Comment author: ilzolende 23 December 2014 12:41:15AM 2 points [-]

According to my parents, certain behaviors are immoral if you can explain why you're doing them.

Overreacting to a parent listening in on your phone call or using physical coercion (not hitting me, just grabbing me and blocking my movements) when they claim good intentions? Teenage hormones.

Stating that you have a precommitment to react negatively to people who wiretap or use force on me, even when it's costly for me to do so? Morally wrong.

[Yes, I realize that the actual moral here is "Don't tell people you understand the concept of precommitments, just pretend to be an irrational actor". This isn't an example of advice being wrong, just an example of advice needing to be clarified.]

Comment author: Arran_Stirton 26 December 2014 05:34:06AM 3 points [-]

Are you sure precommitment is a useful strategy here? Generally the use of precommitments is only worthwhile when the other actors behave in a rational manner (in the strictly economic sense), consider your precommitment credible, and are not willing to pay the cost of you following through on your precommitment.

While I'm in no position to comment on how rational your parents are, it's likely that the cost of you being upset with them is a price they're willing to pay for what they may conceptualize as "keeping you safe", "good parenting" or whatever their claimed good intentions were. As a result no amount of precommitment will let you win that situation, and we all know that rationalists should win.

The optimal solution is probably the one where your parents no longer feel that they should listen to your phone calls or use physical coercion in the first place. I couldn't say exactly how you go about achieving this without knowing more about your parents' intentions. However you should be able to figure out what their goal was and explain to them how they can achieve it without using force or eavesdropping on you.

Comment author: Lumifer 12 May 2014 02:28:17AM 2 points [-]

the kinds of virtues people associate with those brands (notably 'being effective' for EA and 'truth-seeking' for rationalism) and suggesting that the branding of EA is better because the virtue associated with it is always virtuous when it comes to actually doing things,

The virtue of "being effective" is not always virtuous unless you're willing to see virtue in constructing effective baby-mulching machines...

Comment author: Arran_Stirton 14 May 2014 05:36:33PM 0 points [-]

I think we’re using different definitions of virtue. Whereas I’m using the definition of virtue as a a good or useful quality of a thing, you’re taking it to mean a behavior showing high moral standards. I don’t think anyone would argue that the 12 virtues of rationality are moral, but it is still a reasonable use of English to describe them as virtues.

Just to be clear: The argument I am asserting is that ChrisHallquist is not in any way suggesting that we should rename rationality as effective altruism.

I hope this makes my previous comment clearer :)

Comment author: Lumifer 05 May 2014 03:39:55PM *  15 points [-]

This is an example of why I suspect "effective altruism" may be better branding for a movement than "rationalism".

Huh? What? Wait a moment....

These two are entirely different things. Under the local definitions, rationalism is making sure the map looks like the territory and doing stuff which will actually advance your goals. Notably, rationalism is silent about values -- it's perfectly possibly to be a rational Nazi. You can crudely define rationalism as "being grounded in reality".

Altruism, on the other hand, is all about values. A very specific set of values.

You can't "rebrand" a movement that way -- what you imply is a wholesale substitution of one movement with another.

Comment author: Arran_Stirton 11 May 2014 05:22:48PM *  -1 points [-]

This is an example of why I suspect "effective altruism" may be better branding for a movement than "rationalism".

I'm fairly certain ChrisHallquist isn't suggesting we re-brand rationality 'effective altruism', otherwise I'd agree with you.

As far as I can tell he was talking about the kinds of virtues people associate with those brands (notably 'being effective' for EA and 'truth-seeking' for rationalism) and suggesting that the branding of EA is better because the virtue associated with it is always virtuous when it comes to actually doing things, whereas truth-seeking leads to (as he says) analysis paralysis.

Comment author: [deleted] 01 May 2014 07:51:47AM 0 points [-]

Get some sleep[a]

Damn, damn, damn, damn, damn. It's not just that I've always been something of a night-owl while all of society around me functions on a "get up with the sun" morning schedule. It's that the night is often the single uninterrupted block of many hours I have for studying or coding.

