[学习熵](https://supermemo.guru/wiki/Learntropy)\r\n\r\n- 具有极端观点的有争议的哲学家应被视为一种激励，而不是危险\r\n\r\n- 含有虚假成分的丰富免费信息胜过对现实的精雕细琢\r\n\r\n- Caleb Cain 的故事是一个通过学习来进化心智的精彩记录案例\r\n\r\n- 最不被重视的激进化原因是虐待儿童、[婴儿管理](https://supermemo.guru/wiki/Baby_management)、体制化、[学校教育](https://supermemo.guru/wiki/Schooling)和其他限制自由的行为。\r\n\r\n- 为防止激进化，需要用爱喂养孩子，提供[自由学习](https://supermemo.guru/wiki/Free_learning)，打击歧视，并确保从摇篮到坟墓的个人自由。", + "type": "text/markdown", + "caption": " 关于激进化的迷思\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Radicalization myth" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Rate coding in knowledge valuation.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Rate coding in knowledge valuation.json" new file mode 100644 index 0000000..c17b409 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Rate coding in knowledge valuation.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Rate coding in knowledge valuation", + "text": "# 知识估值中的速率编码\r\n\r\n原文：[Rate coding in knowledge valuation - supermemo.guru](https://supermemo.guru/wiki/Rate_coding_in_knowledge_valuation)\r\n\r\n这篇文章是 [Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak) 博士在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上关于记忆、学习、创造力和问题解决系列的一部分\r\n\r\n## 价值的速率编码\r\n\r\n## 证据\r\n\r\n **速率编码** 可能对表达概念网络中的价值有着重要作用。以下是来自神经生理学中不同领域的线索：\r\n\r\n## 价值决策树\r\n\r\n## 例子", + "type": "text/markdown", + "caption": " 知识估值中的速率编码\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Rate coding in knowledge valuation" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Reward diversity in preventing addictions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Reward diversity in preventing addictions.json" new file mode 100644 index 0000000..d4a1a5f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Reward diversity in preventing addictions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Reward diversity in preventing addictions", + "text": "# 多样奖励对于预防上瘾的作用\r\n\r\n原文：[Reward diversity in preventing addictions - supermemo.guru](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n## 上瘾的悖论\r\n\r\n我们尽管担心上瘾，但我们采取的措施往往会让上瘾问题加剧。一个有趣的例子是儿童的[游戏成瘾](https://supermemo.guru/wiki/Gaming_disorder)。游戏成瘾据称是由[可变奖励](https://supermemo.guru/wiki/Variable_reward)引起的，但是，反复无常的养育方式会在更高层次上造成这一可变性更加危险。最终的结果可能会是父母比游戏开发者更有罪。此外，[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)夺走了年轻一代最后残存的自由。我们牺牲了[智力](https://supermemo.guru/wiki/Intelligence)换取了成瘾。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n当生活中存在丰富多样的奖励来源时，[可变奖励](https://supermemo.guru/wiki/Variable_reward)的负面影响就可以降到最低。\r\n\r\n## 增强的可变奖励\r\n\r\nBruce Alexander 的「老鼠乐园」实验提供了第一条线索，即笼子里的老鼠和（相对）自由的老鼠，个性截然不同。奖励越稀缺，越容易成瘾。压力之下增强奖励更加有威力。抗抑郁药可以减少赌博。有许多迹象表明，奖励系统的损伤可能会减少奖励途径的数量，而现有的途径很容易被耗尽。这可能是抑郁症的机制。\r\n\r\n缺乏奖励的弱势个体更容易对 **可变奖励** 做出反应。在健康的大脑中，当奖励和惩罚信号的幅度较低时，网络会寻找平均值或尾随平均值（对于高度波动的信号）。在一个健康的大脑中，在赌场里花一些时间就足以发现预期报酬为负；在一个健康的大脑中，花一些时间玩电脑游戏就足以开启执行自控，做出更高层次的评估，并寻找针对净损失的补救措施。此外，多个奖励来源会产生更一致的结果奖励信号：简单的生活乐趣。这种一致性有助于淹没由偶尔的惩罚引起的波动。\r\n\r\n当对奖励的反应被放大时，尤其是当它来源单一时，情况就不一样了。这可能始于在赌场中押注过多。然而，主要的社会问题来自于这样一个事实：到了 15 岁，很大一部分受教育的人都受到了心理上的伤害。随着[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的猖獗和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的丧失，可变奖励的影响被放大了。从神经生理学上讲，在学校里失去自由的情况平均来说没有那么严重，但这与笼中的老鼠失去自由没有多大区别。对于一个[被霸凌孩子](https://supermemo.guru/wiki/Bullying)来说，老鼠笼实际上可能更像是是一个安全的港湾。\r\n\r\n敏感的大脑会寻找所有的线索来检测确定奖励来源或惩罚来源的模式。随着信号价位的提高，大脑不再是简单的奖励平均化，也不再是简单的行为策略（如参与或退出），而是在特征提取上加大努力。这应该有助于将线索和行为与奖励联系起来。这也能用来解释为什么一个陷入困境的赌徒往往「更出色」。\r\n\r\n当奖励和惩罚的强度增加，而且相隔有些距离时，大脑会试图找出规律。一些非理性的想法也会随之产生，比如「星期五是我的幸运日」，又或是「我今天对上帝表现得虔诚，所以他应该帮助我赢」。一个冷静的头脑里不会有过山车的经历，它只会对体验保持冷静。\r\n\r\n对于一个现代的孩子来说，抛开儿童虐待因素不谈，[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)主要是在学校诞生的。当一个孩子在学习和行为上总是违背本能在行动时，大脑就会将决定与奖励脱钩。换句话说，通过条件反射，孩子不再对自然的奖励刺激做出反应，正如那些由[学习驱动力](https://supermemo.guru/wiki/Learn_drive)产生的刺激（即在学校受到最高程度抑制的本能力量）。如果抑制具有[网络战争](https://supermemo.guru/wiki/War_of_the_networks)的形式，我们就会得到一个冷漠的、没有更高目标的孩子。如果奖励的主要来源在神经层面被切断，所有可用的形式或奖励都会随着剥夺的比例而变得更具吸引力。这就是为什么受虐待的孩子更有可能对毒品或酒精上瘾，也是为什么学校对成瘾有重大的贡献的原因。如果有人上 Facebook 是为了让自己感觉更好，我们可以知道这是潜在成瘾的危险指标。\r\n\r\n如果[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)导致抑郁症，我们可以使用抗抑郁药来支撑耗尽的奖励途径。然而，这只是辅助的第一步。从长远来看，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和其他自然奖励途径的恢复是一个漫长的过程，需要在大脑中建立新的连接。这种恢复也将改善对 **可变奖励** 的神经有效反应。\r\n\r\n奖励的[多样性](https://supermemo.guru/wiki/Diversity)是一道抵御 **[可变奖励](https://supermemo.guru/wiki/Variable_reward)** 危险的重要防御。奖励的多样性对抑郁症有预防作用\r\n\r\n## 父母比电子游戏的危害更大\r\n\r\n当婴儿在夜里哭泣时，心有灵犀的妈妈会猛然站起身来，进行安抚。在理想的情况下，[和孩子一起睡](https://supermemo.guru/wiki/Co-sleeping)只需要依偎在婴儿的身边。然而，现代育儿「专家」不断提出新的「发明」，如「方法：让他哭」，或据称受行为主义启发的「慢慢来」方法。在后一种情况下，当婴儿哭的时候，父母不应该奖励「发脾气」的行为。相反，她可能每隔 3 次或每隔 5 次安抚婴儿一次，时间安排不定。这不是一种调节孩子「行为端正」的方法。这是一种让孩子在可变奖励上变得疯狂的方法，直到[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)形成。这是我们从 Ceausescu 的孤儿院知道的一个虐待公式。哭声是一个极度重要的生物信号，表明系统出现了问题。唯一正确的行动方针是最大限度地提供援助。\r\n\r\n婴儿的哭声不应受到训练。该信号必须保持纯净\r\n\r\n奖励可贯穿成长始终。但当其被认为应该用于控制生理时，就可能是有害的。如果一个孩子因为坐在便盆上而得到一颗糖果，那么他有可能会更经常地寻找便盆。如果这种奖励是时断时续的，那么便盆可能会成为孩子最喜欢的坐位。最好让孩子的生理状况自行发展，所有形式的「理性」控制最好都推迟进行。与在学校偶尔发生的尿裤子的事故不同，我们最终可能会发现成年人可以随意地控制自己的膀胱，但最终却要依赖透析或待在肾脏移植病房里。\r\n\r\n患上[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)的风险主要来自于儿童的自由所受到的侵犯。为了控制游戏时间，父母引入含糊的规则、引发争吵、施加限制、临时起意、没收设备、施加惩罚等。他们的行为越是不合理和不可预测，获得游戏的奖励就越是可能成为可变的奖励。此外，学校也起着类似的作用，并增加了失控感。这正是可变奖励在游戏本身层次之上推动赌博的方式。奖励是进入游戏的机会，而不是游戏开发者故意编写让孩子们上瘾的游戏。一个健康的大脑总会饱和。这种快乐和吸引力不可能永远持续下去。生活中还有其他的瘾，还有其他游戏，有疲劳，也有许多平衡力量可以终止游戏而不陷入成瘾（见：[视频游戏和电视趋于饱和](https://supermemo.guru/wiki/Videogames_and_TV_tend_to_saturate)）。\r\n\r\n在家长的恐惧下，关于[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)的有害谣言迅速地、病毒式地传播。一个很好的例子，请参阅我在这里描述的由 [Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer) 博士大量制造的谣言：[数字痴呆症的病态神话](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)。最终的结果是，父母们生活在对孩子的未来的焦虑之中。这使他们感到不安和不理智。他们允许，然后否认，然后再允许。他们想出了新的想法（例如「让我们把 Xbox 借给邻居」）。这正是 Nir Eyal 所建议的让人对产品生气的方法。最后，用心良苦的父母可能比游戏本身的危害更大（见：[对儿童施加屏幕时间限制的危险](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children)）。\r\n\r\n游戏成瘾中的可变奖励往往是由父母产生的，而不是由游戏产生的。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n在我年轻时，我妈妈试图控制我的就寝时间。我记得我在被窝里打着手电看书。那是我对书籍的吸引力达到顶峰的时候。我是一个贪婪的读者。当阅读书籍成为高中的必修课，当书籍的选择被控制在部级，我对波兰文学产生了仇恨（见：[我不看书](https://supermemo.guru/wiki/I_do_not_read_books)）。 **健康的孩子是[程序化的抵制控制](https://supermemo.guru/wiki/Education_counteracts_evolution)** 。如果家长让孩子仍保有合理的自主权利，而家长对孩子稍加留意的话，这点便很寻常。可悲的是，这种观察对世界各地的教育系统的设计没有什么影响\r\n\r\n父母的管教始终自洽的话，自由缺失带来的伤害能得到部分弥补。但如果父母优柔寡断，摇摆不定，无法做到自洽，也有一个简单的解决方法，那就是给予 **无条件的爱** 。给予无条件的爱是很难的，尤其是当大脑受到来自四面八方的现代社会压力源的轰炸。父母天生具备无条件爱的所有必要本能。有时，养父母在这方面做的比亲生父母更好。最有力的预测因素之一是孩子首先在家庭中的受欢迎程度。在痴迷于新家庭成员到来的家庭中，无条件的爱很容易产生，这就开始了一个循环，这个循环包含了爱的积极反馈和阐述爱的成长。如果孩子是不想要的或是意外产生的，结果可能会是一系列需要自我维持的情绪动荡。理性的补救措施可能是把负面情绪放在心里吧？当爱很难得的时候，给孩子成长的空间可能会成为重启积极反馈的引擎。通常，这些都是短期的收益。家庭似乎有自己的[行为系统](https://supermemo.guru/wiki/Behavioral_system)并且具备相当好的设定，这些行为系统会决定结果。\r\n\r\n无条件的爱是防止导致成瘾的可变奖励的最佳补救措施之一\r\n\r\n家长们限制电脑游戏或 YouTube，因为他们担心上瘾。电子媒体的可变奖励被指控为一种诱饵。然而，父母应该把注意力集中在推动成瘾行为的根本原因上。如果信号的价位很高，那也不会是无缘无故的。也许孩子需要更多的自由或更多的依恋。可悲的是，一旦大脑被无爱和无助所塑造影响，自由就不再是一种补救措施。它实际上可能被用于更多的游戏、赌博、毒品或酒精。如果是这种情况，我们可以说，自由来得太晚了。病人已经受到了伤害。\r\n\r\n不受污染的自由感比避免接触成瘾物更重要\r\n\r\n## 学习是可持续的奖励\r\n\r\n学习是最稳定和最持久的奖励类型！学习是最重要的。良好的学习是美好生活的准则。学习有助于缓解抑郁症，然而，它的效率是有限的，因为抑郁症抑制了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。因此，学习在抑郁症中受到抑制。最后就导致了学习少，抑郁多，学习更少的恶性循环。\r\n\r\nSuperMemo 插入。[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\n一个有趣的问题出现了：[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)是否有奖励？随着一连串不可预知的成功和失败，在重复中存在着一些可变奖励。要做到这一点，知识必须是[表述良好的](https://supermemo.guru/wiki/20_rules)。否则，我们可能会以[厌恶 SuperMemo](https://supermemo.guru/wiki/Hating_SuperMemo) 而告终。然而，如果表述良好，[知识的乐趣](https://supermemo.guru/wiki/Pleasure_of_knowing)是否战胜了缺乏新意的重复中的[无聊](https://supermemo.guru/wiki/Boredom)？好的成绩是否有奖励？在使用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading) 20 年后，我发现更难作证了。在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，[重复](https://supermemo.guru/wiki/Repetition)与对新事物的学习交织在一起，这是很有成就感的（见：[学习的快乐](https://supermemo.guru/wiki/Pleasure_of_learning)）。渐进阅读的乐趣是持续且可持续的。纯粹的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)更像是可变奖励，而且只有在以正确的方式进行时才会有。失败通常是一种惩罚，但由于干扰造成的失败会特别痛苦（例如回答「鱼钩」而不是「鱼叉」）。在很晚的时候或在错误的[昼夜节律框架](https://supermemo.guru/wiki/Circadian_frame)中进行重复可能相当不愉快，并可能使大脑不喜欢 SuperMemo（我知道一个用户喜欢用啤酒「加糖」的夜间重复，我不确定这是不是一个好主意）。发现无用的知识可能令人不愉快，但它会立即被一个愉快的 **删除** 所补救。快乐的来源有很多。[知道的快乐](https://supermemo.guru/wiki/Pleasure_of_knowing)（特别是在高[适用性](https://supermemo.guru/wiki/Applicability)的情况下），对使[项目](https://supermemo.guru/wiki/Item)从视野中「消失」的超长间隔的满意，重新发现被遗忘的知识（在这里失败也可以是愉快的），甚至是「责任完成」的感觉（这对学习本身可能没有太大好处）。糟糕的项目表述可能是一种不愉快的遭遇，在重新表述后变成了快乐。在最后这种情况下，我们有一个成功的公式。警惕地重新表述的用户往往能持续下去。那些懒得改进的人，往往会感到他们的知识变得陈旧。当水蛭开始堆积，快乐消失，效率下降，用户可能会长期放弃 SuperMemo，或者完全放弃。\r\n\r\n管理良好的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)是一种令人愉快的[可变奖励](https://supermemo.guru/wiki/Variable_reward)。\r\n\r\n间隔学习会对学习的乐趣起到一些作用，然而，[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是一个完美的例子，比起那些间歇或可变的奖励，它是一种永不停息的高奖励，它会让学生继续下去。\r\n\r\nSuperMemo 插入。[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\nNir Eyal 展示了如何在营销中使用可变奖励。几十年来，有几十个人建议如何使 SuperMemo 更容易上瘾，如何使用游戏化，或如何利用可变奖励。我的立场是固执的。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)本身就是最好的奖励。它的力量来自于富有成效的探索：在寻找知识金块的过程中，不断地消除糠秕。与渐进阅读相关的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)有双倍的效率，因为（1）[连贯性](https://supermemo.guru/wiki/Coherence)，（2）使用[挖空](https://supermemo.guru/wiki/Cloze)，以及（3）[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)。\r\n\r\n那些不喜欢 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的人必须弄清原因。如果学习不是它本身的奖励，那么当短期效应过去后，它就不会再继续。\r\n\r\n游戏化将使 SuperMemo 变成一所学校：虚假学习的虚假奖励\r\n\r\n故意采用可变奖励的产品就像一个任性的女朋友，欲擒故纵。这不是我感兴趣的领域。在 SuperMemo 中，没有人能控制你的自我驱动力。它是由对知识的追求驱动的。用 Eyal 的术语来说，我认为自己是操纵矩阵中的促进者。我喜欢致力于改善[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)，因为我自己喜欢使用它。\r\n\r\n在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，我们猎取有价值的知识。惩罚来自于难以理解的文本，然而，可以部署一整套武器来最小化惩罚：忽略或删除，推迟安排，降低优先级，等等。同时，奖励通过摘录、设定高优先级、产生稳定的知识、对高度[适用](https://supermemo.guru/wiki/Spaced_repetition)知识的[间隔重复](https://supermemo.guru/wiki/Applicable)的乐趣、[连贯性](https://supermemo.guru/wiki/Coherence)等来实现最大化。由于奖励处于主导地位，惩罚对[学习熵](https://supermemo.guru/wiki/Learntropy)信号的可变性并没有增加多少。因此，学习熵成为可持续快乐的尾随平均值，与技能、先前的知识、集合中的价值库和大脑状态成正比。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的最佳大脑状态是高创造力与高注意力的按需混合（见：[自然创造力循环](https://supermemo.guru/wiki/Natural_creativity_cycle)）。渐进阅读的主要驱动力是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。因此，渐进阅读有轻微的成瘾性，而且完全无害。这种上瘾是自我限制的，因为学习本身就很好，而且受到高度警觉的可用窗口限制。在十年内，快乐可能会增加，成本可能会下降，而利益将作为良好的利息不断累积。这与适应不良的成瘾正好相反。\r\n\r\n管理良好的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是一个可持续的高奖励来源。\r\n\r\n## 过分吹嘘的诱饵\r\n\r\n可变奖励的想法正在成为一种流行的模因。因此，它经常被过度吹嘘。它似乎是一种灵丹妙药，而其缺陷被掩盖在地毯之下。\r\n\r\n如果用可变奖励来奖励员工，势必会导致一些沮丧，并且在追求奖励的过程中，一些注意力将从创造性的追求上转移开。在一个销售队伍中，可变奖励可能对底线起作用（至少在一段时间内）。然而，如果一个销售人员被她自己的奖励所激励，而不是被提供的服务所激励，那么在这条路上就会有受害者：服务的质量、客户的满意度、员工的满意度，以及最终社会的生活质量。在这个意义上，我可以把可变奖励称为反复无常的奖励。\r\n\r\n如果社交媒体公司试图使用「反复无常的奖励」，这是一个非常短视的策略。Facebook、Twitter 或 Instagram 可能会玩弄可变奖励，但从长远来看，这将适得其反。神经网络可能会在解码奖励的过程中挣扎，并产生痴迷，但有执行控制，确保对社交媒体对个人生活的影响有一个良好的总结。更高层次的评估会告诉 Facebook 的用户：——你正在这里浪费你的生命。」自制力来了，人们成群结队地删除他们的账户，只是因为它变得时尚和理性。由于这种高度的不稳定性，Facebook 曾经可能在几个月内被一个意外的竞争者摧毁。所有过去的讨论和上传的内容都会被遗忘或删除，几乎没有遗憾。\r\n\r\n滥用[可变奖励](https://supermemo.guru/wiki/Variable_reward)会适得其反\r\n\r\n与其玩弄反复无常的奖励，我们应该专注于创造力、问题解决和内在价值。每个人都会受益。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n有人多次要求我加入 Twitter，我对此得到的评价一直是矛盾的。很多人在一段时间后放弃了。自然，[唐纳德·特朗普](https://supermemo.guru/wiki/Donald_Trump)不会。其实，[可变奖励](https://supermemo.guru/wiki/Variable_reward)在多大程度上参与特朗普的推特之迷并不重要。只要它是实现他的目标的伟大武器，他沉浸在这项技术中是完全合理的。[Kamala Harris](https://en.wikipedia.org/wiki/Kamala_Harris) 呼吁关闭特朗普的账户将是对言论自由的严重侵犯，也是她有「越权起诉」倾向的一个案例。我不使用 Twitter，我接受到的关于特朗普的信息都是被媒体筛选过的。有趣不应该是对自己时间最性价比的投资\r\n\r\nSuperMemo 插入。[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\n有人将[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)与 Twitter 进行比较。两者都倾向于处理零散的知识片断。然而，这也是这两种技术为数不多的共同特点之一。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是基于知识结构、概念图（在集合和用户的记忆中）和[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，确保[适用](https://supermemo.guru/wiki/Applicable)知识的持久[连贯性](https://supermemo.guru/wiki/Coherence)，这是[智能](https://supermemo.guru/wiki/Intelligence)的基础。在 SuperMemo 中没有知识的 Twitter 化。虽然 Twitter 大受欢迎，但渐进阅读却刚刚开始采用（见：[为什么渐进阅读不受欢迎？](https://supermemo.guru/wiki/Why_is_incremental_reading_not_popular%3F)）。它之所以不受欢迎，主要是因为旁观者不容易看到将所有的知识片断分类成复杂的处理网络背后的努力所构建的知识基础设施。渐进阅读不断增长，主要是因为它能够为用户产生真正的价值和可持续性的回报\r\n\r\n## 可变奖励无处不在\r\n\r\n[赤脚](https://www.nirandfar.com/why-you-should-run-your-business/)营销大师 Nir Eyal 得到一把锤子，他可以看到到处都是钉子。我也有同样的问题，我把[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)视为人类问题的普遍补救措施，原因也是如此。Eyal 把可变奖励的影响扩大得有点过头了。下面是一段话（[来源](http://www.nirandfar.com/2012/03/want-to-hook-your-users-drive-them-crazy.html)）：\r\n\r\n> 我们为个人满足而寻求可变奖励。例如，从出生开始，刺激我们感官的东西就会让我们迷恋。婴儿把所有东西都放进嘴里，与拉斯维加斯有闪烁的霓虹灯的原因相同。我们喜欢新奇的感官刺激\r\n\r\n不好的气味会刺激感官，但不会使人迷失。婴儿把东西放进嘴里是因为天生的程序。他们不需要奖励来继续。闪烁的灯光更多的是与显著性有关，而不是奖励。它们可能也很烦人。我们被新奇的刺激所吸引，即使它们不是那么令人愉快，然而，我们更喜欢新的[适用](https://supermemo.guru/wiki/Applicable)知识，最好的学习在很大程度上可以不受奖励变化的影响。\r\n\r\nEyal 补充说：\r\n\r\n> 我们是地球上最好奇的物种，我们对周围环境的认识比任何其他动物都要多。但是，正是这种无休止地搜索、永不满足的冲动，使许多新技术产生了习惯性的行为\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的奖励与[可变奖励](https://supermemo.guru/wiki/Variable_reward)有些类似。奖励与发现成正比，它在发现之后是立即的，而在学习中发现不需要立即。惩罚是适度的，主要来自[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)和发现的稀缺性。在今天网络上丰富的知识来源访问中，即使是这种稀缺性因素也可能被信息过载引起的一定程度的焦虑所取代。所有这些可变性可以最好地表达为输入信号的[学习熵](https://supermemo.guru/wiki/Learntropy)。一个自由的心灵不需要太多的训练就能享受到正学习熵的丰富好处。一个健康的心灵总是充满好奇，这是一件值得庆祝的事情。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的上瘾能力有一个很好的目的，应该永远珍惜和最大化。\r\n\r\n可变奖励是有效的，但它并不像一些营销大师或数字媒体的恐慌性批评者所描述的那样无所不在（例如 [Manfred Spitzer](https://supermemo.guru/wiki/Manfred_Spitzer)）。最重要的是，当由具有良好奖励计算能力的健康大脑处理时，它的效力要小得多。如果可变奖励在数字产品中起作用，这也是对产品受众健康状况的一种裁决。如果他们被迷住了，表现得很不理性，真正的原因是大脑的健康，而不是奖励信号的性质。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我的生活似乎是由围绕规则形成的习惯驱动的。这些规则是为了最大限度地提高生产力而演变的。生产力应该是为目标服务的，但目标已经内化了，并没有占据处理器的大部分力量。这些规则是逐步引入的，以小步快跑的方式进行，这使我们很容易就能运行一个高效的生活，而不需要在自律方面做太多的挣扎。在这种生活方式下，我似乎不受据说攻击数字媒体用户的可变奖励的影响。我的一天是由[“计划”](https://supermemo.guru/wiki/Plan)安排的。我的学习是由[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)塑造的。我的工作由 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的一套工具来确定优先次序。我对可变性的接触就会大大减少。我可能无法完全感受到可变奖励的力量，但我可以证明，数字生活可以避免大麻烦。富有成效的数字生活是有趣的\r\n\r\n## 游戏中的可变奖励\r\n\r\n有许多因素使[电子游戏](https://supermemo.guru/wiki/Videogames)具有吸引力。可变奖励只是其中之一。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是一种健康的力量，使孩子们钻研游戏。很多时候，他们会进行科学模拟，但仍然称这些为游戏。这种语言无助于对抗来自成人世界的反对。我自己的游戏案例很有意思，因为它显示了一种完全不同的力量在起作用：竞争力。可变奖励没有起作用，或者说作用很小。我喜欢游戏只是为了证明我在对手之上的优越性。同时，我的情况表明，假设有一个健康的大脑和一点成熟度，「上瘾」是很容易被打破的。我承认，我自己的经验可能在我的思考中增加了一点偏见，然而，我已经和太多的孩子谈过，我担心[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)或[数字痴呆症](https://supermemo.guru/wiki/Digital_dementia)超出了大多数病理情况，其根源位于游戏世界之外。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我理解电脑游戏的吸引力，因为我在 1986 年至少有两次陷入游戏。这一年我得到了我的第一台电脑，著名的 ZX Spectrum。在磁带上非法传播的游戏之一是《Harrier Attack》，玩家可以轰炸福克兰群岛并获得分数。这款游戏本身很有趣，然而，在这种情况下，起作用的不是可变奖励。而是社会因素。《Harrier》背后最强大的力量是我几个学习计算机科学的同事之间的竞争。\r\n\r\n1986 年 5 月 2 日傍晚时分，我和一群朋友在《Harrier》上玩了几轮，以寻找最佳选手。失败者纷纷退场回家。他们的主要借口是时间太晚了，而且他们很困。更有野心的失败者在每一轮失败后都会做俯卧撑。在这些选手中，有 [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak)（[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 的 CEO）。\r\n\r\n我和 [Biedalak](https://supermemo.guru/wiki/Biedalak) 非常不同。与我幼稚的生活方式相比，他是一个稳重认真的人。在我们的圈子里，他常常是房间里唯一的成年人。这让我想知道我是如何把他拉到轰炸福克兰群岛的。由于 Biedalak 在更有野心的小组中，他在对抗一个自觉早起者的困倦时，经常在地板上流汗。我的秘密武器是，我在比赛前练习了很多次《Harrier》。我是唯一一个拥有电脑的人，为了赢得比赛，我做了大量的游戏练习。我并没有向对手承认我的练习。此外，在午夜时分，对于我这样的夜猫子来说，这个游戏似乎更有吸引力。在那个晚上，我把我的朋友打得落花流水。这是我最珍惜的奖励，而不是途中分数的变化。\r\n\r\n这种对击败竞争对手的追求可能在早期减缓了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的发展。我并没有告诉很多人我秘密的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)技术。大约在 1985-1986 年，我喜欢在英语课上出类拔萃，而不承认自己有一个神奇的「保持词汇量」的秘密武器。我对保守秘密并不感到内疚，因为我相信，一些严肃的研究一定早就发现了学习中的[最佳间隔](https://supermemo.guru/wiki/Optimum_interval)。我和 Biedalak 在成绩上竞争。我们的友谊就是这样开始的。同样是 [Tomek Szynalski](https://supermemo.guru/wiki/Tomek_Szynalski) （Antimoon.com 的作者）的故事，他在高中时与他的朋友竞争。[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 可能不太相信，但那些竞争的案例是相当健康的（见：[竞争的案例](https://supermemo.guru/wiki/The_case_for_competition)）。它们产生了更多的知识，友谊，以及后来的伙伴关系（参见史蒂夫·沃兹尼亚克或[比尔·盖茨](https://supermemo.guru/wiki/Bill_Gates)）。重要的是，所有的竞争力都来自内部（也就是说，它不是由成年人预先安排的）。顺便说一下，在学习英语时，Szynalski 在游戏的帮助下开了个好头。他也安全地摆脱了这个习惯。\r\n\r\n在《Harrier》比赛的三个月后，我又被卷入了一场游戏。这一次是为了打败我已故的哥哥。这个游戏是《Manic Miner》。我再次使用了我的秘密武器，通过提前练习来获得优势。1986 年 8 月 24 日，我自豪地在短短 3 个小时内击败了我哥哥 12 小时的努力。然而，这一次的胜利让我收获颇丰。一方面，能证明自己的优越感觉很棒。另一方面，暑假即将结束，我意识到自己错过了很多机会，痛苦不已。由于在晚上打游戏，我失去了很多睡眠。我的编程项目落后于计划。我的英语进步太慢了，诸如此类。这时，一个理性的大脑开始发挥作用，我决定永远放弃游戏。\r\n\r\n如今，我的游戏技能糟糕得令人发指。每次我被邀请参加游戏是，我心里想着研究，我就很快退出了。我只是笨手笨脚的。机会之窗已经关闭。我可能永远不会有游戏的乐趣了。这个故事与我与文学的离别有点相似。我欣赏它的好处，但找不到时间和足够的动力来练习和回归。激活的门槛太高了。\r\n\r\n今天我对游戏的所有知识都来自于对儿童的观察。我看到他们被吸引，被父母责骂，上瘾，学业失败，从游戏中学到很多东西，经常换游戏，经常感到无聊，退出，有时甚至发誓不再回来。所有的故事似乎都属于同一个模式。在健康的情况下，孩子在某一时刻后饱和并退出（或只是断断续续地玩，例如和自己的孩子，多年后）。在病态的情况下，在父母和学校的压力下，瘾头越来越大，甚至可能让孩子进入少年管教所\r\n\r\n有许多奖励吸引儿童进入游戏。摆脱这一习惯的最好诱因是富有成效的生活的竞争性奖励。", + "type": "text/markdown", + "caption": " 多样奖励对于预防上瘾的作用\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Reward diversity in preventing addictions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Simple formula for happiness.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Simple formula for happiness.json" new file mode 100644 index 0000000..0544903 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Simple formula for happiness.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Simple formula for happiness", + "text": "# 实现幸福的简单公式\r\n\r\n原文：[Simple formula for happiness - supermemo.guru](https://supermemo.guru/wiki/Simple_formula_for_happiness)\r\n\r\n## 简介\r\n\r\n我的幸福公式非常简单。但这并不意味着它能立马使得这个不幸的社会有所改观。这个公式简单易懂，但由于它与现代生活方式有冲突，可能很难实施。毕竟，不是每个人都能放弃闹钟或关闭手机。\r\n\r\n我的公式主要是为那些感到有点不幸福的人准备的，但本就幸福的人也能从中获益。如果可以在保持幸福的同时进一步提高生产力，谁会不开心呢。\r\n\r\n接下来我会向大家说明：在心灵追求幸福的过程中，肉体的痛苦是有价值的；学习和工作对于获得幸福必不可少；每个人都知道睡眠是至关重要的，但不是每个人都能意识到[昼夜节律](https://supermemo.guru/wiki/Circadian_rhythm)的力量；通过简单的技巧可以放大睡眠、学习和锻炼的力量。\r\n\r\n以下是幸福公式的主要步骤：\r\n\r\n- 用“平和的内心（baseline of contentment）”开启新的一天（例如，别熬夜，保证[昼夜节律框架](https://supermemo.guru/wiki/Circadian_phase)，避免一个焦虑的开局）\r\n\r\n- 起床后积累一些微小的快乐（学习、创作、解决问题、工作等等）\r\n\r\n- 长痛不如短痛（例如，如果情况麻烦到有些失控，你不如一鼓作气把它们统统解决）\r\n\r\n- 用肉体的疼痛来抵消坏消息带来的精神痛苦\r\n\r\n- 利用睡眠来重置情绪（例如，推迟睡眠可能会极大提升睡眠质量）\r\n\r\n我根据我自己的经历归纳出这个幸福公式。我意识到对于那些亚健康的人们来说，去按照这个公式生活可能比较困难。即使是轻微的感染也会给工作带来麻烦，更不用说慢性的健康问题了。我的公式是基于我对大脑的了解。这个公式并不完全符合 **幸福学大师** 平时传达的理念，但我可以为它担保。如果它对你不起作用，请[让我知道](https://supermemo.guru/wiki/Piotr_Wozniak)。那可能是因为我忽略了影响公式的一些重要的因素或条件。\r\n\r\n## 人，生而幸福\r\n\r\n如果你看一只幼猫或一个小孩，你会察觉到它是很快乐的。这是大脑“满足的基线”。我们生来就是快乐的。满足感驱动行为，对生存有利。这就是为什么它是一个进化的默认选项。如果快乐是默认的，你可能会想知道为什么这么多人宣布自己在生活中并不快乐。人们之所以不快乐或悲观，是因为我们设计社会的方式对奖励系统造成的系统性伤害。其中最具伤害性的是对自由的限制。一些对于自由的限制是由价值等级制度（hierarchy of value）强加的，它不断影响人们的思想，可能会导致低水平幸福。\r\n\r\n要想加强健康的满足感基线，你需要限制外部压力对你大脑的干扰。有一些稳定的方法比如：\r\n\r\n- 降低预期（ **「抱最好的希望，做最坏的打算」** ）\r\n\r\n- 向着目标心无旁骛的前进，别想那么多\r\n\r\n- 实践[斯多葛哲学](https://supermemo.guru/wiki/Stoicism)（在我看来，它源于[内在价值状态](https://supermemo.guru/wiki/Intrinsically_Valuable_State)）\r\n\r\n为了让自己沉浸在快乐的创作中，要避免被未解决的存在主义问题或者需要立刻解决的问题所困扰。你的成就很多，但最好是自然而然的。你可能志存高远，但最好可以利用规则自动实现。[斯多葛哲学](https://supermemo.guru/wiki/Stoicism)确保你从终身目标的角度来看待小挫折。较少关心结果，这种哲学有可能帮助调节心智，然后以三重的喜悦来庆祝成功。\r\n\r\n## 良好的睡眠\r\n\r\n如果没有良好的睡眠，我们几乎不可能过上幸福的生活。从长远来看，睡眠质量可能是决定情绪最重要的单一因素。一个神清气爽的大脑可以理智的处理坏消息，而昏昏沉沉的大脑可能会无端的陷入抑郁症。我们大家一出生便有 [通过睡眠控制身体的系统](https://supermemo.guru/wiki/Sleep_control_system)，睡一觉就能让我们精神焕发。但我们通常会在青春期因为一些因素从而破坏掉原本良好的睡眠。于是，我写了一整本关于如何获得良好睡眠的书（见：[睡眠的科学](https://supermemo.guru/wiki/Science_of_sleep)），我们都知道，在现代社会实现良好的睡眠并不是一件简单的事情。\r\n\r\n经过一夜良好的睡眠，一个健康的人在醒来时应该有一个比较快乐的心态。如果情况不是这样，那么有些事情可能需要长期的干预。如果你经常醒来时不开心，创伤可能已经很深了。最简单地说，你需要重新建立你的大脑，恢复你的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，你的[创造力](https://supermemo.guru/wiki/Creativity)，以及你对生活的激情。这是有可能的，但可能需要几个月或几年的仔细的自我治疗。大脑就像一个突触花园：它在快乐中生长出大量的连接，但也容易受到压力源的影响，睡眠不好只是其中之一。\r\n\r\n## 积累奖励\r\n\r\n如果您醒来时心境相当满足，接下来，强烈建议你为新的一天积累一些精神奖励，这些奖励将为一天剩下的时间开个好头，并确保你不断发展你的大脑花园（你的精神变的越发强大）以实现长期的发展。\r\n\r\n早上你刚刚醒来这段时间所做的事情，会为你的今天的精神情况设定基本状态，这时必须保护你的思维不受外界干扰！这其实挺不容易的，因为大多数人的一天是从送孩子上学、通勤或计划一天的工作开始的。几十个电话、信息、不请自来的谈话，会用微小的负面信息轰击大脑。 **「你必须」，「你不能」，「你做错了 xxx」，「你让 xxx 失望了」** ，等等。这种干扰会逐渐破坏大脑的自我防御能力。只有大男子主义者（alpha males）和[特朗普式人格](https://supermemo.guru/wiki/Donald_Trump)可以在这种混乱中茁壮成长。对于大多数人来说，尤其是那些更敏感或更有创造力或不那么外向的人，受保护的早晨是必不可少的。\r\n\r\n你可以通过这些获取精神奖励：学些新东西，进行创作，解决问题，或其他形式的产出。如果你读一本书，听一个讲座，或使用更高级的获取精神奖励的途径，如[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)，你会很快发现（1）大脑远离烦恼，（2）学习的温和奖励使你进入一个高级的满足感。这就是[Mihaly Csikszentmihalyi](https://en.wikipedia.org/wiki/Mihaly_Csikszentmihalyi)所说的「[心流](https://en.wikipedia.org/wiki/Flow_(psychology))」。如果你专注于学习“可能有助于解决你面临的问题”的东西，奖励甚至可能变得更好。在一个健康的大脑中，学习新东西总是有回报的，即使你学习的是一些令人蛋疼的东西，比如“人类的健康问题”。\r\n\r\n完成些工作可能比学点儿东西效果更好。工作带来的小成就、小成果、小成功，或者其他使你向前迈进的东西，都是非常有意义的，并在让你的精神变得更加强大，你可能想在以后的日子里展示自己（的成果）。\r\n\r\n如果你在迈向满意生活的初级阶段，这些渐进的回报可能来得不容易。当你刚从学校出来时，你可能讨厌学习、可能难以解决一些困难的问题。你需要逐渐壮大你的 **大脑花园** ，今天不愉快的事情，可能是未来最大的快乐源泉。\r\n\r\n## 长痛不如短痛\r\n\r\n在一些温和的奖励后，你处于最佳的[昼夜节律框架](https://supermemo.guru/wiki/Circadian_cycle)，以应对挑战、不确定性、压力、冲突、跳槽等。你的大脑智力变慢时，比较受欢迎的解决方式是增加肾上腺素或皮质醇。\r\n\r\n如果把所有不快乐的事情打包成一块，你仅靠肾上腺素就可以战胜它。一些微小的不确定因素会产生名为火种（kindling）的现象。它们会让你的 **「紧张不安的杏仁体」 ** 对压力源更加敏感，并更愿意发出负面信号，这可能会使一个已经很敏感的人陷入连锁反应，导致抑郁症。\r\n\r\n与其被小事纠缠几个小时，不如一鼓作气全部解决，抱着一个「无论输赢」的决心迎难而上，受点伤，流点血，让这一切硬碰硬，但要让它快速结束。这样你就可以把[慢性压力](https://supermemo.guru/wiki/Chronic_stress)转化为[急性压力](https://supermemo.guru/wiki/Acute_stress)，甚至可能转化为[良性压力](https://supermemo.guru/wiki/Eustress) 。斗争结束后，会有一段短暂的欣喜。慢性压力是一个臭名昭著的大脑破坏者，会破坏你的防御系统，但[急性压力](https://supermemo.guru/wiki/Acute_stress)可能会变成健康的，特别是当你战胜它后。\r\n\r\n举个例子，想象一下你有个讨厌的老板，他不认可你的工作。你十分困扰如何向他传达你的想法，为此发愁了几天、几周或几个月。问题是，与其把宝贵的早晨浪费在这个问题上，不如用愉快的学习（例如学会申明自己的主张）给自己充电，然后安排场巅峰对决。如果你有备而来，你可以有礼貌，面带微笑，态度坚定地与老板对峙，一吐为快，成王败寇。\r\n\r\n把问题聚成一堆并解决是生活中的一个进步。优柔寡断对大脑不利，对你幸福生活的前景也很糟糕。减少压力的公式是：（1）将压力源封装为[良性压力](https://supermemo.guru/wiki/Eustress)，（2）将压力源压缩为[急性压力](https://supermemo.guru/wiki/Acute_stress)，以及（3）通过[部署压力阀](https://supermemo.guru/wiki/Using_stress_valves_to_prevent_chronic_stress)防止[急性压力](https://supermemo.guru/wiki/Acute_stress)变成[慢性压力](https://supermemo.guru/wiki/Chronic_stress)。\r\n\r\n当然，如果今天是个好日子，事事顺心，那就更好了。继续为你需要的那一天积累力量。\r\n\r\n## 用肉体的疼痛治愈精神的疼痛\r\n\r\n每个人都应该每天锻炼。别逃避，这是我们进化出来的生理特性。锻炼让人快乐。它对大脑有好处。它对睡眠很有帮助。它是有史以来发明的最好的药物。\r\n\r\n引起疼痛的运动也是抹去烦恼的好方法，或者抹去你在招致打击时可能遭受的急性精神痛苦和压力（见上一节）。\r\n\r\n很多人讨厌运动，但不知道运动带来的痛苦是对生活带来的痛苦的巨大补救。我相信，不运动是很难快乐的。对于一些老年人来说，在花园里工作，甚至散步，可能就是一种足够的锻炼。然而，如果你在五十岁以下，并且你讨厌慢跑，那么你可以设立“开始跑步”这个非常明确的目标来提高你的整体幸福水平！你可以在跑步的过程中感受到快乐。每天从 30 米快跑开始。一旦你喜欢上这种节奏和冲击，加到 40 米，以此类推（见：[生产力的微观规则](https://supermemo.guru/wiki/Micro-rules_of_productivity)）。如果你在一年内达到 1 公里，你的里程表上就已经有 30-200 公里了。这将使你感到自豪，并帮助你开始一个将持续一生的习惯。我的许多朋友都是在 40 岁以后才开始锻炼的，他们开始得越晚，就越惊讶于他们所错过的东西！\r\n\r\n如果你在工作中遭受大量不可避免的压力，你需要找到正确的痛苦来源。我最喜欢的折磨方式是[冬泳](https://www.youtube.com/watch?v=0pXLF0sucDU)，和[赤脚马拉松](https://www.youtube.com/watch?v=b-iGZPtWXzE)。这些甚至可以组合成冬季长距离的水中赤脚跑。从痛苦到兴奋有一条非常短的路径。痛苦越大，快乐就越大。如果你利用这种魔力，你可以消除压力、小烦恼、焦虑、抑郁，或者其他负面情绪。你的创造力将飙升到前所未见的水平。这是一种健康而合法的海洛因，对大脑有不可思议的促进作用。我使用海洛因的例子是因为它是大脑释放的天然止痛剂（内啡肽）的类似物。运动后，当晚你能睡得像猪一样死。如果你幸运地中了“荷尔蒙的大奖”，第二天你将会非常的“阳光明媚”，哪怕天气是下大雨。你可以感受到这段文字包含着兴奋吗？嗯，我昨天（2019 年 2 月 17 日）尝试了赤脚在水中跑步。我的文字是在这种欣喜之后产生的。\r\n\r\n慢慢地，你需要找到自己的方式。可能需要多年的练习才能达到高峰。\r\n\r\n我对疼痛的力量深信不疑，以至于我喜欢开玩笑说，我找到了一个治疗抑郁症的完美方法：要求病人在冬天游到海里，并下达一个简单的命令： **在你觉得自己康复之前不许上岸** 。这个想法是为了产生生存信号，以压倒维持抑郁情绪的消极的脑部活动。这种治疗方法的原理很好理解：脑子里任何的想法都会为求生欲让路。唯一的问题是，抑郁症患者绝不会自愿去游泳。他实际上需要在知情同意的情况下被扔进冰冷的水域。我想虽然被动电休克疗法对大多数人来说不会那么可怕，但它没办法激活大脑中可以让人产生快乐的的求生本能，效果有限（所以，别再保守治疗了，快来试试把人丢海里）。\r\n\r\n## 睡眠重置\r\n\r\n如果你以快乐的心情开始一天的工作，用高生产力逐步建立起满足感，一口气用强烈的战斗把事情搞定，用身体上的痛苦来消灭消极因素，到最后你可能会相当累。你越累，工作完成得就越好！此时，快乐和忧虑都不再扰乱你。然而，重大的压力源仍会使你无法入眠，毁掉你的夜晚。一天中的最后 5-8 个小时，也应该避免压力。你应该只和你爱的人接触，或者独处。应该和那些从不扰乱你平静的人接触。至少有一个这样的人支持是很好的。关闭电话，关闭邮件，不要打开那些让你感到不安的电视频道。取而代之你可以做一些轻度运动、阅读、陪陪家人、看电影等轻松的事情来消磨这段休闲时光。我是个夜猫子，当我打算睡的时候，整个世界早已归于沉寂。我喜欢到处走走，在黑暗的房间里听讲座。这既有趣又有价值。它或许会为第二天的工作提供一些新点子。放轻松。只需要在黑暗中渐渐的走着，直到身体自然地告诉你 「走够了，该睡觉了」。\r\n\r\n## 创意假期\r\n\r\n我提倡我称之为「[创意假期](https://supermemo.guru/wiki/Creative_vacation)」的想法，这个主意我已经定期实践了 25 年（每年 2-3 次）。想象一下，你把长假和你真正喜欢的工作结合起来。这比单纯的度假要好，即使你可以把假期延长到几周或几个月，也不会觉得你的生活在毫无意义地流逝。我知道，社会上只有一小部分人能够负担得起这种类型的假期。它通常只适用于知识工作者。然而，你一旦尝试，就会意识到「普通」假期其实并不完美，甚至可以不过。我最喜欢的项目是与研究、计算和写作有关的。我最好的创意「[心流](https://en.wikipedia.org/wiki/Flow_(psychology))」就发生在这些事情中。\r\n\r\n在[创意假期](https://supermemo.guru/wiki/Creative_vacation)，你将完全与世界分离：没有电话、没有电子邮件。其他人如果能够理解是一件幸事，毕竟我们是社会的异类。从长远来看，孤立会变得很痛苦。你的朋友和家人甚至不应该知道你在哪里！然而，万事开头难。随着时间的推移，周围的每个人都会养成不打扰你「度假 」的习惯，所以你可以和你的家人在一起，甚至在家里，只要你的隔离是完全的，并且充分得到大家的尊重。你可以偶尔看看新闻。或者会见一些喜欢的人，只是为了保持你的社会性。如果这是你工作的一部分，上网也是可以的。\r\n\r\n在[创意假期](https://supermemo.guru/wiki/Creative_vacation)期间，你不需要用痛苦来消除压力。虽然我个人喜欢用疼痛来产生创造性的兴奋。换句话说，我个人并不把痛苦从幸福公式中删除。要是你想追求安逸，效果可能同样不错。\r\n\r\n## 幸福生理学\r\n\r\n幸福的根植于大脑的奖励系统。奖励有短暂的，例如食物。然而，真正的幸福需要长期可持续的奖励。高级的快乐可以从爱中提取。这可以是对人、动物或自然的爱。这种快乐不仅持久还可持续，然而，你不能只靠爱活着。在某些时候，你可能需要填满肚子，这通常涉及到劳动，而这并不总是有回报的。我的幸福公式基于高生产力。体力劳动可以是巨大快乐的来源，脑力工作也可以。学习、创造和问题解决可能是最好的、长期的、可持续的、强烈的奖励。几乎所有人都可以因为它们而感到快乐。然而，高认知创造力需要“正确”的大脑——富含新的活跃连接的大脑。换句话说，你学得越多，你的大脑就越贪婪。如果你坚持学习并在数月和数年内保持创造性，有可能，你的满足感水平会不断提高。你需要区分[快速思考](https://supermemo.guru/wiki/Fast_thinking)和创造（见：[知识和创造力](https://supermemo.guru/wiki/Knowledge_and_creativity)）。机械重复的脑力劳动做的再多也不会有快乐（见：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)）。你需要看到新奇的东西。惊喜才是有价值的（见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）。\r\n\r\n如果你刚从学校毕业，还不相信我的话，你需要开始终身学习之旅。1983 年，我每天只看一页书，懒散地开始我的终身学习之旅。我很难节约时间去做更多的事情，没有精力去做更多。但这是良好的开始，从此我不断积累。我很幸运，我是个相当自由和快乐的年轻人，所以开始得慢并不是问题。如果你已经可以每天主动学很多，但在生活中仍然无法感到平静，请考虑我公式中的其他因素：保护、疼痛、睡眠等。\r\n\r\n要从认知生产力中获得良好的奖励，少不了大脑中丰富而新鲜的连接。\r\n\r\n## 用数学视角看待「幸福」\r\n\r\n如果我们寻求满足感最大化，奖惩的数学模型可以变得相对简单。\r\n\r\n对「幸福药」的追求是徒劳的，因为人类的所有行为都由奖励和惩罚所驱动。药丸虽好，但我的公式，作为一种非药物疗法，尝试通过使用简单的模型来提高平均水平。\r\n\r\n正如大脑功能中经常出现的情况一样，满足感产生于大脑中激活的概念的对抗（比如负责积极的区域激活强过消极，就会显得满足，反之则抑郁，是一个动态平衡的过程）。通过影响激活，我们可以改变自己满足的程度，而且这个过程可以在很大程度上不受环境影响。换句话说，有可能使满足感免受外部力量的影响。然而，这只有在一个经受良好训练的大脑中才有可能，而且要认识到，即使是最强大的盾牌也会被刺穿（例如，随着亲人的死亡）。\r\n\r\n快乐和消极信号在大脑中竞争。它们争夺突出性、持久性、记忆空间等。当我们开开心心进行创作的时候，我们可能会因为家人生病的消息而陷入负面情绪，然后又因为紧急情况（如附近的火灾）而进入求生模式。\r\n\r\n如果激活导致连锁反应，我们可能最终患上精神障碍。如果不快乐的信号失控，我们可能会进入抑郁状态，或者相反，最终进入躁狂状态。自然，把大脑激活看作是快乐或不快乐是一种严重的简化。我这么简化只是为了专注讨论「满足」，同时我也理解大脑激活的时候有更多种的情绪。例如，一个快乐的心灵可能带有攻击性、爱、兴奋的[良性压力](https://supermemo.guru/wiki/Eustress)等色彩。\r\n\r\n失控的情绪连锁反应是基于正反馈（就像滚雪球，越难过越不幸，越不幸越难过）。如果许多负面事件同时积累，可能会引发连锁反应，导致抑郁症。这种连锁反应将取决于一个人的敏感性和神经荷尔蒙状态。神经荷尔蒙状态可能受昼夜节律因素、当前的满足程度、大脑健康程度等等因素的影响。而大脑的健康程度，我们倾向于与个性相关联。我们把人归类为神经质或乐观的人。我相信学习的力量，也相信乐观是可以训练的、神经质是可以诱导的（见：[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)和[习得性乐观](https://supermemo.guru/wiki/Learned_optimism)）。\r\n\r\n基于「认知参与」（心流）的可训练性有以下几个部分：\r\n\r\n- 创作和学习压倒了尾随的 「大脑状态 」信号（不给消极情绪留空间）\r\n\r\n- 创作和学习产生可持续的回报（主动建立积极情绪）\r\n\r\n- 从长远来看，创作和学习提高了大脑的整体健康水平（永久的巩固了提升了满足感基线）\r\n\r\n第三个组成部分——终身积极学习，最重要也最持久。建立新的联系需要时间，但一旦建立起来，可以无限期地使用。新的知识可以作为一种武器来对付以前遇到的压力源。[遗忘](https://supermemo.guru/wiki/Forgetting)可以有选择地用来提高积极知识的占比，使得压力源只在出现时才想起。\r\n\r\n生活中真正的幸福不外乎是：持续的满足信号、偶尔会有欣喜、少有的会迅速回到基线的负面干扰。\r\n\r\n在任何给定的时刻，满足的状态就像之前的状态和新信号的影响的滑动平均值（trailing average）。对到达的信号的评估是基于信息量（就是新的信号和基线的差距）。这意味着，奖励的效果将取决于对奖励的预期。因此，降低对于满足程度的预期是很有价值的。类似地，负面感受也将取决于对损失的预期。因此，大家都建议 「做最坏的打算」。\r\n\r\n所有幸福的公式都试图在「奖励模型」上做文章。我推荐「持续的创造」，它通过建立高度有益的激活来抑制大脑中所有其他形式的活动（也就是所谓的心流状态）。[冥想](https://supermemo.guru/wiki/Meditation)的支持者坚持认为可以观察自己的大脑，观察负信号的来源并防止负面状态的传播，这可以防止对普通的思考进行负面的联想评价。但我觉得冥想就像，救火的时候只把火势变小，没啥卵用，正确的做法是对着压力迎头痛击，这是一种一石两鸟的解决方案，一方面生存本能的介入让你没空 emo，一方面止痛激素的释放会让你在压力结束后也保持舒适。\r\n\r\n真正的幸福可以通过心流（在没有压力源的情况下持续奖励）、学习（积极知识的增量积累）、急性压力（抵消主要压力源）和睡眠（通过[神经优化](https://supermemo.guru/wiki/Neural_optimization_in_sleep)延续幸福框架）来实现。\r\n\r\n这个公式不太可能对每个人都有效。干扰因素有很多可能，比如：已有知识、神经荷尔蒙平衡、压力源、健康、技能，等等。脆弱的大脑就像一座暴露在生活风暴中的纸牌屋。对于相当一部分人来说，现代生活方式使他们几乎不可能建立基本的满足感，不可能有效地进入生产力心流，不可能抵御打击，甚至不可能获得良好的睡眠。因此，难怪精神疾病猖獗，不幸时常发生。\r\n\r\n## 积极的反馈\r\n\r\n几十年前，我注意到一种相关性：[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的最佳用户是那些单纯热爱学习的人。今天，我想知道这种因果关系是怎样的。是快乐的人喜欢学习，还是那些学习很多的人最快乐。你猜对了：这是个鸡和蛋的问题。学习和幸福是共同相关的。它们形成了一个正反馈的循环，这是我公式的本质。\r\n\r\n请注意，我的幸福公式与我之前的写作有相似之处，都是围绕着[昼夜循环](https://supermemo.guru/wiki/Circadian_cycle)。要了解更多关于我的想法，请看：\r\n\r\n- [优化脑力劳动时间](https://supermemo.guru/wiki/Optimizing_the_timing_of_brainwork)：如何利用[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)来最大限度地提高学习效率\r\n\r\n- [自然创意周期](https://supermemo.guru/wiki/Natural_creativity_cycle)：如何利用昼夜节律周期来最大限度地提高创造力\r\n\r\n- [如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)：如何利用昼夜节律周期有效地解决一个问题\r\n\r\n- [学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)：解释为什么学习是心灵幸福的奇妙公式\r\n\r\n我建议你通过保持身体健康、认知活跃，来保持总体上较高的满足感。用反击来回应攻击。拥抱[昼夜窗口](https://supermemo.guru/wiki/Circadian_phase)。用疼痛产生自然的快感来奖励自己。\r\n\r\n幸福和学习提供了一个强大的正反馈循环。学习和创造是心灵幸福的引擎\r\n\r\n## 多说一嘴\r\n\r\n如果我的公式很有说服力，你得留意，它无法在一夜之间实现。你将需要培养几十个习惯和微规则，使其对你生效。有可能你将需要改变你的大脑和你的生理机能。例如，调整你的[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)以找到最佳的睡眠，启动大规模的学习以恢复[好奇的大脑](https://supermemo.guru/wiki/Learn_drive)，调整你的生理机能以使运动变得愉快，等等。最后，千万别试图一口吃成个胖子，慢慢做才更快！我会这么说因为之前有朋友被我鼓舞后不久就受伤了（他毫无准备地就冲进一场马拉松比赛）。。。。\r\n\r\n你还需要使你周围的人尊重你的规则。最后且同等重要的是，永远不要停止对你大脑运作机制的探索。我的公式可能没有我认为的那么普适。如果你发现我遗漏了一些重要的东西，请[让我知道](https://supermemo.guru/wiki/Piotr_Wozniak)。\r\n\r\n另见：\r\n\r\n- [预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n- [利用压力阀来防止慢性压力](https://supermemo.guru/wiki/Using_stress_valves_to_prevent_chronic_stress)\r\n\r\n- [抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)\r\n\r\n- [良性压力的机制](https://supermemo.guru/wiki/Mechanics_of_eustress)\r\n\r\n- [别人对幸福公式的评价](https://supermemo.guru/wiki/Expert_advice_on_achieving_happiness_in_life)\r\n\r\n- [对幸福社会的乌托邦式的追求](https://supermemo.guru/wiki/Utopian_quest_for_a_happy_society)", + "type": "text/markdown", + "caption": " 实现幸福的简单公式\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Simple formula for happiness" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Simple formula for high intelligence.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Simple formula for high intelligence.json" new file mode 100644 index 0000000..38d941e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Simple formula for high intelligence.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Simple formula for high intelligence", + "text": "# 高智力的简单公式\r\n\r\n原文：[Simple formula for high intelligence - supermemo.guru](https://supermemo.guru/wiki/Simple_formula_for_high_intelligence)\r\n\r\n## 智力是什么\r\n\r\n对人类而言， **[智力](https://supermemo.guru/wiki/Intelligence)** 衡量了[解决问题](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)的能力。\r\n\r\n## 什么决定了智力？\r\n\r\n决定人智力的因素通常有三个：（1）天赋，（2）养育与（3）知识。\r\n\r\n（1）智力的 **基因成分** 在人类和猿猴之间差异最为明显（见：[表达的乐趣](https://supermemo.guru/wiki/Pleasure_of_communication)）。相比之下，对大部分健康的人类而言，基因差异并没有那么显著。相较于天赋，对智力影响更大的因素可能是人格特质。\r\n\r\n（2） **养育** 对人类智力的发展起到至关重要的作用。在这一阶段，智力发展可能因疾病、虐待、忽视或自由受限等因素而被损害。对于儿童而言，爱和[对丰富世界的探索自由](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)是智力发展的充分条件。\r\n\r\n（3） **知识** ：在基本的遗传天赋与健康的现代养育基础上，人们智力的大部分差异都源于学习与学习习惯，还有大脑、个性和环境之间的相互影响。即使某人很有潜力，他也有可能因固有的[行为系统](https://supermemo.guru/wiki/Behavioral_system)而停滞不前，无法解放自我。\r\n\r\n人的智力拥有自我放大的能力，但这种能力可能会被（1）内在的疾病（或衰老）和（2）外在的自由限制所削弱，特别是[学习的自由](https://supermemo.guru/wiki/Free_learning)（例如[学校教育](https://supermemo.guru/wiki/Schooling)）。\r\n\r\n## 通用智力的概念难以把握\r\n\r\n对我们来说，智力是解决特定领域问题的能力。而所谓的通用智力，则更像是神话一般的存在。一个学识渊博的人接触某些领域时，可能会碰撞出天才的火花，这似乎就是通用智力的证据。我们通常会把拥有这些人称为 **文艺复兴人士** 或 **通才** 。此外，广泛的学习能营造出通用智力的假象。在生活中我们不难发现，一些貌似是体现了通用智力的轶事经常能在家族中流传。这些所谓的轶事可以用家族文化、人格特性来解释，而由基因决定的大脑实际处理能力只发挥了少许作用。\r\n\r\n不存在通用智力，同理，通用的智商（IQ）测试也并不存在。所有的测试都以前置知识、兴趣、见识、文化等为基础。Howard Gardner 曾提出[多元智力](https://en.wikipedia.org/wiki/Theory_of_multiple_intelligences)的概念，即每个人的神经模式都可能会形成独特的认知偏好。这一理论可以适用于所有方面的知识，因为人对特定领域的训练会导致这一领域的智力[涌现](https://supermemo.guru/wiki/Emergence)。由此，我们不难得出：有多少会思考的人，这世界上就会有多少种智力。通常来说，得出[一般智力因素](https://en.wikipedia.org/wiki/G_factor_(psychometrics))这一概念的相关性都源于跨领域的迁移（比如说，在一组正反馈回路中，学习可能会影响睡眠、血液循环、神经发生、情绪等）。\r\n\r\n通用的问题解决能力并不存在，也正因此，世上没有针对这种能力的测试（见：[PISA 开始重新关注问题解决能力](https://supermemo.guru/wiki/PISA_fuels_the_education_arms_race)）。而这也延伸到了人工智能领域：我们不能因「它只会下围棋」而否认其先进性。诚然，我们仍在努力制造一个人工智能系统，它将拥有通用的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，足以在对某一领域深度学习后，[涌现](https://supermemo.guru/wiki/Emergence)出适用性广的[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)。然而，即使我们达成这一目标，我们仍然需要在特定领域对系统进行训练，才能称其为真正的智能。\r\n\r\n## 衰老是如何影响智力的？\r\n\r\n从一生的尺度来看，人对特定领域问题的解决能力可用一条曲线来描述，这条曲线将在年轻时上升，而在年老时下降。曲线的形状主要由「获得」与「失去」共同决定。「获得」与学习，特别是在解决问题中学习有关，而「失去」在大部分情况下与健康（尤其是心理健康或被人忽视）有关。智力是自我延续的，因此在年轻时获得智力的人们可能保持发展智力直至年老时。且在一些特殊的情况下，衰老对智力的影响可以被终身学习所完全弥补，甚至在[年过八旬的老人](https://supermemo.guru/wiki/How_fast_does_memory_decline_with_age%3F)中都可能发生。\r\n\r\n## 提高智力的诀窍\r\n\r\n从上述的推理，我们得出了一个简单的高智力公式：\r\n\r\n尽可能地获得[高质量的知识](https://supermemo.guru/wiki/Abstract_knowledge)可以让我们的智力得到最大限度的提高\r\n\r\n而这里的 **高质量** 代表着高[连贯性](https://supermemo.guru/wiki/Coherence)与高[适用性](https://supermemo.guru/wiki/Applicability)（见：[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)）\r\n\r\n这个公式是通用且封闭的。它可以让我们忽视天赋起点不同的问题，以解决由人个体差异造成的偏差。同时，它也带来了一个好消息： **对发展高智力而言，几乎没有先天障碍** 。\r\n\r\n## 我们该如何让人们更加聪明？\r\n\r\n成年人只需要解决两个问题，其智力就可以得到极大的进步。这两个问题便是（1）[压力](https://supermemo.guru/wiki/Stress_resilience)问题和（2）[睡眠](https://supermemo.guru/wiki/Science_of_sleep)问题。当人格特质的形成，逃离极其有害的社会环境可能对许多人的提升起作用。数以百万计的人由于受到工作环境乃至家庭的压抑，而无法发挥其潜力。智力的提升大部分都需要两个前提：一是工作环境的和谐，二是家人间的爱意。否则可能达不到一种「获得」与「失去」之间的平衡。此外，对于许多孩子来说，[学校教育](https://supermemo.guru/wiki/Schooling)可能是成长的一大阻力。这是由于学校塑造的糟糕的社会环境可能会助长不良的学习习惯，甚至可能使学生丧失自主学习能力。要想知道一个人未来能否发展出高智力，最佳的预测指标是：是否饱含完善且强烈的[童年激情](https://supermemo.guru/wiki/Passion_and_memory)。\r\n\r\n力争成为天才并没有错，如果你有成才之心，我的[天才清单](https://supermemo.guru/wiki/Genius_checklist)会给予你一些提示。简而言之，如果你满怀激情地投入到问题解决中，那你无可否认地处于智力的上升期。但请牢记，要保护你的努力，避免自我赋能的状态被打断。\r\n\r\n## 智力 vs. 知识\r\n\r\n稳定的知识基础与新知识的获得在智力中起到关键作用。详见：[在创造性解决问题中的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)。\r\n\r\n[[img [img|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/500px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n在创造性问题解决中的知识\r\n\r\n> 图：创造性地解决问题需要（1）具有高度[稳定性](https://supermemo.guru/wiki/Stability)的大量专家知识，以及（2）具有高度[可提取性](https://supermemo.guru/wiki/Retrievability)的丰富新知识。大量的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题可以在低能量消耗下解决。需要 「跳出框架思考」的问题则依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对遥远想法的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)由 「饥饿的知识 」来提供动力，即可以轻易通过[遗忘](https://supermemo.guru/wiki/Forgetting)来塑造和[泛化](https://supermemo.guru/wiki/Generalization)的新鲜知识。知识的这种可塑性为新的学习和创造性问题的解决提供了良好的模式匹配。\r\n\r\n## 如何解决任何问题？\r\n\r\n在另一篇文章中，我提出了一个高效解决问题的通用公式。一旦你理解了这个公式，便更有可能同意我上述的方案。参见：《[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)》\r\n\r\n## 延伸阅读\r\n\r\n- [我怎样才能变得更聪明？](https://supermemo.guru/wiki/How_can_I_become_more_intelligent%3F)\r\n\r\n- [智商（IQ）是低劣的智力衡量标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)\r\n\r\n- [创造力](https://supermemo.guru/wiki/Creativity)\r\n\r\n- [抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)\r\n\r\n- [概念网络](https://supermemo.guru/wiki/Concept_network)", + "type": "text/markdown", + "caption": " 高智力的简单公式\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Simple formula for high intelligence" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Society as a concept network.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Society as a concept network.json" new file mode 100644 index 0000000..45e5a3e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Society as a concept network.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Society as a concept network", + "text": "# 社会是一个概念网络\r\n\r\n原文：[Society as a concept network - supermemo.guru](https://supermemo.guru/wiki/Society_as_a_concept_network)\r\n\r\n## 完美大脑\r\n\r\n大脑是一个精妙绝伦的智能机器设计。这种设计可以扩展以形成一个完美社会，并加速向超级智能化、奇点化发展，甚至可能往[内在价值状态](https://supermemo.guru/wiki/Intrinsically_valuable_state)方向发展。我相信未来大脑的发展是美好乐观的，因此现在没必要为其价值争吵，因为这只是一个形成智力前事物必须经历的过程。\r\n\r\n我的乌托邦式的言论或许也能在一个严谨的数学框架下得到证明。最终，整个物理科学都可能围绕「智慧与熵的博弈」来发展。\r\n\r\n## 概念网络\r\n\r\n概念网络是对人工神经网络的基本理念的改进。它可能包含了一些神经网络研究者未曾注意到的特性：\r\n\r\n- 网络会生长出树突以寻找新的模式\r\n\r\n- 在寻求更好地传播高价值信息的同时，网络会长出轴突\r\n\r\n- 网络会围绕常用的概念，根据学习需求，生长出新的神经元\r\n\r\n- 网络会删除废弃的神经元\r\n\r\n- 网络记忆会表现[记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory)中已知的特性\r\n\r\n- 网络记忆会受到[间隔效应](https://supermemo.guru/wiki/Spacing_effect)的影响，这种效应是[稳定化](https://supermemo.guru/wiki/Stabilization)的关键（见：[间隔效应的机制](https://supermemo.guru/wiki/Mechanism_of_the_spacing_effect)）\r\n\r\n- 网络会在[概念化](https://supermemo.guru/wiki/Conceptualization)的过程中自我组织，即造成有效网络[概念](https://supermemo.guru/wiki/Concept)发展中的架构变化\r\n\r\n概念网络的行为无法准确地通过单个概念的行为来预测。因为单个概念通常无法获得关于概念网络的整体表现的信息。\r\n\r\n## 社会\r\n\r\n在一个围绕[概念网络](https://supermemo.guru/wiki/Concept_network)这一理念而构建的社会中，将会形成一个全新的概念组织层，其中人类、计算机、智能代理、数据库、执行机构、组织、公司等可以形成高级概念的等价物。这样的概念网络将实现[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)和人类[智慧](https://supermemo.guru/wiki/Intelligence)之间的无缝共存，并在一个表现出超级智能的结构中迅速向奇点化发展。事实上，人类社会早已形成了一个超级智能网络，其解决问题的能力正在呈指数级增长。\r\n\r\n目前社会的组织形式导致了资源错配、恶性竞争以及利益冲突。与之相反，我们可以从大脑中获得灵感，找到符合主流政治理论的核心思想的做法 。如果我们把所有的人类需要的资源集中在一起，并构造一个循环系统。通过评估确定需求，按照比例来分配这些资源，就像那句古老的共产主义箴言所言：「按需分配」。对于诺贝尔奖得主，可以根据他的才智评估他为人类社会发展所做的贡献，来获取相应比例的资源；无政府主义者或自由主义者会对单个神经元和概念所拥有的个体自由而感到高兴，因为没有人会要求单个神经元应该做什么，所以神经元的自主权是完美的 ；热爱市场经济的资本主义者会欣赏有很多不同思想的神经市场的效率；社会主义者会赞同这样一个事实：即使是最弱的神经元也能找到他们最佳的登场机会，并能获得血液循环的资源。甚至还有宗教人士也可能因此受益。超级智能将不可避免地推动[内在价值状态](https://supermemo.guru/wiki/Intrinsically_valuable_state)的概念。一些宗教教义需要在一定程度上进行自我变革 ，使其适应新的社会现状，同时我将智能视为有关人类存在的答案的来源，可以填补宗教中不可避免的思想空白。\r\n\r\n## 技术\r\n\r\n进行一场革命的或颠覆式的重构是没有必要的。正如 [Tim Berners-Lee](https://supermemo.guru/wiki/Tim_Berners-Lee) 通过简单的协议发明出万维网一样，我们也可以为社会概念网络开发协议。第一个步骤是构建一个协议来实现资源的重分配。网络中健壮的概念不需要在争夺资源上浪费时间。因此目前我提倡[基本收入](https://supermemo.guru/wiki/Basic_income)这个权宜之计 。但是，基于区块链的小额支付系统会是未来分配的趋势。发明家不用浪费时间在申请专利，寻求天使投资人、商业伙伴或赞助商这等琐事上。现代的年轻人在求职上浪费了自身太多的才智，把顶级的大脑置于一个不属于它的、低级的位置上。好的大脑不需要为生存问题而忧虑，它从一开始就能在概念网络中茁壮成长。\r\n\r\n## 权力集中\r\n\r\n[Yuval Harari](https://supermemo.guru/wiki/Yuval_Harari) 认为，未来权力将越来越集中在少数人手中。\r\n\r\n基于我对大脑中的[概念化](https://supermemo.guru/wiki/Conceptualization)过程的理解，让我认为权力更像是宇宙中复杂系统的演化，而人类已经进入其整合阶段，其即将达到鼎盛时期（运气好的话）。目前我们正处于权力整合的顶峰，单个神经元将越来越自由，并且越来越有可能通过价值的产生来积累权力。无论我们是否实施[概念网络](https://supermemo.guru/wiki/Concept_network)协议或继续使用目前和大脑有许多类似特性的系统，权利集中的过程都将会发生。\r\n\r\n根据我的推论，大脑逐渐趋于稳定的特性会导致权力集中。结果就是，去除占主导地位的概念可能随着时间的推移变得越来越困难。但是，人类的寿命比大脑的寿命要高出几个数量级。谷歌、脸书或亚马逊之所以能够不断地积累权力，这是因为它们为网络中其他部分做出了应有的贡献，这些贡献所产生的价值帮助它们积累权力。如果这种贡献变得不稳定，权力也会随之变得不稳定。脸书利用网络效应，可能会生存几十年。然而，随着新兴技术的发展和介入，新的社交网络很可能会在几个月内取代脸书。「人类概念化」的主要因素是互联网，因为互联网允许神经元之间自由交流。\r\n\r\n与概念网络有非常强的相似性。概念在其价值的基础上相互连接、发展和稳定。埃隆·马斯克的创新成就和网页排名对谷歌的重要性，以及比尔·盖茨对 Windows 的垄断地位之间并没有太大的差异。\r\n\r\n现有进入壁垒、替代成本、学习成本、惯性法则、正反馈回路、稳定性、网络效应和许多类似的机制，这些机制有助于加强既定的现状。然而，最终的决定者是 **价值** 。大脑发展缓慢，在某些特定环境下可能永远无法适应，但大脑会选择有价值的适应以促使概念化的发展。无法提供充分价值的概念总是在为生存而挣扎。就人类而言，他们只是需要重新适应。\r\n\r\nHarari 的推理具有很强的历史性。然而，历史也可能不太清楚权力的巩固情况。我们有君主、沙皇和皇帝。我们也不能忽视尼禄、拿破仑或斯大林的案例。即使普京比斯大林聪明一倍，他的树突也必须只需一个勇敢的 Navalny，再加一丝运气，便能摧毁沙皇的权力结构。\r\n\r\n即使中国能够构建造 GFW 并让其成为维护威权主义的工具，也迟早会像苏联一样，只剩下 Sputniks 人造卫星（1957 年苏联发射的第一颗人造卫星「伴侣号」）等光辉成就能让人铭记。\r\n\r\n英语、全球通用货币和公制的统治是基于标准化机制，而不是概念性的计算。如果身体使用几个循环系统，身体最终也会只保留一个主导系统（血液循环），并为特定的目的保留几个附属系统（淋巴、CSF 等）。\r\n\r\n连接数量越多，信息传输就越便宜，我们会更像一个概念元网络。我们会拥有更廉价的连接，更少的网络大小限制，远比我们在大脑中看到的要高级。我们会变得超级聪明。所有的人类大脑会有更好的机会开发自己的概念环境，而不是变得一无是处（用 Harari 的话来说）。社会也会更加平等。\r\n\r\n社会可能会像概念网络一样发展。权力的集中应该与产生的价值成正比。\r\n\r\n## 一切皆已注定\r\n\r\n以上文字只是对 Ted Nelson、[Tim Berners-Lee](https://supermemo.guru/wiki/Tim_Berners-Lee)、Jeff Hawkins 和其他许多人的旧思想的汇总。许多人的共同努力，许多新的模型都在慢慢地推动这个方向（你听说过[复杂自适应系统](https://en.wikipedia.org/wiki/Complex_adaptive_system)吗？[分布式自治组织](https://en.wikipedia.org/wiki/Decentralized_autonomous_organization)？[青色组织](https://en.wikipedia.org/wiki/Teal_organisation)？）。最重要的是，[概念网络](https://supermemo.guru/wiki/Concept_network)是一个自组织的智能结构，人类也是如此。事情已经在进展中了。然而，通过一个便利的模型有助于查看进展。大脑似乎就是一个很好的比喻。", + "type": "text/markdown", + "caption": " 社会是一个概念网络\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Society as a concept network" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_SuperMemo Guru promotes pseudoscience.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_SuperMemo Guru promotes pseudoscience.json" new file mode 100644 index 0000000..9afadcf --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_SuperMemo Guru promotes pseudoscience.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/SuperMemo Guru promotes pseudoscience", + "text": "# SuperMemo Guru 推销伪科学\r\n\r\n原文：[SuperMemo Guru promotes pseudoscience - supermemo.guru](https://supermemo.guru/wiki/SuperMemo_Guru_promotes_pseudoscience)\r\n\r\n## 对建模的容忍\r\n\r\n如果有人声称 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 推销未经验证的假说，[我](https://supermemo.guru/wiki/Piotr_Wozniak)并不感到生气。我独自建模的程度可能会让使用[顺服校驯的](https://supermemo.guru/wiki/Well-schooled)标准的人感到震惊。如果你遵循 [Rodney Schmaltz 和 Scott O. Lilienfeld 为 Frontiers in Psychology 编制的伪科学检查表](https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00336/full)，你可能有理由坚持认为，对于任何访问 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 的人来说，带着怀疑去阅读是必不可少的。然而，作为回报，我坚持认为疯狂的理论研究实际上是这个网站的最大优势。你会学到你在维基百科上永远找不到的东西。这些东西无法通过群众智慧的嗅觉测试，更不用说[同行评议](https://supermemo.guru/wiki/Peer_review)的严格限制。我唯一的辩护是四十年来在[自由学习](https://supermemo.guru/wiki/Free_learning)、[泛化](https://supermemo.guru/wiki/Generalization)和[问题解决](https://supermemo.guru/wiki/Problem_solving)方面的经验。\r\n\r\n## 伪科学检查表\r\n\r\n让我们看一下伪科学检查表，看看它如何应用：\r\n\r\n### 心理呓语\r\n\r\n心理呓语是那些「听起来」很重要、很科学的表达。当[我](https://supermemo.guru/wiki/Piotr_Wozniak)定义[学习熵](https://supermemo.guru/wiki/Learntropy)时，我引入了一个你在其他地方找不到的术语。然而，这个术语描述了一个基本概念：大脑分配给信息源的价值衡量。虽然在同行评议的文献中，你可能会读到熵，但我说这个词的使用是不正确的，这在[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)一文中已经解释过了。我应该让一个重要的现象保持无名吗？还是在同行评议的文献中为了采纳而战？给这个术语下定义，并在我每次使用这个概念时给出指向定义的链接，这要务实得多。我在速度和交流效率上有所收获，读者可能会学到一些他以前没有想到的东西。我的「伪科学」得分是 1 分，我的实用主义价值得分也是 1 分。\r\n\r\n一个人的心理呓语是另一个人对精确表达的追求\r\n\r\n### 轶事证据\r\n\r\n[顺服校驯的](https://supermemo.guru/wiki/Well-schooled)头脑讨厌轶事。这种讨厌是一种[学校坏习惯](https://supermemo.guru/wiki/Bad_school_habit)。我们不需要大量的样本和复杂的统计数字来建立一个可能会带来重要理论的新模型。我看到一个叫 **Dev** 的孩子在自学游泳时差点淹死。这次观察让我对大脑所采用的问题解决策略有了深刻的领悟。虽然学校会训练你掌握现成的算法，但真正的问题解决者会使用[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)、[创造力](https://supermemo.guru/wiki/Creativity)和探索算法来寻找以前无人解决的问题的解决方案。我是否应该放弃分享一个重要的思想，只因为它是由一个观察所产生的？所有伟大的理论都是从一个改变历史进程的创造性联想开始的。由于[同行评议](https://supermemo.guru/wiki/Peer_review)，我们很大程度上未能记录那些微小的突破性成果。很多时候，它们需要一次又一次地被重新发明。SuperMemo Guru 是伪科学：2:2\r\n\r\n所有重要创造性联想都应该被公开记录下来\r\n\r\n### 非同寻常的主张\r\n\r\n当我说「[学校导致阅读障碍](https://supermemo.guru/wiki/Educational_dyslexia)」，我指责学校系统伤害了数百万儿童。我并没有非同寻常的证据。我的推理基于始于[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)概念的建模。毒性记忆的概念可以在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中得到大量观察。这是我的研究领域。因为在这个领域四十年的积淀，我可以看到那些由于缺乏长时间对学习数据的研究而可能被忽视的东西。这些证据还没有发表，甚至没有经过任何系统的统计学处理。它只是在我的大脑中产生了一个重要的[泛化](https://supermemo.guru/wiki/Generalization)。这一泛化是宝贵的工具，它使我看到了学习中出现的一系列现象。当你数十年如一日在同一时间吃同一种食物时，你可能会能敏锐衡量其品质与你的健康之间的联系。即使你从未进行过任何测量，你也可以做出明确的陈述。这就是人类智慧的基础——[泛化](https://supermemo.guru/wiki/Generalization)的力量。每次我提出一个非同寻常的主张时，我都会感到极其自豪。我很小心，我研究了很多，我寻求了很多反馈，但主张的非同寻常程度实际上是一种优势。伪科学 3:3。价值 3:3\r\n\r\n非同寻常的主张需要非同寻常的证据。从模型到证据的转变，最好是共同进行。\r\n\r\n### 不可证伪的主张\r\n\r\n当我说[学校教育导致阿尔茨海默氏症](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer's_disease)时，我提出了一个无法证明的主张。研究往往表明，学校教育会降低阿尔茨海默氏症的发病几率。这种研究的问题可以用[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)来很好地解释。我们无法衡量学习好坏的程度。好的学习是预防性的。[死记硬背](https://supermemo.guru/wiki/Cramming)可能有害健康。毕业生们的聪明才智本就对痴呆症有预防作用，这一事实使统计数字出现偏差。所有聪明人都讨厌[死记硬背](https://supermemo.guru/wiki/Cramming)。绕过填鸭式学习的方法是聪明地学习，忽视学校，或者辍学。学习和阿尔茨海默氏症之间存在联系这一想法并非由我提出。二十年前，Robin P. Clarke（Robin P. Clarke）在《医学假说》中已经提出过这个观点。我用我无法证伪的主张来阻止[死记硬背](https://supermemo.guru/wiki/Cramming)，这一直是教育科学所谴责的。伪科学 4:4。促进良好的习惯：4:4\r\n\r\n### 与既定科学的联系不强\r\n\r\n在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 中，为其他想法提供灵感的最具影响力的模型是[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)。这个模型基于我在 [1988](https://supermemo.guru/wiki/Optimization_of_learning) 中描述的想法，于 [1995](https://supermemo.guru/wiki/ANE1995) 年发表。你可能仍然认为这一模型是个「假说」。但是，我可以用我的生命来担保，它是有效的。如果这个模型有一天证明是错误的，我的大量努力将不得不失效。这有点像为一个错误的事业而献出生命。这个模型为其他几十个抽象概念和理论做出了贡献，包括那些由其他人提出的概念和理论，例如[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)理论，以及整个我对影响大脑发育[概念化](https://supermemo.guru/wiki/Conceptualization)过程的推理。如果一座摩天大楼能建立在一个凌乱的主张上，你可以在我完美的伪科学得分上加上：5:5。这种错综复杂的建模实际上是我写作背后的最大价值。价值 5:5\r\n\r\n### 缺少同行评议\r\n\r\n我出于高度务实的原因放弃了同行评议。Stephen Wolfram 也是如此。见：[同行评议的问题](https://supermemo.guru/wiki/Problem_with_peer_review)。6:6\r\n\r\n### 缺乏自我纠正\r\n\r\n我使用 Media Wiki 正是为了自我纠正。我每天都在拼写上出错。我每月都在重要问题上犯错。我不断学习。我不断地撤回说出的话。我最初的硕士论文《[优化学习](https://supermemo.guru/wiki/Optimization_of_learning)》（1990 年），正是因为这个原因而不能提供原始版本。我想避免宣传那些后来被驳斥的主张。然而，当我因为抨击利他林而经常收到愤怒的邮件时，我的立场可能显得很顽固。我已经准备好进行自我纠正了。所有重大的纠正都需要打破既定的模式。这并不经常发生。我谦虚地接受第一眼看到的印象，即我的立场非常顽固。这种顽固来自于模型的稳健性。然后是一个犹豫不决的 7:7\r\n\r\n## 结论\r\n\r\n吹捧伪科学是非常有价值的。它允许如上所述的自我审视。然而，我立即拒绝了在课堂上学习该列表的主意。最好的怀疑是通过多年的实践形成的。网络上充满了错误的主张。其中一些是相当鼓舞人心的。它们也帮助我们学会在没有与其他非常规来源进行四重检查的情况下，绝不相信任何来源。让孩子们[一次又一次地在网上受骗](https://supermemo.guru/wiki/Myth:_School_prevents_pseudoscientific_thinking)。他们对假新闻的免疫力将是无可比拟的！\r\n\r\n[我](https://supermemo.guru/wiki/Piotr_Wozniak)热爱理论科学，欢迎鼓舞人心的批评\r\n\r\n## 延伸阅读\r\n\r\n我最自豪的「伪科学」文本是：\r\n\r\n- [学校如何促成阿尔茨海默症](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer's_disease)\r\n\r\n- [教育导致的阅读障碍](https://supermemo.guru/wiki/Educational_dyslexia)\r\n\r\n- [把天才视为 Asperger](https://supermemo.guru/wiki/Trading_genius_for_Asperger)\r\n\r\n- [将创造力与 ADHD 混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)", + "type": "text/markdown", + "caption": " SuperMemo Guru 推销伪科学\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "SuperMemo Guru promotes pseudoscience" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_The morbid myth of Digital Dementia.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_The morbid myth of Digital Dementia.json" new file mode 100644 index 0000000..dd4dfb0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_The morbid myth of Digital Dementia.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/The morbid myth of Digital Dementia", + "text": "# 数码痴呆症的病态谬误\r\n\r\n原文：[The morbid myth of Digital Dementia - supermemo.guru](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)\r\n\r\n## 自由学习的文艺复兴\r\n\r\n数码设备是否对我们的理智构成威胁？\r\n\r\n几十年来，我们梦想着伟大的教育能将社会提升到一个新水平。几十年来，我们将知识视为解决包括死亡、乃至税收在内的几乎所有人类问题的灵丹妙药。今天，学习的黄金时代已经到来。我们已经开发了许多工具，使大脑能够发挥其最大潜力。未来只会变得更好。今天，大脑只在生理上存在限制。\r\n\r\n在短短三十年间，人类知识的可得性、知识资源的获取途径、教育成本和学习方法都发生了不可思议的变化。想到我们把今天的世界看成是理所当然的，令我感到惊讶。如今，一个 4 岁的孩子可以在谷歌上搜索[长颈鹿如何睡觉](https://supermemo.guru/wiki/File:How_do_giraffes_sleep.png)（见：[Papert 对字识的看法](https://supermemo.guru/wiki/Letteracy)）。如今的谷歌世代可以让这个世界焕然一新，并帮助消除困扰地球各个角落的人们的诸多困境。\r\n\r\n数码设备和谷歌是教育的福音\r\n\r\n## 有害的精神病学家\r\n\r\n在期待教育涅槃的时代，Manfred Spitzer 博士降临了。这位亲爱的医生说：「儿童在 18 岁之前不应该学习使用谷歌。」当 Nicholas Carr 说「[谷歌让你变傻](https://supermemo.guru/wiki/Freedom_of_education)」时，我们可以把他当作一位对神经科学知之甚少的记者来看待（见：[证明：互联网让我们更聪明](https://supermemo.guru/wiki/Proof:_Internet_makes_us_smarter)）。如果 Yuval Harari 说「[我们已经被算法入侵](https://supermemo.guru/wiki/Myth:_Our_brains_can_get_hacked_by_algorithms)」，我们可以把他当作一位[努力理解大脑的历史学家](https://supermemo.guru/wiki/Yuval_Harari_does_not_understand_the_brain)。然而，Spitzer 是一位神经精神病学家，并对大脑有深入的了解，对受新数字媒体影响的人也有所研究。虽然，Carr 或 Harari 引发了激烈的讨论，但 Spitzer 已经带来了一些实实在在的损害。他的书《[Digital Dementia](https://supermemo.guru/wiki/Digital_Dementia)》在一些国家非常受欢迎，正在利用焦虑的父母的敏感担忧。我之所以了解 Spitzer，并非因为他出色的研究。实际上是他在我的朋友家庭圈子里造成的损害，才真正引起了我的关注。有一种现象似乎正在大流行：父母没收数字设备，胁迫孩子为学校学习。Spitzer 本人反对[强制学习](https://supermemo.guru/wiki/Coercion_in_learning)，然而，他的解决方案只能使问题更加严重。健康孩子的大脑在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的引导下，他们可以明显感知到新媒体，与[无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)驱使下枯燥乏味的学校时光，之间的天壤之别。这放大了孩子失控的感觉，而这正是 Spitzer 本人在他的著作中所谴责的。正是这种无助感，成为导致孩子们沉迷于各种嗜好，包括[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)的有毒力量。不经意间，Spitzer 将使许多孩子的生活变得更像地狱。\r\n\r\n为了清楚起见，Spitzer 运用了大量的神经科学知识。我应该称赞 Spitzer 对德国学校的批评，以及他对学校教育中许多有害方面的深刻理解。[胁迫](https://supermemo.guru/wiki/Coercion)、[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)、[外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)、[奖励制度](https://supermemo.guru/wiki/School_drive)、缺乏整体学习、压力、缺乏自我[知识估值](https://supermemo.guru/wiki/Knowledge_valuation_network)等等。然而，他的书轻而易举地抵消了他的善举。Spitzer 非但没有让家长思考自由和儿童的权利，反而将更多的孩子赶到强制学校教育中去，让孩子无法接触丰富的数字媒体之园。矛盾的是，这可能会导致更多的孩子承受压力、上瘾，并与他们的父母或学校发生冲突。\r\n\r\n单个[偏见因素](https://supermemo.guru/wiki/Falsity_vector)就能把丰富的神经科学知识变成具有深远社会影响的危害。\r\n\r\n## 无知使人误入歧途\r\n\r\nSpitzer 在媒体上相当有发言权和战斗力。他可能是学习心理学领域的 Boris Johnson。他结合了博学者、煽动者、科学家和无知者的素质。如果我要指出 Spitzer 推理中的关键弱点，以及他对神经科学知识的关键错误，那就是他对注意力、多任务处理、游戏的认知影响、长期记忆、学习和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的评论。我在下面简要地解释一下所有的观点。\r\n\r\n除了神经科学思维方面的错误，Spitzer 似乎还不了解游戏，甚至还宣扬了一些关于搜索的错误观念。为什么他甚至会觉得谷歌有一万条搜索结果有问题？难道阅读排名靠前的搜索结果会让人觉得困难或者沮丧？孩子可以使用 Cortana （译注：微软小娜，类似 Google Assistant 的语音助手，现在我们已经有 ChatGPT 辣！）并[询问有关长颈鹿的问题](https://supermemo.guru/wiki/Letteracy)。我们怎么可能批评这个星球上最好的数字老师呢？抛开书本的利润不谈，我仍然希望 Manfred 的动机是真诚的，因为他的一些主张违背了真诚的信念。\r\n\r\n虽然我现在不怎么玩游戏了，但在 1986 年，我确实打游戏通宵了几次。我十分了解电脑游戏的成瘾性。Spider 的推理让他看起来像个从未拿过游戏手柄的人。我从未握过方向盘，这就是为什么我在谈到驾驶时，我会保持谨慎。我认识几十个年轻的游戏玩家，他们帮助我了解游戏玩家对于游戏的思维和动机。他们的想法与我所了解的大脑知识相吻合。Spitzer 亲自会见了游戏成瘾的病态案例，这可能导致他的[抽样偏见](https://en.wikipedia.org/wiki/Sampling_bias)。我承认，我没有和一个真正的成瘾者交谈过，原因很简单：我一个也没遇到过。每一个严重成瘾的案例背后，都有成百上千个健康的年轻人，跟随他们的天性进入游戏世界。副作用是在所难免的，孩子们通常也都意识到了这一点。锻炼也有副作用。我并不介意锻炼「上瘾」。\r\n\r\n[[img [Fox News warns of digital dementia.png|https://supermemo.guru/images/thumb/0/0b/Fox_News_warns_of_digital_dementia.png/500px-Fox_News_warns_of_digital_dementia.png]]](https://supermemo.guru/wiki/File:Fox_News_warns_of_digital_dementia.png)\r\n\r\n> 图：由偏见向量或[错误向量](https://supermemo.guru/wiki/Falsity_vector)驱动的科学新闻可以通过媒体传播时发生变异。从描述成瘾学生的神经化学特征变化的种子[这里](https://press.rsna.org/timssnet/media/pressreleases/14_pr_target.cfm?ID=1989)（没有提到痴呆症）到福克斯新闻错认为「右脑发育不良」类似于「头部受伤」，只是几条模因变异的短暂路径。不难找到热心专家们准备的有见地的评论。神经递质水平的变化是学习中的一种常态。不对称的变化反映了功能的不对称性（如语言中心的不对称性）。我毫不怀疑，我的大脑沉迷于[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)也会出现明显的变化：短暂的和永久的。这些变化不可能是别的东西，而是好事。生活随着终身学习而改善，而与学习相关的变化很可能对大脑有益。「谷歌让你变笨」听起来像是夸张的说法，不应该被当做科学新闻报道，但 **[数码痴呆症](https://supermemo.guru/wiki/Digital_dementia)** 与真正的大脑研究有关，太吸引人了，不能错过。福克斯新闻以此会警告你，并获得收视率，一些用户会出现幻头痛和幻觉式的短期记忆丧失，除此之外生活并没有什么变化，只有孩子们会被锁上手机。也许你可以让孩子听听歌做替代，但其实给他们手机，听起歌来更方便。\r\n\r\n## 专注和注意\r\n\r\n当谈到一位玩家单狙守三路，Spitzer 这种情况破坏了注意力。事实恰恰相反。健康的游戏玩家之所以成功，是因为他完全专注于游戏。这实际上是人们批评游戏的原因之一：玩家对游戏之外的世界视而不见。他甚至会忽视自己的生理需求。Spitzer 似乎把「专注」理解得过于字面。仿佛在视野中，除了「专注于某一点」以外的任何事情都是分心。实际上，注意力控制是游戏的首要认知受益之一。\r\n\r\n专注力和创造力是对立的。游戏是提高注意力技能的一个很好的训练工具。根据游戏的类型，创造力也可以受益。\r\n\r\n## 多任务处理\r\n\r\nSpitzer 和 Nicholas Carr 犯了同样的错误，Spitzer 在他的讲座中经常提到他。他们都混淆了自愿的注意力控制（「多任务处理」），以及由干扰引起的非自愿多任务处理。注意力控制中的焦点切换，例如[渐进阅读](https://supermemo.guru/wiki/Incremenal_reading)、多标签浏览器或[渐进写作](https://supermemo.guru/wiki/Incremental_writing)，有助于提高记忆、创造力、问题解决等。另一方面，由干扰引起的多任务处理是[急性压力](https://supermemo.guru/wiki/Acute_stress)和工作记忆超负荷的来源。\r\n\r\n更糟糕的是，在他的演讲中，Spitzer 提供了一个具有误导性的例子：「你不能同时听两个讲座」。这就把多任务处理和注意力分散混淆了。我经常在[渐进视频](https://supermemo.guru/wiki/Incremental_video)中并行听两个讲座。这与同时听讲毫无关系，也不需要特殊的技巧。\r\n\r\n在教人如何正确地多任务处理方面，现代数字世界是一个好老师。大多数人可能会受到 **干扰** 的影响，然而，数字媒体暴露了这个问题。因此，痛苦是显而易见的，代价也是显而易见的，数字媒体只是使问题变得更加明显。这就是许多具有良好自控能力的人很快找到自己解决方案的原因。数字媒体就像是数字成瘾的解毒剂。它暴露了瘾头，使其变得痛苦，并促使寻找补救措施。去广告工具的激增只是滥用数字媒体的破坏性导致的适应性的一个例子。\r\n\r\n数字媒体是多任务处理的解药。干扰的痛苦使补救措施的必要性显而易见\r\n\r\n## 游戏的认知影响\r\n\r\n当被问及为何全世界有大量研究证明游戏对认知有益时，Spitzer 要求提供具体的作者和他们的利益冲突（好像他不知道任何不会引起怀疑的研究）。健康的怀疑精神是宝贵的，然而，在大量的证据面前，它可能变成无知或恶意的标志。明确地说，Spitzer 坚持认为游戏不会提高规划能力、认知控制、执行功能、手眼协调、精细运动技能等能力。我作为一名技术不精的玩家，并对于大脑有一定的了解，我不需要研究，游戏的益处显而易见。就像我不研究走路的科学，就知道每一步对磨练走路所涉及的运动技能都有作用。\r\n\r\n## 记忆\r\n\r\n我把记忆研究当早餐吃。Spitzer 博士却认为记忆与科学无关。\r\n\r\nSpitzer 关于谷歌对短期记忆的影响的说法，可以解读为「汽车导致肌肉萎缩」，「书籍导致语言萎缩」，「计算器导致滑块规则技能下降」，以及「智能手机导致电话号码记忆技能下降」。所有这些说法都是真实的，无趣的。\r\n\r\n有一种流行的说法是，我们把记忆能力外包给数字设备，好像拥有更大的非关联存储会直接削弱大脑。然而，事实恰恰相反。我们不再需要担心背诵琐事，而是有更多的空间来记忆有关抽象规则的重要知识，这对解决问题更加有用。数字设备的记忆赋予人更多的思考空间，这相当鼓舞人心。反过来又带来了更好的学习、更高质量的记忆、更好的问题解决能力，以及更高的个人和集体智慧。当我在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 中匆忙地输入这些单词时，我不需要停下来思考浪费时间的英语不规则拼写。正如在前一句中出现的单词「huyrry」被自动标记并更正，我的句子以更快的速度发表，且出现拼写错误的可能性更小。我的记忆效益是显而易见的：注意力处理器集中在写有关「数字痴呆症」的事情，而不是「hurry 」一词的拼写。\r\n\r\nSpitzer 把外包琐事与外包知识混为一谈。他假定了媒体用户的智力低下。Spitzer 说：「你不能通过外包你的英语知识来提高你学习中文的机会」。如果曾经有人蠢到试图做类似的事情，这种比较可能会有点道理。\r\n\r\n如果说谷歌妨碍记忆训练，就像说自行车妨碍慢跑一样。两者都有一些无趣的合理性，但对评估工具的影响微乎其微。我们想记住什么，这是个有意识的决定（特别是在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中）。谷歌只是获取知识的工具。就长期记忆而言，它可能与阅读书籍相当。那些不知道或不使用[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的人，把阅读作为拐杖。一遍又一遍地遇到相同的术语和问题，从统计上讲会增加建立长期记忆的机会。。这就是我们几千年来的学习方式。唯一不同的是，如今我们可以做得更好。天佑谷歌。\r\n\r\n认知活动的不良卫生状况是阿尔茨海默氏症的原因之一（见：[不良学习导致阿尔茨海默氏症](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer)）。这一点在数字媒体上与在学校里数十年的死记硬背同样适用。然而，挪用「痴呆症」这一术语对真正的患者来说相当不公平。我永远不敢使用 「学校痴呆症」这个词，因为糟糕的学校教育可能需要几十年才能造成这种影响，并且对大多数人来说影响较小。我毫不怀疑，总的来说，如今学校对孩子们的伤害远比电脑游戏大得多。从精神病学的角度看，Spitzer 会同意，玩家的自愿是游戏的关键辩护。但学校教育是一种现代奴隶制。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n在 20 世纪 80 年代末，我迷上了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。我认为它是个能改变世界的工具。在那些日子里，挖掘知识的金块，比如关于大脑的知识，十分困难且昂贵。[遗忘](https://supermemo.guru/wiki/Forgetting)这些金块感觉就像无法弥补的损失。将这些金块储存在 SuperMemo 中是我的保险，这样就没有价值会因为我长期记忆存储能力的自然限制而损失。如今，谷歌可能发挥了类似的作用。智慧的金块可能会丢失，但至少找回它们的成本要比 20 世纪 80 年代低得多。这并不意味着会长期记忆的价值降低了，毕竟，拄着拐杖走路总比不走路好。\r\n\r\n## 学习\r\n\r\nSpitzer 认为，儿童的学习速度比成人快，如果不在 17 岁之前用知识填满大脑，就永远学不会了。我不同意这一观点（见：[儿童的记忆力很差](https://supermemo.guru/wiki/Precocity_paradox:_early_instruction_may_hurt_the_long-term_growth)）。Spitzer 关于成人局限性的信念只会放大他对教育紧迫性的主张。他坚持认为，我们需要夺走数字设备，以防止不可挽回的伤害。实际上，只有当儿童的环境与成人时环境截然不同时，剥夺对大脑皮层发育关键期的影响才真正有害。如果孩子将要在蒙罗维亚的贫民窟或亚马逊的雨林中生活，那么在城市中抚养可能会要了他的命。完全只在二维世界抚养孩子，可能对其在三维世界中的能力产生有害影响。让孩子完全专注于[学校教育](https://supermemo.guru/wiki/Schooling)，有害于其成为企业家或艺术家的潜质。在某种程度上，[学校教育](https://supermemo.guru/wiki/School 会妨碍孩子为几乎所有成人环境做好准备，包括学校本身（学生和老师的[行为空间](https://supermemo.guru/wiki/Behavioral_space)差异极大）。丧失自主、自控以及学习的乐趣，确实在[学校教育十宗罪](https://supermemo.guru/wiki/10_mortal_sins_of_schooling)的名单上。同时，与此同时，大脑适应的能力可能使不完全剥夺变得难以察觉。完全剥夺视觉会对大脑皮层连接产生毁灭性影响。而 90% 的剥夺可能影响较小。神经训练的饱和性让大脑在早期就获得大部分收益。\r\n\r\nSpitzer 主张用铅笔代替键盘，似乎铅笔在认知上更有优势，或者说，在长大成人后，对铅笔的掌握比对键盘的掌握更为重要。可不是嘛，他同样可以主张恢复泥板，以获得雕刻象形文字在认知能力上的好处。\r\n\r\n在童年时期剥夺铅笔的使用可能仅对那些以铅笔为生的人造成严重障碍，就如同剥夺触摸板的使用对数字设计师也相当有害。只有在幼儿期运动皮层布线的关键时期发生剥夺，这种影响才可能显著。运动技能的迁移将进一步减轻这种影响，一条经验法则就是让孩子尽可能地享受她的生活。\r\n\r\n如果匮乏会导致障碍，那么剥夺数字媒体的使用将阻碍人在数字世界里开始成年生活。\r\n\r\n## 神经可塑性\r\n\r\n记忆、学习和神经可塑性是相互关联的。在抽象地讨论其中之一可能只具有修辞价值。Spitzer 认为，数字技术阻碍了神经可塑性，而这种影响在以后的教育中很难恢复。\r\n\r\n在现实中，可塑性是学习的简单反映。我们知道，在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的指引下，学习效果最佳。如果一个孩子选择了电脑游戏而不是书本，这并不是因为他愚蠢或要偷懒。这种选择基于认知效益的指标，直接转化为可塑性。强制剥夺数字技术可能带来的潜在回报，将会产生完全相反的效果。此外，它还会带来压力，而恰巧 Spitzer 本人谴责压力是杀死脑细胞的元凶。\r\n\r\n## 学习内驱力\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，俗称好奇心，是一种被广泛误解的本能。时至今日，很少有科学家和教育工作者理解[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统的力量和可靠性，这个系统决定了[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。生物体中没有任何控制系统是完美的。然而，在神经网络和大脑的自然适应性方面，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是人类心智中最不受重视的能力之一。整个[被动学校教育](https://supermemo.guru/wiki/Passive_schooling)的概念都是基于对这种能力的低估。\r\n\r\n只有一个优质的判断标准可以决定什么知识适合孩子的大脑，那就是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。这就是为什么，当一个孩子说「我从游戏里学到的东西比从老师那里学到的多」（见：[电子游戏比老师好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)），我们必须倾听和信任。这是基本人权的问题：学习的自主权。\r\n\r\n考虑到[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的准确性，应该让孩子在教育选择中拥有优先权。\r\n\r\n## 骗子行为\r\n\r\nSpitzer 博士似乎很了解大脑。他的良好知识结合了丰富的行骗艺术，使我怀疑是否有一些隐藏的[误导因素](https://supermemo.guru/wiki/Falsity_vector)在起作用，还是单纯以利润为导向的行为，或者仅仅是自恋地需要迷惑陶醉的听众？\r\n\r\nSpitzer 关于 **数码痴呆症** 的模因具有很强的传染性。孩子们自然而然地被[电子游戏](https://supermemo.guru/wiki/Videogames)所吸引，但父母认为学校教育更重要，有一个带有博士标签的 「科学」支撑着这种观点是非常帮助的。与其让孩子和对游戏一无所知的父母争论，不如通过[诉诸权威](https://en.wikipedia.org/wiki/Argument_from_authority)让孩子闭嘴。孩子往往会被告知不能与教授的话争论。这种思想病毒的传播公式非常强大。这本书对于家长来说是一种非常有用的武器。\r\n\r\n在对波兰的访问中，Spitzer 被打上了 **「世界著名心理学家」** 和 **「现代教育专家 」** 的标签。如果我们用荣誉来奖励骗子，大脑条件反射将确保我们得到更多的骗子。相反，我们应该揭穿它。如果你认为我太苛刻了，[让我知道](https://supermemo.guru/wiki/Piotr_Wozniak)。\r\n\r\n[[img [Manfred Spitzer in Poland shows a hyperbole graph of digital dementia.jpg|https://supermemo.guru/images/thumb/b/b8/Manfred_Spitzer_in_Poland_shows_a_hyperbole_graph_of_digital_dementia.jpg/600px-Manfred_Spitzer_in_Poland_shows_a_hyperbole_graph_of_digital_dementia.jpg]]](https://supermemo.guru/wiki/File:Manfred_Spitzer_in_Poland_shows_a_hyperbole_graph_of_digital_dementia.jpg)\r\n\r\n> 图：在波兰的演讲中，Manfred Spitzer 博士以一种表演者的方式展示了他夸张的天赋。他的「数字痴呆症」图表清楚地表明，电子设备导致语言缺陷、[ADHD](https://supermemo.guru/wiki/ADHD)、学校问题、营养不良、成瘾、[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)、肥胖、失业、疾病、社会衰退、孤独、抑郁症、痴呆症和死亡。等式的另一面是「大脑教育」的因素，如双语、用手、音乐、体育、戏剧、联系、家庭、目的、孙子、跳舞、唱歌、笑和锻炼。像一个真正的心灵魔法师一样，Spitzer 通过将原因和效果混为一谈，写了一个很厉害的玩意儿。在黄线下面，我们可以看到不良脑部卫生的 **影响** 。在黄线上方，我们可以看到导致更好的大脑健康的 **原因** 。破坏好的原因和产生坏的影响的神奇力量被做成了罪魁祸首。在这种情况下，罪魁祸首是数字媒体。骗子们可能会采用该图插入另一种邪恶力量，如[学校教育](https://supermemo.guru/wiki/Schooling)。焦虑的父母将会根据这个模因采取相应的行动。如果我们想攻击糖或脂肪、自由主义或保守主义思想、种族，甚至可能是移民，同样的伎俩可能会奏效。好的力量：血统纯净。坏的影响：失业。实际上的因果关系并没有被证明。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n在新千年的最初几年，一个关于 Uberman 睡眠的谬误开始在网上流传。很快，它通过偷用 Stampi 博士使用的术语[多相睡眠](https://supermemo.guru/wiki/Polyphasic_sleep)而变异。这种思想病毒非常有力，因为它似乎为学生的普遍睡眠问题提供了一个解决方案。2005 年，我写了一篇[谴责多相睡眠的幽默文章](https://super-memory.com/articles/polyphasic.htm)，认为多相睡眠非常有害。令我高兴的是，我收到了大量的感谢信，让我知道我成功阻止许多年轻人尝试多相睡眠。渐渐地，这个缪误开始消失了。在写这些文字的时候（2019 年 9 月 11 日），我发现这个词本身在 2016 年从[维基百科的独活](https://en.wikipedia.org/wiki/Biphasic_and_polyphasic_sleep)中消失了。这是一个重大胜利，也是对群众智慧的平反！以类似的方式，我希望 **数码痴呆症** 这个词将很快加入顺势疗法或心灵控制的行列。让我们把对谷歌的恐惧留给一小部分顽固的阴谋论者。不要让任何一个孩子因为网络而被剥夺数字媒体的使用权利。\r\n\r\n## 结论\r\n\r\n数字媒体是人类的福音。但 Spitzer 坚持认为，父母应该在 18 岁之前鼓励孩子不要使用谷歌。这自然会增加人们对印刷媒体的兴趣。在 1500 年，一个教育家可能劝阻使用书籍，以促进演讲和对话。毕竟，谈话是社会性的交流，而书本是个人和自我的。最糟糕的是，有了印刷品，就像有了谷歌一样，我们把长期记忆外包给了印刷品。\r\n\r\n父母有权利行使言论自由，并试图向孩子灌输游戏的机会成本的观念。只要他们通过赞美运动、徒步旅行、书籍、音乐或社交来做到这一点，他们就不会侵犯孩子的权利。然而，一旦平板电脑或手机被锁在抽屉里，一旦[强制学习](https://supermemo.guru/wiki/Coercive_learning)和[学校教育](https://supermemo.guru/wiki/Schooling)占上风，冲突与上瘾的恶性循环便开始了。\r\n\r\n[互联网让我们更聪明](https://supermemo.guru/wiki/Internet_makes_us_smarter)，[电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)，新的数字世界给人类带来了难以计量的效用。\r\n\r\n标题党式的说法，像 Carr 的 **「谷歌让你变傻」** 或 Harari 的 **「大脑可以被算法入侵」** 或 Spitzer 的 **「电子设备让我们痴呆 」** ，都源于知识的傲慢。散播恐慌的作者认为，数百万准备不足的消费者蠢到足以成为滥用新技术的受害者。确实会有很多这样的人，然而，问题的根源在其他地方。例如，当人们在自己的生活中失去控制权（例如由于学校教育、竞争、糟糕的企业道德等），抵抗社交媒体的诱惑就更加困难。失去自由会毁掉最好的大脑。\r\n\r\n数字媒体的世界充满了机遇。合理利用技术是个尚需适应的问题。大脑的进化正是为了这个目的。我们所需要的是探索的自由。同时，摆脱数字媒体的恐慌和荒诞的谬误也很有帮助，尤其是当这些观点由神经科学家推广时。\r\n\r\n自由选择学习工具和获取知识的方式是儿童的基本权利\r\n\r\n## 延伸阅读\r\n\r\n- [有关神经的谣言](https://supermemo.guru/wiki/Neuromythology)\r\n\r\n- [电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)\r\n\r\n- [电子游戏](https://supermemo.guru/wiki/Videogames)\r\n\r\n- [游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)\r\n\r\n- [学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)\r\n\r\n- [预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)", + "type": "text/markdown", + "caption": " 数码痴呆症的病态谬误\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The morbid myth of Digital Dementia" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Trading genius for Asperger.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Trading genius for Asperger.json" new file mode 100644 index 0000000..1f116d2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Trading genius for Asperger.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Trading genius for Asperger", + "text": "# 把天才视为 Asperger\r\n\r\n原文：[Trading genius for Asperger - supermemo.guru](https://supermemo.guru/wiki/Trading_genius_for_Asperger)\r\n\r\n## 灵活精神病学\r\n\r\n用术语「谱系」可以方便地描述各种各样的自闭症儿童。就像精神病学中一贯的做法，我们找到一些共性，用合理选择的检查表/问卷来创建一个合理严格的定义，最后造出一种新的障碍症：此症范围横扫智障到天才，无一不包。这种障碍症又能和其他症合成并症。我们一定要记得，通过访谈和问卷调查进行的精神病学是一门非常不精确的科学。我们需要更好的[心理多样性](https://supermemo.guru/wiki/Neurodiversity)模型，它建立在更坚实的神经科学基础之上。\r\n\r\n## 自闭症患者：Bob 和 Rob\r\n\r\n我最亲密的两个被诊断为自闭症的朋友，Bob 和 Rob，就像粉笔和奶酪一样不同。Bob 今年 20 岁 ，说不出一个让人听得懂的词。我在与 Bob 沟通方面最大的成果是，当我告诉他可以看 YouTube 时，他紧紧地盯着我看了好一会儿。他喜欢 YouTube 上的音乐！在我的想象中，我把他的反应看作：「真的吗？所有的人都告诉我这对我糟糕的大脑不好。」我的另一个被诊断为自闭症的朋友，Rob，今年 14 岁，他是一名优秀学生。Rob 唯一不寻常的弱点是，他很容易被他的弟弟欺负，而他的弟弟比他矮了将近一个头。与 Rob 的对话令人惊奇。他总是问一些很不寻常的问题，这些问题通常不会出自一个 14 岁孩子。他似乎总是记得我以前告诉过他的事情（例如，关于我自己的生活，他总是很好奇）。他恭敬地叫我「先生」，这很奇怪。如果 Rob 不在智力低下的儿童的特殊学校上学，我的看法会产生偏差，会认为他是我见过的最聪明的青少年之一。他就像大多知识分子那样怪，喜欢把自己曲曲折折的思维过程转化为令人惊讶的行为和（或）生活习惯。\r\n\r\n由于我们对自闭症的潜在神经相关因素和潜在原因一无所知，我们可能要处理一系列可能是适应不良的、病理的或仅仅与平均水平不同的案例。我们可能有由环境污染、创伤性分娩、感染引起的病例，也有归因于人类[神经多样性](https://supermemo.guru/wiki/Neurodiversity)的病例。由于范围太广，故而有时天才的潜力被对用于发育迟缓或发育奇特的儿童（包括早熟）的千篇一律的治疗方法所浪费。整个治疗领域可能是在黑暗中摸索，有些模式是有帮助的，有些是有害的。我们最希望的是人类专家通过试验和错误找出对儿童最有效的策略，而这种策略在每个专家的头脑中似乎都有不同的划分。自闭症的共同发现者 Kanner 和 Asperger 在首次描述这种疾病时，分别只对 11 名和 4 名儿童进行了研究。\r\n\r\n自闭症的定义不够精确，几乎没有提到神经学原因。\r\n\r\n## Asperger 综合症\r\n\r\nAsperger 综合症是一种高功能自闭症，儿童表现出相当高的智力，尽管他们的一系列行为被列为 Asperger 综合症。当我在研究童年的激情时，受到 Winner 的[学成强欲](https://supermemo.guru/wiki/Rage_to_master)的启发，我四处寻找我能找到的最有激情的孩子。令我震惊的是，有很大一部分儿童符合我的标准，却被打上了 Asperger 综合症的标签。Michael Fitzgerald 是一位精神病学家，他写了《天才基因：Asperger 天才如何改变了世界》。他曾与 1500 名自闭症儿童打交道，绝对是个行家。在书中，他研究了过去的人类天才案例，这使他发现与 Asperger 的特征有很强的相关性。牛顿、爱因斯坦、达尔文或杰弗逊真的会是 Asperger 吗？当我们听到爱因斯坦的名字时，我们便兴致盎然，常常把最疯狂的联想、比较、虚假的说法和轶事归结到他身上。然而，仔细看看他的传记，特别是童年，就会发现传言并非空穴来风。我只是对天才或 Asperger 是天生而非后天的说法有些异议。我确实认为，在实现天才思维方面，发展中大脑的[概念化](https://supermemo.guru/wiki/Conceptualization)远比基因更重要，或者说是发展障碍的标签。Asperger 和天才密切相关的说法可以用早熟或[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)来简单解释。由于激情是在发展中塑造大脑的首要力量，激情、Asperger 和天才之间的联系变得相当紧密。\r\n\r\nAsperger 综合症和充满激情的心灵之间有很大重合\r\n\r\n## 基于奖励的概念化\r\n\r\n推动天才大脑发展的主要力量之一是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。如果与学习相关的奖励特别强，它就会迅速增长，而且发展的自由度允许大脑的[概念网络](https://supermemo.guru/wiki/Concept_network)发展所有整合好的[概念](https://supermemo.guru/wiki/Concept)，这些概念很容易进入与随机[创造力](https://supermemo.guru/wiki/Creativity)相关的高激活度以及高奖励。这就是[学成强欲](https://supermemo.guru/wiki/Rage_to_master)的根源。这个过程产生了激情，决定了大脑在[概念化过程](https://supermemo.guru/wiki/Conceptualization)中的布线。这些激情并不总是受到成人世界的欢迎。如果孩子对符号（阅读）、绘画或音乐着迷，这些容易被成人认可的领域，便可能对他们在学校里脱颖而出有帮助，它们会导致早熟。早熟的孩子可能在人群中脱颖而出，成为[霸凌](https://supermemo.guru/wiki/Bullying)的对象，这是引发社交尴尬的第一步，其可能只是对社会逆境的一套防御措施进行概念化的效果。这个过程不可预知。奖励或惩罚越强，概念化就越深，脱离规范的机会就越大。如果防御产生一个反馈循环，有更多的尴尬和更多的惩罚，我们可能有一个失控的过程，导致发展或精神障碍。解决这个问题的一个简单办法是自由。孩子需要能够探究社会环境，按需要介入或退出，正如在[良性压力机制](https://supermemo.guru/wiki/Mechanics_of_eustress)中解释的那样。一个[聪明的孩子 Danny ](https://www.facebook.com/BillMcdadPhotography/posts/10157349296435780)（不是 Asperger 综合症）问「为什么霸凌不发生在公共场合？」\r\n\r\n充满激情的大脑雕刻出可能偏离常规的良好结晶的架构\r\n\r\n## 早熟机制\r\n\r\n早熟的孩子和 Asperger 者有一个重要的共同点：高度敏感。高敏感度可能是导致早熟的[概念化](https://supermemo.guru/wiki/Conceptualization)的加速剂。然而，概念化等同于对现状的适应，如果一个孩子在短时间内对来自父母的暗示作出最佳的适应，那么在适应新的社会环境（如学校）时可能会处于不利地位。如果涉及到高额的惩罚，这个过程会使社会概念化脱轨。早熟的孩子可能会在人群中脱颖而出，在同龄人眼里显得很奇怪，这一点就会被放大。由于适应性是以稳定为代价的，早熟的孩子在新环境中可能不太适应，这可能导致了奇怪的社会行为。然而，这一机制如果持续一年，可能会产生一个全优的学生，他只想着取悦成人和老师。同样，做一个乖巧的人往往是[霸凌](https://supermemo.guru/wiki/Bullying)的原因，这又会影响社会概念化。\r\n\r\n早熟儿童极易受欺凌，这可能影响他们的社会发展。\r\n\r\n请看早熟是如何导致社会问题的：[案例研究：天才或 Asperger ] (https://supermemo.guru/wiki/Case_study:_Genius_or_Asperger)\r\n\r\n## 早熟悖论\r\n\r\n虽然早熟有其优势，但发育迟缓的孩子就没那么幸运了。人类的大脑有一个非常缓慢的发展轨迹。天资越大，迟缓的可能性就越大。说话晚或阅读晚的孩子往往受到学校系统、同龄人和「砖家」的猛烈攻击，而「砖家」则大肆散布恐惧。妈妈们在压力下惊慌失措，「迟钝」的孩子被送去接受侵扰性的强制治疗。他们正在被强制「加速」。在这样的攻击下，难怪社会恐惧和抑制会影响整个[概念化](https://supermemo.guru/wiki/Conceptualization)过程，可能转向内向。一个热衷于收集和繁殖众多动物物种的达尔文式大脑，会变成一个痴迷于他的「单面」激情的隐士。他可能会变成一个不合群的人，需要一个 Asperger 的精神病学标签。顺便说一下，我也是一个狂热的动物收藏家（见：[童年激情](https://supermemo.guru/wiki/Childhood_passions)）。我对动物的热情演变成了对研究大脑的热情。激情是宝贵的。然而，我从来没有因为我的痴迷而被排斥或污名化。我可以自由地探索，并得到我母亲和其他家人的积极支持。在我的童年，精神病咨询是一件很罕见的事情。妈妈会得到一些关于如何处理困难儿童的建议，而我则不管不顾地做自己的事情。然而，这一切可能会有非常不同的结果。在[我被霸凌了](https://supermemo.guru/wiki/I_was_bullied)这篇文章中，我展示了缺乏家庭支持和敌对环境是如何在几周内轻易改变人的。这样的变化，如果持续时间较长，会影响孩子的行为。在不同的环境中，大脑的概念是不同的。强大的情绪是[概念化过程](https://supermemo.guru/wiki/Conceptualization)最有力的驱动力之一。我可以很容易成为一个不合群的人。时至今日，许多人认为我是一个可疑的怪人。幸运的是，这似乎只影响那些不知道从我的角度看到的故事的人。\r\n\r\n如果治疗方法不能充分利用[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)，最终可能变为伤害。\r\n\r\n## 自由疗法\r\n\r\n当我与患有 Asperger 综合症的孩子的母亲交谈时，我看到一种令人担忧的关联性。父母越是相信（1）诊断的严重性，（2）治疗的必要性，以及（3）学校教育的价值，孩子的压力就越大，社会退缩的症状也越严重。在极少数情况下，当父母似乎并不关心学校的延误或问题时，「Asperger」 似乎会自己痊愈。据说 Asperger 综合症会持续一生，奇怪的天才也可能是一种「折磨」，随着年龄的增长而恶化。我怀疑 Rob 可能是一个「自发恢复」的案例，尽管他的父母声称长时间的治疗和学校教育功不可没。Rob 的父亲差不多也可以说是个天才。我一直预测 Rob 会有好的结果，并坚持认为不管有没有治疗，这些结果都会发生，但 Rob 的父亲坚持要把它归功于专家。\r\n\r\n一位 Asperger 的人的妈妈写到了自由的治疗力量。经过4年的家庭教育，这个孩子茁壮成长：\r\n\r\n> [家庭教育](https://supermemo.guru/wiki/Homeschooling)是我们一生中最好的决定。一个易受惊的小男孩，从无缘无故地哭，不敢说话，与同伴和老师之间有不好的经历，有强烈的焦虑症，最终成长为一个自信的年轻人，一个爱开玩笑的人，能完美地应对环境，对世界和新的友谊开放。他不再害怕说：*我想要它，因为它对我很重要*。他不再害怕离开家。当他第一次离开家的范围去见朋友，然后去电影院时，我知道他可以做到。然后又有几个在我孩子被从学校带走前后认识他的人，认为他完全变了个样。 **为什么叫自由？** 因为我们不依赖于学校里老师使用的方法，也不依赖于孩子或老师的各种奇怪情绪\r\n\r\n## 冰箱妈妈\r\n\r\n哪些 Asperger 可能会茁壮成长？我相信，是那些从他父母那里得到最多的认可、爱、宽容和耐心的人。道理看似简单，但人们不知道爱和宽容还意味着——绝不让孩子进行难受或无聊的治疗。如果孩子更喜欢和他的蜘蛛玩，而不是浪费几个小时去话疗，那就遂他愿吧。见：[特殊需求教育](https://supermemo.guru/wiki/Special_needs_education)。\r\n\r\n最初将自闭症定义为一个单独的类别的 Leo Kanner 称其症状包括「父母的冷漠、痴迷和对物质需求的机械式关注 」。他的学说带来了「冰箱妈妈（像冰箱一样冷的妈妈）」这一有失偏颇的伤害性词汇。然而，这个词也有一定的道理。「冷酷的养育方式」可能有助于发展[概念化](https://supermemo.guru/wiki/conceptualization) ，导致 Asperger 综合症。我最担心的是那些纪律严明的母亲的 Asperger 孩子。这些了不起的女性往往有着高学历，几十年的自律和自我鞭策使她们的大脑变得冷酷。这些人不会接受任何东西，除非能为他们的孩子带来最好的学习成绩。在实现既定目标的过程中，任何迟缓都可能引发失望的螺旋式上升，并夹杂着愤怒，对孩子的苛求也变本加厉。\r\n\r\n## 衡量进步\r\n\r\n在[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)中，我解释说，孩子到底是精神疾病还是发展轨迹较长，其实很容易区分。对于后者，我们需要观察典型的认知变量和百分位等级的进步。一旦我们有了这些令人放心的迹象，耐心就是关键。\r\n\r\n如果量化困难，简单观察儿童的激情和对心灵的影响应该就足够了。可悲的是，一些现代的激情，如[电脑游戏](https://supermemo.guru/wiki/Gaming_disorder)，被成年人认为是没有价值的。这只是反映了人们对人脑的先天力量缺乏信任（见：[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。天才的培养需要几十年的时间，而患有 Asperger 综合症的孩子可能会让家长经历一段艰难时期，考验他们的信任和耐心。\r\n\r\n所有具有发展天才思维潜力的孩子都必须给他们自由，让他们自己发展。只有最开明的妈妈才能接受这一论断。一个普通的受影响家庭会受到来自四面八方的 \"砖家\"的攻击，他们希望修正所有偏离常规的情况。\r\n\r\n倘若激情如汪洋恣肆，倘若耐心显出成效，那么别具一格的年轻心灵很可能已经踏上通往伟大的道路上。爱和自由比治疗更有价值。", + "type": "text/markdown", + "caption": " 把天才视为 Asperger\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Trading genius for Asperger" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Universal basic income will explode human creativity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Universal basic income will explode human creativity.json" new file mode 100644 index 0000000..5bfa483 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Universal basic income will explode human creativity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Universal basic income will explode human creativity", + "text": "# 全民基本收入将引爆人类创造力\r\n\r\n原文：[Universal basic income will explode human creativity - supermemo.guru](https://supermemo.guru/wiki/Universal_basic_income_will_explode_human_creativity)\r\n\r\n## 定义\r\n\r\n **全民基本收入（UBI）** 指的是定期给所有公民一小笔钱。\r\n\r\n## 基本收入 vs 脑科学\r\n\r\n **基本收入** 的概念属于经济学范畴。然而，这一概念值得我写一篇文章，从学习和创造力的角度考察。支持 **基本收入** 的最有力的论据之一源自于脑科学。我认为 **基本收入** 有助于保障自由稳定，这样才能让人情绪平定，满足人类最佳[创造力](https://supermemo.guru/wiki/Creativity)的必要条件。纵使基本收入日积月累会花上几万亿，我们能够解放前所未有的人类创造力，并因此而获得丰厚回报。为了让这张蓝图能够实现，我们需要一代人都生活在平和自由的精神环境中。当然我们也不要期望基本收入是什么灵丹妙药，能治愈威权家教、托儿所、学校、公司生活、内卷竞争碾压之下的数百万人。推行基本收入的理由很充分。我们需要新一代孩子，他们能理解并珍惜自由、创意、实用贡献的力量。我在此聚焦与培养创意人才相关的理由。\r\n\r\n[[img [Future of human creativity and the impact of basic income|https://supermemo.guru/images/thumb/1/14/Impact_of_basic_income_on_creative_productivity.png/400px-Impact_of_basic_income_on_creative_productivity.png]]](https://supermemo.guru/wiki/File:Impact_of_basic_income_on_creative_productivity.png)\r\n\r\n> 图：传统经济学从供求关系、就业、成本、工资、动机等方面讨论[基本收入](https://supermemo.guru/wiki/Basic_income)，但这些都是难以说明问题的老工具。人类[创造力](https://supermemo.guru/wiki/Creativity)的价值不可能轻易量化。创造力的回报往往呈指数级增长，而且没有上限。仅需天才一名就可以历史扭转乾坤。天才无价。支持[基本收入](https://supermemo.guru/wiki/Basic_income)的主要论据应该来自于脑科学，它应该划定使人类创造性生产力最大化的条件。这张图片大致说明了这个问题。今天的“疯狂竞争世界”只发挥了人类潜力的一小部分。[基本收入](https://supermemo.guru/wiki/Basic_income)可以消除进步的瓶颈之一：对未来的恐惧。为了达到发展按指数曲线急剧增长的阶段，我们需要转变文化范式，社会和个人的重新调节，以及大脑经历[概念化](https://supermemo.guru/wiki/Conceptualization)过程的条件的重大改变，这决定了人类最终的[智能](https://supermemo.guru/wiki/Intelligence)。人类的下一个重大进步将由于创造性生产力的提高而产生。要了解未来，只需比较创造力曲线的左右两边即可。\r\n\r\n## 2050 年的基本收入\r\n\r\n到了 2050 年，我们会边回顾那些基本收入尚未推行的旧日子，边想当初过着何等茹毛饮血的生活，竟然不需要基本收入。那时候，我们看待基本收入的态度，就像我们今天看待医保、免费教育、失业福利、残疾援助、住房援助等社会保障一样，认为是理所应当的。我们再也不能过着无异于野蛮人的现代丛林生活。我们需要建立系统来共同保护人类的创造潜力。首先我们可以完成这两件事： （1）全民基本收入，（2）终结[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)（见：[强制学校教育必须终止](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）。\r\n\r\nOwen Poindexter 是一位来自加州的年轻政治家，他支持全民基本收入（见：[1 分钟信息](https://www.youtube.com/watch?v=9yCS9faKC6A)）。他在 Medium 总结了他支持（[基本收入的 18 个理由](https://medium.com/basic-income/18-reasons-to-support-universal-basic-income-426caa85a7c9)）。他的理论正是年轻一代推行基本收入的新思路。不过从中也可以看出，脑科学角度的论点尚未成型，也没有得到足够强调。Poindexter 的论证中只有两点因素与创造力相关：（1）有助于学到更多知识，（2）有助于培养企业家精神。\r\n\r\n## 自由和创造力\r\n\r\n **基本收入** 的概念古已有之。我们普遍认为，伸出援助之手是好事，特别是如果援助的成本与收益相比微不足道。这就是为什么世界上有许多福利项目，而且大多数项目对于社会来说是净收益。反对基本收入的人对聪明的大脑总是有一种精英主义的观点。在这种观点中，有些人天生就聪明，有些人天生就懒惰。我知道事实恰恰相反。我们大多数人生来就有一个奇妙的思维器官。正是生活中的艰难困苦迅速毁掉了这个器官，使我们很容易得出关于人性的错误结论。我们不能把我们的观察建立在被学校教育或严厉的父母教育破坏的青少年身上。我们不能看被几十年的激烈竞争所打击的退休人员。这些都是错误的模式。引入 **基本收入** 的充分理由是，自由具有释放人类创造力的不可思议的力量。为了实现这种创造性的繁荣，大脑必须生来自由，并自由发展。途中一切形式的虐待都可能使这个等式失效。\r\n\r\n我认识几十个青少年和年轻人，他们似乎准备好改变世界。在他们从学校过渡到成年的过程中，总是有一种威胁，即放弃创造性的力量，向谋生的需要低头。有社会的压力，或父母的压力，也有基本的需求要满足。这些力量似乎是无法克服的，可以扼杀许多激情或许多伟大的想法。\r\n\r\n在创意青年的问题上，我可能略有偏颇。我一直在想，为什么 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的最佳用户会在充满爱和保护的家庭中良好地成长。在家庭的巢穴中一定有某种力量，催生了那种猖獗的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。这增加了我对 **基本收入** 的乐观态度。真正的人性只在真正的自由中展现。大脑变得忙碌，充满活力，富有创造力，而且饥渴。我个人不知道有什么例外。我确实认识一些人，他们可能很容易被认为是不太聪明，懒惰，或者一无是处。要指出他们困境的根源总是很容易的。同样也很容易说明这些人如何在生活中的积极变化中茁壮成长。 [学习内驱力](https://supermemo.guru/wiki/Learn_drive)和大脑本身一样具有可塑性。\r\n\r\n## 学校 vs 基本收入\r\n\r\n学校似乎是阻止 **基本收入** 制度的主要力量之一。我相信，所有的学生都会很乐意用学校教育的费用来换取教育津贴，他们可以用自己认为最合适的方式来使用。然而，这并不是学校成为通往更幸福的年轻一代道路上的绊脚石的原因。学校诱发了[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，破坏了对学习的热爱，摧毁了激情，并助长了[懒惰学生的迷思](https://supermemo.guru/wiki/Myth:_Students_are_lazy)。\r\n\r\n有关[“学生是懒的”的谬误](https://supermemo.guru/wiki/Myth:_Students_are_lazy)促成了一个更广泛的关于“人都是懒的”的谬误。我们变得懒惰是因为被迫去做我们讨厌的事情。失去[学习内驱力](https://supermemo.guru/wiki/Learn_drive)甚至会扼杀生活的激情。如果没有激情，很少有人会愿意在不必要的时候离开自己的舒适圈。\r\n\r\n大量的成年人，特别是那些在生活中获得成功的人，将这种成功归功于他们自己的毅力和智慧。他们与学校分享一些荣耀，他们认为这些荣耀促使他们走向成功。然而，这种对自己的积极思考往往与人们生来不平等的信念有关。据称，有些人天生懒惰，不那么认真，不那么有魄力，最重要的是，不那么聪明。这种精英主义的观点导致人们相信，一旦人们得到了钱，他们就会失去工作的动力。\r\n\r\n心理学、经济学或基本收入的试点项目并没有证实这个谬误。然而，它们并不都是令人信服的。主要原因是，学校释放的人往往是终身受伤的人。他们有一系列的坏习惯，很难在社会上找到合适的位置（见：[学校让人沾染上的 100 条恶习](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)）。这种适应在没有援助的情况下是很难的，而 **基本收入** 可能并不足以治愈伤口。要使 **基本收入** 发挥作用，其舒缓作用应从儿童早期开始体验。一旦我们培育出相信世界仁慈的孩子，我们将塑造新的多产的社会。在那里，大量的仇恨可以有效地被大量的爱所取代。心灵是可塑的，而早期的教养会使天平倾斜。\r\n\r\n **基本收入** 的问题类似于[学校教育的问题](https://supermemo.guru/wiki/Problem_of_schooling)。两者都是基于 **对人脑力量的信任缺乏** 。就像存在[懒惰学生的谬误](https://supermemo.guru/wiki/Myth:_Students_are_lazy)一样，我们也有一个天生懒惰或堕落的成年人的谬误。\r\n\r\n学校导致人们对自力更生失去信任\r\n\r\n## 负所得税\r\n\r\n反对 **基本收入** 的人认为它是共产主义病态的新化身。共产主义经济的失败被认为表明了人类精神的堕落本质。在现实中，共产主义的这种失败更多的是基于信息的流动，以及控制的流动。根据 [Yuval Harari](https://supermemo.guru/wiki/Yuval_Harari)，免费援助将导致 **「无用阶层」** ，他们将在虚拟现实或宗教的虚构故事中找到意义。这种观点来自于对脑科学缺乏基本的了解，特别是作为人类动机结构基础的奖励系统。\r\n\r\nMilton Friedman 不是共产主义者。我一直赞扬 Friedman 对[学校选择权](https://supermemo.guru/wiki/School_choice)或[学券制](https://supermemo.guru/wiki/School_voucher)的立场。Friedman 也是 **负所得税** 的倡导者。尽管名字叫负所得税，但它实际上是一种福利施舍，可以在不建立新的官僚机构的情况下帮助那些收入较少（或根本没有）的人。如果一个诺贝尔奖得主的经济学家支持 **基本收入** 的一般想法，我不吝啬于补充我从人类生物学的角度得出的声音。\r\n\r\n当然，还有很多诺贝尔奖得主。[Paul Romer](https://en.wikipedia.org/wiki/Paul_Romer) 宁愿看到就业补贴。然而，这些并不具有本文所列举的 **基本收入** 的深远的心理学优势。\r\n\r\n自由主义者声称，不应该强迫任何人做慈善。然而，如果我们把 **基本收入** 重新表述为负所得税，整个论证就可以简化为支持或反对一般税收的推理（见：[我喜欢税收](https://supermemo.guru/wiki/Universal_basic_income_will_explode_human_creativity#I_like_taxes)）。\r\n\r\n## 社会奖励\r\n\r\n如何最优地根据人们对社会的贡献奖励他们，这个话题总是争论不息。我在共产主义背景下长大，因此我非常坚信，我们应该 **最大限度地做出贡献，最小限度地消费** 。然而，按需奖赏或者平均奖赏的做法，在社会中都并不奏效。也许教育方式应该有所调整，来引导孩子形成更社会主义的心态，但唯一可行的方式，是重新思考对人类的关怀，基于新的观点来抚养新的一代。若非如此，学校下滋生出坏习性，坏习性扭曲了对人类本性的认识，根据这一认识错误地设计社会体制，这样的体制又滋生出坏习性，于是恶性循环就运转起来了。有些坏习性让人们投票反对 **基本收入** 。\r\n\r\n有些人单单享受好处，而毫不希望做出贡献，社会主义社会难以接受这些人。这点来源于平等的情感副作用。在现代经济中，当我们看到冷酷无情的地球污染者时，我们经常体验到这一点。\r\n\r\n我们需要把同等的安全和对不同等生产力的奖励结合起来。 **基本收入** 可能提供安全，市场经济可以确保功利性生产力的丰富奖励。\r\n\r\n在安全自由的条件下，快乐的心灵会乐于作出贡献，并在最小的消耗上保持快乐。\r\n\r\n## 蛰居族\r\n\r\n[蛰居族](https://supermemo.guru/wiki/Hikikomori)是将自己与社会隔离的人。这种日本特有的现象通常影响到年轻人。那些在精英高中上学的人形成了一个特别大的群体。蛰居者的结论是，游戏、互联网或其他个人追求的世界比对自己的地位或行为有高要求的社会生活更有意义。慈爱的父母往往是蛰居者的助纣为虐者，被视为一种社会病态。我宁愿把蛰居者看成是对他们认为是病态的社会压迫的一种逃避。蛰居者是了解青年和他们的动机的一个奇妙的研究场所。这项研究可以帮助揭示什么[概念化](https://supermemo.guru/wiki/Conceptualization)轨迹可以让一个有创造力的人从填鸭式学校中摇身一变成为社会隐居者。\r\n\r\n光是[蛰居族](https://supermemo.guru/wiki/Hikikomori)的存在，就让人觉得 **基本收入** 可能催生出数百万的蛰居族。这个问题似乎总是影响 **「他们」** ，而不是 **「我们」** 。这种对他人的错误看法是由学校教育和社会对世界的期望所诱发的，在这个世界上，好工作或金钱决定了社会地位。反对 **基本收入** 的人一般都觉得自己比「普通的大多数的」底层人优越。他们根本没有看到，也无法欣赏人类大脑的潜力！\r\n\r\n **基本收入** 不会解决蛰居者的问题。蛰居者仍然会很容易被他们的非生产性社会地位所羞辱。我们需要培养整整一代人，让他们能够自由地从事自己的创造性追求，而不感到内疚。我们将需要一个文化范式的转变，在这个范式中， **基本收入** 不是一种福利施舍。它只是年轻人在走向自己的财富的道路上支付的一种负税。 **基本收入** 将像退休养老金一样自然。退休人员提前支付他们的养老金，青年将用他们的生产生活来支付他们的「养老金」。\r\n\r\n## 人们自由后将会做什么？\r\n\r\n我确信，随着基本收入制度的建立，官方统计的就业率将下降。我也相信工作时间会减少。但不必担心。我们赢得了自由，而自由将提高生产力作为回报。有了 **基本收入** ，人们会按需工作。虽然工作时间可能会减少，但人们会更健康，更长寿，工作热情会更持久，因此会工作更多年，这样就能平衡了。没有收入的天才，他们的生产力会指数级增长，其影响可能在 50 后才会显现，但一定会收获丰厚。我知道有十几个孩子现在就能从中受益！\r\n\r\n可能只有非常节俭才能完全靠基本收入生活。创造力充沛的年轻人需要很多免费的东西，但正是其他同类会愿意提供的。维基百科以及开源软件都是创造力胜过收入的优秀榜样。这些地方的增长无疑是立竿见影的。不过为了补贴收入，创意者可能需要打打零工，或者接受他人捐赠。如果不必因恐惧而未雨绸缪地攒钱，人们会更愿意按下那个「捐赠」按钮。人们有了规律收入，才会有平静的心灵，从而更愿意慷慨解囊。如果大家都有动力追随自己的追求，我们都会更加有生产力。那些能够让其他人快乐的人会得到最好的回报。文化变革的积极反馈回路将取决于我的主张有多真实，即大脑[概念化](https://supermemo.guru/wiki/Conceptualization)很好地走向激情，而我们只是用学校教育和其他对自由的限制来扼杀这一过程。我相信全民基本收入理念的主要阻碍者是学校和企业。[Harari](https://supermemo.guru/wiki/Harari) 对 **无用阶层** 的预测是错误的。如果我们不侵犯个人自由，我们更有可能产生一个 **有创造力的阶级** ，在那里，创造力和解决问题是人们想要做的。\r\n\r\n由 **基本收入** 所解放的人将形成庞大的创意阶层\r\n\r\n## 人工智能的影响\r\n\r\n随着人工智能的到来，基本收入的想法无疑会越来越强大，最终会为人类带来好处。\r\n\r\n一方面，人工智能将取代大量可以通过智能实现自动化的工作。另一方面，它将提高任何人成为并感到有用的智力标准的标准。矛盾的是，通过使人们摆脱义务，这个标准将更容易达到。学校系统很快就会面临一大批非学校教育者，他们会发现与新的现实有一种不可思议的契合。与现代世界的需求相比，所有的成绩和证书都将变得毫无意义。旧的普鲁士学校系统将会崩溃（见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）。\r\n\r\n我们可能会催生数以千计的新研究人员，他们将利用大脑和建模来理解现实，而不需要手捧着帽子乞求资助，而不是沉浸在幻想中的无用阶层。万物理论将在一个没有人类通常烦恼的大脑中诞生。基本收入将通过释放人类的创造精神来支付自己的费用。另见：[社会是一个概念网络](https://supermemo.guru/wiki/Society_as_a_concept_network)\r\n\r\n## 创意的展示\r\n\r\n对社会认同的渴求深深扎根在脑中。因此任何形式的社交赞同都能促进创意。对创作者来说，如果至少有一个人喜欢他的创意之作，他就会开心。当然这一前提是基本收入所激发的创意之举，应当大部分时候都具备一定的功用。\r\n\r\n即使孩子陷入游戏的世界里，他也会在网上寻求认可。他会寻求点赞、评论、问候等等。如果这些都没有出现，在操场上和朋友说一句话就是良好的安慰。最起码在操场上和朋友说说话也很有安慰的效果。至少来自慈爱的老奶奶的关心也是如此。甚至[蛰居族](https://supermemo.guru/wiki/Hikikomori)也会匿名地与他人联系。\r\n\r\n老旧街道上的音乐家，即使无人给钱也会不断奏乐，但如果所有听众离席而去，他只得放下乐器。音乐家喜爱创造，喜爱音乐，他不在意收入微薄，但他只是想要在过客眼中，瞄见一丝赞许与享受。投来一枚硬币，举起一次大拇指，或者浅浅一笑，除此之外别无他求。\r\n\r\n我回想起（在 1980 年代末）我基于价值理论而从工作中漂亮地抽身。我当时确信我的理论将拯救人类。我确信，人类将第一次能够科学地决定选项的价值。问题是，人们对我的话完全没有兴趣。无论我和谁说话，我都能听到他们缺乏理解，缺乏兴趣，或者直接不同意。有人把我比作希特勒（因为我的价值理论！）。1990 年后，我的整个生活都基于这个理论，但除了我的一些选择的「奇怪」之外，它在外表上是看不见的。换句话说，我制定了一个理论框架，我相信它改变了我的生活，但由于缺乏反馈，我从未公开分享过它。如果我听到一丝丝的兴趣，我仍然计划这样做。\r\n\r\n这种对社会认可的渴望是一个很好的指标，猖獗的创造力不可能被浪费。在最坏的情况下，一些有远见的人可能需要找到安慰，因为他们的工作只会被后人理解。\r\n\r\n## 经济的替代方案\r\n\r\n我不同意 Paul Romer（和其他人）的观点。有许多创造就业的计划和工作补贴。它们都会带来官僚主义，它们都会消耗人类的创造力来生产劳动力，这无法最大限度地发挥人类的潜力。如果给予更多自由，同样的创造力会被更好地释放出来。我认为，补贴所有的大脑，要比只补贴指挥的大脑要好。这种选择性的补贴只会加深知识差距和控制差距。由于创新是可持续性的关键，基本收入会比就业补贴带来更好的结果。\r\n\r\n我并不介意就业保障，只要它不演变成拼命寻找并非真正需要的工作。我们想让一个父亲花时间去挖沟，还是宁可照顾他的孩子，或者花时间去[自由学习](https://supermemo.guru/wiki/Free_learning)，这可能会对他的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)起到促进作用，从而提高他的就业能力？\r\n\r\n我不喜欢法定最低工资，因为它打击了雇主。最好是用基本收入的最低援助来补贴雇主和雇员之间的良好匹配。这份工作的工资可能较低，但可能会使双方的生产力提高。基本收入增加了以可承受的价格提供的创造性劳动力。\r\n\r\n失业救济金是一个宝贵的安全网，但它通常与寻找工作的义务相关。从长远来看，所有形式的胁迫都会产生反作用，压制人类心灵的最佳品质（见：[在学校学到的 100 个坏习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)）。我不认为强迫人们做他们讨厌的工作有什么意义。这种工作的质量不可能是好的，即使这只是体力劳动。\r\n\r\n如果我们专注于创造就业机会的项目，而不是心灵的自由，我们确实会进入人类衰落阶层与人工智能力量的竞赛。相反，人类可以努力将所有的大脑整合到一个巨大的[概念网络](https://supermemo.guru/wiki/Concept_network)的全球集体智能中。\r\n\r\n与其补贴低端劳动力，我们不如投资于创造力\r\n\r\n## 渐进引入\r\n\r\n所有反对引入 **基本收入** 的经济论点，都可以通过渐进式引入来规避。没有什么理由抱怨可忽略不计的成本。引入负所得税的官僚成本可以减少到立法单一税收法案的程度。经济成本完全取决于公式，最初可以是适度的保守的。基本收入的支付款项可以随着个别福利项目的逐步取消而逐步增加。整个复杂的福利官僚机构最终可以在很大程度上被消除掉。支付款项也可以通过提高生产力来补偿，特别是随着具有新的创造性思维方式的新一代的到来。\r\n\r\n由于创造力难以衡量，短期的、基于反馈的良好实施希望不大。如果是选择性的，从从未受学校教育损害的年轻一代开始引入，将最有说服力。如果 **基本收入** 能与[自由教育选择](https://supermemo.guru/wiki/School_choice)同步，其效果可能最为明显。我们可以摆脱两个有害的谬误，它们破坏了人们对人类思想和动机力量的信念。我们将需要展示[大脑发育过程](https://supermemo.guru/wiki/Conceptualization)如何在仅受社会规范和节俭的收入限制的自由条件下塑造人格。\r\n\r\n如今， **基本收入** 听起来像是乌托邦，只是它逐渐变成了现实，世界各地有许多案例，个人或家庭从政府那里获得无条件的资助，不提供贡献，也不对他们如何使用资助负责。 **基本收入** 是建立在信任的基础上。失业救济金在设定条件和监督方面往往比较宽松。同样，我们也不问退休人员他们打算以多快的速度死去，以及他们打算如何花钱。退休者在过去赚取了他们的贡献，孩子们将在未来赚取他们的贡献。 **基本收入** 或[学券制](https://supermemo.guru/wiki/School_voucher)可以有附加条件，也可以授予所有孩子，而不对他们的使用方式进行任何限制。这里的共同主题是信任。我们相信人们会明智地使用他们的养老金、收入和票券（平均而言）。\r\n\r\n数十个国家已经推出相当于 **基本收入** 的法案。这些法案可能是有偏向人群、不够完善公正，或遭到强烈的反对，但它们通常最终接受为共识，受到热烈欢迎。在波兰， **「家庭 500+」** 遭到了经济学家（包括我的英雄 Balcerowicz 博士）的猛烈反对。该计划面向儿童，每月支付约 130 美元（由父母收取）。它被嘲笑为对补贴酗酒父母的酒精消费。它被民粹主义者作为选举时的噱头来推动。该计划于 2016 年 4 月开始。四年后，它很好地融入了社会和政治思维，很少有政治家敢于发言反对该计划。成本是可怕的，经济效应是模糊的，预期的人口激励也不令人印象深刻。然而，该计划无疑为条件较差的家庭提供了心理上的刺激，很好地说明了 **全民基本收入的潜在心理效应** 。\r\n\r\n主要的想法是让人们更快乐、更有希望、更自由一些。我们或许应该让公民更相信自己的选择是明智的，并缓和不断加重的激烈竞争带来的负面影响。\r\n\r\n## 经济可行性\r\n\r\n如果基本收入非常昂贵，要让政府花掉全部预算，而无力履行其他职能，那就不会有人同意基本收入。因此一开始执行基本收入，支付水平会比较低，只会覆盖一部分人群，或者会首先推行一波波试点项目。经济学家间还逐渐形成一个共识，就是负收入税可能为新的福利方式提供基础。\r\n\r\n然而，重要的是要记住， **任何经济分析都不能很好地预测效益** 。经济学家倾向于关注成本，并争论替代方案的优越性（例如创造就业机会的方案）。他们不可避免地忽视了社会心态变化带来的巨大利益。\r\n\r\n正如我们无法衡量[智力](https://supermemo.guru/wiki/Intelligence)或[创造力](https://supermemo.guru/wiki/Creativity)一样，我们也无法衡量教育的进展，我们也无法估计投资的回报（见：[衡量智商](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)，[衡量知识](https://supermemo.guru/wiki/PISA_fuels_the_education_arms_race)）。\r\n\r\n为了得到一些数字，我们需要把一千个相同的爱因斯坦放在相同的专利办公室里，以便较好地估计物理学中好理论出现的概率。创造性是非常难以预测的， **基本收入** 的主要回报将来自新一代年轻的问题解决者，对他们来说，解决问题是他们的激情和存在的核心。只有对创造过程有充分的了解，才有可能做出预测： **基本收入** 的制度将是人类进步的一个重要步骤。\r\n\r\n基本收入应该主要以人类创造性生产力的提高而得到回报\r\n\r\n在未来的某个时刻，基本收入的问题可能会变得没有意义。我同意 Ray Kurzweil 的观点，未来社会将达到共产主义的目标：我们的基本需求将得到满足，我们将完全专注于最大化我们的个人生产力，同时拥有一个精彩的生活。我们在宇宙中长期存活的机会将大大增加。\r\n\r\n## 有关基本收入的谬误\r\n\r\n所有反对 **基本收入** 的论点，只需几个原则就可以贬斥：\r\n\r\n- 它可以从零的基础水平逐步引入\r\n\r\n- 它可以通过负所得税实现\r\n\r\n- 它需要培育自己的一代，以[概念化](https://supermemo.guru/wiki/Conceptualization)一种新的思维方式\r\n\r\n- 它通过提高人类的创造力，为投资提供指数级的回报。\r\n\r\n根据我的分析，上述推理是密不可分的。由于[确认偏见](https://supermemo.guru/wiki/Cognitive_bias)，我发现所有反对 **基本收入** 的论点都很无聊。我需要强迫自己的头脑去读懂基于 **「工作动力不足」** 等的陈旧推理。我对这一想法在政治舞台的各个角落找到支持者这一事实感到足够的安慰。Joi Ito 在《连线》杂志上指出：\r\n\r\n> 保守派的 UBI 支持者认为，通过提供一种简单、廉价的方式，让个人而不是政府来决定把钱花在什么地方，UBI 可以缩减一大批昂贵的社会福利服务，如医疗保健、食品援助和失业支持。自由主义者认为这是一种重新分配财富的方式，并赋予像家庭主妇这样的群体权力，他们的工作不产生收入--使他们没有资格获得失业福利。此外，这些 UBI 的倡导者认为它是消除贫困的一种方式。\r\n\r\n与其通过对反对派进行全面分析而使本文篇幅增加三倍，我只选择了一个观点来说明基本收入谬误的最普遍形式。\r\n\r\n### 综合观点\r\n\r\nMarco Annunziata 是《福布斯》的资深撰稿人。我发现他的文字是因为一个可爱的醒目的标题：《[全民基本收入：一个普遍的坏主意](https://www.forbes.com/sites/marcoannunziata/2018/07/27/universal-basic-income-a-universally-bad-idea)》。文字整齐、紧凑，似乎有代表性，有一点愤怒（以健康的方式），并从企业的角度来描绘。\r\n\r\n最简洁地总结 Annunziata 的推理：他犯了与证明[被动学校教育](https://supermemo.guru/wiki/Passive_schooling)存在的相同错误，即对人脑的先天和普遍能力缺乏信心。一个谬误说，学生很少学习，除非他们被强迫。类似的谬误说，人类很少工作，除非他们得到报酬。这两个谬误都源于在寻找激情和学校/工作任务之间的匹配时使用的糟糕优化。令人惊讶的是，许多企业领导人更喜欢共产主义式的中央控制的任务（[课程](https://supermemo.guru/wiki/Curriculum)，用工资激励的劳动）而不是市场经济（[自由学习](https://supermemo.guru/wiki/Free_learning)，用激情激励的工作）。\r\n\r\n下面我对 Annunziata 文本中的一些节选进行评论。\r\n\r\n### 人类成就感\r\n\r\n> UBI 的技术论证是废话。当无人监管的机器人可以生产整个美国的 GDP 时，通过各种方式，让我们把他们的劳动成果平均分配给整个人口。这很容易，不需要运行试点项目。 **人们如何在这个乌托邦的世界里找到成就感是一个更令人不安的问题** \r\n\r\n有特色的是，Annunziata 似乎在暗示，没有金钱就没有人的成就感。我声称，爱钱是一种坏习惯，是在学校或在攀登公司阶梯时培养出来的[零和游戏规则](https://supermemo.guru/wiki/Zero-sum_gamesmanship)的结果（见：[学校让人沾染上的 100 条恶习](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)）。这个问题的答案很简单：心理学家早就发现，智力生产力是满足人类自我实现需求的最满意的方式之一。在写这些文字的时候，我感到一种巨大的成就感，尽管我没有得到写作的报酬。\r\n\r\n### 才能分布\r\n\r\n> 更有想法的支持者会告诉你：「有了 UBI，每个人才能可以追求自己的激情。如果你有足够的保障，可以有尊严地生活，你就可以冒险，成为一个企业家或艺术家。」听起来挺合理，但有两条令人不快的事实与其相悖，第一：既然我们需要人类的工作来改善我们的命运，那么首要任务就是确保 **每个人都能尽其所能地做出贡献** ；第二：这些能力的分布非常不均。 **不是每个人都有激情** ，也 **不是每个人都有同样的才能** 。这是生活中的一个简单事实\r\n\r\n **第一** ：尽自己的能力做出贡献，需要利用能力和社会需求之间的匹配，转化为社会回报，优化自己的社会地位。这个标准不能成为 **「养活我孩子的最快方法」** 。错误的优化标准会导致错误的结果。\r\n\r\n **第二** ：每个孩子本是洋溢着激情的。度过三四年的学校教育后，激情就悄然消逝，这再次表明，学校是阻碍社会进步的最大因素之一，更是阻碍 **基本收入** 制度的绊脚石。\r\n\r\n顺便说一下， **才能分布不均** 的假象是用同一把尺子（在学校）衡量每个人的结果。如果[令人沮丧的智商标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)呈正态分布，我们就说 **「有些人更聪明 」** 。如果学校成绩的惨淡标准是正态分布的，我们就说 **「有些学生更有天赋」** 。如果智商是基于学校的技能，我们就会看到一种相关性，并更加确信分布不均。这有点像我们声称历史上最好的鼓手之一 Billy Cobham 没有音乐天赋，因为他不会弹钢琴。声明一下，我不知道 Cobham 的钢琴技巧。他毕业于一所音乐高中。基准的误差在[此图](https://supermemo.guru/wiki/File:Exploration_pathways_at_school_and_in_unschooling.png)中解释。人类一生的成就也是分布不均的。然而，这些测量结果因不均衡的教养、兴趣与[课程](https://supermemo.guru/wiki/Curriculum)的不均衡匹配（偏向于数学天赋而不是绘画天赋）、生活事件的不均衡泊松过程等而产生偏差。[多样性是生活的调味品](https://supermemo.guru/wiki/Diversity)。\r\n\r\n### 兴趣的多样性\r\n\r\n> 不是每个人都能成为企业家或艺术家。经济需要建筑工人、焊工、水管工、电工、护士、消防员、警察、门卫、服务员。 **有些人怀着激情从事其中一些工作，有些人则是为了付清账单，而这些工作需要有人来干** 。\r\n\r\n激情和社会回报在同一个反馈循环中。如果我们缺少水管工，我们可能会崇拜水管工。可能会更容易爱上水管工。服务会收到热情的社交聊天和一杯茶的奖励。服务的价格也会相应攀升。在假想的世界里，人类对水管的需求是不会被满足的。只有机器人的到来才会导致衰退。在有 **基本收入** 的世界里，机器人替代的机会实际上可能增加。我们只是增加了思考者大军的规模，他们会想知道如何在不弄脏自己的情况下完成管道工作。\r\n\r\n### 懒汉游说\r\n\r\n> 靠我的有保障的基本收入过活，我将看着我更富有的工作伙伴，觉得我的生活方式不太有尊严。因此，我将 **游说政治家，要求增加 UBI** \r\n\r\n如果这种政治虚构成为现实，我们早就因为提高最低工资、零税收或提前退休而崩溃了。民主有它的缺陷，但它没那么容易自取灭亡。\r\n\r\n### 懒惰的教育选择\r\n\r\n> 发达经济体已经有很多拥有本科学历的年轻人，他们的雇主认为这些学历没什么用——虽然古希腊文学可能是一种激情，但它并不能保证工作和生活工资\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)对无用的学位提供了最好的补救措施。真正的问题不是学生因为自己的激情而选择学位。激情通常植根于一些遥远的目标或梦想。真正的问题是，学生沿着阻力最小的路线选择他们的学位。在由于十年的[学校教育](https://supermemo.guru/wiki/Schooling)而变得[无助](https://supermemo.guru/wiki/Learned_helplessness)之后，青少年寻找人生的下一步，将导致最小的痛苦。如果他们没有涌向热门的 STEM 工作，并不是因为他们对文学的热情。更有可能的是数学焦虑症或其他在学校教育时期获得的[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)。这就是为什么[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。\r\n\r\n### 与贫困作斗争\r\n\r\n> 富裕社会在道德上有义务与贫困和无家可归作斗争。当你因为健康问题或失去工作而陷入困境时，要帮助你。他们有义务也有兴趣扩大机会，使你的成功机会更多地取决于你的天赋和努力程度，而不是取决于你的家庭情况（认识到我们永远不可能完全公平竞争）。\r\n\r\n我们其实不需要争论那么多。授人予鱼不如授人以渔。与所有的表面现象相反， **基本收入** 正是如此。它为每个人提供最低限度的援助，让他们找到生活的方向。不要等着 **陷入困境** 。预防它。不要等无休止的竞争把健康毁灭殆尽。预防它。不要等着去急诊室看病。预防它。\r\n\r\n### 资助基本收入\r\n\r\n> 我们只是没有钱\r\n\r\n这取决于我们从哪一个层面开始。我们确实有大量的福利项目。我们提供减税。我们有免税的收入。我们总是可以从每月 10 美元开始，或者只从 1 美元开始。按照 Milton Friedman 的处方重组税收是非常健康的。负所得税在经济学家中得到越来越多的支持。\r\n\r\n### 积极性的问题\r\n\r\n> UBI 恰恰会发出这种错误的信息，降低人们工作的积极性。\r\n\r\n我们通过[强制学习](https://supermemo.guru/wiki/Coercive_learning)破坏了人们的干劲。在成年后，我们通过强迫人们从事他们讨厌的工作来给予 **[最后一击](https://www.thefreedictionary.com/coup+de+grace)** 。那些热爱自己工作的人，包括 Marco Annunziata，只相信自己的天赋和努力工作，而不相信别人也会这么做。[基本收入](https://supermemo.guru/wiki/Basic_income)将帮助人们摆脱丧失干劲与误入谬误间的恶性循环。\r\n\r\n### 坏模型，坏方案\r\n\r\n在[图片](https://www.forbes.com/sites/marcoannunziata)中，Marco Annunziata 看起来是一个可爱的微笑的人。但他的观点是学校化的、公司化的、精英化的，最重要的是对脑科学一无所知。一个聪明的孩子经过多年的学校教育和等级森严的公司的训练后你会发现他最终失去了人类的天性。当一个作家不了解驱动其创作产出的奖励系统的演变时，他为他人开出的处方可能会变成灾难性的不准确。\r\n\r\n## 我喜欢税收\r\n\r\n自由主义者 [Bryan Caplan](https://en.wikipedia.org/wiki/Bryan_Caplan) 因其激进的著作 *[The Case against Education](https://en.wikipedia.org/wiki/The_Case_Against_Education)* 而闻名。他显然热爱自由。我同意 Caplan 在大多数方面的观点（特别是在教育方面）。我喜欢他对开放边界的立场。基本收入可能会使移民后的混乱情况恶化。然而，Caplan 不喜欢[基本收入](https://supermemo.guru/wiki/Basic_income)（[来源](https://www.econlib.org/archives/2017/02/why_libertarian_2.html)）的想法。他反问道：\r\n\r\n> UBI 不是给了人们自由吗？在某种社会主义意义上，当然。但自由主义不是关于被陌生人强制地支持的自由。它是关于被陌生人抛弃的自由。\r\n\r\n在我们的思维中，有一个巨大的差异。无政府资本主义者认为[征税是盗窃](https://en.wikipedia.org/wiki/Taxation_as_theft)。我同情这一立场，但我并不赞同它。对我来说，很容易想象有效的自愿工作（在基本收入的条件下）。想象有效的自愿征税则比较困难。我认为慈善是对善心的一种征税。当我写下这些文字时（2020 年 3 月），波兰总统用一个[孤零零的签名](https://wiadomosci.onet.pl/kraj/2-mld-zl-na-onkologie-zamiast-tvp-to-bylo-nieprzyzwoite/83vhj4r)似乎已经推翻了来自数百万善良的人的[28 年的慈善捐款](https://en.wikipedia.org/wiki/Great_Orchestra_of_Christmas_Charity)（4 亿美元）。这痛苦地说明了税收的浪费和慈善的不公正痛苦。\r\n\r\n我可能是太无知或太不感兴趣了，但我没有看到有什么好办法可以在不征税的情况下组织世界。我不感兴趣的主要原因是，我喜欢税收的概念。税收是最简单的方法，可以减少花在生活中的麻烦事上的时间，而把更多的时间花在创造上。我喜欢有人保持周围的清洁和安全的事实。我喜欢有人确保我的睡眠是深沉和安宁的。我可能会讨厌大多数花税钱的方式，但即使是这样，我也不担心，因为我没有付出那么多的关注。整个生活管理对我来说没有什么成本。偶尔去一次投票站，也就是 200 米的路程而已。选举的选择通常是鲜明而简单的。我不需要太多的教育支持就能做出合理的好决定。我花很少的时间考虑税收问题，以便在生活中少操心一件事。\r\n\r\n我喜欢税收的原因与我不开车、不参加婚礼或葬礼的原因完全相同。与我每天都穿同类型的稀奇古怪的衣服的原因相同。当我花在次要事情上的时间少了，我就有更多的时间来思考大脑。我希望能更好地理解它。\r\n\r\n对于一个有创造力的人来说，税收小小的削减了收入，却节省了自己的时间并提供了支持创造力的平静的环境。\r\n\r\n## 我自己的故事\r\n\r\n冒着破坏我的主张的风险，我敢说 **基本收入** 对我自己的生活来说不会有什么影响。在我生命中的前 30 年，我在妈妈和姐姐的爱护下自由生活。谋生的「问题」几乎从未在我脑海中出现过。剩下的三十年被 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_World) 所庇护。我很少面临困难的商业决定，让我的心思从创造性的追求上移开。在这两个庇护期之间，只有 2-4 年的过渡期对我的分析有意义。最后，我的结论是，前三十年的自由产生了决定性的影响， **基本收入** 在我的生活中不会有太大变化。然而，我的人生是非常安逸的。此外，我的判决相当粗略。 **基本收入** 会对我的思想产生影响，即使是年轻时的一个小变化，也会导致今天的大不同。我相信，开源 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的可能性会更大。这是极难模拟和判断的。见：[基本收入将如何改变 SuperMemo？](https://supermemo.guru/wiki/How_would_basic_income_change_SuperMemo%3F)\r\n\r\n但重要的是，我的自由是一个很好的榜样和启发，让我们看到有了 **基本收入** 保障的安心生活会是什么样子。\r\n\r\n我自己的生活故事和生活方式启发了我对 **基本收入** 的思考\r\n\r\n## 结论\r\n\r\n基本收入可以切断人类学习、养育、发展和成人生活与谋生需求之间的价值联系。为了对人类的存在进行这种戏剧性的重估，我们需要建立一种新的思维方式。如果孩子们在新的世界里自由成长，[最佳适应](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)，即没有胁迫（包括父母的胁迫和学校教育），这将是相当容易的。\r\n\r\n全球范围内适配基本收入的程度是无法预测的。它可能会受到质疑，理由与共产主义社会中未能形成共产主义观念一样，伟大的理想由于人类的不服从而崩溃。我们今天可以在[朝鲜](https://supermemo.guru/wiki/North_Korea)看到这种比较的错误，在那里，走向「理想」社会的轨迹是通过徒劳无益且高压的胁迫完成的，也就是说，与基本收入可能达到的效果相反。\r\n\r\n在理想的情况下，基本收入的制度将重新调整人类的动机，从关注生存到关注创造。由于对创造力的投资有指数级的回报，这种新的愿景正在慢慢变得可以负担，一旦它开始扎根，过渡可能会加速。人类将变得更加相互联系相互共存。短时期内，基本收入制度在气候变化、大流行病、技术破坏、技术失败、人类冲突面前很脆弱。然而，一旦新的力量平衡稳定下来，我们可能会加快对宇宙层面生存的追求。\r\n\r\n基本收入将提高个人和集体的适应能力", + "type": "text/markdown", + "caption": " 全民基本收入将引爆人类创造力\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Universal basic income will explode human creativity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Using stress valves to prevent chronic stress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Using stress valves to prevent chronic stress.json" new file mode 100644 index 0000000..2e6b432 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Using stress valves to prevent chronic stress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Using stress valves to prevent chronic stress", + "text": "# 利用泄压阀来预防慢性压力\r\n\r\n原文：[Using stress valves to prevent chronic stress - supermemo.guru](https://supermemo.guru/wiki/Using_stress_valves_to_prevent_chronic_stress)\r\n\r\n## 应对压力的脑科学\r\n\r\n当与怀疑论者讨论我的[幸福生活的简单公式](https://supermemo.guru/wiki/Simple_formula_for_a_happy_life)时，我注意到他们的主要反对理由是：情绪会影响对该公式的坚持。他们说焦虑、压力或愤怒等情绪可能是障碍。最难解决的问题似乎是抑郁症，它会破坏大脑的防御系统，把幸福的生活变成潜在的噩梦。\r\n\r\n人们普遍认为，天生的性格决定了我们处理情绪的能力。我认为更重要的影响来自环境。童年和成长的影响可以成就一个人的心智，也可以毁掉一个人的心智。母婴分离、儿童虐待、精神创伤、学校压力、霸凌、失败的早恋等，都能增强一个人对环境的情绪反应。 我的童年自由而快乐。我总觉得处理情绪很容易。那么，说我的幸福公式非常严格可能并不公正。然而，我注意到似乎很少有人了解[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)的力量，以及怎么利用痛苦。这些工具在处理负面情绪时也很方便。\r\n\r\n## 抗压力公式\r\n\r\n我发现这样行得通：（1）在适当的时间让自己暴露在压力事件中，（2）控制压力，（3）将由此产生的能量转移到解决问题上。[急性压力](https://supermemo.guru/wiki/Acute_stress)可能会增加，但这可能是一件好事。增加运动的疼痛来掩盖之前的压力是可行的。 只要运动的疼痛与急性压力的水平相比足够强烈，一个适时的[午睡](https://supermemo.guru/wiki/Siesta)就应该能够将大脑重置而满血复活。也就是说，运动和睡眠是两种不同的逃避，是两个初始的[泄压阀](https://supermemo.guru/wiki/Stress_valve)，它们阻止「精神能量」从负面情绪走向进一步的破坏。如果经过了午睡，到晚上还有任何残留的负面情绪，有效的学习或高生产力的工作也可以作为转移压力的逃避。不仅如此，有效的学习或高生产力的工作还可以将注意力从这一天里的问题上移开，并将精神能量引导到富有成效的事情上。最后但同样重要的，夜间睡眠是最有效的[泄压阀](https://supermemo.guru/wiki/Stress_valve)，大多数时候，它可以阻止最艰难的痛苦情绪在健康的大脑和管理良好的生活中产生。当然我们都知道，压力有时会强大到让我们失眠。压力是健康睡眠的主要破坏者。与高压进行斗争从来都不容易。\r\n\r\n有几个[泄压阀](https://supermemo.guru/wiki/Stress_valve)可以防止[急性压力](https://supermemo.guru/wiki/Acute_stress)演变为[慢性压力](https://supermemo.guru/wiki/Chronic_stress)。包括：（1）积极寻求解决方案，（2）高强度锻炼，（3）[午睡](https://supermemo.guru/wiki/Siesta)，（4）提高生产力，以及（5） **夜间充足的睡眠** \r\n\r\n## 优化压力的时机\r\n\r\n在《[优化脑力劳动时间](https://supermemo.guru/wiki/Optimizing_the_timing_of_brainwork)》中，我坚持认为一天中有一个最佳时机可以缓解[急性压力](https://supermemo.guru/wiki /Acute_stress)。最佳时机由两个时间约束条件决定：\r\n\r\n- [急性压力](https://supermemo.guru/wiki/Acute_stress)应该尽早解决，以便为部署最大数量的[泄压阀](https://supermemo.guru/wiki/Stress_valves)留出空间\r\n\r\n- 早上的创意时段应该避免急性压力（如果可能的话）\r\n\r\n在清晨避免压力的原因有以下几点：\r\n\r\n- 富有成效的清晨为大脑在压力条件下的高效运作做好准备\r\n\r\n- 矛盾的是， **创造性的大脑可能会在解决问题时增加压力** ，而一定程度的[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳可能是有益的\r\n\r\n- 如果压力带来浪费时间的感觉，那么富有成效的早晨就是一种「主动[泄压阀](https://supermemo.guru/wiki/Stress_valve)」\r\n\r\n如果[急性压力](https://supermemo.guru/wiki/Acute_stress)取代了锻炼，则在晚上部署剩余的[泄压阀](https://supermemo.guru/wiki/Stress_valves )会困难许多\r\n\r\n在晚上的创意时段（如果可能的话）之前和期间避免压力的原因有以下几点：\r\n\r\n- 在没有[泄压阀](https://supermemo.guru/wiki/Stress_valve)的情况下，处于[创造力](https://supermemo.guru/wiki/Creativity)之前的压力，会对创造性工作产生负面影响（即使是斯多葛式自我控制的大师也无法将成本降至零）\r\n\r\n- 不受干扰的晚间创意时段是一个强大的[泄压阀](https://supermemo.guru/wiki/Stress_valve)\r\n\r\n- 晚间压力的残余可能影响夜间的睡眠，这可能是[慢性压力](https://supermemo.guru/wiki/Chronic_stress)的导火索\r\n\r\n睡眠前避免压力的必要性可能对每个人来说都显而易见。这对实现最优化[昼夜节律时间](https://supermemo.guru/wiki/Circadian_time)也不可或缺。\r\n\r\n处理[急性压力](https://supermemo.guru/wiki/Acute_stress)的最佳时间是运动前、中午吃饭和[午睡](https://supermemo.guru/wiki/Siesta)的时间。\r\n\r\n见图中的红色槽（详见：[最优的昼夜节律时间](https://supermemo.guru/wiki/File:Circadian_graph_and_brainwork.gif)）：\r\n\r\n[[img [Circadian graph and brainwork|https://supermemo.guru/images/thumb/e/ef/Circadian_graph_and_brainwork.gif/600px-Circadian_graph_and_brainwork.gif]]](https://supermemo.guru/wiki/File:Circadian_graph_and_brainwork.gif)\r\n\r\n为了有效地管理在适当时间接触压力源，有必要在受保护的时间段内采用一些与外界隔离的工具（如关闭手机，关闭电子邮件等）。我使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的 [Plan](https://supermemo.guru/wiki/Plan) 来优化压力源和创造力的时间（见：[规划一个轻松的高效日](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)）。\r\n\r\n## 抗压韧性的正反馈\r\n\r\n有时，用于阻挡负面情绪的[泄压阀](https://supermemo.guru/wiki/Stress_valve)可能会失效。在面对近亲去世这种情况下，它们无法消除痛苦。此时，大脑对[慢性压力](https://supermemo.guru/wiki/Chronic_stress)的自然防御机制会启动，导致一定程度的脑细胞死亡。但最终，痛苦会逐渐消失。在大多数时间里能避免[慢性压力](https://supermemo.guru/wiki/Chronic_stress)的人，其自然防御机制最为强大。健康的大脑有助于抵抗压力。\r\n\r\n健康的大脑和[抗压韧性](https://supermemo.guru/wiki/Stress_resilience)处于一个积极的反馈循环中：相互促进。\r\n\r\n与[抗压韧性](https://supermemo.guru/wiki/Stress_resilience)的良性循环相反，存在一个同类的恶性循环，名为压力脆性。[慢性压力](https://supermemo.guru/wiki/Chronic_stress)能够破坏所有参与学习的大脑结构（例如，通过海马体体积明显缩小就能证明这一点）。这样一来，用以对抗压力的一项主要防线——学习能力——也就被削弱了。因此，生活方式的细微改变可能会导致力量平衡发生重大变化。从理论上讲，同一个人，长期下来，可能会走向旺盛的创造力，也可能陷入临床抑郁。这就是为什么压力的生物钟管理，[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)，以及追求简单生活的理念对于维护大脑健康具有重大而深远的影响。\r\n\r\n生活方式的微小改变可能引起大脑健康的重大变化\r\n\r\n## 斯多葛主义的力量\r\n\r\n面对压力，斯多葛主义和冥想是大家都知道的应对方法。但当问题可以解决的时候，这两招未必是最棒的。对于我们无法左右的世间苦难，保持斯多葛式的淡定无疑是好的。但如果是个人问题，就得另想办法。与其削弱[概念图](https://supermemo.guru/wiki/Concept_map)与压力反应中心的关联，让其「沉默」，不如反其道而行之。在[急性压力](https://supermemo.guru/wiki/Acute_stress)的催逼下，我们可以大胆地头脑风暴，寻找解决方案。这样一来，成功的机会就会大大提升，即使最后是以失败告终，随之而来的心理正能量也会增多（这时候，斯多葛主义又能派上用场了）。与其用淡漠的态度去压抑负面情绪，不如将这股能量引导成大脑的积极行动。如果我们能掌握合适的作息时间，在一天结束时，大脑的状态甚至可能比没有问题的一天更好、更愉快。这就是寻求幸福公式中的「反弹」悖论：痛苦往往会为接下来的快乐铺平道路。\r\n\r\n如果同一个问题在错误的[昼夜节律时间](https://supermemo.guru/wiki/Circadian_time)出现，例如在创意时段之前，斯多葛主义可能是唯一的出路。但即便是自制力极强的高人，也难逃压力对学习和创造力的不良影响。对这种打扰的应对手段多种多样，从主动转移注意力，到被动地降低[概念图](https://supermemo.guru/wiki/Concept_map)单活跃度，这都可能会打击到创造力（有关[概念图激活](https://supermemo.guru/wiki/Concept_map_activation)的更多信息，请参阅：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_SuperMemoSuperMemoproblem%3F)）。\r\n\r\n与其依赖斯多葛主义，不如在恰当的[昼夜节律](https://supermemo.guru/wiki/Circadian_phase)下，将[急性压力](https://supermemo.guru/wiki/Acute_stress)的能量引导到解决问题上。\r\n\r\n## 限制压力\r\n\r\n要想过上压力少、创造力多的生活，首先得把自己的人生轨迹调整到低压力的状态。其中一个关键目标就是 **简单生活** 。大家都应该试试远离城市喧嚣，在乡下木屋里过上修道士般的生活。哪怕只在这种简朴环境中度过一周时间，也足以让人明白现代生活有多么让人窒息。很多人之所以忍受吵闹、压力大、睡眠差的生活，就是因为他们不知道还有更好的选择。只要把一次喧闹的度假换成一周的独处（见：[创意假期](https://supermemo.guru/wiki/Creative_vacation)）。人的本性会自然显现，立刻揭示出生活中的压力源。同时，也能让人体验到像森林的气味，或与乡下的长者聊天这样简单事物的美好。简单生活并不意味着「原始生活」。它只是暗示减少生活网络的复杂性。这可以从减少桌面上的杂物，到缩小但更深入的社交圈子，再到减少任务列表上的工作量，以及减少收件箱里未处理的电子邮件等方面体现出来。我自己喜欢将复杂性委托给 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。例如，我使用 [Plan](https://supermemo.guru/wiki/Plan) 压缩嘈杂的工作和急性压力（以便为创意追求腾出更多空间）。我使用[任务清单](https://supermemo.guru/wiki/Tasklist)来记录成千上万的任务，这样就能专注于当下最重要的一项（见：[理性拖延](https://supermemo.guru/wiki/Rational_procrastination)）。我使用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)来在网络上丰富的知识资源中保持理智。我也用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)来处理邮件过载和创意过载。想法太多可能会导致创造性混乱，这时进行[渐进写作](https://supermemo.guru/wiki/Incremental_writing)可能有助于将创意凝聚成连贯的模型。 **简单生活** 让我们更容易以斯多葛主义的态度面对生活。\r\n\r\n **简单生活** 减轻了压力的冲击，让人更容易通过[泄压阀](https://supermemo.guru/wiki/Stress_valves)来应对压力。\r\n\r\n## 急性压力 vs. 简单生活\r\n\r\n简单生活、积累[急性压力](https://supermemo.guru/wiki/Acute_stress)以及运用疼痛，这几者其实并不矛盾。它们都有助于减少压力。我之所以建议把所有的急性压力集中到一个特定的时段，是因为生活中总有这样那样的不如意，简单和压力之间总是需要做出权衡。我喜欢用电脑来简化我的生活，但一旦电脑出了问题，压力就难免会随之而来。\r\n\r\n既然压力在生活中是难以避免的，那么最好的办法就是把所有的压力都集中到一个高度紧张的时刻，一口气把它解决掉。\r\n\r\n虽然很少有人把唐纳德·特朗普当作楷模，但他的脑袋在压力和冲突中却能如鱼得水。特朗普肯定悟出了怎样把负面能量变成实际行动的诀窍（见：[唐纳德·特朗普的大脑之谜](https://supermemo.guru/wiki/Mystery_of_Donald_Trump's_brain)）。负面情绪并不一定都会导致心脏病发作。实际上，我们完全有可能把这些负面能量引导到合适的方向。要做到这一点，最有效的方法是运用正确的[昼夜节律](https://supermemo.guru/wiki/Circadian_time)和[安全阀](https://supermemo.guru/wiki/Stress_valve)，以避免真正的罪魁祸首：[慢性压力](https://supermemo.guru/wiki/Chronic_stress)，它是真正的杀手。\r\n\r\n## 泄压阀是如何发挥作用的？\r\n\r\n[泄压阀](https://supermemo.guru/wiki/Stress_valve)发挥作用的主要机制是剥夺压力的资源。从长远来看，它们还通过将[概念图激活](https://supermemo.guru/wiki/Concept_map_activation)转移到富有成效的追求上而发挥作用。\r\n\r\n这种压力始于激活与个人安危有关的[概念图](https://supermemo.guru/wiki/Concept_map)。这种对威胁的评估和对知识价值的评估有相似之处（见：[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)）。在网络激活中，一些[图](https://supermemo.guru/wiki/Concept_map)与负责应对威胁的大脑中枢有关（如杏仁体）。面对威胁的第一反应是应激反应，这种反应可能从轻微不适（对于小威胁）到极度恐惧不等。在自然条件下，这种威胁通常会被如进食、繁殖或创造性的追求迅速解决，身体能够恢复到正常的生活节奏。而在现代世界，我们被各种小威胁轰炸，这些小威胁可能逐渐累积，最终导致严重的焦虑。长此以往，这种状况可能发展成病态，甚至可能转化为抑郁症。\r\n\r\n如果我们无法直接解决威胁，那就需要着手处理应激反应。为此，我们可以：\r\n\r\n- **抑制** 触发应激反应的[概念图的激活](https://supermemo.guru/wiki/Activation_of_concept_maps)（比如，通过斯多葛主义或冥想等手段）。\r\n\r\n- **消耗** 应激反应所需的激素或能量（例如，通过体育锻炼）。\r\n\r\n- **转移** 压力相关的[概念图激活](https://supermemo.guru/wiki/Concept_map_activation)（例如学习、解决问题等）。\r\n\r\n- **遏制** 与压力有关的[概念图](https://supermemo.guru/wiki/Concept_map)，通过围绕概念图建立新的连接网络，为找到解决方案提供合理的途径。\r\n\r\n所有[泄压阀](https://supermemo.guru/wiki/Stress_valve)都会采用上述一种或多种途径。此外，按照[昼夜周期](https://supermemo.guru/wiki/Circadian_cycle)，合理地安排这些泄压阀的方法也是非常关键的。\r\n\r\n在我自己的[抗压韧性](https://supermemo.guru/wiki/Stress_resilience)策略中，我会按照预先设定的顺序，运用所有手段，并将其与[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)相结合。当然，还有其他可能的方案和不同的时间选择，但我认为最佳策略如下：\r\n\r\n- **主动迎接压力** ：在最佳的[昼夜节律时段](https://supermemo.guru/wiki/Circadian_frame)内，也就是在中午左右，去面对压力源。\r\n\r\n- **解决问题** ：尝试解决问题；哪怕失败，也能带来新的认识，而且由此产生的[急性压力](https://supermemo.guru/wiki/Acute_stress)将消耗一部分应激反应的资源。\r\n\r\n- **消耗** ：通过锻炼进一步减少应激反应的资源。如果锻炼到筋疲力尽，并与[自稳态疲劳](https://supermemo.guru/wiki/Homeostatic)相结合，应能全面关闭所有[概念图](https://supermemo.guru/wiki/Concept_map)（包括与压力有关的）。锻炼的持续时间和强度，以及所带来的痛感，都应与压力水平成正比。\r\n\r\n- **遏制** ：在压力重重的一天，[午睡](https://supermemo.guru/wiki/Siesta)可能难以进行。这就是为什么彻底的疲惫和消耗会特别有用。进入深度睡眠是大脑首次有机会建立新的积极联系，这将有助于首次重新评估解决问题的可能性。\r\n\r\n **转移** 和 **遏制** ：[自稳态](https://supermemo.guru/wiki/Homeostatic)刷新的大脑应更适于学习、创造和解决问题。这样可以将注意力从问题上转移开（转移），并有可能建立解决问题有用的新知识（遏制）。\r\n\r\n- **遏制** ：如果夜间睡眠没有被压力打断，那将是遏制所有负面激活的最佳方式。[睡眠中的记忆优化](https://supermemo.guru/wiki/Memory_optimization_in_sleep)以创造性地解决问题为主要目标之一。噩梦源于白天积累的负面反应。幸运的是，在健康的睡眠中，我们不会做梦。当我们醒来时，这些梦会以新的创造性解决方案的形式显现。亲人的去世是无法逆转的，但赞颂其一生的新方案会在早晨（或几个早晨后）出现。如果所有的[泄压阀](https://supermemo.guru/wiki/Stress_valve)都按计划工作，大脑将为美好的新一天做好准备。\r\n\r\n[泄压阀](https://supermemo.guru/wiki/Stress_valve)通过建立连接，找到合理的解决方案或重新解释问题，从而预防[慢性压力](https://supermemo.guru/wiki/Chronic_stress)的产生。", + "type": "text/markdown", + "caption": " 利用泄压阀来预防慢性压力\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Using stress valves to prevent chronic stress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Want to Remember Everything You'll Ever Learn Surrender to This Algorithm.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Want to Remember Everything You'll Ever Learn Surrender to This Algorithm.json" new file mode 100644 index 0000000..ac2128f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_other_Want to Remember Everything You'll Ever Learn Surrender to This Algorithm.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/other/Want to Remember Everything You'll Ever Learn Surrender to This Algorithm", + "text": "# 想记住你所学的一切？服从这个算法吧\r\n\r\n **波兰科洛布热格的冬日夕阳** 在午后西沉，但黄昏的到来并没有阻止人们进行常规的户外散步活动。来自德国的淡季游客裹着带毛边兜帽的大衣，戴着连指手套沿着波罗的海的边缘漫步，当他们看到一个高大、健壮、几乎全裸的男人在沙地上跑来跑去时，张口结舌地停下来。\r\n\r\n「 **Kalt？Kalt？** 」其中一个人叫道。这名男子给出了一个礼貌但模糊的回答，然后转身跳入海浪中。在 4 摄氏度的水中来回游了几分钟后，他从海浪中浮出，沿着岸边慢跑一会。风很大，但这名男子没有表现出要穿衣服的样子。路人继续指指点点。「这就是我喜欢匿名的原因之一。」他用英语告诉我。「你做的事情哪怕是稍微有点不正常，都会引起轰动。」\r\n\r\n彼得·沃兹尼亚克对匿名的追求获得了成功。在这一连串小海滩度假胜地，没有人知道他发明了能把人变为天才的技术。这一技术部分体现在名为 [SuperMemo](https://web.archive.org/web/20151026020259/http://www.supermemo.com/) 的软件程序中，其热情的用户遍布全世界。他们主要将其应用于语言学习，而且在那些希望习得流利语言的人中很受欢迎——来自波兰或其他贫穷国家的学生，他们的目标是在英语考试中取得足够的分数以出国学习。他们中相当多的人没有为它付费，盗版在中国的软件论坛上无处不在，在那里它与 SugarMemo 等山寨产品竞争。\r\n\r\nSuperMemo 的出发点是：复习一定有一个最理想的时间点。复习得太早，你会浪费你的时间。复习得太晚，你就会忘记这些材料，不得不重新学习它。复习的正确时间点是在你即将遗忘的时刻。不幸的是，这个时刻对每个人和每个信息点都是不同的。想象一下，有一堆成千上万的抽认卡。在这堆卡片中，有一些是你现在应该复习的。它们是哪些呢？\r\n\r\n幸运的是，人类的遗忘遵循一个模式。我们的遗忘是指数级的。有数据显示，我们在测验中答出正确答案的可能性随着时间的推移迅速下降，然后趋于平稳。认知心理学早就知道这种模式，但却很难将其应用于实际。它太复杂了，我们无法用我们只靠我们的大脑来运用它。\r\n\r\n20 年前，沃兹尼亚克意识到，如果他能找到正确的算法，计算机可以轻松计算出人会在什么时候遗忘。SuperMemo 就是他研究的成果。它可以预测一个人未来的记忆状态，并在最佳时间安排信息回顾。其效果是惊人的。用户可以将大量的词汇塞进他们的大脑。但对于 46 岁的沃兹尼亚克来说，帮助人们快速学习外语只是他目标中最微小的一部分。当我们规划我们生命中的几天、几周、甚至几年时，他将让我们不仅依靠我们传统的自我知识来源——内省、直觉和有意识的思考，而且还要依靠新的东西：在机器中编码的、关于我们自己的预测。\r\n\r\n倘若给计算机一个机会观察我们的行为，它们便能运行模拟，对我们在世界中所走过的不同路径的各种版本进行建模。通过调整这些模型得到最佳效果，计算机将为我们提供生活规则。它们将能告诉我们何时醒来、何时入睡、何时学习、何时锻炼；它们会提醒我们记住我们所读过的内容，帮助我们追踪我们遇到过的人，并提醒我们的目标。在沃兹尼亚克的构想中，计算机将提高我们的智力，增强我们的理性自控力。\r\n\r\nSuperMemo 的发明者之所以追求极端的匿名性，要求我隐瞒他的确切位置，甚至回避被他的软件用户偶然认出，并不是因为他是个偏执狂或厌世者，而是因为他想避免随机事件打断他正在自己身上进行的一项长期实验。沃兹尼亚克是一个遵循算法生活的人。他正在探索严格服从理性的生活是什么样子。初次见面时，他似乎是我见过的最快乐的人之一。\r\n\r\n **19 世纪末，** 一位德国科学家，赫尔曼·艾宾浩斯，编制了一份无意义的音节清单，并测量了遗忘和再次学习它们所需的时间。（以下是他所使用清单的一个示例：bes dek fel gup huf jeik mek meun pon daus dor gim ke4k be4p bCn hes。）在这些令人惊叹的严谨和单调乏味的实验中，艾宾浩斯以每秒 2.5 个无意义音节的速度练习并凭记忆背诵，然后稍作休息，再次开始。他以一种所有学习外语动词变位的学生都会肃然起敬的死记硬背的精神运动速度，如此训练了一年多。然后，为了证明他得到的结果不是偶然，他三年后重复了整套实验。最终，在 1885 年，他出版了一部名为《记忆：实验心理学的贡献》的专著。这本书成为了一门新学科的奠基经典之作。\r\n\r\n艾宾浩斯发现了精神生活的许多法则般的规律。他是第一个绘制学习曲线的人。在他的原始观察中，记载了一个奇怪的现象，这个现象在接下来的一个世纪里让他的后继者们感到困扰不已：间隔效应。\r\n\r\n艾宾浩斯展示了通过正确安排练习时间，能够大幅提高学习效率的可能性。在某种层面上，这一发现并不新鲜；所有学生都被告诫不要临时抱佛脚。但精确的时间安排所带来的效益之大，以及表现提高的程度之可预测，从艾宾浩斯描述间隔效应的那一刻起，心理学家就一直在敦促教育工作者运用它，以加速人类进步。毕竟，我们想要了解的知识有许多，光阴似箭，时不我待。\r\n\r\n **SuperMemo 是如何工作的** SuperMemo 是一款能够追踪你已学习并希望记住的离散信息的软件。例如，假设你正在学习西班牙语。你在需要时想起某个单词的几率，会随时间推移按可预见的模式减少。SuperMemo 就追踪这种被称为「遗忘曲线」的现象，并在你回想起的几率降到，譬如说，90%的时候提醒你温习。初学一个新的词汇时，你想起它的几率会迅速下降。但 SuperMemo 提醒你那个词后，遗忘的速度就会趋于平稳。该[程序](https://web.archive.org/web/20151026020259/http://www.supermemo.com/articles/soft/smnet.htm)会追踪这一新的减缓趋势，并在下次测验前等待更长时间。\r\n\r\n[img [How Supermemo Works|https://web.archive.org/web/20151026020259im_/http://www.wired.com/wp-content/uploads/archive/images/article/magazine/1605/ff_wozniak_graph_f.jpg]]\r\n\r\n然而，这种技术从未流行起来。间隔效应是「从学习的实验室研究中涌现出来的显著的现象之一」，心理学家 Frank Dempster 于 1988 年在《美国心理学家》下发表的一篇悼词中这样写道，题目是《间隔效应：心理学研究成果未能付诸实践的案例研究》。这种悲哀的语气并不难理解。如果人们在工程计算中仍继续使用算盘，计算机科学家会作何感想？如果在眼镜发明几个世纪后，人们仍然通过把东西拿得离眼睛更近来处理近视问题，会是怎样一番景象？研究间隔效应的心理学家们认为，他们掌握了一个解决方案，能解决自书面语言之前就一直困扰着人类的问题：如何记住所学的东西。但相反，间隔效应成为了实验室心理学无能为力的证明。\r\n\r\n20 世纪 80 年代，作为波兰西部波兹南工业大学的学生，沃兹尼亚克被要学的大量知识所淹没。但这并不是最困扰他的问题。他不只是想通过考试；他还想学习、理解。他痛苦地发现，在结束一门课程的几个月后，曾经费尽周折才学会的知识，只有一小部分留存在他的记忆中。沃兹尼亚克对间隔效应一窍不通，但他清楚地知道，现有的学习方式不管用。\r\n\r\n最为艰巨的挑战是英语。沃兹尼亚克对那些许多聪明的学生止步不前、止于蹩脚的英语水平不甘心满足。于是，他以一问一答的形式，用纸张创建了一种模拟数据库。每当复习一个单词、短语或事实时，他都会精确记录日期，注明自己是否忘记了它。每个学习阶段结束后，他都会对记住和遗忘的项目进行统计。到了1984年，也就是艾宾浩斯完成关于无意义音节第二系列实验整整一百年后，沃兹尼亚克的数据库已经涵盖了 3000 个英语单词和短语，以及从生物学领域提炼出的 1400 个事实，每一项都有详细的复习记录。他现在准备好了向自己提出一个重要问题：他需要多长时间才能掌握他想知道的东西？\r\n\r\n答案是：太长了。事实上，答案比太长还糟糕。沃兹尼亚克最初的计算显示，成功简直是不可能的。问题不在于掌握知识，而在于如何保持。他发现，40% 的英语词汇随着时间的流逝而消失，生物学也有 60% 的知识烟消云散了。他粗略计算了一下，按他通常的学习方式，要掌握且保持 15000 个英语词汇，每天得花两个小时练习。要学 30000 个词，时间就得翻一番。这样做根本不现实。\r\n\r\n沃兹尼亚克的这些令人气馁的数据与艾宾浩斯的实验记录相符，几十年来也得到了其他心理学家的验证。如果学生们能在他们所学的某些方面成为专家，那并不是因为他们从课堂上学到了什么，而是因为他们专注于一个相对狭窄的领域，通过不断练习保持记忆活跃。说到语言，人们普遍认为，要想流利掌握，就必须进行沉浸式学习——通常等同于直接移民。一方面，这个建议颇有裨益；另一方面，这对于无数课堂时间的价值来说却是一个悲哀的注释。学东西容易，但要记住它们——这时候，人们就会感到一种无望的沮丧。\r\n\r\n正如沃兹尼亚克后来在描述他早期学习系统的失败时写道。「数据库的规模逐渐提高，但却付出了知识保留的代价」。换句话说，随着他的清单越来越长，他的遗忘也越来越多。他就像在攀登一座满是松动碎石的山坡，每一步都进展得越来越少。\r\n\r\n如果我们能够说服自己，记忆并不重要，那么 **遗忘之困** 可能不会如此折磨我们。我们所学的那些东西——词汇、日期、公式、历史和人物的细节——也许并不重要。事实总是能查到，这就是网络的用处。在学习过程中，真正关键的是如何将事物联系在一起。我们精通各种故事、结构、体系、模式；我们熟练掌握各种行话；我们沉浸在知识的海洋之中。\r\n\r\n然而，这个让人心安的想法却是站不住脚的。「那些对背诵嗤之以鼻的人，」洛杉矶加州大学心理学系主任、记忆研究的杰出学者 Robert Bjork 问，「如果每读一个字都要一个字母一个字母地拼出来，他们会高兴吗？」毕竟，Bjork 注意到，孩子们是通过不懈的练习学会了阅读整个单词，每当我们进入一个新领域，我们又变得像孩子一样。「你无法逃避记忆的束缚，」他说，「最初学习事物名称的过程，是我们每个人都必须经历的阶段。迅速通过这一阶段尤为关键。」人脑在联想加工方面堪称奇迹，但要想建立关联，首先必须将数据载入记忆之中。\r\n\r\n一旦我们放弃「记忆是无用功」的借口，一个奇妙的疑团就浮现了眼前。许多信息虽然我们回想不起，却实实在在地留在了我们的记忆中。Bjork 说：「直到今天，人们还将遗忘视作渐渐消逝，就像沙滩上被风吹散的足迹。然而，大量的研究已经推翻了这个观点。你觉得记忆消失了，只因为你回想不起，但我们能证明它其实还在那里。就拿识别『被遗忘的』物品为例，你还能在一堆里认出它。没错，如果不继续运用，记忆就会变得触不可及，但它们并未真正消失。」\r\n\r\n鱼类学家 David Starr Jordan 在 19 世纪 90 年代担任斯坦福大学第一任校长之后，留给了记忆研究者一句至理名言：每次他记住一个学生的名字，就会抱怨自己忘了一种鱼的名字。但 Jordan 毕生致力于研究的那些鱼，依然藏匿在意识的深处。难题在于如何从脑海中捕获它们。\r\n\r\n在沃兹尼亚克挣扎着学习英语的那些年里，Bjork 和他的合作者 Elizabeth Bjork（她也是一名心理学教授；两人从 1969 年开始共结连理），正在致力于遗忘的新理论。他们深谙记忆的实验室研究历史，他们的目标之一就是深究间隔效应的根本原理。他们还对一个似是而非的现象感到好奇，即为何随着时间流逝，旧记忆愈发深入人心，而新记忆却逐渐消失。他们的解释涉及了一个极富洞见但又相当违反直觉的模型。\r\n\r\nBjork 夫妇指出，长期记忆可以由两部分组成，他们称之为「提取强度」和「存储强度」。提取强度用来衡量你现在回忆起某事的可能性，也就是它离你意识的表层有多近。储存强度则衡量记忆扎根的深度。有些记忆的储存强度可能很高，但提取强度很低。比如一个旧地址或电话号码，你试着去想它，可能会觉得它已经消失了。但一个简单的提示就可能让它恢复几个月甚至几年。相反，有些记忆的提取强度很高，但储存强度很低。也许你刚被告知一个新朋友孩子的名字，此刻它们可能轻易就能回想起，但几天之后就可能完全遗忘，一个月后的一次重复也未必能增强它们。\r\n\r\nBjork 夫妇并非首批提出这一区分的心理学家，但他们和一系列合作者利用了广泛的实验数据，展示了这些记忆规律如何困扰学生和教师。其中一个问题是，通过练习获得的储存强度与当前的提取强度成反比。换句话说，你得付出多大的努力才能找到正确答案，这个答案在记忆中就会越牢固。恰恰是那些预示着我们学得不错的信号——练习中的轻松表现、课上的流利演说、甚至自认为掌握了知识的感觉—— 在预测我们未来是否会记住它时，却都是虚假的。Robert Bjork 说：「最有动力和创新精神的教师，如果他们以当前的表现为依据，就会走错方向。这真是让人犯难。」\r\n\r\n当今市面上最流行的学习系统——比如说，外语软件「罗赛塔石碑」——对心理学家的忠告全然不顾，充耳不闻。这款软件时刻给出反馈和容易获得的线索，聪明地营造了一种进步的感觉。当我问首席技术官格 Greg Keim，有什么证据表明人们真的记住了他们学到的东西时，他回答说：「上亚马逊看看那些评论吧，那就是关于用户成就感的最实在的评价。」然而，从心理学家的立场来看，唯一的问题在于，我们最应质疑的正是用户的成就感。\r\n\r\n在实验室经过检验的技术与传统教学法之间的战斗已经持续了几十年，可以说，心理学家一败涂地。所有那些在实验室里对人类记忆进行的研究——不管是无意义的音节、随机的数字、图画、地图、外语词汇还是散点等等——对实践影响甚微，最终因其与现实脱节而引发反弹。上世纪 70 年代末，认知心理学的先驱 Ulric Neisser，对艾宾浩斯及其科学伙伴的方法展开了全面抨击。\r\n\r\n「我们虽然确立了一些牢固的经验规律，但大多数人人皆知，哪怕是十岁的孩子也了然于胸，」Neisser 抱怨道。「我们虽然拥有一堆高深莫测的理论，但历史已经证明，这些理论对于深入洞察自然行为并没有多大意义。」Neisser 敦促心理学家走出实验室，以生态学家的方式，在真实环境中探索记忆。他并不怀疑实验室理论在有限范围内的正确性，但他渴望得到能够改变世界的有力结果。\r\n\r\n有许多心理学家效仿了 Neisser。但还有一些人坚持他们的实验室方式。间隔效应是实验室引以为豪的发现之一，正因为它不那么直观，即便对于专业教师来说也同样如此。就在 Neisser 反抗的同一年，Robert Bjork 和贝尔实验室的 Thomas Landauer 发布了涉及近 700 名本科生的两项实验结果。Landauer 和 Bjork 试图找到巩固记忆的最佳复习时机。他们的发现堪称惊人：当你即将忘记某事时学习它，效果最好。然而，就如 Neisser 可能已经预见的那样，这一见解在现实生活中完全无用。在日常生活中，要确定遗忘的确切时刻几乎是不可能的。\r\n\r\n显然，计算机是解决方案，自上世纪六十年代以来，人们时不时就会提到使用它们。但除了一些试验性的软件，其他什么也没弄出来。心理学家主要研究理论和模型，教师则想看到眼前的成功，学生则拼命为了考试而死记硬背。真正进步的回报太虚无缥缈、太漫长，以至于不能及时回馈到整个体系。这里需要的不是学究式的心理学家，而是一位乐于动手的实干者，一个有大把时间、精于数学，还特立独行地认为应该真心实意记住所学之人。\r\n\r\n **第一次和沃兹尼亚克见面的那天，** 我们沿着风急浪高的海滩走了七英里。我穿着一身商务装，因时差反应而神志恍惚；他却穿着运动服，脚步轻快，仿佛随时要飞起来似的。他让我走在离水边远的一侧。「人们都说我一激动就会朝着他们靠近，所以还是让我离海近点儿，这样就不会不小心把你推进水里了，」他这样说。\r\n\r\n沃兹尼亚克对理智有一种近乎肉体的愉悦。他喜欢与人攀谈，深入观察他们的性格，并乐于给出建议——特别是用英语。他衷心希望世界上能有一种共同的语言和货币，这样一切都能处理得更为顺畅。他对波兰至今仍未加入欧元区感到不解。他对美国人不使用公制感到费解。他甚至用世界语记了两年日记。\r\n\r\n尽管世界语是他普世梦想的理想体现，但英语才是真正被世界所接受的语言。虽然他从未踏足过英语国家，但他却能流利地使用这门语言。有一次，我们俩人独自在一个海滨小餐馆里，边品尝着掺了覆盆子糖浆的啤酒，边聊天。「 **perspicuous** 和 **perspicacious** 这两个词，曾经让我挠头不已。」他坦白说，「然后我找到了一个助记口诀，输到了 SuperMemo 里：clear/clever。现在我从不用错它们。」\r\n\r\n沃兹尼亚克的英语造诣，可谓是一系列大胆尝试的结晶，继承了艾宾浩斯的传统。他投身于连续不断的自我观察，长达数年。最初，他遇到了一个根本性的难题：要学的东西太多，时间却少得可怜。他首先找的答案是依靠民间智慧。「大家都觉得，」沃兹尼亚克后来回忆说，「随着复习次数的增多，知识就会更牢固，需要温习的频率就会减少。」\r\n\r\n这一见解已被 Landauer 和 Bjork 证实，但沃兹尼亚克对他们的遗忘学说一无所知，对记忆实验室研究的重要突破也毫无了解。这种茫然或许是一种福气，让他不得不依赖于实用主义的办法。1985 年，他将资料库分成三等份，针对每部分制定了学习计划。其中一部分，他每五天学一次；另一部分，每十八天学一次；第三部分则不断增加复习的间隔，每答对一次，就增加下次学习的时间。\r\n\r\n这项试验证明，沃兹尼亚克最初的直觉过于简单。他在任何一次回顾测试中都没有显示出比他通常采用的朴素学习方法有显著提升。但他并未泄气，反倒继续深入研究学习间隔，先将第二个间隔改为两天，然后是四天，再是六天，如此等等。然后他改变了第三个间隔，接着是第四个，并继续测验和计量，一次又一次，长达近十年。他深信忘却可以通过遵循规则来控制，这种信念给了他继续寻找这些规则的坚定勇气。他执着地追寻了一条又一条路径，就像一个在丛林中迷失方向的人，踽踽独行。\r\n\r\n他早期的所有工作都是手写在纸上完成的。在波兹南工业大学的计算机科学系里，沃兹尼亚克回想道：「我们只有一台波兰和俄罗斯联合设计的大型主机，需要用打孔卡片。」他接着说，「如果你能忍受排队等待打孔的漫长时光，你还得再等上几天，让机器处理你的卡片，然后终于你可以拿到一张打印出来的纸，那就是你的输出。」\r\n\r\n当沃兹尼亚克设法搞到一台通过曲线救国的手段从德国汉堡引进的 Amstrad PC 1512 时，美国的个人电脑革命已进入热火朝天的阶段。有了这台电脑，他在 SuperMemo 方面实现了重大突破，能够精确计算任何知识点的难度，并为每个项目和用户量身定制预测遗忘的曲线。沃兹尼亚克的一位朋友巧妙地将软件改编成了雅达利机器上运行的版本，随着个人电脑终于在学生之间蔚然成风，SuperMemo 也随之风靡一时。\r\n\r\n波兰共产主义崩溃后，沃兹尼亚克与一批同窗好友共同创办了 SuperMemo World 公司。到 1995 年，他们的程序成了该国新兴软件界的佼佼者之一，他们正寻觅融资以便一飞冲天，直奔硅谷。那一年，在拉斯维加斯的 Comdex 展上，有 20 万人见证了索尼的新 DVD 科技、平板显示器的雏形，还有沃兹尼亚克的 SuperMemo，后者成了这一科技盛宴上首个亮相的波兰产品，当时正值其影响力达到巅峰。在欧洲，共产主义人力优化的尝试已然成为昨日黄花。沃兹尼亚克深信，在这个人人平等竞技的时代，一个能加速学习的科学工具，势必会受到四海追捧。\r\n\r\n沃兹尼亚克与 Krzysztof Biedalak 共同致力于通过 SuperMemo 改变全球的学习方法，他们曾是工大的同学。两人经常跑六英里去附近湖泳，尽管冰冷刺骨。Biedalak 对沃兹尼亚克说冬泳有益心智健康深以为然，他也赞同 SuperMemo 能带来极致的学习效果。然而，他却不完全赞同沃兹尼亚克的所有观点。他说：「我并不全盘采用他的技巧，在我的处境下，他的技巧并不可行。」\r\n\r\nBiedalak 所说的沃兹尼亚克的技巧，指的是把算法优化运用到生活的方方面面。Biedalak 是 SuperMemo World 的 CEO，专营沃兹尼亚克的这项发明。如今，SuperMemo World 只有 25 名员工，风险投资没有兑现，公司也未迁往加州。2006 年，SuperMemo 卖了大约 50,000 份，大部分不过 30 美元。据说还有更多被非法复制的。\r\n\r\n我与 Biedalak 在华沙闹市的一家餐馆相见并攀谈，餐馆的架子上铺着格子布，墙上挂满了腌菜罐。他看起来机智而有些沮丧，让人想起年轻时的 Walter Matthau，说话的语调与沃兹尼亚克的急躁形成鲜明对比。除非我无意间泄露消息，否则他甚至不知道他的合伙人和朋友的具体下落。\r\n\r\n「彼得从不出去宣传产品，不与记者交谈，也很少愿意和人碰面。」Biedalak 说，「他是幕后的推手，但我不得不承认，你无法像与他人交流那样与他沟通。」\r\n\r\n问题不在于他比较羞涩，而是他无法忍受对精神资源无效消耗，这也正是 SuperMemo 最初诞生的缘由。到了上世纪 90 年代中期，随着 SuperMemo 的名声日隆，沃兹尼亚克感到他对生活的理智掌控渐渐溜走。「每天有 80 个电话要应付，没有时间学习，没有时间编程，甚至连睡觉的时间都没有，」他回忆说。1994 年，他突然消失了两个星期，未留下丝毫行踪。第二年他又消失了整整 100 天。从那以后，他每年消失的时间都在增加。他不用电话，常常几个月不查看电子邮件。尽管他是博士，也在学术刊物上发表过文章，但他从不出席学术会议或科学座谈会。\r\n\r\n沃兹尼亚克并未满足于现状，反而借助 SuperMemo 探索了自我实验的新领域。自 1999 年起，他便开始精确记录自己的睡眠时间，并如今正致力于将这些数据与每日记忆练习的表现相匹配。心理学家们早就认为睡眠与记忆有关，但尚未找到具体的数学关系。沃兹尼亚克还独创了一种方法，让他能将学习系统运用到从书籍和文章中吸收的非结构化信息中，筛选文字材料，使其化整为零，便于记忆，并随后安排高效的学习。他挑选他正在阅读的部分内容，将其复制到 SuperMemo 应用中，应用程序则预测何时他需要再次阅读以便记忆。他会将未读过的材料剪切粘贴进系统，并为之分配优先级。SuperMemo 将他所有潜在的知识编排成队，待时机成熟时展示在学习屏幕上。沃兹尼亚克能查看他即将学习的内容图表，并随时调整优先级，以配合目标的变化。\r\n\r\n这些技巧旨在通过自动化步骤来克服陡峭的学习曲线，就像山坡上的台阶一样。他称之为渐进阅读，这已经成了他智力活动的主轴。沃兹尼亚克不再为未能读到想看的文章而烦恼；一旦导入系统，他便深信他的算法会在合适的时候将其带入他的意识。\r\n\r\n适当的时候，也就是对他来说。将思想生活交付给电脑系统后，他不愿被随机的输入和请求左右。自然，这让那些消息容易沉到底部的人觉得不悦。「四个月后，」Biedalak 伤感地说，「你偶尔会收到他对一封已在渐进阅读过程中被打乱的电子邮件中的某句的回应。」\r\n\r\n对于沃兹尼亚克来说，这些“哑火”不是混乱的产物，而是目标之间不可避免的冲突。一个明白学习与时间确切关系的人，不得不谨慎地衡量他的时光。SuperMemo 宛如一个实现沃兹尼亚克心愿的精灵，赋予他前所未有的记忆能力。但他所记得的价值，却紧紧依附于他所学之事，而他所学之事则取决于他的目标，他目标的选择则依赖于知识的高效吸收，这一递归函数不断驱使他沿着所选之路坚持不懈。确保他不会忘记所学，既是一种恩赐，也是一种要求，迫使他舍弃所有与此无关的琐事。\r\n\r\n从 SuperMemo 的业务方面来看，沃兹尼亚克的优先事项有时会显得很自私。沃兹尼亚克的朋友之一 Janusz Murakowski 曾在公司初创时期担任经理，他认为沃兹尼亚克一门心思投入于自己的学习，阻碍了他的发明的发展。「Piotr 是为自己写了这个软件，」Murakowski 说，他现在是特拉华大学电子工程教授。「SuperMemo 的界面简直不可理喻」。这个说法也许有点不公平。SuperMemo 有八种版本，其中一些是授权由他人编写的。适用于 Windows 的 SuperMemo ，适用于 Palm 设备的，适用于几种手机的，甚至还有一个互联网版本。的确，沃兹尼亚克不是史蒂夫 · 乔布斯，他的软件不像 Nintendo DS 上的 Brain Age，完全不够友好，也就火不起来。尽管如此，它也很难被描述为世界上最难使用的程序。毕竟摄影师们可以在 Photoshop 中学习制作最神秘的效果。为什么不能让更多人掌握 SuperMemo 呢？\r\n\r\nMurakowski 说：「这产品从来就不讨人喜欢。」在这里，他或许更接近了真正的矛盾核心，那是一个深入到智力优化斗争本质，触及到一些人性奇妙真相的冲突。我们人人都能理解普通人完成惊人体育壮举的想法。大家都知道有人跑过马拉松，或者骑车走遍半个国家。但要说变得更聪明，那就不同了。我们常把智力等同于天赋，专业学习和遥远的学生时代紧紧相连。学一门难搞的语言，成为技术大牛，或在新领域出一份力，这些看起来都不是一般人能做到的事。确实如此，但也许并非我们想象的那样罕见。\r\n\r\nSuperMemo 在改变学习方面的失败，不约而同地重复了认知心理学早期在影响教师和学生方面的失败。我们的学习能力是惊人的大。但是，最佳的学习需要一种对自己的理性控制，这并不容易。即使是对规律性的基本要求也是令人生畏的。如果你跳过几天，间隔效应，以及它在记忆中封存知识的稳步前进，开始失去其力量。进度就会变慢。在提高智力方面，我们的大脑可以胜任，我们的技术可以胜任。问题在于我们的态度。\r\n\r\n **波罗的海** 黑得像一面不亮的镜子。沃兹尼亚克和我沿着海岸行走，经过那些木屋小吃店，这些店春天才会开张。他告诉我他如何管理自己的生活。他结婚了，他的妻子与他的生活方式相同。他们一起在冬天游泳，虽然波兰语是他们的母语，但他们用英语交流，她用 SuperMemo 学英语。沃兹尼亚克的每一天都分为不同的时期：创作期、阅读和学习期、运动期、饮食期、休息期，然后是第二个创作期。他没有固定的起床时间，并极度反对闹钟。如果他对研究非常着迷，结果工作到了半夜，他就干脆在白天睡觉。当他坐下来进行渐进阅读时，电脑会在屏幕上自动弹出内容，而他对此照单全收。他在开始分神或理解力下降时立即停止，然后转到队列中的下一个项目。SuperMemo 绘制优先级的分布图，他可以边学边调整。当他遇到一个段落，而他他认为需要记住，他就把它标记出来；然后它就进入一个间隔重复的模式，它所包含的信息将无限期地留在他的大脑中。\r\n\r\n「一旦你得到你需要的片段，」沃兹尼亚克说，「书本身就不存在了，它已经被蒸馏成知识」。\r\n\r\n作为科幻迷的我，总以为当电脑辅助我们的智力时，是因为我们把部分记忆托付给了机器。我们提出问题，机器就会给出玄奥或极实用的回答。沃兹尼亚克却开辟了另一条路。当他把精神生活交给一台机器时，目的不是摆脱思考的重担，而是让他的思维更加敏捷。极致的知识并不是他为电脑编程的内容，反而是电脑在为他编程。\r\n\r\n我已经告诉沃兹尼亚克，我觉得为了优化知识而克制根深蒂固的阅读习惯，是很困难的一件事。对我来说，书本不仅仅在于提供我或许想记住的信息，更是我内心中的同伴，几乎相当于人类。我也很难理解，为什么我要把书拆成碎片来记住知识。尽管如此，我告诉他我愿意试一试。\r\n\r\n「你是主张亲自动手试一试的人吗？」他发问。\r\n\r\n「是的。」\r\n\r\n他来劲了。「既然如此，我们去游泳吧。」\r\n\r\n在海的边缘，我害怕起来。我是游泳健将，但站在沙滩上，身上不过是东欧折扣度假村常见的缩水版泳衣，而眼前行人穿着羽绒派克大衣大步流星，我嗅到危险的味道。\r\n\r\n「我光是想着就已经欢喜雀跃了。」沃兹尼亚克说。\r\n\r\n「我会不会突发心脏病？」\r\n\r\n「风险远比你开车来的路上要小。」他回答。\r\n\r\n我意识到他一定是正确的。波兰的高速公路很少，在北部农村，一排排的汽车在共产主义时代的农机后面争先恐后地行驶，直到它们不顾一切地试图通过。有不少壮观的车祸。沃兹尼亚克对致命风险的定性估计给予了密切关注。通过在 SuperMemo 中绘制知识获取的图表，他已经意识到，人一生充其量只能习得几百万个新项目。这是由死亡定义的智力成就的绝对极限。所以他守护着自己的健康。他很少坐车。海滩上的德国人都在盯着我。我跳入水中。\r\n\r\n哲学家 William James 曾写道：人的精神生活，就是被注意力所驾驭。当我从海中爬上风吹沙飞的海滩，皮肤紫得吓人，思绪也因震撼而飘向遐想，我发现自己想到了沃兹尼亚克几年前写的一份描述如何成为天才的清单。他的劝诫既直接又让人战栗：你必须明确你的目标，通过间隔重复积累知识，保持健康，稳定工作，减少压力，拒绝干扰，疲惫时绝不抗拒睡眠。遵循这些，智慧与创造力必能大幅飞跃。唯一的代价是：背弃社会生活的每一个惯例。这个处方开的是一剂猛药。然而，现在，当我咧开嘴笑，向围观者挥手致意之际，我突然意识到，他的这一冷静理性的方法，也许仅仅是表层现象，与真实的回报相结合时，即便是最冷漠的体系也可能引人注目。他将极致记忆的成就与遗忘曲线相连，把遥远的未来——届时我们将豁然贯通——与今日用来学习的短短几分钟紧密相连，沃兹尼亚克寻得了一条能调控他性情与记忆的路。他让未来生色，不仅是为了多学些什么，更是要让学习这件事温暖起来，充满了一种乌托邦式的欢愉。", + "type": "text/markdown", + "caption": " 想记住你所学的一切？服从这个算法吧\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Want to Remember Everything You'll Ever Learn Surrender to This Algorithm" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_10 mortal sins of schooling.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_10 mortal sins of schooling.json" new file mode 100644 index 0000000..bc2fdec --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_10 mortal sins of schooling.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/10 mortal sins of schooling", + "text": "# 学校教育十宗罪\r\n\r\n原文：[10 mortal sins of schooling - supermemo.guru](https://supermemo.guru/wiki/10_mortal_sins_of_schooling)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n在[这本书](https://supermemo.guru/wiki/Problem_of_schooling)中，我列出了「现代」学校系统的几十宗 **大罪** 。这篇文章只是简述这些罪过。\r\n\r\n[被动学校教育](https://supermemo.guru/wiki/Passive_schooling)和[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的致命罪过：\r\n\r\n- 学校教育扼杀了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致学习效率低下\r\n\r\n- 学校教育扼杀了[创造力](https://supermemo.guru/wiki/Creativity)，并导致了[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)\r\n\r\n- 学校教育扼杀了[解决问题](https://supermemo.guru/wiki/Problem_solving)的能力，并导致[泛化](https://supermemo.guru/wiki/Generalization)能力受限\r\n\r\n- 学校教育扼杀了探索性学习（见：[教育抵消了进化](https://supermemo.guru/wiki/Education_counteracts_evolution)）\r\n\r\n- 学校教育扼杀了[智慧](https://supermemo.guru/wiki/Intelligence)，因为它压制了选择，并命令学生进行[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)\r\n\r\n- 学校教育通过干扰学生成长过程中的[概念化](https://supermemo.guru/wiki/Conceptualization)过程，阻碍了[智慧](https://supermemo.guru/wiki/Intelligence)的产生\r\n\r\n- 学校教育未能优化长期的[主动回忆](https://supermemo.guru/wiki/Active_recall)（例如用[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)就可以促进这一点）\r\n\r\n- 学校教育破坏了[知识结构](https://supermemo.guru/wiki/Structure_of_knowledge)，一并摧毁了人的理解力\r\n\r\n- 学校系统的专制催生了[干扰](https://supermemo.guru/wiki/Interference)，通过对[死记硬背](https://supermemo.guru/wiki/Cramming)的提倡，知识不可避免被[遗忘](https://supermemo.guru/wiki/Forgetting)（见：[论老鼠比受教育的人更优越](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)）\r\n\r\n- 学校教育导致对学习的厌恶（见：[孩子为什么讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)）\r\n\r\n- 学校教育使人们把学习中的不快视为理所当然（见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）\r\n\r\n- 学校教育会干扰[睡眠](https://supermemo.guru/wiki/Sleep)、[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)和[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)（见：[延迟睡眠期综合症（DSPS）](https://supermemo.guru/wiki/Delayed_Sleep_Phase_Syndrome_(DSPS)）\r\n\r\n- 学校教育导致[难以根除的慢性压力](https://supermemo.guru/wiki/Chronic_stress)\r\n\r\n- 学校教育削弱了自尊和自律（例如通过[给孩子贴上懒惰的标签](https://supermemo.guru/wiki/Myth:_students_are_lazy)）\r\n\r\n- 学校教育抑制了对运动的需求和热爱\r\n\r\n- 学校教育会影响心理健康：[欺凌](https://supermemo.guru/wiki/Bullying)、反感上学、[ADHD](https://supermemo.guru/wiki/ADHD)、抑郁症、自杀，以及[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)、[阅读障碍](https://supermemo.guru/wiki/Dyslexia)、[计算障碍](https://en.wikipedia.org/wiki/Dyscalculia)、[书写障碍](https://en.wikipedia.org/wiki/Dysgraphia)等。\r\n\r\n- 学校教育影响到整体健康状况（如肥胖症、糖尿病、[近视](https://supermemo.guru/wiki/Harm_of_eyeglasses)等）\r\n\r\n- 学校教育基于[封闭系统的社会化](https://supermemo.guru/wiki/Closed_systems_of_socialization)，在按年龄隔离的群体中建立了一个病态的社会环境（这导致，例如，[欺凌](https://supermemo.guru/wiki/Bullying)）\r\n\r\n- 学校教育破坏了社会中的[知识多样性](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)\r\n\r\n- 学校教育被用于[对儿童进行灌输](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)\r\n\r\n- 学校使几十个关于学习的有害谬误流毒甚广（见：[学校教育的谬误](https://supermemo.guru/wiki/Mythology_of_schooling)）\r\n\r\n- 学校让学生浸染了上百个坏习惯，这些坏习惯往往会持续一生（见：[学校让学生沾染上的 100+ 条恶习](https://supermemo.guru/wiki/50_bad_habits_of_schooling)）\r\n\r\n- **学校偷走了青春的最好时光** \r\n\r\n[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)是对人权的侵犯\r\n\r\n总之，[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。它应该被[自由学习](https://supermemo.guru/wiki/Free_learning)所取代。目前的教育体系的生存根植于猖獗的[学校谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)，在改变之前需要废除。对未来的另一种看法，请看：[教育改革](https://supermemo.guru/wiki/Grand_Education_Reform)。也请参见：[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n[[img [Learn drive vs. School drive|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/500px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样摧毁了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意去追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 帮助形成了简单的、记忆性的、[连贯性](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了复杂的短期记忆容易受到[干扰](https://supermemo.guru/wiki/Interference)。在 **学习内驱力** 和 **学校外驱力** 通路之间的[竞争抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，会保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，储存新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，导致学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力引起的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致学习内驱力和学校外驱力的竞争，并最终压制一方而助长另一方。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会增加[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加惩罚会增加[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)查看最新的版本", + "type": "text/markdown", + "caption": " 学校教育十宗罪\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "10 mortal sins of schooling" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_100 bad habits learned at school.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_100 bad habits learned at school.json" new file mode 100644 index 0000000..931300a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_100 bad habits learned at school.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/100 bad habits learned at school", + "text": "# 学校让人沾染上的 100 条恶习\r\n\r\n原文：[100 bad habits learned at school - supermemo.guru](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 你在上学吗？\r\n\r\n如果你还在学校里进行你的大部分学习活动，这篇文章应该会震撼到你。不要惊慌。你不需要辍学或逃离学校。有一条简单的补救措施能解决文章中描述的大部分问题。要独立自主，尽可能多地自学。仅是意识到学校的威胁，你就能很好地保护自己。如果你的父母足够开放，可以问一问他们能否[在家上学](https://supermemo.guru/wiki/Homeschooling)，甚至采取[非学校教育](https://supermemo.guru/wiki/Unschooling)，这样更好。大多数诺贝尔奖得主在他们生命中的某个阶段上过学。这篇文章并不想吓到你 。反而，是为了帮助你也成为赢家。在最坏的情况下，你可能需要背离你目前苛求纪律的教育方式（如果有的话）。\r\n\r\n针对在学校获得的坏习惯，一个简单的补救措施是[自学](https://supermemo.guru/wiki/Free_learning)\r\n\r\n## 学校模式的错误\r\n\r\n一些人类大脑的最大优势被视作应当消灭的瑕疵。学校系统建立在对大脑的错误建模之上。偏见、启发式方法或大胆的泛化能力本是大脑的强大之处，而学校对此毫无容忍之心。学校所依据的模型过于理想化。此外，对完美的追求在学校系统中阴魂不散，以[被误导的社会目标](https://supermemo.guru/wiki/Fukuyama)为名。因此，学校滋生了无数个坏习惯，这些坏习惯简直是在摧毁后代的智力潜力。\r\n\r\n学校教育的核心错误，是追求更多更快，而无视主要的决定者：大脑。\r\n\r\n人类的进步，在很大程度上是由一小部分伟大的思想所推动的。其中许多人在学校教育系统中毫发无损地生存下来。生存似乎比先天的伟大更重要。无一例外，成功的秘诀是拥有探索的自由。我从未见过有天才能在学校的重重操练中生存下来。所有最优秀的人都能自由地思想，他们能创造独属自己的教育之路。通过[宽松的父母教育](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)、宽松的学校教育、叛逆、[民主学校教育](https://supermemo.guru/wiki/Democratic_schooling)、非结构化的[家庭教育](https://supermemo.guru/wiki/Homeschooling)、[非学校教育](https://supermemo.guru/wiki/Unschooling)等，才有可能生存。在非常罕见的情况下，不经意间产生的兴趣可能使一些孩子通过热情地参与学习过程而在学校里生存下来。如果你对你的学校生活不满意，你就知道事情已经在向错误的方向发展了！\r\n\r\n尽管我在学校享受很大程度的自由，我也沾染上了不少学校中的坏习惯。承蒙自由探索，我在几年内就恢复了。最重要的是，我的工作都是关于有效的学习。我恢复起来就相对容易，也快速。大多数孩子的伤痕要深得多，很多人一辈子都无法恢复完整的自我。\r\n\r\n今天，很多人称我为学校教育的激进批评者。我的话被贬斥为夸张不实，甚至是不公正的。也许我还没有从学校教育对完美的追求中完全恢复过来。就像我不能忍受自然资源的浪费，或奢侈的生活方式一样，我深受我的 3 至 18 岁的年轻朋友的话影响，他们每天都会告诉我几次「我不能这样做，因为我妈妈要求...... 」「因为学校要求.....」。我看到人类伟大的完美巅峰，以及很多的孩子们日日被学校教育拖累。这种现象在我的邻居身上很常见。这是我激进思想的根源。\r\n\r\n## 学校的习惯\r\n\r\n### 技能与习惯\r\n\r\n传统的学校教育模式与大脑的[概念网络](https://supermemo.guru/wiki/Concept_network)的高效运转背道而驰。学校教育早于并延续了激进行为主义的盲目传统，学生因表现良好而获得奖励，或因未能通过强制的标准而受到惩罚。发生在[概念网络](https://supermemo.guru/wiki/Concept_network)、残缺的[概念化](https://supermemo.guru/wiki/Conceptualization)和虚弱的[概念计算](https://supermemo.guru/wiki/Conceptual_computation)中的破坏，对教育中的大多数决策者来说毫无意义。他们不感兴趣是因为部长们、行政人员和高管们都不知道。如果说神经网络对普通读者来说有点隐晦。学校教育的影响是显而易见的，大家都可以看到。我编写这份学校教育的负面影响清单，是为了让你快速预览我们对年轻大脑造成了多大伤害。\r\n\r\n学校让我们被迫养成了几十种坏习惯。这些习惯中的许多可以成为偶尔有用的技能。例如，必要时尽职尽责地服从权威是一种技能。但顺从权威不能成为一种习惯。对外科医生来说，清晨及时起床是有用的。但是，使用闹钟不能成为一种习惯。知道如何从头到尾地阅读一本珍贵的书是有用的。然而，有些书是并不是从头到尾都是有用的，从头到尾读完书不能成为一个目标和/或一个习惯。及时舍弃一本不好的书也是一项重要技能。\r\n\r\n### 无数的坏习惯\r\n\r\n2019 年底，我收到一封来自的Allen（化名）的非常有趣的电子邮件，Allen高中辍学了。他解释说，他花了相当长的时间才改掉了在学校里养成的坏习惯。我很高兴听到我在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 的主张，与他自己的经验和观察相当契合。我已向他申请引用他邮件中的部分内容，并决定列出所有在学校教育的驯化中养成的坏习惯。我向那些刚刚进入「恢复」过程的朋友发送了邮件，请求他们提供反馈。那些从学校转到[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的人通常获得了很多观察。这种对比是如此鲜明，以至于有些结论似乎几乎是普遍适用的。短短两个星期，我所列出的坏习惯便增加到 了42（读作：四十二个）。即使是对 [20 条规则](https://supermemo.guru/wiki/20_rules)的常规违反，也可能使名单上的坏习惯再扩大 10-15 条。\r\n\r\n很明显，我无法讨论所有习惯。应该写本书来讨论这些。这就是为什么我决定在 [guru](https://supermemo.guru/wiki/Guru) 建立这个页面，并渐进地添加有趣的观察和摘录。「40 个习惯」的标题很快变成了「50 个习惯」。我不确定最终会达到多少数量，哪些习惯是重叠的，哪些需要作为分开。老实说，其数量之大我有些迷茫。贬低知识和被压制的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是否应该算作一个？2021 年 2 月 1 日，使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的 **Split** ，我统计了 104 个坏习惯，我还要描述大约 10-15 个习惯。因此，2021 年 2 月 16 日，我决定改变标题。我们现在有一套整齐的 **100 个习惯** 。坏习惯的清单是惊人的，只要坚持一个法则，就可以在很大程度上避免，即： **[学习的基本法则](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)** 。\r\n\r\n大多数学校的坏习惯都来源于无法 **量化** [学习乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)的重要性\r\n\r\n### 普遍的习惯\r\n\r\n清单上的许多坏习惯可以在校外获得，特别是在自由受限的职业中（往往是出于必须）。然而，一旦人群整体沾染上同一个坏习惯，这个习惯便很危险了。当一个独裁者上台时，我们至少需要一个勇敢的 Alexei Navalny，即使这与学校的观念背道而驰。一个普通的不上学的人可能会染上以下几十个坏习惯，然而，他独特的学习路线和持续养成的习惯将由他独一无二的兴趣决定。作为群居动物，我们受益于[多样性](https://supermemo.guru/wiki/Diversity)，包括[神经多样性](https://supermemo.guru/wiki/Neurodiversity)，而这种多样性在学校被“[治疗](https://supermemo.guru/wiki/Special_needs_education)”无情地消灭了。如果要列出我自己最糟糕的习惯，那可能是「相信智力上的完美主义」。我正在慢慢恢复，见：[错误模型的价值](https://supermemo.guru/wiki/Value_of_wrong_models)。[这个网站](https://supermemo.guru/wiki/SuperMemo_Guru)对我的恢复很有帮助。我打破了许多”好文章“的标准，而且我的违反都是服务于高效沟通的务实事业，这让我很自豪。\r\n\r\n### 好习惯\r\n\r\n一般来说，为了平衡，我们也该问个相对的问题，学校中习得的好习惯有哪些。经过一周的审议和反馈，我甚至找不出一个好习惯来。\r\n\r\n许多提交的建议源于[学校谬论](https://supermemo.guru/wiki/School_mythology)：\r\n\r\n- 社会化应该发生在开放的系统中，而不是在学校（见：[最佳社会化](https://supermemo.guru/wiki/Optimal_socialization)）\r\n\r\n- 知识最好是通过自学获得，而不是在学校学习\r\n\r\n- 友谊最好在现实生活中缔结，而不是在学校\r\n\r\n在几乎所有其他情况下，当人们谈到在学校获得的良好习惯时，他们真正的意思是 **良好的技能** ，而 **不是习惯** 。\r\n\r\n举个例子，我不同意有人说自律是一个好习惯。只有在利大于弊时，自律才有意义，而且这种计算必须有一个积分公式，着眼于长期影响。如果有人在早起时表现出自律，他可能在学校或工作中收获一些好处，但也可能伤害自己的健康、大脑和寿命。一套保护人们免受早起危害的程序可以被看作武装技能的工具集。这种技能可以在紧急情况下使用，例如，当需要对病人进行紧急的手术时，早起可能会有帮助。这种技能不能是一种习惯（例如，每天使用[闹钟](https://supermemo.guru/wiki/Alarm_clock)）。青少年应该在需要的时候从床上爬起来，把他们最好的脑力用于学习。早起的 **技能** 可以在大脑成熟、不易受伤的时候掌握。最重要的是，这项技能应该只由那些真正需要它的人掌握。我从来不用闹钟，我的早起技能不怎么样，尽管我知道如何使用时间疗法在早上 4 点无痛苦地起床。我的唯一条件是：我需要从今天开始，为下个月做好准备。\r\n\r\n经过反复思考，我开玩笑地承认我在学校养成了一个好习惯：我一旦听到「讲座」这个词，我就会离它远远的。我仍然喜欢 YouTube 上的 TED 讲座。当我决定离开或暂停时，YouTube 从不会对我说三道四。它总是耐心地等待着。\r\n\r\n### 渐进阅读\r\n\r\n这篇文章中坏习惯的泛滥，以及我对[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的反对，都可以追溯到二十年来使用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的启蒙影响，这一点在这个额外的插页中有所解释：\r\n\r\nSuperMemo 插入。[什么是SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\n[被动的学校教育](https://supermemo.guru/wiki/Passive_schooling)与[自由学习](https://supermemo.guru/wiki/Free_learning)对立。自由学习的一个很好的比喻是[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。当看到渐进阅读所养成的习惯与本文所列举的习惯完全相反时，令人非常惊讶。这种两极对立的现象源于行为强化和对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的依赖之间的对立。见：[渐进阅读的优势](https://supermemo.guru/wiki/Advantages_of_incremental_reading)\r\n\r\n## 解决问题\r\n\r\n人类的进步是基于[解决问题](https://supermemo.guru/wiki/Problem_solving)。有趣的是，我们解决了问题，但似乎对解决问题的机制理解不佳。学校教育在这方面的主要问题是，它把大脑建模成一个完美的推理机器和一个完美的人形计算机。它似乎对这一事实视而不见：我们的大脑是一个[概念网络](https://supermemo.guru/wiki/Concept_network)，其巨大的力量在于采取不完美的启发式捷径来实现目标。大脑是关于[认知偏见](https://supermemo.guru/wiki/Cognitive_bias)和[泛化](https://supermemo.guru/wiki/Generalization)的全部。它总是形成[坏的模型](https://supermemo.guru/wiki/Bad_model)，未能注意，为了更大的事业而不断[遗忘](https://supermemo.guru/wiki/Forgetting)。我们没有把大脑作为一个不完美的强大装置进行[建模](https://supermemo.guru/wiki/Model)，而是寻找无错误的完美。这种对大脑的完美主义看法是完美学校模式的基础。因此， **学校教育是数百万儿童痛苦的根源** 。\r\n\r\n为了预防解题的坏习惯，一个简单的方法是让孩子们自己的问题自己解决。\r\n\r\n学校教的是用 **明确的工具** 解决 **假问题** 。而生活会提供 **真问题** ，我们可能 **找不到任何工具** 来解决\r\n\r\n### 无法容忍启发式方法\r\n\r\n当一个五岁孩子在电脑游戏中顺利地解决一个个问题时，一个受过良好教育的成年人往往会担心上瘾、[数码痴呆症](https://supermemo.guru/wiki/Digital_dementia)，以及孩子处理问题时的马虎。成人会说「她只是在使用她的直觉。这种不精确的做法在建造桥梁时是不可接受的」。推理的习惯使大脑在不需要放慢速度的时候放慢速度。算法上的捷径可能引入可忽略不计的错误，但同时将时间复杂度降低一整个数量级。用启发式方法快速解决问题是人类智慧的关键武器之一。演绎推理这一 **技能** 在许多情况下都是有用的。大脑需要为问题选择合适的工具。当速度很重要的时候，或者当走捷径可以减少[认知负荷](https://supermemo.guru/wiki/Cognitive_load)并增加解决问题的机会的时候，马虎也是有益的。\r\n\r\n人类[智力](https://supermemo.guru/wiki/Intelligence)依赖于基于[概念计算](https://supermemo.guru/wiki/Conceptual_computation)的启发式算法。\r\n\r\n### 无法容忍认知偏差\r\n\r\n经常会有受过良好教育的成年人轻蔑地谈论别人的[认知偏差](https://supermemo.guru/wiki/Cognitive_bias)。然而，这些偏差是无法避免的；它们是大脑加快推理速度的结果。大脑习惯忽略微小偶然的误差来换取更多的成果。经过多年的学校教育，在辩论中，你会经常听到对那些成为自然[认知偏差](https://supermemo.guru/wiki/Cognitive_bias)受害者的人完全不屑一顾的话：「哦，那是你老掉牙的推论」。那些喜欢听起来很聪明的人，会用「邓宁-克鲁格（Dunning–Kruger）效应」来嘲笑别人的说法。我经常被说太乐观，但我并不介意。因为我宁可说得不准确，也不愿丧失乐观带给我的动力和创造力。\r\n\r\n推理的精度和成本之间总是需要权衡。平衡的达成则根据一个人的需要而定。大脑将适应并最大化结果。对于即将向另一个星球发送昂贵的探测器的人来说，精度是必不可少的。对于一个主要目标是寻找提高大脑性能的新方法的人来说，疯狂的创造性理论研究具有首要价值。偏差是不可避免的，而想要解决它们往往不值得付出代价。\r\n\r\n### 对不良模型的不宽容\r\n\r\n学校给人们灌输对正确性的执迷追求。科学似乎都是在于优质的模型，坏的模型应该被淘汰和遗忘。这导致了对不同声音的不容忍和对反对者的蔑视。为了实现思想的有效进化，需要研究旧的模型，它们应该被保存下来，如果它们有顽固的拥护者，就应该探究和理解拥护者的大脑。难以计数的珍贵模型远远领先于它们的时代，如果要培养模型的学校化正确性，它们将迅速死亡。在我自己对大脑的推理中，我建立了相当多的错误模型，后来都被证据废除了。然而，所有这些模型都为新的更好的模型提供了一个奇妙的跳板。见：[错误模型的价值](https://supermemo.guru/wiki/Value_of_wrong_models)\r\n\r\n对模型演变的限制减缓了科学的进步\r\n\r\n### 对做白日梦的不宽容\r\n\r\n学校是提高注意力的良好训练场所。对于一个爱闹腾的孩子来说，学校的长椅就是一个折磨人的装置。然而，经过几年因[坐立不安](https://supermemo.guru/wiki/Fidgeting)而被训斥后，孩子就会冷静下来，少动，似乎不那么高兴，并慢慢与长椅上的生活方式和解。注意力的提高是主要受益者。然而，对注意力最大化的追求会导致自尊心降低、焦虑等问题。\r\n\r\n> 我的想法是，我在「专注」方面有问题。这是因为我无法在阅读一本书时只想着它。这导致我试图压制所有与正在阅读的书无关的想法（即使是无聊的想法）。每一个新的想法都要受到监督，而当与书无关的想法不可避免地出现时，我就会生气，并把它作为我不能集中注意力的进一步证明。我把「专注」理解为不偏离书的内容，哪怕是一秒钟。\r\n\r\n大脑的设计是为了创新。为了最大限度地提高智力，我们在专注和[创造力](https://supermemo.guru/wiki/Creativity)之间不断切换。我们专注于吸收新信息，然后在处理这些信息时变得不专心（见：[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)）。通过压制[创造力](https://supermemo.guru/wiki/Creativity)，我们削减了人类的智慧。通过要求孩子们停止[坐立不安](https://supermemo.guru/wiki/Fidgeting)，我们拿走了用于创造性过程的神经控制的工具之一。通过给孩子们贴上 [ADHD](https://supermemo.guru/wiki/ADHD) 的标签，我们往往把他们送上了一条降低自尊的道路，甚至是药物治疗。\r\n\r\n通过不断的集中注意力的训练，学校压制了人类思想最强大的武器之一：[创造力](https://supermemo.guru/wiki/Creativity)！\r\n\r\n[创造力](https://supermemo.guru/wiki/Creativity)依赖于高[可提取性](https://supermemo.guru/wiki/Retrievability)的新知识。众所周知，学校教育抑制了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)（见：[学校抑制了学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)）。其不可避免的副作用抑制了创造力。原来的假设是，创造力随着年龄的增长而下降，然而，实际的罪魁祸首与年龄无关。这都是[学习中的胁迫](https://supermemo.guru/wiki/Coercion_in_learning)和[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的问题。一个充满活力的七旬老人往往比普通的学校学生更有好奇心和创造力。\r\n\r\n在[普鲁士学校模式](https://supermemo.guru/wiki/Prussian_school_model)中，[直接教学](https://supermemo.guru/wiki/Direct_instruction)中的模仿占主导地位。探索、[发现学习](https://supermemo.guru/wiki/Discovery_learning)、[问题解决](https://supermemo.guru/wiki/Problem_solving)、决策等方面的空间要小得多。一些科学家甚至声称[直接指导](https://supermemo.guru/wiki/Direct_instruction)优于[发现学习](https://supermemo.guru/wiki/Discovery_learning)（见：[可怕的最小指导学习理论](https://supermemo.guru/wiki/Horrible_theory_of_minimal_guidance_learning)）。所有这些力量合谋让孩子们在凳子上一动不动地听话。\r\n\r\n[创造力](https://supermemo.guru/wiki/Creativity)是创新的基础，将主导人类未来的努力。与此同时，学校在提供过时的知识的同时，也压制了人类思想的最佳品质。\r\n\r\n欲了解更多，请参阅：\r\n\r\n- [教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)\r\n\r\n- [论老鼠比受过学校教育的人更优越](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)\r\n\r\n- [如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)\r\n\r\n### 探索被压制\r\n\r\n在解决问题的过程中，学校倾向于教授算法式的方法，要求学生熟练记忆一套规则。在真实的问题解决中，为了达到目标，能用的工具和技术都要用上。启发式方法、有风险的模型、创造性探索是高效[解决问题](https://supermemo.guru/wiki/Problem_solving)方法的基础。此外，好的问题解决者广泛掌握了其专业领域的事实知识和[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)。如今，问题解决软件工具集的一个重要组成部分是探索性搜索，可能从学生的头脑延伸到互联网。这些探索性的技能往往在制度上就遭到压制。平均水平的学生相比非学校教育者，在使用谷歌来回答问题、辅助问题解决上，其娴熟程度和意愿，难以望其项背。\r\n\r\n> 参加考试时，你必须完全依靠记忆。 **禁止查阅书籍，否则将受到惩罚** 。在现实生活中，当你不记得某些东西时，你只需查找它。搜索信息的能力是一项宝贵的技能。这很简单：解决问题的基础是知识，所以如果你不能解决问题，就去寻找更多的相关知识\r\n\r\n我们很容易认为，所有的孩子都能知道谷歌，并发现它很容易使用（见：[神经元的谬误](https://supermemo.guru/wiki/Neuromythology)）。然而，学校的训练可能不利于获得必要的技能：\r\n\r\n> 一个哭笑不得的低效率情况是，面对无法解决的问题， **不让自己接触** 任何新信息，这样我就不会「作弊」\r\n\r\n问题的解决方案可以在问题搜索空间中找到。难题需要大量的探索。探索性搜索是基于一套只有在实际问题解决中才能得到磨练的元认知技能。\r\n\r\n通过提供严格的指导，学校削弱了有效解决问题所需的探索技能。\r\n\r\n### 尝试被压制\r\n\r\n探索不限于习得[陈述性知识](https://supermemo.guru/wiki/Declarative_knowledge)的过程。探索是一种算法，在适应环境方面具有更广泛的意义。有一类探索是 **[尝试](https://supermemo.guru/wiki/Sampling)** ，即由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)控制的试错的探索性选择。术语「尝试」最常被用于寻找自己的使命（见：[Ken Robinson: Finding your element](https://youtu.be/17fbxRQgMlU)）。未受教育的孩子在[自由学习](https://supermemo.guru/wiki/Free_learning)中，会专注于那些能使回报最大化的活动。它可能从成为油管博主的梦想开始。当这个梦想勉强成功时（例如，有了一些观众），孩子可能会期许更进一步——成为一名艺术家，在 YouTube 上展现自己的才华。接下来他甚至会梦想成为足球运动员或摇滚明星。无数青年才俊梦想进入青年足球俱乐部，但经过残酷的大浪淘沙，大部分无缘其中，淘汰的原因通常很简单，如受伤、不喜欢教练、团队合作差，或诸如发胖等琐碎的障碍。在这个尝试的过程中，多年来，一个孩子或青少年会在她感到最有回报的地方找到她的人生位置。这种奖励往往与社会因素严格交织在一起。即使是最纯粹的数学头脑也可能希望与他人分享他几十年的发现。[创造力](https://supermemo.guru/wiki/Creativity)很少是非社会性的。在这个意义上，[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)转化为优秀社会适应的坚实保证。为了使试错发生得最理想， **孩子必须是自由的** 。寻找人生使命的过程需要多年，耗费大量的时间，而且主要是基于试错。因此有句话说，我们在自己的错误中学得最好。如果一个年轻人身体健康，没有偶然的严重逆境，在经历了几十次失败尝试后，他一定会在生活中找到满意的位置。过去富于失败的经验为我们提供了迈向成年的绝佳跳板。\r\n\r\n学校有的是办法来压制孩子的尝试——限制孩子的时间，窃取一天中最有创造力的时间，要么就是直接给出现成的解决方案，亦或者是越殂代疱，替孩子做选择。年轻大脑就此失去了一个个决策机会。成人世界充满了善意的建议。如果父母总是对的，那律师和医生将严重过剩。我们将很难找到水管工和处理垃圾的人。相比之下，我家里有个 4 岁孩子宣称他的梦想工作是当垃圾收集员。他后来当了垃圾车司机，也做个其他职业。我家里还有个近亲对她自己的孩子学校式的威胁：「如果你不学习，你长大后只能捡垃圾」。成年人对孩子生活妄加设想，并以此来压制孩子的尝试。\r\n\r\n当孩子们对自己的追求和爱好进行尝试时，他们往往会找到一份理想的工作，从此过上幸福的生活。在受教育的儿童中，被压制的尝试可能会限制尝试的启发法，并将这一过程推迟到成年后。当一个年轻人在 25 岁时开始尝试参加工作时，他可能已经带着沉重的偏见、焦虑和坏习惯的包袱，使这个过程变得困难。对一些人来说，成人尝试是纯粹的折磨，根植于学校的所有坏习惯。对于一个有创造力的人来说，成人的尝试可能是复杂的，原因与技能组合无关（见：[案例研究：天才或阿斯伯格症](https://supermemo.guru/wiki/Case_study:_Genius_or_Asperger)）。\r\n\r\n与追求、爱好和工作的尝试类似，社交尝试也同样受影响。我们尝试交朋友、伙伴或性伴侣。对于受教育的人来说，[家庭教育](https://supermemo.guru/wiki/Homeschooling)不可避免地会引起一个问题：「[社会化呢？](https://supermemo.guru/wiki/What_about_socialization%3F)」。那些问这个问题的人已经受到了被压制的尝试的影响。经过多年的[封闭系统中的社会化](https://supermemo.guru/wiki/Socialization_in_a_closed_system)，人们很容易生活在学校是认识朋友的最佳场所的幻觉中。毕竟，一个学生可能会有一个有限的朋友圈，其中夹杂着老同学。然而，造成这种错觉的最大因素是对社会尝试的压制。我相信有一个很好的生活策略。 **爱所有的人** 。把所有的陌生人当作潜在的朋友。每个人都有有趣的东西可以提供。有了这种方法，生活很快就会开始感到丰富，而且太短，无法认识所有有趣的人。这种态度被现代的父母教育和学校教育积极破坏。对于一个被送出户外玩耍的孩子来说，首先被灌输的观念就是对陌生人的恐惧。当我遇到 7-10 岁的孩子时，他们经常用高度怀疑的眼光看着我。这也难怪。一个在二月穿着短裤的赤脚大个子肯定有点奇怪。我们都不可避免地在一段时间后成为朋友，但为什么我们需要从恐惧和焦虑开始？你可以用微笑来谨慎对待。在一个封闭的系统中，经过多年的友爱相处，自然而然就会被破坏，无法达成休闲的友谊。许多 30-40 岁的人都很孤独和沮丧，原因只有一个：他们与其他人交流的能力被系统地抑制了。艰难的解决方案是通过采用递增的社会互动来逐渐淡化乃至消除多年学校教育的耳濡目染（见：[渐进生活](https://supermemo.guru/wiki/Incremental_life)的一些提示）。\r\n\r\n糟糕的社会尝试机制最终导致了[白痴统治社会](https://supermemo.guru/wiki/Idiocracy)的问题。这并不是说聪明人不善于繁殖。更多的是，受过大量教育的人看起来很聪明，但仍然不善于社交，而且很孤独。维持人口健康的最佳社会盟友是对更深的友谊、浪漫关系、性欲和对孩子的爱的自然追求。有了这些本能的完整存在，所有理性的住房、金钱、工作和职业的「阻碍」开始显得容易克服。在一个健康的家庭环境中，儿童和成人进入一个爱和生产性能量的正反馈循环。对事业崩溃的担心可能很快就显得毫无根据。这种美丽的自然进展被基于压抑的尝试技能的社会不适应性所破坏。此外，一个受教育的人可能想对整个过程进行微观管理，包括对配偶的选择，用基于另一个坏习惯的理性规划来代替自然本能：过度完美主义。\r\n\r\n通过限制学生决策的范围，学校压抑了他们一系列的技能，包括交朋友和寻找伴侣的技能。\r\n\r\n### 对推理指手画脚\r\n\r\n最好的想法来自于联系两个相隔甚远的知识领域。联想的产生大多是随机且不可控制的（解释见：[创造力](https://supermemo.guru/wiki/Creativity)）。为了使这一过程高效地工作，大脑需要平和、激情、知识、目标和大量的时间（见：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)）。学校给学生的印象是，创造性的想法就像解决一个问题的方法。同时，在学校里，解决问题是一个推理的过程，通过一套固定的规则和算法从前提出发，到达预期的目的地。学校训练大脑遵循算法。它提倡有意识的决定，可以进行微观管理。为了智力效率，即使是同一现象的正确但拮抗的模型也应该被废除掉。\r\n\r\n一个正在从学校教育康复的学生，观察到学校的规定对他的思维过程产生影响：\r\n\r\n> 我的洞察力来自于「快速思考」。当「快速思考」没有立即产生答案时，「人为思考 」就被激活。我想我的人为思考的目的，是帮助我解决所有问题，但效率却大大降低。也许最好的方法是建立正确的环境，使大脑能够最优地运行，而我的方法是无视自然功能，试图有意识地做所有事情。\r\n\r\n在良好的学习中，[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)服务于[知识的连贯性](https://supermemo.guru/wiki/Knowledge_coherence)，而「模型达尔文主义」服务于[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)的[适用性](https://supermemo.guru/wiki/Applicability)。在学校，僵化的大脑微观管理方法可能对解决问题的能力产生灾难性的影响。学校通过提供现成的程序，限制决策中的选择，还有微观管理创造过程，破坏了解决问题的能力。\r\n\r\n高效的解决问题能力，需要在不受干扰的自由条件下，解决大量问题培育而成\r\n\r\n## 学习习惯\r\n\r\n### 学习热情被压抑\r\n\r\n大量研究表明，学校有效地扼杀了儿童的好奇心。例如，[Susan Engel](https://supermemo.guru/wiki/Susan_Engel) 注意到，在课堂上提出问题的数量下降很快。\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)在[自由学习](https://supermemo.guru/wiki/Free_learning)中茁壮成长。每件知识都会增加一个人对世界的好奇心。相反，[强制学习](https://supermemo.guru/wiki/Coercive_learning)会导致学习驱动力指导系统做出的选择被反复压制。结果，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)被压制。经过多年的胁迫性学校教育，孩子们简直讨厌学习。他们可能会说「我出去做任何事情，只是为了离开书本」。详见：[学校抑制了学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)\r\n\r\n学校教育是广为人知的儿童好奇心杀手\r\n\r\n我相信，经历了 22 年的学校教育后，我的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)几乎完好无损。我认为这一幸存的奇迹主要归功于宽松的学校教育，在家里完全自由，以及完全专注于我的爱好，如音乐、生物化学、拳击、体育等。\r\n\r\n在我的同事中也出现了类似的保留学习内驱力的模式。他们并不是有代表性的样本。我们保持联系，是为了通过互相交流获得创造性价值。我们是幸存者。有人写道：\r\n\r\n> 我认为我在学校的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)受到逃学、妈妈对我弟弟的关注以及我自己做决定的良好自由度的保护。我爸爸告诉我，我是靠自己长大的。13 岁时，我拆装了我的电脑。在建造我们的房子时，我的父亲总是不在，我不得不在祖父的帮助下指导他们。\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)在成年后可以通过丰富的学习来部分恢复。然而，[概念化](https://supermemo.guru/wiki/Conceptualization)过程的进展使逆转变得困难和/或不完整。当神经元死亡时，这个过程基本上是不可逆的。见：[逆转学习的危害](https://supermemo.guru/wiki/Knowledge_valuation_network#Harms_of_reversal_learning)\r\n\r\n虚假的奖励和微观的惩罚可能会削弱[知识评价](https://supermemo.guru/wiki/Knowledge_valuation_network)，导致一个人的学习能力受到持久的伤害。\r\n\r\n### 被抑制的创造力\r\n\r\n一旦[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)被压制，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)被限制，[创造力](https://supermemo.guru/wiki/Creativity)就会被削弱，因为新的[连贯](https://supermemo.guru/wiki/Coherence)知识的流入被扼杀，而这些知识本可以在遥远的知识领域之间建立新的联系（见：[知识与创造力](https://supermemo.guru/wiki/Knowledge_and_creativity)）。这个问题与[对白日梦的不容忍](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#intolerance_of_daydreaming)相辅相成。一旦白日梦不受欢迎，自发的创造力就会受到抑制。\r\n\r\n不仅仅是学校环境扼杀了创造力。同样的情况也发生在大公司或政府机构中。每当学习和交流的自由受到限制，创造性思维就会受到影响。一位 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的用户是这样描述的：\r\n\r\n> 在有毒环境中，创造力可能是一种难以忍受的力量。感觉只有创造力想要逃离有毒环境。如果我睡眠较差，创造力水平较低，我可以控制毒性，即我只做需要做的事情：一个又一个任务。然而，如果我体验到高的创造力，我的情绪就会下降，因为我意识到我不能逃避应尽的义务\r\n\r\n如果说新的伟大想法就像森林大火，那么创造力就像一片在闷烧的草地。由于对白日梦的不宽容，学校给灌木丛泼了冷水。由于压制了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，没有足够的生物量来引火（译注：biomass burning ，一般译为生物质燃烧，生物量燃烧）。已故的 George Land 观察到，在学校的头几年，创造力从 [98% 降至 2%](http://www.youtube.com/watch?v=ZfKMq-rYtnc) 下降了一个数量级。\r\n\r\n儿童在接受严格的学校教育的前三年中失去了大部分的创造能力\r\n\r\n### 抑制了探索性学习\r\n\r\n最好的学习带有一种探索的形式。例如，在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，学习过程由需求和兴趣控制。它通过联想从重点材料向新的领域树枝式地扩散。几千年来，我们就是这样学习的（见：[论老鼠对受教育的人的优越性](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)）。儿童在游戏中自然学习。当他们去学校时，他们的探索性追求很快就被抑制了。一方面，他们需要遵循一个定好的方向。另一方面，他们没有时间或精力在自己的时间里继续探索。\r\n\r\n我描述了许多案例，其中任何[概念激活](https://supermemo.guru/wiki/Conceptual_computation)都可以被条件化，抑制记忆和学习。学校的气味或书本的颜色都可以作为记忆抑制剂发挥作用（见：[学校如何关闭记忆](https://supermemo.guru/wiki/How_school_turns_off_memory)）。对很多孩子来说，仅仅是「学习」这个词就有不好的联想。他们会做任何事情来避免「学习」，即使他们最喜欢的活动是一个很好的学习方式（如观看 YouTube）。\r\n\r\n辍学者 Allen 也注意到，他的大脑被调教得讨厌学习：\r\n\r\n> 在我的童年，我对[电子游戏](https://supermemo.guru/wiki/Videogames)非常感兴趣。我对其中一些游戏相当擅长（例如 FIFA）。幸运的是，我不认为这些是「学习」，否则我可能会在这些游戏中应用坏习惯，我就不会表现得那么好？我有效地学习了那些我甚至不认为是学习的东西。但是当我遇到「学术」知识的时候，[毒物](https://supermemo.guru/wiki/Toxic_memory)就开始生效了。\r\n\r\n通过压抑探索性学习，学校影响了对学习的热爱，压抑了创造力。\r\n\r\n更多内容见：[教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)。\r\n\r\n### 被抑制的沟通\r\n\r\n在课堂上，学生应该保持沉默，即使她感到有很大的交流或社交的欲望。这种基于[交流的乐趣](https://supermemo.guru/wiki/Pleasure_of_communication)的持续压制欲望，可能会导致欲望的钝化（凭借[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)）。抑制沟通的习惯似乎与[依赖（被动）援助](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#reliance_on_assistance)有冲突。然而，「适当的」沟通渠道只在学生和老师之间。由于教师渠道经常被占用或关闭，与权威的沟通变得非常宝贵，这反过来又增加了老师帮助的价值。自然地，大多数具有健康叛逆心理的学生倾向于不问老师，用社交媒体或课后社交来补偿他们的沟通需求。在成人的生活中，受压抑沟通的坏习惯影响的成年人可能倾向于闭口不谈，直到有人问他们问题。他们变得羞于说话。\r\n\r\n有时，内向特征是为了各种防御目的而设置的有意识的伪装。比如说：\r\n\r\n> 我可能受到 Paul Dirac 的都市传说的消极影响。不知何故，我有了这样的想法：「聪明」的人除非有重要的事情要说，否则不会说话，所以我经常压制自己的想法，如果我认为它们不够重要。虽然我真的非常想表达它们。所有这些都是为了保持真实的表面形象\r\n\r\n相反，健康的好奇心和[交流的乐趣](https://supermemo.guru/wiki/Pleasure_of_communication)应该使每个人在任何时候都能与任何人交谈。在乘坐出租车上下班的日子里（三十年前），我 90% 的车程都在聊天。今天，我在开放的空间里生活，但我怀疑我在电梯里花了很多时间，在另一个人面前闭口不谈。如果行程超过两层，即使是最暴躁的陌生人，我也会跟他搭讪。这对那些失去沟通乐趣的人来说可能很烦人，所以我知道什么时候该闭嘴（应该吧）。然而，我认为这种习惯是健康的，我很遗憾我们这么多人在学校里失去了这种习惯。\r\n\r\n### 相信唯一真理\r\n\r\n我们别无选择，只能被迫相信[真理是唯一的](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)。我们必须按照不言而喻的假设生活，即我们通过感官感知到的现实是唯一的。大脑自然地[概念化](https://supermemo.guru/wiki/Conceptualization)，以发展[一致的](https://supermemo.guru/wiki/Consistency)模型。然而，学校努力呈现完美主义并走得太远。他们试图在完美的教科书中呈现一个完美的真理，这些教科书结合成一个完美的[课程](https://supermemo.guru/wiki/Curriculum)，由全知全能的神一样的人物：老师，来讲授。偶尔，教科书会嘲笑不好的模型，例如地平说。然而，大多数时候，教科书的重点是作为唯一真理提出的知识。这对我们的生活产生了广泛的影响。这扭曲了现实，促使我们轻蔑地对待所有不同的声音。它还削弱了真理生存所需的怀疑精神。对一种真理的信仰导致了[对不良榜样过于不宽容](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Intolerance_of_bad_models)\r\n\r\n### 模仿\r\n\r\n当创造力和探索被压制，当对真理唯一论的信念被坚定地树立起来，模仿的技能就会成为一种习惯。模仿是创新的反面，而我们在从工业时代向信息时代过渡时需要创新。人类学家声称，人类对黑猩猩的优势在于模仿。我们的非洲亲戚太有个性，无法严丝合缝地模仿他人。黑猩猩无法发展出持久的文化或丰富的语言。他们只是不感兴趣罢了。\r\n\r\n模仿是一种重要的技能，可以帮助人们在人类知识的广阔领域中走有用的捷径。我们可以模仿他人，使用计算器或Excel，而不是背诵乘法表，或掌握滑尺。不过，模仿的技巧不能成为一种习惯。一旦我们开始习惯性地模仿，我们就开始随波逐流，形成不容忍[多样性](https://supermemo.guru/wiki/Diversity)的社会群体，并加强另一个坏习惯：对权威不加掩饰的服从。与其说模仿阻碍了创新，不如说 **模仿本应帮助创新** 。\r\n\r\n[Nicholas Christakis](https://en.wikipedia.org/wiki/Nicholas_Christakis) 得到了很多伟大的想法。我喜欢他的一句话：「人类的道德弧线虽然很长，但是它是最终是通向平等的」（与我的[知识的好](https://supermemo.guru/wiki/Goodness_of_knowledge)一致）。然而，他对人类进步的断言高估了模仿的价值。Christakis 说（我的译文）：「许多动物都在学习。很少有动物通过模仿进行社会性学习。 **我们进行教学！** 我们今天可以教一个学生微积分，如果你能把他送到几个世纪以前，他将是最聪明的数学家」。更确切地说，应该强调我们更懂得如何 **保存创新的记录** 。这样，我们就很容易让后人走省时的捷径。最伟大的进化创新不是教学。是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)机制让我们渴望新的知识，并好好利用那些过去的记录。我们在 5000 年前也有老师，这毫无进步。内驱力随着书籍的出现而爆发，然后是广播，现在是网络。这些发明为[自学](https://supermemo.guru/wiki/Self-learning)服务。当书籍稀缺时，书籍帮助了教学。现在，当书籍很容易获得时，它们取代了老师。\r\n\r\n顺便说一下，如果我们教一个学生微积分，他可以解决一些方程一段时间（直到[遗忘](https://supermemo.guru/wiki/Forgetting)把他们还给老师）。他不会成为最聪明的数学家。伟大的数学家是通过无尽的自由探索性调查而诞生的。牛顿不需要学习微积分。他发明了它。他更有资格获得最聪明的数学家的称号。\r\n\r\n模仿是一种有用的技能。当它成为一种习惯时，它就会阻碍进步。\r\n\r\n### 被钝化的怀疑主义\r\n\r\n随着教师和教科书中滔滔不绝那些所谓的组织严密、深思熟虑、似乎无懈可击的知识时，人们便掉以轻心，无法察觉可能出现的错误。所有国家的各级教科书都充斥着错误、过时的理论、错误的表述以及与现代世界不再相关的大量事实性知识。然而，它们都被当作「唯一的真理」来介绍。学生们很少被鼓励去质疑老师、权威，尤其是质疑教科书。这种被动的学习方式使头脑中的怀疑主义变得迟钝。与此相反，在[自由学习](https://supermemo.guru/wiki/Free_learning)中，人们的头脑不断受到虚假信息的轰炸。而人们在网络冲浪，头脑最应该武装的宝贵品质之一就是怀疑主义精神。现在，知识的世界唾手可得，它很廉价，但与之而来的是巨大的机会成本，你可能得到的都是好的，也可能都是坏的。虚假信息就像病毒一样，它往往会在一个健康的头脑中慢慢诱发免疫力。这种免疫力是基于广泛的[连贯的](https://supermemo.guru/wiki/Coherence)知识。为了发展这种怀疑的框架，健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是不可或缺的。然而，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是在学校教育过程中最先丧失的思维品质之一。到 13-15 岁时，大多数孩子对学校提供的所有知识领域都表现出发育不全的兴趣。一个没有怀疑框架的头脑在处理网络上的大量知识时是无能为力的。这种 **被钝化的怀疑主义** 是 [John Holt](https://supermemo.guru/wiki/John_Holt) 高声疾呼：「学校是孩子们学习变傻的地方」的主要动机。\r\n\r\n接触过“全知全能”学校教育的学生处理[多样性](https://supermemo.guru/wiki/Diversity)知识的能力减弱了\r\n\r\n### 懒惰的注意力模式\r\n\r\n在教学研究中，四处寻找帮助的习惯是有据可查的。然后，我将把这一点限制在 David F. Lancy 的一句话上：\r\n\r\n> 必须身处或从环境中学习的儿童（相对于从教师和书本中学习）发展出特有的不同注意力模式（Gaskins & Paradise, 2010; Rogoff, Correa-Chávez, & Cotuc, 2005）。乡村儿童，以及母亲没有受过什么教育的移民儿童——被邀请学习制作一些东西（例如折纸人物）—— 依靠观察专家是如何操作的或其他儿童的尝试。另一方面，一个更「学院派」的人的样本，很少注意示范，只等待（或寻求）老师的解释和口头指导（Correa-Chavez & Rogoff, 2005）。\r\n\r\n### 对学习过程的微管理\r\n\r\n本文所列举的许多坏习惯都源于一个总的问题：缺乏对人类自然学习能力的信心。经过多年的学校教育，被告知学习什么和如何学习，学生试图发展一套元认知技能，帮助微观管理这个过程。这是本文的一个反复出现的主题：人类理想化的改善自然的梦想。它的范围从有益处的助记法到灾难性的填鸭式的学习方法。\r\n\r\n这是一封电子邮件中的一段话：\r\n\r\n> 我失去了内部学习算法（译者按：学习内驱力）正常工作的信心，并试图通过有意识地指导学习来进行补偿。这导致了一些习惯，如过度关注视觉表现，等等。\r\n\r\n### 对细节的过度关注\r\n\r\n测试和考试往往依赖于对微小细节的回忆。这应该是为了确保学生不走捷径，深入研究该学科。然而，对细节的关注而对意识不到其重要性可能会成为一种习惯，增加学习中的压力负荷。关于学习单个事实的价值问题的最佳答案来自于[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)。如果有疑问，请依靠你的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)来做出本能的决定。\r\n\r\n对细节的关注可能会导致焦虑，正如这封电子邮件摘录中所解释的那样：\r\n\r\n> 我对知识空白的焦虑导致我记住了一些微小的细节。虽然记住细节可能有好处，比如允许[概括](https://supermemo.guru/wiki/Generalization)形成，但大多数时候它们并不适用。\r\n\r\n当你比较一个受过良好教育的成年人和一个孩子在看同一个有复杂科学解释的视频时，成年人往往会试图记录和保留所有可用的细节。孩子则比较概括性，只会享受视频背后的故事。最后，大人会慌乱，可能无法回答关于视频的简单问题。相比之下，孩子可能已经忘记了所有的名字、数字和其他细节，但会复述一般的故事或解释现象的一般机制。一个不受学校教育影响的健康大脑会用细节换取理解力。\r\n\r\n学校教育促使大脑从一个聪明的选择装置变成一个靠不住的录音机\r\n\r\n### 过度的责任压力\r\n\r\n对完美教科书的崇拜导致了对作者的指示的唯命是从。对过度学习价值的信念使问题更加复杂。这破坏了一个重要的阅读启发式方法的价值：略读。有时，仅仅改变处理速度和准确度就能使学习效率最大化。我对这样的的责任心感到愧疚，然而，我从未因翻阅垃圾书而受困。我通过所有的标点符号处理了几本顶级的生物化学书籍。我没有遗憾。然而，这种责任心会使人无法「每天读一本书」（正如一些自我启发大师所建议的那样）。高效的学习需要高效的处理和从自觉到快速的流畅过渡。\r\n\r\n做数以百计的数学练习并不完全是浪费时间，但它有一个明显的机会成本：\r\n\r\n> 我会解决各章末尾的每一个问题，无论多么无聊。有些数学书有数百道「练习」，所以我在这方面浪费了很多时间 \r\n\r\n### 对短期记忆的过度关注\r\n\r\n心不在焉往往是一个创造性过程的反映。当人们开始有短期记忆的问题时，例如「我把车停在哪里了？」，他们开始担心可能的退化过程：是阿尔茨海默氏症吗？相反，他们应该主要投资于长期记忆，即[稳定](https://supermemo.guru/wiki/Stability)和高度[可利用的](https://supermemo.guru/wiki/Applicability)知识。我的心不在焉接近于病态。我可能会进入一家商店，突然不知道我为什么进来，过去 10 分钟我都在做什么。无一例外，这些情况都是由停留在我脑海中的要解决的问题引发的。我并不担心，而是庆幸我有能力消除分心（见：[我有 ADHD，我喜欢它](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it)）。也就只有学校教育对短期记忆那么重视：你应该在讲课时注意听讲。然后，你应该能够从记忆中逐字逐句地回想所有内容。短期记忆是为了炫耀和装腔作势。而在学校，它被高度重视。相反，我们应该只将[工作记忆](https://supermemo.guru/wiki/Working_memory)用于[问题解决](https://supermemo.guru/wiki/Problem_solving)或交流，而将短期记忆作为长期记忆的通道。当我在健康的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)之后与我的电脑分开时，我并不担心无法告诉别人我到底学到了什么。这真的不重要。我所关心的是在需要时运用所掌握的知识的能力。\r\n\r\n[智力](https://supermemo.guru/wiki/Intelligence)依赖于大量高度[普适](https://supermemo.guru/wiki/Applicability)和[稳定](https://supermemo.guru/wiki/Stability)的知识资源，这些知识在本质上是[抽象的](https://supermemo.guru/wiki/Abstract_knowledge)。短期记忆只是一个临时工\r\n\r\n### 死记硬背\r\n\r\n **[死记硬背](https://supermemo.guru/wiki/Cramming)** 是一种大规模低质量的匆忙学习。\r\n\r\n **[填鸭和速忘](https://supermemo.guru/wiki/Cram_and_dump)** （或 **狂欢和宿醉** ）是一个贬义词，指学校采用的古老学习策略。(1）在考试前死记硬背（如果需要的话，在最后一晚），（2）尽快忘记所有无用的知识。\r\n\r\n全世界的学生都有条件采用 **填鸭和速忘式学习** ，因为考试前需要的知识量过大。这种策略也是由[最低限度的理解](https://supermemo.guru/wiki/Kevin_Kruse:_School_serves_mindless_cramming)所学知识与他们自己的生活的相关性所驱动的。\r\n\r\n **死记硬背** 可以帮助你通过考试，但它也是极其有害的。它可以真正地[伤害你的大脑](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer's_disease)或你的健康。它可以影响你[对学习的热爱](https://supermemo.guru/wiki/Pleasure_of_learning)。它产生不稳定的记忆，经由[干扰](https://supermemo.guru/wiki/Interference)就会很快被遗忘。如果反复用于同一艰深的学习材料（如深奥的数学）， **死记硬背** 会导致[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。\r\n\r\n死记硬背很快成为了学校带来的坏习惯，而且会伴随一生。\r\n\r\n许多成年人失去了有效学习的能力。因此，他们停止了探索。学校里的习惯性[死记硬背](https://supermemo.guru/wiki/Cramming)是造成这种智力挫折的主要原因。\r\n\r\n### 对毒性记忆的容忍\r\n\r\n **[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)** 是不良学习（如[填鸭式学习](https://supermemo.guru/wiki/Cramming)）的一种副作用。毒性记忆是 **[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)** 的一种常态。一个好学生，例如精通[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的学生会对质量不好的学习材料表现出高度的不容忍。当[条目](https://supermemo.guru/wiki/Item)成为[水蛭](https://supermemo.guru/wiki/Leech)时，大脑应该发出红色警报。经过多年的学校教育，成年人对质量不好的学习材料表现出难以置信的容忍度，并可能忽视[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)的出现。见：[讨厌 SuperMemo](https://supermemo.guru/wiki/Hating_SuperMemo)。这种容忍的机制是基于 **[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)** ，它是 **[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)** 的结果，即[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经控制系统的爆裂性冲突。\r\n\r\n[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)与被[课程](https://supermemo.guru/wiki/Curriculum)视为重要的、被大脑视为[无语义](https://supermemo.guru/wiki/Asemantic_learning)的知识形成正反馈。在一个恶性循环中，「缺乏语义」与所谓的「重要」相结合，使学校成为青少年中最普遍讨厌的机构。\r\n\r\n关于后果的阐述如下：\r\n\r\n> 如果你有不好的学习习惯，学习的效率就会很低，所以进行学习的成本比它本该花费的要高很多。越是重要的课题，你在学习时遇到的机会就越大。所以学习成本也被认为比应该的要高。换句话说这促使[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)传播。如果X是有毒的，而你需要它来学习 Y，Y 就可能成为有毒的。如果你有严重的数学焦虑症，你可能会对很多其他领域产生毒害，因为数学的适用性很广\r\n\r\n3Rs 的重要性是放大毒性的正反馈回路的一个好例子。见：[学校字识的隧道视野](https://supermemo.guru/wiki/Tunnel_vision_of_school_letteracy)\r\n\r\n### 容忍不愉快\r\n\r\n当[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)在学习过程中不断积累，整个学习经历就会变得不愉快。这反过来又导致了对不愉快的普遍容忍。这种有害的想法是「如果它是痛苦的，它一定是好的」。\r\n\r\n> 例如，如果我在阅读微积分课本时，看到一个我无法解决的「代数问题」，我就会真的重读我的整本代数书。这非常无聊，因为我已经很了解它了。不过， **我还是坚持了下来，认为这种痛苦是进步的征兆** 。\r\n\r\n我的[幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)说，痛苦是幸福生活的一个重要组成部分，然而，我说的是起源于 **大脑之外** 的痛苦（例如柔道受伤的痛苦）。我不知道任何起源于大脑本身的疼痛或不愉快的信号可以对教育有任何好处。某些形式的情绪痛苦或压力可能会加速一个领域的学习，然而，它总是以未来牺牲其他领域的学习选择为代价。[概念化](https://supermemo.guru/wiki/Conceptualization)通过压力就像火烧掉大脑中所有的生物，除了为当前活跃的学习过程服务的细胞、概念和连接。例如，转学到外国学校的孩子可能会经历大量的压力，这将加速发展在新环境中适应所需的所有技能。例如，通过沉浸式的语言学习可能会变成特别有效。然而，所有加速的概念化留给不相关的技能的神经物质较少，例如，掌握量子力学所需的未来[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)。\r\n\r\n **学习中所有形式的不愉快** 都是一种 **负面影响** 的症状，可能有不可逆转的长期后果\r\n\r\n### 讨厌学校和学习\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的抑制加速了[死记硬背](https://supermemo.guru/wiki/Cramming)过程中[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)的积累。不可避免地导致失去对学习的热爱，甚至形成对 **学习的仇恨** 。当我问 15 岁的孩子他们最喜欢的学习科目时，我经常听到「我没有喜欢的科目。我讨厌学习。」他们错了，他们仍然喜欢从 YouTube 上学习街头锻炼的技巧。然而，讨厌学习成为了一种条件反射。见：[为什么孩子们讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)\r\n\r\n在这个终身学习对繁荣发展至关重要的世界里，学校拿走了最重要的武器：[对学习的热爱](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n基于正反馈循环的原理，学校教育往往阻碍那些最重要科目的学习。学校对重要科目展开更高强度的苦学，更高强度的苦学蕴含着更多的不愉快，不愉快会降低效率，糟糕的学习需要更多的苦学，如此反复。唯一能摆脱这种恶性循环的是基于需求的激情，这种激情超过了[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)的积累。净结果是，对大多数孩子来说，最重要的科目，如数学，是最令人讨厌的。\r\n\r\n> 无论学校试图教什么，由于它的模式有缺陷，学生很有可能对它产生[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。因此，最荒谬的事情发生了：「我们被调教得不喜欢最重要的科目！」\r\n\r\n[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的结果是，对学习的厌恶往往与所学科目的重要性成正比\r\n\r\n### 对艰苦奋斗的崇拜\r\n\r\n一旦把学习和不愉快联系起来，并形成对不愉快的容忍，就可能形成一种终身的习惯：在学习、工作、家庭生活和其他方面崇拜自我虐待。见：[磨练就是荣耀？](https://supermemo.guru/wiki/The_grind_is_the_glory)\r\n\r\n对自我折磨的痛苦的崇拜可能是有条件的，也可能是有意识的基于谬论的决定的结果。\r\n\r\n> 我想：「让我们学习在没有奖励和快感的情况下正常工作。这样我就会更努力地磨练。」这个想法是要学会压制所有的身体给你的提醒，如 **停止这样做，你在浪费你的生命！** \r\n\r\n我们最终可能会有一个兢兢业业、努力工作的公民，为家庭牺牲自己的生活，心甘情愿地在工作之余留下来，对坏老板忍气吞声，支付饱含剥削的电费，在生活中艰难地度过，很少有笑容或笑声。如果这种不快乐的生活被美化，成为骄傲的理由，我们就带来了一种文化方案——拥有一个不快乐的社会！\r\n\r\n艰苦奋斗是伟大的，只要它是由激情驱动的。没有乐趣的磨练是不健康和无效的。\r\n\r\n### 徒劳的毅力\r\n\r\n如果学习很痛苦，那么请注意，这是错误策略的征兆。当艰苦奋斗被崇拜时，对教育失败的补救措施就是更加努力工作。这又导致了对勇气和[自律](https://supermemo.guru/wiki/Self-discipline)的崇拜。我称其为 **愚蠢的固执** 。见：[Teru Clavel 评中国学校的纪律](https://supermemo.guru/wiki/Do_not_listen_to_Teru_Clavel._Save_the_childhood)。\r\n\r\n当一个学生不断失败时，正确的做法是放宽心态，换个角度。如果没有必要的[语义框架](https://supermemo.guru/wiki/Semantic_framework)，学习会变得[无语义](https://supermemo.guru/wiki/Asemantic)，导致[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)。通过更加努力，学生只能让事情变得无法记忆，同时也更烦人。当[语义学习](https://supermemo.guru/wiki/Semantic_learning)无法实现时，我们可以依靠助记法来建立一个记忆的轮廓，以后在使用中进行改造。例如，助记法可以用来记忆汉字，通过频繁的重复使用，形成自己的语义或类语义框架，以后会变得自然轻松。\r\n\r\n **徒劳的毅力** 只会增加学校的苦闷。阅读和重读同样深奥的段落，只是一种徒劳的痛苦。大脑对这种行为有天然的防御能力。它拒绝无益的努力。这些防御措施在学校教育过程中被系统地消除了。从长远来看，徒劳的毅力会导致[习得性无助](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#learned_helplessness)。\r\n\r\n学校教育的最大罪过之一是激励 **从失败到更大的失败的过渡** 。\r\n\r\n### 过度依赖大量复习\r\n\r\n学校告诉你 **[温故而知新](https://www.latin-is-simple.com/en/vocabulary/phrase/1654/)** 。不幸的是，这与[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)毫无关系。学校要求过度学习，以及大量的被动复习。在考试之前，你应该「尽可能多地重复」，考虑到[间隔效应](https://supermemo.guru/wiki/Spacing_effect)，这是个荒谬的建议。要使[重复](https://supermemo.guru/wiki/Repetition)有效，必须有良好的间隔，必须是[主动的](https://supermemo.guru/wiki/Active_recall)，而且应该侧重于[原子记忆](https://supermemo.guru/wiki/Atomic_memory)（如果有大量的时间，则是全面的语义复习）。我们在学校学习的重复，无非是[死记硬背](https://supermemo.guru/wiki/Cramming)。大规模的被动重复是浪费时间，是在学校养成的可怕的浪费时间的习惯。\r\n\r\n学校将[复习](https://supermemo.guru/wiki/Repetition)的重点从 **长期的知识** 转向 **考试的表现** 。\r\n\r\n### 过度依赖考试\r\n\r\n学校让你认为[考试](https://supermemo.guru/wiki/Testing)是衡量学习进步的一个好办法。政府让你认为 [PISA](https://supermemo.guru/wiki/PISA) 是衡量国家教育进步的一个标准。实际上，在学习、[创造力](https://supermemo.guru/wiki/Creativity)或[智力](https://supermemo.guru/wiki/Intelligence)方面没有好的比较标准（见：[智商（IQ）对于衡量智力是低劣的标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)）。对测试的关注有利于[死记硬背](https://supermemo.guru/wiki/Cramming)和对长期记忆的重要性认识不足。考试让孩子们学会了[填鸭和速忘](https://supermemo.guru/wiki/Cram_and_dump)。\r\n\r\n[Yong Zhao](http://zhaolearning.com/2012/06/06/test-scores-vs-entrepreneurship-pisa-timss-and-confidence/) 观察到，考试分数与更重要的财富，如[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)、信心、创新、创业精神等，呈负相关关系。[Cevin Soling](https://supermemo.guru/wiki/Cevin_Soling) 注意到，「考试要求学生将知识视为一次性的商品，只有在测试时才有意义。这助长了贬低教育的过程」。[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 则更为直接。他称考试是[一个祸患](https://supermemo.guru/wiki/Alfie_Kohn:_Testing_is_a_scourge_of_education)。\r\n\r\n见：[PISA 助长教育的内卷](https://supermemo.guru/wiki/PISA_fuels_the_education_arms_race)\r\n\r\n### 对不良睡眠的容忍\r\n\r\n对于西方世界的大多数人来说，良好睡眠的力量仍然隐藏在人们的视线之外。大多数人容忍混乱的睡眠，不规则的时间，失眠，[闹钟](https://supermemo.guru/wiki/Alarm_clock)，夜间醒来，[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)，[睡眠惰性](https://supermemo.guru/wiki/Sleep_inertia)，睡眠药物，干扰，噪音，等等。最重要的是，似乎很少有人为不完美的[创造力](https://supermemo.guru/wiki/Creativity)，或因不完美的睡眠而导致的不完美的学习而感到困扰。这个问题从学校的「睡眠管理」开始。家长们早早地叫醒孩子，确保他们不会错过课程。[电子游戏](https://supermemo.guru/wiki/Videogames)和其他嗜好在深夜偷走了睡眠。孩子们可能经常在早上 6 点醒来，并声称他们没事。周末的时候，真相大白，他们多睡了 4-5 个小时是很正常的，这说明[睡眠债差](https://supermemo.guru/wiki/Sleep_debt)的程度。更糟糕的是，他们可能声称「我睡得太长时感觉很糟糕」。这也难怪。周末的恢复性睡眠并非没有副作用。当生物钟失调时，完美的睡眠变得不可能。只有在周末的时候，孩子才能注意到在电脑游戏时头很沉。他不会责怪学校和学校给他的睡眠周期带来的混乱，而会责怪长周末的睡眠。\r\n\r\n大多数需要早起的公民声称他们只需要 40-60 分钟就能“清醒”，然后他们觉得“够了”。如果给他们提供创造性的工作，提供坚实的[认知负荷](https://supermemo.guru/wiki/Cognitive_load)，没有[急性压力](https://supermemo.guru/wiki/Acute_stress)的支持，他们也许会注意到他们的大脑的使用效率只达到一半。[良好的睡眠](https://supermemo.guru/wiki/Good_sleep)提供了指数级的回报，而这些回报常常被忽视，因为良好的睡眠是不常见的。良好的睡眠是[创造力](https://supermemo.guru/wiki/Creativity)、[问题解决](https://supermemo.guru/wiki/Problem_solving)和一般生产力的前提条件。大多数人似乎不知道，因为他们从未真正体验过这种指数效应。为了让这种体验到来，可能需要更长的恢复期。[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)需要稳定下来，[慢性压力](https://supermemo.guru/wiki/Chronic_stress)必须消除，然后还有一个极其重要的因素：大量具有高度[可提取性](https://supermemo.guru/wiki/Coherence)的新[连贯性](https://supermemo.guru/wiki/Coherence) 知识，为创造周期提供动力（见：[知识和创造力](https://supermemo.guru/wiki/Knowledge_and_creativity)）。\r\n\r\n这是发生在我的一个「恢复中」同事身上的事情：\r\n\r\n> 我自由地引入了[自由调配的睡眠](https://supermemo.guru/wiki/Free-running_sleep)。慢慢地，我为自己的日子制定了一些计划。我从 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中引入了 [Plan](https://supermemo.guru/wiki/Plan)，我使用 [SleepChart](https://supermemo.guru/wiki/SleepChart) 几个月来检查我的睡眠模式。我的整个日子就是探索 SuperMemo + 阅读 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) + 阅读其他东西。我的目标是吸收一切我可以吸收的东西，使生活更容易。一段时间后，我注意到：我所说的 99% 的事情都是有意义的[剩下的 1% 我没有完全理解]\r\n\r\n当睡眠不完美时，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)被抑制，对学习的热爱被抑制，会让学习变少，学习更不[连贯](https://supermemo.guru/wiki/Coherence)，新知识的储备被限制，这破坏了[创造力](https://supermemo.guru/wiki/Creativity)，并隐藏了良好睡眠的力量。这反过来又降低了人们对睡眠重要性的认识，降低了对睡眠的尊重，并导致更多不完美的睡眠。这就是不良睡眠和不良学习的恶性循环。\r\n\r\n坏的学习和坏的睡眠形成了恶性循环中，破坏了更幸福的社会前景\r\n\r\n对比见：[睡眠好，学习好，生活好](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life)\r\n\r\n### 不尊重睡眠\r\n\r\n当对[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)产生耐受性时，对睡眠的感知价值就会下降。在现代生活方式中，睡眠经常被用来交换其他活动，如社交、电视、工作等。在学校里，考试前通宵达旦的现象很普遍（我也犯过这种毛病）。\r\n\r\n许多雅皮士声称自己睡得少。睡得少是一种荣誉的象征。这是一个以睡眠换取工作的理由。睡得少被认为可以提高生产力。这导致了疯狂的潮流，如[多相睡眠](https://supermemo.guru/wiki/Polyphasic_sleep)，或对早起的崇拜（只有自然早起是好的）。\r\n\r\n现代社会以睡眠换取工作，失去了集中精力和智慧\r\n\r\n### 不尊重生理学\r\n\r\n理论上，学校提供额外的营养、卫生条件，上厕所的时间也不应被剥夺。在现实中，配餐往往是向孩子们介绍垃圾食品的第一步。学校的长椅和书包对脊柱健康来说是可怕的。不通风的房间里的空气会加剧感染。对我来说，空气的质量和温度实在令人难以忍受。我喜欢新鲜空气和运动。如果我坐在今天的教室里，我可能会在 20 分钟内倒下或睡着。\r\n\r\n当孩子们不健康的时候，来自不同方面的压力很大，无论如何都要送他们去上学。病毒性流行病往往从教室开始（见：[托儿所感染](https://supermemo.guru/wiki/Daycare_infections)）。不完全恢复导致细菌感染，推动了抗生素使用的螺旋式上升。虱子的感染一直在发生。\r\n\r\n我喜欢保持良好的补水状态。45 分钟对我的膀胱来说可能太长了，无法保持静坐。孩子们如果因为老师讲的慢而错过了休息时间，可能会被另一位老师拒绝上厕所，而后者会说：「你们已经休息过了」。在专制的环境下，孩子最好保持沉默，否则她可能会收到一些额外的分级提问。难怪他们称学校是膀胱训练场。我很惊讶，尽管有那么多的违规行为，但膀胱感染和肾结石仍然得以控制。可能孩子们本能地少喝水，从而为大脑的运作提供了一个次优的条件。\r\n\r\n所有控制生理的尝试都可能对健康产生不利影响。自控可能是一种有用的技能，但它不应该成为一种习惯。总的来说，在学校我们学到了健康是很重要的，但与此同时，学校的种种制约迫使我们不尊重我们的生理需求。\r\n\r\n凌驾于人类生理学之上的坏习惯始于[日托所](https://supermemo.guru/wiki/Daycare)，幼儿园或学校。它们是导致寿命大幅减少的原因\r\n\r\n### 过度关注知识的外在价值\r\n\r\n估计[知识价值](https://supermemo.guru/wiki/Knowledge_valuation)的能力是追求有效的终生学习的最宝贵的财富之一。这种能力在学校里被系统地消除了。在学校学习的知识是由[课标](https://supermemo.guru/wiki/Curriculum)决定的，这是一种外在价值的表达。这种估值往往与个人目标不一致，导致冲突，破坏了估值的技能。\r\n\r\n[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统的重要组成部分，为学习中的探索提供动力。当这一网络与外在评价发生冲突时，[学校外驱力](https://supermemo.guru/wiki/School_drive)可能会凌驾于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)之上。\r\n\r\n比起知识的内在质量，[评价](https://supermemo.guru/wiki/Valuation)可能是由教师、成绩、奖励、社会压力和类似的因素形成的。\r\n\r\n> 因为我在一所数学学校，在这里我们都有一个愿望，就是在测试和考试中表现良好，不是为了成绩，而是为了脱颖而出。\r\n\r\n在学校，学生有条件地学习取悦老师。在未来，同样的学生将学会取悦老板：\r\n\r\n> 在学校，你会受到老师的压力。我归纳了一下，认为在工作中我也会受到同事或老板的压力。在学校里，我被引导去学习微小的细节，无论多么不重要，以避免在这些细节上被检查而不知道这些细节，从而受到惩罚。观察一下当我不在学校但仍在使用这种学校习惯时会发生什么：我正在学习一些我感兴趣的 X 概念，在我学习 X 的来源中，我看到 Y 被提及。在观察到 Y 之后，我认为它并不重要，所以我的第一反应是忽略它。但随后压力就来了：「如果我在 Y 上被检查怎么办？」。做检查的对象将不再是一名教师，所以我的第一个猜测是，它将是我未来工作中的某人。即使我还没有工作，但我仍然想象有人在 Y 方面对我进行检查，我不知道，结果是我受到惩罚。于是我开始基于想象的压力学习 Y 的知识！\r\n\r\n### 学校导致人为贬低知识\r\n\r\n在外在强加的[评估](https://supermemo.guru/wiki/Knowledge_valuation)下，当知识在学校被动地、不加选择地习得时，知识流的平均估值（即[学习熵](https://supermemo.guru/wiki/Learntropy)）就会降低。这导致了知识的整体贬值。一个充满活力的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)带来了一个预期，即知识来源可能以高概率提供高价值的知识块。这推动了自然的好奇心。当知识无处不在但又被贬低时，它就不再有吸引力。\r\n\r\n更糟糕的是，当[学习内驱力](https://supermemo.guru/wiki/Learn_drive)被[强制学习](https://supermemo.guru/wiki/Coercive_learning)压制时，整个[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)就被系统移除了。大脑「原封不动」地接受了信息。知识失去了它的光辉。\r\n\r\n[强制学习](https://supermemo.guru/wiki/Coercive_learning)导致[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)的丧失\r\n\r\n知识贬值的一个最坏的副作用是[智力](https://supermemo.guru/wiki/Intelligence)的缩减。见：[学校削弱了智力](https://supermemo.guru/wiki/School_undermines_intelligence)\r\n\r\n### 不加选择地学习\r\n\r\n随着[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)的降低，确定优先次序的技能也在下降。新的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)用户往往在确定[项目](https://supermemo.guru/wiki/Item)[优先级](https://supermemo.guru/wiki/Priority)的简单技能上挣扎。他们确实失去了从目标的角度思考知识的重要性的能力。他们了解[优先级队列](https://supermemo.guru/wiki/Priority_queue)的价值，但却很难运用它。据我估计，60-80% 的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 用户甚至没有使用过优先级！在使用初期，当负载最小的时候，这是无可厚非，然而，对于一个长期的高级用户来说，优先级是高效学习的关键。下面的摘录触及了与学校教育有关的一些问题，而不仅仅是滥竽充数的学习。\r\n\r\n> 当在全班同学面前接受检查时，回答不出来是非常痛苦的。原因很多。老师可能会对你大喊大叫，你的同学可能会嘲笑你或认为你很愚蠢，或者你可能会得到一个不好的成绩并为此在家里受到惩罚。因此，为了防止这种情况的发生，我会努力学习一个科目的 **所有内容** 。我不能冒险跳过哪怕是微小的细节。这种方法甚至在离开学校后仍会持续。（毒性记忆让你）在跳过信息时，会有焦虑感。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)引导我跳过它，旧的焦虑反射告诉我「学会它」。然而，又是一场[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)。即使在没有人惩罚我之后，这种现象仍然存在，这让我想起了[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)在压迫者不再存在之后也仍然存在的事实\r\n\r\n### 泛化技巧受损\r\n\r\n虽然[泛化](https://supermemo.guru/wiki/Generalization)是自然的，但学校往往导致这个过程受伤害。事实知识，或[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)的字面表述，在学习过程中被采用。这在考试的[死记硬背](https://supermemo.guru/wiki/Cramming)中最为明显，因为时间是最重要的，而理解是次要的。\r\n\r\n自由的创造性的[抽象化](https://supermemo.guru/wiki/Abstraction)，准确或错误的，对于建模和理解都是至关重要的。学校里对事实知识的强烈关注可能会抑制[泛化](https://supermemo.guru/wiki/Generalization)。如果孩子的大脑产生的抽象概念与呈现的强制性事实知识相冲突，她可能会受到惩罚。相反，对事实性知识一字不落地完整表达会得到奖励。\r\n\r\n举个例子来说，一个学生可能知道 2+2=4，但不知道两个苹果和两个梨加起来是四个水果。他可能会流畅地解出一元二次方程，但永远无法在现实生活中使用它们。经过多年的不良训练，学生们脱离了他们在童年时使用的[泛化](https://supermemo.guru/wiki/Generalization)的力量。他们把知识当作一个需要在记忆中编码的字符串系统。这样一来，学校就使儿童放弃了他们的[智力](https://supermemo.guru/wiki/Intelligence)，成为录音机。见：[论老鼠比受过学校教育的人更优越](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)\r\n\r\n### 学校让人习惯性容忍无意义的内容\r\n\r\n我们在学校需要做的许多事情是毫无意义的。我们看不到任何目标和价值。然而，当我们被迫坚持时，我们就有条件对无意义的努力予以容忍。这里有一个邮件摘录：\r\n\r\n> 我看到一个既不有趣也不值得追求的概念 X，我的第一反应是忽略它。但随后我构思了一个场景，在这个场景中，我将不得不在某个想象中的工作场所学习它。在这种情况下，我也会遇到同样的不快，但我必须学会它，否则我就会被解雇。因此，我推断：「我必须教会自己在不愉快的情况下学习，因为在工作中，并非所有的事情都是愉快的，我必须训练自己处理这些情况。」换句话说，我推断在工作中学习会令人不快，所以我必须教自己处理这种不快，训练自己为了更大的利益（获得报酬，这将导致自由，这将导致良好的学习）而克服它。所以我会为了这些原因开始学习 X。这提高了对 X 的兴趣，但并没有提高多少，我不得不被它拷打般的地去「学习」它。我没有想到的是，现在不感兴趣的概念，在我为了解决工作中的问题而不得不学习时，可能会感兴趣，因为对信息的评价会有所不同。工作问题与目标有关，所以有助于解决这些问题的信息是有价值的，所以学习这些信息会感觉很好。当看到X时，它并没有与当前的目标相联系。但在工作中，目标将是：解决工作问题-->金钱-->自由\r\n\r\n### 容忍不作为\r\n\r\n一首流行的歌曲说，学校会教你 **等待** 和 **排队** 。在过去的共产主义时代，有耐心的人往往会迅速致富。他们所需要的只是一些耐心，为食物或电视机排长队的夜晚。在现代，我们更应该有耐心，渴望行动。每一分钟的不作为都是一种机会的丧失。利用长时间的散步来进行创造性的头脑风暴是非常好的。或者利用淋浴来做白日梦。然而，在学校里，一个昏昏欲睡的孩子往往会在等待时，脑子里简直是一片空白。他可能在想一些小事，例如，谁偷了他的午餐。这种无用的耐心的习惯在某些情况下可能是有用的（例如在交通堵塞中等待），然而，它应该被创造性的思考（在驾驶中可能是危险的），或用播客来代替。我听到有些人说，无用的耐心对心理健康有好处。我听说它可以用冥想来填补。我相信更好的习惯是对不作为表现出不耐烦，并在有利于思考的条件下用创造性的思考取代它。交通堵塞、机场的等候室或超市的长队都不是这样的好地方。它们充满了分心和烦扰。在树林里慢跑可以为自由思考提供更好的空间。\r\n\r\n### 线性阅读\r\n\r\n「线性」阅读的习惯，其影响之深远难以斗量。当教室在早期阅读中强调语音教学法（而不是整体语言教学法）时，他们教孩子们将印刷品转换成声音。但这种转换并不带来理解。将印刷品流畅地转换为口语的能力却成为一种习惯，许多成年人能够在脑袋空空的情况下流畅阅读。他们因之大声朗读课文，但不会因为不理解的单词或概念而卡壳。高中的走廊里总是充斥着这样的学生，简直是和尚念经——有口无心，只是将考试划的重点转化成语音。他们的头脑中几乎没有任何这些喃喃自语的文字的痕迹。读，宛如徒劳的教条仪式。\r\n\r\n相反，整体语言阅读者会把理解放在首位，因为往往是上下文决定了通过模式识别来认识单词的能力。在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，在文本中来回跳动是一种常态。在不完整的句法基础上，结合仅从几个字母中提取出来的几个词来解码语义，是一种在对理解力伤害最小的情况下加快阅读速度的方法。顺序阅读是一种技能，但它是一种阻碍推理的技能。我相信，只需在理解的基础上进行大量的阅读，就可以很容易地恢复串联阅读的坏习惯。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)可能是现有的最好的治疗方法，只要它能让人感到愉悦。最后一个条件对于有线性阅读习惯的读者来说可能是个大问题。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)青睐于活跃和走捷径，同时一心一意地专注于理解（见：[渐进阅读的优势](https://supermemo.guru/wiki/Advantages_of_incremental_reading)）。\r\n\r\n### 默读\r\n\r\n当孩子们用音标/拼音学习阅读时，他们往往会把阅读的过程自动化。在某种程度上，他们可以轻快地发出声音，而不需要专注于意义。由于测试和考试总是要求速度，因此会导致学生养成默读的习惯（即阅读时移动嘴唇或小声说话）。即使文本中没有发现任何意义，学生也会强迫自己去阅读。移动嘴唇形成了一种物理惯性，使人无法放慢速度。作为一种选择，学生可以用笔加速完成所需的阅读，以确保他的速度是恒定的，即使意义难以捕捉。甚至有一些软件应用可以强制执行这种无意识的养生方法。这种假阅读是为了假学习，而假学习是为了假考试，浪费大家的时间和资源。每个人都会受到伤害：学生、家长、老师和纳税人。\r\n\r\n相比之下，一个自然地使用浏览和整体语言的非学校教育者可能会遇到一个完全不同的问题。他可能会将文本转换为语义，但实际上却无法将其读出来。在[自学](https://supermemo.guru/wiki/Self-learning)的单独努力中，非学校教育者与文本的互动和对意义的需求相结合，使意义成为优先事项。这些自由的学生需要单独的训练把阅读的目的变成其他。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，对实用性效果的关注使其受益最大化。在学校教育中，堆量和堆时长导致了荒谬的浪费时间的习惯。\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)鼓励一心一意地专注于意义，而忽视了朗读的死板技巧。\r\n\r\n### 对间隔重复的不适感\r\n\r\n我从许多 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的用户那里听到了这个消息。在他们使用[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的早期，他们只能用它来掌握外语词汇。他们不能用它来学习科学或历史，因为他们感觉到他们不能形成或保留对于整体的把握。他们经历了一种焦虑，即把连贯的知识分离成其子组成部分会导致[记忆连贯性](https://supermemo.guru/wiki/Memory_coherence)的丧失。很好地使用 SuperMemo 会带来相反的结果，即提高连贯性。最好的连贯性建设工具是[渐进阅读](https://supermemo.guru/wiki/Knowledge_darwinism)中的[知识进化论](https://supermemo.guru/wiki/Incremental_reading)。我清楚地记得我早期在波兹南经济大学的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)讲座。我确实对「大局如何？」这个问题感到困惑。在被问到这个问题之前，我甚至看不出问题所在。显然，我已经摆脱了 **连贯性完美主义** 的坏习惯。知识不需要写在一张纸上，在一个地方粘在一起。大脑自己就能完美地完成这项工作。在大学的最后 3 年里，我可以自由地探索。这也是我在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)方面迈出的第一步。我在无拘无束的探索中塑造了自己的习惯。\r\n\r\n### 对渐进阅读的不适感\r\n\r\n我喜欢[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的混沌。纠缠于我的[学习集](https://supermemo.guru/wiki/Collection)中的知识，通过[涌现](https://supermemo.guru/wiki/Emergence)，滋生出已知的[连贯的](https://supermemo.guru/wiki/Coherent)知识。渐进式多领域阅读对[创造力](https://supermemo.guru/wiki/Creativity)的影响是惊人的。\r\n\r\n然而，如果没有很好地理解[自由学习](https://supermemo.guru/wiki/Free_learning)过程，新用户往往被他们从学校继承的完美主义所抑制。混乱似乎是不可接受的。大局观没有出现。格式不规范，甚至糟糕的标点符号也会让人厌烦。颜色让人分心，窗口布局笨重，默认字体很糟糕，而且 SuperMemo 是基于 从 Internet Explorer 中提取的模块，这一点是不可原谅的。在所有这些分散注意力的细节的噪音中，一个完美主义的头脑无法运转。相比之下，一个充满激情的头脑会专注于核心价值： **知识的流动** 。\r\n\r\n### 坏习惯 20 条精选\r\n\r\n我的 [20 条知识表述规则](https://supermemo.guru/wiki/20_rules_of_knowledge_formulation)都是从学校的坏习惯中诞生的。在 20 条规则文章发表 20 周年之际，坏习惯的数量，一下子就增加了 20 个。很容易知道坏习惯的由头。学校专注于短期学习。这种关注破坏了学习的长期效果的反馈。只要我开始使用[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，我就能看到不良方法的负面影响。自由瞬间将思想的焦点从「通过考试」调整为「终身记忆」。不超过几个月的[自由学习](https://supermemo.guru/wiki/Free_learning)，就可以看到哪些知识没有刻在记忆中。在我使用 SuperMemo 的最初几个月里，我犯了书中的所有错误。我甚至不需要太多的用户反馈来写我的 [20 条规则](https://supermemo.guru/wiki/20_rules)清单。三十年后的今天，我仍然看到初学者们在同一套坏习惯中挣扎。在学校里，他们从来不知道如何有效地处理知识，因为学校激励学习的方式都是错误的。一些不良的知识表述习惯与这份清单上的其他要点重叠。例如，在学校里，我们没有把大脑作为一个智能设备来使用，而是不断磨练把大脑当作录音机的习惯。\r\n\r\n大多数在校学生发现极难有效地长期保留知识\r\n\r\n由于即时反馈，这个问题在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中得到了相当快的解决。然而，另一个坏习惯可能会阻碍它的发展：[徒劳的毅力](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#futile_grit)。详见：[讨厌 SuperMemo](https://supermemo.guru/wiki/Hating_SuperMemo)\r\n\r\n## 学习方法篇\r\n\r\n### 过度依靠帮助\r\n\r\n在长年的学校教育中，孩子们学会了抬头看路和询问解决方案。他们的自力更生能力逐渐减弱。需要一段时间来了解谷歌的力量。一个离开学校的成年人可能需要一些时间来从对帮助的依赖中「恢复」。随着每次谷歌搜索，他将逐渐意识到援助几乎是不必要的。如果有问题的答案，通常可以通过谷歌找到。偶尔，一些较难的问题需要进行一些修补或额外的研究。年轻人需要一段时间才能意识到，老师实际上可能是一个障碍。她几乎不会知道感兴趣的困难问题的答案，但她却会带着全知全能的光环站在路上。就像日食时的一个小月亮，老师会阻碍人们看到想太阳一般的知识力量。一个恢复良好的学生发电子邮件对我说「我读了一本书，叫做：学习如何运作。7 个基于研究的聪明的教学原则。这是成为自学者的一个很好的论据」。\r\n\r\n> 当专家导师对新手学生的学习需求视而不见时，这被称为 **专家盲点** （Nickerson, 1999; Hinds, 1999; Nathan & Koedinger, 2000; Nathan & Petrosino, 2003）。为了了解专家盲点对学生的影响，可以考虑一下大厨是如何指导新手烹饪的「把蔬菜炒到熟透」，「把酱汁煮到浓稠」，或者「根据口味添加香料」。虽然这样的指示对厨师来说很清楚，但对学生来说，他们并不了解什么是「熟透」，什么是「浓稠」，或者什么香料可以创造出所需的味道。在这里，我们看到 **专家无意识的能力** 与 **新手的无意识的无能** 相遇。可能的结果是，学生错过了重要的信息，犯了不必要的错误，而且效率低下。他们也可能变得困惑和灰心丧气。虽然他们可能会自己蒙混过关，但他们不可能以最佳的效率或火力全开的方式学习。\r\n\r\n### 忽视激情\r\n\r\n激情推动有效的学习。由于需要推进[课程](https://supermemo.guru/wiki/Curriculum)，学校系统地压制了激情。[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 注意到，[非学校教育](https://supermemo.guru/wiki/Unschooling)与源自[童年激情](https://supermemo.guru/wiki/Childhood_passions)的工作相关（[来源](https://www.psychologytoday.com/us/blog/freedom-learn/201406/survey-grown-unschoolers-i-overview-findings)）。88% 的非学校教育者最终所做的工作都源于他们的童年兴趣（译者按：在 Ken Robinson 的 Out of our minds（汉译《让思维自由》）中，提到仅有 1/3 的大学生在毕业 10 年后从事的工作和在校专业有重叠）。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，我们从未被要求抑制激情。这增加了找到合适工作和过上幸福生活的可能性。\r\n\r\n激情的作用在一个人成为程序员的前景中得到了很好的说明。\r\n\r\n我认识几十个伟大的程序员，也认识几十个想成为伟大的程序员但总是挣扎的人。我观察到的主要区别不在于内在的聪明才智、教育、数学知识、天赋等等。主要的区别在于这些未来的程序员是如何开始他们的编程冒险的。对许多人来说，成为一名程序员是一种选择，可以提供一份高薪的工作。为了这个遥远的目标，他们知道自己有学习编程语言的需要。这种方法与学校里的训练是一样的：拿着一本教科书，阅读、理解，并尝试做一些编程练习。教科书将被一章一章地处理，直到成功。可悲的是，这些程序员中的许多人都失败了，而且从未学会享受编程。\r\n\r\n在范围的另一端是像我这样的程序员。我爱上了计算机可以解决我的问题的想法。我想解决大脑的奥秘。这把我推向了编程。我的第一台电脑是 ZX Spectrum（1986 年）。它对大脑模拟来说还不够好，但我很快就发现用 Spectrum 有很多更有趣的事情可以做。我想写一些学习、作曲、预测足球比赛结果、玩游戏、绘制图表、模拟或近似的程序，等等。我的整个努力是由激情和好奇心驱动的。它总是大量的编程和一些理论来支持它。我确实从头到尾读完了整本 ZX Spectrum Basic 手册，然而，这种阅读在很大程度上是由我对英语的兴趣和大量的编程并行驱动的（由目标驱动，不是由书驱动）。后来，我从 Spectrum 的 ROM 内容手册中学习了大量的汇编语言。阅读的动力来自于好奇心和对可以帮助我解决迷人的问题的知识的需求。激情驱动的探索的好习惯使我开始研究 PC 计算机（1987 年）。我主要是爱上了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，所以我阅读了 Turbo Pascal、Borland Pascal 和 Delphi 的手册（1995 年）。然而，这种阅读更多的是为了好玩而不是为了即时的[适用性](https://supermemo.guru/wiki/Applicability)。实际的编程和实际需求才是最重要的技能。\r\n\r\n上面的例子很好地比喻了学校教育的病症。当学习是由激情驱动的时候，它几乎总是出类拔萃。当它被胁迫，或被紧迫的需求，或遥远的目标所推动时，它往往成为一种苦役，然后成为一种失败。\r\n\r\n没有激情，几乎不能在长期的学习中成功\r\n\r\n另见：[童年的激情](https://supermemo.guru/wiki/Childhood_passions)\r\n\r\n### 依赖于文字表述\r\n\r\n当我们使用熟悉的模型来表示被分析的现象时，对世界的推理就变得容易了。[本网站](https://supermemo.guru/wiki/SuperMemo_Guru)频繁地使用比喻来解释普遍被误解的事物。这种概念化的方法背离了典型教科书的严谨性。虽然爱因斯坦可能会把一束光想象成一列火车，但教科书更可能用数学公式来表达。这种对知识的字面表述或许看起来更严谨，但也会导致一种习惯，如下邮件所释：\r\n\r\n> 有一段时期，我拒绝使用比喻、助记法和其他此类「技巧」。它们让我感到肮脏和不纯洁。尤其是助记法，感觉我没有以「正确的方式」来记忆一些东西。不知何故，这些概念听起来越[抽象](https://supermemo.guru/wiki/Abstract_knowledge)和学术性越强，我就越相信它们是记忆东西的「正确」方法，而所有其他方法都是无用的。寻找「正确的方法」的一个好处可能是提高知识的表述能力。然而，由于只寻找一种方法来表示事物，与其他表示方法有关的信息可能会被轻视，于是便记不住。\r\n\r\n### 对非线性的恐惧\r\n\r\n在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，树状学习是常态。大脑在话题之间跳跃，由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和当前的需求所引导。树状学习对[概念化](https://supermemo.guru/wiki/Conceptualization)过程有着神奇的效果，因为[拼图](https://supermemo.guru/wiki/Jigsaw_puzzle)中丢失的一块会阻碍许多其他地方的使用。\r\n\r\n书这一概念鼓励系统的线性学习。线性阅读对于你喜欢和需要的优秀书籍来说是很好的。对于你讨厌的书来说，线性阅读是可怕的。在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)时代，即使是最好的书也很难有机会主导学习过程。好书太多，不能只专注于阅读一本或几本。\r\n\r\n学校鼓励线性阅读。这种习惯可能变得如此根深蒂固，以至于非线性可能令人焦虑。有个邮件摘录解释了这一点：\r\n\r\n> 我会对非线性阅读感到恐惧。它跳过一些章节，以便阅读到更有趣的部分，但肯定会遇到陌生的概念。我的想法是，当你从头开始阅读时，遇到未知概念是不应该发生的，如果发生了，那是作者的错，因为他不理解「唯一正确的方法」。尽管是线性阅读，但当出现未知的概念时，我的反应是放弃这本书，因为它显然不如遵循「唯一正确的方法」的那本书。\r\n\r\n### 害怕出现知识缺口\r\n\r\n线性学习的习惯包含了要求完美理解的习惯。线性学习的学生没有像拼图一样自然地构建知识（见：[拼图游戏的比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)），而是强行冲破目标路上的所有障碍。这个过程说好话只能导致不愉快和焦虑。下面这段话说明了它的效率：\r\n\r\n> 如果我没有理解某一页上的每一句话，我就不会继续阅读。结果我就会把这页连续读上十几遍，每次读后并没有什么差别。这让我想起了爱因斯坦关于精神错乱的那句话，虽然我更愿意称之为愚蠢[......]我试着这样做：读第一句，不看就重复。读第二句，重复前两句。读第三句，重复前三句，等等。正如你所想象的，这个过程复杂性是 O(n^2)\r\n\r\n### 对较低理解水平的容忍\r\n\r\n对质量不一的知识的容忍，是与[知识缺口造成的焦虑](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#fear_of_knowledge_gaps)恰好相反。这一对习惯互为应对策略。为解释这个悖论，可以类比一个骑自行车的人，面对超出他目前技能水平的山路所采取什么策略。骑自行车的人可以选择步行（在知识中艰难前行），或者把自行车放在小汽车上（为了考试而速[记](https://supermemo.guru/wiki/Cramming)）。\r\n\r\n面对高速袭来的大量知识，对低下理解水平的容忍实属无奈。当[死记硬背](https://supermemo.guru/wiki/Cramming)用于考试时，理解力可能是次要的。对知识的理解能降低知识的复杂度，并为推理打下良好的基础，然而，在特定的考试中，这些品质可能是次要的。逐字逐句地背诵学习材料往往就足以获得合格的成绩。相比之下，[害怕不理解](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#fear_of_knowledge_gaps)可能是一种看似更高级的习惯，通常在高年级学生追求完美的过程中形成。\r\n\r\n下面这段话可能是一个折中的方法：死记硬背，希望在以后的时间里建立起理解力（延迟理解）：\r\n\r\n> 在阅读一本书时，我一字不漏地记住了一些句子，这样在记住后的一两个星期内，我都能回忆起这些句子，而无需阅读。每天早上遛狗时，我在脑海中不断咀嚼这些句子。现在我做不到了，因为一切都被遗忘了\r\n\r\n### 高估了记忆能力\r\n\r\n有几十本书要读，有超负荷的[课程](https://supermemo.guru/wiki/Curriculum)，有用[死记硬背](https://supermemo.guru/wiki/Cram_and_dump)方法通过的考试，学生被老师全方位地灌输了有害的信念：\r\n\r\n> 我知道 **我应该** 把所有知识全部学会。我做不到仅仅是因为 **我很懒** ，或者因为我的 **记忆力很差** \r\n\r\n我们可以立即看到，教育系统方面的真正罪责被病态地转移到了无辜的受折磨的学生身上。人类的记忆无法储存[课程](https://supermemo.guru/wiki/Curriculum)的知识。它甚至不能有效地存储课程的一小部分。请看：[人脑能容纳多少知识](https://supermemo.guru/wiki/How_much_knowledge_can_human_brain_hold)。\r\n\r\n通过把有毒的谬论钉进学生的头脑，影响了他的自尊心，以及高成就感的动力。被误导的学生成为教师，不断宣扬关于课程的重要性和作用的荒谬主张。而抽象出记忆的真正能力、[记忆连贯性](https://supermemo.guru/wiki/Memory_coherence)、[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)的重要性，以及知识的相关[适用性](https://supermemo.guru/wiki/Applicability)则被抛在一边。\r\n\r\n学校给学生的负担过重，然后指责学生太弱，无法承受负担。\r\n\r\n### 对学校教育的美化\r\n\r\n[对学校教育的美化](https://supermemo.guru/wiki/Glorification_of_schooling)是在成年后形成的[认知偏差](https://supermemo.guru/wiki/Cognitive_bias)。其根源在于[泛化](https://supermemo.guru/wiki/Generalization)、幸存者偏差和一厢情愿的想法。这也是一种应对策略。如果没有美化，父母就不会狠心送孩子上学。然而，美化往往很早就开始了。仅仅需要 3-5 年的学校教育，大多数孩子就会相信，学习的最好方法是听老师的话。[自学](https://supermemo.guru/wiki/Self-learning)技能被弱化。\r\n\r\n一个就读于精英高中的年轻学生的承认道：\r\n\r\n> 我个人学会了通过听来理解那些我不觉得有趣的事情。例如，我们正在研究树木是如何繁殖的。在听老师讲课时，我能明白一些东西，但在家里阅读时，我就像在看天书。\r\n\r\n尽管知道英语，但该学生从未听说过[可汗学院](https://supermemo.guru/wiki/Khan_Academy)。他从未考虑过自己觉得难以理解的事情实际上不难。他要么需要前置知识，要么需要自己探索一下，以获得更好的材料。然而，探索并不是学校里的默认途径。默认情况下，有一份课本材料要掌握。没有时间进行补充学习或（和）探索。自然而然地，即使有时间，那些被调教得讨厌学习的学生也会宁可死记硬背地学习，也不愿意为一个他们认为不愉快的活动付出额外的时间。\r\n\r\n### 痴迷于科学方法\r\n\r\n在学校里，我们了解到科学方法是一种久经考验的算法，可以用来断定命题的真假。其实不然，我们应该把科学看成是[概念计算](https://supermemo.guru/wiki/Conceptual_computation)的效果，从大脑的[概念网络](https://supermemo.guru/wiki/Concept_network)通过人类集体智慧的概念网络，发展出将要成型的语义网的概念网络。俗话说，苹果砸在头上可以改变世界，这个苹果应该被看作是科学方法的一部分。然而，对于一个饱受学校教育的人来说，这种解释过于不严谨。\r\n\r\n在学校，我们学习了一系列关于科学方法的教条。我们重视观察而不是推理，重视推理而不是归纳或演绎，重视公式而不是隐喻，重视实验而不是轶事。其实不然，我们应该始终着眼于信息对获得真实的概率中，贝叶斯效果的影响。科学方法的教条导致了对[同行评议](https://supermemo.guru/wiki/Peer_review)、控制样本、盲法（三盲优于双盲）、误差范围、统计意义、可证实性、大样本、可重复性等等的崇拜。这些都是科学方法的重要组成部分，但必须在正确的背景下为正确的目的而采用，不能过于教条。\r\n\r\n在一个关于进化论「理论」的正确性的主题中，我发现了一句话，看起来很有挑衅性的蠢话：\r\n\r\n> 你今晚能不能用科学方法在你的实验室里证明进化论，这样我明天就可以在我的实验室里复制它并得到同样的结果？\r\n\r\n有人不耐烦了：\r\n\r\n> 啊，这梗我熟。 **「除非你在我眼前复现出太阳系的诞生，否则我不会相信天文学」** \r\n\r\n1985 年，我想出了一个[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的通用公式（见：[SuperMemo 的生日](https://supermemo.guru/wiki/Birthday_of_SuperMemo)）。我是被一种简单的需求所驱动，那就是在记忆中保存重要的东西。在所有丰富的科学方法工具箱中，我只使用了一个简单的测量方法。我没有计算误差，也没有计算统计意义。我的样本很少，我没有控制变量，我自己是唯一的实验对象，一旦我有了一个很好的近似结果， 我甚至不会等待实验结束。我的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的想法被嘲笑了。我妈妈令人印象深刻地坚持说「从来没有人通过在纸上画点来学习语言」。幸运的是，我是[自由学习](https://supermemo.guru/wiki/Free_learning)的快乐支持者，根本不在乎那些受过良好教育的人的意见。我得到了我需要的东西：一个加快我学习速度的绝妙方法。在随后的几年里，我被缠着要求做一个大范围的实验，用一个对照组来证实这个方法确实有效。一些研究人员尝试了这种方法，但令人惊讶的是，他们得到的结果相当不理想。再说一次，我一点也不在乎。谁会真的想做研究来证明汽车比自行车快，因为有时自行车会赢？无聊！只要它对我有奇效，我就会把它告诉任何愿意听的人。在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 有更广泛的受众前，我已经说服了相当多脑洞大的人去尝试它（这就是 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)诞生的过程）。今天，[数百万间隔重复的用户](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)采取了类似的方法。他们不在文献中寻求证明。他们想做的只是[下载](https://supermemopedia.com/wiki/Download_SuperMemo)和学习（或者只是[点击学习](https://supermemo.guru/wiki/Supermemo.com)）。我很欣慰。\r\n\r\n宇宙的任何波动都会让人惊呼「尤里卡！」，而这正是科学探索的一部分。\r\n\r\n学校将科学方法的完美性推向不实际的水平\r\n\r\n### 过度依赖同行评议\r\n\r\n我曾经认为，科学是理性和可靠性的巅峰。今天，我看到大量被误导的研究，这些研究完全扭曲了事实（见[例子](https://supermemo.guru/wiki/Misleading_research_in_sociology_and_psychology)）。我曾相信[同行评议](https://supermemo.guru/wiki/Peer_review)是能过滤掉坏想法的伟大系统。所有这些推理都是在学校里植入我的脑海中的。多年以后，我努力发表自己关于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的文章，并意识到[同行评议](https://supermemo.guru/wiki/Peer_review)是向世界展示伟大想法的障碍。我的 [1994 年的论文](https://supermemo.guru/wiki/ANE1994)很无聊，被阉割了，而且很少被别人引用。但我还是以某种方式设法在 ResearchGate 网站上爬到了 50％ 以上，同时从未动过一根手指来帮助这个过程。\r\n\r\n今天，人们从我们的软件（[SuperMemo](https://supermemo.guru/wiki/SuperMemo)）和许多其他产品中知道[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。他们不是从科学文献中了解到的，而是从数以千计的解释该方法的博客中了解到的。这种对[同行评议](https://supermemo.guru/wiki/Peer_review)的信念导致了一种不良的习惯，即拒绝那些不知名期刊引文的开创性想法。世界上没有比 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 更好的地方来阅读[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)。受过良好教育的成年人会说，这个网站是「[只是一个博客](https://supermemopedia.com/wiki/SuperMemo_Guru_is_a_low-IQ_pseudoscientific_blog)」。一个好的习惯是略加浏览，并做出决定。只需要根据自己的知识来判断其价值。\r\n\r\n正如我的一位同事所注意到的：\r\n\r\n> 学校导致了对信息来源的教条式评价：同行评议是完美的，博客是无用的\r\n\r\n如果研究者局限在同行审议的文献中寻找灵感，长此以往，他可能会与那个能改变世界的想法失之交臂。基于广泛知识和良好的世界抽象模型，没有什么比 **自己** 的怀疑精神更好的过滤劣质信息的方法了。\r\n\r\n[自由探索](https://supermemo.guru/wiki/Free_learning)为读者提供了在同行评议中看到一篇糟糕的论文所需的怀疑主义的盔甲，以及在博客中看到一篇精彩的文字\r\n\r\n### 依赖于学位\r\n\r\n学校是傲慢的。它声称它授予的学位等同于专业知识。它坚持认为，没有学位就没有专业知识。在工作中，我经常接触到一些有才华的程序员。他们都承认，他们的专业知识来自于[自学](https://supermemo.guru/wiki/Self-learning)。许多人的学位与计算机毫不相关，或者干脆没有学位。如果我不自学编程，我的计算机科学学位对我的编程技能完全没有用。如果你想成为一个程序员，就踏踏实实地去编程。计算机科学的学位也许就是一张废纸。\r\n\r\n当我批评学校时，我经常被问到「你有教育学学位吗？」。我四十年来对学习方法的辛勤耕耘并不重要。毕竟，我是在自己的时间里，在自己的实验室（即我的家庭办公室）里，由自己完成了所有这些工作。我是带着激情和勤奋做的，但对于那些将专业知识等同于学校教育的人来说，这并不重要。\r\n\r\n我可能没有教育学学位，但至少我在生物学和计算机科学方面的学位为研究大脑提供了坚实的基础（我认为）。这对一个被学校调教好的批评家来说是不够的。我最近收到了以下的邮件批评：「[我不相信沃兹尼亚克博士，这位自封的神经科学家](https://supermemopedia.com/wiki/I_do_not_trust_Dr_Woz_the_self-certified_neuroscientist)」。\r\n\r\n这封邮件批评了有 130 年历史的[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)理论，并将其归于我的发明。它说我的论点是「陈旧的且循环论证的」，但并没有点出我长长的文章列表上的任何一个。它的借口是「争论是浪费时间的」。对我来说，争论比乐于进行人身攻击更有意义，因为人身攻击满足了伤害「对手」的一些可悲的需要。\r\n\r\n写我的[祖母细胞文本](https://supermemo.guru/wiki/The_truth_about_grandmother_cells)的原因正是因为「专家级的神经科学家」似乎忽略了一大堆来自脑科学的观察结果（由研究人工神经网络时继承的偏见导致的疏忽）。由于源自[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的关键发现之一是[长期记忆的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_long-term_memory)，而似乎很少有人理解这个模型，我觉得有义务为这个模型明确支持的理论进行论证。顺便说一句，我看到对[可提取性](https://supermemo.guru/wiki/Retrievability)孩子理解得比我看到的科学家还要好。解释很简单：[可提取性](https://supermemo.guru/wiki/Retrievability)在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中以漂亮的红色显示。小孩儿都会！\r\n\r\n专家水平来自于长久的探索精神，而不是为学位而学习\r\n\r\n### 依靠专家\r\n\r\n孩子们在离开学校时会抱有这样的印象，那就是这个世界上的每一个重要问题都有一个专家团队在努力解决。专家们受过良好的教育，拥有受人尊敬的学位，完美地掌握[课标](https://supermemo.guru/wiki/Curriculum)的所有内容，不断阅读充满智慧的书籍，并可能将这个星球从未来的灾难中拯救出来，包括气候变化。\r\n\r\n按照如此推理，人们很容易认为，如果有一个问题是可以解决的，那么它就已经被解决了。我不得不多次打击「一切都已经有了」的说法。当我在学校自豪地宣布[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)是一项伟大的发明，将改变世界时，很少有人相信我。他们通常说「如果它这么伟大，为什么以前从来没有人想过这个问题」（见：[例子](https://super-memory.com/articles/users/szafraniec.htm)）？幸运的是，[Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 的冷静头脑拯救了这一切。他在眨眼之间就认识到了 SuperMemo 1.0 的力量。今天，我们可以自豪地报告说，我们的业务已经很好地存活了三十年（可能是波兰第一家也是存活时间最长的[软件出口公司](https://supermemo.guru/wiki/SuperMemo_World)）。\r\n\r\n这种荒唐的好学和懒惰的「怀疑论」导致了将[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)归于[赫尔曼·艾宾浩斯](https://supermemo.guru/wiki/Hermann_Ebbinghaus)的荒唐说法。当我们第一次尝试推销 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 时，我们不得不跟这样的印象作斗争：孩子（即我们的团队都是年轻人）兜售伪科学。这就是为什么我们不得不拼命地在我们能找到的所有科学资料中寻找[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的根源。由于赫尔曼在 1880 年代末进行的奇妙的记忆研究，他来到了这里。作为我们努力的一个副作用，他现在被普遍认为是间隔重复的发明者（见：[谁发明了间隔重复？](https://supermemo.guru/wiki/Who_invented_spaced_repetition%3F)）。\r\n\r\n为了进一步提高我们的资历，我选择了获得[学术经济学](https://supermemo.guru/wiki/Economics_of_learning)的博士学位，并将[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的两个主要观点推向了[同行评议](https://supermemo.guru/wiki/Peer_review)的论文（*Acta Neurobiologiae Experimentalis* [1994](https://supermemo.guru/wiki/ANE1994) 和 [1995](https://supermemo.guru/wiki/ANE1995)）。\r\n\r\n我们不对思想进行评判，而是以作者的专家资格为思想贴标签。这种可怕的学校习惯是一种懒惰的智力捷径，希望它能随着新一代自升专家的人和他们的博客的出现而消亡，他们将用优秀的创造性产出充斥地球。未来属于真正的专家，由他们的创造性生产力来判断。\r\n\r\n另见：[社会学和心理学的误导性研究](https://supermemo.guru/wiki/Misleading_research_in_sociology_and_psychology)\r\n\r\n### 依赖于课标\r\n\r\n学校的学习计划由 [课标](https://supermemo.guru/wiki/Curriculum) 决定。这一事实全盘扭转了学生对学习的态度。学生不再思考「什么对我有用」，而是开始思考「人应该知道什么」。我们不再思考神经元的重要性，或二氧化碳的来源，而是从生物课材料或化学课程的角度来思考。「学校里有涉及到这块知识吗？我需要为不知道那部分课程而感到羞愧吗？也许我需要诚心改过，重修整个课程？」。\r\n\r\n当经济或社会出现问题时，政客们不断咆哮「这个科目应该是[学校的必修课](https://supermemo.guru/wiki/Compulsory_schooling)」？然而让某一学科成为必修课，会招致[反抗](https://supermemo.guru/wiki/Reactance)和对学科的[贬低](https://supermemo.guru/wiki/School_undermines_intelligence#Knowledge_devaluation)。一旦气候变化在学校成为必修课，它在现实生活中就不再有趣了。而成为了「成人世界的鸡肋」。无聊、无趣、不招人喜欢。\r\n\r\n一位教师朋友告诉我：\r\n\r\n> 我在学校经常听到的一句话是「我们想让学生知道什么？」，仿佛知识一旦纳入课标，就能进到脑子里。问题是，一旦学生开始相信课标谬误——他们最终会相信——就很难（尽管不是不可能）唤醒任何人。很快，这个谬误就会成为现实。学生们相信，知识除了通过正式教学习得别无他路，而且这点很快就会成为现实，因为：1）学校占用了他们所有的精神资源，2）学生失去了自我指导学习的技能。\r\n\r\n这点同样适用于「性教育」、「互联网技术」、「学习宽容」，或「学习如何学习」。[死记硬背](https://supermemo.guru/wiki/Cramming)本国历史或文学是治愈爱国主义的良药之一（见：[我不再爱国](https://supermemo.guru/wiki/I_stopped_being_patriotic)）。如果学校开始推广[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，这个想法将是一颗大毒气弹。一旦硝烟散尽，“[水蛭](https://supermemo.guru/wiki/Leech)”和[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)将是这个想法的唯一残留物。把 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 强推给孩子是确保他们永远不会欣赏[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的力量的最有效方法之一，更不用说[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。\r\n\r\n当人们说「我搞不懂物理」或「我记不住历史」时，我们总是可以把这种说法的起源追溯到学校的一些毒性事件。这些终生的痛苦或焦虑的根源在于强制教育课程。我们甚至可以大胆地宣称，把任何学科放在课标，都会增加一代学生对该学科的整体厌恶。有些学生会热烈欢迎，但大多数学生会拒绝接受。从平均值来看，在课标中放任何学科都是净损失。即使我们不考虑机会成本，这也可能是真的。\r\n\r\n强制课程导致人们长期不喜欢所训练的科目\r\n\r\n对课程的依赖是一种自我延续的习惯。在课程中成长起来的孩子，长大后就会坚定地宣称：「儿童需要学习指导」。结果，受到良好引导的成年人剥夺了他们自己的孩子发展自主性和智力所需的选择的权利。\r\n\r\n一位学生朋友告诉我：\r\n\r\n> 我记得我想我对哲学是多么无知，因为我从来没有碰过一本哲学书。只有当我开始读一点的时候，我才注意到「嘿，我一直在思考这些事情，只是不知道它们是哲学」。我还记得我试图做出决定，我应该学习数据结构还是操作系统。我没有考虑到的是，学习操作系统会让你学到大量的数据结构知识。这最后一个例子显示了另一个坏习惯：把学科本身作为目标，而不是在心里预设一些问题，然后根据这些问题做出决定\r\n\r\n依赖被指导的习惯被转移到新的一代，并导致了自主能力的削弱\r\n\r\n更多信息请见：[课程的危害](https://supermemo.guru/wiki/Harms_of_the_curriculum)\r\n\r\n### 对公式的依赖\r\n\r\n一个用公式学习物理的学生几乎受不了一个理解物理却不能用数学公式描述的学生。[PhET 模拟器](https://supermemo.guru/wiki/PhET_simulations)是一个可以在学前阶段掌握的物理学的例子。一个孩子如果在所有可能的电荷配置或磁场来源中持续玩了几个小时的电磁力，就会对磁场线在不同情况下的形状有一套良好的直觉。与那些很快就变得过于复杂的公式相比，这些知识可能会对所研究的现象的物理学提供更好的洞察力，以研究超出两个电荷相互吸引的情况。在 Mathematica 时代，在微积分中学到的大量技能变得像使用滑尺一样有用。\r\n\r\n### 对标签的依赖\r\n\r\n在努力理解复杂的现实时，简单而精确的术语是一笔巨大的财富。熵和[学习熵](https://supermemo.guru/wiki/Learntropy)之间存在着天壤之别。这就是为什么我决定使用后者来帮助人们将注意力从信号的属性重新集中到它被大脑感知的方式。如果不把记忆的[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)精确分开，就很难理解记忆和智力。这就是为什么我总是尽可能准确和令人信服地定义新术语。我意识到，如果在这个过程中走得太远，我就会减少自己被理解的机会。在短短几行内有太多复杂的术语会影响阅读。\r\n\r\n术语是一把双刃剑。应该明智地使用它，以最大限度地发挥沟通的好处。\r\n\r\n在学校里，给东西贴标签的做法被带到了新的非理性的水平。当一个新的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)高手吞下大量的新知识时，却发现他的大部分[最难的知识项目](https://supermemo.guru/wiki/Leech)包括列表、集合、数字和标签（见：[知识表述的 20 条规则](https://supermemo.guru/wiki/20_rules_of_knowledge_formulation)），这种坏习惯就会清晰地显示出来。学生需要一段时间来重新确定优先次序，从主导学校工作的[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)转向作为[问题解决](https://supermemo.guru/wiki/Problem_solving)基础的[语义学习](https://supermemo.guru/wiki/Semantic_learning)。为了有效地进入一个新的学习领域，标签往往是次要的。很多时候，被动理解就是我们所需要的（相对于[主动回忆](https://supermemo.guru/wiki/Active_recall)）。有时，只需记住标签的一部分就能做到这一点。与其记住「桥脑-外侧膝状体核-枕叶波」这个术语，不如被动地认识这个术语或其缩写（*PGO*），并关注睡眠中的波的重要性。\r\n\r\n学校教育对我们处理标签的方式的影响，可以通过一个简单的实验来形象化。如果你在 YouTube 上观看一段解释发动机工作原理的视频，大多数人都会得出大概印象。然而，如果你拿着同样的视频，开始给东西贴标签：活塞、喷射、周期、火花、燃料等等，同样的视频就会开始造成困难。看来，受过良好教育的人在这个过程中往往本能地试图记住所有的名字。在关注标签的同时，他们失去了语义。一个简单的视频变得很困难。一些人的唯一区别是大脑如何感知标签。\r\n\r\n对于一个问题解决者来说，用文字描述问题是次要的。解决问题是首要任务\r\n\r\n### 依赖于书籍\r\n\r\n一旦有问题需要解决，受过良好教育的成年人往往会在书本（或在线手册）中寻找现成的解决方案。受过教育的成年人不会去探索或解决问题，而是在「相关书籍」中缺少解决方法时感到无能为力。当电脑出现问题时，一个受教育的成年人会一丝不苟地研究手册，而不是进行[探索式学习](https://supermemo.guru/wiki/Discovery_learning)。与此相反，我那聪明叛逆的 12 岁表弟宣称「手册是给白痴看的」。他的意思是，对用户友好的软件应该是开箱即用的（据说 [SuperMemo for Windows](https://supermemo.guru/wiki/SuperMemo_for_Windows) 不是这样的？）。他可能是一个极端的例子，然而，大多数答案今天确实可以在谷歌上找到。好书在全面研究较庞大的知识领域时仍然是有用的，然而，我怀疑我是否会进行系统的书籍阅读。我的好习惯是截然相反的。我喜欢[渐进阅读](https://supermemo.guru/wiki/Increading)。\r\n\r\n### 从头到尾的阅读方式\r\n\r\n在学校，我们阅读教科书。我们从第一页开始，到年底时，我们会在「结束」页结束。书中的知识应该是一层一层地建起一座知识的房子（正如 Sal Khan 在他的[建筑工地的比喻](https://supermemo.guru/wiki/House_building_metaphor_of_learning)中所设想的）。这种确定性的线性过程在大多数时候是失败的，然而，它也灌输了从头到尾阅读的习惯。我在 1990 年离开学校时也有这样的习惯！然而，由于我在选择书籍时总是非常谨慎，我的大脑才幸免于难（见：[我如何发明了完美的学校教育](https://supermemo.guru/wiki/How_I_invented_perfect_schooling)）。\r\n\r\n在[自由学习](https://supermemo.guru/wiki/Free_learning)中，我们以树枝状的方式探索世界。我们从一个话题跳到另一个话题，从一个链接跳到另一个链接，我们在代表相反观点的作者之间跳来跳去。这个过程的一个很好的比喻是[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) [集合](https://supermemo.guru/wiki/Collection)中的[知识树](https://supermemo.guru/wiki/Knowledge_tree)是这个过程的珍贵记录。它直观地说明了大脑是如何在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的指导下工作和兴趣传播的。这类似于[扩散激活](https://supermemo.guru/wiki/Spreading_activation)，只不过这个过程被扩展到大脑的范围之外。\r\n\r\n相反，从头到尾的阅读是非常无效的，从长远来看，甚至会带来心理负担：\r\n\r\n> 我只会线性地阅读书籍，因为我对遇到哪怕是一个我不理解的细节都感到焦虑。我害怕从中间开始读（即使那里的东西看起来更有趣），因为这将不可避免地意味着遇到一些我不理解的概念。\r\n\r\n这一情绪会导致极大的时间浪费，这可能会与对所学的科目的仇恨一起产生反效果：\r\n\r\n> 我记得有一次试图通过 Harbison 和 Steele 的书《C 语言：参考手册》中学习 C 语言。我的方法是逐字逐句地背诵前 30 页。我想我的想法是，如果第 5 页提到了概念 A，而我不理解它，但第 10 页包含的信息可以帮助我理解它，我可以简单地记住第 5 页的文字，当我看到第 10 页时，我就会想起第 5 页的文字，也许真的能理解概念 A。现在想想真是笑死人了\r\n\r\n### 崇拜拼写\r\n\r\n拼字大赛历来与聪明才智挂钩。它是为前途无量的荣誉学生举办的比赛。然而，在现实中，拼写艺术也是自律、严谨和父母野心的体现（例如，在不朽的杰森-贝特曼的搞笑电影*\"[坏话](https://youtu.be/yXoZCAVTzEQ) \"*中呈现的那样）。随着无处不在的拼写检查器，学习正确拼写的习惯开始成为浪费大量时间的坏习惯。这个星球上仍然有孩子在饥饿中醒来，而我们却一直在思考拼写的细微差别。\r\n\r\n拼写练习因产生[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)和[讨厌学校](https://supermemo.guru/wiki/Hate_of_school)而臭名昭著。它们是家庭矛盾的主题，也是[家庭作业](https://supermemo.guru/wiki/Homework)成本的一大贡献者。它们是地球上资源的主要浪费。\r\n\r\n我们需要[全球统一语言](https://supermemo.guru/wiki/One_language_for_the_world)，而英语自然而然地扮演了这个角色。但是英语的拼写必须简化。我们越不关注拼写正确，进化过程就越有可能在免受被教育驯化的管理机构的仲裁下自然加速。孩子们发信息对此做出了巨大贡献。发消息是学校想要根除的好习惯之一。有个笑话就是学校里越来越多的孩子在一边看着自己的裤裆一边笑。这是好事。\r\n\r\n对拼写的崇拜可能会影响写作的乐趣（比较：[害怕说出来](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Fear_of_speaking_out)。\r\n\r\n> 我是西班牙人，我并不害怕发声（例如在 YouTube 上），但是，当我看到我的文章中有明显的打字错误时，我确实经历了短暂的、轻微的、挑剔的不快。这是因为有很多次我「没通过」考试只是因为语言错误，而不是真的因为其内容。\r\n\r\n### 游戏化\r\n\r\n由于[死记硬背](https://supermemo.guru/wiki/Cramming)往往是过去考试最有效的方法，而学校也依赖[测试](https://supermemo.guru/wiki/Testing)，学校的坏习惯包括崇拜勤奋、徒劳的磨练和容忍不悦。这些习惯将学习变成一种相当不愉快的经历。这就是为什么 **游戏化** 这个词最近在教育界非常流行。如果学习是不愉快的，让我们通过添加游戏因素、有趣的图片、诱人的颜色、有趣的语音语调、休息时的笑话，或任何有趣的东西来使学习的痛苦变得有趣。这就导致了[老汤比喻](https://supermemo.guru/wiki/Old_soup_problem)。我们把无意义的快乐和学习的痛苦混在一起。这样就很容易使人忘记，好的学习总是愉悦的（见：[学习的基本法则](https://supermemo.guru/wiki/Fundamental_law_of_learning)）。\r\n\r\n青少年在学习时会打开 YouTube，在耳机里放着音乐，开几十次小差来刷 Facebook 或 Instagram, 我对此并不感到惊讶。如果发消息能让人从[家庭作业](https://supermemo.guru/wiki/Homework)的苦难中解脱出来，那就更有趣了。如果学习是地狱，所有的休息都很有趣，即使本身没有什么价值。这就是严重的[拖延症](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#procrastination)习惯的诞生。难怪大人们认为孩子们很懒，并加重了管教的鞭子。 **学校播下坏的种子，孩子们却因为坏的收获而受到鞭打** 。\r\n\r\n如果学校要求 **糟糕的学习方式** ，学生的大脑自然会贪求无意义的娱乐\r\n\r\n### 维基百科（等互联网百科）使用不足\r\n\r\n维基百科是现有一般知识的最佳来源。就像大脑在发育过程中经历了[概念化](https://supermemo.guru/wiki/Conceptualization)的过程一样，维基百科也是如此。维基百科组织知识，提取关键概念和语义，将各种观点相互连接，甚至提供多语言等价物的网状结构。维基百科的概念化正在我们眼前展开，着实令人惊叹。\r\n\r\n同时，我们可以听到学校里的老师指导孩子。 **「不要从维基百科上学东西。这个知识谁都能编辑，它的来源不权威，有错误。这很危险！」** 。一些教师对维基百科的恐惧超过了对色情的恐惧，他们对网络的主要担忧中可以看见\r\n\r\n## 生活策略\r\n\r\n### 像机器人一般活着\r\n\r\n[John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 认为整个学校系统植根于一个阴谋，即把社会转化为一群准备好做朝九晚五工作的听话的工人。这一推理有一定的历史真实性。然而，今天，教育系统在很大程度上是由善意的教师、行政人员和教育工作者推动的，尽管他们有最好的意图，但他们自己也被学校教育的谬论所浸透（见：[让古老的学校系统继续存活谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)）。如果曾经有人试图将大众困在一个系统中，将他们的生活从出生到退休都编排好，那么这个尝试已经成功了。我们已经将教育系统优化到了一个难以逃脱的死胡同，因为这个系统不断地被新的人类劳动力所补给，他们接受的是完全脱离了神经科学进步的混杂教育学。这个系统要求在定制化和学生友好的外表下，不断增加强制和微观管理。它正在逐渐变坏，[新时代的曙光即将来临](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。\r\n\r\n在学校系统中，我们似乎很清楚教育和职业应该如何发展。我们知道需要多少年才能学会阅读，从小学毕业，通过高中考试，进入大学，以及找到工作。流水线在墨索里尼的话中得到了很好的体现，他声称他清楚地知道意大利的学生在任何时候都能在哪本书的哪一页上得到他们精心设计的教育。这种理想的机器人化生存到今天，尽管许多学校有崇高的声明，声称考虑到了个人兴趣。\r\n\r\n这种工厂化生产的副作用是，我们也开始以一种算法的方式看待我们的生活。(1）在学前班做好上学的准备，（2）在学校努力学习，取得好成绩，（3）从大学毕业，（4）在一家好公司找到一份好工作，（5）在职业上取得进步，继续获得更好的报酬，（6）从此过上幸福的生活（包括在佛罗里达州退休）。\r\n\r\n通过提供[课程](https://supermemo.guru/wiki/Curriculum)，[学校抑制了探索性学习](https://supermemo.guru/wiki/50_bad_habits_learned_at_school#Suppressed_exploratory_learning)。通过提供现成的算法，[学校抑制了解决问题的探索性方法](https://supermemo.guru/wiki/50_bad_habits_learned_at_school#Suppressed_exploration)。这意味着我们忽视了基于有效适应的最基本的生命概念。我们没有采用探索的方式，而是把人类的生活看作是一种线性算法的执行，在可预测的时间点上出现可预测的结果。最糟糕的是，我们把责任和创造性的主动权下放给他人。我们生活在明显的麻醉性舒适中，缺乏真正的发现带来的欣喜若狂\r\n\r\n打个比方，我们把生活看作是爬上一座高楼，在特定的时间内通过各个楼层，希望到达某个难以捉摸的顶端，等待最好的回报。然而，我们应该把生命看作是一个过程，在这个过程中，我们进入丛林，以便在生态系统中找到我们的最佳位置。我们应该进入社会生活，通过基于[学习驱动力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)的最佳适应，我们应该找到当下的最佳位置，使生产力（以及相关的生活乐趣）最大化。与其过着机器人的生活，我们应该寻求通过效率最大化满足感的生活。局部最优的适应将为人类提供全球优化的进步。\r\n\r\n学校通过限制人类的适应能力使生活变得机器人化\r\n\r\n### 无目标\r\n\r\n学校教育的最坏影响之一是 **无目标** 。\r\n\r\n由于自己的目标和学校强加的目标之间的不断冲突，大脑逐渐消除了所有与自己目标和激情的结晶相关的机制。所有的变化都是基于[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)，即解决大脑中信号之间冲突的机制。解决的范围可能从简单的取消学习到神经元死亡和消除白质中的主要神经元通路。换句话说，在恢复自由后，变化可以是容易逆转的，也可以是不可逆的。在后一种情况下，我们最终可能会陷入严重的无助感、失落感以及抑郁症、自杀、成瘾等重大风险当中。\r\n\r\n作为信号冲突平息的结果，[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)被钝化或忽略了。这意味着学生不再能够根据知识的价值、[连贯性](https://supermemo.guru/wiki/Coherence)、[适用性](https://supermemo.guru/wiki/Applicability)等来区分不同的知识片段。推而广之，[问题评价网络](https://supermemo.guru/wiki/Problem_valuation_network)也受到影响。这就熄灭了激情，并导致一种无目标的状态，在这种状态下，个人体验到对生活的整体不满。当当局把家务事强加给民众时，这些无家可归的人似乎最顺从。在漫长的学校教育中，他们已经习惯了被提供工作目标。从上面强加的目标提供了一种生产力的感觉。当知识、问题和目标作为奖励的来源被消除后，替代的目标就取而代之：工资、老板的表扬、责任感、爱国主义感、归属感、被需要感等等。\r\n\r\n一个人的整个奖励系统很容易被劫持。窃取的东西可能服务于好的原因（如为更好的社会而努力工作），也可能是险恶的原因。希特勒和唐纳德-特朗普的政治成功之间有一个共同点（见：[唐纳德-特朗普的大脑之谜](https://supermemo.guru/wiki/Mystery_of_Donald_Trump's_brain)）。将意识形态和目标强加给因法令、困难、排斥或强制性学校教育而变得一无所有的人是很容易的。即使是据称是世界上最好的学校系统（芬兰）也可以不费吹灰之力地让学生为了更高的目标（例如用自己的血来保卫自己的国家）而采用社会目标（见：[芬兰悖论](https://supermemo.guru/wiki/Finnish_paradox)）。\r\n\r\n通过剥夺学生选择和追求自己目标的能力，我们有可能塑造出容易受民粹主义言论影响的社会\r\n\r\n### 服从权威\r\n\r\n **无目标** 的直接影响是在学校获得的一个最残缺的习惯：无助地服从权威。我们都必须拥有一种在需要时服从的技能。然而，服从不能成为一种习惯。被迫坐着听枯燥的讲座的学生，永远被调教为服从和生存。这种习惯剥夺了他们的自主权、尊严、自力更生和主动性。这导致了[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，并可能成为抑郁症和成瘾症流行的基础。\r\n\r\n丧失反抗不公正或不公平待遇的能力是在学校习得的最糟糕的习惯之一\r\n\r\n### 憎恨权威\r\n\r\n对权威的服从与建立一个结构良好的和谐社会没有什么关系，在这个社会中，每个人都做自己的工作并遵守法律。\r\n\r\n如果你的合同不是自愿的，你可能会经历不公正的感觉。由于你的学校合同不是自愿的，你几乎肯定会体验到[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的不公正感。因此，所有的道德都会被歪曲。如果他们对你这样做，你也可以对他们这样做。老师、校长、政府，甚至自己的父母都可以成为「他们」。为了达到自己的目标，需要服从和欺骗的「他们」。这种态度会成为一种习惯。许多成年人认为对政府不诚实是可以的。从「他们」那里偷窃显然不会伤害任何人。学校让学生对那些对他们的生活拥有权力的人不诚实。在我的一封反馈邮件中简明扼要地总结了这些感受：\r\n\r\n> 我对学校的感情？一个字： **恨** \r\n\r\n### 对多样性的不容忍\r\n\r\n当所有学生都上相同的[课程](https://supermemo.guru/wiki/Curriculum)时，他们思想的缓慢演变就会受到反对[多样化](https://supermemo.guru/wiki/Diversity)的压力。[校服](https://supermemo.guru/wiki/Social_groups_in_socialization#School_uniforms)也为这种同质化服务。随着我们不断破坏[多样性](https://supermemo.guru/wiki/Diversity)，对其他事物的容忍度不断被削弱。由于大多数人似乎对社会应该如何运作形成了类似的模式，他们倾向于扫除所有对其和平模式的入侵，尤其是社会模式。当我向老人提及[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)时，他们的反应往往是激烈的。他们对我 \"希望孩子们保持无知\"的无名火瞬间燃起。当我建议父母应该让他们的孩子在外面睡觉时，他们把我的话当作指责，并感到不安。「那管教呢？没有人会容忍一个迟到的工人！」。统一的模式带走了对教育的警惕性。社会一直忙于日常事务，没有时间进行知识性的探索。统一是无聊的，助长了精神上的停滞，这反过来又助长了对所倾向于打破安全[模型](https://supermemo.guru/wiki/Model)的力量的消极反应。\r\n\r\n教育的同质性助长了对[多样性](https://supermemo.guru/wiki/Diversity)的不容忍\r\n\r\n### 虚假的责任感\r\n\r\n当孩子在惩罚的威胁下被命令执行任务时，她会被调教成习惯于不质疑目的就服从（见：[服从权威](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Submission_to_authority)）。当任务的数量超过健康的处理能力时，孩子可能被调教成与焦虑有关的服从。经过多年的这种条件反射，她可能会发展出一种永久的责任感，而这种责任感是焦虑的一个永久来源。这样一个尽职尽责的人担心她在家里的责任，在工作中的责任，以及源于社会适当性或「理由」的自我规定的责任。如果这种焦虑演变成抑郁，一个人可能会经历一个危险的循环——抑郁使人忽视职责，并使相关焦虑恶化。摆脱这种反馈循环的可能途径是简单的生活和自由，包括摆脱社会压力的表现。对于每个受影响的人来说，我的[幸福生活公式](https://supermemo.guru/wiki/Formula_for_a_happy_life)可能看起来像是一个乌托邦式的梦想。在严重的情况下，精神干预可能是最后的手段。比较： [警觉性过高](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Excessive_conscientiousness)\r\n\r\n### 对拖延的不宽容\r\n\r\n拖延是与不愿做的工作的情绪斗争，以及与有太多工作要做有关的焦虑。[理性拖延](https://supermemo.guru/wiki/Rational_procrastination)消除了拖延的问题。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，我们很快就能学会区分生产性工作和由他人（包括文化）强加的无用工作。拖延症合理化的第一步是消除所有没有意义的工作。我们需要依靠[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)。大脑必须是这个过程的主宰。第二步是确定优先次序。我们需要专注于最优先的工作（例如，按价值/成本估算）。列表中的其余部分可以暂缓处理（例如，在任务列表或渐进阅读过程中）。[理性拖延](https://supermemo.guru/wiki/Rational_procrastination)消除了现代人的一个重要压力来源：过量和低价值任务。学校教育抑制了对[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)的依赖性。它抑制了对自我的依赖。因此，它导致了估值技能的过时。如果没有有效的能力来估计任务的价值，我们就会生活在由低生产力感引发的无休止的焦虑中。只要压力过大的人群不断拖延，就会呼唤 **对拖延的容忍度** （比较[拖延的习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Procrastination)）。\r\n\r\n学校是拖延症患者的制造工厂\r\n\r\n### 服从于一致性\r\n\r\n **对多样性的不容忍** 和 **服从于一致性** 互相作用，形成一个循环。对[多样性](https://supermemo.guru/wiki/Diversity)的不容忍增加了社会压力。社会越整齐划一，与大多数人步调一致的压力就越大。如果一个公司的所有员工都穿黑色的西装，那么穿着白衣服进来的人可能会被排斥在外。穿短裤打赤脚的人（比如我）可能会有被解雇的危险。一致性增加了保持一致的压力。\r\n\r\n多样化的[自由学习](https://supermemo.guru/wiki/Free_learning)对[智力](https://supermemo.guru/wiki/Intelligence)至关重要。出于类似的原因，多样化的社会更具有适应性，并表现出更好的集体[智力](https://supermemo.guru/wiki/Intelligence)。这种集体智慧在集体同质化的教育中经常受到破坏，在这种教育中，所有的孩子都需要遵守相同的[课程](https://supermemo.guru/wiki/Curriculum)，在都是同龄人的班级中学习，走成一列，并且经常穿相同的制服。\r\n\r\n[多样性](https://supermemo.guru/wiki/Diversity)有利于[智能](https://supermemo.guru/wiki/Intelligence)。同质性造成大家犯一样的错误\r\n\r\n### 不尊重自由\r\n\r\n当一个孩子从小就被推着走时，他就会对被推着走形成一种不健康的容忍。对称的是，它对自主权、自由和民主的认识不足。学校从教科书上教授民主，但当涉及到让孩子发表意见时，他们却认为这不算数。学校里没有民主。更糟糕的是，学校里没有自由。一个孩子在自己的教育中甚至没有投票权，可以在不影响其他学生生活的情况下做出决定。\r\n\r\n在轻症情况下，一个被剥夺了自主权的孩子会过着不太愉快的服从生活。她会接受不合理的政府规定，或容忍独裁的老板。很多时候，在不尊重自由的情况下长大的孩子，会成为独裁的父母。他们甚至没有注意到学校和奴隶制之间的类比。\r\n\r\n根据自己的道德标准，不尊重自由的邪恶力量可能会打击自己或他人。\r\n\r\n经过多年基于他人制定的规则集的生活，公民可能迫切想监禁或处决那些不遵守社会规则的人。他们可能会容忍或钦佩暴君和独裁者。\r\n\r\n在不尊重自由的情况下长大的人很容易滥用权力。一个公司的老板会毫不犹豫地雇用和解雇。一个凶恶的办事员会把别人性命攸关的文件铲掉，而且不会为之失眠。一个无良的银行家会从一个无知的客户那里吸走最后一毛钱。\r\n\r\n学校像对农奴一样对待儿童。如此养育下一代，我们的社会将置身其中的所有人关进了绵延一生的心理牢笼\r\n\r\n### 对无聊的容忍\r\n\r\n有人觉得我的生活重复单调。他们问我是否觉得这么生活无聊。我每天坚持[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)、锻炼或[渐进写作](https://supermemo.guru/wiki/Incremental_writing)。我是一个活生生的例子，说明日常工作可以很有趣。日常工作可以看成是不错过生活中美好事物的系统（见：[计划无压完美的一天](https://supermemo.guru/wiki/Planning_a_perfect_productive_day_without_stress)）。然而，许多孩子的生活也被编排得很完美。然而，他们并非享受活动，而是实实在在地上刀山，下火海，只求熬过每一天。有时，唯一的奖励是晚上有机会去踢足球，或者玩一个小时游戏机。他们睡眼惺忪地醒来，在学校度过漫长的无聊时光，完成[家庭作业](https://supermemo.guru/wiki/Homework)后从待办清单上清掉，让问这问那的妈妈能歇一歇，并寻求一丁点做回自我的时间。当不上学的人早上醒来时，她从梦想着未来的美好一天开始。当一个上学的人醒来时，通常是太早了，脑子里想的都是下一步要做的事情：下床，上学，等等。我看到最好的头脑慢慢枯萎，失去了对自己爱好和兴趣的热情。[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)赤裸裸地在我的眼前张牙舞爪。那些孩子往往在二十岁左右就淡出视野。当我在以后遇到他们时，青春的火花通常不见了。他们可能有孩子，有工作，有妻子，等等。但我看到的快乐太少，爱好太少，激情太少，等等。事情不应如此。这种对乏味的容忍是学来的！\r\n\r\n由于小时候在[无聊](https://supermemo.guru/wiki/Boredom)中长大，成年人似乎并不能反抗无聊的生活\r\n\r\n### 对冲动的不宽容\r\n\r\n一个理性的头脑应该很好地控制自己的情绪（见：[斯多葛主义](https://supermemo.guru/wiki/Stoicism)）。然而，[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)可能会变成热情甚至是兴奋。解决问题的喜悦可能会变成冲动地追求更多问题来解决。这些情绪似乎表明控制能力差，然而，它们也可以为学习、[创造力](https://supermemo.guru/wiki/Creativity)和[问题解决](https://supermemo.guru/wiki/Problem_solving)的成功提供动力。这就是为什么它们不应该被浇灭，而应该被明智地运用。Ellen Winner博士注意到，[成才强欲](https://supermemo.guru/wiki/Rage_to_master)是儿童未来成就的一个重要指标。这种成材强欲往往在上学的前3年就消失了。为乐趣而疯狂并没有错。疯狂的乐趣是非常健康的（见：[幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)）。不幸的是，在学校的长椅上，所有形式的冲动都必须被压制。一个过度热情的学生可能会对班级的其他同学造成干扰。这就是为什么课堂上会形成一种面对成功（或失败）时一脸淡然的习惯。这就剥夺了智力进步的一个重要引擎。\r\n\r\n课堂上扼杀了为生产生活提供动力的激情\r\n\r\n### 隐藏情绪\r\n\r\n在学校里，冲动只是情感生活的一个侧面，最好对他人隐瞒。学校压制情绪的表达。情绪化的孩子有被欺负的危险。情绪也被看作是对学习过程的一种干扰。课堂应该是一个学习的地方，交流或社会化是次要的。一个客观的科学家是一个榜样，他应该[坚忍克己](https://supermemo.guru/wiki/Stoicism)，约束自己。榜样是一个[沉思的内向者](https://supermemo.guru/wiki/Are_extroverts_more_creative%3F)。在考试中的真情流露可能会送你到心理辅导室。它不太可能感动老师或改变考试结果。\r\n\r\n在[开放系统社会化](https://supermemo.guru/wiki/Open_system_socialization)中，大叫或哭泣是社会化游戏的一部分。当我和孩子们一起踢足球时，面对失败，我表面仍然保持镇定，但在每次成功时都会发出大欢声，特别是如果孩子表现得出乎意料。在学校，我将因破坏和平而受到训斥。即使班上有校霸搞暴动，教师也应当表现出风度。\r\n\r\n在任何健康的家庭中，情绪爆发是一种常态。适当地使用情绪是一个人的社会技能的一部分。我们自然学会了微笑或皱眉。在学校，微笑在与老师的互动中是有用的。然而，如果微笑是假的，那就不算数。与老师的互动通常是系统的一个伪命题。老师又是强大的法官又是陪审团。对老师的感情往往是假的，是有条件的。只有最好的老师才能摆脱僵化的规则的桎梏。\r\n\r\n除了被压抑的情感，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的丧失，以及思维的同质化都导致了[交流乐趣](https://supermemo.guru/wiki/Pleasure_of_communication)的丧失。在狭窄的同龄人圈子之外，学校里的其他孩子，或社会上的其他成员，逐渐失去了作为个体的人的吸引力，即使他们每个人都有有趣的东西可以聊。\r\n\r\n多年的学校教育往往会产生不那么外向的公民，不那么渴望交流，在社会生活中不那么快乐。\r\n\r\n学校教育倾向于将快乐的孩子转化为冷漠或不快乐的人\r\n\r\n## 对乐观主义的批评\r\n\r\n学校坚持认为，对现实的模仿必须实实在在。在学校中，一切可能仅仅依赖于情绪或性情的事务是不可接受的。学校赞成专一的真理和唯一的[科学方法](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#fetishization_of_the_scientific_method)，它应该永远与情绪无关。学校会告诉你： **「乐观是不客观的！ 」** 。\r\n\r\n心情影响[估值](https://supermemo.guru/wiki/Valuation)，而估值决定行为。这就是为什么乐观主义常常被看作是对现实的错误描述。一个乐观主义者可能会高估自己成功的机会。这增加了动力。这反过来又可能增加生产力。这种反馈循环可能会导致自我实现的预言现象。当大脑倾向于预期失败时，同样的循环在抑郁的情绪中起作用。\r\n\r\n在[本文](https://supermemo.guru/wiki/Myth:_Optimists_are_less_realistic)中，我声称， **乐观的心态所引入的偏见更有可能在真理的一边犯错** 。此外，就像学校诱发[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)一样，[自由学习](https://supermemo.guru/wiki/Free_learning)更有利于[习得性乐观](https://supermemo.guru/wiki/Learned_optimism)。换句话说，自由有利于心情，也有利于学习。从长远来看，快乐的心态有利于快速的[概念化](https://supermemo.guru/wiki/Conceptualization)，这有利于模型向真理靠拢。\r\n\r\n成功被学校驯化的头脑是冷酷客观的，而自由的头脑则更有可能快乐地成功\r\n\r\n### 政治正确\r\n\r\n隐藏情绪只是政治正确这个大问题的一部分。一个成功被学校驯化的成年人在陈述自己的观点时往往会有政治性。支持[唐纳德·特朗普](https://supermemo.guru/wiki/Donald_Trump)的人喜欢他直来直去（尽管他也可能相当隐晦或不诚实，例如关于他的税收）。也许特朗普与互联网结盟，会对政治的未来产生了一些好的影响？我自己的政治正确已然成功被学校驯化。我会点头哈腰，避免用话语伤害别人，甚至同时还能实事求是。在讨论教育问题时，我尽可能地自我解嘲，特别是在与那些整个生活和生计可能被我的思想破坏的人交谈时。也许我是在为变革事业服务？同时，这种态度有助于我获得更多的信息，特别是关于人们的知识和动机的信息。很少有事情能比暗示对话者的无知更快地结束对话。在我受过良好教育的头脑中，把自己当作一个「专家」来看待是不可取的。然而，如果整个社会更开放一点，特别是更愿意承认无知的话，我就更容易推动它改变。害怕看起来很蠢是在学校里养成的最糟糕的习惯之一。\r\n\r\n在「你应该」这一印记植根的成功被学校驯化的社会里，很难做到敞开心扉\r\n\r\n### 零和博弈\r\n\r\n市场经济中出现的奖励制度对聪明人和健康人来说似乎很有效。然而，它却被从学校里带出来的坏习惯所玷污。学校的奖惩制度激励了可怕的学习行为，[削弱了学生的智力](https://supermemo.guru/wiki/School_undermines_intelligence)。然而，它也激励了以自我为中心的推理，在这种情况下，生活被视为一个零和游戏，赢家通吃。\r\n\r\n父母和老师使用的关键武器之一是比较。最好的学生被用来作为学习的榜样，而班级或学校的其他人则因无法达到光荣的标准而感到自卑。这导致了低自尊、[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)或抑郁症（如本文其他部分所讨论的）。这也导致了一种强迫性的习惯，将自己与同学进行比较。这些比较在操场上亲密的朋友圈中或许会淡出，但每天都在学校的竞争中卷土重来。[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 认为[竞争是学校最糟糕的做法之一](https://www.alfiekohn.org/article/case-competition/)。\r\n\r\n在高中毕业时，我的波兰语得到了一个不该得的pass。我通过了，因为我在感兴趣的领域崭露头角：生物学。我的一个最亲密的朋友说，这个成绩对其他必须努力学习的学生来说是不公平的。这就是在学校里被灌输的那种推理。对成绩和虚假奖励的迷恋使我的合格证对其他学生造成了一些臆想中的伤害。这让我在一场社会整体利益是次要的比赛中通过了终点线，但也留给我非公平的妨碍。这种零和博弈被习惯性地认为是至关重要的，甚至是光荣的。\r\n\r\n我们现在可以看到 **零和博弈的习惯** 弥漫在社会中。我们嫉妒邻居。我们八卦名人的崛起和衰落。我们把假的度假照片放在 Facebook 上，让我们的FB朋友嫉妒得脸都绿了。我们的目标是最时尚的汽车，让邻居们侧目。不断努力[跟上琼斯（译注：和邻居攀比炫耀）](https://en.wikipedia.org/wiki/Keeping_up_with_the_Joneses)使人失去了为社会做出创造性贡献的真正能力。我认为这种习惯是一种精神污染物。\r\n\r\n顺便说一下，我不同意 [Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 的观点。我相信，所有的竞争都可以转化成双赢的活动（见：[竞争的理由](https://supermemo.guru/wiki/The_case_for_competition)）。然而，要使竞争对每个人都有效，我们需要以双赢的心态来对待它。大多数学生在学校失去了这种心态。那么，抑郁症、暴力和成瘾在西方社会的猖獗就不足为奇了。压力是由现实与梦想的背离造成的，而梦想实际来自无用的比较\r\n\r\n教师们玩的 **比较游戏** 在成年后变成了破坏性的 **生活中的零和游戏** 。\r\n\r\n想了解这个问题的更多信息，请参见：[零和博弈](https://supermemo.guru/wiki/Zero-sum_gamesmanship)\r\n\r\n### 嫉妒\r\n\r\n嫉妒是[零和博弈](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#zero-sum_gamesmanship)的直接后果。在一个班级里，我们不断被打分和比较。赢家会成为嫉妒的对象。他们的生活似乎很容易，为什么我们的生活却如此艰难？\r\n\r\n> 我就会想 「哦，这家伙补习的时间比我少，成绩却比我好，这不公平」。我在多年中一直是「第二名」。在本科和研究生阶段，我是万年老二。我仍然觉得成绩比我好的人不配，因为，那个人只是在死记硬背再大倒一通，几乎没有理解。我无法和他交流我们所学的内容，除非我问选择题\r\n\r\n在[自由学习](https://supermemo.guru/wiki/Free_learning)中，这种问题不会存在，因为没有与他人的比较。唯一的焦点是美丽的知识和[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。偶尔我们可能会自吹自擂或参加一场闪耀的知识竞赛，但很快这也会过去。当一个自由的学生遇到另一个自由的学生时，他在自己的领域比朋友知道得多得多，而朋友在自己的感兴趣领域知道得多得多。他们交换了丰富的想法。如果他们碰巧有同样的激情，这就是一个非常愉悦的巧遇。他们可以一直聊到凌晨。嫉妒是受过成功被学校驯化的人群中的特有现象。在不上学的人中，这种现象也不是没有，但它不是他们日常运作的一个组成部分。\r\n\r\n在《宇宙》中，[Neil deGrasse Tyson](https://en.wikipedia.org/wiki/Neil_deGrasse_Tyson)谈到了科学中的嫉妒。他暗示说这是正常的，它不应该减损科学家的形象。我不同意。就像[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)中的学生一样，科学家往往并不自由。他们为拨款、同行评议排名、人气、荣誉等而奋斗。在学校里灌输的嫉妒心很容易在学术界得到加强。这并不影响诺贝尔奖的获得，但它是不可取的，甚至作为一种激励。在我自己的领域，我没有「不发表就灭亡」的断头台。我不为经费打拼。这让我感到很自由。我庆祝所有的科学发现，喜欢吹嘘自己的想法。没有嫉妒的余地，也不需要嫉妒。嫉妒对于一个关心学习、发现和属于我们所有人的地球的未来的人来说似乎是陌生的。嫉妒是基于胁迫的制度的产物，只是毒害创造性思维的又一个限制性因素。\r\n\r\n### 爱钱\r\n\r\n为追求社会群体中的高地位而奋斗的欲望根植在我们的生理中。这种争斗在很大程度上是通过与地位特权相关的一系列奖励来调节的。学校教育加剧了同龄人之间的等级竞争（见：[零和博弈](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#zero-sum_gamesmanship)）。学校教育的关键动机之一是好的职业生涯，以及相关的社会地位。对于一个[学习内驱力](https://supermemo.guru/wiki/Learn_drive)因学校教育而被抑制的学生来说，社会地位很容易主导奖励系统的输入。这种地位一开始可能表现为好成绩和赞美。激情和兴趣随即变得次要。大学专业的选择往往由赚钱的潜力决定。很快，大脑便学会将生活中的好事与金钱联系起来。由于所有可衡量的价值无处不在地转化为金钱，对金钱的热爱成为条件反射。在学校导致的[无目标](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#goallessness)状态下，金钱优先成为一个目标。\r\n\r\n我们都知道，金钱不能买到幸福。对金钱的热爱是由类似于毒品上瘾的机制驱动的：及其想要而没有足够的喜欢。当创造性的激情被熄灭时，大脑会寻求新的奖励。游戏、金钱或毒品是经常的替代品。相比之下，不上学的人更有可能发展蓬勃的激情。针对使人习惯于爱钱的机制，一个简单的解决方案是建立[基本收入](https://supermemo.guru/wiki/Basic_income)。如果一个年轻人不愁未来，他可能会摆脱金钱驱动的评价，而更专注于知识的价值、创造力、生产力和功利性贡献的价值。\r\n\r\n学校教育和无意义竞争训练了大脑对金钱的渴望，并促成了不快乐的社会的产生\r\n\r\n### 秩序崇拜\r\n\r\n孩子们从小就被告知要保持玩具整齐，保持房间清洁，保持衣服完美的折叠等等。学校的生活是完美的，孩子们在室内温暖又安全，自动售货机中糖果或苏打水满足他们的需要。\r\n\r\n这种对完美的追求对一个家庭主妇来说可能是一个大问题，因为她的房子需要为一次突如其来的拜访而“蓬荜生辉”。这位家庭主妇非但没有生产力和幸福感，反而一直花很长时间来打扫、整理和保持事物的完美秩序。她没有时间去读一本书，为她的生活增添一些[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。她自己的清洁意识潜移默化到孩子们身上，因为她对轻微的越矩和小小污点都会大喊大叫。\r\n\r\n太爱整洁加剧了我们对污垢和虫子的恐惧（见：[托儿所感染](https://supermemo.guru/wiki/Daycare_infections)）。我们开始建造玻璃和混凝土的房子，周围是完美的人行道和完美修剪的草地。这导致了过敏症的流行和免疫力的降低。这个问题的全貌仍有待充分认识。一些神经系统的问题也可能起源于免疫力的降低或自身免疫反应。我们为完美的孩子设计了一个完美的世界，他们在世界的逆境中变得非常脆弱。\r\n\r\n相反，应该允许孩子们脏兮兮的，在泥地中打滚，在雨中踢足球，在森林中狂奔，在有藻类的冷水中游泳，按他们喜欢的方式保持他们的房间，按他们喜欢的方式做学校笔记（译者按：如果被迫进入学校），并按务实的生产力规则去生活。对受伤和寄生虫感染采取一些预防措施是值得欢迎的，但与自然和谐一致的生活更简单、更有趣。\r\n\r\n对完美秩序的追求让人神经紧绷。我们应该用对实用的追求来取而代之\r\n\r\n### 完美模型崇拜\r\n\r\n对秩序的崇拜和对清洁的崇拜有相同的共同点：[过度完美主义](https://supermemo.guru/wiki/Perfectionism)。这种态度延伸到[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)会导致对完美真理的无暇模型的追求。这样一来，现实世界的复杂性和相互矛盾的理论就可能显得丑陋，难以驾驭或处理。就像所有其余的完美主义案例一样，在面对现实世界时，理想化可能会带来焦虑感：\r\n\r\n> 数学可以以线性方式学习。据称，你可以从公理开始，并从公理中建立起一切。所以理论上我可以在不遇到未知数的情况下学习它。正如我已经说过的，看到一个我无法搞懂的未知概念就会产生焦虑。当我以这种线性方式学习数学时，我试图让自己相信我不关心现实世界的应用或问题，只关心纯数学。这是因为现实世界要混乱得多，在探索过程中一定会遇到未知的问题。我想对大家说，纯数学是多么美丽，但现实世界的问题却很丑陋。事实上，由于上述原因，我害怕承担现实世界的问题\r\n\r\n### 功利主义崇拜\r\n\r\n知道我所做的事能对别人有用，我感到非常高兴。我很高兴看到[间隔重复征服世界](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)。当我的文章帮助年轻人在混乱的世界中找到自己的立足点时，我很高兴。然而，成为有用之人的快乐不能被对有用之人的要求所破坏。[家里蹲](https://supermemo.guru/wiki/Hikikomori)的概念诞生于日本社会的功利文化。对于一个在崇拜功利的社会中努力寻找自己位置的个体来说，这是一种悲哀和内疚的生活。这种内疚感可能早在大脑达到成熟之前就开始了，或者在年轻人有机会完成任何有意义的事情之前就开始了。现代社会将依赖创造力和创新，而成就的高标准将不断提高。为了保持我们的理智，我们需要学会耐心，让人们为伟大的事业做好几十年的准备。我们不能唾弃那些没有带来实际成果的人。一个科学家可以一生都在追求一种理论，却发现自己陷入了一个盲谷。我们不要崇拜功利主义，而是要赞美追求。每个健康的年轻大脑都配备了强大的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，符合[最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)的所有条件。我们不能批评一个年轻人不寻常的兴趣与痴迷：游戏、集邮等等。这些都是转移注意力的方式，为未来的伟大铺平道路。为了过上最佳生活，我们只需要让这种驱动力运行下去。更多内容见：[全民基本收入将引爆人类创造力](https://supermemo.guru/wiki/Universal_basic_income_will_explode_human_creativity)\r\n\r\n有用处是好事，但重要的是在追求自己的目标时要有自由\r\n\r\n### 将噪音与学习混淆\r\n\r\n我曾经奉行的原则是 **「利用生命中的每一秒来学习 」** 。这条看似崇高的原则是我从学校带出来的。学校一直在颂扬知识的重要性。我不知道我是从别人那里得到的，或者只是独立得出了这个结论。声称「知识就是力量」是普遍的，对于任何有一分钟停顿的大脑来说可能是不可避免的。然而，我把这个原则发挥到了极致。我不想浪费一秒钟。因此，对我来说，阅读任何东西，或听任何东西或任何人，似乎都是有意义的。我在睡觉前、醒来后和上厕所时都会这样做。我花了一些经验才明白我们能学到的东西的局限性（见：[人脑能容纳多少知识](https://supermemo.guru/wiki/How_much_knowledge_can_human_brain_hold)）。我花了一些时间来珍惜平静的日子，并处理已经学过的东西（见：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)）。花了更多的时间来理解[连贯性](https://supermemo.guru/wiki/Coherence)和[适用性](https://supermemo.guru/wiki/Applicability)的重要性。最后，同样重要的是，理解[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，以及学习（和发展）中的[概念化](https://supermemo.guru/wiki/Conceptualization)过程，为最终的裁决投下了最后的光芒。大脑的力量在于几块金色的知识，它们在几十种情况下都可以使用和重复使用。为了把这些碎片变成强大的创造性武器，学习过程必须考虑到[概念化](https://supermemo.guru/wiki/Conceptualization)的性质。换句话说，不可能在书上写下这些锦囊，阅读，并靠死记硬背来适应。普遍的[适用性](https://supermemo.guru/wiki/Applicability)必须经过多年的[泛化](https://supermemo.guru/wiki/Generalization)和[创造性阐述](https://supermemo.guru/wiki/Creative_elaboration)的磨练。这些年必须充满[良好的睡眠](https://supermemo.guru/wiki/Good_sleep)，大量的[新的学习](https://supermemo.guru/wiki/Knowledge_and_creativity)，以及大量的[问题解决](https://supermemo.guru/wiki/Problem_solving)在保护模式下（即在没有人可以用推特、电子邮件、电话、门敲或门铃打乱大脑的时间）。\r\n\r\n知识的力量在于它的[适用性](https://supermemo.guru/wiki/Applicability)，而不在体量\r\n\r\n## 浪费了一上午的时间\r\n\r\n在[自由调配的睡眠](https://supermemo.guru/wiki/Free_running_sleep)中，早晨最有利于创造成就（见：[大脑工作的最佳时间](https://supermemo.guru/wiki/Optimum_timing_of_brainwork)）。上学的学生永远不会发现早晨的力量。在上学的日子里，早晨的出行高峰浪费了宝贵的最佳大脑窗口期。在周末，学生可能会补上[睡眠债](https://supermemo.guru/wiki/Sleep_debt)，这在一定程度上削弱了早上的力量。相比之下，一个[不上学的人](https://supermemo.guru/wiki/Unschooling)会带着一天的梦想醒来。自由的头脑会计划一些令人兴奋的事情，或者会思考一个要解决的问题。由于被时间的刚性需求所奴役：学校、朝九晚五的工作、需要照顾的小孩子等等，这种自由思想对很大一部分人来说是陌生的。\r\n\r\n习惯了早晨的忙碌使人无法发现脑力劳动中的 **[早晨的力量](https://supermemo.guru/wiki/Natural_creativity_cycle)** \r\n\r\n### 容忍通勤\r\n\r\n二十多年来，我一直在家里工作。通勤在我看来是令人痛心的浪费。我们浪费了大量的时间和精力来转移大量的人，而在许多情况下，我们可以只在网上挪动电子。此外，通勤通常消耗了一天中最有产出的部分。最好的学习和最高的创造力是在早晨自然醒后到来的。如果我们有更多的孩子在家里上学，他们的学习成绩会提高，他们在[自由学习](https://supermemo.guru/wiki/Free_learning)中会自然而然地得到教化，他们也会因为健康原因难以忍受通勤。我已经有 8 年没有坐过车了（到2020 年），我开始对人们更喜欢局限在箱子里而不是清爽的散步或慢跑的观念感到纠结。\r\n\r\n在数字化学习无处不在时代，孩子们应该有选择远程学习的机会\r\n\r\n### 抑制烦躁不安的情绪\r\n\r\n人们总觉得，[躁动](https://supermemo.guru/wiki/Fidgeting)是不礼貌的，会分散他人的注意力，而且是自我控制能力差的表现。因此，躁动是被学校纪律习惯性扼杀的首批自然行为之一。\r\n\r\n实际上，[躁动是健康的](https://supermemo.guru/wiki/Fidgeting_is_good)。循环系统不喜欢静止。特别是，长时间的肢体不动是不健康的。此外，躁动促进了[创造性思维](https://supermemo.guru/wiki/Creativity)。有创造力的人往往是习惯性躁动的人。因此，坐立不安是造成[创造性思维和 ADHD 之间的混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)的原因之一。\r\n\r\n躁动是健康的，它可能被大脑用来促进创造过程\r\n\r\n另见：[我有 ADHD，我爱它](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it)\r\n\r\n### 作弊\r\n\r\n在自由发展的过程中，我们自然会对导致别人受害的欺骗行为产生蔑视。与此相反，我们也经常被调教要说善意的谎言。众所周知，学校有鼓励作弊的一系列激励措施。\r\n\r\n作弊对大部分孩子来说是常态。这种习惯可能会持续到成年后。我也在考试中作过弊。引发广泛作弊的机制很简单：如果你认为这个学科没有任何意义，觉得老师不公平，你有更好的事情要做，你对成本和收益的分析就会促使你作弊。毕竟，这是你的人生和你的知识。在典型的学校考试中作弊并不会伤害任何人。它可以是达到预期结果的最快途径：获得合格的成绩。经过大量训练，你可能会对作弊可能给你带来不公平的收益（如学校成绩的金钱奖励），或可能伤害他人（如在进入大学的竞争中）的可能性变得麻木。生活中充满了诱惑，需要一段时间来培养一个能抵御不公平作弊诱惑的大脑。然而，如果我们在发展的早期提供诱惑，如果我们通过各种激励措施来鼓励不良行为，条件反射可能会巩固和稳定下来，成为一个终身的习惯。\r\n\r\n我的一个朋友没有一丝愧疚地写道：\r\n\r\n> 这些年，我没有学到任何数学知识。我只是为考试[死记硬背](https://supermemo.guru/wiki/Cramming)。我在考试中经常作弊。我变成这方面的高手。特别是在高中时，我是第一个把网络和手机带进班里的人，这反过来又帮助我通过考试，因为我可以在互联网上抄到答案。\r\n\r\n当作弊是为了一个崇高的事业时，它可能上升到了「可接受」的重罪水平：\r\n\r\n> 我喜欢数学，想去大学专门学习数学。我想成为一名教授！然而，在我的国家，没有 HS 文凭是不能上大学的，所以我付钱给一个朋友弄了个假文凭。我参加了大学考试，得到了 5.5 分（满分 6 分）\r\n\r\n在追求自由的过程中，作弊的习惯可能会牵涉到到自己的家人和家庭，带来一连串负面的情绪副作用，可能会在未来几年内产生深深的创伤：\r\n\r\n> 失败意味着留级，明年再试。我母亲知道我也不会通过明年的考试，她看到我决心要放弃。由于当时我正在自学编程，我说服了她，说我没有学位也能找到工作。我的做法是： **谎称我有些辍学的程序员朋友** \r\n\r\n一个年轻人可能本能地知道，辍学是通向编程伟大的途径（见：[辍学](https://supermemo.guru/wiki/School_dropouts)）。然而，学校的迷思使其很难或不可能向他人传达这一信息。这可能会产生一个有毒的环境，可能会挫败最好的计划和最好的大脑。我在毕业时也陷入了类似的困境，然而，我很幸运，从来不需要对我妈妈撒谎。\r\n\r\n如果你为故事中的辍学学生捏把汗，那么[自由学习](https://supermemo.guru/wiki/Free_learning)中探索性驱动的力量就显示出来了：\r\n\r\n> 在我辍学后，我想进入编程领域，但一定有人告诉我，为了学习编程，你必须有数学知识。我的数学能力很差，所以我开始从头学起（几乎是一年级水平）。经过几年的[自学](https://supermemo.guru/wiki/Self-learning)，我非常喜欢数学，以至于我想去大学学习它\r\n\r\n### 健康的微管理\r\n\r\n经过多年在学校的[死记硬背](https://supermemo.guru/wiki/Cramming)，我们养成了基于枯燥事实的简单算法推理的习惯。我们不是通过[对现实建模](https://supermemo.guru/wiki/Abstract_knowledge)来得出适用的结论，而是倾向于制定一套简单的「如果-那么」规则，像乘法表上的条目一样可以被记住。肤浅推理的主要受害者之一是我们的健康。我们倾向于过度反应，过度依赖健康服务，滥用诊断工具，过度诊断，最糟糕的是，对健康进行微管理。饮食时尚和补充剂是健康微管理的主要例子。\r\n\r\n一组简单的「如果-那么」规则可能很容易导致错误的结论。这些规则可能会说：(1)维生素A对健康很重要，(2)如果一种补充剂对健康有好处，就服用它，(3)如果某种东西对你有好处，这种东西越多对你就越好。在维生素 A 的摄入中参考这些规则可能导致死亡。即使是水也能杀死一个马拉松运动员（见：[水中毒](https://en.wikipedia.org/wiki/Water_intoxication)）。\r\n\r\n著名的探险家 Mawson 和 Mertz 是高维生素A的受害者。然而，他们吃了狗肝来度过他们的[南极之旅](https://en.wikipedia.org/wiki/Far_Eastern_Party)。学校教育抑制了探索。这就是为什么探险家很少表现出学校的心态。\r\n\r\n一个无知的农民可能比一个受过良好教育的疑病症患者表现得更健康\r\n\r\n更多信息见：\r\n\r\n- [微观调控健康](https://supermemo.guru/wiki/Micromanaging_health)\r\n\r\n- [微观管理饮食](https://supermemo.guru/wiki/Optimum_diet)\r\n\r\n## 条件反射\r\n\r\n条件反射不是习惯。它们将决定你对自己、对某个学校科目、对老师、对学校或对一般学习的感受。然而，这些反射也会影响你的行为、你的习惯和你的规划。例如，如果学校降低了你的自尊心，你可能会养成一整套有害的习惯，旨在保护或提高你的自尊心。其中，你可能会养成对自己撒谎的习惯。\r\n\r\n## 习得性无助\r\n\r\n当大脑有规律地感受到努力的徒劳时，它的反应是不努力。这种无助感是可以学会的。学生可以真正地 **学习不学习** 。老师的声音变成了一种空洞的声波，不会引起学习，但可能会引起偶尔的假性同意的点头。患有[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的人很少表现出主动性，在遇到困难时容易放弃，而且[问题评估技能](https://supermemo.guru/wiki/Problem_valuation_network)减弱。当一个人无法控制自己的环境时，就会出现[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。这是由奖励剥夺引起的抑郁症的第一步。一个由充满活力的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动的人将在所有环境中茁壮成长。她的主要奖励是生产力和持续的进步，源于大脑的自然适应能力。请看[这张图片](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n学习无助感与另一个学校的坏习惯[徒劳的毅力](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#futile_grit)似乎是对立的。无助的学生很容易放弃，而有毅力的学生尽管没有成功，却可能坚持不合理的长时间。无助和无用的毅力都来自于[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)的不充分或错误的信号。该网络只能在自由解决问题中建立关于问题的准确知识。问题必须是自我选择的。它们不能从上面强加。\r\n\r\n[徒劳的毅力](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#futile_grit)可能是[习得性无助](https://supermemo.guru/wiki/Learned_helplessness) 的前身。当顽固的[问题解决](https://supermemo.guru/wiki/Problem_solving)不带来解决方案和奖励时，激励系统就会瘫痪。\r\n\r\n习得性无助可能来自于（1）外部压力或（2）徒劳的毅力\r\n\r\n更多信息见：[习得性无助 vs. 学习内驱力](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive)。\r\n\r\n### 拖延症\r\n\r\n学校会让学生形成一系列对学习的负面条件反射，也会让学生养成拖延的习惯。学生一直都不懒（见：[谬误：学生是懒惰的](https://supermemo.guru/wiki/Myth:_Students_are_lazy)）。如果他们在学习中形成了对不愉快的容忍，如果他们崇拜艰苦奋斗，他们的大脑对这些坏习惯的自然防御就是拖延。一个配备了健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的健康大脑会本能地知道哪些形式的学习是没有意义的。不好的学习不仅仅是浪费时间，它可能导致[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)，讨厌学习，甚至是神经元损伤（见：[不好的学习导致阿尔茨海默氏症](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer's)）。这就是为什么自然防御会引发拖延，给学生带来懒惰的标签。这只是他们的大脑对[强制学习](https://supermemo.guru/wiki/Coercive_learning)的荒谬性大喊「不！」。当一个学生被迫重复不好的学习时，他的防御措施就会作为条件反射刻在大脑中。一旦发生这种情况，即使是一本内容优质的好书也可能引发反应：「也许我以后会读那本书？」不用多久，拖延就会成为一种习惯。没有任何学习看起来很有趣，也没有任何学习看起来值得 \"现在\"进行。通过把它推到以后，大脑得到了和平。相反，我们应该从学校教育中消除强制力，让孩子们学习他们喜欢的东西。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n拖延的习惯是由[学校教育的大棒和胡萝卜](https://supermemo.guru/wiki/School_drive)诱发的学习的直接结果\r\n\r\n比较：[理性拖延](https://supermemo.guru/wiki/Rational_procrastination)和[对拖延的不宽容](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Intolerance_of_procrastination)。\r\n\r\n### 低自尊\r\n\r\n有一大批儿童由于 [ADHD](https://supermemo.guru/wiki/ADHD)、[阅读障碍](https://supermemo.guru/wiki/Dyslexia)、口吃等而被不公正地贴上了低人一等的标签。这些标签会给孩子们的生活打上烙印。当学校出现问题时，高智力的孩子可能会自我诊断，称自己为 ADHD、阅读障碍或 **「[Asperger](https://en.wikipedia.org/wiki/Asperger_syndrome) 」** 。影响语言中枢的感染可能导致一个超级聪明的人被归类为「智力障碍」。只要我们继续提倡新皮质的可塑性，可以帮助克服非常险恶的逆境，那么诊断和治疗就没有什么问题。\r\n\r\n一个更系统和广泛的问题来自[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。学校强迫你做许多你不愿意做的事情。当你拒绝或不情不愿地做时，学校会暗示你是懒惰或愚蠢。偶尔，这正是你会从老师那里听到的内容。不要对她有意见。她的反应是自然的。她想让你按规则工作，这样学校系统才能为你工作。她会用情感操纵来让你做事。当你的父母过于关心时，他们也会做完全相同的错误。如果你一直听到你是懒惰和愚蠢的，或者如果爱是有条件的，你的自尊心可能会骤然下降。\r\n\r\n我认识的几乎所有青少年都给自己贴上懒惰的标签。当我调查时，这似乎是不真实的。许多孩子毫不犹豫地否认自己有天赋或智力。当我调查时，事实正好相反。\r\n\r\n最后，当不良的学习习惯形成后，学生可能会把失败归咎于自己，而不是归咎于策略上的错误，如[忍受不愉快](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#tolerance_of_displeasure)。\r\n\r\n> 有无穷无尽的学习方法可以涌现出来，但不愉快会引导你反对那些不好的方法。这是一种防御机制。但是，当你有条件忽略这种机制时， **你就不知道你现在的方法不起作用是因为它不好，还是因为你很笨** 。如果相信不愉快只是你为了真正学习而必须经历的痛苦，你就会更缓慢地放弃错误的方法，而且硬撑更长时间。\r\n\r\n好消息是，[自由学习](https://supermemo.guru/wiki/Free_learning)可以恢复失去的自信心。特别是，管理得当的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)有充分的证据证明其力量：\r\n\r\n> 我很早就开始了[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。我从未告诉过你，但 **我放弃了我的大学，因为[SuperMemo](https://supermemo.guru/wiki/SuperMemo)保证它会是奇妙的个人\"[知识机器](https://supermemo.guru/wiki/Knowledge_Machine) \"** 。我从不后悔。SuperMemo给了我信心。我买了[高级英语](https://supermemo.guru/wiki/Advanced_English)。我到现在只背了大约5千条，然而[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)对我来说比背单词更有意思。现在，感谢（用户：Alexis.Inco），我可以使用他的插件[渐进的](https://supermemo.guru/wiki/Increading)阅读书籍。\r\n\r\n根据其设计本质，学校是自尊的天然破坏者。通过[自由学习](https://supermemo.guru/wiki/Free_learning)恢复是可能的\r\n\r\n### 害怕出丑\r\n\r\n从 3 岁到大学，或者更晚，我们不断地接触到一些外在的激励性短语：「这你都不知道？」，「我像你这么大的时候，什么东西都会了！」，等等。任何普通的老师或家长都对这种话不加反思地脱口而出。我们一直在这样做，而这种激励方式是极其有害的。我们非但没有为开明的社会做出贡献，反而创造了一个害怕出丑的社会，我们总是担心显得愚蠢。这些恐惧会让人分心，导致极不公正的自我诊断：\r\n\r\n> 我记得当有人和我说话时，我总是有[注意力]问题。我猜测这可能与语音回路或中央执行或压力或注意力或其他方面有关的问题。\r\n\r\n怯场的想法是在学校产生的。非学校教育者可以满不在乎（直到他与「怕丢脸」的文化交融在一起）。每次学生要在全班同学面前展示自己的知识时，她都冒着颜面扫地的风险，习惯于表现得完美：\r\n\r\n> 我在解决问题方面的焦虑主要来自于站在讲台上，孩子们因我的愚蠢答案而嘲笑我。下一次，即使我知道正确的答案，我也瘫了。这可能无法被矫正。直到今天我还在经历这种情况。[语义处理](https://supermemo.guru/wiki/Asemantic_learning)由于压力，这与「他们对我的看法」，「我的答案是否合适？」「他/她说的每个字我都懂，但连起来是什么意思啊」联系在一起。我记得我的脸红了。很快，班上的人就发现了这一点。情况变得更糟\r\n\r\n几十年的调教形成了文化，而且这种烙印是代代相传的。那些被折磨的孩子通常会折磨他们自己孩子。他们只是不知道有什么好办法：\r\n\r\n无知是人类有限记忆容量的一个很自然的副作用。我们都会在一些领域很擅长，而在更多的领域极度无知。许多家庭主妇会回避「家庭主妇」这个词，因为感觉这个职业太过无知。然而，家庭主妇的知识量往往可以媲美律师或医生的知识量；仅仅是领域不同而已。料理家事没有学位，因为每个家庭情况各不相同，而且家事所需的知识是多学科的：婴儿食品品牌、营养学、清洁剂化学等。大多数家庭主妇之所以成功，是因为她们没有接受过家庭主妇教育，而是借助[自由学习](https://supermemo.guru/wiki/Free_learning)，发挥自然本能来促进她们的表现。\r\n\r\n很少有人像我这样对汽车机械一窍不通。我在年轻时直接宣布我永远不会使用汽车，这使我的兴趣受到阻碍。我所有长时间的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)并没有帮助修补对波兰文学知识的缺漏，这很容易导致一些尴尬的社交场合。我仍然会觉得难以承认在记忆或睡眠方面对科学事实的无知，但无知是不可避免的，也是正常的。\r\n\r\n由学校引起的对愚昧的恐惧是社会性痛苦的主要原因之一\r\n\r\n### 害怕发声\r\n\r\n[害怕出丑](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Fear_of_looking_foolish)的结果是害怕发言，这也与[低自尊](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#low_self-esteem)有关。要是发言面临着忤逆主流观点的压力，其也被定性为[屈从于统一性](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#submission_to_uniformity)。害怕发言的显著表现之一是在学习外语时不敢说话。在学校花了大量时间学习外语的人，大都立即被人辨认出来那带有学校习气的外语。在学校习得的口语往往带有一种忐忑不安，对词语的选择谨小慎微，对语法选择犹豫不决，而且当他们不必说话时，则马上如释重负。这是典型的黑板恐惧症，学生在全班同学面前进行语言测试时，就会有这种表现。这种恐惧也与[过度的警觉性](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#excessive_conscientiousness)有关。 **只有在学校，小的语言错误会导致大的惩罚** 。在生活中，我们很少注意到在引人入胜的对话中说话一方的错误（除非我们是空中交通管制员什么的）。只有当谈话本身没有趣时，我们才会注意到错误。通常情况下，我们会终止无聊的对话。然而，忍受无聊的谈话也是在学校养成的习惯（见：[对无意义的容忍](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#tolerance_of_pointlessness)）。在网络上的评论区，你可以一眼认出一个受过良好教育的人。成功被学校驯化的人不会在辩论中提供论据，而是利用对手文字中的拼写或语法错误进行人身攻击。一个典型的运用纯熟的短语可能是「你需要回到 X 年级」。X 越低，冒犯就越大，所谓的攻击者的自我满足感也就越强。\r\n\r\n对讲外语的恐惧通常来自在学校形成的[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)。\r\n\r\n### 害怕测试\r\n\r\n学校教育引起的人格和情感生活的巨大变化，在很大程度上是由于分数、比较和永无止境的一系列测试。\r\n\r\n害怕出丑会泛化为对所有形式的测试的恐惧。从驾照考试，到害怕出现在公众面前，再到生活中的基本测试，例如：「我的孩子够聪明吗？」「我的工资比邻居的丰厚吗？」「我的车衬我吗？」「我的房子够华丽吗（至少在外表上）？」「我的婚姻看起来完美吗？」，等等\r\n\r\nFacebook 和 Instagram 成为对我们是谁以及世界如何看待我们的终极测试。我们的每一步都在接受考验，对我们大多数人来说，这是一个相当累人的经历。这些有毒的压力最好用简单的生活、友谊、真诚和专注于一个大事业来缓解。一旦我们成为一个更大的生态系统的一部分，个别的测试就会失去其毒性。\r\n\r\n一旦我们改掉了相互比较的习惯，生活就会变得更加过得下去，更加有趣\r\n\r\n### 害怕公开演讲\r\n\r\n对公开讲话的恐惧是[自尊低下](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#low_self-esteem)、[害怕出丑](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Fear_of_looking_foolish)、[害怕测试](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#fear_of_being_tested)等恶习的直接后果。\r\n\r\n每次学生被推到班级面前并为其表现打分时，她都会把公开演讲与失败的风险所引起的焦虑联系起来，也就是说，成绩不好就会有不好的后果。奇怪的是，不上学的人或在家上学的人却没有这种感觉，他们从不重视公众对其表现的看法。\r\n\r\n> 我有社交焦虑症。录一个讲述发生在我学校的可怕的奥威尔式的东西的视频无疑是有用的，但每当我在摄像机前，我就会说得重重复复。我把我的演讲视频录了很多遍。奇怪的是，当面讲话时，我并不害怕磕磕绊绊\r\n\r\n对一个非学校教育者来说，大众与朋友没有什么不同。当你和朋友说话时，你会唤醒一种不同的条件，这种条件源于友谊、好奇心、共同兴趣、社会关系等。看法和分数问题是次要的。\r\n\r\n对公开演讲的恐惧可以通过参与大量的公开演讲来逐步减轻，这些演讲应该是足够容易的，以防失败可能会更加恐惧。可以从相机或朋友或父母开始，逐渐扩大到更大的圈子。如果一个演员直到生命的最后一刻还不能摆脱怯场，那只是因为难以控制挑战的程度，因为这并不总是取决于表演者本人。\r\n\r\n### 害怕解决问题\r\n\r\n经过几十年的手把手指导，[泛化](https://supermemo.guru/wiki/Generalization)、[创造性](https://supermemo.guru/wiki/Creativity)和[问题解决](https://supermemo.guru/wiki/Problem_solving)技能会逐渐枯萎。仅仅是教师的存在就可能削弱或阻止这些重要的技能。教师很少有时间或耐心去脱离[课程](https://supermemo.guru/wiki/Curriculum)的常规轨道。泛化可能太冒进，创造力太烦乱，自己解决问题太耗时（见：[教育方法论的双刃剑](https://supermemo.guru/wiki/The_double-edged_sword_of_pedagogy)）。\r\n\r\n数学课上提供的算法公式往往缺乏解决真实问题的挑战。学生们得到了一个现成的解决方案大纲。他们所要做的就是将算法应用于一个具体的问题实例。这种方法对于完善解决该类特定问题的流畅性是非常好的。事实的学习远比实际问题的解决要多。我们记住了需要应用的公式，可能失败的特殊情况，需要技巧或调整的特殊情况，等等。如果我们把这种方法与基于最小参与度的快速遗忘结合起来，这种方法对[智力](https://supermemo.guru/wiki/Intelligence)的价值就会受到极大的限制。与在[自由学习](https://supermemo.guru/wiki/Free_learning)的条件下解决类似问题相比，这种方法的好处微乎其微。\r\n\r\n我还记得发现我们解决二次方程的方法时的难以置信的喜悦。我想计算拳击的力量，但我的小学知识仍然停留在线性方程的水平。我可爱的已故表兄 Edzio Pliszka 当时正在上大学，他告诉我「那种问题」是有公式可循的。我非常需要这些公式，它们就像黄金一样珍贵。相比之下，我工作中的一位同事，在数学方面有着得天独厚的头脑，他坦白说：\r\n\r\n> 我记得在学校里解了好几页的一元二次方程。你会惊讶地发现，「仅仅」25 年后，我就发现这些计算可以用在哪里了\r\n\r\n随着学校无情地沿着[课程](https://supermemo.guru/wiki/Curriculum)的教条提高标准，大量的学生落伍了。解决问题可能会靠[死记硬背](https://supermemo.guru/wiki/Cramming)，考试作弊，或者只是凭借一个好老师的善意在课堂上生存。当真正的问题解决方式消失后，面对越来越多难度更大的问题可能会导致焦虑（ **数学焦虑** 是臭名昭著的）。这反过来又可能转变为对挑战的恐惧。\r\n\r\n所有教育工作者都梦想着学校能培养出伟大的问题解决者。他们确实培养出了一些人，而真正的功劳通常归功于这些人的大脑。有些孩子就是喜欢数学，或物理，或工程，不管有没有学校，他们都会茁壮成长。然而，学校似乎培养出更多的是害怕解决问题的学生，他们一看到数学公式就发抖，宁愿去挖沟也不愿意去上那堂可怕的物理课。\r\n\r\n然而，即使在不缺乏技能的情况下，只要想到所选择的方法可能是次优的，就会心里不舒服：\r\n\r\n> 我有时会因为害怕采取无法立即被评估为最优解的方法而陷入瘫痪状态。我想象着「聪明」的人是如何立即神奇地知道应该采取何种方法的。害怕采取某种方法的原因是，不想在发现这种方法不是最好之后觉得自己很笨\r\n\r\n强制性的学校教育破坏了[问题解决](https://supermemo.guru/wiki/Problem_solving)所需的两种品质：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和自尊。再加上对方法的记忆缺失和[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)缺失，学校在培养高效解决问题方面的记录令人沮丧。\r\n\r\n[普鲁士学校模式](https://supermemo.guru/wiki/Prussian_school_model)给人类的[创造力](https://supermemo.guru/wiki/Creativity)和[智力](https://supermemo.guru/wiki/Intelligence)带来了了可怕的损失\r\n\r\n### 无语义处理\r\n\r\n害怕出丑，学习量，学习速度，社会压力和其他因素促成了[知识的无语义处理](https://supermemo.guru/wiki/Asemantic_learning)。大脑变成了记录-重放设备（像录音机），而不是一个智能处理器。我与 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的一个年轻用户谈过。他头脑灵活敏捷，创意十足，以至于常常分心（就像我一样）。然而，他是波兰人，我对他说英语，他立刻就变得很紧张。他详细地解释了问题所在，我们可以很容易地溯源到学校。我认识几十个人，他们对英语很熟悉，但在我面前却说不出一句话来。他们有口语焦虑，而且注意力难以集中。他们根据语法规则、去屈折化、意愿类情态想象眼前的准确拼写，对个别句子进行拆解。他们被抛到了那段站在老师面前、不得不面对全班同学目光的日子。那时候，每一步都感觉像是在蹒跚学步的日子。那时候，听众听得认真，但却不屑一顾或嘲笑（在现实中或学生自己的想象中）。\r\n\r\n> 有时，当人们用英语和我说话时，我 **只听句法** 。我不懂语义。这都怪学校。我记得，当老师把我叫到黑板前时，学校给了我压力，使我感到焦虑。换句话说，这听起来像是我超级愚蠢\r\n\r\n### 想象出来的懒散\r\n\r\n如果一直有人说你很懒惰，你很快就会开始相信自己是懒惰的。我不记得遇到过一个青少年会说自己很认真的。相比之下，我听到过几十次「我很懒 」。很多人这么说是在找借口。然而言下之意也含着几分内疚，内疚对自尊无益。我一直告诉年轻人这种想法是错的（见：[谬误：学生是懒惰的](https://supermemo.guru/wiki/Myth:_Students_are_naturally_lazy_and_do_not_like_to_learn)）。Russ Walsh 在他的博客中直言不讳地写道（[来源](http://russonreading.blogspot.com/2014/02/the-myth-of-lazy-child.html)）：\r\n\r\n> 没有懒惰的孩子。在我四十五年的教育工作中，我从未见过一个懒惰的孩子。我们所说的懒惰或不努力是一种症状。作为教育工作者，我们需要从症状背后找到根本原因\r\n\r\n没有懒惰的人。当人们不愿意做他们被迫做的事情时，他们就被称为懒人\r\n\r\n### 特定领域焦虑\r\n\r\n **数学焦虑** 是与学校有关的最著名的条件反射性恐惧之一。恐惧条件反射可能会导致夸张的反应，并对抑郁症有助长作用。它不完全是一种习惯，但它可以成为发展相关习惯的基础。在学校形成的数学焦虑可能会转变成对与使用 Excel 有关的工作的恐惧。这反过来又会导致在工作中养成不良的习惯。负面行为后果的链条可能是无止境的。在与七旬老人交谈时，你仍然可以听到学校不良影响的“余音绕梁”。\r\n\r\n **数学焦虑** 的转移可能超出与数学相关的领域。这是一个 15 岁的书虫的一句话，他对文学有着广泛的爱好，而他的数学老师却很专制。\r\n\r\n> 我的学校真的很糟糕。有一天，我正在[高高兴兴地](https://supermemo.guru/wiki/Pleasure_of_learning)读一本书，我看到里面有一个数学方程式，我的心率就加快了。这样的事常有。当我想起学校时，我的呼吸变得更浅。我想知道它将持续多长时间\r\n\r\n### 同龄人压力的焦虑\r\n\r\n交友有益于长寿。孤独是最大的健康风险因素之一。然而，学校里人为炮制的封闭式社交系统，与健康开放的社会生态系统背道而驰。来自学校的友谊可以持续一生。这给人一种印象，即学校很适合交朋友。这些友谊实际上来自于我们对社交互动的自然追求。学校只是一个胁迫性的系统，把孩子们关在一个盖子下。开放式系统更适合交朋友。如果你问让孩子在家上学的母亲「社会化怎么办？」，你很可能会让她气得火冒三丈。社会化的谬误是如此普遍，以至于烦人到敏感化的地步。家庭教育者经常抱怨说，交朋友的唯一问题是周围的朋友大多被锁在学校里，大部分时间都在做家庭作业。学校的 「社会化」是[欺凌](https://supermemo.guru/wiki/Bullying)的完美孵化器。在游乐场，欺凌者会被唾弃。在学校，他们肆意猖狂。在学校获得的社会化焦虑可能也需要恢复，正如下面的邮件所解释的：\r\n\r\n> 离开学校以及「与社会隔绝」，极大地减少了社会焦虑！即使有，就焦虑而言，现在也远远低于平均水平。如果我遇到了引起社交焦虑的情况，当我离开这种情况时，我会花时间分析焦虑的原因。这可能需要很长的独处时间。如果我不得不经常去学校，我不确定会有这样的时间。当与朋友出去时，这些低焦虑水平可能会让我做一些「令人尴尬」的事情（对他们而言，不是对我）。不常出门让我获得了在我所在的社区几乎不存在的价值体系！如果我留在学校，我的价值观会更接近于我的同龄人，因此与现在的价值观会有很大的不同。\r\n\r\n我在让朋友或家人难堪方面相当有心得。我毫不怀疑这只是一种健康的自尊和反抗社交压力的表现。如果我们不在学校学习不必要的社交抑制，我们都会感到更自由和快乐一些。\r\n\r\n## 心理健康\r\n\r\n学校教育的压力可能会灌输一些不良的习惯，导致心理健康状况劣化。最重要的是，自主权的丧失会导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。这又发展成抑郁症。9 月初，当孩子们面临着从快乐的自由生活到严格的学校教育的过渡时，情绪跌落是最明显的。在这个时候，青少年的心理健康咨询量急剧上升。我自己参与对学校教育的批评也是从孩子们上学的时候开始的。他们沮丧的脸告诉我，坏事了。从那时起，我就收到了一大堆关于学校和抑郁症的邮件。随便在谷歌上搜索，人就意识到这个问题范围极广。博客和投诉难以计数。\r\n\r\n这仅是其中一封邮件的摘录：\r\n\r\n> 学校让我害怕，由于周一上学，我在周日经历了低落的情绪。在高中时，我经历了高度抑郁。我想辍学。我记得当时有[家庭教育](https://supermemo.guru/wiki/Homeschooling)的想法。可悲的是，这对我周围的人来说太古怪了。我放弃了这个想法，我觉得我需要熬过几年，然后去一个更大的城市\r\n\r\n## 未能充分发展的概念化\r\n\r\n我对学校教育的一个副作用有个假设。我认为，[概念化](https://supermemo.guru/wiki/Conceptualization)过程的最佳环境是在完全纯净且不受干扰的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)引导下，尽可能地接触各种形式的知识和技能训练。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，理想的模式是只消化一小包知识，并将[概念网络](https://supermemo.guru/wiki/Concept_network)暴露在这一小包知识的所有可衍生的结果中。例如，在一次谈话中，这意味着少量几句话的交流，配以大量的创造性加工。这种额外的处理将有助于优化新知识的分层，以及其所有的衍生和[泛化](https://supermemo.guru/wiki/Generalization)。该过程的进一步[优化](https://supermemo.guru/wiki/Neural_optimization_in_sleep)应在[自由运行的睡眠](https://supermemo.guru/wiki/Free_running_sleep)中发生。在早期发展中的这种广泛的平行努力可能对白质通路和大脑的结构产生重要影响。创造性的过程可以采用并行处理，这将大大增加[连贯性](https://supermemo.guru/wiki/Coherence)知识的沉积。这种知识将是高度[适用](https://supermemo.guru/wiki/Applicability)和容易[稳定](https://supermemo.guru/wiki/Stabilization)的。这个过程将延长早期概念化的时间，这可能解释了[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)。\r\n\r\n相反，学校教育推动了元认知技能的早期发展，这可能会使大脑中的处理过程序列化。因此，专注于工作与对[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)的耐受性相结合，将大大缩小知识的流动，破坏其抽象性、适用性、一致性和稳定性。这将直接影响到[智力](https://supermemo.guru/wiki/Intelligence)，尽管有误导性的良好的 IQ 分数（见：[Taleb 论 IQ](https://supermemo.guru/wiki/Taleb_on_IQ)），甚至其他更多的误导性测试分数。\r\n\r\n此外，在儿童发展早期强调文本信息和 3Rs（阅读、写作和算术）可能无法利用大脑中未被充分使用的区域的丰富概念，对空间想象力、导航、视觉处理、音乐感知、抽象推理、社会认知、程序性技能、反应时间等产生负面影响。\r\n\r\n专家可能将大脑皮层作为一个巨大的[工作记忆](https://supermemo.guru/wiki/Working_memory)，而他们的元认知能力可能缺乏。相反，我们把儿童推向早期集中的[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)，而我们总是会失去一些早期的平行能力。在自然发展中，我们可能会把这两个世界结合起来，让元认知技能凭借最佳的[概念化](https://supermemo.guru/wiki/Conceptualization)而自然发展。\r\n\r\n打个比方，通过早期指导，甚至在大脑还没来得及建立所有必要的有用的并联电路时，我们就强行搞出一台串行计算机。\r\n\r\n早期的学术指导是一种交易，用天才换取[字识](https://supermemo.guru/wiki/Letteracy)的成果\r\n\r\n## 有关学习的谬误\r\n\r\n不良的学校习惯往往诞生于围绕学校教育的谬误（见：[让陈旧的学校系统继续存活的谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)）。坏习惯和学校的迷思存在着相互助长。这些迷思和习惯溢出了学校的围墙。它们渗透到社会中，包括那些从未上过学或几十年前就离开学校的人。如果不良学习的病毒是在沼泽地的有利条件下产生的，我们还是应该责备沼泽地。即使是学校的批评家，在这方面也可以宽大处理：\r\n\r\n> 我在自学期间经常逛一些论坛，可能从那里接受了关于如何学习的建议。与学校的联系可能仍然存在：提供建议的人受到学校的消极影响，然后继续提供坏建议，我也接受了。但是这一次学校并没有直接影响我。尽管如此，如果建议是坏的，而我不顾大脑的疼痛反馈而接受了它，那么这种忍耐一定是源于其他地方的\r\n\r\n## 与学校无关的习惯\r\n\r\n在学校，我见到各种不良学习习惯的源头。我把[自由学习](https://supermemo.guru/wiki/Free_learning)看作完美的疫苗，能迅速消灭所有坏事。麻烦的根源可以追溯到胁迫或非理性的追求（自我胁迫）。这些病症在[自由学习](https://supermemo.guru/wiki/Free_learning)中极其稀少，即使有也会自然而然地熄灭。在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中，自我胁迫可能会使人走得太快或太努力，其副作用是很明显的。在自由学习中，坏的学习过程很快就会消失，因为学生可以自由地观测他的结果，并进行自我纠正。\r\n\r\n我先声明，并不是每个人都同意以下假设，包括我那些为本文提供原始材料的朋友。有些假设听起来可信度高。比如说：\r\n\r\n> 过去[在自由学习中]，我在研究一个数学概念时拒绝看具体的例子，因为我想成为 Alexander Grothendieck 那样的人，据说他只从高度抽象的结构中思考。在这种情况下，学校教育的影响似乎是在调节我，让我忽略在试图以这种方式思考时产生的不快感\r\n\r\n在这种情况下，自由学生无时无刻不在自我纠正（属于意料之中），并放弃了追求。同时，自由数学家（Grothendieck）可能在他生命中一个更合适的时期采用了这种方法，当时解决问题消耗了他一天的大部分时间（我推测）。做好这件事的诀窍是探究自己的能力和结果，纠正路径。这就是学习中自由的价值，而这正是学校所破坏的。\r\n\r\n一个普遍的学校教育的危害是，它剥夺了在反馈的基础上纠正探索路径所需的自由\r\n\r\n## 教师的习惯\r\n\r\n教师也是学校系统中的一个调节对象。人工环境导致了不寻常的行为。这些行为在一定程度上是对基于[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)的儿童大脑错误模型的反应。几乎所有与我交谈的老师都是可爱的人。如果他们表现出坏习惯或坏行为，我们总是应该责备系统，而不是人。所有的大脑都对调节作出反应。这就是对 **封闭式系统学校教育** 的适应。\r\n\r\n几年前，在我讨论学校教育问题时，我与一位退休的高中波兰语教师交谈。在我们的交流中，我注意到她的行为相当不寻常。当这位女士试图争辩说 **「波兰人是世界上最聪明的人 」** 时，我礼貌地用一句温和的 **「我不确定 」** 来质疑她的说法。这种犹豫不决的反对意见是我探听别人意见的典型方式。正如 Larry King 常说的那样：「我总是在听的时候比说的时候学到更多」。这有利于我以一种自谦和自嘲的方式来进行讨论，特别是在寻求收集信息的过程中。最终，我更关心这位老师要告诉我什么，而不是希望我改变几十年的习惯，或信念。当我礼貌地质疑老师说法的正确性时，她抓住我的手臂，摇晃起来，试图打断我的话。我毫不怀疑，这个不寻常的举动来自于她多年来在课堂上宣扬自己权威的习惯。我在其他场合也看到一些老师的类似行为。这就很好理解了。当打击 20-25 个独立的声音，并试图把它们都引向一个单一的行为模式时，所有可行的权威手段都会下意识地在她的日常习惯中留下烙印。\r\n\r\n我总是试图与我能找到的任何老师交谈。在每次会面或偶遇时，我都会介绍自己和我的想法的概要，然后在为我对学校教育的批评辩护时提出最小的反对意见。我总是对「教师的做事方式 」感兴趣。反应往往是相当强烈的，甚至是暴力的。他们好像很大程度上是专制的。在许多情况下，我就像一个没有做作业的坏学生一样被轰击。我喜欢激烈的讨论，然而，在那些情况下，我试图表现得顺从。也许这就是老师本能地捕捉到的「弱点 」？和老师谈起学校系统的缺点，往往会变成说教和对多年来课堂教学的全面辩护？这是完全可以理解的。\r\n\r\n在与典型教师的讨论中，我发现在[非学校教育](https://supermemo.guru/wiki/Unschooling)、[多样性](https://supermemo.guru/wiki/Diversity)或[英语](https://supermemo.guru/wiki/One_language_for_the_world)方面确实很难赢得争论。我并不是在暗示我和那些思想开放程度本来就不高或智力较差的人说话。正好相反。那些人都是相当好的、聪明的人。相反，我怀疑，我能够看到多年来课堂环境调节的影响。\r\n\r\n在我看来，很明显，除了塑造了年轻一代，学校系统也改变了教师。这些变化并不总是有利于培养开放的思想和自由的公开讨论。\r\n\r\n## 坏习惯的耻辱堂\r\n\r\n这是我列出的学校教育最糟糕的习惯性影响：\r\n\r\n- 失去[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，和[创造力](https://supermemo.guru/wiki/Creativity)（见[上文](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Intolerance_of_daydreaming)）\r\n\r\n- 习得性无助（见[上](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#learned_helplessness)）\r\n\r\n- 讨厌学习（对比阅读：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning))\r\n\r\n- 毅力的死亡螺旋（见[上](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Futile_grit)）\r\n\r\n- 怕出丑（见[上](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#Fear_of_looking_foolish)）\r\n\r\n- 服从权威（见[上](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#submission_to_authority)）\r\n\r\n- 钝化怀疑思维（见[上](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#blunted_skepticism)）\r\n\r\n- 死记硬背（见[上](https://supermemo.guru/wiki/100_bad_habits_learned_at_school#cramming)）\r\n\r\n在对[来自保加利亚的 Axel](https://youtube.com/watch?v=FGqBoGI3Wnc) 的播客采访中，几乎所有这些坏习惯都有体现。Axel 从高中辍学，带着沉重的坏习惯的包袱。然而，他逐渐重新调整了自己的思维，接受来自[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的信号。最后，他在大学的数学考试中取得了优异成绩", + "type": "text/markdown", + "caption": " 学校让人沾染上的 100 条恶习\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "100 bad habits learned at school" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_ABC of Education Reform.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_ABC of Education Reform.json" new file mode 100644 index 0000000..fe5bd3a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_ABC of Education Reform.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/ABC of Education Reform", + "text": "# 教育改革基本法\r\n\r\n原文：[ABC of Education Reform - supermemo.guru](https://supermemo.guru/wiki/ABC_of_Education_Reform)\r\n\r\n## 改革的基本法\r\n\r\n### #1 自由\r\n\r\n如果没有普鲁士制度所遗留的病变，那么教育便会兴旺发达。在互联世界中，教育并不需要任何东西就可以兴起。它不需要监管，也不需要任何投资。\r\n\r\n规则#1 好的教育是自由的，充满丰富的选择。\r\n\r\n### #2 良好开端\r\n\r\n为了帮助摆脱大脑思想上的贫瘠，我们应该考虑对那些负担不起学费的学生进行小额教育投资。每个大脑都很珍贵。把大脑与知识世界连接起来，能够显著地提高人的积极性。通过小额投资，我们可以创造一个与众不同的世界（见：[每个孩子一台笔记本电脑](https://en.wikipedia.org/wiki/One_Laptop_per_Child)）。在 20 世纪 50 年代，米尔顿·弗里德曼发明了一种简单的方法来提供最初的教育跳板：[学券制](https://supermemo.guru/wiki/School_voucher)。每个孩子（或她的父母）都会收到一小笔钱，根据自己的意愿来投资她的教育。\r\n\r\n规则#2 好的教育会援助启动资金（例如[学券制](https://supermemo.guru/wiki/School_voucher)）\r\n\r\n### #3 遗留的问题\r\n\r\n在过去的两个世纪里，我们把普鲁士模式作为地基，在此上建造了叠床架屋的教育大厦。如今，这座大厦的存在是弊大于利。这并不意味着它应该被拆除或烧毁。其所有的组件都应由受到[学习内驱力](https://supermemo.guru/wiki/Learn_drive)影响的儿童自主控制。在家长和教师的辅助下，孩子的决定会得到强化。地方政府的决策权和经济权也可以用来增强孩子的决定。\r\n\r\n规则#3 教育改革：分散控制\r\n\r\n## 全面改革\r\n\r\n基于上述推理，在[教育圆桌会议](https://supermemo.guru/index.php?title=Educational_Round_Table&action=edit&redlink=1)的初步讨论中，我们提出了教育改革的三点愿景。\r\n\r\n教育改革的基本法：\r\n\r\n1. 教育中任何形式的[胁迫](https://supermemo.guru/wiki/Coercion)都是非法的\r\n\r\n2. [学券制](https://supermemo.guru/wiki/School_voucher)可以帮助每个人获得良好的教育开端\r\n\r\n3. 普鲁士制度的历史遗留问题应该交予[地方政府](https://supermemo.guru/wiki/Education_Reform)处理\r\n\r\n## 延伸阅读\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)：为什么强制学校教育是人类犯的一个严重错误\r\n\r\n- [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)：任何教育宪法的序言\r\n\r\n- [教育改革](https://supermemo.guru/wiki/Education_Reform)：旧的分析用于记录新闻\r\n\r\n- [改革：医疗保健 vs 教育](https://supermemo.guru/wiki/Reform:_Health_care_vs._Education)：与医疗保健不同，教育改革很容易\r\n\r\n- [现代学校教育就像苏联经济](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy)：普鲁士教育模式基于极权制度\r\n\r\n- [乌托邦的愿景：教育与北韩对比](https://supermemo.guru/wiki/Utopian_visions:_Education_via-a-vis_North_Korea)：理想主义可能导致悲剧\r\n\r\n- [学校课程本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)：对思维编程在政治上很方便\r\n\r\n- [学校奴役即将结束](https://supermemo.guru/wiki/School_slavery_will_end_soon)：教育自由是必然的\r\n\r\n- [结束学校奴役](https://supermemo.guru/wiki/End_school_slavery)：我们终止教育胁迫的倡议\r\n\r\n- [结束学校奴役：辩论](https://supermemo.guru/wiki/End_School_Slavery:_debates)：在 Discord 上组织的辩论", + "type": "text/markdown", + "caption": " 教育改革基本法\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "ABC of Education Reform" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Abandon early math instruction!.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Abandon early math instruction!.json" new file mode 100644 index 0000000..97d9335 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Abandon early math instruction!.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Abandon early math instruction!", + "text": "# 放弃早期数学教学！\r\n\r\n原文：[Abandon early math instruction! - supermemo.guru](https://supermemo.guru/wiki/Abandon_early_math_instruction!)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 两个天才头脑的碰撞\r\n\r\n[Larry Sanger](https://supermemo.guru/wiki/Larry_Sanger)——维基百科的发明者，永久地改变了我的人生。在过去，我们有着长达 17 年的「不和」，但我非常欣赏他的智慧以及他对自己立场的辩护。当 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 在网上发布有关 [Benezet 实验（1929-1935）](https://supermemo.guru/wiki/Early_math_instruction_may_backfire)的文章时，我认为这是一篇具有强大启示价值的罕见标本。Gray 得出的结论是：「学校的早期数学教育可能弊大于利」。Larry 的观点则恰好相反，并指责 Peter 是反智主义。在 Larry 看来，Gray 在证据不足的情况下就过快地给出了结论。\r\n\r\n## 维基百科的大众智慧\r\n\r\n想起 2001 年，当我在维基百科编辑关于睡眠的文章时，Larry Sanger 要求我坚持维基百科的科学共识。我无法忍受这一点，因为他的共识版本与 Encarta（译注：微软的电子百科全书）的水平一致。Encarta 上有一篇文章，作者是 Dr Jerome Siegel 博士，一位[著名的「睡眠中的记忆处理」否决者](https://supermemo.guru/wiki/Sleep_and_memory:_Dr_Jerome_Siegel_and_Dr_Robert_Vertes)，。今天，在维基百科上看到了关于睡眠的优质文章后，我很自豪我的观点被证明是正确的。但我仍然坚持使用我自己的 wiki，并基于自己的理解来撰写关于[「睡眠中的神经优化」](https://supermemo.guru/wiki/Neural_optimization_in_sleep)的文章。这是一种解放。我相信在未来 10 到 20 年里，在学校教育方面也会得出类似的结论。Lary 是这个星球上最著名的信息饕餮之一。这令人钦佩。同时，他提出了以成人为中心的教育观点。他是位优秀的父亲，提倡在家上学，不过他仍然坚信学校可以改革。我在此可以负责任地宣称： **今天学校的功能中，几乎没有哪一个能在未来得以保留** 。其中，仓储式对待\\*的功能可能最难以替代（\\*译注：仓储式对待的意思是，不寻求真正解决问题的方法，而是把有问题的人集中存放在大型机构里）。否则，学校教育的所有方面都会在尊重[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)的前提下，向着应用[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的方向缓慢移动。所有来自神经科学的新观点都支持 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray)。维基百科上有关[非学校教育](https://supermemo.guru/wiki/Unschooling)的章节将从今天的一个激进思想，逐渐演变为十年或二十年后对教育痼疾的明显疗法。\r\n\r\n## 早期数学教育很糟糕\r\n\r\n[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 正确地指出了学校教育的弊端。[学校教育](https://supermemo.guru/wiki/Problem_of_schooling)导致[胁迫](https://supermemo.guru/wiki/Coercion)，进而引发[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)。小孩子的[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)能够充分说明学习在教学中的缺失（见：[SuperMemo 对小孩没用](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids)）。\r\n\r\n毫无疑问，Gray 的观点是正确的，所有的胁迫都应该被根除。放弃低年级的数学教学将是朝这个方向迈出的简单一步。真正的数学很容易被「玩弄数学概念」所取代。我认为 Larry 对教育的观点受到他自己孩子[在家上学](https://supermemo.guru/wiki/Homeschooling)成功的影响。他相信教学的魔力，相信年轻的大脑应对成人问题的能力。我想敦促他审视自己的知识成就，以及这些成就有多少来自学校，有多少来自他无尽的激情。这种自省对我自己非常有帮助。我在学校系统里待了 22 年，又花了近 30 年才意识到学校的影响是弊大于利。换句话说，在很长的一段时间内，「学校教育价值」的文化烙印给成年的我蒙上了双眼，尽管我曾深入研究过高效学习的问题！\r\n\r\n## 学业指导是一种自我延续的疾病\r\n\r\nLarry 的观点是对的，Gray 观点的字面意思，即从学校取消数学，确实可能会适得其反。学校教育的问题在于，它让孩子们习惯于遵循指令，而很少发挥主观能动性。这就是为什么被囚禁在学校里的孩子，没有了数学教育，在数学方面可能就真的不会有什么进步。如果他们[最好的脑力劳动窗口](https://supermemo.guru/wiki/Optimizing_the_timing_of_brainwork)都被「无聊」的学校占据时，他们怎么可能会有进步呢？在一天剩下的时间里，他们的精神能量早已耗尽。我从未见过孩子们在放学后对知识追求充满热情。在小学阶段，[电子游戏](https://supermemo.guru/wiki/Videogames)和 YouTube 主导了他们晚上的兴趣。记得在 1987 年，那时的我对写 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 有些激情，不过那时我已经是上大学的年龄，我不需要参加所有的课程，更不需要早起。\r\n\r\nGray 的观点是目前的教学造成的伤害远大于其裨益。在教学质量差的情况下，这无疑是正确的。然而，即使我们采用优质的教学方法（而不是仅提供「良好的灵感」），这个观点也可能是正确的。最终的结果取决于学校教育开始后的 3-5 年。那些继续在学校学习的孩子，需要通过最初几年的入门课程，以适应在预先确定的数学道路上继续滚动。另一方面，那些接受非学校教育的孩子更有可能成为未来的爱因斯坦和图灵，而他们两位恰好都讨厌那种束缚思维的僵化教育。\r\n\r\n最后，Gray 和 Sanger 或许都是对的。Gray 是对的，因为在绝大多数情况下，自由的孩子能更快地掌握数学基础知识。这些孩子很容易超越哪些接受过早期学业教育的孩子。另一方面，从学校中取消数学教学可能是一个坏主意。我们更应该把学校完全去掉。[民主学校](https://supermemo.guru/wiki/Democratic_schools)的经验表明，孩子在经历了多年的[强制学校教育](https://supermemo.guru/wiki/Coercion_in_learning)后，需要很长一段时间的「排毒期」，才能重新找回[自主学习](https://supermemo.guru/wiki/Self-learning)中的主动性。\r\n\r\n令人遗憾的事实是，一旦孩子们被送进学校教育，他们就需要被牵着走。这就是我们为发明[普鲁士教育体系](https://en.wikipedia.org/wiki/Prussian_education_system)付出的代价。\r\n\r\n关于早期数学教学的遗憾结果，请参见：[电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)。\r\n\r\n## Peter Gray 的生命之作\r\n\r\n所有的误会可能是源于 Larry 在阅读 Gray 文章时没有充分了解背景。这有点像一位旁观者吐槽狂热的古埃及学家在沙漠中发现了一块 3 厘米长的陶片后看到了世界的种种隐喻。对于旁观者来说，这块陶片毫无意义；而对于埃及学家来说，这可能会改变他对人类历史的看法。\r\n\r\nLary 对 Gary 的假设有所不满，但这些假设其实都是经过充分证明的科学事实。正因这是一篇博客，所以 Gray 没有费心提及所有的参考文献。对于任何熟悉 Gray 庞大的学术成果的人来说，他没有必要在每一篇文章中提及[非学校教育](https://supermemo.guru/wiki/Unschooling)及其所有衍生问题。Lary 可能忽略了这个背景。既然 Lary 非常热衷于早期阅读，他一定早就发现了自己和 Gray 的共同点：\r\n\r\n教育中所有形式的[胁迫](https://supermemo.guru/wiki/Coercion)都应该被消除\r\n\r\n有了这个基本共识，我们就应该让孩子们自由地安排学习。我们应该以协助代替教学。翻转课堂、利用游戏和创造力。目前的学校系统损害了孩子们的数学推理能力，并将他们当成机器人来培养。证据确凿！Benezet 的例子是辛辣的讽刺，充分说明了教育中的激进思想会让一个毫无准备的人觉得不可思议。\r\n\r\n## 谁才是真正的激进分子?\r\n\r\n现在我们来对 Lary 的强硬指控进行翻案：\r\n\r\n> 激进的提议往往需要确凿的证据。[…] 令人惊讶的是，一位杰出的学者会在如此薄弱的依据上提出如此惊人的建议\r\n\r\n我认为，如果我们有一个小样本证明[非学校教育](https://supermemo.guru/wiki/Unschooling)优于学校教育，Lary 的相反样本也同样小。更糟糕的是，Lary 的小样本表明非学校教育更优越。对我来说，学校教育比非学校教育更加激进。在 Pestalozzi 时代之前，在 12 岁之前教数学是非常激进的。世界上所有最好的数学都诞生于自由思想家的头脑，他们花了数年时间思考科学皇后中的关键问题（译注：[「数学是科学的皇后」](https://www.gresham.ac.uk/watch-now/queen-mathematics)是数学家高斯的名言）。没有一位现代的牛顿来自补习班！课程和考试远比自由思考更为激进！它们是激进的现代发明！从这个意义上说，Lary 提出的更激进的建议的基础更加脆弱。唯一支持这一观点的证据来自一种文化谬误：「学校是好的」。\r\n\r\n几千年来，人类通过数羊来学习数学。今天，在探索数学的过程中，我们通过完善[自学](https://supermemo.guru/wiki/Self-learning)的艺术，将火箭送上月球。学校的微积分课程只是对「弱学生」的鞭策。未来的火箭工程师将自主地进行激情澎湃的计算，他们不会过分关注课程中的算术规定。这种激进的实验，即把数学强行灌进每个孩子的大脑，已经大规模地失败了。失败的证据确凿，且无处不在。人类已经尝试了两个世纪，可事情能够得到改善的机会依旧十分渺茫。\r\n\r\n## 学校扼杀了对数学的热爱\r\n\r\nSanger 补充说：\r\n\r\n> Gray 似乎认为，从未受过数学训练的六年级学生会在结束一年的数学学习后，对数学充满热情\r\n\r\n然而，Gray 从未假设过未经训练的孩子会有热情。他只是陈述了一个充分证明的事实，即[学校压制了学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)。未经训练的孩子更有可能自发地解决数学问题。他们将运用自己的推理能力，而不是经过精心训练的算术能力。\r\n\r\n> 我的猜测——作者没有提供任何理由让我们认为这不是事实——是，从长远来看，起步较早的学生，尤其是像那些 Doman 孩子，他们在很小的时候就开始思考和记忆关于数字的事实，会更快地掌握数学知识。\r\n\r\nLary 的猜测是错误的。就平均而言，起步早的学生在数学方面要弱得多。他们[对数学的爱](https://supermemo.guru/wiki/Pleasure_of_learning)是通过强行灌输获得的。指令越严格，产生的仇恨就越多。总是会有一个灵活的例外来延续「学业指导有效」的幻觉。其余的人将远远落后于那些天生热情的数学思考者。\r\n\r\n参见：[早期学业训练阻碍智力发展](https://supermemo.guru/wiki/Early_Academic_Training_Retards_Intellectual_Development)\r\n\r\n## 非学校教育的力量\r\n\r\n> 在美国的大多数公立学校里，很容易达成共识：孩子们在大多数课堂上将无法获得高质量的数学教育——这一切都要怪教育学教授和教育心理学家的半吊子理论，他们往往对已经被证明最大化学生知识的方法不屑一顾。\r\n\r\n说完这些话，我就知道接下来会发生什么：学校很烂，但我们可以把它们设计得更好。这是最具破坏性的关于教育的幻想。我们需要不断重申这样一个事实，即学校本质上是不可改革的，因为它们违反了[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。如果他们试图遵守规律，他们将向[非学校教育](https://supermemo.guru/wiki/Unschooling)的方向缓慢移动！证毕。实际上，Gary 的晚年一直在研究非学校教育的优越性。他真正知道什么能使[优质知识](https://supermemo.guru/wiki/Coherence)最大化。\r\n\r\nLary 把他的孩子们从学校带走了，为此他的孩子们应该终身感激。不过，Lary 还是希望能够通过考试成绩来验证课程的有效性。在这一点上，他犯了[和比尔·盖茨一样的错误](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)。这正是我所说的基于我们在学校洗脑的假设。课程是不好的，因为它不可避免地导致[强制](https://supermemo.guru/wiki/Coercion_in_learning)。考试是不好的，因为它不可避免地导致[死记硬背](https://supermemo.guru/wiki/Cramming)。教育应该关注创造力和[自我发展](https://supermemo.guru/wiki/Self-directed_learning)。否则，我们将变成一个服从的机器人社会。\r\n\r\n## 一个数学笑话的戏剧性\r\n\r\n调查中发生了一件事使我确定了对数学教学的想法。世界上所有的证据都不如个人的本能体验有说服力。发生在操场上的小戏剧：\r\n\r\n轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n一则老掉牙的数学笑话如下： **船上载着 20 只绵羊和 16 只山羊。请问船长的年龄是多少？** 当我发现很大一部分孩子的答案是 36 时，我感到难以置信。我尝试与严重脱轨的大脑产生共情。我开玩笑地用这个问题测试了一位一年级学生，得到的结果并不太令人惊讶。答案是 50。理由是：「因为我妈妈 25 岁了！我认为船长应该会更聪明一点，所以我觉得 50 岁应该差不多。」我被孩子的自信逗乐了，但同时也注意到他妈妈有些不舒服，仿佛在害怕下一个就要问到她。这需要进一步的测试。我无情地问了一道数学题（译注：应该是求绵羊和山羊的总数）。当妈妈宣布那个臭名昭著的结论—— 数字 36——时，我震惊了。我立刻意识到，这是一种[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)。这位女士因为心中对数学的恐惧而陷于瘫痪了，她认为答案一定与问题中的数字有关，就像膝跳反应一样，不需要任何思考。她像一个[成功被学校驯化的机器人](https://supermemo.guru/wiki/Asemantic_learning)自动地给出了答案。糟糕的数学训练对年轻人的影响只有无用的恐惧！这是一种毫无目的的恐惧，以自由和长时间在学校课桌上不断地进行枯燥训练为代价。有趣的是，这位女士是一名导购员，她似乎对数字很敏感。正是那个由数学老师提出的经典问题，激活了脑中的毒性记忆，使她头脑混乱，破坏了一整天的快乐。于此形成鲜明对比的是一个未受伤害的孩子，他无畏地做出了假设。对此，我只希望他的自由思考不会在学校受到伤害\r\n\r\n这是我对恐慌性数学思维中所发生事件的理解。它始于对典型数学任务的识别，瞬间触发与焦虑状态相关联的[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。对数学的恐惧会瘫痪所有可能导致合理解决方案的智力能力。在神经科学的术语来说，经过充分优化的网络会触发快速、高性能、高[稳定性](https://supermemo.guru/wiki/Stability)回路，这些回路会立即接管寻找解决方案的任务。这些回路的特点是低[连贯性](https://supermemo.guru/wiki/Coherence)，无法与世界知识集成。它们的目标是通过快速思考提供机械化的解决方案。算法可能因为多年[干扰](https://supermemo.guru/wiki/Interference)，已经失去了对任务所涉及逻辑输入的实际响应，而将问题简化为最基本的部分，遵循该算法：\r\n\r\n- 如果一个数学任务中出现了两个数字，使用四则运算：加，减，乘，除，并选择最合理的结果\r\n\r\n- 如果剩下的时间不多（为了应付考试），选择加法，这最简单。在多项选择题中，它仍然提供四分之一的成功几率\r\n\r\n- 如果数字太大，无法运算，那么就放弃，跳到下一个测试。在现实生活中，玩一个转移注意力的游戏，掩盖你的行踪。确保你不会因为无知而被抓到，让人看到你在数学上出糗\r\n\r\n“掩盖”的最后一部分可能会加重[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)，导致 **数学焦虑** 。\r\n\r\n与此形成对比的是，一个玩乐高积木的幼儿会不断重组积木墙，直到它变得平衡，并为下一层提供空间。这个小家伙会透过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)将数字感内化，并[连贯](https://supermemo.guru/wiki/Coherence)且[一致地](https://supermemo.guru/wiki/Consistency)将其融入他的世界知识之中。\r\n\r\n从表面上看，我们成年人的抽象大脑可以看到同样的数学问题需要解决。但我们的同理心太弱，无法逃离抽象的世界。相反，对于一个不成熟的大脑，同样强大的[学习机制](https://supermemo.guru/wiki/Learn_drive)可以用于两种完全不同的工作：（1）解决现实生活中的数学问题，或（2）在课堂中求生。\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是进化过程中形成的天才神经机制。它的误用是[现代大众教育的悲剧](https://supermemo.guru/wiki/Problem_of_schooling)的关键\r\n\r\n## 我在学校没学到数学\r\n\r\n以下是我个人的偏见：\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我在教室里跟随数学老师度过了许多年，黑板上写满了无聊的方程式，而由于[我的近视问题](https://supermemo.guru/wiki/Harm_of_eyeglasses)，我甚至看不到老师写了什么。我这一生所学的数学，都是自学的。掌握所有最好的工具都需要在纸上或电脑上花费数小时摆弄。我希望所有的孩子都有更多的自由、时间和精力来探索数学。为此，我们不能将他们禁锢在学校的牢笼中。如果时间允许，我计划撰写一篇更长的文章，探讨学习数学的方法，揭示学业指导与真正学习之间的差异。\r\n\r\n## 天才思维的谬误\r\n\r\n这个星球上最聪明的人似乎对教育的看法是最错误的，这并非巧合。实现[伟大的教育改革](https://supermemo.guru/wiki/Education_Reform)的最大障碍之一是成年人认为孩子的大脑类似并按照相似的原则运作的错觉。天才难以同普通人产生共鸣，但更难以同处于[增生阶段](https://supermemo.guru/wiki/Childhood_amnesia)或修剪阶段的大脑产生共鸣。这些成长过程构成了严重的障碍，忽视[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)尤其危险。培养一个强大的抽象大脑需要 30 年，再花 20-30 年达到人类智慧的巅峰。这个高度抽象的成人大脑可以自由地设定抽象目标并吞噬抽象知识。然而，对于年轻的大脑而言，这是不可能的，因为他们无法[从外部获得激励](https://supermemo.guru/wiki/Extrinsic_motivation)并且难以理解抽象的动机。知识在一开始必须是其自身的回报。然后大脑可以逐渐转向基于目标的奖励，并在几十年后，理性大脑可以基于纯理性的基础选择目标。即便如此，老年人的大脑内部仍然存在一个孩子，我们根据时尚、情感、小奖励、习惯、弱点、扭曲的偏好等因素进行选择。[比尔·盖茨想知道](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)为什么一场可爱的晶体学讲座会有很高的退课率。[Larry Sanger](https://supermemo.guru/wiki/Larry_Sanger) 坚持认为，在数学方面的早期学业指导可能会提供优势。就连 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 也有无知的时候。在他的儿子因为拒绝上学而发脾气导致他被送进学校之前，Gary 坚信一种文化传递的假设：「学校是好的」。而我自己的转变则始于与[讨厌上学的孩子们](https://supermemo.guru/wiki/Why_kids_hate_school)的长谈。多年来，我一直默认认为：「这只是一个糟糕的老师。这只是一所糟糕的学校。」我从未停止鼓励孩子们，并鼓励他们考虑上大学的可能性。但是，只有经过对知识获取过程的多年详细分析，我才看到了问题的本质。我们需要认识到，天才的头脑是有机生长的，它不能被灌输，也不能被训练。学习和思考的自由是关键的第一步。成年人的天才也不是理由，他们也需要退后一步，让孩子们按照自己的方式成长。\r\n\r\n## 学校教育扭曲现实\r\n\r\n为了阐述[学校教育的问题](https://supermemo.guru/wiki/Problem_of_schooling)，我试图将人类知识与现实的联系描绘为一个表面。这个表面与现实世界接触，现实世界形成了它自己的暴露面。当这两个表面接触时，学习就发生了。