Bjork Quotes

There are certain emotions in your body that not even your best friend can sympathize with, but you will find the right film or the right book, and it will understand you.

I never really understood the word ‘loneliness’. As far as I was concerned, I was in an orgy with the sky and the ocean, and with nature.

I get obsessed by little nerdy things in my corner that no one else is interested in.

I have some bad news. Bjork cannot be here tonight. She was trying on her Oscar dress and Dick Cheney shot her.

But Mike was like a Bjork song-all happy and giddy and fun on the surface, but bubbling with turmoil and pain underneath.

Nature is our chapel.

I'm a whisper in water.

i thrive best hermit style. with a beard and a pipe.

You show me continents, I see the islands, You count the centuries, I blink my eyes.

It seems that most the world is driven by the eye, right? They design cities to look great but they always sound horrible, ... They design telephones to look great, but they sound horrible. I think it was about time that the other senses were celebrated.

Emotions weren’t created to just lie around. You should experience things to the full. I’ve got a sense of the clock ticking. We have to feel all those things to the maximum. Like, I don’t eat a lot but I really love eating. And I like being precise and particular. There is a certain respect in that. If you can do your day depending on how you feel, and enjoy things as well.

I'm no fucking Buddhist, but this is enlightmentment

People are always asking me about eskimos, but there are no eskimos in Iceland.

Who would have known That a boy like him Would have entered me lightly Restoring my blisses Who would have known That a boy like him After sharing my core Would stay going nowhere

On the surface simplicity But the darkest pit in me It's Pagan poetry Pagan poetry

I thought I could organise freedom. How Scandinavian of me.

Things that appear to be obstacles turn out to be desirable in the long haul,” Bjork said. “One real encounter, even for a few seconds, is far more useful than several hundred observations.

Here's a note to the parents of addicted children: choose your music carefully. Avoid Louis Armstrong's "What a Wonderful World", from the Polaroid or Kodak or whichever commercial, and the songs "Turn Around" and "Sunrise, Sunset" and - there are thousands more. Avoid Cyndi Lauper's "Time After Time," and this one, Eric Clapton's song about his son. Leonard Cohen's "Hallelujah" sneaked up on me one time. The music doesn't have to be sentimental. Springsteen can be dangerous. John and Yoko. Bjork. Dylan. I become overwhelmed when I hear Nirvana. I want to scream like Kurt Cobain. I want to scream at him. Music isn't all that does it. There are millions of treacherous moments. Driving along Highway 1, I will see a peeling wave. Or I will reach the fork where two roads meet near Rancho Nicasio, where we veered to the left in carpool. A shooting star on a still night at the crest of Olema Hill. With friends, I hear a good joke - one that Nic would appreciate. The kids do something funny or endearing. A story. A worn sweater. A movie. Feeling wind and looking up, riding my bike. A million moments.

the word "nature" and the word "techno" mean the same thing . depends if you look at it from the past or from the future . for example , a little cabin in the mountains : an ape thinks it's techno , it is the future . but for us it has become nature . we must live with both . it is very important . we can't be just nature or just techno . the word "nature" and the word "techno" mean the same thing . depends if you look at it from the past or from the future . for example , a little cabin in the mountains : an ape thinks it's techno , it is the future . but for us it has become nature . we must live with both . it is very important . we can't be just nature or just techno .

Now it is time to turn our attention to the other side of the ledger. What do we mean when we call something a disadvantage? Conventional wisdom holds that a disadvantage is something that ought to be avoided—that it is a setback or a difficulty that leaves you worse off than you would be otherwise. But that is not always the case. In the next few chapters, I want to explore the idea that there are such things as “desirable difficulties.” That concept was conceived by Robert Bjork and Elizabeth Bjork, two psychologists at the University of California, Los Angeles, and it is a beautiful and haunting way of understanding how underdogs come to excel.

I need someone who knows to enjoy life. Someone who'll get high with me at the Pere - Lechaise cemetery. Someone who'll lose their breath running trough the Louvre. Someone who'll go to coffee with a good book ( Fyodor Dostoyevsky, L. Tolstoy, Voltaire, A. Camus, Oscar Wilde, Gustave Flaubert ). During the weekends to the cafe de Flore, and after that lunch at Ritz. Someone who'll get lost in Paris in the middle of the night. Someone who'll lay beside Seine, drink wine and listen to Florence and Machine, Banks, Borns, Hurts, Bjork, Tom Odelle... Someone who can sit in front of S.Dali's paintings for hours and not talk. Someone who wants to live. Someone who wants to travel and see the world. Someone who'll look at the stars for hours, talk about life, someone who is not afraid of death.

I found myself listening to Walter Bjork's fascinating radio program Bible Questionnaire (WFME, Orange, N.J.), and a caller asked where in the Bible one would find the statement "Neither borrower nor lender be." The poor host flipped like mad through his concordance without success. Naturally, since the quote is not from the Bible at all, but from Shakespeare's Hamlet! But it sounded biblical, so caller and host alike attributed it to scripture. Can it have been much more difficult to naively attribute wise sayings to Jesus?

