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How much knowledge can a person have?
The brain is typically 350-450 cubic centimeters. The maximum possible information you can cram into a volume that size is defined by the Bousso bound, which ends up calculating to roughly 10^70 bits of information.
What is general amount of knowledge?
General knowledge is information that has been accumulated over time through various mediums, sources. It excludes specialized learning that can only be obtained with extensive training and information confined to a single medium. General knowledge is an essential component of crystallized intelligence.
How much knowledge does the world have?
The Sum Total of the World’s Knowledge: 250 Exabytes 168
arkenian writes “The BBC reports on an article in Science about scientists who calculate that the sum of all the world’s stored data is 250 exabytes.
How much knowledge is important in life?
* Knowledge solves problems– problems in life which can be solved with the power of knowledge. Knowledge sharpens our skills like reasoning and problem-solving. A strong base of knowledge helps brains function more smoothly and effectively. We become smarter with the power of knowledge and solve problems more easily.
Is there a limit to brain capacity?
The amount of information the brain can store in its many trillions of synapses is not infinite, but it is large enough that the amount we can learn is not limited by the brain’s storage capacity. However, there are other factors that do limit how much we can learn. The first is our limited attention.
How much knowledge can the brain hold?
As a number, a “petabyte” means 1024 terabytes or a million gigabytes, so the average adult human brain has the ability to store the equivalent of 2.5 million gigabytes digital memory.
How can I develop my knowledge?
- Consider Professional Development Courses. …
- Make Use of Online Resources. …
- Sign Up for Professional Events. …
- Take Networking Online. …
- Continue Your Education or Get a Certification. …
- Learn from Others. …
- Read White Papers and Case Studies.
How can I grow my knowledge?
- Read. The essential way to learn about anything is by reading quality literature: books, articles, and blogs. …
- Listen. …
- Watch. …
- Use Microlearning. …
- Follow the “one thing a day” rule. …
- Socialize. …
- Explain things to others. …
- Рlan out your learning journey.
How do you measure knowledge skills and abilities?
Self-report questionnaires can be used to measure knowledge, skills, attitudes and abilities. They usually use predefined statements or a rating system, with which the test takers have to indicate their level.
How quickly is human knowledge doubling?
From an article on Industry Tap written by David Schilling, the host went on to say that not only is human knowledge, on average, doubling every 13 months, we are quickly on our way, with the help of the Internet, to the doubling of knowledge every 12 hours.
How fast is human knowledge increasing?
In retrospect, this may sound a little quaint since experts now estimate that by 2020, human knowledge will double every 12 hours.
Is knowledge enough for human existence?
Knowledge is not enough for human existence, the conversion to time-tested wisdom is required, which works by double-loop (deutero) learning. Science and life should be connected by creative and living spirit. Knowledge can work as some basis for actual action. We need fruitful action in these important aspects.
What is the most useful knowledge to have?
- Public Speaking. Perhaps the most important skill today, the skill of public speaking can literally make or break your career. …
- Listening. …
- Writing Skills. …
- Negotiation. …
- Meditation. …
- Time Management. …
- Financial Management. …
- Critical Thinking.
How is knowledge valued?
Knowledge is clearly valuable in the sense of securing success in practical life, or at least making success more likely. Even philosophers, who disagree about many other things, do not normally debate the proposition that knowledge is of great value in practical terms.
Why is knowledge important to success?
Knowledge allows us to think about issues, topics and challenges from many perspectives. Wisdom (the application of knowledge) allows us to succeed by putting what we know into action.
How much knowledge does the Internet hold?
We can only estimate the Web’s total size, and it’s growing too fast to keep up. But some experts think it’s zipping along at about 1.1 zettabytes (1,100,000,000,000,000 MB) per year.
What percentage of human knowledge is on the Internet?
If we have this figure of the 5 million terabytes of information on the internet, the human brain would have the ability to know 0.00002% of the total knowledge, if we accept that everything is on the internet.
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Contents
Individual differences[edit]
Predictor of achievement[edit]
Game shows and quizzes[edit]
See also[edit]
Notes[edit]
References[edit]
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The Sum Total of the World’s Knowledge: 250 Exabytes – Slashdot
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The Sum Total of the World’s Knowledge 250 Exabytes
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How Much General Knowledge Do You Have? | HowStuffWorks
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How Much General Knowledge Do You Actually Have?
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how much knowledge | English examples in context | Ludwig
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How Much General Knowledge Do You Possess? | QuizPug
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C+ Clueless on Common Knowledge
B+ Common Knowledge Capable
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How much random knowledge do you have?
