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Doing well in your courses: Andrej's advice for success (2013)

cs.stanford.edu

121–130 of 207 posts

Re: Doing well in your courses: Andrej's advice for success (2013)

#121

Earlier quoted context omitted.

> To predict the name revealed as the murderer at the end of a detective novel, you must have... Wait, can people do this??

Oh yea. A good detective novel gives the reader all the necessary information to know the answer. Many lousier novels just keep some essential information hidden until the monologue, because they haven’t got a tricky enough mystery, and really shitty ones just accidentally reveal it, often by over-using tropes or having silly patterns like “it’s always the dark and brooding guy”. Ever read any Dan Brown? In Angels an…

That monologue curtain pull is a hallmark of Sherlock Holmes. I wouldn’t call Doyle’s books lousy for that though. Creating brain-teasers for the audience isn’t really the point. It’s all about a character Doyle found insufferable but the audience loved!

Re: Doing well in your courses: Andrej's advice for success (2013)

#122

I have some friends who say that "learning to learn" (the skill and the book with the same title) is key to being successful; specially if you're not a genius. Through my whole life, I met people who seemed nowhere near as bright as me but eventually got to surpass me both in academia and at work. From what I could observe about these people, the main difference was regularity; these people studied or wrote code ever…

> I really think motivational, self improvement, anti-procrastination and studying advice courses should be offered by universities.

Agreed but i also think it should be focused on much earlier as well.

Re: Doing well in your courses: Andrej's advice for success (2013)

#124
post #10

I have a tip for following lectures (or any technical talk, really) that I've been meaning to write about for a while. As you follow along with the speaker, try to predict what they will say next. These can be either local or global predictions. Guess what they will write next, or what will be on the next slide. With some practice (and exposure to the subject area) you can usually get it right. Also try to keep track…

I like this idea but I always struggled to keep up with note taking. And the teachers were struggling to get through all the material. There was a race on both sides! But that was many years ago. If I were doing it today, I'd take pictures with my phone, use a computer to transcribe it, and then I'd have enough time to do what you said.

Re: Doing well in your courses: Andrej's advice for success (2013)

#125
post #10

I have a tip for following lectures (or any technical talk, really) that I've been meaning to write about for a while. As you follow along with the speaker, try to predict what they will say next. These can be either local or global predictions. Guess what they will write next, or what will be on the next slide. With some practice (and exposure to the subject area) you can usually get it right. Also try to keep track…

Great advice! Personally, I got immense value from writing notes but never when I wrote them during the lecture. 30 minutes after the lecture has ended is a perfect time time to sit down in the library and write notes for what the lecture was about. This gives enough time to reflect about the big picture, but not so too much time that the details are lost.

Re: Doing well in your courses: Andrej's advice for success (2013)

#126
post #109
post #107

Some good advice, but two of the pieces surprised me: > Go to the prof before final exam at least once for office hours. - Even if you have no questions (make something up!) Profs will sometimes be willing to say more about a test in 1on1 basis (things they would not disclose in front of the entire class). Don't expect it, but when this does happen, it helps a lot. Does this give you an unfair advantage over other st…

> sociopath career If someone's seems obviously a sociopath from a single innocuous interaction, they're probably not a real sociopath. I'm not sure what the litmus test is for a "made-up" question vs. a genuine question based on the course material; the only difference is whether the student already knows the answer. I think we're a bit too eager to throw around "sociopath." When I nod along to my boss' vacation sto…

Not sociopaths, but sociopathic careers, as a term of condemnation.

And a lot of people light up the BS detector like they wouldn't believe.

Loosely put, the majority of them fit the stereotype who think that everyone is ruthlessly self-interested, but they don't think of it as ruthless, and they think of themselves and the others as (in Bay Area stereotype, for example) nice and cheerful and progressive. Their vague awareness not to be crass about it, according to the social conventions they've gotten in their peer groups thus far, is insufficient to hide it.

But others of them think they are "the alpha", and believe themselves to be more aggressive than others, and more meritorious. Yet, of the ones I've noticed (and this might be why I noticed them), they're not as smart as they think they are, when they try to manipulate, and don't know how to fake being someone they aren't. They instead lean on family money and connections, alliances with power structures, gaming, underhandedness, aggressiveness, etc.

