リサーチ・学習のスキル

Extracts paper recommendations from social-media posts and online articles (小红书 / Xiaohongshu / RedNote, 微信公众号 / WeChat Official Accounts, Twitter / X threads, Reddit posts, Bilibili videos, blog posts, newsletters, Jina Reader URLs), identifies the underlying academic papers, locates the authoritative original sources (arXiv, conference proceedings, DOI), and triages relevance to the user's research before any library action. Use when the user forwards a social-media link, screenshot, or article that mentions a paper / method / model, asks to "find the original paper" from a blog or thread, shares a 调研贴 / 论文推荐 / paper recommendation post, or wants to evaluate whether a buzz-worthy paper is worth reading before adding it to Zotero.

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Manages a Zotero academic reference library through both the local API (localhost:23119, read-only) and the Web API (api.zotero.org, read-write), using a structured collection hierarchy (Inbox / Active Projects / Background / Reading Queue / Archive / Meta) plus project, status, priority, and type tags. Handles adding papers with full metadata, deduplication, attaching provenance notes, moving items between collections, updating tags after reading, listing the prioritized reading queue, and setting up the literature scaffold for a new project. Use when the user asks to add / save / file / organize a paper in Zotero, check / list / clean up the reading queue, move papers between collections, tag papers for a project, query their library ("what do I have on X?"), or set up Zotero for a new research project.

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Generates publication-quality academic figures (framework diagrams, pipeline illustrations, system architectures, method overviews) from a paper's method text and a target caption, using a local PaperBanana multi-agent pipeline (Retriever → Planner → Stylist → Visualizer → Critic).

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Conducts a systematic related-work / literature-survey / state-of-the-art review for a research question by defining survey dimensions, searching each axis, building a taxonomy of prior work, identifying the gap, and producing a positioning narrative for a paper's Related Work section. Goes beyond a flat paper list to deliver structured analysis. Use when the user is starting a new research project and needs to map the landscape, asks "what's been done on X?" or "how does my idea compare to existing work?", needs to write or revise a Related Work / Background / Prior Art section, wants to identify a research gap or position their contribution, or asks to build a taxonomy of approaches in a research area.

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Reads and analyzes academic papers (arXiv preprints, conference / journal PDFs, Zotero items) at three configurable depths: quick skim (2 min), standard read (10 min), or deep analysis (30 min). Produces structured digests covering problem, method, key innovation, results, limitations, reproducibility, hidden assumptions, and connections to the user's other work. Use when the user shares an arXiv link, PDF, or paper title and asks to read / summarize / digest / TL;DR / analyze / review / critique / explain / break down a paper, asks about a paper's contributions / methods / results / equations / figures, wants to compare two papers side by side, or needs a reading note for their records.

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The Relic of a grandmother's kitchen — not the room, but the sense of place: the smell of lard, the radio on the windowsill, and the exact height of the table you learned to cook at. 祖母厨房的地方 Relic：存在的不是那个房间，而是走进它时的感觉——灶台上的味道、窗台的收音机、你学着做饭时那张桌子的高度。

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The pedagogy of feeding — how to talk about food with children, what the Division of Responsibility model says, age-appropriate autonomy in eating, how to handle picky eating without creating disordered eating, and how to teach nutrition concepts to learners at different levels without either moralizing or oversimplifying. Use when a question is about raising, teaching, or advising a child or learner on eating, or when planning curriculum or parent guidance.

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Mindset theory, implicit theories of intelligence, and motivation research applied to learning. Covers fixed vs. growth mindset, the difference between process praise and ability praise, the "not yet" intervention, attribution patterns after failure, mindset critiques and the replication record, and the integration of mindset work with self-determination theory (autonomy, competence, relatedness). Use when a learner is stuck on motivation, disengaging after failure, or when a curriculum's feedback language is undermining persistence.

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LaTeX document authoring with arXiv submission best practices, Overleaf patterns, and academic publishing conventions.

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Contrapuntal writing and analysis covering species counterpoint, fugue structure, canon types, and imitative techniques. Covers Fux's five species, cantus firmus construction, consonance and dissonance treatment, invertible counterpoint, fugue anatomy (subject, answer, countersubject, episode, stretto), canon varieties, and contrapuntal practice from Palestrina through Shostakovich. Use when writing or analyzing counterpoint, studying fugue structure, or understanding the linear dimension of polyphonic music.

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Rhythmic analysis, meter classification, groove mechanics, and cross-cultural rhythmic systems. Covers simple and compound meter, asymmetric meters, polyrhythm, polymetric structures, metric modulation, swing and groove analysis, syncopation patterns, hemiola, additive vs. divisive rhythm, African timeline patterns, Indian tala, and Messiaen's non-retrogradable rhythms. Use when analyzing rhythmic structure, identifying meter, studying groove, or working with non-Western rhythmic systems.

