/tag/memory

47 quotes tagged 'memory'

The Book: On the Taboo Against Knowing Who You Are

Publisher: kindle import (0)

Although memory records are much more fluid and elusive than photographic film or magnetic tape, the accumulation of memories is an essential part of the ego-sensation. It gives the impression of oneself, the officer, as something that remains while life goes by—as if the conscious self were a stable mirror reflecting a passing procession. This further exaggerates the feeling of separateness, of oneself changing at a pace so much slower than outside events and inside thoughts that you seem to stand aside from them as an independent observer. But memories persist as the whirlpool persists. Conscious attention seems to scan them as computers scan their ever-cycling tapes or other storage mechanisms. Memory is an enduring pattern of motion, like the whirlpool, rather than an enduring substance, like a mirror, a wax tablet, or a sheet of paper. If memories are stored in neurons, there is no standing aside from the stream of events, for neurons flow along in the same stream as events outside the skull. After all, your neurons are part of my external world, and mine of yours! All our insides are outside, there in the physical world. But, conversely, the outside world has no color, shape, weight, heat, or motion without 'inside' brains. It has these qualities only in relation to brains, which are, in turn, members of itself.

It seems that we notice through a double process in which the first factor is a choice of what is interesting or important. The second factor, working simultaneously with the first, is that we need a notation for almost anything that can be noticed. Notation is a system of symbols— words, numbers, signs, simple images (like squares and triangles), musical notes, letters, ideographs (as in Chinese), and scales for dividing and distinguishing variations of color or of tones. Such symbols enable us to classify our bits of perception. They are the labels on the pigeonholes into which memory sorts them, but it is most difficult to notice any bit for which there is no label. Eskimos have five words for different kinds of snow, because they live with it and it is important to them. But the Aztec language has but one word for snow, rain, and hail. What governs what we choose to notice? The first (which we shall have to qualify later) is whatever seems advantageous or disadvantageous for our survival, our social status, and the security of our egos. The second, again working simultaneously with the first, is the pattern and the logic of all the notation symbols which we have learned from others, from our society and our culture. It is hard indeed to notice anything for which the languages available to us (whether verbal, mathematical, or musical) have no description.

The Society of the Spectacle

Author: Guy Debord

Publisher: kindle import (0)

The spectacle, considered as the reigning society’s method for paralyzing history and memory and for suppressing any history based on historical time, represents a false consciousness of time.

The lack of general historical life also means that individual life as yet has no history. The pseudo-events that vie for attention in spectacular dramatizations have not been lived by those who are informed about them; and in any case they are soon forgotten due to their increasingly frenetic replacement at every pulsation of the spectacular machinery. Conversely, what is really lived has no relation to the society’s official version of irreversible time, and conflicts with the pseudocyclical rhythm of that time’s consumable by-products. This individual experience of a disconnected everyday life remains without language, without concepts, and without critical access to its own past, which has nowhere been recorded. Uncommunicated, misunderstood and forgotten, it is smothered by the spectacle’s false memory of the unmemorable.

True (though still hidden) historical movement begins with the slow and imperceptible development of the “real nature of man”—the “nature that is born with human history, out of the generative action of human society.” But even when such a society has developed a technology and a language and is already a product of its own history, it is conscious only of a perpetual present. Knowledge is carried on only by the living, never going beyond the memory of the society’s oldest members. Neither death nor procreation is understood as a law of time. Time remains motionless, like an enclosed space. When a more complex society finally becomes conscious of time, it tries to negate it—it views time not as something that passes, but as something that returns. This static type of society organizes time in a cyclical manner, in accordance with its own direct experience of nature.

With the emergence of political power—which seems to be associated with the last great technological revolutions (such as iron smelting) at the threshold of a period that would experience no further major upheavals until the rise of modern industry—kinship ties begin to dissolve. The succession of generations within a natural, purely cyclical time begins to be replaced by a linear succession of powers and events. This irreversible time is the time of those who rule, and the dynasty is its first unit of measurement. Writing is the rulers’ weapon. In writing, language attains its complete independence as a mediation between consciousnesses. But this independence coincides with the independence of separate power, the mediation that shapes society. With writing there appears a consciousness that is no longer carried and transmitted directly among the living—an impersonal memory, the memory of the administration of society. “Writings are the thoughts of the state; archives are its memory” (Novalis).

The spectacular consumption that preserves past culture in congealed form, including coopted rehashes of its negative manifestations, gives overt expression in its cultural sector to what it implicitly is in its totality: the communication of the incommunicable. The most extreme destruction of language can be officially welcomed as a positive development because it amounts to yet one more way of flaunting one’s acceptance of a status quo where all communication has been smugly declared absent. The critical truth of this destruction—the real life of modern poetry and art—is obviously concealed, since the spectacle, whose function is to use culture to bury all historical memory, applies its own essential strategy in its promotion of modernistic pseudoinnovations. Thus a school of neoliterature that baldly admits that it does nothing but contemplate the written word for its own sake can pass itself off as something new. Meanwhile, alongside the simple claim that the death of communication has a sufficient beauty of its own, the most modern tendency of spectacular culture—which is also the one most closely linked to the repressive practice of the general organization of society—seeks by means of “collective projects” to construct complex neoartistic environments out of decomposed elements, as can be seen in urbanism’s attempts to incorporate scraps of art or hybrid aesthetico-technical forms. This is an expression, in the domain of spectacular pseudoculture, of advanced capitalism’s general project of remolding the fragmented worker into a “socially integrated personality,” a tendency that has been described by recent American sociologists (Riesman, Whyte, etc.). In all these areas the goal remains the same: to restructure society without community.

