9 毒性記憶 · 我永遠不會送我的孩子去學校

# 09.毒性記憶 [TOC=3,5] ## 9 Toxic memory ## 毒性記憶 A decline in the [learn drive](https://supermemo.guru/wiki/Learn_drive) as a result of bad learning may come from a lesser buildup of memories, and faster [forgetting](https://supermemo.guru/wiki/Forgetting). However, formation of parasitic and toxic memories may also be responsible for a gradual increase in the dislike of school and learning. 糟糕的學習可能會導致[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的下降，因為記憶的積累較少，[遺忘](https://supermemo.guru/wiki/Forgetting)速度更快。然而，寄生記憶和毒性記憶的形成也可能導致對學校和學習的厭惡逐漸增加。 ### 9.1 Hate of school ### 討厭學校 The hate of learning, hate of school, or the hate of a specific subject, such as math, are all based on the same mechanism: **toxic memory**. 對學習的厭惡、對學校的厭惡，或對某一特定學科的厭惡，如數學，都基于同樣的機制：**毒性記憶**。 > As it is possible to condition a Pavlov's dog to fear the sound of a bell, it is possible to condition a human being to panic at the sight of a math formula > > 正如有可能使巴甫洛夫的狗對鈴聲產生恐懼一樣，也有可能使人對數學公式產生恐懼 ### 9.2 What are toxic memories? ### 什么是毒性記憶？ For the purpose of [this book](https://supermemo.guru/wiki/Problem_of_Schooling), I propose new terms to describe unwelcome memories formed in the learning process: 為了寫這本書，我提出了一些新的術語來描述在學習過程中形成的不受歡迎的記憶： * **futile memory** is a memory of [abstract concepts](https://supermemo.guru/wiki/Abstract_knowledge) that has a [poor grounding](https://supermemo.guru/wiki/Coherence) in student's current knowledge \(for an example, see [Unpleasant learning at school](https://supermemo.guru/wiki/Unpleasant_learning_at_school)\) * **無意義記憶**是對[抽象概念](https://supermemo.guru/wiki/Abstract_knowledge)的記憶，這種抽象概念在學生現有知識中[基礎薄弱](https://supermemo.guru/wiki/Coherence)（舉個例子，參見[不愉快的在校學習](https://supermemo.guru/wiki/Unpleasant_learning_at_school)） * **persistent memory** is a memory with high [stability](https://supermemo.guru/wiki/Stability) that is hard to displace via [interference](https://supermemo.guru/wiki/Interference) \(e.g. established early in childhood\) * [持久記憶](https://supermemo.guru/wiki/Unpleasant_learning_at_school)是一種高度[穩定](https://supermemo.guru/wiki/Stability)的記憶，很難通過[干擾](https://supermemo.guru/wiki/Interference)（如在兒童早期建立的記憶）來取代 * **parasitic memory** is a persistent memory that is false and does not want to go away, i.e. it cannot be easily forgotten * **寄生記憶**是一種錯誤的、不想消失的持久記憶，即不易被遺忘 * **toxic memory** is a persistent or parasitic memory that becomes associated with anxiety or fear * **毒性記憶**是一種與焦慮或恐懼有關的持久記憶或寄生記憶 Futile memories are poorly formed and too irrelevant to be easily remembered. Toxic memories are most dangerous as they may result in fear of learning, fear of schools, and, possibly, some learning disorders. 無意義記憶的組織形式很差，而且相關性太低，不容易記住。毒性記憶是最危險的，因為它們可能導致對學習的恐懼，對學校的恐懼，甚至可能導致一些學習障礙。 The problem of toxic memory in education shows on a massive scale when students, under heavy pressure of deadlines, grades, and exams, use [cramming](https://supermemo.guru/wiki/Cramming) without understanding. This can lead to many splinters of meaningless abstract memories that get associated with the state of anxiety. As a result, evoking those memories may lead to anxiety. For example, _math anxiety_ is a term often used for the phenomenon that comes with toxic memories related to mathematics. 教育中毒性記憶的問題在很大程度上表現為，當學生在截止日期、成績和考試的巨大壓力下，在不理解的情況下[死記硬背](https://supermemo.guru/wiki/Cramming)。這可能導致許多無意義的抽象記憶碎片與焦慮狀態產生聯系。因此，喚起這些記憶可能會導致焦慮。例如，_數學焦慮_這個詞通常用來形容與數學相關的毒性記憶所帶來的現象。 We need to differentiate the origins of toxic memories from the origin of fear in [fear conditioning](https://en.wikipedia.org/wiki/Fear_conditioning). Toxic memories can form with all the best intent from parents, teachers, and even the student himself. If a stern physics teacher evokes fear, we may have fear conditioning in action. If a physics diagram evokes anxiety, we may have a case of toxic memory. A fantastic teacher can also contribute to the emergence of toxic memories. In behavioral terms, toxic memories can form even in the absence of an [aversive stimulus](https://behavenet.com/aversive-stimulus). The mere act of ineffectual learning may be the sole source of displeasure. The source of penalty that becomes associated with the learning material. 在[恐懼條件反射](https://en.wikipedia.org/wiki/Fear_conditioning)中，我們需要區分毒性記憶的起源和恐懼的起源。毒性記憶可以從父母、老師、甚至是學生自己的所有最好的意圖中形成。如果一個嚴厲的物理老師引起了恐懼，我們可能在行動中產生了恐懼條件反射。如果一張物理圖引起了焦慮，我們可能會有一種毒性記憶。一位出色的老師也會導致毒性記憶的產生。從行為的角度來看，即使沒有[令人厭惡的刺激](https://behavenet.com/aversive-stimulus)，毒性記憶也能形成。僅僅是學習效果不佳的行為就可能是不快樂的唯一來源。痛苦的來源將與學習材料產生聯系。 The introduction of the term _toxic memory_ is important as this type of memory may lead to a lifelong inability to learn seemingly simple things like multiplication table, sequence of the months, map navigation, etc. It is possible that subsets of [dyslexia, dysgraphia, dyscalculia or stuttering](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F), may in part be explained by toxic memory. It is also possible that strong toxic memories or a large number of toxic memories play a role in developing depression. _毒性記憶_一詞的引入很重要，因為這類記憶可能會導致終生無法學習一些看似簡單的東西，比如乘法表、月份序列、地圖導航等等。[閱讀障礙、書寫障礙、計算障礙或口吃](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F)的子集可能部分是由毒性記憶造成的。強烈的毒性記憶或大量的毒性記憶也有可能在抑郁癥的形成過程中發揮了作用。 > **Toxic memory is essential for understanding that early and accelerated education may be dangerous!** > > **毒性記憶對于理解早期和加速教育可能是危險的至關重要！** The ever faster processing of school [curricula](https://supermemo.guru/wiki/Curriculum), with mounting [interference](https://supermemo.guru/wiki/Interference) and disintegrating knowledge [coherence](https://supermemo.guru/wiki/Coherence) are a perfect ground for breeding toxic memories! 學校[課程](https://supermemo.guru/wiki/Curriculum)的進展速度越來越快，[干擾](https://supermemo.guru/wiki/Interference)越來越多，知識的[連貫性](https://supermemo.guru/wiki/Coherence)越來越差，這是滋生毒性記憶的完美土壤！ ### 9.3 Toxic memory: mechanism ### 毒性記憶：機制 For a toxic memory to develop, only one factor needs to enter the picture in learning: **displeasure**. If a child, or even an adult, is expected to make an association between concepts A and B, the presence of the penalty signal may result in an association between A and the penalty. 要想形成毒性記憶，學習中只需要一個因素：**不快樂**。如果一個孩子，甚至一個成年人，被期望在概念 A 和 B 之間建立聯系，那么懲罰信號的存在可能會導致 A 和懲罰之間產生聯系。 > **Displeasure in learning carries a risk of developing toxic memories that may have a dramatic long-term impact on the Learn drive\(i.e. interest in learning\)** > > **學習上的不愉快會帶來產生毒性記憶的風險，這可能會對學習內驅力（即學習興趣）產生巨大的長期影響** Toxic memories, like all memories, are subject to generalization. This is how a toxic memory associated with particular knowledge, e.g. a math formula, may spread into the context, e.g. depiction of a school building, or the photograph of a specific teacher. Reciprocally, a stern teacher will facilitate formation of toxic memories in learning. 毒性記憶，就像所有的記憶一樣，都是泛化的。這就是與特定知識相關的毒性記憶，比如一個數學公式，是如何傳播到語境中的，比如對一所學校建筑的描述，或者特定老師的照片。反過來，一個嚴厲的老師也會促進毒性記憶的形成。 