Related to: Half-assing it with everything you've got; Wasted motion; Say it Loud.

Once upon a time (true story), I was on my way to a hotel in a new city.  I knew the hotel was many miles down this long, branchless road.  So I drove for a long while.

After a while, I began to worry I had passed the hotel.

So, instead of proceeding at 60 miles per hour the way I had been, I continued in the same direction for several more minutes at 30 miles per hour, wondering if I should keep going or turn around.

My Business Insider article titled 10 tips from a Silicon Valley bootcamp that aims to make smart, successful people more productive.

I'm reading Thinking, Fast and Slow. In appendix B I came across the following comment. Emphasis mine:

Studies of language comprehension indicate that people quickly recode much of what they hear into an abstract representation that no longer distinguishes whether the idea was expressed in an active or in a passive form and no longer discriminates what was actually said from what was implied, presupposed, or implicated (Clark and Clark 1977).

My first thought on seeing this is: holy crap, this explains why people insist on seeing relevance claims in my statements that I didn't put there. If the brain doesn't distinguish statement from implicature, and my conversational partner believes that A implies B when I don't, then of course I'm going to be continually running into situations where people model me as saying and believing B when I actually only said A. At a minimum this will happen any time I discuss any question of seemingly-morally-relevant fact with someone who hasn't trained themselves to make the is-ought distinction. Which is most people.

The next thought my brain jumped to: This process might explain the failure to make the is-ought distinction in the first place. That seems like much more of a leap, though. I looked up the Clark and Clark cite. Unfortunately it's a fairly long book that I'm not entirely sure I want to wade through. Has anyone else read it? Can someone offer more details about exactly what findings Kahneman is referencing?

First post here, and I'm disagreeing with something in the main sequences.  Hubris acknowledged, here's what I've been thinking about.  It comes from the post "Are your enemies innately evil?":

On September 11th, 2001, nineteen Muslim males hijacked four jet airliners in a deliberately suicidal effort to hurt the United States of America.  Now why do you suppose they might have done that?  Because they saw the USA as a beacon of freedom to the world, but were born with a mutant disposition that made them hate freedom?

Realistically, most people don't construct their life stories with themselves as the villains.  Everyone is the hero of their own story.  The Enemy's story, as seen by the Enemy, is not going to make the Enemy look bad.  If you try to construe motivations that would make the Enemy look bad, you'll end up flat wrong about what actually goes on in the Enemy's mind.

If I'm misreading this, please correct me, but the way I am reading this is:

1) People do not construct their stories so that they are the villains,

therefore

2) the idea that Al Qaeda is motivated by a hatred of American freedom is false.

Reading the Al Qaeda document released after the attacks called Why We Are Fighting You you find the following:

What are we calling you to, and what do we want from you?

1.  The first thing that we are calling you to is Islam.

A.  The religion of tahwid; of freedom from associating partners with Allah Most High , and rejection of such blasphemy; of complete love for Him, the Exalted; of complete submission to his sharia; and of the discarding of all the opinions, orders, theories, and religions that contradict with the religion He sent down to His Prophet Muhammad.  Islam is the religion of all the prophets and makes no distinction between them. 

It is to this religion that we call you …

2.  The second thing we call you to is to stop your oppression, lies, immorality and debauchery that has spread among you.

A.  We call you to be a people of manners, principles, honor and purity; to reject the immoral acts of fornication, homosexuality, intoxicants, gambling and usury.

We call you to all of this that you may be freed from the deceptive lies that you are a great nation, which your leaders spread among you in order to conceal from you the despicable state that you have obtained.

B.  It is saddening to tell you that you are the worst civilization witnessed in the history of mankind:

i.  You are the nation who, rather than ruling through the sharia of Allah, chooses to invent your own laws as you will and desire.  You separate religion from you policies, contradicting the pure nature that affirms absolute authority to the Lord your Creator….

ii.  You are the nation that permits usury…

iii.   You are a nation that permits the production, spread, and use of intoxicants.  You also permit drugs, and only forbid the trade of them, even though your nation is the largest consumer of them.

iv.  You are a nation that permits acts of immorality, and you consider them to be pillars of personal freedom.  