How Our Lives Become Stories: Making Selves

Author: Paul John Eakin

Publisher: Cornell University Press (1999)

137

From time to time, in a spirit of formal innovation, critics have south to free autobiography from its perennial allegiance to biography's concern with narrative chronology, as though narrative's primacy in self-accounting were merely a matter of literary convention. As I have shown in this chapter, however, narrative's role in self-representation extends well beyond the literary; it is not merely one form among many in which to express identity, but rather an integral part of a primary mode of identity experience, that of the extended self, the self in time. If my reading of narrative's place in life writing is correct, to move beyond narrative would involve not merely a shift in literary form but a more fundamental change in the culturally sanctioned narrative practices that function as the medium in which the extended self and autobiographical memory emerge.

125-126

...there is no question that the self of the amnesiac is radically altered by the loss of explicit memory. Sacks registers the jolt such cases give to the sense of identity that we usually take for granted when, contemplating the ravages of Korsakov's syndrome on 'Mr. Thompson's' personality, he asks, 'has he been pithed, scooped-out, de-souled, by disease?' (Man 113). Would we be prepared, though, to follow Sacks in question whether 'There is a person remaining' (115) in 'Mr. Thompson'? That we do instinctively ask such a question reveals the importance we attach to our identity conventions and narrative practices. How often have we said, or heard it said, for example, after visiting a friend or relative slipping into senility, 'She was not herself today' - an arresting thing to say, on the face of it, yet we know what we mean when we say it.\r\n\r\n\r\n*Man*: Oliver Sacks, The Man Who Mistook His Wife for a Hat and Other Clinical Tales, Harper, 1985

114

What, it is fair to ask at this point, does 'memory talk' look like? Here is an example of an exchange between a twenty-four-month-old boy and his mother, which Nelson quotes to illustrate the dominant role of the parent in the memory work involved:\r\n\r\n>C: Mommy, the Chrysler building\r\nM: The Chrysler building?\r\nC: The Chrysler building?\r\nM: Yeah, who works in the Chrysler building?\r\nC: Daddy\r\nM: Do you ever go there?\r\nC: Yes, I see the Chrysler building, picture of the Chrysler building\r\nM: I don't know if we have a picture of the Chrysler building. Do we?\r\nC: We went to..my Daddy went to work\r\nM: Remember when we went to visit Daddy? Went in the elevator, way way up in the building so we could look down from the big window?\r\nC: big window\r\nM mmhm... (Language 166)\r\n\r\nFrom such fragmentary beginnings as these, where the parent is doing most of the work, the balance of power will gradually shift until the child, having acquired the habit of reviewing autobiographical memories and mastered the narrative skills to organize them, can perform a self-narration of her own, such as this one by Emily in monologue at thirty-three months:\r\n\r\n>We bought a baby.\r\n[False starts: cause, the, well because, when she, well]\r\nwe thought it was for Christmas,\r\n*but when* we went to the store we didn't have our jacket on,\r\n*but* I saw some dolly,\r\n*and* I yelled at my mother and said\r\nI want one of those dolly.\r\n*So after* we were finished with the store,\r\nwe went over to the dolly and she bought me one,\r\n*So* I have one. (Language 204)\r\n\r\nStudy of this material, Nelson concludes, reveals children in the process of learning 'to talk about - and to remember - their experience in specific ways': 'They learn, that is, to 'narrativize' their experience' (Language 170). \r\n\r\nIn this formative phase of 'memory talk,' where parents are teaching the child how to work with autobiographical memories, parental styles of engagement can exert an enormous influence, transmitting both models of self and story.\r\n\r\n*Language*: Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind

111

The child's 'memory talk' training, I might add, confirms John Shotter's concept of 'social accountability' presented in Chapter 2: the child learns that she is expected to be able to display to others autobiographical memories arranged in narrative form.

108-109

Since it has been established that very young children do in fact have episodic memories¹ , it becomes reasonable to ask why they don't retain them. Rejecting any Freudian notion of repression, Nelson embraces instead an evolutionary perspective which prompts her to focus on the function of event-memories: 'As an adaptive system, the general function of memory is to predict and prepare for future encounters, actions, and experiences. That is, memory as such has no value in and of itself, but takes on value only as it contributes to the individual's ability to behave adaptively' ² . In early childhood, accordingly, memory work is dedicated to the generation of general event-memories or scripts that help to organize the child's knowledge of daily routines - bathing, eating, going to bed, and so forth. In this early developmental context, Nelson reasons, memory for novel experience (the one-time event that at a later stage will be valued and stored as autobiographical memory) 'does not have the same functional value, unless it is repeated' ³ , and so, if it is not incorporated into a general event-memory, it is not retained.\r\n\r\n\r\n¹ Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind, pg 162\r\n² Katherine Nelson, 'The Ontogeny of Memory for Real Events.' In Remembering Reconsidered: Ecological and Traditional Approaches to the Study of Memory, pg 265\r\n³ Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind, pg 158

107

...students of memory today hold that past experience is necessarily - both psychologically and neurologically - constructed anew in each memory event or act of recall.

