181–190 of 197 posts
A paper that profoundly influenced my language design: “Programming with Polymorphic Variants” https://caml.inria.fr/pub/papers/garrigue-polymorphic_varian... And the earlier paper “A Polymorphic Type System for Extensible Records and Variants” https://web.cecs.pdx.edu/~mpj/pubs/96-3.pdf Row types are magically good: they serve either records or variants (aka sum types aka enums) equally well and both polymorphically…
http://www.heathershrewsbury.com/dreu2010/wp-content/uploads...
Out of topic, but could you suggest a good resource for papers? I am interested in software mostly
The last thing is that I save every paper that i see mentioned as a pdf file in a seperate folder on my PC. I use a combination of rip grep all + recoll to search them.
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First, a note: math is one of the specific areas where humans generally peak really quite young. Math (quantitative reasoning/logic) is not the only area of psychometric intelligence testing (e.g., IQ) and not even a majority of it. So, it may be that it really is a bit harder for older mathematicians to make breakthroughs? I don't know. At any rate, citing mathematics as an indicator is probably not ideal, because m…
Specifically responding to the increasing average age of Nobel prize winners: this is in part due to the increasing complexity of problems to solve. With our current ways of solving problems, the new problems become harder and harder. The existing human knowledge is also becoming harder and harder to understand, requiring somebody working in a field to spend much longer studying and catching up to the state of the ar…
I've pondered on this problem a bit before. To solve it, I reached your same conclusion, that we need some breakthrough with new ways of understanding human knowledge simplifying knowledge that is today considered complex, or in other words, we need at least try to build some sort of elevator.
IMHO, the most promising possible breaktroughs I could find were:
(I) a reform in math education, with early introduction of schoolchildren to computer algebra system (CAS) software, shifting curriculum away from tedious manual computations and trick learning. When in university, for example, I learned lots of integration tricks, and forgot most of them a few years later. Would my time had better invested just learning SymPy instead of all those tricks? This idea is pushed by Conrad Wolfram. For example. See his talk at https://youtu.be/jE9lU4E52Vg
(II). a reform of physics education to replace vector algebra with proper geometric algebra, as advocated by David Hestenes. Vector algebra as taught in physics today is actually a hack pushed by Gibbs, that only works well in 3D and demands a lot of shoehorning to work in problems with higher dimensionality. Geometric algebra scales well in any number of dimensions, and many problems become easier. The four Maxwell equations, for example, became one. See the discussion in https://physics.stackexchange.com/a/62822 :
"Now, the contention is that Clifford algebra is under-utilized in basic physics. Every problem in rigid-body dynamics is at least as easy when using Clifford algebra as anything else — and most are far easier — which is why you see quaternions being used so frequently. Orbital dynamics (especially eccentricity!) is practically trivial. Relativistic dynamics is simple. Moreover, once you've gotten practice with Clifford algebra in the basics, extending to electrodynamics and the Dirac equation are really simple steps. So I think there's a strong case to be made that this would be a useful approach for undergrads. This could all be done using different tools, of course — that's how most of us learned them. But maybe we could do it better, and more consistently. No one is claiming that Clifford algebra is fundamentally new; just that it could be bundled into a neater package, making for easier learning. Try teaching a kid who is struggling with the direction of the curl vector that s/he should really be thinking in terms of the algebra generated by the (recently introduced) vector space, subject only to the condition that the product of a vector with itself is equal to the quadratic form. Or a kid who can't understand Euler angles that this rotation is better understood as a transformation generated (under a two-fold covering) by the even subalgebra of Cl3,0(R). No one here is arguing that that should happen. GA is just a name for a pedagogical approach that makes these lessons a whole lot easier than they would be if you sent the student off to read Bourbaki. Starting off with GA may be slightly harder at the beginning, but pays enormous dividends once you get to harder problems. And once teachers and textbooks get good at explaining GA, even the introduction will be easier."
MDMA Increases Cooperation and Recruitment of Social Brain Areas When Playing Trustworthy Players in an Iterated Prisoner's Dilemma https://www.jneurosci.org/content/39/2/307 Abstract ran through a text optimizer: We administered 100 mg MDMA or placebo to 20 male participants in a double-blind, placebo-controlled, crossover study. Cooperation with trustworthy, but not untrustworthy, opponents was enhanced following M…
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We used to joke in grad school that PNAS stands for Paper Not Accepted in Science.
We used to joke it was Probably Not Actual Science
'What if we treated AI as equals, like other human beings, not as tools or, worse, slaves to their creators?' That's the premise to this paper, which is a wonderful provocation. It's a really important consideration too, when you consider how many of our decisions we're asking machine sentience to make for us. If algorithmic bias were a human judge, they'd be thrown out of court (you'd hope).
-- because it was relatively straightforward to understand and convert to code. So it helped me understand backprop.