LESSWRONG
LW

All of linguera's Comments + Replies

Generalizing From One Example
linguera120

"As soon as I notice it, it will go away."

Wow, you are blessed. When I hear sounds in my head, whether remembered or imagined, I feel as though I literally hear them. They are not merely background noise... on some days all of the music in my head gets so loud I just can't think straight and I have to find a way to silence my inner world. When I hear a melody, even in isolation, I hear full harmonization in my mind, which is why if I start singing along with a friend I have to work at sticking to the melody and not expressing the accompanying har... (read more)

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1Swimmer963 (Miranda Dixon-Luinenburg)
That is actually pretty cool. Are you a musician/composer in any form? If not...I think you could be without too much effort. I would love to have the ability to sing harmony on the spot...I know the theory well enough to write harmonized parts, but not in real-time because it's not intuitive to me. And when I have a song in my head, it's usually just the main vocal line my attention can hold. With a LOT of effort I can "hear" chords or two parts in counterpoint, but I have to work hard at it. I can imagine hearing imagined sounds like you do, maybe because it's something I wish I could do...although you find it annoying, so maybe I should revise my expectations. I do know that up until about age 11, when I was completely tone-deaf, I had almost no ability to hold a tune in my head..."songs" stuck in my head consisted of the lyrics, in rhythm, but in a sort of monotone. Which is how I would then sing them, which is why everyone said I was tone deaf.
Generalizing From One Example
linguera40

As a linguist and practiced language learner AND lifelong classroom outlier, I have a couple thoughts which may or may not be informative, and which are most certainly unprofessional.

The challenge with assessing which of those methods would "work better" in the classroom (the ordinary vs Yvain's) is that teaching, wich children especially, depends on acheiving two different sets of results: success in catching and holding children's interest and motivating them to perform more extensive internal elaboration on the content of their lessons (assess... (read more)

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