Solving a Problem Versus Remembering the Solution Another conjecture as to why forgetting enables learning traces to research by Larry Jacoby (1978). The basic idea is that learning has a problem-solving aspect— learners must find encoding or retrieval activities that will make studied materials accessible after a delay—and forgetting between learning trials is necessary for learners to carry out additional such activities. In Jacoby’s experiment, participants were asked to study pairs such as Foot: Shoe and were later tested via cued recall (Foot: ________?).

Consistent with research on generation effects (e.g., deWinstanley, Bjork, & Bjork, 1996; Hirshman & Bjork, 1988; Slamecka & Graf, 1978), there was a very large advantage in later recall—more than two to one—when an item was constructed, rather than simply read. Of special interest, though, are the conditions when an item was studied intact and then, after either 0 or 20 intervening trials on other pairs, either studied again intact or constructed. A repetition after 20 intervening trials had the effects one would expect: a clear benefit of repetition on later cued recall and a substantially greater benefit when the response member had to be constructed rather than simply read. However, when the repetition was essentially immediate, final cued recall profited very little from either an additional study or construct trial. In particular, studying the item intact on one trial and then having to construct it on the next trial produced poorer final recall (42%) than did having only a single construct trial (57%).

Also, if we think of human memory as akin to the memory in a manmade device of some kind, we are unlikely to appreciate the extent to which retrieving information from our memory increases the subsequent accessibility of that information and reduces the accessibility of competing information. Retrieving information from a compact disc or computer memory leaves the status of that information and related information unperturbed. More globally, we may fail to appreciate the volatility that characterizes access to information from our memories as conditions change, events intervene, and new learning happens. Recent findings (Koriat, Bjork, Sheffer, & Bar, 2004; Kornell & Bjork, 2009) suggest that learners are susceptible to what Kornell and Bjork have termed a stability bias—a tendency to think that access to information in memory will remain stable across a retention interval or additional study opportunities.

The Importance of Becoming Metacognitively Sophisticated as a Learner Whatever the reasons for our not developing accurate mental models of ourselves as learners, the importance of becoming sophisticated as a learner cannot be overemphasized. Increasingly, coping with the changes that characterize today’s world—technological changes, job and career changes, and changes in how much of formal and informal education happens in the classroom versus at a computer terminal, coupled with the range of information and procedures that need to be acquired—requires that we learn how to learn. Also, because more and more of our learning will be what Whitten, Rabinowitz, and Whitten (2006) have labeled unsupervised learning, we need, in effect, to know how to manage our own learning activities. To become effective in managing one’s own learning requires not only some understanding of the complex and unintuitive processes that underlie one’s encoding, retention, and retrieval of information and skills, but also, in my opinion, avoiding certain attribution errors. In social psychology, the fundamental attribution error (Ross, 1977) refers to the tendency, in explaining the behaviors of others, to overvalue the role of personality characteristics and undervalue the role of situational factors. That is, behaviors tend to be overattributed to a behaving individual’s or group’s characteristics and underattributed to situational constraints and influences. In the case of human metacognitive processes, there is both a parallel error and an error that I see as essentially the opposite. The parallel error is to overattribute the degree to which students and others learn or remember to innate ability. Differences in ability between individuals are overappreciated, whereas differences in effort, encoding activities, and whether the prior learning that is a foundation for the new learning in question has been acquired are underappreciated.

Becoming maximally sophisticated as a learner is, in a sense, not enough. Becoming a truly effective learner also requires an appreciation of one’s capacity to learn and a commitment to the proposition that one’s learning is under one’s control.

Why We Develop Faulty Mental Models of Ourselves as Learners It is very puzzling, in fact, that as lifelong users of our memories and learning capabilities, we do not end up with a more accurate mental model of how we learn, or fail to learn. Why is it, in short, that we are not educated by the “trials and errors of everyday living and learning” (R. A. Bjork, 1999, p. 455)? One consideration is that the functional architecture of how humans forget, remember, and learn is unlike the corresponding processes in man-made devices. Most of us do not, of course, understand the engineering details of how information is stored, added, lost, or overwritten in man-made devices, such as a computer or video recorder, but the functional architecture of such systems is simpler and more understandable than is the complex architecture of human learning and memory. To the extent, for example, that we do think of ourselves as working like such devices, we become prone to assuming that exposing ourselves to information and procedures will lead to storage (i.e., recording) of such information or procedures in our memories—that the information will write itself in one’s memory, so to speak.

