Listened to Mindscape 72 | César Hidalgo on Information in Societies, Economies, and the Universe by Sean CarrollSean Carroll from preposterousuniverse.com

Maxwell’s Demon is a famous thought experiment in which a mischievous imp uses knowledge of the velocities of gas molecules in a box to decrease the entropy of the gas, which could then be used to do useful work such as pushing a piston. This is a classic example of converting information (what the gas molecules are doing) into work. But of course that kind of phenomenon is much more widespread — it happens any time a company or organization hires someone in order to take advantage of their know-how. César Hidalgo has become an expert in this relationship between information and work, both at the level of physics and how it bubbles up into economies and societies. Looking at the world through the lens of information brings new insights into how we learn things, how economies are structured, and how novel uses of data will transform how we live.

César Hidalgo received his Ph.D. in physics from the University of Notre Dame. He currently holds an ANITI Chair at the University of Toulouse, an Honorary Professorship at the University of Manchester, and a Visiting Professorship at Harvard’s School of Engineering and Applied Sciences. From 2010 to 2019, he led MIT’s Collective Learning group. He is the author of Why Information Grows and co-author of The Atlas of Economic Complexity. He is a co-founder of Datawheel, a data visualization company whose products include the Observatory of Economic Complexity.

Mindscape cover art

It was interesting to hear Cesar Hidalgo use the concept of “big history” a few times in this episode. I’m not 100% sure he meant it in the David Christian sense of the words, but it at least felt right.

I was also piqued at the mention of Lynne Kelly’s work, which I’m now knee deep into. I suspect it could dramatically expand on what we think of as the capacity of a personbyte, though the limit of knowledge there still exists. The idea of mnemotechniques within indigenous cultures certainly expands on the way knowledge worked in prehistory and what we classically think of and frame collective knowledge or collective learning.

I also think there are some interesting connections with Dr. Kelly’s mentions of social equity in prehistorical cultures and the work that Hidalgo mentions in the middle of the episode.

There are a small handful of references I’ll want to delve into after hearing this, though it may take time to pull them up unless they’re linked in the show notes.

 

hat-tip: Complexity Digest for the reminder that this is in my podcatcher. 🔖 November 22, 2019 at 03:28PM

Listened to How capuchin monkeys learn about food And what that might teach us by Jeremy Cherfas from Eat This Podcast

Cover artwork of female capuchin and young infant. She is holding a rock to crack nuts.When chimpanzees were first seen stripping the leaves off slender branches and inserting them into termite nests to fish for the insects, people marvelled. Our nearest relatives, using tools to get nutritious food. Imagine, then, the surprise among primatologists when capuchin monkeys, not nearly as closely related to us, proved equally adept at tool use. Capuchins select stones that can be half as heavy as they are and carry them long distances to use as nutcrackers.

Elisabetta Visalberghi is a biologist based in Rome, who published the first scientific observations of tool use in capuchins. That is just a part of her far-reaching investigations into how capuchins, which are omnivorous, go about deciding which foods are worth eating and which are best avoided.

The results may surprise you.

Trailer: The Bearded Capuchin Monkeys of Fazenda Boa Vista from Cognitive Primatology_ISTC on Vimeo.

Notes

  1. Cover photo of Chuchu and her infant by Elisabetta Visalberghi.
  2. The video I mentioned in the show is The bearded capuchin monkeys of Fazenda Boa Vista, available from the CNR Primate Center in Rome. There are some other videos on Vimeo.
  3. The CNR Primate Center website.
  4. Cashews really are a problem from the people who have to process them. This article is very recent.
  5. Banner from a photo by Allan Hopkins
  6. How about making a donation to show your love for the show?
This is so fascinating from an anthropological and even socio-economic perspective.
Watched How the medium shapes the message by Cesar Hidalgo from TEDxYouth@BeaconStreet | YouTube

How communication technologies shape our collective memory.

César A. Hidalgo is an assistant professor at the MIT Media Lab. Hidalgo’s work focuses on improving the understanding of systems by using and developing concepts of complexity, evolution, and network science; his goal is to help improve understanding of the evolution of prosperity in order to help develop industrial policies that can help countries raise the living standards of their citizens. His areas of application include economic development, systems biology, and social systems. Hidalgo is also a graphic-art enthusiast and has published and exhibited artwork that uses data collected originally for scientific purposes.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx

📑 Bullet Journal: One Book to Rule Them All | Jamie Todd Rubin

Annotated Bullet Journal: One Book to Rule Them All by Jamie Todd Rubin (Jamie Todd Rubin)
Isaacson pointed out that more than 7,000 pages from Da Vinci’s notebooks survived to today–a stretch of 500 years. He asked how many of our tweets and Facebook posts will survive even 50 years. Paper, it turns out, is a durable medium of information storage.  
Of course one also needs to think about reach and distribution as well. His notebooks have much more reach and distribution now than they ever did in his own lifetime. Where’s the balance? Blogging about it, syndicating to social media, and then printing paper copies in annual increments?

