Augmenting human memory using personal lifelogs

Memory is a key human facility to support life activities, including social interactions, life management and problem solving. Unfortunately, our memory is not perfect. Normal individuals will have occasional memory problems which can be frustrating, while those with memory impairments can often experience a greatly reduced quality of life. Augmenting memory has the potential to make normal individuals more effective, and those with significant memory problems to have a higher general quality of life. Current technologies are now making it possible to automatically capture and store daily life experiences over an extended period, potentially even over a lifetime. This type of data collection, often referred to as a personal life log (PLL), can include data such as continuously captured pictures or videos from a first person perspective, scanned copies of archival material such as books, electronic documents read or created, and emails and SMS messages sent and received, along with context data of time of capture and access and location via GPS sensors. PLLs offer the potential for memory augmentation. Existing work on PLLs has focused on the technologies of data capture and retrieval, but little work has been done to explore how these captured data and retrieval techniques can be applied to actual use by normal people in supporting their memory. In this paper, we explore the needs for augmenting human memory from normal people based on the psychology literature on mechanisms about memory problems, and discuss the possible functions that PLLs can provide to support these memory augmentation needs. Based on this, we also suggest guidelines for data for capture, retrieval needs and computer-based interface design. Finally we introduce our work-in-process prototype PLL search system in the iCLIPS project to give an example of augmenting human memory with PLLs and computer based interfaces

Virtuelle Gedächtnispaläste: Der Einfluss der Gestaltung auf die Erinnerungsleistung

This paper is dedicated to the study of an innovative learning software that combines modern technology with an ancient learning method. The introduction briefly describes the current situation on education in the digital transformation and explains how an ancient mnemonic technique, the loci method (or "memory palace"), is being revived in current research. In the traditional version, one must imagine a familiar environment, which then serves as a memory palace. In this memory palace, the learning content is memorized along a route with unusual images. This process is repeated until one is able to walk through the memory palace again in one's mind and "pick up" the contents. The software-supported variant of the loci method is called "virtual memory palace". Here, the training is no longer done in thought, but with the help of a virtual environment, for example on a computer screen. The introduction is followed by theoretical basics on the topics of learning, the loci method, and the aspect of design. This is followed by a structured literature review, which leads to the research question of whether the design of a virtual memory palace has an influence on memory performance. An appropriate research methodology is then evaluated. The argument derives a design-oriented approach used to investigate a research model with multiple cycles and three identified design-relevant domains. The results of the research show that the design of a virtual memory palace does indeed have a significant impact on memory performance. The following implications, hints for future research projects on this topic, as well as a general conclusion are described in the last chapter.Diese Arbeit widmet sich der Untersuchung einer innovativen Lern-Software, die moderne Technologie mit einer antiken Lernmethode verknüpft. Die Einleitung beschreibt in Kürze die aktuelle Situation zum Thema Bildung in der digitalen Transformation und erklärt wie eine antike Mnemotechnik, die Loci-Methode (oder auch „Gedächtnispalast“), in der aktuellen Forschung wiederbelebt wird. In der traditionellen Variante muss man sich eine gewohnte Umgebung vorstellen, die dann als Gedächtnispalast dient. Die Lerninhalte werden in diesem Gedächtnispalast entlang einer Route mit ungewöhnlichen Bildern eingeprägt. Dieser Vorgang wird wiederholt, bis man in der Lage ist seinen Gedächtnispalast in Gedanken erneut abzulaufen, und die Inhalte „abzuholen“. Die softwaregestützte Variante der Loci- Methode nennt sich „virtueller Gedächtnispalast“. Hierbei erfolgt das Training nicht mehr in Gedanken, sondern mithilfe einer virtuellen Umgebung, zum Beispiel an einem Computer Bildschirm. Nach der Einleitung folgen theoretische Grund- lagen zu den Themen Lernen, der Loci-Methode und dem Aspekt Design. Daraufhin wird eine strukturierte Literaturanalyse beschrieben, die in der Forschungsfrage mündet, ob das Design eines virtuellen Gedächtnispalastes einen Einfluss auf die Erinnerungsleistung hat. Danach wird eine passende Forschungsmethodik evaluiert. Die Argumentation leitet eine gestaltungsorientierte Herangehensweise her, die dazu dient ein Forschungsmodell mit mehreren Zyklen und drei identifizierten gestaltungsrelevanten Bereichen zu untersuchen. Die Ergebnisse der Untersuchungen zeigen, dass die Gestaltung eines virtuellen Gedächtnispalastes tatsächlich signifikanten Einfluss auf die Erinnerungsleistung hat. Daraus folgende Implikationen, Hinweise für zukünftige Forschungsvorhaben in diesem Thema, als auch eine allgemeine Schlussfolgerung werden im letzten Kapitel beschrieben