...autobiographers are primed to recognize the constructed nature of the past, yet they need at the same time to believe that in writing about the past they are performing an act of recovery: narrative teleology models the trajectory of continuous identity, reporting the supreme fiction of memory as fact. 'You' and 'I' and 'she' and 'he' and 'we' - the dialogic play of pronouns in these texts tracks the unfolding of relational identity in many registers, in discourse with others and within ourselves. The lesson these identity narratives are teaching, again and again, is that the self is dynamic, changing and plural.

94-95

...Patterns of Childhood is indeed [Christa] Wolf's self-narration, an *intra*relational life which works steadily, as we shall see, to reforge the link between selves past and present. Wolf recognizes continuous identity not only as a fiction of memory but also as an existential fact, necessary for our psychological survival amid the flux of experience. \r\n\r\nLooking back some twenty-five years after the end of World War II, the German novelist seeks to understand her own participation in the pernicious ideology of the Third Reich: as a teenager, she had been an ardent member of a Hitler youth group. But how, the narrator asks, can she connect with an earlier self she has repudiated and repressed? How to begin when at least three distinct stories claim her attention? In this intricately layered narrative, Wolf tracks all three chronologies of her inquiry into the past simultaneously: Nelly's childhood in the 1930's through World War II up to 1946, the narrator's trip to Poland to revisit Nelly's childhood home in July 1971, and the narrator's writing of Nelly's story from November 1972 to 1975. What, Wolf would have us ask, can possibly bind these periods of personal history together? Memory? Narrative? Identity? The use of the first person? 'We would suffer continuous estrangement from ourselves,' she observes, 'if it weren't for our memory of the things we have done, of the things that have happened to us. If it weren't for the memory of ourselves' (4). \r\n\r\nDoes memory indeed provide a basis for continuous identity, uniting us to our acts, our experiences, our earlier selves?

[Mary Gordon] was the daughter of a doting father who treated her to lavish displays of affection. So central is the father's love to he child's sense of her own identity that his early death when she is seven creates a profound sense of lack, of want, that Gordon in her forties - successful novelist, happily married, with a child of her own - is still trying to fill. [Paul] Auster could be speaking for Gordon when he observes, wisely, 'You do not stop hungering for your father's love, even after you are grown up' (19)^1. Now, in midlife, however, when Gordon sets out to recover her father and his story, she discovers that she wasn't the central figure in his life. Archival research in Washington, in Providence, and in Lorain, Ohio, turns in a painful process of disconfirmation in which everything she thought she knew about her father turns out to have been a lie: reinventing himself (like Fitzgerald's Jay Gatsby), David Gordon had edited his siblings, his working-class childhood, and an earlier marriage out of his story, passing himself off as a Harvard graduate, who had converted later on to Catholicism. The records disclose an unattractive stranger, a disreputable man-on-the-make, an Eastern European Jew who wrote for pornographic magazines in which he indulged in anti-Semetic jokes. Struggling to reconcile the idealized image of childhood memory with the stubborn truth of the biographical record, Gordon even attempts briefly to assume her father's identity in order to understand it, conjuring up the immigrant Jewish child's oppressive sense of being burdened with the 'wrong' identity to succeed in the American culture of his day. \r\n \r\nThe turning point in her quest comes when she concludes that 'David Gordon is a man I cannot know.' Refusing to be merely an episode in his story, she appropriates him for her own: 'The man I know is a man I gave birth to. His name is not David. ...It is My Father' (194).² Her act of possession is as total as she can make it. Not only does she 'give birth to' her father in this narrative, but she literally revises his death as well: in the final section of The Shadow Man Gordon has her father's body exhumed from its place in her mother's family's plot and reburied in Calvary, a cemetery of her own choosing. This is certainly extravagant stuff, as Gordon is certainly aware. ...Gordon and Auster conclude that the story of the proximate other is ultimately unknowable. For Gordon, moreover, it proves to be a story she would prefer not to know, for it can't be integrated into her own identity narrative.\r\n \r\n \r\n¹ /publication/70 \r\n² /publication/71

22-23

In a remarkable paper titled 'Five Kinds of Self-knowledge' (1988), [Ulric] Neisser attempts to distinguish 'among several kinds of self-specifying information, each establishing a different aspect of the self.' Although he speaks of 'these aspects' as 'so distinct that they are essentially different selves' with different 'origins and developmental histories' (35), he argues that these selves 'are not generally experienced as separate and distinct' (36). Self or selves? Although Neisser occasionally speaks of the self, he seems ultimately less interested in affirming the self as a single, unified entity than he is in stressing the variety of self-knowledge, the 'self-specifying information' (35) that constitutes our experience. His fivefold modeling counters the tendency toward an oversimplifying reification that is one of the principal drawbacks of self as a term, a reification that obscures the multiple registers of self-experience he seeks to display. \r\nNeisser's selves include the following: \r\n\r\n1. The ecological self: 'the self as perceived with respect to the physical environment; I am the person here in this place, engaged in this particular activity' (36). Present in infancy. \r\n2. The interpersonal self: 'the self as engaged in immediate unreflective social interaction with another person' (41); 'I am the person who is engaged, here, in this particular human interchange' (36). Present in infancy. \r\n3. The extended self: the self of memory and anticipation, the self existing outside the present moment; 'I am the person who had certain specific experiences, who regularly engages in certain specific and familiar routines' (36). By the age of three, children are aware of themselves 'as existing outside the present moment, and hence of the extended self' (47). \r\n4. The private self: the self of 'conscious experiences that are not available to anyone else' (50); 'I am, in principle, the only person who can feel this unique and particular pain' (36). Although experts differ as to the emergence of this sense of privacy in developmental chronology, many studies show as 'aware of the privacy of mental life before the age of 5' (50). \r\n5. The conceptual self: the extremely diverse forms of self-information - social roles, personal traits, theories of body and mind, of subject and person - that posit the self as a category, either explicitly or implicitly. (Neisser's discrimination of five primary kinds of self-information, of course, is one such conceptual model.)\r\n