👓 The Rise of Knowledge Economics | Scientific American

Read The Rise of Knowledge Economics by César A. HidalgoCésar A. Hidalgo (Scientific American Blog Network)
What is knowledge? How does it disseminate? And what’s its value?
A great article outlining several related papers in Dr. Hidalgo’s opus. I like how he pulls together prior research as well as his own in an accessible way.

📑 #LoveBombs for Thimble: Saying Goodbye to Teacher, Mentor, Friend| INTERTEXTrEVOLUTION

Replied to #LoveBombs for Thimble: Saying Goodbye to Teacher, Mentor, Friend by J. Gregroy McVerry (jgmac1106homepage.glitch.me)
Pointing someone to a README.md does not lead to learning.  
This reminds me of an interesting study from MIT relating to collective learning that I heard about from Cesar Hidalgo recently.

🔖 The influence of collaboration networks on programming language acquisition by Sanjay Guruprasad | MIT

Bookmarked The influence of collaboration networks on programming language acquisition by Sanjay Guruprasad (Massachusetts Institute of Technology)

Many behaviors spread through social contact. However, different behaviors seem to require different degrees of social reinforcement to spread within a network. Some behaviors spread via simple contagion, where a single contact with an "activated node" is sufficient for transmission, while others require complex contagion, with reinforcement from multiple nodes to adopt the behavior. But why do some behaviors require more social reinforcement to spread than others? Here we hypothesize that learning more difficult behaviors requires more social reinforcement. We test this hypothesis by analyzing the programming language adoption of hundreds of thousands of programmers on the social coding platform Github. We show that adopting more difficult programming languages requires more reinforcement from the collaboration network. This research sheds light on the role of collaboration networks in programming language acquisition.

[Downloadable .pdf]

Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.; Cataloged from PDF version of thesis.; Includes bibliographical references (pages 26-28).

Advisor: César Hidalgo.

URI: http://hdl.handle.net/1721.1/119085

I ran across this paper via the Human Current interview with Cesar Hidalgo. In general they studied GitHub as a learning community and the social support of people’s friends on the platform as they worked on learning new programming languages.

I think there might be some interesting takeaways for people looking at collective learning and online pedagogies as well as for communities like the IndieWeb which are trying to not only build new technologies, but help to get them into others’ hands by teaching and disseminating some generally tough technical knowledge. (In this respect, the referenced Human Current podcast episode may be a worthwhile overview.)

The movie that doesn’t exist and the Redditors who think it does | New Statesman

Read The movie that doesn’t exist and the Redditors who think it does by Amelia Tait (newstatesman.com)
Over the years, hundreds of people online have shared memories of a cheesy Nineties movie called “Shazaam”. There is no evidence that such a film was ever made. What does this tell us about the quirks of collective memory?

Global Language Networks

Yesterday I ran across this nice little video explaining some recent research on global language networks. It’s not only interesting in its own right, but is a fantastic example of science communication as well.

I’m interested in some of the information theoretic aspects of this as well as the relation of this to the area of corpus linguistics. I’m also curious if one could build worthwhile datasets like this for the ancient world (cross reference some of the sources I touch on in relation to the Dickinson College Commentaries within Latin Pedagogy and the Digital Humanities) to see what influences different language cultures have had on each other. Perhaps the historical record could help to validate some of the predictions made in relation to the future?

The paper “Global distribution and drivers of language extinction risk” indicates that of all the variables tested, economic growth was most strongly linked to language loss.

This research also has some interesting relation to the concept of “Collective Learning” within the realm of a Big History framework via David Christian, Fred Spier, et al.  I’m curious to revisit my hypothesis: Collective learning has potentially been growing at the expense of a shrinking body of diverse language some of which was informed by the work of Jared Diamond.

Some of the discussion in the video is reminiscent to me of some of the work Stuart Kauffman lays out in At Home in the Universe: The Search for the Laws of Self-Organization and Complexity (Oxford, 1995). Particularly in chapter 3 in which Kauffman discusses the networks of life.  The analogy of this to the networks of language here indicate to me that some of Cesar Hidalgo’s recent work in Why Information Grows: The Evolution of Order, From Atoms to Economies (MIT Press, 2015) is even more interesting in helping to show the true value of links between people and firms (information sources which he measures as personbytes and firmbytes) within economies.