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Meta-cognitive and practical strategies for learning any language -- learner autonomy, goal setting, strategy taxonomy (Oxford's SILL framework), memory strategies, cognitive strategies (note-taking, summarizing, analyzing, reasoning), compensation strategies, metacognitive strategies (planning, monitoring, evaluating), affective strategies (managing anxiety, self-encouragement), social strategies (collaboration, questioning, empathy), immersion design, study habit optimization, plateau diagnosis, and motivation maintenance. Use when designing a language learning plan, diagnosing a learner's stuck points, selecting study methods, or building self-directed learning skills.

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Bloom's Taxonomy of Educational Objectives and mastery learning as practical instructional design tools. Covers the six cognitive levels (remember, understand, apply, analyze, evaluate, create), the revised 2001 taxonomy, the knowledge dimension, mastery learning loops, formative vs. summative assessment, and the writing of learning objectives that are both specific and verifiable. Use when designing lessons, writing objectives, building assessments, or diagnosing why a learner is stuck at one cognitive level.

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Vygotsky's Zone of Proximal Development and scaffolding as a working framework for learning support. Covers the ZPD definition, the distinction between independent and assisted performance, the six scaffolding functions (recruitment, reduction in degrees of freedom, direction maintenance, marking critical features, frustration control, demonstration), fading, sociocultural mediation, and the relationship between ZPD and deliberate practice. Use when deciding how much help to give, designing collaborative learning, or assessing a learner's ceiling rather than just their current floor.

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Piaget's constructivism, schema theory, and cognitive development as practical tools for curriculum design. Covers assimilation, accommodation, equilibration, the four stages (sensorimotor, preoperational, concrete operational, formal operational), conservation tasks, schema-based reading and problem-solving, and the distinction between developmental readiness and domain-specific expertise. Use when designing age-appropriate material, diagnosing why a learner is not assimilating new content, or building on prior knowledge.

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Traditional Chinese internal arts — tai chi chuan and qigong — as transmitted by classical lineages (Chen, Yang, Wu, Wu/Hao, Sun for tai chi; Ba Duan Jin, Yi Jin Jing, Liu Zi Jue, Wu Qin Xi, and other named sets for qigong) with an emphasis on alignment, rooted stance, breath-posture-mind coordination (the three harmonies), and the traditional lineage voice that Dr. Yang Jwing-Ming's YMAA line preserves. Also covers the safety boundary between traditional practice and clinical "medical qigong" claims. Use for queries about tai chi form learning, qigong set selection, internal-arts pedagogy, and the practical question of where to start.

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Experience-based and environment-based learning design drawn from Dewey and Montessori. Covers Dewey's criterion of continuity and interaction, the reflective-thinking cycle, Montessori's prepared environment, sensitive periods, child-led inquiry, the role of self-correcting materials, project-based learning, and the relationship between autonomy and discipline. Use when designing hands-on activities, arranging learning spaces, integrating classroom work with real experience, or evaluating whether a lesson is genuinely experiential versus merely "activity-based."

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GSD tutorial and command reference. Use when user is new to GSD or asks about commands.

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Study of human activities, spatial patterns, and social processes on Earth's surface. Covers population and migration, cultural diffusion and landscapes, urbanization and city systems, economic geography and development, political geography and borders, and social/identity geographies. Use when reasoning about why people live where they do, how cultures spread, how cities grow, how economies are spatially organized, or how power operates through space.

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Household-scale nutrition planning that treats meals as a weekly system, not a series of independent decisions. Covers macronutrient balance, the plate method, weekly rotation, leftover architecture, pantry-to-plate translation, and the food-safety floor that every meal plan must meet. Use when building a weekly menu, adapting a diet to a new household member, planning for a week of predictable meals on a budget, or teaching a learner how a kitchen feeds people over time.

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Being a constructive participant in networked communities. Covers digital footprint management, online etiquette and professional communication, collaborative tools, attribution and copyright, cyberbullying recognition and response, and the responsibilities that come with amplification. Use when helping learners think about how to behave online -- not what is technically allowed, but what is actually healthy for themselves and their communities.

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Media literacy and critical analysis of media messages across platforms and formats. Covers media ecology (McLuhan), encoding/decoding (Hall), news literacy, digital media analysis, propaganda techniques, algorithmic curation, visual rhetoric, and ethical media consumption. Use when analyzing media messages, evaluating news sources, understanding how media technology shapes communication, detecting propaganda, or studying the relationship between medium and message.

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Understanding how algorithmic systems shape what users see, know, and do -- from recommendation feeds to search ranking to credit scoring to hiring software. Covers the mechanics of recommendation systems, algorithmic bias and its sources, personalization's effects on information diets, opacity and accountability, AI limitations (hallucination, confident wrongness), and the human-in-the-loop question. Use when a learner needs to think critically about why particular content reached them.

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GSD tutorial, command reference, and workflow explainer. Explains what a GSD workflow command does before you run it. Activates when user is new to GSD, asks about commands, wants to understand workflows, or mentions preview.

日本語の概要は準備中です。原文の説明を表示しています。