.NET/ASP.NET/C#/VB.NET PDF Document SDK

Keeping this new metaphor in mind when you create presentations, you know that you have a potentially unlimited amount of new information that you could show someone s sensory memory (left). You want the new information to be retained in long-term memory (right). But working memory is so constrained in its capacity to process new information that it creates a narrow passage, much like the eye of a needle (center). This extremely small space of the eye of working memory constitutes the most formidable challenge you face as a presenter. This new metaphor visually explains why audiences report either no learning or fragmented learning. If you present working memory with more new information than it can handle, as shown on the left in Figure 2-8, the eye of the needle is easily overloaded and will process and integrate into long-term memory what it can only bits and pieces out of the entire presentation, as shown on the right. As much as you might want your audience to learn the new information you present, they will never be able to learn it unless you help that information properly pass through the eye of the needle.

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Note This technique is also useful in situations where you have ugly or complex-looking code and you

simply want to hide it inside a single method you can call from anywhere. Keep complex code in the background and make the rest of the code look as simple as possible.

In older versions of Python, there was a sharp distinction between types and classes. Built-in objects had types, your custom objects had classes. You could create classes, but not types. In recent versions of Python, things are starting to change. The division between basic types and classes is blurring. You can now make subclasses (or subtypes) of the built-in types, and the types are behaving more like classes. Chances are you won t notice this change much until you become more familiar with the language. If you re interested, you can find more information on the topic in 9.

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The core of the Bot class is the response_to method. It s used to pass user input to the bot and get the bot s response in return. However, the method itself should be simple and have one line per required operation to call private methods that perform each step. respond_to must perform several actions: 1. Accept the user s input. 2. Perform preprocessing substitutions, as described in the bot s data file. 3. Split the input into sentences and choose the most keyword-rich sentence. 4. Search for matches against the response phrase set keys. 5. Perform pronoun switching against the user input.

6. Pick a random phrase that matches (or a default phrase if there are no matches) and perform any substitutions of the user input into the result. 7. Return the completed output phrase. Let s look at each action in turn.

First, you accept the input as a basic argument to the response_to method:

The impact of reducing excess load on working memory has been documented by researchers including Mayer, who conducted a study using two multimedia presentations. The rst presentation featured interesting but irrelevant graphics, and the second presentation provided the same information, but without the interesting but irrelevant graphics. Mayer measured the impact of the two approaches on audiences in terms of two criteria: retention, the ability of the audience to simply recall the information, and transfer, the ability to creatively apply the new information. Audiences who experienced the second presentation retained 69 percent more information and were able to apply 105 percent more creative solutions using the information than those who experienced the rst presentation. This study offers research-based evidence to support the saying Less is more the less you overload working memory with extraneous information, the more learning improves.