Great Podcast about Memory

Got to talking last night to a fellow player in one of my favorite games.  Turns out that he's finishing his PhD in Neuroscience.  We pretty much nerded everyone else out of the chatroom discussing things like how children recover from brain trauma and such.

Anyway, he shared the following link with me: Eternal Sunshine of the Spotless Rat

Great podcast.  It explains the process of memory in a way laymen can grasp, while adding a few really mind-blowing discoveries that have happened in the past decade.  Of course, if you've been keeping up on the field, you probably already know it.  But if you haven't really been keeping up in the past 8 years, there will be at least one but you've might have missed out on.

You don't have time for a 22 minute podcast?  Here are the main points:

• Memories are stored in proteins.
• Certain drugs can stop those proteins from forming during the process of memory-making.
• When we remember events, we are actually reliving them, which causes them to be altered every time we remember them.
• The less you call up a memory, the more accurate it is.
• If we are given one of those drugs at the time we are remembering the memory, we lose that memory and only that memory.
• Inactive memories are not affected by these drugs.

These discoveries are already being used in different ways to help PTSD sufferers.

Qualitative and Quantitative research - ISO Audits

It occurred to me after my last post that many people might not know the difference between qualitative and quantitative research. In a nutshell:

Quantitative Research - research where the results are all distilled down to numeric quantities. It is usually recommended during the latter phases of a research project. Questions such as "how many people follow the procedure manual while doing this task?"; "how often is this store robbed?"; or "what is the percentage of improvement in depressed people while taking this medication versus a placebo?" are things answered through quantitative research.

Qualitative Research - is research where the results consist of words, descriptions, and images. It is usually recommended during earlier phases of research projects. Questions such as "what procedures are being used in production?"; "who is responsible for security?"; and "what are the side effects of this medication?" require qualitative answers.


The ISO compliance audit is a qualitative research process. Things like percent of damage returns or wasted man-hours are secondary concerns. What is important are things like:

Do the procedures documented in the process manuals accurately depict what is being used on the floor? Some companies create procedures that have little to no resemblance on how the worker actually does the job. Sometimes it's because the workers just don't care, but other times it is because the documented procedure is not adequate, whether it's out of date, an efficiency problem, or safety issue. It's hard to improve something if you aren't documenting what works and what doesn't.

How are data measured, recorded and analyzed? This is something you should ask yourself whenever you read a research document. All the number gathering in the world is meaningless if the numbers are not handled correctly.

Areas of responsibility and accountability. It's not enough to say "Yes, someone is accountable for this." An ISO auditor has to find out who is the person. Is it the QA manager or the production manager? Is it the financial department or procurement?

Feedback flows. How does the company get customer feedback? How can employees give feedback?

And so forth... The ISO system is developed to help companies not only prove their ability to produced quality products, but also put in place processes that help companies improve their performance and stay competitive in changing markets. It is qualitative in nature because you can't compare diverse companies through the use of quantitative data. It's been tried and it was ineffective. However, that's not to say that there is not a quantitative element in ISO certification. You still need a way to track how effective procedures are and what areas need the most work on.

Good researchers start with indepth qualitative research and then do the quantitative research. Anything else is not good research.

Reasons why kids are sometimes better at technology

After finishing my masters, I decided I wanted a break before going on to a doctorate program. So at the moment I'm employed doing technical troubleshooting over the phone. While in training, the truism about children being better at technology was brought up. Our trainer confirmed that children were indeed easier to troubleshoot with - because they were better at following directions and did exactly what you told them and nothing more. As a parent, this sounded rather counter to my experience; however as a technician, I've found out that she was right. More often than not, the children I've talked to (after getting the parent's permission) weren't really all that more knowledgeable than Mom and Dad. Of course, as we're often reminded, the customer who actually know what they're doing are usually the last ones to call for technical support, but still there is a pattern between the two populations.

1. Children have less preconceived ideas on how something is supposed to work. It never fails to amaze me the expectations people have of electronic equipment. Despite the fact that they have to replace light bulbs in their homes, flashlights, and cars, there are people in this day and age who still think that electronics should last forever. The fact it comes with a time-limited warantee is completely lost on them. But even more frustrating is the customer who thinks they know how a piece of equipment works and tries to jump ahead of the technician. Children don't do this. They let you tell them what the next step is - even the teenagers.

2. Children focus more on the task and less on the embarrassment. When troubleshooting with a child, there hardly ever any self-esteem problems to deal with. They feel valued just by the fact that an expert is willing to work with them.