Toxic memories can be prevented easily by full compliance with the [Fundamental law of learning](https://supermemo.guru/wiki/Fundamental_law_of_learning). 只要完全遵守[學習基本規律](https://supermemo.guru/wiki/Fundamental_law_of_learning)，毒性記憶是可以輕易避免的。 ### 9.4 School: an unhappy institution ### 學校：一個令人不快的機構 The concept of [toxic memory](https://supermemo.guru/wiki/Toxic_memory) makes it easy to explain the inherent inefficiency of schooling. [毒性記憶](https://supermemo.guru/wiki/Toxic_memory)的概念很容易解釋學校教育固有的低效。 Imagine you travelled to Japan and mastered a few phrases of Japanese. This gave you immense joy. You could impress your Japanese friends with your progress, your accent and your courtesy. On arrival home, on the wave of enthusiasm you decided to master Japanese. The best tool for that is, naturally, [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition). 想象一下，你去日本旅行，掌握了幾句日語。這給了你巨大的快樂。你的進步，你的口音和你的禮貌會給你的日本朋友留下深刻的印象。一到家，就在這股熱潮中你決定學好日語。最好的方法自然是[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)。 After a few months of [SuperMemo](https://supermemo.guru/wiki/SuperMemo), you build up a huge vocabulary of Japanese, but also build up a number of [leeches](https://supermemo.guru/wiki/Leech) that never want to stick to your memory. Those words you always confuse with others words. Soon you discover that the mere appearance of that yellow template you used for your Japanese items gives you an unpleasant feeling: _"Oh. Those unmemorizable Japanese words are coming"_. To your amazement, the dislike also hit those lovely phrases that you mastered in Japan and that made you so proud. They are still easy, but as soon as you see them in that yellow setting, they give you shivers. Why? This is a toxic memory. In this case, it is toxicity associated with the context, not with a memory itself. The same word evoked again in some pleasant setting would make you proud as a year ago. 在使用了幾個月的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 之后，你積累了大量的日語詞匯，但同時也積累了一些永遠不愿留在你記憶中的[水蛭](https://supermemo.guru/wiki/Leech)。你總是把那些詞和其他詞混淆起來。很快你就會發現，僅僅是你在日語項目中使用的黃色模板的外觀就會給你一種不愉快的感覺：_「哦。那些無法記住的日語單詞就要來了」_。令你驚訝的是，這種不喜歡也擊中了你在日本掌握的那些讓你感到自豪的可愛短語。它們仍然很簡單，但是當你看到它們在黃色的背景下，它們會讓你發抖。為什么？這是一種毒性記憶。在這種情況下，毒性與環境有關，而與記憶本身無關。如果在某個令人愉快的場合再次聽到這個詞，你會像一年前那樣感到自豪。 The same happens at school. Kids quickly get conditioned to see school as a place of [coercion and oppression](https://supermemo.guru/wiki/Coercion_in_learning). A vast majority begins to dislike the experience. This overrides their natural [learn drive](https://supermemo.guru/wiki/Learn_drive). Things they would love to study at home become as burdensome and unpleasant as the rest of the schooling experience. Enter a young, enthusiastic, and smiling teacher with flashy experiments and videos. She is quickly disheartened by the difficulty to awaken the crowd. Her enthusiasm meets with indifference. This can break the most passionate heart. Best teachers in best schools are often helpless. It takes just one Mr Johnson to ruin the whole experience for everyone. This is that hated physics teacher who seems to enjoy his power and his oppressive tools. He conditions kids to hate school, and, as a consequence, he also conditions all those good teachers who bend over backwards to change the status quo. The enthusiasm of young teachers slowly turns into discouragement and loss of joy. 同樣的情況也發生在學校。孩子們很快就習慣了把學校看作是一個充滿[強制和壓迫](https://supermemo.guru/wiki/Coercion_in_learning)的地方。絕大多數人開始不喜歡這種經歷。這超越了他們天生的[學習內驅力](https://supermemo.guru/wiki/Learn_drive)。他們喜歡在家里學習的東西變得和其他學習經歷一樣繁重和不愉快。一位年輕、熱情、面帶微笑的老師帶著炫目的實驗和視頻走進教室。她很難喚醒人群，很快就灰心喪氣了。她的熱情遇到冷漠。這能傷了最多情的心。最好的學校里最好的老師往往是無能為力的。只要一個 Mr.Johnson 就能毀掉所有人的整個經歷。這就是那個討厭的物理老師，他似乎喜歡他的權力和他的壓迫工具。他讓孩子們討厭學校，因此，他也讓所有那些竭盡全力改變現狀的好老師也接受了現狀。年輕教師的熱情慢慢地變成了沮喪和失去快樂。 > **The school system is an inherently unhappy structure**. It has an uncanny ability to turn learning, one of the [greatest joys of life](https://supermemo.guru/wiki/Pleasure_of_learning), into a form of mental torture. > > **學校制度本質上就是一種不愉快的組織**。它有一種不可思議的能力，能把學習——[人生最大的樂趣](https://supermemo.guru/wiki/Pleasure_of_learning)之一——變成一種精神折磨。 ### 9.5 Early learning programs ### 早期學習計劃 It is an adult-centric point of view: the whole learning process is based on reading, reading is based on decoding texts, texts are made of letters. As the alphabet is the underlying basis of whole learning, it is easy for an adult to believe that kids should learn the alphabet early, and take on reading early. Early reading programs make it explicit: early reading makes your kids smarter. In reality, the opposite may happen. Early reading program can condition a dislike of reading and make your kids dumber. 這是一個以成人為中心的觀點：整個學習過程是基于閱讀，閱讀是基于解碼文本，文本是由字母組成的。因為字母表是整個學習的基礎，所以成年人很容易認為孩子應該早點學習字母表，早點開始閱讀。早期閱讀課程讓你的孩子更聰明。實際上，可能會發生相反的情況。早期閱讀計劃可以培養孩子對閱讀厭惡，讓他們變得更笨。 The child-centric point of view is that alphabet is a set of abstract symbols that have no semantic connection with reality. The alphabet cannot be easily placed on a tree of knowledge via a natural [learn drive](https://supermemo.guru/wiki/Learn_drive) mechanism. The only way to memorize the alphabet fast is through drilling, possibly supported by mnemonic techniques that are never easy to use with children. Children love to learn and they enjoy learning the alphabet. However, for the [learn drive](https://supermemo.guru/wiki/Learn_drive) to the be the sole healthy mechanism behind such a learning process, kids need to be given space and time. It may take 3-6 years for establishing all necessary semantic connections that bring the alphabet in a live healthy form to a child's memory. However, all connections established via the learn drive are likely to be durable and nearly never become toxic. 以兒童為中心的觀點是，字母表是一組抽象的符號，與現實沒有語義上的聯系。通過一種自然的[學習內驅力](https://supermemo.guru/wiki/Learn_drive)機制，字母表不可能輕易地放在知識樹上。快速記憶字母表的唯一方法是通過訓練，可能還需要記憶技巧的支持，而這些技巧對孩子來說從來就不容易使用。孩子們喜歡學習，他們喜歡學習字母表。然而，為了讓[學習內驅力](https://supermemo.guru/wiki/Learn_drive)成為這種學習過程背后唯一健康的機制，孩子們需要被給予空間和時間。可能需要 3 到 6 年的時間來建立所有必要的語義連接，使字母表以一種健康活潑的形式進入孩子的記憶。然而，通過學習內驅力建立的所有連接都可能是持久的，而且幾乎永遠不會有毒。 Little wonder kids get to know the letter "O" first. "O" is used often and its shape is easy to recognize. However, kids drilled on the alphabet and numbers can quickly produce a toxic confusion between O and 0 \(zero\). The harder the drill, the stronger the connection, the more toxic the memory and the greater the negative consequences. Instead, getting to know numbers and the alphabet should proceed naturally. 難怪孩子們首先會認識字母「O」。「O」經常使用，它的形狀很容易識別。然而，孩子們反復練習字母和數字，很快就會在 O 和 0（零）之間產生毒性混淆。練習越努力，這種聯系就越強，記憶的毒性就越大，負面影響也就越大。相反，了解數字和字母應該是自然而然的事情。 > Only natural learning reliant on the [learn drive](https://supermemo.guru/wiki/Learn_drive) makes it possible to form a [coherent](https://supermemo.guru/wiki/Coherence) mnemonic representations that last for life > > 只有依靠[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的自然學習，才有可能形成一個[連貫的](https://supermemo.guru/wiki/Coherence)記憶表征，并持續終生 Digits 6 and 9 can easily get confused. To a child's brain with unprimed sensory processing, they look the same. Drilling, esp. with [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition) can have disastrous consequences. Discrimination may become conflation. Toxic memories can last through childhood if the review is frequent enough. This prevents establishing healthy connections. Instead, the kid should be free to roam the world and look for a meaningful connection for those numbers. An animated cartoon movie '"\[9\]\([https://en.wikipedia.org/wiki/9\_\(2009\_animated\_film](https://en.wikipedia.org/wiki/9_%282009_animated_film)\)\)"' could do the job, or perhaps _Percy_, the engine \#6. Once a mnemonic association is made, it can get established well deep in the neocortex in the [right context](https://supermemo.guru/wiki/Coherence), and serve a lifetime of number juggling for a novelist or a mathematician alike. 數字 6 和 9 很容易混淆。對于一個沒有啟動感官處理的孩子的大腦來說，它們看起來是一樣的。訓練，特別是[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)訓練，可能會造成災難性的后果。辨別可能會變成合并。如果復習足夠頻繁，毒性記憶可以持續整個童年。這阻礙了建立健康的聯系。相反，孩子應該自由地漫游世界，為這些數字尋找有意義的聯系。一部動畫電影《\[9\]\([https://en.wikipedia.org/wiki/9\_\(2009\_animated\_film\)\)》就能做到這一點，或許](https://en.wikipedia.org/wiki/9_%282009_animated_film%29%29》就能做到這一點，或許) 6 號引擎 _Percy_ 也能做到。一旦形成了一種記憶聯系，它就可以在新大腦皮層的深處，在[正確的語境](https://supermemo.guru/wiki/Coherence)中建立起來，并為小說家或數學家這樣的人提供終生的數字戲法。 Kids drilled in alphabet, especially if this happens too early, and if they are drilled reluctantly, can easily develop toxic memories. Toxic memories can lead to problems we would [classify as dyslexia](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F), even if there is no underlying neurophysiological cause. 孩子們接受字母訓練，特別是如果這發生得太早，如果他們不情愿地接受訓練，很容易形成毒性記憶。即使沒有潛在的神經生理學原因，毒性記憶也會導致被我們[歸為閱讀障礙](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F)的問題。 The same is true of math. Kids drilled on digits, numbers and counting, may develop a dislike of arithmetic or long-lasting problems with number memory. They fail to develop natural mnemonic props that help them juggle numbers easily. This is how we get adults who still fail multiplication table and consider math their least favorite subject at school. 數學也是如此。孩子們反復練習位數、數字和計數，可能會對算術產生反感，或者長期存在數字記憶問題。他們無法發展出自然的助記工具來幫助他們輕松地應付數字。這就是為什么我們讓那些仍然沒有通過乘法表的成年人認為數學是他們在學校最不喜歡的科目。 For some adults, multiplication table integrates with their math brain and is employed dozens of times in a single day. For others, toxic memories formed by early drilling keep it out of reach for lifetime. Some adults never confuse left and right, others will try to recall on which hand they keep a watch or where the heart is located in their chest. These minor inefficiencies are nearly always a result of heavy drilling in childhood. Two factors are to be blamed in most cases: \(1\) **stress** or \(2\) **coercion**. 對于一些成年人來說，乘法口訣表與他們的數學大腦相結合，在一天內被使用了幾十次。對另一些人來說，早期訓練形成的毒性記憶會讓他們終生無法接觸到。一些成年人從不混淆左右，另一些人會試圖回憶他們用哪只手看表，或者心臟在他們的胸腔里。這些微小的低效幾乎總是兒童時期大量訓練的結果。在大多數情況下，有兩個因素應該受到責備：\(1\)**壓力**\(2\)**強制**。 ### 9.6 Mathematics ### 數學 Mathematics is the queen of science. It is also a queen of toxic memory. The reason is not that mathematic is more difficult than chemistry or literature. The key reason is that mathematic uses its own language of formulas. [Formulas form a perfect abstraction](https://supermemo.guru/wiki/Abstract_knowledge) if they do not get associated with the meaning of individual variables or terms. If you fail to remember the answer to _What is the capital of Thailand?_, you are soothed by the fact that the question is posed in English and you might have heard of Thailand. If you fail to remember _log\(x\_y\)=?_, you might have just experienced gibberish and your only reaction is an increase in stress levels.\_ Math anxiety\* is nothing else but a sufficiently large set of toxic memories associated with mathematics. Those memories may generalize onto many contexts in which you meet mathematics. It may even happen that you will be traumatized for life. You may hate all books in yellow cover just because of that most hated book in math that had a yellow cover too. 數學是科學之王。它也是毒性記憶的皇后。原因不是數學比化學或文學更難。關鍵原因是數學使用了自己的公式語言。如果公式不與單個變量或術語的含義相關聯，那么[公式形成了一個完美的抽象](https://supermemo.guru/wiki/Abstract_knowledge)。如果你不記得泰國首都是什么？這個問題是用英語提出的，你可能聽說過泰國。如果你忘了_log\(x × y\)=？_，你可能剛剛經歷了胡言亂語，你唯一的反應是壓力水平的增加。數學焦慮只不過是與數學相關的大量毒性記憶。這些記憶可以推廣到你遇到數學的許多情境中。甚至有可能你會受到終生的精神創傷。你可能討厭所有黃色封面的書，因為那本最討厭的數學書的封面也是黃色的。 See also: [Benezet experiment on the impact of early math instruction](https://supermemo.guru/wiki/Early_math_instruction_may_backfire) 參見：Benezet [實驗對早期數學教學的影響](https://supermemo.guru/wiki/Early_math_instruction_may_backfire) ### 9.7 Alzheimer's disease ### 老年癡呆癥 You must have heard that learning prevents Alzheimer's. Scientists noticed that years of schooling add to reducing your chances for that disease. However, few reports seem to consider the difference between [good learning](https://supermemo.guru/wiki/Pleasure_of_learning) and bad learning that involves forming toxic memories. The root cause of Alzheimer's is _network overload_ and associated _excitotoxicity_. This is compounded by genetic predispositions, diet, lifestyle, etc. However, without network abuse, the neurodegenerative process might not show up. The same problem might be occurring in Down syndrome kids. Their brain processing power is simply diminished. This is why toxic memories might also be bad for brain health. For more see: [How schools can contribute to Alzheimer's disease](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer%27s_disease) and [Bad learning contributes to Alzheimer's](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer%27s). 你一定聽說過學習可以預防老年癡呆癥。科學家們注意到，多年的學校教育增加了患這種疾病的幾率。然而，似乎很少有報告考慮到[好的學習](https://supermemo.guru/wiki/Pleasure_of_learning)和壞的學習之間的區別，包括形成毒性記憶。阿爾茨海默病的根本原因是網絡超載和相關的興奮性毒性。這與遺傳傾向、飲食、生活方式等因素有關。然而，如果沒有網絡濫用，神經退化過程可能不會出現。同樣的問題也可能發生在唐氏綜合癥兒童身上。他們的大腦處理能力被削弱了。這就是為什么毒性記憶也可能對大腦健康有害。更多信息請見：[學校如何導致阿爾茨海默氏癥](https://supermemo.guru/wiki/How_schools_can_contribute_to_Alzheimer%27s_disease)和[糟糕的學習如何導致阿爾茨海默氏癥](https://supermemo.guru/wiki/Bad_learning_contributes_to_Alzheimer%27s)。 ### 9.8 Examples ### 例子 I have built up a large collection of stories about the origin and character of toxic memories. I will mention a few examples here. 我收集了大量關于毒性記憶的起源和特征的故事。我將在這里提到幾個例子。 #### 9.8.1 Fear of fractions #### 恐懼分式 I spoke to a young lady who uses a calculator at work for a few hours per day. Despite this, her math skills are negligible. She is interested in sociology. Even in sociology, considered a branch of humanities, math plays a big role. She never reads books soaked with formulas, but even statements like "one third" of a population or "one tenth" of a population are scary. Somehow 33% and 10% sound much friendlier because she meets percentages on a daily basis at work. How can an intelligent lady with college education struggle with such seemingly simple concepts? I could track it back to her childhood. She claims she was not under a tremendous pressure to learn math. Just the opposite. Her teachers did not seem to care. However, I quickly disproved that claim by finding out that at older ages, the pressure started mounting up. She would not want to disappoint her parents and meeting math class minima started getting harder and harder. Today, fractions _"make her stiff"_. When I explain that the problem of 1/10 and 1/3 can be easily solved by just memorizing 8 pairs: 1/2=50%, 1/3=33%, ... 1/10=10%, she smiled as if I summarized the Book of Revelations. How is that possible that for nearly a decade since college, in a job that involves math, with intelligent reading, with interest in the news on TV, etc. she did not come up with a simple idea of memorizing 8 numbers? The explanation might only be in toxic memories. Her brain developed a pathological reaction to the sight of fractions: panic! In a panicky state, she cannot see the big picture, she cannot slow down, she cannot think straight. This is not math anxiety. This is math phobia grown to the size of math panic. 我和一位年輕女士交談過，她每天在工作中使用計算器幾個小時。盡管如此，她的數學能力微不足道。她對社會學感興趣。即使在被認為是人文學科分支的社會學中，數學也扮演著重要的角色。她從不讀滿是公式的書，但即使是像「三分之一」或「十分之一」這樣的說法也很可怕。不知何故，33% 和 10% 聽起來更友好，因為她每天在工作中都能遇到百分比。一個受過大學教育的聰明女人怎么會與這些看似簡單的概念作斗爭呢？我可以追溯到她的童年。她聲稱自己并沒有承受學習數學的巨大壓力。恰恰相反。她的老師似乎并不在意。然而，我很快就反駁了這一說法，因為我發現，隨著年齡的增長，壓力開始增加。她不想讓父母失望，數學課上的最低要求越來越難。今天，分數「_讓她變得僵硬_」。當我解釋 1/10 和 1/3 的問題可以很容易地解決，只要記住 8 對：1/2=50%，1/3=33%，…1/10=10%，她笑了，好像我在總結《啟示錄》。大學畢業后的近十年里，她從事一份涉及數學、閱讀能力強、對電視新聞感興趣的工作，怎么可能連一個簡單的記憶數字的方法都沒有想到呢？這種解釋可能只存在于毒性記憶中。看到分數時，她的大腦產生了一種病態的反應：恐慌！在恐慌的狀態下，她看不到大局，她不能放慢腳步，她不能清醒地思考。這不是數學焦慮。這是一種由數學恐懼癥發展到數學恐慌的程度。 #### 9.8.2 Fear of reading #### 恐懼閱讀 A child can have dramatically different reactions to the same letter or to a sequence of characters depending on the context. Coercive programs for early reading are notorious for sparking toxic memories. A sequence of letters mastered in the context of happy play may bring aversion and hate of learning if presented in the context associated with [learning coercion](https://supermemo.guru/wiki/Coercion_in_learning). A hypothesis says that [this is how dyslexia may develop](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F) in a subset of cases. [Democratic schools](https://supermemo.guru/wiki/Democratic_school) boast of knowing no dyslexia. In a democratic school, kids can learn to read at their preferred age, sometimes even in teen years. [Raymond Moore](https://supermemo.guru/wiki/Raymond_Moore) insists that reading remedial programs are populated primarily by kids recruited from early reading programs, and other programs where coercion might be in use. It is enough for an early reading program to generate minor gaps in knowledge, e.g. knowledge of phonics, those gaps may later snowball into reading difficulties that will be interpreted as a penalty. This penalty signal is enough to develop a toxic memory: dislike or fear of reading. 根據上下文的不同，孩子對同一個字母或一系列字符可能會有截然不同的反應。強制性的早期閱讀計劃因引發毒性記憶而臭名昭著。快樂游戲情境下掌握的字母序列，如果呈現在與[強制學習](https://supermemo.guru/wiki/Coercion_in_learning)相關的情境中，可能會帶來對學習的厭惡和憎恨。有一種假說認為，這是[閱讀障礙在某些情況下的發展過程](https://supermemo.guru/wiki/Can_coercion_cause_dyslexia%3F)。[民主學校](https://supermemo.guru/wiki/Democratic_school)自詡不存在閱讀障礙。在民主學校，孩子們可以在他們喜歡的年齡學習閱讀，有時甚至在十幾歲的時候。[Raymond Moore](https://supermemo.guru/wiki/Raymond_Moore) 堅持認為，閱讀輔導項目主要由從早期閱讀項目和其他可能使用強迫手段的項目中招募的孩子組成。一個早期的閱讀計劃在知識上產生小的差距就足夠了，例如語音知識，這些差距可能會在以后發展成閱讀障礙，并被解釋為一種懲罰。這種懲罰信號足以形成一種毒性記憶：不喜歡或害怕閱讀。 #### 9.8.3 Multiplication table #### 乘法表 Many adults fail to master the multiplication table. It is amazing to see people who deal with numbers on a daily basis, and still struggle with simple multiplication. An omnipresent calculator masks the phenomenon. I personally know a few cases of high-IQ individuals who struggle with multiplication table. They seem to agree that [heavy drilling in early childhood](https://supermemo.guru/wiki/Abandon_early_math_instruction!) is the chief culprit. Once toxic memories get etched in young networks, they are very hard to dislodge. For anyone fluent in multiplication, struggling with 7 × 8 seems hardly possible. If smart people who struggle with 7 × 8 did not keep hiding their problem, we might finally stop attributing this to lesser cognitive capacity. A toxic memory can easily make anyone look less clever than they really are. It is not about intelligence or memory, it is all about _"brain panic"_. The question _7\_8=? \_brings the following response in the affected mind:_ OMG! Multiplication table again! I will sure fail ... was it 49, 56 or 63 ... I knew it, ... is anyone looking? ... no, no chance .. no idea ... I hate my life ...\*. 許多成年人不會乘法表。看到人們每天都在處理數字，卻仍然在與簡單的乘法作斗爭，真是令人驚訝。無處不在的計算器掩蓋了這一現象。我個人就認識幾個高智商的人，他們在乘法表上很吃力。他們似乎一致認為，[童年早期的大量訓練](https://supermemo.guru/wiki/Abandon_early_math_instruction!)是罪魁禍首。一旦毒性記憶在年輕的網絡中蝕刻，就很難清除。對于任何精通乘法的人來說，與 7 × 8 作斗爭似乎是不可能的。如果那些與 7 × 8 斗爭的聰明人不繼續隱藏他們的問題，我們可能最終會將其歸咎于較低的認知能力。毒性記憶很容易讓人看起來不那么聰明。這與智力或記憶力無關，而是與「_大腦恐慌_」有關。問題 _7 × 8 = ？_在受影響的腦海中會產生以下反應：_天哪！又是乘法表了！我一定會失敗……是 49 、56 還是 63 ……我知道……有人看嗎？…不，不可能…不知道……我討厭我的生活……_ #### 9.8.4 Sequence of months #### 月份順序 I have documented a case of a girl who struggled with memorizing the sequence of months in childhood. The case might go unnoticed in a mass of similar cases, if the same girl did not show that learning the same sequence of months in German a decade later appeared surprisingly easy. Even more, the newly established sequence of month in German served as an early prop for memory issues with the same sequence in Polish. Amazingly, this highly intelligent lady, now in her late twenties, still uses the German sequence of months each time she confuses Polish names. To add spice to this unusual case, her German is now in serious retreat. She does not use the language too often. However, the sequence of months is absolutely unforgettable. She now uses it as a mnemonic skeleton to cover up the set of toxic memories developed in childhood. 我曾經記錄過一個女孩的例子，她在童年時期就很難記住幾個月的順序。如果同一個女孩沒有表現出在十年后學習同樣的德語月份序列似乎出奇地容易，那么在大量類似的案例中，這個案例可能會被忽視。更重要的是，德語中新建立的月份序列與波蘭語中相同的序列作為記憶問題的早期支撐。令人驚訝的是，這位非常聰明的女士，現在快 30 歲了，每次她混淆波蘭語的名稱時，仍然使用德語的月份序列。為了給這個不尋常的案例增添趣味，她的德語現在正嚴重退步。她不經常使用這種語言。然而，這幾個月的順序絕對令人難忘。她現在用它作為記憶骨架來掩蓋童年時期形成的毒性記憶。 