"Freedom" is of course one of those words.  It's easy enough to imagine an SS officer saying indignantly: "Of course we are fighting for freedom!  For our people to be free of Jewish domination, free from the contamination of lesser races, free from the sham of democracy..."

If we substitute the symbol with the substance though, what we mean by freedom - "people to be left more or less alone, to follow whichever religion they want or none, to speak their minds, to try to shape society's laws so they serve the people" - then Al Qaeda is absolutely inspired by a hatred of freedom.  They wouldn't call it "freedom", mind you, they'd call it "decadence" or "blasphemy" or "shirk" - but the substance is what we call "freedom".

Returning to the syllogism at the top, it seems to be that there is an unstated premise.  The conclusion "Al Qaeda cannot possibly hate America for its freedom because everyone sees himself as the hero of his own story" only follows if you assume that What is heroic, what is good, is substantially the same for all humans, for a liberal Westerner and an Islamic fanatic.

(for Americans, by "liberal" here I mean the classical sense that includes just about everyone you are likely to meet, read or vote for.  US conservatives say they are defending the American revolution, which was broadly in line with liberal principles - slavery excepted, but since US conservatives don't support that, my point stands).

When you state the premise baldly like that, you can see the problem.  There's no contradiction in thinking that Muslim fanatics think of themselves as heroic precisely for being opposed to freedom, because they see their heroism as trying to extend the rule of Allah - Shariah - across the world.

Now to the point - we all know the phrase "thinking outside the box".  I submit that if you can recognize the box, you've already opened it.  Real bias isn't when you have a point of view you're defending, but when you cannot imagine that another point of view seriously exists.

That phrasing has a bit of negative baggage associated with it, that this is just a matter of pigheaded close-mindedness.  Try thinking about it another way.  Would you say to someone with dyscalculia "You can't get your head around the basics of calculus?  You are just being so close minded!"  No, that's obviously nuts.  We know that different peoples minds work in different ways, that some people can see things others cannot. 

Orwell once wrote about the British intellectuals inability to "get" fascism, in particular in his essay on H.G. Wells.  He wrote that the only people who really understood the nature and menace of fascism were either those who had felt the lash on their backs, or those who had a touch of the fascist mindset themselves.  I suggest that some people just cannot imagine, cannot really believe, the enormous power of faith, of the idea of serving and fighting and dying for your god and His prophet.  It is a kind of thinking that is just alien to many.

Perhaps this is resisted because people think that "Being able to think like a fascist makes you a bit of a fascist".  That's not really true in any way that matters - Orwell was one of the greatest anti-fascist writers of his time, and fought against it in Spain. 

So - if you can see the box you are in, you can open it, and already have half-opened it.  And if you are really in the box, you can't see the box.  So, how can you tell if you are in a box that you can't see versus not being in a box?  

The best answer I've been able to come up with is not to think of "box or no box" but rather "open or closed box".  We all work from a worldview, simply because we need some knowledge to get further knowledge.  If you know you come at an issue from a certain angle, you can always check yourself.  You're in a box, but boxes can be useful, and you have the option to go get some stuff from outside the box.

The second is to read people in other boxes.  I like steelmanning, it's an important intellectual exercise, but it shouldn't preclude finding actual Men of Steel - that is, people passionately committed to another point of view, another box, and taking a look at what they have to say.  

Now you might say: "But that's steelmanning!"  Not quite.  Steelmanning is "the art of addressing the best form of the other person’s argument, even if it’s not the one they presented."  That may, in some circumstances, lead you to make the mistake of assuming that what you think is the best argument for a position is the same as what the other guy thinks is the best argument for his position.  That's especially important if you are addressing a belief held by a large group of people.

Again, this isn't to run down steelmanning - the practice is sadly limited, and anyone who attempts it has gained a big advantage in figuring out how the world is.  It's just a reminder that the steelman you make may not be quite as strong as the steelman that is out to get you.  