Neural Darwinism has the potential to transform not only traditional conceptions of self but of memory as well, as the work or Israel Rosenfield, formerly Edelman's colleague and collaborator, suggests. Rosenfield believes, first of all, that memories are perceptions newly occurring in the present rather than images fixed and stored in the past and somehow mysteriously recalled to present consciousness. As perceptions, memories share the constructed nature of all brain events that TNGS posits: 'Recollection is a kind of perception...and every context will alter the nature of what is recalled' (Invention 89, emphasis added). Rosenfield's second point about memory, a corollary of his view of memory as embedded in present consciousness, is that all memories are self-referential: 'Every recollection refers not only to the remembered event or person or object but to the person who is remembering' (Strange 42). The bond between self and memory can be traced back to Locke, but Rosenfield puts a new spin on this linkage by factoring in the body as a necessary third term in the equation.

...when we look at life history from the perspective of neural Darwinism, it is fair to say that we are all becoming different persons all the time, we are not what we were; self and memory are emergent, in process, constantly evolving, and both are grounded in the body and the body image. Responding to the flux of self-experience, we instinctively gravitate to identity-support-structures: the notion of identity as continuous over time and the use of autobiographical discourse to record its history.

The Functions of Event Memory: Some Comments on Nelson and Barsalou (in Remembering Reconsidered: Ecological and Traditional Approaches to the Study of Memory)

Author: Robyn Fivush

Publisher: Cambridge University Press (1988)

The Ontology of Memory for Real Events (in Remembering Reconsidered: Ecological and Traditional Approaches to the Study of Memory)

Author: Katherine Nelson

Publisher: Cambridge University Press (1988)

Food of the Gods

Author: Terence McKenna

Publisher: Bantam Books (1993)

Symbols allow us to store information outside of the physical brain. This creates for us a relationship to the past very different from that of our animal companions. Finally, we must add to any analysis of the human picture the notion of self‑directed modification of activity. We are able to modify our behavior patterns based on a symbolic analysis of past events, in other words, through history. Through our ability to store and recover information as images and written records, we have created a human environment as much conditioned by symbols and languages as by biological and environmental factors.

...the presence of psilocybin in the hominid diet changed the parameters of the process of natural selection by changing the behavioral patterns upon which that selection was operating. Experimentation with many types of foods was causing a general increase in the numbers of random mutations being offered up to the process of natural selection, while the augmentation of visual acuity, language use, and ritual activity through the use of psilocybin represented new behaviors. One of these new behaviors, language use, previously only a marginally important trait, was suddenly very useful in the context of new hunting and gathering lifestyles. Hence psilocybin inclusion in the diet shifted the parameters of human behavior in favor of patterns of activity that promoted increased language; acquisition of language led to more vocabulary and an expanded memory capacity. The psilocybin‑using individuals evolved epigenetic rules or cultural forms that enabled them to survive and reproduce better than other individuals. Eventually the more successful epigenetically based styles of behavior spread through the populations along with the genes that reinforce them. In this fashion the population would evolve genetically and culturally.

Thinking about human evolution ultimately means thinking about the evolution of human consciousness. What, then, are the origins of the human mind? In their explanations, some investigators have adopted a primarily cultural emphasis. They point to our unique linguistic and symbolical capabilities, our use of tools, and our ability to store information epigenetically as songs, art, books, computers, thereby creating not only culture, but also history. Others, taking a somewhat more biological approach, have emphasized our physiological and neurological peculiarities, including the exceptionally large size and complexity of the human neocortex, a great proportion of which is devoted to complex linguistic processing, storage, and retrieval of information, as well as being associated with motor systems governing activities like speech and writing. More recently the feedback interactions between cultural influence and biological ontogeny have been recognized and seen to be involved in certain human developmental oddities, such as prolonged childhood and adolescence, the delayed onset of sexual maturity, and the persistence of many essentially neonatal characteristics through adult life. Unfortunately the union of these points of view has not yet led to the recognition of the genome‑shaping power of psychoactive and physioactive dietary constituents.

The Fellowship of the Ring

Author: J. R. R. Tolkien

Publisher: Mariner Books (1999)

The Origins of Consciousness in the Breakdown of the Bicameral Mind

Author: Julian Jaynes

Publisher: University of Toronto Press (1978)

409

Another way the dissolving of mind-space shows itself is in the disorientation in respect to time so common in the schizophrenic. We can only be conscious of time as we can arrange it into a spatial succession, and the diminishing of mind-space in schizophrenia makes this difficult or impossible. For example, patients may complain that “time has stopped,” or that everything seems to be “slowed down” or “suspended,” or more simply that they have “trouble with time.” As one former patient remembered it after he was well: \r\n\r\n>For a long time no days seemed to me like a day and no night seemed like a night. But this in particular has no shape in my memory. I used to tell time by my meals, but as I believed we were served sets of meals in each real day — about half a dozen sets of breakfast, lunch, tea, and dinner in each twelve hours — this was not much help. \r\n\r\nOn the face of it, this may seem inconsistent with the hypothesis that schizophrenia is a partial relapse to the bicameral mind. For bicameral man certainly knew the hours of the day and the seasons of the year. But this knowing was, I suggest, a very different knowing from the narratization in a spatially successive time which we who are conscious are constantly doing. Bicameral man had behavioral knowing, responding to the cues for rising and sleeping, for planting and harvesting, cues so important that they were worshiped, as at Stonehenge, and were probably hallucinogenic in themselves. For someone coming from a culture where attention to such cues has been superseded by a different sense of time, the loss of that spatial successiveness leaves the patient in a relatively timeless world. It is interesting in this connection that when it is suggested to normal hypnotic subjects that time does not exist, a schizophrenic form reaction results.