Also, would someone happen to have tips for dealing with grad-school-level time pressures while maintaining a healthy sleep schedule?

Comment author: Arran_Stirton 01 May 2014 10:26:00AM *  5 points [-]

TLDR: I managed to fix my terrible sleep pattern by creating the right habits.

I've been there, up until a month ago actually.

I've tried a whole slew of things to fix my sleeping pattern over the past couple of years. F.lux, conservative use of melatonin, and cutting down on caffeine all helped but none of them really fixed the problem.

What I found was that I'd often stay up late in order to get more done, and it would feel like I was getting more done (where in actual fact I was just gaining more hours now in exchange for losing more hours in the future). Alongside this my pattern was so hectic that any attempt to sleep at a "normal" time was thwarted by a lack of tiredness, I could use melatonin to 'reset' this, but it'd rarely stay that way.

The first thing that helped was sitting down and working out hour by hour how much time I actually have in a week; this prevented me from thinking I could gain more time by staying up later. The second thing was forming good habits around my sleep. Habit's typically follow a trigger-routine-reward pattern and require fairly quick feedback. As a result building a habit where the routine is sleeping for eight hours is quite hard.

Instead I appended two patterns either side of the time I wished to sleep, the first with the goal of making it easier for me to sleep, and the second with the goal of making it easier for me to get up.

The pre-sleep pattern followed:

Cue: 'Hey it's 10:30pm'

Routine:Turning off technology->Reading->Meditation

Reward: Mug of hot-chocolate

While the post-sleep pattern followed:

Cue: Alarm goes off,

Routine: Get out of bed.

Reward: Breakfast.

Since doing this I've been awake at 8 am every morning with little trouble, and the existence of those habits has made easy to add other habits into my routine. Breakfast, for example, is now a cue to go out running on days when I don't have lectures (this is very surprising for me, I've received several comments along the lines of "Who are you and what have you done with the real you" since I began doing this).

I hope you find this useful.

Comment author: RolfAndreassen 29 April 2014 03:47:37AM 9 points [-]

adsorb

You consistently use this where you probably want 'absorb'; they are not the same. Admittedly the usage is metaphorical, but learning something is closer to "take in or soak up by chemical or physical action, typically gradually" than it is to "adhesion of atoms, ions, or molecules from a gas, liquid, or dissolved solid to a surface". Presumably you don't want the information to just form a thin film on top of the learner.

Comment author: Arran_Stirton 29 April 2014 09:37:19AM 3 points [-]

Fixed it. I don't think I've ever consciously registered that adsorb != absorb, so thanks for that.

Comment author: Vaniver 28 April 2014 11:02:24PM 5 points [-]

it kills your productivity by up to 40%

I would replace "kills" with "reduces." Generally, when you kill something, it is dead, not mostly dead.

Comment author: Arran_Stirton 28 April 2014 11:07:11PM 3 points [-]

Good point, thanks, fixed it.

A brief summary of effective study methods

47 Arran_Stirton 28 April 2014 12:40PM

EDIT: Reworked and moved to Main following Gunnar_Zarncke's advice.

Related to: Book Review: How Learning Works, Build Small Skills in the Right Order, What are useful skills to learn at university?

This article is organized into three sections focusing on attention, processing and recall respectively. The advice in each section is roughly organised in order of usefulness, although your mileage may vary. It's best to view this as a menu of study techniques rather than an in depth guide.

Just follow at the links provided if you wish to learn more about any point. Links with a lettered superscript[a] generally link to a part of a YouTube video while those with a numbered superscript[1] link to an article. Links without any superscript generally link to another LessWrong page.


