Memory and the Unity of the Imagination
Books are horrible at teaching. So are lectures. So are documentaries. If to teach means to impart lasting knowledge, then our current educational media are lousy teachers. We encounter thousands of concepts a year, yet the vast majority fades from our memory into the ether, never to be held again. We forget. […]
We also forget information at an exponentially decaying rate; more than half of what we process is gone within the first 20 minutes. This means that we need several prompts to make persistent memories. (For more on memory failure modes, see Schachter’s Seven Sins of Memory.). […]
What are some dimensions to consider if we want machines to augment our ability to remember?