Though I knew one very smart and very charismatic ruthless person, who was smart enough to avoid the tells, so I know they exist. One way of describing it is that they could play parts of different personalities, thinking of things the personality would think of, as needed for different audiences. Once they started tipping their hand, it was too late to stop them, and society is significantly worse for it. I speculate that these people are a very small minority, because I think otherwise they would have taken over more positions of power. Yet we can see that many powerful tech companies are headed by people who obviously do not have these qualities of brains, charisma, and empathy. Maybe the non-ruthless ones become great writers, actors, and teachers instead.

Re: Doing well in your courses: Andrej's advice for success (2013)

#127
post #103

I have some friends who say that "learning to learn" (the skill and the book with the same title) is key to being successful; specially if you're not a genius. Through my whole life, I met people who seemed nowhere near as bright as me but eventually got to surpass me both in academia and at work. From what I could observe about these people, the main difference was regularity; these people studied or wrote code ever…

Richard Hamming in his "You and Your Research" talk compares it to compound interest: What Bode was saying was this: ``Knowledge and productivity are like compound interest.'' Given two people of approximately the same ability and one person who works ten percent more than the other, the latter will more than twice outproduce the former. The more you know, the more you learn; the more you learn, the more you can do;…

It's like exercise: if you can withstand more training, you will get better results. The most important thing is not how hard you train, but how consistent you are at training.

The advice given here can be dangerous to some people: one should be cautious of exerting too much effort because "working harder allows you to get more done".

The useful bit of advice here is the consistency, not the quantity of work.

Re: Doing well in your courses: Andrej's advice for success (2013)

#128
post #94
post #81

Earlier quoted context omitted.

This is fun to do during lectures but in my experience only about 5-10% of my learning happened in math class. The other 90% happened at home as I worked through the problem sets. Essentially the lectures served as an inefficient way of delivering me a set of notes which I’d then reference during homework sessions. I could often predict what was coming next in the lecture but the really hard parts were the key parts…

I had a math professor in college that would often say to our class, "You cannot be like Michael Jordan by just watching Michael Jordan. If you want to be better at basketball, you have to practice. Math is no different." No matter how you spin it, he was correct -- unless you are like Ramanujan and a Hindu god just reveals a solution to you. Honestly though, I believe I learn better in a similar manner to what you d…

- I find that writing notes in class helped me learn just through the physical action of my hands. (I think there is some formal study of this as a phenomenon). I am poorly disciplined so at least getting that hour or so of writing notes is probably more than I would have managed alone.

- In class, sometimes the lecturer provides helpful intuition for something through informal speech or even intonation. For example I struggled with the concept of ergodicity from a textbook until I saw someone explain it to me like I'm 5. I find that often, textbooks are like man pages, in that they are almost afraid to provide informal/intuitive writing for fear of appearing unserious.

p.s. if ChatGPT existed 30 years ago I would have managed to learn so much more instead of spinning wheels on dry writing. ChatGPT is really good at being a "personalized manpage explainer"

Re: Doing well in your courses: Andrej's advice for success (2013)

#129

> Study very intensely RIGHT before the test. I was always told NOT to study right before the test because it hinder retrieval of long term memory.

If the origin of that was a single study, you should learn about then replication crisis in psychology that called into question large swaths of results, after around 2/3rds of studies failed replication.

Both this advice and whatever the OP recommends are both subject to the “replication crisis” critique. At least until you dig in and become confident in the reliability of the research backing the claims. No research is cited in this article. Some of the advice seems unlikely to be research-based (“drink coffee 2 hours before the exam but not right before”).

Re: Doing well in your courses: Andrej's advice for success (2013)

#130
post #17

One really important factor is the grading curve, if used. At my university, I think the goal was to give the average student 60%, or a mid 2.1) with some formula for test score adjustment to compensate for particularly tough papers. The idea is that your score ends up representing your ability with respect to the cohort and the specific tests that you were given. https://warwick.ac.uk/fac/sci/physics/current/teach/g…

I don't think I'll ever understand/accept the idea of curving grades.

It is, among other things, a way to adjust for the quality of evaluation and/or the quality of teaching.
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