The scenario here is pretty typical for similar cases of troubled development. In a highly literate and highly intelligent family, the pressure to learn fast and learn early is magnified. At the same time, talented kids often show prolonged period of exuberant brain development. This means hitting all milestones with delay as compared with the average. All delays are seen not as a chance for the brain to develop but as a case of retardation. To make things worse, the girl has an older brother who excelled at school and is now a prominent lawyer who I know from Polish TV. Not only was a smart girl behind the average, she was instantly being compared to her brother who got 3 years of a head start. Needless to say, the girl developed a pretty universal hatred of academic subjects, and a deep dislike of school, which lasted into her teens. When she was 10 years old, and she still struggled with counting months, the whole world seems to have noticed. Little wonder, there were whispers in the family that the girl is not as sharp a pencil as her brother. In the end, she effortlessly graduated from college, and is now extremely successful in her professional life. She is a great mom too. Her kid knows no pressure to perform at school. 這里的場景對于類似的問題開發案例非常典型。在一個文化程度高、智力水平高的家庭里，快速學習和早期學習的壓力被放大了。與此同時，有天賦的孩子往往會表現出長期旺盛的大腦發育。這意味著與平均水平相比，所有里程碑的完成都有延遲。所有的延遲都不被視為大腦發育的機會，而是一種發育遲緩。更糟糕的是，這個女孩的哥哥學習成績很好，現在是一位著名的律師，我從波蘭電視臺認識他。一個聰明的女孩不僅落后于平均水平，而且馬上就被拿來和她的哥哥相比，她的哥哥領先了三年。不用說，這個女孩對學術科目產生了一種相當普遍的憎恨，對學校也產生了深深的厭惡，這種厭惡一直持續到她十幾歲的時候。當她 10 歲的時候，她還在努力數著月份，整個世界似乎都注意到了。難怪全家人都在竊竊私語說這個女孩不如她哥哥。最后，她毫不費力地從大學畢業，現在在她的職業生涯中非常成功。她也是一個偉大的母親。她的孩子知道在學校沒有壓力。 This case hints powerfully at a wrong interpretation of the case of [bilingual boy with monolingual dyslexia](https://supermemo.guru/wiki/Bilingual_boy_with_dyslexia_in_English_only) described in Cognition \(1999\). While experts would like to see that case of dyslexia as a proof of superiority of languages based on [phonemic orthography](https://en.wikipedia.org/wiki/Phonemic_orthography), I would urge researchers to pay a closer look to toxic memories that result from early academic instruction. There are no obvious differences between names of months in Polish and in German. There was only one striking difference: while Polish months were learned under pressure, German months were [learned for pleasure](https://supermemo.guru/wiki/Pleasure_of_learning) as a hobby at much later age. Cognitive readiness and joy of learning made for a world of difference. 這個案例有力地暗示了對《認知\(1999\)》中[患有單語閱讀障礙的雙語男孩](https://supermemo.guru/wiki/Bilingual_boy_with_dyslexia_in_English_only)的錯誤解釋。盡管專家們希望將這一閱讀障礙的案例視為基于音位正字法的語言優越性的證明，但我還是敦促研究人員更仔細地研究早期學術教學中產生的毒性記憶。波蘭語和德語的月份名稱沒有明顯的區別。只有一個顯著的區別：波蘭語的月份是在壓力下學習的，而德語的月份則是在長大后作為一種愛好來學習的，是[為了快樂而學](https://supermemo.guru/wiki/Pleasure_of_learning)。認知準備和學習的樂趣創造了一個不同的世界。 Paradoxically, early instruction is rampant in highly intelligent and highly literate families. In addition, all delays are noticed earlier, and intervention is more likely. This usually makes things worse. 矛盾的是，早期教育在高智商和高文化程度的家庭中非常盛行。此外，所有的落后都會更早被注意到，干預的可能性也更大。這通常會使事情變得更糟。 #### 9.8.5 Delaying math instruction #### 推遲數學教學 When people I love are in a fight, the subject deserves double attention. [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) is the most inspiring contemporary light in the area of [unschooling](https://supermemo.guru/wiki/Unschooling). Larry Sanger is a fantastic [homeschooling](https://supermemo.guru/wiki/Homeschooling) dad. Incidentally, Larry also invented Wikipedia for which I will be forever grateful. When Larry got upset with Gray, it was all about understanding the power of **toxic memory**. See: [Peter Gray under attack from Larry Sanger](https://supermemo.guru/wiki/Peter_Gray_under_attack_from_Larry_Sanger). 當我熱愛的人吵架時，這個話題值得加倍關注。[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 是當代[非學校教育](https://supermemo.guru/wiki/Unschooling)領域最鼓舞人心的人物。Larry Sanger 是一個了不起的[在家上學](https://supermemo.guru/wiki/Homeschooling)的父親。順便說一句，Larry 還發明了維基百科，我永遠感激不盡。當 Larry 對 Gray 不滿時，他所做的一切都是為了理解**毒性記憶**的力量。參見：[Peter Gray 受到 Larry Sanger 的攻擊](https://supermemo.guru/wiki/Peter_Gray_under_attack_from_Larry_Sanger)。 #### 9.8.6 Fear with no purpose #### 恐懼無目的 Toxic memories can paralyze the mind. They can turn an otherwise smart human being into a replica of an enslaved robot. The not-so-funny joke below delivered one of the most convincing personal moments in my investigations: 毒性記憶會麻痹大腦。他們可以把一個原本聰明的人變成一個被奴役的機器人的復制品。下面這個并不好笑的笑話，是我調查中最令人信服的親身經歷之一： > Anecdote. [Why use anecdotes?](https://supermemo.guru/wiki/Why_use_anecdotes%3F) > > 軼事。[為什么要用軼事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F) > > The old math joke goes like this: _The ship carries 20 sheep and 16 goats. How old is the captain?\_When I found out that a large proportion of kids answer this question with 36, I was in disbelief. I struggled with empathy for a brain that would be so badly derailed. When I jokingly tested this question on a first grader, the conversation was not too surprising. The answer was 50. The justification was:_ "My mom is 25. I think that captain should be a bit smarter. I think 50 would be just fine"\_. I was amused with kid's self confidence, but noticed that his mom started being uncomfortable. As if she feared she would be next. This required further testing. I ruthlessly asked the math question. I was in shock when mom delivered that infamous verdict: 36. I instantly knew this could only be explained by [toxic memories](https://supermemo.guru/wiki/Toxic_memories). The lady had been paralyzed by the fear of math and, with a knee jerk reaction, assumed the answer must be in numbers in the question. Like a well-schooled robot, she provided the answer. This is what poorly delivered math training does to young minds: **useless fear**! Fear with no purpose at the cost freedom and long hours of drilling in a school bench. Interestingly, the lady is a shopping clerk and she seems to be pretty fluent with numbers. It is that toxic memory of a typical question delivered by a math teacher that jumbled her mind and destroyed the pleasure of the day. Contrast that with an undamaged kid who hypothesized fearlessly. I can only hope his free thinking does not get damaged at school > > 古老的數學笑話是這樣說的：這艘船載著 20 只綿羊和 16 只山羊。船長多大了？當我發現大部分孩子的答案都是 36 歲時，我簡直不敢相信。對于一個會嚴重出軌的大腦，我很難產生同理心。當我在一年級的時候開玩笑地測試這個問題時，這個對話并不太令人驚訝。答案是 50。理由是：「我媽媽 25 歲。我覺得船長應該更聰明一點。我想 50 就可以了。」我被孩子的自信逗樂了，但注意到他媽媽開始感到不舒服。好像她害怕自己會是下一個。這需要進一步的測試。我無情地問了這個數學問題。當媽媽說出那個臭名昭著的結論：36 時，我驚呆了。我立刻意識到這只能用[毒性記憶](https://supermemo.guru/wiki/Toxic_memories)來解釋。這位女士被數學的恐懼嚇呆了，她本能地認為答案一定是問題中的數字。就像一個受過良好教育的機器人，她給出了答案。這就是糟糕的數學訓練對年輕人的影響：**無用的恐懼**！毫無目的的恐懼以犧牲自由和長時間在學校長凳上訓練為代價。有趣的是，這位女士是一名購物員，她似乎對數字很熟練。正是對數學老師提出的一個典型問題的毒性記憶擾亂了她的思維，破壞了她一天的快樂。與之形成對比的是，一個沒有受傷的孩子大膽地假設。我只能希望他的自由思維不會在學校受到損害 This is how I see the events occurring in a panicked math brain. It all begins with a recognition of a typical math task. This instantly triggers a [toxic memory](https://supermemo.guru/wiki/Toxic_memory) that associates math with the state of anxiety. The fear of math paralyzes all intellectual capacities that might lead to a rational solution. In neural terms, well-polished networks trigger fast, high performance, high [stability](https://supermemo.guru/wiki/Stability) circuits that instantly take over the job of finding the solution. Those circuits are characterized by low [coherence](https://supermemo.guru/wiki/Coherence) and do not integrate well with the world knowledge. They are targeted at providing a robotic solution by employing fast thinking. The algorithm for finding the solution might have, over years, through [interference](https://supermemo.guru/wiki/Interference), lost all its vestiges of responding to the actual logical input involved in the task. Instead, the brain strips the problem to bare bones and follows the algorithm: 這就是我如何看待在一個驚慌失措的數學頭腦中發生的事情。