The effect of fibod smart balance with "endless run" game in improving memory and attention in healthy young adults : an eye tracking study

RESULTS: The statistical test of repeated measure ANOVA showed that there was no significant difference in response accuracy (F (1,32) = 3.17, p = 0.085, ηp2 = 0.09) and reaction time (F (1,32) = 0.03, p = 0.856, ηp2 = 0.001) of working memory after FIBOD smart balance training. There was also no significant difference in response accuracy (F (1,32) = 3.13, p = 0.087, ηp2 = 0.09) of visual attention however there was a significant difference in reaction time (F (1,32) = 4.52, p = 0.041, ηp2 = 0.12) of visual attention after FIBOD smart balance training thus a planned comparison using paired samples t-tests, revealed that the experimental group showed a significant difference [mean difference = 48.35, 95 % CI = (19.68, 77.03)], p = 0.003 in the reaction time. CONCLUSION: FIBOD smart balance training can be regarded as an effective balance-based exergame for improving visual attention in healthy young adults

The Effect of Developmental Factors on the Use of an Electronic Communication Device.

This study addressed a poorly understood variable of voice output communication aid (VOCA) use, namely mnemonic development. Forty children without disabilities, aged from 49 to 60 months, were required to use an IntroTalker (Prentke Romich Company) to participate in a one-on-one storybook reading task with the investigator. They were provided with sixteen messages to use during a scripted reading of The Three Bears. Children could use a trained verbal elaboration strategy or generate their own methods to retrieve messages. Immediate and delayed responses of children under two training methods were compared, and the contribution of developmental factors, including metamemory, were evaluated. In the control method, Direct Instruction (DI), children learned to retrieve messages via an error-free method including simple repetition of a verbal elaboration mnemonic. In the experimental method, Active Problem Solving (APS), children were first led through a series of steps alerting them to the limitations of non-symbolic retrieval strategies and allowing them to make retrieval errors, thus discovered the relative value of various retrieval strategies. Next, they were taught to retrieve the remaining messages in the same way as the DI children. Children with low metamemory skill were less accurate in their retrieval of messages, and produced more Self-corrected Responses when trained under the APS condition. Children receiving APS training showed an initial retrieval advantage on the first story-retelling immediately following training; however, on the second day retrieval by DI subjects matched APS. It was concluded that DI children experienced a de facto active problem-solving condition on the first day, when they produced many errors, thereby enhancing the value of the verbal elaborations they had been trained to use. Effects of perceptual, semantic and syntactic development, and of conflicts between the canonical and experimental Three Bears script were evident. Although the use of a normally developing population is controversial in the area of augmentative communication, the strategy was found to produce valuable insights into the errors made by children. Overall, the task was easy for most of the children, thereby supporting the use of VOCAs with young children

Thinking with things: An embodied enactive account of mind–technology interaction

Technological artefacts have, in recent years, invited increasingly intimate ways of interaction. But surprisingly little attention has been devoted to how such interactions, like with wearable devices or household robots, shape our minds, cognitive capacities, and moral character. In this thesis, I develop an embodied, enactive account of mind--technology interaction that takes the reciprocal influence of artefacts on minds seriously. First, I examine how recent developments in philosophy of technology can inform the phenomenology of mind--technology interaction as seen through an enactivist lens. Second, I show how an enactive account of remembering can improve operationalizations of the memory palace mnemonic through virtual reality devices. Third, I draw on virtue ethics to argue that an enactivist approach allows us to better grasp the morally shaping aspects of artefacts by looking at social robots. Fourth, I fend off an underlying metaphysical concern about enactivism by arguing that an embodied, enactive account is compatible with the multiple realization of cognitive processes. This principle is often seen as a crucial test favouring accounts such as extended functionalism over enactivism and I argue that some forms of enactivism pass this test as well. Finally, I conclude by considering what the future relationship between enactivism and functionalism may have in store for the study of mind--technology interaction

Kesan interaksi atribut persembahan multimedia, gaya kognitif, peringkat pengajian dan bidang pengajian ke atas daya ingatan visual pelajar IPT