Thank you Bjork Peterson for a wonderful review of my new book "Why We Love Serial Killers" @readingghost

Talvin Singh, Thievery Corporation, A.R. Rahman, AmarBaaba Maal, Asian Dub Foundation, Autechre, Badmarsh and Sri, Bjork, Black Star Liner, The Blue Nile, Boards of Canada, The Chemical Brothers, Dead Can Dance, The Fake Portishead, Future Sound of London, Godspeed You! Black Emperor, Goldfrapp, Jamyang, Joi, Jeff Buckley, Kabhi Kushi Kabhie Gham: original movie soundtrack, Nitin Sawhney, Nusrat Fateh Ali Khan, Rakesh Chaurasia, Sigur Rós, State of Bengal.

Robert A. Bjork It is natural for people to think that learning is a matter of building up skills or knowledge in one’s memory, and that forgetting is a matter of losing some of what was built up. From that perspective, learning is a good thing and forgetting is a bad thing. The relationship between learning and forgetting is not, however, so simple, and in certain important respects is quite the opposite: Conditions that produce forgetting often enable additional learning, for example, and learning or recalling some things is a contributor to the forgetting of other things.

As William James (1980) was one of the first to emphasize, “If we remembered everything, we should on most occasions be as ill off as if we remembered nothing

Learning, therefore, contributes to forgetting. As we learn new information, procedures, and skills, we create the potential for competition with related information, skills, and procedures that already exist in memory. Access to that earlier learning can then be inhibited or blocked by related aspects of the newer, and perhaps more accessible, learning.

One possibility is illustrated by Estes’s (1955) fluctuation model, which assumes that to-be-learned responses are associated with cues in the environment, only some of which are “sampled” by the learner at any one point in time. Which cues are sampled (“available” in Estes’s terminology) is assumed to fluctuate across time as a function of changes in the learner’s physical, emotional, and cognitive state and changes in the environment itself. Forgetting is then a consequence of more new (unassociated) cues and fewer old (associated) cues being sampled as a retention interval increases. What such forgetting also does, though, is provide additional cues that can be associated to the target response, which results in more total cues being sampled and associated to the target response—that is, more learning, which is assumed to be a function of the percentage of the total population of cues that are associated to the response in question.

I thrive best Hermit style, with a beard and a pipe.

Ohen a lad. O to tu ide

Interleaving is a desirable difficulty that frequently holds for both physical and mental skills. A simple motor-skill example is an experiment in which piano students were asked to learn to execute, in one-fifth of a second, a particular left-hand jump across fifteen keys. They were allowed 190 practice attempts. Some used all of those practicing the fifteen-key jump, while others switched between eight-, twelve-, fifteen-, and twenty-two-key jumps. When the piano students were invited back for a test, those who underwent the mixed practice were faster and more accurate at the fifteen-key jump than the students who had only practiced that exact jump. The “desirable difficulty” coiner himself, Robert Bjork, once commented on Shaquille O’Neal’s perpetual free-throw woes to say that instead of continuing to practice from the free-throw line, O’Neal should practice from a foot in front of and behind it to learn the motor modulation he needed.

...while riot grrrl is part of the punk rock/alternative rock feminism of the 1990s, it's by no means the majority of it. Despite the slogan, not every girl was a riot grrrl, and there's a huge swath of awesome women in '90s music who aren't riot grrrls. In no particular order: L7, Hole, PJ Harvey, Belly, Throwing Muses, Seven Year Bitch, Babes in Toyland, Liz Phair, Bjork, Juliana Hatfield, Gwen Stefani/No Doubt, Shirley Manson/Garbage, the Breeders, Luscious Jackson, Elastica, Sleater-Kinney, and may more women were part of either the alternative or indie rock music scene. Beyond that, the decade was pretty amazing for singer-songwriters like Tori Amos, Sarah McLachlan, Jewel, Fiona Apple, Alanis Morissette, Tracy Chapman, and Melissa Etheridge; for the R&B and hip-hop artists like Salt-n-Peppa, Queen Latifah, TLC, En Vogue, and Missy Elliott; and, at the tail end of the decade, all the pop you could ever want with the Spice Girls, Britney Spears, Christina Aguilera, and Destiny's Child. So, if you read this book, then run to Spotify to listen to riot grrrl bands, and find they're not for you, remember: there's more than one way to be a girl, and there's more than one kind of music to power you to your goals. What you listen to will never be as important as what you do.

We think of effortless performance as desirable, but it's really a terrible way to learn,” said Robert Bjork,

We forget that we forget.

Depuis qu'elle a quitté Paris, elle enchaine sur le lecteur CD de sa vieille Peugeot 205 quelques disques qu'elle écoutait quand elle était jeune : Nirvana, Massive Attack, Bjork, Depeche Mode... ''Quand elle était jeune...'' : drôle d'expression, quand même ! Elle n'aurait jamais cru l'utiliser un jour, même mentalement, mais force est de constater que le temps a filé a une vitesse folle. Tout en écoutant Dave Gahan entonner les premières paroles de ''Personnal Jesus'', elle se demande quel genre de musique écoutait Ludivine. Quels étaient les chanteurs et les groupes a la mode en 2015 ? Zora a beau se triturer la cervelle, elle n'en sait fichtre rien.