這一切都始于對一個典型數學任務的認識。這會立即引發一種[毒性記憶](https://supermemo.guru/wiki/Toxic_memories)，將數學與焦慮狀態聯系起來。對數學的恐懼會麻痹所有可能引導理性解決方案的智力。從神經學的角度來說，經過精心打磨的網絡能夠觸發快速、高性能、高[穩定性](https://supermemo.guru/wiki/Stability)的回路，這些回路能夠立即接管尋找解決方案的工作。這些回路的特點是低[連貫性](https://supermemo.guru/wiki/Coherence)，不能很好地與世界知識集成。他們的目標是通過快速思考提供機械的解決方案。多年來，通過[干擾](https://supermemo.guru/wiki/Interference)，尋找解決方案的算法可能已經失去了對任務中涉及的實際邏輯輸入作出響應的所有痕跡。相反，大腦會把問題剝得精光，并遵循以下算法： * if two numbers appear in a math task, employ 4 basic operators: +, -, \*, :, and choose the result that is most plausible * 如果一個數學任務中出現兩個數字，使用4個基本運算符：+，-，×，÷，并選擇最合理的結果 * if there is little time left \(for solving the test\), pick addition, which is easiest. In a multiple-choice test, it still provides 25% chance of success * 如果剩下的時間不多（用于解決測試），選擇加法，這是最簡單的。在多項選擇題測試中，它仍然提供 25% 的成功機會 * if numbers are too big to employ the operator, give up and jump to the next test to solve. In real life, play a diversion game, and cover up your tracks. Be sure you do not get caught with hot ignorance in your hands. Don't let anyone see you with your math pants down * 如果數字太大而無法運算，放棄并跳轉到下一個要解決的測試。在現實生活中，玩一個轉移注意力的游戲，并掩蓋你的蹤跡。確保你不會因為無知而被抓個正著。別讓別人看到你數學不好 That last part of "covering up" may compound [toxic memories](https://supermemo.guru/wiki/Toxic_memories) that lead to _math anxiety_. 「掩蓋」的最后一部分可能會加重[毒性記憶](https://supermemo.guru/wiki/Toxic_memories)，導致_數學焦慮_。 Contrast this with a toddler who plays Lego bricks, and will keep re-shuffling that wall of bricks until it gets even and provides room for moving to the next level. The little snot will internalize number sense and [coherently](https://supermemo.guru/wiki/Coherence) and [consistently](https://supermemo.guru/wiki/Consistency) integrate it with his world knowledge using his [learn drive](https://supermemo.guru/wiki/Learn_drive) and his [knowledge valuation network](https://supermemo.guru/wiki/Knowledge_valuation_network). 與之形成鮮明對比的是，一個會玩樂高積木的幼兒，會不斷地重新排列那堵磚墻，直到它變得平整，并為移動到下一層提供空間。他會把數字意識內化，用他的[學習內驅力](https://supermemo.guru/wiki/Learn_drive)和[知識評估網絡](https://supermemo.guru/wiki/Knowledge_valuation_network)把數字意識[連貫](https://supermemo.guru/wiki/Coherence)[一致](https://supermemo.guru/wiki/Consistency)地與他的世界知識結合起來。 Outwardly, our abstract adult brain can see the same math problem to solve. Our empathy is too weak to escape the abstraction. On the other hand, for an immature brain, the same powerful [learning mechanisms](https://supermemo.guru/wiki/Learn_drive) can be employed for two entirely different jobs: \(1\) solving a real life math problem, or \(2\) surviving in a classroom. 從表面上看，我們抽象的成人大腦可以看到同樣的數學問題需要解決。我們的同理心太弱，逃避不了抽象。另一方面，對于一個不成熟的大腦來說，同樣強大的[學習機制](https://supermemo.guru/wiki/Learn_drive)可以用于兩種完全不同的工作：\(1\)解決現實生活中的數學問題，或者\(2\)在教室里生存。 > Misemployment of the [learn drive](https://supermemo.guru/wiki/Learn_drive), the genius neural mechanisms developed in the course of evolution, is the key [tragedy of modern mass education](https://supermemo.guru/wiki/Problem_of_schooling) > > [學習內驅力](https://supermemo.guru/wiki/Learn_drive)是在進化過程中發展起來的天才神經機制，對其的誤用是[現代大眾教育](https://supermemo.guru/wiki/Problem_of_schooling)悲劇的關鍵 #### 9.8.7 Meaningless history #### 毫無意義的歷史 Do you know history? Did you know that > _... at the request of cesario Pizzorato, Charlatid the Great conquered all of Egypt from the Charlemagne Delgado beginning in 637 BC_? 你知道歷史嗎？你知道 > …在 cesario Pizzorato 的要求下，從公元前 637 年開始，Charlatid 大帝從 Charlemagne Delgado 大帝的手中征服了整個埃及嗎？ If you love history, you will love the story of [futile memories related to Charlatid](https://supermemo.guru/wiki/Futility_of_schooling). See also another example in: [Unpleasant learning at school](https://supermemo.guru/wiki/Unpleasant_learning_at_school) 如果你熱愛歷史，你就會愛上與 [Charlatid 有關的無意義記憶](https://supermemo.guru/wiki/Futility_of_schooling)的故事。參見另一個例子：[不愉快的在校學習](https://supermemo.guru/wiki/Unpleasant_learning_at_school) #### 9.8.8 Trouble with counting #### 計算困難 [20 rules of knowledge formulation](https://supermemo.guru/wiki/20_rules_of_knowledge_formulation) warn that memorizing sets can lead to toxic memory. That warning is applicable to adults, let alone children. Lists are easier, but also hard. At the same time, early schooling programs are peppered with lists to memorize. One of the first elements of early instruction is counting. While counting fingers is strongly mnemonic, going beyond the number 10 enters the realm of abstraction. Forcing kids to go into abstract territory is always dangerous. It is far better to patiently await the point of readiness. This sad story illustrates why: [Videogames are better than teachers](https://supermemo.guru/wiki/Videogames_are_better_than_teachers). [知識的 20 條法則](https://supermemo.guru/wiki/20_rules_of_knowledge_formulation)警告說，記憶集合可能會導致毒性記憶。這一警告適用于成年人，更不用說兒童了。列表更容易，但也很難。與此同時，早期的學校教育項目中充斥著需要記憶的列表。早期教學的首要要素之一是計數。雖然數手指很容易記憶，但超過 10 就進入了抽象的領域。強迫孩子進入抽象的領域總是危險的。耐心等待準備的時刻要好得多。這個悲傷的故事說明了原因：[電子游戲比老師好](https://supermemo.guru/wiki/Videogames_are_better_than_teachers)。 ### 9.9 Toxic memories in SuperMemo ### SuperMemo 中的毒性記憶 Futile memories are poorly formed and hard to remember even with [SuperMemo](https://supermemo.guru/wiki/SuperMemo). Persistent and parasitic memories may be perpetuated by [SuperMemo](https://supermemo.guru/wiki/SuperMemo). Toxic memories are most dangerous. They will result in learning displeasure, dislike of [SuperMemo](https://supermemo.guru/wiki/SuperMemo), and might be the number one reason for a high dropout rate in [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition). 無意義記憶的組織形式很差，即使使用 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 也很難記住。持久記憶和寄生記憶可能會被 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 永久保存。毒性記憶是最危險的。他們會導致學習的不愉快，不喜歡 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)，并可能是[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)的中途放棄率很高的首要原因。 #### 9.9.1 SuperMemo leeches #### SuperMemo 水蛭 > SuperMemo insert. [What is SuperMemo?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > SuperMemo 插入。[SuperMemo 是什么？](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > Users of SuperMemo may recognize futile, persistent, or parasitic memories as [leeches](https://supermemo.guru/wiki/Leech). Nearly all beginners go through a stage when they discover that not all things are memorizable, and that some things can be memorized wrongly. Parasitic memories made this text pretty popular:[20 rules](https://supermemo.guru/wiki/20_rules). > > SuperMemo 的用戶可能會把無效記憶、持久記憶或寄生記憶識別為[水蛭](https://supermemo.guru/wiki/Leech)。