In consciousness, we are never 'seeing' anything in its entirety. This is because such 'seeing' is an analog of actual behavior j and in actual behavior we can only see or pay attention to a part of a thing at any one moment. And so in consciousness. We excerpt from the collection of possible attentions to a thing which comprises our knowledge of it. And this is all that it is possible to do since consciousness is a metaphor of our actual behavior. Thus, if I ask you to think of a circus, for example, you will first have a fleeting moment of slight fuzziness, followed perhaps by a picturing of trapeze artists or possibly a clown in the center ring. Or, if you think of the city which you are now in, you will excerpt some feature, such as a particular building or tower or crossroads. Or if I ask you to think of yourself, you will make some kind of excerpts from your recent past, believing you are then thinking of yourself. In all these instances, we find no difficulty or particular paradox in the fact that these excerpts are not the things themselves, although we talk as if they were. Actually we are never conscious of things in their true nature, only of the excerpts we make of them. The variables controlling excerption are deserving of much 62 The Mind of Man more thought and study. For on them the person's whole consciousness of the world and the persons with whom he is interacting depend. Your excerptions of someone you know well are heavily associated with your affect toward him. If you like him, the excerpts will be the pleasant things; if not, the unpleasant. The causation may be in either direction. How we excerpt other people largely determines the kind of world we feel we are living in. Take for example one's relatives when one was a child. If we excerpt them as their failures, their hidden conflicts, their delusions, well, that is one thing. But if we excerpt them at their happiest, in their idiosyncratic delights, it is quite another world. Writers and artists are doing in a controlled way what happens 'in' consciousness more haphazardly. Excerption is distinct from memory. An excerpt of a thing is in consciousness the representative of the thing or event to which memories adhere, and by which we can retrieve memories. If I wish to remember what I was doing last summer, I first have an excerption of the time concerned, which may be a fleeting image of a couple of months on the calendar, until I rest in an excerption of a particular event, such as walking along a particular riverside. And from there I associate around it and retrieve memories about last summer. This is what we mean by reminiscence, and it is a particular conscious process which no animal is capable of. Reminiscence is a succession of excerptions. Each so-called association in consciousness is an excerption, an aspect or image, if you will, something frozen in time, excerpted from the experience on the basis of personality and changing situational factors.6

It all began with a study by Karl Marbe in 1901, which was very similar to the above, except that small weights were used.16 The subject was asked to lift two weights 16 K. Marbe, Experimentell-Psychologische Untersuchungen über das Urteil, eine Einleitung in die Logik (Leipzig: Engelmann, 1901). 38 The Mind of Man in front of him, and place the one that was heavier in front of the experimenter, who was facing him. And it came as a startling discovery both to the experimenter himself and to his highly trained subjects, all of them introspective psychologists, that the process of judgment itself was never conscious. Physics and psychology always show interesting contrasts, and it is one of the ironies of science that the Marbe experiment, so simple as to seem silly, was to psychology what the so-difficult-to-set-up Mi-chaelson-Morley experiment was to physics. Just as the latter proved that the ether, that substance supposed to exist throughout space, did not exist, so the weight-judgment experiment showed that judging, that supposed hallmark of consciousness, did not exist in consciousness at all. But a complaint can be lodged here. Maybe in lifting the objects the judging was all happening so fast that we forgot it. After all, in introspecting we always have hundreds of words to describe what happens in a few seconds. (What an astonishing fact that is!) And our memory fades as to what just happened even as we are trying to express it. Perhaps this was what was occurring in Marbe’s experiment, and that type of thinking called judging could be found in consciousness, after all, if we could only remember. This was the problem as Watt faced it a few years after Marbe.17 To solve it, he used a different method, word associations. Nouns printed on cards were shown to the subject, who was to reply by uttering an associate word as quickly as he could. It was not free association, but what is technically called partially constrained: in different series the subject was required to associate to the visual word a superordinate (e.g. oak-tree), co-ordinate (oak-elm), or subordinate (oak-beam); or a whole (oak-forest), a part (oak-acorn), or another part of a common whole 17 H. J. Watt, “Experimentelle Beitrage zur einer Theorie des Denkens,” Archiv für geshihte der Psychologie, 1905, 4.: 289-436. T H E C O N S C I O U S N E S S O F C O N S C I O U S N E S S 3 9 (oak-path). The nature of this task of constrained associations made it possible to divide the consciousness of it into four periods: the instructions as to which of the constraints it was to be (e.g., superordinate), the presentation of the stimulus noun (e.g., oak), the search for an appropriate association, and the spoken reply (e.g., tree). The introspecting observers were asked to confine themselves first to one period and then to another, and thus get a more accurate account of consciousness in each. It was expected that the precision of this fractionation method would prove Marbe’s conclusions wrong, and that the consciousness of thinking would be found in Watt's third period, the period of the search for the word that would suit the particular constrained association. But nothing of the sort happened. It was the third period that was introspectively blank. What seemed to be happening was that thinking was automatic and not really conscious once a stimulus word had been given, and, previous to that, the particular type of association demanded had been adequately understood by the observer. This was a remarkable result. Another way of saying it is that one does one’s thinking before one knows what one is to think about.