接触面的形状是由大脑的目标决定的。由于所有的知识估值都通过[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)过滤，目标决定了人类知识与现实世界接触的表面。目标的变化就像一个看不见的画家在重新描绘和重新着色现实一样。当目标从[仅仅学习](https://supermemo.guru/wiki/Learn_drive)转变为考试、成绩和分数时，学校教育扭曲了现实，极大地改变了大脑的发展轨迹。\r\n\r\n受过学校教育的大脑所掌握的知识只是丰富环境中[学习内驱力](https://supermemo.guru/wiki/Learn_drive)所能提供知识的一小部分。此外，学校传授的知识通常缺乏[连贯性](https://supermemo.guru/wiki/Coherence)，这会削弱其[稳定性](https://supermemo.guru/wiki/Stability)、增加[遗忘](https://supermemo.guru/wiki/Forgetting)的风险，以及增加[对其他知识领域的干扰](https://supermemo.guru/wiki/Interference)。最重要的是，作为创造力基础的知识联想能力被削弱，这会极大地影响[解决问题](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)的能力。\r\n\r\n经过多年的学校教育，大脑在解决问题方面准备不足\r\n\r\n在自然发展过程，早期的数学学业指导只是一个重大干扰的开始。然而，这种早期干预可能是造成最严重损害的措施之一。\r\n\r\n## Gray 和 Sanger 的纪念碑\r\n\r\n将来会有 Larry Sanger 和 Peter Gray 的纪念碑。Sanger 希望看到一个新的智慧星球。虽然他的方法有点传统，很难大获成功。另一方面，Gray 并不反智，而是学校反智。Gray 是这个星球上极少数真正了解[学习内驱力](https://supermemo.guru/wiki/Learn_drive)机制及其对人类未来价值的人之一。\r\n\r\n通向更好教育的道路将是漫长而曲折的。我们最大的敌人是现行的教育体系，它在我们的头脑中灌输了[丰富的谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)。即使是最聪明的头脑，如果没有来自[神经科学](https://supermemo.guru/wiki/Pleasure_of_learning)的良好支持，也会与真理背道而驰。详情请参见：[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)。", + "type": "text/markdown", + "caption": " 放弃早期数学教学！\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Abandon early math instruction!" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Adults are incapable of empathy in education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Adults are incapable of empathy in education.json" new file mode 100644 index 0000000..f3cb128 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Adults are incapable of empathy in education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Adults are incapable of empathy in education", + "text": "# 成年人在教育方面缺乏同理心\r\n\r\n原文：[Adults are incapable of empathy in education - supermemo.guru](https://supermemo.guru/wiki/Adults_are_incapable_of_empathy_in_education)\r\n\r\n## 同理心缺失\r\n\r\n大多数成年人在试图同情那些在学校受苦的孩子时，都会使用投射法。投射是一个无效的工具，因为大脑在不同的发展阶段是不同的，而且不可能对[前置知识](https://supermemo.guru/wiki/Prior_knowledge)产生共鸣。对每个大脑来说，对知识的反应都是独一无二的。这种成年人的无知不能通过训练同理心来补救。它可以通过脑科学的培训来补救。Neil deGrasse Tyson 用最简短的语言将其科学化：「从他们的背上下来！」（[来源](https://supermemo.guru/wiki/Tyson:_to_get_kids_into_science,_get_out_of_their_way)）。\r\n\r\n为了取得良好的教育成果，成年人需要停止干扰儿童的学习\r\n\r\n这篇文章用教育网站 **Wonderopolis** 的概念错误解释了 **[教育同理心](https://supermemo.guru/wiki/Educational_empathy)** 的问题。Wonderopolis 提供了丰富的材料，说明了成人是怎样不能理解儿童的学习过程。\r\n\r\n## Wonderopolis 肩负使命\r\n\r\nWonderopolis 是一个有着崇高使命的网站。它希望能激活儿童的自然好奇心。它充斥着高质量的材料。它的一些文章甚至在我自己的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) [收藏](https://supermemo.guru/wiki/Collection)中找到了。有人称 Wonderopolis 相当于小孩子的维基百科，然而，在维基百科中，每个人都可以纠正不准确的说法。在最坏的情况下，人们可以进入编辑战。Wonderopolis 是不可编辑的。它允许对所有文本进行评论，而且很少有审查的迹象。有争议的评论会有礼貌的回复。\r\n\r\nWonderopolis 是一个亲学校的网站。它对维基百科并不完全热心。在某种意义上，维基百科可以被视为 Wonderopolis 本身的竞争对手：\r\n\r\n> **Wonderopolis** ：如果你要写一篇研究论文，你的老师可能会警告你不要依赖维基百科——或任何维基——作为你唯一的信息来源。虽然这看起来像是你的老师在反对维基，但这其实是一个很好的建议，确保你能依靠多个可靠的来源，使你的研究论文建立在 **高质量的信息之上** \r\n\r\n## 不可能完成的使命\r\n\r\n如果 Wonderopolis 是为了让孩子们好奇，我是持怀疑态度的。[儿童不能被外在地激励](https://supermemo.guru/wiki/Children_cannot_be_motivated_extrinsically)。网络太丰富了，如果没有一定程度的成人干预，单个网站是无法产生良好的影响的。自由的孩子们会做出自由的选择，不太可能坚持使用一个网站，尤其是一个有使命感的网站。此外，YouTube 在儿童的文本中胜出。新一代人有一系列的学习工具，使学习远比成人赞助的文本更令人兴奋。我想，Wonderopolis 的受欢迎程度大多源于父母对教育的热情。这不是儿童驱动的热情。如果孩子们是自由的，他们知道如何使用谷歌。他们会发现 Wonderopolis，以及其他数百个适合在任何可以想象的领域提供最权威答案的来源。\r\n\r\n## 支持学校的宣传\r\n\r\n该网站受到高度赞扬，而且非常受欢迎，然而，我感觉到一种成人对年轻人的关切不敏感的险恶气氛。在快速阅读[这篇文章](https://wonderopolis.org/wonder/why-was-school-created)时，我略读了 **学校是「残酷和不寻常的惩罚」** 。我的[泛化](https://supermemo.guru/wiki/Generalization)大脑忽略了这个显而易见的事实，但在下一个短语上却戛然而止：\r\n\r\n> 如果你对自己诚实，你就知道学校是一个多么好的地方。 **你玩得很开心，学到了各种各样有趣的东西，还可以和你的朋友们一起度过美好的时光** 。当然，考试可能会有压力，但是想一想，如果你没有机会学习新的东西，不经常和其他人见面，生活会多么乏味！\r\n\r\n现在是四月，所以我反射性地检查了一下文章的日期是不是四月一日。然而，Wonderopolis 保持事物的永恒性，它的目的是防止人们认为知识过时。文字背后没有作者。该网站是由一群有良好愿望的成年人的「好手」集体运作的。\r\n\r\n我注意到 268 条评论。所有这些评论给我的总体印象是，成年人并不关心年轻一代的感受！这些评论都是单独回复的，这提供了关心的感觉，然而，它们听起来都像是由人工智能写的。我将重复的主题整理为：\r\n\r\n **评论** ：「我讨厌学校。它使我抑郁。我觉得我想自杀。」\r\n\r\n **回复** ：「很抱歉听到你不喜欢学校。请与一个值得信赖的成年人讨论。在未来，你会欣赏教育的价值。」\r\n\r\n没有人停下来考虑一下这个系统是错误的。毫无疑问，这个体系正在摧毁年轻一代。原因是冷酷无情的：「学校是好的，痛苦是暂时的，自由不是一个可选项」。\r\n\r\n我对学校教育的批评是充满激情的。这就是为什么我的看法是有偏见的。没有比自己阅读文本和评论更好的选择了。不过，下面我列举几个符合我总体印象的节选：\r\n\r\n## 对宣传的回应\r\n\r\n在 Wonderopolis 的回复是一个典型的[教育同理心](https://supermemo.guru/wiki/Educational_empathy)不足的案例。他们很有礼貌，但顽固地拒绝接受这样一个事实：学校本质上是不好的，因为其侵犯了孩子的权利。\r\n\r\n许多好老师和 Wonderopolis 生活在一种错觉中，认为学校对孩子们有好处。这种错觉认为，心理健康问题只是生活中不可避免的事实\r\n\r\n### 自杀倾向\r\n\r\n> **评论** ：学校让我抑郁并想要自杀。为什么它是个好地方？你知道学校最初是为坏孩子创造的吗？\r\n\r\n> **Wonderopolis 回复** ：谢谢你的分享。我们对你在学校的挣扎感到遗憾。我们敦促你与一个值得信赖的成年人交谈\r\n\r\n从一个[受过良好教育的](https://supermemo.guru/wiki/Well-schooled)成年人的角度来看，这个答案似乎是唯一可能的。只是大多数成年人没有看到，整个[学校教育的问题](https://supermemo.guru/wiki/Problem_of_schooling)源于束缚。自由是精神健康的关键。明显的治疗方法似乎是看不见的，因为它被一个巨大的、压倒性的教条所掩盖： **学校是好的，学校是必要的** 。相反，唯一开明的回答应该是：\r\n\r\n「我们同情你因儿童束缚制度而产生的痛苦。Wonderopolis 将不遗余力地使孩子们获得自由。」\r\n\r\n对比来看：[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n### 奴役\r\n\r\n> Stan Loona（以及其他许多人） **评论** ：学校是奴隶制\r\n\r\n见：[结束学校奴役](https://supermemo.guru/wiki/End_School_Slavery)\r\n\r\n> Lucas **评论** ：我讨厌学校\r\n\r\nWonderopolis 的 AI 以 Kubrik 的 [Space Oddysey](https://en.wikipedia.org/wiki/2001:_A_Space_Odyssey_(film)) 声音回答：\r\n\r\n> **Wonderopolis 回复** ：我们很遗憾听到这个消息，Lucas\r\n\r\nJoniel 熟悉[非学校教育](https://supermemo.guru/wiki/Unschooling)的理念：\r\n\r\n> Joniel **评论** ：学校不是一个神奇的地方。世界是，但学校不是。学校只是你被迫去的地方，接受你并不真正关心的东西\r\n\r\nAI 使用了一个复制粘贴的模板：\r\n\r\n> **Wonderopolis 回复** ：谢谢你分享你的想法，Joniel\r\n\r\n### 霸凌\r\n\r\n介绍和评论似乎表明，考试是压力的唯一来源，而且绝对不是自杀的原因。\r\n\r\n> Dawsonator **评论：** ：我不喜欢学校的原因是我一直被霸凌\r\n\r\nAI 回答到：\r\n\r\n> **Wonderopolis 回复** ：我们很遗憾听到这个消息，Dawson。我们希望你告诉你的老师。我们希望事情会好转。谢谢你分享你的故事\r\n\r\n老师、家长和 AI 可能不知道告发一个欺凌者有多难。对于太多的孩子来说，自杀似乎是一个更好的选择。\r\n\r\n### 自尊心\r\n\r\n> kaylaT **评论** ：说实话，学校系统是垃圾，从 4 岁开始，我们就被送进这个系统。在这里，我们基本上是被强制灌输信息，只是为了吐出来，希望你至少能得到 60% 以上。作为儿童和年轻人，我们应该过自己的生活，而不是为一个并不决定我们智力的分数而紧张。青少年压力的主要来源是学校，这导致了抑郁症，然后导致了想要自杀。如果说 **学校让我觉得自己很愚蠢的话** ，我觉得我在生活中什么都做不了，因为我不够聪明。更糟糕的是，老师给你压力，让你得到最高分，如果你不这样做，那么你就是一个失败者，你在生活中就不会成功\r\n\r\nAI 像往常一样，错过了重点：\r\n\r\n> **Wonderopolis 回复** ：谢谢你分享你的意见，kaylaT！我们同意高考带来的压力很大\r\n\r\n## 愤怒\r\n\r\n> Sasuke Uchiha **评论** ：我对学校有仇恨和绝望，我只希望他们能烧掉宇宙中所有的学校.😡😤😡\r\n\r\n> **Wonderopolis 回复** ：抱歉你有这种感觉，Sasuke。学校可能很艰难——大量作业，与同龄人的麻烦，不理解你的老师。但是，你要坚持下去！你所学的课程正在使你变得更加成熟。你正在学习的课程使你更聪明、更强大，可以作为一个成年人面对这个世界。我们希望你的情况会好转！\r\n\r\nSasuke 已经知道困扰他的是什么。列出学校的问题是没有用的。如果 Sasuke 觉得学校让他更聪明，他就不会被激怒。希望「事情变得更好」正是 Sasuke 所不希望的。他失去了所有的希望。他希望他的学校被烧毁。他想烧掉所有的学校，只是为了确保他不会再被诱捕，或者只是为了纯粹的复仇。烧毁或炸毁学校的想法一直在年轻人的脑海中出现。通常情况下，当孩子们发现我反对[强制教育](https://supermemo.guru/wiki/Compulsory_schooling)时，他们会打起精神：「是啊！把它们烧掉。」这并不是我心目中的解决办法。\r\n\r\n成年人对年轻人的担忧充耳不闻，为更多的校园枪击事件埋下了隐患\r\n\r\n### 无聊\r\n\r\n学校的失败是由于[学习熵](https://supermemo.guru/wiki/Learntropy)问题。只有孩子自己才能使输入渠道的价值最大化。所有形式的强制都会破坏学习和智力的质量。儿童知道这一点，因为他们从大脑中得到惩罚信号（见：[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)）。成人不知道，因为他们通常对学习的艺术一无所知。他们最精通的是[填鸭式学习](https://supermemo.guru/wiki/Cramming)的艺术，这是[在学校学到的 100 个坏习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)之一。\r\n\r\nOlivia 一针见血地指出：\r\n\r\n> Olivia **评论：** 学校一点帮助都没有。我们在那里呆了五天八个小时，学习什么？学习无关紧要的信息，这些信息对我在现实世界中永远没有帮助。他们教我们关于我们国家的过去，但是现在呢？告诉我过去的人是怎样的，对我今天的社会没有任何帮助。教我有关现代政治的知识，这样等我到了可以投票的年龄时，我就知道我在做什么了。不要告诉我学校很重要，因为我无法从学校中获得任何东西并在现实世界中使用它。如果学校被更新以适应今天的需要，也许可以，但在那之前，学校是无用的，[你的文章](https://wonderopolis.org/wonder/why-was-school-created)也是如此。\r\n\r\nOlivia 并不是唯一有这种看法的人。大多数孩子都很经常有类似的情绪：\r\n\r\n> Nolan James **评论** ：朋友，事实确实如此\r\n\r\nWonderopolis 的特点是对[外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)的问题一无所知。随着知识的网络化，[知识评估](https://supermemo.guru/wiki/Knowledge_valuation)也是如此（见：[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)）。告诉孩子「历史很重要」是没有用的。只有孩子的大脑才能产生对[记忆巩固](https://supermemo.guru/wiki/Memory_consolidation)、[学习内驱力](https://supermemo.guru/wiki/Learn_drive)、[智力](https://supermemo.guru/wiki/Intelligence)和孩子的福祉至关重要的评价信号。\r\n\r\n> **Wonderopolis 回复** ：谢谢你分享你的想法，Olivia。我们知道学校有时是令人沮丧的，有些内容似乎不容易与现代生活联系起来。然而，我们想和你分享孔子的一句话：「温故而知新」。他认为了解已经发生的事情以及如何影响未来有很大价值。我们喜欢你的激情，Olivia 和你想让世界变得更美好的愿望！不要失去这一点！\r\n\r\n对一个受过教育的成年人来说，提到孔子可能很有吸引力，然而，对一个孩子来说，这一切听起来就像「Zabakumbu 很重要，因为 Bikubamba 说『如果你知道 Zabakumbu，你将定义未来』」。如果没有相关的[脚手架](https://supermemo.guru/wiki/Scaffolding)，历史对儿童来说是没有意义的。在我自己的[自我导向学习](https://supermemo.guru/wiki/Self-directed_learning)中，历史在我 20 多岁时才开始变得有趣，如果在学校让我讨厌历史，情况可能会变得更糟。幸运的是，我的老师没有给我一个机会，我非常感激。见：[学习历史：学校与自我导向学习](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)\r\n\r\n### 漫长的时间\r\n\r\nWonderopolis 是对[学习的基本规律](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)缺乏理解的典型。一个成年人可以花很长的时间在网上搜索那些应该让孩子们对学习感到兴奋的奇迹。对她来说，说「许多小时的学习带来好处 」似乎很容易。同一个成年人可能无视这样一个事实，即这些漫长的时间与「努力工作」毫无关系。这个「努力工作」的人只是体验到了[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，并将其投射到孩子身上，希望他们也能这样做。对于学校里的孩子来说，被迫学习他们不理解的相关知识，这就类似于为了提供定期的热饭而判处长期的监禁。痛苦可以用希望来证明，甚至监狱也可以被热爱（例如，一个人可以沉浸在一个美妙的图书馆里，在监狱服刑结束后受益）。\r\n\r\n> Nya **评论** ：为什么学校必须是 8 小时\r\n\r\nWonderopolis 提出了「努力工作」的标准模板，这将是「未来的价值」：\r\n\r\n> **Woderopolis 回复：** 坚持住，Nya！这需要一些 **努力** ，但这是 **值得的** ！\r\n\r\n一位评论者回应说，据说学校的整个名称是由长时间的无聊而来：\r\n\r\n> **评论** ： **SCHOOL** stands for **S** even **C** rappy **H** ours **O** f **O** ur **L** ives（学校就是我们被窃取的 7 个小时生命）\r\n\r\n### 爱上学校\r\n\r\n学校有一种不可思议的能力，使孩子们（在成年人面前）说他们爱它。仔细观察，这是一种适应性的爱。如果我们试着调节思想去爱那些即使我们讨厌的东西，生活会变得容易些。然而，这种条件反射会导致[在学校学到的 100 个坏习惯](https://supermemo.guru/wiki/100_bad_school_habits)。你怎么可能为需要做你喜欢的事情而感到沮丧？请看：[为什么孩子们喜欢学校](https://supermemo.guru/wiki/Why_kids_love_school)\r\n\r\n> Anna Beth **评论** ：我喜欢学校！但我最纠结的是早上必须 **起床** ，并真正让自己去上学。 **我讨厌刚到学校的时候，因为每个人看起来都很疲惫和沮丧** ，但在第三节课后，每个人都会动起来，而且都很好！另外，在星期天，当我从教堂回家时，我自己开始 **感到沮丧，因为我必须去学校** 。但现在是周日下午，人们即将从教堂过来玩。这是给大家的建议。听着，我知道学校可能会有压力和困难。但我所做的是找到一些值得期待的事情。例如，这周我只有 4 天的课\r\n\r\nWonderopolis 的特点是除了进一步的惊叹之外，没有提供任何解决方案：\r\n\r\n> **Wonderopolis回复：** 谢谢你的分享——我们同意睡眠是非常重要的！查看奇迹1775\r\n\r\n## Wonderopolis\r\n\r\n> **评论** ：我讨厌 Wonderopolis。我不是你的朋友，所以不要说 Wonder Friend poopy heads。\r\n\r\n回答很有水平，但仍有一丝 AI 的冷酷：\r\n\r\n> **Wonderopolis 回复** ：我们对此表示遗憾。每个访问 Wonderopolis 的人都是我们的 Wonder Friend！\r\n\r\n这让我想到，有一种比奴隶制更糟糕的事情。它是由那些毫不留情、坚定不移、令人痛苦且礼貌的人进行的奴役。当你对你的压迫者大喊大叫：「请让我自由！」而你听到的只是礼貌性的回答：「我很抱歉听到你不喜欢做奴隶。请咨询心理医生。让我们希望你能改变主意」。\r\n\r\n### 虚假的快乐\r\n\r\nWonderopolis 一直说「让我们希望...... 」。\r\n\r\n> **Wonderopolis 回复** ：我们很遗憾听到这个消息！学校是一个学习新知识和与朋友一起玩耍的好机会！请继续努力，我们希望情况会好转！:)\r\n\r\n我的好朋友 [Palace](https://supermemo.guru/wiki/Palace) 评论：\r\n\r\n> 希望解决不了问题。今天的奇迹#2765应该是*为什么当我们用谷歌搜索有关学校的图片时，所有的孩子都笑嘻嘻的？*与现实不匹配。我看到隔壁学校的学生都是愁眉苦脸，压力重重，有的还未成年就在公共场合求助于软性毒品。他们为什么不笑？我们应该鼓励他们希望变得更好吗？\r\n\r\n## 结论\r\n\r\n*Wonderopolis* 是一个典型的例子，说明[成年人对儿童缺乏同理心](https://supermemo.guru/wiki/Educational_empathy)。他们不能超越「好学校」的教条。无论学校枪击案、[欺凌](https://supermemo.guru/wiki/Bullying)、自杀、[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)、压力、自己孩子的恳求、以及互联网上的大声尖叫，似乎都不能起到作用。教育教会的铁杆信徒就像一个微笑着提供最后一餐的刽子手一样冷酷。当孩子们想要自由时，刽子手却提供「所谓的同情」和希望。", + "type": "text/markdown", + "caption": " 成年人在教育方面缺乏同理心\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Adults are incapable of empathy in education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Ban on homeschooling.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Ban on homeschooling.json" new file mode 100644 index 0000000..1a0b45d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Ban on homeschooling.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Ban on homeschooling", + "text": "# 禁止在家上学\r\n\r\n原文：[Ban on homeschooling - supermemo.guru](https://supermemo.guru/wiki/Ban_on_homeschooling)\r\n\r\n## 新学习的爆炸性增长\r\n\r\n在这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)中，我描绘了激发创造力的高效学习方法。不过这幅诱人图景与这个星球上大部分孩子基本不相关。目前，全球仍有大片地区被贫困、腐败或者落后的政治制度所制约。然而，整个工业世界对孩子并不友好。[普鲁士的学校教育体系](https://supermemo.guru/wiki/Prussian_system_of_schooling)已经成为一种默认，主宰着年轻人的青春。这个系统效率低下，完全不符合[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)或[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的要求。不过，希望的灯塔仍然存在。这座灯塔诞生于美国这个文化大熔炉。美国诞生了许多早期创新教育方法的先驱，他们基本上都是对那些古老且久经考验的前工业时代精英教育的回归。包括[在家上学](https://supermemo.guru/wiki/Homeschooling)和[非学校教育](https://supermemo.guru/wiki/Unschooling)，以及后者的一个当代变体：[民主教育](https://supermemo.guru/wiki/Democratic_school)。现在，新的学习方法已经生根发芽，它必将在世界各地日渐流行。然而，这个过程却被各种邪恶的力量拖累，包括来自善意或善意与无知混合的邪恶。\r\n\r\n## 谁阻碍了教育的进步？\r\n\r\n令人惊讶的是，所有的恶都萌芽于家庭。在这个弱肉强食的世界里，父母忙于谋生。有时，他们专注于个人成就或物质水平，但更多时候，他们根本别无选择。工作就是生存。在这种现状下需要有体制化的儿童教育。因此现在整个文化领域都重新聚焦、且偏向于认为孩子们应该离开父母去学校，学校是个好东西。\r\n\r\n在一个已经为孩子一生前二三十年预先设计好计划的文化中，我所有关于年轻一代学习改革的宏伟建议都几乎无法扎根：从日托、学前、K-12 一路到大学。来自开明的教育家和心理学家的支持被主流忽视，他们都面临着一支使用旧的文化范式进行思考的大军——由家长、教师、政治家和学者组成。\r\n\r\n我很遗憾地把[瑞典和德国](https://supermemo.guru/wiki/European_outcasts)钉在我的耻辱柱上。这些看似最开明的欧洲国家带头强化了陈旧僵化的学校教育体系。瑞典和德国都将在家上学定为非法。这使得我那值得称道的学习诀窍处处掣肘。在瑞典和德国，我的诀窍违法！这种落后时代的做法，让我百思不得其解，费尽心思要弄懂这背后原因。难以置信，可能一些孩子或家长看到这篇文字后，我的建议要想在他们的故乡实现，也只恐怕是梦中。\r\n\r\n要了解禁止在家上学背后的机制，需要深入研究有关国家的政治制度、历史、文化和人口统计。那些认为这只是历史上另一个社会主义、共产主义或极权主义的奇思妙想的人，需要更详细地重新审视其原因。有许多受过良好教育的人认为，强制学校教育对社会凝聚力和社会的存续是必须的！这是错误的，但对许多人来说，这种思维的错误并不像我认为的那么明显。\r\n\r\n## 谁反对在家上学？\r\n\r\n在各行各业和社会各阶层中都有在家上学的反对者。在自由主义者、社会主义者、保守派或福音派中也不例外。然而，似乎其中自由主义者和社会主义者最为活跃，他们的名义是改善社会。特别是社会主义者，他们害怕激进的宗教式的灌输。但当孩子们更容易接触到现代世界的信息（尤其是通过网络）时，对灌输的担心就变得无足轻重了。但这是一个敏感的话题，因为我们不能反对父母在限制孩子接触暴力、色情等内容上的努力。\r\n\r\n有趣的是，人们能用烟草慢性自杀，能携带枪支，但与此同时，人们却不大信任有爱心的父母和他们教育孩子的能力，好像父母的灌输猛于枪支似的。我认为这是一个关乎社会发展和社会实验的问题。我们还没有真切感受到全面禁止自由学习的危害，以及这种全面禁止引起的反弹。在那些在家上学违法的地方，社会的成熟度还不足以引起类似 [1920-1933 年的禁令](https://en.wikipedia.org/wiki/Prohibition_in_the_United_States) 。不过，这只是时间问题。\r\n\r\n自由有危害，也会伤害孩子。然而，交通事故造成孩子的死亡、毁容和受伤人数比最糟糕的在家上学要多得多。交通和在家上学的区别在于，社会上大多数人对在家上学的好处知之甚少，更不用说非学校教育。流行的谬误就有几十种。在波兰，要找到一个在家上学者比在栖息地找到稀有鸟类还要难。据称他们有 12,000 人，然而，他们往往非常低调，不为人所知。其中一个原因就是 **社会压力** ！\r\n\r\n在家上学的孩子，他们的父母有许多是心理学家、教育家或老师。但同时，老师也构成了反对在家上学的一个强大群体。假设老师反对的动机均出于为了保住自己的工作，我们要强调，私人家教也可以提供许多教学机会，只是我没不认为一般的学校老师擅长一对一的互动。我的许多老师都倾向于专制。他们似乎喜欢统治他们的学生。仿佛这一切都是为了权力欲，而不是教育孩子。在某种程度上，这是条件反射的结果，而条件反射是旧的教育制度的内在支柱。薪水低下使问题更加严重。我看到许多优秀的教师都去从事更高薪、更令人满意的工作，其中包括私人家教。这并不意味着[投入更多的教育金钱是一种解决方案](https://supermemo.guru/wiki/Myth:_You_can_improve_education_by_throwing_more_money_in_it)。优秀教师的流失率高，是因为他们意识到自己是教育系统的一部分，而这个系统对孩子造成了巨大的伤害，并且其本质上不可行。[John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 这样的激进天才就是这样诞生的。Gatto [「拒绝伤害孩子」](https://supermemo.guru/wiki/John_Taylor_Gatto:_I_refuse_to_hurt_children)。\r\n\r\n## 反对在家上学的论点\r\n\r\n反对在家上学的人最常见的理由是「在家上学达不到教育标准」、「学生社会化程度低」以及「可能导致走极端和平行社会」。他们肤浅观点的基础却是容易伪造的谬误，如：「在家上学的人都是原教旨主义的基督徒」或「在家上学的人家里孩子（太）多」。反对者没有看到或理解[学校教育抑制学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)的机制，或如何与[创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)相冲突。由于普鲁士的教育体系一直在产出大量的受过良好教育和天生聪明的毕业生，所以人们仍然没有注意到，忽视或误解这个事实，那就是它伤害了几乎所有孩子的心理健康、创造力和终生学习能力。对脑科学的无知非常普遍，以至于在家上学有害的观点在一些看似聪明的人中相当流行，他们持有激进和谴责式的立场。\r\n\r\n### 学术质量\r\n\r\n所有的教育系统都会输送一些天才，一些模范公民，一些适应性差的人，以及一些犯罪分子。[多样性](https://supermemo.guru/wiki/Diversity)是社会现实的一部分。教育成果在很大程度上是由家庭环境和教养决定的。学校和教师很难纠正不良趋势。所有的教师都怀着强烈的信念工作，认为他们可以改变孩子，但最后，教师不得不接受这个令人沮丧的现实——改变非常困难。这篇文章表明，在家上学具有提出最好学习标准的最佳的潜力。自然，这一切都需要从一个健康的家庭环境开始。几乎可以确定的是，病态的家庭对在家上学不感兴趣。非学校教育当然是最好的学习形式，因为它最符合[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。在[推动区](https://supermemo.guru/wiki/Push_zone)内，父母对[在家上学](https://supermemo.guru/wiki/Homeschooling)的干预也是可以接受的，且学术成果通常是出色的。\r\n\r\n### 社会化\r\n\r\n通过学校教育进行[社会化](https://supermemo.guru/wiki/Optimal_socialization)不仅低效，还可能有害。[民主学校](https://supermemo.guru/wiki/Democratic_school)提供了高效社会化的好例子。同样，在家上学的结果有好有坏。它最大的优势是免于强制的社会互动，这有助于过滤掉学校社会化的消极方面。它最大的缺点是容易被社会忽视。那些声称在家上学的社会化程度低的人根本不了解统计、研究和现实。网络上有无数的资料。在家上学者称其为「社会化谬误」。当然，这是高度个人化的。有些孩子可能更容易受到伤害，有些父母可能能力较差，但社会化在在家上学中基本上不是问题。\r\n\r\n### 社会契约\r\n\r\n在家上学的反对者把其想象成某种在 [Koresh](https://en.wikipedia.org/wiki/David_Koresh) 式导师影响下的与世隔绝的家庭。他们宣称，在家上学可能导致孤立的暴力团体、宗教叛乱者，甚至是平行社会。反叛者、革命者和恐怖分子可以在各种情况下诞生。对自由的限制实际上是反叛的最大火花。在专门讨论[灌输](https://supermemo.guru/wiki/Ban_on_homeschooling#Indoctrination)的章节中，我试图解释为什么宗教在炮火中茁壮成长，而学校是限制「危险」自由思想的糟糕方式。在现代社会，孩子们被来自四面八方诱人的刺激轰炸着，[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)实际上可能是青少年叛逆的主要因素之一。我自己的叛逆一定是被没有启发性的老师和认为「大人搞不清楚状况」的想法所助长。这不是那种能够带来一个新的更美好的世界的叛逆。这种叛逆是愤怒的，那些想要用更多的学校教育和更严厉的规则来镇压它的人，最终只会点燃旧教育体系的终结之火。\r\n\r\n### 成功被学校驯化的一代\r\n\r\n我的一位同事大体上同意我的推理，但他敦促我放弃上面那句他称之为口号的话：「这种叛逆是愤怒的，那些想要用更多的学校教育和更严厉的规则来镇压它的人，最终只会点燃旧教育体系的终结之火。」\r\n\r\n我拒绝，理由是这句话是我最近与孩子们（包括非常年幼的孩子）谈话时想到的。成功被学校驯化的一代可能称之为「口号」，而我认为这是我对问题严重性的理解达到了一个新的高度。尽管我做了这么多努力，知识和理解的差距也许仍然在扩大也说不定？随着我对青少年心态的研究，我越来越偏离传统的关于学校和发展的思路。\r\n\r\n### 没有老师，就没有进步\r\n\r\n好的学习需要一个好的老师的谬误是广泛的、普遍的和有害的。一个好的老师可以带来巨大的变化，但并不是好的学习的必要条件。恰恰相反，在没有帮助的情况下实现的好的学习往往带有额外的品质，这些品质不容易被单独的教学所传授。请看：[我们需要教师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)\r\n\r\n一位波兰的先驱，[Marek Budajczak](https://supermemo.guru/wiki/Marek_Budajczak) 博士，正努力不让他的孩子在 Poniec 的当地学校上学时，遭到了一位当地教师和一位名为 Irena Krawiec 的学校副校长的蔑视，后者抱怨说：「我从 1967 年开始当老师，并且我仍然在学习。我可以教几个科目的课，但要教所有科目太难了」。校长认为这将是不合格的学习，她想知道「只有高中教育」的 Budajczak 女士怎么做到的。结果是，Budajczak 的孩子们出类拔萃，所有关于教育和[社会化](https://supermemo.guru/wiki/Optimal_socialization)的担忧都变成了他们敢于跳出「社会规范」的结果。\r\n\r\n **师必贤于弟子的认知是有害的。** 它暗示弟子必不如师，而在理想的情况下，应该青出于蓝而胜于蓝。\r\n\r\n **教师最崇高的目标是让所有学生青出于蓝而胜于蓝。** \r\n\r\n可以说，教师的优势在于其在一个狭窄领域的专业性。但成也萧何，败也萧何，[知识鸿沟](https://supermemo.guru/wiki/Knowledge_gap)破坏了同理心，使学生的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)更难发挥。教育的最大弊病之一，即成年人无法真正进入孩子的头脑。不仅仅是孩子的大脑不同。知识的 **诅咒** 使鸿沟越来越难跨越。世界上最差的教师都是从那些无法容忍巨大知识鸿沟的人中招聘的。这些老师根本无法忍受或理解年轻人的无知。过度聪明的好老师所表现出的不容忍是[仇恨学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)的根源之一。\r\n\r\n## 在家上学是学校的延伸\r\n\r\n打击反在家上学迷信的第一道墙是声称父母想做的所有 \"额外教学\"（例如在道德领域）可以在正常学校教育之外进行。换句话说，家庭补充孩子从公立学校获得的教育。\r\n\r\n这种想法只能使孩子们的情况变得更糟。学校教育的最大罪过之一是[认知过载](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer's_disease)。关于「加餐教学」价值的主张来自于对[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)原理的无知。在学校教育外还聘用额外家教的想法忽视了这样一个事实：学校完全吃掉了[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)的有用部分，留下了应当被放在休息时间的「[大脑残渣](https://supermemo.guru/wiki/Ban_on_homeschooling#brain_scraps)」。在学校教育之外堆积额外的学习，这与最佳在家上学应该努力的方向完全相反。我们需要从 **学习的保健学** 开始！\r\n\r\n有道德或强烈宗教动机的父母也会补充说：任何道德培训都无法消除学校造成的损害。他们可能会错误地声称：「一旦你教孩子进化论，精灵就会从瓶子里出来」。实际上，在一个[强制系统](https://supermemo.guru/wiki/Ban_on_homeschooling#Religions_thrive_under_fire)中，情况可能正好相反。被迫以一种方式思考的孩子，自然会反对并在学校教育试图根除的哲学中寻求思想解放。见：[反抗](https://supermemo.guru/wiki/Reactance)\r\n\r\n## 从众心理破坏了创造能力\r\n\r\n[Morton Deutsch](https://en.wikipedia.org/wiki/Morton_Deutsch) 和 Harold Gerard 注意到，我们有两种导致从众的基本需求：正确行事的需求（信息影响）和被喜欢的渴望（规范影响）。以强制为基础的同质化教育加强了这些影响，并强化了从众。\r\n\r\n在一个接受统一教育的社会中，偏离规范的空间较小。统一的力量把每个人都推向平均的真理和平均的社会规范。这意味着创造性思维、创造性解决方案和新颖行为的空间更小。对一切创新的容忍度都会降低。\r\n\r\n对一位父亲来说，5 岁的孩子能够开车应当是他的骄傲。在黄金时段的电视节目中出现，应该是对年轻人的最高肯定。相反，它遇到了负面的评论：「他很快就会杀人」，「他 10 岁时就会偷他爸的车钥匙」，「他已经不喜欢上幼儿园和学校，他将一无是处」，以及「爸爸脑子不正常」。\r\n\r\n通过同质化的学校教育，我们创造了一个无聊的同质化社会，这种社会是对智力的束缚。创造性被压制，与众不同变得困难。这可能会对同性恋者、宗教或少数民族、残疾人士，甚至那些只是想法不同的人带来可怕的经历。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n在冬天，我喜欢穿得少一些。我在其他文章中提过，这对健康有[很大的好处](https://supermemo.guru/wiki/Formula_for_common_cold_prevention)。然而，在波兰社会，大部分人对此不看好。在下雪天穿平口短裤很不正常。在背后，我常听到「这家伙疯了」的私语。我早已习惯，而且并不感到困扰。我为自己的思想保持开放而感到自豪。但不是每个人都有这种轻松面对其他人的态度。为个性化的自主学习打开大门，是建立一个思想开放的社会的最佳公式之一，在这个社会中，每个人都对「我们是谁」以及「我们如何最好地走向未来」有自己的贡献。\r\n\r\n## 禁止自学\r\n\r\n「我喜欢学习，但我讨厌被教导。」这种感觉是普遍的，除非它被学校教育所破坏。经过多年的教学，学生们往往不知道什么是好。然后他们可以说：「[我讨厌被教，但我不得不这样做。至少我不用学习](https://supermemo.guru/wiki/Learned_helplessness)」。\r\n\r\n所有对[在家上学](https://supermemo.guru/wiki/Homeschooling)和[非学校教育](https://supermemo.guru/wiki/Unschooling)的攻击都来自无知。无知影响到每个人。大学教授也可能是无知的。如果他们不是专门研究脑科学的，他们可能和大多数人一样对大脑一无所知，不管有没有头衔。\r\n\r\n令人惊讶的是，当我看到那些攻击在家上学的人所具备的特点时，他们似乎让我想起了年轻人，越是傲慢、自我越是无知。然而，我一直都喜欢自学。几十年来，我一直同情在家上学者的事业，特别是在我自己的国家，长期以来它一直受到严重的[社会压力和污名化](https://supermemo.guru/wiki/Marek_Budajczak)。我看到在家上学的人成年后极具创造力。\r\n\r\n## Martha Albertson Fineman\r\n\r\n为了促进健康的自学，我们需要破除迷信。为了说明这个问题，我选取了 [ **Martha Albertson Fineman 教授** ](https://en.wikipedia.org/wiki/Martha_Albertson_Fineman)一篇较长的分析。Fineman 是埃默里大学法学院的法学教授，是一位杰出的、被广泛引用的、受人尊敬的获奖法律学者，她在她的领域里有一长串的成就。Fineman 认为应该禁止在家上学。太长不看版：以下是我对 Fineman 的论点进行的粗暴总结：「许多父母是落后的，儿童接受开明教育的权利应超出父母将落后转嫁给子女的权利；因此国家教育应该是强制性的」。\r\n\r\n这篇论文出于公正与好心。然而，它却建立在对脑科学的无知上。无论 Fineman 的批评在智力上是多么精细和充分，都是徒劳，因为论文基于一个错误的基本假设。Fineman 假设「学校是好的」，而这整本[书](https://supermemo.guru/wiki/Problem_of_Schooling)详细解释了为什么学校 **不** 是高效学习的场所！对 Fineman 来说，学校教育就像接种疫苗，然而，她肯定选错了疫苗。\r\n\r\n在这短短的一章的脑科学的抽象中，我将只关注这个问题的一个子集：学校教育不仅效率低下，而且也不擅长根除落后和无知。Fineman 的建议最终将导致社会更慢的学习速度和进步速度。最有天赋的孩子和拥有最滋润家庭环境的孩子是强制教育的主要受害者。他们的发展速度变慢，只会使社会发展缓慢以及文化转型缓慢。尽管是出于好意，并且有这么多年的良好教育和智慧，但一个学者仍然提出了非常无知的、对社会有害的解决方案。\r\n\r\n针对 Fineman 教授进行攻击有点不公平。[Elizabeth Bartholet](https://supermemo.guru/wiki/Elizabeth_Bartholet) 提出了几乎相同的观念。两位女士都代表了一个[更大的军队](https://supermemo.guru/wiki/Bill_Maher_does_not_like_children)。我提出批评的原因是 Fineman 有据可查的推理路线。许多聪明人远远没有理解我这篇文章试图揭示的东西。在我自己最亲密和最聪明的朋友圈子里，有像 Fineman 那样的思想。唯一的好处是，我看到了思维的进步。我可能不会引起范式迁移。有更伟大的思想在这种努力中失败了。然而，我正在诱导明显的变化。教育的革命是缓慢的，但它正在进行中，而且基本上是不可阻挡的。它是文化性的，并且基于[通过自由获取网络信息而传播的知识](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)。\r\n\r\n我所谓关于阻止改变的罪恶，是指渗透在许多人心中的一些邪恶的意识形态暗流和内心的愤怒。那些提倡强制教育的人，私下里可能会说出一些难以启齿的话语，比如「我们需要停止那些宗教的胡言乱语」。Fineman 自己就把社会对生物进化的无知作为强制教育要纠正的主要例子之一：科学的教导优于圣经的教化。\r\n\r\n在这一章中，我将试图说明，强制性学校教育不仅在实现这一目标方面效率低下，而且实际上会适得其反，带来与预期相反的结果。\r\n\r\n### 选择父母的权利而不是儿童的利益\r\n\r\nMartha Albertson Fineman写道：[「在家上学：选择父母的权利而不是儿童的利益」](http://scholarworks.law.ubalt.edu/cgi/viewcontent.cgi?article=2005&context=ublr)。\r\n\r\nFineman 的著作可能不是反对在家上学的最佳案例。它完全没有考虑到教育方法论。它默认公立学校教育是好的。然而，它是学术著作，是一个精干的、不怕争论的、受人尊敬的学者所写的文章。因此它直截了当地表现了大量对于在家上学的偏见。在本章中，当谈到在家上学时，我想到的是作为非学校教育形式的自由在家上学，而不是基于课程的结构化在家上学。在其他地方，我试图表明，强迫孩子们遵从某个结构也可能是有害的。不过，对 Fineman 来说，在家上学的问题主要在于它发生在家里，不受国家控制。\r\n\r\n甚至论文的标题也带有一个假定学校教育有益而得出的错误假设。在家上学的重要性与父母的权利或控制无关。 **在家上学对儿童很重要。** 在家上学是关于儿童的兴趣，儿童的自由，以及关于最有效的学习形式。这就使 Fineman 的大部分法律论点失去了意义。我同意 Fineman 的观点： **儿童不是父母的财产** 。\r\n\r\nFineman 的分析出于好意。她想与无知作斗争，促进世俗化和社会和谐。不幸的是，她选择了错误的武器，却假设它们有效。\r\n\r\n最重要的是，她一次又一次地提到了全球利益。她提到了国家利益。她提到了父母的权利。但她的整个文本缺少一个最重要的部分： **对儿童真正的爱** ！她的法律文本是冷酷的极权主义，孩子们被塑造成应该通过强迫教育来塑造的对象。\r\n\r\nFineman 称：「研表究明，一个受过良好教育的社会表现出更高的信任度。受过良好教育的人往往有较低的离婚率和更健康的关系」。她一直在颂扬教育的价值，却对强制教育与高效学习相对立的事实视而不见。长长的美德清单只是在浪费时间。我怀疑在她冗长的学术论文中，会有某个读者对「受过良好教育的社会」的价值提出质疑！我们都知道学富五车的头脑所具有的美德。那些不言而喻的道理和关于在家上学的陈词滥调充斥着论文，逐点讨论也是浪费时间。\r\n\r\nFineman 谈到了公共利益、公共福利和国家的作用。当社会以民主方式同意引入税收时，他们同意提供一些公共福利作为回报。当他们同意实行强制教育时，他们把负担强加给没有投票权的儿童，而这种好处是虚幻的。好的研究可以很容易地证明这个系统的低效率，它的好处只存在于那些对什么是高效学习没有什么概念的人的脑子里。通常情况下，他们认为学校教育在某种程度上对他们有效，因此对其他人也可能有效。如果我没有在过去三十年里研究高效学习，我可能会轻易地说，22 年的学校教育给了我一些教育和一份工作。如果我是一名律师，我可能同样看不到强制性学校教育带来的对青春和年轻潜力的巨大浪费。\r\n\r\nFineman 以 Thurgood Marshall 的一句格言开始：「除非我们的孩子开始共同学习，否则我们的人民几乎没有希望学会共同生活」。问题是，这句格言来自不同的时代和不同的背景。Marshall 最关心的是种族隔离问题。他为孩子们争取到了「该权利」——让他们不受种族、社会地位、宗教等因素的影响，共同学习。Fineman 歪曲了这些观点，声称我们应该强迫孩子们在同一个屋檐下学习。学习和[社会化](https://supermemo.guru/wiki/Optimal_socialization)应该是独立优化的。孩子们应该自由地做出最佳选择。作为对比，请看 [Ama Mazama 对隔离问题的实际看法](https://supermemo.guru/wiki/Ama_Mazama:_Black_families_use_homeschooling_as_a_shield_against_racism)。\r\n\r\nFineman 用经济术语来「证明」应该禁止在家上学，这是一种狡辩，值得最好的律师去做。她甚至引用了[学校选择](https://supermemo.guru/wiki/School_choice)的最大支持者 Milton Friedman，声称[学校选择会导致市场失败](https://supermemo.guru/wiki/Ban_on_homeschooling#market_failure)。\r\n\r\n利用 Fineman 的错误逻辑和她的脆弱性理论，我们可以走得更远：如果学校教育是好的，能带来共同利益，我们也应该让成人教育转为强制的。这可以帮助根除种族主义、同性恋恐惧症、宗教和其他形式的「落后」，以获得更大的共同利益。在这里，我写了一篇文章，应该是以讽刺的口吻来揭露这个想法的邪恶：[引入强制成人教育！](https://supermemo.guru/wiki/Introduce_Mandatory_Adult_Education!)。也许 Fineman 假设好的学习在青年时期就结束了？或者知道没有一个成年人会同意让他的自由被践踏，而孩子们在民主中根本没有投票权？或者孩子们只是更「脆弱」？由于孩子们没有得到救济，也没有例外，我很盼望 Fineman 教授被送回学校，学习一两门关于脑科学、心理学、技术、数学和其他一些领域的知识，为了更大的公共利益，她会立即打消 19 世纪的想法。\r\n\r\n无论 Fineman 用什么数学公式来计算青少年强制教育的最佳时间，对于普通成年人来说，同样的公式必须带来一个大于零的数字。这个数学公式应该使成人教育成为强制性的。她的公式中唯一真正的原因是有条件的条款，它基于这样一个事实，即孩子们的权利有限，需要在成人专注于工作时以某种方式被免除。\r\n\r\n我恳请 Fineman 教授想象一下，有一天警察上门让「请」参加强制性的晚间课程。警察带孩子上学在[德国和瑞典](https://supermemo.guru/wiki/European_outcasts)是一个事实。如果夜校讲的是耶稣的生平，对 Fineman 的震撼会更大。这正是许多孩子在波兰学校学习的内容。\r\n\r\n### Ray 对 Fineman 的评述\r\n\r\nBrian D. Ray 博士是一位不懈的研究者，在家上学的倡导者，也是[国家在家上学研究会](https://www.nheri.org/)的创始人。雷花了多年时间证明在家上学的卓越性，他只用了一段[短文](https://www.nheri.org/a-brief-review-of-taking-children-s-interests-seriously-by-fineman/)就否定了 Fineman 的想法，他在文中说：\r\n\r\n> 当像 Fineman 这样的作者既没有使用经验证据，也没有明确提出理论框架来支持她的主张和建议时，这不是一个学术研究的好日子。在讨论国营公立学校时，不应容忍这种情况，在讨论私营在家上学时，也不应容忍这种情况。\r\n\r\n虽然 Ray 可能会对美国在家上学和非学校教育的爆炸性增长感到高兴，但在欧洲，包括像欧盟这样看似现代的邦联，情况却不太清楚。因此，我们需要关注像 Fineman 这样的声音，以便更好地了解那些将「父母控制」视为威胁，并为国家控制和限制自由提供理由的人的心态。仍然有一些看似开明的力量，希望看到恢复让人联想到纳粹帝国学校法律的制度，甚至可能是古代斯巴达。\r\n\r\n### Martha 的诞生\r\n\r\nFineman 出生于 1943 年，是她家族中第一个从高中毕业的人。这种类型的成就通常会提升学校在任何人心中的重要性。Martha 说，在高中时，她被贴上了缺乏智力的标签，无法尝试上大学。在 20 世纪 50 年代，这种标签可能会影响大多数女孩。即使在今天，也存在着对女孩的某种程度的歧视。早期给孩子贴标签是非常有害的。它影响到自尊和长期前景。但对 Martha 来说，情况恰恰相反。她表现出了决心，证明了怀疑论者的错误，毕业了，并成为一名著名的学者。这场战斗可能强化了内心的女权主义，并增加了学校教育在 Martha 的价值层次中的地位。对于大多数被学校教育误贴标签的孩子来说，事情的结果并不那么好，与他们真正的智力能力无关，这并不重要。\r\n\r\nMartha 17 岁结婚，18 岁生了第一个孩子，然后又生了一个，到 21 岁就离婚了。Fineman 的经历使她重新思考婚姻的法律地位。\r\n\r\n二十多岁时又有了两个孩子（双胞胎），Martha 进入一所法学院，成为法律学术界最有发言权的女权主义倡导者之一。她受到了伟大老师的启发。大学时代的灵感一定也影响了她对学校的思考。她的推理从重新定义依附关系、婚姻的法律地位转移到脆弱性的概念。作为一个先驱者和一个极端的异类，她没有改变法律世界，但她的写作启发了许多人，她成为她的领域中被引用最多的学者之一。\r\n\r\n尽管她的资历很好，但 Fineman 得出了一个灾难性的错误结论，即应该禁止在家上学。在这里，我感觉到了女权主义思想的回声，所有让妇女留在家里的原因和力量都应该被最小化或废除。此外，女权主义者从来没有忘记，妇女必须更加努力地争取进入学校，而在 17-18 世纪，她们基本上只能接受在家上学，这被认为是低等的。\r\n\r\n这不是 Fineman 所承认的。她说，她最关心的是孩子的利益，在那里，教育也许从长远来看会导致更公平和合理的社会。当我们在目标上达成一致时，我们在手段和方法上却完全不同。\r\n\r\n类似的案例：[Elizabeth Bartholet：对在家上学的无知攻击](https://supermemo.guru/wiki/Elizabeth_Bartholet:_ignorant_attack_on_homeschooling)\r\n\r\n### 在家上学的成功\r\n\r\nFineman 显然没有意识到[在家上学](https://supermemo.guru/wiki/Homeschooling)可以对孩子的生活产生积极影响。她问道：\r\n\r\n> 「在家上学可以说是对传统公立学校教育的一种真正的激进替代，怎么可能如此迅速和牢固地扎根并蓬勃发展？」\r\n\r\n这个问题的答案对任何了解这个问题的人来说都是简单而明显的。 **在家上学是有效的！** 无论是否激进，父母关心的是结果，只要学校教育不妨碍他们，他们就能得到正确的结果。他们的成功通过口口相传，如今又通过社交媒体传播。美国在教育自由方面领先于世界其他国家。其他国家将不可避免地朝同一方向发展，除非对移民的恐惧，对其他国家、文化和宗教的恐惧在短期内占上风。在[瑞典和德国](https://supermemo.guru/wiki/European_outcasts)的挫折注定会被扭转。好的力量是强大而单向的：在家上学者树立的好榜样，[民主学校](https://supermemo.guru/wiki/Democratic_school)树立的好榜样，对[学习过程](https://supermemo.guru/wiki/Learn_drive)的更好理解，[神经科学](https://supermemo.guru/wiki/Pleasure_of_learning)、心理学、教育技术的进步，更聪明的人口，[更好的信息传播](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)，等等。教育是自己最好的盟友，有助于无知的消逝。\r\n\r\n### 对公共教育和在家上学的不平等待遇\r\n\r\n在对在家上学的成功感到惊讶的同时，Fineman 显然给公立学校以优惠待遇。一个有法律头脑的人应该对公平和对称的方法敏感。她为无效的公立学校教育辩护：「公立学校中存在的失败并不是一般公众放弃它们的充分理由」。虽然她批评在家上学是无效的，并建议彻底禁止，但在提到无效的公立学校时，她建议用「 **[资金、想法和精力](https://supermemo.guru/wiki/Ban_on_homeschooling#funding,_ideas,_and_energy)** 」来解决。\r\n\r\n### 对学生的伤害\r\n\r\nFineman 论文的主要论点是[在家上学](https://supermemo.guru/wiki/Homeschooling)对儿童造成的伤害。该文的这一部分特别薄弱，研究不力，几乎是业余的。\r\n\r\n这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)颂扬了自我导向学习的优点。在家上学可以成为一个高效学习的完美环境。Fineman 完全绕开了在家上学的这一强有力的理由，因此，产生了在家上学的假象。没有提到方法论或脑科学。Fineman 的这部分论点似乎完全是由意识形态驱动的：通过强制灌输消除宗教迷信的世俗教育的意识形态。\r\n\r\nFineman 有一个默认的假设，即在家上学就像学校教育，只不过是由不称职的教师（即父母）提供。实际上，理想的在家上学是一个有利于学生自主学习的环境。理想的在家上学应该被命名为自我导向的[非学校教育](https://supermemo.guru/wiki/Unschooling)。\r\n\r\nFineman 希望用（强制）教育来防止落后，造福全球。她问道：\r\n\r\n> 「当父母所教的价值观和道德观与当代世俗标准相冲突时，社会应该作出怎样的反应？如果父母坚持白人至上的价值观和道德观，或教导必须武装抵抗准备接管和奴役自由人的联邦或国际政府的『千夫长』官员，那该怎么办？」\r\n\r\n她的解决方案是将 **所有** 的孩子以 **潜在的犯罪** 父母的形式监禁起来，对他们进行 **偶发的** 父母灌输。因此，一位法律学者提出了一个相当于在犯罪（被他人）之前就把人关起来的建议。以防万一。这正是引起人们对「劫持官员」的仇恨和恐惧的那种态度。\r\n\r\n从使用的参考资料来看，Fineman 的大部分攻击似乎是受《美国展望》的一篇文章启发。凯瑟琳-乔伊斯（Kathryn Joyce）的「[家庭学校的叛徒](http://prospect.org/article/homeschool-apostates)」。这篇文章描述了原教旨主义基督徒的在家上学中虐待孩子的案例。具有讽刺意味的是，该文所依据的是孩子们对宗教灌输和自由限制的反抗，就像普通学生对专制教师或强制性学校教育所施加的限制的反抗一样。\r\n\r\n来自原教旨主义家庭的虐待故事显然是对行动的呼吁，但它们只是描绘了一幅零星的画面，永远不能成为决定政府政策的一般性基础。无论结果多么令人愤慨，我们甚至无法真正确定这种家庭中的所有虐待儿童案件确实是虐待。有时，这只是孩子们对由其他良好意图、甚至可能是道德的养育方式强加的专制制度的反叛的灾难性结果。在这些家庭中，无知是问题的根源，就像我们对个别案例的分析一样。\r\n\r\n从引用的文章中得出的正确结论应该是完全相反的。文章中提到的匿名在家上学协会是健康预防措施的一个例子。乔伊斯的文章表明，如果孩子们的自由受到限制，特别是在言论自由、自由思考和获取信息方面受到限——灌输是如何激发叛逆的，以及孩子们是如何反对自己的父母。我们显然需要良好的机制来防止虐待儿童，就像我们需要机制来防止一般的犯罪一样。\r\n\r\n将虐待案件作为禁令的理由，就等于因为一些坏人殴打配偶而禁止婚姻。呼吁加强监督与呼吁以防止配偶虐待的名义监督婚姻没有什么不同。同样，我们也可以因为校园枪击案，或因欺凌引发的自杀，或在校园内发生的虐待儿童事件而关闭学校。\r\n\r\n所有的自由都可能被滥用，这并不意味着它们应该被剥夺\r\n\r\n如果我们把在家上学作为一个整体来看，就会出现完全不同的情况。较高的学术标准只是在家上学优点中的一小部分。快乐和自由的孩子是这一现象中最好的部分。Fineman 将该领域丰富的研究否定为基于「方便的样本」，而主要依靠从杂志上预先选择的几个故事。这就是为什么 Brian Ray 恼怒于缺乏数据参考，在他的[轻蔑的分析](https://supermemo.guru/wiki/Ban_on_homeschooling#Ray_on_Fineman)中如此简短。\r\n\r\n在否定实际研究的同时，Fineman 提到在家上学者「难写研究论文」，我在引用的参考文献中无法证实这一点。这与我自己的知识相矛盾，我的知识显示，很少有孩子表现出像那些未受教育或在家受教育的孩子那样的创造和主动。在我认识的在家上学的孩子中，情况恰恰相反。写作或研究能力差，只能是专制环境下严重失误的在家上学的结果。大多数在家上学的父母很快发现「学校教育」不起作用，并倾向于「非学校教育」，这只是一种自我指导的学习方式。这种自我指导和创造性的成分是「写研究论文」的最基本部分。这在课堂上是学不到的。它只能通过家庭作业来胁迫，而家庭作业的效率与自学的效率相差无几。\r\n\r\n尽管事实一再表明，在家上学的人做得很好，但 Fineman 用一个简短的说明否定了这一事实：「一项研究旨在支持公众视野中的在家上学经历，并毫不意外地发现以前在家上学的人比全国平均水平受教育程度更高，投票率高，对他们的在家上学经历有积极的看法，而且一般都是适应良好、富有成效的社会成员。」\r\n\r\n然后 Fineman 说这些孩子「更不愿意改变他们的宗教或政治观点」，好像有一个坚定的观点是一件坏事。Fineman 很肯定地把被灌输的狂热者记在心里。对我来说，在坚实的模式基础上拥有一个坚定的观点应该是一个优点。孩子和顺从者是可塑的。明智的思想家对新思想持开放态度，但不轻易改变自己的观点。缺乏灵活性可能来自于灌输或丰富的知识。我们更应该重视具有坚定价值观的人，对热衷于翻脸的人持怀疑态度。\r\n\r\n### 非学校教育\r\n\r\n在 Fineman 看来，非学校教育不是自由自主学习的最佳表达方式，而是一种偶尔忽视教育的方式。\r\n\r\n她对家长缺乏责任感表示遗憾。然而，她没有提出任何问责制度的建议，而是倾向于直接禁止家长，让国家来接管。这就引出了关于公立学校问责制的问题。不称职的教师不能被解雇。灾难性结果的学校不能被关闭。Fineman 喜欢的是国家对公立学校的控制，以及学校有朝一日可以通过「[资金、想法和精力](https://supermemo.guru/wiki/Ban_on_homeschooling#funding,_ideas,_and_energy)」得到修复的幻想。显然，父母的教育是无法修复的。\r\n\r\n### 智力隔离\r\n\r\n[Bill Maher 认为，在家上学等同于智力隔离](https://supermemo.guru/wiki/Bill_Maher_does_not_like_children)。Fineman 也是如此。她写道：\r\n\r\n> 禁止在家上学和其他对儿童进行智力隔离的手段，将适当地平衡父母的利益和国家确保获得极具韧性的机构的责任。\r\n\r\n在互联网时代，智力隔离几乎是不可能的。只有在真正的监狱下才有可能，包括家庭监禁。\r\n\r\nFineman 希望平衡父母和国家的利益，而孩子在这个等式中是最重要的。他们应该是最重要的，前提是一个培育良好的孩子和一个发育良好的企业一样对国家有利。我们很少平衡企业和国家的利益。我们为企业提供了一个法律，让他们为了自己的最佳利益而繁荣发展。\r\n\r\n### 「家长主导」是什么意思？\r\n\r\nFineman 说：\r\n\r\n> 许多在家上学的人用来描述他们的教育工作的短语是 「父母主导」的在家上学，其中父母指导教育的所有方面：什么、何时、如何以及与谁一起教育他们的孩子。\r\n\r\nFineman 败坏了「父母主导的」的含义，这可能是作为向当局解释在家上学的一种方式而选择的。对「父母主导」的正确解释是，「父母偶尔是领导」。这比「父母是决定者」的独裁解释要少得多。Fineman 关于在家上学实际上是什么的猜想，即「父母强加的教育」，在现实中很少有反映。\r\n\r\n许多家长在开始在家上学冒险时，可能会设想采用专制的教育方式。这来自于无知，是自然的，也是完全可以原谅的，尤其是在学校遭受多年「教师主导的」教育的人。家长们开始时往往有很大的恐惧和很大的计划。当他们发现[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的力量时，他们的恐惧逐渐减少。他们的计划被削减了，因为[孩子们通常拒绝接受指导](https://supermemo.guru/wiki/How_can_I_motivate_a_child_extrinsically%3F)，除非在专制的家庭环境中，这可能比学校教育更有害。大多数家长很快就发现胁迫是行不通的。Fineman想象中的标准在家上学，在一个典型的家庭中不会超过几个月甚至几周。自我导向的学习有它的神奇之处。人的意志和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)占上风。有些父母会坚持他们的专制方式，但这些人是少数。Fineman 在和一个稻草人争论。她表现出对学习心理学的无知，以及对在家上学现实的无知！孩子们需要严重的胁迫才能服从父母的决定！大多数在家上学者选择在家上学是为了其自由，而不是为了胁迫和灌输。屏蔽是可能的，也是容易的（例如，基督徒可以屏蔽孩子免受社会的腐蚀影响），然而，在健康/受损的孩子身上，专制的强加学习是很难的。\r\n\r\n### 父母控制着（孩子的）大部分的清醒时间\r\n\r\nFineman 说：\r\n\r\n> 在公立学校上学的孩子，只有 23% 的清醒时间在那里。父母控制着其余 77% 的时间。欧洲人权法院在禁止德国基于宗教的在家上学的决定中提出了这一观点\r\n\r\n大多数人对[昼夜循环](https://supermemo.guru/wiki/Circadian_cycle)表现出不理解。Fineman 教授在上面的计算中也显示了这种无知。只有高生产力的人真正了解[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)。在一天中的不同时间段，清醒的时间在大脑表现方面有很大的不同。正确的计算方法与 Fineman 的推理相差甚远：学校占用了孩子一天中99%的创造时间，假设在睡眠不足的条件下还有任何创造时间的话。父母不应该控制剩下的精神力量的碎片。父母的学校教育和[家庭作业](https://supermemo.guru/wiki/Homework)一样糟糕。应该是孩子尽其所能地节约时间，以满足其自身发展的需要为目的。如果父母和学校控制了所有醒着的日子，孩子就没有了自我，通往伟大的道路也就被抹杀了。\r\n\r\n### 如何利用父母的资源？\r\n\r\nFineman 没有庆祝，而是对自由学习普及后出现的健康进程感到悲哀！她很想对「政治、社会和财政资源的父母指挥」进行极权主义的攫取！她[谴责从公共资金到私人教育的帮助](https://supermemo.guru/wiki/Freedom_undermines_public_schools)。\r\n\r\n幸运的是，就美国而言，Fineman 是一个在荒野中哭泣的声音。革命是不可逆转的，除了像这样偶尔的分析，这些声音现在已经听不到了。\r\n\r\n### 塑造孩子\r\n\r\nFineman 的主要动机似乎是希望影响孩子的思想。这不可避免地意味着减少自我发展和自我决定的空间，特别是在孩子们带着一套非正统的核心信仰来到学校的情况下！\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我受到了无数的影响，但这些影响最终并不重要。开拓我自己的道路是最健康的选择。\r\n\r\n孩子们应该发展自己的信仰体系。这是避免一切形式偏见的最佳公式！\r\n\r\nFineman 指出，父母仍然是塑造孩子的主要影响因素。然而，即使是父母的塑造，似乎也是不可取的。Fineman 并没有说「尽管禁止在家上学，但父母仍然是主要的影响因素」，或「父母仍然是主要的影响因素」。以下是确切的措辞：\r\n\r\n> 由于在家上学对儿童和社会造成的伤害，应该禁止在家上学。我们得出这一结论时，认识到即使禁止在家上学，父母仍然是对儿童的主要影响因素。\r\n\r\n这里不幸地使用了「认识到」这个词，暗示我，Fineman 仍然认为父母的影响可能是有害的。\r\n\r\n很明显，如果 Fineman 有自己的方式，她会在电脑上按照自己的完美模式设计儿童，并完全排除父母的影响。我在这里看到一个法律思维在起作用，一个理想的框架是在抽象的实际生物学或社会环境中形成的。这种乌托邦式的想法有一个基本问题：在抽象的环境和社会背景下设计一个完美的孩子是不可能的。如果关于儿童所处系统的过去和未来的所有信息都可以得到，那么这项任务在计算上仍然是难以完成的。然而，存在一种简单的算法，它击败了所有的现代 [AI](https://en.wikipedia.org/wiki/Artificial_intelligence)。这种算法已经在数百万年的进化过程中得到了完善。它被称为基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的自我导向学习。这种形式的自组织设计在计算上并不复杂，是目前最好的设计。见：[树的比喻](https://supermemo.guru/wiki/Optimization_of_education#The_tree_metaphor)。这是一个自然的神经生物学工具，Fineman 会很乐意用法律的直裰来压制它。\r\n\r\n### 废除阿米什人？\r\n\r\n阿米什人是一个迷人的社区。他们为研究提供了巨大的灵感。我认为自己相当进步，而我感到惊讶的是，一些进步人士无法忍受阿米什人。对某些人来说，这是一个落后的社区，是对地球氧气的浪费。这种观点是一种极端无知的表现。这种观点是危险的，近乎于种族灭绝。我们确实珍视热带雨林中的稀有植物物种。这种欣赏是人类精神和启蒙的一部分。同样，我们应该珍惜像阿米什人这样孤立的无害的和平社区的存在。就像珍稀植物一样，阿米什人是一个更大的社会进化过程的一部分，应该成为人类进一步进步的无限灵感来源。他们是人类文化生态系统的一部分。我们可以从阿米什人身上学到很多关于工作道德、创业精神、家庭、社区等方面的东西。我们可以了解到，在急于追求现代化的过程中，我们失去了很多值得保留的价值。[John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto)实际上是用阿米什人来说明学校教育是如何破坏自我依赖和企业创造力的，而这正是阿米什人特别引以为豪的特征。\r\n\r\n正如进化的进步在分离的人群中茁壮成长一样，社会进步也是如此，它可以从联邦或世界范围内的逐州「试验」中受益。\r\n\r\n我很同情Fineman的立场，即儿童应该有机会做出自己的选择，然而，这不能以拆散家庭为代价，迫使一群人适应他们的生活方式或哲学，以适应国家强加的首选解决方案。使用同样的推理，我们可能会摧毁所有现有的狩猎-采集社区，并切断与我们的进化起源的联系，而这种联系无限地激发了我们自己的进步。我们关于高效学习的知识在很大程度上也是由来自孤立的社区和部落的灵感所启发的。一旦我们失去了这种多样性，我们的全球无知可能就会上升。\r\n\r\n### 迷信——在与迷信的斗争中\r\n\r\n具有讽刺意味的是，为了根除迷信，Fineman 想使用最早为维护迷信而开发的工具集。是罗马天主教会首先开发了结构和程序，以维持用于施加控制和传播「唯一真理」的权力等级制度。这个系统后来在[普鲁士教育系统](https://supermemo.guru/wiki/Prussian_Education_System)中得到完善，并最终垄断了世界各地公立学校使用的方法。Fineman 对[在家上学](https://supermemo.guru/wiki/Homeschooling)的禁令是现代版的焚书坑儒。它是一种宣称控制的追求。它的主要受害者将是未来的伽利略一般的天才和整个社会。\r\n\r\n由于我似乎和 Fineman 崇拜同一个宗教，即科学，我不太关心传播的真理，而更关心方法论。公立学校对教育的垄断会压制社会中最具创造性的力量。最好的创造力来自于[由强大的模型支持的遥远的想法](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)，它可以，但不一定是正确的。被认为是错误的模型因其内部一致而强大，也可能因其边缘未能与科学共识所划定的所谓正确现实相匹配而薄弱。那些我们认为是迷信的人也是新思想的启发者。只是对于那些在世界建模中停留在自己崇拜的圈子里的人，或者那些从未真正考虑过[创造力](https://supermemo.guru/wiki/Creativity)的性质和机制的人来说，很难看到这一点。。\r\n\r\n错误的模型为科学贡献了价值。地心说的模型是受宗教启发的，但它为其中心前提的证伪提供了所需的宝贵参考。在建模的创造性进化过程中，所有被认为是错误的模型自然会被认为是低劣的 ，并且在人类浪费的大脑处理能力方面代价高昂。在范式迁移过程中，这种变化是一触即发的，只有永无止境地供应新的模型才有可能，这应该永远被认为是新的价值，就像所有新的物种、备忘录、时尚、哲学或文化，都要经过一个进化过程（见：[多样性的价值](https://supermemo.guru/wiki/Value_of_diversity)）。\r\n\r\n在永无止境的[泛化](https://supermemo.guru/wiki/Generalization)过程中，一个大脑将建立一个与该特定大脑的其他知识基本一致的模型。这就是为什么将一个大脑用于一个模型，而在许多大脑中拥有许多模型是健康的。这也是为什么[确认偏见](https://supermemo.guru/wiki/Cognitive_bias)在建立模型时具有巨大的价值（见：[大脑如何保护错误的模型](https://supermemo.guru/wiki/Brain_algorithms_protect_models_of_reality)）。\r\n\r\n小说家 McEwan 说得最好：\r\n\r\n> 有一些做错的方法可以帮助别人做对的事情\r\n\r\n我最喜欢的错误模型的例子是：[阿尔茨海默氏症的记忆超载假说](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer)。它是在寻求学习的卫生方面是一个奇妙的灵感。\r\n\r\n **错误的模式可以作为灵感** ，即使它们从未导致一个真正的范式迁移\r\n\r\n自然，当一个错误的模型被转化为对人类不可估量的伤害时，一个错误的模型的概念价值就没有什么安慰了。一个错误的模型很容易被当作行动的基础，可能会使数百万人失去生命。出于这个原因，我们应该始终关注站在任何模型背后的有效性的概率估计。所有模型都可以用于理论推理。在最坏的情况下，结论在概率上会和基础前提一样孱弱。然而，当投资数十亿或拿人的生命冒险时，我们需要应用更严格的概率标准。\r\n\r\n当在实践中采用模型时，我们可以通过计算错误的预期成本来考虑其概率的有效性\r\n\r\n### 国家亲权主义\r\n\r\nFineman 提出的是一种不健康的家长制。从善意的进步主义到极权主义思想，有一条非常短的路径，有一种设计人类生活的诱惑，从而随意剥夺个人的选择权。这些都是极权主义政权，它们试图规范社会生活的各个方面，包括教育和教育选择。Fineman 挑战人类的自主权，而且是通过对她自己的法律兴趣领域以外的科学的纯粹无知来实现的。当波兰共产主义政府试图进行无神论时，它为自己的崩溃奠定了基础（见：[波兰灌输见闻](https://supermemo.guru/wiki/Ban_on_homeschooling#Polish_indoctrination_see-saw)）。\r\n\r\n### 培养对权威的盲信\r\n\r\n几个世纪以来，哲学家们一直在思考组织社会的有效方法，并确保社会秩序的牢固性和不可动摇性。在过去的两个世纪里，学校教育已经发展成为启蒙教育的主要工具。它还在纠正儿童可能从家里带来的偏差哲学方面发挥了重要作用。\r\n\r\n> 受道德毒害，年轻的「公民」去了小学。他好不容易才学会了阅读和写作。在家里也不可能学到任何课程。父亲和母亲自己在孩子面前以最轻蔑的方式谈论老师和学校，他们更倾向于侮辱老师，而不是把他们的孩子放在膝盖上，向他敲打合理的理由。小家伙们在家里听到的东西并不倾向于增加对他周围人的尊重。在这里，人们对整个人性没有任何好的评价，从学校到政府的每一个机构都受到谩骂。无论是宗教和道德，还是国家和社会秩序，都是一样的；它们都被嘲笑了。这个三岁的孩子在十五岁时已经养成了谩骂所有权威的习惯。\r\n\r\n这篇文章并不是来自 Fineman 或任何其他受人尊敬的哲学家。然而，它准确地表达了那些认为学校是确保尊重权威、 **法律** 和秩序的好地方的人的思想中可以找到的底色。\r\n\r\n当 Michael Pearl 说「培养孩子」或 Fineman 说「教授进化论以防止宗教迷信」时，他们都有同样的老想法。他们都想要你的思想。进入里面，按照他们自己的设计改变它。他们想用[习得性无助](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive)来阻止反对意见。\r\n\r\n强权法也是这样做的。它采用了习得性无助。它让你遵守民主规则，否则就会受到惩罚，无法再反对。自然，遵守法律是相当容易的，而把 12 年最好的青春岁月献给强制性的学校教育是相当困难的。很少有人会因为需要遵守法律而感到抑郁。同时，学校里的抑郁症也很猖獗，当无助的孩子们被送出去在这个世界上为生存而战时，身边再没有老师的指导，情况只会变得更糟。\r\n\r\n通过这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)，我也想进入你的心智。然而，我不使用强迫手段，也不依靠习得性无助。我希望不会诱发抑郁症。你甚至不需要为花9美元买这本书而后悔。它是免费的。相反，我正试图用我能找到的最好的论证武器让你站在我这边。如果我没有说服力，你就会一键关闭这个浏览器，回到你的幸福生活中，好像没有什么变化。\r\n\r\n在家里被鞭打、在学校被胁迫或被征召入伍的孩子们没有这种自由。上述摘录的来源是《我的奋斗》。\r\n\r\n### 学校和社会多样性\r\n\r\nFineman 说：\r\n\r\n> 公共教育已经忽略了它的另一个主要目的：让不同的学生聚集在一起，学着相互理解，共同好好生活。\r\n\r\n如果把孩子们聚集在一起是学校的目的，那么它可以做得更好，而不会对学习产生[胁迫](https://supermemo.guru/wiki/Coercion_in_learning)的不良影响。为什么不让孩子们一起玩电脑游戏，或下象棋？如果学校不把孩子们的精神能量耗尽，它实际上可以带来更多的好处，而不是常规的学校教育。相反，人们的注意力似乎都集中在成绩和考试成绩上。在真正的学校里，实际知识的流入是如此之慢，以至于它可以很容易地通过与成年人的简单互动、电视新闻、家里的书、上网、甚至Facebook的社交来弥补。\r\n\r\n如果[自主学习](https://supermemo.guru/wiki/Self-directed_learning)是高效学习的关键，那么把孩子们集中在一个屋檐下可能只起到两个作用（1）[社会化](https://supermemo.guru/wiki/Optimum_socialization)和（2）集中营。\r\n\r\n如果是这样，应该很容易组织小型学习中心，以达到类似的目的：小组规模较小，离家较近，学生流量较大（例如，避免被[恶霸]（https://supermemo.guru/wiki/Bullying）污染的地方），毒品和其他恶习影响较小。这实际上已经在波兰发生了。这样的安全中心很受家长欢迎，最重要的是，很受孩子们的欢迎！这与[民主学校]相似。这类似于[民主学校教育](https://supermemo.guru/wiki/Democratic_school)，只是运作规则、人员配置和投资不是由民主决定的。然而，这是朝正确方向迈出的一步。这些中心既便宜又受欢迎。\r\n\r\n不幸的是，这一切是在学校教育的负担之外发生的。在这一点上，它永远不会是一种有效的教育形式。在枯燥乏味的学校度过许多小时后，孩子们需要从书本中解脱出来，宁愿玩电脑游戏，厌倦老师的叨念和命令。家庭作业在这些中心也没有发生。为了让真正的学习在那里发生，中心需要在一天中孩子们[最渴望学习](https://supermemo.guru/wiki/Learn_drive)的时候代替学校，没有强制性的唤醒时间，以及对时间和自我调节的其他限制（即沿着[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)的规则）。\r\n\r\n### 晚间的强制性社交活动\r\n\r\n在一个理想的情况下，学校应该被用于社会化和融合。新加坡设计了混合种族的社区，让种族之间更加和谐相处。在取消种族隔离的学校中也应该实现同样的目标。\r\n\r\nFineman 说：\r\n\r\n> 当整个人口群体利用选择权放弃公立学校时，对于放弃公立学校系统的学生和那些留下的学生来说，这都破坏了多元化的目标。\r\n\r\n然而，这一社会目标的实现不应该以学习为代价，更不应该以个人自由为代价。就社会化而言，让孩子们自己学习，并将他们最好的大脑时间用于此目的，会更有意义。按照[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)的机制，这将意味着孩子们将获得足够的睡眠，并在家里度过他们的早晨学习。我反对胁迫，但如果 Fineman 想看到整合，强迫孩子们在整个晚上进行互动，减少学术目标，增加实际的社会互动，会更有意义。这听起来自然是荒谬的和不可接受的。然而，在这种强迫中，学术学习会受到较少的影响。那些相信学校教育的人可能会质疑，仅仅为了社会化而进行的整个学校教育系统是否值得一试。\r\n\r\n就像我们对强迫学习的文化接受度一样，我们从未对强迫社会化形成容忍度。社会化也应该是一个自由选择的问题。Fineman 的目标和意图是好的。工具又变得糟糕起来。\r\n\r\n通过延伸这种融合的推理，成年人也可以从强制融合中受益。然而，我们没有强制性的成人社会化课程。很少有成年人会同意限制他们的自由，参加强制性的晚间社会化课程。相反，我们对自己的孩子这样做，只是因为他们的反击和抱怨能力较弱。我们通过[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)迫使他们接受现状，对自力更生、自律和创造力产生可怕的长期影响。\r\n\r\n另见：[强制成人教育](https://supermemo.guru/wiki/Introduce_Mandatory_Adult_Education!)\r\n\r\n### 伤害儿童的女权主义\r\n\r\nFineman在她的文章中没有表达，但我们知道她是一个杰出的女拳主义者。她获得了瑞典隆德大学的名誉博士学位（2013年）。隆德大学以早期招收女性而闻名（1880年）。露丝-金斯伯格在20世纪60年代在那里学习。Fineman说：\"*家庭是最具性别特征的机构*\"。就像无神论者很想通过强制性学校教育来根除宗教一样，女权主义者往往努力消除所有让妇女呆在家里的原因。此外，女权主义者还意识到，宗教信仰是反女权主义情绪的丰富来源。在这里，我看到Fineman的思维和瑞典的社会工程之间有一些相似之处（见[后文](https://supermemo.guru/wiki/European_outcasts)）。一个更大的画面出现了，妇女更倾向于支持社会工程解决方案。普及[选举权](https://en.wikipedia.org/wiki/Suffrage)(1919，第19条修正案)的到来与[美国的禁酒令](https://en.wikipedia.org/wiki/Prohibition_in_the_United_States)(1919，第18条修正案)的颁布相吻合。我支持性别平等。但是，它不能变异为一种伤害儿童的痴迷。无论是否有女权主义的原因，Fineman都会毁掉通往教育领域真正质量革命的最佳途径！\"。\r\n\r\n在供养在家上学的孩子方面，男人和女人一样优秀。断奶后，所有不平等的根源都消失了。在家上学是不分性别的，不应成为女权主义议程的一部分。\r\n\r\n### 教育中的市场失灵\r\n\r\n在一段“巫术经济学”中，Fineman \"证明\"了[在家上学](https://supermemo.guru/wiki/Homeschooling)应该被禁止。在她对经济术语的使用中，Fineman只是表明，如果一个律师只是真的非常想证明什么，她就可以证明。\r\n\r\nFineman声称，教育是非竞争性的，不可排斥的，因此它是一种公共物品。由此她得出结论，[学校选择](https://supermemo.guru/wiki/School_choice)将导致 **市场失败** ，并使用较小的社会主义者的老把戏，她要求政府干预。她甚至引用了最伟大的[学校选择](https://supermemo.guru/wiki/School_choice)支持者[米尔顿-弗里德曼](https://supermemo.guru/wiki/Milton_Friedman)的名字，以及 \"邻里效应\"的陈词滥调来否定学校选择。\r\n\r\n然后我将引用[米尔顿-弗里德曼](https://supermemo.guru/wiki/Milton_Friedman)本人的话来强调，治疗可能比疾病更糟糕，**政府的失败可能比市场失败更糟糕。通过将学校教育与其假设的结果，即教育混为一谈，并使用骗人的诡辩，菲尼曼将把可竞争和可排斥的学校座位强加给你，使你无法选择实现教育的公共利益。有了这个完美的政府失败的设置，只有一件事要补充。*O.J.真的没有这样做*。\r\n\r\nFineman的整个推理路线可以很容易地被用来使晚上的社交活动、成人教育或运动俱乐部成为强制性的。按照同样的思路，应该禁止私人锻炼。\r\n\r\n相比之下，[米尔顿-弗里德曼](https://supermemo.guru/wiki/Milton_Friedman)的实际想法是创造一个健康的正反馈循环，在这个循环中，政府为学习的力量提供动力（例如通过[优惠券](https://supermemo.guru/wiki/Voucher)、税收减免或学校资助），然后可以利用学校系统的竞争性和可排斥性资源，实现更大的全球教育公共利益，然后使每个人受益。教育也促进了资源的汇集，然后可以反馈到加强循环。\r\n\r\nFineman在谈到积极的网络外部性时，似乎学习的价值只能来自于公共教育，而不可能在私立学校、[在家上学](https://supermemo.guru/wiki/Homeschooling)或[自由学习](https://supermemo.guru/wiki/Free_learning)中实现，这些都可以累积网络效应。\r\n\r\n*\"在一个具有网络外部性的市场中，任何学生接受公共教育的好处都会随着其他上公立学校的学生数量的增加而增加 \"*。\r\n\r\n对Fineman来说，教育市场是特殊的，因为有可能出现市场失败。如果在这种推理中采用市场失灵的广泛概念，我们可以很快证明社会主义比市场经济优越。命令经济的优越性是建立在与[课程](https://supermemo.guru/wiki/Curriculum)驱动的[学校教育](https://supermemo.guru/wiki/Schooling)的价值相同的控制理论基础上的幻觉。\r\n\r\n[学校选择](https://supermemo.guru/wiki/School_choice)可以[有利于公共教育](https://supermemo.guru/wiki/Voucher_system_benefits_public_schools)。然而，Fineman是对的，学校选择最终会使公立学校边缘化，只有当我们能够证明在一个具有无形绩效标准的市场上资源的再分配效率低下时，这才能被称为市场失败。正是这种衡量教育进步的困难，要求涉及的人在拥有最佳信息的情况下做出个人优化决定。\r\n\r\n虽然公立学校教育的经济失败是显而易见的，但政府的失败来自于[命令式经济方法，其中乌托邦式的课程是由全知全能的 \"砖家\"从上层强加的](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy)，而处于最底层的被奴役的孩子，并没有得到启蒙，而是形成了[对学习的终生厌恶](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive) 。\r\n\r\n在[我的模式]（https://supermemo.guru/wiki/Education_Reform）中，公立学校教育是最低底层的默认值。如果其他形式的学习被取代，默认值下降得更低，我们将脱离乌托邦式的平等主义模式，面对现实。有些孩子会落在后面。一些父母可能无法帮助他们，甚至会造成伤害。这个系统只能尽力而为，但有些孩子会以这样或那样的方式被落下。一个优秀的社会不太可能让少数弱者因教育不佳而受苦。学习上的边际改善可以被社会和经济进步的重大飞跃所取代.\r\n\r\n不过我同意Fineman的一个观点：\"*学校不是西红柿*\"。根据对教育绩效的衡量标准来制定优化标准并不容易。\r\n\r\n我们都需要开始将教育视为思想市场，而不仅仅是经济市场。甚至 \"学校\"的概念也应该慢慢地被淘汰。孩子可以在非竞争性的[可汗学院](https://supermemo.guru/wiki/Sal_Khan)做数学，在[Carl Wieman](https://supermemo.guru/wiki/Carl_Wieman)做物理，或者在其他一打必然很快出现的地方。\r\n\r\n当系统变得复杂时，当信息不完整时，我们常常求助于市场或人群的智慧。就教育而言，我们需要一个 **[思想的自由市场](https://supermemo.guru/wiki/Education_Reform)** 。\r\n\r\n### Fineman式改革：资金、想法和能量\r\n\r\nFineman想禁止有效的学习方法，在承认公立学校是失败的同时，反而提出了她自己的计划。\"*资金、想法和精力*\"。所有经济体制改革的实践者都知道，为设计不良的系统提供资金，等于把好钱扔到坏钱上。如果资金投入到糟糕的项目中，就不会起作用。Fineman只是提议增加对纳税人金钱的浪费。能量是一个填充词。我们都希望孩子们做得很好，所以很难鼓起更多的能量，特别是在拟议的有限自由的条件下。至于想法，在这本[书]（https://supermemo.guru/wiki/Problem_of_Schooling）中出现了很多。然而，它们都被提议的对教育自由的禁止而直接拒绝。如果最有效的学习形式被定为非法，那么如何进行教育改革？这就像卫生改革与禁止医生相结合。就像没有言论自由的民主。或者由禁止性行为引发的人口增长。\r\n\r\n局限于教室的想法会产生有限的影响，但也应该进行尝试。唯一的必要条件是，所有的实验都应在自愿的基础上进行。\r\n\r\n### 教授型\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我记得在我的大学时代，有许多Fineman这种类型的教授。他们都是超级聪明的人，带着一种无所不知的光环。他们的讲座总是正式的、知识性的、干巴巴的，并按照完美的脚本进行演讲。他们几乎不听，甚至可能不关心学生的意见。这就是僵化守旧的学校教育的精髓。\r\n\r\n尽管我对学校教育有种种批评，但我从未试图阻止任何孩子上大学。正好相反。我认为学术环境在很大程度上有利于成长。在20世纪80年代，大学爱护大脑的支柱之一是，讲座不是强制性的。我从不参加那些全知全能的教授的讲座，他们想把自己的思维方式强加给你。这实在是太痛苦了，难以忍受。\r\n\r\n最后，我对我的10年大学生活感到满意。除了被[征兵]威胁部分破坏的相对自由外，(https://supermemo.guru/wiki/Conscription)\r\n\r\n在共产主义的波兰，大学最好的部分是它是免费的！没有额外的学习压力，想的是：\"我是谁？没有任何额外的压力来学习的思想：\r\n\r\n*如果我深陷债务，我最好好好利用它*。对我来说，大多数时候，学习是为了自己而做。对每个人来说都应该这样做\r\n\r\n### 民主化内容\r\n\r\nFineman提到了课程的 \"*民主决定的内容*\"，建议所有孩子的课程都应该这样来决定。这种想法有三个主要问题：\r\n\r\n1.虽然民主知识项目可能是有用的，但民主课程可能产生灾难性的影响（见[下文]（https://supermemo.guru/wiki/Ban_on_homeschooling#Democratic_knowledge_items））。\r\n\r\n2.全体智慧需要由个人智慧来扩展（见[下文]（https://supermemo.guru/wiki/Ban_on_homeschooling#Democratic_wisdom）），以及\r\n\r\n3. 民主的内容应该是指导性的，而不是强制性的套餐。\r\n\r\n#### 民主化知识\r\n\r\n对于一个普通人来说，在对一般重要性的知识有一般紧迫性的情况下，节省时间和随大流的智慧是有意义的。挑选一个经过民主投票的知识项目并假定它是真实的是有意义的。例如，一个普通的学生可能会学到 \"*渡渡鸟的灭绝是由人类造成的*\"，并且不对这个知识进行审查。如果建议的项目是 \"*政府可以帮助保护自然环境*\"，同一个学生可能会改变方法。这个项目可能需要进一步的研究，在学校里一味地填鸭式教学，希望在行为上留下永久的烙印，这是不健康的。\r\n\r\n民主课程，被理解为由执政党决定的课程，是一种极权主义工具。这可以是基督教课程，也可以是世俗课程，还可以是孤立主义课程，取决于当前的[政治突发事件](https://supermemo.guru/wiki/Ban_on_homeschooling#Political_contingencies)。这正是目前[波兰教育改革]的问题所在(https://supermemo.guru/wiki/Polish_education_reform)。如果她住在波兰，Fineman可能会惊恐地发现，她的孩子或孙子需要在学校学习基督教教条，也就是说，正是她希望看到借助学校教育来消除的知识。在这方面，民主是无情的。学校对少数人的观点不加尊重。学校在强加民主选举的内容方面是极权主义的。\r\n\r\n#### 民主化智慧\r\n\r\n群体智慧对维基百科很有用。但维基百科不是神谕，在调查某个知识领域时只能作为一个起点。这个[SuperMemo Guru wiki](https://supermemo.guru/wiki/SuperMemo_Guru)诞生于我无法支撑来自人群的攻击。对我来说，众人的智慧并不能增强力量。它是压倒性的。只有在这个维基网站上，我才能自由地提出我的观点，而不会被民主平均数的力量压扁了。\r\n\r\n维基百科只是一道开胃菜。所有实际的学习应该从这里开始。需要[指导学习]的是个人的智慧、个人的现实模型和个人的调查（https://supermemo.guru/wiki/Learn_drive）。\r\n\r\n没有知识[多样性](https://supermemo.guru/wiki/Diversity)，人类在跳出框框的思考方面总是很弱。这是一个陷入局部最佳状态的公式，最终可能导致文明的过早结束。\r\n\r\n **知识的异质性是长期保护人类的最佳安全阀** 。\r\n\r\n#### 强制性民主内容\r\n\r\n对于一个正在寻找自己道路的孩子来说，\"民主决定的内容\"可以形成宝贵的指导。对于那些对未来不确定的人来说，这可以在旅程的早期阶段提供一些光明。然而，强制性学习总是意味着低劣的学习。所有公民都受法律约束，在某种意义上，对法律的了解是强制性的。无知的代价可能是昂贵的。对于司机来说，交通法规的知识是强制性的，但我选择不参加驾校。我不认为今天或将来有必要驾驶汽车。把交通法规知识作为强制性的，是对我时间的浪费，也是对一般人力资源的浪费。\r\n\r\n **应尽量减少教育中一切形式的胁迫。** \r\n\r\n#### 民主化同质性\r\n\r\n我的一位聪明的同事说。\"*为什么要学习牛雀的知识，没有人需要它，没有成年人知道它*\"。那位同事被学校系统洗脑，形成了一种默认的本能思维，认为只有 \"*大多数成年人知道*\"的东西才值得了解。自然，只要稍加思考就会发现，这种方法会导致人们对牛雀没有任何兴趣。抱着 \"没有成年人知道*\"的态度，我们就不会有达尔文。如果一个5岁的孩子知道了牛雀的情况，他应该受到鼓励。他可能正在成为未来的达尔文或哥白尼的路上。\r\n\r\n民主的同质性会导致僵局或消除异类的创造力。每个民主国家，无论多么成熟，都面临着僵局和停滞的风险。制衡是必不可少的，但偶尔的破坏者，如特朗普，可能会显得有利。我们不考虑这种破坏因素，因为它们同样可能以核战争结束。同样，科学界的同行评议因消除所有偏离主流的现象而臭名昭著。许多伟大的理论因为同行评议的做法而难以突破或未能浮出水面。今天我们庆祝网络上不受限制的自由言论。读者所需要的只是一点怀疑精神和扎实的知识，作为对抗谬误的一种盔甲。\r\n\r\n **谬误的危害小于创造性思维的短缺。** \r\n\r\n### 书呆子的代价\r\n\r\nFineman是个聪明人。然而，我希望她坚持自己的专业领域。令人惊讶的是，一个考虑全球共同利益最大化的学者怎么会离人类那么远，而且对数以百万计的家庭保持无知，这些家庭利用大脑的[自然学习能力](https://supermemo.guru/wiki/Learn_drive)来建立奇妙的知识、惊人的激情和美妙的家庭关系。禁止在家上学就是使爱和学习的最佳表达方式成为可能。这是在剥夺数百万人的选择尊严。\r\n\r\n## 灌输式教育\r\n\r\n### 焚书坑儒无效\r\n\r\n许多思想家心中都有一个[mission civilisatrice]（http://en.wikipedia.org/wiki/Civilizing_mission）。文明使命往往会出现失误，甚至适得其反。负面结果可能跨越几个世纪。\r\n\r\n那些想烧书的人认同尼古拉斯-卡尔在[教育自由](https://supermemo.guru/wiki/Freedom_of_education)中抱怨来自网络的假新闻和分心时的相同谬误。\r\n\r\n焚书坑儒、[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)、宣传 ，以及灌输都有这个共同点：它们都试图消灭思想，而且都失败了。正如我们想把国家与宗教分开一样，我们需要把教育与国家分开。资助是好的。干预和手工设计则不然。塑造孩子和消灭迷信工作的最佳工具是知识本身。启蒙是缓慢的，但它会到来!\r\n\r\n小奥利弗-温德尔-霍姆斯解释说，自由思想是\"[*不是同意我们的人的自由思想，而是我们讨厌的思想的自由*]（https://en.wikiquote.org/wiki/Freedom_for_the_Thought_That_We_Hate）\"（1929）。\r\n\r\n我相信没有仇恨，也不相信烧书。那些人也不应该被蒙在鼓里。\r\n\r\n### 高效的学习胜过灌输式教育\r\n\r\n认识论的基本问题是，知识总是引入偏见，而偏见则可能阻碍知识的进一步获得。这就为形成完美的无偏见的现实模型提供了诱惑，这些模型可能会被颁布，可能会促进教育。\r\n\r\n然而，人类的历史表明，信息交流和言论自由带来的好处远远多于坏处。我说的是知识的好[这里](http://super-memory.com/articles/goodness.htm)，以及知识向真正的模型方向靠拢[这里](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning#Convergence_of_knowledge)。这两者都需要思想的自由，因此也需要言论自由。\r\n\r\n由于我一直坚持认为知识的获取会导致[收敛模型](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)，而且从统计学上看，获取速度的增加会导致更快的收敛，那么我们就应该少关注我们如何向孩子们灌输知识，而多关注学习过程的效率问题。这种效率的一部分包括孩子们寻求和获得知识的方法，以及他们如何培养批判性思考的能力和以怀疑的态度对待来源。学得快、学得好的孩子远比那些从摇篮里就被灌输正确思想体系的孩子更能避免迷信。\r\n\r\n### 父母的价值观与灌输式教育的关系\r\n\r\n父母往往想充当过滤器。他们想向孩子们展示一个与真实世界不同的世界。他们想让孩子远离暴力、压力或不良影响。有些人可能想避免色情、非基督教的态度、非穆斯林的态度、\"坏\"同龄人的例子等等。我个人认为，过滤信息是相当反效果的。我相信，诚实是最好的政策。与其过滤不良影响，我更愿意尝试解释真相，但有两个条件：（1）有爱心的成年人提供评论，以及（2）孩子处于由[自然创造力周期]（https://supermemo.guru/wiki/Natural_creativity_cycle）决定的合理心智高峰。评论不应该是灌输式的。相反，它应该提供一个心理健康的解释。心理表现的高峰期可能是必要的，以避免可能确实变成压力或不健康的情绪化的解释。\r\n\r\n例如，我认为我们不应该向孩子们隐藏死亡。正好相反，越早把死亡的自然解释呈现给孩子，实现的创伤就越小。在这里，我深受自己的发展的影响。我在十几岁的时候才发现了大量的存在困境。我的早期童年在宗教的帮助下得到了保护，这使得所有的哲学话题在许多年里都被推到了精神议程之外。这就是为什么我在青少年时期的科学目标之一是使人不死。一些心理学家认为，我诚实的教养方式导致了去敏感化。我同意，而且我声称这实际上可能是健康的。我们不希望孩子们失去同理心。我们只希望他们对世界有一个冷静的解释。因此，需要有 \"大脑高峰\"和成人的评论。\r\n\r\n我反对过滤和灌输，但是，我绝不会拒绝父母的这种选择。家庭需要按照他们自己的价值观体系来经营他们的生活。这对社会的心理健康是必要的。\r\n\r\n为了安慰自己，我坚持认为一些基本的核心价值在所有宗教和哲学中都是一样的。例如，除了一些小的例外，这条戒律是相当普遍的：\"*你不应该杀害其他人类*\"。自然的价值观和行为与理性、生物学和/或文化和谐共存。不自然产生的价值观和行为可能需要一定程度的说服力（教育或灌输）。例如，有些人不同意这样的断言：\"*我们应该交税*\"。\r\n\r\nFineman和其他人担心迷信的问题。我说，所有具有持久力的价值观都是受欢迎的。所有形式的迷信都不是，但它们迟早会与现实发生冲突。对于绝大多数的孩子来说，迷信的影响会得到纠正。我们主要应该关注的是确保灌输不会变成虐待。\r\n\r\n### 禁止自由言论\r\n\r\n当外国政府禁止政党时，我们抱怨并称其为对自由的侵犯。害怕父母灌输的强制教育是对言论自由的经典遏制。在瑞典和德国，晚上父母灌输疲惫的思想在法律上是可以接受的，就像极权主义的政治制度可以接受朋友圈里无党派的政党政治一样。在这两种情况下，自由应该占上风，法律应该只在危险的病态情况下进行干预。\r\n\r\n### 猴式审判和猴式情感\r\n\r\n自从[斯科普斯审判](https://en.wikipedia.org/wiki/Scopes_Trial)以来，为了解释宇宙和生命的起源，年轻人的头脑中出现了一场喧嚣的战斗。如果这场斗争发生在课堂上，就会蔓延到所有孩子身上，包括那些来自温和家庭或对宗教几乎不感兴趣的孩子。这只会放大两个阵营之间的分歧。这种分裂导致了[创造 \"科学\"]（https://en.wikipedia.org/wiki/Creation_science）的发展。这也是[智能设计](https://en.wikipedia.org/wiki/Intelligent_design)出现的原因。这场斗争并不是智力上的。它只是利用科学论证的表象来为双方愤怒的哲学提供一个发泄口。我在对Fineman宗教教科书的嘲笑中听到了这些意识形态斗争的回声，这些教科书在提到进化论、地质学或历史时含有错误的内容，\"*与现代世界的其他地方完全脱节\"。我在马赫的\"[基督教宗教学校](https://supermemo.guru/wiki/Bill_Maher_does_not_like_children) \"中听到了同样的回声。解决问题的办法不是把答案强加给年轻人，即使答案有科学的支持。解决办法是让每个孩子自己去弄清真相。一旦孩子参与到这场战斗中，辩论就会变得情绪化，很难讲出道理来。对那些支持科学的人来说，也很难讲出道理。\r\n\r\n### 反抗连贯模型的灌输\r\n\r\n通过死记硬背浸泡的灌输是不稳定的。它是基于低[连贯性]的记忆（https://supermemo.guru/wiki/Coherence）。自我获得的知识要强大得多。它是基于高连贯性高[稳定性](https://supermemo.guru/wiki/Stability)的知识网络。正如我在[教育自由](https://supermemo.guru/wiki/Freedom_of_education)中写到的，知识可能是有偏见的，可能是原教旨主义的 ，但随着时间的推移，它可能会向理性靠拢。这就是寻求启蒙的正确途径。任何灌输式的教育都不会产生聪明的头脑!\r\n\r\n人们坚持自己的核心信念，并将证据添加到他们预先存在的模型中。这主要是由于大脑的工作方式（见：[大脑算法保护现实模型]（https://supermemo.guru/wiki/Brain_algorithms_protect_models_of_reality））。核心模型形成了一种认知偏见，即不一致的信息会被去掉优先级并被遗忘，而一致的信息会增强模型。\r\n\r\n教育和宗教信仰之间的关联性很小。崇尚科学的人生活在这样的信念中：原教旨主义的基督徒思想封闭，教育程度低下。这一点已经被推翻了。教育和原教旨主义之间的联系很弱，是现代化所引发的文化变革在[塑造现代开放态度]方面发挥了更重要的作用（https://supermemo.guru/wiki/Modernization_kills_fundamentalism）。诚然，学习科学会破坏宗教，然而，这宁愿发生在自由学习中，而不是发生在激起自然反对的强制学习中。\r\n\r\n违背内在信念的灌输只能引发愤怒。面对内在信念的稳定连贯的知识网络，不连贯性无法通过基于干扰的遗忘（或重新学习）来突破。我们可以建立与情绪相关的[毒性记忆]（https://supermemo.guru/wiki/Toxic_memory），而不是新的记忆。在这种情况下，愤怒。在恐怖主义时代，我们早就应该知道，自由、宽容和不干预是减轻心理机制的最佳途径，这些心理机制导致人们以一致的现实模型的名义采取暴力行为，即使这个模型对街上的普通人来说可能是荒谬的。\r\n\r\n那些坚持把进化论作为反对《圣经》教义的工具的人，采用的是导致极权主义制度的思维。正是控制他人思想的愿望导致了独裁统治、专制教养、审查制度、焚烧书籍，或者在这种情况下，禁止在家上学。\r\n\r\n我在这里并不无辜。我所有的写作都是由希望看到思维的改变而引发的。然而，我只是希望，在一个没有广告的服务器上倾倒的纯粹的言辞是完成这项工作所需要的全部内容。真理是它自己最好的防御。在我的模型与连贯的知识网络发生冲突的地方，在它们引发矛盾的地方，它们将被忽略。在我的话语产生共鸣的地方，我希望能激发灵感，从而改变人们的想法。 **真理不需要胁迫** 。\r\n\r\n### 宗教在炮火中茁壮成长\r\n\r\n我钦佩并热爱[理查德-道金斯]（https://en.wikipedia.org/wiki/Richard_Dawkins）。他在促进理性思考方面做得很好。然而，我不认为他在打击反对意见方面有什么建树。恰恰相反。我认为，在攻击和嘲笑下，他的反对派只会收拢队伍，更加努力地战斗。\r\n\r\n道金斯让我发笑。他让有科学思想的人感到振奋，但他最深刻的影响是对那些被他批评的人。愤怒是一种最压倒性的、最能消解的情绪。道金斯可能想根除宗教，但相反，他似乎在帮助他的对手巩固和完善他们愤怒的论点。嘲讽是一种非常糟糕的教育武器。原教旨主义者把世俗学校教育当作是对他们价值观的攻击。转换率很低。\r\n\r\n强制性教育将以道金斯攻击宗教的同样方式适得其反。科学课程往往会导致宗教情绪的减弱。然而，这样的课程不应该是强制性的，特别是当它带有破坏宗教信仰的别有用心的动机时。\r\n\r\nFineman说：\r\n\r\n> 有[原教旨主义]信仰的父母进行在家上学，可能会向他们的孩子灌输仇恨、偏见、无知和恐惧，这很可能影响孩子作为社区成年成员的能力。如果大量被疏远和不适应的公民拒绝广泛持有的社会规范和价值观，这可能代表了对社会福祉的威胁。\r\n\r\n然而，菲尼曼是对的，她高估了危险，低估了自由的价值和以明确的哲学模式为基础的教育的道德方面。波兰深受天主教的影响。在所有的阵营中，都有大量的仇恨和无知，但这些力量是微弱的，而且正在消退。在现代社会中，基于社交媒体的喧嚣，邪恶的倾向被淹没和压制。只有一种真正危险的力量可以重新唤醒并重新巩固落后的力量：强制灌输 。对社会福祉的威胁可以忽略不计，而且正在下降。如果宗教感受到马克思主义灌输的压力，或者世俗价值被基督教课程压制，这种情况可能会改变。\r\n\r\n俾斯麦在普鲁士的文化战役（1871-1880）适得其反。它是为了削弱王国中的天主教和波兰元素。结果却使他们变得更加强大。同样，[德国化](https://en.wikipedia.org/wiki/Germanisation)通常会加强民族情绪。共产党对波兰天主教会的镇压是[如何不玩弄宗教之火](https://supermemo.guru/wiki/Ban_on_homeschooling#Polish_indoctrination_see-saw)的最好例子。\r\n\r\n在某些情况下，灌输似乎是有效的，但在几十年或几个世纪后却适得其反。法国人认为他们的使命是将更高的文化和基督教带到非洲的殖民地领土。法国在任总统[朱尔-费里](https://en.wikipedia.org/wiki/Jules_Ferry)(1832-1893)对法国学校教育做出了重大贡献，使其成为免费（收费）的、世俗的、强制性的。1885年，费里以总理的身份为法国在非洲的使命辩护：\"[*高等种族对低等种族有一种权利。[......]他们有责任使低等种族文明化*]（https://sourcebooks.fordham.edu/mod/1884ferry.asp）\"。这种针对剥削的种族主义思想可能产生了一些暂时的预期效果，然而，在21世纪，它仍然在法国国内伊斯兰激进分子的意识形态中留下了强大的印记。强制灌输的长期效果往往与预期效果相反。\r\n\r\n虽然宗教在烈火中茁壮成长，但从更广泛的意义上说，反叛者在压力下茁壮成长。[卡尔-马克思]（https://en.wikipedia.org/wiki/Karl_Marx）改变了世界。他的父亲很欣赏法国大革命的自由方面。难怪他不太接受普鲁士的命令。他不得不从犹太教改信基督教（路德教）以避免歧视。卡尔-马克思本人也因其政治观点而被流放。这些小小的不公正和对自由的侵犯使马克思产生了一种哲学，它得到的追随者比现有的任何宗教都多。使普鲁士基督教化的努力可能已经种下了全球共产主义的种子。现在，社会主义者想要根除宗教，同时祈祷历史的钟摆不会再次摆动。\r\n\r\n创造力是每一次反叛的根源。这就是为什么灌输者需要压制创造力。在人类的各种反应中，习得性无助占主导地位，但新革命的火花总是只差一个创造性的大脑。这使得历史的钟摆摇摆不定。\r\n\r\n#### 波兰人的灌输拉锯战\r\n\r\n波兰的上个世纪是一个完美的例子，说明了灌输是如何适得其反和加强反对派的。我们从一个准宗教独立的国家，到一个无神论的极权主义政权，再回到自由的宗教不容忍的国家，在基督教价值观的旗帜下进行灌输教育。\r\n\r\n1921年3月17日的波兰宪法以 \"*以全能的上帝之名！*\"开头，暗示在学校进行宗教灌输。\r\n\r\n **第114条。第114条：** *罗马天主教是全国绝大多数人的宗教，在国家中占据了被授予权利的宗教中的主要地位......*。\r\n\r\n> **条。120:** *每个教育机构的所有学生都必须接受宗教教育...*。\r\n\r\n短短四年后，根据[1925年协约](https://en.wikipedia.org/wiki/Concordat_of_1925)，天主教教学成为所有公立学校的必修课。\r\n\r\n相反，二战后，波兰共产党政府从1948年开始计划对社会进行系统的无神论化。1961年，政府在学校里禁止宗教。这一努力的最终结果是天主教会对波兰共产主义制度在1989年之前的崩溃做出了重大贡献。然后又在1993年，根据[1993年协约]（https://en.wikipedia.org/wiki/Concordat_of_1993），宗教进入了波兰学校。不用说，这个系统偏向于罗马天主教，这对不信教的人来说没有什么区别，但对其他教派来说却有冒犯之嫌。当琴斯托霍瓦左倾的地方当局计划为当地三个孩子的伊斯兰教教学提供资金的决议时，这一风波传到了全国性的新闻，并在民族主义圈子里引起了愤怒。2016年，在接纳逃离叙利亚冲突的难民方面，波兰是最不宽容的国家之一。反对的主要原因根植于 \"*捍卫基督教价值观和宗教*\"，甚至不顾[教皇弗朗西斯](https://en.wikipedia.org/wiki/Pope_Francis)和波兰主教的呼吁。新的[波兰教育改革](https://supermemo.guru/wiki/Polish_education_reform)带来了沉浸在符合基督教教义的落后观念中的新课程（初稿）。\r\n\r\n禁止在家上学就是让美国原教旨主义者接触进化论，或者让波兰无神论者接触中世纪的教义，或者让瑞典的基督徒接触普通孩子的 \"堕落之心\"。在所有情况下，自由都是受害者。\r\n\r\n#### 政治突发事件\r\n\r\n那些希望看到为了世俗灌输而禁止在家上学的人需要记住，学校的课程会受到政治影响。\r\n\r\n> 教育是一种武器，其效果取决于谁拿着它和它的目标是谁。\r\n\r\n这些真实而睿智的话是由叔叔约瑟夫-斯大林说的。\r\n\r\n菲尼曼希望义务教育能纠正落后的状况。这种希望是不稳定的，因为变革的方向只是民主多数的问题，而民主多数是文化平均水平的反映。菲尼曼可能希望基督教原教旨主义者得到科学的教训。但情况可能会发生变化，以科学为导向的孩子们可能会被迫接受国家认可的祈祷或强制阅读圣经。如果基督教原教旨主义者被剥夺了在家上学的权利，他们会把他们的想法带到主流学校教育中去，例如在课程中争取 \"智能设计\"。\r\n\r\n[课程](https://supermemo.guru/wiki/Curriculum)随着国家立法机构中[政治力量构成的变化](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)而变化。在今天的波兰，课程正在被改写，以便在堕胎、性行为、生殖和家庭等领域推广基督教价值观。课程的第一稿[出于宗教原因，不再强调进化论、气候变化和避孕](https://supermemo.guru/wiki/Polish_education_reform)。由于政治原因，该课程很少提及波兰英雄[莱赫-瓦文萨](https://en.wikipedia.org/wiki/Lech_Wałęsa)。\r\n\r\n在许多科学家看来，新课程没有根除落后现象，而是不再强调生物进化。这与菲尼曼希望学校教育达到的目的正好相反。如果你拿着剑战斗，你可以死在剑下。那些想把进化论强加给别人的孩子的人，可能会把创造 \"科学 \"强加给自己的孩子。智能设计实际上是试图将创造论伪装成科学，以便将其推回课堂。这一运动非常强大，所有的铲除努力只会让它更加强大。\r\n\r\n在今天的波兰，宪法规定的[在家上学](https://supermemo.guru/wiki/Homeschooling)权利确保孩子们不会被迫参加有偏见的[课程](https://supermemo.guru/wiki/Curriculum)。孩子们有办法避免上宗教或道德课。目前，不希望自己的孩子接受宗教教育的父母可以提交一份书面声明。大一点的孩子也可以不顾父母的意愿而这样做。当然，这种小小的自由也可以通过立法机构的笔来改变。课程设置掌握在部长手中，只是一个政治上的应急问题。目前的议会多数派很高兴在学校中引入宗教和民族主义灌输的元素。这些变化的程度和影响是有限的，只是因为政治恐惧。来自家长的反弹可能会使更极端的 \"改革 \"变种脱轨。\r\n\r\n菲尼曼明白，\"*如果法律试图过于领先于人们和政治的发展，你将得到的是反击*\"。在家上学者是一支不断壮大的军队，会有一场大的反击。 幸运的是，这永远不会发生。在美国不会。可惜它已经在[瑞典和德国]发生了(https://supermemo.guru/wiki/European_outcasts)。\r\n\r\n剥夺自由是不道德和危险的。否认者也会被剥夺自由\r\n\r\n#### 在家上学的恐怖分子\r\n\r\n有一种诱惑，即认为狭隘的思维可能有利于在在家上学环境中培养一个小恐怖分子。实际上，在家上学的人并不比其他公民更应该受到审查。他们实际上应该被置于低风险的类别中。关于恐怖主义的威胁，原因如下。\r\n\r\n- 恐怖主义的根源在于愤怒，而愤怒主要来自于对自由的限制和由此产生的不公正现象。狭隘的焦点导致了[错误的模式](https://supermemo.guru/wiki/Ban_on_homeschooling#Superstition_in_combat_against_superstition)，就像我自己的[年轻的案例](https://supermemo.guru/wiki/Socialization:_Personal_stories)，在面对现实/真相时，会被快速/轻易地纠正。如果有的话，学校会助长奴役感，特别是在所有违背[学生自己的信念](https://supermemo.guru/wiki/Crushing_student_convictions)的灌输形式方面。\r\n\r\n- 土生土长的恐怖主义通常源于学校教育和专制的家长教育导致的奖励制度的破坏。不是宗教或意识形态推动了偏差行为的发生。而是缺乏通常给予健康社会群体成员的奖励。促使孩子们吸毒的机制也可能使他们皈依新的 \"宗教\"。\r\n\r\n- 即使是大学教育似乎也不能阻止恐怖分子的倾向。同样，大学是一个获得激进化的好地方\r\n\r\n- 学校破坏了亲子关系，而父母可能也应该是教育、哲学和政治轨迹的最佳矫正者\r\n\r\n- 平均而言，在家上学的人表现出[更好的社会化](https://supermemo.guru/wiki/Optimal_socialization)，因此提供了一个很好的适应社会的情况。这一事实可能自然来自于精英主义的在家上学平均水平，随着时间的推移，在家上学变得越来越普遍，这种情况也会发生变化。\r\n\r\n最近有很多关于汤维尔小学枪手杰西-奥斯本的报道，他今年14岁。他曾在家中接受教育，但他不是典型的在家上学者。他因在课堂上用斧头攻击同学而被中学开除。头条新闻应该说的是 \"被学校开除的恐怖分子\"，而不是 \"在家上学的恐怖分子\"。在家上学需要多年的时间来塑造心灵，它的影响可能会被以前的学校教育的影响所严重扭曲，甚至脱轨，奥斯本的情况可能就是如此。\r\n\r\n对宗教学校可能会有更多的关注。然而，西方世界的大多数宗教学校都坚决地从社会利益的角度来阐述他们的目标。除了道德方面的考虑，他们这样做正是为了消除任何疑虑，促进他们自己在法律框架内的存在。\r\n\r\n每当当局担心恐怖主义时，他们应该首先关注被认为不公正的原因。关闭一所宗教学校可能会被视为一种压迫行为，其后果远比容忍某种程度的看似危险的自由言论要严重。穆斯林社区，例如法国的穆斯林社区，经常被作为拒绝与主流社会融合的激进伊斯兰思想的危险聚居地的一个例子。然而，我认为这种激进化的根源在于对外国文化价值观的排斥，以及文化、种族和宗教歧视。[与法国穆斯林的对话或与我那些想成为恐怖分子的伊斯兰朋友的对话](https://supermemo.guru/wiki/Socialization:_Personal_stories)为我描绘得非常清楚：社会排斥和不公正是比[激进伊斯兰教](https://supermemo.guru/wiki/Islam:_political_radicals_in_favor_of_democracy)或一般伊斯兰教所固有的任何思想更强大的力量（正如[16亿穆斯林认为所有激进思想是异类](https://encounteringislam.org/misconceptions)所证明的）。因此，平均而言，宗教学校教育应该像我在1970年代和整个1980年代在波兰学校接受的共产主义和民族主义灌输一样无害。就我而言，唯一留下的痕迹是连接世界上所有哲学的普遍真理。对那些在国家强制灌输条件下诞生的激进哲学所承载的普世价值，甚至还有一个额外的好处，那就是更加开放。\r\n\r\n这些天来，波兰的大多数孩子在学校接受天主教教义的讲座。孩子们可能还会在国家主办的课堂上听到关于6000年地球的圣经主张。就我而言，这只是激发了我对进化论的兴趣。难怪那时我反而不担心了。波兰的基督教教学是在促进道德态度的保护伞下进行的。孟加拉国或海法的读者可能会有不同的感受。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n为清楚起见，在\r\n\r\n[我自己的案例](https://supermemo.guru/wiki/Socialization:_Personal_stories)，父母与子女的沟通受到两个主要因素的破坏。\r\n\r\n- 我的妈妈，作为一个单亲家庭，是唯一的经济支柱。此外，在我最骚动的时期，她正在攻读她的科学硕士学位。\r\n\r\n- 我妈妈是天主教徒，而我很早就叛变了，把自己称为无神论者\r\n\r\n从这个意义上说，学校对亲子关系没有什么影响。除了环境和特定的大脑发展轨迹之外，其实并没有什么人可以指责。青春期是动荡不安的，即使在最好的家庭中也是不可预测的。\r\n\r\n### 希特勒的还原论（Reductio ad Hitlerum）\r\n\r\n#### 受纳粹启发的父母权利\r\n\r\n1948年12月，联合国大会通过了[《世界人权宣言》](https://en.wikipedia.org/wiki/Universal_Declaration_of_Human_Rights)。它说：\"[*父母有事先选择应给予其子女的教育种类的权利*](http://supermemo.guru/wiki/Education_as_a_human_right)\"。这一点的灵感来自于纳粹时代。是纳粹把不送孩子去纳粹学校作为一种犯罪。那些反对[在家上学](https://supermemo.guru/wiki/Homeschooling)的人，常常称这种关于纳粹起源的说法是一个神话!\r\n\r\n#### 《我的奋斗》的价值\r\n\r\n最近在德国出版的《*我的奋斗》注释本[引发了相当程度的抗议]（http://www.cnbc.com/2017/01/04/annotated-version-of-hitlers-mein-kampf-a-hit-in-germany.html）。我出生在二战结束后很久，倾向于以分析的方式对待那段历史。为此，我可能不能完全理解心理或伦理上的敏感问题。我认为《*我的奋斗》是一份应该被研究的历史文件。\r\n\r\n我和一位波兰语老师谈过，她对学生自选阅读书目而非必读书目的想法表示同情。然而，当我承认从未读过\"[*Sir Thaddeus*](https://en.wikipedia.org/wiki/Pan_Tadeusz) \"时，她的同情心瞬间消失了。当我补充说我正在读 \"*Mein Kampf*\"时，她的感觉接近于一种礼貌性的愤慨。这里对现在进行时的奇怪使用来自于这样一个事实，即我一直在阅读许多我永远不会完成阅读的东西。我只是在SuperMemo中使用[增量阅读]（https://supermemo.guru/wiki/Incremental_reading）。我坚持认为，《*Mein Kampf*》是所有心理学家和教育家应该研究的对邪恶心灵的最佳见解之一。杀人犯应该被研究，而不是被处决。对灭绝种族的杀人犯应以三倍的强度进行研究。\r\n\r\n\"*Mein Kampf*\"并不是我为了更好的睡眠或愉悦而阅读的作品。我读它是为了研究与我的工作有关的个别线索。德国在家上学的支持者经常把禁止在家上学称为纳粹法律。他们被批评为对[义务教育]的立法历史知之甚少（https://supermemo.guru/wiki/Compulsory_schooling）。然而，在*《我的奋斗》*中确实可以找到关于学校的极权主义思想的响亮回声。就像菲尼曼希望看到孩子们在种族间和谐的世俗精神中接受教育一样，希特勒希望使用同样的工具--学校教育，以培养一代种族和民族纯正的健康德国人。菲尼曼的目标可能看起来很崇高，但限制自由的授权方式总是要受到谴责的。值得注意的是，希特勒在《我的奋斗》中最初陈述的目标听起来也不那么应受谴责。是历史背景让他的话产生了令人心寒的效果。我们永远不知道极权主义工具的使用最终是如何影响社会的。希特勒通过民族灌输来寻求和谐，远离部落冲突。芬曼通过世俗的灌输来寻求和谐，远离种族和社会的紧张。希特勒想利用地理上的大熔炉。菲尼曼想使用文化大熔炉。目标是好的，手段是可怕的。\r\n\r\n#### 希特勒的学校教育\r\n\r\n对希特勒来说，[义务教育](https://supermemo.guru/wiki/Compulsory_schooling)是不够的。[义务兵役制](https://supermemo.guru/wiki/Conscription)是为了确保对弱者进行良好的过滤，不管他们有多聪明。这种服务是获得公民身份的一个要求。似乎是受到古代斯巴达的启发，瑞典最近禁止了[在家上学](https://supermemo.guru/wiki/Homeschooling)，并恢复了[征兵](https://supermemo.guru/wiki/Conscription)。瑞典征兵的目的是军事防御，而不是灌输，但这一切使瑞典作为一个福利国家的吸引力大大降低。这与我以前在经济学课程中了解到的情况形成了很大的反差。仿佛是为了完成[欧洲弃儿](https://supermemo.guru/wiki/European_Outcasts)的对称性，在写完这篇文字一年后，2018年8月，德国政治家宣布他们也将考虑[恢复义务兵役制](http://www.euronews.com/2018/08/07/germany-debates-the-return-of-national-service)。\r\n\r\n摘自《我的奋斗》（Mein Kampf）：\r\n\r\n> 拥有德国国籍的年轻男孩或女孩，如果是德国国家的臣民，就必须完成每个德国人都必须接受的 **期学校教育。因此，他** 接受培训系统 **，这将使他意识到自己的种族，成为民间社区的一员。然后，他必须** 满足国家规定的所有要求， **在他离开学校后的身体训练；最后，他进入军队。军队中的训练是一种普遍性的训练。必须对每个德国人进行培训，使其有能力满足军事服务的身体和精神要求。每一个健康和性格都被证明是良好的年轻人，在完成了他的服役期之后，将被授予公民权。这一公民身份的启动仪式应是一个庄严的仪式。而** 授予公民权的证书**将被年轻人作为他一生中最宝贵的证明来保存。它使他有权行使公民的所有权利，并享受与此相关的所有特权。因为国家必须在那些作为国家的成员，是国家存在和伟大的基础和支撑的人与那些仅仅作为在该国谋生的人之间划出一条鲜明的区别线。\r\n\r\n### 强字破坏了宗教\r\n\r\n那些想用进化论的必修课来摧毁宗教的人应该记住，强迫总是会引起反对。\r\n\r\n个人轶事.[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我是在一个天主教家庭长大的。我认为我的无神论的根源在于：（1）我小时候读过的一本关于进化论的书；（2）宗教学校的强制教育；（3）早起做弥撒；（4）神职人员对与我有关的事情，尤其是自然界的知识贫乏。思想解释了仪式的无意义性。强迫性引发了反叛。如果我的信念在义务教育中受到攻击，可能就会出现相反的情况。对我来说，学校是冷静和无聊的。因此，这不是一件值得反对的事情。谁想让否认进化论的人接受强制性的世俗学校教育？那些对否认科学的行为最愤怒的人。这些人并不是周围最冷静的人。恰恰相反。在站在 \"科学和理性 \"旗帜下的阵营中，非理性是统治者。\r\n\r\n一个朋友在评论我的文字时给我发来了他自己从天主教过渡到无神论的故事。这个故事与我的非常相似，只是他没有提到强迫的因素。在他看来，是科学和理性战胜了教条。这是他写的。\r\n\r\n> 我自己的无神论是互联网的结果。互联网让我们更容易找到信息，以及矛盾的地方。我大约在16岁时变成无神论者。我是在一个传统家庭中作为天主教徒长大的。我做了很多年的祭坛男孩。大约16岁时，我开始上大学。我们的一个邻居是一个新教团体的牧师。我问了他很多问题。关于上帝存在的证明。他也在教神学。所以他给我讲了阿奎那赞成存在的论据，他的课文包括反驳。我发现反驳的观点更有力。于是我开始在互联网上更多地研究这个话题。有趣的是，这位牧师会在家里教育他的孩子，而我则照看他们。他教他们创造论。我与他的孩子们接触，并了解了在家上学。我对他们的在家上学的想法是非常积极的。唯一消极的一点是教授创造论，但我自己对这个问题的看法是，这并不重要。在他们的指尖上有互联网，他们不可能被屏蔽在世界之外。最大的孩子在工程领域的晋升中毕业。最小的孩子目前正在为一个教会做人道主义工作。\r\n\r\n###核心信念是不可逆的\r\n\r\n核心信念是难以解决的。所有的人都在核心信念的基础上建立现实的模型。通过导致确认偏见的抽象力量，所有的矛盾都被从模型中剥离出来，以最大化记忆的[一致性](https://supermemo.guru/wiki/Consistency)。无论正确与否，模型通过建立在[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)基础上的[连贯性记忆](https://supermemo.guru/wiki/Coherence)的非[干扰](https://supermemo.guru/wiki/Interference)而生存。这使得核心强大而难以移动。核心模型的[连贯性](https://supermemo.guru/wiki/Coherence)和[一致性](https://supermemo.guru/wiki/Consistency)防止[干扰](https://supermemo.guru/wiki/Interference)。废除旧模式的新学习是困难的。通过学校教育进行灌输几乎是不可能的。\r\n\r\n **固执是设计好的印在人脑中的。** 它是[神经效率]（https://supermemo.guru/wiki/Neurostatistical_Model_of_Memory）的表现。不是一个缺陷\r\n\r\n[加速基督教教育](https://en.wikipedia.org/wiki/Accelerated_Christian_Education)有一个明确的目的：帮助孩子发展一套晶莹剔透的核心信仰，使其终生受益。有很多人试图禁止基于ACE的学校或禁止ACE本身。这是适得其反的。我当时只有10岁，试图灌输《圣经》的努力失败了，只是因为我发现基于一致的科学理论的自选书籍更吸引人，更有说服力。如果我被迫学习进化论而排斥其他一切，我可能会反叛并向相反的方向发展。\r\n\r\n所有的无神论者都倾向于把他们离开宗教归功于他们卓越的智力或卓越的知识。有时，模型、大脑或知识不那么重要，而老师的个性会造成很大的不同。\r\n\r\n由[卡罗尔-沃伊蒂拉](https://en.wikipedia.org/wiki/Pope_John_Paul_II) ( 约翰-保罗二世)颁布的模式的真实演绎可能完全能说服一个孩子。我的牧师们不是太聪明，每次上课都能看出来。再加上早上5点起床，宗教对我来说就是死路一条！现在想想，我有一个可爱的牧师，他是一个很好的人选。现在想象一下，我有一个可爱的牧师，他理解我的问题，用宗教术语漂亮地解释世界。这种模式可能符合我的孩子对现实的模式和我的需求。在那之后，我可能会去学校上一堂课，一个脾气暴躁、毫无吸引力的老女教师试图告诉我，所有的 \"好神 \"只是一段 \"宗教胡言乱语\"（我的一个批评者的实际引用）。如果那个老师试图教我进化论，同时混淆细节、事实和时间线，我可能会更加灰心。如果我因为犯了一个诚实的错误而被抽打，那么在我孩子的脑子里，作为一个合理的模型，死的将是进化论而不是宗教。灌输者需要记住，正是思想的执行者将做最终的斧头工作，可能会适得其反。编写课程的思想家们对这一结果的影响很小。\r\n\r\n我有幸参加了许多耶和华见证会的聚会。这些聚会的目的是招募。我是那个招募过程的目标。我和他们社区的一个成员是朋友，所以同意参加。我的目的是试图论证进化论的优点。他们急于提出自己的观点。我是一个生物学的新学生，很想展示我的知识。\r\n\r\n任何尝试过这种努力的人都知道这对双方来说是多么的徒劳。这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)解释了学校教育的可悲的徒劳性。由于学校教育在用知识武装学生方面非常薄弱，而知识在改变牢固的核心信念方面也非常薄弱，因此学校对宗教信仰的影响可以忽略不计。在教育与宗教信仰的关联中，[弗林效应](https://en.wikipedia.org/wiki/Flynn_effect)暗示了混杂的变量。\r\n\r\n学校在为孩子们配备自学和批判性思维所需的工具方面特别差。在许多方面，学校剥夺了学生的自立能力和[学习动力](https://supermemo.guru/wiki/Learn_drive)（见：[学校压制学习动力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)）。批判性思维和充满活力的[学习动力](https://supermemo.guru/wiki/Learn_drive)是对歪曲信仰的最好防御。没有这些防御措施，信念的重大改变是不可能的。欧洲的世俗化进程在本质上是进化的，在冲突最激烈的地区是最慢的。不再争论宗教问题的社会，其脾气的冷却和思维的合理化最为迅速。\r\n\r\n自由远比用强制手段强加的知识更有利于向真理靠拢!\r\n\r\n###原教旨主义社区的世俗灌输\r\n\r\n在一个由原教旨主义基督徒主导的农村社区，你可能会发现很难找到一个准备灌输反对圣经或支持进化论的老师？义务教育](https://supermemo.guru/wiki/Compulsory_schooling)已经有170年了，而这些社区几乎连一点痕迹都没有!禁止[在家上学](https://supermemo.guru/wiki/Homeschooling)对有天赋和思想开放的人的伤害远远大于对落后的人的伤害。[Fineman](https://supermemo.guru/wiki/Ban_on_homeschooling#Fineman)希望不断地重复做同样的事情，并期望有不同的结果!即使是来自原教旨主义家庭的大学生，也很容易过滤掉与他们的宗教信仰不一致的知识。此外，这些孩子中很少有人能真正上大学。\r\n\r\n###好战分子在压力下占优势\r\n\r\n就像所有的激进哲学一样，系统性的铲除努力会让一个团体中更多的激进力量得到信任，从长远来看会起到反作用。当欧洲的政治家们担心激进的伊斯兰教和ISIS在Facebook上的受欢迎程度时，他们应该增加自由而不是压制自由。所有形式的强迫会使年轻人寻求他们等同于自由的意识形态。虽然ISIS看起来与自由完全相反，但对于一个被现代社会奴役的年轻人来说，这似乎是ISIS宣传中描绘的一个纯粹的遥远的天堂。奴役可能有很多方面：它可以是文化、种族、政治或经济。它可以是学校系统、法律、社会规范或同侪压力。禁止在家上学就像禁止穿罩袍或布基尼一样糟糕。它激起了反对意见。\r\n\r\n###压力下的激进创造力\r\n\r\n这就是对自由的限制如何适得其反。\r\n\r\n- 对自由的限制引起反对\r\n\r\n- 对宗教自由的限制导致了激进主义\r\n\r\n- 好战性加强了创造性的反对派\r\n\r\n- 创造性的反对是一种有效的力量，能够左右力量的平衡\r\n\r\n我在[创造力和天才的根源](http://super-memory.com/articles/genius.htm)中写道，负面情绪会扼杀天才。处于情绪环境中的天才很容易失去注意力，忘记了他的目标，忘记了总体原则，而是专注于他的情绪。然而，情绪也可以成为解决问题的强大力量。这包括消极的情绪，如愤怒。\r\n\r\n我在*[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)*中解释了心理计算的模型，愤怒是那些永久的自我激活之一，帮助人们专注于一个单一的概念图。简单地说，一个愤怒的激进分子在醒来时脑子里只有一个主要目标，例如：摧毁系统、摧毁压迫者、推翻政府等等。长时间保持一个概念图的活性是解决问题的关键原则。这就是为什么愤怒的反对派往往能非常有效地完成其目标。愤怒有多种神经系统的副作用，然而，它也有这一个强大的激活能力，使创造性的问题解决变得容易。\r\n\r\n愤怒的人不是万能的天才，但解决他的真实或想象的问题也可能接近天才的水平。\r\n\r\n在回应我的[文章](http://super-memory.com/articles/genius.htm)时，有人写道，天才也可以是邪恶的。他提供的例子是奥萨马摧毁世贸中心的计划。我对这一批评的回应是，用飞机摧毁建筑物是一个古老的想法，在这里和那里出现，包括大片的电影。然而，从电影情节到实际执行，确实有很长的路要走。只有一个痴迷的头脑才能将这种复杂的执行工作做到最后的细节。在我看来，奥萨玛不是天才，因为普遍的天才都是以鸟瞰的角度来看待宇宙。然而，这可能是一个术语问题。就本章而言，一个重要的结论是，对宗教自由的攻击，或对任何一般自由的攻击，往往会带来与预期相反的结果。 **创造性的历史规律说，每一种压迫性的力量都会遇到一种相反的、更大的创造性力量。** 这就是所有压迫最终的结局（直到现在）。\r\n\r\n###原教旨主义的思维是自我限制的\r\n\r\n那些忽视教育的人把自己拒之门外，无法对社会生活产生进一步的影响。一个没有受过教育的基督教原教旨主义者不太可能把他的吸引力扩大到那些成绩较差的人的狭窄圈子之外。随着时间的推移，这些影响会逐渐减弱，而有利于那些拥有广泛知识和连贯的现实模型的强大头脑。这是知识进步的基本规律，现在只有重大灾难（核战争、小行星撞击等）才能在全球范围内受到阻碍，或者在当地受到独裁统治、战争、文化时尚等的阻碍。见。[原教旨主义信仰对教育成就有负面影响](http://wcfia.harvard.edu/publications/impact-protestant-fundamentalism-educational-attainment)\r\n\r\n **原教旨主义者在压制的条件下茁壮成长，在自由的条件下消亡** 。\r\n\r\n##结论\r\n\r\n就其政治意识形态的根源而言，禁止在家上学与禁止穆斯林、变性军人、避孕药具、burkas、日裔美国人，甚至禁止文字没有什么不同。\r\n\r\n在提到在家上学时，社会主义者、进步人士、无神论者、多元文化主义者、女权主义者、瑞典文化和德国文化之间有一些思想上的碰撞。女权主义者利用学校教育来解放妇女。无神论者希望能杀死宗教。平等主义者和社会主义者希望能 \"平等 \"地教育孩子。政治家们希望顺从的大众来建立一个更好的世界。德国人喜欢他们的普鲁士[纳粹式秩序](https://en.wiktionary.org/wiki/Ordnung)，而瑞典人则注重学校的社会功能。这些力量有许多面孔和许多目标。\r\n\r\n我很同情，或者至少容忍不同的观点，但是，崇高的目标不能以牺牲孩子们的最佳选择为代价来实现，也不能对有不同想法的人封口。正如社会转型中经常发生的那样，一个好的领导者往往被一群具有黑暗动机的人所支持和跟随。然后，这群人就隐藏在大量不知情和没有方向性的文化力量中。\r\n\r\n在禁止在家上学的根源上，你会发现 **想拥有你的思想和你的未来的神学家** 。思想家们对那些有不同想法的人深恶痛绝。思想家们想要消灭那些阻碍通往某种乌托邦式的预先设计的未来现实的人。在更大的范围内，还有对独立思想的恐惧，或对有不同想法的人的仇恨。这些原始的情绪随后被社会工程的崇高目标所掩盖。\r\n\r\n这个关于人类利用社会压力塑造他人思想的先天驱动力的悲哀结论，可以被这整本[书](https://supermemo.guru/wiki/Problem_of_Schooling)中流露出的积极信息所抵消：对大多数孩子来说，[在家上学](https://supermemo.guru/wiki/Homeschooling)和[非学校教育](https://supermemo.guru/wiki/Unschooling)是符合[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)的最佳教育路径。\r\n\r\n **禁止在家上学的根源在于政治意识形态** 。它来自于 **乌托邦思想工程的梦想。** 它将失败，因为它反对思想自由**，而人类的自由思想是自然界最强大的力量之一。", + "type": "text/markdown", + "caption": " 禁止在家上学\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Ban on homeschooling" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Big Fat Lie Children like school.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Big Fat Lie Children like school.json" new file mode 100644 index 0000000..f633561 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Big Fat Lie Children like school.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Big Fat Lie Children like school", + "text": "# 巨大的谎言：孩子喜欢学校\r\n\r\n原文：[Big Fat Lie: Children like school - supermemo.guru](https://supermemo.guru/wiki/Big_Fat_Lie:_Children_like_school)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 介绍", + "type": "text/markdown", + "caption": " 巨大的谎言：孩子喜欢学校\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Big Fat Lie Children like school" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Bill Gates is wrong about education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Bill Gates is wrong about education.json" new file mode 100644 index 0000000..6adc549 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Bill Gates is wrong about education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Bill Gates is wrong about education", + "text": "# 比尔·盖茨对教育的看法错了\r\n\r\n原文：[Bill Gates is wrong about education - supermemo.guru](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 比尔·盖茨是我的英雄\r\n\r\n比尔盖茨是早期的指路明灯，也是[我们](https://supermemo.guru/wiki/SuperMemo_World)的灵感来源。1991 年，当我和 [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 首次投资 3 美元购买企业的橡皮图章时，这是 1991 年波兰所有公司的后共产主义义务，微软是一家价值数十亿美元的公司。我们怎能不被灵感蒙蔽？我们想写一个通用的软件，那样世界就属于我们了——我们这样想到。基于对向后兼容性的尊重，比尔盖茨的软件哲学庇护着 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 走上了极其缓慢的推广道路。 软件和数据库的兼容性已经保持了 30 年。 1987 年 12 月 13 日，我在电脑上输入的第一批医学知识至今仍在我的学习集中，记忆深刻且十分有用。 如果没有盖茨和他对兼容性的观点，我早就因为很久以前的某个软件升级问题而失去了所有这些知识。 当盖茨投身慈善事业时，他已经在我心目中世界上最伟大的人名单上占据了一席之地。也许和[比尔的基金会可能拯救了多达 0.3-1.2 亿儿童](https://supermemo.guru/wiki/Bill_Gates_saved_over_100_million_children)一样。这就引出了一个至关重要的问题：为什么盖茨对教育的看法大错特错？ 为什么他会相信[投资教育会产生更好结果](https://supermemo.guru/wiki/Myth:_You_can_improve_education_by_throwing_more_money_in_it)的古老谬误？ 教育系统是错误的，必须重新设计。 [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。 参见：[教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)。\r\n\r\n## 难道比尔的伟大思想是错的？\r\n\r\n不同意伟人的人都需要停下来重新审视。 盖茨的过往可谓传奇。 他有天才头脑：他看过的地方比我在谷歌地图上看到的还要多， 他交谈过的伟人比我有机会读到的还要多，他参观的学校比我在照片上看到的更多。 1999 年起，他便开始涉足教育领域。相比之下，我只是在 2016 年准备写这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)的时候才开始思考整个教育「体制」。结果我是那个初出茅庐，观点幼稚的人。盖茨本人就是很好的例子，他是个活泼的学生，把他的技能和天赋转化为不朽的成就。他的资历比我强多了！\r\n\r\n## 比尔·盖茨的视角\r\n\r\n这是否仅仅是因为盖茨的视角与我截然不同？\r\n\r\n他看待教育系统就像看待操作系统一样。衡量性能，寻找系统瓶颈，修正这里和那里的参数，给好老师录像，让其他人复制方法，批量制造伟大老师。\r\n\r\n他把教育当成慈善工作。就像他通过大规模接种疫苗来解决健康问题一样，他也在寻找一种简单的方法，通过一些工业举措来提高大众的教育水平吧？他似乎不太关注让最聪明的人茁壮成长，而更关注防止落后的学生辍学。他想通过[标准化测试](https://supermemo.guru/wiki/Testing)方法来提高平均水平。\r\n\r\n他把教育当成经营大公司，需要设立部门和子部门来有效管理，并且明确责任分工。 [心中有一个工业目标？](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy#Schooling_is_like_Soviet_Economy)\r\n\r\n难道这个伟大的资本家，比我这样经过充分灌输的前共产主义者，在社会主义思想上更胜一筹吗？\r\n\r\n老板和员工的视角是不同的，尤其是在创造性的岗位上。盖茨关注的是大学毕业生的数量，而我寻找的是特定的技能和创造力。如果你花时间去了解具体一个人的思想，实际的学位并不重要。\r\n\r\n他把学生视为有生产力的工人。这种延长上课时间的异端思想，一定来自于工厂模式的思维——更长工作时间，更多成果，更多制造。\r\n\r\n他从社会的角度来看待教育，而我从个人的角度来看待教育。他想让大众获得更高的成就，而我想创造更多的小比尔·盖茨。\r\n\r\n与我不同的是，比尔·盖茨对于打造更多的比尔·盖茨并不关注。他专注于帮助穷人，提高中产阶级的资格，并补充说「你不能靠最顶端 5% 的人来管理一个社会」。他是对的，然而前 5% 的人可以在教育上开辟一条道路，并激励其他所有人。不能让这些人牺牲在一个逼迫其余 95% 的人前进的系统中。\r\n\r\n盖茨的方法对一些较贫穷的国家（如非洲的国家）来说很好。在没有学校的地方，工业方法和良好管理能够迅速改善健康，消除贫困，并提供基础教育。\r\n\r\n我的方法可能更适合发达国家，那里的工业化方式让人们厌倦了教育。随着社会意识和教育水平的提高，我们期待更多未来的诺贝尔奖得主和未来的比尔·盖茨。\r\n\r\n他自己孩子的学习经历是一流的。在他的环球旅行中，孩子们参观了欧洲核子研究中心的大型强子对撞机等地点。这可能会激发他们一生的热情，促使他们未来成为粒子物理学家或是另一个 [Tim Berners-Lee](https://supermemo.guru/wiki/Tim_Berners-Lee)。\r\n\r\n盖茨为提升平均水平而不懈优化，而我在追求智力最高峰值。\r\n\r\n最后但同样重要的是，盖茨的做法是他从哈佛辍学的后遗症吗？我一次又一次地看到，辍学生似乎终生都在为「本可以怎样」而苦恼。他们往往过分重视学校教育或大学教育的力量。同样地，我可能也低估了自己学位的价值。盖茨[与 Peter Thiel 相反](https://supermemo.guru/wiki/Thiel_on_competition_for_degrees)，Thiel 勤奋地在教育阶梯上攀爬，直到他跌撞了一次，结果看到了光明。Thiel 现在是大学教育最坚定的批评者之一。\r\n\r\n## 比尔·盖茨的成功法则\r\n\r\n在我看来，盖茨自己的生活就是在科学、工程或一般生活中取得成功的一个简单公式：\r\n\r\n- 无忧无虑的健康童年（最好不要送到[日托所](https://supermemo.guru/wiki/Daycare_misery)）\r\n\r\n- 健康的教育方式，包括恶作剧、反叛、不服从和自由\r\n\r\n- 由充当榜样的导师在他的[推动区](https://supermemo.guru/wiki/Push_zone)内微调轨迹。 如果导师不是家长，这可能是最昂贵的部分\r\n\r\n- 突破性的热情，例如维修电脑或软件\r\n\r\n- 健康的教育，可能会被一些突破性的决定打断（例如，「让我从哈佛退学，创建世界上最大的软件公司」）\r\n\r\n- 有毕生不懈追求的目标，而这些目标源自于[年轻时的激情](https://supermemo.guru/wiki/Passion_and_memory)\r\n\r\n- 大量阅读（参见：[比尔·盖茨和他的非渐进阅读](https://supermemo.guru/wiki/Bill_Gates_and_his_non-incremental_reading)）\r\n\r\n只有比尔·盖茨真正知道自己如何成功，但我对他人生故事的理解是，他的未来只由一个主要因素决定：得到电脑。他擅长数学和编程，我家附近的很多孩子也是。我这样认为， 是因为我第一次接触到电脑时，也感到了极大震撼。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n当[我在 1986 年得到我的第一台计算机](https://supermemo.guru/wiki/First_steps_of_SuperMemo) ZX Spectrum 时，我 24 岁。看到计算机服从地执行我的命令，我欣喜若狂。 我告诉计算机该做什么，它毫无疑问地就完美地完成了，那太棒了。早在我把电脑放在桌子上之前，我就开始在纸上写下我的[计划我的一天的程序](https://supermemo.guru/wiki/Plan)。 我多希望看到这个程序运行啊！ 由于 ZX Spectrum 会从盒式磁带加载程序，我无法轻易梦想拥有 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。 它需要访问某些磁盘驱动器。 在 [1987 年](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987) ))，我的第一台电脑只有 360 KB [软盘](https://en.wikipedia.org/wiki/Floppy_disk)驱动器。\r\n\r\n上述教育成功的假设公式简单而有效。只有少数人会梦想复制比尔的成功。如果这个公式不能带来诺贝尔奖蝉联得主，那么它至少应该培养出大量快乐和满足的个体。探索世界的自由是必不可少的，但在现代世界中，很多孩子都被剥夺了这种自由。当 Peter Thiel 花钱让孩子们从大学辍学时，他寻找的是这种自由思考的经历，这样的经历能改变人的一生，以至于让世界改天换地。\r\n\r\n## 我尝试使用盖茨的公式\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我对[我在生活中的成就](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)感到满意。我遵循的是盖茨的模式。然而，也有一些例外。也许我可以用它们作为我不像比尔那样成功的借口？我被送到[日托所](https://supermemo.guru/wiki/Daycare_misery)，我相信这减慢了我的发展。我和哥哥一起度过的时间更有智慧和灵感，要高出两个数量级。然而，他还是个学生，不可能永远照顾我。在后来的几年里，我被迫在一定程度上顺从，因为随时都有被征召入伍为华约服务的威胁。1986 年，我终于不用再服兵役了，终于可以退学了，但我还没有准备好。20 世纪 80 年代的波兰没有市场经济文化。我在 1989 年（1989 年 10 月 31 日）的《科学》上读到关于企业科学的文章。这是我第一次想到，我对记忆的研究可能会成为一项事业的种子。起初，我的激情引导我去攻读博士学位。我的学校教育告诉我，企业家做的科学不如学术界做的科学。我认为 [Supermemo](https://supermemo.guru/wiki/SuperMemo) 是一个赚钱去美国旅行的机会。盖茨似乎很快就成长为一个小企业家了，而我却花了 28 年的时间才开始考虑[自己的事业](https://supermemo.guru/wiki/SuperMemo_World)。\r\n\r\n## 盖茨与沃兹的和解\r\n\r\n盖茨希望有更好的教师，更好的教育，更好的验证和[测试](https://supermemo.guru/wiki/Testing)、测量、对教师的胡萝卜加大棒等等。相比之下，我更支持史蒂夫·乔布斯。 乔布斯告诉孩子们要[反抗](https://supermemo.guru/wiki/Fundamental_law_of_learning)！\r\n\r\n盖茨认为，[伟大的未来教育体系](https://supermemo.guru/wiki/Reform)的关键是教师。他几乎是对的。如果我们能让现在的学校都有优秀的老师，我就不需要写[这本书](https://supermemo.guru/wiki/Problem_of_Schooling)了。问题是[伟大的老师就是真正伟大的人](https://supermemo.guru/wiki/Progressive_education)。伟大的教学需要一定程度的天才，我们需要数百万这样的优秀人才。如果这一过程需要另外 100 万名比尔·盖茨从事教学工作，我们怎么可能希望培养出数十万个小比尔·盖茨呢？我认识一些人有这样的才能，但我们需要「一整支军队」那么多的人。没有好的老师，就没有好的教学！比尔的想法是可以理解的：明确什么是伟大的老师，并加以复制。他注意到，硕士学位在好教师的公式中影响并不大，也不能成就伟大的程序员或艺术家。资历和经验也是于事无补。对教师的激励可能也不起作用。提高工资会让情况变得更好，但成本会是天文数字。薪酬可能会影响选择，但不太可能影响个人素质。最终这可能会增加对孩子的严格要求！此外，[Holt](https://supermemo.guru/wiki/John_Holt) 和 [Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 可以证明，优秀的教师往往首先被系统解雇。 Gatto 甚至说：「我们不需要国家认证的教师来进行教育——证书可能保证的是这不会发生。」\r\n\r\n如果复制伟大教师的公式是如此简单，那么我们就会确定人类的天才是什么，并尝试复制。然而，对于这种全体的工作，我们需要天才的教师，并且不能化圆为方。\r\n\r\n **大量生产伟大的教师并不比大量生产天才容易** \r\n\r\n盖茨承认，我们不知道制造伟大教师的可再现公式。我有制造像他一样的优秀学生的可再现公式，他也许会感兴趣。盖茨说：「我在西雅图湖畔就读于一所私立高中，这所学校对我的生活产生了巨大的影响。老师们激发了我的兴趣，并鼓励我尽可能多地阅读和学习」。这里的关键字是「激发」（而非「辅导」）。在 2000 年对 Larry King 的采访中，盖茨透露道：「我有很多空闲时间」，我认为这才是成就他在湖畔高中优秀成就的关键。他之所以伟大，是因为他具备[学习内驱力](https://supermemo.guru/wiki/Learn_drive)所驱动的澎湃热情。比尔自幼就热爱学习，并在数学、科学、编程等方面展现出了巨大的天赋和技能。老师们能为比尔做的最好的事就是不要纠缠他。用他自己的话来说：「我的数学老师放手让我自己独立学习，捣鼓计算机。」这也是帮助我决定自己人生道路的关键。\r\n\r\n这让我想起了 [Neil deGrasse Tyson](https://en.wikipedia.org/wiki/Neil_deGrasse_Tyson) 提出的帮助孩子们对科学产生兴趣的伟大公式：「[别再烦他们了！](https://supermemo.guru/wiki/Tyson:_to_get_kids_into_science,_get_out_of_their_way)」\r\n\r\n盖茨一直在说「积极的学生」。然而，不知为何，他认为缺乏动力是天生的品质，而家庭、社会或学校系统承担着主要的教育责任。我们应该记住，如果健康状况允许，我们在蹒跚学步时都是高度积极的！\r\n\r\n比尔说：「如果你是有上进心的学生，立刻学习比以往任何时候都要好。」Bingo！动力是关键因素，我希望盖茨专注于这一因素！如果你是[有上进心的学生](https://supermemo.guru/wiki/Pleasure_of_learning)，你甚至不需要老师！\r\n\r\n在盖茨关于教育的许多想法中，我最喜欢的是资助学生帮助他们上大学，虽然这和 Thiel 的做法完全相反。只要助学金能帮助孩子追求梦想，无论是上大学还是做生意，他们实现伟大目标的具体途径就是次要的。\r\n\r\n有个关于晶体学的在线课程是盖茨非常喜欢的，但是参与者因为听不懂而中途退出，这让他非常遗憾。他认为，为了让人们坚持学下去，「社会结构和支持」是不可或缺的。我认为我们最好把重点放在[学习熵](https://supermemo.guru/wiki/Learntropy)上。 盖茨的想法是过时的。 在未来的教育中，将有面向比尔的晶体学，以及面向 5 岁儿童的晶体学。 后者不会更糟，同样具备科学性，而且同样迷人。 我们不希望通过「社会结构」硬推着孩子完成课程。 我们希望「[知识结构](https://supermemo.guru/wiki/20_rules)」能够符合孩子的认知能力，特别是其当下的知识状况。\r\n\r\n只有基于强大[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的自然学习过程，和强烈的[激情](https://supermemo.guru/wiki/Passion_and_memory)才能培养出伟大的个体。这就是我们培养高水平教师以及未来的比尔·盖茨的方法。\r\n\r\n我的公式更简单。既不需要数十亿美元的投资，也不需要伟大的管理。优质教育的关键在于大脑！我们所需要的只是一点自由来释放潜能！\r\n\r\n比尔应该从教育自己的孩子中收到最大的启发。 他说：「[教学很难！](https://supermemo.guru/wiki/Bill_Gates:_Teaching_is_hard)你需要不同的技能：正向强化，让学生不感到无聊，以某种方式吸引他们的注意力。我更擅长教授大学水平的课程」。\r\n\r\n在此，他应该回想起一条古老格言，这适用于所有未受教育损害的健康大脑：「我爱学习，但我讨厌被教」。对于像比尔这样博览成书的成年人来说，不读书或不讲课似乎是一件很困难的事，这时很容易忘记这个道理。比尔·盖茨的大脑充满了知识，任何「学习材料」都不会引起不舒服、坐立不安或做白日梦。他很喜欢晶体学的课程，不明白为什么别人一遇到理解障碍就轻易放弃。在健康的学习中，放弃，或者更确切地说是推迟和重新集中精力应该是常态。孩子们不应该用头撞坚硬材料的砖墙。任何能让他们进行下一步的材料都是好的、可取的。比尔希望这种「专注、目标导向的大学模式」能够移植到年轻人的大脑中，而[学习内驱力](https://supermemo.guru/wiki/Learn_drive)则依靠[年轻时零碎的前置知识](https://supermemo.guru/wiki/Knowledge_crystal)。几乎所有成年人都希望看到孩子们快速进入「大学模式」。\r\n\r\n **几乎所有的成年人都持以成人为中心的观点，这可能是现代教育中最大规模的戏剧性剧情之一。** \r\n\r\n由于大脑的发育方式，我们无法记得自己小时候的大脑是如何工作的！我们需要依靠科学来向成年的自己[解释](https://supermemo.guru/wiki/How_baby_brain_does_not_work)儿童大脑！\r\n\r\n盖茨在互联网革命中出奇地晚，在教育革命中似乎也出奇地晚。但他的天赋会帮助他改正错误。他有权投资、过度投资或错误投资他的资源。昂贵的课程有许多长远的好处。此外，到目前为止，世界上已经有了很多好的成就。\r\n\r\n比尔·盖茨在[我的计划](https://supermemo.guru/wiki/Education_Reform)仍中有一席之地。自由和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)不适合所有人。我们还需要为所有需要帮助的人提供[工厂式学校](http://en.wikipedia.org/wiki/Factory_model_school)的管理系统。这是政府和慈善家很擅长的领域。\r\n\r\n## 致所有教育慈善家\r\n\r\n不要在工业化国家投资学校教育，这带来的投资回报微乎其微。为把网络带给世界各地的孩子们而投资，这将改变这个行星！\r\n\r\n## 总结：比尔·盖茨错了\r\n\r\n- 以成人为中心的观点是现代教育失败的原因之一\r\n\r\n- 没有被送到[日托所](https://supermemo.guru/wiki/Daycare_misery)的健康童年是伟大的根源\r\n\r\n- [Neil deGrasse Tyson](https://en.wikipedia.org/wiki/Neil_deGrasse_Tyson) 帮助孩子们对科学产生兴趣的最佳方法是：「[别再烦他们了！](https://supermemo.guru /wiki/Tyson:_to_get_kids_into_science,_get_out_of_their_way)」。\r\n\r\n- [童年时的激情](https://supermemo.guru/wiki/Passion_and_memory)会改变生活\r\n\r\n- 终身不懈地追求源自[年轻激情](https://supermemo.guru/wiki/Passion_and_memory)的目标是成功的可靠公式\r\n\r\n- 大量生产好老师并不比大量生产天才容易\r\n\r\n- 在发展过程中，由鼓舞人心的导师在[推动区](https://supermemo.guru/wiki/Push_zone)内进行轨迹微调很受欢迎。\r\n\r\n- 在学校里，恶作剧、反叛和不服从是自由的表现，可能会促进更好的学习\r\n\r\n- 资助孩子上大学，以及资助孩子不上大学，都是一样可取的。欢迎对青年的各种形式的支持\r\n\r\n- 从大学辍学可能是一件好事", + "type": "text/markdown", + "caption": " 比尔·盖茨对教育的看法错了\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Bill Gates is wrong about education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Brain is a perfectly adaptable device.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Brain is a perfectly adaptable device.json" new file mode 100644 index 0000000..df0b604 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Brain is a perfectly adaptable device.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Brain is a perfectly adaptable device", + "text": "# 大脑是完美的适应装置\r\n\r\n原文：[Brain is a perfectly adaptable device - supermemo.guru](https://supermemo.guru/wiki/Brain_is_a_perfectly_adaptable_device)\r\n\r\n## 纲要：最优的适应性\r\n\r\n大脑具备充足的工具来让人完美地适应环境。只要干扰大脑控制系统的指示，就有降低适应能力的风险。风险可能来自想要通过自律来提升自己（见：[自律的危害](https://supermemo.guru/wiki/Harms_of_self-discipline)），也可能是父母的专制教育，或学校里的[强制学习](https://supermemo.guru/wiki/Coercive_learning)。如果对神经控制系统妄加忽略、抑制、或颠覆（比如用药或者治疗），即便是出自心理学家或精神病专家的善意干预，也可能导致长期性不良后果。\r\n\r\n为了最优地适应生活，我们需要倾听来自大脑的自然信号\r\n\r\n## 征服的起源\r\n\r\n大脑的设计很精妙，使大脑能对其本身编程，从而对于周围环境做出最高效的反应。这种能力有个副作用，就是它往往不会充分考虑他者的未来或者幸福，而把所有可用资源用光。大脑的完美适应机制中，大脑只会为了大脑本身的利益而保护其未来发展。保护的力度与知识的储量正相关。而知识的积累是适应过程的一部分。\r\n\r\n在与他人的互动中，大脑会运用博弈论的规则。不幸的是，当在零和游戏中获胜的可能性很大时，大脑可能会凌虐他人，利用机会征服他人。随着部落、国家、君主制和宗教的出现，人类经常表现出征服他人和利用他人为自己服务的倾向。在征服的过程中，被奴役的大脑适应了自由的限制，并部分地放弃了自己的自主权。在同样的过程中，掌握权力的大脑会适应进一步的剥削。这就是为什么我们说权力腐蚀人心。许多理想主义的年轻革命者一旦掌握权力，就会成为无情的独裁者。适应的力量不一定对集体的福祉有好处。\r\n\r\n由于博弈论的规则，最优适应可能带来一些不好的结果\r\n\r\n## 教学以征服\r\n\r\n教学的出现是把双刃剑。如今，我们大多数人认为教学是一件好事，其目的是为了启迪新生代。然而，教学最初也被用作一种剥削的工具。宗教领袖需要顺从的群众。经文原应开启民智，但往往被简化为极简的信条，作为灌输服从的咒语来反复诵读。君主需要顺从的士兵，他们可以组成军团，像战场上的棋子一样被摆弄。极权主义政府致力于将大众组织成一台完美的生产机器。个人的目标将屈从于执政党或独裁者的目标。[强制教育](https://supermemo.guru/wiki/Compulsory_schooling)系统也不例外。它以其最好的意图，建立基本的信条和强制[课程](https://supermemo.guru/wiki/Curriculum)来塑造个人的思想。几乎所有的国家都规定必须了解和尊重国歌和国旗。这种强制灌输的副作用各不相同。它不是对自己国家的健康热爱，而是可能导致侵略性的民族主义。它也可能适得其反（见：[我不再爱国了](https://supermemo.guru/wiki/I_stopped_being_a_patriot)）。\r\n\r\n就像独裁者习惯于相信自己无所不知一样，教师也是如此。他们的一片好心，加上一种优越感，使他们觉得自己是肩负使命的重要领袖。他们是牧羊人，注定要照顾无助的羊群。他们可能不会用语言表达，甚至意识不到这个事实。这种条件反射可能不被察觉，是年轻和年长的大脑之间[概念化](https://supermemo.guru/wiki/Conceptualization)水平差异的必然结果。此外，[语义距离](https://supermemo.guru/wiki/Semantic_distance)和[知识的诅咒](https://supermemo.guru/wiki/Curse_of_knowledge)助长了（教师的）神经元的“共谋”，使教师感到自己非常重要且无所不能。当教师开始享受权力地位时，遭殃的是学生和他们的适应能力。\r\n\r\n教学在其起源和神经机制中都带有征服的色彩\r\n\r\n## 学校系统\r\n\r\n当今学校是多种影响的产物。除了它们的崇高目标外，这些影响还包括那种征服的原始恶意。所有这些影响因素已经凝固成一系列谬误，而这些谬误仍然充斥在最善良的人们的心中（见：[让古老的学校系统保持活力的谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)）。我认识几十个老师，我不知道有哪一个可以被指责为居心不良，脾气不好，或者对孩子的爱不够。可悲的是，我认识的老师不代表整体——孩子们告诉了我关于糟糕老师的恐怖故事。然而，我只知道他们故事的一个侧面。糟糕的「老师」不愿意和我说话。是因为我穿着短裤走来走去吗？还是在善心和愿意交谈之间存在着关联？\r\n\r\n大脑作为完美的适应装置的故事又回到了原点。一组关于大脑和学校教育的关键谬误，围绕着大脑需要被编程的观点展开。矛盾的是，我们利用我们完美的适应装置，将适应性用于限制我们个人和集体的智力（见：[学校侵蚀智能的基石](https://supermemo.guru/wiki/School_undermines_intelligence)）。我们把西方世界的整个学校系统变成了磨难，在一个让人联想到[奴隶制](https://supermemo.guru/wiki/Slavery)的系统中折磨学生的大脑。我们把学生折磨成一群顺从且苦闷的人，他们的生存、自学和自助能力都受到限制。这种自我延续的悲剧来自于对[学习内驱力的最优性](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)缺乏了解。如果学习令人不快的，它必然是有害的。所有好的学习都是愉悦的，而所有愉悦的学习都是好的。这就是从神经科学的简单真理中得出的[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。在实践中，这意味着只有儿童或学生才有能力在学习中做出最佳选择。教师可以建议、激起、协助或启发。然而， **教师不得强求** 。每当[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的引导被上面的命令推翻时，引导的力量就会在[网络战争](https://supermemo.guru/wiki/War_of_the_networks)中被压制。巴甫洛夫已经研究过网络之间的竞争，Luria 也描述过。我们知道，它可以导致持续一生的损害。我们知道[孩子们讨厌学校](https://supermemo.guru/wiki/Kids_hate_school)，而这种讨厌主要源于对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的压制。这对智力、心理健康、社会生活、甚至政治生活都有灾难性的影响。最后，不健康行为的浪潮在社会结构中跳动，交叉、干扰和叠加，就像浴缸中的肥皂水一样。通过压制自然的[对学习的热爱](https://supermemo.guru/wiki/Love_of_learning)，我们对社会健康和[智力](https://supermemo.guru/wiki/Intelligence)造成了持久而广泛的损害。\r\n\r\n强制学校教育破坏了大脑的适应能力，这是因为[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)是[对胁迫的最佳适应](https://supermemo.guru/wiki/Missile_metaphor)方式\r\n\r\n[[img [Curiosity, creativity and learned helplessness in a worm.png|https://supermemo.guru/images/thumb/e/ed/Curiosity%2C_creativity_and_learned_helplessness_in_a_worm.png/300px-Curiosity%2C_creativity_and_learned_helplessness_in_a_worm.png]]](https://supermemo.guru/wiki/File:Curiosity,_creativity_and_learned_helplessness_in_a_worm.png)\r\n\r\n> 图：秀丽隐杆线虫的神经系统仅由 302 个神经元组成。然而，这足以实现类似人类好奇心、创造力和问题解决能力的探索算法。当线虫找到一块食物时，它就会开始探索。偶尔，它会冲向某个随机的方向，寻找新的食物（细菌）。类似的算法也在其他动物中找到。然而，人类的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)要复杂得多。它基于[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)，并且随机探索的行为会被留到[学习熵](https://supermemo.guru/wiki/Learntropy)远远低于预期的时候才被触发。人类的创造力基于知识，而线虫只是采取完全随机的行为。对于线虫来说，找到一块新食物就是「解决问题」；而人类的「解决问题」可能是关于火星地貌改造的新想法。最后但同样重要的是，我们对[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)（图中记作「学校」）的形成所作的比喻，在原始动物身上也许只会体现为染上了一种「驱动习惯」。然而，在解释我们的观点方面，这种小线虫可能比「智力导弹」的比喻要更具说服力，因为它更加普遍，并且可能与原始神经系统有关。欲了解更多关于学习内驱力的普遍性，请参阅：https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4635443/\r\n\r\n## 干预的危害\r\n\r\n学校系统将所有孩子放在一条流水线上，并根据生产阶段给予他们类似的待遇。个人兴趣不受关注。个性化只是口头上的重视。在现实中，成年人决定了孩子们学习的时间、方式、内容和速度。甚至起床上学的时间也是由系统决定的。由于[闹钟](https://supermemo.guru/wiki/Alarm_clock)和提前上学的犯罪行为，儿童的集体脑力受到巨大伤害。\r\n\r\n学校系统及其专家监督流水线，并计算平均值。这些平均值被用来设定基准。如果产品不符合平均标准，它们就被标记为有缺陷的产品。试想一下，在这个以学业测试为主导的世界，可怜的小爱因斯坦，他的发育迟缓将让他的创造潜力在「治疗」中消失殆尽。\r\n\r\n这些受折磨的灵魂因自卑而留下伤痕，这可能会持续一生（见：[学校如何毁掉一个人的生活](https://supermemo.guru/wiki/How_school_can_ruin_a_life)）。他们还要接受额外的「治疗」，进一步丧失自由和自主权，使情况变得更糟。当一个缺陷被修复时，其他十几个问题就开始出现了。学校系统的专家们在孩子大脑里，就像冲进瓷器店的公牛。他们用手术刀进行小修小补，同时划伤大量健康组织。我知道一些非常出色的孩子，他们身上带着可怕的诊断，就像圣诞树上挂满装饰一样。他们的父母可能没有必要的知识来反对这套「疗法」。他们也相信这个系统的仁慈。结果，一个落后于平均水平的孩子被像煎饼一样卷起来，直到失去自己的个性和在社会上有效发挥作用的能力，而不是被分配给智力「残疾」的角色。更糟糕的是，当各国在 [PISA](https://supermemo.guru/wiki/PISA) 测试中落败时，他们会提高基准，让更多的缺陷品从流水线上掉下来，如 [ADHD](https://supermemo.guru/wiki/ADHD)、[阅读障碍](https://supermemo.guru/wiki/Dyslexia)、[书写障碍](https://en.wikipedia.org/wiki/Dysgraphia)、自闭症、阿斯伯格症、抑郁症、[强迫症](https://en.wikipedia.org/wiki/Obsessive-compulsive_disorder)、[对立违抗性障碍](https://en.wikipedia.org/wiki/Oppositional_defiant_disorder)、成瘾、拒学，等等。\r\n\r\n如果出于善意的行为干预包含胁迫或使人不快的因素，那么它势必会产生副作用，其程度和危害难以预测\r\n\r\n## 干预 vs. 自由选择\r\n\r\n一个 10 岁的孩子可能因为沉迷于电脑而不会写字。他可能使用语音，也可能使用键盘。当被要求写出弯弯曲曲的线条（译注：在纸上写字）时，他可能会抱怨「为什么你让我做这些愚蠢的事情？我一辈子都用不上与它们有关的 **任何东西** 」。一个早熟的 4 岁阿斯伯格症候群患者可能学会在键盘上输入相对复杂的文字，并通过语音合成来核实他输入的信息。如果一个晚熟的人只需要通过语音输入信息，那么他可能对于所有形式上的书写都有困难。\r\n\r\n我认识的最活泼的一年级学生之一是 Dev，他在学校不止一次被贴上「弱智」的标签。他今年 10 岁，应该上三年级。经过 3 年的努力，他还不能写出自己的名字。他被迫不断地练习了数百次，直到他对此产生厌恶：「为什么我需要写这么长的名字？为什么我不能就像我喜欢的那样叫 Dev 呢？」\r\n\r\nDev 的情况由于他的气管问题而变得更糟，这使他毫无抵抗力。只有把成人的耳朵贴近他的嘴，才能理解他。Dev 的单身母亲没有工作。她一直在治疗机构和医院之间跑来跑去。行为治疗的想法没有错，只是我们要记住这不是看牙医。如果它伴随着痛苦，就不可能有好结果。Dev 不喜欢他的治疗课程。他宁愿花时间玩[电子游戏](https://supermemo.guru/wiki/Videogame)或在操场上打塑料枪。老师们抱怨他在学校的进步不够。他们不相信一个没有学位的母亲，并敦促进行更多的干预来帮助这个孩子。孩子不做家庭作业，而是更喜欢把时间花在电脑上。世界上没有人注意到，但我注意到了。我看到一个年轻的天才在 Minecraft 中施展魔法。当我带他去跑步时，他表现出的动机和耐力是我在这个年龄段从未见过的。当我带他去游泳的时候，我看到了世界上最快乐的孩子。他的祖母确信他将死于肺炎。\r\n\r\n据说 Dev 在学校缺乏注意力。对我来说，这是个很明显的案例。他有自己的主张，他想做什么就做什么。这是个好兆头。他就像是被要求在草原上爬树的牛羚。只有一件事能使孩子免受成人的干扰，那就是他对自己能力的坚定信心，以及他慈爱的母亲和关心他的八旬祖母。这份爱是他的庇护所，也是他生存的保障。同时，在学校里，许多善意都出于[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)。所有这些善意都渴望干预、「帮助」并纠正行为和「残疾」。在[民主学校](https://supermemo.guru/wiki/Democratic_school)里，这个瘦弱的孩子可能会成为一个程序员或游戏设计师。然而，在波兰，民主学校是非法的。上个世纪教育领域最好的发明之一被禁止了。如果 Dev 能自由发展，他的智力会飞速发展。然而现在，他被称为智障。如果他能自由发展，他在社会中的地位将是稳固的、自我选择的、令人满意的和富有成效的。\r\n\r\n民主学校的经验似乎表明，自由和不干预应该是心理学、教育学和精神病学的默认选项\r\n\r\n## 三种其他学习方式\r\n\r\n取决于激情和兴趣，对一个 4 岁的孩子而言，在用键盘打字可能比练书法更容易。如果我们强迫孩子做他们认为「愚蠢」的事情，我们就会失去权威。父母失去了权威，可能会看到影响从他们的家庭转移到操场上。教师或专家失去了权威，将永远不会再受到尊重。是[知识估值系统](https://supermemo.guru/wiki/Knowledge_valuation_system)决定了技能、知识和活动的价值。要改变基于这种估值的行为，只有一个办法：改变整个网络以产生不同的产出。这可能需要大量的学习和解除学习的过程。这十分困难。大脑喜欢保护它的模型和信念（见：[大脑算法保护现实的模型](https://supermemo.guru/wiki/Brain_algorithms_protect_models_of_reality)）。\r\n\r\n现在的孩子太聪明了，难以被人操纵。如果父母封锁 YouTube，他们会从同龄人那里学到同样的智慧。如果我们把参与学习的[概念网络](https://supermemo.guru/wiki/Concept_network)的各个部分按其控制影响进行着色，我们可以清楚地看到三种结果选择。 **茁壮成长** ， **叛逆** ，或 **无助** 。茁壮成长是事物的自然状态。当学校干预时，叛逆和无助就会出现（见：[学校与学习内驱力](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)）。叛逆是浪费时间，但它保留了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，可能也有一些启发的价值。自然，启发的价值与教师想要达到的效果无关。最悲惨的是无助的情况。这是抑郁症的根源。当一个 15 岁的孩子在学校和家里都找不到喘息的机会时，极有可能出现抑郁症。只有来自朋友圈子的良好支持才会有帮助，但圈子是在自由的条件下才起作用的。如果青少年从学校搬到家里，而他的智能手机刚刚被没收，最终的结果就是绝望。一个带着皮带的专制父亲可能会促进破坏的闭环。家庭作业就像吃旧凉鞋：它在痛苦中进入，在另一端很快出来。除了嘴里的坏味道，没有什么东西留在里面。如果说所有这些压迫和奴役都是从学校的谬误开始的，我们就知道无知可以摧毁年轻的生命了（见：[让古老的学校系统保持活力的神话](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)）。\r\n\r\n[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)有许多伪装。矛盾的是，一个全优的学生似乎可以避开我的分类。这在一定程度上可以用[老汤比喻](https://supermemo.guru/wiki/Old_soup_problem)来解释。优秀的学生往往在学校和激情的巧合下，通过使他们的激情适应学校教育的要求而茁壮成长，或者只是被系统破坏，毕业时没有适应成人世界的实际的技能。见：[做一个全优学生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)。\r\n\r\n## 神经多样性\r\n\r\n民主学校为孩子们提供了自由。他们有一种不可思议的能力，能消除大量学习和行为问题。他们自夸说其毕业生中没有 [ADHD](https://supermemo.guru/wiki/ADHD) 或[阅读障碍](https://supermemo.guru/wiki/Dyslexia)。我并不感到惊讶。整个儿童精神病学似乎是以确保学校的正常表现为目标。\r\n\r\n我毫不怀疑，一所民主学校可以改变我一个朋友的生活。他患有精神分裂症。我不知道他的精神分裂症是如何开始的，甚至不知道他的精神分裂症是否是真的有病。我不会声称学校的自由可能会治愈一个器质性问题。然而，一所民主的学校可以为最不寻常的神经多样性案例找到合适的人选。所有的魔法都可以归结为 **大脑的完美适应性** 。\r\n\r\n我的精神分裂症朋友是一个历史天才，有着学者般的记忆力和充满活力的激情。作为一个研究长期记忆的学生，我并不轻易使用「学者\\*」一词。我在历史的细节上测试了我的朋友，真的很惊讶。（\\*译注：savant，尤指在其他方面缺乏能力的学者）\r\n\r\n可悲的是，我朋友的天才头脑对任何人都没什么用。我的朋友是一个领取残疾抚恤金的中年独行侠（只能勉强维持生计）。他喜欢现状，没有人打扰他，他可以安静地读他的历史书。他的麻烦始于学校。他能记住历史时间线上最奇特的日期，但他完全无法记住外语单词。他的大脑以不同的方式概念化，他对历史的热情产生了一个与他讨厌学习语言完全相反的结果。他清楚地记得自己曾经学习俄语的失败情形，他糟糕的老师，受到的处罚，以及同龄人的嘲笑。这导致他更加孤立，生活中出现了一系列的麻烦。他的自尊心几乎为零。后来他被诊断为精神分裂症。他的精神分裂症一定很轻微，因为他描述的症状似乎并无大碍。我从来没有注意到任何迹象。显而易见，这不是 John Nash 的真实情况。也许他只是接受了一个有用的诊断？\r\n\r\n在[民主学校](https://supermemo.guru/wiki/Democratic_school)里，我的朋友可能会找到一个他的天赋能被数百万人利用的位置。他可能会写自己的历史书。他在反事实历史方面的见解很有创意，也很有启发性。他也可能成为一位出色的导师。他喜欢孩子。然而，由于没有学位，并带着精神疾病的标签，他在社会的边缘过着无人知晓的生活。学校会不会因为[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)的堆积而破坏了他学习语言的能力，使[概念网络](https://supermemo.guru/wiki/Concept_network)的相关子组件发育不良。这并不罕见。自由可以将这个神奇的大脑送上一个完全不同的轨道。不管他有没有器质性的疾病，他那完全能够适应的设备——大脑，会向他展示在社会中的正确位置。然而，他无法找到适合自己的位置，而是成了被塞进螺母的钉子。塞入的力道是如此之强，使他失去了自己的形状和用处。他从流水线上滚落下来，被人遗忘。\r\n\r\n## 无语义学习\r\n\r\n大部分学习困难是由在强制环境下进行的[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)所引起的。这不可避免地导致[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)。无语义性的状态并不是知识的固有属性。同样的知识，在一个大脑中可能看起来是无语义的，而在另一个大脑中却能完美地嵌入坚实的[语义框架](https://supermemo.guru/wiki/Semantic_framework)中。在早期学校教育中，经典的无语义性威胁是乘法表。如果它来得太早，在错误的背景下，使用错误的记忆工具，甚至没有记忆工具，也没有数字感，没有对概念的理解，乘法表可能完全没有语义。这就是我称它为毒性记忆之王的原因。\r\n\r\n教师强制学生记忆乘法表的努力可能导致数学焦虑，这种焦虑会随着新数学领域中接二连三的问题在几年内不断积累。而自由可以毫不费劲地解决[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)的问题。在自由的条件下，依靠[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，我们可以利用[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)来解决无语义学习的问题。如果知识片段无法找到它们的[语义框架](https://supermemo.guru/wiki/Semantic_framework)，个体可能会有终生的无知缺口。但是无知远比厌恶学习要安全得多。正是[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)确保我们通过不断修补技能和知识的薄弱环节来度过一生。在生活中，无助的人才是脆弱的。如果没有持续的适应，大学学位也不能保证什么。[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)和[强迫学习](https://supermemo.guru/wiki/Coercive_learning)弊大于利。它们应该被剥夺被称为「学习」的尊严。对于在学校里进行的盲目或强制的囫囵吞枣，我使用一个更恰当的术语：[填鸭](https://supermemo.guru/wiki/Cramming)。\r\n\r\n[非学校教育者](https://supermemo.guru/wiki/Unschooling)最大的财富是他们[对学习的热爱](https://supermemo.guru/wiki/Pleasure_of_learning)。在他们的头脑中，没有任何残余的无知能逃过一劫。\r\n\r\n## 被破坏的概念化\r\n\r\n如果不了解[概念网络](https://supermemo.guru/wiki/Concept_network)和[概念化](https://supermemo.guru/wiki/Conceptualization)过程的机制，就很难解释为什么[学校教育](https://supermemo.guru/wiki/Schooling)如此糟糕。从普通教师的角度来看，学校教育似乎相当有效且简单：你把东西放在输入端（例如 7x8=56），大脑就会编码它。如果大脑拒绝编码，就应该让孩子重复这个过程，然后加倍努力地重复。如果东西一直被遗忘，每个人都会感到沮丧：老师、家教、家人和孩子本身。上帝禁止任何人在这种情况下提出[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)（见：[憎恨 SuperMeMo](https://supermemo.guru/wiki/Hating_SuperMemo)）。相反，世界上所有的教育者都应该知道：\r\n\r\n记忆事物可能是有害的\r\n\r\n记忆[不连贯](https://supermemo.guru/wiki/Coherence)知识所产生的危害，不仅是来自可能的[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。还有一个不太为人所知、不太被人理解的危害，即对[概念化](https://supermemo.guru/wiki/Conceptualization)过程的干扰。\r\n\r\n大体上， **概念化** 可以被视为连接组的演化。当前的连接方式、当前的大脑状态和输入将决定演化的方向性。学习的顺序很重要。在学习阅读之前先学习数学，会产生一个与之相反的大脑（先阅读后数学）。两者同时进行也会有不同的结果。没有最优的连接方式，因为每种适应和每种环境都会有自己的最优点。这就是为什么课堂学习是如此低效（见：[课堂教育的固有问题](https://supermemo.guru/wiki/Inherent_problems_of_classroom_schooling)）。这也是为什么最好的适应来自于接触目标环境，以最优的混合多样性来促进[泛化](https://supermemo.guru/wiki/Generalization)。例如，对于一个未来的雕塑家，没有什么比接触他自己父亲的艺术工作室对他的发展更有益。对于一个未来的标枪冠军，从他的奥运父亲那里得到的灵感可以从早期童年留下持久的印记。家庭对孩子产生这种强大的印记并非偶然。如果我们放弃这种价值，让大脑适应幼儿园的嘈杂环境，我们就不太可能培养出未来的艺术家或未来的冠军。\r\n\r\n托儿所是一种人工设计，其中密集且同质的社会互动主导了对大脑的有意义输入。托儿所不太可能培养社会[多样性](https://supermemo.guru/wiki/Diversity)。在托儿所里，孩子会完全适应这个社会环境，其中打架和争抢玩具可能成为核心影响因素。如果幼儿园引入早期数学和阅读，我们可能最终会得到一群一生都讨厌数学和书籍的人，而不是伟大的头脑。我们可能最终得到一些知道如何玩弄系统，以最小的工作换取最大的社会认可的个体。这是学校教育的典型结果。\r\n\r\n如果我们把大脑想象成一组电线，在把大脑输入端想象成头骨上的孔，教师可能想要去连接邻近的孔。邻近似乎可以保证线路短且成本低。但教师看不到大脑是如何穿线的。也许那个简单的数学运算需要一根电线绕着头骨运行一圈。距离和成本可能是个天文数字。它可能与之前的布线相冲突。大脑会拒绝这种连接。大脑将消解它。这种连接将被遗忘。这是对低效布线的自然防御。然而，一个顽固的教师可能坚持认为这种连接是正确的。他可能会一次又一次地尝试连接它。这类似于波兰经典喜剧中的一个即兴建筑师，他不喜欢一片住宅区的设计，于是决定将整片湖泊与建筑群互换。这个操作在模型上很容易，但在现实生活中是不可能的。观众们都笑了。如果教师在孩子的大脑中进行这种改组，没有人能够看到这个笑话的悲剧。所有的代价都由孩子来承担。[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)是由相关的挫折所引起的。然而，被打断的[概念化](https://supermemo.guru/wiki/Conceptualization)会影响大脑的布线。紊乱的写入会影响到[智能](https://supermemo.guru/wiki/Intelligence)。\r\n\r\n不勘探内部，就不可能给大脑布线。唯一能够洞察大脑布线的，就是孩子的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)\r\n\r\n唯一明智的选择是利用[概念网络](https://supermemo.guru/wiki/Concept_network)的自然机制，通过神经元的生长和修剪，按需布线。这可以通过[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)来轻松实现，它总能找到一个完美的[语义框架](https://supermemo.guru/wiki/Semantic_framework)，确保高度的[连贯性](https://supermemo.guru/wiki/Coherence)和高度的[适用性](https://supermemo.guru/wiki/Applicability)。如果采用[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)来维护良好的布线，我们可能会得到（与教师布线）相反的效果。即[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)的增长和[智能](https://supermemo.guru/wiki/Intelligence)的提高。唯一的前提条件是[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。大脑可以自己照顾自己。[自我导向的学习](https://supermemo.guru/wiki/Self-directed_learning)既有效又经济。\r\n\r\n童年的[强迫学习](https://supermemo.guru/wiki/Coercive_learning)可能对大脑布线和[智能](https://supermemo.guru/wiki/Intelligence)产生负面影响\r\n\r\n## 科学的未来\r\n\r\nStephen Wolfram 可能是我们周围最耀眼的天才之星。当我们不理解一件我们知道或直觉上认为伟大的作品时，我们会急切地抛出天才这个词。Wolfram 的新科学和新物理就属于此类。他基于简单超图规则的新物理模型可能会给科学注入新的活力（Stephen 说）。这似乎相当有可能，特别是考虑到 Wolfram 的实用性成就。这些模型确实简单得令人难以置信，它们允许复杂的演化，而且据说强大到足以表达导致宇宙诞生的力（见由[图片](https://www.wolframcloud.com/obj/wolframphysics/technical-introduction/8-potential-relation-to-physics/8.9-elementary-particles.nb)以大致了解）。\r\n\r\n人类的天才来自于优秀的基因。然而，这些基因并不是精英基因。这些是塑造[概念化](https://supermemo.guru/wiki/Conceptualization)过程的基因，使大脑成为一个 **完美的适应装置** 。Wolfram 的天才并非与生俱来。它是通过多年对现实的数学解释的不懈而热情的研究而来的。如果其他人未能与 Wolfram 的成就相提并论，那是因为生活的残酷剥夺了他们的能力和机会。当许多人沦落街头时，Wolfram 是幸存者。通过避免学术压力的困扰，他成功地为创造性的努力开辟了一个不错的位置。他的生活和创作努力得以持续，这要归功于 Mathematica。\r\n\r\n有一个简单的公式，可以把 Wolfram 的工作提升到一个新的水平。这个公式并不涉及 Wolfram 本人，而是涉及一个由小 Wolfram 们组成的军团。我们所需要的只是有探索自由的孩子。那些未被强迫背乘法表，或被迫写自己名字一百次，而破坏了学习热情的孩子（见：[直接教学阻碍了通往伟大发现之路](https://supermemo.guru/wiki/Direct_instruction_blocks_pathways_to_great_discoveries)）。这些孩子唯一需要的是尽早了解 Wolfram 思想的魅力。\r\n\r\nWolfram 的科学对小孩子有天然的吸引力。他的图表迷人而美观。如果我们能让小孩子用超图来思考，他们会把 Stephen 的工作推进到他自己都无法达到的地步。这就是为什么我们不能实施强制的课程，不能夺走孩子的时间和热情。如果一个孩子做出了自己的选择，他应该能够自由地探索 Wolfram 的世界，以及许多其他的宇宙。如果年轻的大脑在超图的熏陶中[概念化](https://supermemo.guru/wiki/Conceptualization)，他的推理能力可能会被永久改变。他可能比爱因斯坦或 Wolfram 本人更能在头脑中模拟物理过程。新皮层及其白质连通性在年轻时就形成了。这并没有说明培养天才的正确年龄。它只是说，新型的科学需要新型的推理。这种天才的类型，而不是其程度，与[概念化](https://supermemo.guru/wiki/Conceptualization)的年龄有关。年轻的大脑可以为新的思考方式优化。这种思考方式可能使新的科学变得像儿戏一样简单。今天，只有 Wolfram 和他的追随者在这个新的科学游乐场里涉足。在未来，一群小脑袋可以享受同样的乐趣，并发现我们从未梦想过的事物。\r\n\r\n你还记得我之前提到的 Dev 吗？如果我有机会，我会向 Dev 展示 Wolfram 书中的图表。希望我能够报告一些有趣的反馈。学校有权把 Dev 标记为有缺陷的产品吗？我希望能阻止这个自我实现的预言。\r\n\r\n科学的未来将取决于新鲜而不同的[概念化](https://supermemo.guru/wiki/Conceptualization)大脑的丰富供应，它们将利用[自由学习](https://supermemo.guru/wiki/Free_learning)的原则来促进智能[多样性](https://supermemo.guru/wiki/Diversity)\r\n\r\n## 总结\r\n\r\n- 大脑配备了一个最佳适应制导装置：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)\r\n\r\n- [学习内驱力](https://supermemo.guru/wiki/Learn_drive)使个体能够迅速且最佳地适应所接触到的任何环境\r\n\r\n- 最佳适应可能会对集体适应产生一些不良影响（例如征服他人）\r\n\r\n- 适应可能会因过多的信息、过度的复杂性、过度的可变性、过快的变化速度等而放缓。\r\n\r\n- 环境变化速度可能会影响适应。改变学校或城市具有启发性，但是，如果适应无法跟上变化的速度，可能会变得混乱且效率低下。\r\n\r\n- [学习内驱力](https://supermemo.guru/wiki/Learn_drive)被学校教育抑制，但在[自我导向学习](https://supermemo.guru/wiki/Self-directed_learning)中蓬勃发展。\r\n\r\n- 衡量有效适应的最简标准是[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n- [学习中的反馈](https://supermemo.guru/wiki/Feedback_in_learning)可能导致繁荣、叛逆或无助。通常情况下，它是这三种情况的混合体，而智能的繁荣应该始终是唯一的目标。\r\n\r\n- 孩子讨厌学校的主要原因之一是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统被否决（见：[为什么孩子讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)）\r\n\r\n- 抑制[学习内驱力](https://supermemo.guru/wiki/Learn_drive)所导致的奖励剥夺可能引发[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)、成瘾、抑郁、行为问题等等（见：[奖励多样性在预防成瘾方面的作用](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n- 早期学业指导特别有害（见：[放弃早期数学教学！](https://supermemo.guru/wiki/Abandon_early_math_instruction!)\r\n\r\n- 学校教育由基于平均水平的基准驱动，对于不符合标准的人造成了难以言喻的伤害\r\n\r\n- 平均分的恐怖同时伤害了有残缺的人和有天赋的人\r\n\r\n- 在基准严格制度下，由[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)造成的延迟可能导致发展受到严重抑制。\r\n\r\n- 在僵化的学校系统和补救治疗中，[神经多样性](https://supermemo.guru/wiki/Neurodiversity)不仅没有得到利用，还被污名化。\r\n\r\n- 急切的干预可能会使[神经多样性](https://supermemo.guru/wiki/Neurodiversity)转变为一种残疾，使人的生活脱轨。\r\n\r\n- [直接教学](https://supermemo.guru/wiki/Direct_instruction)阻止了探索，阻碍了[创造力](https://supermemo.guru/wiki/Creativity)，并可能在神经[概念化](https://supermemo.guru/wiki/Conceptualization)的过程中保留陈旧的思维方式\r\n\r\n- [强迫学习](https://supermemo.guru/wiki/Coercive_learning)可能会破坏发展中的[最优大脑布线](https://supermemo.guru/wiki/Conceptualization)过程。\r\n\r\n- [托儿所](https://supermemo.guru/wiki/Daycare)在为孩子提供丰富环境，以最佳地适应成年生活方面，远远不如健康的家庭。\r\n\r\n- 关于大脑适应性的明显主张被一套巩固和延续学校系统的谬误所阻挠（见：[让陈旧的学校系统继续存活的谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)）。\r\n\r\n- 学校教育系统的诞生，部分源于征服他人的欲望。孩子们经常将学校比作监狱，将上学比作奴役。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)", + "type": "text/markdown", + "caption": " 大脑是完美的适应装置\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Brain is a perfectly adaptable device" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Bullying.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Bullying.json" new file mode 100644 index 0000000..8c52f66 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Bullying.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Bullying", + "text": "# 霸凌\r\n\r\n原文：[Bullying - supermemo.guru](https://supermemo.guru/wiki/Bullying)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 介绍\r\n\r\n在[优化社会化](https://supermemo.guru/wiki/Socialization_model)语境下，霸凌作为分析对象，很有研究价值。可以通过简单的游戏理论模型，来理解霸凌。社会群体中可能形成的许多负面现象，霸凌就是其中之一。它可以通过良好的社会化来有效解决。仔细观察欺凌现象，便能鸟瞰整个社会化过程。\r\n\r\n## 不断蔓延的校园霸凌\r\n\r\n霸凌宛如校园瘟疫，而今的社交媒体更是对其推波助澜。霸凌重则致使学生自杀、精神永久受创，轻则转校。作为一个[压迫者和受害者](https://supermemo.guru/wiki/Socialization:_Personal_stories)，我知道霸凌的两面性。你的记忆会失灵，认为自己从没霸凌过别人。如果你认为「你不记得的霸凌就不算霸凌」，请记住，这种说法带有统计上的偏见。严重的霸凌案例，多为个人被群体所伤。这种情况下，只有受害者对这一经历刻骨铭心。\r\n\r\n霸凌会影响到受害者的身体健康。它切实地[影响了他们的大脑](https://supermemo.guru/wiki/Bullying_changes_the_brain)。\r\n\r\n一些骇人听闻的统计数据（数据各种各样，我选了些极端的）：\r\n\r\n- 高达一半的青少年自杀的原因是霸凌（10-20% 的高中生在他们生命中的某个时刻考虑过自杀）\r\n\r\n- 多达 60% 的大规模校园枪击事件，背后原因可能为霸凌\r\n\r\n- 高达 70% 的学生，学生生涯中遇过霸凌\r\n\r\n更多信息见：[霸凌统计数据](http://www.bullyingstatistics.org/content/bullying-statistics.html)和[霸凌与自杀](http://www.bullyingstatistics.org/content/bullying-and-suicide.html)。\r\n\r\n### 被排斥者的命运\r\n\r\n被排斥者和离群者的存在会加剧欺凌。他们都有可能成为一群「豺狼」或单个霸凌头子的受害者。他们自己也可能碰巧是霸凌者。在整篇文章中，我一直在寻找一个公式，它可以通过有效的教育增加知识、提高创造力并为人类天才做出贡献。当然它也有副作用，即导致欺凌行为的增加。当行为准则存在并被严格执行时，欺凌的行为会随之减少。能够自由思考的人往往很容易跳出规则，脱颖而出，勇于挑战他们认为不合理的规则。\r\n\r\n### 学校包庇霸凌\r\n\r\n强制学校教育导致按年龄分隔的同龄群体被囚禁在封闭的空间里。这是个能够滋生霸凌的完美土壤，年轻人的不成熟和青春期的荷尔蒙变化所致的行为都会被放大。如果我们想最大限度地发挥孩子的创造力，我们绝不可以把孩子们送进无人监督的同龄群体中。没有干扰的环境非常适合学习，但没有监督的环境可能会是一场灾难。\r\n\r\n[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 指出，如果不能脱离学校，你就无法脱离霸凌。\r\n\r\n### 网络霸凌\r\n\r\n如今，霸凌转战网络世界。 Facebook、 Twitter 甚至电子邮件，都是霸凌的工具。网络霸凌提炼了当面羞辱和情绪挑动的精髓，敏感的人更受不了，比起现实中的身体暴力，网络霸凌更加恶毒。因此，有时，网络霸凌会导致自杀。网络世界需要不同的社会技能，因此现代的社会化也必须涵盖网络生活。有些父母害怕孩子学坏，就不让他们上网，这可能适得其反，孩子会错过这些新的社交技巧。很难说这缺憾在未来几年可以弥补多少。虽然，很难想象互联网社交技能的发展也存在[关键期](https://en.wikipedia.org/wiki/Critical_period)，然而，儿童的社会化缺陷往往难以弥补。这有点像学习外语，一些童年形成的缺陷或坏习惯以后很难纠正。\r\n\r\n## 霸凌假说：先天 vs. 后天\r\n\r\n1954 年，诺贝尔奖得主 [William Golding](https://en.wikipedia.org/wiki/William_Golding) 因为他的[《蝇王》](https://en.wikipedia.org/wiki/Lord_of_the_Flies)给孩子带来了坏名声。Golding 不是心理学家，他的小说暗示孩子在没有成年人监督的情况下会陷入野蛮混乱。一直以来，坏名声对孩子纠缠不休。[阅读小说会让你成为一个更好的人吗？](https://supermemo.guru/wiki/Does_reading_fiction_make_you_a_better_person%3F)如果小说有误导呢？要是有机会在无人看管的情况下，观察 7-10 岁孩子互动，我们很可能先入为主，重蹈覆辙。\r\n\r\n为了挽救孩子的声誉，心理学家 [Peter Gray](https://supermemo.guru/wiki/peter_gray) 采取了相反的理想主义立场。例如：[民主学校](https://supermemo.guru/wiki/democratic_school)，作为混龄群体，形成了天然的保护罩，能有效防止霸凌。Gray 还坚信，在狩猎采集游群，霸凌很少发生，虽然对于不同文化，可能情况不同。并非所有游群共享一套习俗和规则。物质匮乏时，他们可能就不会像在小康条件下那样安分了。现代社会，霸凌主要发生在现代学校，搞霸凌的，则局限在小范围年龄群体。它也发生在监狱或办公室，但是，在学校时期，这坏习惯就早早埋下祸根。\r\n\r\n研究灵长类动物（例如黑猩猩）的研究人员声称，霸凌行为是自然的，并且有其进化的根源。在老鼠身上也能看到同样的现象。\r\n\r\n只要看看那在操场上孤零零的小孩，霸凌的机制就显而易见。这个可怜的离群者，一旦遇到组织良好、井井有条的团体后，早晚都会被霸凌。爆发点往往微不足道：一些麻烦，或是一点分歧。但是，一旦霸凌开始，孩子们便近乎本能地展露自己的狼性，如狼群一般穷追猛打，受害者则毫无反击之力。这种现象基于正反馈回路，就像多米诺骨牌。于是乎，狼群会专注持续地霸凌，而忽略其他「娱乐」。\r\n\r\n首先要划清一个界限，我知道的大部分孩子都在学校。Raymond Moore 所痛斥的 **[同伴传染](https://supermemo.guru/wiki/Moore:_Socialization_myth)** ，以及 Peter Gray 提及的非自然现象：狩猎-采集者和谐，实际上都是学校分年龄段管理的后果。在学校或幼儿园，我们的内在霸凌倾向被放大。原来在家里学，现在被抛在这种环境，这种孩子如果不能想法子自保，很快就会被迫害。这说明学校的社会化很糟糕，不过，没有学校教育的社会化，也因此受到启发。这对未来的理想化社会来说可能很好，亟待我们去建设。\r\n\r\n在最后，便如我接下来要说的那样，霸凌的祸根既不是先天也不是后天的，而是源于[博弈论](https://en.wikipedia.org/wiki/Game_theory)。先天放大了博弈论中不可避免的部分。后天可以进一步提供不利条件下的反馈，学校就是一个可悲的例子。\r\n\r\n### 霸凌的祸根\r\n\r\n在动物和人类中发生的霸凌现象都源于[博弈论](https://en.wikipedia.org/wiki/Game_theory)。这种意义上，霸凌行为与利他之类的其他社会行为没有太大不同。\r\n\r\n在进化过程中，有许多适应性变化决定霸凌的形式，在不同社会环境中体现不一样。维持霸凌行为的进化适应可能包括：寻求群体安慰、为了实现目标而寻求团结（尽管存在反对或竞争）、寻求支配地位等。对黑猩猩中霸凌行为的观察特别令人鼓舞，因为它没有受到抽象推理和/或语言的干扰。\r\n\r\n在社会群体、封闭空间、某些个人优势和目标人群中，霸凌不可避免。这只是我们基因构成的一部分，反映了决定博弈论策略的个人不同目标。\r\n\r\n **霸凌与生俱来，所有孩子组成的小团体，若是少与外界交流，都可能发生霸凌，只是早晚的事。** \r\n\r\n### 社会化能减少霸凌\r\n\r\n人们认为社会准则能缓解霸凌之类的现象。随着年长、成熟、知识和经验的丰富，我们发展出来了一套可以减少欺凌的行为原则。然而，即使在国家议会或研究团队等看似高尚的环境中，一定程度的霸凌行为也可能总是在表面下酝酿。霸凌不会消失，但健康的社会化可以有效减轻它。\r\n\r\n随着年龄增长，霸凌行为减少，这部分源于自我控制能力的增强，然而，社交技巧和社会规范才是这种减少的最主要因素。随着年龄的增长，社交技巧的发展有助于减少霸凌行为，发展程度取决于儿童接触的社会成分。\r\n\r\n### 博弈论\r\n\r\n为了直观地说明问题，[博弈论](https://en.wikipedia.org/wiki/Game_theory)就派上用场了。 例如，群体中鹰派与鸽派的比例变化会改变其中个体的健康状况。 在一个社会群体中，最优行为策略将取决于群体中许多社会特性的组合和比例。 因此，[最优社会化](https://supermemo.guru/wiki/Optimum_socialization)行为也会发生变化。 换句话说，社会成分的变化将影响最优行为策略和最优社会化策略。 没有普适的最优状态。 最优状态总是相对社会环境而言。\r\n\r\n[[img [Fitness-achieved-in-varying-populations-of-hawk-dove.jpg|https://supermemo.guru/images/thumb/b/b7/Fitness-achieved-in-varying-populations-of-hawk-dove.jpg/800px-Fitness-achieved-in-varying-populations-of-hawk-dove.jpg]]](https://supermemo.guru/wiki/File:Fitness-achieved-in-varying-populations-of-hawk-dove.jpg)\r\n\r\n不同的人口分布和环境可能滋生也可能遏止霸凌。一个环境可能引起社交行为增多。另一个环境可能导致负面社会化行为或反社会行为。\r\n\r\n不同的社会环境和成分产生的社会化过程的影响因素很多，包括社交技巧，特定的反霸凌技巧（或霸凌技巧）、斗争技巧、身心健康、智能、性格、个性等。我认为，在这种多重标准的环境中，我们应该优先考虑有利于大脑发育的策略，因为强大的大脑是所有社会环境中最通用的武器。 仔细观察，这种看似显而易见的策略可能违反了所谓的良好行为，或破坏了良好社会环境。例如，幼儿园的规定：「孩子们应该排成一队走」，这可能被归为社交技巧和活动肌肉技能，然而，这明显是对自由的限制，影响了探索和个人发展。 受类似规则支配的环境会阻止而不是促进社交技巧的发展。\r\n\r\n人在成熟后，可能审时度势，运用卓越的知识来选择一套规则，最优地处理各种不同人群组合起来的变化多端的情况。这可能是我们理想中社会化儿童的模型。在这一模型中，系统化社会化过程中产生的规则时，知识发挥主要作用。正如在其他情况下一样， **对于社交策略，知识就是力量** 。\r\n\r\n### 最优社会化\r\n\r\n最优行为策略可能与个性无关，但个性将强烈影响最优策略的执行效果。社会成分的变化将导致不同的社交技巧发展。绝大多数社会环境都会产生一些普适的行为策略（例如：[黄金法则](https://en.wikipedia.org/wiki/Golden_Rule)，即「己所不欲，勿施于人」）。然而，总会有一些只在特定情况下发展的次要规则（例如：「一个船员的背叛就是全体船员的背叛」或「[首先，不要伤害](https://en.wikipedia.org/wiki/Primum_non_nocere) 」）。\r\n\r\n与简单的社会博弈不同，没有在任何情况下都能预防或避免霸凌行为的简单或普适的行为策略。也没有普适的社交行为规则。不同类型的参与者有着不同的个性，他们在不同社会成分中占比不同，遭遇霸凌的概率而也不同。这个理论也可以泛化到不同空间的情况，如果不同的人在不同的地方相遇，那么他们之间的互动可能会产生不同的结果。\r\n\r\n **为了实现普适的社会化，我们需要让孩子体验所有可能的社会环境** ，这是不可能的。更明智的做法是尝试各种环境和各种情况的组合，根据孩子的喜好和反馈确定发展轨迹，并帮助遏止危险趋势。\r\n\r\n发展轨迹无需追求丰富的社会化。有些孩子可能天生就倾向于独狼式的生活方式。我们不能阻止这种发展轨迹，因为这种人可能会在某个与世隔绝的山中小屋里，研究有可能改变人类历史进程的[万物理论](https://en.wikipedia.org/wiki/Theory_of_everything)。儿童发展总是如此，反馈对于规划发展轨迹至关重要。\r\n\r\n当社会化丰富起来，自然会产生一些危险的倾向，霸凌只是其中一种。成人照看一群孩子可以及时打破不健康的苗头。同龄人群体的构成不佳，不可避免会导致病态。理想的社会成分可能会通过一定程度的预防性接触来保证低压力的平稳发展。就像打疫苗一样，我们希望让孩子保持健康，但让他接触无害程度的病原体使他免疫。\r\n\r\n### 《丛林奇谭》与宗教\r\n\r\n如果[博弈论](https://en.wikipedia.org/wiki/Game_theory)不是你的强项，想想 [Rudyard Kipling](https://en.wikipedia.org/wiki/Rudyard_Kipling) 写的[《丛林奇谭》](https://en.wikipedia.org/wiki/The_Jungle_Book)。富有创造力的人类婴儿 Mowgli 和组织严密的狼群截然不同。这群狼有自己的[信条](https://en.wikipedia.org/wiki/Creed)：「狼群的力量依靠个体，个体的力量依靠狼群。」但人类的思想具有适应性。Mowgli 一直遵循狼的规则，直到命运转变。当 Mowgli 独自行动时，他摆脱了规则的桎梏，展现出人类的天才和创造力。这就是 Kipling 表达的重要寓意。狼群现象是博弈论的一种表现。狼群团结一致就容易以众取胜。如果一只狼独自行动，扰乱了狼群的协调，就会被霸凌。这就是霸凌的重要性。霸凌对狼群很重要。而对现代人类来说霸凌已经失去了作用。\r\n\r\n狼群信条的约束作用同样体现在宗教中。宗教要生存，至关重要的是控制信众。学者和受过高层次教育者的指路明灯是经文。而对于大众，宗教只提供信条。狼群的信条让我想起[尼西亚信经](https://en.wikipedia.org/wiki/Nicene_Creed)，我小时候肯定背诵过 300-500 遍。只要我稍作复习，可能还能背出来。但是，我从未内化这些教导。此时此刻，头脑里似乎不停地涌出一个个单词，但我需要再背诵一次才能理解意思。即使一直背诵《暴徒生涯守则》，对我的行为或道德也不会有任何影响。这种就属于[无用记忆](https://supermemo.guru/wiki/Toxic_memory)，是我们通过[普鲁士教育体系](https://en.wikipedia.org/wiki/Prussian_education_system)的学校教育发展起来的。\r\n\r\n## 霸凌：抚养者对此的策略\r\n\r\n哪种抚养策略应对霸凌的效果最好？ [Raymond Moore](https://supermemo.guru/wiki/Raymond_Moore) 希望孩子在 [8-10 岁前与父母生活](https://supermemo.guru/wiki/Raymond_Moore:_On_early_institutionalization)直到品德得到发展。他的方案从保护出发，假设和谐发展的大脑会在之后制定出反霸凌策略。另一方面，[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 希望看到不同年龄段的人自由共处，年幼者与青少年一起玩耍，互惠互利。 在 Gray 的案例中，青少年们代替父母进行监护并调解年幼孩子之间的矛盾。\r\n\r\n保护性策略可能导致社交能力不足的儿童无法对抗霸凌者。而同龄人团体如果没有必要的自由行动，可能重现学校中的霸凌行为。不同年龄混合的群组可能包含年龄大的霸凌者，导致调解方案失败。就构建更好社会的愿景而言，保护性策略看来更好。至于使个体准备好进入当前的不完美社会过成人生活，混合年龄策略看来更好。\r\n\r\n我相信某种中庸之道的结果可能最好。 为了确保大脑发育不受阻碍，可以保护儿童。 然后接触策略可以根据其有益结果按比例进行，以确保基本的预防性接触。\r\n\r\n有分寸地接触霸凌似乎可接受且有益健康。 这与接触细菌、受到[急性压力](https://supermemo.guru/wiki/Stress_resilience)或处于低温等区别不大。可以增强韧性。 有分寸地接触霸凌可能是社交技巧训练所必需。\r\n\r\n### 霸凌现场\r\n\r\n我喜欢看到孩子们在没有监督的情况下自由地在运动场或者街区健身公园玩耍的情景。越是观察年轻的儿童越容易发现他们行为的演化根源，包括霸凌行为。霸凌博弈的赢家将从中获得一些技能，使今后生活更轻松。而输家则可能终生受阻。他们未来的行为将有明显不同。他们后退，而不是前进。遭受社会排斥的啮齿动物表现出[大脑化学和发育的变化](https://supermemo.guru/wiki/bullying_changes_the_brain)。从演化的角度看，这是有道理的。然而，为了人类的进步，我们也需要较弱的个体。他们中的许多人都有出色的大脑。只是他们在某些方面缺乏体力，或品性。我完全不介意把温和的霸凌作为教育工具。然而，「健康的霸凌」需要两个组成部分（1）成人监护（在明显危险的情况下进行干预），以及（2）逃离的自由（让弱者在输掉博弈时寻求庇护）。学校似乎在这两方面都失败了。我就读的那些学校更是一塌糊涂。最严重的打架和霸凌事件全都[远离成人监督者的目光，不受阻碍地进行](https://supermemo.guru/wiki/Socialization:_Personal_stories)。此外，孩子们被关在狭小的空间里，无法选择「跑去妈妈那 」或 「跑回家」。他们从早到晚都需要挨虐。打小报告在少数情况下会有帮助，但更多时候会导致弱者地位的加剧和恶化。当孩子们在运动场上不受监护地自由混战时，他们总是可以选择撤退，让首领或最强帮派接管场地。成人监护而不介入也很容易。只要有个家长或教练关心情况且具有权威，就可以旁观随时准备遏止最恶劣的事件。只要一个成年人在场就可能改变场上的社会动力学。如果我碰巧感觉到自己影响了场面，我会退到远处继续观察。我是 Jane Goodall 的粉丝。\r\n\r\n### 监护但不介入\r\n\r\n我当监护人时偶尔不会介入。当我看到孩子们打架时，我不会只是告诉他们「别打了。回家！」。这是没用的。这使得冲突悬而未决。这只会将不可避免的后续交锋转移到新的地点或时间。我尝试了另一种方法，它让很多父母感到恐惧，但我相信如果执行得好，效果会更好。我让他们打！我只要求他们遵守安全规则（例如：不挖眼、不踢头、不咬人等）。十岁孩子打架，如有良好监护，问题会很快解决。孩子们最终筋疲力尽。有时泪流满面。有时伴有瘀伤。往往会建立支配关系（除了力量均势的情况）。冲突通常会得到解决（至少暂时）。对于大多数读者来说，我的态度听起来像是好老师深恶痛绝的。我倾向于认为，作为人类，我们需要尊重我们的演化根源。我们不能指望不让人经过某些发展阶段就成长为无可挑剔的头脑聪明的圣人。密不透风地保护人远离冲突可能会导致更多[蛰居族](https://en.wikipedia.org/wiki/Hikikomori)和不适应社会的情况。\r\n\r\n### 为成人世界做好准备\r\n\r\n大多数读者不会赞成 Donald Trump 在 2016 年总统选举中的极端行为。然而，他是一个典型的恶霸头狼，随时准备踩死任何反对派。共和党初选中其他候选人都是温室花朵，与他相比显得很「弱」。也许，如果 Jeb Bush 或 Marco Rubio 小时候被允许多打架，他们对抗霸凌者就会更自如，就会更有效地运用他们的平台或才智？Ben Carson 的模式似乎要有效得多：从一个小流氓成长为一个老练的知识分子。如果空间时间足够，Carson 可能会以 Trump 之道还治其人之身。\r\n\r\n我相信霸凌有其益处。 它可以成为教育工具！ 但需要一点监护，它才能达成我们崇高的社会目标。\r\n\r\n为预防校园霸凌，我们需要减少对抗的理由，扩大空间，使逃离成为可能，允许不同年龄儿童混合，增加成人与儿童的比例或新增更好的监护者。在家上学的孩子是自由的。 他会对霸凌者一笑了之，如同没有完全理解其动机。 对于在家上学的孩子来说，霸凌闻所未闻。\r\n\r\nPeter Gray受[民主学校](https://supermemo.guru/wiki/Democratic_school)的经历启发，看到了[儿童自由的解决方案](https://supermemo.guru/wiki/Gray:_Solution_to_bullying)。\r\n\r\n## 社会化：使用暴力的两难\r\n\r\n现代社会中暴力的作用日益递减。家长们应该使孩子接触暴力行为吗？（虽然学校里几乎总是会发生暴力行为）不接触暴力行为会损害社交技巧吗？我认为处理暴力行为应当根据[博弈论](https://en.wikipedia.org/wiki/Game_theory)，且接触程度应当同预期的未来需要相称。这些技巧的重要性正在下降，不重视这方面也不太可能导致孩子终身能力被削弱。\r\n\r\n一些父母鼓励他们的孩子在受到攻击或欺凌时反击。 他们不同意[普遍性推荐避免暴力和对抗](https://www.psychologytoday.com/blog/resilience-bullying/201205/principle-number-six-turn-the-other-cheek)。 处理暴力的教科书方案是通知学校当局。 在我上学的时候，「打小报告」甚至不在考虑之列。 霸权之争中，唯有[实战才能雪耻](https://supermemo.guru/wiki/School_fights)。 我怀疑提出通用对策是否总是出于为过于简化的伦理考量。 因此，有人呼吁报复我既不谴责也不赞成。 我接受这个选择属于特定家庭环境、文化、气质、环境或特定情况。 我们不能忽视这个事实：无论反击有哪些风险和缺点，至少具有三个重要功能：（1）可能对压迫者进行惩罚（这是一预防霸凌的方式），（2）发展打斗技能，以及（3）培养自信，自信在各种社会环境中都非常有用。\r\n\r\n如果和平主义就是普适的容易长期获胜的策略，也就不会有战争了。人生如戏，难觅简单答案。\r\n\r\n### 惩罚坏蛋\r\n\r\n反击的重要动机往往是惩罚霸凌者和侵犯者，然而，这也关乎[博弈论](https://en.wikipedia.org/wiki/Game_theory)。反击反而可能对好人损害更大。从大局来看，给自己造成的疼痛或损伤可能仍然是值得的，因为它们实际上可能会防止未来的暴力行为。\r\n\r\n### 打斗技能\r\n\r\n现代社会中打斗技能越来越无用。 练习MMA更安全、用途更广。\r\n\r\n### 自信心\r\n\r\n打斗技巧会带来社会自信心。带着一根不动自威的大棒就很好。\r\n\r\n### 伦理考量\r\n\r\n基督教总是教诲人逆来顺受，这样做有许多缺点。它固然能占领道德制高点，也能带来自律。然而，从博弈论的角度来看，这么做只在[鸽派](https://en.wikipedia.org/wiki/Chicken_(game))社会中才奏效。在[鹰派](https://en.wikipedia.org/wiki/Chicken_(game))主导的混合社会中这么做效果不佳。 如果 [Mahatma Gandhi](https://en.wikipedia.org/wiki/Mahatma_Gandhi) 没有一套总体原则，我们可能永远不会听说他，但是，他的策略在大屠杀时期似乎行不通：「[「如果这些先生们要占领你们的家园，就把他们赶出去」](http://www.mkgandhi.org/mynonviolence/chap46.htm)」。\r\n\r\n### 有关现实生活的问题\r\n\r\n我向孩子询问他们在特定暴力情况下怎么做，答案的结合方式和后续问题的数量无穷无尽难以整理。 我又问父母，他们同样犹豫不决。 只有那些具有强烈宗教信仰或强烈哲学观点的人才毫无犹豫。 有人说「一定要反击」，其他人说「绝不要诉诸暴力」。 最后，我认为没有好的药方。 真实的生活情境是最好的训练场。 让人接触故意设计的情景听起来不是一个好主意。 然而，看起来教小孩一点武功对身心有益无害。\r\n\r\n### 结论\r\n\r\n我认为最终的解决方案要靠监护者给予一定程度的信赖，在这种监督下，成年人可以在不经常介入的情况下帮助儿童做出决定。 儿童在校园中接触暴力有其价值，但我怀疑监护的质量不足以使其成为可接受的解决方案。 即使是最好的监护者也很难理清一群同龄人中复杂的社会力量和相互作用。 在这方面不同年龄混合群体似乎更安全，少有[民主学校](https://supermemo.guru/wiki/Democratic_school)报告发生暴力事件。\r\n\r\n有监督的霸凌比（1）无监督的霸凌（比如在学校里的）和（2）完全和霸凌隔绝的生活（比如在家上学）要好些。有监督的霸凌是一种可控的社会化训练。\r\n\r\n#### 来自一位孩子的一课\r\n\r\n我接受过很多社会化，且大多数是坏的。当我看到霸凌的行为，我内心的动物性为正义怒吼。告密不是选择。 报警好像我也不熟悉。 不能让任何霸凌者全身而退。 幸运的是，至今我已经 40 年没有与霸凌者交锋了！ 也许 Raymond Moore 是对的？ 我本能的偏见可能影响了写作。 也许，为了抵消它，应该考虑不同的观点：一个孩子的观点。\r\n\r\n **6 岁的甘地** \r\n\r\nOski 今年 6 岁。 他没有上幼儿园，计划明年才能上学。 表面上看，他似乎不太善于社交。 他行为古怪，总是和其他孩子发生冲突，但似乎从来没有在意过。 我对他的镇定感到好奇，于是问道：\r\n\r\n- Woz：「如果另一个孩子打了你，你会怎么做？」\r\n\r\n- Oski：「我会告诉妈妈？」\r\n\r\n- Woz：「如果妈妈不在那里怎么办？」\r\n\r\n- Oski：「我可以和那孩子谈谈」\r\n\r\n- Woz：「要是他不听呢？」\r\n\r\n- Oski：「我会回家。」\r\n\r\n- Woz：「如果那孩子跟着你怎么办？」\r\n\r\n- Oski：「我会跑得超快。我是跑得最快的孩子。他没有机会追上我。」\r\n\r\n- Woz：「你为什么不回他一拳？」\r\n\r\n - Oski：「因为那样他会更狠地打我一拳。我又会更狠的打他一拳。他又会更狠地打我一拳。下手太重可能打断鼻梁骨。」\r\n\r\n- Woz：「如果他叫你胆小鬼呢？」\r\n\r\n- Oski：「我会解释我并不害怕。我只是更聪明。」\r\n\r\n或许未来的社会化就是 Oski 的那种“糟糕”的社会化？ 也许未来属于那些面无惧色，但懂得[博弈论](https://en.wikipedia.org/wiki/Game_theory)，并采取高尚理性态度的孩子？ 他令我印象深刻，使我感到谦卑。", + "type": "text/markdown", + "caption": " 霸凌\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Bullying" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Confusing creativity with ADHD.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Confusing creativity with ADHD.json" new file mode 100644 index 0000000..856918e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Confusing creativity with ADHD.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Confusing creativity with ADHD", + "text": "# 将创造力与 ADHD 混淆\r\n\r\n原文：[Confusing creativity with ADHD - supermemo.guru](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)\r\n\r\n# 创造力与注意力的竞争\r\n\r\n[创造力](https://supermemo.guru/wiki/Creativity)与注意力竞争。当大脑开始神游之际，注意力将随之下降。而头脑专注之时，它的创造能力则被用于为一个单一目的而服务。人类的进步建立于恣意的创造力之上。然而，学校在大部分时候要求的是专注与注意力。\r\n\r\n **通过夺走所有的青春进行专注学习，我们摧毁了年轻一代的创造潜力。** 教育家、教师以及家长们，如果你们尚未知晓这一现实，你们是时候该清醒了，需要明白， **专注力和创造力，这两者我们都需要。** \r\n\r\n让自主的儿童自然地参与学习和解决问题，能够保证他们的创造力不受干扰。不幸的是，有创造力的孩子在学校同时也被认为是破坏性的。当被迫做他们不喜欢的事情时，他们会显得心烦意乱、焦躁不安和不守规矩。而这就是创造力和 ADHD 表现得最为突出的重叠之处。\r\n\r\n现代教室是过度诊断 ADHD 的温床\r\n\r\n当孩子们第一次出现 ADHD 的症状时，首先要做的是消除假阳性诊断。这是一个重要的步骤，往往可以避免孩子在幼年时被使用药物。在这篇文章的后面，我提供了一个[能够降低对创造力阻碍的处方](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD#Creativity_formula)。我还展示了[学校教育](https://supermemo.guru/wiki/Schooling)是如何使我的处方失效并导致 **「ADHD 流行」** 的。\r\n\r\n **警告！** 我在此提出的观点受到了一些尖锐的批评（见：[我有 ADHD，但我爱它](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it)）。\r\n\r\n# 宛若 ADHD 的学成强欲\r\n\r\n[学习强欲（rage of master）](https://supermemo.guru/wiki/Rage_to_master)是一个很容易使人误诊为 ADHD 的特征。真正的「学习强欲」是单主题和单焦点的。这个孩子可能会专注于建造飞机模型，并在数小时、数周甚至数月内对其他事物毫无兴趣。如果这个孩子被迫专注于任何其他话题，他很快会停止专注，并开始烦躁不安（见：[烦躁不安和创造力](https://supermemo.guru/wiki/Fidgeting_is_good)）。有创造力的孩子对[无聊](https://supermemo.guru/wiki/Boredom)的容忍度非常低。除了他们的兴趣之外，所有的事情都会让他们感到极度地乏味。有天赋的孩子对接受别人强加的结构化活动表现出很少的耐心，这导致了 ADHD 的典型症状。这并不是说现代世界揭示了一种叫做 ADHD 的精神疾病，正如 Gladwell 所说的那样（见[下文](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD#Macolm_Gladwell_proves_bogus_ADHD_diagnosis)）。这并不是说我们重视理性，而浮躁的孩子在这方面有所欠缺。对于那些有天赋的孩子来说，学校教育的[强迫压力](https://supermemo.guru/wiki/Coercion_in_learning)是促成 ADHD 在他们之间“蔓延”的原因。学校教育并没有揭示出 ADHD。它所暴露的特征可能是一个问题，也可能是一种祝福，或者两者都是。\r\n\r\n科学家们可以证明，患有 ADHD 的儿童在记忆任务甚至是电子游戏中表现得更差。问题是，在区分「枯燥的记忆任务」和「有趣的电子游戏」这方面存在方法上的障碍。真正的诊断只能通过让孩子选择相关的任务来实现。这可能很困难，特别是在实验室环境中。因此，应该在「无聊的记忆任务和无聊的电子游戏」与「个别孩子喜欢的电子游戏和涉及记忆的迷人任务」之间进行划分。如果一个孩子有一项特别的兴趣，可以使他为之着迷，那么他就是正常的。只有当可以证明孩子在任何情况下都无法集中注意力时，我们才能称之为问题，即便如此，运动可能比利他林的治疗效果更好。\r\n\r\n科学家需要寻找环境、大脑输入、精神状态和记忆状态之间的匹配。简而言之，如果一个看似混乱的孩子找到了他最喜欢的活动，满足了他的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)或寻求新奇的需要，他可能会开始表现良好。给孩子一个电子游戏并不能确保这种匹配。游戏可能也很无聊。同样地，游戏可能只在一段时间内有趣。游戏可能不会形成那种完美的匹配。在理想的情况下，研究人员应该给孩子一堆选择，更好的做法是问：「你现在最喜欢或最爱做什么？」然后满足这个愿望。然后，他可能会对孩子注意力所能达到的程度感到惊讶。这应该会使病理诊断失效。我在这里提出的测试很难在医生的办公室里进行。父母才是最有机会获得这类信息的人。一个具有古怪的高度集中能力的孩子不能被归类为 ADHD。他偏离常规并不是适应不良，实际上可能是有益的。\r\n\r\n[[img [ADHD art produced during a boring class at school|https://supermemo.guru/images/thumb/1/1c/Creative_ADHD_art_painted_during_classes_at_school.png/200px-Creative_ADHD_art_painted_during_classes_at_school.png]]](https://supermemo.guru/wiki/File:Creative_ADHD_art_painted_during_classes_at_school.png)\r\n\r\n> 图：患有 [ADHD](https://supermemo.guru/wiki/ADHD) 的儿童应该是过动的，并表现出注意力问题。然而，一些被贴上 ADHD 标签的人可以表现出惊人的注意力。当他们忙于自己感兴趣的领域时，他们可以一动不动地专注于自己的追求，每次都是几个小时。这张照片的作者曾经被大量用药。他在学校被认为是顶级的麻烦制造者。然而，在学校上课时，只要有机会，他就可以发泄他的[创造力](https://supermemo.guru/wiki/Creativity)，证明激情和自由是治疗 ADHD 症状的良药。他在学校花了一天时间就完成了这幅画。在学校里，这种情况经常发生：老师讲课，孩子们忙于其他事情，而我们却要为此纳税。\r\n\r\n# Malcolm Gladwell 证明了虚假的 ADHD 诊断\r\n\r\n我非常钦佩 Malcolm Gladwell。我喜欢他大胆的概括。根据定义，所有的概括都在一定程度上是错误的，但他的概括是鼓舞人心的，这使这些概括变得珍贵。当他说「 **10,000 小时的密集练习会使你成为专家** 」时，他激发了数百万人去实现 10,000 小时的崇高目标。他让成千上万的人对自己的一万小时感到满意。我们不需要对这一时间太过于锱铢必较，因为它可能是 9,999 小时。[Herbert Simon](https://en.wikipedia.org/wiki/Herbert_A._Simon) 以前也做过类似的概括，他们帮助我们所有人理解专业知识和努力工作的价值。\r\n\r\n尽管我很钦佩他，但我必须说，二十年前，Gladwell 就已经发表了一篇立意自相矛盾的文字。鉴于 Gladwell 的影响力，他的文字甚至可能是危险的。Gladwell 写了一篇 [关于ADHD 和利他林的文章](http://gladwell.com/running-from-ritalin/)。他试图证明 ADHD 是真实存在的，而且利他林可能会起到很好的作用。没有人应该轻易接受药物推荐，因为所有药物都有药厂强大的经济利益支持，要找到公正的信息是相当困难的。然而矛盾的是，Gladwell 让我相信，ADHD 的确诊可能是一种祝福。几年前，我查询了 [DSM IV](https://en.wikipedia.org/wiki/Diagnostic_and_Statistical_Manual_of_Mental_Disorders)，只是想把自己列进 ADHD 谱系中。我一直开玩笑说我是一个典型的 ADHD 案例，不过我其实应该对我的 ADHD 做一个严肃的评估，在我的自我诊断量表中，在有关过度活跃特质的部分我一下子就打上许多的勾，而这些都是我认为在创造性工作中非常有价值的特质。这些特质在我的工作中发挥了很大的作用，我热爱并珍惜它们。\r\n\r\n然而，说到注意力缺失，我没有达到标准。毕竟，在我的工作中，注意力的缺失是有代价的。实际上，当我注意力集中的时候，我想说我的注意力是相当出色的。我可以把注意力集中在感兴趣的事物上，把整个世界都排除在外。\r\n\r\n正是 Gladwell 的文章让我相信，我几乎完全符合 DSM IV 的 ADHD 标准。Gladwell 的文章在很多方面都是错误的，有错误的例子、错误的解释和对现实的歪曲，以至于 **我几乎丧失了阅读他文章的能力！** 如果 Gladwell 是对的，我应该服用利他林。我将解释为什么这将是一场灾难，我可以很容易地控制我的「失调」，甚至利用它来提高我的工作效率。我在「 **智力考虑和理性** 」方面没有问题，正如 Gladwell 的文章可能暗示的那样。\r\n\r\n我总是[渐进地阅读文本](http://help.supermemo.org/wiki/Incremental_learning)。这样的阅读形式给我的创造性留下了很多发散的空间，而且——矛盾的是——使我的阅读错误降到了最低。然而，在 Gladwell 的案例中，即使是这种渐进式的阅读也是不可能的。他的文字引发了我无数的创意线索，抢走了我所有的注意力。显而易见，如果可以掌控创造力，将是一件绝妙的事情。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)使它变得容易。在创意爆发期间，我必须从阅读中休息一下，把想法写下来供未来使用，然后继续做其他事情。锻炼是最为高效的休息。我会在第二天回来阅读 Gladwell 的文章，在两天后再次回来，然后我会再返回几次继续阅读，用这样的方式我设法读完了他的文章。Gladwell 证明了我在创造力高涨的时候患有病态的注意力缺陷。我每天都在遭受这些缺陷的困扰。更有甚者，如果有一天没有病态的注意力缺陷，我就开始担心了。没有注意力缺陷的一天可能是由于睡眠不好，工作太辛苦，压力大，或其他不健康的因素。通过他对「ADHD 正在兴起」的论述， **Gladwell 使我相信我确实是个 ADHD ，不过我喜欢它！** 。\r\n\r\n# ADHD 问题是真的吗？\r\n\r\n如果你已经被诊断出患有 ADHD，并且还在阅读这篇文章，你也许应该珍惜这一诊断。剩下的就很明了了：不论是注意力缺陷还是过动问题都是切实存在的。它们会导致一些真正的问题（见：[关于 ADHD 的国际共识 2002 版](https://supermemo.guru/wiki/International_Consensus_Statement_on_ADHD)）。所有的相关特质都存在被提高到病理水平的可能，打个比方，如果不对摄入量进行限制可以使大多数无害的食物成分对你造成伤害。这些特质会叠加在其他人格特质上，从而使诊断变得困难。如果智商明显下降，这些特质可能被归类为适应不良。与 ADHD 有关的特质在医生办公室或课堂条件下可能被错误地评估。它们往往会基于不可靠的父母、甚至是带有严重偏见的教师他们的证词。一个被标记为注意力不集中的孩子可能会被证明具有优于平均水平的专注能力。ADHD 的基本特征具有遗传性。它们在现代社会中可能更加显而易见。最重要的是，它们也可以是一种祝福，因此这些基因才流传了下来，使我们继承了这些特征。它们与创造性的特质有关，因此应该完全得了解它们并运用，而不是压制。利他林可以提高表现。在适当的剂量下，酒精，甚至可卡因也可以。必须极其谨慎地对待所有药物。如果医生给你的孩子开具了利他林处方，而你不确定是否要使用药物，请询问其他专家的意见。利他林是一种类似于使用抗抑郁药的短期措施（见：[利他林会适得其反](https://supermemo.guru/wiki/Ritalin_will_backfire)）。在你确定要使用药物之前，请阅读这篇 B.Cramond 博士的文章：[ADHD和创造力的一致性](https://supermemo.guru/wiki/Coincidence_of_ADHD_and_creativity)。以及这篇：[特殊教育问题](https://supermemo.guru/wiki/Problems_with_special-needs_education)\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n **我真的有 ADHD 吗？** \r\n\r\n若参照 [DSM-5](https://en.wikipedia.org/wiki/DSM-5)，我应该把自己归类为典型的 ADHD，高度冲动，而且经常极度注意力不集中（见：[DSM-V 放宽了 ADHD 的适应不良标准](https://supermemo.guru/wiki/DSM-V_relaxes_maladaptive_criteria_of_ADHD)）。然而，我热爱并珍惜我性格中的所有这些方面。这些特质对很多人来说不合适的，对另一些人来说可能是破坏性的，但在创造性工作中却可能是不可缺少的。[躁动是健康的](https://supermemo.guru/wiki/Fidgeting_is_healthy)。我总是不断得在行动。我的冲动是由于生命太过短暂以及没有耐心对待任何形式的时间浪费。至于我的注意力不集中，说来矛盾，这恰恰是一种专注。在慢跑过程中，我可能会认真思考一些研究想法，从而将整个世界抛在脑后，只出于本能的自动化行为而到达目的地。这非常棒！这为手头的工作提供了更多的处理能力（从而为更少的事情提供更多的能力）。可以称呼我是心不在焉的教授，这对我来说是一种赞美。在实验室里给我一个记忆型任务（memory task）或一个停止信号任务（stop signal task），我可能会表现得很差。除非我认为这个实验很有趣，例如：在我自己的工作中，我的思维很容易就会跑到别的地方。我会因为注意力不集中而表现欠佳。我在电子游戏方面表现得很差劲。我的大脑会不停地嘀咕「 **你在浪费时间** 」。我甚至可能无法轻易得通过数学考试。我喜欢数学，因为它能解决一个具体问题。若非如此，我可能会认为这项工作会花费太多时间，并不值得。在某些情况下，观察研究者可能会认为「 **这个人就是不能专注于工作。他的数学很差** 」。这里没有关于「 **精神自律** 」的内容。当有工作要做时，我为自己的纪律性感到自豪。我在工作中解决了一千多道数学题，但这些工作都不是「 **通过自律来苦大仇深地埋头苦干** 」。我总是被解决问题的曙光所吸引，这让数学变得有趣而轻松。现如今，任何无法轻易解决的事情都需要再学习一些知识，而不是苦苦支撑。在实验室的数学任务中，我甚至可能不需要动用自律的力量。「 **埋头苦干** 」在绝大多数情况都不是个好主意。一个解决问题的能手表现出较少的大脑活动。行之有效的脑力任务通常都很轻松，而需要刻苦的原因是陷入了盲区。这就是 SuperMemo 对一些用户不太奏效的原因。他们有一种理性的能力来进行苦干。这通常是他们从学校带来的一种习惯。他们苦苦支撑，而正确的做法是问工作为什么越来越难。对于 SuperMemo 来说，放慢速度应该能消除水蛭（即拒绝粘在记忆中的信息片段）。\r\n\r\n现代环境如何揭示和放大我的 ADHD？通过[渐进学习](http://help.supermemo.org/wiki/Incremental_learning)，我可以以光速学习。这破坏了我阅读长篇线性书籍的耐心。[我小时候读过很多书](https://supermemo.guru/wiki/Why_I_don't_read_books)，也就是说，在我使用 SuperMemo 之前。现在我可能看起来很冲动或不耐烦。我的一个亲密同事甚至开玩笑说：「 **SuperMemo 已经损坏了你的大脑** 」。我为这个诊断感到自豪。有了这种更聪明的阅读方式，传统的阅读方式已经被我判了死刑。\r\n\r\n许多教育家和心理学家认为所有 ADHD 造成的骚动都相当危险。一项合法的研究可能会被利用，把孩子们变成机器人，让他们完美地服从、顺从和听从命令！我敢说我小时候肯定会被开利他林。许多老师都认为我是一个非常有破坏性的人，这将加快我被诊断的速度。Malcolm Gladwell 会说：「 **人们不再认为把那些因为某些神经系统的怪癖而难以应付的人丢在一边是合适的** 」\r\n\r\n# 创造力公式\r\n\r\n恣意的创造力是一种麻烦吗？如果不以合理的方式驾驭它，它就可能是。否则，恣意的创造力是最宝贵的东西，不仅有助于改变世界，还是解决问题、研究、发明的基础。\r\n\r\n **高效解决问题的最佳公式是将创造力与昼夜周期挂钩！** \r\n\r\n这就是如何在不损害注意力和解决问题的能力的情况下利用创造力的方法（更多信息见：[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)）：\r\n\r\n- **上午** ：让创造力发挥到极致，不断学习，不断思考，不断偏离主题，如果需要的话， 疯狂一下。如果你想要利用多巴胺这一助力，可以在此之前喝杯咖啡，这种兴奋剂形式是可以接受的。\r\n\r\n- 2-3 小时后，由于[神经过载防御机制](http://super-memory.com/articles/sleep.htm#Learning_overload)，大脑会自然放缓。这有助于对创造性产出的所有成果进行组织整理，并增添一些更聚焦的学习或解决问题的方法\r\n\r\n- **运动** ：运动的昼夜节律高峰期也有利于「集中的创造力」，即运动引起的警觉性（alertness）将各种创意线索通过组合，摇身一变，脱胎换骨。打个比方，大脑因为神经疲劳而创造性地放慢了速度，但在肾上腺素驱动的环境中仍能把创造性的片段组合起来，点石成金\r\n\r\n- **[午睡](https://supermemo.guru/wiki/Siesta)** ：[午睡对理清思绪至关重要](https://supermemo.guru/wiki/Healthy_napping)。它还可能在组织知识方面发挥作用，类似于夜间睡眠时发生的情况（见下文）。只需付出很少的代价，午睡就能使一个人的创造力生命增加两倍。午睡额外提供了一个发挥创造力的时间段\r\n\r\n- **晚上** ：让创造力再次高涨，继续学习，继续思考，继续寻找\r\n\r\n- 深夜 **淋浴** ：这是解决问题的时机。恣意的创造力现在已经沉寂。闭上眼睛，心无旁骛，「专注的创造力」可以再次启动。这可能是推动终极解决方案线索的最佳时机。\r\n\r\n- **睡眠：发明时间！** 睡眠是一个天然的[神经组织者](https://supermemo.guru/wiki/Memory_optimization_in_sleep)。REM（快速眼动）睡眠将白天储存在大脑中的信息碎片重新洗牌。深度睡眠会凝结新的结构。这并不总是显而易见的，但人类解决的大多数问题的答案都是在睡眠中拼凑起来的，并在早晨显现出来。睡眠是一张通往发明的免费门票。在这段时间里，你可以不费吹灰之力就解决了问题。这就是为什么[闹钟应该被驱逐](http://super-memory.com/articles/sleep.htm#Kill_the_alarm_clock.21)（至少在创造性的职业和年轻人中）\r\n\r\n[[img [Circadian graph and brainwork|https://supermemo.guru/images/thumb/e/ef/Circadian_graph_and_brainwork.gif/600px-Circadian_graph_and_brainwork.gif]]](https://supermemo.guru/wiki/File:Circadian_graph_and_brainwork.gif)\r\n\r\n> 图： **优化大脑工作的时间与[昼夜周期](https://supermemo.guru/wiki/Circadian_cycle)** 。该图表是在 [SleepChart](https://supermemo.guru/wiki/SleepChart) 的帮助下，根据长达 3 年的[自由运行的睡眠](https://supermemo.guru/wiki/Free-running_sleep)节律的每日测量结果生成的。横轴表示[从醒来开始的小时数](https://supermemo.guru/wiki/Circadian_phase)（注意，[自由运行的睡眠](https://supermemo.guru/wiki/Free-running_sleep)周期可能长于 24 小时）。浅蓝色的点是实际的睡眠事件测量，横轴为时间，左纵轴为长度。 **[稳态](https://supermemo.guru/wiki/Homeostatic)** 困倦度可以大致表示为 **睡眠驱力** 。启动睡眠发作的百分比被画成一条粗蓝线（纵轴的右侧校准）。腺苷相关的[内稳态睡眠倾向](https://supermemo.guru/wiki/Homeostatic_sleep_propensity)与脑力劳动成比例增加，可以通过咖啡因、压力等部分清除。 **[昼夜节律](https://supermemo.guru/wiki/Circadian)** 睡意可大致表示为维持睡眠的能力。发起的睡眠发作的平均长度被画成一条粗红线（纵轴的左侧校准）。中午警觉性的下降也是昼夜节律，但在生物学上是不同的，导致睡眠时间短，不登记为红色峰值。 **睡眠维持** 的昼夜成分与以下因素相关：（1）与核心体温、[ACTH](https://en.wikipedia.org/wiki/ACTH)、[皮质醇](https://en.wikipedia.org/wiki/Cortisol)、[儿茶酚胺](https://en.wikipedia.org/wiki/Catecholamine)呈负相关，（2）与以下因素呈正相关。[褪黑激素](https://supermemo.guru/wiki/Melatonin)和[快速眼动睡眠](https://supermemo.guru/wiki/REM_sleep) 倾向。 **最佳的脑力劳动时间** 需要（1）低的[内稳态](https://supermemo.guru/wiki/Homeostatic)睡意，和（2）低的[昼夜节律](https://supermemo.guru/wiki/Circadian)睡意。在一天中，有两个高质量的警觉性区块：第一个是在醒来后，第二个是在[午睡](https://supermemo.guru/wiki/Siesta)后。这两个区块都被标记为图表下面的黄色带子。为了获得最佳的学习效果，以及最佳的[创造力](https://supermemo.guru/wiki/Creativity)，请使用这两个黄色的时间块。[咖啡因](https://supermemo.guru/wiki/Caffeine)只能在最佳脑力劳动窗口的早期用于提高警觉性（棕色）。晚些时候使用会影响睡眠（咖啡因的半衰期约为 6 小时）。最佳的运动时间没有标注，因为它可能根据[授时因子](https://supermemo.guru/wiki/Zeitgeber) 的最佳时间而变化（例如，[睡眠相位延迟](https://supermemo.guru/wiki/DSPS) 的人在清晨，睡眠相位提前的人在傍晚）。更多细节见：[人类睡眠的双相性](https://supermemo.guru/wiki/Biphasic_life)。\r\n\r\n我的完美公式对[许多伟大的历史人物](https://supermemo.guru/wiki/Darwin_intuitively_followed_the_natural_creativity_cycle)有效。我不能肯定它对你是否有效，但它肯定与学校典型的一天形成了强烈的对比。来看看学校教育是如何破坏我的处方的：\r\n\r\n- 对大多数孩子来说，早起会毁掉一个早晨\r\n\r\n- 创造性阶段将被跳过。一些孩子会因为太困而无法参与创造。其他人则会因为学校的严格要求而沉默。只要允许，与同龄人进行头脑风暴就可以了。\r\n\r\n- 如果没有创造性阶段，专注工作的时期来临时将更加昏昏欲睡，也许还会因为睡眠不足而变得精神恍惚\r\n\r\n- 在学校，锻炼的时间可能是错误的。这使得它非但不能帮助这个过程，反而会产生干扰。在一个昼夜循环中，所有的部分必须在正确的时间组合在一起\r\n\r\n- 在学校小睡几乎是不可能的，但由于一天下来大部分时间都待在学校，课后午睡是非常有效和/或健康的。有些孩子分两块长时间睡觉，小睡时间长达 5 小时。我们难以评价这种非常少见的做法。这当然是不必要的\r\n\r\n- 没有午睡，晚上的创造力就会大大减弱。这时，疲惫的孩子们被迫「勉强完成」他们的家庭作业。只有那些午睡时间较长的青少年才能真正从晚上的自主学习中受益\r\n\r\n- 如果睡眠最后一个富含快速眼动的阶段被闹钟切断，那么睡眠就不能成为一个好的记忆组织者\r\n\r\n **学校是创造性脑力劳动的破坏者！** \r\n\r\n只有一小部分孩子真正喜欢上学。这些孩子天然对学校的日程有着最好的防御，或者他们的个人特质和昼夜节律周期提供了一个良好的匹配，使他们有可能获得一些好处。矛盾的是，喜欢学校的大多是有天赋的人。而他们是最不需要学校的孩子！他们会在家庭教育或非学校教育的环境中茁壮成长！\r\n\r\n# ADHD 的昼夜节律\r\n\r\nADHD 的一系列睡眠问题可以很容易地解释为由创造力的抑制、课后午睡、夜间[家庭作业](https://supermemo.guru/wiki/Homework)和[睡眠相位](https://supermemo.guru/wiki/Sleep_phase)紊乱（特别是 [DSPS](https://supermemo.guru/wiki/DSPS)）引起的[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)的破坏。在这种情况下，所有的睡眠问题似乎都符合一个类似的模式：昼夜节律不一致。这通常表现为在错误的阶段入睡，[失眠](https://supermemo.guru/wiki/Insomnia)，过早醒来，醒来后出现问题，使用兴奋剂来[补救 ADHD](https://supermemo.guru/wiki/Czeisler_on_Ritalin)，以及过动和睡眠问题的恶性循环。\r\n\r\n如果你的孩子被诊断 ADHD，在你同意给他使用药物之前，请尝试这个简单的公式，持续几周：\r\n\r\n1. 让他[想睡就睡](https://supermemo.guru/wiki/Free_running_sleep)。\r\n\r\n2. 让他尽情地活动和奔跑，并且\r\n\r\n3. 让他在自己想学的时候学习\r\n\r\n为了确保这一切能够顺利运行，不至于崩溃，保持记录，并尝试将孩子纳入一些[昼夜节律框架](https://supermemo.guru/wiki/Natural_creativity_cycle)（例如，制定明确的熄灯时间、明确的电脑时间分配，限制晚上的游戏、舒适的食物，等等）。这种自由开放的日程需要一点经验才能发挥作用。尝试 3-4 周。如果不成功，至少你可以说你为无药物生活而努力过了。\r\n\r\n请记住，制药巨头在大力推动使用药物。这就是为什么所有的潜在用户必须努力反击，以制约他们的力量。睡眠、饮食和锻炼等形式的自然疗法在许多情况下可以创造奇迹。\r\n\r\n在昼夜颠倒的情况下，无法对孩子做出合理的诊断。为了对 ADHD 进行理想的评估，孩子们应该处于最佳的自然状态。然而由于为了迎合学校的日程，大多数人无法处于这种状态。因此，只有在较长的假期中我们才有可能进行理想的评估，此时孩子们可以自由地进行锻炼、学习、进食和睡眠。可悲的是， **的孩子只有在假期中才能真正的做回自己** 。\r\n\r\n# 管理 ADHD\r\n\r\nADHD 的所有方面在一定程度上都是可以控制的。遵循孩子的兴趣是最好的补救措施之一。它能一举影响过动、冲动和注意力不集中。一个全神贯注的孩子，他的症状将消失得无影无踪。\r\n\r\n有些老师会坚持，青少年很冲动，因此需要引导。但真正需要做的却与此恰恰相反。温和的指点是可以的。从另一方面来看，冲动可以被驾驭，并帮助孩子们痴迷于知识。即使孩子痴迷的事物在不断变化，也有可能带来多样的成果。如果想要快速消除你的疑虑，当你的孩子在做白日梦时，可以问一个简单的问题「 **你在想什么？** 」——这是来自 [B. Cramond 博士](https://supermemo.guru/wiki/Coincidence_of_ADHD_and_creativity)的一个简单建议。使用这种方法，可以让一个善于分析的家长很容易地看到在这些注意力不集中的情况中隐含的信息处理的价值。孩子的大脑像导弹一样完美导向新奇的目标。（见：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)）。即使我们很难明确是哪个白日梦产生了那些价值，但由于神经/生物学层面的原因，可以保证这是一种确有成效的努力。这些行为虽然有来自病态的可能性，但一个健康成长的孩子应该被允许尽情地做梦。\r\n\r\n[昼夜周期](https://supermemo.guru/wiki/Circadian_cycle)也可以是一个盟友。[SleepChart](https://supermemo.guru/wiki/SleepChart) 可以证明[学习能力遵循昼夜曲线](https://supermemo.guru/wiki/Sleep_and_learning)。对一个休息良好的成年人来说，学习的最佳时间在早晨和午睡之后，而最差的学习时间在深夜和午餐时分。一些夜猫型的读者可能会抗议这一发现，因为许多青少年在睡眠相位转移的条件下进行学习，即当他们在最佳清醒时间之前醒来，并且由于昼夜节律高峰的转移，他们工作到深夜。这对于那些放学后[长时间小睡](https://supermemo.guru/wiki/Futility_of_schooling)的人来说尤其如此。这些小睡实际上取代了夜间睡眠，而夜间睡眠在学校的高压力条件下正在萎缩。\r\n\r\nADHD 被认为是一种学习障碍。矛盾的是，在一个休息良好的孩子身上，症状会与最佳学习窗口相吻合。这标示出天赋和 ADHD 之间的相关性。这种矛盾基于 SuperMemo 测量出的有关神经突触和网络容量的实据，而 ADHD 发生在更高的行为层面上。简而言之，孩子的大脑可能在神经层面上为高质量的学习做好了准备，然而，他不会因为四处乱窜而学到任何东西。\r\n\r\n就这方面来说，昼夜节律周期可以用来寻找[推动区](https://supermemo.guru/wiki/Push_zone)之后的阶段。这些阶段与成年人的学习成绩较差相吻合。当孩子在神经层面的学习能力下降时，同一个孩子反对老师的能力也会下降。简而言之，处于更昏昏欲睡状态的孩子本可以学到更多东西。只要孩子没有受到其他干扰因素的影响，如睡眠不足、情绪不佳、生病等，那么 ADHD 的各个方面都会减弱\r\n\r\nADHD 的其他内稳态方面可以通过锻炼来解决。每当 ADHD 成为一个问题时，短暂的能量消耗就会有所帮助。这在放任自流的系统中做得最好，孩子可以自我调节其活动能力。它将在昼夜节律周期中起伏，但其本身的变化是动态平衡的。这就是为什么它不能由一个固定的学校教育系统来完成：45 分钟的学习和 15 分钟的跑动，特别是 ADHD 儿童不能很好地从有趣的活动中休息。一旦他们集中注意力，任何的干扰都会给他们的工作带来麻烦。当他们感到疲惫时自然会去休息。他们可能在 10 分钟后需要休息，也可能在两小时后需要休息。\r\n\r\n昼夜节律周期取决于清醒阶段。心理活动的内稳态控制是一个复杂的过程，因此很难对其进行模拟。最重要的是，它取决于所涉及的脑力劳动的类型。吸引人的活动往往只需要较少的脑力，因为它们在孩子们的认知技能和任务难度之间提供了一个良好的匹配。不用说，所有这些因素的组合对不同的孩子来说是不同的，甚至可能很难预测同一个孩子在不同日子里的表现。\r\n\r\n换句话说，让一个孩子适应一个通用的框架几乎是不可能的。这一结果违背了学校课程表的初衷。这造成的后果对有天赋的孩子或 ADHD 孩子来说是最痛苦的。孩子的日程表需要在个人需求的基础上进行单独计算。而他们的大脑是实现这一目的的最佳计算机。\r\n\r\n学习、运动、睡眠、进食和其他活动最好是任其自然，只有基本的昼夜节律框架应该被遵守，用于预测夜间睡眠、午睡的最优时间，或许还能为确定运动的主要时间段提供参考。\r\n\r\n# 总结\r\n\r\n- 创造性和注意力相斥。但都是可取且至关重要的\r\n\r\n- **我的最佳创造力公式描述在[这里](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD#Creativity_formula)** \r\n\r\n- 创造性的个性在严格的学校教育下可能会显得是最有破坏性的\r\n\r\n- 在 [DSM-5](https://en.wikipedia.org/wiki/DSM-5) 中定义的 ADHD 很容易导致将有创造力的人标记为精神障碍（见：[DSM-5 放宽了 ADHD 的适应不良标准](https://supermemo.guru/wiki/DSM-V_relaxes_maladaptive_criteria_of_ADHD)\r\n\r\n- 在睡眠中断的情况下，或在学校教育的压力下，ADHD 的诊断不能被认为是可靠的\r\n\r\n- 在给孩子们使用药物之前，应该给予它们一个放任自流的机会，这能减轻症状（见：[学校教育对 ADHD 的影响](https://supermemo.guru/wiki/Kindergarten_may_contribute_to_ADHD)）\r\n\r\n- 用药物来管理强制学校教育带来的学习问题是在饮鸠止渴\r\n\r\n- 精神药物针对的是受体和神经递质，而不是特定的大脑结构。因此，它们必然会有[副作用](https://supermemo.guru/wiki/Indiscriminate_action_of_psychiatric_drugs)\r\n\r\n- 通过调整昼夜节律可以大大缓解注意力和过动问题\r\n\r\n- 恣意的创造力是创新的基础，但会对专注造成破坏，我们可以用[昼夜节律工具](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD#Managing_ADHD)来驾驭它\r\n\r\n- 围绕昼夜节律周期设计的时间表提供了最佳的学习和最佳的创造潜力\r\n\r\n- 围绕昼夜节律周期设计的日程表能够减轻 ADHD 所有的负面影响\r\n\r\n- 学校时间表的设计与有利于学习和创造的生活方式存在着致命的冲突\r\n\r\n- ADHD 诊断的地域差异表明[误诊的潜在成本之大](https://supermemo.guru/wiki/On_ADHD_over_or_under-diagnosis)", + "type": "text/markdown", + "caption": " 将创造力与 ADHD 混淆\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Confusing creativity with ADHD" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Crushing student convictions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Crushing student convictions.json" new file mode 100644 index 0000000..30a10dd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Crushing student convictions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Crushing student convictions", + "text": "# 摧毁学生的信念\r\n\r\n原文：[Crushing student convictions - supermemo.guru](https://supermemo.guru/wiki/Crushing_student_convictions)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n很少有老师真正了解大脑的运作机制以及应该如何进行高效学习。然而，即使是受过良好教育且聪明的老师也会持有异端信念。我的一位教师同事 Marcus 说「信念与学习毫不相干」。\r\n\r\n这个谬误无处不在，并在全世界的教师心中根深蒂固。Marcus 的想法很容易理解。他来自一个虔诚的宗教家庭，创世科学（译注：为神创论提供科学依据的一种伪科学）是过去每天的谈论话题。Marcus 通过自学摆脱了对神创论的信念。如今，他是一名科学和现实客观分析的狂热支持者。在他的课堂上，Marcus 希望给年轻人注入质疑精神，并使他们能够诚实地检验（1）现实以及（2）自己对现实的信念。他的想法与那些希望[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)的人是类似的。\r\n\r\nMarcus 是一位堪称典范的教师，然而，他仍然质疑人类思维的一个典型特性：\r\n\r\n **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)来自于新知识与现有模型的匹配** \r\n\r\n在学习时，能符合你模型的知识将提供奖励，而不能符合模型的知识通常会被忽视或引起不快。拿[拼图游戏比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)，思想/知识的当前状态可以比作拼图的当前状态。为了获得最优学习效果，该状态是决定因素。信念基于模型，而模型决定学习的轨迹。这就是为什么信念决定了最优学习策略。\r\n\r\n从数学上讲，教师必须知道两个语义知识图谱：一个针对学生当前的模型，另一个针对学生修正后的目标模型。然后，教师需要使用基于[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)的知识渐进注入来绘制两者之间的最佳轨迹，而这是未知的，其中会用到奖励评估，这也是未知的。只有通过类似的设备，即大脑，才能以最佳方式进行这些评估。自学是一个碰运气的过程，可能经过数周、数月或数年的学习才会找到最佳方法。这完全取决于当前的知识状态和输入，即环境。一对一的互动使我们利用学生的反馈来近似求取最优轨迹成为可能，并且只要满足以下条件就能快速达成目标：（1）学生愿意，（2）老师很好，并且（3）为该过程分配了足够的时间。老师知道正确的模型的这一事实并没有多大帮助，因为每个知识网络图在每个人的大脑中的映射是不同的。同样，该映射取决于起点：知识的原始状态。\r\n\r\nMarcus 的思想与 [Fineman 的论文](https://supermemo.guru/wiki/Freedom_undermines_public_schools)相互呼应，她希望通过学校的科学「教化」来根除「落后的圣经神学思维」。\r\n\r\n如果信念在学习中是必不可少的，那么问题来了：好老师应该做什么才能帮助学生克服错误的信念？通常，仅仅通过教学行为，教师便能促进对错误信念的纠正。然而，在最困难的情况下，策略的选择可能至关重要。创世科学或智慧设计论（译注：声称某种超自然的智慧设计了宇宙和生物的某些特征）就是很好的例子。在这一点上，我只能说策略很难选择。从来都没有简单的公式。需要像 Marcus 这样的优秀老师才能有所建树，而且需要付出的努力也是难以想象的。\r\n\r\n改变信念的最简单方法是进行畅所欲言的非情绪化对话。当然，这在二十人的小班级里很难做到。还要确保老师不被他人视为「别有用心的人」，那就更难了。他需要成为一个诚实的中间人，不去侵犯学生的思想自由。如果老师像一个烦人的保险代理人，总是怀着不可告人的目的，他就已经失败了。\r\n\r\n要想完全消除错误信念，最好的方式是「自学」。学生可能需要数月或数年才能打破童年时期强加的坚定信念的固定框架，也有可能永远也无法打破，例如，由父母灌输的信念。通过[结晶比喻](https://supermemo.guru/wiki/Knowledge_crystallization)可知，一个新的强大的知识结晶会形成。当它与错误的信念相碰撞时，它必须足够大且条理清晰，以承受「假结晶」所施加的压力。只有这样，两者之间的矛盾才能打破旧的结晶，从而导致信念的改变。面对坚定的信念，老师实际上是无能为力的。\r\n\r\n如果自学是打破信念框架的关键，也许老师可以简单地建议他们阅读一些该学科的文献。然而，[一旦他强制学生阅读，他就可能疏远学生，实际上反而强化了最初的信念](https://supermemo.guru/wiki/Does_reading_fiction_make_you_a_better_person%3F)。\r\n\r\n[Fineman 认为](https://supermemo.guru/wiki/Ban_on_homeschooling)在课堂上的客观陈述可以粉碎错误的知识并改变信念。然而，这种立场没有考虑到人类的思维是在现实模型上运作的，而这些模型决定了新知识在大脑中的位置。简而言之，向一个有坚定的神创论信念的孩子传授进化论是浪费时间，甚至会适得其反，更严重还有可能导致其对学校教育的仇恨、对老师的仇恨、对科学的仇恨。信念的转化率可以忽略不计，不值得付出灌输的代价。如果这个代价是禁止在家上学，那将会造成一场社会灾难，因为好的意图是无法和谬误相互兼容的。\r\n\r\n **[自我导向学习](https://supermemo.guru/wiki/Self-directed_learning)是未来，而认为「信念与学习毫不相干」的谬误正阻碍着未来到来。** ", + "type": "text/markdown", + "caption": " 摧毁学生的信念\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Crushing student convictions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Curiosity is like an electric switch.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Curiosity is like an electric switch.json" new file mode 100644 index 0000000..a1c9ed3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Curiosity is like an electric switch.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Curiosity is like an electric switch", + "text": "# 好奇心就像开关\r\n\r\n原文：[Curiosity is like an electric switch - supermemo.guru](https://supermemo.guru/wiki/Curiosity_is_like_an_electric_switch)\r\n\r\n## 摘要\r\n\r\n好奇心像个开关，控制着高效的学习。通往高效学习之路，好奇心是最优解，也是唯一解。一旦我们把孩子送去学校，我们就有可能破坏这一开关。如果没有持续的数据供给，我们的智力将无法据此构建现实世界的模型，世界上的所有知识也就失去了价值。而好奇心开关恰恰是做到这一点的关键。 **我们需要好奇心来滋养智力** ！\r\n\r\n## 电路比喻\r\n\r\n为了描述[学习内驱力的最优性](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)，我们不妨假设一个[学习内驱力](https://supermemo.guru/wiki/Learn_drive)电路。它的输入包括（1）一个人当下的记忆状态（即[前置知识](https://supermemo.guru/wiki/Prior_knowledge)）和（2）待评估的新知识。它将输出在[前置知识](https://supermemo.guru/wiki/Prior_knowledge)背景下，给定新知识的估值。\r\n\r\n我们说好奇心是 **最优解** ，实际上是因为任何其他「电路」都无法对[前置知识](https://supermemo.guru/wiki/Prior_knowledge)进行完整考量，所以无法胜任这个评估任务。教师尽可以阐释某份知识在绝对意义上或普遍意义上的价值，但这缺乏记忆状态的参与，故而学生无法从自己的角度评估知识的真正价值，导致这一块知识的碎片将无法嵌入整体知识的[拼图](https://supermemo.guru/wiki/Jigsaw_puzzle)中。\r\n\r\n当我们获取 **一连串数据** 时，[学习熵](https://supermemo.guru/wiki/Learntropy)系统就会持续计算[学习内驱力](https://supermemo.guru/wiki/Learn_drive)输出的滑动平均值。在此基础上，我们将分别评估获取外界信息的不同信道，并根据个体[学习内驱力](https://supermemo.guru/wiki/Learn_drive)评估的最优性，选出一条最优的信道。而[推动区](https://supermemo.guru/wiki/Push_zone)概念却描述了在外界强迫下，人可能做出有益转换（包括从一条信道切换到另一条信道）的模型——然而，这一模型并没有否认评估、选择过程中的最优性；它之所以可能有益，是因为当我们只注重于抉择出的一条最优信道时，其他信道的信息往往就会被持续忽略。本来，我们的大脑通过探查的方式解决这一问题：即使信道 A 取得了比信道 B 更高的估值，但若在目前的认知背景下，个人对信道 B 保有着好奇心，那么信道 B 仍然随时可能被激活，尤其是在信道 A 的[学习熵](https://supermemo.guru/wiki/Learntropy)骤降的时候。大脑随机地采取这种探查行为，就像[问题解决](https://supermemo.guru/wiki/Problem_solving)过程中采取创造性中断一样，因为大脑的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)算法无法保持某一信道的[学习熵](https://supermemo.guru/wiki/Learntropy)稳定——这也正是我们构建[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)概念的基础。\r\n\r\n外界强迫者（比如教师或家长）无法作出信道上的最优选择。虽然，在完全偶然的情况下，他们确实可能提升大脑探查信道的频率，从而提升[学习熵](https://supermemo.guru/wiki/Learntropy)的输出。但即使如此，外界的强迫还是应该降低到零，因为这种强迫的有益与否完全不可预料。并且，即使这种信道的切换是有益的，外界强迫带来的其他负面效应也可能与其抵消（例如，一个逼迫孩子的家长如果没有引发有益的信道切换，他的权威就会受损，孩子的[反抗](https://supermemo.guru/wiki/Reactance)行为可能导致信道的估值被扭曲）。\r\n\r\n对于 **人类族群** 来说，那些可能困住[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的局部优化是没有必要的。人类认知探索的整个过程是随机的，并且可能覆盖了那些最有希望对人类族群有益的发现。对于诺贝尔奖级别的独一无二的重大发现，我们还是得依靠创造性工作上的好运。信息领域存在着很多搜索算法，但绝大多数都无法匹敌在学习内驱力引导下，用健康的头脑武装自己的人类族群。\r\n\r\n学习内驱力是最优的，因为它是唯一能够胜任[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)任务的系统。\r\n\r\n参见：\r\n\r\n- [学习内驱力的最优性](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)\r\n\r\n- [知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)\r\n\r\n## 学校伤害\r\n\r\n学校教育对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的伤害，可以看作是破坏了好奇心这一回路。如果学校持续推翻这一处理器输出的控制信号，那这就是在[烧毁回路](https://supermemo.guru/wiki/War_of_the_networks)。\r\n\r\n而学习内驱力控制系统只有在完好无损的情况下，才能发挥它的最佳性能。就好像电灯开关也只有无损的情况才是最好的——如果它随着时间生锈，你大可以把生锈的部分移除，但那总是比不上全新且完整的开关。对于学习内驱力系统来说，即使我们存储的记忆状态不变，仍能够为学习内驱力的复苏提供必需的输入，可一旦系统本身出现了故障，它将很难获取清晰、一致的知识，从而抑制了创造力的涌现，最终无法为学习内驱力提供反馈激励。\r\n\r\n故障的学习内驱力回路无法评估知识的价值。这就使得整体知识的[拼图](https://supermemo.guru/wiki/Jigsaw_puzzle)更为困难。见：[导弹比喻](https://supermemo.guru/wiki/Missile_metaphor)。而基于广泛的知识，我们固然可以做出更好的抉择，但这并不等同于更好的学习内驱力控制系统。这就像，电灯发光的性能可能受到电力来源是否稳定的影响，但这不会影响它的开关，我们关于电灯开关完整性的论断仍然成立。[知识估值系统](https://supermemo.guru/wiki/Knowledge_valuation_system)的结构正像处理器和内存，学习内驱力回路的崩坏足以对这一系统的顶层决策机制造成损伤，从而低估我们在多年教育中收获的那些知识。这恰恰是学校教育的开始 2~5 年内所发生的事：我们童年的知识增长，被我们为了达到短期、[按特定顺序](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)且[无语义](https://supermemo.guru/wiki/Asemantic_learning)的目标所采取的[自律](https://supermemo.guru/wiki/Self-discipline)所主宰、所取代。[死记硬背](https://supermemo.guru/wiki/Cramming)成为了家常便饭。\r\n\r\n学习对于学习内驱力的恢复至关重要，然而，除非知识连贯且结构良好，否则知识本身并无疗效。这种优质知识是学习内驱力回路的摇篮，可这回路一旦受到损伤，获取优质知识就会变得困难。这就是为什么我们必须全盘抛弃学校内的强迫。否则，我们会接受混乱无序的知识流入，这相当于在人类[智力](https://supermemo.guru/wiki/Intelligence)的基础上挖空洞。\r\n\r\n如果学习内驱力控制系统只是个软件的话，那么通过重构就可以简单地恢复它。如果它像比喻的那样，是个硬件电路，那么恢复就是不可能的，回路一旦被烧毁就无力回天。所幸，我们的大脑介于两者之间。不是所有的输入都是压迫的、无益的；而新的、有益的输入是可以培养的。外界输入和学习内驱力控制系统之间的界限目前还不明晰：它们之间有许多的反馈循环；它们拥有可塑性；它们的回路连接机制仍然不为我们所知。「处理器」和「内存」之间的界限就如同整个系统本身如何联通一样朦胧未知。（见：[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)）\r\n\r\n学校教育破坏了学习内驱力控制系统。\r\n\r\n参见：\r\n\r\n- [学校压制学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)\r\n\r\n- [导弹比喻](https://supermemo.guru/wiki/Missile_metaphor)\r\n\r\n## 学习内驱力的准则\r\n\r\nAI 研究者们知道[好奇心](https://supermemo.guru/wiki/Learn_drive)的相对性。每个人都有自己的兴趣。人们倾向于认为，什么决定了好奇心，是个永远也没有统一答案的问题。然而，我们每个人的大脑都在出生时得到一套[基于生存和幸福的准则](https://supermemo.guru/wiki/Brain's_development_optimization_criteria)。这些准则适应了这个世界，让生命体得以生存。正是这些准则决定了「什么是有趣的」。所有得以保留的兴趣，都是从这一名为「生存」的种子生长而来。对于 AI，如果我们一开始不设定任何优化的准则，智能和熵的法则让它仍然能产生一些东西。这就好像宇宙的诞生一样。智能将倾向于自我强化，这一论断，随着我们对宇宙的未来越来越深入的理解，也许很快会成为物理的一条新法则。\r\n\r\n学习内驱力是人类智慧的钥匙。\r\n\r\n## 对学习内驱力的伤害\r\n\r\n[[img [一条线虫的好奇心、创造力与习得性无助.png|https://supermemo.guru/images/thumb/e/ed/Curiosity%2C_creativity_and_learned_helplessness_in_a_worm.png/500px-Curiosity%2C_creativity_and_learned_helplessness_in_a_worm.png]]](https://supermemo.guru/wiki/File:Curiosity,_creativity_and_learned_helplessness_in_a_worm.png)\r\n\r\n> 图：秀丽隐杆线虫的神经系统仅由 302 个神经元组成。然而，这足以实现类似人类好奇心、创造力和问题解决能力的探索算法。当线虫找到一块食物时，它就会开始探索。偶尔，它会冲向某个随机的方向，寻找新的食物（细菌）。类似的算法也在其他动物中找到。然而，人类的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)要复杂得多。它基于[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)，并且随机探索的行为会被留到[学习熵](https://supermemo.guru/wiki/Learntropy)远远低于预期的时候才被触发。人类的创造力基于知识，而线虫只是采取完全随机的行为。对于线虫来说，找到一块新食物就是「解决问题」；而人类的「解决问题」可能是关于火星地貌改造的新想法。最后但同样重要的是，我们对[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)（图中记作「学校」）的形成所作的比喻，在原始动物身上也许只会体现为染上了一种「驱动习惯」。然而，在解释我们的观点方面，这种小线虫可能比「智力导弹」的比喻要更具说服力，因为它更加普遍，并且可能与原始神经系统有关。欲了解更多关于学习内驱力的普遍性，请参阅：https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4635443/", + "type": "text/markdown", + "caption": " 好奇心就像开关\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Curiosity is like an electric switch" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Curriculum lag.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Curriculum lag.json" new file mode 100644 index 0000000..3c0458e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Curriculum lag.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Curriculum lag", + "text": "# 课程滞后期\r\n\r\n原文：[Curriculum lag - supermemo.guru](https://supermemo.guru/wiki/Curriculum_lag)\r\n\r\n## 定义\r\n\r\n **课程滞后** 是指「(1) [课程](https://supermemo.guru/wiki/Curriculum)的内容落后于 (2) 人类进步所需知识」的滞后期。这种滞后可能长达几十年，它加剧了[学校教育](https://supermemo.guru/wiki/Schooling)对青年适应现代世界的负面影响。\r\n\r\n## 课程的暴政\r\n\r\n **完美教育** 要做的基本之事，是让大脑沉浸在目标环境中。药剂师的孩子沉浸于药店的生活，他很可能可以高效培养出成为药剂师的适应力。浸泡于网络知识之中，或许会为他提供所有必要的成分，以寻找在网络世界中的最优适应。在疾病大流行时期，外科医生可能会觉得穿着防护服很麻烦。但他对新生活的适应可能只需要几天。在这几天里，他将完善所有的程序和认知技能，以适应新的角色。 **[大脑是一个完美的适应装置](https://supermemo.guru/wiki/The_brain_is_a_perfectly_adapting_device)** 。\r\n\r\n学校系统很大程度上忽视了耳濡目染的力量。学校不会让孩子沉浸在药房的生活，而是首先教授孩子字母和数字（对孩子的需求进行抽象）。几年后，这些基础知识将被用于记忆与药物有关的东西：名称、配方、剂量等。在这个过程中，整个[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)被颠倒，变得迟钝。对学习的热爱和对生活的热爱都被熄灭了。打个比方，现在的教育业有点像淘金。孩子不是在寻找黄金，而是从记住铲子的组成部分开始。但如果发现筛子变得更合适，那么铲子的理论就很可能无用了。同样，孩子不应该骑自行车，而要学习肌肉的结构，和激活肌肉的最佳顺序。显然，这种骑自行车的理论对于任何人来说都是荒谬的。[课程表](https://supermemo.guru/wiki/Curriculum)的指导思想对此不以为然。几个世纪以来，课程表一直僵化和难以动摇。\r\n\r\n[课程](https://supermemo.guru/wiki/Curriculum)扼杀了[自由学习](https://supermemo.guru/wiki/Free_learning)\r\n\r\n对课程问题的比喻解释见[学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)。\r\n\r\n## 课程滞后\r\n\r\n如果[课程表](https://supermemo.guru/wiki/Curriculum)是由 40-55 岁的人编写的，那么它就会严重偏向于继承 20-50 年前的课程所承载的知识内容。这种现象具有递归性，并导致滞后效果， 2020 年开设的课程，却可能仍然被一个世纪前适用的知识所污染。许多国家已经不再强制教学手写体，但波兰仍然强制教学。最近，我发现波兰课程中的手写体大写 F 看起来非常陌生，我不记得我在童年时学过这个字母，也不记得在生活中哪里遇到过。更糟糕的是，我无法分辨这个字母。如果有人问我，我会说这个字母不存在！它看起来像 T 和 F 的杂交。如果一个知识还算渊博的博士，在他生命的六十年中，完全不记得哪里遇见过与手写体大写 F 互动（除了在这儿骂一顿），那它有何必要作为必修知识要求孩子学习？\r\n\r\n整个数学领域都在快速发展，比如应用到机器学习的数学。然而，今天的数学课程与 20 世纪 50 年代的课程别无二致。笔算仍然占据课程的主要地位，然而现今实用价值所剩无几。笔算从不应该是强制性的。我试过回忆长除法怎么做，我回忆不起来（花了 20 秒）。我不是忘记长除法了。我小时候花了很多时间练习这个方法。然而在成年生活中，我估计从没用过这个技能。（如果我掌握了这个技能，）我也许能心算除法：不那么精确，但是很快，而且[适用性](https://supermemo.guru/wiki/Applicability)更好。计算器和纸一样触手可得。长除法只是学校课本中僵而不死的骨架一具罢了。只是为了乐趣，我试图重新学习长除法，看这个[视频](https://www.youtube.com/watch?v=LGqBQrUYua4)也不过两三分钟。不过很悲伤的事，我估计我不会用上长除法，除非是为了显摆。\r\n\r\n一旦我们把教育从课程的暴政中解放出来，我们就有希望摆脱这块古老又古老的压舱石，来发展更重要的新式解决方案。选择发展新趋势，便要承担抛弃一些旧有价值的风险。然而，信息的获取日益通畅，语义网也颇有前景，这样一来旧的解决方案中好的部分不会灭绝。这些好东西只是会经历一段健康的达尔文过程，而且一旦在特定场景下能提供明显的优势，我们也可以把他们复活。\r\n\r\n课程滞后对年轻一代的心理健康产生了强大的负面影响。一方面，课程滞后带来[在学校浪费时间](https://supermemo.guru/wiki/Boredom)之感，从而引发相关压力，另一方面，毕业生因此对生活毫无准备，难获成功。\r\n\r\n课程过时于知识无益，也不利于心理健康\r\n\r\n## 课程研究\r\n\r\n设计[课程](https://supermemo.guru/wiki/Curriculum)时难以考虑每个孩子难以预测的需求和兴趣，这个问题因 **课程滞后** 的存在而变得更加复杂。\r\n\r\n针对课程相比前沿落后多少时间的研究不可胜数。经合组织委托机构编写了一份报告（ **教育 2030** ）时，其结论骇人听闻，与此同时开人眼界。\r\n\r\n> Barnard 描述道，行动与决策，决策与执行，都存在时间滞后，分为三个阶段：「1） **认识到** 决策需求的延迟；2） **做出** 决策所需的时间；3） **颁布** 和推行所需的时间」。Barnard (2003) 认为，类似课程更新的过程，由于其民主的特点， **天然就是缓慢的** 。\r\n\r\n不用一分钟的研究，每个孩子的大脑都知道解决滞后问题的有效办法： **[自由学习](https://supermemo.guru/wiki/Free_learning)** 。课程可以带来启发，但并非不可或缺。每个孩子都必须发展他自己的学习轨迹（不是课程）。只有这样，她才能跟上时代的步伐，为经营自己的生活寻找创新的解决方案。除非我们认识到这个基本的事实，我们还会在解决课程滞后，弥补其伤害上浪费大量金钱。解决这个问题只需要简单的一刀，那就是[结束强制学校教育](https://supermemo.guru/wiki/End_compulsory_schooling)。一旦孩子们可以自由地做出自己的决定，他们可以考虑或忽略课程安排。最有可能的是，他们会置之不理。 **你** 最后一次阅读任何课程安排是什么时候？我经常这样做，因为这是我工作的一部分。我阅读课程的目的是为了嘲讽。课程这个想法就像是史前遗物，庞大，脱节，无用。我确实为 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 推广[高级英语](https://supermemo.guru/wiki/Advanced_English)，只是因为核心英语词汇是相对稳定的。预制集合就像是课程表，能快速学习一些简单知识。然而，学习英语的最好方法是解决效率这一瓶颈。在这一点上，[高级英语](https://supermemo.guru/wiki/Advanced_English)只能是一个拐杖，而关键的任务努力仍将由学生和他的自由学习方法来承担。\r\n\r\n课程概念的存续表明社会对知识和创新的动力学理解不足\r\n\r\n## Cyprian Kamil Norwid\r\n\r\n除非你住在波兰，否则你不根本知道 Cyprian Norwid 是谁。许多学校都以这个人的名字命名。每个城市都有一条以 Norwid 命名的街道。这家伙是典型的国宝。他对我的课程滞后的故事也非常重要。\r\n\r\nDarek 是一名高中二年级学生。他坦言，他班上有一半人可能会挂掉波兰文学课。他解释说，现在大家都在火急火燎地学习 Cyprian Norwid. Norwid 是一位代表[帕纳什主义](https://en.wikipedia.org/wiki/Parnassianism)的诗人。他在生前（19 世纪中期）无人赏识。他的主要作品在一个世纪后才出版（ **Vade mecum** ）。他并没有改变历史。把 Norwid 推给儿童有助于他的声誉吗？\r\n\r\n没有一个历史上的英雄，值得整个学校的年轻人感到压力。没有一个学生不具备广泛的兴趣，但这些兴趣都被保持成绩的压力扼杀了。他们的生活现在被一个诗人所充斥，这个诗人除了波兰人无人问津，而这撮波兰人充其量只占全球文化的 1%（世界人口的 0.5%生活在波兰）。当写下这些文字时，我意识到我甚至没有向 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 导入任何关于 Norwid 的基础知识。我试图了解这个世界的一切（这是一项不可能完成的任务），而 Norwid 在其中甚至没有一点地位。然而可怜的孩子们却把它作为必修课。\r\n\r\n当我问 Darek 关于 Norwid 的历史地位时，他手忙脚乱地想出一些细节，并嘟囔了几句不连贯的话，我甚至无法在此复述。有一段时间，这个面带微笑的孩子变成了一个受惊的小学生，他艰难地搜寻记忆，试图背出几个饱经填鸭的短语。就是这样的小学生，让他的老师大为光火。他所有的智慧、活泼可爱、多才多艺，性格特点，在几秒钟内蒸发殆尽。他站在教室门口，脚下不稳，额头冒汗，老师则不禁心生疑惑，思考她为什么要把生命浪费在这 「垮掉的一代 」身上。\r\n\r\n我问 Darek 为什么 Norwid 在波兰历史上很重要。我没有得到任何答案。随后，我用有关 Norwid 的问题问了几个成年人。我这个不太科学的调查显示，每个人都知道这个名字，大多数人都记得 Norwid 是个诗人，没有人能够连贯地表述出 Norwid 在历史上的作用，每个人都声称 **「我讨厌 Norwid，我相信每个人都讨厌 Norwid」** 。可能从 「年轻的波兰」（1890-1918）的颓废时代遗毒至今的课程滞后，让创意艺术之才变成众恨交集之徒。这样的仇恨全然来自胁迫的泛滥，理解的缺位。要理解和欣赏 Norwid，你必须成为 Norwid 学家。也许你可以试一试： **[母语](http://www.mission.net/poland/warsaw/literature/poems/tongue.htm)** 。\r\n\r\n对于雕塑家或诗人来说，要想获得伟大的成就，她需要充分的创作自由。如果我们想要更多的 Norwid ，我们需要让他们自由翱翔！ Norwid 本人只上了四年学。学校看似在正在挖掘这种不受重视的人才，其实是在摧毁他们。\r\n\r\n强迫导致了对学习的厌恶，并扼杀了创造伟大的前景\r\n\r\n我不讨厌莎士比亚，正是因为我从来没有被迫读过他的作品（特别是没有读过原文）。然而和 Norwid 一样，William 也是英语专业学生经常讨厌的对象。如果你想快速了解年轻人对这位伟大诗人的看法，请看[这个视频](https://www.youtube.com/watch?v=qba-EOaq3NM)。顺便说一下，这个 5 分钟视频是对我的 **[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)** 的总结。你可以节省大量的时间。与其翻阅上千页的文字，你可以在 5 分钟的总结中了解到所有内容。\r\n\r\n关于我自己对文学的「喜爱」的一些细节，见：[我为什么不读小说](https://supermemo.guru/wiki/Why_I_do_not_read_fiction)。\r\n\r\n## 延伸阅读\r\n\r\n- [Papert 有远见地呼吁抛弃过时的字识（letteracy）（1993）](https://supermemo.guru/wiki/Papert's_visionary_call_to_ditch_obsolete_letteracy_(1993))\r\n\r\n- [学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)", + "type": "text/markdown", + "caption": " 课程滞后期\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Curriculum lag" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Dangers of being a Straight A student.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Dangers of being a Straight A student.json" new file mode 100644 index 0000000..1cee58c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Dangers of being a Straight A student.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Dangers of being a Straight A student", + "text": "# 成为优等生的危险\r\n\r\n原文：[Dangers of being a Straight A student - supermemo.guru](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)\r\n\r\n## 学业优良的代价\r\n\r\n即使优等生学业成功，也难以铺平通往伟大创举的道路。\r\n\r\n人们普遍认为成为「优等生」是好事。然而，更多时候在学校的良好表现应该是一种警告。成为一个完美学生有两种危险：（1）机会成本和（2）心理成本。这两种成本都有可能影响人的一生。\r\n\r\n### 机会成本\r\n\r\n成为完美学生往往要花上很多工夫。学习有很多好处。在学业中取得好成绩有很多好处。高质量的学习也是宝贵的。然而，对许多优生而言，花太多时间学习后，留给自由思考、追求兴趣的时间便所剩无几。这样的时间限制让学生付出了四方面的代价： **兴趣** 、 **创造力** 、 **自我激励** 和 **自律** 。机会成本能够影响整个学习群体，但在其中，完美的学生往往需要放弃更多而付出额外的努力，却只能够通过一道道非理性的分数线，或取悦一位位非理性的老师。由此看来，假如一位「坏」学生与一位「完美」学生学习能力相同，那么「完美」学生所牺牲的代价更大。\r\n\r\n **兴趣** ：能够促使生活改变的兴趣需要长时间的培养，没有时间的投入和经常性的修缮补漏难达春华秋实之日。全优学生往往无暇顾于兴趣。对这些全优生来说，兴趣和优秀学业若能相得益彰则最为理想（我自己便在[二十二年的教育经历](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student#SuperMemo_streak_.281987-1990.29)的尾声，短暂实现了这一点）。没有 **兴趣** ，学习受损，创造萎靡，发展停滞，这样的教育结果将影响终生。若你的孩子成绩优异，而尚无一热衷之物，你应该与他好好谈谈（参见： [兴趣与记忆](https://supermemo.guru/wiki/Childhood_passions)）。\r\n\r\n **创造力** ：在创造性的追求中，思想萌发出新的知识分支，并播下新的兴趣种子。这个过程对扩大知识树的触及面积至关重要（见：[知识结晶](https://supermemo.guru/wiki/Knowledge_crystallization)）。创造性需要激情、知识和自由探索，而自由探索需要充沛的时间。创造力需要合适的心境（见：[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)）。 **学校教育阻碍了一天中最有创造力的时段，偷走了追求创造性的时间。** 平均来说，完美的学生没有那么多时间来飞动创意的翅膀。如此形格势禁，个人总体的发展窒碍难行。自然，一个人可能兼备优良学业和旺盛的创造力。不幸的是，普通的优等生并不会如此。\r\n\r\n **自我激励** ：人杰理应[志在千里](https://supermemo.guru/wiki/Setting_goals_can_change_your_life)。那些在短期奖励或即时鞭策下生活的人永远不会发挥出他们真正的潜力。而那些只想着幸福生活的人可能会陷入[享乐主义悖论](https://en.wikipedia.org/wiki/Paradox_of_hedonism)。与之相反的是，抱负不凡者往往功成业就，安身立命。他们大多效率更高，更快乐，并且更健康。学校教育使孩子遵从于[短期奖惩](https://supermemo.guru/wiki/Alfie_Kohn:_Praise_is_a_short-term_motivator)。一旦成绩成为目标，长期的学习目标就会被模糊化。一旦与他人竞争成为主要的活动动机，基本上只有胜者才能从活动中获得奖赏。那些为成绩而活的学生，不习惯于制定有意义的目标。这种习惯是可以训练的，而且应该早早开始培养。 **自我激励是美好生活的最佳推进器** 。\r\n\r\n **自律** ：处入现代世界的人类大脑很容易迷失在混乱的信号中。大脑进化了数百万年，但如今适应的生存条件已经大不相同。不计其数的本能、情绪、[认知偏见](https://supermemo.guru/wiki/Cognitive_bias)、人格特质、防御机制、弱点、分心、先天需求等等，无不在拖累大脑。自律之道在于驾驭大脑的力量，避免不健康的后果（见：[健康自律的公式](https://supermemo.guru/wiki/Formula_for_healthy_self-discipline)）。自律是可以逐步学习的，通过一套制约个人行为的[微观规则](https://supermemo.guru/wiki/Micro-rules)来学习是个好办法。例如，本[书](https://supermemo.guru/wiki/Problem_of_Schooling)中提出的一个规则是：[ **不要学习，如果你不享受其过程** ](https://supermemo.guru/wiki/Fundamental_law_of_learning)。那些被迫在考试和成绩的鞭策下生活的学生行为往往向着愈发不健康的大脑发育。同时，他们从未形成自己的规则和习惯以提高自律性。完美的学生往往按此原则生活： **没有考试，没有威胁，无须努力** 。若自律性发展不佳，会影响学生的一生。他们可能在僵化的企业环境中如鱼得水，但在注重创造性的职业中，如科学领域，他们的效率可能较低。他们也不会成为好的企业家。\r\n\r\n### 心理成本\r\n\r\n成为优等生的心理成本，会影响学生自身以及班上的其他孩子。「完美」的学生只要保持领先，就能带着胜利的优越感中尽情成长。但同时倘若一朝神龙失势，秦失其鹿的时候可能会对其自尊和自信产生毁灭性的打击（见[下面的个人故事](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student#Examples:_Personal_stories_of_straight_A_students)）。在几个月内，常胜将军也可能会变得厌学和抑郁。在以后的生活中，这些好学生可能会遭受[三倍于往常的罹患双相情感障碍的风险](https://supermemo.guru/wiki/Excellent_students_may_be_at_risk_of_bipolar_disorder)。\r\n\r\n在一个有 2-3 名佼佼者的班级里，其余的孩子可能会感到自己不够优秀。之所以我捱过了 22 年的学校教育，是因为我并不在乎这些。学业上的大获全胜并不能取代我的课外爱好。如果教师试图搞个小组长来刺激失败者，那更会加深学生的挫败感。我在做家教时也犯了这个错误。\r\n\r\n几十年来，有着一个可怕的学业秘密：那些毕业生代表和国家优秀学者，或者说那些获得最高正式荣誉的孩子，在以后生活中的表现得极为差劲（[John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto)）\r\n\r\n## 坏学生\r\n\r\n我总是地听我那些超级聪明的朋友说，他们总是班里的吊车尾。人类的大脑是伟大的[泛化器](https://supermemo.guru/wiki/Generalization)。这就是为什么它总是做出非黑即白的判断，而忽略灰色的中间地带。这也是大多数人只说他们在学校很出色或是很糟糕，却很少有人说自己表现平庸的原因。尽管从统计学上来说，平均成绩应该占主导地位。除此之外还有第二个因素可以充分解释为什么伟人在学生时期往往表现不佳。\r\n\r\n **教师认为原创思维充满[破坏性](https://supermemo.guru/wiki/Creativity:_Asset_or_Burden%3F)。学校** 不是 **孕育[创造性态度](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)的沃土** 。\r\n\r\n一个著名的[辍学者](https://supermemo.guru/wiki/School_dropouts)——比尔·盖茨——在小学时他每得一个优就能得到 25 美分的奖励。然而，[他的成绩一直很糟糕，而且一直落后于他的姐姐，直到八年级时她对男孩产生兴趣](http://tech-insider.org/windows/research/1994/07.html)。司空见惯的情况告诉我们： **糟糕的在校成绩并不是伟大成就的绊脚石。** \r\n\r\n一般来说，学校会压制学生的独创性与创新能力，同时那些循规蹈矩的学生更容易获得好成绩——这会导致学生「GPA 成瘾」，使得他们更倾向于[死记硬背](https://supermemo.guru/wiki/Cramming)而非真正地学习，即由学习兴趣和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)主导的学习。\r\n\r\n有时，优秀的学生会取得优异的成绩，但在这过程中会付出代价。下面列出几个案例。\r\n\r\n## 实例：一个优等生的故事\r\n\r\n### 自由思考的内耗源于成为一个好学生\r\n\r\n当我最聪明的朋友之一 Daniel 抱怨说「 **我已经 26 岁了。大多数伟大的科学家在这个年龄已经取得了伟大的成就** 」，我对此总是嗤之以鼻。Daniel 超级聪明，擅长数学，娴熟于科学知识，从最有声望的常春藤盟校研究生毕业。看起来他在科学领域拥有非常美好的未来。也许纯粹的统计数据可能会阻止他获得诺贝尔奖，但没有什么能阻止他取得诺贝尔级的成就。\r\n\r\n实际上，学校教育可能是 Daniel 对他迄今为止的研究成果不满意的主因。他一直是个笃实好学的好学生，对他而言学业也并非难事。他上过好学校，甚至还有过短暂的[在家上学](https://supermemo.guru/wiki/Homeschooling)经历。他在科研方面得到了全面而完美的训练，在基础科学的理论方面的造诣是无可挑剔的。但这并不意味着在普鲁士式教育中做一个好学生便没有代价。\r\n\r\n随着讨论，我发现 Daniel 对[学校教育](https://supermemo.guru/wiki/Schooling)施加的自由限制有着很高的容忍度。受制于人，降心相从，所有的学校教育都起源于培养社会中的守旧派成员。他们已经在极权主义制度中得到完善，以满足极权主义的需要。Daniel 甚至觉得应该对成年人进行三角函数等科目的强制学校教育。\r\n\r\n如今 Daniel 技艺双全，终于可以去追求诺贝尔奖了。但在这个过程中，他可能失去了（1）[ **不计其数的时间** ](https://supermemo.guru/wiki/Gray:_Self-education_carries_a_high_cost_in_time)，可能用于认识自我的时间，以及（2）在 **[自学](https://supermemo.guru/wiki/Self-learning)** 、 **自我激励** 和 **自律** 方面的一些好习惯。也许甚至在一定程度上失去了[自信心](https://en.wikipedia.org/wiki/Self-confidence)。\r\n\r\n只有当人们意识到，那些早期的伟大科学发现大多来自于数小时乃至数年的改进、研究、探索和头脑风暴（研究者往往是单枪匹马），他们才会觉得花费时间不像听上去那么糟糕。从理论上讲，人们可能会把 Daniel 没有早早获得诺贝尔奖证书的原因归咎于学校教育！机会匮乏的他总是忙于学校的各种日常工作。\r\n\r\n直到今天，他也许还在为循规蹈矩的习惯付出代价。但不良习惯并非不可转变。没有人天生就对工作、生产力、探索等有完美的态度。自律建立在我们每天采用的微规则之上。请看处于粉红色部分中的[下面一则个人轶事](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student#Micro-rules_in_productivity)，了解我是如何制定自己的一套微规则的。\r\n\r\n好在 Daniel 现在已经为他诺贝尔级的成就做好了充分准备。我告诉他，永远不要带着遗憾回头看，充当此为一个自我实现的预言。我在这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)中的一个主要论点是，富于春秋不如大器晚成。\r\n\r\n#### 爬得越高，跌得越重\r\n\r\nPeter Thiel 是一个好学生，尽管他对学校教育采取了循规蹈矩的做法，不过这并没有阻碍他功成业就。[但并非没有遗憾](https://supermemo.guru/wiki/Thiel_on_competition_for_degrees)。在学业层级逐步攀升之时，他也名列前茅，但营营逐逐的同时，他也注意到并驱争先之激烈。当他以微弱的差距错过了最高法院的工作时，他觉得这简直是一场灾难。然而，他的精神韧性很快使他重新认识到，塞翁失马焉知非福。后来，他在商业上取得了巨大的成功。倘若他僵滞原先道路而徘徊，他将永远不会实现他今天认为最宝贵的东西。 Peter Thiel 说，有很多优秀学生只知道狭隘地学习，不曾料过竟会在某个时候被挫折压垮。\r\n\r\n### 优等生无暇追逐激情\r\n\r\n优等生的主要问题是他们业精于勤，[无暇追逐激情](https://supermemo.guru/wiki/Gray:_Self-education_carries_a_high_cost_in_time)。我喜欢读传记。在阅读的几百本传记中，我总是在伟人的早期生活里寻找那些令其伟大的因素。在我的印象中，很少有伟人在早期便是出色的、有修养的学生，相反，通常是那些叛逆型的和自学型的人涌向伟大。我在调查当地的孩子中发现只有 [Freddy](https://supermemo.guru/wiki/Why_kids_hate_school%3F#Freddy) 接近于全优标准。他的成绩算得上很好，并且很棒的是他对足球充满激情，还喜欢玩 FIFA 游戏。不过当我问他在学习上的激情是什么时，他却有些迟疑。他的父亲试图提示他：「 **来吧！有一件事情你的兴趣一直很旺盛。想想看！** 」。Freddy 回忆说，他经常下功夫在地理、国旗、国家特征、首都等方面，这让他赢得了一些地理竞赛。他知道摩纳哥作为一个城邦是自身就是首都，不过他不知道黑山的首都（波德戈里察）在哪里。我对他这个兴趣有着不同的意见，我说：「 **如果你必须思考你热衷的到底是什么，否则它就没有资格发展成为激情** 」。这种「激情」最关键的部分在于这源于他对足球的喜爱，这令他更多地了解各个球队的情况。从这个意义上说，他在地理学方面萌发的激情，以及对足球的热爱，可能还会进一步发展成为一种有意义的追求。\r\n\r\n### 一些传统教育体系之外的经验\r\n\r\n那些进入高校，但并未经历传统学校教育的学生往往不那么关心自身的学业成绩，还会对普通学生的兢兢业业感到诧异。对他们而言，这些饱受强制学校教育摧残的学生，似乎已经被调教得对这个系统俯首称臣——他们似乎已经「心力交瘁」。这些非学校教育者发现囫囵吞枣的肤浅学习让人忐忑。倒不是因为囫囵吞枣很难，而是因为它效率低下。自学的基础是自定进度，这也是其高效率的关键。而传统的在校学生被训练成囫囵吞枣和死记硬背的方式学习，以获得合格的分数（见[学校教育的徒劳](https://supermemo.guru/wiki/Futility_of_schooling)中 Tanya 的例子）。\r\n\r\nPeter Gray 在调查非学校教育者时指出，在大学里，他们「[ **表现得更好，因为他们有很高的动机和自我激励、自我指导和自我控制的能力** ](https://supermemo.guru/wiki/Gray_on_unschoolers_at_college)」\r\n\r\n### 学校如何摧毁自信心\r\n\r\nTimothy（57 岁）是一个典型的案例，他从一个优等生变成了永不原谅学生时期的成年人。\r\n\r\nTimothy 在小学时是个优等生。升至高中，标准随之变高。几次挫折后，他便自信全失。在新环境中，他坐不安席，还被贴上了「学困生」的标签。他的学业表现收到了很大的影响——成绩一落千丈，跌到了班级的最后一名。失去了进去高效的热情的他，开始自暴自弃。他选择了一所有着很好的工作前景的好学校。但这与学习的热情无关，他一直使用[死记硬背](https://supermemo.guru/wiki/Cramming)的方法，但他心不在焉，了不长进，最后踏步不前。他两次没能通过入学考试，于是选择了放弃。他进入了一所较差的大学，但令所有人（包括他自己）惊讶的是，他又开始发光发热——他重新成为了一个优等生。我做出了一些假设并获得了他的证实：一个学业前列的身份给了他学习的翅膀，但学业层级的下降徒乱人意，令他学业崩溃。 **竞争对一些学生来说是有害的！** Timothy 有一个惊人的社交大脑。他似乎能记住所有的同学，他知道他们的工作，孩子，以及谁在什么时候死的，什么原因死的。同样，他似乎对移动技术了如指掌，尽管从未接受过技术科目的学习。但在他自己的领域中，Timothy 没有表现出对学习或知识的热情。他认为自己的教育是失败的，当他遇到以前的高中朋友时，那些失败的升学考试似乎如潮涌至，又倒退到一个伶仃挣扎的学生困境。虽然他在工作中因其知识和经验而备受尊重，但他始终对自己的高中生活感到黯淡无光。在这个意义上，他和 Tamara 非常相似（见[学校如何毁掉一个人的生活](https://supermemo.guru/wiki/How_school_can_ruin_a_life)中她的案例）。高中是一个黑暗的时期，给 Timothy 的职业和个人生活都蒙上了阴影。Timothy 认真对待他两个女儿的教育。他决心让这两个 11 岁和 18 岁的孩子远离他所的经历的学生时期。到目前为止一切都还顺利。\r\n\r\n### 学校如何破坏对学习的热爱\r\n\r\n8 年来，Ronnie 在他小学和中学阶段都是优等生。他被认为是整个学校里最优秀的学生。像我调查的大多数成功者一样，他喜欢学习，喜欢上学。但到了高中，情况发生了很大的变化。他去了他所在城市最好的学校，面临更激烈的竞争，学习量也大大增加。他对学习的热爱被不堪重负的感觉所取代。他无法跟上老师的要求，就像 [Tanya](https://supermemo.guru/wiki/Futility_of_schooling) 的情况一样，他总是抱怨作业多到人类无法处理的程度。没过多久，Ronnie 就开始憎恨学习和学校。他一天中的大半时光被学校所占据，而放学后他必须去见补习教师，以弥补最难的科目。到了晚上，他经常拖着疲惫的大脑不停地看书、翻阅作业。但这一切都没能阻止他的成绩下滑。他现在只是一个普通的学生，处于学业的中游，仰望着那些优等生——似乎总有一两个这样的人。他一直在想，「 **他们有什么做得对，而我却没有做到的呢** 」。也许他们得到了更好的书，也许他们的父母有更多的钱买更好的家教。对于这个问题，他始终无法找到一个满意的答案。他可能会落入令人沮丧的承认：「我没有他们那么优秀」。这正是发生在 [Timothy](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student#How_school_destroys_self-confidence) 身上影响深远的事情。然而，Ronnie 复制了我自己的幸运，他赢得了一次地理竞赛，成为波兰最佳的人选。他否定了自己成绩的重要性，说参赛者不多，而且这是一种特定的比赛，只有一部分学校参加。Ronnie 讨厌学校，但他并没有失去自信。为了与其他人做个快速比较，我对 Ronnie 进行了历史和英语测试。现在 Ronnie 已经 26 岁了，他几乎完全忘记了历史。所有这些补习时间和失去的睡眠都是徒劳的。相比之下，他的英语很好。不过，他把这归功于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 和出国留学。在高中毕业时，Ronnie 开始使用 SuperMemo。他掌握了大量的英语和德语词汇。这使他有可能通过德国大学的考试。与 Timothy 不同，Ronnie 的故事有一个圆满的结局。他是 60 名学生中唯一的外国学生，而且是少数几个没有受过实际训练的学生之一。这使得他在德国的起步非常困难。然而，他不是一个顶尖的学生，这不会困扰他。他终于在他喜欢的人中间学习了他感兴趣的东西，并为他的人生设定了一个伟大的目标。他的小组中只有一半人毕业。在这一点上，他认为他能获得学位尤为成功。与历史相比，他的化学和物理知识是相当不错的。他把一些功劳归功于高中时那些令人痛恨的死记硬背。然而，他承认，如果他能按照自己的节奏学习这些知识，他将做得更好。最重要的是，在学习方面，他成了一名终身学习者。他的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)现在又开始复苏了。出于兴趣便能让他花很长时间来研究新事物。他还是国家地理杂志的忠实读者。他很少错过用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 学习的一天。他确信，如果他在高中时也有同样的机会进行自主学习，他在大学之前的四年可能会更愉快，更有成效。\r\n\r\n### 学校如何破坏自我激励\r\n\r\n关于 GPA 成瘾会导致将来的生活表现不如人意，我无法引用任何优质研究，然而，在我的采访中，我听到许多人从好学生变成了无助的成年人，他们认为自己在学校的循规蹈矩的态度搞砸了他们后来的生活。\r\n\r\nAnthony 在小学时一直是个循规蹈矩的好学生。升入高中，他的学校纪律相对松散，但他没有将这份自由用于自我的学习发展，而是对此感到困惑和不解。无论他在小学时留下了什么样的循规蹈矩的印记，这都阻碍了他将自己的生活掌握在自己手中。在大学里，Anthony 随波逐流。他没有试图给世界留下印象，也没有为自己的自由而战。\r\n\r\n大学毕业后，现在 30 岁的 Anthony 有一个创业计划，但他总是迟疑不定。这是一种毫无自信的表现——永远踌躇不决，永远按部就班，永远行监坐守。甚至在自身的情感中也永远处于弱势，可 Anthony 似乎很享受这一切。\r\n\r\n当 Anthony 在有固定规则和期限的监督下工作时，他的表现是非常出色的。他很受人欢迎，被认为是一个完美的专业人士。但当 Anthony 被赋予自由，并被要求发挥创造力时，他承认自己会蜷缩成一团，无所作为：「 **我就是没有这个能力。没有老板和最后期限，我似乎永远都在拖延。我并非不自律，我在健身房里表现得很好** 」。他的身材确实令人印象深刻！「 **但当涉及到创造性的工作时，我拖延到恨自己的地步** 」。\r\n\r\n学校教育并没有为现代的孩子们准备好应对 21 世纪经济快速变化的不确定性。缺少的主要成分是缺乏选择、自我激励和自律方面的训练。死记硬背导致的记忆不能持久，或者在十年内变得无关紧要。 **学校教育让孩子们赤身裸体地躺在冰面上！** \r\n\r\n### 严格的老师，随和的老师\r\n\r\n随和的老师赐教寡薄；严厉的老师会引起学生对学习的厌恶；优秀的老师会激发学生的热情。但无论如何，结果主要取决于孩子的个性和兴趣。\r\n\r\nKasia ，十六岁，是一个爱笑的女孩。我在这个热衷交谈的女孩三岁时，就认识了她。她是公园里头最聪明伶俐的孩子。在我踢足球的时候，她总是带着她的小狗跟着我，问一些严肃的问题，好似一个小神童般。进入学校后，她成为了一个优等生。但她的方式与常见的寒窗苦读有所不同。没有人不喜欢她。她友善待人，伶俐乖巧，规规矩矩。所有的老师也都很喜欢她。这是她取得好成绩的诀窍。她甚至不需要学很多东西。老师总是会帮她解决问题。在她六年的小学生活里充满了轻松愉快。Kasia 总是不停地问我各种问题，越问越多的时候，我便会问她关于将来的规划。聪明的孩子应该有最好的选择。她想成为一个什么样的人呢？她从来没有给过我答案。或许她也不知道。自从 Kasia 开始上中学，生活发生了巨大的变化。她的家庭迎来了一个小她十二岁的妹妹，Kasia 不再是家庭生活的中心。新的老师提出了新的要求，他们似乎也不那么喜欢她了。小学阶段的知识并不能胜任中学的学业，这使得她需要付出更多努力。到了青春期，我注意到 Kasia 的笑容少了。她看起来不像以前那样开心。她仍然表现得和善有礼，但不像以前那样朝气蓬勃了。\r\n\r\n当我想知道孩子在学校学得如何时，我会用英语交谈他们所喜欢的话题——这是一个简单而有效的方法——我可以借此了解到学校教学的功效如何。不过在大多数情况下，使用英语并不能和孩子们有什么交谈，我很快就只能再说回波兰语。在较长一段时间里，我都试图测试 Kasia 的英语水平。在我印象中，她对英语总是避而不谈。其实我可以猜到，她羞愧于即使自己学了 9 年英语至今也很难流利表达。当我不断坚持下，有时她会直截了当地回应：「 **我连用英语来介绍自己都做不到！** 」这听起来有点像：「 **别烦我了，你还指望什么呢，怪学校吧！** 」。对她来说，[Kuba 的 2400 词汇量](https://supermemo.guru/wiki/13_years_of_school_in_a_month)听起来是一个世界级的成就。我请她解释一下这个悖论——她是如何在没有学到任何东西的情况下保持好成绩的？她说，对她而言，学习只是为了通过下一次考试——做作业，通过考试，获得成绩，忘记，然后继续前进。她的英语课从来没有提高过难度。如果她遇到了麻烦，她的老师经常会用一些关于猫的问题来保护她。她将此总结为「 **我需要知道的是如何用英语给猫起名字** 」。她的老师是一位真正有爱心的女士，她尽力鼓励、教导，心地善良。每次 Kasia 在市区遇到她的老师，都会与她交谈未来。为什么有些老师会容忍学生完全没有进步？因为他们接受了不可避免的现状：孩子们忘记的速度和他们学习的速度一样快。倘若严厉苛刻，老师只会给孩子们的生活增加压力，让孩子们更加讨厌学校。孩子们认为上学是徒劳无益的。Kasia 的老师不认为严厉教导会让孩子们更加努力；但问题是，长久来看过于宽松可能会适得其反。Kasia 的妈妈补充说：Kasia 从未真正喜欢过英语。\r\n\r\n对 Kasia 来说，初中英语学习是一个令人头疼的问题。她说，她现在的英语老师是一个「 **没有心的人** 」。他可以在课上给好几个学生低分。他直言不讳：「 **学习并学好是你自己的兴趣。我的工作是教学和评分。不必期望有任何宽松的开脱** 」。尽管他与之前的老师截然相反，但 Kasia 在英语方面的进步却微乎其微。她认为自己基础薄弱，无法满足新老师的要求。她的妈妈考虑把 Kasia 送到私人辅导班，但 Kasia 对英语一点儿也都喜欢不起来，英语成为了她的梦魇。Kasia 可能会考虑私人辅导，但她现在心不在焉——她坠入了爱河。课外辅导将会夺走她为男友争取到的一点空闲时间。Kasia 的男友是当地有名的青年足球天才，与他一起的时间是平和、宁静、无忧无虑的。所有与学校有关的事情现在都与压力和麻烦联系在一起。学校堵在 Kasia 和她妈妈之间。当我建议「 **我可以和你妈妈谈谈......** 」时，Kasia 打断我：「 **不，这只会让我妈妈生气** 」。Kasia 的妈妈是一位善良、通情达理但又严厉的女士。她们一直相处融洽，很难理解为什么她们的沟通会因为学校而崩溃得那么快。部分问题是 Kasia 现在的社交活动主要是通过 Facebook 进行的。她的妈妈很高兴看到她的女儿做家庭作业，在网上认识朋友，并安稳地待在家里。但现在，Kasia 离开家成为了一个额外的冲突来源，误解不断扩大，这为 Kasia 离开学校提供了动力。\r\n\r\n我再次问了关于大学的老套问题。16 岁的 Kasia 的梦想很是朦胧，并且没有什么远大的理想。她谈到了一所职业学校。她说她没有天赋去做任何更高的事情。甚至连高中都没有。当我深入调查时，她透露了一个重磅消息：她实际上会因为留级而得到解脱。这将让她放慢脚步，赶上学习，重新思考她的生活，为她和男朋友的相处找到一些时间。总之，这能够降低她生活中的，不断从各个方向朝她侵袭而来的压力。但唯一担心的是她妈妈的反应。当我后来和老师谈起这种自我毁灭的留级愿望时，我发现这很常见。似乎孩子们经常把留级视为在疯狂的课程竞赛中喘息的机会。几个月后，Kasia 的英语没有及格，现在正在留级。不过她似乎很高兴： **我的成绩现在提高了。我再次感觉自己是个赢家。好成绩会帮助我进入更好的学校！** \r\n\r\n我给 Kasia 的建议是，专注于学习她最喜欢的东西。这将帮助她至少在一个领域中不断进步，这将使她恢复自信。一个领域的实力可以成为对抗其他老师、或她妈妈、或学校的压力的武器。\r\n\r\n第二，她需要注意在（1）学习与（2）恋爱、解压之间找到合适的平衡。合理的平衡时间将帮助她尽可能地成功。\r\n\r\n#### 严厉的最佳程度\r\n\r\nKasia 从超级轻松的老师到超级严厉的老师之间的转换，需要进行一点理论上的推敲。如果顺序颠倒，她在小学时先有一个严厉的老师，Kasia 会做得更好吗？或者，如果她只和一种类型的老师相处呢？\r\n\r\n在幼年时期，一个严厉的老师很容易导致孩子们终生反感某个学科。而宽松的老师往往被忽略，使学习和遗忘之间的天平倾斜。我总是喜欢宽松的老师，因为这意味着自由和有机会发展自己的兴趣。\r\n\r\n我认识几十个孩子，他们的老师风格和性格各不相同。绝大多数的老师都令人沮丧，除了少数与个人兴趣和爱好有关的例外。我解释了我自己的情况[这里](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English!#My_tribulations_with_English)和[这里](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning#I_learned_no_history_at_school)。教师可以给学生带来帮助，或给学生带来麻烦，但最终，决定结果的是孩子的个性、兴趣和热情。关键在于，学校偷走了孩子的大部分时间，压制了激情的发展。因为学校，青春不再是人生中最美好的时光。\r\n\r\nKasia 的朋友 Jagoda 也花了同样的时间在严厉的老师手下学习英语，但结果还不错，至少在成绩和基本交流方面。Jagoda 的进步让 Kasia 很羡慕。Kasia 和她的妈妈认为，小学时的老师是严厉的更好。这种默认的思维是很自然的——如果「宽松」不起作用，也许「严厉」会起作用。我敢打赌，只有当 Kasia 在现实生活中真正设法运用英语并开始享受英语时，严厉的老师才会对她起作用。否则，她对这门语言的憎恨可能会翻两番，而对她的知识却没有增加多少。\r\n\r\n从严苛到宽松的过渡也能起到相当好的效果。一个害羞的 12 岁女孩 Victoria Ch. 在波兰学校的表现很差。她终日惶恐，但之后她搬到了挪威，开始在学校里大放异彩。她喜欢这种友好的氛围，并以良好的学习成绩作为回报。这正是我在 [1975 年转学](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student#Chemistry_streak_.28Apr_1975_-_May_1976.29)时发生的事情。对另一个孩子来说，从严苛到轻松，或者反过来，都会有不可预知的结果。这一切都与心理学有关。目前学校教学很难有令人满意的进步。\r\n\r\n[Queen Vicky](https://supermemo.guru/wiki/Social_groups_in_socialization#Are_they_rowdy.3F) 的进展与 Kasia 类似。她在小学时有一个宽松的老师，在中学时有一个严厉的老师。她在拒绝和我说英语时说到「我们在波兰，我为什么要说英语」，我怀疑她的英语不好。「我们在波兰」是一个常用的借口。过了一段时间，她才承认，尽管她是一个优等生，但她的英语却很糟糕。和 Kasia 一样，Victoria 也说小学时有个严厉的老师会更好。但这更可能是一种希望改变过去假想。经过简短的分析，Victoria 同意我的观点：真正的问题是英语不是她的爱好。严厉的老师只能使事情变得更糟。孩子们或家长很少意识到他们可能会很快开始讨厌这个科目。他们渴望改变，或渴望严苛管教或任何可以改变现状的东西。一个伟大的老师应当因材施教。[知识的结晶过程](https://supermemo.guru/wiki/Knowledge_crystallization)是缓慢而混乱的。这就是为什么[天使般的耐心](https://supermemo.guru/wiki/Alfie_Kohn:_Teachers_need_extraordinary_patience)是伟大教师的最佳特征之一。她需要知道什么时候放弃，什么时候等待，以及什么时候[只做一点点推动](https://supermemo.guru/wiki/Push_zone)。尽管我对科学和生物化学有成熟的思考，如果我最好的老师不能激励我学习英语，我对机构化一个改变持怀疑态度。短暂的国外旅行可以比教师团队做得更好。它直接作用于根本：[动力匮乏](https://supermemo.guru/wiki/How_can_I_motivate_a_child_extrinsically%3F)。\r\n\r\n#### 我最严厉的老师\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我有很多轻松随和老师，我喜欢他们。我很少被严厉的老师困扰或影响过，除了在我 14 岁时遇到的那位老师。在他的第一节课上，我正忙着和朋友们聊天捣乱。不知什么时候，一本笔记本狠狠敲了我的头。那位老师看起来很生气。于是下课后，我去找老师道歉。虽然如今我很难解释道歉的意义，但我认为这是我用来安抚老师的一种[社交技巧](https://supermemo.guru/wiki/Optimal_socialization)。这招很灵验。他看起来惊讶且高兴。尽管我和老师成了好朋友，但我仍然彻彻底底讨厌他教的科目：军事技术（即变态的共产主义课程的一个典型例子）。老师对其他学生仍然很严厉，但我成了他的好学生。他的课可能是我唯一不想让老师失望的课。我在休息期间会做一些最低限度的阅读，只是为了确保我能够保持我的得意门生地位。最后，是老师主宰了这种社会互动。我骗他在第一节课后喜欢上我——这是我在战术上的小胜利；他欺骗了我，让我在整个一年中都遵守规定——那是他巨大的战略胜利。他让我学了一丁点东西。但他让我坐立不安，不得已顺从他。他的影响是巨大的——因为叛逆理应和我紧密关联，而他驯服了一个小小的不守规矩的孩子。我对那段时间有美好的回忆，但我仍然讨厌这个话题。不用说，我对所学的东西毫无印象。[没有兴趣](https://supermemo.guru/wiki/Knowledge_valuation_network)，[没有回顾](https://supermemo.guru/wiki/Spaced_repetition)，没有记忆。\r\n\r\n### 得意门生的顿悟\r\n\r\nHeather Svanidze 是一名译员，以全优的成绩完成了各级学校教育。多年后，有了三个小孩，她经历了一次转变。她发现大部分「真正的教育」发生在她的 「空闲时间」，而由于学校教育，她没有多少空闲时间。她决定在家里教育她的孩子。她的故事可以这样概括：\r\n\r\n> 我从幼儿园到高中都是优等生 [...] 但我无法将这种成功转移到现实的工作中 [...] 你可以说我唯一擅长事就是当学生。 [...] 没有成绩和考试的激励，我发现自己缺乏动力和纪律。没有人告诉我如何安排我的时间，我发现自己在浪费时间 [...] 我从未学会为了做好工作或热爱学习而激励自己 [...] 我对数学的热爱在学校里慢慢死去 [...] 。我的日程安排非常繁忙——学校、音乐课、舞蹈、体育、教堂和学生领导——这意味着我经常从早上 7 点到晚上 9 点半四处奔波，之后挑灯夜读 [...] 我没有时间去发现自己的激情和职业 [...] 我记得每当我因为感冒而不得不请假时，我会感到无比的轻松。一两个小时的空闲时间是多么幸福甜蜜，可以阅读、思考或仅仅是呆着。 \r\n\r\nHeather 说她只擅长做一个学生。我想补充的是，她也是一个伟大的作家。她的故事非常有说服力。你可以在[这里](http://alternativestoschool.com/2016/04/25/confessions-teachers-pet/)阅读。\r\n\r\n## 我的优等生时光\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n在 22 年的学校教育中，我有三个短暂的好学生时期。我等了 7 年才有第一次交运，又等了 7 年才有第二次交运。大多数孩子一直在等待，他们没有得到这种罕见的「奖励」。\r\n\r\n针对本章提出的警告，我相信所有这些时期对自我发展是无害的。我对这种无害性的解释是，「优生瘾」只是驱动我表现的一个次要因素。最重要是对知识的真实兴趣占上风。在最后一个阶段，我真正在做我喜欢的事情。这就是大多数孩子从未经历过的最好的学校教育。最后，在与这个系统斗争多年后，我在其中找到了一个快乐的地方。不幸的是，这可能也解释了为什么那么多年来我对教育系统基本保持沉默。这种最终的美好体验已经抹去了之前的痛苦和磨难。我似乎忘记了，我是在经过 19 年的努力后才找到我的幸运之地的！我是通过努力工作、自力更生才达到的。我是通过努力工作、自律、[自主学习](https://supermemo.guru/wiki/Self-directed_learning)和纯粹的固执而到达那里的。这就是为什么我没有看到许多青少年似乎在正确的道路上获得类似的好的解决结果。\r\n\r\n以下是我的三个学习黄金期：\r\n\r\n### 好运时期一：化学（1975 年 4 月至 1976 年 5 月）\r\n\r\n[1975 年时，因行为不端](https://supermemo.guru/wiki/Socialization:_Personal_stories)，我被波兹南的第 72 号学校赶走了。没有档案跟着我到新学校。由于这个幸运的机会，我在新的 30 号学校里立刻被重新塑造为一个好学生。做一个好学生是会上瘾的。我享受这种称赞，它与我几周前在另一所学校面临的被抛弃的地位形成了鲜明的对比。当所有的孩子都因漫长的学年而筋疲力尽，期盼着暑假的到来时，我却感到新奇和新鲜。在 13 岁的时候，这是我 **第一次真正在学校学习拼写** ！这令我我轻易就作为一个热心的学生脱颖而出。在我看来，享受这种 GPA 的瘾是无法持久的。这些奖励和反馈不足以让我在作业中投入更多额外的时间。我有太多其他的兴趣（动物饲养、生物、拳击、体育等等）。然而，我的化学老师 Kaczmarek 女士完美地击中了我的最佳[推动区](https://supermemo.guru/wiki/Push_zone)，推动我做出了数月的良好表现，并在[化学竞赛](https://supermemo.guru/wiki/Great_teachers_change_the_world)中胜出。这种良好的 GPA 成绩随着小学的结束而结束。我试图把它复制到高中，但这个想法在新学校里很快就从我的脑子里被敲碎了。在高中，我们必须更早起床，学习负担更大，标准更严格，但因为我没有受教师关注的地位，所以生活很轻松。此外，我对成为班上的丑角比对学习的兴趣大得多。获得[新同学](https://supermemo.guru/wiki/Social_groups_in_socialization#Peer_dependence)的认可似乎比获得新老师的认可更重要，因为新老师似乎都很冷漠，对我不感兴趣。\r\n\r\n我在化学 GPA 成绩里最大收获是我把对动物的兴趣和对化学的兴趣结合起来，并对生物化学产生了热情，这种热情持续了整个高中阶段，实际上一直持续到今天。\r\n\r\n### 好运时期二：人类生物学（1983 年 1 月至 1984 年 5 月）\r\n\r\n1983 年 1 月，21 岁的我在大学课堂上有一个短暂的休息时间，然后进行了三次考试：生物化学、微生物学和生理学。这是我第一次参加我真正感兴趣的科目的考试。没有太多的计划，似乎是下意识地，我决定在这些考试中取得好成绩，于是我开始每天投入 8-9 小时的学习。我采用了我的[主动学习技巧，后来发展成为渐进学习](https://supermemo.guru/wiki/Serendipitous_impact_of_mindless_cramming)。我在这三次考试中取得满分并给教授留下深刻印象，这段时光成为了学生时期的宝贵记忆。而这一时期也标志着我真正的、不懈的、终身学习的开始。我开始认真对待学校。在此之前，我喜欢学习，但我不喜欢为学校学习。不幸的是，这种对学习的热爱并没有转化为全优的成绩。我还是有着很多无聊的考试。此外我还报了一个五年制的计算机科学课程。这意味着在 1984 年，我不得不专注于数学和物理，来以通过我的计算机科学入学考试。在此期间，我又成了一个差生。我在我喜欢和需要的考试中我都取得了很好的成绩，不过在其他地方的成绩却很糟糕。\r\n\r\n我在生物学 GPA 的成功里最大的收获是巩固了我对科学的终生兴趣，特别是医学科学。从那时起，我从未停止过学习。\r\n\r\n### 好运时期三：SuperMemo（1987 年至 1990 年）\r\n\r\n当我终于摆脱了兵役的威胁，从大学退学是一个[考虑](https://supermemo.guru/wiki/School_dropouts#Why_did_I_not_drop_out.3F)。然而，在没有兵役的威胁和思想开放的导师的帮助下，我能够为剩下的四年学习安排新的课程。突然间，我有生以来第一次能够只学习我认为值得学习的东西——这使我的热情翻了两番。这就是为什么[我如何发明了一个完美的大学学习系统](https://supermemo.guru/wiki/How_I_invented_perfect_schooling)。我改用英语，不再听课，使用双方认可的教科书，用英语通过了所有的考试，总的来说[学习的乐趣不错](https://supermemo.guru/wiki/Pleasure_of_learning)，我的学校从一个令人厌烦的压迫者变成了一个高度鼓舞人的明智盟友。在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的武装下，我能够迅速掌握各个学科的基础知识。最重要的是，在那个时期结束时，我专注于 SuperMemo 理论本身。这在写[我的硕士论文](http://www.super-memory.com/english/ol.htm)时达到了顶峰，这纯粹是一种乐趣和享受。那个愉快时期到现在也在持续着。但如今我毕业了，我的最后一连串的学业好运也自然结束了。\r\n\r\n在我 SuperMemo 成功中最大的收获是 SuperMemo 本身。这为我今后 30 年（希望能更多）的生活确定了幸福的方向。\r\n\r\n在这个健康的过程中，早期有一个 GPA 瘾的小威胁。与 SuperMemo World 的联合创始人 [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 一起，我们进行了一场最佳学习成绩的竞赛。在一次数学考试中，他得了满分，而我得了第二。不服输性格使我回到老师那里，坚持说：「 **我们是在和 Biedalak 竞争。我必须做得完美。请重新测试我** 」。老师同意了，我的分数也提高了。可能老师只是把成绩标高了，只是为了摆脱这个令人讨厌的学生。Krzysztof 不喜欢那个老师对学生的态度。幸运的是，这段插曲并没有影响我们的友谊，我的 GPA 瘾也没有发作。如果我沉醉于好成绩，在那些珍贵的学习阶段忙于补习功课，那么 SuperMemo 就不会诞生，我的整个人生也会走上不同的轨迹。我的直觉告诉我，这将是一条非常糟糕的轨迹。\r\n\r\n总之， **我所有的学习黄金期都有 3 个共同点：（1）学习[感兴趣的东西](https://supermemo.guru/wiki/Knowledge_valuation_network)，（2）依靠[自学](https://supermemo.guru/wiki/Self-learning)，（3）好的、宽容的、令人印象深刻的老师** 。\r\n\r\n## 生产力的微规则\r\n\r\n **微规则** 是一套促进自律而不要求 **毅力** 的行为规则。一个微规则可以是 **「从今天起，我将花不少于 4 分钟的时间学习英语 」** ，或 **「从今天起，我将把每天的吸烟量从 20 支减少到 19 支」** 。\r\n\r\n **微规则** 的力量来自于这些规则可以无痛引入，而且它们会使大脑逐渐适应你想改变的目标。 **微规则** 可能是实现高生产力的最有效途径。一个自由个体能从基于[自律](https://supermemo.guru/wiki/Self-discipline)的生产力过渡到基于乐趣（因变得高效而产生）的生产力，其途径就在于此。\r\n\r\n当一个受过良好学校教育的人追求完美主义的目标时，微小的障碍和累积的失败会导致显著的不悦感（见：[在学校学到的 100 个坏习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)）。一旦不悦感进入反馈回路，对生产力产生影响，再好的计划也会崩溃。新年计划的失败是一个典例。我在[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)的文章描绘了一幅理想化的画面：快乐的[自由学习](https://supermemo.guru/wiki/Free_learning)、[创造力](https://supermemo.guru/wiki/Creativity)和[良好睡眠](https://supermemo.guru/wiki/Science_of_sleep)。然而，如果所有的理想都要在最后期限之前实现，就可能会导致相反的结果：压力、睡眠不好和混乱。 **罗马不是在一天之内建成的** 。\r\n\r\n **微规则** 可能会在生产力的乐趣和生产力本身之间建立一个正反馈循环。例如，一点点的学习会增加[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，这反过来可能促进更多的学习。这个反馈回路最终会因疲劳或竞争的利益或义务而终止。从长远来看对于一个健康的个体，以 **微规则** 启动的[自由学习](https://supermemo.guru/wiki/Free_learning)将会为其全部的可分配时间都赋以理论上的最高生产力。\r\n\r\n在青年时期，我尝试了许多 「自我实现 」和生产力的方法。最后， **微规则** 起到了个人改造的作用，我会在下面的故事解释：\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n长年的学校教育并没有摧毁我的自律和自我激励的能力。我把这归功于在生产力 **微规则** 的帮助下缓慢地逐步恢复。就我自己而言，生产力的微规则可能是「 **工作时绝不偷看电子邮件** 」，「 **工作绝不占用最佳睡眠时间** 」，「 **每天锻炼** 」等等。实际上，我可以把我的微规则的发展时间定在 1983 年 8 月 31 日。那时我正处于 21 岁的「高龄」，这对自我矫正来说是相当晚的。我声称，我的大脑只是晚熟。在中年时进行改变总比永远不改变要好！1983 年 8 月 31 日，我决定我将持续进步。事实也是如此，我至今从未停止改进我的微规则集合。我从「 **每天学习 10 分钟的英语** 」或「 **每天学习 2 页的生物化学书** 」这样的小规则开始。一旦我发现我的微规则集合是可持续且令人愉悦的，我就会增加一点额外的努力（例如，从每天 **10 分钟** 提高到 **15 分钟** ）。仅仅 100 天后，我已经看到了强大的效果。这使我开始走上了一条持续进步的道路，直到几年后，我可以说，我的每一个整天都是有成效的。这种逐步的自我完善带来了（1） **[Supermemo](https://supermemo.guru/wiki/SuperMemo) 中的工具：[Plan](https://supermemo.guru/wiki/Plan)** 和（2）[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。 **Plan** 决定了我做什么，渐进学习决定了我怎么做。那时，我用 [SleepChart](https://supermemo.guru/wiki/SleepChart) 增强这两项，它还帮助我优化睡眠时间、工作时间和锻炼时间。我的大胆猜测是，从简单的小步骤到达到 80-90% 的生产力潜力，我花了大约 6-8 年时间。若是到了加入更多的自律就可能对健康不利的地步，就说明达到了最大的生产力潜力。这意味着，我花了大约 26-30 年时间，大脑才发育至成为一个可以发挥全部生产力的人。现在，我高效是自发的，并伴随着快乐。没有任何痛苦挣扎。我在[本书](https://supermemo.guru/wiki/Problem_of_Schooling)的其他地方已经证明，我也曾被学校教育所伤害。我确信，如果我在整个青年时期都采用[自由学习](https://supermemo.guru/wiki/Free_learning)，我可以更早地到达现在的发展和生产力基准。\r\n\r\n## 延伸阅读\r\n\r\n- [案例研究：天才或 Asperger](https://supermemo.guru/wiki/Case_study:_Genius_or_Asperger)中描述了一个完美学生所走的艰难心路历程。\r\n\r\n- Kevin Kruse 在[《我的孩子是优等生，他们什么都不知道》](https://supermemo.guru/wiki/Kevin_Kruse:_School_serves_mindless_cramming)中对成为优等生的背后作了精彩的描述。", + "type": "text/markdown", + "caption": " 成为优等生的危险\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Dangers of being a Straight A student" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Deficit in educational empathy determines the curriculum.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Deficit in educational empathy determines the curriculum.json" new file mode 100644 index 0000000..3cc88ef --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Deficit in educational empathy determines the curriculum.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Deficit in educational empathy determines the curriculum", + "text": "# 教育同理心的缺失充斥在课程中\r\n\r\n原文：[Deficit in educational empathy determines the curriculum - supermemo.guru](https://supermemo.guru/wiki/Deficit_in_educational_empathy_determines_the_curriculum)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n成年人很难与年轻的大脑产生共鸣。低龄学业训练倾向于[无语义内容](https://supermemo.guru/wiki/Asemantic_learning)，这并非巧合。字母表、星期、月份名称、乘法表等等，这些都是被迅速筛选为最难的无语义概念。这样的筛选使它们具有首要性和基础性的光环。它们可能被贴上 **基本工具集** 的标签。实际上，年轻的大脑需要的是一个丰富的[语义框架](https://supermemo.guru/wiki/Semantic_framework)，以确立这些原始概念的需求和意义。只有这样，学习才可能成为有语义的，并产生预期的结果。绝大多数的成年人，包括优秀的教师，都不理解[语义学习](https://supermemo.guru/wiki/Semantic_learning)的必要性。这就是[普鲁士系统](https://supermemo.guru/wiki/Prussian_system)的条件反射的结果。\r\n\r\n成人很容易就能窥见孩子的想法。想象一下，有一个孩子要学习每个星期的名称。这个孩子没有预定的活动，如周日的弥撒，或周六的足球。对这个孩子来说，周二和周四之间的差别，还不如 Ganymede 和 Calisto 之间的差别。学习星期几的名称就像给空气贴标签。这完全是徒劳且无意义的。成人可能会认为 **「这些是孩子在生活中需要的重要术语 」** 。\r\n\r\n为了弥补 **[教育同理心](https://supermemo.guru/wiki/Educational_empathy)** 的不足，成年人可以想象：把一年分成 36 个长度为 10 天的周期，每个周期都有一个特定的名称：*Primedec, Secdec, Winterdec, Febdec,* 等等。仅仅为了考试而学习这 36 个名字（这些名字只是为了弥补成人元认知的优越性），如何？所有成年人，无一例外，都拒绝这样的要求。这正是一个孩子的感受。一堆要学习的名字，没有内容，没有目的！这就是典型的[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)。 \r\n\r\n无法与年轻的大脑产生共鸣是教育系统设计错误的主要源头", + "type": "text/markdown", + "caption": " 教育同理心的缺失充斥在课程中\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Deficit in educational empathy determines the curriculum" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Destructive impact of praise in learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Destructive impact of praise in learning.json" new file mode 100644 index 0000000..9534149 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Destructive impact of praise in learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Destructive impact of praise in learning", + "text": "# 表扬如何毁掉学习\r\n\r\n原文：[Destructive impact of praise in learning - supermemo.guru](https://supermemo.guru/wiki/Destructive_impact_of_praise_in_learning)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 重塑大脑连接\r\n\r\n学校的主要罪过之一是对「学习奖励系统」的腐蚀。在健康的学习中，大脑天然地从学习的效果中得到奖励。在[学校教育](https://supermemo.guru/wiki/Schooling)中，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统无法产生奖励，因此学校必须炮制一系列[虚假奖励](https://supermemo.guru/wiki/School_drive)来弥补。学校制度越严格，假奖励的效率就越低。最后，学校只得建立惩罚和管束制度，来保证学生不停止学习。学校教育中，学习效率不断滑坡，而满意度也[不断下降](https://supermemo.guru/wiki/Why_kids_hate_school)。\r\n\r\n对于刚刚解决了一道难题的快乐孩子说「干得好！」并没有什么错。然而，在极端的情况下，我们只需要给予孩子们他们可能渴求的赞美，就能让他们[背诵毫无意义的东西](https://supermemo.guru/wiki/Asemantic_learning)。健康的孩子应该不受这种操纵的影响，然而，很多孩子如此渴望得到认可，以至于他们愿意记住任何东西，只是为了从大人那里得到奖励。这是大脑灾难性演化的第一步。奖励影响[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)的输出。由于[神经网络冲突](https://supermemo.guru/wiki/War_of_the_networks)，大脑逐渐失去了从糟粕中筛选[适用知识](https://supermemo.guru/wiki/Applicable_knowledge)的能力，这些糟粕只需要被记住。经过多年的学校教育，我们可能会使大脑习惯于[填满](https://supermemo.guru/wiki/Cram)任何传入的信息。如果这样做有困难，大脑还会为[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)、焦虑和不久以后的[抑郁](https://supermemo.guru/wiki/Learned_helplessness)做好准备。\r\n\r\n虚假的奖励导致虚假的学习。虚假的生活造就不幸的社会。\r\n\r\n## 无条件的爱\r\n\r\n无条件的爱对学习有奇效。它使孩子免受表扬、批评或辱骂的影响。当爱、安全和稳定从未受到威胁时，孩子就不会把成年人的情感看得太重。顾名思义，无条件的爱不带评判，它唯一的信号就是爱本身。\r\n\r\n被无条件地爱的孩子，不仅自由，且能感到自由。然而，这样的孩子可能会让老师抓狂，因为他们不受表扬和批评的标准信号影响，甚至不为言语辱骂所动。就我自己而言，这种漠不关心的态度可能使我免受 [26 年学校教育的伤害](https://supermemo.guru/wiki/My_qualifications)，也使我多年来一直未察觉到学校教育对他人造成的伤害。\r\n\r\n安全感提供了对有害奖励的强大抵抗力。\r\n\r\n## 快乐孩子的公式\r\n\r\n老师和家长过度使用表扬的原因之一，是努力使孩子始终保持幸福。就幸福生活的公式而言，孩子和成年人并没有太大的不同。如果成年人可以实现持续的满足（见：[幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)），那么对孩子来说应该更容易。毕竟，孩子们不太关心成人世界的问题，也不会受到压力和虐待的伤害。表扬和批评甚至不应该在孩子幸福公式中起多大作用。疼痛可以培养[抗压韧性](https://supermemo.guru/wiki/Stress_resilience)和快乐的心境。快乐的孩子并不总是受到大量赞美的孩子。快乐的孩子是健康的、被爱的孩子，并且有持续的机会去玩耍、学习和成长。对不良行为的严厉斥责在快乐地震图上不过是一个微小的波动。\r\n\r\n## 学生加速衰老\r\n\r\n在学校教育中，[创造力](https://supermemo.guru/wiki/Creativity)和体育活动参与度逐年下降。[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 注意到「研表究明，到了小学中期——或者确切地说，到了小学末期，内在动机开始急剧减弱——这恰巧是成绩开始发挥作用的时候」。\r\n\r\n对于被强制教育改造的社会来说，这是一个自然且容易解释的过程。这与健康发展或衰老无关。这种进展完全是[强迫学习](https://supermemo.guru/wiki/Coercion_in_learning)，或为实现成年人设定的目标而组织的体育活动的结果。对学习和锻炼的热爱可以并且应该持续一生。正是扭曲的评价体系，以及由此导致的个人自由的丧失，扼杀了人类让社会保持幸福和富有成效的优良品质。\r\n\r\n我们多半知道[孩子们不喜欢上学](https://supermemo.guru/wiki/Why_kids_hate_school%3F)。然而，这种厌恶的普遍性被严重低估了。见 Gallup 的研究：\r\n\r\n> 2012 年， **Gallup 学生调研** 调查了 37 个州、1700 多所公立学校、近 50 万名从五年级到十二年级的学生。我们发现，参与调查的近八成小学生对学校感兴趣。到了初中，这个比例降至约六成。到了高中，只剩四成。我们的教育系统每年都将学生和国家的未来送上学校的悬崖。\r\n\r\n在向近千名孩子询问关于他们对学校的感受时，我发现这项研究歪曲了事实。「感兴趣」的定义一定非常灵活。如果不包括社交活动和兴趣小组分的话，对学校教育的厌恶程度肯定远远超过 90%（我对这里的数字非常谨慎）。\r\n\r\n我还没有遇到过会当着我的面坚定地说「我喜欢学校」的 15-19 岁孩子。过去曾声称喜欢上学的年轻孩子，现在已经否认了他们最初的说法。到了 15 岁，对学校的厌恶是普遍的。对学校的憎恨也相当普遍。问题的核心，是基于僵化[课程](https://supermemo.guru/wiki/Curriculum)的虚假奖励制度，导致了[徒劳的学习](https://supermemo.guru/wiki/Futile_learning)。Gallup 因其调查方法而享有盛誉，但在校园里询问孩子们对学校的看法，是对学校教育本质的基本误解。一旦身处校园，孩子的大脑就会受到扭曲。他们的谈话方式、思考方式和与成人互动的方式都受到了扭曲。我不是 Gallup，我的足球场调查也不科学。然而，在那里我得到了孩子们对学校的真实感受。我们不能只记录对这个问题「你喜欢学校吗？」的第一反应。这种反应将产生极大的误导（见：[有些孩子喜欢上学](https://supermemo.guru/wiki/Some_kids_like_school)）。真正重要的，是与学校教育相关的各种情感背后的叙述。\r\n\r\n最近，在当地学校进行的，旨在确定毒品使用率的调查，确实是一场闹剧。孩子们告诉我，他们永远不会在仅仅名义上匿名的书面问卷中提供真实答案。在一个小房间里，几个孩子在老师的监督下，你所能期待的就是「正确答案」———提前训练过的那个。\r\n\r\n学校教育的结果是——孩子们很快就失去了学习的激情、锻炼的乐趣和生活的热情。\r\n\r\n## 对表扬的反应\r\n\r\n有些孩子更为敏感。他们每走一步，都会抬头望向成年人，寻求反馈。其他人则全神贯注于手头的工作。敏感的孩子进步很快，早早地给人留下深刻印象。然而，冷漠的孩子更有可能表现出[学成强欲](https://supermemo.guru/wiki/Rage_to_master)。在学成强欲的驱动下，孩子可能会进入「心流」状态，这不仅仅是一种快乐的状态。它对学习和创造力也有巨大的影响。在多样性作为创造力基础的社会中，我们需要各种各样的个性。那些拥有学成强欲的沉默孩子可能会在长大后可能成为伟大的沟通者，特别是当他们需要这些技能并努力提高时。然而，他们总是更难控制，与内在的自我更和谐。未来的爱因斯坦可能来自那些更「自闭」的类型，但诺贝尔文学奖正向着这些敏感的孩子招手。\r\n\r\n我们往往会对那些对成人世界的信号敏感的孩子感到惊讶。然而，同样的敏感性使孩子更容易向由[成人设计的奖励系统](https://supermemo.guru/wiki/School_drive)所塑造的虚假现实靠齐。\r\n\r\n对成人世界的信号的敏感性让孩子更容易受到虚假奖励的伤害。\r\n\r\n## 可接受的表扬\r\n\r\n通过研究和实践观察，心理学家和教育家提出了一些必要条件，以避免表扬带来的有害影响。这些条件涉及表扬的形式或目标。\r\n\r\n### 用于控制的表扬\r\n\r\n许多教育者会告诉你，只要不是用来控制孩子，表扬就是可以的。然而，实际上上，只要孩子对表扬有所回应，所有形式的表扬都是一种控制。表扬通过改变对事物、事件、目标等的评价来重塑环境。（见：[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)）。我们不应该回避控制，而应该关注积极的控制。首先，不要伤害。例如，估值是孩子对现实理解的反映。表扬引发的重新估值可能只是描绘了一个更准确的世界模型。如果估值能帮助孩子接近事实，那么从定义上来说，表扬就是积极的。\r\n\r\n### 真诚的表扬\r\n\r\n许多心理学家坚持认为，表扬必须真诚才会有效。然而，许多家长和老师认为，即使言过其实，表扬也总是好的。\r\n\r\n结论很简单：表扬塑造了估值，并决定了社会的未来！我们不想要虚假的表扬，就像我们不想要虚假的科学一样。事实是优质决策的基础。表扬对满足感没有额外的益处，就如同药物对心智健康者的情绪没有价值一样。虚假的表扬就像虚假的情绪兴奋剂。它可能会暂时提振情绪，但从长远来看，它会带来更大的危害。\r\n\r\n### 明确的表扬\r\n\r\nJohn Hattie 坚持认为，表扬和批评必须明确才能有效。这当然没错，然而，含糊的估值也很重要。大脑中的神经网络需要从混乱中寻找秩序。同样，与其试图制定策略并冒着限制信息流动的风险，不如在含糊的情况下自然地表达表扬或批评。\r\n\r\n### 对努力的表扬\r\n\r\nCarol Dweck 博士坚持认为，我们不应该表扬能力。她的研究表明，表扬努力更有成效。然而，我们不能过于教条地看待她的发现。当我第一次看到一个在短跑、足球方面很出色，或者看起来非常博学的孩子时，我自然会表达我的钦佩之情。我简直情不自已。这有错吗？Dweck 的建议似乎更适合家长和老师，即那些能够真正看到过程、成长和努力的人。陌生人的表扬是来自环境的暗示之一，帮助孩子刻画出自己的轨迹。有时，孩子可能不喜欢被陌生人表扬。然而，更多时候，这会让他对自己的现状更满意，并确认「我一定是在正确的道路上」。为什么我要拒绝这种可能推动进一步进步的奖励呢？这些「表扬或不表扬」的选择并不容易，其效果取决于表扬者的社交技巧（见：[最优社会化](https://supermemo.guru/wiki/Optimum_socialization)）。有些人更聪明，或者更普遍地社会化，他们可能是更好的表扬者。我相信，站在陌生人的立场上，善于表扬者不太可能造成太大的伤害。\r\n\r\n当某种能力停滞不前时，我们自然会停止相关的表扬，这也降低了 Dweck 研究的适用性。如果孩子在很小的时候就掌握了阅读，那么称其为「聪明」或「不可思议」是很自然的。这看似违反了不表扬能力的原则。但这种表扬并不会持续。阅读能力会变得司空见惯。我们表扬积极的变化。表扬的差异性反映了人类幸福的差异性。毕竟，表扬是对孩子进步的幸福感的反映。从某种意义上说，对能力的首次表扬实际上是对产生该能力的努力的表扬（假设这种能力是可训练的）。\r\n\r\n我不同意 Carol Dweck 所说的「学习可能很难」。这是因为[学习的基本规律](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)。表扬永远不应该被用来减轻学习的难度。学习本身就是自己的奖励。如果通过外在奖励来减轻学习的困难，学习效果只会降低。\r\n\r\n当表扬使低效学习变得更加愉快时，它可能会最具破坏性。\r\n\r\n### 愤怒的批评\r\n\r\n如果大喊大叫是自然的，也许并不坏。如果它让孩子感到受威胁，则可被视为一种暴力和胁迫。然而，如果它只是孩子接收到的众多信号之一，可能并无害处。驯服内心的野兽往往弊大于利。我会专注于和谐生活、心理卫生和大量学习，而不是制定策略。\r\n\r\n### 什么样的表扬是合适的？\r\n\r\n所有的表扬都属于控制，因此总是存在风险。它应该始终真诚，且在清晰明确时更有效，应该重点赞美的是进步和努力。最好的表扬是自然的，源自内在的情感，且应该基于丰富的社交技巧所获得的知识。\r\n\r\n### 评分作为学校（外在）奖励\r\n\r\n进步教育者不断谴责学校打分的做法。评分是[学校外驱力](https://supermemo.guru/wiki/School_drive)的一部分。高分是奖励，低分是惩罚。因此，学校的评分是有害的。\r\n\r\n然而，评分并不一定是有害的。这可以通过 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)中的[评分](https://supermemo.guru/wiki/Grade) 得到最好的理解。\r\n\r\nSuperMemo 插入：[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\n在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中，[评分](https://supermemo.guru/wiki/Grade)与奖励或惩罚无关。的确，高评分会导致更长的[间隔](https://supermemo.guru/wiki/Interval)，然而，经过几个月的练习，用户会忘记这些含义。由于未记住比例是可预测的（通常约为 [10%](https://supermemo.guru/wiki/Forgetting_index)），因此用户很快就会不注意它。情况并非总是如此，对于一些用户来说，关心评分会导致[讨厌 SuperMemo](https://supermemo.guru/wiki/Hating_SuperMemo)！其机制与学校教育没有太大区别。如果评分提供了纠正性反馈或仅控制学习[算法](https://supermemo.guru/wiki/SuperMemo_Algorithm)，它们往往会失去其负面作用。如果它们被用来控制学习过程本身的语义，那么它们将会像教育中的其他奖励或惩罚形式一样有害\r\n\r\n## Alfie Kohn 对表扬的谴责\r\n\r\n[John Holt](https://supermemo.guru/wiki/John_Holt) 和 [John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 的著作详细解释了学校教育的控制本质。Holt 补充说，我们只能通过[贿赂和惩罚](https://supermemo.guru/wiki/How_can_I_motivate_a_child_extrinsically%3F)来对孩子进行外部激励。\r\n\r\n在 20 世纪 80 年代，[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 开始着手记录表扬所带来的危害。他现在是教育领域反对表扬的最直言不讳、最著名的代表。1993 年，Kohn 写了一本名为《奖励的惩罚》的书，解释了操纵行为如何破坏有效学习。用我的行话来说，Kohn提倡的方法与我的相同：保护孩子免受表扬的伤害，给予无条件的爱，并依靠[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。\r\n\r\n2001 年，Kohn 写道（[来源](http://www.alfiekohn.org/article/five-reasons-stop-saying-good-job/)）：\r\n\r\n> 佛罗里达大学的研究员 Mary Budd Rowe 发现，受到老师大力表扬的学生在回答问题时会更犹豫，更容易用疑问的语气回答（「嗯，七个？」）。一旦成年人不同意他们的观点，他们往往会立即放弃自己提出的想法。他们不太可能坚持完成困难的任务，也很少与其他学生分享自己的想法。\r\n\r\nKohn 还注意到「当任务本身已经具有内在激励作用时，奖励对兴趣的破坏最严重」（[来源](https://www.alfiekohn.org/article/punished-rewards-article/)）。实际上，我们不会因为孩子在看电视、玩电脑游戏，或在足球场上待了很长时间而表扬他们。即使孩子沉浸在书本中好几个小时，也可能不会引起关注。\r\n\r\n当我使用表扬这个词时，我通常指的是一般意义上的口头奖励。[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 经常使用更狭义含义，即在满足某种条件后得到的表扬。这也是为什么 Kohn 的主张听起来可能比我的更激进。当 Alfie 说「奖励扭曲了成人和孩子之间的关系」时，我更温和地说「奖励改变了」或「奖励可能会扭曲」（假设「扭曲」的意思是「虚假的改变」）。\r\n\r\nKohn 还表示，「对相对容易任务的成功给予表扬会传递出这样的信息：这个孩子可能并不是很聪明。」他的观点与许多老师的直觉相悖：\r\n\r\n> 让我印象深刻的是，老师们一遍又一遍地对我说：「你不了解这些孩子的背景和家庭生活。他们来自缺乏关爱、甚至十分残酷的地方，而你告诉我不要表扬他们？」我的回答是：「是的。」这些孩子需要的是无条件的支持、鼓励和爱。表扬不仅与此不同，而且与之相反。表扬是「跳过我的铁圈，只有这样我才会告诉你做得多么好，我有多为你骄傲。」这可能会带来问题。当然，对于积极的反馈，细微之处、强重点和实施是关键。而这些并不适用于金星、糖果和「优」，我认为它们本质上就具有破坏性。\r\n\r\n在我看来，表扬只有一个主要问题：扭曲[知识估值](https://supermemo.guru/wiki/Knowledge_valuation_network)，从而损害学生的利益！\r\n\r\nKohn 在《[停止说「干得好！」的五个理由](https://www.alfiekohn.org/article/five-reasons-stop-saying-good-job/)》中的分析是无可挑剔的，然而，并非所有的奖励决策都是非黑即白的。当 Alfie 建议撤回表扬时，我可能会建议直接跟着直觉走。我的方法更容易，而且可能比严格的表扬禁令更有可能提供准确的估值。最重要的是，Alfie Kohn 在寻找一种普遍适用的公式，可能适用于课堂。我的方法可能更适合父母，或者在[非学校教育](https://supermemo.guru/wiki/Unschooling)的情况下，口头奖励可能是在[推动区](https://supermemo.guru/wiki/Push_zone)范围内的一种有益指导。\r\n\r\n学习中奖励的核心问题是，我们试图操纵孩子并寻找策略，而不是利用自然的学习过程和自然的互动。我们一直在思考师生互动，而没有注意到所有人类生来就会学习且热爱学习。当我们试图改进这个过程，加快它，并从外部引导它时，所有的麻烦都开始了。\r\n\r\n## 最优推动奖励\r\n\r\n正如任何强有力的建模者一样，[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 总是有一群激烈的批评者，他们似乎只是从表面上理解他的推理。几年前，在 Oprah Winfrey 秀上，Kohn 与支持且颂扬奖励在「教育」中价值的幼儿园和老师进行了对峙。其中一位老师提到了一项付钱让孩子读书的计划。这个想法就像付钱让孩子吃巧克力一样糟糕，只是有一个 **不** 重要的区别：我们想要更多的书和更少的巧克力。老师注意到，一旦孩子们开始为了钱而读书，他们就会喜欢这个过程，因此，这个策略是有意义的，应该得到推广。在这种情况下，奖励似乎是有意义的。\r\n\r\n首先，[我从不相信父母和老师的一面之词](https://supermemo.guru/wiki/I_never_trust_parents_nor_teachers)。如果一位[老师](https://supermemo.guru/wiki/Teacher)告诉你，用金钱贿赂让一个孩子开始阅读，她很可能考虑的是一个非常特殊的孩子，进一步分析可能会发现，引起这种变化的不是贿赂，而是书籍本身，再加上孩子的个性。效果只是时间问题。奖励可能只是一个触发器。\r\n\r\n总之，如果奖励是[学校外驱力](https://supermemo.guru/wiki/School_drive)的工具，恰巧落在[最优推动区](https://supermemo.guru/wiki/Optimum_push_zone)，它确实会带来好处。所有形式的胁迫都可能具有这种特性，甚至包括大多数教育者都摒弃的打屁股或大吼大叫。但我们需要记住，对于健康的孩子来说，最佳的推动通常是非常温和的。我们可以通过打屁股来提高孩子的阅读能力吗？是的，一巴掌可能会有所助益。然而，它可能需要温柔到足以让孩子开心微笑，即「惩罚」的反面。在奖励的情况下，最佳推动区可能会稍微宽一些，因为相比惩罚，我们通常更能容忍积极的激励。\r\n\r\n在读书的案例下，奖励的大小不太重要（例如，1 美元 vs. 1000 美元）。更重要的是它在时间上的范围。最佳推动奖励可能很小，也可能很大，但是，它应该迅速导向与阅读相关的自然奖励。换句话说，金钱奖励只是短暂的助推，而实际的奖励是由[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)产生的。Alfie 是对的——如果我们继续为阅读付钱，我们只会让孩子认为阅读很糟糕，只应该为了钱而阅读。\r\n\r\n如果为读书付钱被规定为一项「政策」，那么它很快就会成为一个陷入教育官僚糟糕决策的糟糕政策。最佳推动的可能性将微乎其微。然而，仍然会有一些不情愿的学生转变为热爱读书的孩子。这些案例将在轶事中被夸大，并将糟糕的政策描绘成「好的教育工具」。\r\n\r\n## 表扬的最佳程度\r\n\r\n一些教育工作者认为，我们应该经常表扬，尽量减少批评。这一观点源于自尊的燃油表理论。是否存在最佳的表扬程度，可以最大限度地促进儿童或学生的成长或情感健康？我说没有最佳的表扬程度，就像生活中没有最佳的压力程度一样。生活是一个泊松过程。压力事件可能会成群出现。有时从不下雨，有时倾盆大雨。表扬或批评的原因同样难以预测。我们的反应来自[社交技巧](https://supermemo.guru/wiki/Social_skills)，我们不应该玩弄表扬的控制阀。幸福的生活充满了不幸的意外。快乐的孩子会从关心他们的人那里听到一大堆不快的消息。\r\n\r\n我的简单解决方案是：（1）保持知识渊博（即不断学习），（2）遵循你的「天性」（即依靠你的社交技巧）。\r\n\r\n我只需要几个迹象就能在几秒钟内认出一个聪明的年轻人。我喜欢表扬潜力，并对未来做出乐观的预测。这是否是一种过早的评估，可能带来有害影响？我不这么认为。我相信自然反应。\r\n\r\n## 家长 vs. 老师\r\n\r\n最佳的表扬基于本能，这清楚地表明了，为什么父母天生就是比老师更好的教育者。为了确保表扬不会扭曲有效的估值，对孩子的深入了解至关重要。\r\n\r\n学校和教师的更换，是教师在通过表扬和批评来控制估值上相当差劲的关键原因之一。在这种情况下，Kohn 的策略可能是最好的：保持冷静，撤回赞扬和批评。\r\n\r\n老师经常在直觉上犯错。他们更有可能因无知而抱怨，使用错误的激励策略（如过度表扬、表扬成绩、不真诚的表扬等）。表扬、批评和评分的不稳定估值可能会给学生带来严重的困扰。这是导致学校仇恨的因素之一。\r\n\r\n如果奖励来自[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，学生将尝试通过改进学习过程来最大化它。当奖励来自外部时，操纵结果的机会将成为大脑考虑的优化因素之一。难怪表扬孩子会增加作弊的几率（[来源](https://journals.sagepub.com/doi/10.1177/0956797617721529)）。\r\n\r\n特别是学校评分这种奖励，可能会导致灾难性的后果。见《[成为优等生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)》。\r\n\r\n表扬或批评反映了教师的期望。这就是为什么当期望对情感稳定无关紧要时，如果父母能提供无条件的爱，他们就是最好的老师。一个吹毛求疵的父亲和一个充满爱心的母亲都可以发出健康的信号，只要这些信号不是建立在有条件的爱上。老师可能是另一种野兽。建立健康的关系需要很长时间，这在学校系统中并不容易，因为学校系统似乎总是生活在永久的危机中。对陌生人进行批评很难不产生负面反应。最具建设性的批评来自长期关系。批评的形式可能是次要的。「建设性」的部分可能来自于从关系中分离的估值。换句话说，最好的批评来自我们信任的人，我们看不到恶意，只有纯粹的评价。\r\n\r\n批评总是存在导致关系破裂的风险。因此，在关系较为疏远的情况下，批评的效力较低。亲密关系对社会至关重要。家庭和爱是至关重要的。没有与他人的紧密联系，几乎不可能获得有效的社交。仅仅与陌生人进行定期互动是不够的。\r\n\r\n## 表扬的宗教\r\n\r\n评分是[学校奖励系统](https://supermemo.guru/wiki/School_drive)的支柱。分数在很大程度上无法区分知识的质量和[稳定性](https://supermemo.guru/wiki/Stability)。短期记忆常常胜过长期记忆。[死记硬背](https://supermemo.guru/wiki/Asemantic_learning)常常胜过理解和[连贯性](https://supermemo.guru/wiki/Coherence)。数量常常胜过[适用性](https://supermemo.guru/wiki/Applicability)。评分造成的伤害被评分系统固化，成为一种关于表扬的宗教。\r\n\r\n我自己的故事就是一个有趣的例子：\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n1980 年，我的波兰文学老师 Roza Strozik 让我重获自由。那是被[强制教育系统](https://supermemo.guru/wiki/Compulsory_schooling)剥夺的自由。尽管我没通过她的课程，但她用如下话语让我自由：「你很聪明，懂生物学。我不想阻碍你的未来。我会放你走的」。那是我 26 年学校生活中最美好的时刻之一。我终于自由了。我可以研究生物化学而不是波兰文学。我的老师，一位[普鲁士学校模式](https://supermemo.guru/wiki/Prussian_school_model)的守护者，用良心和理性推翻了制度的规定。关于这个故事的详细情况，请参阅：[为什么我不读小说](https://supermemo.guru/wiki/Why_I_do_not_read_fiction)。\r\n\r\n我的一位顺服校驯的同事被激怒了。他认为我老师的决定对其他学生不公平。他们为了分数努力学习，而我却免费得到分数。「这太不公平了！」他大声说道。似乎没有人会停下来问，让一个十几岁的孩子为他不在乎的分数而奋斗，或者读他讨厌的书，这是否公平。好像他没有自己的大脑来决定自己的生活方式。\r\n\r\n同事的抗议让我想到，学校的整个评分系统已经发展成了一种道德准则。学校的道德准则显然让我的同事对学校不公的社会痛苦感同身受。然而，学校道德规范没有更高的目标。我的同事已经习惯于体验来自虚假规范的虚假不公平，这种规范是由制度灌输的，目的是让学生受到约束。没有对任何人造成实际伤害，但我的同事得出结论，我的同学们一定经历了社会痛苦。\r\n\r\n学校系统似乎服从于与任何宗教腐化的演化规律相同的规则。首先，宗教和道德规范制定了源于博弈论的健康规则，例如「己所不欲，勿施于人」或「永远不要接受你不配得到的分数」。\r\n\r\n然而，由于人类思维的不断演化，持续的灌输似乎是保持规则到位的必要手段。这就是为什么定期去教堂或上学成为道德准则的一部分，即使不去教堂不会对任何人造成伤害。这就是为什么旷课会受到惩罚。分数被用来评估学生的表现，公平保护学生免受精神伤害。然而，整个灌输完全是多余的。公平评分的道德规范成为了一种新的宗教。正如宗教经常要求「唯一的真神」一样，良好的学校教化导致[对学校教育的美化](https://supermemo.guru/wiki/Glorification_of_schooling)以及大量的[谬误](https://supermemo.guru/wiki/Mythology_of_schooling)，而这些谬误在没有学校制度的情况下是不可能存在的。\r\n\r\n我们以良好的道德行为准则开始，最后走向对神的崇拜，导致对信仰其他神的人的种族灭绝。高尚的宗教带来卑劣的行为。\r\n\r\nRoza Strozik 为[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)铺平了道路（在 5 年内），这可能很快造福十亿人（见：[间隔重复的指数式普及](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)）。她为[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)铺平了道路（在 20 年内）。她为[这个网站](https://supermemo.guru/wiki/This_site)铺平了道路。她给了一个少年奴隶自由。她为了人类更美好的未来做出了正确的决定。然而，她的决定在学校宗教道德规范中仍然被视为「不道德」。\r\n\r\n## 结论\r\n\r\n我们在研究上大量投入，以找出「改良」本性的聪明方法。这往往适得其反，并且从不吸取相同的教训： **保持本性** ！\r\n\r\n表扬的正确公式是：\r\n\r\n- 给予无条件的爱，减少外在奖励的影响\r\n\r\n- 保持知识丰富，以最大化影响质量\r\n\r\n- 保持本性，保持亲密，利用天生的社交技巧来轻松做出决策\r\n\r\n不用说，爱和亲密这两个条件使得学校系统很难在影响外部动机方面取代父母。父母的表扬应该是淡雅的画笔，而学校的表扬则使其成为贿赂系统的固有部分。\r\n\r\n要使表扬无害，就不能削弱孩子的自主性。一个不起眼的暗示，让孩子笑得更开心，或许就是我们在定义「好的表扬」时所追求的目标。\r\n\r\n## 图片\r\n\r\n表扬是奖惩系统的一部分，我称之为[学校外驱力](https://supermemo.guru/wiki/School_drive)（类似于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)）。下面的图片说明了学校和激情之间的竞争，这种竞争几乎不可避免地导致丧失对学习的热爱：\r\n\r\n[[img [Learn drive vs. School drive|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/600px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样摧毁了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意去追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 帮助形成了简单的、助记的、[连贯的](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了学生形成复杂且容易受到[干扰](https://supermemo.guru/wiki/Interference)的短期记忆。在 **学习内驱力** 和 **学校外驱力** 通路之间的[竞争性抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，记忆新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，带来学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力导致的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致学习内驱力和学校外驱力的竞争，并最终压制一方而助长另一方。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会助长[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加的惩罚会助长[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统将定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去了对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是，成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，在[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)可以查看最新的版本", + "type": "text/markdown", + "caption": " 表扬如何毁掉学习\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Destructive impact of praise in learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Direct instruction blocks pathways to great discoveries.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Direct instruction blocks pathways to great discoveries.json" new file mode 100644 index 0000000..fea1fe6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Direct instruction blocks pathways to great discoveries.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Direct instruction blocks pathways to great discoveries", + "text": "# 直接教学法阻碍了通往伟大发现之路\r\n\r\n原文：[Direct instruction blocks pathways to great discoveries - supermemo.guru](https://supermemo.guru/wiki/Direct_instruction_blocks_pathways_to_great_discoveries)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 有关直接教学法的所谓“好处”的证据\r\n\r\n教育应该是为了培养伟大的人。它不能只是为了让我们通过考试\r\n\r\n我在[这篇文章里](https://supermemo.guru/wiki/PISA)认为，为良好的测试性能进行优化实际上可能是有害的。我们希望最大限度地提高创造力、创新和通往大发现的途径。为考试成绩进行优化在很大程度上是在向相反的方向推进。在与机器人的竞争中，我们没有机会，但作为人类，我们仍然可以有更高的目标。\r\n\r\n学校教育和[直接教学法](https://supermemo.guru/wiki/Direct_instruction)的谬误是如此普遍，以至于它获得了[狂热的拥护者](https://supermemo.guru/wiki/Horrible_theory_of_minimal_guidance_learning_by_Kirschner,_Clark,_and_Sweller)，他们似乎无法打破自己的认知偏见的模式。\r\n\r\nDavid Didau 是[学校教育](https://supermemo.guru/wiki/Schooling)和[直接教学法](https://supermemo.guru/wiki/Direct_instruction)的倡导者。在他的文章《[教育不是自然的——这就是为什么它很难](https://learningspy.co.uk/psychology/can-learn-evolutionary-psychology/)》中，他支持一个谬误，即由于进化的原因，大脑在[抽象思维](https://supermemo.guru/wiki/Abstract_knowledge)方面应该是弱的。\r\n\r\n这篇文章从对[自由学习](https://supermemo.guru/wiki/Free_learning)的破旧的批评开始：\r\n\r\n> 教育领域中最令人不安的难题之一是，常识性的观察，即儿童仅仅凭借沉浸在适当的环境中就能学到很多东西，这与[压倒性的经验数据](https://theeconomyofmeaning.com/2018/01/10/this-new-meta-analysis-is-making-the-news-direct-instruction/)相矛盾，即学校中的明确指导胜过[发现方法](https://supermemo.guru/wiki/Discovery_learning)\r\n\r\n所谓的 \"压倒性的证据 \"来自于[PISA测试](https://supermemo.guru/wiki/PISA)的关联性等。没有提到来自神经科学的明显的相反证据。这些 \"压倒性的证据 \"可以总结为以下几点。*\"如果你进行了很多繁重的[死记硬背](https://supermemo.guru/wiki/Cramming)，你就会在标准化考试中表现出色，因此，学校是好的 \"*（见：[探索性是非常有效的](https://supermemo.guru/wiki/Discovery_learning_is_very_effective)）。现实情况是，真正压倒性的证据表明，学校在学习心理学领域造成了很大的伤害，对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造过程](https://supermemo.guru/wiki/Creativity)造成了很大的伤害，对自立能力造成了很大的伤害，对学生的心理健康造成了很大的伤害。脑科学解释了原因。\r\n\r\n## 探索式学习的问题\r\n\r\n对于[探索式学习](https://supermemo.guru/wiki/Discovery_learning)的看似无效率，也有类似的直接解释。同样，如果你在物理学上浪费了很多时间做发现，你肯定会在历史上得到一个很好的积压材料。考试并不关心，也没有提供任何迹象表明你在物理学方面的努力可能导致诺贝尔奖级别的突破。不用说，把孩子们打包在一个班级里，指示他们「请发现！」和[直接教学法](https://supermemo.guru/wiki/Direct_instruction)一样糟糕。发现必须来自于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，而不是在有限自由条件下的强迫。奴役实际上比简单的努力[死记硬背](https://supermemo.guru/wiki/Cramming)事实对创造过程的伤害更大。\r\n\r\n教室对探索式学习的伤害比对[直接教学法]的认知反应的伤害更大（https://supermemo.guru/wiki/Direct_instruction）。罪魁祸首是教室，而不是探索性学习。\r\n\r\n更多内容见：[很难研究探索式学习](https://supermemo.guru/wiki/It_is_hard_to_research_discovery_learning)，[社会学和心理学的误导性研究](https://supermemo.guru/wiki/Misleading_research_in_sociology_and_psychology)，以及[Kirschner, Clark, and Sweller的可怕的最小指导学习理论](https://supermemo.guru/wiki/Horrible_theory_of_minimal_guidance_learning_by_Kirschner,_Clark,_and_Sweller)。\r\n\r\n##人类认知的进化弱点\r\n\r\nDidau似乎很高兴发现了一本[D.C. Geary和D.B. Berch最近写的书](https://supermemo.guru/wiki/Myth:_Schools_are_needed_due_to_the_slow_evolution_of_human_cognition)，书中人为地区分了*「民间知识」*和*[学术知识](https://supermemo.guru/wiki/Academic_knowledge) *（又称*\"生物学上的次要知识 \"*）。Didau说。\r\n\r\n> 学校的存在是为了教授孩子们不太可能从他们的环境中获得的硬东西。正如[约翰-斯韦勒](https://supermemo.guru/wiki/John_Sweller)所承认的，*\"自从吉尔利提出以来，像[认知负荷理论](https://supermemo.guru/wiki/Cognitive_load_theory)这样的理论显然只适用于学校和其他教育机构所发明的[生物上的次要知识](https://supermemo.guru/wiki/Biologically_secondary_knowledge) \"* 。\r\n\r\nGeary和Berch谈到了据称是由进化论的延迟造成的难以弥补的知识差距。Didau拿起它来为教学辩护。实际上，这种差距是知识复杂性的唯一表现，可以通过优化[语义途径](https://supermemo.guru/wiki/Semantic_distance)中的[建模知识](https://supermemo.guru/wiki/Abstract_knowledge)来轻松减少。\r\n\r\n民间知识和[学术知识](https://supermemo.guru/wiki/Academic_knowledge)之间的唯一区别是它的[复杂度](https://supermemo.guru/wiki/Complexity)、[适用性](https://supermemo.guru/wiki/Applicability)和[语义近似性](https://supermemo.guru/wiki/Semantic_distance)的感官来源。\r\n\r\n## 语义网络中陈述性知识的层次结构\r\n\r\n所有储存在人脑中的[陈述性知识](https://supermemo.guru/wiki/Declarative_learning)都形成一个[语义网络](https://supermemo.guru/wiki/Semantic_network)，可以通过[连贯性](https://supermemo.guru/wiki/Coherence)获取的时间来排列成一个序列。底下确实有感官和知觉的存在。这些是 \"生物\"或 \"自然\"输入。在知识的层次结构中，所有以上的东西都只是建立在基础知识之上。这就是为什么天体物理学建立在物理学上，而物理学又建立在数学上，数学又建立在手指计数上（见：[学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)）。\r\n\r\n无论我们选择哪种隐喻来理解知识的获得，我们都可以很容易地表明，整个进化论是假的。同样的稀疏的新皮质表征被用于（1）基于感知的基本知识，和（2）最先进的[抽象知识]（https://supermemo.guru/wiki/Abstract_knowledge）。\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n如果[知识就像一棵树](https://supermemo.guru/wiki/Tree_growth_metaphor)，增加新的树枝并不会使学习更加困难。正好相反。有的树枝可以提升认知能力，和元学习能力。\r\n\r\n[知识的拼图](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)不会随着规模的扩大而变得更难，因为与玩具箱中的拼图不同，知识拼图的可用碎片总数是不变的（现实中的学习）。大脑中的拼图部分才是不断增长的。有了更长的边，有了平行处理，就更容易使每一个连续的部分都合拍。这种机制为旺盛的[学习内驱力]提供了动力（https://supermemo.guru/wiki/Learn_drive）。\r\n\r\n[知识结晶](https://supermemo.guru/wiki/Knowledge_crystallization)在沉积额外的晶体层时也没有显示出任何不连续的情况\r\n\r\n由于更好的模型，更好的隐喻，它们无处不在，以及早期的接触，爱因斯坦难以弥补的发现知识的差距，在每一代人身上都变得越来越容易。今天，一个6岁的孩子可以在YouTube上找到物理学或数学中复杂模型的动听解释。她可以做到这一点[在她甚至可以阅读之前](https://supermemo.guru/wiki/PhET_simulations)。这些知识的转变是[弗林效应]（https://en.wikipedia.org/wiki/Flynn_effect）的主要原因（见[吉姆-弗林本人的演讲]（https://youtu.be/9vpqilhW9uI））。两个知识片断之间的拓扑定义的[语义距离](https://supermemo.guru/wiki/Semantic_distance)是[语义网络](https://supermemo.guru/wiki/Semantic_network)结构的一种表达。语义网络是可变的，语义关联性也会相应发生变化。简单地说，知识差距不断缩小，我们不需要进化就能做到这一点。它是一种纯粹的模式转变，也是一种文化转变。大脑有足够的能力来破解我们今天甚至无法想象的问题。简单的知识和[抽象知识]之间没有界限(https://supermemo.guru/wiki/Abstract_knowledge)。所有的知识都储存在同一个[概念网络](https://supermemo.guru/wiki/Concept_network)中，通过[概念计算](https://supermemo.guru/wiki/Conceptual_computation)不断进行自我组织。我们不需要进化，就可以推进到无法想象的程度。\r\n\r\n今天我努力解释学校教育的危害。明天的孩子们会把这一切看作是显而易见的。这不会是大脑进化的结果。这将是人类知识进化的结果。\r\n\r\n## 探索性学习是由必要性驱动的\r\n\r\nDidau说，*\"这种[知识二分法]解释了为什么我们发现学习说话很容易，但学习阅读和写作却难得多 \"*。\r\n\r\n这忽略了一个事实，即孩子们需要说话来获得食物，而只要环境中浸透了阅读信息，阅读同样可以是自然的，而缺乏阅读技能则意味着缺乏益处。我们在[民主学校](https://supermemo.guru/wiki/Democratic_school)观察到，孩子们在需要阅读时才学习阅读。不是更早，也不是更晚。学习阅读需要付出努力，这与智力倾向、年龄或所涉文本的复杂性没有什么关系。\r\n\r\n诚然，我们在进化过程中没有看到印刷品，然而，韦尼克区可以相当容易地消耗来自语音、手语或文字的输入。在阅读的情况下，大脑只需要分配新皮质的一些区域来做必要的预处理。\r\n\r\n语音与（1）互动反馈，（2）直接奖励，以及（3）支配听觉输入信息有关。这些特征在学习阅读时是不存在的。这就是为什么当孩子拿到一本没有图片的书时，自然[概念化](https://supermemo.guru/wiki/Generalization)不会发生。然而，随着[电子游戏](https://supermemo.guru/wiki/Videogames)的到来，儿童的环境被改变了。文本变得与反馈和游戏的奖励相关联。自然文字输入的参与度也在增加。越来越多的儿童通过参与[电子游戏]掌握或提高他们的阅读技能(https://supermemo.guru/wiki/Videogames)。\r\n\r\n对健康的神经网络来说，解码字母和单词的形状是很自然的，除非它们受到与阅读有关的[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)等信号的干扰。换句话说，学校教育才是我们所看到的阅读困难的首要罪魁祸首。自然，对脑科学的无知使人们相信，如果学校教育少会导致阅读能力差，那么[更多的学校教育可能会改善结果](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F)。因此，难怪通常很难找到阅读障碍的潜在神经生物学原因。\r\n\r\n由于环境中可理解输入的交互可用性不同，孩子们学习语言的时间远远早于阅读。大脑的结构或进化在这个等式中发挥的作用可以忽略不计。证明这一说法的最简单方法是为那些被剥夺了听觉输入的儿童设计基于文本的虚拟现实。\r\n\r\n言语和阅读之间的学习差异在环境中，而不是在大脑中\r\n\r\n## 探索性学习和伟大发现\r\n\r\n在认知的高峰期，是一个新的发现，一个突破，将文明向前推进了一小步。这正是自然思维和学习过程凸显出来的时候。如果学校有必要从民间知识的进化底层走出来，那我们怎么会有新的发现。D.C. Geary和D.B. Berch提出了一个新的谬论，它将掩盖一个清晰的画面。对于新皮质来说，对食物进行分类是基于爱因斯坦对导致*E=mc^2*的模型进行编码的相同机制。同样的大脑皮层，同样的工具集，同样的编码，只是爱因斯坦从童年的第一步到[概念网络](https://supermemo.guru/wiki/Semantic_distance)中的新位置的[距离]长了一些。\r\n\r\n## 常识人类学，作者：David Lancy\r\n\r\nDidau从一本他可能根本没有完整阅读过的书中挑选了一篇文章，或者他选择故意忽略其中的部分内容。Didau没有赞美Geary和Berch，而是通过阅读[Peter Gray](https://supermemo.guru/wiki/Peter_Gray)或David F. Lancy在同一本书中的段落来找到一些平衡。Lancy注意到：\r\n\r\n> 必须在环境中和从环境中学习的儿童（而不是从教师和书本中学习的儿童）发展出特有的不同注意力模式（Gaskins & Paradise , 2010; Rogoff, Correa-Chávez, & Cotuc, 2005）。乡村儿童，以及母亲没有受过什么教育的移民儿童--被邀请学习制作一些东西（例如折纸人物）--依靠观察专家执行的任务或其他儿童的尝试。另一方面，一个更 \"有学问\"的人的样本，很少注意示范，只等待（或征求）老师的解释和口头指导（Correa-Chavez & Rogoff, 2005）。\r\n\r\n兰西还补充了一个很好的观点，反对似乎是基于进化的教学和接受指导的倾向——我一定是生来没有这种倾向。\r\n\r\n> 如果教学是重要的和普遍的，我们应该发现大多数成年人被认为是 \"好\"老师，而儿童是 \"好\"学生。为论证起见，假设每个人都生来就有一套认知特征，以及 \"促进他人学习 \"的明确动机和决心（克莱恩，2015年），我们可能期望看到大多数成年人热切地、自愿地担任教师。平均而言，他们应该是 \"擅长 \"的。同样的道理，儿童应该很容易被吸引到学生的角色，并自动表现出适当的行为，以便从课程中受益。同样，大多数人应该表现出相当大的本地能力来向教师学习。关于 \"自然教师\"的问题，在现代社会之前，几乎不存在说明仔细、知情、系统的维果茨基式的支架式教学的案例。\r\n\r\n## 教师应邀参加时受到欢迎\r\n\r\nDidau说得简短而有力：*\"这就是为什么我们需要学校\"*。像老师说的这种话是对人类[智慧]的严重冒犯(https://supermemo.guru/wiki/Intelligence)。孩子们不需要老师做得很好，没有[直接教学法]也会做得更好(https://supermemo.guru/wiki/Direct_instruction)。所有 \"东西都很难\"，直到它变得容易。这只是一个需要和先前知识的问题，形成最好的支架。请看：[我们需要教师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)。\r\n\r\n孩子们都很清楚我说的话。他们知道我是对的。他们知道那些坚持违背孩子意愿的顽固的老师是错误的。问题是，[孩子们没有决定的自由](https://supermemo.guru/wiki/Children_should_have_the_right_to_vote)。我对自愿要求的教学没有异议。在我长达二十年的教育生涯中，我确实也对我的老师有一些疑问。孩子们很少要求老师，除非他们的自立能力被学校教育所削弱。总是来自忙碌的父母的压力，或者最糟糕的是，[系统性强制](https://supermemo.guru/wiki/Compulsory_schooling)使他们成为强制教学的受害者（见：[禁止家庭教育](https://supermemo.guru/wiki/Ban_on_homeschooling)）。\r\n\r\n通过建模建立[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)将始终是自然抽象（例如通过[遗忘](https://supermemo.guru/wiki/Forgetting)）、抽象中的定向注意努力和来自人类知识来源的传递的组合。教师有时可能比书本更有效，但教师越来越难与像YouTube这样的简单媒体或像[PhET模拟](https://supermemo.guru/wiki/PhET_simulations)这样的更先进的探究式学习形成竞争。[直接教学法](https://supermemo.guru/wiki/Direct_instruction)和[自由学习](https://supermemo.guru/wiki/Free_learning)之间的关键区别是基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的优化选择。\r\n\r\n## 直接教学的危害\r\n\r\n由于知识获取方面的任意选择，教学可能导致：\r\n\r\n- 缺少探索（见：[教育方法论的双刃剑](https://supermemo.guru/wiki/The_double-edged_sword_of_pedagogy))\r\n\r\n- 对[泛化]能力的伤害(https://supermemo.guru/wiki/Generalization)力量\r\n\r\n- 形成[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)，这可能使一个人永久丧失理解有关主题的能力。\r\n\r\n为了理解[泛化](https://supermemo.guru/wiki/Generalization)的价值，请比较一个孩子和一个成功被学校驯化的成年人看同一个教学视频。当我对细节感到不知所措时，我就会停止观看。健康的孩子会继续看下去，并吸取他们大脑选择的任何内容（除非他们感到无聊）。一个成功被学校驯化的成年人会试图在 \"大脑磁带\"上压缩和捕捉这一切，即使会导致[神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)。这是[直接教学法](https://supermemo.guru/wiki/Direct_instruction)调节的一个必然结果：从探索性学习缓慢过渡到[死记硬背模式](https://supermemo.guru/wiki/Cramming)。\r\n\r\n这甚至不需要一个坏老师来实现上述伤害：[泛化](https://supermemo.guru/wiki/Generalization)能力在没有归纳的情况下会枯萎。仅仅是老师的存在就会带走概括能力。至于毒性记忆，我想相信一个好的老师应该能够发现症状并作出反应，然而，许多老师甚至没有意识到这种现象的存在。\r\n\r\n学校减少了[泛化](https://supermemo.guru/wiki/Generalization)工具集。相反，孩子们往往被赋予了一套丰富的[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)\r\n\r\n## 一个拿着智能手机的幼儿\r\n\r\n至于进化迟缓造成的认知差距，我建议迪多和其他[直接教学法](https://supermemo.guru/wiki/Direct_instruction)的支持者看看那些比他们的父母更快和更好地掌握智能手机的幼儿。这里有一个最终的证明。在解码诸如*安装*、*加载*或*播放*等按钮的含义时，并不涉及民间物理学。在这里，进化的缺点似乎并没有出现。孩子探索的关键成分是激情和[学习内驱力]（https://supermemo.guru/wiki/Learn_drive）。当孩子们有了探索的动力，并表现出[学成强欲](https://supermemo.guru/wiki/Rage_to_master)，他们在认知上所能取得的成就就没有限制了。动机方面只是先验知识的一部分。不是每个人四岁就能读懂天体物理学。它是循序渐进的——见：[学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)", + "type": "text/markdown", + "caption": " 直接教学法阻碍了通往伟大发现之路\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Direct instruction blocks pathways to great discoveries" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Do not listen to Teru Clavel.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Do not listen to Teru Clavel.json" new file mode 100644 index 0000000..08b9a46 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Do not listen to Teru Clavel.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Do not listen to Teru Clavel", + "text": "# 不要听 Teru Clavel 的话，拯救孩子们！\r\n\r\n原文：[Do not listen to Teru Clavel. Save the childhood - supermemo.guru](https://supermemo.guru/wiki/Do_not_listen_to_Teru_Clavel._Save_the_childhood)\r\n\r\n## Teru Clavel 的故事\r\n\r\n在「[学校教育的问题](https://supermemo.guru/wiki/Problem_of_schooling)」一文中，我批评学校有种种恶劣之处，而 Teru Clavel 把它们都美化了个遍。\r\n\r\n她是一位聪明的女士，笑容迷人。她让她漂亮的孩子在亚洲的一些学校（香港、上海和东京，每地 2-4 年）入学，然后在帕洛阿尔托入学。她的孩子都会说三种语言，到了美国后，他们的数学测试比同龄人高出 2 年的水准。我并不惊讶 Teru 认为她找到了教育的神奇公式。然而，她的处方中存在着预测的错误，以及不准确的[泛化](https://supermemo.guru/wiki/Generalization)。\r\n\r\n在测试中，一个普通的美国孩子，想要能媲美虎妈抱着难以匹敌的野心，悉心培养的聪明孩子，是绝无可能的。这就像来自肯尼亚的孩子，如果父母都是运动员且痴心于一番成就，很可能在长跑的比赛中让对手望尘莫及。这并不意味着，所有孩子都应该按照亚洲虎妈或肯尼亚父母的方法培养。正如[滋养古老学校系统的迷思](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive) 所解释的那样，肯尼亚父母的方法不一定能养育出优秀的跑步运动员，反而可能让孩子心脏病发作。\r\n\r\n## Teru Clavel 的错误\r\n\r\nClavel 的规定性错误数不胜数。最明显的问题是：\r\n\r\n- 对[直接教学法](https://supermemo.guru/wiki/Direct_instruction)的吹嘘（见：[直接教学法阻碍伟大发现之路](https://supermemo.guru/wiki/Direct_instruction_blocks_pathways_to_great_discoveries)）\r\n\r\n- 对于[课程](https://supermemo.guru/wiki/Curriculum)的吹捧，她对在教室里把课本整本整本学完很有好感（见：[在学校学到的 50 个坏习惯](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)）\r\n\r\n- 对艰苦磨练和自律的吹嘘（见：[苦难就是荣耀](https://supermemo.guru/wiki/The_grind_is_the_glory)）\r\n\r\n- 对高期望值的吹嘘（她相信困难的考试应该更难重考）\r\n\r\n- 对基于大脑发育谬误的早期教育的吹捧（见：[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)）\r\n\r\n- 相信 [PISA 测试](https://supermemo.guru/wiki/PISA)的未卜先知能力\r\n\r\n- 坚信[数字技术的危害](https://supermemo.guru/wiki/Digital_Dementia)\r\n\r\nClavel 没有提出一个让孩子更聪明的公式，而是在为那些将被期望达到一个新水平的年轻人制造更多的苦难。我们真的想效仿诞生了[蛰居族](https://supermemo.guru/wiki/Hikikomori)概念的日本的做法吗？\r\n\r\nClavel 最近在 Zakaria 的 GPS 节目中[总结了她的想法](https://youtu.be/Trd6eQ8xsyA)。Zakaria 给这个消息盖了一个[印章](http://transcripts.cnn.com/TRANSCRIPTS/1912/01/fzgps.01.html)（用 [PISA](https://supermemo.guru/wiki/PISA)作 为证明亚洲优势的标尺）。我一直在赞扬 Fareed Zakaria，但每次他出现在我的网页上，都是在他[对学校教育的吹捧](https://supermemo.guru/wiki/Glorification_of_schooling)的背景下。Zakaria 努力工作，并且获得了成功。这使他预测并相信，努力工作是教育成功的公式。事实恰恰相反，[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)是通向快乐和高智能[解决问题](https://supermemo.guru/wiki/Problem_solving)头脑的最佳途径。\r\n\r\n## 有缺陷的比较研究\r\n\r\nTeru Clavel 获得了国际比较教育的在线学位，这应该使她相当有资格对不同的教育系统发表意见。的确，她的比较具有很强的教育意义，但是，这些比较缺少最重要的成分：对高效学习过程的理解。没有这个重要的成分，所有的比较都会被错误的判决和有偏见的评论所玷污。\r\n\r\nTeru Clavel 对学校的比较性描述具有很强的教育意义。然而，她的最终结论却与好的学习应该是完全相反的\r\n\r\n## 对学校这所监狱的吹捧\r\n\r\n我一直觉得修道院的生活有些吸引人。它似乎是一个机会，可以完美地专注于伟大的事情，而忽略了现代世界的混乱。然而，我从未想过要把这种生活强加给任何人。Teru似乎将这种吸引力提升到一个新的水平。她的愿景就像所有儿童的修道院学校教育（[来源](https://zibbyowens.com/transcript/teruclavel)）。\r\n\r\n> 我把当时刚满 **3岁** 的大儿子送进了当地一所被称为 **监狱** 的公立磁性学校。[我想这是一个能让他真正学习普通话并能专注于重要事情的经历，而不是那些花哨的东西、全新的桌椅或智能板。它看起来像一个监狱。它在这个水泥山上。从字面上看，这座山是由 **混凝土** 制成的。这是一个令人不安的结构，有一个院子，看起来像是囚犯被释放出来走动的地方。屋顶上有铁丝网。它是如此神奇，因为老师们对学习的态度是如此之好。从三岁开始，孩子们就有家庭作业。[......]这让他们养成了在很小的时候就开始[做作业](https://supermemo.guru/wiki/Homework)的习惯。我想说的是，就钱的去向而言，这是第一件事。\r\n\r\n## 相信无脑大规模生产\r\n\r\nClavel 清楚地相信，通过模仿大规模生产相同的大脑是可能的。我们所需要的只是[学校监狱](https://supermemo.guru/wiki/School_is_prison)，和好的流水线：\r\n\r\n> 有很多研究表明，你甚至不需要一个实体教室。你甚至不需要15个孩子在教室里。如果老师真的非常非常合格，我们可以有三十个。\r\n\r\n## 来自赵勇教授的救援\r\n\r\n对于任何对亚洲教育的真实情况感兴趣的人来说，最好的地方是[赵勇教授网站](http://zhaolearning.com/)。该网站具有权威性，并有丰富的准确和客观的分析。\r\n\r\n在这篇[华盛顿邮报的 Valerie Strauss 专栏](https://www.washingtonpost.com/news/answer-sheet/wp/2017/09/19/theres-a-new-call-for-americans-to-embrace-chinese-style-education-why-thats-a-huge-mistake/)中，赵勇批判性地审视了另一位将孩子送入中国教育系统的美国母亲的建议：\r\n\r\n> 用威胁作为激励工具在中国教育中很常见。楚称中国教育是 \" **世界一流的基于恐惧的激励专家** \"。它很有效，但它可能会产生 **严重的后果** 。雷尼开始害怕了。他曾问父亲，如果他不睡午觉，会不会被警察带走，因为学校的老师威胁说，如果他不按要求睡午觉，警察会把他带走。\r\n\r\n在他的判词中，赵是非常有礼貌的：\r\n\r\n> 尽管我很喜欢这本书，也很佩服楚把儿子送到中国学校的勇气，但我不认为专制和僵化的教育有什么可取之处。我作为学生，作为老师，都亲身体验过中国教育和美国教育，并做了将近三十年的教育研究者，我了解到这样的制度导致了 **无益的成功** ——在短期内看起来很有吸引力的结果，却导致了 **长期不可弥补的损失** \r\n\r\n赵勇认为的副作用是：\r\n\r\n- 恐惧引起的良好行为（见：[*\"行为空间的优化\"中的*温水煮青蛙*](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development#Boling_the_frog)\r\n\r\n- 强制灌输式学习（见：[直接教学阻碍了通往伟大发现的道路](https://supermemo.guru/wiki/Direct_instruction_blocks_pathways_to_great_discoveries)\r\n\r\n- 错位的勇气（*\"坚持做自己不喜欢或没有天赋的事情不能成功 \"*）。\r\n\r\n赵用他书中的一段话总结了中国的制度：\r\n\r\n> 中国的教育对于培养[同质化、顺从、勤奋的人](https://supermemo.guru/wiki/North_Korea)非常有效，也许是世界上最好的。同时，对于培养[多样化](https://supermemo.guru/wiki/Diversity)、[创造性](https://supermemo.guru/wiki/Creativity)、独立思考和有创造力的公民，该系统一败涂地。\r\n\r\n我同意教授的观点：\r\n\r\n不要听 Teru Clavel 的。拯救你的孩子脱离苦海！\r\n\r\n## 延伸阅读\r\n\r\n要了解我的思维与Clavel的思维有多大的不同，请看：\r\n\r\n- [放弃早期数学教学！](https://supermemo.guru/wiki/Abandon_early_math_instruction!)\r\n\r\n- [学校信条的隧道视野](https://supermemo.guru/wiki/Tunnel_vision_of_school_letteracy)\r\n\r\n- [数字痴呆症的病态谬误](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)\r\n\r\n- [预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n- [对儿童施加屏幕时间限制的危险](https://supermemo.guru/wiki/Dangers_of_imposing_screen_time_limits_on_children)\r\n\r\n- [电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)\r\n\r\n- [格雷：学校就是监狱](https://supermemo.guru/wiki/Gray:_School_is_prison)", + "type": "text/markdown", + "caption": " 不要听 Teru Clavel 的话，拯救孩子们！\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Do not listen to Teru Clavel" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Education cannot be constrained by developmental milestones.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Education cannot be constrained by developmental milestones.json" new file mode 100644 index 0000000..4b82571 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Education cannot be constrained by developmental milestones.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Education cannot be constrained by developmental milestones", + "text": "# 不应囿于用年龄划分教育\r\n\r\n原文：[Education cannot be constrained by developmental milestones - supermemo.guru](https://supermemo.guru/wiki/Education_cannot_be_constrained_by_developmental_milestones)\r\n\r\n这段文字选自《[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》 作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017-2022）\r\n\r\n无论是过早开展教育，还是过晚开始专业化教育，都不可取。\r\n\r\n## 大脑的非线性发育特点使教育者误入歧途\r\n\r\n一般人往往认为，大脑发育是线性的。基于这种认知，出现了两种截然相反的[神经学谬误](https://supermemo.guru/wiki/Neuromythology)。其实，这两种谬误都基于同一套优化理论，即大脑发育的进程，如新皮质发育的关键期，或前额叶的成熟过程。\r\n\r\n一种论调是 **超前教育** 。超前教育的支持者认为，早期发育阶段具有决定性，所以应该尽早开展课业学习，比如超前学习阅读、超前学习数学，乃至于各种各样“刺激”大脑发育的训练。这种策略危害异常，是滋生[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)和[学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)的危险土壤。\r\n\r\n另一方面，有的人认为， **大脑发育成熟需要三十多年** ，所以我们应该在大脑最终发育成熟前，避免做出任何专精哪一专业领域的决定。基于这一理由，他们会惋惜于迫使 14 岁孩子选择最想就读的中学、迫使 18 岁青少年选择大学专业，迫使 25 岁青年选择职业或者博士论文主题。\r\n\r\n这种论调也有其危害性。推迟决定专精哪一领域，似乎为孩子打开了所有领域的大门，能让孩子「拓展视野」「接受全面通识教育」。当然，只要不磨损热情，探究各知识领域的[多样性](https://supermemo.guru/wiki/Diversity)没什么错。但是，如果 4 岁的儿童决定成为歌手或足球运动员，他们应该有自由去选择专精这些领域。如果他们 6 岁时（自愿地）想参加有薪酬的工作，他们应该有选择的自由。如今越来越多的儿童在网上寻找工作，但欺瞒常常发生（例如，关于他们的年龄）。从这个层面上说，对儿童工作自由的限制，不比强制学校教育好多少。在这两种情况下，儿童都被迫惯于欺瞒。\r\n\r\n## 自由是最优解\r\n\r\n和不应在成长早期强加超前教育与专精教育一样，我们也不应该对其进行限制。并没有哪一人生阶段，是对于获得成功特别重要的。在人生的任何阶段，人都有可能取得杰出成就。或许，行业领域的因素反而更有影响。年龄小的网球神童或国际象棋神童，可能更有机会在这些领域登峰造极。同时，获得诺贝尔奖的理论，可能萌发于高度结晶化的五十岁大脑中，甚至更晚也有可能。不过即使是这些普遍性规律，也有可能被各种神童或大器晚成的人所打破。\r\n\r\n唯一以年龄为决定性因素的脑发育理论，可能是成长早期受到的伤害会不断积累。这些早期伤害会危害之后接续的所有发育阶段。正是因为在 3 岁时搞砸教育比在 30 岁时更容易，所以我们要特别注意儿童应享有足够的自由。只有自由的儿童，才会成长为不接受压迫的青少年。维护自身权利的意识，也会随时间固化在脑海之中。\r\n\r\n成长早期对自由的限制，会给儿童带来不断积累的伤害。\r\n\r\n## 大脑的体系结构\r\n\r\n脑发育是[概念化](https://supermemo.guru/wiki/Conceptualization)过程，在这一过程中，大脑的微观结构会逐步确定下来。这一过程应该仅由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)控制。自由导向成功。想在 YouTube 上赚钱的学龄前儿童，以及想献身理论探究的三十岁成人，都有个共同点：只有在自由的前提下，他们才能做出最正确的选择。\r\n\r\n教育中的选择自由不应该受年龄限制。", + "type": "text/markdown", + "caption": " 不应囿于用年龄划分教育\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Education cannot be constrained by developmental milestones" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_End school slavery.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_End school slavery.json" new file mode 100644 index 0000000..ce4625c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_End school slavery.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/End school slavery", + "text": "# 结束学校奴役\r\n\r\n原文：[End school slavery - supermemo.guru](https://supermemo.guru/wiki/End_school_slavery)\r\n\r\n## 教育自由\r\n\r\n奴隶制令人深恶痛绝。学校不应该是奴隶农场。这种现存于世的真正的奴隶制，必须被彻底消灭。无论如何，就[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)发表意见时，我们最终决定要采用一个夸张的比喻。[Tom Durrie](https://supermemo.guru/wiki/Tom_Durrie) 自 20 世纪 60 年代以来从来没有停止过与[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)作斗争！他 90 岁那年对此耗尽了耐心。在这场教育辩论中，他的声音是决定性的。我们需要唤醒所有仍在沉睡的家长和教育工作者，打破他们对[普鲁士教育模式](https://supermemo.guru/wiki/Prussian_Model_of_Education)会向更美好的未来发展的幻想。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)！在任何教育改革中，教育自由都是最基本的要素。在任一国家的任一议会中，只需要一个法案，自由在明天便会到来。这样，学校强制教育就会像三十年前的康米政权，像多米诺骨牌一样倒下。\r\n\r\n## 抗争\r\n\r\n要实现这一立法目标，教育宣传并非捷径。解释学校教育的罪恶首先需要消除两百年以来的谬误，这一谬误甚至在许多国家的文化土壤中根深蒂固（见：[让古老的学校系统保持活力的谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)）。在与政治家、教育家、教师和家长尽力交谈后，我意识到我们无法说服成年人。[知识鸿沟](https://supermemo.guru/wiki/Semantic_distance)太大，且无法弥合。神创论者不会接受“神创论没有科学证据的支持”这一事实。唯一能够迅速过渡的方式就是学生的抗争。当年轻人拒绝胁迫的时候，旧的制度就会崩溃，政治家们对此也只能顺从。然而，旧制度强大的根基正是灌输和恐吓。在过去 5 年中，我与一千名儿童交谈过，他们几乎一致支持结束「奴隶制」的想法。然而，他们无法投票来改变这个制度；他们不得不接受被奴役；他们不相信现状可以改变；他们已经精疲力竭了；他们会因成绩差而受到恐吓：成绩差会带来所谓的「可怕后果」。\r\n\r\n见：[学校改革：进化还是革命？](https://supermemo.guru/wiki/School_Reform:_Evolution_or_Revolution%3F)\r\n\r\n## 推特\r\n\r\n2022 年底，15 岁的 [Squid](https://supermemo.guru/wiki/Squid) 建立了一个推特账号，并将其命名为「结束学校奴役」。不久之后，这个账号就由四个位于不同年龄段的人共同管理，他们的目标只有一个：结束[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。\r\n\r\n最初，这个团队的年龄组成分别为 15 岁、30 岁、60 岁和 90 岁。我们从各个角度了解过学校制度和教育，从内部到外部，从好的到坏的。我们很清楚什么是高效的学习。然而强制学校教育是高效学习的对立面。这也是为什么我们决定联手抵制学校奴役儿童。我们刚来推特不久，但我们决定维护一个[共同账号](https://twitter.com/schoolslavery)，一起学习，看看能不能成功宣传出去。\r\n\r\nSquid 当时 15 岁，感觉自己像是一个困在学校系统中的囚徒。他被英格兰最负盛名的学校之一录取。 然而，由于种种原因，他对自己的未来几乎没有发言权。他没办法公开透露他的真实姓名，并因此创建了这个[推特账号](https://twitter.com/schoolslavery)，并很快就获得了 *Pleasurable Learning* 社区中的 [Palace](https://supermemo.guru/wiki/Guillem_Palau) 的支持。Palace 是一个智商极高并且创造力旺盛的人。他的在校生活简直是地狱。他理解并热爱[自由学习](https://supermemo.guru/wiki/Free_learning)的愉悦力量。Squid 和 Palace 说服我加入推特并将其用作宣传[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)和[自由学习](https://supermemo.guru/wiki/Free_learning)的差异。我写了些有关学习基本原理的文本：（[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，以及教育的未来愿景：（[强制教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）。在人类的巨人 [Tom Durrie](https://supermemo.guru/wiki/Tom_Durrie) 的帮助下，在[自我导向学习](https://supermemo.guru/wiki/Self-directed_learning) 运动之父—— [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士的祝福下，我们用一句话阐明了我们对人权和教育的立场 : [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)。Tom 在年纪上比 Squid 大 75 岁，但他们对上学危害性的看法是一致的。\r\n\r\n以下是我们截至 2021 年 3 月 6 日的成员资历：\r\n\r\n- [Tom Durrie](https://supermemo.guru/wiki/Tom_Durrie)（生于 1931 年）在 1960 年代解放了自己的学生，并发现了自由的力量（参见他的 [1966 年报告](https://super-memory.com/articles/users/Durrie1966.htm））。 今天他正在写一本揭露学校系统弊病的书。\r\n\r\n- [Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak)（生于 1962 年）在各种公共教育机构工作了 25 年，然后用 30 年时间研究记忆和学习。在过去的 35 年里，他一直在享受[自由学习](https://supermemo.guru/wiki/Free_learning)的乐趣，以便与[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的可怕的低效率形成对比。他是[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)的作者。\r\n\r\n- [Guillem Palau](https://supermemo.guru/wiki/Guillem_Palau)（又名 William Palace）（生于 1987 年）， [与SuperMemo 同年生](https://supermemo.guru/wiki/Birth_of_SuperMemo )。他的在校生活简直就是地狱。如今，他将大部分精力投入到推广[快乐学习](https://www.supermemo.wiki/en/blogs/guillem)。他梦想将数百万年轻的灵魂从学校的牢笼中解放出来，体验[自由学习](https://supermemo.guru/wiki/Free_learning)的快乐。\r\n\r\n- [Squid](https://supermemo.guru/wiki/Squid)（2005 年生）是一位才华横溢的学生，无法忍受学校教育的创作限制。每个人都不停地提醒 Squid 他有多聪明，以及什么美好的未来在等着他。然而，别人为 Squid 描绘的未来，却不是他自己的。他想靠自己的力量探索并找到生活中属于他的位置。\r\n\r\n当时，我们人数更多，包括[教育解放宣言的早期签署者](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation:_Signatories)。我们只是反对强制学习的巨大浪潮中的一小部分。我们就像小水银滴，相互吸引，凝聚成一股理性的力量。名字太多，就不一一列举了。\r\n\r\n关注并支持我们在推特上的账号：[End School Slavery](https://twitter.com/schoolslavery)。\r\n\r\n## 是奴役，还是监狱？\r\n\r\n我最近因为“涉嫌过度抱怨”而被禁止在“理性主义论坛”讨论，「学校奴役」可能是主要的原因。我记得最受尊敬的 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士也同样激进。他把学校比作监狱，因为这正是许多孩子的感受：[学校即监狱](https://supermemo.guru/wiki/School_is_prison)。\r\n\r\n不过我坚持认为用奴隶制来形容学校比监狱更为贴切，原因如下：\r\n\r\n- 监狱在当今社会中至少还能发挥作用，但奴隶制必须根除。\r\n\r\n- 现在有的人似乎需要在监狱里安定一阵子。可孩子不应该被强制性的学校制度所奴役。\r\n\r\n- 应该设置一个 **解放日** ，所有的儿童和成年人都会在这天庆祝。\r\n\r\n- 在 **解放** 后的 10 到 20 年内，我们将会学到很多东西；我们将会经历一场地震般的文化变革；我们将会对过去发生的那些强迫儿童的日子表示难以理解。 **我们怎么能犯下这种罪行？我们怎么可以剥夺自己孩子的自由？** \r\n\r\n学校奴役必须结束！请支持这项事业！\r\n\r\n见：[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n## YouTube\r\n\r\n为了支持教育自由的事业，[Palace](https://supermemo.guru/wiki/Palace) 建立了一个 YouTube 频道，重点关注学校对个别学生所犯的错误。\r\n\r\n关注并支持我们在 Youtube 上的频道：[End School Slavery](https://www.youtube.com/channel/UCtrKs7I5tNeTB-7tzr8IIww)。\r\n\r\n## 罢学\r\n\r\n我们做出的第一个努力就是在波兰积极参与了一次罢学（2022 年 3 月 21 日）。学生团体联合起来反对学校的胁迫。这项工作为将来如何在其他国家开展类似的相关工作提供了一个很好的学习基础。\r\n\r\n罢学的最终目标是在波兰宣布[结束学校奴役](https://youtu.be/_UHOoILQ-Fo)。然而罢学并没有持续多久，参与的学生们不断地收到恐吓，实际情况也几乎没有任何改变。参与其中的一个反对教育制度的学生组织 [Sussen](https://www.facebook.com/sussenpolska/) 宣布，他们会向任何感觉受到学校胁迫的人提供帮助。Sussen 采取了一些激进的措施来更好地帮助单亲妈妈与学校制度做斗争，因为学校正在把她们的孩子逼进少管所，或者尝试这么做。\r\n\r\n点击链接查看[波兰学生罢学](https://supermemo.guru/wiki/Student_strike_in_Poland_(assessment))的更多详细信息。\r\n\r\n## Discord\r\n\r\n2022 年 5 月 26 日，我们在 Discord 上组织了一场关于 **结束学校奴役** 的辩论。详情请见[报告](https://supermemo.guru/wiki/End_School_Slavery_debate_(May_26,_2022)。那时 Discord 服务器已经向公众开放了。如果你想参与有关学校奴隶制的辩论，点击链接：https://discord.gg/FHnJdVPWfD\r\n\r\n见：[Discord 辩论](https://supermemo.guru/wiki/Discord_debates)\r\n\r\n## Facebook（脸书）\r\n\r\n2022 年 6 月 18 日，我们建立了一个 Facebook 群组——[结束学校奴役](https://www.facebook.com/groups/1788784504802183)。欢迎加入以贡献您的想法。\r\n\r\n目标：\r\n\r\n- 团结世界各地的反抗胁迫团体\r\n\r\n- 就与[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)作斗争交流想法\r\n\r\n- 比较强迫儿童学习的法律和文化\r\n\r\n- 只需加入群组即可快速「签署」[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation:_Signatories)\r\n\r\n[[img [End School Slavery.jpg|https://supermemo.guru/images/thumb/9/97/End_School_Slavery.jpg/600px-End_School_Slavery.jpg]]](https://supermemo.guru/wiki/File:End_School_Slavery.jpg)\r\n\r\n> 图：从「解放奴隶宣言（1865）」到「[解放学生宣言](https://youtu.be/lTwXbznOqU8)（2022）」，过去了漫长的 157 年。直到今天，很多学生被当作奴隶对待。是时候[为他们的自由而战](https://www.facebook.com/groups/endschoolslave)了。\r\n\r\n## 资源\r\n\r\n- Discord: https://discord.gg/FHnJdVPWfD\r\n\r\n- YouTube: https://www.youtube.com/channel/UCtrKs7I5tNeTB-7tzr8IIww\r\n\r\n- Twitter: https://twitter.com/schoolslavery\r\n\r\n- Facebook: https://www.facebook.com/groups/1788784504802183\r\n\r\n- 相关研究: https://supermemo.guru/wiki/End_school_slavery\r\n\r\n- [结束学校奴役 - 图书馆](https://supermemo.guru/wiki/End_School_Slavery_-_Library)\r\n\r\n- Facebook（波兰）: https://www.facebook.com/groups/schoolcoercion\r\n\r\n- [Kacper Borys 于波兰宣告](https://www.tiktok.com/@sussenpolska/video/7159497968893037829?is_from_webapp=1&sender_device=pc&web_id=6950421583204238853)", + "type": "text/markdown", + "caption": " 结束学校奴役\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "End school slavery" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_European outcasts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_European outcasts.json" new file mode 100644 index 0000000..8715b00 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_European outcasts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/European outcasts", + "text": "# 欧洲之耻\r\n\r\n原文：[European outcasts - supermemo.guru](https://supermemo.guru/wiki/European_outcasts)\r\n\r\n## 耻辱堂\r\n\r\n德国和瑞典是欧盟的耻辱。这两个国家禁止[在家上学](https://supermemo.guru/wiki/Homeschooling)。对孩子来说最好的学习形式竟然是非法的。被社会工作者和警察入侵家庭的恐怖故事不胜枚举。只要看看芬兰就够了，尽管芬兰的学校制度很好，但对在家上学的兴趣却很低。随着文化的转变，对学习科学的理解，这一禁令将被推翻。在这之前，许多孩子将被剥夺他们成长的最佳选择。\r\n\r\n来自[柏林宣言（2012）](https://ghex.world/advocacy/declarations/berlin-declaration/)的话语符合本文的背景：\r\n\r\n> 我们谴责禁止家庭教育的国家的政策，这些国家允许通过过度或强制性罚款，威胁父母监护权和实施刑事制裁来迫害家庭教育。\r\n\r\n至于芬兰，我想知道他们的学校系统是不是为了培养温顺且服从的民众（见：[芬兰学校悖论](https://supermemo.guru/wiki/Finnish_school_paradox)）。一个警示标志是，芬兰仍然用[征兵](https://supermemo.guru/wiki/Conscription)来扰乱年轻人的生活。当 2013 年一项关于废除这一概念的公民倡议未能得到足够的支持时，我想知道在芬兰是否没有足够的愤怒的年轻人来改变现状？也许所有这些健康的愤怒都被学校教育逐渐熄灭了？比尔•盖茨可以把所有的青春献给微软，而Linus Torvalds 却不得不为服兵役浪费 11 个月，这公平吗？这 11 个月可能改变了历史。在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的前一年，波兰军队试图抓住我的脖子。如果他们成功了，1987 年以后出现的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)应用程序将沦为一张彩票。\r\n\r\n## 谁想禁止家庭教育？\r\n\r\n在提到在家上学时，社会主义者、进步人士、无神论者、多元文化主义者、女权主义者、瑞典文化和德国文化之间有一些思想上的碰撞。女权主义者利用学校教育来解放妇女。无神论者希望能杀死宗教。平等主义者和社会主义者希望能“平等”地教育孩子。瑞典人喜欢学校的社会功能。德国人喜欢[纳粹式秩序](https://en.wiktionary.org/wiki/Ordnung)和普鲁士式的纪律。\r\n\r\n教育方面的法律规定是控制他人思想的愿望体现\r\n\r\n关于对法律控制的偏好的例子，见：[美国对在家上学的推定禁令（Elizabeth Bartholet）](https://supermemo.guru/wiki/Elizabeth_Bartholet:_ignorant_attack_on_homeschooling)\r\n\r\n## 共同因素\r\n\r\n这两个国家在移民潮中都相当欢迎。然而，当涉及到教养问题时，他们的好心却变冷了。非基督徒或非欧洲人的父母，几乎只能早早地把孩子送到日托所，以开始「融合」和「社会化」。这在表面上看是对劳动力和年轻血液的热烈欢迎，而对外国文化的影响仍然是封闭的。\r\n\r\n这些国家很好地说明了[学校教育的自我延续的文化反馈循环](https://supermemo.guru/wiki/Phone_book)。[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)使人们很难看到[自由学习](https://supermemo.guru/wiki/Free_learning)的好处。社会认为，「学校是好的」，更多的学校是更好的。这为[数字痴呆症](https://supermemo.guru/wiki/Digital_Dementia)等教育谬误提供了丰富的素材。普通的德国孩子英语很差，对[在家上学](https://supermemo.guru/wiki/Homeschooling)等概念没有什么概念，更不用说[非学校教育](https://supermemo.guru/wiki/Unschooling)或[民主学校](https://supermemo.guru/wiki/Democratic_school)。普通的德国或瑞典公民非常相信，由于学校社会化的价值谬误，学校是必要的。\r\n\r\n## Jan Björklund\r\n\r\n[Jan Björklund](https://en.wikipedia.org/wiki/Jan_Björklund)（1962 年 4 月生）是瑞典[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)的幕后黑手。作为 2007 至 2014 年的教育部长，他推行了广泛的、有争议的改革。他将瑞典学生的成绩下降归咎于社会民主党人。尽管 Björklund 是一个名义上的自由主义政党的领导人，但他却犯下了教育领域最不自由的罪行：他禁止在家上学。\r\n\r\nBjörklund 自己的全部教育都是在军事学习机构完成的。他升至少校军衔，对军事问题的了解远远多于对教育的了解。作为他专制性格的体现，他的大部分想法也自然都具有纪律性。新法律规定可以没收孩子的手机。这让我想起了[我最差的老师](https://supermemo.guru/wiki/My_worst_teacher)没收我心爱的动物园明信片的那一天，是多么的伤感。这更像是监狱而不是学校。在 Björklund 的思维中，我再次听到了 20 世纪 20 年代和 30 年代的回声，普鲁士式的纪律、兵役、同质化的思维，以及被剥夺了所有个人创造力的一致性。在一个典型的纪律性无知的表现中，Björklund 把[民主学校](https://supermemo.guru/wiki/Democratic_school)比作由病人管理的医院。病人比医生更了解一些事情：他们能感觉到自己的疼痛，他们往往更了解自己的疾病史，他们知道自己的习惯和喜好，最重要的是，他们通常比世界上任何其他人都更关心自己的健康。然而，学生已经被进化配备了最好的学习指导系统：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)。学生更清楚，学习材料的哪些部分符合他们长期记忆中储存的知识的[语义结构](https://supermemo.guru/wiki/Semantic_network)。教师对个人的大脑没有洞察力，只能遵守国家[课程](https://supermemo.guru/wiki/Curriculum)规定的时间表。这种学习模式完全符合比约克伦德对学校应该完成的任务的军国主义观点。当瑞典遭受「[PISA](https://supermemo.guru/wiki/PISA)」时，Björklund 会遵循一个典型的军事处方：教师权威、课堂纪律、更多评分、更早评估。Björklund 想通过大规模的重新国有化来终止瑞典的自由学校实验[[1]](http://www.thelocal.se/20140210/sweden-failed-in-decentralizing-schools-report)。如果我想为瑞典建立一支新的拿破仑军队，我会选择 Björklund 来管理教育系统。\r\n\r\n当 Björklund 说学校应该提升历史和宗教的优先级时，他又一次在试图主导孩子的思想。国家教育署应将平等对待所有主要宗教。Björklund 上帝说「基督教应该获得更高的优先权」。如果孩子想专注于生物学，他可以等到他理解了历史学科的重要性的时候再学习历史（就像我自己岁数很大才开始学历史一样）（见：[学习历史](https://supermemo.guru/wiki/Learning_history)）。如果孩子对宗教没有兴趣，他也应该选择推迟这一科目。另一方面，如果有人带着强烈的基督教信仰，或者是穆斯林信仰来到学校，他也应该有机会选择学习让他充满激情的领域。Björklund 的一个有趣的想法是让中文成为必修课，因为他认为中国将会快成为主要的世界性力量。尽管瑞典在社会工程方面取得了很大的成功，Björklund 的思想工程却走得太远。任何部门都不应该统治人们的思想，孩子们最应该免于被灌输。\r\n\r\n2009 年，Tobias Krantz 离开了高等教育和研究部长的职位，该职位被取消，职责由 Jan Bjorklund 接管，他没有获得任何认证。\r\n\r\n## Anna Ekström\r\n\r\n2014 年 10 月，年仅 31 岁的绿党人 Gustav Fridolin 担任教育部长一职。Fridolin 出生于 1983 年，英语很流利。他认为改革非常迫切。然而，当 Anna Ekström（生于 1959 年）接任后，他们的认知又回到了原样。（[来源](https://www.tellerreport.com/news/2019-08-15---minister-of-education-anna-ekström-says-no-to-more-homeschooling-.ryVcojr7NB.html)）：\r\n\r\n> 在瑞典，学校法是生效的，对瑞典儿童来说也有[课标](https://supermemo.guru/wiki/Curriculum)的存在。课表中的内容对儿童和学生的学习非常重要，以便他们 **能够好好生活** 。\r\n\r\n像她之前的许多人一样，Ekström 相信[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)（[来源](https://www.denandraresan.com/the-history-of-school-in-sweden-and-the-situation-today/)）权利，但其实这是一种矛盾：\r\n\r\n> 我们实行 **[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)** 的原因之一是，我们把孩子受教育的 **权利** ，排在父母为孩子做决定的权利 **之前** \r\n\r\n假设翻译是正确的，Anna Ekström 似乎是在[老调重弹](https://supermemo.guru/wiki/Phone_book)。对[高质量的学习](https://supermemo.guru/wiki/Free_learning)没有深入理解的空间。\r\n\r\n## 对比\r\n\r\n最近的新冠疫情，为那些研究知识如何影响政策的人，提供了绝妙的研究场景。在对病毒的了解有限，而对群体免疫的最佳途径的了解却迟迟没有扩散开来的时候，领导人、议会、州、市和省采取了截然不同的政策。政策的变化对新知识的流入和个人意见的变化都很敏感。在波兰，我们有一个可笑的两周禁止进入森林和（无人）海滩的禁令。这个禁令像得了糟糕的流感一样，刚实行又被取消了。很明显，这是政府的自作自受（或者说对人民免疫能力的损伤）。在这个混乱的时代，领导人决定国家的结果。无知决定生死。\r\n\r\n我喜欢 [David Katz](https://youtu.be/Lze-rMYLf2E) 关于解决危机的立场。我通常在一条废弃的林间小道上慢跑，而在 2020 年 4 月 9 日，警察命令我不得进入森林。此时，我与得出了完全相同的结论。为了社会的最佳利益，我应该感染病毒（假设我没死），这是符合政策的。然而，在空旷的树林里吹着寒风，其实是我保持健康的最好场所，而我自然也不会感染病毒。\r\n\r\n瑞典决定在欧洲采取最大胆的措施，我对此印象相当深刻。如果政策是由流行病学家决定的，那么这些政策更有可能比政治家制定的政策合理。然而，Anders Tegnell 的一句话暗示了他的「瑞典心态」：「儿童必须去上学，这样护士才能去工作」。此外，残酷的是，老年人护理中心贡献了一半的死亡统计数据。这让我想起了已故的 Raymond Moore 的不祥之言：「[你越早将你的孩子送入机构，他们就越早将你送入机构！](https://supermemo.guru/wiki/Raymond_Moore:_On_early_institutionalization)」。\r\n\r\n相比之下，德国似乎相当严厉。默克尔既是领导者又是科学家。在她的领导下，德国人甚至需要在公共场合戴上强制性口罩。而我并没有经常看到警察在这个国家与抗议者发生冲突。\r\n\r\n对比政策时，不应该对比两国社会对政策的服从成都。在瑞典和德国，规则和建议都得到了很好的遵守。与此相反，在美国，公民可以通过喊话来摆脱限制自由的限制。遵从和抵制之间什么样的平衡是最佳的，这几乎不可能判定。然而，很容易知道，公民知识和一般知识何时何地都是有用处的。这就是为什么所有对[自由学习](https://supermemo.guru/wiki/Free_learning)的限制都是有害的。\r\n\r\n在公民知识足够的社会中，公民服从的作用不那么重要\r\n\r\n## 未来\r\n\r\n颠覆目前现状的主要力量包括：\r\n\r\n- 年轻一代心理健康的恶化\r\n\r\n- 创新能力下降\r\n\r\n- 对[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的低效率有亲身认识的儿童的基层抗议（在 Greta Thunberg 等人的帮助下）\r\n\r\n- 在线获取世界各地采用的开明教育解决方案的知识\r\n\r\n## 延伸阅读\r\n\r\n- [禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)\r\n\r\n- [Elizabeth Bartholet：对在家上学的无知攻击](https://supermemo.guru/wiki/Elizabeth_Bartholet:_ignorant_attack_on_homeschooling)\r\n\r\n- [瑞典的在家上学](https://www.youtube.com/watch?v=p2YAD49NQ54)（6 分钟视频）", + "type": "text/markdown", + "caption": " 欧洲之耻\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "European outcasts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Exponential acceleration in free learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Exponential acceleration in free learning.json" new file mode 100644 index 0000000..b90ddfa --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Exponential acceleration in free learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Exponential acceleration in free learning", + "text": "# 自由学习的指数加速特点\r\n\r\n原文：[Exponential acceleration in free learning - supermemo.guru](https://supermemo.guru/wiki/Exponential_acceleration_in_free_learning)\r\n\r\n## 学习的目标\r\n\r\n对[自由学习](https://supermemo.guru/wiki/Free_learning)有一种陈腐的担忧，可以追溯到学校概念的诞生。如果学习是自由的，我们如何能在自由学习中指导学习？我们如何能实现学习的目标？\r\n\r\n如果学校教育能够把孩子从 A 点带到 B 点，那么学校就是[自由学习](https://supermemo.guru/wiki/Free_learning)的有力竞争者，至少在理论上如此。[自由学习](https://supermemo.guru/wiki/Free_learning)基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，使知识的总价值最大化。这种最大化的一个关键组成部分是[学习速度](https://supermemo.guru/wiki/Speed_of_learning)，由于[学习内驱力](https://supermemo.guru/wiki/Learntropy)的最大化，自由学习的学习速度会迅速增加。在自由学习中，我们并不决定一个孩子会成为什么样的人。我们只是让这个过程自然发生。目标在这个过程中涌现。命运也是如此。没有人天生就是医生。帮助别人的梦想会随着兴趣的发展和知识的增长而逐渐显露出来。\r\n\r\n由于学习速度急剧加快，[自由学习](https://supermemo.guru/wiki/Free_learning)的孩子有可能会朝着自己的方向发展，并在参考理论上的 A->B 轨迹（其中 B 是目标）时滞后。然而，要从滞后中恢复过来，只需要自己做出一个「到达 B」的决定。如果这个决定没有与同龄人进行令人沮丧的比较，那么由为 B 点重新瞄准的[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)驱动的自由学习将使目标相对容易实现（假设它们被设定为可以实现）。\r\n\r\n例如，大量的[非学校教育者](https://supermemo.guru/wiki/Unschooling)决定在发展的后期阶段参加 [SAT 考试](https://en.wikipedia.org/wiki/SAT)。由于他们有免费的知识资源和优秀的[自学](https://supermemo.guru/wiki/Self-learning)技能，非学校教育者发现这个目标非常容易，甚至很享受。与此同时，接受严格学校教育的孩子们可能已经走到了尽头，而他们所追求的目标却完全相同。对于一个违背自己意愿（由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)表达）的孩子来说，SAT 考试的失败可能会给他的一生带来巨大的影响。这是因为学校教育感觉是一种投资，而非学校教育感觉是一种乐趣。来得容易，去得也容易。对于受学校驯化的孩子来说，考试的失败感觉是自我的失败。\r\n\r\n不是每个人都能成为[比尔·盖茨](https://supermemo.guru/wiki/Bill_Gates)，但对越来越多的孩子来说，考试和证书是次要的。一个 12 岁的程序员可以考虑创办自己的公司，而不需要向任何人证明他的技能。对他技能的考验将来自于他的应用程序的销售。一个年轻的天才小说家也是如此。越来越多的大学对不上学的人有好感。他们在解决问题或[驾驭不确定性和复杂性](https://supermemo.guru/wiki/Learning_to_navigate_uncertainty_and_complexity)方面有一套独特的技能。\r\n\r\n最后但并非最不重要的是，上述所有的考虑都是建立在学生没有能力为自己设定远大目标的假设之上的。在现实生活中，如果我们允许有足够长的时间进行自我成长（译者注：甚至对那些受过学校流毒的人），知识的出现将转化为目标的出现。\r\n\r\n教育中的目标设定问题在很大程度上源于学校的文化印记角色：让孩子最终达到成人的目标。在[自由学习](https://supermemo.guru/wiki/Free_learning)的现实中，丰富的环境和自由是解决这个看似昂贵的困境所需要的一切。\r\n\r\n在教育目标设定中，学校制造了一个假问题，然后把解决这个问题的功劳归于自己\r\n\r\n## 自由学习中的颠覆性突破\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)的主要优势是一个急剧扩大的良好巩固的知识流。这不是像学校或 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中那种目标明确的知识。这是在[拼图](https://supermemo.guru/wiki/Jigsaw_puzzle)的先验知识中很适合的知识。它是[助记的](https://supermemo.guru/wiki/Mnemonic)、[连贯的](https://supermemo.guru/wiki/Coherent)和[长久的](https://supermemo.guru/wiki/Stability)。它的粘性在于，它为丰富的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)提供动力。\r\n\r\n我们在[自由学习](https://supermemo.guru/wiki/Free_learning)中经常观察到的是，在一个看似停滞不前的领域中出现了快速的、意想不到的指数式增长（例如阅读方面的阶梯式进步）。即使[自由学习](https://supermemo.guru/wiki/Free_learning)在学校教育的人群中基本绝迹，我们也能在大多数孩子上学前观察到它，例如在语言发展中。在语言发育迟缓的孩子身上，这种急转直下的现象特别容易被注意到：在几个月内从一个哑巴变成一个话痨。同样的现象也可以在走路或骑自行车中观察到，尽管这些都是基于[程序性学习](https://supermemo.guru/wiki/Procedural_learning)。所有这些急剧上升背后的[知识结晶](https://supermemo.guru/wiki/Knowledge_crystallization)机制是相同的。\r\n\r\n一旦孩子们去上学，这些指数级的爆炸往往会消失。他们可能仍然会在雷达下显示出来。例如，如果孩子在电脑游戏中取得了快速的进步，成人世界中似乎没有人注意到，甚至没有人关心。然而，在非学校教育者或[民主学校](https://supermemo.guru/wiki/Democratic_school)中，我们也可以看到这些学习爆炸存在于后来的年龄段。例如，我们可以在民主学校的阅读学习中看到，没有指导的自发阅读往往来得相当晚。\r\n\r\n在国外学习外语时，我们可以看到指数级的进步，当残存的理解力、动机和新的学习进入正反馈循环时，长期的停滞不前可能变成突然的井喷式增长。\r\n\r\n中年时也有可能出现学习爆炸的情况。如果它们是罕见的，那只是因为我们倾向于进入一种舒适的生活方式，挑战较少。\r\n\r\n[[img [Exponential acceleration in free learning|https://supermemo.guru/images/thumb/6/6b/Exponential_acceleration_in_free_learning.png/500px-Exponential_acceleration_in_free_learning.png]]](https://supermemo.guru/wiki/File:Exponential_acceleration_in_free_learning.png)\r\n\r\n> 图：自由学习的指数式加速：[直接教学法](https://supermemo.guru/wiki/Direct_instruction)虚幻的优越性是[普鲁士学校教育模式](https://supermemo.guru/wiki/Prussian_model_of_schooling)的基础。在实现既定目标方面可立即观察到的优势被错误地转化为实现长期目标的策略，如全面的教育。爆炸性的加速是[自由学习](https://supermemo.guru/wiki/Free_learning)、[非学校教育](https://supermemo.guru/wiki/Unschooling)或[民主学校](https://supermemo.guru/wiki/Democratic_school)中的一种常态。这种爆炸性教育属性被边缘化的主要原因是人类对已完成的目标缺乏控制。这个问题在不太强调自由，而高度强调纪律、同质性、社会秩序等的社会中最为明显。\r\n\r\n## 结晶比喻\r\n\r\n爆炸性学习过程的基本机制可以很容易地用连接稀疏但丰富的[语义网络](https://supermemo.guru/wiki/Semantic_network)中的知识结晶来解释。如果把在语义网中建立连接的过程与结晶中的分子排列过程相比较，高质量知识的爆炸性出现就变得很明显了（见：[知识结晶的比喻](https://supermemo.guru/wiki/Knowledge_crystallization_metaphor)）。\r\n\r\n学校教育可以被看作是一个费力的、缓慢的、线性的和饱和的朝向目标的增长。晶体是一层一层形成的，保持结构不受[干扰](https://supermemo.guru/wiki/Interference)始终是一场战斗。\r\n\r\n相反，在[自由学习](https://supermemo.guru/wiki/Free_learning)中，创造大量不连贯的小晶体是很便宜的，这些晶体后来可以通过自发的快速结晶形成更大的结构。大量看似不相关的信息可以迅速结晶成一个[连贯的·网络](https://supermemo.guru/wiki/Concept_network)。这种结晶的爆炸性可以很容易地用连锁反应来解释，在这种反应中，相邻的知识结晶之间的连接促进了附近的进一步连接。\r\n\r\n可以用[极冷啤酒结晶技巧](https://www.youtube.com/watch?v=W0fURJg-K0A)对这一过程做一个简单的可视化。对于太冷的啤酒，只需大力摇晃一下，液体就会几乎瞬间结晶。这种学习中的爆炸性结晶正是给孩子们贴上了[玄妙的学习机器](https://supermemo.guru/wiki/How_baby_brain_does_not_work)的标签。鉴于[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)，称孩子为「知识的海绵」是一个错误的说法。在记忆方面，他们的大脑无法与成年人的大脑竞争。孩子使用的唯一技巧是[自由学习](https://supermemo.guru/wiki/Free_learning)。这种自由学习导致了指数级的加速，令成人世界感到惊讶。可悲的是 ，在不了解基本过程的情况下，我们把最好的学习工具拿走了，并胁迫孩子们接受[学术指导](https://supermemo.guru/wiki/Academic_instruction)。这反过来将为他们赢得另一个标签： **懒惰！** （见：[谬误：学生天生懒惰](https://supermemo.guru/wiki/Myth:_students_are_lazy)）。\r\n\r\n孩子们不是神奇的学习者，他们惊人的学习成果源于自由。\r\n\r\n## 拼图比喻\r\n\r\n[拼图比喻](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)也可以用来解释学习中的指数型突增。[学校教育](https://supermemo.guru/wiki/Schooling)可以被比作对教师提供的线性拼图碎片流的费力分析，其顺序由[课程](https://supermemo.guru/wiki/Curriculum)决定，井然有序。从理论上讲，这种流应该使我们有可能将碎片逐一对齐。然而，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的确定与课程的确定之间的差距每年都在不断加大。当一年级学生合理地快乐地学习将新的字母添加到他们的知识体系中时，4-5 年后，由于理解力差，或完全缺乏兴趣，大多数孩子坐在课堂上无聊得要死。这种情况在学习外语时最明显，高中毕业生往往无法与 4 岁的母语儿童竞争（我就是[其中一个毕业生](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English)）。\r\n\r\n相比之下，[自由学习](https://supermemo.guru/wiki/Free_learning)更让人想起我们如何 **有效地** 解决拼图。我们观察整个碎片的组合，并对哪些碎片更有可能适合做出有根据的决定。我们挑选那些碎片，并尝试进行匹配。这就是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的工作方式：智能知识匹配。不用说，这种自由的方法带来了更快的拼图增长，而增长的轨迹可能很难事先预测。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，孩子会建立大量的拼图岛屿，而这些岛屿是指数级爆炸的关键。\r\n\r\n一旦大量的拼图碎片形成岛屿，指数级的进步就成为可能，因为一个碎片可以立即连接之前组装好的大面积部分。学生可以看到大的画面，使进一步的工作变得更加容易。这让人联想到发现[整个拼图的意义](https://georgios.blog/deep-knowledge-shallow-links/)时的顿悟。\r\n\r\n换句话说，一开始的高速学习来自于平行组装（与学校里的线性碎片流不同），看似缺乏进展来自于不连贯（在知识岛被连接起来之前，它们无法被有效利用），加速来自于对以前形成的知识岛的快速重新组装，最后的喷发来自于顿悟：对整个拼图意义的认识。\r\n\r\n## 电视调频比喻\r\n\r\n在旧时，调入电视信号会逐渐将一个灰色的静态图像转换成一个漂亮清晰的电视画面。在学校教育中，我们的目标是以系统的方式，从最上面一排，从左到右，一个像素一个像素地建立整个完美的图像。对这一过程的任何破坏都可能导致图像的斑驳。在这个理想化的教育形象中，在生病时快速恢复是很重要的。这是由于生病会导致完美图像中的像素可能丢失的事实。在自由学习中，各种形式的按需加速和减速是一种常态。学习的速度是最佳的。\r\n\r\n一位政府发言人将呼吁教师的良知：「如果你们今天罢工，孩子们可能会错过指数化，一生都会留下知识空白」（发言人 [Joanna Kopcińska](https://pl.wikipedia.org/wiki/Joanna_Kopcińska)的实际话语，波兰，2019 年 3 月 12 日）。\r\n\r\n在[自由学习](https://supermemo.guru/wiki/Free_learning)中，在我们对电视画面显示的内容有一个大致的概念之前，我们早就随机地组合了图像的各个区域。\r\n\r\n神经网络的泛化能力可能在一个微小的数据到来时突然触发识别。同样的能力可能被用于识别整个电视图像。一旦清晰度调得足够好，一个突然的顿悟就可能揭示出潜在的图像。同样的顿悟也会在更小的范围内一次又一次发生在知识的微小子领域。一个领域的小顿悟，可能会促成更高层面的大顿悟。这就是学习进展的连锁反应的发展过程。\r\n\r\n## 建筑房屋比喻\r\n\r\n在废除旧的[普鲁士学校模式](https://supermemo.guru/wiki/Prussian_school_model)的努力中，[萨尔·可汗](https://supermemo.guru/wiki/Sal_Khan)和他的[可汗学院](https://supermemo.guru/wiki/Khan_Academy)是典型的贡献者和灵感来源。然而，萨尔·可汗在巡回演讲中使用的一个比喻具有误导性。在谈到[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)时，可汗使用了一个比喻，即建筑商未能建造房屋的第二层，而被迫像在学校一样，建造第三层。在学习数学时，这显然会导致令人沮丧的理解力。如果你不知道如何加数，你就无法理解指数化。\r\n\r\n这个比喻的问题在于，当它被过分地从字面上理解时，它实际上可能反对[自由学习](https://supermemo.guru/wiki/Free_learning)。毕竟，[自由学习](https://supermemo.guru/wiki/Free_learning)最好用自由来表达，例如开放的市场，而[直接教学法](https://supermemo.guru/wiki/Direct_instruction)导致结构化的学习，可能遵循[课标](https://supermemo.guru/wiki/Curriculum)的严格路径。很难想象在集市的地方会出现一座大教堂。\r\n\r\n解决这个比喻论的关键是理解学习导致知识，而知识在头脑中形成一个[语义网络](https://supermemo.guru/wiki/Semantic_network)。因此，学习的顺序对理解力至关重要，而[自由学习](https://supermemo.guru/wiki/Free_learning)通过简单地拒绝输入无聊或深奥的材料，将理解力优化到完美的程度。不过，在建筑学中，对说明语义网络成长的图形所施加的限制更为严格：它们受到物理学定律的限制。我们不能在打好地基之前建造大教堂的屋顶。\r\n\r\n对于物理学的限制，一个现代的解决方案是开放源码架构。在开放源码架构中，在进入施工阶段之前，我们可以使用开放源码的子组件生成复杂的设计。\r\n\r\n如果我们用[开源架构](https://en.wikipedia.org/wiki/Open-source_architecture)作为一个比喻，我们确实可以从屋顶开始建造房屋。这只是一个兴趣、可用的子组件和想象力的问题。孩子也可以通过观察细菌在试管中的生长来学习指数，或者看看海滩上的石头是如何沿着与海沟的距离成负指数的函数散落的。对指数函数的初步理解几乎不需要对 3+3 的理解。我敢说，对数学的理解应该远远早于对公式的运用。\r\n\r\n在开源架构中，我们也可以看到进步的指数式爆炸。在早期阶段，当没有组件可以使用时，开发者需要从头开始设计所有的螺栓和板子。在第一座房子的第一个设计出现之前，还需要一段时间。然而，一旦组件成倍增加，更复杂的结构具体化 ，我们可以看到可用于施工的设计呈指数级增长。如果运气好的话，也会出现一两座现代大教堂。只有当我们用完了可用的建筑师时，指数式的进展才会变成一个逻辑斯蒂 S 曲线。人类的学习也受限于记忆的特性，然而，通过[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，饱和度被推迟了。理论上，通过使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，终身学习的进度曲线几乎是线性的。\r\n\r\n[[img [Open source architecture allows of growth spurts in design|https://supermemo.guru/images/thumb/0/05/Open_Bricks_for_open_source_architecture.png/600px-Open_Bricks_for_open_source_architecture.png]]](https://supermemo.guru/wiki/File:Open_Bricks_for_open_source_architecture.png)\r\n\r\n> 图：[萨尔曼·可汗](https://supermemo.guru/wiki/Sal_Khan)的建房比喻可能被误解。它并不意味着需要学校或[直接教学法](https://supermemo.guru/wiki/Direct_instruction)。在它坚持学习的有序顺序的地方，它没有强调可能的设计决定或学习选择的图形中的多个分支节点。在开源建筑中，建筑之家可利用众包的方式。当知识的[语义网](https://supermemo.guru/wiki/Concept_network)摆脱了实际建筑的物理限制，房屋设计就是一个更好的学习类比。[自由学习](https://supermemo.guru/wiki/Free_learning)，就像自由设计一样，允许无计划的创造性增长，其特点是意外的指数式加速。\r\n\r\n## SuperMemo 中的指数学习\r\n\r\nSuperMemo 插入。[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\n对 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 用户的教训是，[自由学习](https://supermemo.guru/wiki/Free_learning)也应该是[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的指导。经常发生这样的情况：学校和[课标](https://supermemo.guru/wiki/Curriculum)\r\n\r\n成为了 SuperMemo 中的指导。结果，SuperMemo 非但没有改善学习过程，反而有助于使学校的经历变得更加痛苦。不仅是学习的顺序远离了最佳状态，而且成本也成倍增加\r\n\r\n在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的“帮助”下\r\n\r\n 这极大地增加了保留不连贯的知识的成本。在错误的环境下，SuperMemo 有效地促进了低效的学习。\r\n\r\n相反，在SuperMemo中，我们应该模仿[自由学习](https://supermemo.guru/wiki/Free_learning)，将基本的知识片段与存储在[SuperMemo](https://supermemo.guru/wiki/SuperMemo)中的高保留链接结合起来。换句话说，我们需要先自由地学习，然后只有在[自由学习](https://supermemo.guru/wiki/Free_learning)中证明了知识的有用性后，再将其储存起来进行[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。使上述情况成为可能的自然过程是[增量阅读](https://supermemo.guru/wiki/Incremental_reading)，它将新知识的[自由学习](https://supermemo.guru/wiki/Free_learning)与通过间隔复习使其终身坚硬交织在一起。\r\n\r\n对顺序数据库的线性记忆与学校教育没有区别，可能会降低学习的整体效率。事实上\r\n\r\n[SuperMemo](https://supermemo.guru/wiki/SuperMemo)确保高[保留率](https://supermemo.guru/wiki/Retention)\r\n\r\n只能沿着旧的原则恶化学习的成本\r\n\r\n **垃圾进，垃圾出（GIGO）** 。即使在[高级英语2018](https://supermemo.guru/wiki/Advanced_English_2018)\r\n\r\n 我向大家推荐，经过30年的顺序调整（完美排序），学生自己的扩展对于连贯的学习是必不可少的。", + "type": "text/markdown", + "caption": " 自由学习的指数加速特点\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Exponential acceleration in free learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Feedback in learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Feedback in learning.json" new file mode 100644 index 0000000..642b8bb --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Feedback in learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Feedback in learning", + "text": "# 学习中的反馈\r\n\r\n原文：[Feedback in learning - supermemo.guru](https://supermemo.guru/wiki/Feedback_in_learning)\r\n\r\n这段文字选自《[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》 作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017-2021）\r\n\r\n### 概念网络中的反馈\r\n\r\n相较于[原子化](https://supermemo.guru/wiki/Atomic_memory)的[陈述式学习](https://supermemo.guru/wiki/Declarative_learning)（比如利用间隔重复来学习），[概念网络](https://supermemo.guru/wiki/Concept_network)的力量远比它强大。复杂的任务可能涉及[过程式学习](https://supermemo.guru/wiki/Procedural_learning)、模式提取、[泛化](https://supermemo.guru/wiki/Generalization)、模式完成、[遗忘](https://supermemo.guru/wiki/Forgetting)等等。理想状态下的学习过程应该完全由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)控制，这样才能以最佳的方式获取最佳的反馈（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。实际上，这意味着所有优质的学习都是某种快乐的[自由学习](https://supermemo.guru/wiki/Free_learning)。在[概念网络](https://supermemo.guru/wiki/Concept_network)中强化学习的过程类似于训练神经网络，不同之处在于这个动态过程由网络的生物特性决定。\r\n\r\n学习中的最优反馈是由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)提供的。\r\n\r\n### 电视调频比喻\r\n\r\n[概念网络](https://supermemo.guru/wiki/Concept_network)中的强化学习可以用电视调频来比喻：\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n[概念网络](https://supermemo.guru/wiki/Concept_network)中的强化学习类似于调整老式模拟信号电视机。第一张图片可能比较朦胧，充满混乱的颗粒，缺乏色彩且难以解码。但是，矫正的反馈可能有助于 **逐渐** 调谐到正确的频率，并获得清晰明了的画面。\r\n\r\n正确的反馈会带来渐进的学习。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)控制下的反馈是 **最优** 且高效的（参见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。相比之下，学校学习带来的强迫反馈可能会打乱整个学习过程，只能从头开始调整。学校对错误的零容忍对学习过程造成了很多[干扰](https://supermemo.guru/wiki/Interference)（[论老鼠比受过学校教育的人更优越](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)）。\r\n\r\n### 学会说话\r\n\r\n学会说话是一个复杂学习任务的例子，它基于大量的[概念化](https://supermemo.guru/wiki/Conceptualization)，为新工作重塑大脑。这个过程基于通过模式识别和完善、[泛化](https://supermemo.guru/wiki/Generalization)等方式从环境中提取知识，并根据反馈提供方向性的强化。\r\n\r\n在组织语言时，[语义大脑](https://supermemo.guru/wiki/Semantic_brain)试图将激活[概念图](https://supermemo.guru/wiki/Concept_map)这一过程转换成一串声音，这些声音将会在听者的大脑中完成类似概念图的重现。为了达成这个目的，大脑需要学会如何组织语言。这个过程就是一种强化学习，其中有关[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的过程其所承担的任务的难度系数提供了指导。听众如果成功理解，便会带来正反馈奖励；听众如果产生误解，便会带来轻微的负反馈惩罚。\r\n\r\n如果孩子想拿一颗球，他可能会指着球，试着说话，再从外界得到反馈。对孩子来说，球本身可能就是强化反馈。拿到球的孩子会想「我掌握的知识是对的，我的目标已经完成了 」，这样的确认让他们觉得开心。如果发音发错了，比如把「ball」说成了「pa」，监督性的反馈可能会带来纠正。例如，成年人可能用过分强调声音模式特征的儿语来示范「ball」的正确发音。这样会带来显著的[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，即「我实现了我的目标，也学会了以后该怎样更好地实现它」。而如果反馈者缺乏理解，纠正反馈可能体现为一种精神惩罚：「你说啥？」或「啥玩意？」。甚至比这更严重，例如，父母可能愤怒地回嘴：「你胡说八道个啥？你又想要啥？」，老师可能会斥责道：「我到底要教你几遍你才能明白？你这头懒猪！」最好的学习（以及乐趣）往往发生在学到有用的新事物时。最糟糕的学习则伴随着斥责，而这可能会抑制未来说话的尝试。学校教育的主要缺陷之一是缺乏反馈，或者只有惩罚性的反馈（在成绩不好，或者老师总是发火时）。当「pa」的发声收到「ball」的纠正反馈时，正确的模式会被提取，概念学习网络可能会在下一次尝试中发声「pall」或「ba」。使其发出更接近于「ball」的音。实际的效果将取决于（1）受影响的概念子网络中知识的[稳定性](https://supermemo.guru/wiki/Stability)，以及（2）由此产生的主动[干扰](https://supermemo.guru/wiki/Interference)。\r\n\r\n### 学会阅读\r\n\r\n泛化过程可能会因为错误反馈、过度惩罚、[干扰](https://supermemo.guru/wiki/Interference)、[退步](https://supermemo.guru/wiki/Push_zone)、[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)等而被中断。学习说话的最佳时机取决于[自主学习](https://supermemo.guru/wiki/Self-directed)发生的时间，并且需要一个安全的自然环境。同理，当一个人的学习进程是[自我导向](https://supermemo.guru/wiki/Self-directed)的、[自定进度](https://supermemo.guru/wiki/Self-paced)的，那么这就符合学习阅读的最佳时机。强制的外部反馈可能会导致[教育性阅读障碍](https://supermemo.guru/wiki/Educational_dyslexia)。对于早期阅读和提高识字率来说，教育界掀起的数场阅读大战会产生副作用（见：[阅读战争结束](https://supermemo.guru/wiki/Reading_wars_are_over:_Whole_language_vs._Phonics)）。实际上，只要理解过最优化反馈的原则，会很清楚地可以明白：阅读早教是有害的。类似地，「自然拼读法和整体语言法哪个更好？」这个问题可以通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)自然解决，这使得它有可能在整个语言环境中找到语音序列化和模式识别之间的最佳平衡状态，来实现效益最大化。\r\n\r\n### 学习语言\r\n\r\n当一个学生在努力地去学会一门新语言时，即使造出错误的语句也应该值得表扬。相反地，老师可能会呵斥：「这是错的！」，从而抑制学生的进一步尝试。这就解释了为什么人们在国外生活时很容易学会语言，而在学校学习语言时往往会害怕说这种语言。\r\n\r\n想象一个婴儿，指着它的母亲，说出了它人生的第一个单词：「妈」。在几乎所有的文化中，这一时刻都会被视作一个突破性的里程碑，人们为此欢呼庆祝。这个小孩会感受到一阵愉悦，从而开始寻求在言语产生中获取更多的奖励。如果这个孩子受到学校教育强制反馈规则的约束，他可能会听到：「不不不！那是错的。你应该说「MO-THER，重新说一遍！」。光凭直觉，我们都能知道这样的反馈是毫无意义的。\r\n\r\n在学校里，如果学生没有主动要求（或没有同意），老师去纠正学生的语法错误，其实是一件有害的事，并且可能会损害到学生自信心。这可能会让学生和教师养成坏习惯，使他们在生活中习惯于选择保持沉默。例如，我认识许多成年的英语学习者，当我和他们在一起时，他们由于过于担心犯错而不敢说英语。我也不期望这样，但这正是由学校的胁迫性反馈导致的[学校恶习](https://supermemo.guru/wiki/Bad_school_habit)。\r\n\r\n### 学校与 SuperMemo\r\n\r\n前面提到的反馈规则也同样适用于严重依赖[语义大脑](https://supermemo.guru/wiki/Semantic_brain)的各种早教。从学校（或[SuperMemo](https://supermemo.guru/wiki/SuperMemo)）可以得知，以成人为中心的监督式学习方式适用于[原子](https://supermemo.guru/wiki/Atomic_memory)[陈述性](https://supermemo.guru/wiki/Declarative_learning)的知识的[稳定化](https://supermemo.guru/wiki/Stabilization)，并且过程也是[自主](https://supermemo.guru/wiki/Self-directed)的，进度是[自定](https://supermemo.guru/wiki/Self-paced)的。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的老[规则](https://supermemo.guru/wiki/20_rules)则是在没有建立一个[连贯](https://supermemo.guru/wiki/Coherent)的知识结构之前，永远不要复习（[不懂就不要背](https://supermemo.guru/wiki/Do_not_memorize_if_you_do_not_understand)）。在监督学习中，最优反馈的规则与学校里那一套大相径庭。\r\n\r\n错误的外部反馈是厌学和拒学的根源之一。", + "type": "text/markdown", + "caption": " 学习中的反馈\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Feedback in learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Finnish school paradox.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Finnish school paradox.json" new file mode 100644 index 0000000..b96231e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Finnish school paradox.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Finnish school paradox", + "text": "# 芬兰学校悖论\r\n\r\n原文：[Finnish school paradox - supermemo.guru](https://supermemo.guru/wiki/Finnish_school_paradox)\r\n\r\n这段文字选自《[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》 作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017-2021）\r\n\r\n## 芬兰学校模式\r\n\r\n多年来，我一直称赞芬兰的学校系统是世界上最好的学校之一。今天，我怀疑它可能是一匹披着羊皮的狼。与一位年轻的芬兰学生的频繁用邮件交流后，我才有了新想法。这想法让我看到了潜伏在芬兰系统中的许多威胁。我在[这个网站](https://supermemo.guru/wiki/This_site)上发出了警告后，收到了更多来自芬兰的邮件，我的假设不断获得了证据。\r\n\r\n本文的主要观点是：\r\n\r\n芬兰的学校系统非常好。它不痛不痒地教育着顺从的民众。它煮青蛙，但从未杀死青蛙。\r\n\r\n## 芬兰教育的优良品质\r\n\r\n我对芬兰学校系统的恭维和溢美之词不胜枚举。以下是一些亮点：\r\n\r\n- 高自由度\r\n\r\n- 试图保持合理的上学时间\r\n\r\n- 试图保持合理的入学年龄\r\n\r\n- 试图现代化、细化[课程](https://supermemo.guru/wiki/Curriculum)（例如[脱离草书](https://www.bbc.com/news/blogs-news-from-elsewhere-30146160)）\r\n\r\n- 高度重视 **[PBL 学习法](https://supermemo.guru/wiki/Project-based_learning)** \r\n\r\n- 高度强调个性化\r\n\r\n- 尽量减少标准化测试\r\n\r\n- 少做作业\r\n\r\n- 成绩压力较小\r\n\r\n- 不以成绩分组\r\n\r\n- 不用评级\r\n\r\n- 尊重玩耍和创造力\r\n\r\n- 竞争力十足、专业、备受尊重的教师群体\r\n\r\n- 免学费教育\r\n\r\n- 「家庭日托」理念\r\n\r\n- 来自国家的良好保护和资助\r\n\r\n## 限制自由\r\n\r\n任何流水线教育系统都必然存在致命缺陷。芬兰教育系统可能是最好的之一，但它离[自由学习](https://supermemo.guru/wiki/Free_learning)的理想还很远。这里有一些原因：\r\n\r\n- 它仍然是强制性的，任何基于强制的制度都不可能实现[自由学习](https://supermemo.guru/wiki/Free_learning)（见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）\r\n\r\n- 凡是在理论上或纸面上可行的，往往很难在现实生活中实施。许多芬兰教育家坚持认为，学习必须是有趣的。然而，在现实生活中，往往并非如此（见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）\r\n\r\n- 标准化考试可能受到批评，然而，学生仍然面临着决定他们未来的考试压力。这使得[死记硬背](https://supermemo.guru/wiki/Cramming)不可避免。\r\n\r\n- 芬兰人可以吹嘘早上 9 点开始上学，但对许多青少年来说，即使是中午也可能很早（见：[DSPS](https://supermemo.guru/wiki/DSPS)）。由于芬兰绵延在纬度 60-67，实际上可能已经被推到了他们高尚的主张。在接近北极的地方，要保持健康的[昼夜循环](https://supermemo.guru/wiki/Circadian_cycle)要难得多。我很同情——我在上午 9 点的早些时候写下这些文字，在一年中最长的一天里仍然感觉很早。