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Quiz: How Much Knowledge is in Your Brain? | General Knowledge Quizzes | Quizzes
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Do You Have General Knowledge
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MUCH KNOWLEDGE Tiếng việt là gì – trong Tiếng việt Dịch
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How Much Can You Possibly Learn?
How much can the brain store?
We all know how much our computers and phones can store, if only because we occasionally get the pings of messages telling us we’ve taken too many photos or downloaded too many apps or movies and something has to be deleted to store more.
The brain doesn’t seem to be like this. While we do forget things, this seems to be more a matter of decay from disuse than being actively “pushed out” by new knowledge.
On the other hand, the brain is still subject to the same laws of the universe that govern everything else. It can’t possibly store infinite amounts of data, as that would be physically impossible.
So how much can you actually learn?
Some Upper-Bounds on Memory
A good first attack on this kind of problem would be to look at the potential upper bounds of human memory, based on the laws of physics. These will be wildly too high, mostly because the brain is a living organism and not an idealized information storage medium, but they should give some starting points for thinking about it.
The brain is typically 350-450 cubic centimeters. The maximum possible information you can cram into a volume that size is defined by the Bousso bound, which ends up calculating to roughly 10^70 bits of information. However, in order to get this amount of information, your brain would become a black hole… so let’s try to reduce this bound further.
If we look, somewhat more modestly at the amount of information content possible in a volume of water at room temperature equivalent to the brain, we end up with a somewhat more modest 10^25 bits of information. This is one yottabyte of data or 7-8 orders of magnitude more data than the entire Internet.
This, of course is still way too high, since most of the matter in the brain isn’t encoding data but keeping the brain alive and functioning.
We’re still a long way from understanding the exact information carrying capacity of the neurons and synapses in the brain. As such, an estimate of brain information capacity has to use a simplified approximation of how much information these connections can possibly store.
If we ballpark the amount of data that can be stored in the brain as roughly the same order of magnitude as the amount of synapses in the brain, that leaves us with 100 trillion bits or ten terabytes of data—similar to the size of a large hard drive. Even if we imagine that synapses are storing more than one byte of data each (through multiple connections or non-binary connection strengths), we might be able to bump that up to a petabyte, but probably not much more.
By this look, the brain definitely can’t be storing more than a yottabyte of data, and it’s quite unlikely it’s storing more than a petabyte.
Of course, this is still an upper-bound. We know from people who suffer brain injuries, that the knowledge stored in the brain likely has some measure of redundancy. Those synaptic connections are not exclusively used for storing memories either—many are being used for processing, relaying information or may even be spurious, not doing anything at all. This suggests the memory storage of the brain might indeed be a fair bit smaller, but the certainty of this estimate is a lot less than the harder upper bounds mentioned before.
Why Don’t People Ever “Fill Up” Their Brain’s Capacity?
One explanation for why we don’t seem to run out of space to learn new things is that learning may be a lot slower than our mnemonic capacity. That is to say, the actual learning rate of information may be slow enough that we never reach that capacity.
Here’s an analogy: imagine you have a latest-generation harddrive which can store 10TBs of data, but you have to fill it up using a dial-up connection which only downloads at 3 kilobytes per second. It would take over a decade to fill it up, if you were downloading constantly, without rest, and without removing anything you previously downloaded.
Given that it’s likely only a fraction of our waking type is filling up our mental harddrive, and that we suffer from forgetting, it may simply be that we never experience the upper bound of our mental capacity because we learn too slowly.
However, a different explanation might be that, unlike a computer, we don’t store memories that way. Because we store them differently, when we run out of “space” the impact is different.
Vector Encoding, Learning and Forgetting
One of the most popular accounts for how the brain stores information comes from connectionism. This says that the brain uses vector encoding, which means each memory is distributed over many thousands of individual synapses and neurons, rather than there being a neuron which individually stores each atomic concept or memory.
In this view, there is no “grandmother neuron” which specifically points out a memory of your grandmother, but that memory of your grandmother is stored across many different neurons.
Each neuron may be involved in tens of thousands of memories, each contributing a tiny, but necessary, part to the processing that results in thinking of your grandmother, calculus or recognizing the words in this sentence.
What happens when we learn, therefore, is quite unlike storing a file on a computer, where each memory address exclusively and completely stores one piece of data. Instead, we “pile on” data on top of old data. As more and more memories are stored, older memories may get weaker and weaker, as they become harder to activate, since their contribution to the total network of weights is relatively small.