[EDIT: Link included to the document that I did not know was available online before now]

There's widespread confusion about the nature of mathematical ability, for a variety of reasons:

• Most people don't know what math is.
• Most people don't know enough statistics to analyze the question properly.
• Most mathematicians are not very metacognitive.
• Very few people have more than a casual interest in the subject.

If the nature of mathematical ability were exclusively an object of intellectual interest, this would be relatively inconsequential. For example, many people are confused about Einstein’s theory of relativity, but this doesn’t have much of an impact on their lives. But in practice, people’s misconceptions about the nature of mathematical ability seriously interfere with their own ability to learn and do math, something that hurts them both professionally and emotionally.

I have a long standing interest in the subject, and I’ve found myself in the unusual position of being an expert. My experiences include:

• Completing a PhD in pure math at University of Illinois.
• Four years of teaching math at the high school and college levels (precalculus, calculus, multivariable calculus and linear algebra)
• Personal encounters with some of the best mathematicians in the world, and a study of great mathematicians’ biographies.
• A long history of working with mathematically gifted children: as a counselor at MathPath for three summers, through one-on-one tutoring, and as an instructor at Art of Problem Solving.
• Studying the literature on IQ and papers from the Study of Exceptional Talent as a part of my work for Cognito Mentoring.
• Training as a full-stack web developer at App Academy.
• Doing a large scale data science project where I applied statistics and machine learning to make new discoveries in social psychology.

I’ve thought about writing about the nature of mathematical ability for a long time, but there was a missing element: I myself had never done genuinely original and high quality mathematical research. After completing much of my data science project, I realized that this had changed. The experience sharpened my understanding of the issues.

This is a the first of a sequence of posts where I try to clarify the situation. My main point in this post is:

There are several different dimensions to mathematical ability. Common measures rarely assess all of these dimensions, and can paint a very incomplete picture of what somebody is capable of.

Cross-posted

Nothing weighty or profound today, but I noticed a failure mode in myself which other people might plausibly suffer from so I thought I'd share it.

Basically, I noticed that sometimes when I discovered a more effective way of doing something -- say, going from conventional flashcards to Anki -- I found myself getting discouraged.

I realized that it was because each time I found such a technique, I automatically compared my current self to a version of me that had had access to the technique the whole time. Realizing that I wasn't as far along as I could've been resulted in a net loss of motivation. 

Now, I deliberately compare two future versions of myself, one armed with the technique I just discovered and one without. Seeing how much farther along I will be results in a net gain of motivation.

A variant of this exercise is taking any handicap you might have and wildly exaggerating it. I suffer from mild Carpal Tunnel (or something masquerading as CT) which makes progress in programming slow. When I feel down about this fact I imagine how hard programming would be without hands.

Sometimes I go as far as to plan out what I might do if I woke up tomorrow with a burning desire to program and nothing past my wrists. Well, I'd probably figure out a way to code by voice and then practice mnemonics because I wouldn't be able to write anything down. Since these solutions exist I can implement one or both of them the moment my carpal tunnel gets bad enough.

With this realization comes a boost in motivation knowing I can go a different direction if required. 

Happy New Year, everyone!

In the past few months I've been thinking several thoughts that all seem to point in the same direction:

1) People who live in developed Western countries usually make and spend much more money than people in poorer countries, but aren't that much happier. It feels like we're overpaying for happiness, spending too much money to get a single bit of enjoyment.

2) When you get enjoyment from something, the association between "that thing" and "pleasure" in your mind gets stronger, but at the same time it becomes less sensitive and requires more stimulus. For example if you like sweet food, you can get into a cycle of eating more and more food that's sweeter and sweeter. But the guy next door, who's eating much less and periodically fasting to keep the association fresh, is actually getting more pleasure from food than you are! The same thing happens when you learn to deeply appreciate certain kinds of art, and then notice that the folks who enjoy "low" art are visibly having more fun.