此外，我已经过了青少年时期\r\n\r\n- 如果[课标](https://supermemo.guru/wiki/Curriculum)设定的学习目标还存在，[自由学习](https://supermemo.guru/wiki/Free_learning)就不可能。只有[非学校教育](https://supermemo.guru/wiki/Unschooling)或[民主学校](https://supermemo.guru/wiki/Democratic_school)才能摆脱教育目标压力，提供自由。\r\n\r\n- 早期教育不是强制性的，但由于文化原因，它被广泛采用，因为人们相信[日托](https://supermemo.guru/wiki/Daycare)是有益的（甚至对 8 个月大的婴儿），也相信早期学业指导是有益的（例如早期阅读）。\r\n\r\n- 分级仍然存在，而诸如「洞察力」的等级只是创造力的一个理论道具。真正的[创造力](https://supermemo.guru/wiki/Creativity)是自由的，绝不应该由自己的[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)以外的任何人来打分。\r\n\r\n如果改善芬兰教育的努力是渐进的、进化的和基于科学的，那么它在试图做很多好事的同时也会造成很多伤害。如果优化使用错误的标准来塑造强制系统，我们最终可能会得到一个优化煮青蛙的教育工厂——一个完美的机器，实现完美的服从，但代价是[创造力](https://supermemo.guru/wiki/Creativity)和[智力](https://supermemo.guru/wiki/Intelligence)。芬兰的教育完美主义可能是其最大的敌人。为什么在被完美教育体系塑造的社会中，人们对[自由学习](https://supermemo.guru/wiki/Free_learning)、[在家上学](https://supermemo.guru/wiki/Homeschooling)和[非学校教育](https://supermemo.guru/wiki/Unschooling)的力量了解甚少？\r\n\r\n有一个简单的证据表明，进化的方向错了。2021 年，结束强制学校教育的年龄将从 16 岁延长到 18 岁。这清楚地表明，成人世界不信任青少年的智力。不自由的童年将再延长两年。灌输[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的时期将更长。\r\n\r\n芬兰学校系统不相信年轻大脑的力量。\r\n\r\n## 残酷的法律\r\n\r\n与许多其他国家一样，上学对孩子来说不仅是一种权利，也是一种义务。书中有一整章是关于学生的义务，为可能要求他们做的一切事情（课堂参与、家庭作业等）提供了法律依据。\r\n\r\n逃学的学生会被拘留。教师对学校和社区进行监督，以避免未经授权的缺席。 **屡次逃学可能会导致家长受罚，比如：失去监护权** 。\r\n\r\n换句话说，芬兰的学校系统是一只披着假羊皮的恶狼。该系统的友善是个谎言。只要你乖乖受诫，它便慈爱有加。这有点像糟糕的父母常说的那句：「只要你听话，我就爱你！」\r\n\r\n芬兰学生很少感到被幕后的大棒威胁，这令人咋舌。法律要求的义务，他们当作天经地义，刻苦学习多年，却不觉头脑被强权规训。\r\n\r\n只要学生不追求自由，芬兰的制度就很友好。\r\n\r\n我的芬兰朋友，我认为他非常聪明，但有点太受驯化了（芬兰 style），他评论说（粗体强调是我的）：\r\n\r\n> 丧失监护权肯定是非常罕见的结果。实际发生的情况是，父母会被 **说服** ，以 **确保** 他们的孩子完成上学的 **义务** 。\r\n\r\n这条评论本身表明，父母被充分灌输了这样的观念：教育是一种义务，而不是一种权利。如果不遵守规定会受到 **不人道的惩罚** ，我们就不能庆祝遵守规定。在一个健康的体系中，遵守应该来自于信念，而信念应该来自于自由思考（而不是多年的学校教育）。家庭教育是一个很好的衡量标准。在这一领域，芬兰人与德国人没有什么不同。这两个国家都相信学校（此外，[德国利用纳粹时代的法律来迫害家庭教育者](https://supermemo.guru/wiki/European_Outcasts)）。这使得他们都对科学的声音充耳不闻。[学习的基本法则](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)。该法则暗示，如果一个孩子选择阅读《哈利-波特》，她应有基本的人权，可以把一天的时间花在这个追求上。这对孩子有利，对大脑有利，对知识有利，对社会也有利。\r\n\r\n如果芬兰的系统不断改进，它的所有最佳形式都可以在美国发展，并影响教育进化树的不同分支。相比之下，芬兰的制度是完全封闭的。在芬兰，一个流行的观点是，[在家上学](https://supermemo.guru/wiki/Homeschooling)是宗教狂热者的领域。难怪全国只有 400-600 名家庭教育者（2017 年估计）。因此，伟大的芬兰制度对理解芬兰的[自由学习](https://supermemo.guru/wiki/Free_learning)是一种威胁。\r\n\r\n比喻说，芬兰是一个不朽的教育界的阿诺德-施瓦辛格，而美国是一个由邋遢的人组成的野生部落。阿诺德可以不断地磨练他的肌肉，使之达到完美，而不断进化的美国部落则可以在长期进化的过程中达到超人的素质。\r\n\r\n美国可以从芬兰吸收所有的灵感。相比之下，芬兰可能受到其过度完美主义思想的限制。要改变过去似乎非常有效的东西是很难的。这也是[普鲁士教育模式](https://supermemo.guru/wiki/Prussian_model_of_education)当初的问题所在。现在，一个好的模式可能会限制芬兰的教育进步。如果替代方案是在国际排名中提供优秀分数的伟大的芬兰教育系统，那么芬兰社会为什么要接受[非学校教育](https://supermemo.guru/wiki/Unschooling)的风险。为什么要用无法从上面控制的方法来取代一个可预测的系统呢？芬兰的制度还提供了一个组织良好、运作良好的社会，在幸福指数上得分很高。\r\n\r\n根据我的假设，这种幸福是发自内心的，还是也是芬兰过度完美主义的反映？\r\n\r\n任何优化或任何不断发展的系统中的关键问题是用什么标准来指导进展。如果该系统由专家和/或优秀的教师指导，它可能会陷入局部最优的盲道中。教育解决方案进化系统的最佳指导标准是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。需要决定方向的是孩子的大脑。\r\n\r\n芬兰教育可能像一只进化良好的恐龙，阻止了人类的出现。\r\n\r\n## 对学习的热爱\r\n\r\n芬兰的学校系统大谈特谈选择、个性化和自由。然而，该系统是由成年人设计和优化的。孩子们可以在相对狭窄的发展轨道上进行选择。如果这个系统有完美的光环，而且 [PISA](https://supermemo.guru/wiki/PISA) 的分数令人印象深刻，那么很少有人会停下来询问孩子们的实际结果。当我编写我的《[孩子为什么讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)》时，我把波兰作为我的「研究基地」。然而，我没有看到任何证据表明芬兰在这方面要好得多。更糟糕的是，如果我遵循其完美的优化轨迹，它可能只会收紧规则，而且矛盾的是，让孩子们更难热爱学习和保持创造力。\r\n\r\n下面的邮件描绘了一个学生从芬兰的[辍学者](https://supermemo.guru/wiki/School_dropout)到[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的实践者的转变。这可能是我的个人偏见，但当一个学生朝着[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的方向发展时，我相信他已经走上了一条[自由学习](https://supermemo.guru/wiki/Free_learning)的黄金道路。这条道路决定性地导致了永无止境的进步。这就是为什么我认为类似的意见具有权威性，即使它们是基于多年前的脆弱的记忆。我从未辍学。我的学校生活比较轻松。然而，我看到与我自己的青春期的日子有许多相似之处：\r\n\r\n> 可能自打七年级，我就不喜欢学习。这个年龄段，人们更关心社交和认识新东西（摩托车、香烟、酒精、聚会、叛逆、电脑游戏等）。从那后，我上课就喜欢开小差 **我不记得七、八年级我有系统地学过东西。** \r\n\r\n> 9 年级以后，你没有太多的选择，除了（1）上高中（2）上职业学校或（3）如果你的父母允许，你可以有一年的时间来考虑你的选择。我认为这一点在很大程度上决定了你的人生道路。对我来说，我是在高中一年级就决定辍学的。我对学校的态度从来就不是学习，而是一直在考虑未来和职业。我不记得从七年级开始就有一个人抱着真正学习的态度。 **始终是为了获得好成绩或通过成绩** 。\r\n\r\n> 高中辍学一段时间后，我申请了职业学校，因为这是我的「避风港」，可以避免[征兵](https://supermemo.guru/wiki/Conscription)，也可以在没有工作的情况下独自生活（住房和学生福利）。这个避风港会被打破，因为每节课都是强制性的。因此，每天大约有 8-16 个教学日。1 年后，我只是做了最基本的听课。我真的不知道我是如何得到这些文件的。\r\n\r\n> 这四年之后，留下了什么？两张来自不同工作的证书，而且对我所学的东西没有记忆。对我来说，这只是为了获得证书，以便我可以获得失业救济金，并可以申请大学（除非你读完中学，否则你无法获得失业救济金）。\r\n\r\n芬兰的许多教育家和教师都同意我的观点，即[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)对于教育的最终成功至关重要。然而，当事情是强制性的，几乎不可能实现对学习的热爱。在吃布丁的过程中就可以证明这一点。我马上就会猜到，芬兰的毒品使用会越来越多。我查了一下，似乎是这样的（见：[芬兰的非法药物使用在过去十年中有所增加](https://yle.fi/uutiset/osasto/news/eu_report_finlands_illegal_drug_use_increased_over_past_decade/10244833)）。在完美的系统中，并非一切都完美，如果不彻底改变方向，事情可能会变得更糟。\r\n\r\n芬兰的目标是[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，但如果没有儿童的自由，目标就远未实现。\r\n\r\n## 芬兰的征兵制度\r\n\r\n我最惊讶的是芬兰人对征兵的态度。虽然我认为这是一种[奴役形式](https://supermemo.guru/wiki/Conscription_is_a_form_of_slavery)，但在芬兰的看法却大相径庭。波兰在 2009 年放弃了征兵制，而芬兰在 2013 年提出的同样的倡议带来了微薄的成果。芬兰国防军很厉害，如果我是个目标不明确的青少年，我可能会被打动。请看[视频](https://www.youtube.com/watch?v=LHLEY4uIqno)。然而，当我在 1986 年不得不与征兵制作战时，它在我眼里展开的是某种非人的恐怖。波兰共产主义军队更像是[这个视频](https://www.youtube.com/watch?v=R8RtOybmL_I)。国家怎么能打断一个可能产生对人类有益的东西的创造过程？芬兰的学校系统能否培养出一支对自己的创造性贡献并不那么关心的孩子？一支准备接受命令的孩子大军？如果是这样，这可能是一个非常危险的处方。这不正是墨索里尼的成就吗？或者他的学生阿道夫？顺从的民众是民主和平的伟大公式，直到极权主义思想出现在地平线上。特朗普时代的共和党不就是这种现象的例子吗。当部落的一致性压倒创造性的追求时，民主本身就可能受到威胁。\r\n\r\n### 征兵前\r\n\r\n当我惊讶于一个芬兰学生对违抗[征兵](https://supermemo.guru/wiki/Conscription)缺乏兴趣时，我假设在合理化方面也可能存在心理上的自我防御。为征兵辩解比违抗它更容易。作为回报，我听到了一位「完美公民」的话：\r\n\r\n> 我担心的不是战斗本身，而是在战斗中打破的规范和期望。我的父母、祖父母、更抽象的过去几代人（尽管他们只作为属于他们的故事和物品存在）、社会，但首先是我自己。在内心深处，我觉得这并不是你应该抗争的事情。这是我们国家的结构，我一生都预见到了这一点，打破它就等于打破了我对国家本身的基本忠诚（或至少是归属）。我不认为这是一场 \"欺骗 \"穿制服的人的斗争，而是试图获得对我的同伴不公平的优势，推卸芬兰公民身份赋予我的责任（就像它赋予我权利一样）。\r\n\r\n有趣的是，这让我想起了我自己在年轻时被共产主义宣传灌输的态度（见：[我不再是一个爱国者](https://supermemo.guru/wiki/I_stopped_being_a_patriot)）。在我自己与[征兵](https://supermemo.guru/wiki/Conscription)（1986）的斗争中，对我的「被监禁」的朋友的声援困扰着我。最后但并非最不重要的是，我的一个成功被学校驯化的朋友以类似的方式谈到了我在没有读过一本波兰必修文学集的情况下通过高中的公平性（见：[表扬教条主义](https://supermemo.guru/wiki/Destructive_impact_of_praise_in_learning#Religion_of_praise)）。\r\n\r\n我们有责任为子孙后代建立一个更好的世界。过去的几代人已经死了，不可能关心我们的牺牲，以示感谢。\r\n\r\n### 服役期间\r\n\r\n军队招募时的这一评论暗示了对兵役的态度：\r\n\r\n> 我一生中最轻松的时期。食物很好，你不必考虑下一步该做什么，我们和我们的团队有很多乐趣。这就像一个夏令营，但它持续了362天，你可以驾驶作战坦克，射击MG，扔手榴弹之类的东西 :) 我甚至都不记得那些负面的东西了 :)\r\n\r\n这种评论只能由一个通过学校教育在很大程度上被剥夺了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的人说出。被动的希望「不要去想下一步该怎么做」可能是[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的最坏的副作用之一。\r\n\r\n我从一个芬兰学生的邮件中收到的反驳意见：\r\n\r\n> 鉴于16-20岁的年龄段是如此惊人地充满了指导我们余生的选择，有某种 \"决策疲劳\"，我绝对可以看到有人喜欢休息一下。\r\n\r\n在我与 18-20 岁的学生的谈话中，「决定的疲劳」和「对其余生活的决心」是经常出现的主题。这些都是学校教育的产物。这是决定一个人在社会中的地位和福祉的考试年龄。与 3-6 岁，或 27-30 岁，或 55-58 岁相比，16-20 岁之间的大脑并没有什么特别之处。大脑在一生中不断[概念化](https://supermemo.guru/wiki/Conceptualization)并做出决定。16-20 岁这一年龄段只是别人规划的生活的衍生品。在这种生活中，大脑被剥夺了作为关键协调者的角色。管理权被委托给了政府。\r\n\r\n理想情况下，在确定一个人的生活目标和方向时，不应该有时间表或最后期限。\r\n\r\n### 退役后\r\n\r\n幸运的是，并不是所有的学生最终都能洗刷掉创造性的梦想。这封来自芬兰的邮件证实了我的推论，并通过描绘年轻生活的对比，让我倍感欣慰。充满学习的生活（并且有 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)）：\r\n\r\n> 我在芬兰军队服役了大约 5 个月零 10 天。我在「毕业」前 20 天退出。我无法忍受那里的文化、道德和人们。我感到严重的沮丧。这是对我时间的最大浪费。一切都围绕着这个奇怪的常规，我们做的事情对任何人都没有好处。我不知道有多少人真的觉得他们在那里学到了一些有用的技能。我可以把整 5 个月的经历浓缩在这个清单里。我们游行，我们用枪，我们在森林里散步，我们打扫卫生，我们有讲座。\r\n\r\n> 起初我对加入感到兴奋。我想发展[自律](https://supermemo.guru/wiki/Self-discipline)。我想变得更成熟。头几个月我的态度很好。随着时间的推移，我意识到，这些人根本就不成熟。这个系统中没有任何东西是成熟或合理的。这是对我时间的最大浪费。成百上千的人生活在这个超级奇怪的系统中，这让我想起了某种角色扮演。我看到的最大价值是练习。我想知道这些人中是否有人觉得他们在战争时期会有所准备。\r\n\r\n> 在最初的几个月里，当我意识到这是一种浪费，而且我将不得不在几个月内做同样的无意义的例行工作，对我和其他人都没有好处时，我开始真的讨厌它。我不想去睡觉，只是为了不让早晨来得更快。那时我真的很讨厌生活。\r\n\r\n> 在芬兰，大多数人都喜欢美化他们在军队的生活。这是因为他们获得的经验，好的和坏的，等等。这是富有成效的经验吗？当然不是，....幸运的是，我在不久之后发现了[SuperMemo](https://supermemo.guru/wiki/SuperMemo) :)\r\n\r\n## Linux 与 Windows 的对比\r\n\r\n我想知道，如果芬兰的制度以不同方式运作，历史是否会改变。比尔•盖茨从哈佛大学辍学，因为他是如此渴望拥有自己的公司。他的动力是出乎意料的。他不想在毫无结果的理论研究上浪费一分一秒。即使是哈佛也是不够的。相比之下，Linus Torvalds 被动地接受了他的兵役。他的生命中有 11 个月是为了在军队中进行一些弹道计算而被偷走的（1989）。我不知道 Linus 有没有抱怨过。Linus 在 Linux 上的工作为人类做出了巨大的贡献。他重塑了操作系统的领域。然而，如果他更积极、更贪婪一点呢？Linux 会走得更远吗？或者，我们应该总是平衡贪婪和温顺，让软件和服务来自不同的世界和文化？[多样性](https://supermemo.guru/wiki/Diversity)很好，但我不确定它是否决定了答案。我只能看到微软和 Linux 背后的关键人物之间朴素而巨大的差异。具有讽刺意味的是，今天，正是 Linux 被认为是自由的象征（见：[比尔•盖茨对教育的看法是错误的](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)）。这就是[反抗](https://supermemo.guru/wiki/Reactance)的力量吗？\r\n\r\n## 福利国家\r\n\r\n一个帮助穷人的仁慈的国家有其狂热的反对者和狂热的支持者。许多政治制度被我们应该在多大程度上帮助贫困者的问题分裂成两半。对于福利的反对者来说，穷人的队伍中有太多的懒汉。支持福利的人似乎把重点放在真正的困难上。\r\n\r\n我想我有一个解决这个问题的办法。既然我们都生来就有创造性和生产力的大脑，让我们尽量不要以任何形式的奴役来伤害这些大脑。这将消除懒惰的问题。这将允许把高效资本主义的理想与利他主义的共产主义相结合。我们可能有一个基于个人大脑生产力的高效市场经济。这个系统的效率将为福利提供大量的空间。不会有真正的懒人，因为[自由学习](https://supermemo.guru/wiki/Free_learning)往往会产生以生产力为基础的激情。国家可以帮助那些由于健康原因、事故等而失败的人。最重要的是，如果有必要，国家应该帮助年轻人成长，让他们的激情在三十年内发芽。\r\n\r\n我的调和想法是乌托邦式的，因为它建立在对大脑的理解上，而这种理解在人群中是可以忽略不计的。很少有人相信没有学校的学习。很少有人相信没有外在激励的劳动。然而，我们可以逐步改变这些旧的文化印记。我们可以从[基本收入](https://supermemo.guru/wiki/Basic_income)的概念和自由[择校](https://supermemo.guru/wiki/School_choice)的概念出发。即使是有限的实施，也可以使我们更接近那个生产性福利国家的理想。\r\n\r\n虽然芬兰的目标是成为一个福利国家，但它在学校教育方面的立场可能会使它被锁定在一个永久的边缘状态。它可能会逐步改善学校教育和经济，但它永远不会超过停止生产懒惰大脑的门槛。只要有[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的存在，这个系统就会产生没有激情的年轻人，对他们来说，大学的虚假自由将是延长年轻人的（限制）探索的最诱人的方式。在30岁的时候，福利国家可能会有一支听话的雇员队伍，他们可能会因为奖励的剥夺而总是倾向于麻烦。在这种情况下，即使是芬兰半信半疑的[基本收入](https://supermemo.guru/wiki/Basic_income)，也不会是一个好的补救办法。\r\n\r\n下面这封来自芬兰的邮件似乎只用了几个字就概括了我的担忧：\r\n\r\n> 芬兰对我很好。来自 [KELA](https://en.wikipedia.org/wiki/Kela_(Finnish_institution)) 的失业支持和住房福利让我有了创造性的自由时间，并在一年多的时间里实践[自由学习](https://supermemo.guru/wiki/Free_learning)。我知道在芬兰有很多人不用做任何事情就能得到这些支持。一半的芬兰人诅咒这些福利（主要是劳动力中的成年人），一半的芬兰人依靠这些福利快乐地生活，做他们想做的事情。\r\n\r\n这封邮件是一个学生写的，他需要死记硬背瑞典语（没有太多的激情），以便进入大学，从而实现 4-7 年的自由：\r\n\r\n> 学生自由是基于学生资助（月收入）和 KELA 的住房福利（也是月收入）。这不多，但除此之外，学生贷款非常便宜，而且到期时间极长\r\n\r\n然而，在这种情况下，学习的目的不是为了满足年轻时的激情。它只是走向良好就业的一种方式。你不能责怪一个年轻人的这种选择。激情需要多年才能发芽，它们只有在自由的条件下才能成长。芬兰的学校系统可能是最好的之一，但它仍然涉及到太多的胁迫来实现其崇高的目标。\r\n\r\n另一位学生对这些教育选择进行了评论：\r\n\r\n> 社会习俗浪费了许多年轻人的生命，迫使他们做出一系列僵化的选择，这些选择都是相当低效的，有时甚至是破坏性的。相反，如果他们是自由的，他们可以选择一条自己的道路，这很可能是更有前途的。因此，他们别无选择，只能做出让步，找到一条最不邪恶的道路（例如，上大学）。\r\n\r\n## 遵守社会规定\r\n\r\n[George Zonnios](https://supermemo.guru/wiki/George_Zonnios) 叫我注意一个新的概念，叫做「[意见走廊](https://en.wikipedia.org/wiki/Opinion_corridor)」，似乎出现在基于高度公民遵守的文化中（如北欧，德国等）。这个术语是由政治分析家 [Henrik Oscarsson](https://sv.wikipedia.org/wiki/Henrik_Ekengren_Oscarsson)教授提出的。Alice Teodorescu 的一段话是对它最好的概括：\r\n\r\n> 我们生活在一个认为自由思考是勇敢的时代，尽管它没有被禁止。\r\n\r\n应该很容易显示出学校教育、遵纪守法和意见的[多样性](https://supermemo.guru/wiki/Diversity)扁平化的趋势之间的关联。这个问题源于管理[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)系统的优化的规范规则。规则越严厉，规范越僵硬，个人表达自己愿望的自由就越少，作为生产性[问题解决](https://supermemo.guru/wiki/Problem_solving)和[智力](https://supermemo.guru/wiki/Intelligence)基础的猖獗的[创造力](https://supermemo.guru/wiki/Creativity)的空间就越小。芬兰正有计划地朝着在学习中给予更多自由的方向发展。然而，如果不消除所有的强制因素，这个系统将始终存在着头脑机器人化的风险（见：[在学校学到的100个坏习惯](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)）。\r\n\r\n## 结论\r\n\r\n芬兰是许多教育领域的先驱者。它已经开发了一个可爱的系统，为学习提供了很多自由。然而，在这个系统中，走向未来的唯一途径是保持芬兰系统的克隆，作为许多系统的一个子集。必须有[择校制度](https://supermemo.guru/wiki/School_choice)。孩子们应该自由地尝试[非学校教育](https://supermemo.guru/wiki/Unschooling)和它的好处。只有自由的探索和自由的思想市场才能确保快速向[自由学习](https://supermemo.guru/wiki/Free_learning)的最佳习惯靠拢。\r\n\r\n更多信息请参见：[教育改革](https://supermemo.guru/wiki/Education_Reform)", + "type": "text/markdown", + "caption": " 芬兰学校悖论\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Finnish school paradox" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gaming disorder.md" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gaming disorder.md" new file mode 100644 index 0000000..da7d1a1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gaming disorder.md" @@ -0,0 +1,37 @@ +## 游戏障碍 + +原文：[Gaming disorder - supermemo.guru](https://supermemo.guru/wiki/Gaming_disorder) + +## 对游戏上瘾 + +由于其高奖励的本质，[电子游戏](https://supermemo.guru/wiki/Videogames)可能会导致成瘾。人们常常错把电子游戏的影响与毒品的影响相提并论。据说，游戏会威胁到调节得最好的思想（见：[Homo tabletis](https://supermemo.guru/wiki/Homo_tabletis)）。在现实中，像其他成瘾问题一样，它们需要额外的因素配合才能控制年轻人的大脑（见：[自然奖励和成瘾](https://supermemo.guru/wiki/Drug_addictions_share_common_pathways_with_natural_reward)）。 + +矛盾的是，家长和教师使用的工具和补救措施可能会增大成瘾的风险。[学校教育](https://supermemo.guru/wiki/Schooling)需要大量时间，包括晚上的[家庭作业](https://supermemo.guru/wiki/Homework)。这导致了孩子们利用夜晚时间补救白天未玩耍时间的习惯。[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)的中断削弱了自然防御能力（包括胆量、对锻炼的需要、对社交的需要等）。[慢性压力](https://supermemo.guru/wiki/Chronic_stress)是一种驱动力，使小奖励得到更高的评估（见：[压力对成瘾的影响](https://supermemo.guru/wiki/School_stress_increases_vulnerability_to_addiction)）。成绩不好、与父母的冲突、睡眠不好、运动减少、压力和相关因素合谋形成了一个成瘾的螺旋，可能导致病态的行为。虽然很难将压力因素（如父母的惩罚）和使用电脑的奖励分开，但责任几乎总是落在电子游戏上（见：[学者警告游戏障碍的过度诊断](https://supermemo.guru/wiki/Scholars_warn_of_gaming_disorder_overdiagnosis)）。 + +游戏成瘾的机制与其他成瘾行为没有太大区别，尤其是赌博。大多数人可以饮酒而不出现明显的副作用。然而，有一部分人可能由于奖励系统受到破坏（例如由不健康的家庭环境导致的）而变得脆弱。 + +## 反馈循环 + +锻炼、学习和社会生活可能提供额外的平衡性奖励来源，然而，这些奖励并不倾向于落入正反馈循环，反而使成瘾性恶化。喜爱足球的孩子，会一直玩下去，直到他们放弃。喜爱游戏的孩子，可能会因为熟练度的增长而获得奖励的提升。此外，源于游戏成瘾的麻烦可能会增强奖励的效果。这种正反馈循环，就像毒品一样，可能很难打破，需要治疗。 + +一种流行的说法是，[可变奖励](https://supermemo.guru/wiki/Variable_reward)是成瘾的基础。认知奖励主要源于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，这是一种强大的力量。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)对发展有积极的影响，使游戏者学到了很多东西。最重要的是，学校和家长不一致的惩罚导致游戏奖励的感知价值增加（见：[奖励多样性在预防成瘾中的作用](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)）。 + +长大后，随着竞争性认知和社会奖励的频谱不断增加，青少年自然会放弃游戏或减少花在[电子游戏](https://supermemo.guru/wiki/Videogames)上的时间（见：[电子游戏和电视趋于饱和](https://supermemo.guru/wiki/Videogames_and_TV_tend_to_saturate)）。 + +## 读书障碍 + +为了说明与游戏障碍作斗争的荒谬性，让我们看看半个世纪前的情况。当时还没有电脑游戏，雅达利公司还裹着尿布。读书和游戏一样令人上瘾，然而，它得到了更大的激活能量。这意味着，孩子更难打破认知障碍，将书籍转化为不加掩饰的快乐来源。 + +半个世纪前，一个孩子可能读完一本奇幻小说后拒绝入睡。在被窝里打着手电筒看书是很经常的现象（我也这样做过）。妈妈们会很生气。孩子们在第二天会很困。学业会受到影响，等等。与游戏的副作用如此相似，这令人毛骨悚然。对书籍和游戏的热爱来自于对相同奖励途径的激活。这在很大程度上是一种认知奖励，它在教育方面的价值是最主要的。成人的压迫、压力和恐惧会把这种奖励变成[可变奖励](https://supermemo.guru/wiki/Variable_reward)，这是走向赌博和成瘾的第一步。一如既往，我们应该打击奖励的剥夺，而不是打击成瘾的因素。 + +如果你在 20 世纪 50 年代或 70 年代从未听说过书瘾，那是因为阅读比玩游戏更难。它没有那么容易获得。然而，一旦障碍被克服，机制就变得几乎相同。此外，游戏的好处影响到更大一部分人。遗憾的是，成年人的反感程度也相应地更大。 + +今天，许多妈妈愿意花一大笔钱让她的孩子沉迷于阅读。我们忘记了过去的教训。这就是为什么我需要一次又一次地重申认知自由的作用。父母可能不会阅读，但我知道有些孩子会。也许他们会帮助父母看到曙光。 + +## 认知的好处 + +游戏在认知和教育方面的好处不胜枚举。这就是为什么不能认为游戏对儿童有害。只有在与病症相关的情况下，游戏才会成为一种威胁，需要单独的、有针对性的预防或干预。这些病症包括专制父母、虐待儿童、[欺凌](https://supermemo.guru/wiki/Bullying)、高压学校教育等。 + +有一个奇妙的预防工具可以提前使用：自由、爱和一个好的榜样。快乐的孩子能在使用电脑与睡眠、运动和学校之间的时间分配中取得一个平衡。一旦事情出了问题，强制性的干预措施可能会引发难以打破的正反馈循环。学校教育和[家庭作业](https://supermemo.guru/wiki/Homework)的压力可能比[电子游戏](https://supermemo.guru/wiki/Videogames)本身构成更大的威胁。更多信息请见：[屏幕时间限制的危险](https://supermemo.guru/wiki/Dangers_of_screen_time_limits)。 + +在无条件的爱的支持下，一个健康的孩子不应在享受现代技术这件事上受到限制。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gaming disorder.md.meta" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gaming disorder.md.meta" new file mode 100644 index 0000000..1e37cc9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gaming disorder.md.meta" @@ -0,0 +1,9 @@ +caption: # 游戏障碍 +created: 20230926010148000 +creator: 马不前 +modified: 20230930171250232 +modifier: 马不前 +obvault: thoughts-memo-translation-main +original-title: Gaming disorder +title: λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Gaming disorder +type: text/markdown \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gray School is prison.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gray School is prison.json" new file mode 100644 index 0000000..a58d367 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Gray School is prison.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Gray School is prison", + "text": "# Gray：学校即监狱\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n我附近有一所学校，上课时通往外面的门都是锁着的，我很是惊讶。学校一楼的窗户装有栅栏。访客需要在访客登记簿上登记出入。\r\n\r\n我的童年时学校远没有那么严苛。许多孩子把学校称作监狱。大人们一直坚持认为，学校是学习的地方。很少有人有勇气承认事实，并同意孩子们的观点。[Peter Gray（彼得 · 格雷）博士](https://supermemo.guru/wiki/Peter_Gray)毫不担忧自己的学术声誉。他和孩子们同在：\r\n\r\n> 随便找个学生，问他为什么不喜欢学校，他会告诉你，「学校是监狱」。他们可能不会用这些词，因为他们太有礼貌了，也可能他们已经被洗脑，相信学校是为了他们好，因此不可能是监狱。但是破译他们的话中之意，一般来说就是：「学校就是监狱」[......]我能想到的唯一区别是，要进入监狱，你必须犯罪，但把孩子送进学校只是因为他们年龄到了。在其他方面，学校和监狱别无二致。在这两个地方，你的自由和尊严被剥夺了。你必须一板一眼地完成安排给你的任务，如果不遵守就会受到惩罚。事实上，比起在成人监狱里，你在学校里需要花更多时间完成所要求的事，所以这样看来， **学校比监狱更糟糕。** \r\n\r\n的确，放学后，孩子们常常回到充满爱的家庭，或在操场上疯跑。而囚犯则没有这种好处。然而，我的朋友 Darek Laska 注意到， **监狱在本质上是自愿的** 。而西方世界的学校则不是这样（译者按：东方世界也一样，甚至糟糕百倍）。这就是为什么在[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)中，我们选择用奴隶制比喻学校，而非监狱（详见：[结束学校奴隶制](https://supermemo.guru/wiki/End_school_slavery)）。\r\n\r\n[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 确实一针见血地指出现代学校教育的本质问题：自主权的丧失。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n在关于同一主题的[另一篇文章](https://www.psychologytoday.com/intl/comment/1186862)中，Gray 唤起了成年人的共鸣：\r\n\r\n> 对一些成年人来说，有时候工作可能感觉像监狱，但学校就是监狱。法律不会强迫成年人从事某项工作，而且成年人总是可以自由辞职。非自愿劳役对成年人来说是非法的，人们将其冠名为奴隶制。如果有一份工作，像孩子在学校一样，把人全方位管理到每一个毛孔，我不知道多少成年人会接受这份工作：在这份工作中，你不能与同事交谈，不能未经允许离开你的座位，不断受到监控，测试，并与你的同事以刻意羞辱的方式比较。一个多世纪以前，我们禁止儿童从事全日制童工，认为这对他们没有好处。但现在，学校教育在时间投入上已相当于一份全职工作，并且在繁重程度上，比成年人所能容忍的那种全职工作还要糟糕。\r\n\r\n------\r\n\r\n*引用的摘录来自以下[参考文献](https://supermemo.guru/wiki/References)： *\r\n\r\n标题： **学生为什么不喜欢学校？** \r\n\r\n作者：[Peter Gray（彼得 · 格雷）](https://supermemo.guru/wiki/Peter_Gray)博士\r\n\r\n日期：2009年\r\n\r\n链接：https://www.psychologytoday.com/us/blog/freedom-learn/200909/why-don-t-students-school-well-duhhhh\r\n\r\n反向链接：[为什么孩子们讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)", + "type": "text/markdown", + "caption": " Gray：学校即监狱\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Gray School is prison" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Harms of the curriculum.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Harms of the curriculum.json" new file mode 100644 index 0000000..cad843a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Harms of the curriculum.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Harms of the curriculum", + "text": "# 课程安排之害\r\n\r\n原文：[Harms of the curriculum - supermemo.guru](https://supermemo.guru/wiki/Harms_of_the_curriculum)\r\n\r\n## 有毒的课程\r\n\r\n强制教育课程是现代学校教育中最具毒性的方面之一，它促成了：\r\n\r\n- 讨厌学习\r\n\r\n- 降低社会智力\r\n\r\n- 对科学的不信任\r\n\r\n- 阴谋论\r\n\r\n- 压制创造力\r\n\r\n- 失业\r\n\r\n- 抑郁症\r\n\r\n- 成瘾\r\n\r\n- 政治灌输\r\n\r\n- 维护[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)\r\n\r\n## 课程习惯\r\n\r\n学校损害了人们对[自由学习](https://supermemo.guru/wiki/Free_learning)的理解（见：[受过良好学校教育的人不理解自由学习](https://supermemo.guru/wiki/Well-schooled_people_do_not_understand_free_learning)）。学校提出的学习模式完全是错误的。由于学校把自己描绘成唯一正确的学习方式，这导致了[学校教育的美化](https://supermemo.guru/wiki/Harms_of_the_curriculum#Glorification_of_schooling)。由于一种神话般的信念，即[课程](https://supermemo.guru/wiki/Curriculum)决定了思维方式或在很大程度上塑造了思维方式，因此学校似乎是必要的。\r\n\r\n学生对学习的思考方式可以被完全重新定义，仅仅是因为学校的整个学习计划是由[课程](https://supermemo.guru/wiki/Curriculum)所支配的。学生不再思考「什么对我有用」，而是开始思考「一个人应该知道什么」。她不再思考神经元的重要性，或二氧化碳的来源，而是开始思考「生物资料」或「化学课程」。她可能会想：「学校里有涵盖这个特定的知识块吗？我需要为不知道这部分课程而感到羞耻吗？也许我需要重修整个课程，作为一种忏悔的方式？」\r\n\r\n## 强制课程\r\n\r\n在[自由学习](https://supermemo.guru/wiki/Free_learning)中，我们不需要[课程](https://supermemo.guru/wiki/Curriculum)。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)提供了最佳的指导（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。然而，对于那些对教育或自身目标理解较少的人来说，课程可能是学习的指南。例如，它可以帮助初来乍到的家庭教育者的父母寻找灵感来源。\r\n\r\n任何一本好书都可以作为进一步探索的指导性骨架。然而，在现实生活中，课程往往是强制性的，或者是用[强制学习](https://supermemo.guru/wiki/Coercive_learning)强加给学生的。我们没有[自由学习](https://supermemo.guru/wiki/Pleasure_of_learning)中典型的[学习的乐趣](https://supermemo.guru/wiki/Free_learning)，而是可能引发[反抗](https://supermemo.guru/wiki/Reactance)或[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，这取决于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)对一套[学校施加的奖励和惩罚](https://supermemo.guru/wiki/School_drive)的相对强度（见[图](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)）。\r\n\r\n由于其强制性和强迫性，[课程](https://supermemo.guru/wiki/Curriculum)已成为教育的最大祸害之一。课程是[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)的根源所在。\r\n\r\n一旦学校采用了某种课程，它往往需要控制学习进展的所有步骤。偏离所采用的路线会导致知识上的差距和理解力差。患病的孩子，很容易就会回落。兴趣不大的孩子，逐渐积累了出色的知识，破坏了[对学习的热爱](https://supermemo.guru/wiki/Love_of_learning)。设计得「完美」的课程就像一座纸牌屋，只要缺少几个部件就会倒塌。\r\n\r\n强制课程导致了几乎普遍的[对学校的厌恶](https://supermemo.guru/wiki/Hate_of_school)\r\n\r\n## 创意暴跌\r\n\r\n孩子们对成人生活中的荒谬之处没有耐心。他们可能会想，为什么我们用很多词汇来描述同一概念。为什么拼写与发音不同。为什么我们有许多语言。为什么我们有边界。如果有了自由之手，孩子们就会准备好简化世界，简化生活，并为形成更幸福的社会做出贡献。但这种努力被压制在萌芽状态。我被禁止用两只手练习写字。当一只手累了，另一只手就会被使用。只有在使用了几十年的键盘之后，我右手中指上的巨大茧子才会变平。我被禁止通过测试世界对盲人的感觉来获取同情心。如果一个孩子选择用十六进制系统进行所有的计算，她可能会走上改变我们看待数字方式的道路。我们绝不应该阻止这种情况的发生。我们不应该强迫孩子相信十进制系统是优越的。如果 Wolfram Alpha 很有趣，我们应该让孩子踏上理解数学的新高度。如果孩子的大脑没有提供认可的印章，那些长篇大论的计算将永远不会有更高的目的。\r\n\r\n如果孩子选择创造他自己的语言或编码系统，我们不应该阻止它。孩子们发明了游戏、语言、音乐符号、政治系统、秘密代码，以及更多。他们发现或创造新的世界。这就是为什么他们喜欢沙盒类模拟游戏（译注：如 Minecraft）。这种金色的创造力在学校被积极压制。老师会偷走孩子的时间，要求他们完成与孩子兴趣不相符的「创造性」任务，并没有激发出创造性的激情。很多时候，压制活动的罪行始于对[课程](https://supermemo.guru/wiki/Curriculum)的匆忙要求。\r\n\r\n在社会中，[强制课程](https://supermemo.guru/wiki/Compulsory_curriculum)是[创造力](https://supermemo.guru/wiki/Creativity)最有效的破坏者之一\r\n\r\n## 被抑制的探索\r\n\r\n完美教育的基础是让大脑接触目标环境。一个工程师的孩子如果接触到小房间里的生活，就有可能发展出有效的适应能力，成为一个程序员。接触网络知识可能提供所有必要的成分，以便在网络世界中找到最佳的适应。一个外科医生在大流行的时候可能会觉得穿着防护服很累。他对新生活的适应可能只需要几天的时间。在这几天里，他将完善所有的程序和认知技能，以很好地适应新的角色。[大脑是一个完美的适应装置](https://supermemo.guru/wiki/The_brain_is_a_perfectly_adapting_device)。它的学习效果最好，因为它的复杂程度是自行递增的。\r\n\r\n接触的力量在很大程度上被学校系统所忽视。学校不是让孩子接触药房的生活，而是从教授字母和数字开始，无视孩子的需要。几年后，这些基础知识将被用于记忆药物、名称、配方、剂量等。在这个过程中，整个[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)被颠倒过来，变得迟钝。对学习的热爱和对生活的热爱都被熄灭了。打个比方，现在的教育业有点像淘金。孩子不是在寻找黄金，而是从记住铲子的组成部分开始。除了违背[学习内驱力](https://supermemo.guru/wiki/Learn_drive)外，当多年后筛子出现更适合这项工作时，铲子的理论可能变成无用。\r\n\r\n由于[教育同理心](https://supermemo.guru/wiki/Educational_empathy)方面的缺陷，成年人认为，看到一块煎饼应该会让孩子爬上珠穆朗玛峰。然而，小奖励并不能取代[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，学习内驱力是建立在庞大而复杂的[知识评估网络](https://supermemo.guru/wiki/Knowledge_valuation_network)之上的。\r\n\r\n同样，孩子不应该骑自行车，而要学习肌肉的结构，和激活肌肉的最佳顺序。显然，这种骑自行车的理论对于任何人来说都是荒谬的。课程表的指导思想对此不以为然。几个世纪以来，课程表一直僵化和难以动摇。\r\n\r\n课程抑制了探索性学习\r\n\r\n## 讨厌学习\r\n\r\n在学校的早期，被[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)问题所纠缠，可能会持续一生：「我不善于记忆」，「我数学不好」，「我有阅读障碍」，「我从来没有语言天赋」，「我很懒」，「我是个拖延症患者」，等等。工厂化的教育体系没有培养出大批开明自主的人，而是培养出缺乏自尊心的毕业生。这种不自信完全是诱发的，也是没有道理的。它慢慢形成了大规模社会悲剧的规模。\r\n\r\n当人们说「我对物理学没有头绪」或「我对历史没有记忆」时，我们总是可以把这种说法的起源追溯到学校的一些有毒事件。这些终生的痛苦或焦虑的根源在于强制课程。我们甚至可以大胆地宣称，把事情放在课程中会增加一代学生对该学科的整体厌恶。有些学生会变得热情洋溢，但大多数学生会被排斥。平均而言，把东西放在课程中可能是一种净损失。\r\n\r\n强制课程导致人们长期不喜欢操练的科目\r\n\r\n## 早期教育的危害\r\n\r\n课程中最有害的一个方面是 **早期学术指导** 的僵化思想。\r\n\r\n它是由父母对高成就的贪婪所推动的。它是基于一个有害的谣言，即早期教育有利于大脑发育。事实恰恰相反。早期指导中所有形式的压力都会通过大脑结构的过早成熟和专门化而阻碍发展（见：[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)）。\r\n\r\n对早做事情的痴迷来自于[关键期](https://supermemo.guru/wiki/Critical_period)的想法和所谓的教学对大脑发展的重要性。相反，在早期教学中，[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)被替换为知识的无语义构件的组装。这减缓了学习速度，并可能导致早期对学习的厌恶。在困难材料、[知识毒性](https://supermemo.guru/wiki/Toxic_memory)、不喜欢学习和课程中个别项目的位置之间存在着一个正反馈循环（见：[学校信条的隧道视野](https://supermemo.guru/wiki/Tunnel_vision_of_school_letteracy)）。\r\n\r\n即使许多专家主张反对早期学术指导，例如用共同核心标准推动，但由于[老汤比喻](https://supermemo.guru/wiki/Old_soup_problem)，这个问题永远无法完全衡量。当学校把坏的东西和好的东西混在一起时，坏的东西就会潜伏起来。\r\n\r\n课程演变的盲道不会进行到破坏大脑和社会的地步。隧道里总是有光亮的。它从儿童的[反抗](https://supermemo.guru/wiki/Resistance)开始，接着是思想开放的家长的反抗，最后是策略的改变。当孩子们在幼儿园里开始躲在床底下逃避阅读时，家长和教育工作者就会意识到事情已经被推得太远了。\r\n\r\n不幸的是，这些轨迹修正往往会陷入长期的震荡。我们收紧标准，直到孩子们崩溃，所以我们放松了要求，只是在一二十年后又回到了同样的优化错误。朝着打破这种循环的唯一解决方案是结束[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。相反，[自由学习](https://supermemo.guru/wiki/Free_learning)和自由教育应该成为主流。\r\n\r\n[认知偏见](https://supermemo.guru/wiki/Cognitive_bias)和古老的谬误使学校朝着自我毁灭的方向发展。\r\n\r\n## 无语义课程\r\n\r\n无语义课程是由影响我们对[知识估值](https://supermemo.guru/wiki/Valuation_of_knowledge)的认知偏见所支配的力量的结果。然而，当我们在学校都经历了[死记硬背](https://supermemo.guru/wiki/Cramming)的煎熬，人们可能会想，为什么成年人不在事后解决这个问题。在这里，另一种[认知偏见](https://supermemo.guru/wiki/Cognitive_bias)占据了上风，即被以成人为中心的观点所过滤的扭曲的童年记忆（见：[教育同理心](https://supermemo.guru/wiki/Educational_empathy)）。我们一直听到，识字和算术从需要记忆的「基本」知识开始。这包括[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)中的女王：乘法表。一旦我们幸运地通过这个阶段并完成教育，我们通常会忘记这种折磨，或者认为这是绝对必要的。因此，成人的[美化学校教育](https://supermemo.guru/wiki/Glorification_of_schooling)经验。\r\n\r\n课程设计中的第二个问题是来自成人水平的标准的后向映射。例如，学前教育课程受到为达到高中标准而设置的落后设计的影响。更糟糕的是，这种映射往往是由不了解早期教育的「专家」做出的。正如 [Danny Greenberg](https://supermemo.guru/wiki/Danny_Greenberg) 博士自己所解释的那样，课程设计的草率过程是[萨德伯里谷地学校](https://supermemo.guru/wiki/Sudbury_Valley_School)的灵感之一。\r\n\r\n以成人为中心的方法和向后映射的力量用一个[学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)来解释。\r\n\r\n见：[无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)\r\n\r\n## 课程滞后期\r\n\r\n课程滞后是指课程的内容落后于人类进步所需知识的滞后期。这种滞后可能长达几十年，它加剧了学校教育对青年适应现代世界的负面影响。\r\n\r\n如果课程表是由 40-55 岁的人编写的，那么它就会严重偏向于继承 20-50 年前的课程所承载的知识内容。这种现象具有递归性，并导致滞后效果， 2020 年开设的课程，却可能仍然被一个世纪前适用的知识所污染。许多国家已经不再强制教学手写体，但波兰仍然强制教学。最近，我发现波兰课程中的手写体大写 F 看起来非常陌生，我不记得我在童年时学过这个字母，也不记得在生活中哪里遇到过。更糟糕的是，我无法分辨这个字母。如果有人问我，我会说这个字母不存在！它看起来像 T 和 F 的杂交。如果一个知识还算渊博的博士，在他生命的六十年中，完全不记得哪里遇见过与手写体大写 F 互动（除了在这儿骂一顿），那它有何必要作为必修知识要求孩子学习？\r\n\r\n整个数学领域都在快速发展，比如应用到机器学习的数学。然而，今天的数学课程与 20 世纪 50 年代的课程别无二致。笔算仍然占据课程的主要地位，然而现今实用价值所剩无几。笔算从不应该是强制性的。我试过回忆长除法怎么做，我回忆不起来（花了 20 秒）。我不是忘记长除法了。我小时候花了很多时间练习这个方法。然而在成年生活中，我估计从没用过这个技能。（如果我掌握了这个技能，）我也许能心算除法：不那么精确，但是很快，而且[适用性](https://supermemo.guru/wiki/Applicability)更好。计算器和纸一样触手可得。长除法只是学校课本中僵而不死的骨架一具罢了。只是为了乐趣，我试图重新学习长除法，看这个[视频](https://www.youtube.com/watch?v=LGqBQrUYua4)也不过两三分钟。不过很悲伤的事，我估计我不会用上长除法，除非是为了显摆。\r\n\r\n一旦我们把教育从课程的暴政中解放出来，我们就有希望摆脱这块古老又古老的压舱石，来发展更重要的新式解决方案。选择发展新趋势，便要承担抛弃一些旧有价值的风险。然而，信息的获取日益通畅，语义网也颇有前景，这样一来旧的解决方案中好的部分不会灭绝。这些好东西只是会经历一段健康的达尔文过程，而且一旦在特定场景下能提供明显的优势，我们也可以把他们复活。\r\n\r\n课程滞后对年轻一代的心理健康产生了强大的负面影响。一方面，课程滞后带来在学校浪费时间之感，从而引发相关压力，另一方面，毕业生因此对生活毫无准备，难获成功。\r\n\r\n课程滞后不利于知识，也不利于心理健康\r\n\r\n见：[课程滞后期](https://supermemo.guru/wiki/Curriculum_lag)\r\n\r\n## 课程膨胀\r\n\r\n当我们遇到社会无知的痛苦问题时，我们会本能地想到将该学科纳入[课程](https://supermemo.guru/wiki/Curriculum)。这种把课程当成有用知识的无底洞的习惯，属于[学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)之一。\r\n\r\n当我们看到种族主义或对女同性恋、男同性恋、双性恋和跨性别的不良容忍度时，我们可能认为增加一些关于容忍或多样性的课程会缓解这个问题。显然，一个宽容的人无法想象一个种族主义者坐在一个解释种族主义是不道德或犯罪的课堂上。这只会放大负面情绪，增加对学校、老师、不同意见的人，甚至是意见不同的人的厌恶。最后，在宽容的课堂上，一个种族主义者可能会变得更加种族主义。\r\n\r\n当经济或社会出现问题时，政客们不断咆哮 **「这个科目应该是[学校的必修课](https://supermemo.guru/wiki/Compulsory_schooling) 」** ？这似乎并不重要，使事情成为必修课往往会导致[反抗](https://supermemo.guru/wiki/Reactance)和[贬值](https://supermemo.guru/wiki/School_undermines_intelligence#Knowledge_devaluation)的主题。当气候变化在学校成为必修课时，它在现实生活中就不再有趣了。它得到了一个无聊的*\"成人世界的无人机\"*的地位。\r\n\r\n这也是指「性教育」、「互联网技术」或 「学习 **如何学习** 」。[死记硬背](https://supermemo.guru/wiki/Cramming)国家历史或文学是剥离一个人的爱国主义的最好方法之一（见：[我不再爱国](https://supermemo.guru/wiki/I_stopped_being_patriotic)）。如果学校开始推广[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，这将是一个大的有毒炸弹的概念。一旦硝烟散尽，[水蛭](https://supermemo.guru/wiki/Leech)和[有毒记忆](https://supermemo.guru/wiki/Toxic_memories)将是这个概念的唯一残余。把[SuperMemo](https://supermemo.guru/wiki/SuperMemo)推给孩子们是确保他们永远不会欣赏[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的力量的最有效方法之一，更不用说[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)（见：[SuperMemo对孩子不起作用](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids)）。\r\n\r\n插入SuperMemo。[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\n[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是[自由学习](https://supermemo.guru/wiki/Free_learning)的一个伟大隐喻。没有[课程](https://supermemo.guru/wiki/Curriculum)。它完全由目标和激情驱动。课程](https://supermemo.guru/wiki/Curriculum)与[渐进学习](https://supermemo.guru/wiki/Priority_queue)中的[优先队列](https://supermemo.guru/wiki/Incremental_learning)不同，当它膨胀时，只有在抗议之后进行改革时才会变薄。膨胀越大，对学生的伤害就越大。优先级队列的膨胀永远不会超过可控范围。学习从顶部开始，其余的队列则耐心等待，也许是几个月或几年。[优先级队列](https://supermemo.guru/wiki/Priority_queue)反映了这样一个事实：**我们的学习需求似乎是无限的，而解除学习不够的痛苦的唯一方法就是忘记需求中不可管理的部分。自然，这个问题只影响到有贪婪的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的人。[成功被学校驯化的](https://supermemo.guru/wiki/Well-schooled)人不会经历这种痛苦。他们按照计划学习。需要多少就学多少，没有一滴知识超过\r\n\r\n## 政治课程\r\n\r\n在所有的政治制度中，[课程](https://supermemo.guru/wiki/Curriculum)总是被当作一种可以塑造年轻人思想的武器。这在极权主义制度中最为明显，在那里，意识形态必须及早灌输，否则就会在与自由主义思想的冲突中面临灭顶之灾。[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的整个理念也可以被看作是一种意识形态，已经深深地刻在现代文化中。当我坚持认为[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)时，即使是最开明的人一开始也会提出反对。要证明胁迫、课程、学校压力、压力、[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)、习得性无助和失去对学习的热爱之间的直接联系，需要相当的努力。很难表明胁迫性学校教育破坏了社会智力。很难说明学校如何导致抑郁症、成瘾和不快乐的生活。很快，它也将成为推动失业和经济不平等的关键因素之一。\r\n\r\n课程被系统地滥用为政治灌输的工具\r\n\r\n见：[学校课程本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)。\r\n\r\n## 灌输钟摆\r\n\r\n课程确实有强大的影响，但它的影响与预期的不一样（一个生动的例子，见：[我不看书](https://supermemo.guru/wiki/I_do_not_read_books)，和[我不看小说](https://supermemo.guru/wiki/I_do_not_read_fiction)。\r\n\r\n我在[禁止家庭教育](https://supermemo.guru/wiki/Ban_on_homeschooling)中用了整整一章来讨论「通过课程进行灌输」。我展示了宗教是如何在炮火中茁壮成长的，以及宗教灌输和无神论者的课程是如何将其各自的支持者僵化为隐士般的封闭对立阵营的。原教旨主义者在压制的条件下茁壮成长，而在自由的条件下逐渐消退。\r\n\r\n其主要观点是，从长远来看，所有形式的意识形态灌输都会适得其反。它们只是激活了大脑中探索性学习算法中实施的[自然抵抗](https://supermemo.guru/wiki/Reactance)（见：[教育反作用于进化](https://supermemo.guru/wiki/Education_counteracts_evolution)）。正是这种对灌输的抵制，支撑着意识形态钟摆的力量，在更大的范围内，支撑着历史的钟摆。\r\n\r\n这些都是在文化模因之争中发生的自然振荡。这些振荡有一定的价值，在这些极端的对比中也有教学时刻。例如，当特朗普跟随奥巴马时，我们学到了很多（见：[唐纳德·特朗普的大脑之谜](https://supermemo.guru/wiki/Mystery_of_Donald_Trump's_brain)）。现在拜登上任后，他正在撤销前任所做的所有激进改变。在这个过程中，他勾起了对新政及其影响的古老记忆。\r\n\r\n局部振荡具有相同的价值，导致较少的动荡和社会困扰。激情可以改善学习，但激烈的争斗可能是抑制性和扭曲性的。这就是为什么通过共同核心课程进行的知识同质化是有害的。一个健康的社会是一个[多样化](https://supermemo.guru/wiki/Diverse)的社会，其中个人之间的交流几乎总是鼓舞人心的。\r\n\r\n创造力的历史规律说，哪里有压迫，哪里就有创造性的反抗\r\n\r\n## 跨代的伤害\r\n\r\n依赖课程的坏习惯始于「课程是必要的」这一谬误。当谬误与思想体系很好地结合在一起时，它们就形成了习惯。错误的信念会使人养成反射性的行为。\r\n\r\n对课程的依赖是一种自我延续的习惯。在课程中成长起来的孩子，长大后就会坚定地宣称： **「孩子们需要学习的指导 」** 。结果，受到良好引导的成年人剥夺了他们自己的孩子发展自主性和智力所需的选择。\r\n\r\n被指导的习惯被转移到新的一代，并导致了自主权的虚化\r\n\r\n## 科学课程\r\n\r\n对数学的憎恨和对科学的憎恨是在学校里产生的。对许多 5 岁的孩子来说，没有什么比科学和技术更有趣。他们想了解这个世界。但后来他们去了学校。\r\n\r\n只需要几个月的课堂时间，孩子们就会对课程要求的简单计算感到厌烦。一个孩子可能更喜欢数他鱼缸里的鱼。另一个则会痴迷地计算要与兄弟姐妹们分享的糖果。相反，在学校，他们都被强行灌输了一套苍白的教科书中的相同材料。当一个孩子对科学有了一些真正的兴趣时，情况会变得更糟。计算行星或蚂蚁可能会有无限的吸引力。没有比沉浸在自己的研究中或沉浸在数字众多的虚拟现实中更好的方法来培养良好的数字感。见：[电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)。\r\n\r\n除了无聊之外，科学[课程](https://supermemo.guru/wiki/Curriculum)还有一个致命的缺陷，就是把科学作为一套写在石头上的真理来介绍。这就是为什么许多阴谋论者嘲笑科学。他们坚持认为，如果科学声称是全知全能的，但它却一直在变化，那么它永远不能被信任。这种阴谋论心态从学校开始，作为[反抗](https://supermemo.guru/wiki/Reactance)反对唯一的真理，在某些地方可能看起来摇摇欲坠。相反，我们应该让孩子们探索科学的所有矛盾和弱点。\r\n\r\n科学永远充斥着对事实和模型的分歧。这种紧张关系推动了变化。\r\n\r\n就拿我宠爱有加的模因来说，我希望所有的孩子都能终生记住： **闹钟是大脑的破坏者！** 在我长达 26 年的学校教育中，我不记得曾经学过关于睡眠生理学的任何东西。这是个可怕的消息。这就更糟糕了，因为我有一个生物学的校历！ **。有一次我问一群学医的学生关于睡眠的作用。他们都一致声称「休息」！我没有受到有关[睡眠科学](https://supermemo.guru/wiki/Science_of_sleep)的教育，反而因为认真对待睡眠而经常受到惩罚。我上学迟到一直是我 「有行为问题的孩子」这个不可分割的标签的一部分。在我十几岁的时候，我曾试图向我的老师解释，一个** 「休息好的人是社会中更好的成员 」**。我没有得到任何同情。今天，我们把孩子们早早地叫起来上学，简直是让他们生病。许多行为问题都是在清晨开始的，孩子们与父母争吵，反对强行叫醒他们。更糟糕的是，我们告诉孩子，早起有助于他们为成人生活做准备。实际上，我们破坏了[睡眠控制系统](https://supermemo.guru/wiki/Sleep_control_system)，可能会导致他们一生都在与睡眠障碍作斗争。见：[学校的早课时间](https://supermemo.guru/wiki/School_start_time)。\r\n\r\n现在想象一个虚构的场景，我们开发一个新的课程，最终给予睡眠应有的评价。自然的青少年[反抗](https://supermemo.guru/wiki/Reactance)可能会导致新的[多相睡眠](https://supermemo.guru/wiki/Polyphasic_sleep)的流行，可能会像早起的学校一样有害。如果成年人告诉你，你需要许多小时的健康不间断的睡眠，这可能与你深夜的游戏计划相冲突。这是叛逆和称成人主张为愚蠢的第一步。\r\n\r\n好奇心是科学进步的巨大动力，然而，科学上的争斗也同样有帮助。如果我们用同一套干巴巴的事实喂养所有的孩子，我们就会播下智力停滞的种子。科学中的分歧是进步的动力。\r\n\r\n通过本能的[反抗](https://supermemo.guru/wiki/Reactance)，科学课程扼杀了科学好奇心，并可能有助于阴谋论的扩散。\r\n\r\n## 同理心问题\r\n\r\n成年人很难与年轻的大脑产生共鸣。早期学习倾向于[无语义内容](https://supermemo.guru/wiki/Asemantic_learning)，这并非巧合。字母表、星期、月份名称、乘法表等等。这些都是作为无语义的概念，被迅速过滤为最难的。这使它们具有首要性和原语性的光环。它们可能被贴上 **基本工具集** 的标签。实际上，年轻的大脑需要的是一个丰富的[语义框架](https://supermemo.guru/wiki/Semantic_framework)，以确立这些原始概念的需求和意义。只有这样，学习才可能成为有语义的，并产生预期的结果。绝大多数的成年人，包括优秀的教师，都不理解[语义学习](https://supermemo.guru/wiki/Semantic_learning)的必要性。这就是[普鲁士教育系统](https://supermemo.guru/wiki/Prussian_system)的条件反射的结果。\r\n\r\n成人很容易就能窥见孩子的大脑。想象一下，有一个孩子要学习一周的日子名称。这个孩子没有预定的活动，如周日的弥撒，或周六的足球。对这个孩子来说，周二和周四之间的差别，还不如Ganymede和Calisto之间的差别。学习日子的名称就像给真空贴标签。这完全是徒劳的，而且是无意义的。成人可能会认为 **「这些是孩子在生活中需要的重要术语 」** 。\r\n\r\n为了弥补 **[教育同理心](https://supermemo.guru/wiki/Educational_empathy)** 的不足，成年人可以想象把一年分成 36 个 10 天的时期，每个时期都有一个特定的名称。*Primedec, Secdec, Winterdec, Febdec,* 等等。仅仅为了考试而学习这个序列如何？只有 36 个名字（只是为了弥补成人元认知的优越性）。所有成年人，无一例外，都拒绝这样的命题。这正是一个孩子的感受。一堆要学习的名字，没有内容，没有目的！这就是典型的[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)。\r\n\r\n无法与年轻的大脑产生共鸣是教育系统设计错误的主要源头\r\n\r\n## 学生和教师的观点\r\n\r\n许多教师和学生都痛苦地意识到课程的危害性。然而，这种认识往往是在多年的教学实践后或从学校辍学后才有的。\r\n\r\n一位尊重学生自主权的老师解释说：\r\n\r\n> 我在学校经常听到的一句话是「我们想让学生知道什么？」，仿佛知识一旦纳入课标，就能进到脑子里。问题是，一旦学生开始相信课标谬误——他们最终会相信——就很难（尽管不是不可能）让任何人真正理解这些知识。很快，这个谬误就会成为现实。学生们相信，知识除了通过正式教学习得别无他路，而且这点很快就会成为现实，因为：1）学校占用了他们所有的精神资源，2）学生失去了自我指导学习的技能。\r\n\r\n一位[辍学者](https://supermemo.guru/wiki/School_dropout)解释说，在学校学坏多年后，只有当胁迫的负担被解除后，他才能看到光明：\r\n\r\n> 我记得我想我对哲学是多么无知，因为我从来没有碰过一本哲学书。只有当我开始读一点的时候，我才注意到「嘿，我一直在思考这些事情，只是不知道它们是哲学」。我还记得我试图做出决定，我应该学习数据结构还是操作系统。我没有考虑到的是，学习操作系统会让你学到大量的数据结构知识。这最后一个例子显示了另一个恶习：把学科本身作为目标，而不是在心里预设一些问题，然后根据这些问题做出决定。\r\n\r\n## 课程习惯\r\n\r\n[学校让人沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)。这些习惯是重叠的，并在协同作用下生存。 **对课程的依赖** 是这些坏习惯中的一个。它很容易与 **美化学校教育** 相混淆。关键的区别在于，美化学校使你对孩子说：「去学校。学校对你有好处」。而对课程的美化使你说「我们的课程需要这个科目 」或对孩子说「你必须学习它，它对你很重要」，好像孩子不知道她想在她的生活中做什么以及她的目标需要什么。对课程的美化与 **模仿** 、 **依赖援助** 、 **依赖专家** 和 **依赖学位** 的坏习惯相重叠。它导致了一种信念，即如果你不在学校遇到一个科目，你将永远无知。\r\n\r\n## 课程的起源\r\n\r\n在 Martin Luther（1483-1546）时代，教育是一种[非学校教育](https://supermemo.guru/wiki/Unschooling)，与贫穷的学习环境相结合。这种非学校教育在培养开明的公民方面是非常无效的。通往智慧的唯一有效途径是与聪明的有识之士互动。这些人少之又少，而且他们的智慧大多来自于宗教文本。\r\n\r\n然而，一条新的途径开始出现：印刷术的出现。[学校教育](https://supermemo.guru/wiki/Schooling)成为塑造社会集体思想的一个有吸引力的主张。这一过程通常为君主或神职人员服务。人们很自然地得出结论，学习阅读正成为一条越来越有效的通向智慧的途径。这种想法在二十世纪之前是合理的。随着广播的出现，然后是电视，现在是网络，阅读在早期发展中的作用逐渐减弱，然而，直到今天，一个普通的教育还生活在一个迷思中，即把 3-4 岁的孩子推向阅读是赋予一个早期教育的好处。这种说法已经被果断地推翻了。更糟糕的是，[电子游戏](https://supermemo.guru/wiki/Videogames)或 YouTube 被认为是抑制阅读的大忌（见：[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)）。事实恰恰相反：新媒体和新的学习工具是一种[学习宝藏](https://supermemo.guru/wiki/Letteracy)。\r\n\r\n当围绕[课程](https://supermemo.guru/wiki/Curriculum)的斗争继续进行时，当孩子们花越来越多的时间钻研[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)时，新的全球电子互联世界的大量学习机会被错过。孩子们不去探索科学、自然界、工程或哲学，而是从 **[无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)** 中填塞项目。学生们不是在[电子游戏](https://supermemo.guru/wiki/Videogames)中自然地吸收外语，而是被迫[死记硬背](https://supermemo.guru/wiki/Cramming)词汇、拼写、语法、歌曲和诗歌。其结果是，他们学会了讨厌语言学习。\r\n\r\n矛盾的是，教师和专制的父母可能是最后注意到问题的人。他们似乎专注于孩子的 **「错误的发展途径 」** ，并采取严厉的措施，如胁迫、惩罚、贿赂、药物治疗、治疗，或禁止接触电子媒体（见：[网瘾少年](https://supermemo.guru/wiki/Homo_tabletis)）。随之而来的是一场拉锯战，让各方都蒙在鼓里：（1）想把孩子推向正确轨道的成年人，和（2）把成人世界视为压迫来源的孩子。因此，对成瘾、电子游戏或毒品的驱使，都与失去自由有类似的路线。这些斗争加剧了代际裂痕，并延续了一些迷思，如[青少年是懒惰的](https://supermemo.guru/wiki/Myth:_Students_are_lazy)，[青少年讨厌一切](https://supermemo.guru/wiki/Myth:_Teens_hate_everything)，等等。在基于[开放行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)的养育方式中，这种问题较少。这种开放的养育方式为孩子的需求提供了一个更好的反馈。这反过来又有助于优化发展的轨迹。\r\n\r\n正确的策略是让孩子们遵循他们健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，并选择能最大限度提高[学习效果](https://supermemo.guru/wiki/Learntropy)的学习资源。如今，当我们审视[非学校教育](https://supermemo.guru/wiki/Unschooling)时，旧的思维方式导致了一个可怕的结论：孩子们更喜欢从 YouTube 上学习，这延迟了他们的阅读进展。更糟糕的是，他们使用语音合成和语音识别来规避阅读的需要。这种高[学习熵](https://supermemo.guru/wiki/Learntropy)源和[无语义的学校教育](https://supermemo.guru/wiki/Asemantic_learning)之间的对比，正朝着学校仇恨迅速增加的方向盘旋。这将不可避免地导致[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的结束（见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）。锅盖是通过威胁和灌输来保持的（例如「不上学就会无家可归」）。\r\n\r\n## 儿童权利受到侵犯\r\n\r\n[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)是对人权的一种侵犯。然而，这种侵犯的核心是强制性的课程。如果孩子们可以选择自己的项目，按照自己的方向发展，报告自己的进展很可能就不会是繁重的。我敢打赌，许多孩子甚至会喜欢有人关注他们自己的成就的时候。强制课程将永远是一种灌输的形式，也是一种阻止学习的方式。即使在科学领域，孩子也应该始终能够提出她自己的假设，并学会伪造或寻求证据。无论我们选择人类知识的哪一个领域，课程和孩子自己的兴趣之间出现分歧只是一个时间问题。这些分歧是阻碍进一步学习的直接方式，从长远来看，可能会造成对选定领域的厌恶。\r\n\r\n要使学习带来好的结果，必须遵守[学习的基本规律](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)。它必须以[学习内驱力](https://supermemo.guru/wiki/Learn_drive)为指导。否则，学习是低效的，而且可能产生反作用（即学习行为通过[干扰](https://supermemo.guru/wiki/Interference)造成知识的净损失）。\r\n\r\n由于学习决定了一个人在生活中的地位、满意度、生产力和心理健康，掌握自己的学习是一项基本人权。\r\n\r\n强制课程是对人权的侵犯\r\n\r\n见：\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n- [儿童的自由：人权视角](https://supermemo.guru/wiki/Children's_Freedom:_A_Human_Rights_Perspective)\r\n\r\n- [教育是一种人权](https://supermemo.guru/wiki/Education_as_a_human_right)\r\n\r\n- [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n- [学校奴役即将结束](https://supermemo.guru/wiki/School_slavery_will_end_soon)\r\n\r\n## 延伸阅读\r\n\r\n以下文章详细阐述了本文所讨论的课程的危害：\r\n\r\n- [无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)\r\n\r\n- [课程滞后期](https://supermemo.guru/wiki/Curriculum_lag)\r\n\r\n- [历史课程可以塑造民族主义态度](https://supermemo.guru/wiki/History_curriculum_can_shape_nationalist_attitudes)\r\n\r\n- [教育同理心的缺失充斥在课程中](https://supermemo.guru/wiki/Deficit_in_educational_empathy_determines_the_curriculum)\r\n\r\n- [课程本质上是政治性的](https://supermemo.guru/wiki/Curriculum_is_inherently_political)\r\n\r\n- [Papert 有远见地呼吁抛弃过时的字识（letteracy）（1993）](https://supermemo.guru/wiki/Papert's_visionary_call_to_ditch_obsolete_letteracy_(1993))\r\n\r\n- [学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)\r\n\r\n- [教育改革](https://supermemo.guru/wiki/Education_Reform)", + "type": "text/markdown", + "caption": " 课程安排之害\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Harms of the curriculum" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_History curriculum can shape nationalist attitudes.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_History curriculum can shape nationalist attitudes.json" new file mode 100644 index 0000000..687f842 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_History curriculum can shape nationalist attitudes.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/History curriculum can shape nationalist attitudes", + "text": "# 历史课标可以塑造民族主义态度\r\n\r\n原文：[History curriculum can shape nationalist attitudes - supermemo.guru](https://supermemo.guru/wiki/History_curriculum_can_shape_nationalist_attitudes)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 无聊的历史课\r\n\r\n经过 12 年的学校教育，我对历史，特别是世界历史知之甚少。我从大约 800 个小时的教学时长中依稀记得，历史课是一连串死气沉沉的无聊故事，涉及波兰伟人为自由而战，对抗死敌（尤其是德国人），遭受苦难，如英雄般死去。\r\n\r\n23 岁时，我慢慢开始自学历史。逐渐地，我的大脑中构造出了一个截然不同的画面，我意识到这个世界似乎要复杂得多，也有趣得多（见：[我自己学习历史的历程](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)）。学校一直以来试图叫我钦佩波兰的英雄。然而，通过今天的自然的智力抵抗，我看到了相反的情况。波兰人把故事描述得越像是个英雄，我就越是跑去找质量更好的资料。四十年后，我认为所有这些灌输的努力都是可悲的、适得其反的。真正的波兰英雄，如哥白尼或玛丽·居里·斯克洛多夫斯卡，在高中历史课本中仅仅只用了短短的三段去描述。同时，[克鲁希诺战役](https://en.wikipedia.org/wiki/Battle_of_Klushino)被评为波兰历史上最重要的二十个事件之一。你知道吗？如果波兰人在与俄罗斯人的战斗中以 1:5 的人数领先，那么他们必然会赢得一座纪念碑。\r\n\r\n可悲的是 ，新的[波兰教育改革](https://supermemo.guru/wiki/Polish_education_reform)（2017）似乎又致力于曾经的极权主义洗脑，甚至更糟。在共产主义时代，我们恨德国人，但我们爱俄国人。令人惊讶的是，我当时倾心于这些媚俄宣传，痴迷于与在波兰各地穿梭的俄罗斯军队聊天。今天的教科书里，俄国人和德国人都被描述为我们的世仇。不过，令人欣慰的是，所有的这些负面情绪似乎都正在慢慢地消亡，以对抗所有希望灌输（民族主义）的人。\r\n\r\n## 历史学家批评课程改革\r\n\r\n我不是一个历史学家，历史只是我的业余爱好。在此，我想引用 [Piotr Laskowski 博士](http://www.isns.uw.edu.pl/index.php?isns=o-instytucie-pracownicy-laskowski)和合著者 [Anna Dierzgowska](http://stl.org.pl/profil/anna-dzierzgowska/) 的几段翻译意见。Laskowski 是一位历史学家、教育家和哲学家，对学校系统持批评态度。Dzierzgowska 是一位激进的女权主义者、历史教师、翻译家、社会批评家，也是社会教育观察（Spoleczny Monitor Edukacji）的共同创始人。\r\n\r\n作者认为新的波兰历史课程不仅歪曲而且有害。让我欣慰的是，作者注意到新课标也非常无聊。这将激活学生的自然防御，并且必定会减少负面影响，甚至会使灌输的努力适得其反。\r\n\r\n> 新课标从政治背景出发介绍历史，按时间顺序组织，以波兰历史为主，很少涉及欧洲历史，几乎没有通史\r\n\r\n> 新课标以国家的概念为基础，其主要主题围绕着政治纷争和军事历史\r\n\r\n## 关于历史的分歧是健康的\r\n\r\n当我谈到[错误模型的价值](https://supermemo.guru/wiki/Value_of_wrong_models)或[知识进化论](https://supermemo.guru/wiki/Knowledge_darwinism)时，我说的是在任何领域进行创造性学习的健康策略。历史知识体系是庞大的，因此对新的微观历史证据的到来所形成的进化力量以及无限的比较分析特别敏感。Laskowski 指出，课标中采取的方法使这种异质性的学习过程变得困难：\r\n\r\n> 历史应该从不同的角度来介绍，它不应成为主流社会形态的讲述的片面故事。这将有助于理解历史互动的复杂性。因此，我们可以忘记波兰总是骄傲和总是痛苦的刻板印象。最重要的是，我们应该认识到，历史不是一成不变的事实。 **历史是受制于永无止境的科学论述** 。多样性形成了对历史力量的严格标准化模型的免疫力。我们应该终止历史上的邪教和仇恨对象（例如针对共产主义者的）。我们应该停止把学生当成愚蠢的容器，给他们灌输「愚蠢的事实」。\r\n\r\n> 学校的历史课将与现代历史思想和研究分离。它将变成 [死记硬背](https://supermemo.guru/wiki/Cramming) 的一组预处理事件。无关紧要、死气沉沉、无聊至极！\r\n\r\n## 殖民的耻辱\r\n\r\n传统上，我们对偏远地区了解甚少，主要是通过我们欧洲的[开化使命](http://en.wikipedia.org/wiki/Civilizing_mission)看到的：\r\n\r\n> 当关注非欧洲大陆时，我们会发现欧洲人的征服无处不在。[…] 学生应该研究伟大的探索和地理发现对欧洲社会、经济和文化生活的长期影响。[…] 课程使用殖民主义术语：「发现」、「新大陆」、「印第安人」。它还很好地避开了使用武力、剥削和种族灭绝的问题。新的改革没有努力改变这种以欧洲为中心的思想\r\n\r\n## 传统的敌人\r\n\r\n我有很多朋友在德国，通过这个视角，德国人似乎是世界上最美好的民族。然而，当一个面带微笑的德国人进入一家波兰鱼酒吧时，他可能会看到一些酸溜溜的脸，因为他一使用自己的母语就暴露了自己的国籍。对于这种丑陋的对比，除了让孩子们在二战时期不为人知的故事和电影中长大外，几乎没有其他解释。\r\n\r\n> 该课标延续了将波兰作为一个长期受到威胁并几乎总是与德国交战的国家进行历史教学的古老传统\r\n\r\n## 民族主义教育\r\n\r\n当[课标](https://supermemo.guru/wiki/Curriculum)说「学校的作用是加强民族认同感」时，Laskowski 在一个更广泛的背景下得出结论：\r\n\r\n> 课标中使用的句子清楚地描绘了民族主义教育的愿景 […] 以国家为导向的课标在事实上是错误的，可能会培养危险的态度\r\n\r\n最后，需要记住民族主义和种族灭绝之间不可避免的联系（见[我自己对青年爱国主义的不太友好的表达](https://supermemo.guru/wiki/I_stopped_being_patriotic)）：\r\n\r\n> 在 19 世纪末，不可分割的 **民族和种族的概念是** 殖民地种族灭绝、第一次世界大战的屠杀和大屠杀 **的驱动力。今天，类似的想法导致成千上万的难民和移民在欧洲边境遭受痛苦和** 的死亡。这就是新课标编者要处理的烂摊子。这些遗留问题仍然会影响到我们如何培养下一代。\r\n\r\n## 儿童权利受到侵犯\r\n\r\nLaskowski 和 Dzierzgowska 最重要的结论是对课标目标的最终谴责：\r\n\r\n> 课标的目标 [..] 违反了[《儿童权利公约》](https://en.wikipedia.org/wiki/Convention_on_the_Rights_of_the_Child)第 29 条，该条规定「儿童的教育应旨在 [...] 培养儿童本着各国人民、族裔、民族和宗教团体以及原住民之间谅解、和平、宽容、男女平等和友好的精神，在自由社会中过负责任的生活」\r\n\r\n## 结论\r\n\r\nDzierzgowska 和 Laskowski 的评论描绘了波兰小学历史课标的悲哀。它既是民族主义的，又是政治性的，不仅片面而且僵化（见：[学校课标本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)）。这样培养出来的成千上万毕业生，势必认为历史很无聊。这样的毕业生不太可能有兴趣去寻找新的知识来源。统共几百个小时的学习教育，埋下了（往往无脑的）仇恨种子和成见，这会在他们脑中形成化石，直到生命结束。唯一真正的补救措施是[自由学习](https://supermemo.guru/wiki/Free_learning)。为此，我们需要放弃强制课程的概念。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n## 延伸阅读\r\n\r\n- [学校课程本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)\r\n\r\n- [自由学习：学习历史](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)\r\n\r\n- [禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n- [教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)\r\n\r\n## 来源\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n------\r\n\r\n*引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)： *\r\n\r\n标题： **对小学历史课标的评估** \r\n\r\n原标题：关于小学历史核心课程草案的意见\r\n\r\n作者: Anna Dzierzgowska, Piotr Laskowski\r\n\r\n日期：2017 年 1 月\r\n\r\n来源：Social Education Monitor (*Spoleczny Monitor Edukacji*)\r\n\r\n反向链接：[学校课程本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)\r\n\r\n链接：https://www.monitor.edu.pl/analizy/opinia-o-projekcie-podstawy-programowej-przedmiotu-historia-dla-szkoly-podstawowej.html", + "type": "text/markdown", + "caption": " 历史课标可以塑造民族主义态度\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "History curriculum can shape nationalist attitudes" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Horrible theory of minimal guidance learning by Kirschner, Clark, and Sweller.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Horrible theory of minimal guidance learning by Kirschner, Clark, and Sweller.json" new file mode 100644 index 0000000..7471128 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Horrible theory of minimal guidance learning by Kirschner, Clark, and Sweller.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Horrible theory of minimal guidance learning by Kirschner, Clark, and Sweller", + "text": "# 可怕的最小指导学习理论，由 Kirschner, Clark, Sweller 提出\r\n\r\n原文：[Horrible theory of minimal guidance learning by Kirschner, Clark, and Sweller - supermemo.guru](https://supermemo.guru/wiki/Horrible_theory_of_minimal_guidance_learning_by_Kirschner,_Clark,_and_Sweller)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 关于探索式学习的混淆\r\n\r\n如果你是一个无情的铁杆老师，想证明[发现学习]（https://supermemo.guru/wiki/Discovery_learning）不起作用，你可以尝试以下技巧。进入班级并要求：*「我想让你掌握量子力学！继续发现吧！」*。你显然会遇到沉默的教室。如果你认为你的学生在他们的脑海中呜咽*「哦，不！不要这样对我们！ 请帮帮我！」*，您必须表现出[错误的学生思维模式]（https://supermemo.guru/wiki/Educational_empathy）。如果你能把脑电波翻译成声音，你宁愿听到*「你在开玩笑吗？」*。可悲的是，成千上万的教师认为，没有老师的帮助，他们的学生就没有未来。令人困惑的是，堆积如山的研究表明[发现学习]（https://supermemo.guru/wiki/Discovery_learning）效率低下。这都是错误的（请参阅：[发现学习很难衡量]（https://supermemo.guru/wiki/Discovery_learning_is_hard_to_measure））。然而，最可怕的是，仍有研究人员诚实地认为[发现学习]（https://supermemo.guru/wiki/Discovery_learning）效率低下。如果他们以数据为基础思考，我们可以很容易地证明糟糕的设计和质量差的研究。然而，如果他们的思维基于错误的思维理论，我们都需要担心教育中不流血革命的前景。如果年轻一代需要在科学支持下为自己的权利而战，那么这个消息是好消息。然而，如果科学处于对立面，我们可能会进入一个普遍混乱的时代，值得最好的泥浆搅拌[特朗普诡计]（https://supermemo.guru/wiki/Donald_Trump）。\r\n\r\n## 快乐的探索生活\r\n\r\n我很幸运，在[22年]（https://supermemo.guru/wiki/My_qualifications）中自由地忽略了我主要[义务教育]（https://supermemo.guru/wiki/Compulsory_schooling）的[直接指导]（https://supermemo.guru/wiki/Direct_instruction）。在极少数的日子里，当我被迫为测试进行一些机器人记忆时，我很快就会立即放弃语无伦次的知识，以追求自己的兴趣。在过去的30年里，我完全可以自由地有效地学习。我使用[免费学习]（https://supermemo.guru/wiki/Free_learning），我希望世界各地的所有孩子都能自由地拥有同样的自由和快乐。我的一生都是关于不受限制的[发现学习]的乐趣（https://supermemo.guru/wiki/Discovery_learning）。\r\n\r\n我无法理解的是，仍然有一些教育工作者可以直言不讳地争论，在学习的指导下，不知何故优于不受限制的探索自由。\r\n\r\n## 糟糕的例子\r\n\r\n这里有一个突出且被广泛引用的坏科学例子[为什么教学期间的最小指导不起作用：对建构主义、发现、基于问题的、体验式和基于探究的教学失败的分析] (https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1)\"*.*\r\n\r\n作者反对历史潮流，从Aristotle ，通过Locke和Piaget，再到[Seymour Papert]（https://supermemo.guru/wiki/Seymour_Papert）。他们反对公认的[建构主义]理论（https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)）。\r\n\r\n引用的文章告诉我，糟糕的研究设计并不是[免费学习]（https://supermemo.guru/wiki/Free_learning）或[发现学习]（https://supermemo.guru/wiki/Discovery_learning）被误解的唯一原因。即使对学习过程进行纯粹的建模也不足以达到目标。拥有博士学位的教育心理学家相信一些理论，这些理论给我留下了深刻的印象，他们从未观察到一个顽皮的孩子，也从未观察到自己学习新事物。对建构主义理论完全缺乏理解是令人震惊的。工作记忆和长期记忆以某种方式扭曲，以构建[发现学习]（https://supermemo.guru/wiki/Discovery_learning）效率低下的论点。出现了一个新的令人惊讶的想法，即（1）个孩子和（2）科学家的[概念网络]（https://supermemo.guru/wiki/Concept_network）在质量上是不同的，超出了概念化水平的自然定量差异（即既定[概念的结晶化（https://supermemo.guru/wiki/Concept））。整个关于指导优于自由的说法是对人类智力的侮辱。人类的大脑比这更好。文本谈到了作者的傲慢：“我们专家，我们科学家宣布他们更了解小人类”*。\r\n\r\n科学有那么糟糕，还是只是坚定的铁杆老师的一厢情愿的想法？我们是担心下一次考试，还是希望孩子们在智力成就上飙升？Kirschner、[Manfred Spitzer]（https://supermemo.guru/wiki/Manfred_Spitzer）、[Yuval Harari]（https://supermemo.guru/wiki/Yuval_Harari）和Nicholas Carr之间有什么共同点吗？是傲慢吗？\r\n\r\n农作物的奶油\r\n\r\n我留下了以下文章中的一些“徽章”，并发表了稀疏的尊严评论，假设读者熟悉主题，以发现荒谬的东西。\r\n\r\n[发现学习]（https://supermemo.guru/wiki/Discovery_learning）都是关于发现的。根据定义，它与教室的概念背立。然而：\r\n\r\n>最小引导指令似乎没有参考工作记忆的特征、长期记忆或它们之间的复杂关系。结果是一系列建议，大多数教育工作者发现这些建议几乎 **不可能实施** ——许多经验丰富的教育工作者不愿意实施——因为它们要求学习者从事不太可能导致有效学习的认知活动。因此，最有效的教师要么忽视建议，要么充其量为他们提供paylip服务（eg ，Auls，2002）\r\n\r\n[学习驱动器]（https://supermemo.guru/wiki/Learn_drive）机制通过对给定的[语义距离]（https://supermemo.guru/wiki/Semantic_distance）[最大化值]（https://supermemo.guru/wiki/Knowledge_valuation_network）来优化工作内存。然而：\r\n\r\n>建议在教学期间倡导最低限度的指导，就好像 **工作记忆不存在** 或者，如果确实存在，在处理新信息时，它没有相关限制，建构主义教学程序感兴趣的信息本身\r\n\r\n作者似乎不理解建构主义的增量性。他们似乎不知道[概念网络]（https://supermemo.guru/wiki/Concept_network）中长期记忆关联的一层层构建。[学习驱动器]（https://supermemo.guru/wiki/Learn_drive）机制通过确保[概念激活]（https://supermemo.guru/wiki/Conceptual_computation）在优化的[语义距离]（https://supermemo.guru/wiki/Semantic_distance）在有限的搜索空间中运行。然而：\r\n\r\n>工作记忆负荷无助于长期记忆中知识的积累，因为虽然工作记忆被用于 **搜索问题解决方案** ，但它不可用，**不能用于学习\r\n\r\n[学习内驱力]（https://supermemo.guru/wiki/Learn_drive）机制是最著名的学习轨迹优化器（见：[拼图隐喻]（https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor））。作者明确赞同手工高效优化的神话（见：[学校教育的登山隐喻]（https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling\r\n\r\n>教学的目标是 **很少** 只是搜索或发现信息。目标是为学员提供具体指导，了解如何以符合学习目标的方式以认知方式处理信息，并将结果存储在长期记忆中\r\n\r\n作者似乎不理解学习过程的增量性。他们清楚地想象，纯粹的[发现学习]（https://supermemo.guru/wiki/Discovery_learning）看起来像是要求某人自己去发现量子力学？所以工作记忆不堪重负，长期记忆中什么都没有了？这正是大多数时候手工优化的课程教育的样子！这是[学校教育问题]（https://supermemo.guru/wiki/Problem_of_schooling）：\r\n\r\n>要求新手学习者使用有限的工作记忆或无指导或最低指导的教学可能促进长期记忆变化的机制来寻找问题解决方案的后果似乎经常被忽视\r\n\r\n[Jerome Bruner]（https://en.wikipedia.org/wiki/Jerome_Bruner）是建构主义的天才之一。早在我们理解[学习乐趣]（https://supermemo.guru/wiki/Pleasure_of_learning）背后的机制之前，他就知道知识是它自己的最佳回报。现在我们了解了[学习驱动器]（https://supermemo.guru/wiki/Learn_drive）和[记忆如何工作]（https://supermemo.guru/wiki/Neurostatistical_model_of_memory），所有怀疑的痕迹都消失了。布鲁纳的“错误”因生活在一个无知的时代而“原谅”？2016年，布鲁纳去世，享年100岁。自该论文发表以来，他有十年的时间对*“映射完善的认知架构”*的奇妙概念有所启发。毫不奇怪，他从未放弃自己的信仰。\r\n\r\n>当Bruner（1961）提议将[发现学习]（https://supermemo.guru/wiki/Discovery_learning）作为教学工具时，推荐最低限度的指导是可以理解的，因为构成人类 **认知架构** 的结构和关系尚未 **映射** \r\n\r\n哪个更好？（A）告诉孩子日食是由月亮遮挡太阳引起的，以及（B）让孩子好奇，让她继续自己的谷歌搜索探索？当一个孩子不可预测地偏离其他话题，如外星智能或大爆炸，或像「为什么天空是蓝色的？」这样的问题时，这很好吗？*。每次答案是B（自己的探索），我们都有明显的证据证明探索和发现的力量。\r\n\r\n大多数所有年龄段的学习者都知道如何在获得足够的信息时构建知识，并且没有证据表明向他们提供部分信息比向他们提供完整信息更能提高他们构建表示的能力\r\n\r\n大脑是一个[概念网络]（https://supermemo.guru/wiki/Concept_network）。它早在出生前就开始了[概念结晶]（https://supermemo.guru/wiki/Generalization）的过程。这个过程以消耗的最后一点信息结束，通常是在最后一口气之后。然而：\r\n\r\n>根据Kyle（1980）的说法，科学探究是一种系统和调查性的表演能力，在一个人通过正式的教学过程获得对特定主题的广泛、批判性知识后，结合了不受约束的思维能力。它 **不能等同于** 科学教学的调查方法、自学教学技术或开放式教学技术。混淆两者的教育工作者因不当使用调查作为教学策略的范式而被判有罪\r\n\r\n我们知道，孩子们厌倦了简单的任务，摆脱了棘手的问题。他们使用[问题估值网络]（https://supermemo.guru/wiki/Problem_valuation_network）。然而：\r\n\r\n> **自由探索** 对高度复杂的环境可能会产生不利于学习的 **沉重的工作记忆负荷** \r\n\r\n糟糕理论之父\r\n\r\n当周围有糟糕的科学时，我们应该始终寻找根本原因。怎么解释呢？每个被广泛引用的坏理论都对科学进步有一定程度的[良好贡献]（https://supermemo.guru/wiki/Value_of_wrong_models）。但它也造成了一波又一波的混乱，特别是那些将科学权威作为终极神谕的信息不足的人。在这种情况下，一个糟糕的理论可能会破坏对[大教育改革]的追求（https://supermemo.guru/wiki/Grand_Education_Reform）。\r\n\r\nKirchner、Clark和Sweller都有丰富的课堂教育背景。他们一定正在经历“鱼缸效应”，因为课堂现实扭曲了社会生态学的真相，包括学习的生态学。他们都相信，随着专业知识的积累，学习过程会发生质的变化。在他们看来，学生需要指导，但专家不需要。\r\n\r\n在一次教育会议上，他们被贴上了*教导员*的标签，对他们来说，这不是冒犯。在喝咖啡时，他们决定在信念上加一些肉体。通过主要利用斯威勒的[认知负荷理论]（https://supermemo.guru/wiki/Cognitive_load_theory），他们产生了一篇有争议的作品，结果中了头奖。\r\n\r\n谷歌学者告诉我，Kirschner和Clark根据他们的不良理论和有争议的主张建立了他们的引文名声。我们再次在[同行评审]（https://supermemo.guru/wiki/Peer_review）中看到引用索引的缺陷。那些提出离谱主张的人经常在引文人气比赛中开枪。他们在书籍和混乱的博客中被引用。其中一名受害者写道*“我永远感谢任何指向一篇给我带来新教师生活的论文方向的人”（[来源]（https://researched.org.uk/research-that-changed-my-teaching/））。\r\n\r\nPaul ·AKirschner发现Facebook降低了GPA。Richard Edward Clark写道*“媒体永远不会影响学习”*。作者显然与新一代的大多数孩子不同。他们更喜欢教室而不是YouTube。也许看到伟大的学习理论被猫咪视频压制是无法忍受的？Kirschner的演讲甚至似乎遵循与[Manfred Spitzer]博士相似的模式。(https://supermemo.guru/wiki/Manfred_Spitzer).\r\n\r\n我不介意意见分歧，然而，我希望论文作者不要产出脆弱的学习理论，在课堂上奴役孩子。人权要求教授在指导下自由学习，要求孩子们自由选择自己的方式。\r\n\r\n至于John Sweller 博士，他是一个惊喜。他不知道孩子们自然会逃避太难的问题吗？他的课堂偏见可以追溯到他1988年的原始出版物，该出版物将他的名字列入教育科学史的编年史。这显然不仅仅是[发现学习]定义错误的问题（https://supermemo.guru/wiki/Discovery_learning），因为文章的标题清楚地谈到了*最低指导*（见：[很难研究发现学习]（https://supermemo.guru/wiki/It_is_hard_to_research_discovery_learning））。至关重要的是，Sweller 声称：\r\n\r\n认知负荷理论表明，自由探索高度复杂的环境可能会产生不利于学习的沉重工作记忆负荷\r\n\r\n我从未见过一个蹒跚学步的孩子对环境的复杂性感到困惑。相反，[开放行为空间]（https://supermemo.guru/wiki/Open_behavioral_spaces）有利于[智能]（https://supermemo.guru/wiki/Intelligence）。只要妈妈在身边提供安全感，探索就会蓬勃发展。正是 **指导** 的局限性通过[胁迫力]（https://supermemo.guru/wiki/Coercive_learning）将学生束缚到[复杂性]（https://supermemo.guru/wiki/Complexity）。Sweller的[认知负载理论]（https://supermemo.guru/wiki/Cognitive_load_theory）不应该告诉他，[学习驱动器]（https://supermemo.guru/wiki/Learn_drive）通过使用[问题估值网络]（https://supermemo.guru/wiki/Problem_valuation_network）或类似的[知识估值网络]（https://supermemo.guru/wiki/Knowledge_valuation_network）来有效优化学习吗？\r\n\r\n[Georgios Zonnios]（https://supermemo.guru/wiki/Georgios_Zonnios）解释了[发现学习]（https://supermemo.guru/wiki/Discovery_learning）研究中混乱的根源：[发现学习误导性研究]（https://supermemo.guru/wiki/It_is_hard_to_research_discovery_learning）。Paul Kirschner显然与课堂学习的概念相结合，他认为唯一可以接受的探索是让专制教师设定的目标感到满意。宇宙中适应性最强的设备在自由世界中自由探索根本不属于他的权限。\r\n\r\nKirchner还透露自己对[emergence]（https://supermemo.guru/wiki/Emergence）有软控制力。在他看来，[概念计算]（https://supermemo.guru/wiki/Conceptual_computation）中的[知识的结晶]（https://supermemo.guru/wiki/Crystallization_of_knowledge）在没有指导的情况下接近奇迹。这类似于一个神创论者的惊讶，他不相信复杂生活可能通过进化产生的想法。\r\n\r\n然而，所有邪恶的更根本的根源是Paul Kirschner在一次采访中认同的旧神话：*「学习很难」*。所有有疑问的人都应该专注于研究[学习乐趣]（https://supermemo.guru/wiki/Pleasure_of_learning）！从那时起，从逻辑上讲，我们必须尊重[学习基本法则]（https://supermemo.guru/wiki/Fundamental_law_of_learning）。如果[学习驱动器]（https://supermemo.guru/wiki/Learn_drive）是探索的最佳指导，那么我们演绎地得出[免费学习]的概念（https://supermemo.guru/wiki/Free_learning）。\r\n\r\n学生必须是是自己命运的主宰者", + "type": "text/markdown", + "caption": " 可怕的最小指导学习理论，由 Kirschner, Clark, Sweller 提出\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Horrible theory of minimal guidance learning by Kirschner, Clark, and Sweller" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_House building metaphor of learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_House building metaphor of learning.json" new file mode 100644 index 0000000..5e887dd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_House building metaphor of learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/House building metaphor of learning", + "text": "# 学习的盖房子比喻\r\n\r\n原文：[House building metaphor of learning - supermemo.guru](https://supermemo.guru/wiki/House_building_metaphor_of_learning)\r\n\r\n[萨尔·可汗](https://supermemo.guru/wiki/Sal_Khan)经常引用 **学习的盖房子** 比喻，并可能将其错误地解释为高效学习需要[课标](https://supermemo.guru/wiki/Curriculum)。\r\n\r\n可汗说，在学习中，我们不应该从屋顶开始盖房子。这正是发生在那些在基础数学等知识方面出现严重缺口的孩子身上的情况。在没有良好的代数基础的情况下继续学习微积分，就像从屋顶开始盖一栋房子。\r\n\r\n然而，知识在大脑中是以网络的形式构建的（[语义网络](https://supermemo.guru/wiki/Semantic_learning))），对于需要表示的同一对象来说，有不同的[抽象](https://supermemo.guru/wiki/Abstract_knowledge)方式可用。所有的抽象知识可能都建立在其他前置知识之上，每个拥有特定前置知识的大脑可能只为一组有限的抽象做好了准备。\r\n\r\n也有适合孩子们的抽象概念。一个 5 岁的孩子可能会在没有很强的数学能力时开始他的微积分探险。例如，一款赛车[游戏](https://supermemo.guru/wiki/Videogame)可以传授孩子加速度的概念，这可能成为关于导数的第一个抽象，无需任何公式的知识。这样，微积分就可以先于加法或阅读。在 5 岁时学习微积分并不像先盖屋顶一样糟糕。这样的学习算是一种启蒙，以较为狭隘的方式去理解所学，而这狭隘的方式正适合一个尚不识字的小孩\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)不需要[课标](https://supermemo.guru/wiki/Curriculum)。每个孩子或成人能以一种树状的、不受限制的方式追随自己的兴趣。在理想情况下，每个孩子都将有自己独一无二的成长轨迹，这将反映出与需求和激情相称的对周围世界的最佳适应。\r\n\r\n详情请见：[语义学习](https://supermemo.guru/wiki/Semantic_learning)。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n另见：\r\n\r\n- [如何用课程把小孩塑造成机器人](https://cliweb.org/build-a-house-ed-analogy/)一文展现了 **盖房子** 比喻最糟糕的一面，这解释了为什么像[极权主义独裁者](https://supermemo.guru/wiki/north_korea)一样的成年人喜欢对儿童的大脑进行过分干涉，精巧到每一根神经。\r\n\r\n- [语言学习中的盖房子比喻](https://elsdehaen.com/2017/03/26/is-learning-a-language-like-building-a-house/)\r\n\r\n- [以图片展示的盖房子比喻](https://www.theodysseyonline.com/youre-just-teacher)反映了一位富有激情的老师的理想视角。然而…[我们需要老师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)", + "type": "text/markdown", + "caption": " 学习的盖房子比喻\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "House building metaphor of learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_How I invented perfect schooling.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_How I invented perfect schooling.json" new file mode 100644 index 0000000..05fa3c9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_How I invented perfect schooling.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/How I invented perfect schooling", + "text": "# 我如何发明完美的学校教育\r\n\r\n原文：[How I invented perfect schooling - supermemo.guru](https://supermemo.guru/wiki/How_I_invented_perfect_schooling)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 完美的大学\r\n\r\n学校是学习热情的完美破坏者。它也是不断削弱终身学习理念的最强大的因素之一。我也曾经也受过学校教育的胁迫，激情也被系统地蹂躏过。值得庆幸的是，在我长达 22 年的学校教育完结时，我发明了一种算法，第一次使我有可能进行一些实际的学习。成功的关键就是[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。\r\n\r\n我的完美大学算法提供了以下内容：\r\n\r\n- [保持终身的知识](https://supermemo.guru/wiki/SuperMemo)\r\n\r\n- 低时间成本的学习\r\n\r\n- 没有浪费时间的讲座\r\n\r\n- [英语进步](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English)\r\n\r\n- [乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n## 1988 版\r\n\r\n我的完美大学学习算法 ，看起来是这样的：\r\n\r\n1. 去找老师\r\n\r\n2. 告诉他「我真的想学」\r\n\r\n3. 向他询问最适合应试的书籍\r\n\r\n4. 坚持阅读英文书（假设你知道[英语统治世界](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English)）\r\n\r\n5. 坚定地告诉自己你不需要去听课，因为你会更好地利用这些时间来学习\r\n\r\n6. 看书，在你想记住的东西上做笔记，把最重要的笔记放到 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 上\r\n\r\n7. 在考试前 3-4 天内，[将书填满大脑](https://supermemo.guru/wiki/Serendipitous_impact_of_mindless_cramming)\r\n\r\n8. 在考试中大放异彩（[全优](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)给你一个无敌的光环，使其他老师更难拒绝你的邀请）\r\n\r\n这种算法在所有情况下都对我有效，只有一个例外：一位顽固的老古董讲师拒绝给予我自由。在这一个案例中，我通过不听课、不学习、在考试中作弊来解决问题（这可能是我一生中在学校里唯一的一次作弊）。\r\n\r\n在这种算法下，我从不参加那些反正也是浪费时间的讲座。相应的，我的通勤（慢跑）的次数也减少了。\r\n\r\n如果你真的不在乎退不退学，这种算法效果最好。这种随和的态度会增强你的信心，让你的老师觉得他没有选择的余地。要么默许你自由学习，要么说「不」来强迫你退学。\r\n\r\n这种算法会给你留下一些可以持续一生的知识。你用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 记忆的只是你认为需要并能终身回忆的东西。\r\n\r\n## 2017 版\r\n\r\n上述算法的现代版本看起来是这样的：\r\n\r\n1. 去找老师\r\n\r\n2. 告诉他「我真的想学」\r\n\r\n3. 向他询问最适合应试的书籍\r\n\r\n4. 坚持阅读英文书\r\n\r\n5. 坚持阅读有可用电子书版本的书籍\r\n\r\n6. 坚定地告诉自己你不需要去听课，因为你会更好地利用这些时间来学习\r\n\r\n7. 用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)掌握这本书（又快又简单！）\r\n\r\n8. 在考试中大放异彩，向大家证明你走的是正确的道路", + "type": "text/markdown", + "caption": " 我如何发明完美的学校教育\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How I invented perfect schooling" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_How school turns off memory.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_How school turns off memory.json" new file mode 100644 index 0000000..39d5d3f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_How school turns off memory.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/How school turns off memory", + "text": "# 学校如何妨害学生记忆\r\n\r\n原文：[How school turns off memory - supermemo.guru](https://supermemo.guru/wiki/How_school_turns_off_memory)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 巧妙的证明\r\n\r\n这是一个有关英语单词「sausages（香肠）」的故事，通过三个难以置信的巧合，该故事完美的概述了学校的无用，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 还对此进行了完美的记录。\r\n\r\n下文中的图表呈现了为何 **「对学校的联想真的能摧毁长期记忆」** \r\n\r\n我的亲戚 Thomas 八岁了，他是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的一位小用户。他和他妈妈一起[复习](https://supermemo.guru/wiki/Repetition)。他的复习不是自愿的，但他自己选择了大量的学习材料。有一天，为了参加学校的测验，他要学习一打英文新单词（他的母语是波兰语）。其中有个单词对是「kielbaski（波兰语：香肠）=sausages（英语：香肠）」。Thomas 努力地记忆了这个单词，但在考试时他还是记错了。那是 2019 年的三月，Thomas 的妈妈将这个单词放进了 SuperMemo 的[集合](https://supermemo.guru/wiki/Collection)中，希望他在今后的考试中可以记住它。\r\n\r\n### 巧合 1：复制的卡片\r\n\r\n第一个巧合发生在 2019 年 3 月 20 日，Thomas 的妈妈在使用一台打字不便的小电脑。Thomas 在 SuperMemo 的[集合](https://supermemo.guru/wiki/Collection)里装满了空白[卡片](https://supermemo.guru/wiki/Item)（真的很多），并且由于键盘并不好使，Thomas 的妈妈在创建一个关于 sausages（香肠）的问题的 68 秒后，意外地点击了“复制”（复制的图标在剪贴板操作图标的旁边）。这个关于「sausages（香肠）」的问题被复制了，并创建了两张独立的[卡片](https://supermemo.guru/wiki/Item)。\r\n\r\n### 巧合 2： 应用模板\r\n\r\n[集合](https://supermemo.guru/wiki/Collection)中有很多[模板](https://supermemo.guru/wiki/Template)。Thomas 就有一个用于学习英语单词的模版。他不喜欢这个模版，因为这里装着为了学校测验而准备的困难单词。当然了，他有一个用于自己喜欢的[卡片](https://supermemo.guru/wiki/Item)的模版 ，比如动物（包括了动物的英文名）。\r\n\r\n第二个巧合很可能发生在同一天，即 2019 年 3 月 20 日。由于未知的原因，Thomas 的妈妈将他最喜欢的彩色模板应用于其中一个关于香肠的复制问题（在某些情况下，自动应用也会发生）。模板的改变，实际上使得两张相同的[卡片](https://supermemo.guru/wiki/Item)，有两个不同的模板：喜欢的模板和不喜欢的模板。\r\n\r\n在 2019 年 3 月 20 日至 6 月 15 日之间，Thomas 用不喜欢的模板复习了「sausages」11 次。一切重复都以失败告终。6 月，妈妈将学校知识分支的[优先级降低](https://supermemo.guru/wiki/Priority)，以确保 Thomas 在假期中不会[讨厌学习](https://supermemo.guru/wiki/Hating_SuperMemo)。\r\n\r\n与此同时，一件令人震惊的事情发生在「sausages」的复制卡上，就是那张用了喜欢的模板的卡片。这张卡片被复习了 10 次，只有第一次复习回忆失败。回忆成功的卡片的复习间隔比由 SuperMemo 规划的要密集。这表明复习间隔受到了人工干预，然而，这对故事没有什么影响。这两张卡片的下一次重复安排在 9 月 17 日和 9 月 20 日（由于假期开始时设置的低[优先级](https://supermemo.guru/wiki/Priority)，这两张卡片被推迟了 11-16 次）。春季两张卡片的复习在时间上是重叠的，于是对于这引入注目的复习表现便只有一个解释：模板的颜色决定了结果！成功的颜色与孩子自己选择的材料有关。失败的颜色与为学校学习的[卡片](https://supermemo.guru/wiki/Item)有关。对于那些相信颜色的魔力的人来说，不喜欢的模板是白色的，喜欢的模板是红色的，而字色是橙色的。然而，我后来证实，正是因为不喜欢的颜色与学校有关，才使得它“[有毒](https://supermemo.guru/wiki/Toxic_memory)”。\r\n\r\n[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)在[回忆](https://supermemo.guru/wiki/Recall)中扮演着不可或缺的角色，即使它并非直接和知识的语义相联系。\r\n\r\n### 巧合 3：现实生活中的惊讶\r\n\r\n2019 年 9 月 15 日，第三个巧合发生了。如果没有这个巧合，Thomas 可能会在未来的几年里一直复习他的复制卡片而不曾注意到先前的巧合。他有可能在某个时间点会把这两张卡片回忆得很完美，那这些卡片将从他的注意中消失。\r\n\r\n第三件巧合发生在 Thomas 的妈妈在一次家庭晚餐中讨论英语问题。她抱怨说，Thomas 记不住简单的单词。她在饭桌上冷静地问道：「Thomas，你怎么用英语说『香肠』？」。令她惊讶的是，这孩子回答得很正确！但是，他没有说「sausages」，而是回答「frankfurters（法兰克福香肠） 」！这件事需要进一步仔细调查！很明显，Thomas 是从另一个人那里学到这个词的。周围没有人使用「frankfurters」这个词，Thomas 也从来没有吃过法兰克福香肠。我们推测，使用这个词的人是 Thomas 的祖父。的确，利用他孙子丰富的照片记录，老爷子帮助确证了这一设想。2019 年 8 月 23 日，祖父为 Thomas 准备了热狗，后来为了测试 Thomas 的知识，他用英语问「你想吃法兰克福香肠吗？」。这个饥饿的孩子惊呼「好！」。这一件事肯定让「法兰克福香肠」这个词深深地铭刻在 Thomas 的记忆中了。与「好[卡片](https://supermemo.guru/wiki/Item)」在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中逐渐增长到 11 天的间隔相比，这次 23 天的[间隔](https://supermemo.guru/wiki/Interval)显得很长了。\r\n\r\n一件难忘的事可能比学校里的几十次[重复](https://supermemo.guru/wiki/Repetition)都有效得多\r\n\r\n### 估值假说\r\n\r\n记忆的巩固始于记忆的估值。这个估值由[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)决定。通过元认知技巧，可以在胁迫中无视神经估值。我们可以通过意愿控制大脑来记住它拒绝记住的东西。我们可以在记忆技术的帮助下记住一个无聊的电话号码。记住自己女朋友的电话比记住不喜欢的同事的电话更容易。不过，顺服校驯的成年人的大脑可以轻松记住电话。在考试前，学生可以通过[死记硬背](https://supermemo.guru/wiki/Cramming)的方式记住几乎任何东西。\r\n\r\n卡片颜色对知识估值的影响可以很好地解释两个香肠的故事。孩子的大脑可能会形成一种条件反应，将「白色」与「低估值」联系起来。在这种条件反射中，任何与学校有关的东西都会很难记住，甚至无法记住。大脑会自动切断[巩固](https://supermemo.guru/wiki/Consolidation)信号，以及[回忆](https://supermemo.guru/wiki/Recall)信号。\r\n\r\n对知识的反射性贬低，可能会切断回忆和/或巩固的信号，进而导致难以记忆学校材料\r\n\r\n## 语义大脑\r\n\r\n孩子们的大脑运用[语义学习](https://supermemo.guru/wiki/Semantic_learning)。这对[智力](https://supermemo.guru/wiki/Intelligence)非常有益。然而，这会妨碍学业指导，因为学业指导在很大程度上是无语义的（见：[无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)）。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，由于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的自然引导，孩子的大脑对无语义内容有很好的辨别能力。在学校里，这种差别很快就会被区分出来。成功被学校驯化的孩子成为优秀的[填鸭生](https://supermemo.guru/wiki/Cramming)，然而，他们失去了[语义学习](https://supermemo.guru/wiki/Semantic_learning)的能力。这影响了孩子的[智力](https://supermemo.guru/wiki/Intelligence)。\r\n\r\n对于一个小孩子来说，[SuperMemo 的效果不是很好](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids)。如果卡片和不愉快的学校教育有关，它就会成为[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。如果卡片带来愉快的联想并[在语义上贴切](https://supermemo.guru/wiki/Semantic_learning)，它就会相当成功。然而，在编码[语义记忆](https://supermemo.guru/wiki/Semantic_learning)的效率方面，没有什么能比得上 「现实生活 」。这些记忆可以通过[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)有效地延续下去。\r\n\r\n发展元认知技能需要多年的实践，使自己能够从无关紧要的背景中抽象出知识的本质，以便使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 来学习。在使用该程序三十年后，我对模板的颜色完全不敏感，我把它作为特定领域的情境指示器。这就是为什么我对 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的热爱一直没有减少的原因。然而，这种抽象出知识本质的能力是一种元认知技能。小孩子无法有效地做到这一点。许多成年人也做不到。[学校教育](https://supermemo.guru/wiki/Passive_schooling)偏重于知识的字面记忆。在[自由学习](https://supermemo.guru/wiki/Free_learning)中努力建立[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)则恰恰相反。\r\n\r\n自主的[自由学习](https://supermemo.guru/wiki/Free_learning)在较小的年龄段表现出 **无与伦比的效率** 。而对该过程的干预通常是有害的\r\n\r\n## 下一步：假设\r\n\r\n如果情境的微小变化对记忆有重大影响，那么有趣的问题就出现了：今天 Thomas 会对他在 SuperMemo 中的两张不同颜色的卡片提供什么答案？这些词在暑假期间没有复习。在写这些词的时候，我并不确定。我猜测：（1）口头问题会导致 *「frankfurters（法式香肠）」*，（2）由 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中喜欢的[卡片](https://supermemo.guru/wiki/Item)提出的问题可能会导致 「frankfurters（法式香肠） 」*或 *「sausages（香肠） 」（由于旧的背景），或者失败（由于大的间隔），（3）不喜欢的[卡片](https://supermemo.guru/wiki/Item)可能会导致回忆失败，或者可能是与喜欢的卡片一样的答案（由于记忆迁移，或者由于知识的实际使用）。若想要通过实验来验证我的想法，这很困难。在好的设计中，提出这些问题的时间应该是分开的（以避免干扰），但又不能太远（以避免新的学习）。\r\n\r\n## 下一步：检验\r\n\r\n由于时间限制，我设计了一个程序，在同一天（2019 年 9 月 16 日）测试所有记忆。我没有在时间上分散卡片，而是在学习队列中分散它们。对于一个元认知能力较弱的孩子来说，交错的卡片与较长的间隔时间有类似的效果。我把测试问题埋在更多的卡片中。我把它们从 Thomas 不喜欢的英语分支中抽取出来，以减少异常值的影响。我只用了 7 分钟就得到了答案。这个测试是成功的，因为它提供了毫不含糊的答案，其结果与最初的假设一致：\r\n\r\n- 首先，我问了关于模板的偏好。不出所料，孩子解释说「我喜欢红色模板，因为那些测试题很简单 」。Thomas 挑选和喜欢的卡片很容易，所以他更喜欢它们了。\r\n\r\n- 我从一个关于 sausages（香肠）的词汇问题开始，不出所料，答案是「frankfurters（法兰克福香肠） 」。\r\n\r\n- 当那张不喜欢的 sausages（香肠）学习卡片出现时，他的回答是「我不知道 」。这意味着， **不喜欢的模板使孩子放弃了他在 1-2 分钟前能正确回答的问题！** 这是一个典型的毒性记忆。学校、胁迫和不快被关联了起来，就好像大脑被麻痹了一样。没有任何明显的迹象表明他正努力从记忆中回想单词！\r\n\r\n- 当那张喜欢的学习卡片出现了，答案令人惊讶！Thomas 的回答不是「sausages（香肠 ）」，也不是「frankfurters（法兰克福香肠）」 ，而是「meat（肉）」。我觉得这该被视作一个正确答案，有很大可能是他在过去一直回答「meat（肉） 」（这可能是因为他妈妈为了缩短卡片学习间隔而做出的一些事情）。我们可能永远不会知道。他妈妈不记得了。\r\n\r\n- 为了结束测试，我决定用不喜欢的问题再问一次答案，这一次，这个孩子编造了一个答案。他把波兰语中的「kielbaski（香肠） 」讲得听起来像英语：「kelbosky 」。当孩子们不知道答案的时候，他们不喜欢承认这一点。学校教他们用一个近义词「meat（肉） 」，或者使一个花招，讲成「kelbosky 」来糊弄考试。\r\n\r\n顺便说一下，在同一次测试中，Thomas 在回答其他 2-3 张卡片时使用了「meat（肉）」 这个词，这让人感到有些困惑。这是他对「我不知道 」的搪塞。也许他一开始也不记得 「sausages（香肠）」？不过，在测试中，他对情境的依赖和喜好带来的影响是非常明显的：\r\n\r\n情境的微小变化会对[回忆](https://supermemo.guru/wiki/Recall)有重大的影响。\r\n\r\n## 胁迫状态下的记忆\r\n\r\n不同情境下回忆两张相同的卡片的图表，揭露了胁迫带来的令人震惊的负面影响：\r\n\r\n## 自由促进记忆巩固\r\n\r\n当问题用令人愉快的颜色装饰，不会带来负面的联想时，记忆表现就不会受到干扰。下图是[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中复习困难材料的典例：\r\n\r\n[[img [Memories associated with free learning show best consolidation.png|https://supermemo.guru/images/thumb/1/12/Memories_associated_with_free_learning_show_best_consolidation.png/600px-Memories_associated_with_free_learning_show_best_consolidation.png]]](https://supermemo.guru/wiki/File:Memories_associated_with_free_learning_show_best_consolidation.png)\r\n\r\n> 图：在 6 个月的时间里，在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中记忆「香肠」这个词的能力的变化。上图中的 10 个峰值（[可提取性](https://supermemo.guru/wiki/Retrievability)）对应着一次失败（红色）和连续 9 次[回忆](https://supermemo.guru/wiki/Recall)的成功（蓝色）。底部面板上的蓝色区域显示了[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)的积累。所展示的图表对于一个 8 岁儿童的密集时间表来说是典型的。相比之下，同一个孩子，在同样的年龄段，如果在胁迫之下学习，可能会产生截然不同的表现。见：[胁迫对回忆的影响](https://supermemo.guru/wiki/File:Memories_associated_with_school_coercion_do_not_consolidate.png)。\r\n\r\n### 胁迫导致记忆失能\r\n\r\n将白色背景与[强迫](https://supermemo.guru/wiki/Coercive_learning)相关联会导致[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)信号被切断。这反过来会使已成功用另一个没有[毒性联想](https://supermemo.guru/wiki/Toxic_memory)的[卡片](https://supermemo.guru/wiki/Item)[巩固](https://supermemo.guru/wiki/Consolidation)过的[记忆无法被提取](https://supermemo.guru/wiki/Recall)。\r\n\r\n[[img [Memories associated with school coercion do not consolidate.png|https://supermemo.guru/images/thumb/1/13/Memories_associated_with_school_coercion_do_not_consolidate.png/600px-Memories_associated_with_school_coercion_do_not_consolidate.png]]](https://supermemo.guru/wiki/File:Memories_associated_with_school_coercion_do_not_consolidate.png)\r\n\r\n> 图：仅仅将学习与[强迫](https://supermemo.guru/wiki/Coercion)联系起来，就可以关闭[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)、[知识回忆](https://supermemo.guru/wiki/Knowledge_recall)，从而关闭[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中的[知识巩固](https://supermemo.guru/wiki/Knowledge_consolidation)。相同的知识，在同一时间、同一人中，可能已经正确[巩固](https://supermemo.guru/wiki/Consolidation)，存储于记忆中。对比一下：[自由学习中的巩固](https://supermemo.guru/wiki/File:Memories_associated_with_free_learning_show_best_consolidation.png)。\r\n\r\n## 有害的学校教育\r\n\r\n总之，这个例子显示了学校教育和强迫的影响。这个孩子不但没有学好英语，反而开始讨厌英语。所谓的「好老师」，「慈爱的母亲」，以及「声誉良好的学校」没有做错任何事情，除了要求学生为了考试而学习。这张[卡片](https://supermemo.guru/wiki/Item)本身的表述没啥问题！只要稍微改变一下情境，它就可以完美地表现出来。 **强迫** 是形成[毒性联想](https://supermemo.guru/wiki/Toxic_memory)的唯一可识别的罪魁祸首。[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 可以通过操练不喜欢的[卡片](https://supermemo.guru/wiki/Item)来放大[对学习的憎恨](https://supermemo.guru/wiki/Hating_SuperMemo)。然而，它也可以通过复习自己精心选择的卡片而放大[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。在这个意义上，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 只是旁观者和放大器。\r\n\r\n **在学校，孩子们非但没有学习，反而常常习得了讨厌学习** \r\n\r\n## 欺骗大脑\r\n\r\n在偶然发现模板的魔力后的几周，我与我的朋友们，包括老师和心理学家，讨论了这个主题。我知道包括模板的颜色在内的联想对乐趣的影响。我参考了自己的[集合](https://supermemo.guru/wiki/Collection)，尤其是在那些 SuperMemo 元认知技能较差的早期知识方面，我对此有深刻的了解。然而，sausages（香肠）事件提供了最清晰、最有力的例子，[学习中的强迫](https://supermemo.guru/wiki/Coercion_in_learning)真的可以关闭记忆。\r\n\r\n在我与经验丰富的教育家交谈时，我多次听到一个即兴想法：「为了提高孩子的英语水平，换掉原有模板，用他最喜欢的模板来展示英语知识 」。这其实是一个可怕的想法！记忆问题并非来自颜色，而是来自于[对知识的估值](https://supermemo.guru/wiki/Knowledge_valuation)。即使使用了喜欢的颜色，如果学习的是不喜欢的知识，快乐的联想也会迅速熄灭。\r\n\r\n这种欺骗大脑的想法实际上普遍存在于整个学校教育的过程中。孩子们在学校里不断接收到虚假的奖励和虚假的信号。所有这些欺骗的目的是把孩子拖过[课程](https://supermemo.guru/wiki/Curriculum)的一个又一个阶段。然而，这也导致了信号的冲突。\r\n\r\n交换喜欢和不喜欢的卡片的颜色会向大脑发送矛盾的信号。这就是[网络之战](https://supermemo.guru/wiki/War_of_the_networks)的基础。这就是学校和家长失去权威的原因。联想变得毫无意义，因为它们不再为一个重要目的服务：区分有意义和无意义的知识。很多时候，这种划分是沿着语义与非语义的方式进行的。然而，最终的答案在于[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)。大脑通过检测不喜欢的颜色，放弃理解或编码不喜欢的知识的努力，来节省大量的时间和精力。如果我们不断欺骗大脑，推翻它以往的联想结果，大脑很可能会[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)（如[此图](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)所示）。大脑开始忽视学校传授的所有知识，这可能泛化到所有学习过程。它可能会导致诸如「我不擅长物理」或「我不适合学习语言」的说法。这些说法很难消除，许多人至死都带着「自己的智力存在缺陷」的错误信念。\r\n\r\n经常持续地欺骗大脑可能导致整个学习过程与不愉快相联，使孩子们失去了[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)，而这恰恰是他们取得高成就的最佳武器。\r\n\r\n教师在欺骗孩子大脑方面有着卓越的直觉和技巧。可悲的是，他们没有意识到信号冲突对孩子的[智力](https://supermemo.guru/wiki/Intelligence)造成的伤害有多深。\r\n\r\n## 延伸阅读\r\n\r\n- [语义学习](https://supermemo.guru/wiki/Semantic_learning)\r\n\r\n- [无语义学习](https://supermemo.guru/wiki/Asemantic_learning)\r\n\r\n- [毒性记忆](https://supermemo.guru/wiki/Toxic_memory)\r\n\r\n- [学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school)\r\n\r\n- [学校教育的徒劳](https://supermemo.guru/wiki/Futility_of_schooling)\r\n\r\n## 总结\r\n\r\n- 小孩子采用[语义学习](https://supermemo.guru/wiki/Semantic_learning)，他们的元认知能力很差。\r\n\r\n- 学校教育为[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)提供了宽容的条件，这导致了快速的遗忘，薄弱的[泛化](https://supermemo.guru/wiki/Generalization)能力，以及[对学校的仇恨](https://supermemo.guru/wiki/Why_kids_hate_school%3F)\r\n\r\n- 情境的微小变化会对记忆有重大的影响\r\n\r\n- [学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)在[回忆](https://supermemo.guru/wiki/Recall)中发挥着重要作用，即使它与知识内容没有直接联系。\r\n\r\n- 即使只有微弱的与学校有关的联想，也可能会导致关闭巩固信号（学习不会发生）。\r\n\r\n- 在学校里，孩子们非但没有学习，反而常常习得了讨厌学习\r\n\r\n- 在小时候，自主的[自由学习](https://supermemo.guru/wiki/Free_learning)是最有效的学习形式。\r\n\r\n- 早期学业指导可能通过形成[毒性记忆](https://supermemo.guru/wiki/Toxic_memories)而造成伤害\r\n\r\n- 一个令人难忘的事件可能比学校的几十次重复更有意义", + "type": "text/markdown", + "caption": " 学校如何妨害学生记忆\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "How school turns off memory" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_I have ADHD and I love it.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_I have ADHD and I love it.json" new file mode 100644 index 0000000..b28c929 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_I have ADHD and I love it.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/I have ADHD and I love it", + "text": "# 我有 ADHD，但我喜欢它\r\n\r\n原文：[I have ADHD and I love it - supermemo.guru](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it)\r\n\r\n## 对 SuperMemo Guru 的批评\r\n\r\n我收到了针对我文章的严厉批评：[将创造力与 ADHD 混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)。这些批评来自一位 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的前用户，他饱受 ADHD折磨，对他来说，医疗干预是一种福音。以下是批评的具体内容：*\"[你关于 ADHD 的文章大错特错，应该被删除](http://supermemopedia.com/wiki/Your_article_about_ADHD_is_outrageously_wrong_and_should_be_deleted) \"*。\r\n\r\n下面，我将尝试解释，ADHD 的标签囊括了整个谱系的表面下的原因，而且用于 ADHD 分类的症状可能包括一些健康人脑的高度受欢迎的特性的衍生物。\r\n\r\n引发整个误解的根本原因是仅描述疾病而没有深入研究其神经病理学原理。 ADHD 的定义的模糊性使整个行业都会引导孩子走上一条在学校做出良好表现的狭窄道路。影响该行业的力量如此多样复杂，这种现象不能在短小的篇幅中轻易地加以模拟和解释。但真正的受害者是存在的。[创造力](https://supermemo.guru/wiki/Creativity)导致类似于 ADHD 的症状。大型制药公司推广利他林。一些教师对利他林有更多的需求。一些父母被引诱使用利他林。一些健康的学生使用利他林来提高测试成绩。 ADHD 的确诊率在上升。但整体的心理健康水平在下降。这些力量和趋势各有其好坏。这就是为什么我的原创文章不能被解读为* ADHD 不存在*（文中有一个关于目前医学共识的链接）。它不能被理解为*利他林应该被禁止*。也不能被理解为*全球性的妄想与幻觉综合症*。简单来说，我的观点是,富有创造力的孩子不应被老师（或父母）的抱怨所困扰，他们应该对药物持谨慎态度，并从寻找简单的补救措施开始，比如保持良好的睡眠和运动。\r\n\r\n在我整理我的言论之前，一些好心人来为我辩护。那篇辩护文章值得一读，因为它带有一些[我没有想到的有趣的观点](http://supermemopedia.com/wiki/Talk:Your_article_about_ADHD_is_outrageously_wrong_and_should_be_deleted)。\r\n\r\n## “加倍下注”：关键论点\r\n\r\n[对我的文章的批评](http://supermemopedia.com/wiki/Your_article_about_ADHD_is_outrageously_wrong_and_should_be_deleted)包含大量不准确的事实。对我的文章也有错误的归因。很多时候，一个小小的混淆，例如 **「减轻 」** 和 **「治愈 」** 之间的混淆，就会导致重大误解。我不会讨论所有这些问题。网络上充满了错误的信息，包括关于 ADHD 的错误信息。纠正别人的错误是西西弗式的努力。\r\n\r\n然而，批评实际上是对于 ADHD 的一种非常健康的表达。它是曲折前行的，它基于困惑，也包含了大量的误解，然而，这也体现了它的最佳价值。它显示了一个会走弯路的创造性的大脑是如何工作的，以及干扰如何促进灵感产生。\r\n\r\n这里我只谈与我的文本有关的关键点。我再次断言：\r\n\r\n- 有创造力的人常常为集中注意力而挣扎。在一个健康的人身上，创造力和注意力之间的竞争可以很容易地得到控制\r\n\r\n- 学生的创造力往往会使他们被贴上捣乱的标签，这可能会增加 ADHD 误诊的几率[link]\r\n\r\n- 有创造力的孩子处于更高的被用利他林药物治疗的风险中\r\n\r\n- 认知超负荷的表现（例如在学校）可能与 ADHD 的症状相似\r\n\r\n- 培养[创造力](https://supermemo.guru/wiki/Creativity)是教育的关键目标之一。[自由学习](https://supermemo.guru/wiki/Free_learning)是可以提高创造力的最佳工具之一。而[强制学习](https://supermemo.guru/wiki/Coercive_learning)是众所周知的创造力破坏者。这种强制对创造力的影响是我们应该在全球范围内用[自由学习](https://supermemo.guru/wiki/Free_learning)取代强制性学习的主要原因之一。\r\n\r\n- [强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)对儿童的心理健康有很大的损害。在未来，教育将以[自由学习](https://supermemo.guru/wiki/Free_learning)为基础。几十年后，我们将以惊讶或蔑视的眼光看待强制学校教育的概念（就像我们今天看待奴隶制一样）（见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n- [教育改革](https://supermemo.guru/wiki/Education_Reform)将不会被政治倡议所推动。它将由拒绝束缚的儿童和为孩子争取自由的父母的基层运动所推动。\r\n\r\n- 所有药物干预都有很大的副作用。服用过多的利他林和服用过多的水之间的区别是，我们有天然的防御措施来防止摄入过多的水\r\n\r\n- 美国各州的 ADHD 诊断率存在巨大差异。这些差异与学校守则和精神药物法相关。[严厉的学校守则与诊断率的增加有关，而限制性药物法与诊断率的减少有关](https://supermemo.guru/wiki/ADHD_rates_vary_wildly_from_state_to_state_in_the_US)\r\n\r\n- 被[学校教育](https://supermemo.guru/wiki/Schooling)压得昏昏欲睡的孩子的大脑，在精神病诊断中是一个艰难的课题。出于类似的原因，也很难诊断出被丢弃在桌子上的PC的健康状况。所有的科学分析都希望消除造成混乱和混淆的变量。[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)的特点是神经混沌。在自由条件下没有表现出症状的儿童不应该被用药。他们应该被给予自由\r\n\r\n- 关于[相移障碍](https://supermemo.guru/wiki/Phase_shift_disorder)对健康影响的文献很丰富。受[昼夜颠倒](https://supermemo.guru/wiki/Circadian_disruption)影响的大脑是一个不合格的大脑。由于健康的大脑是身体健康的几乎所有方面的基础，「昼夜节律健康」对缓解 ADHD 至关重要的说法不需要证明。这无异于声称良好的健康状况有助于在奥运会上获胜。读者可以自己做所有的补充学习（译者按：可参考[有关睡眠的文献](https://zhuanlan.zhihu.com/p/496134717）。\r\n\r\n- 我同意，互联网上的虚假声明是非常有害的。最好的补救措施不是压制自由言论，而是增加民众的知识。这能加强健康的怀疑主义。我确实相信疫苗接种。导致意见冲突的自由言论，就像健康的疫苗接种，防止谎言。接种疫苗后，我们会变得更加谨慎。另外见：[论教育自由和信息自由](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)\r\n\r\n- 我的文章应该是对进一步研究的一种启发。它们不能替代任何人自己的调查。它们不能代替医学专家。我总是大声疾呼： **咨询其他来源** ！\r\n\r\n## 精神病学的问题\r\n\r\n精神病学是一门不知足的学科。随着与现代生活方式相关的精神障碍的流行，精神病学干预的作用和重要性不断增加。与此同时，精神病学正受到来自许多方面的攻击。大部分的攻击是相当不明智的，然而，在中心有一个主要的核心问题，不断破坏精神病学的形象和价值。\r\n\r\n精神病学是复杂的、艰难的、令人迷惑的。可以把它比作通过观察汽车的行为，然后通过改变燃料组合来修复汽车的尝试。\r\n\r\n如果不充分了解每个人不良适应的神经生理原因，我们将永远无法得出一个真正有效的精神疾病分类。如果没有能力影响特定的专门的大脑结构及其特定的受体群，我们将永远无法在真正针对疾病的同时不误伤很多没有疾病的人。即使是像[褪黑素](https://supermemo.guru/wiki/Melatonin)这样看似无害的天然产品也会对不同的受体群起作用。这样一来，应用对一个受体或细胞群起作用的药物，在另一个受体或细胞群中产生不受人欢迎的副作用。\r\n\r\n解决心理健康障碍流行的最好办法是预防，这需要对社会功能进行重大改变\r\n\r\n这一切都从怀孕开始。在合法处方的精神活性物质的影响下，压力过大的妈妈们在漫长的道路上迈出了第一步，使数百万年来的进化所设计的奇迹般的大脑出轨。三分之一的现代分娩是通过剖腹产，剥夺了孩子们宝贵的阴道微生物毯。剖腹产与自闭症和其他一些疾病（包括影响心理健康的疾病）相关。新生儿或学步儿童很早就断奶了，或者完全被剥夺了母乳（见：[日托苦难](https://supermemo.guru/wiki/Daycare_misery)）。关于母乳喂养的营养或免疫效果有很多说法，而心理上的影响可能是最重要的。\r\n\r\n婴儿被从他们的母亲身边扯走，在机构的照料下度过他们的早期时光。在托儿所里，有相当比例的孩子开始出现行为问题，我们往往将其标记为人格特征。然后，真正的 「 大脑屠杀」在上学时开始。在最初的 2-3 年内，渴望学习的快乐的孩子，绝大多数都变成了不情愿的学生。到了十几岁的时候，他们绝大多数都讨厌在学校学习（见：[孩子为什么讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school)）。他们可能仍然喜欢学校教育的某些方面，因为同龄人和社交是防止进一步滑向心理健康问题的最好预防措施之一。我在学校遇到过一些有自杀倾向的孩子，因为他们根本无法看到 **成绩以外的世界** ，也无法看到老师和家长的反应。多年来，他们被调教成对学校系统的铃声、奖励和惩罚做出反应。在他们成为成年人之前，大多数人都尝试过非法药物或酗酒。\r\n\r\n当青少年要面对成年时，一个致命的打击在等着他们：他们在学校学到的所有东西在找工作时都没什么用。他们的成绩和资格往往不重要。在正式用语中，他们缺乏经验。在大脑方面，当涉及到创造力和解决问题时，他们是无能为力的。这是社会对他们的另一种排斥，他们似乎在一个方向上鞭打孩子，只是为了在孩子选择错误的方式时对其进行惩罚。当今天出生的婴儿长到 18 岁时，他们将可能面临来自机器人大军和人工智能工具的致命竞争。这个加速度是如此巨大，以至于学校系统需要打破并转变为一个新的野兽。否则人类将被人工智能照顾，就像我们今天照顾濒危物种一样（希望不是在动物园）。\r\n\r\n现代成年人中，有一部分健康的人在社会上找到了让自己幸福的位置。有了好的工作，对社会有好的贡献，有好的社会交往，有好的机会学习新的东西，快乐的心态就会逐渐恢复，如果在童年时有任何损伤，也能逐渐得到补偿，并基本忘记。\r\n\r\n我们可以通过让孩子们获得自由，为防止大量的精神恶化做出巨大的贡献。让教育成为自愿的。让它重新成为一种乐趣。家庭教育、非学校教育或民主学校教育是在学习的同时保持自由和快乐的好方法。[民主学校](https://supermemo.guru/wiki/Democratic_school)宣扬，精神障碍的问题是微不足道的，因为自由使孩子们茁壮成长。\r\n\r\n可悲的是，精神病学对奴役孩子有一个可悲的极度的有害贡献。[ADHD](https://supermemo.guru/wiki/ADHD) 是一种定义不清的疾病，甚至连专家都对它的各个子组成部分、它们的作用、根源、病因等感到挣扎或有分歧。Russell A. Barkley 博士是一位著名的多动症专家，有时因与大药厂的关系而受到批评。他建议将 **迟钝的认知节奏** 从 ADHD 中分离出来，并改名为「注意力缺失症」（CDD）。我符合多动症的所有诊断标准，只是我不认为它们有任何适应不良的情况。恰恰相反，所有的症状我都归因于一个健康的大脑在发挥作用。我立即拒绝任何「迟钝」作为我自己大脑的标签的做法。见 Barkley 的推理：[迟钝的认知节奏/注意力缺失症](http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935291.001.0001/oxfordhb-9780199935291-e-9)。\r\n\r\n我粗略地看了一下 Barkley 的推理，告诉我他可能是对的，我的知识还不足以确定。然而，我可以肯定地告诉你，在一个没有命名一个大脑结构、受体或神经激素的推理过程中，需要几十年的学习和实践才能做出良好的区分。很少有人能达到 Barkley 的知识水平，做出好的判断。专家是神秘的，他们有权利出错。整个行业诞生的沃土是在诊断以问卷调查为基础并受家长和老师意见影响的地方。ADHD 行业在一个关键前提下蓬勃发展： **让孩子们做好上学的准备** 。在我 10 岁左右的时候，医生考虑给小小的我用药。我在学校里太不听话了。我不确定我是如何脱身的，但如果服药了我今天可能不会写这些文字。也许我会遵守学校的制度，做我的[家庭作业](https://supermemo.guru/wiki/Homework)，并以好成绩毕业。我想学医，但改学了生物学。其中一个主要原因是，生物学提供了更多的自由和更低的标准!是的。我想在我的大学里降低标准。也许在另一个世界线中一个用药的我，会尽职尽责地在医学院里填鸭式学习，几十年后的现在，正考虑给其他孩子用药。如果它对我有效，我肯定会倾向于相信它对其他人也有效。\r\n\r\n## 参考文献\r\n\r\n有人指责我没有做功课，没有为我的主张提供佐证。我不仅为我的关键主张提供了参考资料，我还明确要求提供进一步的建议。每当我的主张引起怀疑时，我都很乐意澄清哪些是我的观点，哪些来自其他来源。我努力使所有的来源都得到很好的确认。自然地，有时灵感会被内化。在 ADHD 方面，我记得几十年前读过[Bonnie Cramond](https://supermemo.guru/wiki/Coincidence_of_ADHD_and_creativity)的文章。从那时起，我就从不同的角度看待 ADHD。今天，我可能已经忘记了最初的启发。Cramond 的观点被我内化了。幸运的是，我可以在[SuperMemo](https://supermemo.guru/wiki/SuperMemo)的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中跟踪我的灵感的所有细节。我在新世纪的所有记忆的来源都有据可查。那就归功于 Clamond 博士吧！\r\n\r\n参考文献：\r\n\r\n- 创造力可能与 ADHD 相混淆：[ADHD 和创造力的巧合](https://supermemo.guru/wiki/Coincidence_of_ADHD_and_creativity)\r\n\r\n- 利他林增加多巴胺转运体的可用性：[利他林会适得其反](https://supermemo.guru/wiki/Ritalin_will_backfire) (参考「利他林会上瘾吗？」)\r\n\r\n- 睡眠对 ADHD 有好处，利他林对睡眠不利：[Czeisler on Ritalin](https://supermemo.guru/wiki/Czeisler_on_Ritalin)\r\n\r\n- ADHD 反映了成人的期望：[关于 ADHD 的过度诊断或诊断不足](https://supermemo.guru/wiki/On_ADHD_over_or_under-diagnosis)\r\n\r\n- 躁动的价值：[坐立不安可能提高认知能力](https://supermemo.guru/wiki/Fidgeting_may_improve_cognitive_performance)\r\n\r\n- ADHD 是真实的：[关于 ADHD 的国际共识声明](https://supermemo.guru/wiki/International_Consensus_Statement_on_ADHD)\r\n\r\n我没有提供与 DSM-V 的直接链接，就像我没有链接到其他容易核实的来源一样。然而，鉴于我声称 DSM-V 标准可能过于宽松，我增加了一个新的参考文献：[DSM-V 放宽了 ADHD 的适应不良标准](https://supermemo.guru/wiki/DSM-V_relaxes_maladaptive_criteria_of_ADHD)\r\n\r\n## Bruce Perry 博士对 ADHD 的评论\r\n\r\n我不介意站在「一百个精神病学家」的对立面，只要我和那些对大脑的运作有着惊人洞察力的人站在同一条线上。\r\n\r\nBruce Perry 是一位研究儿童创伤的专家。他是我自豪地站在一起的人之一。他参与了对 Columbine 事件（译者注：[哥伦拜恩校园枪击事件](https://en.wikipedia.org/wiki/Columbine_High_School_massacre)）的研究。他知道无数个孩子陷入困境的案例，并能看到那些可以吞噬整个家庭的情绪反馈回路。在他的著作中，他对大规模[日托](https://supermemo.guru/wiki/Daycare_misery)和早期学校教育的到来表示遗憾。他注意到，就在几代人之前，一个孩子是由 4-5 个成年人照顾的。今天，在一条流水线上，比例反过来了。到了幼儿园的时候，没有人对偶尔出现的 1:20（即每一个疲惫的监护人照顾 20 个孩子）感到沮丧。Perry 对儿童大脑结构和技能的多线程发展的理解是独特的。他的独特视角来自于在不同阶段和用不同的「方法」与受虐待损害的儿童合作。这导致了「神经序贯治疗模式」的产生，该模式的基础是解构虐待案件中精神病学评估的复杂性。\r\n\r\nPerry 还热衷于批评 ADHD 的过度诊断和精神病学的过度医疗。如果让我把 Perry 的哲学翻译成简单的语言，那就是：\r\n\r\n「 **爱比利他林更重要** 」（Bruce Perry 博士如是说）\r\n\r\n对于患有 ADHD 的成年人来说，事实显然不具有普遍性，但对于有问题孩子的父母来说，事实是如此（平均而言）。\r\n\r\n除了对爱的需求，我还想加上散步和锻炼的自由。不过转念一想，Perry 提供了一个充分的条件。任何有爱的父母都不可能忽视孩子对自由活动的需求。运动限制可能是学校里 ADHD 症状爆发的关键因素之一。\r\n\r\nPerry 博士说：\r\n\r\n> ADHD 最好被认为是一种性格特征。我们中的任何一个人在任何时候都会至少符合其中的几个标准\r\n\r\n我更进一步。我声称，我有时符合所有的标准，大部分时间符合部分标准。根据 DSM-5 的宽松标准，我可以算是一个 ADHD 的病例。\r\n\r\n一个专门讨论成人多动症的网站发布了[谴责 Perry 博士](https://aadduk.org/2014/04/02/dr-bruce-perry-adhd-is-not-a-real-disease)的言论。该帖子和评论与我收到的[批评邮件](http://supermemopedia.com/wiki/Your_article_about_ADHD_is_outrageously_wrong_and_should_be_deleted)有许多相似之处。主要的情绪是对一个自称是专家的人的愤怒，据说他无法感受到 ADHD 的痛苦和耻辱。与 David Beckham 的比较应该是不恭维的。\r\n\r\n我不能代替 Perry 博士说话，但我需要强调的是，他的大脑专业知识是一流的，而他的职业生活和行为是他作为儿童的坚定和热情的捍卫者的最好证明。\r\n\r\n在评论发表在[英国卫报](https://www.theguardian.com/society/2014/mar/30/children-hyperactivity-not-real-disease-neuroscientist-adhd)上的 Perry 的说法时，主张无药物童年的 Marilyn Wedge 博士在[今日心理学](https://www.psychologytoday.com/us/blog/suffer-the-children/201404/adhd-does-not-exist-part-2)上写道：\r\n\r\n> 说 [ADHD 类症状]是一种疾病实体，就像说一个因胸痛和出汗而来到医生办公室的人得了「发烧」。发烧可以用药物治疗，但发烧的根本原因呢？发烧是一种症状，不是一种疾病\r\n\r\n她补充说：\r\n\r\n> 如果把用于寻找多 ADHD 生物学原因的资源的一小部分用于研究症状的心理和社会原因，那么在寻找帮助过度活跃和分心的儿童而不给他们用药方面就会有真正的进展。Perry 博士是这一科学研究新方向的领导者。\r\n\r\n我想补充的是，我们仍然需要解码产生猖獗的创造力、多动的行为、激光般的注意力、思维过程的运动调节以及解决问题时的心理计算的优化的机制（见：[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)。这些都是创造性生活方式的重要成分。同样的成分在 ADHD 中可能会起伏不定，或者直接乱了套。有了所有这些多方向的影响，我并不对争论很激烈而且不可能很快结束感到惊讶。如果我有一天要面对药物治疗的困境，我宁愿回到「不伤害他人」的原则。\r\n\r\n## 学校里的 ADHD\r\n\r\n我在足球场上的一个青少年朋友在智力和古怪的行为方面非常突出。他的名字叫 Matti。他是最吵的，而且显然超级活跃。他可能是一个令人讨厌的人。他承诺公平竞争，然后疯狂地射门，不考虑学龄前儿童、女孩和戴眼镜的人。许多孩子宣称他们不喜欢 Matti（不太有说服力）。其他人则爱死他了：「他是周围最有趣的人。他为了一个笑话可以做任何事情」。他是该地区极少数会说英语的孩子之一。\r\n\r\n就在我写到 ADHD 过度诊断的问题时。Matti 低声说，他被诊断为 ADHD。我感到非常震惊。我可以看到一个典型的案例，一个具有惊人潜力的孩子被莫名其妙地贴上了精神障碍的标签。更糟糕的是，Matti 在很长一段时间内都在大量用药。他在学校的行为在药物治疗中得到了极大的改善。这是成人世界喜欢 ADHD 药物的一个典型的好理由。幸运的是，药物治疗对 Matti 本人的感觉并不好：「我就像一具僵尸。我去学校，做完作业，就去睡觉。我不是在生活。我是在梦游。这样的生活毫无乐趣」。他拒绝继续用药，他妈妈同意了。他又回到了那个充满创造力的疯狂的自己。\r\n\r\n当我问 Matti 他的激情、兴趣和对未来的计划时，我很惊讶他的思维是如此的广泛。他比他的同龄表现高出 2-4 岁。在他的书包里，他拿出了一幅画：「我今天在学校画的。上课很无聊」（见图）。我感到很惊讶。这是一个有多种才能的孩子，整天在学校里涂鸦，而纳税人却为这个老师支付了费用，把他的广播放到不受欢迎的空气中。他没有追求自己的兴趣，而是被关在一个系统中，并被贴上制造麻烦的 ADHD 标签。他没有学习的自由，而是扰乱了学校的生活，使大量的人不开心。涂鸦和浪费仍然比胁迫要好。如果老师逼迫马蒂做孩子讨厌的事情，他的 ADHD 症状就会爆发出来。我问 Matti，他是否想过[家庭教育](https://supermemo.guru/wiki/Homeschooling)。他不清楚什么是家庭教育，但马上就有了兴趣。他说他会用谷歌搜索这个概念，并和他的父母商量。\r\n\r\nMatti 称自己很懒。我试图找出他「懒惰」的根本原因，结论是这只是他在学校得到的一个标签。Matti 很幸运，他的父母给了他很大的自由，这个标签在家里并没有得到强化。在一次较长的采访中，我指出了他的优点，以及他可以做到多么严谨和不懒惰。他的学习热情有多快，等等。此外，这次谈话给我的印象是，我在和一个非常有智慧和专注的年轻人谈话。我强调「很专注」只是因为他收到的标签。我很少注意到。当谈话快速流畅，内容丰富时，我只称其为「富有成效」。\r\n\r\n[[img [ADHD art produced at school|https://supermemo.guru/images/thumb/1/1c/Creative_ADHD_art_painted_during_classes_at_school.png/400px-Creative_ADHD_art_painted_during_classes_at_school.png]]](https://supermemo.guru/wiki/File:Creative_ADHD_art_painted_during_classes_at_school.png)\r\n\r\n> 图：患有 [ADHD](https://supermemo.guru/wiki/ADHD) 的儿童应该是多动的，表现出注意力问题。然而，一些被贴上多动症标签的人可以表现出惊人的注意能力。当他们忙于自己感兴趣的领域时，他们可以一动不动地专注于自己的追求，每次都是几个小时。这张照片的作者曾经被大量用药。他在学校被认为是顶级的麻烦制造者。然而，在学校上课时，只要有机会，他就可以发挥他的[创造力](https://supermemo.guru/wiki/Creativity)，证明激情和自由是治疗 ADHD 症状的良药。他在学校花了一天时间就完成了这幅画。在学校里，这种情况经常发生：老师讲课，孩子们忙于其他事情，而我们却要为此纳税。\r\n\r\nSuperMemo 插图。[什么是 SuperMemo？](https://supermemo.guru/wiki/What_is_SuperMemo%3F)\r\n\r\nMatti 可能也是一个很好的[渐进读者](https://supermemo.guru/wiki/Incremental_reading)的候选人。他说他是一个非常快的读者，但经常在第一段就评估一本书的价值，并拒绝继续阅读。这是一个典型的对低影响文本不耐烦的案例。他渴望知识的快速流动。如果我们找到时间让我提一下，他就会从 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中得到。在这一点上，解决他的学校问题是最重要的问题。[家庭教育](https://supermemo.guru/wiki/Homeschooling)将是一个救星。他坚持认为，他可以把 8 个小时的学业压缩到 2 个小时的家庭集中作业中。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n在 Matti 的年龄，我也喜欢当班上的小丑（[比尔·盖茨](https://supermemo.guru/wiki/Bill_Gates)或斯科特·考夫曼也是如此）。我曾有一段时间是个恶霸。不是因为卑鄙。我嘲笑一个朋友是为了逗乐众人。如果把我转到现在，我肯定也会以药物治疗而告终。即使在我的时代，这也是一个值得思考一段时间的选项。马蒂和我年轻时的相似之处让我觉得[家庭教育](https://supermemo.guru/wiki/Homeschooling) \"假期\"对马蒂会有好处。他将很容易通过考试，因为他在学习方面没有任何问题。他的症状可能会消失。他的注意力恢复了激情，他多动的一面会在运动中得到缓解。他将有大量的时间用于他的爱好，绘画只是其中之一。由于我认识 Matti 学校的校长，我也宣布了我的帮助。\r\n\r\n## ADHD 药物，和阿尔茨海默病\r\n\r\n像[唐纳德-特朗普](https://supermemo.guru/wiki/Donald_Trump)这样的人在压力下往往会加倍努力。当我的话语受到批评时，我非但不谦虚，反而急于为我的模式寻求更多支持。我倾向于陷入更多的争论。这是[自然和健康](https://supermemo.guru/wiki/Brains_algorithms_protect_models_of_reality)!当我说[教育抵制进化](https://supermemo.guru/wiki/Education_counteracts_evolution)时，我坚持认为自然抵制是探索性算法的一部分，可以提高学习的创造性。如果批评能够指出一个错误，特别是一个明显的错误，我应该能够羞愧地看到，那么我的立场就会变得柔和。不幸的是，更多的时候，我去寻找对我的话的支持，而当我找到它时，我就像特朗普一样加倍努力。在其他地方，我解释了[错误模型的价值](https://supermemo.guru/wiki/Value_of_wrong_models)，以及确认性偏见如何筛选掉与模型相矛盾的证据。这就是为什么为一个模型增加力量总是好的，即使它在几十年后被证明是错误的。\r\n\r\n在此，对于网络考古学家，我将做出一个离谱的大胆预测。利他林能提高注意力。它是通过调节对不连贯的知识的防御来实现的。因此，它导致了一定程度的[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)来解决[神经冲突](https://supermemo.guru/wiki/War_of_the_networks)。通过增加不协调的知识输入，用药的人患阿尔茨海默病的风险会增加。我生来就有点傲慢，这就是为什么我确信我是对的。未来会有答案。然而，我应该补充的是，如果药物的积极结果大大超过了消极结果，那么仅仅是 「快乐心态 」的影响可能会产生相反的结果。换句话说，研究需要对两者进行加权：对网络的超载损害，与减少压力的治疗效果。此外，[创造力](https://supermemo.guru/wiki/Creativity)可能通过其对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的影响而具有神经保护作用。换句话说，在 ADHD 的症状是多产的创造性思维的结果的情况下，阿尔茨海默氏症的风险可能首先就会降低。\r\n\r\n用药物对抗 ADHD 可能会压制创造性思维带来的好处\r\n\r\n## 对我在 ADHD 上的立场的批评\r\n\r\n- [你对 ADHD 的无知是危险的](https://supermemopedia.com/wiki/Your_ignorance_of_ADHD_is_dangerous)\r\n\r\n- [你错得很离谱](https://supermemopedia.com/wiki/Your_article_about_ADHD_is_outrageously_wrong_and_should_be_deleted)\r\n\r\n------", + "type": "text/markdown", + "caption": " 我有 ADHD，但我喜欢它\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "I have ADHD and I love it" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Introduce Mandatory Adult Education!.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Introduce Mandatory Adult Education!.json" new file mode 100644 index 0000000..60cc5f5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Introduce Mandatory Adult Education!.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Introduce Mandatory Adult Education!", + "text": "# 推行强制成人教育！\r\n\r\n原文：[Introduce Mandatory Adult Education! - supermemo.guru](https://supermemo.guru/wiki/Introduce_Mandatory_Adult_Education!)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 拟议立法：强制成人教育！\r\n\r\n我的同事，一位[优等生](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)，抛出一个想法： **强制成人教育** 。\r\n\r\n拟议的强制成人教育法规将带来许多好处：\r\n\r\n- 通过强制的混合不同种族、不同性别的课程，我们将教导成年人如何一起社交，并建立一个协调的社区\r\n\r\n- 如果有一些道德课程，我们可以减少犯罪以及其他不道德的行为\r\n\r\n- 通过医学讲座，我们可能会减少吸烟和其他成瘾行为\r\n\r\n- 通过广泛的公民教育培训，我们将增强社会的民主\r\n\r\n- 通过精心设计的哲学和宗教课程，我们可以让穆斯林、基督徒和无神论者想法一致\r\n\r\n- 通过开设数学和工程学课程，我们可以让一部分成年人转而从事报酬更高的工作\r\n\r\n- 通过有关气候变化和环境科学的教育，我们可以帮助社会从使用汽油车转为使用电动汽车\r\n\r\n- 我们可以解释全民疫苗接种计划的价值\r\n\r\n- 我们可以教授他们如何负责任地持枪\r\n\r\n- 我们可以减少中年意外受孕的数量\r\n\r\n## 反对意见\r\n\r\n当我四处打听上述想法时，有人注意到，「成年人不是孩子，他们有工作和责任，他们没时间接受教育 」。这似乎是一个拙劣的借口。在许多国家，我们强迫人们服兵役，或当陪审员，我们甚至在选举中强制投票。相比之下，强制教育就不那么严厉了。此外，孩子们被迫在晚上做[家庭作业](https://supermemo.guru/wiki/Homework)。也许成人教育也可以在下班后的晚上或者周末进行。\r\n\r\n但有一个问题，强制教育在自由民主国家是行不通的。即使一些具有极权主义思想的政治家试图引入强制教育，也会在国内引发暴乱。贯彻执行这种法律将是行不通的，这个系统会和试图执行它的政府一起崩溃。\r\n\r\n那为什么我们要把孩子关在[学校的监狱](https://supermemo.guru/wiki/Gray:_School_is_prison) 10 至 15 年？因为孩子们没有投票权，他们是[无助的](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive)。我们的动机是好的，而他们是无知的。然而，对许多孩子来说，学校[造成的伤害远远大于它带来的好处](https://supermemo.guru/wiki/Problem_of_Schoolin)。\r\n\r\n自由是教育的核心，因为它是[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)的基础。\r\n\r\n## 未来：自由\r\n\r\n孩子们反对学校监禁的最大盟友是他们自己的父母。在大多数民主国家，父母掌握着孩子们自由的关键。\r\n\r\n强有力的[在家上学](https://supermemo.guru/wiki/Homeschooling)、[民主学校](https://supermemo.guru/wiki/Democratic_school)和[非学校教育](https://supermemo.guru/wiki/Unschooling)运动是未来的最大希望，也是年轻一代的最大希望。然而，作为解放者的父母并不总是可靠的。许多只顾事业的成年人乐于把学校作为孩子的储藏间。24 小时日托的想法已经成为现实。在波兰，一些幼儿园接受照顾孩子们度过漫长的三天三夜。这正逐步 **破坏养育子女这一概念** ！一些高度发达的国家，如德国或瑞典，实行了[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)的法律，它们臆断强制课程是塑造社会模范成员的最佳方式。你知道希特勒在《我的奋斗》中颂扬了学校教育的力量吗？我不是 **希特勒** 的粉丝，但极权主义思想和利用学校塑造思想的意图之间存在着明显的关联。\r\n\r\n我问了一些孩子关于强制成人教育的问题。我很惊讶。他们支持这种教育！他们为什么要支持[他们自己讨厌](https://supermemo.guru/wiki/Why_kids_hate_school%3F)的学校？他们眼中的邪恶火花向我透露了他们的真实动机。他们确认，对成年人实行强制学校教育将是一种正义的表现。让大人们同样尝尝他们所热衷的、向年轻一代发放的毒药。\r\n\r\n## 现在：回到苏联时代？\r\n\r\n如果你嘲笑强制成人教育只不过是科幻故事，那么请注意这将会降临到你头上！它[已经在发生](https://supermemo.guru/wiki/Nordic_Council_of_Ministers:_Make_adult_education_mandatory)！受教育的权利已经被歪曲，变质为自相矛盾的「强制权利」。\r\n\r\n## 总结\r\n\r\n **强制教育是有害的，对孩子和成人都是如此。它违反了[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。强迫的教育标志着[不自由的民主](https://en.wikipedia.org/wiki/Illiberal_democracy)** 。", + "type": "text/markdown", + "caption": " 推行强制成人教育！\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Introduce Mandatory Adult Education!" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Knowledge in creative problem solving.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Knowledge in creative problem solving.json" new file mode 100644 index 0000000..c51c071 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Knowledge in creative problem solving.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Knowledge in creative problem solving", + "text": "# 知识之于创造性解决问题\r\n\r\n原文：[Knowledge in creative problem solving - supermemo.guru](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)\r\n\r\n## 概要：知识的价值\r\n\r\n知识在我们的文化中赢得了当之无愧的良好声誉。我们知道，[知识是好的](https://supermemo.guru/wiki/Goodness_of_knowledge)，在生活中也很有用。然而， **学习行为本身** 也有重要的价值。新近获得的知识，在质量上与成熟、持久的知识有很大不同。为了有效地解决问题，两者都是我们需要的。\r\n\r\n **稳定的旧知识和新鲜的新知识在有效解决问题中都是必不可少的** 。两者都有助于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)、[创造力](https://supermemo.guru/wiki/Creativity)和快乐心态的形成\r\n\r\n## 旧知识 vs. 新知识\r\n\r\n在学习和解决问题的过程中，稳定的知识和新知识之间存在着巨大的差异：\r\n\r\n- 稳定的知识可以助力人们[快速思考](https://supermemo.guru/wiki/Fast_thinking)、演绎或解决算法问题\r\n\r\n- 新知识为[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造力](https://supermemo.guru/wiki/Creativity)提供能量，并且很容易通过[遗忘](https://supermemo.guru/wiki/Forgetting)塑形，从而[泛化](https://supermemo.guru/wiki/Generalization)。\r\n\r\n稳定的知识的特点是高[稳定性](https://supermemo.guru/wiki/Stability)。它不容易被遗忘。\r\n\r\n新知识的特点是高[可提取性](https://supermemo.guru/wiki/Retrievability)。它新鲜、脆弱且可塑。新知识通过改变思维过程，将其偏离稳定知识的既定路径，来提高创造力。新知识通过提供新的不完整、不完善的[连贯](https://supermemo.guru/wiki/Coherence)探索领域，提高了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。这就解释了为什么[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造力](https://supermemo.guru/wiki/Creativity)之间存在着相互的正反馈。用 Cattell 的术语来说，稳定的知识可以被看作是[晶体智力](https://en.wikipedia.org/wiki/Fluid_and_crystallized_intelligence)的框架，然而，新知识大大增加了解决问题的能力，Cattell 将其部分纳入流体智力。\r\n\r\n[[img [Old and new knowledge in creative problem solving|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/500px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n> 图解：创造性地解决问题需要（1）具有高[稳定性](https://supermemo.guru/wiki/Stability)的广泛专业知识，以及（2）具有高[可提取性](https://supermemo.guru/wiki/Retrievability)的丰富新知识。广泛的稳定知识使得解决算法问题变得容易。这些问题可以在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下以较低的能量消耗得到解决。需要「跳出思维定势」的问题依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对不同领域的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是由「求知欲」驱动的，也就是可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻松塑造和[泛化](https://supermemo.guru/wiki/Generalization)的新鲜知识。这种可塑性，有助于在新学习和创造性问题解决中，实现良好的模式匹配。\r\n\r\n## 从一个自由的孩子到一个专家\r\n\r\n以下是稳定知识和新知识的低和高储备的四个组合：\r\n\r\n- **小学生** ：在学校的被动学习没有达到[自由学习](https://supermemo.guru/wiki/Free_learning)的标准。学校违反了[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)。通过[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，儿童接受现状，然后容忍新知识的低流入。他们的稳定知识很低。新知识是[不连贯的](https://supermemo.guru/wiki/Coherence)。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)很低。[创造力](https://supermemo.guru/wiki/Creativity)可以忽略不计。\r\n\r\n- **自由的孩子** ：在[自由学习](https://supermemo.guru/wiki/Free_learning)中，稳定的知识可能很低，但由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动的新知识流是不间断的。这为[学习内驱力](https://supermemo.guru/wiki/Learn_drive)提供了一个正反馈循环。低水平的稳定知识使我们很容易找到取之不尽的值得学习的新知识资源。创造性很高\r\n\r\n- **专家** ：经过多年的学习，大量的专家知识变得完善，并使解决专业领域内的算法问题变得容易。这个过程毫不费力。然而，新知识的低流入可能会减少[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。这就是专业知识可能对好奇心和进一步探索产生负面影响的原因\r\n\r\n- **创意专家** ：一个拥有丰富稳定知识的创意专家可以快速解决问题。然而，他也不断探索新的知识领域，寻找可以提高他们的专业知识或一般知识的概括和模式。创造性专家的特点是对新知识有高度的渴求。他们也觉得更容易探索新的领域，扩大他们的专业知识或创造性地补充他们现有的知识领域。创造性专家最适合解决需要大量发散性思维的棘手问题。他们较少受到自己的专业知识的限制，也不倾向于进行常规思维。\r\n\r\n高[可提取性](https://supermemo.guru/wiki/Retrievability)的知识很容易被激活，这使得它扮演着「吸引者」的角色。我们打比方说，新知识是「饥饿」的，因为它吸引着新的学习和新的想法。\r\n\r\n## 渐进学习\r\n\r\n还有一个知识的子集，其特点是[稳定性](https://supermemo.guru/wiki/Stability)和[可提取性](https://supermemo.guru/wiki/Retrievability)极高。例如，这样的配对是复习后的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的规范。这种知识是稳定的，但也能为[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造力](https://supermemo.guru/wiki/Creativity)提供动力。它已经被重新激活，并被带回到一个高的[可提取性](https://supermemo.guru/wiki/Retrievability)水平。合理的[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的一些乐趣来自于认识（见：[认知的乐趣](https://supermemo.guru/wiki/Pleasure_of_knowing)）。然而，更多的乐趣来自于刷新的知识的联想力，它可以在学习过程中创造性地贡献新的想法。这在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)中尤为明显，新知识（阅读）与旧知识（复习）相结合，产生新的品质（[创造力](https://supermemo.guru/wiki/Creativity)）。对创造力和创造性学习的促进是[渐进阅读的优势](https://supermemo.guru/wiki/Advantages_of_incremental_reading)的关键之一。\r\n\r\n[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的创造性力量部分取决于新知识与旧知识的随机交织。\r\n\r\n## 成年时代：学习的价值\r\n\r\n下表解释了新旧知识的几个典型组合，它们的程度，以及对创造性解决问题的影响。稳定的知识在学习的过程中不断增长。新知识对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造力](https://supermemo.guru/wiki/Creativity)至关重要。新知识只有在[自由学习](https://supermemo.guru/wiki/Free_learning)的过程中才能有效建立。基于[课程](https://supermemo.guru/wiki/Curriculum)的[强制学习](https://supermemo.guru/wiki/Coercive_learning)很少提供新的匹配的知识流入。这导致了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的丧失和有限的[创造力](https://supermemo.guru/wiki/Creativity)，并通过[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)产生了不快乐的心理。\r\n\r\n一个拥有普通知识的成年人，如果受到现代生活的困扰，很少能够有效地扩大他们稳定的知识资源。日常琐事往往会建立起与工作和家庭生活相关的平均专业领域。新知识和创造力都很低。此外，压力和[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)可能导致网络过载，逐渐削弱认知能力。失去[学习内驱力](https://supermemo.guru/wiki/Learn_drive)使个人面临抑郁症的风险增加。如果认知能力下降进入正反馈循环，可能会发展成[阿尔茨海默氏症](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer's_disease)。\r\n\r\n| - | **小学生** | **自由的孩子** | **成人** | **专家** | **创意专家** |\r\n\r\n| ---------------- | --------- | -------------- | --------- | ---------- | ------------------- |\r\n\r\n| 稳定知识 | 低 | 低 | 中等 | 高 | 高 |\r\n\r\n| 新的知识 | 低 | 低 | 中等 | 高 | 高 |\r\n\r\n| 学习内驱力 | 低 | 高 | 残缺 | 高 | 高 |\r\n\r\n| 学习内驱力 | 低 | 高 | 残缺 | 中等 | 惊世骇俗 |\r\n\r\n| 问题的解决 | 残缺 | 有限 | 差 | 专业 | 完美 |\r\n\r\n| 过载 | 适度 | 无 | 高 | 无 | 无 | 无 |\r\n\r\n## 谬误的起源\r\n\r\n旧知识与新知识的相互作用解释了为什么很难打破旧的谬误和范式。见：[谬误易于传扬，难以破解](https://supermemo.guru/wiki/Myths_are_easy_to_swallow_and_hard_to_kill)。在这篇文章中，我表明一个被谬误感染的老奶奶就像一个 **稳定的专家** ，而一个孩子就像一个知识不足、记忆不稳定的 **小学生** 。他们因为完全不同的原因而容易受到错误信念的影响。", + "type": "text/markdown", + "caption": " 知识之于创造性解决问题\r", + "modified": "20230930171250232", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Knowledge in creative problem solving" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learning history school vs.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learning history school vs.json" new file mode 100644 index 0000000..7d1f427 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learning history school vs.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Learning history school vs", + "text": "# 学习历史：学校与自我导向学习\r\n\r\n原文：[Learning history: school vs. self-directed learning - supermemo.guru](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)\r\n\r\n本文选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n# 学校是否缓解无知？\r\n\r\n我经常听到这种充满怀疑的问题：「[自我导向学习](https://supermemo.guru/wiki/Self-directed_learning)能使学生很好地覆盖知识领域，并能够在社会中的和谐健康地生存吗？如果可以，这种可能性有多大？」\r\n\r\n这种担忧是可以理解的，也是普遍的。我们都需要知道，在离开公共厕所后需要洗手。我们需要知道环境污染和气候变化的危险性。我们需要了解法律和民主的基本规则。然而，我们也需要意识到，统一的思维会扼杀创造性的突破。\r\n\r\n几乎所有人都知道唐纳德·特朗普。很少有人在学校里了解到唐纳德·特朗普。特朗普、上帝、达尔文或希特勒是现代世界中人们无法逃避的主题。几乎不可能专注于自己的激情而错过这些信息的花絮。\r\n\r\n同时，大多数人认为[感冒是由寒冷引起的](https://supermemo.guru/wiki/Myth:_We_catch_a_cold_from_cold)。一半的美国人[不相信生物进化论](https://supermemo.guru/wiki/Ban_on_homeschooling)。再多的学校教育似乎也无法阻止有害的谬误传播（见：[谬误易传难消](https://supermemo.guru/wiki/Myths_are_easy_to_swallow_and_hard_to_kill)）。\r\n\r\n[知识沿着模因组织的规则传播](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)。真实的信息通常能更好地传播，但虚假信息也有自己的传播手段。反对谬误和假新闻的最好工具是知识。\r\n\r\n在这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)中，我试图表明，由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动的[自由学习](https://supermemo.guru/wiki/Free_learning)提供了通往[坚如磐石](https://supermemo.guru/wiki/Coherence)的[长期](https://supermemo.guru/wiki/Stability)[可靠](https://supermemo.guru/wiki/Consistency)知识的最快途径。如果我们试图对学习的方向进行微观管理，我们只会放慢进度，并增加[假知识侵袭]我们(https://supermemo.guru/wiki/Knowledge_crystallization)的机会。\r\n\r\n除了来自科学的论据和几个比喻之外，我还想用一个个人故事来说明我的推理。在这里，我展示了我自己对历史的学习是如何被[学校教育](https://supermemo.guru/wiki/Problem_of_schooling)压制，又是如何在没有[外部压力]的情况下通过自由学习而恢复的(https://supermemo.guru/wiki/Coercion)。\r\n\r\n# 我是如何开始喜欢上历史的\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n离开高中时，我对历史的无知是彻底的。在最近的一次谈话中，我听到一位退休教师说：\"*自我导向的学习是危险的。孩子可能会选择完全专注于生物学，而从未对历史有任何了解。这是不平衡的知识。需要来帮助的是学校系统*\"。这句话有力地打动了我。这位老师一针见血地指出了问题所在。她说的是我! 在我的高中，除了对拳击和音乐感兴趣外，我完全专注于生物学，对生物化学特别感兴趣。我对历史的兴趣完全是零。唯一的问题是，学校没有充当一个矫正者。我的历史知识和我的兴趣一样可以忽略不计。学校没有帮助。一点也没有。\r\n\r\n## 我在学校没有学过历史\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我不记得在小学学习历史的情况，只有两个例外。1973年9月，我11岁的时候上了第一堂历史课，老师是个沉默寡言、不苟言笑的老太太。她让我们读一本书中的一个章节，并把注意力集中在她自己的事情上，在我看来，这就像是在读新闻。书中的第一章相当有趣。这都是关于早期人类和他们对猛犸象的狩猎。几分钟后，老师问\"\r\n\r\n*有谁读完了？谁想拿个好成绩？*。\r\n\r\n\".我举起了我的手。我给她讲了猛犸象的故事，她表扬了我。\"\r\n\r\n*这是给你的A！*\"。然而，她忘了把书带上成绩。\"*下一次我会记录下来*。\r\n\r\n\".在下一堂课开始时，我告诉那位女士她答应给我一个A。也许我的长相或态度不符合A级学生的要求？她拒绝了! 我无言以对! 她怎么会忘记我的出色表现呢？我在小学余下的时间里不再学习历史。真的是这样! 几周后，当这位年长的女士因心脏病发作而去世时，我很残忍。我没有流下一滴眼泪。我甚至认为这可能是某种因果报应。有些孩子没有心!\r\n\r\n在八年级结束时，我们曾经和我的朋友Waldek进行过一些记忆竞赛。这导致了一个决议：让我们为期末考试背诵100个历史日期。我不确定谁赢得了那场比赛，但这可能是我在记忆领域的首次尝试之一。我记得，那些早期的尝试向我清楚地说明了以下几点：\r\n\r\n背诵很容易。困难的是要把知识保留多年。\r\n\r\n换句话说，如果没有坚实的长期记忆作后盾，短期记忆的伟大成就就没有什么意义。\r\n\r\n无论我在小学学到什么历史知识，都会很快被遗忘。这是一个徒劳的过程，\"*知识左耳进，右耳出*\"。小学毕业后，我对历史的了解几乎为零。我可能会想起电影中一些不连贯的事实片段。当时我唯一有兴趣研究的历史是[穆罕默德-阿里](https://en.wikipedia.org/wiki/Muhammad_Ali)的生活，他是拳击之王。有激情的孩子是可以学习的。小学时没有激发出任何关于历史的激情。是一次无意中观看了[丛林中的搏斗](https://en.wikipedia.org/wiki/The_Rumble_in_the_Jungle)，才产生了影响。\r\n\r\n在高中，我们有一位可爱的历史老师。这位女士会在课堂上专注于讲述过去的有趣故事。她在保持孩子们的兴趣方面有很好的技巧。在她的课上，我通常忙于自己的事情，但我也会偶尔听一听。问题是，这些故事从来没有建立在任何背景之上。我记得它们是 \"*一个丈夫国王在许多年前对他的王后妻子不太友好*\"。我不确定具体时间。国王在国家的历史上扮演了什么角色？我可能听过十几个关于国王和王后的儿童故事或童话故事，但从未因此建立任何历史知识。我喜欢我们的历史老师，主要是为了高中时的最后一个插曲。在期末考试前，她告诉我。\"*你这一年什么都没做。你没有一个合格的成绩。没有记录在案的家庭作业。我需要在全班同学面前测试你的知识。请你下周来做好准备*\"。我确实在一个星期内接受了测试。然而，我的总准备和阅读时间为零。我没能回答任何有关两次世界大战之间波兰政治生活的问题。我记得我的同学们拼命地帮助我，试图给我答案的提示。我无法把它们变成任何连贯的句子。我那好心的老师得出结论，她不想在我参加期末考试和可能进入大学的道路上阻挠我。我无从得知我 \"*相当聪明\"的名声或 \"对生物学*有浓厚兴趣 \"是否有帮助。我的一些 \"被学校灌输*\"的同事对老师的态度感到愤慨。我把她赞美到了月亮上。为什么要阻挡孩子的成长和激情？为了成绩的公正？为了强制执行循规蹈矩的态度。有了这种共产主义的一致性，柏林墙就不会倒塌了。\r\n\r\n我离开高中时，[没有明显的历史知识](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning#My_knowledge_of_history)\r\n\r\n.当时我所知道的只是二战中的一些事实，直到那个时候波兰电影还在大量描述二战，以及波兰战后历史中的一些细节，这些细节被共产党的宣传所大量扭曲，我急切地从波兰电视中吸收。\r\n\r\n## 自导向加速\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n根据我对欧洲战后历史的了解，我最荒谬的一个结论是——\r\n\r\n **我对伟大、幸福和繁荣的欧洲联盟的出现的预测** !\r\n\r\n不，不是今天那个饱受英国脱欧之苦的欧盟。这是社会主义国家的欧洲联盟，它的祖国是一体化的苏联。从大西洋向东延伸到堪察加半岛。我的历史 \"知识\"告诉我，这条道路是不可避免的。人们会希望团结起来，和谐地生活。从东方辐射出来的共产主义的良好力量将有助于这种统一。那是1980年的事。当时我18岁。我把这个判断错误归咎于两个主要的无知领域：（1）[对英语的无知]（https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English！）和（2）对历史的无知。学校是否进行了纠正？没有! 我能否通过[自学](https://supermemo.guru/wiki/Self-directed_learning)来纠正这一差距？我不确定。我只能假设。这些是我对可能发生的事情的思考。\r\n\r\n我在高中时代的生活会分成两种不同的模式：\r\n\r\n- **学年** ：总是很困，总是很累，从来没有精力去扩展我的知识，即使是在我最喜欢的生物化学学科。我的大脑似乎很容易处理体育或音乐方面的 \"轻松\"兴趣。由于早起和所有的精神能量被学校耗尽，运动或演奏乐器是那种很容易吸收我全部注意力的活动。\r\n\r\n- **假期** ：能够睡到上午10点，我渴望学习新事物，对新知识充满渴望。我将吞噬生物化学书籍。做笔记。我甚至有一个计划，在某个时候学习历史。这是在我上高中的第一个假期。这个计划从未实现过。然而，假期总是一个巨大的能量源泉。它总是重新点燃我对知识的自然饥渴。高中阶段有效地打消了我对历史的兴趣。我再也没有回到我第一个假期的最初计划中去。\r\n\r\n如果我的生活都是在 \"度假模式 \"下运行，我会纠正我的无知吗？我不能确定。然而，整个学习和发展过程在 \"假期模式\"下会进行得更快。我敢打赌，我80%的生物化学知识是在暑假期间获得的。换句话说，这是一个很好的帕累托原则：80%的知识是在20%的时间里获得的。这只是几十年后的一个大胆猜测。这个数字很惊人吗？如果不是，请考虑一下，这将表明在自由条件下**16倍的学习速度（在四分之一的时间内增加四倍的量）。是的，1600%。这个数字一点都不令我吃惊。这都是关于精神能量和激情。学校很容易把它从我身上耗尽。只要不送我去学校，我的整个发展就能加快16倍吗？这个数字看起来很高，我不确定它是否适用于所有人。我看到很少有孩子把空闲时间花在学习上（除了一些没有具体教育目标的网上冲浪）。然而，很少有孩子能真正摆脱学校教育、专制父母、同龄人等的影响。我不能不考虑我的一些个性特征、家里的自由、或我哥哥早期的影响，他试图向我解释一些科学知识。\r\n\r\n当我进入波兹南的亚当-密茨凯维奇大学时，我在历史方面的正式学习就结束了。没有迹象表明，我的无知会得到纠正。在接下来的5年里，我在音乐、哲学和生物学的兴趣之间徘徊。我的历史知识仍然可以忽略不计。不过，那段时间有两大好处：（1）我被迫对学习英语感兴趣；（2）我开始与人合作。\r\n\r\n[SuperMemo](https://supermemo.guru/wiki/SuperMemo)（纸质版）。这是[SuperMemo](https://supermemo.guru/wiki/SuperMemo)\r\n\r\n 这标志着我在获取知识方面的缓慢、渐进但无情的进展。最后，这个过程也促进了我对历史越来越感兴趣。\r\n\r\n## 历史可以很有趣\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我对 \"历史\"的第一次冒险和一定程度的兴趣来自于对 \"计算机历史\"的阅读。1985年，23岁的我第一次对科学和技术进步的具体步骤及其时间感到好奇。\r\n\r\n[巴贝奇](https://en.wikipedia.org/wiki/Charles_Babbage), [ENIAC](https://en.wikipedia.org/wiki/ENIAC), Mark I, [Steve Wozniak](https://en.wikipedia.org/wiki/Steve_Wozniak), [Bill Gates](https://en.wikipedia.org/wiki/Bill_Gates)，等等。当我第一次开始使用[SuperMemo in MS DOS](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987))\r\n\r\n (1987年，25岁），关于计算机历史的问题是我进入历史领域的第一个自我导向的步骤。这个兴趣增长的过程起初是非常缓慢的。一些加速来自于更好地接触到组织良好的知识来源。真正的突破是我在1994年（32岁）购买了一部CD-ROM的百科全书。\r\n\r\n[[img [Software toolworks grolier encyclopedia.jpg|https://supermemo.guru/images/6/63/Software_toolworks_grolier_encyclopedia.jpg]]](https://supermemo.guru/wiki/File:Software_toolworks_grolier_encyclopedia.jpg)\r\n\r\n> ***图：** 这是[我](https://supermemo.guru/wiki/Piotr_Wozniak)第一个友好的、令人喜欢的、紧凑的历史知识来源。Software Toolworks, Grolier Encyclopedia on CD-ROM.在[自由学习](https://supermemo.guru/wiki/Free_learning)中，学生必须做出自己的选择。来自电子百科全书的简明知识对我的需求和我对历史的理解程度来说是刚刚好。如果没有那第一个不错的来源与[SuperMemo](https://supermemo.guru/wiki/SuperMemo)相结合的推动力，我的历史知识可能永远不会进步*。\r\n\r\n突然间，我可以很容易地获得知识，并且发现阅读伟大的哲学家或科学家的生活是非常有趣的。有了存储在SuperMemo中的有趣的片段，我现在可以对过去建立一个连贯的画面，而且随着每一次深入的洞察力和存储在SuperMemo中的每一个新的知识片段，这一切都显得越来越有趣了。很快，我开始对科学的一般历史感兴趣，然后是文明的历史。\r\n\r\n至于女王和国王，只有当他们有改变人类历史进程的影响时，他们才会有兴趣。历史课上所有无聊的细节，如果作为事实的流传，还是很无聊。看一部扎根于特定时期的戏剧性情节的电影总是很有趣。我看了越来越多的电影。主要是为了学习英语。\r\n\r\n## 兴趣增长的关键：SuperMemo\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n由于我的所有知识都储存在[SuperMemo](https://supermemo.guru/wiki/SuperMemo)中，我现在可以及时追踪这整个进展。所有单独的问题和答案。一个又一个项目。兴趣的演变。从大画面到细节。从战争的死亡人数到它们对历史进程的影响，到个别战役、领导人和战略。从粗略的轮廓到具体的日期。在SuperMemo中，我可以跟踪所有感兴趣的爆炸事件，到它们与当天事件的关联。当塞拉利昂在世界榜单上的人均收入降至最低时，我想知道原因。这把我吸进了他们的内战、独立，然后是利比里亚的故事、钻石贸易等等的细节。当我看了[Sorious Samura](https://en.wikipedia.org/wiki/Sorious_Samura)拍摄的令人热血沸腾的纪录片[Cry Freetown](https://en.wikipedia.org/wiki/Cry_Freetown)\r\n\r\n 在2000年，塞拉利昂似乎是世界上最有趣的国家。如果我没有所有必要的背景和通过SuperMemo巩固的知识，可能就不是这样了。\r\n\r\n这些兴趣链是很自然的，它们会起伏不定，只有SuperMemo能让它们都活在（长期）记忆中，从而帮助知识分支的进一步扩展。相反，萎缩和死亡的过程发生在平淡的生活和很少的学习中，甚至可能因为强制学校教育而加速。\r\n\r\n我对历史的兴趣又恢复了，甚至在女王和国王方面也有了突破。背诵君主的继承和日期总是很无聊。然而，当我着手观看17集的\r\n\r\n[David Starkey](https://en.wikipedia.org/wiki/David_Starkey)的\"[君主制](https://en.wikipedia.org/wiki/Monarchy_(TV_series))\r\n\r\n\"在历史频道上，即使是那些连续的细节也开始变得有意义和有趣。我开始深入研究那些以前从未引起我注意的细节。在了解或理解历史方面，我现在可能处于前5%的百分点。不过，我还是会在小学和中学的考试中失败。问题是，我们都被教导过波兰君主的继承问题，而\"\r\n\r\n *君主制*\" 谈到了英国和大英帝国的历史。我在SuperMemo中使用英语，使得记忆学推动我的知识朝着世界历史的方向发展，而世界历史严重偏向于美国和英国的观点。\r\n\r\n## 我的历史知识的增长\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我对自己这些年的历史知识做了一个快速估计。这项工作相当容易。我的大部分知识都是在SuperMemo的帮助下获得的。我对所有与历史有关的项目都有准确的数据。在使用SuperMemo之前，我的知识可以忽略不计，几乎没有记录在图表中。我测试了\r\n\r\n[Rafael](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning#History_knowledge_of_a_high_school_graduate)和[Tanya](https://supermemo.guru/wiki/Futility_of_schooling)\r\n\r\n 在他们的历史知识上，相信他们的无知是我自己在1980年（即高中毕业时）的历史知识的一个良好近似。这是我对历史知识的进展。\r\n\r\n[[img [Piotr wozniak的历史知识(in items).jpg|https://supermemo.guru/images/3/30/Piotr_wozniak_knowledge_of_history_%28in_items%29.jpg]]](https://supermemo.guru/wiki/File:Piotr_wozniak_knowledge_of_history_(in_items).jpg)\r\n\r\n> ***图：** [我的](https://supermemo.guru/wiki/Piotr_Wozniak)以[超级备忘录](https://supermemo.guru/wiki/SuperMemo)[项目](https://supermemo.guru/wiki/Item)衡量的历史知识。12年的小学和中学教育几乎没有提供任何历史知识。在课堂上度过的无数个小时没有带来任何可观察的效果。这等于白白损失了800-1000个小时的生命。大学毕业后形成了残存的兴趣。[SuperMemo](https://supermemo.guru/wiki/SuperMemo)提供了一个记忆备份，养成了兴趣的正反馈循环。真正的突破来自于[增量阅读](https://supermemo.guru/wiki/Incremental_reading)，它使人们能够轻松愉快地阅读，并将最佳知识转移到记忆中*。\r\n\r\n1.1968-1980年的K-12学年。我的历史知识可以忽略不计。尽管有大量的测试，但学校教育的贡献微乎其微。[遗忘](https://supermemo.guru/wiki/Forgetting_curve)会把这些知识蹂躏到低水平。在那个K-12时期结束时，我可能已经达到了相当于150-400个长间隔的项目。这可能相当于每年20-50个项目。\r\n\r\n2.我的历史知识在大学的前五年不会有太大的变化，直到1985年（23岁）还徘徊在几百个项目左右\r\n\r\n3. 1985年后，在考虑从事科学工作时，我终于对更广阔的世界产生了一些兴趣\r\n\r\n4.第一次重大加速发生在1987年（25岁）的[SuperMemo]（https://supermemo.guru/wiki/SuperMemo）。这开始了知识和兴趣之间的正向反馈循环。尽管没有上过历史课，但速度可能增加到每年70-120项\r\n\r\n5.我可能在2000年左右（38岁）在SuperMemo中通过了可耻的1000个历史项目。在这个低水平上，总有相当一部分知识是从新闻、纪录片、新闻、工作等方面保留下来的。其中只有一小部分会被计入 \"稳定的知识 \"集。\r\n\r\n6.第二个加速发生在[增量阅读](https://supermemo.guru/wiki/Incremental_reading)，它提供了一个几乎线性的知识增长。学习的速度激增到大约800-1000项/年，也就是说，每年学到的知识远远多于我在12年正规学校教育中学到的知识总量。由于（1）时间的限制和（2）与其他兴趣领域的竞争，进一步提高学习速度是不可能的。与经典的[SuperMemo](https://supermemo.guru/wiki/SuperMemo)相比，一些加速是以较低的[保持率](https://supermemo.guru/wiki/Retention)来实现的。\r\n\r\n7.今天，我的历史知识以每天2-3项的缓慢但稳定的速度不断增加。这个速度是由兴趣和可用时间决定的。增加的速度受[增量阅读](https://supermemo.guru/wiki/Incremental_reading)的制约，在过去十年中没有什么变化。\r\n\r\n只有我在1987年以后的知识可以准确估计。这是我在[SuperMemo](https://supermemo.guru/wiki/SuperMemo)中开始收集的时间。对于更早的年份，我的估计并不重要，因为它们几乎不在图表上登记。我真的是知之甚少。Rafael（下图）和[Tanya](https://supermemo.guru/wiki/Futility_of_schooling)提供了一个很好的基准。\r\n\r\n综上所述，学校教育再次被证明毫无价值。SuperMemo会有帮助。然而，最终，只有[渐进阅读,](https://supermemo.guru/wiki/Incremental_reading)能确保在获得历史知识方面取得系统性的进展。\r\n\r\n在学习历史上， **学校被证明比[自由学习](https://supermemo.guru/wiki/Free_learning)的效率低16-50倍** 。\r\n\r\n# 高中历史的失败\r\n\r\n## 高中毕业生的历史知识\r\n\r\n为了了解孩子们从高中出来的一些知识，我测试了一个同事的历史知识。我选了一个朋友，拉斐尔，他从1980年我18岁时得到了一些与我自己相似的特征。拉斐尔今年20岁，在高中的最后一年，每周有2个小时的历史课。他对建筑有高度的兴趣，对学校里不太感兴趣的东西不太想学。直到最近，他才意识到，好的建筑师都有一个特点，那就是广泛的常识，这也是 \"*文艺复兴式 \"灵感的来源。\r\n\r\n和我一样，拉斐尔在上学方面也有一些问题。他也厌恶早起，所以他在十几岁的时候经常会逃早课。我从SuperMemo学习集(collection)选择了一个历史集，并试图用随机复习这些材料的方式对他目前的知识进行估算。在严格分级的情况下，他的知识甚至可能达不到我自己对18岁时知识的估计。然而，我注意到，测试题集偏向于英国和美国历史，而如果我有一个关于波兰历史的题集，他的表现会好很多。在英国或英国的君主中，像大多数青少年一样（包括[Tanya](https://supermemo.guru/wiki/Futility_of_schooling)），他只记得[伊丽莎白二世](https://en.wikipedia.org/wiki/Elizabeth_II)。相比之下，他能够列出四个波兰君主。他用 \"*我为什么要学习放荡不羁的历史？醉酒者和狂欢者。生活中还有更有趣的事情*\"。这正是我自己从18岁开始的感想（见：[民族主义课程](https://supermemo.guru/wiki/History_curriculum_can_shape_nationalist_attitudes)）。\r\n\r\n有趣的是，拉斐尔对他不久前在学校学到的科目的细节表现出更广泛的知识。这一部分我可能通过回头看低估了。例如，他对[斯大林格勒战役](https://en.wikipedia.org/wiki/Battle_of_Stalingrad) (1942-1943)的了解足以使他的统计数字提高几个百分点。有趣的是，他声称在3年前就了解了这场战役。我确信他必须在学校、电影、书籍或其他背景下接受某种形式的审查。甚至斯大林的名字也可能唤起一些记忆。后来，通过电子邮件，拉斐尔证实他确实记得最近看的两部战争电影中提到了斯大林格勒。\r\n\r\n拉斐尔最让我吃惊的是，他对[汉尼拔和他标志性的骑大象穿越阿尔卑斯山](https://en.wikipedia.org/wiki/Hannibal's_crossing_of_the_Alps)一无所知。我想这是一种如果你听过一次（例如在学校），就会一直留在你心里的故事。相反，拉斐尔认为汉尼拔 \"*吃人\"。他不确定这种困惑是来自食人者还是汉尼拔-莱克特。\r\n\r\n当试图想象我和拉斐尔在18岁时的知识差异时，我们的差异可能主要在于我们生活在不同的时代。他不记得圣战者和苏联对阿富汗的占领，也不记得德国在1960年代的统一。另一方面，他似乎对近代史非常了解，尤其是技术史。我把这归功于他在网络和社交媒体的所有工具下成长的特权。\r\n\r\n最后但并非最不重要的是，与现任（2017年）波兰总理贝娅塔-希德洛（[视频]（https://www.youtube.com/watch?v=q73PmB7QNvc））不同，他能够记住波兰加入欧盟的日期。在她混淆了几十年的地方，拉斐尔正确到了一个月之内!\r\n\r\n在我的访谈中，我得出的结论是，从长期来看，大多数孩子每周只获得大约一个[条目](https://supermemo.guru/wiki/SuperMemo_item)的历史知识。这在对历史有兴趣的孩子或为了成绩努力学习历史的孩子身上可能会自然而然地大幅增加。假设对历史没有特别的兴趣，知识的流入量与有智力好奇心的成年人在中年时建立的知识相当。\r\n\r\n## 知识的汇合\r\n\r\n人们往往会在当天的主要备忘录的知识上趋于一致。在写这篇文章的时候，唐纳德-特朗普是大多数回忆录的焦点。甚至学龄前儿童也知道这个名字。很难找到不知道唐纳德的人。即使是在半个世纪前完成学业的人中。\r\n\r\n对历史的了解也是如此。大多数人都知道希特勒、耶稣或拿破仑的名字。上学对于知道拿破仑的名字几乎不重要，因为他将出现在电影、书籍、新闻和纪录片中。一个受过良好教育的人比一个从未完成小学教育的人更了解拿破仑，然而，这种因果关系与其说是来自学校的年限，不如说是来自先天的天赋、个性和[学习动力]（https://supermemo.guru/wiki/Learn_drive）。如上所示，孩子们在学校学到的历史知识非常少，而那些努力学习的人，学到的就更少了。\r\n\r\n如果是这样，我们真的不需要在学校里学习拿破仑的知识。无论我们学到什么，都不可能保留下来。一些辛辣的细节可能会永远留在我们身边，但那些只是一小部分。如果我们让孩子们自我指导，并只是奖励一般的学习，他们更有可能知道更多关于拿破仑的事情。他们只是在总体上知道得更多。\r\n\r\n5岁的孩子可能看到过[胜利号](https://en.wikipedia.org/wiki/HMS_Victory)的模型，也可能在一些电影中看到过[特拉法尔加之战](https://en.wikipedia.org/wiki/Battle_of_Trafalgar)，或者只是因为玩过一些电脑游戏而对海战感兴趣。他将会自己学习这个名字。这些背景可能也是向孩子们介绍拿破仑的好办法，只要干预不是太有干扰性（即在[推动区](https://supermemo.guru/wiki/Push_zone)内）。\r\n\r\n成年人会从了解拿破仑是谁中受益。因此，当拿破仑的名字第一次出现在任何场合时，解释一下他的名字不会有什么影响。\r\n\r\n5岁的孩子和50岁的孩子都需要认识拿破仑这个名字，并将其与4-5个基本事实联系起来，例如：矮小、领袖、骑马、1800年代早期。如果需要的话，其他的事实可以在以后补上。\r\n\r\n强迫孩子们阅读有关[滑铁卢战役](https://en.wikipedia.org/wiki/Battle_of_Waterloo)的长篇文章，只会增加大多数人对历史的厌恶。这只会增加对学校的厌恶。这就是[孩子们讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)的原因之一。\r\n\r\n解释拿破仑的作用可以在短期内减轻痛苦，但实践表明，它通常对长期保留不起作用。最好的公式来自于[学习驱动](https://supermemo.guru/wiki/Learn_drive)，以及终身学习。\r\n\r\n## 激情的重要性\r\n\r\n有一种普遍的误解，认为由于教师的无能，他们无法建立对知识重要性的理解。这种失败是真实的，但错不在教师。这个错误是系统性的，根植于人类的认知之中。\r\n\r\n刚从师范学院毕业的年轻教师来到学校，抱着一种美好的信念，认为他们所需要做的就是向孩子们灌输激情。他们需要做的就是解释，例如，拿破仑在人类历史上发挥了多么巨大的作用，以及我们可以从他的生活中吸取多少教训。很快，即使是最热心和最有才华的教师也会感到失望。他们遇到了冷漠的墙。在一个20人的班级里，几乎不可能在孩子们的学习动力中找到最佳的学习钩子。每个孩子都有不同的知识。对一个孩子来说，丰富多彩的战场模拟会很吸引人。对其他许多人来说，它们只会加深对历史的厌恶。这种情况只会一年比一年严重。\r\n\r\n我们可以对深刻的知识、学生的热情和教师的才能进行很好的理论研究。然而，当我们看结果时，它们无一例外地令人沮丧。总有一两个孩子会在她的历史课上大放异彩，甚至成为一名历史学家。其余的人将继续阻挠他们的[学习动力](https://supermemo.guru/wiki/Learn_drive)。\r\n\r\n每个孩子在理解拿破仑的重要性方面都有一个最佳的知识获得轨迹。这条轨迹可能短得惊人。为了进一步学习，这种认识不需要是理性的。孩子只需要一个情感上的勾引。一部有影响力的电影中的一个场景就能让孩子对拿破仑产生终生的兴趣。问题是，所有的孩子都有自己的兴趣点。在一个20人的班级里找到他们是不可能的。为所有的科目一直寻找钩子是一种徒劳的做法。[自由学习](https://supermemo.guru/wiki/Free_learning)采用了[学习驱动](https://supermemo.guru/wiki/Learn_drive)，为这种复杂的优化提供了一个自动解决方案。我们不能指望一个普通的青少年能对拿破仑有一个成年人的理解。为此，他需要在民主、法律、科学、欧盟、希特勒、法国历史、欧洲地理、军事技术、天主教、心理学等方面打下一些基础。\r\n\r\n## 灌输激情是徒劳的\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n **教师不可能完成的工作：** 。\r\n\r\n我可以把学校教育的无用性论证得淋漓尽致，但仍然让我的听众保持怀疑态度。我有一个来自我自己生活的有力提示，它应该成为所有教师的安慰。自20世纪80年代中期以来，我一直主张需要\r\n\r\n[为世界建立官方通用语言] (https://supermemo.guru/wiki/One_language_for_the_world)\r\n\r\n.我给领导人和组织写信，希望能在这种混乱的多语言现状中建立起秩序。今天，我看到英语正在通过自然的语言竞争确立其领导地位。我们终于有了一种全球普遍交流的语言。由于这个垄断过程是不可逆转的，我的痴迷已经减弱，但我仍然没有看到一个比我更痴迷的人。我推动我们公司在内部使用英语。三十年前，我把英语作为我的主要语言。在这种情况下，你可能会认为我是世界上最好的青少年候选人，让人相信英语的重要性。我可爱的高中英语老师Wanda Dabrowska尝试并\r\n\r\n[她失败了](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English!)\r\n\r\n.高中毕业后我就不会说英语了。这不是她的错。这不是我的错。这只是大脑的工作方式。如果不能让最有激情的学生有激情，那么对其他的人来说，努力成功的可能性有多大？请看：\r\n\r\n[你不能用外在的方式激励孩子](https://supermemo.guru/wiki/You_cannot_motivate_a_child_extrinsically)\r\n\r\n点燃孩儿们的激情是一项崇高的工作。然而，[强制学校教育](https://supermemo.guru/wiki/Compulsory_education)存在固有的缺陷，这些缺陷对这一努力产生了压倒性的影响。解释知识的重要性是至关重要的，但它通常不会起作用。即使是最好的老师也不断失败。\r\n\r\n## 全国性的偏见\r\n\r\n为什么波兰孩子专注于波兰历史，而美国孩子专注于美国历史？地方和国家利益是自然的，然而，比例却被大大地扭曲了。英国孩子不知道美国历史。波兰的青少年不能说出一个英国或英国君主的名字（除了[伊丽莎白二世](https://en.wikipedia.org/wiki/Elizabeth_II)）。这种无知几乎是普遍的。波兰的孩子甚至不知道[亨利八世](https://en.wikipedia.org/wiki/Henry_VIII_of_England)，我在童年时从一些6位妻子的电影中遥遥记得他。斩杀自己妻子的血腥细节很容易就在我心中留下了多年的印象。\r\n\r\n现在向读者提出一个问题。*你能说说1410年发生了什么吗？*大多数波兰人认为这个日期具有标志性意义。很多时候，它是他们在二战前的学校历史课程中唯一留在记忆中的重要日期。那是[波兰人击败条顿骑士团](https://en.wikipedia.org/wiki/Battle_of_Grunwald)（读作：德国人）的日子。世界上的一些人，即波兰人（也许还有立陶宛人），能说出当时的这种故事是很有好处的。然而，对波兰人来说，反刍那场特殊的战役只会增加民族主义情绪。再加上对二战的痴迷，欧洲最杰出、最成功的国家之一在波兰人眼里得到的好感度很低，我一点也不奇怪（见：[为什么我不再爱国](https://supermemo.guru/wiki/I_stopped_being_patriotic)）。我指责那些历史课程，那些民族主义的[课程](https://supermemo.guru/wiki/Curriculum)，以及[死记硬背](https://supermemo.guru/wiki/Cramming)的劳动营：学校。\r\n\r\n政治家们为影响年轻人的大脑而努力战斗（见：[学校课程本质上是政治的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)）。政治领导人认为，[学校课程](https://supermemo.guru/wiki/Curriculum)可以为赢得未来选举准备肥沃的土壤。列宁说：\"*给我四年时间来教育孩子，我播下的种子将永远不会被连根拔起*\"。[自由学习](https://supermemo.guru/wiki/Free_learning)将有助于更均匀地传播那些不可避免的偏见和偏向。 这将使记忆之战中的力量更加平衡。\r\n\r\n# 自主导向学习的潜力\r\n\r\n我的最终结论是，[自我导向的学习](https://supermemo.guru/wiki/Self-directed_learning)可以导致更丰富的世界观，只要它是由不受约束的利益驱动。如果这种观点有一定程度的偏见，那么它应该在与社会其他成员的互动中得到很好的补偿，毕竟[他们的偏见应该形成不同](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是我自己案例中的一个决定性因素。气质和个性也很重要，然而，不受约束的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是最好的加速器和丰富性的保证。\r\n\r\n探索的自由是良好学习的最佳加速器\r\n\r\n# 总结\r\n\r\n- 我在学校没有学过历史\r\n\r\n- 普通高中毕业生对历史知之甚少\r\n\r\n- 大多数孩子每周只获得大约一个{条目](https://supermemo.guru/wiki/SuperMemo_item)的历史知识\r\n\r\n- [SuperMemo](https://supermemo.guru/wiki/SuperMemo)加速了我对历史的学习\r\n\r\n- 有一个积极的反馈回路：学习促进兴趣，兴趣促进学习\r\n\r\n- 通过SuperMemo建立的长期记忆可以保持终身的兴趣。\r\n\r\n- 基于[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的自学被证明是获取知识的最快方式\r\n\r\n- 自主学习引发更快的学习和更丰富的知识\r\n\r\n- 自学导致了知识的融合，没有交流的中断\r\n\r\n- [灌输激情](https://supermemo.guru/wiki/You_cannot_motivate_a_child_extrinsically)对一个班级的学生来说，很少有效果。\r\n\r\n- 在高中时，我在暑假期间的学习速度会快16倍。\r\n\r\n- [国家课程经常滋生民族主义情绪](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)，损害了全球交流。", + "type": "text/markdown", + "caption": " 学习历史：学校与自我导向学习\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learning history school vs" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learning to navigate uncertainty and complexity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learning to navigate uncertainty and complexity.json" new file mode 100644 index 0000000..b13b560 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learning to navigate uncertainty and complexity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Learning to navigate uncertainty and complexity", + "text": "# 学会驾驭不确定性和复杂性\r\n\r\n原文：[Learning to navigate uncertainty and complexity - supermemo.guru](https://supermemo.guru/wiki/Learning_to_navigate_uncertainty_and_complexity)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 无畏的孩子\r\n\r\n健康的孩子对周围的知识世界没有丝毫恐惧。他不知道什么是[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。孩子的知识是零星、不完整的，而世界充满了不确定性，其复杂性似乎难以克服。年轻、而无知的崭新大脑毫不畏惧地接受了这个挑战。然而，学校系统地破坏了这种镇定和自信。\r\n\r\n为了在这个充满矛盾和惊喜的世界中遨游，孩子会不断吸收信息，并在大胆[泛化](https://supermemo.guru/wiki/Generalization)的过程中大量运用[遗忘](https://supermemo.guru/wiki/Forgetting)这一利器。关于现实的模型会慢慢涌现并精炼成型。一开始，这一模型充满了漏洞，而且只在知识语义网络的局部上保持[一致](https://supermemo.guru/wiki/Consistent)。\r\n\r\n## 直接教学法的危害\r\n\r\n学校学习导致的问题，从学业培训的最初几天就出现了。每当孩子们玩耍、探索、参观博物馆或观看戏剧表演时，他们主宰了什么信息会留在他们的脑海里。学业教学的字母、数字、计数和阅读都太抽象了，无法以[连贯](https://supermemo.guru/wiki/Coherent)，而具备良好[助记](https://supermemo.guru/wiki/Mnemonic)的方式来吸收。[课标](https://supermemo.guru/wiki/Curriculum)有要求，许多老师没有耐心等孩子在农场数鸡，应用[泛化](https://supermemo.guru/wiki/Generalization)能力来增长数感。带着爱、善意、微笑，以及不可避免的胁迫，老师上前，要求建立直接的联系：「这是数字 8。看见这两个小圆圈没有。这就是我们写数字 8 的方法。8 在 7 的后面。」\r\n\r\n[直接教学法](https://supermemo.guru/wiki/Direct_instruction)取代了在数感涌现过程中应该采用的[泛化](https://supermemo.guru/wiki/Generalization)。儿童得到的只是干巴巴的关联。这使骨架记忆无法在知识结构中找到最佳位置，从而无法使[连贯性](https://supermemo.guru/wiki/Coherence)最大化，不能使情境的[助记效果](https://supermemo.guru/wiki/Mnemonic_power)最大化。相反，我们可能会形成脆弱的联想，可能很容易被遗忘。脆弱的联想也会[干扰](https://supermemo.guru/wiki/Interfere)其他记忆。在任何形式的认知压力下，这种不稳定的记忆结构会导致[毒性记忆](https://supermemo.guru/wiki/Toxic_memory)。我们都知道 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的那些脆弱的联想。每个学生在早期都会犯这样的错误：过度的记忆。我们都是这样发现[水蛭](https://supermemo.guru/wiki/Leech)的，然后用我们的元认知来避免糟糕记忆的陷阱。\r\n\r\n只要稍加练习，我们就能通过[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)轻松开始完全连贯、令人愉悦的学习过程。与经典的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 不同，[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)是对良好学习的完美类比。学校里那种典型的记忆为主的学习，让人想起巴甫洛夫在他的狗身上应用的条件反射。在短时间内形成大量记忆挺好，但如果指望着通过短期记忆知识来提升[智力](https://supermemo.guru/wiki/Intelligence)，那可太离谱了。\r\n\r\n## 泛化的错误\r\n\r\n在快乐的一年级班级中，老师可能会感到震惊。经过一年的操练，有个孩子写出了数字 5，但这个数字写错了！这个孩子写的 5 是镜像翻转的。这样出人意料的事使系统中的每个人都感到惊愕和压力。什么地方出错了？老师觉得自己是个失败者。家长为没有监督[家庭作业](https://supermemo.guru/wiki/Homework)而感到羞愧。校长对学校的形象感到不安。经过那么长时间的手写作业训练，怎么会发生这种事。\r\n\r\n相反，每个人都应该庆祝。镜像反转的 5 表明，这孩子不是在[死记硬背](https://supermemo.guru/wiki/Cramming)，而是在[泛化](https://supermemo.guru/wiki/Generalization)。解释看起来很简单。在课堂上，知识的传授是被动的。老师并没有时间去挨个看孩子是否主动记住了正确的数字形状。即使他们做到了，孩子也在不断遗忘。即使是写对形状十次，也不能保证第十一个也是对的。[家庭作业](https://supermemo.guru/wiki/Homework)甚至更糟糕，孩子们可以看到数字的形状实例，并在下面复制它。这个过程有时是无意识的，好像被动地做十次比被动地做一次更有意义似的。通过这种镜像翻转来[泛化](https://supermemo.guru/wiki/Generalization)的可能性不大，因为孩子拿到的示例是正确的。即使在做白日梦的时候，也很容易复制。\r\n\r\n在[电脑游戏](https://supermemo.guru/wiki/Computer_games)中，数字 5 像黄金一样。如果没有良好的数感，玩游戏也不会很有意思。如果你敲击键盘，5 总是会以正确的形态出现，从来不是镜像的版本。如果没有学校的干预，同一个孩子在 50 年后可能会惊讶地问：如果 5 被写成一个方向，而不是另一个方向，真的有关系吗？\r\n\r\n我们对现实的整个[模型](https://supermemo.guru/wiki/Model)都充满了类似的简化。有元认知能力的成年人会翻阅字典和维基百科，来获取完美的正确定义。然而，轻微的误解可能会存活几十年或一辈子。与现实的对峙是通常发现误解的方式。没有带来惩罚的错误知识则属于低优先级的知识错误。\r\n\r\n自然，在发送价值数十亿美元的太空探测器时，我们需要提高精度标准。将英制和公制单位混为一谈可能会得到玩忽职守的罪名。虽然如此，我们的一年级学生，生活在不需要手写的世界里，他可能一边在 NASA 正常工作，一边暗地里认为 5 不需要把肚子写到右边。虽然他的脑海中的 5 [泛化](ttps://supermemo.guru/wiki/Generalization)成了镜像版本，太空探测器可能并不会有什么问题。所有功能都是数字化的，人类对 5 的认知就没那么重要了。\r\n\r\n## 学校中的创造力\r\n\r\n那么我们可以看到，孩子们不是在解决问题，而是在死记硬背。他们没有在驾驭充满不确定性的复杂世界，而是被完美地奉上[知识结晶](https://supermemo.guru/wiki/Knowledge_crystallization)，以开始无脑背诵。记忆事实并无不妥。然而，记忆的途径将决定记忆的质量。只有自然的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)才能提供最佳的契机。在孩子通过元认知技能完全掌握其大脑能力之前，最佳[学习熵](https://supermemo.guru/wiki/Learntropy)法则尤为重要。没有[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)，就没有[智力](https://supermemo.guru/wiki/Intelligence)的真正积累。\r\n\r\n[[img [Creative handwriting may be penalized at school|https://supermemo.guru/images/thumb/5/5b/Creative_handwriting_penalized_at_school.png/400px-Creative_handwriting_penalized_at_school.png]]](https://supermemo.guru/wiki/File:Creative_handwriting_penalized_at_school.png)\r\n\r\n> 图：孩子们被安排手写作业后，往往会感到不耐烦。在平板电脑和笔记本电脑的时代，触摸板或触摸屏似乎才是正途。如果孩子对抄写大写字母不耐烦，他可能会因为创造性的解决方案而受到斥责：重复书写字母 A。这是值得赞扬的，而不应批评。这是学校破坏创造力的许多现实例子之一。\r\n\r\n## 学校教育对智力的影响\r\n\r\n在[学校教育](https://supermemo.guru/wiki/Schooling)的过程中，我们不断批量生产出成年人，他们都认为自己必须掌握无脑大量记忆序列的技能。当这种信念与足够的社会压力和脆弱的个性相结合时，我们的社会就会变得不幸福，精神疾病猖獗不堪。相反，我们应该让孩子们专注于解决问题，做出自己的决定，并通过知识选择自己的道路。这与[课标](https://supermemo.guru/wiki/Curriculum)的要求恰恰相反。在[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)到来之后，能够驾驭复杂性和不确定性的孩子不会轻易变成 [Harari 所述的「无用阶层」](https://supermemo.guru/wiki/Harari)。", + "type": "text/markdown", + "caption": " 学会驾驭不确定性和复杂性\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learning to navigate uncertainty and complexity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learntropy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learntropy.json" new file mode 100644 index 0000000..da85614 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Learntropy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Learntropy", + "text": "# 学习熵\r\n\r\n原文：[Learntropy - supermemo.guru](https://supermemo.guru/wiki/Learntropy)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n **学习熵** 是从[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统的角度来看，任何信号的吸引力。\r\n\r\n讲座可以让人犯困，也可以引人入胜。 **学习熵** 从个人角度表达了这种吸引力。\r\n\r\n神经科学家发现，海马体可以对传到我们感官（比如视觉、听觉等）的信号熵作出反应。在信息理论中，[香农熵](https://en.wikipedia.org/wiki/Entropy_(information_theory))用于衡量通过信道传输的信号所包含的平均信息量。在教育和学习中，这些信号可以是讲座、书本、网页、图片、对话，甚至是社交互动或探索等。\r\n\r\n如果仔细探究信号的熵与其在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励作用之间的关系，就会发现这种关系受到多种因素的影响，包括已有的知识、信息编码方式、情感色彩，以及神经系统的预加工和加工速度等。因此，在高效学习的环境中简单地用「熵」来描述是不准确的，我们需要一个更贴切的术语—— **学习熵** 。\r\n\r\n与有着严谨数学定义的熵不同，学习熵最好通过奖励系统对基于分析过的信号进行学习的反应来衡量的。就如同熵依赖于单一信息的概率，学习熵则依赖于诸如单词、图片、句子、形状等信号成分的奖励效力。这种奖励效力虽与概率密切相关，但最终的概率估计还会受到诸如[已有的知识](https://supermemo.guru/wiki/Knowledge_valuation_network)等多种因素的影响。\r\n\r\n好的学习自然有所回报。但是也有糟糕的学习。存在[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)。学生如果在努力解读一段信息后失败了，就会产生挫败感。这也是厌恶学习的源头之一。当学习熵低时，奖励少，惩罚重，最后的净结果很可能是负面的。因此，与香农熵不同，学习熵有可能为负值。\r\n\r\n另见：\r\n\r\n- [学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)：学习熵如何影响学习的乐趣\r\n\r\n- [教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)：我们在教育系统中如何无视学习熵\r\n\r\n- [苦难就是荣耀](https://supermemo.guru/wiki/The_grind_is_the_glory)：我们是如何被训练成忽视学习熵的\r\n\r\n- [知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)：如何评估知识的质量和价值\r\n\r\n- [问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)：估值如何影响问题解决\r\n\r\n- [激进化谬误](https://supermemo.guru/wiki/Radicalization_myth)：学习熵为何可能被错误地视为一种威胁", + "type": "text/markdown", + "caption": " 学习熵\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learntropy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Modern education is a threat to the survival of mankind.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Modern education is a threat to the survival of mankind.json" new file mode 100644 index 0000000..6a5a807 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Modern education is a threat to the survival of mankind.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Modern education is a threat to the survival of mankind", + "text": "# 现代教育使人类生存受到威胁\r\n\r\n原文：[Modern education is a threat to the survival of mankind - supermemo.guru](https://supermemo.guru/wiki/Modern_education_is_a_threat_to_the_survival_of_mankind)\r\n\r\n## 教育能带我们通向更光明的未来吗？\r\n\r\n我们常认为教育是智慧的钥匙，帮助人类延续至今的最好的机遇，就是一众天才。像 Elon Musk（埃隆 · 马斯克）一样的天才可以改变人类的未来，这是不争的事实。然而，Elon 厌恶学校，并且现代教育系统大量削弱了我们产生更多 Musk 的几率。这是对人类延续机遇的直接威胁。 \r\n\r\n## Peter Sterling 博士论人类进化\r\n\r\nPeter Sterling 博士，Perelman 医学院神经科学系的教授，早在我出生之前就在康奈尔大学拿到了医学学位。在最近一篇引人注目的 [eLife 论文](https://elifesciences.org/articles/36133)中，他总结了他对人类进化从微生物起源到目前不确定的状态的看法。\r\n\r\nSterling 的核心论点是：现代生活使得奖励的多样性骤减，驱使人们寻求一种积极反馈——从低信息刺激中获得高奖励：\r\n\r\n> 当现代生活的丰富、舒适与社交孤立缩减了我们的古老回路传递增强多巴胺脉冲所需的惊喜来源时，会发生什么？根据奖励学习的计算理论，系统被迫从它们的强化中寻求进一步强化（Sutton 和 Barto, 1998）。因此，要获得惊喜，就必须还要「更多」。当预期是普通汉堡时，下次让你惊喜的一定是巨无霸，最后就得是皇堡。\r\n\r\nSterling 「关于 Panamá 西部一农场」的研究，指出了一个核心问题，我许多聪明绝顶的同事都没有注意到（尽管不是所有）：\r\n\r\n> 在「控制自然」的过程中，我们延续了从轻微的不适中解脱所带来的奖励。\r\n\r\n总而言之，Sterling 提供了一系列建议，其中改变教育制度被列在第一位。我认为他没有足够有力地强调他的观点。那么我将着重重申一下：\r\n\r\n对于人脑而言，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是无限奖励回馈的源泉\r\n\r\n## 无尽的资源：人类的学习内驱力\r\n\r\n如果我们去挖掘人类对领悟现实的追求这一取之不尽、用之不竭的资源，那么出乎意料的奖励供应就能增多。在我们探索周遭的环境时，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)为我们的行动提供能量。这种能量是无穷无尽的，因为[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)会被[遗忘](https://supermemo.guru/wiki/Forgetting)不断地侵蚀。这不意味着这个过程是在循环浪费。被[智力](https://physics.aps.org/articles/v6/46)驱动的大脑会不断地变形。我们不断学习，不断变得更聪明，这个过程提供奖励机制。\r\n\r\n这个过程只有在大脑、社会大脑或人工智能大脑达到完美的顿悟时才能结束，Hawkins 将其称为「上帝的思想」。大脑在其进化的最后阶段将回答[科学价值论](https://supermemo.guru/wiki/Goodness_of_knowledge)的终极问题：「绝对价值的本质」。终极[智性](https://en.wikipedia.org/wiki/Nous)在地平线上无处可寻。\r\n\r\n## 学校和进化相悖并扼杀未来\r\n\r\n一众天才会决定我们的存亡。同时，[学校教育](https://supermemo.guru/wiki/Schooling)则完全反其道而行之 。强迫输入[不连贯的知识]，用成绩伪造奖励，用退学作为惩罚，学校用这一套系统消除了[学习内驱力奖励](https://supermemo.guru/wiki/Pleasure_of_learning)，并制造了[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。最终导致社会上到处都是无助求救的人。如果我们故步自封，那么我们将会有更多的[川普](https://supermemo.guru/wiki/Donald_Trump)和脱欧出现。\r\n\r\n大多数我认识的教师都认识到了问题所在，并且努力尝试着在学校中营造友好的氛围，但是他们不能阻止[课程](https://supermemo.guru/wiki/Curriculum)和国际压力（参见：[PISA](https://supermemo.guru/wiki/PISA)）的力量。标准在不断地提高，引发无助的力量不断增强。一部分尝试获得了成功，但是，一旦失败，后果会更为严重、更具毁灭性。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我知道[孩子们厌恶学校](https://supermemo.guru/wiki/Why_students_hate_school)，但是就算知道这个，造访本地学校的过程还是令我震惊不已。我见到了一个十五岁的孩子，处在一种完全绝望的状态里。他的大脑被惩罚的威慑性所占据了。尽管他通宵学习，但他的生物考试还是考砸了。他看起来想自杀，我没法跟他直接对话。他的朋友从他的眼泪中读出了些还算连贯的信息，我挣扎着努力把这些信息整合形成成一个清晰的画面。我碰到的这个孩子，他对生活的热爱被学校（随之而来的成人给予的压力）摧毁了。祸不单行，一位老师走上前来，问我是谁。她的职责是鉴别学校里所有奇怪的成年人。在一个封闭的系统里，就连用心良苦的教师都可能变成一个狱霸。在一个开放的操场上，没有对自然的社会关系的干扰。我和那个孩子的对话不可能完成了，他就要被迫去另一个课上了。我甚至不知道他的名字。我不确定我之后是否能够持续关注他。\r\n\r\n绝望的小学生展示了我们是以何种方式破坏了人类遇到麻烦时可以拯救人类的关键力量：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，和[探索性学习算法](https://supermemo.guru/wiki/Education_counteracts_evolution)。\r\n\r\n在他论文的结尾，Sterling 博士点头称是，他反对同质化学习：\r\n\r\n> 一个由各类专才组成的社群远能胜出一个所有人都被同质化的社群\r\n\r\n## 前路光明万丈\r\n\r\n我很乐观。我在年轻一代人的身上看到了不断增长的韧性。这种韧性帮助小孩子在体系里存活。随着其增长，这种韧性也会促进[强制学校教育制度的废除](https://supermemo.guru/wiki/Abolish_compulsory_schooling)。[被动的学校教育](https://supermemo.guru/wiki/Passive_schooling)一定会像猛犸象一样。它必须像奴隶制一样被遗留在历史里（见：[作为人权的教育](https://supermemo.guru/wiki/Education_as_a_human_right)）。学校必须以一种能够促进[自由学习](https://supermemo.guru/wiki/Free_learning)的[民主形式](https://supermemo.guru/wiki/Democratic_school)存在。我们必须利用大脑的[适应性](https://supermemo.guru/wiki/Adaptability)让年轻一代适应新世界。\r\n\r\n为了人类，最保险的办法是解放年轻一代，让他们用自己的方式去探索世界。", + "type": "text/markdown", + "caption": " 现代教育使人类生存受到威胁\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Modern education is a threat to the survival of mankind" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Never trust parents nor teachers.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Never trust parents nor teachers.json" new file mode 100644 index 0000000..b55e42b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Never trust parents nor teachers.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Never trust parents nor teachers", + "text": "# 永远不要相信父母和老师\r\n\r\n原文：[Never trust parents nor teachers - supermemo.guru](https://supermemo.guru/wiki/Never_trust_parents_nor_teachers)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 传话游戏\r\n\r\n人们天生擅长制造谬误。这就是为什么我从不信任父母和老师对他们教学「方法论」的评估。由于人脑自然而宝贵的性质，加上[泛化](https://supermemo.guru/wiki/Generalization)过程的作用，使我们都够快速建立起模型。因为频率与数据的质量、建模者的知识总量成反比，我们会经常在建立模型上犯错误。[错误的模型也会有巨大的价值](https://supermemo.guru/wiki/Value_of_wrong_models)，特别是在科学领域中。[基于错误模型的谬误是很难消除的](https://supermemo.guru/wiki/Myths_are_easy_to_swallow_and_hard_to_kill)。对于父母而言，一件未被证实的传闻会被他们加工成一个大故事，陪伴着我们的童年。这个传闻一开始可能是准确的，但随着时间推移，大量的新证据发现这是错误的。然而，加工后的故事的吸引力会自我延续，并通过[遗忘](https://supermemo.guru/wiki/Forgetting)导致反证失败。还有就是多年来事件的失真和放大的问题。或许这是一种大脑和自己玩的「[传话游戏](https://en.wikipedia.org/wiki/Chinese_whispers)」，多年以来不停地在复述这个故事。最终，二三十年后，我们的父母会坚定不移地声称：「我的孩子在六个月大的时候就会走路了」，或者「我的孩子在一岁之前就可以讲完整的句子了」，又或是「我的孩子没学讲话之前就会阅读了」。还有一种普遍存在的谬误，要花上几秒钟来伪造：「我的孩子喜欢学校！」（见：[大谎言：孩子喜欢学校](https://supermemo.guru/wiki/Big_Fat_Lie:_Children_like_school)）\r\n\r\n即使作为一个集体，父母似乎也没有表现出太多的群体智慧，平均化他们的模型并不能使我们更加接近真相。模型往往陷入极端，例如，另一种极端的记忆可能是「我的儿子直到 6 岁才开始说话」（这在爱因斯坦等这些伟大人物身上非常流行）（见：[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)）。\r\n\r\n最重要的是，所有成年人都患有[教育同理心](https://supermemo.guru/wiki/Educational_empathy)缺陷。教师受到[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)的影响。父母无法和孩子沟通。两者的背离司空见惯：父母声称孩子喜欢学校，而孩子却在同一天说她到死都会讨厌学校。\r\n\r\n家长和教师对儿童学习效果的了解非常薄弱\r\n\r\n## 谬误生态系统\r\n\r\n谬误模型在[教师](https://supermemo.guru/wiki/Teacher)群体中也非常流行。流传已久的错误方法很有可能始于多年以前的一则轶事。其中，课堂上的乘法表练习（以及其他形式的[无语义学习](https://supermemo.guru/wiki/Asemantic_learning)）造成的伤害最为触目惊心。然而，每个教师的经历中似乎都包括这样一段独特的轶事，他们将其作为证据，目的是为了给他们坚持经典的普鲁士处方找借口。我认识几十个优秀的教师，他们都患有[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)的症状：他们把孩子们看作是栖息在水族馆里的鱼群，永远也不会注意到他们在鱼缸外的社会背景和进步。同一个孩子在校内和校外可能表现出两种完全不同的个性和行为（见：[行为系统](https://supermemo.guru/wiki/Behavioral_system)）。\r\n\r\n在养育和教育的高风险游戏中，我们不能相信具有既得利益的玩家。家长和教师口中的轶事证据可能有价值，但非常不可靠。\r\n\r\n## 天才的头脑\r\n\r\n我很想为培育天才的头脑制定一个处方。为了开出这个处方，我需要了解从胚胎时期到衰老时期大脑的成长过程。为了构建有效的模型，我需要来自孩子、家长和老师的纠正性反馈。然而，对我来说，指路明灯应该永远是神经科学，特别是它的[计算多样性](https://supermemo.guru/wiki/Conceptual_computation)（例如，受[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)的启发）。父母被爱和[学校教育的美化](https://supermemo.guru/wiki/Glorification_of_schooling)所蒙蔽。教师被他们的理想主义、浪漫主义和[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)所蒙蔽。他们中的大多数人也曾上过学，[上过学的人不理解自由学习](https://supermemo.guru/wiki/Schooled_people_do_not_understand_free_learning)。[自由学习](https://supermemo.guru/wiki/Free_learning)就是我对[人类智力](https://supermemo.guru/wiki/Intelligence)开发的处方\r\n\r\n相比之下，孩子们是很好的知识来源，因为他们在谈论自己当下的感受时，更加合理可靠。由于我对现行教育的不信任，我郑重地向所有慈爱的父母和伟大的教师道歉。\r\n\r\n在学习时接受采访，孩子就自己的感受和进步提供了极好的见解", + "type": "text/markdown", + "caption": " 永远不要相信父母和老师\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Never trust parents nor teachers" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Optimization trap of coercive schooling.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Optimization trap of coercive schooling.json" new file mode 100644 index 0000000..1b88bd8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Optimization trap of coercive schooling.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Optimization trap of coercive schooling", + "text": "# 胁迫性学校教育的优化陷阱\r\n\r\n原文：[Optimization trap of coercive schooling - supermemo.guru](https://supermemo.guru/wiki/Optimization_trap_of_coercive_schooling)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 普鲁士教育模式\r\n\r\n从一开始，知识分子就无法忍受普鲁士的强制教育制度。几个世纪以来，哲学家和科学家们不断颂扬自由意志和创造力的美德。\r\n\r\n尽管胁迫有种种荒谬之处，但世界各地都在采用胁迫，它很猖獗，而且不断滋生一些崇拜者。\r\n\r\n唯一的希望在于普通人能够理解的简单的思想和学习模式。在我参与学生罢学的过程中（[2022 学生之春](https://supermemo.guru/wiki/Wiosna_Uczniow_2022)），我与无数的教师和家长交谈，胁迫的谬误像一座堡垒一样静止不动。它是一个无知的堡垒。[学校谬误](https://supermemo.guru/wiki/School_mythology)的顽固性使我得出结论，进化的方向是错误的，我们需要一场革命。我们需要一场学生的叛乱，并得到这个星球上所有聪明人的支持，特别是关心我们的父母和开明的老师。\r\n\r\n见：[学校改革：进化还是革命？](https://supermemo.guru/wiki/School_Reform:_Evolution_or_Revolution%3F)\r\n\r\n## 臣服 vs. 反叛\r\n\r\n下面我提出了最简单的优化陷阱的说明，它使人类陷入了困境。在 2022 年 5 月，这是我所知道的最简单的视觉化。我们没有优化最佳学习（橙色最佳），而是优化学校成绩（蓝色现实）。我们没有得到一个开明的社会，而是以其极端的暴力和自杀的形式造成心理伤害：\r\n\r\n[[img [Dichotomy of pressure.png|https://supermemo.guru/images/thumb/f/f7/Dichotomy_of_pressure.png/800px-Dichotomy_of_pressure.png]]](https://supermemo.guru/wiki/File:Dichotomy_of_pressure.png)\r\n\r\n> 图： **关于学校教育的错误推理产生了一个不快乐的社会** 。在图片的底部，我们可以看到学校教育的强制压力是如何将一个快乐的无忧无虑的人转化为一个（在学校系统下）表现良好的学生。世界各地的教育系统旨在最大限度地提高考试成绩，例如，使用 [PISA](https://supermemo.guru/wiki/PISA) 基准 。在中间，我们可以看到胁迫性压力对整体学习有不好的影响，主要是由于它破坏了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，只有激情的学习才是最佳的。在顶层，我们可以看到与学校胁迫的争斗，既可以击垮一个学生，也可以造就一个叛逆者。学生不是在真正的学习知识，而是学习无助，或者学习憎恨胁迫性系统。这种仇恨可以蔓延到生活的许多领域，在极端情况下，最终导致恐怖主义、谋杀或其他形式的暴力。最后，通过采用强制手段，我们不是生活在一个[自由学习](https://supermemo.guru/wiki/Free_learning)的幸福世界，而是生活在以冷漠、无助、精神障碍、成瘾、仇恨和暴力为特征的世界。补救措施是微不足道： **尊重人类的需求** ！\r\n\r\n强迫性的学校系统对学生施加压力。这种压力会被自然[反抗](https://supermemo.guru/wiki/Reactance)所抵消，这将导致大脑中控制系统之间的内部战争。一端是（1）教育的外部计划（[外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)），另一端是（2）一个人自己的学习内驱力、自己的兴趣，以及对[创造力](https://supermemo.guru/wiki/Creativity)、自主性的追求（[内在动机](https://supermemo.guru/wiki/Intrinsic_motivation)）。这些争斗是不可避免的：\r\n\r\n[[img [Neural competition between the learn drive and the system of rewards at school.png|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/600px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样破坏了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 导致简单的、记忆性的、[连贯性](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了复杂的短期记忆容易受到[干扰](https://supermemo.guru/wiki/Interference)。在 **学习内驱力** 和 **学校外驱力** 电路之间的[竞争抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，会保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，储存新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，导致学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力引起的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致其中一种力量占主导地位：学习内驱力或学校外驱力。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会增加[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加惩罚会增加[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)查看最新的版本\r\n\r\n我们都知道，当我们面对做我们不喜欢的事情时，那些内心的争斗是多么强烈。然而，学校的压力是无情的，并导致大脑和人格的永久变化。由于反应有两个方面：反叛和服从，学校系统的目标是引导反应，以便最大限度地服从和避免反叛。这种引导的主要因素是学生对能够控制结果的感觉。只要让学生逐渐相信反抗是没有意义的，她就会在[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)中越陷越深。这种发展导航轨迹中的错误可能会导致主动抵抗或学习性攻击。比喻说，学生必须对无助的条件一无所知。觉醒可能会导致反叛，并在轨迹中摇摆到另一个不稳定的状态（攻击性）。\r\n\r\n根据压力的程度，负面结果会越来越极端。由于其巧妙的递增性质，学校压力将主要产生[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，这将促使其走向抑郁或自杀，与压力的增加和无情胁迫期的增加成比例。\r\n\r\n对于较低水平的压力，至少，我们用[连贯性学习](https://supermemo.guru/wiki/Coherence)换取对[干扰](https://supermemo.guru/wiki/Interference)敏感的脆弱的不需要的知识。\r\n\r\n[[img [Harm of coercion in learning.png|https://supermemo.guru/images/thumb/c/cc/Harm_of_coercion_in_learning.png/800px-Harm_of_coercion_in_learning.png]]](https://supermemo.guru/wiki/File:Harm_of_coercion_in_learning.png)\r\n\r\n> 图：\r\n\r\n>\r\n\r\n> - 基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的 **自然学习** 显示为红色\r\n\r\n> - **基于学校惩罚和奖励的强制性学习** 显示为蓝色\r\n\r\n> - [外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)的影响显示为橙色（奖励和惩罚为同一影响向量 )\r\n\r\n> - 知识和知识流对输入的价值是由[知识评价网络](https://supermemo.guru/wiki/Knowledge_valuation_network)决定的（如眶额皮层 )\r\n\r\n> - 知识的价值是作为补充[前置知识]的结果而计算的总知识价值的增量(https://supermemo.guru/wiki/Prior_knowledge)\r\n\r\n> - 红色的知识被评价为 \"最佳物品\"，即具有最佳价值（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)\r\n\r\n> - 蓝色的知识被视为具有次优的质量和相关性（见：[复杂性](https://supermemo.guru/wiki/Complexity), [一致性](https://supermemo.guru/wiki/Coherence), [适用性](https://supermemo.guru/wiki/Applicability), [稳定性](https://supermemo.guru/wiki/Stability)\r\n\r\n> - 红色的好知识激活了 \"想要\"，这是[学习动力]的基础(https://supermemo.guru/wiki/Learn_drive)\r\n\r\n> - 由于受到想要的知识的竞争，蓝色的次优知识被标记为不需要的。\r\n\r\n> - 对想要的记忆进行编码会导致 \"喜欢\"（见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）。\r\n\r\n> - 对不需要的记忆进行编码会导致不喜欢或 \"不喜欢\"（见：[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)。\r\n\r\n> - 学习中的奖励有助于记忆的编码和[巩固]（https://supermemo.guru/wiki/Consolidation）。\r\n\r\n> - 学习中的惩罚泛化会导致削弱记忆（包括想要的记忆），并削弱学习内驱力。\r\n\r\n> - 由于对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的影响，学习中的惩罚会导致一种[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，表现为失去[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。\r\n\r\n> - [奖励不足](https://supermemo.guru/wiki/Reward_deficit)中的[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)增加了成瘾、抑郁和其他精神障碍的风险（见：[奖励多样性在预防成瘾中的作用](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)）。\r\n\r\n> - [外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)（包括对学习的奖励）使编码不需要的记忆成为可能（失去了[连贯性](https://supermemo.guru/wiki/Coherence)、[稳定性](https://supermemo.guru/wiki/Stability)、[适用性](https://supermemo.guru/wiki/Applicability)等）。\r\n\r\n> - [外在动机](https://supermemo.guru/wiki/Extrinsic_motivation)导致了对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的超越，抑制了对想要的记忆的编码，并通过对想要和喜欢的影响，促成了[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)\r\n\r\n在旨在逐步诱导[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的 \"教育\"过程中，任何错误都可能使天平向反叛的方向倾斜。这个 \"错误\"可能只是简单地迈出了太远的一步（最佳的步长总是难以衡量）。如果主动[反抗](https://supermemo.guru/wiki/Reactance)的力量获胜，我们将产生越来越多的反叛人物，其极端结果就是暴力和恐怖主义。\r\n\r\n## 优化陷阱\r\n\r\n学校优化的陷阱来自于用测试来衡量进展。由于我们几乎总是测试那些（个人）不想要的知识，即不是用自己的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)建立的知识，一定程度的压力总是会在测试中提供一定程度的「改进」。[自由学习](https://supermemo.guru/wiki/Free_learning)是很难衡量的。这就是为什么它无法优化的原因。依靠大脑的自然素质是学习中的最佳选择：\r\n\r\n[[img [Exploration pathways at school and in unschooling.png|https://supermemo.guru/images/thumb/8/87/Exploration_pathways_at_school_and_in_unschooling.png/500px-Exploration_pathways_at_school_and_in_unschooling.png]]](https://supermemo.guru/wiki/File:Exploration_pathways_at_school_and_in_unschooling.png)\r\n\r\n> ***图：** 不上学的人有理由抵制审查。诸如 \"你学到了什么？\"这样的问题本来就很难回答。如果学习是热情盲目的，就很难用语言表达出目标和效果。不上学的人本能地知道她走的是正确的道路。然而，其他人可能仍然不相信。基准不存在，受过良好教育的人群无法体会到[自由学习]的力量（https://supermemo.guru/wiki/Free_learning）。这张图有助于说明这个问题。在一个说明性的二维知识空间里，一个被[学校外驱力,](https://supermemo.guru/wiki/School_drive)的压力推着的在校学生被拖着沿着一条线性路径从其目前的知识状态A到预定的目标B（蓝色路径）。这个过程是缓慢而无效的。学生逐渐对学校产生厌恶，对学习产生厌恶。与此相反，一个充满激情的非学校教育者走的是不可预测的红色路径（见：[学校教育的爬山隐喻]（https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling））。学习是非常有效和愉快的（见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）。纠缠在一起的红色路径的长度所说明的知识总量是巨大的（与学校教育相比）。对学习的热爱不断增长，与[知识树](https://supermemo.guru/wiki/Knowledge_tree)的大小成正比。一个学生将通过学校的基准测试调整到目标B，一个不上学的人可能会失败。如果有人关心设计一个 \"兴趣基准\"（绿色），他将摧毁所有竞争。当世界上大多数人崇拜为预定的社会实现预定的目标（B）时，我们一直没有探索自然的学习本能（[学习内驱力](https://supermemo.guru/wiki/Learn_drive)）。在这个过程中，我们建立了不快乐的社会*。\r\n\r\n随着测试结果的改善，我们倾向于赞扬测试，赞扬压力，赞扬学校系统「提供良好的结果」。与此同时，我们的校园暴力事件也在增加，这被归咎于父母或基因。我们也有抑郁症或自杀的增加，这被归咎于父母，个人的弱点，或基因。\r\n\r\n当优化的效果超过一定程度的压力时，所有的学校改革和所有关于学校的思考都倾向于围绕测试所设定的「假的最佳状态」进行摆动。 **我们看到了暴力，我们看到了自杀，但我们不愿意承认它们都是由学校教育的压力造成的** 。这种教育压力会在整个社会中产生涟漪，影响到家庭。在亚洲的老虎中，我们有神奇的 [PISA](https://supermemo.guru/wiki/PISA) 结果，但我们也有[蛰居族](https://supermemo.guru/wiki/Hikikomori) 。\r\n\r\n我们看不到学习上的损失，因为我们把所有的人都推到系统中，没有真正自由的学习者的好例子可以比较。那些自由而伟大的人往往是通过「测试」的角度来看待的。爱因斯坦的大脑算不上什么，因为很少有人能评估它。它很容易被文学作品中的糟糕表现，甚至是体育教育中不太光彩的表现所压垮。整个社会都对天才视而不见。被发现的天才（例如在学校的奥林匹克运动会、测试和竞赛中看到的）被归因于个人素质、个别教师或强制性的学校制度本身。见：[经学校驯化的人不理解自由学习](https://supermemo.guru/wiki/Schooled_people_do_not_understand_free_learning)\r\n\r\n通过强制性的学校制度，我们用学习来换取自杀和恐怖主义。\r\n\r\n为了打破这种无知的恶性循环，我们需要联合全世界的力量。在社交媒体的帮助下，我们将很快尝试利用波兰[学生罢学](https://supermemo.guru/wiki/Student_strike)的经验，组织一场世界性的学生叛乱。\r\n\r\n## 延伸阅读\r\n\r\n- [学校压制学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)\r\n\r\n- [习得性无助](https://supermemo.guru/wiki/Learned_helplessness)\r\n\r\n- [学校教育的套索正在收紧](https://supermemo.guru/wiki/The_noose_of_schooling_is_tightening)\r\n\r\n- [学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n- [神经网络战争](https://supermemo.guru/wiki/War_of_the_networks)\r\n\r\n- [反抗](https://supermemo.guru/wiki/Reactance)\r\n\r\n- [自由学习](https://supermemo.guru/wiki/Free_learning)\r\n\r\n- [大脑是一个完美的适应性设备](https://supermemo.guru/wiki/Brain_is_a_perfectly_adaptable_device)\r\n\r\n- [谬误：枪支管制是解决学校枪击事件的方法](https://supermemo.guru/wiki/Myth:_Gun_regulation_is_a_solution_to_school_shootings)", + "type": "text/markdown", + "caption": " 胁迫性学校教育的优化陷阱\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Optimization trap of coercive schooling" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Optimum class size is 1.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Optimum class size is 1.json" new file mode 100644 index 0000000..f9e5b9f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Optimum class size is 1.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Optimum class size is 1", + "text": "# 最优班级规模：1.4 人\r\n\r\n原文：[Optimum class size is 1.4 - supermemo.guru](https://supermemo.guru/wiki/Optimum_class_size_is_1.4)\r\n\r\n这段文字选自《[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》 作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017-2022）\r\n\r\n## 班级规模：1.4 人\r\n\r\n最优班级规模是个伪问题，对于关切学习本身的人来说，答案很简单。我确实喜欢声称 **最优班级人数是 1.4** ，这是为了骗点击量。不过，数字 1.4 确有深意，解释如下。\r\n\r\n **一人班级** 近乎完美，例如[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)、看 YouTube 、Netflix 等。不过，最优班级人数不能为 1 ，因为沟通和合作在教育上有重要意义。\r\n\r\n **双人班级** 也很好，对于如头脑风暴、洽谈有趣话题、闲聊等事情皆有助益。\r\n\r\n当 **规模达到三人** 时，问题就开始出现。例如，在看视频时，两个人会在找到共同话题时点击暂停，但第三个人会因此生气。三人班级可能需要选择一个共同目标，但如果三位[自由学习者](https://supermemo.guru/wiki/Free_learning)是被随机分组的，他们之间矛盾可能就此产生。\r\n\r\n人数继续增长，[被动学习](https://supermemo.guru/wiki/Passive_learning)也许依然有效，但这只在选择是自主时才行得通。如果别人拿一个 TED 演讲给你看，你很可能看得昏昏欲睡，这和班级规模无关。这就是为什么你可以与数以百万计的学生一起在 YouTube 上看一个 TED 演讲。你所需要的只是你自己的选择、时机和节奏。最后，这种情况仍然更偏向于个人经验。\r\n\r\n我将数字 1.4 作为最优班级规模显然是荒谬的，以此讽刺「循证教育实践」的滥用。值得指出的是，教育中的所有一般化和平均化带来的特定数字，都有可能带来「循证 」实践的危险。真理因人而异，因情况而异。抛开所有复杂的依赖关系，标题中这个问题的答案极其简单：对于不同的情况，只需要问学生就行了！如果他在给定的环境中感觉良好，相应的人数就是恰当的。\r\n\r\n不存在最优班级规模。学生应该自己选择他们的教育环境。\r\n\r\n## 「专家」异见\r\n\r\n仅需一台教育用途的计算机，最优班级人数就能通过最优用户数量立即可视化。每个人似乎都津津乐道：小班是有益的，这是「大多人都认同的道理」，但道理本身似乎无足轻重。\r\n\r\nJohn Hattie 和 [PISA](https://supermemo.guru/wiki/PISA) 用差劲的指标来掩盖真正的成长，并专注于遵循标准。这对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的危害不可估量，并且由于缺乏对这一方面的考虑，优化也走向了死胡同。由于创造力或解决问题的能力或纯粹的好奇心没有被衡量，班级规模反而不重要了。在一条优质流水线上，只要产品质量得到认证，高吞吐就备受欢迎。这本身就足以说明我们在教育中使用的指标的质量。\r\n\r\nMalcolm Gladwell 声称最优班级人数很可能介于 18-24 之间。这应该是由群体动力学得来的，群体越小，优秀的学生便越能领先于课堂。这一判断将学生的服从和规训视如珍宝，忽视了少部分学生能够发挥出创新探索的真正价值。这已经不是 Gladwell 第一次支持智力服从了。他几十年前在 Ritalin 的支持就写下了（见：[混淆创造力与 ADHD](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)）。\r\n\r\n教育分析师意识到有特殊需求的孩子从小班中受益最大，这是对的。唯一需要警醒的是「特殊需求」是残疾的遮羞布，因为所有健康孩子都有特殊需求、兴趣爱好和激情。\r\n\r\n教育系统按照量产工厂的模式设计，关于班级规模的争辩，又完美阐释了这种教育系统的病态。父母或孩子的声音被忽视。社会面的智力水平在其大脑发育的开端就受到了系统性的打击。\r\n\r\n关于班级规模的伪问题根源于[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的内在病理。\r\n\r\n## 延伸阅读\r\n\r\n- [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)：关于优化学习问题的简单回答\r\n\r\n- [课堂教学的固有问题](https://supermemo.guru/wiki/Inherent_problems_of_classroom_schooling)：课堂的概念应该被淘汰\r\n\r\n- [特殊需求教育的问题](https://supermemo.guru/wiki/Problems_with_special-needs_education)：为什么把孩子们塞进教室，特殊需求就流行起来？\r\n\r\n## 抹平智力发展\r\n\r\n[[img [Suppressive skill convergence in classroom learning.png|https://supermemo.guru/images/thumb/f/f2/Suppressive_skill_convergence_in_classroom_learning.png/400px-Suppressive_skill_convergence_in_classroom_learning.png]]](https://supermemo.guru/wiki/File:Suppressive_skill_convergence_in_classroom_learning.png)\r\n\r\n> 图：课堂学习中技能指标收敛的试验性模拟。 **左图** ：学生进行[自由学习](https://supermemo.guru/wiki/Free_learning)，并按 0 到 10 的技能水平进行划分。他们的技能水平呈指数上升，并且指数与初始水平略有相关。增长指数可称作[天赋]（不准确地）。最有[天赋]的群体的技能水平达到 90 分，所有学生在学期末时达到了 42 的平均分（粗蓝色平均增长曲线）。 **右图** ：同样一组有相同技能水平划分的学生被转移到教室学习。如果我们假设恒定的[推进区](https://supermemo.guru/wiki/Push_zone)函数，并从所需的目标技能水平的假设[语义距离](https://supermemo.guru/wiki/Semantic_distance)中得出增长指数，我们可以看到整体增长放缓。有天赋的学生会发展放缓（红色的[退步区](https://supermemo.guru/wiki/Regress_zone)）。而如果授课水平符合普通学生的最优[语义距离](https://supermemo.guru/wiki/Semantic_distance)（蓝色加速区），他们就会受益。最差的学生进入最糟糕的棕色的[退步区](https://supermemo.guru/wiki/Regress_zone) ，他们被系统视为「废品」排除在外。在优质课堂上，我们可以希望没有实际的倒退，并在此假设上，增长指数宽宏地没有被变为负数。技能水平最终趋近收敛，特别是高水平梯队。整体增长被抑制，在学期末达到 31 的平均分（粗红色平均增长曲线）。", + "type": "text/markdown", + "caption": " 最优班级规模：1.4 人\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Optimum class size is 1" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_PISA fuels the education arms race.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_PISA fuels the education arms race.json" new file mode 100644 index 0000000..eafdd8c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_PISA fuels the education arms race.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/PISA fuels the education arms race", + "text": "# PISA 助长教育内卷\r\n\r\n原文：https://supermemo.guru/wiki/PISA_fuels_the_education_arms_race\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 优良的思想与教育的未来\r\n\r\n[Fareed Zakaria](https://en.wikipedia.org/wiki/Fareed_Zakaria) 是我认识的最聪明的记者。我喜欢他的 GPS 节目。如果我错过这档节目，那一定是因为[夏令时](https://supermemo.guru/wiki/Daylight_Saving_Time)，这个每年两次打乱地球数字生活的制度（幸运的是，[欧盟马上就要废弃夏令时了](https://www.dw.com/en/eu-to-stop-changing-the-clocks-in-2019/a-45495680)，早该这么干了）。\r\n\r\n2018 年 9 月 2 日，Zakaria 邀请 [Andreas Schleicher](https://en.wikipedia.org/wiki/Andreas_Schleicher) 作为节目嘉宾，他是教育界的一位顶尖专家。Zakaria 对他的介绍非常有趣（[转录](http://transcripts.cnn.com/TRANSCRIPTS/1809/02/fzgps.01.html)）：\r\n\r\n> Andreas Schleicher 已经在教育领域里耕耘了几十年。他在 OECD 工作，并且是 [PISA 测试](https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment)的主设计师。这一测试会比较全世界学校的教学效果。他写过一本书来描述，书名是《超越 PISA：如何建构 21 世纪学校体系》。\r\n\r\n有了这些资历在手，你可能会认为你将听到现代学校的突破性解决方案。然而，恰恰相反，我们得到的是引发 **教育灾难** 的公式！\r\n\r\n这种灾难建立在以集中控制为基础的全局优化的错误思想上。与[比尔·盖茨](https://supermemo.guru/wiki/Bill_Gates)最初支持的观点相同。\r\n\r\n以下是推定的算法：\r\n\r\n1. 运行一套教育系统\r\n\r\n2. 测量系统产出\r\n\r\n3. 比较这些系统\r\n\r\n4. 复制解决方案，让较差的系统从较好的系统中学习\r\n\r\n5. 回到第一步\r\n\r\n这种优化算法已经使用了近两个世纪，尽管优化标准有所改进（包括 PISA 测试），但它逐渐引发越来越糟的社会后果。这和尝试靠用户满意度评分来设计一辆完美汽车并没有什么差别。完美的设计只适用于一个地方——[朝鲜——这个完美的国家](https://supermemo.guru/wiki/North_Korea)。那么，有没有一款能让所有人满意的完美电脑软件呢？\r\n\r\nPISA 测试只能衡量我们对教育期望的一小部分。它无法反映未来的心理健康或成年人的生产力。尽管学校教育和测试有所改进，但这并未带来更幸福、更有凝聚力的人群。因为教育是无法全局优化的。质量检测是不充分的。 **我们无法有效地衡量结果，也无法为所有个体提供统一的公式！** 这种测试激励了大量学习，却惩罚了独立、[热情](https://supermemo.guru/wiki/Childhood_passions)、[创造力](https://supermemo.guru/wiki/Creativity)和[解决问题](https://supermemo.guru/wiki/Problem_solving)的能力。包括 Schleicher 在内的专家会告诉你，测试解决问题的能力是他们的首要目标，然而，他们一直忽视了房间里的大象：[强制](https://supermemo.guru/wiki/Coercion_in_learning)无法带来更好的学习，更不用说更好的创造力或解决问题的能力了。如今，通往高 PISA 分数的最快捷径是[直接教学](https://supermemo.guru/wiki/Direct_instruction)，而直接教学意味着[强制](https://supermemo.guru/wiki/Coercion_in_learning)。\r\n\r\n## 知识是问题解决的基石\r\n\r\n我们需要记住，知识是问题解决的基石，因此它总是特定于领域的。因此，它也是特定于文化的。[印度是一个科技强国](https://www.weforum.org/agenda/2017/09/indias-rising-sectors/)。印度在 PISA 测试中的糟糕表现导致了抵制活动，原因是文化脱节使印度学生处于劣势。即使是从「鳄梨」换成「芒果」这样的词汇变化也会影响结果。\r\n\r\n在害虫防治领域的优秀问题解决者在建筑领域可能一筹莫展。在如此相距甚远的领域之间，知识和技能的迁移通常非常小。[自由学习](https://supermemo.guru/wiki/Free_learning)有助于发展丰富的可迁移问题解决工具集。像[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)这样的技术工具是很好的标志，因为它们是通用的，可以应用于任何领域。\r\n\r\n不论如何，PISA 需要将其测试建立在领域特定的知识基础上，否则它只会成为另一个 IQ 测试。这种对知识的依赖总是有利于那些涉猎广泛的人。过度扩展涉猎范围会破坏[创造力](https://supermemo.guru/wiki/Creativity)和[解决问题](https://supermemo.guru/wiki/Problem_solving)的能力。教育应该旨在平衡这两者。更多信息请参阅：[知识之于创造性解决问题](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)。\r\n\r\n这有点像锻炼和学习之间的平衡。适度慢跑对大脑有益，可以提高学习能力。高强度训练慢跑会挤占学习时间。过度提高学习会轻易地从慢跑中窃取宝贵时间。为了衡量和优化教育，我们总是需要将人类的 opus vitae（生命之作）纳入公式。这会引入长达几十年的滞后。PISA 可以提供丰富的建议，但它不能成为优化标准。\r\n\r\n悖论在于，你[传授不了「解决问题」](https://link.springer.com/article/10.1007/s10648-013-9243-1)。你只能解放孩子，让他们解决问题。这就是为什么所有教学都是领域特定的，这就是为什么所有测试都是领域特定的，而且两者都会倾向于奴役而非解放。我们应该让孩子们解决问题，而不是学校教育。如果需要的话，可以给他们颁奖：儿童 XPrize 奖、儿童诺贝尔奖、儿童奖学金等。然后我们就可以静待花开。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我可以轻松解决 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 领域的问题（因此我有了 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 的昵称）。我可能在睡眠、记忆或创造力方面一骑绝尘。然而，我在虫害防治、建筑学、火箭科学或脑外科等领域无能为力。我甚至不会开车。如果我在 PISA 测试中取得了好成绩，那不是因为我有解决问题的能力，而只是因为我的领域——[SuperMemo](https://supermemo.guru/wiki/SuperMemo)——需要大量学习以测试学习工具。许多领域都需要出色的问题解决者，衡量问题解决能力的最好标准是其成果：解决的问题。\r\n\r\nPaul Allen 赞助了一个人工智能系统研究，该系统能够通过八年级的科学考试。这应该是一个明确的警告。如果机器可以做到，那么它就无法构成问题解决的核心部分。这个核心部分在未来的 15 到 30 年内仍然只能由人类完成。Ray Kurzweil 向我承诺，我会活到看到这一切的那一天。我相信他的预言。\r\n\r\n[[img [Old and new knowledge in creative problem solving|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/400px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n> 图：创造性地解决问题需要（1）具有高[稳定性](https://supermemo.guru/wiki/Stability)的大量专业知识，以及（2）具有高[可提取性](https://supermemo.guru/wiki/Retrievability)的大量新知识。庞大的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题可以在低能量消耗下解决。需要 「跳出框架思考 」的问题则依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对遥远想法的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)由 「令人饥饿的知识 」提供动力，即新知识可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻易地被塑造和[泛化](https://supermemo.guru/wiki/Generalization)。这种可塑性为新的学习和创造性问题的解决提供了良好的模式匹配。\r\n\r\n## 从 PISA 得出的结论\r\n\r\n当局者迷，旁观者清。对于[教师](https://learningspy.co.uk/featured/pisa-2015-tentative-thoughts-successful-schools/)来说，PISA 给出了一个即时的结论：「[学校教育有效](https://theeconomyofmeaning.com/2018/01/10/this-new-meta-analysis-is-making-the-news-direct-instruction/)！」。对于懂得大脑的人来说，也很明显：「PISA 测量的东西错了！」。在[我看来](https://supermemo.guru/wiki/Piotr_Wozniak)，PISA 明确地表示：「学校教育无效！」。\r\n\r\n在所有相关因素中，我的偏见之眼总会寻找那些指示创造力和创新问题解决能力的因素。我知道自由和反叛对创新有益，所以学校教育在这方面的影响也很重要。\r\n\r\n谁能在 PISA 中脱颖而出？那些死记硬背、泡在学校、服从纪律、墨守[课程](https://supermemo.guru/wiki/Curriculum)、听从老师、接受额外的必修科学课程，跟随直接教学、从[幼儿园](https://supermemo.guru/wiki/Daycare)开始接受指示的学生。\r\n\r\n就像 [Follow Through](https://en.wikipedia.org/wiki/Follow_Through_(project)) 项目一样，PISA 可能在优化弱势群体方面有所帮助，有助于磨练基本技能，但它无助于提升更高级的认知功能、批判性思考或问题解决能力。\r\n\r\nPISA 有点像在研究（1）「阅读一本书」和（2）「知道其内容」之间的相关性。结果显而易见：读者知道他们读的书的内容（只要记忆持续存在）。成功的窍门是在正确的时间选择正确的书。那我们怎么衡量选书技能？\r\n\r\n在 PISA 中，哪些参数会导致成绩较差？松散的纪律（对我来说这包括自由）、旷课（渴望自由）、迟到（为了获得良好的睡眠）、探究式教育、留级等等。上学迟到是我的标志。我永远不会让学校干扰我的睡眠！说点好的方面，至少我同意 PISA 的一个相关结果：[家庭作业](https://supermemo.guru/wiki/Homework)在大多数时候有害无益。\r\n\r\nPISA 所倾向的偏好似乎与我 15 岁时对学校的态度完全背离。我可能会为波兰的糟糕成绩作出贡献。这种优化可能会将像我这样的「害虫」清除出去。\r\n\r\n那些自行设计实验的学生在 PISA 得分中表现较差。那些尽职尽责听教师讲解的学生表现很好。然而在现实生活中，独立的手艺人将在未来的二十至四十年里改变世界。\r\n\r\n## PISA 阅读测试\r\n\r\nPISA 阅读测试算是个例外。阅读对谁都有好处，而设计个合格的阅读测试也并非难事。然而，除了对阅读能力较差的人有所帮助，这样的测试并非优化的好工具。再次强调，[自由学习](https://supermemo.guru/wiki/Free_learning才是终极解决方案。我们要做的，就是为孩子们创造学习阅读的条件。一旦达到这一点，他们需要的只是对阅读的热情。他们阅读得越多，水平就越高。他们的知识会不断增长，阅读技巧也会随之提升。相反，学校更容易带来负面影响。没有什么比强制阅读清单更能打消阅读兴趣了。这正是如今[我不再读小说](https://supermemo.guru/wiki/Why_I_do_not_read_fiction)的原因。高中时代，我对阅读的热情就被扼杀了。\r\n\r\n我以前做阅读测试，总能得高分。然而，我知道阅读也是领域特定的。比如我，对神经科学或人工智能的文本兴趣浓厚。然而，我对小说却不太上手。学校的强制阅读名单让我患上了[小说阅读恐惧症](https://supermemo.guru/wiki/Toxic_memory)。在写[这本书](https://supermemo.guru/wiki/Problem_of_schooling)时，我做了一些调查，居然在一本儿童书的第一页就找到了三个我不认识的词，吓了我一跳！我读了几十年书，[高级英语](https://supermemo.guru/wiki/Advanced_English)也都记下来了，这可真让我大跌眼镜。难怪我重新开始读小说可能会很困难。如果这本书被用作测试的依据，我可能会栽个跟头。但这难道说明我在自己擅长的领域里也不行了吗？\r\n\r\n如果你非常想知道，虽然有些羞愧，但我承认我不认识的单词有：zeotrope, doubloon 和 cutlass。一个阅读广泛的孩子可能会做得更好。\r\n\r\n## （国家）共同核心标准的谬误\r\n\r\nZakaria 喜欢[共同核心](https://supermemo.guru/wiki/Common_core)和国家标准的概念。然而，他没有提到强制[课程](https://supermemo.guru/wiki/Curriculum)会导致[强迫学习](https://supermemo.guru/wiki/Coercive_learning)，这将彻底摧毁[问题解决能力](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)。Schleicher 用表示需要一个「清晰的愿景」来回应，并建议「不同的路径」可能会达到相同的目标。这意味着[共同核心](https://supermemo.guru/wiki/Common_core)可以是一种非强制的灵感来源。\r\n\r\n新加坡被引为高质量国家标准的良好示例。最近的 PISA 测试，新加坡名列前茅，成了新闻头条。我做了一些 PISA 测试，觉得还挺有道理。它考察了我们应该在孩子身上培养的多种技能和知识。然而，它们并不能衡量一切。PISA 的高分并不能证明一个学校系统或一个国家就是最优秀的。\r\n\r\n新加坡非常出色，其学生也很优秀。然而，新加坡在创新和问题解决能力上稍显不足。其劳动者的创新性不高。\r\n\r\n新加坡有一整套私人补习的产业链。家长们花大价钱让孩子去[死记硬背](https://supermemo.guru/wiki/Cramming)和补习。我喜欢一对一辅导的想法，但得适可而止。如果孩子的时间表被预先编排的补习课塞得满满当当，几乎没有自主选择的余地，他们的[创造力](https://supermemo.guru/wiki/Creativity)和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)就会受损，整个人也会变得墨守成规。新加坡应该向芬兰看齐，不要太过注重时间管理。让孩子按部就班，没有自由发挥的空间，对他们的身体和大脑都不是好事。\r\n\r\n这种教育的副作用是，近视已经在新加坡成了一种流行病。在以 PISA 为导向的优化中，我们会使这种流行病愈演愈烈。PISA 没有考虑到户外活动的时间。视力差对成绩没什么影响。同样，不良的坐姿在测试中也体现不出来。由于[死记硬背](https://supermemo.guru/wiki/Cramming)引发的健康问题，通常在三十岁甚至更晚的时候才显现出来。\r\n\r\n因此，尽管在 PISA 考试中取得了高分，也无法解决新加坡的诺贝尔奖荒问题。如果新加坡能获得诺贝尔奖，那可能是来自美国实验室的成果。\r\n\r\n新加坡教育学院的 Ramasamy Sinnakaruppan 在[《为什么新加坡的教育体系需要全面改革》](https://www.todayonline.com/daily-focus/education/why-spores-education-system-needs-overhaul)一文中写道：\r\n\r\n> 新加坡和东亚诸国的学生在国际学生评估项目（PISA）和国际数学科学研究趋势（TIMSS）的排名中年复一年地名列前茅，然而这些国家的公司几乎从未进入《福布斯》每年世界最具创新力公司前 25 强。有意思的是，美国和欧洲国家在后者这个创新排名里频频出现，却在学生成绩的排名中难觅踪影。\r\n\r\n在与 Fareed Zakaria 的采访中，Schleicher 对他的祖国德国的赞扬让我感到惊讶：\r\n\r\n> 你知道吗，今天的学校教育就是未来经济的晴雨表。我觉得，多数国家都明白了这个道理。我的祖国德国，曾经在 2000 年时与美国处在同一水平。但现如今，我们已站在了高峰，成了佼佼者。\r\n\r\n如果让我对未来进行预测，我会认为美国更有可能在争取更好经济体系的竞赛中胜出，而不是德国。这两个国家都将从移民中获得很大的利益，并将努力适应这种优势。然而，创新建立在创造力和解决问题的基础上。这就是为什么德国[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)是对魏玛共和国后期的倒退。这一点糟糕到我将德国标记为[弃儿](https://supermemo.guru/wiki/European_Outcasts) （向我所有超级聪明和超级友好的德国朋友道歉）。另一方面，美国的在家上学和非学校教育正在爆炸式增长。其中一部分是由宗教信仰驱动的，但趋势清晰，对学习自由的影响无疑会给美国带来优势。这不会在 PISA 的雷达上显示出来。从设计上看，PISA 的执行依赖于学校的参与。\r\n\r\n如果美国在教育领域表现不佳，那是因为其学校状态堪忧。实际上，[自由学习](https://supermemo.guru/wiki/Free_learning)在一定程度上掩盖了问题的严重性。\r\n\r\n在 Schleicher 的 [TED 演讲](https://www.youtube.com/watch?v=7Xmr87nsl74)中，他用一幅精美的图表展示了韩国教育的快速进步，以及高中毕业人数的激增。看似一帆风顺的上升曲线到后来却可能成了累赘（参见：[韩国教育破产](https://supermemo.guru/wiki/Korean_educational_bankruptcy)）。当我们的识字率爬升到80-90%后，就应该开始重视[在家上学](https://supermemo.guru/wiki/Homeschooling)或者[非学校教育](https://supermemo.guru/wiki/Unschooling)的增长。那时候，我们更应关注哪些因素能激发创造力和解决问题的能力。Schleicher 对这个观点深表赞同，并认为 PISA 是一个更好的衡量标准。当然，PISA 比单纯看上课出勤或者毕业人数要靠谱得多。但问题依旧存在。我们期望 15 岁的孩子在 PISA 上表现得不错（即，还行），而不是非要考个高分不可。盲目追求高分只会让他们的全面发展受到抑制。\r\n\r\n背诵《古兰经》或《圣经》的经文在 PISA 考试中会被扣分，但同样地，从基础[课程](https://supermemo.guru/wiki/Curriculum)中抽离出来的自由问题解决能力也会被扣分。\r\n\r\n## 自愿参与强制测试\r\n\r\nPISA 的范围之广，使其极为有趣。2015 年有五十万学生参与了考试，这是一支庞大的队伍。有些孩子并未认真对待这个考试，这削弱了其可信度，但似乎仍然值得信任。\r\n\r\n全球范围内，PISA 测试的花费大约是 2.5 亿美元（这是我自己的估计）。仅在[美国](https://www.educationnext.org/the-international-pisa-test/)，PISA 的成本就是 2500 万美元，也就是教育 30 个孩子的费用。\r\n\r\n有 50 万人不得不在生命中拿出一天时间参与这个项目。在所有符合道德规范的研究中，所有的受试者首先都应该签署一个同意书。如果学生被迫接受测试，这会使结果产生偏差。然而，签署同意书同样也会引入另一种偏差。那些叛逆的学生肯定不会签字。这会立即以一种难以预测的方式过滤出最好和最差的学生。PISA 是自愿的，但[决策是在学校层面做出的](https://nces.ed.gov/surveys/pisa/faq.asp#4)，学校里几乎没有什么是自愿的：\r\n\r\n> 每个国家/教育体系都负责招募样本学校。它们从初始样本开始，只有当首选学校拒绝参加时才使用备选学校。\r\n\r\n从这个角度来看，不断增长的在家自学者和非学校教育者永远不会出现在 PISA 的排名表上。美国将始终很难与[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)的德国竞争！在德国，所有的天才被强制要求上学。\r\n\r\n> 虽然参与是[自愿的](https://nces.ed.gov/surveys/pisa/ifp_schools.asp)，但每个被选中的学校和学生的参与对于确保结果的完整性和准确性非常重要。每个被选中的学校和学生都代表了许多其他人；因此，结果的有效性依赖于高参与率。此外，为了让学校能够收到 PISA 的学校级报告，学校内抽样学生的最低参与率必须达到 85%。\r\n\r\n低参与度容易造成样本失真，因为代表性不足。而高参与度则可能改变参与者的心态，从而使结果产生偏差。\r\n\r\n若是学校让我去参加测验，除非有人能激起我对这事的好奇心，或用处罚来威胁我，不然我很可能会成为首批退出的人。难怪有些学生对这种测试简直就是[不屑一顾](https://www.odt.co.nz/news/national/non-serious-students-cost-nz-international-test-study)。\r\n\r\n> 与学校抽样不同，PISA 不允许替换抽样学生。学校会通知选中参加的学生。学生的参与率必须至少达到 80%，该国的教育系统数据才能加入 OECD 报告。\r\n\r\n我非常欣赏 PISA 的一项独特研究价值。正如 Schleicher 所说：\r\n\r\n> PISA 并不属于高风险考试；学生们知道这场考试并非关乎他们个人，而是要描绘一个更大范围的图景。\r\n\r\nPISA 考试对个体的低风险性是测试最重要的一个方面。无论是学校的考试，大学入学考试，还是证书考试，大多数都是考查[死记硬背](https://supermemo.guru/wiki/Cramming)和短期记忆能力。这种做法其实并没能真正检验出学生的实际能力，反而更像是检验考前突击的水平。这种做法跟我们所追求的目标完全背道而驰。我们真正想要的是长期且[连贯](https://supermemo.guru/wiki/Coherence)的知识。\r\n\r\n除了巧妙的设计，一个好的测试还应该具有低风险性，并在不可预测的时间进行。它应该衡量知识和技能的实际状况。要是有三分之一的学生对答题不上心，那也能从侧面反映出学生们对于学习的兴趣和热情。\r\n\r\n## 举例说明 PISA 优化的危险\r\n\r\n以 PISA 为优化目标是危险的，通过例子可以很容易地说明这一点。我将以乔布斯和沃兹尼亚克为例。\r\n\r\n在改变世界的名人里，史蒂夫·乔布斯是个值得一提的案例。如果让 15 岁的他参加 PISA 考试，成绩肯定不咋地。假如一个国家有更多的乔布斯，那这个国家在 PISA 的全球排名就要掉队了。对于像乔布斯这样的人来说，加强学科如生物学的学习纪律可能会提高他的表现。PISA 试题中有一部分涉及到生物学的基础知识，但多数「正常」的青少年，包括那些有创造才华的，都对此一窍不通。加强生物学学习的纪律可能会削弱乔布斯未来的创造力。我知道乔布斯在生物学上的知识极其有限，因为他自己都承认，在患上胰腺癌之前，他甚至都不知道 **胰腺** 这个词。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n如果 PISA 被用来加强对[沃兹尼亚克（我自己）](https://supermemo.guru/wiki/Piotr_Wozniak)的管束，我的人生可能会走上完全不同的道路。\r\n\r\n我一直嫉妒乔布斯在审美和艺术上的高超品味。他做的产品美得让人垂涎三尺。这一直是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的软肋。14 岁那年，我在化学方面表现出色，同时也是个崭露头角的画家。但到了高中，我的日程被塞得满满当当，几个月内我对画画的兴趣就荡然无存了。我对化学和生物学的热情却得以保持。如果 15 岁时我参加了 PISA 考试，除了科学的一些狭窄领域，我会表现得相当糟糕。\r\n\r\n特定领域的专长会影响我的分数。比如估计建筑物的大小，我记得我小时候，终于能够跳得足够高，触到天花板的那一刻，我非常高兴。从那以后，我就知道一层楼有多高。这将帮助我解决 PISA 测试中的一个问题。假如我对此不屑一顾呢？那次跳跃正值我的发育期，这一点对于我假设的 PISA 考试来说有点晚。\r\n\r\n为了提高 PISA 分数而加大学校教育的强度，可能会进一步扼杀我的兴趣。我的自主学习时间可能会减少。热情可能会全然消失。知识周转将会像大多数青少年的情况一样糟糕。有了快速的知识周转，我可能就永远不会关心长期记忆。结果，很可能就没有 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 这个产品了。虽然可能有点牵强，但是「[数百万人可能会因此受影响](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)」（情况变得更糟）这一观点还是站得住脚的。\r\n\r\n## 解决实际问题\r\n\r\nPISA 虽然是个挺有意思的研究工具，但我们应该更多地投入精力让孩子们去解决一些真正的问题。我们可以提供一个（志愿的）论文题目：「如何打造更强大的大脑？」。现在就有很多青少年能提供值得信赖的灵感。许多人会因此萌生出「充分发挥人脑潜能」，或者「借助机器超越人脑」的想法。说不定，就有一个小家伙能因此改变世界。至于那些只为了学校里的考试而死记硬背的孩子，恐怕会失去实现这种突破所需的工具。\r\n\r\n我们无法轻易地测试解决问题的能力，也无法简单地对比论文、观点或解决方案。不过，其实有个简单明了的出路，不需要精确量化，还能自我优化。这个出路就是[自由学习](https://supermemo.guru/wiki/Free_learning)。\r\n\r\n如果我们解放了孩子，创新就会发生！正规教育剥夺了他们的青春与热情。\r\n\r\n## Schleicher、Waldorf 与自由学习\r\n\r\nSchleicher 曾在 Waldorf 学校有过一些浸润。虽然有一定局限性，但 Waldorf 教育深受[自由学习](https://supermemo.guru/wiki/Free_learning)理念的影响。这是一个很好的教育理念，只是它也继承了一些传统学校教育的不足，以及一些人为划定的发展阶段。因此，Schleicher 应该对[非学校教育](https://supermemo.guru/wiki/Unschooling)有着较为深刻的理解。在[自由学习](https://supermemo.guru/wiki/Free_learning)中，孩子们起初可能会落后，但随后他们会迎头赶上，甚至一骑绝尘。起起初的磕磕绊绊，并不能预测最终会有多大的成就。对于 PISA 来说，如果要成为一个有价值的衡量标准，那么它应该能够显示出 Waldorf 教育的影响，因为这个测试是在孩子们足够成熟（15 岁）的时候进行的。假如我们能让一个国家里3%的学校都接纳 Waldorf 教育理念，PISA 能显示出这个变化吗？如果我们引入 1% 的[民主学校](https://supermemo.guru/wiki/Democratic_school)，结果又会如何？遗憾的是，我个人觉得，这样的民主化恐怕会让 PISA 的分数下滑。然而，真正教育的未来是民主与自由，这一点，PISA 是测不出来的。\r\n\r\n尽管自由对创造力和问题解决能力有着极大的正面影响，但它可能会不利于特定领域的测试成绩。\r\n\r\n在《我学到的五件事》一文中，Schleicher 说：「最容易教授和测试的技能，也是最容易数字化、自动化和外包的技能。」我完全赞同。这就是为什么我反对使用基准来优化学校。Schleicher 清楚地知道 PISA 的局限性。就像[共同核心](https://supermemo.guru/wiki/Common_core)一样，PISA 可以用于研究和启发，但不能用于优化。更重要的是，它不应被用于病态的民族主义竞争中。\r\n\r\nPISA 测试是极好的研究工具，但它不应该作为优化工具。\r\n\r\n## PISA 中的社会背景与才能\r\n\r\nSchleicher 深知「更好的学位并不等于更好的生活」。他更愿意使用 PISA，而不是学位，作为优化度量。PISA 是个很好的工具，但只是众多方法中的一个。观察孩子的成长也是另一个有效方式。至于[自由探索](https://supermemo.guru/wiki/Free_learning)，它更是无可挑剔，因为有无质量控制，它都能创造奇迹。孩子们一旦得到自由，我们应该更注重如何量化好的学习环境：比如说知识获取渠道、身体健康状况，还有社交环境等等。\r\n\r\n有趣的是，Schleicher 注意到：\r\n\r\n> 在 **表现最好的教育系统中，社会背景或情境对结果的影响并不大** \r\n\r\n社会环境和背景对孩子们的负面影响，看似可以通过学校教育来消除。但如果更多的孩子能够自由地探索，我们可能会看到一个不同的局面。这样一来，我们就能明白哪些措施能帮助那些表现相对较差的孩子。比如说，我们也许能研究一下，在某个社区投资修建一个好的足球场，十年后会对成绩产生什么影响。足球场显然会有正面效应，但我们也许还能量化其他竞技活动的影响。或许，篮球场更有助于培养团队合作和和平解决冲突的能力？反之亦然？\r\n\r\n社会背景对 PISA 成绩影响较小，这无疑是个利好消息。并非所有孩子都有条件进行[自由学习](https://supermemo.guru/wiki/Free_learning)。因此我们总能放心地认为，那些相对不那么幸运的孩子还能依靠学校教育，不会掉队。然而，我们绝不能忘记，对于那些站在金字塔顶端的孩子来说，为了达到 PISA 的高分，所承受的压力和义务也许会让他们受限。\r\n\r\nSchleicher 的看法很对，关注表现较差的学生是有益的。然而，这也反映出 PISA 的局限性。它并不能很好地衡量那些站在金字塔顶端的人的进步。\r\n\r\n探究美国学生群体的分层状况是个不错的试验场。Schleicher 这样说：\r\n\r\n> 美国教育系统对某些学生的培养做得非常好。但同时也有大量学生掉队。这个问题很大程度上和学校所处的社会环境有关，这也是教育结果中最大的不平等。\r\n\r\n用学校教育来解决社会环境的各种问题，存在多重标准需要考虑。[标准化测试](https://supermemo.guru/wiki/Standardized_testing)根本无法全面反映学生在获取知识、身体健康、社交环境、家庭关系等各方面的真实情况。\r\n\r\n这就好像我们试图优化婴儿庇护所。我们会很快发现，如果孩子们来自虐待家庭，他们的情况会最糟糕。然而，优化婴儿庇护所必须始终包括把孩子们送回家的选项。通过 PISA 优化学校，就好像我们一直在优化孤儿院，而没有关注家庭的健康。\r\n\r\n我们老是在优化学校，而不去集中精力优化孩子们利用[自由学习](https://supermemo.guru/wiki/Free_learning)的条件。\r\n\r\n## 工作与学习之间的脱节\r\n\r\n就目标而言，我基本上同意 Schleicher 的观点。他的努力帮助一些国家朝着正确的方向迈出了第一大步。然而，现在位于 PISA 排名顶端的国家需要将焦点重新集中到自由学习上（引述内容已做删减，突出重点）（[来源](https://www.tes.com/news/more-young-people-will-be-radicalised-unless-schools-change-pisa-boss-warns)）：\r\n\r\n> 那些权利被剥夺的年轻人走上了加入伊斯兰国的不归路。令人震惊的是，这其中不乏在传统教育体系里表现出色的人。这恰恰说明，仅仅给他们 **更多同样的教育** 是杯水车薪。认为学校能与社会现实割席独立，这样的想法是非常危险的。这直接导致了 **工作世界与学习世界之间的日益断裂，也加深了社会问题与教育问题之间的鸿沟** 。有些年轻人，尽管接受了我们认为标准合格的教育，却始终与社会格格不入——他们对多元主义和开放视野毫无认同感。这不仅是社会稳定需要解决的问题，也关乎整个经济体系。现今的创新来自于串联不同领域，打破界限思考。\r\n\r\n我之前在别处解释过，要弥合工作与学习两个世界之间的鸿沟，关键在于通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)进行优化。参见：[全局学习优化](https://supermemo.guru/wiki/Optimization_of_education#Is_global_optimization_possible.3F)。学校教育并非解决之道，它适应的速度太慢。相对而言，大脑是最具适应性的装置，能确保孩子们成长为有生产力、快乐且适应良好的成年人，就像[民主学校](https://supermemo.guru/wiki/Democratic_schools)的毕业生那样。\r\n\r\n## 关于 PISA 和直接教学法\r\n\r\n很有趣的是，Schleicher 的值得赞赏的努力却受到了来自四面八方的批评。他被[我](https://supermemo.guru/wiki/Piotr_Wozniak)点名批评：在 PISA 的体系下，[自由学习](https://supermemo.guru/wiki/Free_learning)根本没办法跟传统学校教育有效竞争。不仅如此，崇尚直接教学法的一帮人（通常就是指「老师」）也在对他开炮。他们嘲笑 PISA 是为了考核创造力和问题解决的说法。倒不是因为这两样东西难以衡量，而是因为他们觉得直接教育法是保证孩子考试得高分的必备之策，这些测试总是依赖于特定领域。这群人力挺知识的重要性，觉得想从知识里剥离出解决问题的技能，简直是画饼充饥、南辕北辙。\r\n\r\n面对如此两难的批评，答案实际上源于对人类解题能力的计算性理解，尤其是[心智计算](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)这一概念。一有了一个好的模型，人们很容易就能明白，不仅知识至关重要，其[连贯性](https://supermemo.guru/wiki/Coherence)和适用性也是至关重要的。就像人不能没有心脏和大脑。解决问题也需要知识、创造力和一套问题解决规则。争论心与脑哪个更重要，是毫无成效的。直接教学法会扼杀问题解决能力。[标准化测试](https://supermemo.guru/wiki/Standardized_testing)在评价问题解决能力方面并不出色。[自由学习](https://supermemo.guru/wiki/Free_learning)则是一个经过验证的完美解决方案：它培养了解决问题的能力，而且其成果无需测量或验证。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是一个优秀的优化器，对于某个智者的失败，不比市场上某个企业的失败更值得哀悼。受害者是不可避免的，而[自由学习](https://supermemo.guru/wiki/Free_learning)自然而然地减少了人力损失。\r\n\r\n将[自由学习](https://supermemo.guru/wiki/Free_learning)喻为自由企业的运营，能更加形象地说明问题：\r\n\r\n基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的[自由学习](https://supermemo.guru/wiki/Free_learning)，无需优化，也无需验证。它是一个自我调节的体系。\r\n\r\n## 自上而下的「大脑经济学」是行得通的！\r\n\r\n我对自上而下的经济学颇有微词。我认为，富人应该与穷人分享以实现全局利益。然而，在教育上，自上而下的方式可能真的有效。天才的头脑普遍改变了现实世界。如果没有产生移动电话的技术，印度可能仍然处于边缘状态。相反，我们得到了十亿人为世界经济做出贡献。像爱因斯坦、维纳、冯·诺依曼这样的人可能对这种转变有所贡献。\r\n\r\n[比尔·盖茨](https://supermemo.guru/wiki/Bill_Gates)和 Schleicher 都认同：通过测试进行验证是最大化结果的一种好方法。他们都相信工业化的方法（参见：[比尔·盖茨对教育的看法错了](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)）。由于 Schleicher 似乎清楚所有的难题，他对 PISA 的热情在某种程度上有些堂吉诃德式的。他相信他的心血之作会改变世界。它将继续被滥用。但我知道 Schleicher 的努力不会被浪费。我们需要做的就是放弃我们可以开发出一个终极基准测试的想法，或者认为没有一个好的基准，进步将会很困难。\r\n\r\n伟大的大脑改变世界，而伟大的大脑不需要基准。\r\n\r\n## 教育工作者呼吁改革 PISA\r\n\r\n我并不是唯一一个对 PISA 感到担忧的人。一长串教育工作者在[给 Schleicher 博士的公开信](https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics)中表达了他们的担忧：\r\n\r\n> 新的 PISA 制度，不停地进行全球范围内的考试，实际上是在损害我们的孩子，也把教室变得单调乏味。原因在于，这一制度无疑推动了更多、更长时间的选择题测试，更多由「供应商」编写的模板化课程，而教师的自主性也会因此受限。这样一来，PISA 进一步提高了学校本就很高的压力水平，从而威胁到学生和教师的身心健康。\r\n\r\n> PISA 过于强调教育中容易量化的狭窄范畴，结果就是让人们忽视了那些难以量化或完全不能量化的教育目标，比如身体、道德、社会公德心以及艺术发展等，这就大大缩小了我们对于教育应有内涵的集体认知。\r\n\r\n最关键的一点是，尽管学界承认这个项目的出发点是好的，但也警告说这对[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)是个威胁：\r\n\r\n> 我们认为 OECD 的 PISA 团队肯定是心怀善意，想要改进教育。但我们始终不解，为何贵组织成了全球教育手段和目标的仲裁者？OECD 过于痴迷于标准化测试，这样下去，学习就会变得像做苦力一样单调乏味，连[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)都会被扼杀。\r\n\r\n## 结论\r\n\r\n总的来说，我几乎在所有问题上都同意 Schleicher 和 Zakaria 的观点。\r\n\r\n我只要求强调两点：\r\n\r\n- [共同核心](https://supermemo.guru/wiki/Common_core)应该是一种启发，而不是一条铁路系统\r\n\r\n- [标准化测试](https://supermemo.guru/wiki/Standardized_testing)应该是一种启发，而不是最终的裁决\r\n\r\n从[学校教育](https://supermemo.guru/wiki/Schooling)的僵硬教条中解放出来后，我们将[让学习再次有趣](https://supermemo.guru/wiki/Pleasure_of_learning)。\r\n\r\nPISA 不会消失。PISA 的滥用将会继续。PISA 的冲击将会打击许多教育部长。教育竞赛将会继续。对于孩子们来说，最好的选择就是离开这个体系，运用[自由学习](https://supermemo.guru/wiki/Free_learning)（例如，通过[在家上学](https://supermemo.guru/wiki/Homeschooling)）。\r\n\r\n防止教育末日的最好方式是「[双零方案](https://en.wikipedia.org/wiki/Zero_Option)」： **使教育变得自愿！** \r\n\r\n参见：[教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)", + "type": "text/markdown", + "caption": " PISA 助长教育内卷\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "PISA fuels the education arms race" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of communication.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of communication.json" new file mode 100644 index 0000000..7e095d3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of communication.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Pleasure of communication", + "text": "# 表达的乐趣\r\n\r\n原文：[Pleasure of communication - supermemo.guru](https://supermemo.guru/wiki/Pleasure_of_communication)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n人生来便有表达自己想法的冲动，这背后的奖励机制便是 **表达的乐趣** 。 **表达的乐趣** 应该与 **[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)** 和 **[知道的乐趣](https://supermemo.guru/wiki/Pleasure_of_knowing)** 区分开。\r\n\r\n学习和知道的乐趣会增强表达的乐趣。然而，表达的乐趣背后有一套独立的机制。人们会长时间自言自语，这便是这种乐趣最纯粹的体现，特别是孩子自言自语，此时他们并不想得到任何反馈。交流的反馈能增强学习的乐趣，进而增强表达的乐趣。\r\n\r\n表达的乐趣体现在孩子的悄悄话上。悄悄话对语言和智力发展有重要贡献。然而，在现代社会里，出于纪律要求，悄悄话会遭受[限制](https://supermemo.guru/wiki/50_bad_habits#Suppressed_communication)，特别是在[幼儿园](https://supermemo.guru/wiki/Daycare)里，因为窃窃私语会干扰其他人。对于一些年龄较大的儿童，不断的自言自语是进一步发展的关键，但因为大人对儿童的生活并不感兴趣，而选择让他们闭嘴，结果他们丧失了自言自语的机会。学校要求儿童长时间安静地一动不动地坐着，这种要求进一步压制了表达。\r\n\r\n在成年后，我们会出于礼貌而压制表达的乐趣，在别人背后谈论不是什么好事。但是，在健康的社交生活中，基于共同利益的对话能够满足表达的乐趣。\r\n\r\n表达的乐趣在头脑风暴的乐趣中达到顶峰。头脑风暴里，反馈非常丰富，这便能孕育出新生的创造性价值（[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)），并表达自己被夸耀因素放大的想法（[知道的乐趣](https://supermemo.guru/wiki/Pleasure_of_knowing)）。\r\n\r\n表达的乐趣是语言发展的基础。我们能在猴子身上看到这一点，它们对于表达自己的想法兴致不高，更没兴趣问问题了。所以，向猴子教授语言是非常困难的。在演化历史上，[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)出现得更早，它是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的基础，对新皮质的进化有重大贡献。相同地，表达的内驱力可能也会促进语言能力的进化。\r\n\r\n表达的乐趣在进化上的重要性是它推动了思想的传播。即使没有反馈，独白常常围绕着个人的激情或围绕着有关细节。从独白个体的视角来看，这些通常是值得传播的思想。没有表达的内驱力，也将不会有语言的发展。这也是为什么这种重要的驱动力要与实际的学习区分开。\r\n\r\n传播思想就像传播种子一样有益。雄性生物能产生大量种子，但转化率却非常低。这对进化仍然是有益处的。在早期人类群体中，即使大多数人没有做好去表达，去听的准备，表达也能为个体带来优势。如果考虑到[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的标准，表达将需要有价值的同伴。这将降低进化的变化速度。\r\n\r\n另请参见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)和[知道的乐趣](https://supermemo.guru/wiki/Pleasure_of_knowing)", + "type": "text/markdown", + "caption": " 表达的乐趣\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Pleasure of communication" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of knowing.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of knowing.json" new file mode 100644 index 0000000..726fa8f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of knowing.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Pleasure of knowing", + "text": "# 知道的乐趣\r\n\r\n原文：[Pleasure of knowing - supermemo.guru](https://supermemo.guru/wiki/Pleasure_of_knowing)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n **知道的乐趣** 是种假设性奖励。当知识被获取时，便会获得奖励。当知识被应用时，便可以体验到奖励。它独立于外部因素（比如，来自同辈的表扬）。同样的奖励也可以在 [复习](https://supermemo.guru/wiki/Review) 时中体验到（例如，在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中）。\r\n\r\n **[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)** 是一种独立、独特且明确的奖励，其建立在探索发现之上。当高价值的新信息被输入时，大脑会感到愉悦。如果观察过[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)的机制，就会得出结论：[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)不包含任何的乐趣（不同于[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)，渐近阅读涉及学习新的东西，超越纯粹的复习）。现实中，还有一种乐趣名为 **知道的乐趣** 。这种乐趣可能独立于学习者，即与 **吹嘘自我的学识** 无关。这种乐趣甚至可能不依赖于发现，例如说，在测验时知道问题的答案，它要求我们把相同的知识从大脑中检索出来，并运用在新的环境中。知道的乐趣是纯粹的，它可能不像学习新事物的乐趣那样明显，但它显然是存在的。或许在这个 [网站](https://supermemo.guru/wiki/SuperMemo_Guru) 上你可以找到更彻底的解释。\r\n\r\n宝藏网站[测试你的词汇量](http://testyourvocab.com/)使我深受启发。我们和 Kuba（作者的朋友）在他的[「一个月内上完 13 年学校课程」](https://supermemo.guru/wiki/13_years_of_school_in_a_month)实验前使用过它。我频频发现：这个测试往往会引发倦怠，甚至是难过。原因在于，词汇测试的难度呈阶梯式增长。一开始，测试者知道所有单词，所以表现得非常热情，但渐渐地，沮丧、泄气、倦怠便纷至沓来。我们能说，这不过是学习的[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳吗？非也，这种倦怠在测试结束后很快就会消失了。知道答案带来快乐，和遇见抽象单词引起不悦，两种不同的情景形成鲜明的对比，清楚地证明了纯粹的知道的乐趣的存在。\r\n\r\n **知道的乐趣** 似乎与记忆的[可提取性](https://supermemo.guru/wiki/Memory_retrievability)有关。刷新一则容易遗忘的知识可能比复习一则受强大的[间隔效应](https://supermemo.guru/wiki/Spacing_effect)影响的知识更加有趣。或许这是大脑奖励有效[复习](https://supermemo.guru/wiki/Review)的一种方式。我们可能想了解关于有效[复习](https://supermemo.guru/wiki/Review)是先有鸡还是先有蛋的问题：是有效复习导致愉快地巩固知识？还是在巩固知识的过程中，复习的乐趣涉及到了[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)？如果我们认为，在学习过程中[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)完全由[知识估值](https://supermemo.guru/wiki/Knowledge_valuation_network)决定，那么后一种假说具有相当的吸引力。估值也会决定回忆起短期记忆的机率，但这些短期记忆中的绝大多数在学习过程中被忽略。[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)还能解释记忆的许多方面，例如语义对回忆的影响。它也能解释为什么学校教育是低效的，即它的低估值导致对长期知识[巩固](https://supermemo.guru/wiki/Consolidation)的作用影响微乎其微。[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)建立在学习和奖励之间的必然联系上。可鸡与蛋的问题仍然存在：[复习](https://supermemo.guru/wiki/Review)之所以有效是因为 **知道的乐趣** ？还是因为[记忆稳定性增长](https://supermemo.guru/wiki/Stability_increase)是奖励信号的来源？通过类比学习和进化所带来的好处，效率应该是一种奖励。因此，我认为，基于[记忆稳定性](https://supermemo.guru/wiki/Stability)大幅提高的有效复习至少是 **知道的乐趣** 的一个促成因素。但这似乎并不能排除奖励与[复习](https://supermemo.guru/wiki/Review)效率之间存在双向关系的可能。\r\n\r\n对比：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)和[交流的乐趣](https://supermemo.guru/wiki/Pleasure_of_communication)", + "type": "text/markdown", + "caption": " 知道的乐趣\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Pleasure of knowing" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of learning.json" new file mode 100644 index 0000000..c067355 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Pleasure of learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Pleasure of learning", + "text": "# 学习的乐趣\r\n\r\n原文：[Pleasure of learning - supermemo.guru](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n## 教育的主要问题\r\n\r\n教育的主要问题和这种想法有关：学习令人不快，而为了达成更多学习目标，学习者应[忍受](https://supermemo.guru/wiki/The_grind_is_the_glory)这种不快。\r\n\r\n太多教育工作者认为，学校是不得不做的苦差事，正如工作一样。然而在本章中，我要说明，恰恰相反：\r\n\r\n **好的学习本质上是令人快乐的** ，没有快乐就没有好的学习。\r\n\r\n「学习使人不悦」这一谬误太盛行了，就连不错的老师也认同，痛苦是学习的一部分。\r\n\r\n在这一章中，我将指出学习的快乐是人类的本能，以及我们是如何系统地摧毁这种[进化的馈赠](https://supermemo.guru/wiki/Education_counteracts_evolution)的，以至牺牲人类的健康、学习、创造力和最终未来。\r\n\r\n教育的主要问题也是社会的主要问题。如果破坏学习的乐趣，生活的乐趣也就被大大摧残。我们建立的教育系统，让数百万人过上了不幸福的一生。\r\n\r\n你很可能对我的话持怀疑态度，因为「学习使人不悦」这一谬误正是[学校教育](https://supermemo.guru/wiki/Schooling)的一个强效的副作用。因此，本章旨在说服您相信这个观点。而要破除这一谬误，就有必要了解 **新知识在大脑中编码的简单机制** 。\r\n\r\n## 学习内驱力和熵\r\n\r\n熵的概念可以帮助你理解，为什么大多数孩子在学校里学不到什么东西。\r\n\r\n你可能还记得物理课上曾讲过熵是无序程度的度量（译者：不记得，是贵乎教我的），且热力学第二定律表明，孤立系统的熵永远不会减少。这是令人终生难忘的迷人物理定律。它有[广泛的适用性](https://supermemo.guru/wiki/Applicability)的。\r\n\r\n在信息论中有一个熵的姊妹概念，叫做[香农熵（Shannon entropy，信息熵）](https://en.wikipedia.org/wiki/Entropy_(information_theory))。它可以理解为一个信源所发送「信息」的平均值。例如有一个信道，如果它不断地发送相同的字母（比如，一串 A：「AAAAAA……」），它就是完全可预测的，因此统计下来其携带的信息熵为零。监听这样一个信道无法让你学到任何东西。\r\n\r\n[克劳德·香农（Claude Shannon）](https://en.wikipedia.org/wiki/Claude_Shannon)于 1948 年提出了信息熵的概念。不久之后，科学家们开始对「一个信道的熵，是否可能强烈影响大脑对其价值的感知」做出假设。1957 年，[迈尔（Leonard B.Meyer）推测](https://supermemo.guru/wiki/Music_and_entropy)音乐的熵决定了人们感知其美。他的结论是，较高的熵可能会导致主观上的紧张，这与更有意义的音乐时刻相关（meaningful musical moments）。\r\n\r\n迈尔后来[改进了](https://supermemo.guru/wiki/Impact_of_syncopation_on_the_pleasure_of_music)他的假说，以更好地建立对音乐一般信息感知的理解。但「音乐」既是信息，也不只是「信息」。这可以从一首歌因其娱乐性和趣味性而被回放数次的现象中看出，但「书籍」则很少出现这种反复看多次的情况。\r\n\r\n音乐是一种普世信息。如果让你用旋钮调出一个无线电频道，你会很快避开嘈杂的只有静电噪声的频道，也不会对零熵的寂静频道感到太兴奋。然而，大多数人会对有规律的鼓点做出积极回应。只要不是在碎玻璃上敲击（我们天生不喜欢这个），我们就会认为，一个鼓点规律的广播频道比一个安静的频道更有趣。自然，这种有趣只会持续一段时间，直到鼓声本身变得乏味 —— 因为你已对其了如指掌。\r\n\r\n如今，我们终于可以测试大脑对信息熵的响应了。神经成像显示，[海马体前部对视觉流的熵有反应](https://www.ncbi.nlm.nih.gov/pubmed/15896570)，[腹侧纹状体](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3403290/)上也有类似的发现。因此现在，我们可以肯定大脑对信息熵有响应。在快速观察环境以寻找学习机会时，熵感知器非常重要。这是奖励的前奏，而奖励是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的基础。\r\n\r\n## 信息检索中的前置知识\r\n\r\n我们需要区分「信息」与「意义」，熵不是后者的好度量。要度量意义，既需要度量信道，还必须有大脑本身参与。既有知识在学习中至关重要。想象一下，你在收音机上寻找有趣的频道时，找到了一个新闻服务。如果该服务是泰语的，而不会说泰语的你肯定更偏好母语版的新闻服务。在信息层面上，两种语言的新闻信息熵可能一样，但既有知识会让你偏向母语频道。对你来说，泰语频道传递的只是声音流，而母语频道传递的是[概念](https://supermemo.guru/wiki/Abstract_knowledge)流。如果不了解信息接收者的知识储备，信息熵很难告诉我们什么。我们无法确定信噪比。\r\n\r\n每个听众都会有他或她自己特定的信息熵水平。对于大多数音乐爱好者来说，迪斯科或电子舞曲的规则节拍会比单一的鼓点节拍更有趣。这种类型的音乐平均信息量更高。更老练的听众会乐于接受多一点的切分音。然而，需要一定程度的预先学习才能听懂切分音。那些音乐知识较少的人可能会难以理解更复杂的节奏。如果节拍中的信息太多，[或许就不再能够让人随着音乐跳舞](https://supermemo.guru/wiki/Impact_of_syncopation_on_the_pleasure_of_music)。普通人可能很难体会 Wynton Marsalis 的天才之处。货架最上面摆放的爵士乐仅为一小部分受过高等教育的听众保留。对大多数人来说，随着复杂度的增加，音乐慢慢瓦解为电台的静电噪音。\r\n\r\n## 大脑中的熵探测器\r\n\r\n大脑不能有效地检测到达视网膜或鼓膜的信号的熵。就像显示器的像素一样，视网膜细胞并不知道它们显示的是什么。如果检测器，如海马体，要对熵作出响应，它必须对来自内嗅皮层的输入（即对海马体本身的输入）进行操作。这些输入将在高度处理之后呈现出信号。它可能会表示一个概念，而不是像素。从感官输入的高熵信号将在神经选择、补完和[泛化](https://supermemo.guru/wiki/Generalization)过程的早期舍弃大部分噪声成分。舍弃多少信息由信噪比决定。噪音越大，舍弃越多。我们越聪明，这个过程就越有选择性，在该阶段舍弃的信息就越多。这很好。我们变得对细节视而不见。模式识别的作用类似于确定性函数，根据定义，它会导致熵下降。复杂的模式可能会变成简单的概念。这些概念将为检测器（例如海马体）提供实际的输入。\r\n\r\n请注意，在实验中，为了证明[海马对信号的熵的响应](https://www.ncbi.nlm.nih.gov/pubmed/15896570)而制作的视觉流是高度[符号化](https://supermemo.guru/wiki/Abstract_knowledge)的。因此，这样的流在处理过程中被舍弃的信息要少得多。海马体扫描经过高度简化和[概念化](https://supermemo.guru/wiki/Generalization)的消息以获取惊喜，并为整个[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统提供指导。这就是为什么在这种情况下，海马体似乎对输入的熵有响应。\r\n\r\n上述推理解释了为什么低熵和高熵的感官信号都可能不吸引人。高熵信号经过一定的处理，可能会失去全部噪声，成为低熵输入传递到海马体。于是，在感官信号方面，我们会观察到一种「最优熵」水平的幻觉。我们需要一个新的概念， **[学习熵](https://supermemo.guru/wiki/Learntropy)** ，来帮助我们准确定义信号的吸引力。学习熵需要考虑信息在激活大脑的奖励中心之前所经历的高度加工。学习熵会在[后文](https://supermemo.guru/wiki/Pleasure_of_learning#Learntropy)讨论。\r\n\r\n## 处理信息的速度\r\n\r\n研究者往往低估了大脑在扫描感官信息时的信息处理速度这一因素。\r\n\r\n每一首音乐都有一个可接受的回放速度的范围，在此范围内人们可以欣赏到音乐之美。快速播放可能会令人烦躁，音乐可能会变得难以解码，因为这超出了我们的处理能力。而慢速播放可能会使音乐很快失去吸引力。演讲或课堂讲课也是同样的情况。相同的信息和相同的熵水平，对于不同人的信号吸引力可能差异巨大。总有一个最优传输速度，该速度取决于推动[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的所有其他因素，包括既有知识。因此，传输速度是高度个性化的。\r\n\r\n我喜欢以 1.4 倍速听讲座。我以 1.3 倍速听较难懂的片段。但是，我从来不快速播放 [Fareed Zakaria](https://en.wikipedia.org/wiki/Fareed_Zakaria_GPS)，而是细细品味这个节目的每一个细节。在课堂中听课的学生没有加速或减速按钮。即使是暂停按钮，就算有也很难按下，因为这可能会惹恼其他学生。\r\n\r\n在学校，教师传授知识的速度往往超出学生的处理能力。这使得学生几乎什么也学不到，精神高度紧张。[在高速列车的窗口，无暇欣赏风景](https://supermemo.guru/wiki/Futility_of_schooling)。在麻省理工学院，他们称之为 **「用消防水管喝水」** 。\r\n\r\n## 概率 vs. 知识\r\n\r\n小概率事件携带的信息更多。平均信息决定熵。信息接收者的前置知识储备会影响对信道的信息熵的感知。\r\n\r\n如果你碰巧在听电台新闻时，听到了这样一句：「Janet Jackson 生了一个孩子」，你的关注程度将取决于事件发生的概率。如果你不知道 Janet Jackson 是谁，那么这是一个很有可能发生的事件。如果大约[每天都有 35 万女性生孩子](http://www.theworldcounts.com/stories/How-Many-Babies-Are-Born-Each-Day)，那这就算不上新闻，也不是什么新鲜或有趣的事情。在战争中，第一名士兵的死亡是新闻，但当死亡人数增加到数千人时，年轻的生命就变成了一个统计数字。\r\n\r\n如果你碰巧认识 Janet Jackson 或者喜欢她的音乐，那么分娩的概率就会急剧下降到「一生只有一次」的水平（对于 Janet 来说）。这会让你产生兴趣。然而，如果你回忆起 Janet 是某出古代情景喜剧中的一个美丽女孩，那么她的分娩可能会被归到「 **不可能！** 」的类别。如果你意识到 Janet 已经 50 岁了，而且你知道更年期的存在，你可能马上会特别好奇她的情况。你的既有知识决定了你对这个信息的反应。信道本身没有最优熵水平，只有适合特定大脑的最优熵水平。此时，你可能已经明白，我们需要引入一个新的派生概念，我们在[后文](https://supermemo.guru/wiki/Pleasure_of_learning#Learntropy)将之称为 **学习熵** 。学习熵定义了给定信道对给定大脑的吸引力。（注：学术共识更广泛的「语义信息论」里的术语是「模型熵」和「平均语义熵」，但它们与这里的「学习熵」在于没有去关心「吸引力」部分）\r\n\r\n如果你喜欢 Janet 式的八卦，那么充斥着类似八卦的频道会为你提供合适的惊喜水平。两者达到了「学习熵匹配」。如果你缺乏必要知识或者优先级不同，你就会失去兴趣。你的学习优先级还将决定你在特定领域的知识水平，以及你对任何特定信道及其信息熵的反应。\r\n\r\n## 可预测性与惊喜\r\n\r\n概率和复杂性不是信息感知的唯二组成部分。我们似乎在可预测性和意外性之间寻找平衡点。我喜欢乡村爵士乐，在这种类型的音乐中，[音符切分得恰到好处](https://supermemo.guru/wiki/Impact_of_syncopation_on_the_pleasure_of_music)的低音旋律线通常是高度可预测的，这使得听众可以很容易地跟随节奏摇摆身体。然而，乡村爵士乐如果不带惊喜也就没什么意思了。复杂的爵士乐即兴演奏通过惊喜之处刺激负责检测惊喜的神经系统。此外，经过几十年的学习，我的大脑内部已经有了一个可产生响应的完整的信号数据库。或许我可以认出某个和声歌手的声音是我喜欢的。我的大脑已经做好了欣赏爵士乐的准备。\r\n\r\n我喜欢 Ken Robinson 关于创造力的课程。在某种程度上，它们是高度可预测的。我完全同意 Robinson 的观点，所以你可以说 Robinson 助长了我的确认偏误。这是令人愉快的。当人们同意我们的观点时，我们喜欢说「英雄所见略同」。但如果 Robinson 只是不断重复关于「学校如何扼杀创造力」的陈词滥调，他将失去吸引力。熵可以解释为[惊喜](https://en.wikipedia.org/wiki/Self-information)的平均期望。Robinson 的讲授带来了很多令人愉快的惊喜。他可能会以与众不同、别出心裁的创造性方式描述同样的模型。因此， **大脑接收新信息，产生泛化，并确认现有模型** 。从新的上下文中形生的泛化增加了[知识的连贯性](https://supermemo.guru/wiki/Knowledge_coherence)。这是对已知模型的信息的补充，这可以使人非常愉快。\r\n\r\nRobinson 的课程在可预测性和意外性之间找到了很好的平衡。\r\n\r\n最令人愉快的信道将持续提供惊喜，证实现有的模型，并为之增加新的语义枝条，以便引入新的知识。意外地破坏现有模型可能一开始令人不愉快，但可能会导向令人非常愉快的思维进化。\r\n\r\n打个比方说，你可以把这想象成信道在修整你的知识树，并添加新的分支，就像一个陶工在他完美塑造的作品中添加[新的黏土层](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)。\r\n\r\n## 探测信息量\r\n\r\n人类的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)以探测[信息量](https://en.wikipedia.org/wiki/Self-information)为基础。我们早就知道这一点了。人类学习和机器学习的所有模型都以不同的名称提及这个概念。[Piaget](https://en.wikipedia.org/wiki/Jean_Piaget) 写道，在信息量的冲击下，[认知图式](https://en.wikipedia.org/wiki/Jean_Piaget#Schema)陷入了失衡。[Jeff Hawkins](https://en.wikipedia.org/wiki/Jeff_Hawkins) 在他的新皮质模型中谈到，学习和智力以奖励预测误差为基础。我喜欢讨论[模型](https://supermemo.guru/wiki/Model)的细化（当新信息符合模型时）、矛盾（当新信息的引入导致模型需要更正时）和[泛化](https://supermemo.guru/wiki/Generalization)（当[遗忘](https://supermemo.guru/wiki/Forgetting)和[记忆优化](https://supermemo.guru/wiki/Memory_optimization)从模型中雕刻出新的性质时）。\r\n\r\n为了获得学习的奖励，新的令人惊讶的信息需要符合已有的知识（[模型](https://supermemo.guru/wiki/Model)、模式、预测等）。为了获得奖励，脑神经需要处理输入的信息，并将之与已存于大脑中的信息进行比较。大脑中处理输入信息的主要处理器之一是海马体。它是大脑的信息交换板，能够将输入的信息与已有知识进行比较。\r\n\r\n视觉信息流中熵的高低不一定是信道令人愉悦程度的可靠指标。所有流向海马体的信息都经过了高度处理。代表美丽海滩的像素流将转化为一系列的形状和纹理。紧接着，这些转化结果将成为棕榈树、沙滩和海洋的模型。这种高度压缩的简单信息将决定对信息输入的原始响应。\r\n\r\n审视环境中的信息相当于搜寻食物的气味。气味是诱人的，但是只有真正的进食是确切的奖励。这解释了为什么视觉扫描中的熵本身不必具备奖励性，因为这种熵扫描只需暗示它将会导向奖励即可。正如前文所述，海马体前部对熵作出响应，然而实验设计确保了其输入熵源于简单形状的组合，这在输入处理过程中不会丢失太多的信息。相比于信号熵，我们更应该关注信息比较器（比如海马体）的输入熵。重要的不是视网膜上的像素，而是要输入比较器的棕榈树的形状。对于比较器来说，视觉输入里由灰度或者静电噪音导致的高熵模式，与白色或静音这种低熵模式并无不同。它们在输入给海马体时都将具有相同的熵值：零。这就是为什么我要使用[学习熵](https://supermemo.guru/wiki/Learntropy)这一术语来精确表示信道的吸引力。\r\n\r\n对信息熵作出反应的海马体前部因 Halle Berry 神经元的发现而闻名（参见[更多](http://phys.org/news/2005-06-single-cell-recognition-halle-berry-neuron.html)）。通过将电极植入同意的癫痫患者体内，研究人员能够精确定位到在不同环境下对 Halle Berry 的图像做出一致反应的单个神经元。该神经元也会对 Halle Berry 的名字做出反应。同时，海马体后部对 Jennifer Aniston 的反应可能不太一致（可能暗示了前一层神经处理的痕迹）。\r\n\r\n我们大多数人都不知道 Halle Berry 的气味，她的气味可能不够独特，不足以激活海马体中的 Halle Berry 神经元，然而，即使是气味信号也可以通过嗅球、嗅结节、梨状皮质和内嗅皮质中的少数几个突触快速到达那里（见图）。然而，如果一个人能听到 Halle 的声音，它可能会与嗅结节中的声音信号相遇，促进识别，最终激活海马体或更后方的新皮质中的 Halle 神经元。\r\n\r\n[[img [Olfactory system anatomy|https://supermemo.guru/images/thumb/0/04/Olfactory_system_anatomy.jpg/692px-Olfactory_system_anatomy.jpg]]](https://supermemo.guru/wiki/File:Olfactory_system_anatomy.jpg)\r\n\r\n> 图：嗅觉系统解剖。气味信号可以通过嗅球、嗅结节、梨状皮质和内嗅皮质中的少数几个突触快速到达海马体。（来源：维基百科）\r\n\r\n这是不是意味着 Halle 永久存在于病人的海马体里？由于海马体与新记忆的形成有关，我们可能更倾向于认为 Halle 出现在海马体神经元中是识别的结果。她在病人心中的永久位置很可能位于大脑新皮质下游更远的地方。我们现在知道，在巩固记忆的过程中，知识印记[从海马体转移到新皮质](http://www.jneurosci.org/content/29/32/10087.full)。我们也非常确定这个过程发生[在睡眠中](https://supermemo.guru/wiki/Memory_optimization_in_sleep)。我们正是应该在大脑新皮质中，寻找代表 Halle 或代表病人祖母的概念神经元。最后一种可能性产生了一种假想类型的神经元，被称为 **[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)** 。\r\n\r\n在猴子身上，研究人员可以辨认出视觉皮层中对面孔做出反应的[祖母细胞](https://supermemo.guru/wiki/Grandmother_cell)。我们可能会发现，与 Halle 的图像接触时，那里的细胞会更持续地兴奋起来。然而，Halle 的概念可能仍然存于其他神经元中，在视觉皮层的细胞注意到 Halle 之后，才会与其他祖母细胞一起被激活。\r\n\r\n另一种激活途径可能来自于在新闻中听到 Halle 的名字。内嗅皮层和海马体会协调整个识别过程，并最终点亮存在于新皮质的某处的 Halle 神经元。\r\n\r\n为了使富含信息的信号产生奖励，必须能够检测到输入中的小概率事件，并通过关联将其编码为皮层中的新知识。在海马体前部对熵作出反应的地方，[拓展双边丘脑-皮层网络的活动将受到惊讶因子的调节](https://www.ncbi.nlm.nih.gov/pubmed/15896570)。我们将在那里寻找学习的乐趣之源。根据消息的类型不同，这个过程还可能涉及其他比较中心。人们还发现，杏仁体在检测到新颖的视觉信号时也可能会产生奖励。对奖励性的视觉刺激做出反应的杏仁体神经元同样也可能对新颖的视觉刺激做出反应。[Rolls 推测这可能会通过杏仁体实现新颖性的奖励](https://supermemo.guru/wiki/Amygdala_may_be_involved_in_rewarding_novel_input)。\r\n\r\n我们知道海马体与伏隔核（大脑的愉快中枢）直接相连。此连接可能用于两种情况：\r\n\r\n1、对快乐的期待和\r\n\r\n2、最后的奖励。\r\n\r\n检测到高[学习熵](https://supermemo.guru/wiki/Learntropy)信号后，期待随之而来，并导致对高价值信息的主动追求。海马体检测到信息的同时，也将关联的学习信息发送到新大脑皮层，并把奖励信号发送到愉快中枢。那就是学习新东西的时刻！\r\n\r\n## 「哇！」因子\r\n\r\n1977 年夏天，SETI 研究者搜寻外星智慧生物时，发现了来自[射手座](https://en.wikipedia.org/wiki/Sagittarius_(constellation))的反常无线电信号。宇宙空间中，平时只有乏味的低水平噪音，这样的信号令人难以置信。低概率标志着高度惊讶。天文学家 Jerry Ehman 在打印出来的信号上圈出 6 个字母，并标上了「哇！」。（注：SETI 即 Search for ExtraTerrestrial Intelligence 的缩写。）\r\n\r\n[[img [A scan of a color copy of the original computer printout, taken several years after the 1977 arrival of the Wow! signal|https://supermemo.guru/images/thumb/d/d3/Wow_signal.jpg/500px-Wow_signal.jpg]]](https://supermemo.guru/wiki/File:Wow_signal.jpg)\r\n\r\n> 图：原始计算机打印输出的彩色扫描副本，拍摄于 1977 年[哇！信号](https://en.wikipedia.org/wiki/Wow!_signal)到来的几年之后。（来源：维基百科）\r\n\r\n「哇！」是大脑对意外发现的反应。这一刻令人非常愉快。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的唯一目的就是寻找环境中的「哇！」因子。它们是最有价值的知识金矿，它们补充了目前已知的：当前的现实模型。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)的乐趣来自于密集地涌入学生大脑的「哇！」的力量。\r\n\r\n至此，我们历数了熵、惊喜、可预测性和现有知识对学习的影响。在这个案例中，仅凭信号的概率并不能完全解释其威力，这要靠作为支撑的阐释（见：[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)）。在做笔记的那一刻，Ehman 就已感觉到其影响的深远。这是迄今为止最有力的证据，证明了人类智能以外的其他智能的存在。如果同样的信号代表了在海洋中探测到沙丁鱼，就不会有「哇！」的感叹，即使在北极也不行。\r\n\r\n信道的可靠性很重要。如果错误率较高，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可能会被削弱。当彭齐亚斯和威尔逊在 1964 年发现宇宙微波背景辐射时，没有人惊叹。困惑的研究人员继续从他们的无线电天线上清除鸽子粪便。在解释这种神秘的噪音时，鸽子粪便被优先考虑。1978 年，彭齐亚斯和威尔逊因他们的发现获得了诺贝尔奖。\r\n\r\n当科学家有新发现时，他可能会大叫 **「尤里卡！ 」** ，向空中挥拳。他大脑某处的神经网络产生了一个[泛化](https://supermemo.guru/wiki/Generalization)，由此发出奖励信号。经过进一步传播，这会让一个老人像个孩子一样在实验室里跳来跳去。\r\n\r\n同样的事情也会发生在生命早期。在空荡荡的房间里，蹒跚学步的孩子会扫视环境，寻找五颜六色的物体、新玩具等低概率的成分。当蹒跚学步的孩子尝试把勺子丢下桌子时，她就像一个小科学家。不过，当大脑产生 **「所有掉落的勺子都会发出噪音 」** 的[泛化](https://supermemo.guru/wiki/Generalization)时，她也会得到奖励。她可能会以与快乐的科学家完全相同的方式庆祝，尽管年龄相差甚远。灿烂的笑容是第一个清晰的信号。\r\n\r\n同样的乐事在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)控制的所有形式的学习中都会发生，虽然程度相对低一些。不论我们了解的是关于一位名人还是一块岩石的化学成分，全都没有差别。事情有趣，是因为它们全都通过学习内驱力的机制奖励大脑。\r\n\r\n创造性过程也会产生奖励。一个被认为有用的联想是有价值的。能够解决难题的联想会更有意义。显然，奖励是有分级的。系统可以量化信息、关联或解决方案的概率：概率越低，奖励越高。\r\n\r\n## 知识估值网络\r\n\r\n### 知识估值\r\n\r\n大脑处理所有粒度的知识碎片时，都会立即评估它们的相关性、[连贯性](https://supermemo.guru/wiki/Coherence)和价值。我们立即知道信息是否可理解，是否[有用](https://supermemo.guru/wiki/Applicability)。当信息[不一致](https://supermemo.guru/wiki/Consistency)、[不连贯](https://supermemo.guru/wiki/Coherence)或不相关时，我们通常也会立即察觉。\r\n\r\n不同寻常、令人惊讶的知识价值很高，但是，从大脑的角度来看，概率并不是价值最好的反映。有些低概率事件并不重要（例如，遥远行星系统中的小行星撞击），而另一些概率很高的事件则会改变一个人生活（例如， **「你愿意嫁给我吗？ 」** 的答案）。\r\n\r\n[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)主要依赖知识对于实现个人目标的[适用性](https://supermemo.guru/wiki/Applicability)。\r\n\r\n### 情绪脑和理性脑\r\n\r\n **知识估值网络** 是基于对知识在情绪和理性两方面的评估结果而形成的评价体系。在文献中，它又被广泛地称为 **神经估值电路（neural valuation circuitry）** ，它不一定只基于特定知识。\r\n\r\n在估值网络中，情绪估值会把信息与负责饥饿、口渴、性欲等的原始大脑中枢的奖励联系起来。理性估值则以知识为基础。如何回答 **「最近的快餐店在哪里？ 」** ，就是一例纯粹情绪估值。基于知识的估值会更加复杂，高度网络化，即依赖于次级估值网络。要回答「哪本书最适合我的考试？」，就得基于个人目标来评估，这些目标包括通过考试、获得学位、就业前景，以及人生目标。情绪估值和理性估值在生理上相互隔离。情绪估值来自被比喻为三重脑的较原始部分：爬行动物和古哺乳动物的结构。例如，特定刺激被丘脑处理后，可能会向杏仁体发送单独的信号以进行情绪估值，并向新皮质发送信号以进行理性估值。情绪脑在遗传学上更古老。个性和教育决定了理性估值能否控制或推翻情绪估值。\r\n\r\n### 快速思考中的决策树\r\n\r\n **知识估值网络** 是确定单个知识价值的记忆连接网络。如果将学习视为一种任务，那么估值网络将确定 **感知上的任务价值** （参见：[问题估值网络](https://supermemo.guru/wiki/Problem_valuation_network)）。\r\n\r\n用计算术语来说， **知识估值网络** 可以比作[决策树](https://en.wikipedia.org/wiki/Decision_tree)。目标和情绪决定了根节点的核心价值。知识之间的语义连接可以看作从目标到细节的细微价值传递。精心选择并巩固的知识所构成的组织良好的[语义网络](https://supermemo.guru/wiki/Semantic_network)几毫秒之间就能做出专业决策。这就是卡尼曼（译注：《思考：快与慢》作者）所说的自动[快速思考](https://supermemo.guru/wiki/Fast_thinking)（如果对需要 **放慢速度** 解决的难题感兴趣，请参阅《[如何解决任何问题？](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)》）。作为决策或解决问题之基础的这种处理过程，也参与了知识估值。像许多专业决策一样，估值十分迅速，且几乎不需要刻意关注。简而言之，我们有时死都想知道一些事情，却完全无法解释为什么。这个过程几乎不受我们自己控制，更不受学校老师的控制。为了高效学习，估值必须很高。\r\n\r\n[[img [Xefer is a tool that helps understand knowledge as a network. It relies on semantic links between Wikipedia articles|https://supermemo.guru/images/thumb/9/97/Exemplary_xefer_output.jpg/400px-Exemplary_xefer_output.jpg]]](https://supermemo.guru/wiki/File:Exemplary_xefer_output.jpg)\r\n\r\n> 图：Xefer.com 是帮助理解作为网络的知识的工具。它依赖于维基百科页面之间的语义链接。\r\n\r\n### 教育中的估值网络\r\n\r\n大脑在多年的学习过程中建立了估值网络。通过[睡眠中的优化](https://supermemo.guru/wiki/Memory_optimization_in_sleep)和[遗忘](https://supermemo.guru/wiki/Forgetting_curve)，估值网络经过打磨、抛光，为高效运行做好了准备。这使得估值捷径易于穿梭。正在挑选课本的学生，不再从整个人生的情境去看待这场考试。他更可能建立了如下捷径：「接下来的三个月，我只想通过地理考试」。\r\n\r\n知识估值网络往往高度个人化，因人而异。例如，对于理性和情感的平衡点会有不同，不同目标之间的权衡也会有不同。罪犯会形成异于常人的估值网络，而一个立志为人类谋福祉的研究员，自然也有别致的估值网络。\r\n\r\n估值网络的发展和个人秉性、人生履历、成长环境息息相关。童年的创伤或人格特征，如易冲动，更有可能培植出罪犯心态。早年生活一些创伤事件可能会促进一意痴迷的估值网络的发展（参见：[错误向量](https://supermemo.guru/wiki/Falsity_vector)）。环境和可用的知识将决定激情、兴趣、目标和次级估值网络（参见：[概念化](https://supermemo.guru/wiki/Conceptualization)）。\r\n\r\n理想中，发展出健康的估值网络需要[免受创伤和慢性压力的童年](https://supermemo.guru/wiki/Stress_resilience)——没有太大压力影响情绪估值，多玩，在超大[行为空间](https://supermemo.guru/wiki/Behavioral_space)中大量[自由学习](https://supermemo.guru/wiki/Free_learning)\r\n\r\n所有促进大脑健康的策略也会使估值网络变得丰富、高效、高度个性化。这些要素将构成出色的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的基础。所有教育工作者都认可这样的目标：想要帮助孩子们很好地把握他们的情感生活，逐步培养聪明、有创造力且知识渊博的大脑。\r\n\r\n教育系统的主要问题是一刀切，让所有孩子如上了流水线一般获得相同知识，而几乎不关心有效学习的重要组成部分：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。学习内驱力是一种[完美计算方法](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)，它把表征大脑中知识的[语义网络](https://supermemo.guru/wiki/Semantic_network)]的当前状态与来自 **知识估值网络** 的实时输入相匹配，这种输入主要来自对于环境中可用信息的响应。如果孩子坚持要看 YouTube 视频，那么他的大脑才是最大权威。所有干扰都将影响未来的独立性和[创造力](https://supermemo.guru/wiki/Creativity)。\r\n\r\n与其让一名授课老师花 45 分钟给一个孩子灌输一长串低估值的符号，且效同水过鸭背，还不如让他上上谷歌，只需花上 3-5 分钟就可以找到高估值且易于记忆的信息，终生不忘（反例请见：[数码痴呆症的病态迷思](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)）。如果孩子对此轻车熟路，那么他通过[自学](https://supermemo.guru/wiki/Self-learning)，获取知识的效率将提高一个数量级。这里的「提高一个数量级」，是我谨慎而保守的判断，我可不想被人说在夸大其词。我在这篇文章的其他地方举了一些具体对比的例子（比如[一个月上完 13 年学](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English!#Inefficiency_of_schooling)或[假期中学习速度加快 1600%](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning#Self-directed_acceleration)）。\r\n\r\n我称这种能力为知识金块，Peter Thiel 称之为[幂律](https://supermemo.guru/wiki/Thiel_on_power_law)：一套至臻完美的核心技能能带来乘方级的生产力提升。\r\n\r\n **在学习上下点功夫** 就可以给个人生活和整个地球带来 **翻天覆地的变化** ！\r\n\r\n### 大脑中的知识估值\r\n\r\n在解剖学中，对理解人类的思维至关重要的，是关于大脑的[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)网络的实际实现的研究。这对预防抑郁和成瘾很有必要。知识估值是高效学习，创造力和解决问题的基础。\r\n\r\n好的学习令人愉悦。食物、性或者毒品带来的快乐容易饱和，而愉快的学习则不会。我们可以轻易避免不愉快的学习。正是学习内驱力的存在，使我们天然可以做到这点。这就是学习对于人们快乐与否至关重要的原因。它可以实质性地为全社会的幸福感带来质的飞跃。\r\n\r\n#### 眶额皮质（OFC）\r\n\r\n[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)的网络性质表明了大脑皮质资源的使用状况。事实上，大多数研究人员似乎倾向于认为：整个估值系统可能[以眶额皮质（OFC）为中心](https://supermemo.guru/wiki/Orbitofrontal_cortex_as_the_supreme_reward_processor)，越靠近其前部区域则抽象程度越高。关于单个子系统如何影响估值，已有很多模型和假设（如共同通货、共同尺度、躯体标记、按内容评价、多组分、认知-动机界面、平行评价、定位主义与建构主义模型等）。在 **共同通货模型** 中，来自所有子系统（享乐基底）的所有估值都被整合在一起，并提供「想要」或「喜欢」的最终信号。例如，（1）来自内侧 OFC（mOFC）的基于知识的估值可能会与（2）来自伏隔核（NA）的奖励预期以及（3）来自脑岛的食物评估信息结合起来，共同影响你选择下一顿饭去哪吃。\r\n\r\n#### 共同通货模型\r\n\r\nOFC 是一个很棒的研究领域，因为人们感兴趣的很多主题汇集于此：毒瘾、快感缺失、[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)、强迫症等等。 **共同通货模型** 似乎表明，创造力爆发或[学习内驱力](https://supermemo.guru/wiki/Learn_drive)爆发产生的快感，在神经化学和神经解剖学上与低剂量可卡因产生的快感相似。\r\n\r\n所有的奖励是都会被转化为同一种奖励信号汇集到同一类神经元上，还是会分别保留它们的本源特征，这一点存在着激烈的争论。但我认为没必要纠结这一点，因为特异性由个体的[概念图](https://supermemo.guru/wiki/Concept_map)激活赋予，而共同通货则由单一输出产生的最终估值构成。在所有估值中，由于每个概念图激活都有其单一响应，因此我们需要收敛。[一些 OFC 神经元](https://supermemo.guru/wiki/Value-encoding_neurons_in_the_orbitofrontal_cortex)似乎专门对高阶价值进行编码。\r\n\r\n在[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)和决策中，我们需要独断。冗余可以用于恢复估值系统，但必须服从[概念神经元](https://supermemo.guru/wiki/Concept_neuron)的决策。同时存在两个拍板定案的，并不现实，好比某人一边吃饭，一边拿叉子刺自己眼睛，极为荒谬。尽管理论上相互竞争的神经力量可能导致这种场景，但这通常是由于计算错误。\r\n\r\n#### 知识估值的涌现\r\n\r\n可以通过各个[概念图](https://supermemo.guru/wiki/Concept_map)之间的交互来构建估值网络。例如，如果考试这个概念是根据工作前景这个[概念](https://supermemo.guru/wiki/Concept)来估值的，这两者就可以被共同激活：找工作这个概念的估值会给考试相关的[概念图](https://supermemo.guru/wiki/Concept_map)一个估值。概念图激活的程度与相关概念估值共同决定了最后的评估结果。在导向腹侧纹状体的路径中，髓磷脂浓度会升高。这一点可能是为什么[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可以通过学习来增强（或者被学校的[强迫学习](https://supermemo.guru/wiki/Coercive_learning)所压制）的原因之一。OFC 在决定估值的过程中扮演的角色，与海马体在建立长期记忆的过程中扮演的角色类似。这些在大脑皮层中高度关连的区域扮演了交换机的角色（将相关区域连接起来），而不是“媒人”的角色。相对地，已连接的概念图或概念中心会自行发展它们之间的快速连接线路（比如在睡眠中）。通过新的线路，高价值的概念可以直接影响愉快中枢而无需 OFC 的干预。这样一来，只需通过单独激活某些[概念细胞](https://supermemo.guru/wiki/Concept_cell)（例如，与某人最喜欢的演员相关联的细胞），便可以直接产生令人愉悦的估值。\r\n\r\n#### 逆向学习的危害\r\n\r\n在不良的学校状况中，我们可能会将无关的上下文（例如 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中[问答卡片](https://supermemo.guru/wiki/Item)的颜色）与低估值相关联。在这种情况下，白色问答卡片的概念或者问答卡片和颜色的概念的共同激活，都属于强烈的负面输入，会抑制估值。从表面上看，这似乎是一个阻碍估值的中止信号（可能在 OFC 侧面）。在这样的情境中，概念之间仍然可能建立关联，仍有可能做到短期的提取，然而，较低的估值将阻止记忆的巩固（例如，通过阻止向长期皮层存储的转移）（参见：[How School Turns Off memory](https://supermemo.guru/wiki/How_school_turns_off_memory)）。在逆向学习中，也可能会发生奖励的再编码过程（例如，改变 SuperMemo 中的模板颜色）。我们知道，OFC 受损的动物的逆向学习能力会被削弱（Mishkin 1972），这一点佐证了最高估值网络的解剖学位置。如果我们继续否决估值信号，最后可能会导致[网络](https://supermemo.guru/wiki/War_of_the_networks)之间的竞争。在我的假设中，这一点是学校诱发的[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的起源。学校胁迫是一种永久的逆向学习形式，它会慢慢消磨网络的可塑性，导致在决策过程中评估奖励的能力受到长期的不利影响。从这个角度来看，人类的记忆可以被看作是擦写循环次数有限的 EPROM。如果把长期学习视为突触基底的积累——该基底会在随后的[稳定化](https://supermemo.guru/wiki/Stability)过程中被删减（这反过来会减少突触发生）——逆向学习可能会使该系统不再响应：在这个系统中，学习不再可能。\r\n\r\n无休止的虚假奖励和轻微处分可能会使知识估值过程关闭，并损害在学校的长期学习。\r\n\r\n#### 目标 vs. 习惯\r\n\r\n知识估值网络是良好的[自由学习](https://supermemo.guru/wiki/Free_learning)的核心。相比之下，[被动学校教育](https://supermemo.guru/wiki/Passive_schooling)将导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。人们可能一开始自然而然主动追求某些目标，然而强迫教育会使人变得习惯被动（反过来，在追求目标中摸爬滚打，则会收获健康的习惯）。系统中估值较低（没怎么激活兴趣概念图）的部分会抑制知识估值网络的输出。如此，学习时，大脑自然兴致不高。一旦[学习内驱力](https://supermemo.guru/wiki/Learn_drive)枯竭，好奇心消亡，生活就变成了干巴巴地执行一连串缺乏奖励的习惯（参见：[学校带来的 50 个坏习惯](https://supermemo.guru/wiki/50_bad_habits_learned_at_school)）。\r\n\r\n若学习无乐趣，则人类的存在会退化成一套沉闷无趣的习惯。\r\n\r\n### 知识估值：贯穿你的一生\r\n\r\n个人轶事：[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n **我的学校试图剥夺我生命中最美好的东西** \r\n\r\n关于估值网络的力量和教育系统的对峙，我自己的经历就是显著的例子：\r\n\r\n1985 年，我推导出了一个近似函数，用来计算使知识形成长期记忆所需的最佳复习间隔。这就是[间隔重复](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_July_31,_1985)的诞生。最初，该函数适用于[纸笔版 SuperMemo](https://supermemo.guru/wiki/SuperMemo_on_paper)。随后几个月内，我意识到这个系统非常强大。只要一台电脑，我就能让它功效翻倍。然而，我不认识任何可以根据我的数学计算编写学习软件的人。那个年代，波兰的整个程序员圈子里，要么是在大型主机上运行 Fortran 或 Cobol 的老古董，要么就是不断增加的业余爱好者们，他们主要摆弄微型计算机（如 ZX81、Commodore 64 或 ZX Spectrum）。于是，我决定亲力亲为。不过，我还没有掌握编程技能。作为一名计算机科学专业的学生，我选择向老师寻求帮助。然而，我们唯一的编程课程是 Datapoint 汇编语言。这些技能对于处理寄存器实现类似 11*11=121 的计算非常有用。这不是我想要的，我想学习一些对编写 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 程序更有用的东西。我的学校一直要求我学习如何计算电子电路的电阻，或者符号积分。我的知识估值网络的输出很简单： **编程技能** 将通向 **[SuperMemo](https://supermemo.guru/wiki/SuperMemo)** 的诞生，而这将通向 **更快的学习** （在所有领域，包括电子学或微积分）。我决心要学习编程，而我的学校决心阻止我（通过其他必修课使我不堪重负）。无奈之下，我报名入学了波兹南经济大学（University of Economics in Poznan），去学习那里的一门算法语言课程。该课程主要使用 [Pascal](https://en.wikipedia.org/wiki/Pascal_(programming_language))。我不得不在学习平时的课业之余钻研 Pascal。那门课很不错，但我们学的都是理论，在纸面上完成。在当时（1986 年），整个波兰的大学里，个人电脑（PC）很罕见，大多数实际应用程序都运行在名为 [Odra](https://en.wikipedia.org/wiki/Odra_(computer)) 的大型机上（1960 年波兰为苏联阵营所生产）。当我终于有了我的第一台计算机时：[ZX Spectrum](https://en.wikipedia.org/wiki/ZX_Spectrum)（1986 年 1 月 4 日），我终于可以真正开始学习在计算机上编程了。在我的电脑到来之前，我开始写我的第一个程序。我把它写在纸上！这是一个组织我日常活动的程序（有点类似 SuperMemo 中的 **[Plan](https://supermemo.guru/wiki/Plan)** ）。不久之后，我也学会了 Pascal。首先，我必须降低学校的负面影响，减轻课业负担。我和我的电子电路老师达成了一项协议：我会为他做一些高通滤波计算，这将是一个提高我的 Pascal 技能的机会。这个程序花了好久才写完，极其浪费时间。这是一个糟糕的学习的完美案例。我几乎不明白我自己的程序是如何运作的。然而，这仍然比仅仅学习示意图的效果要好。就我的编程技能而言，那次学习很不错，我进步了很多。\r\n\r\n很难向不懂编程的人说明白，但学习大学课程和自己动手编程的知识估值的差异判若云泥。在我的同学深陷乏味的电子学和计量学讲座的折磨之时，我开始了自己的编程之旅。在学校，我什么也学不到。在 Pascal 业余课程中，我学到一点。然而，只有以激情和明确目标为后盾的实践性知识至关紧要。到 1987 年 12 月，我的努力最终导向了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS) 的第一个版本的诞生，这彻底改变了我的人生进程。多亏了我的导师 Zbigniew Kierzowski 博士的开明，让我得以将[我的硕士论文](https://supermemo.guru/wiki/Optimization_of_learning)完全专注于研究 SuperMemo 这个主题。Kierzowski 教授，80岁生日快乐！对于一个学生来说，有这么大程度的自主决定权是相当不寻常的，更不用说论文还是用英语写的（不到十年后，波兰议会试图将这种行为定为非法）。这关系到 1989 年的大规模行政和策略斗争。\r\n\r\n我如今最主要的快乐源泉是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，但我的学校教育几乎毁灭了它。但这不是因为有人怀抱恶意。我的大多数大学老师都很了不起。罪魁祸首是学校这个系统迫使学生学习死板的[规定课程](https://supermemo.guru/wiki/Curriculum)。给予学生创造性表达的空间，才是教育最好的基础。\r\n\r\n **我的学校乐此不疲地阻挠我完成对我来说最重要的事，而这件事却是我职业生涯和未来一切的支撑** 。要是我更顺从一点，更传统一些，更容易屈从于社会压力，我就会成为一个「更好 」的学生，在电子电路理论、微积分、计量学和抽象代数上投入更多时间。若果真如此，这篇文章就不会问世。[这个网站](https://supermemo.guru/wiki/SuperMemo_Guru) 也不会存在。\r\n\r\n我现在的生活是任何研究性的或业界内的职位都换不来的。基于我坚固的知识估值网络，任何对我的否定都无法打倒我。\r\n\r\n **我们要设计的教育体系，是让每个孩子都能自由发展的教育体系** \r\n\r\n## 学习熵\r\n\r\n有很多因素会影响大脑对信息与信息渠道的感知和评估。在之前的章节中，我们注意到大脑不只对熵有响应。有很多因素会调节熵的影响或单个信息的意外性，包括：编码、传送速度、预处理（比如泛化、补全、辨认等等）、已有的知识（包括估值、情感价值、信道可靠性等等）、最佳水平（受处理速度影响）等等。\r\n\r\n这一过程十分复杂，需要引入更恰当的概念以涵盖这些微妙之处。我建议使用「学习熵」这一术语来描述特定场景下某个教育渠道或者信号对某个人的吸引力。\r\n\r\n **学习熵指由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统所决定的某个教育性信号的吸引力。** \r\n\r\n有的课程很无聊，有的则让人目不转睛。学习熵从个人的角度描述各个课程的吸引力。\r\n\r\n熵有精确的数学定义，但学习熵并非如此。其最佳衡量方式应该是，对经过分析的信号进行学习之后，个人的奖励系统所作出的响应。就像熵依赖于信息的概率一样，学习熵依赖于信息（图片、声音、语句等等）的回报能力。其回报能力与概率有关，但是具体估值主要依赖于[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)。\r\n\r\n好的学习是有奖励的。但也有糟糕的学习。存在[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)：如果学生努力理解一条信息但失败了，他会受到惩罚。这会带来挫折感，是厌恶学习的开始。如果学习熵低，奖励少，惩罚高，净结果可能是负的。如果我们将负面奖励信号算在内，学习熵实际上可能会是负值。一堂枯燥的讲座可能带有负学习熵，导致[学习内驱力](https://supermemo.guru/wiki/Learn_drive)被抑制。\r\n\r\n知识估值较高，则[学习熵](https://supermemo.guru/wiki/Learntropy)也较高。这对于使人专注于知识的语义插入以实现长期记忆是必要的。 **学习熵提升[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，进而提升估值，估值反过来决定学习熵** ，构成强大的反馈循环。遗忘、习得性无助、衰老、受伤、脑力的可用性均会控制这个循环的强度。只要理性学习、良好生活，特别是要尊重[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)，这个循环可在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)较高的平衡状态下保持数十年。\r\n\r\n## 信号时机 vs. 学习熵\r\n\r\n学习流中单个信息的奖励水平决定了信号学习熵的高低。一个主题枯燥的讲座的学习熵较低。上网寻找解决特定问题所需的零星信息这种行为学习熵较高。\r\n\r\n与基于平均值的[香农熵](https://en.wikipedia.org/wiki/Entropy_(information_theory))不同，学习熵主要基于一种拖尾平均值：近期的消息比之前的消息具有更高的权重。此外，学习熵根植于控制[记忆巩固](https://supermemo.guru/wiki/Two_component_model_of_memory)的规则，包括[间隔效应](https://supermemo.guru/wiki/Spacing_effect)。\r\n\r\n只要有知识金块填补了理解上的重大空白，一堂枯燥的讲座的学习熵就会瞬间提升。学习熵的增加与决定知识估值的记忆轨迹的[稳定性](https://supermemo.guru/wiki/Stability)的表达式成正比（包括[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)中的下降曲线）。知识金块的影响会逐渐减弱。那些可以为你带来快乐的发现累积起来，将决定任一时刻的学习熵水平（例如，在讲座期间的）。\r\n\r\n上述内容表明，教育者可以影响学习熵，增强[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，提高长期学习效果。消极灌输知识的效果很糟糕。不必全部问题都提供答案，而应侧重于重要的抽象且普遍的问题。自我导向学习的自由探索是可以使人保持终身可持续的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和终身学习的最佳模式。\r\n\r\n所有形式的学校教育都会抑制[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。因此，许多成年人很难内化「学习熵在学习中的重要性」这一信息。然而，现代社会中，几乎每个人都会面临独自解决小的技术或健康问题的需要。有时问题可能很简单，比如对 Facebook 的选项设置进行小改动。越难找到一个问题的解决方法，找到答案的回报就越大。越难找到答案，搜寻和探索就越持久越广泛。每个人都应该熟悉这些感觉。然而，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)被抑制总是会导致收获的知识更少，自尊更低，所有的探索更早结束。换而言之，那些在学校或之后的生活中失去了创造内驱力的人，会更早放弃，甚至永远不去尝试。从这个意义上说，计算机、互联网、技术等带来的所有技术问题和小故障都有一些积极的副作用：刺激人们丧失的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的最后一点残存，即使在最被动的人身上也是如此。唯一的必要条件是，这些探索需要以一定程度的成功结束。否则，可能会发生相反的情况：惩罚信号使人退出探索。\r\n\r\n你可以快速回答关于你自己的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的这个即时测验：如果你在生活中遇到一个小问题，你会去问人类专家还是谷歌？如果你的汽车失灵或电脑死机，或是你受伤了或肚子疼，你会怎么办呢？\r\n\r\n## 学习熵与学习内驱力\r\n\r\n[学习熵](https://supermemo.guru/wiki/Learntropy)奖励的影响会随着时间的推移呈指数下降，这个过程类似于[遗忘](https://supermemo.guru/wiki/Forgetting_curve)。就像在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)的复习中一样，新的奖励能把学习熵带回到更高的水平。就像在[间隔效应](https://supermemo.guru/wiki/Spacing_effect)中一样，同样的消息在间隔更长时，会更有价值。\r\n\r\n在学习中，决定学习熵的奖励信号和决定记忆的巩固信号有一个很大的差别：一旦你学到了什么，在短时间内重复复习是没有用的。只要你完全记住了，就可以过一段时间再进行下一次复习。学习熵几乎没有上限。如果你喜欢一堂课，只要为之添加一些事实或表述的变换，你就可能更喜欢它。你一旦记住了什么，就不可能在短时间内再使用一些技巧去增强记忆。你可以使用助记术重组记忆并提高其持久度，但是一旦完全记住之后，保持长期记忆最好的做法是暂时不再用它，或是将之运用在不同的上下文中——这本质上是构建新的记忆，形成与原始单一记忆的冗余连接。\r\n\r\n学习熵因缺乏奖励信号而衰竭。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的消亡是一个[遗忘](https://supermemo.guru/wiki/Forgetting)问题（包括脑细胞丢失导致的遗忘）。\r\n\r\n各个信息的奖励指数级下降和递减，学习熵随之累加。通过优化奖励信息的时机，我们可以提高学习熵，使学习成为与食物、性爱、毒品等奖励同等的最令人愉快的活动之一。如果你持怀疑态度，可以回忆一下：沉迷电子游戏的玩家可以忍饥挨饿玩一整晚游戏。[电子游戏](https://supermemo.guru/wiki/Videogames)会劫持[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，将之与赌博的奖励相结合。赌博的奖励可能像学习熵一样，也受到类似的衰减/增强规则的支配。然而，它们还受到[可变奖励](https://supermemo.guru/wiki/Variable_reward)的影响，这可能会导致上瘾。重要的是辨别学习的乐趣和有害的成瘾（见：[学习成瘾](https://supermemo.guru/wiki/Addiction_to_learning)）。\r\n\r\n学习熵决定[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，但维持两者的规则不同。学习内驱力依赖于知识，因此将受制于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。因为[知识以网络形式存在](https://supermemo.guru/wiki/Concept_network)，故而谈论激励[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的最佳方式是没有意义的。为了最大化学习内驱力，我们应该进行终身学习，尊重[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)，并照顾大脑健康（即总体健康）。\r\n\r\n## 最优信息传授\r\n\r\n在学校教育中，我们可能设想课堂的学习熵都是最优水平，让学生能不停地赞叹喝彩，马不停蹄地记笔记。但更常见的情况是，课堂很无聊或是熵信号很高，但学习熵很低，甚至是负的。\r\n\r\n既然最优学习熵与学生有关，老师怎么能做到向教室里的所有学生都最优地传授知识呢？这样全面地传授知识，有时几乎毫无可能，且至少也需要天才教师才能实现。大部分老师的课堂上，大部分学生不是无聊得昏昏欲睡，就是丝毫不懂抓耳挠腮。\r\n\r\n只有少数幸运儿能通过听课学到大部分知识。对很少一部分有天分的孩子来说，老师的授课可能完全讲不出新东西，非常无聊。而对于其他孩子来说，授课内容则可能过于复杂，超出了他们的理解能力。这种情况下，他们如果勉强去理解，则可能遭受巨大的挫折。一堂关于弦论的课程，可能就跟随机打乱的一段中文一样难以理解。于是乎，听课不过是浪费时间。诺贝尔奖获得者 [Carl Wieman](https://supermemo.guru/wiki/Carl_Wieman) 将课堂比作[放血](https://supermemo.guru/wiki/Wieman:_Lectures_make_no_sense)。\r\n\r\n为了避免负学习熵带来的挫败感，学生们会无视授课内容，就像对待我[之前](https://supermemo.guru/wiki/Pleasure_of_learning#Prior_knowledge_in_information_seeking)提到的泰语频道一样。孩子们会忽略来自老师的“静电噪音”，转向其他更适合其学习熵水平的频道（例如，桌下手机上的 facebook）。即使他们的理解力很好，老师的授课也可能并不能对他们的现有知识作出补充。如果不能生成[高质量高价值](https://supermemo.guru/wiki/Knowledge_valuation_network)的泛化，授课内容将被认为是显而易见或无关紧要的。\r\n\r\n即使低学习熵只是偶尔发生的情况，也会使学生不再关注授课内容。过一段时间，学生们就会发展出一套过滤系统，把老师变成一个承载零熵、零学习熵的无声广播频道。再怎么提高授课质量只是徒劳——老师已经消失了！\r\n\r\n在课堂环境中，学生通常不能将注意力集中在更好的信号上。所有的学生都会收到同样的信号，他们可能会感到同样的无聊。相比之下，在谷歌上搜索好的关键词，大脑会在恰到好处的低概率信息流中应接不暇，这些信息[像拼图一样适合当前的知识树](https://supermemo.guru/wiki/Knowledge_crystallization)。谷歌是一个非常便宜且高效的「WOW！」生成器。\r\n\r\n在[渐进学习](https://supermemo.guru/wiki/Incremental_learning)中，大脑的学习熵扫描仪将挑选那些最好的频道，对其进行优先级排序，并采用完美的时机来最大化语义连接和记忆巩固。于是乎，为什么「 **我非常高兴我永远再不会被迫坐在学校的课桌旁！** 」是很容易理解的。我太喜欢学习了！\r\n\r\n上面所有的例子都说明了，在识别什么值得学习时，信号和大脑之间的相互作用是多么错综复杂。学习的奖励是衡量学习质量的最广为人知的指标。当学生们高兴时，我们就是在正确的道路上。当学校给学生带来痛苦时，我们整个社会就是失败的。\r\n\r\n **知识的互补性和[连贯性](https://supermemo.guru/wiki/Coherence)的唯一可靠指标是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统的神经网络。这就是知识不能预先打包并强加给学生的原因。** \r\n\r\n[结晶隐喻](https://supermemo.guru/wiki/Knowledge_crystallization)解释了这一点。奖励系统的神经细节在[学习奖励](https://supermemo.guru/wiki/Pleasure_of_learning#Learning_rewards)这一节阐释。\r\n\r\n## 扣人心弦的授课\r\n\r\n我们热爱学习，但我们通常厌恶别人教我们。这些感觉与创造力相关，这或许可以这样解释：创造性的阐述对于作为理解基础的[模式补全](https://supermemo.guru/wiki/Pattern_completion)是必不可少的。\r\n\r\n在学习中，我们决定调查的内容。[学习熵](https://supermemo.guru/wiki/Learntropy)严格依照大脑的状态和当前的记忆激活进行评估。在教学中，知识是批量传授的，与我们的想法无关。许多学生认为他们不喜欢学校的首要原因是枯燥的科目——而不是校园霸凌、压力或强制早起。无聊令人痛苦！点击[这里](https://supermemo.guru/wiki/Learning_history：_school_vs._self-directed_learning)阅读我写的关于自我导向学习和在校学习之间的天差地别。一切都与[学习内驱力](https://supermemo.guru/wiki/Learn_drive)有关！\r\n\r\n我很惊讶有那么多的资源被浪费在「寻找使孩子们在授课过程中保持兴趣的方法」的研究上。而很明显，上课只是一个糟糕的教育工具。眼神接触分析？参与性分析？努力量化激情？所有的孩子都天生具有[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，我们的首要任务应该是确保我们不会破坏这一动力。[强行灌输知识](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的主要破坏者。此外，还有许多社会经济学因素阻碍了很大一部分孩子，使之即使在最好的环境中也无法茁壮成长。有些孩子永远不会对学习产生热情。在大多数情况下，这不是他们的错。只有一小部分人受到残疾、健康和不太幸运的遗传禀赋的限制。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)]随着年龄的增长呈指数下降，主要是由强制学校教育引起的。被动听讲极大地推进了这一过程。\r\n\r\n当然，也有些授课奏效了。[可汗学院](https://supermemo.guru/wiki/Khan_Academy)充满了好例子。即使是没有幻灯片讲义的纯口头授课也能奏效。YouTube 上的 TED 演讲可以很有趣。它可以满足[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。[慕课](https://en.wikipedia.org/wiki/Massive_open_online_course)建立在这样一个原则上：一个摇滚明星教师比重复同样咒语的成千上万的普通教师要好得多。即使你只是一个被动的听众，你也能学到很多东西。不过，必须满足这样一些条件：你需要对这个主题抱有强烈的好奇心，或者你需要热爱演讲者，或者两者兼而有之。 **只有一种有效机制可以确保讲座有趣：你要自主选择它！** 这只是自我导向学习的又一必要条件。\r\n\r\n除了自主选择之外，在听课时，你肯定需要一个暂停按钮，以防需要上厕所，或需要吃点东西安抚饥饿的胃。没有什么能像憋到要爆的膀胱那样有效地摧毁一堂课。最后但同样重要的是，大多数课程加一个 Netflix 的跳过片头功能都大有好处。\r\n\r\n当然，最好用你自己的创造性思维或快速研究来增强听课的效果。暂停一分钟或一天，或许对学习效率至关重要。与一些心理医生的说法相反，创造性停顿和走神与 [ADHD](https://supermemo.guru/wiki/ADHD) 无关，反而是很棒的学习的标志。\r\n\r\n我使用两种方法渐进吸收授课内容。第一个方法是听讲和练习。练习能提高专注度。专注度高有助于减少停顿的需要，但是它也会减少学习的创造性。对于优先级最高的主题，我使用[渐进视频](https://supermemo.guru/wiki/Incremental_video)，其中我可以多次暂停和继续播放。我甚至可以保留最重要的授课片段，以备将来复习。然而，渐进视频并不是最好的学习方法。它在速度和容量上无法与[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)相媲美。有时，使用渐进阅读和阅读课堂讲义比听课本身更有价值。这一点在事实丰富的课程中尤为明显。\r\n\r\n我主要根据我对讲授者的喜好来选择我的视频材料。在本文的情境中，我知道你一定会喜欢 Ken Robinson 的演讲！推荐去看：[Robinson：学校扼杀了创造力](https://supermemo.guru/wiki/Robinson:_Schools_kill_creativity)！\r\n\r\n## 学习的奖励\r\n\r\n学习的乐趣或许是最令人满意的乐趣之一。与进食或做爱相反，学习的乐趣不会随着行为的结束而终止。学习的乐趣是可持续的，只有学习过程中涉及的网络过载时，这种乐趣才会缓慢减弱。而且，通过睡眠就可以将其恢复到基准线。已被证明，学习与[海洛因或可卡因](https://supermemo.guru/wiki/Biederman_model)给人带来愉悦的机制相同。与进食或性爱不同，愉快的学习可以占据大部分的清醒时间。从这个意义上说，学习、创造、解决问题和生产力带给人的乐趣可能是斯多葛式享乐疗法的伟大工具。健康的人很容易满足对食物的需求，但人对学习的需求可能永远不会终结。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)取决于当前已有知识的状态，此状态可以通过学习行为本身进行改变。\r\n\r\n **所有情绪容易波动的人都应该考虑[以学习作为疗法](https://supermemo.guru/wiki/Learning_and_depression)。** \r\n\r\n### 学习内驱力的奖励\r\n\r\n我已经提到了几个例子，说明[学习内驱力](https://supermemo.guru/wiki/Learn_drive)在大脑中产生奖励信号的方式。我们知道低概率信息可以带来奖励，产生新知识的泛化也是。一段有助于实现理解目标的信息有很高的价值。[拼图中缺失的一块](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)会带来极高的奖励。一旦理解了文章中晦涩难懂的关键单词，整段长篇文本就会从错综复杂的句子变成清晰的推理。\r\n\r\n通过泛化证实一个模型，或为一个更好的新模型构建基础，都会让人感觉很棒。此外，所有与强烈的情绪相关联的模型证实都会令人狂喜： **「我的团队是世界上最好的！ 」** ，或者 **「是的！我刚出生的孩子真的很健康！ 」** ，或者 **「是的！我知道努力工作会让我获得晋升！ 」** 。然而，在讨论[学习内驱力](https://supermemo.guru/wiki/Learn_drive)时，我想过滤掉额外的情感层，因为它可能会使整个局面变得难以理解。我们需要记住：学习是愉快的，这与是否能从运用知识中获得回报无关。\r\n\r\n产生新发现时的 **啊哈！** 、 **哇！** 或 **尤里卡！** 是学习中最纯粹的终极奖励。我们不需要别人的称赞或表扬作为进一步的奖励。在这里，知识本身就是奖励。\r\n\r\n这种奖励的共同特征是：都会将新的高价值信息编码进记忆中。\r\n\r\n **学习内驱力的奖励来自已准备好进入长期记忆的[高价值知识](https://supermemo.guru/wiki/Knowledge_valuation_network)。** \r\n\r\n在我们对理解现实的探求中，大脑中存储的信息总量在增加，存储的知识的熵却在下降。 **凭借学习和建模，理解世界的复杂性会越来越省力。** \r\n\r\n### 学习内驱力的演变\r\n\r\n科学家说，聪明的动物玩得更多。我要说，更有趣的是，玩得更多的物种更聪明。我推测 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可能是人类脑容量爆发增长的触发因素** 。这并不是说，鸟类或哺乳动物面临的环境变化需要更多的思考。这并不是说，如果大脑皮层面积不迅速扩张，人类就会突然面临灭绝。而是，可能正是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的出现突然让代价高昂的脑细胞数量增加得到了更好的利用。在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)出现之前，增加脑容量只会让动物头部更重，还得喂养这些额外的细胞。如果没有[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，这些额外的脑容量可能一直不会被利用，导致浪费性的萎缩。如果学校教育试图凌驾于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)之上，只会使得这种进化优势被废弃，进而使得整个社会更不聪明、更缺乏创造力。\r\n\r\n如果画出人类进化的时间线上的脑容量大小的变化曲线，就会看到大约 200 万年前，曲线有一个强有力的上升。古人类学家倾向于将之归因于饮食的变化，如[烹饪方式](https://en.wikipedia.org/wiki/Catching_Fire：_How_Cooking_Made_Us_Human)等，从而更好地为大脑提供了营养。\r\n\r\n如果关于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)出现的假设是正确的， **能人** 很有可能是突破的起点。这可能表明，从简单的鸟类和哺乳动物的程式性行为驱动转变为更复杂的陈述性学习驱动，最终使我们可以建立现实的抽象模型，这是人类智力的基础。还有推测认为，正是 **能人** 阶段，[由大脑成长主导的童年](https://supermemo.guru/wiki/Homo_habilis：_the_emergence_of_childhood)（从断奶到平均7岁）开始出现。\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的出现较晚，这表明它不是神经网络中出现的一个简单属性（参见：[Biederman 模型](https://supermemo.guru/wiki/Biederman_model)）。否则，它可能很容易出现在鱼或更早的生物上。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)需要一套专门的神经结构，以便在检测到对陈述性知识的连贯结构的增量贡献时发送奖励信号。这种信号和内在结构在程序性学习和陈述性学习中可能有所不同。对于不同类别的感觉输入，它也可能有所不同。\r\n\r\n### 程序性学习的奖励\r\n\r\n早在 20 世纪 80 年代，我就推测[可能存在进行程序性学习的大脑回路](http://www.super-memory.com/english/ol/ol_files/refinement_circuitry_in_stochastic_learning.jpg)。在我的[硕士论文](http://super-memory.com/english/ol.htm)中，出于无知，我使用了自创术语[「 **随机学习** 」](http://www.super-memory.com/english/ol/ol_memory.htm)。我不知道早在 20 年前，也就是 1969 年，David Marr 已提出了符合我自己想法的小脑皮层理论模型。进入新千年以来，[有大量数据可以证实该模型](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2805361/)。\r\n\r\n关于程序性学习的大脑回路的想法非常简单。想象一下你骑自行车的情形。你运用你的意识来学习骑上自行车所需的各个动作，然后持续踩踏板。然而，一旦你上路了，程序性学习系统会确保你能以最小的神经努力自动执行所有动作，无需有意识的监督或仅需对一组[命令神经元](https://en.wikipedia.org/wiki/Command_neuron)进行最低限度的监督。程序性学习将决定你的[运动程序](https://en.wikipedia.org/wiki/Motor_program)。该程序性学习系统会对发送到你的运动系统的信号序列进行微小的随机调整（因此我将之命名为 **「随机学习 」** ），可以将这些随机更改视为程序创意。每当你的自行车失去平衡时，错误检测网络将发送一个惩罚信号，以取消更改。该惩罚信号是运动程序的教学信号。\r\n\r\n在睡眠期间，记忆将被重组，以消除有意识的输入，简化、优化，去除对技能几乎没有贡献的垃圾信号。每一次循环，都通过试错法来完善信号序列。每一次睡眠，都会使大脑皮层褶皱变得更光滑。骑自行车将变得令人愉悦。在从笨拙的有意识的骑手到自然而然的骑手的转变中，这种愉悦达到峰值。\r\n\r\n类似地，随着在电脑上输入更多句子，你的打字错误会逐渐减少。你知道键盘上的「)」在哪里吗？「}」呢？你打字越流利，就越有可能忘记这些细节。拿掉对运动序列的有意识控制后，键盘上「)」位置的陈述性知识可能会被当作「垃圾」扔掉：你不再需要它了。\r\n\r\n### 陈述性学习的奖励\r\n\r\n陈述性[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的解释会稍微复杂一些。[陈述式学习](https://supermemo.guru/wiki/Declarative_memory)有一个明确的奖励。有些事情很有趣，找出真相令人愉悦。在神经层面，大脑将扫描输入和神经活动，寻找与当前记忆状态相匹配的最大限度提供新知识的高[学习熵](https://supermemo.guru/wiki/Learntropy)区域。任何有意义的低概率信息都会被认为更有吸引力。明亮的分形图案是美丽的。灰色的随机色块是乏味的。更复杂的视觉信号也是同样的情况。生机勃勃的森林是美丽的。同样的森林在冬天、旱灾时或在环境污染的影响下可能就没有吸引力。[Steven Pinker](https://en.wikipedia.org/wiki/Steven_Pinker) 说，我们会被有活力的图像所吸引。我不同意这一点。我们会被吸引的范围要大得多。我们同样可能会被一座死火山或南极洲的冰冻景观所吸引。我们喜欢可以使用[简单模型](https://supermemo.guru/wiki/Abstract_knowledge)来表达复杂信息的环境、信号、消息或大脑活动。一幅美丽的海滩图片可以用几个简单的形状和纹理来表示。\r\n\r\n信息熵与数据的可压缩性有关。信号处理过程从输入开始。视网膜对视觉输入信号进行 100 倍压缩。视觉皮层接收形状和关系的简单表示。海马体不定时地接收这些信息。这些信号最终可能会改变新皮层长期记忆存储中单个突触的状态。\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的基础是寻找在神经网络中表示知识的有效途径。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)、[睡眠中的记忆优化](https://supermemo.guru/wiki/Memory_optimization_in_sleep)和[遗忘](https://supermemo.guru/wiki/Forgetting)对于最大化可压缩性、[抽象程度](https://supermemo.guru/wiki/Abstractness)、[可应用性](https://supermemo.guru/wiki/Applicability)和性能是至关重要的。通过这些，大脑确保我们可以使用简单的表征去看一个复杂的世界。这是[人类智力](https://supermemo.guru/wiki/Human_intelligence)的核心。如果人工智能研究人员能够给机器人配备类似人类的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，只要有充足的内存，它们的学习能力就可能是无穷无尽的。\r\n\r\n### 学习中的奖励中枢\r\n\r\n2014 年，研究人员报告称，[在「高度好奇」的状态下，伏隔核的活动增加了](https://supermemo.guru/wiki/curiosity_improves_learning)。他们还证明了我们一直都知道的：这种状态改善了记忆表现。此外，提高的表现溢出到了附带学习，即本身不会引起好奇心的学习。这项研究被媒体广泛报道，却是以错误的解释：「好奇心促使大脑拥有更好的记忆力」。例如，《科学美国人》用了这样的标题：《神经影像学揭示了大脑的奖励和记忆路径如何引导探究知识的头脑》。这篇论文本身就暗示了「激发好奇心」的必要性。\r\n\r\n由于奖励中枢会涉及到对快乐的预期，我们更应该将这项研究的结果视为证实[学习内驱力](https://supermemo.guru/wiki/Learn_drive)与快乐相关的一个指标。正是学习内驱力使人学习。正是学习令人愉快。上述标题应该是《 **神经影像学证实有效的学习令人愉快** 》。换句话说，顺序不是「开车->享受->学习」，而是「开车->学习->享受」。\r\n\r\n与其说需要「激发好奇心」，不如说需要「发展[学习内驱力](https://supermemo.guru/wiki/Learn_drive)」。关键的不同之处在于，将刺激视为可能在课堂上使用的速效方法，而不是需要几个月甚至几年的长期过程。广告宣传可能会用廉价的花招来激发我们的好奇心，而毕生的热情则是永不满足永不消退的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的准则，是不断学习的完美保证。\r\n\r\n诚然，好奇心的状态会提高注意力，而这会改善整体的学习。然而，这永远不该被用作教学策略。只有当奖励来自对目标的学习，而不是来自围绕目标的学习时，学习的游戏化才有意义。许多儿童学习项目使用鲜艳的色彩、不寻常的声音或笑脸来吸引孩子的注意力，诱导其学习。然而，一旦成为习惯，这种形式或人工游戏化就不再有效。此外，附带知识也不会持久。任何利用好奇心去激发附带学习的努力，都是不具体且低效的。同样地，我们可能寄望药物干预，例如利他林，可以改善学习。相反，学习必须是它自己的奖励。\r\n\r\n伏隔核和腹侧被盖区参与快乐、对快乐的预期和对信号的评估。来自[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)的信号，在其[动机和情感的反应](https://supermemo.guru/wiki/Brain_centers_involved_in_valuation_of_anticipated_outcomes：_nucleus_accumbens_and_VTA)中，都汇聚到这些领域。多巴胺与对快乐的预期有关。由于多巴胺与注意力有关，单是对快乐的预期就能改善学习，因为更好地关注了预期会带来快乐的信息来源。\r\n\r\n如果你没被说服，想想当你的新闻频道耍花招激起你的兴趣后说「 **广告后回来** 」时，你有多讨厌他们。当他们用「 **突发新闻** 」毁了这一切时，你会更加恼火。期待也可能导致挫折感。只有真正的学习会提供奖励。从进化论的观点来看，只有真正的学习的奖励才有意义。我们不想仅仅因为看到食物就奖励动物。\r\n\r\n伏隔核中的嗡嗡声可能是愉悦的直接表达，也可能是在暗示追求愉悦的状态。归根结底，实际的解释对最终结论并不重要： **无聊和不愉快是学习的敌人** 。\r\n\r\n为了有效地学习，使新知识与现有知识相辅相成，我们需要遵循[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。简而言之，这意味着在教育中，学习的乐趣是值得追求的。我们永远不应该在不愉快的状态下学习（参见：[合意困难](https://supermemo.guru/wiki/Pleasure_of_learning#Desirable_difficulty)）。痛苦的学习来自大脑使学生知道，在信息论意义上，新知识并不适用！它将被舍弃。快乐是一个很好的向导！\r\n\r\n从上述的神经推理中，我们得出了一个显而易见的结论： **有效学习的最好保证是让学生自主学习，跟随自己的激情。** \r\n\r\n## Biederman 模型\r\n\r\n### 阅读「阅读的乐趣」的乐趣\r\n\r\n2006 年， Irving Biederman 和 Edward A. Vessel 发表了一篇论文，阅读这篇论文给了我令人难忘的乐趣。这篇文章本身向我解释了阅读的乐趣。在一篇题为《 **[知觉的愉悦与大脑](https://supermemo.guru/wiki/Opioid_receptors_are_involved_in_the_pleasure_of_learning)** 》的论文中，Biederman 假设，大脑结构中负责视觉感知的一系列梯度的阿片受体可能会使人在观看美好场景（如美丽的风景）时产生愉悦感。Biederman 的想法似乎解释了我多年以来一直知道的： **学习是愉快的** 。我一直喜欢学习，然而，我从来没有真正从脑科学的角度理解过是什么构成了我的这份喜欢的基础。Biederman 的解释恰到好处，令我非常愉悦。它解释了一些困扰我很长时间的事情。在阅读时，我充分地自我分析。在阅读「阅读的乐趣」时，我试图「感受」阅读的启迪是如何提供这种乐趣的。阅读「阅读的乐趣」的乐趣变得令人难忘。\r\n\r\nBiederman 和 Vessel 提出的观点有重大意义。因此，为了简单起见，我现将他们的观点命名为 **Biederman 模型** （按资历取名）。在视觉感知中，一连串神经元层负责视觉场景的更抽象的表示。比喻地说，它从像素和颜色开始，然后转移到边缘、纹理和表面，然后转移到物体，然后转移到面孔、地点和集合，然后转移到有意义的场景片段，在链条的末端，可能会激活一座「美丽的山峰」的表示，并以此被记住，只有少数细节越过了工作记忆的第一印象，被长久记住。数百万像素的照片变成了一个有意义的场景，只需几句话就可以表达出来，并被记住很多年，而这花费的神经成本却很小。\r\n\r\nBiederman 模型使用了一项之前的发现（[Michael E. Lewis 等人，1981](http://supermemo.guru/wiki/Opioid_receptors_form_a_gradient_along_a_processing_hierarchy)）：沿着视觉感知通道存在一系列梯度的mu-阿片受体。神经元承载的含义越多，它可能拥有的阿片受体就越多。我们知道鸦片类药物是有益的，而且会让人上瘾。Biederman 模型基于这样的假设，即[这一系列梯度的阿片受体是人能感知到快乐的来源](https://supermemo.guru/wiki/Opioid_receptors_are_involved_in_the_pleasure_of_learning)。\r\n\r\n用于处理语音和音乐的是与之类似的分层系统。颞叶皮质参与处理声音的音调乃至旋律。对节奏的处理还涉及[大脑的其他区域](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4101486/)。很有可能，所有这些感知网络都遵循相似的原则。这是[神经美学](https://en.wikipedia.org/wiki/Neuroesthetics)的研究课题。\r\n\r\n### 阿片 vs. 多巴胺快感\r\n\r\n不过，Biederman 模型有一个小问题。学习的乐趣可以有意识地分析出来。就我自己而言，阅读Biederman 模型的乐趣可以分解并追溯到模型的各个组成部分。这一事实意味着快乐是与有意识的体验相结合的。对于神经科学来说，意识是出了名的难解之谜。我们对意识的大部分了解要么是推测，要么是基于艰难而昂贵的实验，在这些实验中，植入大脑的电极会引起一些反应，这些反应由受影响的个人在随后或同时报告。证据似乎集中在意识的综合模型上，在这种模型中，大脑中几个结构的激活被整合起来，并被感知为有意识的自我。按照这种思路，激活大脑皮层某处的 Halle Berry 神经元并不足以让 Halle 出现在一个人的意识当中。数以百万计的概念神经元可以同时被激活，而正在思考的大脑只能对感知到的现实的少数几个模型进行操作（参见：[注意力](https://supermemo.guru/wiki/Attention)）。要想使 Halle 出现在一个人的意识中，这种激活必须与意识感知的其他组成部分相结合，包括感知的奖励。\r\n\r\n出于这些原因，大脑皮层神经元中的阿片受体不会对学习的最终奖励起到多大作用。一种阿片类拮抗剂，[纳洛酮，会剥夺某些人部分听音乐的乐趣](https://supermemo.guru/wiki/Thrill_of_music_may_be_attenuated_with_opioid_antagonists)。然而，学习的阿片类愉悦应该会产生一种类似于首次使用微剂量海洛因或吗啡时的和缓的快乐。从这个意义上说，内吗啡素的释放和阿片受体的激活有助于学习的快乐。然而，这种快乐还不够具体，不足以让人惊叹「哇！」、「啊哈！」或者「尤里卡」（Biederman 称之为「恍然大悟式的理解」）。对于最终的学习奖励，必须有来自[大脑的愉悦中枢](https://supermemo.guru/wiki/Neural_circuits_involved_in_liking_and_wanting)的综合奖励体验。\r\n\r\n### 联想的乐趣\r\n\r\n发现的终极快乐来自于有意义的联想。这可以用理解 Biederman 模型本身的快乐来解释。在思考这个模型时，我们在脑海中激活了两个重要的概念：(1) 意义的梯度（源于对涉及视觉感知的神经结构的理解）和 (2) 愉悦的梯度（源于对视觉通道中阿片受体含量的观察）。一旦这两个概念出现在脑海中，就会出现类比的粘合：「 **梯度** 」的概念。这种粘合有助于产生这样的联想 **意义=快乐** ！这是一种令人愉悦的启迪。这正是我在阅读 Biederman 的论文时所感受到的。要产生这种惊叹，仅仅有更多的阿片受体与「愉悦的梯度」这一概念联系在一起是不够的，就算这比阿片受体与梯度的数学基础或它与「梯度」这个词的联系更多。仅仅有更多的阿片受体与「意义的梯度」这一新奇概念联系在一起是不够的，就算这比阿片受体与常用术语「意义」的联系更多。当「意义 + 快乐」这两个有价值的概念发生碰撞时，才会让人产生惊叹。\r\n\r\nBiederman 注意到，受体的梯度深入到了联想区，包括旁海马皮质。我们可能还记得，正是在更下游的海马体，我们发现了 [Halle Berry 神经元](https://supermemo.guru/wiki/Pleasure_of_learning#Detecting_surprisal)。为了说明阿片类的快乐和联想的快乐之间的区别，让我们想象一下在美丽的海滩上与 Halle 相遇的情景。当走在海滩上时，我们可能会体验到一股微妙的海洛因般的极乐微风，这来自于我们意识到所处环境非常美丽：「 **我所在的海滩感觉很棒** 」。一旦 Halle 出现在地平线上，视觉分析可能会提供另一股阿片类的快感，这来自这样的信号：「 **美丽的女士正在接近** 」。然后，视觉处理单元可能会把该女士识别为 Halle，这可能会激活 Halle 的皮层表示，这可能是富含阿片的。然而，只有 Halle 和「 **我的海滩** 」的终极联系才会引起重大发现，或许是返祖繁殖的梦想：「 **Halle 和我走在同一片沙滩上！** 」。这就是来自腹侧纹状体和伏隔核的奖励在「喜欢」这种情况中可能发挥作用的环节，而一点[多巴胺](https://supermemo.guru/wiki/Opioid_rewards_may_depend_on_dopamine_signals)可能会触发「想要」的行为程序。由于审查制度，这个「想要」的行为程序的细节已经从这篇文章中删掉了。然而，在高度发达的个体中，该程序的执行将不可避免地被来自其前额叶皮质的[执行信号](https://supermemo.guru/wiki/Executive_function)制止。简而言之，在大脑的愉悦中枢注射多巴胺可能会给大脑带来一些不雅的想法，而阿片肽的释放可能只会带来联想上的快乐。\r\n\r\n学习的乐趣不一定要包括吸引人的异性代表。Halle 出现在我的例子中只是因为 [Halle 神经元](https://en.wikipedia.org/wiki/Grandmother_cell)的发现。要想获得学习的乐趣，所需要的只是想法之间强大而高价值的联想，这种联想要可以激活大脑的愉悦中枢。每当我们学到新的东西时，快乐就会产生，当我们学到一些有价值的东西时，这种惊叹是最强烈的。发现 Biederman 模型的快乐来自于我的[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)对学习的乐趣本身的高估值。高估值带来高回报，这会促进记忆（参见：[多巴胺可能调节学习的可塑性](https://supermemo.guru/wiki/Dopamine_may_modulate_plasticity_in_learning)）。\r\n\r\n### 记忆对学习乐趣的影响\r\n\r\n我还想补充 Biederman 关于脱敏的假设，即反复接触会导致获得的快感减少。Biederman 认为，孩子们喜欢重复性的[电子游戏](https://supermemo.guru/wiki/Videogames)是因为赌博因素。然而，对于成年人，赌博的威力也并未减小。我假设孩子们更喜欢重复学习，是因为[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)。一些重复的快乐可能来自有限的理解，另一些可以简单地通过加速遗忘来解释。理解能力差和健忘是成人大脑和儿童大脑的主要区别。\r\n\r\n我们还应该注意到，复习时快乐的大幅下降不是由于竞争性学习，而是由于[长期记忆巩固](https://supermemo.guru/wiki/Two_component_model_of_memory)，这可能导致信号在系统中高效流动。竞争性学习在模式识别中可能很重要，但在联想学习中，高[可提取性](https://supermemo.guru/wiki/Retrievability)会削弱重复接触带来的快乐。\r\n\r\n### 学习内驱力进化的阶段\r\n\r\n当我假设在人类身上出现了强大的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)时，我脑海中想的是从知识到奖励中枢的直接渠道。这最终将是比 Biederman 模型所暗示的更高水平的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。每次涉及受体时，进化都有一种简单而感恩的材料可用。受体梯度最初是在[猕猴的大脑皮质](https://supermemo.guru/wiki/Opioid_receptors_form_a_gradient_along_a_processing_hierarchy)中发现的。类似的机制可能关系到更简单的大脑，甚至是更原始的失去中枢控制的神经系统。我不知道蚂蚁在想什么，也不知道它有什么感受；但找到一个好的食物来源，肯定是某种蚂蚁乐趣的来源。由此我们可以得出结论，从演化史角度来说，学习的乐趣可能并不比神经系统本身年轻多少。然而，在演变的过程中，这种驱动力建立了新的功能和效率层。似乎只有哺乳动物和一些鸟类具备玩耍的创造力。这个进化过程的最终顶点可能就是人类的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。自然，在某一时刻，这会应用在在思想机器中。了解[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的力量将对人类的生存至关重要：无论是在其对人工智能的需求方面，还是在使人工智能成为反对人类的威胁方面。\r\n\r\n## 合意困难\r\n\r\n「合意困难」这一概念可能会成为容忍在校学习不快的借口。在这里，我会解释为什么这个借口是不公正且危险的。\r\n\r\nRobert Bjork 可能是学习理论方面最好的专家。如果他告诉你在学习中困难是值得的，你会如何想？事实上他是对的，这与「好的学习总是令人愉快」这一事实并不矛盾。合意困难是一群概念的集合体。在这些概念中，学习障碍会促使进一步学习。让我们结合学习的乐趣，将之逐一击破：\r\n\r\n- **[主动回忆](https://supermemo.guru/wiki/Active_recall)** ：主动回忆的效果优于被动复习。主动回忆更难。这是一个合意困难。我们在学习中需要主动回忆，因为这是唯一可以在[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中有效地重新巩固记忆印迹的过程。每当我们在实践中运用知识时，便是在主动回忆。这种运用是令人愉快的，因为它可以提高生产力，这是一种独立于学习之外的奖励。人类单纯地喜欢[实现目标](https://supermemo.guru/wiki/Setting_goals_can_change_your_life)。如果复习是人为计划的，就像在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中一样，它不会产生富有成效的行为，而且很容易失去吸引力。所有成功的 SuperMemo 用户都会把复习与他们的目标联系起来。他们将每一个条目和每一次重复都视为通向更美好未来的一步。然而，并不是所有的用户都有这样的想象力。这就是为什么 SuperMemo 效率惊人，却并没有使人类为之倾倒的原因。\r\n\r\n- **[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)** ：记忆的[可提取性](https://supermemo.guru/wiki/Retrievability)更低时，记忆[巩固](https://supermemo.guru/wiki/Consolidation)更有效。这也可能导致[回忆](https://supermemo.guru/wiki/Recall)更困难。这是一个合意困难。与[主动回忆](https://supermemo.guru/wiki/Active_recall)一样，[复习](https://supermemo.guru/wiki/Review)的奖励来自于知识的使用和生产力。在默认情况下，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中大多数复习能够被成功回忆。难度和快乐之间可能是存在某种联系。同样，只有一小部分用户会发现这个过程是令人愉快的。除他们之外的人通常不会坚持很久便会选择退出。我们告诉所有用户，要让 SuperMemo 变得有趣，否则它不会对你起作用！另见：[知道的乐趣](\r\n\r\n- **渐进复习** ：SuperMemo 提倡按间隔分散学习。从记忆力和创造力的角度来看，在较长的时间把文章分解成各个小部分来阅读会更有效率。同样的道理也适用于看视频或听讲座。这会产生上下文回顾的问题，但这是次要的。不过，它也在创造性阐述方面带来了额外的好处。它还改进了记忆编码、泛化和长期记忆巩固。矛盾的是，这些额外的困难会产生额外的学习效率，使得[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)成为最令人愉快的学习形式之一。\r\n\r\n- **学习情境** ：在回忆提取时更改上下文是一种非常简单有效的合意困难。如果编码正确，提取就会成功，这样更有效，有价值。如果语境变化产生了泛化，优化了记忆编码，学习的有效性就会增加，学习的奖励也会增加。\r\n\r\n- **解决问题** ：解决问题可以是非常愉快的。问题越难，找到解决方案的快乐就越大。解决问题涉及一个学习过程，因为解决问题需要中间步骤：把新知识存储在记忆中。所有这些步骤都是令人愉快的。如果学生在任务中挣扎，长时间没有进展，他就学不到任何东西，也得不到任何奖励。这只能说明这些任务太难了。如果学生没能解决问题，但还是通过中间步骤取得了进展，即使这些步骤没有通向最终的解决方案，他们在此期间也进行了一定的学习，得到了一定的奖励。同样，如果困难是可取的，它将带来奖励。如果不存在奖励，则表明困难是无法逾越的。这种情况下，困难没有意义也不值得追求。\r\n\r\n- **从做中学** ：「从做中学」可能包括玩耍、创意、解决问题等。完成这些任务需要更多的时间，往往也可以带来更好的结果和更多的奖励。\r\n\r\n- **延迟反馈** ：延迟反馈在某些情况下需要更多的时间来处理。简而言之，如果老师不告诉你你做得有多好，你可能会好奇一段时间。这其实有利于记忆。如果真是这样的话，最终的效果将是值得的。\r\n\r\n- **收回帮助** ：我在[「学校压制学习内驱力」](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive#Teacher_problem)中写了关于「收回帮助」的内容。没有得到答案的孩子可能会因此变得好奇。好奇心会增加了学习的奖励。在纠正错误的现实模型方面没有得到帮助的学生，会因为靠自己解决不一致而获得更高的奖励。\r\n\r\n- **其他困难** ：可以改善学习的障碍是无穷无尽的，其中一些可能是因为荷尔蒙的本质，一些可能涉及激励力量。所有这些障碍的共同点似乎是某种形式的更深层次的处理、记忆巩固和改善注意力等等。促使更好学习的障碍也不可避免地要涉及到更好的奖励。\r\n\r\n合意困难不会剥夺学习的乐趣。恰恰相反，它使学习更有效、更有趣。如果难度过高，令人不悦，那么困难就不再可取了。这个简单的等价来自于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的奖励系统的机制。\r\n\r\n请注意，由于合意困难而获得的有效学习的额外奖励不需要与高[学习熵](https://supermemo.guru/wiki/Learntropy)相对应。学习熵是信息通道的度量标准。例如，主动回忆与新颖性无关。它指的是记忆重新巩固。同样，解决问题的部分原因可能来自于实现与学习无关的目标的需要，或者是被获得新知识以外的生产力所激励。\r\n\r\n还要注意的是，几乎所有上述合意困难都内在地交织在[渐进学习](https://supermemo.guru/wiki/Incremental_learning)的过程中。\r\n\r\n## 对学习上瘾\r\n\r\n### 生而成瘾\r\n\r\n我们生来就热爱学习。在[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的那些年里这种热爱通常很快便会消失。我们对学习的热爱持续越久，对大脑、健康和人类的益处就越大。对学习的热爱与上瘾无关。[上瘾](https://en.wikipedia.org/wiki/Addiction)的定义包括强制参与某项活动而产生的不良后果。\r\n\r\n与益处相比，学习的负面副作用是微乎其微的。一定程度的求知欲，甚至[冲动](https://supermemo.guru/wiki/Rage_to_master)，可以进一步促进积极的影响。提高一个人的学习热情是可能的。好的学习是进一步学习的最好的助推器。\r\n\r\n### 学习与赌博\r\n\r\n学习和赌博所涉及的奖励系统之间有着密切的联系。赌博和学习新单词都会以[类似的方式](http://www.cell.com/current-biology/fulltext/S0960-9822(14)01207-X)激活[腹侧纹状体](https://en.wikipedia.org/wiki/Striatum)。这种与赌博的密切联系可能会混淆学习的图景。老虎机上的赌徒学不到多少东西。令人上瘾的电子游戏更好一点。它可以很有教育意义。许多团队游戏成瘾者以前在学校没有取得任何进步，但却能流利地说一口流利的英语。对体育新闻的上瘾也可能涉及到一定程度的学习。我是在非洲国家杯期间才了解到[卡奔达](http://en.wikipedia.org/wiki/Republic_of_Cabinda)的。对 Facebook 更新的上瘾也没有什么不同。它基于预期特定收益的[可变奖励](https://supermemo.guru/wiki/Variable_reward)，然而，它也可能涉及到很大程度的学习。这种学习可能包括八卦、名人新闻、假新闻或实际有用的学习。即使是政治民调更新也会导致上瘾。在希拉里·克林顿和唐纳德·特朗普之间的竞选较量中，民调足够平衡，足以产生扣人心弦的效果。对新民调的强制检查有上瘾的全部特征。然而，这种上瘾可能会带来大量的学习。把赌博和学习分开有赖于学生自己。贪婪的学习是好事。上瘾带来的学习也可能是好的。然而，赌博本身给人类生存带来的价值微乎其微。因此，理解[奖励多样性在预防成瘾中的作用](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)非常重要。\r\n\r\n### 学习与睡眠\r\n\r\n强迫性学习可能会侵占睡眠时间，并可能导致失眠和 [DSPS](https://supermemo.guru/wiki/DSPS) 的流行。拥有强大[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的有创造力的头脑可能会熬夜学习到凌晨。在电灯到来之前，这种对于睡眠模式的违反是困难的，甚至是不可能的。好消息是，[学习内驱力](https://supermemo.guru/wiki/Homeostatic)会随着[网络疲劳](https://supermemo.guru/wiki/Learn_drive)而衰落。我们学习的时间越长，记忆回路的饱和程度就越高。只有睡觉能带来缓解。因此，即使是最贪婪的学习者也会在某些时候变得昏昏欲睡并放弃学习。如果读者因为看小说而通宵，这可能是由于睡眠动力不足，学习减少，以及悬疑小说中典型的[可变奖励](https://supermemo.guru/wiki/Variable_reward)增加的组合。\r\n\r\n### 学习与运动\r\n\r\n我听说过度学习会导致运动减少。那是很糟糕的。然而，我认为不好的学习更有可能产生这种效果。好的学习是快乐的，会激发额外的能量。一个快乐的孩子不应该长时间坐在书前或电脑前。一定有办法发泄能量。也许我们应该说，运动减少是学习成瘾的标志，而良好的学习有神经营养作用，可以让人产生额外的能量以供消耗？\r\n\r\n### 学习的限制\r\n\r\n学习有其代价，而且需要时间。因此学习应该是明智的。然而，好的学习几乎总是一项很好的长期投资。因此我们永远不应该害怕学习上瘾。恰恰相反，我们应该珍惜和推动[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，为快乐的终身学习做准备。\r\n\r\n## 学习的不悦\r\n\r\n当我声称「所有的学习都是令人愉快的」时，我听到了各种的声音，比如「 **我必须通过一场压力极大的考试，这让我获得了很多终身的好知识** 」。这些声音混淆了良好学习带来的快乐和将学习变成许多学生的噩梦的因素带来的不快。这些可怕的因素包括糟糕的老师、苛刻的家长、截止日期、压力、糟糕的睡眠、糟糕的课本、过多的课本等等。\r\n\r\n我听说，如果没有最后期限或学校强加的目标，学习将被电子游戏、小说、电视、业余爱好、运动等所取代。出于许多原因，这可能是对的。这些活动中的某些可能会给人带来学习之外的乐趣。然而，它们也有学习或锻炼方面的益处。一个全面发展的学生会自由地放慢学习进度，把时间分配给有趣的学习或是其他有趣的活动。「慢慢来」可能会带来更多的益处。\r\n\r\n在学习的等式中，良好的学习不可能会产生不快乐。真正的罪魁祸首永远在别处。所有的负面因素都应该加以研究，并消除。\r\n\r\n归根结底，即使存在与考试、证书、职责相关的不愉快，这种不愉快也应该由学生自愿强加给自己。\r\n\r\n **愉快的学习可能会被淹没在压力、坏人、学校、烂教材等共同造成的不愉快中** 。\r\n\r\n## 学习和拖延\r\n\r\n如果学习是最可持续的快乐形式，那么为什么半数学生会拖延呢？这几乎是全体人口的三分之一。\r\n\r\n答案很简单也很重要：学生拖延是因为好的学习有多么令人快乐，坏的学习就有多么令人不快。学校甚至大学的大多数作业都与[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的需要相当不匹配。这样的学习即无效，又令人不快。这些孩子经常在晚上玩电脑游戏，理由是他们 **需要让大脑得到休息** 。我怀疑他们玩游戏时大脑并没有得到休息。他们实际上是在做他们认为令人愉快的工作。这种快乐很大程度上来自于学习新东西。不幸的是，学校里没有给游戏玩得好分配学分，所以家务和娱乐的正弦循环在第二天甚至是家庭作业的同一天就开始了。\r\n\r\n我一直对有那么多学生称自己懒惰感到惊讶。同时，他们可以在体力劳动和脑力劳动方面做到许多艰苦卓绝的壮举，只要这些是令人愉快的或为他们自己的目标服务的。即使是那些在 SuperMemo 中记住了数千条目的人，也经常给自己打出很低的责任心分数。学习的目标可能是模糊的，但即使它们是明确的，输入和已有知识之间的不匹配也会导致严重的不快。如果[学习熵](https://supermemo.guru/wiki/Learntropy)较低，任务可能会很无聊。如果学习熵是负的，任务将令人厌恶。\r\n\r\n高目标估值和不良学习的奖励负值之间的斗争将导致拖延。拖延者经常称自己懒惰，即使他们决不是懒惰的人。\r\n\r\n如果你认为你懒得学习，你需要重新评估手上的学习材料，以及学习方法。即使是稍稍违反[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)，也会扼杀学习的乐趣。\r\n\r\n## 学习和抑郁\r\n\r\n学习带来的快乐，不仅可持续，而且不会让人上瘾。甚至几乎没有副作用，只是需要花时间。此外，好的学习往往令人全神贯注，并能提高[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，来激发更多的学习。这意味着，用学习治疗抑郁，并非无稽之谈。\r\n\r\n### 在学校学习\r\n\r\n如果学习是快乐和奖励的源泉，为什么我们会在学龄儿童中看到[抑郁泛滥](https://supermemo.guru/wiki/Incremental_increase_in_depression)？尽管学校是学习机构，但[更有可能导致抑郁，而不是充当救赎](https://supermemo.guru/wiki/I_became_so_depressed_that_I_stopped_going_to_school)。没有学习的自由，就很难有好的学习。为了让学习变得愉快，它需要由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)推动。它不能是强制性的或胁迫性的，它必须是自由的。\r\n\r\n### 记忆对情绪的影响\r\n\r\n自由学习很有趣，不过，学习能成为应对抑郁的良方，靠的不是乐趣。\r\n\r\n记忆是一个可能引发或抑制抑郁的因素。记忆决定了输入信号在大脑中的传导方式。记忆决定了哪些概念与输入或神经激活有关。记忆决定了我们对汽车经过声音的反应。它可能会唤起愉快假期的回忆，对埃隆·马斯克的灵感的回忆，或者是一场导致所爱之人残废的车祸的回忆。\r\n\r\n要让记忆对情绪产生重大影响，我们需要很多记忆。仅仅坐下来与心理治疗师会谈并了解一些关于大脑、生活或应对策略的关键事实是不够的。使大脑步入健康的轨迹需要数月甚至数年的学习。我们可能建立起固有的乐观或悲观的联想。我们需要数以千计的这样的联结来改变平衡。然而，即使是多年的学习也可能很容易被病理或创伤所颠覆。神经激素可以立即改变大脑的工作模式。神经激素水平的改变会立即使一组可能对情绪产生负面影响的记忆取得优势地位。创伤可以植入记忆，触发新的激活源，以覆盖其他的激活源。换句话说，如果大脑切换了正在运行的轨道，或者产生了一个新的激活源，那么好的记忆可能会变得毫无价值。用学习去缓和关系密切的人的死亡带来的痛苦是几乎不可能的。\r\n\r\n一旦抑郁症发作，受影响的人将面临双重打击。不仅是好的记忆在竭力抵御。不好的记忆开始在周围盘旋，加强它们自己的新轨迹，并占据了上风。大脑对自己重新进行编程，使情绪的平衡朝着错误的方向倾斜。当这个过程变得失控时，我们可能就会面临临床抑郁症。更糟糕的是，抑郁症患者失去了对生活和对学习的热爱。\r\n\r\n学习会打乱这个循环吗？这可能是非常困难的！尊重[昼夜节律周期](https://supermemo.guru/wiki/Natural_creativity_cycle)是恢复脱轨受扰的大脑的第一步。在昼夜节律周期中，需要捕捉创造力的峰值窗口来尝试治疗性学习。学习需要多产、专注、有效和愉快。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)如果不是那么困难的话就太棒了。对于一个在该领域没有技能的抑郁症患者来说，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 不是一剂良药。已经太迟了。试图在糟糕的心理状态下掌握渐进阅读只会让事情变得更糟。这可能会导致对渐进阅读的厌恶。\r\n\r\n如果可以学习，它将起到避难所的作用，这可能有助于抑制负面记忆，建立新的联系。从那时起，构建新知识卷须的过程就开始了。这个应该可以让我们的头脑对世界做出更乐观解释的过程是缓慢而艰苦的。在大多数严重的情况下，可能需要几个月或几年的艰苦工作，且结果无法保证。\r\n\r\n最终的结论是，学习不是万能的，但它可以在治疗中发挥重要作用。最重要的是，通过丰富而有效的学习，患抑郁症的风险可以提前几年避免。学习必须在自由和尊重[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的条件下进行。简而言之， **热爱学习是通向热爱生活的好方法。** \r\n\r\n### 抗抑郁药\r\n\r\n我是医学上的勒德分子（即反对新技术的人）。为了身体的健康，我坚持「 **如果它没有坏，就不要修理它** 」的规则。我避免所有形式的药物干预。我相信[自稳态](https://en.wikipedia.org/wiki/Homeostasis)的力量，干预自稳态会带来危险。我用的最烈的药是咖啡和啤酒。我甚至不用阿司匹林。最令我沮丧的是滥用抗生素、止痛药、安眠药和抗抑郁药。我距离上次服用抗生素已经有几十年了。时间长得足以忘记。如果有必要，我会在临终床上用一把。所有药物都有其合法用途，抗抑郁药也是如此。因为它们导致受体下调，一旦服用，就会使神经递质状况变得更糟。这通常意味着，服用该药物越多，就需要服用越多以免受挫。然而，在严重的临床抑郁症病例中，药物可能会阻止失控的过程。它们可能会保护大脑免受自我伤害。一旦抑郁症患者开始失去脑细胞，康复之路就会变得漫长而坎坷。抗抑郁治疗如果有效的话，其开始的那一刻是把学习当作治疗方式的最佳时机。只要大脑愿意继续，学习就可以启动那些微妙的知识卷须，这些卷须会与现实挂钩，产生痕量[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。在理想的情况下，停药后，学习内驱力应该会存活下来，开启逆抑郁过程：学习的正反馈、创造力、良好的睡眠和良好的情绪。这并不容易，但非常重要。如果药物治疗是唯一能改变患者生活的事情，那么它只会作为病理过程的突破口发挥作用。它不会使大脑处于比问题开始之前更好的状态。改进需要积极努力。没有健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，就不会开始建立积极的记忆。\r\n\r\n### 学习内驱力和乐观\r\n\r\n蹒跚学步的孩子的学习内驱力似乎最旺盛。难怪健康的孩子天生乐观。乐观与[学习内驱力](https://supermemo.guru/wiki/Learn_drive)之间存在关联。在神经化学的基础上，快乐的心灵可能充当着学习内驱力的能量源。悲观肯定会起到抑制或过滤的作用，阻止[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的表达。从这个意义上说，悲观的心态可能会掩盖学习内驱力。在抑郁时，学习内驱力可能会完全消失。难怪 [Robert Sapolsky](https://en.wikipedia.org/wiki/Robert_Sapolsky) 博士称抑郁症是世界上最糟的疾病。\r\n\r\n似乎出现了一种共识，认为学校是青少年（以及在后来的生活中）抑郁的主要成因。机制尚不清楚，但[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)和抑制[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可能是致病的关键。\r\n\r\n### 学习可以帮助你吗？\r\n\r\n如果你正在读这篇文章，但不确定学习能不能帮到你，那就问问自己这个问题： **你今天心情好吗？** 如上所述，当你渐入低迷并寻找解决方案时，你的解读会更加阴暗，你可能会觉得这篇文章不够令人安慰。记住激活能量的概念：你需要迈出一小步才能开始，然后你就可能会被一大堆有趣的东西所吸引。\r\n\r\n如果你今天没心情学习量子力学，那就从琐碎的名人新闻或体育新闻开始吧。学习一点总比完全不学好！或者，如果琐事让你更加沮丧，请读一读[这篇 Susan Engel 写的关于学习和抑郁的有趣文章](https://supermemo.guru/wiki/Susan_Engel：_Learning_is_anti-depressant)。\r\n\r\n## 教育优化：全局还是局部？\r\n\r\n把快乐当做教育的指路灯有风险吗？\r\n\r\n### “完美”的教育模型\r\n\r\n在漫长的学校教育中，我们慢慢形成了一个完美的学术学习过程的想象模型，在这个模型中，我们[设置长期目标](https://supermemo.guru/wiki/Setting_goals_can_change_your_life)，追随[课程](https://supermemo.guru/wiki/Curriculum)，掌握重要知识，并达到这样的地步：我们获得了大学学历，在特定领域拥有坚如磐石的知识，并学到了在社会中有效协作所需的广泛常识。我们在学校系统待的时间越长，就越难退一步，对这种模式产生客观的看法。矛盾的是，对于那些在学校表现出色并开始相信自己已经成功的人来说，验证这一模式反而是最困难的，这要归功于这种完美的学术学习模式。聪明人在学校遭受的痛苦较少，因此，他们对学校系统的问题考虑得较少。成功的学生会将这种模式内化，并通过为子孙后代提供相同的固定路径来使其永久化。\r\n\r\n **我们通过[课程](https://supermemo.guru/wiki/Curriculum)设计学生知识的模式是错误的！** 「完美学校」模式把功劳放在系统和老师身上，而所有实际的学习都应该归功于学生。当孩子们成批地失败时，我们往往会责怪孩子或他们的父母，而一小部分成功的学生会继续梦想自己的孩子享有完美学校模式，并不断将这种模式推广到不幸的人身上。\r\n\r\n### 基于学习内驱力的优化\r\n\r\n与课程不同的是，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)背后的优化机制在人类进化过程中已经得到了完善。它能够推动个人知识达到解开科学或工程的所有复杂性所需的水平。在强制学校教育到来之前，人类已经实现了开始[启蒙运动](https://en.wikipedia.org/wiki/Age_of_Enlightenment)或[工业革命](https://en.wikipedia.org/wiki/Industrial_Revolution)所需的所有可以想象的突破。[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)原本是要帮助“未开明”的群众提升到一个新的高度，但却越来越多地将自己推向了以压制创造性思维取代启蒙的最优化角落。\r\n\r\n### 设计孩子的心智\r\n\r\n我一直从受过高等教育和非常聪明的人那里听到这样的话：教育太重要了，不能让它依赖于自学或盲目的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。显然，教育是如此重要，我们应该用最好的科学工具和最好的专家在全球范围内规划和设计它。当我全神贯注于高效学习时，在我真正开始思考教育系统之前，我也怀着同样的信念生活。 **默认** 听从专家意见是很自然的。\r\n\r\n受过高等教育的人经常会说这样的话：\r\n\r\n- **儿童无长远规划能力，因此需要为其设置课程** \r\n\r\n- **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是一种局部优化，而我们需要的是全局规划教育** \r\n\r\n- **追随学生的兴趣是灾难的秘诀：他们最终都会沉浸在麻痹大脑的[电子游戏](https://supermemo.guru/wiki/Videogames)中** \r\n\r\n问题是，教育的全局优化中，设定的绩效目标正在变得越来越严格。全局优化一直在使用同样低效的学习工具，却想要把更多「必要」的知识装入学生的头脑中。对数百万学生来说，结果是悲惨的。虽然斯大林的全局优化使苏联实现了巨大成就，但却是市场经济以其简单的优化算法将西方世界提升到了新的高度。参见：[现代学校教育就像苏联经济](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy)\r\n\r\n目前采用的教育优化以知识测验作为学生表现的衡量标准，但这使得学生依靠死记硬背和短期记忆在较短的时间内取得更高的成绩。结果，它不断失去对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的控制。国家之间的竞争也采用表现测试。我们不是针对实际的长期知识进行优化，而是针对学生头脑中的知识周转速度进行优化。其结果是，学生们不高兴，他们学到的知识相对于投入的时间和实际的人类潜力来说微不足道。\r\n\r\n### 依靠涌现\r\n\r\n教育优化可以运用[涌现](https://supermemo.guru/wiki/Emergence)这一概念。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是知识自组织的一种机制，它不需要[老师的努力](https://supermemo.guru/wiki/Push_zone)，也不需要孩子的痛苦。自然的学习可能需要很长时间，但它是令人愉快的。健康的孩子不介意整天学习，只要这是他们自己选择的学习。\r\n\r\n有关基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的学习的局部优化，我们应该牢记两个重要事实：\r\n\r\n- 不依靠[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，就没有好的学习。所有凌驾其上的尝试都会被人类记忆大量拒绝\r\n\r\n- [学习内驱力](https://supermemo.guru/wiki/Learn_drive)为学习过程带来了令人惊叹的高效长期优化。人类在 1850s 之前的几乎所有成就都是在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的指导下完成的\r\n\r\n怀疑论者会注意到，自从引入强制学校教育以来，人类进步加快了。他可能是对的。然而，自从 40 亿年前第一批生命出现以来，我们就一直在加速进步（译者按：可参考「加速回归定律」）。我认为 Guttenberg 和 [Tim Berners-Lee](https://supermemo.guru/wiki/Tim_Berners-Lee) 比可敬的 [Johann Julius Hecker](https://en.wikipedia.org/wiki/Johann_Julius_Hecker) 对这种加速的贡献更大。\r\n\r\n基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的局部优化非常不直观。创世论科学来自于对自然选择机制的一种类似的非直觉感受。基于随机变异的局部进化优化怎么会给一个人带来奇迹呢？来自上帝之手的全局设计/优化/指导似乎是不可避免的。如今，相信创世论科学的人越来越少，然而，绝大多数人不知道[学习内驱力](https://supermemo.guru/wiki/Learn_drive)背后的机制是什么，为什么忽视了它是[普鲁士教育系统](https://en.wikipedia.org/wiki/Prussian_education_system)的主要问题。\r\n\r\n### 树木生长比喻\r\n\r\n如果有足够的时间和机会进入知识丰富的环境，不需要教育系统，个人的知识就会成长为一个庞大、全面且[连贯的知识体](https://supermemo.guru/wiki/Coherence)。所有自由、健康的个人都是如此。这棵树的大小和质量可能取决于一个人的个性、兴趣和智力发展的起点。然而，教育的一个主要误区是，知识的有机增长导致了多重偏见和[被忽视的区域](https://supermemo.guru/wiki/Ban_on_homeschooling)。据称，这些盲点比接受多年教育后留下的盲点要大。由于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的计算能力，和[涌现](https://supermemo.guru/wiki/Emergence)现象，情况正好相反。我喜欢的一个解释[学习内驱力](https://supermemo.guru/wiki/Learn_drive)力量的比喻，是树木的生长。\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n人类个人知识的自然生长可以比作一棵树的生长。树枝[分生组织](https://en.wikipedia.org/wiki/Meristem)中的单个细胞对这棵树及其总体生长目标知之甚少。分生组织遵循简单的激素、生化或生物物理规则（如顶端优势）。那些引导植物向光生长的简单规则是高效的，树可以漂亮地塑造树冠。它还可以与其他物种有效地组织成一个树冠。重力是处理问题的最佳方法。营养物质的重新分配很容易。对光的吸收极佳。所有障碍物，例如其他树木、岩石或灯柱，都很容易处理。类似的机制确保了植物根系的有效生长。大脑中的生长锥萌发新的神经连接时也采用了一套简单的局部规则。\r\n\r\n知识之树遵循相似的原则工作。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)机制确保每一片记忆的叶子都渴望新发现的曙光，并朝着灵感的方向发芽。局部而言，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可能看起来简单而盲目。在全局范围内，我们成长为拥有支持社会中所有重要人类功能所需的博学知识的伟大个体。自学的大脑可以适应任何环境，可以实现所有可以想象到的人类目标。\r\n\r\n正如树木需要水、二氧化碳、一些营养物质和光线一样，大脑也需要能量、丰富的投入和不受约束的自由。所有强制监管的尝试都会抑制[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，令知识之树无法自行发芽生长\r\n\r\n另一个有助于解释在建立[连贯](https://supermemo.guru/wiki/Coherence)知识的过程中的[涌现](https://supermemo.guru/wiki/Emergence)现象的比喻是[知识结晶比喻](https://supermemo.guru/wiki/Knowledge_crystallization)：\r\n\r\n[[img [Crystallization metaphor of schooling and unschooling|https://supermemo.guru/images/thumb/8/8a/Crystallization_metaphor_of_schooling.png/500px-Crystallization_metaphor_of_schooling.png]]](https://supermemo.guru/wiki/File:Crystallization_metaphor_of_schooling.png)\r\n\r\n> **图：** 在 **完美的学校教育** 中，我们创造了完美的知识结晶。在大学，我们增加了额外的专业知识结晶。然而在现实中，学习看起来并不那么完美。对于大多数孩子来说，知识永远无法建立足够的[连贯性](https://supermemo.guru/wiki/Coherence)，并且由于[知识干扰](https://supermemo.guru/wiki/Interference)（即快速[遗忘](https://supermemo.guru/wiki/Forgetting)）而分崩离析。因此，在 **真正的学校教育** 中，知识逐渐达到一定的数量，并从那时起一直在不停地翻滚，却在[稳定性](https://supermemo.guru/wiki/Stability)或[连贯性](https://supermemo.guru/wiki/Coherence)上几乎没有进步。相比之下，在 **自由学习** 中，知识的获取是混乱和不均衡的。但是，只要是基于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，所获取的知识总量是非常庞大的。知识的单个晶体相互碰撞，形成[一致性](https://supermemo.guru/wiki/Consistency)和[连贯性](https://supermemo.guru/wiki/Coherence)。这反过来又有助于[稳定性](https://supermemo.guru/wiki/Stability)和知识的进一步整合。到了大学时，就数量而言，自由学习者应该比普通学生知道的要多得多。自由知识有多个强项，也有多个弱项。然而，它在[连贯性](https://supermemo.guru/wiki/Coherence)方面更具优势；因此它在[问题解决](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)中更适用\r\n\r\n### 局部优化\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的局部优化使得人的能力与个人的环境和目标之间实现了完美匹配（参阅：[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。试图从全局层面优化学校教育抑制了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，在将个人与他们的工作相匹配时遵从被压抑的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，并产生了一个不愉快的社会，在这个社会中，大多数人渴望朝九晚五的舒适工作，而领导力、学习和责任都被委派给其他人。[民主学校](https://supermemo.guru/wiki/Democratic_schools)的情况则相反，它依靠自学培养出自我决定、自我实现和自力更生的人，做好准备去接受他们所选择的兴趣领域的任何挑战。\r\n\r\n在史蒂夫 · 乔布斯历史性的毕业典礼演讲中，他开玩笑说，在被诊断出癌症之前，他不知道胰腺是什么。显然，他盲目的学习内驱力，让他丰富的知识缺了一块。即使这是真的，我也绝不会用史蒂夫 · 乔布斯和他的毕生杰作，来换取几次失败的局部优化学习。他[鼓舞人心的演讲](https://www.youtube.com/watch?v=D1R-jKKp3NA)的要点之一，就是跟随自己的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。用他的话说，「[ **成就大事的唯一途径，就是热爱自己在做的事** ](http://news.stanford.edu/2005/06/14/jobs-061505/)」。数百年来，没有智者不会讲述这条真理。\r\n\r\n### 全局优化可能实现吗？\r\n\r\n[全局优化](https://en.wikipedia.org/wiki/Global_optimization)为所有输入寻找最优方案。 **学习的全局优化** 是在教育部门级别进行的，例如，通过[共同核心标准](https://supermemo.guru/wiki/Common_core)和[标准化测试](https://supermemo.guru/wiki/Standardized_testing)等工具。作为全局优化基础的是一个有缺陷的推理：我们可以设计一个孩子的大脑。试图预测孩子未来的父母也会进行全局优化。\r\n\r\n我们能提前决定孩子的未来吗？如果让父母在全局范围内选择最优的未来，律师和医生会过量。失意的大学辍学者也会过量。如果政府提供一点帮助，在孩子很小的时候最优地分配工作，我们最终会得到 [1984](https://en.wikipedia.org/wiki/Nineteen_Eighty-Four) 的一种变种。很少有孩子愿意在 6 岁时发现自己未来注定当簿记员或木匠。工作的选择显然应该基于爱和激情，而不是政府命令。\r\n\r\n那么，也许应该允许孩子们在全局范围内进行优化？这也行不通，最终摇滚音乐家、专业电子游戏玩家和足球运动员会过剩。\r\n\r\n这与通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)进行的优化形成了对比，后者几个世纪以来提供了人类最好的成就。\r\n\r\n那么[课程](https://supermemo.guru/wiki/Curriculum)就是在通向全局最优的道路上试图找到一个中间最优。用课程去指导什么是值得了解的似乎是一个好主意。当孩子或老师对学习缺乏热情时，他们可以参考课程。不过，如果[学习内驱力](https://supermemo.guru/wiki/Learn_drive)已经在超速运转，就不必放慢速度。孩子可能永远也学不会酒精的危害吗？不太可能。另一方面，我不知道有什么课程会教孩子们如何使用[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。我可能有偏见，但我肯定会把这项技能放在死记硬背 Kawalec 或[采迪尼战役](https://en.wikipedia.org/wiki/Battle_of_Cedynia)（取自我自己的课程）的要求之前。如今，我很欣赏已故的 Julian Kawalec。然而，当权党当局强制要求我阅读他的小说，是我在学校遭受折磨的一个来源。你可能想知道 Kawalec 是谁。我很乐意告诉你，但维基百科上已经有一篇关于他的成就的文章了（[只有波兰语版](https://pl.wikipedia.org/wiki/Julian_Kawalec)）。\r\n\r\n如果你对照课程测试学生的知识，很容易发现他们仅仅掌握了全局优化计划的一小部分。此外，他们通过自学获得了大量关于这个世界的其他知识。这导致了「学校教育是好的」的错觉。如果课程不是义务的，教师有更多的改编空间，知识量及其连贯性都会增加。连贯性和速度是自学的两个标志。更少的孩子可能会选择解二次方程，但他们会用大量其他他们认为重要的技能来填满这一空白。所有那些计划以 [STEM](https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics) 为职业生涯的人迟早会学到二次方程。其他的人则会回到当前的默认状态，即学习公式然后很快忘记它们。大多数人不知道如何解二次方程。很少有人知道二次方程的目的。课程中的方程式增加了痛苦和知识的成本，而这些知识本可以是大脑在快乐的状态下伺机有效获得的。\r\n\r\n如果不可能实现全局的长期优化，那么课程计划形式的中间步骤就不那么复杂了。但它们仍然偏离了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)所决定的最优状态。\r\n\r\n有效优化的唯一方法是让[学习内驱力](https://supermemo.guru/wiki/Learn_drive)确定发展轨迹，辅以父母、导师、同龄人、陌生人、社交媒体、维基百科、谷歌等的温和推动。优化教育必须遵循 **[学习的基本规律](https://supermemo.guru/wiki/Pleasure_of_learning#fundamental_law_of_learning)** （接下来说明）。\r\n\r\n## 学习的基本规律\r\n\r\n大多数人都知道学习可以是快乐的。然而，很少有人意识到这一事实对[教育的未来](https://supermemo.guru/wiki/Education_reform)有多么重要。\r\n\r\n只有神经科学中源源不断的宝贵发现才能帮助我们认识到学习乐趣的根本重要性。奖励过程从[感知](https://supermemo.guru/wiki/Biederman_model)层面开始，通过联想学习，到[创造力](https://supermemo.guru/wiki/Natural_creativity_cycle)，乃至[问题解决](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)，直至实现目标的最终快乐。在每个中间阶段都有奖励智力活动进展的快乐信号。\r\n\r\n我也迟迟不能理解快乐的力量。在 1991 年，[我们](https://supermemo.guru/wiki/SuperMemo_World)曾保守地写道： **「有一种确定的方法可以判断一个学生是否会在工作中取得成功。如果他在长期的学习过程中找到了乐趣，他肯定会做得非常好」** （参见：[SuperMemo 十诫](http://www.super-memory.com/articles/decalog.htm)）。今天，我们意识到快乐与神经网络中所有形式的学习是如此内在地联系在一起，以至于它成为衡量学习进展的最佳标准之一。\r\n\r\n这使得阐述 **陈述性学习的基本规律** 成为可能：\r\n\r\n **没有快乐，就没有好的学习。** \r\n\r\n当然，这个规律需要被证明是准确的。好的陈述性学习会带来快乐。这一事实可能会被一些因素所掩盖，例如，一些好的学习会隐藏在[大量的毒性学习](https://supermemo.guru/wiki/Unpleasant_learning_at_school)之中。快乐本身并不是学习的保证。我们发现的事实可能令人忧心。一些陈述性学习可能发生在不愉快的条件下（例如在条件化恐惧下）。经典的条件反射常常伴随着疼痛。临床抑郁症会阻碍一个人骑自行车的倾向，但不会破坏骑自行车时发生的程序性学习。\r\n\r\n陈述性学习的基本规律只是简单地说明了，获得满足[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的高质量知识将产生奖励信号。没有这个信号就表明缺乏学习。枯燥的事实可以毫无乐趣地进入短期的陈述性记忆，但如果没有学习的奖励，这些事实就不会依附于可靠的现实模型。这些事实很可能会被健康的[遗忘](https://supermemo.guru/wiki/Forgetting_curve)系统快速地从记忆中消除。更糟糕的是，[糟糕且持久的印记可能会入侵未来的人生](https://supermemo.guru/wiki/Toxic_memory)！记忆中任何连贯的模型的出现，都不可避免会产生奖励信号。\r\n\r\n如果你碰巧把痛苦强加给自己，你需要重新考虑你的策略。你可能需要放慢脚步，或者回到基础，学习心智和[睡眠科学](https://supermemo.guru/wiki/Natural_creativity_cycle)的规则，管理你的[压力](https://supermemo.guru/wiki/Stress_resilience)，学习 [20 条制卡规则](https://supermemo.guru/wiki/20_rules)，或者可能尝试一下[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)。就算你不顾痛苦地坚持，你也得不到好的结果。[格拉德威尔的一万小时法则](http://www.newyorker.com/news/sporting-scene/complexity-and-the-ten-thousand-hour-rule)也需要经过（学习的基本规律的）认证。没有一位小提琴演奏家是仅仅通过数千小时的练习之苦而脱颖而出的。就像学习一样，伟大的音乐是爱的产物。\r\n\r\n另一方面，这个世界上的大多数学生都不是苦于自己的过错。糟糕的学习是上面强加给他们的！\r\n\r\n **全世界的学生团结起来！** 你不再需要忍受学习的痛苦。如果你受苦，你有抗议的基本学生权利。如果你受苦，一定是哪里出错了！你可以停止学习！如果有人要求你学习，你却不喜欢，你可以反击，要求快乐的学习！这不是你精英享乐主义的弱心要求。这是理性的要求。 **没有快乐就没有学习！** 你的受苦是浪费时间，浪费健康，浪费人类全球资源！见：[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n[[img [Learn drive vs. School drive|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/500px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> **图 ：** 学校就是这样摧毁了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意去追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 帮助形成了简单的、助记的、[连贯的](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了学生形成复杂且容易受到[干扰](https://supermemo.guru/wiki/Interference)的短期记忆。在 **学习内驱力** 和 **学校外驱力** 通路之间的[竞争性抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，记忆新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，带来学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力导致的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致学习内驱力和学校外驱力的竞争，并最终压制一方而助长另一方。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会助长[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加的惩罚会助长[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统将定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去了对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是，成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)查看最新的版本\r\n\r\n## 总结：学习的乐趣\r\n\r\n- 人脑自然会了解环境中的「有趣信息」\r\n\r\n- 学习和发现新事物给人以奖赏感\r\n\r\n- 许多教育工作者认同这个危险的迷思：会引起不快的学习仍然可能有效\r\n\r\n- 获取新知识时，惊喜十分重要\r\n\r\n- 可预测性和惊喜都可能增加信息渠道的吸引力\r\n\r\n- 信息渠道的吸引力取决于前置知识\r\n\r\n- 向大脑传递信息，必须考虑到大脑的前置知识。所以，传授知识（例如通过班级授课）很难适用于所有人\r\n\r\n- 信息渠道的吸引力取决于传递速度和处理速度\r\n\r\n- 学习中信息传授的速度和复杂度必须根据个人需求量身定做\r\n\r\n- 对新的高价值联想记忆进行编码的同时，学习者也在向大脑的奖励中枢传递信号\r\n\r\n- 学校教育中的信息渠道无法实现个性化，因此缺乏奖励\r\n\r\n- 学习提供的快乐是独特而持续的，可能具有治疗效果\r\n\r\n- 由于系统性原因，学校教育通常无法依照儿童的兴趣而开展\r\n\r\n- 学校本质上匮乏奖励，这是学生普遍厌恶学校“学习”的主要原因。\r\n\r\n- 破坏学习的乐趣，也就促成了不愉快的社会\r\n\r\n- 陈述性学习的基本规律是： **没有快乐，就没有学习！** ", + "type": "text/markdown", + "caption": " 学习的乐趣\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Pleasure of learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Plezuro de lerno.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Plezuro de lerno.json" new file mode 100644 index 0000000..0c87b3c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Plezuro de lerno.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Plezuro de lerno", + "text": "# Plezuro de lerno\r\n\r\nAnglalingva originteksto: [Pleasure of learning - supermemo.guru](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n## La ĉefa problemo en edukado\r\n\r\nLa ĉefa problemo rilate edukon estas la kredo, ke lernado povas kaŭzi malpllezuron, kaj ke ĉi tiu malplezuro devas esti [eltenata](https://supermemo.guru/wiki/The_grind_is_the_glory) (en lernado) por atingi pli da lerno.\r\n\r\nEstas multegaj edukistoj, kiuj kredas, ke lernejo devus tiel labori: ĝi estas malplezura sed nur necesas fari ĝin. En ĉi tiu ĉapitro, mi klarigos, ke la malo estas vera:\r\n\r\n **Bona lerno estas plezura en esenco, kaj sen plezuro ne ekzistas bona lerno.** \r\n\r\nLa malplezura miskredo estas tiel disvasta, ke eĉ bonaj instruistoj kredas, ke doloro estas parto de lerno.\r\n\r\nEn ĉi tiu ĉapitro, mi montras, ke la plezuro de lerno estas enradikiĝita en la cerbo, kaj kiel ni sisteme detruas ĉi tiun [donacon de evoluado](https://supermemo.guru/wiki/Education_counteracts_evolution) kostante nian sanon, lernon, kreemon, kaj finfine estontecon de homaro.