Various multimedia presentation attributes contribute different positive effect on the visual recall memory due to factors such as different cognitive style, field of study and level of study. The positive effects could not be optimised if the most effective combination of the factors is not identified. This study aimed to identify the main effects and interaction effects of multimedia presentation format or attribute (line drawing pictures, black and white pictures, colour pictures, animation, animationaudio), cognitive styles (field dependence (FD), field independence (FI), level of study (year one, year three) and field of study (art-based, non-art-based) on the visual recall among students in higher education institutions (HEIs) in Malaysia. The sample consisted of 400 year one and three university students. This experimental study used 5 x 2 x 2 x 2 factorial design. The findings showed that the main effects of format of multimedia presentation, cognitive style, level of education and field of study on visual recall were significant. The results showed that students who viewed animated presentation obtained better mean scores on visual recall than students who viewed other presentation formats. Students with FI cognitive styles were found to recall better than the FD students, while students from non-art-based field obtained better scores than students from the art-based field. Year one students were found to have better visual recall than year three students. The interaction effect of format of multimedia presentation and level of education on visual recall was significant. The three-way interaction effect between cognitive styles, level of education and field of study as well as the interaction effect between format of multimedia presentation, level of education and field of study on visual recall were significant. Findings of the study support the effectiveness of multimedia presentation in enhancing the visual recall memory. However, the most effective attribute should be aligned with the students’ cognitive style, field of study and level of study so as to achieve the intended learning outcomes

Lost in the archive: vision, artefact and loss in the evolution of hypertext

How does one write the history of a technical machine? Can we say that technical machines have their own genealogies, their own evolutionary dynamic? The technical artefact constitutes a series of objects, a lineage or a line. At a cursory level, we can see this in the fact that technical machines come in generations - they adapt and adopt characteristics over time, one suppressing the other as it becomes obsolete. It is argued that technics has its own evolutionary dynamic, and that this dynamic stems neither from biology nor from human societies. Yet 'it is impossible to deny the role of human thought in the creation of technical artefacts' (Guattari 1995, p. 37). Stones do not automatically rise up into a wall - humans 'invent' technical objects. This, then, raises the question of technical memory. Is it humans that remember previous generations of machines and transfer their characteristics to new machines? If so, how and where do they remember them? It is suggested that humans learn techniques from technical artefacts, and transfer these between machines. This theory of technical evolution is then used to understand the genealogy of hypertext. The historical differentiations of hypertext in different technical systems is traced. Hypertext is defined as both a technical artefact and also a set of techniques: both are a part of this third milieu, technics. The difference between technical artefact and technical vision is highlighted, and it is suggested that technique and vision change when they are externalised as material artefact. The primary technique traced is association, the organisational principle behind the hypertext systems explored in the manuscript. In conclusion, invention is shown to be an act of exhumation, the transfer and retroactiviation of techniques from the past. This thesis presents an argument for a new model of technical evolution, a model which claims that technics constitutes its own dynamic, and that this dynamic exceeds human evolution. It traces the genealogy of hypertext as a set of techniques and as series of material artefacts. To create this geneaology I draw on interviews conducted with Douglas Engelbart, Ted Nelson and Andries van Dam, as well as a wide variety of primary and secondary resources

Providing effective memory retrieval cues through automatic structuring and augmentation of a lifelog of images

Lifelogging is an area of research which is concerned with the capture of many aspects of an individual's life digitally, and within this rapidly emerging field is the significant challenge of managing images passively captured by an individual of their daily life. Possible applications vary from helping those with neurodegenerative conditions recall events from memory, to the maintenance and augmentation of extensive image collections of a tourist's trips. However, a large lifelog of images can quickly amass, with an average of 700,000 images captured each year, using a device such as the SenseCam. We address the problem of managing this vast collection of personal images by investigating automatic techniques that: 1. Identify distinct events within a full day of lifelog images (which typically consists of 2,000 images) e.g. breakfast, working on PC, meeting, etc. 2. Find similar events to a given event in a person's lifelog e.g. "show me other events where I was in the park" 3. Determine those events that are more important or unusual to the user and also select a relevant keyframe image for visual display of an event e.g. a "meeting" is more interesting to review than "working on PC" 4. Augment the images from a wearable camera with higher quality images from external "Web 2.0" sources e.g. find me pictures taken by others of the U2 concert in Croke Park In this dissertation we discuss novel techniques to realise each of these facets and how effective they are. The significance of this work is not only of benefit to the lifelogging community, but also to cognitive psychology researchers studying the potential benefits of lifelogging devices to those with neurodegenerative diseases

A Memento of Complexity: The Rhetorics of Memory, Ambience, and Emergence

Drawing from complexity theory, this dissertation develops a schema of rhetorical memory that exhibits extended characteristics. Scholars traditionally conceptualize memory, the fourth canon in classical rhetoric, as place (loci) or image (phantasm). However, memory rhetoric resists the traditional loci-phantasm framework and instead emerges from enmeshments of interiority, collectivity, and technology. Emergence considers the dynamics of fundamental parts that generate complex systems and offers a methodological lens to theorizing memory. The resulting construct informs everyday life, which includes interfacing with pervasive computing or sensing familiarity. Further, congruently with a neurological turn that contradicts simplification, this dissertation resituates rhetorical memory as generative to imagination or perception