3. Children are literal. When you ask a child what is showing on a screen, they will tell you exactly what is on there. If you ask a child if the screen says something specific, they will tell you just that and nothing more. If you ask a child what a cable looks like, they never say it's just a cable.

4. Children are open to being taught. This one is sort of a combination of the others, but I've worked with adults who showed the other traits and still failed in this one. The last thing most technicians want is a customer to keep calling back with the same problem when it is something easily fixed. Also, an educated customer is less likely to panic the next time something goes weird. Panicked customers are always difficult to troubleshoot with.

I could probably tack on that children tend to be more trusting of the technician, but that isn't necessarily why they are better at new technology. And for the record, I've dealt with senior citizens who show these traits and several of them have actually taught themselves to be technically savvy at ages that most people would not thought possible. Elderly women in particular seem good at this. I suspect it is because they don't have the preconceived idea that they have to be experts at it. So you can teach an old dog new tricks, but that can't beat old dogs who can teach themselves.

Visual Processing

I am a very visual person. I was raised by an artist and a computer programmer. This gave me access to artistic and flow-charting techniques. My dad used give my siblings and I flow chart templates to make art when we were young. When I became older, he explained what some of the shapes meant and then made a game for me. He'd give me a simple task and I would diagram the steps to do it, using those shapes properly.

As a family, we made almost weekly trips to the public library, bringing home art and music in addition to a multitude of books. Our home library sometimes had better references than my school's library. Arguments between myself and the sister just younger than me were usually solved by encyclopedias at ten paces. My mother made sure we had art classes. My dad made sure we had science lab kits. As a family, we made candles, leather and other crafts. Dad would also print out wall-size mazes which we kids and my mother would solved together. When I learned how to process information, it was not only through the verbal and mathematical means, but also visual and kinetic means.

I'm right handed, left eyed, and I have no dominant foot preference. I have taken math courses up to and including partial differential equations and I have about the same amount of credit hours in studio art as I do math. It probably follows without saying that my favorite math class was analytical geometry. I feel that this makes me qualified to make the follow statement:

Calculations can be done visually as well as mathematically.

Anecdotal evidence: When I was in high school, my mother took one of my classmates and I to an UIL science competition. Between the tests, the contestant schools could work on brain teasers. One of them was a word problem about how much material a sculptor would need if they made a bust twice as large in every dimension. While my extremely intelligent classmate began to do the mathematical calculations, my mother read the problem and immediately gave the correct answer. After verifying it with math, my shocked classmate asked my mother how she did the calculation. She used pictures and hand gestures to explain her thought process. He was totally lost by her explanation, so I gave him an interpretation he could understand. For the rest of the problems, my classmate and mother answered them with their own methods, while I translated between the two of them. In every case, both methods gave the same answers.

Historical evidence: All those wonderful geometry and trignometry relationships started out as a function of the relationships between visual elements such as lines, points, angles, planes and solids. M. C. Escher discovered several crystallography relationships years before the mathematical models, through purely graphical means. While many mathematicians hold Escher in the highest regard and consider him to have had an exceptional mathematical mind, he actually did very poorly with math in school and struggled to understand the mathematical treatises sent to him when he was older.

So, having made put that pet peeve to rest, I will share with you a diagram I made a few months ago showing visual processing as part of the problem solving process. While I do not detail how to do math visually (perhaps I will do that in another post), the diagram does show some of the ways visual processing has brought about solutions -> http://cosmicsiren.blogspot.com/p/diagram-of-visual-processing.html



O’Connor, J. J. & Robertson, E. F. (2000). Maurits Cornelius Escher. MacTutor History of Mathematicians. Retrieved February 28, 2010, from http://www.gap-system.org/~history/Printonly/Escher.html

Einstein Quotes

“If we trace out what we behold and experience through the language of logic, we are doing science; if we show it in forms whose interrelationships are not accessible to our conscious thought but are intuitively recognized as meaningful, we are doing art. Common to both is the devotion to something beyond the personal, removed from the arbitrary.”

“If we knew what it was we were doing, it would not be called research, would it?”

“Whoever undertakes to set himself up as a judge of Truth and Knowledge is shipwrecked by the laughter of the gods.”

“The important thing is not to stop questioning. Curiosity has its own reason for existing.”

"It's not that I'm so smart , it's just that I stay with problems longer.”

“Common sense is the collection of prejudices acquired by age eighteen.”

“Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.”

"Condemnation without investigation is the height of ignorance."