\r\n\r\nLa ĉefa problemo de eduko estas ankaŭ unu el la ĉefaj problemoj de la socio. Detruante la plezuron de lerno ni forte intensigas la detruon de la plezuro de vivo. Ni konstruis edukan sistemon, kiu igas milionojn da homoj vivi en malfeliĉo.\r\n\r\nEble vi estas skeptika pri miaj vortoj, ĉar la miskredo de malplezura lerno estas potenca krom-efiko de [lernejado](https://supermemo.guru/wiki/Schooling). Tial ĉi tiu ĉapitro estas provo konvinki vin. Kaj ĉio, kio necesas por forĵeti ĉi tiun miskredon, estas kompreno de la simpla mekanismo——kiel nova scio estas formita en la cerbo.\r\n\r\n## Lerna interna volo kaj entropio\r\n\r\nLa koncepto de entropio estas helpebla por kompreni kial plej multaj infanoj ne lernas multon en la lernejo.\r\n\r\nVi eble povas memori de via fizika klaso ke entropio estas mezuro de malordo, kaj ke la dua leĝo de termo-dinamiko deklaras ke la entropio de izolita sistemo kiu neniam malpliiĝas. Ĉi tiu estas la speco de seksece alloga leĝo de fiziko, kiun ni ofte emas memori travive. Ĝi estas [universale aplikebla](https://supermemo.guru/wiki/Applicability). \r\n\r\nEkzistas frata koncepto en informa teorio nomita [Shannon-a entropio](https://en.wikipedia.org/wiki/Entropy_(information_theory)). Ĝi povas esti komprenita kiel la averaĝa valoro de informo transdonita de la fonto. Ekzemple, prenu kanalon kiu senĉese elsendas ĉenon de identaj literoj en senfinecon (ekz. ĉeno de Aj: \"AAAAAA...\"). Ĝi estas tute antaŭvidebla kaj portas entropion de 0. Ni ne lernas el tia kanalo.\r\n\r\n[Claude Shannon](https://en.wikipedia.org/wiki/Claude_Shannon) proponis la koncepton de informa entropio en 1948. Baldaŭ poste, sciencistoj supozis ĉu la entropio de informkanalo povas havi potencan efikon, kiu determinas kiel la cerbo sentas kaj taksas la valoron de la kanalo. En 1957, [Meyer supozis](https://supermemo.guru/wiki/Music_and_entropy) ke la entropio de muziko determinas la senton de ĝia beleco. Li konkludas ke pli alta entropio povas rezultigi subjektivan streĉitecon, kiu rilatas al pli signifaj muzikaj momentoj.\r\n\r\nLa pensado de Meyer estis [poste subtiligita](https://supermemo.guru/wiki/Impact_of_syncopation_on_the_pleasure_of_music) por pli bone kompreni la percepton de muziko kaj informoj ĝenerale. Estas pli al muziko ol nur informoj. Ĉi tio estas videbla per la fenomenoj de kanto ĝoja kaj amuza por multaj listoj. Sed ĉi tio malofte okazas ĉe libroj.\r\n\r\nMuziko estas universala mesaĝo. Se oni donas al vi elekton de radiokanalo, vi rapide malagordas de brua statiko kaj vi ankaŭ ne tro emocias pri nula entropia silento. Tamen, plej multaj homoj respondos pozitive al regula tamburo. Dum ĝia ludado ne estas tamburita sur rompita vitro, kiun ni tendencas malŝati, ni trovas radiokanalon kun regula tambura tamburado pli interesa ol silenta. Ĉi tio nature daŭras nur iom da tempo, ĝis la tambur-frapo mem fariĝos enuiga kaj tro antaŭvidebla.\r\n\r\nHodiaŭ ni povas finfine testi la respondon de la cerbo al informa entropio. Neŭro-bildigo montras ke la [antaŭa hipokampo respondas al la entropio de vida riveriĝo] (https://www.ncbi.nlm.nih.gov/pubmed/15896570), kaj similaj trovoj estis konfirmitaj por la [ventra striato] (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3403290/). Tial ni nun estas certaj, ke la cerbo respondas al informa entropio. La entropia sensilo estas grava en skanado de la medio por lernŝancoj. Ĉi tio estas la preludo al la rekompenco kiu subestas la [lernan internan volon](https://supermemo.guru/wiki/Learn_drive).\r\n\r\n## Antaŭa scio en informa serĉo\r\n\r\nNi devas distingi inter informo kaj signifo. Entropio ne estas bona mezuro de ĉi-lasta. La mezuro de signifo devas enhavi la cerbon mem aldone al la informkanala metriko. Antaŭa scio estas esenca en lernado. Imagu, ke en via serĉado de interesa kanalo en la radio, kie vi trovas novaĵ-servon. Se la servo estas liverita en la Taja kaj vi ne parolas la Tajan, vi preferos servon liveratan en Esperanto. En informsenco, novaĵkanaloj povas havi la saman entropion, tamen via antaŭa scio igos vin elekti la Esperantan kanalon. Dum la tajlanda kanalo liveras fluon de sonoj, la Esperanta kanalo liveras fluon de [konceptoj](https://supermemo.guru/wiki/Abstract_knowledge). Sen kompreno de la scio de la ricevanto, informa entropio malmulte diras al ni. Ni ne povas determini signal-bruo-proporcion.\r\n\r\nĈiu aŭskultanto havos sian propran preferan nivelon de informa entropio. Por la plej multaj muzik-amantoj, la regula ritmo de disko aŭ tekno estos iom pli interesa ol la izolita ritmo de tamburo. Ĉi tiu speco de muziko portas pli altan averaĝan nivelon de informo. Por pli altnivela aŭskultanto iom da sinkopo estos bonvena. Tamen, sinkopo postulas gradon da antaŭa lerno. Tiuj kun pli malgranda scio pri muziko povas esti konfuzitaj kun pliigita ritma komplekseco. Se estas tro da informoj en la takto ĝi [eble ne plu estos taŭge danci laŭ la muziko](https://supermemo.guru/wiki/Impact_of_syncopation_on_the_pleasure_of_music). Al mez-nivela orelo, la geniulon de Wynton Marsalis povas esti malfacile perceptebla. Supra breta ĵazmuziko estas rezervita por nur malgranda frakcio de altnivelaj aŭskultantoj; por la plej granda parto de la popolo, kiam la komplekseco pliiĝas, la muziko malrapide disiĝas en la direkton de radio-statika.\r\n\r\n## Entropi-detektiloj en la cerbo\r\n\r\nLa cerbo ne povas efike detekti la entropion de la signalo trafanta la retinon aŭ la timpanon. Kiel pikseloj de ekrano, retinaj ĉeloj ne konscias pri tio, kion ili montras. Se la detektilo, ekzemple la hipokampo, devas lumiĝi en respondo al entropio, ĝi devas funkcii sur la enigaĵoj de la entorhina kortekso (t.e. la enigaĵo al la hipokampo mem). Tiuj enigaĵoj prezentos la signalon post alta grado da pretigo. Anstataŭ pikseloj, ĝi povas prezenti koncepton. Alta entropia signalo ĉe la sensaj enigaĵoj perdos la plej grandan parton de sia brua konsistigaĵo frue en la procezo de neŭra elekto, kompletigo kaj [ĝeneraliĝo] (https://supermemo.guru/wiki/Generalization). La signalo-bruo-proporcio determinos kiom da informoj estas perditaj. Ju pli granda la bruo, des pli granda la perdo. Ju pli saĝaj ni estas, des pli elektema estos ĉi tiu prilaborado kaj des pli da informoj estos perditaj en tiu stadio. Tio estas bona. Ni iĝas blindaj al detaloj. Ŝablono-rekono agos kiel determinisma funkcio, kiu de difino, rezultigas falon en entropio. Kompleksaj ŝablonoj povas fariĝi simplaj konceptoj. Tiuj konceptoj disponigos la faktan enigaĵon al la detektilo, ekz. la hipokampo.\r\n\r\nNotu, ke la vida fluo produktita en eksperimentoj kiuj pruvas la [respondon de la hipokampo por signali entropion](https://www.ncbi.nlm.nih.gov/pubmed/15896570) havas tre altan [simbolan naturon](https:/ /supermemo.guru/wiki/Abstract_knowledge). Tiel, la riveriĝo perdos multe malpli da informoj en traktado. Tiu tre simpligita kaj [konceptigita](https://supermemo.guru/wiki/Generalization) mesaĝo estos skanata por surprizo kaj provizos gvidon al la tuta sistemo de [lerna interna volo](https://supermemo.guru/wiki/Learn_drive) . Tial, en ĉi tiu kazo, la hipokampo ŝajnas respondi al eniga entropio.\r\n\r\nĈi-supra rezonado klarigas kial kaj malaltaj kaj altaj entropiaj sensaj signaloj povas esti neinteresaj. Post grado da pretigo, alta entropia signalo povas perdi sian tutan bruon kaj liveri malaltan entropian enigaĵon al la hipokampo. Ni tiam observas la iluzion de \"optimum-entropia\" nivelo ĉe sensa enigo. Ni bezonas novan koncepton, **[lerna entropio (aŭ lern-entropio)](https://supermemo.guru/wiki/Learntropy)** , kiu helpos nin precize determini la allogecon de la signalo. lern-entropio devas konsideri la altan gradon de traktado de informoj antaŭ ol ĝi povas aktivigi rekompenc-centrojn en la cerbo. Lern-entropio estas diskutota [poste](https://supermemo.guru/wiki/Pleasure_of_learning#Learntropy) en ĉi tiu teksto.\r\n\r\n## Rapido de informa traktado\r\n\r\nSub-aprezita faktoro por sensi informa skanado estas la rapido de informa traktado en la cerbo.\r\n\r\nPor ĉiu muzikaĵo, ekzistas tolerebla lista amplekso, kie la beleco de la muziko estas aprezata. Alt-rapida reprodukto povas esti ĝena kaj la muziko povas fariĝi malfacile malkodebla, ĉar la alta rapideco superas nian traktan povon. La sama muzikaĵo malrapidigita povas rapide perdi sian allogon. La sama okazas en parolado aŭ en klasĉambra prelegado. Por la samaj informoj kaj la sama entropio-nivelo, ni povas plenumi tre malsamajn nivelojn de signala allogeco. Ĉiam estas optimuma rapideco de livero kaj tiu rapideco dependas de ĉiuj aliaj faktoroj kiuj funkciigas la [lernan internan volon](https://supermemo.guru/wiki/Learn_drive), inkl. antaŭa scio. Tial rapido de livero estas tre individuo-dependa.\r\n\r\nMi ŝatas aŭskulti prelegojn je 1.4x rapido. Mi uzas 1.3x por pli ambiciaj pecoj. Mi tamen neniam rapidigas [Fareed Zakaria](https://en.wikipedia.org/wiki/Fareed_Zakaria_GPS), sed prefere ĝuas ĉiun informon en ĉi tiu spektaklo. Studentoj en klasĉambra prelego ne havas butonon de rapidigo aŭ malrapidigo. Eĉ la paŭzobutono, se disponebla, estas malfacile trafebla ĉar ĝi povas ĝeni aliajn studentojn.\r\n\r\nEn lernejoj, tro ofte, la rapideco de livero superas la traktan eblon de studento. Ĉi tio rezultas en nekonsiderinda lernado kaj alta streso. Ne estas tempo por [ĝui la pejzaĝojn en la fenestro de rapidtrajno](https://supermemo.guru/wiki/Futility_of_schooling). Ĉe MIT oni nomas ĝin *\"trinkado el fajroŝtubo(drinking from a firehose)\"*.\r\n\r\n## Probableco kontraŭ scio\r\n\r\nMalaltaj probablaj eventoj portas pli da informoj. Meza informo determinas entropion. Antaŭa scio determinas la percepton de la entropio de informkanalo.\r\n\r\nSe vi hazarde agordas radio-novaĵojn kaj vi aŭdas ke \"*Janet Jackson naskis bebon*\", via grado de intereso dependos de la probablo de la evento. Se vi ne havas ideon, kiu estas Janet Jackson, ĉi tio estas alta probabla evento. Se iuj [ĉiutage 350,000 virinoj naskas bebojn](http://www.theworldcounts.com/stories/How-Many-Babies-Are-Born-Each-Day), ĉi tio ne plu estas novaĵo kaj ne estas nova aŭ interesa . La unua morto de soldato en milito faras novaĵon, sed kiam mortoj pligrandiĝas al miloj, junaj vivoj iĝas nur statistiko.\r\n\r\nSe vi hazarde konas Janet Jackson aŭ ŝatas ŝian muzikon, la probablo de livero de bebo malpliiĝas draste al la nivelo de \"*unufoje en la vivo*\" (por Janet). Ĉi tio povas igi vin interesiĝi. Tamen, se vi memoras Janet kiel belan knabinon de iu antikva seria komedio, ŝia bebliverado povas eniri la kategorion de \"*Neebla!\". Se vi rimarkas, ke Janet estas 50-jara, kaj vi scias pri menopaŭzo, vi eble tuj fariĝos morbide scivolema pri ŝia kazo. Via antaŭa scio determinas kiel vi respondas al la mesaĝo. Ekzistas neniu optimuma entropia nivelo por kanalo. Estas nur optimuma entropia nivelo, kiu konvenas al specifa cerbo. Je ĉi tiu punkto vi eble vidos, ke ni devas enkonduki novan devenitan koncepton, kiun ni [poste](https://supermemo.guru/wiki/Pleasure_of_learning#Learntropy) nomos ĝin **lern-entropio** . Lern-entropio determinos la allogecon de antaŭfiksita kanalo por antaŭfiksita **cerbo** .\r\n\r\nSe vi amas Janet-similan klaĉon, la kanalo riĉa je tiu klaĉo provizos la ĝustan nivelon de surprizo por vi. Ĝi provizos la lern-entropian matĉon. Se vi mankas scio aŭ viaj prioritatoj malsamas, vi malakordos. Viaj lern-prioritatoj ankaŭ determinos vian nivelon de scio en apartaj areoj kaj vian respondon al iu ajn aparta kanalo kaj ĝia informa entropio.\r\n\r\n## Antaŭvidebleco kaj surprizo\r\n\r\nProbablo kaj komplekso ne estas la nuraj komponentoj en informa percepto. Ni ŝajnas serĉi ekvilibron inter antaŭvidebleco kaj surprizo. Mi ŝatas funkon. En ĉi tiu speco de muziko, la baslinio ofte estas tre antaŭvidebla kun la [optimuma dozo de sinkopo](https://supermemo.guru/wiki/Impact_of_syncopation_on_the_pleasure_of_music). Ĝi faciligas samtempigi la korpan movon kun la ritmo. Tamen, funko ne estus interesa se ĝi ne portus surprizon. Jen kie la kompleksaj ĵazaj rifoj tiklas la neŭralan sistemon respondecan por la detekto de surprizo. Krome, post jardekoj de lernado, ekzistas tuta datumbazo de signaloj, al kiuj mia cerbo respondas. Eble estas tiu voĉo de rezerva kantisto , kiun mi rekonas kaj ŝatas. Mia cerbo estas preta por funko.\r\n\r\nMi amas prelegojn de Ken Robinson pri kreemo. Unudirekte ili estas tre antaŭvideblaj. Mi tute konsentas kun Robinson, do vi povas diri, ke Robinson nutras mian konfirman biason. Ĉi tio estas plezura. Kiam homoj konsentas kun ni, ni ŝatas diri \"*grandaj mensoj pensas same*\". Sed se Robinson nur ripetas la samajn sekajn mantrojn pri kiel lernejoj mortigas kreemon, li perdus sian alogon. Entropio povas esti interpretita kiel la averaĝa atendata [surprizo](https://en.wikipedia.org/wiki/Self-information). La livero de Robinson portas multajn belajn surprizojn. Li povas pentri la samajn modelojn en malsama kaj nekutime kreema maniero. Rezulte, **la cerbo ricevas novajn informojn, produktas ĝeneraliĝon kaj konfirmas la ekzistantajn modelojn** . Ĝeneraliĝoj derivitaj de novaj kuntekstoj pliigas [koherecon de la scio](https://supermemo.guru/wiki/Knowledge_coherence). Ĉi tio estas tre plaĉa tipo de komplemento en mesaĝo bazita sur konata modelo.\r\n\r\nPrelegoj de Robinson trovas bonan ekvilibron inter antaŭvidebleco kaj surprizo.\r\n\r\nLa plej plaĉaj informkanaloj daŭre liveros surprizojn kiuj konfirmas ekzistantajn modelojn kaj armas ilin en novaj semantikaj branĉetoj, ke kiuj novaj scioj povas esti konstruotaj. Surprizo, kiu detruas ekzistantajn modelojn, eble komence ne plaĉas, sed povas konduki al tre plaĉa revolucio en pensado.\r\n\r\nAnalogie, vi povas imagi ĉi tion kiel la informa kanalo masaĝanta vian arbon de scio kaj aldonanta novajn branĉojn kiel ceramikisto kiu aldonas [novajn tavolojn de argilo](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor) al sia perfekte forma kreaĵo.\r\n\r\n## Detektante surprizon\r\n\r\nHoma [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) baziĝas sur detektado de [surprizo](https://en.wikipedia.org/wiki/Self-information). Ni scias tion de aĝoj. Ĉiuj modeloj de homa kaj maŝin-lerno implikas tiun koncepton sub malsamaj nomoj. [Piaget](https://en.wikipedia.org/wiki/Jean_Piaget) skribis pri [skemoj](https://en.wikipedia.org/wiki/Jean_Piaget#Schema) kiuj falas en malekvilibron sub la efiko de surprizo. En liaj modeloj de la novkortekso, [Jeff Hawkins](https://en.wikipedia.org/wiki/Jeff_Hawkins) parolas pri antaŭdiraj eraroj kiuj subestas lernadon kaj inteligentecon. Mi ŝatas paroli pri [modeloj](https://supermemo.guru/wiki/Model), ilia prilaborado (kiam novaj informoj konvenas al la modelo), kontraŭdiro (kiam novaj informoj postulas ŝanĝojn al la modelo), kaj [ĝeneraliĝo]( https://supermemo.guru/wiki/Generalization) (kiam [forgeso](https://supermemo.guru/wiki/Forgetting) kaj [memoro-optimumiĝo](https://supermemo.guru/wiki/Memory_optimization) skulptas eksteren nova kvalito de la modelo).\r\n\r\nPor la rekompenco de lerno, nova surpriza informo bezonas taŭgi kun antaŭekzistaj scioj, ([modeloj](https://supermemo.guru/wiki/Model), skemoj, antaŭdiroj, kaj similaj). Por ke la rekompenco estu liverita, neŭra traktado estas necesa. Informoj pri la enigo devas esti prilaboritaj, kaj komparitaj kun informoj antaŭrestaj en la cerbo. Unu el la ĉefaj procesoroj de eniga informo en la cerbo estas la hipokampo. Estas la informa ŝaltpanelo de la cerbo kiu kapablas kompari la enigaĵon kun antaŭa scio.\r\n\r\nMezuri la entropion de la vida fluo ne estas nepre fidinda indikilo de la plaĉa potenco de la informkanalo. Ĉiuj informoj fluitaj al la hipokampo spertas altan gradon de pretigo. Fluo de pikseloj reprezentantaj belan plaĝon estos prilaborita en serion de formoj kaj teksturoj. Tiuj siavice modeligos palmojn, sablon kaj la maron. Ĉi tiu tre kunpremita simpla informo determinos la originan respondon al la informa enigo.\r\n\r\nSkanado por informoj en la medio estas same kiel skanado por odoroj de manĝaĵo. La odoro estas alloga, sed nur la reala nutrado estas vera rekompenco. Tial entropia skanado ne bezonas esti rekompenca. Ĉio, kion ĝi devas fari, estas konduki al rekompenco. La antaŭa hipokampo respondas al entropio, kiel rimarkite pli frue, tamen eksperimenta projektiĝo certigis ke la entropio rilatas al la kombinaĵo de simplaj formoj kiuj ne perdas multe da informoj dum enig-prilaborado. Anstataŭ paroli pri signala entropio, ni prefere fokusas en la eniga entropio ĉe la inform-komparilo kiel ekzemple la hipokampo. Ne la retinaj pikseloj gravas, sed la formo de la palmo kiel reprezentite sur la komparila enigo. Por la komparilo, la alta entropia padrono de grizeco aŭ senmova bruo ne malsamas kontraŭ blankeco aŭ silento. Ili ĉiuj alportos la saman entropion sur enigo: nulo. Tial mi uzis la terminon [lern-entropio](https://supermemo.guru/wiki/Learntropy) por precize referenci al la allogeco de la informkanalo.\r\n\r\nLa antaŭa hipokampo kiu respondas al signal-entropio estas fama pro la eltrovo de la Halle Berry-neŭrono (vidu [pli] (http://phys.org/news/2005-06-single-cell-recognition-halle-berry-neuron.html)). Uzante elektrodojn enplantitajn en konsenta epilepsia paciento, esploristoj povis precizigi ununuran neŭronon konstante respondantan al bildoj de Halle Berry en diversaj kuntekstoj. La sama neŭrono ankaŭ respondus al la nomo de Halle Berry. Samtempe, malantaŭa hipokampo povus respondi malpli konsekvence al Jennifer Aniston (eble indiko de antaŭa tavolo de neŭrala pretigo).\r\n\r\nPlej multaj el ni ne havas ideon, kiel Halle Berry odoras kaj ŝia odoro eble ne estas sufiĉe unika por aktivigi Halle Berry-neŭronon en la hipokampo, tamen, eĉ la flara signalo povas atingi tien rapide tra nur kelkaj sinapsoj en la flaran bulbon, flaran tuberon, piniforman kortekson, kaj la entorhinan kortekson (vidu bildon). Tamen, se oni povus aŭdi la sonon de la voĉo de Halle, ĝi povus renkonti la son-signalon en la flara tubero, kontribui al rekono, kaj rezultigi la postan aktivigon de la Halle-neŭrono en la hipokampo aŭ pli malsupre en la novkortekso.\r\n\r\n[[img [Olfactory system anatomy|https://supermemo.guru/images/thumb/0/04/Olfactory_system_anatomy.jpg/692px-Olfactory_system_anatomy.jpg]]](https://supermemo.guru/wiki/File:Olfactory_system_anatomy.jpg)\r\n\r\n> ***Figuro:** Flarsistema anatomio. La flarsignalo povas atingi la hipokampon rapide tra nur kelkaj sinapsoj en la flara bulbo, flara tubero, piniforma kortekso, kaj la entorhina kortekso. (fonto: Vikipedio)*\r\n\r\nĈu ĉio signifas, ke Halle loĝas konstante en la hipokampo de la paciento? Pro la asocio de la hipokampo kun formado de novaj memoroj, ni povas prefere pensi, ke Halle aperas en hipokampaj neŭronoj kiel rezulto de la rekono. Ŝia ĉiama loko en la koro de la paciento estas verŝajne situanta pli laŭflue en la novkortekso. Ni nun scias, ke en la procezo de memora firmiĝo, scio-engramoj [movas de la hipokampo al la novkortekso](http://www.jneurosci.org/content/29/32/10087.full). Ni ankaŭ estas sufiĉe certaj, ke ĉi tiu procezo okazas [en dormo](https://supermemo.guru/wiki/Memory_optimization_in_sleep). Estas en la novkortekso, kie ni devus serĉi konceptoneŭronojn reprezentantajn Halle aŭ onies avinon. Ĉi tiu lasta ebleco estigis supozan tipon de neŭrono nomata **la [avina ĉelo](https://supermemo.guru/wiki/Grandmother_cell)** .\r\n\r\nEn simioj, esploristoj povus identigi tiujn [avinajn ĉelojn](https://supermemo.guru/wiki/Grandmother_cell) en la vida kortekso, kiuj respondas al vizaĝoj. Tie ni eble trovos ĉelojn, kiuj pli konstante ekbrulas en kontakto kun la bildo de Halle. Tamen, la koncepto de Halle daŭre povus loĝi aliloke kaj esti aktivigata, inter aliaj, de vidkorteksaj ĉeloj sur rimarkado de Halle.\r\n\r\nAlia aktiviga vojo povus veni de aŭdado de la nomo de Halle en la novaĵoj. La tuta rekona procezo estus instrumentata de la entorhina kortekso kaj la hipokampo dum la finfina Halle-neŭrono lumus ie en la tavoloj de la novkortekso.\r\n\r\nPor ke informoriĉa signalo fari rekompencon, ĝi devas esti malalta probabla evento detektata enigon kaj ĉifrata per asocio kiel nova scio en la kortekso. Kie antaŭa hipokampo respondus al la entropio, la [aktiveco de la ampleksa duflanka talamo-kortika reto estus modulita per la surpriza faktoro] (https://www.ncbi.nlm.nih.gov/pubmed/15896570). Tie ni serĉos la radikojn de la plezuro de lerno. Ekzistas ankaŭ aliaj komparaj centroj kiuj povus esti implikitaj depende de la speco de la mesaĝo. La amigdalo ankaŭ estis trovita verŝajne produkti rekompencojn kiam detektas novajn vidajn signalojn. La samaj amigdalaj neŭronoj, kiuj respondas al rekompencaj vidaj stimuloj, povas respondi al novaj vidaj stimuloj. [Rolls supozis, ke tio povas efektivigi la rekompencon de noveco per la amigdalo](https://supermemo.guru/wiki/Amygdala_may_be_involved_in_rewarding_novel_input).\r\n\r\nNi scias, ke la hipokampo ligas rekte kun la kerno Accumbenso (la cerba plezura centro). Ĉi tiu rilato povus esti uzata en du kuntekstoj:\r\n\r\n1. la antaŭvido de plezuro kaj\r\n\r\n2. la finfina rekompenco.\r\n\r\nLa antaŭvido sekvus la detekton de alta [lern-entropia](https://supermemo.guru/wiki/Learntropy) signalo kaj rezultigus aktivan serĉadon de altvaloraj mesaĝoj. Detekti mesaĝon de la hipokampo povus tiam samtempe sendi asociajn lernajn mesaĝojn al la novkortekso kaj la rekompencan signalon al la plezura centro. Tio literumis la momenton lerni ion novan!\r\n\r\n## La ŭaŭ-a faktoro\r\n\r\nEn la somero de 1977, serĉante eksterteran inteligentecon, SETI-esploristoj malkovris nekutiman radiosignalon venantan de [Sagittarius](https://en.wikipedia.org/wiki/Sagittarius_(konstelacio)). En la milda malaltnivela bruo de kosma spaco la signalo estis tre neniam-ŝajna. Malalta probablo markas altan surprizon. Astronomo Jerry Ehman rondiris 6 leterojn korespondantajn kun la signalo sur printaĵo kaj marku ĝin per \"Ŭaŭ!\".\r\n\r\n[[img [A scan of a color copy of the original computer printout, taken several years after the 1977 arrival of the Wow! signal|https://supermemo.guru/images/thumb/d/d3/Wow_signal.jpg/500px-Wow_signal.jpg]]](https://supermemo.guru/wiki/File:Wow_signal.jpg)\r\n\r\n> ***Figuro:** Skanaĵo de kolora kopio de la originala komputila printaĵo, prenita plurajn jarojn post la alveno en 1977 de la [signalo Ŭaŭ! ](https://en.wikipedia.org/wiki/Wow!_signal). (fonto: Vikipedio)*\r\n\r\n\"Ŭaŭ!\" estas kiel la cerbo respondas al subita malkovro. La momento estas tre plezura. La tuta celo de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas serĉi ŭaŭ-faktorojn en la medio. Ĉi tiuj estas la plej valoraj nugetoj de scio, kiuj kompletigas tion, kio estas nuntempe konata: la nuna modelo de realeco. La plezuro de [pliiĝa legado](https://supermemo.guru/wiki/Incremental_reading) venas de la densigata potenco de ŭaŭ-oj fluitaj en la cerbon de la studento.\r\n\r\nĜis nun, ni vidis la efikon de entropio, surprizo, antaŭvidebleco, kaj aktuala scio sur lerno. En ĉi tiu kazo, la nura probablo de la signalo ne plene klarigas ĝian potencon. Estas la interpreto kiu staras malantaŭ ĝi (vidu: [Scio-taksa reto](https://supermemo.guru/wiki/Knowledge_valuation_network)). En la momento por fari lian noton, Ehman povis senti la gravegeco de ĝiaj implicoj. Tio estis la plej potenca indico ĝis nun kaj iam-ajna poste por la ekzisto de inteligenteco krom homa inteligenteco. Se la sama signalo reprezentus detekti sardinojn en la oceano, ne ekzistus \"ŭaŭ!\". eĉ en la Arkto.\r\n\r\nLa fidindeblo de la informkanalo estas grava. Se la eraroprocento estas alta, la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) povas malfortiĝi. Kiam Penzias kaj Wilson malkovris kosman mikroondan fonradiadon en 1964, ekzistis neniu \"ŭaŭ!\". Konfuzecaj esploristoj daŭriĝis por forigi kolombfekojn de sia radioanteno. Kolomba fekaĵo ricevis prioritaton en sia klarigo de la mistera bruo. En 1978, por ilia malkovro, Penzias kaj Wilson ricevis Nobelpremion.\r\n\r\nKiam sciencisto faras eltrovaĵon, li povas ekkrii \"*Eŭreka!*\" kaj pugnobati la aeron. Neŭra reto ie en lia cerbo produktis [ĝeneraliĝon](https://supermemo.guru/wiki/Generalization) kiu rezultigas sendon de rekompenc-signalo. Tio disvastiĝas plu kaj igas maljunulon salti ĉirkaŭ la laboratorio kiel infano.\r\n\r\nLa sama okazas frue en la vivo. Infaneto en malplena ĉambro skanos la medion por malalta probabla komponantoj —— kiel kolorplenaj objektoj, novaj ludiloj, ktp. Kiam infaneto eksperimentas kun kulero delasanta de la tablo, ŝi estas kiel eta sciencisto. Tamen, kiam la cerbo faras [ĝeneraliĝon](https://supermemo.guru/wiki/Ĝeneraligo) \"*ĉiuj falantaj kuleroj bruas*\", ankaŭ ŝi estas rekompencita. Ŝi povas festi ĝuste same kiel la feliĉa sciencisto, sendepende de la aĝo. Granda ridego estas la unua klara signo.\r\n\r\nLa sama feliĉa afero okazas en malpli grado en ĉiuj formoj de lerno regata de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Ne gravas ĉu ni lernas pri famulo aŭ la kemia komponado de roko. Aferoj estas interesaj, ĉar ili rekompencas la cerbon per la mekanismo de lerna intera sopiro.\r\n\r\nKreema procezo ankaŭ produktos rekompencojn. Asocio konsiderata utila estas rekompenca. Asocio, kiu kondukas al solvo de malfacila problemo, estas eĉ pli rekompenca. Klare estas gradigo de rekompencoj. La sistemo povas kvantigi la probablecon de informoj, asocio aŭ solvo. Ju pli malalta la probablo, des pli alta la rekompenco.\r\n\r\n## Scio-taksa reto\r\n\r\n### Scio-taksoj\r\n\r\nĈiuj grajnecaj pecoj de scio prilaboritaj de la cerbo estas tuj taksitaj pro sia graveco, [kohereco](https://supermemo.guru/wiki/Coherence), kaj valoro. Ni tuj scias ĉu informoj estas kompreneblaj kaj [utilaj](https://supermemo.guru/wiki/Applicability). Ni ankaŭ ofte tuj rimarkas kiam ĝi estas [malakorda](https://supermemo.guru/wiki/Consistency), [nekohera](https://supermemo.guru/wiki/Coherence) aŭ sensignifa.\r\n\r\nNekutimaj kaj surprizaj pecoj de scio estas alte taksataj, tamen, la probableco ne estas la plej bona reflektado de valoro de la cerba vidpunkto. Estas tre neverŝajnaj eventoj de malalta signifo (ekz. asteroida frapo en tre fora planeda sistemo), kaj verŝajnaj eventoj kiuj ŝanĝas ies vivon (ekz. la respondo al \"*Ĉu vi geedziĝos kun mi?\").\r\n\r\n[Scio-takso](https://supermemo.guru/wiki/Knowledge_valuation) dependas ĉefe de la [aplikeblo](https://supermemo.guru/wiki/Applicability) de scio por atingi personajn celojn.\r\n\r\n### La emocia cerbo kaj la racia cerbo\r\n\r\n **Scio-taksa reto** estas taksa sistemo bazita sur rezultanto de emociaj kaj raciaj taksadoj de scio. En literaturo, ĝi povas esti referita larĝe kiel *neŭra taksa cirkulaĵo*, kiu ne estas nepre sciospecifa.\r\n\r\nEn la taksa reto, emociaj taksadoj kunligos informojn kun rekompencoj en la primitivaj cerbaj centroj respondecaj pri malsato, soifo, seksa deziro, ktp. Raciaj taksadoj estas scio-bazitaj. Ekzemplo de pura emocia taksado venas de respondo al \"*Kie estas la plej proksima rapid-manĝaĵa manĝejo?*\". Scio-bazitaj taksadoj povas esti pli kompleksaj kaj tre interligataj, t.e. dependaj de reto de subtaksoj. Respondo al \"*Kiu libro estas plej bona por mia ekzameno?\" estas taksita per siaj celoj, kiuj inkluzivas trapasi ekzamenon kondukantan al akiri diplomon influantan siajn labor-antaŭvidojn, kaj kontribuante al vivceloj. Emociaj kaj raciaj taksoj malsimilas anatomie. La emociaj taksadoj venas de kio estis analogie priskribita kiel pli malnovaj partoj de la triunua(triune) cerbo: reptilaj kaj paleo-mamalaj strukturoj. Ekzemple, specifa stimulo prilaborita per la talamo povas sendi apartajn signalojn al la amigdalo por emocia takso, kaj al la novkortekso por racia takso. La emocia cerbo estas filogenetike pli malnova. Personeco kaj eduko determinas ĉu raciaj taksoj povas regi aŭ superregi emociajn taksojn.\r\n\r\n### Decida arbo en rapida pensado\r\n\r\n **Scio-taksa reto** estas la reto de memorligoj kiuj determinas la valoron de individua scio. Se lernado estas interpretata kiel tasko, taksa reto determinos la **sentitan taskovaloron** (vidu: [Problemo-taksa reto](https://supermemo.guru/wiki/Problem_valuation_network)).\r\n\r\nEn vortoj pri komputo, **Scio-taksa reto** povas esti komparita kun [decida arbo](https://en.wikipedia.org/wiki/Decision_tree). Celoj kaj emocioj determinas kernajn valorojn ĉe la radiko de la arbo. Semantikaj ligoj inter pecoj de scio povas esti interpretitaj kiel frakcia valor-transigo de celoj ĝis detaloj. Bone organizita [semantika reto](https://supermemo.guru/wiki/Semantic_network) de bone firmigita kaj bone elektita scio bezonos nurajn milisekundojn por fari spertajn decidojn. Jen kion Kahneman nomas aŭtomata [rapida pensado](https://supermemo.guru/wiki/Fast_thinking) (se vi interesiĝas pri malfacilaj problemoj kiuj postulas *malrapidan problemon solvantan*, vidu *[Kiel solvi ajnan problemon?]( https://supermemo.guru/wiki/How_to_solve_any_problem%3F)*). La sama speco de procezoj, kiuj subestas decidadon aŭ problemon, partoprenas en scio-valor-takso. Kiel multaj spertaj decidoj, la taksado estas rapida kaj ĝi ofte funkcias kun malalta partopreno de konscia intenco. Resume, ni foje eĉ volus \"morti\" por scii aferojn sen plene povi klarigi kial. Ĉi tiu procezo apenaŭ estas sub nia propra regado, des malpli la regado de la instruisto en la lernejo. Por kompetenta lernado, taksoj devas esti altaj.\r\n\r\n[[img [Xefer is a tool that helps understand knowledge as a network. It relies on semantic links between Wikipedia articles|https://supermemo.guru/images/thumb/9/97/Exemplary_xefer_output.jpg/400px-Exemplary_xefer_output.jpg]]](https://supermemo.guru/wiki/File:Exemplary_xefer_output.jpg)\r\n\r\n> ***Figuro:** Xefer.com estas ilo kiu helpas kompreni scion kiel reto. Ĝi dependas de semantikaj ligiloj inter Vikipedio-artikoloj*\r\n\r\n### Taksa reto en eduko\r\n\r\nLa cerbo konstruas taksan reton en la kurso de lerno dum jaroj kaj jardekoj. Per [optimumiĝo en dormo](https://supermemo.guru/wiki/Memory_optimization_in_sleep) kaj per [forgeso](https://supermemo.guru/wiki/Forgetting_curve), la reto estas polurita kaj glatigita por efika funkciado. Ĉi tio faciligas preni taksajn ŝparvojojn. Studento elektanta libron eble ne plu vidas sian ekzamenon en la plena kunteksto de sia tuta vivo. Li eble ellaboris rapidan ŝparvojon: \"*En la venontaj 3 monatoj, ĉio, kion mi volas fari, estas trapasi geologian ekzamenon*\".\r\n\r\nScio-taksa reto estas tre specialigita kaj tre malsama de individuo al individuo. La ekvilibro inter racio kaj emocioj malsamas. La ekvilibro inter celoj estos malsama. La taksada reto formos alimaniere en la menso de krimulo, kaj alimaniere en la menso de esploristo kun altaj celoj bazitaj sur la bono de la homaro.\r\n\r\nLa evoluo de la reto dependos de la personeco, dumviva sperto kaj la medio. Infana kor-vundo aŭ personecaj trajtoj, ekz. impulseco, povas favori evoluigi pli kriman pensmanieron. Kelkaj kor-vundecaj eventoj en frua vivo povas favori evoluigadon de partiaj retoj bazitaj sur unumensaj toksomanioj (vidu: [malvera vektoro](https://supermemo.guru/wiki/Falsity_vector)). La medio kaj la disponebla scio determinos pasiojn, interesojn, celojn kaj retajn subtaksojn (vidu: [konceptiĝo](https://supermemo.guru/wiki/Conceptualization)).\r\n\r\nLa ideala vojo al evoluiĝo de sanaj retaj taksadoj estas [infanaĝo ŝirmita de kor-vundo kaj longtempa streso](https://supermemo.guru/wiki/Stress_resilience), sen eksteraj stresiloj misformigantaj emociajn taksojn, multe da ludo kaj [libera lerno] (https://supermemo.guru/wiki/Free_learning) en grandaj [agspacoj](https://supermemo.guru/wiki/Behavioral_space)\r\n\r\nĈiuj strategioj, kiuj antaŭenigas sanan cerban disvolviĝon, ankaŭ antaŭenigos riĉan, tre individuigitan kaj kompetentan taksan reton. Tiuj subestos brilantan [lernan interan sopiron](https://supermemo.guru/wiki/Learn_drive). Ĉiuj edukistoj konsentas, ke ni volas helpi infanojn havi bonan tenon pri sia emocia vivo kaj konstrui inteligentajn, kreemajn kaj scivolajn cerbojn.\r\n\r\nLa ĉefa problemo de edukaj sistemoj estas kuket-tranĉa maniero en kiu ĉiuj infanoj estas nutrataj la saman scion en industria modo kun nur malmulte da respekto al la ŝlosila komponento de kompetenta lernado: la [lerna intera sopiro](https://supermemo.guru/wiki/Learn_drive). Lerna intera sopiro estas [perfekta komputila aparato](https://supermemo.guru/wiki/Optimality_of_the_learn_drive) kiu akordas kun la nuna stato de la [semantika reto](https://supermemo.guru/wiki/Semantic_network) reprezentanta scion en la cerbo kun aktuala enigo produktita de la **scio-taksa reto** en respondo al informoj disponeblaj en la medio. Se la infano insistas, ke li devas vidi tiun Jutuban videon, lia propra cerbo estas la plej bona aŭtoritato. Ĉiu interfero influos estontan sendependecon kaj [kreemon](https://supermemo.guru/wiki/Creativity).\r\n\r\nDum preleganta instruisto povas pasigi 45 minutojn por nutri infanon per longa ŝnuro da simboloj, kiuj produktas malaltajn taksojn, kaj ignoreblan memorojn, la sama infano, kun aliro al Google, ene de 3-5 minutoj, identigos informojn kun altaj taksoj, kaj facila kodiĝo por dumviva reteno (por kontraŭa vido vidu: [La morba miskredo de Cifereca Demenco](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)). Por infanoj bone trejnitaj en la procezo, la kompetenco de scio-akiro povas esti grandordo pli alta en [memlernado](https://supermemo.guru/wiki/Self-learning). Kiam mi diras \"granda ordo\", mi estas nur singarda kaj konservativa. Mi ne volas renkonti akuzojn de hiperbolo. Mi enmetis kelkajn ekzemplojn de specifaj komparoj en ĉi tiu teksto aliloke (ekz. [13 jaroj da lernejo en monato](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_english!#Inefficiency_of_schooling) aŭ [1600% akcelo de lernado dum ferio] (https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning#Self-directed_acceleration)).\r\n\r\nKie mi parolas pri oraj nugetoj de scio, Peter Thiel parolas pri la [potenca leĝo](https://supermemo.guru/wiki/Thiel_on_power_law): malgranda aro da kernaj kapabloj perfektigitaj povas produkti potencan rekompencon.\r\n\r\n **Malgrandaj investoj en lernado** povas produkti **dramecajn ŝanĝojn** al individuaj vivoj kaj al la tuta planedo!\r\n\r\n### Scio-takso en la cerbo\r\n\r\nLa esplorado en la fakta anatomia efektivigo de la [scio-valor-takso](https://supermemo.guru/wiki/Knowledge_valuation) reto en la cerbo estas de plej grava graveco por la kompreno de la homa menso. Ĝi estas esenca por antaŭzorgo de depresio kaj toksomanioj. Scio-takso subestas kompetentan lernon, kreemon kaj problem-solvon.\r\n\r\nBona lerno estas plezura. Rekompencoj de manĝaĵo, sekso aŭ drogoj tendencas saturi. Feliĉa lerno ne havas ĉi tiun econ. Estas facile eviti malfeliĉan lernon. Ĉi tio estas farita denaske per la [lerna intera sopiro](https://supermemo.guru/wiki/Learn_drive). Tial lerno estas de supera hedona graveco. Ĝi povas esence levi sociojn al nova pli feliĉa nivelo.\r\n\r\n#### Orbitofronta kortekso\r\n\r\nLa interreteca naturo de [Scio-takso](https://supermemo.guru/wiki/Knowledge_valuation) estas indiko de la uzo de kortikalaj resursoj. Efektive, la plej multaj el esploristoj ŝajnas klini al la kredo ke la tuta sistemo de taksadoj povus esti [centrita en la orbitofronta kortekso (OFK)] (https://supermemo.guru/wiki/Orbitofrontal_cortex_as_the_supreme_reward_processor) kun la nivelo de abstraktiĝo pliiĝanta al antaŭaj areoj. Ekzistas multaj modeloj kaj supozoj pri kiel individuaj subsistemoj influas taksojn (ekz. komuna valuto, komuna skalo, somata signo, takso-post-enhavo, multobla komponento, kogna-motiva interfaco, paralela takso, lokisto kontraŭ konstruisto-modeloj, ktp.). En la **komuna-valuto-modelo** , ĉiuj taksadoj de ĉiuj subsistemoj (hedonaj substratoj) estas integritaj kaj disponigas la finfinan signalon de \"voli\" aŭ \"ŝati\". Ekzemple, (1) scio-bazitaj taksadoj de mediala OFK (mOFK) povus kombiniĝi kun (2) rekompenco antaŭĝojo de la kerno accumbens (KA), kaj (3) manĝtaksaj mesaĝoj de la insulo por influi decidiĝon en la elekto. de restoracio por la sekva manĝo.\r\n\r\n#### Komuna-valuto-modelo\r\n\r\nOFK estas fantazia esplora areo pro la konverĝo de multaj linioj de homaj interesoj: drogmanio, ahedonio, [lernita senhelpo](https://supermemo.guru/wiki/Learned_helplessness), obseda deviga malordo ktp. La **komuna-valuto-modelo** ŝajne indikas ke la altaĵo asociita kun eksploda kreemo aŭ eksplodaĵo pri [lerna intera sopiro](https://supermemo.guru/wiki/Learn_drive) estas neŭrokemie kaj neŭroanatomie komparebla al la altaĵo produktita de malaltaj dozoj de kokaino.\r\n\r\nEstas vigla disputo pri ĉu ĉiuj rekompencoj estas tradukitaj en rekompencan signalon, kiu konverĝas al la sama speco de neŭronoj, aŭ ĉu ili konservas la originon de sia karaktero. Mi pensas, ke la diskuto estas superflua ĉar specifeco povas esti donita per individuaj aktivigoj de la [koncept-mapo](https://supermemo.guru/wiki/Concept_map) , dume la finfina taksado generota de ununura eligo povas konsistigi la komunan valuton. En ĉiuj taksoj, ni devas havi konverĝon pro la ekzisto de ununura respondo korespondanta kun ununura konceptmapa aktivigo. [Kelkaj OFK-neŭronoj](https://supermemo.guru/wiki/Value-encoding_neurons_in_the_orbitofrontal_cortex) ŝajnas specife kodi altnivelan valoron.\r\n\r\nEn [Scio-takso](https://supermemo.guru/wiki/Knowledge_valuation) kaj en decido-farado, ni bezonas ununuran estron. Redundo povas esti uzata por restarigi la taksan sistemon, sed ne ekzistas eskapo de [koncepta neŭrono](https://supermemo.guru/wiki/Concept_neuron) decido. Ni ne povas havi du decidantojn kiuj farus manon per forko por piki jukantan okulon dum vespermanĝo kvankam konkurantaj neŭralaj fortoj ebligas tian scenaron pro komputika eraro.\r\n\r\n#### Emerĝo de sci-taksoj\r\n\r\nKonstruado de la taksa reto povas okazi per la interagado de individuaj [konceptmapoj](https://supermemo.guru/wiki/Concept_map). Ekzemple, se la ekzamena koncepto estas taksita pro la laboraj perspektivoj kaj ilia [koncepto](https://supermemo.guru/wiki/Concept), ili povas esti kunaktivigataj, kaj la takso de la dungada koncepto povas doni taksadon al la ekzameno-rilata [koncept-mapo](https://supermemo.guru/wiki/Concept_map). La grado de la aktivigo kaj la rilataj koncepto-taksoj povas determini la finfinan takson. Mjelin-a koncentriĝo povas pliiĝi en padoj celantaj la ventran striaton, kiu povas esti unu el la manieroj klarigi kiel la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) povas esti akcelita per lernado (aŭ subpremita per [truda lernado](https://supermemo.guru/wiki/Coercive_learning) lernejo). La rolo de la orbitofronta kortekso en determino de taksoj povus esti simila al la rolo de la hipokampo en solidigado de longtempaj memoroj. Tiuj tre ligataj regionoj de la kortekso povas ludi rolon de ŝaltpanelo kiuj ligas areojn de intereso nur por cedi la rolon de matĉ-faristo dum la ligitaj konceptmapoj (aŭ centroj) evoluigas sian propran drataron por rapida ligebleco (ekz. en dormo). Kun nova drataro, tre aprezita koncepto povus influi en plezur-centrojn sen mediacio de la OFK. Tiel, iuj [koncept-ĉeloj](https://supermemo.guru/wiki/Concept_cell) (ekz. asociitaj kun onies plej ŝatata aktoro) povus generi agrablajn taksojn per nura solluda aktivigo.\r\n\r\n#### Malutiloj de inversiga lerno\r\n\r\nEn kazo de negativa lerneja kondiĉo, ni povas asocii nerilatajn kuntekstojn (ekz. kolorojn de [objektoj](https://supermemo.guru/wiki/Item) en [SuperMemo](https://supermemo.guru/wiki/SuperMemo) ) kun malaltaj taksoj. En ĉi tiu scenaro, la koncepto de blanka objekto, aŭ la kunaktiviĝo de la koncepto de objekto kaj koloro, subpremos taksadon disponigante fortan negativan enigaĵon. Ekstere ĝi aspektas kiel detranĉa signalo, kiu blokas taksojn (eble en la flanka OFK). En tiaj kuntekstoj, asocio de konceptoj daŭre estus ebla, kaj mallong-tempa rehavigo povus esti verŝajna, aliflanke, malalta takso malhelpus firmiĝon de memoro (ekz. blokante la translokigon al longtempa kortikala stokado) (vidu: [Kiel lernejo malŝaltas memoron](https://supermemo.guru/wiki/How_school_turns_off_memory)). Reprograma rekompenco (ekz. interŝanĝi ŝablonan koloron en SuperMemo) povus okazi en inversiga lerno. Ni scias, ke bestoj kun OFK-vundo estas difektita ĉe inversiga lerno (Mishkin 1972), kio aldonas al la indico por la anatomia loko de la superaj taksaj retoj. Se ni daŭre superregas taksajn signalojn, ni povus finiĝi kun la [milito de la retoj](https://supermemo.guru/wiki/War_of_the_networks), kiu estas mia supoza aserto pri la originoj de [lernita senhelpo](https:/ /supermemo.guru/wiki/Learned_helplessness) induktita de lernejado. Lerneja devigo povus esti vidita kiel formo de ĉiama inversiga lerno, kiu eluziĝos sur reto-plastikeco kondukante al longtempaj malfavoraj rezultoj al la kapablo taksi rekompencojn en decidiĝo. En tiu lumo, homa memoro eble estos vidita kiel EPROM kun limigita nombro da viŝaj cikloj. Se longtempa lerno estas vidota kiel amasiĝo de la sinapta substrato kiu tiam estas pritondita en la procezo de [stabiliĝo] (https://supermemo.guru/wiki/Stability) (kiu siavice reduktas sinaptan aperon), inversiga lernado eble kondukos al nerespondema sistemo, en kiu lernado ne plu eblas.\r\n\r\nSenfinaj falsaj rekompencoj kaj et-punoj povas malŝalti sciajn taksadon kaj subfosi longtempan lernon en la lernejo.\r\n\r\n#### Celoj kontraŭ kutimoj\r\n\r\nLa **Scio-taksa reto** estas centra en sana [libera lerno](https://supermemo.guru/wiki/Free_learning). Kontraste, [malaktiva lernejado](https://supermemo.guru/wiki/Passive_schooling) kondukas al [lernita senhelpo](https://supermemo.guru/wiki/Learned_helplessness). Altrudo konvertas cel-orientitajn kondutojn en la akcepton de malaktivaj kutimoj (kontraste al sanaj kutimoj kulturitaj en la postkuro de celoj). La produktaĵo de la scio-taksa reto estas subpremita per pli malaltaj taksoj en la sistemo (t.e. pli malalta aktiviĝo de konceptmapoj de intereso). Ĉi tio nature kondukas al malpli ĝoja anim-stato. Kiam [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) perdiĝas, kiam scivolemo mortas, la vivo fariĝas serio da kutimoj faritaj kun malmulte da rekompenco (vidu: [100 malbonaj kutimoj lernitaj en la lernejo](https://). supermemo.guru/wiki/50_bad_habits_learned_at_school)).\r\n\r\nSen la plezuro de lerno, la homa ekzisto fariĝas senĝoja aro de kutimoj\r\n\r\n### Scio-takso kiu influas la kurson de la vivo\r\n\r\nPersona rakonto. [Kial uzi rakontojn?](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n **Mia lernejo provis bloki la plej bonan aferon en mia vivo** \r\n\r\nMi havas mian propran okulfrapan ekzemplon de la potenco de la taksa reto en konflikto kun la eduka sistemo:\r\n\r\nEn 1985, mi kalkulis la proksimuman funkcion de optimumaj intervaloj por revizi sciojn necesajn por disvolvi longdaŭrajn memorojn. Ĉi tio estis la [naskiĝo de spacigita ripeto](https://supermemo.guru/wiki/The_birthday_of_spaced_repetition:_31_julio_1985). Origine, la funkcio estis aplikebla per [plumo kaj papero](https://supermemo.guru/wiki/SuperMemo_on_paper). Ene de kelkaj monatoj, mi rimarkis, ke la sistemo estas ekstreme potenca. Mi sciis, ke mi povas duobligi ĝian potencon per la uzo de komputilo. Tamen mi ne konis iun ajn, kiu povus skribi lernan programaron surbaze de mia matematiko. En tiuj tagoj, la tuta aro da programistoj en Pollando estis farita de malnovaj tempigiloj farantaj Fortran aŭ Cobol sur komputilegoj, aŭ kreskanta amaso de amatoraj entuziasmuloj laborantaj kun et-komputiloj kiel ekzemple ZX 81, Commodore 64, aŭ ZX Spectrum. Mi decidis mem skribi la programon. Mi tamen havis neniujn programajn kapablojn. Mi estis studento de komputiko, kaj mi petis miajn instruistojn helpon. Tamen, nia nura kurso de programado estis la asembla lingvo de Datapoint. Tiuj kapabloj estis bonegaj por ludi per registroj kaj elpensi 11*11=121. Mi volis lerni ion pli utilan por programado de [SuperMemo](https://supermemo.guru/wiki/SuperMemo). Mia lernejo daŭre postulis, ke mi lernu komputi la reziston de elektronika cirkvito, aŭ lerni simbolan integriĝon. Mia scio-taksa reto produktis simplan eligon: **programaj kapabloj** kondukus al **[SuperMemo](https://supermemo.guru/wiki/SuperMemo)** , kio kondukus al **pli rapida lernado** ( en ĉiuj fakoj, inkluzive de elektroniko aŭ kalkulo). Mi decidis lerni programadon. Mia lernejo decidis haltigi min (ŝarĝante aliajn trudajn kursojn). En malespero, mi enskribiĝis en la Ekonomia Universitato en Poznano, kiu havis kurson de algoritmaj lingvoj. La kurso temis pri [Paskalo](https://en.wikipedia.org/wiki/Pascal_(programming_language)). Mi devis fari mian normalan ŝarĝon de klasoj kaj fari mian Paskalon en kromtempo. Tiu kurso estis bela, sed ni ĉion lernis teorie, kaj papere. Ekzistis tre malmultaj komputiloj en polaj universitatoj en tiuj tagoj (1986) kaj la plej multaj praktikaj aplikoj funkciis per komputilegoj nomitaj [Odra](https://en.wikipedia.org/wiki/Odra_(computer)) (produktita por sovetia bloko en Pollando). ekde 1960). Kiam mi finfine ricevis mian unuan komputilon: [ZX Spectrum](https://en.wikipedia.org/wiki/ZX_Spectrum) (4-an de januaro 1986), mi finfine povis lerni programi en veraj komputiloj. Antaŭ ol mia komputilo alvenis, mi komencis verki mian unuan programon. Mi skribis ĝin sur papero! Ĝi estis programo por organizi mian tagon (ia **[Plano](https://supermemo.guru/wiki/Plan)** en SuperMemo). Ne multe poste, ankaŭ mi povis lerni Paskalon. Unue mi devis redukti la malbonan efikon de lernejo kaj tranĉi la ŝarĝon de klasoj. Mi faris interkonsenton kun mia instruisto pri elektronikaj cirkvitoj. Mi farus kelkajn altpasajn filtril-kalkulojn por li, kaj ĉi tio estus ŝanco plibonigi miajn Paskal-ajn kapablojn. La programo bezonis multajn horojn por verki kaj estis monumenta tempoperdo. Ĝi estis perfekta ekzemplo de malbona lernado. Mi apenaŭ komprenis kiel mia propra programo funkciis. Tamen, ĝi estis ankoraŭ pli bona ol nur lerni diagramojn. Por miaj programaj kapabloj, tiu lernado estis bona, kaj mi multe pliboniĝis.\r\n\r\nEstas malfacile esprimi ĝin per vortoj al tiuj, kiuj ne konas programadon, sed la diferenco de scio-taksoj inter universitataj kursoj kaj farado de propra programado estas komparebla al la grand-diferenco inter la pruno kaj la Jupitero. Dum miaj kolegoj suferis pro enuigaj prelegoj pri elektroniko kaj metrologio, mi povis komenci mian komencon. Mi lernus nenion en la lernejo. Mi iom lernus en mia eksterlerneja kurso de Paskalo. Tamen gravis nur la praktika scio subtenita de pasio kaj klaraj celoj. Ĝis decembro 1987, mia klopodo kunliĝis en verkadon [la unua versio de SuperMemo](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS), kiu tute ŝanĝis la kurson de mia vivo. Malferma menso de mia kontrolisto D-ro Zbigniew Kierzowski lasu min dediĉi [mia tutan Magistran Tezon](https://supermemo.guru/wiki/Optimization_of_learning) al la temo de SuperMemo. Feliĉan 80-an naskiĝtagon Profesoro Kierzkowski! Estis sufiĉe nekutime por studento fari sian propran determinon en tiu skalo, kaj tiam kunmeti ĝin kun la fakto ke la tezo estis skribita en la angla (malpli ol jardekon poste, pola parlamento provis igi tiajn klopodojn kontraŭleĝaj). Tio implikis grandan administran kaj taktikan batalon reen en 1989.\r\n\r\nMia lernejo preskaŭ detruis [SuperMemo](https://supermemo.guru/wiki/SuperMemo), t.e. la ĉefan fonton de mia nuna ĝojo. Ne estis malico implikita. Plej multaj el miaj universitataj instruistoj estis mirindaj homoj. Estis la sistemo kiu estis farita por premi studentojn tra rigida [instruplano] (https://supermemo.guru/wiki/Curriculum) prefere ol doni al ili spacon por kreema esprimo kiu estas la plej bona bazo de eduko.\r\n\r\n **Mia lernejo aktive provis malhelpi min plenumi la plej gravan aferon, kiu submetis mian tutan profesian vivon kaj estontecon** . Se mi estus iom pli obeema, pli konformista, pli ema al sociaj premoj, mi estus \"pli bona\" studento, investus pli da tempo en la teorio de elektronikaj cirkvitoj, kalkulo, metrologio kaj abstrakta algebro. Kiel rezulto, ĉi tiu artikolo neniam estus skribita. [Ĉi tiu retejo](https://supermemo.guru/wiki/SuperMemo_Guru) ne ekzistus.\r\n\r\nMi ne interŝanĝus mian nunan vivon kontraŭ iu ajn alia speco de kariero en esplorado aŭ industrio. Mi postvivis la nean atakon provizante reziston bazitan sur forta scio-taksa reto.\r\n\r\n **Ni devas fari edukan sistemon, en kiu infanoj ne bezonas batali por la rajto disvolviĝi** \r\n\r\n## Lern-entropio\r\n\r\nEstas multaj faktoroj, kiuj influas kiel mesaĝoj kaj informkanaloj estas perceptitaj kaj taksitaj de la cerbo. En antaŭaj sekcioj ni rimarkis ke la cerbo ne respondas nur al entropio. Estas multaj faktoroj kiuj modulas la efikon de entropio aŭ surprizo de individuaj mesaĝoj. Tiuj faktoroj inkludas: kodigado, rapido de livero, antaŭ-traktado (ekz. ĝeneraliĝo, kompletiĝo, rekono, ktp.), antaŭscio (inkl. valor-takso, emocia valento, kanal-fidindeblo, ktp.), optimuma nivelo (influata de rapido taksi). ), kaj pli.\r\n\r\nLa komplekseco de la procezo postulas pli bonan koncepton kiu povas pakigi ĉiujn tiujn subtilojn. Mi proponas la uzon de la termino lern-entropio por priskribi la allogecon de eduka kanalo aŭ signalo el la vidpunkto de individua cerbo en specifa kunteksto.\r\n\r\n **Lern-entropio estas la allogeco de iu eduka signalo determinita de la sistemo de [lerna intera sopiro](https://supermemo.guru/wiki/Learn_drive).** \r\n\r\nPrelegoj povas esti enuigaj aŭ allogaj. Lern-entropio esprimas ilian allogecon de la vidpunkto de individuo.\r\n\r\nDum entropio havas precizan matematikan difinon, lern-entropio verŝajne plej bone estus mezurita per la respondo de la rekompenc-sistemo al la ago de lernado de la analizita signalo. Kiom entropio dependas de la probablo de individuaj mesaĝoj, lern-entropio dependos de la rekompenca potenco de ĉi tiuj mesaĝoj (bildoj, sonoj, frazoj, ktp). Tiu rekompenca potenco estos asociita kun probableco, sed la takso grandparte dependos de la [scio-taksa reto](https://supermemo.guru/wiki/Knowledge_valuation_network).\r\n\r\nPor bona lerno tie ĉi estas rekompenco. Tamen estas ankaŭ malbona lerno. Estas [malkoda malsukcesa puno](https://supermemo.guru/wiki/Decoding_failure_penalty). Se studento klopodas malkodi mesaĝon kaj malsukcesas, li estas punota. Tiel naskiĝas frustriĝo. Jen kiel komenciĝas la malŝato al lerno. Se lern-entropio estas malalta, rekompenco estas malgranda, puno estas alta, kaj la neta rezulto povas esti negativa. Se ni konsideras negativajn rekompencajn signalojn, la lern-entropio povus fakte supozi negativajn valorojn. Enuiga prelego povus porti negativan lern-entropion. Ĝi rezultos en subpremado de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive).\r\n\r\nAltaj scitaksoj kontribuas al alta [lern-entropio](https://supermemo.guru/wiki/Learntropy), kiu siavice estas necesa por atento kaj semantika enigo de scio por longdaŭra reteno. En potenca sugesta buklo, **lern-entropio plibonigas la [lernan internan sopiron](https://supermemo.guru/wiki/Learn_drive), kiu subestas taksojn kiuj determinas lernon** . Ĉi tiu retrosciiga buklo estas tenita en kontrolo per forgeso, lernita senhelpo, maljuniĝo, vundo kaj la pura havebleco de mensaj rimedoj. Kun racia lernado kaj vivstila administrado, esp. kun respekto al la [natura kreemo-ciklo](https://supermemo.guru/wiki/Natural_creativity_cycle), la ekvilibro povas esti konservota ĉe la alta [lerna intera sopiro](https://supermemo.guru/wiki/Learn_drive) nivelo por jardekojn.\r\n\r\n## Signala tempigo kontraŭ lern-entropio\r\n\r\nLa grado de rekompenco akirita de individuaj mesaĝoj en la lernanta fluo determinos la nivelon de signala lern-entropio. Prelego pri enuiga temo portos malaltan lern-entropio. Foliumado je la reton por eroj de informoj bezonataj por solvi specifan problemon portos altan lerntropion.\r\n\r\nMale al [Shannon-entropio](https://en.wikipedia.org/wiki/Entropy_(information_theory)) kiu baziĝas sur mezumoj, lern-entropio estos pli malantaŭa mezumo kie lastatempaj mesaĝoj portos pli altan pezon ol mesaĝoj liveritaj pli frue en tempo. Krome, lern-entropio radikiĝas en reguloj kiuj regas la [solidiĝo de memoro](https://supermemo.guru/wiki/Two_component_model_of_memory), inkl. la [spaca efiko](https://supermemo.guru/wiki/Spacing_effect).\r\n\r\nLa lern-entropio de enuiga prelego ekpafos post kiam ora nubeto de scio plenigas gravan mankon en kompreno. La pliiĝo en lerntropio estos proporcia al la esprimo de la [stabileco](https://supermemo.guru/wiki/Stability) de la memora spuro determinanta scion taksadon (inkl. descendajn spurojn en la [scio-taksa reto](https: //supermemo.guru/wiki/Knowledge_valuation_network)). La efiko de ora nugeto malfortiĝas dum tempo pasas. La akumula efiko de tiuj feliĉaj malkovroj determinos la nivelon de lern-entropio en iu ajn momento (ekz. dum prelego).\r\n\r\nĈi-supra montras, ke edukistoj povas influi lern-entropion, plibonigi la [lernan interan sopiron](https://supermemo.guru/wiki/Learn_drive), kaj plibonigi longtempjn lernajn rezultojn. Nutrado de malaktiva scio estas malbona strategio. Provizo de respondoj estu elektema kaj devus favori altgravajn abstraktajn kaj universalajn demandojn. Liberaj esploradoj de memdirekta lerno estas la plej bona formulo por dumviva daŭripova [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kaj dumviva lernado.\r\n\r\nĈiuj formoj de instruado tendencas subpremi la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Kiel rezulto, multaj plenkreskuloj povas malfacile internigi la mesaĝon pri la graveco de lern-entropio en lernado. Tamen, en la moderna mondo, preskaŭ ĉiuj alfrontas la bezonon solvi negravan teknikan aŭ sanproblemon memstare. La problemo povas esti tiel simpla kiel bagatela ŝanĝo al agordo en Facebook-selektoj. Ju pli malfacilas trovi la solvon al problemo, des pli granda estas la rekompenco por trovi respondojn. Ju pli malfacilas trovi respondojn, des pli persista kaj ampleksa la serĉado kaj esplorado. Tiuj sentoj devus esti konataj al ĉiuj. Tamen, subpremado de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) ĉiam rezultigas malpli grandan scion, malaltiĝon de memestimo, kaj ĉiuj esploroj eble finiĝos pli frue. Alivorte, tiuj, kiuj perdis sian krean impulson en la lernejo, aŭ poste en la vivo, rezignas pli frue, aŭ eble eĉ neniam provos. Tiusence, ĉiuj teknikaj problemoj kaj misfunkciaĵoj, kiuj venas kun komputiloj, Interreto, teknologio, ktp. havas iun pozitivan kromefikon stimuli la spurojn de la perdita [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) eĉ ĉe la plej malaktivaj individuoj. La nura postulo estas, ke tiuj serĉoj devas finiĝi kun grado de sukceso. Alie, la malo povas okazi. La punsignalo povas konduki al kondiĉado de retiriĝo de esplorado.\r\n\r\nVi povas rapide respondi ĉi tiun tujan testeton pri via propra [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Se vi alfrontas negravan problemon en la vivo, ĉu vi serĉas homan fakulon aŭ vi fidas je Google? Se via aŭto malsukcesas, aŭ vi komputilo kraŝas, aŭ vi vundiĝas, aŭ vi havas stomakan doloron, kien vi iras?\r\n\r\n## Lern-entropio kaj lerna interna sopiro\r\n\r\nEn procezo simila al [forgeso](https://supermemo.guru/wiki/Forgetting_curve), la efiko de [lern-entropia](https://supermemo.guru/wiki/Learntropy) rekompenco malkreskos eksponente kun la tempo. Kiel en la revizio de [spacigita ripeto](https://supermemo.guru/wiki/Spaced_repetition), la nova rekompenco revenigos lern-entropion al alta nivelo. Kiel en [spaca efiko](https://supermemo.guru/wiki/Spacing_effect), pli longaj paŭzoj povas rezultigi, ke la sama mesaĝo estas pli rekompenca.\r\n\r\nEstas grava diferenco inter la rekompenca signalo determinanta lern-entropion kaj la firmiga signalo determinanta revokon en lerno: post kiam vi lernas ion, ripeta revizio en mallongaj tempospacoj estas sencela, kiam vi kondukas revokan probablecon al 100%, vi povas lasi tempon pasi antaŭe ĝis la sekva revizio. La supra limo de lern-entropio eble estos malfacile atingebla. Se vi amas prelegon, kun iuj turnoj de faktoj aŭ livero, vi povas ami ĝin pli. Se vi memoras unuopan memoron, vi ne povas memori ĝin pli bone per lertaĵoj uzataj en mallonga tempo. Vi povas reformuli la memoron uzante memorigajn teknikojn kaj influi ĝian fortikecon, sed post kiam la probablo de revoko estas 100%, la plej bona afero por fari por la memoro povus esti lasi ĝin ne-uzata por tempeto aŭ uzi ĝin en ŝanĝita kunteksto, kio eble esence konduki al evoluigado de novaj memoroj kiuj formos redundajn ligojn al la origina unuopa memoro.\r\n\r\nFormorto de lern-entropio okazas per manko de rekompenca signalo. Formorto de [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas afero de [forgeso](https://supermemo.guru/wiki/Forgetting) (inkl. forgeso pro perdo de cerbaj ĉeloj).\r\n\r\nLern-entropio estos aldona super individuaj mesaĝoj kun eksponenta malkresko kaj malpliiĝantaj resendoj. Optimumigante la tempon de rekompencaj mesaĝoj, ni povas altigi lern-entropion kaj igi lernadon iĝi unu el la plej plaĉaj agadoj egale kun rekompencoj de manĝaĵo, sekso, drogoj, ktp. Se vi estas skeptika, memoru obsedajn videoludantojn, kiuj povas laŭvorte malsati dum la ludantaj noktoj. [Videoludoj](https://supermemo.guru/wiki/Videogames) povas ŝprucigi la [lernan internan sopiron](https://supermemo.guru/wiki/Learn_drive) kaj kombini ĝin kun la rekompenco de hazardludo. Rekompencoj de hazardludo ankaŭ povus esti regataj de similaj reguloj de malkresko kaj akcelo kiel lern-entropio, tamen ili estas submetitaj de [varia rekompenco](https://supermemo.guru/wiki/Variable_reward) kiu povas konduki al toksomanio. Gravas distingi inter la plezuro de lerno kaj malutilaj toksomanioj (vidu: [Toksomanio al lernado](https://supermemo.guru/wiki/Addiction_to_learning)).\r\n\r\nLern-entropio determinos la [lernan internan sopiron](https://supermemo.guru/wiki/Learn_drive), sed ambaŭ estos subtenataj per malsamaj reguloj. Lerna interna sopiro dependas de scio, kaj kiel tia estos submetata al [spacigita ripeto](https://supermemo.guru/wiki/Spaced_repetition). Ĉar [sciaro estas reto](https://supermemo.guru/wiki/Concept_network), paroli pri optimuma stimulo de [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) verŝajne estas sencela. Por maksimumigi lernan internan sopiron, ni devas okupiĝi je dumviva lernado, respekti [naturan kreemo-ciklon](https://supermemo.guru/wiki/Natural_creativity_cycle), kaj prizorgi la cerban sanon (t.e. sanon ĝenerale).\r\n\r\n## Optimuma livero de informoj\r\n\r\nEn lernejado, ni povus antaŭvidi prelegon faritan je optimuma [lern-entropia](https://supermemo.guru/wiki/Learntropy) nivelo, en kiu studento daŭre diras \"*Ŭaŭ! ŭaŭ\". Ŝi daŭre prenas notojn kiel eble plej rapide. Tamen, pli ofte, la prelego portas altan entropian signalon aŭ elfluos enuon. Ĝia lern-entropio estas malalta aŭ eĉ negativa.\r\n\r\nSe optimumaj lern-entropiaj niveloj dependas de la studento, kiel instruisto povas optimume liveri scion al klasĉambro? Kelkfoje universala livero estas neebla. En aliaj kazoj, estas sufiĉe malfacile postuli geniajn instruajn kapablojn. Por plej multaj instruistoj, prelego liveras plej multajn infanojn enuigitaj aŭ frustritaj\r\n\r\nEn prelego, bonŝancaj malmultaj povas ricevi la plej grandan parton de la mesaĝo. Por frakcio de la talentuloj, la prelego povas porti nenion novan. Por ili ĝi estas enuiga. Por aliaj infanoj, mesaĝ-komplekseco superas ilian kompren-nivelon. En tiaj kazoj, la prelego povas esti frustrebla se ili provas malkodi ĝin. Prelego pri teorio de kordoj povus esti komparebla al bruo de hazarde miksitaj anglaj vortoj. Prelegado estas ekzerco pri tempo-perdo. Nobel-premiito [Carl Wieman](https://supermemo.guru/wiki/Carl_Wieman) komparis ĝin kun [sango-lasado](https://supermemo.guru/wiki/Wieman:_Lectures_make_no_sense).\r\n\r\nPor eviti la ĉagreniĝon de negativa lern-entropio, studentoj malagordas kiel vi agordis de tiu tajlanda kanalo, kiun mi menciis [pli frue](https://supermemo.guru/wiki/Pleasure_of_learning#Prior_knowledge_in_information_seeking). Infanoj ignoras la senmovan bruon venantan de la instruisto kaj agordas aliajn kanalojn, kiuj portas pli taŭgajn nivelojn de lern-entropio (ekz. Fejsbuko ĉe telefono sub la skribotablo). Eĉ se ilia kompreno estas bona, la scio liverita eble ne kompletigas ilian nunan scion. Se ĝi ne formas [alt-kvalitan alt-valoran](https://supermemo.guru/wiki/Knowledge_valuation_network) ĝeneraliĝo, ĝi estos konsiderita evidente sensignifa.\r\n\r\nMalalta lern-entropio, eĉ se okazanta foje, kondiĉas la studenton por foragordiĝi. Post iom da tempo, studentoj disvolvos filtrilon, kiu transformos instruiston en silentan radiokanalon portantan nulan entropion kaj nulan lern-entropion. Pliboniĝoj al prelegkvalito fariĝos vanaj. La instruisto malaperas!\r\n\r\nEn klasĉambro, studento ofte ne povos nuligi la instruistan signalon kaj iri al pli bona signalo. La sama signalo estas disdonata al ĉiuj studentoj kaj ili ĉiuj eble same enuiĝos. Kontraste, Google-ado por bonaj ŝlosilvortoj povas bombadi la cerbon per perfekte tempigitaj malalt-probablaj mesaĝoj kiuj [konvenos la nunan scian arbon kiel puzlo](https://supermemo.guru/wiki/Knowledge_crystallization). Google estas tre malmultekosta kaj efika generatoro de \"ŭaŭ!\".\r\n\r\nEn [pliiĝa lernado](https://supermemo.guru/wiki/Incremental_learning), la lern-entropia skanilo elektos plej bonajn kanalojn, prioritatos tiujn kaj uzos perfektan tempon por maksimumigi semantikan ligecon kaj memoran firmiĝon. Ĉi tio devus facile kompreni kial **Mi estas ege feliĉa, mi neniam estos altrudota sidi en lerneja benko!** Mi amas lerni tro multe!\r\n\r\nĈiuj ĉi-supraj ekzemploj ilustras kiom malsimpla la interago inter la signalo kaj la cerbo estas en rekonado de aferoj lernindaj. La rekompenco de lerno estas la plej konata indikilo de lernkvalito. Kiam studentoj estas feliĉaj, ni estas sur la ĝusta vojo. Kiam lernejoj estas la loko de mizero, ni malsukcesas sur socia skalo.\r\n\r\n **La nura fidinda detektilo de scio komplementeco kaj [kohereco](https://supermemo.guru/wiki/Coherence) estas la neŭraj retoj de la [sistemo de lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Tial scio ne povas esti antaŭpakita kaj trudita al studentoj.** \r\n\r\nĈi tio estas klarigita per [metaforo de kristaliĝo](https://supermemo.guru/wiki/Knowledge_crystallization). La neŭraj detaloj de la rekompenca sistemo sekvas en la sekcio: [Lernaj rekompencoj](https://supermemo.guru/wiki/Pleasure_of_learning#Learning_rewards).\r\n\r\n## Kaptemaj prelegoj\r\n\r\nNi amas lerni, sed kutime ni malamas esti instruitaj. Tiuj sentoj kunrilatas kun kreemo, kiu verŝajne povas esti klarigita per la fakto ke kreema ellaborado estas esenca por [padrona finigo](https://supermemo.guru/wiki/Pattern_completion) kiu subestas komprenon.\r\n\r\nEn lerno, ni decidas kion esplori. La [lern-entropia](https://supermemo.guru/wiki/Learntropy) takso strikte dependas de la stato de la cerbo kaj nunaj memoraj aktivigoj. En instruo, scio estas eldonata sendepende de tio, kion ni pensas pri ĝi. Multaj studentoj listigas enuigajn temojn kiel sian numeron unu kialon por malŝati lernejon. Ne ĉikanado, streso aŭ frua vekiĝo. Terura enuo! Mi skribas pri la astronomia diferenco inter memdirekta lernado kaj lernado en la lernejo [ĉi tie](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning). Ĉio temas pri la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive)!\r\n\r\nMi miras pri kiom da rimedoj estas malŝparitaj en esplorado, kiu serĉas manierojn interesigi infanojn dum prelegoj, dum devus esti evidente, ke prelegoj estas nur malbona eduka ilo. Ĉu analizo de okulkontakto? Ĉu analizo de engaĝiĝo? Ĉu klopodoj por kvantigi pasion? Ĉiuj infanoj estas ekipitaj per natura [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kaj nia prioritato estu certigi, ke ni ne detruu tiun sopiron. [Perforte altruda scio](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive) estas la ĉefa detruanto de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Krome, ekzistas multaj soci-ekonomikaj faktoroj, kiuj malhelpas grandan parton da infanoj prosperi eĉ en la plej bonaj cirkonstancoj. Iuj infanoj neniam montros pasion por lerni. Plejofte, ĝi ne estas ilia kulpo. Nur eta frakcio estas limigita de handikapoj, sano kaj malpli bonŝancaj genetikaj dotoj. La eksponenta kadukiĝo en la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kun aĝo estas kaŭzita ĉefe de truda lernejado. Malaktiva prelegado estas grandega kontribuanto al tiu procezo.\r\n\r\nNature, estas prelegoj kiuj funkcias. [Khan Academy](https://supermemo.guru/wiki/Khan_Academy) estas plenplena de bonaj ekzemploj. Eĉ parola prelego sen lumbildoj povas funkcii. TED-parolado en Jutubo povas esti amuza. Ĝi povas kontentigi la [lernan internan sopiron](https://supermemo.guru/wiki/Learn_drive). [MOOC-oj](https://en.wikipedia.org/wiki/Massive_open_online_course) estas fonditaj sur la principo ke unu rok-stelulo-instruisto estas pli bona ol miloj da ordinaraj instruistoj ripetantaj la saman mantron. Vi povas lerni multon eĉ se vi estas nur malaktiva aŭskultanto. Estas tamen kondiĉoj: vi devas esti intense scivolema pri la temo, aŭ vi devas ami la parolanton, aŭ ambaŭ. **Estas nur unu certa mekanismo por certigi, ke la prelego estas interesa: vi devas elekti ĝin memstare!** Ĉi tio estas nur unu plia aspekto de la bezono de memdirekta lernado.\r\n\r\nKrom elekto, en prelegado, vi certe bezonas paŭzan butonon en la okazo, se vi bezonos necesejan paŭzon, aŭ trankviligi la malsatajn dolorojn. Nenio povas ruinigi prelegon tiel efike kiel krevanta veziko. Laste sed ne malpli, plej multaj prelegoj povus profiti de la funkcio Skip Intro de Netflix.\r\n\r\nKompreneble, la prelego funkcios plej bone se vi plibonigas ĝin per via propra kreema pensado aŭ eĉ rapida esploro. Jen kial paŭzi dum minuto aŭ unu tagon povus esti esenca por lernado de kompetenco. Kontraŭ la asertoj de iuj psikiatroj, kreemaj paŭzoj kaj vaganta menso havas nenion komunan kun [ADHD](https://supermemo.guru/wiki/ADHD). Dum ili estas malproksime trafaj, ili estas markostampoj de bonega lernado.\r\n\r\nMi uzas du metodojn por konsumi prelegojn iom post iom. Mia unua metodo estas aŭskulti kaj ekzerci. Ekzerco plibonigas fokuson. Bona fokuso reduktas la bezonon de paŭzo, tamen ĝi ankaŭ reduktas la kreeman aspekton de lerno. Por temoj de plej alta prioritato, mi uzas [pliiĝanta video](https://supermemo.guru/wiki/Incremental_video) kie mi povas paŭzi kaj rekomenci plurfoje. Mi eĉ povas konservi la plej gravajn prelegajn tiraĵojn por estonta revizio. Tamen, eĉ pliiĝanta video ne estas la plej bona aliro al lernado. Ĝi ne povas konkuri en rapido kaj volumeno kun [pliiĝanta legado](https://supermemo.guru/wiki/Incremental_reading). Foje pli bone havas sencon uzi pliiĝantan legadon kaj prilabori la prelegan transskribon ol aŭskulti la prelegon mem. Tio estas precipe videbla en faktriĉa prelegado.\r\n\r\nMi elektas miajn videomaterialojn plejparte surbaze de parolantoj, kiujn mi simple amas aŭskulti. En la kunteksto de ĉi tiu artikolo, mi scias, ke vi amus prelegojn de Ken Robinson! Iru kaj vidu: [Robinson: Lernejoj mortigas kreemon](https://supermemo.guru/wiki/Robinson:_Schools_kill_creativity)!\r\n\r\n## Lernaj rekompencoj\r\n\r\nLa plezuro de lerno povus esti unu el la plej kontentigaj eblaj plezuroj. Male al manĝado aŭ seksumado, la plezuro lerni ne finiĝas post la ago. La plezuro de lerno estas daŭrigebla kaj malrapide malpliiĝas nur pro la tro-ŝarĝo de retoj implikitaj en lernado. Ĝi povas esti rekomencigita al la bazlinio kun dormo. Oni pruvis, ke la plezuro lerni implikas la samajn mekanismojn kiel la [plezuro de heroino aŭ kokaino](https://supermemo.guru/wiki/Biederman_model). Male al nutrado aŭ sekso, plezura lernado povas plenigi la plej grandan parton de la vektempo. Tiusence, la plezuroj de lerno, kreo, solvado de problemoj kaj produktiveco povus esti bonegaj iloj en stoika hedona terapio. Dum la bezono de manĝaĵo estas facile kontentigita ĉe sana individuo, la bezono de lerno eble neniam finiĝos. La [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) dependas de la stato de nuna scio kaj ĉi tiu statuso povas esti regita per lerno mem.\r\n\r\n **Ĉiuj homoj kun humor-ŝanĝoj devus konsideri [lernadon kiel terapion](https://supermemo.guru/wiki/Learning_and_depression).** \r\n\r\n### Rekompenco pri lerna interna sopiro\r\n\r\nMi menciis kelkajn ekzemplojn pri kiel la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kondukas al rekompenca signalo en la cerbo. Ni scias, ke malalta probabla informo povas esti rekompenca. Same povas ĝeneraliĝo, kiu kontribuas novajn sciojn. Peceto da informo, kiu kondukas al bonega celo de kompreno, estas alte taksata. [Unu mankaĵo da peco en puzlo](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor) portas grandan rekompencon. Unu malklara vorto, unuafoje malkodita, povas igi tutan longan tekston ŝanĝi de disputo de frazoj en klaran rezonan linion.\r\n\r\nKonfirmi modelon per ĝeneraliĝo aŭ meti fundamentojn por nova pli bona modelo ambaŭ sentas bonege. Krome, ĉiuj model-konfirmoj asociataj kun fortaj emocioj povas konduki al ĝojego: \"*Mia teamo estas la plej bona en la mondo!*\", aŭ \"*Jes! Mia novnaskito ja estas sana!*\", aŭ \"*Jes! Mi sciis. tiu laborego gajnos al mi tiun akcelon!”. Tamen, kiam oni diskutas pri la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), mi ŝatus filtri tiun kroman emocian tavolon, kiu povas malklarigi la bildon. Ni devas memori, ke lerno estas plezura sendepende je ĉu ĝi alportas rekompencojn de utiligado de la scio.\r\n\r\nLa *Aha!*, *Ŭaŭ!* aŭ *Eŭreka!* de malkovro estas la plej pura kaj finfina premio en lerno. Ĝi ne bezonas kunporti plian rekompencon en laŭdoj aŭ gloriĝoj de aliaj. Ĉi tie, la scio estas sia propra rekompenco.\r\n\r\nLa komunaĵo de ĉi tiu rekompenco estas la kodigo de novaj tre valoritaj informoj en memoro.\r\n\r\n **La rekompenco de lerna interna sopiro venas el [altvalora scio](https://supermemo.guru/wiki/Knowledge_valuation_network) preta por longdaŭra stokado.** \r\n\r\nEn nia serĉo por kompreni la realon, dum la totala kvanto de informoj stokitaj en la cerbo pliiĝas, la entropio de stokita scio malpliiĝas. **Kun lernado kaj modelado, necesas malpli kaj malpli da penado por kompreni la kompleksecon de la mondo.** \r\n\r\n### Evoluo de la lerna interna sopiro\r\n\r\nSciencistoj diras, ke inteligentaj bestoj ludas pli. Mi diras, ke estas eĉ pli interese noti, ke specioj, kiuj pli ludas, estas pli inteligentaj. Mi supozas, ke la **[lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) eble estis la ellasilo en la eksplodo de la homa cerba grandeco** . Ne estas la birdoj aŭ mamuloj alfrontis ŝanĝon en medio kiu postulis pli da pensado. Ne estas la homoj subite alfrontis formorton se ili ne krevigis la grandecon de sia kortekso. Eble estis la emeriĝo de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kiu subite permesis pli bonan uzadon de la multekosta kresko de la nombro da cerbaj ĉeloj. Antaŭ ol ekzistis la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), aldoni cerban grandecon povus lasi beston kun ekstra kappezo por porti kaj kroman aron da ĉeloj por nutri. Sen la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), la ekstra cerba spaco povus resti ne-uzata kaj verŝajne suferas malŝpareman atrofion. Se lernejado provas superregi la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), ĝi kontribuas al la neuzado de tiu evolua avantaĝo. Ĝi kontribuas al la situacio, en kiu la socio estus malpli inteligenta kaj malpli kreema.\r\n\r\nSe ni reprezentas la cerban grandon laŭ la templinio de homa evoluo, ni povas vidi potencan kreskon antaŭ ĉirkaŭ 2 milionoj da jaroj. Paleo-antropologoj emas atribui tiun svingon al pli bonaj cerbaj nutraĵoj en la dieto, [kuiro](https://en.wikipedia.org/wiki/Catching_Fire:_How_Cooking_Made_Us_Human), kaj similaj.\r\n\r\nSe la supozo pri la emerĝo de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas ĝusta, *Homo habilis* estus kandidato por la ir-punkto de la trarompego. Ĉi tio povus indiki la transiron de simpla procedura lud-veturo de birdoj kaj mamuloj al pli altnivela deklara lerno, kiu finfine kondukas nin al konstruado de abstraktaj modeloj de realeco, kiuj subestas homan inteligentecon. *Homo habilis* ankaŭ estis supozita konduki al la emerĝo de [infanaĝo dominata de cerba kresko](https://supermemo.guru/wiki/Homo_habilis:_the_emergence_of_childhood) (de dekutimiĝo ĝis averaĝe 7-jaraĝa).\r\n\r\nLa malfrua alveno de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) en evoluo sugestus, ke ĝi ne estas simpla eco emerĝanta en neŭralaj retoj (vidu: [Biederman-modelo](https://supermemo.guru/wiki/Biederman_model)). Alie ĝi povus facile aperi en fiŝoj aŭ pli frue. La [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) postulas dediĉitan aron de neŭralaj strukturoj kiuj kapablas sendi rekompencan signalon ĉe la punkto de detektado de pliiga kontribuo al kohera strukturo de deklara scio. Ĉi tiu signalo kaj la subesta strukturo povus malsami en procedura lerno kaj deklara lerno. Ĝi ankaŭ povus malsami por malsamaj klasoj de sensa enigo.\r\n\r\n### Rekompenco en procedura lerno\r\n\r\nMi supozis pri [cirkvitoj kiuj povus funkcii per procedura lerno](http://www.super-memory.com/english/ol/ol_files/refinement_circuitry_in_stochastic_learning.jpg) jam en la 1980-aj jaroj. En mia [Mastra Tezo](http://super-memory.com/english/ol.htm), pro ne-scio, mi uzis mian propran terminon [\"*stokastika lernado*\"](http://www.super- memoro.com/english/ol/ol_memory.htm). Mi tute ne sciis, ke du jardekojn pli frue, reen en 1969, David Marr proponis teorian modelon de la cerebela kortekso kiu kongruas kun mia propra pensado. En la nova jarmilo, [estas multaj datumoj por konfirmi la modelon](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2805361/).\r\n\r\nLa ideo de procedur-lerna cirkvito estas tre simpla. Imagu, ke vi veturas per biciklo. Vi aplikas vian konscian menson por lerni individuajn movojn necesajn por munti la biciklon kaj por poste daŭrigi pedaladon. Tamen, post kiam vi estas survoje, la procedura lern-sistemo certigas, ke vi povas plenumi ĉiujn movojn aŭtomate kun minimuma neŭrala fortostreĉo sen partopreno de konscia superrigardo aŭ minimuma superrigardo super aro da [komand-neŭronoj](https://eo.wikipedia. org/wiki/Command_neuron). Procedura lerno determinos vian [motor-programon](https://en.wikipedia.org/wiki/Motor_program). Ĉi tiu procedura lern-sistemo faros negravajn hazardajn alĝustigojn al la sinsekvo de signaloj senditaj al la motorsistemo (tial la nomo \"*stokasta lernado*\"). Vi povas vidi tiujn hazardajn ŝanĝojn kiel proceduran kreemon. Ĉiufoje kiam via biciklo perdas ekvilibron, punsignalo estos sendita de la erar-detekta reto por nuligi proponitajn korektojn. Tiu punsignalo ludos la rolon de instrua signalo por la motora programo.\r\n\r\nDum dormo, memoroj estas reorganizataj por forigi la bezonon de konscia enigo, simpligataj, optimumigataj, kaj rubaj signaloj kiuj havas malaltan kontribuon al la kapablo estas malakceptataj. Kun ĉiu kilometro biciklata, la sinsekvo de signaloj estas perfektigata per provo kaj eraro. Kun ĉiu atako de dormo la sulkoj fariĝos pli glataj. Veturi per biciklo fariĝos plezuro. Tiu plezuro ŝajnas kaŝe rigardi en la transiro de mallerta konscia rajdanto al la natura.\r\n\r\nSimile, kun ĉiu frazo tajpata en la komputilo, vi frapas malpli da eraroj. Ĉu vi scias kie \")\" estas sur la klavaro? Kion pri \"}\"? Ju pli flue vi tajpas, des pli verŝajne vi forgesas ĉi tiun detalon. Kiam la konscia rego de motorsekvencoj estas forprenita, deklara scio pri la pozicio de \")\" sur la klavaro povas esti forĵetita kiel \"rubaĵo\". Ĝi ne plu bezonas.\r\n\r\n### Rekompenco en Deklara lerno\r\n\r\nAferoj estas iom pli kompleksaj en klarigado de la deklara [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Estas certa rekompenco al [deklara lerno](https://supermemo.guru/wiki/Declarative_memory). Iuj aferoj estas nur interesaj, kaj plaĉas ekscii la veron. Sur la neŭrala nivelo, la cerbo skanos enigaĵojn kaj neŭrajn aktiviĝojn por serĉi areojn de alta [lern-entropio](https://supermemo.guru/wiki/Learntropy) kun la maksimuma livero de nova scio akordanta kun la nuna statuso de memoro. Ajna senc-plena mesaĝo de malalta probablo estos rigardata pli alloga. Brila frakta ŝablono estos rigardata bela. Griza hazardo de koloroj estos rigardata enuiga. La sama okazos en la kazo de pli kompleksa vida mesaĝo. Vigla arbaro estas bela. La sama arbaro povas ŝajni nealloga vintre, en trablovo aŭ sub la efiko de media poluado. [Steven Pinker](https://en.wikipedia.org/wiki/Steven_Pinker) rimarkis, ke ni estas altirataj de bildoj, kiuj ŝprucas vivecon. Mi malkonsentas. La altiro estas multe pli larĝa. Ni povas esti same bone altirataj al morta vulkano aŭ frosta pejzaĝo de Antarkto. Ni amas mediojn, signalojn, mesaĝojn aŭ cerbajn aktivigojn, kiuj povas esprimi kompleksajn informojn uzante [simplajn modelojn](https://supermemo.guru/wiki/Abstract_knowledge). La bildo de bela strando povas esti reprezentita per kelkaj simplaj formoj kaj teksturoj.\r\n\r\nEntropio de informoj estas rilatata al la premeblo de datenoj. Signal-traktado komenciĝas sur la eniĝo. La retino faras 100-oblan premadon de la vida enir-signalo. La vid-kortekso ricevas simplajn reprezentaĵojn de formoj kaj rilatoj. La hipokampo ricevas tiujn informojn en epizoda kunteksto. Tiuj signaloj povas fini la ŝanĝo de la statuso de ununura sinapso en la nov-kortika longtempa memora stokado.\r\n\r\nLa [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) baziĝas sur serĉo de efikaj manieroj reprezenti scion en neŭralaj retoj. [Lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), [memora optimumiĝo en dormo](https://supermemo.guru/wiki/Memory_optimization_in_sleep), kaj [forgeso](https://supermemo.guru. /wiki/Forgetting) estas esencaj por maksimumigi premeblecon, [abstraktecon](https://supermemo.guru/wiki/Abstractness), [aplikeblon](https://supermemo.guru/wiki/Applicability), kaj efikecon. Tiel la cerbo certigas, ke ni povas vidi kompleksan mondon uzante simplajn reprezentojn. Tio estas la kerno de [homa inteligenteco](https://supermemo.guru/wiki/Human_intelligence). Se esploristoj de artefarita inteligento povus ekipi robotojn per hom-simila [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), surbaze de sufiĉa memoro, ilia lerna kapablo povus esti neelĉerpebla.\r\n\r\n### Rekompencaj centroj dum lernado\r\n\r\nEn 2014, esploristoj raportis ke la [aktiveco en la nukleo \"accumbens\" estis pliigata en la stato de \"alta scivolemo\"](https://supermemo.guru/wiki/Curiosity_improves_learning). Ili ankaŭ pruvis tion, kion ni ĉiam sciis: ĉi tiu stato plibonigis memoran rendimenton. Krome, tiu plibonigita agado verŝis sur hazardan lernadon, t.e. lerno kiu ne ekfunkciigus scivolemon memstare. Ĉi tiu esploraĵo estis vaste raportita en amas-komunikiloj kun malĝusta interpreto: \"*scivolemo preparas la cerbon por pli bona memoro*\". Ekzemple, Scientific American elstarigis \"*Neŭro-bildigo rivelas kiel la rekompenco kaj memor-vojoj de la cerbo ĉefas demandajn mensojn por scio*\". La papero mem sugestis la bezonon de *\"stimuli scivolemon\"*.\r\n\r\nĈar rekompencaj centroj povas esti implikitaj en la antaŭvido de plezuro, ni prefere vidu la rezultojn de la esploro kiel indikilon, ke la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas rilata al plezuro. Estas la lerno, kiu kaŭzas pluan lernadon. Estas lerno, kio estas plezura. La titolo estu \"*Neŭro-bildigo konfirmas, ke efika lernado estas plezura*\". Alivorte, la sinsekvo ne estas \"sopiro -> plezuro -> lerno\", sed \"sopiro -> lerno -> plezuro\".\r\n\r\nAnstataŭ paroli pri la bezono \"stimuli scivolemon\", kiu prefere parolu pri la bezono \"evoluigi la [lernan internan sopiron](https://supermemo.guru/wiki/Learn_drive)\". La ŝlosila diferenco estas en percepto de stimulo kiel rapida solvo, kiu povus esti uzata en klasĉambro kontraste al longdaŭra procezo, kiu daŭras monatojn kaj jarojn. Reklama kampanjo povas uzi malmultekostajn lertaĵojn por stimuli nian scivolemon, kiam dumviva pasio estas formulo por ne-satigebla kaj nemalpliiĝanta [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), kiu estas perfekta garantio por senĉesa lernado.\r\n\r\nEstas vere, ke la stato de scivolemo plibonigos atenton kaj ĉi tio plibonigos ĝeneralan lernon, tamen, ĉi tio neniam devas esti uzata kiel klasĉambro-strategio. Ludigo de lerno havas sencon nur se rekompencoj venas de celita lerno, ne de lerno kiu ĉirkaŭas la celon. Multaj lernprogramoj por infanoj uzas brilajn kolorojn, nekutimajn sonojn aŭ ridetantajn vizaĝojn por altiri atenton por stimuli lernon. Tamen, post kiam alkutimiĝo starigas ĝin, ĉi tiu formo aŭ artefarita ludado ĉesas esti efika. Krome, hazarda scio ne daŭras. Ĉiu klopodo utiligi scivolemon por ekfunkciigi hazardan lernon estas malspecifa kaj malefika. Same bone ni povus esperi, ke farmakologia interveno, ekz. kun Ritalin, povus plibonigi lernadon. Anstataŭe, lerno devas esti sia propra rekompenco.\r\n\r\nLa nukleo \"accumbens\" kaj la ventra tegmenta areo estas implikitaj en plezuro, en antaŭĝojo de plezuro, kaj en signaltakso. La signaloj de la [scio-taksa reto](https://supermemo.guru/wiki/Knowledge_valuation_network) konverĝas al tiuj areoj en ambaŭ sia [motiva kaj pri-emocia valento](https://supermemo.guru/wiki/Brain_centers_involved_in_valuation_of_anticipated_outcomes:_nucleus_accumbens_and_VTA). Dopamino estas implikita en la antaŭvido de plezuro. Ĉar dopamino estas implikita en atento, antaŭvido de plezuro sole kondukus al plibonigita lerno pro pli bona fokuso sur la fonto de informoj, kiu atendas liveri la plezuron.\r\n\r\nSe vi ne estas konvinkita, pensu pri kiom multe vi malamas vian novaĵ-kanalon kiam ili faras siajn lertaĵojn por veki vian intereson, kaj tiam diru \"*eltrovi post la paŭzo*\". Vi povas fariĝi eĉ pli malgaja kiam ili ruinigas ĉion per \"*Puraĵoj!*\". Antaŭvido ankaŭ povas konduki al frustriĝo. Nur reala lernado donas la rekompencon. Nur reala lerna rekompenco havas sencon el la vidpunkto de evoluo. Ni ne volas rekompenci beston pro la nura vido de manĝaĵo.\r\n\r\nLa zumo en la nukleo \"accumbens\" povas esti rekta esprimo de plezuro aŭ ankaŭ povus indiki la staton de plezura serĉo. Fine ne gravas la efektiva interpreto por la fina konkludo: **enuo kaj malkontento estas la malamikoj de lernado** .\r\n\r\nPor kompetenta lerno, en kiu novaj scioj kompletigas aktualan scion, ni devas sekvi la [lernan internan sopiron](https://supermemo.guru/wiki/Learn_drive). En simplaj terminoj, tio signifas, ke la plezuro de lerno estas dezirinda en edukado. Ni neniam lernu en la stato de malkontento (kp. [Dezirinda malfacilo](https://supermemo.guru/wiki/Pleasure_of_learning#Desirable_difficulty)). Dolora lerno venas de la cerbo lasante la studenton scii ke, en informa teoria senco, la nova scio ne taŭgas! Ĝi estus malakceptita. Plezuro estas bona gvidilo!\r\n\r\nEl ĉi-supra neŭra rezonado ni derivas la evidentan rezulton—— **la plej bona garantio de kompetenta lerno estas lasi studentojn lerni memstare kaj sekvi siajn proprajn pasiojn.** \r\n\r\n## Biederman-modelo\r\n\r\n### Plezuro pri legi pri la \"plezuro de lego\"\r\n\r\nEn 2006, Irving Biederman kaj Edward A. Vessel, publikigis artikolon, kiu donis al mi neforgeseblan plezuron legi. La artikolo mem klarigis al mi la plezuron de lego. En artikolo titolita \"*[Percepta plezuro kaj la cerbo](https://supermemo.guru/wiki/Opioid_receptors_are_involved_in_the_pleasure_of_learning)*\", Biederman supozis ke deklivo de opioidaj riceviloj en cerbaj strukturoj respondecaj por vida percepto povus kontribui al la plezuro de rigardanti belajn scenojn kiel belajn pejzaĝojn. La ideo de Biederman ŝajnis klarigi al mi tion, kion mi konas dum aĝoj: **lerni estas plezura** . Mi ĉiam ŝatis lerni, tamen mi neniam vere komprenis, kio subestas mian ŝaton rilate cerbo-sciencon. La klarigo de Biederman estis perfekta kaj ĝi estis potence plezura. Ĝi klarigis ion, kio ĝenis mian menson por pli longa tempo. En la momento de lego, mi estis tre mem-analitika. Legante pri la plezuro legi mi provis \"senti\" kiel la kleriĝo de legado provizas la plezuron. La plezuro legi pri la plezuro de lego fariĝis neforgesebla.\r\n\r\nKion Biederman kaj Vessel proponis estas monumenta. Mi do nomu ilian pensadon por simpleco: la **Biederman-modelo** (nomelekto laŭ antikveco). En vida percepto, sinsekvaj tavoloj de neŭronoj respondecas pri pli abstraktaj reprezentadoj de la vida sceno. Metafore parolante, ĝi komenciĝas de pikseloj kaj koloroj, tiam ĝi pluiras al randoj, teksturoj kaj surfacoj, tiam al objektoj, tiam al vizaĝoj, lokoj, kaj kolektoj, kaj tiam al signifaj epizodaj scenoj kiuj, ĉe la fino de la ĉeno, povas aktivigu reprezenton de \"bela monto\", kaj estu memorita kiel tia kun nur kelkaj detaloj eternigitaj preter la unua impreso en laboranta memoro. Milionoj da pikseloj de foto iĝos signifa sceno kiu povas esti vortigita en nur kelkaj frazoj kaj memorita kiel tia dum jaroj, je tre malgranda neŭra kosto.\r\n\r\nBiederman-modelo profitas de pli frua malkovro ([Michael E. Lewis et al., 1981](http://supermemo.guru/wiki/Opioid_receptors_form_a_gradient_along_a_processing_hierarchy)) ke ekzistas deklivo de mu-opioidaj riceviloj laŭ la vida percepta aleo. Ju pli da signifo portas la neŭrono, des pli da opioidaj riceviloj ĝi verŝajne havos. Ni scias, ke opiaĵoj estas rekompencaj kaj maniigaj. Biederman-modelo baziĝas sur la supozo, ke ĉi tiu [gradiento de opioidaj riceviloj estas la fonto de percepta plezuro](https://supermemo.guru/wiki/Opioid_receptors_are_involved_in_the_pleasure_of_learning).\r\n\r\nEkzistas simila tavola sistemo por prilaborado de parolado kaj muziko. Tempa kortekso implikas prilabori sonojn de tonalto ĝis melodio. La prilaborado de la ritmo implikas ankoraŭ [aliajn areojn de la cerbo] (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4101486/). Ŝajnas, ke ĉiuj tiuj perceptaj retoj funkcias laŭ similaj principoj. Ĉi tio estas la stud-temo de [neŭroestetiko](https://en.wikipedia.org/wiki/Neuroesthetics).\r\n\r\n### Opioida plezuro kontraŭ dopamina plezuro\r\n\r\nTamen estas eta problemo kun la modelo de Biederman. La plezuro de lerno povas esti analizita konscie. La plezuro legi pri Biederman-modelo, en mia propra kazo, povus esti malkomponita kaj spurita al individuaj komponentoj de la modelo. Ĉi tiu fakto implicas, ke la plezuro estas ligata kun konscia sperto. Konscio estas fifame malfacila nukso por fendi neŭrosciencon. Plej multe de tio, kion ni scias pri konscio, estas aŭ konjekta aŭ bazita sur malfacilaj kaj multekostaj eksperimentoj en kiuj elektrodoj enplantitaj en la cerbo povas esti uzitaj por ellogi efikojn kiuj povas poste, aŭ samtempe, esti raportitaj fare de la tuŝita individuo. La indico ŝajnas konverĝi al la integra modelo de konscio en kiu aktiviĝo de pluraj strukturoj en la cerbo estas liga kaj perceptita kiel konscia memo. En tiu linio de pensado, aktivigi Halle Berry-neŭronon ie en la kortekso ne sufiĉas por alporti Halle al onies konscio. Milionoj da koncept-neŭronoj povas esti aktivigataj samtempe kaj pensa menso povas nur operacii sur kelkaj pecoj de la modelo de la perceptita realeco (vidu: [atento](https://supermemo.guru/wiki/Attention)). Por alporti Halle al onies menso, la aktiviĝo devas esti ligata kun aliaj komponentoj de konscia percepto, inkluzive de la rekompenco de la percepto.\r\n\r\nPro tiuj kialoj, opioidaj riceviloj en kortikalaj neŭronoj ne multe faras por la finfina rekompenco de lernado. Opioda antagonisto, [naloksono, povas forpreni iom da la plezuro de muziko ĉe kelkaj homoj](https://supermemo.guru/wiki/Thrill_of_music_may_be_attenuated_with_opioid_antagonists). Tamen, la opioida plezuro de lernado devus prefere produkti mildan feliĉon de unuafoja malgrand-doza heroino aŭ uzo de morfino . Tiusence, liberiĝo de endomorfinoj kaj aktiviĝo de opioidaj riceviloj povas fari kontribuon al la plezuro de lerno. Tamen, ĉi tiu plezuro ne estas sufiĉe specifa por doni al oni skuon de \"ŭaŭ!\", \"aha!\" aŭ \"eureka!\" (Biederman nomas ĝin \"klako de kompreno\"). Por tiu finfina lerna rekompenco, devas ekzisti liga rekompenca sperto venita de la [plezuraj centroj en la cerbo](https://supermemo.guru/wiki/Neural_circuits_involved_in_liking_and_wanting).\r\n\r\n### Plezuro de scio-asocio\r\n\r\nTiu finfina plezurskuo de malkovro venos de signifoplena asocio. Ĝi povas esti klarigita uzante la plezuron kompreni la Biederman-modelon mem. Pensante pri la modelo, ni aktivigas du gravajn konceptojn en niaj mensoj: (1) deklivo de signifo (derivita de kompreno de neŭraj strukturoj implikitaj en vida percepto), kaj (2) deklivo de plezuro (derivita de la observo pri la enhavo de opioidaj riceviloj en vidaj vojoj). Post kiam ĉi tiuj du konceptoj eniras en menson, ekzistas gluo de analogio: la koncepto de *\"deklivo\"*. Tiu gluo helpas aperigi la asocion, kiu donas skuon de agrabla kleriĝo: **SIGNIFO = PLEZURO** ! Ĝuste tion mi spertis leginte la artikolon de Biederman. Por ke tiu skuo okazu, ne sufiĉas, ke ekzistas pli da opiaĵaj riceviloj asociitaj kun la koncepto de la deklivo de plezuro ol kun la matematikaj bazoj de gradiento aŭ ĝia asocio kun la vorto \"deklivo\". Ne sufiĉas, ke estas pli da opiaĵo asociita kun la nova koncepto de \"deklivo de signifo\" ol kun la ofte uzata termino \"signifo\". La skuo okazas kiam tiuj du alt-prezaj konceptoj kuniĝas: signifo + plezuro.\r\n\r\nBiederman rimarkis, ke la deklivo de riceviloj eniras malproksimen en la asociajn areojn, inkl. la parahipokampa kortekso. Ni eble memoros, ke pli laŭflue, en la hipokampo ni trovis la [Halle-Berry-an neŭronon](https://supermemo.guru/wiki/Pleasure_of_learning#Detecting_surprisal). Por klarigi la diferencon inter la opioida plezuro kaj la asocia plezuro, ni imagu la renkontiĝon kun Halle sur bela strando. Promenante sur plaĝo, ni povas sperti delikatan heroinsimilan venteton de feliĉo, kiu venas de la ekkompreno, ke nia medio estas percepte bela: *\"la plaĝo, sur kiu mi promenas, sentas por mi bonege\"*. Post kiam Halle aperas ĉe horizonto, vida analizo povas provizi alian brizon de opioida plezuro venanta de la signalo *\"bela sinjorino alproksimiĝas\"*. Tiam la vida pretiga unuo povas identigi la sinjorinon kiel Halle, kiu povus aktivigi kortikalan reprezentadon de Halle, kiu povus esti opioid-riĉa. Tamen nur la finfina asocio de Halle kaj *\"mia plaĝo\"* ekigus gravan malkovron, eble revon je antikveco: *\"Halle marŝas la saman sablon kiel mi!\"*. Ĉi tie la rekompenco de la ventra striato kaj la kerno \"accumbens\" povus ludi por \"ŝati\" la situacion, kaj skuo de [dopamino](https://supermemo.guru/wiki/Opioid_rewards_may_depend_on_dopamine_signals) povus ekigi kondutisman programon de \"voli\". La detaloj de tiu kondutisma \"dezira\" programo estis fortranĉitaj el ĉi tiu teksto per recenzo. Tamen, ekzekuto de tiu programo neeviteble estus haltigita ĉe tre evoluintaj individuoj per [administraj signaloj](https://supermemo.guru/wiki/Executive_function) de la antaŭalfronta kortekso. Resume, injekto de dopamino en la plezur-centroj de la cerbo povas doni al la cerbo kelkajn maldecajn ideojn, dum la liberiĝo de opioidaj peptidoj povus nur rezultigi asocian feliĉon.\r\n\r\nLa plezuro de lerno ne bezonas impliki allogajn reprezentantojn de la kontraŭa sekso. Halle aperis en mia ekzemplo nur pro la malkovro de la [Neŭrono de Halle Berry](https://en.wikipedia.org/wiki/Grandmother_cell). Por la plezuro de lerno, necesas nur potenca kaj alte taksata asocio de ideoj, kiu aktivigas la plezur-centrojn en la cerbo. La plezuro okazas ĉiufoje kiam ni lernas ion novan, kaj la skuo estas plej potenca kiam ni lernas ion de alta valoro. La plezuro malkovri la Biederman-modelon venis de altaj taksadoj de la plezuro lerni mem en mia [scio-taksa reto](https://supermemo.guru/wiki/Knowledge_valuation_network). Altaj taksoj kondukas al alta rekompenco, kiu povas faciligi memoron (vidu: [Dopamino povas moduli plastikecon en lernado](https://supermemo.guru/wiki/Dopamine_may_modulate_plasticity_in_learning))\r\n\r\n### Efiko al memoro kun plezuro de lerno\r\n\r\nMi ankaŭ aldonus al la supozoj de Biederman pri malsentiĝo, t.e. la malkreskon de plezuro kun ripeta eksponiĝo. Biederman opinias, ke infanoj amas ripetemajn [videoludojn](https://supermemo.guru/wiki/Videogames) pro la hazarda lud-faktoro. Tamen, hazardludo ne estas malpli potenca ĉe plen-kreskuloj. Mi supozas, ke infanoj pli ĝuas ripeteman lernadon pro [infana amnezio](https://supermemo.guru/wiki/Childhood_amnesia). Iuj el la ripeta plezuro povas veni de limigita kompreno, sed iuj simple estos klarigitaj per akcelita forgeso. Malbona kompreno kaj forgeso estas la ĉefaj diferencigantaĵoj inter la plenkreska kaj la infana cerbo.\r\n\r\nNi ankaŭ devus rimarki, ke granda malpliiĝo de la plezuro de revizio venos ne de kon-kurenca lernado sed de [longtempa memora solidiĝo](https://supermemo.guru/wiki/Two_component_model_of_memory) kiu povus rezultigi signalojn fluantajn efike en la sistemo. Konkurenca lernado povas esti grava en padron-rekono sed en asocieca lerno ; estos alta [reakireblo](https://supermemo.guru/wiki/Retrievability) kiu sub-fosos la plezuron de ripeta eksponiĝo.\r\n\r\n### Etapoj de evoluo pri lerna interna sopiro\r\n\r\nKiam mi supozis pri la emerĝo de potenca [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) ĉe homoj, mi pensis pri la rekta kanalo de scio al rekompencaj centroj. Ĝi finfine estus pli alta nivelo de [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) ol tiu subkomprenata de la Biederman-modelo. Ĉiufoje kiam riceviloj estas implikitaj, evoluado havas simplan kaj dankeman materialon por labori. Receptora deklivo estis origine malkovrita en [rhesus-kortekso](https://supermemo.guru/wiki/Opioid_receptors_form_a_gradient_along_a_processing_hierarchy). Similaj mekanismoj povus esti implikitaj en pli simplaj cerboj aŭ eĉ pli primitivaj nervaj sistemoj senigitaj je centra kontrolo. Mi tute ne scias, kion pensas formiko aŭ kiel ĝi sentas, sed trovi bonegan manĝ-fonton certe devas esti fonto de ia formika plezuro. El tio ni povas konkludi, ke la plezuro lerni eble ne estas multe filogenetike pli juna ol la nerva sistemo mem. Tamen, en la kurso de evoluado, la sopiro konstruis novajn tavolojn de funkcieco kaj efikeco. Luda kreemo ŝajnas aperi nur ĉe kelkaj birdoj kaj ĉe mamuloj. Tiu evolua procezo eble finfine pintis kiel homa [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Ĉi tio nature, iam, estos efektivigita en pensaj maŝinoj. Kompreni la potencon de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estos esenca por vivo de la homaro: kaj en ĝia bezono de artefarita inteligento kaj la minaco de AI-a turniĝo kontraŭ la homaro.\r\n\r\n## Dezirinda malfacilo\r\n\r\n **Dezirinda malfacilo** estas koncepto kiu povus esti preteksto por toleri la malkontenton lerni en la lernejo. Ĉi tie mi klarigas kial ĉi tiu senkulpigo estas maljusta kaj danĝera.\r\n\r\nRobert Bjork eble estas la plej bona fakulo pri lerna teorio. Se li diras al vi, ke malfacilaĵoj povas esti dezirindaj en lernado, li pravas kaj ĝi ne kontraŭas la fakton, ke bona lerno estas ĉiam plezura. Dezirinda malfacileco estas kunligaĵo de konceptoj en kiuj obstakloj en lerno kondukas al pli bona lerno. Ni traktu tiujn unu post alia en ĉi-suba de la plezuro lerni:\r\n\r\n- **[activa revoko](https://supermemo.guru/wiki/Active_recall)** : aktiva revoko superas al pasiva revizio . Aktiva revoko estas pli malfacila. Ĉi tio estas dezirinda malfacilo. Ni bezonas aktivan revokon en lernado ĉar ĝi estas la nura procedo per kiu memor-engramo povas esti efike resolidigita en [spacigita ripeto](https://supermemo.guru/wiki/Spaced_repetition). Aktiva revoko okazas ĉiufoje kiam ni utiligas utilan scion en praktiko. Ĉi tiu uzo estas plaĉa ĉar ĝi kondukas al produktiveco, kiu estas rekompenco sendependa de lernaĵo. Homoj simple amas [atingi celojn](https://supermemo.guru/wiki/Setting_goals_can_change_your_life). Se revizio estas planita artefarite, kiel en [SuperMemo](https://supermemo.guru/wiki/SuperMemo), ĝi ne kondukas al produktiva ago kaj ĝi povas facile perdi sian allogon. Ĉiuj sukcesaj uzantoj de SuperMemo ligas la recenzon kun siaj celoj. Ili vidas ĉiun objekton kaj ĉiun ripeton kiel paŝon al pli bona estonteco. Ne ĉiuj uzantoj havas ĉi tiun imagan kapablon. Tio estas la kaŭzo kial SuperMemo ne forbalais la homaron malgraŭ ĝia mirinda efikeco.\r\n\r\n- **[spacigita ripeto](https://supermemo.guru/wiki/Spaced_repetition)** : memoro [plifirmiĝo](https://supermemo.guru/wiki/Consolidation) estas pli efika se [reakireblo](https: //supermemo.guru/wiki/Retrievability) de memoro estas malpli. Ĉi tio kondukas al malfacilo en [revoko](https://supermemo.guru/wiki/Recall). Ĉi tio estas dezirinda malfacilo. Kiel ĉe [aktiva revoko](https://supermemo.guru/wiki/Active_recall), la rekompenco de [revizio](https://supermemo.guru/wiki/Review) venas de la dungado de scio kaj produktiveblo. En [SuperMemo](https://supermemo.guru/wiki/SuperMemo), ofte , la plej granda parto de revizio finiĝas per sukcesa revoko kaj eble ekzistas iu ligo inter malfacileco kaj plezuro. Denove, nur subaro de uzantoj de SuperMemo povas trovi ĉi tiun procezon plaĉa. Tiuj, kiuj kutime ne daŭras, ne daŭras longe kaj forlasas. Ni diras al ĉiuj uzantoj, amuzu SuperMemon, aŭ ĝi ne funkcios por vi! Vidu ankaŭ: [Plezuro de ekscio](https://supermemo.guru/wiki/Pleasure_of_knowing)\r\n\r\n- **pliiĝa revizio** : SuperMemo rekomendas lernadon en spacoj. Estas pli efika el la vidpunkto de memoro kaj kreemo legi artikolon en malgrandaj partoj dum pli longa tempodaŭro. La sama rilatas al spekto de video aŭ aŭskulto de prelego. Tio rezultigas negravajn batalojn por kunteksta rehavigo. Tamen, ĝi alportas ekstran gratifikon en krea ellaborado. Ĝi ankaŭ plibonigas memor-kodiĝon, ĝeneraliĝo kaj longdaŭra memorsolidiĝo. Kontraŭdire, tiuj kromaj malfacilaĵoj rezultigas ekstran lern-efikecon, kiu faras [pliiĝan legadon](https://supermemo.guru/wiki/Incremental_reading) en unu el la plej plaĉajn formojn de lernado.\r\n\r\n- **lerna kunteksto** : ŝanĝi la kuntekston en reakiro estas tre simpla kaj efika speco de dezirinda malfacilo. Se la kodiĝo estas ĝusta, rehaviĝo estos sukcesa, ĝi estos pli efika kaj ĝi estos rekompenca. Se kunteksta ŝanĝo kondukas al ĝeneraliĝo kaj pli bona memora kodiĝo, la efikeco de lernado pliiĝos kaj la rekompenco de lernado pliiĝos.\r\n\r\n- **problem-solvado** : solvi problemojn povas esti tre plezura. Ju pli malfacila la problemo, des pli granda la plezuro de solvo. Problem-solvado implikas lernadon ĉar la solvo postulas perajn ŝtupojn kiuj rezultigas stokiĝon de novaj scioj en memoro. Ĉiuj tiuj paŝoj estas plaĉaj. Se la studento luktas kun la tasko kaj faras neniun progreson, li lernos nenion kaj ricevos neniun rekompencon. La taskoj rezultas tro malfacilaj. Se la studentoj ne sukcesas solvi la problemon, sed faras progreson per peraj paŝoj, eĉ se ili ne rilatas al la solvo, la lernaĵo estos tie kaj la rekompenco estos tie. Denove, se la malfacileco estas dezirinda, ĝi kondukos al rekompenco. Se ne estas rekompenco, la malfacileco aperis nesuperebla. Kiel tia, ĝi estas nek rekompenca nek dezirinda.\r\n\r\n- **lerni per faro** : lerni per faro povas impliki ludon, kreemon, solvon de problemoj kaj pli. Lerni per faro bezonas pli da tempo kaj ofte alportas pli bonajn rezultojn kaj pli da rekompenco.\r\n\r\n- **malfrua retrosciigo** : prokrastita retrosciigo, en iuj cirkonstancoj, povas rezultigi pli da prilaborado. En plej simplaj terminoj, se la instruisto ne diras al vi, kiom bone vi faris, vi eble demandos pli longe. Ĉi tio povas profitigi memoron. Se jes, la finfina efiko estos rekompenca.\r\n\r\n- **helpa retiriĝo** : mi skribas pri help-retiriĝo en la kunteksto de [lernejoj subpremantaj la lern-sopiron](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive#Teacher_problem). Infanoj, kiuj ricevas neniujn respondojn, povas fariĝi pli scivolemaj. Scivolemo pliigas la rekompencon de lernado. Studentoj, kiuj ne ricevas helpon por korekti siajn falsajn modelojn de realeco, ricevas pli fortajn rekompencojn pro solvado de ne-konsekvencoj memstare.\r\n\r\n- **aliaj malfacilaĵoj** : la nombro da obstakloj, kiuj povas plibonigi lernadon, estas senfina, kelkaj el tiuj povas esti hormonaj nature, kelkaj povas impliki instigajn fortojn. La komunaĵo de ĉiuj tiuj obstakloj ŝajnas esti iu formo de pli profunda prilaborado, memora firmiĝo, plibonigita atento kaj pli. Neeviteble, obstakloj kiuj kondukas al pli bona lernado ankaŭ implikas pli bonan rekompencon.\r\n\r\nDezirinda malfacilo ne forprenas la plezuron de lerno. Tute male, ĝi faras lernadon pli efika kaj pli amuza. Se malfacileco iras tro malproksimen, kaj ĝi rezultas en malkontento, tiam la malfacileco ne plu estas dezirinda. Ĉi tiu simpla egal-valoreco venas de la mekaniko de la rekompenca sistemo en [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive).\r\n\r\nNotu, ke rekompenco por kompetenta lerno pro dezirinda malfacileco ne bezonas korespondi al alta [lern-entropio](https://supermemo.guru/wiki/Learntropy). Lern-entropio estas metriko por informkanalo. Aktiva revoko, ekzemple, ne rilatas al novaĵo. Ĝi rilatas al memora resolidiĝo. Simile, solvado de problemoj povas precipe veni de la bezono atingi celojn senrilatajn al lerno, aŭ esti rekompencita per produktiveblo krom gajnoj en nova scio.\r\n\r\nNotu ankaŭ, ke preskaŭ ĉiuj ĉi-supraj dezirindaj malfacilaĵoj estas esence ligitaj al la procezo de [pliiĝa lernado](https://supermemo.guru/wiki/Incremental_learning).\r\n\r\n## Manio al lerno\r\n\r\n### Denaska manio\r\n\r\nNi naskiĝas enamiĝintaj al lerno. Tiu amo kutime rapide malkreskas dum la jaroj de [truda lernejado](https://supermemo.guru/wiki/Compulsory_schooling). Ju pli longe ni povas daŭrigi la amon al lerno, des pli granda la utilo por la cerbo, sano kaj la homaro. Amo al lerno neniel rilatas al toksomanio. La difino de [toksomanio](https://en.wikipedia.org/wiki/Addiction) inkluzivas malfavorajn sekvojn, kiuj estas rezulto de deviga engaĝiĝo en agado.\r\n\r\nMalbonaj kromefikoj de lernado estas etaj kompare al avantaĝoj. Se estas iom da voremo aŭ eĉ [volego](https://supermemo.guru/wiki/Rage_to_master), ĝi povas plifortigi la pozitivajn efikojn. Eblas plifortigi sian amon al lerno. Bona lerno provizas la plej bonan akcelon al plua lernado.\r\n\r\n### Lerno kaj hazardludo\r\n\r\nEstas proksima ligo inter la rekompencaj sistemoj implikitaj en lerno kaj en hazardludo. Veta ludo kaj lerno de novaj vortoj ambaŭ aktivigas la [ventran striaton](https://en.wikipedia.org/wiki/Striatum) en [simila maniero](http://www.cell.com/current-biology/fulltext/ S0960-9822(14)01207-X). Ĉi tiu proksima rilato kun hazardludo povas konfuzi la bildon por lerno. Vetludanto ĉe ludmaŝino ne lernas multon. Toks-mania video-ludado estas pli bona. Ĝi povas esti sufiĉe eduka. Multaj teamludaj toksomaniuloj atingas fluecon en la angla lingvo kiu ili havis neniun progreson en la lernejo antaŭe. Toksomanio al sportaj novaĵoj ankaŭ povas impliki gradon da lerno. Mi eksciis pri [Cabinda](http://en.wikipedia.org/wiki/Republic_of_Cabinda) nur dum la Afrika Pokalo de Nacioj (piedpilko). Toksomanio al Facebook-ĝisdatigoj ankaŭ ne diferencas. Ĝi baziĝas sur [varia rekompenco](https://supermemo.guru/wiki/Variable_reward) en antaŭvido de specifaj gajnoj, tamen ĝi ankaŭ povas impliki grandan gradon de lernado. Tiu lerno povas impliki klaĉojn, famulnovaĵojn, falsajn novaĵojn aŭ realan utilan lernon. Eĉ politikaj balotaj ĝisdatigoj povas kaŭzi toksomanion. En la batalo inter Hillary Clinton kaj Donald Trump, la balo-tenketoj estis sufiĉe ekvilibraj por produkti la klifhanger-efikon. Devigaj kontroloj por novaj balotenketoj havas ĉiujn markostampojn de toksomanio. Ĉi tiu speco de toksomanio tamen povas konduki al granda lerno. Dependas de la studento apartigi hazardludon de lernado. Vora lernado estas bona. Lernado derivita de toksomanio ankaŭ povas esti bona. Tamen, hazardludo memstare alportas malmulte da valoro al homa ekzisto. Tial estas tre grave kompreni [Rekompencan diversecon en preventado de toksomanioj](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n### Lerno kaj dormo\r\n\r\nMania lernado povas ataki dormtempon, kaj povas kontribui al la epidemio de sendormeco kaj [DSPS](https://supermemo.guru/wiki/DSPS). Kreemaj mensoj kun potenca [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) povas resti lernataj ĝis la fruaj matenaj horoj. Ĉi tiu malobeo de dorma ŝablono estis malfacila aŭ neebla antaŭ la alveno de elektra lumiĝo. La bona novaĵo estas, ke la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) emas malpliiĝi kun [reta laceco](https://supermemo.guru/wiki/Homeostatic). Ju pli longe ni lernas, des pli granda estas la grado de saturiĝo en memor-cirkvitoj. Nur dormo povas alporti mildigon. Jen kial eĉ plej voremaj lernantoj emas ekdormi kaj ĉesi lerni iam. Se leganto preterpasas la nokton super romano, tio povas esti verŝajna kombinaĵo de nesufiĉa dorma sopiro, reduktita lerneblaĵo kaj pliigita [varia rekompenco](https://supermemo.guru/wiki/Variable_reward) kiu estas karakteriza por suspensema fikcio.\r\n\r\n### Lerno kaj ekzerco\r\n\r\nMi aŭdas, ke mania lerno povas konduki al malpli da ekzerco. Tio estus malbona. Tamen, mi pensas, ke estas malbona lerno, kiu pli verŝajne havos ĉi tiun efikon. Bona lerno estas ĝoja kaj ekigas ekstran energion. Feliĉa infano ne longe vivu sidante super libro aŭ super komputilo. Devas esti maniero eligi energion. Eble ni prefere diru, ke reduktita ekzerco estas markostampo de toksomanio de lerrno, dum bona lernado havas neŭrotrofajn efikojn kaj devus igi onin krevi per ekstra energio por bruligi?\r\n\r\n### Lerna brido\r\n\r\nLernado havas sian koston kaj ĝi bezonas tempon. Jen kial ĝi devus esti prudenta. Tamen bona lerno preskaŭ ĉiam estas bona longdaŭra investo. Tial ni neniam devus timi manion. Ĝuste male, ni devus ŝati kaj vigligi la [lernon](https://supermemo.guru/wiki/Learn_drive) por provizi feliĉan dumvivan lernadon.\r\n\r\n## Malkontento pri lernado\r\n\r\nKiam mi asertas, ke ĉiu lernado estas plezura, mi aŭdas ĥoron de voĉoj kiel \"*Mi devis travivi terure streĉan ekzamenon, kiu donis al mi multajn bonajn scion por la vivo*\". Tiuj voĉoj konfuzas la plezuron de bona lerno kun la malkontento de faktoroj, kiuj igas lernon hororo por multaj studentoj. Tiuj teruraj faktoroj estas malbonaj instruistoj, severaj gepatroj, limdatoj, streĉo, malbona dormo, teruraj lernolibroj, troa volumo kaj pli.\r\n\r\nMi aŭdas, ke sen templimoj aŭ lernejaj celoj, la lerno estus anstataŭigita per videoludoj, romanoj, televido, ŝatokupoj, sportoj, ktp. Tio povus esti vera pro multaj kialoj. Kelkaj el tiuj agadoj povas porti plezurojn senrilatajn al lerno. Tamen, ili ankaŭ estos utilaj pro kialoj de lernado aŭ ekzercado. Bone ronda studento devas libere malrapidiĝi, asigni sian tempon por amuza lerno kaj aliaj amuzaj agadoj. Malrapida progreso povus alporti pli da utilo.\r\n\r\nNe estas maniero, ke la ekvacio de lerno povus produkti malfeliĉon post bona lerno. La kulpo ĉiam estos aliloke. Ĉiuj malbonaĵoj devas esti studitaj kaj forigitaj.\r\n\r\nEn la finfina konto, eĉ se estas malkontento rilata al ekzamenoj, atestiloj kaj devoj, ĉi tiu malkontento devus esti trudita al la studento memstare.\r\n\r\n*Plezura lerno povas esti enterigita en malkontento kaŭzita de streso, malbonaj homoj, malbonaj lernejoj, malbonaj lernolibroj kaj pli**.\r\n\r\n## Lerno kaj prokrasto\r\n\r\nSe lerno estas la plej daŭripova formo de plezuro, kial duono de la studentoj prokrastas? Ĉi tio estas preskaŭ trioblo de la figuro por la ĝenerala popolo.\r\n\r\nLa respondo estas simpla kaj grava: studentoj prokrastas ĉar kiel bona lernado estas plezuro, malbona lerno estas tre malagrabla. La plej multaj taskoj en la lernejo aŭ eĉ en la universitato havas multe da misagordado kun la bezonoj de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Tia lerno estas neefika kaj malagrabla. Tiuj infanoj ofte ludos komputilajn ludojn vespere asertante, ke ili *bezonas ripozigi sian cerbon*. Mi dubas, ke iliaj cerboj ripozas. Ili efektive faras laborojn, kiujn ili trovas plaĉaj. Granda parto de tiu plezuro venas de nova lernado. Bedaŭrinde, ne estas kreditoj en la lernejo por bona videoludado, do la sinusoida ciklo de taskoj-kaj-amuzo komenciĝas la sekvan tagon aŭ eĉ la saman tagon kun hejmtasko.\r\n\r\nMi neniam ĉesas miri, kiom da studentoj nomas sin maldiligentaj. Samtempe ili povas fari multajn heroaĵojn de fizika aŭ mensa laboro kondiĉe, kaj tiuj estas ĝueblaj aŭ servas siajn proprajn celojn. Eĉ tiuj kun miloj da memorigitaj kartoj en SuperMemo ofte donas al si malaltajn konsciencajn poentarojn. Celoj de lerno povas esti neklaraj, sed eĉ se ili estas kristale klaraj, malbona ligo inter la enigo kaj antaŭa scio povas rezultigi gravan malkontenton. Se [lern-entropio](https://supermemo.guru/wiki/Learntropy) estas malalta, taskoj povas esti enuigaj. Se ĝi estas malbona, ili estos forpuŝaj.\r\n\r\nLa batalo inter altaj cel-taksoj kaj negativaj rekompencoj de malbona lernado rezultos en prokraston. Prokrastantoj ofte nomas sin maldiligentaj eĉ se ili estas neniel pri prokrasto.\r\n\r\nSe vi pensas, ke vi estas maldiligenta pri lerno, vi devas retaksi viajn materialojn kaj vian manieraron. Eĉ simplaj malobservoj de la [natura kreemo-ciklo](https://supermemo.guru/wiki/Natural_creativity_cycle) povas mortigi la amuzon de lerno.\r\n\r\n## Lerno kaj deprimo\r\n\r\nLerno estas daŭrigebla kaj nedependiga formo de plezuro kun apenaŭ kromefikoj krom kosto en tempo. Krome, bona lernado tendencas absorbi la menson, kaj antaŭenigi pli da lerno plifortigante la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Ĉi tio signifas, ke lerno estu uzebla kiel terapio pri deprimo.\r\n\r\n### Lernado en la lernejo\r\n\r\nSe lerno estas fonto de plezuro kaj rekompenco, kial ni vidas [rampanta deprimo](https://supermemo.guru/wiki/Incremental_increase_in_depression) en infanoj en lerneja aĝo? Malgraŭ esti institucioj de lerno, lernejoj [pli verŝajne kontribuas al deprimo ol agadi kiel kurac-rimedo](https://supermemo.guru/wiki/I_became_so_depressed_that_I_stopped_going_to_school). Sen la libereco lerni, estas malfacile atingi bonan lernon. Por ke la lernado estu plaĉa, ĝi devas esti funkciigita de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Ĝi ne povas esti truda aŭ deviga. Ĝi devas esti libera.\r\n\r\n### Efiko de memoro al humoro\r\n\r\nLibera lernado estas amuza, tamen, plezuro de lerno ne estas kio faras ĝin bonega ilo kontraŭ deprimo.\r\n\r\nMemoro estas faktoro kiu povas ekigi aŭ subpremi deprimon. Memoroj determinas kiel enir-signaloj estas disvastigitaj en la cerbon. Memoro determinas kiajn konceptojn rilatas al enigaĵoj aŭ neŭralaj aktivigoj. Memoroj determinas kiel ni reagas al la sono de preterpasanta aŭto. Ĝi povas aperigi la memorojn de feliĉaj ferioj, la inspiron de Elon Musk, aŭ memorojn de aŭtoakcidento, kiu kripligis amaton.\r\n\r\nPor ke memoroj havu signifan efikon al humoro, ni bezonas multajn el ili. Ne sufiĉas sidiĝi kun psiko-terapiisto kaj lerni kelkajn ŝlosilajn faktojn pri la cerbo, niaj vivoj aŭ kontraŭstrategioj. Necesas monatojn kaj jarojn da lernado por disvolvi sanajn spurojn en la cerbo. Ni eblas konstrui asociojn kiuj estas esence optimismaj aŭ esence pesimismaj. Ni bezonas milojn da tiaj asocioj por svingi la ekvilibron. Tamen, eĉ jaroj da lernado povas facile esti renversitaj de patologio aŭ kor-vundo. Neŭraj hormonoj povas tuj ŝanĝi la reĝimon en kiu funkcias la cerbo. Ŝaltilo en neŭrohormona profilo tuj donos preferon al subaro de memoroj, kiuj povas influi humoron en negativa maniero. Kor-vundo povas planti memorojn, kiuj vigligos novan fonton de aktivigo, kiu superregos aktivigon de aliaj fontoj. Alivorte, armilaro de bonaj memoroj povas kalkuli por nenio se ŝaltilo ŝanĝas la trakojn en uzo aŭ se nova fonto de aktivigo naskiĝas en la cerbo. Apenaŭ eblas mildigi la morton de proksima persono per lernado.\r\n\r\nPost kiam deprimo trafas, la tuŝita individuo alfrontas duoblan frapon. Ne nur estas bonaj memoroj en defendo. Malbonaj memoroj komencas rondiri faciligante siajn proprajn novajn trakojn kaj akiri superecon. La cerbo reprogramas sin kaj svingas la ekvilibron de humoro en malĝusta direkto. Kiam ĉi tiu procezo iĝas forkurinta, ni eble havas klinikan deprimon ĉe koro. Por kompletigi malbonajn novaĵojn, deprimitaj pacientoj perdas sian amon por la vivo kaj sian amon por lerno.\r\n\r\nĈu lerno povas interrompi ĉi tiun ciklon? Ĝi povas esti ekstreme malfacila! Respekto por [dorma ciklo](https://supermemo.guru/wiki/Natural_creativity_cycle) estas la unua paŝo al reakiro de la dereligita cerbo. En la dorma ciklo, pinta kreema fenestro devas esti kaptita por provi kuracan lernon. Lerno devas esti multega, intensa, efika kaj plaĉa. [Pliiĝa legado](https://supermemo.guru/wiki/Incremental_reading) estus mirinda se ĝi ne estus tiel malfacila. Por deprimita individuo sen kapabloj en la fako, [SuperMemo](https://supermemo.guru/wiki/SuperMemo) ne estas rimedo. Estas tro malfrue. Provi regi pliiĝan legadon en malbona anim-stato povus nur plimalbonigi la aferojn. Ĝi povus rezultigi malamon de pliiĝa legado.\r\n\r\nSe lernado eblas, ĝi povas funkcii kiel rifuĝejo, kiu povus helpi subpremi negativajn memorojn kaj konstrui novajn ligojn. Ekde tiu punkto, la procezo de konstruado de novaj ĉiroj de scio povas komenciĝi. Ĉi tiu procezo, kiu devus preni la menson al pli optimisma interpreto de la mondo, estas malrapida kaj peniga. En plej severaj kazoj, ĝi povas preni monatojn aŭ jarojn da malfacila laboro kaj la rezulto ne estas garantiita.\r\n\r\nLa finfina konkludo estas, ke lernado ne estas ĉiama medikamento, tamen ĝi povas ludi gravan rolon en terapio. Plejparte, la risko de deprimo povas esti forigita jarojn antaŭe per riĉa kaj efika lernado. Tiu lernado devas procedi en kondiĉoj de libereco kaj respekto de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Resume, **amo al lernado estas bona vojo al la amo al vivo.** \r\n\r\n### Kontraŭ-depremiaĵoj\r\n\r\nMi estas medicina Kontraŭisto. Por sana korpo, mi sekvas la regulon \"*se ĝi ne estas rompita, ne riparu ĝin*\". Mi evitas ĉiajn formojn de medicina interveno. Mi kredas je potencoj de [homeostazo](https://en.wikipedia.org/wiki/Homeostasis) kaj danĝeroj de homeostazo interveno. La plej fortaj drogoj, kiujn mi uzas, estas kafo kaj biero. Mi eĉ ne uzas aspirinon. Plej konsterniĝas min la misuzo de antibiotikoj, doloroj, dormigaj piloloj kaj kontraŭdepremiaĵoj. Pasis jardekoj de kiam mi laste prenis antibiotikon. Sufiĉe longe por forgesi. Mi uzos unu sur mortlito se necese. Ĉiuj drogoj havas sian legitiman uzon kaj ankaŭ kontraŭdepremiaĵoj. Ĉar ili rezultigas receptoran subreguliĝo, unufoje prenitaj, ili plimalbonigas la neŭrotransmisilon. Ĉi tio kutime signifas, ke ju pli la drogo estas prenita, des pli ĝi devas esti prenita por eviti malsukceson. Tamen, en severaj kazoj de klinika deprimo, la drogoj povas ĉesigi la forkuran procezon. Ili povas protekti la cerbon kontraŭ memvundo. Post kiam deprimita paciento komencas perdi cerbajn ĉelojn, la vojo al resaniĝo fariĝas longa kaj malplena. La momento en kiu komenciĝas kontraŭdepremia terapio, se ĝi funkcias, estas la plej bona momento por uzi lernon kiel terapion. Tiel longe kiel la cerbo volas daŭrigi, lerno povas ekfunkciigi tiujn delikatajn scion, kiuj alkroĉiĝos al realeco por produkti restaĵojn de [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). En la ideala kazo, post kiam la drogoj estas retiritaj, tiu lernado devus pluvivi por komenci procezon kiu estas inverso de depremio: pozitiva retrosciigo de lernado, kreemo, bona dormo, kaj bona humoro. Ĉi tio ne estas facila, sed ĝi estas tre grava. Se drogterapio estas la sola afero, kiu ŝanĝiĝas en la vivo de paciento, ĝi funkcios nur kiel rompo en la patologia procezo. Ĝi ne starigos la cerbon en pli bona stato ol tiu de antaŭ ol la problemo komenciĝis. Pliboniĝoj postulas aktivan penadon. Sen sana [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), konstruo de pozitivaj memoroj ne komenciĝus.\r\n\r\n### lerna interna sopiro kaj optimismo\r\n\r\nInfanetoj ŝajnas montri la plej plenega lernadon. Ne mirinde, sanaj infanoj naskiĝas optimismaj. Estas kunrilato inter optimismo kaj la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Feliĉa menso povus funkcii kiel vigligo de la lerno sur la neŭro-kemia bazo. Pesimismo nepre funkcios kiel subpremantaĵo aŭ filtrilo, kiu malhelpos la esprimon de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Tiusence, pesimisma menso povas maski la lernan internan sopiron. En depremio, la lernado povas tute malaperi. Ne mirindas, ke [D-ro Robert Sapolsky](https://en.wikipedia.org/wiki/Robert_Sapolsky) nomis depremion la plej malbona malsano en la mondo.\r\n\r\nInterkonsento ŝajnas aperi, ke lernejoj estas grava kontribuanto al depremio inter adoleskantoj (kaj poste en la vivo). La mekanismo ne estas klara, sed kiel eble aperas [lernita senhelpo](https://supermemo.guru/wiki/Learned_helplessness) kaj la subpremo de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) aperas kiel ŝlosiloj de la patologio.\r\n\r\n### Ĉu lerno povas helpi vin?\r\n\r\nSe vi legas ĉi tion, kaj vi ne certas, ke lerno povas helpi vin, faru al vi la demandon: *Ĉu vi estas en bona humoro hodiaŭ?* Kiel menciite supre, kiam vi estas en malaltiĝo kaj serĉas solvon, viaj interpretoj estas; pli malhela, kaj vi eble ne trovas ĉi tiun tekston sufiĉe konsola. Memoru do pri la koncepto de aktiviga energio: vi bezonas malgrandan unuan paŝon por komenci, kaj vi tiam povas esti tirita de aro de interesaj aferoj por lerni.\r\n\r\nSe vi ne estas en humoro por kvantuma mekaniko hodiaŭ, komencu de etaj famulaj novaĵoj aŭ sportaj novaĵoj. Malmulta lerno estas pli bona ol neniu lerno! Anstataŭe, se bagateloj igas vin eĉ pli deprimita, vidu [ĉi tiun amuzan legeblan tekston de Susan Engel pri lerno kaj deprimo](https://supermemo.guru/wiki/Susan_Engel:_Learning_is_anti-depressant).\r\n\r\n## Optimumiĝo de eduko: Tut-nivela aŭ Lok-nivela?\r\n\r\nĈu estas risko uzi plezuron kiel gvidan lumon en eduko?\r\n\r\n### Perfekta modelo de eduko\r\n\r\nDum longaj jaroj da lernejado, ni malrapide disvolvas imagan modelon de perfekta akademia lernado, en kiu ni [metas long-tempajn celojn](https://supermemo.guru/wiki/Setting_goals_can_change_your_life), sekvas la [instru-planon](https: //supermemo.guru/wiki/Curriculum), aldonu gravajn sciojn, kaj atingas la punkton kiam ni ricevas altlernejan diplomon kun solida scio en antaŭfiksita areo subtenata de ampleksa ĝenerala scio necesa por efika funkcio en socio. Ju pli longe ni restas en la lerneja sistemo, des pli malfacile estas foriri kaj havi objektivan vidon de tiu modelo. Kontraŭdire, konfirmo de tiu modelo venas plej malfacile al tiuj mensoj kiuj bone fartas en la lernejo kaj komencas kredi ke ili sukcesis dank' al tiu perfekta modelo de akademia lernado. Saĝaj homoj suferas malpli da doloro en la lernejo; kaj, kiel rezulto, pensas malpli pri la problemo de la lerneja sistemo. Sukcesaj studentoj internigas la modelon kaj eternigas ĝin disponigante la saman fiksan vojon por estontaj generacioj.\r\n\r\n **La modelo en kiu ni desegnas la sciojn de studento per [instruplano](https://supermemo.guru/wiki/Curriculum) estas malĝusta!** La modelo de perfekta lernejo donas krediton al la sistemo kaj la instruistoj, dum ĉiu efektiva lerno estu kreditita al la studento. Kiam infanoj amase malsukcesas en lernejoj, ni emas kulpigi la infanojn, aŭ iliajn gepatrojn, dum malgranda frakcio de sukcesaj studentoj daŭre revis pri la perfekta lerneja modelo por siaj propraj infanoj, kaj daŭre puŝos la modelon al la malpli bonŝancaj.\r\n\r\n### Optimumiĝo bazita sur la lerna interna sopiro\r\n\r\nMale al la instruplano, la optimumiga mekanismo kuŝanta en la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estis perfektigita en la kurso de homa evoluo. Ĝi kapablas movi individuan scion al la nivelo necesa por malimpliki ĉiujn kompleksaĵojn de scienco aŭ inĝenieristiko. Antaŭ la alveno de truda instruado, la homaro atingis ĉiujn imageblajn sukcesojn necesajn por komenci [Klerismon](https://en.wikipedia.org/wiki/Age_of_Enlightenment) aŭ [Industrian Revolucion](https://en.wikipedia.org/wiki/Industrial_Revolution)， [Truda lernejado](https://supermemo.guru/wiki/Compulsory_schooling) origine helpus levi la \"nelumigitajn\" amasojn al nova nivelo, tamen ĝi ĉiam pli kondukas sin en la optimumigan angulon, en kiu klerismo estas anstataŭigita per subpremo de kreemaj mensoj.\r\n\r\n### Desegni la menson de infano\r\n\r\nMi aŭdas ĉi tion la tutan tempon de alte edukitaj kaj tre inteligentaj homoj, ke eduko estas tro grava por lasi ĝin fidi al memlernado aŭ al la blindeco de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Ŝajne, eduko estas tiel grava, ke ni devus plani ĝin kaj desegni ĝin tutmonde per la plej bonaj iloj de scienco kaj uzante la plej bonajn fakulojn. Dum mi okupiĝis pri efika lernado, kaj antaŭ ol mi vere ekpensis pri la eduka sistemo, mi vivis kun la sama konvinko. Estas tute nature defaŭlte al fakula opinio.\r\n\r\nTre edukitaj homoj ofte eligas la jenajn asertojn:\r\n\r\n- *infanoj ne kapablas longdaŭran planadon, tial necesas instruplano*\r\n\r\n- *[lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas speco de loka optimumiĝo, sed ni devas plani edukadon tute*\r\n\r\n- *sekvi studentajn interesojn estas recepto por katastrofo: ili ĉiuj finos mergitaj en mense malsanaj [videoludoj](https://supermemo.guru/wiki/Videogames)*\r\n\r\nLa problemo estas, ke tuta optimumiĝo de edukado fiksas rendimentajn celojn, kiuj daŭre plifortiĝas. Tuta optimumiĝo daŭre uzas la samajn malefikajn lernajn ilojn en provo transdoni pli \"necesan\" scion al studentaj mensoj. La rezulto estas mizero por milionoj da studentoj. Dum Stalin optimumigis tutmonde por masivaj atingoj de Sovet-Unio, estis la merkata ekonomio kun siaj simplaj optimumigaj algoritmoj kiuj levis la okcidentan mondon al novaj altecoj. Vidu: [Moderna instruado estas samkiel sovetia ekonomio](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy)\r\n\r\nNuntempe utiligata optimumiĝo de eduko uzas sci-testojn kiel la mezuron de efikeco, sed ĝi dependas de ŝtopado kaj mallongdaŭra memoro por atingi pli en pli mallonga tempodaŭro. Kiel rezulto, ĝi daŭre perdas sian tenon sur la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive). Konkurado inter nacioj ankaŭ utiligas spektaklajn testojn. Anstataŭ optimumigi por reala longperspektiva scio, ni optimumigas por la rapido de scioŝanĝo en studentaj kapoj. La rezulto estas, ke malfeliĉaj studentoj estas kun scio kiu estas eta relative al la tempo investita kaj al la fakta homa potenco.\r\n\r\n### Fido je emerĝo\r\n\r\nOptimumiĝo de eduko povas utiligi la koncepton de [emerĝo](https://supermemo.guru/wiki/Emergence). La [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas mekanismo per kiu scio memorganizas sen [peno de instruistoj](https://supermemo.guru/wiki/Push_zone), kaj neniu doloro de infano. Natura lerno povas daŭri longajn horojn, sed ĝi estas plezura, kaj sanaj infanoj ne ĝenas lerni la tutan tagon dum tio estas lernado laŭ sia propra elekto.\r\n\r\nEstas du esencaj faktoj, kiujn ni devus teni en menso en referenco al la loka optimumiĝo de lernado bazita sur la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive):\r\n\r\n- sen dependo de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), ne ekzistas bona lerno. Ĉiuj provoj de superregado estos amase malakceptitaj de homa memoro\r\n\r\n- [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) alportas mirinde efikan longdaŭran optimumiĝon de la lernado. Preskaŭ ĉiuj homaj atingoj antaŭ la 1850-aj jaroj estis plenumita kun la gvidado de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive)\r\n\r\nSkeptikulo rimarkus, ke la homa progreso akcelis ekde la enkonduko de truda lernejado. Li pravus. Tamen, ni estas sur akcela supreniro de progreso ekde la emerĝo de la unuaj formoj de vivo antaŭ 4 miliardoj da jaroj. Mi vidas Guttenberg kaj [Tim Berners-Lee](https://supermemo.guru/wiki/Tim_Berners-Lee) kiel pli signifajn kontribuantojn al tiu akcelo ol tiu de la estiminda [Johann Julius Hecker](https://en.wikipedia.org/wiki/Johann_Julius_Hecker).\r\n\r\nLoka optimumiĝo bazita sur la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas tre neintua. Kreoscienco venas de simila neintua sentoj pri la mekanismo de natura selekto. Kiel povas loka evolua optimumiĝo bazita sur hazardaj mutacioj konduki al mirindaĵo de homo? Tut-nivela dezajno/optimumiĝo/gvidado per la mano de Dio ŝajnus neevitebla. Malpli da homoj abonas la kre-sciencon hodiaŭ, tamen, vasta plimulto de la loĝantaro ne scias, kia mekanismo subestas la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), kaj kial ignori ĝin estas la ĉefa problemo de la [Prusa eduka sistemo](https://eo.wikipedia.org/wiki/prusa_eduka sistemo).\r\n\r\n### La metaforo de arbokresko\r\n\r\nDonita sufiĉe da tempo kaj aliro al scio-riĉaj medioj, sen la bezono de eduka sistemo, la scio de individuo kreskas en granda, ampleksa, kaj [kohera korpo](https://supermemo.guru/wiki/Coherence). Ĉi tio validas por ĉiuj liberaj kaj sanaj individuoj. La grandeco kaj la kvalito de la arbo povas dependi de onies personeco, interesoj, kaj la deira punkto de la intelekta evoluo. Tamen, unu el la ĉefaj miskredoj de edukado estas, ke la organika kresko de scio kondukas al multoblaj antaŭjuĝoj kaj [areoj de nescio](https://supermemo.guru/wiki/Ban_on_homeschooling). Tiuj malplenaj makuloj estas supozeble pli grandaj ol tiuj kiuj restas post jaroj da lernejado. Pro la komputa potenco de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), kaj la fenomeno de [emerĝo](https://supermemo.guru/wiki/Emergence), la malo estas vera . La metaforo, kiun mi ŝatas uzi por klarigi la potencon de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) estas tiu de arbokresko.\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\nNatura kresko de individua homa scio povas esti komparita kun kresko de arbo. Individuaj ĉeloj en la [meristemo](https://en.wikipedia.org/wiki/Meristem) de arbo-branĉeto scias tre malmulte pri la arbo kaj ĝiaj tut-nivelaj kreskceloj. La meristemo sekvas simplajn hormonajn, biokemiajn aŭ biofizikajn regulojn (ekz. apika domineco). Tiuj simplaj reguloj gvidantaj kreskon al lumo estas tre efikaj kaj la arbo povas formi siajn kronojn bele. Ĝi ankaŭ efike organiziĝos en kanopeon kun aliaj specioj. Forto de gravito estas traktita optimume. Redistribuo de nutraĵoj estas facila. Sorbado de lumo estas bonega. Ĉiuj obstakloj, ekz. aliaj arboj, rokoj aŭ lanternoj, estas manipulitaj facile. Similaj mekanismoj certigas kompetentan kreskon de planta radika sistemo. Simpla aro de lokaj reguloj ankaŭ estas utiligita per la kresko en burĝonado de novaj neŭraj ligoj en la cerbo.\r\n\r\nLa arbo de scio funkcias laŭ similaj principoj. La [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) mekanismo certigas, ke individuaj folioj de memoro avidas lumon de nova malkovro kaj burĝonu branĉojn en la direkto de inspiro. Loke, la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) povas ŝajni simpla kaj blinda. Tut-nivele ni kreskigas grandajn individuojn kun ampleksa scio necesa por subteni ĉiujn esencajn homajn funkciojn en socio. Mem-lernantaj cerboj povas konveni al ajna medio kaj plenumi ĉiujn imageblajn homajn celojn.\r\n\r\nKiel arboj bezonas akvon, CO2, kelkajn nutraĵojn kaj lumon, cerboj bezonas energion, riĉan enigaĵon kaj senliman liberecon. Ĉiuj provoj pri truda reguligo subpremas la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kaj la arbo de scio ne sukcesas ĝermi memstare.\r\n\r\nAlia analogio kiu povas helpi klarigi la [emerĝon](https://supermemo.guru/wiki/Emergence) en konstruado de [kohera](https://supermemo.guru/wiki/Coherence) scio estas la [Metaforo de scio-kristaliĝo] (https://supermemo.guru/wiki/Knowledge_crystallization):\r\n\r\n[[img [Crystallization metaphor of schooling and unschooling|https://supermemo.guru/images/thumb/8/8a/Crystallization_metaphor_of_schooling.png/500px-Crystallization_metaphor_of_schooling.png]]](https://supermemo.guru/wiki/File:Crystallization_metaphor_of_schooling.png)\r\n\r\n> ***Figuro:** En **perfekta lernejado** ni kreas perfektan kristalon de scio. En kolegio, ni aldonas ekstran kristalon de specialiĝo. En realo tamen, lernado aspektas iom malpli perfekta. Por la plej multaj infanoj, scio neniam konstruas sufiĉan [koherecon](https://supermemo.guru/wiki/Coherence) kaj disfalas pro [interfero](https://supermemo.guru/wiki/Interference) (t.e. rapida [forgeso](https://supermemo.guru/wiki/Forgetting)). Kiel rezulto, en **reala lernejado** , scio pliiĝe atingas certan volumenon kaj daŭre svingiĝas de tiu punkto kun malmulte da progreso en [stabileco](https://supermemo.guru/wiki/Stability) aŭ [kohereco] (https://supermemo.guru/wiki/Coherence). Kontraste, en **libera lernado** , la akiro de scio estas kaosa kaj malebena. Tamen, kondiĉe ke ĝi baziĝas sur la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), la volumeno de scio estas tre granda. Individuaj kristaloj de scio kolizias, kaj konstruas [akordon](https://supermemo.guru/wiki/Consistency) kaj [koherecon](https://supermemo.guru/wiki/Coherence). Ĉi tio siavice helpas [stabilecon](https://supermemo.guru/wiki/Stability) kaj plian interligon de scio. En la ĝenerala tempo de kolegio por iliaj lernejaj kontraŭuloj, laŭ volumeno, liberaj lernantoj scias multe pli ol ordinaraj studentoj. Libera scio havas plurajn areojn de forto, kaj multajn areojn de malforto. Tamen, ĝi estas supera en [kohereco](https://supermemo.guru/wiki/Coherence). Tial ĝi estas pli aplikebla en [problem-solvado](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)*\r\n\r\n### Loka optimumiĝo\r\n\r\nLoka optimumiĝo de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kondukas al perfekta kongruo inter homa kapablo kaj la medio kaj celoj de individuo (vidu: [Optimumeco de la lernado]https://supermemo.guru/wiki/Optimality_of_the_learn_drive()). Tut-nivela optimumiĝo de instruado subpremas la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive), diferencas al la subpremita [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) dum kongruo de individuoj kun iliaj. laboroj, kaj rezultas en malfeliĉa socio kie plej multaj individuoj avidas de-9atm-ĝis-5ptm-ajn laborpostenojn por sia komforto kie la gvidado, lernado kaj respondeco estas delegitaj al iu alia. La malo okazas en [demokratiaj lernejoj](https://supermemo.guru/wiki/Democratic_schools) kiuj dependas de memlernado por produkti memdeterminajn, memplenumitajn kaj memstarajn individuojn pretajn akcepti ajnan defion en sia elektita areo de intereso.\r\n\r\nEn sia historia komencparolado, Steve Jobs ŝercis ke antaŭ ol li estis diagnozita kun kancero, li ne sciis kio estas la pankreato. Ŝajne, lia blinda lerna interna sopiro forlasis breĉon en lia ampleksa scio. Eĉ se ĉi tio estus vera, mi neniam interŝanĝus Steve Jobs kaj lian resumon kontraŭ kelkaj malsukcesoj de la loka optimumiĝo de lernado. Unu el la ĉefaj punktoj de lia [inspira parolado](https://www.youtube.com/watch?v=D1R-jKKp3NA) estis sekvi sian [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive ). En liaj vortoj \"[*la sola maniero fari bonegan laboron estas ami tion, kion vi faras*](http://news.stanford.edu/2005/06/14/jobs-061505/)\". Ĉi tiu vero estas ripetita de ĉiuj saĝuloj dum jarmiloj.\r\n\r\n### Ĉu tut-nivela optimumiĝo eblas?\r\n\r\n[Tut-nivela optimumiĝo](https://en.wikipedia.org/wiki/Global_optimization) trovas optimumon por ĉiuj enig-valoroj. **Tut-nivela optimumiĝo de lerno** estas farita je la nivelo de la fako de edukado, ekz. per iloj kiel [komuna kerno](https://supermemo.guru/wiki/Common_core) kaj [normigita testado](https://supermemo.guru/wiki/Standardized_testing). Tut-nivela optimumigo baziĝas sur la misa rezonado, ke ni povas desegni la menson de infano. Tut-nivela optimumigo ankaŭ povas esti farita de gepatroj, kiuj provas antaŭdiri la estontecon de infano.\r\n\r\nNi ankaŭ havus gravan pliiĝon en frustritaj universitataj forlasoj. Se registaroj iom helpus kaj redistribuus la labor-postenojn por infanoj optimume en frua aĝo, ni alvenus kun varianto de [1984](https://en.wikipedia.org/wiki/Nineteen_Eighty-Four). Malmultaj infanoj amus ekscii en la aĝo de 6 jaroj, ke ili estas pretaj por vivo kiel libro-tenisto aŭ ĉarpentisto. Post-elektado evidente devus baziĝi sur amo kaj pasio, ne registara dekreto.\r\n\r\nEble infanoj tiam rajtu optimumigi tutmonde? Tio ankaŭ ne funkcius, ni finus kun troo de rok-muzikistoj, profesiaj videoludantoj kaj piedpilk-ludistoj.\r\n\r\nKomparu ĉi tion kun optimumiĝo per la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) kiu liveris la plej bonan de homa atingo dum jarcentoj.\r\n\r\nĈu do [instruplano](https://supermemo.guru/wiki/Curriculum) estas provo trovi peran optimumon survoje al tutmonda optimumo. Instruplano kiel gvidilo pri tio, kio estas sciinda, ŝajnas bona ideo. Kiam infano aŭ instruisto elĉerpigas entuziasmon por lernado, ili eble konsilu la instruplanon. Se la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) tamen trorapidiĝas, kial malrapidigi? Ĉu ekzistas risko, ke la infano neniam lernos la danĝerojn de alkoholo? Ĉi tio ne estas tro verŝajna. Aliflanke, mi ne konscias pri instruplano, kiu instruas infanojn kiel uzi [pliiĝan legadon](https://supermemo.guru/wiki/Incremental_reading). Mi eble estus partia, sed mi certe metus tiun kapablon antaŭ la bezonon ŝtopadi Kawalec aŭ [Batalo de Cedynia](https://en.wikipedia.org/wiki/Battle_of_Cedynia) (ekzemploj prenitaj el mia propra instruplano). Mi povas aprezi la forpasintan Julian Kawalec hodiaŭ. Tamen, altruda legado de liaj romanoj trudita de la komunistaj aŭtoritatoj estis fonto de lerneja mizero por mi. Vi verŝajne scivolas, kiu estis Kawalec. Mi ŝatus diri al vi sed Vikipedio havas artikolon pri liaj atingoj en [nur pola](https://pl.wikipedia.org/wiki/Julian_Kawalec).\r\n\r\nSe vi testas studentan scion kontraŭ la instruplano, estas facile vidi, ke ili regas etan subaron de tiu tut-nivele optimumigita plano. Ili aldonas al tio multon de sia propra scio pri la mondo akirita per memlernado. Ĉi tio kondukas al la iluzio de bona instruado. Se instruplano ne estus deviga, kaj instruistoj havus pli da loko por adaptiĝi, la volumeno de scio kaj ĝia kohereco pliiĝus. Kohereco kaj rapideco estas du karakterizaĵoj de memlernado. Malpli da infanoj povus elekti solvi kvadratajn ekvaciojn, sed ili multfoje plenigus tiun spacon per aliaj kapabloj, kiujn ili konsideras gravaj por ili. Ĉiuj tiuj, kiuj planas karierojn en [STIM](https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematics) alvenus al kvadrataj ekvacioj ĉiukaze, baldaŭ aŭ malfrue. La resto falus al nuna defaŭlto, kio estas lerni la ekvaciojn kaj forgesi ilin rapide. Plej multaj homoj ne scias kiel trakti kvadratajn ekvaciojn. Malmultaj scias pri ilia celo. Ekvacioj en la instruplano aldonas aflikton kaj la koston de scio, kiu eble estis oportunisme akirita efike en feliĉa animstato.\r\n\r\nSe la tut-nivela longdaŭra optimumiĝo ne eblas, mezaj paŝoj en formo de instruplano estas nur malpli kompleksaj. Ili ankoraŭ estas foriro de la optimumo determinita de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive).\r\n\r\nLa nura maniero optimumigi efike estas lasi la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) determini la evolvlinio per mildaj puŝoj de gepatroj, mentoroj, kunuloj, fremduloj, sociaj amaskomunikiloj, vikipedio, Google kaj pli. Optimumiĝo de edukado devas aliĝi al la **[fundamenta leĝo pri lerno](https://supermemo.guru/wiki/Pleasure_of_learning#fundamental_of_learning)** (sekva).\r\n\r\n## Fundamenta leĝo pri lerno\r\n\r\nPlej multaj homoj scias, ke lerno povas esti plezura. Tamen tre malmultaj homoj aprezas kiom gravas ĉi tiu fakto por la [estonteco de eduko](https://supermemo.guru/wiki/Education_reform).\r\n\r\nNur konstanta fluo de altvaloraj trovoj en neŭroscienco helpas nin vidi la fundamentan gravecon de plezuro en lerno. La rekompenca procezo komenciĝas je la nivelo de [percepto](https://supermemo.guru/wiki/Biederman_model), kaj daŭrigas per asocieca lernado, al [kreemo](https://supermemo.guru/wiki/Natural_creativity_cycle), al [problem-solvado](https://supermemo.guru/wiki/How_to_solve_any_problem%3F), kaj la finfina plezuro atingi celojn. Ĉe ĉiu stacio estas plezursignaloj por rekompenci la progreson de cerbolaboro.\r\n\r\nAnkaŭ mi malrapide komprenis la potencon de plezuro. Jam en 1991, [ni](https://supermemo.guru/wiki/SuperMemo_World) skribis konservative: *\"Ekzistas certa maniero diri ĉu difinita studento sukcesos en sia laboro. Se li trovos plezuron en long-daŭrajn lern-sesiojn, li nepre faros bonegan laboron\"* (vidu: [SuperMemo Decalog](http://www.super-memory.com/articles/decalog.htm)). Hodiaŭ ni rimarkas, ke la plezuro estas tiel esence rilata al ĉiuj formoj de lerno en neŭraj retoj, ke ĝi aperas kiel unu el la plej bonaj mezuroj por mezuri lernan progreson.\r\n\r\nTio ebligas formuli la **fundamentan leĝon pri deklara lerno** :\r\n\r\n **Kiam ne estas plezuro, ne estas bona lerno.** \r\n\r\nNature, ĉi tiu leĝo devas esti kvalifikita por esti preciza. Bona deklara lerno rezultigas plezuron. Ĉi tiu fakto povas esti maskita de faktoroj kiel la fakto, ke iom da bona lerno povas kaŝiĝi en [amaso da malbona lernado](https://supermemo.guru/wiki/Unpleasant_learning_at_school). Plezuro mem ne estas garantio de lerno. Faktoj, kiujn ni malkovras, povas esti ĝenaj. Iu deklara lerno povas okazi en kondiĉoj de malkontento (ekz. tima kondiĉo). Klasika kondiĉado ofte implikas doloron. Klinika depremio malhelpos sian inklinon al biciklado, sed ne ruinigos la proceduran lernadon, kiu okazas dum biciklado.\r\n\r\nLa fundamenta leĝo de deklara lernado simple deklaras, ke la akiro de kvalita scio, kiu kontentigas la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) produktos rekompencan signalon. Foresto de tiu signalo estas indiko de la foresto de lerno. Sekaj faktoj povas esti transigitaj baldaŭ al deklara memoro sen amuziĝi, sed tiuj faktoj ne aliĝos al solidaj modeloj de realeco se ne estas rekompenco de lerno. Tiuj faktoj verŝajne estos forigitaj de memoro rapide per sana sistemo de [forgeso](https://supermemo.guru/wiki/Forgetting_curve). Eĉ pli malbone, [malbonaj kaj persistaj engramoj povas kaŭzi problemojn kun lernado poste en la vivo](https://supermemo.guru/wiki/Toxic_memory)! La emerĝo de iu kohera modelo en memoro neeviteble produktos rekompencan signalon.\r\n\r\nSe vi hazarde trudas la suferon al vi mem, vi devas re-pripensi viajn strategiojn. Vi eble bezonos malrapidigi, aŭ reveni al bazoj, lerni la regulojn de menso kaj [dorma higieno](https://supermemo.guru/wiki/Natural_creativity_cycle), administri vian [streson](https://supermemo.guru/wiki/Stress_resilience), lernu la [20 regulojn de formulado de scio](https://supermemo.guru/wiki/20_rules) aŭ eble provu [pliiĝan legadon](https://supermemo.guru/wiki/Incremental_reading) . Se vi persistos malgraŭ doloro, vi ne estos rekompencita per bonaj rezultoj. [La 10,000-hora regulo de Gladwell](http://www.newyorker.com/news/sporting-scene/complexity-and-the-ten-thousand-hour-rule) ankaŭ devus esti kvalifikita. Neniu violona virtuozo iam naskiĝis el pura sufero tra horoj da praktiko. Kiel ĉe lernado, bonega muziko estas infano de amo.\r\n\r\nAliflanke, la plej multaj el lernantoj de ĉi tiu mondo suferas senkulpe. Malbona lernado estas trudata al ili de supre!\r\n\r\n **Lernantoj de la mondo kuniĝu!** Vi ne plu bezonas suferi la doloron de lernado. Se vi suferas, vi havas vian bazan studentan rajton protesti. Se vi suferas, io misfunkcias! Vi povas ĉesi lerni! Se iu postulas lernadon de vi, kaj vi ne ĝuas ĝin, vi povas kontraŭbatali, kaj postuli plezuran lernadon! Ĉi tio ne estas via elitisma ĝuisma malforta korpostulo. Ĉi tio estas postulo de racio. **Sen plezuro, sen lernado!** Via sufero estas malŝparo de tempo, malŝparo de sano kaj malŝparo de homaj tutmondaj rimedoj! Vidu: [Deklaro pri Eduka Liberiĝo](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n[[img [Learn drive vs. School drive|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/500px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> ***Figuro:** Tiel la lernejo detruas la amon al lernado. **[Lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive)** estas la aro de pasioj kaj interesoj, kiujn infano ŝatus trakti. **[Lerneja ekstera trudo](https://supermemo.guru/wiki/School_drive)** estas la aro de rekompencoj kaj punoj starigitaj de la lerneja sistemo. **Lerna interna sopiro** kondukas al simpla, memorebla, [kohera](https://supermemo.guru/wiki/Coherent), [stabila](https://supermemo.guru/wiki/Stable) kaj [aplika]( https://supermemo.guru/wiki/Applicable) memoroj pro la fakto, ke la kvalito de scio determinas la gradon de rekompenco en la sistemo de [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) . **Lerneja ekstera trudo** kondukas al kompleksaj, mallongtempaj memoroj vundeblaj al [enmiksiĝo](https://supermemo.guru/wiki/Interference) pro la fakto ke lernejoj seriigas scion per [instruplano](https://supermemo.guru/wiki/Interference) .guru/wiki/Curriculum) (ne per la neŭrala mekanismo de la [lernado](https://supermemo.guru/wiki/Learn_drive)). [Konkurenciva inhibicio](https://supermemo.guru/wiki/War_of_the_networks) inter la cirkvitoj **Lerna interna sopiro** kaj **Lerneja ekstera altrudo** kondukos al la malfortiĝo de neŭralaj konektoj. Forta **Lerneja ekstera altrudo** malfortigos la [lernadon](https://supermemo.guru/wiki/Learn_drive), detruos la pasion por lernado kaj kondukos al [lernita senhelpo](https://supermemo.guru/ vikio/Lernita_senhelpo). Potenca **Lerna interna sopiro** kondukos al [ribelo](https://supermemo.guru/wiki/Resistance) kiu protektos internajn pasiojn, sed eble ankaŭ kondukos al problemoj en la lernejo. Stoki novajn sciojn sub la influo de **Lerna interna sopiro** estas tre rekompenca kaj kunportas neniun punon (laŭ difino de la [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive)). Ĉi tio igos la lernan impulson prosperi kondukante al sukceso en lernado (kaj en la lernejo). Kontraste, malbona kvalito de scio induktita de la premoj de la **Lerneja ekstera trudo** produktos pli malfortan rekompencan signalon, kaj eble fortan [malkoheran punon](https://supermemo.guru/wiki/Incoherence_penalty). La puno refluos por produkti [reaktancon](https://supermemo.guru/wiki/Resistance) kontraŭ la [lerneja ekstera trudo](https://supermemo.guru/wiki/School_drive), kiu siavice postulos plian trudadon. korekto de la lerneja sistemo, kiu siavice reduktos la kvaliton de scio plu. Tiuj religbukloj povas konduki al la domineco de unu el la fortoj: la lerna interna sopiro aŭ la lerneja trudo. Prospera [lerna interna sopiro](https://supermemo.guru/wiki/Learn_drive) pliigas [ribelon](https://supermemo.guru/wiki/Resistance) kiu pliigas defendojn kontraŭ la lerneja trudo. Simile, pliigita puno en la lernejo pliigas [lernitan senhelpecon](https://supermemo.guru/wiki/Learned_helplessness) kiu malfortigas la [lernan internan sopiron](https://supermemo.guru/wiki/Learn_drive) kaj rezultigas submetiĝon al la sistemo. Bedaŭrinde, en la plej multaj kazoj, la kontrolsistemo ekloĝas en la mezo de tiuj du ekstremoj (vidu: la [problemo de malnova supo](https://supermemo.guru/wiki/Old_soup_problem)). Plej multaj infanoj [malamas lernejon](https://supermemo.guru/wiki/Why_kids_hate_school%3F), perdas sian amon al lernado, kaj ankoraŭ submetiĝas al la sklavado. Ilia plej bona ŝanco por resaniĝo estas la libereco de kolegio, aŭ pli bone, la libereco de plenaĝeco. Vidu: [Konkurencivaj reagoj en binara decidiĝo ĉe neŭrona nivelo](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)*\r\n\r\n> Kopirajto-noto: vi povas reeldoni ĉi tiun bildon laŭ permesilo Krea Komunaĵo kun atribuo al [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World), kaj ligilo al la ĝisdatigita versio [ĉi tie](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n## Resumo: Plezuro de lerno\r\n\r\n- homa cerbo nature agordas al \"interesaj informoj\" en la medio\r\n\r\n- lerni kaj malkovri novajn aferojn estas rekompenca\r\n\r\n- multaj edukistoj abonas la danĝeran miskredon, ke lerno povas kaŭzi malkontenton kaj ankoraŭ esti efika\r\n\r\n- surprizo estas alte taksata en scio-akiro de nova scio\r\n\r\n- antaŭvidebleco kaj surprizo povas ambaŭ aldoni al allogeco de la inform-kanalo\r\n\r\n- allogeco de la informkanalo dependas de la antaŭa scio\r\n\r\n- informoj transdonitaj al la cerbo devas respondeci pri antaŭscio. Ĉi tiu faktoro faras universalan liveron, ekz. per prelegado, tre malfacila\r\n\r\n- allogeco de la inform-kanalo dependas de la rapido de livero kaj la rapido de prilaborado\r\n\r\n- la rapido kaj komplekseco de informa livero en lerno devas tajlori al individuaj bezonoj\r\n\r\n- la kodiĝo de nova altvalora asocia memoro okazas samtempe kun sendado de signalo por rekompencajn centrojn en la cerbo\r\n\r\n- malsukcesa tajloro de inform-kanaloj en lernejado kondukas al manko de rekompenco\r\n\r\n- lerno provizas unikan tipon de daŭrigebla plezuro, kiu povas havi terapian valoron\r\n\r\n- pro ĉieaj kialoj, lernejado kutime ne agordas al infanaj interesoj\r\n\r\n- nerekompenca naturo de lernejado estas la ĉefa kaŭzo de preskaŭ universala malŝato al \"lernado\" en la lernejo\r\n\r\n- detruante la plezuron de lerno ni kontribuas al kreado de malfeliĉa socio\r\n\r\n- la fundamenta leĝo pri deklara lerno diras: **Sen plezuro, sen lerno!** ", + "type": "text/markdown", + "caption": " Plezuro de lerno\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Plezuro de lerno" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Precocity paradox.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Precocity paradox.json" new file mode 100644 index 0000000..7b11de3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Precocity paradox.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Precocity paradox", + "text": "# 早熟悖论\r\n\r\n原文：[Precocity paradox - supermemo.guru](https://supermemo.guru/wiki/Precocity_paradox)\r\n\r\n## 漫长的发展期\r\n\r\n **早熟悖论** 认为，更早达到高峰的儿童，其发展可能更早停滞。在生物世界中，人类大脑发育 **成熟** 所需的时间是最长的。在健康的个体中， **大脑成长的时间越长，最终结果就越好** 。\r\n\r\n这种悖论导致了一种有害的错觉，即我们可以加速儿童的发展，从而为其长期前景提供帮助。由于发育迟缓也可能是神经生理问题的结果，这种错觉变得更加明显。\r\n\r\n## 较晚的皮层高峰\r\n\r\n在健康的大脑成长过程中，我们可能会看到延长的[关键期](https://supermemo.guru/wiki/Critical_period)，延长的[神经发生](https://supermemo.guru/wiki/Neurogenesis)，延长的[白质](https://supermemo.guru/wiki/White_matter)成熟期，延长的[儿童失忆症](https://supermemo.guru/wiki/Childhood_amnesia)，语言的延迟，计算的延迟，阅读的延迟，写作的延迟，音乐能力的延迟，皮质厚度峰值的大幅延迟（也许甚至超过12岁），等等。所有这些指标可能被错误地用作担心的理由。皮层轨迹缓慢与[多动症](https://supermemo.guru/wiki/ADHD)诊断相关。\r\n\r\n就皮层发育而言，我们可能希望尽可能多地建立健康的神经元，以便日后深入刻画（通过各种回归性事件，如神经元的修剪和凋亡，以及髓鞘化、[稳定化](https://supermemo.guru/wiki/Stabilization)等[巩固](https://supermemo.guru/wiki/Consolidation)过程）。其次，对[语义学习](https://supermemo.guru/wiki/Semantic_learning)的专门关注可能决定了大脑结构，因为不干扰[概念化](https://supermemo.guru/wiki/Conceptualization)过程（见：[白质发育的双重过程模型](https://supermemo.guru/wiki/Dual-process_model_of_white_matter_development)）。\r\n\r\n皮质生长、神经发生、髓鞘化、[稳定化](https://supermemo.guru/wiki/Stabilization)、突触修剪、轴突修剪和凋亡的过程可以用木雕的比喻来解释：\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n早期发展可以比作雕刻鲜活的树木。最佳策略是任由树木生长，待其积累足够木料，再深入凿刻。过早雕刻的话，最终木料可能会不足。过早学术指导的话，最终得到的木制品可能又小又平淡。真正的杰作需要耐心和几十年无拘无束的[自由学习](https://supermemo.guru/wiki/Free_learning)\r\n\r\n争取早期成就可能会损害智力\r\n\r\n## 强迫性加速\r\n\r\n所有依赖压力的加速，都会导致大脑功能过早结晶。一个例子就是[母子分离](https://supermemo.guru/wiki/Maternal_separation)，这种分离会产生强大的[慢性压力](https://supermemo.guru/wiki/Chronic_stress)，由此会导致 **早熟** ，这种现象引发了[日托对小孩子有益](https://supermemo.guru/wiki/Daycare_misery)的迷思。\r\n\r\n所有形式的[强迫学习](https://supermemo.guru/wiki/Coercive_learning)在大脑快速成长的时期特别有害。强迫学习可能是试图使所有儿童达到不恰当基准的结果。例如，有据可查的[学龄前女孩发育较早](https://supermemo.guru/wiki/Girls_develop_semantic_fluency_earlier_than_boys)可能会导致对男孩施加更大的压力，使其在表现上达到要求。这反过来可能会导致更多的行为问题，甚至需要[药物干预](https://supermemo.guru/wiki/ADHD)。\r\n\r\n## 发展诊断处方\r\n\r\n很容易判断发育迟缓是神经病变的结果，还是大脑健康成长的标志。在健康发展中，早期的认知指标可能显示出个人技能的 **突然指数式爆发** 。在音乐能力等方面落后于同龄人的孩子，可能会突然突飞猛进（例如，在短短几个月内从两年的延迟中恢复过来）。另一个标志是孩子在某项技能（例如在词汇量方面）的段位上逐渐进步。这种超越同龄人的进步模式可能显示在各种技能中都有体现，往往以十年周期。\r\n\r\n与 **早熟悖论** 相对应的例子是[性早熟](https://www.ncbi.nlm.nih.gov/pubmed/2147987)。如果与青春期有关的荷尔蒙变化比平均水平提前，我们可能会看到早期儿童快速生长。最终由于骨骺线过早闭合，身高拔群的孩子长大后可能成为矮小的成年人。\r\n\r\n## 天才的公式\r\n\r\n圣经中的「早熟，早烂」不是[失去天赋的处方](https://supermemo.guru/wiki/Evolution_of_attitudes_towards_precocity)。多加珍惜与庇护，早熟儿童同样可以成为天才。史上最有成就的人物中，同样有许多早熟的人。我们只需要记住， **早期的基准不意味着孩子未来如此** 。健康孩子最不需要的就是「干预」。自然发展既不需要加速，也不需要矫正。\r\n\r\n本[术语表](https://supermemo.guru/wiki/Glossary)条目用于解释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n## 延伸阅读\r\n\r\n- [童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)\r\n\r\n- [早期加速的危险](https://supermemo.guru/wiki/Precocity_paradox:_early_instruction_may_hurt_the_long-term_growth)\r\n\r\n- [早熟悖论的证据](https://supermemo.guru/wiki/Can_I_trust_Piotr_Wozniak_as_a_scientist%3F)\r\n\r\n- [幼儿园的苦难](https://supermemo.guru/wiki/Daycare_misery)\r\n\r\n- [婴儿管理](https://supermemo.guru/wiki/Baby_management)\r\n\r\n- [抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)\r\n\r\n- [语义学习](https://supermemo.guru/wiki/Semantic_learning)\r\n\r\n- [无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)\r\n\r\n- [完美学习](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)\r\n\r\n- [完美适应](https://supermemo.guru/wiki/Brain_is_a_perfectly_adaptable_device)\r\n\r\n- [特需教育](https://supermemo.guru/wiki/Special_needs_education)\r\n\r\n## 图片\r\n\r\n[[img [Kids who bloom late may bloom better|https://supermemo.guru/images/thumb/c/c5/Precocity_paradox.png/500px-Precocity_paradox.png]]](https://supermemo.guru/wiki/File:Precocity_paradox.png)\r\n\r\n> 图： **早熟悖论** 解释了为什么早期加速也可能导致早期停滞。缓慢而丰富的大脑发育将延长一系列神经发生的不良副作用，如[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)。这可能会导致一种错觉，即早期学术训练会改善长期发展前景。实际上，早期加速可能是[压力](https://supermemo.guru/wiki/Stress)对大脑结构产生的结晶作用的结果。晚开窍的孩子可能大脑发育得更好。帮助大脑健康发展的最好方法是自由和进入丰富的环境。\r\n\r\n[[img [Progression in percentile ranks can be used as reassurance of the absence of pathology|https://supermemo.guru/images/thumb/b/b3/Vocabulary_growth.png/500px-Vocabulary_growth.png]]](https://supermemo.guru/wiki/File:Vocabulary_growth.png)\r\n\r\n> 图：语言发育迟缓常常刺激父母或教育工作者寻求语言发育治疗。然而，看似残疾的孩子进行自我纠正的例子并不罕见。落后的孩子可能会像本例中那样，拥有远远超过同龄人的成长速度。类似的衡量标准可以用来安抚父母，以防止轻率地推动治疗。不均衡或缓慢的发展是 **早熟悖论** 的基础。", + "type": "text/markdown", + "caption": " 早熟悖论\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Precocity paradox" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Problem of Schooling.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Problem of Schooling.json" new file mode 100644 index 0000000..2e319b3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Problem of Schooling.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Problem of Schooling", + "text": "# 学校教育的问题\r\n\r\n原文：[Problem of Schooling - supermemo.guru](https://supermemo.guru/wiki/Problem_of_Schooling)\r\n\r\n# 序言\r\n\r\n我一生都信奉[自由学习](https://supermemo.guru/wiki/Free_learning)（即[自我导向](https://supermemo.guru/wiki/Self-directed_learning)和[自定节奏](https://supermemo.guru/wiki/Self-paced_learning)的[自学](https://supermemo.guru/wiki/Self-learning)）。我喜欢使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 进行学习。我早已忘记了我的 22 年[学校](https://supermemo.guru/wiki/School)经历。过去，每当有人问我有关完美现代教育系统的处方，我都会说「我不知道。我喜欢[自由学习](https://supermemo.guru/wiki/Free_learning)」。然而，到了 2016 年，我到达了一个临界点。我认识几十个孩子和青少年。他们中的一些人是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的用户，一些是我的朋友或家人的孩子，另一些我是从足球场上认识的。他们几乎普遍[讨厌学校](https://supermemo.guru/wiki/Why_do_kids_hate_school%3F)。他们越大，感觉越强烈。对我来说，学习是世界上最令人愉快的事情之一。为什么[学校](https://supermemo.guru/wiki/School)会如此折磨呢？到了 2016 年 8 月底，酷暑难耐。我喜欢阳光带来的乐观情绪。这与那些面色阴沉的孩子形成了鲜明对比，他们知道在几天后，他们又要回到学校去。\r\n\r\n于是我发誓——「 **我永远不会送我的孩子去学校！** 」。我知道我们太对不住孩子了。\r\n\r\n学校教育是基于错误原则的错误设计（[沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)，2017）\r\n\r\n本书试图解释学校的问题，并提出解决方案。本书为免费书籍。（译者注：也是自由的，欢迎大家传播）\r\n\r\n# 可打印版本\r\n\r\n《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/I_would_never_send_my_kids_to_school)》 （2017）\r\n\r\n# 章目\r\n\r\n在可打印版本中未收入的章目在下以 '*' 标示。\r\n\r\n## 脑科学\r\n\r\n- [学习内驱力(https://supermemo.guru/wiki/Learn_drive)：人类好奇心的根源\r\n\r\n- [学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)：优质的学习永远令人快乐\r\n\r\n- [知道的乐趣](https://supermemo.guru/wiki/Pleasure_of_knowing) * 掌握知识令人快乐\r\n\r\n- [交流的乐趣](https://supermemo.guru/wiki/Pleasure_of_communication) * 交流自己的想法令人快乐\r\n\r\n- [Biederman 模型](https://supermemo.guru/wiki/Biederman_model)：优质学习中如何产生快乐\r\n\r\n- [教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)：学校糟蹋了进化的恩赐\r\n\r\n- [自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)：专注学习与创意探索不断循环，它们在睡眠中也有对应\r\n\r\n- [知识对于创造性解决问题](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving) * 持续的创造力需要源源不断的新知识\r\n\r\n- [最优推动区](https://supermemo.guru/wiki/Push_zone)：胁迫是错误的，但也有少数例外\r\n\r\n- [大脑是完美的适应装置](https://supermemo.guru/wiki/Brain_is_a_perfectly_adaptable_device) * 在自由的条件下，大脑发育得最好\r\n\r\n- [婴儿管理](https://supermemo.guru/wiki/Baby_management)：事无巨细地管理孩子的生活对智力有害\r\n\r\n- [婴儿的大脑怎样不起作用](https://supermemo.guru/wiki/How_baby_brain_does_not_work)：有关大脑的谬误导致父母争相加码早期学业指导\r\n\r\n- [日托的苦难](https://supermemo.guru/wiki/Daycare_misery)：将婴儿与母亲分开的负面影响\r\n\r\n- [抗压韧性](https://supermemo.guru/wiki/Stress_resilience)：急性压力可能有助于提高韧性，然而慢性压力是脑细胞杀手\r\n\r\n- [将创造力与 ADHD 混淆](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD) * 有创造力的孩子都很狂野\r\n\r\n- [睡眠不足会放大学校的危害](https://supermemo.guru/wiki/Sleep_deprivation_amplifies_the_harm_of_schooling) * 困倦的孩子可能会边学边忘\r\n\r\n- [胁迫会导致阅读障碍吗？](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F) * 强迫学习可能会产生可怕的副作用\r\n\r\n- [进化出更聪明的大脑](https://supermemo.guru/wiki/Myth:_Evolution_will_help_grow_a_better_student_brain)：「将大脑推向极限」的学习并没有进化的价值。\r\n\r\n- [早熟悖论](https://supermemo.guru/wiki/Precocity_paradox) * 发育迟缓可能是好消息\r\n\r\n- [学习中的反馈](https://supermemo.guru/wiki/Feedback_in_learning) * 高质量的反馈决定了复杂任务的高质量学习\r\n\r\n## 记忆\r\n\r\n- [遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve) *\r\n\r\n- [童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)\r\n\r\n- [毒性记忆](https://supermemo.guru/wiki/Toxic_memory)\r\n\r\n- [语义学习](https://supermemo.guru/wiki/Semantic_learning) *\r\n\r\n- [无语义学习](https://supermemo.guru/wiki/Asemantic_learning) *\r\n\r\n- [童年失忆症的语义特征](https://supermemo.guru/wiki/Semantic_aspects_of_childhood_amnesia) *\r\n\r\n- [童年失忆症的概念化理论](https://supermemo.guru/wiki/Conceptualization_theory_of_childhood_amnesia) *\r\n\r\n- [学校如何妨害学生记忆](https://supermemo.guru/wiki/How_school_turns_off_memory) *\r\n\r\n- [艾宾浩斯遗忘曲线的错误](https://supermemo.guru/wiki/Error_of_Ebbinghaus_forgetting_curve) *\r\n\r\n- [糟糕的学习是阿尔茨海默症的诱因](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer) *\r\n\r\n## 学校系统\r\n\r\n- [学校教育十宗罪](https://supermemo.guru/wiki/10_mortal_sins_of_schooling) *\r\n\r\n- [学校让学生沾染上的 100+ 恶习](https://supermemo.guru/wiki/100_bad_habits_learned_at_school) *\r\n\r\n- [为什么学校会失败](https://supermemo.guru/wiki/Why_schools_fail)\r\n\r\n- [为什么孩子讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)\r\n\r\n- [学校压制学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)\r\n\r\n- [习得性无助 vs. 学习内驱力](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive)\r\n\r\n- [学校违反了天才清单](https://supermemo.guru/wiki/Schools_violate_the_Genius_Checklist) *\r\n\r\n- [让陈旧的学校系统继续存活的谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive) *\r\n\r\n- [学校在教授英语方面屁用没有！](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English!) *\r\n\r\n - [一个月内学完 13 年学校教育的知识](https://supermemo.guru/wiki/13_years_of_school_in_a_month) *\r\n\r\n- [学历史：学校 vs. 自我导向学习](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning) *\r\n\r\n- [激情与记忆](https://supermemo.guru/wiki/Passion_and_memory)\r\n\r\n- [痛苦的学校学习经历](https://supermemo.guru/wiki/Unpleasant_learning_at_school) *\r\n\r\n- [设定目标](https://supermemo.guru/wiki/Setting_goals_can_change_your_life) *\r\n\r\n- [辍学者](https://supermemo.guru/wiki/School_dropouts) *\r\n\r\n- [比尔·盖茨对教育的看法错了](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education) *\r\n\r\n- [学校教育的徒劳](https://supermemo.guru/wiki/Futility_of_schooling) *\r\n\r\n- [学校是如何毁了一个人的一生](https://supermemo.guru/wiki/How_school_can_ruin_a_life) *\r\n\r\n- [我如何发明完美的学校教育](https://supermemo.guru/wiki/How_I_invented_perfect_schooling) *\r\n\r\n- [学校如何促进阿尔茨海默病的发生](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer's_disease) *\r\n\r\n- [你会忍心把小狗关进笼子吗？](https://supermemo.guru/wiki/Would_you_have_a_heart_to_cage_a_puppy%3F) *\r\n\r\n- [对学校教育的美化](https://supermemo.guru/wiki/Glorification_of_schooling) *\r\n\r\n- [学校要么改革，要么灭亡](https://supermemo.guru/wiki/Schools_must_reform_or_die) *\r\n\r\n- [PISA 助长教育内卷](https://supermemo.guru/wiki/PISA_fuels_the_education_arms_race) *\r\n\r\n- [学校教育的爬山比喻](https://supermemo.guru/wiki/Mountain_climb_metaphor_of_schooling)\r\n\r\n- [攀登教育之山的例子](https://supermemo.guru/wiki/Mountain_climb_metaphor_(example))\r\n\r\n- [学习的盖房子比喻](https://supermemo.guru/wiki/House_building_metaphor_of_learning) *\r\n\r\n- [芬兰学校悖论](https://supermemo.guru/wiki/Finnish_school_paradox) *\r\n\r\n- [暑期滑坡是对学校的谴责](https://supermemo.guru/wiki/Summer_slide_is_an_indictment_of_school) *\r\n\r\n- [上学时间](https://supermemo.guru/wiki/School_start_time) *\r\n\r\n- [瑞典的择校制度](https://supermemo.guru/wiki/School_choice_in_Sweden) *\r\n\r\n- [学校教育的套索正在收紧](https://supermemo.guru/wiki/The_noose_of_schooling_is_tightening) *\r\n\r\n- [强制学校系统的优化陷阱](https://supermemo.guru/wiki/Optimization_trap_of_the_coercive_school_system) *\r\n\r\n## 教学\r\n\r\n- [电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers) * 电子游戏是一种很棒的学习工具，却被许多教育者诋毁\r\n\r\n- [学校字识的隧道视野](https://supermemo.guru/wiki/Tunnel_vision_of_school_letteracy) * 强制课标是对创造力和创新的束缚\r\n\r\n- [成年人在教育方面缺乏同理心](https://supermemo.guru/wiki/Adults_are_incapable_of_empathy_in_education) * 学校系统依靠成年人的无知而生存\r\n\r\n- [成为优等生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student) * 优秀的学生长大后往往不快乐\r\n\r\n- [课标滞后期](https://supermemo.guru/wiki/Curriculum_lag) * 我们本该让孩子适应现代世界，实则却强迫他们学习过时的规则\r\n\r\n- [无语义课标](https://supermemo.guru/wiki/Asemantic_curriculum) * 课标内容充斥着对[概念化](https://supermemo.guru/wiki/Conceptualization)产生破坏性影响的知识\r\n\r\n- [放弃早期数学指导！](https://supermemo.guru/wiki/Abandon_early_math_instruction!) * 早期的数学教学经常导致后续的数学焦虑\r\n\r\n- [「直接指导」阻碍了通往伟大发现的道路](https://supermemo.guru/wiki/Direct_instruction_blocks_pathways_to_great_discoveries) * 现代学校教育阻止了新的牛顿和爱因斯坦的出现\r\n\r\n- [表扬如何毁掉学习](https://supermemo.guru/wiki/Destructive_impact_of_praise_in_learning) * 表扬可能会削弱学习进步\r\n\r\n- [学习中的强迫](https://supermemo.guru/wiki/Coercion_in_learning) * 强迫导致低效学习和智力损伤\r\n\r\n- [论老鼠比受过学校教育的人更优越](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human) * 透过观察岛上老鼠的行为，我们能够更清楚什么样才是真正的教育\r\n\r\n- [学会驾驭不确定性和复杂性](https://supermemo.guru/wiki/Learning_to_navigate_uncertainty_and_complexity) * 学习自由是培养伟大的问题解决者的必要条件\r\n\r\n- [别教你的孩子阅读](https://supermemo.guru/wiki/Don't_teach_your_child_to_read) * 早期阅读指导助长学校厌恶和[阅读障碍](https://supermemo.guru/wiki/Dyslexia)\r\n\r\n- [我们需要老师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F) * 在完美教育中，知识伙伴会取代老师\r\n\r\n- [普鲁士的纪律不可避免地摧毁了教育](https://supermemo.guru/wiki/Prussian_discipline_inevitably_destroys_education) * 学校纪律破坏高质量的学习\r\n\r\n- [谬误：学生天生懒惰，不喜欢学习](https://supermemo.guru/wiki/Myth:_students_are_lazy) * 学校教育使快乐的孩子变成懒惰的个体\r\n\r\n- [阅读之争已经结束（自然拼读法 vs. 整体语言法）](https://supermemo.guru/wiki/Reading_wars_are_over:_Whole_language_vs._Phonics) * 自然阅读是培养阅读技能的最佳方式\r\n\r\n- [课堂教学的内在问题](https://supermemo.guru/wiki/Inherent_problems_of_classroom_schooling) * 教室从本质上就不利于学习\r\n\r\n- [摧毁学生信念](https://supermemo.guru/wiki/Crushing_student_convictions) * 学习者的信念和前置知识决定了他们的学习轨迹\r\n\r\n- [最优班级规模](https://supermemo.guru/wiki/Optimum_class_size) * 在深思熟虑之后，最佳规模为 1.4 人\r\n\r\n- [永远不要相信父母和老师](https://supermemo.guru/wiki/Never_trust_parents_nor_teachers) * 孩子们是关于他们自己学习的最好知识来源\r\n\r\n- [手写已死](https://supermemo.guru/wiki/Handwriting_is_dead) * 在数字化时代，手写的重要性已经下降，但在学校中却仍然受到重视\r\n\r\n## 社会化\r\n\r\n- [最优社会化](https://supermemo.guru/wiki/Optimal_socialization) *\r\n\r\n - [社会化模型](https://supermemo.guru/wiki/Socialization_model) *\r\n\r\n - [社会化中的社会群体](https://supermemo.guru/wiki/Social_groups_in_socialization#Socialization:_Open_and_closed_systems) *\r\n\r\n - [霸凌](https://supermemo.guru/wiki/Bullying) *\r\n\r\n- [优化发展的行为空间](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development) *\r\n\r\n- [零和游戏战术](https://supermemo.guru/wiki/Zero-sum_gamesmanship) *\r\n\r\n## 在家上学/非学校教育\r\n\r\n- [孩子永远是对的](https://supermemo.guru/wiki/The_child_is_always_right) * [学习内驱力的最优性](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)不易理解\r\n\r\n- [学校驯育的人不理解自由学习](https://supermemo.guru/wiki/Schooled_people_do_not_understand_free_learning) * 顺服校驯者对世界的理解有所不同\r\n\r\n- [关于教育自由和信息自由](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information) * 儿童应该是自由的，我们在访问信息世界时也应该如此\r\n\r\n- [禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling) * 代表着教育的黑暗时代的邪恶势力，仍然潜藏在阴影中。律师通常是最顺服校驯的人。因此，他们想要驯育整个世界\r\n\r\n- [Elizabeth Bartholet：对在家上学的无知攻击](https://supermemo.guru/wiki/Elizabeth_Bartholet:_ignorant_attack_on_homeschooling) * Martha Fineman 和 Elizabeth Bartholet 是法律教授，他们想要深化儿童奴隶制\r\n\r\n- [教育解放名人堂](https://supermemo.guru/wiki/Hall_of_Fame_of_Educational_Liberation) * 有些名字将永远被铭记。[自由学习](https://supermemo.guru/wiki/Free_learning)的未来将建立在许多巨人的肩膀上\r\n\r\n- [Dr. Phil 的手把手心理学入门课：非学校教育常见问题解答](https://supermemo.guru/wiki/Psychology_101_for_Dr_Phil:_Unschooling_FAQ) * 博士表演的喜剧往往特别有趣\r\n\r\n- [如何识别伪非学校教育者？](https://supermemo.guru/wiki/How_to_recognize_a_fake_unschooler%3F) * 反对非学校教育的人也有制造虚假消息的罪过\r\n\r\n## 信息科学\r\n\r\n- [现代教育使人类生存受到威胁](https://supermemo.guru/wiki/Modern_education_is_a_threat_to_the_survival_of_mankind) *\r\n\r\n- [学校削弱了智力](https://supermemo.guru/wiki/School_undermines_intelligence) *\r\n\r\n- [学习熵](https://supermemo.guru/wiki/Learntropy)\r\n\r\n- [自由学习的指数加速](https://supermemo.guru/wiki/Exponential_acceleration_in_free_learning) *\r\n\r\n- [证明：互联网让我们更聪明](https://supermemo.guru/wiki/Proof:_Internet_makes_us_smarter) *\r\n\r\n## 政治\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end) *\r\n\r\n- [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation) *\r\n\r\n- [教育改革](https://supermemo.guru/wiki/Education_Reform) *\r\n\r\n- [现代学校教育就像苏联经济](https://supermemo.guru/wiki/Modern_schooling_is_like_Soviet_economy) *\r\n\r\n- [乌托邦的愿景：教育与北韩对比](https://supermemo.guru/wiki/Utopian_visions:_Education_via-a-vis_North_Korea) *\r\n\r\n- [儿童应有投票权](https://supermemo.guru/wiki/Children_should_have_the_right_to_vote) *\r\n\r\n- [学校课程本质上是政治性的](https://supermemo.guru/wiki/School_curriculum_is_inherently_political) *\r\n\r\n- [推行强制成人教育！](https://supermemo.guru/wiki/Introduce_Mandatory_Adult_Education!) *\r\n\r\n- [我们需要更多烂学校](https://supermemo.guru/wiki/We_need_more_bad_schools) *\r\n\r\n- [彼得·格雷遭到拉里·桑格的攻击](https://supermemo.guru/wiki/Peter_Gray_under_attack_from_Larry_Sanger) *\r\n\r\n- [历史课标可以塑造民族主义态度](https://supermemo.guru/wiki/History_curriculum_can_shape_nationalist_attitudes) *\r\n\r\n- [学校奴役行将结束](https://supermemo.guru/wiki/School_slavery_will_end_soon) *\r\n\r\n- [沃兹在波兰议会](https://supermemo.guru/wiki/Woz_in_Polish_Parliament) *\r\n\r\n## 健康\r\n\r\n- [强制学校系统应为 COVID-19 大流行负责](https://supermemo.guru/wiki/Coercive_school_system_is_responsible_for_the_COVID-19_pandemic) *\r\n\r\n- [托儿所感染](https://supermemo.guru/wiki/Daycare_infections) *\r\n\r\n- [我有 ADHD，我喜欢](https://supermemo.guru/wiki/I_have_ADHD_and_I_love_it) *\r\n\r\n## 革命\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end) *\r\n\r\n- [学校改革：进化还是革命？](https://supermemo.guru/wiki/School_Reform:_Evolution_or_Revolution%3F) *\r\n\r\n- [呼吁停止学校胁迫的请愿书](https://supermemo.guru/wiki/Petition_to_End_School_Coercion) *\r\n\r\n- [常见问题：如何结束学校胁迫？](https://supermemo.guru/wiki/FAQ:_Ban_on_school_coercion) *\r\n\r\n- [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation) *\r\n\r\n- [儿童应有投票权](https://supermemo.guru/wiki/Children_should_have_the_right_to_vote) *\r\n\r\n- [强制学校教育可能加速文明的崩溃](https://supermemo.guru/wiki/Compulsory_schooling_can_accelerate_the_collapse_of_civilization) *\r\n\r\n- [结束学校奴役](https://supermemo.guru/wiki/End_school_slavery) *\r\n\r\n- [结束学校奴役（波兰语版）](https://supermemo.guru/wiki/Koniec_Przymusu_Szkolnego) *\r\n\r\n- [学校奴役行将终结](https://supermemo.guru/wiki/School_slavery_will_end_soon) *\r\n\r\n- [教育是人类权利](https://supermemo.guru/wiki/Education_as_a_human_right) *\r\n\r\n- [学校即监狱](https://supermemo.guru/wiki/School_is_prison) *\r\n\r\n- [罢学](https://supermemo.guru/wiki/School_strike) *\r\n\r\n## SuperMemo\r\n\r\n- [我怎样才能读得更快？](https://supermemo.guru/wiki/How_can_I_read_faster%3F) *\r\n\r\n- [学校如何扼杀 SuperMemo 和渐进阅读](https://supermemo.guru/wiki/How_schools_kill_SuperMemo_and_incremental_reading) *\r\n\r\n- [SuperMemo 对小孩没用](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids) *\r\n\r\n- [间隔重复在课堂上是行不通的](https://supermemo.guru/wiki/Spaced_repetition_does_not_work_in_a_classroom) *\r\n\r\n- [盲目填鸭式学习的意外影响](https://supermemo.guru/wiki/Serendipitous_impact_of_mindless_cramming) *\r\n\r\n- [渐进写作：学校教育的问题](https://supermemo.guru/wiki/Incremental_writing:_Problem_of_schooling) *\r\n\r\n## 总结\r\n\r\n- [总结](https://supermemo.guru/wiki/Summary)\r\n\r\n## 术语表\r\n\r\n- [术语表](https://supermemo.guru/wiki/Glossary)\r\n\r\n## 参考文献\r\n\r\n- [参考文献](https://supermemo.guru/wiki/References)", + "type": "text/markdown", + "caption": " 学校教育的问题\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Problem of Schooling" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Prussian discipline inevitably destroys education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Prussian discipline inevitably destroys education.json" new file mode 100644 index 0000000..87802a6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Prussian discipline inevitably destroys education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Prussian discipline inevitably destroys education", + "text": "# 普鲁士的纪律不可避免地摧毁了教育\r\n\r\n原文：[Prussian discipline inevitably destroys education - supermemo.guru](https://supermemo.guru/wiki/Prussian_discipline_inevitably_destroys_education)\r\n\r\n## 学校削弱了智力\r\n\r\n工业化社会的现代学校对终身学习、适应成人生活、心理健康、社会凝聚力、创造力、创新等方面的前景有着破坏性的影响。学校教育中最具破坏性的部分之一是 **[纪律](https://supermemo.guru/wiki/Discipline)** 。随着学校成长为毕业生的工厂，它们需要执行纪律以实现有效的运作。这不可避免地导致学生失去了自由。因此，我们除去了发展[智力](https://supermemo.guru/wiki/Intelligence)所需的最基本因素：在学习过程中 **自由决策** 。\r\n\r\n## 教师是缺乏力量的\r\n\r\n当我对现代学校教育大加嘲讽时，我不断与教师交谈，看看学校如何改变他们的思维。有一个令人惊讶和压倒性的结论： **大多数教师都是可爱的人** ，心中有最好的意图。然而，他们对脑科学的理解并不是太好。师范学院所传播的知识似乎还冻结在 Piaget、Vygotsky，甚至 Freud 的水平上。在我关于睡眠作用的小测验中，我测试了十几个医学专业的学生和十几个教师。除了「睡眠对休息很重要」之外，他们都毫无头绪。除了对大脑的理解不足外，对这些可爱的人中的大多数人来说，有几个因素将他们的善意转化为伤害儿童的压迫性系统：\r\n\r\n- 教师往往不了解[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)\r\n\r\n- 教师不能自由地实施自己的学习理念，课堂反馈常常被浪费掉\r\n\r\n- 教师受强制性的[课程](https://supermemo.guru/wiki/Curriculum)和[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)系统的约束\r\n\r\n- 越是坚信儿童需要帮助，就越有可能将 **纪律** 的危害转移到幼小的心灵上\r\n\r\n## Hester 先生的青春热血\r\n\r\nTyler Hester（见：[Hester 先生](https://www.youtube.com/watch?v=LdF5ry5g5-w)）是一个很好的例子，说明善意可能会把学校变成一个机器化的地方。Hester 先生有着杰出的教育背景与崇高的目标。他没有追求教育理论方面的职业，而是决定帮助孩子，教书育人。对 Hester 先生来说，教育是「这一代的民权问题」。在他班级的墙上，有一句不祥的话语很能预示学生面临的情况：「99% 的汗水」。\r\n\r\nHester 先生的班级是[普鲁士纪律](https://supermemo.guru/wiki/Prussian_discipline)与效率的极致体现。漏做家庭作业将导致课后 60 分钟的留堂。上课禁止说话。Hester 先生将执行这一要求。如果学生没有达到预期，Hester 先生会给家里打电话。这样一来，家长和老师就可以联手“帮助”孩子完成大人设定的目标。这种善意的控制是造成无助感的根本原因。许多青少年的自杀都是由于家长和老师合作造成的，在这种情况下，幼小的心灵不认为有人会理解她的问题，而在学校的糟糕进展只是无数问题中的一个。\r\n\r\n在 Hester 先生的课堂上有很多规则：手放在哪里，脚放在哪里，如何站立，如何等待，如何回应，对铃声的反应，如何听从指挥，允许使用什么语言，等等。学生们学会了当他们同意时如何开始一个句子，以及当他们不同意时如何开始一个句子。对于违规行为，有口头和视觉警告、扣分、打电话回家、转给院长等。还有奖励、表扬、优点、BHAG\\* 支票，以及最令人惊讶的， **“学习的快乐”** 。由于[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)是一种网络层面的现象，它是由[学习内驱力](https://supermemo.guru/wiki/Learn_drive)引导的高质量选择的反映，[直接指导](https://supermemo.guru/wiki/Direct_instruction)中真正的学习乐趣几乎是不可能的。假性的学习快乐是可能的。它不是学习本身的快乐，而是达到基准、目标、获得奖励、成绩、徽章、支票等的快乐。假的学习快乐并不能转化为[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)所规定的[连贯的](https://supermemo.guru/wiki/Coherent)知识。Hester 先生有丰富的管理技能，但这些技能并没有考虑到神经科学的一些重要发现。推广 Hester 的方法的网站被称为「Agape 管理」。可悲的是，管理在工厂里效果很好，对于低水平的死记硬背的学习来说可能还行，但对于旨在实现高创造力和创新思维的高效学习来说，它必然会产生反作用。（\\*译注：BHAG 是 Big, Hairy, Audacious Goals 的缩写，即宏伟、艰难和大胆的目标）\r\n\r\n## 传染性的过度完美主义\r\n\r\nHester 先生的例子具有传染性。所有的教师迟早都会意识到，要想让工厂运转起来，流水线上的噪音必须降到最低，而为取得成绩（即成绩和证书），必须要一心一意的努力，以最大化流水线的同步率。\r\n\r\nCourtney Fleming 提供了一个典型的评论，说明了制度是如何摧毁爱的，即使把爱作为接近学生的关键出发点：\r\n\r\n> 我刚刚开始我第二年的教学工作。几年前，我看到你的视频，觉得你太严格了， **太冷酷了** ，你对初中生的期望值太高了。现在我在一所具有挑战性的学校任教，我的课堂管理很糟糕，孩子们不尊重我，班级里的行为问题让我很疲惫。你一直都是对的——我让我的孩子们逍遥法外，就是在告诉他们，我对他们的期望不高。下周开始第二学期，我已经 **准备好以高期望值** ，明确和一致的后果，以及相信我能从我的学生身上得到比他们想象中更多的东西，重新开始。谢谢你提供的这些视频！\r\n\r\n一位观众注意到军训是如何为教学做了很好的准备：\r\n\r\n> 我一退伍就去教书了。人们认为我对学生过于「严格」。第一年之后，这些人又向我请教班级管理的建议。严格并不意味着你不关心你的学生\r\n\r\nCarole Powers 的评论表明，爱和善意并不能阻止对军事级别纪律的追求：\r\n\r\n> 我已经教了 29 年书了。在观看了这段我非常欣赏的视频后，我不禁流泪了！感谢你跟随你的心所采取的行动。替我转告你妈妈，她养育了一个正直的人，是值得赞扬的。我真的很喜欢你对自己第一年教学的坦诚。我尊重你如何决定不继续挣扎，而是改变，学习管理我们的学生。我也在做同样的事情，在我的探索中，我遇到了一些优秀的资源，比如你\r\n\r\nHester 先生的视频是一个评论的金矿，这些评论表明，分裂只可能来自封建制度的突变。当老师们热情洋溢、赞不绝口时，学生们却惊恐不已。这是两个被制度设定为相互对立的阶级：（1）受过良好教育、心地善良的教师，他们计划提升新一代，（2）压迫的对象：渴望自由学习的年轻人。这种对立可以用《圣经》中的古老格言来描述： **「通往地狱的路是用善意铺成的」** 。\r\n\r\n大规模生产毕业生需要依赖纪律。纪律破坏了[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。强制执行纪律会使教师的善意变成儿童的[学校折磨](https://supermemo.guru/wiki/Why_kids_hate_school%3F)。\r\n\r\n## 补救措施\r\n\r\n对上述所有问题的普遍补救措施是[自由学习](https://supermemo.guru/wiki/Free_learning)。它可能具有[非学校教育](https://supermemo.guru/wiki/Unschooling)的形式，也可能发生在[民主学校](https://supermemo.guru/wiki/Democratic_school)。为了使[自由学习](https://supermemo.guru/wiki/Free_learning)蓬勃发展， **[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)** 。至于[普鲁士教育系统](https://supermemo.guru/wiki/Prussian_system)，它势必会伤害到孩子们，但课堂管理的概念从管理中抽离出来，会有很大的好处。如果教师的首要关注点是与学生的关系，如果他们在[学校的监狱](https://supermemo.guru/wiki/School_is_prison)中都扮演着相互安慰的互补角色，那么机器人化学习的苦差事就可以得到缓解。与其说是强加给学生的规则，不如说是老师可以通过经验来观察和调整。[与 Reynolds 的真实说唱](https://youtu.be/p3Vhx55qjcI)是[以人为本](https://youtu.be/HUhSe1iZhU4)而不是成就的一个好例子。", + "type": "text/markdown", + "caption": " 普鲁士的纪律不可避免地摧毁了教育\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Prussian discipline inevitably destroys education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School Reform Evolution or Revolution.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School Reform Evolution or Revolution.json" new file mode 100644 index 0000000..a9ecde9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School Reform Evolution or Revolution.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/School Reform Evolution or Revolution", + "text": "# 学校改革：进化还是革命？\r\n\r\n原文：[School Reform: Evolution or Revolution? - supermemo.guru](https://supermemo.guru/wiki/School_Reform:_Evolution_or_Revolution%3F)\r\n\r\n## 需要一场革命\r\n\r\n1862 年，Lev Tolstoy 对[普鲁士教育模式](https://supermemo.guru/wiki/Prussian_Model_of_Education)表示惊恐。在他反对的 160 周年之际，我们应该认识到， **学校制度的进化是无效的** 。Lev 试图以短暂的努力开始自己的进化过程，建立他自己版本的民主学校。\r\n\r\n100 年前，随着 [Summerhill](https://supermemo.guru/wiki/Summerhill) 的出现，向自由的演变似乎加快了。在美国，随着 1960 年代[萨德伯里谷地学校](https://supermemo.guru/wiki/Sudbury_Valley_School)的诞生，这一进程再次加速。[John Holt](https://supermemo.guru/wiki/John_Holt) 促成了 20 世纪 80 年代美国蓬勃发展的[家庭教育](https://supermemo.guru/wiki/Homeschooling)运动。[John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 和 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 对[非学校教育](https://supermemo.guru/wiki/Unschooling)理念的发展做出了重大贡献。今天，美国大约有 1% 的儿童可以说他们在无忧无虑地从事[自由学习](https://supermemo.guru/wiki/Free_learning)，而且几乎没有来自成人世界的指导。同时，在波兰的学校开学前，几乎所有的孩子都显得很沮丧。他们普遍讨厌学校教育（见：[孩子为什么讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)）。如果 160 年的进化几乎没有给西方世界的普通孩子带来任何实实在在的成果，那么我们还能希望等待多久，直到进化使孩子们在学校里快乐和富有成效？这篇文章将论证答案是： **永远不会** ！\r\n\r\n学校教育的进化太慢，无法带来多少希望\r\n\r\n## 局部最小值\r\n\r\n在数学优化中，我们经常以局部最小值告终。在这种情况下，我们需要一个重大的突破，以避免陷入一个错误的解决方案。[强制教育](https://supermemo.guru/wiki/Compulsory_school)无法进行渐进式的改进。它不可能发展成一个更好的系统，因为它是建立在强制的基础上，而且强制被写进了法律（见：[教育是一种人权](https://supermemo.guru/wiki/Education_as_a_human_right)）。如果西方需要 60-100 年的时间来改变法律，使非学校教育合法化，我们就不能寄希望于政治家进行必要的改革。我们需要用反叛来迫使他们出手。强制教育只要是强制性的，就无法优化。它一直在错误的方向上进行优化。它不断地把局部最小值的坑挖得更深。芬兰被认为是学校如何发展的一个好例子。我认为芬兰陷入了一个局部最小值（见：[芬兰悖论](https://supermemo.guru/wiki/Finnish_paradox)）。\r\n\r\n用比喻来看，局部最小值可以比作恐龙，因为被困在进化的舒适区而无法进化成人类。人类需要来自小行星的一些帮助。\r\n\r\n煤矿不可能逐步改进为气候友好型设施，因为只要它的主要用途是开采化石燃料作为燃料出售，它就会一直有害。它需要被拆毁。\r\n\r\n民主政体往往会陷入具有自我维持性质的局部最小值中。这些最小值使文明处于危险之中。今天，我可以确定的最糟糕的人类错误是[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。\r\n\r\n我们无法从[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)中进化出来，因为它停留在一个自我维持的局部最小值。\r\n\r\n## 正面力量\r\n\r\n可以说，通过网络加速传播信息是一线生机。有利于进步的最强大的力量来自与自学和社交媒体相关的网络技术。然而，我们需要记住，[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)是一个自我维持的现象。它不断向新的一代人灌输知识，这些人在上学时讨厌学校，在毕业后的 3-10 年内改变主意。或者说，这种灌输使学生永远不会意识到他们的束缚（见：[美化学校教育](https://supermemo.guru/wiki/Glorification_of_schooling)）。从讨厌学校到欣赏学校的转变是基于[教育同理心](https://supermemo.guru/wiki/Educational_empathy)的不足，这是影响每个人的自然现象。要了解学校的危害，需要研究学校或大脑。我研究了很多年才看到了曙光！学校教育的问题就在我身边，让我看到了，而我从来没有真正理解它。我的罪是在学校的自由，在家里的自由，以及我从自己的快乐状态投射到其他学生的状态。事情对我来说是可行的，所以我没有停顿太长时间去思考为什么它们对其他人可能不可行。那些在学校或课外有一点成功的人，一直在传播错误的模因。我的模因是 **「多年的学校教育可能导致创新技术的拓荒 」** 。这个模因是错误的，而且是歹毒的。进一步推敲，学校始终是一个障碍。如果说它有什么帮助的话，那就是让别人更慢，这给了我一些竞争 「优势」。在现实中，我们作为人类输惨了，现在是时候停止输了！\r\n\r\n在网络上，我们更容易获得信息，以及更好的教育材料和工具。在这种情况下，[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)现在被认为是理所当然的，几乎被淡忘了。[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)很快就会觉得是个旧闻，因为一连串的替代技术都在扮演类似或补充的角色（见：[渐进阅读的必然性](https://supermemo.guru/wiki/Inevitability_of_incremental_reading)）。然而，即使是这样，学校系统在宣扬数字技术是一种威胁的概念方面也有其答案。家长们被告知要对孩子的屏幕时间进行限制（见：[数字痴呆症的病态迷思](https://supermemo.guru/wiki/The_morbid_myth_of_Digital_Dementia)）。在中国，父母要求政府限制儿童的合法屏幕时间。他们的主要动机是通过[强迫学习](https://supermemo.guru/wiki/Coercive_learning)的机器来磨练孩子，中国认为这是对美好未来的希望。甚至使[非学校教育](https://supermemo.guru/wiki/Unschooling)成为可能的英国，也在政府名单上考虑如何限制儿童的屏幕时间（见：[屏幕时间限制](https://supermemo.guru/wiki/Screentime_limits)）。\r\n\r\n即使网络可以将学校的进化从 50 年压缩到 5 年，它仍然浪费了 5 年乘以 10 亿学生的生命。\r\n\r\n## 反对力量\r\n\r\n在进化的拥护者中，有一个因素似乎被普遍忽视了。有一些力量是为了维护目前的强制地位。学校系统的设计是为了自我保护，为了按照自己错误的优化标准提高成绩。由于学校教育的主流是为测试和成绩而优化的（包括 [PISA](https://supermemo.guru/wiki/PISA)），它倾向于有效地抵御来自进步力量、改革者、科学、常识以增加改革机会的进化力量的攻击。\r\n\r\n虽然像 Illich、Holt 和 Gatto 这些伟大的作家留下了鼓舞人心的思想遗产，但他们早已作古。与此同时，学校系统正在批量生产新的[受过良好教育的](https://supermemo.guru/wiki/Well-schooled)一代，他们根本不知道这些作家曾经存在过。一部分人转向[家庭教育](https://supermemo.guru/wiki/Homeschooling)甚至[非学校教育](https://supermemo.guru/wiki/Unschooling)（在那些少数合法的国家），他们一直被认为是边缘人。家庭教育者不断受到社会压力，包括来自他们自己和他们家庭内部的压力，要求他们回到[良好学校教育](https://supermemo.guru/wiki/Well-schooled)的标准。\r\n\r\n死亡对智者的影响不成比例。出生和教育有利于胁迫性系统。如果我们看看 [ADHD](https://supermemo.guru/wiki/ADHD)、[阅读障碍](https://supermemo.guru/wiki/Dyslexia)的诊断水平，或者看看自杀人数的增加，我们可能会得出结论，事情一直在向恶化发展。我们非但没有改善，反而在倒退，越来越多的年轻生命被偷走。灌输胁迫的方式越来越有效。\r\n\r\n除了反进化的力量外，还有随机的摆动，不可预测地冒出来。[Summerhill](https://supermemo.guru/wiki/Summerhill) 的[与教育标准办公室的争斗](http://www.summerhillschool.co.uk/summerhills-fight.php)成为传奇（见[电影](https://youtube.com/watch?v=LJtFe6jSEQk)）。有像 Emmanuel Macron 或 Jan Björklund 这样热心的社会工程师，他们随时准备根据政治意愿将教育颠覆。也有像 [Martha Albertson Fineman](https://supermemo.guru/wiki/Martha_Albertson_Fineman) 或 [Elizabeth Bartholet](https://supermemo.guru/wiki/Elizabeth_Bartholet) 这样的反革命分子，他们为收紧智力奴役提供法律论据。所有这些人都是社会、法律或政治活动家，对大脑及其发展需求的理解微乎其微。\r\n\r\n不自由的进化和革命力量加上对青年的不民主歧视，有效地阻碍了教育的发展\r\n\r\n## 奴隶制\r\n\r\n我一个年轻朋友决定退出我们的罢学组织（SUSSEN）。他说： **「没有必要去破坏东西。让我们专注于建设 」** 。这句话来自于不了解我们的使命：[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)。自由不是破坏性的，即使从奴役到自由的转变可能会产生不良的副作用。奴隶们的自由带来了美国历史上最血腥的战争。这并不意味着解放奴隶是唯一明显和公正的行动方案。如果林肯或其他人有不同的认知，历史可能会采取不同的路线。它可能不那么血腥。解放的选择是正确的，而可怕的后果则源于解放前的邪恶现状。当我们讨论罢学时，我听到了大量年轻人愤怒的声音，这些声音需要得到调和。即使在这个早期阶段，我也无法控制这些情绪。后果是不可预测的，但罢学似乎是实现教育自由的唯一可行的途径。\r\n\r\n林肯或教育改革者的另一种选择可能是「渐进式自由」或「与一揽子改革相关的自由」。奴隶可能会被逐渐释放。复杂的改革可能会缓和释放奴隶的经济后果。然而，对自由和尊重人权的呼吁是原子性的、简单的和封闭的。增加复杂的因素很可能会引起裂痕，破坏事业。复杂的改革可以以平行方式提出，但将面临与民主国家所有改革相同的障碍。罢学的目的必须是自由。自由将需要改革，而改革将以更高的紧迫性随之而来。\r\n\r\n## 民主\r\n\r\n儿童不能在民主国家投票。美国的奴隶也不能。儿童和奴隶现在/曾经被困在一个他们无法改变的体系中。儿童决定自己未来的权利被[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)所侵犯。他们不断被灌输知识，却没有发言权。一旦他们离开学校，他们就是维持现状的最佳材料。这意味着所有形式的进化都可能停滞在能够享受[自由学习](https://supermemo.guru/wiki/Free_learning)的既定人口水平上（假设法律有变化）。这就是为什么孩子们需要在他们最清楚自己的权利受到侵犯的时候进行反叛。另见：[儿童应该有选举权](https://supermemo.guru/wiki/Children_should_have_the_right_to_vote)\r\n\r\n该系统的自我维持能力之一是对儿童在选举和公投中的投票能力设定上限\r\n\r\n## 范式转变\r\n\r\nThomas Kuhn 指出，范式转变是突然的和革命性的。当旧模式在「[常规科学](https://en.wikipedia.org/wiki/Normal_science) 」的群体思维中占主导地位时，进化可能有利于停滞不前，甚至范式瘫痪。在首席教育家的头脑中已经发生了范式转变。今天，所有对教育有初步了解的人都知道，胁迫是适得其反的。正是胁迫系统的惯性使其受到制约。我们已经建立了一个精心设计的制衡系统，形成了看不到任何恐慌按钮的桎梏。我们已经给社会戴上了枷锁！与气候变化不同，解除镣铐应该很容易。我们仅仅只需禁止胁迫！这应该很快使胁迫在文化上不被接受。\r\n\r\n如果孩子们看不到科学范式转变的效果，那只是由于我们还需要一个范式转变：积极反对现行制度。\r\n\r\n关于[学习中的强迫](https://supermemo.guru/wiki/Coercion_in_learning)的范式转变已经发生。现在我们需要一个关于需要革命的范式转变\r\n\r\n## 革命的浪潮\r\n\r\n当环境成熟的时候，革命只需要一个火花。一旦一场革命走上正轨，它就能激发进一步的变革，被称为 **革命浪潮** 。阿拉伯之春、布拉格之春、克罗地亚之春或民族之春（1848）就是很好的例子。也许那时是 **学生之春** 的时候了。如果一个国家决定解放学生，世界上没有一个学生会大放宽心，直到她拥有与幸运的先驱国家的学生一样的权利。也许我们需要的不是一个国家，而只是一个城市、一个镇，甚至是一所学校。仅仅只是一个 Greta，可能会掀起革命浪潮的多米诺骨牌，使十亿学生获得自由！\r\n\r\n之前的浪潮来得很慢，需要几十年或几个世纪才能成熟。奴隶、妇女、农奴等的解放也是类似的情况。事后看来，在所有这些案例中，对人权的侵犯似乎都很明显，而学校却顶着为学生服务和启蒙的好机构的光环。我们在很大程度上仍然认为儿童是不成熟的，没有能力控制自己的发展。然而，如果我们从个别革命前的角度来看待对人权的认识，社会信念往往和今天的成年人准备废除旧的学校制度一样薄弱。农奴制的结束源于黑死病的流行。也许，冠状病毒的流行将标志着学生奴役的结束。\r\n\r\n我们第一步需要实现的是，任何一个有权势的人物宣布 **教育中的胁迫应该是非法的** 。\r\n\r\n## 罢学\r\n\r\n对我来说，[Georgios Zonnios](https://supermemo.guru/wiki/Georgios_Zonnios) 可能是在教育问题上最需要商量的人。一方面，他是一位热爱阅读和学习的老师。另一方面，他对我所有的工作都了如指掌，并且很容易理解以 「我的语言 」呈现的、带有神经科学和计算机术语的论点。当我开始呼吁罢学时，我们意见相左。Georgios 建议，进化是改变教育的正确过程。\r\n\r\n当我听到明智的成年人呼吁进化时，我并不感到惊讶（见：[教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)）。大多数教师和大多数成年人都持这种观点。然而，当我听到一位青少年朋友提出类似的问题，呼吁在教育中实现普遍自由时，我知道我必须写这篇文章。很明显，如果没有罢学或其他形式的积极反对，十亿学生的奴役将继续下去。\r\n\r\n没有[罢学](https://supermemo.guru/wiki/Student_Spring_2022)，对学生的奴役将继续下去\r\n\r\n参考：[2022 学生之春](https://supermemo.guru/wiki/Student_Spring_2022)（波兰的罢学）\r\n\r\n## 评论\r\n\r\n如果你不同意，请在这里发泄：[罢学评论区](https://www.facebook.com/permalink.php?story_fbid=1557914834551913&id=743113572698714)", + "type": "text/markdown", + "caption": " 学校改革：进化还是革命？\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School Reform Evolution or Revolution" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School choice in Sweden.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School choice in Sweden.json" new file mode 100644 index 0000000..6274a16 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School choice in Sweden.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/School choice in Sweden", + "text": "# 瑞典的择校制度\r\n\r\n原文：[School choice in Sweden - supermemo.guru](https://supermemo.guru/wiki/School_choice_in_Sweden)\r\n\r\n这段文字选自《[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》 作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017-2022）\r\n\r\n## 教育自由\r\n\r\n全世界的教育系统都不尽如人意，因为全世界都在限制自由。根据定义，自由是[自由学习](https://supermemo.guru/wiki/Free_learning)的根基。所有形式的强迫都会影响学习效率、损害幸福和心理健康。自由不仅在于学生的选择权。教育自由的含义更加广泛，父母、教师、教育企业家、校长、主管，所有参与教育的主体，都应能自由地决策。只有使学生不自由的东西，才要限制其自由。从这个意义上说，目前的等级应该被翻转。现在部长限制督导的自由，督导则限制校长，校长限制教师，教师则限了学生。理想状况应当完全颠倒过来。教师应为学生的意愿而服务，校长为教师的意愿而服务，股东为校长的意愿而服务。\r\n\r\n[Milton Friedman](https://en.wikipedia.org/wiki/Milton_Friedman) 以[择校](https://supermemo.guru/wiki/School_choice)的形式，将经济市场的力量推广到思想市场。在我对[教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)的思索中，[择校](https://supermemo.guru/wiki/School_choice)是社会在文化上转型——即[普鲁士教育模式](https://supermemo.guru/wiki/Prussian_Model_of_Education)变为[自由学习](https://supermemo.guru/wiki/Free_learning)——的必要进化基础。只有自由选择可以让孩子、父母和教育者看到[自由学习](https://supermemo.guru/wiki/Free_learning)如何最优地融入社会结构。一旦选择变得自由，我们将看到孩子是喜欢学校、在家上学、非学校教育，还是喜欢在更小年龄时将这些教育形式与游戏或工作交织在一起。\r\n\r\n如今，Friedman 所主张的教育变革的可能却因批评[择校制度](https://supermemo.guru/wiki/School_choice)而受到阻碍。让我们想想瑞典，这个国家曾在 1992 年尝试实施择校制度，而现在常常被用作成一个失败的案例。这种「失败」源自执行和评估上的不合理。\r\n\r\n执行上的错误主要来自对自由的限制。例如，瑞典因[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)而臭名昭著。如果学生不能自由地自主学习，那么他们就是制度的奴隶。这违反了自由择校的原则。\r\n\r\n评估上的错误包括缺乏良好的“教育成就”衡量标准。成绩或[标准化测试](https://supermemo.guru/wiki/Standardized_testing)只会让评估无效。正如我在讨论智商（IQ）的文章中（见：[智商（IQ）对于衡量智力是低劣的标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)）所主张的那样，我们无法有效地衡量[非学校教育](https://supermemo.guru/wiki/Unschooling)比起学校有多进步。唯一有效的标准是个人的：能否满足自己个人的需要。[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)会确保非学校教育对整个社会有益。这实际上很大程度上仍然超出了今天大多数教育工作者的理解。简而言之，在不了解大脑、神经网络、[概念化](https://supermemo.guru/wiki/Conceptualization)过程、系统论和信息论的情况下，一个人需用强大的系统直觉支撑自己的推理，才能理解这一点：社会集体智力的进化和[多样性](https://supermemo.guru/wiki/Diversity)的力量。\r\n\r\n这篇短文中，我举了瑞典的例子，来呈现这一道理：如果没有完全理解何谓教育最优解，就会得出极其错误的结论，进而破坏[择校制度](https://supermemo.guru/wiki/School_choice)在世界范围内进一步推广。\r\n\r\n对神经科学的无知破坏了择校制度的推广。\r\n\r\n## 择校制度在瑞典的失败\r\n\r\n在[教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)一文中，我论证了 Friedman 提出的[择校制度](https://supermemo.guru/wiki/School_choice)的价值。70% 的经合组织国家在其教育系统中使用学券或学费税收抵免（[来源](https://www.edchoice.org/blog/school-voucher-systems-across-globe-make-case-school-choice-u-s/)）。推广择校制度有多难？瑞典就是个活生生的例子。有些人甚至利用瑞典来宣称 Friedman 错了（[来源](http://www.nationalreview.com/agenda/383304/sweden-has-education-crisis-it-wasnt-caused-school-choice-tino-sanandaji)）。1992 年，瑞典引入了择校制度的一种变体。这一决定是社会民主党人做出的。当一位伟大的经济学家想出一个需要大量良好数学直觉才能使其可行的模型时，你最好不要将该模型留在政客手中，他们会对这个模型修修补补，偷换个别步骤，扰乱有效的控制机制，最终搞出了一个不稳定的体系，尽管这个体系根本的设想方向是正确的，但它还是可能会崩溃。要修改一个好系统，不能影响其达成最优解的过程。哪怕是一个微小的低效之处，从长远来看也会变成大问题，最终导致系统崩溃。再加上保守派和社会民主党势力之间经常发生的相互指责会导致政策摇摆不定，瑞典的制度竟然还是被认为很可靠。这些人在被 [PISA](https://supermemo.guru/wiki/PISA) 打醒了之后，Jan Björklund 少校考虑将整个系统重新国有化（[来源](http://www.thelocal.se/20140210/sweden-failed-in-decentralizing-schools-report)）。对瑞典完全抛弃 Friedman 模式这一做法需要再写一篇文章来单独讨论。在本文中，我们需要关注的是：[在家上学](https://supermemo.guru/wiki/Homeschooling)在瑞典是非法的（参见：[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)）。Björklund 少校也推动了这一禁令的颁布。我看到了[自由学习](https://supermemo.guru/wiki/Free_learning)和[在家上学](https://supermemo.guru/wiki/Homeschooling)的光明前景。如果没有学校制度以外的选择，[择校制度](https://supermemo.guru/wiki/school_choice)不过是徒有虚名罢了。\r\n\r\n尽管人们对美妙的北欧福利国家抱有种种幻想，但瑞典的学生属于欧洲最不自由的儿童。他们无法[在家上学](https://supermemo.guru/wiki/Homeschool)。\r\n\r\n## 选择受限\r\n\r\n瑞典的变体择校制度让私立学校无法收取学费来支持它们自己的积极性。一旦他们通过学券获得公共资金，就不能收额外的私人费用。在某些情况下，学生选学校会受到地域限制。随着更多的人转向在线教育，这种情况应该会减少。一些法规已经移交给地方一级处置，从进步的角度来看，这似乎是个好主意，然而，在一个有法治文化的国家，地方自己制定的解决方案实际上可能进一步限制选择权。许多瑞典人认为择校制度是「利润的私有化和社会主义的失去」。私立学校的数量是在不断增加，但还是很难看出教育创新如何在这样的文化和政治环境中取得成功。\r\n\r\nRay Fisman 在《Slate》杂志上撰文指出[瑞典的择校制度灾难](https://www.slate.com/articles/news_and_politics/the_dismal_science/2014/07/sweden_school_choice_the_country_s_disastrous_experiment_with_milton_friedman.html)：\r\n\r\n> Friedman 的自由主义理想与瑞典人在 90 年代初实施的学券制度之间有很大不同。Friedman 允许学校向家长收取超出学券覆盖的学费，这会使得富裕家庭将他们的孩子送到条件更好的学校。\r\n\r\n## 平等思想\r\n\r\n许多教育家、经济学家和社会学家抱怨教育领域的市场化改革，认为这些改革会导致学生群体分化和社会分层问题。在奉行平等主义的瑞典，这些抱怨的声音尤其响亮。一些学者甚至担心瑞典会因此分崩离析。经合组织对此表示关注，并提出了改进建议。研究证实，瑞典学生群体分化的问题程度略有增加（[来源](https://www.econstor.eu/handle/10419/129385)、[PDF](https://www.ifau.se/globalassets/pdf/se/2015/wp2015-08-school-choice-and-segregation.pdf)），但这一问题仍然处于中低程度。有一些简单的方法可以降低不平等。例如，智利实施了加权学券制度，以助益社会经济地位较低的学生（2008 年）。\r\n\r\n平等很棒，但其前提是不能牺牲出类拔萃的人。瑞典学校的不平等现象被归咎于择校制度。其实不平等确实在加剧。最好的学生总是会涌向最好的学校。这是好事。\r\n\r\n有些孩子的确家庭环境更好，更愿意努力学习，或能更好地控制他们的情绪，这一现象我们不能回避。同样，有一些孩子学业不顺或生活遇阻，主要是家境原因，这一点我们也不能视若无睹。不平等有许多后果，但消除不平等，不应以强制或放慢天才的发展为代价。唯一可行的是：在不浪费教育资源的情况下，帮助落后者。把大部分教育投资花在最底层的落后学生并不明智。\r\n\r\n学生群体分化也是择校的结果。这在任何多元文化社会中都不可避免。废除群体分化同样不能以牺牲学习效果为代价。启蒙社会是让社会团结的最好方法。\r\n\r\n打个比方，瑞典可能要求对比尔·盖茨的财产充公，好让他成为千千万万普通人民中的一员。这将使许多人高兴，这样满足了他们藏在心底的平等梦。然而，这种做法总会导致灾难性的经济后果。我很高兴比尔·盖茨、沃伦·巴菲特、杰夫·贝佐斯或埃隆·马斯克为他们的财富制定了带有利他、实用色彩的计划。然而，富人们往往总是把大量资源浪费在游艇和喷气式飞机上。尽管如此，瓜分亿万富翁的财富，会不可避免地摧毁高效的市场体系。\r\n\r\n教育同理。我认为对择校的限制，就像是因为慢跑的人会非常健康，而招惹他人嫉妒，于是就禁止慢跑。教育应该与医疗保健或经济学没有太大区别。有些人更厉害，从长远来看，这对大多数人来说可能是件好事。\r\n\r\n我们决不应该反对人类的[多样性](https://supermemo.guru/wiki/Diversity)。我们只应该为底层提供平等的上升机会。\r\n\r\n## 教育成就标准\r\n\r\n人类的天才与创造力难以捉摸，而教育的最优解问题也同样棘手。我们总是衡量短期记忆的能力，百般优化却最终折损了智力。\r\n\r\n衡量学校教育进度的全球标准是 [PISA](https://supermemo.guru/wiki/PISA) 或 TIMSS（国际数学与科学研究趋势） 测试。所有形式的[标准化测试](https://supermemo.guru/wiki/Standardized_testing)都不是衡量进步的好标准。更糟的是，当各国为了 PISA 中的排名而相互竞争时，我们遇到了优化谬论。这些所谓的测试太看重短期记忆，我觉得这些测试应该全部重新设计。否则我们都会掉进填鸭学校监狱的短期记忆陷阱。\r\n\r\n学校成绩更不能作为教育标准。只要整个录取过程以成绩为基础，那么必然会发生分数膨胀！好老师永远不会想让他的好学生拿到低分，以免损害他的前途。\r\n\r\n好的优化标准应该基于实际的学习效果、竞争和长期因素（如学校声望）。可惜诺贝尔奖无法用于招生，因为从获奖者接受教育到获得诺贝尔奖，隔的时间太久了。\r\n\r\n切实学会、长期拥有的知识会是个好标准，可惜这难以衡量。也许可以开展不与招生挂钩的突击测试，但这种测试也容易让学生开始竞相死记硬背。\r\n\r\n学校声望也是不错的标准，前提是这些声望的基础是学生的综合素质。在美国，藤校的毕业生从不说「我有化学硕士学位」。他们会说「我有哈佛的硕士学位」之类的话（他们以自己学校的全面发展为傲）。我似乎从未听说过「隆德大学硕士」或「卡罗林斯卡大学博士」，尽管可能每个人都听说过「卡罗林斯卡学院」（这些学校只偏重理论研究）。\r\n\r\n国际学术比赛可能是简单且有效的学校表现衡量标准。比赛有很多[[1\\]](https://studentcompetitions.com/)，数学、阅读、文献、设计、摄影，应有尽有。黑客松 [[2\\]](https://en.wikipedia.org/wiki/Hackathon)和机器人战争[[3\\]](https://en.wikipedia.org/wiki/Robot_combat)是卓越的激励机制，以吸引优秀人才而闻名，也是科技公司绝佳的招聘场所。各种专业比赛，是建立学校品牌，提高声望的好方法。这可能是择校制度中最简单的标准。这些比赛不会像 PISA 那样，去衡量整个国家的教育程度，但能为孩子和家长就选择学校提供良好的选择参考。\r\n\r\n各种技能培训都可以开办竞赛以服务于招生。学校可以选择最能提升其声望的比赛作为考核标准。家长和孩子也能选择他们兴趣领域中最优秀的学校。虽然种种经济和场所约束会让这个过程很复杂，但向在线学习的过渡将引发一场革命，我们都应该支持这场革命。\r\n\r\nGabriel Heller Sahlgren 为 EdChoice.org 写道（[来源](https://www.edchoice.org/engage/is-swedish-school-choice-disastrous-or-is-the-reading-of-the-evidence/)）：\r\n\r\n> 可悲的是，教育政策基本上很少基于充分研究制定，至少在瑞典是这样。相反，教育政策一直是教育家的游乐场，他们并不在意自己的理论是否真的经得起实证检验。正如 Milton Friedman 所说，「评判政策和计划时，最大的错误就是依据其意图而非结果来评判」\r\n\r\n由于缺乏有效的优化标准，我们需要依靠[涌现](https://supermemo.guru/wiki/Emergence)，并让教育系统自我优化。\r\n\r\n## 自学 vs. 考试成绩\r\n\r\n瑞典学生在一些国际性测试中表现有所下滑，一些人将其归结于允许学生自学或者自主选择课程或者学习方法。的确，考试成绩在老师带领下能达到最优，因为老师会告诉学生学哪些东西就能考得好，能鞭策学生去[死记硬背](https://supermemo.guru/wiki/Cramming)，能压制学生的[激情](https://supermemo.guru/wiki/Passion)和兴趣以免干扰备考。而个人学习会倾向于精进特定领域的知识。在标准化测试中，自主教育的学生可能分数会差一些，但他们的知识水平和技能水准会更优秀。\r\n\r\n个人轶事：[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我在 1976 年参加了化学奥赛，在 1979 至 1980 年内参加了生物奥赛。两次比赛中竞争激烈程度大抵相当，而在第二次比赛我的成绩下滑了。但我学习得更努力了，而且我的学习方法也提升了不少。只有纸面上的成绩下降了，因而没有赢得比赛。但是，我学习的知识更有价值，这是第一次竞赛难以媲美的。两次比赛的主要差别是，在我第一次参加化学竞赛时，我有老师带领学习[课标](https://supermemo.guru/wiki/Curriculum)。三年后，我的兴趣更加成熟，我主攻生物化学，忽略了几乎所有其他的生物领域，只在考试前瞄了几眼。另一方面，我的学习在质量上有了飞跃。我学习非常高阶的材料，学了更多内容，理解更深刻，而我的激情前所未有地高涨。如果有人用考试结果来观察，他会说我大不如前。这段充满激情的[自主学习](https://supermemo.guru/wiki/Self-learning)也许会影响我人生中两三场考试的结果。然而，这段学习经历对我人生事业的帮助更加深刻，程度之深不可斗量，其成果可能在半辈子以后才能显现。\r\n\r\n## 北欧的失败\r\n\r\n外国的月亮比较圆。许多教育工作者仰望北欧，惊叹于他们人性化的[普鲁士教育制度](https://supermemo.guru/wiki/Prussian_system)。北欧教育制度似乎是是尊重儿童的制度。但我不同意。只要在教育中付诸强迫，就没有尊重可言！只要禁止或不鼓励在家上学，那就是禁止或不鼓励自由。（参见：瑞典的[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)）。\r\n\r\n[Danny Greenberg](https://supermemo.guru/wiki/Danny_Greenberg) 是对的。在更严酷的系统中，你知道敌人是谁。在甜蜜的北欧学校中，敌人是条披着羊皮的狼。\r\n\r\n据称，Malcolm X 观察到：\r\n\r\n> 起初缄口不言，必将加倍承受！\r\n\r\n这正是北欧模式的问题（参见：[芬兰悖论](https://supermemo.guru/wiki/Finnish_paradox)）。青少年心理健康是个不错的检验标准。[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的问题是：它是逐步加剧的。温水煮青蛙是完美的安抚工具。与此同时，[家里蹲现象正在瑞典蔓延](https://supermemo.guru/wiki/Hikikomori_is_coming_to_Sweden)。\r\n\r\n北欧模式的险恶之处在于，这一模式软化了学生的决心和防卫，使其接受特定设计的塑造。\r\n\r\n## 短期优化\r\n\r\n有数十份经济报告试图分析择校制度对教育的影响，而所有报告都纠结同一问题：如何有效衡量结果。膨胀的分数难堪大用。标准化考试扭曲现实。生产力和收入是滞后的指标，同时让人怀疑教育的总体目标。衡量结果的这些努力，关键且必要，然而，它们应该不会对改革的选择产生什么影响。如果我们针对个人大脑发展而优化系统，包括学习能力、创造力、独立自主、问题解决能力、情绪控制、社交能力之类，那么三五十年后必会收效良好。我在 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上提出了所有必要的因素。考试成绩不应过分影响学习过程。这可以用一个比喻来解释：\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n想象你要驾车完成一趟长途旅行。你会走上几公里就测量一些车辆性能指标，然后思考雨刮要不要换个好点的吗？不。你会买最好的车，专注于一路向前。我用这个比喻来说明面向大脑优化，与面向短期成果优化的区别。驾车时，只有遇到重大问题你才会停下来重新优化。教育优化中，自由选择学习的方法和主题是关键。偶尔需要他人指导的自主学习会在未来大行其道。让大脑处在没有外部干扰的环境，那么未来一定会很光明。\r\n\r\n学生的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)才是最优解。测试和成绩只会带来有害的结果。\r\n\r\n胁迫是[学校教育问题](https://supermemo.guru/wiki/School_problem)的核心。孩子需要自主决策。择校制度使之可能。我们可以在自由的条件下逐步改革教育系统。我预测，[自由学习](https://supermemo.guru/wiki/Free_learning)最终将主导一切，并与支持团队合作、社交、职业培训、体育培训等的设施相结合。只有当我们完全解放儿童，并帮助父母协助儿童分配可用资源（以民主的方式）时，这种进化才有所成效。\r\n\r\n择校制度不可或缺，它就像企业规划自身发展道路的自由一样理所当然。\r\n\r\n## 结论\r\n\r\n瑞典采纳了[择校制度](https://supermemo.guru/wiki/school_choice)这个好理念，但执行上出现了瑕疵。分析者采用了错误的工具来分析瑞典的进步，其判断也有所偏差。因此，这个优秀理念正在被腐蚀，并被用作对抗自身的武器。教育中自由至关重要。思想的自由市场，是向最佳教育演变的必要条件。最简单的补救措施，是将自由选择接受教育的权利视为基本人权。[强制学校教育必须结束](https://supermemo.guru/wiki/compulsory_schooling_must_end )。也许 [2022 学生之春](https://supermemo.guru/wiki/student_spring_2022)会有所作为。\r\n\r\n强制学校教育是对人权的侵犯。所有改革都必须从恢复学生的尊严开始。", + "type": "text/markdown", + "caption": " 瑞典的择校制度\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School choice in Sweden" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School curriculum is inherently political.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School curriculum is inherently political.json" new file mode 100644 index 0000000..201096b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School curriculum is inherently political.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/School curriculum is inherently political", + "text": "# 学校课程并非无关政治\r\n\r\n原文：[School curriculum is inherently political - supermemo.guru](https://supermemo.guru/wiki/School_curriculum_is_inherently_political)\r\n\r\n## 政治的课程\r\n\r\n通常意义上的理想工业国家，其教育体系往往以强制[课程](https://supermemo.guru/wiki/Curriculum)为基础。强制课程是对 human 权的侵犯，也是对[教育自由](https://supermemo.guru/wiki/On_freedom_of_education_and_freedom_of_information)的侵犯。在[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling)的活动当中，经常提到课程对思想的影响。见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n## 对思维编程\r\n\r\n### 重要思想的复刻\r\n\r\n几年前，当我写下「政客正为影响年轻人的大脑而艰苦奋斗 」（在这篇文章：[《学习历史》](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)中），有人称我为「民粹主义者」，认为我给他们扣上「坏政客」的帽子，来凸显我的崇高理想。这表明这个世界上有些人没有注意到，[课程](https://supermemo.guru/wiki/Curriculum)是全球范围内永无止境的意识形态斗争的主题。Stalin 的观察是正确的：「教育是一种武器，它的效果取决于谁把它拿在手里，以及它的目标是谁 」。Hitler 要求实行义务教育，使每个男孩、女孩清楚地意识到「自己所属的 **种族** ，自己是 **人民社区** 的一员（[民族共同体](https://en.wikipedia.org/wiki/Volksgemeinschaft) ）」。最后，列宁指出：「给我四年时间来教育孩子，我播下的种子永远也不会被连根拔起」。\r\n\r\n诚然，早期学习在人的整个知识谱系內留下深刻的印记。这一事实可以从[记忆的神经统计学模型](https://supermemo.guru/wiki/Neurostatistical_model_of_memory)中得出，特别是[记忆稳定性的双组分模型](https://supermemo.guru/wiki/Two_component_model_of_memory_stability)。我们在童年时学到的东西通常可以通过塑造在皮层中路由信息的神经图，而真正地铭刻在大脑结构中。不过，列宁至少在两个方面是错误的：\r\n\r\n- 早期的学习是可以被清除的（尽管确实很难）\r\n\r\n- 四年的教学其实是一种非常薄弱的灌输方式。\r\n\r\n任何在 1920 年代说得通的东西，在现代社会根本行不通。当今社会，孩子们从网络上了解一切，如果他们的上网受到人为限制（例如，独断的父母），他们会通过朋友来了解到网络上的一切。\r\n\r\n### 交流 vs. 灌输\r\n\r\n所有健康的人都在试图影响他人的思想。简单说，这就是交流的目的。我也在试图用这段文字影响你的思想。比如说，[高级英语（Advanced English）](https://supermemo.guru/wiki/Advanced_English) 的集合中有大量的特斯拉的图片，却没有一张大众汽车的图片。[课程](https://supermemo.guru/wiki/Curriculum)同样也是灌输的工具，毕竟它起源于教理问答，这意味着它至少有两千年的历史。\r\n\r\n最重要的是，强制[课程](https://supermemo.guru/wiki/Curriculum)是对 human 权的侵犯。本文中的言论是一种 free speech，可能无法说服任何人。通过在[强制学校教育](https://supermemo.guru/wiki/Curriculum)中安排[课程](https://supermemo.guru/wiki/Compulsory_schooling)进行强制灌输，是一种在智力上驱役的形式。即使是简单的科学事实也不应该被强制灌输。就算灌输有用，知识的同质化也是有害的。今天我们学习日心说，但 500 年前的必修课程肯定会包括托勒密的地心说模型。同样，我们可能会把年轻人的思想囚禁在拒绝探索的惰性中，这种惰性会破坏集体智慧，并且可能会有一天给人类带来厄运。\r\n\r\n社会中不断发展的知识多样性对人类生存至关重要\r\n\r\n### 我自己被灌输的经历\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我的人生，因为灌输的失败，发生了有趣的转折。小时候，我被学校的 CM 主义课程和教会的天主教轮流灌输。显然，这两个观点相互冲突，但对我来说这不重要，我并不在意这件事。学校丝毫不起作用，作为灌输工具，它们弱得可怜。在我的 DIY 课上，我制作了一个木质托盘，上面用热铁蚀刻着几个大字： **「光荣属于 CM 党」** 。我妈妈感到很自豪，非常喜欢这个托盘，并用了很多年。似乎从未有人注意过这个幼稚的标语。同时，教堂里的布道甚至比学校里的课程更无聊。在学校里，聊天和走动是被允许的，这也使在学校的[无聊](https://supermemo.guru/wiki/Boredom)变得更容易忍受。哪种灌输在我脑中占主导地位？都不。我曾读过一本关于生物进化的书，它比成人世界所有的哗众取宠更令人着迷。我在 10 岁的时候就退出了教会。至于 CM 主义意识形态，它留下的种子至今尚存。我仍然喜欢为社会做贡献，其中一些的动机是自然的和本能的，有些则来自于理性的认识，即我的小贡献将会从他人的贡献那里得到丰厚的回报。我喜欢维基百科，它是这种理想的体现。我从小就是一个爱国者，但后来[我不再爱国](https://supermemo.guru/wiki/I_stopped_being_patriotic)了。学校里所有 CM 主义的灌输在我身上都失败了，而且常常适得其反。时至今日，我也还没有从对波兰文学经典的负面情绪中恢复过来（见：[为什么我不读小说](https://supermemo.guru/wiki/Why_I_do_not_read_fiction)）。 **[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)就像逼着你吃巧克力：它可以让你对世界上最美好的事情产生厌恶** 。\r\n\r\n## 灌输的钟摆\r\n\r\n我在《[禁止在家上学](https://supermemo.guru/wiki/Ban_on_homeschooling#Indoctrination)》中用了整整一章来讨论「通过课程进行灌输」。在书中展示了宗教是如何在炮火中茁壮成长的，以及宗教灌输和无神论者的课程是如何将他们各自的支持者隐秘地僵化为封闭对立阵营的。 **原教旨主义者在压制的条件下茁壮成长，而在自由的条件下则逐渐消亡** 。\r\n\r\n其主要观点是，所有形式的意识形态灌输从长远来看都会反噬。它们只是激活了大脑的探索学习算法中的自然阻力（见：[教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)）。正是这种对灌输的抵制，拨动着意识形态的钟摆，推而广之，拨动着历史的钟摆。\r\n\r\n这些都是在文化模因之争中发生的自然振荡。这些振荡有一定的价值，极端的对比也可以让我们学到一些东西。例如，当特朗普接任奥巴马时，我们学到了很多东西（见：[唐纳德·特朗普的大脑之谜](https://supermemo.guru/wiki/Mystery_of_Donald_Trump's_brain)）。当特朗普被一个可能是极左的自由主义者赶下台时，我们也会学到很多。\r\n\r\n然而，局部的振荡具有相同的价值，并造成较少的动荡和社会困扰。激情可以改善学习，但激烈的竞争可能是抑制性和扭曲性的。这就是为什么通过公共核心课程进行的知识同质化是有害的。一个健康的社会一定是多样化的，每一次发生在个体之间的交流总能带来灵感。\r\n\r\n **有关创造力的历史规律表明，哪里有压迫，哪里就有反抗** 。\r\n\r\n## 中国\r\n\r\n中国是课程演变的一个有趣的研究案例。这个国家值得夸耀的是其五千年来建立的宏大的文化传统。中国的教育一直以来都是以分散的形式被很好地管理着，而且相对自由，直到现代，这一切被迅速改变了。从那时起，地缘政治力量和文化革命产生了一波波分裂的灌输趋势，延续至今。课程改革的各个阶段在[崔允漷和朱岩教授的这篇文章](https://journals.openedition.org/ries/3846)中都有详细描述。下面的内容只是一个简单的总结。\r\n\r\n### 大陆\r\n\r\n在中国内地，我们可以看到从轻视人文和社会科学的苏联模式，到 1958-1968 年提倡 **「社会主义和农业教育 」** 的复兴，到 60 年代的大运动，再到 1985 年的课程管理权力下放，重视职业教育不断地被重视，艺术创作的空间不断地在缩小。\r\n\r\n最后，在 1999 年，新的改革带来了不少新鲜理念，如对学习方法的探索、选修课程、关注终身学习、[语义学习](https://supermemo.guru/wiki/Semantic_learning)等等。也许这个系统最终会朝着[我的建议](https://supermemo.guru/wiki/Reform)发展？\r\n\r\n中国的教育并没有完全摆脱西方的不良做法（如早期学前教育）。否则，中国将会成为一个智慧强国。中国会产生相当多的拥有强大头脑、学富五车的人才。据我所知 SuperMemo 在中国相当的受欢迎，这真是一个令人高兴的消息。这让我感到乐观，我只希望其政治制度不会通过一些权威手段来毁掉它巨大的潜力。\r\n\r\n### 中国香港\r\n\r\n香港孩子的典型生活是一个可悲的例子，说明了现代教育和育儿的问题所在。\r\n\r\n香港青少年的 [PISA](https://supermemo.guru/wiki/PISA) 分数非常[突出](http://factsmaps.com/pisa-worldwide-ranking-average-score-of-math-science-reading/)。然而，高分对于心理健康可能是一个[风险因素](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)，甚至更糟。孩子的学习成绩完全是依靠[补习班](https://en.wikipedia.org/wiki/Cram_schools_in_Hong_Kong)支撑起来的。「[可怕的父母](https://en.wikipedia.org/wiki/Monster_parents)」将他们养育成人，从小拥有「[无压力](https://supermemo.guru/wiki/Stress_resilience) 」和优越的成长环境。这便是[「香港孩子」](https://en.wikipedia.org/wiki/Hong_Kong_Kids_phenomenon)。\r\n\r\n在香港紧张而忙碌的生活之外，特殊的干涉也导致了另外一个因素：为[课程](https://supermemo.guru/wiki/Curriculum)而战。被称作[「德育及國民教育科」](https://en.wikipedia.org/wiki/Moral_and_National_Education_controversy)的新课程显然是面向 CM 主义和民族主义宣传的。它引发了一波抗议浪潮（见[图片](https://en.wikipedia.org/wiki/File:Scholarism_2012.jpg)）。\r\n\r\n2017 年，Henry Kwok [对新课程的描述](https://www.hongkongfp.com/2017/10/15/can-hong-kongs-revived-chinese-history-curriculum-serve-cement-national-identity/) 似乎放诸四海而皆准：\r\n\r\n> 其依据与教学无关，而是带有明显的政治目的的。儿童不是空荡的容器，用来装满民族主义神话。（大段删减）\r\n\r\n### 中国台湾\r\n\r\n同时，台湾的课程以不同的方式发展，特别是在对中国历史的解释方面，这不足为奇。在 20 世纪 50 年代，孩子们会学到： **「拯救我们的大陆同胞于水深火热之中 」** 。今天，新的课程试图在全球化时代找到一个新的平衡点，但它仍无法摆脱[政治争论](http://www.taipeitimes.com/News/taiwan/archives/2018/08/11/2003698324)。\r\n\r\n> 一个国家越是寻求体现和代表自己国家的文化历史，国际社会就越会认为其文化是「独特的」，[…] **学生应该对自己对国家的感情建立更多的信心** 。[…] 如果年轻人不了解他们国家的伟大和建国的艰难，他们就很难认同这个国家和它的历史 [...] 如果这种情况发生，民进党将实现其 **有关台湾完全[去大陆化](https://en.wiktionary.org/wiki/desinicization)的政治目标** 。\r\n\r\n## 美国\r\n\r\n在谷歌上点击一下就能看到成千上万篇关于美国课程问题的文章（我推荐 [Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 的博客网站）。在这场拉锯战中，谁是正确的其实并不重要。在不同的人群中会有不同的意见。 这很好。这就是为什么同质化的共同核心标准会让每个人都感到不安，特别是在涉及到进化、气候变化、公民学、历史、文学、宗教、性教育等话题时。\r\n\r\n我随机排列了一些怒斥灌输教育的例子，互为对比，如下：\r\n\r\n保守派的声音（Michelle Malkin）：\r\n\r\n> 美国的衰落并不是从 「低信息选民」开始的，而是始于 **学识浅薄的学生** 。几十年来，我们学校里的集体主义 **煽动者** 以公平、多样性和社会正义的名义削弱了学术成就。「进步主义」谴责在课程中强调西方文明，认为美国国父和西方经典是种族主义。他们攻击传统的语法课，认为那与现代生活无关。他们认为对学生进行能力分组（跟踪）会对他们的自尊心产生不利的影响。他们用模糊的数学、创造性的拼写和多文化的废话取代了经过时间考验的死记硬背和标准算法。\r\n\r\n自由派的声音：\r\n\r\n> **共同核心标准** 继承了布什总统的 《不让一个孩子掉队》法案的意识形态：这是华盛顿实施的另一个高风险测试项目，得到了富裕基金会的大力支持，而教师、家长和当地社区的为其提供的帮助却很少。这套标准没有反映公共教育中的学生群体的经历，也没有反映家长对他们希望在教育中看到什么的关心，只是完善了测试与惩罚制度，然而事实早已证明这对于改善公共教育是错误的。\r\n\r\n## 波兰\r\n\r\n2017 年的波兰教育改革就是一个笑话。一次用心良苦的尝试，却造成了巨大的混乱，并因全国性的教师停工而加剧。当然，[课程](https://supermemo.guru/wiki/Curriculum)也是改革的目标。反对派对此表示一致的谴责。执政党「法律与公正党」（波兰第一大党） **「通过巨额捐款收买了教会的支持，改变了学校课程，以反映和弘扬民族主义和原教旨主义的天主教情绪」** （[来源](http://politicalcritique.org/cee/poland/2017/smolenski-autocracy-pis-regime-kaczynski-judiciary/)）。更多信息见：[波兰教育改革](https://supermemo.guru/wiki/Polish_education_reform)和[波兰民族主义历史课程](https://supermemo.guru/wiki/History_curriculum_can_shape_nationalist_attitudes)。\r\n\r\n我很少关注类似的改革，因为它们在[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)上的核心变化不大。然而，在知识多样性的背景下，我应该提到我的一个小烦恼。在一本为 7 岁儿童编写的名为《Tropiciele（探路者）》的教科书中，其中一章延续了一直以来的[关于寒冷危险的谬误](https://supermemo.guru/wiki/Myth:_We_catch_a_cold_from_cold)。在一则短篇故事中，一个孩子在冬天穿得很单薄。「智慧的」 祖母提醒孩子要把衣服穿好。他的朋友都裹得严严实实，并且一起嘲笑这个孩子（这种威胁性的[欺凌](https://supermemo.guru/wiki/Bullying)把错误的灌输信息传递了出去）。故事的结尾存在一个寓意：穿得「少」的孩子从第二天开始就不停打喷嚏和咳嗽，他也受到了惩罚，错过了和爸爸去看电影的机会。除了宣扬伪科学外，这个故事还搞错了很多东西，我可以断定它是由上世纪 30 年代出生的人写的。不幸的是，「专家」名单中包括了十几位的女士，不知道是什么原因。搞错的事情诸如：症状在 24 小时内集中爆发、普通感冒只可能发生在免疫力低下的人身上（例如由于[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)）、与父亲单独相处的作用正在逐代降低、太多的父母把养育孩子的任务托付给学校、孩子们拥有最好的关系来自于同龄孩子。最后同样重要的是，在 Netflix 和 YouTube 时代，没有多少孩子渴望去电影院。这本书是基于假聪明的愚蠢灌输和贩卖社会焦虑的的典型案例。整本书中的事实错误比比皆是。甚至[早起](https://supermemo.guru/wiki/Alarm_clock)也被吹捧为一种「美德」，孩子们应该效仿他们自律勤奋的老师。我很同情那些被愚弄的孩子！幸运的是，现实表明，像这样的幼稚书籍只会在班上引起一波又一波的呵斥声。因受凉而感冒的谬误在文化上根深蒂固，无论是以哪种方式进行灌输，都是轻而易举的。\r\n\r\n有关波兰灌输史的细节，见：[波兰的灌输拉锯战](https://supermemo.guru/wiki/Ban_on_homeschooling#Polish_indoctrination_see-saw)。\r\n\r\n## 科学课程\r\n\r\n你可能会认为我举的这些例子都是政治性很强的，它们不应该以科学共同核心的有效性为前提。 毕竟2+2=4是没有商榷余地的。 我不同意你这个观点。\r\n\r\n只需要几个月的课堂时间，孩子们就会厌烦课程要求的简单计算。一个孩子可能更喜欢数鱼缸里的鱼的数量。另一个可能会对数糖果痴迷，因为他要和他的兄弟姐妹们分享。相反，他们都被强行灌输了那同一套幼稚教科书中的材料。当一个孩子对科学有了一些真正的兴趣时，情况会变得更糟。数行星的数量或蚂蚁的数量可能更具有吸引力。最后同样重要的是，有一个对学校教育的兴趣的终极破坏者：[电子游戏](https://supermemo.guru/wiki/Videogames)。没有比沉浸在数字比比皆是的虚拟现实中可以更好地培养良好的数感。见：[电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)。\r\n\r\n然而，科学课程的问题不仅仅在于授课方式。科学是永远充满分歧的。\r\n\r\n以我想传播的得意模因为例： **闹钟是大脑的破坏者！** 。\r\n\r\n在我长达 26 年的求学生涯中，学校不曾教会我 **哪怕一件** 关于睡眠生理学的知识。这一点尤其糟糕，因为我是一名生物学家！相反，我经常因为认真对待睡眠而受到惩罚。我因为上学迟到，总是被贴上「有行为问题的孩子」这一不可分割的标签。在我十几岁的时候，我曾试图向我的老师解释，「一个休息好的人会是一个更好的社会成员」。可没人同情我！今天，我们真的让孩子们生病了，早早地把他们叫起来上学，然后我们告诉他们这是「[对免疫力有好处](https://supermemo.guru/wiki/Daycare_infections)」。\r\n\r\n现在想象一个虚构的场景，我们制定一个新的课程，给予睡眠应有的重视。\r\n\r\n如果该课程是由 Jerome Siegel 博士（见：[如果你不睡觉，你就会死！](https://supermemo.guru/wiki/If_you_do_not_sleep,_you_die!)）或由 Jim Horne 博士或 Daniel Kripke 博士（见：[我们应该睡多久？](https://supermemo.guru/wiki/How_long_should_we_sleep%3F)）编写的呢？所有这些著名的科学家都对科学做出了丰富而宝贵的贡献。然而，恕我直言，在我认为它适合强加在年轻人的思想之前，我想阅读一下这门课程。\r\n\r\n好奇心是驱使科学前进的巨大动力。然而，科学争端也同样有帮助。如果我们用同一套干巴巴的事实喂养给所有的孩子，我们就会播下智力停滞的种子。\r\n\r\n在科学中，反对意见即为进步的动力", + "type": "text/markdown", + "caption": " 学校课程并非无关政治\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School curriculum is inherently political" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School dropouts.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School dropouts.json" new file mode 100644 index 0000000..3e73cb3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School dropouts.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/School dropouts", + "text": "# 辍学者\r\n\r\n原文：[School dropouts - supermemo.guru](https://supermemo.guru/wiki/School_dropouts)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 天才辍学者\r\n\r\n最聪明、最有创造力、最叛逆的狠角色往往会从学校辍学。他们无法忍受例行活动的枯燥、自由的限制和机会错失。有时候我们应该真心感谢他们的决定。一些最伟大的天才进了学校后要么捣蛋，要么辍学。据我所知，出自模范学生的天才要少得多。但矛盾的是，最著名的大学辍学者，比尔·盖茨，似乎并没有从自己的人生经历中汲取正确的教训。像大多数成年人一样，他把孩子看作是拥有成年人大脑的存在。他信奉[学校教育的工厂模型](https://supermemo.guru/wiki/Factory_model_of_schooling)。他的教育投资计划是崇高的，但不一定是最优的（见：[比尔·盖茨对教育的看法错了](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)）。要是他如我所希望地那样读了[我的书](https://supermemo.guru/wiki/Problem_of_Schooling)，我相信他会在他的行动计划中[做出一些调整](https://supermemo.guru/wiki/Message_to_education_philanthropists)。\r\n\r\n在近期成功的估值超过 10 亿美元的初创公司中，我们看到[受过良好教育的创始人以及大学辍学者](https://supermemo.guru/wiki/Dropouts_build_billion_dollar_companies)。这种规律背后有一个简单的解释：优秀的人很容易进入优秀的学校。然而，他们也在与顺从作斗争，并经常寻求尽早地自由。伟大的创业背后的力量是伟大的头脑。伟大的头脑在人生中无论何处都能取得伟大的成就。\r\n\r\n## 你应该辍学吗？\r\n\r\n当我们谈论高中辍学生时，我们往往会联想到一些负面的事情。大学毕业生的失业率比高中辍学者的失业率低 3-4 倍。辍学者的年收入要低大约 1 万美元。因此社会要积极地预防辍学。然而，我对预防方法存在一些疑虑。有些辍学情况并非源于学生自身的弱点，而是整个体系。在许多情况下，措施用错了目标。如果有人从着火的房屋中跳出来，我们应该扑灭火焰，而不是锁住窗户。\r\n\r\n有些最聪明的人放弃了大学甚至高中。爱因斯坦和埃隆·马斯克讨厌上学。比尔·盖茨和史蒂夫·乔布斯成了辍学生。辍学背后有一个非常简单的原因——与在学校学习相比，创造性追求似乎带来了更实在或更有回报的成果。比尔·盖茨希望专注于微软，于是辍学了。很棒的选择！而对于乔布斯，大学是如此无聊，以至于他宁愿放弃大学，这样他就可以参加他感兴趣的课程（例如莎士比亚）。乔布斯参加了一门书法课程，这后来让他在他的宝贝 Macintosh 电脑中加入了多种字体。\r\n\r\n在这些故事之后，有一种危险的想法——像盖茨那样辍学，也许是致富的捷径？年轻人很容易高估自己想法的价值。另一方面，众所周知，不碰点事儿，很难意识到学习的价值。造成辍学压力的主要原因有两个：（1）学校教育的低效率，（2）辍学者的叛逆心。\r\n\r\n如果你有极大的辍学冲动，而且这种冲动是受到一个伟大的想法或强烈热情的驱使，那么你更有可能像比尔或史蒂夫那样成功。然而，你需要考虑到年轻和经验不足得因素。上大学是一个稳妥的选择，是一个学习和成长的阶段。一旦辍学，你可能再也找不到足够的内在驱动力来达到那些高水平，而它们是必要的。\r\n\r\n预测你辍学结果的一个好方法是看你在暑假（或寒假）期间做了什么。你是利用这段时间学习吗？还是摆弄你的想法？编程？如果你觉得这些日子充满爆发性的生产力，那么你的理由将十分充分。\r\n\r\n如果你想在高中阶段辍学，请三思。即使你确信自己是个天才，从统计学角度来看，你更有可能成为著名的演员或小说家，而不是伟大的企业家或科学家。在每一个比尔和史蒂夫背后，有数千名辍学生没有发挥出他们真正的潜力。\r\n\r\n如果你拿不定主意，[可以给我写信](https://supermemo.guru/wiki/Piotr_Wozniak)。\r\n\r\n## Thiel 论辍学\r\n\r\nPayPal 创始人[彼得•泰尔（Peter Thiel）](https://en.wikipedia.org/wiki/Peter_Thiel)也很懊悔。但他的故事很不一样。他似乎比我更循规蹈矩。他尽职尽责地完成了各个阶段的教育，成为斯坦福大学法学院的一名优秀毕业生。然后，他在攀登中遭遇了第一次重大挫折。他与最高法院的书记员职位失之交臂，错过了与[安东宁·斯卡利亚（Antonin Scalia）](https://en.wikipedia.org/wiki/Antonin_Scalia)共事的机会。他崩溃了。然而，他之后共同创立并出售了 PayPal。今天，Thiel 认为他在最高法院的失败是一个幸运的巧合，帮助他摆脱了那种盲目随波逐流的生活。\r\n\r\n以下是摘自[《从零到一》](https://supermemo.guru/wiki/Thiel_on_power_law)的一段话：\r\n\r\n> 我们教授每个年轻人相同的学科，而不考虑个人天赋和喜好。那些不能通过静坐在课桌旁学习来取得最佳效果的学生被认为在某种程度上是不如其他人的 [...] 精英学生自信地攀升，直到他们遇到足够强烈的竞争将他们的梦想击溃。[...] 为了获得被改造成顺从者的特权，学生（或他们的家庭）要支付数以十万计的高昂学费 [...]。我们为什么要这样对待自己呢？多希望我在年轻时就能问问自己这个问题。\r\n\r\n## 全优生 vs. 辍学者\r\n\r\n全优生常被视为[学习机器人](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)。辍学者常常被看作是学习能力差的人。然而，有时这两者之间的界限非常模糊。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n1975 年，我差点在小学辍学。如果不是制度不允许，我就会辍学，而不是被[丢到了一所新学校](https://supermemo.guru/wiki/Socialization:_Personal_stories)。由于迷之混乱，我的档案没有随我一起去。我在新学校得到了一个崭新的开始。也许有人想给我一个新的机会？突然之间，我突然成了一个[优等生](https://supermemo.guru/wiki/Great_teachers_change_the_world)，而且我喜欢这样的状态（暂时的）。情境和环境让一切都变得不同。学生周围的气氛会产生影响。在一所学校，我被视为麻烦制造者，招致了麻烦。在另一所学校，我被认为是一个优秀的学生，这成为了一个自我实现的预言。\r\n\r\n学校系统扮演着上帝的角色，决定谁是好人，谁是坏人。「好」并非品质问题，而是服从问题。\r\n\r\n## 体校辍学者\r\n\r\n在我家这里，很多踢足球的孩子都加入了职业足球学校，但大多数人在一年内就辍学了。我们圈子里最有天赋的孩子，往往辍学得最早，他们会说：「我只要踢球就能学到更多，那个学校浪费时间」。看来，搞教练似乎并不比搞教书容易多少。即使运动和俱乐部都是孩子自己选择的最喜欢的，也不能保证他们会坚持下去，而是恰恰相反。这源于年轻人多变的想法，源于兴趣变成强迫后顿生的排斥力。孩子们讨厌别人告诉他们该做什么。特别是那些有天赋的孩子。尤其是那些知道自己道路的人。\r\n\r\n在谈到教练的成功时，我经常想到「亲子组合」。这是一个热忱和决心可以被爱所放大的地方。爱也是提高教练了解受训者及其个人需求的好方法。Tyson 和 D'Amato 就是一对美好的组合：当 Mike 的母亲去世时，Cus 从少管所救出了 Mike，并收养了他。\r\n\r\n如果爱可以消除辍学的副作用，那么[自由学习](https://supermemo.guru/wiki/Free_learning)应该胜过学校教育。\r\n\r\n## 颠倒的教育金字塔\r\n\r\n在目前的教育模式中，我们将所有的孩子都推进初等教育。随着他们对长时间教育的承受能力逐渐减弱，他们会按比例辍学：要么因为太没天赋，要么因为太有天赋。到博士阶段时，我们只剩下一小部分号称最有能力的学生。这个过程中，随着学习的人数不断减少，教师的参与和公共投资也减少，这一切恰恰与我们应该做的事情相反，一起都颠倒了。几乎所有的孩子都会学会走路和说话。他们不需要督促，也不需要在教育上砸钱（有些太楞的需要辅导一下（ to learn to read））。通常，有父母或兄弟姐妹就足够度过这个阶段。随着孩子们在教育中取得更深入的进展，他们可能需要更多的帮助、激励和与他人合作。只有在大学阶段，教育才会变得非常昂贵。我们需要最好的头脑、最好的导师、实验室和技术。当我们最终到达 CERN（欧洲核子研究中心）或 NASA（美国国家航空航天局）这样的水平时，这是应该投入大笔资金的地方。公共投资放在教育上时，应该重点考虑其目的，是为了学习，还是促进发展以促进平等（参见：[投资早期发展带来良好回报](https://supermemo.guru/wiki/Investment_in_early_development_brings_good_returns)）。\r\n\r\n我们浪费数十亿美元，迫使人们学习他们最终会自发学会的事情，而且本身这种事情是无需[督促](https://supermemo.guru/wiki/Push_zone)和[强迫](https://supermemo.guru/wiki/Coercion)的。与此同时，我们在一个摧毁天赋的系统中，浪费大量资源试图培养天才。\r\n\r\n公共部门浪费数十亿美元去实现自然而然的事情，还摧毁了人们未来可能有的热情。\r\n\r\n[[img [The reversed educational pyramid|https://supermemo.guru/images/thumb/5/5f/Reversed_educational_pyramid.jpg/500px-Reversed_educational_pyramid.jpg]]](https://supermemo.guru/wiki/File:Reversed_educational_pyramid.jpg)\r\n\r\n> 图：公共部门在[强制教学](https://supermemo.guru/wiki/Coercive_teaching)上浪费了不计其数的钱——超过几十亿美元。孩子们被迫按照[无语义课标](https://supermemo.guru/wiki/asemantic_curriculum)的指导方针进行[死记硬背](https://supermemo.guru/wiki/Cramming)。他们被迫学习那些他们本可以自己轻松学会的东西（只要给予足够的自由和丰富的学习环境）。同样的钱可以用来激发高年级学生的热情。只要那些早期的[童年激情](https://supermemo.guru/wiki/Childhood_passions)没有被[学校教育](https://supermemo.guru/wiki/Schooling)摧毁，他们就会自己寻求帮助。与其折磨孩子们，我们不如让他们接触电脑、平板和手机。对于自由的孩子来说，[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)不是问题。对比：[投资早期发展带来良好回报](https://supermemo.guru/wiki/Investment_in_early_development_brings_good_returns)。\r\n\r\n## 为什么我没有辍学？\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我对学校的看法一直在缓慢演变。在小学时，我觉得上学像死亡和税收一样不可避免。我不记得曾经质疑过上学的必要性。也许我的妈妈很好地说服了我，让我相信没有学校教育我就没有未来。我对上学潜在的抵触被这样一个事实削弱了，那就是我有很多朋友，总是有一些炫耀、恶作剧或做傻事的机会。也许学校仍然是无趣的周围中最有趣的事物之一？\r\n\r\n在中学里，不同的力量之间似乎有过一些拉锯战。一方面，我看到了上学的徒劳。另一方面，我对生物化学产生了浓厚的兴趣，并决心有朝一日上大学。我一直把大学和「更高」的学习联系在一起，最好的部分是去掉所有的「垃圾」，比如……波兰文学或军事技术。没有完成高中学业，就无法进入大学。最重要的是，有一个无处不在的关键理由：如果你不上学，你就得去当兵。在那个国际共运风起云涌的时代，大多数孩子宁愿上学，也不愿在军队里呆上漫长的两年。\r\n\r\n在大学时，我更加矛盾。我想成为一名科学家，但我讨厌无关紧要的科目上的无趣课程，还有那些乏味、缺乏启发的讲师。再一次，兵役的威胁让我循规蹈矩。到了 20 世纪 80 年代中期，我一直和别人说我不会移民，因为我太爱国了，不愿让我的国家失望，我的国家慷慨地资助了我的教育（参见：[我不再爱（波兰）国了](https://supermemo.guru/wiki/I_stopped_being_patriotic)）。\r\n\r\n1986 年，通过艰苦卓绝的努力，我终于被认定为不适合在军队服役。这是我一生中第一次感受到自由（那时我 24 岁）。这是我第一次也是唯一一次认真考虑辍学，何况，我修的计算机科学课程并不那么令人振奋。然而，我已经有一年的学分了，为了获得学位，再忍受一下也不错。我需要重新调整我的课程以适应自己的需求，我想成为一名程序员，我想移除课程安排中占主导地位的电子类科目。如果我的要求得不到满足，我就会辍学。令人惊讶的是，在 Kierzkowski 教授和其他人的帮助下，我的计划被接受了，除了一门课。我决定最后一次咬紧牙关去通过最后一次考试，享受四年的创意自由和真正的学习。这是一个非常正确的选择。我遇到了很多可爱的人。我学到了很多东西。我[为 DOS 编写了 SuperMemo](https://supermemo.guru/wiki/SuperMemo_for_DOS)。我用一篇硕士论文为这一切画上了句号：《[学习的最优化](https://supermemo.guru/wiki/Optimization_of_learning)》。那时，我实际上[「发明」了一种完美的学校教育模式](https://supermemo.guru/wiki/How_I_invented_perfect_schooling)。那最后的几年非常美好，以至于我完全忘记了之前 18 年的奴役。1990 年，我以一种新的方式再次获得自由。我有了学位，可以做自己想做的事情。我最想要的一件事就是更好地学习。这就是我如何成立 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，直到今天我仍然不忘初心。\r\n\r\n在接下来的 26 年里，我努力改进我的自学方法。这期间与年轻人碰面时，我给的建议都遵循同一套框架，总结为： **「学习认真对待、考试成绩不看、考务压力无视。使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。你自己的成就，是光明未来最好的门票。」** 我经常会补充说：「放轻松！去上大学」。然而，越发强烈的矛盾日益显现。我想让孩子们学习和使用 SuperMemo，但我一提到学校，他们的热情就会减弱。我不再是一个好的顾问，而是那些告诉孩子上学是不可避免的老一套人群中的一员。只有在写[这本书](https://supermemo.guru/wiki/Problem_of_Schooling)的过程中，我充分认识到了我的无知，以及学校教育对大多数孩子造成的伤害。现在我开始感到羞愧。为什么我没有早点想到辍学？为什么我没有像比尔·盖茨或史蒂夫·乔布斯那样聪明？为什么我没有抗议我在假期里的热情学习与日常学校教育中令人大脑萎缩的繁重劳动之间的天壤之别？我知道我只是盲目从众者的一员。缓慢地走向一个由他人和群众法则决定的未知未来。\r\n\r\n直到 [Peter Gray（彼得 · 格雷）](https://supermemo.guru/wiki/Peter_Gray)和 [Danny Greenberg（丹尼 · 格林伯格）](https://supermemo.guru/wiki/Danny_Greenberg)让我看到了[希望](https://supermemo.guru/wiki/Sudbury_Valley_School)。我终于能够把所有这些碎片拼在一起，然后大喊:「尤里卡！」我在自己的生活中发现了一些重要的东西。我曾是只盲目从众的旅鼠。现在是时候帮助别人清醒面对现实了！\r\n\r\n## 如果我辍学会怎样？\r\n\r\n个人轶事：[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我的电脑曾是促使我辍学的强大力量。它如此有趣，潜力无穷。我不得不早起去了解电流如何流过由电阻和电容组成的电路，而不是去研究我的电脑。我在想：「淦！我又不会去造电脑。我已经有了伟大的编程计划：DayPlan日程安排、[SuperMemo](https://supermemo.guru/wiki/SuperMemo)等等。」\r\n\r\n1986 年，24 岁的我本可以辍学，但那时我的计算机科学素养不足，编程技能基础薄弱，关于 SuperMemo 的想法也很模糊。拥有生物学学位的我，可能最后会身穿实验室白大褂，而那并非我所想。\r\n\r\n然而到了 1989 年，我 27 岁时，这一切发生了翻天覆地的变化。在阅读了《科学》期刊 1989 年 10 月 31 日的一篇文章后，我对创业科学产生了浓厚兴趣。当时的共产主义波兰没有私营企业文化。自己开公司这种事情在人们的头脑里不存在，更别提在我自己的头脑里了。我当时更愿意把 SuperMemo 卖掉，筹集资金去美国攻读研究生课程。\r\n\r\n庆幸的是，我没有辍学。从毕业后的日子里，我可以感受到这一点。1990-1991 年期间，整个世界似乎都在与我作对。朋友和家人不断质问我：「你为什么还在学习？你为什么还在编程？你什么时候找工作？你以后要干嘛？没人需要你那个[点点点程序](http://www.super-memory.com/articles/paper.htm)来学习！」\r\n\r\n生活中的我从波兰语全面转向英语。这让我很快就开始被人议论：「这家伙要疯了」。\r\n\r\n如果我辍学了，那时一直支持我的妈妈和姐姐可能会失去耐心，并让我去找工作。这将比上学的代价更高。\r\n\r\n盖茨拥有一个好的商业创意，而我的创业想法非常模糊。我并没有充分认识到 SuperMemo 的力量和独特之处，也没有想好如何将其转化为一项业务。后来与 [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak)合作成了我需要的突破。而我当时更想去美国攻读博士学位。\r\n\r\n## Peter Thiel 让我觉得自己很蠢\r\n\r\nPeter Thiel 并不是大学教育的狂热支持者。在 CNN 电影《[象牙塔](http://edition.cnn.com/shows/ivory-tower)》中，他评论道：「上大学不是无计划者的备用计划」。然后补充道：「很多人上大学是因为他们不知道该做什么」。这话立刻让我觉得自己很愚蠢。早在 1984 年，作为一名生物学专业的学生，我对大学教育的价值产生了严重的怀疑。我学到了很多，见到很多优秀的人，但我的就业前景并不乐观。与其四处找工作，我选择重回大学，再耗 5 年。某种程度上，这确实约等于因为头脑空空而回大学。不过，我有几点安慰。Thiel 自己也是经历了一次[暂时的挫折后，才意识到了「生命的意义」，摆脱了机械式的教育计划](https://supermemo.guru/wiki/Thiel_on_competition_for_degrees)。此外，1984 年，我已经对「大科学」产生了浓厚的兴趣。只是那时我的思考还不成熟，没有想到要到国外（如美国）去做科学研究。当时的波兰科学受资源所限，阻碍严重。我看到分子生物学领域的明星教授们为资金、硬件、文献、毕业生等资源苦苦挣扎。他们的伟大想法几乎无法在设备落后的实验室中得到检验，这与世界上最好的实验室相距甚远。最后，我的大学之路也是逃避征兵的一种方式。在 20 世纪 80 年代中期，所有的毕业生都必须服一年兵役。大学本应是我的救星，而这是对生命的极大浪费。有趣的是，当柏林墙倒塌后，义务兵役被废除，[Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak)（首席执行官）成为了首批受益者之一。他休了一段时间的假，将毕业时间与波兰自由的到来完美地对齐。就在那时，[SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 诞生了。我在大学度过了 10 年，我对此的看法是，那段时期的后半部分过得相当好，也基于良好的动机。这十年的前 5 年里，我研究了人类大脑、生物化学和生理学。然后，我希望再花 5 年时间学习如何运用计算科学研究大脑。起初，我设想的是庞大的类脑模拟。最后，我专注于研究长期记忆那两个鲜为人知的特性。我对强制教育的抨击，很大程度上源于早年在学校里很少品尝到美好自由的体验，而不是大学。我的大学时光极有意义，那种觉得自己愚蠢的感觉只是一时不准确的顿悟。最后，我的大学生活最终还是取得了不错的结果。\r\n\r\n## 比尔·盖茨曾让我觉得自己不够格\r\n\r\n在 1991 年 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 成立之初，我们计划将 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 放到每个台式电脑上。这个计划的灵感来自于比尔·盖茨和他在 Windows 上的成功。我们没有充分认识到我们前进道路上的[一系列障碍](http://supermemopedia.com/wiki/Why_isn't_SuperMemo_more_popular%3F)。1991 年，与比尔和微软相比，每一位程序员和每一家软件公司都感到力不从心。今天，天才辍学者比尔·盖茨计划拯救教育。我不再觉得自己不够格。我认为他的计划不如我的好。也许又有一系列我没有看到的东西？\r\n\r\n参见：[比尔·盖茨对教育的看法错了](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)\r\n\r\n## 总结：辍学者\r\n\r\n- 在大学毕业生和高中辍学者中都能找到优秀的人\r\n\r\n- 天才与学校教育是不相容的。这就是为什么有许多成绩优异的学生辍学\r\n\r\n- 教育系统头重脚轻，将大量资金投入到人们可以轻松自学的（并且[愉快](https://supermemo.guru/wiki/Pleasure_of_learning)地学习）的事物上\r\n\r\n- 服兵役的威胁阻止了我考虑从大学辍学", + "type": "text/markdown", + "caption": " 辍学者\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School dropouts" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School slavery will end soon.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School slavery will end soon.json" new file mode 100644 index 0000000..e93eec7 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School slavery will end soon.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/School slavery will end soon", + "text": "# 学校奴役即将结束\r\n\r\n原文：[School slavery will end soon - supermemo.guru](https://supermemo.guru/wiki/School_slavery_will_end_soon)\r\n\r\n本[常见问题](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展\r\n\r\n## 为什么学校如此落后？\r\n\r\nRyan Jacobs 问道（见 [原文出处](https://supermemopedia.com/wiki/Do_you_believe_that_your_ideas_will_ever_be_applied_to_school_systems%3F)）\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\n你相信你的想法有可能被学校采纳吗？你必定有一些不错的想法，这是毋庸置疑的。 可是这些想法有多实用？要是这些想法真那么实用，为什么到现在还未被全世界的学校系统采纳？事实上，可能未来很长一段时间里，情况都不会有任何改善。尤其是[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)和[自由学习](https://supermemo.guru/wiki/Free_learning)这两个概念。\r\n\r\n## 强制学校教育将会倾覆\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)将随着教育自由的进步而越来越受欢迎（见：[教育解放宣言](https://supermemo.guru/ wiki/Declaration_of_Educational_Emancipation)）。目前，最大的阻碍就是[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)，以及一股驱使它维持现状甚至日益增长的强大力量。\r\n\r\n[强制学校教育必将结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)，因为这是对基本人权的侵犯。好父母都不应在清晨强行唤醒孩子，也不应让孩子违背自己的意愿去听一堂别人挑选的课。然而，或是出于惰性，或是习惯，又或是纯粹的无知，父母本着一腔善意接纳了[学习中的胁迫](https://supermemo.guru/wiki/Coercion_in_learning)。与此同时，儿童和青少年正在逐步觉醒，开始争取生活中的权利和选择。如果由于少数父母缺乏主动性，而导致对人权的尊重来得太迟，孩子们可能会组织并宣布全球罢学，通过这一途径来掌控自己的命运。这样的罢学可能会在几年内爆发，也可能下个月就爆发。只差一位像 Greta Thunberg 那样的领导者了。\r\n\r\n[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士预测，强制学校教育将会很快崩溃（[查看原因](https://supermemo.guru/wiki/Gray:_Coercive_school_system_will_collapse_soon)）。在西方世界里，未来会有越来越多的儿童能够以更便捷的方式获取知识，他们对知识的力量也会产生日益增进的理解，这些趋势都有可能成为最终的导火索。所有巨大的破坏性力量，比如新冠大流行，都会帮助进一步传播这种意识。\r\n\r\n## 未来难以预测\r\n\r\n有谁能在 1988 年成功预测，苏联在 2-3 年内解体（1991 年）？一位智者有言：「未来将胜过我们所有的确信」（Arthur Schlesinger Jr）。\r\n\r\n对于看似水到渠成的变化，人类也无法轻易断定未来这一改变将在何时发生。比较一下 19 世纪 50 年代或 20 世纪 00 年代同样显著的世界趋势，你会认为，奴隶制的终结和永久的和平是必然趋势。然而，奴隶制仍然以各种形式的歧视存在，且难以根除。世界和平的愿景更是天方夜谭。想一想 19 世纪 90 年代。这段时间是[璀璨年华](https://en.wikipedia.org/wiki/Belle_Époque)还是[世纪终焉](https://en.wikipedia.org/wiki/Fin_de_siècle)？\r\n\r\n要说[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling )将在 5-10 年内崩溃，你得是一位乐观主义者（例如 [Peter Gray]( https://supermemo.guru/ wiki/Peter_Gray)）。我同样乐观，因为我数十年来致力于[高效学习](https://supermemo.guru/wiki/Incremental_reading)，这让我清楚地见识了[学校教育的罪恶](https://supermemo.guru/wiki/10_mortal_sins_of_ schooling)。同样，有人可能会害怕极权主义控制孩子的噩梦再一次重现。当看似进步的埃马纽埃尔·马克龙因担心伊斯兰激进化而呼吁在法国结束[在家上学](https://supermemo.guru/wiki/Homeschooling)时，我们距离西方国家的类似镇压行动仅一次「恐怖主义行动」之遥。另一方面，只需要一个 Greta Thunberg 就可以在世界各地引发罢学的思潮。人们对学校教育效率低下的不满就像对气候变化的愤怒一样。唯一的问题是，愤怒主要影响的对象是发自内心理解问题并尝试的年轻人们，而成年人却将他们过去遭受的学校教育问题迅速掩盖（见：[美化学校教育](https://supermemo.guru/wiki/Glorification_of_schooling)）。\r\n\r\n[第一次世界大战](https://simple.wikipedia.org/wiki/World_War_I)只是一场结束所有战争的战争。它本该在圣诞节前结束。和平主义者错了。乐观主义者错了。显性和理性被傲慢、贪婪、野心和无知所掩盖。\r\n\r\n## 教育自由的历史\r\n\r\n历史上所有伟大的思想都明白自由对创造性成就的重要性。那些提出强制学校教育的人更关心启迪「落后群体」的必要性，而不是发挥人类的最大潜力。\r\n\r\n结束强制学校教育，比全球和平容易实现得多。早在 20 世纪 20 年代，[Alexander Neill](https://en.wikipedia.org/wiki/A._S._Neill) 已经构思出了很多有关学校教育的好想法。然而，他所创办的[夏山学校](https://en.wikipedia.org/wiki/Summerhill_School)不得不与无知的政府展开搏斗（见[相关电影](https://youtu.be/TxngqMavda0)）。他的[民主学校](https://supermemo.guru/wiki/Democratic_school)模型，至今仍被大多数欧洲国家视作非法。\r\n\r\n[John Holt](https://supermemo.guru/wiki/John_Holt) 的成就同样充满争议，但因为他的努力，美国和世界其他地区[在家上学](https://supermemo.guru/wiki/Homeschooling)的人数呈现了爆炸式增长。从 1993 开始，短短数年内，美国所有州都宣布了[在家上学](https://supermemo.guru/wiki/Homeschooling)不再是犯罪。今天，在美国开展[非学校教育](https://supermemo.guru/wiki/Unschooling)是前所未有的容易，同时在大洋彼岸的欧洲也开始孕育出某些形式的非学校教育。\r\n\r\n[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 这个名字不断地被来自其他国家的网民引用于他们的博客和讨论中。这些国家都存在一个共同的特征，即[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)对儿童造成了极大的痛苦。年轻群体对这个问题的理解，已经达到临界值。旧系统的崩溃可能只在一瞬之间。新冠病毒大流行更是一针强力的加速剂。现在，甚至某些家长也意识到这套旧系统的荒谬所在了。\r\n\r\n## 极权主义系统也可能重新出现\r\n\r\n对于埃马纽埃尔·马克龙来说，教育自由是次要的。压制宗教自由才是首要目标。与其说我们没有自由的思想，不如说我们受到了世俗主义的束缚。马克龙并不是威胁教育自由的唯一罪魁祸首。瑞典，富饶的乌托邦社会主义之地，于 2010 年 6 月放弃了[在家上学](https://supermemo.guru/wiki/Homeschooling)，并将其定为非法（见：[欧洲之耻](https://supermemo.guru/wiki/European_Outcasts)）。\r\n\r\n芬兰是个重视教育的好孩子，可芬兰的孩子们却顺利地接受了[征兵制](https://supermemo.guru/wiki/Conscription)作为确保和平的必要义务（见：[芬兰悖论](https://supermemo.guru/wiki/Finnish_paradox)）。这让我想起了 1914 年 7 月。维护和平的好方法太多了，以至于它们都纠缠在一个复杂的依赖结构中，最终崩溃引发战争。在复杂的社会和国家关系条件下，战争是我们无法接受的博弈论最好结果的一种表现形式。为了获得最好的人性，我们需要更高的[智力](https://supermemo.guru/wiki/Intelligence)和模型[多样性](https://supermemo.guru/wiki/Diversity)。但这些最终都在学校工厂的流水线上被淘汰或被同化。\r\n\r\n只需要一个[特朗普](https://supermemo.guru/wiki/Trump)，所有提供和平和保护人权的世界组织和条约都可以被轻松瓦解。可仍然有像俄罗斯或中国这样强大的参与者，想要策划自己的历史进程。历史性的冲突仍有可能发生。只需要一个愤怒的特朗普当权，或是再组织一次愚蠢的英国脱欧行动。\r\n\r\n## 大革命\r\n\r\n到目前为止，实现学习自由的途径应该是渐进式的，即通过逐步颁布法律来增加儿童和父母的权利（美国就是这种情况）。然而，这个过程逐渐被认为过于缓慢，并且缺乏成人世界的支持。这就是为什么学生的主动性可能很快会是变革的主要力量。如果采用类似于 Greta 的[罢学](https://supermemo.guru/wiki/School_strike)手段，学生可能会拒绝参加讨厌的课程，或者可能会寻求法律自主性，例如就教育权利的改变或宪法的修改进行全民公决的可能性。一旦某个国家（比如在欧洲）产生严重的混乱局面，其他国家可能会像康米主义崩溃或阿拉伯之春一样，以多米诺骨牌的方式跟进。一方面，学校的教化和恐吓是一种强大的力量，可能难以达成变革所需的临界量。另一方面，社交媒体的力量正在增强。例如，参见波兰今天的罢学：[全国罢学，2020 年 12 月 7 日至 11 日](https://www.facebook.com/stopdementazowiedukacji)，以及[罢学时间线](https://supermemo.guru/wiki/School_strike)。\r\n\r\n见：[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation:_Signatories)\r\n\r\n## 间隔重复不适用于学校\r\n\r\n至于[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，它永远不可能自上而下。如果是这样，那它将不可避免地走向失败（见：[讨厌 SuperMemo](https://supermemo.guru/wiki/Hating_SuperMemo)）。为了应付考试而选择 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的学生，往往在事后迅速放弃，并未再也没有回来。他们已经习惯于厌恶这个软件，就像他们习惯于讨厌数学、历史或文学一样。\r\n\r\n学校对 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)（译者注：Woz 的公司）有许多好处，我们应该感谢其带来的额外收入。但我们并不感谢学校。\r\n\r\n当一所学校强制施行[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)时，它很可能会失败。间隔重复必须源自个体的主动性，并且随着对长期知识价值的不断认识，这一主动性会始终伴随（见：[间隔重复的指数级普及](https://supermemo.guru/wiki/Exponential_adoption_of_spaced_repetition)）。同样，教育方面的最佳变化也将来自个人。学校系统过于僵化，浸泡在老式的方法论和谬误中（见：[让陈旧的学校系统继续存活的谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)）。", + "type": "text/markdown", + "caption": " 学校奴役即将结束\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School slavery will end soon" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School start time.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School start time.json" new file mode 100644 index 0000000..68eabf8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School start time.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/School start time", + "text": "# 上学时间\r\n\r\n原文：[School start time - supermemo.guru](https://supermemo.guru/wiki/School_start_time)\r\n\r\n这段文字选自《[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》 作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017-2021）\r\n\r\n## 人权\r\n\r\n早课是对人权的侵犯\r\n\r\n世界上大多数学校的上学时间都太早了，儿童无法获得足够的睡眠以实现最佳的大脑发育。因此，很大一部分儿童被强行从床上拖起来。还有些人认为他们是自然醒来的，但他们却不知道自己的睡眠需求比想象中大，只是在责任感和[自律](https://supermemo.guru/wiki/Self-discipline)的驱使下才被压抑住。\r\n\r\n几十年来，睡眠专家一直在呼吁学校当局推迟上早课的时间，或在处理儿童迟到问题时灵活些。但没卵用。学校系统的工业力量对健康问题充耳不闻。[废除强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling_must_end)和[教育自由](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)将立即为那些不受专制型育儿的孩子解决这个问题。\r\n\r\n## 学校 vs. 大脑\r\n\r\n早课最令人震惊的一点是，它侵犯世界上最宝贵的教育资源：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。一方面，我不遗余力地保护和提高儿童和成人的自然好奇心，另一方面，同样的力量与人工照明和数字技术相结合，导致了[延迟睡眠期综合症（DSPS）](https://supermemo.guru/wiki/Delayed_Sleep_Phase_Syndrome)和[失眠](https://supermemo.guru/wiki/Insomnia)的流行。如果不对数字技术的「恩赐」加以抵制，我们势必将自然醒的时间推到更晚。我也是一个「受害者」。我睡得很晚。然而，几十年来，我已经摆脱了闹钟的致命影响，并希望与大家分享这种简单的生活方式改变所带来的涅槃式影响。当我说[杀死闹钟](https://supermemo.guru/wiki/Kill_the_alarm_clock)时，我对大量的创造性人群表示同情，他们认为追求自己的创造性爱好到深夜是很自然的。然而，孩子们并不能自由地疯狂追求他们的创意梦想。他们需要抑制自己的激情和对迷人的知识的兴奋，以确保他们能够起床上学而不至于脑死亡。\r\n\r\n## 摧毁一个青少年\r\n\r\n不久前，我非常高兴地认识了一个 15 岁的很有天赋的 SuperMemo 用户，他抱怨说在上学期间从未真正休息过。尽管我做了最好的辅导，但在试图建立一个健康的睡眠节奏，在早上 8 点或之前（学校规定的时间）自然醒来方面，我们似乎没有取得什么进展。这一努力记录在这个[悲惨的博客](https://alienmechanic.wordpress.com/)中，它显示了极大的决心、极大的纪律和全心全意地准备接受必要的生活方式改变。对抗[相位偏移](https://supermemo.guru/wiki/Phase_shift)所需的全部武器库：早期阳光、早期运动、晚间保护区、熄灯疗法等等。唯一缺少的成分是人工干预，如褪黑激素、琥珀色眼镜或强光疗法，也就是说，以一些额外的费用提供重型武器。这名青少年不但没有解决问题，反而遇到了情绪问题，可能对进一步的教育、创造性的生产力和大脑发育产生灾难性的影响。让我感到有点高兴的是，在我们尝试这项工作之前，知道所有的症状和智力成分，我预计这个孩子更有可能生病而不是得到适应。值得庆幸的是，由于新冠隔离，他接触到的潜在新冠感染是有限的。在一个糟糕的日子里，他的免疫力可能只有最佳状态的一小部分。在我写下这些文字的这一天（2021 年 1 月 25 日），战斗仍在继续，然而，我更希望这孩子在上学时能得到睡眠专家的评估，并坚持认为早上 8 点醒来与他的神经生理学相违背。\r\n\r\n## 解决方案\r\n\r\n当我还是一个顽固的少年时，我告诉我的老师，「昏昏欲睡的人们无法建立一个有生产力的社会」。我拒绝遵守上课时间。在 20 世纪 70 年代，这被容忍了。今天，学校系统声称对学生友好。实际上，他们的压迫越来越大。这种压迫往往伴随着微笑和友好的拥抱：「我们这样做是为了你们好」，而威胁则很多：「如果你没有通过考试......」，「如果你再不来上课...... 」。这不仅仅是孩子们的闲言碎语，我听到了一个真实的秘密录音，老师们声称为一个孩子汗颜，然后转而威胁他的父母要坐牢。在那 10 分钟的谈话中，爱与监狱居然同台共舞！\r\n\r\n我每天都会与昏昏欲睡的青少年见面和交谈。当我谈到改变的必要性时，他们表示认同，但没有斗争的热情，例如，为他们[在家上学](https://supermemo.guru/wiki/Homeschooling)的权利而战。他们已经被榨干了意志力和对生活的热爱。\r\n\r\n如果你是这些青少年中的一员，请寻求友好的心理咨询 ，[DSPS](https://supermemo.guru/wiki/DSPS) 诊断，并根据医嘱不上早课。如果你不能依靠系统，那就依靠自己。如果学校在早上开始变得空荡荡的，那些把孩子关在笼子里的政治势力就需要有所收敛。\r\n\r\n如果你不顾所有最好的专家建议，想继续去学校犯困， **我劝你三思！** 为你保护大脑的权利而战！\r\n\r\n## 犯罪般的要求\r\n\r\n以任何理由叫醒儿童对他们的大脑是有害的。对于在任何社会中的成功生活，无论是古代还是现代，健康的大脑远比教育重要。唤醒他们，剥夺了孩子们的未来。\r\n\r\n唤醒儿童是犯罪行为\r\n\r\n至少，学校的上课时间应该推迟。一些学校系统引入了微小的变化（见：[芬兰悖论](https://supermemo.guru/wiki/Finnish_paradox)）。其好处是可以立即衡量的。「更少的孩子在课堂上睡觉」是一个可笑的没有目标的基准。「更少的交通事故」是显而易见的。把到校时间从早上 7 点改到 8 点只是杯水车薪而已。对许多青少年来说，即使是 12 点的学校也可能很挣扎（如果你是其中之一，请参阅[治愈 DSPS 和失眠](https://supermemo.guru/wiki/Curing_DSPS_and_insomnia)）。归根结底，改变上学时间是一个四分之一的措施，被期望能够缓解强制学校教育的一个更大的问题。 **[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)！** \r\n\r\n## 学校和社会\r\n\r\n据我估计，80-90% 的童年快乐被学校系统偷走了。至于儿童未来的潜力损失，则很难估计。今天的高创造力为个人带来了多年的复利。社会甚至更加复杂，集体的成本更加复杂。这是一个天文数字般的全球悲剧。我们都会为此付出代价。\r\n\r\n## 延伸阅读\r\n\r\n- [推迟到校 - 抗议运动](https://en.wikipedia.org/wiki/Start_school_later_movement)\r\n\r\n- [推迟到校时间](https://en.wikipedia.org/wiki/Start_School_Later)\r\n\r\n- [到校时间晚一点 - 网站](https://www.startschoollater.net/)\r\n\r\n- [到校时间推迟 2 分钟（YouTube）](https://youtu.be/YfPXtVBrCRE)\r\n\r\n- [开始时间的 1 小时 = 教师质量的 1 个标准差](https://www.aeaweb.org/articles?id=10.1257/pol.3.3.62)\r\n\r\n- [COVID-19 对青少年睡眠的影响](https://www.sciencedirect.com/science/article/abs/pii/S1389945720304184?via%3Dihub)\r\n\r\n- [上学时间和交通事故](https://www.nytimes.com/2008/12/23/health/23patt.html)\r\n\r\n- [上学时间的生物学](https://www.sleepfoundation.org/school-and-sleep/later-school-start-times)\r\n\r\n## 另见\r\n\r\n- [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n- [治愈 DSPS 和失眠] (https://supermemo.guru/wiki/Curing_DSPS_and_insomnia)\r\n\r\n- [为什么孩子们讨厌学校？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)", + "type": "text/markdown", + "caption": " 上学时间\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School start time" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School undermines intelligence.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School undermines intelligence.json" new file mode 100644 index 0000000..0225275 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_School undermines intelligence.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/School undermines intelligence", + "text": "# 学校侵蚀智能的基石\r\n\r\n原文：[School undermines intelligence - supermemo.guru](https://supermemo.guru/wiki/School_undermines_intelligence)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 适应性悖论\r\n\r\n两种说法之间似乎存在矛盾：（1）大脑是一个具有完美适应能力的装置，（2）我们在学校失去了大量的适应能力。如果大脑如此优越，那么学校是如何轻易地令其损坏的呢？\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\n **一位朋友注意到：** 你说，大脑是一个具有完美适应能力的装置。你说，这使得孩子可以适应任何环境。如果真是如此，那么你又怎么能同时声称，孩子们在离开学校后的调节能力很差呢？他们怎么会失去适应能力而变得无助？我认为这个问题与世界的复杂性有关。毕业生必须面对日益复杂的现实。\r\n\r\n适应性和容易产生无助感之间并不存在矛盾。[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)只是对混乱控制的一种适应形式（如下所述）。\r\n\r\n## 损害适应性的适应方式\r\n\r\n适应性是大脑[概念网络](https://supermemo.guru/wiki/Concept_network)的属性，而[学习内驱力](https://supermemo.guru/wiki/Learn_drive)只是该网络的一部分。适应性可能涉及关闭[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，而这正是在学校发生的事情。孩子们失去了对学习的热爱，干脆停止学习。如果学习内驱力本身被控制系统屏蔽，[学习内驱力的最优性](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)就毫无价值。如果适应导致神经元死亡或大脑线路的改变，我们可能最终会陷入[不可逆转的适应力低下](https://supermemo.guru/wiki/Irreversible_maladaptability)。\r\n\r\n大脑本身对非适应性的伤害并不是密封的。它可以完美地适应在集中营生存。然而，一旦营养不良开始侵蚀大脑蛋白质结构，神经细胞会开始流失营养物质、失去功能或凋亡。控制系统会出现混乱。适应性是大脑的范畴，而大脑本身是位于一个更高级别的控制生态系统中的。\r\n\r\n我们还可以在短短几小时内削弱大脑的适应性。很大一部分人都[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)。[自稳态内驱力](https://supermemo.guru/wiki/Homeostatic)是[睡眠控制系统](https://supermemo.guru/wiki/Sleep_control_system)的一个重要组分。然而，当我们通过长时间保持清醒来推翻它的控制时，我们不分青红皂白地伤害了大脑中的 **所有** 控制系统（包括[学习内驱力](https://supermemo.guru/wiki/Learn_drive)）。完美的适应能力很容易被控制装置的错误率不断增加所湮灭。困倦的大脑不仅适应力低下。它实际上可以消除先前的适应性，例如通过[干扰](https://supermemo.guru/wiki/Interference)，由于在睡眠不足的状态下失去了控制（见：[睡眠不足的瑞士奶酪模型](https://supermemo.guru/wiki/Swiss_cheese_model)）。\r\n\r\n## 导弹比喻\r\n\r\n学校对[智能](https://supermemo.guru/wiki/Intelligence)的影响可以用一个 **智能导弹类比** 来说明。这个类比解释了适应性如何导致适应力低下：\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n想象一下，一个适应性极强的低空巡航导弹，它可以学习在充满障碍物的地形上巡航以寻找目标。就像人脑适应环境一样，导弹也能适应在复杂地形中的巡航。随着飞行时间不断增加，导弹将变得越来越能够应对不可预测的情况。然而，如果我们试图手动控制导弹，就像对学校里的孩子所做的那样，这种适应可能会导致控制能力下降。让我们想象一下，导弹飞入一个长长的黑暗隧道。很快，导弹就会掌握保持直线的艺术。在隧道里，没有复杂的控制，先进的导航也没必要。在隧道里呆了很多年后，当我们把导弹放回充满复杂地形的自由地带时，它很可能会坠毁，因为它的导航能力已经由于多年的弃用而丧失了。在学校里，我们确实得到了一些知识，可能有助于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)恢复的过程。然而，这些知识相当于带上了一车的导航手册。离开隧道后，导弹需要巡航。带着理解阅读手册可能已经太迟了。智能巡航需要流畅地做出选择。这种流畅性并不直接来自于教科书的知识，而是需要数小时或数年的练习。\r\n\r\n另见动物学习界的一个类似的例子：[论老鼠比受过学校教育的人更优越](https://supermemo.guru/wiki/On_the_superiority_of_a_rat_over_a_schooled_human)\r\n\r\n在学校获得的知识，不仅[一致性](https://supermemo.guru/wiki/Coherence)低、[稳定性](https://supermemo.guru/wiki/Stability)低，[适用性](https://supermemo.guru/wiki/Applicability)也低。从大脑的角度来看，它背负着低[估价](https://supermemo.guru/wiki/Valuation)的负担。这就是为什么这种类型的知识会因为[干扰](https://supermemo.guru/wiki/Interference)而被迅速[遗忘](https://supermemo.guru/wiki/Forgetting)。最重要的是，低[抽象性](https://supermemo.guru/wiki/Abstractness)和低[适用性](https://supermemo.guru/wiki/Applicability)的知识对于提高[智能](https://supermemo.guru/wiki/Intelligence)没有多少帮助。\r\n\r\n在隧道中飞行可能类似于给导弹输入相互矛盾的数据。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)说「学习化学」，而老师说「学习物理」。这就像你的妻子不停地告诉你「我爱你」、「我恨你」、「我爱你」，等等。在某些时候，妻子的信号会被忽略，因为它毫无意义（大脑会自动屏蔽）。类似地，大脑会开始忽略来自[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统的信息。它变得被分数和表扬所驱动，或许还有惩罚。在最坏的情况下，无助的大脑只专注于在学校多活一天。有着虚假激励的学校堪比一个嘈杂的制导输入数据。\r\n\r\n如果一枚导弹收到随机数据，或一个带有大量噪音的信号，它的控制系统将很快学会忽略这些噪音。这就好比导弹在隧道里飞行，没有任何有趣的输入。导弹失去了它的智能。它在隧道中飞行，任由风和重力的摆布。\r\n\r\n自相矛盾的是，在学校，我们通过失去适应性来适应被操控。\r\n\r\n学校通过加速[概念化](https://supermemo.guru/wiki/Conceptualization)（例如由于压力的影响）来损害适应性。适应的方向是使大脑成为被动接受知识的容器。在成年后恢复[学习内驱力](https://supermemo.guru/wiki/Learn_drive)很难，因为[概念化](https://supermemo.guru/wiki/Conceptualization)过程是收敛的。而且由于平均[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)的增加，这一过程很难逆转（见：[不可逆转的适应力低下](https://supermemo.guru/wiki/Irreversible_maladaptability)）。\r\n\r\n当毕业生重获新生时，如果没有学校的指导，他们很容易迷失方向。他们已经失去了[智能](https://supermemo.guru/wiki/Intelligence)的关键成分。在学校的适应性被用来培养被动性。\r\n\r\n在学校接受了 20 年的指导后，学生可能会发现很难走进现实世界。\r\n\r\n[[img [Curiosity, creativity and learned helplessness in a worm.png|https://supermemo.guru/images/thumb/e/ed/Curiosity%2C_creativity_and_learned_helplessness_in_a_worm.png/500px-Curiosity%2C_creativity_and_learned_helplessness_in_a_worm.png]]](https://supermemo.guru/wiki/File:Curiosity,_creativity_and_learned_helplessness_in_a_worm.png)\r\n\r\n> 图：秀丽隐杆线虫的神经系统仅由 302 个神经元组成。然而，这足以实现类似人类好奇心、创造力和问题解决能力的探索算法。当线虫找到一块食物时，它就会开始探索。偶尔，它会冲向某个随机的方向，寻找新的食物（细菌）。类似的算法也在其他动物中找到。然而，人类的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)要复杂得多。它基于[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)，并且随机探索的行为会被留到[学习熵](https://supermemo.guru/wiki/Learntropy)远远低于预期的时候才被触发。人类的创造力基于知识，而线虫只是采取完全随机的行为。对于线虫来说，找到一块新食物就是「解决问题」；而人类的「解决问题」可能是关于火星地貌改造的新想法。最后但同样重要的是，我们对[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)（图中记作「学校」）的形成所作的比喻，在原始动物身上也许只会体现为染上了一种「驱动习惯」。然而，在解释我们的观点方面，这种小线虫可能比「智力导弹」的比喻要更具说服力，因为它更加普遍，并且可能与原始神经系统有关。欲了解更多关于学习内驱力的普遍性，请参阅：https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4635443/\r\n\r\n## 学习内驱力可以为了适应环境而改变\r\n\r\n我们生来就有健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。婴儿对世界充满好奇，甚至在出生前就开始学习。\r\n\r\n学习内驱力由[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)驱动，这种估值是分层次的，可以通过学习来扩展。我们学得越多，就越能看到新奇有趣的东西来学习。带着乐趣学习会鼓励更多的学习。我们学得越多，我们的好奇心就越强。\r\n\r\n起初，孩子可能出于自负而想成为重要人物。他可能会努力成为一名科学家。不久，他可能发现化学或物理是科学的有趣分支。孩子可能会重视化学，因为它有助于实现目标。很快，他可能会喜欢各种爆炸性的化学实验。对这个《流言终结者》的孩子来说，玩强酸肯定是最有价值的。 \r\n\r\n然而，在学校里，这个孩子似乎还太小，不能学化学，而且有很多语法和拼写的练习要做。也有一些地理知识。分数和惩罚将决定新的[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)。孩子可能想读化学书，但需要继续学习乘法表。由于神经决策冲突，如果学校教育的压力足够大，化学的估值将被抑制。被抑制的学习将会形成网络化的负估值，从化学书的[概念](https://supermemo.guru/wiki/Spreading_activation)，通过与实验相关的[概念](https://supermemo.guru/wiki/Concept)，通过对化学的一般热爱，向成为科学家的目标方向[传播](https://supermemo.guru/wiki/Spreading_activation)。最薄弱的底层连接将首先被抹去，以防止控制冲突。\r\n\r\n激情可能很难熄灭，但学校在执行其要求时可能同样强硬。在逆学习过程中，我们抹掉了以前的估值。它们反转了。我们可能会逐渐失去所有的激情、对学习的兴趣、对解决问题的兴趣，而重新关注分数和奖励，或关注惩罚，或者仅仅是在痛苦中以最小的代价度过学校的日子。\r\n\r\n注释掉[学习内驱力](https://supermemo.guru/wiki/Learn_drive)后，我们就关闭了生活中奖励的主要来源。因此，无助的成年人将很容易[抑郁](https://supermemo.guru/wiki/Depression)和[成瘾](https://supermemo.guru/wiki/Addiction)。\r\n\r\n通过诱导[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，学校教育提高了抑郁和成瘾的风险。