Does the door of your room open from the right or the left? Which is your second longest finger? At a stoplight, is it the red or the green that is on top? How many teeth do you see when brushing your teeth? What letters are associated with what numbers on a telephone dial? If you are in a familiar room, without turning around, write down all the items on the wall just behind you, and then look. I think you will be surprised how little you can retrospect in consciousness on the supposed images you have stored from so much previous attentive experience. If the familiar door suddenly opened the other way, if another finger suddenly grew longer, if the red light were differently placed, or you had an extra tooth, or the telephone were made differently, or a new window latch had been put on the window behind you, you would know it immediately, showing that you all along ‘ knew’, but not consciously so. Familiar to psychologists, this is the distinction between recognition and recall. What you can consciously recall is a thimbleful to the huge oceans of your actual knowledge. Experiments of this sort demonstrate that conscious memory is not a storing up of sensory images, as is sometimes thought. Only if you have at some time consciously noticed your finger lengths or your door, have at some time counted your teeth, though you have observed these things countless times, can you remember. Unless you have particularly noted what is on the wall or recently cleaned or painted it, you will be surprised at what you have left out. And introspect upon the matter. Did you not in each of these instances ask what must be there? Starting with ideas and reasoning, rather than with any image? Conscious retrospection is not the retrieval of images, but the retrieval of what you have been conscious of before, and the reworking of these elements into rational or plausible patterns.

The Illuminatus! Trilogy

Author: Robert Shea and Robert Anton Wilson

Publisher: Fine Communications (1998)

302

Listen: the chaos you experience under LSD is not an illusion. The orderly world you imagine you experience, under the artificial and poisonous diet which the Illuminati have forced on all civilized nations, is the real illusion. I am not saying what you are hearing. The only good fnord is a dead fnord. Never whistle while you're pissing. An obscure but highly significant contribution to sociology and epistemology occurs in Malignowski's study 'Retroactive Reality,' printed in Wieczny Kwiat Wtadza, the journal of the Polish Orthopsychiatric Psociety, for Autumn 1959. 'All affirmations are true in some sense, false in some sense, meaningless in some sense, true and false in some sense, true and meaningless in some sense, false and meaningless in some sense, and true and false and meaningless in some sense. Do you follow me?' (In some sense, Joe mutters. . . .) The author, Dr. Malignowski, was assisted by three graduate students named Korzybski-1, Korzybski-2, and Korzybski-3 (Siamese triplets born to a mathematician and, hence, indexed rather than named). Malignowski and his students interviewed 1,700 married couples, questioning husband and wife separately in each case, and asked 100 key questions about their first meeting, first sexual experience, marriage ceremony, honeymoon, economic standing during the first year of marriage, and similar subjects which should have left permanent impressions on the memory. Not one couple in the 1,700 gave exactly the same answers to 100 questions, and the highest single score was made by a couple who gave the same answers to 43 of the questions. 'This study demonstrated graphically what many psychologists have long suspected: the life-history which most of us carry around in our skulls is more our own creation (at least seven percent more) than it is an accurate recording of realities. As Malignowski concludes, 'Reality is retroactive, retrospective and illusory.' 'Under these circumstances, things not personally experienced but recounted by others are even more likely to be distorted, and after a tale passes through five tellers it is virtually one hundred percent pure myth: another example of the Law of Fives.

Teaching Today, a Practical Guide, Fourth Edition

Author: Geoff Petty

Publisher: Nelson Thornes (2009)

When we learn specific skills our needs fall into this pattern, which is summarised by the mnemonic educare? (educere, meaning ‘to lead out’, is the Latin root of the word ‘educate’). Learning a specific skill requires that the following needs be met: \r\n \r\n*E* Explanation. The students need to understand why the skill is carried out in the way it is, along with any important background information. \r\n*D* ‘Doing-detail’. The students must discover precisely what they are expected to do, and how it should be done. This is the ‘doing-detail’ which students often best learn by being ‘shown how’, for example via a demonstration or case study. These provide models of good practice to copy or adapt, and are useful precisely because they provide ‘doing-detail’. \r\n*U* Use. The students must use – that is, practise – the skill. \r\n*C* Check and correct. Students’ practice must of course be checked and corrected by the students themselves, and usually by the teacher. \r\n*A* Aide-memory. The students need some reminder or other – for example notes, handout, book, tape. \r\n*R* Review and reuse of earlier work is required to ensure that old learning is not forgotten. \r\n*E* Evaluation. Learning must be tested under realistic conditions, if the learner and the teacher are to be confi dent of the learning. \r\n*?* Queries. Learners always require an opportunity to ask questions. The ‘use’ and ‘check and correct’ needs are cyclic, and must continue until the skill is mastered. \r\n \r\nIn our thought experiment we imagined a short series of lessons, so review may not have occurred to you, though you may have thought of including a summary. When teaching covers an appreciable length of time, it is very important to revise or reuse old learning, or earlier work will be forgotten. It is very important to understand that the educare? elements are all learning experiences, not teaching methods. For example, the explanation can be provided in a multitude of ways. It could of course be provided by ‘teacher talk’, but just as effectively by the student: through reading, watching a video, carrying out an experiment, discovering for themselves, etc. What matters is that, at some time or other, the student does come across an explanation of why the activity is done in the way it is. How the explanation is obtained is not important, even if they read it on the back of a crisp packet or they find on the floor of a bus – they still get the explanation, after all!