3) People sometimes get unrealistic dreams and endlessly chase them, like trying to "make it big" in writing or sports, because they randomly got rewarded for it at an early age. I wrote a post about that.

I'm not offering any easy answers here. But it seems like too many people get locked in loops where they spend more and more effort to get less and less happiness. The most obvious examples are drug addiction and video gaming, but also "one-itis" in dating, overeating, being a connoisseur of anything, striving for popular success, all these things follow the same pattern. You're just chasing after some Skinner-box thing that you think you "love", but it doesn't love you back.

Sooo... if you like eating, give yourself a break every once in a while? If you like comfort, maybe get a cold shower sometimes? Might be a good idea to make yourself the kind of person that can get happiness cheaply.

Sorry if this post is not up to LW standards, I typed it really quickly as it came to my mind.

LessWrong seems to be a big fan of spaced-repetition flashcard programs like Anki, Supermemo, or Mnemosyne. I used to be. After using them religiously for 3 years in medical school, I now categorically advise against using them for large volumes of memorization.

[A caveat before people get upset: I think they appropriate in certain situations, and I have not tried to use them to learn a language, which seems its most popular use. More at the bottom.]

A bit more history: I and 30 other students tried using Mnemosyne (and some used Anki) for multiple tests. At my school, we have a test approximately every 3 weeks, and each test covers about 75 pages of high-density outline-format notes. Many stopped after 5 or so such tests, citing that they simply did not get enough returns from their time. I stuck with it longer and used them more than anyone else, using them for 3 years.

Incidentally, I failed my first year and had to repeat.

By the end of that third year (and studying for my Step 1 boards, a several-month process), I lost faith in spaced-repetition cards as an effective tool for my memorization demands. I later met with a learning-skills specialist, who felt the same way, and had better reasons than my intuition/trial-and-error:

• Flashcards are less useful to learning the “big picture”
• Specifically, if you are memorizing a large amount of information, there is often a hierarchy, organization, etc that can make leaning the whole thing easier, and you loose the constant visual reminder of the larger context when using flashcards.
• Flashcards do not take advantage of spatial, mapping, or visual memory, all of which the human mind is much better optimized for. It is not so well built to memorize pairs between seemingly arbitrary concepts with few to no intuitive links. My preferred methods are, in essence, hacks that use your visual and spatial memory rather than rote.

Here are examples of the typical kind of things I memorize every day and have found flashcards to be surprisingly worthless for:

• The definition of Sjögren's syndrome
• The contraindications of Metronidazole
• The significance of a rise in serum αFP

Here is what I now use in place of flashcards:

1. Ven diagrams/etc, to compare and contrast similar lists. (This is more specific to medical school, when you learn subtly different diseases.)
2. Mnemonic pictures. I have used this myself for years to great effect, and later learned it was taught by my study-skills expert, though I'm surprised I haven't found them formally named and taught anywhere else. The basic concept is to make a large picture, where each detail on the picture corresponds to a detail you want to memorize.
3. Memory palaces. I recently learned how to properly use these, and I'm a true believer. When I only had the general idea to “pair things you want to memorize with places in your room” I found it worthless, but after I was taught a lot of do's and don'ts, they're now my favorite way to memorize any list of 5+ items. If there's enough demand on LW I can write up a summary.

Spaced repetition is still good for knowledge you need to retrieve immediately, when a 2-second delay would make it useless. I would still consider spaced-repetition to memorize some of the more rarely-used notes on the treble and bass clef, if I ever decide to learn to sight-read music properly. I make no comment on it's usefulness to learn a foreign language, as I haven't tried it, but if I were to pick one up I personally would start with a rosetta-stone-esque program.

Your mileage may vary, but after seeing so many people try and reject them, I figured it was enough data to share. Mnemonic pictures and memory palaces are slightly time consuming when you're learning them. However, if someone has the motivation and discipline to make a stack of flashcards and study them every day indefinitely, then I believe learning and using those skills is a far better use of time.