\r\n\r\n## 知识贬值\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)依赖于[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)，它是层级式的：目标决定子目标的价值，而知识的价值则基于它有助于实现的目标。\r\n\r\n学校操练是一种反向学习过程，其中[学习内驱力](https://supermemo.guru/wiki/Learn_drive)引导系统与学校设置的激励系统相冲突（对称起见，我称其为[学校外驱力](https://supermemo.guru/wiki/School_drive)）。研究人员在习得性无助实验中观察到类似的现象（例如，将老鼠囚禁在水箱中，无处可逃）。\r\n\r\nRay Kurzweil 是这样描述[概念计算](https://supermemo.guru/wiki/Conceptual_computation)的：\r\n\r\n> 信号在概念层次上有上有下。一个向上的信号意味着「我检测到了一个模式」。一个向下的信号意味着「我正在期待你的模式出现」。这本质上是一种预测。向上和向下的信号都可以是兴奋性或抑制性的。\r\n\r\n用 Kurzweil 的话来说，[学习内驱力](https://supermemo.guru/wiki/Learn_drive)发出了兴奋信号：「我已经检测到有价值的知识模式」。然而，这个信号被[学校外驱力](https://supermemo.guru/wiki/School_drive)的抑制信号所取代：「我认为这个模式没有价值。这方面的知识并不重要。别分心了！」。\r\n\r\n下面幅图显示了可能发生在[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)任何层级的概念冲突。只要学校的惩罚足够强大，估值树就会瓦解，负估值会向目标传播：\r\n\r\n[[img [Neural competition between the learn drive and the system of rewards at school.png|https://supermemo.guru/images/thumb/2/27/Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png/500px-Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png]]](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n> 图 ：学校就是这样摧毁了对学习的热爱。 **[学习内驱力](https://supermemo.guru/wiki/Learn_drive)** 是孩子愿意去追求的一系列激情和兴趣。 **[学校外驱力](https://supermemo.guru/wiki/School_drive)** 是学校系统设置的一套奖励和惩罚措施。 **学习内驱力** 帮助形成了简单的、记忆性的、[连贯性](https://supermemo.guru/wiki/Coherent)、[稳定的](https://supermemo.guru/wiki/Stable)和[适用的](https://supermemo.guru/wiki/Applicable)记忆，这是因为知识的质量决定了[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统中的奖励程度。由于学校通过[课程](https://supermemo.guru/wiki/Curriculum)（而不是通过[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的神经机制）将知识序列化， **学校外驱力** 导致了复杂的短期记忆容易受到[干扰](https://supermemo.guru/wiki/Interference)。在 **学习内驱力** 和 **学校外驱力** 通路之间的[竞争抑制](https://supermemo.guru/wiki/War_of_the_networks)将导致神经连接的减弱。强大的 **学校外驱力** 会削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，破坏学习的热情，并导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)。强大的 **学习内驱力** 会导致[反抗](https://supermemo.guru/wiki/Resistance)，会保护内在的激情，但也可能会让你在学校闯祸。在 **学习内驱力** 的影响下，储存新的知识是非常有意义的，而且没有任何惩罚（根据[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的定义）。这将使学习内驱力茁壮成长，导致学习上的成功（和在学校）。相反，由 **学校外驱力** 的压力引起的知识质量低下将产生较弱的奖励信号，并可能产生强烈的[不连贯性惩罚](https://supermemo.guru/wiki/Incoherence_penalty)。这种惩罚将反馈产生对[学校外驱力](https://supermemo.guru/wiki/School_drive)的[反抗](https://supermemo.guru/wiki/Resistance)，这反过来又需要学校系统的进一步强制纠正，这又会进一步降低知识的质量。这些反馈循环可能会导致学习内驱力和学校外驱力的竞争，并最终压制一方而助长另一方。蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)会增加[反抗](https://supermemo.guru/wiki/Resistance)，从而增加对学校外驱力的防卫。同样，在学校增加惩罚会增加[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，削弱[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，导致对系统的服从。可悲的是，在大多数情况下，控制系统定格在这两个极端的中间位置（见：[老汤问题](https://supermemo.guru/wiki/Old_soup_problem)）。大多数孩子[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)，失去对学习的热爱，仍然服从于奴役。他们恢复的最好机会是大学的自由，或者更好的是成年后的自由。见：[在神经元水平上二元决策的竞争性反馈回路](https://supermemo.guru/wiki/Competitive_feedback_loops_in_binary_decision_making_at_neuronal_level)\r\n\r\n> 版权说明：你可以在知识共享许可下重新发布这张图片，并注明 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World)，[这里](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)查看最新的版本\r\n\r\n长期抑郁导致的价值反应消除，是建立[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)网络的反向过程。知识贬值将通过[概念网络](https://supermemo.guru/wiki/Concept_network)在建立知识价值的同一过程中逐层传播。同样的结构将形成方向相反的知识贬值网络，取代[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)（估值从知识的目标到细节，而贬值则从底层开始，通过长期抑郁和消除连接来注释掉底层兴趣，并向上层蔓延）。大脑中知识贬值的目的是找到最近的、可以打破的估值连接，以消除冲突。\r\n\r\n适应学校生活与建立[学习内驱力](https://supermemo.guru/wiki/Learn_drive)层级[知识估值](https://supermemo.guru/wiki/Knowledge_valuation)的过程完全相反。\r\n\r\n处于废弃过程中的断裂连接可能会遭到永久移除。如果冲突十分剧烈，可能会引发[网络战争](https://supermemo.guru/wiki/War_of_the_networks)，并快速改变[概念网络](https://supermemo.guru/wiki/Concept_network)。这些变化促成了学校可以诱发快速变化的说法。他们确实如此。这些变化消耗了本可以用于发展[智力](https://supermemo.guru/wiki/Intelligence)的神经基质。\r\n\r\n学校的加速带来蝇头小利，对未来学习能力贻害无穷。\r\n\r\n当学生在大学或成人生活中重新获得自由时，持续学习可以恢复[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。激情和兴趣可能会恢复。然而，[概念化](https://supermemo.guru/wiki/Conceptualization)过程主要倾向于提高[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)。这就是为什么经过多年的忽视，受压抑的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)很难恢复。古老的谚语说：「教老狗变新戏法是很难的」。这一确论与大脑老化无关。它的主要原因是，[概念化](https://supermemo.guru/wiki/Conceptualization)倾向于使大脑结构结晶，年轻时各种形式的疏忽都很难扭转。\r\n\r\n由于[概念化](https://supermemo.guru/wiki/Conceptualization)过程，学校中发生的知识贬值可能会影响到对生活的热爱。\r\n\r\n## 复杂的世界\r\n\r\n世界可能变得越来越复杂，但从个人角度来看，它却越来越容易应对。这是因为不断进步的知识获取途径、持续扩展的知识资源，以及我们不断增长的、可以表达复杂概念的[抽象](https://supermemo.guru/wiki/Abstractness)水平。人类智慧擅长使用简单模型来感知复杂现实。\r\n\r\n知识量的增加是无足轻重的。它并不妨碍任何人浏览谷歌的前 5 个搜索结果，以获得对一个概念的首次洞见。这只会变得更好。今天，一个孩子可以通过从成千上万的资源中选择与她先前的知识相匹配的资源来学习相对论，该理论可以用比爱因斯坦推理时使用的模型更简单的模型解释，等效原理可以解释为简单的乘坐电梯。\r\n\r\n如果我们体验到改进过的可观察性和可控制性，那么复杂性增加是无关紧要的。世界上的机器越来越复杂，但它有了更多的传感器，它也有了更多制动器。生活越来越容易了。\r\n\r\n为了在日益复杂的世界下保护人类[智力](https://supermemo.guru/wiki/Intelligence)，我们需要：\r\n\r\n- 促进自由\r\n\r\n- 促进[学习内驱力](https://supermemo.guru/wiki/Learn_drive)\r\n\r\n- 在学习（和科学）中强调[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)\r\n\r\n- 促进研究\r\n\r\n越来越难应对复杂世界的想法可能是一些试图提高学校教育压力的基础。如果目前的学校教育还不够，也许更多的学校教育会有帮助？因此，这种对复杂性的思考可能相当有害。相反，我们需要在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的指导下，努力更好地学习。\r\n\r\n世界的复杂性最好用丰富的[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)来解决\r\n\r\n## 背离的研究\r\n\r\n学校教育的危害对于任何了解智力根源的人来说都显而易见。对任何研究伟大发明或发现的历史的人来说，这都很显然。如果这还不明显，那么向附近学校的孩子们询问学校教育对智力的影响也不难。\r\n\r\n然而，如果没有任何研究的支持，[学校教育的工厂模式](https://supermemo.guru/wiki/Factory_model_of_schooling)的整个机器会很快停滞不前。为了纳税人的钱，研究人员发明了学习、[创造力](https://supermemo.guru/wiki/Creativity)和[智力](https://supermemo.guru/wiki/Intelligence)的荒谬指标。只要打捞出一点数据，不需要太多，就可以衡量学校教育的好处。\r\n\r\n例如，研究人员可能声称，学校可以提高智力，因为智商分数与受教育年限相关。他们也可以声称，分数与智力相关。最后，我们可能会发现，提高分数可以提高孩子的智力，这显然是荒谬的。\r\n\r\n分数可能反映服从性。它们也可能反映出学生与生俱来的聪明才智。[死记硬背](https://supermemo.guru/wiki/Cramming)可以提高分数，但是，它也可能对智商分数产生积极的影响，而智商分数是基于在学校钻研的技能（3R）（见：[智商是衡量智力的一个糟糕的标准](https://supermemo.guru/wiki/IQ_is_a_dismal_measure_of_intelligence)）。\r\n\r\n当我的兴趣与学校的要求相吻合时，我的分数就很高。但在大多数时候，我的分数都很糟糕。我的智商分数在我关心的时候很好。但有时也很糟糕（例如，在半夜做实验时）。在我的情况下，相关关系是没有意义的。结果将是不可预测的。然而，[同行评议](https://supermemo.guru/wiki/Peer_review)和「不发表就灭亡」的规则确保了有大量的研究来支持监管者的愿望，他们经常声称，更多的学校教育意味着更多的教育，这意味着更好的经济。\r\n\r\n当你读到学校能提高[智力](https://supermemo.guru/wiki/Intelligence)的文字时，你应该认真地重新审视数据、来源或动机。\r\n\r\n使用任何形式胁迫的学校都是对社会智能的严重威胁\r\n\r\n## 儿童感知未来\r\n\r\n[普鲁士学校系统](https://supermemo.guru/wiki/Prussian_school_system)的终结已经临近。大人们可能看不到，但孩子们已经感觉到他们在学校的生活与世界的需求之间的差距越来越大。\r\n\r\n教育者和教师将是最后注意到崩溃的人，这是因为他们的[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)和多年来沿着错误模式的训练。[概念网络](https://supermemo.guru/wiki/Concept_network)是完美的适应装置，但其适应性会随着知识的[稳定性](https://supermemo.guru/wiki/Stability)而下降。老一代的教育工作者在错误方向上的推动效率很高。他们将是最后一个醒来的人（见：[老年人学习较慢](https://supermemo.guru/wiki/Older_people_learn_slower)）。\r\n\r\n见：\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n- [教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)", + "type": "text/markdown", + "caption": " 学校侵蚀智能的基石\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School undermines intelligence" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schooled people do not understand free learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schooled people do not understand free learning.json" new file mode 100644 index 0000000..c976ee2 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schooled people do not understand free learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Schooled people do not understand free learning", + "text": "# 受过学校教育的人不理解自由学习\r\n\r\n这段文字选自《[学校教育的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》 作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017-2022）\r\n\r\n## 学习就像性爱\r\n\r\n自由学习就像性爱，你必须经历过才能理解它\r\n\r\n知识就像一棵树\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n- **知识是一棵树** ：知识可被可视化为一棵树。所有单个的知识叶都需要建立在[前置知识]（https://supermemo.guru/wiki/Prior_knowledge）的基础之上：[知识树]（https://supermemo.guru/wiki/Knowledge_tree）的树枝和分支。就像如果不了解能源、化学、核物理学、天文学等，就很难理解太阳。\r\n\r\n- **知识的来源是光** ：知识之树积极寻求新知识的光。每束光线都为知识的进一步增长提供了能量。每片树叶都参与寻找新的光源。这在森林中尤为重要\r\n\r\n- **社会是一片森林** ：在森林中，每棵树都会优化其周围空间的利用。它会利用树冠中所有可用的空间。知识之树会避免已经被占据的黑暗空间，并关注那些仍然被照亮的树冠区域。社会中的每个个体都会最优地适应，以找到自己的知识匹配，满足其他人的需求。\r\n\r\n树木的生长是由简单的规则决定的。叶子向着光源生长，就像[学习驱动](https://supermemo.guru/wiki/Learn_drive)寻求高[学习熵](https://supermemo.guru/wiki/Learntropy)的来源一样。我们发现有用的东西很有趣。如果我们遵循自然的兴趣，我们就会长出一棵知识的大树\r\n\r\n知识就像一棵树，它总是寻求新的知识来扩大它的树冠。\r\n\r\n学校的直筒夹克\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n学校给知识树(https://supermemo.guru/wiki/Knowledge_tree)生长的速度和方向施加了约束。\r\n\r\n有感情的树\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n理解[自由学习](https://supermemo.guru/wiki/Free_learning)的愉悦之处，我们需要将树的隐喻扩展为提供[知识的估值](https://supermemo.guru/wiki/Knowledge_valuation)和学习愉悦的神经系统，以及[学习的快乐](https://supermemo.guru/wiki/Pleasure_of_learning)。每一束照射在叶子上的光线都有潜力在树脑中产生快乐的冲动。这种冲动将取决于先前的学习经历以及光线能够为树增加的新叶子的质量。\r\n\r\n有毒的学校教育\r\n\r\n童年的激情\r\n\r\n[自由学习]（https://supermemo.guru/wiki/Free_learning）为[学校教育胁迫] （https://supermemo.guru/wiki/Coercion_in_learning）提供自然防御\r\n\r\n进步无法被衡量\r\n\r\n[[img [Exploration pathways at school and in unschooling.png|https://supermemo.guru/images/thumb/8/87/Exploration_pathways_at_school_and_in_unschooling.png/500px-Exploration_pathways_at_school_and_in_unschooling.png]]](https://supermemo.guru/wiki/File:Exploration_pathways_at_school_and_in_unschooling.png)\r\n\r\n我傲慢的信念\r\n\r\n我说我是世界上最有资格评判学校和[自由学习](https://supermemo.guru/wiki/Free_learning)的人之一。我了解方程式的两个方面（请参见：[我的资格](https://supermemo.guru/wiki/Problem_of_schooling:_My_qualifications)）。虽然[受过良好教育的人](https://supermemo.guru/wiki/Well-schooled)可以勇敢地捍卫自己的立场，但他们需要意识到，他们的立场来自从未真正体验到[自由学习](https://supermemo.guru/wiki/Free_learning)的乐趣。同时，[不受学校教育的人](https://supermemo.guru/wiki/Unschooling)并不在意。他们知道[自由学习](https://supermemo.guru/wiki/Free_learning)的力量，忙于过着自己快乐的生活。他们将学校系统视为过去的遗物和一种邪恶，他们对此无能为力。我们在继续生活的同时，仍然意识到科特迪瓦的童工，现代奴隶制，气候变化或沙特阿拉伯，俄罗斯，伊朗或国内的人权侵犯等问题。我们都需要集中精力逐个解决问题。\r\n\r\n在共产主义灌输的时代，我在公共机构接受了26年的“教育”。我对学校的情况了如指掌，而且不会被负面情绪玷污。我从来没有[恨过学校](https://supermemo.guru/wiki/Why_kids_hate_school)，毕业后我为这个机构辩护了很多年。\r\n\r\n你需要结合多年的[自由学习](https://supermemo.guru/wiki/Free_learning)以及学校教育才能做出好的比较\r\n\r\n可怕的结论\r\n\r\n最终的判决是可怕的。为提升学习而创立的教育机构实际上是未来通往更好的学习道路上的最大阻碍\r\n\r\n学校让我们更难理解高效学习的要领\r\n\r\n[受过教育的人不理解自由学习-supermemo.guru](https://supermemo.guru/wiki/Schooled_people_do_not_understand_free_learning)", + "type": "text/markdown", + "caption": " 受过学校教育的人不理解自由学习\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Schooled people do not understand free learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools are useless in teaching English!.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools are useless in teaching English!.json" new file mode 100644 index 0000000..cb85bdc --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools are useless in teaching English!.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Schools are useless in teaching English!", + "text": "# 学校在教授英语方面屁用没有！\r\n\r\n原文：[Schools are useless in teaching English! - supermemo.guru](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English!)\r\n\r\n1562 年，[Mikołaj Rey](https://en.wikipedia.org/wiki/Mikołaj_Rej) 成为波兰文学的创始人之一，他说：「在其他民族中，让人们永远知道，波兰人不是鹅，他们有自己的舌头」。今天的动力应该是：「在其他国家中，波兰人是杰出的，我们不是鹅，我们都说英语。」\r\n\r\n# 英语牵动世界的走向\r\n\r\n英语是[全球交流语言](https://supermemo.guru/wiki/One_language_for_the_world)。所有对未来有雄心壮志的孩子必须掌握不亚于母语水平的英语。很快，为了在全球范围内取得成功，对美国人的英语技能要求将与对孟加拉人、尼日利亚人、波兰人或德国学生的要求没有多大区别。学校在英语教学方面毫无用处。这并不是夸大其词。如果你比较一下基于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的自主学习的速度，以及在学校学习的平均速度，对于一个雄心勃勃的学生来说，[学校造成的伤害远远比其提供的好处要多得多](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English!#Kuba_test)。学校的行政管理浪费时间，消磨心志，导致学生的过低平均产出。 [学神的反面例子](http://www.antimoon.com/learners/tomasz_szynalski.htm)讲述了一个学校无法提供的满怀激情自学的故事。\r\n\r\n在展示为何学校教育总是失败这方面，我总是喜欢拿英语举例。如今波兰的学校里不学英语的孩子的数量正在快速下降——这宛如黎明前的时光，使我欣喜若狂。但，在另一些儿童群体中，越来越难找到不学英语的人。过去，我经常会听到：「我很想学英语，但我们的老师只懂德语，所以我们学德语」。我的快乐被这样一个事实所抑制：尽管普遍采用英语作为第二语言，但孩子们的口语能力匮乏地令人发指。当我遇到说得比较流利的孩子时，这几乎总是在国外呆了几年的结果，而却主要是在英国或爱尔兰。当波兰加入欧盟时，许多孩子跟随他们的父母在英国找到了高薪的工作。几年后，当父母回国时，孩子们的英语水平已然良好，或是上佳。在英国学校的 1-3 年往往足以让孩子们大放异彩。我在这里不是赞美学校。我只是想说明，只有在相应的语言环境的耳濡目染下，强制教育才有可能利于语言技能的提高。2-3 年后，回到波兰的孩子尽管继续在波兰学校学习英语，但流利程度往往急剧下降。因此，一个在爱尔兰呆了 5 年的孩子，可能在 2-3 年内就会从一个优秀的学生变成一个不情愿说话的人。在一个五口之家中，你可能会看到一个渐变过程：[孩子越小，下降越快](https://supermemo.guru/wiki/How_baby_brain_does_not_work)。\r\n\r\n如果你问一个六年级学生「你会说英语吗？」，你有可能得到一个白眼，或「是的」，然后对话就结束了。早在 1989 年，荷兰的英语教育就已使我眼前一亮，所有的孩子都能用英语交流。在丹麦、挪威、瑞典或芬兰，情况也不错。另一方面，法国、西班牙和德国的情况并不比波兰好。他们的英语阻滞不前，这是因为他们深信自己的民族语言具有优越性，与有荣焉。\r\n\r\n# 学校教育的效率低下\r\n\r\n为什么学校不起作用？孩子们告诉我，和我从自己身上得知的情况一样。我在下面的个人故事框中提供了细节。孩子们不会说英语是因为他们不屑于学习。他们不怎么听老师的话。上完课后，他们不记得什么。如果他们记住了，通常在一个星期内就会忘记。他们不做家庭作业，或者不情愿地做作业。他们不使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 或任何其他间隔重复的应用程序来保持词汇记忆。他们没有足够的动力去关心。他们喜欢英文歌曲，或英语电脑游戏。这提供了一个基本的 300-2000 个词汇集，如果没有一定程度的训练，这不足以进行交流，而他们从来没有得到过这种训练。词汇量的获取率是非常低得吓人。让我们看看它在一个例子上的体现：\r\n\r\n ** Kuba** 是一个爱笑、善良、聪明、有抱负的 19 岁少年。Kuba 在 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 帮助我完成了几个项目。当我把工作交给 Kuba 的时候，他在几秒钟内就掌握了技术性的东西。他的头脑似乎不知道什么是复杂，也没有[遗忘](https://supermemo.guru/wiki/Forgetting)。Kuba 一生中大部分时间都在学习英语。13 年的学习占了他年轻生命的 68%。不过有几个问题。Kuba 最近才开始做一个有抱负的学生。直到最近，他才决定需要改革他的学习方法，并选择他未来的学习课程。他还决定，他必须掌握[高级英语](https://supermemo.guru/wiki/Advanced_English)。\r\n\r\nKuba 从未热衷于学习英语。他的学习仅限于学校和他喜欢的音乐类型：嘻哈。我和 Kuba 用波兰语交流。简而言之，Kuba 不会说英语。他在挪威呆了一个月，取得了巨大的进步，但是，他仍然感觉不舒服。波兰语是他最喜欢也是唯一的交流语言。当我用一个[词汇测试](http://testyourvocab.com/)测量 Kuba 的词汇量时，结果是令人震惊的2440个单词。是的。在学习了 13 年后，两千多单词。这就是两天学习一个单词的情况。这相当于一个 4 岁的母语者在一年内所学的数量。这与一些青少年拥有并记住的 Facebook 朋友的数量相当。这就是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的用户在一个月内轻松记住的数量，并且以可以忽略不计的成本终身保留（正如在[下一节](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English!#Assistance_from_SuperMemo)中所展示的）。用 SuperMemo 的术语来说，这相当于知识获取率为 5 项/年/分钟。这是对普通学生来说可能的 1-2%。现在想象一下你的老板告诉你：「从明天起，你将获得 1% 的工资」。你会大叫「屁用没有！」。或者你的车以 1% 的速度行驶？「屁用没有！」这就是学校对英语的掌握！「屁用没有！」\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n几年前，我算了算我的俄语词汇量。经过 **15 年** 的学校教育，我可以理解 1500 个俄语单词，并且能够主动使用 500 个。今天，通过 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，我可以在一天内用 5 个 10-20 分钟的练习记住这 500 个单词。我可以终生保留这一切，其代价很快就会变得不可见，特别是如果我不时地使用一点俄语。相反，在我最近与一位来自俄罗斯的朋友见面时，英语却毁了我将波兰语转换为假俄语的所有努力。15 年的学习都白费了!\r\n\r\n# 来自 SuperMemo 的帮助\r\n\r\n[我们](https://supermemo.guru/wiki/SuperMemo_World)经常用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 做广告——「在一个月内学会 3000 个单词！」我们看到许多人在英语词汇方面的表现甚至更好。我们的一位同事在几个月内就把[高级英语](https://supermemo.guru/wiki/Advanced_English)的大部分内容学满了（40000 个单词）。\r\n\r\n随后，当 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 的一位年轻同事对以下说法提出质疑时，我感到相当惊讶：「SuperMemo 的用户在一个月内轻松掌握 3000 个单词。他们可以以可忽略不计的成本终生保留」。他对「轻松」和「掌握」这两个词有意见，他称之为「热情的夸大其词」。\r\n\r\n在我们公司，几乎每个人都在一个月内学完了 3000 词汇，这一壮举「不轻松」的说法让我想到了减缓 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)传播的一个因素：用户中的精英主义感觉：「我很特别。很少有人能比得上我的自律和成就」。这就是为什么我要求 Kuba 在一个月内记住 2440 个英语单词。我的理由很简单： **Kuba 在 13 年的学校教育中学习了 2440 个英语单词。我可以要求他在一个月内用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 将这个数量翻倍** ！\r\n\r\nKuba 义无反顾地同意了。我们的交易是做一些互相启发的交流。我将帮助他计划，在一个月的时间，让他的英语词汇量翻倍。作为回报，他将为这篇文章提供一个绝佳的收尾。他还有四个月就要参加他高中的考试了，其中就包括英语。而他对此跃跃欲试，充满激情。\r\n\r\n我建议他把他所有的学校作业词汇放到 SuperMemo 中。这将给他带来大约 800 个单词和短语。他可以很容易地用商业集合来填补：[英语语法](http://super-memo.com/grammar.html)，[高级英语](https://supermemo.guru/wiki/Advanced_English)中的一些部分，以及随机的基础英语，以防他在任何一天都没有时间了。\r\n\r\nKuba 的家庭、工作和学校条件使这项工作特别困难。我发现，他需要与他的兄弟姐妹共用他的笔记本电脑。他的学校在寒假前布置了大量额外的材料和考试。他的女朋友在 200 公里以外的地方读书，所以他大部分的周末都不在家。在我的怂恿下，Kuba 向他的班主任要求了一些额外的课程自由，以换取在特定科目（包括英语）上的额外学习。当老师在某种程度上同意时，我们都很惊讶。Kuba 在学校的时间将减少30%。老师说：「如果我给你更多的自由，我自己也会有麻烦」。学校系统再一次对学生和老师都施加了限制。即使是最好的球员，回旋余地都是有限的。\r\n\r\nKuba 以极大的热情按照我的计划开始了他的工作。不幸的是，在 3 个星期的闪电式进展之后，他的整个电脑被 [CryptoLocker](https://en.wikipedia.org/wiki/CryptoLocker) [病毒](https://en.wikipedia.org/wiki/Ransomware)所侵蚀。像一个典型的青少年一样，Kuba 在这期间没有费心做一个备份。我以为他「完蛋了」。然而，他宣布他将重新开始。重新学习是比较简单的，但他已经在自己的学习集（collection）中输入了大约 600-700 个项目，它们大概一去不复返了。幸运的是 ，通过一些奇迹，[我们恢复了他 95% 的学习集（collection）](http://supermemopedia.com/wiki/Cryptolock_destruction)。他恢复了学习工作，并在 2017 年 2 月底如期 「轻松」完成了他的项目。\r\n\r\n **经过 31 天的工作，Kuba 正好记住了 2440 个单词。这使他在 13 年的学校教育中积累的词汇量翻了一番。** \r\n\r\n **有效的学习方法暴露了学校教育糟糕的低效率！** [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 在一个月内产生的成果相当于学校 13 年的成果\r\n\r\n我们重新分配了 Kuba 的记忆材料和大约 1000 个新单词，在他 2017 年 5 月举行的考试前进行了等量的复习。为了保留他的新词汇并学习新的材料部分，他每天需要 30-45 分钟。在考试当天，他的总词汇量达到了约 6000 个。他以 85% 的成绩通过了考试（前 5 个百分点）。对于一个因英语不好而导致成绩下降的学生来说，这是一个惊人的成就。\r\n\r\nKuba 是特殊的，但不胜枚举的不受青睐的青少年们也是如此，他们毫无理由地遭受留级或学校折磨。这个系统是一个失败的系统，它通过其低效率拖垮了所有人。\r\n\r\n# 我在英语方面的磨难\r\n\r\n我自己的故事对我的论文很重要： **学校是无用的** 。我最了解自己的思想。我记得精致的细节，因为英语对我来说变得非常重要，我对自己的进步做了细致的记录。我的学习历史已经被记录在电脑中。每个单词和短语都有成功和失败的细节，都被储存起来，可供检查。我在学校没有学到英语。有两个因素决定了我最终成功地学会了这门语言：（1）了解英语的重要性（见：[世界的一种语言](https://supermemo.guru/wiki/One_language_for_the_world)），和（2）用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 解决了记忆的瓶颈问题。\r\n\r\n## 我很早就开始学习英语\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我自己的英语学习经历比 Kuba 的更糟糕！我有一个很好的开始。我很早就开始学习英语了。一个家庭朋友会用 Dolittle 博士的书教我 piggy（小猪）之类的单词。然而，我的热情和兴趣只够上几节课，一两个月后，所有早期的付出就消失了。我在本文的其他地方写了关于儿童和他们缺乏记忆的问题。任何父母如果希望偶尔的外语课能对孩子的知识有任何实际的贡献，那就是自找没趣。我母亲则更进一步，为自己挖了一个更大的坑。在第二次世界大战期间，她是两个漂亮的德国孩子的保姆（当时波兰和德国因那个该死的阿道夫而成了死敌）。因此，她的德语相当流利。她有一个想法：「\r\n\r\n **我将教我的孩子德语，我们可以一起练习德语** \r\n\r\n」。无数个小时的家教和学校的课余课程使我的德语水平达到了零级的惊人水平。直到现在，我的德语还仅限于几个单词，如「Kalt？」，我偶尔会从冬泳时遇到的德国人那里听到这个词。这种早期的德语学习经历，不可磨灭地影响了我对语言学习的思考。我在下面的陈述中不断地重申它：\r\n\r\n- **语言学习耗费巨大** 。与其勉强当个多语言者，不如学好一门语言\r\n\r\n- **除非模仿自然的家庭环境和完全沉浸，否则儿童的（正式）语言学习在很大程度上是徒劳的** 。它不可能在 「每周 5 小时」的基础上产生合理的结果\r\n\r\n- **强迫孩子学习在很大程度上是徒劳的** 。我很快就形成了一种心态：「我不可能学会德语」。这种想法延缓了我后来在英语方面的进步。更糟糕的是，我对学习语言产生了一种难以根除的厌恶。\r\n\r\n1974 年，我爱上了 [Muhammad Ali](https://en.wikipedia.org/wiki/Muhammad_ali)\r\n\r\n。有一天，我收到一篇关于 Ali 的英文文章。文章中充满了彩色照片。我对里面讲了什么有着急切的求知欲。至少，我想知道对这些照片的描述。我拿起一本英语词典，认真地尝试解码英语的「象形文字」。在玩了许多小时的单词拼图后，我意识到我自己永远无法理解这篇文章。有太多的歧义，太多的组合，而且没有语法知识，文字的价值和我的努力都可以忽略不计。不过，那次尝试解码英文的一个好的副作用可能是，我在高中时选择了英语作为我的外语。我不清楚为什么，但在 1976 年，我知道英语是王道。我怀疑这是我从家庭、周遭环境或老师那里得到的一个普遍信念。这很难让人相信，但对于 1970 年代的普通波兰人来说，英语即将垄断世界并非显而易见。\r\n\r\n## 我在高中一点英语都没学到\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n正好在四十年前，即 1976 年 9 月，我终于开始学习英语。我记得我的第一堂课，我带着相当大的热情开始，以巨大的失望结束。我们的老师因其超凡脱俗的长相和机器人般的声音而被起了「火星人」的绰号，他一个波兰语单词也不说。他只会喃喃自语，发出无法辨认的声音，而这对我们的英语理解力的影响是零。他的总体想法很好：从完全沉浸式开始，不要让孩子们把时间浪费在回到他们的母语上。然而，他并没有从我们的热情和需要中得到必要的支持。此外，他的表达方式也不讨人喜欢。他的「chair」听起来像听不见的「ch」，他 50% 的词汇也是如此。想象一下，一堂课给你 45 分钟的「ch ch ch jh jh ch」。这没什么用，除非有人威胁你听不懂就会死。然而，青少年追求新奇，对低效的传递有强大的防御机制。我们很快就调走了。几个月过去了，一个班上没有人取得任何进展，而火星人一直在自言自语地唠叨。十年后，当我用无线电广播来提高我的英语时，「火星人」的方法对我非常有效。请看下面的内容，弄清楚自我指导和自己的动机是如何产生作用的。「火星人」在一个错误的环境中选择了正确的方法。如果没有动机因素，他就没有学到东西。\r\n\r\n当「火星人」在我们学校的时间结束后，一系列的英语老师接踵而来。众所周知，频繁更换教师对学习有不良影响。新教师不了解他们的学生，无法打磨长期的对应单独学生的教育策略。他们只是使用对任何学生都有效的寻常教学策略。过了很久，我们才终于找到一个好老师：Wanda。她的英语能力很强，作为一名教师，她也很强。她会为班上的学生安排一些工作，并在长椅之间进行巡视，逐一查看每个学生的情况并提供帮助。直到今天我还记得她的警告，要避免在英语中使用波兰式的「if I will」。这种方法可能有效，但，当 Wanda 开始巡视时，我的注意力已经从英语处转移。我已经习惯于认为这种努力是徒劳的。我的想法是基于一个典型的令人沮丧的计算方法：成本高，收益少。几个小时的学习将带来很少的技能，对我的生活没有什么好处。Wanda 没能挽回这种伤害。\r\n\r\n经过四年的学习，我的英语非常糟糕，以至于我的大学入学考试没有通过。当时我的英语水平简直是字面意义上的「一言不发」。这可能使我的生活永远脱离写现在的轨道。但，在共产主义波兰的两年义务兵役彻底改变了这个年轻的大脑。奇迹出现了，我又获得了新生。在我的口语复试中，我遇到了一位面带微笑的女考官，她很想听听我的故事。一旦她确定我应该以我对生物学的热情为由获得通过，她就寻找我的优势领域，并让我串起一系列我最喜欢的时髦歌曲的标题。她说「\r\n\r\n继续学习。这种音乐是你英语的一个很好的载体」，她给了我一个pass！\r\n\r\n## 改变我生活的对话\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我在 1980 年开始了我的大学生活。我的英语老师和我一样不关心我的英语。然而，1982 年 6 月，我们生物化学实验室的一位科学家 Piatyszek 博士简短地说了一句话：「\r\n\r\n你打算成为一名科学家？你的英语是一坨......！现在就开始努力吧。科学使用的是英语!如果你不能阅读科学论文，你所受的波兰语教育就一文不值！你在跟谁开玩笑呢？」。为了证明他的观点，他给了我 5 篇他所在领域的最新论文：「你不配通过我的课！但是，如果你下周带着这些论文的总结来，就放你一马」。 **这次与一位实事求是的科学家的短暂接触，使我走上了一条漫长而美好的旅程——促成了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的发展** 。\r\n\r\n1982 年 6 月 3 日，我开始了一个新的笔记本，里面有我翻译科学论文所需的英文词汇。我开始一丝不苟、缓慢地阅读第一篇论文。每一句话似乎都会带来一大堆我不认识的单词。这些是我需要查字典的第一个词：*maintenance*, *contain*, *bond*, *range*, *basic*, *set*, *arrange* 和 *describe*。科学论文的一个美妙之处在于，它们的词汇量并不那么丰富。第二篇论文似乎已经比较容易了，到了第五篇的时候，我已经做得很好了。这让我很受鼓舞。我的英语词汇的论文数据库不断增加，到 1985 年夏天，它形成了 [SuperMemo 算法的首个方案](http://super-memory.com/english/ol/beginning.htm)。\r\n\r\n[[img [SuperMemo: The first page from Piotr Wozniak's English vocabulary notebook started on June 3, 1982|https://supermemo.guru/images/thumb/7/7e/Woz_English_vocabulary_notebook_p1.jpg/500px-Woz_English_vocabulary_notebook_p1.jpg]]](https://supermemo.guru/wiki/File:Woz_English_vocabulary_notebook_p1.jpg)\r\n\r\n> ***图：** 来自[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak)的英语词汇笔记本的第一页，始于1982年6月3日*。\r\n\r\n## 自主的开始\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n1982-1985 年期间，我在学校没选英语课，而这是我进步最快的时候。奥妙在于动机为后盾的自学。我的英语词汇量从估计的 500 个（即无法交流）增加到约 3000 个（可达到 3-4 岁儿童的基本交流水平）。在两年的时间里，我靠自己的力量完成了 6 倍于我在学校学了 6 年英语的成绩。顺便说一句，这是一个 12 倍的增长（即与自我指导[历史学习](https://supermemo.guru/wiki/Learning_history)的 16 倍增长相当）。最后，我知道我为什么要学习，而且我以我喜欢的方式学习，这对不削弱我的动机很有帮助。我学习英语的经历是我成为学生权利的顽强斗士的主要原因之一： **自主学习的效果最好，应该尽可能地使用** 。\r\n\r\n## 我听不懂英语口语\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n虽然我的词汇量越来越丰富，阅读能力也令人满意，但我发现我的理解力仍然远远落后。在20世纪80年代，在波兰能够接触到英语口语的机会微乎其微。当时没有网络，也没有有线电视或卫星电视。波兰电视台会播放大量的好莱坞电影，但它们都是由一个单一的旁白来配音的。请注意，配音翻译是在波兰和俄罗斯流行的一种廉价的替代配音的方法。它使人们有可能拾得原始音轨的一点牙慧。然而，学习英语是不可能的。我给波兰当局写了一份请愿书，要求提供一些带字幕的电影。我在大学里收集了几十个签名，甚至得到了已故的安杰伊-拉伊奇（当时波兰电视台的负责人）的冷淡回应。没有任何改变。唯一能接触到英语口语的是BBC电台和美国之音。电台的信号时而减弱或消失。几乎听不到。由于声音质量很差，我什么也没听懂。\r\n\r\n我采用了一种死板的学习方法。我打开 BBC 的广播，试图捕捉并写下我可以说是可以理解的个别单词。有三个主要的区别，为什么它在 80 年代对 BBC 有效，而在 70 年代对「火星人」无效。按重要性排序：\r\n\r\n- 我知道，没有英语，我就没有机会在科学领域取得成就。不会英语就去死！\r\n\r\n- BBC 某种程度上可以听懂一丢丢。「火星人」则不然。\r\n\r\n- 我已经开始用「[SuperMemo on paper](http://www.super-memory.com/articles/paper.htm)」背单词了。我的词汇量相当丰富，也许从 2500 词增长到 5000 词。唯一的问题是，我知道如何写单词却不知道它们如何发音\r\n\r\n我的动机和决心起到了关键的作用。孩子们在学校什么也没学到，因为他们并不操心学习。教师在他们的主要工作中令人沮丧地失败了：令人信服地解释知识的价值。他们经常像国王一样来上课，假设他们的臣民已经知道国王的重要作用，并会恳求得到任何可以得到的知识碎片。这就是为什么国王们被忽视了。我怀着不可思议的决心收听 BBC 的节目。在我能够理解一个词之前，我真的会等上一分钟。我会把这个词标记为我的成功，并希望下一个词我能更快地掌握，比如在 50 秒内。\r\n\r\n当我终于在 BBC 上取得一些进展时，我发现它对我理解「普通英语」毫无帮助。1979 年，我放弃了看电影。我认为小说是「浪费时间」。1988 年，在中断了 9 年之后，我去了一趟电影院。电影院是唯一能让我看有字幕的电影的地方。我发现我几乎听不懂《生死时速》中的 Arnold Schwarzenegger 的话。这使我下了另一个决心：每周去一次电影院看英语电影。这对一个学生来说非常昂贵，我花了半天时间，而我的进步却微乎其微。我只能通过字幕了解剧情。经过十年的学习，我仍然听不懂英语！\r\n\r\n我慢慢地开始对自己的缺乏进展感到愤怒。当波兰总理 Wojciech Jaruzelski 在联合国演讲前征求反馈意见时，我给他发了几个自己的想法。你可能知道 Jaruzelski 是一个「血腥的独裁者」，他于 1981 年在波兰实行戒严。在波兰共产主义电视台的安抚下，我认为 Jaruzelski 是一个思想开放的好人。在我的提议中，有一个想法是联合国应该着手通过一项关于人类单一语言标准的决议。想象一下，在这个决议中，我们都将最终正式决定，英语是所有孩子在学校应该学习的语言，以便在所有的国际通信中使用！这将是一个巨大的进步。实际上，国际联盟在 20 世纪 20 年代和联合国教科文组织在50年代都通过了类似的关于世界语的决议，但这些决议并没有带来多少成果。今天，没有任何决议，英语是事实上的标准。它是一个\r\n\r\n[全球通用语言](https://supermemo.guru/wiki/One_language_for_the_world)\r\n\r\n。该决议只是将现状正式化。\r\n\r\n## SuperMemo 使进步无懈可击\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我在英语方面取得的最大突破是在 1987 年。我写了我的第一个程序：[SuperMemo for DOS](https://supermemo.guru/wiki/SuperMemo_1.0_for_DOS_(1987))，我的词汇量爆炸性增长。我开始了用英语通过所有计算机科学考试的战斗。我的大多数老师都很进步，即使他们自己的英语技能需要大补习也会同意。我关于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的[硕士论文](https://supermemo.guru/wiki/Optimization_of_learning)是用英语写的。这在当时似乎是不可想象的。甚至在多年后，我还听说其他人在大学的毕业论文中使用英语而被拒绝，这种做法仍然是很罕见的！到了 1990 年，凭借 SuperMemo 中的 40000 个词汇，我顺利地通过了[托福](https://en.wikipedia.org/wiki/Test_of_English_as_a_Foreign_Language)和 GRE 的考试。我的托福657/660分使我达到了99%的水平。这要归功于我的决心和 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。1991 年 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 公司成立时，我们采用英语作为公司内部交流的语言。那也是有线电视来到波兰的时候。我每天都会收看 Larry King 的直播，几乎没有错过任何一次广播，直到二十年后的 2011 年，Larry 被 Piers Morgan 取代。我终于可以对英语有一种宾至如归的感觉了。\r\n\r\n# 学习的自由\r\n\r\n今天，我呼吁你帮助你的孩子或学生实现自由，以他们自己的步伐学习，追随他们[自己的激情](https://supermemo.guru/wiki/Childhood_passions)。如果你不相信，那一定是你的[记忆粉饰](https://supermemo.guru/wiki/Glorification_of_schooling)，或者一定是我的英语不好。我的论点是清晰的，不可动摇的 ，所以一定是那些年糟糕的英语学校教育仍然在起作用。\r\n\r\n# 总结\r\n\r\n- 英语现在是一种全球性的交流手段（见：[世界的一种语言](https://supermemo.guru/wiki/One_language_for_the_world)）。\r\n\r\n- 世界上所有的公民都应该懂得英语\r\n\r\n- 波兰的大部分孩子都在学习英语\r\n\r\n- 学习语言的成本很高\r\n\r\n- 只在学校学习英语的孩子不会说英语\r\n\r\n- 儿童的（正式）语言学习在很大程度上是徒劳的\r\n\r\n- 使用[SuperMemo](https://supermemo.guru/wiki/SuperMemo)一个月可以带来[相当于13年学校教育的词汇量](https://supermemo.guru/wiki/13_years_of_school_in_a_month)\r\n\r\n- 我在学校没有学到英语\r\n\r\n- [SuperMemo](https://supermemo.guru/wiki/SuperMemo)帮助我学习英语并以99分的成绩通过托福考试\r\n\r\n- 我对英语知识的需求催生了[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)（见：[SuperMemo 的诞生](https://supermemo.guru/wiki/Birth_of_SuperMemo)）", + "type": "text/markdown", + "caption": " 学校在教授英语方面屁用没有！\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Schools are useless in teaching English!" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools must reform or die.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools must reform or die.json" new file mode 100644 index 0000000..e045704 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools must reform or die.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Schools must reform or die", + "text": "# 学校要么改革，要么灭亡\r\n\r\n原文：[Schools must reform or die - supermemo.guru](https://supermemo.guru/wiki/Schools_must_reform_or_die)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n有个孩子问我：「为什么你这么反对学校? 为什么你在上学的时候不抗议？」。\r\n\r\n这整个[系统](https://supermemo.guru/wiki/School)，包括出于好心的家长们，合谋起来说服孩子，上学是好事，上学是必须的，而把所有问题都归结于孩子自身能力的不足，其中懒惰更是关键缺点。 就像有组织的宗教宣扬克制肉欲的必要性。泛滥的宣传，在这个系统的引导下，使孩子们不得不屈服于权威，一步一步接受他们的命运。 我也不例外。 但是，我拒绝学习我不关心的东西。所以还算能忍受这个系统。\r\n\r\n今天，因为[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)是我的研究背景，所以量化知识对于我来说非常容易。我意识到几十年的学习成果很有可能通过几个月的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)重现。年轻人具备大量的知识，但多数高质量的知识是通过探索自己的热情而掌握的。这就是为什么增加学校的自由度对于优秀学生扩充优质知识来说，是一个非常简单和明显的公式。除了[连贯的知识](https://supermemo.guru/wiki/Coherence)，在学校，年轻人可以掌握一定程度的事实知识，这也是有益的。通过 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 可以轻松获得这些事实知识。知识的质量，包括[连贯性](https://supermemo.guru/wiki/Coherence)，都可以通过[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)最大化。惊人的数字：在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的帮助下，[学校期间积累了 13 年的英语词汇量居然可以用一个月掌握](https://supermemo.guru/wiki/13_years_of_school_in_a_month)。 **完全记住** [高中历史知识只需用 1-2 周](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)。为什么我们浪费几十年而不是几周？因为没有人会费心对长时记忆的容量进行理性的计算。更可悲的是，很少有教育专业人士了解[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)以及它如何建立起连贯且能持续一生的长期记忆。\r\n\r\n只要借助一些简单科学，学校就可以被少量[自由学习](https://supermemo.guru/wiki/Free_learning)和大量空闲时间所取代。这个束缚系统可以被[快乐学习](https://supermemo.guru/wiki/Pleasure_of_learning)的公式所取代。\r\n\r\n我对记忆和学习每多一分理解，我对盲目的学校教育便多一分反对。我设法将学校奴役转变为[自由学习](https://supermemo.guru/wiki/Free_learning)（详情见：[我是如何发明完美的学校教育的？](https://supermemo.guru/wiki/How_I_invented_perfect_schooling)）。多年以来，我对学校制度的失望情绪与日俱增。20 世纪 90 年代，我受到了 [Marek Budajczak](https://supermemo.guru/wiki/Marek_Budajczak) 战斗的启发，他试图在波兰为他的孩子开展[在家上学](https://supermemo.guru/wiki/Homeschooling)。在自由的波兰，他受到当局的鞭打，其方式似乎比我小时候在共产主义制度中目睹和经历的最糟糕的事情还要糟糕。Budajczak 单枪匹马的作战促成了法律的改变，波兰 14,000 名在家上学的学生将永远感谢他（根据[在家上学](https://supermemo.guru/wiki/Homeschooling) 2017 年的统计数据）。\r\n\r\n在写《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/I_would_never_send_my_kids_to_school)》之前，我坚决反对学校奴役、侵犯儿童权利。我学得越多，对 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray)、[John Holt](https://supermemo.guru/wiki/John_Holt) 和 [John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 的阅读越多，我越是为现实感到悲哀：就算没有我来计算[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)，最好的老师也早就知道学校没用了。今天，最好的老师也表达了同样的观点。那些在课堂上压迫孩子的人，也在下班之后向我坦白了他们的怀疑态度。这个系统已经病了，需要改变。选择教育的权利不仅仅属于父母，虽然[联合国人权宣言](https://supermemo.guru/wiki/Education_as_a_human_right)这么说。\r\n\r\n **个人教育的自由选择权应该被铭刻在全世界的宪法中，并视为每个孩子的基本权利。** \r\n\r\n参见：\r\n\r\n- [强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)\r\n\r\n- [教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)", + "type": "text/markdown", + "caption": " 学校要么改革，要么灭亡\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Schools must reform or die" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools violate the Genius Checklist.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools violate the Genius Checklist.json" new file mode 100644 index 0000000..e8e3be8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Schools violate the Genius Checklist.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Schools violate the Genius Checklist", + "text": "# 学校违犯天才清单\r\n\r\n原文：[Schools violate the Genius Checklist - supermemo.guru](https://supermemo.guru/wiki/Schools_violate_the_Genius_Checklist)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 天才清单\r\n\r\n在 2001 年，我编制了份[天才清单](https://supermemo.guru/wiki/Genius_Checklist)。这份清单是为那些可以自主管理时间，并追求高成就的青少年和成年人所设的。起初，我主要想帮助那些寻求提升认知能力的年轻人。这些人能够自由的管理他们的[自我导向学习](https://supermemo.guru/wiki/Self-directed_learning)。\r\n\r\n我之前几乎不曾考虑过被学校义务严格地束缚的学生们。但在[这本书](https://supermemo.guru/wiki/Problem_of_schooling)的背景下，我决定重新审视这份清单，看看学校在多大程度上有助于培养天才。从这次审视中得出的结论令人震惊！对大多数人来说， **学校环境压制了他们的天才和创造力** ！\r\n\r\n这个论点主要基于清单中的前两个要点。要培养出天才的想法，我们需要一个自由、得到充分休息、平静、快乐和充满热情的大脑！在现代社会，有两个主要的相互关联的因素在摧毁良好的大脑潜力：压力和糟糕的睡眠。学校实质上把这两个因素引入了年轻人的生活，而它们应该做的恰恰相反。我敢断定，运转良好的大脑比知识本身更重要。运转良好的大脑[天生就能吸收知识](https://supermemo.guru/wiki/Learn_drive)。而知识丰富的大脑很容易被压力或[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)所摧毁。\r\n\r\n **健康的大脑保证了丰富的知识！** \r\n\r\n## 睡眠和学校\r\n\r\n大多数学校每天上课太早。这是为了顺应需要上班的那些父母。也是为了顺应那些想要尽早下班的老师。无论如何，早起上学是[为什么孩子们讨厌上学？](https://supermemo.guru/wiki/Why_kids_hate_school%3F)的主要原因。如果孩子需要定闹钟，那么将毁掉[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)带来的好处。仅仅是睡眠不足就破坏了学校教育的目的。更多信息见：[睡眠的科学](https://supermemo.guru/wiki/Science_of_sleep) \r\n\r\n **让昏昏欲睡的孩子们去上学，学校真是糟糕透顶。** 他们如果[不上学](https://supermemo.guru/wiki/Unschooling)会更好\r\n\r\n## 学校压力\r\n\r\n对于大部分孩子来说，学校是一个永无止境的压力源泉。大部分压力来自于体制本身。任何时间、任何年级学校都在测试学生的知识水平，难度越来越高，标准越来越严格。学习的材料和速度超越了实用性的界限。只有一小部分学生天生就有[应对压力的能力](https://supermemo.guru/wiki/Stress_resilience)，或者他们的父母教育得当。这些幸运的少数人，对成绩并不那么在意。其中一些人对此的关心程度甚至低到几乎没有进步。对于许多人来说，适度压力是个好的动力。对于一小部分尖子来说，他们在学校中游刃有余，对考试压力免疫。如果考试变得容易，可能会才让人愉快。解决考试压力过大的一个简单方法是估计大脑获取信息的实际能力。这已经被实现了（参见：[间隔重复的理论方面](http://www.super-memory.com/articles/theory.htm)）。这样我们可能只针对孩子们可能长期记住的事情进行测试。换句话说，我们不应该通过测试来验证学生是否花费时间死记硬背，而是要看他们是否以我们期望的速度进步，这个速度按照今天的标准来说，简直慢如蜗牛\r\n\r\n我们不应该对整本化学书进行测试，这可能需要一周的死记硬背，而应该只针对我们希望孩子们从化学课程中终生保留的一些基本知识进行测试。整个测试系统其实是虚假的。大部分成年人都无法通过小学生在第一学年需要掌握的化学基础测试。他们答不上来的知识我们同样也无法牢记，那么我们有什么资格责备他们？我们需要将知识的体量减少一个数量级。如果我们能够激发孩子的兴趣，那么多年后，我们将获得截然不同的、更好的结果。\r\n\r\n学校如果能放慢步伐，与人类的认知能力相匹配，这会是它们的一个巨大进步。\r\n\r\n自然地，学校系统带来了一些不可避免的压力，比如糟糕的老师和同学。精英学校可以通过严格的人员筛选来解决这个问题。芬兰似乎在筛选糟糕的老师方面做得很好，但这是一个成本高昂的过程。只有少部分人口能够负担得起精英教育。即使是最富有的国家也在教师的选择和待遇上面临困扰。当前全球各地的教育系统设计本质上对学生造成了压力和伤害。非结构化的[在家上学](https://supermemo.guru/wiki/Homeschooling)和[非学校教育](https://supermemo.guru/wiki/Unschooling)没有固有的压力。这些教育方法对孩子友好。\r\n\r\n## 学校里的学习内驱力\r\n\r\n学校抑制了对于有效学习至关重要的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。因此，学习不再带来[乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。[为什么孩子们讨厌上学](https://supermemo.guru/wiki/Why_kids_hate_school%3F)的第二个因素就是无聊（仅次于早起）。那么矛盾的是，学习机构能极其有效地导致孩子厌恶学习和长期学习。这与培养天才的目标完全相反。由于上学太疲劳，孩子们不会在晚上学习新东西，但不上学的孩子就会自然而然地去学。上学的孩子会用[电子游戏](https://supermemo.guru/wiki/Videogames),、YouTube 或 Facebook 来“休息”。更多信息，请参见：[学校抑制学习内驱力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)。\r\n\r\n## 证毕：学校对创造力的影响极其恶劣\r\n\r\n快速浏览完剩下的清单就可以证明，按照规定执行的学校教育不可能培养出任何新的天才品质。一旦孩子们感到困倦或压力，一旦他们失去[对学习的热爱](https://supermemo.guru/wiki/Pleasure_of_learning)，就注定不满足清单剩下的项目。[死记硬背](https://supermemo.guru/wiki/Cramming)不会产生任何[可以应用的抽象知识](https://supermemo.guru/wiki/Coherence)。甚至连[长期知识](https://supermemo.guru/wiki/Stability)都得不到。只会导致为了通过下一次测试或考试而需要的零星知识（参见：[学校教育的徒劳](https://supermemo.guru/wiki/Futility_of_schooling)）。身心疲惫的孩子们几乎无法自律。如果焦虑或抑郁症开始发作，孩子的整个未来可能都会变得阴暗。短期学习的重视破坏了记忆技巧和[良好知识表示](https://supermemo.guru/wiki/20_rules)的需要。孩子们甚至没有暂停思考他们可能需要[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)。我是活生生的例证。我不是从学校获得这些技能和工具，而是需要自己写下这些算法。这就是 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的诞生之路。\r\n\r\n为[这本书](https://supermemo.guru/wiki/Problem_of_schooling)的研究证明了我的观点毋庸置疑：学校并不塑造天才。所有天才毕业生在没进学校前就是天才。\r\n\r\n我敢说，学校教育过程中也损失了大量的天才。抑制[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，[破坏睡眠](https://supermemo.guru/wiki/Sleep_deprivation)，以及[压力](https://supermemo.guru/wiki/Stress_resilience)，都是有效的反脑武器。每年都有数百万貌似受过小学和初中教育的学生毕业。在此过程中，我们破坏了他们的创造力，他们的大脑，他们[对学习的热爱](https://supermemo.guru/wiki/Pleasure_of_learning)和他们[对生活的热情](https://supermemo.guru/wiki/How_school_can_ruin_a_life)。\r\n\r\n **学校对人类天赋和创造力没有一点贡献！** 所有从学校出来的天才，在没进学校之前就已经是天才。\r\n\r\n## 总结：学校和天才\r\n\r\n- 学校环境压抑天才和创造力\r\n\r\n- 健康的大脑比知识更重要\r\n\r\n- 对于大多数孩子（尤其是青少年）来说，上学时间太早了\r\n\r\n- 学校的上学时间违反了[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)\r\n\r\n- 学校是孩子们的主要压力来源\r\n\r\n- 众所周知，压力是大脑杀手\r\n\r\n- 放慢学习步伐是简单又容易改善学校教育的步骤之一\r\n\r\n- 孩子们因不知道大多数成年人也不知道的东西而受到惩罚\r\n\r\n- 对于绝大多数孩子来说，目前基于强迫和考试的学校系统本身就带有压力\r\n\r\n- 学校抑制学习内驱力\r\n\r\n- 学校引发学生对学习的厌恶，这种厌恶可能会持续一生", + "type": "text/markdown", + "caption": " 学校违犯天才清单\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Schools violate the Genius Checklist" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Setting goals can change your life.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Setting goals can change your life.json" new file mode 100644 index 0000000..2d37839 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Setting goals can change your life.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Setting goals can change your life", + "text": "# 设立目标可以改变你的生活\r\n\r\n原文：[Setting goals can change your life - supermemo.guru](https://supermemo.guru/wiki/Setting_goals_can_change_your_life)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 生活与学习中的目标\r\n\r\n选择高远目标能帮助我们集中注意力、激励我们的思维，有助于选择合适的策略。目标对于学习也是福音，对于[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)更有巨大的影响。在极少数情况下，单纯为了学习而学习也是令人愉快的。然而，所有学生都应当知道，明确的目标能提高学习的质量，特别是当目标与学习计划大致重合时。\r\n\r\n为了尽可能发挥你的大脑潜能，我建议你遵循我写的[天才清单](https://supermemo.guru/wiki/Genius_checklist)。该清单提到，「明确的目标」可以用来推动你成就一番事业。最近，有一位享誉世界的英国量子物理学家，对我清单上的两点提出了质疑：（1）自律和（2）设定目标的必要性。他注意到，他并不需要依靠这两点也能享受科学带来的乐趣。仔细一看，他与我的要求并无矛盾。\r\n\r\n## 天才需要目标吗？\r\n\r\n自律和明确的目标不是成就天才的必要条件。这位著名的物理学家可以把自己作为「自然成就」的好榜样。在他的探索中，求知欲是主要动力。 好奇心和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)确实可以将人类的思维推向无与伦比的高度。然而，对于一位声誉卓著、成就颇丰的科学家来说，心灵的自由更容易宣扬。对于正在寻找正确人生道路的青少年来说，这很困难。对于面临着社会施加的种种限制的青少年来说，这就更难了。\r\n\r\n在学习中，目标的主要价值在于它与[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的联系。目标孕育了对学习的热爱。由于学习内驱力由知识驱动（参见：[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)），目标可以作为估值的中心，从中产生了丰富的树突连接，这是[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)的基础和保证。没有目标就很难对知识估值，没有估值就很难培养对学习的乐趣与热爱。对于知识渊博的天才头脑来说，目标的作用可能较小。知识就像是自我推进的机动车，你拥有的知识越多，你渴望的知识就越多。\r\n\r\n## 年轻学生的目标\r\n\r\n想象一个年轻的法律学生。她没有伟大的梦想，比如成为伟大的律师，或者为人类解决某个问题。她的动机更可能与地点、朋友、家庭、工作机会有关，甚至最糟糕的情况是，她仅仅是因为没有其他选择而选择学习法律。如果没有梦想，她更有可能走上亿万富翁 [Peter Thiel](https://en.wikipedia.org/wiki/Peter_Thiel) 曾走过的顺从之路。Thiel 迷失于一场争夺成绩、考试、学位和证书的比赛中。正当他又朝着最高法院的书记员职位迈进一小步时，一个小小的失败让他意识到了这一事实：[他是磨盘的驴](https://supermemo.guru/wiki/Thiel_on_competition_for_degrees)。他重新审视了自己的人生，并创立了 PayPal。这位年轻的法律学生需要梦想，这个梦想将把学校里所有的琐事变成真正的[学习乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。考试和成绩的磨盘可以粉碎那些更为顺从的人，把他们送上被迫学习和被迫工作之路。在这条路上，自律和艰苦是唯一的生存策略。当然，以最高法院为目标也不失为好主意。然而，这个目标需要遵循[学习的基本法则](https://supermemo.guru/wiki/fundamental_law_of_learning)。这不能是折磨之路。\r\n\r\n对于年轻学生来说，梦想并不总是与职业前景重合，这很常见。想要将对音乐的激情转化为在法学院取得卓越的成就，是很困难的。然而，缺乏梦想与目标并非无可救药。催促年轻人赶快找到梦想与目标，或者强加他们头上，都是不可取的。梦想与目标需要小步决策。这些决策不应让你感到痛苦或者难以执行，否则只会导致反作用：对该领域的厌恶。小步决策可以是坚持不少于 5-10 分钟的启发阅读（比如法律领域）。坚持学习很有必要。在慵懒的暑假，人们很容易会想：「我在新学期有很长的时间来学习和阅读，我最好喘口气，让头脑清醒一下」。然而，仅仅 5-10 分钟的阅读就能让你产生兴趣，这些兴趣会随着阅读必修材料而放大。停止学习会产生反作用。它非但不会让人头脑清醒，反而更有可能导致[学习内驱力](https://supermemo.guru/wiki/Learn_drive)下降，学习习惯被打破。学校教育并不能保障知识和兴趣相匹配，不能保障你充满激情。然而，打好基础并寻找兴趣的种子，能够让你学起来更有趣，效率更高，不失为良策。\r\n\r\n## 学习风格影响学习内驱力\r\n\r\n我是故意以法律领域为例的。这一领域在摧毁学习内驱力和生活激情方面臭名昭著。所以就有这样一句谚语「没有人喜欢律师（直到他们需要一位）」。法律总是不断变动。这放大了学习中短期记忆的重要性。医学生能确信，茎突在一百年后依然位于头骨的同一位置，与之相比，法学生需要死记硬背时下法规，结果一个月后法规又变了。医学生和法学生都需要死记硬背，无法真正学习，但法学生受到的惩罚更严重。这也是为什么 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 不太受律师欢迎的原因。\r\n\r\n没有正确的方法，知识的不断变动会消磨精神，打击学习的热爱，扰乱对待事业的态度。\r\n\r\n## 孕育激情\r\n\r\n对于掌握复杂的，细节繁多的或杂乱无章的知识，解决思路是寻找共通性与一般性。驾驭法律不断变动的方法是鸟瞰全局。伟大的律师在审视法律的过程中并不注重细节。他们不会背诵大量条款，而看中法律理论或法律哲学。法律的知识量太大，任何人都无法完全掌握。关键是要记住一些黄金规则，并将思维集中在大局上。伟大的律师通过抽象和泛化来解决问题，而并不是记忆所有细节和条款。对于挖掘特定案件中的详细法律，参考书面文件已经足够了。要解放大脑来鸟瞰大局。大局观和抽象化实际上是所有创造性追求的公式。大脑越聪明，就越不倾向于关注细节，越是寻求模式和规则。\r\n\r\n为了培养正确的方法，需要尽早播下热爱学习的种子。它应该赶在“如磨盘般的繁忙的死记硬背”影响个人对大学的态度之前。明确的职业目标非常有助于播种。对该领域进行几分钟创意阅读就能帮助定位兴趣所在。阅读的内容可能是榜样，也可能是使命。比如一位鼓舞人心的从业者：[Cicero](https://en.wikipedia.org/wiki/Cicero)，[David Boies](https://en.wikipedia.org/wiki/David_Boies)，[Ronald Dworkin](https://en.wikipedia.org/wiki/Ronald_Dworkin) 或 [Thurgood Marshall](https://en.wikipedia.org/wiki/Thurgood_Marshall)？也许是为了改革欧盟，为人权而战，或者恢复德国和瑞典的[在家上学](https://supermemo.guru/wiki/Homeschooling)？也许像 [Domenic Johansson](http://johansson.hslda.org/) 这样戏剧性的法律案件会引发激情？伟大的思想、伟大的人格，无论善恶，随处可见。它们往往会影响原始的情感并孕育激情，而这些情感和激情可以用来建立[知识估值网络](https://supermemo.guru/wiki/knowledge_valuation_network)。这种知识框架可以使学习变得有趣。伟大的律师热爱他们的工作，和大多数伟人一样。他们喜欢它，因为他们的专业知识来自多年来对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的尊重。\r\n\r\n## 天才不需要规则\r\n\r\n至于激发本文灵感的天才量子物理学家，我对他的观点并不感到惊讶。他不需要明确的目标，因为他可以完美地跟随他的[学习内驱力](https://supermemo.guru/wiki/learn_drive)。他已经登上了顶峰，并可以放心地预测，无论他想出什么，都将对科学和世界有价值。哪怕是最糟糕的情况，也会是一份新的论文。伟大的头脑已经拥有伟大的激情、伟大的成就和更多想法的广阔前景。而刚进入大学的年轻学生则走在更加未知的道路上。最大的危险之一是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)可能被抑制。伟大的科学家在自由的条件下工作，然而年轻的心灵却常常受到制度和环境的奴役。这就是为什么目标有助于保持学习内驱力，抵抗对自由的各种形式的限制。\r\n\r\n一旦你达到了天才的高度，你就可以放松一点，跟随自己的直觉。目标和纪律将不是不可或缺之物。不受束缚的天才头脑可能确实是最有效率的。简而言之，天才将不再需要我的[天才清单](http://super-memory.com/articles/genius.htm#Genius)。\r\n\r\n与此同时，我会为下一场马拉松做准备。这与[学习内驱力](https://supermemo.guru/wiki/Learn_drive)无关。然而，我喜欢习惯的力量。目标也有助于养成健康的习惯。", + "type": "text/markdown", + "caption": " 设立目标可以改变你的生活\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Setting goals can change your life" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Sleep deprivation amplifies the harm of schooling.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Sleep deprivation amplifies the harm of schooling.json" new file mode 100644 index 0000000..8d1b4ef --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Sleep deprivation amplifies the harm of schooling.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Sleep deprivation amplifies the harm of schooling", + "text": "# 睡眠不足会放大学校的危害\r\n\r\n原文：[Sleep deprivation amplifies the harm of schooling - supermemo.guru](https://supermemo.guru/wiki/Sleep_deprivation_amplifies_the_harm_of_schooling)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 睡眠问题的增加\r\n\r\n[被动教育](https://supermemo.guru/wiki/Passive_schooling)对[智力](https://supermemo.guru/wiki/Intelligence)智力有害。应该由[自由学习](https://supermemo.guru/wiki/Free_learning)来取代它。因此，[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。\r\n\r\n作为新型的[学校教育的问题](https://supermemo.guru/wiki/Problem_of_schooling)，[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)的问题正不断增加。\r\n\r\n晚上，发着蓝光的电子设备到处都是，导致[授时因子](https://supermemo.guru/wiki/Zeitgeber)达到新的平衡，从而改变人体的[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)，此周期的调节主要根据日照时数。自然，今天的孩子比上一代人起得要晚。这在青少年时期尤其明显，并可能朝着[延迟睡眠阶段综合症](https://supermemo.guru/wiki/DSPS)发展，这可能会使青少年的身体陷入混乱，并对健康造成严重后果。\r\n\r\n由于睡眠周期的这种代际[相移](https://supermemo.guru/wiki/Phase_shift)，在学校的[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)会增加，延后上学时间只是杯水车薪。亟需的是对这一问题的社会认知。我们都对年轻人自杀频发感到震惊，但似乎很少有人将这个问题追溯到睡眠障碍，它也是影响精神健康问题的重要因素。\r\n\r\n## 双重打击\r\n\r\n大多数孩子上学时睡眠不足。在神经层面，这有两个主要后果：（1）它加速了[讨厌学习](https://supermemo.guru/wiki/Hate_of_learning)的条件反射（比如，[学习动力](https://supermemo.guru/wiki/Learn_drive)的丧失），（2）它加速了[记忆干扰](https://supermemo.guru/wiki/Memory_interference)，使得先前的努力白费。\r\n\r\n### 放大对学习的厌恶\r\n\r\n[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)对学习成功至关重要。它是当今学生未来[智力](https://supermemo.guru/wiki/Intelligence)的基础。这些事实被浓缩在[学习的基本规律](https://supermemo.guru/wiki/Fundamental_law_of_learning)中，应该成为所有家长和教师的指路明灯。孩子们需要自由地做出教育决定。\r\n\r\n[对学习的厌恶](https://supermemo.guru/wiki/Hate_of_learning)是条件刺激的结果。最开始，大脑将[解码失败惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)和学校教育的鲜明特征联系起来，随后又将其与为学习付出的一般努力联系起来。换句话说，孩子处在持续的条件刺激中，这些刺激表明，学校和学习带来不快，要尽量避免。\r\n\r\n通俗地说，[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)的神经效应可以用[瑞士奶酪稳态疲劳模型](https://supermemo.guru/wiki/Swiss_cheese_model_of_homeostatic_fatigue)来解释。经过较长时间的认知努力后，大脑皮层的小块区域可能会失去处理信息的能力，甚至出现微睡眠（译者注：指持续时间不超过30秒的短暂睡眠状态，多由睡眠不足、精神疲乏、抑郁）。这可以被可视化为一个部分功能被禁用的神经网络：就像一个瑞士奶酪网络（参见：[清醒皮层部分的局部睡眠](https://supermemo.guru/wiki/Local_sleep_in_portions_of_the_awake_cortex)）。这种类型的网络将逐渐失去其功能，这可能会在学习中随机增加[语义距离](https://supermemo.guru/wiki/Semantic_distance)，并增加[神经惩罚](https://supermemo.guru/wiki/Decoding_failure_penalty)的可能性。我们都知道，当我们累的时候，学习可能会特别不愉快。当我们[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)时，[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳出现得更快。突然被唤醒的大脑，例如用[闹钟](https://supermemo.guru/wiki/Alarm_clock)，可能永远无法达到其自然的认知潜力。在严重[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)的情况下，瑞士奶酪记忆可能困扰你一整个白天。\r\n\r\n[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)加快了与[学校教育](https://supermemo.guru/wiki/Schooling)相关的[对学习的厌恶](https://supermemo.guru/wiki/Hate_of_learning)的发展\r\n\r\n### 新的学习可能会破坏先前的学习\r\n\r\n瑞士奶酪现象也可能通过[干扰](https://supermemo.guru/wiki/Interference)使先前为学习付出的努力失效。如果大脑被迫在[瑞士奶酪状态](https://supermemo.guru/wiki/Swiss_cheese_model)下进行[主动回忆](https://supermemo.guru/wiki/Active_recall)，它可能会在不经意间产生错误的联想。如果回忆提供了一个错误的结果（例如[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)中的错误答案），这个结果可能与问题有关。新的错误关联可能在[记忆稳定性](https://supermemo.guru/wiki/Memory_stability)方面获得优先级。因此，它将得到延续。换句话说，通过形成错误的记忆，学生会 **前功尽弃（良好的学习被破坏）** 。[干扰](https://supermemo.guru/wiki/Interference)是健康大脑中无处不在的现象，是自然[遗忘](https://supermemo.guru/wiki/Forgetting)塑造问题解决能力的认知能力的基础（参见：[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)）。然而，在瑞士奶酪状态下，神经计算的错误率呈指数级增长，导致遗忘加速。学习的效果总是会平衡好的学习进展（新的记忆）和坏的干扰倒退（错误的记忆取代好的记忆）。随着[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳的进展，这种平衡逐渐转向糟糕的学习。在一定程度的疲劳下，学习反倒适得其反，弊大于利。大脑自然地使学习变得不快，来阻止糟糕的学习。\r\n\r\n在[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)的时候，学习会通过放大[干扰](https://supermemo.guru/wiki/Interference)来使之前的学习失效。\r\n\r\n## 长期神经损伤\r\n\r\n矛盾的是，瑞士奶酪状态可能会带来创意打断，来推进停滞的创造力（参见：[如何解决任何问题](https://supermemo.guru/wiki/How_to_solve_any_problem)），然而，这个过程应当是自发的。由于（1）[干扰](https://supermemo.guru/wiki/Interference)会破坏之前的学习，以及（2）导致神经退行性疾病的长期影响（参见：[糟糕的学习导致阿尔茨海默症](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer's)），所以不鼓励在疲劳状态下进行非自愿的主动学习。\r\n\r\n年轻时，[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)的情况下还学习，老了可能就老年痴呆了。\r\n\r\n## 让孩子睡觉\r\n\r\n这些结论对所有家长、教师和教育工作者来说应该显而易见。我们绝不能强行叫醒孩子去上学。\r\n\r\n#### [自由睡眠](https://supermemo.guru/wiki/Free_sleep)是孩子的基本权利。", + "type": "text/markdown", + "caption": " 睡眠不足会放大学校的危害\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Sleep deprivation amplifies the harm of schooling" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Social groups in socialization.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Social groups in socialization.json" new file mode 100644 index 0000000..3cebec6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Social groups in socialization.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Social groups in socialization", + "text": "# 社会化中的社会群体\r\n\r\n原文：[Social groups in socialization - supermemo.guru](https://supermemo.guru/wiki/Social_groups_in_socialization)\r\n\r\n## 导论\r\n\r\n社会化过程中，社会群体的质量好坏将决定社会化的进程和最终结果。社会群体在规模、组成、凝聚力等方面各有区别。了解不同群体的动态过程对于[优化社会化轨迹](https://supermemo.guru/wiki/Socialization_model)至关重要。社会化是一个自然过程，不应受到干扰，然而，到了一定的年龄，父母和教育者可以操控孩子所接触的社会群体类型。这些重要抉择时刻往往对于人生有着巨大的影响。显然，在艺术俱乐部、新兵营或监狱中，社会化的形式是不同的。\r\n\r\n## 同辈群体：良莠不齐\r\n\r\n同辈群体亦是一种社会群体，处于其中的个体有着相似的阶级、年龄或兴趣。\r\n\r\n **在同辈群体中，孩子们的行为往往趋于一致。** 有一个有趣的问题，即同辈群体组成对教育成果的影响。是先富带动后富？还是一颗老鼠屎坏了一锅粥？\r\n\r\n### 教师的两难处境\r\n\r\n对于一位[教师](https://supermemo.guru/wiki/Teacher)来说，课堂教学内的沟通存在一个明显的问题。TA应该抬高班级的层次，仅和资优生对话？或者针对有问题的孩子，确保没有人被落在后面？或者TA应该通过向分布在中间的多数群体对话，来实现教学效果的最大化？\r\n\r\n在遵循正态分布的大量人才中，心理学促使教师将注意力放在群体的中间部分。关注一个班级的天才会让其他人感到无聊、沮丧或羡慕。关注落后者或麻烦制造者通常会产生很少的投资回报。因此，对于教师来说锚定在平均水平是挺正常的事，并试图把它往上推一点儿。\r\n\r\n实践表明，教师倾向于按照反馈的比例对班级进行平均化和区别对待。他们将不可避免地朝着与更活跃的学生进行更多沟通的方向发展。这些沟通设定了平均基线，并决定了教师使用的[推动区](https://supermemo.guru/wiki/Push_zone)。这不是最优推动区，而是可以容忍的最大推动区。这意味着，一个有融入感和积极的教师将努力执行[课程](https://supermemo.guru/wiki/Curriculum)，并尽可能多地把他的关心探到肉眼可见的那条均值回归线以下。\r\n\r\n自然，不是所有的教师都要求或确认反馈。有些人对着墙壁高谈阔论，好像把课堂当成了自我提高或自我吹嘘的练习。另一些人则只是拿出一份报纸，让全班同学都去放风。一个好的老师可能要区分学生，并分配与能力成正比的难度的任务。能力参差不齐的问题是很难破解的。从本质上讲，一个有很多学生的老师总是会遇到系统性的问题。TA可能希望采用低投入的家庭教育技巧：分配工作，退出，分配很少时间来监督和协助。然而，这需要对每个孩子有深入的了解。在这种互动中，父母总是有优势的。在小学阶段，要向某个孩子传授地理知识，需要对孩子的了解多于对地理知识的了解。要告诉一个孩子，智利有通往太平洋的通道，老师需要知道孩子是否知道什么是太平洋。太平洋是否在[课程](https://supermemo.guru/wiki/Curriculum)中被提及并不重要。在一个混合小组中，太平洋可能需要反复解释。这种问题在[自由学习](https://supermemo.guru/wiki/Free_learning)中不存在，因为孩子可以依靠自己的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。\r\n\r\n更多关于混合能力班级的动力学建模的信息，请阅读：[成长在课堂教学中的抑制与收敛](https://supermemo.guru/wiki/Inherent_problems_of_classroom_schooling)。\r\n\r\n### 毒品的流行\r\n\r\n同辈混合的问题让我很感兴趣，特别是在毒品使用方面。不同市镇到国家乃至全球，甚至在学校与学校之间的毒品使用的统计数字差别都很大。在我附近学校，初步得出的关于毒品使用或实验的不完全统计数据可能超过 80%！这远远超过了同一地区的毒品使用的官方平均数据。要从孩子们那里得到任何信息是非常困难的。显然，他们不愿意向成年人吐露真相。有些人拐弯抹角，有些人则会自证清白，然而还有一些人只是傻笑，爱答不理。幸运的是，我在足球场结交了些少年。我们在那里玩得很开心，时岁更迭——上幼儿园的他们弹指间就长到了成年。现在，这些孩子中的一些人进入了全国各地的大学，甚至更远。当四个独立的孩子，都是 18-20 岁，来自三个不同的学校，抛出类似的数字，说「80-85%的同龄人使用毒品」，我得出结论，毒品问题已经荼毒颇深。官方数字可能太乐观了。最近在同一所学校进行的一项研究计划将孩子们聚集在一个教室里，让他们填写一份匿名问卷。孩子们并不太愿意主动说出真相！如果每个人都勾选「我正在服用」，会怎么样？这样的匿名就会变得形同虚设。在美国，当青少年被问及他们在前一年是否有机会使用毒品时，出现了同样的数字，即 80%，但实际使用情况却低得多。也许孩子们喜欢吹嘘，是这样才导致这奇怪的整数吗？在我的时代——红色统治下的波兰，毒品的使用似乎接近于零。在对这个问题完全无知的情况下，我的学生时代安然度过。从没有听说过毒品为何物——即便我是在各种不同的社区长大，有穷到犯罪猖獗的，也有相对富足的。今天，我看到许多本来朝气蓬勃的孩子变得无精打采，最终消逝在成人世界的落寞深渊中。更令人不寒而栗的是，短短几年就能导致这种云泥之别。\r\n\r\n接受毒品使用情况调查的孩子，有些来自这样一所中学，它的生源由三个不同市区组成。显然，其中一市区相对干净，孩子们初来乍到，对毒品了解甚微。而据说在另外两个市区的小学，毒品使用十分猖獗。滴毒不沾的孩子很快就从他们「被污染」 的同辈那学会使用毒品。\r\n\r\n由于毒品可以直接进入大脑中的奖励系统，它们能够从大多数青少年手中夺走理性控制权。一旦他们开始尝试吸毒，只有最强大的人才能抵御进一步的诱惑。似乎反对毒品的最好武器是无知，即对毒品的乐趣一无所知。这种情况下要么孩子们没有机会尝试毒品，要么他们从家里来时就有强烈的信念，使他们永远不会冒险。这就是为什么在这种情况下相当清楚：混在同龄人中很危险。一个老鼠屎坏了一锅汤。\r\n\r\n那么，我们是应该把孩子们混在一起，还是采用某种形式的[分轨](https://en.wikipedia.org/wiki/Tracking_(education))，把更优秀的学生提升到一个单独的班级中的更高轨道？分轨为有天赋的学生带来巨大的收益，同时，他们也不需要损害其余学生的自尊。然而，仅仅是被分配到较低的轨道是一种污名化的形式。一方面，生活本身就是一种分轨形式。我们中的一些人成为总统，一些人最终被关进监狱或死亡。另一方面，比较和分类是破坏孩子自尊的主要因素之一。归根结底，我们试图把素质良莠不齐的孩子混在一起的行为本身就是一个问题。个人主义教育（如[家庭教育](https://supermemo.guru/wiki/Homeschooling)），或年龄混合的群体中的[民主教育](https://supermemo.guru/wiki/Democratic_school)没有这些问题。\r\n\r\n### 建立混合模型\r\n\r\n班级中，学生的能力有好有坏，良莠不齐，确定谁（好的或坏的）者受到的影响更大至关重要。谁更能凭一己之力带跑平均分？我采访了学生、家长和老师，询问了他们对平均分效应的看法。可悲的是，他们中的大多数人认为，将同伴混在一起会降低整个小组的平均成绩。然而，教师通常坚持认为，这主要取决于学生的个性。有一些人坚忍，无论什么情况都不屈服。有些学生甚至展现出领袖风范，对小组产生积极影响。然而，这些都是例外。\r\n\r\n我还注意到，在平均水平已经很低的学校和班级，平均水平会被进一步拖低。在好的学校甚至大学里，好学生带基础薄弱的学生进步，效果往往更明显。\r\n\r\n是否有一个普适的模型来确保混合能力班达成积极成果？\r\n\r\n如果我们试图在一群同龄人中建立社会动态模型， **热力学第二定律** 不会是一个快乐的提示。破坏很容易，建立质量却很难。当我们混合坏汤和好汤时，我们不会得出一道美食。这很容易适用于毒品的使用。同样，一个好斗的习惯可以毒害整个班级的生活。热力学似乎表明坏的那批人占了上风。\r\n\r\n然后是 **信息理论** 。真理增加了模因的力量。矛盾有助于摧毁模因。在这个意义上，好的做法和良好的处事思维应该在信息层面上获胜。然而，我们也可以看到，模因可以在认知偏见或奖励情感的力量上生存。英国脱欧的案例表明，一个令人愉悦的谎言可以击败任何冷酷的理性判断。2016 年 7 月 22 日的公投证明，在强大的情感参与下，我们不能依靠群众的智慧。\r\n\r\n个人的 **个性** 可能会打乱所有的建模。一个具有领导素质的学生可能会提升整个班级。一个有一定说服力的小规模毒品贩子可能会起到相反的作用。\r\n\r\n建模也会被 **老师** 打乱。有些人可以成为伟大的导师。平均而言，他们会增加压力，促使学生退步到[推动区](https://supermemo.guru/wiki/Push_zone)的极限之外。但有些教师有特殊的技能，可以逆转这种社会动态的影响，解除关系，并引导整个班级的发展走向更好的方向。当班级、教师、学校或城市之间有大量的学生流动时，这些指导能力就会被削弱。师生之间的微观互动时间使所有的辅导都变得无效：老师没有时间去了解她的孩子。\r\n\r\n **质量的分布** 在回答混合同伴问题时也至关重要。较弱的学生如果形成少数，就更有可能得到帮助。一些针对问题青少年的训练营往往会以适当的比例将坏的和好的混合起来，使坏的受益。较大比例的资优学生可以为给整个班级以不同的情形。正如 [Asch 实验](https://en.wikipedia.org/wiki/Asch_conformity_experiments)，同龄人的压力随着群体的数量优势而增加。移民是分布影响的一个好例子。少量的移民被重新分配到欧洲各地，他们很容易被接纳并被提升到社会的利益。当他们的数量不断增加时，我们就会看到难民营、贫民区、失业、歧视、犯罪的出现；长远看来甚至可以减少恐怖主义。\r\n\r\n最后，即使是学生素质的分析方面也是至关重要的。犯罪因素、贫困、家庭环境或学生的残疾都有不同的影响。在后一种情况下，身体残疾和学习障碍也会产生不同的影响。\r\n\r\n### 混合年龄群体\r\n\r\n混合年龄群体在教育中似乎更加自然。几千年来，儿童习惯于在家庭中学习。年幼的孩子会从年长的孩子那里学习，他们可以最大限度地提升[学习熵](https://supermemo.guru/wiki/Learntropy)。年长的孩子会提高他们的沟通能力、养育能力、同理心等。由于年龄与能力相关，年长的学生形成了一股强大的力量，在混合年龄的班级中，整体的平均成绩应该提高。在混合年龄组中，由于混合能力被混合年龄所掩盖，自尊问题似乎会减弱。小孩子往往会以结交大孩子为荣，而大孩子则会以向孩子们炫耀自己的知识或技能为荣。我很想看到每个孩子都得到单独的治疗。混合年龄群体在某种程度上模拟了个人待遇，同时仍然符合集体教育的要求。在混合年龄组中，有一点自我导向的学习，有多元化的社会互动。一如既往，结果可能取决于混合的质量，然而，年龄混合通常是非常有益的。优秀的教师可以与混合年龄群体合作，产生奇迹般的结果。然而，如果由于不那么崇高的原因，例如预算限制，将小组粘在一起，结果可能会相反。\r\n\r\n### 混合动机群体\r\n\r\n一个高度有毒的混合体将真正想学习的孩子和想摆脱学校教育的孩子放在一起。这些是不可调和的分歧。不快乐的孩子把气撒在那些想出人头地的孩子身上。这滋生了[欺凌](https://supermemo.guru/wiki/Bullying)。当所有不情愿的孩子辍学或遭遇留级时，那些积极进取的孩子可以松一口气了。他们可以专注于学习。强制学校教育长了这种类型的有毒混合。[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)。\r\n\r\n### 混合性别群体\r\n\r\n还有一个问题是性别混合问题。我从来没有在单一性别的课堂上学习过。只有我的体育课是个近似的例子。他们总是散发着男性荷尔蒙的气息，而一场[校园打斗](https://supermemo.guru/wiki/School_fights)总是发生。\r\n\r\n我们总是值得回顾一下狩猎-采集社会，寻找进化和人类学的线索，了解性别混合的好处。10 万年前，有更明确的性别角色，同龄人的学习确实会倾向于分离性别。现代部落似乎显示出更多的性别混合。今天，我们倾向于避免单一性别的学校，以防止刻板印象。\r\n\r\n最后，与其看学习成绩，不如寻找能防止[生育低下](https://supermemo.guru/wiki/Idiocracy_problem)中暗示的问题的解决方案。在我最有天赋的同事中，有很大一部分人尽管已接近中年，却没有后代。从进化的角度来看，班级中的性别混合可能不是一个好主意。毕竟，我们很少嫁到一个部落里。我们总是在另一个村子里寻找伴侣。我认为 [Westermarck 效应](https://en.wikipedia.org/wiki/Westermarck_effect)在课堂上也是有效的。我所有的同事，如果爱上了一个同学，都坚决不同意。这让我想起了有一天，我们的体育课上有穿着运动服的女生加入。那是一场真正的轰动。如果这变得自然，可能不会持久。分开性别似乎有助于交配的生物魔法。然而，社会学家们往往不同意。性别隔离可能会导致[残缺的性别间社会技能](http://www.child-encyclopedia.com/gender-early-socialization/according-experts/peer-socialization-gender-young-boys-and-girls)。一些教育家提出了解决上述困境的金科玉律：让所有性别混杂在一起，在青春期引入隔离。然而，在我看来，所有形式的人为隔离都会导致孩子们交叉启发的能力下降。\r\n\r\n### 结论：释放有天赋的人\r\n\r\n有那么多因素需要考虑，没有一个单一的模式，也没有一个单一的答案来回答我最初的问题。我的结论是：\r\n\r\n **混合同辈对平均表现的影响难以确定。** \r\n\r\n[这本书](https://supermemo.guru/wiki/Problem_of_schooling)显示出对帮助资优学生的严重偏向。所有孩子都是财富，但从经济意义上来说，是资优学生提供了指数级的投资回报。准确地说， **资优学生提供了非投资的最佳回报** ，因为很少东西能像自由那样为资优学生服务。尽管人类让数以百万计的人死于无意义的战争，但人类仍然生存了下来。同时，一个艾萨克·牛顿就能让几代人振作起来，推动科学飞速发展。考虑到这一偏见，我认为，虽然在学校混合孩子是不可避免的，但有天赋的孩子应该有自己的道路。他们应该不受学校教育，在家里接受教育，或至少被分组在有[特别优待](https://en.wikipedia.org/wiki/Tracking_(education))的天才小班里。他们需要得到庇护或自由。\r\n\r\n以类似的方式，不应允许尾巴上的低端人群扰乱大多数人的生活。他们也应该得到个别对待。我有很多年轻的朋友在劳改学校，他们都称赞这种经历。这些学校里的东西专门解决年轻人生活中的困境。这些应该得到比学习更优先的考虑，因为它们决定了长期的结果。决定我们应该如何对待最棘手的学生，这超出了本书的范围。与所有的表象相反，大多数人的心中都有金子。我在某些时候也是个问题孩子。然而，如果我被关在某个教养学校里，与那些坏孩子关在一起，事情可能会变得非常糟糕，我想。\r\n\r\n在美国，社会分轨的传送带将有问题的孩子送进监狱。这不仅是昂贵的，而且是完全适得其反的。对教育的明智投资可以帮助缓解这一问题，而其成本只是监禁的一小部分。\r\n\r\n混合同辈可能是一件好事，这要看情况而定。它是丰富的，它可以是鼓舞人心的，大多数时候它是不可避免的。对于混在一起的同龄人中出现积极结果的概率，没有最终答案。然而，我很清楚， **最好的学生必须被释放，而最有问题的学生必须被单独处理** 。换句话说，我们应该以不同的方式处理分布的两端。某种形式的跟踪是不可避免的，以获得最大的绩效。\r\n\r\n## 隔离的同辈群体\r\n\r\n正如所有形式的神经学习一样，在社会化过程中，我们希望在不相关的参数中引入最大的噪音，而在要学习的参数中引入最大的一致性。为了使视觉系统能够[识别狼的图片](https://en.wikipedia.org/wiki/Pattern_recognition)，我们应该向网络提供所有品种的狼的图片，以便大脑能够找到共同点。一长串近乎相同的狼的图片在识别训练中几乎是无用的。\r\n\r\n学校在社会群体中是独一无二的，因为它们采用了年龄隔离的方式。在年龄隔离的群体中进行社会化并无不妥，只是这段时间的社会培训在年龄混合成为常态的生活过程中作用不大。我们同样可以通过孩子们对音乐的兴趣来隔离他们。这将有一些额外的好处或共同的兴趣，但平均而言，由于与年龄隔离相同的原因，其作用较小。这种方法的最极端的情况是一个充满了自己的副本的社交室。也许这对于建立一个音乐乐队，或一个足球队，或一个一心一意的研究小组（没有冲突，没有创造力）来说是很好的，然而，这个小组在社会化训练方面会相当无菌。社会化的关键是要在复杂的社会动态的迷宫中找到方法，这些动态依赖于不同背景下的人际差异。\r\n\r\n### 解除隔离加速了社会化进程\r\n\r\n与大孩子和成年人互动的孩子会学到更多。社会科学说，我们在行为上倾向于趋同。如果孩子们可以追随成人的榜样，并向这个方向靠拢，而不是专注于与同龄人创造性地探索社会现实，这似乎是可取的。当他们没有榜样可循时，他们会变得更有创造力，他们会打破障碍，而且，矛盾的是，按照成人的定义，他们的社会化程度会降低。如果没有危险的话，这种创造性的成分将是非常有益的。孩子们单独行动，并不遵循[蝇王](https://en.wikipedia.org/wiki/Lord_of_the_Flies)的情景，然而，他们会不可避免地遇到各种问题。混合年龄的[民主学校](https://supermemo.guru/wiki/Democratic_school)与包含少量成年人的学校似乎要好得多，而且研究似乎证实，这些孩子得到了我们已知的最好的社会化效应。\r\n\r\n对于那些坚持认为学校在教学和社会化方面有优势的人，对于那些认为学校是一个伟大的社会化场所的人，我们应该解决不对称的问题。 **如果获得学术知识需要合格的成人教师，为什么我们坚持大部分社会学习都发生在「不合格」的同龄人身上？** 在我的理想模式中，大部分学术学习应该通过[自学](https://supermemo.guru/wiki/Learn_drive)和与成人稀少的讨论中获得，并从同龄人那里获得交叉启发。另一方面，最好的社会化发生在一个混合规模和混合能力的小组中。准确地说，所有在社会互动中起作用的个性、知识、技能和目标参数，最好都能以最大限度的不同组合进入社会化环境。神经网络可以从预训练中获益，以加快收敛。类似地，思想开放成人的指引可以加速社会化进程。\r\n\r\n### 日托所社会化的失败\r\n\r\n幼儿园社会化最可悲的副作用是，幼小的心灵从天生的对同伴的社会吸引力，会慢慢转变为将他们都视为对他们在生活游戏中的竞争性。虽然我们可以把生活看作是一个非零和博弈，但孩子们竞争玩具、食物或空间的情况却很少。以前喜欢同伴的孩子可能很容易变成一匹孤狼，对自己的时间付出高昂的代价。这与我们想要实现的社会化完全相反。年幼的兄弟姐妹的父母在家里也看到这些过事情的出现，每天都是如此。我们确实希望培养出高效的社会参与者，然而，我们也希望确保他们不会对剩下的人产生较少的爱。 **合作嬴过胜利** （这里是故意的文字游戏）。\r\n\r\n## 文化背景\r\n\r\n社会化是取决于环境的。通常情况下，让一群孩子在同一班级学习多年，而不是不断更换班级、学校或城镇，是个好主意。这种同一性是好的，因为它不会分散学习的注意力。然而，同样的单调性削弱了课堂的社会化价值。小团体发展了他们自己的微观文化和[行为系统](https://supermemo.guru/wiki/Behavioral_system)。在这个意义上，班级里的社会化与大家庭里的社会化并无太大区别，只是它是年龄隔离的，因此也是知识隔离的，以及能力隔离的，包括社会技能水平的隔离。社会化的背景依赖性的一个简单说明是，在亚洲文化中多年的社会化，例如日本，在转移到中东、欧洲或美国时可能是无用的。在年轻的时候，当我们搬到一个有新文化的国家时，我们的挣扎会少一些。这说明了过度社会化的力量。太多的学习使遗忘变得困难，而遗忘对于适应是至关重要的。社会化的这种背景依赖性再次强调了这样一个事实：如果社会化跨越了多种环境，那么它就是适应性最强的。\r\n\r\n社会化就像一般的学习。丰富性是受欢迎的，但专业化是不可避免的。像一般的知识一样，社会技能的获得可以比作树木的生长（见：[树木生长比喻](https://supermemo.guru/wiki/Optimization_of_education#The_tree_metaphor)）。唯一的主要区别是，社会化中的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)将受到基于（1）博弈论的[估值](https://supermemo.guru/wiki/Knowledge_valuation_network)，以及（2）负责人类社会智能的大脑网络多年来的进化所产生的印记。\r\n\r\n## 成年人 vs. 同龄人\r\n\r\n[彼得·格雷](https://supermemo.guru/wiki/Peter_Gray)是一个年龄混合的同龄人群体的崇拜者。他将其研究的一大块内容用于这一主题。简而言之，学步儿童经常会进行平行游戏，他们的互动将受到限制。另一方面，当与 4-6 岁的孩子混在一起时，幼儿的互动和学习会多得多。与慈爱的父母一起玩耍也是有价值的，但同龄人的混杂提供了自我导向的游戏和学习的永无止境的来源。[学习熵](https://supermemo.guru/wiki/Learntropy)在与同龄孩子互动时，回报率较低，即带来的奖励较低。它在与成人互动时更低，因为成人的交流系统对年轻的大脑来说往往过于复杂。换句话说，对于一个 3 岁的孩子来说，最大的游戏[学习熵](https://supermemo.guru/wiki/Learntropy)可能来自 4-10 岁年龄段的孩子。自然地，越来越多的成人接触会改变最佳的学童年龄段，小孩子喜欢十几岁甚至是成人陪伴，这并不罕见，也不是坏事。对成人的偏爱实际上可能是成熟的标志，例如在沟通技巧、世界知识、情感需求等方面。\r\n\r\n同龄人和成年人的接触有一个最佳比例。理想情况下，孩子们应该通过他们自己的偏好来影响这个比例。社会化受制于支配[学习内驱力](https://supermemo.guru/wiki/Learn_drive)效率的相同规则。这就是为什么自我调控是一种有效的方法。\r\n\r\n在我自己的生活中，同龄人的影响是[主要是负面的](https://supermemo.guru/wiki/Socialization:_Personal_stories)，特别是在小学阶段。这在很大程度上是我的错。这种负面影响的很大一部分来自于唤醒内心的力量，如炫耀或支配的需要。也有积极启发的情况，但这些都是少数。不幸的是，我的情况并不独特。在社会化过程中，我们需要来自成人世界的一些援助，以纠正轨迹。\r\n\r\n### 群体社会化理论\r\n\r\n在一篇开创性的文章《[发展的群体社会化理论](https://supermemo.guru/wiki/Harris:_Parental_influence_is_on_the_decline)》中，Judith Rich Harris 系统性地证明，父母对儿童的影响微乎其微，同龄人群体主导着发展。父母知道这个问题，并为之惋惜。Raymond Moore 将其称为[同伴传染](https://supermemo.guru/wiki/Social_groups_in_socialization#Peer_dependence)，并寻求保护年轻的孩子免受不良影响。群体社会化理论并不普遍。孩子们确实发展了有利于同龄人群体的[行为系统](https://supermemo.guru/wiki/Behavioral_system)。在现代社会，研究证实父母的影响被[日托](https://supermemo.guru/wiki/Daycare_misery)和[学校教育](https://supermemo.guru/wiki/Problem_of_Schooling)大大削弱了。在极端情况下，共同的家庭环境在教育和人格发展中不再起作用。如果谈话的唯一话题是学校的表现和家庭作业，父母的[学习熵](https://supermemo.guru/wiki/Learntropy)可能会下降到接近零。\r\n\r\nHarris 认为，增加对同伴的依赖是有好处的，因为它形成了对成人世界现实的更自然的介绍。然而，好处需要与其他有利于大脑发展的因素相平衡，这些因素最终有助于适应所有社会环境。这些因素包括[慢性压力](https://supermemo.guru/wiki/Stress_resilience)、[学习熵](https://supermemo.guru/wiki/Learntropy)等。与多样化有利于学习一样，这种自然的增量也有利于学习，即来自遗传倾向的学习的强化。动物研究表明，基因对社会化的进程有着强大的影响。自然增益倾向于加速大脑发育，从长远来看，这可以提高社会智力。\r\n\r\n神经网络的可塑性使其不可避免：每一次人类互动都会在大脑中留下印记。这种印记的程度将取决于接触和特定的[行为系统](https://supermemo.guru/wiki/Behavioral_system)。对群体社会化最简单的解释是在[学习内驱力](https://supermemo.guru/wiki/Learn_drive)方面。如果儿童在同龄人群体中能更好地满足他们的学习内驱力，他们就会更好地从同龄人那里学习，并向同龄人倾斜。一个关心给孩子带来的影响的父母，除了与社会化相关的其他心理需求外，还需要满足孩子的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。这意味着对话不能由学校的义务或父母来驱动。谈话必须由孩子自己来推动。\r\n\r\n### 与成人的接触\r\n\r\n在现代社会中，我们应该遵循一条良性的来自古老非洲的规则，在这个规则的基础上，可以用养育孩子的方式来解释成年人的接触： **养育一个孩子需要一个村庄** 。我们都应该照顾好孩子。\r\n\r\nDiane Baumrind 将养育方式分为[专制型、放任型和权威型](https://en.wikipedia.org/wiki/Parenting_styles#Baumrind.27s_Parenting_Typology)。因此，她帮助建立了父母策略的明确术语。她的继任者在这一基本模型上增加了各种维度。他们增加了忽视型养育方式，他们增加了规则与反应的轴线，以及更多。我喜欢用规则集的简单术语来看待鲍姆林德的分类。\r\n\r\n- **专制型养育** 是基于让孩子经历严格的规则（太多的规则）的考验\r\n\r\n- **宽容型养育** 是基于很少的规则（规则太少）\r\n\r\n- **权威型养育** 是基于一套小的重要规则和一个大的[行为空间](https://supermemo.guru/wiki/Behavioral_space)（最佳规则集）\r\n\r\n这种分类立即指出了正确的方法，以及它如何走向极端的轨道。还有许多其他分类，以及许多其他变量。父母的反应程度似乎不那么令人感兴趣，因为众所周知，父母应该与他们的孩子进行丰富的沟通。不太明显的是规则集的范围。这套规则是影响成人对社会化的影响。\r\n\r\n成人接触不能有一种放任的养育方式，因为这是一种养育方式，它使孩子摆脱了做任何社会化训练的需要。自由对创造力是有好处的，然而，基于安抚的自由剥夺了学习、社会化、性格、道德等方面的所有必要挑战。\r\n\r\n专制的养育方式提高了纪律性，但破坏了社会技能和创造力。专制统治下的孩子在学校和生活中的成就较低。在母亲中，在学校度过的年限与专制限制的程度之间存在关联。在专制环境下，孩子的道德推理受到破坏，尽管专制的养育方式往往来自于对更强、更好的道德的追求。如果孩子不自己决定做一个有道德的人，他的道德行为决定可能只是一个[为了社会效果的表演](https://supermemo.guru/wiki/Alfie_Kohn:_Praise_sparks_fake_generosity)，他被剥夺了内在的信念。这不是我们的目标道德。更糟糕的是，从专制父母的桎梏中解脱出来的孩子，往往会因行为不端而感到厌恶，并通过违反社会规则来弥补。\r\n\r\n根据定义，权威的养育方式是[最佳](https://supermemo.guru/wiki/Authoritative_parenting_leads_to_better_social_and_academic_outcomes)。一方面，它遵循发展中需要的所有自然本能。因此，它是温暖的、有爱的、有意识的、敏感的、放任的、生物性的，并且符合依恋规则。另一方面，它要求在安全、健康、尊重他人和财产方面有严格的不可打破的规则。这套规则是最低限度的、理性的、博弈论的、生物性的、清晰的和惰性的。\r\n\r\n任何孩子的这套规则都可以用一句话来概括：照顾好这个世界。衍生的规则集最好由一个成熟的大脑来阐述。这就是为什么我相信成年人的接触对社会化是至关重要的。它不需要与父母接触。任何成熟的大脑都能做到。根据群体社会化理论的原则，成人接触必须发生在一个有利的[行为系统](https://supermemo.guru/wiki/Behavioral_system)，在那里规则不会限制关系。接触必须由儿童自己的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)驱动。\r\n\r\n我同意 [Peter Gray（彼得 · 格雷）](https://supermemo.guru/wiki/Peter_Gray)的观点，即[民主学校](https://supermemo.guru/wiki/Democratic_school)提供了一个完美的社会化温床：自由探索，年龄混合和能力混合的同龄人，以及少量不干涉的非独裁成年人的混合。\r\n\r\n## 高和低的社会技能\r\n\r\nDavid Mills 有一句很好的话：「孩子们不会通过与其他孩子互动来学习社会技能，就像孩子们通过与其他不懂音乐的孩子互动来学习弹钢琴一样。儿童是通过观察和模仿成人的行为来学习社会技能」（[科学骗局和圣经骗局](https://www.amazon.co.uk/Science-Shams-Bible-Bloopers-Know-Nothing/dp/0738822817)）。\r\n\r\n我在很大程度上同意 Mills 的观点。我也希望孩子们能从有道德的成年人那里获得高尚的道德标准，并在世界的邪恶之外翱翔。然而，我也需要提出部分不同意见。我们可以把社会技能分为：高技能和低技能（这个分类法是我为了争论而做的）。理想的高技能我们从有道德的成年人那里学到（而且不仅仅是）。高技能包括礼貌、关心、愿意帮助、安慰性的微笑、聪明的自嘲、解读复杂的情绪信号等。\r\n\r\n然而，仍然有一个巨大的低技能领域，使我们更接近我们的进化起源：对侵略的反应，阅读邪恶的意图，同伴合作的信号，解码原始的情绪，等等。\r\n\r\n一个人的情商（EQ）的一个重要部分是解码情绪。我把解读情绪作为高和低社会技能的一部分。情绪的表达在一个成熟的成年人、一个流氓或一个孩子身上会有所不同。成人往往会出于好的或坏的原因，学会掩盖真实的情绪。这就是为什么理解低层次的原始情感是至关重要的。这是孩子们从其他孩子那里学到的最原始的社会技能类型。这是好的。请看：[现场欺凌](https://supermemo.guru/wiki/Bullying#Live_bullying)。即使有强烈的和平主义倾向，我们也需要承认这样一个事实：孩子们需要知道打架、狼群、[霸凌](https://supermemo.guru/wiki/Bullying#Roots_of_bullying)和不加掩饰的自我主义。跳过这些技能的发展，可能会让最优秀的大脑终生残疾。最聪明的优秀发明家和科学家需要知道如何将他们的想法变成现实。有时这涉及到一场残酷的斗争。如果不进行斗争，大脑的遗产可能需要几个世纪才能被重新发现。\r\n\r\n## 同辈依赖\r\n\r\n同伴依赖的概念是由家庭教育的「祖父」的著作推广的：[Raymond S. Moore 博士](https://supermemo.guru/wiki/Moore:_Socialization_myth)。Moore 的主张植根于他自己的研究和生态系统理论先驱 [Urie Bronfenbrenner](https://en.wikipedia.org/wiki/Urie_Bronfenbrenner) 之前的研究。这本[书](https://supermemo.guru/wiki/Problem_of_Schooling)的一个重要主题是，成人和儿童之间，特别是父母和他们自己的孩子之间沟通的中断，可能构成了社会化执行不利的一个非常危险的方面。Judith Rich Harris 博士更进一步，她声称[没有父母的力量可以超过同龄人的社会化](http://faculty.weber.edu/eamsel/Classes/Child 3000/Lectures/3 Childhood/SE development/JudithHarris.html)。\r\n\r\n在同龄人之间的交流中，有一些语言、文化和行为上的信号，使其比与成人世界的交流更容易、更吸引孩子。丰富的交流允许设定共同的目标和兴趣。沟通是通往奖励的快速途径。在一个积极的反馈循环中，与同伴的联系越来越强，而与成人世界的联系却越来越弱。与同龄人的沟通渠道得到改善，而与成人的沟通障碍则沿着模因科学中信息传播的同一套原则增长。\r\n\r\n许多家长抱怨说，他们的孩子在进入青少年时期后，对同龄人的依赖程度远远高于对照顾者和监护人的依赖程度。同龄人的意见更受尊重。同龄人的压力更有效。同龄人的交流更重要。这剥夺了父母的影响。我记得我自己家里的这些社会动力学很准确。一旦对父母的尊重减少，父母的作用，特别是在道德教育方面，就会受到很大的影响。摩尔声称，孩子越聪明，危险就越大。一个有天赋的大脑是通信、发明、研究、动机等的放大器。一个有天赋的大脑会放大反应和行为，而不太考虑其积极或消极的结果，包括道德方面。\r\n\r\n[学校教育](https://supermemo.guru/wiki/Schooling)的负面影响又产生了一个正反馈回路，其中沟通的退化导致了强烈的同伴影响，更差的成绩，更多的学校压力，更多的父母压力，父母对孩子施加的更多压力，对父母的尊重减少，更渴望自由，更希望逃避父母的影响。很难说哪一部分责任应该归咎于父母（例如，屈服于学校压力或社会压力），哪一部分只是系统的一部分或社会发展的自然过程。\r\n\r\n性格的堕落是很难根除的，而且很难为堕落的影响提供道德上的疫苗，在我听到孩子们的报告中，这些影响是学校的日常规范。性格的堕落往往是基于孩子们情绪化的大脑工作方式的持久变化。例如，[欺凌](https://supermemo.guru/wiki/Bullying)的创伤可能产生类似于战争创伤的结果。在最坏的情况下，同龄人的影响可能以最不可逆的变化结束：自杀。\r\n\r\n受 Bronfenbrenner 研究的启发，Raymond Moore 认为，学校教育应该从 8-10 岁开始。用他的话说「[ **早期的机构教育是一种最普遍的虐待儿童的形式** ](https://supermemo.guru/wiki/Raymond_Moore:_On_early_institutionalization)」。\r\n\r\n[这个采访](https://youtu.be/XLl5joMjOyQ)很好地代表了 Moore 的立场（例如 20:06）。\r\n\r\nMoore 说得很对，晚入学的孩子有可能迅速赶上那些从小就接受严格学校教育的同龄人。更有甚者，他自己妻子的补习阅读课程让他相信，被迫早读的孩子以后最有可能需要补习课程。Moore 是对的，孩子们可以在社会和学术平台上迎头赶上。Moore 是对的，那些自由奔跑的孩子随后可以超越他们的同龄人，理由是他们受严格的时间表对大脑发育和个性的影响较小。他引用的研究表明，「恢复」的速度是惊人的。这是有道理的，但这不需要是最佳的。\r\n\r\n保护孩子们免受世界上的邪恶之害是有坏处的。这种保护是基督教原教旨主义教条的一部分。强烈的道德是原教旨主义者的首要任务，而仅仅涉及邪恶被认为有能力浸透年轻的心灵。同龄人的依赖性被视为[社会传染](https://supermemo.guru/wiki/Moore:_Socialization_myth)的癌症。即使是一个血腥的[电子游戏](https://supermemo.guru/wiki/Videogame)也被认为有能力腐蚀年轻人的心灵。我不同意。我认为，世界上所有的真理都应该以客观的、不带感情色彩的方式呈现给孩子。然后，这些骨架式的真理应该被符合孩子知识和认知能力的道德评论所染指。\r\n\r\n例如，我不认为年轻的孩子理解死亡或杀人有什么问题。客观的事实不需要有创伤性。这是一个需要配合孩子气质的表述问题。一旦真理得到确立，我们就可以沉入自然的同理心河流，解释例如战争的罪恶。我非常肯定，这种冷酷的科学方法不会让我们在面对邪恶时没有感情或无情。一些本能和恐惧是健康孩子发达的头脑所固有的。只要孩子的生活中有一个道德权威存在，我打赌会有很好的结果。然而，对同龄人的依赖可能是一个问题。问题不在于接触到邪恶的真理。问题在于由此导致的与道德权威沟通的中断。\r\n\r\n黄金分割点位于「同龄人教育」和无同龄人的「家庭教育」这两个极端之间。黄金分割线可以通过按需的社会化来完成，同时有一些不干涉的成人监督、道德评论，以及在孩子和其主要道德权威之间的清晰沟通。这种思想背后的简单前提是。 **我们应该向儿童开放所有的信息和沟通渠道** 。他们需要与同龄人、父母、老师自由交流，并能接触到所有媒体。让孩子自己来决定世界是如何运作的。当沟通渠道断裂或存在信息偏见时，问题就会出现（例如下面提到的我自己的案例）。\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我在其他地方写到我如何得出一些[童年时疯狂的生态恐怖主义想法](https://supermemo.guru/wiki/Socialization:_Personal_stories)。\r\n\r\nMoore 的诊断在某种程度上符合我自己的情况。有不寻常的「同伴依赖性」。然而，没有父母的拒绝，家庭温暖并不缺乏，同龄人的影响也不算太坏。问题主要是来自内部。我想展示我的长处，我在无知的基础上跑龙套，给我和别人的生命带来了危险。\r\n\r\n我实际上并不依赖我的任何同龄人，或我的任何同龄人群体。我依赖的是我可以向其炫耀的同龄人的存在。也许我对自己的家庭依赖性较低的部分原因是我几乎无法给人留下印象？从三楼的窗户跳下去给同学们留下印象，比达到我妈妈或我的兄弟姐妹们设定的智力或学习成绩的高标准更容易？我可能是一种动物，渴望那种「哇」的因素作为我的首要激励。这就是为什么我认为父母应该把绩效标准定得足够低，以适应[推动区](https://supermemo.guru/wiki/Push_zone)的原因之一。所有达到成人基准的成功都应该得到丰富的奖励，即当之无愧的赞美，可以代替同伴的赞美。如果没有这种奖励，假设惩罚是留给重大违规行为的，那么绩效标准就毫无意义。没有赞美，孩子可能会在其他地方寻找奖赏\r\n\r\n### 结论：同龄人的依赖性\r\n\r\n- 群体社会化是一种塑造儿童性格的强大力量\r\n\r\n- 从成人世界的角度来看，同龄人社会化的影响往往是令人失望的\r\n\r\n- 丰富的沟通和了解孩子的奖励系统，是弥补同伴依赖的最好方法\r\n\r\n- 当父母带着目的进来时，丰富的沟通很容易崩溃（例如， **没有好的成绩，你的未来是暗淡的** ）\r\n\r\n- 父母应该为孩子打开所有的沟通渠道，包括与外界和同龄人的沟通\r\n\r\n- 父母应该让孩子沉浸在世界的真理中，同时提供有关道德评论的帮助\r\n\r\n- 家长应将绩效标准设定在[推动区](https://supermemo.guru/wiki/Push_zone)内，并以当之无愧的表扬来奖励所有的成功\r\n\r\n## 学校社会化的替代方案\r\n\r\n学校教育导致了一定程度的社会化，然而，这是一种远远不如在最佳情况下可能实现的社会化。\r\n\r\n在学校，社交技能应该在休息时间和通过课后的友谊来培养。在课堂上，孩子们更有可能看到同伴的背影或听到「你不是来社交的！」。休息时间很短，而且间隔很远。学校的操场太过嘈杂，不适合用心交流。学校教育可以促进友谊，但不上学的孩子，有更多的机会在其他环境下认识朋友。\r\n\r\n家长们经常把自己的学校经历浪漫化，回忆起那些往往持续一生的奇妙友谊。为了进行现实的评估，他们需要回顾一下，健康的人类是社会动物，在任何可以想象的情况下都会形成联系。伟大的友谊也会在新兵营、集中营、街头帮派或监狱中诞生。推断这些是健康的社会化理由的推论显然是错误的。\r\n\r\n以类似的方式，那些担心他们的孩子永远不会看到户外活动而变成[蛰居族](https://en.wikipedia.org/wiki/Hikikomori)的父母应该记得，在封闭系统的社会化中产生的创伤可能是非社会态度的主要原因。因学校教育而受到创伤的孩子需要有一个排毒期，之后他们真正的社会性才有希望显现出来。\r\n\r\n考虑到上述情况，错过学校的社交活动只能是生活在偏僻社区的儿童的问题。然而，如果孩子们需要被送到偏远的学校，他们同样可以被送到他们最好的朋友那里，或者任何可以想象的有组织的团体（如武术班、足球学校等）。[家庭教育](https://supermemo.guru/wiki/Homeschooling)社区的社会化支持特别丰富。在他们的环境中，「社会化缺失」被称为「[S型](https://supermemo.guru/wiki/Homeschooling_socialization_is_a_non-issue)」，因为那些对这个问题知之甚少的人永远不会有怀疑的态度。\r\n\r\n在城市环境中，运动场是学校教育的一个伟大和优越的替代品。它能更好地进行松散的监督下的社交活动，减少[欺凌](https://supermemo.guru/wiki/Bullying)，减少病态行为（假设有最少的成人监督），等等。而不是半生不熟的 10 分钟休息时间，既不是学习的休息，也不是社交的休息。唯有在[有利的时间](https://supermemo.guru/wiki/Natural_creativity_cycle)可以发展全面的关系。\r\n\r\n面带微笑的孩子们可以在一天中他们喜欢的时间里自由互动，而不是在下午的时候疲惫的徘徊。\r\n\r\n## 社会化：开放和封闭系统\r\n\r\n在社会动力学方面，学校的场地和操场之间有一个重要的区别。在发生摩擦的情况下，孩子们可以从操场上走出去。学校形成一个封闭的系统，而操场是一个开放的系统。这对健康的社会化有很大的区别。在这两个系统中，隔离和聚集将迅速导致形成同龄人群体和小团体。在一个封闭的系统中，同龄人群体得到很好的整合，但更加僵化。\r\n\r\n这些动态变化也可以在社会动物中观察到。在一群海豚中，对抗很快就会因力量的优势而确定等级地位。较弱的个体只是游开。这种行为在海豚馆中被破坏了，在那里，动物的攻击性与空间的限制成正比。\r\n\r\n由于类似的原因，学校系统的首要缺陷之一是滋生了[欺凌](https://supermemo.guru/wiki/Bullying)。在一个开放的系统中，孩子们可以选择退出这个领域。欺凌者往往被孤立起来。在一个开放的系统中，欺凌行为不太可能导致奖励，而受害者有一个更容易的途径来避免。开放式系统不限制自由，并导致明显较少的攻击性，特别是如果有一些来自成人（如父母）的非干扰性监督。遇到欺凌者对健康的社会化是至关重要的。如果这些遭遇能够保持游戏的理论性，他们将留下良好的社会化印记。如果他们是暴力的，就像在一个封闭的系统中经常发生的那样，他们可能会引起慢性压力、成长问题、情感偏见甚至自杀。情感创伤是与教育反其道而行之的。我们没有社会化，而是创造了[消极的社会化](https://en.wikipedia.org/wiki/Socialization#Negative_socialization)。孩子们没有发展出对付恶霸的技能，而是可能发展出对恶霸类型的病态恐惧，对恶霸类型的憎恨，甚至是对自己的憎恨。\r\n\r\n一个简单的实验证明了一个封闭系统的心理影响：把一个受欢迎的游乐场，用栅栏围起来。它立即失去了一些吸引力。如果有一个带有时钟的入场门，使人在一小时内无法离开游乐场，那么游乐场的人气就会骤降。有许多封闭的设施受到孩子们的极大欢迎，然而，能够在任何时候离开游乐场是自由感的重要组成部分，这有助于获得游戏的乐趣。\r\n\r\n对开放系统持怀疑态度的成年人应该做以下思想实验：\r\n\r\n如果把你和一些随机的人关在一个房间里，你会喜欢什么人数？大多数人选择 6 至 12 人的团体，提供的理由是：大的数字令人生畏，但低的数字提供的人的互动选择不多。现在你有了自己喜欢的人数，你是否希望房间里配备一扇门（例如，从社会上的尴尬或恐吓的情况下休息一下）？几乎所有的人都喜欢有出口的选项，这也是自由的一种表现。这也是基于这样的理解：离开往往是最简单和无压力的解决方法。学校的问题是，门通常是关着的，受害情况很严重。\r\n\r\n开放系统中的同质群体的动态本质有其教育价值。它有更广泛的经验和更广泛的交流，有更多的同行在不同规模的组合中。虽然整合程度较低，但在一个开放系统中，如果双方都有兴趣发展更紧密的关系，几乎没有内在的障碍来阻止进一步的整合。在一个开放的系统中，兴趣、激情和性格的匹配更加自然，从理论上讲，这可以导致更稳定的关系。这自然被系统的流动性所抵消。环境越是流动，就越难发展长期的友谊。\r\n\r\n在一个开放的系统中，年龄混合是有益的，也是更明显的，而学校教育的结果是更大的同龄人互动，因为在年龄隔离的教室里，同龄人的关系自然放大了。年龄混合具有深刻的教育价值。开放式系统对儿童发展的启发性要大得多。\r\n\r\n小团体的形成在操场上是比较自然的，但在学校里则比较持久。导致欺凌的动力存在于一个开放的系统中，一定程度的破坏可能来自于（1）权力斗争和（2）不遵守团体规则的外来者的到来。在一个封闭的系统中，由于成人比例不足，它们不可避免地会导致战斗和欺凌。在一个开放的系统中，离开和监视的范围要广得多，导致攻击性和暴力的减少。\r\n\r\nPeter Gray（彼得 · 格雷） 在《自由学习》（[第 8 章](https://supermemo.guru/wiki/Gray:_Informal_sports_favor_socialization)）中对结构化游戏和非结构化游戏之间的差异做了精彩的分析。就社会化而言，在专业俱乐部里踢足球与在非结构化游戏中与一群不同年龄和不同能力的同伴在足球场上踢足球，有很大的区别。社会化技能的清单太长了，无法提及，但 Gray 的分析为封闭系统与开放系统中的社会化提供了一个理想化模型。社会化是为了服务于更好的生活，而生活是一个开放系统的游戏。\r\n\r\n对学校社会化的赞扬与学校本身一样古老。由于我们经常被关在办公室工作的狭小空间里，学校应该为个人准备好应对这些高压力的环境。一个在操场上长大的孩子可能无法对抗办公室的恶霸。我的答案与[复原力和慢性压力准备](https://supermemo.guru/wiki/Stress_resilience)的情况相同。我们应该以最佳的社会化为目标，在必要的时候让孩子们接触有毒环境。成熟的心智更有可能在有毒环境中合理安排生存策略，而不会招致慢性压力对大脑发育的惩罚。这是同样的老办法：先开发大脑，在成熟时将其暴露在慢性压力下。\r\n\r\n成年后的毒性环境也有一个重要组成部分。成年人作为自由的个体，可以自由地改变工作和环境。孩子们的自由是有限的，而且改变学校往往是不可能的。此外，对于具有特定社会特征、个性、长相、习惯、兴趣、性取向等组合的孩子来说，学校环境可能具有内在的毒性。\r\n\r\nDayna Martin 是[非学校教育](https://supermemo.guru/wiki/Unschooling)的倡导者，对教育有很多新的想法，她认为[自由学习](https://supermemo.guru/wiki/Free_learning)对选择朋友的自由很有帮助。一个在家上学的人可以选择永远不与他认为是恶霸的孩子见面或交谈。自由选择会导致选择偏差，然而，这并不比在成年后自由选择朋友更有害。自由只是一项基本权利，不能以「更好的社会化」为由而剥夺。必须在有一个相互吻合的需求和兴趣之上选取朋友。如果友谊为某人的成年生活做了不同的准备，那么它可能只有利于社会的多样化。我们需要更多快乐的人，他们在创造性的追求中是自由的，即使他们的兴趣和个性背离了社会规范。\r\n\r\n在一个著名的声明中 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 说：「在社交游戏中，每个玩家都知道，任何感到不快乐的人都会退出，如果退出的人太多，游戏就会结束」。这自然只是指开放系统。我可以在封闭系统中尝试说类似的话：「在社交游戏中，每个玩家都知道，任何感到不快乐的人都会被欺负得屈服。游戏永远不会结束」。\r\n\r\n没有哪个学校的操场是完全封闭的，也没有哪个操场是完全开放的。然而，玩家的开放流动应该是早期社会化的目标。我们可以在所有防御武器都已到位的成熟期，将年轻的大脑引入更有压力的变体——封闭的圈子。\r\n\r\n### 日托所与游乐场\r\n\r\n适用于学校的东西也部分适用于日托机构。与其他孩子玩耍是至关重要的，但不需要在幼儿园里进行。父母可以很容易地提供比结构化日托更有利的成长条件。社区操场是最好的场地：在任何时间，任何身体，任何天气都可行。有组织的团体，如音乐、体育、舞蹈、兴趣等也可能发挥作用。然而，[自由社交在非结构化的环境中蓬勃发展](https://supermemo.guru/wiki/Gray:_Informal_sports_favor_socialization)\r\n\r\n### 马基雅维利式的条件\r\n\r\n在一群同龄人中，受教育的孩子很容易从他们对照顾者和监督者的态度中区分出来。例如，如果两个孩子损坏了一台电脑，例如不小心打翻了饮料，受教育的孩子更有可能试图向监督者隐瞒他的罪行。他将期望得到惩罚，但实际上并不为自己的罪行感到内疚。在家上学的孩子更有可能交流说，损害是意外的。学校教育似乎形成了这种困境化心态：对权威的沉默阴谋。这不是我们想要的社会管理方式。\r\n\r\n上过学的孩子倾向于与同龄人交往，认为成年人是无情的权威。权威可以被欺骗，被误导，被保守秘密，等等。这是马基雅维利式的思维。沟通能力和正义感都被削弱了。\r\n\r\n### 学校制服（校服）\r\n\r\n有一个善意的想法是为孩子们提供校服以促进社会化。这是一个平等主义的想法，较贫穷的孩子不应该因为他们的劣质服装而感到被贬低到低等类别。然而，校服也是对学校教育的同质化和征服性方面的一个很好的隐喻：所有的孩子都应该有相同的外表和行为；个人的表达和创造力受到限制，所有的孩子都应该遵守规则。那些不穿校服的人将受到制裁。监狱出于类似的目的使用制服。它们使监狱管理更加简单。制服也与征兵时没有多大区别。新兵到达后，会被剃光头并被剥夺衣服。这是剥夺他们自己身份的第一步。\r\n\r\n#### 制服和制服化\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我喜欢穿着非常简陋的衣服学习，不符合任何体面的标准。由于这个原因，我很惊讶我从来没有抱怨过在学校里过热或受到约束。我打赌我已经被同质化和征服得很好了。\r\n\r\n我的校服随着年龄的增长不断演变，一开始是海军服（如图所示），后来是绿色，再后来是棕色。我不尊重我的校服，它们经常被刀片划破，表面上看是由于学校院子里的事故。\r\n\r\n我记得小学毕业时没有穿校服，到了高中也是如此。贫穷不再是一个问题。我妈妈得到了[艾玛斯慈善机构](https://en.wikipedia.org/wiki/Emmaus_(charity))的支持，我从来没有理由抱怨我的二手衣服的质量。\r\n\r\n早些时候，当我的美国叔叔在 1970 年初给我寄来五颜六色的喇叭裤时，孩子们开始叫我「睡衣男」。这应该是一种冒犯，然而，我对美国长裤的自豪感远远超过了同龄人的压力。我从未放弃过我的鹦鹉装。我大概能够不在乎了。当我[被介绍给一个新的同龄人](https://supermemo.guru/wiki/Socialization:_Personal_stories)时，情况就有点不同了。关注少可能是一个幸运的个性特征的结果。然而，着装问题可能成为青少年的一个严重问题，并导致社会排斥、逃学、抑郁，甚至自杀。从这个意义上说，校服有一定的意义，然而，个别学习的学生不会受到这个问题的影响。少了一件事的担心！\r\n\r\n[[img [Primary school - III d|https://supermemo.guru/images/thumb/1/1f/Primary_school_III_d.jpg/800px-Primary_school_III_d.jpg]]](https://supermemo.guru/wiki/File:Primary_school_III_d.jpg)\r\n\r\n> 图：在 1971 年，校服在共产主义波兰是一种规范。这是我的班级，三年级（IIId）。墙上的画是为了庆祝共产主义的劳动节（5 月 1 日）。老师脸上的不恭敬的颜色是纪律对爱好影响的表现（血口和丘疹）。校服可能有助于减少[封闭式学校教育系统](https://supermemo.guru/wiki/Closed_system_of_schooling)中的负面社会互动。在开放系统中的[自由学习](https://supermemo.guru/wiki/Free_learning)不需要它们\r\n\r\n### 家庭教育中的社会化缺陷\r\n\r\n这一章我将保持简短。家庭教育在社会化方面并不存在固有的缺陷。社会化程度低的家庭教育者与社会化程度低的学校教育者没有多大区别。这往往是个性或选择的问题。如果有社会化缺陷的迷思，那也是受教育程度低的人的专利，他们对家庭教育一无所知。在家庭教育者中意见不一：有些人声称自己的社会化程度很高，有些人则声称自己的社会化程度不同。就像我们不讨论学校教育对使用口红的影响一样，我们应该耐心地忽略讨论家庭教育对社会化影响的呼声。我们也可以直接把反问：「学校教育对反社会化的影响呢？」\r\n\r\n除非在家上学的父母故意决定让他们的孩子与世隔绝，否则就[没有问题](https://supermemo.guru/wiki/Homeschooling_socialization_is_a_non-issue)。\r\n\r\n### Budajczak 对社会化的态度\r\n\r\n[Marek Budajczak](https://supermemo.guru/wiki/Marek_Budajczak) 博士是一位社会化专家，也是波兰家庭教育的先驱。他的基督教信念使他对孩子们在波兰学校接受的社会化类型提出了特别的批评。我自己的经验完全同意他的研究（[基督教观点](https://aleteia.org/2018/10/21/why-homeschooling-is-great-for-socialization/)对我的观点没有影响）。Budajczak 喜欢开玩笑说，学校的社会化有一种看着同学的背影的形式。如果学校教育的目标涉及到社交，教师往往会用「你不是来社交的！」来反驳它。创造力和社会化在为学生的大脑加载不断增加的信息量的目标中同样具有破坏性。\r\n\r\nBudajczak 坚持认为，在家上学的孩子比在学校上学的孩子有更好的社会化形式，这是他的研究重点。就像好的学习没有好的衡量标准一样，好的社会化也没有好的衡量标准。Brian Ray 得出的结论是，13% 的家庭教育者未能进行适当的社会化。然而，在所有人群中，我们都有领导者和落后者。此外，一个人的良好社会化就是另一个人的社会化病症。最好的社会化来自于对社会环境的自由接触。外部评估总是偏向于选定的标准，这可能反映了父母或机构的意识形态。自由社会化的优化是由孩子自己的目标和大脑的自然适应能力决定的。关于对家庭教育社会化的认可，请看 Medlin 博士的综合评论[家庭教育和社会化问题](https://supermemo.guru/wiki/Medlin:_Excellent_social_skills_in_homeschooled_children)\r\n\r\n## 罗嗦的青少年\r\n\r\n### 青少年夜聊\r\n\r\n吵闹的青少年让成年人感到害怕。他们在深夜时分出现在城市环境中的喧闹是令人生畏的。这是整个发达国家都熟悉的画面：一群青少年拿着啤酒，在当地的长椅、操场、足球场或公共汽车站聊天到深夜。周围成人社区的通常做法是：不要接近，不要指责。传统的智慧是，如果没有父母的监督或对他们的优先事项进行一些重大的重新思考，这些孩子在他们的生活中不会走远。我从一个普通成年人那里听到的处方是这样的：他们需要去学校，父母需要确保他们做作业，然后他们需要去睡觉。就这样。\r\n\r\n这种处方只会让事情变得更糟。青少年挤在一起的原因之一是为了逃避成年人为他们建立的限制性世界。家长和学校合谋将青少年推向一个看似完美的发展轨迹。这种压力往往适得其反。它不但没有培养出家庭作业，反而培养出对自由、独立和陪伴的渴望。\r\n\r\n在写这篇文章时，我接近了几个 「无法接近 」的吵闹的青少年群体，以了解他们的目标和动机。每个人从没有责备的接近中得到的最重要的第一印象是，这些人是你们普通的好孩子（大部分时间）。他们喝啤酒或吸毒的事实只是来自于他们生活中缺乏良好的目标设定。这主要来自于缺乏榜样，缺乏好的例子，以及普遍的无助感。相聚在一起，享受一些乐趣，是对生活的苦闷的逃避。他们的讨论可能比实际的学校教育对他们的大脑更有好处。当谈论足球、青少年问题、聚会、父母和学校时，他们实际上是在交流有价值的信息，他们参与解决问题，他们展示了他们所能做到的最好的批判性思维，他们是自己的个体，被同伴的纽带引导着一起走向陌生的方向。这比在学校里被动地生存要好得多，在学校里几乎不允许或不要求有自己的思考。如果学校教育能够产生一些持久的知识，我可能不会写这些话，然而，他们往往把学校当作他们需要以最低成本生存的负担。学校是被成人世界奴役的一部分，实际上没有为他们的实际问题提供任何答案，其中，与父母在学校教育方面的冲突往往非常突出。\r\n\r\n矛盾的是，往往是那些有问题的孩子对学校教育的价值最有发言权。当学校与他们的家相比是一个和平的地方时，它是一种逃避家庭问题的形式。同样，那些最终进入改革学校的人，赞扬了学校的纪律、秩序和与合格的东西密切讨论所带来的目标感。他们还认为这对远离有毒的同龄人和破坏性的影响（如毒品）非常有帮助。一些人坚持认为，有毒的同龄人群体提供的动力几乎不可避免地会导致他们滑向成瘾或犯罪的深渊。\r\n\r\n所有这些学校、家庭和同伴动态之间的复杂关系表明，没有简单的公式来补救青少年问题和教育。这种复杂性使我认为，局部的个人优化会比宏大的教育改革计划更有效。这将使许多教育工作者不寒而栗，但基于个人决定的局部优化不可避免地导致基于市场力量的解决方案。我一再强调，我认为教育的未来在思想市场，即不是一个可能扭曲优化标准的经济市场。这种市场中的自然选择将有助于进化的力量汇聚到最佳的长期解决方案上。见：[教育改革](https://supermemo.guru/wiki/Education_Reform)。\r\n\r\n### 同令人群效应\r\n\r\n在我调查的早期，我会去一个足球场，在同龄人中进行投票。「 **谁喜欢学校？** 」。就像孩子们在与权威人士交谈时被要求说 \"*我喜欢学校*\"一样，在同龄人群体中，情况恰恰相反，说 \"*我讨厌学校*\"是很酷的。事实上，在更大的同龄人群体中，特别是在酒精或毒品的影响下，孩子们似乎会相互激励，高呼 \"*学校很烂!学校糟透了！*\"。我很快意识到，我只能通过面对面的交谈来收集真实的意见，前提是我能建立信任，不被当作入侵者或 \"*又一个无聊的老师*\"。\r\n\r\n### 大学计划\r\n\r\n当我比较来自一个较大城市的青少年和来自一个 300 人的村庄的青少年时，我注意到一个惊人的差异。小村庄的孩子没有一个计划上大学。当我深入调查时，我发现他们只是不认识有大学校历的人。他们没有榜样，没有榜样可循。他们根本没有想到大学是一个选择。他们的农村出身增加了一种自卑感。\r\n\r\n### 他们很吵闹吗？\r\n\r\n在这里，我列举了几个青少年的故事，这些故事起初看起来非常杂乱。然而，仔细分析后，他们充满了潜力。他们并不像看上去那样吵闹。\r\n\r\n#### Simon\r\n\r\n轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\nSimon 是一个伟大的人才的例子，他在成年人中的名声非常不好。他的声誉现在开始建立起来，成为一个自我实现的预言。\r\n\r\nSimon今年 16 岁。他非常聪明，并且拥有多种不容易发现的才能。从表面上看，他给人的印象是一个 \"失败者\"。他的词汇量并不丰富，口音听起来像是从犯罪的黑社会中抽取的，他的兄弟们经常与警察发生冲突，其中两个人最后被送进了劳改学校，Simon也是如此。Simon宣称，他永远不会去上大学。\"*我已经受够了学习。我讨厌学习*\"。当我试图弄清楚为什么一个数学和音乐天才如此讨厌学习时，我很快看到[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的影响被一个暴力的父亲放大了，他酗酒，还对孩子在学校的表现提出了不可能的要求。当Simon踢足球时，我看到了未来罗纳尔多的种子。他的动作是一种完美的体现。奇怪的是，他并不经常跑动。他是一个吸烟者。16岁时，他持续努力的能力已经受到严重限制。他有自己的嘻哈乐队，但他们并不太成功。他有一个天赋，但它们缺乏组织和支持。在爱尔兰生活了几年后，Simon的英语很好。这也解释了他不太完美的波兰语。很难相信，在过去的3-4年里，他退步了很多，以至于他现在避免说英语。他对波兰学校大加嘲讽。\"*我在学校学过英语，但我还是忘了！*\"。Simon是天赋、衰退、天才和无望的悲剧性混合物。通过胁迫性的学校教育，他肯定失去了一件事。[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。他的生活将走在机会开放的道路上。如果他得到一份面包师的工作，他可能会成为一个面包师。一个月或一辈子。他是最悲哀的案例之一，他的才华可能永远不会被世界所利用。我去慢跑的时候经常遇到Simon。我不会停止努力。我希望能在2-4年内增加一些更乐观的更新。\r\n\r\n **2020 年 4 月更新** 。Simon 现在是一个年轻的父亲，有一个 1 岁的孩子。在所有的困难中，他决定回到学校。他用大脑的缓慢 \"成熟化\"来解释他思维上的变化。这些天他笑得更开心了\r\n\r\n#### 维多利亚女王\r\n\r\n轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n闹哄哄的青少年团体往往有几个女团员，她们忠实地跟在队伍后面，几乎没有贡献，也没有反对意见。维多利亚是一个美丽而聪明的 16 岁女孩。一定是她的长相为她在同龄人群体中赢得了特殊地位。她是一个女王。不是统治族群的女王。只是一个有仪式感的女王，受到许多人的崇拜，并被摆在一个骄傲的位置。维多利亚曾经是她所在年龄组中最好的12岁舞者之一。她也是个好学生。前一段时间，她甚至告诉我她喜欢上学。这一下子让我很感兴趣。然而，她的说法很快被证明是假的。我在几分钟内就破译了她的假象。当她把英语作为她最喜欢的科目之一时，我很怀疑。当我想用英语聊天时，她用 \"*在波兰，我们应该说波兰语*\"来推脱。她立刻变得防备起来，我知道我需要第二次尝试来揭开真相。此后我们见了几次面，我逐渐试图赢得她的信任并得到一些更诚实的答案。不久，我发现她告诉我她对学校的喜爱，因为她认为这是对一个成年人说的正确的话。看来她已经有条件用好话来打动大人，说她的教育、她的舞蹈和她的良好行为。她确实得到了一些她喜欢的科目。她不断受到来自父母的压力，父母也非常热心地帮助她做家庭作业，以便她能保持她的Straight A学生身份。她有一个明确的计划，在高中学习经济学。除此以外，她最喜欢的 \"爱好 \"是与她的青少年，主要是男性群体一起玩耍。似乎她的未来将由她呈现给成人世界的胁迫性 \"作秀 \"生活，以及她的实际兴趣、激情和青少年灵感的相互作用决定。维多利亚是一个明显的例子，说明学校教育的压力可以把一个好学生变成一个暴躁的青少年。学校教育的负担越大，对学习的兴趣就越小。这可以改变青少年的生活轨迹。\r\n\r\n **2020 年4月更新** 。几天前，维多利亚产下了一个健康的宝贝女儿。这位幸运的父亲是她的崇拜者中排场大的永远微笑的领袖。他用*\"因为我抽大麻 \"*来解释他的积极性格。\r\n\r\n#### Alex\r\n\r\n轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\nAlex 给人的第一印象并不好。他看起来像是刚从一场血腥的战斗中走出来。一只眼睛被血染红了，另一只眼睛有一个珍珠白的白内障。难怪他的绰号是僵尸。他的长相吸引了很多问题。在青少年音乐会上，他经常被警察拦截和搜查。由于他的长相，他马上就被定性为麻烦制造者、吸毒者或毒品贩子。他很不高兴，\"*为什么警察不对那些打类固醇的人进行搜身？他们肯定会发现一些东西。他们只是害怕大人物。他们只是需要报告一些工作的完成情况，所以他们让我受害*\"。\r\n\r\n尽管表面上看，亚历克斯是一个普通的学生。他曾两次遭遇留级，但他的出勤率并不低于平均水平。他的长相在学校引起了麻烦。他不能说出一个看起来对亚历克斯的未来有帮助或有信心的老师。他的僵尸相貌让人们认为他是个失败者。实际上，亚历克斯是一个善良而敏感的人。不是一个圣人，但绝对不是一个吸毒者，也不是一个麻烦制造者。他的敏感影响了他的成绩。当他对自己的准备工作没有把握时，当被问及问题时，他常常放弃。他宁愿成绩不好，也不愿意在全班同学面前被嘲笑。他说，老师通常会用 「 **你又没学到什么东西 」这样的话语来贬低孩子。你一无是处，不是吗？** 」。如果不是因为他的同龄人，亚历克斯会无视这些话。亚历克斯以前的数学很好，然而，多年来，他积压了很多被遗忘的基础知识，现在数学纯粹是浪费时间了。他理解的东西越来越少，他的动力也完全消失了。他没有计划再去学习数学。在学校，他学到了一个错误的信念：数学不适合他。\r\n\r\n亚历克斯是一个崭露头角的嘻哈艺术家，梦想着从学生生活中解脱出来。学校和父母创造了一个封闭的世界，他只有在假期才能自由地逃离这个世界。不用多久，我就发现他需要的不是学校或教育。他很聪明，可以自己学东西。他需要的是自由。亚历克斯已经 15 岁了。3年后，他将得到一份工作和公寓，也许还有一个女朋友，他终于可以松一口气了。他将成为自己的男人。我唯一感到遗憾的是，在学校的这些年并没有以任何具体的方式使他丰富起来。按他的说法，按我的评价，都不是。他对自己的学习或大学的追求已经被永久地打消了。\r\n\r\n至于他可疑的长相，来自于他的一个爱好：收集五颜六色的隐形眼镜。\r\n\r\n#### 可怕的纳粹？\r\n\r\n个人轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n我也曾是个吵闹的青少年。我没有饮酒。从早年开始，我就生活在一种信念中，认为每一口酒都会导致特定数量的脑细胞丧失。我猜想，我是在电视上的某个地方学到了这个错误的备忘录。这段记忆与我共存了十年，甚至在我作为生物系学生的那几年里也是如此。这表明错误的记忆是如何方便地扎根于此。我曾试图让几十个人远离酒精。当我在新年晚会（1980 年）上被人用一杯更烈的饮料对待时，我受到了双重影响。为了显示力量，我在一些强化的玻璃门上展示了我的拳击技巧。我至今都有疤痕。和一群青少年一起，我们在我们的街区散步。从波兰的老电影中，我想起了二战中的一些纳粹歌曲，并大声地唱了出来。我可以想象，这可能是相当吓人的，特别是对于当时仍然记得战争的那一代人。正如通常的情况一样，半犯罪性的一群暴躁的青少年的惊恐画面将完全误导。我们比表面上看起来要无辜得多，我们只是一群笨孩子。好学生、坏学生，但基本上是好人。也许在他们年轻的生活中略显迷茫，对未来不确定，并且有一些乐趣。", + "type": "text/markdown", + "caption": " 社会化中的社会群体\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Social groups in socialization" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Socialization model.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Socialization model.json" new file mode 100644 index 0000000..4587d8c --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Socialization model.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Socialization model", + "text": "# 社会化模型\r\n\r\n原文：[Socialization model - supermemo.guru](https://supermemo.guru/wiki/Socialization_model)\r\n\r\n## 介绍\r\n\r\n[社会化](https://en.wikipedia.org/wiki/Socialization)过程可以[建模](https://en.wikipedia.org/wiki/Conceptual_model)。想要进行[数学优化](https://en.wikipedia.org/wiki/Optimization)就需要模型。只要建立了一个优秀模型，我们就可以选定一套标准来优化“社会化”这个过程。\r\n\r\n **社会化模型** 说明了以学校教育进行现代大众社会化的缺点。\r\n\r\n在本章中，我将把社会化看作神经学习，社会化如同[生物进化](https://en.wikipedia.org/wiki/Evolution)一般，被演化过程中所形成的规则控制。这些进化规则源自[博弈论](https://en.wikipedia.org/wiki/Game_theory)。除此之外，决定社会化学习过程的[社会动力学](https://en.wikipedia.org/wiki/Social_dynamics)也受到博弈论的影响。\r\n\r\n此处的社会化模型不基于价值观，也不依赖于价值观。我们可以使用不同的价值观来选择优化标准。孩子、父母和教育工作者，可以使用该模型来得出结论，以此规划自己的发展轨迹。对于基督徒、穆斯林、无政府主义者、无神论者来说，这些轨迹会有所不同的。所有的价值体系都可以从良好的社会化模型中受益。\r\n\r\n最后，一套共通的、独立于价值体系之外的社会化策略似乎出现了。这一核心能够共通，离不开一个主要目标： **儿童的利益** 。\r\n\r\n## 进化论和博弈论\r\n\r\n「社会化」这一名称可能意味着社会学家最擅长分析和优化这一过程。然而，由于社会化中最重要的是行为，或许行为学家更适合理解其机制。\r\n\r\n我致力于高效学习相关工作。同样，社会化是一种非常特殊的学习形式，并且我的专业使我别具只眼——我的生物学背景帮助我看到社会化进程中与生物进化相似的方面。在我们的行为中，有一些东西是社会化不会也不应该改变的，社会化不会改变我们的基因或荷尔蒙，但会通过学习改变我们的大脑。\r\n\r\n我的计算机科学背景帮助我从[博弈论](https://en.wikipedia.org/wiki/Game_theory)的角度看待社会化。如果你从社会化的大众意义中提取出不变的生物成分，博弈论就可以解释大量的社会行为。这使得社会动力学的建模更加容易。有了一个好的模型，我们就可以开始优化的过程。我们可以采取分析方法，根据一系列标准，寻找能产生最佳结果的策略。\r\n\r\n## 社会化过程\r\n\r\n社会化过程通过在社会环境中接触社会互动而发生。社会化不能被程序化，不能被操控全部，不能从书本中得到，也不能基于老师的指示。外部力量可能会对社会化的方向产生影响，例如，通过环境的选择，或通过评论。然而，这个过程本身是神经和有机的，它应该只受到最小的外部干预。简而言之，你不能拧着一个孩子的脸，指向一个陌生人，并指示他：「 **说你好** 」。\r\n\r\n## 优化标准\r\n\r\n在优化标准的选择上，我们首先遇到的麻烦在普世性的社会化概念上。我们需要知道我们想要实现什么。社会化应该为社会服务，还是为个人服务？还是说这是一个有多标准的问题呢。显而易见，社会化的优化将与价值观密不可分。这意味着，社会化的优化将永远是一个个人选择的问题。我们可以将社会化目标的某些方面编入法律，划定适用的界限。法律可以规定违反某些社会规范是非法的，例如我们大多认同杀人应该是非法的。但倘若制定更详细的社会化准则，则会侵犯个人信念和自由。\r\n\r\n例如，打屁股在一些国家被定为非法。在公共场合裸体在全世界都是非法的。露脸可能是非法的。遮脸可能是非法的。不难看出，将社会化目标编入法律几乎总是涉及限制个人自由。在界定最佳社会化时，应该尽量减少干预，就像国家试图永远不干预宗教事务一样。当我们将一个基督徒、穆斯林、社会主义者或自由主义者的社会化目标与宗教进行比较时，所得到的结果是相当令人震惊的。\r\n\r\n在此，我提议对社会优化问题作重要简化。我主张为个人优化的社会化将服务于整个社会。换句话说，如果你让一个人得到良好的社会化和快乐，他很可能会对社会做出良好的贡献。这与市场经济没有多大区别：我们希望尽量减少对企业的法律约束，因为我们相信市场主要是朝着全球利益的方向优化。个人主义的社会化对个人来说是最优化的，会让一些社会成员不快乐或受到伤害，就像市场经济带来的许多伤亡一样。\r\n\r\n不同的社会化，导致社会社会不同，此即非零和博弈。践行个人主义——这种社会化策略能够稳定地产生最大社会收益。这个非零和博弈中的失败者，主要是那些社会化程度较低的人。我们不能推行全局优化（译者注：参见 https://en.wikipedia.org/wiki/Global_optimization），因为个人的策略与个体本身的个性和价值观紧密相连。全局优化是复杂的，数据匮乏之大令其无法实现。\r\n\r\n此外，我认为社会化应该为个人生产力服务，应该解放人才和创造力。这是社会化最大的潜力所在。[天才和创造力](http://super-memory.com/articles/genius.htm)提供了指数级的投资回报。那些未能顺应社会压力的人往往会被贴上社会化程度低的标签。对此我持相反的观点：社会化应该确保一个人在不受到他人施压的环境中能够完成伟大的目标。\r\n\r\n倘若你对此持有异议，我想这篇文章并不能说服你。请你参考有关的社会学教科书，了解更标准的观点。\r\n\r\n截止至这里，我把考虑局限在以下的社会化信条上：\r\n\r\n- **人类是社会性的** 。\r\n\r\n- **社会化不应改变我们进化出来的行为** 。\r\n\r\n- **社会化不能被全部操控** 。\r\n\r\n- **社会化是一种在获取的经验样本中进行的[泛化学习](https://en.wikipedia.org/wiki/Generalization_(learning))** 。\r\n\r\n- **社会化对行为起的作用来自[博弈论](https://en.wikipedia.org/wiki/Game_theory)** 。\r\n\r\n- **社会化是可优化的** 。\r\n\r\n- **社会化优化的着力点应该是这一主要准则：人类应该成为社会的有用之才** 。\r\n\r\n- **因为社会化的优化取决于个人的个性和价值观，所以优化必须是个人主义的** 。\r\n\r\n## 社会化的目标\r\n\r\n「社会是个共和国。一个人要努力上进，大伙儿就笑呀，骂呀，逼得他退转。没有人可以比旁人好，比旁人聪明。谁要凭他那百转不回的天才，高处于凡夫众人之上，社会就排斥他，把他嘲笑糟蹋，一点儿不肯放松，闪得他到后来伶仃孤独，闷守在自己的思想里。」- [Heinrich Heine](https://en.wikipedia.org/wiki/Heinrich_Heine)\r\n\r\n### 社会技能和社会认知\r\n\r\n要发展[社会技能](https://en.wikipedia.org/wiki/Social_skills)还是要发展[社会认知](https://en.wikipedia.org/wiki/Social_intelligence)？前者是平等主义和功利主义的。发展社会技能，是为了形成和谐社会。但发展社会认识更加具有远见卓识。我们不只是想形成一个秩序井然、皆大欢喜的社会。在社会化平台上，对社会认知的关注是一种会远远超出社会化平台本身的进步方式。\r\n\r\n社会化的目标之一是[社会能力](http://en.wikipedia.org/wiki/Social_competence)。同伴接纳可以用来评估社会能力。我认为，能够从社会的有效功能中获得的生产力是社会化的目标中大本大宗的事情。如果同伴接纳不符合社会化的目标，并且与个人的心理需求产生了冲突，那么同伴接纳在社会化进程中的作用仅是次要的枝节罢了。\r\n\r\n归根到底，我们翘盼智者能为社稷生民树德务滋，而不是囤囿于社会化中矩步方行、承欢献媚。所以我认为，社会化更多是为了发展社会智力，而不仅仅是发展社会技能。\r\n\r\n### 永恒的学习\r\n\r\n **促进** 的社会功能是早期社会化的主要目标之一。社会化失败的一个表现是它使一个人的生产力降低或怏怏不乐。在不良社会化中，令社会成员产生社交回避，[无社会性](https://en.wikipedia.org/wiki/Asociality)，或[反社会化](https://en.wikipedia.org/wiki/Anti-social_behaviour)是最为主要并且长存不变的影响。社会化进程逐步前行，对社会的整体发展来说，社交回避会导致其发展停滞不前甚至却步逆行；对个体来说，在此般循环往复的反馈中，恐怕会将一个人锁在阴山背后，伶俜踽踽。在早期的社会化目标中，最起码的是建立一个能够终身社会学习的平台。很少有人能在 20 岁之前被认为是社会化程度高的人。对许多人来说，[社交焦虑](https://en.wikipedia.org/wiki/Social_anxiety)是他们的固有性格固。这将是一个持续一生的过程。对于他们来说，禁锢在这样的社会化牢笼之中，创巨痛深，大抵终身难忘。个体的发展存在[关键期](https://supermemo.guru/wiki/Critical_period)，所以早期生活可能决定了社会化发展的结果。在一个充满爱的家庭中成长，或在[托儿所](https://supermemo.guru/wiki/Daycare_misery)中成长，两者有天壤之别。\r\n\r\n### 社会认知\r\n\r\n人类之所以独特，原因之一在于[社会认知](https://en.wikipedia.org/wiki/Social_intelligence)。虽然我们对集合、列表和数字的记忆力很差，但我们对视觉图像有很好的记忆（像许多其他动物一样）。我们对社交场合和语言也有很好的记忆。在社会和抽象思维方面的进步要求我们从注重细节的大脑急速转向泛化的大脑，运用遗忘来更有效地推理环境。\r\n\r\n当我假设人类的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)促成了 [200 万年前](https://supermemo.guru/wiki/Pleasure_of_learning#Evolution_of_the_learn_drive)大脑的井喷式增长时，还应该补充的是，社会认知是运用学习内驱力的关键领域之一。这与 Humphrey、Mithen 或 [Dunbar](https://supermemo.guru/wiki/Social_brain_hypothesis) 的假设是一致的，只是社会认知不过是人类整体智能中的一个大组成部分，这是基于对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的良好运用。今天，Facebook 的流行也是依赖同样的内驱力，来了解其他人和他们在社会等级制度中的位置。然而，我们都同意，Facebook 不会完全满足大多数人的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。但我们仍然想获取新闻，了解科学，欣赏美丽的图片等等。一个健康的学习内驱力远远超出了社交领域。\r\n\r\nFacebook 可能有助于我们对社会认识的产生新的理解，它不断发展，并以新的方式整合数字部分，以进行互动，形成关系、阶层和社会群体。显然，这种强大的力量可能被用来做好事和做坏事。\r\n\r\n### 社会能力\r\n\r\n[社会能力](https://en.wikipedia.org/wiki/Social_competence)是指在社会环境中有效完成目标的能力。对我来说，除了快乐的精神状态和生产力之间的明显联系之外，社会能力没有任何欢愉之处。换句话说，社会能力应该让生活变得更加快乐，但是富有成效的生活定义了更快乐的生活；社会能力也应该使社会群体感到快乐，但这也不会超越生产力生活的根本目标。\r\n\r\n我的术语并不区分提高个人生产力的社会能力和提高全局利益的社会能力。在个人应该自由地设定他们的目标，而自由会提高最终的全局利益的假设下，两者是没有区别的。\r\n\r\n缺乏社会技能会导致社交回避，这在大多数情况下会严重削弱一个人的能力。然而，我也可以想象，在一些情况下，一个不善于社交的人在研究一些天才的想法时非常有成效。例如，一个数学理论。这告诉我，社会化应该只是教育的组成部分之一，然而，如果其他学习目标迫在眉睫，它不应该凌驾于这些目标之上。在满足[学习内驱力](https://supermemo.guru/wiki/Learn_drive)和成长轨迹方面的自由应该占上风，即使社会化因此受到影响。个人应该做出自己的决定。社会化不应该通过武力来实现，不应该以任何方式强制进行（除了像罪犯再社会化这样的情况），也不应该导致可能导致无社会性的痛苦。\r\n\r\n### 社会化是一种规则泛化\r\n\r\n社会化是一种学习形式，主要基于神经网络的泛化。我们确实从别人那里学到了一些社会规则，包括父母。他们可能会礼貌地解释说，对其他人说「 **你好** 」以示善意和友好，是很好的。然而，这种陈述性学习并不足以实现有效的社会化。社会能力不能通过阅读有关社会能力的书籍来实现。正如在神经学习中一直存在的情况，良好的泛化需要一个好的样本。我们经历了真实的生活环境，找到了共同点，并得出了结论。这些结论可能具有神经泛化的形式，即我们在没有有意识地宣布或意识到规则的情况下将经验内化。简而言之，为了在社交场合发挥好作用，我们需要经历许多社交场合。\r\n\r\n社会技能的问题是，它们可能会根据环境、所提供的学习样本、所涉及的[社会群体的组成](https://supermemo.guru/wiki/Social_groups_in_socialization)等因素，以不同的方式排列和形成。例如，与操场上的社会化相比，监狱里的社会化导致了不同的技能组合。社会规则在不同的背景下可能会变成矛盾的。这就是为什么社会环境的快速变化实际上可能损害学习。快速变化可能导致干扰和不稳定。\r\n\r\n### 社会化的神经原理\r\n\r\n让我们把社会化定义为以下过程：\r\n\r\n- 培养应对各种性格的技能（一对一的互动）\r\n\r\n- 培养应对一系列社会动态的技能（一对多的互动）\r\n\r\n- 在社会压力面前调整个人行为（多对一的互动）\r\n\r\n所谓应对技能，我指的是所有旨在最大限度地减少恶化，和最大限度地提高互动双方的愉悦效果的技能，同时在社会环境中有效地完成目标。\r\n\r\n在将社会化视为一个神经学习过程时，应牢记两个原理：\r\n\r\n- **预先训练** ：为了在特定环境中获得最佳的社会能力，社会化应该在类似于目标环境的背景下进行（特别是在文化和社会方面）\r\n\r\n- **渐进变化** ：一旦获得高水平的能力，对环境的渐进变化可能导致进一步的学习。渐进方法是基于较低的干扰程度而需要的算法稳定性。渐进变化对心理也是有益的。环境的快速变化会带来压力，可能会形成不合群的行为\r\n\r\n这个简单的神经模型使得比较不同[社会群体](https://supermemo.guru/wiki/Social_groups_in_socialization)的社会化效果，以及发展中的不同社会化轨迹变得容易。对于健康的孩子来说，采用上述原理可以穿越任何社会轨迹，走向任何社会环境。改变的过程可以在不同的社会群体和不同的背景下反复进行。然而，寿命的实际限制不可避免地导致了整个社会化规则的组合，而这些规则从未变得稳定。我们永远不会完成社会化的过程，总是在与他人互动之后修改我们的行为。\r\n\r\n在实践中，这些神经原理意味着，对于一位 CEO 来说，可行和有用的社交可能会从家庭环境开始，到同龄人群体（包括一对一的互动），再到类似商业环境（包括一对一的互动）。这些都可以通过在众所周知的高尔夫俱乐部的社交活动来加强。让未来的 CEO 在狩猎采集者部落或足球队中接触社交，可能会有教育意义，但这不是培养良好的商业社会能力所需的必要条件。同样地，在商学院的学术环境中的社交可能是有帮助的，但并非不可或缺。整个学习的轨迹是基于社会技能要求和个人喜好之间的反馈循环。目标永远无法预知。\r\n\r\n相反，对于一名研究人员来说，社会化可能从家庭环境开始，推进到同龄人群体，到大学，再到学术环境。一名与律师、牧师或政治家交往的科学家会受到启发，学到很多东西，但同样，即使缺乏这些选择，科学家仍然可以在他的领域和他的特定社会环境中茁壮成长。\r\n\r\n### 判决书\r\n\r\n社会化必须有利于社会生产力。认知社会技能的缺陷或自我控制的缺陷会破坏社会能力，然而，理解他人，并不一定要他人服从你，或认可你。\r\n\r\n我认为，社会化的目标应该是基于社会表现和生产力的社会能力。艾萨克·牛顿、史蒂夫·乔布斯或年轻的比尔·盖茨可能会经常冒犯别人，但社会需要这种类型的创造性天才带来繁荣。如果其他人由于天才的社会化程度不高而受到影响，他们也需要扩大他们的规则集，以减少主观感受到的冒犯。社会化不是一个单向的过程：社会改变个人，但个人也改变社会。例如埃隆·马斯克可能就需要站在社会压力的对立面，以完成更大的目标，最终将社会提升到一个新的水平。显然，社会需求和创造性的表现之间总是存在着摩擦和权衡。\r\n\r\n1. **早期社会化的最低目标应该是在社会能力方面建立一个终身学习的平台** \r\n\r\n2. **终生社会化的最终目标是使个人具备各种技能，使其成为社会的有效成员** \r\n\r\n3. **我们不应要求社会化导致人们需要掌握取悦他人的技能，而牺牲了自己的有效社会功能** \r\n\r\n4. **社会化必须是个人主义的、关注个人欲求的和自由的。它应该考虑到个人的喜好、个性和价值观** \r\n\r\n## 社会化：自由还是制度化？\r\n\r\n强制学校教育的既定目的之一是社会化。我将试图证明，通过学校教育实现社会化不仅是次优的，也可能是错误的。在选择优化标准时，我们已经看到，普遍社会化的概念来自社会乌托邦。社会化永远无法摆脱这样一个事实：社会是由不同的派别和意识形态组成的，它们都有不同的目标，会采用不同的优化标准。\r\n\r\n### 制度化的社会化\r\n\r\n人们经常宣扬日托所和学校是良好的社会化场所。但在这些宣传中，社会化很少有明确的定义，即使它被假定要为社会服务。艾萨克·牛顿的[社交技能可能很拙劣](https://supermemo.guru/wiki/Socialization_model#newton)，然而，他对人类进步的长期影响令人震惊。糟糕的社会化对艾萨克本人的伤害比对社会的伤害更大。仅仅确保他不因对社会摩擦的失望而毁掉自己的工作就已经很不错了。顺便说一句，宗教神话也偷走了这位天才很大一部分生活，可能对他的作品造成的损害比糟糕的社会化更大。糟糕的社会化通常是一个严重的障碍，然而，许多超级聪明的人似乎在不被理解甚至被排斥的情况下仍然茁壮成长。唐纳德·特朗普的社会化程度高吗？或者说，他的社会化程度足以让他在追求自己的目标时茁壮成长？在某些情况下，社交能力差的天才们接纳且喜欢自己的社交尴尬，仿佛这是一种荣誉的象征。出于这个原因，社会化应该更多属于个人选择的范畴，而不是属于共同利益的范畴。\r\n\r\n学校教育如何满足上述的[社会化的神经原则](https://supermemo.guru/wiki/Socialization_model#Neural_principles_of_socialization)？就环境而言，学校教育的社会性很差，不充分。它只增加了所需技能的极小部分，主要是在年龄隔离的同龄人群体中，这是一种高度人为的社会安排，具有相当不寻常的社会动态，往往不能很好地转化为成人生活中所需要的技能。操场上年龄混合的自由奔跑的同龄人群体为以后生活中遇到的群体提供了一个更好的模型。\r\n\r\n另外，学校中儿童与成人的交互行为非常贫乏。师生关系总会演变成老师独揽大权，划清服从规则的行为系统。儿童本应在丰富的场景下，与各式各样的成年人打交道，他们有老有少、性格各异、技能、知识、生活方式均不相同。学生并没有得到这样健康的社会化，而不得不以顺从的姿态，与[行为系统](https://supermemo.guru/wiki/Behavioral_system)独断专横的成年人打交道，这些人的行为都受到教育系统的影响。\r\n\r\n **如果生活是生意盎然的丛林，那么学校就是人造的农庄。农场动物在野外难以生存。** \r\n\r\n现代社会面临着多种问题：身体健康、心理健康、生产力问题，以及工作满意度、生活满意度等。这些问题都要归咎于学校这一专制环境之下，被按照年龄分组的儿童，在贫乏的环境中社会化不足。\r\n\r\n至于学习样本的渐进变化，学校教育可以提供整个光谱的选择，在两个次优的极端之间延伸。一方面，孩子们可能在 8-10 年内一直在同一个年龄隔离的班级中成长。这样的同龄人群体有可能发展出自己独特的、特异的社会规则，这些规则在以后的年龄段可能会变得不足，甚至有害。这样的规则可能会变成根深蒂固的，难以解读的。在另一个极端，我们有一些孩子在毫无准备的情况下被扔到新的环境中，例如新学校或新城镇。这很容易导致欺凌、排斥、压力等问题的出现。[这里](https://supermemo.guru/wiki/Why_kids_hate_school%3F#Arian)描述的 Arian 的案例是一个典型的例子，社会化被环境变化颠覆，使学习系统不堪重负。在神经网络方面，我们称之为[灾难性的干扰](https://en.wikipedia.org/wiki/Catastrophic_interference)。\r\n\r\n两个极端，高度稳定和剧烈变化，都有其优势。在稳定的同龄人群体中，孩子可能会得到特异的社会化，这样的环境对孩子干扰较少，有利于他们学习。另一方面，在剧烈的环境变化中幸存下来的孩子，可能会得到最全面的社会化和对[抗压力韧性](https://supermemo.guru/wiki/Stress_resilience)的提升。他们将适应多种环境并茁壮成长。\r\n\r\n最后，将根据每个孩子的需要、兴趣和个性，为其单独制定最佳轨迹。在确定轨迹方面的帮助应该是“促进食欲”的，而不是强硬的控制。孩子们应该对朋友、环境和追求有自己的选择。所有形式的人为控制都会扰乱这个过程，并导致可能给一个人的生活带来创伤的后果。就像糟糕的学校教育会产生对学习的厌恶一样，人为的社会化努力也会产生一个[社会不适应者](https://supermemo.guru/wiki/Seymour_Papert:_Socialization_myth)。\r\n\r\n### 自由社会化\r\n\r\n诚然，学校教育是一种社会化的形式，然而，就成本和质量而言，有更多优越的方法。\r\n\r\n[非学校教育](https://supermemo.guru/wiki/Unschooling)不是社会剥夺。它通常会导致以不同方式或更好的方式进行社交。我们的社交是出于进化的原因。有些人对社会的渴求较少。最佳的社会化是基于行为反馈的。自然倾向和驱动力也应该决定我们如何进行社交。学校教育限制了这些选择。\r\n\r\n如果我们看一下过去伟人的传记，我们可以清楚地看到，他们有的与成年人一起长大，有的在家里接受教育，有的生活在偏远的小地方，但他们并不为所动，纷纷铸造了自己的辉煌。甚至可以说一定程度的隔离似乎可以提高创造力。其次，操场和运动场似乎[更适合社交](https://supermemo.guru/wiki/Social_groups_in_socialization#Socialization:_Open_and_closed_systems)，而不是学校，因为学校的大部分时间是在严格的服从性下专注于学习科目。最后但并非最不重要的是，政府可能很乐意接受像艾萨克·牛顿这样的社会失范者的注入，而不是接受大量善于社交的低成就者。自然，社会剥夺使大脑发育不良，实际上破坏了任何人的牛顿潜力，所以需要认真对待。在这方面，制度化从来都不是最佳选择。\r\n\r\n轶事。[为什么使用轶事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F)\r\n\r\n **艾萨克·牛顿** 似乎违背了我所有的[培养天才的规则](https://supermemo.guru/wiki/Genius_checklist)。他是早产儿，父亲早亡，从未经历过一个充满爱的家庭，而且讨厌他的继父。他从不与人交往，甚至有传言说他死时还是童贞。他没有人爱，不爱社交。他是个糟糕的学生，甚至在学校没有学过数学。当他在 19 岁之前列举自己的罪过时，包括「 **威胁我的继父和母亲，要烧掉他们和房子** 」。他的研究生活充满了激情，但都在形影相吊中度过。他可能只是天生的天才，可以不受环境影响。\r\n\r\n我敢说我们需要像牛顿这样的人。他不幸的成长经历可能主要伤害了他自己。不过他是人类的财富。他与 Hook 的争吵可能导致他的《自然哲学的数学原理》从未出版。也许这将使人类的发展推迟几十年？\r\n\r\n如果学校对发展社会技能很有帮助，那一定是在有限的空间和有限的时间内将人们聚集在一起。如果是这样，任何有组织的儿童活动都可以发挥这种作用。如果在学校总共有 1-2 个小时的社交时间，那么在足球俱乐部、舞蹈俱乐部或国际象棋俱乐部花同样的时间可以做同样的工作，而且效果更好。如果 2 小时不足以实现最佳发展，可以延长时间。为了数学上的证明，让它变成 6 小时。不管是什么最佳数字，都可以轻松实现。接受家庭教育的家庭报告说，他们发现这个社会化的部分很容易实现。他们甚至在面对这个问题时还不屑一顾：「 **家庭教育者的社会化程度高吗？** 」。家庭教育者与普通孩子有点不同。他们每个人都是独一无二的。他们显示出特殊的优势领域。他们可能在性格上有困难，大多数伟大的人也是如此。他们带有一些精英意识，但这在社会层面上可能实际上是好事。我很同情他们对 「 **社会化问题** 」的蔑视。\r\n\r\n把孩子送去参加有组织的晚间活动的父母，往往会赞扬社会化因素，以及在这些社会环境中，孩子们更有可能遇到预先选择的孩子，从教育和行为的角度来看，他们属于「更理想的」人群。在种族多样化的国家，「理想的人群」可能有不好的含义。在波兰，它只是意味着小流氓往往不会来上舞蹈课。此外，他们也可能喜欢父母的预选。一位父亲告诉我「 **我很惊讶在游泳课上遇到同样的面孔。那些带孩子来合气道的家长，也捡了个机会和奥运游泳选手一起训练他们的孩子。这对父母和孩子来说都很有趣。这个圈子更加紧密，融合得很好** 」。这个社交圈的粘合剂是对孩子的发展选择的热情。最后但并非最不重要的是，[彼得·格雷博士](https://supermemo.guru/wiki/Peter_Gray)毫不怀疑，即使那些由成年人组织的额外活动也不是一个[社交的好主意](https://supermemo.guru/wiki/Gray:_Informal_sports_favor_socialization)。对他来说，没有什么比邻里间的混合年龄、混合能力的自由同龄人群体更能促进社交了。\r\n\r\n#### 道德的社会化\r\n\r\n从社会化的角度出发，我经常听到家长称赞学校能培养孩子的道德标准。许多研究都证实了这与现实恰恰相反（至少对于西方世界大部分地区的公立学校来说）。这也是常识。因此，父母对学校社会化的那些赞美，想必是某种自我开脱。我自己的社会化经验似乎更有可能[把人送进监狱而不是送进大学](https://supermemo.guru/wiki/Socialization:_Personal_stories)。像所有形式的学习一样，合乎道德的社会化必须是自由的，否则人不会接受社会化，并坚定地按其行事。\r\n\r\n道德和社会技能不应该被混淆。一个骗子可能有很好的社会技能，而一个伟大的伦理学家可能不善于社交。道德标准应该主要来自健康的家庭环境。学校教育不太可能塑造这些。就我自己而言，所有的道德都来自于理性。我忽略了我妈妈试图灌输给我的原始标准。这些主要是基督教的价值观，直到今天，我还受到很大的影响，部分原因是社会在成长期所施加的同伴压力。然而，我和我妈妈在宗教问题上意见不一。出于这个原因，我拒绝接受仅基于宗教的道德标准。我挑挑拣拣，只接受那些基于理性的标准。这就是为什么我对一些制度（如婚姻）和仪式（如葬礼）有相当激进的做法，同时保留了在具有不同宗教影响的文化中比较普遍的核心价值观。在这个意义上，我完全不同意社会化对发展道德至关重要的观点。然而，我同意一个明显的观点：社会化是必不可少的。\r\n\r\n#### 昼夜节律循环很重要\r\n\r\n社会化是一种学习。因此，它在最佳的昼夜学习窗口进行时效果最好。社会化必须包括与成年人的互动，以确保[高社交技能](https://supermemo.guru/wiki/Social_groups_in_socialization#High_and_low_social_skills)的早期发展。学校里成年人与儿童的比例通常很低。此外，与教师的社交活动就像沙漠中的鲜花一样稀少。儿童应该在不同的环境中接触各种成年人。这种接触必须发生在[最佳昼夜节律窗口](https://supermemo.guru/wiki/Natural_creativity_cycle)，这通常被学校时间所掩盖。在学校里，孩子们没有健康的社会化，而是与成年人互动，他们进入一个专制的[行为系统](https://supermemo.guru/wiki/Behavioral_system)。晚上仍有机会与父母和/或其他成年人互动。然而，晚上的社交活动和晚上的学习一样好。它在很大程度上是无用的。\r\n\r\n社会化是好事，对于健康的孩子来说，社会化很容易。它是自然而然的，因为它被编码在人类的心理需求和内驱力中。对于社会化不容易的情况，监督下的社会化比仅仅[把孩子扔到学校，希望和祈祷有好的结果](https://supermemo.guru/wiki/Socialization:_Personal_stories)更容易。\r\n\r\n## 总结：社会化模型\r\n\r\n社会化模型阐明了一些固有的悖论。一方面，我们想对社会化进行优化，另一方面，事实证明，最佳的优化建立在不干涉的基础上。一方面，我们想优化公共利益，另一方面，似乎实现这一目标的最短路径是通过优化个人主义的社会化。一方面我们表明价值体系对模型没有影响，另一方面我们看到个性和价值观将决定基于模型的最佳社会化的轨迹：\r\n\r\n- 可以对社会化建模并对其优化\r\n\r\n- 出于生物学上的原因，最小化干预最有利于社会化的优化\r\n\r\n- 个人的社会化有利于社会，其原理类似于市场经济\r\n\r\n- 可以通过价值抽象化和价值系统差异化实现最优社会化\r\n\r\n- 个人的个性和价值观可以决定社会化的最优水平/程度\r\n\r\n- 社会化是一个终身学习的过程\r\n\r\n- 早期社会化应注重建立一个终身学习的平台\r\n\r\n- 强迫性的社会化可能会适得其反，导致无社会性或反社会行为\r\n\r\n- 发展中的[关键时期](https://supermemo.guru/wiki/Critical_period)使得选择反对早期社会化的[日托所](https://supermemo.guru/wiki/Daycare_misery)非常重要\r\n\r\n- 社会智力可能对人类大脑体积的增加有重大贡献\r\n\r\n- 社会认知对于人类在社会平台上的更进一步至关重要，而且远远超出了这个范围", + "type": "text/markdown", + "caption": " 社会化模型\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Socialization model" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Students with murder in mind.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Students with murder in mind.json" new file mode 100644 index 0000000..2aa174a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Students with murder in mind.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Students with murder in mind", + "text": "# 心怀杀机的学生\r\n\r\n原文：[Students with murder in mind - supermemo.guru](https://supermemo.guru/wiki/Students_with_murder_in_mind)\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）", + "type": "text/markdown", + "caption": " 心怀杀机的学生\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Students with murder in mind" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Tunnel vision of school letteracy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Tunnel vision of school letteracy.json" new file mode 100644 index 0000000..c3f99c1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Tunnel vision of school letteracy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Tunnel vision of school letteracy", + "text": "# 学校字识的隧道视野\r\n\r\n原文：[Tunnel vision of school letteracy - supermemo.guru](https://supermemo.guru/wiki/Tunnel_vision_of_school_letteracy)\r\n\r\n## 数字反叛文化\r\n\r\n由于对成人世界的非理性恐惧，数以百万计的孩子被剥夺了现代教育的好处。精神病学家如[曼弗雷德-斯皮策](https://supermemo.guru/wiki/Manfred_Spitzer)博士坚持认为电子设备和互联网会导致[数字痴呆症](https://supermemo.guru/wiki/Digital_Dementia)。父母担心[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)。老师们为那些因不愿使用纸笔而失去精细运动技能的孩子们感到悲哀。心理学家似乎并不欣赏数字[社交](https://supermemo.guru/wiki/Socialization)的价值，即使它跨越了大陆和文化。1993年，[Seymour Papert](https://supermemo.guru/wiki/Seymour_Papert)预言了新媒体的到来和[信教]的衰落(https://supermemo.guru/wiki/Letteracy)。在他的设想中，他可能低估了伴随着新事物到来的大众文化歇斯底里的力量。\r\n\r\n## 完美的概念化\r\n\r\n在完美教育的理想模式中，一个完美的[适应性](https://supermemo.guru/wiki/Adaptability)人脑使用最好的沟通渠道，并通过大脑的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统控制知识的获取。在这个模型中，大脑的[概念网络](https://supermemo.guru/wiki/Concept_network)中的最佳[概念化](https://supermemo.guru/wiki/Conceptualization)将产生一个高度[适用](https://supermemo.guru/wiki/Applicability)的现实模型。它也将优化个人在该现实中的合适位置。\r\n\r\n简单地说，应该给孩子们最好的工具，让他们在这个世界上找到自己最好的位置。\r\n\r\n今天的学校，以及成人世界的大多数人都站在这个理想过程的对立面。在[曼弗雷德-斯皮策](https://supermemo.guru/wiki/Manfred_Spitzer)或尼古拉斯-卡尔等人的领导下，家长和教师竭尽全力阻止[平板智人](https://supermemo.guru/wiki/Homo_tabletis)的到来。利用[义务教育](https://supermemo.guru/wiki/Compulsory_schooling)的工具，孩子们被迫进入[信教](https://supermemo.guru/wiki/Letteracy)，而不是[概念化](https://supermemo.guru/wiki/Conceptualization)宇宙的真正本质。\r\n\r\n## 带着镣铐的童年\r\n\r\n当数字儿童可以熟练地从数字知识的火喉中喝水时，剩下的绝大多数人却被铐在学校的长椅上，被迫学习成人交流的密码（3 个世纪以来完善的 3R）。（1）在学校喝水和（2）在自己的乐趣中喝水的区别在于[学习驱动](https://supermemo.guru/wiki/Learn_drive)的优化影响。虽然来自强制性[课程](https://supermemo.guru/wiki/Curriculum)的知识河流导致了[干扰](https://supermemo.guru/wiki/Interference)的震荡，但由儿童的思想控制的同一条河流实际上会沉积[连贯性](https://supermemo.guru/wiki/Coherence)新知识的沉积层，这将导致高效的[概念化](https://supermemo.guru/wiki/Conceptualization)。只有[学习内驱力](https://supermemo.guru/wiki/Learn_drive)才能使[拼图](https://supermemo.guru/wiki/Jigsaw_puzzle_metaphor)合拍。\r\n\r\n当数字孩子将现实概念化，并慢慢吸收他们可能需要的任何东西，以完美地适应成年生活时，学校的孩子可以利用被长时间的演讲、演习、锻炼和[家庭作业](https://supermemo.guru/wiki/Homework)所阻隔的涓涓细流的信息。\r\n\r\n## 摩尔斯电码星球\r\n\r\n[字识（letteracy）](https://supermemo.guru/wiki/Letteracy)的谬误是如此盛行，以至于我一直在寻找合适的比喻来说明这个问题。我听到「不读书怎么能交电费？」。我说，[概念化](https://supermemo.guru/wiki/Conceptualization)有优先权。孩子需要了解能源、电力、账单、付款、法律、社会等，比起付款要早得多。此外，今天的孩子可能会通过使用她的语音合成应用程序轻松解决这个问题。\r\n\r\n为了解释[字识](https://supermemo.guru/wiki/Letteracy)的问题，我想出了 **摩尔斯电码星球** 的想法。下面是这个比喻：\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n想象一下，在一个摩尔斯电码星球上，居住着摩尔斯人，也就是闭着眼睛用音频摩尔斯电码信息交流的人类亚种。在那个星球上，摩尔斯电码通信的艺术将是难以理解的。就像今天的孩子们学习草书一样，小摩尔斯人将使用梦幻般的旋律学习代码，这将挑战贝多芬的想象力。成年的摩尔斯人将听到摩尔人的音频文学，并赞美摩尔斯人想象力的好处。如果人类登陆地球，并建议摩尔斯人学会睁眼看书，许多依附于自己文化的摩尔斯人将提出抗议。就像[数字痴呆症](https://supermemo.guru/wiki/Digital_Dementia)的恐惧者一样，摩尔斯人会谴责书籍不够有挑战性。如果摩尔人的孩子选择书籍而不是摩尔斯人的交响乐代码，他们会被指责为走捷径。随着越来越多的摩尔斯人潜入丰富的书籍文学中，人们会普遍担心书瘾问题。在摩尔斯人的家里会有家庭战争。当小摩尔斯人看书到深夜时，父母会没收书籍作为惩罚。如果摩尔斯人的孩子因为他们的自主权被侵犯而发狂，他们会被诊断为图书阅读障碍并被药物治疗。摩尔斯人文化的最大希望是地球人提供书籍和其他通信技术的祝福。各个文明都需要看到盲目的摩尔斯电码是有价值的。然而，他们也必须看到它只是帮助大脑感知、解码和模拟现实的众多工具之一。\r\n\r\n应该让孩子们高速地吸收知识，而不是用低效的代码以缓慢的速度传输比特的涓涓细流来折磨他们。\r\n\r\n## 未来的冲击\r\n\r\n通过拒绝我们的孩子接触现代技术，我们的行为就像摩尔斯密码文化的崇拜者。我们想限制沟通渠道，以减缓[概念化](https://supermemo.guru/wiki/Conceptualization)，这是年轻一代在现代世界中生存的关键，而现代世界很快就会被[人工智能](https://supermemo.guru/wiki/Artificial_intelligence)技术所主宰，这将需要一个完全不同的技能组合。今天能自由适应的孩子会更好地适应。\r\n\r\n试图控制子女教育的父母有可能使他们面临严重的不适应，对整个一代人的心理健康产生严重影响。", + "type": "text/markdown", + "caption": " 学校字识的隧道视野\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Tunnel vision of school letteracy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Unpleasant learning at school.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Unpleasant learning at school.json" new file mode 100644 index 0000000..999a9ff --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Unpleasant learning at school.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Unpleasant learning at school", + "text": "# 在学校的痛苦学习\r\n\r\n原文：https://supermemo.guru/wiki/Unpleasant_learning_at_school\r\n\r\n这段文字选自《[我永远不会送我的孩子上学](https://supermemo.guru/wiki/Problem_of_Schooling)》，作者是[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n大部分孩子都不喜欢学校。许多孩子[厌恶学校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)。为什么学校还要继续开下去？\r\n\r\n## 为什么学校似乎有用？\r\n\r\n只有[愉快](https://supermemo.guru/wiki/Fundamental_law_of_learning)的学习才有效。你可能奇怪，学校要真如此不堪，声名狼藉，怎么还是培养了数百万毕业生，并且都似乎教育得当？这个悖论背后，有几个因素：\r\n\r\n- 一些孩子享受学校\r\n\r\n- 一些有天赋的孩子无视学校，并自主学习\r\n\r\n- 大量糟糕的学习可能混杂了一小部分好的学习\r\n\r\n我们应当大声说出这件悲伤的事实： **学校教育是极其低劣的，上学的经历是极其痛苦的！** 人脑自然就有能力学习，学校却只激发一小部分潜能。见：[为什么学校会失败](https://supermemo.guru/wiki/Why_schools_fail)。\r\n\r\n现实还能更坏，因为老师常常[提倡在一知半解下坚持学习](https://supermemo.guru/wiki/Do_not_memorize_before_you_understand)。\r\n\r\n在这个短暂的小节，我会举个例子说明这个问题，希望年轻人能借此衡量自己的学习方式。\r\n\r\n## 例子\r\n\r\n这是个不算开心的小故事，讲述了一家人的事情。边阅读边理解，并努力记住细节。\r\n\r\n **重要提示！** ： 设置一个 3 分钟后的闹钟！如果你超过了 3 分钟，这个测试也许会不准：\r\n\r\n> Carlo 有 11 个孩子。他的第四个孩子在炎热的八月出生，是个男孩，昵称是「小子」。小子十岁时，父母送他去上一所很好的学校。在学校，别人取笑他的身高，他低下的学校地位，以及他的口音。尽管被别人极尽嘲弄，他仍然是个好学生，接受了良好的教育。他的法语很好。小子和他的兄弟 Joseph 一起上了大学。尽管他很聪明，他在大学以 52 人中排 42 名的名次毕业了。他梦想是参军成为军人。他广泛阅读历史和地理著作。他在 26 岁结婚了，然而在十年的各种努力之后，他和他的妻子 Rose 仍然没能有孩子。百般绝望之下，他与妻子离婚了。在 41 岁，他再婚了。他的新妻子 Marie 只有 19 岁。 Marie 在写给她父亲的信里写道，「他很爱我。我也真诚地回应他的爱。他很吸引我，也很主动，我难以抗拒。」婚后一年，Marie 生下了儿子，取名为 Frank。两个半月后，Frank 接受了洗礼。洗礼仪式在一所美丽的教堂里举行，令人印象深刻。Frank 八岁时决定，他长大要成为军人。他要学习德语，意大利语和数学。Frank 很聪明，也很专心。和他的父亲不同，Frank 很高。不过故事的结局并不美满。小子因癌症而死， 11 年之后 Frank 死于肺结核，那时他只有 21 岁。\r\n\r\n## 应试学习\r\n\r\n你享受阅读这段文字吗？你在3分钟之类阅读了它吗？如果这样，你试图关了这文章，一个月后再来。不要在中途继续阅读！同时，你可以阅读 [学校教育的徒劳](https://supermemo.guru/wiki/Futility_of_schooling)\r\n\r\n在一个月内，去看看： **[记忆测试](https://supermemo.guru/wiki/Unpleasant_learning_at_school_(test))** ", + "type": "text/markdown", + "caption": " 在学校的痛苦学习\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Unpleasant learning at school" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Videogames.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Videogames.json" new file mode 100644 index 0000000..0737e98 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Videogames.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Videogames", + "text": "# 电子游戏\r\n\r\n原文：[Videogames - supermemo.guru](https://supermemo.guru/wiki/Videogames)\r\n\r\n## 电子游戏的好处\r\n\r\n很多人认为 **电子游戏** 浪费时间。对许多家长来说，电子游戏似乎是一种威胁（见：[数字痴呆症](https://supermemo.guru/wiki/Digital_Dementia)）。教师可能会说 **电子游戏令人头脑麻木** 。许多成年人积极反对将「屏幕」引入孩子的生活。他们担心孩子会成瘾（见：[网瘾少年](https://supermemo.guru/wiki/Homo_tabletis)）。然而，电子游戏蕴藏着丰富的教育机会。电子游戏充分利用[探索性学习](https://supermemo.guru/wiki/Exploratory_learning)，对于提升英语能力、团队合作能力、科学能力、工程能力、创造力等能力，都是最佳的工具。电子游戏可以对认知技能和知识产生奇妙的影响。它们为学习的游戏化提供了无限的机会。游戏可以让更多的孩子转向[快乐学习](https://supermemo.guru/wiki/Pleasure_of_learning)。一般的父母可能认为游戏是射击和暴力。然而，孩子们也可以把奇妙的 [PhET 模拟](https://supermemo.guru/wiki/PhET_simulations)视为游戏。模拟是将物理或化学变成「游戏」的一个好方法。模拟不会取代实际的实验，然而是免费和安全的！最重要的是，游戏带来的教育不需要[教师](https://supermemo.guru/wiki/Teacher)。孩子可以整天整天游玩游戏，快乐学习。当然，分配用于玩游戏学习的时间，需要与其他活动的时间比例适当，如[睡眠](https://supermemo.guru/wiki/Science_of_sleep)、运动、[社交](https://supermemo.guru/wiki/Optimal_socialization)、户外活动时间等。对于健康儿童来说，各种时间所占比例可以基于[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)的驱动自我调节。\r\n\r\n## 问题解决能力\r\n\r\n大量的流行游戏都是模拟游戏的形式。受过学校教育的成年人会嘲笑游戏：「如果游戏是如此伟大的教育工具，为什么老板不让我在工作中玩游戏？」。这个问题来自于对[问题解决](https://supermemo.guru/wiki/Problem_solving)在学习过程中的力量缺乏了解。如果受过学校教育的成年人需要管理一个地方（例如运营理发店），她会获取一些文字，了解这个地方的基本规则和事实。她可能会查看一些图表或照片，或观看一些教学视频。同时，面临同样情况的孩子，可能会沉浸在虚拟世界中，在 5 岁时参与理发店的逼真管理。规则将是相同的，然而，它们可以在无法管理的数量上被运用，允许通过[泛化](https://supermemo.guru/wiki/Generalization)学习。这是一种适应特定环境的理想形式。如果我们能够负担得起，我们会允许所有的成年人首先在虚拟世界中进行冒险。这是不可能的。然而，对于一个孩子来说，模拟世界是巨大的。她可以通过解决出现的实际问题来探索虚拟现实和学习的许多角落和缝隙。这比在管理一个实际的商店之前努力记住一套规则要好得多。在计算机模拟中解决问题对发展[智力](https://supermemo.guru/wiki/Intelligence)有着强大的影响。电子游戏是为成人生活做的一个很好的准备。凭着[学习内驱力](https://supermemo.guru/wiki/Learn_drive)，儿童本能地知道。成年人由于多年来接受基于教科书的陈述性学习的学校教育，发现很难理解。见：[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)\r\n\r\n## 金发姑娘原则\r\n\r\n反对电子游戏的人经常说「孩子们不愿意学习，因为点击一下就能得到东西，太容易了。现在的孩子喜欢简单的东西。他们被宠坏了 」。实际上，健康的大脑会寻找最佳的难度，使奖励最大化，这一点在 **金发姑娘效应** 中得到了解释：[解决问题的奖励](https://supermemo.guru/wiki/How_to_solve_any_problem%3F#Reward_in_problem_solving)。学习和解决问题的最佳估值使用相同的[神经估值子系统](https://supermemo.guru/wiki/Knowledge_valuation_network)。\r\n\r\n[[img [Problem valuation optimum for problem difficulty|https://supermemo.guru/images/thumb/8/84/Problem_valuation.jpg/500px-Problem_valuation.jpg]]](https://supermemo.guru/wiki/File:Problem_valuation.jpg)\r\n\r\n> 图：问题估值中的金发姑娘效应：较难的问题奖励较多，但不太可能被解决。因此，人们会追求最佳难度。预期回报会根据执行成本计算。擅长解决问题的人善于发现能使奖励最大化的问题。游戏太简单的话，儿童很快就会厌烦。他们也会放弃那些超出他们水平的游戏。因此，儿童自然而然地追求能提供最大回报的游戏，而这些游戏基本上都是[难度适中](https://en.wikipedia.org/wiki/Goldilocks_principle)的。同样的机制也适用于儿童、成人或解决问题的动物。\r\n\r\n## SuperMemo 和游戏\r\n\r\n[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的最佳用户有一个共同点：健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)。他们中相当多的人承认，年轻的时候曾玩过电脑游戏。显然，游戏并没有损害他们对学习的热情。成瘾诞生于痛苦之中。健康的游戏者在生活中找到平衡，因而在青春期之后往往便不再玩游戏。有趣的是，多年以后，这些游戏脱坑者无法回忆起游戏的好处，反而绞尽脑汁让自己孩子少玩游戏（见：[美化学校教育](https://supermemo.guru/wiki/Glorification_of_schooling)）。\r\n\r\n## 游戏障碍\r\n\r\n **[电子游戏成瘾](https://en.wikipedia.org/wiki/Video_game_addiction)** 又名 **游戏障碍** ，现在是 IDC-11 中公认的精神疾病。它在 DSM-5 中被称为 **互联网游戏障碍** 。这一认定伴随着大量的批评，特别是来自[研究计算机在教育中的益处的研究人员](https://supermemo.guru/wiki/Scholars_warn_of_gaming_disorder_overdiagnosis)。\r\n\r\n由于电子游戏的高回报性，它可能导致成瘾。一个常见的谣言将电脑游戏的影响与毒品的危险相提并论。据称，它们是对调节能力最强的人的一种威胁。实际上，像其他成瘾症一样，它们需要额外的成分来占据年轻人的大脑（例如，专制的父母，[学校教育](https://supermemo.guru/wiki/Schooling)的压力，社会排斥，等等）。\r\n\r\n矛盾的是，家长和老师使用工具和补救措施之后，情况往往适得其反。他们总是故技重施，没收笔记本电脑或游戏机，而这是痛苦的主要来源。由此产生的行为问题会被归咎于电子游戏，而不是归咎于夺走有价值的奖励的激烈干预。其可悲的副作用是，孩子们逐渐疏远父母，转而被他们的同龄人吸引，或在成瘾（包括电子游戏成瘾）方面陷得更深。\r\n\r\n一个正常的孩子迟早会对游戏感到厌烦。这指的是某个特定的游戏，某一天的游戏时间，以及一般生活中的游戏。这个自然过程，会因为对自由的限制和其他可以提升奖励估值的压力因素而放缓。这就是成瘾的螺旋式增长的方式。\r\n\r\n为了避免游戏成瘾，父母应该提供无条件的爱、自由，并为获得丰富的、有吸引力的替代品提供便利。\r\n\r\n更多信息请见：[游戏障碍](https://supermemo.guru/wiki/Gaming_disorder)\r\n\r\n## 教育中的游戏\r\n\r\n更多相关主题请见：\r\n\r\n- [电子游戏比教师更好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)\r\n\r\n- [学会驾驭不确定性和复杂性](https://supermemo.guru/wiki/Learning_to_navigate_uncertainty_and_complexity)\r\n\r\n- [学校压力之下学生更容易上瘾](https://supermemo.guru/wiki/School_stress_increases_vulnerability_to_addiction)\r\n\r\n- [网瘾少年](https://supermemo.guru/wiki/Homo_tabletis)\r\n\r\n- [我们需要教师吗？](https://supermemo.guru/wiki/Do_we_need_teachers%3F)\r\n\r\n- [学者们警告游戏障碍的过度诊断](https://supermemo.guru/wiki/Scholars_warn_of_gaming_disorder_overdiagnosis)\r\n\r\n- [成瘾的常见奖励途径](https://supermemo.guru/wiki/Drug_addictions_share_common_pathways_with_natural_reward)", + "type": "text/markdown", + "caption": " 电子游戏\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Videogames" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Why do schools kill creativity.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Why do schools kill creativity.json" new file mode 100644 index 0000000..7e86a9d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Why do schools kill creativity.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Why do schools kill creativity", + "text": "# 学校如何扼杀创造力？\r\n\r\n原文：[Why do schools kill creativity? - supermemo.guru](https://supermemo.guru/wiki/Why_do_schools_kill_creativity%3F)\r\n\r\n本[常见问题(FAQ)](https://supermemo.guru/wiki/FAQs)对[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）撰写的《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》的内容进行了扩展\r\n\r\n常见问题。[什么是常见问题？](https://supermemo.guru/wiki/What_are_FAQs%3F)\r\n\r\n一个 15 岁的孩子问道：为什么你说学校扼杀了创造力？\r\n\r\n## 自由\r\n\r\n并非所有学校都会扼杀创造力。是胁迫会扼杀创造力。[民主学校](https://supermemo.guru/wiki/Democratic_schools)既不胁迫，也非有害。\r\n\r\n创造力在自由中茁壮成长\r\n\r\n## 创造力\r\n\r\n[创造力](https://supermemo.guru/wiki/Creativity)是一个随机的过程，难以控制。它很大程度上是不可预知的。然而，它以知识作为原材料。这意味着我们可以通过学习和[热爱](https://supermemo.guru/wiki/Passion)的事物来控制创造力。\r\n\r\n为了获得高质量的知识，我们需要遵从[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的引导，在环境中挑选最佳的信息（见：[学习内驱力的优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。大脑将环境中的知识与其已知的知识比较，并检查新知识对[联想网络](https://supermemo.guru/wiki/Concept_network)的激活程度。这些有价值的激活形成了[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)。这些连接越广泛（激活越多）便越有价值（例如，由[传输频率](https://supermemo.guru/wiki/Valuation)表示），大脑的奖励就越高。见：[创造性解决问题的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)\r\n\r\n丰富高价值的知识滋养创造力\r\n\r\n[[img [Old and new knowledge in creative problem solving|https://supermemo.guru/images/thumb/0/0c/Knowledge_in_creative_problem_solving.png/450px-Knowledge_in_creative_problem_solving.png]]](https://supermemo.guru/wiki/File:Knowledge_in_creative_problem_solving.png)\r\n\r\n> 图：创造性地解决问题需要（1）具有高[稳定性](https://supermemo.guru/wiki/Stability)的大量专业知识，以及（2）具有高[可提取性](https://supermemo.guru/wiki/Retrievability)的大量新知识。庞大的稳定知识使解决算法问题变得容易。在[快速思维](https://supermemo.guru/wiki/Fast_thinking)的帮助下，这些问题可以在低能量消耗下解决。需要 「跳出框架思考 」的问题则依赖于[创造力](https://supermemo.guru/wiki/Creativity)，即对遥远想法的联想。创造力和[学习内驱力](https://supermemo.guru/wiki/Learn_drive)由 「令人饥饿的知识 」提供动力，即新知识可以通过[遗忘](https://supermemo.guru/wiki/Forgetting)轻易地被塑造和[泛化](https://supermemo.guru/wiki/Generalization)。这种可塑性为新的学习和创造性问题的解决提供了良好的模式匹配。\r\n\r\n## 学校\r\n\r\n学校不仅禁止使用[最优指导机制](https://supermemo.guru/wiki/Learn_drive)进行学习。它还拼命地打压它。每次你需要在[强制学习](https://supermemo.guru/wiki/Coercive_learning)和你的[激情](https://supermemo.guru/wiki/Passion)之间做出选择时，你的大脑会产生一定程度的[精神痛苦](https://supermemo.guru/wiki/Decoding_failure_penalty)。为了防御，为了减少痛苦，大脑需要压制来自[知识估值系统](https://supermemo.guru/wiki/Knowledge_valuation_system)的输入。结果，你变得越来越能容忍学习那些不能提高你知识的东西。你麻木于[死记硬背](https://supermemo.guru/wiki/Cram)而不抗议。这种现象是[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)的基础，可能导致[抑郁症](https://supermemo.guru/wiki/Depression)。它也使你容易[上瘾](https://supermemo.guru/wiki/Addiction)（例如，对[电脑游戏上瘾](https://supermemo.guru/wiki/Gaming_disorder)，酒精，等等）。\r\n\r\n无形中你脑内的知识价值判断被抹杀，丢失了这一最好的学习工具，你便能接受老师传授的任何知识，但这些知识缺乏[连贯性](https://supermemo.guru/wiki/Coherence)，容易受到[干扰](https://supermemo.guru/wiki/Interference)，也容易[被忘记](https://supermemo.guru/wiki/Forgetting)，而且其[价值](https://supermemo.guru/wiki/Valuation)也微乎其微。这样便形成了负反馈循环，以至于你对自己所学的东西越来越不关心。你对学习的热情和对生活的热爱也被消耗殆尽。\r\n\r\n学校破坏了负责热爱学习的控制系统\r\n\r\n## 被抑制的创造力\r\n\r\n如果没有丰富而[连贯](https://supermemo.guru/wiki/Coherent)的高[价值](https://supermemo.guru/wiki/Valuation)知识，你就无法对学习或思考产生[激情](https://supermemo.guru/wiki/Passionate)。催生创造性思维所需的思想激活不会发生。在学校学习多年后，好学生们会变成智力上的行尸走肉（见：[成为全优学生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)）。他们按要求学习，取得好成绩，但他们不再爱学习，爱他人，也不爱自己的生活。学校造就了如此悲哀的世界！\r\n\r\n学校抑制了创造力和对生活的热爱\r\n\r\n## 进一步阅读\r\n\r\n- [创造力](https://supermemo.guru/wiki/Creativity)：创造力的机制\r\n\r\n- [我怎样才能变得更有创造力？](https://supermemo.guru/wiki/How_can_I_become_more_creative%3F)：学习促进创造力的机制\r\n\r\n- [创造性解决问题中的知识](https://supermemo.guru/wiki/Knowledge_in_creative_problem_solving)：旧知识和新知识的重要性\r\n\r\n- [如何解决任何问题？]（https://supermemo.guru/wiki/How_to_solve_any_problem%3F）：解决问题的简单算法\r\n\r\n- [自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)：睡眠和休息对创造力的价值", + "type": "text/markdown", + "caption": " 学校如何扼杀创造力？\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Why do schools kill creativity" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Would you have a heart to cage a puppy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Would you have a heart to cage a puppy.json" new file mode 100644 index 0000000..4120ca5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_problem-of-schooling_Would you have a heart to cage a puppy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/problem-of-schooling/Would you have a heart to cage a puppy", + "text": "# 你会忍心把小狗关进笼子吗？\r\n\r\n原文：[Would you have a heart to cage a puppy? - supermemo.guru](https://supermemo.guru/wiki/Would_you_have_a_heart_to_cage_a_puppy%3F)\r\n\r\n## 学校之笼\r\n\r\n孩子们经常说「[学校是监狱](https://supermemo.guru/wiki/Gray:_School_is_prison)」。孩子们不仅很不耐受无聊（至少在开始时），而且也很难忍受静止不动（至少在开始时）。蒙特梭利式教学中，教室内允许走动。在大多数学校，孩子们被限制坐在他们的长椅上，每次 30-45 分钟。对于一个健康的 6 岁男孩来说，静止不动是非常痛苦的。随着时间的推移，通过[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，孩子们开始容忍静止不动，可以顺利一堂课从头做到尾。尽管我年纪大了（写这篇文章的时候是 55 岁），但我讨厌静止不动，特别是在大多数创造性的时刻，或者在[解决问题](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)时。这启发我写了一个关于监狱里的小狗的故事。如果你考虑因孩子坐立不安或不守规矩而给他下药，请看我的故事。如果你的孩子不想上学，而你又没有时间去钻研神经科学，请考虑我的《监狱里的小狗》比喻。\r\n\r\n[[img [Learned helplessness|https://supermemo.guru/images/thumb/c/c6/Learned_helplessness-_dogs_and_school_kids_accept_their_fate.jpg/200px-Learned_helplessness-_dogs_and_school_kids_accept_their_fate.jpg]]](https://supermemo.guru/wiki/File:Learned_helplessness-_dogs_and_school_kids_accept_their_fate.jpg)\r\n\r\n> 图：即使儿童[讨厌学校](https://supermemo.guru/wiki/Why_kids_hate_school)，他们也会通过[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)接受自己的命运。这破坏了他们[对学习的天生热爱](https://supermemo.guru/wiki/Pleasure_of_learning)，抑制了天生的创造力，剥夺了独立性，并可能导致日后的精神障碍。相比之下，一个罕见的例外，一匹[可以自由玩耍的马](https://youtu.be/8FVqqQvYq88)\r\n\r\n## 狱中小狗\r\n\r\n比喻。[为什么使用比喻？](https://supermemo.guru/wiki/Why_use_metaphors%3F)\r\n\r\n **狱中小狗比喻** \r\n\r\n想象一下，在阳光明媚的一天，一只贪玩的小狗在山上跑上跑下。你扔出玩具。小狗把它叼回来。小狗身上似乎有无穷的精力。它似乎可以整天不停地跑下去。\r\n\r\n现在把同一只小狗带到室内，并把它绑在一个木箱上。让它专注于墙上的一个点。也许在那里挂上一个电视屏幕，以保持狗的注意力。为了方便起见，让电视播放一段狗狗玩耍的视频。你的小狗不会喜欢这种限制，特别是如果你要求它静坐一个小时。如果小狗拒绝坐着不动，你可能会使用类似安非他明的刺激物，让它一动不动，还显得很高兴。\r\n\r\n如果你要求狗像这样坐了 6 个小时，并有短暂的上厕所和喂食的时间呢？这将相当罕见。如果你在长达 10 个月的时间里每天都这样对待你的小狗，那就太残忍了。狗的健康可能会受到影响。无论是身体上还是精神上。如果你年复一年地这样做，持续 8 年（即狗狗一生的大部分时间），这将是残忍和非比一般的惩罚。这将是不人道的。然而，我们却对我们的孩子这样做！我们把他们绑在木凳上好几年，要求他们每天长时间地集中注意力，如果他们拒绝，我们就给那些过于坐立不安的人开利他林或阿德拉。或者我们为其他「精神问题」开出其他的药酒（阅读：[利他林会适得其反](https://supermemo.guru/wiki/Ritalin_will_backfire)。\r\n\r\n被束缚在教室里的小狗会撕扯绳索，咬、嚼、啃，但抵抗会不断减弱。挣脱绳索的尝试会越来越少，直到它们逐渐变得对失败无动于衷。人类完善了摧毁幼犬和马驹意志的艺术。由于没有选择，被打败的幼犬甚至可能看那无聊的电视狗戏，或者直接睡觉。被拴住的小狗学会了无助，我们在[幼儿园](https://supermemo.guru/wiki/Daycare_misery)就已经开始通过限制活动范围，以及建立规则和限制的系统，来给孩子灌输无助了（见：[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)）。\r\n\r\n有一部分具有特殊个性的人，可能不会那么容易放弃。偶尔，他们会不断地跳起来，再次撕咬，即使他们没有成功的希望。这些将是有可能被诊断为 [ADHD](https://supermemo.guru/wiki/ADHD) 的孩子。气质上的差异已经被证明是遗传的，所以这不是一个可以通过「更好的教养」（这句话经常被用来指代[像我这样的捣蛋鬼](https://supermemo.guru/wiki/Socialization:_Personal_stories)）轻易改变的东西。一些道德家甚至会告诉你，不专心的孩子是由不专心的父母造成的。\r\n\r\n一些热心的政府官员希望增长学校教育的年限和时间。一些心急如焚的父母在填鸭式的学校里积攒了额外的时间。如果白天开始变短，早起养生可能是一个解决办法。[有些政府](https://supermemo.guru/wiki/European_outcasts)剥夺了[家庭教育](https://supermemo.guru/wiki/Homeschooling)的选择。一些学者提议[禁止家庭教育](https://supermemo.guru/wiki/Ban_on_homeschooling)。比喻说，对许多孩子来说，没有其他选择。唯一的选择是： **监狱和毒品** 。\r\n\r\n让我们回到阳光明媚的那一天。想象一下，你想给你的狗讲课。例如，读一本书或播放一段视频。如果你让狗跑上跑下，在某些时候，它一定会回到你身边寻求陪伴。然后你可以试着读一读。也许你可以对你的孩子做同样的事。他们就像小狗一样。他们想燃烧这种精力。这是一个自然进化的事情。他们生来就是这样的。此外，孩子们比小狗们更聪明。他们更渴望新奇的事物。他们甚至更有好奇心。他们的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是超出这个世界的。他们会回来找你学习。贪婪地学习！他们会很高兴地读一本书，或问你关于数字或地理的问题。即使他们回来的时间只有一小部分，与那些被束缚在学校的人相比，他们的进步也是惊人的。这将是他们自己获得的，[自我导向](https://supermemo.guru/wiki/Self-directed_learning)，和自定进度的进步。我称它为[自由学习](https://supermemo.guru/wiki/Free_learning)。这种学习他们会喜欢、珍惜和欣赏。此外，随着所有的奔波，他们将不太可能需要利他林的帮助\r\n\r\n## 将天赋关进笼子里\r\n\r\n聪明的孩子玩得更多，跑得更多，坐立不安得更多，做白日梦得更多，私下讲话得更多。他们是老师的恶梦。\r\n\r\n我们诊断为 ADHD 的东西不一定是坏消息。见：[混淆创造力与 ADHD](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)。如果你把一个患有 [ADHD](https://supermemo.guru/wiki/ADHD) 的孩子送到[民主学校](https://supermemo.guru/wiki/Democratic_school)，你可能会发现这个问题甚至在一开始就不存在。如果你阅读伟大的探险家或发明家的传记，你会经常看到类似的症状。你可以设计出高跑鼠，它们会与那些 ADHD 的小狗相似，对利他林有很好的反应。患有 ADHD 的孩子在课堂上的表现不会像那些低调的孩子那样好。然而，在生活中，同样的人可能表现出更高的创造力和更高的精神能量。他们会成为未来的首席执行官，或许是疯狂的科学家。那些精力充沛的孩子也可能成为好学生，只要他们能在学校燃烧自己的精力。最好的方法之一是获胜。如果他们能在课堂上找到一个出口，他们就不必表现出缺陷或病态。\r\n\r\n对于只需要照顾一个孩子的耐心的老师来说，那些精力充沛、狂野外向的孩子不会成为噩梦。在一对一的交流中，老师总是可以等待一下孩子的反应、学习等。这种等待可能是令人沮丧的。让整个班级的学生都受到约束，这本来就是令人气愤的。这种相互的挫折感对一个相当糟糕的[行为系统](https://supermemo.guru/wiki/Behavioral_system)起作用。教师自然会向善意的虐待方向发展：口头或身体。作为回应，孩子们会自然而然地偏向于不喜欢老师。这是学校系统强加给儿童和成人之间的[自然社会互动](https://supermemo.guru/wiki/Social_groups_in_socialization)。聪明的孩子和用心良苦的成年人之间没有灵感的暖流，而是采用欺骗和虐待的方式。我们喜欢聊天，我们喜欢学习，但[我们讨厌被教导和被说教](https://supermemo.guru/wiki/Education_counteracts_evolution)。\r\n\r\n## 笼子里的成年人\r\n\r\n文化传播使得孩子们很难得到解放。如果我们把成年人关在办公室的隔间里，这些成年人就不太可能对自己的孩子产生同情心。通过[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)，我们容忍了现代生活方式的入侵。我们付出了肥胖、抑郁、心血管问题等代价。相反，我们应该让成年人回到大草原。这就是[进化心理学](https://supermemo.guru/wiki/Evolution_in_the_office:_happy_productivity)的建议。我试过了。我住在这里。它很有效（见：[幸福的简单公式](https://supermemo.guru/wiki/Simple_formula_for_happiness)）。我全心全意地支持解放所有人类。", + "type": "text/markdown", + "caption": " 你会忍心把小狗关进笼子吗？\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Would you have a heart to cage a puppy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_10.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_10.json" new file mode 100644 index 0000000..1dd15b3 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_10.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/science-of-sleep/10", + "text": "# 10.闹钟\r\n\r\n## 10.1 干掉闹钟!\r\n\r\n### 10.1.1 闹钟流行病\r\n\r\n在现代竞争激烈的社会中，很少有上进的人可以不使用闹钟。在一杯浓咖啡和全天候的压力下，大多数人学会了在闹钟下生活和生存。有一半的人是被闹钟叫醒的，9%是被伴侣叫醒的，4%是被宠物叫醒的，3%是被孩子叫醒的，等等。只有少数人是自然醒来的。在这个社会里，成就往往与速度和完美的时间管理有关，这就使得时间像是商品一样变得越来越宝贵。然而，闹钟具有副作用：压力、睡眠负债、最严重的一点是对自然的生理睡眠的扰乱。在最坏的情况下，这些副作用会造成大脑的生理性损害。（例如海马体，你的记忆总机，这样一个敏感的结构可能真的[会因为睡眠中断而失去神经元](https://supermemo.guru/wiki/If_you_do_not_sleep,_you_die!)）。\r\n\r\n时间管理的艺术使你有可能在闹钟的陪伴下高速生活，并且仍然没有[压力](https://supermemo.guru/wiki/Factors_that_affect_sleep#Stress)。然而，闹钟和[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)所造成的社会损害是不可原谅的。一个打断你睡眠的闹钟会损害你的记忆、你的学习能力、你的创造力、你的情绪和脾气、你与其他人的关系、你的专注力以及你的整体智力表现！\r\n\r\n罗伯特-斯蒂克戈尔德博士的研究表明，在白天学习了某项技能的人，如果夜晚不获得 7-8 小时的良好睡眠，就无法在技能上获得明显的提升[[3]]（https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-stickgold-2005-3），而且提升的程度和睡眠质量之间有明显的关系。我自己在[SleepChart](https://supermemo.guru/wiki/Sleep_habits#SleepChart_in_SuperMemo)方面的工作也表明，[使用闹钟会极大减少成功回忆率和削弱记忆的巩固](https://supermemo.guru/wiki/Sleep_and_learning#Alarm_clock_vs._learning)。遗忘是如此不费力地发生，以至于我们很少注意到它的影响。毕竟在自然的情况下，即使你得到了充足的睡眠，遗忘依然也会发生，所以很难将自然发生的遗忘与睡眠不足造成的遗忘分开。此外，[睡眠不足可能不会影响你记忆的完整性，但可能会影响你记忆的储存强度]（https://supermemo.guru/wiki/Memory_optimization_in_sleep#Neural_optimization_in_sleep），如果不进行测量，你可能无法发现这种差异，而更有可能只注意到困倦、思维敏捷性降低或情绪不佳。\r\n\r\n对睡眠的不尊重已经达到了非常糟糕的程度。这在美国和其他高度工业化国家最为明显。《男性健康》杂志的丹-维加诺（Dan Vergano）在为ABC新闻（ABC News)的撰文《不再粗鲁地醒来》（No More Rude Awakenings）一文中，提出了用七天战胜困意的方法。*\"秘诀就是给唤醒系统补充能量，这样它就能**击败睡眠系统。方法是创造自我感觉良好的预期，来触发激素的释放。这可以唤醒大脑，横扫困意，像着了火一样的人马上跳下床 \"*。文章中方法论的新颖之处在于，利用应激激素来帮助你保持警觉。 然而，对*\"粗暴的唤醒 \"*唯一合理的补救措施很简单：获得足够的睡眠！像着了火一样的人跳起来不太可能会对你的创造潜能有正面的影响！\r\n\r\n你可能经常注意到，用闹钟醒来后，会给你一天的工作带来跳跃性的进展。然后你可能会认为，使用闹钟可能会帮助你在一天的晚些时候保持警惕。但事实并非如此。闹钟信号只是吓唬你的大脑进入清醒状态，破坏了睡眠中发生的精心策划的[神经优化](https://supermemo.guru/wiki/Memory_optimization_in_sleep#Neural_optimization_in_sleep)过程。因此，你会立即注射[肾上腺素](http://en.wikipedia.org/wiki/Adrenaline)，你的[ACTH](http://en.wikipedia.org/wiki/ACTH)和[皮质醇](http://en.wikipedia.org/wiki/Cortisol)水平也会增加。这和在自然睡眠节奏中醒来时达到峰值的皮质醇一样，它为你提供了清新的头脑印象。随着时间的推移，这种廉价获得的警觉性会逐渐消失，除非你继续用更多的 「补救措施」滥用你的生理机能。你可以使用更多的恐吓手段来保持自己的警觉性，滥用咖啡因，甚至用[莫达非尼](http://en.wikipedia.org/wiki/Modafinil)、[可卡因](http://en.wikipedia.org/wiki/Cocaine)或[苯丙胺](http://en.wikipedia.org/wiki/Amphetamines)来获得更深刻的效果。警惕性应该在充足睡眠的帮助下实现，而不是在缺乏睡眠的情况下实现！除了降低你学习新事物的能力之外，所有非自然的抗瞌睡方法都会产生大量的副作用，从长远来看会对你的健康产生相当大的损害。\r\n\r\n所有通过睡眠本身以外的手段来克服困倦的努力都可以比喻为在使用精神活性物质时对第一次高潮的追逐。如果你喝一桶咖啡，做俯卧撑，把冷水浇在头上，或拍打你的脸，你只是沾染了你警觉性激素的最后储备，在刺激的效果消失后，只会加重剥夺的影响，而这通常是几分钟的事。你很少能得到持续超过一个小时的刺激，你越是兴奋，之后就会越低落。\r\n\r\n### 10.1.2 失眠陷阱\r\n\r\n如果没有闹钟的生活对于你似乎是不可能的，你可能需要使用书中的所有方法，以确保你有足够的睡眠，并尽量减少伤害。如果你需要以大脑为代价早起，请避免 **[失眠陷阱](https://supermemo.guru/wiki/Insomnia)** ！失眠陷阱是一个恶性循环。\r\n\r\n1. 为了获得更多的睡眠而过早入睡。\r\n\r\n2. 未能及时入睡（或更糟糕的是：过早醒来），\r\n\r\n3. 第二天感觉更累了，而且…\r\n\r\n4. 第二天更早地睡觉，以补回失去的睡眠。\r\n\r\n更好的方案是，在一个自然的时间入睡（即稍晚一点），早起，承受一定程度的睡眠剥夺，并希望相位发生重置，使之有可能继续按[设计者时间表](http://www.stevepavlina.com/blog/2005/05/how-to-become-an-early-riser/)运行。关于解决失眠陷阱的方法，见：[治愈 DSPS 和失眠](https://supermemo.guru/wiki/Curing_DSPS_and_insomnia)。\r\n\r\n如果你不能重置你的相位，并且在定期早起时仍然感到疲惫，考虑选择一个你的身体可以接受的工作，而不是相反。你的长期健康和福祉处于危险之中。如果你绝对不能没有闹钟，你至少可以从改变你对睡眠重要性的心态开始，确保你不把错误的习惯强加给你的孩子。也许年轻的人将有幸在弹性工作制下工作，从而有可能获得足够的不被打扰的睡眠。至少，不要树立一个坏的榜样！\r\n\r\n### 10.1.3 叫醒总统\r\n\r\n2000 年 4 月 22 日晚，在臭名昭著的移民局突袭年轻的古巴流亡者埃利安·冈萨雷斯的亲属在迈阿密的家之前，比尔·克林顿总统两次被电话吵醒。他可能是历史上最经常被打乱和睡眠不足的总统。只有在一次心脏手术后，克林顿才认真对待饮食、睡眠和（真正的）运动。那些被打断的夜晚肯定会影响他的表现和决策的质量。有没有人想到一个原则： **不要叫醒总统？** 一个只有在真正的国家紧急情况下才能撤销的原则？2001 年一架美国间谍飞机在中国降落时，时任美国总统小布什（生于 1946 年）被叫醒。2002 年耶路撒冷发生自杀式爆炸事件后，他也被惊醒了。老布什（生于 1924 年）和希拉里·克林顿将「半夜醒来工作」作为其总统竞选和能力的一部分。似乎只有罗纳德·里根对保护自己的睡眠有相当强的规定。他还曾在一些内阁会议上打盹，这一点很有名。他在几个国际事件中睡觉，对他有些延迟的决策并没有带来明显的负面影响。批评者会说他睡过了整个[伊朗·康特拉事件](http://en.wikipedia.org/wiki/Iran-Contra_affair)。里根如此保护睡眠是因为他更了解睡眠的作用，或者他只是比其他总统更懒惰一些？我不知道。然而，他确实树立了一个好榜样。\r\n\r\n### 10.1.4 闹钟怪物\r\n\r\nAndera K 给我写信，对我持怀疑态度:\r\n\r\n> **「把闹钟从一个典型的人身上拿走，他们就不会在自己想要的时间自己醒来，他们就会错过工作、学校或其他事情。闹钟不可能对你那么坏，因为一个简单的事实是，大多数人都在使用它，我从来没有注意到它们有什么问题 :) 我家的每个人从小就在使用，也没有人突然发疯或开始变异成怪物呀！」** \r\n\r\n当你在清晨为了上班或上学而使用闹钟时，你切断了后期的睡眠阶段。如果对自然睡眠的侵扰不大（例如从几分钟到一小时），损害可能是有限的，很难注意到。如果闹钟深入到半夜的睡眠中，它的损害会大得多。你可以把使用闹钟比作吸烟或吃热狗。危害不大，不足以让人立即察觉。公众花了很多年才基本接受吸烟或快餐的危害性。损害的程度很难量化。然而，随着我们进入知识社会，我们的智力表现变得越来越重要，[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)的影响将受到更密切的关注，闹钟必然会逐渐失宠。与热狗不同，它们已经被使用者普遍厌恶。如果他们的作息时间足够规律，大多数人都能在一定程度上使他们的睡眠适应他们的时间表。当这些人需要求助于使用闹钟时，他们削减的睡眠时间就会少一些，损害也就相应小一些。尽管如此，我们应该始终努力完全消灭闹钟。最重要的是，我们应该保护我们的孩子不受睡眠中断之苦！", + "type": "text/markdown", + "caption": " 10.闹钟\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "10" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_11.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_11.json" new file mode 100644 index 0000000..d8c09cf --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_11.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/science-of-sleep/11", + "text": "# 11. 健康的午睡\r\n\r\n这段文字选自《[睡眠的科学](https://supermemo.guru/wiki/Science_of_sleep)》，作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak)(2017)\r\n\r\n## 11.1 午睡是好事\r\n\r\n由于自然的睡眠-清醒周期，你会[在中午感到轻微疲惫](https://supermemo.guru/wiki/Biphasic_life)。这一时段很容易在脑电图上观察到。在许多热带、亚热带和地中海国家，这时候就应该开始[午睡](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#siesta)了。如果吃得很饱，你会更加疲惫迟钝，而短暂的午睡之后，便能重新换发精神。然而，工业国家似乎并不准备采用餐后小憩的健康习惯。恰恰相反，当墨西哥议会就法定午睡的法律进行辩论时，边境以北的政治家和喜剧演员都对「懒惰的拉丁美洲人」大加嘲笑。英国的 Siesta Awareness 突然取消了 2009 年的国家[午睡](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#siesta)日，因为中国的一份出版物显示，糖尿病患者会睡更久的午觉。谬误多多。午睡是明智的，但午睡者往往被认为是懒惰的，或软弱的。自我提升大师 Tony Robbins 提供了一个典型的被误导的关于午睡的起居建议：「用俯卧撑取代午睡的冲动」。俯卧撑将改善血液循环，提高[儿茶酚胺](http://en.wikipedia.org/wiki/Catecholamine)的水平。这将使你暂时感到更加警觉。然而，只有午睡才能真正提升你的认知能力。午睡比[运动](https://supermemo.guru/wiki/Factors_that_affect_sleep#Exercise)更好，也远胜于[咖啡因](https://supermemo.guru/wiki/Factors_that_affect_sleep#Caffeine)。午睡是无可替代的。\r\n\r\n## 11.2 午睡与进化\r\n\r\n目前还没有什么理论支持午间警觉性下降在进化上的作用。大多数人认为，人类和所有其他高度进化的热带动物一样，进化出了[午睡](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#siesta)的习惯，以此来应对中午的高温。这种解释也有一定的文化背景，因为在温和或寒冷的气候下，午睡的习惯不太普遍。然而，经过十几分钟的短暂午睡，警觉性便能恢复如初，没等中午的高温时段结束，人类便能再度活跃起来。\r\n\r\n另一种解释是，警觉性下降是多相睡眠模式的遗留物。人类祖先可能是多相睡眠的。许多动物和新生儿在白天会睡很多次。多相睡眠对于优化记忆回路似乎是有利的。然而，集中在晚上单独一个时段睡眠，可能也有进化上的优势。早期人类在夜间狩猎采集时可能效率较低。因此把晚上用来优化记忆是更好的选择。在现代社会中，人类的睡眠巩固可能是慢慢地从多相睡眠到[双相睡眠](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#biphasic_sleep)，最后到半单相睡眠。实际上，随着我们年龄的增长，这种相似的巩固作用也能被观察到。到了成年期，我们或多或少都是单相睡眠，伴随明显的警觉性下降问题，但可以通过短暂的午睡来解决。当我们接近退休时，我们好像又变成了双相睡眠。这可能是因为上班族被迫压制他们的双相睡眠倾向。[我们在一生中保持强烈的双相性](https://supermemo.guru/wiki/Biphasic_life#Biphasic_nature_of_human_sleep)，而单相性睡眠模式很大程度上是被工业社会强加的。\r\n\r\n当我看了用 SuperMemo 收集的学习成绩数据后，我发现一天中认知能力的[自稳态](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#homeostatic_sleep_component)下降幅度很大，这个可以为「午睡对认知上有益」提供证据，但无法构成要点，不能用处于最高活动水平的[昼夜节律](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#circadian_sleep_component)支持来提升它。因此，我们开发了一个半睡眠系统，确保必要的充足夜间睡眠，带有一个帮助中午警觉性提升的选项。由于睡眠驱动的[昼夜节律](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#circadian_sleep_component)成分与睡眠的某些生理功能有关，带有[自稳态](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#homeostatic_sleep_component)午睡的系统可能不会同样有益。至于[自稳态](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#homeostatic_sleep_component)警觉性下降的速度，可能是所涉及的网络中固有的，可能取决于能量储备、神经递质的供应、所涉及网络的大小等等。它应该还取决于精神的使用程度。脑力劳动越重，认知能力的下降就越快。换句话说，对于大脑来说，对于繁重的精神负荷来说，较慢的[自稳态](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#homeostatic_sleep_component)衰退可能根本不可能在物理上实现。中午午睡的时间来自这样一个事实：把一天分成两半，可以最大限度地提高整体警觉性。在这里，中午的热带高温实际上可能提供了一个额外的进化动力。\r\n\r\n## 11.3 午睡和脑力\r\n\r\n午睡科学之父 D.F.Dinges 博士花了多年时间研究工作场所的警觉性问题，并在警觉性可能决定生死的职业中展示了午睡的巨大好处。他的研究表明，午睡能极大地提高警觉性（Dinges 1989[[14\\]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-dinges-1989-14)）。他还注意到，对于经常午睡的人来说，午睡对夜间睡眠的影响相对较小：\r\n\r\n[[img [Sleep onset times among nappers an non-nappers (percentage)|https://supermemo.guru/images/0/06/Napping.gif]]](https://supermemo.guru/wiki/File:Napping.gif)\r\n\r\n然而，当 Matthew Walker 博士发表了他的研究，证明了午睡对认知的价值（Walker and Stickgold 2005[[17\\]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-17); Walker and Nishida 2007[[18\\]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-18)），Derk-Jan Dijk 博士惊讶地评论道。「[没有明确的证据表明白天午睡比 24 小时内只睡一次有明显的优势 (...) 虽然研究中报告的大脑效应在实验室环境中可能会被发现，但在「现实世界」中情况变得更加模糊](http://news.bbc.co.uk/2/hi/health/8524549.stm)」。今天，你可以使用 [SuperMemo](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#SuperMemo) 来衡量自己午睡的好处。对比午睡者和非午睡者的[回忆](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#recall)图，我们可以清楚地看到非午睡者是如何在醒着的一天的后半段以一半的速度发力的（见：[人类睡眠的双相性质](https://supermemo.guru/wiki/Biphasic_life#Biphasic_nature_of_human_sleep)）。Walker 博士在后来的研究中证实了他的观点，他令人信服地说道：「就好像你海马体中的收件箱已经满了，而且，在你睡觉并清理出所有电子邮件之前，你不会再收到任何邮件」。从忠实的午觉爱好者温斯顿·丘吉尔先生那里了解到：「你从一份时间里得到两天」！午睡的价值与你的工作对脑力的依赖程度和你的思维质量成比例增加。\r\n\r\n## 11.4 要不要午睡？要的！\r\n\r\n以下是对午睡利弊的简短总结：\r\n\r\n **优点：** \r\n\r\n- [午睡](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#siesta)，富含 [NREM](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#NREM) 睡眠，会使人的警觉性大幅提高，创意人士会非常受用。根据不同的测量口径，这种提高可能高达 50%！\r\n\r\n- 正如 SleepChart 所显示的那样，[午睡能改善下午到晚上的回忆和记忆巩固](https://supermemo.guru/wiki/Neural_optimization_in_sleep#Sleep_and_memory)\r\n\r\n- 恰当时长的午睡可能有助于对抗[睡眠剥夺](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#sleep_deprivation)。有些人甚至喜欢在日常生活中分两次睡 3-4 个小时！\r\n\r\n- 午睡可以降低血压，改善心血管健康，因此有可能延长你的寿命！\r\n\r\n **缺点：** \r\n\r\n- 午睡时机没选好（太晚）可能会加剧[失眠](https://supermemo.guru/wiki/Insomnia)。这就是为什么许多睡眠专家反对午睡。然而，[选取合适时机即可减轻这个问题](https://supermemo.guru/wiki/Best_time_for_napping#Best_nap_timing)\r\n\r\n- 午睡时机没选好（太晚）可能会导致[睡眠惯性](https://supermemo.guru/wiki/Sleep_inertia)。这个影响可以通过合适的午睡时间轻松解决。\r\n\r\n- 午睡需要良好休息条件、对午睡有利的文化，以及坚实的午睡技能和习惯。这些在工业化国家可能都很难实现。\r\n\r\n如果你曾经犹豫过，要不要午睡，那就适时地午睡一下，看看它对你的生活有何影响。如果你醒来时昏昏沉沉，请记住，午睡也是一种艺术。阅读有关[午睡的最佳时机](https://supermemo.guru/wiki/Best_time_for_napping#Best_nap_timing)。有可能，午睡可能会成为你的掌中宝，从而提高你的工作效率。许多伟人都有午睡的习惯。除了丘吉尔之外，知名的午睡者还包括拿破仑、比尔·克林顿和约翰·肯尼迪。有趣的是，这个群体还包括著名的长睡眠者爱因斯坦，和著名的短睡眠者托马斯·爱迪生。甚至比尔·盖茨在他积极创意编程的年龄段里，也很享受躺在桌子下午睡。\r\n\r\n## 11.5 在公司午睡\r\n\r\n在美国，越来越多的公司已经决定将咖啡休息时间改为午睡休息时间，并为午睡者设计了专门的隔间。在未来，这种趋势可能会变得[更加突出](http://www.businessweek.com/magazine/content/10_36/b4193084949626.htm)，因为[咖啡因](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#caffeine)在消除疲劳方面的效果还不及午睡的一小部分。由于神经方面的原因，咖啡、甜甜圈、俯卧撑和其他方法加在一起，在精神恢复方面永不会被证明像午睡一样有效。同时，我们的社会强烈地倾向于信息处理，在此警觉性是生产力的核心。当生产力趋向平均时，企业肯定会利用关于午睡的最新研究。\r\n\r\n **重要！** 不要把[午睡](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#siesta)的健康概念与某个[多相睡眠](https://supermemo.guru/wiki/Science_of_polyphasic_sleep)的非常不健康的想法混淆起来。\r\n\r\n## 11.6 午睡规则手册\r\n\r\n- **不要使用闹钟！** 与流行的看法相反，安排好的午睡不会导致[睡眠惯性](https://supermemo.guru/wiki/Sleep_inertia)（除非你严重缺乏睡眠）。闹钟会严重破坏午睡的价值！\r\n\r\n- 准确测量自然醒和午睡之间的最佳时间长度，使午睡的效果最大化。午睡应该在警觉性的低谷时进行，这通常是在自然醒后的 7-8 小时。午睡的初学者往往错过了正确的时间！选择 7 小时作为你的起点，可以留出 60 分钟的余地，以防你因某种原因错失良机。见：[午睡的最佳时间](https://supermemo.guru/wiki/Best_time_for_napping)\r\n\r\n- 只在午睡 **之后** 喝咖啡或其他含[咖啡因](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#caffeine)的饮料。即使摄入非常少量的咖啡因，睡眠质量也会受到干扰。\r\n\r\n- 如果你在午睡前饮酒，那么确保在你入睡时，酒精应基本被代谢掉（即离开你的身体）\r\n\r\n- 如果你午睡超过 100 分钟（或者你午睡太晚），你可能在晚上需要更多的睡眠。\r\n\r\n- 在午睡前 1-2 小时避免压力。即使是你喜欢的东西也会使你兴奋，使你更难利用午睡的好处。\r\n\r\n- [运动](https://supermemo.guru/wiki/Factors_that_affect_sleep#Exercise)是好的。尽量在午睡前至少 45 分钟完成运动。如果你没能平静下来，你的午睡可能会过早结束\r\n\r\n- 建议在午睡前进餐。除非你的医生另有规定，否则你一天的主餐实际上应该在午睡之前（大约在你清醒时的第 6 个小时）!\r\n\r\n- 建议在午睡前进行[性行为](https://supermemo.guru/wiki/Factors_that_affect_sleep#Sex)。\r\n\r\n- 坚持你的仪式（例如，坚持你的最佳顺序：运动、啤酒、洗澡、吃饭、安静处、午睡、音乐，或类似的仪式）。\r\n\r\n- 如果上述建议不起作用，你可能需要一个月左右的时间来尝试。在这里，心理上的放慢是至关重要的！许多人不会发现午睡的好处直到一些情况使他们必须例行午睡（如诊断出心脏病）。即使你不能入睡，你可能仍然需要午睡一下！失眠可能只是一个习惯的结果，或者是你无法忘记一天的忧虑。你可能只是没有完全了解自己的实际睡眠需求。\r\n\r\n- 如果即使经过一个月的尝试这些都不能让你在 10 分钟内入睡，你大可永远放弃午睡了。\r\n\r\n- 当[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)时，每损失一小时的睡眠，你可能需要 20 分钟的午睡时间（见：[Power nap](https://supermemo.guru/wiki/Power_nap)）", + "type": "text/markdown", + "caption": " 11. 健康的午睡\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "11" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_12.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_12.json" new file mode 100644 index 0000000..0b99555 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_12.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/science-of-sleep/12", + "text": "# 12.午睡的最佳时间\r\n\r\n这段文字选自《[睡眠的科学](https://supermemo.guru/wiki/Science_of_sleep)》，作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak)(2017)\r\n\r\n### 12.1 午睡的价值\r\n\r\n打盹对疲惫的大脑来说是祝福。然而，如果时间错了，它们也会加速扰乱你的[睡眠周期](https://supermemo.guru/wiki/Circadian_cycle)。许多人认为，打盹就是打盹，仅此而已。不管何时，打盹都会清醒你的头脑。这不对。了解打盹的最佳[昼夜节律](https://supermemo.guru/wiki/Circadian)时间，对与打盹为友而非敌至关重要！对打盹普遍性的信念引发了一种危险的意识形态病毒：基于[多相睡眠](https://supermemo.guru/wiki/Polyphasic_sleep)的生活方式。\r\n\r\n打盹是一种技能。许多人即使困了也不能打盹。测量你自然醒和小睡之间的时间应该有助于你优化打盹的质量。最理想的情况是，你的疲倦可能甚至无法察觉，无法轻易猜到最佳时间。如果你测量夜间睡眠和小睡之间的时间，你会发现长度总是相同的（微小的变化取决于夜间的睡眠质量）。换句话说，即使在你中午不觉得累的日子里, 这种测量也可以帮助你找出你的[昼夜颠倒](https://supermemo.guru/wiki/Circadian_dip)的时间。你可能想知道，为什么首先要打盹呢？在认知能力方面的提升是值得投资的（在一个好的日子里可能只需要 10-20 分钟）。\r\n\r\n在健康的[双相睡眠](https://supermemo.guru/wiki/Biphasic_sleep)中，在[午睡](https://supermemo.guru/wiki/Siesta)时间小憩能极大促进你的精神能量和创造力。重要的是要知道，午睡的时间不应该由挂在墙上的时钟决定。你的午睡应该在你自然醒的 7-8 个小时左右到来。准确地说，只有通过比较如果尝试早一点或晚一点小睡会发生什么，你才能精确地确定这个值。如果你用[闹钟](https://supermemo.guru/wiki/Alarm_clock)缩短睡眠时间，或比平时更早入睡（例如因为一天的工作很累），或推迟到自然睡眠时间后入睡，那么最佳值可能不成立。\r\n\r\n### 12.2 昼夜交替的午睡阶段\r\n\r\n为了优化你的打盹，你需要了解[昼夜节律相位](https://supermemo.guru/wiki/Circadian_phase)对[睡眠周期](https://supermemo.guru/wiki/Circadian)的影响。下面，我解释一下如果你在不同的阶段打盹会发生什么。在下面的文字中，第7阶段打盹表示在自然时间睡醒后的 7 小时内进行的打盹。请参考以下图表，它说明了人类睡眠倾向的[双相性](https://supermemo.guru/wiki/Biphasic_life)。该图显示，只有一个最佳警觉谷（红色）对睡眠有利，通常在（醒来的）7-8 小时：\r\n\r\n[[img [Grades of a biphasic sleeper in relation to the circadian phase showing two major peaks in alertness and learning quality during the day|https://supermemo.guru/images/thumb/e/eb/Biphasic_changes_in_memory_recall.jpg/600px-Biphasic_changes_in_memory_recall.jpg]]](https://supermemo.guru/wiki/File:Biphasic_changes_in_memory_recall.jpg)\r\n\r\n> 图：[双相睡眠者](https://supermemo.guru/wiki/Biphasic_sleep)一天中不同时间的[回忆](https://supermemo.guru/wiki/Circadian_phase)与[昼夜节律相位](https://supermemo.guru/wiki/Circadian_phase)的关系，显示了白天警觉性和学习质量的两个主要高峰。在单相睡眠者中，可以观察到同样的高峰，然而，晚上的记忆力可能会降低。这意味着[双相睡眠者](https://supermemo.guru/wiki/Biphasic_sleep)可以期望在晚上有更高的整体学习或创造力。58,339 次 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 重复被用来制作这个图表。紫色的警觉性是由基于[睡眠调节的两个过程模型](https://supermemo.guru/wiki/Two-process_model_of_sleep_regulation)的睡眠模型决定的。警觉性的估计结合了[同态](https://supermemo.guru/wiki/Homeostatic)和[昼夜节律](https://supermemo.guru/wiki/Circadian)睡眠倾向的反比\r\n\r\n#### 12.2.1 第 0 阶段：唤醒时间\r\n\r\n0 阶段的小睡是指在醒来后立即进行的小睡，即上图中的[昼夜节律相位](https://supermemo.guru/wiki/Circadian_phase) 0。在 0 阶段打盹是可能的，主要取决于之前的睡眠历史。正常夜间睡眠后的0阶段小睡可被视为夜间睡眠的补充，例如，如果夜间睡眠不够有效。在睡眠模型中，这种小睡与夜间睡眠相辅相成，在夜间睡眠被打断的情况下（如被噪音、膀胱爆裂、健康问题等），这是延长夜间睡眠的有效方法。一晚不睡后第 0 阶段小睡可以低效地替代夜间睡眠。这样的睡眠短暂，不能解乏，留下睡眠债务。它还会在[昼夜节律系统](https://supermemo.guru/wiki/Circadian)中引入不受欢迎的振荡，可能需要几天时间才能消失。夜班工人经常用这种睡眠为白天提供一些精神动力。0 阶段的睡眠仍然比不睡觉好得多。规则很简单：\r\n\r\n **如果在第 0 阶段你很困，可以随意打盹** 。显然你的大脑需要更多的睡眠\r\n\r\n#### 12.2.2 第三阶段：创造力时间\r\n\r\n在一个健康的、管理完善的系统中，你绝对不应该在[阶段](https://supermemo.guru/wiki/Circadian_phase) 3 中打盹（见上图中横轴上第三小时的红色峰值）。在这个时候成功入睡是表明你[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)、睡眠质量差（例如由于[睡眠呼吸暂停](https://supermemo.guru/wiki/Sleep_apnea)）、在[错误阶段](https://supermemo.guru/wiki/Sleep_phase)入睡（例如太早入睡）、睡眠障碍（例如嗜睡症）等的表现。这可能是最难打盹的时候。然而，我不知道这种小睡对健康或对[睡眠控制系统](https://supermemo.guru/wiki/Sleep_control_system)有什么坏影响。\r\n\r\n#### 12.2.3 第 5 阶段：午睡前期\r\n\r\n在[午睡](https://supermemo.guru/wiki/Siesta)前的时间段内打盹是可能的。然而，这种小睡可能很短，不像第 7 阶段的小睡那样令人精神振奋。由于[昼夜节律](https://supermemo.guru/wiki/Circadian)，它们也更可能是 [REM](https://supermemo.guru/wiki/REM) 丰富的。这些早期小睡可能会被推荐给那些患有睡眠型[失眠症](https://supermemo.guru/wiki/Insomnia)的人，他们仍然希望在一天的后半段提高警觉性和创造力。不想长时间小睡，或者稍后的时间安排不适合[一天的时间表](https://supermemo.guru/wiki/Plan)的情况下，这些小睡也可以 「匆匆忙忙 」地进行，因为它们的时间很短。\r\n\r\n#### 12.2.4 第 7 阶段：午睡\r\n\r\n小睡的最佳时间。从图中可以看出，[第 7 阶段](https://supermemo.guru/wiki/Circadian_phase)是精神表现在中午处于低谷的时期（瞄准第 7 阶段，以确保迟到仍然会将午睡放在低谷内）。并不是说低谷期是由丰盛的午餐引起的（尽管膳食对睡眠控制有很大影响）。底点是[昼夜节律](https://supermemo.guru/wiki/Circadian_cycle)波的一种自然表现。这个[昼夜节律相位](https://supermemo.guru/wiki/Circadian_phase)的低谷时间与[主观黑夜](https://supermemo.guru/wiki/Subjective_night)的低谷时间大致间隔 12 小时交替出现，出现时的钟表时间大致相同。（例如，如果你的黑夜中间在凌晨 3 点，下午 3 点的小睡可能是最有效的）。这在「[如何午睡](http://www.boston.com/bostonglobe/ideas/naps/)」中有很好的解释。[午睡](https://supermemo.guru/wiki/Siesta)的好处已被许多研究证实。它在世界许多地区已经实行了很久。[它肯定会渗入企业界](https://www.bloomberg.com/news/articles/2010-08-26/napping-gets-a-nod-at-the-workplace)，因为人类的生产力越来越依赖于我们的[创造能力](https://supermemo.guru/wiki/How_to_solve_any_problem%3F)。\r\n\r\n **对于大脑、健康和生产力，自然醒过后 7 小时的打盹是最好的** \r\n\r\n#### 12.2.5 第 11 阶段：晚间\r\n\r\n这不是打盹的好时机。在一个健康的周期中，午睡可能很难实现或不可能。然而，即使是轻微程度的[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)也会产生午睡，可能会触发负责全夜睡眠的[控制机制](https://supermemo.guru/wiki/How_do_we_fall_asleep%3F)。晚间小睡很可能富含[NREM](https://supermemo.guru/wiki/NREM)睡眠，并夺走你夜间睡眠的重要[SWS](http://en.wikipedia.org/wiki/Slow-wave_sleep)成分（Werth等人，1996[[19]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-19)）。这些小睡可以持续比[午睡](https://supermemo.guru/wiki/Siesta)长得多。它们会使你昏昏欲睡。最糟糕的是，它们会加重[失眠](https://supermemo.guru/wiki/Insomnia)。不幸的是，这是一种很大比例的[学生]的午睡类型(https://supermemo.guru/wiki/Futility_of_schooling)!被迫在很早的时候起床上学，孩子们和学生们在半昏迷状态下挣扎着度过上学时间，学习上的进展微乎其微。在这种状态下学习，只会放大相当普遍的[对学校的憎恨](https://supermemo.guru/wiki/Why_students_hate_school%3F)。因此，第 11 阶段的午睡是度过这一天并在晚上完成一些实际学习的唯一方法。身体时钟将[主观的夜晚](https://supermemo.guru/wiki/Subjective_night)转移到早上的时间。积极的副作用是，晚上可以进行有效的学习。消极的副作用是，学生发现在凌晨 3-4 点之前不可能入睡，并在[主观黑夜](https://supermemo.guru/wiki/Subjective_night)中间响起闹钟，迎接新的光明的学校日。这使痛苦和学校仇恨的循环持续下去。没有人估计过这种现象的全球后果，其中包括对青少年态度的影响，而这种态度是众所周知的充满问题的。也没有人想出一个切实可行的解决方案（改变上学时间通常会导致孩子们通过改变睡觉时间来 \"适应 \"新的周期）。我在这里也无法推荐一个解决方案。跳过晚间小睡可能对夜间睡眠质量和稳定早期[阶段](https://supermemo.guru/wiki/Circadian_cycle)的[昼夜节律周期]更好，但是，这实际上会剥夺这些学生唯一可以学习的时间。这些晚间小睡也是那些年轻的大脑所渴望的[自由运行的睡眠](https://supermemo.guru/wiki/Formula_for_good_sleep:_free_running_sleep)的唯一微薄的替代品。唯一的时间，大脑可以得到它想要的东西。如果让我回答：睡还是不睡，我可能不得不承认，在大多数情况下，晚间午睡是较小的罪恶。\r\n\r\n#### 12.2.6 第 13 阶段：入睡前\r\n\r\n这是一个特别不适合午睡的时间。在这个时候启动小睡应该是相对容易的。然而，睡前小睡可能会产生以下不受欢迎的结果之一。 **长睡-短夜** 或 **长夜-早醒** （取决于[睡眠控制系统]（https://supermemo.guru/wiki/Sleep_control_system）的当前状态）。睡眠前的小睡可能会导致触发夜间睡眠序列。然而，这个序列并不是不可打破的，可能会导致早醒，再加上难以重新启动睡眠（[失眠](https://supermemo.guru/wiki/Insomnia)）。如果[homeostatic](https://supermemo.guru/wiki/Homeostatic)睡眠过程产生大量的困倦，而[circadian](https://supermemo.guru/wiki/Circadian)睡眠过程还没有成熟的夜间睡眠，这种情况就特别可能。因此，这种睡眠前的小睡可以产生比正常夜间睡眠更少的总睡眠。这种 **长睡-短夜** 不会完全实现睡眠的生理功能。因此，你第二天的警觉水平可能会大幅下降。睡眠前小睡的不幸结果较少，如果你成功触发不间断的夜间睡眠序列。然而，在睡眠的[昼夜节律](https://supermemo.guru/wiki/Circadian)功能完成之前，你很可能会过早地耗尽[平衡状态](https://supermemo.guru/wiki/Homeostatic)的过程。你可能会比平时更早醒来。这就是 **长夜早醒** 的结果，考虑到过早的睡眠往往比普通的夜间睡眠时间长得多，所以产生的夜晚令人吃惊地不清爽。这种低睡眠效率的原因可能是[快速眼动睡眠](https://supermemo.guru/wiki/REM_sleep)的稀缺，而快速眼动睡眠具有强烈的[昼夜节律](https://supermemo.guru/wiki/Circadian)。此外，由于[昼夜节律的原因](https://supermemo.guru/wiki/Sleep_phase)，你的早晨很可能会异常困倦！\r\n\r\n#### 12.2.7 第 15 阶段：分段式睡眠\r\n\r\n第 15 阶段的午睡应被视为 「早睡」。如果在这个时候入睡，你可以期待以下任何一种情况（取决于[睡眠债务](https://supermemo.guru/wiki/Sleep_deprivation)的程度）：\r\n\r\n- 如果你没有携带睡眠债务：在床上有一些 **非生产性时间** ，因为你可能[无法入睡](https://supermemo.guru/wiki/Insomnia)。\r\n\r\n- 睡眠前的结果如第 13 阶段的睡眠：长时间的午睡加上短暂的夜晚，或长夜-早醒。这种结果很可能会让你 **不振奋** 。\r\n\r\n- **[分段式睡眠](https://supermemo.guru/wiki/Segmented_sleep)** ：你会睡着，但会在夜里醒来 1-2 个小时，然后才重新睡着。这种幸运的结果会让你相当精神。\r\n\r\n- **长夜** ：在少数情况下，特别是如果你睡眠不足，早睡会导致一个漂亮的长夜，使人精神振奋。\r\n\r\n由于第 15 阶段睡眠的不稳定性，它应该只在睡眠匮乏的情况下使用，这为积极的结果提供了良好的机会。否则，早睡在最好的情况下可能是无益的，在最坏的情况下可能对睡眠质量不利。\r\n\r\n#### 12.2.8 第 18-24 阶段：夜间睡眠\r\n\r\n如果你试图在第 18-24 阶段打盹，你势必会引发正常的健康夜眠。只要你不抱着在 20-40 分钟内停止这一过程的邪恶意图去「打盹」，这就可以了。这里是[多相睡眠]（https://supermemo.guru/wiki/Polyphasic_sleep）的痛苦变得最难忍受的地方。正如Stampi博士几十年前注意到的，最令人气愤的不是保持清醒或入睡的问题。多相性生活](https://supermemo.guru/wiki/Science_of_polyphasic_sleep)中最痛苦的部分是当你的大脑想要触发夜间睡眠序列，而多相性的行家却顽固地不允许它（Stampi 1992[[|λ:/thoughts-memo-translation-main/20/]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-stampi-1992-20)）！这和任何其他突然停止的全有或全无的生理过程（排尿、排便、高潮、吞咽、心跳、打喷嚏、咳嗽、分娩等）一样，是一种糟糕的中断。许多多相性博主指出：「 **我注意到，当我的小睡时间变长时，我就会昏昏欲睡。所以我试图把它们保持在 20 分钟以内** 」。咄咄怪事!如果你不启动夜间睡眠序列，你就不会遭受中断的痛苦。那为什么首先要打盹呢？延迟排便比中途停止排便更容易。我遇到的最不寻常的夜间午睡控制方法是...「 **我在床上放了很多垃圾。这使我的午睡时间很短** 」！\r\n\r\n## 12.3 午睡规则\r\n\r\n午睡应该在[阶段](https://supermemo.guru/wiki/Siesta) 7-8 的[午睡]时间进行。还要记住：\r\n\r\n- **[小睡阶段](https://supermemo.guru/wiki/Circadian_phase)是相对于最佳的自然觉醒时间而言的，而不是实际的觉醒时间！** 例如，在过早的睡眠中，或在中断的睡眠中，有效的小睡可以在醒来后 10 小时内进行。如果你的睡眠不完全是自然的，你需要修正你的[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)，这可能是独立于你的实际睡眠时间在后台运行。不幸的是，绝大多数有[睡眠相位问题](https://supermemo.guru/wiki/DSPS)的人都不知道如何有效地测量和绘制他们的自然周期\r\n\r\n- **两个警觉谷在生物学上是不同的！** 只有[夜间谷](https://supermemo.guru/wiki/Subjective_night)能产生典型的长时间周期性的[NREM](https://supermemo.guru/wiki/NREM)-[REM](https://supermemo.guru/wiki/REM)相互作用，[REM](https://supermemo.guru/wiki/REM)的比例逐渐增加。[主观夜间](https://supermemo.guru/wiki/Subjective_night)期的特点是增加释放[褪黑激素](https://supermemo.guru/wiki/Factors_that_affect_sleep#Melatonin)。在[双相睡眠](https://supermemo.guru/wiki/Biphasic_sleep)中，[午睡](https://supermemo.guru/wiki/Siesta)睡眠的长度比自然夜间睡眠短 4-20 倍。[相位反应](https://supermemo.guru/wiki/PRC)是由[夜间睡眠](https://supermemo.guru/wiki/Zeitgeber)之前或之后的[刺激物](https://supermemo.guru/wiki/Subjective_night)引起的。然而，同样的刺激可能会影响[午睡](https://supermemo.guru/wiki/Siesta)的时间，而这又可能间接影响[睡眠相位](https://supermemo.guru/wiki/Sleep_phase)。\r\n\r\n- **小睡的时间将决定其结构。** 一些研究人员认为，由于小睡的时间决定了 [NREM 睡眠](https://supermemo.guru/wiki/NREM_sleep)与 [REM 睡眠](https://supermemo.guru/wiki/REM_sleep)的比例，这也会影响小睡对某一特定类型的精神任务的效率。如果你想让特定任务的价值/时间最大化，这可能是真的。然而，对于睡眠优化，你应该总是去追求最大的总价值。这就是为什么最好的午睡是与你中午[昼夜节律](https://supermemo.guru/wiki/Circadian)的警觉性下降相一致的午睡。\r\n\r\n良好的午睡条件是很重要的。在半躺的位置，或在嘈杂的房间，或在明亮的灯光下小睡，也会有利于你的警觉性（条件是你确实设法睡着了，也许还能通过第一阶段 NREM）。然而，在一个有利于睡眠的环境中小睡，往往会持续更长的时间，而且更令人精神振奋。\r\n\r\n## 12.4 每天睡一次就够了\r\n\r\n许多人认为，每一次成功的额外午睡都会对恢复他们的精神能量有宝贵的帮助。对于一个正常的睡眠者来说，如果没有睡眠不足，额外的小睡的确有可能带来警觉性的提高，改善精神表现。然而，在一个健康的时间表上，所有[午睡](https://supermemo.guru/wiki/Siesta)时期以外的小睡都应该是很难完成的。例如，在醒来后 2-3 小时内打盹表明[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)或健康问题（如从感染中恢复等）。\r\n\r\n如果睡眠的目标被定义为实现最大的创造性生产力，并且如果夜间睡眠可以健康地进行（即没有[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)），那么在[午睡](https://supermemo.guru/wiki/Siesta)时间以外的任何午睡尝试都将是浪费的。这是因为入睡应该是很困难的，而简单的闭目休息并不能产生实际成功小睡的一小部分神经效益。此外，即使是成功的，在上午强行进行的额外小睡也可能会干扰下午的小睡。同样，晚上的小睡可能会导致夜间睡眠时间的缩短。这些额外的小睡可能会带来性能的增量改善，但会降低整体的睡眠效率，并可能导致[昼夜节律](https://supermemo.guru/wiki/Circadian)系统的涟漪。我们的双相性很清楚，我们应该争取在下午（在醒来的第 7 个小时）进行一次小睡。对某些人来说，即使这样也会太多，单相模式是他们的最佳状态。\r\n\r\n许多年轻的创意人士想出了他们自己设计的睡眠时间表。我经常收到关于新睡眠模式建议的邮件。例如，三相睡眠：一个 6 小时的主要睡眠时间（00:00-06:00），饭后有两个 30 分钟的小睡（12:00-12:30，和 18:00-18:30）。像大多数人为的使睡眠系统工作的设计方式一样，这个时间表不可能是有效的。大多数人都有强烈的双相性，只有双相性或[单相性睡眠](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#monophasic_sleep)对成年人来说效果不错。然而，如果抛开第二次小睡，建议将相当接近于自然的双相节奏：0:00-6:00和 13:00-14:00。即使如此，应该避免设计师的时间表。唯一的例外是对[睡眠图](https://supermemo.guru/wiki/SleepChart)中显示的[自由运行睡眠](https://supermemo.guru/wiki/Free_running_sleep)的近似设计。由于人们的[睡眠控制系统](https://supermemo.guru/wiki/Sleep_control_system)的各种参数不同，那些睡眠非常规律的人确实可以考虑在他们的时间表中加入一个特定的时间，只要这个时间是由他们的实际睡眠模式测量得出。如果设计者时间表中的睡眠发作与[昼夜节律](https://supermemo.guru/wiki/Circadian)需求不一致，那么往往会导致昼夜节律混乱。\r\n\r\n## 12.5 结论：午睡\r\n\r\n如果你想睡得好，工作效率高，请选择[双相睡眠](https://supermemo.guru/wiki/Biphasic_sleep)、单相睡眠或[自由运行睡眠](https://supermemo.guru/wiki/Free_running_sleep)，以最适合你的方式为准，也以你能负担得起的方式为准。\r\n\r\n **[自由运行的睡眠](https://supermemo.guru/wiki/Free_running_sleep)与日光周期同步，是最健康的睡眠形式，将导致最高的生产力** 。\r\n\r\n一旦你自由运行，你会很快确定你是喜欢[双相](https://supermemo.guru/wiki/Biphasic_life)还是单相睡眠。在创造性的生活方式中，[双相睡眠](https://supermemo.guru/wiki/Biphasic_sleep)会带来更高的生产力。见：[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)。", + "type": "text/markdown", + "caption": " 12.午睡的最佳时间\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "12" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_13.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_13.json" new file mode 100644 index 0000000..4b9f54a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_13.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/science-of-sleep/13", + "text": "# 13. 小睡谬误\r\n\r\n这段文字选自《[睡眠的科学](https://supermemo.guru/wiki/Science_of_sleep)》，作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)（2017）\r\n\r\n## 13.1 谬误 #1：只有懒人才会小睡片刻\r\n\r\n在有些文化中，这一有害的谬误使人们感到羞耻，认为他们自己意志薄弱，需要小睡。这种谬误必须要及时废除。小睡对认知功能和生产力有很大影响。所以如果你想睡，那就睡吧！自豪地宣布你要小睡。这是一个明智的决定。 **小睡会让你更聪明！** 。\r\n\r\n当 Newt Gingrich [被拍到睡着了](http://abcnews.go.com/blogs/politics/2012/03/i-understand-you-have-a-panel-gingrich-says-to-panel-less-aipac/)，评论员们把矛头指向了所有错误的方向：他老了，他疲于竞选活动，他可能患上了老年痴呆症，等等。事实上，不久后他将通过卫星连接到美国以色列公共事务委员会进行一场视频直播。在 Panetta 之前的演讲中，他选择坐着小睡一会儿。这和他的年龄和健康状况没有任何的关系。实际上，Newt Gingrich 的行为是明智的。在面对苛刻的听众之前，他先整理了思绪。尽管可用的时间很短，他还是试图进入深度睡眠，醒来时带有明显的[睡眠惰性](https://supermemo.guru/wiki/Sleep_inertia)的迹象。他不知道自己在哪里，也不知道要做什么！随着他在巡回演讲上猛烈抨击极端伊斯兰，他很快就恢复了。睡眠惰性的症状并不表明他已经厌倦了竞选活动，也不能说明他堆积了好多天的睡眠债，导致[睡眠不足](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#sleep_deprivation)。即使是一晚的失眠，也足以让任何人陷入同他一样身心俱疲的境地。何况他是个政治老人了，这对他很不利。即便是新人也很难克服在公共场所睡觉的压力来获得几秒钟的睡眠时间。Gingrich 所犯的唯一错误就是在前一天晚上没有睡足。更多信息请见：[为什么小睡会导致睡眠惰性？](https://supermemo.guru/wiki/Sleep_inertia#Why_naps_cause_sleep_inertia?)\r\n\r\n## 13.2 谬误 #2：任何小睡都是一样的小睡\r\n\r\n这个谬误说，每一次小睡都是美好的。什么时候睡和睡多久并不重要。这个谬误活在没有经验的小睡者的心灵深处。他们往往没有意识到，在大约 24 小时的时间里，有无数的遗传、代谢、神经和激素过程在人体中循环。在题为[最佳小睡时间](https://supermemo.guru/wiki/Best_time_for_napping#Best_nap_timing)的章节中，包含对[昼夜节律](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#circadian_sleep_component)周期的一般划分，以及对在周期的每个选定点进行小睡时发生的过程的简短分析。在[昼夜节律](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#circadian_sleep_component)周期的不同选定点上进行的小睡就像粉笔和奶酪一样不同。有些是帮助提神的，有些则是浪费时间。[有些可能是不健康的（或至少是低效的）。有些还会持续几个小时！](https://supermemo.guru/wiki/Best_time_for_napping#Best_nap_timing)\r\n\r\n## 13.3 谬误 #3：确保你从第二阶段非快速眼动睡眠中醒来\r\n\r\n一些小睡「专家」会告诉你使用闹钟，确保你在 15-20 分钟后从[非快速眼动睡眠](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#NREM)的第二阶段中醒来。据称，更长的小睡会让你进入深度睡眠（第 3/4 阶段非快速眼动睡眠），然后你[醒来时昏昏沉沉](https://supermemo.guru/wiki/Sleep_inertia)。实际上，[小睡的时机可以参考昼夜节律周期](https://supermemo.guru/wiki/Best_time_for_napping#Best_nap_timing)，以及之前的[睡眠不足](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#sleep_deprivation)和[快速眼动睡眠不足](https://supermemo.guru/wiki/How_do_we_fall_asleep%3F#REM_rebound_hypothesis)都可以决定小睡的长度的效果。在某些情况下，使用闹钟缩短小睡时间在一定程度上会使人清醒，并能防止错误延长小睡时间所带来的影响。然而，选择适当的时间小睡总是更好的。它通常会在主观上的一天内的第 7-8 小时左右。这相当于从[自由运行的睡眠](https://supermemo.guru/wiki/Formula_for_good_sleep:_free_running_sleep)中醒来的第 7-8 小时。然而，在睡眠不足，或睡眠周期错位的情况下，更安全的做法是提前小睡，甚至完全跳过小睡，以帮助周期重新同步。\r\n\r\n你是否听说过一个故事，据说爱因斯坦拿着铅笔小睡，以便在铅笔掉落时立即醒来？我怀疑一个伟大的天才会经常犯这种错误。我相信他有机会比较适时的自然小睡和中断的小睡的价值。也许确实有一支铅笔掉了。一次？也许天才的大脑因此被剥夺了一些新的创造性的洞察力？或者反过来说，他被中断的思维所启发？也许这只是茶余饭后的谈资？无论真相如何，都不要效仿这个例子！让你的大脑来决定小睡应该持续多长时间！\r\n\r\n## 13.4 谬误 #4：昼夜节律周期可以被忽视或废除\r\n\r\n一个有害的谬误说，我们可以忽略[昼夜节律](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#circadian_sleep_component)周期，这样睡眠就可以简化为一维的[自稳态](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#homeostatic_sleep_component)过程。之所以这么想，主要是因为不理解睡眠的双过程本质。这一谬误使许多人相信[多相睡眠](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#polyphasic_sleep)是一种良好的长期生活方式选择。这个谬误缺少对[昼夜节律](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#circadian_sleep_component)睡眠主要的成分的认识。因此，这个谬误承载了一个信念，即小睡可以在任何时间被随意诱发，而这个时间与上一次小睡具有一定的间隔。\r\n\r\n下图中的数据是在 [SuperMemo](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#SuperMemo) 的帮助下得到的：\r\n\r\n[[img [Grades of a biphasic sleeper in relation to the circadian phase showing two major peaks in alertness and learning quality during the day|https://supermemo.guru/images/2/27/Grades_vs_circadian_phase_%28biphasic_sleeper%29.jpg]]](https://supermemo.guru/wiki/File:Grades_vs_circadian_phase_(biphasic_sleeper).jpg)\r\n\r\n该图显示了人类[昼夜节律](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#circadian_sleep_component)周期的强大双相性。横轴表示昼夜节律时间，即从 0 时开始经过的时间，也就是预测的「夜晚结束」时间。该预测来自 SleepChart 中的昼夜节律模型，并从 [SuperMemo](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#SuperMemo) 中收集的睡眠日志中得出。红线是根据 [SuperMemo](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#SuperMemo) 中为优化睡眠而开发的睡眠双过程模型，从相同的睡眠日志数据中得出的预测警觉性（这个模型的灵感来自于类似 [Alexander A. Borbely 和 Peter Achermann 的作品](https://supermemo.guru/wiki/How_do_we_fall_asleep%3F#Borbély_model)的启发）。警觉性是两种睡眠驱动过程的状态的结果：\r\n\r\n1. 自稳态过程和\r\n\r\n2. 昼夜节律过程。\r\n\r\n蓝点是[回忆](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#recall)的数据，取自 [SuperMemo](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life:_Glossary#SuperMemo) 中的一个实际学习过程。换句话说：红色是模型，蓝色是数据。两者描述的同一件事！对于那些不相信科学模型的怀疑论者来说，蓝点的无偏见数据应该是最终的决定性论据。该图明确表示，我们在白天有两个主要的警觉性凸点。它还明确指出，只有两个有利于睡眠和小睡的凹点。", + "type": "text/markdown", + "caption": " 13. 小睡谬误\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "13" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_8.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_8.json" new file mode 100644 index 0000000..9019b33 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_8.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/science-of-sleep/8", + "text": "# 8. 双相的生活\r\n\r\n这段文字选自《[睡眠的科学](https://supermemo.guru/wiki/Science_of_sleep)》，作者：[Piotr Wozniak](https://supermemo.guru/wiki/Piotr_Wozniak)(2017)\r\n\r\n### 8.1 双相性的人类\r\n\r\n在本章中，我将说明为什么[双相睡眠](https://supermemo.guru/wiki/Biphasic_sleep)是高生产力和大脑健康的最佳睡眠模式。\r\n\r\n大多数研究人员都认为，成年人的[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)是[双相](https://supermemo.guru/wiki/Biphasic_sleep)的。除了睡眠之外，它的外在表现之一是人的体核温度变化。\r\n\r\n[[img [Temperature changes in the course of the day in degrees centigrade (courtesy of: Prof. Luiz Menna-Barreto, State University of Campinas, Brazil)|https://supermemo.guru/images/8/80/Temp_changes_during_the_day.jpg]]](https://supermemo.guru/wiki/File:Temp_changes_during_the_day.jpg)\r\n\r\n> 人体一天的温度变化（摄氏度）由巴西坎皮纳斯州大学的 Dr. Luiz Menna-Barreto 绘制\r\n\r\n[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 和 [SleepChart](https://supermemo.guru/wiki/SleepChart) 提供了很好的工具来验证人类睡眠的双相性。我已经收集了单相和双相睡眠者的数据，说明了这一事实。\r\n\r\n### 8.2 双相睡眠的学习\r\n\r\n仅用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 通过全天的学习评分数据，就可见得学习表现的双相性，而不必录入睡眠数据。如图所示，该图描绘了一名单相睡眠者，两个孩子的父亲的学习表现。在清晨 6 点左右，也就是在他自然醒后不久，平均表现最好。从上午 11 点到下午 1 点，平均表现骤降。在下午 5-6 点左右，学习表现第二次激增。\r\n\r\n[[img [Grades scored in learning by a monophasic sleeper throughout the day|https://supermemo.guru/images/1/1b/Grades_during_the_day_%28monophasic_sleeper%29.gif]]](https://supermemo.guru/wiki/File:Grades_during_the_day_(monophasic_sleeper).gif)\r\n\r\n### 8.3 双相睡眠周期图\r\n\r\n也只需要 SleepChart 一个软件，就能证明睡眠的双相性。对于自由运转的睡眠的记录，可以进行[傅里叶分析](http://en.wikipedia.org/wiki/Fourier_analysis)，以揭示睡眠的周期特征。下图示例了一个周期图：\r\n\r\n[[img [Exemplary periodogram of human free running sleep revealing a biphasic nature of sleep periodicity|https://supermemo.guru/images/thumb/e/e3/Sleep_periodicity_%28Fourier_analysis%29.jpg/800px-Sleep_periodicity_%28Fourier_analysis%29.jpg]]](https://supermemo.guru/wiki/File:Sleep_periodicity_(Fourier_analysis).jpg)\r\n\r\n> 自由运转的睡眠周期图显示了其双相性。两个睡眠频率主导了该睡眠记录。它们大致和 12 和 24 小时的周期相符。\r\n\r\n### 8.4 双相的睡眠和学习\r\n\r\n若同时使用 [SleepChart](https://supermemo.guru/wiki/SleepChart) 和 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) ，我们可以观察到日间表现如何按照[昼夜节律](https://supermemo.guru/wiki/Circadian_phase)变化。来自 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的[双相](https://supermemo.guru/wiki/Biphasic)评分图（[如前所示](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#grades_during_the_day_(monophasic_sleeper))）可以针对[昼夜节律](https://supermemo.guru/wiki/Circadian)相位进行修正，该相位可以与实际时间独立，特别是在[自由运行睡眠](https://supermemo.guru/wiki/Free_running_sleep)中。在下图的示例中，一名双相睡眠者在清晨学习表现最好：\r\n\r\n[[img [Grades of a biphasic sleeper in relation to the circadian phase|https://supermemo.guru/images/thumb/7/77/Grades_during_the_day_%28biphasic_sleeper%29.gif/500px-Grades_during_the_day_%28biphasic_sleeper%29.gif]]](https://supermemo.guru/wiki/File:Grades_during_the_day_(biphasic_sleeper).gif)\r\n\r\n> ***图：** 参照[昼夜节律](https://supermemo.guru/wiki/Circadian_phase)的[学习评分](https://supermemo.guru/wiki/Recall)变化，来自 SuperMemo 的[双相](https://supermemo.guru/wiki/Biphasic)评分图可以轻松修正[昼夜节律](https://supermemo.guru/wiki/Circadian_phase)，而在[自由运行的睡眠](https://supermemo.guru/wiki/Free_running_sleep)状况下，昼夜节律又可以与实际绝对时间独立。在该例中，这是一位[双相](https://supermemo.guru/wiki/Biphasic)睡眠，且不规律睡眠的中年男性。它在清晨（或者说，[主观性夜晚](https://supermemo.guru/wiki/Subjective_night)结束后）表现出最好的[学习表现](https://supermemo.guru/wiki/Recall)。从早上的高峰开始，大约 7 小时后，平均[评分](https://supermemo.guru/wiki/Grade)骤降。傍晚时分又会激增。最后在睡前不久，学习评分又会骤降。\r\n\r\n### 8.5 双相睡眠\r\n\r\n[SuperMemo for Windows](https://supermemo.guru/wiki/SuperMemo)使[回忆](https://supermemo.guru/wiki/Recall)与[昼夜节律相位](https://supermemo.guru/wiki/Sleep_phase)相关联成为可能。相位是由 [SleepChart](https://supermemo.guru/wiki/SleepChart) 估计的，它已经与 SuperMemo 的较新版本集成。在上述展示的例子中，一名双相睡眠的男性在白天的警觉性和学习质量上显示出两个主要的波峰：\r\n\r\n[[img [Recall in a biphasic sleeper in relation to the circadian phase showing two major peaks in alertness and learning quality during the day|https://supermemo.guru/images/thumb/2/27/Grades_vs_circadian_phase_%28biphasic_sleeper%29.jpg/600px-Grades_vs_circadian_phase_%28biphasic_sleeper%29.jpg]]](https://supermemo.guru/wiki/File:Grades_vs_circadian_phase_(biphasic_sleeper).jpg)\r\n\r\n> 图： **人类记忆的双相性** 。一名 45 岁的午睡者在[回忆](https://supermemo.guru/wiki/Recall)上的[昼夜节律](https://supermemo.guru/wiki/Circadian)变化。第一个波峰位于估计的自然醒后（而非实际的清醒时刻，两者可能不同）的 3-4 小时内。第二个稍长的波峰横跨 12-18 小时。在[主观的白天](https://supermemo.guru/wiki/Subjective_day)中（即从[昼夜节律](https://supermemo.guru/wiki/Circadian)数据中估计的清醒时间，而非从时钟获取）的第 8 小时，自由[回忆](https://supermemo.guru/wiki/Recall)受到了明显的抑制。红线表示从 [SleepChart](https://supermemo.guru/wiki/SleepChart) 的[双组分模型](https://supermemo.guru/wiki/Two-process_model_of_sleep_regulation)中得出的估计总体警觉性。在这种情况下，估计的警觉性与实际学习过程中测得的[回忆](https://supermemo.guru/wiki/Recall)（成功率）几乎完全吻合。从特征上看，由于没有[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳，第二个表现波峰和第一个波峰一样强。相反，如果没有[午睡](https://supermemo.guru/wiki/Siesta)，通常在一天的后半段，回忆率会比较低。如果下半天的学习效果较好，这反而可以用生活方式（如晚间休息）来解释，而不是神经生理学。\r\n\r\n学习表现的第二个波峰不是[午睡](https://supermemo.guru/wiki/Siesta)的效果，这一事实可以通过取自不午睡的人的数据来证明：\r\n\r\n[[img [Recall in a non-napper in relation to the circadian phase showing two major peaks in alertness and learning quality during the day|https://supermemo.guru/images/thumb/9/92/Circadian_changes_in_recall.png/600px-Circadian_changes_in_recall.png]]](https://supermemo.guru/wiki/File:Circadian_changes_in_recall.png)\r\n\r\n> 图：人类记忆的双相性。一名 10 岁的不午睡者在[回忆](https://supermemo.guru/wiki/Recall)上的[昼夜节律](https://supermemo.guru/wiki/Circadian)变化。第一个高峰发生在离预估的期望自然醒时间 0-6 小时内（在这种情况下，几乎与清醒时间相同）。第二个稍短的波峰横跨 13-17 小时。在[主观的白天](https://supermemo.guru/wiki/Subjective_day)（即从[昼夜节律](https://supermemo.guru/wiki/Circadian)数据中估计的醒来时间，而不是实际醒来的时间）的 8-12 小时内，自由[回忆](https://supermemo.guru/wiki/Recall)有明显的低迷。从特征上看，由于[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳，第二个波峰的表现要比第一个波峰低。相反，在[午睡](https://supermemo.guru/wiki/Siesta)之后，回忆率可能和前半天一样高。如果后半天的学习效果较好，这可以用生活方式（如晚间休息）来解释，而不是神经生理学。\r\n\r\n### 8.6 单相睡眠与双相学习\r\n\r\n单相睡眠者的两个警觉性波峰的高度可能不同，他们在主观清醒日的第 8 小时左右也会表现出同样的[回忆](https://supermemo.guru/wiki/Recall)率低迷。然而，从特征上看，由于[自稳态睡眠驱动组分](https://supermemo.guru/wiki/Two_components_of_sleep#Homeostatic_component)的影响，单相睡眠者在晚上可能不会得到与[双相睡眠者](https://supermemo.guru/wiki/Biphasic_sleep)一样的表现提升。即使是几分钟的小憩，也能使人的警觉性大大增强。著名的午睡专家 David Dinges 博士在他的综合调查中已经注意到了这一点，他将习惯午睡者和不午睡者进行了比较（Dinges 1989[[14]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-dinges-1989-14)）。\r\n\r\n为了说明双相睡眠者和单相睡眠者之间的区别，请看一个类似的[回忆](https://supermemo.guru/wiki/Recall)图，其中一名单相的 15 岁非午睡者在早上的时候表现最好，在清醒的第 8 个小时出现急剧下降，与认知功能的主观下降一致：\r\n\r\n[[img [Grades of a monophasic sleeper in relation to the circadian phase|https://supermemo.guru/images/thumb/2/21/Grades_vs_circadian_phase_%28monophasic_sleeper%29.jpg/800px-Grades_vs_circadian_phase_%28monophasic_sleeper%29.jpg]]](https://supermemo.guru/wiki/File:Grades_vs_circadian_phase_(monophasic_sleeper).jpg)\r\n\r\n在暂时的下降之后，会有一个急剧的恢复，在一天的后半段，表现会逐渐下降。这种下降被一种自稳态机制强烈加速。黄线显示了估计的[昼夜节律](https://supermemo.guru/wiki/Circadian)警觉性的成分。在这种情况下，[昼夜节律](https://supermemo.guru/wiki/Circadian)的好处被[自稳态](https://supermemo.guru/wiki/Homeostatic)的警觉性下降所掩盖，这在图中没有显示。这就是为什么假设的[昼夜节律](https://supermemo.guru/wiki/Circadian)警觉性和实际的警觉性只在一天的前半段相符。\r\n\r\n### 8.7 双相昼夜节律图\r\n\r\n[睡眠调节的双过程模型](https://supermemo.guru/wiki/Two-process_model_of_sleep_regulation)有一个双相的扭曲。在[自由运行的睡眠](https://supermemo.guru/wiki/Free_running_sleep)中，睡眠是睡眠倾向的真实表达，有可能在一个昼夜图中同时看到睡眠的[自稳态](https://supermemo.guru/wiki/Homeostatic)和[昼夜节律](https://supermemo.guru/wiki/Circadian)部分：\r\n\r\n[[img [Circadian graph of a biphasic sleeper|https://supermemo.guru/images/1/19/Circadian_graph_%28biphasic_sleeper%29.jpg]]](https://supermemo.guru/wiki/File:Circadian_graph_(biphasic_sleeper).jpg)\r\n\r\n **[SleepChart](https://supermemo.guru/wiki/SleepChart)可以用其图表工具来表达稳态和昼夜节律的睡眠！** 它显示了人类生活的双相天性\r\n\r\n对于习惯午睡者而言，[昼夜节律](https://supermemo.guru/wiki/Circadian)的双相性矛盾地表现在双峰睡眠倾向曲线而不是[昼夜节律](https://supermemo.guru/wiki/Circadian)曲线。这种作用逆转的原因是睡眠倾向的两个昼夜颠倒的波峰之间的生理差异。在习惯午睡者身上，在[午睡](https://supermemo.guru/wiki/Siesta)时间启动睡眠和在晚上启动睡眠一样容易。然而，在[午睡](https://supermemo.guru/wiki/Siesta)时间的睡眠长度非常短（通常为 15-80 分钟）。\r\n\r\n在所展示的图表中，蓝线对应的是在任何特定的[昼夜节律](https://supermemo.guru/wiki/Circadian)时间启动睡眠的能力。在横轴上，它与[SuperMemo](https://supermemo.guru/wiki/SuperMemo)中显示的警觉性图表非常吻合（如前面几段所示）。它与学习数据以及 [SleepChart](https://supermemo.guru/wiki/SleepChart) 中实现的双过程睡眠模型都很吻合。\r\n\r\n红线对应的是维持睡眠的能力。它揭示了前面显示的警觉性图表中看不到的东西。[午睡](https://supermemo.guru/wiki/Siesta)不能持续很久，而且总是会被提前自然终止（第一个蓝色波峰下的低红线）。相比之下，[主观黑夜](https://supermemo.guru/wiki/Subjective_night)时期是一天中唯一可以也应该持续时间最长的睡眠时间（通常不少于 4-5 小时）。红色波峰也是[多相睡眠](https://supermemo.guru/wiki/Science_of_polyphasic_sleep)的信徒渴望的“核心睡眠”醒来时昏昏沉沉，并在这个关键的[主观夜晚](https://supermemo.guru/wiki/Subjective_night)时期需要沉重的闹钟炮火来唤醒的原因。\r\n\r\nDavid Dinges 在他的调查中注意到，一天内午睡超过一次的情况极为罕见。大多数午睡者的午睡时间为 15-120 分钟。如果在[午睡](https://supermemo.guru/wiki/Siesta)高峰期之前午睡，时间会比较短。如果是在高峰期之后，通常会持续更长的时间，在特别大的延迟情况下，或在有睡眠剥夺、[REM 睡眠不足](https://supermemo.guru/wiki/How_do_we_fall_asleep%3F#REM_rebound_hypothesis)或任何其他形式的 「睡眠欠债 」的情况下，甚至可能与夜间睡眠结合。\r\n\r\nDinges 注意到，欲望型（习惯性）和替代型（补偿性）的午睡者都倾向于将他们的午睡时间定在距醒后 7-8 小时（见：[午睡的最佳时间](https://supermemo.guru/wiki/Best_time_for_napping#Best_nap_timing)）。即使午睡的习惯可能不同，但[午睡](https://supermemo.guru/wiki/Circadian)低谷的[昼夜节律](https://supermemo.guru/wiki/Siesta)时间在人群中似乎相当相似（Dinges 1992[[|λ:/thoughts-memo-translation-main/15/]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-15)）\r\n\r\n重要的是要再次注意到，晚间的警觉性提高被小睡所放大，但在非小睡者中也显示出来，并且可以很容易地在两个过程模型中分解为其[自稳态](https://supermemo.guru/wiki/Homeostatic)和昼夜节律组分（如下两个例子中所示）。\r\n\r\n### 8.8 双相睡眠倾向的两个组成部分\r\n\r\n最后两张图显示了昼夜节律和稳态成分对警觉性的影响。\r\n\r\n在第一个例子中，一个自由运行睡眠的 29 岁女性不午睡者在醒来后的 8-9 小时内显示出警觉性的下降。红色的自稳态估计值显示，在清醒的一天中没有停止或稳步下降的趋势：\r\n\r\n[[img [Homeostatic alertness and recall of a monophasic sleeper|https://supermemo.guru/images/thumb/7/75/Homeostatic_alertness_and_recall_%28monophasic_sleeper%29.jpg/800px-Homeostatic_alertness_and_recall_%28monophasic_sleeper%29.jpg]]](https://supermemo.guru/wiki/File:Homeostatic_alertness_and_recall_(monophasic_sleeper).jpg)\r\n\r\n黄色的昼夜节律估计显示了预期的下降位置和晚上的波峰，解释了晚上学习表现的提升：\r\n\r\n[[img [Circadian alertness and recall of a monophasic sleeper|https://supermemo.guru/images/thumb/b/bf/Circadian_alertness_and_recall_%28monophasic_sleeper%29.jpg/800px-Circadian_alertness_and_recall_%28monophasic_sleeper%29.jpg]]](https://supermemo.guru/wiki/File:Circadian_alertness_and_recall_(monophasic_sleeper).jpg)\r\n\r\n晚间[回忆](https://supermemo.guru/wiki/Recall)的提升和晚间[昼夜节律](https://supermemo.guru/wiki/Circadian)的估计都很一致，再次表明整体警觉性取决于睡眠控制系统的[自稳态](https://supermemo.guru/wiki/Homeostatic)和昼夜节律部分。\r\n\r\n### 8.9 睡眠不足时的双相表现\r\n\r\n在严重和轻度[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)的情况下，中午的低迷也很突出。这幅[图](http://jama.ama-assn.org/content/295/2/163/F1.large.gif)显示了在一项 26 小时的[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)研究中，中午的警觉性下降（Czeisler 等人，2006[[|λ:/thoughts-memo-translation-main/16/]](https://supermemo.guru/wiki/Good_sleep,_good_learning,_good_life#cite_note-16)）。暴跌的时间（觉醒期的 10-12 小时）表明，前面的睡眠时间定位不理想（因此需要为研究中断睡眠）。在实验室条件下，自然觉醒可能发生在强迫觉醒的 1-2 小时之后。该图还显示，从第二阶段 [NREM](https://supermemo.guru/wiki/NREM) 或 [REM](https://supermemo.guru/wiki/REM) 睡眠中强制唤醒引起的[睡眠惯性](https://supermemo.guru/wiki/Sleep_inertia)比 26 小时的[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)引起的认知能力下降要大得多。\r\n\r\n### 8.10 小结：午睡是好事！\r\n\r\n从上述图表中我们可以得出结论，人类的昼夜模式肯定是双相的。其含义如下：\r\n\r\n- 人类具有双相性，并在主观的夜晚时段表现出[昼夜节律](https://supermemo.guru/wiki/Circadian_sleep_propensity)学习的提升。\r\n\r\n- 不午觉者出现中午的表现下滑，也可能从[午睡](https://supermemo.guru/wiki/Siesta)中受益\r\n\r\n- 在[自由运行的睡眠](https://supermemo.guru/wiki/Free_running_sleep)中，健康人往往会进入[双相睡眠](https://supermemo.guru/wiki/Biphasic_sleep)模式。\r\n\r\n- 在世界各地的许多文化中，午睡是一种久经考验的古老做法。它是一种健康的做法\r\n\r\n **[双相睡眠](https://supermemo.guru/wiki/Biphasic_sleep)是最健康和最自然的睡眠形式** ", + "type": "text/markdown", + "caption": " 8. 双相的生活\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "8" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_9.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_9.json" new file mode 100644 index 0000000..0557033 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_9.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/science-of-sleep/9", + "text": "# 9. 脑力劳动的最佳时间\r\n\r\n## 9.1 脑力劳动时间安排的优化\r\n\r\n每天有两个时间段我们的智力表现达到高峰。我们可以通过了解[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)来提高我们的生产力。\r\n\r\n### 9.1.1 昼夜节律图和脑力劳动\r\n\r\n通过绘制[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)的图表，可以找到大脑工作的最佳时间窗口。下面的[昼夜节律](https://supermemo.guru/wiki/Circadian)图是用 [SleepChart](https://supermemo.guru/wiki/SleepChart) 生成的，使用的是[自由运行睡眠](https://supermemo.guru/wiki/Free_running_sleep)日志。在该图中，两条黄带表示大脑工作的最佳时间。每个人的确切时间可能不同。然而，可以很容易地确定这些区块：\r\n\r\n1. **晨间时段** ：起床后不久，晨间咖啡后，或早餐后。最好的脑力时间段可能持续 2-4 小时。如果你在早上犯困，请参见：[自然创造周期](https://supermemo.guru/wiki/Natural_creativity_cycle)。\r\n\r\n2. **晚间时段** ：[午睡](https://supermemo.guru/wiki/Siesta)后不久。第二个最佳脑力时段也可能持续 2-4 小时。如果你不午睡，你可能无法完全从这个时段受益（见：[能量午睡](https://supermemo.guru/wiki/Power_nap)）。如果你在这个时段犯困，请参阅：[午睡的最佳时间](https://supermemo.guru/wiki/Best_time_for_napping)。\r\n\r\n该图解释了这两个脑力劳动块出现的原因：\r\n\r\n[[img [Optimizing the timing of brainwork with respect to the circadian cycle|https://supermemo.guru/images/thumb/e/ef/Circadian_graph_and_brainwork.gif/600px-Circadian_graph_and_brainwork.gif]]](https://supermemo.guru/wiki/File:Circadian_graph_and_brainwork.gif)\r\n\r\n> 图： **优化大脑工作的时间与[昼夜周期](https://supermemo.guru/wiki/Circadian_cycle)** 。该图表是在 [SleepChart](https://supermemo.guru/wiki/SleepChart) 的帮助下，根据长达 3 年的[自由运行的睡眠](https://supermemo.guru/wiki/Free-running_sleep)节律的每日测量结果生成的。横轴表示[从醒来开始的小时数](https://supermemo.guru/wiki/Circadian_phase)（注意，[自由运行的睡眠](https://supermemo.guru/wiki/Free-running_sleep)周期可能长于 24 小时）。浅蓝色的点是实际的睡眠事件测量，横轴为时间，左纵轴为长度。 **[稳态](https://supermemo.guru/wiki/Homeostatic)** 困倦度可以大致表示为 **睡眠驱力** 。启动睡眠发作的百分比被画成一条粗蓝线（纵轴的右侧校准）。腺苷相关的[内稳态睡眠倾向](https://supermemo.guru/wiki/Homeostatic_sleep_propensity)与脑力劳动成比例增加，可以通过咖啡因、压力等部分清除。 **[昼夜节律](https://supermemo.guru/wiki/Circadian)** 睡意可大致表示为维持睡眠的能力。发起的睡眠发作的平均长度被画成一条粗红线（纵轴的左侧校准）。中午警觉性的下降也是昼夜节律，但在生物学上是不同的，导致睡眠时间短，不登记为红色峰值。 **睡眠维持** 的昼夜成分与以下因素相关：（1）与核心体温、[ACTH](https://en.wikipedia.org/wiki/ACTH)、[皮质醇](https://en.wikipedia.org/wiki/Cortisol)、[儿茶酚胺](https://en.wikipedia.org/wiki/Catecholamine)呈负相关，（2）与以下因素呈正相关。[褪黑激素](https://supermemo.guru/wiki/Melatonin)和[快速眼动睡眠](https://supermemo.guru/wiki/REM_sleep) 倾向。 **最佳的脑力劳动时间** 需要（1）低的[内稳态](https://supermemo.guru/wiki/Homeostatic)睡意，和（2）低的[昼夜节律](https://supermemo.guru/wiki/Circadian)睡意。在一天中，有两个高质量的警觉性区块：第一个是在醒来后，第二个是在[午睡](https://supermemo.guru/wiki/Siesta)后。这两个区块都被标记为图表下面的黄色带子。为了获得最佳的学习效果，以及最佳的[创造力](https://supermemo.guru/wiki/Creativity)，请使用这两个黄色的时间块。[咖啡因](https://supermemo.guru/wiki/Caffeine)只能在最佳脑力劳动窗口的早期用于提高警觉性（棕色）。晚些时候使用会影响睡眠（咖啡因的半衰期约为 6 小时）。最佳的运动时间没有标注，因为它可能根据[授时因子](https://supermemo.guru/wiki/Zeitgeber) 的最佳时间而变化（例如，[睡眠相位延迟](https://supermemo.guru/wiki/DSPS) 的人在清晨，睡眠相位提前的人在傍晚）。更多细节见：[人类睡眠的双相性](https://supermemo.guru/wiki/Biphasic_life)。\r\n\r\n### 9.1.2 最佳脑力劳动时间\r\n\r\n脑力劳动的最佳时间需要高度的[自稳态](https://supermemo.guru/wiki/Homeostatic)警觉性和高度的[昼夜](https://supermemo.guru/wiki/Circadian)警觉性。在一天中，有两个高质量的警觉性区块：第一个发生在醒来之后，第二个发生在[午睡](https://supermemo.guru/wiki/Siesta)之后。两者在图中都被标记为黄色区块（上图）。为了获得最佳的学习效果和最佳的创造效果，应当在这些黄色区块进行脑力劳动。[咖啡因](https://supermemo.guru/wiki/Factors_that_affect_sleep#Caffeine)只能在这个最佳窗口的早期用于提高警觉性。稍后使用会影响睡眠（咖啡因的半衰期约为6小时）。运动的最佳时间可能会有所不同，这取决于你的[运动](https://supermemo.guru/wiki/Factors_that_affect_sleep#Exercise)目标和zeitgebers的最佳时间（例如，[DSPS](https://supermemo.guru/wiki/DSPS)人在清晨，[ASPS](https://supermemo.guru/wiki/Advanced_Sleep_Phase_Syndrome_(ASPS))人在晚上）。在这个例子中，在[午睡](https://supermemo.guru/wiki/Siesta)之前，压力区块之后是运动区块，以平衡[压力](https://supermemo.guru/wiki/Factors_that_affect_sleep#Stress)的荷尔蒙和神经影响（见：[压力阀](https://supermemo.guru/wiki/Stress_valve)）。未标记的白色区域可用于午餐（午睡前）和与工作无关的娱乐时间，这时上升的[昼夜节律](https://supermemo.guru/wiki/Circadian)困倦使创造性工作无效。那个白色的晚间保护区应该是没有压力、[酒精](https://supermemo.guru/wiki/Factors_that_affect_sleep#Alcohol)、[咖啡因](https://supermemo.guru/wiki/Factors_that_affect_sleep#Caffeine)等。推荐的活动可能包括有趣的游戏、放松、电视、阅读、家庭时间、DIY、家务等。对于顽固的工作狂来说，不那么具有挑战性和无压力的工作可能也可以。\r\n\r\n **对精心设计的一天的最好检验是：所有的活动[应该是有趣的](https://supermemo.guru/wiki/Pleasure_of_learning)！** \r\n\r\n只有当你的大脑准备好了，脑力劳动才有乐趣。如果你准备好了，睡眠甚至也很有趣。只有在富有成效的一天之后，人才会感觉休息和娱乐是应得的。如果剂量和时间安排得当，即使有点[压力](https://supermemo.guru/wiki/Stress_resilience)也是有趣的。你不需要成为一个肾上腺素瘾君子来享受你的压力和运动槽。毫不夸张地说， **对[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)的良好理解是快乐和富有成效的一天的关键！** （见：[快乐生活的公式](https://supermemo.guru/wiki/Formula_for_happy_life)）。\r\n\r\n遵循[昼夜节律](https://supermemo.guru/wiki/Circadian_cycle)是实现幸福和富有成效的最佳途径\r\n\r\n### 9.1.3 自然创造力周期\r\n\r\n除了[昼夜节律周期](https://supermemo.guru/wiki/Circadian_cycle)的变量外，[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)还采用了这样一个事实，即新皮质以由局部疲劳、[螺旋性创造力](https://supermemo.guru/wiki/Creativity)和[睡眠中的神经优化](https://supermemo.guru/wiki/Neural_optimization_in_sleep)决定的几种模式运作。在一天中，从高度集中到分心，到高度创造性，再到休息的自然过渡将根据大脑皮层各个区域的参与程度而发生。这将取决于参与[心理计算](https://supermemo.guru/wiki/Mental_computation)的[概念图](https://supermemo.guru/wiki/Concept_map)，以及整体神经激活。在夜间，大脑将通过在[NREM](https://supermemo.guru/wiki/NREM)和[REM](https://supermemo.guru/wiki/REM)睡眠模式之间依次切换来进行自然[记忆优化](https://supermemo.guru/wiki/Memory_optimization)。\r\n\r\n所有的脑力劳动都应该基于自我调节和自然过渡到高[创意](https://supermemo.guru/wiki/Creativity)和/或休息。所有形式的人工控制都会增加疲劳，降低生产力\r\n\r\n详见：[自然创造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)\r\n\r\n### 9.1.4 平衡的 24 小时周期\r\n\r\n倾斜的绿线将图表分为相位提前（右）和相位延迟（左）的区域。这条线是由图中醒着的时间（横轴）与睡眠时间（左纵轴）相加等于 24.0 小时的点决定的。绿色收支平衡线与红色睡眠长度线交叉的地方决定了 24 小时的最佳平衡睡眠周期。在本例中，17.35 小时的清醒时间，加上预期的 6.65 小时的睡眠时间，完成了一个平衡的完整的 24 小时睡眠-清醒周期。绿线和红线之间的角度越大，就越难平衡睡眠并将其纳入地球自转的24小时周期。在这个例子中，增加醒着的时间并没有使睡眠缩短到足以使平衡变得容易。这意味着这种信仰般坚持每天睡17.35小时可能是平衡周期的必要条件。然而，这种缩短的清醒日可能会增加[睡眠潜伏期](https://supermemo.guru/wiki/Sleep_latency)，增加早醒的概率，这也会使平衡向相位延迟倾斜。垂直的水蓝色线条显示了预期的睡眠时间加上清醒时间等于24小时的地方（与代表完美的 24 小时的绿线相交）。在[DSPS](https://supermemo.guru/wiki/DSPS)或[ASPS](https://supermemo.guru/wiki/Advanced_Sleep_Phase_Syndrome_(ASPS))中，这种 24 小时的平衡可能很难实现。例如，在没有医疗干预的情况下，在[DSPS](https://supermemo.guru/wiki/DSPS)中，只有晚上有一个大的保护区，早睡（或不睡），早上激烈的运动可以帮助平衡一天。\r\n\r\n **重要的是！** 此图是基于仅在自由运行的睡眠状态下的真实数据。如果你使用闹钟来调节你的睡眠时间，这些测量和建议可能不适用!此外，个人之间变化的时间和幅度也有很大的不同！\r\n\r\n## 9.2 违背你自身节奏的睡眠\r\n\r\n如果你的睡眠违背了你的自然节律，你会经常出现疲倦或昏昏欲睡的情况，这可以通过调整睡眠时间来解决。在健康人中，白天的警觉性主要由以下因素决定：\r\n\r\n1.[昼夜节律相位和自稳态嗜睡](https://supermemo.guru/wiki/Two_components_of_sleep)\r\n\r\n2. 前一天晚上的总睡眠时间\r\n\r\n3.[前一天晚上的慢波睡眠量](https://supermemo.guru/wiki/Memory_optimization_in_sleep#NREM_and_memory)\r\n\r\n4. 在前几天经常遵守睡眠-觉醒时间表\r\n\r\n5. 前几天积累的睡眠不足（如[REM 睡眠不足](https://supermemo.guru/wiki/How_do_we_fall_asleep%3F#REM_rebound_hypothesis)、SWA 不足等）。\r\n\r\n所有这些因素都与睡眠阶段密切相关。[自由运行的睡眠](https://supermemo.guru/wiki/Formula_for_good_sleep:_free_running_sleep)提供了在整个清醒的一天中最大限度地提高警觉性的最佳方式。自由运行的睡眠有可能将最低温度点从清晨向[主观的夜晚](https://supermemo.guru/wiki/Subjective_night)中间靠近。你应该注意到[入睡前的困倦感增加](https://supermemo.guru/wiki/Insomnia)，并且在醒来时没有[睡眠惯性](https://supermemo.guru/wiki/Sleep_inertia)!如果你不能自由支配你的睡眠，那么了解你的[平衡状态](https://supermemo.guru/wiki/Homeostatic)和[昼夜节律](https://supermemo.guru/wiki/Circadian)睡眠驱动之间的关系是非常重要的，如下表所编。在一天中，你应该在表中的黄色区域之间同步移动，即[从完美的警觉性到最大的困倦，然后再回到完美的警觉性](https://supermemo.guru/wiki/How_do_we_fall_asleep%3F#Sleep-wake_flip-flop)。灰色区域说明了你的睡眠不同步的情况。\r\n\r\n| 昼夜温差大 | 昼夜温差小 | 昼夜温差大\r\n\r\n| --------------------------- | ------------------------------------------------------------ | ------------------------------------------------------------ |\r\n\r\n| 高度的静止性睡意 | **夜间的高峰期** ：你非常昏昏欲睡，进入清爽的睡眠，潜伏期不到5分钟 | **失眠** 。你在床上辗转反侧。你非常疲倦，但不能入睡。你的体温、血压和脉搏都升高。你的思绪纷乱， **解决方法** ：等待[昼夜节律]（https://supermemo.guru/wiki/Circadian）阶段的到来。将入睡时间推迟 3-6 小时。\r\n\r\n| 自稳态睡眠不足 | **嗜睡症** 。尽管睡眠时间很长，但你一整天都昏昏欲睡。午睡也无济于事。你表现出最低的能量水平。你的肌肉无力和失张力 **解决方法** 。根据你的[昼夜节律](https://supermemo.guru/wiki/Circadian)调整你的睡眠阶段（例如，尽量晚 3-6 小时入睡） | **一天中的高峰期** ：你很警觉，精力充沛，充满了新的想法。", + "type": "text/markdown", + "caption": " 9. 脑力劳动的最佳时间\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "9" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_Swiss cheese model.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_Swiss cheese model.json" new file mode 100644 index 0000000..00c8974 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_science-of-sleep_Swiss cheese model.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/science-of-sleep/Swiss cheese model", + "text": "# 瑞士奶酪模型\r\n\r\n原文：[Swiss cheese model - supermemo.guru](https://supermemo.guru/wiki/Swiss_cheese_model)\r\n\r\n## 网络性疲劳\r\n\r\n **瑞士奶酪模型** 的[自稳态](https://supermemo.guru/wiki/Homeostatic)疲劳是理解大脑在认知 \"疲劳 \"条件下运作的一种比喻方式。\r\n\r\n正如关于[睡眠调节的两个过程模型](https://supermemo.guru/wiki/Two-process_model_of_sleep_regulation)的研究所充分证明的那样，大脑在清醒的一天中会逐渐失去其认知能力。这导致了认知疲劳，最初被命名为 **过程S** ，或[睡眠倾向的自稳态成分]（https://supermemo.guru/wiki/Homeostatic_component_of_sleep_propensity）。\r\n\r\n高度疲劳会导致部分皮层失去功能（见：[清醒皮层部分的局部睡眠]（https://supermemo.guru/wiki/Local_sleep_in_portions_of_the_awake_cortex））。这可以产生影响人类生产力的微睡眠阵痛。当神经网络的部分功能失效时，正常功能就会受到损害。疲劳的网络可能类似于 **瑞士奶酪** ，其关闭的子组件可能被视为奶酪上的洞。\r\n\r\n在一个瑞士奶酪网络中，错误率会增加。这导致了错误的联想，增加了[干扰](https://supermemo.guru/wiki/Interference)，增加了[遗忘](https://supermemo.guru/wiki/Forgetting)，[回忆](https://supermemo.guru/wiki/Recall)失败（瞬时遗忘），等等。渐渐地，大脑皮层中疲劳程度较低的部分可以补偿疲劳程度较高的部分。因此，我们观察到行为上的具体变化。\r\n\r\n## 失忆和创造力\r\n\r\n在网络方面，活跃神经元的短缺可能会产生类似于海马体新细胞利用不足的影响（例如[过度泛化](https://supermemo.guru/wiki/Neurogenesis_assists_pattern_separation_in_the_hippocampus)）。\r\n\r\n矛盾的是，在少数情况下，轻微的疲劳状态可能对停滞不前的创造过程有益。由于[创造力](https://supermemo.guru/wiki/Creativity)的随机性，处理错误可能会对创造力造成干扰（见：[如何解决任何问题](https://supermemo.guru/wiki/How_to_solve_any_problem)）。\r\n\r\n## 学习\r\n\r\n[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)对学习有很大影响。不仅是[回忆](https://supermemo.guru/wiki/Recall)和[记忆固化](https://supermemo.guru/wiki/Consolidation)下降。形成错误记忆的几率也会增加。当[概念网络](https://supermemo.guru/wiki/Concept_network)显示出不稳定的激活时，我们可能最终得到不稳定的连接（记忆）。因此，在睡眠不足或疲劳的状态下学习会增加[干扰](https://supermemo.guru/wiki/Interference)。\r\n\r\n当在睡意朦胧的时候[死记硬背](https://supermemo.guru/wiki/Cramming)，学习效果可能会被“反向学习”所抵消。\r\n\r\n[[img [A graph showing the average recall of a teenager who often needs to get up early for school, far ahead of his natural waking time|https://supermemo.guru/images/thumb/b/bd/Waking_hour_vs_average_grade.jpg/300px-Waking_hour_vs_average_grade.jpg]]](https://supermemo.guru/wiki/File:Waking_hour_vs_average_grade.jpg)\r\n\r\n> ***图：** 上学时间过早对[记忆力](https://supermemo.guru/wiki/Recall)有极大的影响，这一点从[SuperMemo](https://supermemo.guru/wiki/SuperMemo)的[评级](https://supermemo.guru/wiki/Grade)可以看出。这是[睡眠剥夺](https://supermemo.guru/wiki/Sleep_deprivation)的许多灾难性副作用之一。这个问题可以通过[自由运行的睡眠](https://supermemo.guru/wiki/Free_running_sleep)来解决，但是，这需要有上学迟到或推迟开学时间的可能性。更多信息见:[睡眠不足、学习能力和学习成绩](https://www.ncbi.nlm.nih.gov/pubmed/16564189)*。\r\n\r\n## 延伸阅读\r\n\r\n- [睡眠不足会放大学校教育的危害](https://supermemo.guru/wiki/Sleep_deprivation_amplifies_the_harm_of_schooling)\r\n\r\n- [清醒皮层部分的局部睡眠](https://supermemo.guru/wiki/Local_sleep_in_portions_of_the_awake_cortex)\r\n\r\n- [糟糕的学习导致阿尔茨海默症](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer)", + "type": "text/markdown", + "caption": " 瑞士奶酪模型\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Swiss cheese model" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_FAQ Ban on school coercion.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_FAQ Ban on school coercion.json" new file mode 100644 index 0000000..6e83df9 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_FAQ Ban on school coercion.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/student-spring-2022/FAQ Ban on school coercion", + "text": "# 常见问题：禁止学校的胁迫行为\r\n\r\n原文：[FAQ: Ban on school coercion - supermemo.guru](https://supermemo.guru/wiki/FAQ:_Ban_on_school_coercion)\r\n\r\n## 结束强制学校教育\r\n\r\n一旦我们停止强迫孩子上学，世界将更加美好（见：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)）。\r\n\r\n一旦[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)（承蒙 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士的支持）普遍采用，胁迫将会走向尾声。\r\n\r\n我们计划从波兰开始，以激励世界其他地区。\r\n\r\n在波兰，我们倡议如下：\r\n\r\n- [给波兰人权专员的请愿书](https://supermemo.guru/wiki/Petition_to_the_Ombudsman_to_End_School_Coercion)\r\n\r\n- [计划在 2022 年春季罢学](https://supermemo.guru/wiki/Student_Spring_2022)\r\n\r\n- 拟向议会提交的法案草案\r\n\r\n- 建立新教育法的圆桌辩论会（在罢学后）\r\n\r\n这份文件是为对没有[强迫学习](https://supermemo.guru/wiki/Coercion_in_learning)的世界的疑惑提供简单答案。\r\n\r\n另见：[此文的波兰语版本](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Koniec_Przymusu_Szkolnego)\r\n\r\n## 签署请愿书\r\n\r\n- **问：我在哪里可以签署你们的请愿书？** \r\n\r\n- 答：你可以在[这里](https://secure.avaaz.org/community_petitions/pl/rzecznik_praw_obywatelskich_prof_marcin_wiacek_szkolnictwo_bez_przymusu/?wUGJysb&utm_source=sharetools&utm_medium=twitter&utm_campaign=petition-1260503-szkolnictwo_bez_przymusu&utm_term=UGJysb%2Bpl)签署。该请愿书是用波兰语写的，但你不需要居住在波兰或有波兰国籍。在波兰的成功将有助于各地的成功\r\n\r\n## 不再学习\r\n\r\n- **问：如果我们禁止学校胁迫行为，所有人都会停止学习** \r\n\r\n- 答：终身学习是人类大脑的自然追求。倦怠是学校胁迫的结果。见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n## 文盲社会\r\n\r\n- **问：如果我们禁止学校胁迫行为，就会出现文盲社会** \r\n\r\n- 答：[民主学校](https://supermemo.guru/wiki/Democratic_school)证明，你不需要受胁迫而学习。没有[学习中的强迫](https://supermemo.guru/wiki/Coercion_in_learning)你会学得更好\r\n\r\n## 社会经济影响\r\n\r\n- **问：变革对经济和社会的影响如何** \r\n\r\n- 答：当我们为结束奴隶制而斗争时，我们把人权作为首要动机。棉花农场的命运是次要的。现代社会能很好地适应变化。我们不需要证明这一点，但社会和经济效益将是非常好的\r\n\r\n## 暴力\r\n\r\n- **问：奴隶制的结束导致了美国历史上最严重的战争。你在酝酿严重的麻烦** \r\n\r\n- 答：胁迫的结束对社会的组织方式不会有什么改变。许多孩子第二天就会去上学。快速的文化转变是可能的，那些[胁迫性学校教育](https://supermemo.guru/wiki/Coercive_schooling)的既得利益者将需要适应\r\n\r\n## 教师\r\n\r\n- **问：那教师怎么办？** \r\n\r\n- 答：教师将自由地适应他们的最佳能力。他们使自己的课程更有吸引力，以留住学生。优秀的教师将从繁荣的个人辅导市场中获益。教师在请愿书的最初支持者中具有很强的代表性（Stiburski, Durrie, Hannam, Ostrowski 等）\r\n\r\n## 被忽视的儿童\r\n\r\n- **问：问题家庭的孩子怎么办？** \r\n\r\n- 答：我们可以利用专门机构来帮助有困难的家庭。这些将类似于解决家庭中其他形式的虐待。请注意，被学校奴役或被学校拒绝是造成问题的主要原因（如成瘾）\r\n\r\n## 受虐待的儿童\r\n\r\n- **问：我们将如何确保儿童在家中不受虐待？** \r\n\r\n- 答：我们可以利用专门机构。我们可以对受虐待儿童的热线电话进行更多投资\r\n\r\n## 控制社会\r\n\r\n- **问：没有教育，政府很容易控制人民！** \r\n\r\n- 答：事实恰恰相反。[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)使社会：同质化、无助和低智商。这三个特点都有利于政府的控制（详见：[多样性](https://supermemo.guru/wiki/Diversity)、[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)和[智力](https://supermemo.guru/wiki/Intelligence)）\r\n\r\n## 上学义务\r\n\r\n- **问：家长的「上学义务」怎么办？** \r\n\r\n- 答：父母为教育提供条件的义务与为子女提供食物和衣服的义务并无不同。它们可以用类似的方式处理\r\n\r\n## 阴谋论\r\n\r\n- **问：没有学校，孩子们将成为阴谋论的受害者！** \r\n\r\n- 答：事实恰恰相反。请看：[误区：非学校教育滋生阴谋论](https://supermemo.guru/wiki/Myth:_Unschooling_breeds_conspiracy_theories)\r\n\r\n## 贫困\r\n\r\n- **问：没有[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的国家是贫穷而愚蠢的。你希望我们恢复到巴布亚新几内亚的水平吗？** \r\n\r\n- 答：相关关系不是因果关系。正确的解释是与你相反。强制学校教育的成本很高，很难实施。如果它容易维持，它可能会早一个世纪到来。贫穷和「教育自由」之间的相关性是相反的。穷国负担不起普及学校教育。第一个在学校教育中禁止胁迫的发达国家将经历人口福祉的快速提升。由于财富、福祉、[创造力](https://supermemo.guru/wiki/Creativity)和生产力相互促进，这一变化将在发展中的大脑、经济和文化之间产生更强的反馈回路。见[阿曼的例子](https://en.wikipedia.org/wiki/Education_in_Oman)（富裕的国家，在教育方面没有强制性的法律）\r\n\r\n## 罢学无用\r\n\r\n- **问：罢学的意义何在？大多数罢学都被忽视并淡出视野** \r\n\r\n- 答：[学生罢学](https://supermemo.guru/wiki/Student_Spring_2022)比较容易维持。这是学生的一种休假形式。只要有决心，加班加点，罢学就不会被忽视。罢学得到了 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士的祝福，他早就预测到了[强制学校教育的崩溃](https://supermemo.guru/wiki/Gray:_Coercive_school_system_will_collapse_soon)。另见：[革命的计划](https://supermemo.guru/wiki/Plan_for_the_Revolution)\r\n\r\n## 请愿无用\r\n\r\n- **问：请愿的意义何在？所有的电子请愿书都会被忽略** \r\n\r\n- 答：电子签名可以为以后提交的正式请愿书增加分量。请愿书得到了 [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 博士的支持，他早就预言了[强制学校教育的崩溃](https://supermemo.guru/wiki/Gray:_Coercive_school_system_will_collapse_soon)。另见：[革命的计划](https://supermemo.guru/wiki/Plan_for_the_Revolution)\r\n\r\n## 为什么要变革？\r\n\r\n- **问：为什么学校胁迫行为是有害的？它一直都很有效！** \r\n\r\n- [学习中的强迫](https://supermemo.guru/wiki/Coercion_in_learning)总是有害的，因为它在[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)中产生了冲突。它破坏了[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。见：[胁迫的危害](https://supermemo.guru/wiki/File:Neural_competition_between_the_learn_drive_and_the_system_of_rewards_at_school.png)\r\n\r\n## 罢学的平息\r\n\r\n- **问：罢学会很容易被大人平息。当局可以快速制定法律，惩罚逃学者的父母** \r\n\r\n- 答：以下是我们感到乐观的一些原因：\r\n\r\n - 气候罢工证明了这一点。大型抗议活动可以使学校系统瘫痪，并引发[教育圆桌会议](https://supermemo.guru/wiki/Educational_round_table)\r\n\r\n - 还有许多其他的罢工，都得到了合理的尊重和耐心的对待。罢学有很多特性，实际上可能会让它持续得更久。详见[本帖评论（波兰语）](https://www.facebook.com/groups/741918749980449/posts/1029813437857644/)\r\n\r\n - 法不责众，逃学的处罚很难落实到个人身上。大规模的抗议将是最好的防御。专制的反应实际上可能会助长学生（和家长）的决心\r\n\r\n - 学生的要求意味着政府没有什么成本。圆桌辩论只有一个前提条件：预先确定的一组专家，已知他们尊重学生的自由\r\n\r\n## 修改宪法\r\n\r\n- **问：你对如何修改宪法有什么主张吗？你的请愿书听起来很幼稚。你是否咨询过律师？** \r\n\r\n- 答：我们的请愿书主要由儿童提出和制定。语言必须反映这一点。它的收件人是一位优秀的人权和宪法专家。我们有很多计划和想法，但收件人会最清楚如何进一步处理申诉。\r\n\r\n## 标签\r\n\r\n```\r\n\r\n #StudentSpring2022 #WiosnaUczniow\r\n\r\n```\r\n\r\n## 图片\r\n\r\n图片来源：[Obozy demokratyczne](https://www.facebook.com/obozydemokratyczne) and [Pixabay](https://pixabay.com/):\r\n\r\n[[img [End school coercion human rights petition.png|https://supermemo.guru/images/thumb/2/27/End_school_coercion_human_rights_petition.png/400px-End_school_coercion_human_rights_petition.png]]](https://supermemo.guru/wiki/File:End_school_coercion_human_rights_petition.png)", + "type": "text/markdown", + "caption": " 常见问题：禁止学校的胁迫行为\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "FAQ Ban on school coercion" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_Student Spring 2022.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_Student Spring 2022.json" new file mode 100644 index 0000000..a50e352 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_Student Spring 2022.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/student-spring-2022/Student Spring 2022", + "text": "# 2022 学生之春\r\n\r\n原文：[Student Spring 2022 - supermemo.guru](https://supermemo.guru/wiki/Student_Spring_2022)\r\n\r\n## 罢学\r\n\r\n2021 年 9 月 12 日，一群学生提议举行罢学，以结束波兰的[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)，然后要结束全世界的。\r\n\r\n罢工将从 **2022 年 3 月 21日** 开始，这一天是波兰传统的 **逃学日** ，也是拟议的世界 **国际教育自由日** 。\r\n\r\n唯一的前提是按照[教育解放宣言](https://supermemo.guru/wiki/Declaration_of_Educational_Emancipation)结束教育中的胁迫行为。这一目标将通过建立[教育圆桌会议](https://supermemo.guru/wiki/Educational_round_table)来实现。\r\n\r\n此页面是枢纽的英文镜像，用于访问原始资源。\r\n\r\n波兰语版本：\r\n\r\n- [Student Strike Sussen](https://www.facebook.com/sussenpolska/) by [Kacper Borys](https://www.facebook.com/Olimearr)\r\n\r\n- [自由学生](https://www.facebook.com/WolniUczniowie/) [Jaroslaw Kopec](https://www.facebook.com/jarek.kopec.376) 和 [Mateusz Makuch](https://www.facebook.com/mateusz.olsztyn.7)\r\n\r\n- [结束学校胁迫](https://www.facebook.com/groups/741918749980449) [Julian Kwasniak](https://www.facebook.com/julek.kwasniak)\r\n\r\n **2022 学生之春** （波兰语： **Wiosna Uczniow 2022** ）这一名称的灵感来自于《人民的春天》（Wiosna Ludow）（1848）\r\n\r\n## 前奏\r\n\r\n全国学校停课并转向在线教学的可能性很高，所以罢学可能会以「黑屏」抗议的形式提前开始，即学生关闭他们的电脑而不与学校连接。这种形式很有吸引力，因为对学生的心理负担最小\r\n\r\n## 标签\r\n\r\n标签： #WiosnaUczniow, #StudentSpring2022\r\n\r\n## 延伸阅读\r\n\r\n- [常见问题：禁止学校的胁迫行为](https://supermemo.guru/wiki/FAQ:_Ban_on_school_coercion)\r\n\r\n- [结束学校强迫](https://supermemo.guru/wiki/Koniec_Przymusu_Szkolnego)\r\n\r\n- [2022 学生之春文集](https://supermemo.guru/wiki/Student_Spring_2022_Library)\r\n\r\n- [学校改革：进化还是革命？](https://supermemo.guru/wiki/School_Reform:_Evolution_or_Revolution%3F)\r\n\r\n- [向监察专员请愿，终止学校胁迫](https://supermemo.guru/wiki/Petition_to_the_Ombudsman_to_End_School_Coercion)\r\n\r\n- 此页为波兰语：[Wiosna Uczniow 2022](https://supermemo.guru/wiki/Wiosna_Uczniow_2022)\r\n\r\n## 评论\r\n\r\n- [英语评论](https://www.facebook.com/permalink.php?story_fbid=1557914834551913&id=743113572698714)", + "type": "text/markdown", + "caption": " 2022 学生之春\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Student Spring 2022" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_Student strike in Poland (assessment).json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_Student strike in Poland (assessment).json" new file mode 100644 index 0000000..8246d81 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_prose_student-spring-2022_Student strike in Poland (assessment).json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/prose/student-spring-2022/Student strike in Poland (assessment)", + "text": "# 波兰学生罢学情况（评估）\r\n\r\n原文：[Student strike in Poland (assessment) - supermemo.guru](https://supermemo.guru/wiki/Student_strike_in_Poland_(assessment))\r\n\r\n罢学 [2022 学生之春](https://supermemo.guru/wiki/Wiosna_Uczniow_2022) 从未结束。这只是全球类似事件的开端。不过，解放后已经过了三个星期，这时候是初步评价第一阶段的最佳时机。\r\n\r\n## 导火索\r\n\r\n学生，父母和老师无不心怀不满。\r\n\r\n学生们向来讨厌强迫，但特别是新媒体所展现的新选择，让强制学校愈发失去吸引力。父母往往受过良好的教育，并且对何为教育有清晰的认识。然而，随着这种认识越来越难以实现，他们同孩子和老师的分歧日益加剧。老师一般都是好人，但他们的使命却无法实现。给老师的薪资和对老师的尊重从未如此之低。老师成群成群地离职，也没有新人接替他们的位置。疫情暴露了大量的学校弊端。学校体制的荒谬被扒个一干二净，所有人一览无余。超过两百万乌克兰难民的涌入，学校留学新生的到来，对本就混乱的情况来说就是火上浇油。很多父母选择让子女在家上学，这是不满的保险阀。\r\n\r\n波兰已经准备好并且特别合适放弃普鲁士学校模式。\r\n\r\n## Peter Gray 的祝福\r\n\r\n在一次由 supermemo.wiki (2021.12.04) 组织举办的 Discord 采访中，这次努力的最好成就之一就是 [Peter Gray（彼得 · 格雷）](https://supermemo.guru/wiki/Peter_Gray) 博士发表的无条件祝福。格雷博士的回应毫不犹豫。他注意到包含着平民反抗的罢学运动是各种自由运动自然和必要的组成部分。从今往后，该主张的措辞使其对全球学生普遍适用。格雷对所有为他们自己权力而战的年轻人表示钦佩，尽管他们受到强制教育系统的恐吓。\r\n\r\n格雷的主张影响力愈发加大，与此同时，许多教育和政治人物对于是否支持摇摆不定，犹豫不决。几乎所有政党都表现出了一定程度上的支持，但从不以官方名义摆上台面。学校系统中的员工只有很小一部分同意公开支持罢学。随着更多激进政治人物称赞罢学，一些最初支持的声音却烟消云散了。有些人表示希望从支持名单上划掉他们的名字。整个倡议都在与 *\" 非法叛乱 \"* 的帽子作斗争。\r\n\r\n自主导向学习运动中最开明的人物，对学生积极反抗强迫表示赞同。\r\n\r\n## 解放宣言\r\n\r\n2022 年 3 月 20 日，在教育部和电视镜头前，Kacper Borys 宣布了学校奴役的终结。宣言在解放大会的结尾被宣读。这是一个标志性事件。这并未造成轰动。强制学校系统的参与者对此几乎视而不见。但是，有一个名为 Sussen 的学生组织 ，为那些想要挣脱学校系统，和需要法律援助或媒体支持的学生，设立了热线电话。在第一批来电者中，没有碰见不开心的学生，却遇到了伤心的单亲妈妈。她们其中一位失去了她的儿子，他被关在思想改造学校里。据他母亲所说，孩子唯一的问题就是拒绝去上学。\r\n\r\n在写下这些话的时间点（2022 年 4 月），学生解放宣言还未被严肃对待。不过，我们相信既成事实和历史正义的力量。 \r\n\r\n2022 年 3 月 20 日，作为世界上结束强制学校教育的开端，应该永远得到庆祝。\r\n\r\n## 将社会组织成概念网络\r\n\r\n在怀揣着消灭强制学校教育的崇高心愿的同时，在 [概念网络](https://supermemo.guru/wiki/Concept_network) (见: [社会是一个概念网络](https://supermemo.guru/wiki/Society_as_a_concept_network))思想的启发下，我正在指挥一场关于社会结构的现场实验。一个社会概念网络应该连结两个古老的世界：（1）传统团队协作，和（2）有创新力的个人独立工作。当我把我的大半人生都用于了创新性的追求，忍受着高度的孤独时，我感觉我完全能够寻求不会磨灭创造力的团队协作形式（例如：由于人的分歧）。除了研究有趣的社会概念之外，我也对建立一个协同开源工作的多种要求有所回应，这是为了给以后的 super-SuperMemo 创建一个框架。在陷入已经打了一年白工的情况下，我可以说，在我的工作和关于[罢学](https://supermemo.guru/wiki/Student_Spring_2022) 的崇高目标之间的主要协同效应中，看到了以新方式组建软件组的可能性。\r\n\r\n社会概念网络的核心参与到组织罢学中时，会被成为“罢学委员会”。这是一个不严格的学生组织，当中的学生有不同的政治观点，参差不齐的的能力，千奇百怪的性格，甚至在组织其他学生时有大相径庭的目标。在 2022 年 1月 5 日，我们成功在委员会中达成了一个协议，三个月内将会朝同一目标努力：废除波兰的强制学校教育。 尽管作为在三个不同社交媒体平台组建起来地社交媒体群组，它们之间有各异的工作方案和轻微的人员组成差异，但委员会本身，事实上存在一个社会 [概念网络 ](https://supermemo.guru/wiki/Concept_network) ，它没有实际上的领头人，也没有超越工作能力依赖的等级制度。\r\n\r\n除开一个核心组群之外，这个网络还包含大量分散在不同平台的个体用户，他们之间有各种联系，不同的能力和贡献。\r\n\r\n在很长的一段时间里，我都沉浸在这种关系网巧妙工作起来地的幻想里。尽管从参与者人数上，罢学运动已经无法成型，我依然认为整场努力取得了巨大成功。在少人少资源的情况下提前完成这样的成绩似乎不可能。\r\n\r\n但是，在 2022 年 4 月之前，可以逐渐明显地看到，有两股力量可能导致概念网络的瓦解。\r\n\r\n- 这个网络需要适应我们努力带来的指数级增长的社会意识。该指数超出了网络的适应能力。\r\n\r\n- 这个网络有一个预定的日期，在这个日期，意见表达的差异将会冲淡共同的目标，特别是在次要目标之外。\r\n\r\n在 2022 年 3 月 21 日之前，这两个因素将能够被明确地分开。在上述日期之前，网络表现出了压力地迹象(例如，由于压力和人际冲突)。在共同目标的枪口被举起的那一刻，这个网络几乎瞬间瓦解了。由于对罢学成功程度的解释角度不同，这些差异被放大了。这份文件可能是最乐观的解释之一。一些学生认为他们的努力完全白费了。\r\n\r\n如今，一个可行的假设是，一个运转良好的网络需要建立在一个由没有受过教育、适应性好的个人组成的框架之上。这个条件不能满足。看来，反对强制的最活跃的学生群体在自由方面也受到了严重限制，各种副作用影响了他们的[适应力](https://supermemo.guru/wiki/Resilience)。简单来说，最高程度的奴役可能产生最顽抗的叛逆者。因此，该网络不容易吸收到那些可以自由按照自己的计划过学校生活的学生。例如，尽管波兰有一大群在家上学的人，但我们唯一活跃的在家上学的人是那些在罢学准备期间转向在家上学的人。\r\n\r\n在准备过程中，不同的人提出了基于政党、军队或君主制隐喻的组织变革。然而，在讨论非强制性非等级制解决方案时，我最好的伙伴是这样表现地：这个主张经常导致冲突，这些冲突会通过依附松散的网络结构而自我消解。有趣的是，在这群造反的学生中，有一种非常强烈的反对民主的情绪！不过，我们不需要在任何重大问题上诉诸民主投票。在构建社会罢学网络地同时，我致力于设想一个教育圆桌会议。这一想法始于 Facebook 上对最佳候选人的“民主”投票。\r\n\r\n在概念网络中，团队协作可能要求渐进式成长，逐步适应性，和对个人韧性的信赖。\r\n\r\n## 爆发式进展\r\n\r\n在 2022 年 1月 5 日，学生组织的联合之日，罢学委员会由 19 名人员组成。委员会带着在 75 天内组织 450 万学生罢学的任务。最后期限和野心勃勃的目标需要一个爆发式的数量增长，例如罢学的意识，并且理解罢学的目标。我们估计到时熟悉罢学计划的人大约有一千人。对于一次成功的罢工，我们需要 7 %的日均增长。在社交媒体时代，这并非不可能。过去曾有过更爆发式的成功记录。我们在很大程度上试图跟上罢工学意识的进展。然而，正如后来证明的那样，推动对其目标和方法的理解要困难得多。最重要的是，学校体制的恐吓导致了失败主义。\r\n\r\n2022 年 3 月 20 日，周日，这场罢工似乎取得了巨大的成功。然而，三天后，也就是周三，我们只有少数几所学校准备继续斗争。这场罢学甚至没有引起媒体的注意。逃课日的优势为我们提供了良好的统计数据。缺点也是那天是逃课日，也就是说没有什么新鲜事。\r\n\r\n在意料之外且有趣的是，我们还观察到一个能力有限的概念网络，以一种菌落爆发增殖式的方式开始成长和适应。帮助该网络维持到最后一天的一个非常有用的因素是*\"解决罢工日期之后的所有分歧\"*的方案。详情见: [概念网络的适应力](https://supermemo.guru/wiki/Resilience_of_a_concept_network)\r\n\r\n## 学生缺乏凝聚力\r\n\r\n社会群体通过共同价值观获得凝聚力。在网络世界里，很容易形成群体，但却更加变化无常。这给在学校人为聚集的社会群体的进一步瓦解埋下地雷。（时空上的）接近，更少的共同利益，和必然性是让学校社交关系存在的根本。这是在罢学之前没有得到充分重视的因素之一。\r\n\r\n在这个过程的早期，我们注意到我们需要确定学校领头人，然而，大多数人的影响力可以忽略不计。很难找到一个愿意组织全班罢工的人。似乎大多数领导人都是有影响力的人，他们在竞争激烈的社交媒体市场中的地位非常不稳定，他们不能冒险触及可能破坏他们垄断地位的话题。在社交媒体中，有影响力的人也受制于他们自己受众的模式。\r\n\r\n由于学校的社会群体分裂，病毒式传播的社交信息应该是未来努力的关键。\r\n\r\n## 圆桌会议\r\n\r\n我们希望可以在罢学之前就搞一个讨论教育圆桌会议，甚至形成新教育法的雏形。这个倡议花了太多时间。不过，在我们说这个的时候，进程仍在在社交媒体上继续。\r\n\r\n尽管罢工规模过小，难以加速法案通过的进程，法律也非常复杂，其后续影响繁多，相关监管，法律，这一切让过程更复杂了。只要旧有的关于学校的错误模型被清除，法律和政治上的阻碍似乎容易解决。\r\n\r\n在写作的时候，我没有权限透露任何细节。此外，考虑到参与进来的教育工作者的好名声，它可能没有任何帮助。\r\n\r\n## 学生恐吓\r\n\r\n我们经历了一个关于罢学的指数认知曲线，以及经由恐吓，一个更加强力，负指数消亡的罢学干劲。\r\n\r\n反对学校的声浪，远比保护气候的呼声更壮大！然而，人们认为保护气候的呼吁是高尚的，然而反对学校的呼吁则是懒惰之人，是滑向文盲的莽力。成年人的支持是欢迎的，而相比气候罢工而言阻遏更小。\r\n\r\n## 模因的强大\r\n\r\n只消一两分钟，便能让一位普通学生相信，自由是高效教育系统的必要组分。为了实现这一点，只需要找到通过学生自由便能轻松解决的不满之处。比如不喜欢的科目，起床太早，或者不喜欢的老师。获得选择的自由之后，学生在学校遇到的大部分问题，也就迎刃而解。然而，我们尚未创作出一条简明的消息，具备像病毒般感染数百万人的力量。\r\n\r\n在知道我们有一片富饶的土壤时，我们选择了模因的进化。我们尝试了不同的平台，不同的方法，不同的人，不同的目标受众，明显得是，构建能完成工作的模因很困难。我们可以看到，有大量在运转的模因，并迅速普及。然而，这些模因所携载的信息太过简单，根本起不了什么作用。例如，一个关于在课上使用厕所的权利的 tik tok 视频在几个小时内获得了 400 万观众。那些对学校进行普通批评的频道会获得坚实的人气，但这些频道从来没有明确的使命。例如，Krzysztof Maj 博士的一个优秀频道就拥有大量固定的观众。然而，由于误会， Krzysztof Maj 本人拒绝支持罢学。他确信罢工只是为了学校私有化，因为参与的其中一个学生组织有私有化目标。顺便说一句，这个组织的名字里还有一个“学校罢学”。在罢学前的混乱中，我们没想过找 Maj 来整顿混乱。\r\n\r\n到罢学的时候，最成功的罢学模因在脑海中有一些争议。这是一条 tik-tok 的信息，内容如下:“学生希望废除上学的必要性。他们会一直罢学到成功为止。你觉得怎么样?”这段由一个 14 岁女孩讲述的一分钟演讲吸引了120万观众。机制非常简单，学生们会说“好主意!你怎么看 [标签]”，然后给他们的 2-4 个朋友贴上标签。有趣的是，热门评论各不相同，火上浇油。老师们评论说，这是“历史上最愚蠢的想法”。这条 tic-tok 和其他一些声音帮助了传播罢学的消息。我们在 YouTube、Facebook 或 Instagram 上没有取得类似的成功。\r\n\r\n但是，在罢学的头几天，我们意识到，仅仅了解罢学和参与罢学是不够的。我们未能就目标、基本原理、为什么罢工应该成功以及成功需要什么等方面进行沟通。在罢学的第二天，学校系统的恐吓火力全开。60% -70% 的参与学生返回学校，支持下降的速度远远快于上升速度。意识函数的指数远小于消亡函数的负指数。学校制度表现出的强大威慑力，能够轻易摧毁人们对自由的热情。\r\n\r\n最初的计划是确保流行的模因能让学生了解更多关于罢学的信息。然而，随着模因的传播，很少有学生决定深入研究这个问题。解决办法是在意识模因的基础上，再加上解释成功所需的目标和条件的模因。我们的时间已经消耗殆尽。这种演变从未真正开始。这是第二轮学校罢学的工作，现在应该包括国际观众。\r\n\r\n革命的火种就在那里。模因的进化是有效的。然而，在这一轮中，我们没有时间来引导信息。\r\n\r\n## 行为子系统\r\n\r\n一个人的头脑里可能同时拥有创造性和无助的人格。\r\n\r\n对自由的限制会导致[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)和[学习内驱力]的下降(https://supermemo.guru/wiki/Learn_drive)，该现象有充分的证据表明。只要有足够的时间，这些变化在一定程度上是可逆的。然而，罢学揭示了一个充满活力的创造性人格在一个被禁锢心灵的外壳中共存的可能性。这种双重人格可以在明确分离的行为系统中没有重叠的情况下发展。罢学暴露的原因是，激进罢学主义主要吸引的是那些强烈反对一切自由限制的人。然而，其中一些限制可以通过深入的习得性无助来适应。例如，同一个孩子可能在学校感到恐惧和自闭，或者完全无法与自己的父母争论，但在自己的领域内高度叛逆甚至暴力，这可能仅限于社交媒体上的匿名存在。\r\n\r\n在这些情况下，社交媒体提供了逃离日常生活监狱的途径。然而，它们也说明了一个孩子表面上是学校乖乖仔或家务孩，是怎样出现暴力或恐怖主义的。创造性自由的出路为发展高智力提供了一个极好的平台。然而，只要它是被束缚的智力，它也可能怀有愤怒，这为构建现实的[抽象模型](https://supermemo.guru/wiki/Abstract_model)提供了[错误媒介](https://supermemo.guru/wiki/Falsity_vector)。\r\n\r\n那些对罢学结果感到失望的有创造力的学生，或对自己的同学感到失望的学生，在罢学失败后的几天里表现出极大的不安。打个比方，将对自由的限制与创造性的出路结合在一起，以及对即将到来的自由的失败承诺，提供了一种可能变得危险的爆炸性混合。自然，真正的罪魁祸首是限制人们自由的做法，如果不是因为无助而被完全压制，就总是会导致[反抗](https://supermemo.guru/wiki/Reactance)、激进主义甚至暴力。更多详情见:[强制性学校制度的优化陷阱](https://supermemo.guru/wiki/Optimization_trap_of_the_coercive_school_system)\r\n\r\n那些研究 Ted Kaczynski 起源的人应该根据上面观点的角度来温习他们所知。\r\n\r\n如果受限的自由不能摧毁一个创造性的人格，它就会表现为破坏性的反抗，这可能造成对他人的危险。\r\n\r\n## 转向在家上学\r\n\r\n在波兰， [在家上学](https://supermemo.guru/wiki/Homeschooling)的受欢迎程度呈指数级增长。波兰可能是欧洲家庭教育最好的国家之一。我们推出了美妙的“云端学校”，提供简单的在线考试，课程精简到法定最低限度，并强调学生项目和创造力。然而，只有0.5%的学生得到了保佑。从接近于零的起点开始的指数级爆发还有很长的路要走。许多家庭甚至不知道有这种选择。许多愿意在家上学的学生，会遭到他们父母的反对或他们的学校会劝阻这样的道路。学校神话影响着这种转变。在不朽的神话里，在家上学的学生社交能力差(事实恰恰相反)。然而，当父母看到在线学习的恐怖和荒谬时，他们开始让孩子过渡到在家上学，却发现自由的恩典可能会完全改变孩子的表面性格:从一个疲惫、虚弱和不情愿的学生，变成一个充满活力的自学者。学生们满怀热情地期待考试，希望展示他们的项目和进步，这是不同寻常的。\r\n\r\n然而，这种伟大的在家上学运动有一个副作用。它吸收了系统中最叛逆的元素。如果那些有幸在家上学的人仍然不得不忍受强制系统的痛苦，学校罢学的情况会好得多。最叛逆的家庭转向在家上学，失去了叛逆的热情。与此同时，99.5%的学生在上个世纪遭受着同样的折磨，而且这种痛苦只会越来越严重。\r\n\r\n35人的罢学委员会由我们所能找到的最不开心、最叛逆的学生组成。然而，在这个群体中，只有一名在家上学的学生，还是在我的敦促下，她才于 2021 年 9 月开始在家上学。我能看到一个人的转变。他的睡眠周期改变了，他的创造力爆发了，他前所未有的自由使他成为组织罢学的最宝贵资产之一。在家上学的人并没有起到多大作用。他们甚至没有一个好的方式或理由来表达他们的不满。\r\n\r\n此外，老师用在家上学作为反对改革的接口： *\"如果你不喜欢学校，你可以一直在家上学\"*。\r\n\r\n在家上学的指数式爆发只帮助了 0.5% 的学生，并且吸取了最叛逆的学生来源，在罢学巨浪上的牺牲。\r\n\r\n## 老师们\r\n\r\n老师对罢学的想法天生怀有敌意。\r\n\r\n每当我们与老师对峙，例如在散发罢学传单时，对抗都是从完全的敌意和谴责开始的:“这是什么愚蠢的想法？难道你希望我们的社会比现在更哑巴吗?”撕毁传单，打电话给保安，打电话给警察，口头上的敌意是常态。\r\n\r\n然而，每次我们有机会交谈时，只要没有激动的情绪，我们都能缓和局势。一位男体育老师准备动手，但这是个例外。经过一两分钟的冷静讨论，我们至少可以清醒地描绘这个罢学计划。Peter Gray 博士(https://supermemo.guru/wiki/Peter_Gray)的祝福是一个好的开端。要解释人类生来就会学习，就有点难了。大多数老师认为学生懒惰是因为他们的[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)。学校通过无尽的强制来阻碍学习。这让学生显得懒惰，而老师就显得必要了。大多数老师都献身于这个神话。\r\n\r\n教师的工资很低，而且作为一种职业越来越不受到尊重。2019 年，他们也举行了大规模罢工，结果一无所获，并且这个行业遭到了大量诋毁。这导致了两极分化(如父母和老师之间)。这让该行业感觉到四面楚歌。这增加了防御反应和智力攻击x性。教师在社交媒体上的行为越来越无礼和咄咄逼人。这个职业没有更多的逃离选择。它被逼得走投无路，在斗争中表现出更多绝望的迹象。\r\n\r\n由于恐吓，罢学很快就平息了。恐吓中最有力的手段之一是 教师的[情绪敲诈](https://en.wikipedia.org/wiki/Emotional_blackmail) 。这种讹诈可能是出于好意，源自于“学校对学生有好处”的深信。\r\n\r\n我会再次强调，所有我本人认识的老师都是很棒很可爱的人！（注意：不是所有老师都想和我交流）\r\n\r\n## 气候罢工\r\n\r\n我们希望我们可以模仿气候罢工的方法并大规模采用。然而，，尽管在更强烈的不满下，我们发现了从众行为的不同动力。最重要的是:胆怯和恐吓。可能从历史上找到的类比是，肯尼迪希望效仿卡斯特罗的祖母之行，访问古巴，结果却到达了猪湾。尽管学生群体强烈支持罢学，但民众的反应与预期有所不同。\r\n\r\n## 运动的错误\r\n\r\n### 社交媒体垄断\r\n\r\n最严重的错误之一就是在管理社交媒体的时候让个体垄断了媒体。\r\n\r\n一方面，分散资源往往适得其反。例如，两个处于竞争的活动可能有分别有30人和10万人感兴趣。然而，如果不受欢迎的活动与一个受欢迎的网站相关联，它就会阻止潜在的参与者。\r\n\r\n另一方面，垄断代价高昂。一个重要的 Discord 服务器被冲动地删除了，因为管理员认为他可以用更好的规则创建一个更好的服务器。这造成了大量的混乱，参与者的损失，冲突和持久的分裂。一个拥有大量粉丝的 tik-tok 账号在其作者不得不专注于考试时被实际上放弃了。\r\n\r\n在接近罢学日期时，垄断方法被抛弃了，然而，它在罢学的潜在参与者中引起了很大的混乱。这没有一个流行的网络中心可以清晰地将所有资源整合在一起。我试图在[SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru)上创建这样一个中心，然而，只有当它来自一个沉浸在青年文化中的学生的思想时，这种努力才是成功的。\r\n\r\n### 建立事件依赖关系\r\n\r\n计划和依赖他人是人之常情。在[概念网络](https://supermemo.guru/wiki/Concept_network)中，单个神经元和集合将当前现状的影响最大化。在罢学的准备工作中，有一些项目是基于依赖关系，里面有个人的优柔寡断、改变主意或恐吓，这导致计划的一系列计划事件的失败。目前还不清楚在所有情况下的最佳策略是什么，但是，行无定数也好过不作为。如果一系列事件可以过早地启动，从统计上看，它仍然比人类完美主义计划的连锁事件显示出更好的结果。在某些情况下，是完美主义本身拘役了个别项目或步骤。在概念网络中不会出现这样的问题。在情感方面，人类通常为自己优化，而神经元则为网络优化。在未来的项目中，我们应该更常在自发性方面犯错。犯错是纠正方向的好方法。\r\n\r\n每个人类“神经元”都需要按照自己的优先级和目标执行功能。其他神经元不能依赖于特定的结果。他们需要在过程中进行优化。\r\n\r\n## 国际化\r\n\r\n在 2022 年 5 月 26 日，我们进行了一场由一个美国非学校教育者主持的 Discord 辩论：*\"我们怎么才能在世界范围内废除强制学校教育?\"*\r\n\r\n这场持续了 3 小时 20 分钟的辩论占据了一个新的 [结束学校奴役 Discord Server](https://discord.gg/FHnJdVPWfD)，这是由 [Palace](https://supermemo.guru/wiki/Palace)所创立的。\r\n\r\n在我们建立用于整合资源的社交媒体中心之前，使用 结束学校奴役 来交流：https://discord.gg/FHnJdVPWfD\r\n\r\n2023 年 3 月 21 日似乎是一个在世界各地重演学生罢学的好日子。还有十亿奴隶需要解放。\r\n\r\n辩论报告：[关于结束学校奴役的辩论 (2022年5月26日)](https://supermemo.guru/wiki/End_School_Slavery_debate_(May_26,_2022)).\r\n\r\n了解更多，见：[结束学校奴役](https://supermemo.guru/wiki/End_school_slavery) 倡议。\r\n\r\n## 2023 学生之春\r\n\r\n本文解释了一场旨在结束强制学校教育的罢学 \"*[ 2023 学生之春](https://supermemo.guru/wiki/Student_Spring_2023)*\" 背后的原因和策略。\r\n\r\n话题标签: [#学生之春](https://www.google.com/search?q=%23WiosnaUczniow), # 2023 学生之春\r\n\r\n更多信息：\r\n\r\n- [ 2023 学生之春](https://supermemo.guru/wiki/Student_Spring_2023) (英语) 和 [ 2023 学生之春](https://supermemo.guru/wiki/Wiosna_Uczniow_2023) (波兰语)\r\n\r\n- [常见问题](https://supermemo.guru/wiki/FAQ:_Ban_on_school_coercion) (英语) 和 [常见问题](https://supermemo.guru/wiki/Pytania_i_odpowiedzi:_Koniec_Przymusu_Szkolnego) (波兰语)\r\n\r\n- Facebook 群组（英语）: [结束学校奴役](https://www.facebook.com/groups/endschoolslave) (在[结束学校奴役]中解释(https://supermemo.guru/wiki/End_School_Slavery))\r\n\r\n- Facebook 群组（波兰）: [结束强制学校](https://www.facebook.com/groups/schoolcoercion) (在这里用英文解释: [结束强制学校](https://supermemo.guru/wiki/Koniec_Przymusu_Szkolnego))", + "type": "text/markdown", + "caption": " 波兰学生罢学情况（评估）\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Student strike in Poland (assessment)" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Alfie Kohn Testing is a scourge of education.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Alfie Kohn Testing is a scourge of education.json" new file mode 100644 index 0000000..98936e1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Alfie Kohn Testing is a scourge of education.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Alfie Kohn Testing is a scourge of education", + "text": "# Alfie Kohn：考试是教育之害\r\n\r\n原文：https://supermemo.guru/wiki/Alfie_Kohn:_Testing_is_a_scourge_of_education\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n## 考试的顽疾\r\n\r\n[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 很久以前就注意到，好[老师](https://supermemo.guru/wiki/Teacher)不喜欢[测试](https://supermemo.guru/wiki/Testing)。他们清楚，或者有种直觉认为，标准化测试，以及为准备考试而[死记硬背](https://supermemo.guru/wiki/Cramming) ，都是有害的。然而，从校长、行政领导、校董会成员、立法者、一直到官员，越是身居高位的人，越喜欢考试的问责能力。也许这就是为什么[比尔·盖茨会对教育抱有错误看法](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)，毕竟他总是跟上位者觥筹交错。\r\n\r\n在我的[教育大改革](https://supermemo.guru/wiki/Grand_Education_Reform)中，我坚称教育在各方各面都要更加自由。面向所有教育系统和教育从业者, Kohn 有一条很实际的建议：「你们的主要职责之一，就是充当缓冲海绵——尽可能吸收上级的压力，而不要传导给下级。」\r\n\r\nKohn 的宣言半页纸不到，但阐明了教育中“高”标准的糟糕影响：\r\n\r\n> 一场瘟疫正以改良学校之名席卷教育。一群无知之徒，丝毫不了解儿童学习的过程，搬弄着「严要求」「可追责」「高标准」等词语，自上而下开始改革教育，笨拙沉重，极其强调考试，实则是糟蹋教育。教育者和家长要花上一段时间才能意识到，“标准”这套说辞把学校变成了大型备考中心， **抑制了智力求索** ， **损害了[学习激情](https://supermemo.guru/wiki/Pleasure_of_learning)** （以及教学）\r\n\r\n## 参见：\r\n\r\n- [为什么优秀老师不安排考试](https://www.alfiekohn.org/blogs/no-tests/)\r\n\r\n- [PISA 助长教育内卷](https://supermemo.guru/wiki/PISA_fuels_the_education_arms_race)\r\n\r\n## 来源\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Rescuing Our Schools from “Tougher Standards”** （停止高要求，救救学校）\r\n\r\n作者：[Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn)\r\n\r\n链接：https://www.alfiekohn.org/standards-testing/\r\n\r\n反向链接： [标准化测试](https://supermemo.guru/wiki/Standardized_testing)", + "type": "text/markdown", + "caption": " Alfie Kohn：考试是教育之害\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Alfie Kohn Testing is a scourge of education" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Amygdala may be involved in rewarding novel input.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Amygdala may be involved in rewarding novel input.json" new file mode 100644 index 0000000..28b4a48 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Amygdala may be involved in rewarding novel input.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Amygdala may be involved in rewarding novel input", + "text": "# 杏仁体可能涉及到奖励新奇的输入\r\n\r\n原文：https://supermemo.guru/wiki/Amygdala_may_be_involved_in_rewarding_novel_input\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于支持[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)博士关于记忆、学习、创造力和问题解决系列文章中的一部分观点。\r\n\r\n> 一些对奖励视觉刺激有反应的杏仁体神经元也会对相对新奇的视觉刺激有反应。并且它们可能实现新奇刺激所具有的奖励价值（FAW Wilson & ET Rolls, in preparation; Rolls 1999a, 2000b）\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **大脑中的记忆系统** \r\n\r\n作者：Edmund T. Rolls\r\n\r\n链接：http://docplayer.net/46038895-Memory-systems-in-the-brain.html\r\n\r\n反向链接：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)", + "type": "text/markdown", + "caption": " 杏仁体可能涉及到奖励新奇的输入\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Amygdala may be involved in rewarding novel input" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Brain centers involved in valuation of anticipated outcomes nucleus accumbens and VTA.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Brain centers involved in valuation of anticipated outcomes nucleus accumbens and VTA.json" new file mode 100644 index 0000000..7456032 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Brain centers involved in valuation of anticipated outcomes nucleus accumbens and VTA.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Brain centers involved in valuation of anticipated outcomes nucleus accumbens and VTA", + "text": "# 参与对预期结果估值的大脑中枢：伏隔核和 VTA\r\n\r\n原文：[Brain centers involved in valuation of anticipated outcomes: nucleus accumbens and VTA - supermemo.guru](https://supermemo.guru/wiki/Brain_centers_involved_in_valuation_of_anticipated_outcomes:_nucleus_accumbens_and_VTA)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于支持[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)博士关于记忆、学习、创造力和问题解决系列文章中的一部分观点。\r\n\r\n> 为了表示学习和决策的价值，大脑必须对以下信息进行编码：（1） **动机相关性** 和（2） **情感价值** 。众所周知，在表示学习、决策和其他方面的估值上，伏隔核（NAcc）和中脑腹侧被盖区（VTA）起着关键作用。[…] 正如以往研究所预测的那样，无论是在自我导向还是慈善导向的实验中，NAcc 和 VTA 的激活在预期收益时增加，同时在预期损失时也增加。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Activation in the VTA and nucleus accumbens increases in anticipation of both gains and losses** \r\n\r\n日期：2009 年\r\n\r\n反向链接：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)\r\n\r\n链接：http://journal.frontiersin.org/article/10.3389/neuro.08.021.2009/full", + "type": "text/markdown", + "caption": " 参与对预期结果估值的大脑中枢：伏隔核和 VTA\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Brain centers involved in valuation of anticipated outcomes nucleus accumbens and VTA" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Curiosity has bad connotations.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Curiosity has bad connotations.json" new file mode 100644 index 0000000..1906cf6 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Curiosity has bad connotations.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Curiosity has bad connotations", + "text": "# 「好奇心」具有负面涵义\r\n\r\n原文：[Curiosity has bad connotations - supermemo.guru](https://supermemo.guru/wiki/Curiosity_has_bad_connotations)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n阅读 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 时，你会经常读到关于[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的内容，而很少读到关于好奇心的。 这都是因为 **好奇心** 具有的负面内涵。 不了解好奇心及其口头含义，已经导致了如「[好奇心不是教育中的优先事项](https://supermemo.guru/wiki/Curiosity_is_not_a_priority)」这样非常有害的说法！\r\n\r\nSusan Edelman 注意到：\r\n\r\n> 在 1950 年之前，人们从社会功能角度看待好奇心，例如：为了新鲜感而急切或贪婪地了解新事物。在早期的心理学文献中，好奇心一词具有负面含义。 科学术语「好奇心」更为中性。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Curiosity and Exploration** \r\n\r\n作者：Susan Edelman\r\n\r\n链接：http://www.csun.edu/~vcpsy00h/students/explore.htm\r\n\r\n反向链接：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)", + "type": "text/markdown", + "caption": " 「好奇心」具有负面涵义\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Curiosity has bad connotations" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Drug addictions share common pathways with natural reward.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Drug addictions share common pathways with natural reward.json" new file mode 100644 index 0000000..7bf7fb0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Drug addictions share common pathways with natural reward.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Drug addictions share common pathways with natural reward", + "text": "# 药物成瘾与自然奖励有共同的途径\r\n\r\n原文：[Drug addictions share common pathways with natural reward - supermemo.guru](https://supermemo.guru/wiki/Drug_addictions_share_common_pathways_with_natural_reward)\r\n\r\n该[参考资料](https://supermemo.guru/wiki/References)用来支持[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)博士关于记忆、学习、创造力和问题解决系列文章中的部分观点\r\n\r\n大量在学校工作的人似乎没有看到[学校教育](https://supermemo.guru/wiki/Schooling)和成瘾之间的关系。当孩子们对毒品上瘾时，我们责怪孩子。当孩子们对[电子游戏](https://supermemo.guru/wiki/Videogames)上瘾时，我们责怪游戏。实际上，所有成瘾问题的根本原因是自然奖励系统被破坏，例如，由于专制的父母，或由于[学校对自由](https://supermemo.guru/wiki/School_is_prison)的限制。更多信息见：[预防成瘾的奖励多样性](https://supermemo.guru/wiki/Reward_diversity_in_preventing_addictions)\r\n\r\n> 滥用药物诱导自然奖励途径的神经可塑性，特别是阿肯色核（NAc），从而导致成瘾行为的发展和出现 [...] 我们的研究结果表明，滥用药物和自然奖励行为作用于共同的分子和细胞可塑性机制，控制对药物成瘾的脆弱性，这种脆弱性的增加是由 ΔFosB 及其下游转录目标介导的\r\n\r\n------\r\n\r\n*引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：*\r\n\r\n标题： **Natural and Drug Rewards Act on Common Neural Plasticity Mechanisms with ΔFosB as a Key Mediator** \r\n\r\n日期：2013 年\r\n\r\n链接：https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3865508/\r\n\r\n反向链接：[电子游戏](https://supermemo.guru/wiki/Videogames)", + "type": "text/markdown", + "caption": " 药物成瘾与自然奖励有共同的途径\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Drug addictions share common pathways with natural reward" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Excellent students may be at risk of bipolar disorder.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Excellent students may be at risk of bipolar disorder.json" new file mode 100644 index 0000000..8623a50 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Excellent students may be at risk of bipolar disorder.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Excellent students may be at risk of bipolar disorder", + "text": "# 在校表现优秀的学生罹患双相情绪障碍症的风险激增\r\n\r\n原文：[Excellent students may be at risk of bipolar disorder - supermemo.guru](https://supermemo.guru/wiki/Excellent_students_may_be_at_risk_of_bipolar_disorder)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n高创造力也许会在影响情感的神经激素性的耗竭下适得其反。这让人们多年以来形成了一个错误的联想——创造力也许和精神错乱存在关联；甚至在最近，有人认为创造力和双相情绪障碍有所关联。精神健康时，高创造力无疑是宝贵且无害的。最重要的是，充足的睡眠必不可少，尽管高创造力可能会导致[失眠](https://supermemo.guru/wiki/Insomnia)或[睡眠相位偏移](https://supermemo.guru/wiki/Phase_shift)。\r\n\r\n在 2010 年，研究者们发现在校表现优秀（在瑞典）也会导致有关双相情绪障碍症的风险增加：\r\n\r\n> 与在校表现平常的个体相比，表现出色的学生罹患双相情绪障碍症的风险高 4 倍！（风险比率 HR = 3.79, 95% CI 2.11–6.82）。这一相关性目前仅在男孩中体现。成绩最差的学生患双相情感障碍的风险也有中等上升（HR = 1.86, 95% CI 1.06–3.28）\r\n\r\n不过，我万分确信，这（论文）最终的结论一定错了：\r\n\r\n> 这些发现给有关「卓越的智慧能力和双相情绪障碍症存在相关性」提供了依据\r\n\r\n就像我在[成为优等生的危险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)一文中试图以轶事展示的那样，在学校表现出色的压力远比学校带给你的 **智力提升** 影响大，这通常会导致叛逆、成绩差，（反抗后）也会减轻学校严苛所施加的不好的影响。成绩差的学生还囊括大量因害怕表现不佳产生严重压力的人群。\r\n\r\n如果我亲自去写有关该珍贵材料的 **结论** ，那将是：\r\n\r\n学校给孩子的心理健康带来隐患，尤其是那些“受压迫”去成功的人（译者按：可能是外界环境，也可能是自我强迫）\r\n\r\n学校教育的压力毫无疑问的带来了更多的负面影响，而不是智力的提升。未来的研究无论如何都不该忽视这一条件。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Excellent school performance at age 16 and risk of adult bipolar disorder: national cohort study** \r\n\r\n作者：James H. MacCabe, Mats P. Lambe, Sven Cnattingius, Pak C. Sham, Anthony S. David, Abraham Reichenberg, Robin M. Murray and Christina M. Hultman\r\n\r\n年份：2010\r\n\r\n链接： [Cambridge.org](https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/excellent-school-performance-at-age-16-and-risk-of-adult-bipolar-disorder-national-cohort-study/BDE2DDD2C0FFBADC76333F12FC52A247)\r\n\r\n反向链接：[成为优等生的风险](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)", + "type": "text/markdown", + "caption": " 在校表现优秀的学生罹患双相情绪障碍症的风险激增\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Excellent students may be at risk of bipolar disorder" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Experts do not understand Khan Academy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Experts do not understand Khan Academy.json" new file mode 100644 index 0000000..c401225 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Experts do not understand Khan Academy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Experts do not understand Khan Academy", + "text": "# 专家对可汗学院一无所知\r\n\r\n原文：[Experts do not understand Khan Academy - supermemo.guru](https://supermemo.guru/wiki/Experts_do_not_understand_Khan_Academy)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n## 教师们活在「鱼缸」里\r\n\r\n[非学校教育者](https://supermemo.guru/wiki/Unschooling)非常喜爱[可汗学院](https://supermemo.guru/wiki/Khan_Academy)。与此同时，有很多老师对萨尔 · 可汗大批特批。这些批评主要源自老师的 **[鱼缸视角](https://supermemo.guru/wiki/Fish_tank_perspective)** 。有些所谓的好教师，可能在[学校系统](https://supermemo.guru/wiki/Prussian_education_system) 呆了几十年，也不了解[自由学习](https://supermemo.guru/wiki/Free_learning)的基本原则，因为学校教育那哈哈镜般的视角，把这些原则彻底掩埋了。\r\n\r\n这些鲜为人知的原则包括：\r\n\r\n- [学习的基本规律](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)\r\n\r\n- [智力](https://supermemo.guru/wiki/Intelligence)依赖于自由选择\r\n\r\n- [语义学习](https://supermemo.guru/wiki/Semantic_learning)的力量\r\n\r\n- 学习中[错误的价值](https://supermemo.guru/wiki/Value_of_wrong_models)\r\n\r\n- [干扰](https://supermemo.guru/wiki/Interference)的破坏力\r\n\r\n- [知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)，等等\r\n\r\n当然，如果不与[非学校教育者](https://supermemo.guru/wiki/Free_learning)或[民主学校](https://supermemo.guru/wiki/Democratic_school)直接比较，就很难从教育系统内部看到学校教育的许多其他方面。例如，学校对成瘾或心理健康的影响。不过，这些都与对[可汗学院](https://supermemo.guru/wiki/Khan_Academy)的批评没有直接关系。相反，有一个因素不可否认： **[萨尔·可汗](https://en.wikipedia.org/wiki/Sal_Khan)是教育界的摇滚明星** 。些许嫉妒别人的成功是人之常情。若认为种种赞美言过其实，这种嫉妒会成倍增长。几十年来精益求精的数学老师自然会想，在手机上观看草率视频，是否真的可以取代有爱心的老师，面对苦苦挣扎的学生，而为他量身定制教学方法。如果一位敬业的老师能让学生获得薪资优渥的工作，那么他实际上可能会觉得萨尔正在损害学习过程。我们需要理解这样的老师。他想看见世界更美好，但他不认为萨尔的工作正朝着教育救赎而努力。\r\n\r\n我也有所涉足教育，但是，我对可汗的工作非常欣赏，丝毫不感到嫉妒。 在这篇文章中，我只对萨尔报以赞美之词。 另外，他的学院其实跟我的宝贝很搭：[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)（参见：[渐进视频](https://supermemo.guru/wiki/Incremental_video)）。\r\n\r\n##《华盛顿邮报》“炮轰”可汗学院\r\n\r\n2012 年 7 月，Valerie Strauss 在《华盛顿邮报》的两篇专栏文章中报道了萨尔·可汗和他为每个家庭带来[免费教育](https://supermemo.guru/wiki/Free_learning)的努力。 *[Mathalicious](http://www.mathalicious.com/)* 的创建者 Karim Kai Ani，写下这么一段文字：\r\n\r\n> 老师们并不因为萨尔·可汗是全世界的老师而生气。他们担心他是备受吹捧的坏老师；这个给全世界学生上过 1.7 亿节课的人，曾公开吹嘘道自己不做准备，并觉得对数学概念的精确解释只是「吹毛求疵」。有经验的教育工作者们担心，如果在课堂上教学很糟糕，便是一场危机；但如果这些糟糕的教学出现在 YouTube 上，却成了一场「革命」。\r\n\r\nKarim Kai Ani 理解数学、[语义学习](https://supermemo.guru/wiki/Semantic_learning)和[学习熵](https://supermemo.guru/wiki/Learntropy)，然而，只需一个因素便能推翻一般老师的顾虑： **自由选择** 。在[可汗学院](https://supermemo.guru/wiki/Khan_Academy)，这里没有[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling) 。如果视频不能产生足够的[学习熵](https://supermemo.guru/wiki/Learntropy)信号，孩子可以看看就划开。萨尔有许多竞争对手（例如，我从未见过比这个 3Blue1Brown 创作的[视频](https://www.youtube.com/watch?v=EW08rD-GFh0)更好的拉普拉斯算子解释，3Blue1Brown 也为可汗学院提供服务）。可供选择的不仅有视频，还有优秀的文本手册或大学水平的讲座。老师们总是忘记，他们不是[学习熵](https://supermemo.guru/wiki/Learntropy)的最佳评估者。最好的评估者不是某个外人，而是学生自己的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)系统，这一系统很大程度上是无意识的（即信号仅取决于前置知识和信息传递）（参见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）。Karim Kai Ani 可以在 *Mathalicious* 完成教学理论上无可挑剔的课程，但这种努力可能会立即被[学习内驱力](https://supermemo.guru/wiki/Learn_drive)奖励信号所抵消。孩子可能会直接说「我不喜欢它」，而这种评估是无可辩驳的。在教育中，孩子的大脑是唯一的真神。\r\n\r\n数学教育专家 Christopher Danielson 和 Michael Paul Goldenberg 写道：\r\n\r\n> 可汗的工作并没有大幅改革数学教学，而是用新兴技术粉饰着行将就木的数学教学理念内核。更重要的是，他的视频表明，对于我们所知的学生学习数学的原理，他一无所知 [...] 许多数学教育工作者强调设计和提供高质量教学所必需的另一种知识：[教学内容知识](https://supermemo.guru/wiki/Pedagogical_content_knowledge)（Pedagogical content knowledge, PCK）。 PCK 是指与教学相关的内容知识 [...] 特定类型的 PCK 与学生学习的更大进步有相关性\r\n\r\n尽管有博士头衔，但由于他们的职业，Danielson 和 Goldberg 可能没有意识到，[教学内容知识](https://supermemo.guru/wiki/Pedagogical_content_knowledge)（PCK）是[学校教育](https://supermemo.guru/wiki/Schooling)的人工产物。能对内容做出最佳判断的是学生的大脑。如今，孩子们可以从几十个解释某个主题的视频或文章中进行选择，并尝试浏览所有视频或文章，直到点进符合他们喜好的内容。之后，孩子们可以选择他们喜欢的作者和表达方式。这是[语义学习](https://supermemo.guru/wiki/Semantic_learning)中高效[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)的第一步。\r\n\r\n如果可汗学院不是革命性的，YouTube 也不是。这只是两个简单的想法。因为某个改变世界的想法很简单或者有瑕疵而加以唾弃，是毫无道理的。Google 使用的 Page Rank 算法很简单，但让人类的集体智慧提升了一整个数量级。\r\n\r\n专家们问「可汗知道他需要知道的吗？」\r\n\r\n> 我们认为可汗学院的视频缺乏[教学内容知识](https://supermemo.guru/wiki/Pedagogical_content_knowledge)，令人担忧。 我们还要声称（1）可汗选择的示例似乎是随机的，因此可能不出所料，通常质量不尽如人意。 这些示例要么容易造成更多混乱，要么无法解决学生可能会遇到的基本问题； （2）在解释学生的常见问题时，可汗学院经常离题甚远，而更有经验的老师，会预测并主动引出这些问题\r\n\r\n专家们抱怨可汗学院不会解释晦涩的算法。这是[录音机式教育](https://supermemo.guru/wiki/Tape_recorder_model_of_education)的典型产物。 在这种思维方式下，我们需要将算法精确地记录在「脑带」上，否则播放起来会很模糊，并可能导致解决方案出现错误。 我将「没有 PCK」解读为专家对观看视频的观众类型的洞察力。 PCK 不仅依赖于知识，而且依赖于受众。 「比较小数」可以由 5 岁的孩子或[我](https://supermemo.guru/wiki/Piotr_Wozniak)观看。 我想说可汗学院对广泛的观众来说很有趣。 对于「完美的老师」来说「令人震惊」的东西，实际上可能会给普通观众增添乐趣和趣味。\r\n\r\n## 模糊学习的力量\r\n\r\n在真正的教育，也就是[自由学习](https://supermemo.guru/wiki/Free_learning)里面，从简单的视频中得到算法的第一个近似，然后在现实应用中纠正自己的缺点，这并没有什么错。我们有神经网络来完成所有必要的计算。大多数孩子更有可能从简单的电脑游戏中掌握基础数学，这些游戏可能没有教学引导内容，也没有预期的知识内容。玩得开心总是胜过精心打磨的刻板讲座（如录音机），在那种讲座里，学生都变成了需要精确模仿的机器人（参见：[教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)）。许多黑胶音乐鉴赏家无法忍受毫无瑕疵的 CD 质量音乐，而那些喜欢真正音乐家演奏的真正音乐的人，可能会排斥计算机通过算法生成的完美音乐。专家们无法忍受可汗学院的不完美，这是可以理解的。然而，不完美和错误对[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)和[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)中[适用性](https://supermemo.guru/wiki/Applicability)的出现有贡献。神经网络中的丢弃算法（Drop-out）是很好的类比，提供基于高质量[泛化](https://supermemo.guru/wiki/Generalization)的微观挑战，实现良好的训练。\r\n\r\n教授遵循 PCK 的课程，需要老师多年研习 PCK ，并学习更久的数学。但专家并没有意识到，可汗学院相比这些课程有一大决定性优势：选择权！不喜欢某堂课的孩子，可以很快搜索到另外 10 个视频，直到找到他们喜欢的那个。他们可以找[可汗学院](https://supermemo.guru/wiki/Khan_Academy)，或者其他地方。 可汗慈爱的教学方式、不依靠剧本的即兴而为和温暖的声音，都会让孩子回到他身边。比起数学概念的精准和 PCK，孩子们通常更需要这些特点。这相当于充满各种积极副作用的游戏化。\r\n\r\n> 如果学生认为 0.435 > 0.76 ，他在可汗学院无法得到任何纠正\r\n\r\n难道在生活中，每个人不能时时刻刻能得到类似的纠正吗？如果有相当大比例的人不擅长算数，那恰恰是由于[对数学的厌恶](https://supermemo.guru/wiki/Toxic_memory)。这种厌恶的形成，正是因为完美到无聊的老师，按照固定的安排，将完美的 [PCK](https://supermemo.guru/wiki/PCK) 完美地灌输给最小的孩子，这些知识简直就像数学的[恐怖谷](https://en.wikipedia.org/wiki/Uncanny_valley)。\r\n\r\n大多数人只需要看一眼便能找出答案，即使他们从未受过训练。我在数学课上从不集中注意力，我把简单的数学工作交给大脑中的神经网络。完美的算法和完美的例子只能达到一个目的：失去对数学的兴趣。我希望「专家」们能发布他们自己的 6000 个视频，让吹毛求疵的人大批特批。鸡蛋里总是能挑出骨头。\r\n\r\n **0.7 大于 0.09** 的事实，对于稍微玩过[电子游戏](https://supermemo.guru/wiki/Videogames)的一年级学生来说，都是显而易见的。至于「大于」符号（>），需要孩子玩大量的电子游戏，才能获得这类知识。不可否认，这个标志在游戏里并不多见，但如果孩子们能利用玩游戏的记忆，那么就不必花很多时间去学习，也不必让人精心准备些孩子讨厌的课程，把这些知识塞进毫无背景知识的孩子里。\r\n\r\n## 轨迹优化的渐进方法\r\n\r\n至于萨尔的方法：\r\n\r\n> 可汗学院将把这段视频发布出来，看看人们对此有何反应。他觉得，相比于根据高质量研究项目的结果来调整他的教学方针，这种方法更为上乘。我们身处于《不让一个孩子掉队》的时代，需要将科学研究作为课堂教学基础，如此看来，他的做法是怠惰的\r\n\r\n可汗学院采用了[知识达尔文主义](https://supermemo.guru/wiki/Knowledge_darwinism)，并让[自我导向的](https://supermemo.guru/wiki/Self-directed_learning)学生自由选择。 在这一点上，他优于 [PCK](https://supermemo.guru/wiki/PCK) 的完美[课标](https://supermemo.guru/wiki/Curriculum)，这与维基百科优于大英百科全书有相似之处。 专家们想要大脑的完美自动化，而达尔文的方法是摆出难以预测的挑战来培养[智能](https://supermemo.guru/wiki/Intelligence)的。 《不让一个孩子掉队》正是因其过于僵硬呆板的弱点而臭名昭著。 正如 [Alfie Kohn](https://supermemo.guru/wiki/Alfie_Kohn) 所说：「不让一个孩子掉队（NCLB）是个令人震惊且不可挽回的实验，对我们的学校造成了无法估量的损害」（参见：[《不让一个孩子掉队》法案正在发挥作用](https://supermemo.guru/wiki/No_Child_Left_Behind_Act_is_working)）。\r\n\r\n我们的专家为完美的数学知识提供了一个处方：（1）学习一种算法，（2）用几次，（3）继续研究数学的其他广阔领域。为了取得各种形式的数学能力，只要试错、少量阅读、大量计算，最重要的是：解决现实生活中的具体问题。这些问题提供了最有效的强化信号，使具有最高的[适用性](https://supermemo.guru/wiki/Applicability)的[抽象知识](https://supermemo.guru/wiki/Abstract_knowledge)的记忆成为可能。\r\n\r\n萨尔很从容。这就是他如此多产的原因。他不让「完美」成为「好」的敌人。即使是偶尔的数学错误也会有好处。没有什么比有机会证明老师是错的更让孩子们兴奋的了！犯下让金星探测器偏离轨道这种重大错误的可能性微乎其微。是[数学焦虑](https://supermemo.guru/wiki/Toxic_memory)以及对[丧失学习热爱](https://supermemo.guru/wiki/Pleasure_of_learning)这两大症状让学生在成人世界中更容易犯错。\r\n\r\n## 可汗学院应该被学校化吗？\r\n\r\n以下是专家对可汗学院的建议：\r\n\r\n> 相反，我们认为可汗学院迫切需要具备丰富教学经验的人选。可汗学院可以利用任何现有的优秀教师网络\r\n\r\n我担心这种做法恰恰会让学生们望而却步。如此一来，可汗学院会沾染学校的腥臭，而一有什么东西让学生让想起[学校教育](https://supermemo.guru/wiki/Schooling)，他们就会敬而远之，他们已经很熟练了。\r\n\r\n所建议的教学专家可以从 ...\r\n\r\n> ... 数学和科学教学卓越总统奖获奖者，或国家专业教学标准委员会获奖者里中选取\r\n\r\n我有一个相反的建议。 **获奖教师应该发布自己的视频，与可汗学院竞争** 。如果他们在 YouTube（像 3Blue1Brown 那样）上取得了任何进展，可汗学院肯定会来敲门。\r\n\r\n## 蒙着眼睛纸上谈兵\r\n\r\n专业知识和博士学位当然当之无愧，但呈现的声音是极致的纸上谈兵。\r\n\r\nValerie Strauss 谈到了她的博客（[来源](http://larryferlazzo.edublogs.org/2010/10/01/interview-of-the-month-washington-post-journalist-valerie-strauss/)）：\r\n\r\n> 在教育方面，这确实不是什么新鲜事。 我们重复各种想法，并给他们起新的名字\r\n\r\n很明显， YouTube 是前所未有的事物，而移动指尖，便可自由选择丰富而免费的教育视频资源，同样是前所未有的。我们第一次可以穿着睡衣上大学了。 今天，我们甚至可以将在线资源与[间隔重复](https://supermemo.guru/wiki/Spaced_repetition)和[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)结合起来。我们第一次可以在教育的高速公路上行驶，唯一的速度限制是人脑。 日光昭昭，但那些被[老派做法](https://supermemo.guru/wiki/Schooling)蒙住眼睛的人，一定很难看见新事物。\r\n\r\n萨尔，冲吧！\r\n\r\n## 参考文献\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题 1： **[可汗学院：不存在的革命](https://www.washingtonpost.com/blogs/answer-sheet/post/khan-academy-the-hype-and-the-reality/2012/07/23/gJQAuw4J3W_blog.html)** \r\n\r\n标题 2： **[可汗学院知道如何教学吗？](https://www.washingtonpost.com/blogs/answer-sheet/post/how-well-does-khan-academy-teach/2012/07/27/gJQA9bWEAX_blog.html)** \r\n\r\n日期：2012\r\n\r\n来源：华盛顿邮报\r\n\r\n反向链接：[可汗学院](https://supermemo.guru/wiki/Khan_Academy)", + "type": "text/markdown", + "caption": " 专家对可汗学院一无所知\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Experts do not understand Khan Academy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Fukuyama Future society will self-organize along emerging social norms.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Fukuyama Future society will self-organize along emerging social norms.json" new file mode 100644 index 0000000..368fe4a --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Fukuyama Future society will self-organize along emerging social norms.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Fukuyama Future society will self-organize along emerging social norms", + "text": "# 福山：未来社会将按照涌现而成的社会规范自我组织\r\n\r\n原文：[Fukuyama: Future society will self-organize along emerging social norms - supermemo.guru](https://supermemo.guru/wiki/Fukuyama:_Future_society_will_self-organize_along_emerging_social_norms)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n大约三十多年前，[弗朗西斯·福山](https://en.wikipedia.org/wiki/Francis_Fukuyama) 做出预言，未来社会将更加重视个体的地位。个人会获得更多自由，但社会凝聚力并不会受到威胁。福山预测，新型技术将会有利于社会的自组织，而根据博弈论，新的社会规则也会随之涌现。他的理论对现代的社会化观念冲击很大。按照他的理论，社会化将不再局限于学校之类的制度化环境。\r\n\r\n人在成长过程中会发展[概念化](https://supermemo.guru/wiki/Conceptualization)，形成对各种事物的看法。从这个角度考察社会化的话，我们发现，其实制度化会阻碍我们通往福山所描绘的广阔前景。封闭的社会化体系中涌现的规则，会让成年人形成固有的一套概念，进而难以重新塑造自己的行为，来满足新社会的社交需要。[Yuval Harari](https://supermemo.guru/wiki/Yuval_Harari) 预测了无用阶层的涌现（考虑到人工智能的发展）。Harari 大错特错。未来属于新的一代，他们将依靠[自由学习](https://supermemo.guru/wiki/Free_learning)的力量来最优地适应新形势。\r\n\r\n1999 年，福山在《大西洋月刊》上如此写道：\r\n\r\n> 社会秩序必然形成于集中、理性且由官僚主义构成的严密等级制度之下。这种观念工业时代的社会密不可分。观察十九世纪的工业社会之后，社会学家马克思·韦伯提出，现代生活的本质实际上是理性的官僚主义。但我们现在知道，在当今的信息社会，政府或公司虽然对属下成员有权威，但也无法单纯依赖正式规章来管理他们，而不得不 **分权与放权** ，并依靠名义上有管理权力的人来实现 **自组织** 。这种 **自组织** 倚赖于内化的行为准则与规范。由此可见，二十一世纪的世界将高度依赖于这种 **非正式规范** 。因此，尽管信息社会的发展打破了原有的社会秩序，但现代高科技社会的发展仍然离不开社会秩序，同时具备 **相当大的动力** 来发展新的秩序。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **The great disruption: Human nature and the reconstitution of social order** \r\n\r\n作者：[Francis Fukuyama](https://en.wikipedia.org/wiki/Francis_Fukuyama)\r\n\r\n日期：1999 年 5 月\r\n\r\n来源：The Atlantic Monthly\r\n\r\n链接：https://spot.colorado.edu/~mcguire/disruption.htm", + "type": "text/markdown", + "caption": " 福山：未来社会将按照涌现而成的社会规范自我组织\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Fukuyama Future society will self-organize along emerging social norms" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Good hearts, brains, and money are not enough for school reform.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Good hearts, brains, and money are not enough for school reform.json" new file mode 100644 index 0000000..f2eced5 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Good hearts, brains, and money are not enough for school reform.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Good hearts, brains, and money are not enough for school reform", + "text": "# 仅凭善良的心、聪明的头脑，以及充足的资金，并不足以推动学校改革\r\n\r\n原文：[Good hearts, brains, and money are not enough for school reform - supermemo.guru](https://supermemo.guru/wiki/Good_hearts,_brains,_and_money_are_not_enough_for_school_reform)\r\n\r\n本参本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n贫困和贫穷文化是导致教育成果低下的根本原因。一次又一次，「改革者们」相信改进学校可以改变这种情况，但却一次又一次地碰壁。在这个过程中，教育变成了一场加速剥夺年轻一代自由的竞赛。详情请见：[学校教育的问题](https://supermemo.guru/wiki/Problem_of_schooling)。\r\n\r\n[Dale Russakoff](http://dalerussakoff.com/) 的一本书描述了马克·扎克伯格、[Cory Booker](https://en.wikipedia.org/wiki/Cory_Booker) 和 Chris Christie 改革新泽西州纽瓦克市公立学校的尝试。扎克伯格提供了 1 亿美元，计划在短短 5 年内实现重大改革并生根发芽。\r\n\r\n据 Russakoff 所说：\r\n\r\n> 「他们宣称此举不是为了修复纽瓦克的教育，而是开发一种能够拯救所有美国城市的教育模式。」\r\n\r\nAlex Kotlowitz 在他的书评中写道：\r\n\r\n> 在一开始，就如何最好地继续改革这一问题，似乎没有人达成共识。最重要的是，Christie 想要打破根深蒂固的教师工会的控制。Booker 想要更多的特许学校。扎克伯格则想要提高教师的地位，并奖励能够改善学生表现的教学。\r\n\r\nBooker 的想法带来了一些积极影响，但这种算法会把孩子分配到需要穿过城市危险区域的学校。Christie 的想法可能也产生了一些积极影响，因为这是唯一一个旨在对现有系统进行改革的想法。它可能会增加孩子的自由，但是这个想法在现有法律下可能无法实现，而且其影响可能微乎其微。扎克伯格的思路类似于[比尔·盖茨的思路](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)：强调数学和系统科学，但是可行性和效果都很薄弱。\r\n\r\n我会如何使用这 1 亿美元？我宁愿用这笔钱来帮助那些仍在挣扎的无辜孩子。再多的资金都会被现有的系统吞噬，而这项投资并不会带来太大的改变。马克·扎克伯格的钱花在哪里了？我讨厌坐而论道，因为事后诸葛亮总是很容易，但我仍然认为这个结果是可以预见的：\r\n\r\n> 他们的五年计划起步并不顺利。最初的资金被用于聘请大量顾问，其中大部分是白人，大多有广泛的人脉，其中一些顾问每天拿着 1000 美元的高薪。一位教育工作者将他们称为「学校失败产业」。 \r\n\r\n尽管扎克伯格和[盖茨](https://supermemo.guru/wiki/Bill_Gates_is_wrong_about_education)都有颗善良的心，且在自己的领域内表现出色，但这也让他们对自己在其他领域的能力过于自信。这种自信产生了一定的盲目性，让他们认为无论参与什么领域都能取得成功。所幸他们通过痛苦的经历吸取了教训：\r\n\r\n> 扎克伯格认识到，仅仅进行学校改革是不够的，如果我们想改善课堂，我们还需要改善这些孩子的生活，其中很多人面临贫困和心理创伤的困厄。\r\n\r\n《纽约时报》书评：https://www.nytimes.com/2015/08/23/books/review/the-prize-by-dale-russakoff.html\r\n\r\nDale Russakoff 的著作《The Prize》：http://dalerussakoff.com/\r\n\r\n反向链接：[我们需要更多烂学校](https://supermemo.guru/wiki/We_need_more_bad_schools)", + "type": "text/markdown", + "caption": " 仅凭善良的心、聪明的头脑，以及充足的资金，并不足以推动学校改革\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Good hearts, brains, and money are not enough for school reform" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Investment in early development brings good returns.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Investment in early development brings good returns.json" new file mode 100644 index 0000000..60ec6f1 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Investment in early development brings good returns.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Investment in early development brings good returns", + "text": "# 投资孩子的早期发展能带来丰厚回报\r\n\r\n原文：[Investment in early development brings good returns - supermemo.guru](https://supermemo.guru/wiki/Investment_in_early_development_brings_good_returns)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\nJames Heckman 因为在统计学和计量经济学领域的工作而获得了诺贝尔奖。如今，他的主要关注点是对抗不平等，尤其是在孩子的早期发展阶段。他 2009 年的一篇论文，更是首次提出了「产前投资假说」。\r\n\r\n我曾在一篇关于[辍学者](https://supermemo.guru/wiki/School_dropouts)的文章中展示过一张图，看似与 Heckman 的结论相矛盾。图中可见，[投资孩子的早期发展可带来丰厚的回报](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2929559/figure/F2/?report=objectonly)。 Heckman 的推理是正确的，但这张图却需要细微调整。与其谈论「回报率」，不如说是「潜在回报率」。我们大家都知道，并不是所有的投资都是有意义的，而这篇文章将通过大量例子去解释其原因。由于这个微小的区别， Heckman 的图表经常被那些主张早期学业教育的人误用，他们高呼：看看 Heckman 的研究。他证明了早期教育是最好的投资！！！\r\n\r\nHeckman 的研究重点放在了贫困儿童身上。他致力于减少不平等，并确保每个人的终身技能发展。这么一来，向贫困儿童投资可能会有丰厚的回报，而在条件较好的家庭中，要获得好的投资回报就不那么容易了，即使这种投资是以补贴的形式发放的。换句话说，这个图表对不同社会阶层来说，展现的情况会有很大不同。\r\n\r\n其次，在衡量投资回报时，我们不能仅凭一些肤浅的指标，如：入学准备指数或智商。我更愿引入「学习热爱」指数，或者更通用的「幸福指数」。在 Perry 幼儿园项目的评估标准，还涉及了包括「被捕率」在内的一系列因素。这与我在《[学校的问题](https://supermemo.guru/wiki/Problem_of_Schooling)》中探讨的那种理想化模型有些出入。\r\n\r\n投资减少不平等、消除贫困、提供医疗保健和营养、家长教育等方面绝对切合实际，对最贫困的孩子来说，就连学校教育也是合理的选择。但问题在于，Heckman 的思想常被笼统解读，成了早期学业教育拥趸的依据，这可能会给孩子们的长期智力、教育和心理健康带来难以挽回的损害。\r\n\r\n至于研究和教育，只要孩子们站在同一起跑线上，受到喂养、关爱和照顾。那么，他们的自我发展就不需过多投资。我们在之后的阶段中可能要加大投入，特别是在新一代进入大学、实验室和职场时。比方说，投资绿色技术不仅可以推动教育、研究和个人成长，还能为社会带来丰厚的回报。这种投资，我认为是未来教育的理想选择，它能激发年轻一代的热情。\r\n\r\nHeckman 的论文总结道：\r\n\r\n干预措施的实施成本很高，因此要想确保孩子们受益的同时，还要给投资者带来丰厚的回报，我们得深入研究最合适的干预时机。近期欧洲推出的新政策明显偏向于早期投资。英国已经打响头炮，推出了一个大型的试点项目——护士与家庭合作项目，预计会从英格兰 10 个区域中招募 1000 个家庭。而在法国、德国和意大利，类似的试验也已开展，使得我们有机会做个跨国比较。另外，爱尔兰也推出了一个规模宏大的儿童干预项目。他们与大西洋慈善机构携手合作，投资了一系列的儿童干预计划，其中很多都会通过严格的实验进行评估。这个项目涵盖了多种多样的干预方法，各种方法在实施方式、周期和深度上都有所不同。不过，和美国的研究比起来，这些方法都是同时启动的，并且都采用了相似的评估标准，这使得我们可以比较各种方法之间的优劣。关键在于，由于部分措施从孕前开始，而有些则在孩子稍大些时开始，这为我们讨论何时进行干预提供了有力的参考。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题：Investing in Early Human Development: Timing and Economic Efficiency\r\n\r\n作者： Orla Doyle, Colm P. Harmon, James J. Heckman, 和 Richard E. Tremblay\r\n\r\n日期：2009 年\r\n\r\n期刊：Econ Hum Biol. 2009\r\n\r\n反向链接：[辍学者](https://supermemo.guru/wiki/School_dropouts)\r\n\r\n链接：https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2929559/", + "type": "text/markdown", + "caption": " 投资孩子的早期发展能带来丰厚回报\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Investment in early development brings good returns" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Learned helplessness increases the risk of addictions.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Learned helplessness increases the risk of addictions.json" new file mode 100644 index 0000000..061244d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Learned helplessness increases the risk of addictions.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Learned helplessness increases the risk of addictions", + "text": "# 习得性无助增加成瘾风险\r\n\r\n原文：[Learned helplessness increases the risk of addictions - supermemo.guru](https://supermemo.guru/wiki/Learned_helplessness_increases_the_risk_of_addictions)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是人类大脑可持续快乐的最强大来源。终身学习是[终身满足](https://supermemo.guru/wiki/Simple_formula_for_happiness)的关键因素之一。如果学习内驱力系统不提供奖励，我们就会感到[无聊](https://supermemo.guru/wiki/Boredom)。这就是为什么学校里的无聊是[学习内驱力](https://supermemo.guru/wiki/Learn_drive)最危险的[抑制因素](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive)之一。孩子会不再热爱学习。我们对学习热爱的丧失归入[习得性无助](https://supermemo.guru/wiki/Learned_helplessness)（抑郁症的常见前兆）。习得性无助会导致内生奖励「学习内驱力」枯竭，并增加成瘾风险（从非法药物到[电子游戏](https://supermemo.guru/wiki/Videogames)）。\r\n\r\n> 对暴饮暴食的研究发现，引发暴饮暴食的因素中，最常见的是无聊、抑郁和焦虑。有项研究利用驾驶模拟器研究分心，该研究发现，容易感到无聊的受试者，开车的速度相比其他人更快，对意外风险的反应更慢，驾车偏离中心线更频繁。此外，在一项 2003 年开展的调查中，常常感到无聊的美国青少年，相比同龄人更容易染上吸烟、酗酒、吸毒等习惯。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Why Boredom Is Anything but Boring** \r\n\r\n作者：Maggie Koerth-Baker, 《Nature》期刊\r\n\r\n日期：2016 年\r\n\r\n链接：https://www.scientificamerican.com/article/why-boredom-is-anything-but-boring/\r\n\r\n反向链接：[无聊](https://supermemo.guru/wiki/Boredom)", + "type": "text/markdown", + "caption": " 习得性无助增加成瘾风险\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learned helplessness increases the risk of addictions" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Learning acceleration via stress.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Learning acceleration via stress.json" new file mode 100644 index 0000000..5fe36ca --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Learning acceleration via stress.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Learning acceleration via stress", + "text": "# 压力导致的“学习加速”\r\n\r\n原文：[Learning acceleration via stress - supermemo.guru](https://supermemo.guru/wiki/Learning_acceleration_via_stress)\r\n\r\n众所周知，[慢性压力](https://supermemo.guru/wiki/Chronic_stress)会塑造大脑，其影响在童年早期最为明显。[母婴分离](https://supermemo.guru/wiki/Maternal_separation)是可能导致 **加速发育** 的压力源之一。然而，这种加速是表面上的，也是[早熟悖论](https://supermemo.guru/wiki/Precocity_paradox)的罪魁祸首。关于母婴分离和童年慢性压力的危害的研究非常丰富：\r\n\r\n> 当条件刺激-非条件刺激（CS-US）联想形成一天后进行测试时，标准饲养的（SR）和母婴分离的（MS）大鼠的记忆强度都很高。然而， 10 天之后再测试，SR 大鼠大规模遗忘，而 MS 大鼠记忆保留得非常好。通过让母亲在饮用水中接触应激激素皮质酮，可以模仿这些效果\r\n\r\n------\r\n\r\n*引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：*\r\n\r\n标题： **糟糕饲养环境对幼鼠持久性记忆的影响：消除婴儿恐惧记忆的刹车** \r\n\r\n作者：B L Callaghan 和 R Richardson\r\n\r\n链接：http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3410617/\r\n\r\n反向链接：[婴儿大脑怎样不起作用](https://supermemo.guru/wiki/How_baby_brain_does_not_work)", + "type": "text/markdown", + "caption": " 压力导致的“学习加速”\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Learning acceleration via stress" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Moms feel guilty about daycare.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Moms feel guilty about daycare.json" new file mode 100644 index 0000000..644b4da --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Moms feel guilty about daycare.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Moms feel guilty about daycare", + "text": "# 妈妈们对把孩子送去托儿所感到愧疚\r\n\r\n原文：[Moms feel guilty about daycare - supermemo.guru](https://supermemo.guru/wiki/Moms_feel_guilty_about_daycare)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n职场妈妈们常常会因为把孩子送到托儿所而感到愧疚。她们本能地知道这是在伤害自己的孩子。这也是为什么每当传出有关托儿所的积极影响的消息时，全世界的母亲都会为此高兴。这也有助于形成一种新的文化，即托儿所的地位从 **罪恶之事** 转变为 **一件好事** 。\r\n\r\n> 我所认识的妈妈们都会告诉你，她们经常为同一件近乎造孽的事感到愧疚：她们为事业所付出的，可能会从孩子身上夺走。 [...] 研究结果告诉我们，从长远来看， **职场妈妈的身份可能真的有可能对我们的孩子有帮助。** [...] 高质量的儿童护理似乎能促使学习成绩小幅提升。[...] 如果孩子在两岁半以前有定期接触过大群儿童，那么他们在小学阶段生病的次数会明显减少。[...] 我想所有的这些病假都没有白费！[...] 在职场妈妈羽下长大的女孩的事业成就事实上会超越那些并不是由职场妈妈带大的女孩。[...] 我希望这些统计数字能够让在职妈妈们安心。\r\n\r\n上面这篇文章听起来让人很开心，然而，它延续了危险的谬误。我们应该记住：\r\n\r\n- 学业成绩的衡量标准在检验服从性上远比检验脑力要好得多\r\n\r\n- 在托儿所感染是非常危险的（见[托儿所感染](https://supermemo.guru/wiki/Daycare_infections)）\r\n\r\n- 跨代的关联性既来自天性也来自后天，我们应该庆祝，因为他们好像取得了不错的进展\r\n\r\n科学对严酷的现实没有任何安慰：把孩子送到托儿所是有害的。见：[幼儿园的危害](https://supermemo.guru/wiki/Daycare_misery)\r\n\r\n标题： **具备科学依据的 3 个理由：为什么工作的妈妈们现在可以放下内疚了？** \r\n\r\n作者：Eden Strong\r\n\r\n链接：https://www.babble.com/parenting/studies-why-working-mom-guilt-needs-to-end/", + "type": "text/markdown", + "caption": " 妈妈们对把孩子送去托儿所感到愧疚\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Moms feel guilty about daycare" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Neural circuits involved in liking and wanting.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Neural circuits involved in liking and wanting.json" new file mode 100644 index 0000000..594455d --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Neural circuits involved in liking and wanting.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Neural circuits involved in liking and wanting", + "text": "# 喜欢和渴望所涉及的神经回路\r\n\r\n原文：https://supermemo.guru/wiki/Neural_circuits_involved_in_liking_and_wanting\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n> 刺激食物摄入的阿片类回路分布广泛，而享乐型「喜欢」回路则更紧密地定位在伏隔核的喙状壳中。", + "type": "text/markdown", + "caption": " 喜欢和渴望所涉及的神经回路\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Neural circuits involved in liking and wanting" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid receptors are involved in the pleasure of learning.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid receptors are involved in the pleasure of learning.json" new file mode 100644 index 0000000..d2a6104 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid receptors are involved in the pleasure of learning.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Opioid receptors are involved in the pleasure of learning", + "text": "# 感受学习乐趣的过程涉及到阿片受体\r\n\r\n原文：https://supermemo.guru/wiki/Opioid_receptors_are_involved_in_the_pleasure_of_learning\r\n\r\n该[参考资料](https://supermemo.guru/wiki/References)用于支持[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)博士关于记忆、学习、创造力和问题解决系列文章中的部分观点\r\n\r\n> 上世纪 80 年代初，美国精神健康所的 Michael Lewis 与其同事在猕猴处理视觉信息的脑区中发现了 μ-阿片受体。这些受体沿着腹流视觉通路呈梯度分布，浓度逐渐增加。腹流视觉通路与物体和场景识别有关。后续研究发现，人脑的相同区域中也存在类似的梯度。通路开端处受体比较稀疏。开端包括 V1 到 V4 区域，在这些区域中，图像被加工成具备轮廓、颜色、材质的局部小块。视觉处理的中间阶段处阿片受体数量增加。这一阶段包括枕外侧区和腹流枕颞皮质，会处理局部信息，检测表面、物体、脸庞、地点。视觉处理后期受体最为密集，这一阶段涉及海马旁皮质、 嗅皮质，其中视觉信息会与记忆交互。\r\n\r\n------\r\n\r\n引用的摘录出自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **快乐感知与大脑** \r\n\r\n作者：Irving Biederman 和 Edward A. Vessel\r\n\r\n链接：https://www.jstor.org/stable/27858773\r\n\r\n反向链接：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)", + "type": "text/markdown", + "caption": " 感受学习乐趣的过程涉及到阿片受体\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Opioid receptors are involved in the pleasure of learning" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid receptors form a gradient along a processing hierarchy.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid receptors form a gradient along a processing hierarchy.json" new file mode 100644 index 0000000..ca92631 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid receptors form a gradient along a processing hierarchy.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Opioid receptors form a gradient along a processing hierarchy", + "text": "# 阿片受体沿加工层级形成梯度\r\n\r\n原文：[Opioid receptors form a gradient along a processing hierarchy - supermemo.guru](https://supermemo.guru/wiki/Opioid_receptors_form_a_gradient_along_a_processing_hierarchy)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于支持[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)博士关于记忆、学习、创造力和问题解决系列文章中的一部分观点。 \r\n\r\n> 立体特异性[3H]纳洛酮结合位点沿着分层组织的皮层系统梯度增加，依次处理具有逐渐更复杂性质的特定形态的感觉信息。这些结果与对猴子和人类的电生理研究相结合，表明μ样阿片受体可能在皮质层感觉刺激的情感过滤中起作用，即在情绪诱导的选择性注意中起作用\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Opiate receptor gradients in monkey cerebral cortex: correspondence with sensory processing hierarchies** \r\n\r\n反向链接：[Biederman 模型](https://supermemo.guru/wiki/Biederman_model)\r\n\r\n链接：https://www.ncbi.nlm.nih.gov/pubmed/6258227", + "type": "text/markdown", + "caption": " 阿片受体沿加工层级形成梯度\r", + "modified": "20230930171250233", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Opioid receptors form a gradient along a processing hierarchy" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid rewards may depend on dopamine signals.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid rewards may depend on dopamine signals.json" new file mode 100644 index 0000000..95cd681 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Opioid rewards may depend on dopamine signals.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Opioid rewards may depend on dopamine signals", + "text": "# 阿片药物的奖励可能取决于多巴胺信号\r\n\r\n原文：https://supermemo.guru/wiki/Opioid_rewards_may_depend_on_dopamine_signals\r\n\r\n该[参考资料](https://supermemo.guru/wiki/References)用于支持[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)博士关于记忆、学习、创造力和问题解决系列文章中的部分观点\r\n\r\n> **[展示]数据证明了阿片类药物的奖励和厌恶效应取决于中脑边缘系统中的多巴胺神经传输，并指出了一种伏隔核 D-1 DA 受体调解两种刺激效果的机制。** \r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Examination of the neurochemical substrates mediating the motivational effects of opioids: role of the mesolimbic dopamine system and D-1 vs. D-2 dopamine receptors** \r\n\r\n作者：Shippenberg, Bals-Kubik R, Herz A\r\n\r\n链接：https://www.ncbi.nlm.nih.gov/pubmed/8386244\r\n\r\n反向链接：[Biederman 模型](https://supermemo.guru/wiki/Biederman_model)", + "type": "text/markdown", + "caption": " 阿片药物的奖励可能取决于多巴胺信号\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Opioid rewards may depend on dopamine signals" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Papert's visionary call to ditch obsolete letteracy (1993).json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Papert's visionary call to ditch obsolete letteracy (1993).json" new file mode 100644 index 0000000..def04b0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Papert's visionary call to ditch obsolete letteracy (1993).json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Papert's visionary call to ditch obsolete letteracy (1993)", + "text": "# Papert 有远见地呼吁抛弃过时的字识（letteracy）（1993）\r\n\r\n原文：[Papert's visionary call to ditch obsolete letteracy (1993) - supermemo.guru](https://supermemo.guru/wiki/Papert's_visionary_call_to_ditch_obsolete_letteracy_(1993))\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n## 超凡脱俗的远见者\r\n\r\n1993 年，[Seymour Papert](https://supermemo.guru/wiki/Seymour_Papert) 为《连线》杂志写了一篇文章，其中他描述了新兴媒体将会引发的教育变革。他的预测很有远见，尽管他文章中的「网」指的是知识之网（web of knowledge）。当时万维网刚满两岁，仅仅包含 500 台服务器，为世人所不知。\r\n\r\n## 学校教育的问题\r\n\r\nPapert 对教育问题的诊断，就像四分之一个世纪后我对[学校教育问题](https://supermemo.guru/wiki/Problem_of_schooling)的总结。Papert 的补救措施与十年后的[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)有许多相似之处。Papert 的推理与[我](https://supermemo.guru/wiki/Piotr_Wozniak)的推理很相似：首先需要看到[高效学习](https://supermemo.guru/wiki/Free_learning)的样子，然后再与[学校教育的现实](https://supermemo.guru/wiki/Prussian_Education_System)进行比较。结论是不可避免的： **学校的效率低得可怕，而且往往是有害的** ！\r\n\r\n## 自由学习的力量\r\n\r\nPapert 用自己话为 [SuperMemo Guru](https://supermemo.guru/wiki/SuperMemo_Guru) 上的几篇重要论题作了序：\r\n\r\n- [学习内驱力](https://supermemo.guru/wiki/Learn_drive)在学校受到抑制\r\n\r\n- [创造力](https://supermemo.guru/wiki/Creativity)在学校受到抑制\r\n\r\n- [学习内驱力](https://supermemo.guru/wiki/Learn_drive)和[创造力](https://supermemo.guru/wiki/Creativity)往往在成人生活中恢复，这是成人自由的结果。\r\n\r\n- 学校偏好于让学生从探索性学习转向模仿式学习（见：[教育抵消进化](https://supermemo.guru/wiki/Education_counteracts_evolution)）\r\n\r\n- 学校实行错误的 3R\\* 崇拜（见：[无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum))（\\*译注：即 reading, writing and arithmetic，阅读、写作和算术）\r\n\r\n- 学校偏爱「字识（letteracy）」，抑制了思想的[多样性](https://supermemo.guru/wiki/Diversity)。\r\n\r\n- 未来的教育将基于[知识机器](https://supermemo.guru/wiki/Knowledge_Machine)的概念，这一概念启发了[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)\r\n\r\n- 未来教育将善用蓬勃发展的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)\r\n\r\n## 字识（letteracy）\r\n\r\n下面是 Papert 对 3R 的陈腐立场的抱怨：\r\n\r\n> 那些滑稽的陈腔滥调，将学校教育与 3R——阅读、写作和算术——联系在一起，可能表露了教育改革中最顽固的阻碍。这些「基本功」的核心作用从未被讨论过；人们认为这是显而易见的。因此，教育政策制定者并未意识到新技术带来的最重要的影响。\r\n\r\n## 新媒介\r\n\r\nPapert 预测了[电子游戏](https://supermemo.guru/wiki/Videogames)、VR 和 YouTube 的影响（比其诞生早 12 年）：\r\n\r\n> 降低阅读在学校课程中的特权地位，只是[知识机器](https://supermemo.guru/wiki/Knowledge_Machine)的众多影响之一。一个在这种机器提供的自由探索中成长起来的孩子，不会安静地接受现今大多数学校提供的标准[课程](https://supermemo.guru/wiki/Curriculum)。如今，孩子们在电子游戏和电视中体验到更加刺激的节奏，而学校的缓慢节奏让他们越来越不耐烦。然而，这种不耐烦只是微小的前兆。当他们可以自由进入非洲动物或古希腊战争的虚拟现实时，事情将会发生更大的变化。\r\n\r\n我在《莫尔斯密码星球》的比喻中描述了儿童不可避免的反叛，以及成人世界不可避免的对抗：[学校字识的隧道视野](https://supermemo.guru/wiki/Tunnel_vision_of_school_letteracy)。\r\n\r\n## 被动学校教育的倾覆\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)和[被动学校教育](https://supermemo.guru/wiki/Passive_schooling)之间的冲突将不可避免地导致旧系统的崩溃。[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 在他的许多文章和书籍中描述了这一点（见：[强制系统的崩溃](https://supermemo.guru/wiki/Gray:_Coercive_school_system_will_collapse_soon)）。我在[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)一文中也谈到了这个问题。Papert 在 1993 年就已经意识到这一点。也许唯一难以预料的是，学校会劫持新技术，仅仅为了传授旧的教材，新瓶装旧酒。换句话说，学校教育的[学习熵](https://supermemo.guru/wiki/Learntropy)增加了，但自由始终是一个顽强不屈的议题。\r\n\r\n> 从想象一台[知识机器](https://supermemo.guru/wiki/Knowledge_Machine)出发，我们可以肯定，学校要么发生极大的变革，要么干脆崩溃。教育机构太过短视，只关注利用新技术传授过去一直在教的相同课程，这种现象尽管令人惊讶，但却是可以预见的。我曾建议，新媒体通过降低课程的核心要素，从根本上改变课程的概念。但我想走得更远：自由探索知识世界的可能性，让我们质疑官方课程这一概念的合理性。\r\n\r\n## 长颈鹿是如何睡觉的？\r\n\r\n[Papert](https://supermemo.guru/wiki/Papert) 举了一个例子：一个受健康的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)的驱动的 4 岁孩子。她问了一个问题「长颈鹿是怎么睡觉的？」。为了回答这个孩子的问题，Papert 在图书管理找了一摞书，来调查长颈鹿睡觉的问题。他认为，他的树突状探索性学习过程是一个很好的模型，能描述未来的孩子们使用现代学习技术加持的网络的体验（也就是他称作[知识机器](https://supermemo.guru/wiki/Knowledge_Machine)的东西）。\r\n\r\n> 我的活动遵循着类似玩耍的儿童的模式。我获得的知识不是我在书本上读到的命题的集合，而是我的思维以非线性方式在各处跳转而形成的直觉[连接](https://supermemo.guru/wiki/Semantic_framework)。\r\n\r\nPapert 只需要一个例子。我每天都会看到几十次类似的例子。这是[自由学习](https://supermemo.guru/wiki/Free_learning)的常态（特别是在[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)）。\r\n\r\n在 Papert 的文章发表 26 年后，当我问及长颈鹿的睡眠问题时，谷歌是这样告诉我的（搜索时间低于 500 毫秒，2019 年 9 月 3 日）：\r\n\r\n[[img [How do giraffes sleep.png|https://supermemo.guru/images/thumb/9/9f/How_do_giraffes_sleep.png/600px-How_do_giraffes_sleep.png]]](https://supermemo.guru/wiki/File:How_do_giraffes_sleep.png)\r\n\r\n> 图：1993 年，[Seymour Papert](https://supermemo.guru/wiki/Seymour_Papert) 预言，新型媒介（网络）将改变儿童的学习方式。他指出，[旧的教育系统](https://supermemo.guru/wiki/Prussian_education_system)行将崩溃。他的设想启发了[渐进阅读](https://supermemo.guru/wiki/Incremental_reading)等发明。他用一个 4 岁孩子想知道长颈鹿如何睡觉的例子来说明他的想法（见：Papert 有远见地呼吁抛弃过时的字识（letteracy）（1993））。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **过时的技能组合：3Rs —— 媒体时代的知识与字识** \r\n\r\n作者：[Seymour Papert](https://supermemo.guru/wiki/Seymour_Papert)\r\n\r\n资料来源：《连线》杂志\r\n\r\n日期：1993 年\r\n\r\n链接：http://www.papert.org/articles/ObsoleteSkillSet.html\r\n\r\n反向链接：[无语义课程](https://supermemo.guru/wiki/Asemantic_curriculum)", + "type": "text/markdown", + "caption": " Papert 有远见地呼吁抛弃过时的字识（letteracy）（1993）\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Papert's visionary call to ditch obsolete letteracy (1993)" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_School ruins Minecraft.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_School ruins Minecraft.json" new file mode 100644 index 0000000..8971890 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_School ruins Minecraft.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/School ruins Minecraft", + "text": "# 学校毁掉了 Minecraft\r\n\r\n原文：[School ruins Minecraft - supermemo.guru](https://supermemo.guru/wiki/School_ruins_Minecraft)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n一个简单的方法，能够毁掉任何学习体验，即将这一过程强制化。只要把一些有趣的学习内容塞进[课程](https://supermemo.guru/wiki/Curriculum)里，学生们很快就会开始讨厌它们。这是一场学校和 Minecraft 的殊死搏斗。在争夺年轻人的战斗中，Minecraft 和 Roblox 轻易地取得了胜利。他们受到年轻一代压倒性的喜爱，而学校成为了令人厌恶的一方。沙盒游戏能够模拟现实，并允许自然探索，而学校却还通过无聊的课本来描述现实，令人难以接受的是，这些本该有趣的知识通常是由更无聊的老师来教。一些“先进的”教育工作者尝试在课堂上增加一些 Minecraft 的游戏内容以使课程变得更加有趣。他们会发现模拟感在强制学校教育的无趣环境下进行时，会立即失去吸引力。\r\n\r\n[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)会毁掉最好的学习体验，即使是 Minecraft 也不例外\r\n\r\n[Alex Giorev](https://supermemo.guru/wiki/Alex_Giorev) 发现 Minecraft 是[自由学习](https://supermemo.guru/wiki/Free_learning)的一个非常棒的比喻，他夹带的一个最有说服力的观点是，即为什么[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)永远不会成功：\r\n\r\n> 让我们想象下「Minecraft 学校」。在这所学校里，你并不能在你想要的时间里玩 Minecraft，而是只能在指定的时间里玩（通常会与你的睡眠时间冲突）。你不能自由探索 Minecraft 世界，而是只能挖「老师」指定要求挖的方块，并且不可以打乱顺序。你不允许为你的建筑选择结构，而是只能使用规定的结构建造。所有人建造的结构都是相同的，并会根据这些结构的好坏程度来对你进行评分。渐渐得这个游戏不再像是一个有趣的游戏，而更像是一个「[监狱矿场](https://en.wikipedia.org/wiki/Prison_farm)」。这和在学校正在上演的事，没什么两样。学生们无法决定何时学习，学什么以及用什么方式学习。他们总是被要求解决他们不关心的小问题。\r\n\r\n想象一下在闷热的教室昏昏欲睡，做着乏味无聊的事而不能自由探索。当我向那些小 Minecraft 爱好者读以上的一些摘录时，他们快速得出结论：「 **这糟糕透了！** 」我想你们应该能想象的到他们的面部表情有多愤怒。所有犯过[美化学校](https://supermemo.guru/wiki/Glorification_of_schooling)罪的成年人都应该记住，这就是孩子们被强迫学习的感觉！\r\n\r\n如果你喜欢 Minecraft，你就会明白学习。如果你喜欢 Minecraft，你很可能永远厌恶[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。\r\n\r\n------\r\n\r\n引用的摘录出自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Minecraft 和学习的相似之处** \r\n\r\n作者： [Alex Giorev](https://supermemo.guru/wiki/Alex_Giorev)\r\n\r\n日期：2021\r\n\r\n链接：https://www.supermemo.wiki/en/blogs/alexgiorev/minecraft", + "type": "text/markdown", + "caption": " 学校毁掉了 Minecraft\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School ruins Minecraft" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_School stress increases vulnerability to addiction.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_School stress increases vulnerability to addiction.json" new file mode 100644 index 0000000..be2bfc8 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_School stress increases vulnerability to addiction.