幾乎所有的初學者都會經歷這樣一個階段：他們發現并非所有的東西都是可記憶的，有些東西可能會記錯。寄生記憶使這篇文章很受歡迎：[20 條規則](https://supermemo.guru/wiki/20_rules)。 > > I have a unique insight into the problem of toxic memory. I have seen hundreds of user materials for learning with SuperMemo. Those materials usually contain a small proportion of questions that we call _leeches_. Those are the questions that are particularly hard to answer, mostly due to interference, or lack of meaningful connection with reality. I can see the birth of toxic memories in small incremental steps in the learning process. A little leech of a question can pester student's mind for months or even years. Without a resolute action undertaken, the student can see a question grow into a problem. At some point, the mere sight of the question will result in a jolt of a response: _Oh no! I will never remember that. Skip!_ > > 我對毒性記憶的問題有獨特的見解。我已經看到了數百種使用 SuperMemo 學習的用戶資料。這些材料通常包含一小部分我們稱之為水蛭的問題。這些都是特別難以回答的問題，主要是由于干擾，或與現實缺乏有意義的聯系。在學習的過程中，我可以看到毒性記憶的產生是一個漸進的小步驟。一個小問題的水蛭可以糾纏學生的思想幾個月甚至幾年。如果不采取果斷的行動，學生就會把問題變成難題。在某種程度上，僅僅是看到這個問題就會得到令人震驚的回答：_哦，不！我永遠也不會記得。跳過！_ > > Toxic memory is one of the two prime reasons that SuperMemo carries a huge dropout rate. The other reason is the psychological impact of the **Outstanding** parameter, i.e. the impression of never being able to get of from the heavy load of the outstanding material review. Both factors are remedied pretty well with [incremental reading](https://supermemo.guru/wiki/Incremental_reading). However, this does not help SuperMemo much because incremental reading carries a steep learning curve. This explains why the most effective method of learning has not conquered the world yet. Of the tiny fraction of those who ever get convinced to try, the vast majority is heavily inhibited by the psychological impact of overload and toxic memory. > > 毒性記憶是 SuperMemo 存在巨大中途放棄率的兩個主要原因之一。另一個原因是**突出的**參數對心理的影響，即復習突出的材料的沉重負擔給人永遠無法得到的印象。[漸進閱讀](https://supermemo.guru/wiki/Incremental_reading)很好地彌補了這兩個因素。然而，這對 SuperMemo 并沒有太大幫助，因為漸進閱讀需要一個陡峭的學習曲線。這就解釋了為什么最有效的學習方法還沒有征服世界。在那些曾經被說服去嘗試的人當中，有一小部分人，絕大多數人都受到超負荷和毒性記憶的心理影響的嚴重抑制。 > > Unwelcome memories are a norm in SuperMemo. It is never possible to fully predict the actual configuration in which a memory dovetails with student's knowledge. Unwelcome side effects are always possible. Outside SuperMemo, those memory impurities are quickly eliminated by forgetting. In SuperMemo, they require vigilance. With an experienced eye, they can be easily spotted once formed and remedied with [reformulation tricks](https://supermemo.guru/wiki/20_rules). For a less experienced user, a leech elimination system simply counts the number of memory lapses and alerts the user when a given memory has a parasitic nature. Many users take a different route though. Instead of combating parasitic memories with re-formulation, they employ dangerous tools of SuperMemo such as low [forgetting index](https://supermemo.guru/wiki/Forgetting_index), lax leech criteria, [cramming](https://supermemo.guru/wiki/Cramming), forced review, and more. When leeches keep piling up and the elimination is not prompt and radical, toxic memories can form and discourage further use of SuperMemo. We lost thousands of users to this process. > > 不受歡迎的記憶在 SuperMemo 中是一種常態。要完全預測記憶與學生知識相吻合的實際結構是不可能的。不受歡迎的副作用總是可能發生的。在 SuperMemo 之外，這些記憶雜質會很快被遺忘掉。在 SuperMemo 中，它們需要警惕。對于有經驗的用戶，這些記憶一旦形成就很容易被發現，并通過[重新規劃技巧](https://supermemo.guru/wiki/20_rules)被糾正。對于經驗較少的用戶，水蛭消除系統只是簡單地計算記憶丟失的次數，并在給定記憶具有寄生特性時向用戶發出警報。不過，許多用戶選擇了不同的路線。他們沒有通過重新規劃來對抗寄生記憶，而是使用了 SuperMemo 的危險工具，比如低[遺忘系數](https://supermemo.guru/wiki/Forgetting_index)、寬松的水蛭標準、[死記硬背](https://supermemo.guru/wiki/Cramming)、強迫復習等等。當水蛭不斷堆積，清除過程不及時、不徹底時，毒性記憶就會形成，并阻礙 SuperMemo 的進一步使用。在這個過程中，我們失去了成千上萬的用戶。 > > > The difference between a forgotten memory and a toxic memory in SuperMemo is that the first thing you remember about a toxic question is that you do not remember the answer > > > > 在 SuperMemo 中，遺忘記憶和毒性記憶的區別在于，你記住的關于毒性問題的第一件事就是你不記得答案 #### 9.9.2 Inefficiency of SuperMemo #### SuperMemo 的低效 > SuperMemo insert. [What is SuperMemo?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > SuperMemo 插入。[SuperMemo 是什么？](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > Ready-made collection were pretty popular in the 1990s. The problem with collections that are too difficult, or too easy, or not fully relevant, is that they emulate schooling. Like there is a mismatch of interest and readiness between a lecture and a student, it is easy to hit a mismatch between a SuperMemo collection and a student. Cramming material rarely brings good fruit. In case of SuperMemo, it may be doubly dangerous. The student who keeps cramming bad collections with dozen of hard items \([leeches](https://supermemo.guru/wiki/Leech)\) will waste a lot of time on struggling with his own emotions and memory. Without fun, toxic memories can form, and the [love of learning](https://supermemo.guru/wiki/Pleasure_of_learning) can be undermined. In addition, there is an opportunity cost, the same student, instead of trying to hammer pesky leeches, might be spending the same time on an enjoyable learning. Instead of cramming English vocabulary, he might have fun with some English movie. Naturally, we believe there are still collections worth memorizing. For example, [Advanced English](https://supermemo.guru/wiki/Advanced_English) vocabulary is a must-have material for every speaker of English who dreams of native fluency. This is the common core of English that is hard to escape from. Enhancing this collection with snippets from a dictionary, own examples, pictures, or articles from Wikipedia should make it more fun. In other words, "common core" collections still make sense but they are best consumed interwoven into a colorful process of [incremental learning](https://supermemo.guru/wiki/Incremental_learning). In other words, the student should not be sentenced to lonely cramming of vocabulary. It should come in as part of a richer context of wide-ranging incremental learning > > 20 世紀 90 年代，做好的記憶庫非常流行。記憶庫太困難、太容易、或不完全相關的問題在于，它們模仿的是學校教育。就像講課和學生之間的興趣和準備不匹配一樣，SuperMemo 記憶庫和學生之間也很容易出現不匹配。填鴨式學習很少能帶來好結果。在 SuperMemo 的情況下，這可能是雙重危險的。如果一個學生總是用一打困難的項目（[水蛭](https://supermemo.guru/wiki/Leech)）來填塞糟糕的記憶庫，他會浪費很多時間在與自己的情感和記憶作斗爭上。沒有樂趣，毒性記憶就會形成，對[學習的熱愛](https://supermemo.guru/wiki/Pleasure_of_learning)就會被破壞。此外，還有一個機會成本，就是同一個學生可能會把同樣的時間花在愉快的學習上，而不是試圖敲打討厭的水蛭。他可能不會死記硬背英語詞匯，而會看一些英語電影。當然，我們相信仍然有值得記憶的記憶庫。例如，[高級英語](https://supermemo.guru/wiki/Advanced_English)詞匯是每一個夢想流利說英語的人的必備品。這是英語的共同核心，是難以逃避的。用字典中的片段、自己的例子、圖片或維基百科中的文章來增強這個記憶庫應該會使它更有趣。換句話說，「共同核心」記憶庫仍然有意義，但它們最好是與豐富多彩的[漸進學習](https://supermemo.guru/wiki/Incremental_learning)過程交織在一起。換句話說，學生不應該被判處孤獨地死記硬背詞匯。它應該作為廣泛的漸進學習的更豐富的背景的一部分 #### 9.9.3 Toxic SuperMemo #### 有毒的 SuperMemo > SuperMemo insert. [What is SuperMemo?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > SuperMemo 插入。