Paying Attention

Attention is very important for learning. Where you spend it directly determines which areas of your brain you'll develop while studying and learning new skills.
  1. Split your study up into 25 minute chunks, separated by five minute breaks[a]
    Also known as the Pomodoro Technique[b]. This one is simple to implement but tremendously effective. It will protect you from attention burnout, increase your useful study-time, and help prevent distractions from becoming procrastination by setting up a Schelling fence around your breaks.
  2. Focus on one task at a time[1]
    Multitasking is one of the worst things you can do while studying, it can reduce your productivity by up to 40% and divides your attention up unnecessarily which will impair your ability absorb new information. If social media and the internet is of a particular distraction to you, tools such as Stay Focused can help you stay on track.
  3. Set up your study environment[a]
    Exploit situational psychology by making your environment more conducive to study; identify cues that cause you to procrastinate, remove them if possible, and set up cues for studying. Mentioned in the video, a 'study lamp' can make an effective cue providing it is only ever used for studying. Additionally joining a study group can be an effective way to do this (a good example being the LessWrong Study Hall).
  4. Choose the right music[2]
    There are a few rules of thumb to follow here. Avoid listening to music while trying to absorb new information, though if your aural environment is particularly distracting then music without lyrics or white noise can be useful. Don't use unfamiliar music or music with lyrics in as this will unnecessarily tax your ability to focus. Music can increase productivity for mundane or well-practiced tasks involving low mental effort.

Learning Material

Before going any further I'd advise you to watch this video[c]. It's an excellent explanation of why just going over material isn't enough to actually learn it and additionally dispels a few myths about the important factors in learning.
  1. Understand the principles behind 'deep processing'[c]
    The key thing to understand here is that the more you relate a new concept to ones previously learned, the more likely you are to remember it. This is far more effective than learning by rote, not only does it improve recall but it also improves your ability to apply the material. A study strategy that forces you to process things deeply is called to as an orienting task[c].
  2. Develop your metacognition[c]
    Metacognition refers to your beliefs about how well you know the material you're studying. Overconfidence here is negatively correlated with academic success (see the video) and can prevent you from updating on new material[d]. One of the reasons for this negative correlation is that overconfident learners spend less time on material than they should. Being sure to test yourself on your knowledge regularly can go a long way to combating this. 
  3. Understand the difference between recognition and recollection[a]
    Related to the previous point, a sense of recognition is one of the biggest causes of overconfidence when reviewing material. A good solution is to test yourself on your ability to recall material before you review it. Not only will doing so help you avoid mistaking recognition for recollection, but knowing what you don't know will help target your revision. 
  4. Troubleshoot your understanding[e]
    In most subjects, concepts have a chain of dependencies with advanced concepts depending on the more fundamental ones (in mathematics this chain is particularly long). If you're having trouble understanding a new concept it is very unlikely that you're inherently bad at understanding that concept, rather there's a flaw in your understanding of the more fundamental concepts that lead up to it. Target your understanding of those and understanding the concept in question will become much easier.

Holding onto Information

Once you've processed the material effectively you need to be able to recall it efficiently. While deep processing helps you get information into long term memory, getting it to stay there is a different matter entirely. Memory follows what's known as the forgetting curve[3]. Forgetting has not so much to do with losing the information, but rather having trouble retrieving it  and as far as learning goes you haven't really learned something until you can effectively retrieve the information.
  1. Test yourself on material[4]
    Practicing retrieval has a dramatic effect on your ability to recall information. Key to this method is ensuring your cues are appropriate to the way you're going to be test, so past paper questions tend to be best. When using flashcards it is important to make sure that the cues require you to not only recall the information, but process it on a deep level too. 
  2. Make use of spaced repetition[4]
    Spaced repetition is testing yourself on material over incrementally larger periods of time (an hour, a day, a week, a month and so on). The idea is to test yourself on information just as you're about to forget it and as it turns out, it is far more efficient than just blindly testing yourself on material over and over. Keeping track of when to review information can be a pain, fortunately there's plenty of spaced repetition software out there to do that for you (I personally find Mnemosyne is simple to implement and use).
  3. Get some sleep[a]
    Sleep is absolutely crucial for retention. If you must cram, make sure you do it the night before the exam, if you do things the other way round your memory will be considerably worse off for it. In general make sure you get a good nights sleep every day that you've studied. If you're having trouble sleeping due to spending a lot of time at a computer f.lux might be helpful to you.