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/School stress increases vulnerability to addiction", + "text": "# 学校压力使学生更容易上瘾\r\n\r\n原文：[School stress increases vulnerability to addiction - supermemo.guru](https://supermemo.guru/wiki/School_stress_increases_vulnerability_to_addiction)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n[Bruce Alexander](https://en.wikipedia.org/wiki/Bruce_K._Alexander) 的[「老鼠乐园」实验](https://en.wikipedia.org/wiki/Rat_Park)表明，我们不能在笼子里的老鼠身上研究上瘾。类似地，如果不在自由活动的环境中（相对于学校环境）研究孩子们，我们就不能对[学习内驱力](https://supermemo.guru/wiki/Learn_drive)、[拖延](https://supermemo.guru/wiki/Procrastination)、[电子游戏上瘾](https://supermemo.guru/wiki/Videogames)或学生的药物滥用作出判断。\r\n\r\n尽管老鼠乐园具有开创性的影响，而且关于压力和上瘾的后续研究也很丰富，但关于药物滥用的真相仍然需要对抗多种利益力量。时至今日，许多精神病学家很少考虑到上瘾的压力模型。许多学校心理学家甚至从未听说过老鼠乐园的实验，也没有充分认识到学校压力对猖獗的青少年上瘾问题的影响。当我主张[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)时，我看到那些原本受过良好教育的人脸上露出惊讶的表情，他们问道：「学校会增加成瘾性？」。当我补充说[日托压力](https://supermemo.guru/wiki/Daycare)也可能起作用时，我遇到的反应近乎愤怒，因为我被指控对一个非常重要的「早期教育机构」进行抹黑。这就是为什么理解压力在上瘾中的作用对于培养一个更健康的社会至关重要。\r\n\r\n矛盾的是，学校对容易上瘾的消极影响被扭曲了，并被用作[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)的借口之一。这样的说法是极其无知的：[懒惰的年轻人](https://supermemo.guru/wiki/Lazy)如果任其自生自灭，就会向毒品、酒精或电子游戏祈祷。貌似，观察者只要稍微看一眼滥用的模式，就应该能找到关于压力对自我控制和上瘾的影响的明显证据。即使只是快速回顾一下孩子们玩电子游戏的情形，也能看出一个快乐的孩子和一个受到压力或虐待的孩子之间的区别。压力过大的成年人在冰箱里寻求安慰，然而他们意识不到压力过大的学生会在血腥暴力的[电子游戏](https://supermemo.guru/wiki/Videogames)中找到安慰和逃避。\r\n\r\n除了压力之外，学校对上瘾的影响还有两个重要组成部分：[无聊](https://supermemo.guru/wiki/Boredom)（即未得到满足的[学习内驱力](https://supermemo.guru/wiki/Learn_drive)）和[同辈压力](https://supermemo.guru/wiki/Optimal_socialization)。\r\n\r\n心理学和自助书架因为无穷尽的避免学校压力的善意建议而不堪重负。所有这些建议只需一个动作就可以免除：结束[强制学校教育](https://supermemo.guru/wiki/Compulsory_schooling)。我们没有为孩子们提供丰富的环境来成长和发展，而是把他们推入了一个紧缩的纪律和规则的循环，使事情变得更糟。\r\n\r\n耶鲁大学压力中心的 [Rajita Sinha](https://medicine.yale.edu/psychiatry/people/rajita_sinha.profile) 博士一直是该领域良好理念的热情倡导者。她对压力和上瘾之间的联系进行了几十年的研究。以下是 Sinha 对已知的压力和上瘾之间的联系的全面综述的节选：\r\n\r\n> 已有大量文献指明了急性和慢性压力与滥用成瘾物质的动机之间的重要联系。许多主要的成瘾理论也指出了压力在成瘾过程中的重要作用。这些理论包括心理学模型：认为使用和滥用药物是处理压力、缓解紧张、自我药疗和减少戒断期的痛苦的一种应对策略；也包括神经生物学模型：提出激励敏感化和压力异位的概念，以解释奖励、学习和压力导致的神经回路中的[神经适应](https://supermemo.guru/wiki/Neuroadaptation)如何增强渴求、失控和强迫行为，这些是从偶然使用药物，到不顾不良后果、无法停止长期使用的关键因素，也是成瘾的一个关键特征。\r\n\r\n------\r\n\r\n*引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：*\r\n\r\n标题： **Chronic Stress, Drug Use, and Vulnerability to Addiction** \r\n\r\n作者：Rajita Sinha\r\n\r\n链接：https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2732004/\r\n\r\n反向链接：[强制学校教育必须结束](https://supermemo.guru/wiki/Compulsory_schooling_must_end)", + "type": "text/markdown", + "caption": " 学校压力使学生更容易上瘾\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "School stress increases vulnerability to addiction" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Teacher Tom It is hard to understand play.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Teacher Tom It is hard to understand play.json" new file mode 100644 index 0000000..2a7dac0 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Teacher Tom It is hard to understand play.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Teacher Tom It is hard to understand play", + "text": "# Tom 老师：很难理解玩耍\r\n\r\n原文：[Teacher Tom: It is hard to understand play - supermemo.guru](https://supermemo.guru/wiki/Teacher_Tom:_It_is_hard_to_understand_play)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n要了解最佳的学习，我们需要有良好的理论基础，或者说需要有良好的[教育同理心](https://supermemo.guru/wiki/Educational_empathy)训练。Tom 老师制定了他自己的 **教育同理心基本法则** ：\r\n\r\n> 伟大的事实是， **没有人能够知道另一个人在学习什么** ，除非他们直接主动告诉我们：「猜猜我学到了什么？……」尤其是年幼的孩子，他们很可能甚至没有词汇或经验，无法将他们的见解用文字表达出来，也无法表达他们「尤里卡！」时刻的深度和质地。\r\n\r\n有人问 Tom 老师关于玩耍的好处：我们能知道游戏在任何特定时刻的价值吗？他的回答解释了家长和教育工作者很少理解的一个重要的教育智慧：\r\n\r\n> 唯一可能知道的是正在玩的人，而我们打断他们询问的那一刻，我们测试他们的那一刻，我们永远改变了它。这是物理学中所谓的「观察者效应」的一个版本。在人类游戏中，他们不自觉地提出和回答出现的问题，追求思维的轨迹，玩弄变量，进行理论研究，在一件事和另一件事之间建立联系。当另一个人带着自己的问题介入时，这种追求就会停止，而当提问者处于权威地位时，如老师或父母，这些问题就变成了一种必须。孩子必须结束他们的学习，去解释它、证明它、翻译它，并在无形中把它缩小到一两句话，充其量只能提供一丝一毫的实际学习内容\r\n\r\n就神经科学而言，Tom 老师说：[学习内驱力](https://supermemo.guru/wiki/Learn_drive)是一种提供最佳适应的力量（见：[学习内驱力的最优化](https://supermemo.guru/wiki/Optimality_of_the_learn_drive)）。导致学习的行为是高度奖励的（见：[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)）。因此，我们可以有把握地打赌，一个微笑的孩子正在学习的过程中。这就是为什么游戏被称为游戏，而不是「学习的艰苦工作」。对于一个[受过良好教育的](https://supermemo.guru/wiki/Well-schooled)成年人来说，游戏这个词可能意味着低劣的学习。这就是为什么「创造性适应」可能使它听起来更「合适」。不过对于普通的父母来说，我们需要简单地说「游戏是好的」，而只有孩子知道为什么。Tom 老师说得很简短：\r\n\r\n> 我知道我的同伴们在玩耍时正在学习，这已经足够了\r\n\r\n见：[学习的基本规律](https://supermemo.guru/wiki/Fundamental_Law_of_Learning)", + "type": "text/markdown", + "caption": " Tom 老师：很难理解玩耍\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Teacher Tom It is hard to understand play" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_The journey of John Holt.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_The journey of John Holt.json" new file mode 100644 index 0000000..ebf95be --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_The journey of John Holt.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/The journey of John Holt", + "text": "# John Holt：一位伟大教师的思想演变经历\r\n\r\n原文：[The journey of John Holt - supermemo.guru](https://supermemo.guru/wiki/The_journey_of_John_Holt)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n《[John Holt：从学校批判家，到家庭教育倡导者](https://www.nheri.org/home-school-researcher-a-radical-ideology-for-home-education-the-journey-of-john-holt-from-school-critic-to-home-school/)》一文总结了 John Holt 的人生经历，其中着重描述了他的教育观点逐步演进、趋于成熟的过程。\r\n\r\nHolt 整套哲学观点的基石，是他对人类良善内在本性的信念。经过观察，他坚定认为，几乎所有孩子生来就是大自然优秀的学生。身处于丰富而正向的环境之中，孩子自然会适应身边的环境，培养同情心与道德感，并成为优秀的公民。\r\n\r\n在[强制教育的好处](https://supermemo.guru/wiki/Advantages_of_compulsory_education)中，我提到了一种很流行的观点，就是如果没有学校的话，社会将沦为蛮荒丛林。这是典型的保守派观点，其依据是人类本性容易堕落，需要社会或者国家纠正改良。\r\n\r\n> 评论者对 Holt 的著作《逃离童年》的反应不难预知。虽然有人认为 Holt 的建议「引人入胜」「合情合理」「中肯至极」（Levine, 1984），Robert Nordberg（1974）则不以为然。这位信仰天主教派的教育者，Marquette 大学的教育学教授，如此讥讽道：「那么，欢迎来到这样的美丽新世界，你有一定的收入……恣意与人滥交……老师不必教授你不中意的东西以免劳烦你。你会成长为无知无德的怪物……」（Nordberg, 1974）\r\n\r\n与十几个老师讨论了几百个小时之后，我跟 Holt 一样，并不看好教育系统自发[改革](https://supermemo.guru/wiki/Reform)的可能性。与我交谈的老师身上都有一些品质，证明学校在过去五十年改进不少。但这些改进对孩子来说反而充满风险。优秀的早教老师，会修理孩子的思想，以便让他适应[胁迫教育](https://supermemo.guru/wiki/Coercion_in_learning)这条越走越窄的路，顺利地前进。学年越高，孩子自由时间越少，功课越多，自由越受限，越憎恶学习，越发陷入[习得性无助](https://supermemo.guru/wiki/Learned_helplessnes)的深渊，其精神健康也受到巨大威胁。即使最为优秀的教师，若必须赶进度上完[课标](https://supermemo.guru/wiki/Curriculum)的内容，也无法应对这场悲剧。一旦他们啮合进整套系统之中，就会忙忙碌碌，无暇顾及迫在眉睫的灾难。他们浸淫在[学校谬误](https://supermemo.guru/wiki/Mythology_that_keeps_the_archaic_school_system_alive)之中，导致我的讨论不过是一场打地鼠游戏，等我解释完，他们又会冒出新的谬误。可悲的是，随着我学习越多知识，我跟这些学校系统代表的谈话就越发困难。这正呼应了 Holt 的经历：\r\n\r\n> 在 1971 年，Holt 一同 Illich 总结道，即便教育圈内已经围绕改革讨论了将近十年，美国学校仍未发生多大改变，而且估计很难再发生什么实质性的改进了。Holt 叹道：「老师没有勇气发起改变。我以为我见到的老师中，有 75% 的人与我站在同一边。现在我估计也就有 2% 的人吧，或者 1%……我发现我不能跟老师提及改变这个话题，哪怕是最微小的调整也不行，否则他们就会说：「为什么你要批评我们？」他们认为，他们的一切行为都是正确无误的，即使有差错也不是他们的责任。他们是装在套子里的人，拒绝一切变化。（Allen, 1981 p.7）\r\n\r\n我与 Holt 都赞同，儿童有特权，家长有义务。有了孩子后，家长需要照顾孩子，提供居所，也就是履行一份合约。儿童并非自愿诞生在这个世界上，因此他们应该有权利在走向成年的路上拒绝家长提出的合约。这样的想法对于社会和西方文化来说，是比较陌生的，然而这样才能培养[智能](https://supermemo.guru/wiki/Intelligence)。自由的选择权是适应环境的良方，也能孕育创造力和天才。要尽可能减少对自由的限制。[儿童发展中对行为空间的优化](https://supermemo.guru/wiki/Optimization_of_behavioral_spaces_in_development)一文对此有所描述。\r\n\r\n> 尽管的确有些模棱两可的论证支持，Holt 关于儿童自立的论点弥漫着乐观存在主义的味道。这些论点神化了人类意志，并且对他人的要求无不是反人性的。他倡导的观点让人联想到被宠坏的青少年，指使家长宠爱他，给他金钱支持，而又拒绝他们对其生活的正当引导。没有成年人负责任的管理，单凭孩子自己，是无法长大成为自我引导、自我教育的快乐个体的，更无法服务真正民主社会的建设。他们只会像 Holt 的批判者所说的一样，「长大成为无知无德的怪物」。\r\n\r\nHolt 作品的根据是他对学习过程的深刻理解。很多批判者会指责他研究数据太少，样本量太小，证据都是道听途说，模型太牵强等等。其实会受到这些指责的，往往是着眼抽象的思想家，他们能想出久经时间考验的模型。Holt 的论证古已有之。有很多上一千年的哲学家与教育家得到了类似的结论。在[这本书](https://supermemo.guru/wiki/Problem_of_schooling)中，我增添了很多我利用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 获取的数据作为佐证（参见：[遗忘曲线](https://supermemo.guru/wiki/Forgetting_curve)，[童年失忆症](https://supermemo.guru/wiki/Childhood_amnesia)，或者[语义学习](https://supermemo.guru/wiki/Semantic_learning)）。\r\n\r\n[自由学习](https://supermemo.guru/wiki/Free_learning)的批判者，常常翻出衡量学习进度这一古老的话题，来批判一番。我们怎么知道孩子真学到东西了？我们怎么衡量进展呢？答案并不复杂，但也不尽如人意。我们无法衡量人类记忆中语义树的总体品质，只能还是用那个老指标：用人一生的成就来衡量他的知识。今天学到的知识，可能在五十年之后大显身手。这个指标扫除了学校考试中毫无意义、被人忘却的细节。衡量知识的问题，跟[衡量善好](https://supermemo.guru/wiki/Goodness_of_knowledge)的问题大同小异。我们能测试良心吗？人生本身就是终极测试：\r\n\r\n> Holt 的一位批判者是 Illinois 大学的 Robert J. Menges （1968），他在《师范学院教育期刊》中指出， Holt 的结论难以让教育研究者信服，因为他「没有从严密的理论出发」（第 800 页），其证据只是「一位观察者所撰写的轶事」，并且「没有对照组」。「而且」，Menges 提到，「这些孩子学到什么，有人有信心能说清楚吗？」Holt 认为自己并不只是实验式科学家，而更多是人类学家或者民族学家，他回击类似这样的批判时，描述了审慎观察儿童学习的合理性，以及在每个孩子背景差异如此之大的情况下，设置真正的控制组根本不可能。（Farenga，给作者的回信，1994 年 9 月）\r\n\r\nHolt 的演进过程让我想起了我自己的历程。不过我的信息来源更丰富，在我的年代科学也取得了更多进步。Holt 没能见证美国国内[在家上学](https://supermemo.guru/wiki/Homeschooling)的扩张。我希望能目睹他的理想在全世界付诸实现。最重要的是，我认同[强制教育必须结束](https://supermemo.guru/wiki/Compulsory_education_must_end)。\r\n\r\nHolt 与激进的英国改革者 A. S. Neill 观点一致，他们都认为教育的主要目的是培育快乐的人。1960 年代末，他去夏山学校拜访过 Neill 两次。Holt 认为，美国学校能做出的最好选择，就是让每个孩子自我规划、管理、评判自己的教育，允许并鼓励他们选择学习的内容、时机、方式、程度，而这一过程也有经验丰富的专家启发并引导他，以及学校提供给他所需的一切帮助。由此一来，学校便能从儿童监狱转而成为独立自由学习的沃土，让学校里的所有人，无论年龄都能按需取用（Holt，1969 年，IX 页）。\r\n\r\n-----\r\n\r\n*引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：*\r\n\r\n标题： **John Holt：从学校批判家，到家庭教育倡导者** \r\n\r\n链接： https://www.nheri.org/home-school-researcher-a-radical-ideology-for-home-education-the-journey-of-john-holt-from-school-critic-to-home-school/\r\n\r\n来源：Home School Researcher\r\n\r\n日期：1999 年\r\n\r\n反向链接： [强制教育的优点](https://supermemo.guru/wiki/Advantages_of_compulsory_education)", + "type": "text/markdown", + "caption": " John Holt：一位伟大教师的思想演变经历\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "The journey of John Holt" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Value-encoding neurons in the orbitofrontal cortex.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Value-encoding neurons in the orbitofrontal cortex.json" new file mode 100644 index 0000000..9dee29f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Value-encoding neurons in the orbitofrontal cortex.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Value-encoding neurons in the orbitofrontal cortex", + "text": "# 位于眶额皮质的价值编码神经元\r\n\r\nhttps://supermemo.guru/wiki/Value-encoding_neurons_in_the_orbitofrontal_cortex\r\n\r\n该[参考资料](https://supermemo.guru/wiki/References)用于支持[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)博士关于记忆、学习、创造力和问题解决系列文章中的部分观点\r\n\r\n每个学生的大脑都会估计知识的价值。一些知识价值较高，能产生[学习的乐趣](https://supermemo.guru/wiki/Pleasure_of_learning)。对不同知识的估值是相互联系的。例如，一本书的价值取决于一场考试，而一场考试的价值又取决于个人目标。这就是为什么我们说[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)塑造了大脑的[概念网络](https://supermemo.guru/wiki/Concept_network)的部分结构。这个网络的确切性质、结构和运行方式都在阐释的过程中。眶额皮质作为大脑的重要区域出现，可形成高级价值决策。研究者以猴子为研究对象，定位出了能够编码所关注物体价值的神经元，并且解释出当猴子开始或取消关注有价值的物体时，这些价值神经元是如何作出反应的。这可能是大脑计算价值的通用机制，并且同样适用于判断食物和知识的价值：\r\n\r\n> 编码价值的 OFC 神经元的反应高度同质，且当多条信息同时出现时，受更高级价值信息的控制。[...] 结果同样适用于这个观点：猴子总是关注于与更大奖励相联系的线索，并且 OFC 神经元的活跃反应出关注线索的价值。[...] 我们的结果有力地支持了「OFC 神经元活动能反应关注线索的价值」这个假说。\r\n\r\n------\r\n\r\n引用的摘录来自以下[参考资料](https://supermemo.guru/wiki/References)：\r\n\r\n标题： **Covert shift of attention modulates the value encoding in the orbitofrontal cortex** \r\n\r\n作者：Yang Xie, Chechang Nie, Tianming Yang\r\n\r\n日期：2018 年\r\n\r\n链接：https://elifesciences.org/articles/31507\r\n\r\n反向链接：[知识估值网络](https://supermemo.guru/wiki/Knowledge_valuation_network)", + "type": "text/markdown", + "caption": " 位于眶额皮质的价值编码神经元\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Value-encoding neurons in the orbitofrontal cortex" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Voucher system validated via lottery.json" "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Voucher system validated via lottery.json" new file mode 100644 index 0000000..20adb4f --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\316\273__thoughts-memo-translation-main_woz_reference_Voucher system validated via lottery.json" @@ -0,0 +1,14 @@ +[ + { + "created": "20230926010148000", + "creator": "马不前", + "title": "λ:/thoughts-memo-translation-main/woz/reference/Voucher system validated via lottery", + "text": "# 通过抽签验证的学券系统\r\n\r\n原文：[Voucher system validated via lottery - supermemo.guru](https://supermemo.guru/wiki/Voucher_system_validated_via_lottery)\r\n\r\n本[参考资料](https://supermemo.guru/wiki/References)用于注释《[我永远不会送我的孩子去学校](https://supermemo.guru/wiki/Problem_of_Schooling)》（2017）作者：[彼得·沃兹尼亚克](https://supermemo.guru/wiki/Piotr_Wozniak)\r\n\r\n《经济学人》总结了[学券](https://supermemo.guru/wiki/School_voucher)的概念、反对意见和良好结果：\r\n\r\n> 原则很简单。国家出钱；家长选择；学校竞争；标准提高；人人受益。这也许很简单，但它不出所料的引起了教育机构的剧烈反对。一些意见包括，让家长选择在哪里教育他们的孩子是一个愚蠢的想法； **专业人员最了解** ；合作，而不是竞争，才是改善所有人的教育的方法... 但是，这些论点现在正屈服于大量的证据。学券计划正在几个不同的国家运行；那些使用抽签来发放学券的国家提供了证据，证明接受者比不接受者获得了更好的教育。世界银行的教育经济学家 Harry Patrinos 引用了哥伦比亚的一项扩大中学教育机会的计划来提供证明。该计划被称为 PACES，是 20 世纪 90 年代的一项举措，为超过 12.5 万名贫困儿童提供了价值约为私立中学一半费用的学券。最关键的是，申请者多于学券。该计划 **通过抽签选择儿童** ，这类似于判断新药疗效的「药丸-安慰剂」方法，为研究人员提供了一个几乎完美的实验。随后的结果显示，获得学券的儿童完成中等教育的可能性提高了 **15-20%** ，留级的可能性降低了 5 个百分点，在学业考试中的成绩更好一些，更有可能参加大学入学考试\r\n\r\n标题： **新的研究表明，家长的选择提高了标准——包括那些留在公立学校的人** \r\n\r\n日期：2007 年 5 月 3 日\r\n\r\n链接：http://www.economist.com/node/9119786\r\n\r\n反向链接：[教育改革](https://supermemo.guru/wiki/Education_reform)", + "type": "text/markdown", + "caption": " 通过抽签验证的学券系统\r", + "modified": "20230930171250234", + "modifier": "马不前", + "obvault": "thoughts-memo-translation-main", + "original-title": "Voucher system validated via lottery" + } +] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\344\275\277\347\224\250\344\270\216\350\257\264\346\230\216.tid" "b/wiki/tiddlers/dongrentianyu-memo/\344\275\277\347\224\250\344\270\216\350\257\264\346\230\216.tid" new file mode 100644 index 0000000..638935e --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\344\275\277\347\224\250\344\270\216\350\257\264\346\230\216.tid" @@ -0,0 +1,30 @@ +created: 20230914055318811 +creator: 马不前 +modified: 20230914080817036 +modifier: 马不前 +tags: +title: 使用与说明 + +!! 如何快速查询链接条目 + +因为andy的笔记大部分都翻译了，但又因为这是直接从仓库里复制下来的，所以就没有做脚注。所以通常一个条目里会引用其他笔记，在文本里是外部链接，直接跳转到andy笔记网站里。但我们可以在侧边栏的快速查找中，把复制的链接输入到编辑框中。 + +[img[右键点击复制链接.png]] + +在侧边栏[[快速查找]]中，有两个编辑框，第一个编辑框是展示对应链接条目的。比如下面图片中，就只展示了`Cognitive scaffolding`。这样就可以快速查看对应的条目内容了。而不用跳转到浏览器中去查看英文原文内容了。点击编辑框下面的清除内容按钮，就会把内容清除了。 + +第二个编辑框则是会展示，所以非系统条目中含有这个链接的条目。这样就可以快速查看其他条目中是如何引用这个条目的。可以使用<kbd>Esc</kbd>来快速清除编辑框的内容。 + +[img[侧边栏两个编辑框.png]] + +!! 如何渐进学习 + +点击[[$:/FishingDeck]]或侧边栏的钓鱼按钮，进入渐进学习。 + +[img[点击进入渐进学习.png]] + +!! 如何刷新内存 + +打开<kbd>F12</kbd>键，点击应用程序，点击存储，找到红色圆圈下面的清除网站数据。点击之后再点击刷新网站内容。 + +[img[刷新内存.png]] \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\344\276\247\350\276\271\346\240\217\344\270\244\344\270\252\347\274\226\350\276\221\346\241\206.png" "b/wiki/tiddlers/dongrentianyu-memo/\344\276\247\350\276\271\346\240\217\344\270\244\344\270\252\347\274\226\350\276\221\346\241\206.png" new file mode 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"b/wiki/tiddlers/dongrentianyu-memo/\345\217\263\351\224\256\347\202\271\345\207\273\345\244\215\345\210\266\351\223\276\346\216\245.png.meta" @@ -0,0 +1,6 @@ +created: 20230914055331895 +creator: 马不前 +modified: 20230914074259428 +modifier: 马不前 +title: 右键点击复制链接.png +type: image/png \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\345\244\204\347\220\206\350\257\264\346\230\216.tid" "b/wiki/tiddlers/dongrentianyu-memo/\345\244\204\347\220\206\350\257\264\346\230\216.tid" new file mode 100644 index 0000000..a90d069 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\345\244\204\347\220\206\350\257\264\346\230\216.tid" @@ -0,0 +1,19 @@ +created: 20230914061956502 +creator: 马不前 +modified: 20230930164446952 +modifier: 马不前 +title: 处理说明 + +因为我本地的电脑是windows系统，而原仓库是linux系统，两个系统有一些不兼容的字符串。所以我不管是直接clone还是fork之后clone都无法把所有文件完全显示出来。大概有十个左右的文件无法显示。我下载zip格式也解压不出来。 + +所以这十个左右的文件，就只有去知乎上查看了。为什么我不手动修改格式然后保存呢？因为翻译经常会更新内容，如果这次我手动修改了，那么下次我还要同样手动修改，这就很麻烦了，每次修改都要两三个小时，这时间成本太高了。 + +其次我这个是使用了[[Obsidian Vault|https://tiddly-gittly.github.io/tidgi-obsidian-manager/]]插件，是直接把markdown文件导入进来的。如果叶佬更新了，那么我就需要删除重新导入。但因为一般更新不会更新特别多的内容，可能是新增了最近翻译的文章。所以我大概会一个月导入更新一次。最新的还是去叶佬知乎专栏里查看吧。有些文章还未发表，没有校对，可能会存在格式问题，可以进入编辑状态查看。 + +2023年10月01日，按照林一二的想法，把原先英文的caption内容换成了中文标题的，方便检索。原先英文的caption内容放到了original-title字段里。部分没有这样显示是因为那些文章还没有校对正式发布。侧边栏目录暂无法处理，只能显示成标题里的英文。 + +这些只是暂时的处理办法。 + +最好的办法是一切都自动化。叶佬仓库更新的内容自动同步到本仓库中，然后自动使用Obsidian Vault插件自动导入。一切都在github上处理实现，不经过我的本地电脑。但这里需要很多git相关的知识。而我水平又不够，就无法实现了。 + +欢迎大佬前来实现这个想法。 \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\345\277\253\351\200\237\346\237\245\346\211\276.tid" "b/wiki/tiddlers/dongrentianyu-memo/\345\277\253\351\200\237\346\237\245\346\211\276.tid" new file mode 100644 index 0000000..151ad5b --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\345\277\253\351\200\237\346\237\245\346\211\276.tid" @@ -0,0 +1,37 @@ +created: 20230914045324466 +creator: 马不前 +list-after: $:/core/ui/SideBar/Recent +modified: 20231003123809600 +modifier: 马不前 +tags: Configuration $:/tags/AdvancedSearch $:/tags/SideBar +title: 快速查找 + +<$edit-text tiddler="$:/state/memo/list-search" field="text" tag=input +placeholder="请输入查询链接，只展示一个" class="w-100"/> + +<$button tooltip="清除搜索内容" class="tc-btn-invisible tc-btn-mini"> +<$action-setfield +$tiddler="$:/state/memo/list-search" +text="" +/> +清除内容 <<doc-svg "$:/core/images/close-button" "#b89a6b">> +</$button> + +<$let ls={{{ [[$:/state/memo/list-search]get[text]] }}} +ss=".+?" +ls-regexp="原文：\[(.+)\]\(.+?\)" +sl-regexp={{{ [<ls-regexp>search-replace<ss>,<ls>] }}}> + +<$list filter="[!is[system]regexp:text<sl-regexp>]"> + +<$link> +<$text text={{{ [<currentTiddler>get[text]splitregexp[\n]first[]removeprefix[#]] }}} /><br> +{{!!caption}} +</$link> + +</$list> + +</$let> + + +<<list-searchx filter:"[!is[system]]" search:"search:text" class:"alert alert-secondary" placeholder:"请输入查询链接或内容，展示所有条目中存在的" template:"original-title-template" >> \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\346\233\277\346\215\242.tid" "b/wiki/tiddlers/dongrentianyu-memo/\346\233\277\346\215\242.tid" new file mode 100644 index 0000000..f6441bd --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\346\233\277\346\215\242.tid" @@ -0,0 +1,23 @@ +created: 20230930164415100 +creator: 马不前 +modified: 20230930171247059 +modifier: 马不前 +tags: Configuration +title: 替换 + +<$button tooltip="original-title"> +<$list filter="[has[obvault]] :filter[get[text]prefix[#]]"> +<$action-setfield original-title={{!!caption}} /> +</$list> +替换caption为original-title +</$button> + + +<$button tooltip="替换"> +<$list filter="[has[original-title]]"> +<$let zh={{{ [<currentTiddler>get[text]splitregexp[\n]first[]removeprefix[#]] }}}> +<$action-setfield $tiddler=<<currentTiddler>> caption=<<zh>> /> +</$let> +</$list> +替换 +</$button> \ No newline at end of file diff --git "a/wiki/tiddlers/dongrentianyu-memo/\346\236\227\344\270\200\344\272\214.tid" 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"a/wiki/tiddlers/dongrentianyu-memo/\351\251\254\344\270\215\345\211\215.tid" "b/wiki/tiddlers/dongrentianyu-memo/\351\251\254\344\270\215\345\211\215.tid" new file mode 100644 index 0000000..d23d030 --- /dev/null +++ "b/wiki/tiddlers/dongrentianyu-memo/\351\251\254\344\270\215\345\211\215.tid" @@ -0,0 +1,5 @@ +created: 20230913043521077 +creator: 马不前 +modified: 20230913043521077 +modifier: 马不前 +title: 马不前 \ No newline at end of file diff --git a/wiki/tiddlers/$__DefaultTiddlers.tid b/wiki/tiddlers/system/$__DefaultTiddlers.tid similarity index 65% rename from wiki/tiddlers/$__DefaultTiddlers.tid rename to wiki/tiddlers/system/$__DefaultTiddlers.tid index 7bb50e0..a345100 100644 --- a/wiki/tiddlers/$__DefaultTiddlers.tid +++ b/wiki/tiddlers/system/$__DefaultTiddlers.tid @@ -3,4 +3,4 @@ modified: 20221228055915176 title: $:/DefaultTiddlers type: text/vnd.tiddlywiki -[list[$:/StoryList]] $:/plugins/Modern.TiddlyDev/doc +$:/plugins/linonetwo/commandpalette [[Example Tiddlers]] diff --git a/wiki/tiddlers/system/$__Import.tid b/wiki/tiddlers/system/$__Import.tid new file mode 100644 index 0000000..0e83bd3 --- /dev/null +++ b/wiki/tiddlers/system/$__Import.tid @@ -0,0 +1,7 @@ +status: complete +title: $:/Import +type: text/vnd.tiddlywiki + +下列条目已被导入： + +# [[$:/plugins/Gk0Wk/CPL-Repo]] \ No newline at end of file diff --git a/wiki/tiddlers/$__Modern.TiddlyDev_Startup.tid b/wiki/tiddlers/system/$__Modern.TiddlyDev_Startup.tid similarity index 100% rename from wiki/tiddlers/$__Modern.TiddlyDev_Startup.tid rename to wiki/tiddlers/system/$__Modern.TiddlyDev_Startup.tid diff --git a/wiki/tiddlers/$__SiteSubtitle.tid b/wiki/tiddlers/system/$__SiteSubtitle.tid similarity index 100% rename from wiki/tiddlers/$__SiteSubtitle.tid rename to wiki/tiddlers/system/$__SiteSubtitle.tid diff --git a/wiki/tiddlers/$__SiteTitle.tid b/wiki/tiddlers/system/$__SiteTitle.tid similarity index 100% rename from wiki/tiddlers/$__SiteTitle.tid rename to wiki/tiddlers/system/$__SiteTitle.tid diff --git a/wiki/tiddlers/system/$__SplashScreen.tid b/wiki/tiddlers/system/$__SplashScreen.tid new file mode 100644 index 0000000..0f9e5c6 --- /dev/null +++ b/wiki/tiddlers/system/$__SplashScreen.tid @@ -0,0 +1,9 @@ +created: 20230914070712951 +creator: 马不前 +modified: 20230914070746385 +modifier: 马不前 +tags: $:/tags/RawMarkupWikified/TopBody +title: $:/SplashScreen +type: text/vnd.tiddlywiki + +{{$:/xp/splashscreen/layouts/shrink}} \ No newline at end of file diff --git a/wiki/tiddlers/system/$__StoryList.tid b/wiki/tiddlers/system/$__StoryList.tid new file mode 100644 index 0000000..ac02748 --- /dev/null +++ b/wiki/tiddlers/system/$__StoryList.tid @@ -0,0 +1,3 @@ +list: $:/Import $:/plugins/Gk0Wk/CPL-Repo $:/plugins/Modern.TiddlyDev/doc +title: $:/StoryList +type: text/vnd.tiddlywiki \ No newline at end of file diff --git a/wiki/tiddlers/system/$__config_DefaultSidebarTab.tid b/wiki/tiddlers/system/$__config_DefaultSidebarTab.tid new file mode 100644 index 0000000..c2567c2 --- /dev/null +++ b/wiki/tiddlers/system/$__config_DefaultSidebarTab.tid @@ -0,0 +1,7 @@ +created: 20240517165800641 +creator: LinOnetwo +modified: 20240517170030976 +title: $:/config/DefaultSidebarTab +type: text/vnd.tiddlywiki + +$:/plugins/linonetwo/itonnote/Sidebar/FolderMenu \ No newline at end of file diff --git a/wiki/tiddlers/$__favicon.ico b/wiki/tiddlers/system/$__favicon.ico similarity index 100% rename from wiki/tiddlers/$__favicon.ico rename to wiki/tiddlers/system/$__favicon.ico diff --git a/wiki/tiddlers/$__favicon.ico.meta b/wiki/tiddlers/system/$__favicon.ico.meta similarity index 100% rename from wiki/tiddlers/$__favicon.ico.meta rename to wiki/tiddlers/system/$__favicon.ico.meta diff --git a/wiki/tiddlers/system/$__layout.tid b/wiki/tiddlers/system/$__layout.tid new file mode 100644 index 0000000..1f45bc3 --- /dev/null +++ b/wiki/tiddlers/system/$__layout.tid @@ -0,0 +1,4 @@ +created: 20240517170044755 +modified: 20240517170113978 +title: $:/layout +type: text/vnd.tiddlywiki \ No newline at end of file diff --git a/wiki/tiddlers/$__palette.tid b/wiki/tiddlers/system/$__palette.tid similarity index 76% rename from wiki/tiddlers/$__palette.tid rename to wiki/tiddlers/system/$__palette.tid index ee2c2f4..4fcd131 100644 --- a/wiki/tiddlers/$__palette.tid +++ b/wiki/tiddlers/system/$__palette.tid @@ -1,5 +1,5 @@ created: 20230112140506224 -modified: 20240107070734096 +modified: 20240517170037525 title: $:/palette type: text/vnd.tiddlywiki diff --git a/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo.json b/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo.json new file mode 100644 index 0000000..11e3537 --- /dev/null +++ b/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo.json @@ -0,0 +1 @@ +{"tiddlers":{"$:/plugins/Gk0Wk/CPL-Repo/about-banner":{"title":"$:/plugins/Gk0Wk/CPL-Repo/about-banner","tags":[],"type":"text/vnd.tiddlywiki","text":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n<div class=\"cpl-banner-container\">\n<div style=\"\n font-size: 24px;\n line-height: 1em;\n font-weight: 750;\n user-select: none;\n color: white;\n\"><$text text={{{ [<chinese>match[yes]then[加入我们, 共建设社区生态!]else[Join us in building a community ecology!]] }}}/></div>\n<div class=\"cpl-banner-button-group\" style=\"\n margin-top: 14px;\n display: flex;\n align-items: center;\n justify-content: flex-start;\n flex-wrap: wrap;\n\">\n<a href=\"https://tw-cpl.netlify.app\" target=\"_blank\" style=\"\n text-decoration: none;\n color: white;\n fill: white;\n background: #4CAF50;\n padding: 6px 10px;\n border-radius: 6px;\n background-image: linear-gradient(45deg, #4CAF50, #009688);\n border: 1px solid #93c955;\n font-weight: 600;\n user-select: none;\n display: flex;\n align-items: center;\n\">{{$:/core/images/link}} <$text text={{{ [<chinese>match[yes]then[CPL 官网]else[CPL website]] }}}/></a>\n<a href=\"https://github.com/tiddly-gittly/TiddlyWiki-CPL\" target=\"_blank\" style=\"\n text-decoration: none;\n color: white;\n fill: white;\n background: #673AB7;\n padding: 6px 10px;\n border-radius: 6px;\n background-image: linear-gradient(145deg, #673AB7, #3F51B5);\n border: 1px solid #5020a6;\n font-weight: 600;\n user-select: none;\n display: flex;\n align-items: center;\n margin-left: 4px;\n\">{{$:/core/images/github}} <$text text={{{ [<chinese>match[yes]then[CPL 仓库源码]else[CPL repository]] }}}/></a>\n<$list filter=\"[<chinese>match[yes]]\">\n<span style=\"\n text-decoration: none;\n color: white;\n fill: white;\n background: #805f54;\n padding: 6px 10px;\n border-radius: 6px;\n background-image: linear-gradient(145deg, #6c8a99, #5288a1);\n border: 1px solid #26414d;\n font-weight: 600;\n display: flex;\n align-items: center;\n margin-left: 4px;\n\">{{$:/core/images/plugin-generic-language}} QQ交流群: 946052860</span>\n<a href=\"https://tw-cn.netlify.app\" target=\"_blank\" style=\"\n text-decoration: none;\n color: white;\n fill: white;\n background: #E91E63;\n padding: 6px 10px;\n border-radius: 6px;\n background-image: linear-gradient(300deg, #E91E63, #f45b2a);\n border: 1px solid #c4b67f;\n font-weight: 600;\n user-select: none;\n display: flex;\n align-items: center;\n margin-left: 4px;\n\">{{$:/core/images/home-button}} 更多精彩,尽在太微中文</a>\n</$list>\n</div>\n<div style=\"margin-top: 10px;font-weight: 700;user-select: none; color: whire; opacity: 0.85;\"><$text text={{{ [<chinese>match[yes]then[欢迎任何人在CPL仓库贡献更多插件!]else[Anyone is welcome to contribute more plugins to the CPL repository!]] }}}/></div>\n</div>\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/category-gallery":{"title":"$:/plugins/Gk0Wk/CPL-Repo/category-gallery","caption":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[分类]else[Categories]] }}} />","tags":[],"type":"text/vnd.tiddlywiki","text":"<$macrocall\n\t$name=\"tabs\"\n\tstate=\"$:/temp/CPL-Repo/category-gallery-tab-state\"\n\ttabsList=\"[{$:/temp/CPL-Repo/categories}jsonindexes[]]\"\n\tdefault={{{ [{$:/temp/CPL-Repo/categories}jsonindexes[]first[]] }}}\n\ttemplate=\"$:/plugins/Gk0Wk/CPL-Repo/category-tab-container-template\"\n\tbuttonTemplate=\"$:/plugins/Gk0Wk/CPL-Repo/category-tab-button-template\"\n/>"},"$:/plugins/Gk0Wk/CPL-Repo/category-tab-button-template":{"title":"$:/plugins/Gk0Wk/CPL-Repo/category-tab-button-template","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]] :then[<currentTab>addprefix[$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/]get[text]else[?]] :else[<currentTab>else[Unknown]else[?]] }}} />"},"$:/plugins/Gk0Wk/CPL-Repo/category-tab-container-template":{"title":"$:/plugins/Gk0Wk/CPL-Repo/category-tab-container-template","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-list-item\n\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-size\n\\import $:/plugins/Gk0Wk/CPL-Repo/paged-plugin-list\n\n<<paged-plugin-list filter:\"[{$:/temp/CPL-Repo/categories}jsonget<currentTab>]\" field:\"category-gallery\" class1:\"cpl-plugin-info-box\" class2:\"cpl-paged-plugin-list-control\">>\n"},"$:/plugins/Gk0Wk/CPL-Repo/config/current-repo":{"title":"$:/plugins/Gk0Wk/CPL-Repo/config/current-repo","text":"https://tw-cpl.netlify.app/repo"},"$:/plugins/Gk0Wk/CPL-Repo/config/popup-readme-at-startup-threshold":{"title":"$:/plugins/Gk0Wk/CPL-Repo/config/popup-readme-at-startup-threshold","text":"1"},"$:/plugins/Gk0Wk/CPL-Repo/config/repos":{"title":"$:/plugins/Gk0Wk/CPL-Repo/config/repos","text":"https://tw-cpl.netlify.app/repo https://tiddly-gittly.github.io/TiddlyWiki-CPL/repo"},"$:/plugins/Gk0Wk/CPL-Repo/config/update-filter":{"title":"$:/plugins/Gk0Wk/CPL-Repo/config/update-filter","text":"[has[plugin-type]] -[prefix[$:/plugins/tiddlywiki/]] -[prefix[$:/themes/tiddlywiki/]] -[prefix[$:/languages/]] -[prefix[$:/temp/]] -[[$:/core]]"},"$:/plugins/Gk0Wk/CPL-Repo/core.js":{"title":"$:/plugins/Gk0Wk/CPL-Repo/core.js","text":"(function () {\n\"use strict\";\n\nexports.name = \"cpl-repo-init\";\nexports.platforms = [\"browser\"];\nexports.after = [\"render\"];\nexports.synchronous = true;\n\n/**\n * CPL通信接口，往返，异步\n * const result = await globalThis.__tiddlywiki_cpl__('类型', { ... });\n */\nvar messagerPromise;\nvar previousEntry;\nvar cpl = function (type, payload) {\n\tvar entry = $tw.wiki.getTiddlerText('$:/plugins/Gk0Wk/CPL-Repo/config/current-repo', 'https://tiddly-gittly.github.io/TiddlyWiki-CPL/repo');\n\tif (previousEntry !== entry && globalThis.__tiddlywiki_cpl__reset__ !== undefined) globalThis.__tiddlywiki_cpl__reset__();\n\tpreviousEntry = entry;\n if (messagerPromise === undefined) messagerPromise = new Promise(function (rrr) {\n var counter = 0;\n var callbackMap = new Map();\n var iframe = $tw.utils.domMaker(\"iframe\", {\n document,\n attributes: { src: entry },\n style: { display: \"none\" },\n });\n function ccc(e) {\n //console.log('<=', e.data);\n if (iframe.contentWindow === null || e.source !== iframe.contentWindow)\n return;\n if (e.data.target !== \"tiddlywiki-cpl\" || e.data.token === undefined)\n return;\n switch (e.data.type) {\n case \"Ready\": {\n if (counter === 0) {\n counter++;\n rrr(function (type, payload) {\n return new Promise(function (resolve, reject) {\n var token = counter++;\n callbackMap.set(token, [resolve, reject]);\n //console.log('=>', { type, token, target: \"tiddlywiki-cpl\", ...payload });\n iframe.contentWindow.postMessage(\n Object.assign({}, payload, {\n type: type,\n token: token,\n target: \"tiddlywiki-cpl\",\n }),\n \"*\"\n );\n });\n });\n }\n break;\n }\n default: {\n var r = callbackMap.get(e.data.token);\n if (r !== undefined) {\n callbackMap.delete(e.data.token);\n r[e.data.success ? 0 : 1](e.data.payload);\n }\n break;\n }\n }\n }\n window.addEventListener(\"message\", ccc);\n document.body.appendChild(iframe);\n globalThis.__tiddlywiki_cpl__reset__ = function () {\n delete globalThis.__tiddlywiki_cpl__reset__;\n messagerPromise = undefined;\n window.removeEventListener(\"message\", ccc);\n iframe.parentNode.removeChild(iframe);\n callbackMap.forEach((r) => {\n r[1]();\n });\n };\n });\n return messagerPromise.then(function (r) { return r(type, payload) });\n};\n\nfunction getAutoUpdateTime() {\n\treturn parseInt($tw.wiki.getTiddlerText('$:/plugins/Gk0Wk/CPL-Repo/config/auto-update-intervals-minutes', '-1')) || -1;\n}\n\n// 自动更新服务、各种消息通信\nexports.startup = function () {\n globalThis.__tiddlywiki_cpl__ = cpl;\n\t// 检测更新\n\tvar lastUpdateTime = -1;\n var updateLock = false;\n\tfunction update(notify) {\n try {\n if (updateLock) return;\n updateLock = true;\n lastUpdateTime = Date.now();\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/updaing', text: 'yes' });\n // filter 和 网络请求并发一下\n var updateP = cpl('Update');\n // 根据条件筛选插件\n var plugins = $tw.wiki.filterTiddlers($tw.wiki.getTiddlerText('$:/plugins/Gk0Wk/CPL-Repo/config/update-filter'));\n var t = [];\n updateP.then(function (text) {\n // 统计需要更新的插件\n var updatePlugins = JSON.parse(text);\n for (var title of plugins) {\n var lastestVersion = updatePlugins[title]; // [version, coreVersion]\n if (lastestVersion === undefined) continue; // 不存在该插件\n if (lastestVersion[1] && $tw.utils.compareVersions($tw.version, lastestVersion[1].trim()) < 0) continue; // 插件兼容性检查\n var version = $tw.wiki.getTiddler(title).fields.version;\n if (version && lastestVersion[0] && $tw.utils.compareVersions(version.trim(), lastestVersion[0].trim()) >= 0) continue; // 插件是否更新\n t.push(title);\n }\n if (t.length > 0) {\n // 写入临时信息\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/update-plugins', type: 'application/json', text: JSON.stringify(t) });\n if (notify !== false) {\n // 暂时修改通知停留时间为 10s\n var tt = $tw.config.preferences.notificationDuration;\n $tw.config.preferences.notificationDuration = 10_000;\n // 弹出通知框\n $tw.notifier.display(\"$:/plugins/Gk0Wk/CPL-Repo/update-notify-template\", {\n variables: { updateCount: t.length },\n });\n $tw.config.preferences.notificationDuration = tt;\n }\n }\n $tw.wiki.deleteTiddler('$:/temp/CPL-Repo/updaing');\n updateLock = false;\n }).catch(function (err) {\n console.error(err);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/updaing', text: String(err) });\n updateLock = false;\n });\n } catch (err) {\n console.error(err);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/updaing', text: String(err) });\n updateLock = false;\n }\n\t}\n\n\t// 监听自动更新策略的更改，调整更新间隔或者开关自动更新\n\tvar autoUpdateInterval;\n\tvar autoTimeout;\n\t$tw.wiki.addEventListener(\"change\", function (changes) {\n\t\tif($tw.utils.hop(changes, '$:/plugins/Gk0Wk/CPL-Repo/config/auto-update-intervals-minutes')) {\n var time = getAutoUpdateTime();\n\t\t\tif (autoUpdateInterval !== undefined) clearInterval(autoUpdateInterval);\n\t\t\tif (autoTimeout !== undefined) clearTimeout(autoTimeout);\n\t\t\tautoUpdateInterval = undefined;\n\t\t\tautoTimeout = undefined;\n\t\t\tif (time > 0) {\n\t\t\t\tautoTimeout = setTimeout(function () {\n\t\t\t\t\tupdate();\n\t\t\t\t\tautoUpdateInterval = setInterval(function () {\n\t\t\t\t\t\tupdate();\n\t\t\t\t\t}, time * 60_000);\n\t\t\t\t}, lastUpdateTime === -1 ? 0 : time * 60_000 + lastUpdateTime - Date.now());\n\t\t\t}\n\t\t}\n if($tw.titleWidgetNode.refresh(changes, $tw.titleContainer, null)) {\n document.title = $tw.titleContainer.textContent;\n }\n\t});\n\t// 最初启用\n\tautoTimeout = setTimeout(function () {\n var time = getAutoUpdateTime();\n\t\tif (time > 0) {\n update();\n autoUpdateInterval = setInterval(function () {\n update();\n }, time * 60_000);\n }\n\t}, 3_000);\n\n // 消息监听\n $tw.rootWidget.addEventListener(\"cpl-update-check\", function () {\n update();\n });\n var installRequestLock = false;\n $tw.rootWidget.addEventListener(\"cpl-install-plugin-request\", function (event) {\n try {\n if (installRequestLock) return;\n var paramObject = event.paramObject || {};\n var title = paramObject.title;\n var version = paramObject.version || \"latest\";\n if (!title) return;\n installRequestLock = true;\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/instal-plugin-requesting', text: 'yes', 'plugin-title': title });\n $tw.notifier.display('$:/plugins/Gk0Wk/CPL-Repo/install-plugin-query-notify', { variables: {} });\n var existingTitle = new Set(); // 避免环\n var versionsMap = {};\n var versionsMapLatest = {};\n var sizesMap = {};\n // 递归检查依赖\n var title_ = title;\n function recursiveInstallCheck(title) {\n return new Promise(function (resolve, reject) {\n cpl('Query', { plugin: title }).then(function (text) {\n var data = JSON.parse(text);\n existingTitle.add(title);\n if (title === title_ && data.versions.indexOf(version) < 0) version = data.latest;\n versionsMap[title] = data.versions;\n versionsMapLatest[title] = data.latest;\n sizesMap[title] = data['versions-size'] || {};\n var t = new Set();\n var promisese = [];\n var subtree = {};\n\n // for没有局部作用域，var不是迭代局部的\n function fuckUpVar(ti) {\n t.add(ti);\n if (existingTitle.has(ti)) {\n subtree[ti] = {};\n } else {\n promisese.push(recursiveInstallCheck(ti).then(\n function (tt) { subtree[ti] = tt; },\n function (tt) { reject(tt); },\n ));\n }\n }\n if (data['parent-plugin']) {\n fuckUpVar(data['parent-plugin']);\n }\n for (var ti of $tw.utils.parseStringArray(data.dependents || '')) {\n if (t.has(ti)) continue;\n fuckUpVar(ti);\n }\n Promise.all(promisese).then(function () {\n resolve(subtree);\n });\n }).catch(function (err) {\n if (err.startsWith('404')) err = '[404] Cannot find plugin '+ title;\n reject(err);\n });\n });\n }\n\n recursiveInstallCheck(title).then(function (tree) {\n var f = {};\n for (var ti of existingTitle) {\n if (ti === title) continue;\n f['cpl-plugin#version#' + ti] = versionsMapLatest[ti];\n f['cpl-plugin#install#' + ti] = $tw.wiki.tiddlerExists(ti) ? \"no\" : \"yes\";\n }\n f['cpl-plugin#version#' + title] = version;\n $tw.wiki.addTiddler({\n title: '$:/temp/CPL-Repo/instal-plugin-request-tree/' + title,\n type: 'application/json',\n text: JSON.stringify({ title: title, versions: versionsMap, sizes: sizesMap, tree: tree }),\n ...f,\n });\n $tw.wiki.deleteTiddler('$:/temp/CPL-Repo/instal-plugin-requesting');\n $tw.modal.display('$:/plugins/Gk0Wk/CPL-Repo/install-plugin-request-model-template', {\n variables: {\n requestTiddler: '$:/temp/CPL-Repo/instal-plugin-request-tree/' + title,\n },\n event: event,\n });\n }).catch(function (err) {\n console.error(err);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/instal-plugin-requesting', text: err, 'plugin-title': title });\n }).finally(function () {\n installRequestLock = false;\n });\n } catch (err) {\n console.error(err);\n installRequestLock = false;\n }\n });\n var installLock = false;\n $tw.rootWidget.addEventListener(\"cpl-install-plugin\", function (event) {\n try {\n if (installLock) return;\n var paramObject = event.paramObject || {};\n var response = paramObject.response;\n if (!$tw.wiki.tiddlerExists(response)) return;\n var responseTiddler = $tw.wiki.getTiddler(response).fields;\n $tw.wiki.deleteTiddler(response);\n var data = JSON.parse(responseTiddler.text);\n var rootPlugin = data.title;\n var plugins = [[rootPlugin, responseTiddler['cpl-plugin#version#'+rootPlugin]]];\n for (var plugin in data.versions) {\n if (responseTiddler['cpl-plugin#install#'+plugin] === 'yes' && responseTiddler['cpl-plugin#version#'+plugin]) {\n plugins.push([plugin, responseTiddler['cpl-plugin#version#'+plugin]]);\n }\n }\n var total = plugins.length;\n var count = 0;\n installLock=true;\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/installing-plugin', text: 'yes', 'plugin-title': rootPlugin });\n Promise.all(plugins.map(function (t) {\n return cpl('Install', { plugin: t[0], version: t[1] }).then(function (text) {\n $tw.notifier.display('$:/plugins/Gk0Wk/CPL-Repo/downloading-notify', {\n variables: { plugin: t[0], count: ++count, total: total },\n });\n return new $tw.Tiddler($tw.utils.parseJSONSafe(text));\n });\n })).then(function (tiddlers) {\n $tw.wiki.deleteTiddler('$:/temp/CPL-Repo/installing-plugin');\n for (var tiddler of tiddlers) {\n $tw.wiki.addTiddler(tiddler);\n }\n $tw.notifier.display('$:/plugins/Gk0Wk/CPL-Repo/downloading-complete-notify', { variables: {} });\n }).catch(function (err) {\n console.error(err);\n $tw.notifier.display('$:/plugins/Gk0Wk/CPL-Repo/downloading-fail-notify', {\n variables: { message: err },\n });\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/installing-plugin', text: err, 'plugin-title': rootPlugin });\n }).finally(function () {\n installLock = false;\n });\n } catch (e) {\n console.error(e);\n installLock = false;\n }\n });\n var tmpIndex;\n var tmpAllPlugins;\n var tmpCategories;\n var getPluginsIndexLock = false;\n $tw.rootWidget.addEventListener(\"cpl-get-plugins-index\", function () {\n try {\n if (getPluginsIndexLock) return;\n getPluginsIndexLock = true;\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/getting-plugins-index', text: 'yes' });\n cpl('Index').then(function (text) {\n var data = JSON.parse(text);\n var pluginMap = {};\n var categories = {};\n var authors = {};\n var allPlugins = [];\n var allTags = new Set();\n for (var p of data) {\n pluginMap[p.title] = p;\n allPlugins.push(p.title);\n if (p.category && p.category !== 'Unknown') {\n if (categories[p.category] === undefined) categories[p.category] = [];\n categories[p.category].push(p.title);\n }\n if (p.author) {\n if (authors[p.author] === undefined) authors[p.author] = [];\n authors[p.author].push(p.title);\n }\n if (!p.title.startsWith('$:/languages') && p.title.split('/').length === 4) {\n var a = p.title.split('/')[2];\n if (a !== p.author) {\n if (authors[a] === undefined) authors[a] = [];\n authors[a].push(p.title);\n }\n }\n if (p.tags) {\n for (var tag of $tw.utils.parseStringArray(p.tags)) {\n allTags.add(tag);\n }\n }\n }\n tmpIndex = data;\n tmpAllPlugins = allPlugins;\n tmpCategories = categories;\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/plugins-index', text: JSON.stringify(pluginMap), type: 'application/json' });\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/categories', text: JSON.stringify(categories), type: 'application/json' });\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/authors', text: JSON.stringify(authors), type: 'application/json' });\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/tags', text: JSON.stringify(Array.from(allTags)), type: 'application/json' });\n $tw.wiki.deleteTiddler('$:/temp/CPL-Repo/getting-plugins-index');\n }).catch(function (err) {\n console.error(err);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/getting-plugins-index', text: err });\n }).finally(function () {\n getPluginsIndexLock = false;\n });\n } catch (err) {\n console.error(err);\n getPluginsIndexLock = false;\n }\n });\n var queryPluginLocks = new Set();\n $tw.rootWidget.addEventListener(\"cpl-query-plugin\", function (event) {\n try {\n var paramObject = event.paramObject || {};\n var title = paramObject.title;\n if (queryPluginLocks.has(title)) return;\n if (!title) return;\n queryPluginLocks.add(title);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/querying-plugin/' + title, text: 'yes' });\n cpl('Query', { plugin: title }).then(function (text) {\n var data = JSON.parse(text);\n // 计算作者\n if (!data.author) {\n if (!data.title.startsWith('$:/languages') && data.title.split('/').length === 4) {\n data.author = data.title.split('/')[2];\n }\n }\n // 相似推荐\n var suggestions = [];\n if (tmpIndex && data.category !== 'Language') {\n // 基于标签距离进行推荐\n if (data.tags) {\n var tags = new Set($tw.utils.parseStringArray(data.tags).map(function (t) { return t.toLowerCase(); }));\n for (var plugin of tmpIndex) {\n if (!plugin.tags || plugin.title === title) continue;\n var weight = 0;\n for (var t of $tw.utils.parseStringArray(data.tags)) {\n if (tags.has(t.toLowerCase())) weight++;\n }\n if (weight === 0) continue;\n suggestions.push([plugin.title, weight]);\n }\n }\n // 按照权重排序\n suggestions.sort(function (a, b) { return b[1] - a[1]; });\n suggestions = suggestions.slice(0, 20).map(function (t) { return t[0] });\n // 如果数量不够，用同category\n if (suggestions.length < 20 && data.category !== '' && data.category !== 'Unknown') {\n var tset = new Set(suggestions);\n for (var p of (tmpCategories[data.category] ?? [])) {\n if (tset.has(p) || p === title) continue;\n suggestions.push(p);\n if (suggestions.length >= 20) break;\n }\n }\n }\n data.suggestions = $tw.utils.stringifyList(suggestions);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/plugin-info/' + title, text: JSON.stringify(data), type: 'application/json' });\n $tw.wiki.deleteTiddler('$:/temp/CPL-Repo/querying-plugin/' + title);\n }).catch(function (err) {\n console.error(err);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/querying-plugin/' + title, text: err });\n }).finally(function () {\n queryPluginLocks.delete(title);\n });\n } catch (err) {\n console.error(err);\n if (event.paramObject && event.paramObject.title) queryPluginLocks.delete(event.paramObject.title);\n }\n });\n // 插件查询\n var searchPluginsLock = false;\n $tw.rootWidget.addEventListener(\"cpl-search-plugins\", function (event) {\n try {\n if (searchPluginsLock) return;\n if (tmpAllPlugins === undefined) return;\n var paramObject = event.paramObject || {};\n var mode = paramObject.mode ?? '';\n var text = paramObject.text ?? '';\n var saveTo = paramObject.saveTo ?? '';\n if (!saveTo) return;\n searchPluginsLock = true;\n switch (mode) {\n case \"mix\": {\n if (text.length < 3) {\n // 字太少，匹配量爆炸，直接返回所有\n $tw.wiki.addTiddler({\n title: saveTo,\n text: JSON.stringify(tmpAllPlugins),\n type: 'application/json'\n });\n } else {\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/searching-plugin', text: 'yes' });\n var patterns = new Set(text.split(/\\s+/).map(function (t) { return t.toLowerCase(); }));\n patterns = new Set(Array.from(patterns).slice(0, 10)); // 再多性能撑不住了\n var suggestions = [];\n for (var plugin of tmpIndex) {\n var weight = 0;\n // 标题、作者、名称的搜索 10 权重\n for (var f of ['title', 'author', 'name']) {\n if (plugin[f]) {\n var t = plugin[f].toLowerCase();\n for (var pattern of patterns) {\n if (t.indexOf(pattern) >= 0) weight += 10;\n }\n }\n }\n // tag 的搜索 5 权重\n if (plugin.tags) {\n for (var t of $tw.utils.parseStringArray(plugin.tags)) {\n if (patterns.has(t.toLowerCase())) weight += 5;\n }\n }\n // description 搜索 2 权重\n if (plugin.description) {\n var t = plugin.description.toLowerCase();\n for (var pattern of patterns) {\n if (t.indexOf(pattern) >= 0) weight += 2;\n }\n }\n // readme 搜索 1 权重\n if (plugin.description) {\n var t = plugin.description;\n for (var pattern of patterns) {\n if (t.indexOf(pattern) >= 0) weight += 1;\n }\n }\n if (weight === 0) continue;\n suggestions.push([plugin.title, weight]);\n }\n // 按照权重排序\n suggestions.sort(function (a, b) { return b[1] - a[1]; });\n suggestions = suggestions.map(function (t) { return t[0] });\n $tw.wiki.addTiddler({\n title: saveTo,\n text: JSON.stringify(suggestions),\n type: 'application/json'\n });\n $tw.wiki.deleteTiddler('$:/temp/CPL-Repo/searching-plugin');\n }\n break;\n }\n case \"tags\": {\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/searching-plugin', text: 'yes' });\n var tags = new Set($tw.utils.parseStringArray(text).map(function (t) { return t.toLowerCase(); }));\n var result = [];\n for (var plugin of tmpIndex) {\n if (!plugin.tags) continue;\n var matched = true;\n for (var t of $tw.utils.parseStringArray(plugin.tags)) {\n if (tags.has(t.toLowerCase())) continue;\n matched = false;\n break;\n }\n if (matched) result.push(plugin.title);\n }\n $tw.wiki.addTiddler({\n title: saveTo,\n text: JSON.stringify(result),\n type: 'application/json'\n });\n $tw.wiki.deleteTiddler('$:/temp/CPL-Repo/searching-plugin');\n break;\n }\n default: {\n return;\n }\n }\n searchPluginsLock = false;\n } catch (err) {\n console.error(err);\n $tw.wiki.addTiddler({ title: '$:/temp/CPL-Repo/searching-plugin', text: String(err) });\n searchPluginsLock = false;\n }\n });\n};\n\n/*\n安装插件\n<$action-sendmessage $message=\"cpl-install-plugin\" title=\"xxx\" version=\"latest\"/>\n$:/temp/CPL-Repo/installing-plugin 如果为 yes 说明正在安装，请勿进行其他操作 如果不是yes，如果非空说明是错误信息 plugin-title字段是正在安装的插件\n\n获取所有插件的索引\n<$action-sendmessage $message=\"cpl-get-plugins-index\"/>\n$:/temp/CPL-Repo/plugins-index 所有信息\n$:/temp/CPL-Repo/getting-plugins-index 同上\n\n查询某个插件的信息\n<$action-sendmessage $message=\"cpl-query-plugin\" title=\"xxx\"/>\n$:/temp/CPL-Repo/plugin-info/<插件title> 插件的相关信息\n$:/temp/CPL-Repo/querying-plugin/<插件title> 同上\n*/\n})();\n","module-type":"startup","tags":[],"type":"application/javascript"},"$:/plugins/Gk0Wk/CPL-Repo/downloading-complete-notify":{"title":"$:/plugins/Gk0Wk/CPL-Repo/downloading-complete-notify","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"!! <$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[安装完成]else[Installation completed]] }}} />"},"$:/plugins/Gk0Wk/CPL-Repo/downloading-fail-notify":{"title":"$:/plugins/Gk0Wk/CPL-Repo/downloading-fail-notify","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"!! <$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[安装失败]else[Installation failed]] }}} />\n\n<<message>>"},"$:/plugins/Gk0Wk/CPL-Repo/downloading-notify":{"title":"$:/plugins/Gk0Wk/CPL-Repo/downloading-notify","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n\n<$list filter=\"[<chinese>match[yes]]\" variable=\"t\">\n\n!! 请稍候...\n\n正在下载第 <<count>> 个插件(共 <<total>> 个): <<plugin>>\n\n</$list>\n\n<$list filter=\"[<chinese>!match[yes]]\" variable=\"t\">\n\n!! Please wait...\n\nDownloading the <<count>> of plugins (total <<total>>): <<plugin>>\n\n</$list>\n\n</$list>"},"$:/plugins/Gk0Wk/CPL-Repo/home-gallery":{"title":"$:/plugins/Gk0Wk/CPL-Repo/home-gallery","caption":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[首页]else[Home]] }}} />","tags":[],"type":"text/vnd.tiddlywiki","text":"\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-list-item\n\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-size\n\\import $:/plugins/Gk0Wk/CPL-Repo/paged-plugin-list\n\\define go-search()\n<$action-sendmessage\n $message=\"cpl-search-plugins\"\n mode=\"mix\"\n text={{$:/temp/CPL-Repo/searchplugin-home/input}}\n saveTo=\"$:/temp/CPL-Repo/searchplugin-home/result\"\n/>\n\\end\n\n<div style=\"width:100%;display:flex\">\n<div class=\"cpl-plugin-search\">\n<$macrocall\n $name=\"keyboard-driven-input\"\n tiddler=\"$:/temp/CPL-Repo/searchplugin-home/input\"\n tag=\"input\"\n class=\"tc-edit-texteditor tc-popup-handle\"\n focus=\"true\"\n filterMinLength=\"2\"\n placeholder={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[搜索插件...]else[Search for plugin...]] }}}\n inputAcceptActions=<<go-search>>\n class=\"tc-titlebar tc-edit-texteditor\"\n/>\n</div>\n<$button class=\"tc-primary-btn tc-btn-big-green cpl-plugin-search-go\" disabled={{$:/temp/CPL-Repo/searching-plugin}}>\n <$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]] :then[{$:/temp/CPL-Repo/searching-plugin}match[yes]then[搜索中...]else[搜索]] :else[{$:/temp/CPL-Repo/searching-plugin}match[yes]then[Searching...]else[Search]] }}} />\n <<go-search>>\n</$button>\n</div>\n<$list filter=\"[[$:/temp/CPL-Repo/searching-plugin]is[tiddler]!field:text[yes]]\">\n<div style=\"background:#e91e3db0;color:white;padding:2px 6px;margin:3px 0;backdrop-filter:blur(4px);display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[出现了一些问题]else[Some errors occured]] }}}/>: <$text text={{!!text}}/>\n</div>\n</$list>\n<$list filter=\"[[$:/temp/CPL-Repo/searchplugin-home/result]is[tiddler]then[yes]else[no]]\" variable=\"go\">\n<!-- 有搜索结果 -->\n<$list filter=\"[<go>match[yes]]\" variable=\"t\">\n<<paged-plugin-list filter:\"[{$:/temp/CPL-Repo/searchplugin-home/result}jsonget[]]\" field:\"home-gallery\" class1:\"cpl-plugin-info-box\" class2:\"cpl-paged-plugin-list-control\">>\n</$list>\n<!-- 没有搜索结果，展示全部 -->\n<$list filter=\"[<go>match[no]]\" variable=\"t\">\n<<paged-plugin-list filter:\"[{$:/temp/CPL-Repo/plugins-index}jsonindexes[]!prefix[$:/language]]\" field:\"home-gallery\" class1:\"cpl-plugin-info-box\" class2:\"cpl-paged-plugin-list-control\">>\n</$list>\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/install-plugin-query-notify":{"title":"$:/plugins/Gk0Wk/CPL-Repo/install-plugin-query-notify","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[获取安装信息中，请稍候]else[Getting installation information, please wait]] }}} />"},"$:/plugins/Gk0Wk/CPL-Repo/install-plugin-request-model-template":{"title":"$:/plugins/Gk0Wk/CPL-Repo/install-plugin-request-model-template","code-body":"yes","subtitle":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[请确认安装]else[Please Confirm to Install]] }}} />","tags":[],"type":"text/vnd.tiddlywiki","text":"\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-size\n\n\\define dependents-tree(json,checked-title,versions,sizes)\n<$list filter=\"[<__json__>jsonindexes[]]\" variable=\"plugin\">\n<div style=\"margin-left:1.25em;\" class=\"cpl-plugin-install-request-dependents-tree\">\n <$let install-field={{{ [[cpl-plugin#install#]addsuffix<plugin>] }}} version-field={{{ [[cpl-plugin#version#]addsuffix<plugin>] }}}>\n <div style=\"padding:6px 8px 6px 0;display:flex;align-items:center;justify-content:space-between;\">\n <span style=\"flex-grow:1;padding-left:1em\">\n ''<$text text=<<plugin>>/>'' \n <$let v={{{ [<__checked-title__>get<version-field>] }}}>\n <$macrocall $name=\"plugin-size\" size={{{ [<__sizes__>jsonget<plugin>,<v>else[0]] }}} />\n </$let>\n </span>\n <span>\n <$checkbox tiddler=<<__checked-title__>> field=<<install-field>> checked=\"yes\" unchecked=\"no\" default=\"no\">\n <$text text={{{ [<__checked-title__>get<install-field>match[yes]] :then[<chinese>match[yes]then[即将安装:]else[Will be installed:]] :else[<chinese>match[yes]then[不会安装]else[Will not be installed]] }}} />\n </$checkbox>\n <$list filter=\"[<__checked-title__>get<install-field>match[yes]]\" variable=\"t\">\n  \n <$select tiddler=<<__checked-title__>> field=<<version-field>>>\n <$list filter=\"[<__versions__>jsonget<plugin>]\" variable=\"version\">\n <option value=<<version>>><$text text=<<version>>/></option>\n </$list>\n </$select>\n </$list>\n </span>\n </div>\n <$macrocall $name=\"dependents-tree\" json={{{ [<__json__>jsonextract<plugin>] }}} checked-title=<<__checked-title__>> versions=<<__versions__>> sizes=<<__sizes__>> />\n </$let>\n</div>\n</$list>\n\\end\n\n<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n<$let json={{{ [<requestTiddler>get[text]] }}}>\n\n<<<\n<$let title={{{ [<json>jsonget[title]] }}} version-field={{{ [[cpl-plugin#version#]addsuffix<title>] }}}>\n''<$text text={{{ [<chinese>match[yes]then[即将安装:]else[To be installed:]] }}}/>''\n<$text text=<<title>>/>   \n''<$text text={{{ [<chinese>match[yes]then[选择版本:]else[Select version:]] }}}/>''\n<$select tiddler=<<requestTiddler>> field=<<version-field>>>\n<$list filter=\"[<json>jsonget[versions],<title>]\" variable=\"version\">\n<option value=<<version>>><$text text=<<version>>/></option>\n</$list>\n</$select>\n \n<$let v={{{ [<requestTiddler>get<version-field>] }}}>\n<$macrocall $name=\"plugin-size\" size={{{ [<json>jsonget[sizes],<title>,<v>else[0]] }}} />\n</$let>\n</$let>\n<<<\n\n<!-- 依赖树 -->\n<$list filter=\"[<json>jsonextract[tree]jsonindexes[]count[]compare:integer:gt[0]]\" variable=\"t\">\n<$list filter=\"[<chinese>match[yes]]\" variable=\"t\">\n\n这个插件有一些依赖项，在安装插件之前，将会递归地安装这些插件，如果这些插件没有被成功安装，将会回滚所有安装动作。\n\n你可以自行选择安装哪些插件并选择其版本。插件依赖树如下：\n\n</$list>\n<$list filter=\"[<chinese>!match[yes]]\" variable=\"t\">\n\nThis plugin has some dependencies that will be installed recursively before installing the plugin, and if these plugins are not installed successfully, all installation actions will be rolled back.\n\nIt is up to you to choose which plugins to install and select their versions. The plugin dependency tree is as follows:\n\n</$list>\n</$list>\n<div style=\"margin-left:-1em;margin-right:6px;\">\n <$macrocall\n $name=\"dependents-tree\"\n json={{{ [<json>jsonextract[tree]] }}}\n checked-title=<<requestTiddler>>\n versions={{{ [<json>jsonextract[versions]] }}}\n sizes={{{ [<json>jsonextract[sizes]] }}}\n />\n</div>\n<hr/>\n\n<$list filter=\"[<chinese>match[yes]]\" variable=\"t\">\n\n注意：虽然 CPL 对安装失败有一定的回滚措施，但是无法避免因插件自身以及插件间相互作用所产生的潜在风险，包括但不限于\n\n* 浏览器崩溃；\n* Wiki 系统受损或数据丢失;\n* 插件内含恶意脚本的执行造成隐私泄露或系统损坏；\n\nCPL [[接受恶意插件举报|https://github.com/tiddly-gittly/TiddlyWiki-CPL/issues]]并将下架这类插件，但 CPL 不能保证其中收录的所有插件均安全可用。如您在安装后出现任何问题造成损失，CPL 无法负责。\n\n@@background:#e91e3db0;color:white;padding:4px;''因此，在安装任何插件前，请备份您的Wiki！''@@\n\n即便如此，您依然要安装吗？\n\n</$list>\n\n<$list filter=\"[<chinese>!match[yes]]\" variable=\"t\">\n\nNote: Although the CPL has some rollback measures for failed installations, it is not immune to the potential risks arising from the plugins themselves and from interactions between plugins, including but not limited to\n\n* Browser crashes;\n* Damage to the Wiki system or loss of data;\n* Privacy leakage or system damage caused by the execution of malicious scripts contained in the plugin;\n\nCPL [[accepts reports of malicious plugins|https://github.com/tiddly-gittly/TiddlyWiki-CPL/issues]] and will take down such plugins, but CPL cannot guarantee that all plugins included are safe and available. However, CPL cannot guarantee that all plugins are safe and available. CPL cannot be held responsible for any damage caused by any problem that occurs after you have installed the plugin.\n\n@@background:#e91e3db0;color:white;width:100%;padding:4px;''Therefore, please back up your wiki before installing any plugins!''@@\n\nEven so, do you still want to install it?\n\n</$list>\n\n<$button class=\"tc-btn-big-green tc-primary-btn\" message=\"tm-close-tiddler\">\n<$action-sendmessage $message=\"cpl-install-plugin\" response=<<requestTiddler>> />\n{{$:/core/images/done-button}}\n \n<$text text={{{ [<chinese>match[yes]then[确认安装]else[Confirm to Install]] }}} />\n</$button>\n\n</$let>\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/layout":{"title":"$:/plugins/Gk0Wk/CPL-Repo/layout","name":"CPL","icon":"$:/core/images/plugin-generic-plugin","description":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[太微插件聚合中心]else[TW5 Central Plugin Library]] }}} />","tags":["$:/tags/Layout"],"text":"\\whitespace trim\n\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\\define containerClasses()\ntc-page-container tc-language-$(languageTitle)$ cpl-layout-container\n\\end\n\\procedure tv-config-toolbar-icons() yes\n\\procedure tv-config-toolbar-text() yes\n\\procedure redirected-navigate-actions()\n <$action-setfield $tiddler=\"$:/layout\" text=\"\" />\n <$action-navigate $to=<<event-navigateTo>> />\n\\end\n\n<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n\t<$messagecatcher $tm-navigate=<<redirected-navigate-actions>>>\n\t\t<div class=<<containerClasses>>>\n\n\t\t\t{{$:/core/ui/PageTemplate/pluginreloadwarning}}\n\n\t\t\t<$button to=<<currentTiddler>> class=\"cpl-layout-back-button cpl-normal-button\">\n\t\t\t\t<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[返回标准布局]else[Back to Standard layout]] }}} />\n\t\t\t\t{{$:/core/images/default-layout}}\n\t\t\t\t<$action-setfield $tiddler=\"$:/layout\" text=\"\" />\n\t\t\t</$button>\n\n\t\t\t{{$:/plugins/Gk0Wk/CPL-Repo/panel}}\n\n\t\t</div>\n\t</$messagecatcher>\n</$navigator>"},"$:/plugins/Gk0Wk/CPL-Repo/paged-plugin-list":{"title":"$:/plugins/Gk0Wk/CPL-Repo/paged-plugin-list","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"\\define paged-plugin-list-control(class2:\"\")\n\\whitespace trim\n<$list filter=\"[<pageMin>!match<pageMax>]\">\n<div class=\"$class2$\">\n <div>\n <$list filter=\"[<page>!match<lastPage>]\">\n <$button setTitle=<<pageState>> setTo=<<lastPage>>>{{$:/core/images/left-arrow}}</$button>\n </$list>\n </div>\n <span><$text text={{{ [<page>add[1]] }}}/> / <$text text={{{ [<pageMax>add[1]] }}}/></span>\n <div>\n <$list filter=\"[<page>!match<nextPage>]\">\n <$button setTitle=<<pageState>> setTo=<<nextPage>>>{{$:/core/images/right-arrow}}</$button>\n </$list>\n </div>\n</div>\n</$list>\n\\end\n\\define paged-plugin-list(filter,field,pageSize:\"10\",indexTitle:\"$:/temp/CPL-Repo/plugins-index\",class1:\"\",class2:\"\")\n\\whitespace trim\n<$let pageSize={{{ [<__pageSize__>min[1]] }}} indexTitle=<<__indexTitle__>> pageState=<<qualify \"$:/temp/CPL-Repo/paged-plugin-list-page\">> pluginCount={{{ $filter$ +[count[]] }}}>\n<$let pageMin=\"0\" pageMax={{{ [<pluginCount>divide<__pageSize__>ceil[]subtract[1]max[0]] }}}>\n<$let page={{{ [<pageState>get[text]else<pageMin>] +[max<pageMin>min<pageMax>] }}}>\n<$let firstIndex={{{ [<page>multiply<__pageSize__>] }}} nextPage={{{ [<page>add[1]min<pageMax>] }}} lastPage={{{ [<page>subtract[1]max<pageMin>] }}}>\n<<paged-plugin-list-control \"$class2$\">>\n<div class=\"$class1$\">\n <$list filter=\"$filter$ +[rest<firstIndex>first<__pageSize__>]\" variable=\"plugin\">\n <$macrocall\n $name=\"plugin-list-item\"\n json={{{ [{$:/temp/CPL-Repo/plugins-index}jsonextract<plugin>] }}}\n field=\"$field$\"\n class=\"cpl-plugin-info-box\"\n />\n </$list>\n</div>\n<<paged-plugin-list-control \"$class2$\">>\n</$let>\n</$let>\n</$let>\n</$let>\n\\end\n"},"$:/plugins/Gk0Wk/CPL-Repo/panel":{"title":"$:/plugins/Gk0Wk/CPL-Repo/panel","caption":"CPL","list-after":"$:/core/ui/ControlPanel/Plugins","tags":["$:/tags/MoreSideBar","$:/tags/ControlPanel"],"type":"text/vnd.tiddlywiki","text":"<!-- 在侧栏不显示 -->\n<$list filter=\"[<listItem>!match[$:/core/ui/SideBarSegments/tabs]]\">\n{{$:/plugins/Gk0Wk/CPL-Repo/about-banner}}\n</$list>\n\n<$macrocall\n\t$name=\"tabs\"\n\tstate=\"$:/temp/CPL-Repo/panel-tab-state\"\n\ttabsList=\"plugin-database uninstall-manager settings +[addprefix[$:/plugins/Gk0Wk/CPL-Repo/]]\"\n\tdefault=\"$:/plugins/Gk0Wk/CPL-Repo/plugin-database\"\n/>\n"},"$:/plugins/Gk0Wk/CPL-Repo/plugin-database":{"title":"$:/plugins/Gk0Wk/CPL-Repo/plugin-database","caption":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[插件数据库]else[Plugin Database]] }}} />","tags":[],"type":"text/vnd.tiddlywiki","text":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n\n<$button disabled={{{ [{$:/temp/CPL-Repo/getting-plugins-index}match[yes]else[no]] }}} class=\"tc-btn-big-green tc-primary-btn\">\n<$action-sendmessage $message=\"cpl-get-plugins-index\" />\n{{$:/core/images/download-button}}\n \n<$text text={{{ [[$:/temp/CPL-Repo/plugins-index]is[tiddler]] :then[<chinese>match[yes]then[刷新数据库]else[Refresh Database]] :else[<chinese>match[yes]then[加载数据库]else[Load Database]] }}} />\n</$button>\n\n<span style=\"opacity:0.5;\"><$text text={{{ [<chinese>match[yes]then[当前镜像]else[Current mirror]] }}}/>: <$text text={{{ [{$:/plugins/Gk0Wk/CPL-Repo/config/current-repo}!is[blank]else[https://tiddly-gittly.github.io/TiddlyWiki-CPL/library/all]] }}} /></span>\n\n<!-- 错误提示 -->\n<$list filter=\"[[$:/temp/CPL-Repo/getting-plugins-index]is[tiddler]!field:text[yes]]\">\n<div style=\"background:#e91e3db0;color:white;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[出现了一些问题]else[Some errors occured]] }}}/>: <$text text={{!!text}}/>\n\t<$text text={{{ [<chinese>match[yes]then[请尝试刷新]else[Please try refreshing]] }}}/>\n</div>\n</$list>\n\n<!-- 加载中提示 -->\n<$list filter=\"[[$:/temp/CPL-Repo/getting-plugins-index]is[tiddler]field:text[yes]]\">\n<div style=\"background:#0005;color:#aaa;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[加载中...]else[Loading...]] }}}/>\n</div>\n</$list>\n\n<$list filter=\"[[$:/temp/CPL-Repo/plugins-index]is[tiddler]]\" variable=\"ready\">\n<$macrocall\n\t$name=\"tabs\"\n\tstate=\"$:/temp/CPL-Repo/plugin-database-tab-state\"\n\ttabsList=\"home-gallery category-gallery tags-gallery update-manager +[addprefix[$:/plugins/Gk0Wk/CPL-Repo/]]\"\n\tdefault=\"$:/plugins/Gk0Wk/CPL-Repo/home-gallery\"\n/>\n</$list>\n\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/plugin-list-item":{"title":"$:/plugins/Gk0Wk/CPL-Repo/plugin-list-item","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"\\define tag-plain(text:\"\",icon:\"\",color:\"\",bg:\"\")\n\\whitespace trim\n<span class=\"tc-tag-label\" style=\"background-color:$bg$;color:$color$;fill:$color$;user-select:none;margin-right:6px;\">\n\t{{$icon$}}$text$\n</span>\n\\end\n\n<!-- 安装插件的按钮 -->\n\\define install-plugin-button(plugin,libraryVersion,installedVersion)\n\\whitespace trim\n<div>\n <$let libraryVersion=<<__libraryVersion__>> installedVersion=<<__installedVersion__>> plugin=<<__plugin__>>>\n <$set name=\"reinstall-type\" value={{{ [<libraryVersion>compare:version:eq<installedVersion>then[tc-reinstall]] [<libraryVersion>compare:version:gt<installedVersion>then[tc-reinstall-upgrade]] [<libraryVersion>compare:version:lt<installedVersion>then[tc-reinstall-downgrade]] }}}>\n <$button class={{{ [<installedVersion>!is[blank]then<reinstall-type>] tc-btn-invisible tc-install-plugin +[join[ ]] }}} disabled={{{ [[$:/temp/CPL-Repo/instal-plugin-requesting]field:text[yes]else[]] [[$:/temp/CPL-Repo/installing-plugin]field:text[yes]else[]] +[unique[]match[yes]limit[1]else[no]] }}}>\n <$action-sendmessage $message=\"cpl-install-plugin-request\" title=<<plugin>> version=<<libraryVersion>>/>\n <$list filter=\"[[$:/temp/CPL-Repo/instal-plugin-requesting]field:plugin-title<plugin>]\">{{$:/core/images/timestamp-on}}</$list>\n <$list filter=\"[[$:/temp/CPL-Repo/instal-plugin-requesting]!field:plugin-title<plugin>]\">\n {{$:/core/images/download-button}}\n \n <!-- 根据版本判断安装/升级/降级/重装 -->\n <$list filter=\"[<installedVersion>is[blank]]\">{{$:/language/ControlPanel/Plugins/Install/Caption}}</$list>\n <$list filter=\"[<installedVersion>!is[blank]]\">\n <$list filter=\"[<libraryVersion>compare:version:gt<installedVersion>]\">{{$:/language/ControlPanel/Plugins/Update/Caption}}</$list>\n <$list filter=\"[<libraryVersion>compare:version:lt<installedVersion>]\">{{$:/language/ControlPanel/Plugins/Downgrade/Caption}}</$list>\n <$list filter=\"[<libraryVersion>compare:version:eq<installedVersion>]\">{{$:/language/ControlPanel/Plugins/Reinstall/Caption}}</$list>\n </$list>\n </$list>\n </$button>\n </$set>\n </$let>\n</div>\n\\end\n\n\\define plugin-list-item(json,field,show-suggestion:\"yes\",class:\"\")\n\\whitespace trim\n\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-size\n<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n<div class=\"$class$\">\n<$let json=<<__json__>>>\n<$let\n title={{{ [<json>jsonget[title]] }}}\n tags={{{ [<json>jsonget[tags]] }}}\n icon={{{ [<json>jsonget[icon]trim[]] }}}\n type={{{ [<json>jsonget[type]else[plugin]] }}}\n name={{{ [<json>jsonget[name]] ~[<json>jsonget[title]split[/]last[1]] }}}\n description={{{ [<json>jsonget[description]] }}}\n version={{{ [<json>jsonget[version]] }}}\n category={{{ [<json>jsonget[category]!is[blank]else[Unknown]] }}}\n installedVersion={{{ [<json>jsonget[title]get[version]] }}}\n detailJsonTitle={{{ $:/temp/CPL-Repo/plugin-info [<json>jsonget[title]] +[join[/]] }}}\n detailJsonStateTitle={{{ $:/temp/CPL-Repo/querying-plugin [<json>jsonget[title]] +[join[/]] }}}\n>\n<$let popup-state={{{ $:/temp/CPL-Repo/popup-state [<__field__>] [<title>] +[join[/]] }}}>\n<!-- 插件简介 -->\n<div class=\"tc-plugin-info\">\n <!-- 展开/收起按钮 -->\n <div class=\"tc-plugin-info-chunk tc-plugin-info-toggle\">\n <$reveal type=\"nomatch\" state=<<popup-state>> text=\"yes\">\n <$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"yes\">\n <$action-sendmessage $message=\"cpl-query-plugin\" title=<<title>>/>\n {{$:/core/images/chevron-right}}\n </$button>\n </$reveal>\n <$reveal type=\"match\" state=<<popup-state>> text=\"yes\">\n <$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"no\">\n {{$:/core/images/chevron-down}}\n </$button>\n </$reveal>\n </div>\n <!-- 插件图标 -->\n <div class=\"tc-plugin-info-chunk tc-plugin-info-icon\">\n <$list filter=\"[<icon>!is[blank]]\">\n <img src=<<icon>>/>\n </$list>\n <$list filter=\"[<icon>is[blank]]\">\n <$transclude tiddler={{{ [[$:/core/images/plugin-generic-]addsuffix<type>] }}}/>\n </$list>\n </div>\n <!-- 标题，简介，版本，是否安装，标签分类 -->\n <div class=\"tc-plugin-info-chunk tc-plugin-info-description\">\n <h1><strong><$text text=<<name>>/></strong>: <$text text=<<description>>/></h1>\n <h2><$text text=<<title>>/></h2>\n <div><em><$text text=<<version>>/></em></div>\n <div style=\"padding-top:4px;\">\n <$macrocall $name=\"tag-plain\" text={{{ [<chinese>match[yes]] :then[<category>addprefix[$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/]get[text]else[未分类]] :else[<category>] }}} icon=\"$:/core/images/folder\" bg=\"#3f51b5\" color=\"#fff\" />\n <$let bg={{{ [{$:/palette}getindex[tag-background]] }}} color={{{ [{$:/palette}getindex[foreground]] }}}>\n <$list filter=\"[enlist<tags>]\" variable=\"tag\">\n <$macrocall $name=\"tag-plain\" text=<<tag>> icon=\"$:/core/images/tag-button\" bg=<<bg>> color=<<color>> />\n </$list>\n </$let>\n </div>\n <$list filter=\"[<installedVersion>!is[blank]]\" variable=\"t\">\n <div><em>{{$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint}}</em></div>\n </$list>\n <$list filter=\"[[$:/temp/CPL-Repo/instal-plugin-requesting]is[tiddler]field:plugin-title<plugin>]\">\n <$list filter=\"[{$:/temp/CPL-Repo/instal-plugin-requesting}match[yes]]\">\n <span style=\"color:#3ed044;font-weight:800;\"><$text text={{{ [<chinese>match[yes]then[安装准备中...]else[Preparing installation...]] }}}/></span>\n </$list>\n <$list filter=\"[{$:/temp/CPL-Repo/instal-plugin-requesting}!match[yes]]\">\n <span style=\"color:#fd160e;font-weight:800;\"><$text text={{{ [<chinese>match[yes]then[出错: ]else[Error: ]addsuffix{$:/temp/CPL-Repo/instal-plugin-requesting}] }}}/></span>\n </$list>\n </$list>\n <$list filter=\"[[$:/temp/CPL-Repo/installing-plugin]is[tiddler]field:plugin-title<plugin>]\">\n <$list filter=\"[{$:/temp/CPL-Repo/installing-plugin}match[yes]]\">\n <span style=\"color:#3ed044;font-weight:800;\"><$text text={{{ [<chinese>match[yes]then[安装中...]else[Installing...]] }}}/></span>\n </$list>\n <$list filter=\"[{$:/temp/CPL-Repo/installing-plugin}!match[yes]]\">\n <span style=\"color:#fd160e;font-weight:800;\"><$text text={{{ [<chinese>match[yes]then[出错: ]else[Error: ]addsuffix{$:/temp/CPL-Repo/installing-plugin}] }}}/></span>\n </$list>\n </$list>\n </div>\n <!-- 安装按钮 -->\n <div class=\"tc-plugin-info-chunk tc-plugin-info-buttons\">\n <$macrocall $name=\"install-plugin-button\" plugin=<<title>> libraryVersion=<<version>> installedVersion=<<installedVersion>> />\n </div>\n</div>\n<!-- 详情 -->\n<$list filter=\"[<popup-state>field:text[yes]]\">\n<div class=\"tc-plugin-info-dropdown\">\n <!-- 错误提示 -->\n <$list filter=\"[<detailJsonStateTitle>is[tiddler]!field:text[yes]]\">\n <div style=\"background:#e91e3db0;color:white;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);min-height:100px;display:flex;align-items:center;justify-content:center;\">\n <$text text={{{ [<chinese>match[yes]then[出现了一些问题]else[Some errors occured]] }}}/>: <$text text={{!!text}}/>\n <$text text={{{ [<chinese>match[yes]then[请尝试刷新]else[Please try refreshing]] }}}/>\n </div>\n </$list>\n <!-- 加载中提示 -->\n <$list filter=\"[<detailJsonStateTitle>is[tiddler]field:text[yes]]\">\n <div style=\"background:#0005;color:#aaa;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);min-height:100px;display:flex;align-items:center;justify-content:center;\">\n <$text text={{{ [<chinese>match[yes]then[加载中...]else[Loading...]] }}}/>\n </div>\n </$list>\n <!-- 插件详情 -->\n <$list filter=\"[<detailJsonStateTitle>!is[tiddler]]\" veriable=\"t\">\n <$let json={{{ [<detailJsonTitle>get[text]] }}}>\n <$let\n title={{{ [<json>jsonget[title]] }}}\n readme={{{ [<json>jsonget[readme]] }}}\n parent-plugin={{{ [<json>jsonget[parent-plugin]] }}}\n dependents={{{ [<json>jsonget[dependents]] }}}\n latest={{{ [<json>jsonget[latest]] }}}\n author={{{ [<json>jsonget[author]] }}}\n suggestions={{{ [<json>jsonget[suggestions]] }}}\n >\n <!-- 依赖 -->\n <$list filter=\"[<title>!is[tiddler]]\" variable=\"ignore\">\n <div style=\"background:#e91e3db0;color:white;padding:6px;\" class=\"cpl-plugin-dependencies\">\n {{$:/language/ControlPanel/Plugins/NotInstalled/Hint}} \n <$list filter=\"[enlist<dependents>] [<parent-plugin>] +[unique[]!is[blank]!is[tiddler]limit[1]]\" variable=\"ignore\">\n <div>\n {{$:/language/ControlPanel/Plugins/AlsoRequires}} \n <$list filter=\"[enlist<dependents>] [<parent-plugin>] +[unique[]!is[blank]!is[tiddler]sort[name]]\" variable=\"dependency\">\n <span style=\"border-radius:12px;padding:3px 8px;background:#1c3b40c2;font-size:12px;line-height:24px\"><$text text=<<dependency>>/></span> \n </$list>\n </div>\n </$list>\n </div>\n </$list>\n <!-- 历史版本 -->\n <$list filter=\"[<json>jsonget[versions]count[]compare:integer:gt[1]]\" variable=\"t\">\n <details class=\"more-versions-details\">\n <summary style=\"background:#246b84;padding:4px 10px;cursor:pointer;user-select:none;\">\n <$text text={{{ [<chinese>match[yes]then[浏览其他历史版本]else[Browse older versions]] }}}/>\n </summary>\n <$list filter=\"[<json>jsonget[versions]reverse[]]\" variable=\"version\">\n <div style=\"background:#1a4655;padding:4px 12px;display:flex;flex-direction:row;align-items:center;justify-content:space-between;border-top:1px solid #15333c;\">\n <span>\n <span style=\"color: white;\"><<version>></span>\n <span style=\"opacity: 0.8;\"> (<$macrocall $name=\"plugin-size\" size={{{ [<json>jsonget[versions-size],<version>else[0]] }}} />)</span>\n <$list filter=\"[<latest>compare:version:eq<version>]\"> <span class=\"cpl-latest-version-icon\">{{$:/core/images/star-filled}}</span></$list>\n <$list filter=\"[<installedVersion>compare:version:eq<version>]\"> <span class=\"cpl-installed-version-icon\">{{$:/core/images/done-button}}</span></$list>\n </span>\n <div style=\"font-size:0.8em;line-height:1.2;\"><$macrocall $name=\"install-plugin-button\" plugin=<<title>> libraryVersion=<<version>> installedVersion=<<installedVersion>> /></div>\n </div>\n </$list>\n </details>\n </$list>\n <!-- 正文 -->\n <div class=\"tc-plugin-info-dropdown-body\">\n <$wikify name=\"rendered\" text=<<readme>> output=\"html\"><<rendered>></$wikify>\n </div>\n <!-- 推荐 -->\n <$list filter=\"[<__show-suggestion__>match[yes]]\" variable=\"t\">\n <div style=\"padding:10px 20px;backdrop-filter:contrast(1.1);\">\n <!-- 作者的其他插件 -->\n <$list filter=\"[{$:/temp/CPL-Repo/authors}jsonget<author>count[]compare:integer:gt[1]]\" variable=\"t\">\n <details>\n <summary style=\"padding:10px 0;\">\n <$text text={{{ [<chinese>match[yes]then[作者的其他插件]else[Other plugins of Author]] }}} />\n </summary>\n <div style=\"padding:6px;display:flex;flex-direction:column;\">\n <$list filter=\"[{$:/temp/CPL-Repo/authors}jsonget<author>] -[<title>]\" variable=\"plugin\">\n <$macrocall\n $name=\"plugin-list-item\"\n json={{{ [{$:/temp/CPL-Repo/plugins-index}jsonextract<plugin>] }}}\n field=\"$field$-author-suggestion\"\n show-suggestion=\"no\"\n class=\"cpl-plugin-info-box\"\n />\n </$list>\n </div>\n </details>\n </$list>\n <!-- 插件推荐 -->\n <$list filter=\"[enlist<suggestions>count[]compare:integer:gt[1]]\" variable=\"t\">\n <details>\n <summary style=\"padding:10px 0;\">\n <$text text={{{ [<chinese>match[yes]then[你可能感兴趣的插件]else[Plugins you may be interested in]] }}} />\n </summary>\n <div style=\"padding:6px;display:flex;flex-direction:column;\">\n <$list filter=\"[enlist<suggestions>]\" variable=\"plugin\">\n <$macrocall\n $name=\"plugin-list-item\"\n json={{{ [{$:/temp/CPL-Repo/plugins-index}jsonextract<plugin>] }}}\n field=\"$field$-author-suggestion\"\n show-suggestion=\"no\"\n class=\"cpl-plugin-info-box\"\n />\n </$list>\n </div>\n </details>\n </$list>\n </div>\n </$list>\n </$let>\n </$let>\n </$list>\n</div>\n</$list>\n</$let>\n</$let>\n</$let>\n</div>\n</$list>\n\\end\n"},"$:/plugins/Gk0Wk/CPL-Repo/plugin-size":{"title":"$:/plugins/Gk0Wk/CPL-Repo/plugin-size","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"\\define plugin-size(size:\"0\")\n<$list filter=\"[<__size__>compare:integer:gt[0]]\" variable=\"size\" emptyMessage=\"?\">\n<$let unit-step={{{ [<size>compare:integer:gteq[1048576]] :then[<size>compare:integer:gteq[1073741824]then[GiB#1073741824]else[MiB#1048576]] :else[<size>compare:integer:gteq[1024]then[KiB#1024]else[B#1]] }}}>\n<$let unit={{{ [<unit-step>split[#]first[]] }}} step={{{ [<unit-step>split[#]last[]] }}}>\n<$text text={{{ [<size>divide<step>fixed[2]] [<unit>] +[join[ ]] }}}/>\n</$let>\n</$let>\n</$list>\n\\end"},"$:/plugins/Gk0Wk/CPL-Repo/plugin-uninstall-plugins-item":{"title":"$:/plugins/Gk0Wk/CPL-Repo/plugin-uninstall-plugins-item","code-body":"yes","tags":[],"type":"text/vnd.tiddlywiki","text":"\\whitespace trim\n<$list filter=\"[!has[draft.of]plugin-type<currentTab>sort[name]]\" emptyMessage={{$:/language/ControlPanel/Plugins/Empty/Hint}}>\n<div style=\"display:flex;margin:-0.5em 0;\">\n\t<div style=\"flex-grow:1;\">{{||$:/core/ui/PluginListItemTemplate}}</div>\n\t<$button style=\"backdrop-filter:contrast(0.65);margin:0.5em 0;padding:4px 16px !important;cursor:pointer;background-color:#d7074ebd !important;border:none !important;\">\n\t\t{{$:/core/images/delete-button}}\n\t\t<$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/uninstall-plugin-model-template\" plugin=<<currentTiddler>>/>\n\t</$button>\n</div>\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Beautify":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Beautify","text":"美化"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Developing":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Developing","text":"开发工具"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Fun":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Fun","text":"趣味"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Functional":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Functional","text":"功能性"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Language":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Language","text":"多语言"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Showcase":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Showcase","text":"演示"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Unknown":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Unknown","text":"未分类"},"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Visualization":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginCategory/Visualization","text":"可视化"},"$:/plugins/Gk0Wk/CPL-Repo/PluginLibraryUI":{"title":"$:/plugins/Gk0Wk/CPL-Repo/PluginLibraryUI","caption":"CPL","tags":["$:/tags/PluginLibrary","$:/tags/PluginLibrary/CPL"],"enabled":"no","text":"{{$:/plugins/Gk0Wk/CPL-Repo/panel}}\n"},"$:/plugins/Gk0Wk/CPL-Repo/popup-readme":{"title":"$:/plugins/Gk0Wk/CPL-Repo/popup-readme","subtitle":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[CPL 使用须知]else[Note to use CPL]] }}}/>","tags":[],"type":"text/vnd.tiddlywiki","text":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n\n<$checkbox\n tiddler=\"$:/plugins/Gk0Wk/CPL-Repo/config/popup-readme-at-startup\"\n field=\"text\"\n checked={{$:/plugins/Gk0Wk/CPL-Repo/config/popup-readme-at-startup-threshold}}\n unchecked=\"0\"\n default=\"0\">\n <$text text={{{ [<chinese>match[yes]then[不再弹出该消息]else[No longer pops up this message]] }}}/>\n</$checkbox>\n\n{{$:/plugins/Gk0Wk/CPL-Repo/readme}}\n\n<$list filter=\"[<chinese>match[yes]]\">\n\nCPL 的各项功能需要连接互联网、从插件数据库的静态资源网站下载 JSON 文件来实现。CPL 只会从网站上下载数据，不会将你的数据上传。\n\n未来 CPL 可能添加插件投票和下载量统计功能，如添加这些功能，会先征得你的同意。你将来可以随时关闭这类功能。\n\n你可以在这里查看 CPL 插件的逻辑代码: [[$:/plugins/Gk0Wk/CPL-Repo/core.js]]\n\nCPL 当前尚未开启自动更新检测功能，如需开启，请手动前往设置页面启动：<$button>设置<$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/settings\" /></$button>\n\n</$list>\n\n<$list filter=\"[<chinese>match[no]]\">\n\nThe functions of the CPL require an Internet connection to download JSON files from the plug-in database's static resource site for implementation. The CPL will only download data from the site, it will not upload your data.\n\nIn the future, CPL may add plugin polling and download statistics, and will ask for your permission to add these features. You can disable these features at any time in the future.\n\nYou can view the logic code of the CPL plugin here: [[$:/plugins/Gk0Wk/CPL-Repo/core.js]]\n\nCPL has not yet enabled the automatic update detection function, if you want to enable it, please go to the settings page manually to start it: <$button>Settings<$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/settings\" /></$button>\n\n</$list>\n\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/popup-readme-at-startup":{"title":"$:/plugins/Gk0Wk/CPL-Repo/popup-readme-at-startup","code-body":"yes","tags":["$:/tags/StartupAction/PostRender"],"type":"text/vnd.tiddlywiki","text":"<$list filter=\"[{$:/plugins/Gk0Wk/CPL-Repo/config/popup-readme-at-startup}!is[blank]else[0]compare:integer:lt{$:/plugins/Gk0Wk/CPL-Repo/config/popup-readme-at-startup-threshold}]\">\n<$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/popup-readme\" />\n</$list>"},"$:/plugins/Gk0Wk/CPL-Repo/readme":{"title":"$:/plugins/Gk0Wk/CPL-Repo/readme","tags":[],"type":"text/vnd.tiddlywiki","text":"<div style=\"display:flex;justify-content:center;\">\n{{$:/plugins/Gk0Wk/CPL-Repo/about-banner}}\n</div>\n\n<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n\n<$list filter=\"[<chinese>match[yes]]\">\n\n> 好用到哭，装就完了!\n\n!! 欢迎使用 CPL!\n\n使用 TW 这么久，你还在为四处寻觅好用的插件而发愁吗？还在为管理一大堆插件的更新、处理插件的依赖而苦恼吗？你还在为查找插件的用法而翻遍全网吗？你是否希望安装一个插件的某个历史版本，而非最新版本？\n\n如果你是插件的作者，你是否还在苦恼如何推广自己的插件，如何让用户及时获得最新的版本呢？\n\n你是否希望 TW 能像其他现代笔记软件一样，能够一键管理所有插件，能够更傻瓜化地查找和安装插件，甚至主动为你推广插件。是否希望 TW 能够帮助你自动保持插件的最新？\n\n这一切，在 CPL 得以实现！\n\n---\n\nCPL 是由[[太微(TiddlyWiki)中文社区|https://github.com/tiddly-gittly]]维护的、致力于搜集网络上所有与 <$text text={{{ TiddlyWiki5 }}}/> 有关插件的、希望为中国以及全世界的太微用户提供一键安装、更新插件体验的插件聚合中心。\n\n本插件有如下特点：\n\n* 聚合各种 TW 插件并保持最新当前 500+;\n* 在你的 Wiki 中搜索各种插件，提供关键词、分类和标签搜索;\n* 自动检查插件更新;\n* 安装插件时可自动递归安装依赖，并可以指定所有插件的安装版本;\n\n</$list>\n\n<$list filter=\"[<chinese>match[no]]\">\n\n> Just install it! I think you need it.\n\n!! Welcome to CPL!\n\nAfter using TW for so long, are you still worried about looking around for good plugins? Are you still struggling to manage a bunch of plugin updates and deal with plugin dependencies? Are you still searching the web to find out how to use a plugin? Do you want to install some historical version of a plugin instead of the latest version?\n\nIf you are a plugin author, do you still struggle with how to promote your plugin and how to keep users up to date with the latest version?\n\nDo you wish TW could manage all your plugins with one click like other modern note-taking software, make it more foolproof to find and install plugins, and even proactively promote plugins for you? Do you want TW to help you keep your plugins up-to-date automatically?\n\nIt's all here at CPL!\n\n---\n\nThis plugin source is maintained by the [[TiddlyWiki Chinese Community|https://github.com/tiddly-gittly]] and is dedicated to collecting all <$text text={{{ TiddlyWiki5 }}}/> related plugins on the web, hoping to provide a one-click installation and update plugin experience for TW users all around the world.\n\nThis plugin has the following features:\n\n* Aggregate various TW plugins and keep them up-to-date with the current 500+;.\n* Search for various plugins in your Wiki, providing keyword, category and tag search;.\n* Check for plugin updates automatically;\n* Install plugins with automatic recursive installation of dependencies, and you can specify the installed version of all plugins;\n\n</$list>\n\n</$list>"},"$:/plugins/Gk0Wk/CPL-Repo/settings":{"title":"$:/plugins/Gk0Wk/CPL-Repo/settings","caption":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[设置]else[Settings]] }}}/>","subtitle":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[CPL 设置]else[CPL Settings]] }}}/>","tags":[],"type":"text/vnd.tiddlywiki","text":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n\n<$list filter=\"[<chinese>match[yes]]\">\n\n在该页面内您可以对 CPL 插件的行为进行设定。\n\n; CPL 数据库镜像入口 <$select tiddler=\"$:/plugins/Gk0Wk/CPL-Repo/config/current-repo\" field=\"text\">\n<$list filter=\"[{$:/plugins/Gk0Wk/CPL-Repo/config/repos}enlist-input[]]\" variable=\"repo\">\n<option value=<<repo>>><$text text=<<repo>>/></option>\n</$list>\n</$select>\n\n<<<\n当 CPL 获取数据经常失败时，你可以尝试切换到其他镜像，目前国内推荐使用 netlify 镜像，\n\n欢迎各位大佬部署国内镜像，详情请咨询QQ交流群或在[[GitHub Issue|https://github.com/tiddly-gittly/TiddlyWiki-CPL/issues]]提问\n\n你可以手动更改数据库镜像入口：[[$:/plugins/Gk0Wk/CPL-Repo/config/current-repo]]\n<<<\n\n; 自动更新检查间隔 <$edit-text tiddler=\"$:/plugins/Gk0Wk/CPL-Repo/config/auto-update-intervals-minutes\" tag=\"input\" default=\"-1\" /> (分钟/次)\n\n<<<\n自动更新检查会在 Wiki 刚打开时进行，并每隔指定间隔进行一次检查\n\n显然自动检查需要联网，每次所消耗的流量很小，大概10KB。如果发现有插件可以更新会在右上角弹窗提醒。\n\n当值小于等于0，则关闭自动更新，也包括刚打开 Wiki 的那一次。\n\n关闭后可以手动在 [[$:/ControlPanel]] 的 [CPL] 中进行检查。\n<<<\n\n; 插件更新筛选器 <$edit-text tiddler=\"$:/plugins/Gk0Wk/CPL-Repo/config/update-filter\" tag=\"input\" default=\"\" />\n\n<<<\n插件更新是有选择的，你可以通过修改筛选器来排除一些插件。\n<<<\n\n</$list>\n\n<$list filter=\"[<chinese>match[no]]\">\n\nIn this page you can set the behavior of the CPL plugin.\n\n; CPL Database Mirror Entry <$select tiddler=\"$:/plugins/Gk0Wk/CPL-Repo/config/current-repo\" field=\"text\">\n<$list filter=\"[{$:/plugins/Gk0Wk/CPL-Repo/config/repos}enlist-input[]]\" variable=\"repo\">\n<option value=<<repo>>><$text text=<<repo>>/></option>\n</$list>\n</$select>\n\n<<<\nWhen the CPL fails to fetch the data often, you can try to switch to another mirror.\n\nIf you'd like to deploy your own mirrors, feel free to ask questions in the [[GitHub Issue|https://github.com/tiddly-gittly/TiddlyWiki-CPL/issues]]!\n\nYou can manually change the database mirror entry: [[$:/plugins/Gk0Wk/CPL-Repo/config/current-repo]]\n<<<\n\n; Automatic update of check intervals <$edit-text tiddler=\"$:/plugins/Gk0Wk/CPL-Repo/config/auto-update-intervals-minutes\" tag=\"input\" default=\"-1\" /> (minute(s) per time)\n\n<<<\nThe automatic update check is performed when the Wiki is first opened, and at specified intervals\n\nObviously auto-checking requires an internet connection and consumes very little traffic each time, about 10KB. If a plugin is found to be updatable, a pop-up window will alert you in the upper right corner.\n\nWhen the value is less than or equal to 0, auto-update is turned off, also when the Wiki is just opened.\n\nAfter closing it can be checked manually in [CPL] of [[$:/ControlPanel]].\n<<<\n\n; Plugin Update Filter <$edit-text tiddler=\"$:/plugins/Gk0Wk/CPL-Repo/config/update-filter\" tag=\"input\" default=\"\" />\n\n<<<\nPlugin updates are selective and you can exclude some plugins by modifying the filter.\n<<<\n\n</$list>\n\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/style.css":{"title":"$:/plugins/Gk0Wk/CPL-Repo/style.css","tags":["$:/tags/Stylesheet"],"type":"text/vnd.tiddlywiki","text":".cpl-normal-button {\n color: <<colour foreground>>;\n fill: color: <<colour foreground>>;\n}\n\n.cpl-plugin-info-box {\n overflow: hidden;\n border: 1px solid <<colour tiddler-info-border>>;\n background-color: <<colour tiddler-info-background>>;\n}\n.cpl-plugin-dependencies {\n border-left: 0.8px solid <<colour tiddler-info-border>>;\n border-right: 0.8px solid <<colour tiddler-info-border>>;\n}\n\n.cpl-plugin-info-box > .tc-plugin-info {\n margin: 0 !important;\n border: none !important;\n}\n\n.cpl-plugin-info-box > .tc-plugin-info-dropdown {\n margin-top: 0 !important;\n border: none !important;\n}\n\n.cpl-plugin-info-box > .tc-plugin-info-dropdown,\n.cpl-plugin-info-box > .tc-plugin-info-dropdown > .tc-plugin-info-dropdown-message,\n.cpl-plugin-info-box > .tc-plugin-info-dropdown > .tc-plugin-info-dropdown-body {\n background: transparent !important;\n background-color: transparent !important;\n}\n\n.cpl-plugin-info-box > .tc-plugin-info-dropdown > .tc-plugin-info-dropdown-body {\n box-shadow: inset 0 12px 12px -12px rgba(0, 0, 0, 0.3);\n}\n\n.cpl-latest-version-icon > svg, .cpl-installed-version-icon > svg {\n height: 1em;\n width: 1em;\n}\n\n.cpl-latest-version-icon > svg {\n color: #FFC107;\n fill: #FFC107;\n}\n\n.cpl-installed-version-icon > svg {\n color: #3ccb0f;\n fill: #3ccb0f;\n}\n\n.cpl-plugin-install-request-dependents-tree {\n border-left:2px dotted <<colour very-muted-foreground>>;\n background: #0002;\n}\n\n.cpl-plugin-search {\n flex-grow: 1;\n width: 0;\n}\n\n.cpl-plugin-search span {\n display: inline-block;\n width: 100%;\n}\n\n.cpl-plugin-search span input {\n margin: 0 !important;\n width: 100%;\n}\n\n.cpl-plugin-search-go {\n border-radius: 0 !important;\n margin: 0 !important;\n padding: 10px 20px !important;\n word-break: keep-all;\n}\n\n.cpl-paged-plugin-list-control {\n display: flex;\n align-items: center;\n justify-content: center;\n height: 40px;\n border: 2px solid <<colour tiddler-info-border>>;\n background-color: <<colour tiddler-info-background>>;\n}\n\n.cpl-paged-plugin-list-control > div {\n flex-grow: 1;\n width: 0;\n height: 100%;\n}\n\n.cpl-paged-plugin-list-control > div > button {\n width: 100%;\n height: 100%;\n border: none !important;\n background: transparent !important;\n cursor: pointer !important;\n}\n\n.cpl-paged-plugin-list-control > div > button:hover {\n backdrop-filter: contrast(0.75);\n}\n\n.cpl-paged-plugin-list-control > span {\n padding: 0 10px;\n height: 100%;\n display: flex;\n align-items: center;\n user-select: none;\n}\n\n.cpl-banner-container {\n padding: 26px 16px;\n background: #1f5ea3;\n border-left: 5px solid #acc8d4;\n display:inline-block;\n background-image: linear-gradient(45deg, #1f5ea3, #1f71a3);\n width: 100%;\n}\n.cpl-banner-button-group svg {\n height: 1em;\n width: 1em;\n}\n\n.cpl-layout-container {\n display: flex;\n flex-direction: column;\n align-items: stretch;\n height: 100%;\n width: 100%;\n padding: 0.5em;\n}\n.cpl-layout-back-button {\n padding: 0.5em;\n}"},"$:/plugins/Gk0Wk/CPL-Repo/tags-gallery":{"title":"$:/plugins/Gk0Wk/CPL-Repo/tags-gallery","caption":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[标签]else[Tags]] }}} />","tags":[],"type":"text/vnd.tiddlywiki","text":"\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-list-item\n\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-size\n\\import $:/plugins/Gk0Wk/CPL-Repo/paged-plugin-list\n\n\\define tag-plain(text:\"\",icon:\"\",color:\"\",bg:\"\")\n\\whitespace trim\n<span class=\"tc-tag-label\" style=\"background-color:$bg$;color:$color$;fill:$color$;user-select:none;margin-right:6px;\">\n\t{{$icon$}}$text$\n</span>\n\\end\n\n\\define tag-plain-removable(saveTiddler,saveField:\"tags\",text:\"\",icon:\"\",color:\"\",bg:\"\")\n\\whitespace trim\n<span class=\"tc-tag-label\" style=\"background-color:$bg$;color:$color$;fill:$color$;user-select:none;margin:4px 6px 2px 0;padding:4px 10px;\">\n\t{{$icon$}}$text$\n\t<$button class=\"tc-btn-invisible tc-remove-tag-button\" style=\"background-color:$bg$;color:$color$;fill:$color$;\">\n\t\t<$action-listops $tiddler=<<__saveTiddler__>> $field=<<__saveField__>> $subfilter=\"-[<__text__>]\"/>{{$:/core/images/close-button}}\n\t</$button>\n</span>\n\\end\n\n<$let bg={{{ [{$:/palette}getindex[tag-background]] }}} color={{{ [{$:/palette}getindex[foreground]] }}} saveTiddler=\"$:/temp/CPL-Repo/search-tag-input\">\n<!-- 展示待检索的标签，以及搜索按钮 -->\n<div style=\"width:100%;display:flex;backdrop-filter:contrast(1.3);\">\n <div class=\"cpl-search-tags\" style=\"flex-grow:1;width:0;display:flex;align-items:center;padding:4px 8px;flex-wrap:wrap;\">\n <!-- 已有的标签，可删除 -->\n <$list filter=\"[<saveTiddler>get[text]enlist-input[]]\" variable=\"tag\">\n <$macrocall $name=\"tag-plain-removable\" text=<<tag>> icon=\"$:/core/images/tag-button\" bg=<<bg>> color=<<color>> saveTiddler=<<saveTiddler>> saveField=\"text\" />\n </$list>\n <div class=\"cpl-search-tags-input\">\n <!-- 输入 -->\n <$macrocall\n $name=\"keyboard-driven-input\"\n tiddler=\"$:/temp/CPL-Repo/add-search-tag-input\"\n tag=\"input\"\n placeholder={{$:/language/EditTemplate/Tags/Add/Placeholder}}\n focusPopup=\"$:/temp/CPL-Repo/add-search-tag-popup\"\n class=\"tc-edit-texteditor tc-popup-handle\"\n tabindex=<<tabIndex>>\n focus=\"yes\"\n filterMinLength=\"2\"\n configTiddlerFilter=\"[[$:/core/macros/tag-picker]]\"\n />\n <!-- 弹出 -->\n <$reveal state=\"$:/temp/CPL-Repo/add-search-tag-popup\" type=\"nomatch\" text=\"\" default=\"\">\n <div class=\"tc-block-dropdown tc-block-tags-dropdown\">\n <$list filter=\"[{$:/temp/CPL-Repo/tags}jsonget[]search{$:/temp/CPL-Repo/add-search-tag-input}]\" variable=\"tag\">\n <$button class=\"tc-btn-invisible\" tag=\"a\" tooltip={{$:/language/EditTemplate/Tags/Add/Button/Hint}}>\n <$macrocall $name=\"tag-plain\" text=<<tag>> icon=\"$:/core/images/tag-button\" bg=<<bg>> color=<<color>> />\n <$action-listops $tiddler=<<saveTiddler>> $field=\"text\" $subfilter=\"[<tag>]\"/>\n </$button>\n </$list>\n </div>\n </$reveal>\n </div>\n </div>\n <!-- 搜索按钮 -->\n <$button class=\"tc-primary-btn tc-btn-big-green cpl-plugin-search-go\" disabled={{$:/temp/CPL-Repo/searching-plugin}}>\n <$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]] :then[{$:/temp/CPL-Repo/searching-plugin}match[yes]then[搜索中...]else[搜索]] :else[{$:/temp/CPL-Repo/searching-plugin}match[yes]then[Searching...]else[Search]] }}} />\n <$action-sendmessage\n $message=\"cpl-search-plugins\"\n mode=\"tags\"\n text={{{ [<saveTiddler>get[text]] }}}\n saveTo=\"$:/temp/CPL-Repo/searchplugin-tags/result\"\n />\n </$button>\n</div>\n<$list filter=\"[[$:/temp/CPL-Repo/searching-plugin]is[tiddler]!field:text[yes]]\">\n<div style=\"background:#e91e3db0;color:white;padding:2px 6px;margin:3px 0;backdrop-filter:blur(4px);display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[出现了一些问题]else[Some errors occured]] }}}/>: <$text text={{!!text}}/>\n</div>\n</$list>\n<$list filter=\"[[$:/temp/CPL-Repo/searchplugin-tags/result]is[tiddler]then[yes]else[no]]\" variable=\"go\">\n<!-- 有搜索结果 -->\n<$list filter=\"[<go>match[yes]]\" variable=\"t\">\n<<paged-plugin-list filter:\"[{$:/temp/CPL-Repo/searchplugin-tags/result}jsonget[]]\" field:\"tag-gallery\" class1:\"cpl-plugin-info-box\" class2:\"cpl-paged-plugin-list-control\">>\n</$list>\n<!-- 没有搜索结果，展示全部 -->\n<$list filter=\"[<go>match[no]]\" variable=\"t\">\n<<paged-plugin-list filter:\"[{$:/temp/CPL-Repo/plugins-index}jsonindexes[]!prefix[$:/language]]\" field:\"tag-gallery\" class1:\"cpl-plugin-info-box\" class2:\"cpl-paged-plugin-list-control\">>\n</$list>\n</$list>\n</$let>\n"},"$:/plugins/Gk0Wk/CPL-Repo/tree":{"title":"$:/plugins/Gk0Wk/CPL-Repo/tree","type":"text/vnd.tiddlywiki","text":"<<tree prefix:\"$:/plugins/Gk0Wk/CPL-Repo/\">>"},"$:/plugins/Gk0Wk/CPL-Repo/uninstall-manager":{"title":"$:/plugins/Gk0Wk/CPL-Repo/uninstall-manager","code-body":"yes","tags":[],"caption":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[卸载]else[Uninstall]] }}} />","type":"text/vnd.tiddlywiki","text":"<$macrocall\n\t$name=\"tabs\"\n\tstate=\"$:/temp/CPL-Repo/plugin-uninstall-manager-tab-state\"\n\ttabsList=\"plugin theme language\"\n\tdefault=\"plugin\"\n\ttemplate=\"$:/plugins/Gk0Wk/CPL-Repo/plugin-uninstall-plugins-item\"\n/>\n"},"$:/plugins/Gk0Wk/CPL-Repo/uninstall-plugin-model-template":{"title":"$:/plugins/Gk0Wk/CPL-Repo/uninstall-plugin-model-template","code-body":"yes","subtitle":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[请确认卸载]else[Please Confirm to Uninstall]] }}} />","tags":[],"type":"text/vnd.tiddlywiki","text":"\\define checkShadow() <$action-listops $tiddler=<<tiddler>> $field=<<field>> $subfilter=\"[<shadow>]\"/>\n\\define uncheckShadow() <$action-listops $tiddler=<<tiddler>> $field=<<field>> $subfilter=\"-[<shadow>]\"/>\n\n<$let chinese={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]] }}}>\n\n<$list filter=\"[<chinese>match[yes]]\">\n\n> 即将卸载 <<plugin>>\n\n<$list filter=\"[!field:plugin-type[]search:parent-plugin<plugin>] [!field:plugin-type[]search:dependent<plugin>] +[limit[1]]\" variable=\"t\">\n\n---\n\n!! 注意：插件被依赖\n\n该插件仍然被如下插件依赖，是否继续卸载？\n\n<$list filter=\"[!field:plugin-type[]search:parent-plugin<plugin>] [!field:plugin-type[]search:dependent<plugin>] +[unique[]sort[title]]\" variable=\"other-plugin\">\n\n: <<other-plugin>>\n\n</$list>\n</$list>\n\n---\n\n!! 注意：残留条目\n\n该插件中，有一些条目已不是默认值(有一个同名的非影子条目)，因此这些条目在删除插件后仍将保留。这可能会为你的 Wiki 增添一些额外的垃圾条目，或者为下一次安装插件或升级插件带来困扰。所以在删除插件时，是否该同时清理这些条目？请选择要删除或者保留的条目，或者点击其标题来产看它的内容来决定。\n\n在决定之后，点击下方的按钮，卸载插件并同时删除勾选的条目。\n\n</$list>\n<$list filter=\"[<chinese>match[no]]\">\n\n> To uninstall <<plugin>>\n\n<$list filter=\"[!field:plugin-type[]search:parent-plugin<plugin>] [!field:plugin-type[]search:dependent<plugin>] +[limit[1]]\" variable=\"t\">\n\n---\n\n!! Note: Plugin is Dependent\n\nThe plugin is still dependent on the following plugins, do you continue to uninstall?\n\n<$list filter=\"[!field:plugin-type[]search:parent-plugin<plugin>] [!field:plugin-type[]search:dependent<plugin>] +[unique[]sort[title]]\" variable=\"other-plugin\">\n\n: <<other-plugin>>\n\n</$list>\n</$list>\n\n---\n\n!! Note: Left tiddlers\n\nThe plugin has some entries that are no longer default (there is a non-shadow entry with the same name), so these entries will remain after removing the plugin. This may add some extra junk entries to your Wiki, or cause problems for the next time you install the plugin or upgrade it. So when deleting a plugin, should you clean up these entries at the same time? Please select the entry you want to delete or keep, or click on its title to see what it says to decide.\n\nAfter deciding, click the button below to uninstall the plugin and remove the checked entries at the same time.\n</$list>\n\n<$button class=\"tc-btn-big-green tc-primary-btn\" message=\"tm-close-tiddler\">\n{{$:/core/images/delete-button}}\n \n<$text text={{{ [<chinese>match[yes]then[确认卸载]else[Confirm to Uninstall]] }}} />\n<$action-deletetiddler $filter=\"[<tiddler>get[text]enlist-input[]] [<plugin>]\" />\n</$button>\n\n<$let keep={{{ [<chinese>match[yes]then[保留]else[Keep]] }}} nokeep={{{ [<chinese>match[yes]then[删除]else[Delete]] }}}>\n<$let tiddler=<<qualify \"$:/temp/CPL-Repo/deleting-plugin-shadows\">> field=\"text\">\n\n<div style=\"display:flex;flex-direction:column;\">\n<$list filter=\"[<plugin>get[text]jsonindexes[tiddlers]is[tiddler]]\" variable=\"shadow\" emptyMessage=\"<$text text={{{ [<chinese>match[yes]then[无]else[]] }}} />\">\n<$let is-keep={{{ [<tiddler>get[text]enlist-input[]match<shadow>limit[1]then[no]else[yes]] }}}>\n<div style={{{ [[background:]] [<is-keep>match[yes]then[#00ff2d1d]else[#fd004748]] [[;display:flex;justify-content:space-between;padding:4px 6px;border:1px solid #7774]] +[join[]] }}}>\n<span><<shadow>></span>\n<span>\n<$checkbox filter=\"[<tiddler>get[text]enlist-input[]]\" checked=<<shadow>> checkactions=<<checkShadow>> uncheckactions=<<uncheckShadow>>> ''<$text text={{{ [<is-keep>match[yes]then<keep>else<nokeep>] }}}/>''</$checkbox>\n</span>\n</div>\n</$let>\n</$list>\n</div>\n\n</$let>\n</$let>\n"},"$:/plugins/Gk0Wk/CPL-Repo/update-body":{"title":"$:/plugins/Gk0Wk/CPL-Repo/update-body","subtitle":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[更新列表]else[Update List]] }}}/>","tags":[],"type":"text/vnd.tiddlywiki","text":"\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-list-item\n\\import $:/plugins/Gk0Wk/CPL-Repo/plugin-size\n\\import $:/plugins/Gk0Wk/CPL-Repo/paged-plugin-list\n\n<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n<$list filter=\"[[$:/temp/CPL-Repo/update-plugins]is[tiddler]] [[$:/temp/CPL-Repo/plugins-index]is[tiddler]] +[count[]compare:integer:eq[2]then[yes]else[no]]\" variable=\"ready\">\n\n<$list filter=\"[<ready>match[yes]]\">\n<<paged-plugin-list filter:\"[{$:/temp/CPL-Repo/update-plugins}jsonget[]]\" field:\"update-list\" class1:\"cpl-plugin-info-box\" class2:\"cpl-paged-plugin-list-control\">>\n</$list>\n\n<$list filter=\"[<ready>match[no]]\">\n<!-- 错误提示 -->\n<$list filter=\"[[$:/temp/CPL-Repo/getting-plugins-index]is[tiddler]!field:text[yes]]\">\n<div style=\"background:#e91e3db0;color:white;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);min-height:100px;display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[出现了一些问题]else[Some errors occured]] }}}/>: <$text text={{!!text}}/>\n\t<$text text={{{ [<chinese>match[yes]then[请尝试刷新]else[Please try refreshing]] }}}/>\n</div>\n</$list>\n<!-- 错误提示 -->\n<$list filter=\"[[$:/temp/CPL-Repo/updaing]is[tiddler]!field:text[yes]]\">\n<div style=\"background:#e91e3db0;color:white;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);min-height:100px;display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[出现了一些问题]else[Some errors occured]] }}}/>: <$text text={{!!text}}/>\n\t<$text text={{{ [<chinese>match[yes]then[请尝试刷新]else[Please try refreshing]] }}}/>\n</div>\n</$list>\n<!-- 加载中提示 -->\n<$list filter=\"[[$:/temp/CPL-Repo/getting-plugins-index]is[tiddler]field:text[yes]] [[$:/temp/CPL-Repo/updaing]is[tiddler]field:text[yes]] +[limit[1]]\">\n<div style=\"background:#0005;color:#aaa;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);min-height:100px;display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[加载中...]else[Loading...]] }}}/>\n</div>\n</$list>\n<$list filter=\"[[$:/temp/CPL-Repo/getting-plugins-index]is[tiddler]field:text[yes]] [[$:/temp/CPL-Repo/updaing]is[tiddler]field:text[yes]] +[limit[1]]\">\n<div style=\"background:#0005;color:#aaa;padding:2px 6px;margin:3px 0;border-radius:2px;backdrop-filter:blur(4px);min-height:100px;display:flex;align-items:center;justify-content:center;\">\n\t<$text text={{{ [<chinese>match[yes]then[加载中...]else[Loading...]] }}}/>\n</div>\n</$list>\n</$list>\n\n</$list>\n</$list>\n"},"$:/plugins/Gk0Wk/CPL-Repo/update-manager":{"title":"$:/plugins/Gk0Wk/CPL-Repo/update-manager","caption":"<$text text={{{ [[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[更新]else[Updates]] }}} />","tags":[],"type":"text/vnd.tiddlywiki","text":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n<$button disabled={{{ [{$:/temp/CPL-Repo/getting-plugins-index}match[yes]else[no]] }}} class=\"tc-btn-big-green tc-primary-btn\">\n<$action-sendmessage $message=\"cpl-update-check\" />\n{{$:/core/images/refresh-button}}\n \n<$text text={{{ [[$:/temp/CPL-Repo/update-plugins]is[tiddler]] :then[<chinese>match[yes]then[重新获取更新]else[Refetch CPL]] :else[<chinese>match[yes]then[获取更新]else[Fetch update]] }}} />\n</$button>\n</$list>\n\n{{$:/plugins/Gk0Wk/CPL-Repo/update-body}}"},"$:/plugins/Gk0Wk/CPL-Repo/update-notify-template":{"title":"$:/plugins/Gk0Wk/CPL-Repo/update-notify-template","type":"text/vnd.tiddlywiki","text":"<$list filter=\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]search[zh]then[yes]else[no]]\" variable=\"chinese\">\n\n<$list filter=\"[<chinese>match[yes]]\">\n\n!! CPL 更新提醒\n\n您的 Wiki 中有 <<updateCount>> 款插件在 CPL 中有更新版本, 快来更新吧!\n\n<$button class=\"cpl-normal-button\">\n 更新\n <$action-sendmessage $message=\"cpl-get-plugins-index\" />\n <$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/update-body\" />\n</$button>\n<$button class=\"cpl-normal-button\">\n 设置\n <$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/settings\" />\n</$button>\n\n</$list>\n\n<$list filter=\"[<chinese>!match[yes]]\">\n\n!! CPL Update Alert\n\nThere are <<updateCount>> plugins in your Wiki that have newer versions in CPL, so update them now!\n\n<$button class=\"cpl-normal-button\">\n Update\n <$action-sendmessage $message=\"cpl-get-plugins-index\" />\n <$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/update-body\" />\n</$button>\n<$button class=\"cpl-normal-button\">\n Settings\n <$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/Gk0Wk/CPL-Repo/settings\" />\n</$button>\n\n</$list>\n\n</$list>\n"}}} \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_Gk0Wk_CPL-Repo.json.meta b/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo.json.meta similarity index 51% rename from wiki/tiddlers/$__plugins_Gk0Wk_CPL-Repo.json.meta rename to wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo.json.meta index 227fed0..cec1f7f 100644 --- a/wiki/tiddlers/$__plugins_Gk0Wk_CPL-Repo.json.meta +++ b/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo.json.meta @@ -1,7 +1,8 @@ author: Gk0Wk -description: Repos for CPL +description: Essential and powerful plugin manager and library +list: readme tree name: CPL Repo plugin-type: plugin title: $:/plugins/Gk0Wk/CPL-Repo type: application/json -version: 2022.12.28 \ No newline at end of file +version: 2024.5.12 \ No newline at end of file diff --git a/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo_config_popup-readme-at-startup.tid b/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo_config_popup-readme-at-startup.tid new file mode 100644 index 0000000..d48b98f --- /dev/null +++ b/wiki/tiddlers/system/$__plugins_Gk0Wk_CPL-Repo_config_popup-readme-at-startup.tid @@ -0,0 +1,6 @@ +created: 20240517170040436 +modified: 20240517170040436 +title: $:/plugins/Gk0Wk/CPL-Repo/config/popup-readme-at-startup +type: text/vnd.tiddlywiki + +1 \ No newline at end of file diff --git a/wiki/tiddlers/system/$__plugins_kookma_utility.json b/wiki/tiddlers/system/$__plugins_kookma_utility.json new file mode 100644 index 0000000..9aa1c16 --- /dev/null +++ b/wiki/tiddlers/system/$__plugins_kookma_utility.json @@ -0,0 +1 @@ +{"tiddlers":{"$:/plugins/kookma/utility/actions/view-fields":{"title":"$:/plugins/kookma/utility/actions/view-fields","code-body":"yes","key":"((view-fields))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"<$action-listops $tiddler=\"$:/state/utility/view-fields\" $field=\"text\" $subfilter=\"+[toggle[show],[hide]]\" />"},"$:/config/ShortcutInfo/customize-ui":{"title":"$:/config/ShortcutInfo/customize-ui","tags":"","type":"text/vnd.tiddlywiki","text":"Show customize UI dialog"},"$:/config/ShortcutInfo/switch-reader-mode":{"title":"$:/config/ShortcutInfo/switch-reader-mode","type":"text/vnd.tiddlywiki","text":"Toggle the reader mode"},"$:/config/ShortcutInfo/view-fields":{"title":"$:/config/ShortcutInfo/view-fields","tags":"","type":"text/vnd.tiddlywiki","text":"Show fields in view mode"},"$:/config/shortcuts/customize-ui":{"title":"$:/config/shortcuts/customize-ui","type":"text/vnd.tiddlywiki","text":"ctrl-shift-Period"},"$:/config/shortcuts/switch-reader-mode":{"title":"$:/config/shortcuts/switch-reader-mode","type":"text/vnd.tiddlywiki","text":"ctrl-shift-Slash"},"$:/config/shortcuts/view-fields":{"title":"$:/config/shortcuts/view-fields","tags":"","type":"text/vnd.tiddlywiki","text":"ctrl-Slash"},"$:/plugins/kookma/utility/customize-ui/actions":{"title":"$:/plugins/kookma/utility/customize-ui/actions","key":"((customize-ui))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"<$action-sendmessage $message=\"tm-modal\" $param=\"$:/plugins/kookma/utility/customize-ui/modal\" />"},"$:/plugins/kookma/utility/customize-ui/modal":{"title":"$:/plugins/kookma/utility/customize-ui/modal","caption":"Customize UI elements","tags":"","type":"text/vnd.tiddlywiki","text":"''Show/hide selected UI elements''\n\n<div class=\"tc-control-panel\">\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Toolbars]!has[draft.of]] [all[shadows+tiddlers]tag[$:/tags/Utility/UI]!has[draft.of]]\" default=\"$:/core/ui/ControlPanel/Toolbars/ViewToolbar\" class=\"tc-vertical\" explicitState=\"$:/state/tabs/controlpanel/toolbars-1345989671\"/>\n</div>"},"$:/plugins/kookma/utility/customize-ui/sidebar-elements":{"title":"$:/plugins/kookma/utility/customize-ui/sidebar-elements","caption":"Sidebar elements","tags":"$:/tags/Utility/UI","type":"text/vnd.tiddlywiki","text":"Choose which elements are displayed in right sidebar. \n\n<$checkbox tiddler=\"$:/core/ui/TopBar/menu\" tag=\"$:/tags/TopRightBar\"/> Show right sidebar toggle button<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/search\" tag=\"$:/tags/SideBarSegment\"/> Show search bar<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/tabs\" tag=\"$:/tags/SideBarSegment\"/> Show sidebar tabs<br/>\n<!-- reserved\n<$checkbox tiddler=\"$:/config/custom-segment\" tag=\"$:/tags/SideBarSegment\"/> Show custom menu -->"},"$:/plugins/kookma/utility/customize-ui/sidebar-tabs":{"title":"$:/plugins/kookma/utility/customize-ui/sidebar-tabs","caption":"Sidebar tabs","list-after":"$:/plugins/kookma/utility/customize-ui/sidebar-elements","tags":"$:/tags/Utility/UI","type":"text/vnd.tiddlywiki","text":"Choose which tabs are displayed in right sidebar tabs. \n\n<$checkbox tiddler=\"$:/core/ui/SideBar/Open\" tag=\"$:/tags/SideBar\"/> Show Open tab<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBar/Recent\" tag=\"$:/tags/SideBar\"/> Show Recent tab<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBar/Tools\" tag=\"$:/tags/SideBar\"/> Show Tools tab<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBar/More\" tag=\"$:/tags/SideBar\"/> Show More tab<br/>"},"$:/plugins/kookma/utility/customize-ui/site-option":{"title":"$:/plugins/kookma/utility/customize-ui/site-option","caption":"Site options","list-before":"","tags":"$:/tags/Utility/UI","type":"text/vnd.tiddlywiki","text":"Choose which elements are displayed for site. \n\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/site-title\" tag=\"$:/tags/SideBarSegment\"/> Show site title<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/site-subtitle\" tag=\"$:/tags/SideBarSegment\"/> Show site subtitle<br/>\n<$checkbox tiddler=\"$:/core/ui/SideBarSegments/page-controls\" tag=\"$:/tags/SideBarSegment\"/> Show page controls<br/>"},"$:/plugins/kookma/utility/history":{"title":"$:/plugins/kookma/utility/history","tags":"","type":"text/vnd.tiddlywiki","text":"* ''2.4.0'' -- 2022.11.10 -- center storyriver when sidebar closed\n* ''2.3.4'' -- 2022.10.24 -- bug fixes\n* ''2.3.0'' -- 2022.08.02 -- new macros, update to Tiddlywiki 5.2.3\n* ''2.1.6'' -- 2022.07.06 -- bug fixes, update to Tiddlywiki 5.2.2\n* ''2.1.6'' -- 2021.05.20 -- bug fixes, new state tiddler for view fields\n* ''2.1.4'' -- 2021.04.09 -- new viewtemplate for show fields used\n* ''2.1.2'' -- 2020.04.03 -- page control button issue fixed\n* ''2.1.1'' -- 2020.03.25 -- page control button improved and minor issues in css fixed\n* ''2.1.0'' -- 2020.03.23 -- new transclusion output for fields macro and disable drag and drop globally\n* ''2.0.0'' -- 2020.03.16 -- new author-reader mode switch\n* ''1.8.0'' -- 2020.03.13 -- admin panel added\n* ''1.7.0'' -- 2020.02.23 -- show tiddler raw content including the macros on demand\n* ''1.0.0'' -- 2019.10.13 -- stable release\n* ''0.5.0'' -- 2019.10.10 -- first beta release"},"$:/plugins/kookma/utility/images/view-fields.svg":{"title":"$:/plugins/kookma/utility/images/view-fields.svg","tags":"","type":"text/vnd.tiddlywiki","text":"<svg xmlns=\"http://www.w3.org/2000/svg\" class=\"tc-image-button tc-image-view-fields\" width=\"22pt\" height=\"22pt\" viewBox=\"0 0 24 24\"><path d=\"M0 0h24v24H0z\" fill=\"none\"/><path d=\"M7 11H1v2h6v-2zm2.17-3.24L7.05 5.64 5.64 7.05l2.12 2.12 1.41-1.41zM13 1h-2v6h2V1zm5.36 6.05l-1.41-1.41-2.12 2.12 1.41 1.41 2.12-2.12zM17 11v2h6v-2h-6zm-5-2c-1.66 0-3 1.34-3 3s1.34 3 3 3 3-1.34 3-3-1.34-3-3-3zm2.83 7.24l2.12 2.12 1.41-1.41-2.12-2.12-1.41 1.41zm-9.19.71l1.41 1.41 2.12-2.12-1.41-1.41-2.12 2.12zM11 23h2v-6h-2v6z\"/></svg>"},"$:/language/Buttons/DraggableHandle/Caption":{"title":"$:/language/Buttons/DraggableHandle/Caption","tags":"","type":"text/vnd.tiddlywiki","text":"draggable handle"},"$:/language/Buttons/DraggableHandle/Hint":{"title":"$:/language/Buttons/DraggableHandle/Hint","tags":"","type":"text/vnd.tiddlywiki","text":"Drag, focus, permalink, and permaview"},"$:/language/Buttons/Utility/Caption":{"title":"$:/language/Buttons/Utility/Caption","tags":"","type":"text/vnd.tiddlywiki","text":"show fields"},"$:/language/Buttons/Utility/Hint":{"title":"$:/language/Buttons/Utility/Hint","tags":"","type":"text/vnd.tiddlywiki","text":"Show fields"},"$:/plugins/kookma/utility/license":{"title":"$:/plugins/kookma/utility/license","tags":"","type":"text/vnd.tiddlywiki","text":"Distributed under an MIT license.\n\nCopyright (c) 2019-2022 [[Mohammad Rahmani|https://github.com/kookma]]\n\n<<<\nPermission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the \"Software\"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions:\n\nThe above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.\n\nTHE SOFTWARE IS PROVIDED \"AS IS\", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.\n<<<\n"},"$:/plugins/kookma/utility/macros/code":{"title":"$:/plugins/kookma/utility/macros/code","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define code(src, language:\"xml\", caption:\"\")\n<$let code = {{{ [<__src__>is[tiddler]get[text]] [<__src__>is[blank]then{!!text}else<__src__>] }}} >\n<figure class=\"kk-utility-fig\">\n<$list filter=\"[<__caption__>!is[blank]]\"><figcaption class=<<__class__>>>$caption$</figcaption></$list>\n<div class=\"kk-utility-code\">\n<$button class=\"tc-btn-invisible kk-utility-copy-btn\"\n message=\"tm-copy-to-clipboard\"\n param=<<code>>\n tooltip={{$:/language/Buttons/CopyToClipboard/Hint}} >\n{{$:/core/images/copy-clipboard}}\n</$button>\n<$codeblock language=<<__language__>> code=<<code>> />\n</div>\n</figure>\n</$let>\n\\end"},"$:/plugins/kookma/utility/macros/custom-transclusion":{"title":"$:/plugins/kookma/utility/macros/custom-transclusion","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define code-link(tiddler, caption)\n<div style=\"margin-top:10px;\">\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n\n<$link to=<<selected-tiddler>>/>\n\n<$macrocall $name=\"code\" language={{{[<selected-tiddler>get[type]]}}} src={{{[<selected-tiddler>get[text]]}}} caption=<<__caption__>>/>\n</$set>\n</div>\n\\end\n\n\\define content(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n<$link to=<<selected-tiddler>>/>\n<$transclude tiddler=<<selected-tiddler>> mode=\"block\"/>\n</$set>\n\\end\n\n\\define description(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n<dl><dt><$link to=<<selected-tiddler>>/></dt><dd><$transclude tiddler=<<selected-tiddler>> field=\"description\"/></dd></dl>\n</$set>\n\\end\n\n\\define fields(tiddler)\n<$tiddler tiddler={{{[<__tiddler__>get[title]else<currentTiddler>]}}} >\n<$link/>\n<table class=\"kk-utility-tbl-borderless\">\n<$list filter='[<currentTiddler>fields:exclude[text title created modified tags creator modifier type revision bag]]' variable=fld emptyMessage='<tr><td>no fields</td></tr>'>\n<tr><td style=\"text-align:right\"><<fld>>:</td><td><$text text={{{[<currentTiddler>get<fld>]}}}/></td></tr>\n</$list>\n</table>\n</$tiddler>\n\\end"},"$:/plugins/kookma/utility/macros/doc-svg":{"title":"$:/plugins/kookma/utility/macros/doc-svg","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define doc-svg(tiddler:\"\", color:\"\")\n<span class=\"kk-doc\" style=\"fill:$color$;\"><$transclude tiddler=<<__tiddler__>> /></span>\n\\end"},"$:/plugins/kookma/utility/macros/docit":{"title":"$:/plugins/kookma/utility/macros/docit","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define docit()\n<div class=\"alert alert-danger\">\n''To Be Documented''. Created on <$view field=created format=date template=\"YYYY.0MM.0DD\"/>\n</div>\n\\end\n\n\n"},"$:/plugins/kookma/utility/macros/find":{"title":"$:/plugins/kookma/utility/macros/find","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define find(text, begin, end, output:\"simple\", mode:\"all\")\n<$vars \n fulltext=<<__text__>>\n start=<<__begin__>>\n stop=<<__end__>>\n output-macro=<<__output__>>\n>\n<$list variable=\"p1\" filter=\"[<fulltext>splitbefore<start>]\">\n<$list variable=\"p2\" filter=\"[<fulltext>removeprefix<p1>]\">\n<$list variable=\"p3\" filter=\"[<p2>splitbefore<stop>removesuffix<stop>]\">\n<$macrocall $name=<<output-macro>> p=<<p3>> />\n<$reveal type=\"match\" text=\"all\" default=<<__mode__>> >\n<$macrocall $name=\"find\"\n text={{{[<p2>removeprefix<p3>removeprefix<stop>]}}}\n begin=<<start>>\n end=<<stop>>\n output=<<output-macro>>\n/>\n</$reveal>\n</$list>\n</$list>\n</$list>\n</$vars>\n\\end\n\n\\define simple(p)\n<$text text=<<__p__>> />\n\\end\n\n\\define simple-list(p)\n<li><$text text=<<__p__>>/></li>\n\\end"},"$:/plugins/kookma/utility/macros/linkify":{"title":"$:/plugins/kookma/utility/macros/linkify","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define linkify(tiddler:\"\", field:\"caption\")\n<$link to=<<__tiddler__>> >\n<$view tiddler=<<__tiddler__>> field=<<__field__>> >\n<$view tiddler=<<__tiddler__>> field=\"title\" />\n</$view>\n</$link>\n\\end"},"$:/plugins/kookma/utility/macros/local-link":{"title":"$:/plugins/kookma/utility/macros/local-link","created":"20240126115848998","creator":"Mohammad","modified":"20240201081020632","modifier":"Mohammad","tags":"$:/tags/Global","type":"text/vnd.tiddlywiki","text":"\\procedure local(folder, label:\"\")\n<a href={{{ [<folder>addprefix[file:///]] }}} target=_blank>\n<%if [<label>trim[]is[blank]] %><<folder>><% else %><<label>><%endif%>\n</a>\n\\end"},"$:/plugins/kookma/utility/macros/lorem":{"title":"$:/plugins/kookma/utility/macros/lorem","author":"Jeremy Ruston","description":"creates few paragraphs of dumy text","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define .lorem(np:1, nw:\"\")\n\\define baseText()\nLorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.\n\\end baseText\n\n<$let numwords={{{ [<__nw__>!match[]] :else[<baseText>split[ ]count[]] }}} >\n<$list filter=\"[<baseText>split[ ]limit<numwords>join[ ]trim[,]trim[.]addsuffix[.]]\" variable=paragraph>\n\n<$list filter=\"[range[1,$np$]]\" variable=null>\n<<paragraph>>\n<$list filter=\"[<__np__>!match[1]]\"><p/></$list>\n</$list>\n\n</$list>\n</$let>\n\\end .lorem"},"$:/plugins/kookma/utility/macros/password":{"title":"$:/plugins/kookma/utility/macros/password","created":"20221125051605649","modified":"20221125054129019","tags":"$:/tags/Global","type":"text/vnd.tiddlywiki","text":"\\procedure pass(password, label:\"Pass\")\n\\whitespace notrim\n<div class=\"credential_outer\">\n<$text text=<<label>> />: //hidden// → \n<span class=\"credential_inner\"><$text text=<<password>>/>\n<$button tooltip=\"click to copy password to clipboard\" class=\"tc-btn-invisible\" message=\"tm-copy-to-clipboard\" param=<<password>> >\n {{$:/core/images/copy-clipboard}}\n</$button>\n</span>\n</div>\n\\end"},"$:/plugins/kookma/utility/macros/reveal-code":{"title":"$:/plugins/kookma/utility/macros/reveal-code","code-body":"yes","tags":"","type":"text/vnd.tiddlywiki","text":"\\define reveal-tiddler-code(title:\"\", status:\"\")\n<details title=\"Show/hide tiddler code\" class=\"kk-utility-details\" $status$>\n<summary>$title$</summary>\n<$macrocall $name=\"code\" language=xml src={{!!text}} />\n</details>\n\\end\n<!-- Used as viewTemplate see:$:/plugins/kookma/utility/viewtemplates/reveal-code -->\n<$set name=revealFilter tiddler=\"$:/config/Utility/Reveal-code-filter\" field=text>\n<$let systemFilter={{{ [[$:/config/ViewTemplateBodyFilters/system]get[text]split[+]butlast[]] }}}\n showFilter =\"[all[current]tag[show-content]]\n\t\t\t [all[current]tag[$:/tags/Global]]\n [all[current]tag[$:/tags/Macro]]\n [all[current]tag[$:/tags/EditTemplate]]\n [all[current]tag[$:/tags/ViewTemplate]] \n\n [all[current]subfilter<revealFilter>]\"\n stylesFilter=\"[all[current]tag[$:/tags/Stylesheet]] [type[text/css]]\"\n hasCodebody =\"[all[current]field:code-body[yes]]\"\n>\n<!-- Tiddlers with reveal code button at the tiddler bottom by default code is hidden-->\n<$list filter=\"[all[current]] -[subfilter<systemFilter>] -[subfilter<showFilter>] -[subfilter<stylesFilter>] -[subfilter<hasCodebody>] +[limit[1]]\">\n<<reveal-tiddler-code title:\"Code\">>\n</$list>\n<!-- Tiddlers with reveal code button at the tiddler bottom by default code is shown-->\n<$list filter=\"[subfilter<showFilter>] -[subfilter<hasCodebody>] +[limit[1]]\">\n <<reveal-tiddler-code title:\"Code\" status:\"open\">>\n</$list>\n</$let>\n</$set>"},"$:/plugins/kookma/utility/macros/show-macro":{"title":"$:/plugins/kookma/utility/macros/show-macro","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define disp-macro-contents(p)\n<pre>\\define<$text text=<<__p__>> />\\end</pre>\n\\end\n\n\\define show-macro(tiddler)\n<$set name=selected-tiddler value=\"$tiddler$\" emptyValue=<<currentTiddler>> >\n<$macrocall $name='find'\n text={{{[<selected-tiddler>get[text]]}}}\n begin=\"\\define\"\n end=\"\\end\"\n output=\"disp-macro-contents\"/>\n</$set>\n\\end"},"$:/plugins/kookma/utility/macros/simple-navigation":{"title":"$:/plugins/kookma/utility/macros/simple-navigation","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define simple-navigation(tag:\"demo\", class, close:\"no\")\n<$list filter=\"[all[current]tag<__tag__>]\">\n<div class=\"$class$\">\n<$list filter=\"[tag<__tag__>before<currentTiddler>]\" variable=\"prevTiddler\">\n<$button to=<<prevTiddler>> tooltip=<<prevTiddler>> class=\"tc-btn-invisible $class$\">previous\n<$list filter=\"[<__close__>match[yes]]\" variable=ignore><$action-sendmessage $message=\"tm-close-tiddler\" $param=<<currentTiddler>>/></$list>\n</$button>\n</$list>\n<$list filter=\"[tag<__tag__>after<currentTiddler>] [tag<__tag__>before<currentTiddler>] +[count[]] -1\" variable=ignore>|</$list>\n<$list filter=\"[tag<__tag__>after<currentTiddler>]\" variable=\"nextTiddler\">\n<$button to=<<nextTiddler>> tooltip=<<nextTiddler>> class=\"tc-btn-invisible $class$\">next\n<$list filter=\"[<__close__>match[yes]]\" variable=ignore><$action-sendmessage $message=\"tm-close-tiddler\" $param=<<currentTiddler>>/></$list>\n</$button>\n</$list>\n</div>\n</$list>\n\\end"},"$:/plugins/kookma/utility/macros/unique-id":{"title":"$:/plugins/kookma/utility/macros/unique-id","author":"Jeremy Ruston","description":"creates a unique id for permanent state tiddler","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define create_id_from_timedata(prefix) $prefix$-<<now [UTC]YYYY0MM0DD0hh0mm0ssXXX>>\n\n\\define unique-id(prefix:id)\n<$wikify name=id text=<<create_id_from_timedata \"\"\"$prefix$\"\"\">> >\n<$button tooltip=\"create unique id\" class=\"tc-btn-invisible\" message=\"tm-copy-to-clipboard\" param=<<id>> >{{$:/core/images/copy-clipboard}} \n</$button> <$text text=<<id>>/>\n</$wikify>\n\\end\n"},"$:/plugins/kookma/utility/macros/wikitext-macros":{"title":"$:/plugins/kookma/utility/macros/wikitext-macros","tags":"$:/tags/Macro","type":"text/vnd.tiddlywiki","text":"\\define wikitext-example-with-html(src)\n<div class=\"doc-example\">\n\n<$macrocall $name=\"copy-to-clipboard-above-right\" src=<<__src__>>/>\n\n<$codeblock code=<<__src__>>/>\n\nThat renders as:\n\n<$macrocall $name=\"__src__\"/>\n\n... and the underlying HTML is:\n\n<$wikify name=\"html\" text=<<__src__>> output=\"html\">\n<$codeblock code=<<html>>/>\n</$wikify>\n</div>\n\\end\n\n\\define wikitext-example(src)\n<div class=\"doc-example\">\n\n<$macrocall $name=\"copy-to-clipboard-above-right\" src=<<__src__>>/>\n\n<$codeblock code=<<__src__>>/>\n\nThat renders as:\n\n<$macrocall $name=\"__src__\"/>\n\n</div>\n\\end\n\n\n<!--\nCredit: Jeremy Ruston TW 5.2.25\nThe wiki-text macros are set of macros for documenting TW codes.\nI changed the name here, so the macro names are different if compared to original macros\n-->"},"$:/plugins/kookma/utility/reader-mode/styles":{"title":"$:/plugins/kookma/utility/reader-mode/styles","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":"<!-- this tiddler is a modified $:/plugins/tiddlywiki/tiddlyweb/readonly from Tiddlyweb plugin -->\n\\define button-selector(title)\nbutton.$title$, .tc-drop-down button.$title$, div.$title$\n\\end\n\n\\define hide-edit-controls()\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fclone>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fdelete>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fedit>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-here>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-journal-here>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fimport>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fmanager>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-image>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-journal>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fnew-tiddler>>{\n\tdisplay: none;\n}\n\\end\n\n\\define hide-user-selected-controls()\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fcontrol-panel>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Fsave-wiki>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fcore\\%2Fui\\%2FButtons\\%2Finfo>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Fcommander\\%2Fbuttons\\%2Fpagecontrol>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Ftrashbin\\%2Fui\\%2Ftoolbar-button>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Ffavorites\\%2Fui\\%2Fbuttons\\%2Fadd-remove>>,\n<<button-selector tc-btn-\\%24\\%3A\\%2Fplugins\\%2Fkookma\\%2Futility\\%2Fui\\%2FButtons\\%2FViewFields>> {\n\tdisplay: none;\n}\n\\end\n\n<$reveal state=\"$:/status/IsReaderMode\" type=\"match\" text=\"yes\" default=\"no\"> <!-- by default reader mode is off -->\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline macrocallblock\n\n<<hide-edit-controls>>\n<<hide-user-selected-controls>>\n</$reveal>"},"$:/plugins/kookma/utility/reader-mode/switch-actions":{"title":"$:/plugins/kookma/utility/reader-mode/switch-actions","key":"((switch-reader-mode))","tags":"$:/tags/KeyboardShortcut","type":"text/vnd.tiddlywiki","text":"<!-- Toggle reader mode status tiddler: Used in $:/plugins/kookma/utility/styles/reader-mode-->\n<$action-listops $tiddler=\"$:/status/IsReaderMode\" $field=text $subfilter=\"+[toggle[yes]]\"/>\n\n\n<!-- hide core sidebar tabs -->\n<$list filter=\"$:/core/ui/SideBar/Tools $:/core/ui/SideBar/More\">\n<$action-listops $tiddler=<<currentTiddler>> $field=tags $subfilter=\"+[toggle[$:/tags/SideBar]]\"/>\n</$list>\n\n<!-- hide third party plugin sidebar tabs: first check if tab is exist -->\n<$list filter=\"\"\"\n $:/plugins/kookma/trashbin/sidebar-tab \n $:/plugins/kookma/favorites/ui/sidebar/active-tab\n +[is[shadow]]\n \"\"\">\n<$action-listops $tiddler=<<currentTiddler>> $field=tags $subfilter=\"+[toggle[$:/tags/SideBar]]\"/>\n</$list>\n\n\n\n<!-- disable drag and drop -->\n<$action-listops $tiddler=\"$:/config/DragAndDrop/Enable\" $field=text $subfilter=\"+[toggle[no]]\"/>\n"},"$:/plugins/kookma/utility/readme":{"title":"$:/plugins/kookma/utility/readme","tags":"","type":"text/vnd.tiddlywiki","text":"; Utility plugin\nThe utility plugin objective is to provide set of tools for authors. These tools includes simple transclusions, show raw contents of tiddlers, reader mode, wikitext macros, show fields in view mode, linkify, code, docit, and much more!\n\n; Code and demo\nFor learning plugin features, syntax, tutorial and examples see the plugin demo and code pages\n\n* Demo: https://kookma.github.io/TW-Utility/\n* Code: https://github.com/kookma/TW-Utility\n"},"$:/plugins/kookma/utility/snippets/code-macro":{"title":"$:/plugins/kookma/utility/snippets/code-macro","caption":"Code","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<<code src:\"\" language:\"xml\" caption:\"\">>"},"$:/plugins/kookma/utility/snippets/local-proc":{"title":"$:/plugins/kookma/utility/snippets/local-proc","caption":"Local","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<<local folder:\"\" label:\"\">>"},"$:/plugins/kookma/utility/snippets/pass-proc":{"title":"$:/plugins/kookma/utility/snippets/pass-proc","caption":"Password","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<<pass password:\"\" label:\"Pass\">>"},"$:/plugins/kookma/utility/snippets/wikitext-example-macrocall":{"title":"$:/plugins/kookma/utility/snippets/wikitext-example-macrocall","caption":"Wikitext-example macrocall","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<$macrocall $name=\"wikitext-example\" \nsrc=\"\"\"\n\"\"\"/>"},"$:/plugins/kookma/utility/snippets/wikitext-example":{"title":"$:/plugins/kookma/utility/snippets/wikitext-example","caption":"Wikitext-example","tags":"$:/tags/TextEditor/Snippet","type":"text/vnd.tiddlywiki","text":"<<wikitext-example \nsrc:\"\"\"\n\"\"\">>"},"$:/plugins/kookma/utility/styles/centered-storyriver":{"title":"$:/plugins/kookma/utility/styles/centered-storyriver","description":"makes storyriver centered when sidebar is closed","tags":"","type":"text/vnd.tiddlywiki","text":"\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html\n<$list filter=\"[[$:/state/sidebar]get[text]match[no]]\" variable=null>\n:not([data-tiddler-title^=\"Draft of '\"]).tc-tiddler-frame {\nmin-width: 600px;\nmax-width: 50vw;\nmargin-left: auto;\nmargin-right: auto;\n}\n</$list>"},"$:/plugins/kookma/utility/styles/code":{"title":"$:/plugins/kookma/utility/styles/code","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":"figure.kk-utility-fig {\n\t/* for future use*/\n\tmargin-left:0;\n\tmargin-right:0;\n}\n\n/*figcaption structure */\nfigure.kk-utility-fig figcaption {\n\tpadding: 4.5px 7.5px 7.5px 7.5px;;\n\tborder-top-left-radius: 3px;\n\tborder-top-right-radius: 3px;\n\tmargin-bottom: -3px;\n}\n\n/* figcaption skin: colors */\nfigure.kk-utility-fig figcaption{\n\topacity: 0.7;\n\tbackground-color:black;\n\tcolor:white;\n}\n\n/* correct the style of codeblock pre element */\nfigure.kk-utility-fig pre{\n\tmargin-top:0;\n\t/*\tused to have inner top border straight */\n\t/*\tborder-top-left-radius: 0; \n\tborder-top-right-radius: 0; */\n}\n\n\n/* the code block and copy-to-clipboard button */\n.kk-utility-code{\n\tposition: relative;\n}\n/* pretty display the empty code block */\n.kk-utility-code pre code{\n\tdisplay: block;\n\tmin-height:30px; \n}\n\n.kk-utility-copy-btn{\n\tposition: absolute;\n\ttop: 3px;\n\tright: 5px;\n\topacity: 0.3;\n/*\tfill:currentColor;*/\n}\n\n.tc-btn-invisible.kk-utility-copy-btn svg{\nwidth: 1.2em;\nheight: 1.2em;\n}\n\n.kk-utility-copy-btn:hover{\n transition: opacity 200ms ease-in-out;\n opacity: 1;\n}"},"$:/plugins/kookma/utility/styles/doc-svg":{"title":"$:/plugins/kookma/utility/styles/doc-svg","text":".kk-doc svg{\nwidth: 1.2em;\nheight: 1.2em;\nvertical-align: middle;}\n\n.kk-ut-txt{\nmin-width:50%}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/main":{"title":"$:/plugins/kookma/utility/styles/main","text":"/* view feilds area */\n.kk-ut-viewfields { /* prevents overlapping with other elements */\n\tmargin-top: 12px;\n\tmargin-bottom: 12px;\n}\n/* in simple transclusion for fields */\n.kk-utility-tbl-borderless, \n.kk-utility-tbl-borderless tr,\n.kk-utility-tbl-borderless td{border:0;}\n","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/password":{"title":"$:/plugins/kookma/utility/styles/password","text":".credential_inner{\n visibility: hidden;\n opacity: 0;\n\ttransition: visibility 0s linear 600ms, opacity 500ms;\n}\n.credential_outer:hover .credential_inner{\nopacity: 1;\nvisibility: visible;\n}","created":"20221125054131829","modified":"20221125054224106","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/reveal-code":{"title":"$:/plugins/kookma/utility/styles/reveal-code","text":"details.kk-utility-details summary {\n\topacity:0.2;\n\tfont-size:0.9em;\n\tdisplay: inline;\n\tcursor: pointer;\n\tpadding: 10px;\n\ttransition: 0.3s;\n\t-webkit-user-select: none;\n\t-moz-user-select: none;\n\t-ms-user-select: none;\n\tuser-select: none;\n}\ndetails.kk-utility-details summary:hover{\n\n}\ndetails.kk-utility-details[open] > summary {\n\topacity:1;\n}","tags":"$:/tags/Stylesheet","type":"text/css"},"$:/plugins/kookma/utility/styles/tw-version":{"title":"$:/plugins/kookma/utility/styles/tw-version","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":"/* TW-version added to site title */\n.tc-site-title:before {\n content:\"TW <<version>>\";\n position:absolute;\n margin-top:-1.9em;\n color:silver;\n font-size:13px;\n}"},"$:/plugins/kookma/utility/styles/wikitext-macro":{"title":"$:/plugins/kookma/utility/styles/wikitext-macro","tags":"$:/tags/Stylesheet","type":"text/vnd.tiddlywiki","text":".doc-example {\n\tmargin: 1em 0;\n\tpadding: 0.8em 0;\n}\n.doc-example:hover {\n\tbackground-color: <<colour code-background>>;\n}\n.doc-example ul {\n\tmargin-bottom: 0;\n\tpadding-bottom: 0;\n\tmargin-top: 0.2em;\n}\n\n.doc-example input[type=search] { \n width: 95%;\n}\n.doc-example pre:first-child {\n\tmargin-top: 0;\n}\n\n\n\n\n\n\n\n\n"},"$:/plugins/kookma/utility/ui/Buttons/DraggableLink":{"title":"$:/plugins/kookma/utility/ui/Buttons/DraggableLink","caption":"{{$:/core/images/link}} {{$:/language/Buttons/DraggableHandle/Caption}}","description":"{{$:/language/Buttons/DraggableHandle/Hint}}","list-after":"$:/core/ui/Buttons/more-tiddler-actions","tags":"$:/tags/ViewToolbar","type":"text/vnd.tiddlywiki","text":"\\define btn-actions()\n<!-- bring to top -->\n<$list filter=\"[<modifier>match[normal]]\" variable=ignore>\n<$action-navigate $to=<<currentTiddler>> $scroll=\"yes\"/>\n</$list>\n\n<!-- focus -->\n<$list filter=\"[<modifier>match[alt]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-close-other-tiddlers\" param=<<currentTiddler>> />\n</$list>\n\n<!-- permalink -->\n<$list filter=\"[<modifier>match[ctrl]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-permalink\" param=<<currentTiddler>> />\n</$list>\n\n<!-- permaview -->\n<$list filter=\"[<modifier>match[shift]]\" variable=ignore>\n<$action-sendmessage $message=\"tm-permaview\" param=<<currentTiddler>> />\n</$list>\n\n\\end\n\n\\whitespace trim\n<$button tooltip={{$:/language/Buttons/DraggableHandle/Hint}} aria-label={{$:/language/Buttons/DraggableHandle/Caption}} class=<<tv-config-toolbar-class>> dragTiddler=<<currentTiddler>> actions=<<btn-actions>> >\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/link}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/DraggableHandle/Caption}}/>\n</span>\n</$list>\n</$button>"},"$:/plugins/kookma/utility/ui/Buttons/ViewFields":{"title":"$:/plugins/kookma/utility/ui/Buttons/ViewFields","caption":"{{$:/plugins/kookma/utility/images/view-fields.svg}} {{$:/language/Buttons/Utility/Caption}}","description":"Show a toggle button for view fields","list-before":"$:/plugins/kookma/shiraz/ui/Buttons/SwitchPalette","tags":"$:/tags/PageControls","type":"text/vnd.tiddlywiki","text":"\\whitespace trim\n\n\\define stateTid() $:/state/utility/view-fields\n\n\\define show-fields-button()\n\\whitespace trim\n<$reveal type=\"nomatch\" state=<<stateTid>> text=\"show\" default=\"hide\" tag=span>\n <$button set=<<stateTid>> setTo=\"show\" \n\t tooltip={{$:/language/Buttons/Utility/Hint}} \n\t\t\t\t\t aria-label={{$:/language/Buttons/Utility/Caption}} \n\t\t\t\t\t class=<<tv-config-toolbar-class>>\n >\n <<disp-on-pagecontrols>>\n </$button>\n</$reveal>\n<$reveal type=\"match\" state=<<stateTid>> text=\"show\" default=\"hide\" tag=span>\n <$button set=<<stateTid>> setTo=\"hide\" \n tooltip={{$:/language/Buttons/Utility/Hint}} \n\t\t\t\t aria-label={{$:/language/Buttons/Utility/Caption}} \n\t\t\t\t class=\"\"\"$(tv-config-toolbar-class)$ tc-selected\"\"\"\n >\n <<disp-on-pagecontrols>>\n </$button>\n</$reveal>\n\\end\n\n\\define disp-on-pagecontrols() \n\\whitespace trim\n<$list filter=\"[<tv-config-toolbar-icons>prefix[yes]]\">\n{{$:/plugins/kookma/utility/images/view-fields.svg}} \n</$list>\n<$list filter=\"[<tv-config-toolbar-text>prefix[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Utility/Caption}}/></span>\n</$list>\n\\end\n\n<<show-fields-button>>"},"$:/plugins/kookma/utility/ui/ControlPanel/Settings":{"title":"$:/plugins/kookma/utility/ui/ControlPanel/Settings","caption":"Utility","tags":"$:/tags/ControlPanel/SettingsTab $:/tags/MoreSideBar","type":"text/vnd.tiddlywiki","text":"These settings let you customise the behaviour of Utility plugin.\n\n---\n\n;Show Utility setting in more sidebar\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/ui/ControlPanel/Settings\" tag=\"$:/tags/MoreSideBar\"> Show setting in more sidebar</$checkbox>\n\n;Options\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/ui/Buttons/ViewFields\" tag=\"$:/tags/PageControls\"> Enable show fields</$checkbox>\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/styles/tw-version\" tag=\"$:/tags/Stylesheet\"> Show the Tiddlywiki version badge</$checkbox>\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/styles/centered-storyriver\" tag=\"$:/tags/Stylesheet\"> Center storyriver when sidebar closed</$checkbox>\n:<$checkbox tiddler=\"$:/plugins/kookma/utility/viewtemplates/reveal-code\" tag=\"$:/tags/ViewTemplate\"> Display code button at tiddler bottom</$checkbox><div style=\"padding-left:18px;\">\n<$list filter=\"[[$:/plugins/kookma/utility/viewtemplates/reveal-code]tag[$:/tags/ViewTemplate]]\" variable=ignore>\nFilter to show tiddler code (default to open)   <$edit-text tiddler=\"$:/config/Utility/Reveal-code-filter\" field=\"text\" tag=input default=\"\" placeholder=\"enter a filter e.g. [tag[myTag]] \" class=\"kk-ut-txt\"/>\n</$list></div>\n\n;Customize UI elements\n: [[Show/hide selected UI elements|$:/plugins/kookma/utility/customize-ui/modal]]"},"$:/plugins/kookma/utility/viewtemplates/reveal-code":{"title":"$:/plugins/kookma/utility/viewtemplates/reveal-code","list-after":"$:/core/ui/ViewTemplate/body","tags":"$:/tags/ViewTemplate","type":"text/vnd.tiddlywiki","text":"<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" tag=\"div\" retain=\"yes\" animate=\"yes\">\n<$transclude tiddler=\"$:/plugins/kookma/utility/macros/reveal-code\" />\n</$reveal>\n<!--This viewtemplate uses the code in $:/plugins/kookma/utility/macros/reveal-code tiddler. The reason is this tiddler will change tag and so on plugin update user may miss to delete it to be updated to latest version.-->"},"$:/plugins/kookma/utility/viewtemplates/view-fields":{"title":"$:/plugins/kookma/utility/viewtemplates/view-fields","description":"Toggle field handling in view mode","list-before":"$:/core/ui/ViewTemplate/body","tags":"$:/tags/ViewTemplate","type":"text/vnd.tiddlywiki","text":"<$reveal type=match stateTiddler stateTitle=\"$:/state/utility/view-fields\" stateField=text default=\"hide\" text=show tag=div class=\"kk-ut-viewfields\">\n\n<$vars newFieldNameTiddler=<<qualify \"$:/temp/NewFieldName\">>\nnewFieldValueTiddler=<<qualify \"$:/temp/NewFieldValue\">> \nsearchListState=<<qualify \"$:/temp/searchListState\">> \nstoreTitle=<<qualify \"$:/temp/storeTitle\">> \n>\n<$transclude tiddler=\"$:/core/ui/EditTemplate/fields\"/>\n</$vars>\n\n</$reveal>\n\n<!-- IMPORTANT Note: I had to use another viewtemplate for TW 5.2.3+, which do not use in TW 5.2.2 and older, but after 5.3.3\nI could use the old viewtemplate to show the fields!\nSee: https://github.com/Jermolene/TiddlyWiki5/discussions/6803#discussioncomment-3190043\n-->"}}} \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_kookma_utility.json.meta b/wiki/tiddlers/system/$__plugins_kookma_utility.json.meta similarity index 95% rename from wiki/tiddlers/$__plugins_kookma_utility.json.meta rename to wiki/tiddlers/system/$__plugins_kookma_utility.json.meta index 1dca1e7..e5131a6 100644 --- a/wiki/tiddlers/$__plugins_kookma_utility.json.meta +++ b/wiki/tiddlers/system/$__plugins_kookma_utility.json.meta @@ -8,4 +8,4 @@ plugin-type: plugin source: https://github.com/kookma/TW-Utility title: $:/plugins/kookma/utility type: application/json -version: 2.7.0 \ No newline at end of file +version: 2.8.0 \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_linonetwo_itonnote.json b/wiki/tiddlers/system/$__plugins_linonetwo_itonnote.json similarity index 100% rename from wiki/tiddlers/$__plugins_linonetwo_itonnote.json rename to wiki/tiddlers/system/$__plugins_linonetwo_itonnote.json diff --git a/wiki/tiddlers/$__plugins_linonetwo_prevent-edit.json b/wiki/tiddlers/system/$__plugins_linonetwo_prevent-edit.json similarity index 100% rename from wiki/tiddlers/$__plugins_linonetwo_prevent-edit.json rename to wiki/tiddlers/system/$__plugins_linonetwo_prevent-edit.json diff --git a/wiki/tiddlers/$__plugins_linonetwo_prevent-edit.json.meta b/wiki/tiddlers/system/$__plugins_linonetwo_prevent-edit.json.meta similarity index 100% rename from wiki/tiddlers/$__plugins_linonetwo_prevent-edit.json.meta rename to wiki/tiddlers/system/$__plugins_linonetwo_prevent-edit.json.meta diff --git a/wiki/tiddlers/system/$__plugins_xp_splashscreen.json b/wiki/tiddlers/system/$__plugins_xp_splashscreen.json new file mode 100644 index 0000000..6084def --- /dev/null +++ b/wiki/tiddlers/system/$__plugins_xp_splashscreen.json @@ -0,0 +1 @@ +{"tiddlers":{"$:/SplashScreen":{"title":"$:/SplashScreen","tags":"$:/tags/RawMarkupWikified/TopBody","text":"{{$:/xp/splashscreen/layouts/onedot}}"},"$:/plugins/xp/splashscreen/icon":{"title":"$:/plugins/xp/splashscreen/icon","text":"<svg width=\"22pt\" height=\"22pt\" viewBox=\"0 0 1024 1024\"><path fill-rule=\"evenodd\" d=\"M703.328 799.68V864H319.36v-64.32h384zM960 160v575.68H64V160h896z m-64.096 64H128.096v447.68h767.808V224z\"/></svg>"},"$:/xp/splashscreen/layouts/bubble":{"title":"$:/xp/splashscreen/layouts/bubble","caption":"Bubble","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.loader {\n\tposition: absolute;\n\ttop: 30%;\n\tleft: 50%;\n\t-webkit-transform: translate(-50%, -50%);\n\t-moz-transform: translate(-50%, -50%);\n\t-mos-transform: translate(-50%, -50%);\n\t-o-transform: translate(-50%, -50%);\n\ttransform: translate(-50%, -50%);\n\ttext-align:center;\n\t-webkit-touch-callout: none;\n\t-webkit-user-select: none;\n\t-khtml-user-select: none;\n\t-moz-user-select: none;\n\t-ms-user-select: none;\n\tuser-select: none;\n\tcursor:default;\n}\n.loader span{\n\tposition: absolute;\n\tfont-size: 3.5em;\n\tbottom: 3em;\n\tleft: -1.5em;\n\tz-index: 5;\n\tcolor: #403833;\n}\n.clouds {\n font-size: 100px;\n\tmargin-left: -1.5em;\n\twidth: 2em;\n\ttext-align: center;\n}\n\n.cloud {\n\tposition: relative;\n\tdisplay: inline-block;\n\twidth: .0625em;\n}\n.cloud:before, .cloud:after {\n\tcontent: \"\";\n\tposition: relative;\n\tdisplay: block;\n}\n.cloud:before {\n\t-webkit-animation: cloud 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\t-moz-animation: cloud 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\t-mos-animation: cloud 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\t-o-animation: cloud 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\tanimation: cloud 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\t-webkit-transform: translateY(0.5em) scale(0);\n\t-moz-transform: translateY(0.5em) scale(0);\n\t-mos-transform: translateY(0.5em) scale(0);\n\t-o-transform: translateY(0.5em) scale(0);\n\ttransform: translateY(0.5em) scale(0);\n\twidth: 1em;\n\theight: 1em;\n\tborder-radius: 50%;\n}\n\n.cloud:after {\n\t-webkit-animation: cloud-shadow 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\t-moz-animation: cloud-shadow 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\t-mos-animation: cloud-shadow 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\t-o-animation: cloud-shadow 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\tanimation: cloud-shadow 1s cubic-bezier(0.455, 0.03, 0.515, 0.955) infinite alternate forwards;\n\tbottom: -.75em;\n\twidth: 1em;\n\theight: .25em;\n\t-webkit-border-radius: 100%;\n\t-moz-border-radius: 100%;\n\t-mos-border-radius: 100%;\n\t-o-border-radius: 100%;\n\tborder-radius: 100%;\n\t-webkit-transform: scale(0);\n\t-moz-transform: scale(0);\n\t-mos-transform: scale(0);\n\t-o-transform: scale(0);\n\ttransform: scale(0);\n\tbackground-color: #322b27 !important;\n}\n\n.cloud:nth-child(1):before, .cloud:nth-child(1):after {\n\t-webkit-animation-delay: 0s;\n\t-moz-animation-delay: 0s;\n\t-mos-animation-delay: 0s;\n\t-o-animation-delay: 0s;\n\tanimation-delay: 0s;\n\tbackground:#DB2F00;\n}\n.cloud:nth-child(2):before, .cloud:nth-child(2):after {\n\t-webkit-animation-delay: 0.25s;\n\t-moz-animation-delay: 0.25s;\n\t-mos-animation-delay: 0.25s;\n\t-o-animation-delay: 0.25s;\n\tanimation-delay: 0.25s;\n\tbackground:#ff6d37;\n}\n.cloud:nth-child(3):before, .cloud:nth-child(3):after {\n\t-webkit-animation-delay: 0.5s;\n\t-moz-animation-delay: 0.5s;\n\t-mos-animation-delay: 0.5s;\n\t-o-animation-delay: 0.5s;\n\tanimation-delay: 0.5s;\n\tbackground:#ffa489;\n}\n.cloud:nth-child(4):before, .cloud:nth-child(4):after {\n\t-webkit-animation-delay: 0.75s;\n\t-moz-animation-delay: 0.75s;\n\t-mos-animation-delay: 0.75s;\n\t-o-animation-delay: 0.75s;\n\tanimation-delay: 0.75s;\n\tbackground:#f2f2f2;\n}\n.cloud:nth-child(5):before, .cloud:nth-child(5):after {\n\t-webkit-animation-delay: 1s;\n\t-moz-animation-delay: 1s;\n\t-mos-animation-delay: 1s;\n\t-o-animation-delay: 1s;\n\tanimation-delay: 1s;\n\tbackground:#99d3d4;\n}\n.cloud:nth-child(6):before, .cloud:nth-child(6):after {\n\t-webkit-animation-delay: 1.25s;\n\t-moz-animation-delay: 1.25s;\n\t-mos-animation-delay: 1.25s;\n\t-o-animation-delay: 1.25s;\n\tanimation-delay: 1.25s;\n\tbackground:#56bebf;\n}\n.cloud:nth-child(7):before, .cloud:nth-child(7):after {\n\t-webkit-animation-delay: 1.5s;\n\t-moz-animation-delay: 1.5s;\n\t-mos-animation-delay: 1.5s;\n\t-o-animation-delay: 1.5s;\n\tanimation-delay: 1.5s;\n\tbackground:#13A3A5;\n}\n.cloud:nth-child(8):before, .cloud:nth-child(8):after {\n\t-webkit-animation-delay: 1.75s;\n\t-moz-animation-delay: 1.75s;\n\t-mos-animation-delay: 1.75s;\n\t-o-animation-delay: 1.75s;\n\tanimation-delay: 1.75s;\n}\n.cloud:nth-child(9):before, .cloud:nth-child(9):after {\n\t-webkit-animation-delay: 2s;\n\t-moz-animation-delay: 2s;\n\t-mos-animation-delay: 2s;\n\t-o-animation-delay: 2s;\n\tanimation-delay: 2s;\n}\n.cloud:nth-child(10):before, .cloud:nth-child(10):after {\n\t-webkit-animation-delay: 2.25s;\n\t-moz-animation-delay: 2.25s;\n\t-mos-animation-delay: 2.25s;\n\t-o-animation-delay: 2.25s;\n\tanimation-delay: 2.25s;\n}\n.cloud:nth-child(11):before, .cloud:nth-child(11):after {\n\t-webkit-animation-delay: 2.5s;\n\t-moz-animation-delay: 2.5s;\n\t-mos-animation-delay: 2.5s;\n\t-o-animation-delay: 2.5s;\n\tanimation-delay: 2.5s;\n}\n.cloud:nth-child(12):before, .cloud:nth-child(12):after {\n\t-webkit-animation-delay: 2.75s;\n\t-moz-animation-delay: 2.75s;\n\t-mos-animation-delay: 2.75s;\n\t-o-animation-delay: 2.75s;\n\tanimation-delay: 2.75s;\n}\n.cloud:nth-child(13):before, .cloud:nth-child(13):after {\n\t-webkit-animation-delay: 3s;\n\t-moz-animation-delay: 3s;\n\t-mos-animation-delay: 3s;\n\t-o-animation-delay: 3s;\n\tanimation-delay: 3s;\n}\n.cloud:nth-child(14):before, .cloud:nth-child(14):after {\n\t-webkit-animation-delay: 3.25s;\n\t-moz-animation-delay: 3.25s;\n\t-mos-animation-delay: 3.25s;\n\t-o-animation-delay: 3.25s;\n\tanimation-delay: 3.25s;\n}\n.cloud:nth-child(15):before, .cloud:nth-child(15):after {\n\t-webkit-animation-delay: 3.5s;\n\t-moz-animation-delay: 3.5s;\n\t-mos-animation-delay: 3.5s;\n\t-o-animation-delay: 3.5s;\n\tanimation-delay: 3.5s;\n}\n.cloud:nth-child(16):before, .cloud:nth-child(16):after {\n\t-webkit-animation-delay: 3.75s;\n\t-moz-animation-delay: 3.75s;\n\t-mos-animation-delay: 3.75s;\n\t-o-animation-delay: 3.75s;\n\tanimation-delay: 3.75s;\n}\n.cloud:nth-child(17):before, .cloud:nth-child(17):after {\n\t-webkit-animation-delay: 4s;\n\t-moz-animation-delay: 4s;\n\t-mos-animation-delay: 4s;\n\t-o-animation-delay: 4s;\n\tanimation-delay: 4s;\n}\n.cloud:nth-child(18):before, .cloud:nth-child(18):after {\n\t-webkit-animation-delay: 4.25s;\n\t-moz-animation-delay: 4.25s;\n\t-mos-animation-delay: 4.25s;\n\t-o-animation-delay: 4.25s;\n\tanimation-delay: 4.25s;\n}\n.cloud:nth-child(19):before, .cloud:nth-child(19):after {\n\t-webkit-animation-delay: 4.5s;\n\t-moz-animation-delay: 4.5s;\n\t-mos-animation-delay: 4.5s;\n\t-o-animation-delay: 4.5s;\n\tanimation-delay: 4.5s;\n}\n.cloud:nth-child(20):before, .cloud:nth-child(20):after {\n\t-webkit-animation-delay: 4.75s;\n\t-moz-animation-delay: 4.75s;\n\t-mos-animation-delay: 4.75s;\n\t-o-animation-delay: 4.75s;\n\tanimation-delay: 4.75s;\n}\n.cloud:nth-child(21):before, .cloud:nth-child(21):after {\n\t-webkit-animation-delay: 5s;\n\t-moz-animation-delay: 5s;\n\t-mos-animation-delay: 5s;\n\t-o-animation-delay: 5s;\n\tanimation-delay: 5s;\n}\n.cloud:nth-child(22):before, .cloud:nth-child(22):after {\n\t-webkit-animation-delay: 5.25s;\n\t-moz-animation-delay: 5.25s;\n\t-mos-animation-delay: 5.25s;\n\t-o-animation-delay: 5.25s;\n\tanimation-delay: 5.25s;\n}\n.cloud:nth-child(23):before, .cloud:nth-child(23):after {\n\t-webkit-animation-delay: 5.5s;\n\t-moz-animation-delay: 5.5s;\n\t-mos-animation-delay: 5.5s;\n\t-o-animation-delay: 5.5s;\n\tanimation-delay: 5.5s;\n}\n.cloud:nth-child(24):before, .cloud:nth-child(24):after {\n\t-webkit-animation-delay: 5.75s;\n\t-moz-animation-delay: 5.75s;\n\t-mos-animation-delay: 5.75s;\n\t-o-animation-delay: 5.75s;\n\tanimation-delay: 5.75s;\n}\n\n@-webkit-keyframes cloud {\n\t50% {\n\t-webkit-transform: translateY(0.5em) scale(0);\n\t}\n\n\t100% {\n\t-webkit-transform: translateY(0) scale(1);\n\t}\n}\n@-webkit-keyframes cloud-shadow {\n\t50% {\n\t-webkit-transform: scale(0);\n\t}\n\n\t100% {\n\t-webkit-transform: scale(0.75);\n\t}\n}\n\n@-moz-keyframes cloud {\n\t50% {\n\t-moz-transform: translateY(0.5em) scale(0);\n\t}\n\n\t100% {\n\t-moz-transform: translateY(0) scale(1);\n\t}\n}\n\n@-moz-keyframes cloud-shadow {\n\t50% {\n\t-moz-transform: scale(0);\n\t}\n\n\t100% {\n\t-moz-transform: scale(0.75);\n\t}\n}\n\n@-mos-keyframes cloud {\n\t50% {\n\t-mos-transform: translateY(0.5em) scale(0);\n\t}\n\n\t100% {\n\t-mos-transform: translateY(0) scale(1);\n\t}\n}\n\n@-mos-keyframes cloud-shadow {\n\t50% {\n\t-mos-transform: scale(0);\n\t}\n\n\t100% {\n\t-mos-transform: scale(0.75);\n\t}\n}\n\n@-o-keyframes cloud {\n\t50% {\n\t-o-transform: translateY(0.5em) scale(0);\n\t}\n\n\t100% {\n\t-o-transform: translateY(0) scale(1);\n\t}\n}\n@-o-keyframes cloud-shadow {\n\t50% {\n\t-o-transform: scale(0);\n\t}\n\n\t100% {\n\t-o-transform: scale(0.75);\n\t}\n}\n\n@keyframes cloud {\n\t50% {\n\ttransform: translateY(0.5em) scale(0);\n\t}\n\n\t100% {\n\ttransform: translateY(0) scale(1);\n\t}\n}\n@keyframes cloud-shadow {\n\t50% {\n\ttransform: scale(0);\n\t}\n\n\t100% {\n\ttransform: scale(0.75);\n\t}\n}\n</style>\n\n<div class=\"loader\">\n\t<span>LOADING</span>\n\t<ul class=\"clouds\">\n\t\t<li class=\"cloud\"></li>\n\t\t<li class=\"cloud\"></li>\n\t\t<li class=\"cloud\"></li>\n\t\t<li class=\"cloud\"></li>\n\t\t<li class=\"cloud\"></li>\n\t\t<li class=\"cloud\"></li>\n\t\t<li class=\"cloud\"></li>\n\t</ul>\t\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/clock":{"title":"$:/xp/splashscreen/layouts/clock","caption":"Clock","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* Clock */\n\n.box {\n display: inline-block;\n position: relative;\n text-align: center;\n top: 10%;\n}\n\n.clock {\n border-radius: 60px;\n border: 3px solid <<colour tab-border-selected>>;\n height: 80px;\n width: 80px;\n position: relative;\n top: calc(50% - 43px);\n justify-content: center;\n align-items: center;\n}\n\n.clock:after {\n content: \"\";\n position: absolute;\n background-color: <<colour primary>>;\n top: 2px;\n left: 48%;\n height: 38px;\n width: 4px;\n border-radius: 5px;\n -webkit-transform-origin: 50% 97%;\n transform-origin: 50% 97%;\n -webkit-animation: grdAiguille 2s linear infinite;\n animation: grdAiguille 2s linear infinite;\n}\n\n@-webkit-keyframes grdAiguille {\n 0% { -webkit-transform:rotate(0deg); }\n 100% { -webkit-transform:rotate(360deg); }\n}\n\n@keyframes grdAiguille {\n 0% { transform:rotate(0deg); }\n 100% { transform:rotate(360deg); }\n}\n\n.clock:before {\n content: \"\";\n position: absolute;\n background-color: <<colour primary>>;\n top: 6px;\n left: 48%;\n height: 35px;\n width: 4px;\n border-radius: 5px;\n -webkit-transform-origin: 50% 94%;\n transform-origin: 50% 94%;\n -webkit-animation: ptAiguille 12s linear infinite;\n animation: ptAiguille 12s linear infinite;\n}\n\n@-webkit-keyframes ptAiguille {\n 0% { -webkit-transform:rotate(0deg); }\n 100% { -webkit-transform:rotate(360deg); }\n}\n\n@keyframes ptAiguille {\n 0% { transform:rotate(0deg); }\n 100% { transform:rotate(360deg); }\n}\n</style>\n\n<div class=\"line-wrapper\">\n\t<div class=\"tc-splash-title\"></div>\n\t<div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n\t<div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n\t<div class=\"box\">\n\t\t<div class=\"clock\"></div>\n\t</div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/default":{"title":"$:/xp/splashscreen/layouts/default","caption":"Default","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n\tmargin: 20px auto 0;\n\twidth: 200px;\n\ttext-align: center;\n\tcolor: <<colour foreground>>;\n\tfill: <<colour foreground>>;\n}\n\n.tc-splash-text img {\n\twidth: 150px;\n\t<<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n\tbackground: <<colour page-background>>;\n}\n\n/*\nSpinner from https://github.com/tobiasahlin/SpinKit/ by Tobias Ahlin\n\nThe MIT License (MIT)\n\nCopyright (c) 2015 Tobias Ahlin\n\nPermission is hereby granted, free of charge, to any person obtaining a copy of\nthis software and associated documentation files (the \"Software\"), to deal in\nthe Software without restriction, including without limitation the rights to\nuse, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of\nthe Software, and to permit persons to whom the Software is furnished to do so,\nsubject to the following conditions:\n\nThe above copyright notice and this permission notice shall be included in all\ncopies or substantial portions of the Software.\n\nTHE SOFTWARE IS PROVIDED \"AS IS\", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR\nIMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, FITNESS\nFOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR\nCOPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER\nIN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN\nCONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.\n*/\n\n.tc-splash-spinner {\n\tmargin: 20px auto 0;\n\twidth: 70px;\n\ttext-align: center;\n}\n\n.tc-splash-spinner > div {\n\twidth: 18px;\n\theight: 18px;\n\tborder-radius: 100%;\n\tdisplay: inline-block;\n\t-webkit-animation: sk-bouncedelay 1.4s infinite ease-in-out both;\n\tanimation: sk-bouncedelay 1.4s infinite ease-in-out both;\n\tbackground-color: #f88;\n}\n\n.tc-splash-spinner .tc-splash-bounce-1 {\n\t-webkit-animation-delay: -0.32s;\n\tanimation-delay: -0.32s;\n\tbackground-color: #8f8;\n}\n\n.tc-splash-spinner .tc-splash-bounce-2 {\n\t-webkit-animation-delay: -0.16s;\n\tanimation-delay: -0.16s;\n\tbackground-color: #88f;\n}\n\n@-webkit-keyframes sk-bouncedelay {\n\t0%, 80%, 100% { -webkit-transform: scale(0) }\n\t40% { -webkit-transform: scale(1.0) }\n}\n\n@keyframes sk-bouncedelay {\n\t0%, 80%, 100% { \n\t-webkit-transform: scale(0);\n\ttransform: scale(0);\n\t} 40% { \n\t-webkit-transform: scale(1.0);\n\ttransform: scale(1.0);\n\t}\n}\n</style>\n\n<div class=\"tc-splash-spinner\">\n <div class=\"tc-splash-bounce-1\"></div>\n <div class=\"tc-splash-bounce-2\"></div>\n <div class=\"tc-splash-bounce-3\"></div>\n</div>\n\n<div class=\"tc-splash-text\">\nPlease wait while {{$:/SiteTitle}} is loading\n</div>\n\n<!-- Demonstrating how to embed a bitmap graphic --> \n<div class=\"tc-splash-text\">\n<img src=\"data:image/jpeg;base64,{{New Release Banner||$:/core/templates/plain-text-tiddler}}\" width=\"100\"/>\n</div>\n\n<!-- Demonstrating how to embed a wikitext SVG graphic --> \n<div class=\"tc-splash-text\">\n<<show-icon \"$:/core/icon\">>\n</div>\n\n</div>\n"},"$:/xp/splashscreen/layouts/dog":{"title":"$:/xp/splashscreen/layouts/dog","caption":"Dog","source":"https://blog.csdn.net/renjingzhaozhao/article/details/106206775","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* Dog */\n\n.main {\n position: relative;\n width: 37.5vmax;\n height: 37.5vmax;\n top: 37.5%;\n display: flex;\n justify-content: center;\n align-items: center;\n}\n \n.leg {\n position: absolute;\n bottom: 0;\n width: 3vmax;\n height: 4.125vmax;\n}\n \n.paw {\n position: absolute;\n bottom: 0;\n left: 0;\n width: 3.75vmax;\n height: 1.875vmax;\n overflow: hidden;\n}\n \n.paw::before {\n content: '';\n position: absolute;\n width: 3.75vmax;\n height: 3.75vmax;\n border-radius: 50%;\n}\n \n.top {\n position: absolute;\n bottom: 0;\n left: 0.75vmax;\n height: 4.5vmax;\n width: 2.625vmax;\n border-top-left-radius: 1.425vmax;\n border-top-right-radius: 1.425vmax;\n transform-origin: bottom right;\n transform: rotateZ(90deg) translateX(-0.1vmax) translateY(1.5vmax);\n z-index: -1;\n background-image: linear-gradient(70deg, transparent 20%, #ff8b56 20%);\n}\n \n.dog {\n position: relative;\n width: 22.5vmax;\n height: 8.25vmax;\n}\n \n.dog::before {\n content: '';\n position: absolute;\n bottom: -0.75vmax;\n right: -0.15vmax;\n width: 100%;\n height: 1.5vmax;\n background-color: rgba(28, 49, 48, 0.1);\n border-radius: 50%;\n z-index: -1000;\n animation: shadow 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__head {\n position: absolute;\n left: 1.5vmax;\n bottom: 0;\n width: 9.75vmax;\n height: 8.25vmax;\n border-top-left-radius: 4.05vmax;\n border-top-right-radius: 4.05vmax;\n border-bottom-right-radius: 3.3vmax;\n border-bottom-left-radius: 3.3vmax;\n background-color: #FF8147;\n animation: head 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__head-c {\n position: absolute;\n left: 1.5vmax;\n bottom: 0;\n width: 9.75vmax;\n height: 8.25vmax;\n animation: head 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n z-index: -1;\n}\n \n.dog__snout {\n position: absolute;\n left: -1.5vmax;\n bottom: 0;\n width: 7.5vmax;\n height: 3.75vmax;\n border-top-right-radius: 3vmax;\n border-bottom-right-radius: 3vmax;\n border-bottom-left-radius: 4.5vmax;\n background-color: #D7DBD2;\n animation: snout 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__snout::before {\n content: '';\n position: absolute;\n left: -0.1125vmax;\n top: -0.15vmax;\n width: 1.875vmax;\n height: 1.125vmax;\n border-top-right-radius: 3vmax;\n border-bottom-right-radius: 3vmax;\n border-bottom-left-radius: 4.5vmax;\n background-color: #1C3130;\n animation: snout-b 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__nose {\n position: absolute;\n top: -1.95vmax;\n left: 40%;\n width: 0.75vmax;\n height: 2.4vmax;\n border-radius: 0.525vmax;\n transform-origin: bottom;\n transform: rotateZ(10deg);\n background-color: #D7DBD2;\n}\n \n.dog__eye-l, .dog__eye-r {\n position: absolute;\n top: -0.9vmax;\n width: 0.675vmax;\n height: 0.375vmax;\n border-radius: 50%;\n background-color: #1C3130;\n animation: eye 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__eye-l {\n left: 27%;\n}\n \n.dog__eye-r {\n left: 65%;\n}\n \n.dog__ear-l, .dog__ear-r {\n position: absolute;\n width: 10.5vmax;\n height: 3.375vmax;\n border-top-left-radius: 0vmax;\n border-top-right-radius: 0vmax;\n border-bottom-right-radius: 3.3vmax;\n border-bottom-left-radius: 3.3vmax;\n background-color: #E26538;\n}\n \n.dog__ear-l {\n top: 1.5vmax;\n left: 6vmax;\n transform-origin: bottom left;\n transform: rotateZ(-50deg);\n z-index: -1;\n animation: ear-l 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__ear-r {\n top: 1.5vmax;\n right: 3vmax;\n transform-origin: bottom right;\n transform: rotateZ(20deg);\n z-index: -2;\n animation: ear-r 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__body {\n display: flex;\n justify-content: center;\n align-items: flex-end;\n position: absolute;\n bottom: 0.3vmax;\n left: 3.75vmax;\n width: 18.75vmax;\n height: 7.2vmax;\n border-top-left-radius: 3vmax;\n border-top-right-radius: 6vmax;\n border-bottom-right-radius: 1.5vmax;\n border-bottom-left-radius: 6vmax;\n background-color: #ff702e;\n z-index: -2;\n animation: main 10s cubic-bezier(0.3, 0.41, 0.18, 1.01) infinite;\n}\n \n.dog__tail {\n position: absolute;\n right: -3vmax;\n height: 1.5vmax;\n width: 4.5vmax;\n background-color: #E96839;\n border-radius: 1.5vmax;\n}\n \n.dog__paws {\n position: absolute;\n bottom: 0;\n left: 7.5vmax;\n width: 12vmax;\n height: 3vmax;\n}\n \n.dog__bl-leg {\n left: -3vmax;\n z-index: -10;\n}\n \n.dog__bl-paw::before {\n background-color: #bec4b6;\n}\n \n.dog__bl-top {\n background-image: linear-gradient(80deg, transparent 20%, #E96839 20%);\n}\n \n.dog__fl-leg {\n z-index: 10;\n}\n \n.dog__fl-leg {\n left: 0;\n}\n \n.dog__fl-paw::before {\n background-color: #D7DBD2;\n}\n \n.dog__fr-leg {\n right: 0;\n}\n \n.dog__fr-paw::before {\n background-color: #D7DBD2;\n}\n \n/*==============================*/\n@keyframes head {\n 0%, 10%, 20%, 26%, 28%, 90%, 100% {\n height: 8.25vmax;\n bottom: 0;\n transform-origin: bottom right;\n transform: rotateZ(0);\n }\n 5%, 15%, 22%, 24%, 30% {\n height: 8.1vmax;\n }\n 32%, 50% {\n height: 8.25vmax;\n }\n 55%, 60% {\n bottom: 0.75vmax;\n transform-origin: bottom right;\n transform: rotateZ(0);\n }\n 70%, 80% {\n bottom: 0.75vmax;\n transform-origin: bottom right;\n transform: rotateZ(10deg);\n }\n}\n@keyframes main {\n 0%, 10%, 20%, 26%, 28%, 32%, 100% {\n height: 7.2vmax;\n }\n 5%, 15%, 22%, 24%, 30% {\n height: 7.05vmax;\n }\n}\n@keyframes ear-l {\n 0%, 10%, 20%, 26%, 28%, 82%, 100% {\n transform: rotateZ(-50deg);\n }\n 5%, 15%, 22%, 24% {\n transform: rotateZ(-48deg);\n }\n 30%, 31% {\n transform: rotateZ(-30deg);\n }\n 32%, 80% {\n transform: rotateZ(-60deg);\n }\n}\n@keyframes ear-r {\n 0%, 10%, 20%, 26%, 28% {\n transform: rotateZ(20deg);\n }\n 5%, 15%, 22%, 24% {\n transform: rotateZ(18deg);\n }\n 30%, 31% {\n transform: rotateZ(10deg);\n }\n 32% {\n transform: rotateZ(25deg);\n }\n}\n@keyframes snout {\n 0%, 10%, 20%, 26%, 28%, 82%, 100% {\n height: 3.75vmax;\n }\n 5%, 15%, 22%, 24% {\n height: 3.45vmax;\n }\n}\n@keyframes snout-b {\n 0%, 10%, 20%, 26%, 28%, 98%, 100% {\n width: 1.875vmax;\n }\n 5%, 15%, 22%, 24% {\n width: 1.8vmax;\n }\n 34%, 98% {\n width: 1.275vmax;\n }\n}\n@keyframes shadow {\n 0%, 10%, 20%, 26%, 28%, 30%, 84%, 100% {\n width: 99%;\n }\n 5%, 15%, 22%, 24% {\n width: 101%;\n }\n 34%, 81% {\n width: 96%;\n }\n}\n@keyframes eye {\n 0%, 30% {\n width: 0.675vmax;\n height: 0.3vmax;\n }\n 32%, 59%, 90%, 100% {\n width: 0.525vmax;\n height: 0.525vmax;\n transform: translateY(0);\n }\n 60%, 75% {\n transform: translateY(-0.3vmax);\n }\n 80%, 85% {\n transform: translateY(0.15vmax);\n }\n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"main\">\n <div class=\"dog\">\n <div class=\"dog__paws\">\n <div class=\"dog__bl-leg leg\">\n <div class=\"dog__bl-paw paw\"></div>\n <div class=\"dog__bl-top top\"></div>\n </div>\n <div class=\"dog__fl-leg leg\">\n <div class=\"dog__fl-paw paw\"></div>\n <div class=\"dog__fl-top top\"></div>\n </div>\n <div class=\"dog__fr-leg leg\">\n <div class=\"dog__fr-paw paw\"></div>\n <div class=\"dog__fr-top top\"></div>\n </div>\n </div>\n <div class=\"dog__body\">\n <div class=\"dog__tail\"></div>\n </div>\n <div class=\"dog__head\">\n <div class=\"dog__snout\">\n <div class=\"dog__nose\"></div>\n <div class=\"dog__eyes\">\n <div class=\"dog__eye-l\"></div>\n <div class=\"dog__eye-r\"></div>\n </div>\n </div>\n </div>\n <div class=\"dog__head-c\">\n <div class=\"dog__ear-l\"></div>\n <div class=\"dog__ear-r\"></div>\n </div>\n </div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/doublecircle":{"title":"$:/xp/splashscreen/layouts/doublecircle","caption":"Double Circle","source":"https://www.jb51.net/css/546509.html","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n#preloader-doublecircle{\n position: relative;\n top: 40px;\n}\n\n#preloader-doublecircle span{\n position: absolute;\n background: <<colour primary>>;\n border:8px solid <<colour page-background>>;\n border-top:8px solid transparent;\n -moz-border-radius: 50%;\n -webkit-border-radius: 50%;\n border-radius: 50%;\n}\n#preloader-doublecircle span:nth-child(1){\n width:80px;\n height: 80px;\n top:-10px;\n left:-40px;\n animation: spin-1 2s infinite linear;\n}\n#preloader-doublecircle span:nth-child(2){\n top:10px;\n left:-20px;\n width:40px;\n height: 40px;\n animation: spin-2 1s infinite linear;\n}\n@keyframes spin-1{\n 0%{transform: rotate(360deg); opacity: 1.0;}\n 50%{transform: rotate(180deg); opacity: 0.5;}\n 100%{transform: rotate(0deg);opacity: 0;}\n}\n@keyframes spin-2{\n 0%{transform: rotate(0deg); opacity: 0.5;}\n 50%{transform: rotate(180deg); opacity: 1;}\n 100%{transform: rotate(360deg);opacity: 0.5;}\n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div id=\"preloader-doublecircle\">\n <span></span>\n <span></span>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/earth":{"title":"$:/xp/splashscreen/layouts/earth","caption":"Earth","source":"https://www.jb51.net/jiaoben/518758.html","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* Earth */\n\nfigure {\n width: 25%;\n margin: 8vh auto 0 auto;\n max-width: 60vh;\n}\nfigure #sea {\n fill: #9bc4eb;\n}\nfigure #hi {\n fill: rgba(255, 255, 255, 0.2);\n}\nfigure #light {\n fill: white;\n}\nfigure #shad {\n fill: rgba(0, 0, 0, 0.05);\n display: none;\n}\nfigure #land {\n fill: #8b9c52;\n -webkit-animation: spin 10s linear infinite forwards;\n animation: spin 10s linear infinite forwards;\n}\nfigure .vehicles use {\n fill: #f0fbfc;\n -webkit-animation: orbit 15s linear infinite;\n animation: orbit 15s linear infinite;\n -webkit-transform-origin: center center;\n transform-origin: center center;\n}\nfigure #boat1 {\n -webkit-transform: translateX(40px) translateY(-80px);\n transform: translateX(40px) translateY(-80px);\n}\nfigure #boat1 use {\n -webkit-animation-duration: 30s;\n animation-duration: 30s;\n}\nfigure #plane1 {\n -webkit-transform: translateX(-10px) translateY(170px);\n transform: translateX(-10px) translateY(170px);\n}\nfigure #plane2 {\n -webkit-transform: translateX(170px) translateY(150px);\n transform: translateX(170px) translateY(150px);\n}\nfigure #plane2 use {\n -webkit-animation-delay: 7.5s;\n animation-delay: 7.5s;\n}\nfigure #plane3 {\n -webkit-transform: translateX(140px) translateY(-50px);\n transform: translateX(140px) translateY(-50px);\n}\nfigure #plane3 use {\n -webkit-animation-delay: 1.25s;\n animation-delay: 1.25s;\n -webkit-animation-duration: 12s;\n animation-duration: 12s;\n}\nfigure #bike1 {\n -webkit-transform: translateX(50px) translateY(190px);\n transform: translateX(50px) translateY(190px);\n}\nfigure #bike1 use {\n -webkit-animation-duration: 25s;\n animation-duration: 25s;\n}\n@-webkit-keyframes orbit {\n from {\n -webkit-transform: rotate(0deg) translateX(-160px);\n transform: rotate(0deg) translateX(-160px);\n }\n to {\n -webkit-transform: rotate(360deg) translateX(-160px);\n transform: rotate(360deg) translateX(-160px);\n }\n}\n@keyframes orbit {\n from {\n -webkit-transform: rotate(0deg) translateX(-160px);\n transform: rotate(0deg) translateX(-160px);\n }\n to {\n -webkit-transform: rotate(360deg) translateX(-160px);\n transform: rotate(360deg) translateX(-160px);\n }\n}\n@-webkit-keyframes spin {\n from {\n -webkit-transform: translateX(-300px);\n transform: translateX(-300px);\n }\n to {\n -webkit-transform: translateX(0px);\n transform: translateX(0px);\n }\n}\n@keyframes spin {\n from {\n -webkit-transform: translateX(-300px);\n transform: translateX(-300px);\n }\n to {\n -webkit-transform: translateX(0px);\n transform: translateX(0px);\n }\n}\n</style>\n\n<div class=\"line-wrapper\">\n\n<div class=\"tc-splash-title\"></div>\n<div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n<div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n\n<figure>\n<svg version=\"1.1\" xmlns=\"http://www.w3.org/2000/svg\" xmlns:xlink=\"http://www.w3.org/1999/xlink\" x=\"0\" y=\"0\" viewBox=\"0 0 136 166\" xml:space=\"preserve\">\n\t<ellipse id=\"shad\" cx=\"68\" cy=\"150\" rx=\"40\" ry=\"10\"/>\n\t\t<g clip-path=\"url(#outer)\">\n\t\t\t<use id=\"sea\" xlink:href=\"#circ\"/>\n\t\t\t\t<g id=\"boat1\" class=\"vehicles\"><use xlink:href=\"#boat\"/></g>\n\t\t\t\t<g id=\"land\">\n\t\t\t\t\t<use xlink:href=\"#map\" transform=\"translate(300,-309)\" />\n\t\t\t\t\t<use xlink:href=\"#map\" transform=\"translate(600,-309)\" />\n\t\t\t\t</g>\n\t\t\t\t<rect id=\"hi\" mask=\"url(#light)\" width=\"300\" height=\"300\"/>\n\t\t\t\t<g class=\"vehicles\">\n\t\t\t\t <g id=\"plane1\"><use xlink:href=\"#plane\"/></g>\n\t\t\t\t <g id=\"plane2\"><use xlink:href=\"#plane\"/></g>\n\t\t\t\t <g id=\"plane3\"><use xlink:href=\"#plane\"/></g>\n\t\t\t\t <g id=\"bike1\" ><use xlink:href=\"#bike\" /></g>\n\t\t\t\t</g>\n\t\t\t</g>\n\t\t<defs>\n\t\t<clipPath id=\"outer\">\n\t\t\t<circle id=\"circ\" cx=\"68\" cy=\"68\" r=\"68\"/>\n\t\t</clipPath>\n\t\t<mask id=\"light\">\n\t\t\t<use xlink:href=\"#circ\" x=\"-5\" y=\"-12\"/>\n\t\t</mask>\n\t\t<g id=\"bike\">\n\t\t<circle id=\"head\" cx=\"0.8\" cy=\"4.7\" r=\"0.8\"/>\n\t\t <path id=\"ride\" d=\"M4.6,2.2c0,0.4,0.1,0.7,0.2,1L4.3,3.5H3.6c0-0.2-0.2-0.3-0.4-0.3c-0.2,0-0.4,0.2-0.4,0.4v1.1L1.6,5.3 c-0.1,0-0.1,0.10.1,0.1c0,0,0,0,0,0C1.2,5.7,1.2,6.1,1.5,6.3l2.1,1.8c0.2,0.2,0.6,0.2,0.8,0c0,0,0.1-0.1,0.1-0.1l0.4,0.3 C4.7,8.7,4.6,9,4.6,9.4c0,1.2,1,2.2,2.2,2.2S9,10.6,9,9.4c0-1.1-0.9-2.1-2-2.2l0-1.1h0.5C7.8,6.1,8,5.9,8,5.6S7.8,5.1,7.5,5.1H6.7 l-2-1.3l0.4-0.2c0.4,0.5,1,0.8,1.7,0.8C8,4.4,9,3.4,9,2.2S8,0,6.8,0S4.6,1,4.6,2.2z M2.6,5.6l0.8-0.4C3.5,5.2,3.6,5,3.6,4.9V4h0.6 v2.1L3.9,6.8L2.6,5.6z M8.5,9.4c0,1-0.8,1.7-1.7,1.7s-1.7-0.8-1.7-1.7c0-0.3,0.1-0.5,0.2-0.8l1.4,1c0.1,0.1,0.2,0.1,0.2,0 C7,9.6,7,9.5,7,9.4l0,0l0-1.7C7.9,7.8,8.5,8.5,8.5,9.4z M6.6,7.7l0,1.3l-1-0.7C5.8,8,6.2,7.8,6.6,7.7z M6.6,7.2 C6,7.3,5.5,7.6,5.1,8L4.7,7.6v0l0.6-1.5h1.3L6.6,7.2z M5.8,5.1H4.9c-0.1,0-0.2,0-0.2,0.1V4.4L5.8,5.1z M8.5,2.2 c0,1-0.8,1.7-1.7,1.7c-0.5,0-1-0.2-1.3-0.6l1.4-0.9C7,2.4,7,2.3,7,2.2c0,0,0-0.1,0-0.1C6.9,2,6.8,1.9,6.7,2L5.2,3 C5.1,2.7,5.1,2.5,5.1,2.2c0-1,0.8-1.7,1.7-1.7S8.5,1.3,8.5,2.2z\"/>\n\t\t</g> \n\t\t<path id=\"plane\" d=\"M20,9.7c0,0-0.2-0.9-0.4-1c-0.1,0-1-0.4-2.2-1l0.2-0.9h-1.2l0.1,0.5c-0.7-0.3-1.4-0.6-2-0.9l0.1-0.8h-1.2L13.4,6 c-1.1-0.5-2-0.9-2-0.9C11.4,4.3,11.3,0,10,0S8.6,5.1,8.6,5.1S7.7,5.5,6.6,6l0.1-0.3H5.4l0.1,0.8C4.9,6.7,4.2,7,3.5,7.3l0.1-0.5H2.5 l0.2,0.9c-1.2,0.5-2.1,0.9-2.2,1C0.2,8.8,0,9.7,0,9.7l8.7-1.3l0.4,6.6l-2.7,1.7l0,0.4l3.7-0.5l0,0l3.7,0.5l0-0.4l-2.7-1.7l0.4-6.6 l5.5,0.8L20,9.7z\"/>\n\t\t<path id=\"boat\" d=\"M4.2,0C2.4,0,0,3.9,0,3.9V4c0,0.2,0.2,0.4,0.4,0.6c0.3,0.2,0.7,0.5,0.7,1.1S0.7,6.6,0.4,6.8C0.2,7.1,0,7.2,0,7.4 v0.1c0,0.2,0.2,0.4,0.4,0.6c0.3,0.2,0.7,0.5,0.7,1.1c0,0.6-0.4,0.9-0.7,1.1C0.2,10.6,0,10.8,0,11v0.1c0,0.2,0.2,0.4,0.4,0.6 c0.3,0.2,0.7,0.5,0.7,1.1S0.7,13.7,0.4,14C0.2,14.2,0,14.3,0,14.5v0.1c0,0.2,0.2,0.4,0.4,0.6c0.3,0.2,0.7,0.5,0.7,1.1 c0,0.6-0.4,0.9-0.7,1.1C0.2,17.7,0.1,17.8,0,18c0.2,1.2,3.3,2,3.3,2l0.1-1.9h3.1l0.1-2h2.2v-2.1H6.8L7,9.1c0,0-1.4-2.5-3.1-2.7 L4.2,0z M4.9,14.9c0.5,0,0.9,0.4,0.9,0.9c0,0.5-0.4,0.9-0.9,0.9c-0.5,0-0.9-0.4-0.9-0.9C4,15.3,4.4,14.9,4.9,14.9z M5.1,12.1 c0.5,0,0.9,0.4,0.9,0.9C6,13.6,5.6,14,5.1,14s-0.9-0.4-0.9-0.9C4.2,12.6,4.6,12.1,5.1,12.1z M5.3,9.4c0.5,0,0.9,0.4,0.9,0.9 c0,0.5-0.4,0.9-0.9,0.9s-0.9-0.4-0.9-0.9C4.3,9.8,4.8,9.4,5.3,9.4z M3.1,1.3c0.3,0,0.5,0.2,0.5,0.5S3.4,2.3,3.1,2.3 c-0.3,0-0.5-0.2-0.5-0.5S2.8,1.3,3.1,1.3z\"/>\n\t\t<path id=\"map\" d=\"M-205.3,444.2c-1-0.2-1.4-0.7-1.2-1.6c0.6-1.5,4.1,1.4,4.9,1.6C-204,444.3-202.8,444.6-205.3,444.2z M-207.9,442c-0.8-0.4-6.6-5.2-5.7-6.4c1-1.4,0.9-1.2,0.3-3c-1.1-3.4-2.3-5-2.2-8.9c0.1-4.6,0.6-14.7-3.4-17.9 c-2.2-1.7-3.9-2.7-5.4-5.3c-0.8-1.5-3.6-5.2-3.9-6.7c-0.8-4.6,4.2-8,3.1-13.1c-0.5-2.3-6,1.2-7.3-3.5c-1-3.5-6.8-4.7-9.5-4.9 c-1.7-0.1-3.7-1.4-5-2.3c-2.9-1.9-1.2-3.1-2.7-5.6c-0.9-1.4-3.2-7.7-4.4-8.2c-2-0.9,0.8,8.4,1.3,8.4c-2.1-0.1-4.4-10.4-5.3-11.7 c-2.3-3.6,0.3-7.4,2.4-10.2c1.4-1.9,3.2-2.3,3.8-3.6c0-0.1-1.5-4.1-1.7-4.5c-0.7-1.3,2.3-3.6-0.6-5.3c-8.7-5-13,2.8-21.2,2.7 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C-111.7,318.8-112.4,318.7-113.2,318.5z\"/>\n\t\t</defs>\n\t</svg>\n</figure>\n\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/onedot":{"title":"$:/xp/splashscreen/layouts/onedot","caption":"One Dot","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* One Dot */\n\n.box {\n display: inline-block;\n position: relative;\n text-align: center;\n top: 10%;\n}\n\n.onedot {\n position: relative;\n height: 60px;\n width: 60px;\n border-radius: 80px;\n border: 3px solid <<colour tab-border-selected>>;\n top: calc(50% - 43px);\n text-align: center;\n\n -webkit-transform-origin: 50% 50%;\n transform-origin: 50% 50%;\n -webkit-animation: onedot 3s linear infinite;\n animation: onedot 3s linear infinite;\n}\n\n.onedot:after {\n content: \"\";\n position: absolute;\n top: -7px;\n left: 20px;\n width: 11px;\n height: 11px;\n border-radius: 10px;\n background-color: <<colour primary>>;\n}\n\n@-webkit-keyframes onedot {\n 0% { -webkit-transform: rotate(0deg); }\n 100% { -webkit-transform: rotate(360deg); }\n}\n\n@keyframes onedot {\n 0% { transform: rotate(0deg); }\n 100% { transform: rotate(360deg); }\n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"box\">\n <div class=\"onedot\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/shrink":{"title":"$:/xp/splashscreen/layouts/shrink","caption":"Shrink","source":"https://code.juejin.cn/pen/7203559140965220390","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* Shrink */\n\n.loading-center {\n\tposition: absolute;\n\ttop: 180px;\n\theight: 150px;\n\twidth: 150px;\n margin: 25px auto;\n\t-ms-transform: rotate(45deg);\n\t-webkit-transform: rotate(45deg);\n\ttransform: rotate(45deg);\n}\n\n.circle {\n\twidth: 20px;\n\theight: 20px;\n\tbackground-color: <<colour primary>>;\n\tposition: absolute;\n\tleft: 65px;\n\ttop: 65px;\n\t-moz-border-radius: 50% 50% 50% 50%;\n\t-webkit-border-radius: 50% 50% 50% 50%;\n\tborder-radius: 50% 50% 50% 50%;\n}\n\n.circle:nth-child(2n + 0) {\n\tmargin-right: 0px;\n}\n\n#circle_animation {\n\t-webkit-animation: circle_animation 2s infinite;\n\tanimation: circle_animation 2s infinite;\n\t-webkit-animation-delay: var(--delay);\n\tanimation-delay: var(--delay);\n}\n\n#circle_big {\n\tposition: absolute;\n\twidth: 50px;\n\theight: 50px;\n\tleft: 50px;\n\ttop: 50px;\n\t-webkit-animation: circle_big 2s infinite;\n\tanimation: circle_big 2s infinite;\n\t-webkit-animation-delay: 0.5s;\n\tanimation-delay: 0.5s;\n}\n\n@-webkit-keyframes circle_big {\n\t50% {\n\t\t-webkit-transform: scale(0.5);\n\t}\n}\n\n@keyframes circle_big {\n\t50% {\n\t\ttransform: scale(0.5);\n\t\t-webkit-transform: scale(0.5);\n\t}\n}\n\n@-webkit-keyframes circle_animation {\n\t50% {\n\t\t-webkit-transform: translate(var(--translateX), var(--translateY));\n\t}\n}\n\n@keyframes circle_animation {\n\t50% {\n\t\ttransform: translate(var(--translateX), var(--translateY));\n\t\t-webkit-transform: translate(var(--translateX), var(--translateY));\n\t}\n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n\t<br><br>\n\t<div class=\"loading-center\"><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.2s; --translateX: -65px; --translateY: -65px;\"></div><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.3s; --translateX: 0px; --translateY: -65px;\"></div><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.4s; --translateX: 65px; --translateY: -65px;\"></div><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.5s; --translateX: 65px; --translateY: 0px;\"></div><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.6s; --translateX: 65px; --translateY: 65px;\"></div><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.7s; --translateX: 0px; --translateY: 65px;\"></div><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.8s; --translateX: -65px; --translateY: 65px;\"></div><div class=\"circle\" id=\"circle_animation\" style=\"--delay: 0.9s; --translateX: -65px; --translateY: 0px;\"></div><div class=\"circle\" id=\"circle_big\"></div></div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/simple":{"title":"$:/xp/splashscreen/layouts/simple","caption":"Simple","tags":"$:/tags/SplashScreen","text":"\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n.tc-splash-spinner {\n\tmargin: 10px auto 0;\n\twidth: 70px;\n\ttext-align: center;\n\tjustify-content: center;\n\n}\n\n.tc-splash-spinner > div {\n\twidth: 16px;\n\theight: 16px;\n\tborder-radius: 100%;\n\tdisplay: inline-block;\n\t-webkit-animation: sk-bouncedelay 1.4s infinite ease-in-out both;\n\tanimation: sk-bouncedelay 1.4s infinite ease-in-out both;\n\tbackground-color: #f88;\n}\n\n.tc-splash-spinner .tc-splash-bounce-1 {\n\t-webkit-animation-delay: -0.32s;\n\tanimation-delay: -0.32s;\n\tbackground-color: #8f8;\n}\n\n.tc-splash-spinner .tc-splash-bounce-2 {\n\t-webkit-animation-delay: -0.16s;\n\tanimation-delay: -0.16s;\n\tbackground-color: #88f;\n}\n\n@-webkit-keyframes sk-bouncedelay {\n\t0%, 80%, 100% { -webkit-transform: scale(0) }\n\t40% { -webkit-transform: scale(1.0) }\n}\n\n@keyframes sk-bouncedelay {\n\t0%, 80%, 100% { \n\t-webkit-transform: scale(0);\n\ttransform: scale(0);\n\t} 40% { \n\t-webkit-transform: scale(1.0);\n\ttransform: scale(1.0);\n\t}\n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div><br>\n <div class=\"tc-splash-spinner\">\n <div class=\"tc-splash-bounce-1\"></div>\n <div class=\"tc-splash-bounce-2\"></div>\n <div class=\"tc-splash-bounce-3\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/sk-bounce":{"title":"$:/xp/splashscreen/layouts/sk-bounce","caption":"sk-bounce","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* sk-bounce */\n\n.sk-bounce {\n margin: 25px auto;\n width: 40px;\n height: 40px;\n position: relative;\n}\n\n.sk-bounce-dot {\n width: 100%;\n height: 100%;\n border-radius: 50%;\n background-color: <<colour primary>>;\n opacity: 0.6;\n position: absolute;\n top: 0;\n left: 0;\n animation: sk-bounce 2s infinite cubic-bezier(0.455, 0.03, 0.515, 0.955); \n}\n\n.sk-bounce-dot:nth-child(2) { animation-delay: -1.0s; }\n\n@keyframes sk-bounce {\n 0%, 100% {\n transform: scale(0);\n } 45%, 55% {\n transform: scale(1); \n } \n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"sk-bounce\">\n <div class=\"sk-bounce-dot\"></div>\n <div class=\"sk-bounce-dot\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/sk-chase":{"title":"$:/xp/splashscreen/layouts/sk-chase","caption":"sk-chase","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* sk-chase */\n\n.sk-chase {\n margin: 25px auto;\n width: 40px;\n height: 40px;\n position: relative;\n animation: sk-chase 2.5s infinite linear both;\n}\n\n.sk-chase-dot {\n width: 100%;\n height: 100%;\n position: absolute;\n left: 0;\n top: 0; \n animation: sk-chase-dot 2.0s infinite ease-in-out both; \n}\n\n.sk-chase-dot:before {\n content: '';\n display: block;\n width: 25%;\n height: 25%;\n background-color: <<colour primary>>;\n border-radius: 100%;\n animation: sk-chase-dot-before 2.0s infinite ease-in-out both; \n}\n\n.sk-chase-dot:nth-child(1) { animation-delay: -1.1s; }\n.sk-chase-dot:nth-child(2) { animation-delay: -1.0s; }\n.sk-chase-dot:nth-child(3) { animation-delay: -0.9s; }\n.sk-chase-dot:nth-child(4) { animation-delay: -0.8s; }\n.sk-chase-dot:nth-child(5) { animation-delay: -0.7s; }\n.sk-chase-dot:nth-child(6) { animation-delay: -0.6s; }\n.sk-chase-dot:nth-child(1):before { animation-delay: -1.1s; }\n.sk-chase-dot:nth-child(2):before { animation-delay: -1.0s; }\n.sk-chase-dot:nth-child(3):before { animation-delay: -0.9s; }\n.sk-chase-dot:nth-child(4):before { animation-delay: -0.8s; }\n.sk-chase-dot:nth-child(5):before { animation-delay: -0.7s; }\n.sk-chase-dot:nth-child(6):before { animation-delay: -0.6s; }\n\n@keyframes sk-chase {\n 100% { transform: rotate(360deg); } \n}\n\n@keyframes sk-chase-dot {\n 80%, 100% { transform: rotate(360deg); } \n}\n\n@keyframes sk-chase-dot-before {\n 50% {\n transform: scale(0.4); \n } 100%, 0% {\n transform: scale(1.0); \n } \n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"sk-chase\">\n <div class=\"sk-chase-dot\"></div>\n <div class=\"sk-chase-dot\"></div>\n <div class=\"sk-chase-dot\"></div>\n <div class=\"sk-chase-dot\"></div>\n <div class=\"sk-chase-dot\"></div>\n <div class=\"sk-chase-dot\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/sk-circle-fade":{"title":"$:/xp/splashscreen/layouts/sk-circle-fade","caption":"sk-circle-fade","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* sk-circle-fade */\n\n.sk-circle-fade {\n margin: 25px auto;\n width: 40px;\n height: 40px;\n position: relative;\n}\n\n.sk-circle-fade-dot {\n width: 100%;\n height: 100%;\n position: absolute;\n left: 0;\n top: 0; \n}\n\n.sk-circle-fade-dot:before {\n content: '';\n display: block;\n margin: 0 auto;\n width: 15%;\n height: 15%;\n background-color: <<colour primary>>;\n border-radius: 100%;\n animation: sk-circle-fade 1.2s infinite ease-in-out both; \n}\n\n.sk-circle-fade-dot:nth-child(1) { transform: rotate(30deg); }\n.sk-circle-fade-dot:nth-child(2) { transform: rotate(60deg); }\n.sk-circle-fade-dot:nth-child(3) { transform: rotate(90deg); }\n.sk-circle-fade-dot:nth-child(4) { transform: rotate(120deg); }\n.sk-circle-fade-dot:nth-child(5) { transform: rotate(150deg); }\n.sk-circle-fade-dot:nth-child(6) { transform: rotate(180deg); }\n.sk-circle-fade-dot:nth-child(7) { transform: rotate(210deg); }\n.sk-circle-fade-dot:nth-child(8) { transform: rotate(240deg); }\n.sk-circle-fade-dot:nth-child(9) { transform: rotate(270deg); }\n.sk-circle-fade-dot:nth-child(10) { transform: rotate(300deg); }\n.sk-circle-fade-dot:nth-child(11) { transform: rotate(330deg); }\n.sk-circle-fade-dot:nth-child(1):before { animation-delay: -1.1s; }\n.sk-circle-fade-dot:nth-child(2):before { animation-delay: -1.0s; }\n.sk-circle-fade-dot:nth-child(3):before { animation-delay: -0.9s; }\n.sk-circle-fade-dot:nth-child(4):before { animation-delay: -0.8s; }\n.sk-circle-fade-dot:nth-child(5):before { animation-delay: -0.7s; }\n.sk-circle-fade-dot:nth-child(6):before { animation-delay: -0.6s; }\n.sk-circle-fade-dot:nth-child(7):before { animation-delay: -0.5s; }\n.sk-circle-fade-dot:nth-child(8):before { animation-delay: -0.4s; }\n.sk-circle-fade-dot:nth-child(9):before { animation-delay: -0.3s; }\n.sk-circle-fade-dot:nth-child(10):before { animation-delay: -0.2s; }\n.sk-circle-fade-dot:nth-child(11):before { animation-delay: -0.1s; }\n\n@keyframes sk-circle-fade {\n 0%, 39%, 100% {\n opacity: 0;\n transform: scale(0.6);\n } 40% {\n opacity: 1; \n transform: scale(1);\n }\n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"sk-circle-fade\">\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n <div class=\"sk-circle-fade-dot\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/sk-circle":{"title":"$:/xp/splashscreen/layouts/sk-circle","caption":"sk-circle","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* sk-circle */\n\n.sk-circle {\n margin: 25px auto;\n width: 40px;\n height: 40px;\n position: relative;\n}\n\n.sk-circle-dot {\n width: 100%;\n height: 100%;\n position: absolute;\n left: 0;\n top: 0;\n}\n\n.sk-circle-dot:before {\n content: '';\n display: block;\n margin: 0 auto;\n width: 15%;\n height: 15%;\n background-color: <<colour primary>>;\n border-radius: 100%;\n animation: sk-circle 1.2s infinite ease-in-out both; \n}\n\n.sk-circle-dot:nth-child(1) { transform: rotate(30deg); }\n.sk-circle-dot:nth-child(2) { transform: rotate(60deg); }\n.sk-circle-dot:nth-child(3) { transform: rotate(90deg); }\n.sk-circle-dot:nth-child(4) { transform: rotate(120deg); }\n.sk-circle-dot:nth-child(5) { transform: rotate(150deg); }\n.sk-circle-dot:nth-child(6) { transform: rotate(180deg); }\n.sk-circle-dot:nth-child(7) { transform: rotate(210deg); }\n.sk-circle-dot:nth-child(8) { transform: rotate(240deg); }\n.sk-circle-dot:nth-child(9) { transform: rotate(270deg); }\n.sk-circle-dot:nth-child(10) { transform: rotate(300deg); }\n.sk-circle-dot:nth-child(11) { transform: rotate(330deg); }\n.sk-circle-dot:nth-child(1):before { animation-delay: -1.1s; }\n.sk-circle-dot:nth-child(2):before { animation-delay: -1s; }\n.sk-circle-dot:nth-child(3):before { animation-delay: -0.9s; }\n.sk-circle-dot:nth-child(4):before { animation-delay: -0.8s; }\n.sk-circle-dot:nth-child(5):before { animation-delay: -0.7s; }\n.sk-circle-dot:nth-child(6):before { animation-delay: -0.6s; }\n.sk-circle-dot:nth-child(7):before { animation-delay: -0.5s; }\n.sk-circle-dot:nth-child(8):before { animation-delay: -0.4s; }\n.sk-circle-dot:nth-child(9):before { animation-delay: -0.3s; }\n.sk-circle-dot:nth-child(10):before { animation-delay: -0.2s; }\n.sk-circle-dot:nth-child(11):before { animation-delay: -0.1s; }\n\n@keyframes sk-circle {\n 0%, 80%, 100% {\n transform: scale(0); }\n 40% {\n transform: scale(1); \n } \n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"sk-circle\">\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n <div class=\"sk-circle-dot\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/sk-fold":{"title":"$:/xp/splashscreen/layouts/sk-fold","caption":"sk-fold","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* sk-fold */\n\n.sk-fold {\n margin: 30px auto;\n width: 40px;\n height: 40px;\n position: relative;\n transform: rotateZ(45deg); \n}\n\n.sk-fold-cube {\n float: left;\n width: 50%;\n height: 50%;\n position: relative;\n transform: scale(1.1); \n}\n\n.sk-fold-cube:before {\n content: '';\n position: absolute;\n top: 0;\n left: 0;\n width: 100%;\n height: 100%;\n background-color: <<colour primary>>;\n animation: sk-fold 2.4s infinite linear both;\n transform-origin: 100% 100%; \n}\n.sk-fold-cube:nth-child(2) { transform: scale(1.1) rotateZ(90deg); }\n.sk-fold-cube:nth-child(4) { transform: scale(1.1) rotateZ(180deg); }\n.sk-fold-cube:nth-child(3) { transform: scale(1.1) rotateZ(270deg); }\n.sk-fold-cube:nth-child(2):before { animation-delay: 0.3s; }\n.sk-fold-cube:nth-child(4):before { animation-delay: 0.6s; }\n.sk-fold-cube:nth-child(3):before { animation-delay: 0.9s; }\n\n@keyframes sk-fold {\n 0%, 10% {\n transform: perspective(140px) rotateX(-180deg);\n opacity: 0; \n } 25%, 75% {\n transform: perspective(140px) rotateX(0deg);\n opacity: 1; \n } 90%, 100% {\n transform: perspective(140px) rotateY(180deg);\n opacity: 0;\n } \n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"sk-fold\">\n <div class=\"sk-fold-cube\"></div>\n <div class=\"sk-fold-cube\"></div>\n <div class=\"sk-fold-cube\"></div>\n <div class=\"sk-fold-cube\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/sk-wave":{"title":"$:/xp/splashscreen/layouts/sk-wave","caption":"sk-wave","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* sk-wave */\n\n.sk-wave {\n margin: 25px auto;\n width: 50px;\n height: 40px;\n display: flex;\n justify-content: space-between;\n}\n\n.sk-wave-rect {\n background-color: <<colour primary>>;\n height: 100%;\n width: 15%;\n animation: sk-wave 1.2s infinite ease-in-out; \n}\n\n.sk-wave-rect:nth-child(1) { animation-delay: -1.2s; }\n.sk-wave-rect:nth-child(2) { animation-delay: -1.1s; }\n.sk-wave-rect:nth-child(3) { animation-delay: -1.0s; }\n.sk-wave-rect:nth-child(4) { animation-delay: -0.9s; }\n.sk-wave-rect:nth-child(5) { animation-delay: -0.8s; }\n\n@keyframes sk-wave {\n 0%, 40%, 100% {\n transform: scaleY(0.4); \n } 20% {\n transform: scaleY(1); \n } \n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div class=\"sk-wave\">\n <div class=\"sk-wave-rect\"></div>\n <div class=\"sk-wave-rect\"></div>\n <div class=\"sk-wave-rect\"></div>\n <div class=\"sk-wave-rect\"></div>\n <div class=\"sk-wave-rect\"></div>\n </div>\n</div>\n\n\n</div>"},"$:/xp/splashscreen/layouts/walking-cat":{"title":"$:/xp/splashscreen/layouts/walking-cat","caption":"Walking Cat","description":"Need to load svg images from the internet","source":"https://codepen.io/SoyEva/pen/LRjWze?editors=0100","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* Walking Cat */\n\n#marco{\n width: 1325px;\n height: 500px;\n margin: 0 auto;\n overflow: hidden;\n border-radius: 16px;\n margin-top: 2em;\n }\n\n#cielo{\n border-radius: 16px;\n width: 1325px;\n height: 500px;\n position: absolute;\n z-index: -30;\n top: 0;\n margin-top: 2em;\n }\n\n#edificios{\n background: none;\n height: 500px; \n width: 1325px;\n z-index: -10;\n top: 6.5em;\n background-position: 0px 0px;\n background-repeat: repeat-x;\n -webkit-animation: animar_edificios 120s linear infinite;\n -ms-animation: animar_edificios 120s linear infinite;\n -moz-animation: animar_edificios 120s linear infinite;\n position: absolute;\n }\n\n/* Animacion edificios */\n\n @keyframes animar_edificios {\n from { background-position: 50% 0; }\n to { background-position: 100% 0; }\n }\n @-webkit-keyframes animar_edificios {\n from { background-position: 50% 0; }\n to { background-position: 100% 0; }\n }\n @-ms-keyframes animar_edificios {\n from { background-position: 50% 0; }\n to { background-position: 100% 0; }\n }\n @-moz-keyframes animar_edificios {\n from { background-position: 50% 0; }\n to { background-position: 100% 0; }\n }\n \n#luna {\n width: 6em;\n height: 6em;\n -moz-border-radius: 50%;\n -webkit-border-radius: 50%;\n border-radius: 50%;\n -moz-box-shadow: 30px 10px 0 #F7F8E0;\n -webkit-box-shadow: 30px 10px 0 #F7F8E0;\n box-shadow: 30px 10px 0 #F7F8E0;\n margin-top: 1em;\n margin-left: 50%;\n position: absolute;\n z-index: -19;\n }\n\n#muro{\n height: 23em;\n width: 100%;\n border-top: 2px solid;\n }\n\n#gato{\n background: url('https://res.cloudinary.com/pastelitos/image/upload/v1610526571/eva/gatito_pushui.svg');\n height: 297px; \n width: 507.5px;\n margin-top: 2em;\n margin-left: 2em;\n z-index: 10;\n -webkit-animation: sprite-animation 1.2s steps(16,end) infinite;\n -moz-animation: sprite-animation 1.2s steps(16,end) infinite; \n -ms-animation: sprite-animation 1.2s steps(16,end) infinite; \n animation: sprite-animation 1.2s steps(16,end) infinite;\n }\n\n@-webkit-keyframes sprite-animation { \n from { background-position: 0 0; }\n to { background-position: -8120px 0; } \n }\n\n@-ms-keyframes sprite-animation { \n from { background-position: 0 0; }\n to { background-position: -8120px 0; }\n }\n\n@-moz-keyframes sprite-animation { \n from { background-position: 0 0; }\n to { background-position: -8120px 0; }\n }\n\n@keyframes sprite-animation { \n from { background-position: 0 0; }\n to { background-position: -8120px 0; }\n }\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n\t<div class=\"tc-splash-text\">\n\t{{$:/core/icon||$:/core/templates/plain-text-tiddler}}\n\t</div>\n</div>\n<div id=\"marco\">\n <div id=\"cielo\"></div>\n <div id=\"luna\"></div>\n <div id=\"gato\"></div>\n <div id=\"muro\"></div>\n <div id=\"edificios\"></div>\n</div>\n\n</div>"},"$:/xp/splashscreen/layouts/wave":{"title":"$:/xp/splashscreen/layouts/wave","caption":"Wave","source":"https://www.jb51.net/css/546509.html","tags":"$:/tags/SplashScreen","text":"\\import [subfilter{$:/core/config/GlobalImportFilter}]\n\n\\procedure show-icon(title)\n<$wikify name=\"icon\" text={{{ [<title>addprefix[{{]addsuffix[}}]] }}} output=\"html\">\n<$text text=<<icon>>/>\n</$wikify>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrocallinline\n<div class=\"tc-remove-when-wiki-loaded\">\n<style scoped>\n\n.tc-splash-title,\n.tc-splash-subtitle,\n.tc-splash-text {\n font-family: -apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\";\n font-size: 16px;\n text-rendering: optimizeLegibility;\n -webkit-font-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n padding: 4px 2px;\n color: <<colour foreground>>;\n fill: <<colour foreground>>;\n}\n\n.tc-splash-title {\n font-size: 38px;\n margin: 20px auto 0;\n border-bottom: 1px solid <<colour table-border>>;\n}\n\n.tc-splash-subtitle {\n font-size: 18px;\n margin: 5px auto 0;\n}\n\n.tc-splash-text {\n width: 200px;\n}\n\n.tc-splash-text img {\n width: 150px;\n <<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\nhtml body.tc-body {\n background: <<colour page-background>>;\n}\n\n.line-wrapper {\n width: 100%;\n height: 35vh;\n display: flex;\n flex-direction: column;\n justifyfont-smoothing: antialiased;\n margin: 20px auto 0;\n text-align: center;\n color: <<colour primary>>;\n fill-content: center;\n align-items: center;\n}\n\n/* Wave */\n\n#preloader-wave {\n position: relative;\n top: 40px;\n}\n\n#preloader-wave span {\n position: absolute;\n width: 10px;\n height: 10px;\n background: <<colour primary>>;\n animation: bounce 0.8s infinite linear;\n -moz-border-radius: 50%;\n -webkit-border-radius: 50%;\n border-radius: 50%;\n}\n\n#preloader-wave span:nth-child(1) {\n left: -30px;\n animation-delay: 0s;\n}\n\n#preloader-wave span:nth-child(2) {\n left: -15px;\n animation-delay: 0.25s;\n}\n\n#preloader-wave span:nth-child(3) {\n left: 0px;\n animation-delay: 0.5s;\n}\n\n#preloader-wave span:nth-child(4) {\n left: 15px;\n animation-delay: 0.75s;\n}\n\n#preloader-wave span:nth-child(5) {\n left: 30px;\n animation-delay: 1.0s;\n}\n\n@keyframes bounce {\n 0% { transform: translateY(0px); opacity: 0.5; }\n 50% { transform: translateY(-15px); opacity: 1.0; }\n 100% { transform: translateY(0px); opacity: 0.5; }\n}\n</style>\n\n<div class=\"line-wrapper\">\n <div class=\"tc-splash-title\"></div>\n <div class=\"tc-splash-title\">{{$:/SiteTitle}}</div>\n <div class=\"tc-splash-subtitle\">{{$:/SiteSubtitle}}</div>\n <div id=\"preloader-wave\">\n <span></span>\n <span></span>\n <span></span>\n <span></span>\n <span></span>\n </div>\n</div>\n\n\n</div>"},"$:/plugins/xp/splashscreen/readme":{"title":"$:/plugins/xp/splashscreen/readme","text":"; Splash Screen\n: 快速切换「启动画面」。\n\n!! Settings\n\n{{$:/plugins/xp/splashscreen/settings}}\n\n!! See also\n\n* [[SpinKit|https://github.com/tobiasahlin/SpinKit]]\n* [[Three Dots|https://nzbin.github.io/three-dots/#]]\n* [[HTML5+CSS3 最酷的 loading 效果收集|https://www.runoob.com/w3cnote/free-html5-css3-loaders-preloaders.html]]\n* [[CSS3 Loading Animation|https://codepen.io/TaniaLD/pen/oKxep]]"},"$:/plugins/xp/splashscreen/settings":{"title":"$:/plugins/xp/splashscreen/settings","caption":"Splash Screen","tags":"$:/tags/ControlPanel/Appearance","text":"\\define selectSplashScreen()\n<$select tiddler='$:/SplashScreen'>\n<$list filter='[all[shadows+tiddlers]tag[$:/tags/SplashScreen]]'>\n<option value={{{ [<currentTiddler>addprefix[{{]addsuffix[}}]] }}}><$view field='caption'/></option>\n</$list>\n</$select>\n\\end\n\n\n<div style=\"margin-left: 25px;\">\n\n<$checkbox tiddler=\"$:/SplashScreen\" tag=\"$:/tags/RawMarkupWikified/TopBody\">\nChange splashscreen: <<selectSplashScreen>>\n</$checkbox>\n\n</div>\n\n> See also: $:/SplashScreen"}}} \ No newline at end of file diff --git a/wiki/tiddlers/system/$__plugins_xp_splashscreen.json.meta b/wiki/tiddlers/system/$__plugins_xp_splashscreen.json.meta new file mode 100644 index 0000000..5073a79 --- /dev/null +++ b/wiki/tiddlers/system/$__plugins_xp_splashscreen.json.meta @@ -0,0 +1,11 @@ +author: kl +created: 20210127031225269 +dependents: +description: Switch splash screen +list: readme +modified: 20231004050404986 +name: Splash Screen +plugin-type: plugin +title: $:/plugins/xp/splashscreen +type: application/json +version: 0.2.2 \ No newline at end of file diff --git a/wiki/tiddlers/$__themes_linonetwo_itonnote.json b/wiki/tiddlers/system/$__themes_linonetwo_itonnote.json similarity index 100% rename from wiki/tiddlers/$__themes_linonetwo_itonnote.json rename to wiki/tiddlers/system/$__themes_linonetwo_itonnote.json diff --git a/wiki/tiddlers/$__themes_tiddlywiki_vanilla_options_sidebarlayout.tid b/wiki/tiddlers/system/$__themes_tiddlywiki_vanilla_options_sidebarlayout.tid similarity index 100% rename from wiki/tiddlers/$__themes_tiddlywiki_vanilla_options_sidebarlayout.tid rename to wiki/tiddlers/system/$__themes_tiddlywiki_vanilla_options_sidebarlayout.tid From a2aa46a80d1533ef4d4678c9adf4b5e5c86184fd Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 01:30:30 +0800 Subject: [PATCH 09/76] feat: handleDarkMode --- src/commandpalette/styles/Compact.css.tid | 86 +---------------------- src/commandpalette/widgets/widget.ts | 12 ++++ 2 files changed, 13 insertions(+), 85 deletions(-) diff --git a/src/commandpalette/styles/Compact.css.tid b/src/commandpalette/styles/Compact.css.tid index eb17b06..2ec17aa 100644 --- a/src/commandpalette/styles/Compact.css.tid +++ b/src/commandpalette/styles/Compact.css.tid @@ -3,24 +3,6 @@ title: $:/plugins/linonetwo/commandpalette/Compact.css type: text/vnd.tiddlywiki \rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html -:root { - --palette-radius: 5px; -} -.commandpalette { - position: fixed; - background: <<colour background>>; - z-index: 9999; - left: 50%; - top: 10%; - transform: translate(-50%, 0%); - width: 500px; - display: none; - flex-direction: column; - font-size: 21px; - border-radius: var(--palette-radius); - box-shadow: rgba(0, 0, 0, 0.15) 0px 0px 14px; - border: 2px solid <<colour page-background>>; -} @media (max-width: 540px) { .commandpalette { width: calc(100vw - 40px); @@ -35,7 +17,7 @@ type: text/vnd.tiddlywiki bottom: 0; width: 100vw; height: 100vh; - background: <<colour background>>; + background: <<colour page-background>>; opacity: 0; filter: contrast(130%); min-width: 200px !important; @@ -44,69 +26,3 @@ type: text/vnd.tiddlywiki backdrop-filter: blur(10px); background-color: rgba(255,255,255,0.6); } -.inputhintwrapper { - display: flex; - align-items: center; - border-bottom: 1px solid <<colour page-background>>; -} -.commandpalette input { - border: 0; - background: 0; - height: 40px; - color: <<colour foreground>>; - border-radius: var(--palette-radius) var(--palette-radius) 0px 0px; - outline: 0; - min-width: 50px; - flex: 1; - padding-left: 7px; -} -.commandpalettetitle { - overflow: hidden; - text-overflow: ellipsis; - white-space: nowrap; -} -.commandpalettehint { - font-size: 13px; - text-align: right; - flex-shrink: 0; - padding-right: 7px; - opacity: 0.6; - font-weight: 800; -} -.commandpaletteresultselected>.commandpalettehint { - opacity: 1; -} -.commandpalettehintmain { - -} -.commandpaletteresult { - background: <<colour background>>; - font-size: 15px; - color: <<colour foreground>>; - fill: <<colour foreground>>; - display: flex; - align-items: center; - justify-content: space-between; - padding-left: 6px; - padding-top: 4px; - padding-bottom: 4px; - cursor: pointer; - width: 100%; -} -.commandpaletteresult:not(:last-child) { - border-bottom: <<colour page-background>> solid 1px; -} -.commandpaletteresult:hover:not(.commandpaletteresultselected) { - background: <<colour page-background>>; -} -.commandpaletteresultselected { - background: <<colour primary>>; - color: <<colour tiddler-link-background>>; - fill: <<colour tiddler-link-background>>; -} -.cp-scroll{ - max-height: 50vh; - overflow-y: auto; - position: relative; - border-radius: 0px 0px var(--palette-radius) var(--palette-radius); -} diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index a717721..35568e9 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -30,6 +30,7 @@ class CommandPaletteWidget extends Widget { console.error(`Failed to load command palette plugin ${title}`, error); } }); + this.handleDarkMode(); autocomplete({ container: containerElement, placeholder: 'Search for tiddlers', @@ -71,6 +72,17 @@ class CommandPaletteWidget extends Widget { }); } + handleDarkMode() { + const isDark = $tw.wiki.getTiddlerText('$:/info/darkmode') === 'yes'; + if (isDark) { + // https://www.algolia.com/doc/ui-libraries/autocomplete/api-reference/autocomplete-theme-classic/#dark-mode + const dataset = (this.document as unknown as Document).body?.dataset; + if (dataset !== undefined) { + dataset.theme = 'dark'; + } + } + } + onClose() { $tw.wiki.deleteTiddler('$:/state/commandpalette/default/opened'); } From ba6cd5f17ca699e5ef62fdbc97e648bbbc00de2d Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 02:47:00 +0800 Subject: [PATCH 10/76] i18n: translate no result --- .../language/en-GB/Translations.multids | 10 +++++++--- .../language/zh-Hans/Translations.multids | 12 ++++++++---- .../build-in-sub-plugins/search-story-history.ts | 5 ++++- .../build-in-sub-plugins/search-user-title-pinyin.ts | 3 ++- .../build-in-sub-plugins/search-user-title.ts | 3 ++- src/commandpalette/widgets/utils/lingo.ts | 5 +++++ 6 files changed, 28 insertions(+), 10 deletions(-) create mode 100644 src/commandpalette/widgets/utils/lingo.ts diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 9d1d596..d1f379d 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -1,10 +1,14 @@ title: $:/plugins/linonetwo/commandpalette/language/en-GB/ -Name: Unnamed Plugin -Description: Unfilled Description -Configs/Description: These settings let you customise the behaviour of "Unnamed Plugin" plugin. +Name: Command Palette +Description: Search the text of tiddlers, and execute commands in Tiddlywiki. Beautiful omni-bar and shortcut command center. +Configs/Description: These settings let you customise the behaviour of "Command Palette" plugin. Configs/PluginConfigs/Caption: Plugin Configs Configs/XXX/Caption: XXX Configs/XXX/Description: XXX is XXX Configs/YYY/Caption: YYY Configs/ZZZ/Caption: ZZZ +UserTitle: Title of user tiddler +UserTitlePinyin: Title Pinyin of user tiddler +StoryHistory: Story history +NoResult: No result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index bc211e4..9830caa 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -1,10 +1,14 @@ title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/ -Name: 未命名插件 -Description: 未填描述 -Configs/Description: 通过这些设置，您可以自定义「未命名插件」插件的行为。 +Name: 命令菜单 +Description: 搜索条目文本，以及执行太微中的命令。美观大方的多合一搜索框和快捷指令中心。 +Configs/Description: 通过这些设置，您可以自定义「命令菜单」插件的行为。 Configs/PluginConfigs/Caption: 插件设置 Configs/XXX/Caption: 配置甲 Configs/XXX/Description: 配置甲是甲 Configs/YYY/Caption: 配置乙 -Configs/ZZZ/Caption: 配置丙 \ No newline at end of file +Configs/ZZZ/Caption: 配置丙 +UserTitle: 用户条目标题 +UserTitlePinyin: 用户条目拼音 +StoryHistory: 用户条目拼音 +NoResult: 无结果 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index 4360a85..b1f0f5a 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -1,6 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import uniq from 'lodash/uniq'; import { ITiddlerFields } from 'tiddlywiki'; +import { lingo } from '../utils/lingo'; export const plugin = { getSources() { @@ -13,6 +14,8 @@ export const plugin = { ...historyData.reverse().map((x) => x.title), ...$tw.wiki.filterTiddlers('[list[$:/StoryList]]'), ]); + // DEBUG: console historyTitles + console.log(`historyTitles`, historyTitles); let filteredHistoryTitles: string[] = []; if ($tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined) { filteredHistoryTitles = $tw.wiki.filterTiddlers(`[search:title[${query}]]`, undefined, $tw.wiki.makeTiddlerIterator(historyTitles)); @@ -36,7 +39,7 @@ export const plugin = { return item.title; }, noResults() { - return 'No results.'; + return `${lingo('StoryHistory')} - ${lingo('NoResult')}`; }, }, }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index 560e9e3..96acd69 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -1,5 +1,6 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { lingo } from '../utils/lingo'; export const plugin = { getSources() { @@ -27,7 +28,7 @@ export const plugin = { return item.title; }, noResults() { - return 'No results.'; + return `${lingo('UserTitlePinyin')} - ${lingo('NoResult')}`; }, }, }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index 6633e10..367a447 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -1,5 +1,6 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { lingo } from '../utils/lingo'; export const plugin = { getSources() { @@ -23,7 +24,7 @@ export const plugin = { return item.title; }, noResults() { - return 'No results.'; + return `${lingo('UserTitle')} - ${lingo('NoResult')}`; }, }, }, diff --git a/src/commandpalette/widgets/utils/lingo.ts b/src/commandpalette/widgets/utils/lingo.ts new file mode 100644 index 0000000..2c2121d --- /dev/null +++ b/src/commandpalette/widgets/utils/lingo.ts @@ -0,0 +1,5 @@ +const lingoBase = '$:/plugins/linonetwo/commandpalette/'; +export function lingo(key: string) { + const languageCode = $tw.wiki.filterTiddlers('[[$:/language]get[text]get[name]else[en-GB]]')[0]; + return $tw.wiki.getTiddlerText(`${lingoBase}${languageCode}/${key}`, key); +} From 8f9ee7bc7de144c29ee737b37828705eec868685 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 02:47:11 +0800 Subject: [PATCH 11/76] fix: style --- src/commandpalette/styles/Compact.css.tid | 28 ------------------- .../DefaultCommandPalette.css.tid | 4 ++- 2 files changed, 3 insertions(+), 29 deletions(-) delete mode 100644 src/commandpalette/styles/Compact.css.tid rename src/commandpalette/{tiddlywiki-ui => styles}/DefaultCommandPalette.css.tid (93%) diff --git a/src/commandpalette/styles/Compact.css.tid b/src/commandpalette/styles/Compact.css.tid deleted file mode 100644 index 2ec17aa..0000000 --- a/src/commandpalette/styles/Compact.css.tid +++ /dev/null @@ -1,28 +0,0 @@ -tags: $:/tags/CommandPaletteTheme $:/tags/Stylesheet -title: $:/plugins/linonetwo/commandpalette/Compact.css -type: text/vnd.tiddlywiki - -\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html -@media (max-width: 540px) { - .commandpalette { - width: calc(100vw - 40px); - } -} -.commandpalette-mask-layer { - position: fixed; - z-index: 9998; - top: 0; - left: 0; - right: 0; - bottom: 0; - width: 100vw; - height: 100vh; - background: <<colour page-background>>; - opacity: 0; - filter: contrast(130%); - min-width: 200px !important; - transition: all {{$:/config/AnimationDuration}}ms; - pointer-events: none; - backdrop-filter: blur(10px); - background-color: rgba(255,255,255,0.6); -} diff --git a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid similarity index 93% rename from src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid rename to src/commandpalette/styles/DefaultCommandPalette.css.tid index 54faf19..8fcaac1 100644 --- a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -42,8 +42,10 @@ tags: $:/tags/Stylesheet transition: opacity {{$:/config/AnimationDuration}}ms; backdrop-filter: blur(10px); background-color: rgba(255,255,255,0.6); + overscroll-behavior: contain; + overscroll-behavior: none; } -.aa-Panel { +div.aa-Panel { z-index: 2000; } From e7cd317dbbaa0c25a04caae073a910be75f9afac Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 02:47:38 +0800 Subject: [PATCH 12/76] feat: handle destroy --- package.json | 1 + pnpm-lock.yaml | 23 ++++++++++++++++++ src/commandpalette/widgets/widget.ts | 35 +++++++++++++++++++++++++--- 3 files changed, 56 insertions(+), 3 deletions(-) diff --git a/package.json b/package.json index 766cfd1..85be54a 100644 --- a/package.json +++ b/package.json @@ -51,6 +51,7 @@ "dependencies": { "@algolia/autocomplete-js": "^1.17.0", "@algolia/autocomplete-theme-classic": "^1.17.0", + "@seznam/visibility-observer": "^1.1.0", "fuse.js": "^7.0.0", "lodash": "^4.17.21", "npm-check-updates": "^16.14.20", diff --git a/pnpm-lock.yaml b/pnpm-lock.yaml index 3bc81ea..040c4cb 100644 --- a/pnpm-lock.yaml +++ b/pnpm-lock.yaml @@ -14,6 +14,9 @@ importers: '@algolia/autocomplete-theme-classic': specifier: ^1.17.0 version: 1.17.0 + '@seznam/visibility-observer': + specifier: ^1.1.0 + version: 1.1.0 fuse.js: specifier: ^7.0.0 version: 7.0.0 @@ -1356,6 +1359,9 @@ packages: '@swc/helpers': optional: true + '@seznam/visibility-observer@1.1.0': + resolution: {integrity: sha512-KSzoD5rOHKosnGG4w1RPZq4LNMUqdmSF9aEOlPkYknQlD0yRmiTjOZhTlA1krt8L+eKVx2HBTNhbbfano5DLcA==} + '@sigstore/bundle@1.1.0': resolution: {integrity: sha512-PFutXEy0SmQxYI4texPw3dd2KewuNqv7OuK1ZFtY2fM754yhvG2KdgwIhRnoEE2uHdtdGNQ8s0lb94dW9sELog==} engines: {node: ^14.17.0 || ^16.13.0 || >=18.0.0} @@ -2889,6 +2895,9 @@ packages: resolution: {integrity: sha512-M1WuAmb7pn9zdFRtQYk26ZBoY043Sse0wVDdk4Bppr+JOXyQYybdtvK+l9wUibhtjdjvtoiNy8tk+EgsYIUqKg==} engines: {node: '>=12.0.0'} + insular-observer@0.1.1: + resolution: {integrity: sha512-H/uuZLeNqdCa4CSCcpB9LC59Ue6BQu3N2blSK3mtYX6sDaRymQQr+AwyFcIrTSjkNP+/WKpnXA1glcaTmeoDXA==} + internal-slot@1.0.6: resolution: {integrity: sha512-Xj6dv+PsbtwyPpEflsejS+oIZxmMlV44zAhG479uYu89MsjcYOhCFnNyKrkJrihbsiasQyY0afoCl/9BLR65bg==} engines: {node: '>= 0.4'} @@ -3133,6 +3142,9 @@ packages: resolution: {integrity: sha512-ZZow9HBI5O6EPgSJLUb8n2NKgmVWTwCvHGwFuJlMjvLFqlGG6pjirPhtdsseaLZjSibD8eegzmYpUZwoIlj2cQ==} engines: {node: '>=4.0'} + key-master@4.1.0: + resolution: {integrity: sha512-ZSrR9vmpWH6IKpZYtu+n2CJEyJxOL56vIbxGGws0SX/yfTy/mRzKBpKfWtM3+6H+rkWjjDe6J2EJteC57ZVecg==} + keypress@0.1.0: resolution: {integrity: sha512-x0yf9PL/nx9Nw9oLL8ZVErFAk85/lslwEP7Vz7s5SI1ODXZIgit3C5qyWjw4DxOuO/3Hb4866SQh28a1V1d+WA==} @@ -6048,6 +6060,11 @@ snapshots: optionalDependencies: '@swc/helpers': 0.5.3 + '@seznam/visibility-observer@1.1.0': + dependencies: + insular-observer: 0.1.1 + key-master: 4.1.0 + '@sigstore/bundle@1.1.0': dependencies: '@sigstore/protobuf-specs': 0.2.1 @@ -8054,6 +8071,10 @@ snapshots: through: 2.3.8 wrap-ansi: 6.2.0 + insular-observer@0.1.1: + dependencies: + key-master: 4.1.0 + internal-slot@1.0.6: dependencies: get-intrinsic: 1.2.2 @@ -8263,6 +8284,8 @@ snapshots: object.assign: 4.1.5 object.values: 1.1.7 + key-master@4.1.0: {} + keypress@0.1.0: {} keyv@4.5.4: diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 35568e9..b0eac32 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -1,9 +1,12 @@ +import { Modal } from '$:/core/modules/utils/dom/modal.js'; import { widget as Widget } from '$:/core/modules/widgets/widget.js'; import { autocomplete, AutocompletePlugin } from '@algolia/autocomplete-js'; import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; +import { observe, unobserve } from '@seznam/visibility-observer'; class CommandPaletteWidget extends Widget { + id = 'default'; refresh(_changedTiddlers: IChangedTiddlers) { return false; } @@ -12,6 +15,7 @@ class CommandPaletteWidget extends Widget { this.parentDomNode = parent; this.computeAttributes(); this.execute(); + this.id = this.getAttribute('id', 'default'); const containerElement = $tw.utils.domMaker('nav', { class: 'tw-commandpalette-container', }); @@ -46,14 +50,29 @@ class CommandPaletteWidget extends Widget { navigateTo: itemUrl, navigateFromNode: this, }); - this.onClose(); + this.destroy(); }, }, plugins, }); this.onCommandPaletteDOMInit(containerElement); + observe(containerElement, this.onVisibilityChange.bind(this)); } + onVisibilityChange( + visibilityEntry: IntersectionObserverEntry & { + target: HTMLElement; + }, + ) { + if (!visibilityEntry.isIntersecting) { + this.destroy(); + unobserve(visibilityEntry.target, this.onVisibilityChange.bind(this)); + } + } + + /** Copy from Modal, to use its logic */ + srcDocument = this.document; + modalCount = 0; /** * Do things after command palette UI is initialized. */ @@ -67,9 +86,12 @@ class CommandPaletteWidget extends Widget { // no API to listen esc, listen manually inputElement.addEventListener('keydown', (event) => { if (event.key === 'Escape') { - this.onClose(); + this.destroy(); } }); + this.modalCount++; + // call with this + Modal.prototype.adjustPageClass.call(this); } handleDarkMode() { @@ -83,8 +105,15 @@ class CommandPaletteWidget extends Widget { } } - onClose() { + removeChildDomNodes(): void { + this.destroy(); + super.removeChildDomNodes(); + } + + destroy() { $tw.wiki.deleteTiddler('$:/state/commandpalette/default/opened'); + this.modalCount = 0; + Modal.prototype.adjustPageClass.call(this); } } From 2bc1cb6e940a2c9218f44d2eeeefb8438d4956eb Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 16:57:10 +0800 Subject: [PATCH 13/76] fix: translation --- src/commandpalette/language/en-GB/Readme.tid | 6 +++++- src/commandpalette/language/zh-Hans/Readme.tid | 8 +++++++- src/commandpalette/plugin.info | 2 +- src/commandpalette/readme.tid | 11 +++-------- src/commandpalette/tree.tid | 3 +++ .../build-in-sub-plugins/search-story-history.ts | 3 +++ .../build-in-sub-plugins/search-user-title-pinyin.ts | 3 +++ .../widgets/build-in-sub-plugins/search-user-title.ts | 3 +++ src/commandpalette/widgets/utils/lingo.ts | 2 +- src/pinyin-fuzzy-search/readme.tid | 5 +++++ 10 files changed, 34 insertions(+), 12 deletions(-) create mode 100644 src/commandpalette/tree.tid diff --git a/src/commandpalette/language/en-GB/Readme.tid b/src/commandpalette/language/en-GB/Readme.tid index e75912c..3243a67 100644 --- a/src/commandpalette/language/en-GB/Readme.tid +++ b/src/commandpalette/language/en-GB/Readme.tid @@ -6,4 +6,8 @@ title: $:/plugins/linonetwo/commandpalette/language/en-GB/Readme <<lingo Description>> -Write readme here. +This plugin is compatible with [[Souk21/TW-commandpalette|https://github.com/Souk21/TW-commandpalette]], but is written with TypeScript and [ext[algolia/autocomplete|https://github.com/algolia/autocomplete]], make it much more powerful and friendly to developers to extend its functionality. + +!! Feature + +Press ctrl/cmd + P to call up the search box, or add Shift to call up the command box (aka, command palette). diff --git a/src/commandpalette/language/zh-Hans/Readme.tid b/src/commandpalette/language/zh-Hans/Readme.tid index 59e7e47..d59675c 100644 --- a/src/commandpalette/language/zh-Hans/Readme.tid +++ b/src/commandpalette/language/zh-Hans/Readme.tid @@ -6,4 +6,10 @@ title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/Readme <<lingo Description>> -在这里写自述文档。 +该插件与[[Souk21/TW-commandpalette|https://github.com/Souk21/TW-commandpalette]]兼容，但采用了 TypeScript 和[ext[algolia/autocomplete|https://github.com/algolia/autocomplete]]编写，因此功能更强大，对开发人员扩展其功能也更友好。 + +!! 功能 + +按下 ctrl/cmd + P 唤起搜索框，按的时候如果多加一个 Shift 可以唤起功能框。 + +如果你还安装了[ext[linonetwo/pinyin-fuzzy-search|https://tw-cpl.netlify.app/#linonetwo%2Fpinyin-fuzzy-search:Index%20linonetwo%2Fpinyin-fuzzy-search]]插件，那么搜索的时候可以打拼音。 diff --git a/src/commandpalette/plugin.info b/src/commandpalette/plugin.info index 82fe418..3c6b23e 100644 --- a/src/commandpalette/plugin.info +++ b/src/commandpalette/plugin.info @@ -4,7 +4,7 @@ "author": "LinOnetwo", "version": "0.4.0", "core-version": ">=5.0.8", - "list": "readme", + "list": "readme tree", "source": "https://github.com/tiddly-gittly/tiddlywiki-plugins", "dependents": "$:/plugins/linonetwo/pinyin-fuzzy-search", "plugin-type": "plugin" diff --git a/src/commandpalette/readme.tid b/src/commandpalette/readme.tid index 3c79998..ca8fd35 100644 --- a/src/commandpalette/readme.tid +++ b/src/commandpalette/readme.tid @@ -1,10 +1,5 @@ -title: $:/plugins/linonetwo/itonnote/readme -type: text/vnd.tiddlywiki +title: $:/plugins/linonetwo/commandpalette/readme -此插件基于[[Souk21/TW-commandpalette|https://github.com/Souk21/TW-commandpalette]]，非常感谢他的工作，在过去的一年里这个插件极大地为我提高了工作效率。我将它主要源码复制过来汉化并加入拼音搜索功能，以便我们更灵活地在中文环境下使用。 +\define lingo-base() $:/plugins/linonetwo/commandpalette/language/ -!! 功能 - -按下 ctrl/cmd + P 唤起搜索框，按的时候如果多加一个 shift 可以唤起功能框。 - -搜索的时候可以打拼音。 +<<lingo Readme>> diff --git a/src/commandpalette/tree.tid b/src/commandpalette/tree.tid new file mode 100644 index 0000000..8262997 --- /dev/null +++ b/src/commandpalette/tree.tid @@ -0,0 +1,3 @@ +title: $:/plugins/linonetwo/commandpalette/tree + +<<tree prefix:"$:/plugins/linonetwo/commandpalette/">> \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index b1f0f5a..6177839 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -32,6 +32,9 @@ export const plugin = { return item.title; }, templates: { + header() { + return lingo('StoryHistory'); + }, item({ item }) { if (typeof item.caption === 'string' && item.caption !== '') { return `${item.caption} (${item.title})`; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index 96acd69..ddbb979 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -21,6 +21,9 @@ export const plugin = { return item.title; }, templates: { + header() { + return lingo('UserTitlePinyin'); + }, item({ item }) { if (typeof item.caption === 'string' && item.caption !== '') { return `${item.caption} (${item.title})`; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index 367a447..c74fe07 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -17,6 +17,9 @@ export const plugin = { return item.title; }, templates: { + header() { + return lingo('UserTitle'); + }, item({ item }) { if (typeof item.caption === 'string' && item.caption !== '') { return `${item.caption} (${item.title})`; diff --git a/src/commandpalette/widgets/utils/lingo.ts b/src/commandpalette/widgets/utils/lingo.ts index 2c2121d..65b293a 100644 --- a/src/commandpalette/widgets/utils/lingo.ts +++ b/src/commandpalette/widgets/utils/lingo.ts @@ -1,4 +1,4 @@ -const lingoBase = '$:/plugins/linonetwo/commandpalette/'; +const lingoBase = '$:/plugins/linonetwo/commandpalette/language/'; export function lingo(key: string) { const languageCode = $tw.wiki.filterTiddlers('[[$:/language]get[text]get[name]else[en-GB]]')[0]; return $tw.wiki.getTiddlerText(`${lingoBase}${languageCode}/${key}`, key); diff --git a/src/pinyin-fuzzy-search/readme.tid b/src/pinyin-fuzzy-search/readme.tid index 401d2ce..d909485 100644 --- a/src/pinyin-fuzzy-search/readme.tid +++ b/src/pinyin-fuzzy-search/readme.tid @@ -2,3 +2,8 @@ title: $:/plugins/linonetwo/pinyin-fuzzy-search/readme creator: LinOnetwo type: text/vnd.tiddlywiki +为命令菜单插件提供拼音搜索功能，一般需要安装命令菜单插件才能用，但如果你很懂筛选器的话，这个插件也提供了以下筛选器供你使用： + +* pinyinfuse +* fuzzySearchWiki +* hasPinyinMatchOrFuseMatch From 89484ffd1e98e062e01e97bef95ffb8aefb20ab8 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 17:27:26 +0800 Subject: [PATCH 14/76] feat: sort source by priority --- .../search-story-history.ts.meta | 3 ++- .../search-user-title-pinyin.ts.meta | 3 ++- .../search-user-title.ts.meta | 3 ++- src/commandpalette/widgets/widget.ts | 20 +++++++++++-------- 4 files changed, 18 insertions(+), 11 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta index 3d0b729..1132e3b 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta @@ -1,4 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-story-history.js tags: $:/tags/CommandPalette/Plugin type: application/javascript -module-type: library \ No newline at end of file +module-type: library +priority: 0 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta index 3cd25ac..2578e7f 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta @@ -1,4 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-user-title-pinyin.js tags: $:/tags/CommandPalette/Plugin type: application/javascript -module-type: library \ No newline at end of file +module-type: library +priority: 10 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta index febd315..eb23ac2 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta @@ -1,4 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-user-title.js tags: $:/tags/CommandPalette/Plugin type: application/javascript -module-type: library \ No newline at end of file +module-type: library +priority: 5 \ No newline at end of file diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index b0eac32..903533b 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -26,14 +26,18 @@ class CommandPaletteWidget extends Widget { * Try loading plugins. Plugin should add tag `$:/tags/CommandPalette/Plugin` and export a `plugin` object. */ const searchTitlePluginTitles = $tw.wiki.filterTiddlers('[all[shadows]tag[$:/tags/CommandPalette/Plugin]]'); - searchTitlePluginTitles.forEach((title) => { - try { - // eslint-disable-next-line @typescript-eslint/no-unsafe-argument, @typescript-eslint/no-unsafe-member-access, security/detect-non-literal-require, security-node/detect-non-literal-require-calls - plugins.push(require(title).plugin); - } catch (error) { - console.error(`Failed to load command palette plugin ${title}`, error); - } - }); + searchTitlePluginTitles + .map(title => this.wiki.getTiddler(title)?.fields) + .filter(item => item !== undefined) + .sort((a, b) => (b.priority as number | undefined ?? 0) - (a.priority as number | undefined ?? 0)) + .forEach((tiddlerField) => { + try { + // eslint-disable-next-line @typescript-eslint/no-unsafe-argument, @typescript-eslint/no-unsafe-member-access, security/detect-non-literal-require, security-node/detect-non-literal-require-calls + plugins.push(require(tiddlerField.title).plugin); + } catch (error) { + console.error(`Failed to load command palette plugin ${tiddlerField.title}`, error); + } + }); this.handleDarkMode(); autocomplete({ container: containerElement, From e22e5adc139cff54732886e7349a6d78e70b71d2 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 17:27:45 +0800 Subject: [PATCH 15/76] fix: history display --- src/commandpalette/language/zh-Hans/Translations.multids | 2 +- .../widgets/build-in-sub-plugins/search-story-history.ts | 4 +--- .../widgets/build-in-sub-plugins/search-user-title-pinyin.ts | 4 +++- .../widgets/build-in-sub-plugins/search-user-title.ts | 4 +++- wiki/tiddlers/system/$__DefaultTiddlers.tid | 2 +- 5 files changed, 9 insertions(+), 7 deletions(-) diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 9830caa..844c42a 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -10,5 +10,5 @@ Configs/YYY/Caption: 配置乙 Configs/ZZZ/Caption: 配置丙 UserTitle: 用户条目标题 UserTitlePinyin: 用户条目拼音 -StoryHistory: 用户条目拼音 +StoryHistory: 故事流浏览历史 NoResult: 无结果 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index 6177839..5e21e93 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -14,8 +14,6 @@ export const plugin = { ...historyData.reverse().map((x) => x.title), ...$tw.wiki.filterTiddlers('[list[$:/StoryList]]'), ]); - // DEBUG: console historyTitles - console.log(`historyTitles`, historyTitles); let filteredHistoryTitles: string[] = []; if ($tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined) { filteredHistoryTitles = $tw.wiki.filterTiddlers(`[search:title[${query}]]`, undefined, $tw.wiki.makeTiddlerIterator(historyTitles)); @@ -26,7 +24,7 @@ export const plugin = { .