Hardinge's Phonography, and mnemonics; or , The art of memorizing historical dates ...

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Mnemonics : or, The new science of artificial memory; explained in its application to the study of numbers, the sciences, and to useful occupations of life, whereby the natural memory is greatly assisted and strenghtened ...

Preface signed: T. W. D.

A new system of mnemonics, or, The art of assisting the memory : shewing the application of this useful science to history, chronology, geography ... The Latin verbs also arranged in such a manner that four may be conjugated at once ... The multiplication table is so made out that it may be learned by a child in two hours /

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Rational mnemonics; or, Assistance for the memory, resulting from a philosophical direction of natural principles.

Vol. 2 has special t.-p.; separate pagination.

Material mnemonics and competing narratives in Palestine-Israel

Acknowledgements This work was supported by a grant from the Netherlands Institute for Advanced Study in the Humanities and Social Sciences (NIAS) and The Carnegie Trust for the Universities of Scotland [31860].

Overlapping medical alarms are almost indiscriminable

Objective: We explore how accurately and quickly nurses can identify melodic medical equipment alarms when no mnemonics are used, when alarms may overlap, and when concurrent tasks are performed. Background: The international standard IEC 60601-1-8 (International Electrotechnical Commission, 2005) has proposed simple melodies to distinguish seven alarm sources. Previous studies with nonmedical participants reveal poor learning of melodic alarms and persistent confusions between some of them. The effects of domain expertise, concurrent tasks, and alarm overlaps are unknown. Method: Fourteen intensive care and general medical unit nurses learned the melodic alarms without mnemonics in two sessions on separate days. In the second half of Day 2 the nurses identified single alarms or pairs of alarms played in sequential, partially overlapping, or nearly completely overlapping configurations. For half the experimental blocks nurses performed a concurrent mental arithmetic task. Results: Nurses' learning was poor and was no better than the learning of nonnurses in a previous study. Nurses showed the previously noted confusions between alarms. Overlapping alarms were exceptionally difficult to identify. The concurrent task affected response time but not accuracy. Conclusion: Because of a failure of auditory stream segregation, the melodic alarms cannot be discriminated when they overlap. Directives to sequence the sounding of alarms in medical electrical equipment must be strictly adhered to, or the alarms must redesigned to support better auditory streaming. Application: Actual or potential uses of this research include the implementation of IEC 60601-1-8 alarms in medical electrical equipment.

Learnability and discriminability of melodic medical equipment alarms

Melodic alarms proposed in the IEC 60601-1-8 standard for medical electrical equipment were tested for learnability and discriminability. Thirty-three non-anaesthetist participants learned the alarms over two sessions of practice, with or without mnemonics suggested in the standard. Fewer than 30% of participants could identify the alarms with 100% accuracy at the end of practice. Confusions persisted between pairs of alarms, especially if mnemonics were used during learning (p = 0.011). Participants responded faster (p < 0.00001) and more accurately (p = 0.002) to medium priority alarms than to high priority alarms, even though they rated the high priority alarms as sounding more urgent (p < 0.00001). Participants with at least 1 year of formal musical training identified the alarms more accurately (p = 0.0002) than musically untrained participants, and found the task easier overall (p < 0.00001). More intensive studies of the IEC 60601-1-8 alarms are needed for their effectiveness to be determined.

Rhyme and Reason: Analyses of Dual Retrieval Cues

If and only if each single cue uniquely defines its target, a independence model based on fragment theory can predict the strength of a combined dual cue from the strengths of its single cue components. If the single cues do not each uniquely define their target, no single monotonic function can predict the strength of the dual cue from its components; rather, what matters is the number of possible targets. The probability of generating a target word was .19 for rhyme cues, .14 for category cues, and .97 for rhyme-plus-category dual cues. Moreover, some pairs of cues had probabilities of producing their targets of .03 when used individually and 1.00 when used together, whereas other pairs had moderate probabilities individually and together. The results, which are interpreted in terms of multiple constraints limiting the number of responses, show why rhymes, which play a minimal role in laboratory studies of memory, are common in real-world mnemonics.

Metamemory training for memory disorders in adults with a closed head injury

The purpose of the present study was to investigate the efficacy of a memory and metamemory training program on memory performance and metamemory judgement accuracy in adults with a closed head injury. A multiple baseline across subjects design was used with six subjects. All subjects were seen at least two years post-injury. Training included general metamemory information about the nature of memory, use of a specific memory strategy to assist verbal recall (to Preview, Question, Read, State and Test- PQRST), specific metamemory information about the strategy, and a self instruction procedure (WTSC- What is the task, Select a strategy to use, Try out strategy, Check to evaluate strategy effectiveness). During the training period all subjects recalled greater than fifty percent of paragraph ideas while using PQRST. Follow-up tests showed that five of the six subjects maintained recall levels but a gradual decrease in slope was observed over eight weeks post-training. Tests of recall, recognition and metamemory judgements on Sentence and Action Tasks were used to evaluate generalisation of training. Two subjects showed improved recall and two subjects showed improved recognition performance. In addition, four subjects demonstrated greater metamemory judgement accuracy about recognition performance following training. Improved performance post-training was also observed for three subjects on the Rivermead Behavioral Memory Test and the Logical Memory subtest of the Wechsler Memory Scale-Revised, greater than that expected for repeated testing. Several factors were identified as having a role in subjects’ ability to benefit from training.