Finally, I can also only think about how this research may help to temper some of the xenophobic discussion that occurs in American political life with respect to fears relating to Mexican immigration issues as well as the position of China in the world economy.

Those intrigued by the video may find the website set up by the researchers very interesting. It contains links to the full paper as well as visualizations and links to the data used.

Abstract

Languages vary enormously in global importance because of historical, demographic, political, and technological forces. However, beyond simple measures of population and economic power, there has been no rigorous quantitative way to define the global influence of languages. Here we use the structure of the networks connecting multilingual speakers and translated texts, as expressed in book translations, multiple language editions of Wikipedia, and Twitter, to provide a concept of language importance that goes beyond simple economic or demographic measures. We find that the structure of these three global language networks (GLNs) is centered on English as a global hub and around a handful of intermediate hub languages, which include Spanish, German, French, Russian, Portuguese, and Chinese. We validate the measure of a language’s centrality in the three GLNs by showing that it exhibits a strong correlation with two independent measures of the number of famous people born in the countries associated with that language. These results suggest that the position of a language in the GLN contributes to the visibility of its speakers and the global popularity of the cultural content they produce.

Citation: Ronen S, Goncalves B, Hu KZ, Vespignani A, Pinker S, Hidalgo CA
Links that speak: the global language network and its association with global fame, Proceedings of the National Academy of Sciences (PNAS) (2014), 10.1073/pnas.1410931111

Related posts:

“A language like Dutch — spoken by 27 million people — can be a disproportionately large conduit, compared with a language like Arabic, which has a whopping 530 million native and second-language speakers,” Science reports. “This is because the Dutch are very multilingual and very online.”

Collective learning has potentially been growing at the expense of a shrinking body of diverse language

Yesterday, I saw an interesting linguistic exercise:

Short activity to show how flexible our language is and how difficult collective learning would have been for our non sapiens ancestors.

Step 1: As a class, choose 200 random words. (I had 15 kids choose 14 words each)

Step 2: Answer the following questions using only the words listed:

  1. How should we try to kill that mammoth?
  2. Explain why you should marry me.
  3. Give directions for a simple task.
  4. Come up with a plan to improve our cave.
  5. Describe a physical landscape.
  6. Come up with your own question!
Chris Scaturo
on February 3 at 8:44am in Yammer Group on Big History: Unit 6 – Early Humans Group

I have to imagine that once the conceptualization of language and some basic grammar existed, word generation was a much more common thing than it is now. It’s only been since the time of Noah Webster that humans have been actively standardizing things like spelling. If we can use Papua New Guinea as a model of pre-agrarian society and consider that almost 12% of extant languages on the Earth are spoken in an area about the size of Texas (and with about 1/5th the population of Texas too), then modern societies are actually severely limiting language (creation, growth, diversity, creativity, etc.) [cross reference: A World of Languages – and How Many Speak Them (Infographic)]

Consider that the current extinction of languages is about one every 14 weeks, which puts us on a course to loose about half of the 7,100 languages on the planet right now before the end of the century. Collective learning has potentially been growing at the expense of a shrinking body of diverse language! In the paper “Global distribution and drivers of language extinction risk” the authors indicate that of all the variables tested, economic growth was most strongly linked to language loss.

To help put this exercise into perspective, we can look at the corpus of extant written Latin (a technically dead language):

“It is a truly impressive fact that, simply by knowing that if one can memorize and master about 250 words in Latin, it will allow them to read and understand 50% of most written Latin. Further, knowledge of 1,500 Latin words will put one at the 80% level of vocabulary mastery for most texts. Mastering even a very small list of vocabulary allows one to read a large variety of texts very comfortably.”

BoffoSocko.com
with data from Dickinson College Commentaries

These numbers become even smaller when considering ancient Greek texts.

Another interesting measurement is the vocabulary of a modern 2 year old who typically has a 50-75 word vocabulary while a 4 year old has 250-500 words, which is about the level of the exercise.

As a contrast, consider the message in this TED Youth Talk from last year by Erin McKean, which students should be able to relate to:

[ted id=2158]

And of course, there’s the dog Chaser, which 60 minutes recently reported has a vocabulary of over 1,000 words. (Are we now destroying variants of “dog language” for English too?!)

Hopefully the evolutionary value of the loss of the multiple languages will be more than balanced out by the power of collective learning in the long run.