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter(Boolean) as ITiddlerFields[]; // swap first and second, so its easier to switch to second, like using ctrl + tab in vscode - return [second, first, ...rest]; + return [second, first, ...rest].filter(Boolean); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index ddbb979..b6b294f 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -3,16 +3,18 @@ import { ITiddlerFields } from 'tiddlywiki'; import { lingo } from '../utils/lingo'; export const plugin = { - getSources() { + getSources(parameters) { // check `pinyinfuse` operator is installed if ($tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined) { return []; } + if (parameters.query.length === 0) return []; const fieldsAsTitle = ['title', 'caption'].join(','); return [ { sourceId: 'title-pinyin', getItems({ query }) { + if (query === '') return []; return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]pinyinfuse:${fieldsAsTitle}[${query}]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter(Boolean) as ITiddlerFields[]; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index c74fe07..8f34764 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -3,12 +3,14 @@ import { ITiddlerFields } from 'tiddlywiki'; import { lingo } from '../utils/lingo'; export const plugin = { - getSources() { + getSources(parameters) { + if (parameters.query.length === 0) return []; const fieldsAsTitle = ['title', 'caption'].join(','); return [ { sourceId: 'title', getItems({ query }) { + if (query === '') return []; return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]search:${fieldsAsTitle}[${query}]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter(Boolean) as ITiddlerFields[]; diff --git a/wiki/tiddlers/system/$__DefaultTiddlers.tid b/wiki/tiddlers/system/$__DefaultTiddlers.tid index a345100..8ab8d5b 100644 --- a/wiki/tiddlers/system/$__DefaultTiddlers.tid +++ b/wiki/tiddlers/system/$__DefaultTiddlers.tid @@ -3,4 +3,4 @@ modified: 20221228055915176 title: $:/DefaultTiddlers type: text/vnd.tiddlywiki -$:/plugins/linonetwo/commandpalette [[Example Tiddlers]] +$:/plugins/linonetwo/commandpalette [[Example Tiddlers]] $:/StoryList From f45853c0faf9bf285147932642edb4c984be28f2 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 17:27:53 +0800 Subject: [PATCH 16/76] fix: only one instance --- src/commandpalette/widgets/widget.ts | 11 +++++------ 1 file changed, 5 insertions(+), 6 deletions(-) diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 903533b..acf2752 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -11,6 +11,8 @@ class CommandPaletteWidget extends Widget { return false; } + autoCompleteInstance: ReturnType<typeof autocomplete> | undefined; + render(parent: Element, nextSibling: Element) { this.parentDomNode = parent; this.computeAttributes(); @@ -39,10 +41,11 @@ class CommandPaletteWidget extends Widget { } }); this.handleDarkMode(); - autocomplete({ + this.autoCompleteInstance = autocomplete({ container: containerElement, placeholder: 'Search for tiddlers', autoFocus: true, + openOnFocus: true, ignoreCompositionEvents: true, getSources() { return []; @@ -109,15 +112,11 @@ class CommandPaletteWidget extends Widget { } } - removeChildDomNodes(): void { - this.destroy(); - super.removeChildDomNodes(); - } - destroy() { $tw.wiki.deleteTiddler('$:/state/commandpalette/default/opened'); this.modalCount = 0; Modal.prototype.adjustPageClass.call(this); + this.autoCompleteInstance?.destroy(); } } From ebb8ae5806b4d95139736d67e88f8e2c7a4e3ffd Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 17:33:48 +0800 Subject: [PATCH 17/76] fix: z-index and source title --- src/commandpalette/styles/DefaultCommandPalette.css.tid | 8 +++++++- 1 file changed, 7 insertions(+), 1 deletion(-) diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index 8fcaac1..dac256e 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -47,5 +47,11 @@ tags: $:/tags/Stylesheet } div.aa-Panel { - z-index: 2000; + z-index: 10000; +} +div.aa-SourceHeader { + border-bottom: 1px solid; + padding-bottom: 0.3em; + padding-top: 0.3em; + opacity: 0.5; } From 582cb813c59442552a18a308b61b79ee15d88334 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 18:15:17 +0800 Subject: [PATCH 18/76] feat: filter out duplicate between sources --- package.json | 1 + pnpm-lock.yaml | 39 +++++++++++++++++++ .../language/en-GB/Translations.multids | 2 +- .../language/zh-Hans/Translations.multids | 2 +- .../utils/AutocompleteReshapeFunction.ts | 11 ++++++ .../widgets/utils/uniqSourcesBy.ts | 39 +++++++++++++++++++ src/commandpalette/widgets/widget.ts | 13 +++++++ 7 files changed, 105 insertions(+), 2 deletions(-) create mode 100644 src/commandpalette/widgets/utils/AutocompleteReshapeFunction.ts create mode 100644 src/commandpalette/widgets/utils/uniqSourcesBy.ts diff --git a/package.json b/package.json index 85be54a..2ebaf71 100644 --- a/package.json +++ b/package.json @@ -49,6 +49,7 @@ "typescript": "^5.4.5" }, "dependencies": { + "@algolia/autocomplete-core": "^1.17.1", "@algolia/autocomplete-js": "^1.17.0", "@algolia/autocomplete-theme-classic": "^1.17.0", "@seznam/visibility-observer": "^1.1.0", diff --git a/pnpm-lock.yaml b/pnpm-lock.yaml index 040c4cb..8a586c3 100644 --- a/pnpm-lock.yaml +++ b/pnpm-lock.yaml @@ -8,6 +8,9 @@ importers: .: dependencies: + '@algolia/autocomplete-core': + specifier: ^1.17.1 + version: 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) '@algolia/autocomplete-js': specifier: ^1.17.0 version: 1.17.0(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) @@ -94,6 +97,9 @@ packages: '@algolia/autocomplete-core@1.17.0': resolution: {integrity: sha512-6E4sVb5+fGtSQs9mULlxUH84OWFUVZPMapa5dMCtUc7KyDRLY6+X/dA8xbDA8CX5phdBn1plLUET1B6NZnrZuw==} + '@algolia/autocomplete-core@1.17.1': + resolution: {integrity: sha512-D8SX3K6uKasCVreYYCOQ1z/6KH7h5WdoSF7j7gbVX3770jkIZl9lMll6mLmVX8MkgalaieX86BLff8VUtlEeEQ==} + '@algolia/autocomplete-js@1.17.0': resolution: {integrity: sha512-RbD98hXtZOl6VohSAo7kMOFWQHR1x4wWaJFadJradFQ1TAA9hFEyirSIM+yT96UpKkdi08V2EBI+YwZ3/VETvw==} peerDependencies: @@ -105,6 +111,11 @@ packages: peerDependencies: search-insights: '>= 1 < 3' + '@algolia/autocomplete-plugin-algolia-insights@1.17.1': + resolution: {integrity: sha512-3OwW6uMW8q9daELH71cLLRPMDawGlK2z6r5ngocwr4oxt2R2NuU6/ywd4ECotdOqUhQc6uxj8KkE8HJXky7uZw==} + peerDependencies: + search-insights: '>= 1 < 3' + '@algolia/autocomplete-preset-algolia@1.17.0': resolution: {integrity: sha512-DhTkMs/9BzThhTU2nSTpQxVxHLzaRDZLid4Tf56D8s9IhEGfmzbNuLRmJNzgAOPv1smHtUErndmC+S9QNMDEJA==} peerDependencies: @@ -117,6 +128,12 @@ packages: '@algolia/client-search': '>= 4.9.1 < 6' algoliasearch: '>= 4.9.1 < 6' + '@algolia/autocomplete-shared@1.17.1': + resolution: {integrity: sha512-AEEFyf2nlCdQOMEuoOv5PPmwA3vZg3MQpU1q7BkqyQeGU/fC6vKJoCYpGTYO0HXg4RnUSgl7ztd7H5kKreOqNw==} + peerDependencies: + '@algolia/client-search': '>= 4.9.1 < 6' + algoliasearch: '>= 4.9.1 < 6' + '@algolia/autocomplete-theme-classic@1.17.0': resolution: {integrity: sha512-FsW/J/mG1YIPv93/QQ7KxMVNXAiVi9accGgoK2y3zDz58WpVgUug97SUoQzP4I9EMZAZAHQo0QbWXxpqTWkcOA==} @@ -4577,6 +4594,15 @@ snapshots: - algoliasearch - search-insights + '@algolia/autocomplete-core@1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0)': + dependencies: + '@algolia/autocomplete-plugin-algolia-insights': 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) + '@algolia/autocomplete-shared': 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3) + transitivePeerDependencies: + - '@algolia/client-search' + - algoliasearch + - search-insights + '@algolia/autocomplete-js@1.17.0(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0)': dependencies: '@algolia/autocomplete-core': 1.17.0(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) @@ -4597,6 +4623,14 @@ snapshots: - '@algolia/client-search' - algoliasearch + '@algolia/autocomplete-plugin-algolia-insights@1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0)': + dependencies: + '@algolia/autocomplete-shared': 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3) + search-insights: 2.13.0 + transitivePeerDependencies: + - '@algolia/client-search' + - algoliasearch + '@algolia/autocomplete-preset-algolia@1.17.0(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)': dependencies: '@algolia/autocomplete-shared': 1.17.0(@algolia/client-search@4.23.3)(algoliasearch@4.23.3) @@ -4608,6 +4642,11 @@ snapshots: '@algolia/client-search': 4.23.3 algoliasearch: 4.23.3 + '@algolia/autocomplete-shared@1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)': + dependencies: + '@algolia/client-search': 4.23.3 + algoliasearch: 4.23.3 + '@algolia/autocomplete-theme-classic@1.17.0': {} '@algolia/cache-browser-local-storage@4.23.3': diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index d1f379d..2c36c6d 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -11,4 +11,4 @@ Configs/ZZZ/Caption: ZZZ UserTitle: Title of user tiddler UserTitlePinyin: Title Pinyin of user tiddler StoryHistory: Story history -NoResult: No result \ No newline at end of file +NoResult: No result or no uniq result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 844c42a..f712c4f 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -11,4 +11,4 @@ Configs/ZZZ/Caption: 配置丙 UserTitle: 用户条目标题 UserTitlePinyin: 用户条目拼音 StoryHistory: 故事流浏览历史 -NoResult: 无结果 \ No newline at end of file +NoResult: 无结果或结果重复 \ No newline at end of file diff --git a/src/commandpalette/widgets/utils/AutocompleteReshapeFunction.ts b/src/commandpalette/widgets/utils/AutocompleteReshapeFunction.ts new file mode 100644 index 0000000..d1534d8 --- /dev/null +++ b/src/commandpalette/widgets/utils/AutocompleteReshapeFunction.ts @@ -0,0 +1,11 @@ +/* eslint-disable @typescript-eslint/no-explicit-any */ +/* eslint-disable unicorn/prevent-abbreviations */ +import { AutocompleteReshapeSource, BaseItem } from '@algolia/autocomplete-core'; + +export type AutocompleteReshapeFunction<TParams = any> = < + TItem extends BaseItem, +>( + ...params: TParams[] +) => ( + ...expressions: Array<AutocompleteReshapeSource<TItem>> +) => Array<AutocompleteReshapeSource<TItem>>; diff --git a/src/commandpalette/widgets/utils/uniqSourcesBy.ts b/src/commandpalette/widgets/utils/uniqSourcesBy.ts new file mode 100644 index 0000000..5e89fcb --- /dev/null +++ b/src/commandpalette/widgets/utils/uniqSourcesBy.ts @@ -0,0 +1,39 @@ +/** + * Copy from https://github.com/algolia/autocomplete/blob/next/examples/reshape/ + * Based on https://www.algolia.com/doc/ui-libraries/autocomplete/guides/reshaping-sources/ + */ +import { AutocompleteReshapeSource, BaseItem } from '@algolia/autocomplete-core'; +import { ITiddlerFields } from 'tiddlywiki'; +import { AutocompleteReshapeFunction } from './AutocompleteReshapeFunction'; + +type UniqByPredicate<TItem extends BaseItem> = (parameters: { + item: TItem; + source: AutocompleteReshapeSource<TItem>; +}) => string; + +export const uniqSourcesBy: AutocompleteReshapeFunction<UniqByPredicate<ITiddlerFields>> = ( + predicate: UniqByPredicate<ITiddlerFields>, +) => { + return function runUniqBy(...sources) { + const seen = new Set<string>(); + + return sources.map((source) => { + const items = source.getItems().filter((item) => { + // @ts-expect-error 'TItem' could be instantiated with a different subtype of constraint 'BaseItem'. + const appliedItem = predicate({ source, item }); + const hasSeen = seen.has(appliedItem); + + seen.add(appliedItem); + + return !hasSeen; + }); + + return { + ...source, + getItems() { + return items; + }, + }; + }); + }; +}; diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index acf2752..aa3e3f6 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -4,6 +4,7 @@ import { autocomplete, AutocompletePlugin } from '@algolia/autocomplete-js'; import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; import { observe, unobserve } from '@seznam/visibility-observer'; +import { uniqSourcesBy } from './utils/uniqSourcesBy'; class CommandPaletteWidget extends Widget { id = 'default'; @@ -41,6 +42,7 @@ class CommandPaletteWidget extends Widget { } }); this.handleDarkMode(); + const removeDuplicates = uniqSourcesBy(({ item }) => item.title); this.autoCompleteInstance = autocomplete({ container: containerElement, placeholder: 'Search for tiddlers', @@ -61,6 +63,9 @@ class CommandPaletteWidget extends Widget { }, }, plugins, + reshape({ sourcesBySourceId }) { + return removeDuplicates(...Object.values(sourcesBySourceId)); + }, }); this.onCommandPaletteDOMInit(containerElement); observe(containerElement, this.onVisibilityChange.bind(this)); @@ -77,6 +82,8 @@ class CommandPaletteWidget extends Widget { } } + /** Handle CJK IME */ + imeOpen = false; /** Copy from Modal, to use its logic */ srcDocument = this.document; modalCount = 0; @@ -96,6 +103,12 @@ class CommandPaletteWidget extends Widget { this.destroy(); } }); + inputElement.addEventListener('compositionstart', () => { + this.imeOpen = true; + }); + inputElement.addEventListener('compositionend', () => { + this.imeOpen = false; + }); this.modalCount++; // call with this Modal.prototype.adjustPageClass.call(this); From 3a993408710ff4a4e797e19637265f0a185cf306 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 18:43:21 +0800 Subject: [PATCH 19/76] feat: i18n for config --- .../ControlPanel/Defaults/slotDuration.tid | 3 --- src/commandpalette/ControlPanel/Settings.tid | 12 ------------ src/commandpalette/configs/config.tid | 18 ++++-------------- src/commandpalette/configs/configs.multids | 5 ++--- .../language/en-GB/Translations.multids | 8 ++++---- .../language/zh-Hans/Translations.multids | 8 ++++---- src/commandpalette/plugin.info | 4 ++-- .../styles/DefaultCommandPalette.css.tid | 2 +- .../styles/HideVanillaSearch.css.tid | 4 ++-- .../search-user-title-pinyin.ts | 4 ++-- .../build-in-sub-plugins/search-user-title.ts | 4 ++-- .../widgets/utils/getFieldsAsTitle.ts | 8 ++++++++ 12 files changed, 31 insertions(+), 49 deletions(-) delete mode 100644 src/commandpalette/ControlPanel/Defaults/slotDuration.tid delete mode 100644 src/commandpalette/ControlPanel/Settings.tid create mode 100644 src/commandpalette/widgets/utils/getFieldsAsTitle.ts diff --git a/src/commandpalette/ControlPanel/Defaults/slotDuration.tid b/src/commandpalette/ControlPanel/Defaults/slotDuration.tid deleted file mode 100644 index 657a57a..0000000 --- a/src/commandpalette/ControlPanel/Defaults/slotDuration.tid +++ /dev/null @@ -1,3 +0,0 @@ -title: $:/plugins/linonetwo/commandpalette/settings/HideDefaultSearchBar - -no \ No newline at end of file diff --git a/src/commandpalette/ControlPanel/Settings.tid b/src/commandpalette/ControlPanel/Settings.tid deleted file mode 100644 index f3cb1ec..0000000 --- a/src/commandpalette/ControlPanel/Settings.tid +++ /dev/null @@ -1,12 +0,0 @@ -title: $:/plugins/linonetwo/commandpalette/ControlPanel/Settings -caption: CommandPalette -tags: $:/tags/ControlPanel/SettingsTab - -These settings let you customise the behaviour of CommandPalette plugin. - ---- - -!! Appearance - -;Hide default search bar: -:<$checkbox tiddler="$:/plugins/linonetwo/commandpalette/settings/HideDefaultSearchBar" field="text" checked="yes" unchecked="no"> If you only use commandpalette to search and don't need default search bar, check this box.</$checkbox> \ No newline at end of file diff --git a/src/commandpalette/configs/config.tid b/src/commandpalette/configs/config.tid index dcee31f..e4fa908 100644 --- a/src/commandpalette/configs/config.tid +++ b/src/commandpalette/configs/config.tid @@ -10,17 +10,7 @@ caption: <<lingo Name $:/plugins/linonetwo/commandpalette/language/>> !! <<lingo Configs/PluginConfigs/Caption>> -;<<lingo Configs/XXX/Caption>> -:<$checkbox tiddler="$:/plugins/linonetwo/commandpalette/configs/xxx" field="text" checked="yes" unchecked=""> <<lingo Configs/XXX/Description>></$checkbox> -;<<lingo Configs/YYY/Caption>> -:<$select tiddler='$:/plugins/linonetwo/commandpalette/configs/yyy'> - <option value='0'>Sunday</option> - <option value='1'>Monday</option> - <option value='2'>Tuesday</option> - <option value='3'>Wednesday</option> - <option value='4'>Thursday</option> - <option value='5'>Friday</option> - <option value='6'>Saturday</option> -</$select> -;<<lingo Configs/ZZZ/Caption>> -:<$edit-text tiddler="$:/plugins/linonetwo/commandpalette/configs/zzz" tabindex=-1 focus=false cancelPopups="yes" fileDrop=no tag="input" /> \ No newline at end of file +;<<lingo Configs/HideDefaultSearchBar/Caption>> +:<$checkbox tiddler="$:/plugins/linonetwo/commandpalette/configs/HideDefaultSearchBar" field="text" checked="yes" unchecked=""> <<lingo Configs/HideDefaultSearchBar/Description>></$checkbox> +;<<lingo Configs/TitleAlias/Caption>> +:<$edit-text tiddler="$:/plugins/linonetwo/commandpalette/configs/TitleAlias" tabindex=-1 focus=false cancelPopups="yes" fileDrop=no tag="input" /> <<lingo Configs/TitleAlias/Description>> \ No newline at end of file diff --git a/src/commandpalette/configs/configs.multids b/src/commandpalette/configs/configs.multids index 406fc08..5eb1da1 100644 --- a/src/commandpalette/configs/configs.multids +++ b/src/commandpalette/configs/configs.multids @@ -1,5 +1,4 @@ title: $:/plugins/linonetwo/commandpalette/configs/ -xxx: https://tidgi.fun/ -yyy: https://tidgi.fun/ -zzz: https://tidgi.fun/ \ No newline at end of file +TitleAlias: title caption alias +HideDefaultSearchBar: no \ No newline at end of file diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 2c36c6d..52501dd 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -4,10 +4,10 @@ Name: Command Palette Description: Search the text of tiddlers, and execute commands in Tiddlywiki. Beautiful omni-bar and shortcut command center. Configs/Description: These settings let you customise the behaviour of "Command Palette" plugin. Configs/PluginConfigs/Caption: Plugin Configs -Configs/XXX/Caption: XXX -Configs/XXX/Description: XXX is XXX -Configs/YYY/Caption: YYY -Configs/ZZZ/Caption: ZZZ +Configs/TitleAlias/Caption: Fields regarded as title to search +Configs/TitleAlias/Description: When searching title, you may want to include more fields to search. Note that adding too many fields can cause lag. +Configs/HideDefaultSearchBar/Caption: Hide default search bar +Configs/HideDefaultSearchBar/Description: If you only use commandpalette to search and don't need default search bar, check this box. UserTitle: Title of user tiddler UserTitlePinyin: Title Pinyin of user tiddler StoryHistory: Story history diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index f712c4f..7afbf93 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -4,10 +4,10 @@ Name: 命令菜单 Description: 搜索条目文本，以及执行太微中的命令。美观大方的多合一搜索框和快捷指令中心。 Configs/Description: 通过这些设置，您可以自定义「命令菜单」插件的行为。 Configs/PluginConfigs/Caption: 插件设置 -Configs/XXX/Caption: 配置甲 -Configs/XXX/Description: 配置甲是甲 -Configs/YYY/Caption: 配置乙 -Configs/ZZZ/Caption: 配置丙 +Configs/TitleAlias/Caption: 视为标题的字段 +Configs/TitleAlias/Description: 搜索标题时，您可能希望包含更多的字段加入搜索。注意加入过多字段会变卡。 +Configs/HideDefaultSearchBar/Caption: 隐藏默认搜索栏 +Configs/HideDefaultSearchBar/Description: 如果您只使用命令菜单搜索，不需要默认搜索栏，请选中此复选框。 UserTitle: 用户条目标题 UserTitlePinyin: 用户条目拼音 StoryHistory: 故事流浏览历史 diff --git a/src/commandpalette/plugin.info b/src/commandpalette/plugin.info index 3c6b23e..50bcc80 100644 --- a/src/commandpalette/plugin.info +++ b/src/commandpalette/plugin.info @@ -4,8 +4,8 @@ "author": "LinOnetwo", "version": "0.4.0", "core-version": ">=5.0.8", - "list": "readme tree", "source": "https://github.com/tiddly-gittly/tiddlywiki-plugins", "dependents": "$:/plugins/linonetwo/pinyin-fuzzy-search", - "plugin-type": "plugin" + "plugin-type": "plugin", + "list": "readme config tree" } \ No newline at end of file diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index dac256e..d8808a3 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -1,5 +1,5 @@ tags: $:/tags/CommandPaletteTheme -title: $:/plugins/linonetwo/commandpalette/tiddlywiki-ui/DefaultCommandPalette.css +title: $:/plugins/linonetwo/commandpalette/styles/DefaultCommandPalette.css type: text/vnd.tiddlywiki tags: $:/tags/Stylesheet diff --git a/src/commandpalette/styles/HideVanillaSearch.css.tid b/src/commandpalette/styles/HideVanillaSearch.css.tid index 549bf24..5c353e2 100644 --- a/src/commandpalette/styles/HideVanillaSearch.css.tid +++ b/src/commandpalette/styles/HideVanillaSearch.css.tid @@ -1,8 +1,8 @@ tags: $:/tags/Stylesheet -title: $:/plugins/linonetwo/commandpalette/HideVanillaSearch.css +title: $:/plugins/linonetwo/commandpalette/styles/HideVanillaSearch.css type: text/vnd.tiddlywiki -<$list filter="[[$:/plugins/linonetwo/commandpalette/settings/HideDefaultSearchBar]get[text]else[no]match[yes]]"> +<$list filter="[[$:/plugins/linonetwo/commandpalette/configs/HideDefaultSearchBar]get[text]else[no]match[yes]]"> .tc-sidebar-lists.tc-sidebar-search { display: none; } diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index b6b294f..843a356 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -1,5 +1,6 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { @@ -9,13 +10,12 @@ export const plugin = { return []; } if (parameters.query.length === 0) return []; - const fieldsAsTitle = ['title', 'caption'].join(','); return [ { sourceId: 'title-pinyin', getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]pinyinfuse:${fieldsAsTitle}[${query}]]`) + return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]pinyinfuse:${getFieldsAsTitle()}[${query}]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter(Boolean) as ITiddlerFields[]; }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index 8f34764..c5778fb 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -1,17 +1,17 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - const fieldsAsTitle = ['title', 'caption'].join(','); return [ { sourceId: 'title', getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]search:${fieldsAsTitle}[${query}]]`) + return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]search:${getFieldsAsTitle()}[${query}]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter(Boolean) as ITiddlerFields[]; }, diff --git a/src/commandpalette/widgets/utils/getFieldsAsTitle.ts b/src/commandpalette/widgets/utils/getFieldsAsTitle.ts new file mode 100644 index 0000000..3881952 --- /dev/null +++ b/src/commandpalette/widgets/utils/getFieldsAsTitle.ts @@ -0,0 +1,8 @@ +/** + * @returns `title,caption` that can be use with `search:title,caption[]` operator. + */ +export function getFieldsAsTitle(): string { + const TitleAliasConfig = $tw.wiki.getTiddlerText('$:/plugins/linonetwo/commandpalette/configs/TitleAlias', 'title caption'); + const fieldsAsTitle = TitleAliasConfig.split(' ').join(','); + return fieldsAsTitle; +} From e9e0b4ed0e49bbfa5e2528e1fb8aa290531d1ed9 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 18:44:29 +0800 Subject: [PATCH 20/76] docs: config usage --- src/commandpalette/language/en-GB/Translations.multids | 2 +- src/commandpalette/language/zh-Hans/Translations.multids | 2 +- src/commandpalette/widgets/utils/getFieldsAsTitle.ts | 2 +- 3 files changed, 3 insertions(+), 3 deletions(-) diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 52501dd..dd44d94 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -5,7 +5,7 @@ Description: Search the text of tiddlers, and execute commands in Tiddlywiki. Be Configs/Description: These settings let you customise the behaviour of "Command Palette" plugin. Configs/PluginConfigs/Caption: Plugin Configs Configs/TitleAlias/Caption: Fields regarded as title to search -Configs/TitleAlias/Description: When searching title, you may want to include more fields to search. Note that adding too many fields can cause lag. +Configs/TitleAlias/Description: When searching title, you may want to include more fields to search. Separate fields with spaces, note that adding too many fields can cause lag. Configs/HideDefaultSearchBar/Caption: Hide default search bar Configs/HideDefaultSearchBar/Description: If you only use commandpalette to search and don't need default search bar, check this box. UserTitle: Title of user tiddler diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 7afbf93..0930574 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -5,7 +5,7 @@ Description: 搜索条目文本，以及执行太微中的命令。美观大方 Configs/Description: 通过这些设置，您可以自定义「命令菜单」插件的行为。 Configs/PluginConfigs/Caption: 插件设置 Configs/TitleAlias/Caption: 视为标题的字段 -Configs/TitleAlias/Description: 搜索标题时，您可能希望包含更多的字段加入搜索。注意加入过多字段会变卡。 +Configs/TitleAlias/Description: 搜索标题时，您可能希望包含更多的字段加入搜索。字段之间用空格隔开，注意加入过多字段会变卡。 Configs/HideDefaultSearchBar/Caption: 隐藏默认搜索栏 Configs/HideDefaultSearchBar/Description: 如果您只使用命令菜单搜索，不需要默认搜索栏，请选中此复选框。 UserTitle: 用户条目标题 diff --git a/src/commandpalette/widgets/utils/getFieldsAsTitle.ts b/src/commandpalette/widgets/utils/getFieldsAsTitle.ts index 3881952..2493ef1 100644 --- a/src/commandpalette/widgets/utils/getFieldsAsTitle.ts +++ b/src/commandpalette/widgets/utils/getFieldsAsTitle.ts @@ -3,6 +3,6 @@ */ export function getFieldsAsTitle(): string { const TitleAliasConfig = $tw.wiki.getTiddlerText('$:/plugins/linonetwo/commandpalette/configs/TitleAlias', 'title caption'); - const fieldsAsTitle = TitleAliasConfig.split(' ').join(','); + const fieldsAsTitle = TitleAliasConfig.split(' ').filter(Boolean).join(','); return fieldsAsTitle; } From 897dcf86fc52211d8f03e5c891211b1f46094a62 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 18:52:31 +0800 Subject: [PATCH 21/76] feat: adjust compat with old plugin --- src/commandpalette/CommandPaletteHistory.json | 39 ------------------- .../CommandPaletteHistory.json.meta | 4 -- .../CommandPaletteSearchSteps.json | 21 ---------- .../CommandPaletteSearchSteps.json.meta | 2 - .../search-story-history.ts.meta | 2 +- .../search-user-title-pinyin.ts.meta | 2 +- .../search-user-title.ts.meta | 2 +- src/commandpalette/widgets/widget.ts | 4 +- 8 files changed, 5 insertions(+), 71 deletions(-) delete mode 100644 src/commandpalette/CommandPaletteHistory.json delete mode 100644 src/commandpalette/CommandPaletteHistory.json.meta delete mode 100644 src/commandpalette/CommandPaletteSearchSteps.json delete mode 100644 src/commandpalette/CommandPaletteSearchSteps.json.meta diff --git a/src/commandpalette/CommandPaletteHistory.json b/src/commandpalette/CommandPaletteHistory.json deleted file mode 100644 index 53ad809..0000000 --- a/src/commandpalette/CommandPaletteHistory.json +++ /dev/null @@ -1,39 +0,0 @@ -{ - "history": [ - "Explorer", - "Clone Tiddler", - "See Drafts", - "Refresh Server", - "Permaview", - "See Themes", - "Refresh Command Palette", - "See Shadows Tiddlers", - "See Orphans Tiddlers", - "Remove tag", - "Add tag to tiddler", - "Delete Tiddler", - "Close Tiddler", - "Recent Tiddlers", - "New Task with Title", - "Edit Tiddler", - "See Mising Tiddlers", - "Show CommandTiddlers", - "See untagged Tiddlers", - "See Languages", - "See Plugins", - "New Command Wizard", - "Cancel Tiddler", - "Save Tiddler", - "Close other Tiddlers", - "Permalink", - "Create Command", - "Unfold All Tiddlers", - "Fold All Tiddlers", - "Print", - "Close All Tiddlers", - "Save Wiki", - "Home", - "Toggle Fullscreen", - "New Tiddler" - ] -} diff --git a/src/commandpalette/CommandPaletteHistory.json.meta b/src/commandpalette/CommandPaletteHistory.json.meta deleted file mode 100644 index f16c595..0000000 --- a/src/commandpalette/CommandPaletteHistory.json.meta +++ /dev/null @@ -1,4 +0,0 @@ -created: 20200603153247010 -modified: 20200610112340290 -title: $:/plugins/linonetwo/commandpalette/CommandPaletteHistory -type: application/json \ No newline at end of file diff --git a/src/commandpalette/CommandPaletteSearchSteps.json b/src/commandpalette/CommandPaletteSearchSteps.json deleted file mode 100644 index 21e62ab..0000000 --- a/src/commandpalette/CommandPaletteSearchSteps.json +++ /dev/null @@ -1,21 +0,0 @@ -{ - "steps": [ - { - "filter": "[list[$:/StoryList]pinyinfuse[]]", - "caret": "30", - "filterFallback": "[list[$:/StoryList]search[]]", - "caretFallback": "26", - "hint": "历史记录" - }, - { "filter": "[!is[system]pinyinfuse:title[]]", "caret": "29", "filterFallback": "[!is[system]search:title[]]", "caretFallback": "25", "hint": "在标题中" }, - { - "filter": "[all[system+shadows]pinyinfuse:title[]]", - "caret": "37", - "filterFallback": "[all[system+shadows]search:title[]]", - "caretFallback": "33", - "hint": "在标题中 (系统)" - }, - { "filter": "[!is[system]pinyinfuse[]]", "caret": "23", "filterFallback": "[!is[system]search[]]", "caretFallback": "19", "hint": "全局搜索" }, - { "filter": "[all[shadows]pinyinfuse[]]", "caret": "24", "filterFallback": "[all[shadows]search[]]", "caretFallback": "20", "hint": "shadows" } - ] -} diff --git a/src/commandpalette/CommandPaletteSearchSteps.json.meta b/src/commandpalette/CommandPaletteSearchSteps.json.meta deleted file mode 100644 index 9ab93e1..0000000 --- a/src/commandpalette/CommandPaletteSearchSteps.json.meta +++ /dev/null @@ -1,2 +0,0 @@ -title: $:/plugins/linonetwo/commandpalette/CommandPaletteSearchSteps -type: application/json \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta index 1132e3b..7a66aa1 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts.meta @@ -1,5 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-story-history.js -tags: $:/tags/CommandPalette/Plugin +tags: $:/tags/CommandPalettePlugin type: application/javascript module-type: library priority: 0 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta index 2578e7f..cedd966 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts.meta @@ -1,5 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-user-title-pinyin.js -tags: $:/tags/CommandPalette/Plugin +tags: $:/tags/CommandPalettePlugin type: application/javascript module-type: library priority: 10 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta index eb23ac2..b81c293 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts.meta @@ -1,5 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-user-title.js -tags: $:/tags/CommandPalette/Plugin +tags: $:/tags/CommandPalettePlugin type: application/javascript module-type: library priority: 5 \ No newline at end of file diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index aa3e3f6..ac169a9 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -26,9 +26,9 @@ class CommandPaletteWidget extends Widget { this.domNodes.push(containerElement); const plugins: Array<AutocompletePlugin<ITiddlerFields, unknown>> = []; /** - * Try loading plugins. Plugin should add tag `$:/tags/CommandPalette/Plugin` and export a `plugin` object. + * Try loading plugins. Plugin should add tag `$:/tags/CommandPalettePlugin` and export a `plugin` object. */ - const searchTitlePluginTitles = $tw.wiki.filterTiddlers('[all[shadows]tag[$:/tags/CommandPalette/Plugin]]'); + const searchTitlePluginTitles = $tw.wiki.filterTiddlers('[all[shadows]tag[$:/tags/CommandPalettePlugin]]'); searchTitlePluginTitles .map(title => this.wiki.getTiddler(title)?.fields) .filter(item => item !== undefined) From 548a66d3dde85095c8e3c42664b48a42559ebebf Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 19:02:49 +0800 Subject: [PATCH 22/76] feat: allow esc to clear input, and enter to do nothing --- src/commandpalette/widgets/widget.ts | 14 +++++++++++++- 1 file changed, 13 insertions(+), 1 deletion(-) diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index ac169a9..c4e8c7f 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -100,7 +100,19 @@ class CommandPaletteWidget extends Widget { // no API to listen esc, listen manually inputElement.addEventListener('keydown', (event) => { if (event.key === 'Escape') { - this.destroy(); + if (inputElement.value === '') { + this.destroy(); + } else { + event.stopPropagation(); + event.preventDefault(); + inputElement.value = ''; + } + } + // pressing enter is useless (it auto searches), and will cause dropdown to close, so ignore it. + if (event.key === 'Enter') { + this.autoCompleteInstance?.setIsOpen(true); + event.stopPropagation(); + event.preventDefault(); } }); inputElement.addEventListener('compositionstart', () => { From 02d98f37c666e986ee417ce005f9b870d622e352 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 19:16:45 +0800 Subject: [PATCH 23/76] feat: don't search pinyin if already includes CJK --- .../build-in-sub-plugins/search-user-title-pinyin.ts | 8 ++++++-- src/commandpalette/widgets/widget.ts | 8 -------- 2 files changed, 6 insertions(+), 10 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index 843a356..6fc7da1 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -5,8 +5,12 @@ import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { - // check `pinyinfuse` operator is installed - if ($tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined) { + if ( + // check `pinyinfuse` operator is installed + $tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined || + // don't search pinyin if already includes CJK + ($tw.utils.containsChinese as (text: string) => boolean)?.(parameters.query) + ) { return []; } if (parameters.query.length === 0) return []; diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index c4e8c7f..68ea923 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -82,8 +82,6 @@ class CommandPaletteWidget extends Widget { } } - /** Handle CJK IME */ - imeOpen = false; /** Copy from Modal, to use its logic */ srcDocument = this.document; modalCount = 0; @@ -115,12 +113,6 @@ class CommandPaletteWidget extends Widget { event.preventDefault(); } }); - inputElement.addEventListener('compositionstart', () => { - this.imeOpen = true; - }); - inputElement.addEventListener('compositionend', () => { - this.imeOpen = false; - }); this.modalCount++; // call with this Modal.prototype.adjustPageClass.call(this); From 5d75d9dd370d58235d45b2efecc60cd63eae1f7b Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 19:16:54 +0800 Subject: [PATCH 24/76] refactor: getSubPlugins --- .../widgets/utils/getSubPlugins.ts | 24 +++++++++++++++++ src/commandpalette/widgets/widget.ts | 27 +++++-------------- 2 files changed, 30 insertions(+), 21 deletions(-) create mode 100644 src/commandpalette/widgets/utils/getSubPlugins.ts diff --git a/src/commandpalette/widgets/utils/getSubPlugins.ts b/src/commandpalette/widgets/utils/getSubPlugins.ts new file mode 100644 index 0000000..3033963 --- /dev/null +++ b/src/commandpalette/widgets/utils/getSubPlugins.ts @@ -0,0 +1,24 @@ +import { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; + +export function getSubPlugins() { + const plugins: Array<AutocompletePlugin<ITiddlerFields, unknown>> = []; + /** + * Try loading plugins. Plugin should add tag `$:/tags/CommandPalettePlugin` and export a `plugin` object. + */ + const searchTitlePluginTitles = $tw.wiki.filterTiddlers('[all[shadows]tag[$:/tags/CommandPalettePlugin]]'); + searchTitlePluginTitles + .map(title => $tw.wiki.getTiddler(title)?.fields) + .filter(item => item !== undefined) + .sort((a, b) => (b.priority as number | undefined ?? 0) - (a.priority as number | undefined ?? 0)) + .forEach((tiddlerField) => { + try { + // eslint-disable-next-line @typescript-eslint/no-unsafe-argument, @typescript-eslint/no-unsafe-member-access, security/detect-non-literal-require, security-node/detect-non-literal-require-calls + plugins.push(require(tiddlerField.title).plugin); + } catch (error) { + console.error(`Failed to load command palette plugin ${tiddlerField.title}`, error); + } + }); + + return plugins; +} diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 68ea923..5687127 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -1,10 +1,11 @@ import { Modal } from '$:/core/modules/utils/dom/modal.js'; import { widget as Widget } from '$:/core/modules/widgets/widget.js'; -import { autocomplete, AutocompletePlugin } from '@algolia/autocomplete-js'; -import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; +import { autocomplete } from '@algolia/autocomplete-js'; +import { IChangedTiddlers } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; import { observe, unobserve } from '@seznam/visibility-observer'; import { uniqSourcesBy } from './utils/uniqSourcesBy'; +import { getSubPlugins } from './utils/getSubPlugins'; class CommandPaletteWidget extends Widget { id = 'default'; @@ -24,23 +25,7 @@ class CommandPaletteWidget extends Widget { }); parent.insertBefore(containerElement, nextSibling); this.domNodes.push(containerElement); - const plugins: Array<AutocompletePlugin<ITiddlerFields, unknown>> = []; - /** - * Try loading plugins. Plugin should add tag `$:/tags/CommandPalettePlugin` and export a `plugin` object. - */ - const searchTitlePluginTitles = $tw.wiki.filterTiddlers('[all[shadows]tag[$:/tags/CommandPalettePlugin]]'); - searchTitlePluginTitles - .map(title => this.wiki.getTiddler(title)?.fields) - .filter(item => item !== undefined) - .sort((a, b) => (b.priority as number | undefined ?? 0) - (a.priority as number | undefined ?? 0)) - .forEach((tiddlerField) => { - try { - // eslint-disable-next-line @typescript-eslint/no-unsafe-argument, @typescript-eslint/no-unsafe-member-access, security/detect-non-literal-require, security-node/detect-non-literal-require-calls - plugins.push(require(tiddlerField.title).plugin); - } catch (error) { - console.error(`Failed to load command palette plugin ${tiddlerField.title}`, error); - } - }); + this.handleDarkMode(); const removeDuplicates = uniqSourcesBy(({ item }) => item.title); this.autoCompleteInstance = autocomplete({ @@ -62,7 +47,7 @@ class CommandPaletteWidget extends Widget { this.destroy(); }, }, - plugins, + plugins: getSubPlugins(), reshape({ sourcesBySourceId }) { return removeDuplicates(...Object.values(sourcesBySourceId)); }, @@ -130,7 +115,7 @@ class CommandPaletteWidget extends Widget { } destroy() { - $tw.wiki.deleteTiddler('$:/state/commandpalette/default/opened'); + $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/opened`); this.modalCount = 0; Modal.prototype.adjustPageClass.call(this); this.autoCompleteInstance?.destroy(); From 06869d29fc6d67bb98dbd0ad17888b859574c128 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 19:17:12 +0800 Subject: [PATCH 25/76] Update widget.ts --- src/commandpalette/widgets/widget.ts | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 5687127..c98543f 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -4,8 +4,8 @@ import { autocomplete } from '@algolia/autocomplete-js'; import { IChangedTiddlers } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; import { observe, unobserve } from '@seznam/visibility-observer'; -import { uniqSourcesBy } from './utils/uniqSourcesBy'; import { getSubPlugins } from './utils/getSubPlugins'; +import { uniqSourcesBy } from './utils/uniqSourcesBy'; class CommandPaletteWidget extends Widget { id = 'default'; From 5f2978b05f420263fb4d38ebc8c020ff94f23114 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sat, 18 May 2024 20:10:24 +0800 Subject: [PATCH 26/76] feat: search tag list and tagged tiddlers --- .../language/en-GB/Translations.multids | 2 + .../language/zh-Hans/Translations.multids | 2 + .../build-in-sub-plugins/search-tags.ts | 75 +++++++++++++++++++ .../build-in-sub-plugins/search-tags.ts.meta | 5 ++ src/commandpalette/widgets/utils/context.ts | 6 ++ src/commandpalette/widgets/widget.ts | 18 ++++- 6 files changed, 106 insertions(+), 2 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta create mode 100644 src/commandpalette/widgets/utils/context.ts diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index dd44d94..b708399 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -11,4 +11,6 @@ Configs/HideDefaultSearchBar/Description: If you only use commandpalette to sear UserTitle: Title of user tiddler UserTitlePinyin: Title Pinyin of user tiddler StoryHistory: Story history +Tags: Tags +Tagging: User tiddlers with tags NoResult: No result or no uniq result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 0930574..22a5385 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -11,4 +11,6 @@ Configs/HideDefaultSearchBar/Description: 如果您只使用命令菜单搜索 UserTitle: 用户条目标题 UserTitlePinyin: 用户条目拼音 StoryHistory: 故事流浏览历史 +Tags: 标签 +Tagging: 带标签的用户条目 NoResult: 无结果或结果重复 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts new file mode 100644 index 0000000..181140f --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -0,0 +1,75 @@ +import type { AutocompletePlugin, GetSources } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + const sources: ReturnType<GetSources<ITiddlerFields>> = [ + { + // suggest tags for user to search + sourceId: 'tag-autocomplete', + getItems({ query }) { + if (query === '') return []; + // similar to $:/core/Filters/AllTags + return $tw.wiki.filterTiddlers(`[tags[]search[${query}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + onActive({ item }) { + parameters.setContext({ newQuery: `#${item.title}` } satisfies IContext); + }, + templates: { + header() { + return lingo('Tags'); + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + noResults() { + return `${lingo('Tags')} - ${lingo('NoResult')}`; + }, + }, + }, + ]; + // only search tiddler tagged with this tag when query prefix with `#` + // may have multiple tags like `#tag 1#tag2`, tag can have space + if (parameters.query.startsWith('#')) { + sources.push({ + sourceId: 'tag', + getItems({ query }) { + const tags = query.split('#').filter(Boolean); + if (tags.length === 0) return []; + return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]${tags.map(tag => `tag[${tag}]`).join('')}]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + header() { + return lingo('Tagging'); + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + noResults() { + return `${lingo('Tagging')} - ${lingo('NoResult')}`; + }, + }, + }); + } + return sources; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta new file mode 100644 index 0000000..591c4f5 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-tags.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 0 \ No newline at end of file diff --git a/src/commandpalette/widgets/utils/context.ts b/src/commandpalette/widgets/utils/context.ts new file mode 100644 index 0000000..36d74ac --- /dev/null +++ b/src/commandpalette/widgets/utils/context.ts @@ -0,0 +1,6 @@ +export interface IContext { + /** + * Ask navigator to set query instead of navigate to a tiddler + */ + newQuery?: string; +} diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index c98543f..0ff9142 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -1,9 +1,11 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ import { Modal } from '$:/core/modules/utils/dom/modal.js'; import { widget as Widget } from '$:/core/modules/widgets/widget.js'; import { autocomplete } from '@algolia/autocomplete-js'; import { IChangedTiddlers } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; import { observe, unobserve } from '@seznam/visibility-observer'; +import { IContext } from './utils/context'; import { getSubPlugins } from './utils/getSubPlugins'; import { uniqSourcesBy } from './utils/uniqSourcesBy'; @@ -38,7 +40,13 @@ class CommandPaletteWidget extends Widget { return []; }, navigator: { - navigate: ({ itemUrl }) => { + navigate: ({ itemUrl, state }) => { + if (state.context.newQuery) { + this.autoCompleteInstance?.setQuery?.((state.context as IContext).newQuery!); + this.autoCompleteInstance?.setContext({ newQuery: undefined } satisfies IContext); + void this.autoCompleteInstance?.refresh?.(); + return; + } this.dispatchEvent({ type: 'tm-navigate', navigateTo: itemUrl, @@ -49,7 +57,13 @@ class CommandPaletteWidget extends Widget { }, plugins: getSubPlugins(), reshape({ sourcesBySourceId }) { - return removeDuplicates(...Object.values(sourcesBySourceId)); + const { + 'title': titleSource, + 'title-pinyin': titlePinyinSource, + 'story-history': storyHistorySource, + ...rest + } = sourcesBySourceId; + return [...removeDuplicates(...[titleSource, titlePinyinSource, storyHistorySource].filter(Boolean)), ...Object.values(rest)]; }, }); this.onCommandPaletteDOMInit(containerElement); From b2a2b209b268ef5eefde56053fbf5eb231780d4a Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 01:22:24 +0800 Subject: [PATCH 27/76] feat: search send message --- package.json | 1 + pnpm-lock.yaml | 3 ++ .../language/en-GB/Translations.multids | 1 + .../language/zh-Hans/Translations.multids | 1 + .../build-in-sub-plugins/command-message.ts | 50 ++++++++++++++++++ .../command-message.ts.meta | 5 ++ .../build-in-sub-plugins/search-tags.ts | 4 +- src/commandpalette/widgets/utils/context.ts | 11 ++++ src/commandpalette/widgets/widget.ts | 52 +++++++++++-------- 9 files changed, 105 insertions(+), 23 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/command-message.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/command-message.ts.meta diff --git a/package.json b/package.json index 2ebaf71..9d22fdc 100644 --- a/package.json +++ b/package.json @@ -51,6 +51,7 @@ "dependencies": { "@algolia/autocomplete-core": "^1.17.1", "@algolia/autocomplete-js": "^1.17.0", + "@algolia/autocomplete-shared": "^1.17.1", "@algolia/autocomplete-theme-classic": "^1.17.0", "@seznam/visibility-observer": "^1.1.0", "fuse.js": "^7.0.0", diff --git a/pnpm-lock.yaml b/pnpm-lock.yaml index 8a586c3..fcf61d9 100644 --- a/pnpm-lock.yaml +++ b/pnpm-lock.yaml @@ -14,6 +14,9 @@ importers: '@algolia/autocomplete-js': specifier: ^1.17.0 version: 1.17.0(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) + '@algolia/autocomplete-shared': + specifier: ^1.17.1 + version: 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3) '@algolia/autocomplete-theme-classic': specifier: ^1.17.0 version: 1.17.0 diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index b708399..de9bfb2 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -13,4 +13,5 @@ UserTitlePinyin: Title Pinyin of user tiddler StoryHistory: Story history Tags: Tags Tagging: User tiddlers with tags +Message: Trigger system message NoResult: No result or no uniq result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 22a5385..fc41fec 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -13,4 +13,5 @@ UserTitlePinyin: 用户条目拼音 StoryHistory: 故事流浏览历史 Tags: 标签 Tagging: 带标签的用户条目 +Message: 触发系统消息 NoResult: 无结果或结果重复 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts new file mode 100644 index 0000000..e684809 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -0,0 +1,50 @@ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + return [ + { + sourceId: 'message', + getItems({ query }) { + if (query === '') return []; + return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]search[${query}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + onSelect({ item }) { + parameters.setContext({ noNavigate: true } satisfies IContext); + const { widget } = parameters.state.context as IContext; + const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); + widget?.dispatchEvent?.({ + type: item.text.trim(), + tiddlerTitle: focusedTiddler, + // TODO: if need param, into param input mode like vscode does. Or Listen on right arrow key in onActive, and open a side panel to input params + // param + }); + }, + templates: { + header() { + return lingo('Message'); + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + const { widget } = parameters.state.context as IContext; + return `${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', item.caption, { parentWidget: widget })} (${item.title})`; + } + return item.title; + }, + noResults() { + return `${lingo('Message')} - ${lingo('NoResult')}`; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts.meta new file mode 100644 index 0000000..52caef9 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/command-message.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 20 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts index 181140f..9ded8aa 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -20,8 +20,8 @@ export const plugin = { getItemUrl({ item }) { return item.title; }, - onActive({ item }) { - parameters.setContext({ newQuery: `#${item.title}` } satisfies IContext); + onSelect({ item }) { + parameters.setContext({ newQuery: `#${item.title}`, noDestroy: true } satisfies IContext); }, templates: { header() { diff --git a/src/commandpalette/widgets/utils/context.ts b/src/commandpalette/widgets/utils/context.ts index 36d74ac..b013a1c 100644 --- a/src/commandpalette/widgets/utils/context.ts +++ b/src/commandpalette/widgets/utils/context.ts @@ -1,6 +1,17 @@ +import type { Widget } from 'tiddlywiki'; + export interface IContext { /** * Ask navigator to set query instead of navigate to a tiddler */ newQuery?: string; + /** + * Ask to disable default behavior of destroy the widget after item activate. Let plugin handle it by itself. + */ + noDestroy?: boolean; + /** + * Ask to disable default behavior of open a tiddler. Let plugin handle it by itself. + */ + noNavigate?: boolean; + widget?: Widget; } diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 0ff9142..f7c5483 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -2,8 +2,10 @@ import { Modal } from '$:/core/modules/utils/dom/modal.js'; import { widget as Widget } from '$:/core/modules/widgets/widget.js'; import { autocomplete } from '@algolia/autocomplete-js'; -import { IChangedTiddlers } from 'tiddlywiki'; +import type { AutocompleteNavigator } from '@algolia/autocomplete-shared/dist/esm/core/AutocompleteNavigator'; +import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; +import { AutocompleteState } from '@algolia/autocomplete-core'; import { observe, unobserve } from '@seznam/visibility-observer'; import { IContext } from './utils/context'; import { getSubPlugins } from './utils/getSubPlugins'; @@ -15,7 +17,7 @@ class CommandPaletteWidget extends Widget { return false; } - autoCompleteInstance: ReturnType<typeof autocomplete> | undefined; + autoCompleteInstance: ReturnType<typeof autocomplete<ITiddlerFields>> | undefined; render(parent: Element, nextSibling: Element) { this.parentDomNode = parent; @@ -29,31 +31,15 @@ class CommandPaletteWidget extends Widget { this.domNodes.push(containerElement); this.handleDarkMode(); - const removeDuplicates = uniqSourcesBy(({ item }) => item.title); - this.autoCompleteInstance = autocomplete({ + const removeDuplicates = uniqSourcesBy<ITiddlerFields>(({ item }) => item.title); + this.autoCompleteInstance = autocomplete<ITiddlerFields>({ container: containerElement, placeholder: 'Search for tiddlers', autoFocus: true, openOnFocus: true, ignoreCompositionEvents: true, - getSources() { - return []; - }, navigator: { - navigate: ({ itemUrl, state }) => { - if (state.context.newQuery) { - this.autoCompleteInstance?.setQuery?.((state.context as IContext).newQuery!); - this.autoCompleteInstance?.setContext({ newQuery: undefined } satisfies IContext); - void this.autoCompleteInstance?.refresh?.(); - return; - } - this.dispatchEvent({ - type: 'tm-navigate', - navigateTo: itemUrl, - navigateFromNode: this, - }); - this.destroy(); - }, + navigate: this.onNavigate.bind(this) satisfies AutocompleteNavigator<ITiddlerFields>['navigate'], }, plugins: getSubPlugins(), reshape({ sourcesBySourceId }) { @@ -66,6 +52,7 @@ class CommandPaletteWidget extends Widget { return [...removeDuplicates(...[titleSource, titlePinyinSource, storyHistorySource].filter(Boolean)), ...Object.values(rest)]; }, }); + this.autoCompleteInstance.setContext({ widget: this } satisfies IContext); this.onCommandPaletteDOMInit(containerElement); observe(containerElement, this.onVisibilityChange.bind(this)); } @@ -81,6 +68,29 @@ class CommandPaletteWidget extends Widget { } } + onNavigate({ itemUrl, state }: { + item: ITiddlerFields; + itemUrl: string; + state: AutocompleteState<ITiddlerFields>; + }): void { + if (state.context.newQuery) { + this.autoCompleteInstance?.setQuery?.((state.context as IContext).newQuery!); + this.autoCompleteInstance?.setContext({ newQuery: undefined } satisfies IContext); + void this.autoCompleteInstance?.refresh?.(); + } + if (!state.context.noNavigate) { + this.dispatchEvent({ + type: 'tm-navigate', + navigateTo: itemUrl, + navigateFromNode: this, + }); + } + if (!state.context.noDestroy) { + this.destroy(); + } + this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noDestroy: undefined } satisfies IContext); + } + /** Copy from Modal, to use its logic */ srcDocument = this.document; modalCount = 0; From b7edd44fc9ec9cde4c83b6b1d395e1c3d4ffe55e Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 01:22:40 +0800 Subject: [PATCH 28/76] refactor: use standard tw fields --- src/commandpalette/commands/Browser Refresh.tid | 5 ++--- src/commandpalette/commands/Cancel Tiddler.tid | 5 ++--- src/commandpalette/commands/Clone Tiddler.tid | 5 ++--- src/commandpalette/commands/Close All Tiddlers.tid | 4 ++-- src/commandpalette/commands/Close Tiddler.tid | 4 ++-- src/commandpalette/commands/Close other Tiddlers.tid | 4 ++-- src/commandpalette/commands/Command Palette Settings.tid | 4 ++-- src/commandpalette/commands/ControlPanel Command.tid | 4 ++-- src/commandpalette/commands/Delete Tiddler.tid | 4 ++-- src/commandpalette/commands/Edit Tiddler.tid | 4 ++-- src/commandpalette/commands/Filter operation.tid | 4 ++-- src/commandpalette/commands/Fold All Tiddlers.tid | 4 ++-- src/commandpalette/commands/Home.tid | 4 ++-- src/commandpalette/commands/New Journal Command.tid | 4 ++-- src/commandpalette/commands/New Tiddler with title.tid | 4 ++-- src/commandpalette/commands/New Tiddler.tid | 4 ++-- src/commandpalette/commands/Permalink.tid | 4 ++-- src/commandpalette/commands/Permaview.tid | 4 ++-- src/commandpalette/commands/Print.tid | 4 ++-- src/commandpalette/commands/Recent Tiddlers Command.tid | 4 ++-- src/commandpalette/commands/Refresh Server.tid | 4 ++-- src/commandpalette/commands/Save Tiddler.tid | 4 ++-- src/commandpalette/commands/Save Wiki.tid | 4 ++-- src/commandpalette/commands/Search Tags.tid | 4 ++-- src/commandpalette/commands/Search fields.tid | 4 ++-- src/commandpalette/commands/Search tiddlers with tag.tid | 4 ++-- src/commandpalette/commands/Search.tid | 4 ++-- src/commandpalette/commands/See Drafts.tid | 4 ++-- src/commandpalette/commands/See Languages.tid | 4 ++-- src/commandpalette/commands/See Missing Tiddlers.tid | 4 ++-- src/commandpalette/commands/See Orphans Tiddlers.tid | 4 ++-- src/commandpalette/commands/See Plugins.tid | 4 ++-- src/commandpalette/commands/See Shadows Tiddlers.tid | 4 ++-- src/commandpalette/commands/See Story List.tid | 4 ++-- src/commandpalette/commands/See Themes.tid | 4 ++-- src/commandpalette/commands/See all content-types.tid | 4 ++-- src/commandpalette/commands/See untagged tiddlers.tid | 4 ++-- src/commandpalette/commands/Show help.tid | 4 ++-- src/commandpalette/commands/Toggle Fullscreen.tid | 4 ++-- src/commandpalette/commands/Unfold All Tiddlers.tid | 4 ++-- src/commandpalette/commands/show tiddler commands.tid | 4 ++-- 41 files changed, 82 insertions(+), 85 deletions(-) diff --git a/src/commandpalette/commands/Browser Refresh.tid b/src/commandpalette/commands/Browser Refresh.tid index f571b46..1e6e656 100644 --- a/src/commandpalette/commands/Browser Refresh.tid +++ b/src/commandpalette/commands/Browser Refresh.tid @@ -1,7 +1,6 @@ -command-palette-name: Browser Refresh command-palette-type: message -command-palette-caption: {{$:/language/Buttons/Refresh/Caption}} -command-palette-hint: {{$:/language/Buttons/Refresh/Hint}} +caption: {{$:/language/Buttons/Refresh/Caption}} +description: {{$:/language/Buttons/Refresh/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Browser Refresh type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Cancel Tiddler.tid b/src/commandpalette/commands/Cancel Tiddler.tid index 98afb9b..3a14df8 100644 --- a/src/commandpalette/commands/Cancel Tiddler.tid +++ b/src/commandpalette/commands/Cancel Tiddler.tid @@ -1,8 +1,7 @@ command-palette-mode: drafts -command-palette-name: Cancel Tiddler command-palette-type: history -command-palette-caption: {{$:/language/Buttons/Cancel/Caption}} -command-palette-hint: {{$:/language/Buttons/Cancel/Hint}} +caption: {{$:/language/Buttons/Cancel/Caption}} +description: {{$:/language/Buttons/Cancel/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Cancel Tiddler type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Clone Tiddler.tid b/src/commandpalette/commands/Clone Tiddler.tid index 1ccf95a..02e1169 100644 --- a/src/commandpalette/commands/Clone Tiddler.tid +++ b/src/commandpalette/commands/Clone Tiddler.tid @@ -1,7 +1,6 @@ -command-palette-name: Clone Tiddler command-palette-type: history -command-palette-caption: {{$:/language/Buttons/Clone/Caption}} -command-palette-hint: {{$:/language/Buttons/Clone/Hint}} +caption: {{$:/language/Buttons/Clone/Caption}} +description: {{$:/language/Buttons/Clone/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Clone Tiddler type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Close All Tiddlers.tid b/src/commandpalette/commands/Close All Tiddlers.tid index bde484d..c67e869 100644 --- a/src/commandpalette/commands/Close All Tiddlers.tid +++ b/src/commandpalette/commands/Close All Tiddlers.tid @@ -1,7 +1,7 @@ command-palette-name: Close All Tiddlers command-palette-type: message -command-palette-caption: {{$:/language/Buttons/CloseAll/Caption}} -command-palette-hint: {{$:/language/Buttons/CloseAll/Hint}} +caption: {{$:/language/Buttons/CloseAll/Caption}} +description: {{$:/language/Buttons/CloseAll/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close All Tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Close Tiddler.tid b/src/commandpalette/commands/Close Tiddler.tid index 9b695b8..2d90b85 100644 --- a/src/commandpalette/commands/Close Tiddler.tid +++ b/src/commandpalette/commands/Close Tiddler.tid @@ -1,7 +1,7 @@ command-palette-name: Close Tiddler command-palette-type: history -command-palette-caption: {{$:/language/Buttons/Close/Caption}} -command-palette-hint: {{$:/language/Buttons/Close/Hint}} +caption: {{$:/language/Buttons/Close/Caption}} +description: {{$:/language/Buttons/Close/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close Tiddler type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Close other Tiddlers.tid b/src/commandpalette/commands/Close other Tiddlers.tid index cbbfc29..80b0c31 100644 --- a/src/commandpalette/commands/Close other Tiddlers.tid +++ b/src/commandpalette/commands/Close other Tiddlers.tid @@ -1,7 +1,7 @@ command-palette-name: Close other Tiddlers command-palette-type: history -command-palette-caption: {{$:/language/Buttons/CloseOthers/Caption}} -command-palette-hint: {{$:/language/Buttons/CloseOthers/Hint}} +caption: {{$:/language/Buttons/CloseOthers/Caption}} +description: {{$:/language/Buttons/CloseOthers/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close other Tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Command Palette Settings.tid b/src/commandpalette/commands/Command Palette Settings.tid index f3fecda..655e860 100644 --- a/src/commandpalette/commands/Command Palette Settings.tid +++ b/src/commandpalette/commands/Command Palette Settings.tid @@ -1,7 +1,7 @@ command-palette-name: Command Palette Settings command-palette-type: prompt -command-palette-caption: 命令菜单设置 -command-palette-hint: 打开命令菜单的设置，快捷设置命令菜单相关配置 +caption: 命令菜单设置 +description: 打开命令菜单的设置，快捷设置命令菜单相关配置 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Command Palette Settings type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/ControlPanel Command.tid b/src/commandpalette/commands/ControlPanel Command.tid index b9d3c8b..3359717 100644 --- a/src/commandpalette/commands/ControlPanel Command.tid +++ b/src/commandpalette/commands/ControlPanel Command.tid @@ -1,7 +1,7 @@ command-palette-name: Show Control Panel command-palette-type: actionString -command-palette-caption: 打开命令菜单 -command-palette-hint: 打开命令菜单 +caption: 打开命令菜单 +description: 打开命令菜单 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/ControlPanel Command type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Delete Tiddler.tid b/src/commandpalette/commands/Delete Tiddler.tid index 1b49b3c..668cd94 100644 --- a/src/commandpalette/commands/Delete Tiddler.tid +++ b/src/commandpalette/commands/Delete Tiddler.tid @@ -1,7 +1,7 @@ command-palette-name: Delete Tiddler command-palette-type: history -command-palette-caption: {{$:/language/Buttons/Delete/Caption}} -command-palette-hint: {{$:/language/Buttons/Delete/Hint}} +caption: {{$:/language/Buttons/Delete/Caption}} +description: {{$:/language/Buttons/Delete/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Delete Tiddler type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Edit Tiddler.tid b/src/commandpalette/commands/Edit Tiddler.tid index cd2e8e8..9d4621c 100644 --- a/src/commandpalette/commands/Edit Tiddler.tid +++ b/src/commandpalette/commands/Edit Tiddler.tid @@ -1,7 +1,7 @@ command-palette-name: Edit Tiddler command-palette-type: history -command-palette-caption: {{$:/language/Buttons/Edit/Caption}} -command-palette-hint: {{$:/language/Buttons/Edit/Hint}} +caption: {{$:/language/Buttons/Edit/Caption}} +description: {{$:/language/Buttons/Edit/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Edit Tiddler type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Filter operation.tid b/src/commandpalette/commands/Filter operation.tid index 9bd7e26..7f8cff5 100644 --- a/src/commandpalette/commands/Filter operation.tid +++ b/src/commandpalette/commands/Filter operation.tid @@ -1,7 +1,7 @@ command-palette-name: Filter operation command-palette-type: prompt -command-palette-caption: {{$:/language/Buttons/AdvancedSearch/Caption}} -command-palette-hint: {{$:/language/Buttons/AdvancedSearch/Hint}} +caption: {{$:/language/Buttons/AdvancedSearch/Caption}} +description: {{$:/language/Buttons/AdvancedSearch/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Filter operation type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Fold All Tiddlers.tid b/src/commandpalette/commands/Fold All Tiddlers.tid index adf1d38..4cdbf1f 100644 --- a/src/commandpalette/commands/Fold All Tiddlers.tid +++ b/src/commandpalette/commands/Fold All Tiddlers.tid @@ -1,7 +1,7 @@ command-palette-name: Fold All Tiddlers command-palette-type: message -command-palette-caption: {{$:/language/Buttons/FoldAll/Caption}} -command-palette-hint: {{$:/language/Buttons/FoldAll/Hint}} +caption: {{$:/language/Buttons/FoldAll/Caption}} +description: {{$:/language/Buttons/FoldAll/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Fold All Tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Home.tid b/src/commandpalette/commands/Home.tid index 41f5cf7..ebff6ca 100644 --- a/src/commandpalette/commands/Home.tid +++ b/src/commandpalette/commands/Home.tid @@ -1,7 +1,7 @@ command-palette-name: Home command-palette-type: message -command-palette-caption: {{$:/language/Buttons/Home/Caption}} -command-palette-hint: {{$:/language/Buttons/Home/Hint}} +caption: {{$:/language/Buttons/Home/Caption}} +description: {{$:/language/Buttons/Home/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Home type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/New Journal Command.tid b/src/commandpalette/commands/New Journal Command.tid index a5abc12..54f4018 100644 --- a/src/commandpalette/commands/New Journal Command.tid +++ b/src/commandpalette/commands/New Journal Command.tid @@ -1,7 +1,7 @@ command-palette-name: New Journal command-palette-type: actionString -command-palette-caption: {{$:/language/Buttons/NewJournal/Caption}} -command-palette-hint: {{$:/language/Buttons/NewJournal/Hint}} +caption: {{$:/language/Buttons/NewJournal/Caption}} +description: {{$:/language/Buttons/NewJournal/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/New Journal Command type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/New Tiddler with title.tid b/src/commandpalette/commands/New Tiddler with title.tid index 00c38bf..a2acd6a 100644 --- a/src/commandpalette/commands/New Tiddler with title.tid +++ b/src/commandpalette/commands/New Tiddler with title.tid @@ -1,7 +1,7 @@ command-palette-name: New Tiddler with title command-palette-type: prompt -command-palette-caption: 以标题{{$:/language/Buttons/NewTiddler/Caption}} -command-palette-hint: 以标题{{$:/language/Buttons/NewTiddler/Hint}} +caption: 以标题{{$:/language/Buttons/NewTiddler/Caption}} +description: 以标题{{$:/language/Buttons/NewTiddler/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/New Tiddler with title type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/New Tiddler.tid b/src/commandpalette/commands/New Tiddler.tid index fb42a2c..0790286 100644 --- a/src/commandpalette/commands/New Tiddler.tid +++ b/src/commandpalette/commands/New Tiddler.tid @@ -1,7 +1,7 @@ command-palette-name: New Tiddler command-palette-type: message -command-palette-caption: {{$:/language/Buttons/NewTiddler/Caption}} -command-palette-hint: {{$:/language/Buttons/NewTiddler/Hint}} +caption: {{$:/language/Buttons/NewTiddler/Caption}} +description: {{$:/language/Buttons/NewTiddler/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/New Tiddler type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Permalink.tid b/src/commandpalette/commands/Permalink.tid index 6b0c014..e27eebc 100644 --- a/src/commandpalette/commands/Permalink.tid +++ b/src/commandpalette/commands/Permalink.tid @@ -1,7 +1,7 @@ command-palette-name: Permalink command-palette-type: history -command-palette-caption: {{$:/language/Buttons/Permalink/Caption}} -command-palette-hint: {{$:/language/Buttons/Permalink/Hint}} +caption: {{$:/language/Buttons/Permalink/Caption}} +description: {{$:/language/Buttons/Permalink/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Permalink type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Permaview.tid b/src/commandpalette/commands/Permaview.tid index fcd2987..5e462ef 100644 --- a/src/commandpalette/commands/Permaview.tid +++ b/src/commandpalette/commands/Permaview.tid @@ -1,7 +1,7 @@ command-palette-name: Permaview command-palette-type: message -command-palette-caption: {{$:/language/Buttons/Permaview/Caption}} -command-palette-hint: {{$:/language/Buttons/Permaview/Hint}} +caption: {{$:/language/Buttons/Permaview/Caption}} +description: {{$:/language/Buttons/Permaview/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Permaview type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Print.tid b/src/commandpalette/commands/Print.tid index 77347d4..e760ff2 100644 --- a/src/commandpalette/commands/Print.tid +++ b/src/commandpalette/commands/Print.tid @@ -1,7 +1,7 @@ command-palette-name: Print command-palette-type: message -command-palette-caption: {{$:/language/Buttons/Print/Caption}} -command-palette-hint: {{$:/language/Buttons/Print/Hint}} +caption: {{$:/language/Buttons/Print/Caption}} +description: {{$:/language/Buttons/Print/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Print type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Recent Tiddlers Command.tid b/src/commandpalette/commands/Recent Tiddlers Command.tid index ade1614..d6023c1 100644 --- a/src/commandpalette/commands/Recent Tiddlers Command.tid +++ b/src/commandpalette/commands/Recent Tiddlers Command.tid @@ -1,8 +1,8 @@ command-palette-caret: 33 command-palette-name: Recent Tiddlers command-palette-type: prompt-basic -command-palette-caption: 查看最近编辑过的Tiddler -command-palette-hint: 在命令菜单里列出最近编辑过的Tiddler +caption: 查看最近编辑过的Tiddler +description: 在命令菜单里列出最近编辑过的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Recent Tiddlers Command type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Refresh Server.tid b/src/commandpalette/commands/Refresh Server.tid index 5ecae9d..3914938 100644 --- a/src/commandpalette/commands/Refresh Server.tid +++ b/src/commandpalette/commands/Refresh Server.tid @@ -1,7 +1,7 @@ command-palette-name: Refresh Server command-palette-type: message -command-palette-caption: 服务器{{$:/language/Buttons/Refresh/Caption}} -command-palette-hint: 服务器{{$:/language/Buttons/Refresh/Hint}} +caption: 服务器{{$:/language/Buttons/Refresh/Caption}} +description: 服务器{{$:/language/Buttons/Refresh/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Refresh Server type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Save Tiddler.tid b/src/commandpalette/commands/Save Tiddler.tid index 5a4d426..2b32d64 100644 --- a/src/commandpalette/commands/Save Tiddler.tid +++ b/src/commandpalette/commands/Save Tiddler.tid @@ -1,8 +1,8 @@ command-palette-mode: drafts command-palette-name: Save Tiddler command-palette-type: history -command-palette-caption: {{$:/language/Buttons/Save/Caption}} -command-palette-hint: {{$:/language/Buttons/Save/Hint}} +caption: {{$:/language/Buttons/Save/Caption}} +description: {{$:/language/Buttons/Save/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Save Tiddler type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Save Wiki.tid b/src/commandpalette/commands/Save Wiki.tid index c11dcf2..9e9da2f 100644 --- a/src/commandpalette/commands/Save Wiki.tid +++ b/src/commandpalette/commands/Save Wiki.tid @@ -1,7 +1,7 @@ command-palette-name: Save Wiki command-palette-type: message -command-palette-caption: {{$:/language/Buttons/SaveWiki/Caption}} -command-palette-hint: {{$:/language/Buttons/SaveWiki/Hint}} +caption: {{$:/language/Buttons/SaveWiki/Caption}} +description: {{$:/language/Buttons/SaveWiki/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Save Wiki type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Search Tags.tid b/src/commandpalette/commands/Search Tags.tid index 951bcca..6215379 100644 --- a/src/commandpalette/commands/Search Tags.tid +++ b/src/commandpalette/commands/Search Tags.tid @@ -1,7 +1,7 @@ command-palette-name: Search Tags command-palette-type: prompt -command-palette-caption: 搜索标签列表 -command-palette-hint: 在命令菜单里列出搜索到的标签 +caption: 搜索标签列表 +description: 在命令菜单里列出搜索到的标签 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search Tags type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Search fields.tid b/src/commandpalette/commands/Search fields.tid index eb575f3..ad0b5f4 100644 --- a/src/commandpalette/commands/Search fields.tid +++ b/src/commandpalette/commands/Search fields.tid @@ -1,8 +1,8 @@ command-palette-caret: 16 command-palette-name: Search fields command-palette-type: prompt-basic -command-palette-caption: 搜索字段名 -command-palette-hint: 在命令菜单里搜索列出所有Wiki里涉及到的字段名 +caption: 搜索字段名 +description: 在命令菜单里搜索列出所有Wiki里涉及到的字段名 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search fields type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Search tiddlers with tag.tid b/src/commandpalette/commands/Search tiddlers with tag.tid index aa1e2da..72b549e 100644 --- a/src/commandpalette/commands/Search tiddlers with tag.tid +++ b/src/commandpalette/commands/Search tiddlers with tag.tid @@ -1,7 +1,7 @@ command-palette-name: 用 @标签 搜索条目 command-palette-type: prompt -command-palette-caption: 带某个标签的Tiddler -command-palette-hint: 在命令菜单里列出带某个标签的Tiddler +caption: 带某个标签的Tiddler +description: 在命令菜单里列出带某个标签的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search tiddlers with tag type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Search.tid b/src/commandpalette/commands/Search.tid index 1dd1ddd..f950209 100644 --- a/src/commandpalette/commands/Search.tid +++ b/src/commandpalette/commands/Search.tid @@ -1,7 +1,7 @@ command-palette-name: Search command-palette-type: prompt -command-palette-caption: {{$:/language/Buttons/AdvancedSearch/Caption}} -command-palette-hint: {{$:/language/Buttons/AdvancedSearch/Hint}} +caption: {{$:/language/Buttons/AdvancedSearch/Caption}} +description: {{$:/language/Buttons/AdvancedSearch/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Drafts.tid b/src/commandpalette/commands/See Drafts.tid index ac4b3d5..efb220f 100644 --- a/src/commandpalette/commands/See Drafts.tid +++ b/src/commandpalette/commands/See Drafts.tid @@ -1,8 +1,8 @@ command-palette-caret: 27 command-palette-name: See Drafts command-palette-type: prompt-basic -command-palette-caption: 查看草稿Tiddler -command-palette-hint: 在命令菜单里列出所有处于草稿状态的Tiddler +caption: 查看草稿Tiddler +description: 在命令菜单里列出所有处于草稿状态的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Drafts type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Languages.tid b/src/commandpalette/commands/See Languages.tid index 1bf6d25..4e57cf3 100644 --- a/src/commandpalette/commands/See Languages.tid +++ b/src/commandpalette/commands/See Languages.tid @@ -1,8 +1,8 @@ command-palette-caret: 43 command-palette-name: See Languages command-palette-type: prompt-basic -command-palette-caption: 查看语言列表 -command-palette-hint: 在命令菜单里列出语言列表 +caption: 查看语言列表 +description: 在命令菜单里列出语言列表 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Languages type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Missing Tiddlers.tid b/src/commandpalette/commands/See Missing Tiddlers.tid index ef18b02..934cc76 100644 --- a/src/commandpalette/commands/See Missing Tiddlers.tid +++ b/src/commandpalette/commands/See Missing Tiddlers.tid @@ -1,8 +1,8 @@ command-palette-caret: 20 command-palette-name: See Mising Tiddlers command-palette-type: prompt-basic -command-palette-caption: 查看缺失的Tiddler -command-palette-hint: 在命令菜单里列出缺失的Tiddler +caption: 查看缺失的Tiddler +description: 在命令菜单里列出缺失的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Missing Tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Orphans Tiddlers.tid b/src/commandpalette/commands/See Orphans Tiddlers.tid index 0cea563..17c7030 100644 --- a/src/commandpalette/commands/See Orphans Tiddlers.tid +++ b/src/commandpalette/commands/See Orphans Tiddlers.tid @@ -1,8 +1,8 @@ command-palette-caret: 20 command-palette-name: See Orphans Tiddlers command-palette-type: prompt-basic -command-palette-caption: 查看孤儿Tiddler -command-palette-hint: 在命令菜单里列出孤儿Tiddler +caption: 查看孤儿Tiddler +description: 在命令菜单里列出孤儿Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Orphans Tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Plugins.tid b/src/commandpalette/commands/See Plugins.tid index 3a80867..b2fdc4e 100644 --- a/src/commandpalette/commands/See Plugins.tid +++ b/src/commandpalette/commands/See Plugins.tid @@ -1,8 +1,8 @@ command-palette-caret: 41 command-palette-name: See Plugins command-palette-type: prompt-basic -command-palette-caption: 查看插件列表 -command-palette-hint: 在命令菜单里列出插件列表 +caption: 查看插件列表 +description: 在命令菜单里列出插件列表 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Plugins type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Shadows Tiddlers.tid b/src/commandpalette/commands/See Shadows Tiddlers.tid index 438b5d1..98fd093 100644 --- a/src/commandpalette/commands/See Shadows Tiddlers.tid +++ b/src/commandpalette/commands/See Shadows Tiddlers.tid @@ -1,8 +1,8 @@ command-palette-caret: 20 command-palette-name: See Shadows Tiddlers command-palette-type: prompt-basic -command-palette-caption: 查看系统Tiddler -command-palette-hint: 在命令菜单里列出系统Tiddler +caption: 查看系统Tiddler +description: 在命令菜单里列出系统Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Shadows Tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Story List.tid b/src/commandpalette/commands/See Story List.tid index ba3906e..5b2d84f 100644 --- a/src/commandpalette/commands/See Story List.tid +++ b/src/commandpalette/commands/See Story List.tid @@ -1,8 +1,8 @@ command-palette-caret: 26 command-palette-name: See Story List command-palette-type: prompt-basic -command-palette-caption: 查看开启的Tiddler -command-palette-hint: 在命令菜单里列出开启的Tiddler +caption: 查看开启的Tiddler +description: 在命令菜单里列出开启的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Story List type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Themes.tid b/src/commandpalette/commands/See Themes.tid index d364319..42ce1a2 100644 --- a/src/commandpalette/commands/See Themes.tid +++ b/src/commandpalette/commands/See Themes.tid @@ -1,8 +1,8 @@ command-palette-caret: 40 command-palette-name: See Themes command-palette-type: prompt-basic -command-palette-caption: 查看主题 -command-palette-hint: 列出可用主题 +caption: 查看主题 +description: 列出可用主题 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Themes type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See all content-types.tid b/src/commandpalette/commands/See all content-types.tid index 5dd5dd8..e9be648 100644 --- a/src/commandpalette/commands/See all content-types.tid +++ b/src/commandpalette/commands/See all content-types.tid @@ -1,8 +1,8 @@ command-palette-caret: 48 command-palette-name: See all content-type command-palette-type: prompt-basic -command-palette-caption: 查看内容类型 -command-palette-hint: 在命令菜单里列出所有Wiki里涉及到的内容类型 +caption: 查看内容类型 +description: 在命令菜单里列出所有Wiki里涉及到的内容类型 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See all content-types type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See untagged tiddlers.tid b/src/commandpalette/commands/See untagged tiddlers.tid index 6a151a3..209f749 100644 --- a/src/commandpalette/commands/See untagged tiddlers.tid +++ b/src/commandpalette/commands/See untagged tiddlers.tid @@ -1,8 +1,8 @@ command-palette-caret: 29 command-palette-name: See untagged Tiddlers command-palette-type: prompt-basic -command-palette-caption: 查看未打标签的Tiddler -command-palette-hint: 在命令菜单里列出未打标签的Tiddler列表 +caption: 查看未打标签的Tiddler +description: 在命令菜单里列出未打标签的Tiddler列表 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See untagged tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Show help.tid b/src/commandpalette/commands/Show help.tid index fbe0a64..c428105 100644 --- a/src/commandpalette/commands/Show help.tid +++ b/src/commandpalette/commands/Show help.tid @@ -1,7 +1,7 @@ command-palette-name: Show help command-palette-type: prompt -command-palette-caption: 展示帮助 -command-palette-hint: 列出有哪些用法 +caption: 展示帮助 +description: 列出有哪些用法 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Show help type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Toggle Fullscreen.tid b/src/commandpalette/commands/Toggle Fullscreen.tid index b4b17a3..80ef5e9 100644 --- a/src/commandpalette/commands/Toggle Fullscreen.tid +++ b/src/commandpalette/commands/Toggle Fullscreen.tid @@ -1,7 +1,7 @@ command-palette-name: Toggle Fullscreen command-palette-type: message -command-palette-caption: {{$:/language/Buttons/FullScreen/Caption}} -command-palette-hint: {{$:/language/Buttons/FullScreen/Hint}} +caption: {{$:/language/Buttons/FullScreen/Caption}} +description: {{$:/language/Buttons/FullScreen/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Toggle Fullscreen type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/Unfold All Tiddlers.tid b/src/commandpalette/commands/Unfold All Tiddlers.tid index e71081f..156b355 100644 --- a/src/commandpalette/commands/Unfold All Tiddlers.tid +++ b/src/commandpalette/commands/Unfold All Tiddlers.tid @@ -1,7 +1,7 @@ command-palette-name: Unfold All Tiddlers command-palette-type: actionString -command-palette-caption: {{$:/language/Buttons/UnfoldAll/Caption}} -command-palette-hint: {{$:/language/Buttons/UnfoldAll/Hint}} +caption: {{$:/language/Buttons/UnfoldAll/Caption}} +description: {{$:/language/Buttons/UnfoldAll/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Unfold All Tiddlers type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/show tiddler commands.tid b/src/commandpalette/commands/show tiddler commands.tid index 67fe17e..7e2da18 100644 --- a/src/commandpalette/commands/show tiddler commands.tid +++ b/src/commandpalette/commands/show tiddler commands.tid @@ -1,7 +1,7 @@ command-palette-name: Show CommandTiddlers command-palette-type: prompt -command-palette-caption: 展示可用命令Tiddler列表 -command-palette-hint: 列出命令菜单的命令来自哪些Tiddlers +caption: 展示可用命令Tiddler列表 +description: 列出命令菜单的命令来自哪些Tiddlers tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/show tiddler commands type: text/vnd.tiddlywiki From 52485cc09af6352e28a128eaa44011103a0e8b32 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 01:42:57 +0800 Subject: [PATCH 29/76] refactor: remove type: text/vnd.tiddlywiki --- src/commandpalette/commands/Clone Tiddler.tid | 3 +-- .../commands/Close All Tiddlers.tid | 1 - src/commandpalette/commands/Close Tiddler.tid | 3 +-- .../commands/Close other Tiddlers.tid | 3 +-- .../commands/Command Palette Settings.tid | 1 - .../commands/ControlPanel Command.tid | 1 - src/commandpalette/commands/Delete Tiddler.tid | 3 +-- src/commandpalette/commands/Edit Tiddler.tid | 3 +-- src/commandpalette/commands/Filter operation.tid | 1 - src/commandpalette/commands/Fold All Tiddlers.tid | 1 - src/commandpalette/commands/Home.tid | 1 - .../commands/New Journal Command.tid | 1 - .../commands/New Tiddler with title.tid | 1 - src/commandpalette/commands/New Tiddler.tid | 1 - src/commandpalette/commands/Permalink.tid | 3 +-- src/commandpalette/commands/Permaview.tid | 1 - src/commandpalette/commands/Print.tid | 1 - .../commands/Recent Tiddlers Command.tid | 1 - src/commandpalette/commands/Refresh Server.tid | 1 - src/commandpalette/commands/Save Tiddler.tid | 6 ++---- src/commandpalette/commands/Save Wiki.tid | 1 - src/commandpalette/commands/Search Tags.tid | 1 - src/commandpalette/commands/Search fields.tid | 1 - .../commands/Search tiddlers with tag.tid | 1 - src/commandpalette/commands/Search.tid | 1 - src/commandpalette/commands/See Drafts.tid | 1 - src/commandpalette/commands/See Languages.tid | 1 - .../commands/See Missing Tiddlers.tid | 1 - .../commands/See Orphans Tiddlers.tid | 1 - src/commandpalette/commands/See Plugins.tid | 1 - .../commands/See Shadows Tiddlers.tid | 1 - src/commandpalette/commands/See Story List.tid | 1 - src/commandpalette/commands/See Themes.tid | 1 - .../commands/See all content-types.tid | 1 - .../commands/See untagged tiddlers.tid | 1 - src/commandpalette/commands/Show help.tid | 1 - src/commandpalette/commands/Toggle Fullscreen.tid | 1 - .../commands/Unfold All Tiddlers.tid | 1 - src/commandpalette/commands/Version.tid | 1 - .../commands/{ => message}/Browser Refresh.tid | 1 - .../commands/{ => message}/Cancel Tiddler.tid | 5 ++--- .../commands/show tiddler commands.tid | 1 - .../language/en-GB/Translations.multids | 1 + .../language/zh-Hans/Translations.multids | 1 + src/commandpalette/plugin.info | 2 +- ...utInfo_command-palette-switch-history-back.tid | 1 - ...hortcutInfo_command-palette-switch-history.tid | 1 - ...ShortcutInfo_insert-command-palette-result.tid | 1 - ...tcutInfo_open-command-palette-command-mode.tid | 1 - ...hortcutInfo_open-command-palette-selection.tid | 1 - ...__config_ShortcutInfo_open-command-palette.tid | 1 - ...hortcuts-mac_insert-command-palette-result.tid | 1 - ...cuts-mac_open-command-palette-command-mode.tid | 1 - ..._config_shortcuts-mac_open-command-palette.tid | 1 - ...rtcuts_command-palette-switch-history-back.tid | 1 - ...g_shortcuts_command-palette-switch-history.tid | 1 - ...ig_shortcuts_insert-command-palette-result.tid | 1 - ...hortcuts_open-command-palette-command-mode.tid | 1 - ...g_shortcuts_open-command-palette-selection.tid | 1 - .../$__config_shortcuts_open-command-palette.tid | 1 - src/commandpalette/shortcuts/CommandPalette.tid | 1 - .../shortcuts/CommandPaletteCommandMode.tid | 1 - .../shortcuts/CommandPaletteSelection.tid | 1 - .../shortcuts/CommandPaletteSwitchHistory.tid | 1 - .../shortcuts/CommandPaletteSwitchHistoryBack.tid | 1 - .../shortcuts/InsertCommandPaletteResult.tid | 1 - .../styles/DefaultCommandPalette.css.tid | 1 - .../styles/HideVanillaSearch.css.tid | 1 - .../tiddlywiki-ui/OpenCommandPaletteButton.tid | 1 - src/pinyin-fuzzy-search/readme.tid | 1 - src/pinyin-fuzzy-search/tree.tid | 1 - .../$__plugins_Gk0Wk_focused-tiddler.json | 15 +++++++++++++++ 72 files changed, 28 insertions(+), 80 deletions(-) rename src/commandpalette/commands/{ => message}/Browser Refresh.tid (90%) rename src/commandpalette/commands/{ => message}/Cancel Tiddler.tid (71%) create mode 100644 wiki/tiddlers/$__plugins_Gk0Wk_focused-tiddler.json diff --git a/src/commandpalette/commands/Clone Tiddler.tid b/src/commandpalette/commands/Clone Tiddler.tid index 02e1169..9719ef8 100644 --- a/src/commandpalette/commands/Clone Tiddler.tid +++ b/src/commandpalette/commands/Clone Tiddler.tid @@ -1,8 +1,7 @@ -command-palette-type: history +command-palette-type: message caption: {{$:/language/Buttons/Clone/Caption}} description: {{$:/language/Buttons/Clone/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Clone Tiddler -type: text/vnd.tiddlywiki tm-new-tiddler diff --git a/src/commandpalette/commands/Close All Tiddlers.tid b/src/commandpalette/commands/Close All Tiddlers.tid index c67e869..014c937 100644 --- a/src/commandpalette/commands/Close All Tiddlers.tid +++ b/src/commandpalette/commands/Close All Tiddlers.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/CloseAll/Caption}} description: {{$:/language/Buttons/CloseAll/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close All Tiddlers -type: text/vnd.tiddlywiki tm-close-all-tiddlers diff --git a/src/commandpalette/commands/Close Tiddler.tid b/src/commandpalette/commands/Close Tiddler.tid index 2d90b85..7e5454c 100644 --- a/src/commandpalette/commands/Close Tiddler.tid +++ b/src/commandpalette/commands/Close Tiddler.tid @@ -1,9 +1,8 @@ command-palette-name: Close Tiddler -command-palette-type: history +command-palette-type: message caption: {{$:/language/Buttons/Close/Caption}} description: {{$:/language/Buttons/Close/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close Tiddler -type: text/vnd.tiddlywiki tm-close-tiddler diff --git a/src/commandpalette/commands/Close other Tiddlers.tid b/src/commandpalette/commands/Close other Tiddlers.tid index 80b0c31..9feafee 100644 --- a/src/commandpalette/commands/Close other Tiddlers.tid +++ b/src/commandpalette/commands/Close other Tiddlers.tid @@ -1,9 +1,8 @@ command-palette-name: Close other Tiddlers -command-palette-type: history +command-palette-type: message caption: {{$:/language/Buttons/CloseOthers/Caption}} description: {{$:/language/Buttons/CloseOthers/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close other Tiddlers -type: text/vnd.tiddlywiki tm-close-other-tiddlers diff --git a/src/commandpalette/commands/Command Palette Settings.tid b/src/commandpalette/commands/Command Palette Settings.tid index 655e860..309fb08 100644 --- a/src/commandpalette/commands/Command Palette Settings.tid +++ b/src/commandpalette/commands/Command Palette Settings.tid @@ -4,6 +4,5 @@ caption: 命令菜单设置 description: 打开命令菜单的设置，快捷设置命令菜单相关配置 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Command Palette Settings -type: text/vnd.tiddlywiki | diff --git a/src/commandpalette/commands/ControlPanel Command.tid b/src/commandpalette/commands/ControlPanel Command.tid index 3359717..ae24fae 100644 --- a/src/commandpalette/commands/ControlPanel Command.tid +++ b/src/commandpalette/commands/ControlPanel Command.tid @@ -4,6 +4,5 @@ caption: 打开命令菜单 description: 打开命令菜单 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/ControlPanel Command -type: text/vnd.tiddlywiki <$action-navigate $to="$:/ControlPanel"/> \ No newline at end of file diff --git a/src/commandpalette/commands/Delete Tiddler.tid b/src/commandpalette/commands/Delete Tiddler.tid index 668cd94..920f7f9 100644 --- a/src/commandpalette/commands/Delete Tiddler.tid +++ b/src/commandpalette/commands/Delete Tiddler.tid @@ -1,9 +1,8 @@ command-palette-name: Delete Tiddler -command-palette-type: history +command-palette-type: message caption: {{$:/language/Buttons/Delete/Caption}} description: {{$:/language/Buttons/Delete/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Delete Tiddler -type: text/vnd.tiddlywiki tm-delete-tiddler diff --git a/src/commandpalette/commands/Edit Tiddler.tid b/src/commandpalette/commands/Edit Tiddler.tid index 9d4621c..07211b4 100644 --- a/src/commandpalette/commands/Edit Tiddler.tid +++ b/src/commandpalette/commands/Edit Tiddler.tid @@ -1,9 +1,8 @@ command-palette-name: Edit Tiddler -command-palette-type: history +command-palette-type: message caption: {{$:/language/Buttons/Edit/Caption}} description: {{$:/language/Buttons/Edit/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Edit Tiddler -type: text/vnd.tiddlywiki tm-edit-tiddler diff --git a/src/commandpalette/commands/Filter operation.tid b/src/commandpalette/commands/Filter operation.tid index 7f8cff5..601eeeb 100644 --- a/src/commandpalette/commands/Filter operation.tid +++ b/src/commandpalette/commands/Filter operation.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/AdvancedSearch/Caption}} description: {{$:/language/Buttons/AdvancedSearch/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Filter operation -type: text/vnd.tiddlywiki [ diff --git a/src/commandpalette/commands/Fold All Tiddlers.tid b/src/commandpalette/commands/Fold All Tiddlers.tid index 4cdbf1f..1e810dc 100644 --- a/src/commandpalette/commands/Fold All Tiddlers.tid +++ b/src/commandpalette/commands/Fold All Tiddlers.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/FoldAll/Caption}} description: {{$:/language/Buttons/FoldAll/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Fold All Tiddlers -type: text/vnd.tiddlywiki tm-fold-all-tiddlers diff --git a/src/commandpalette/commands/Home.tid b/src/commandpalette/commands/Home.tid index ebff6ca..8c67b8e 100644 --- a/src/commandpalette/commands/Home.tid +++ b/src/commandpalette/commands/Home.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/Home/Caption}} description: {{$:/language/Buttons/Home/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Home -type: text/vnd.tiddlywiki tm-home diff --git a/src/commandpalette/commands/New Journal Command.tid b/src/commandpalette/commands/New Journal Command.tid index 54f4018..cdf8119 100644 --- a/src/commandpalette/commands/New Journal Command.tid +++ b/src/commandpalette/commands/New Journal Command.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/NewJournal/Caption}} description: {{$:/language/Buttons/NewJournal/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/New Journal Command -type: text/vnd.tiddlywiki {{$:/core/ui/Actions/new-journal}} diff --git a/src/commandpalette/commands/New Tiddler with title.tid b/src/commandpalette/commands/New Tiddler with title.tid index a2acd6a..459c210 100644 --- a/src/commandpalette/commands/New Tiddler with title.tid +++ b/src/commandpalette/commands/New Tiddler with title.tid @@ -4,6 +4,5 @@ caption: 以标题{{$:/language/Buttons/NewTiddler/Caption}} description: 以标题{{$:/language/Buttons/NewTiddler/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/New Tiddler with title -type: text/vnd.tiddlywiki + diff --git a/src/commandpalette/commands/New Tiddler.tid b/src/commandpalette/commands/New Tiddler.tid index 0790286..899a254 100644 --- a/src/commandpalette/commands/New Tiddler.tid +++ b/src/commandpalette/commands/New Tiddler.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/NewTiddler/Caption}} description: {{$:/language/Buttons/NewTiddler/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/New Tiddler -type: text/vnd.tiddlywiki tm-new-tiddler diff --git a/src/commandpalette/commands/Permalink.tid b/src/commandpalette/commands/Permalink.tid index e27eebc..0834a3a 100644 --- a/src/commandpalette/commands/Permalink.tid +++ b/src/commandpalette/commands/Permalink.tid @@ -1,9 +1,8 @@ command-palette-name: Permalink -command-palette-type: history +command-palette-type: message caption: {{$:/language/Buttons/Permalink/Caption}} description: {{$:/language/Buttons/Permalink/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Permalink -type: text/vnd.tiddlywiki tm-permalink diff --git a/src/commandpalette/commands/Permaview.tid b/src/commandpalette/commands/Permaview.tid index 5e462ef..eba443a 100644 --- a/src/commandpalette/commands/Permaview.tid +++ b/src/commandpalette/commands/Permaview.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/Permaview/Caption}} description: {{$:/language/Buttons/Permaview/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Permaview -type: text/vnd.tiddlywiki tm-permaview diff --git a/src/commandpalette/commands/Print.tid b/src/commandpalette/commands/Print.tid index e760ff2..2f67b27 100644 --- a/src/commandpalette/commands/Print.tid +++ b/src/commandpalette/commands/Print.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/Print/Caption}} description: {{$:/language/Buttons/Print/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Print -type: text/vnd.tiddlywiki tm-print diff --git a/src/commandpalette/commands/Recent Tiddlers Command.tid b/src/commandpalette/commands/Recent Tiddlers Command.tid index d6023c1..16a2f0b 100644 --- a/src/commandpalette/commands/Recent Tiddlers Command.tid +++ b/src/commandpalette/commands/Recent Tiddlers Command.tid @@ -5,6 +5,5 @@ caption: 查看最近编辑过的Tiddler description: 在命令菜单里列出最近编辑过的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Recent Tiddlers Command -type: text/vnd.tiddlywiki [!is[system]!sort[created]search[]] diff --git a/src/commandpalette/commands/Refresh Server.tid b/src/commandpalette/commands/Refresh Server.tid index 3914938..4abd5f0 100644 --- a/src/commandpalette/commands/Refresh Server.tid +++ b/src/commandpalette/commands/Refresh Server.tid @@ -4,6 +4,5 @@ caption: 服务器{{$:/language/Buttons/Refresh/Caption}} description: 服务器{{$:/language/Buttons/Refresh/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Refresh Server -type: text/vnd.tiddlywiki tm-server-refresh diff --git a/src/commandpalette/commands/Save Tiddler.tid b/src/commandpalette/commands/Save Tiddler.tid index 2b32d64..b64b9c0 100644 --- a/src/commandpalette/commands/Save Tiddler.tid +++ b/src/commandpalette/commands/Save Tiddler.tid @@ -1,10 +1,8 @@ -command-palette-mode: drafts -command-palette-name: Save Tiddler -command-palette-type: history +command-palette-filter: [has:field[draft.of]] +command-palette-type: message caption: {{$:/language/Buttons/Save/Caption}} description: {{$:/language/Buttons/Save/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Save Tiddler -type: text/vnd.tiddlywiki tm-save-tiddler diff --git a/src/commandpalette/commands/Save Wiki.tid b/src/commandpalette/commands/Save Wiki.tid index 9e9da2f..c0d3ed4 100644 --- a/src/commandpalette/commands/Save Wiki.tid +++ b/src/commandpalette/commands/Save Wiki.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/SaveWiki/Caption}} description: {{$:/language/Buttons/SaveWiki/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Save Wiki -type: text/vnd.tiddlywiki tm-save-wiki diff --git a/src/commandpalette/commands/Search Tags.tid b/src/commandpalette/commands/Search Tags.tid index 6215379..2c64858 100644 --- a/src/commandpalette/commands/Search Tags.tid +++ b/src/commandpalette/commands/Search Tags.tid @@ -4,6 +4,5 @@ caption: 搜索标签列表 description: 在命令菜单里列出搜索到的标签 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search Tags -type: text/vnd.tiddlywiki # diff --git a/src/commandpalette/commands/Search fields.tid b/src/commandpalette/commands/Search fields.tid index ad0b5f4..fb0c5a6 100644 --- a/src/commandpalette/commands/Search fields.tid +++ b/src/commandpalette/commands/Search fields.tid @@ -5,6 +5,5 @@ caption: 搜索字段名 description: 在命令菜单里搜索列出所有Wiki里涉及到的字段名 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search fields -type: text/vnd.tiddlywiki [fields[]search[]] diff --git a/src/commandpalette/commands/Search tiddlers with tag.tid b/src/commandpalette/commands/Search tiddlers with tag.tid index 72b549e..5c48866 100644 --- a/src/commandpalette/commands/Search tiddlers with tag.tid +++ b/src/commandpalette/commands/Search tiddlers with tag.tid @@ -4,6 +4,5 @@ caption: 带某个标签的Tiddler description: 在命令菜单里列出带某个标签的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search tiddlers with tag -type: text/vnd.tiddlywiki @ diff --git a/src/commandpalette/commands/Search.tid b/src/commandpalette/commands/Search.tid index f950209..22436d0 100644 --- a/src/commandpalette/commands/Search.tid +++ b/src/commandpalette/commands/Search.tid @@ -4,4 +4,3 @@ caption: {{$:/language/Buttons/AdvancedSearch/Caption}} description: {{$:/language/Buttons/AdvancedSearch/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search -type: text/vnd.tiddlywiki diff --git a/src/commandpalette/commands/See Drafts.tid b/src/commandpalette/commands/See Drafts.tid index efb220f..cbe75cb 100644 --- a/src/commandpalette/commands/See Drafts.tid +++ b/src/commandpalette/commands/See Drafts.tid @@ -5,6 +5,5 @@ caption: 查看草稿Tiddler description: 在命令菜单里列出所有处于草稿状态的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Drafts -type: text/vnd.tiddlywiki [has:field[draft.of]search[]] diff --git a/src/commandpalette/commands/See Languages.tid b/src/commandpalette/commands/See Languages.tid index 4e57cf3..3dcc460 100644 --- a/src/commandpalette/commands/See Languages.tid +++ b/src/commandpalette/commands/See Languages.tid @@ -5,6 +5,5 @@ caption: 查看语言列表 description: 在命令菜单里列出语言列表 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Languages -type: text/vnd.tiddlywiki [!has[draft.of]plugin-type[language]search[]] diff --git a/src/commandpalette/commands/See Missing Tiddlers.tid b/src/commandpalette/commands/See Missing Tiddlers.tid index 934cc76..f2c59cc 100644 --- a/src/commandpalette/commands/See Missing Tiddlers.tid +++ b/src/commandpalette/commands/See Missing Tiddlers.tid @@ -5,6 +5,5 @@ caption: 查看缺失的Tiddler description: 在命令菜单里列出缺失的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Missing Tiddlers -type: text/vnd.tiddlywiki [all[missing]search[]] diff --git a/src/commandpalette/commands/See Orphans Tiddlers.tid b/src/commandpalette/commands/See Orphans Tiddlers.tid index 17c7030..c4ac3e8 100644 --- a/src/commandpalette/commands/See Orphans Tiddlers.tid +++ b/src/commandpalette/commands/See Orphans Tiddlers.tid @@ -5,6 +5,5 @@ caption: 查看孤儿Tiddler description: 在命令菜单里列出孤儿Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Orphans Tiddlers -type: text/vnd.tiddlywiki [all[orphans]search[]] diff --git a/src/commandpalette/commands/See Plugins.tid b/src/commandpalette/commands/See Plugins.tid index b2fdc4e..398d352 100644 --- a/src/commandpalette/commands/See Plugins.tid +++ b/src/commandpalette/commands/See Plugins.tid @@ -5,6 +5,5 @@ caption: 查看插件列表 description: 在命令菜单里列出插件列表 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Plugins -type: text/vnd.tiddlywiki [!has[draft.of]plugin-type[plugin]search[]] diff --git a/src/commandpalette/commands/See Shadows Tiddlers.tid b/src/commandpalette/commands/See Shadows Tiddlers.tid index 98fd093..a1b0021 100644 --- a/src/commandpalette/commands/See Shadows Tiddlers.tid +++ b/src/commandpalette/commands/See Shadows Tiddlers.tid @@ -5,6 +5,5 @@ caption: 查看系统Tiddler description: 在命令菜单里列出系统Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Shadows Tiddlers -type: text/vnd.tiddlywiki [all[shadows]search[]] diff --git a/src/commandpalette/commands/See Story List.tid b/src/commandpalette/commands/See Story List.tid index 5b2d84f..f63da01 100644 --- a/src/commandpalette/commands/See Story List.tid +++ b/src/commandpalette/commands/See Story List.tid @@ -5,6 +5,5 @@ caption: 查看开启的Tiddler description: 在命令菜单里列出开启的Tiddler tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Story List -type: text/vnd.tiddlywiki [list[$:/StoryList]search[]] \ No newline at end of file diff --git a/src/commandpalette/commands/See Themes.tid b/src/commandpalette/commands/See Themes.tid index 42ce1a2..bd6c4a1 100644 --- a/src/commandpalette/commands/See Themes.tid +++ b/src/commandpalette/commands/See Themes.tid @@ -5,6 +5,5 @@ caption: 查看主题 description: 列出可用主题 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See Themes -type: text/vnd.tiddlywiki [!has[draft.of]plugin-type[theme]search[]] diff --git a/src/commandpalette/commands/See all content-types.tid b/src/commandpalette/commands/See all content-types.tid index e9be648..890ed4f 100644 --- a/src/commandpalette/commands/See all content-types.tid +++ b/src/commandpalette/commands/See all content-types.tid @@ -5,6 +5,5 @@ caption: 查看内容类型 description: 在命令菜单里列出所有Wiki里涉及到的内容类型 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See all content-types -type: text/vnd.tiddlywiki [all[tiddlers+shadows]each[type]get[type]search[]] diff --git a/src/commandpalette/commands/See untagged tiddlers.tid b/src/commandpalette/commands/See untagged tiddlers.tid index 209f749..42fb293 100644 --- a/src/commandpalette/commands/See untagged tiddlers.tid +++ b/src/commandpalette/commands/See untagged tiddlers.tid @@ -5,6 +5,5 @@ caption: 查看未打标签的Tiddler description: 在命令菜单里列出未打标签的Tiddler列表 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/See untagged tiddlers -type: text/vnd.tiddlywiki [untagged[]!is[system]search[]] diff --git a/src/commandpalette/commands/Show help.tid b/src/commandpalette/commands/Show help.tid index c428105..4bcb460 100644 --- a/src/commandpalette/commands/Show help.tid +++ b/src/commandpalette/commands/Show help.tid @@ -4,6 +4,5 @@ caption: 展示帮助 description: 列出有哪些用法 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Show help -type: text/vnd.tiddlywiki ? diff --git a/src/commandpalette/commands/Toggle Fullscreen.tid b/src/commandpalette/commands/Toggle Fullscreen.tid index 80ef5e9..e3106fa 100644 --- a/src/commandpalette/commands/Toggle Fullscreen.tid +++ b/src/commandpalette/commands/Toggle Fullscreen.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/FullScreen/Caption}} description: {{$:/language/Buttons/FullScreen/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Toggle Fullscreen -type: text/vnd.tiddlywiki tm-full-screen diff --git a/src/commandpalette/commands/Unfold All Tiddlers.tid b/src/commandpalette/commands/Unfold All Tiddlers.tid index 156b355..dd62592 100644 --- a/src/commandpalette/commands/Unfold All Tiddlers.tid +++ b/src/commandpalette/commands/Unfold All Tiddlers.tid @@ -4,6 +4,5 @@ caption: {{$:/language/Buttons/UnfoldAll/Caption}} description: {{$:/language/Buttons/UnfoldAll/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Unfold All Tiddlers -type: text/vnd.tiddlywiki <$action-sendmessage $message="tm-unfold-all-tiddlers" foldedStatePrefix="$:/state/folded/"/> diff --git a/src/commandpalette/commands/Version.tid b/src/commandpalette/commands/Version.tid index 27fb1b7..f98dc97 100644 --- a/src/commandpalette/commands/Version.tid +++ b/src/commandpalette/commands/Version.tid @@ -3,6 +3,5 @@ command-palette-name: Version command-palette-type: prompt-basic tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Version -type: text/vnd.tiddlywiki [[$:/plugins/linonetwo/commandpalette]get[version]] \ No newline at end of file diff --git a/src/commandpalette/commands/Browser Refresh.tid b/src/commandpalette/commands/message/Browser Refresh.tid similarity index 90% rename from src/commandpalette/commands/Browser Refresh.tid rename to src/commandpalette/commands/message/Browser Refresh.tid index 1e6e656..cd3e63a 100644 --- a/src/commandpalette/commands/Browser Refresh.tid +++ b/src/commandpalette/commands/message/Browser Refresh.tid @@ -3,6 +3,5 @@ caption: {{$:/language/Buttons/Refresh/Caption}} description: {{$:/language/Buttons/Refresh/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Browser Refresh -type: text/vnd.tiddlywiki tm-browser-refresh diff --git a/src/commandpalette/commands/Cancel Tiddler.tid b/src/commandpalette/commands/message/Cancel Tiddler.tid similarity index 71% rename from src/commandpalette/commands/Cancel Tiddler.tid rename to src/commandpalette/commands/message/Cancel Tiddler.tid index 3a14df8..692f0c5 100644 --- a/src/commandpalette/commands/Cancel Tiddler.tid +++ b/src/commandpalette/commands/message/Cancel Tiddler.tid @@ -1,9 +1,8 @@ -command-palette-mode: drafts -command-palette-type: history +command-palette-filter: [has:field[draft.of]] +command-palette-type: message caption: {{$:/language/Buttons/Cancel/Caption}} description: {{$:/language/Buttons/Cancel/Hint}} tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Cancel Tiddler -type: text/vnd.tiddlywiki tm-cancel-tiddler diff --git a/src/commandpalette/commands/show tiddler commands.tid b/src/commandpalette/commands/show tiddler commands.tid index 7e2da18..7768687 100644 --- a/src/commandpalette/commands/show tiddler commands.tid +++ b/src/commandpalette/commands/show tiddler commands.tid @@ -4,6 +4,5 @@ caption: 展示可用命令Tiddler列表 description: 列出命令菜单的命令来自哪些Tiddlers tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/show tiddler commands -type: text/vnd.tiddlywiki @$:/tags/CommandPaletteCommand diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index de9bfb2..8510edd 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -14,4 +14,5 @@ StoryHistory: Story history Tags: Tags Tagging: User tiddlers with tags Message: Trigger system message +CurrentTiddler: Current tiddler NoResult: No result or no uniq result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index fc41fec..444550e 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -14,4 +14,5 @@ StoryHistory: 故事流浏览历史 Tags: 标签 Tagging: 带标签的用户条目 Message: 触发系统消息 +CurrentTiddler: 当前条目 NoResult: 无结果或结果重复 \ No newline at end of file diff --git a/src/commandpalette/plugin.info b/src/commandpalette/plugin.info index 50bcc80..dec6086 100644 --- a/src/commandpalette/plugin.info +++ b/src/commandpalette/plugin.info @@ -5,7 +5,7 @@ "version": "0.4.0", "core-version": ">=5.0.8", "source": "https://github.com/tiddly-gittly/tiddlywiki-plugins", - "dependents": "$:/plugins/linonetwo/pinyin-fuzzy-search", + "dependents": "$:/plugins/Gk0Wk/focused-tiddler", "plugin-type": "plugin", "list": "readme config tree" } \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history-back.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history-back.tid index 006b662..70c6455 100644 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history-back.tid +++ b/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history-back.tid @@ -1,5 +1,4 @@ tags: title: $:/config/ShortcutInfo/command-palette-switch-history-back -type: text/vnd.tiddlywiki Switch to previously opened tiddler (Inversed) \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history.tid index 33dac7a..5cc3566 100644 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history.tid +++ b/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history.tid @@ -1,5 +1,4 @@ tags: title: $:/config/ShortcutInfo/command-palette-switch-history -type: text/vnd.tiddlywiki Switch to previously opened tiddler \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid index 460ec23..4e60ac5 100644 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid +++ b/src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid @@ -2,6 +2,5 @@ created: 20200604175511112 modified: 20200604175520378 tags: title: $:/config/ShortcutInfo/insert-command-palette-result -type: text/vnd.tiddlywiki Insert the current result in the previously focused element \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-command-mode.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-command-mode.tid index 6d19a5b..22fa876 100644 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-command-mode.tid +++ b/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-command-mode.tid @@ -1,5 +1,4 @@ tags: title: $:/config/ShortcutInfo/open-command-palette-command-mode -type: text/vnd.tiddlywiki Open the command palette in command mode \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid index 6995b3a..90dadc6 100644 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid +++ b/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid @@ -2,6 +2,5 @@ created: 20200604175511112 modified: 20200604175520378 tags: title: $:/config/ShortcutInfo/open-command-palette-selection -type: text/vnd.tiddlywiki Open the command palette with current selection \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette.tid index 7ac9adf..f4ea74c 100644 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette.tid +++ b/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette.tid @@ -2,6 +2,5 @@ created: 20200531223953066 modified: 20200531224011568 tags: title: $:/config/ShortcutInfo/open-command-palette -type: text/vnd.tiddlywiki Open the command palette \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid b/src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid index df08416..392aa91 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid @@ -1,4 +1,3 @@ title: $:/config/shortcuts-mac/insert-command-palette-result -type: text/vnd.tiddlywiki shift-cmd-I \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette-command-mode.tid b/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette-command-mode.tid index f47dbf2..fa94aba 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette-command-mode.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette-command-mode.tid @@ -1,4 +1,3 @@ title: $:/config/shortcuts-mac/open-command-palette-command-mode -type: text/vnd.tiddlywiki cmd-shift-P \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette.tid b/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette.tid index c43643e..398368c 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette.tid @@ -1,4 +1,3 @@ title: $:/config/shortcuts-mac/open-command-palette -type: text/vnd.tiddlywiki cmd-P \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history-back.tid b/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history-back.tid index f506ff6..f6f4f76 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history-back.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history-back.tid @@ -1,5 +1,4 @@ title: $:/config/shortcuts/command-palette-switch-history-back tags: -type: text/vnd.tiddlywiki ctrl-shift-tab \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history.tid b/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history.tid index 33f58a2..4a754af 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history.tid @@ -1,5 +1,4 @@ title: $:/config/shortcuts/command-palette-switch-history tags: -type: text/vnd.tiddlywiki ctrl-tab \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid b/src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid index 6cf57a3..501d3b4 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid @@ -1,6 +1,5 @@ created: 20200604175539239 modified: 20200604175658624 title: $:/config/shortcuts/insert-command-palette-result -type: text/vnd.tiddlywiki ctrl+shift+I \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-command-mode.tid b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-command-mode.tid index 6359afd..d120f68 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-command-mode.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-command-mode.tid @@ -1,4 +1,3 @@ title: $:/config/shortcuts/open-command-palette-command-mode -type: text/vnd.tiddlywiki ctrl-shift-P \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid index 8d2a19d..b1c6f50 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid @@ -1,3 +1,2 @@ title: $:/config/shortcuts/open-command-palette-selection -type: text/vnd.tiddlywiki diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid index d547c62..e0c1a8d 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid @@ -1,5 +1,4 @@ tags: title: $:/config/shortcuts/open-command-palette -type: text/vnd.tiddlywiki ctrl-P \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPalette.tid b/src/commandpalette/shortcuts/CommandPalette.tid index 6c09489..b22527a 100644 --- a/src/commandpalette/shortcuts/CommandPalette.tid +++ b/src/commandpalette/shortcuts/CommandPalette.tid @@ -1,6 +1,5 @@ key: ((open-command-palette)) tags: $:/tags/KeyboardShortcut title: $:/core/ui/KeyboardShortcuts/CommandPalette -type: text/vnd.tiddlywiki <$action-sendmessage $message="open-command-palette"/> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid b/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid index fca4669..f264229 100644 --- a/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid +++ b/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid @@ -1,6 +1,5 @@ key: ((open-command-palette-command-mode)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteCommandMode -type: text/vnd.tiddlywiki <$action-sendmessage $message="open-command-palette" $param=">" /> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteSelection.tid b/src/commandpalette/shortcuts/CommandPaletteSelection.tid index 37b7b54..2fc3b59 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSelection.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSelection.tid @@ -3,6 +3,5 @@ key: ((open-command-palette-selection)) modified: 20200604175716862 tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteSelection -type: text/vnd.tiddlywiki <$action-sendmessage $message="open-command-palette-selection"/> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid index cf11daf..c000e06 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid @@ -1,6 +1,5 @@ key: ((command-palette-switch-history)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteSwitchHistory -type: text/vnd.tiddlywiki <$action-sendmessage $message="command-palette-switch-history" /> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack.tid index c4cf88d..c9dbc3a 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack.tid @@ -1,6 +1,5 @@ key: ((command-palette-switch-history-back)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteSwitchHistoryBack -type: text/vnd.tiddlywiki <$action-sendmessage $message="command-palette-switch-history-back" /> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/InsertCommandPaletteResult.tid b/src/commandpalette/shortcuts/InsertCommandPaletteResult.tid index 1836630..0399b4f 100644 --- a/src/commandpalette/shortcuts/InsertCommandPaletteResult.tid +++ b/src/commandpalette/shortcuts/InsertCommandPaletteResult.tid @@ -1,6 +1,5 @@ key: ((insert-command-palette-result)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/InsertCommandPaletteResult -type: text/vnd.tiddlywiki <$action-sendmessage $message="insert-command-palette-result"/> \ No newline at end of file diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index d8808a3..0715e73 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -1,6 +1,5 @@ tags: $:/tags/CommandPaletteTheme title: $:/plugins/linonetwo/commandpalette/styles/DefaultCommandPalette.css -type: text/vnd.tiddlywiki tags: $:/tags/Stylesheet \rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html diff --git a/src/commandpalette/styles/HideVanillaSearch.css.tid b/src/commandpalette/styles/HideVanillaSearch.css.tid index 5c353e2..54a26d5 100644 --- a/src/commandpalette/styles/HideVanillaSearch.css.tid +++ b/src/commandpalette/styles/HideVanillaSearch.css.tid @@ -1,6 +1,5 @@ tags: $:/tags/Stylesheet title: $:/plugins/linonetwo/commandpalette/styles/HideVanillaSearch.css -type: text/vnd.tiddlywiki <$list filter="[[$:/plugins/linonetwo/commandpalette/configs/HideDefaultSearchBar]get[text]else[no]match[yes]]"> .tc-sidebar-lists.tc-sidebar-search { diff --git a/src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid b/src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid index 0c2afe7..5f36fae 100644 --- a/src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid +++ b/src/commandpalette/tiddlywiki-ui/OpenCommandPaletteButton.tid @@ -2,7 +2,6 @@ caption: {{$:/plugins/linonetwo/commandpalette/icons/command-palette}} Command P description: Open Command Palette tags: $:/tags/PageControls title: $:/core/ui/Buttons/CommandPalette -type: text/vnd.tiddlywiki \whitespace trim <$button diff --git a/src/pinyin-fuzzy-search/readme.tid b/src/pinyin-fuzzy-search/readme.tid index d909485..4e1d15c 100644 --- a/src/pinyin-fuzzy-search/readme.tid +++ b/src/pinyin-fuzzy-search/readme.tid @@ -1,6 +1,5 @@ title: $:/plugins/linonetwo/pinyin-fuzzy-search/readme creator: LinOnetwo -type: text/vnd.tiddlywiki 为命令菜单插件提供拼音搜索功能，一般需要安装命令菜单插件才能用，但如果你很懂筛选器的话，这个插件也提供了以下筛选器供你使用： diff --git a/src/pinyin-fuzzy-search/tree.tid b/src/pinyin-fuzzy-search/tree.tid index 8960d43..083a5a6 100644 --- a/src/pinyin-fuzzy-search/tree.tid +++ b/src/pinyin-fuzzy-search/tree.tid @@ -1,4 +1,3 @@ title: $:/plugins/linonetwo/pinyin-fuzzy-search/tree -type: text/vnd.tiddlywiki <<tree prefix:"$:/plugins/linonetwo/pinyin-fuzzy-search/">> \ No newline at end of file diff --git a/wiki/tiddlers/$__plugins_Gk0Wk_focused-tiddler.json b/wiki/tiddlers/$__plugins_Gk0Wk_focused-tiddler.json new file mode 100644 index 0000000..2016883 --- /dev/null +++ b/wiki/tiddlers/$__plugins_Gk0Wk_focused-tiddler.json @@ -0,0 +1,15 @@ +[ + { + "text": "{\"tiddlers\":{\"$:/plugins/Gk0Wk/focused-tiddler/config\":{\"title\":\"$:/plugins/Gk0Wk/focused-tiddler/config\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<$list filter=\\\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\\\" variable=\\\"lang\\\">\\n<$list filter=\\\"[<lang>search[zh]]\\\">\\n\\n; 顶部偏移\\n: <$edit-text tiddler=\\\"$:/plugins/Gk0Wk/focused-tiddler/top-offset\\\" tag=\\\"input\\\" default=\\\"71\\\" /> (px)\\n: 条目顶部与窗口页面顶部的距离小于偏移量时，该条目会被聚焦。（单位：px）\\n\\n</$list>\\n\\n<$list filter=\\\"[<lang>!search[zh]]\\\">\\n\\n; Top Offset\\n: <$edit-text tiddler=\\\"$:/plugins/Gk0Wk/focused-tiddler/top-offset\\\" tag=\\\"input\\\" default=\\\"71\\\" /> (px)\\n: The entry is focused when the distance between the top of the entry and the top of the window page is less than the offset. (Unit: px)\\n\\n</$list>\\n</$list>\\n\"},\"$:/plugins/Gk0Wk/focused-tiddler/readme\":{\"title\":\"$:/plugins/Gk0Wk/focused-tiddler/readme\",\"type\":\"text/vnd.tiddlywiki\",\"text\":\"<$list filter=\\\"[[$:/language]get[text]removeprefix[$:/languages/]else[en-GB]]\\\" variable=\\\"lang\\\">\\n<$list filter=\\\"[<lang>search[zh]]\\\">\\n\\n! 聚焦条目\\n\\n检测你现在正在看的条目，并将其标题存在 `$:/temp/focussedTiddler`。\\n\\n判定方法：当打开新条目、滚动条目至一定位置（可配置）或者点击条目内容时，及判定为聚焦条目。\\n\\n> 本插件使用灵活而强大的 <$text text=\\\"TiddlyWiki\\\" /> 开发框架 [[Tiddly.ModernDev|https://github.com/tiddly-gittly/Modern.TiddlyDev]]\\n\\n</$list>\\n\\n<$list filter=\\\"[<lang>!search[zh]]\\\">\\n\\n! focused-tiddler\\n\\nDetecting the tiddler you are viewing, and save its title to `$:/temp/focussedTiddler`.\\n\\nJudgment method: When opening a new tiddler, scrolling the tiddler to a certain position (configurable) or clicking on the content of the tiddler, and judged to be a focused tiddler.\\n\\n> This plugin uses the flexible and powerful <$text text=\\\"TiddlyWiki\\\" /> development framework [[Tiddly.ModernDev|https://github.com/tiddly-gittly/Modern.TiddlyDev]]\\n\\n</$list>\\n</$list>\\n\"},\"$:/plugins/Gk0Wk/focused-tiddler/top-offset\":{\"title\":\"$:/plugins/Gk0Wk/focused-tiddler/top-offset\",\"text\":\"71\\n\"},\"$:/plugins/Gk0Wk/focused-tiddler/top-offset/hook.js\":{\"title\":\"$:/plugins/Gk0Wk/focused-tiddler/top-offset/hook.js\",\"module-type\":\"startup\",\"type\":\"application/javascript\",\"Modern.TiddlyDev#Origin\":\"hook.ts\",\"text\":\"\\\"use strict\\\";var __defProp=Object.defineProperty,__getOwnPropDesc=Object.getOwnPropertyDescriptor,__getOwnPropNames=Object.getOwnPropertyNames,__hasOwnProp=Object.prototype.hasOwnProperty,__export=(e,t)=>{for(var o in t)__defProp(e,o,{get:t[o],enumerable:!0})},__copyProps=(t,o,r,s)=>{if(o&&\\\"object\\\"==typeof o||\\\"function\\\"==typeof o)for(let e of __getOwnPropNames(o))__hasOwnProp.call(t,e)||e===r||__defProp(t,e,{get:()=>o[e],enumerable:!(s=__getOwnPropDesc(o,e))||s.enumerable});return t},__toCommonJS=e=>__copyProps(__defProp({},\\\"__esModule\\\",{value:!0}),e),hook_exports={},topOffset=(__export(hook_exports,{after:()=>after,name:()=>name,platforms:()=>platforms,startup:()=>startup,synchronous:()=>synchronous}),module.exports=__toCommonJS(hook_exports),71),updateTopOffset=()=>{topOffset=Number($tw.wiki.getTiddlerText(\\\"$:/plugins/Gk0Wk/focused-tiddler/top-offset\\\",\\\"71\\\").trim()),Number.isSafeInteger(topOffset)||(topOffset=71)},check=()=>{var t=document.querySelectorAll(\\\".tc-story-river .tc-tiddler-frame\\\");if(0===t.length)update(null);else{for(let e=t.length-1;0<=e;e--)if(!(100<t[e].getBoundingClientRect().top))return void update(t[e]);update(t[0])}},previousFocusedDom=null,update=e=>{var t;e!==previousFocusedDom&&(t=null!==e&&(null!=(t=e.getAttribute(\\\"data-tiddler-title\\\"))?t:null==(t=e.querySelector(\\\".tc-tiddler-title .tc-titlebar .tc-title\\\"))?void 0:t.textContent)||void 0,$tw.wiki.addTiddler({title:\\\"$:/temp/focussedTiddler\\\",text:t||\\\"\\\"}),previousFocusedDom&&$tw.utils.removeClass(previousFocusedDom,\\\"gk0wk-focused-tiddler\\\"),e&&$tw.utils.addClass(e,\\\"gk0wk-focused-tiddler\\\"),previousFocusedDom=e)},name=\\\"gk0wk-focused-tiddler\\\",platforms=[\\\"browser\\\"],after=[\\\"render\\\"],synchronous=!0,startup=()=>{updateTopOffset();let e;window.addEventListener(\\\"scroll\\\",()=>{void 0===e&&(e=setTimeout(()=>{e=void 0,check()},250))}),window.addEventListener(\\\"click\\\",({target:t})=>{var e,o;if(null!=(o=null==(e=document.querySelector(\\\".tc-story-river\\\"))?void 0:e.contains)&&o.call(e,t)){var r=document.querySelectorAll(\\\".tc-story-river .tc-tiddler-frame\\\");for(let e=r.length-1;0<=e;e--)if(r[e].contains(t))return void update(r[e])}}),$tw.wiki.addEventListener(\\\"change\\\",e=>{e[\\\"$:/plugins/Gk0Wk/focused-tiddler/top-offset\\\"]&&updateTopOffset(),(e[\\\"$:/HistoryList\\\"]||e[\\\"$:/StoryList\\\"])&&setTimeout(()=>check(),$tw.utils.getAnimationDuration()+100)})};\"}}}", + "title": "$:/plugins/Gk0Wk/focused-tiddler", + "type": "application/json", + "author": "Gk0Wk", + "dependents": "", + "description": "Detecting the tiddler you are viewing", + "list": "readme config", + "name": "Focused Tiddler", + "plugin-type": "plugin", + "version": "0.0.3", + "Modern.TiddlyDev#SHA256-Hashed": "a824f67b3fa431b7fa496185264a3cd2cdfcbce53df02f19bdad115283c88e3e" + } +] \ No newline at end of file From 1b8b97fc0342f927a0d35a358dfcd786b7d8845c Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 01:43:15 +0800 Subject: [PATCH 30/76] chore: mvoe --- wiki/tiddlers/{ => system}/$__plugins_Gk0Wk_focused-tiddler.json | 0 1 file changed, 0 insertions(+), 0 deletions(-) rename wiki/tiddlers/{ => system}/$__plugins_Gk0Wk_focused-tiddler.json (100%) diff --git a/wiki/tiddlers/$__plugins_Gk0Wk_focused-tiddler.json b/wiki/tiddlers/system/$__plugins_Gk0Wk_focused-tiddler.json similarity index 100% rename from wiki/tiddlers/$__plugins_Gk0Wk_focused-tiddler.json rename to wiki/tiddlers/system/$__plugins_Gk0Wk_focused-tiddler.json From 4f7b1b21528a11d7bf565428fe0dfd761243b19f Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 01:44:13 +0800 Subject: [PATCH 31/76] feat: allow use command-palette-filter: [has:field[draft.of]] --- .../widgets/build-in-sub-plugins/command-message.ts | 13 ++++++++++--- 1 file changed, 10 insertions(+), 3 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index e684809..e4ab03c 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -1,3 +1,4 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { IContext } from '../utils/context'; @@ -6,6 +7,7 @@ import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; + const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); return [ { sourceId: 'message', @@ -13,7 +15,13 @@ export const plugin = { if (query === '') return []; return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]search[${query}]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; + .filter((tiddler): tiddler is ITiddlerFields => { + if (tiddler === undefined) return false; + const filter = tiddler['command-palette-filter'] as string | undefined; + // if no filter, just pass. If user didn't install `$:/plugins/Gk0Wk/focused-tiddler`, also pass. + if (!filter || !focusedTiddler) return true; + return $tw.wiki.filterTiddlers(filter, undefined, $tw.wiki.makeTiddlerIterator([focusedTiddler])).length > 0; + }); }, getItemUrl({ item }) { return item.title; @@ -21,7 +29,6 @@ export const plugin = { onSelect({ item }) { parameters.setContext({ noNavigate: true } satisfies IContext); const { widget } = parameters.state.context as IContext; - const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); widget?.dispatchEvent?.({ type: item.text.trim(), tiddlerTitle: focusedTiddler, @@ -31,7 +38,7 @@ export const plugin = { }, templates: { header() { - return lingo('Message'); + return `${lingo('Message')} (${lingo('CurrentTiddler')}: ${focusedTiddler})`; }, item({ item }) { if (typeof item.caption === 'string' && item.caption !== '') { From 13ad3170e267729fd293425591f749f92c6fed32 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 01:52:19 +0800 Subject: [PATCH 32/76] feat: only show no result --- .../widgets/build-in-sub-plugins/command-message.ts | 2 +- src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts | 2 +- .../widgets/build-in-sub-plugins/search-user-title-pinyin.ts | 2 +- .../widgets/build-in-sub-plugins/search-user-title.ts | 2 +- 4 files changed, 4 insertions(+), 4 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index e4ab03c..0ce50d9 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -48,7 +48,7 @@ export const plugin = { return item.title; }, noResults() { - return `${lingo('Message')} - ${lingo('NoResult')}`; + return lingo('NoResult'); }, }, }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts index 9ded8aa..21cf0bf 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -34,7 +34,7 @@ export const plugin = { return item.title; }, noResults() { - return `${lingo('Tags')} - ${lingo('NoResult')}`; + return lingo('NoResult'); }, }, }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index 6fc7da1..b08af23 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -37,7 +37,7 @@ export const plugin = { return item.title; }, noResults() { - return `${lingo('UserTitlePinyin')} - ${lingo('NoResult')}`; + return lingo('NoResult'); }, }, }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index c5778fb..670548e 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -29,7 +29,7 @@ export const plugin = { return item.title; }, noResults() { - return `${lingo('UserTitle')} - ${lingo('NoResult')}`; + return lingo('NoResult'); }, }, }, From f1edbdc951aad09e408705985cf9ce1540feb7d7 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 02:02:36 +0800 Subject: [PATCH 33/76] fix: reuse instance to prevent multiple instance error --- .../widgets/build-in-sub-plugins/search-tags.ts | 2 +- src/commandpalette/widgets/utils/context.ts | 4 ++-- src/commandpalette/widgets/widget.ts | 14 ++++++++++---- 3 files changed, 13 insertions(+), 7 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts index 21cf0bf..ea93633 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -21,7 +21,7 @@ export const plugin = { return item.title; }, onSelect({ item }) { - parameters.setContext({ newQuery: `#${item.title}`, noDestroy: true } satisfies IContext); + parameters.setContext({ newQuery: `#${item.title}`, noClose: true } satisfies IContext); }, templates: { header() { diff --git a/src/commandpalette/widgets/utils/context.ts b/src/commandpalette/widgets/utils/context.ts index b013a1c..c5b3f9c 100644 --- a/src/commandpalette/widgets/utils/context.ts +++ b/src/commandpalette/widgets/utils/context.ts @@ -6,9 +6,9 @@ export interface IContext { */ newQuery?: string; /** - * Ask to disable default behavior of destroy the widget after item activate. Let plugin handle it by itself. + * Ask to disable default behavior of close the dropdown after item activate. Let plugin handle it by itself. */ - noDestroy?: boolean; + noClose?: boolean; /** * Ask to disable default behavior of open a tiddler. Let plugin handle it by itself. */ diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index f7c5483..d7e0bde 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -85,10 +85,10 @@ class CommandPaletteWidget extends Widget { navigateFromNode: this, }); } - if (!state.context.noDestroy) { - this.destroy(); + if (!state.context.noClose) { + this.setCloseState(); } - this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noDestroy: undefined } satisfies IContext); + this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noClose: undefined } satisfies IContext); } /** Copy from Modal, to use its logic */ @@ -138,11 +138,17 @@ class CommandPaletteWidget extends Widget { } } - destroy() { + setCloseState() { $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/opened`); + this.autoCompleteInstance?.setIsOpen(false); this.modalCount = 0; Modal.prototype.adjustPageClass.call(this); + } + + destroy() { + this.setCloseState(); this.autoCompleteInstance?.destroy(); + this.autoCompleteInstance = undefined; } } From df2a0af88cf190e2f1b1be6fe291b39e82993b48 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 02:15:31 +0800 Subject: [PATCH 34/76] feat: not showing NoResult --- .../widgets/build-in-sub-plugins/command-message.ts | 3 --- .../widgets/build-in-sub-plugins/search-story-history.ts | 3 --- .../widgets/build-in-sub-plugins/search-tags.ts | 6 ------ .../build-in-sub-plugins/search-user-title-pinyin.ts | 3 --- .../widgets/build-in-sub-plugins/search-user-title.ts | 3 --- 5 files changed, 18 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 0ce50d9..9b6fa4f 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -47,9 +47,6 @@ export const plugin = { } return item.title; }, - noResults() { - return lingo('NoResult'); - }, }, }, ]; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index 5e21e93..40af75a 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -39,9 +39,6 @@ export const plugin = { } return item.title; }, - noResults() { - return `${lingo('StoryHistory')} - ${lingo('NoResult')}`; - }, }, }, ]; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts index ea93633..ee15c71 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -33,9 +33,6 @@ export const plugin = { } return item.title; }, - noResults() { - return lingo('NoResult'); - }, }, }, ]; @@ -64,9 +61,6 @@ export const plugin = { } return item.title; }, - noResults() { - return `${lingo('Tagging')} - ${lingo('NoResult')}`; - }, }, }); } diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index b08af23..7c8eb4e 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -36,9 +36,6 @@ export const plugin = { } return item.title; }, - noResults() { - return lingo('NoResult'); - }, }, }, ]; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index 670548e..fe32ce0 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -28,9 +28,6 @@ export const plugin = { } return item.title; }, - noResults() { - return lingo('NoResult'); - }, }, }, ]; From 0c7a6b15efc208d3122b26e67874e295bc248f86 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 02:27:23 +0800 Subject: [PATCH 35/76] feat: show tiddler name on some message --- .../commands/Command Palette Settings.tid | 8 -------- .../commands/message/Cancel Tiddler.tid | 2 +- .../commands/{ => message}/Clone Tiddler.tid | 2 +- .../{ => message}/Close All Tiddlers.tid | 1 - .../commands/{ => message}/Close Tiddler.tid | 3 +-- .../{ => message}/Close other Tiddlers.tid | 3 +-- .../build-in-sub-plugins/command-message.ts | 18 ++++++++++++++---- 7 files changed, 18 insertions(+), 19 deletions(-) delete mode 100644 src/commandpalette/commands/Command Palette Settings.tid rename src/commandpalette/commands/{ => message}/Clone Tiddler.tid (73%) rename src/commandpalette/commands/{ => message}/Close All Tiddlers.tid (86%) rename src/commandpalette/commands/{ => message}/Close Tiddler.tid (69%) rename src/commandpalette/commands/{ => message}/Close other Tiddlers.tid (68%) diff --git a/src/commandpalette/commands/Command Palette Settings.tid b/src/commandpalette/commands/Command Palette Settings.tid deleted file mode 100644 index 309fb08..0000000 --- a/src/commandpalette/commands/Command Palette Settings.tid +++ /dev/null @@ -1,8 +0,0 @@ -command-palette-name: Command Palette Settings -command-palette-type: prompt -caption: 命令菜单设置 -description: 打开命令菜单的设置，快捷设置命令菜单相关配置 -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Command Palette Settings - -| diff --git a/src/commandpalette/commands/message/Cancel Tiddler.tid b/src/commandpalette/commands/message/Cancel Tiddler.tid index 692f0c5..fe505a9 100644 --- a/src/commandpalette/commands/message/Cancel Tiddler.tid +++ b/src/commandpalette/commands/message/Cancel Tiddler.tid @@ -1,7 +1,7 @@ command-palette-filter: [has:field[draft.of]] command-palette-type: message caption: {{$:/language/Buttons/Cancel/Caption}} -description: {{$:/language/Buttons/Cancel/Hint}} +description: {{$:/language/Buttons/Cancel/Hint}} <<currentTiddler>> tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Cancel Tiddler diff --git a/src/commandpalette/commands/Clone Tiddler.tid b/src/commandpalette/commands/message/Clone Tiddler.tid similarity index 73% rename from src/commandpalette/commands/Clone Tiddler.tid rename to src/commandpalette/commands/message/Clone Tiddler.tid index 9719ef8..146653b 100644 --- a/src/commandpalette/commands/Clone Tiddler.tid +++ b/src/commandpalette/commands/message/Clone Tiddler.tid @@ -1,6 +1,6 @@ command-palette-type: message caption: {{$:/language/Buttons/Clone/Caption}} -description: {{$:/language/Buttons/Clone/Hint}} +description: {{$:/language/Buttons/Clone/Hint}} <<currentTiddler>> tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Clone Tiddler diff --git a/src/commandpalette/commands/Close All Tiddlers.tid b/src/commandpalette/commands/message/Close All Tiddlers.tid similarity index 86% rename from src/commandpalette/commands/Close All Tiddlers.tid rename to src/commandpalette/commands/message/Close All Tiddlers.tid index 014c937..2e7ed11 100644 --- a/src/commandpalette/commands/Close All Tiddlers.tid +++ b/src/commandpalette/commands/message/Close All Tiddlers.tid @@ -1,4 +1,3 @@ -command-palette-name: Close All Tiddlers command-palette-type: message caption: {{$:/language/Buttons/CloseAll/Caption}} description: {{$:/language/Buttons/CloseAll/Hint}} diff --git a/src/commandpalette/commands/Close Tiddler.tid b/src/commandpalette/commands/message/Close Tiddler.tid similarity index 69% rename from src/commandpalette/commands/Close Tiddler.tid rename to src/commandpalette/commands/message/Close Tiddler.tid index 7e5454c..5290619 100644 --- a/src/commandpalette/commands/Close Tiddler.tid +++ b/src/commandpalette/commands/message/Close Tiddler.tid @@ -1,7 +1,6 @@ -command-palette-name: Close Tiddler command-palette-type: message caption: {{$:/language/Buttons/Close/Caption}} -description: {{$:/language/Buttons/Close/Hint}} +description: {{$:/language/Buttons/Close/Hint}} <<currentTiddler>> tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close Tiddler diff --git a/src/commandpalette/commands/Close other Tiddlers.tid b/src/commandpalette/commands/message/Close other Tiddlers.tid similarity index 68% rename from src/commandpalette/commands/Close other Tiddlers.tid rename to src/commandpalette/commands/message/Close other Tiddlers.tid index 9feafee..85953c9 100644 --- a/src/commandpalette/commands/Close other Tiddlers.tid +++ b/src/commandpalette/commands/message/Close other Tiddlers.tid @@ -1,7 +1,6 @@ -command-palette-name: Close other Tiddlers command-palette-type: message caption: {{$:/language/Buttons/CloseOthers/Caption}} -description: {{$:/language/Buttons/CloseOthers/Hint}} +description: {{$:/language/Buttons/CloseOthers/Hint}} <<currentTiddler>> tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close other Tiddlers diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 9b6fa4f..3bd80c5 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -8,11 +8,14 @@ export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); + const variables = { currentTiddler: focusedTiddler ?? '' }; + const { widget } = parameters.state.context as IContext; return [ { sourceId: 'message', getItems({ query }) { if (query === '') return []; + // TODO: wikify caption with cache, and search caption with chinese or pinyin return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]search[${query}]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter((tiddler): tiddler is ITiddlerFields => { @@ -28,7 +31,6 @@ export const plugin = { }, onSelect({ item }) { parameters.setContext({ noNavigate: true } satisfies IContext); - const { widget } = parameters.state.context as IContext; widget?.dispatchEvent?.({ type: item.text.trim(), tiddlerTitle: focusedTiddler, @@ -38,12 +40,20 @@ export const plugin = { }, templates: { header() { - return `${lingo('Message')} (${lingo('CurrentTiddler')}: ${focusedTiddler})`; + // get rendered caption of focused tiddler + let caption = focusedTiddler ? $tw.wiki.getTiddler(focusedTiddler)?.fields?.caption as string | undefined : ''; + if (caption) { + caption = `(${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', caption, { parentWidget: widget, variables })})`; + } + // show original title + caption + return `${lingo('Message')} - ${lingo('CurrentTiddler')}: ${focusedTiddler} ${caption}`; }, item({ item }) { if (typeof item.caption === 'string' && item.caption !== '') { - const { widget } = parameters.state.context as IContext; - return `${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', item.caption, { parentWidget: widget })} (${item.title})`; + const description = item.description + ? ` (${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', item.description as string, { parentWidget: widget, variables })})` + : ''; + return `${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', item.caption, { parentWidget: widget, variables })}${description}`; } return item.title; }, From 285caa9fd20a20fb49660c33404bf43d560ade46 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 19:11:36 +0800 Subject: [PATCH 36/76] feat: allow search layout's name and description wikified --- .../language/en-GB/Translations.multids | 2 + .../language/zh-Hans/Translations.multids | 2 + .../build-in-sub-plugins/command-message.ts | 19 +++++-- .../build-in-sub-plugins/search-layout.ts | 55 +++++++++++++++++++ .../search-layout.ts.meta | 5 ++ src/commandpalette/widgets/utils/lingo.ts | 2 +- .../widgets/utils/renderTextWithCache.ts | 6 ++ src/commandpalette/widgets/widget.ts | 1 + 8 files changed, 85 insertions(+), 7 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts.meta create mode 100644 src/commandpalette/widgets/utils/renderTextWithCache.ts diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 8510edd..7101075 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -14,5 +14,7 @@ StoryHistory: Story history Tags: Tags Tagging: User tiddlers with tags Message: Trigger system message +Layout: Switch layout CurrentTiddler: Current tiddler +CurrentLayout: Current layout NoResult: No result or no uniq result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 444550e..1e4c716 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -14,5 +14,7 @@ StoryHistory: 故事流浏览历史 Tags: 标签 Tagging: 带标签的用户条目 Message: 触发系统消息 +Layout: 切换布局 CurrentTiddler: 当前条目 +CurrentLayout: 当前布局 NoResult: 无结果或结果重复 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 3bd80c5..c6dbeab 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -3,6 +3,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; +import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { @@ -15,15 +16,21 @@ export const plugin = { sourceId: 'message', getItems({ query }) { if (query === '') return []; - // TODO: wikify caption with cache, and search caption with chinese or pinyin - return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]search[${query}]]`) + return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; const filter = tiddler['command-palette-filter'] as string | undefined; // if no filter, just pass. If user didn't install `$:/plugins/Gk0Wk/focused-tiddler`, also pass. if (!filter || !focusedTiddler) return true; - return $tw.wiki.filterTiddlers(filter, undefined, $tw.wiki.makeTiddlerIterator([focusedTiddler])).length > 0; + const passTheFilterOnTiddler = $tw.wiki.filterTiddlers(filter, undefined, $tw.wiki.makeTiddlerIterator([focusedTiddler])).length > 0; + if (!passTheFilterOnTiddler) return false; + // TODO: add pinyinfuse + return $tw.wiki.filterTiddlers( + `[search[${query}]]`, + undefined, + $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.caption, widget), renderTextWithCache(tiddler.description, widget)]), + ).length > 0; }); }, getItemUrl({ item }) { @@ -43,7 +50,7 @@ export const plugin = { // get rendered caption of focused tiddler let caption = focusedTiddler ? $tw.wiki.getTiddler(focusedTiddler)?.fields?.caption as string | undefined : ''; if (caption) { - caption = `(${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', caption, { parentWidget: widget, variables })})`; + caption = `(${renderTextWithCache(caption, widget, variables)})`; } // show original title + caption return `${lingo('Message')} - ${lingo('CurrentTiddler')}: ${focusedTiddler} ${caption}`; @@ -51,9 +58,9 @@ export const plugin = { item({ item }) { if (typeof item.caption === 'string' && item.caption !== '') { const description = item.description - ? ` (${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', item.description as string, { parentWidget: widget, variables })})` + ? ` (${renderTextWithCache(item.description as string, widget, variables)})` : ''; - return `${$tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', item.caption, { parentWidget: widget, variables })}${description}`; + return `${renderTextWithCache(item.caption, widget, variables)}${description}`; } return item.title; }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts new file mode 100644 index 0000000..a138c8f --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -0,0 +1,55 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; +import { renderTextWithCache } from '../utils/renderTextWithCache'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + const { widget } = parameters.state.context as IContext; + return [ + { + sourceId: 'layout', + getItems({ query }) { + if (query === '') return []; + return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/Layout]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter((tiddler): tiddler is ITiddlerFields => { + if (tiddler === undefined) return false; + // TODO: add pinyinfuse + return $tw.wiki.filterTiddlers( + `[search[${query}]]`, + undefined, + $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.name, widget), renderTextWithCache(tiddler.description, widget)]), + ).length > 0; + }); + }, + getItemUrl({ item }) { + return item.title; + }, + onSelect({ item }) { + parameters.setContext({ noNavigate: true } satisfies IContext); + $tw.wiki.setText('$:/layout', 'text', undefined, item.title, { suppressTimestamp: true }); + }, + templates: { + header() { + const currentLayoutTitle = $tw.wiki.getTiddlerText('$:/layout'); + const currentLayoutName = currentLayoutTitle + ? renderTextWithCache($tw.wiki.getTiddlerText(currentLayoutTitle), widget) + : $tw.wiki.getTiddlerText('$:/language/PageTemplate/Name'); + return `${lingo('Layout')} - ${lingo('CurrentLayout')}: ${currentLayoutName}`; + }, + item({ item }) { + if (typeof item.name === 'string' && item.name !== '') { + const description = renderTextWithCache(item.description, widget); + return `${renderTextWithCache(item.name, widget)}${description ? ` - ${description}` : ''}`; + } + return item.title; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts.meta new file mode 100644 index 0000000..1f2d063 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-layout.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 25 \ No newline at end of file diff --git a/src/commandpalette/widgets/utils/lingo.ts b/src/commandpalette/widgets/utils/lingo.ts index 65b293a..24f2a8b 100644 --- a/src/commandpalette/widgets/utils/lingo.ts +++ b/src/commandpalette/widgets/utils/lingo.ts @@ -1,5 +1,5 @@ const lingoBase = '$:/plugins/linonetwo/commandpalette/language/'; export function lingo(key: string) { const languageCode = $tw.wiki.filterTiddlers('[[$:/language]get[text]get[name]else[en-GB]]')[0]; - return $tw.wiki.getTiddlerText(`${lingoBase}${languageCode}/${key}`, key); + return $tw.wiki.getGlobalCache(`lingo-${languageCode}-${key}`, () => $tw.wiki.getTiddlerText(`${lingoBase}${languageCode}/${key}`, key)); } diff --git a/src/commandpalette/widgets/utils/renderTextWithCache.ts b/src/commandpalette/widgets/utils/renderTextWithCache.ts new file mode 100644 index 0000000..b4ae30f --- /dev/null +++ b/src/commandpalette/widgets/utils/renderTextWithCache.ts @@ -0,0 +1,6 @@ +import type { Widget } from 'tiddlywiki'; + +export function renderTextWithCache(text: unknown, widget: Widget | undefined, variables?: Record<string, string>) { + if (text === undefined || typeof text !== 'string' || widget === undefined) return ''; + return $tw.wiki.getGlobalCache(`wikify-${text}`, () => $tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', text, { parentWidget: widget, variables })); +} diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index d7e0bde..37173ce 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -79,6 +79,7 @@ class CommandPaletteWidget extends Widget { void this.autoCompleteInstance?.refresh?.(); } if (!state.context.noNavigate) { + $tw.wiki.setText('$:/layout', 'text', undefined, '', { suppressTimestamp: true }); this.dispatchEvent({ type: 'tm-navigate', navigateTo: itemUrl, From 01c82487cad9a3c9c299350ae1606d8c2ec64e01 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 19:31:10 +0800 Subject: [PATCH 37/76] feat: search config --- .../language/en-GB/Translations.multids | 1 + .../language/zh-Hans/Translations.multids | 1 + .../build-in-sub-plugins/command-message.ts | 10 ++-- .../build-in-sub-plugins/search-config.ts | 46 +++++++++++++++++++ .../search-config.ts.meta | 5 ++ 5 files changed, 59 insertions(+), 4 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-config.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-config.ts.meta diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 7101075..e5f9487 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -15,6 +15,7 @@ Tags: Tags Tagging: User tiddlers with tags Message: Trigger system message Layout: Switch layout +Config: Open config CurrentTiddler: Current tiddler CurrentLayout: Current layout NoResult: No result or no uniq result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 1e4c716..2437bd9 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -15,6 +15,7 @@ Tags: 标签 Tagging: 带标签的用户条目 Message: 触发系统消息 Layout: 切换布局 +Config: 打开设置 CurrentTiddler: 当前条目 CurrentLayout: 当前布局 NoResult: 无结果或结果重复 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index c6dbeab..96ff20e 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -24,14 +24,16 @@ export const plugin = { // if no filter, just pass. If user didn't install `$:/plugins/Gk0Wk/focused-tiddler`, also pass. if (!filter || !focusedTiddler) return true; const passTheFilterOnTiddler = $tw.wiki.filterTiddlers(filter, undefined, $tw.wiki.makeTiddlerIterator([focusedTiddler])).length > 0; - if (!passTheFilterOnTiddler) return false; + return passTheFilterOnTiddler; + }) + .filter(tiddler => // TODO: add pinyinfuse - return $tw.wiki.filterTiddlers( + $tw.wiki.filterTiddlers( `[search[${query}]]`, undefined, $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.caption, widget), renderTextWithCache(tiddler.description, widget)]), - ).length > 0; - }); + ).length > 0 + ); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts new file mode 100644 index 0000000..8d6f496 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -0,0 +1,46 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; +import { renderTextWithCache } from '../utils/renderTextWithCache'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + const { widget } = parameters.state.context as IContext; + return [ + { + sourceId: 'config', + getItems({ query }) { + if (query === '') return []; + return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/ControlPanel/SettingsTab]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter((tiddler): tiddler is ITiddlerFields => { + if (tiddler === undefined) return false; + // TODO: add pinyinfuse + return $tw.wiki.filterTiddlers( + `[search[${query}]]`, + undefined, + $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.caption, widget), tiddler.text]), + ).length > 0; + }); + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + header() { + return lingo('Config'); + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return renderTextWithCache(item.caption, widget); + } + return item.title; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts.meta new file mode 100644 index 0000000..b82b035 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-config.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 15 \ No newline at end of file From 59e9413448a02e663f0c387357359c4b5f32b5c2 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 22:36:46 +0800 Subject: [PATCH 38/76] feat: render icon svg or layout --- package.json | 1 + pnpm-lock.yaml | 29 ++++++++++++++++--- .../styles/DefaultCommandPalette.css.tid | 5 ++++ .../build-in-sub-plugins/search-layout.ts | 10 +++++-- .../search-story-history.ts | 7 +++-- .../widgets/utils/getIconSvg.ts | 6 ++++ .../widgets/utils/renderTextWithCache.ts | 5 ++++ 7 files changed, 55 insertions(+), 8 deletions(-) create mode 100644 src/commandpalette/widgets/utils/getIconSvg.ts diff --git a/package.json b/package.json index 9d22fdc..727f4f3 100644 --- a/package.json +++ b/package.json @@ -38,6 +38,7 @@ "@types/lodash": "^4.17.1", "@types/node": "^20.12.11", "@types/pinyin": "^2.10.2", + "@types/react": "^18.3.2", "dprint": "^0.45.1", "eslint-config-tidgi": "^1.2.3", "husky": "^9.0.11", diff --git a/pnpm-lock.yaml b/pnpm-lock.yaml index fcf61d9..51b62e0 100644 --- a/pnpm-lock.yaml +++ b/pnpm-lock.yaml @@ -60,6 +60,9 @@ importers: '@types/pinyin': specifier: ^2.10.2 version: 2.10.2 + '@types/react': + specifier: ^18.3.2 + version: 18.3.2 dprint: specifier: ^0.45.1 version: 0.45.1 @@ -1481,6 +1484,12 @@ packages: '@types/pinyin@2.10.2': resolution: {integrity: sha512-jLzlRkaLRLg+lgYPjOuP3HX2cozUkhXls5GTXopsKuKJ9lDGlIAb88OoIztH6TbNUsoJnl/7e/kjaumA5IKKJg==} + '@types/prop-types@15.7.12': + resolution: {integrity: sha512-5zvhXYtRNRluoE/jAp4GVsSduVUzNWKkOZrCDBWYtE7biZywwdC2AcEzg+cSMLFRfVgeAFqpfNabiPjxFddV1Q==} + + '@types/react@18.3.2': + resolution: {integrity: sha512-Btgg89dAnqD4vV7R3hlwOxgqobUQKgx3MmrQRi0yYbs/P0ym8XozIAlkqVilPqHQwXs4e9Tf63rrCgl58BcO4w==} + '@types/sass@1.45.0': resolution: {integrity: sha512-jn7qwGFmJHwUSphV8zZneO3GmtlgLsmhs/LQyVvQbIIa+fzGMUiHI4HXJZL3FT8MJmgXWbLGiVVY7ElvHq6vDA==} deprecated: This is a stub types definition. sass provides its own type definitions, so you do not need this installed. @@ -2080,6 +2089,9 @@ packages: engines: {node: '>=4'} hasBin: true + csstype@3.1.3: + resolution: {integrity: sha512-M1uQkMl8rQK/szD0LNhtqxIPLpimGm8sOBwU7lLnCpSbTyY3yeU1Vc7l4KT5zT4s/yOxHH5O7tIuuLOCnLADRw==} + debug@3.2.7: resolution: {integrity: sha512-CFjzYYAi4ThfiQvizrFQevTTXHtnCqWfe7x1AhgEscTz6ZbLbfoLRLPugTQyBth6f8ZERVUSyWHFD/7Wu4t1XQ==} peerDependencies: @@ -3760,8 +3772,8 @@ packages: resolution: {integrity: sha512-Wglpdk03BSfXkHoQa3b/oulrotAkwrlLDRSOb9D0bN86FdRyE9lppSp33aHNPgBa0JKCoB+drFLZkQoRRYae5A==} engines: {node: ^10 || ^12 || >=14} - preact@10.21.0: - resolution: {integrity: sha512-aQAIxtzWEwH8ou+OovWVSVNlFImL7xUCwJX3YMqA3U8iKCNC34999fFOnWjYNsylgfPgMexpbk7WYOLtKr/mxg==} + preact@10.22.0: + resolution: {integrity: sha512-RRurnSjJPj4rp5K6XoP45Ui33ncb7e4H7WiOHVpjbkvqvA3U+N8Z6Qbo0AE6leGYBV66n8EhEaFixvIu3SkxFw==} prelude-ls@1.2.1: resolution: {integrity: sha512-vkcDPrRZo1QZLbn5RLGPpg/WmIQ65qoWWhcGKf/b5eplkkarX0m9z8ppCat4mlOqUsWpyNuYgO3VRyrYHSzX5g==} @@ -4614,7 +4626,7 @@ snapshots: '@algolia/client-search': 4.23.3 algoliasearch: 4.23.3 htm: 3.1.1 - preact: 10.21.0 + preact: 10.22.0 transitivePeerDependencies: - search-insights @@ -6206,6 +6218,13 @@ snapshots: '@types/pinyin@2.10.2': {} + '@types/prop-types@15.7.12': {} + + '@types/react@18.3.2': + dependencies: + '@types/prop-types': 15.7.12 + csstype: 3.1.3 + '@types/sass@1.45.0': dependencies: sass: 1.69.7 @@ -6963,6 +6982,8 @@ snapshots: cssesc@3.0.0: {} + csstype@3.1.3: {} + debug@3.2.7: dependencies: ms: 2.1.3 @@ -9021,7 +9042,7 @@ snapshots: picocolors: 1.0.0 source-map-js: 1.2.0 - preact@10.21.0: {} + preact@10.22.0: {} prelude-ls@1.2.1: {} diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index 0715e73..c33ef0e 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -54,3 +54,8 @@ div.aa-SourceHeader { padding-top: 0.3em; opacity: 0.5; } +div.tw-commandpalette-layout-result { + display: flex; + flex-direction: row; + align-items: center; +} diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index a138c8f..237c6cd 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -2,6 +2,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { IContext } from '../utils/context'; +import { getIconSvg } from '../utils/getIconSvg'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -41,10 +42,15 @@ export const plugin = { : $tw.wiki.getTiddlerText('$:/language/PageTemplate/Name'); return `${lingo('Layout')} - ${lingo('CurrentLayout')}: ${currentLayoutName}`; }, - item({ item }) { + item({ item, createElement }) { if (typeof item.name === 'string' && item.name !== '') { + const name = renderTextWithCache(item.name, widget); const description = renderTextWithCache(item.description, widget); - return `${renderTextWithCache(item.name, widget)}${description ? ` - ${description}` : ''}`; + const icon = getIconSvg(item.icon as string, widget); + return createElement('div', { + class: 'tw-commandpalette-layout-result', + innerHTML: `${icon}${name}${description ? ` - ${description}` : ''}`, + }); } return item.title; }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index 40af75a..101a5c4 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -1,10 +1,13 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import uniq from 'lodash/uniq'; import { ITiddlerFields } from 'tiddlywiki'; +import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; +import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { - getSources() { + getSources(parameters) { + const { widget } = parameters.state.context as IContext; return [ { sourceId: 'story-history', @@ -35,7 +38,7 @@ export const plugin = { }, item({ item }) { if (typeof item.caption === 'string' && item.caption !== '') { - return `${item.caption} (${item.title})`; + return `${renderTextWithCache(item.caption, widget)} (${item.title})`; } return item.title; }, diff --git a/src/commandpalette/widgets/utils/getIconSvg.ts b/src/commandpalette/widgets/utils/getIconSvg.ts new file mode 100644 index 0000000..bf11e55 --- /dev/null +++ b/src/commandpalette/widgets/utils/getIconSvg.ts @@ -0,0 +1,6 @@ +import { Widget } from 'tiddlywiki'; +import { renderHTMLWithCache } from './renderTextWithCache'; + +export function getIconSvg(iconTiddlerTitle: string, widget: Widget | undefined) { + return renderHTMLWithCache($tw.wiki.getTiddlerText(iconTiddlerTitle), widget).replace('<p>', '').replace('</p>', ''); +} diff --git a/src/commandpalette/widgets/utils/renderTextWithCache.ts b/src/commandpalette/widgets/utils/renderTextWithCache.ts index b4ae30f..ccc2144 100644 --- a/src/commandpalette/widgets/utils/renderTextWithCache.ts +++ b/src/commandpalette/widgets/utils/renderTextWithCache.ts @@ -4,3 +4,8 @@ export function renderTextWithCache(text: unknown, widget: Widget | undefined, v if (text === undefined || typeof text !== 'string' || widget === undefined) return ''; return $tw.wiki.getGlobalCache(`wikify-${text}`, () => $tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', text, { parentWidget: widget, variables })); } + +export function renderHTMLWithCache(text: unknown, widget: Widget | undefined, variables?: Record<string, string>) { + if (text === undefined || typeof text !== 'string' || widget === undefined) return ''; + return $tw.wiki.getGlobalCache(`wikify-html-${text}`, () => $tw.wiki.renderText('text/html', 'text/vnd.tiddlywiki', text, { parentWidget: widget, variables })); +} From 5f230269215ebd9b34b1f5f60c466445d9970460 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Sun, 19 May 2024 22:42:54 +0800 Subject: [PATCH 39/76] refactor: delete old widget --- src/commandpalette/CommandPaletteWidget.ts | 1773 ----------------- .../widgets/utils/getFocused.ts | 32 + 2 files changed, 32 insertions(+), 1773 deletions(-) delete mode 100644 src/commandpalette/CommandPaletteWidget.ts create mode 100644 src/commandpalette/widgets/utils/getFocused.ts diff --git a/src/commandpalette/CommandPaletteWidget.ts b/src/commandpalette/CommandPaletteWidget.ts deleted file mode 100644 index 7d6dcba..0000000 --- a/src/commandpalette/CommandPaletteWidget.ts +++ /dev/null @@ -1,1773 +0,0 @@ -/* eslint-disable @typescript-eslint/strict-boolean-expressions */ -/* eslint-disable unicorn/prevent-abbreviations */ -import debounce from 'lodash/debounce'; -import uniq from 'lodash/uniq'; -import type { IParseTreeNode, IWidgetEvent, IWidgetInitialiseOptions } from 'tiddlywiki'; - -import { widget as Widget } from '$:/core/modules/widgets/widget.js'; - -type AllPossibleEvent = IWidgetEvent | PointerEvent | KeyboardEvent | MouseEvent; -interface IResult { - action?: (event: AllPossibleEvent) => void; - caption?: string; - hint?: string; - name: string; -} -interface IHistoryResult extends IResult { - title: string; -} - -interface IAction extends IResult { - immediate?: boolean; - keepPalette: boolean; -} - -interface ITrigger extends IResult { - text: string; - trigger: string; -} - -/** - * The data stored in the searchStepsPath , are filter templates for default searcher. caret means where to put the terms, usually inside the filter like `search[${here}]` - * filterFallback means the filter to use when pinyinfuse not installed - */ -interface IRawSearchStep { - steps: Array<{ caret: string; caretFallback: string; filter: string; filterFallback: string; hint: string }>; -} -interface ISearchStep { - caret: number; - filter: string; - hint: string; -} - -interface ITiddler { - fields: { - 'command-palette-caption'?: string; - 'command-palette-caret'?: string; - 'command-palette-hint'?: string; - 'command-palette-immediate'?: string; - 'command-palette-mode'?: string; - 'command-palette-name'?: string; - 'command-palette-trigger'?: string; - // our custom fields - 'command-palette-type'?: string; - 'command-palette-user-input'?: string; - tags: string[]; - text: string; - title: string; - }; -} - -interface ISettings { - alwaysPassSelection: boolean; - escapeGoesBack: boolean; - maxResultHintSize: number; - maxResults: number; - neverBasic: boolean; - showHistoryOnOpen: boolean; - theme: string; -} - -type IValidator = (term: string) => boolean; - -class CommandPaletteWidget extends Widget { - private actions: IAction[] = []; - private readonly triggers: ITrigger[] = []; - private currentResults: HTMLDivElement[] = []; - - private readonly typeField = 'command-palette-type' as const; - /** 用于搜索的字段 */ - private readonly nameField = 'command-palette-name' as const; - /** 用于展示翻译内容的字段 */ - private readonly captionField = 'command-palette-caption' as const; - private readonly hintField = 'command-palette-hint' as const; - private readonly modeField = 'command-palette-mode' as const; - private readonly userInputField = 'command-palette-user-input' as const; - private readonly caretField = 'command-palette-caret' as const; - private readonly immediateField = 'command-palette-immediate' as const; - private readonly triggerField = 'command-palette-trigger' as const; - - private currentSelection = 0; // 0 is nothing selected, 1 is first result,... - private symbolProviders: Record<string, { resolver: (e: AllPossibleEvent) => void; searcher: (term: string, hint?: string) => void }> = {}; - private blockProviderChange = false; - private readonly defaultSettings: ISettings = { - maxResults: 15, - maxResultHintSize: 45, - neverBasic: false, - showHistoryOnOpen: true, - escapeGoesBack: true, - alwaysPassSelection: false, - theme: '$:/plugins/linonetwo/commandpalette/Compact.css', - }; - - private settings: Partial<ISettings> = {}; - private readonly commandHistoryPath = '$:/plugins/linonetwo/commandpalette/CommandPaletteHistory' as const; - private readonly settingsPath = '$:/plugins/linonetwo/commandpalette/CommandPaletteSettings' as const; - private readonly searchStepsPath = '$:/plugins/linonetwo/commandpalette/CommandPaletteSearchSteps' as const; - private readonly customCommandsTag = '$:/tags/CommandPaletteCommand' as const; - private readonly themesTag = '$:/tags/CommandPaletteTheme' as const; - - /** current item's click/enter handler function */ - private currentResolver: (e: AllPossibleEvent) => void = () => {}; - /** basically means defaultProvider */ - private currentProvider: (input: string) => void = () => {}; - - private searchSteps: Array<(term: string) => IResult[]> = []; - - /** - * Fix IME issue in https://segmentfault.com/a/1190000012490380 - */ - private isIMEOpen = false; - - constructor(parseTreeNode: IParseTreeNode, options?: IWidgetInitialiseOptions) { - super(parseTreeNode, options); - this.initialise(parseTreeNode, options); - this.onInput = debounce(this.onInput, 300); - } - - actionStringBuilder(text: string) { - return (e: AllPossibleEvent) => this.invokeActionString(text, this, e); - } - - actionStringInput(action: string, hint: string, _e: AllPossibleEvent) { - this.blockProviderChange = true; - this.allowInputFieldSelection = true; - this.hint.innerText = hint; - this.input.value = ''; - this.currentProvider = () => {}; - this.currentResolver = (e: AllPossibleEvent) => { - this.invokeActionString(action, this, e, { commandpaletteinput: this.input.value }); - this.closePalette(); - }; - this.showResults([]); - this.onInput(this.input.value); - } - - invokeFieldMangler(tiddler: any, message: any, parameter: any, e: any) { - const action = `<$fieldmangler tiddler="${tiddler}"> - <$action-sendmessage $message="${message}" $param="${parameter}"/> - </$fieldmangler>`; - this.invokeActionString(action, this, e); - } - - tagOperation( - _event: AllPossibleEvent, - hintTiddler: string, - hintTag: string, - /** (tiddler, terms) => [tiddlers] */ - filter: (tiddler: string, terms: string) => string[], - allowNoSelection: boolean, - message: string, - ) { - this.blockProviderChange = true; - if (allowNoSelection) this.allowInputFieldSelection = true; - this.currentProvider = this.historyProviderBuilder(hintTiddler); - this.currentResolver = (_e: AllPossibleEvent) => { - if (this.currentSelection === 0) return; - const tiddler: string | undefined = this.getDataFromResultDiv(this.currentResults[this.currentSelection - 1], 'name'); - this.currentProvider = (terms: string) => { - this.currentSelection = 0; - this.hint.innerText = hintTag; - if (tiddler) { - const searches = filter(tiddler, terms); - this.showResults( - searches.map((s) => { - return { name: s }; - }), - ); - } - }; - this.input.value = ''; - this.onInput(this.input.value); - this.currentResolver = (e: AllPossibleEvent) => { - if (!allowNoSelection && this.currentSelection === 0) return; - let tag: string | undefined = this.input.value; - if (this.currentSelection !== 0) { - tag = this.getDataFromResultDiv(this.currentResults[this.currentSelection - 1], 'name'); - } - this.invokeFieldMangler(tiddler, message, tag, e); - if (e.getModifierState('Shift')) { - this.onInput(this.input.value); - } else { - this.closePalette(); - } - }; - }; - this.input.value = ''; - this.onInput(this.input.value); - } - - refreshThemes(e: AllPossibleEvent) { - this.themes = this.getTiddlersWithTag(this.themesTag); - let found = false; - for (const theme of this.themes) { - const themeName = theme.fields.title; - if (themeName === this.settings.theme) { - found = true; - this.addTagIfNecessary(themeName, '$:/tags/Stylesheet', e); - } else { - this.invokeFieldMangler(themeName, 'tm-remove-tag', '$:/tags/Stylesheet', e); - } - } - if (found) return; - this.addTagIfNecessary(this.defaultSettings.theme, '$:/tags/Stylesheet', e); - } - - // Re-adding an existing tag changes modification date - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'tiddler' implicitly has an 'any' type. - addTagIfNecessary(tiddler, tag, e) { - if (this.hasTag(tiddler, tag)) return; - this.invokeFieldMangler(tiddler, 'tm-add-tag', tag, e); - } - - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'tiddler' implicitly has an 'any' type. - hasTag(tiddler, tag) { - return !!$tw.wiki.getTiddler(tiddler)?.fields?.tags?.includes(tag); - } - - refreshCommands() { - this.actions = []; - this.actions.push( - { - name: 'Refresh Command Palette', - action: (_e: AllPossibleEvent) => { - this.refreshCommandPalette(); - this.promptCommand(''); - }, - keepPalette: true, - }, - { - name: 'Explorer', - action: (e: AllPossibleEvent) => { - this.explorer(e); - }, - keepPalette: true, - }, - { - name: 'History', - caption: '查看历史记录', - action: (_e: AllPossibleEvent) => { - this.showHistory(); - }, - keepPalette: true, - }, - { - name: 'New Command Wizard', - caption: '交互式创建新命令', - action: (_e: AllPossibleEvent) => { - this.newCommandWizard(); - }, - keepPalette: true, - }, - { - name: 'Add tag to tiddler', - caption: '向条目添加标签', - action: (e) => { - this.tagOperation( - e, - '选择一个条目来添加标签', - '选择一个标签来添加 (⇧⏎ 可以多次添加)', - (tiddler: string, terms: string): string[] => - $tw.wiki.filterTiddlers( - `[!is[system]tags[]] [is[system]tags[]] -[[${tiddler}]tags[]] +[${$tw.utils.pinyinfuse ? 'pinyinfuse' : 'search'}[${terms}]]`, - ), - true, - 'tm-add-tag', - ); - }, - keepPalette: true, - }, - { - name: 'Remove tag', - caption: '去除标签', - action: (e) => { - this.tagOperation( - e, - '选择一个条目来去除标签', - '选择一个标签来去除 (⇧⏎ 可以去除多次)', - (tiddler: string, terms: string): string[] => $tw.wiki.filterTiddlers(`[[${tiddler}]tags[]] +[${$tw.utils.pinyinfuse ? 'pinyinfuse' : 'search'}[${terms}]]`), - false, - 'tm-remove-tag', - ); - }, - keepPalette: true, - }, - ); - - const commandTiddlers = this.getTiddlersWithTag(this.customCommandsTag); - for (const tiddler of commandTiddlers) { - if (!tiddler.fields[this.typeField] === undefined) continue; - const name = tiddler.fields[this.nameField]; - if (typeof name !== 'string') throw new Error(`命令菜单条目 ${tiddler.fields.title} 缺失 ${this.nameField} 字段`); - const caption = this.translateCaption(tiddler.fields[this.captionField]); - const type = tiddler.fields[this.typeField]; - let text = this.translateCaption(tiddler.fields.text); - if (text === undefined) text = ''; - const textFirstLine = (text.match(/^.*/) ?? [''])[0]; - const hint = this.translateCaption(tiddler.fields[this.hintField] ?? tiddler.fields[this.nameField] ?? ''); - if (type === 'shortcut') { - ``; - const trigger = tiddler.fields[this.triggerField]; - if (trigger === undefined) continue; - this.triggers.push({ name, caption, trigger, text, hint }); - continue; - } - if (!tiddler.fields[this.nameField] === undefined) continue; - if (type === 'prompt') { - const immediate = !!tiddler.fields[this.immediateField]; - const caret: number = Number(tiddler.fields[this.caretField]) ?? 0; - const action = { - name, - caption, - hint, - action: () => { - this.promptCommand(textFirstLine, caret); - }, - keepPalette: !immediate, - immediate, - }; - this.actions.push(action); - continue; - } - if (type === 'prompt-basic') { - const caret: number = Number(tiddler.fields[this.caretField]) ?? 0; - const action = { - name, - caption, - hint, - action: () => { - this.promptCommandBasic(textFirstLine, caret, hint); - }, - keepPalette: true, - }; - this.actions.push(action); - continue; - } - if (type === 'message') { - this.actions.push({ - name, - caption, - hint, - action: (e: AllPossibleEvent) => { - this.tmMessageBuilder(textFirstLine)(e); - }, - keepPalette: false, - }); - continue; - } - if (type === 'actionString') { - const userInput = tiddler.fields[this.userInputField] !== undefined && tiddler.fields[this.userInputField] === 'true'; - if (userInput) { - this.actions.push({ - name, - caption, - hint, - action: (e: AllPossibleEvent) => { - this.actionStringInput(text, hint, e); - }, - keepPalette: true, - }); - } else { - this.actions.push({ name, caption, hint, action: (e: AllPossibleEvent) => this.actionStringBuilder(text)(e), keepPalette: false }); - } - continue; - } - if (type === 'history') { - const mode = tiddler.fields[this.modeField]; - this.actions.push({ - name, - caption, - hint, - action: (e: AllPossibleEvent) => { - this.commandWithHistoryPicker(textFirstLine, hint, mode).handler(e); - }, - keepPalette: true, - }); - continue; - } - } - } - - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'caption' implicitly has an 'any' type. - translateCaption(caption) { - return $tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', caption); - } - - newCommandWizard() { - this.blockProviderChange = true; - this.input.value = ''; - this.hint.innerText = '命令名'; - let name = ''; - let type = ''; - let hint = ''; - - const messageStep = () => { - this.input.value = ''; - this.hint.innerText = '输入信息'; - this.currentResolver = (e: AllPossibleEvent) => { - this.tmMessageBuilder('tm-new-tiddler', { - title: '$:/' + name, - tags: this.customCommandsTag, - [this.typeField]: type, - [this.nameField]: name, - [this.hintField]: hint, - text: this.input.value, - })(e); - this.closePalette(); - }; - }; - - const hintStep = () => { - this.input.value = ''; - this.hint.innerText = '输入提示文本'; - this.currentResolver = (_e: AllPossibleEvent) => { - hint = this.input.value; - messageStep(); - }; - }; - - const typeStep = () => { - this.input.value = ''; - this.hint.innerText = 'Enter type (prompt, prompt-basic, message, actionString, history)'; - this.currentResolver = (e: AllPossibleEvent) => { - type = this.input.value; - if (type === 'history') { - hintStep(); - } else { - this.tmMessageBuilder('tm-new-tiddler', { - title: '$:/' + name, - tags: this.customCommandsTag, - [this.typeField]: type, - [this.nameField]: name, - })(e); - this.closePalette(); - } - }; - }; - - this.currentProvider = (_terms: string) => {}; - this.currentResolver = (_e: AllPossibleEvent) => { - if (this.input.value.length === 0) return; - name = this.input.value; - typeStep(); - }; - this.showResults([]); - } - - explorer(_e: AllPossibleEvent) { - this.blockProviderChange = true; - this.input.value = '$:/'; - this.lastExplorerInput = '$:/'; - this.hint.innerText = 'Explorer (⇧⏎ to add multiple)'; - this.currentProvider = (terms: string) => { - this.explorerProvider('$:/', terms); - }; - this.currentResolver = (e: AllPossibleEvent) => { - if (this.currentSelection === 0) return; - this.getActionFromResultDiv(this.currentResults[this.currentSelection - 1])?.(e); - }; - this.onInput(); - } - - explorerProvider(url: string, _terms: string) { - const switchFolder = (url: string) => { - this.input.value = url; - this.lastExplorerInput = this.input.value; - this.currentProvider = (terms: string) => { - this.explorerProvider(url, terms); - }; - this.onInput(); - }; - if (!this.input.value.startsWith(url)) { - this.input.value = this.lastExplorerInput; - } - this.lastExplorerInput = this.input.value; - this.currentSelection = 0; - const search = this.input.value.substr(url.length); - - const tiddlers = $tw.wiki.filterTiddlers(`[removeprefix[${url}]splitbefore[/]sort[]${$tw.utils.pinyinfuse ? 'pinyinfuse' : 'search'}[${search}]]`); - const folders = []; - const files = []; - for (const tiddler of tiddlers) { - if (tiddler.endsWith('/')) { - folders.push({ - name: tiddler, - action: (_e: AllPossibleEvent) => { - switchFolder(`${url}${tiddler}`); - }, - }); - } else { - files.push({ - name: tiddler, - action: (e: AllPossibleEvent) => { - this.navigateTo(`${url}${tiddler}`); - if (!e.getModifierState('Shift')) { - this.closePalette(); - } - }, - }); - } - } - let topResult; - if (url !== '$:/') { - const splits = url.split('/'); - splits.splice(-2); - const parent = splits.join('/') + '/'; - topResult = { - name: '..', - action: (_e: AllPossibleEvent) => { - switchFolder(parent); - }, - }; - this.showResults([topResult, ...folders, ...files]); - return; - } - this.showResults([...folders, ...files]); - } - - setSetting<K extends keyof ISettings>(name: K, value: ISettings[K]) { - // doing the validation here too (it's also done in refreshSettings, so you can load you own settings with a json file) - if (typeof value === 'string') { - if (value === 'true') (value as unknown as boolean) = true; - if (value === 'false') (value as unknown as boolean) = false; - } - this.settings[name] = value; - - $tw.wiki.setTiddlerData(this.settingsPath, this.settings); - } - - // loadSettings? - refreshSettings<K extends keyof ISettings>() { - // get user or default settings - - this.settings = $tw.wiki.getTiddlerData(this.settingsPath, { ...this.defaultSettings }); - // Adding eventual missing properties to current user settings - for (const property in this.defaultSettings) { - if (!this.defaultSettings.hasOwnProperty(property)) continue; - const ownProperty = property as K; - if (this.settings[ownProperty] === undefined) { - this.settings[ownProperty] = this.defaultSettings[ownProperty]; - } - } - // cast all booleans from string from tw - for (const property in this.settings) { - if (!this.settings.hasOwnProperty(property)) continue; - const ownProperty = property as K; - if (typeof this.settings[ownProperty] !== 'string') continue; - if ((this.settings[ownProperty] as string).toLowerCase() === 'true') (this.settings[ownProperty] as boolean) = true; - if ((this.settings[ownProperty] as string).toLowerCase() === 'false') (this.settings[ownProperty] as boolean) = false; - } - } - - // helper function to retrieve all tiddlers (+ their fields) with a tag - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'tag' implicitly has an 'any' type. - getTiddlersWithTag(tag): ITiddler[] { - const tiddlers = $tw.wiki.getTiddlersWithTag(tag); - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 't' implicitly has an 'any' type. - return tiddlers.map((t) => $tw.wiki.getTiddler(t)); - } - - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'parent' implicitly has an 'any' type. - render(parent, nextSibling) { - this.parentDomNode = parent; - this.execute(); - if ($tw.utils.pinyinfuse === undefined) { - console.warn('需要安装 linonetwo/pinyin-fuzzy-search 插件以获得模糊搜索和拼音搜索的能力'); - } - - this.history = $tw.wiki.getTiddlerData(this.commandHistoryPath, { history: [] }).history; - - $tw.rootWidget.addEventListener('open-command-palette', (e: AllPossibleEvent) => { - $tw.hooks.invokeHook('th-open-command-palette', e); - this.openPalette(e, e.param); - }); - - $tw.rootWidget.addEventListener('open-command-palette-selection', (e: AllPossibleEvent) => { - this.openPaletteSelection(e); - }); - - $tw.rootWidget.addEventListener('insert-command-palette-result', (e: AllPossibleEvent) => { - this.insertSelectedResult(); - }); - - $tw.rootWidget.addEventListener('command-palette-switch-history', (e) => { - this.handleSwitchHistory(e, true); - }); - - $tw.rootWidget.addEventListener('command-palette-switch-history-back', (e) => { - this.handleSwitchHistory(e, false); - }); - - const inputAndMainHintWrapper = this.createElement('div', { className: 'inputhintwrapper' }); - this.div = this.createElement('div', { className: 'commandpalette' }, { display: 'none' }); - this.mask = this.createElement('div', { className: 'commandpalette-mask-layer' }, { opacity: '0' }); - this.input = this.createElement('input', { type: 'text' }); - this.hint = this.createElement('div', { className: 'commandpalettehint commandpalettehintmain' }); - inputAndMainHintWrapper.append(this.input, this.hint); - this.scrollDiv = this.createElement('div', { className: 'cp-scroll' }); - this.div.append(inputAndMainHintWrapper, this.scrollDiv); - this.input.addEventListener('keydown', (e: KeyboardEvent) => { - this.onKeyDown(e); - }); - this.input.addEventListener('input', () => { - this.onInput(this.input.value); - }); - // Fix IME issue - this.input.addEventListener( - 'compositionstart', - () => { - this.isIMEOpen = true; - }, - false, - ); - this.input.addEventListener( - 'compositionend', - () => { - this.isIMEOpen = false; - }, - false, - ); - - document.addEventListener('click', (e: PointerEvent | MouseEvent | TouchEvent) => { - this.onClick(e); - }); - parent.insertBefore(this.mask, nextSibling); - parent.insertBefore(this.div, nextSibling); - - this.refreshCommandPalette(); - - this.symbolProviders['>'] = { - searcher: (terms: string) => { - this.actionProvider(terms); - }, - resolver: (e) => { - this.actionResolver(e); - }, - }; - this.symbolProviders['》'] = this.symbolProviders['>']; - this.symbolProviders['##'] = { - searcher: (terms: string) => { - this.tagListProvider(terms); - }, - resolver: (e) => { - this.tagListResolver(e); - }, - }; - this.symbolProviders['#'] = { - searcher: (terms: string) => { - this.tagProvider(terms); - }, - resolver: (e) => { - this.defaultResolver(e); - }, - }; - this.symbolProviders['?'] = { - searcher: (terms: string) => { - this.helpProvider(terms); - }, - resolver: (e) => { - this.helpResolver(e); - }, - }; - this.symbolProviders['？'] = this.symbolProviders['?']; - this.symbolProviders['['] = { - searcher: (terms: string, hint?: string) => { - this.filterProvider(terms, hint); - }, - resolver: (e) => { - this.filterResolver(e); - }, - }; - this.symbolProviders['+'] = { - searcher: (terms: string) => { - this.createTiddlerProvider(terms); - }, - resolver: (e) => { - this.createTiddlerResolver(e); - }, - }; - this.symbolProviders['|'] = { - searcher: (terms: string) => { - this.settingsProvider(terms); - }, - resolver: (e) => { - this.settingsResolver(e); - }, - }; - this.currentResults = []; - this.currentProvider = () => {}; - } - - helpProvider(_terms: string) { - // TODO: tiddlerify? - this.currentSelection = 0; - this.hint.innerText = 'Help'; - const searches = [ - { - name: '直接打字是搜索条目标题和内容；而以下述特殊字符开头可以执行特殊搜索', - action: () => { - this.promptCommand(''); - }, - }, - { - name: '> 查看和搜索命令列表', - action: () => { - this.promptCommand('>'); - }, - }, - { - name: '+ 创建条目，先输入条目名，然后可以带上#打标签', - action: () => { - this.promptCommand('+'); - }, - }, - { - name: '# 列出带标签的条目（标签不可包含空格，用空格隔开多个#开头的标签，不带#的作为搜索词）', - action: () => { - this.promptCommand('#'); - }, - }, - { - name: '## 搜索标签列表', - action: () => { - this.promptCommand('##', 2); - }, - }, - { - name: '[ 筛选器语句', - action: () => { - this.promptCommand('['); - }, - }, - { - name: '| 命令菜单设置', - action: () => { - this.promptCommand('|'); - }, - }, - { - name: '\\ 规避第一个字符是上述命令字符的情况，例如「\\#」可搜标题以「#」起头的条目', - action: () => { - this.promptCommand('\\'); - }, - }, - { - name: '? 打开帮助', - action: () => { - this.promptCommand('?'); - }, - }, - ]; - this.showResults(searches); - } - - /** - * 解析输入，默认前两位可能是命令字符，会到 this.symbolProviders 里查找相应的 provider - */ - parseCommand(text: string) { - let terms = ''; - let resolver; - let provider; - const shortcut = this.triggers.find((t) => text.startsWith(t.trigger)); - if (shortcut === undefined) { - // 从上到下找，先找长的，再找短的，以便 ## 优先匹配 ## 而不是 # - const providerSymbol = Object.keys(this.symbolProviders) - .sort((a, b) => -a.length + b.length) - .find((symbol) => text.startsWith(symbol)); - if (providerSymbol === undefined) { - resolver = this.defaultResolver; - provider = this.defaultProvider; - terms = text; - } else { - provider = this.symbolProviders[providerSymbol].searcher; - resolver = this.symbolProviders[providerSymbol].resolver; - terms = text.replace(providerSymbol, ''); - } - } else { - resolver = (e: AllPossibleEvent) => { - const inputWithoutShortcut = this.input.value.substr(shortcut.trigger.length); - this.invokeActionString(shortcut.text, this, e, { commandpaletteinput: inputWithoutShortcut }); - this.closePalette(); - }; - provider = (_terms: string) => { - this.hint.innerText = shortcut.hint; - this.showResults([]); - }; - } - return { resolver, provider, terms }; - } - - refreshSearchSteps() { - this.searchSteps = []; - const steps = $tw.wiki.getTiddlerData<IRawSearchStep>(this.searchStepsPath).steps; - for (const step of steps) { - this.searchSteps.push( - this.searchStepBuilder( - $tw.utils.pinyinfuse ? step.filter : step.filterFallback, - Number($tw.utils.pinyinfuse ? step.caret : step.caretFallback), - step.hint, - ), - ); - } - } - - refreshCommandPalette() { - this.refreshSettings(); - // @ts-expect-error ts-migrate(2554) FIXME: Expected 1 arguments, but got 0. - this.refreshThemes(); - this.refreshCommands(); - this.refreshSearchSteps(); - } - - handleSwitchHistory(event: KeyboardEvent, forward: boolean) { - // we have history list in palette by default, if we have showHistoryOnOpen === true - // TODO: handle this if !showHistoryOnOpen - if (!this.isOpened) { - this.openPalette(event); - } - - this.onKeyDown( - new KeyboardEvent('keydown', { - bubbles: false, - cancelable: true, - key: forward ? 'ArrowDown' : 'ArrowUp', - shiftKey: false, - }), - ); - - const onCtrlKeyUp = (keyUpEvent: KeyboardEvent) => { - if (!keyUpEvent.ctrlKey) { - this.currentResolver(keyUpEvent); - window.removeEventListener('keyup', onCtrlKeyUp); - } - }; - - window.addEventListener('keyup', onCtrlKeyUp); - } - - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'command' implicitly has an 'any' type. - updateCommandHistory(command) { - this.history = [...new Set([command.name, ...this.history])]; - - $tw.wiki.setTiddlerData(this.commandHistoryPath, { history: this.history }); - } - - historyProviderBuilder(hint: string, mode?: 'drafts' | 'story') { - return (_terms: string) => { - this.currentSelection = 0; - this.hint.innerText = hint; - let results; - if (mode !== undefined && mode === 'drafts') { - results = $tw.wiki.filterTiddlers('[has:field[draft.of]]'); - } else if (mode !== undefined && mode === 'story') { - results = $tw.wiki.filterTiddlers('[list[$:/StoryList]]'); - } else { - results = this.getHistory(); - } - results = results.map((r) => { - return { name: r }; - }); - this.showResults(results); - }; - } - - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'message' implicitly has an 'any' type. - commandWithHistoryPicker(message, hint, mode) { - const handler = (_e: AllPossibleEvent) => { - this.blockProviderChange = true; - this.allowInputFieldSelection = true; - this.currentProvider = provider; - this.currentResolver = resolver; - this.input.value = ''; - this.onInput(this.input.value); - }; - const provider = this.historyProviderBuilder(hint, mode); - const resolver = (_e: AllPossibleEvent) => { - if (this.currentSelection === 0) return; - const title = this.getDataFromResultDiv(this.currentResults[this.currentSelection - 1], 'name'); - this.parentWidget.dispatchEvent({ - type: message, - param: title, - tiddlerTitle: title, - }); - this.closePalette(); - }; - return { - handler, - provider, - resolver, - }; - } - - onInput(text = '') { - if (this.blockProviderChange) { - // prevent provider changes - this.currentProvider(text); - this.setSelectionToFirst(); - return; - } - const { resolver, provider, terms } = this.parseCommand(text); - this.currentResolver = resolver; - this.currentProvider = provider; - this.currentProvider(terms); - this.setSelectionToFirst(); - } - - onClick(event: MouseEvent | PointerEvent | TouchEvent) { - if (this.isOpened && !this.div.contains(event.target)) { - this.closePalette(); - } - } - - openPaletteSelection(event: AllPossibleEvent) { - const selection = this.getCurrentSelection(); - this.openPalette(event, selection); - } - - openPalette(_e: AllPossibleEvent, selection?: string) { - // call currentProvider first to ask currentProvider load latest history. Otherwise it will load history after open, which will show old one and refresh. - this.currentProvider(''); - this.isOpened = true; - this.allowInputFieldSelection = false; - this.goBack = undefined; - this.blockProviderChange = false; - const activeElement = this.getActiveElement(); - this.previouslyFocused = { - element: activeElement, - start: activeElement.selectionStart, - end: activeElement.selectionEnd, - caretPos: activeElement.selectionEnd, - }; - this.input.value = ''; - if (selection !== undefined) { - this.input.value = selection; - } - if (this.settings.alwaysPassSelection) { - this.input.value += this.getCurrentSelection(); - } - this.currentSelection = 0; - this.onInput(this.input.value); // Trigger results on open - this.div.style.display = 'flex'; - this.mask.style.opacity = '0.6'; - this.input.focus(); - } - - insertSelectedResult() { - if (!this.isOpened) return; - if (this.currentSelection === 0) return; // TODO: what to do here? - const previous = this.previouslyFocused; - const previousValue = previous.element.value; - if (previousValue === undefined) return; - const selection = this.getDataFromResultDiv(this.currentResults[this.currentSelection - 1], 'name'); - // TODO: early return may cause bug here? - if (!selection) return; - if (previous.start === previous.end) { - this.previouslyFocused.element.value = previousValue.substring(0, previous.start) + selection + previousValue.substring(previous.start); - } else { - this.previouslyFocused.element.value = previousValue.substring(0, previous.start) + selection + previousValue.substring(previous.end); - } - this.previouslyFocused.caretPos = previous.start + selection.length; - this.closePalette(); - } - - closePalette() { - this.div.style.display = 'none'; - this.mask.style.opacity = '0'; - this.isOpened = false; - this.focusAtCaretPosition(this.previouslyFocused.element, this.previouslyFocused.caretPos); - } - - onKeyDown(e: KeyboardEvent) { - switch (e.key) { - case 'Escape': { - // \/ There's no previous state - if (!this.settings.escapeGoesBack || this.goBack === undefined) { - this.closePalette(); - } else { - this.goBack(); - this.goBack = undefined; - } - - break; - } - case 'ArrowUp': { - e.preventDefault(); - e.stopPropagation(); - let sel = this.currentSelection - 1; - - if (sel === 0) { - if (!this.allowInputFieldSelection) { - sel = this.currentResults.length; - } - } else if (sel < 0) { - sel = this.currentResults.length; - } - this.setSelection(sel); - - break; - } - case 'ArrowDown': { - e.preventDefault(); - e.stopPropagation(); - let sel = (this.currentSelection + 1) % (this.currentResults.length + 1); - if (!this.allowInputFieldSelection && sel === 0 && this.currentResults.length > 0) { - sel = 1; - } - this.setSelection(sel); - - break; - } - case 'Enter': { - e.preventDefault(); - e.stopPropagation(); - this.validateSelection(e); - - break; - } - // No default - } - } - - addResult(result: IResult, id: number) { - const resultDiv = this.createElement('div', { className: 'commandpaletteresult' }); - const titleDiv = this.createElement('div', { className: 'commandpalettetitle', innerText: result.caption || result.name }); - resultDiv.append(titleDiv); - if (result.hint !== undefined) { - const hint = this.createElement('div', { className: 'commandpalettehint', innerText: result.hint }); - resultDiv.append(hint); - } - // we will get this later - resultDiv.dataset.result = JSON.stringify(result); - /** we use this to pass the action */ - if (result.action != undefined) { - resultDiv.addEventListener('abort', result.action as unknown as (this: GlobalEventHandlers, event_: UIEvent) => any); - } - this.currentResults.push(resultDiv); - resultDiv.addEventListener('click', (e) => { - e.stopPropagation(); - e.preventDefault(); - - this.setSelection(id + 1); - this.validateSelection(e); - }); - resultDiv.addEventListener('contextmenu', (e) => { - e.stopPropagation(); - if (e.ctrlKey && e.button === 0) { - e.preventDefault(); - this.setSelection(id + 1); - this.validateSelection(e); - } - }); - this.scrollDiv.append(resultDiv); - } - - private getDataFromResultDiv<K extends keyof IResult>(resultDiv: HTMLDivElement, key: K): IResult[K] | undefined { - return JSON.parse(resultDiv.dataset.result ?? '{}')[key]; - } - - private getActionFromResultDiv(resultDiv: HTMLDivElement): IResult['action'] | undefined { - return resultDiv.onabort as unknown as IResult['action']; - } - - validateSelection(e: AllPossibleEvent) { - if (!this.isIMEOpen) { - this.currentResolver(e); - } - } - - defaultResolver(e: AllPossibleEvent) { - if (e.getModifierState('Shift')) { - this.input.value = '+' + this.input.value; // this resolver expects that the input starts with + - this.createTiddlerResolver(e); - return; - } - if (this.currentSelection === 0) return; - const selectionTitle = this.getDataFromResultDiv(this.currentResults[this.currentSelection - 1], 'name'); - this.closePalette(); - this.navigateTo(selectionTitle); - } - - /** - * 调用 tm-navigate 跳转到标题对应的条目处 - */ - navigateTo(title?: string) { - if (title) { - this.parentWidget.dispatchEvent({ - type: 'tm-navigate', - param: title, - navigateTo: title, - }); - } - } - - showHistory() { - this.hint.innerText = '历史记录'; - this.currentProvider = (terms: string) => { - let results: string[]; - if (terms.length === 0) { - results = this.getHistory(); - } else { - if ($tw.utils.pinyinfuse) { - results = $tw.utils.pinyinfuse(this.getHistory(), terms).map((item: { item: string }) => item.item); - } else { - results = this.getHistory().filter((item) => item.toLowerCase().includes(terms)); - } - } - this.showResults( - results.map((title) => { - return { - name: title, - action: () => { - this.navigateTo(title); - this.closePalette(); - }, - }; - }), - ); - }; - - this.currentResolver = (e: AllPossibleEvent) => { - if (this.currentSelection === 0) return; - this.getActionFromResultDiv(this.currentResults[this.currentSelection - 1])?.(e); - }; - this.input.value = ''; - this.blockProviderChange = true; - this.onInput(this.input.value); - } - - setSelectionToFirst() { - let sel = 1; - if (this.allowInputFieldSelection || this.currentResults.length === 0) { - sel = 0; - } - this.setSelection(sel); - } - - setSelection(id: number) { - this.currentSelection = id; - for (let index = 0; index < this.currentResults.length; index++) { - const selected = this.currentSelection === index + 1; - this.currentResults[index].className = selected ? 'commandpaletteresult commandpaletteresultselected' : 'commandpaletteresult'; - } - if (this.currentSelection === 0) { - this.scrollDiv.scrollTop = 0; - return; - } - const scrollHeight = this.scrollDiv.offsetHeight; - const scrollPos = this.scrollDiv.scrollTop; - const selectionPos = Number(this.currentResults[this.currentSelection - 1]?.offsetTop ?? 0); - const selectionHeight = Number(this.currentResults[this.currentSelection - 1]?.offsetHeight ?? 0); - - if (selectionPos < scrollPos || selectionPos >= scrollPos + scrollHeight) { - // select the closest scrolling position showing the selection - let a = selectionPos; - let b = selectionPos - scrollHeight + selectionHeight; - a = Math.abs(a - scrollPos); - b = Math.abs(b - scrollPos); - if (a < b) { - this.scrollDiv.scrollTop = selectionPos; - } else { - this.scrollDiv.scrollTop = selectionPos - scrollHeight + selectionHeight; - } - } - } - - getHistory(): string[] { - const historyData = $tw.wiki.getTiddlerData<Array<{ title: string }>>('$:/HistoryList') ?? []; - const [first, second, ...rest] = uniq([...historyData.reverse().map((x) => x.title), ...$tw.wiki.filterTiddlers('[list[$:/StoryList]]')]).filter((t) => - this.tiddlerOrShadowExists(t) - ); - // swap first and second, so its easier to switch to second, like using ctrl + tab in vscode - return [second, first, ...rest]; - } - - tiddlerOrShadowExists(title: string) { - return $tw.wiki.tiddlerExists(title) || $tw.wiki.isShadowTiddler(title); - } - - /** This is opened when you click on the menu icon. */ - defaultProvider(terms: string) { - this.hint.innerText = '⏎搜索条目（⇧⏎ 创建条目）（？问号查看帮助）'; - let searches: IResult[]; - if (terms.startsWith('\\')) terms = terms.substr(1); - if (terms.length === 0) { - if (this.settings.showHistoryOnOpen) { - searches = this.getHistory().map((s) => { - return { name: s, hint: '历史记录' }; - }); - } else { - searches = []; - } - } else { - searches = uniq(this.searchSteps.reduce((accumulator: IResult[], current) => [...accumulator, ...current(terms)], [])); - } - this.showResults(searches); - } - - searchStepBuilder(filter: string, caret: number, hint: string): (term: string) => IResult[] { - return (terms: string) => { - const search = filter.substring(0, caret) + terms + filter.substring(caret); - - const results = $tw.wiki.filterTiddlers(search).map((s) => { - return { name: s, hint }; - }); - return results; - }; - } - - tagListProvider(terms: string) { - this.currentSelection = 0; - this.hint.innerText = '搜索标签列表'; - let searches; - if (terms.length === 0) { - searches = $tw.wiki.filterTiddlers('[!is[system]tags[]][is[system]tags[]][all[shadows]tags[]]'); - } else { - searches = $tw.wiki.filterTiddlers( - $tw.utils.pinyinfuse - ? `[all[]tags[]!is[system]pinyinfuse[${terms}]][all[]tags[]is[system]pinyinfuse[${terms}]][all[shadows]tags[]pinyinfuse[${terms}]]` - : `[all[]tags[]!is[system]search[${terms}]][all[]tags[]is[system]search[${terms}]][all[shadows]tags[]search[${terms}]]`, - ); - } - searches = searches.map((s) => { - return { name: s }; - }); - this.showResults(searches); - } - - tagListResolver(_e: AllPossibleEvent) { - if (this.currentSelection === 0) { - const input = (this.input.value as string).substring(2); - - const exist = $tw.wiki.filterTiddlers('[tag[' + input + ']]'); - if (!exist) return; - this.input.value = '##' + input; - return; - } - const result = this.currentResults[this.currentSelection - 1]; - this.input.value = '##' + result.innerText; - this.onInput(this.input.value); - } - - tagProvider(terms: string) { - this.currentSelection = 0; - this.hint.innerText = '用「#标签 #标签2」搜索条目'; - let tiddlerNameSearchResults: string[] = []; - if (terms.length > 0) { - const { tags, searchTerms, tagsFilter } = this.parseTags(this.input.value); - - const taggedTiddlers: string[] = $tw.wiki.filterTiddlers(tagsFilter); - - if (taggedTiddlers.length > 0) { - if (tags.length === 1) { - const tag = tags[0]; - const tagTiddlerExists = this.tiddlerOrShadowExists(tag); - if (tagTiddlerExists && searchTerms.some((s) => tag.includes(s))) tiddlerNameSearchResults.push(tag); - } - tiddlerNameSearchResults = [...tiddlerNameSearchResults, ...taggedTiddlers]; - } - } - this.showResults( - tiddlerNameSearchResults.map((tiddlerName) => { - return { name: tiddlerName }; - }), - ); - } - - /** - * @param input `'#aaa 1 #bbb#ccc'` => `['aaa', 'bbb#ccc']` and search `1` - */ - parseTags(input: string) { - const splits = input.split(' ').filter((s) => s !== ''); - const tags = []; - const searchTerms = []; - for (const split of splits) { - // 空格分隔的结果可以以 # 开头，表示标签 - if (split.startsWith('#')) { - tags.push(split.substr(1)); - continue; - } - // 也可以不带 # ，表示搜索词 - searchTerms.push(split); - } - let tagsFilter = `[all[tiddlers+system+shadows]${ - tags.reduce((a, c) => { - return a + 'tag[' + c + ']'; - }, '') - }]`; - if (searchTerms.length > 0) { - tagsFilter = tagsFilter.substring(0, tagsFilter.length - 1); // remove last ']' - tagsFilter += `${$tw.utils.pinyinfuse ? 'pinyinfuse' : 'search'}[${searchTerms.join(' ')}]]`; - } - return { tags, searchTerms, tagsFilter }; - } - - settingsProvider(_terms: string) { - this.currentSelection = 0; - this.hint.innerText = 'Select the setting you want to change'; - const isNumerical: IValidator = (terms: string) => terms.length > 0 && terms.match(/\D/gm) === null; - const isBoolean: IValidator = (terms: string) => terms.length > 0 && terms.match(/(true\b)|(false\b)/gim) !== null; - this.showResults([ - { - name: 'Theme (currently ' + this.settings.theme?.match?.(/[^/]*$/) ?? 'no ' + ')', - action: () => { - this.promptForThemeSetting(); - }, - }, - this.settingResultBuilder('Max results', 'maxResults', 'Choose the maximum number of results', isNumerical, 'Error: value must be a positive integer'), - this.settingResultBuilder( - 'Show history on open', - 'showHistoryOnOpen', - 'Chose whether to show the history when you open the palette', - isBoolean, - "Error: value must be 'true' or 'false'", - ), - this.settingResultBuilder( - 'Escape to go back', - 'escapeGoesBack', - 'Chose whether ESC should go back when possible', - isBoolean, - "Error: value must be 'true' or 'false'", - ), - this.settingResultBuilder( - 'Use selection as search query', - 'alwaysPassSelection', - 'Chose your current selection is passed to the command palette', - isBoolean, - "Error: value must be 'true' or 'false'", - ), - this.settingResultBuilder( - 'Never Basic', - 'neverBasic', - 'Chose whether to override basic prompts to show filter operation', - isBoolean, - "Error: value must be 'true' or 'false'", - ), - this.settingResultBuilder( - 'Field preview max size', - 'maxResultHintSize', - 'Choose the maximum hint length for field preview', - isNumerical, - 'Error: value must be a positive integer', - ), - ]); - } - - settingResultBuilder<K extends keyof ISettings>(name: string, settingName: K, hint: string, validator: IValidator, errorMessage: string) { - return { - name: name + ' (currently ' + this.settings[settingName] + ')', - action: () => { - this.promptForSetting(settingName, hint, validator, errorMessage); - }, - }; - } - - settingsResolver(e: AllPossibleEvent) { - if (this.currentSelection === 0) return; - this.goBack = () => { - this.input.value = '|'; - this.blockProviderChange = false; - this.onInput(this.input.value); - }; - this.getActionFromResultDiv(this.currentResults[this.currentSelection - 1])?.(e); - } - - promptForThemeSetting() { - this.blockProviderChange = true; - this.allowInputFieldSelection = false; - this.currentProvider = (_terms: string) => { - this.currentSelection = 0; - this.hint.innerText = '选择一个主题'; - const defaultValue = this.defaultSettings.theme; - const results = [ - { - name: '恢复默认值: ' + defaultValue.match(/[^/]*$/), - action: () => { - this.setSetting('theme', defaultValue); - // @ts-expect-error ts-migrate(2554) FIXME: Expected 1 arguments, but got 0. - this.refreshThemes(); - }, - }, - ]; - for (const theme of this.themes) { - const name = theme.fields.title; - const shortName = name.match(/[^/]*$/); - const action = () => { - this.setSetting('theme', name); - // @ts-expect-error ts-migrate(2554) FIXME: Expected 1 arguments, but got 0. - this.refreshThemes(); - }; - results.push({ name: shortName, action }); - } - this.showResults(results); - }; - this.currentResolver = (e: AllPossibleEvent) => { - this.getActionFromResultDiv(this.currentResults[this.currentSelection - 1])?.(e); - }; - this.input.value = ''; - this.onInput(this.input.value); - } - - promptForSetting<K extends keyof ISettings>(settingName: K, hint: string, validator: IValidator, errorMessage: string) { - this.blockProviderChange = true; - this.allowInputFieldSelection = true; - this.currentProvider = (terms: string) => { - this.currentSelection = 0; - this.hint.innerText = hint; - const defaultValue = this.defaultSettings[settingName]; - const results = [{ - name: 'Revert to default value: ' + defaultValue, - action: () => { - this.setSetting(settingName, defaultValue); - }, - }]; - if (!validator(terms)) { - results.push({ name: errorMessage, action: () => {} }); - } - this.showResults(results); - }; - this.currentResolver = (e: AllPossibleEvent) => { - if (this.currentSelection === 0) { - const input = this.input.value; - if (validator(input)) { - this.setSetting(settingName, input); - this.goBack = undefined; - this.blockProviderChange = false; - this.allowInputFieldSelection = false; - this.promptCommand('|'); - } - } else { - const action = this.getActionFromResultDiv(this.currentResults[this.currentSelection - 1]); - if (action != undefined) { - action(e); - this.goBack = undefined; - this.blockProviderChange = false; - this.allowInputFieldSelection = false; - this.promptCommand('|'); - } - } - }; - this.input.value = this.settings[settingName]; - this.onInput(this.input.value); - } - - showResults(results: IResult[]) { - for (const current of this.currentResults) { - current.remove(); - } - this.currentResults = []; - let resultCount = 0; - for (const result of results) { - this.addResult(result, resultCount); - resultCount++; - if (resultCount >= (this.settings.maxResults ?? this.defaultSettings.maxResults)) break; - } - } - - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'message' implicitly has an 'any' type. - tmMessageBuilder(message, parameters = {}) { - return (e: AllPossibleEvent) => { - const event = { - type: message, - paramObject: parameters, - event: e, - }; - this.parentWidget.dispatchEvent(event); - }; - } - - actionProvider(terms: string) { - this.currentSelection = 0; - this.hint.innerText = '查看和搜索命令列表'; - let results: IResult[]; - if (terms.length === 0) { - results = this.getCommandHistory(); - } else { - /** - * $tw.utils.pinyinfuse: (xxx) => { - item: T; - refIndex: number; - score?: number | undefined; - matches?: readonly Fuse.FuseResultMatch[] | undefined; - }[] - */ - if ($tw.utils.pinyinfuse) { - results = $tw.utils.pinyinfuse(this.actions, terms.toLowerCase(), ['name', 'caption']).map((item: { item: string }) => item.item); - } else { - results = this.actions.filter( - (item) => item.name.toLowerCase().includes(terms.toLowerCase()) || item.caption?.toLowerCase()?.includes(terms.toLowerCase()), - ); - } - } - this.showResults(results); - } - - filterProvider(terms: string, hint?: string) { - this.currentSelection = 0; - this.hint.innerText = hint === undefined ? '筛选器语句' : hint; - terms = '[' + terms; - - const fields = $tw.wiki.filterTiddlers('[fields[]]'); - - const results = $tw.wiki.filterTiddlers(terms).map((r) => { - return { name: r }; - }); - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'i' implicitly has an 'any' type. - const insertResult = (index, result) => results.splice(index + 1, 0, result); - for (let index = 0; index < results.length; index++) { - const initialResult = results[index]; - let alreadyMatched = false; - let date = 'Invalid Date'; - if (initialResult.name.length === 17) { - // to be sure to only match tiddly dates (17 char long) - - date = $tw.utils.parseDate(initialResult.name).toLocaleString(); - } - if (date !== 'Invalid Date') { - results[index].hint = date; - results[index].action = () => {}; - alreadyMatched = true; - } - - const isTag = $tw.wiki.getTiddlersWithTag(initialResult.name).length > 0; - if (isTag) { - if (alreadyMatched) { - insertResult(index, { ...results[index] }); - index += 1; - } - results[index].action = () => { - this.promptCommand('#' + initialResult.name); - }; - results[index].hint = 'Tag'; // Todo more info? - alreadyMatched = true; - } - const isTiddler = this.tiddlerOrShadowExists(initialResult.name); - if (isTiddler) { - if (alreadyMatched) { - insertResult(index, { ...results[index] }); - index += 1; - } - results[index].action = () => { - this.navigateTo(initialResult.name); - this.closePalette(); - }; - results[index].hint = 'Tiddler'; - alreadyMatched = true; - } - const isField = fields.includes(initialResult.name); - if (isField) { - if (alreadyMatched) { - insertResult(index, { ...results[index] }); - index += 1; - } - let parsed; - try { - parsed = $tw.wiki.parseFilter(this.input.value); - } catch {} // The error is already displayed to the user - const foundTitles = []; - for (const node of parsed || []) { - if (node.operators.length !== 2) continue; - if (node.operators[0].operator === 'title' && node.operators[1].operator === 'fields') { - foundTitles.push(node.operators[0].operand); - } - } - let hint = 'Field'; - if (foundTitles.length === 1) { - hint = $tw.wiki.getTiddler(foundTitles[0]).fields[initialResult.name]; - // @ts-expect-error ts-migrate(2358) FIXME: The left-hand side of an 'instanceof' expression m... Remove this comment to see the full error message - if (hint instanceof Date) { - hint = hint.toLocaleString(); - } - hint = hint.toString().replaceAll(/(\r\n|\n|\r)/gm, ''); - const maxSize = (this.settings.maxResultHintSize ?? this.defaultSettings.maxResultHintSize) - 3; - if (hint.length > maxSize) { - hint = hint.substring(0, maxSize); - hint += '...'; - } - } - results[index].hint = hint; - results[index].action = () => {}; - alreadyMatched = true; - } - // let isContentType = terms.includes('content-type'); - } - this.showResults(results); - } - - filterResolver(e: AllPossibleEvent) { - if (this.currentSelection === 0) return; - this.getActionFromResultDiv(this.currentResults[this.currentSelection - 1])?.(e); - e.stopPropagation(); - } - - helpResolver(e: AllPossibleEvent) { - if (this.currentSelection === 0) return; - this.getActionFromResultDiv(this.currentResults[this.currentSelection - 1])?.(e); - e.stopPropagation(); - } - - createTiddlerProvider(_terms: string) { - this.currentSelection = 0; - this.hint.innerText = '创建条目，空格隔开可以用#打多个标签'; - this.showResults([]); - } - - createTiddlerResolver(e: AllPossibleEvent) { - let { tags, searchTerms } = this.parseTags(this.input.value.substring(1)); - const title = searchTerms.join(' '); - // @ts-expect-error ts-migrate(2322) FIXME: Type 'string' is not assignable to type 'any[]'. - tags = tags.join(' '); - this.tmMessageBuilder('tm-new-tiddler', { title, tags })(e); - this.closePalette(); - } - - promptCommand(value: string, caret?: number) { - this.blockProviderChange = false; - this.input.value = value; - this.input.focus(); - if (caret !== undefined) { - this.input.setSelectionRange(caret, caret); - } - this.onInput(this.input.value); - } - - promptCommandBasic(value: string, caret: number, hint: string) { - // TODO: I delete this.settings.neverBasic === 'true' || here, see if cause bug - if (this.settings.neverBasic === true) { - // TODO: validate settings to avoid unnecessary checks - this.promptCommand(value, caret); - return; - } - this.input.value = ''; - this.blockProviderChange = true; - this.currentProvider = this.basicProviderBuilder(value, caret, hint); - this.onInput(this.input.value); - } - - basicProviderBuilder(value: string, caret: number, hint: string) { - const start = value.substr(0, caret); - const end = value.substr(caret); - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'input' implicitly has an 'any' type. - return (input) => { - const { resolver, provider, terms } = this.parseCommand(start + input + end); - const backgroundProvider = provider; - backgroundProvider(terms, hint); - this.currentResolver = resolver; - }; - } - - getCommandHistory() { - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'h' implicitly has an 'any' type. - this.history = this.history.filter((h) => this.actions.some((a) => a.name === h)); // get rid of deleted command that are still in history; - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'h' implicitly has an 'any' type. - const results = this.history.map((h) => this.actions.find((a) => a.name === h)); - while (results.length <= (this.settings.maxResults ?? this.defaultSettings.maxResults)) { - const nextDefaultAction = this.actions.find((a) => !results.includes(a)); - if (nextDefaultAction === undefined) break; - results.push(nextDefaultAction); - } - return results; - } - - actionResolver(e: AllPossibleEvent) { - e.preventDefault(); - e.stopPropagation(); - if (this.currentSelection === 0) return; - const result = this.actions.find((a) => a.name === this.getDataFromResultDiv(this.currentResults[this.currentSelection - 1], 'name')); - if (result == undefined) return; - if (result.keepPalette) { - const currentInput = this.input.value; - this.goBack = () => { - this.input.value = currentInput; - this.blockProviderChange = false; - this.onInput(this.input.value); - }; - } - this.updateCommandHistory(result); - result.action?.(e); - if (result.immediate) { - this.validateSelection(e); - return; - } - if (!result.keepPalette) { - this.closePalette(); - } - } - - getCurrentSelection() { - // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. - const selection = window.getSelection().toString(); - if (selection !== '') return selection; - const activeElement = this.getActiveElement(); - if (activeElement === undefined || activeElement.selectionStart === undefined) return ''; - if (activeElement.selectionStart > activeElement.selectionEnd) { - return activeElement.value.substring(activeElement.selectionStart, activeElement.selectionEnd); - } else { - return activeElement.value.substring(activeElement.selectionEnd, activeElement.selectionStart); - } - } - - getActiveElement(element = document.activeElement): Element | null { - // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. - const shadowRoot = element.shadowRoot; - // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. - const contentDocument = element.contentDocument as Document; - - if (shadowRoot?.activeElement) { - return this.getActiveElement(shadowRoot.activeElement); - } - - if (contentDocument?.activeElement) { - return this.getActiveElement(contentDocument.activeElement); - } - - return element; - } - - // @ts-expect-error ts-migrate(7006) FIXME: Parameter 'el' implicitly has an 'any' type. - focusAtCaretPosition(element, caretPos) { - if (element !== null) { - element.value = element.value; - // ^ this is used to not only get "focus", but - // to make sure we don't have it everything -selected- - // (it causes an issue in chrome, and having it doesn't hurt any other browser) - if (element.createTextRange) { - const range = element.createTextRange(); - range.move('character', caretPos); - range.select(); - return true; - } else { - // (el.selectionStart === 0 added for Firefox bug) - if (element.selectionStart || element.selectionStart === 0) { - element.focus(); - element.setSelectionRange(caretPos, caretPos); - return true; - } else { - // fail city, fortunately this never happens (as far as I've tested) :) - element.focus(); - return false; - } - } - } - } - - createElement<E extends keyof HTMLElementTagNameMap>(name: E, proprieties: any, styles?: Partial<CSSStyleDeclaration>): HTMLDivElement { - const element = this.document.createElement(name) as HTMLDivElement; - for (const [propriety, value] of Object.entries(proprieties || {})) { - // @ts-expect-error ts-migrate(2304) FIXME: Element implicitly has an 'any' type because expression of type 'string' can't be used to index type 'HTMLDivElement'. No index signature with a parameter of type 'string' was found on type 'HTMLDivElement'.ts(7053) - element[propriety] = value; - } - for (const [style, value] of Object.entries(styles != undefined || {})) { - element.style[style] = value; - } - return element; - } - - /* - Selectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering - */ - refresh() { - return false; - } -} - -exports.commandpalettewidget = CommandPaletteWidget; diff --git a/src/commandpalette/widgets/utils/getFocused.ts b/src/commandpalette/widgets/utils/getFocused.ts new file mode 100644 index 0000000..f969961 --- /dev/null +++ b/src/commandpalette/widgets/utils/getFocused.ts @@ -0,0 +1,32 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ + +export function getCurrentSelection() { + // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. + const selection = window.getSelection().toString(); + if (selection !== '') return selection; + const activeElement = getActiveElement() as HTMLInputElement | HTMLTextAreaElement | null; + if (!activeElement?.selectionStart) return ''; + const selectionEnd = activeElement?.selectionEnd ?? activeElement.selectionStart; + if (activeElement.selectionStart > selectionEnd) { + return activeElement.value.substring(activeElement.selectionStart, selectionEnd); + } else { + return activeElement.value.substring(selectionEnd, activeElement.selectionStart); + } +} + +export function getActiveElement(element = document.activeElement): Element | null { + // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. + const shadowRoot = element.shadowRoot; + // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. + const contentDocument = element.contentDocument as Document; + + if (shadowRoot?.activeElement) { + return getActiveElement(shadowRoot.activeElement); + } + + if (contentDocument?.activeElement) { + return getActiveElement(contentDocument.activeElement); + } + + return element; +} From 929cdf9b1682c19b476a34ef304f30120a6eb6fc Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 02:19:06 +0800 Subject: [PATCH 40/76] feat: execute action string in tiddler --- .../command-action-string.ts | 67 +++++++++++++++++++ .../command-action-string.ts.meta | 5 ++ .../build-in-sub-plugins/command-message.ts | 8 ++- 3 files changed, 78 insertions(+), 2 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts.meta diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts new file mode 100644 index 0000000..2636014 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts @@ -0,0 +1,67 @@ +/* eslint-disable unicorn/no-null */ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; +import { renderTextWithCache } from '../utils/renderTextWithCache'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); + const variables = { currentTiddler: focusedTiddler ?? '', commandpaletteinput: parameters.query }; + const { widget } = parameters.state.context as IContext; + return [ + { + sourceId: 'actionString', + getItems({ query }) { + if (query === '') return []; + return $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[actionString]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter((tiddler): tiddler is ITiddlerFields => tiddler !== undefined) + .filter(tiddler => + // TODO: add pinyinfuse + $tw.wiki.filterTiddlers( + `[search[${query}]]`, + undefined, + $tw.wiki.makeTiddlerIterator([ + tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), + renderTextWithCache(tiddler.caption, widget), + renderTextWithCache(tiddler.description, widget), + ]), + ).length > 0 + ); + }, + getItemUrl({ item }) { + return item.title; + }, + onSelect({ item }) { + parameters.setContext({ noNavigate: true } satisfies IContext); + // this calls `invokeActions` under the hood + widget?.invokeActionString(item.text, widget, null, variables); + }, + templates: { + header() { + // get rendered caption of focused tiddler + let caption = focusedTiddler ? $tw.wiki.getTiddler(focusedTiddler)?.fields?.caption as string | undefined : ''; + if (caption) { + caption = `(${renderTextWithCache(caption, widget, variables)})`; + } + // show original title + caption + return `${lingo('ActionString')} - ${lingo('CurrentTiddler')}: ${focusedTiddler} ${caption}`; + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + const description = item.description + ? ` (${renderTextWithCache(item.description as string, widget, variables)})` + : ''; + return `${renderTextWithCache(item.caption, widget, variables)}${description}`; + } + return item.title; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts.meta new file mode 100644 index 0000000..84ca6d2 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/command-action-string.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 20 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 96ff20e..fa93c6b 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -16,7 +16,7 @@ export const plugin = { sourceId: 'message', getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`) + return $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; @@ -31,7 +31,11 @@ export const plugin = { $tw.wiki.filterTiddlers( `[search[${query}]]`, undefined, - $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.caption, widget), renderTextWithCache(tiddler.description, widget)]), + $tw.wiki.makeTiddlerIterator([ + tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), + renderTextWithCache(tiddler.caption, widget), + renderTextWithCache(tiddler.description, widget), + ]), ).length > 0 ); }, From a1f5411038fffec6af79944d306284a8106f2135 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 02:19:20 +0800 Subject: [PATCH 41/76] refactor: organize some commands --- src/commandpalette/commands/ControlPanel Command.tid | 8 -------- src/commandpalette/commands/Filter operation.tid | 8 -------- src/commandpalette/commands/Recent Tiddlers Command.tid | 9 --------- src/commandpalette/commands/Refresh Server.tid | 8 -------- src/commandpalette/commands/Search fields.tid | 9 --------- src/commandpalette/commands/Search.tid | 6 ------ src/commandpalette/commands/Version.tid | 7 ------- .../commands/{ => actionString}/New Journal Command.tid | 1 - .../commands/actionString/Show Control Panel.tid | 6 ++++++ .../commands/{ => actionString}/Unfold All Tiddlers.tid | 1 - .../commands/filter/Recent Tiddlers Command.tid | 7 +++++++ src/commandpalette/commands/{ => filter}/Search Tags.tid | 0 src/commandpalette/commands/filter/Search fields.tid | 7 +++++++ .../commands/{ => filter}/Search tiddlers with tag.tid | 0 src/commandpalette/commands/{ => filter}/See Drafts.tid | 0 .../commands/{ => filter}/See Languages.tid | 0 .../commands/{ => filter}/See Missing Tiddlers.tid | 0 .../commands/{ => filter}/See Orphans Tiddlers.tid | 0 src/commandpalette/commands/{ => filter}/See Plugins.tid | 0 .../commands/{ => filter}/See Shadows Tiddlers.tid | 0 .../commands/{ => filter}/See Story List.tid | 0 src/commandpalette/commands/{ => filter}/See Themes.tid | 0 .../commands/{ => filter}/See all content-types.tid | 1 - .../commands/{ => filter}/See untagged tiddlers.tid | 0 src/commandpalette/commands/{ => filter}/Show help.tid | 0 .../commands/{ => filter}/show tiddler commands.tid | 0 .../commands/{ => message}/Delete Tiddler.tid | 1 - .../commands/{ => message}/Edit Tiddler.tid | 1 - .../commands/{ => message}/Fold All Tiddlers.tid | 1 - src/commandpalette/commands/{ => message}/Home.tid | 1 - .../commands/{ => message}/New Tiddler.tid | 1 - src/commandpalette/commands/{ => message}/Permalink.tid | 1 - src/commandpalette/commands/{ => message}/Permaview.tid | 1 - src/commandpalette/commands/{ => message}/Print.tid | 1 - src/commandpalette/commands/message/Refresh Server.tid | 7 +++++++ .../commands/{ => message}/Save Tiddler.tid | 0 src/commandpalette/commands/{ => message}/Save Wiki.tid | 1 - .../commands/{ => message}/Toggle Fullscreen.tid | 1 - .../commands/{ => todo}/New Tiddler with title.tid | 0 src/commandpalette/language/en-GB/Commands.multids | 8 ++++++++ src/commandpalette/language/en-GB/Translations.multids | 1 + src/commandpalette/language/zh-Hans/Commands.multids | 8 ++++++++ src/commandpalette/language/zh-Hans/Translations.multids | 1 + 43 files changed, 45 insertions(+), 68 deletions(-) delete mode 100644 src/commandpalette/commands/ControlPanel Command.tid delete mode 100644 src/commandpalette/commands/Filter operation.tid delete mode 100644 src/commandpalette/commands/Recent Tiddlers Command.tid delete mode 100644 src/commandpalette/commands/Refresh Server.tid delete mode 100644 src/commandpalette/commands/Search fields.tid delete mode 100644 src/commandpalette/commands/Search.tid delete mode 100644 src/commandpalette/commands/Version.tid rename src/commandpalette/commands/{ => actionString}/New Journal Command.tid (88%) create mode 100644 src/commandpalette/commands/actionString/Show Control Panel.tid rename src/commandpalette/commands/{ => actionString}/Unfold All Tiddlers.tid (88%) create mode 100644 src/commandpalette/commands/filter/Recent Tiddlers Command.tid rename src/commandpalette/commands/{ => filter}/Search Tags.tid (100%) create mode 100644 src/commandpalette/commands/filter/Search fields.tid rename src/commandpalette/commands/{ => filter}/Search tiddlers with tag.tid (100%) rename src/commandpalette/commands/{ => filter}/See Drafts.tid (100%) rename src/commandpalette/commands/{ => filter}/See Languages.tid (100%) rename src/commandpalette/commands/{ => filter}/See Missing Tiddlers.tid (100%) rename src/commandpalette/commands/{ => filter}/See Orphans Tiddlers.tid (100%) rename src/commandpalette/commands/{ => filter}/See Plugins.tid (100%) rename src/commandpalette/commands/{ => filter}/See Shadows Tiddlers.tid (100%) rename src/commandpalette/commands/{ => filter}/See Story List.tid (100%) rename src/commandpalette/commands/{ => filter}/See Themes.tid (100%) rename src/commandpalette/commands/{ => filter}/See all content-types.tid (92%) rename src/commandpalette/commands/{ => filter}/See untagged tiddlers.tid (100%) rename src/commandpalette/commands/{ => filter}/Show help.tid (100%) rename src/commandpalette/commands/{ => filter}/show tiddler commands.tid (100%) rename src/commandpalette/commands/{ => message}/Delete Tiddler.tid (86%) rename src/commandpalette/commands/{ => message}/Edit Tiddler.tid (86%) rename src/commandpalette/commands/{ => message}/Fold All Tiddlers.tid (86%) rename src/commandpalette/commands/{ => message}/Home.tid (88%) rename src/commandpalette/commands/{ => message}/New Tiddler.tid (87%) rename src/commandpalette/commands/{ => message}/Permalink.tid (88%) rename src/commandpalette/commands/{ => message}/Permaview.tid (88%) rename src/commandpalette/commands/{ => message}/Print.tid (88%) create mode 100644 src/commandpalette/commands/message/Refresh Server.tid rename src/commandpalette/commands/{ => message}/Save Tiddler.tid (100%) rename src/commandpalette/commands/{ => message}/Save Wiki.tid (87%) rename src/commandpalette/commands/{ => message}/Toggle Fullscreen.tid (86%) rename src/commandpalette/commands/{ => todo}/New Tiddler with title.tid (100%) create mode 100644 src/commandpalette/language/en-GB/Commands.multids create mode 100644 src/commandpalette/language/zh-Hans/Commands.multids diff --git a/src/commandpalette/commands/ControlPanel Command.tid b/src/commandpalette/commands/ControlPanel Command.tid deleted file mode 100644 index ae24fae..0000000 --- a/src/commandpalette/commands/ControlPanel Command.tid +++ /dev/null @@ -1,8 +0,0 @@ -command-palette-name: Show Control Panel -command-palette-type: actionString -caption: 打开命令菜单 -description: 打开命令菜单 -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/ControlPanel Command - -<$action-navigate $to="$:/ControlPanel"/> \ No newline at end of file diff --git a/src/commandpalette/commands/Filter operation.tid b/src/commandpalette/commands/Filter operation.tid deleted file mode 100644 index 601eeeb..0000000 --- a/src/commandpalette/commands/Filter operation.tid +++ /dev/null @@ -1,8 +0,0 @@ -command-palette-name: Filter operation -command-palette-type: prompt -caption: {{$:/language/Buttons/AdvancedSearch/Caption}} -description: {{$:/language/Buttons/AdvancedSearch/Hint}} -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Filter operation - -[ diff --git a/src/commandpalette/commands/Recent Tiddlers Command.tid b/src/commandpalette/commands/Recent Tiddlers Command.tid deleted file mode 100644 index 16a2f0b..0000000 --- a/src/commandpalette/commands/Recent Tiddlers Command.tid +++ /dev/null @@ -1,9 +0,0 @@ -command-palette-caret: 33 -command-palette-name: Recent Tiddlers -command-palette-type: prompt-basic -caption: 查看最近编辑过的Tiddler -description: 在命令菜单里列出最近编辑过的Tiddler -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Recent Tiddlers Command - -[!is[system]!sort[created]search[]] diff --git a/src/commandpalette/commands/Refresh Server.tid b/src/commandpalette/commands/Refresh Server.tid deleted file mode 100644 index 4abd5f0..0000000 --- a/src/commandpalette/commands/Refresh Server.tid +++ /dev/null @@ -1,8 +0,0 @@ -command-palette-name: Refresh Server -command-palette-type: message -caption: 服务器{{$:/language/Buttons/Refresh/Caption}} -description: 服务器{{$:/language/Buttons/Refresh/Hint}} -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Refresh Server - -tm-server-refresh diff --git a/src/commandpalette/commands/Search fields.tid b/src/commandpalette/commands/Search fields.tid deleted file mode 100644 index fb0c5a6..0000000 --- a/src/commandpalette/commands/Search fields.tid +++ /dev/null @@ -1,9 +0,0 @@ -command-palette-caret: 16 -command-palette-name: Search fields -command-palette-type: prompt-basic -caption: 搜索字段名 -description: 在命令菜单里搜索列出所有Wiki里涉及到的字段名 -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Search fields - -[fields[]search[]] diff --git a/src/commandpalette/commands/Search.tid b/src/commandpalette/commands/Search.tid deleted file mode 100644 index 22436d0..0000000 --- a/src/commandpalette/commands/Search.tid +++ /dev/null @@ -1,6 +0,0 @@ -command-palette-name: Search -command-palette-type: prompt -caption: {{$:/language/Buttons/AdvancedSearch/Caption}} -description: {{$:/language/Buttons/AdvancedSearch/Hint}} -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Search diff --git a/src/commandpalette/commands/Version.tid b/src/commandpalette/commands/Version.tid deleted file mode 100644 index f98dc97..0000000 --- a/src/commandpalette/commands/Version.tid +++ /dev/null @@ -1,7 +0,0 @@ -command-palette-caret: 49 -command-palette-name: Version -command-palette-type: prompt-basic -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Version - -[[$:/plugins/linonetwo/commandpalette]get[version]] \ No newline at end of file diff --git a/src/commandpalette/commands/New Journal Command.tid b/src/commandpalette/commands/actionString/New Journal Command.tid similarity index 88% rename from src/commandpalette/commands/New Journal Command.tid rename to src/commandpalette/commands/actionString/New Journal Command.tid index cdf8119..23de13f 100644 --- a/src/commandpalette/commands/New Journal Command.tid +++ b/src/commandpalette/commands/actionString/New Journal Command.tid @@ -1,4 +1,3 @@ -command-palette-name: New Journal command-palette-type: actionString caption: {{$:/language/Buttons/NewJournal/Caption}} description: {{$:/language/Buttons/NewJournal/Hint}} diff --git a/src/commandpalette/commands/actionString/Show Control Panel.tid b/src/commandpalette/commands/actionString/Show Control Panel.tid new file mode 100644 index 0000000..4d3a229 --- /dev/null +++ b/src/commandpalette/commands/actionString/Show Control Panel.tid @@ -0,0 +1,6 @@ +command-palette-type: actionString +caption: <<lingo ShowControlPanel $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteCommand +title: $:/plugins/linonetwo/commandpalette/Show Control Panel + +<$action-navigate $to="$:/ControlPanel"/> \ No newline at end of file diff --git a/src/commandpalette/commands/Unfold All Tiddlers.tid b/src/commandpalette/commands/actionString/Unfold All Tiddlers.tid similarity index 88% rename from src/commandpalette/commands/Unfold All Tiddlers.tid rename to src/commandpalette/commands/actionString/Unfold All Tiddlers.tid index dd62592..8785190 100644 --- a/src/commandpalette/commands/Unfold All Tiddlers.tid +++ b/src/commandpalette/commands/actionString/Unfold All Tiddlers.tid @@ -1,4 +1,3 @@ -command-palette-name: Unfold All Tiddlers command-palette-type: actionString caption: {{$:/language/Buttons/UnfoldAll/Caption}} description: {{$:/language/Buttons/UnfoldAll/Hint}} diff --git a/src/commandpalette/commands/filter/Recent Tiddlers Command.tid b/src/commandpalette/commands/filter/Recent Tiddlers Command.tid new file mode 100644 index 0000000..c444a8c --- /dev/null +++ b/src/commandpalette/commands/filter/Recent Tiddlers Command.tid @@ -0,0 +1,7 @@ +command-palette-type: filter +caption: <<lingo Filter/Recent/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Filter/Recent/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteCommand +title: $:/plugins/linonetwo/commandpalette/Recent Tiddlers Command + +[!is[system]!sort[created]limit[100]search<commandpaletteinput>] diff --git a/src/commandpalette/commands/Search Tags.tid b/src/commandpalette/commands/filter/Search Tags.tid similarity index 100% rename from src/commandpalette/commands/Search Tags.tid rename to src/commandpalette/commands/filter/Search Tags.tid diff --git a/src/commandpalette/commands/filter/Search fields.tid b/src/commandpalette/commands/filter/Search fields.tid new file mode 100644 index 0000000..f5cda28 --- /dev/null +++ b/src/commandpalette/commands/filter/Search fields.tid @@ -0,0 +1,7 @@ +command-palette-type: filter +caption: <<lingo Filter/Fields/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Filter/Fields/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteCommand +title: $:/plugins/linonetwo/commandpalette/Search fields + +[fields[]search<commandpaletteinput>] diff --git a/src/commandpalette/commands/Search tiddlers with tag.tid b/src/commandpalette/commands/filter/Search tiddlers with tag.tid similarity index 100% rename from src/commandpalette/commands/Search tiddlers with tag.tid rename to src/commandpalette/commands/filter/Search tiddlers with tag.tid diff --git a/src/commandpalette/commands/See Drafts.tid b/src/commandpalette/commands/filter/See Drafts.tid similarity index 100% rename from src/commandpalette/commands/See Drafts.tid rename to src/commandpalette/commands/filter/See Drafts.tid diff --git a/src/commandpalette/commands/See Languages.tid b/src/commandpalette/commands/filter/See Languages.tid similarity index 100% rename from src/commandpalette/commands/See Languages.tid rename to src/commandpalette/commands/filter/See Languages.tid diff --git a/src/commandpalette/commands/See Missing Tiddlers.tid b/src/commandpalette/commands/filter/See Missing Tiddlers.tid similarity index 100% rename from src/commandpalette/commands/See Missing Tiddlers.tid rename to src/commandpalette/commands/filter/See Missing Tiddlers.tid diff --git a/src/commandpalette/commands/See Orphans Tiddlers.tid b/src/commandpalette/commands/filter/See Orphans Tiddlers.tid similarity index 100% rename from src/commandpalette/commands/See Orphans Tiddlers.tid rename to src/commandpalette/commands/filter/See Orphans Tiddlers.tid diff --git a/src/commandpalette/commands/See Plugins.tid b/src/commandpalette/commands/filter/See Plugins.tid similarity index 100% rename from src/commandpalette/commands/See Plugins.tid rename to src/commandpalette/commands/filter/See Plugins.tid diff --git a/src/commandpalette/commands/See Shadows Tiddlers.tid b/src/commandpalette/commands/filter/See Shadows Tiddlers.tid similarity index 100% rename from src/commandpalette/commands/See Shadows Tiddlers.tid rename to src/commandpalette/commands/filter/See Shadows Tiddlers.tid diff --git a/src/commandpalette/commands/See Story List.tid b/src/commandpalette/commands/filter/See Story List.tid similarity index 100% rename from src/commandpalette/commands/See Story List.tid rename to src/commandpalette/commands/filter/See Story List.tid diff --git a/src/commandpalette/commands/See Themes.tid b/src/commandpalette/commands/filter/See Themes.tid similarity index 100% rename from src/commandpalette/commands/See Themes.tid rename to src/commandpalette/commands/filter/See Themes.tid diff --git a/src/commandpalette/commands/See all content-types.tid b/src/commandpalette/commands/filter/See all content-types.tid similarity index 92% rename from src/commandpalette/commands/See all content-types.tid rename to src/commandpalette/commands/filter/See all content-types.tid index 890ed4f..a5d64d2 100644 --- a/src/commandpalette/commands/See all content-types.tid +++ b/src/commandpalette/commands/filter/See all content-types.tid @@ -1,4 +1,3 @@ -command-palette-caret: 48 command-palette-name: See all content-type command-palette-type: prompt-basic caption: 查看内容类型 diff --git a/src/commandpalette/commands/See untagged tiddlers.tid b/src/commandpalette/commands/filter/See untagged tiddlers.tid similarity index 100% rename from src/commandpalette/commands/See untagged tiddlers.tid rename to src/commandpalette/commands/filter/See untagged tiddlers.tid diff --git a/src/commandpalette/commands/Show help.tid b/src/commandpalette/commands/filter/Show help.tid similarity index 100% rename from src/commandpalette/commands/Show help.tid rename to src/commandpalette/commands/filter/Show help.tid diff --git a/src/commandpalette/commands/show tiddler commands.tid b/src/commandpalette/commands/filter/show tiddler commands.tid similarity index 100% rename from src/commandpalette/commands/show tiddler commands.tid rename to src/commandpalette/commands/filter/show tiddler commands.tid diff --git a/src/commandpalette/commands/Delete Tiddler.tid b/src/commandpalette/commands/message/Delete Tiddler.tid similarity index 86% rename from src/commandpalette/commands/Delete Tiddler.tid rename to src/commandpalette/commands/message/Delete Tiddler.tid index 920f7f9..8e3773f 100644 --- a/src/commandpalette/commands/Delete Tiddler.tid +++ b/src/commandpalette/commands/message/Delete Tiddler.tid @@ -1,4 +1,3 @@ -command-palette-name: Delete Tiddler command-palette-type: message caption: {{$:/language/Buttons/Delete/Caption}} description: {{$:/language/Buttons/Delete/Hint}} diff --git a/src/commandpalette/commands/Edit Tiddler.tid b/src/commandpalette/commands/message/Edit Tiddler.tid similarity index 86% rename from src/commandpalette/commands/Edit Tiddler.tid rename to src/commandpalette/commands/message/Edit Tiddler.tid index 07211b4..7c73870 100644 --- a/src/commandpalette/commands/Edit Tiddler.tid +++ b/src/commandpalette/commands/message/Edit Tiddler.tid @@ -1,4 +1,3 @@ -command-palette-name: Edit Tiddler command-palette-type: message caption: {{$:/language/Buttons/Edit/Caption}} description: {{$:/language/Buttons/Edit/Hint}} diff --git a/src/commandpalette/commands/Fold All Tiddlers.tid b/src/commandpalette/commands/message/Fold All Tiddlers.tid similarity index 86% rename from src/commandpalette/commands/Fold All Tiddlers.tid rename to src/commandpalette/commands/message/Fold All Tiddlers.tid index 1e810dc..9542a5a 100644 --- a/src/commandpalette/commands/Fold All Tiddlers.tid +++ b/src/commandpalette/commands/message/Fold All Tiddlers.tid @@ -1,4 +1,3 @@ -command-palette-name: Fold All Tiddlers command-palette-type: message caption: {{$:/language/Buttons/FoldAll/Caption}} description: {{$:/language/Buttons/FoldAll/Hint}} diff --git a/src/commandpalette/commands/Home.tid b/src/commandpalette/commands/message/Home.tid similarity index 88% rename from src/commandpalette/commands/Home.tid rename to src/commandpalette/commands/message/Home.tid index 8c67b8e..a00ae5f 100644 --- a/src/commandpalette/commands/Home.tid +++ b/src/commandpalette/commands/message/Home.tid @@ -1,4 +1,3 @@ -command-palette-name: Home command-palette-type: message caption: {{$:/language/Buttons/Home/Caption}} description: {{$:/language/Buttons/Home/Hint}} diff --git a/src/commandpalette/commands/New Tiddler.tid b/src/commandpalette/commands/message/New Tiddler.tid similarity index 87% rename from src/commandpalette/commands/New Tiddler.tid rename to src/commandpalette/commands/message/New Tiddler.tid index 899a254..1ba0b1f 100644 --- a/src/commandpalette/commands/New Tiddler.tid +++ b/src/commandpalette/commands/message/New Tiddler.tid @@ -1,4 +1,3 @@ -command-palette-name: New Tiddler command-palette-type: message caption: {{$:/language/Buttons/NewTiddler/Caption}} description: {{$:/language/Buttons/NewTiddler/Hint}} diff --git a/src/commandpalette/commands/Permalink.tid b/src/commandpalette/commands/message/Permalink.tid similarity index 88% rename from src/commandpalette/commands/Permalink.tid rename to src/commandpalette/commands/message/Permalink.tid index 0834a3a..19b3f44 100644 --- a/src/commandpalette/commands/Permalink.tid +++ b/src/commandpalette/commands/message/Permalink.tid @@ -1,4 +1,3 @@ -command-palette-name: Permalink command-palette-type: message caption: {{$:/language/Buttons/Permalink/Caption}} description: {{$:/language/Buttons/Permalink/Hint}} diff --git a/src/commandpalette/commands/Permaview.tid b/src/commandpalette/commands/message/Permaview.tid similarity index 88% rename from src/commandpalette/commands/Permaview.tid rename to src/commandpalette/commands/message/Permaview.tid index eba443a..4bdec02 100644 --- a/src/commandpalette/commands/Permaview.tid +++ b/src/commandpalette/commands/message/Permaview.tid @@ -1,4 +1,3 @@ -command-palette-name: Permaview command-palette-type: message caption: {{$:/language/Buttons/Permaview/Caption}} description: {{$:/language/Buttons/Permaview/Hint}} diff --git a/src/commandpalette/commands/Print.tid b/src/commandpalette/commands/message/Print.tid similarity index 88% rename from src/commandpalette/commands/Print.tid rename to src/commandpalette/commands/message/Print.tid index 2f67b27..cf8e698 100644 --- a/src/commandpalette/commands/Print.tid +++ b/src/commandpalette/commands/message/Print.tid @@ -1,4 +1,3 @@ -command-palette-name: Print command-palette-type: message caption: {{$:/language/Buttons/Print/Caption}} description: {{$:/language/Buttons/Print/Hint}} diff --git a/src/commandpalette/commands/message/Refresh Server.tid b/src/commandpalette/commands/message/Refresh Server.tid new file mode 100644 index 0000000..2013919 --- /dev/null +++ b/src/commandpalette/commands/message/Refresh Server.tid @@ -0,0 +1,7 @@ +command-palette-type: message +caption: {{$:/language/Buttons/Refresh/Caption}}<<lingo Server $:/plugins/linonetwo/commandpalette/language/>> +description: {{$:/language/Buttons/Refresh/Hint}}<<lingo Server $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteCommand +title: $:/plugins/linonetwo/commandpalette/Refresh Server + +tm-server-refresh diff --git a/src/commandpalette/commands/Save Tiddler.tid b/src/commandpalette/commands/message/Save Tiddler.tid similarity index 100% rename from src/commandpalette/commands/Save Tiddler.tid rename to src/commandpalette/commands/message/Save Tiddler.tid diff --git a/src/commandpalette/commands/Save Wiki.tid b/src/commandpalette/commands/message/Save Wiki.tid similarity index 87% rename from src/commandpalette/commands/Save Wiki.tid rename to src/commandpalette/commands/message/Save Wiki.tid index c0d3ed4..cf35278 100644 --- a/src/commandpalette/commands/Save Wiki.tid +++ b/src/commandpalette/commands/message/Save Wiki.tid @@ -1,4 +1,3 @@ -command-palette-name: Save Wiki command-palette-type: message caption: {{$:/language/Buttons/SaveWiki/Caption}} description: {{$:/language/Buttons/SaveWiki/Hint}} diff --git a/src/commandpalette/commands/Toggle Fullscreen.tid b/src/commandpalette/commands/message/Toggle Fullscreen.tid similarity index 86% rename from src/commandpalette/commands/Toggle Fullscreen.tid rename to src/commandpalette/commands/message/Toggle Fullscreen.tid index e3106fa..773b8f6 100644 --- a/src/commandpalette/commands/Toggle Fullscreen.tid +++ b/src/commandpalette/commands/message/Toggle Fullscreen.tid @@ -1,4 +1,3 @@ -command-palette-name: Toggle Fullscreen command-palette-type: message caption: {{$:/language/Buttons/FullScreen/Caption}} description: {{$:/language/Buttons/FullScreen/Hint}} diff --git a/src/commandpalette/commands/New Tiddler with title.tid b/src/commandpalette/commands/todo/New Tiddler with title.tid similarity index 100% rename from src/commandpalette/commands/New Tiddler with title.tid rename to src/commandpalette/commands/todo/New Tiddler with title.tid diff --git a/src/commandpalette/language/en-GB/Commands.multids b/src/commandpalette/language/en-GB/Commands.multids new file mode 100644 index 0000000..3db88fa --- /dev/null +++ b/src/commandpalette/language/en-GB/Commands.multids @@ -0,0 +1,8 @@ +title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/ + +ShowControlPanel: Show Control Panel +Server: Server +Filter/Recent/Caption: Recently edited tiddlers +Filter/Recent/Description: searches for titles of 100 recently edited tiddlers +Filter/Fields/Caption: Field names +Filter/Fields/Description: searches for all field names of all tiddlers in the wiki. \ No newline at end of file diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index e5f9487..17ad39c 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -16,6 +16,7 @@ Tagging: User tiddlers with tags Message: Trigger system message Layout: Switch layout Config: Open config +ActionString: Trigger action string CurrentTiddler: Current tiddler CurrentLayout: Current layout NoResult: No result or no uniq result \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Commands.multids b/src/commandpalette/language/zh-Hans/Commands.multids new file mode 100644 index 0000000..bb5b6db --- /dev/null +++ b/src/commandpalette/language/zh-Hans/Commands.multids @@ -0,0 +1,8 @@ +title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/ + +ShowControlPanel: 打开命令菜单 +Server: 服务器 +Filter/Recent/Caption: 最近编辑的条目 +Filter/Recent/Description: 搜索最近编辑过的100个条目标题 +Filter/Fields/Caption: 字段名 +Filter/Fields/Description: 搜索Wiki里所有条目涉及到的所有字段名 \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 2437bd9..1d7e289 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -16,6 +16,7 @@ Tagging: 带标签的用户条目 Message: 触发系统消息 Layout: 切换布局 Config: 打开设置 +ActionString: 触发动作字符串 CurrentTiddler: 当前条目 CurrentLayout: 当前布局 NoResult: 无结果或结果重复 \ No newline at end of file From 1ab3216a29010f1051dbb4ec334214b8161e8f9f Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 13:55:47 +0800 Subject: [PATCH 42/76] fix: container of command input can't be position fix https://github.com/algolia/autocomplete/issues/1199 --- src/commandpalette/styles/DefaultCommandPalette.css.tid | 8 ++++---- 1 file changed, 4 insertions(+), 4 deletions(-) diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index c33ef0e..6515a51 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -3,11 +3,9 @@ title: $:/plugins/linonetwo/commandpalette/styles/DefaultCommandPalette.css tags: $:/tags/Stylesheet \rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html -:root { - --palette-radius: 5px; -} + .tw-commandpalette-default-container { - position: fixed; + position: absolute; background:<<colour page-background>>; z-index: 9999; left: 50%; @@ -19,6 +17,8 @@ tags: $:/tags/Stylesheet border-radius: var(--palette-radius); box-shadow: rgba(0, 0, 0, 0.15) 0px 0px 14px; border: 4px solid transparent; + + --palette-radius: 5px; } @media (max-width: 540px) { .tw-commandpalette-default-container { From 74ca4a31446fe27e3680e1068263584478d62b77 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 20:10:15 +0800 Subject: [PATCH 43/76] fix: mobile style (detached-mode) --- .../styles/DefaultCommandPalette.css.tid | 14 ++++------ src/commandpalette/widgets/widget.ts | 28 ++++++++++++++++--- 2 files changed, 29 insertions(+), 13 deletions(-) diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index 6515a51..b600261 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -5,20 +5,17 @@ tags: $:/tags/Stylesheet \rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html .tw-commandpalette-default-container { + /** + * container of command input can't be position fix + * https://github.com/algolia/autocomplete/issues/1199 + */ position: absolute; background:<<colour page-background>>; z-index: 9999; left: 50%; - top: 10%; transform: translate(-50%, 0%); - width: 70vw; + width: 80%; flex-direction: column; - font-size: 21px; - border-radius: var(--palette-radius); - box-shadow: rgba(0, 0, 0, 0.15) 0px 0px 14px; - border: 4px solid transparent; - - --palette-radius: 5px; } @media (max-width: 540px) { .tw-commandpalette-default-container { @@ -40,7 +37,6 @@ tags: $:/tags/Stylesheet min-width: 200px !important; transition: opacity {{$:/config/AnimationDuration}}ms; backdrop-filter: blur(10px); - background-color: rgba(255,255,255,0.6); overscroll-behavior: contain; overscroll-behavior: none; } diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 37173ce..59c4d1e 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -53,8 +53,8 @@ class CommandPaletteWidget extends Widget { }, }); this.autoCompleteInstance.setContext({ widget: this } satisfies IContext); - this.onCommandPaletteDOMInit(containerElement); - observe(containerElement, this.onVisibilityChange.bind(this)); + this.onCommandPaletteDetachedDOMInit(containerElement); + this.onCommandPaletteInputDOMInit(containerElement); } onVisibilityChange( @@ -92,17 +92,37 @@ class CommandPaletteWidget extends Widget { this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noClose: undefined } satisfies IContext); } + /** + * Handle full screen search mode on mobile + * @url https://www.algolia.com/doc/ui-libraries/autocomplete/core-concepts/detached-mode/ + * @returns + */ + onCommandPaletteDetachedDOMInit(containerElement: HTMLElement) { + const buttonElement = containerElement.querySelector<HTMLButtonElement>('button.aa-DetachedSearchButton'); + if (buttonElement === null) { + return; + } + buttonElement.click(); + buttonElement.style.display = 'none'; + const detachedElement = (this.document as unknown as Document).querySelector<HTMLDivElement>('body.aa-Detached > div.aa-DetachedOverlay'); + if (detachedElement === null) { + return; + } + observe(detachedElement, this.onVisibilityChange.bind(this)); + } + /** Copy from Modal, to use its logic */ srcDocument = this.document; modalCount = 0; /** * Do things after command palette UI is initialized. */ - onCommandPaletteDOMInit(containerElement: HTMLElement) { - const inputElement = containerElement.querySelector('input'); + onCommandPaletteInputDOMInit(containerElement: HTMLElement) { + const inputElement = containerElement.querySelector<HTMLInputElement>('input'); if (inputElement === null) { return; } + observe(containerElement, this.onVisibilityChange.bind(this)); // autoFocus param is not working, focus manually. inputElement.focus(); // no API to listen esc, listen manually From 65e79445cf09d542b5e647b99e323735d4c4b1f5 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 20:39:56 +0800 Subject: [PATCH 44/76] feat: patch core RootTemplate to show on every layout --- .../{tiddlywiki-ui => }/DefaultCommandPalette.tid | 4 ++-- src/commandpalette/patch/RootTemplate.tid | 12 ++++++++++++ 2 files changed, 14 insertions(+), 2 deletions(-) rename src/commandpalette/{tiddlywiki-ui => }/DefaultCommandPalette.tid (81%) create mode 100644 src/commandpalette/patch/RootTemplate.tid diff --git a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.tid b/src/commandpalette/DefaultCommandPalette.tid similarity index 81% rename from src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.tid rename to src/commandpalette/DefaultCommandPalette.tid index 6671ebe..8105dd5 100644 --- a/src/commandpalette/tiddlywiki-ui/DefaultCommandPalette.tid +++ b/src/commandpalette/DefaultCommandPalette.tid @@ -1,5 +1,5 @@ -title: $:/plugins/linonetwo/commandpalette/tiddlywiki-ui/DefaultCommandPalette -tags: $:/tags/AboveStory +title: $:/plugins/linonetwo/commandpalette/DefaultCommandPalette +tags: $:/tags/AboveRoot \procedure on-mask-layer-clicked() <$action-sendmessage $message="close-command-palette" $param="default"/> diff --git a/src/commandpalette/patch/RootTemplate.tid b/src/commandpalette/patch/RootTemplate.tid new file mode 100644 index 0000000..fa93d7b --- /dev/null +++ b/src/commandpalette/patch/RootTemplate.tid @@ -0,0 +1,12 @@ +title: $:/core/ui/RootTemplate +code-body: yes + +<$list filter="[all[shadows+tiddlers]tag[$:/tags/AboveRoot]!has[draft.of]]"> +<$transclude/> +</$list> + +<$transclude tiddler={{{ [{$:/layout}has[text]] ~[[$:/core/ui/PageTemplate]] }}} mode="inline"/> + +<$list filter="[all[shadows+tiddlers]tag[$:/tags/BelowRoot]!has[draft.of]]"> +<$transclude/> +</$list> \ No newline at end of file From ba82779b2e9f39918adcd2cbab541005380a7ec7 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 20:47:14 +0800 Subject: [PATCH 45/76] fix: search and display standard layout --- .../widgets/build-in-sub-plugins/search-layout.ts | 9 +++++---- 1 file changed, 5 insertions(+), 4 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 237c6cd..788d2d3 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -15,7 +15,7 @@ export const plugin = { sourceId: 'layout', getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/Layout]]`) + return $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/Layout]] [[$:/core/ui/PageTemplate]] +[!is[draft]sort[name]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; @@ -36,9 +36,10 @@ export const plugin = { }, templates: { header() { - const currentLayoutTitle = $tw.wiki.getTiddlerText('$:/layout'); - const currentLayoutName = currentLayoutTitle - ? renderTextWithCache($tw.wiki.getTiddlerText(currentLayoutTitle), widget) + const currentLayoutTitle = $tw.wiki.getTiddlerText('$:/layout', ''); + const rawLayoutName = $tw.wiki.getTiddler(currentLayoutTitle)?.fields?.name; + const currentLayoutName = rawLayoutName + ? renderTextWithCache(rawLayoutName, widget) : $tw.wiki.getTiddlerText('$:/language/PageTemplate/Name'); return `${lingo('Layout')} - ${lingo('CurrentLayout')}: ${currentLayoutName}`; }, From 01aad1e86e7d913dc09d9670970b701acc699ac4 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 21:03:21 +0800 Subject: [PATCH 46/76] fix: import lingo when render caption similar to https://github.com/Jermolene/TiddlyWiki5/pull/8097 --- .../widgets/utils/renderTextWithCache.ts | 14 ++++++++++---- 1 file changed, 10 insertions(+), 4 deletions(-) diff --git a/src/commandpalette/widgets/utils/renderTextWithCache.ts b/src/commandpalette/widgets/utils/renderTextWithCache.ts index ccc2144..cd1c901 100644 --- a/src/commandpalette/widgets/utils/renderTextWithCache.ts +++ b/src/commandpalette/widgets/utils/renderTextWithCache.ts @@ -1,11 +1,17 @@ import type { Widget } from 'tiddlywiki'; export function renderTextWithCache(text: unknown, widget: Widget | undefined, variables?: Record<string, string>) { - if (text === undefined || typeof text !