Changes

Everyone should track their cognitive ability as much as health-conscious people track their heartrate and exercise. Faster learning performance decline is a warning sign in elderly.<ref>n.neurology.org/content/42/2/396.short</ref><ref>www.tandfonline.com/doi/abs/10.1080/13825580600954256</ref> IQ tests are supposed to have high 'reliability' and not change much between days for any individual. [[Quantified Mind|Formal cognitive testing]] takes too much time and effect on daily life of the specific thing the cognitive test tests is often questioned. Skill trainers and testers like typing tutors have none of the mentioned problems. However, even if a skill test is useful for optimizing the skill, things like dependence on psychological factors may not make it a good cognitive test. The skill test will have to correlate with validated cognitive tests or obviously important health things or at least transfer to other tests to become validated<ref>[[wikipedia:Validity_(statistics)|en.wikipedia.org/wiki/Validity_(statistics)]]</ref> as a cognitive or health test. The tests are unlikely to be pure in the sense of [[Quantified Mind]]' science page. This makes them better checks for general unhealth but harder to diagnose a specific problem with. The skill of memorizing from flashcards may be trainable. It may even transfer to memory in general.       

Everyone should track their cognitive ability as much as health-conscious people track their heartrate and exercise. Faster learning performance decline is a warning sign in elderly.<ref>n.neurology.org/content/42/2/396.short</ref><ref>www.tandfonline.com/doi/abs/10.1080/13825580600954256</ref> IQ tests are supposed to have high 'reliability' and not change much between days for any individual. [[Quantified Mind|Formal cognitive testing]] takes too much time and effect on daily life of the specific thing the cognitive test tests is often questioned. Skill trainers and testers like typing tutors have none of the mentioned problems. However, even if a skill test is useful for optimizing the skill, things like dependence on psychological factors may not make it a good cognitive test. The skill test will have to correlate with validated cognitive tests or obviously important health things or at least transfer to other tests to become validated<ref>[[wikipedia:Validity_(statistics)|en.wikipedia.org/wiki/Validity_(statistics)]]</ref> as a cognitive or health test. The tests are unlikely to be pure in the sense of [[Quantified Mind]]' science page. This makes them better checks for general unhealth but harder to diagnose a specific problem with. The skill of memorizing from flashcards may be trainable. It may even transfer to memory in general.       

Many elements of important theory of memory should be reproducible in this project even if the specific tests do not match exactly.<ref>Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In A. F. Healy, S. M. Kosslyn, & R. M. Shiffrin (Eds.), ''Essays in honor of William K. Estes, Vol. 1. From learning theory to connectionist theory; Vol. 2. From learning processes to cognitive processes'' (pp. 35–67). Lawrence Erlbaum Associates, Inc.</ref> Most of the tests in the cited paper tested if item seen before (recogntion) not if response was remembered with the help of a cue (cued recall).<ref>techpsych.wordpress.ncsu.edu/2020/03/18/hello-world/</ref> In the scientific papers the delay of the recall is usualy small relative to spaced retrieval, and it is never performed continuously or longitudinally. Hopefully, the tests transfer to cognitive concept of memory and be important in everyday functioning.         

Many elements of important theory of memory should be reproducible in this project even if the specific tests do not match exactly.<ref>Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. In A. F. Healy, S. M. Kosslyn, & R. M. Shiffrin (Eds.), ''Essays in honor of William K. Estes, Vol. 1. From learning theory to connectionist theory; Vol. 2. From learning processes to cognitive processes'' (pp. 35–67). Lawrence Erlbaum Associates, Inc.</ref> Most of the tests in the cited paper tested if item seen before (recognition) not if response was remembered with the help of a cue (cued recall).<ref>techpsych.wordpress.ncsu.edu/2020/03/18/hello-world/</ref> In the scientific papers the delay of the recall is usually small relative to spaced retrieval, and it is almost never performed continuously or longitudinally. Hopefully, the tests transfer to cognitive concept of memory and be important in everyday functioning.      

 

 

 

doi.org/10.1016/S0010-9452(08)70878-5</ref>        

=== Specific cognitive health tests ===

=== Specific cognitive health tests ===