Excellent video (and my experience with mnemonics and accelerated learning, as well as teaching computer professionals using such methods makes this more than just a casual compliment.) 30 digit number? Yes, I've still "got it" based on your 3 minutes teaching. The difficult portion for most people is following your advice to put in the work to PRACTICE building their own stories since that isn't easy until you do it quite a few times. Warning people of this "prep work" being a task everyone must master to truly master any memory system is probably one of the more useful items to explicitly connect for the new learner. Thanks for: Teaching excellence; master teacher are you.
@@BeSmarterFaster Well worth the time and THANK YOU for the great info. Although I don't consider myself a mnemonics expert, merely a competent user. Right now I'm working on a project to memorize chess positions and ideas more effectively so I've been seeking any related techniques that could speed up my process -- that same front end work loading that we all face with any new skill. So far I have an adapted "peg list" for every square that is modeled on the Major System and it's phonetics but is significantly different. Chess squares are names for a-h (8 files) left to right and 1-8 for the ranks (rows) from White side to Black. The system using the first character of the file (a-h) to start a word which has the Major System phonetic in it (and pronounces that first character unambiguously identifying the letter. (Though K, S, J aren't file names so it isn't too critical.) Most were easy, a few challenging, and a couple needed to adapt some other mnemonic device A1 (steak sauce etc.) since it's difficult to find a work A....T.... with no other significant consonants that is an easily picturable noun, and E1 an Army private (uniform insignia) with 1-Stripe. Even though I don't (yet) have all of those automated beyond needing to 'think' (like we need for the multiplication tables to be truly useful) it already works surprising well -- though too slowly still. I'm presuming practice will automate the connections and make the speed issue irrelevant.
@@HerbMartin52 You've come up with a clever system. In truth I hadn't ever thought about memorizing chess moves. (I've done a lot with memorizing decks of cards though.)
@@BeSmarterFaster Yes, thx, and that is what I meant when referencing the Major System 'phonetics' (for numbers.). That peg word system using the same (for English) codes for the numeric portion is what I used as the basis. The words are mostly different since it is a1-h8 that must be encoded and so we must have an Alpha code followed by a single Numeric code. Example: BiKe is b7 since K (or hard G) is usually 7. DoLL is d5. A's and E's are the most difficult to assign since they are both vowels and short words with only 1 consonant sound are not typically concrete NOUNS that are easy to picture. I tended to use Animals for the 'dark' squares (it's nice when playing blindfold or simply without a board while calculating or reading a chess book) to know which are dark and which are light without having to "think" about it. I didn't use this Animal => dark extensively but followed it where convenient and tried to avoid conflicts where the idea would tend to cause interference errors. Bear (b4) Beef (b8) Deer (d4), Eel (e5), Gecko (g7), Cat (c1) are all dark squares, but Ball (b4) is not 'bull' because it is a light square. Unfortunately, Ham (h3) and Hog (h7) are both light squares however though it's not causing a significant problem. Anything reasonable to reduce cognitive load and impedance mismatch helps though.
Hi there xCrikey. Always good to read that you're USING the ideas I present here on my channel. Ultimately that's the only way to enjoy success and experience personal growth. Happy to be of service to you.
Let me comment on the section "What effect does aging have on memory?" The ability to learn new things declines with age, but the decline of memory itself is not even the main cause of this, according to my view. It's more about the factors that support memory, such as emotion and fascination, which diminish as we age. The more strong pleasure and positive emotions a learning content can give us, the more likely it is to stick. However, life becomes repetitive and bland over time, which is why fewer and fewer things leave a real emotional impression on us. We humans become less and less impressionable. But what doesn't impress us doesn't stay with us. The memories of our childhood remain for a whole lifetime, because in childhood the fascination was also greatest and we experienced things with strong feelings and images that act like glue for the memory.
@@BeSmarterFaster Having grandchildren is also important. It has often been shown that old people who have grandchildren and also see them regularly live longer and are often mentally fitter. Children infect you with life force and perhaps also with a fascination for new things. But as the demographic trend worsens with fewer and fewer young people and more and more old people, the mental condition of the elderly is likely to worsen.
This comment has been bugging me a little, not because you are wrong "Count" but that this is one of those things "everybody knows" but which pushes us away from solving the perceived problem (of learning or remembering more/better/well as we age). So there is neuroscience about changes in neuroplasticity (all learning is based on neuroplasticity) between young and old, but there are also methods to stimulate 'youthful' features of neuroplasticity AND there are many strategies for using other mental assets to replace any loss of ability -- children learn by imitative modeling, correction, ease of new neural network creation (neuroplasticity), repetition, etc. where adults can use reasoning, logic, comparison, exception, mnemonics, reading/research, and many other metacognitive and technical skills. As to "emotion & fascination" which you presume diminish with age. While this may be true for those who don't have an interest in memory systems or active learning, anyone who makes it to this video or similar still has a passion for learning. Perhaps you are just generalizing to "others" but the only ones we can directly control are ourselves, so I do my best not to judge by my own (current) limitations. Re: "life becomes repetitive and bland over time" -- if I felt this way then the most important thing to me would be to CHANGE this belief, both literally and by finding what really excites and interests me with novelty and richness. There are many techniques for quickly and effectively modifying mental states (the most powerful and effective probably come from Neuro-Linguistic Programming (Bandler & Grinder et all) and Hypnosis (Milton Ericsson), mindset (Carol Dweck), neuroscience (see: Andrew Huberman video channel), and the wealth of self-help ideas embodied in books like "The Talent Code" (Coyle), "Atomic Habits", Jordan Peterson's "12 Rules for Life" (see "make you bed" or "clean up your room").... At the threshold of 70, I can't even begin to read all the books, watch all the videos and lectures, or learn all the things that already interest me. But that's "just me".
Thank you my multi-persona young friend. Btw, I was surprised when you commented on the live chat that you are about to start HS. I don't believe you had ever given me an indication of your age before.
Yes. This one is a LOT different than my typical content. It's an interview. But you can jump to the specific content you want, as I published the time codes so you can randomly access what you want.