== 'string' || widget === undefined) return ''; - return $tw.wiki.getGlobalCache(`wikify-${text}`, () => $tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', text, { parentWidget: widget, variables })); + if (text === undefined || typeof text !== 'string') return ''; + return $tw.wiki.getGlobalCache( + `wikify-${text}`, + () => $tw.wiki.renderText('text/plain', 'text/vnd.tiddlywiki', `\\import [[$:/core/macros/lingo]]\n\n${text}`, { parentWidget: widget, variables }), + ); } export function renderHTMLWithCache(text: unknown, widget: Widget | undefined, variables?: Record<string, string>) { - if (text === undefined || typeof text !== 'string' || widget === undefined) return ''; - return $tw.wiki.getGlobalCache(`wikify-html-${text}`, () => $tw.wiki.renderText('text/html', 'text/vnd.tiddlywiki', text, { parentWidget: widget, variables })); + if (text === undefined || typeof text !== 'string') return ''; + return $tw.wiki.getGlobalCache( + `wikify-html-${text}`, + () => $tw.wiki.renderText('text/html', 'text/vnd.tiddlywiki', `\\import [[$:/core/macros/lingo]]\n\n${text}`, { parentWidget: widget, variables }), + ); } From 5c868365a0c9687f6910d614d9c4653412b2b587 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 21:18:10 +0800 Subject: [PATCH 47/76] refactor: use CommandPaletteTemplate https://github.com/Jermolene/TiddlyWiki5/pull/8199 --- src/commandpalette/DefaultCommandPalette.tid | 2 +- src/commandpalette/patch/RootTemplate.tid | 12 ------------ .../tiddlywiki-ui/CommandPaletteTemplate.tid | 6 ++++++ 3 files changed, 7 insertions(+), 13 deletions(-) delete mode 100644 src/commandpalette/patch/RootTemplate.tid create mode 100644 src/commandpalette/tiddlywiki-ui/CommandPaletteTemplate.tid diff --git a/src/commandpalette/DefaultCommandPalette.tid b/src/commandpalette/DefaultCommandPalette.tid index 8105dd5..185e157 100644 --- a/src/commandpalette/DefaultCommandPalette.tid +++ b/src/commandpalette/DefaultCommandPalette.tid @@ -1,5 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/DefaultCommandPalette -tags: $:/tags/AboveRoot +tags: $:/tags/CommandPalette \procedure on-mask-layer-clicked() <$action-sendmessage $message="close-command-palette" $param="default"/> diff --git a/src/commandpalette/patch/RootTemplate.tid b/src/commandpalette/patch/RootTemplate.tid deleted file mode 100644 index fa93d7b..0000000 --- a/src/commandpalette/patch/RootTemplate.tid +++ /dev/null @@ -1,12 +0,0 @@ -title: $:/core/ui/RootTemplate -code-body: yes - -<$list filter="[all[shadows+tiddlers]tag[$:/tags/AboveRoot]!has[draft.of]]"> -<$transclude/> -</$list> - -<$transclude tiddler={{{ [{$:/layout}has[text]] ~[[$:/core/ui/PageTemplate]] }}} mode="inline"/> - -<$list filter="[all[shadows+tiddlers]tag[$:/tags/BelowRoot]!has[draft.of]]"> -<$transclude/> -</$list> \ No newline at end of file diff --git a/src/commandpalette/tiddlywiki-ui/CommandPaletteTemplate.tid b/src/commandpalette/tiddlywiki-ui/CommandPaletteTemplate.tid new file mode 100644 index 0000000..63d0ab3 --- /dev/null +++ b/src/commandpalette/tiddlywiki-ui/CommandPaletteTemplate.tid @@ -0,0 +1,6 @@ +title: $:/core/ui/CommandPaletteTemplate +tags: $:/tags/PageTemplate + +<$list filter="[all[shadows+tiddlers]tag[$:/tags/CommandPalette]!has[draft.of]]"> +<$transclude/> +</$list> \ No newline at end of file From 449989b71af0b82b1dd5490889ca68d3c806ebd6 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 21:56:01 +0800 Subject: [PATCH 48/76] fix: use js to set top for positon fixed Thanks to https://github.com/algolia/autocomplete/issues/1199 --- .../styles/DefaultCommandPalette.css.tid | 22 ++++++++----- src/commandpalette/widgets/widget.ts | 31 +++++++++++++++++-- 2 files changed, 43 insertions(+), 10 deletions(-) diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index b600261..37db240 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -4,14 +4,23 @@ tags: $:/tags/Stylesheet \rules only filteredtranscludeinline transcludeinline macrodef macrocallinline html -.tw-commandpalette-default-container { +:root { + --position-autocomplete-panel-top: 5em; +} +.aa-Panel { /** - * container of command input can't be position fix + * container of command input can't be position fix, otherwise need a hack * https://github.com/algolia/autocomplete/issues/1199 */ - position: absolute; - background:<<colour page-background>>; + position: fixed !important; + top: calc(var(--position-autocomplete-panel-top) + 1em) !important; z-index: 9999; +} +.tw-commandpalette-default-container { + position: fixed; + background:<<colour page-background>>; + z-index: 9998; + top: 5em; left: 50%; transform: translate(-50%, 0%); width: 80%; @@ -24,7 +33,7 @@ tags: $:/tags/Stylesheet } .tw-default-commandpalette-mask-layer { position: fixed; - z-index: 9998; + z-index: 9997; top: 0; left: 0; right: 0; @@ -41,9 +50,6 @@ tags: $:/tags/Stylesheet overscroll-behavior: none; } -div.aa-Panel { - z-index: 10000; -} div.aa-SourceHeader { border-bottom: 1px solid; padding-bottom: 0.3em; diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 59c4d1e..de63c7f 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -1,9 +1,10 @@ +/* eslint-disable @typescript-eslint/unbound-method */ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import { Modal } from '$:/core/modules/utils/dom/modal.js'; import { widget as Widget } from '$:/core/modules/widgets/widget.js'; import { autocomplete } from '@algolia/autocomplete-js'; import type { AutocompleteNavigator } from '@algolia/autocomplete-shared/dist/esm/core/AutocompleteNavigator'; -import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; +import { IChangedTiddlers, IParseTreeNode, ITiddlerFields, IWidgetInitialiseOptions } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; import { AutocompleteState } from '@algolia/autocomplete-core'; import { observe, unobserve } from '@seznam/visibility-observer'; @@ -17,6 +18,11 @@ class CommandPaletteWidget extends Widget { return false; } + constructor(parseTreeNode: IParseTreeNode, options?: IWidgetInitialiseOptions) { + super(parseTreeNode, options); + this.fixPanelPosition = this.fixPanelPosition.bind(this); + } + autoCompleteInstance: ReturnType<typeof autocomplete<ITiddlerFields>> | undefined; render(parent: Element, nextSibling: Element) { @@ -53,8 +59,8 @@ class CommandPaletteWidget extends Widget { }, }); this.autoCompleteInstance.setContext({ widget: this } satisfies IContext); - this.onCommandPaletteDetachedDOMInit(containerElement); this.onCommandPaletteInputDOMInit(containerElement); + this.onCommandPaletteDetachedDOMInit(containerElement); } onVisibilityChange( @@ -146,6 +152,24 @@ class CommandPaletteWidget extends Widget { this.modalCount++; // call with this Modal.prototype.adjustPageClass.call(this); + /* eslint-disable @typescript-eslint/unbound-method */ + this.fixPanelPosition(); + inputElement.addEventListener('focus', this.fixPanelPosition); + inputElement.addEventListener('blur', this.fixPanelPosition); + window.addEventListener('resize', this.fixPanelPosition); + /* eslint-enable @typescript-eslint/unbound-method */ + } + + /** + * container of command input can't be position fix, otherwise need a hack + * @url https://github.com/algolia/autocomplete/issues/1199 + */ + fixPanelPosition() { + const defaultInputElement = document.querySelector('.tw-commandpalette-default-container'); + if (!defaultInputElement) return; + const rect = defaultInputElement.getBoundingClientRect(); + // Set css variable to be below the search box in case the search box moved when the window was resized + document.documentElement.style.setProperty('--position-autocomplete-panel-top', `${rect.bottom}px`); } handleDarkMode() { @@ -170,6 +194,9 @@ class CommandPaletteWidget extends Widget { this.setCloseState(); this.autoCompleteInstance?.destroy(); this.autoCompleteInstance = undefined; + /* eslint-disable @typescript-eslint/unbound-method */ + window.removeEventListener('resize', this.fixPanelPosition); + /* eslint-enable @typescript-eslint/unbound-method */ } } From 74eeaba274eee98a3103ae94cfbd68250bf059ea Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 21:56:54 +0800 Subject: [PATCH 49/76] Update widget.ts --- src/commandpalette/widgets/widget.ts | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index de63c7f..ab01054 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -163,7 +163,7 @@ class CommandPaletteWidget extends Widget { /** * container of command input can't be position fix, otherwise need a hack * @url https://github.com/algolia/autocomplete/issues/1199 - */ + */ fixPanelPosition() { const defaultInputElement = document.querySelector('.tw-commandpalette-default-container'); if (!defaultInputElement) return; From 0aafdf993c7d39b603d6ec69ea2269df917bf319 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 22:02:46 +0800 Subject: [PATCH 50/76] feat: auto select first item --- src/commandpalette/widgets/widget.ts | 1 + 1 file changed, 1 insertion(+) diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index ab01054..b8820a8 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -47,6 +47,7 @@ class CommandPaletteWidget extends Widget { navigator: { navigate: this.onNavigate.bind(this) satisfies AutocompleteNavigator<ITiddlerFields>['navigate'], }, + defaultActiveItemId: 0, plugins: getSubPlugins(), reshape({ sourcesBySourceId }) { const { From a6951632c5a3ec15318144a12e2491ea4e954e30 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 23:15:36 +0800 Subject: [PATCH 51/76] Update DefaultCommandPalette.css.tid --- src/commandpalette/styles/DefaultCommandPalette.css.tid | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index 37db240..4e260ce 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -13,7 +13,7 @@ tags: $:/tags/Stylesheet * https://github.com/algolia/autocomplete/issues/1199 */ position: fixed !important; - top: calc(var(--position-autocomplete-panel-top) + 1em) !important; + top: calc(var(--position-autocomplete-panel-top) + 0.25em) !important; z-index: 9999; } .tw-commandpalette-default-container { From 767c3dd51810e6c05629890c5d7904ba359364cc Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Mon, 20 May 2024 23:56:23 +0800 Subject: [PATCH 52/76] chore: upgrade deps --- package.json | 16 +- pnpm-lock.yaml | 769 ++++++++++++------------------------------------- 2 files changed, 199 insertions(+), 586 deletions(-) diff --git a/package.json b/package.json index 727f4f3..e800766 100644 --- a/package.json +++ b/package.json @@ -33,10 +33,10 @@ ] }, "devDependencies": { - "@modern-js/eslint-config": "^2.49.3", - "@modern-js/tsconfig": "^2.49.3", - "@types/lodash": "^4.17.1", - "@types/node": "^20.12.11", + "@modern-js/eslint-config": "^2.49.4", + "@modern-js/tsconfig": "^2.49.4", + "@types/lodash": "^4.17.4", + "@types/node": "^20.12.12", "@types/pinyin": "^2.10.2", "@types/react": "^18.3.2", "dprint": "^0.45.1", @@ -44,16 +44,16 @@ "husky": "^9.0.11", "lint-staged": "^15.2.2", "postcss": "^8.4.38", - "rimraf": "^5.0.6", + "rimraf": "^5.0.7", "ts-node": "^10.9.2", - "tw5-typed": "^0.5.10", + "tw5-typed": "^0.5.11", "typescript": "^5.4.5" }, "dependencies": { "@algolia/autocomplete-core": "^1.17.1", - "@algolia/autocomplete-js": "^1.17.0", + "@algolia/autocomplete-js": "^1.17.1", "@algolia/autocomplete-shared": "^1.17.1", - "@algolia/autocomplete-theme-classic": "^1.17.0", + "@algolia/autocomplete-theme-classic": "^1.17.1", "@seznam/visibility-observer": "^1.1.0", "fuse.js": "^7.0.0", "lodash": "^4.17.21", diff --git a/pnpm-lock.yaml b/pnpm-lock.yaml index 51b62e0..9862b4b 100644 --- a/pnpm-lock.yaml +++ b/pnpm-lock.yaml @@ -12,14 +12,14 @@ importers: specifier: ^1.17.1 version: 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) '@algolia/autocomplete-js': - specifier: ^1.17.0 - version: 1.17.0(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) + specifier: ^1.17.1 + version: 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3)(search-insights@2.13.0) '@algolia/autocomplete-shared': specifier: ^1.17.1 version: 1.17.1(@algolia/client-search@4.23.3)(algoliasearch@4.23.3) '@algolia/autocomplete-theme-classic': - specifier: ^1.17.0 - version: 1.17.0 + specifier: ^1.17.1 + version: 1.17.1 '@seznam/visibility-observer': specifier: ^1.1.0 version: 1.1.0 @@ -43,20 +43,20 @@ importers: version: 5.3.3 tiddlywiki-plugin-dev: specifier: ^0.2.0 - version: 0.2.0(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.11)(typescript@5.4.5)) + version: 0.2.0(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.12)(typescript@5.4.5)) devDependencies: '@modern-js/eslint-config': - specifier: ^2.49.3 - version: 2.49.3(typescript@5.4.5) + specifier: ^2.49.4 + version: 2.49.4(typescript@5.4.5) '@modern-js/tsconfig': - specifier: ^2.49.3 - version: 2.49.3 + specifier: ^2.49.4 + version: 2.49.4 '@types/lodash': - specifier: ^4.17.1 - version: 4.17.1 + specifier: ^4.17.4 + version: 4.17.4 '@types/node': - specifier: ^20.12.11 - version: 20.12.11 + specifier: ^20.12.12 + version: 20.12.12 '@types/pinyin': specifier: ^2.10.2 version: 2.10.2 @@ -79,14 +79,14 @@ importers: specifier: ^8.4.38 version: 8.4.38 rimraf: - specifier: ^5.0.6 - version: 5.0.6 + specifier: ^5.0.7 + version: 5.0.7 ts-node: specifier: ^10.9.2 - version: 10.9.2(@types/node@20.12.11)(typescript@5.4.5) + version: 10.9.2(@types/node@20.12.12)(typescript@5.4.5) tw5-typed: - specifier: ^0.5.10 - version: 0.5.10 + specifier: ^0.5.11 + version: 0.5.11 typescript: specifier: ^5.4.5 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'@babel/helper-environment-visitor': 7.22.20 - '@babel/helper-module-imports': 7.22.15 - '@babel/helper-simple-access': 7.22.5 - '@babel/helper-split-export-declaration': 7.22.6 - '@babel/helper-validator-identifier': 7.22.20 - '@babel/helper-module-transforms@7.24.5(@babel/core@7.24.5)': dependencies: '@babel/core': 7.24.5 @@ -4946,10 +4755,6 @@ snapshots: '@babel/helper-member-expression-to-functions': 7.24.5 '@babel/helper-optimise-call-expression': 7.22.5 - '@babel/helper-simple-access@7.22.5': - dependencies: - '@babel/types': 7.23.6 - '@babel/helper-simple-access@7.24.5': dependencies: '@babel/types': 7.24.5 @@ -4958,16 +4763,10 @@ snapshots: dependencies: '@babel/types': 7.24.5 - '@babel/helper-split-export-declaration@7.22.6': - dependencies: - '@babel/types': 7.23.6 - '@babel/helper-split-export-declaration@7.24.5': dependencies: '@babel/types': 7.24.5 - '@babel/helper-string-parser@7.23.4': {} - '@babel/helper-string-parser@7.24.1': {} '@babel/helper-validator-identifier@7.22.20': {} @@ -4979,17 +4778,9 @@ snapshots: '@babel/helper-wrap-function@7.22.20': dependencies: '@babel/helper-function-name': 7.23.0 - '@babel/template': 7.22.15 + '@babel/template': 7.24.0 '@babel/types': 7.24.5 - '@babel/helpers@7.23.7': - dependencies: - '@babel/template': 7.22.15 - '@babel/traverse': 7.23.7 - '@babel/types': 7.23.6 - transitivePeerDependencies: - - supports-color - '@babel/helpers@7.24.5': dependencies: '@babel/template': 7.24.0 @@ -4998,12 +4789,6 @@ snapshots: transitivePeerDependencies: - supports-color - '@babel/highlight@7.23.4': - dependencies: - '@babel/helper-validator-identifier': 7.22.20 - chalk: 2.4.2 - js-tokens: 4.0.0 - '@babel/highlight@7.24.5': dependencies: '@babel/helper-validator-identifier': 7.24.5 @@ -5011,10 +4796,6 @@ snapshots: js-tokens: 4.0.0 picocolors: 1.0.0 - '@babel/parser@7.23.6': - dependencies: - '@babel/types': 7.23.6 - '@babel/parser@7.24.5': dependencies: '@babel/types': 7.24.5 @@ -5326,28 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'@babel/plugin-transform-modules-umd@7.24.1(@babel/core@7.24.5)': dependencies: '@babel/core': 7.24.5 - '@babel/helper-module-transforms': 7.23.3(@babel/core@7.24.5) + '@babel/helper-module-transforms': 7.24.5(@babel/core@7.24.5) '@babel/helper-plugin-utils': 7.24.5 '@babel/plugin-transform-named-capturing-groups-regex@7.22.5(@babel/core@7.24.5)': @@ -5586,7 +5367,7 @@ snapshots: babel-plugin-polyfill-corejs2: 0.4.11(@babel/core@7.24.5) babel-plugin-polyfill-corejs3: 0.10.4(@babel/core@7.24.5) babel-plugin-polyfill-regenerator: 0.6.2(@babel/core@7.24.5) - core-js-compat: 3.35.0 + core-js-compat: 3.37.0 semver: 6.3.1 transitivePeerDependencies: - supports-color @@ -5613,33 +5394,12 @@ snapshots: dependencies: regenerator-runtime: 0.14.1 - '@babel/template@7.22.15': - dependencies: - '@babel/code-frame': 7.23.5 - '@babel/parser': 7.23.6 - '@babel/types': 7.23.6 - '@babel/template@7.24.0': dependencies: '@babel/code-frame': 7.24.2 '@babel/parser': 7.24.5 '@babel/types': 7.24.5 - '@babel/traverse@7.23.7': - dependencies: - '@babel/code-frame': 7.23.5 - '@babel/generator': 7.23.6 - '@babel/helper-environment-visitor': 7.22.20 - '@babel/helper-function-name': 7.23.0 - '@babel/helper-hoist-variables': 7.22.5 - '@babel/helper-split-export-declaration': 7.22.6 - '@babel/parser': 7.23.6 - '@babel/types': 7.23.6 - debug: 4.3.4 - globals: 11.12.0 - transitivePeerDependencies: - - supports-color - '@babel/traverse@7.24.5': dependencies: '@babel/code-frame': 7.24.2 @@ -5655,12 +5415,6 @@ snapshots: transitivePeerDependencies: - supports-color - '@babel/types@7.23.6': - dependencies: - '@babel/helper-string-parser': 7.23.4 - '@babel/helper-validator-identifier': 7.22.20 - to-fast-properties: 2.0.0 - '@babel/types@7.24.5': dependencies: '@babel/helper-string-parser': 7.24.1 @@ -5776,11 +5530,6 @@ snapshots: '@esbuild/win32-x64@0.20.2': optional: true - '@eslint-community/eslint-utils@4.4.0(eslint@8.56.0)': - dependencies: - eslint: 8.56.0 - eslint-visitor-keys: 3.4.3 - '@eslint-community/eslint-utils@4.4.0(eslint@8.57.0)': dependencies: eslint: 8.57.0 @@ -5802,20 +5551,10 @@ snapshots: transitivePeerDependencies: - supports-color - '@eslint/js@8.56.0': {} - '@eslint/js@8.57.0': {} '@gar/promisify@1.1.3': {} - '@humanwhocodes/config-array@0.11.13': - dependencies: - '@humanwhocodes/object-schema': 2.0.1 - debug: 4.3.4 - minimatch: 3.1.2 - transitivePeerDependencies: - - supports-color - '@humanwhocodes/config-array@0.11.14': dependencies: '@humanwhocodes/object-schema': 2.0.3 @@ -5826,8 +5565,6 @@ snapshots: '@humanwhocodes/module-importer@1.0.1': {} - '@humanwhocodes/object-schema@2.0.1': {} - '@humanwhocodes/object-schema@2.0.3': {} '@isaacs/cliui@8.0.2': @@ -5887,25 +5624,25 @@ snapshots: '@kwsites/promise-deferred@1.1.1': {} - '@modern-js-app/eslint-config@2.49.3(typescript@5.4.5)': - dependencies: - '@babel/core': 7.23.7 - '@babel/eslint-parser': 7.23.3(@babel/core@7.23.7)(eslint@8.57.0) - '@babel/eslint-plugin': 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dependencies: + '@babel/core': 7.24.5 + '@babel/eslint-parser': 7.23.3(@babel/core@7.24.5)(eslint@8.57.0) + '@babel/eslint-plugin': 7.23.5(@babel/eslint-parser@7.23.3(@babel/core@7.24.5)(eslint@8.57.0))(eslint@8.57.0) + '@rsbuild/babel-preset': 0.6.15 + '@rsbuild/core': 0.6.15 + '@typescript-eslint/eslint-plugin': 5.62.0(@typescript-eslint/parser@5.62.0(eslint@8.57.0)(typescript@5.4.5))(eslint@8.57.0)(typescript@5.4.5) + '@typescript-eslint/parser': 5.62.0(eslint@8.57.0)(typescript@5.4.5) + eslint: 8.57.0 + eslint-config-prettier: 8.10.0(eslint@8.57.0) + eslint-plugin-eslint-comments: 3.2.0(eslint@8.57.0) + eslint-plugin-filenames: 1.3.2(eslint@8.57.0) + eslint-plugin-import: 2.29.1(@typescript-eslint/parser@5.62.0(eslint@8.57.0)(typescript@5.4.5))(eslint@8.57.0) + eslint-plugin-node: 11.1.0(eslint@8.57.0) + eslint-plugin-prettier: 4.2.1(eslint-config-prettier@8.10.0(eslint@8.57.0))(eslint@8.57.0)(prettier@2.8.8) + eslint-plugin-promise: 6.1.1(eslint@8.57.0) + eslint-plugin-react: 7.33.2(eslint@8.57.0) + eslint-plugin-react-hooks: 4.6.0(eslint@8.57.0) prettier: 2.8.8 typescript: 5.4.5 transitivePeerDependencies: @@ -5913,16 +5650,16 @@ snapshots: - eslint-import-resolver-webpack - supports-color - '@modern-js/eslint-config@2.49.3(typescript@5.4.5)': + '@modern-js/eslint-config@2.49.4(typescript@5.4.5)': dependencies: - '@modern-js-app/eslint-config': 2.49.3(typescript@5.4.5) + '@modern-js-app/eslint-config': 2.49.4(typescript@5.4.5) transitivePeerDependencies: - eslint-import-resolver-typescript - eslint-import-resolver-webpack - supports-color - typescript - '@modern-js/tsconfig@2.49.3': {} + '@modern-js/tsconfig@2.49.4': {} '@module-federation/runtime-tools@0.1.6': dependencies: @@ -6020,7 +5757,7 @@ snapshots: '@pnpm/network.ca-file': 1.0.2 config-chain: 1.1.13 - '@rsbuild/babel-preset@0.6.11': + '@rsbuild/babel-preset@0.6.15': dependencies: '@babel/core': 7.24.5 '@babel/plugin-proposal-decorators': 7.24.1(@babel/core@7.24.5) @@ -6038,18 +5775,18 @@ snapshots: transitivePeerDependencies: - supports-color - '@rsbuild/core@0.6.11': + '@rsbuild/core@0.6.15': dependencies: - '@rsbuild/shared': 0.6.11(@swc/helpers@0.5.3) - '@rspack/core': 0.6.3(@swc/helpers@0.5.3) + '@rsbuild/shared': 0.6.15(@swc/helpers@0.5.3) + '@rspack/core': 0.6.5(@swc/helpers@0.5.3) '@swc/helpers': 0.5.3 core-js: 3.36.1 - html-webpack-plugin: html-rspack-plugin@5.7.2(@rspack/core@0.6.3(@swc/helpers@0.5.3)) + html-webpack-plugin: html-rspack-plugin@5.7.2(@rspack/core@0.6.5(@swc/helpers@0.5.3)) postcss: 8.4.38 - '@rsbuild/shared@0.6.11(@swc/helpers@0.5.3)': + '@rsbuild/shared@0.6.15(@swc/helpers@0.5.3)': dependencies: - '@rspack/core': 0.6.3(@swc/helpers@0.5.3) + '@rspack/core': 0.6.5(@swc/helpers@0.5.3) caniuse-lite: 1.0.30001617 postcss: 8.4.38 optionalDependencies: @@ -6057,60 +5794,53 @@ snapshots: transitivePeerDependencies: - '@swc/helpers' - '@rspack/binding-darwin-arm64@0.6.3': + '@rspack/binding-darwin-arm64@0.6.5': optional: true - '@rspack/binding-darwin-x64@0.6.3': + '@rspack/binding-darwin-x64@0.6.5': optional: true - '@rspack/binding-linux-arm64-gnu@0.6.3': + '@rspack/binding-linux-arm64-gnu@0.6.5': optional: true - '@rspack/binding-linux-arm64-musl@0.6.3': + '@rspack/binding-linux-arm64-musl@0.6.5': optional: true - '@rspack/binding-linux-x64-gnu@0.6.3': + '@rspack/binding-linux-x64-gnu@0.6.5': optional: true - '@rspack/binding-linux-x64-musl@0.6.3': + '@rspack/binding-linux-x64-musl@0.6.5': optional: true - '@rspack/binding-win32-arm64-msvc@0.6.3': + '@rspack/binding-win32-arm64-msvc@0.6.5': optional: true - '@rspack/binding-win32-ia32-msvc@0.6.3': + '@rspack/binding-win32-ia32-msvc@0.6.5': optional: true - '@rspack/binding-win32-x64-msvc@0.6.3': + '@rspack/binding-win32-x64-msvc@0.6.5': optional: true - '@rspack/binding@0.6.3': + '@rspack/binding@0.6.5': optionalDependencies: - '@rspack/binding-darwin-arm64': 0.6.3 - '@rspack/binding-darwin-x64': 0.6.3 - '@rspack/binding-linux-arm64-gnu': 0.6.3 - '@rspack/binding-linux-arm64-musl': 0.6.3 - '@rspack/binding-linux-x64-gnu': 0.6.3 - '@rspack/binding-linux-x64-musl': 0.6.3 - '@rspack/binding-win32-arm64-msvc': 0.6.3 - '@rspack/binding-win32-ia32-msvc': 0.6.3 - '@rspack/binding-win32-x64-msvc': 0.6.3 - - '@rspack/core@0.6.3(@swc/helpers@0.5.3)': + '@rspack/binding-darwin-arm64': 0.6.5 + '@rspack/binding-darwin-x64': 0.6.5 + '@rspack/binding-linux-arm64-gnu': 0.6.5 + '@rspack/binding-linux-arm64-musl': 0.6.5 + '@rspack/binding-linux-x64-gnu': 0.6.5 + '@rspack/binding-linux-x64-musl': 0.6.5 + '@rspack/binding-win32-arm64-msvc': 0.6.5 + '@rspack/binding-win32-ia32-msvc': 0.6.5 + '@rspack/binding-win32-x64-msvc': 0.6.5 + + '@rspack/core@0.6.5(@swc/helpers@0.5.3)': dependencies: '@module-federation/runtime-tools': 0.1.6 - '@rspack/binding': 0.6.3 - browserslist: 4.22.2 + '@rspack/binding': 0.6.5 + caniuse-lite: 1.0.30001617 enhanced-resolve: 5.12.0 - events: 3.3.0 - graceful-fs: 4.2.10 - json-parse-even-better-errors: 3.0.1 - neo-async: 2.6.2 tapable: 2.2.1 - watchpack: 2.4.0 webpack-sources: 3.2.3 - zod: 3.22.4 - zod-validation-error: 1.3.1(zod@3.22.4) optionalDependencies: '@swc/helpers': 0.5.3 @@ -6169,7 +5899,7 @@ snapshots: '@types/babel__core@7.20.5': dependencies: - '@babel/parser': 7.23.6 + '@babel/parser': 7.24.5 '@babel/types': 7.24.5 '@types/babel__generator': 7.6.8 '@types/babel__template': 7.4.4 @@ -6181,7 +5911,7 @@ snapshots: '@types/babel__template@7.4.4': dependencies: - '@babel/parser': 7.23.6 + '@babel/parser': 7.24.5 '@babel/types': 7.24.5 '@types/babel__traverse@7.20.5': @@ -6206,9 +5936,9 @@ snapshots: '@types/less@3.0.6': {} - '@types/lodash@4.17.1': {} + '@types/lodash@4.17.4': {} - '@types/node@20.12.11': + '@types/node@20.12.12': dependencies: undici-types: 5.26.5 @@ -6235,7 +5965,7 @@ snapshots: '@types/stylus@0.48.42': dependencies: - '@types/node': 20.12.11 + '@types/node': 20.12.12 '@types/tern@0.23.9': dependencies: @@ -6243,15 +5973,15 @@ snapshots: '@types/zrender@4.0.6': {} - '@typescript-eslint/eslint-plugin@5.62.0(@typescript-eslint/parser@5.62.0(eslint@8.56.0)(typescript@5.4.5))(eslint@8.56.0)(typescript@5.4.5)': + '@typescript-eslint/eslint-plugin@5.62.0(@typescript-eslint/parser@5.62.0(eslint@8.57.0)(typescript@5.4.5))(eslint@8.57.0)(typescript@5.4.5)': dependencies: '@eslint-community/regexpp': 4.10.0 - '@typescript-eslint/parser': 5.62.0(eslint@8.56.0)(typescript@5.4.5) + '@typescript-eslint/parser': 5.62.0(eslint@8.57.0)(typescript@5.4.5) '@typescript-eslint/scope-manager': 5.62.0 - '@typescript-eslint/type-utils': 5.62.0(eslint@8.56.0)(typescript@5.4.5) - '@typescript-eslint/utils': 5.62.0(eslint@8.56.0)(typescript@5.4.5) + '@typescript-eslint/type-utils': 5.62.0(eslint@8.57.0)(typescript@5.4.5) + '@typescript-eslint/utils': 5.62.0(eslint@8.57.0)(typescript@5.4.5) debug: 4.3.4 - eslint: 8.56.0 + eslint: 8.57.0 graphemer: 1.4.0 ignore: 5.3.0 natural-compare-lite: 1.4.0 @@ -6290,13 +6020,13 @@ snapshots: - supports-color - typescript - '@typescript-eslint/parser@5.62.0(eslint@8.56.0)(typescript@5.4.5)': + '@typescript-eslint/parser@5.62.0(eslint@8.57.0)(typescript@5.4.5)': dependencies: '@typescript-eslint/scope-manager': 5.62.0 '@typescript-eslint/types': 5.62.0 '@typescript-eslint/typescript-estree': 5.62.0(typescript@5.4.5) debug: 4.3.4 - eslint: 8.56.0 + eslint: 8.57.0 optionalDependencies: typescript: 5.4.5 transitivePeerDependencies: @@ -6343,12 +6073,12 @@ snapshots: '@typescript-eslint/types': 7.1.0 '@typescript-eslint/visitor-keys': 7.1.0 - '@typescript-eslint/type-utils@5.62.0(eslint@8.56.0)(typescript@5.4.5)': + '@typescript-eslint/type-utils@5.62.0(eslint@8.57.0)(typescript@5.4.5)': dependencies: '@typescript-eslint/typescript-estree': 5.62.0(typescript@5.4.5) - '@typescript-eslint/utils': 5.62.0(eslint@8.56.0)(typescript@5.4.5) + '@typescript-eslint/utils': 5.62.0(eslint@8.57.0)(typescript@5.4.5) debug: 4.3.4 - eslint: 8.56.0 + eslint: 8.57.0 tsutils: 3.21.0(typescript@5.4.5) optionalDependencies: typescript: 5.4.5 @@ -6417,21 +6147,6 @@ snapshots: transitivePeerDependencies: - supports-color - '@typescript-eslint/utils@5.62.0(eslint@8.56.0)(typescript@5.4.5)': - dependencies: - '@eslint-community/eslint-utils': 4.4.0(eslint@8.56.0) - '@types/json-schema': 7.0.15 - '@types/semver': 7.5.6 - '@typescript-eslint/scope-manager': 5.62.0 - '@typescript-eslint/types': 5.62.0 - '@typescript-eslint/typescript-estree': 5.62.0(typescript@5.4.5) - eslint: 8.56.0 - eslint-scope: 5.1.1 - semver: 7.5.4 - transitivePeerDependencies: - - supports-color - - typescript - '@typescript-eslint/utils@5.62.0(eslint@8.57.0)(typescript@5.4.5)': dependencies: '@eslint-community/eslint-utils': 4.4.0(eslint@8.57.0) @@ -6657,7 +6372,7 @@ snapshots: babel-plugin-polyfill-corejs2@0.4.11(@babel/core@7.24.5): dependencies: - '@babel/compat-data': 7.23.5 + '@babel/compat-data': 7.24.4 '@babel/core': 7.24.5 '@babel/helper-define-polyfill-provider': 0.6.2(@babel/core@7.24.5) semver: 6.3.1 @@ -7250,9 +6965,9 @@ snapshots: dependencies: eslint: 8.57.0 - eslint-config-prettier@8.10.0(eslint@8.56.0): + eslint-config-prettier@8.10.0(eslint@8.57.0): dependencies: - eslint: 8.56.0 + eslint: 8.57.0 eslint-config-standard-with-typescript@43.0.1(@typescript-eslint/eslint-plugin@7.1.0(@typescript-eslint/parser@7.1.0(eslint@8.57.0)(typescript@5.4.5))(eslint@8.57.0)(typescript@5.4.5))(eslint-plugin-i@2.29.1(@typescript-eslint/parser@7.1.0(eslint@8.57.0)(typescript@5.4.5))(eslint-import-resolver-typescript@3.6.1)(eslint@8.57.0))(eslint-plugin-n@16.6.2(eslint@8.57.0))(eslint-plugin-promise@6.1.1(eslint@8.57.0))(eslint@8.57.0)(typescript@5.4.5): dependencies: @@ -7333,12 +7048,12 @@ snapshots: - eslint-import-resolver-webpack - supports-color - eslint-module-utils@2.8.0(@typescript-eslint/parser@5.62.0(eslint@8.56.0)(typescript@5.4.5))(eslint-import-resolver-node@0.3.9)(eslint@8.56.0): + eslint-module-utils@2.8.0(@typescript-eslint/parser@5.62.0(eslint@8.57.0)(typescript@5.4.5))(eslint-import-resolver-node@0.3.9)(eslint@8.57.0): dependencies: debug: 3.2.7 optionalDependencies: - '@typescript-eslint/parser': 5.62.0(eslint@8.56.0)(typescript@5.4.5) - eslint: 8.56.0 + '@typescript-eslint/parser': 5.62.0(eslint@8.57.0)(typescript@5.4.5) + eslint: 8.57.0 eslint-import-resolver-node: 0.3.9 transitivePeerDependencies: - supports-color @@ -7382,27 +7097,21 @@ snapshots: eslint: 8.57.0 eslint-compat-utils: 0.1.2(eslint@8.57.0) - eslint-plugin-es@3.0.1(eslint@8.56.0): - dependencies: - eslint: 8.56.0 - eslint-utils: 2.1.0 - regexpp: 3.2.0 - eslint-plugin-es@3.0.1(eslint@8.57.0): dependencies: eslint: 8.57.0 eslint-utils: 2.1.0 regexpp: 3.2.0 - eslint-plugin-eslint-comments@3.2.0(eslint@8.56.0): + eslint-plugin-eslint-comments@3.2.0(eslint@8.57.0): dependencies: escape-string-regexp: 1.0.5 - eslint: 8.56.0 + eslint: 8.57.0 ignore: 5.3.0 - eslint-plugin-filenames@1.3.2(eslint@8.56.0): + eslint-plugin-filenames@1.3.2(eslint@8.57.0): dependencies: - eslint: 8.56.0 + eslint: 8.57.0 lodash.camelcase: 4.3.0 lodash.kebabcase: 4.1.1 lodash.snakecase: 4.1.1 @@ -7429,7 +7138,7 @@ snapshots: - eslint-import-resolver-webpack - supports-color - eslint-plugin-import@2.29.1(@typescript-eslint/parser@5.62.0(eslint@8.56.0)(typescript@5.4.5))(eslint@8.56.0): + eslint-plugin-import@2.29.1(@typescript-eslint/parser@5.62.0(eslint@8.57.0)(typescript@5.4.5))(eslint@8.57.0): dependencies: array-includes: 3.1.7 array.prototype.findlastindex: 1.2.3 @@ -7437,9 +7146,9 @@ snapshots: array.prototype.flatmap: 1.3.2 debug: 3.2.7 doctrine: 2.1.0 - eslint: 8.56.0 + eslint: 8.57.0 eslint-import-resolver-node: 0.3.9 - eslint-module-utils: 2.8.0(@typescript-eslint/parser@5.62.0(eslint@8.56.0)(typescript@5.4.5))(eslint-import-resolver-node@0.3.9)(eslint@8.56.0) + eslint-module-utils: 2.8.0(@typescript-eslint/parser@5.62.0(eslint@8.57.0)(typescript@5.4.5))(eslint-import-resolver-node@0.3.9)(eslint@8.57.0) hasown: 2.0.0 is-core-module: 2.13.1 is-glob: 4.0.3 @@ -7450,7 +7159,7 @@ snapshots: semver: 6.3.1 tsconfig-paths: 3.15.0 optionalDependencies: - '@typescript-eslint/parser': 5.62.0(eslint@8.56.0)(typescript@5.4.5) + '@typescript-eslint/parser': 5.62.0(eslint@8.57.0)(typescript@5.4.5) transitivePeerDependencies: - eslint-import-resolver-typescript - eslint-import-resolver-webpack @@ -7471,16 +7180,6 @@ snapshots: resolve: 1.22.8 semver: 7.5.4 - eslint-plugin-node@11.1.0(eslint@8.56.0): - dependencies: - eslint: 8.56.0 - eslint-plugin-es: 3.0.1(eslint@8.56.0) - eslint-utils: 2.1.0 - ignore: 5.3.0 - minimatch: 3.1.2 - resolve: 1.22.8 - semver: 6.3.1 - eslint-plugin-node@11.1.0(eslint@8.57.0): dependencies: eslint: 8.57.0 @@ -7491,50 +7190,22 @@ snapshots: resolve: 1.22.8 semver: 6.3.1 - eslint-plugin-prettier@4.2.1(eslint-config-prettier@8.10.0(eslint@8.56.0))(eslint@8.56.0)(prettier@2.8.8): + eslint-plugin-prettier@4.2.1(eslint-config-prettier@8.10.0(eslint@8.57.0))(eslint@8.57.0)(prettier@2.8.8): dependencies: - eslint: 8.56.0 + eslint: 8.57.0 prettier: 2.8.8 prettier-linter-helpers: 1.0.0 optionalDependencies: - eslint-config-prettier: 8.10.0(eslint@8.56.0) - - eslint-plugin-promise@6.1.1(eslint@8.56.0): - dependencies: - eslint: 8.56.0 + eslint-config-prettier: 8.10.0(eslint@8.57.0) eslint-plugin-promise@6.1.1(eslint@8.57.0): dependencies: eslint: 8.57.0 - eslint-plugin-react-hooks@4.6.0(eslint@8.56.0): - dependencies: - eslint: 8.56.0 - eslint-plugin-react-hooks@4.6.0(eslint@8.57.0): dependencies: eslint: 8.57.0 - eslint-plugin-react@7.33.2(eslint@8.56.0): - dependencies: - array-includes: 3.1.7 - array.prototype.flatmap: 1.3.2 - array.prototype.tosorted: 1.1.2 - doctrine: 2.1.0 - es-iterator-helpers: 1.0.15 - eslint: 8.56.0 - estraverse: 5.3.0 - jsx-ast-utils: 3.3.5 - minimatch: 3.1.2 - object.entries: 1.1.7 - object.fromentries: 2.0.7 - object.hasown: 1.1.3 - object.values: 1.1.7 - prop-types: 15.8.1 - resolve: 2.0.0-next.5 - semver: 6.3.1 - string.prototype.matchall: 4.0.10 - eslint-plugin-react@7.33.2(eslint@8.57.0): dependencies: array-includes: 3.1.7 @@ -7623,49 +7294,6 @@ snapshots: eslint-visitor-keys@3.4.3: {} - eslint@8.56.0: - dependencies: - '@eslint-community/eslint-utils': 4.4.0(eslint@8.56.0) - '@eslint-community/regexpp': 4.10.0 - '@eslint/eslintrc': 2.1.4 - '@eslint/js': 8.56.0 - '@humanwhocodes/config-array': 0.11.13 - '@humanwhocodes/module-importer': 1.0.1 - '@nodelib/fs.walk': 1.2.8 - '@ungap/structured-clone': 1.2.0 - ajv: 6.12.6 - chalk: 4.1.2 - cross-spawn: 7.0.3 - debug: 4.3.4 - doctrine: 3.0.0 - escape-string-regexp: 4.0.0 - eslint-scope: 7.2.2 - eslint-visitor-keys: 3.4.3 - espree: 9.6.1 - esquery: 1.5.0 - esutils: 2.0.3 - fast-deep-equal: 3.1.3 - file-entry-cache: 6.0.1 - find-up: 5.0.0 - glob-parent: 6.0.2 - globals: 13.24.0 - graphemer: 1.4.0 - ignore: 5.3.0 - imurmurhash: 0.1.4 - is-glob: 4.0.3 - is-path-inside: 3.0.3 - js-yaml: 4.1.0 - json-stable-stringify-without-jsonify: 1.0.1 - levn: 0.4.1 - lodash.merge: 4.6.2 - minimatch: 3.1.2 - natural-compare: 1.4.0 - optionator: 0.9.3 - strip-ansi: 6.0.1 - text-table: 0.2.0 - transitivePeerDependencies: - - supports-color - eslint@8.57.0: dependencies: '@eslint-community/eslint-utils': 4.4.0(eslint@8.57.0) @@ -7731,8 +7359,6 @@ snapshots: eventemitter3@5.0.1: {} - events@3.3.0: {} - execa@8.0.1: dependencies: cross-spawn: 7.0.3 @@ -7901,8 +7527,6 @@ snapshots: dependencies: is-glob: 4.0.3 - glob-to-regexp@0.4.1: {} - glob@10.3.10: dependencies: foreground-child: 3.1.1 @@ -8023,9 +7647,9 @@ snapshots: relateurl: 0.2.7 terser: 5.26.0 - html-rspack-plugin@5.7.2(@rspack/core@0.6.3(@swc/helpers@0.5.3)): + html-rspack-plugin@5.7.2(@rspack/core@0.6.5(@swc/helpers@0.5.3)): optionalDependencies: - '@rspack/core': 0.6.3(@swc/helpers@0.5.3) + '@rspack/core': 0.6.5(@swc/helpers@0.5.3) htmlparser2@9.1.0: dependencies: @@ -8633,8 +8257,6 @@ snapshots: negotiator@0.6.3: {} - neo-async@2.6.2: {} - no-case@3.0.4: dependencies: lower-case: 2.0.2 @@ -8713,7 +8335,7 @@ snapshots: prompts-ncu: 3.0.0 rc-config-loader: 4.1.3 remote-git-tags: 3.0.0 - rimraf: 5.0.6 + rimraf: 5.0.7 semver: 7.5.4 semver-utils: 1.1.4 source-map-support: 0.5.21 @@ -8983,13 +8605,13 @@ snapshots: camelcase-css: 2.0.1 postcss: 8.4.38 - postcss-load-config@4.0.2(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.11)(typescript@5.4.5)): + postcss-load-config@4.0.2(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.12)(typescript@5.4.5)): dependencies: lilconfig: 3.0.0 yaml: 2.3.4 optionalDependencies: postcss: 8.4.38 - ts-node: 10.9.2(@types/node@20.12.11)(typescript@5.4.5) + ts-node: 10.9.2(@types/node@20.12.12)(typescript@5.4.5) postcss-modules-extract-imports@3.0.0(postcss@8.4.38): dependencies: @@ -9254,7 +8876,7 @@ snapshots: dependencies: glob: 7.2.3 - rimraf@5.0.6: + rimraf@5.0.7: dependencies: glob: 10.3.10 @@ -9552,7 +9174,7 @@ snapshots: supports-preserve-symlinks-flag@1.0.0: {} - tailwindcss@3.4.1(ts-node@10.9.2(@types/node@20.12.11)(typescript@5.4.5)): + tailwindcss@3.4.1(ts-node@10.9.2(@types/node@20.12.12)(typescript@5.4.5)): dependencies: '@alloc/quick-lru': 5.2.0 arg: 5.0.2 @@ -9571,7 +9193,7 @@ snapshots: postcss: 8.4.38 postcss-import: 15.1.0(postcss@8.4.38) postcss-js: 4.0.1(postcss@8.4.38) - postcss-load-config: 4.0.2(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.11)(typescript@5.4.5)) + postcss-load-config: 4.0.2(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.12)(typescript@5.4.5)) postcss-nested: 6.0.1(postcss@8.4.38) postcss-selector-parser: 6.0.15 resolve: 1.22.8 @@ -9609,7 +9231,7 @@ snapshots: through@2.3.8: {} - tiddlywiki-plugin-dev@0.2.0(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.11)(typescript@5.4.5)): + tiddlywiki-plugin-dev@0.2.0(postcss@8.4.38)(ts-node@10.9.2(@types/node@20.12.12)(typescript@5.4.5)): dependencies: autoprefixer: 10.4.16(postcss@8.4.38) browserslist: 4.22.2 @@ -9631,7 +9253,7 @@ snapshots: sha256: 0.2.0 simple-git: 3.22.0 stylus: 0.59.0 - tailwindcss: 3.4.1(ts-node@10.9.2(@types/node@20.12.11)(typescript@5.4.5)) + tailwindcss: 3.4.1(ts-node@10.9.2(@types/node@20.12.12)(typescript@5.4.5)) tiddlywiki: 5.3.3 uglify-js: 3.17.4 ws: 8.16.0 @@ -9660,14 +9282,14 @@ snapshots: ts-interface-checker@0.1.13: {} - ts-node@10.9.2(@types/node@20.12.11)(typescript@5.4.5): + ts-node@10.9.2(@types/node@20.12.12)(typescript@5.4.5): dependencies: '@cspotcode/source-map-support': 0.8.1 '@tsconfig/node10': 1.0.9 '@tsconfig/node12': 1.0.11 '@tsconfig/node14': 1.0.3 '@tsconfig/node16': 1.0.4 - '@types/node': 20.12.11 + '@types/node': 20.12.12 acorn: 8.11.3 acorn-walk: 8.3.1 arg: 4.1.3 @@ -9702,11 +9324,11 @@ snapshots: transitivePeerDependencies: - supports-color - tw5-typed@0.5.10: + tw5-typed@0.5.11: dependencies: '@types/codemirror': 5.60.15 '@types/echarts': 4.9.22 - '@types/node': 20.12.11 + '@types/node': 20.12.12 type-check@0.4.0: dependencies: @@ -9849,11 +9471,6 @@ snapshots: dependencies: builtins: 5.0.1 - watchpack@2.4.0: - dependencies: - glob-to-regexp: 0.4.1 - graceful-fs: 4.2.11 - wcwidth@1.0.1: dependencies: defaults: 1.0.4 @@ -9963,8 +9580,4 @@ snapshots: yocto-queue@0.1.0: {} - zod-validation-error@1.3.1(zod@3.22.4): - dependencies: - zod: 3.22.4 - zod@3.22.4: {} From 36e2603e27a3accd8af0872fb4d7d68379b43924 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 00:16:02 +0800 Subject: [PATCH 53/76] feat: ctrl+enter to copy item, and paste to prev element --- ...tcutInfo_insert-command-palette-result.tid | 6 ----- ...cutInfo_open-command-palette-selection.tid | 6 ----- ...cuts-mac_insert-command-palette-result.tid | 3 --- ...hortcuts_insert-command-palette-result.tid | 5 ---- ...ortcuts_open-command-palette-selection.tid | 2 -- ..._config_shortcuts_open-command-palette.tid | 1 - .../shortcuts/InsertCommandPaletteResult.tid | 5 ---- .../widgets/utils/getFocused.ts | 4 +-- src/commandpalette/widgets/widget.ts | 25 ++++++++++++++++--- 9 files changed, 24 insertions(+), 33 deletions(-) delete mode 100644 src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid delete mode 100644 src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid delete mode 100644 src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid delete mode 100644 src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid delete mode 100644 src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid delete mode 100644 src/commandpalette/shortcuts/InsertCommandPaletteResult.tid diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid deleted file mode 100644 index 4e60ac5..0000000 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_insert-command-palette-result.tid +++ /dev/null @@ -1,6 +0,0 @@ -created: 20200604175511112 -modified: 20200604175520378 -tags: -title: $:/config/ShortcutInfo/insert-command-palette-result - -Insert the current result in the previously focused element \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid b/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid deleted file mode 100644 index 90dadc6..0000000 --- a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-selection.tid +++ /dev/null @@ -1,6 +0,0 @@ -created: 20200604175511112 -modified: 20200604175520378 -tags: -title: $:/config/ShortcutInfo/open-command-palette-selection - -Open the command palette with current selection \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid b/src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid deleted file mode 100644 index 392aa91..0000000 --- a/src/commandpalette/shortcuts/$__config_shortcuts-mac_insert-command-palette-result.tid +++ /dev/null @@ -1,3 +0,0 @@ -title: $:/config/shortcuts-mac/insert-command-palette-result - -shift-cmd-I \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid b/src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid deleted file mode 100644 index 501d3b4..0000000 --- a/src/commandpalette/shortcuts/$__config_shortcuts_insert-command-palette-result.tid +++ /dev/null @@ -1,5 +0,0 @@ -created: 20200604175539239 -modified: 20200604175658624 -title: $:/config/shortcuts/insert-command-palette-result - -ctrl+shift+I \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid deleted file mode 100644 index b1c6f50..0000000 --- a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-selection.tid +++ /dev/null @@ -1,2 +0,0 @@ -title: $:/config/shortcuts/open-command-palette-selection - diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid index e0c1a8d..509ee91 100644 --- a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid +++ b/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid @@ -1,4 +1,3 @@ -tags: title: $:/config/shortcuts/open-command-palette ctrl-P \ No newline at end of file diff --git a/src/commandpalette/shortcuts/InsertCommandPaletteResult.tid b/src/commandpalette/shortcuts/InsertCommandPaletteResult.tid deleted file mode 100644 index 0399b4f..0000000 --- a/src/commandpalette/shortcuts/InsertCommandPaletteResult.tid +++ /dev/null @@ -1,5 +0,0 @@ -key: ((insert-command-palette-result)) -tags: $:/tags/KeyboardShortcut -title: $:/plugins/linonetwo/commandpalette/InsertCommandPaletteResult - -<$action-sendmessage $message="insert-command-palette-result"/> \ No newline at end of file diff --git a/src/commandpalette/widgets/utils/getFocused.ts b/src/commandpalette/widgets/utils/getFocused.ts index f969961..9f22b0a 100644 --- a/src/commandpalette/widgets/utils/getFocused.ts +++ b/src/commandpalette/widgets/utils/getFocused.ts @@ -14,7 +14,7 @@ export function getCurrentSelection() { } } -export function getActiveElement(element = document.activeElement): Element | null { +export function getActiveElement(element = document.activeElement): HTMLElement | null { // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. const shadowRoot = element.shadowRoot; // @ts-expect-error ts-migrate(2531) FIXME: Object is possibly 'null'. @@ -28,5 +28,5 @@ export function getActiveElement(element = document.activeElement): Element | nu return getActiveElement(contentDocument.activeElement); } - return element; + return element as HTMLElement; } diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index b8820a8..36ab33f 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -9,6 +9,7 @@ import '@algolia/autocomplete-theme-classic'; import { AutocompleteState } from '@algolia/autocomplete-core'; import { observe, unobserve } from '@seznam/visibility-observer'; import { IContext } from './utils/context'; +import { getActiveElement } from './utils/getFocused'; import { getSubPlugins } from './utils/getSubPlugins'; import { uniqSourcesBy } from './utils/uniqSourcesBy'; @@ -23,6 +24,9 @@ class CommandPaletteWidget extends Widget { this.fixPanelPosition = this.fixPanelPosition.bind(this); } + /** We restore focus of element when we are close */ + // eslint-disable-next-line unicorn/no-null + previouslyFocusedElement: HTMLElement | null = null; autoCompleteInstance: ReturnType<typeof autocomplete<ITiddlerFields>> | undefined; render(parent: Element, nextSibling: Element) { @@ -38,6 +42,7 @@ class CommandPaletteWidget extends Widget { this.handleDarkMode(); const removeDuplicates = uniqSourcesBy<ITiddlerFields>(({ item }) => item.title); + this.previouslyFocusedElement = getActiveElement(); this.autoCompleteInstance = autocomplete<ITiddlerFields>({ container: containerElement, placeholder: 'Search for tiddlers', @@ -45,7 +50,8 @@ class CommandPaletteWidget extends Widget { openOnFocus: true, ignoreCompositionEvents: true, navigator: { - navigate: this.onNavigate.bind(this) satisfies AutocompleteNavigator<ITiddlerFields>['navigate'], + navigate: this.onEnter.bind(this) satisfies AutocompleteNavigator<ITiddlerFields>['navigate'], + navigateNewTab: this.onCtrlEnter.bind(this) satisfies AutocompleteNavigator<ITiddlerFields>['navigateNewTab'], }, defaultActiveItemId: 0, plugins: getSubPlugins(), @@ -75,7 +81,7 @@ class CommandPaletteWidget extends Widget { } } - onNavigate({ itemUrl, state }: { + onEnter({ itemUrl, state }: { item: ITiddlerFields; itemUrl: string; state: AutocompleteState<ITiddlerFields>; @@ -99,6 +105,18 @@ class CommandPaletteWidget extends Widget { this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noClose: undefined } satisfies IContext); } + onCtrlEnter({ itemUrl, state }: { + item: ITiddlerFields; + itemUrl: string; + state: AutocompleteState<ITiddlerFields>; + }) { + $tw.utils.copyToClipboard(itemUrl); + if (!state.context.noClose) { + this.setCloseState(); + } + this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noClose: undefined } satisfies IContext); + } + /** * Handle full screen search mode on mobile * @url https://www.algolia.com/doc/ui-libraries/autocomplete/core-concepts/detached-mode/ @@ -136,7 +154,7 @@ class CommandPaletteWidget extends Widget { inputElement.addEventListener('keydown', (event) => { if (event.key === 'Escape') { if (inputElement.value === '') { - this.destroy(); + this.setCloseState(); } else { event.stopPropagation(); event.preventDefault(); @@ -198,6 +216,7 @@ class CommandPaletteWidget extends Widget { /* eslint-disable @typescript-eslint/unbound-method */ window.removeEventListener('resize', this.fixPanelPosition); /* eslint-enable @typescript-eslint/unbound-method */ + this.previouslyFocusedElement?.focus?.(); } } From 6015d5df6ea0b74cd8443a23e4419f94691f7f00 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 00:57:54 +0800 Subject: [PATCH 54/76] feat: check command prefix --- src/commandpalette/commands/help/Command.tid | 6 ++++++ src/commandpalette/commands/help/Help.tid | 6 ++++++ src/commandpalette/commands/help/Tags.tid | 6 ++++++ .../build-in-sub-plugins/command-action-string.ts | 6 ++++-- .../widgets/build-in-sub-plugins/command-message.ts | 6 ++++-- .../widgets/build-in-sub-plugins/search-config.ts | 2 ++ .../widgets/build-in-sub-plugins/search-layout.ts | 2 ++ .../build-in-sub-plugins/search-story-history.ts | 2 ++ .../widgets/build-in-sub-plugins/search-tags.ts | 2 ++ .../search-user-title-pinyin.ts | 2 ++ .../build-in-sub-plugins/search-user-title.ts | 2 ++ src/commandpalette/widgets/utils/checkPrefix.ts | 13 +++++++++++++ 12 files changed, 51 insertions(+), 4 deletions(-) create mode 100644 src/commandpalette/commands/help/Command.tid create mode 100644 src/commandpalette/commands/help/Help.tid create mode 100644 src/commandpalette/commands/help/Tags.tid create mode 100644 src/commandpalette/widgets/utils/checkPrefix.ts diff --git a/src/commandpalette/commands/help/Command.tid b/src/commandpalette/commands/help/Command.tid new file mode 100644 index 0000000..45e4adc --- /dev/null +++ b/src/commandpalette/commands/help/Command.tid @@ -0,0 +1,6 @@ +command-palette-type: help +command-palette-prefix: > 》 +caption: <<lingo Help/Command/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Help/Command/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteHelp +title: $:/plugins/linonetwo/commandpalette/commands/help/Command diff --git a/src/commandpalette/commands/help/Help.tid b/src/commandpalette/commands/help/Help.tid new file mode 100644 index 0000000..f1ff31a --- /dev/null +++ b/src/commandpalette/commands/help/Help.tid @@ -0,0 +1,6 @@ +command-palette-type: help +command-palette-prefix: ? ？ +caption: <<lingo Help/Help/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Help/Help/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteHelp +title: $:/plugins/linonetwo/commandpalette/commands/help/Help diff --git a/src/commandpalette/commands/help/Tags.tid b/src/commandpalette/commands/help/Tags.tid new file mode 100644 index 0000000..740904f --- /dev/null +++ b/src/commandpalette/commands/help/Tags.tid @@ -0,0 +1,6 @@ +command-palette-type: help +command-palette-prefix: # +caption: <<lingo Help/Tags/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Help/Tags/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteHelp +title: $:/plugins/linonetwo/commandpalette/commands/help/Tags diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts index 2636014..35258aa 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts @@ -2,6 +2,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsCommand } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -9,8 +10,9 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; + if (!checkIsCommand(parameters)) return []; const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); - const variables = { currentTiddler: focusedTiddler ?? '', commandpaletteinput: parameters.query }; + const variables = { currentTiddler: focusedTiddler ?? '', commandpaletteinput: parameters.query.slice(1) }; const { widget } = parameters.state.context as IContext; return [ { @@ -23,7 +25,7 @@ export const plugin = { .filter(tiddler => // TODO: add pinyinfuse $tw.wiki.filterTiddlers( - `[search[${query}]]`, + `[search[${query.slice(1)}]]`, undefined, $tw.wiki.makeTiddlerIterator([ tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index fa93c6b..6233ab3 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -1,6 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsCommand } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -8,6 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; + if (!checkIsCommand(parameters)) return []; const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); const variables = { currentTiddler: focusedTiddler ?? '' }; const { widget } = parameters.state.context as IContext; @@ -29,7 +31,7 @@ export const plugin = { .filter(tiddler => // TODO: add pinyinfuse $tw.wiki.filterTiddlers( - `[search[${query}]]`, + `[search[${query.slice(1)}]]`, undefined, $tw.wiki.makeTiddlerIterator([ tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), @@ -47,7 +49,7 @@ export const plugin = { widget?.dispatchEvent?.({ type: item.text.trim(), tiddlerTitle: focusedTiddler, - // TODO: if need param, into param input mode like vscode does. Or Listen on right arrow key in onActive, and open a side panel to input params + // TODO: if need param, into param input mode like vscode does. Or Listen on right arrow key in onActive, and open a side panel to input params. // param }); }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts index 8d6f496..c74365b 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -1,6 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearch } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -8,6 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; + if (!checkIsSearch(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 788d2d3..1161e84 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -1,6 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearch } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { getIconSvg } from '../utils/getIconSvg'; import { lingo } from '../utils/lingo'; @@ -9,6 +10,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; + if (!checkIsSearch(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index 101a5c4..4b7cb7a 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -1,6 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import uniq from 'lodash/uniq'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearch } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -8,6 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { const { widget } = parameters.state.context as IContext; + if (!checkIsSearch(parameters)) return []; return [ { sourceId: 'story-history', diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts index ee15c71..195e068 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -1,11 +1,13 @@ import type { AutocompletePlugin, GetSources } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearch } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; + if (!checkIsSearch(parameters)) return []; const sources: ReturnType<GetSources<ITiddlerFields>> = [ { // suggest tags for user to search diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index 7c8eb4e..0d6dcf1 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -1,10 +1,12 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearch } from '../utils/checkPrefix'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { + if (!checkIsSearch(parameters)) return []; if ( // check `pinyinfuse` operator is installed $tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined || diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index fe32ce0..2575d61 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -1,11 +1,13 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearch } from '../utils/checkPrefix'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; + if (!checkIsSearch(parameters)) return []; return [ { sourceId: 'title', diff --git a/src/commandpalette/widgets/utils/checkPrefix.ts b/src/commandpalette/widgets/utils/checkPrefix.ts new file mode 100644 index 0000000..a29d6d8 --- /dev/null +++ b/src/commandpalette/widgets/utils/checkPrefix.ts @@ -0,0 +1,13 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +import { GetSourcesParams } from '@algolia/autocomplete-core'; +import { ITiddlerFields } from 'tiddlywiki'; + +const commandPrefixes = ($tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Command')?.fields?.['command-palette-prefix'] as string | undefined) + ?.split(' ')?.filter(Boolean); +export function checkIsCommand(parameters: GetSourcesParams<ITiddlerFields>) { + return commandPrefixes?.includes(parameters.query[0]); +} + +export function checkIsSearch(parameters: GetSourcesParams<ITiddlerFields>) { + return !(commandPrefixes?.includes(parameters.query[0])); +} From 88ede20bf6b59ac1dbd6b591c858ea1d816d81e0 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 02:20:12 +0800 Subject: [PATCH 55/76] feat: search via filter --- .../filter/Recent Tiddlers Command.tid | 2 +- .../commands/filter/Search Tags.tid | 5 +- .../commands/filter/Search fields.tid | 2 +- src/commandpalette/commands/help/Filter.tid | 6 + src/commandpalette/commands/help/Tags.tid | 6 - .../language/en-GB/Translations.multids | 3 +- .../language/zh-Hans/Translations.multids | 3 +- .../command-action-string.ts | 4 +- .../build-in-sub-plugins/command-message.ts | 4 +- .../build-in-sub-plugins/search-config.ts | 4 +- .../build-in-sub-plugins/search-filter.ts | 107 ++++++++++++++++++ ...rch-tags.ts.meta => search-filter.ts.meta} | 2 +- .../build-in-sub-plugins/search-layout.ts | 4 +- .../search-story-history.ts | 4 +- .../build-in-sub-plugins/search-tags.ts | 71 ------------ .../search-user-title-pinyin.ts | 4 +- .../build-in-sub-plugins/search-user-title.ts | 4 +- .../widgets/utils/checkPrefix.ts | 16 ++- src/commandpalette/widgets/utils/context.ts | 4 + src/commandpalette/widgets/widget.ts | 11 +- 20 files changed, 163 insertions(+), 103 deletions(-) create mode 100644 src/commandpalette/commands/help/Filter.tid delete mode 100644 src/commandpalette/commands/help/Tags.tid create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts rename src/commandpalette/widgets/build-in-sub-plugins/{search-tags.ts.meta => search-filter.ts.meta} (86%) delete mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts diff --git a/src/commandpalette/commands/filter/Recent Tiddlers Command.tid b/src/commandpalette/commands/filter/Recent Tiddlers Command.tid index c444a8c..24fba95 100644 --- a/src/commandpalette/commands/filter/Recent Tiddlers Command.tid +++ b/src/commandpalette/commands/filter/Recent Tiddlers Command.tid @@ -4,4 +4,4 @@ description: <<lingo Filter/Recent/Description $:/plugins/linonetwo/commandpalet tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Recent Tiddlers Command -[!is[system]!sort[created]limit[100]search<commandpaletteinput>] +[!is[system]!sort[created]limit[100]] diff --git a/src/commandpalette/commands/filter/Search Tags.tid b/src/commandpalette/commands/filter/Search Tags.tid index 2c64858..e6ff16e 100644 --- a/src/commandpalette/commands/filter/Search Tags.tid +++ b/src/commandpalette/commands/filter/Search Tags.tid @@ -1,8 +1,7 @@ -command-palette-name: Search Tags -command-palette-type: prompt +command-palette-type: filter caption: 搜索标签列表 description: 在命令菜单里列出搜索到的标签 tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search Tags -# +[tags[]] \ No newline at end of file diff --git a/src/commandpalette/commands/filter/Search fields.tid b/src/commandpalette/commands/filter/Search fields.tid index f5cda28..c45270e 100644 --- a/src/commandpalette/commands/filter/Search fields.tid +++ b/src/commandpalette/commands/filter/Search fields.tid @@ -4,4 +4,4 @@ description: <<lingo Filter/Fields/Description $:/plugins/linonetwo/commandpalet tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Search fields -[fields[]search<commandpaletteinput>] +[fields[]] diff --git a/src/commandpalette/commands/help/Filter.tid b/src/commandpalette/commands/help/Filter.tid new file mode 100644 index 0000000..f5b3502 --- /dev/null +++ b/src/commandpalette/commands/help/Filter.tid @@ -0,0 +1,6 @@ +command-palette-type: help +command-palette-prefix: [ +caption: <<lingo Help/Filter/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Help/Filter/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteHelp +title: $:/plugins/linonetwo/commandpalette/commands/help/Filter diff --git a/src/commandpalette/commands/help/Tags.tid b/src/commandpalette/commands/help/Tags.tid deleted file mode 100644 index 740904f..0000000 --- a/src/commandpalette/commands/help/Tags.tid +++ /dev/null @@ -1,6 +0,0 @@ -command-palette-type: help -command-palette-prefix: # -caption: <<lingo Help/Tags/Caption $:/plugins/linonetwo/commandpalette/language/>> -description: <<lingo Help/Tags/Description $:/plugins/linonetwo/commandpalette/language/>> -tags: $:/tags/CommandPaletteHelp -title: $:/plugins/linonetwo/commandpalette/commands/help/Tags diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 17ad39c..95d570c 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -11,7 +11,8 @@ Configs/HideDefaultSearchBar/Description: If you only use commandpalette to sear UserTitle: Title of user tiddler UserTitlePinyin: Title Pinyin of user tiddler StoryHistory: Story history -Tags: Tags +Filter: Pick build-in filters +UnderFilter: Further search based on filters Tagging: User tiddlers with tags Message: Trigger system message Layout: Switch layout diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 1d7e289..2e490dd 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -11,7 +11,8 @@ Configs/HideDefaultSearchBar/Description: 如果您只使用命令菜单搜索 UserTitle: 用户条目标题 UserTitlePinyin: 用户条目拼音 StoryHistory: 故事流浏览历史 -Tags: 标签 +Filter: 选择预置筛选器 +UnderFilter: 基于筛选器进一步搜索 Tagging: 带标签的用户条目 Message: 触发系统消息 Layout: 切换布局 diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts index 35258aa..2bdb4d9 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts @@ -2,7 +2,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsCommand } from '../utils/checkPrefix'; +import { checkIsCommand, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -10,7 +10,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsCommand(parameters)) return []; + if (!checkIsCommand(parameters) || checkIsUnderFilter(parameters)) return []; const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); const variables = { currentTiddler: focusedTiddler ?? '', commandpaletteinput: parameters.query.slice(1) }; const { widget } = parameters.state.context as IContext; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 6233ab3..10b9965 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsCommand } from '../utils/checkPrefix'; +import { checkIsCommand, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -9,7 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsCommand(parameters)) return []; + if (!checkIsCommand(parameters) || checkIsUnderFilter(parameters)) return []; const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); const variables = { currentTiddler: focusedTiddler ?? '' }; const { widget } = parameters.state.context as IContext; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts index c74365b..788d767 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch } from '../utils/checkPrefix'; +import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -9,7 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearch(parameters)) return []; + if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts new file mode 100644 index 0000000..672a523 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts @@ -0,0 +1,107 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +import type { AutocompletePlugin, GetSources } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsFilter, checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; +import { renderTextWithCache } from '../utils/renderTextWithCache'; + +export const plugin = { + getSources(parameters) { + const sources: ReturnType<GetSources<ITiddlerFields>> = []; + if (checkIsFilter(parameters)) { + const { widget } = parameters.state.context as IContext; + sources.push({ + sourceId: 'build-in-filter', + getItems({ query }) { + if (query === '') return []; + const buildInFilters = $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[filter]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter((tiddler): tiddler is ITiddlerFields => { + if (tiddler === undefined) return false; + return true; + }) + .filter(tiddler => + // TODO: add pinyinfuse + $tw.wiki.filterTiddlers( + `[search[${query.slice(1)}]]`, + undefined, + $tw.wiki.makeTiddlerIterator([ + tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), + renderTextWithCache(tiddler.caption, widget), + renderTextWithCache(tiddler.description, widget), + tiddler.text.trim().replaceAll('[', '').replaceAll(']', ''), + ]), + ).length > 0 + ); + // allow user input a custom filter to search under it + const userInputFilter = { text: query, title: '', type: '' } satisfies ITiddlerFields; + if (query.length > 1) { + return [...buildInFilters, userInputFilter]; + } + return buildInFilters; + }, + getItemUrl({ item }) { + return item.title; + }, + onSelect({ item }) { + parameters.setContext({ noNavigate: true, noClose: true, filter: item.text.trim(), newQuery: '' } satisfies IContext); + }, + templates: { + header() { + return lingo('Filter'); + }, + item({ item, createElement }) { + if (typeof item.caption === 'string' && item.caption !== '') { + const description = item.description + ? ` (${renderTextWithCache(item.description as string, widget)})` + : ''; + // return `<div style="display:flex;flex-direction:column;"> + // <div>${renderTextWithCache(item.caption, widget)}${description}</div> + // <div><em>${item.text.trim()}</em></div> + // </div>`; + return createElement('div', { + style: 'display:flex;flex-direction:column;', + }, [ + createElement('div', { style: 'margin-bottom:0.25em;' }, `${renderTextWithCache(item.caption, widget)}${description}`), + createElement('div', {}, [ + createElement('small', {}, item.text.trim()), + ]), + ]); + } + return item.title; + }, + }, + }); + } + // When filter in context is set by previous step, and no prefix, we search under result of that filter + if (checkIsSearch(parameters) && checkIsUnderFilter(parameters)) { + sources.push({ + sourceId: 'filter', + getItems({ query, state }) { + return $tw.wiki.filterTiddlers(`${(state.context as IContext).filter} +[search[${query}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + header() { + return `${lingo('UnderFilter')} - ${(parameters.state.context as IContext).filter}`; + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + noResults() { + return lingo('NoResult'); + }, + }, + }); + } + return sources; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts.meta similarity index 86% rename from src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta rename to src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts.meta index 591c4f5..3f07d7b 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts.meta @@ -1,4 +1,4 @@ -title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-tags.js +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-filter.js tags: $:/tags/CommandPalettePlugin type: application/javascript module-type: library diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 1161e84..372ce79 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch } from '../utils/checkPrefix'; +import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { getIconSvg } from '../utils/getIconSvg'; import { lingo } from '../utils/lingo'; @@ -10,7 +10,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearch(parameters)) return []; + if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index 4b7cb7a..498251b 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -1,7 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import uniq from 'lodash/uniq'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch } from '../utils/checkPrefix'; +import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -9,7 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { const { widget } = parameters.state.context as IContext; - if (!checkIsSearch(parameters)) return []; + if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; return [ { sourceId: 'story-history', diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts deleted file mode 100644 index 195e068..0000000 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ /dev/null @@ -1,71 +0,0 @@ -import type { AutocompletePlugin, GetSources } from '@algolia/autocomplete-js'; -import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch } from '../utils/checkPrefix'; -import { IContext } from '../utils/context'; -import { lingo } from '../utils/lingo'; - -export const plugin = { - getSources(parameters) { - if (parameters.query.length === 0) return []; - if (!checkIsSearch(parameters)) return []; - const sources: ReturnType<GetSources<ITiddlerFields>> = [ - { - // suggest tags for user to search - sourceId: 'tag-autocomplete', - getItems({ query }) { - if (query === '') return []; - // similar to $:/core/Filters/AllTags - return $tw.wiki.filterTiddlers(`[tags[]search[${query}]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; - }, - getItemUrl({ item }) { - return item.title; - }, - onSelect({ item }) { - parameters.setContext({ newQuery: `#${item.title}`, noClose: true } satisfies IContext); - }, - templates: { - header() { - return lingo('Tags'); - }, - item({ item }) { - if (typeof item.caption === 'string' && item.caption !== '') { - return `${item.caption} (${item.title})`; - } - return item.title; - }, - }, - }, - ]; - // only search tiddler tagged with this tag when query prefix with `#` - // may have multiple tags like `#tag 1#tag2`, tag can have space - if (parameters.query.startsWith('#')) { - sources.push({ - sourceId: 'tag', - getItems({ query }) { - const tags = query.split('#').filter(Boolean); - if (tags.length === 0) return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]${tags.map(tag => `tag[${tag}]`).join('')}]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; - }, - getItemUrl({ item }) { - return item.title; - }, - templates: { - header() { - return lingo('Tagging'); - }, - item({ item }) { - if (typeof item.caption === 'string' && item.caption !== '') { - return `${item.caption} (${item.title})`; - } - return item.title; - }, - }, - }); - } - return sources; - }, -} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index 0d6dcf1..0ecfb0a 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -1,12 +1,12 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch } from '../utils/checkPrefix'; +import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { - if (!checkIsSearch(parameters)) return []; + if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; if ( // check `pinyinfuse` operator is installed $tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined || diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index 2575d61..44ccfe1 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -1,13 +1,13 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch } from '../utils/checkPrefix'; +import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearch(parameters)) return []; + if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; return [ { sourceId: 'title', diff --git a/src/commandpalette/widgets/utils/checkPrefix.ts b/src/commandpalette/widgets/utils/checkPrefix.ts index a29d6d8..fe7d903 100644 --- a/src/commandpalette/widgets/utils/checkPrefix.ts +++ b/src/commandpalette/widgets/utils/checkPrefix.ts @@ -1,13 +1,27 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import { GetSourcesParams } from '@algolia/autocomplete-core'; import { ITiddlerFields } from 'tiddlywiki'; +import { IContext } from './context'; const commandPrefixes = ($tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Command')?.fields?.['command-palette-prefix'] as string | undefined) ?.split(' ')?.filter(Boolean); +const filterPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Filter')?.fields?.['command-palette-prefix'] as string | undefined; export function checkIsCommand(parameters: GetSourcesParams<ITiddlerFields>) { return commandPrefixes?.includes(parameters.query[0]); } export function checkIsSearch(parameters: GetSourcesParams<ITiddlerFields>) { - return !(commandPrefixes?.includes(parameters.query[0])); + const firstChar = parameters.query[0]; + return !(commandPrefixes?.includes(firstChar)) && !(firstChar === filterPrefix); +} + +export function checkIsFilter(parameters: GetSourcesParams<ITiddlerFields>) { + return parameters.query[0] === filterPrefix; +} + +/** + * If context.filter, then we are search under results of a filter. + */ +export function checkIsUnderFilter(parameters: GetSourcesParams<ITiddlerFields>) { + return Boolean((parameters.state.context as IContext).filter); } diff --git a/src/commandpalette/widgets/utils/context.ts b/src/commandpalette/widgets/utils/context.ts index c5b3f9c..fd13278 100644 --- a/src/commandpalette/widgets/utils/context.ts +++ b/src/commandpalette/widgets/utils/context.ts @@ -1,6 +1,10 @@ import type { Widget } from 'tiddlywiki'; export interface IContext { + /** + * Search under results of this filter. + */ + filter?: string; /** * Ask navigator to set query instead of navigate to a tiddler */ diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 36ab33f..77b03ed 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -86,7 +86,7 @@ class CommandPaletteWidget extends Widget { itemUrl: string; state: AutocompleteState<ITiddlerFields>; }): void { - if (state.context.newQuery) { + if (state.context.newQuery !== undefined) { this.autoCompleteInstance?.setQuery?.((state.context as IContext).newQuery!); this.autoCompleteInstance?.setContext({ newQuery: undefined } satisfies IContext); void this.autoCompleteInstance?.refresh?.(); @@ -102,7 +102,7 @@ class CommandPaletteWidget extends Widget { if (!state.context.noClose) { this.setCloseState(); } - this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noClose: undefined } satisfies IContext); + this.clearContext(); } onCtrlEnter({ itemUrl, state }: { @@ -114,7 +114,12 @@ class CommandPaletteWidget extends Widget { if (!state.context.noClose) { this.setCloseState(); } - this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noClose: undefined } satisfies IContext); + this.clearContext(); + } + + clearContext() { + // don't clear filter, otherwise can't get it in next step (under-filter) + this.autoCompleteInstance?.setContext({ noNavigate: undefined, newQuery: undefined, noClose: undefined /* , filter: undefined */ } satisfies IContext); } /** From 59bb6a9fb9b5466b1e884e49ab52553f21ba01d9 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 02:36:16 +0800 Subject: [PATCH 56/76] feat: search tag and create filter --- src/commandpalette/commands/help/Tags.tid | 6 +++ .../language/en-GB/Translations.multids | 1 + .../language/zh-Hans/Translations.multids | 1 + .../build-in-sub-plugins/search-tags.ts | 45 +++++++++++++++++++ .../build-in-sub-plugins/search-tags.ts.meta | 5 +++ .../widgets/utils/checkPrefix.ts | 7 ++- 6 files changed, 64 insertions(+), 1 deletion(-) create mode 100644 src/commandpalette/commands/help/Tags.tid create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta diff --git a/src/commandpalette/commands/help/Tags.tid b/src/commandpalette/commands/help/Tags.tid new file mode 100644 index 0000000..86d642d --- /dev/null +++ b/src/commandpalette/commands/help/Tags.tid @@ -0,0 +1,6 @@ +command-palette-type: help +command-palette-prefix: # +caption: <<lingo Help/Tags/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Help/Tags/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteHelp +title: $:/plugins/linonetwo/commandpalette/commands/help/Tags \ No newline at end of file diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 95d570c..af49431 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -17,6 +17,7 @@ Tagging: User tiddlers with tags Message: Trigger system message Layout: Switch layout Config: Open config +Tags: Tags ActionString: Trigger action string CurrentTiddler: Current tiddler CurrentLayout: Current layout diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 2e490dd..ad20e02 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -17,6 +17,7 @@ Tagging: 带标签的用户条目 Message: 触发系统消息 Layout: 切换布局 Config: 打开设置 +Tags: 标签 ActionString: 触发动作字符串 CurrentTiddler: 当前条目 CurrentLayout: 当前布局 diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts new file mode 100644 index 0000000..ff675fd --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -0,0 +1,45 @@ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearchTags } from '../utils/checkPrefix'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + if (!checkIsSearchTags(parameters)) { + return []; + } + return [{ + // suggest tags for user to search + sourceId: 'tags', + getItems({ query }) { + // similar to $:/core/Filters/AllTags + return $tw.wiki.filterTiddlers(`[tags[]search[${query.slice(1)}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + onSelect({ item }) { + const filter = `[tag[${item.title}]]`; + parameters.setContext({ newQuery: '', noClose: true, noNavigate: true, filter } satisfies IContext); + }, + templates: { + header() { + return lingo('Tags'); + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + noResults() { + return lingo('NoResult'); + }, + }, + }]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta new file mode 100644 index 0000000..591c4f5 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-tags.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 0 \ No newline at end of file diff --git a/src/commandpalette/widgets/utils/checkPrefix.ts b/src/commandpalette/widgets/utils/checkPrefix.ts index fe7d903..2c04482 100644 --- a/src/commandpalette/widgets/utils/checkPrefix.ts +++ b/src/commandpalette/widgets/utils/checkPrefix.ts @@ -6,19 +6,24 @@ import { IContext } from './context'; const commandPrefixes = ($tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Command')?.fields?.['command-palette-prefix'] as string | undefined) ?.split(' ')?.filter(Boolean); const filterPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Filter')?.fields?.['command-palette-prefix'] as string | undefined; +const tagsPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Tags')?.fields?.['command-palette-prefix'] as string | undefined; export function checkIsCommand(parameters: GetSourcesParams<ITiddlerFields>) { return commandPrefixes?.includes(parameters.query[0]); } export function checkIsSearch(parameters: GetSourcesParams<ITiddlerFields>) { const firstChar = parameters.query[0]; - return !(commandPrefixes?.includes(firstChar)) && !(firstChar === filterPrefix); + return !(commandPrefixes?.includes(firstChar)) && !(firstChar === filterPrefix) && !(firstChar === tagsPrefix); } export function checkIsFilter(parameters: GetSourcesParams<ITiddlerFields>) { return parameters.query[0] === filterPrefix; } +export function checkIsSearchTags(parameters: GetSourcesParams<ITiddlerFields>) { + return parameters.query[0] === tagsPrefix; +} + /** * If context.filter, then we are search under results of a filter. */ From f5a6a3315b407932ca17a95d04b81705bc446a0b Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 02:49:32 +0800 Subject: [PATCH 57/76] refactor: use $:/tags/Filter as build-in filters --- .../filter/Recent Tiddlers Command.tid | 7 ---- .../commands/filter/Search Tags.tid | 7 ---- .../commands/filter/Search fields.tid | 6 +-- .../filter/Search tiddlers with tag.tid | 8 ---- .../commands/filter/See Drafts.tid | 9 ----- .../commands/filter/See Languages.tid | 8 +--- .../commands/filter/See Missing Tiddlers.tid | 9 ----- .../commands/filter/See Orphans Tiddlers.tid | 9 ----- .../commands/filter/See Plugins.tid | 8 +--- .../commands/filter/See Shadows Tiddlers.tid | 9 ----- .../commands/filter/See Story List.tid | 9 ----- .../commands/filter/See Themes.tid | 8 +--- .../commands/filter/See all content-types.tid | 7 +--- .../commands/filter/See untagged tiddlers.tid | 8 +--- .../commands/filter/Show help.tid | 11 ++---- .../commands/filter/show tiddler commands.tid | 7 +--- .../language/en-GB/Commands.multids | 2 - .../language/zh-Hans/Commands.multids | 2 - .../build-in-sub-plugins/search-filter.ts | 38 ++++++++----------- 19 files changed, 34 insertions(+), 138 deletions(-) delete mode 100644 src/commandpalette/commands/filter/Recent Tiddlers Command.tid delete mode 100644 src/commandpalette/commands/filter/Search Tags.tid delete mode 100644 src/commandpalette/commands/filter/Search tiddlers with tag.tid delete mode 100644 src/commandpalette/commands/filter/See Drafts.tid delete mode 100644 src/commandpalette/commands/filter/See Missing Tiddlers.tid delete mode 100644 src/commandpalette/commands/filter/See Orphans Tiddlers.tid delete mode 100644 src/commandpalette/commands/filter/See Shadows Tiddlers.tid delete mode 100644 src/commandpalette/commands/filter/See Story List.tid diff --git a/src/commandpalette/commands/filter/Recent Tiddlers Command.tid b/src/commandpalette/commands/filter/Recent Tiddlers Command.tid deleted file mode 100644 index 24fba95..0000000 --- a/src/commandpalette/commands/filter/Recent Tiddlers Command.tid +++ /dev/null @@ -1,7 +0,0 @@ -command-palette-type: filter -caption: <<lingo Filter/Recent/Caption $:/plugins/linonetwo/commandpalette/language/>> -description: <<lingo Filter/Recent/Description $:/plugins/linonetwo/commandpalette/language/>> -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Recent Tiddlers Command - -[!is[system]!sort[created]limit[100]] diff --git a/src/commandpalette/commands/filter/Search Tags.tid b/src/commandpalette/commands/filter/Search Tags.tid deleted file mode 100644 index e6ff16e..0000000 --- a/src/commandpalette/commands/filter/Search Tags.tid +++ /dev/null @@ -1,7 +0,0 @@ -command-palette-type: filter -caption: 搜索标签列表 -description: 在命令菜单里列出搜索到的标签 -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Search Tags - -[tags[]] \ No newline at end of file diff --git a/src/commandpalette/commands/filter/Search fields.tid b/src/commandpalette/commands/filter/Search fields.tid index c45270e..24ea2b7 100644 --- a/src/commandpalette/commands/filter/Search fields.tid +++ b/src/commandpalette/commands/filter/Search fields.tid @@ -1,7 +1,5 @@ -command-palette-type: filter caption: <<lingo Filter/Fields/Caption $:/plugins/linonetwo/commandpalette/language/>> description: <<lingo Filter/Fields/Description $:/plugins/linonetwo/commandpalette/language/>> -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/Search fields - -[fields[]] +filter: [fields[]] diff --git a/src/commandpalette/commands/filter/Search tiddlers with tag.tid b/src/commandpalette/commands/filter/Search tiddlers with tag.tid deleted file mode 100644 index 5c48866..0000000 --- a/src/commandpalette/commands/filter/Search tiddlers with tag.tid +++ /dev/null @@ -1,8 +0,0 @@ -command-palette-name: 用 @标签 搜索条目 -command-palette-type: prompt -caption: 带某个标签的Tiddler -description: 在命令菜单里列出带某个标签的Tiddler -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/Search tiddlers with tag - -@ diff --git a/src/commandpalette/commands/filter/See Drafts.tid b/src/commandpalette/commands/filter/See Drafts.tid deleted file mode 100644 index cbe75cb..0000000 --- a/src/commandpalette/commands/filter/See Drafts.tid +++ /dev/null @@ -1,9 +0,0 @@ -command-palette-caret: 27 -command-palette-name: See Drafts -command-palette-type: prompt-basic -caption: 查看草稿Tiddler -description: 在命令菜单里列出所有处于草稿状态的Tiddler -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/See Drafts - -[has:field[draft.of]search[]] diff --git a/src/commandpalette/commands/filter/See Languages.tid b/src/commandpalette/commands/filter/See Languages.tid index 3dcc460..242c1da 100644 --- a/src/commandpalette/commands/filter/See Languages.tid +++ b/src/commandpalette/commands/filter/See Languages.tid @@ -1,9 +1,5 @@ -command-palette-caret: 43 -command-palette-name: See Languages -command-palette-type: prompt-basic caption: 查看语言列表 description: 在命令菜单里列出语言列表 -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/See Languages - -[!has[draft.of]plugin-type[language]search[]] +filter: [!has[draft.of]plugin-type[language]] diff --git a/src/commandpalette/commands/filter/See Missing Tiddlers.tid b/src/commandpalette/commands/filter/See Missing Tiddlers.tid deleted file mode 100644 index f2c59cc..0000000 --- a/src/commandpalette/commands/filter/See Missing Tiddlers.tid +++ /dev/null @@ -1,9 +0,0 @@ -command-palette-caret: 20 -command-palette-name: See Mising Tiddlers -command-palette-type: prompt-basic -caption: 查看缺失的Tiddler -description: 在命令菜单里列出缺失的Tiddler -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/See Missing Tiddlers - -[all[missing]search[]] diff --git a/src/commandpalette/commands/filter/See Orphans Tiddlers.tid b/src/commandpalette/commands/filter/See Orphans Tiddlers.tid deleted file mode 100644 index c4ac3e8..0000000 --- a/src/commandpalette/commands/filter/See Orphans Tiddlers.tid +++ /dev/null @@ -1,9 +0,0 @@ -command-palette-caret: 20 -command-palette-name: See Orphans Tiddlers -command-palette-type: prompt-basic -caption: 查看孤儿Tiddler -description: 在命令菜单里列出孤儿Tiddler -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/See Orphans Tiddlers - -[all[orphans]search[]] diff --git a/src/commandpalette/commands/filter/See Plugins.tid b/src/commandpalette/commands/filter/See Plugins.tid index 398d352..c872746 100644 --- a/src/commandpalette/commands/filter/See Plugins.tid +++ b/src/commandpalette/commands/filter/See Plugins.tid @@ -1,9 +1,5 @@ -command-palette-caret: 41 -command-palette-name: See Plugins -command-palette-type: prompt-basic caption: 查看插件列表 description: 在命令菜单里列出插件列表 -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/See Plugins - -[!has[draft.of]plugin-type[plugin]search[]] +filter: [!has[draft.of]plugin-type[plugin]search[]] diff --git a/src/commandpalette/commands/filter/See Shadows Tiddlers.tid b/src/commandpalette/commands/filter/See Shadows Tiddlers.tid deleted file mode 100644 index a1b0021..0000000 --- a/src/commandpalette/commands/filter/See Shadows Tiddlers.tid +++ /dev/null @@ -1,9 +0,0 @@ -command-palette-caret: 20 -command-palette-name: See Shadows Tiddlers -command-palette-type: prompt-basic -caption: 查看系统Tiddler -description: 在命令菜单里列出系统Tiddler -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/See Shadows Tiddlers - -[all[shadows]search[]] diff --git a/src/commandpalette/commands/filter/See Story List.tid b/src/commandpalette/commands/filter/See Story List.tid deleted file mode 100644 index f63da01..0000000 --- a/src/commandpalette/commands/filter/See Story List.tid +++ /dev/null @@ -1,9 +0,0 @@ -command-palette-caret: 26 -command-palette-name: See Story List -command-palette-type: prompt-basic -caption: 查看开启的Tiddler -description: 在命令菜单里列出开启的Tiddler -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/See Story List - -[list[$:/StoryList]search[]] \ No newline at end of file diff --git a/src/commandpalette/commands/filter/See Themes.tid b/src/commandpalette/commands/filter/See Themes.tid index bd6c4a1..9eca527 100644 --- a/src/commandpalette/commands/filter/See Themes.tid +++ b/src/commandpalette/commands/filter/See Themes.tid @@ -1,9 +1,5 @@ -command-palette-caret: 40 -command-palette-name: See Themes -command-palette-type: prompt-basic caption: 查看主题 description: 列出可用主题 -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/See Themes - -[!has[draft.of]plugin-type[theme]search[]] +filter: [!has[draft.of]plugin-type[theme]search[]] diff --git a/src/commandpalette/commands/filter/See all content-types.tid b/src/commandpalette/commands/filter/See all content-types.tid index a5d64d2..e07859b 100644 --- a/src/commandpalette/commands/filter/See all content-types.tid +++ b/src/commandpalette/commands/filter/See all content-types.tid @@ -1,8 +1,5 @@ -command-palette-name: See all content-type -command-palette-type: prompt-basic caption: 查看内容类型 description: 在命令菜单里列出所有Wiki里涉及到的内容类型 -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/See all content-types - -[all[tiddlers+shadows]each[type]get[type]search[]] +filter: [all[tiddlers+shadows]each[type]get[type]] diff --git a/src/commandpalette/commands/filter/See untagged tiddlers.tid b/src/commandpalette/commands/filter/See untagged tiddlers.tid index 42fb293..2c333b3 100644 --- a/src/commandpalette/commands/filter/See untagged tiddlers.tid +++ b/src/commandpalette/commands/filter/See untagged tiddlers.tid @@ -1,9 +1,5 @@ -command-palette-caret: 29 -command-palette-name: See untagged Tiddlers -command-palette-type: prompt-basic caption: 查看未打标签的Tiddler description: 在命令菜单里列出未打标签的Tiddler列表 -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/See untagged tiddlers - -[untagged[]!is[system]search[]] +filter: [untagged[]!is[system]search[]] diff --git a/src/commandpalette/commands/filter/Show help.tid b/src/commandpalette/commands/filter/Show help.tid index 4bcb460..031d3a7 100644 --- a/src/commandpalette/commands/filter/Show help.tid +++ b/src/commandpalette/commands/filter/Show help.tid @@ -1,8 +1,5 @@ -command-palette-name: Show help -command-palette-type: prompt -caption: 展示帮助 -description: 列出有哪些用法 -tags: $:/tags/CommandPaletteCommand +caption: 展示命令菜单帮助 +description: 列出命令菜单有哪些用法 +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/Show help - -? +filter: [all[shadows]tag[$:/tags/CommandPaletteHelp]] \ No newline at end of file diff --git a/src/commandpalette/commands/filter/show tiddler commands.tid b/src/commandpalette/commands/filter/show tiddler commands.tid index 7768687..6a7e9e6 100644 --- a/src/commandpalette/commands/filter/show tiddler commands.tid +++ b/src/commandpalette/commands/filter/show tiddler commands.tid @@ -1,8 +1,5 @@ -command-palette-name: Show CommandTiddlers -command-palette-type: prompt caption: 展示可用命令Tiddler列表 description: 列出命令菜单的命令来自哪些Tiddlers -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Filter title: $:/plugins/linonetwo/commandpalette/show tiddler commands - -@$:/tags/CommandPaletteCommand +filter: [all[shadows]tag[$:/tags/CommandPaletteCommand]] diff --git a/src/commandpalette/language/en-GB/Commands.multids b/src/commandpalette/language/en-GB/Commands.multids index 3db88fa..f1fbb24 100644 --- a/src/commandpalette/language/en-GB/Commands.multids +++ b/src/commandpalette/language/en-GB/Commands.multids @@ -2,7 +2,5 @@ title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/ ShowControlPanel: Show Control Panel Server: Server -Filter/Recent/Caption: Recently edited tiddlers -Filter/Recent/Description: searches for titles of 100 recently edited tiddlers Filter/Fields/Caption: Field names Filter/Fields/Description: searches for all field names of all tiddlers in the wiki. \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Commands.multids b/src/commandpalette/language/zh-Hans/Commands.multids index bb5b6db..c24c06d 100644 --- a/src/commandpalette/language/zh-Hans/Commands.multids +++ b/src/commandpalette/language/zh-Hans/Commands.multids @@ -2,7 +2,5 @@ title: $:/plugins/linonetwo/commandpalette/language/zh-Hans/ ShowControlPanel: 打开命令菜单 Server: 服务器 -Filter/Recent/Caption: 最近编辑的条目 -Filter/Recent/Description: 搜索最近编辑过的100个条目标题 Filter/Fields/Caption: 字段名 Filter/Fields/Description: 搜索Wiki里所有条目涉及到的所有字段名 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts index 672a523..c12465b 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts @@ -15,10 +15,11 @@ export const plugin = { sourceId: 'build-in-filter', getItems({ query }) { if (query === '') return []; - const buildInFilters = $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[filter]]`) + const buildInFilters = $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/Filter]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; + if (!tiddler.filter || typeof tiddler.filter !== 'string') return false; return true; }) .filter(tiddler => @@ -30,12 +31,12 @@ export const plugin = { tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), renderTextWithCache(tiddler.caption, widget), renderTextWithCache(tiddler.description, widget), - tiddler.text.trim().replaceAll('[', '').replaceAll(']', ''), + (tiddler.filter as string).trim().replaceAll('[', '').replaceAll(']', ''), ]), ).length > 0 ); // allow user input a custom filter to search under it - const userInputFilter = { text: query, title: '', type: '' } satisfies ITiddlerFields; + const userInputFilter = { filter: query, title: '', type: '', text: '' } satisfies ITiddlerFields; if (query.length > 1) { return [...buildInFilters, userInputFilter]; } @@ -45,31 +46,24 @@ export const plugin = { return item.title; }, onSelect({ item }) { - parameters.setContext({ noNavigate: true, noClose: true, filter: item.text.trim(), newQuery: '' } satisfies IContext); + parameters.setContext({ noNavigate: true, noClose: true, filter: (item.filter as string).trim(), newQuery: '' } satisfies IContext); }, templates: { header() { return lingo('Filter'); }, item({ item, createElement }) { - if (typeof item.caption === 'string' && item.caption !== '') { - const description = item.description - ? ` (${renderTextWithCache(item.description as string, widget)})` - : ''; - // return `<div style="display:flex;flex-direction:column;"> - // <div>${renderTextWithCache(item.caption, widget)}${description}</div> - // <div><em>${item.text.trim()}</em></div> - // </div>`; - return createElement('div', { - style: 'display:flex;flex-direction:column;', - }, [ - createElement('div', { style: 'margin-bottom:0.25em;' }, `${renderTextWithCache(item.caption, widget)}${description}`), - createElement('div', {}, [ - createElement('small', {}, item.text.trim()), - ]), - ]); - } - return item.title; + const description = item.description + ? ` (${renderTextWithCache(item.description as string, widget)})` + : ''; + return createElement('div', { + style: 'display:flex;flex-direction:column;', + }, [ + createElement('div', { style: 'margin-bottom:0.25em;' }, `${renderTextWithCache(item.caption, widget)}${description}`), + createElement('div', {}, [ + createElement('small', {}, (item.filter as string).trim()), + ]), + ]); }, }, }); From f45fbf6b39fc889d617b4dee3f1ea52934daae92 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 13:15:02 +0800 Subject: [PATCH 58/76] feat: system search use $ prefix --- src/commandpalette/DefaultCommandPalette.tid | 2 +- src/commandpalette/commands/help/Command.tid | 6 ------ src/commandpalette/commands/help/System.tid | 6 ++++++ src/commandpalette/message-handlers/startup.ts | 5 ++++- .../shortcuts/CommandPaletteCommandMode.tid | 2 +- .../shortcuts/CommandPaletteSelection.tid | 7 ------- .../build-in-sub-plugins/command-action-string.ts | 4 ++-- .../widgets/build-in-sub-plugins/command-message.ts | 4 ++-- .../widgets/build-in-sub-plugins/search-config.ts | 7 +++---- .../widgets/build-in-sub-plugins/search-filter.ts | 4 ++-- .../widgets/build-in-sub-plugins/search-layout.ts | 7 +++---- .../build-in-sub-plugins/search-story-history.ts | 4 ++-- .../build-in-sub-plugins/search-user-title-pinyin.ts | 4 ++-- .../widgets/build-in-sub-plugins/search-user-title.ts | 4 ++-- src/commandpalette/widgets/utils/checkPrefix.ts | 10 +++++----- src/commandpalette/widgets/widget.ts | 5 +++++ 16 files changed, 40 insertions(+), 41 deletions(-) delete mode 100644 src/commandpalette/commands/help/Command.tid create mode 100644 src/commandpalette/commands/help/System.tid delete mode 100644 src/commandpalette/shortcuts/CommandPaletteSelection.tid diff --git a/src/commandpalette/DefaultCommandPalette.tid b/src/commandpalette/DefaultCommandPalette.tid index 185e157..ac7d204 100644 --- a/src/commandpalette/DefaultCommandPalette.tid +++ b/src/commandpalette/DefaultCommandPalette.tid @@ -8,6 +8,6 @@ tags: $:/tags/CommandPalette <div class="tw-default-commandpalette-mask-layer"></div> </$eventcatcher> <div class="tw-commandpalette-default-container"> - <$command-palette id="default" /> + <$command-palette id="default" prefix={{$:/state/commandpalette/default/prefix}} /> </div> <% endif %> diff --git a/src/commandpalette/commands/help/Command.tid b/src/commandpalette/commands/help/Command.tid deleted file mode 100644 index 45e4adc..0000000 --- a/src/commandpalette/commands/help/Command.tid +++ /dev/null @@ -1,6 +0,0 @@ -command-palette-type: help -command-palette-prefix: > 》 -caption: <<lingo Help/Command/Caption $:/plugins/linonetwo/commandpalette/language/>> -description: <<lingo Help/Command/Description $:/plugins/linonetwo/commandpalette/language/>> -tags: $:/tags/CommandPaletteHelp -title: $:/plugins/linonetwo/commandpalette/commands/help/Command diff --git a/src/commandpalette/commands/help/System.tid b/src/commandpalette/commands/help/System.tid new file mode 100644 index 0000000..4321d22 --- /dev/null +++ b/src/commandpalette/commands/help/System.tid @@ -0,0 +1,6 @@ +command-palette-type: help +command-palette-prefix: $ ￥ +caption: <<lingo Help/System/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Help/System/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteHelp +title: $:/plugins/linonetwo/commandpalette/commands/help/System diff --git a/src/commandpalette/message-handlers/startup.ts b/src/commandpalette/message-handlers/startup.ts index 95b3e4e..67778bf 100644 --- a/src/commandpalette/message-handlers/startup.ts +++ b/src/commandpalette/message-handlers/startup.ts @@ -13,8 +13,10 @@ exports.startup = function() { $tw.rootWidget.addEventListener('open-command-palette', (originalEvent: IWidgetEvent) => { const event = $tw.hooks.invokeHook('th-open-command-palette', originalEvent); // message can provide a command palette ID to open, default to 'default', which is used on the default command palette's widget. - const commandPaletteID = event?.param || 'default'; + const commandPaletteID = event?.paramObject?.id as string || 'default'; + const prefix = event?.paramObject?.prefix as string || ''; $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/opened`, text: 'yes' }); + $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/prefix`, text: prefix }); return false; }); $tw.rootWidget.addEventListener('close-command-palette', (originalEvent: IWidgetEvent) => { @@ -22,6 +24,7 @@ exports.startup = function() { // message can provide a command palette ID to close, default to 'default', which is used on the default command palette's widget. const commandPaletteID = event?.param || 'default'; $tw.wiki.deleteTiddler(`$:/state/commandpalette/${commandPaletteID}/opened`); + $tw.wiki.deleteTiddler(`$:/state/commandpalette/${commandPaletteID}/prefix`); return false; }); }; diff --git a/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid b/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid index f264229..42dd841 100644 --- a/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid +++ b/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid @@ -2,4 +2,4 @@ key: ((open-command-palette-command-mode)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteCommandMode -<$action-sendmessage $message="open-command-palette" $param=">" /> \ No newline at end of file +<$action-sendmessage $message="open-command-palette" prefix="$" /> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteSelection.tid b/src/commandpalette/shortcuts/CommandPaletteSelection.tid deleted file mode 100644 index 2fc3b59..0000000 --- a/src/commandpalette/shortcuts/CommandPaletteSelection.tid +++ /dev/null @@ -1,7 +0,0 @@ -created: 20200604175339522 -key: ((open-command-palette-selection)) -modified: 20200604175716862 -tags: $:/tags/KeyboardShortcut -title: $:/plugins/linonetwo/commandpalette/CommandPaletteSelection - -<$action-sendmessage $message="open-command-palette-selection"/> \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts index 2bdb4d9..f376b1c 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts @@ -2,7 +2,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsCommand, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -10,7 +10,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsCommand(parameters) || checkIsUnderFilter(parameters)) return []; + if (!checkIsSearchSystem(parameters) || checkIsUnderFilter(parameters)) return []; const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); const variables = { currentTiddler: focusedTiddler ?? '', commandpaletteinput: parameters.query.slice(1) }; const { widget } = parameters.state.context as IContext; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 10b9965..7a45447 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsCommand, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -9,7 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsCommand(parameters) || checkIsUnderFilter(parameters)) return []; + if (!checkIsSearchSystem(parameters) || checkIsUnderFilter(parameters)) return []; const focusedTiddler = $tw.wiki.getTiddlerText('$:/temp/focussedTiddler'); const variables = { currentTiddler: focusedTiddler ?? '' }; const { widget } = parameters.state.context as IContext; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts index 788d767..71d46f6 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsSearchSystem } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -9,20 +9,19 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; + if (!checkIsSearchSystem(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { sourceId: 'config', getItems({ query }) { - if (query === '') return []; return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/ControlPanel/SettingsTab]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; // TODO: add pinyinfuse return $tw.wiki.filterTiddlers( - `[search[${query}]]`, + `[search[${query.slice(1)}]]`, undefined, $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.caption, widget), tiddler.text]), ).length > 0; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts index c12465b..4ba9e0d 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin, GetSources } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsFilter, checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsFilter, checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -69,7 +69,7 @@ export const plugin = { }); } // When filter in context is set by previous step, and no prefix, we search under result of that filter - if (checkIsSearch(parameters) && checkIsUnderFilter(parameters)) { + if (checkIsSearchSystem(parameters) && checkIsUnderFilter(parameters)) { sources.push({ sourceId: 'filter', getItems({ query, state }) { diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 372ce79..08b0b50 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsSearchSystem } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { getIconSvg } from '../utils/getIconSvg'; import { lingo } from '../utils/lingo'; @@ -10,20 +10,19 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; + if (!checkIsSearchSystem(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { sourceId: 'layout', getItems({ query }) { - if (query === '') return []; return $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/Layout]] [[$:/core/ui/PageTemplate]] +[!is[draft]sort[name]]`) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; // TODO: add pinyinfuse return $tw.wiki.filterTiddlers( - `[search[${query}]]`, + `[search[${query.slice(1)}]]`, undefined, $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.name, widget), renderTextWithCache(tiddler.description, widget)]), ).length > 0; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts index 498251b..5ae26ac 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-story-history.ts @@ -1,7 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import uniq from 'lodash/uniq'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsSearchUser, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -9,7 +9,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { const { widget } = parameters.state.context as IContext; - if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; + if (!checkIsSearchUser(parameters) || checkIsUnderFilter(parameters)) return []; return [ { sourceId: 'story-history', diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index 0ecfb0a..ca521d5 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -1,12 +1,12 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsSearchUser, checkIsUnderFilter } from '../utils/checkPrefix'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { - if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; + if (!checkIsSearchUser(parameters) || checkIsUnderFilter(parameters)) return []; if ( // check `pinyinfuse` operator is installed $tw.wiki.getTiddler('$:/plugins/linonetwo/pinyin-fuzzy-search/pinyin-fuzzy-search.js') === undefined || diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index 44ccfe1..af47c6c 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -1,13 +1,13 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearch, checkIsUnderFilter } from '../utils/checkPrefix'; +import { checkIsSearchUser, checkIsUnderFilter } from '../utils/checkPrefix'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearch(parameters) || checkIsUnderFilter(parameters)) return []; + if (!checkIsSearchUser(parameters) || checkIsUnderFilter(parameters)) return []; return [ { sourceId: 'title', diff --git a/src/commandpalette/widgets/utils/checkPrefix.ts b/src/commandpalette/widgets/utils/checkPrefix.ts index 2c04482..e5156d0 100644 --- a/src/commandpalette/widgets/utils/checkPrefix.ts +++ b/src/commandpalette/widgets/utils/checkPrefix.ts @@ -3,17 +3,17 @@ import { GetSourcesParams } from '@algolia/autocomplete-core'; import { ITiddlerFields } from 'tiddlywiki'; import { IContext } from './context'; -const commandPrefixes = ($tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Command')?.fields?.['command-palette-prefix'] as string | undefined) +const systemPrefixes = ($tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/System')?.fields?.['command-palette-prefix'] as string | undefined) ?.split(' ')?.filter(Boolean); const filterPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Filter')?.fields?.['command-palette-prefix'] as string | undefined; const tagsPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Tags')?.fields?.['command-palette-prefix'] as string | undefined; -export function checkIsCommand(parameters: GetSourcesParams<ITiddlerFields>) { - return commandPrefixes?.includes(parameters.query[0]); +export function checkIsSearchSystem(parameters: GetSourcesParams<ITiddlerFields>) { + return systemPrefixes?.includes(parameters.query[0]); } -export function checkIsSearch(parameters: GetSourcesParams<ITiddlerFields>) { +export function checkIsSearchUser(parameters: GetSourcesParams<ITiddlerFields>) { const firstChar = parameters.query[0]; - return !(commandPrefixes?.includes(firstChar)) && !(firstChar === filterPrefix) && !(firstChar === tagsPrefix); + return !(systemPrefixes?.includes(firstChar)) && !(firstChar === filterPrefix) && !(firstChar === tagsPrefix); } export function checkIsFilter(parameters: GetSourcesParams<ITiddlerFields>) { diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 77b03ed..78c1ca9 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -34,6 +34,7 @@ class CommandPaletteWidget extends Widget { this.computeAttributes(); this.execute(); this.id = this.getAttribute('id', 'default'); + const initialPrefix = this.getAttribute('prefix', ''); const containerElement = $tw.utils.domMaker('nav', { class: 'tw-commandpalette-container', }); @@ -46,6 +47,9 @@ class CommandPaletteWidget extends Widget { this.autoCompleteInstance = autocomplete<ITiddlerFields>({ container: containerElement, placeholder: 'Search for tiddlers', + initialState: { + query: initialPrefix, + }, autoFocus: true, openOnFocus: true, ignoreCompositionEvents: true, @@ -209,6 +213,7 @@ class CommandPaletteWidget extends Widget { setCloseState() { $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/opened`); + $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/prefix`); this.autoCompleteInstance?.setIsOpen(false); this.modalCount = 0; Modal.prototype.adjustPageClass.call(this); From 63d00880bc71726028c07f158e5537f90a35f9de Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 13:21:44 +0800 Subject: [PATCH 59/76] chore: update version --- src/commandpalette/plugin.info | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/src/commandpalette/plugin.info b/src/commandpalette/plugin.info index dec6086..2da555f 100644 --- a/src/commandpalette/plugin.info +++ b/src/commandpalette/plugin.info @@ -1,8 +1,8 @@ { "title": "$:/plugins/linonetwo/commandpalette", - "description": "Command palette Chinese translated", + "description": "Best Command Palette, search everything, extensible, delightful.", "author": "LinOnetwo", - "version": "0.4.0", + "version": "1.0.0", "core-version": ">=5.0.8", "source": "https://github.com/tiddly-gittly/tiddlywiki-plugins", "dependents": "$:/plugins/Gk0Wk/focused-tiddler", From b41688050e6f523c2e7342577b41fad221fee21f Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 13:23:13 +0800 Subject: [PATCH 60/76] Update CommandPaletteSwitchHistory.tid --- src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid index c000e06..b854f3e 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid @@ -2,4 +2,4 @@ key: ((command-palette-switch-history)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteSwitchHistory -<$action-sendmessage $message="command-palette-switch-history" /> \ No newline at end of file +<$action-sendmessage $message="open-command-palette"/> \ No newline at end of file From 18fb3671e8d9e1990e83678d696e54a3921334b5 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 13:53:30 +0800 Subject: [PATCH 61/76] wip: ctrl + tab --- src/commandpalette/widgets/widget.ts | 13 +++++++++++++ 1 file changed, 13 insertions(+) diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 78c1ca9..d332f7d 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -176,7 +176,20 @@ class CommandPaletteWidget extends Widget { event.stopPropagation(); event.preventDefault(); } + // when use ctrl+tab to switch between history, when release tab (while still holding ctrl), do nothing after palette open. + if (event.key === 'Tab' && event.ctrlKey) { + // this.autoCompleteInstance?.setActiveItemId(this.autoCompleteInstance.) + event.stopPropagation(); + event.preventDefault(); + } }); + inputElement.addEventListener('keyup', (event) => { + // when release ctrl, open the tiddler. + if (event.key === 'Tab') { + event.stopPropagation(); + event.preventDefault(); + } + }) this.modalCount++; // call with this Modal.prototype.adjustPageClass.call(this); From a472fdba1c1fdacee15021e4ad1500456da8841b Mon Sep 17 00:00:00 2001 From: linonetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 17:16:57 +0800 Subject: [PATCH 62/76] refactor: extract fixPanelPosition handleDarkMode --- .../widgets/utils/fixPanelPosition.ts | 12 +++++ .../widgets/utils/handleDarkMode.ts | 10 ++++ src/commandpalette/widgets/widget.ts | 46 ++++--------------- 3 files changed, 32 insertions(+), 36 deletions(-) create mode 100644 src/commandpalette/widgets/utils/fixPanelPosition.ts create mode 100644 src/commandpalette/widgets/utils/handleDarkMode.ts diff --git a/src/commandpalette/widgets/utils/fixPanelPosition.ts b/src/commandpalette/widgets/utils/fixPanelPosition.ts new file mode 100644 index 0000000..c22fde3 --- /dev/null +++ b/src/commandpalette/widgets/utils/fixPanelPosition.ts @@ -0,0 +1,12 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +/** + * container of command input can't be position fix, otherwise need a hack + * @url https://github.com/algolia/autocomplete/issues/1199 + */ +export function fixPanelPosition() { + const defaultInputElement = document.querySelector('.tw-commandpalette-default-container'); + if (!defaultInputElement) return; + const rect = defaultInputElement.getBoundingClientRect(); + // Set css variable to be below the search box in case the search box moved when the window was resized + document.documentElement.style.setProperty('--position-autocomplete-panel-top', `${rect.bottom}px`); +} diff --git a/src/commandpalette/widgets/utils/handleDarkMode.ts b/src/commandpalette/widgets/utils/handleDarkMode.ts new file mode 100644 index 0000000..66dbfc5 --- /dev/null +++ b/src/commandpalette/widgets/utils/handleDarkMode.ts @@ -0,0 +1,10 @@ +export function handleDarkMode() { + const isDark = $tw.wiki.getTiddlerText('$:/info/darkmode') === 'yes'; + if (isDark) { + // https://www.algolia.com/doc/ui-libraries/autocomplete/api-reference/autocomplete-theme-classic/#dark-mode + const dataset = document.body?.dataset; + if (dataset !== undefined) { + dataset.theme = 'dark'; + } + } +} diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index d332f7d..8f65a94 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -4,13 +4,15 @@ import { Modal } from '$:/core/modules/utils/dom/modal.js'; import { widget as Widget } from '$:/core/modules/widgets/widget.js'; import { autocomplete } from '@algolia/autocomplete-js'; import type { AutocompleteNavigator } from '@algolia/autocomplete-shared/dist/esm/core/AutocompleteNavigator'; -import { IChangedTiddlers, IParseTreeNode, ITiddlerFields, IWidgetInitialiseOptions } from 'tiddlywiki'; +import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; import { AutocompleteState } from '@algolia/autocomplete-core'; import { observe, unobserve } from '@seznam/visibility-observer'; import { IContext } from './utils/context'; +import { fixPanelPosition } from './utils/fixPanelPosition'; import { getActiveElement } from './utils/getFocused'; import { getSubPlugins } from './utils/getSubPlugins'; +import { handleDarkMode } from './utils/handleDarkMode'; import { uniqSourcesBy } from './utils/uniqSourcesBy'; class CommandPaletteWidget extends Widget { @@ -19,11 +21,6 @@ class CommandPaletteWidget extends Widget { return false; } - constructor(parseTreeNode: IParseTreeNode, options?: IWidgetInitialiseOptions) { - super(parseTreeNode, options); - this.fixPanelPosition = this.fixPanelPosition.bind(this); - } - /** We restore focus of element when we are close */ // eslint-disable-next-line unicorn/no-null previouslyFocusedElement: HTMLElement | null = null; @@ -41,7 +38,7 @@ class CommandPaletteWidget extends Widget { parent.insertBefore(containerElement, nextSibling); this.domNodes.push(containerElement); - this.handleDarkMode(); + handleDarkMode(); const removeDuplicates = uniqSourcesBy<ITiddlerFields>(({ item }) => item.title); this.previouslyFocusedElement = getActiveElement(); this.autoCompleteInstance = autocomplete<ITiddlerFields>({ @@ -189,41 +186,18 @@ class CommandPaletteWidget extends Widget { event.stopPropagation(); event.preventDefault(); } - }) + }); this.modalCount++; // call with this Modal.prototype.adjustPageClass.call(this); /* eslint-disable @typescript-eslint/unbound-method */ - this.fixPanelPosition(); - inputElement.addEventListener('focus', this.fixPanelPosition); - inputElement.addEventListener('blur', this.fixPanelPosition); - window.addEventListener('resize', this.fixPanelPosition); + fixPanelPosition(); + inputElement.addEventListener('focus', fixPanelPosition); + inputElement.addEventListener('blur', fixPanelPosition); + window.addEventListener('resize', fixPanelPosition); /* eslint-enable @typescript-eslint/unbound-method */ } - /** - * container of command input can't be position fix, otherwise need a hack - * @url https://github.com/algolia/autocomplete/issues/1199 - */ - fixPanelPosition() { - const defaultInputElement = document.querySelector('.tw-commandpalette-default-container'); - if (!defaultInputElement) return; - const rect = defaultInputElement.getBoundingClientRect(); - // Set css variable to be below the search box in case the search box moved when the window was resized - document.documentElement.style.setProperty('--position-autocomplete-panel-top', `${rect.bottom}px`); - } - - handleDarkMode() { - const isDark = $tw.wiki.getTiddlerText('$:/info/darkmode') === 'yes'; - if (isDark) { - // https://www.algolia.com/doc/ui-libraries/autocomplete/api-reference/autocomplete-theme-classic/#dark-mode - const dataset = (this.document as unknown as Document).body?.dataset; - if (dataset !== undefined) { - dataset.theme = 'dark'; - } - } - } - setCloseState() { $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/opened`); $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/prefix`); @@ -237,7 +211,7 @@ class CommandPaletteWidget extends Widget { this.autoCompleteInstance?.destroy(); this.autoCompleteInstance = undefined; /* eslint-disable @typescript-eslint/unbound-method */ - window.removeEventListener('resize', this.fixPanelPosition); + window.removeEventListener('resize', fixPanelPosition); /* eslint-enable @typescript-eslint/unbound-method */ this.previouslyFocusedElement?.focus?.(); } From 0e663419a21f9133a05ea803175afadec7ff3bd2 Mon Sep 17 00:00:00 2001 From: linonetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 18:06:38 +0800 Subject: [PATCH 63/76] feat: allow config width --- src/commandpalette/configs/config.tid | 4 +++- src/commandpalette/configs/configs.multids | 3 ++- src/commandpalette/language/en-GB/Translations.multids | 2 ++ src/commandpalette/language/zh-Hans/Translations.multids | 2 ++ src/commandpalette/styles/DefaultCommandPalette.css.tid | 2 ++ 5 files changed, 11 insertions(+), 2 deletions(-) diff --git a/src/commandpalette/configs/config.tid b/src/commandpalette/configs/config.tid index e4fa908..9397672 100644 --- a/src/commandpalette/configs/config.tid +++ b/src/commandpalette/configs/config.tid @@ -13,4 +13,6 @@ caption: <<lingo Name $:/plugins/linonetwo/commandpalette/language/>> ;<<lingo Configs/HideDefaultSearchBar/Caption>> :<$checkbox tiddler="$:/plugins/linonetwo/commandpalette/configs/HideDefaultSearchBar" field="text" checked="yes" unchecked=""> <<lingo Configs/HideDefaultSearchBar/Description>></$checkbox> ;<<lingo Configs/TitleAlias/Caption>> -:<$edit-text tiddler="$:/plugins/linonetwo/commandpalette/configs/TitleAlias" tabindex=-1 focus=false cancelPopups="yes" fileDrop=no tag="input" /> <<lingo Configs/TitleAlias/Description>> \ No newline at end of file +:<$edit-text tiddler="$:/plugins/linonetwo/commandpalette/configs/TitleAlias" tabindex=-1 focus=false cancelPopups="yes" fileDrop=no tag="input" /> <<lingo Configs/TitleAlias/Description>> +;<<lingo Configs/DesktopWidth/Caption>> +:<$edit-text tiddler="$:/plugins/linonetwo/commandpalette/configs/DesktopWidth" tabindex=-1 focus=false cancelPopups="yes" fileDrop=no tag="input" type="number" />% <<lingo Configs/DesktopWidth/Description>> \ No newline at end of file diff --git a/src/commandpalette/configs/configs.multids b/src/commandpalette/configs/configs.multids index 5eb1da1..79e755a 100644 --- a/src/commandpalette/configs/configs.multids +++ b/src/commandpalette/configs/configs.multids @@ -1,4 +1,5 @@ title: $:/plugins/linonetwo/commandpalette/configs/ TitleAlias: title caption alias -HideDefaultSearchBar: no \ No newline at end of file +HideDefaultSearchBar: no +DesktopWidth: 80 \ No newline at end of file diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index af49431..8cd65d7 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -8,6 +8,8 @@ Configs/TitleAlias/Caption: Fields regarded as title to search Configs/TitleAlias/Description: When searching title, you may want to include more fields to search. Separate fields with spaces, note that adding too many fields can cause lag. Configs/HideDefaultSearchBar/Caption: Hide default search bar Configs/HideDefaultSearchBar/Description: If you only use commandpalette to search and don't need default search bar, check this box. +Configs/DesktopWidth/Caption: Width on desktop mode +Configs/DesktopWidth/Description: Width of the input and result boxes on the screen (does not affect mobile, which is full screen by default) UserTitle: Title of user tiddler UserTitlePinyin: Title Pinyin of user tiddler StoryHistory: Story history diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index ad20e02..b67b40a 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -8,6 +8,8 @@ Configs/TitleAlias/Caption: 视为标题的字段 Configs/TitleAlias/Description: 搜索标题时，您可能希望包含更多的字段加入搜索。字段之间用空格隔开，注意加入过多字段会变卡。 Configs/HideDefaultSearchBar/Caption: 隐藏默认搜索栏 Configs/HideDefaultSearchBar/Description: 如果您只使用命令菜单搜索，不需要默认搜索栏，请选中此复选框。 +Configs/DesktopWidth/Caption: 桌面模式宽度 +Configs/DesktopWidth/Description: 输入框和结果框占屏幕的宽度（不影响移动端，移动端默认全屏） UserTitle: 用户条目标题 UserTitlePinyin: 用户条目拼音 StoryHistory: 故事流浏览历史 diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index 4e260ce..8d326f3 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -23,7 +23,9 @@ tags: $:/tags/Stylesheet top: 5em; left: 50%; transform: translate(-50%, 0%); + /** fallback to 80% of root widget */ width: 80%; + width: {{$:/plugins/linonetwo/commandpalette/configs/DesktopWidth}}%; flex-direction: column; } @media (max-width: 540px) { From 045c79c56fd0dbfa4e84231f7eedb71a2e7e342d Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 22:13:29 +0800 Subject: [PATCH 64/76] refactor: organize shortcuts --- src/commandpalette/DefaultCommandPalette.tid | 6 +++++- src/commandpalette/message-handlers/startup.ts | 5 ++--- .../$__config_ShortcutInfo_open-command-palette.tid | 0 .../$__config_shortcuts-mac_open-command-palette.tid | 0 .../$__config_shortcuts_open-command-palette.tid | 0 .../shortcuts/{ => CommandPalette}/CommandPalette.tid | 2 +- ...onfig_ShortcutInfo_open-command-palette-command-mode.tid | 0 ...nfig_shortcuts-mac_open-command-palette-command-mode.tid | 0 ...__config_shortcuts_open-command-palette-command-mode.tid | 0 .../CommandPaletteCommandMode.tid | 0 ...__config_ShortcutInfo_command-palette-switch-history.tid | 0 .../$__config_shortcuts_command-palette-switch-history.tid | 0 .../CommandPaletteSwitchHistory.tid | 0 ...fig_ShortcutInfo_command-palette-switch-history-back.tid | 0 ...config_shortcuts_command-palette-switch-history-back.tid | 0 .../CommandPaletteSwitchHistoryBack.tid | 2 +- src/commandpalette/widgets/widget.ts | 2 ++ 17 files changed, 11 insertions(+), 6 deletions(-) rename src/commandpalette/shortcuts/{ => CommandPalette}/$__config_ShortcutInfo_open-command-palette.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPalette}/$__config_shortcuts-mac_open-command-palette.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPalette}/$__config_shortcuts_open-command-palette.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPalette}/CommandPalette.tid (66%) rename src/commandpalette/shortcuts/{ => CommandPaletteCommandMode}/$__config_ShortcutInfo_open-command-palette-command-mode.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteCommandMode}/$__config_shortcuts-mac_open-command-palette-command-mode.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteCommandMode}/$__config_shortcuts_open-command-palette-command-mode.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteCommandMode}/CommandPaletteCommandMode.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteSwitchHistory}/$__config_ShortcutInfo_command-palette-switch-history.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteSwitchHistory}/$__config_shortcuts_command-palette-switch-history.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteSwitchHistory}/CommandPaletteSwitchHistory.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteSwitchHistoryBack}/$__config_ShortcutInfo_command-palette-switch-history-back.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteSwitchHistoryBack}/$__config_shortcuts_command-palette-switch-history-back.tid (100%) rename src/commandpalette/shortcuts/{ => CommandPaletteSwitchHistoryBack}/CommandPaletteSwitchHistoryBack.tid (68%) diff --git a/src/commandpalette/DefaultCommandPalette.tid b/src/commandpalette/DefaultCommandPalette.tid index ac7d204..a12da4c 100644 --- a/src/commandpalette/DefaultCommandPalette.tid +++ b/src/commandpalette/DefaultCommandPalette.tid @@ -8,6 +8,10 @@ tags: $:/tags/CommandPalette <div class="tw-default-commandpalette-mask-layer"></div> </$eventcatcher> <div class="tw-commandpalette-default-container"> - <$command-palette id="default" prefix={{$:/state/commandpalette/default/prefix}} /> + <$command-palette + id="default" + prefix={{$:/state/commandpalette/default/opened!!prefix}} + index={{$:/state/commandpalette/default/opened!!index}} + /> </div> <% endif %> diff --git a/src/commandpalette/message-handlers/startup.ts b/src/commandpalette/message-handlers/startup.ts index 67778bf..4c5487a 100644 --- a/src/commandpalette/message-handlers/startup.ts +++ b/src/commandpalette/message-handlers/startup.ts @@ -15,8 +15,8 @@ exports.startup = function() { // message can provide a command palette ID to open, default to 'default', which is used on the default command palette's widget. const commandPaletteID = event?.paramObject?.id as string || 'default'; const prefix = event?.paramObject?.prefix as string || ''; - $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/opened`, text: 'yes' }); - $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/prefix`, text: prefix }); + const index = event?.paramObject?.index as string || '1'; + $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/opened`, text: 'yes', prefix, index }); return false; }); $tw.rootWidget.addEventListener('close-command-palette', (originalEvent: IWidgetEvent) => { @@ -24,7 +24,6 @@ exports.startup = function() { // message can provide a command palette ID to close, default to 'default', which is used on the default command palette's widget. const commandPaletteID = event?.param || 'default'; $tw.wiki.deleteTiddler(`$:/state/commandpalette/${commandPaletteID}/opened`); - $tw.wiki.deleteTiddler(`$:/state/commandpalette/${commandPaletteID}/prefix`); return false; }); }; diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette.tid b/src/commandpalette/shortcuts/CommandPalette/$__config_ShortcutInfo_open-command-palette.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette.tid rename to src/commandpalette/shortcuts/CommandPalette/$__config_ShortcutInfo_open-command-palette.tid diff --git a/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette.tid b/src/commandpalette/shortcuts/CommandPalette/$__config_shortcuts-mac_open-command-palette.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette.tid rename to src/commandpalette/shortcuts/CommandPalette/$__config_shortcuts-mac_open-command-palette.tid diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid b/src/commandpalette/shortcuts/CommandPalette/$__config_shortcuts_open-command-palette.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette.tid rename to src/commandpalette/shortcuts/CommandPalette/$__config_shortcuts_open-command-palette.tid diff --git a/src/commandpalette/shortcuts/CommandPalette.tid b/src/commandpalette/shortcuts/CommandPalette/CommandPalette.tid similarity index 66% rename from src/commandpalette/shortcuts/CommandPalette.tid rename to src/commandpalette/shortcuts/CommandPalette/CommandPalette.tid index b22527a..a768d3c 100644 --- a/src/commandpalette/shortcuts/CommandPalette.tid +++ b/src/commandpalette/shortcuts/CommandPalette/CommandPalette.tid @@ -1,5 +1,5 @@ key: ((open-command-palette)) tags: $:/tags/KeyboardShortcut -title: $:/core/ui/KeyboardShortcuts/CommandPalette +title: $:/plugins/linonetwo/commandpalette/CommandPalette <$action-sendmessage $message="open-command-palette"/> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-command-mode.tid b/src/commandpalette/shortcuts/CommandPaletteCommandMode/$__config_ShortcutInfo_open-command-palette-command-mode.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_ShortcutInfo_open-command-palette-command-mode.tid rename to src/commandpalette/shortcuts/CommandPaletteCommandMode/$__config_ShortcutInfo_open-command-palette-command-mode.tid diff --git a/src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette-command-mode.tid b/src/commandpalette/shortcuts/CommandPaletteCommandMode/$__config_shortcuts-mac_open-command-palette-command-mode.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_shortcuts-mac_open-command-palette-command-mode.tid rename to src/commandpalette/shortcuts/CommandPaletteCommandMode/$__config_shortcuts-mac_open-command-palette-command-mode.tid diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-command-mode.tid b/src/commandpalette/shortcuts/CommandPaletteCommandMode/$__config_shortcuts_open-command-palette-command-mode.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_shortcuts_open-command-palette-command-mode.tid rename to src/commandpalette/shortcuts/CommandPaletteCommandMode/$__config_shortcuts_open-command-palette-command-mode.tid diff --git a/src/commandpalette/shortcuts/CommandPaletteCommandMode.tid b/src/commandpalette/shortcuts/CommandPaletteCommandMode/CommandPaletteCommandMode.tid similarity index 100% rename from src/commandpalette/shortcuts/CommandPaletteCommandMode.tid rename to src/commandpalette/shortcuts/CommandPaletteCommandMode/CommandPaletteCommandMode.tid diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_ShortcutInfo_command-palette-switch-history.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history.tid rename to src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_ShortcutInfo_command-palette-switch-history.tid diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_shortcuts_command-palette-switch-history.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history.tid rename to src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_shortcuts_command-palette-switch-history.tid diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/CommandPaletteSwitchHistory.tid similarity index 100% rename from src/commandpalette/shortcuts/CommandPaletteSwitchHistory.tid rename to src/commandpalette/shortcuts/CommandPaletteSwitchHistory/CommandPaletteSwitchHistory.tid diff --git a/src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history-back.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_ShortcutInfo_command-palette-switch-history-back.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_ShortcutInfo_command-palette-switch-history-back.tid rename to src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_ShortcutInfo_command-palette-switch-history-back.tid diff --git a/src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history-back.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_shortcuts_command-palette-switch-history-back.tid similarity index 100% rename from src/commandpalette/shortcuts/$__config_shortcuts_command-palette-switch-history-back.tid rename to src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_shortcuts_command-palette-switch-history-back.tid diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/CommandPaletteSwitchHistoryBack.tid similarity index 68% rename from src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack.tid rename to src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/CommandPaletteSwitchHistoryBack.tid index c9dbc3a..f3283ab 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/CommandPaletteSwitchHistoryBack.tid @@ -2,4 +2,4 @@ key: ((command-palette-switch-history-back)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteSwitchHistoryBack -<$action-sendmessage $message="command-palette-switch-history-back" /> \ No newline at end of file +<$action-sendmessage $message="open-command-palette" index="-1"/> \ No newline at end of file diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 8f65a94..2a66707 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -31,7 +31,9 @@ class CommandPaletteWidget extends Widget { this.computeAttributes(); this.execute(); this.id = this.getAttribute('id', 'default'); + // params are get from `$:/plugins/linonetwo/commandpalette/DefaultCommandPalette` using transclusion from `$:/state/commandpalette/default/opened` const initialPrefix = this.getAttribute('prefix', ''); + const initialIndex = this.getAttribute('index', '0'); const containerElement = $tw.utils.domMaker('nav', { class: 'tw-commandpalette-container', }); From 0d8094d627ad0c7f236464d71164f5561db03348 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Tue, 21 May 2024 23:58:06 +0800 Subject: [PATCH 65/76] feat: ctrl-tab to switch history --- src/commandpalette/DefaultCommandPalette.tid | 2 +- .../message-handlers/startup.ts | 6 +- ...ortcuts_command-palette-switch-history.tid | 1 - .../CommandPaletteSwitchHistory.tid | 2 +- ...ts_command-palette-switch-history-back.tid | 1 - .../CommandPaletteSwitchHistoryBack.tid | 2 +- src/commandpalette/widgets/widget.ts | 68 ++++++++++++++----- 7 files changed, 59 insertions(+), 23 deletions(-) diff --git a/src/commandpalette/DefaultCommandPalette.tid b/src/commandpalette/DefaultCommandPalette.tid index a12da4c..05f4f53 100644 --- a/src/commandpalette/DefaultCommandPalette.tid +++ b/src/commandpalette/DefaultCommandPalette.tid @@ -11,7 +11,7 @@ tags: $:/tags/CommandPalette <$command-palette id="default" prefix={{$:/state/commandpalette/default/opened!!prefix}} - index={{$:/state/commandpalette/default/opened!!index}} + historyMode={{$:/state/commandpalette/default/opened!!historyMode}} /> </div> <% endif %> diff --git a/src/commandpalette/message-handlers/startup.ts b/src/commandpalette/message-handlers/startup.ts index 4c5487a..fe12dc4 100644 --- a/src/commandpalette/message-handlers/startup.ts +++ b/src/commandpalette/message-handlers/startup.ts @@ -15,8 +15,10 @@ exports.startup = function() { // message can provide a command palette ID to open, default to 'default', which is used on the default command palette's widget. const commandPaletteID = event?.paramObject?.id as string || 'default'; const prefix = event?.paramObject?.prefix as string || ''; - const index = event?.paramObject?.index as string || '1'; - $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/opened`, text: 'yes', prefix, index }); + /** For ctrl-tab handling */ + const historyMode = event?.paramObject?.historyMode as string || 'no'; + // Don't forget add transclusion in `src/commandpalette/DefaultCommandPalette.tid` for new param + $tw.wiki.addTiddler({ title: `$:/state/commandpalette/${commandPaletteID}/opened`, text: 'yes', prefix, historyMode }); return false; }); $tw.rootWidget.addEventListener('close-command-palette', (originalEvent: IWidgetEvent) => { diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_shortcuts_command-palette-switch-history.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_shortcuts_command-palette-switch-history.tid index 4a754af..90a9684 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_shortcuts_command-palette-switch-history.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/$__config_shortcuts_command-palette-switch-history.tid @@ -1,4 +1,3 @@ title: $:/config/shortcuts/command-palette-switch-history -tags: ctrl-tab \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/CommandPaletteSwitchHistory.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/CommandPaletteSwitchHistory.tid index b854f3e..4649948 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/CommandPaletteSwitchHistory.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistory/CommandPaletteSwitchHistory.tid @@ -2,4 +2,4 @@ key: ((command-palette-switch-history)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteSwitchHistory -<$action-sendmessage $message="open-command-palette"/> \ No newline at end of file +<$action-sendmessage $message="open-command-palette" historyMode="yes"/> \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_shortcuts_command-palette-switch-history-back.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_shortcuts_command-palette-switch-history-back.tid index f6f4f76..2ecdc67 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_shortcuts_command-palette-switch-history-back.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/$__config_shortcuts_command-palette-switch-history-back.tid @@ -1,4 +1,3 @@ title: $:/config/shortcuts/command-palette-switch-history-back -tags: ctrl-shift-tab \ No newline at end of file diff --git a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/CommandPaletteSwitchHistoryBack.tid b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/CommandPaletteSwitchHistoryBack.tid index f3283ab..bda1fe2 100644 --- a/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/CommandPaletteSwitchHistoryBack.tid +++ b/src/commandpalette/shortcuts/CommandPaletteSwitchHistoryBack/CommandPaletteSwitchHistoryBack.tid @@ -2,4 +2,4 @@ key: ((command-palette-switch-history-back)) tags: $:/tags/KeyboardShortcut title: $:/plugins/linonetwo/commandpalette/CommandPaletteSwitchHistoryBack -<$action-sendmessage $message="open-command-palette" index="-1"/> \ No newline at end of file +<$action-sendmessage $message="open-command-palette" historyMode="yes"/> \ No newline at end of file diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 2a66707..93d68b8 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -2,7 +2,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import { Modal } from '$:/core/modules/utils/dom/modal.js'; import { widget as Widget } from '$:/core/modules/widgets/widget.js'; -import { autocomplete } from '@algolia/autocomplete-js'; +import { autocomplete, OnStateChangeProps } from '@algolia/autocomplete-js'; import type { AutocompleteNavigator } from '@algolia/autocomplete-shared/dist/esm/core/AutocompleteNavigator'; import { IChangedTiddlers, ITiddlerFields } from 'tiddlywiki'; import '@algolia/autocomplete-theme-classic'; @@ -25,6 +25,9 @@ class CommandPaletteWidget extends Widget { // eslint-disable-next-line unicorn/no-null previouslyFocusedElement: HTMLElement | null = null; autoCompleteInstance: ReturnType<typeof autocomplete<ITiddlerFields>> | undefined; + /** Can't get state from its instance, so use this as a way to get state */ + autoCompleteState?: OnStateChangeProps<ITiddlerFields>; + historyMode = false; render(parent: Element, nextSibling: Element) { this.parentDomNode = parent; @@ -33,7 +36,7 @@ class CommandPaletteWidget extends Widget { this.id = this.getAttribute('id', 'default'); // params are get from `$:/plugins/linonetwo/commandpalette/DefaultCommandPalette` using transclusion from `$:/state/commandpalette/default/opened` const initialPrefix = this.getAttribute('prefix', ''); - const initialIndex = this.getAttribute('index', '0'); + this.historyMode = this.getAttribute('historyMode', 'no') === 'yes'; const containerElement = $tw.utils.domMaker('nav', { class: 'tw-commandpalette-container', }); @@ -43,12 +46,19 @@ class CommandPaletteWidget extends Widget { handleDarkMode(); const removeDuplicates = uniqSourcesBy<ITiddlerFields>(({ item }) => item.title); this.previouslyFocusedElement = getActiveElement(); + const updateState = (nextState: OnStateChangeProps<ITiddlerFields>) => { + this.autoCompleteState = nextState; + }; this.autoCompleteInstance = autocomplete<ITiddlerFields>({ container: containerElement, placeholder: 'Search for tiddlers', initialState: { query: initialPrefix, }, + defaultActiveItemId: 0, + onStateChange(nextState) { + updateState(nextState); + }, autoFocus: true, openOnFocus: true, ignoreCompositionEvents: true, @@ -56,7 +66,6 @@ class CommandPaletteWidget extends Widget { navigate: this.onEnter.bind(this) satisfies AutocompleteNavigator<ITiddlerFields>['navigate'], navigateNewTab: this.onCtrlEnter.bind(this) satisfies AutocompleteNavigator<ITiddlerFields>['navigateNewTab'], }, - defaultActiveItemId: 0, plugins: getSubPlugins(), reshape({ sourcesBySourceId }) { const { @@ -92,6 +101,7 @@ class CommandPaletteWidget extends Widget { if (state.context.newQuery !== undefined) { this.autoCompleteInstance?.setQuery?.((state.context as IContext).newQuery!); this.autoCompleteInstance?.setContext({ newQuery: undefined } satisfies IContext); + // use query to re-search, and will set activeItemId to defaultActiveItemId void this.autoCompleteInstance?.refresh?.(); } if (!state.context.noNavigate) { @@ -156,6 +166,7 @@ class CommandPaletteWidget extends Widget { return; } observe(containerElement, this.onVisibilityChange.bind(this)); + this.registerHistoryKeyboardHandlers(inputElement); // autoFocus param is not working, focus manually. inputElement.focus(); // no API to listen esc, listen manually @@ -175,34 +186,59 @@ class CommandPaletteWidget extends Widget { event.stopPropagation(); event.preventDefault(); } + }); + this.modalCount++; + // call with this + Modal.prototype.adjustPageClass.call(this); + /* eslint-disable @typescript-eslint/unbound-method */ + fixPanelPosition(); + inputElement.addEventListener('focus', fixPanelPosition); + inputElement.addEventListener('blur', fixPanelPosition); + window.addEventListener('resize', fixPanelPosition); + /* eslint-enable @typescript-eslint/unbound-method */ + } + + historySwitchActiveItemId?: number; + + registerHistoryKeyboardHandlers(inputElement: HTMLInputElement) { + if (!this.historyMode) return; + inputElement.addEventListener('keydown', (event) => { + if (this.autoCompleteInstance === undefined) return; // when use ctrl+tab to switch between history, when release tab (while still holding ctrl), do nothing after palette open. if (event.key === 'Tab' && event.ctrlKey) { - // this.autoCompleteInstance?.setActiveItemId(this.autoCompleteInstance.) + this.historySwitchActiveItemId = (this.historySwitchActiveItemId ?? this.autoCompleteState?.state?.activeItemId ?? 0) + (event.shiftKey ? -1 : 1); + const collectionLength = this.autoCompleteState?.state?.collections?.[0]?.items?.length ?? 0; + if (this.historySwitchActiveItemId === -1) { + this.historySwitchActiveItemId = Math.max(collectionLength - 1, 0); + } else if (this.historySwitchActiveItemId >= collectionLength) { + this.historySwitchActiveItemId = 0; + } + this.autoCompleteInstance.setActiveItemId(this.historySwitchActiveItemId); + this.autoCompleteInstance.setIsOpen(true); event.stopPropagation(); event.preventDefault(); } }); inputElement.addEventListener('keyup', (event) => { - // when release ctrl, open the tiddler. - if (event.key === 'Tab') { + if (this.autoCompleteInstance === undefined) return; + if (event.key === 'Tab' && event.ctrlKey) { + event.stopPropagation(); + event.preventDefault(); + return; + } + // when release ctrl, and we are in history mode (no query), open the tiddler. + if (event.key === 'Control' && this.autoCompleteState?.state?.query === '') { event.stopPropagation(); event.preventDefault(); + const item = this.autoCompleteState?.state?.collections.find(({ source }) => source.sourceId === 'story-history')?.items[this.autoCompleteState?.state?.activeItemId ?? 0]; + if (!item) return; + this.autoCompleteInstance.navigator.navigate({ item, itemUrl: item.title, state: this.autoCompleteState?.state }); } }); - this.modalCount++; - // call with this - Modal.prototype.adjustPageClass.call(this); - /* eslint-disable @typescript-eslint/unbound-method */ - fixPanelPosition(); - inputElement.addEventListener('focus', fixPanelPosition); - inputElement.addEventListener('blur', fixPanelPosition); - window.addEventListener('resize', fixPanelPosition); - /* eslint-enable @typescript-eslint/unbound-method */ } setCloseState() { $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/opened`); - $tw.wiki.deleteTiddler(`$:/state/commandpalette/${this.id}/prefix`); this.autoCompleteInstance?.setIsOpen(false); this.modalCount = 0; Modal.prototype.adjustPageClass.call(this); From da4286ded23c1fecad756797b795ec8178df41e0 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 01:49:31 +0800 Subject: [PATCH 66/76] fix: mobile style --- .../styles/DefaultCommandPalette.css.tid | 13 +++++++------ 1 file changed, 7 insertions(+), 6 deletions(-) diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index 8d326f3..9a7fcaa 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -18,7 +18,7 @@ tags: $:/tags/Stylesheet } .tw-commandpalette-default-container { position: fixed; - background:<<colour page-background>>; + background: <<colour page-background>>; z-index: 9998; top: 5em; left: 50%; @@ -28,10 +28,11 @@ tags: $:/tags/Stylesheet width: {{$:/plugins/linonetwo/commandpalette/configs/DesktopWidth}}%; flex-direction: column; } -@media (max-width: 540px) { - .tw-commandpalette-default-container { - width: calc(100vw - 40px); - } +div.aa-DetachedContainer div.aa-Panel { + /** height of .aa-DetachedFormContainer */ + top: 65px !important; + width: 100%; + height: 100%; } .tw-default-commandpalette-mask-layer { position: fixed; @@ -62,4 +63,4 @@ div.tw-commandpalette-layout-result { display: flex; flex-direction: row; align-items: center; -} +} \ No newline at end of file From ff25d309ad27b7c282b732ee37986203cad9dea3 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 01:55:02 +0800 Subject: [PATCH 67/76] feat: context text search --- src/commandpalette/configs/configs.multids | 1 + .../language/en-GB/Translations.multids | 1 + .../language/zh-Hans/Translations.multids | 3 +- .../styles/DefaultCommandPalette.css.tid | 2 +- .../build-in-sub-plugins/search-user-text.ts | 59 +++++++++++++++++++ .../search-user-text.ts.meta | 5 ++ .../widgets/utils/getFieldsAsTitle.ts | 6 ++ .../widgets/utils/getSubPlugins.ts | 2 +- src/commandpalette/widgets/widget.ts | 5 +- 9 files changed, 80 insertions(+), 4 deletions(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts.meta diff --git a/src/commandpalette/configs/configs.multids b/src/commandpalette/configs/configs.multids index 79e755a..6281fc2 100644 --- a/src/commandpalette/configs/configs.multids +++ b/src/commandpalette/configs/configs.multids @@ -1,5 +1,6 @@ title: $:/plugins/linonetwo/commandpalette/configs/ TitleAlias: title caption alias +TextAlias: text keywords HideDefaultSearchBar: no DesktopWidth: 80 \ No newline at end of file diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 8cd65d7..6384f8d 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -12,6 +12,7 @@ Configs/DesktopWidth/Caption: Width on desktop mode Configs/DesktopWidth/Description: Width of the input and result boxes on the screen (does not affect mobile, which is full screen by default) UserTitle: Title of user tiddler UserTitlePinyin: Title Pinyin of user tiddler +UserText: Text of user tiddler StoryHistory: Story history Filter: Pick build-in filters UnderFilter: Further search based on filters diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index b67b40a..0175e2d 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -11,7 +11,8 @@ Configs/HideDefaultSearchBar/Description: 如果您只使用命令菜单搜索 Configs/DesktopWidth/Caption: 桌面模式宽度 Configs/DesktopWidth/Description: 输入框和结果框占屏幕的宽度（不影响移动端，移动端默认全屏） UserTitle: 用户条目标题 -UserTitlePinyin: 用户条目拼音 +UserTitlePinyin: 用户条目标题拼音 +UserText: 用户条目内容文本 StoryHistory: 故事流浏览历史 Filter: 选择预置筛选器 UnderFilter: 基于筛选器进一步搜索 diff --git a/src/commandpalette/styles/DefaultCommandPalette.css.tid b/src/commandpalette/styles/DefaultCommandPalette.css.tid index 9a7fcaa..1280f30 100644 --- a/src/commandpalette/styles/DefaultCommandPalette.css.tid +++ b/src/commandpalette/styles/DefaultCommandPalette.css.tid @@ -63,4 +63,4 @@ div.tw-commandpalette-layout-result { display: flex; flex-direction: row; align-items: center; -} \ No newline at end of file +} diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts new file mode 100644 index 0000000..55ff088 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts @@ -0,0 +1,59 @@ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearchUser, checkIsUnderFilter } from '../utils/checkPrefix'; +import { getFieldsAsText } from '../utils/getFieldsAsTitle'; +import { lingo } from '../utils/lingo'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + if (!checkIsSearchUser(parameters) || checkIsUnderFilter(parameters)) return []; + return [ + { + sourceId: 'text', + getItems({ query }) { + if (query === '') return []; + // DEBUG: console getFieldsAsText() + console.log(`getFieldsAsText()`, getFieldsAsText(), `[all[tiddlers]!is[system]search:${getFieldsAsText()}[${query}]]`); + return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]search:${getFieldsAsText()}[${query}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + header() { + return lingo('UserText'); + }, + item({ item, createElement, state }) { + const title = typeof item.caption === 'string' && item.caption !== '' ? `${item.caption} (${item.title})` : item.title; + const match = item.text.match(state.query); + const textCountAroundHit = 30; + let contextNearText = ''; + if (match !== null) { + const start = Math.max(0, (match.index ?? 0) - textCountAroundHit); + const end = Math.min(item.text.length, (match.index ?? 0) + match[0].length + textCountAroundHit); + const prefix = start > 0 ? '...' : ''; + const suffix = end < item.text.length ? '...' : ''; + const beforeMatch = item.text.slice(start, match.index ?? 0); + const matchedText = match[0]; + const afterMatch = item.text.slice((match.index ?? 0) + matchedText.length, end); + + contextNearText = `${prefix}${beforeMatch}<mark>${matchedText}</mark>${afterMatch}${suffix}`; + } + + return createElement('div', { + style: 'display:flex;flex-direction:column;', + }, [ + createElement('div', { style: 'margin-bottom:0.25em;' }, title), + createElement('div', {}, [ + createElement('small', { innerHTML: contextNearText }), + ]), + ]); + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts.meta new file mode 100644 index 0000000..2f6cdf9 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-user-text.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 15 \ No newline at end of file diff --git a/src/commandpalette/widgets/utils/getFieldsAsTitle.ts b/src/commandpalette/widgets/utils/getFieldsAsTitle.ts index 2493ef1..edc56d2 100644 --- a/src/commandpalette/widgets/utils/getFieldsAsTitle.ts +++ b/src/commandpalette/widgets/utils/getFieldsAsTitle.ts @@ -6,3 +6,9 @@ export function getFieldsAsTitle(): string { const fieldsAsTitle = TitleAliasConfig.split(' ').filter(Boolean).join(','); return fieldsAsTitle; } + +export function getFieldsAsText(): string { + const TextAliasConfig = $tw.wiki.getTiddlerText('$:/plugins/linonetwo/commandpalette/configs/TextAlias', 'text'); + const fieldsAsText = TextAliasConfig.split(' ').filter(Boolean).join(','); + return fieldsAsText; +} diff --git a/src/commandpalette/widgets/utils/getSubPlugins.ts b/src/commandpalette/widgets/utils/getSubPlugins.ts index 3033963..1ceb1c1 100644 --- a/src/commandpalette/widgets/utils/getSubPlugins.ts +++ b/src/commandpalette/widgets/utils/getSubPlugins.ts @@ -10,7 +10,7 @@ export function getSubPlugins() { searchTitlePluginTitles .map(title => $tw.wiki.getTiddler(title)?.fields) .filter(item => item !== undefined) - .sort((a, b) => (b.priority as number | undefined ?? 0) - (a.priority as number | undefined ?? 0)) + .sort((a, b) => (a.priority as number | undefined ?? 0) - (b.priority as number | undefined ?? 0)) .forEach((tiddlerField) => { try { // eslint-disable-next-line @typescript-eslint/no-unsafe-argument, @typescript-eslint/no-unsafe-member-access, security/detect-non-literal-require, security-node/detect-non-literal-require-calls diff --git a/src/commandpalette/widgets/widget.ts b/src/commandpalette/widgets/widget.ts index 93d68b8..830eadc 100644 --- a/src/commandpalette/widgets/widget.ts +++ b/src/commandpalette/widgets/widget.ts @@ -50,6 +50,7 @@ class CommandPaletteWidget extends Widget { this.autoCompleteState = nextState; }; this.autoCompleteInstance = autocomplete<ITiddlerFields>({ + id: this.id, container: containerElement, placeholder: 'Search for tiddlers', initialState: { @@ -72,9 +73,11 @@ class CommandPaletteWidget extends Widget { 'title': titleSource, 'title-pinyin': titlePinyinSource, 'story-history': storyHistorySource, + 'text': textSource, ...rest } = sourcesBySourceId; - return [...removeDuplicates(...[titleSource, titlePinyinSource, storyHistorySource].filter(Boolean)), ...Object.values(rest)]; + // this will also affect `priority` field. The order here is more important than `priority` field. + return [...removeDuplicates(...[textSource, titleSource, titlePinyinSource, storyHistorySource].filter(Boolean)), ...Object.values(rest)]; }, }); this.autoCompleteInstance.setContext({ widget: this } satisfies IContext); From e4054a88d2a557973eb66981c3dabd8aa8a244d8 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 02:00:17 +0800 Subject: [PATCH 68/76] feat: search system --- .../language/en-GB/Translations.multids | 1 + .../language/zh-Hans/Translations.multids | 1 + .../search-system-title.ts | 36 +++++++++++++++++++ .../search-system-title.ts.meta | 5 +++ .../widgets/utils/checkPrefix.ts | 2 +- 5 files changed, 44 insertions(+), 1 deletion(-) create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts.meta diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 6384f8d..37486ad 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -10,6 +10,7 @@ Configs/HideDefaultSearchBar/Caption: Hide default search bar Configs/HideDefaultSearchBar/Description: If you only use commandpalette to search and don't need default search bar, check this box. Configs/DesktopWidth/Caption: Width on desktop mode Configs/DesktopWidth/Description: Width of the input and result boxes on the screen (does not affect mobile, which is full screen by default) +SystemTitle: Title of system tiddler UserTitle: Title of user tiddler UserTitlePinyin: Title Pinyin of user tiddler UserText: Text of user tiddler diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index 0175e2d..bf7d470 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -11,6 +11,7 @@ Configs/HideDefaultSearchBar/Description: 如果您只使用命令菜单搜索 Configs/DesktopWidth/Caption: 桌面模式宽度 Configs/DesktopWidth/Description: 输入框和结果框占屏幕的宽度（不影响移动端，移动端默认全屏） UserTitle: 用户条目标题 +SystemTitle: 系统条目标题 UserTitlePinyin: 用户条目标题拼音 UserText: 用户条目内容文本 StoryHistory: 故事流浏览历史 diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts new file mode 100644 index 0000000..567d14e --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts @@ -0,0 +1,36 @@ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; +import { lingo } from '../utils/lingo'; + +export const plugin = { + getSources(parameters) { + if (parameters.query.length === 0) return []; + if (!checkIsSearchSystem(parameters) || checkIsUnderFilter(parameters)) return []; + return [ + { + sourceId: 'system-title', + getItems({ query }) { + if (query === '') return []; + return $tw.wiki.filterTiddlers(`[all[tiddlers]is[system]search[${query}]]`) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + }, + getItemUrl({ item }) { + return item.title; + }, + templates: { + header() { + return lingo('SystemTitle'); + }, + item({ item }) { + if (typeof item.caption === 'string' && item.caption !== '') { + return `${item.caption} (${item.title})`; + } + return item.title; + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts.meta new file mode 100644 index 0000000..9db66da --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-system-title.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: 5 \ No newline at end of file diff --git a/src/commandpalette/widgets/utils/checkPrefix.ts b/src/commandpalette/widgets/utils/checkPrefix.ts index e5156d0..3383b13 100644 --- a/src/commandpalette/widgets/utils/checkPrefix.ts +++ b/src/commandpalette/widgets/utils/checkPrefix.ts @@ -8,7 +8,7 @@ const systemPrefixes = ($tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette const filterPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Filter')?.fields?.['command-palette-prefix'] as string | undefined; const tagsPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Tags')?.fields?.['command-palette-prefix'] as string | undefined; export function checkIsSearchSystem(parameters: GetSourcesParams<ITiddlerFields>) { - return systemPrefixes?.includes(parameters.query[0]); + return Boolean(systemPrefixes?.includes(parameters.query[0])); } export function checkIsSearchUser(parameters: GetSourcesParams<ITiddlerFields>) { From 57f40ba89fd304f9e951a285b4eeb4fbc07926c0 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 03:06:38 +0800 Subject: [PATCH 69/76] feat: search from tidgi server --- .../command-action-string.ts | 7 +++--- .../build-in-sub-plugins/command-message.ts | 7 +++--- .../build-in-sub-plugins/search-config.ts | 7 +++--- .../build-in-sub-plugins/search-filter.ts | 12 +++++----- .../build-in-sub-plugins/search-layout.ts | 7 +++--- .../search-system-title.ts | 7 +++--- .../build-in-sub-plugins/search-tags.ts | 7 +++--- .../build-in-sub-plugins/search-user-text.ts | 10 ++++----- .../search-user-title-pinyin.ts | 7 +++--- .../build-in-sub-plugins/search-user-title.ts | 7 +++--- .../widgets/utils/filterTiddlersAsync.ts | 22 +++++++++++++++++++ 11 files changed, 55 insertions(+), 45 deletions(-) create mode 100644 src/commandpalette/widgets/utils/filterTiddlersAsync.ts diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts index f376b1c..b57a40d 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts @@ -4,6 +4,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -17,11 +18,9 @@ export const plugin = { return [ { sourceId: 'actionString', - getItems({ query }) { + async getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[actionString]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter((tiddler): tiddler is ITiddlerFields => tiddler !== undefined) + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[actionString]]`)) .filter(tiddler => // TODO: add pinyinfuse $tw.wiki.filterTiddlers( diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 7a45447..91bfb29 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -3,6 +3,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -16,12 +17,10 @@ export const plugin = { return [ { sourceId: 'message', - getItems({ query }) { + async getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`)) .filter((tiddler): tiddler is ITiddlerFields => { - if (tiddler === undefined) return false; const filter = tiddler['command-palette-filter'] as string | undefined; // if no filter, just pass. If user didn't install `$:/plugins/Gk0Wk/focused-tiddler`, also pass. if (!filter || !focusedTiddler) return true; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts index 71d46f6..3151d91 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -3,6 +3,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchSystem } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -14,11 +15,9 @@ export const plugin = { return [ { sourceId: 'config', - getItems({ query }) { - return $tw.wiki.filterTiddlers(`[all[shadows]tag[$:/tags/ControlPanel/SettingsTab]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) + async getItems({ query }) { + return (await filterTiddlersAsync(`[all[shadows]tag[$:/tags/ControlPanel/SettingsTab]]`)) .filter((tiddler): tiddler is ITiddlerFields => { - if (tiddler === undefined) return false; // TODO: add pinyinfuse return $tw.wiki.filterTiddlers( `[search[${query.slice(1)}]]`, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts index 4ba9e0d..6c893d8 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts @@ -3,6 +3,7 @@ import type { AutocompletePlugin, GetSources } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsFilter, checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -13,10 +14,9 @@ export const plugin = { const { widget } = parameters.state.context as IContext; sources.push({ sourceId: 'build-in-filter', - getItems({ query }) { + async getItems({ query }) { if (query === '') return []; - const buildInFilters = $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/Filter]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) + const buildInFilters = (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Filter]]`)) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; if (!tiddler.filter || typeof tiddler.filter !== 'string') return false; @@ -72,10 +72,8 @@ export const plugin = { if (checkIsSearchSystem(parameters) && checkIsUnderFilter(parameters)) { sources.push({ sourceId: 'filter', - getItems({ query, state }) { - return $tw.wiki.filterTiddlers(`${(state.context as IContext).filter} +[search[${query}]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; + async getItems({ query, state }) { + return await filterTiddlersAsync(`${(state.context as IContext).filter} +[search[${query}]]`); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 08b0b50..16d0907 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -3,6 +3,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchSystem } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { getIconSvg } from '../utils/getIconSvg'; import { lingo } from '../utils/lingo'; import { renderTextWithCache } from '../utils/renderTextWithCache'; @@ -15,11 +16,9 @@ export const plugin = { return [ { sourceId: 'layout', - getItems({ query }) { - return $tw.wiki.filterTiddlers(`[all[tiddlers+shadows]tag[$:/tags/Layout]] [[$:/core/ui/PageTemplate]] +[!is[draft]sort[name]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) + async getItems({ query }) { + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Layout]] [[$:/core/ui/PageTemplate]] +[!is[draft]sort[name]]`)) .filter((tiddler): tiddler is ITiddlerFields => { - if (tiddler === undefined) return false; // TODO: add pinyinfuse return $tw.wiki.filterTiddlers( `[search[${query.slice(1)}]]`, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts index 567d14e..cd2ea67 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts @@ -1,6 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { lingo } from '../utils/lingo'; export const plugin = { @@ -10,11 +11,9 @@ export const plugin = { return [ { sourceId: 'system-title', - getItems({ query }) { + async getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers]is[system]search[${query}]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; + return await filterTiddlersAsync(`[all[tiddlers]is[system]search[${query}]]`); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts index ff675fd..e2a81c9 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -2,6 +2,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchTags } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { lingo } from '../utils/lingo'; export const plugin = { @@ -13,11 +14,9 @@ export const plugin = { return [{ // suggest tags for user to search sourceId: 'tags', - getItems({ query }) { + async getItems({ query }) { // similar to $:/core/Filters/AllTags - return $tw.wiki.filterTiddlers(`[tags[]search[${query.slice(1)}]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; + return await filterTiddlersAsync(`[tags[]search[${query.slice(1)}]]`); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts index 55ff088..706ae89 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts @@ -1,6 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchUser, checkIsUnderFilter } from '../utils/checkPrefix'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { getFieldsAsText } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; @@ -11,13 +12,10 @@ export const plugin = { return [ { sourceId: 'text', - getItems({ query }) { + async getItems({ query }) { if (query === '') return []; - // DEBUG: console getFieldsAsText() - console.log(`getFieldsAsText()`, getFieldsAsText(), `[all[tiddlers]!is[system]search:${getFieldsAsText()}[${query}]]`); - return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]search:${getFieldsAsText()}[${query}]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; + const filter = `[all[tiddlers]!is[system]]:filter[get[text]length[]compare:integer:gt[0]]+[search:${getFieldsAsText()}[${query}]]`; + return await filterTiddlersAsync(filter); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts index ca521d5..637deaf 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title-pinyin.ts @@ -1,6 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchUser, checkIsUnderFilter } from '../utils/checkPrefix'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; @@ -19,11 +20,9 @@ export const plugin = { return [ { sourceId: 'title-pinyin', - getItems({ query }) { + async getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]pinyinfuse:${getFieldsAsTitle()}[${query}]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; + return await filterTiddlersAsync(`[all[tiddlers]!is[system]pinyinfuse:${getFieldsAsTitle()}[${query}]]`); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts index af47c6c..0d0d046 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-title.ts @@ -1,6 +1,7 @@ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; import { checkIsSearchUser, checkIsUnderFilter } from '../utils/checkPrefix'; +import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { getFieldsAsTitle } from '../utils/getFieldsAsTitle'; import { lingo } from '../utils/lingo'; @@ -11,11 +12,9 @@ export const plugin = { return [ { sourceId: 'title', - getItems({ query }) { + async getItems({ query }) { if (query === '') return []; - return $tw.wiki.filterTiddlers(`[all[tiddlers]!is[system]search:${getFieldsAsTitle()}[${query}]]`) - .map((title) => $tw.wiki.getTiddler(title)?.fields) - .filter(Boolean) as ITiddlerFields[]; + return await filterTiddlersAsync(`[all[tiddlers]!is[system]search:${getFieldsAsTitle()}[${query}]]`); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts new file mode 100644 index 0000000..a4421b3 --- /dev/null +++ b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts @@ -0,0 +1,22 @@ +import { ITiddlerFields } from 'tiddlywiki'; + +const isInTidGiDesktop = typeof document !== 'undefined' && document?.location?.protocol?.startsWith('tidgi'); +// eslint-disable-next-line @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-unsafe-call, @typescript-eslint/no-explicit-any +const tidGiWorkspaceID = ((window as any).meta?.())?.workspaceID; + +export async function filterTiddlersAsync(filter: string): Promise<ITiddlerFields[]> { + if (isInTidGiDesktop && 'service' in window) { + // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any + const resultFromIPC = await (window.service as any).wiki.callWikiIpcServerRoute( + tidGiWorkspaceID, + 'getTiddlersJSON', + filter, + ); + // eslint-disable-next-line @typescript-eslint/no-unsafe-member-access + return resultFromIPC.data as ITiddlerFields[]; + } else { + return $tw.wiki.filterTiddlers(filter) + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]; + } +} From 0463ba229f9119c67cb74b67de3f5704a935ecf4 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 03:22:44 +0800 Subject: [PATCH 70/76] fix: search text --- .../widgets/build-in-sub-plugins/search-user-text.ts | 4 ++-- src/commandpalette/widgets/utils/filterTiddlersAsync.ts | 3 ++- 2 files changed, 4 insertions(+), 3 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts index 706ae89..bd0a476 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts @@ -14,8 +14,8 @@ export const plugin = { sourceId: 'text', async getItems({ query }) { if (query === '') return []; - const filter = `[all[tiddlers]!is[system]]:filter[get[text]length[]compare:integer:gt[0]]+[search:${getFieldsAsText()}[${query}]]`; - return await filterTiddlersAsync(filter); + const filter = `[all[tiddlers]!is[system]]:filter[has[text]get[text]!compare:string:eq[]]+[search:${getFieldsAsText()}[${query}]]`; + return await filterTiddlersAsync(filter, []); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts index a4421b3..0059f8b 100644 --- a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts +++ b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts @@ -4,13 +4,14 @@ const isInTidGiDesktop = typeof document !== 'undefined' && document?.location?. // eslint-disable-next-line @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-unsafe-call, @typescript-eslint/no-explicit-any const tidGiWorkspaceID = ((window as any).meta?.())?.workspaceID; -export async function filterTiddlersAsync(filter: string): Promise<ITiddlerFields[]> { +export async function filterTiddlersAsync(filter: string, exclude?: string[]): Promise<ITiddlerFields[]> { if (isInTidGiDesktop && 'service' in window) { // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any const resultFromIPC = await (window.service as any).wiki.callWikiIpcServerRoute( tidGiWorkspaceID, 'getTiddlersJSON', filter, + exclude, ); // eslint-disable-next-line @typescript-eslint/no-unsafe-member-access return resultFromIPC.data as ITiddlerFields[]; From 5cd3d771c6337fb8fd45ee51462baff9bbd81c52 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 03:37:10 +0800 Subject: [PATCH 71/76] feat: get system tiddler from tidgi --- .vscode/settings.json | 3 ++- .../build-in-sub-plugins/search-system-title.ts | 2 +- .../widgets/utils/filterTiddlersAsync.ts | 17 ++++++++++++++++- 3 files changed, 19 insertions(+), 3 deletions(-) diff --git a/.vscode/settings.json b/.vscode/settings.json index 28b4d08..03b02e1 100644 --- a/.vscode/settings.json +++ b/.vscode/settings.json @@ -1,6 +1,7 @@ { "cSpell.words": [ "commandpalette", - "pinyinfuse" + "pinyinfuse", + "tiddlyweb" ] } \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts index cd2ea67..6d12fce 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts @@ -13,7 +13,7 @@ export const plugin = { sourceId: 'system-title', async getItems({ query }) { if (query === '') return []; - return await filterTiddlersAsync(`[all[tiddlers]is[system]search[${query}]]`); + return await filterTiddlersAsync(`[all[tiddlers+shadows]is[system]search[${query}]]`); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts index 0059f8b..c3e1693 100644 --- a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts +++ b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts @@ -6,13 +6,28 @@ const tidGiWorkspaceID = ((window as any).meta?.())?.workspaceID; export async function filterTiddlersAsync(filter: string, exclude?: string[]): Promise<ITiddlerFields[]> { if (isInTidGiDesktop && 'service' in window) { + // by default tiddlyweb protocol omit all system tiddlers, need to turn off this // TODO: add param to turn off this in TidGi // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any - const resultFromIPC = await (window.service as any).wiki.callWikiIpcServerRoute( + const wikiServer = (window.service as any).wiki; + // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any + const previousServerConfigValue = await wikiServer.wikiOperationInServer('wiki-get-tiddler-text', tidGiWorkspaceID, ['$:/config/SyncSystemTiddlersFromServer']); + // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any + await wikiServer.wikiOperationInServer('wiki-set-tiddler-text', tidGiWorkspaceID, [ + '$:/config/SyncSystemTiddlersFromServer', + 'yes', + ]); + // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any + const resultFromIPC = await wikiServer.callWikiIpcServerRoute( tidGiWorkspaceID, 'getTiddlersJSON', filter, exclude, ); + // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any + await wikiServer.wikiOperationInServer('wiki-set-tiddler-text', tidGiWorkspaceID, [ + '$:/config/SyncSystemTiddlersFromServer', + previousServerConfigValue, + ]); // eslint-disable-next-line @typescript-eslint/no-unsafe-member-access return resultFromIPC.data as ITiddlerFields[]; } else { From e1fc1c8152b48aa5bc4eb07afed55725e1f66e9d Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 03:41:33 +0800 Subject: [PATCH 72/76] feat: not setting config if is searching user --- .../command-action-string.ts | 2 +- .../build-in-sub-plugins/command-message.ts | 2 +- .../build-in-sub-plugins/search-config.ts | 2 +- .../build-in-sub-plugins/search-filter.ts | 4 +-- .../build-in-sub-plugins/search-layout.ts | 2 +- .../search-system-title.ts | 2 +- .../build-in-sub-plugins/search-tags.ts | 2 +- .../build-in-sub-plugins/search-user-text.ts | 2 +- .../widgets/utils/filterTiddlersAsync.ts | 33 +++++++++---------- 9 files changed, 25 insertions(+), 26 deletions(-) diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts index b57a40d..620df76 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts @@ -20,7 +20,7 @@ export const plugin = { sourceId: 'actionString', async getItems({ query }) { if (query === '') return []; - return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[actionString]]`)) + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[actionString]]`, true)) .filter(tiddler => // TODO: add pinyinfuse $tw.wiki.filterTiddlers( diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index 91bfb29..c27603a 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -19,7 +19,7 @@ export const plugin = { sourceId: 'message', async getItems({ query }) { if (query === '') return []; - return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`)) + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`, true)) .filter((tiddler): tiddler is ITiddlerFields => { const filter = tiddler['command-palette-filter'] as string | undefined; // if no filter, just pass. If user didn't install `$:/plugins/Gk0Wk/focused-tiddler`, also pass. diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts index 3151d91..20de328 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -16,7 +16,7 @@ export const plugin = { { sourceId: 'config', async getItems({ query }) { - return (await filterTiddlersAsync(`[all[shadows]tag[$:/tags/ControlPanel/SettingsTab]]`)) + return (await filterTiddlersAsync(`[all[shadows]tag[$:/tags/ControlPanel/SettingsTab]]`, true)) .filter((tiddler): tiddler is ITiddlerFields => { // TODO: add pinyinfuse return $tw.wiki.filterTiddlers( diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts index 6c893d8..020a012 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts @@ -16,7 +16,7 @@ export const plugin = { sourceId: 'build-in-filter', async getItems({ query }) { if (query === '') return []; - const buildInFilters = (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Filter]]`)) + const buildInFilters = (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Filter]]`, true)) .filter((tiddler): tiddler is ITiddlerFields => { if (tiddler === undefined) return false; if (!tiddler.filter || typeof tiddler.filter !== 'string') return false; @@ -73,7 +73,7 @@ export const plugin = { sources.push({ sourceId: 'filter', async getItems({ query, state }) { - return await filterTiddlersAsync(`${(state.context as IContext).filter} +[search[${query}]]`); + return await filterTiddlersAsync(`${(state.context as IContext).filter} +[search[${query}]]`, true); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 16d0907..6b0ae32 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -17,7 +17,7 @@ export const plugin = { { sourceId: 'layout', async getItems({ query }) { - return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Layout]] [[$:/core/ui/PageTemplate]] +[!is[draft]sort[name]]`)) + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Layout]] [[$:/core/ui/PageTemplate]] +[!is[draft]sort[name]]`, true)) .filter((tiddler): tiddler is ITiddlerFields => { // TODO: add pinyinfuse return $tw.wiki.filterTiddlers( diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts index 6d12fce..35c59bc 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-system-title.ts @@ -13,7 +13,7 @@ export const plugin = { sourceId: 'system-title', async getItems({ query }) { if (query === '') return []; - return await filterTiddlersAsync(`[all[tiddlers+shadows]is[system]search[${query}]]`); + return await filterTiddlersAsync(`[all[tiddlers+shadows]is[system]search[${query}]]`, true); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts index e2a81c9..82e9365 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-tags.ts @@ -16,7 +16,7 @@ export const plugin = { sourceId: 'tags', async getItems({ query }) { // similar to $:/core/Filters/AllTags - return await filterTiddlersAsync(`[tags[]search[${query.slice(1)}]]`); + return await filterTiddlersAsync(`[tags[]search[${query.slice(1)}]]`, true); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts index bd0a476..0d1d854 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-user-text.ts @@ -15,7 +15,7 @@ export const plugin = { async getItems({ query }) { if (query === '') return []; const filter = `[all[tiddlers]!is[system]]:filter[has[text]get[text]!compare:string:eq[]]+[search:${getFieldsAsText()}[${query}]]`; - return await filterTiddlersAsync(filter, []); + return await filterTiddlersAsync(filter, false, []); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts index c3e1693..ba1914f 100644 --- a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts +++ b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts @@ -1,34 +1,33 @@ +/* eslint-disable @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any */ import { ITiddlerFields } from 'tiddlywiki'; const isInTidGiDesktop = typeof document !== 'undefined' && document?.location?.protocol?.startsWith('tidgi'); -// eslint-disable-next-line @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-unsafe-call, @typescript-eslint/no-explicit-any const tidGiWorkspaceID = ((window as any).meta?.())?.workspaceID; -export async function filterTiddlersAsync(filter: string, exclude?: string[]): Promise<ITiddlerFields[]> { +export async function filterTiddlersAsync(filter: string, system?: boolean, exclude?: string[]): Promise<ITiddlerFields[]> { if (isInTidGiDesktop && 'service' in window) { // by default tiddlyweb protocol omit all system tiddlers, need to turn off this // TODO: add param to turn off this in TidGi - // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any const wikiServer = (window.service as any).wiki; - // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any - const previousServerConfigValue = await wikiServer.wikiOperationInServer('wiki-get-tiddler-text', tidGiWorkspaceID, ['$:/config/SyncSystemTiddlersFromServer']); - // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any - await wikiServer.wikiOperationInServer('wiki-set-tiddler-text', tidGiWorkspaceID, [ - '$:/config/SyncSystemTiddlersFromServer', - 'yes', - ]); - // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any + let previousServerConfigValue = 'no'; + if (system === true) { + previousServerConfigValue = await wikiServer.wikiOperationInServer('wiki-get-tiddler-text', tidGiWorkspaceID, ['$:/config/SyncSystemTiddlersFromServer']); + await wikiServer.wikiOperationInServer('wiki-set-tiddler-text', tidGiWorkspaceID, [ + '$:/config/SyncSystemTiddlersFromServer', + 'yes', + ]); + } const resultFromIPC = await wikiServer.callWikiIpcServerRoute( tidGiWorkspaceID, 'getTiddlersJSON', filter, exclude, ); - // eslint-disable-next-line @typescript-eslint/no-unsafe-call, @typescript-eslint/no-unsafe-assignment, @typescript-eslint/no-unsafe-member-access, @typescript-eslint/no-explicit-any - await wikiServer.wikiOperationInServer('wiki-set-tiddler-text', tidGiWorkspaceID, [ - '$:/config/SyncSystemTiddlersFromServer', - previousServerConfigValue, - ]); - // eslint-disable-next-line @typescript-eslint/no-unsafe-member-access + if (system === true) { + await wikiServer.wikiOperationInServer('wiki-set-tiddler-text', tidGiWorkspaceID, [ + '$:/config/SyncSystemTiddlersFromServer', + previousServerConfigValue, + ]); + } return resultFromIPC.data as ITiddlerFields[]; } else { return $tw.wiki.filterTiddlers(filter) From 4d7c32c0ff1d2b7eb90c31420c7f6f67360370e1 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 03:54:57 +0800 Subject: [PATCH 73/76] refactor: use $:/tags/Actions --- .../commands/actionString/New Journal Command.tid | 7 ------- .../commands/actionString/Show Control Panel.tid | 3 +-- .../commands/actionString/Unfold All Tiddlers.tid | 3 +-- .../build-in-sub-plugins/command-action-string.ts | 15 ++++++--------- .../build-in-sub-plugins/command-message.ts | 11 ++++------- .../widgets/build-in-sub-plugins/search-config.ts | 2 +- .../widgets/build-in-sub-plugins/search-filter.ts | 2 +- .../widgets/build-in-sub-plugins/search-layout.ts | 6 +++++- 8 files changed, 19 insertions(+), 30 deletions(-) delete mode 100644 src/commandpalette/commands/actionString/New Journal Command.tid diff --git a/src/commandpalette/commands/actionString/New Journal Command.tid b/src/commandpalette/commands/actionString/New Journal Command.tid deleted file mode 100644 index 23de13f..0000000 --- a/src/commandpalette/commands/actionString/New Journal Command.tid +++ /dev/null @@ -1,7 +0,0 @@ -command-palette-type: actionString -caption: {{$:/language/Buttons/NewJournal/Caption}} -description: {{$:/language/Buttons/NewJournal/Hint}} -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/New Journal Command - -{{$:/core/ui/Actions/new-journal}} diff --git a/src/commandpalette/commands/actionString/Show Control Panel.tid b/src/commandpalette/commands/actionString/Show Control Panel.tid index 4d3a229..9424570 100644 --- a/src/commandpalette/commands/actionString/Show Control Panel.tid +++ b/src/commandpalette/commands/actionString/Show Control Panel.tid @@ -1,6 +1,5 @@ -command-palette-type: actionString caption: <<lingo ShowControlPanel $:/plugins/linonetwo/commandpalette/language/>> -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Actions title: $:/plugins/linonetwo/commandpalette/Show Control Panel <$action-navigate $to="$:/ControlPanel"/> \ No newline at end of file diff --git a/src/commandpalette/commands/actionString/Unfold All Tiddlers.tid b/src/commandpalette/commands/actionString/Unfold All Tiddlers.tid index 8785190..c08a58c 100644 --- a/src/commandpalette/commands/actionString/Unfold All Tiddlers.tid +++ b/src/commandpalette/commands/actionString/Unfold All Tiddlers.tid @@ -1,7 +1,6 @@ -command-palette-type: actionString caption: {{$:/language/Buttons/UnfoldAll/Caption}} description: {{$:/language/Buttons/UnfoldAll/Hint}} -tags: $:/tags/CommandPaletteCommand +tags: $:/tags/Actions title: $:/plugins/linonetwo/commandpalette/Unfold All Tiddlers <$action-sendmessage $message="tm-unfold-all-tiddlers" foldedStatePrefix="$:/state/folded/"/> diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts index 620df76..d50f20c 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-action-string.ts @@ -20,14 +20,14 @@ export const plugin = { sourceId: 'actionString', async getItems({ query }) { if (query === '') return []; - return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[actionString]]`, true)) + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Actions]]`, true)) .filter(tiddler => // TODO: add pinyinfuse $tw.wiki.filterTiddlers( `[search[${query.slice(1)}]]`, undefined, $tw.wiki.makeTiddlerIterator([ - tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), + tiddler.title.replace('$:/plugins/', '').replace('linonetwo/commandpalette/', ''), renderTextWithCache(tiddler.caption, widget), renderTextWithCache(tiddler.description, widget), ]), @@ -53,13 +53,10 @@ export const plugin = { return `${lingo('ActionString')} - ${lingo('CurrentTiddler')}: ${focusedTiddler} ${caption}`; }, item({ item }) { - if (typeof item.caption === 'string' && item.caption !== '') { - const description = item.description - ? ` (${renderTextWithCache(item.description as string, widget, variables)})` - : ''; - return `${renderTextWithCache(item.caption, widget, variables)}${description}`; - } - return item.title; + const description = item.description + ? ` (${renderTextWithCache(item.description as string, widget, variables)})` + : ''; + return `${renderTextWithCache(item.caption, widget, variables)}${description}` || item.title; }, }, }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index c27603a..e067630 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -63,13 +63,10 @@ export const plugin = { return `${lingo('Message')} - ${lingo('CurrentTiddler')}: ${focusedTiddler} ${caption}`; }, item({ item }) { - if (typeof item.caption === 'string' && item.caption !== '') { - const description = item.description - ? ` (${renderTextWithCache(item.description as string, widget, variables)})` - : ''; - return `${renderTextWithCache(item.caption, widget, variables)}${description}`; - } - return item.title; + const description = item.description + ? ` (${renderTextWithCache(item.description as string, widget, variables)})` + : ''; + return `${renderTextWithCache(item.caption, widget, variables)}${description}` || item.title; }, }, }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts index 20de328..325e413 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -22,7 +22,7 @@ export const plugin = { return $tw.wiki.filterTiddlers( `[search[${query.slice(1)}]]`, undefined, - $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.caption, widget), tiddler.text]), + $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.caption, widget), tiddler.text, tiddler.title.replace('$:/plugins/', '')]), ).length > 0; }); }, diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts index 020a012..f9a319b 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts @@ -28,7 +28,7 @@ export const plugin = { `[search[${query.slice(1)}]]`, undefined, $tw.wiki.makeTiddlerIterator([ - tiddler.title.replace('$:/plugins/linonetwo/commandpalette/', ''), + tiddler.title.replace('$:/plugins/', '').replace('linonetwo/commandpalette/', ''), renderTextWithCache(tiddler.caption, widget), renderTextWithCache(tiddler.description, widget), (tiddler.filter as string).trim().replaceAll('[', '').replaceAll(']', ''), diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 6b0ae32..10bed3a 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -23,7 +23,11 @@ export const plugin = { return $tw.wiki.filterTiddlers( `[search[${query.slice(1)}]]`, undefined, - $tw.wiki.makeTiddlerIterator([renderTextWithCache(tiddler.name, widget), renderTextWithCache(tiddler.description, widget)]), + $tw.wiki.makeTiddlerIterator([ + renderTextWithCache(tiddler.name, widget), + renderTextWithCache(tiddler.description, widget), + tiddler.title.replace('$:/plugins/', ''), + ]), ).length > 0; }); }, From c041fef08b9839e6e84b0b5fb3d6401ccc22d394 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 03:59:29 +0800 Subject: [PATCH 74/76] refactor: use $:/tags/Messages --- src/commandpalette/commands/message/Browser Refresh.tid | 3 +-- src/commandpalette/commands/message/Cancel Tiddler.tid | 3 +-- src/commandpalette/commands/message/Clone Tiddler.tid | 3 +-- src/commandpalette/commands/message/Close All Tiddlers.tid | 3 +-- src/commandpalette/commands/message/Close Tiddler.tid | 3 +-- src/commandpalette/commands/message/Close other Tiddlers.tid | 3 +-- src/commandpalette/commands/message/Delete Tiddler.tid | 3 +-- src/commandpalette/commands/message/Edit Tiddler.tid | 3 +-- src/commandpalette/commands/message/Fold All Tiddlers.tid | 3 +-- src/commandpalette/commands/message/Home.tid | 3 +-- src/commandpalette/commands/message/New Tiddler.tid | 3 +-- src/commandpalette/commands/message/Permalink.tid | 3 +-- src/commandpalette/commands/message/Permaview.tid | 3 +-- src/commandpalette/commands/message/Print.tid | 3 +-- src/commandpalette/commands/message/Refresh Server.tid | 3 +-- src/commandpalette/commands/message/Save Tiddler.tid | 3 +-- src/commandpalette/commands/message/Save Wiki.tid | 3 +-- src/commandpalette/commands/message/Toggle Fullscreen.tid | 3 +-- .../widgets/build-in-sub-plugins/command-message.ts | 2 +- 19 files changed, 19 insertions(+), 37 deletions(-) diff --git a/src/commandpalette/commands/message/Browser Refresh.tid b/src/commandpalette/commands/message/Browser Refresh.tid index cd3e63a..2bc90d8 100644 --- a/src/commandpalette/commands/message/Browser Refresh.tid +++ b/src/commandpalette/commands/message/Browser Refresh.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Refresh/Caption}} description: {{$:/language/Buttons/Refresh/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Browser Refresh tm-browser-refresh diff --git a/src/commandpalette/commands/message/Cancel Tiddler.tid b/src/commandpalette/commands/message/Cancel Tiddler.tid index fe505a9..08d7dc7 100644 --- a/src/commandpalette/commands/message/Cancel Tiddler.tid +++ b/src/commandpalette/commands/message/Cancel Tiddler.tid @@ -1,8 +1,7 @@ command-palette-filter: [has:field[draft.of]] -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Cancel/Caption}} description: {{$:/language/Buttons/Cancel/Hint}} <<currentTiddler>> -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Cancel Tiddler tm-cancel-tiddler diff --git a/src/commandpalette/commands/message/Clone Tiddler.tid b/src/commandpalette/commands/message/Clone Tiddler.tid index 146653b..e70bdf3 100644 --- a/src/commandpalette/commands/message/Clone Tiddler.tid +++ b/src/commandpalette/commands/message/Clone Tiddler.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Clone/Caption}} description: {{$:/language/Buttons/Clone/Hint}} <<currentTiddler>> -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Clone Tiddler tm-new-tiddler diff --git a/src/commandpalette/commands/message/Close All Tiddlers.tid b/src/commandpalette/commands/message/Close All Tiddlers.tid index 2e7ed11..67c98df 100644 --- a/src/commandpalette/commands/message/Close All Tiddlers.tid +++ b/src/commandpalette/commands/message/Close All Tiddlers.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/CloseAll/Caption}} description: {{$:/language/Buttons/CloseAll/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close All Tiddlers tm-close-all-tiddlers diff --git a/src/commandpalette/commands/message/Close Tiddler.tid b/src/commandpalette/commands/message/Close Tiddler.tid index 5290619..777ee78 100644 --- a/src/commandpalette/commands/message/Close Tiddler.tid +++ b/src/commandpalette/commands/message/Close Tiddler.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Close/Caption}} description: {{$:/language/Buttons/Close/Hint}} <<currentTiddler>> -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close Tiddler tm-close-tiddler diff --git a/src/commandpalette/commands/message/Close other Tiddlers.tid b/src/commandpalette/commands/message/Close other Tiddlers.tid index 85953c9..1115a24 100644 --- a/src/commandpalette/commands/message/Close other Tiddlers.tid +++ b/src/commandpalette/commands/message/Close other Tiddlers.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/CloseOthers/Caption}} description: {{$:/language/Buttons/CloseOthers/Hint}} <<currentTiddler>> -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Close other Tiddlers tm-close-other-tiddlers diff --git a/src/commandpalette/commands/message/Delete Tiddler.tid b/src/commandpalette/commands/message/Delete Tiddler.tid index 8e3773f..d9fb558 100644 --- a/src/commandpalette/commands/message/Delete Tiddler.tid +++ b/src/commandpalette/commands/message/Delete Tiddler.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Delete/Caption}} description: {{$:/language/Buttons/Delete/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Delete Tiddler tm-delete-tiddler diff --git a/src/commandpalette/commands/message/Edit Tiddler.tid b/src/commandpalette/commands/message/Edit Tiddler.tid index 7c73870..3859ad2 100644 --- a/src/commandpalette/commands/message/Edit Tiddler.tid +++ b/src/commandpalette/commands/message/Edit Tiddler.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Edit/Caption}} description: {{$:/language/Buttons/Edit/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Edit Tiddler tm-edit-tiddler diff --git a/src/commandpalette/commands/message/Fold All Tiddlers.tid b/src/commandpalette/commands/message/Fold All Tiddlers.tid index 9542a5a..edc56ff 100644 --- a/src/commandpalette/commands/message/Fold All Tiddlers.tid +++ b/src/commandpalette/commands/message/Fold All Tiddlers.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/FoldAll/Caption}} description: {{$:/language/Buttons/FoldAll/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Fold All Tiddlers tm-fold-all-tiddlers diff --git a/src/commandpalette/commands/message/Home.tid b/src/commandpalette/commands/message/Home.tid index a00ae5f..8cb8b98 100644 --- a/src/commandpalette/commands/message/Home.tid +++ b/src/commandpalette/commands/message/Home.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Home/Caption}} description: {{$:/language/Buttons/Home/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Home tm-home diff --git a/src/commandpalette/commands/message/New Tiddler.tid b/src/commandpalette/commands/message/New Tiddler.tid index 1ba0b1f..ea2cfdf 100644 --- a/src/commandpalette/commands/message/New Tiddler.tid +++ b/src/commandpalette/commands/message/New Tiddler.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/NewTiddler/Caption}} description: {{$:/language/Buttons/NewTiddler/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/New Tiddler tm-new-tiddler diff --git a/src/commandpalette/commands/message/Permalink.tid b/src/commandpalette/commands/message/Permalink.tid index 19b3f44..5399429 100644 --- a/src/commandpalette/commands/message/Permalink.tid +++ b/src/commandpalette/commands/message/Permalink.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Permalink/Caption}} description: {{$:/language/Buttons/Permalink/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Permalink tm-permalink diff --git a/src/commandpalette/commands/message/Permaview.tid b/src/commandpalette/commands/message/Permaview.tid index 4bdec02..f1233b9 100644 --- a/src/commandpalette/commands/message/Permaview.tid +++ b/src/commandpalette/commands/message/Permaview.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Permaview/Caption}} description: {{$:/language/Buttons/Permaview/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Permaview tm-permaview diff --git a/src/commandpalette/commands/message/Print.tid b/src/commandpalette/commands/message/Print.tid index cf8e698..1796dcc 100644 --- a/src/commandpalette/commands/message/Print.tid +++ b/src/commandpalette/commands/message/Print.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Print/Caption}} description: {{$:/language/Buttons/Print/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Print tm-print diff --git a/src/commandpalette/commands/message/Refresh Server.tid b/src/commandpalette/commands/message/Refresh Server.tid index 2013919..9867d3c 100644 --- a/src/commandpalette/commands/message/Refresh Server.tid +++ b/src/commandpalette/commands/message/Refresh Server.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Refresh/Caption}}<<lingo Server $:/plugins/linonetwo/commandpalette/language/>> description: {{$:/language/Buttons/Refresh/Hint}}<<lingo Server $:/plugins/linonetwo/commandpalette/language/>> -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Refresh Server tm-server-refresh diff --git a/src/commandpalette/commands/message/Save Tiddler.tid b/src/commandpalette/commands/message/Save Tiddler.tid index b64b9c0..a70282d 100644 --- a/src/commandpalette/commands/message/Save Tiddler.tid +++ b/src/commandpalette/commands/message/Save Tiddler.tid @@ -1,8 +1,7 @@ command-palette-filter: [has:field[draft.of]] -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/Save/Caption}} description: {{$:/language/Buttons/Save/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Save Tiddler tm-save-tiddler diff --git a/src/commandpalette/commands/message/Save Wiki.tid b/src/commandpalette/commands/message/Save Wiki.tid index cf35278..23c67e5 100644 --- a/src/commandpalette/commands/message/Save Wiki.tid +++ b/src/commandpalette/commands/message/Save Wiki.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/SaveWiki/Caption}} description: {{$:/language/Buttons/SaveWiki/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Save Wiki tm-save-wiki diff --git a/src/commandpalette/commands/message/Toggle Fullscreen.tid b/src/commandpalette/commands/message/Toggle Fullscreen.tid index 773b8f6..a08bf74 100644 --- a/src/commandpalette/commands/message/Toggle Fullscreen.tid +++ b/src/commandpalette/commands/message/Toggle Fullscreen.tid @@ -1,7 +1,6 @@ -command-palette-type: message +tags: $:/tags/Messages caption: {{$:/language/Buttons/FullScreen/Caption}} description: {{$:/language/Buttons/FullScreen/Hint}} -tags: $:/tags/CommandPaletteCommand title: $:/plugins/linonetwo/commandpalette/Toggle Fullscreen tm-full-screen diff --git a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts index e067630..adeba0e 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/command-message.ts @@ -19,7 +19,7 @@ export const plugin = { sourceId: 'message', async getItems({ query }) { if (query === '') return []; - return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/CommandPaletteCommand]field:command-palette-type[message]]`, true)) + return (await filterTiddlersAsync(`[all[tiddlers+shadows]tag[$:/tags/Messages]]`, true)) .filter((tiddler): tiddler is ITiddlerFields => { const filter = tiddler['command-palette-filter'] as string | undefined; // if no filter, just pass. If user didn't install `$:/plugins/Gk0Wk/focused-tiddler`, also pass. From 42ebc5b412b098baecaf9d65746423b5bec09324 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 04:00:19 +0800 Subject: [PATCH 75/76] Delete New Tiddler with title.tid --- .../commands/todo/New Tiddler with title.tid | 8 -------- 1 file changed, 8 deletions(-) delete mode 100644 src/commandpalette/commands/todo/New Tiddler with title.tid diff --git a/src/commandpalette/commands/todo/New Tiddler with title.tid b/src/commandpalette/commands/todo/New Tiddler with title.tid deleted file mode 100644 index 459c210..0000000 --- a/src/commandpalette/commands/todo/New Tiddler with title.tid +++ /dev/null @@ -1,8 +0,0 @@ -command-palette-name: New Tiddler with title -command-palette-type: prompt -caption: 以标题{{$:/language/Buttons/NewTiddler/Caption}} -description: 以标题{{$:/language/Buttons/NewTiddler/Hint}} -tags: $:/tags/CommandPaletteCommand -title: $:/plugins/linonetwo/commandpalette/New Tiddler with title - -+ From bbfde34158c535015a44d0c0ca14bfb5c3fed144 Mon Sep 17 00:00:00 2001 From: lin onetwo <linonetwo012@gmail.com> Date: Wed, 22 May 2024 04:48:27 +0800 Subject: [PATCH 76/76] feat: basic help --- src/commandpalette/commands/help/Filter.tid | 1 - src/commandpalette/commands/help/Help.tid | 3 +- src/commandpalette/commands/help/System.tid | 1 - src/commandpalette/commands/help/Tags.tid | 1 - src/commandpalette/commands/help/User.tid | 5 ++ .../language/en-GB/Translations.multids | 13 +++- .../language/zh-Hans/Translations.multids | 13 +++- .../build-in-sub-plugins/search-config.ts | 4 +- .../build-in-sub-plugins/search-filter.ts | 5 +- .../build-in-sub-plugins/search-help.ts | 61 +++++++++++++++++++ .../build-in-sub-plugins/search-help.ts.meta | 5 ++ .../build-in-sub-plugins/search-layout.ts | 4 +- .../widgets/utils/checkPrefix.ts | 7 ++- .../widgets/utils/filterTiddlersAsync.ts | 1 + 14 files changed, 110 insertions(+), 14 deletions(-) create mode 100644 src/commandpalette/commands/help/User.tid create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-help.ts create mode 100644 src/commandpalette/widgets/build-in-sub-plugins/search-help.ts.meta diff --git a/src/commandpalette/commands/help/Filter.tid b/src/commandpalette/commands/help/Filter.tid index f5b3502..2ef936e 100644 --- a/src/commandpalette/commands/help/Filter.tid +++ b/src/commandpalette/commands/help/Filter.tid @@ -1,4 +1,3 @@ -command-palette-type: help command-palette-prefix: [ caption: <<lingo Help/Filter/Caption $:/plugins/linonetwo/commandpalette/language/>> description: <<lingo Help/Filter/Description $:/plugins/linonetwo/commandpalette/language/>> diff --git a/src/commandpalette/commands/help/Help.tid b/src/commandpalette/commands/help/Help.tid index f1ff31a..e129f59 100644 --- a/src/commandpalette/commands/help/Help.tid +++ b/src/commandpalette/commands/help/Help.tid @@ -1,5 +1,4 @@ -command-palette-type: help -command-palette-prefix: ? ？ +command-palette-prefix: ? caption: <<lingo Help/Help/Caption $:/plugins/linonetwo/commandpalette/language/>> description: <<lingo Help/Help/Description $:/plugins/linonetwo/commandpalette/language/>> tags: $:/tags/CommandPaletteHelp diff --git a/src/commandpalette/commands/help/System.tid b/src/commandpalette/commands/help/System.tid index 4321d22..cc7288d 100644 --- a/src/commandpalette/commands/help/System.tid +++ b/src/commandpalette/commands/help/System.tid @@ -1,4 +1,3 @@ -command-palette-type: help command-palette-prefix: $ ￥ caption: <<lingo Help/System/Caption $:/plugins/linonetwo/commandpalette/language/>> description: <<lingo Help/System/Description $:/plugins/linonetwo/commandpalette/language/>> diff --git a/src/commandpalette/commands/help/Tags.tid b/src/commandpalette/commands/help/Tags.tid index 86d642d..02ef6b8 100644 --- a/src/commandpalette/commands/help/Tags.tid +++ b/src/commandpalette/commands/help/Tags.tid @@ -1,4 +1,3 @@ -command-palette-type: help command-palette-prefix: # caption: <<lingo Help/Tags/Caption $:/plugins/linonetwo/commandpalette/language/>> description: <<lingo Help/Tags/Description $:/plugins/linonetwo/commandpalette/language/>> diff --git a/src/commandpalette/commands/help/User.tid b/src/commandpalette/commands/help/User.tid new file mode 100644 index 0000000..7036ba5 --- /dev/null +++ b/src/commandpalette/commands/help/User.tid @@ -0,0 +1,5 @@ +command-palette-prefix: +caption: <<lingo Help/User/Caption $:/plugins/linonetwo/commandpalette/language/>> +description: <<lingo Help/User/Description $:/plugins/linonetwo/commandpalette/language/>> +tags: $:/tags/CommandPaletteHelp +title: $:/plugins/linonetwo/commandpalette/commands/help/User diff --git a/src/commandpalette/language/en-GB/Translations.multids b/src/commandpalette/language/en-GB/Translations.multids index 37486ad..9043672 100644 --- a/src/commandpalette/language/en-GB/Translations.multids +++ b/src/commandpalette/language/en-GB/Translations.multids @@ -22,7 +22,18 @@ Message: Trigger system message Layout: Switch layout Config: Open config Tags: Tags +Help: Command palette usage ActionString: Trigger action string CurrentTiddler: Current tiddler CurrentLayout: Current layout -NoResult: No result or no uniq result \ No newline at end of file +NoResult: No result or no uniq result +Help/Help/Caption: Help +Help/Help/Description: Usage of the command menu, describes what the command menu will search when different prefixes are added to the search box. +Help/Filter/Caption: Filters +Help/Filter/Description: A two-step process, first search for a preset filter or a customized filter, enter to confirm the selection; then continue to search in the filter results, enter to open the tiddler. In the second step, only user entries are searched by default, and system entries can be included by adding a prefix to the system entry search. +Help/User/Caption: User tiddlers +Help/User/Description: Not prefixed, just typed, you can search for the title and content of your tiddlers. +Help/System/Caption: System tiddlers +Help/System/Description: Searches for individual micro-system features such as available system messages, layouts, settings, etc. +Help/Tags/Caption: Tags +Help/Tags/Description: In two steps, first search for all tags in the Knowledge Base, enter to confirm selection; then continue searching in entries with this tag added, enter to open the tiddler. In the second step, only user entries are searched by default, and system entries can be included by adding a prefix to the system entry search. \ No newline at end of file diff --git a/src/commandpalette/language/zh-Hans/Translations.multids b/src/commandpalette/language/zh-Hans/Translations.multids index bf7d470..2bd88e5 100644 --- a/src/commandpalette/language/zh-Hans/Translations.multids +++ b/src/commandpalette/language/zh-Hans/Translations.multids @@ -22,7 +22,18 @@ Message: 触发系统消息 Layout: 切换布局 Config: 打开设置 Tags: 标签 +Help: 命令菜单用法 ActionString: 触发动作字符串 CurrentTiddler: 当前条目 CurrentLayout: 当前布局 -NoResult: 无结果或结果重复 \ No newline at end of file +NoResult: 无结果或结果重复 +Help/Help/Caption: 帮助 +Help/Help/Description: 命令菜单用法，介绍在搜索框里加上不同前缀时，命令菜单将会搜索的内容。 +Help/Filter/Caption: 筛选器 +Help/Filter/Description: 分为两步，首先搜索预置筛选器或自定义筛选器，回车确认选中；然后在筛选结果中继续搜索，回车打开条目。第二步里，默认只搜索用户条目，可加上系统条目搜索的前缀来包括系统条目。 +Help/User/Caption: 用户条目 +Help/User/Description: 什么前缀也不加，直接打字，可以搜索你的条目的标题和内容。 +Help/System/Caption: 系统条目 +Help/System/Description: 带有这个前缀时，可以搜索各太微系统功能，如可用的系统消息、布局、设置等。 +Help/Tags/Caption: 标签 +Help/Tags/Description: 分为两步，首先搜索知识库中所有的标签，回车确认选中；然后在加了这个标签的条目中继续搜索，回车打开条目。第二步里，默认只搜索用户条目，可加上系统条目搜索的前缀来包括系统条目。 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts index 325e413..f89b6c2 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-config.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearchSystem } from '../utils/checkPrefix'; +import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { lingo } from '../utils/lingo'; @@ -10,7 +10,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearchSystem(parameters)) return []; + if (!checkIsSearchSystem(parameters) || checkIsUnderFilter(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts index f9a319b..4df78d5 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-filter.ts @@ -69,11 +69,12 @@ export const plugin = { }); } // When filter in context is set by previous step, and no prefix, we search under result of that filter - if (checkIsSearchSystem(parameters) && checkIsUnderFilter(parameters)) { + if (checkIsUnderFilter(parameters)) { sources.push({ sourceId: 'filter', async getItems({ query, state }) { - return await filterTiddlersAsync(`${(state.context as IContext).filter} +[search[${query}]]`, true); + const isSystem = checkIsSearchSystem(parameters); + return await filterTiddlersAsync(`[all[tiddlers+shadows]]+${(state.context as IContext).filter} +[search[${isSystem ? query.slice(1) : query}]]`, isSystem); }, getItemUrl({ item }) { return item.title; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-help.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-help.ts new file mode 100644 index 0000000..9e8d4d9 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-help.ts @@ -0,0 +1,61 @@ +/* eslint-disable @typescript-eslint/strict-boolean-expressions */ +import type { AutocompletePlugin } from '@algolia/autocomplete-js'; +import { ITiddlerFields } from 'tiddlywiki'; +import { checkIsHelp, checkIsUnderFilter } from '../utils/checkPrefix'; +import { IContext } from '../utils/context'; +import { lingo } from '../utils/lingo'; +import { renderTextWithCache } from '../utils/renderTextWithCache'; + +export const plugin = { + getSources(parameters) { + const { widget } = parameters.state.context as IContext; + if (!checkIsHelp(parameters) || checkIsUnderFilter(parameters)) return []; + return [ + { + sourceId: 'help', + getItems({ query }) { + return ($tw.wiki.filterTiddlers('[all[shadows]tag[$:/tags/CommandPaletteHelp]]') + .map((title) => $tw.wiki.getTiddler(title)?.fields) + .filter(Boolean) as ITiddlerFields[]) + .filter((tiddler) => + // TODO: add pinyinfuse + $tw.wiki.filterTiddlers( + `[search[${query.slice(1)}]]`, + undefined, + $tw.wiki.makeTiddlerIterator([ + tiddler.title.replace('$:/plugins/linonetwo/commandpalette/commands/help/', ''), + renderTextWithCache(tiddler.caption, widget), + renderTextWithCache(tiddler.description, widget), + ]), + ).length > 0 + ); + }, + getItemUrl({ item }) { + return item.title; + }, + onSelect({ item }) { + parameters.setContext({ noNavigate: true, noClose: true, newQuery: (item['command-palette-prefix'] as string).charAt(0) } satisfies IContext); + }, + templates: { + header() { + return lingo('Help'); + }, + item({ item, createElement }) { + const description = item.description + ? ` ${renderTextWithCache(item.description as string, widget)}` + : ''; + return createElement('div', { + style: 'display:flex;flex-direction:column;', + }, [ + createElement('div', { style: 'margin-bottom:0.25em;' }, [ + createElement('em', { style: 'margin-right:0.25em;' }, [item['command-palette-prefix'] as string]), + renderTextWithCache(item.caption, widget), + ]), + createElement('div', { style: 'margin-bottom:0.3em;' }, description), + ]); + }, + }, + }, + ]; + }, +} satisfies AutocompletePlugin<ITiddlerFields, unknown>; diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-help.ts.meta b/src/commandpalette/widgets/build-in-sub-plugins/search-help.ts.meta new file mode 100644 index 0000000..d06f0a9 --- /dev/null +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-help.ts.meta @@ -0,0 +1,5 @@ +title: $:/plugins/linonetwo/commandpalette/widget/build-in-sub-plugins/search-help.js +tags: $:/tags/CommandPalettePlugin +type: application/javascript +module-type: library +priority: -1 \ No newline at end of file diff --git a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts index 10bed3a..3a5f94e 100644 --- a/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts +++ b/src/commandpalette/widgets/build-in-sub-plugins/search-layout.ts @@ -1,7 +1,7 @@ /* eslint-disable @typescript-eslint/strict-boolean-expressions */ import type { AutocompletePlugin } from '@algolia/autocomplete-js'; import { ITiddlerFields } from 'tiddlywiki'; -import { checkIsSearchSystem } from '../utils/checkPrefix'; +import { checkIsSearchSystem, checkIsUnderFilter } from '../utils/checkPrefix'; import { IContext } from '../utils/context'; import { filterTiddlersAsync } from '../utils/filterTiddlersAsync'; import { getIconSvg } from '../utils/getIconSvg'; @@ -11,7 +11,7 @@ import { renderTextWithCache } from '../utils/renderTextWithCache'; export const plugin = { getSources(parameters) { if (parameters.query.length === 0) return []; - if (!checkIsSearchSystem(parameters)) return []; + if (!checkIsSearchSystem(parameters) || checkIsUnderFilter(parameters)) return []; const { widget } = parameters.state.context as IContext; return [ { diff --git a/src/commandpalette/widgets/utils/checkPrefix.ts b/src/commandpalette/widgets/utils/checkPrefix.ts index 3383b13..c47bb56 100644 --- a/src/commandpalette/widgets/utils/checkPrefix.ts +++ b/src/commandpalette/widgets/utils/checkPrefix.ts @@ -7,13 +7,18 @@ const systemPrefixes = ($tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette ?.split(' ')?.filter(Boolean); const filterPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Filter')?.fields?.['command-palette-prefix'] as string | undefined; const tagsPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Tags')?.fields?.['command-palette-prefix'] as string | undefined; +const helpPrefix = $tw.wiki.getTiddler('$:/plugins/linonetwo/commandpalette/commands/help/Help')?.fields?.['command-palette-prefix'] as string | undefined; export function checkIsSearchSystem(parameters: GetSourcesParams<ITiddlerFields>) { return Boolean(systemPrefixes?.includes(parameters.query[0])); } export function checkIsSearchUser(parameters: GetSourcesParams<ITiddlerFields>) { const firstChar = parameters.query[0]; - return !(systemPrefixes?.includes(firstChar)) && !(firstChar === filterPrefix) && !(firstChar === tagsPrefix); + return !(systemPrefixes?.includes(firstChar)) && !([filterPrefix, tagsPrefix, helpPrefix].includes(firstChar)); +} + +export function checkIsHelp(parameters: GetSourcesParams<ITiddlerFields>) { + return parameters.query[0] === helpPrefix || parameters.query === ''; } export function checkIsFilter(parameters: GetSourcesParams<ITiddlerFields>) { diff --git a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts index ba1914f..162dce5 100644 --- a/src/commandpalette/widgets/utils/filterTiddlersAsync.ts +++ b/src/commandpalette/widgets/utils/filterTiddlersAsync.ts @@ -30,6 +30,7 @@ export async function filterTiddlersAsync(filter: string, system?: boolean, excl } return resultFromIPC.data as ITiddlerFields[]; } else { + // FIXME: this prevent [all[tiddlers+shadows]]+[fields[]]+[search[]] to work return $tw.wiki.filterTiddlers(filter) .map((title) => $tw.wiki.getTiddler(title)?.fields) .filter(Boolean) as ITiddlerFields[];