21–30 of 133 posts
How can you compare a method of learning to a kind of knowledge? This comparison does not make sense at all.
Readers who are interested in the actionable aspects of this topic should probably read the last instalment in this series: https://commoncog.com/blog/accelerated-expertise/ The basic idea is this: 1. Deliberate practice only works for skills with a history of good pedagogical development. If no such pedagogical development exists, you can’t do DP. Source: read Peak, or any of Ericsson’s original papers. Don’t read t…
The future is here, it’s just not evenly distributed.
About half of the things I used to obsess about fifteen years ago are now common if not dogma. I don’t obsessively track the things that don’t pan out but odds are I was dead wrong about a few of them. Still waiting on the rest.
I'm sorry, I was really into the whole Deliberate practice thing and then I read this and thought "Oh no, did I have it all wrong?" So I read the book he quoted - "Source of Power". And you know what? It has a tremendous overlap with Deliberate Practice. The proponents of Deliberate Practice never claim to "just do it over and over" - you have to have background knowledge, a teacher/coach, etc... the tacit knowledge.…
IMO Tacit knowledge is what we used to call judgement. Judgement is basically knowing a bunch of things but having a good idea of which things are more important than others, and especially knowing which things are worth spending time on any which aren't. It's like when I see someone talking about financial options and they put everything on the board at once: what are puts and calls, what's an iron butterfly and oth…
Oddly, my first specialty was performance optimization. A predisposition met a trouble project and I spent half my time finding ways to speed up code without making it offensive. Then later projects had problems but no mandate, so I got pushback. I got really good at crypto-optimization - changes that improve performance but look like something else (cleanup, bug fixes, feature requests), and found there’s a whole quadrant of code changes that answer both legibility and speed.
There is very little magic or intuition based about any of this. It could be in a book. If anyone knows of a book that covers this, I’d love to gift it to people, because as far as I’m aware I’m seen as a weird (semiretired) street preacher on this subject. But I’m just tweaking existing recipes as it were, adding common ingredients in uncommon ways.
Readers who are interested in the actionable aspects of this topic should probably read the last instalment in this series: https://commoncog.com/blog/accelerated-expertise/ The basic idea is this: 1. Deliberate practice only works for skills with a history of good pedagogical development. If no such pedagogical development exists, you can’t do DP. Source: read Peak, or any of Ericsson’s original papers. Don’t read t…
https://3starlearningexperiences.wordpress.com/tag/accelerat...
Readers who are interested in the actionable aspects of this topic should probably read the last instalment in this series: https://commoncog.com/blog/accelerated-expertise/ The basic idea is this: 1. Deliberate practice only works for skills with a history of good pedagogical development. If no such pedagogical development exists, you can’t do DP. Source: read Peak, or any of Ericsson’s original papers. Don’t read t…
Ty Tashiro writes about how "awkward" people
https://www.ted.com/talks/ty_tashiro_why_we_re_socially_awkw...
need things to be spelled out and made explicit. With that, we can function as well as anyone. Without that we suffer when we get advice like "be yourself", "read Dale Carnegie", etc.
Ty was lucky to have parents that understood that he needed this and made sure he got it. I didn't. Often it would take me a while to get what came naturally to the other kids and adults never seemed to recognize that, which made me feel really lonely.
Somebody serious about deliberate practice will spend a lot of time seeking “tacit knowledge.” The author is possibly confused and thinks the term refers to repetition or reading or something. The original paper studies pianists and violinists (possibly chess players too?) - people who aren’t spending their exhausting practice in a library or chatting on discord except when it’s the most important thing to do The str…