Talking and writing
Talking is natural.
Writing is not.It may seem strange that the manual dexterity needed to hold a pencil—or use a keyboard—comes later than the lingual and mental dexterity needed to speak.
But it does.
Talking is natural.
Writing is not.It may seem strange that the manual dexterity needed to hold a pencil—or use a keyboard—comes later than the lingual and mental dexterity needed to speak.
But it does.
Most applause lights are much more blatant, and can be detected by a simple reversal test.
For example, suppose someone says: We need to balance the risks and opportunities of AI.
If you reverse this statement, you get: We shouldn’t balance the risks and opportunities of AI.Since the reversal sounds abnormal, the unreversed statement is probably normal, implying it does not convey new information. There are plenty of legitimate reasons for uttering a sentence that would be uninformative in isolation. “We need to balance the risks and opportunities of AI” can introduce a discussion topic; it can emphasize the importance of a specific proposal for balancing; it can criticize an unbalanced proposal. Linking to a normal assertion can convey new information to a bounded rationalist—the link itself may not be obvious. But if no specifics follow, the sentence is probably an applause light.
It would not be clear where the boundary of sanctioned speech lay until an attempt had been made to cross it and that attempt had failed. Such efforts Wittgenstein regarded with benevolence. He treated them as reconnaissance expeditions, perilous to be sure, but well worth the effort expended on them.
Idiolect is an individual's unique use of language, including speech. This unique usage encompasses vocabulary, grammar, and pronunciation.
An idiolect is the variety of language unique to an individual. This differs from a dialect, a common set of linguistic characteristics shared among a group of people.
Being a really good speaker is not merely orthogonal to having good ideas, but in many ways pushes you in the opposite direction...there's a tradeoff between smoothness and ideas. All the time you spend practicing a talk, you could instead spend making it better.
Our memory of exact word sequences usually fades more quickly than our memory of (contextually interpreted) meanings.
More broadly, the exact auditory sensations normally fade very quickly; the corresponding word sequences fade a bit more slowly; and the interpreted meanings last longest.
These generalizations can be overcome to some extent if the sound or the text has especially memorable characteristics. (And the question of what "memorable" means in this context is interesting.)
Five basic rules:
(1) Record your work as notes to your future self and colleagues.
Write notes so that someone fifty years from now (or more) will understand and be able to use the factual information you collected, perhaps for purposes quite different from the original reasons.
Clearly separate facts from interpretations so these are not confusing to a future reader.
(2) Establish a clear and consistent notebook format and process.
I always include the data, place, main activities or events, weather conditions, and other people involves. The day, month, and year is the most important link between that particular point in time and other people’s records, separate data sheets that I filled out myself, photos, and most important, collected specimens.
Documenting collecting strategies and protocols receives special attention. In the moment, these may seem like common knowledge for the field team, so sometimes no one bothers to write them out.
(3) Don’t lose your field records!
(4) Pack a camera, create a visual record.
No matter how many words you write to describe a fossil locality, you can’t beat an actual photo, taken on the spot, annotated in pen, and pasted into your notebook.
There is no substitute for a photograph you actually mark in “real time” in the field as the best way to preserve a lasting, accurate record for yourself, or for someone who has never seen the site or object in question.
(5) Learning through sketches and diagrams.
Photographs are great, but drawn what you see is a more powerful way to learn about spatial patterns and relationships.
Even if you are not an expert at drawing, you can make sketches that are much more informative than words would be.
Always include a scale, an orientation, and labels in your diagrams.