KMDES Wrote:6000 in 40 days?! That's, like 150 in one day each day! 150 in a day? That's unplausible! (hehe.)

If she's talking about the core 6000 they weren't all new words from what I remem. Still good going nonetheless.

KMDES Wrote:I have been keeping a mostly detailed log of my attempts and wrote up a tutorial of how my system works and how to use it. It's also 5.5 pages long, which makes it too much effort to read for 99% of the people I've mentioned it to. I don't think anyone has actually made it past the first few paragraphs yet. I don't think I could even pay people to read the darn thing. :/

Would you mind to provide us with a link to your tutorial? I'd be interested to take a look, even without being paid for it

I think this might be it:
http://forum.koohii.com/showthread.php?p...#pid130010
And yes, people do read it.

Here are some more links on the topic, just a selection from the stuff that's out there from the mid '90s till the present. Some of them focus on recall, others on recognition, some on both; some take a view more in line with Longcamp on modulation/interaction of motor processes, others on strong dependency. Nevertheless, the overwhelming conclusion, I feel, supports what I've stated above. Strong connections of language and sensorimotor processes, especially so with logographs such as kanji, result in great benefit from using handwriting as a tool for recognition and recall that should be utilized, maintained, and integrated with SRS reviews. Set aside notions of handwriting for handwriting's sake, tedious rote learning, etc. Just take a few seconds and draw the bloody kanji with your finger or a stylus or a pencil when you're learning novel items and touching up on what you've learned. Your computer reading of Japanese will thank you for it. ^_^

Repeated writing facilitates children's memory for pseudocharacters and foreign letters
The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing
Reading depends on writing, in Chinese
Reading does not depend on writing, even in Chinese
When Writing Impairs Reading: Letter Perception’s Susceptibility to Motor Interference
The effect of repeated writing on memory
Visually- and motor-based knowledge of letters: evidence from a pure alexic patient
The imprint of action: motor cortex involvement in visual perception of handwritten letters
Letter processing automatically recruits a sensory–motor brain network
Comparing Memory for Handwriting versus Typing
Digitizing literacy: reflections on the haptics of writing

Also: http://forum.koohii.com/showthread.php?tid=4612 & the subset: http://forum.koohii.com/showthread.php?p...2#pid81142 & all other posts linking to linguistics research on gesture/spatial/sensorimotor/implicit/procedural memory/embodied cognition/spaced retrieval/distributed/interleaved practice.

nest0r Wrote:

KMDES Wrote:High five for 29% retention boost!

I think it will take more than that study, however, to convince teachers their students are paying attention even better than the students making eye contact, when doodling in class. ^_^

Good teachers are so hard to find these days.

Also I've been keeping a blog about stuff I do at KM's Japanese Blog

Last person I got to even go to the link basically said 'Got to the second paragraph and gave up.' Apparently he saw 'good night sleep' and figured he needed one the night before to continue reading. It's pretty sad when the ability to not get hammered and/or drugged out and/or stay up way past your bed time is a deal breaker for people learning.

KMDES Wrote:Also I've been keeping a blog about stuff I do at KM's Japanese Blog

Thank's for the link. Very interesting, please keep on updating.

KMDES Wrote:Also I've been keeping a blog about stuff I do at KM's Japanese Blog

Last person I got to even go to the link basically said 'Got to the second paragraph and gave up.' Apparently he saw 'good night sleep' and figured he needed one the night before to continue reading. It's pretty sad when the ability to not get hammered and/or drugged out and/or stay up way past your bed time is a deal breaker for people learning.

It really is sad, for it is a good read, and and interesting method. But not everyone has the time, or the patience, to read it all. For them, a quick summary would be nice to have, where you outline your method, and only explain the vital parts needed to know, to get started.

And here are some suggestions, that might be interesting for you, to incorporate.

Material: A chess clock, and a metronome.

You can use the chess clock, set it, so it goes off when a certain amount of time is reached. With the help of a metronome, you should be able to further enhance the efficiency of your encoding process, by timing it to the ticks of this instrument. With the metronome you don't have to constantly check a clock, to notice, how many seconds have passed. And depending on the set tick rate, you should also be able, to improve the speed of the process as a whole. You can do this for both writing and speaking.

The next thing that would be interesting to find out, is the lowest interval after initial learning without reviews in between, in which you are able to retain the information. And, of course, finding out the largest interval you can retain information, without reviewing it in between. This might help you to further fine-tune the process time-wise.

Also this link http://www.kurzweilai.net/sleep-selectiv...l-memories might be of some interest. There are other articles at this website having to do with memory and memorization, just do a little search, not hard to find them. Please keep us updated on how things work out as your KM Method develops.