[SuperMemo 是什么？](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > [SuperMemo](https://supermemo.guru/wiki/SuperMemo) is most dangerous when employed with little kids who have not developed long-term memory. In their case, the program becomes a perfect mental torture device. It quickly sends out easy items to long intervals and keeps bombarding the young brain with toughest questions. If there is no coercion involved, early SuperMemo is probably only a waste of time. However, all forms of knowledge-independent bribes and rewards can condition the kid to perceive [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition) as highly unpleasant. This can result in producing a SuperMemo dropout before the first voluntary repetition is made. For more see: [SuperMemo does not work for kids](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids) > > 當被用于沒有形成長期記憶的小孩時，[SuperMemo](https://supermemo.guru/wiki/SuperMemo) 是最危險的。在他們的案例中，這個程序變成了一個完美的精神折磨工具。它能快速地以很長的間隔發送簡單的內容，并不斷地向年輕的大腦拋出難題。如果不涉及強制，早期的 SuperMemo 可能只是浪費時間。然而，所有形式的獨立于知識的賄賂和獎勵都能使孩子感到間隔重復是非常不愉快的。這可能導致在第一次自愿重復之前放棄 SuperMemo。了解更多請參見： [SuperMemo 不適用于兒童](https://supermemo.guru/wiki/SuperMemo_does_not_work_for_kids) #### 9.9.4 Toxic memories in language learning #### 語言學習中的毒性記憶 On occasion, an unwelcome memory connection may be established. For example, English words _indigent_ and _indigenous_ can easily be confused due to their similarity. If B is similar to C, at some point, A->C confusion may set in. There is a very simple tool for breaking up all unwelcome memories: forgetting. Unwelcome memory A->C is unlikely to be useful in natural contexts and will remain unused for a while until it dissolves naturally. However, if repeated drilling is enforced, e.g. at school or with [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition), the unwelcome memory may become a **parasitic memory**\(i.e. unwelcome memory that would not go away\). This phenomenon is one of the main reasons many users get discouraged in their use of spaced repetition. When used inappropriately, optimum review may optimally set in parasitic memories that can be very hard to eradicate. Programs like [SuperMemo](https://supermemo.guru/wiki/SuperMemo) can quickly establish long-term memories than can last month, or years or even a lifetime. If a parasitic memory is established, it can do more damage than just causing confusion via its falsehood. 有時，可能會建立不受歡迎的內存連接。例如，英語單詞 _indigent_ 和 _indigenous_ 很容易因為相似而混淆。如果 B 與 C 相似，在某一點上，A->C可能會產生混淆。有一個非常簡單的方法可以打破所有不受歡迎的記憶：遺忘。不受歡迎的記憶 A->C 在自然上下文中不太可能有用，并且會在一段時間內不被使用，直到它自然地溶解。然而，如果反復操練，例如在學校或[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)，不受歡迎的記憶可能成為**寄生記憶**（即，不會消失的不受歡迎的記憶）。這種現象是許多用戶不鼓勵使用間隔重復的主要原因之一。當使用不當時，最佳回顧可能最佳地設置在很難根除的寄生記憶中。像 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 這樣的程序比上個月、幾年甚至一生都能快速建立長期記憶。如果寄生記憶被建立起來，它所造成的傷害將不僅僅是由于它的虛假而引起的混亂。 In the extreme case, parasitic memory can become a **toxic memory**. When a parasitic memory A->C is drilled regularly, it is likely to cause stress to the user via all forms of penalties. There will be one more memory connection established between the stimulus A and the penalty, which may be as trivial as a mild trigger of anxiety. Questions related to A will become punitive in nature. The student will gradually get conditioned to dislike learning. This can be a dislike of a particular portion of the learning material, or the whole domain \(e.g. chemistry\). In the most extreme case, toxic memories can lead to a dislike of learning in general. This happens all the time around the planet as a result of [schooling](https://supermemo.guru/wiki/Problem_of_schooling). Toxic memories are one of the prime reasons schooling does not work and [why kids hate school](https://supermemo.guru/wiki/Why_kids_hate_school%3F). 在極端情況下，寄生記憶可能成為一種**毒性記憶**。當寄生記憶 A ->C 被定期訓練時，它很可能通過各種形式的懲罰給用戶造成壓力。刺激 A 和懲罰之間還會建立起另一種記憶聯系，這種聯系可能像輕微的焦慮觸發一樣微不足道。與A有關的問題在性質上將具有懲罰性。學生將逐漸習慣于不喜歡學習。這可能是不喜歡學習材料的某一部分，或者整個領域（例如化學）。在最極端的情況下，毒性記憶通常會導致不喜歡學習。由于[學校教育](https://supermemo.guru/wiki/Problem_of_schooling)的緣故，這種情況在地球上每時每刻都在發生。毒性記憶是學校教育無效的主要原因之一，也是[孩子們討厭學校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)的原因之一。 #### 9.9.5 Toxic memories in Advanced English #### 高級英語中的毒性記憶 > SuperMemo insert. [What is SuperMemo?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > SuperMemo 插入。[SuperMemo 是什么？](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > Advanced English is a flagship SuperMemo collection for memorizing English vocabulary. Over the years we have identified many toxic memory culprits that come from memory interference and pose a toxic memory risks. Here are some frequently confused word pairs where word similarity causes direct memory interference, which is the first step towards toxicity: > > 高級英語是一個旗艦級的 SuperMemo 英語詞匯記憶庫。多年來，我們已經確定了許多毒性記憶的罪魁禍首，這些罪魁禍首來自于記憶干擾，并構成了毒性記憶的風險。下面是一些經常混淆的單詞對，單詞相似性會直接干擾記憶，這是產生毒性的第一步： > > * indigent - indigenous > * fictitious - factitious > * daft - deft > * asperity - aspersion > * to decoct - to concoct > * to decry - to descry > * complacence - complaisance > * trapezoid - trapezium > * perspicuous - perspicacious > * an assent - an ascent > > Advanced English deals with those potentially toxic memories by placing both words in the question which becomes a discrimination task targeted at eliminating interference. All those words are also memorized independently along the 20 rules of knowledge formulation > > 高級英語通過把兩個單詞都放在問題中來處理這些潛在的毒性記憶，這就成為了一項旨在消除干擾的歧視任務。所有這些單詞都是根據知識形成的 20 條規則獨立記憶的 #### 9.9.6 Toxic memories in incremental reading #### 漸進閱讀中的毒性記憶 > SuperMemo insert. [What is SuperMemo?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > SuperMemo 插入。[SuperMemo 是什么？](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > [Incremental reading](https://supermemo.guru/wiki/Incremental_reading) is one of great tools for combating parasitic and toxic memories, however, it can add one extra layer of toxicity in the process. Some users, with insufficient training and with a poor incremental reading toolset, will find it hard to tackle certain texts. They may quickly establish a toxic habit in which each time they see a specific article, they utter _"Oh no. Not again"_ or _"Not today"_. If they take no action and just reschedule the article, they develop a toxic memory association. The connection goes from article recognition \(e.g. by title, picture, etc.\) to mental penalty that makes the user dislike the article, and soon dislike the concept of incremental reading itself. Toxic memories related to an article have no contribution to learning and a monumental contribution to the user's perception of his own progress or skills or lack thereof > > [漸進閱讀](https://supermemo.guru/wiki/Incremental_reading)是對抗寄生記憶和毒性記憶的一種很好的工具，但是，它會在這個過程中增加一層額外的毒性。一些缺乏培訓和漸進閱讀工具集的用戶會發現很難處理某些文本。他們可能很快就養成了一種有害的習慣，每次看到一篇特定的文章，他們就會說「哦不，不要再來」或「今天不要」。如果他們不采取行動，只是重新安排文章的時間，他們就會產生一種毒性記憶聯系。這種聯系從文章識別（如標題、圖片等）到讓用戶不喜歡文章的心理懲罰，很快就不喜歡漸進閱讀本身的概念。與一篇文章相關的毒性記憶對學習沒有貢獻，對用戶對自己的進步、技能或缺乏的認知有巨大貢獻