1. The archetypical 'weaver' conversation is introduced as the exchange of apparently disconnected facts, with each as an invitation for an interlocutor to add a fact that they perceive as connected to the previous one. However, if you replace facts with scandalous stories, you get the structure of gossip. The purpose of a gossip conversation is not necessarily to communicate information, but to strengthen the social bonds between interlocutors.
2. The 'Peak Weaver' conversation could do with a little more commentary. Not being familiar with any of the references quoted, I can't discern the structure of this conversation: how does each quote follow from its predecessor?
3. I can only recall one such 'Peak Weaver' conversation in my life, but at the time, I felt it was more of a game to say as much as possible as obscurely as possible. However, we did have an audience at the time, which may have affected the dynamic.
4. This entire passage could very well be describing me:
> I have a theory about Weaver communication and the specific ways that some brains are configured. Weavers tend to be good at memorizing things that resonate with them, like song lyrics, lines from movies or books (sometimes even whole movies), and other large pieces of information.
The author and his daughter seem to have a humanities bias. As someone with a hard sciences bias, I can easily memorise amusing anecdotes, but also the behaviour of complex systems. When I was a teacher, my colleagues expressed genuine concern of the but-you-can't-do-that variety about my ability to speak for 10 minutes about something without notes.
> My daughter is definitely a Weaver. Others have remarked on her memory and how with each person she knows, she will remember little “things” they had as points of interaction that were in some way meaningful. She remembers and brings up things from the past, and I know the response she’s hoping for. She wants them to build on those moments of connection and weave a tapestry of relatedness together.
For me, this is often about things and ideas rather than moments. Perhaps I've learnt from interactions with others that you have to have a point to these sorts of reminiscences.
> This doesn’t always pan out for her, though, as others don’t always– or even usually– remember the moment she’s referencing. When I tell them, “Remember two years ago, that time you were throwing rocks in the creek, and you said ‘splash’ with a funny voice and both kept repeating it and laughing at each other?” They think I’m crazy for imagining that a 4.5-year-old could remember something from two years ago or could be referencing that in a conversation years later.