The Role of Logo Design in Creating Brand Emotion

Author: Aslı Biricik

Publisher: İzmir Institute of Technology (2006)

Visually, attractive packaging using bright colours and clean designs mesmerises people, captivating them and enhancing their brand relationship. Unmistakable Absolut 14 Vodka, Apple iMac, and Gillette razors are brands that are focused on constantly introducing the fresh shapes and sensory experiences that consumers appreciate. 'Colour is a sensation and not a substance.' (Friedman 1947) And sensation runs within us, unlike products that run without. Products that transform into appealing sensations are the ones that win. Every emotional branding strategy must consider the effect (or the absence) colours will have on the brand. Colour is about conveying crucial information to consumers. “Colours trigger very specific responses in the central nervous system and celebral cortex. Once they affect the celebral cortex, colours can activate thoughts, memories, and particular modes of perception. This arousal prompts an increase in consumers’ ability to process information.” (Gobé 2001) Properly chosen colours obtain a more accurate understanding of the brand and provide consumers a better recall of the brand. The effect of colours arises both from cultural connections and physiology, and these influences are enforced by one another. Colours with long wavelengths are arousing. Red is the most stimulating colour that will attract the eye faster than any other. Colours with short wavelengths are soothing. Blue actually lowers blood pressure, pulse, and respiration rates. Yellow is in the middle of wavelengths detectable by the human eye. Therefore it is the brightest and easily attracts attention. This is the original reason for making the Yellow Pages yellow. Colour often sets the mood of a brand through logos and packaging. Generally, it is desirable to select a colour that is easily associated with the product. For example John Deere uses green for its tractors. Green implies nature. IBM has a solid blue that communicates stability and reliability. However as Al Ries and Jack Trout note in The 22 Immutable Laws of Branding, “it is more important to create a separate brand identity than it is to use the right symbolic colour. Hertz, the first car-rental brand, picked yellow. So Avis, the second brand, picked red. National went with green.” (Ries and Trout 1998) The role colour choice can play in brand identity is not to be underestimated. Colours can demand attention, provoke responses. An orange, translucent, curvaceous iMac screams, “fun” and “different”. Contrast that with a typical, gray, rectangular desktop that communicates a “utilitarian” and “standard” identity. Neither computer is necessarily functionally superior, but the iMac is distinguished. It is an emotional brand.

The Mind's I

Author: Douglas R. Hofstadter and Daniel C. Dennett

Publisher: Bantam Books (1982)

Myths to live by

Author: Joseph Campbell

Publisher: Joseph Campbell Foundation (2011)

264

Aldous Huxley's The Doors of Perception where he describes the sense that he experienced in his first mescalin adventure of his mind opening to ranges of wonder such as he had never before even imagined. \r\n\r\n\r\n>Reflecting on my experience [Huxley wrote], I find myself agreeing with the eminent Cambridge philosopher, Dr. C. D. Broad, 'that we should do well to consider much more seriously than we have hitherto been inclined to do the type of theory which Bergson put forward in connection with memory and sense perception. The suggestion is that the function of the brain and nervous system and sense organs is in the main eliminative and not productive. Each person is at each moment capable of remembering all that has ever happened to him and of perceiving everything that is happening everywhere in the universe. The function of the brain and nervous system is to protect us from being overwhelmed and confused by this mass of largely useless and irrelevant knowledge, by shutting out most of what we should otherwise perceive or remember at any moment, and leaving only that very small and special selection which is likely to be practically useful.' \r\n\r\n\r\nAccording to such a theory, each one of us is potentially Mind at Large. But in so far as we are animals, our business is at all costs to survive. To make biological survival possible, Mind at Large has to be funneled through the reducing valve of the brain and nervous system. What comes out at the other end is a measly trickle of the kind of consciousness which will help us to stay alive on the surface of this particular planet. . . Most people, most of the time, know only what comes through the reducing valve and is consecrated as genuinely real by the local language. Certain persons, however, seem to be born with a kind of by-pass that circumvents the reducing valve. In others temporary by-passes may be acquired either spontaneously, or as the result of deliberate 'spiritual exercises,' or through hypnosis, or by means of drugs. Through these permanent or temporary by-passes there flows, not indeed the perception 'of everything that is happening everywhere in the universe' (for the by-pass does not abolish the reducing valve, which still excludes the total content of Mind at Large), but something more than, and above all something different from, the carefully selected utilitarian material which our narrowed, individual minds regard as a complete, or at least sufficient, picture of

148

One of the most amazing images of love that I know is Persian -- a mystical Persian representation of Satan as the most loyal lover of God. You will have heard the old legend of how, when God created the angels, he commanded them to pay worship to no one but himself; but then, creating man, he commanded them to bow in reverence to this most noble of his works, and Lucifer refused -- because, we are told, of his pride. However, according to this Moslem reading of his case, it was rather because he loved and adored God so deeply and intensely that he could not bring himself to bow before anything else. And it was for that that he was flung into Hell, condemned to exist there forever, apart from his love. \r\n\r\nNow it has been said that of all the pains of Hell, the worst is neither fire nor stench but the deprivation forever of the beatific sight of God. How infinitely painful, then, must the exile of this great lover be, who could not bring himself, even on God's own word, to bow before any other being! \r\n\r\nThe Persian poets have asked, 'By what power is Satan sustained?' And the answer that they have found is this: 'By his memory of the sound of God's voice when he said, 'Be gone!' ' What an image of that exquisite spiritual agony which is at once the rapture and the anguish of love!