Video Sources:
Comment author: Gunnar_Zarncke 27 April 2014 11:06:14AM 4 points [-]

This has accumulate a lot of only positive up-votes in a short time and no comments. From my experience this post is very close to a Main post as it is clearly disseminating generally useful and well-backed information.

I propose the following changes which I believe are required for a main post:

  • Look up one or two sequences or other posts for which this could be a follow-up.

  • There are quite a few YouTube links (which makes this very easily exercisable advice) intermingled with pointers to articles and more abstract references. I think it would make a more well-research impression if you could make the sources of your advice more clear. Maybe add a section at the bottom explicitly naming the sources (title and author).

  • Remove the disclaimer (or reformulate it to just clearly name the audience).

Comment author: Arran_Stirton 27 April 2014 11:11:16PM 2 points [-]

Thanks for the pointers; I'll make the changes you've proposed and move it to main at some point over the next day.

Look up one or two sequences or other posts for which this could be a follow-up.

I'm having trouble finding an appropriate post, did you have a particular one in mind?

Comment author: solipsist 13 January 2014 03:33:09AM *  11 points [-]

Making a person and unmaking a person seem like utilitarian inverses, yet I don't think contraception is tantamount to murder. Why isn't making a person as good as killing a person is bad?

ETA: Potentially less contentious rephrase: why isn't making a life as important as saving a life?

Comment author: Arran_Stirton 14 January 2014 09:26:32PM 2 points [-]

As far as I can tell killing/not-killing a person isn't the same not-making/make a person. I think this becomes more apparent if you consider the universe as timeless.

This is the thought experiment that comes to mind. It's worth noting that all that follows depends heavily on how one calculates things.

Comparing the universes where we choose to make Jon to the one where we choose not to:

  • Universe A: Jon made; Jon lives a fulfilling life with global net utility of 2u.
  • Universe A': Jon not-made; Jon doesn't exist in this universe so the amount of utility he has is undefined.

Comparing the universes where we choose to kill an already made Jon to the one where we choose not to:

  • Universe B: Jon not killed; Jon lives a fulfilling life with global net utility of 2u.
  • Universe B': Jon killed; Jon's life is cut short, his life has a global net utility of u.

The marginal utility for Jon in Universe B vs B' is easy to calculate, (2u - u) gives a total marginal utility (i.e. gain in utility) from choosing to not kill Jon over killing him of u.

However the marginal utility for Jon in Universe A vs A' is undefined (in the same sense 1/0 is undefined). As Jon doesn't exist in universe A' it is impossible to assign a value to Utility_Jon_A', as a result our marginal (Utility_Jon_A - Utility_Jon_A') is equal to (u - [an undefined value]). As such our marginal utility lost or gained by choosing between universes A and A' is undefined.

It follows from this that the marginal utility between any universe and A' is undefined. In other words our rules for deciding which universe is better for Jon break down in this case.

I myself (probably) don't have a preference for creating universes where I exist over ones where I don't. However I'm sure that I don't want this current existence of me to terminate.

So personally I choose maximise the utility of people who already exist over creating more people.

Eliezer explains here why bringing people into existence isn't all that great even if someone existing over not existing has a defined(and positive) marginal utility.

Comment author: MixedNuts 27 March 2013 04:36:54PM 3 points [-]

How do you do that?

Comment author: Arran_Stirton 30 March 2013 07:40:30AM 7 points [-]

As far as I know there's no single sure-fire way of making sure that asking them won't put them in a position where refusal will gain them negative utility (for example, their utility function could penalize refusing requests as a matter of course) . However general strategies could include:

  • Not asking in-front of others, particularly members of their social group. (Thus refusal won't impact upon their reputation.)

  • Conditioning the request on it being convenient for them (i.e. using phrasing such as "If you've got some free time would you mind...")

  • Don't give the impression that their help is make or break for your goals (i.e. don't say "As you're the only person I know who can do [such&such], could you do [so&so] for me?")

  • If possible do something nice for them in return, it need not be full reciprocation but it's much harder to resent someone who gave you tea and biscuits, even if you were doing a favor for them at the time.

Of course there's no substitute for good judgement.

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