Active content for preparation of teaching materials

Teaching materials such as study guides have implicit structure that can be exploited to explicitly assist in the learning and teaching process. Document technologies specific to the teaching context generate visible structures and linkages in a consistent manner across multiple course materials. We describe techniques that:

• Create, manage and validate links between the learning objectives, content related to each objective and corresponding assessment task.

• Explicitly present relationships between concepts, as a concept map, related to unit content and external study resources.

• Treat various study resources (study guide, presentation slides) as consistent views.

• Facilitate the use of external media to support multiple modalities.

The process creates teaching content as a single master document which is annotated to: identify learning outcomes associated with topics and exercises, relationships between concepts covered, references to external resources and media, as well as summary points and keywords. Different views of this master document produce the range of course documentation.

Examples of documents include: a study guide with learning outcomes linked to content, concept maps providing a graphical view of key relationships, and presentation slides that generate visual mnemonics for important topics.

While this structure simplifies formatting of learning materials it also offers additional benefits to the teacher. Reports are generated showing that all outcomes are covered and assessed.   Explicitly annotating and visualizing concepts allows the lecturer to ensure that all elements fall within a single scaffold. Simplified access to external media encourages alternative presentation modalities and produces presentations that are easily adapted to new themes.

The effectiveness of the cognitive interview procedure with child witnesses

Two separate studies examined whether the cognitive interview – an interview with embedded mnemonics –enhanced children’s eyewitness accounts. Study 1 found that modifying a mnemonic from a verbal cue to a drawing did not augment memory but protected against suggestive questions. Study 2 found the interview enhanced the coherency of children’s’ account.

Not-I/Thou : the other subject of art and architecture

Not-I/Thou: The Other Subject of Art and Architecture is a series of essays delineating the gray areas and black zones in present-day cultural production. Part One is an implicit critique of neoliberal capitalism and its assault on the humanities through the pseudo-scientific and pseudo-empirical biases of academic and professional disciplines, while Part Two returns to apparent lost causes in the historical development of modernity and post-modernity, particularly the recourse to artistic production as both a form of mnemonics and periodic (and renascent) avant-garde agitation. In-between these twin systems of taking the measure of things, Art and Architecture, as forms of speculative intellectual capital, emerge from the shadow-lands of half-conscious and half-unconscious forces to become gestures toward a type of knowledge that has no utilitarian or generic agency. Defying the tendencies of such discourses to fall prey to instrumental orders that effectively neuter the inherent radical agenda of both, Art and Architecture are represented in this series of essays as noetic apparatuses, operating at the edge of authorized systems of knowledge, quietly and secretly validating and valorizing the shadowy and recondite, collective and personal operations of intellect in service to no particular end.

Memoria del mundo clásico en Funes el Memorioso

El presente estudio tiene por objetivo comprobar la gravitación de determinados referentes de la cultura clásica en “Funes el memorioso". Estos referentes se incorporan estratégicamente en la versión definitiva del relato. Los elementos fundamentales son la articulación retórica y mnemotécnica, el latín como lengua de cultura y los libros que hacen posible su aprendizaje, el capítulo XIV del libro VII de la Historia natural de Plinio el Viejo y el inicio de la “Oda XXX" del Libro tercero, de Horacio. Estos elementos no operan sólo como fuentes sino que inciden los dos momentos básicos de la enunciación, en la construcción de la fábula, en la configuración de los personajes y en la organización del discurso. A la vez, proveen ciertas incitaciones en cuanto a la correlación de los contenidos y determinan la comprensión de la memoria por contraste a la del protagonista. La presencia de determinados referentes de la cultura clásica está relacionada con experiencias del propio Borges quien las transforma ficcionalmente y las pone en boca del narrador, para generar un pacto de lectura autobiográfico con efectos específicos de realce de lo fantástico.

Mnemonisches sprücheheft, oder, Abdruck von 317 Bibeltexten mit mnemonischen hülfsmitteln zur einprägung der dazu gehörenden schriftstellen : mit einem verfahren, sich jeden beliebigen schriftspruch nach dem biblischen buche, capital und verse genau zu merken : als anhang zu jeder anderen, aber besonders zu der von ihm verfassten Katechismus-erklärung /

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