The Fourth Way

Author: P.D. Ouspensky

Publisher: Vintage (1971)

364

You must know in yourself the most important negative emotion, because everybody has a pet one and you must begin with that. You must know where to begin, and when you know that, you can study practical methods. But, first and last, when you find negative emotions in yourself, you must understand that the causes are in you and not in other people—they are internal, not external. When you realize that they are in yourself, results will begin to come according to the depth of your conviction and the continuance of your memory. You see, what I want you to understand is that each person separately has a certain definite point which prevents him from working rightly. This point must be found. Each person has many such points, but one is bigger than the others. So each of you separately must find your chief difficulty and, having found it, work against it. This may help you for a certain time, and then perhaps you will have to find another difficulty, and another, and another. Until you find your difficulty of the present moment you will not be able to work in the right way. The first difficulty for everybody is the word 'I'. You say 'I' and do not think that this is only a small part of you that is speaking. But behind and beyond this there must be something else, and this is what you have to find. It may be a particular kind of negative emotion, a particular kind of identification, or imagination, or many other things. You must understand that all the difficulties people have are such because people are such. Difficulties can disappear or change only when people change. Nobody can make their difficulties easier for them. Suppose a good magician came and took away all their difficulties, it would be a very bad service to them, for people would be satisfied to remain as they are because there would be no reason for them to wish to change. Try to think what makes things very difficult or takes much of your attention

293

One of the most important things in every kind of school is the idea of rules. If there are no rules, there is no school. Not even an imitation school can exist without rules. If it is an imitation school there will be imitation rules, but there must be some kind of rules. One definition of a school is that it is a certain number of people who accept and follow certain rules. Rules are not for convenience, they are not for comfort— they are for inconvenience and discomfort, and in that way they help self remembering. You must understand that all rules are for self-remembering, although they also have a purpose in themselves. If there are no rules and the importance of rules is not understood, there is no work. The important thing to realize about rules is that there is really only one rule, or it is better to say one principle—that one must not do anything unnecessary. Now try to understand that Why cannot we 'do' in the right sense? Because we do so many unnecessary things Every moment of our life we do hundreds of unnecessary things, and because of that we cannot 'do' and must first learn not to do anything unnecessary. First we must learn not to do unnecessary things in relation to the work, and later in connection with our own lives. It may take a long time, but this is the way to learn. You must do this, you must not do that; this is all specifications, but there is only one rule. Until you understand this fundamental rule, you have to try to follow other rules which are given. Rules are particularly important in connection with organization of groups, because, since people come without knowing one another and without knowing what it is all about, certain rules have to be imposed. For instance, one of the rules that applies to new people is that they should not talk to people outside about what they hear at lectures. People begin to realize the importance of this rule only when this form of talk turns against them, when their friends insist on their talking and they no longer want to talk. This rule is to help people not to lie, because when they speak about things they do not know, they naturally begin to lie. So if, after listening to one or two lectures, people begin to talk about what they have heard and express their opinions, they begin to lie. Most people are too impatient, they do not give themselves enough time, they come to conclusions too soon and so cannot help lying. But the chief reason for this rule is that it is a principle of school-work not to give ideas but to keep them from people, and to give them only on certain conditions which safeguard them from being distorted. Otherwise they will be distorted the next day; we have had enough experience of that. It is very important to prevent these ideas from deteriorating, because it may be said that a school is something where people and ideas do not die. In life both people and ideas die, not at once, but die slowly. Another reason for this rule is that it is a test, an exercise of will, an exercise of memory and understanding. You come here on certain conditions; the first condition is that you must not talk, and you must remember it. This helps enormously to self remember, because it goes against all ordinary habits. Your ordinary habit is to talk without discrimination. But in relation to these ideas you must discriminate

174

But first of all, as I said before, it is necessary to understand what self-remembering is, why it is better to self-remember, what effect it will produce, and so on. It needs thinking about. Besides, in trying to selfremember it is necessary to keep the connection with all the other ideas of the system. If one takes one thing and omits another thing—for instance, if one seriously works on self-remembering without knowing about the idea of the division of 'I's, so that one takes oneself as one (as a unity) from the beginning—then self-remembering will give wrong results and may even make development impossible. There are schools, for instance, or systems which, although they do not formulate it in this way, are actually based on false personality and on struggle against conscience. Such work must certainly produce wrong results. At first it will create a certain kind of strength, but it will make the development of higher consciousness an impossibility. False personality either destroys or distorts memory. Self-remembering is a thing that must be based on right function. At the same time as working on it you must work on the weakening of false personality. Several lines of work are suggested and explained from the beginning, and all must go together. You cannot just do one thing and not another. All are necessary for creating this right combination, but first must come the understanding of the struggle with false personality. Suppose one tries to remember oneself and does not wish to make efforts against false personality. Then all its features will come into play, saying, 'I dislike these people', 'I do not want this', 'I do not want that', and so on. Then it will not be work but quite the opposite. As I said, if one tries to work in this wrong way it may make one stronger than one was before, but in such a case the stronger one becomes, the less is the possibility of development. Fixing before development—that is the danger