Intuitively, this seems to jive with our own experience of memory. Unlike a computer which remembers things all-or-nothing, human memory seems to fade, and needs to be refreshed or it will become harder and harder to summon up. It may even still exist in our brains, but become unretrievable, until the exact pattern of triggers can summon it up again.
If this is how our memory fills its capacity, it may be that we encounter the limits of our brain’s storage ability all the time.
What Kind of Memories Get Overwritten?
One idea here is also that the memory fading process, where accumulated new memories make older memories harder to find, may depend on the kind of information learned. Information that must be finely discriminated from similar, but different, possibilities, might require more storage than memories which are easy to tell apart.
This might explain the effect of interference on learning new languages. If you learn Spanish, and then learn Portuguese, for instance, you may have difficulty recalling Spanish words when they’re different from Portuguese. Because the languages are quite similar, but sometimes vocabulary is different, you may have difficulty remembering.
A more extreme example of this comes from mnemonics. People who train themselves to memorize vast swaths of information with techniques like the memory palace, have to be careful not to reuse the same areas for mapping information for two sets of things they want to retain in memory. Without care, the connections can get mixed up and old memories may become unretrievable.
By this account, you should be more careful when learning information which is quite similar to something you already know, but has distinct differences in use (say similar languages), rather than fields which are either completely different (chemistry and art history) or complementary (physics and math).
My own experience from learning multiple languages suggests that, if you want to go down that route, you often need to invest time switching between the languages, so the cues for distinguishing vocabulary get reinforced and they don’t mix together.
Should You Worry About Running Out of Space?
Probably not. Even if the brain does have a more limited capacity than an ideal physical medium for storage, and even if we occasionally run into the limits of memory from ideas and concepts that get pushed down, my sense is that running out of memory isn’t a concern for almost anyone.
One reason might be that memory decay happens naturally, interference or not. This might mean that trying to “save” space in your mind, by avoiding learning unnecessary things, may not stop forgetting any less than learning constantly.
Another reason is that many memories are supportive of each other. Learning one thing often connects to another thing. If retrieval, not storage, is the major flaw in our memory hardware, then overinvesting in memory cues more than makes up for trying to save extra space.
For extremely memory-intensive subjects or tasks, it may be possible to reach a saturation point, where new memories can only be created at the expense of old ones. I could imagine, for instance, that there’s an upper bound on how many languages one can learn to mastery, since each may require remembering hundreds of thousands of pieces of linguistic information.
However, it may be that those bounds are reached because natural decay processes, and thus the need to practice previously learned information in order to keep it active, eventually overwhelmns the ability to learn new things. This way, your memory capacity would be hit, not because you suddenly run out of space one day, but because maintaining everything else you’ve learned requires 100% of your time.
If this is the case, though, it is likely far greater than what most of us will ever experience. Polyglots like Alexander Arguelles have proficiency in 50+ languages, albeit through lifelong devotion. If there is a threshold for theoretically-maximal linguistic fluency, it might be well over a hundred, given that Arguelles is still a human being and needs to eat, sleep and do things other than learn languages.
We also can’t discount the possibility of the brain itself to expand its capacity under the pressure to learn more things. London taxicab drivers, who must memorize the city’s infamously complex road system, sights and stops, have larger hippocampuses (a part of the brain involved in forming long-term memories). What’s more, this seems to be caused by their intensive study, rather than being the result of those with larger hippocampuses becoming taxi drivers.
Albert Einstein’s brain supposedly had larger sections related to spatial reasoning and visualization. That could have been a genetic endowment, but it’s also possible it was an outcome of years of strenous thought experiments trying to imagine the warps and curvatures in spacetime. If the learning capacity of the brain is itself plastic, this provides extra weight on the idea that one shouldn’t “save” brain capacity for other things.
As a practical issue, it’s probably unlikely that the storage limits of the human brain should be a concern for everyday learning. However, by understanding how your memory works better, you maximize what you’re able to learn.
General knowledge
Type of information
An encyclopedia is a repository of general knowledge.
General knowledge is information that has been accumulated over time through various mediums, sources.[1] It excludes specialized learning that can only be obtained with extensive training and information confined to a single medium. General knowledge is an essential component of crystallized intelligence. It is strongly associated with general intelligence and with openness to experience.[2]
Studies have found that people who are highly knowledgeable in a particular domain tend to be knowledgeable in many.[3][4] General knowledge is thought to be supported by long-term semantic memory ability.[5] General knowledge also supports schemata for textual understanding.[6]
Individual differences [ edit ]
Intelligence [ edit ]
High scorers on tests of general knowledge tend to also score highly on intelligence tests. IQ has been found to robustly predict general knowledge scores even after accounting for differences in age, and five-factor model personality traits.[7][8][9] However, many general knowledge tests are designed to create a normal distribution of answers, creating a bell-shaped curve.[10]
General knowledge is also moderately associated with verbal ability, though only weakly or not at all with numerical and spatial ability.[3] As with crystallized intelligence, general knowledge has been found to increase with age.[11]
Long-term semantic memory [ edit ]
General knowledge is stored as semantic memory.[12] Most semantic memory is preserved through old age, though there are deficits in retrieval of certain specific words correlated with aging.[12] In addition, stress or various emotional levels can negatively affect semantic memory retrieval.[12]
Personality [ edit ]
People high in general knowledge[13] tend to be highly open to new experiences[7][8][9][11] and in typical intellectual engagement.[8][9] The relationship between openness to experience and general knowledge remains robust even when IQ is taken into account.[7][9] People high in openness may be more motivated to engage in intellectual pursuits that increase their knowledge.[9] Relationships between general knowledge and other five factor model traits tend to be weak and inconsistent. Though one study found that extraversion and neuroticism were negatively correlated with general knowledge,[8] others found that they were unrelated.[7][11] Inconsistent results have also been found for conscientiousness.[note 1]
Predictor of achievement [ edit ]
A number of studies have assessed whether performance on a general knowledge test can predict achievement in particular areas, namely in academics,[14] proofreading,[15] and creativity.[16]
Academic achievement [ edit ]
General knowledge has been found to predict exam results in a study of British schoolchildren.[14] The study examined cognitive ability and personality predictors of exam performance and found that general knowledge was positively correlated with GCSE English, mathematics, and overall exam results. General knowledge test scores predicted exam results, even after controlling for IQ, five-factor model personality traits, and learning styles.
Proofreading [ edit ]
General knowledge has been found to robustly predict proofreading skills in university students.[15] A study found that proofreading had a larger correlation with general knowledge than with general intelligence, verbal reasoning, or openness to experience. In a multiple regression analysis using general knowledge, general intelligence, verbal reasoning, five factor personality traits, and learning styles as predictors, only general knowledge was a significant predictor.
Creativity [ edit ]
General knowledge has been found to have weak associations with measures of creativity.[16] In a study examining contributions of personality and intelligence to creativity, general knowledge was positively correlated with divergent thinking tests, but was unrelated to a biographical measure of creative achievement, self-rated creativity, or a composite measure of creativity. The relationship between general knowledge and divergent thinking became non-significant when controlling for fluid intelligence.
Game shows and quizzes [ edit ]
Many game shows use general knowledge questions for entertainment purpose. Game shows such as Who Wants to Be a Millionaire? and Fifteen to One centre their questions on general knowledge, while other shows focus questions more on specific subjects. Some shows ask questions both on specific subjects and on general knowledge, including Eggheads and Mastermind. In Mastermind, contestants choose their own “specialist subject” before answering general knowledge questions, whereas in Eggheads the subjects are chosen at random. The game show Jeopardy! tests contestants’ knowledge.
[17][18] Questions drawn from the game Trivial Pursuit have been used in a number of psychological experiments concerning general knowledge.See also [ edit ]
Notes [ edit ]
^ [7] found positive correlations with general knowledge in his first and third studies, but no significant relationship in his second. Studies by others have found no significant relationship.[8][11] Furnham et al.found positive correlations with general knowledge in his first and third studies, but no significant relationship in his second. Studies by others have found no significant relationship.
How Much General Knowledge Do You Have?
About This Quiz
Although they say a little knowledge is a dangerous thing, these days, there is so much knowledge at our fingertips that it may be dangerous to try and absorb it all! Take, for instance, the sciences; there is chemistry, biology, archaeology, pathology… it goes on and on. What about history? You could spend your life learning everything about the 18th century alone. That’s why this quiz is for generalists, not specialists. It takes the most important information from social studies, art, history, and literature and offers just a smattering of questions that touch on each topic.
In this quiz, we’re also looking for your general knowledge to be worldly. So don’t be surprised if you’re asked the capital of Iran (Tehran) or the difference between billiards and snooker. And remember, what happens today may be in the history books (or the internet) tomorrow. So you’ll be asked about current TV shows and queried about recent Olympics.
All in all, when you take this quiz, you’ll not only find out what you know, you’ll learn what you ought to know. Like the metric system or what religion the Dali Lama practices. It’s time to see where you stand. Start the quiz. As Benjamin Franklin said, “An investment in knowledge pays the best interest.” Get interested now!
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