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Welcome to the Era of Experience David Silver, Richard S. Sutton

"This is a preprint of a chapter that will appear in the book Designing an Intelligence, published by MIT Press"

for - stats - natural language acquisition - 1 to 2 year old is age of fastest and best learning

comment - ALG philosophy - replicate the experiences that 1 to 2 year olds have

for - adjacency - Socratic method - ALG - natural language acquisition - explanation - infants learning native language

adjacency - between - Socratic method - natural language acquisition - ALG - explanation - adjacency relationship - When the teacher explains the meaning to the student, - it actually robs the student of the active learning experience of guessing the right meaning - Infants learning their native language for the first time are necessarily in the "deep end" and face discomfort - They (we) are constantly forced to guess and actually actively construct meaning out of the universe of symbols we are being exposed to in a multitude of contexts

for - common mistake - learning a word is NOT learning a language

comment - The mistake that most second language approaches take is that it teaches meaning of words but NOT the EXPERIENCE of language

for - key insight / quote - innate language learning is in conflict with intentional learning - David Long - Common Human Denominator - learning language

Broken link

Student specific - is there a staff alternative to this blog post?

Reply to Hajo Bakker on LinkedIn

Hajo Bakker Exam vs. Test -- Een examinering moet veel vanafwegen en niet regulier gebeuren.

Een test (toets) mag vaker gebeuren, en moet weinig vanaf hangen... Geen ouders die straffen voor een laag cijfer (of cijfers afschaffen), geen adviezen die daarvanafhangen, etc.

Het doel van een toets is om je aan te geven wat je krachten en minder sterke punten zijn, dus waar je je op moet focussen met toekomst leren. Dit kan alleen op het moment dat je een toets nabespreekt en op individueel niveau. Klassikaal bespreken heeft vaak weinig nut.

Daarbij komt ook dat een student moet snappen WAAROM het helpt om na te bespreken, de wetenschap erachter. Op het moment dat je de waarom achter het hoe niet goed snapt heeft het hoe minder effect. (dit is waarom in het 4C/ID model ze in een scaffold beginnen met de laatste stap, waarin de informatie van voorgaande stappen is gegeven. Dit zodat als je de vorige stap gaat leren, je een beter idee hebt waar het uiteindelijk voor gebruikt gaat worden en je er dus een betere invulling aan kan geven.)

Semantische verschillen zijn vaak uiterst nuttig om complexe stof te begrijpen. Op het moment dat ze exact hetzelfde waren heeft het weinig nut om meerdere termen te hebben en zouden ze synoniem zijn.

"Exam" is geen synoniem van "test".

Genuanceerde verschillen zijn vaak nuttiger dan "umbrella terms" om goed te communiceren, als uiterst subliem wordt beargumenteerd in "Science of Memory: Concepts" van Roediger III et al.

Daarnaast komt uiteraard bij kijken dat neurocognitieve wetenschap een blauwdruk geeft voor hoe onze brein architectuur in elkaar zit (zie bijvoorbeeld John Sweller, Cognitive Load Theory 2011, en The Forgetting Machine, Rodrigo Quian Quiroga, 2017, Science of Memory: Concepts, Roediger et al., 2007, Ten Steps to Complex Learning, van Merriënboer, 2017).

Dit is universeel toepasbaar, afgezien van mensen met een cognitieve aandoening bijvoorbeeld, dit gaat dus over neurotypische breinen.

Leerstijlen zijn een mythe, wel hebben wij leervoorkeuren, maar door alleen in onze leervoorkeur te leren missen wij bepaalde informatie die cruciaal kan zijn voor beter begrip en meesterschap (mastery).

Beter is het om studietechnieken te gebruiken die overeenkomen met brein-architectuur en die onder te knie te krijgen.

Meer cognitieve belasting te gebruiken (zonder cognitieve overbelasting te veroorzaken). Als leren "makkelijk" voelt is het over het algemeen niet uitdagend genoeg en/of de techniek niet nuttig. Herlezen / samenvatten is simpel maar vrij inefficiënt. Het maken van een GRINDEmap voelt moeilijk maar is vele malen effectiever (zie ook the misinterpreted effort hypothesis).

Zoals Dr. Ahrens al zei: "The one who does the effort, does the learning."

Verder heb ik een heleboel ideëen voor een optimaal onderwijs dat zich aanpast aan het individu in plaats van aan het systeem, maar dit is een te complex en groot onderwerp om zo even hier neer te zetten.

Reply to Gertina Blanket on LinkedIn:

Jij legt in één klap uit datgene wat ik nooit goed heb begrepen uit de literatuur... Het verschil tussen interleaving en varied practice (die vaak als hetzelfde worden gebruikt in de "volksmond").

Het een gaat over verschillende hoeken kijken naar hetzelfde idee (varied practice) terwijl het ander gaat over verschillende maar soortgelijke ideëen (interleaving), bijvoorbeeld meerdere soorten wiskunde (algebra, trigonometrie, etc.).

Hierbij wil ik uiteraard wel zeggen dat blocked practice niet per se direct toegepast moet worden als het over automatisering gaat -- de cognitieve schemata moeten eerst goed gevormd zijn. Zie ook 4C/ID (Ten Steps to Complex Learning). Ofwel, eerst goede encoding + retrieval (Spaced Interleaved Retrieval, mindmapping, etc.) en dan focus op "drilling" / knowledge fluency.

Het sneller maken / automatiseren heeft geen enkel nut als het begrip er nog niet goed in zit. Dit moet geverifiëerd worden.

Kennis is natuurlijk ook erg interdisciplinair. Ik wordt er extreem blij van als ik een link leg tussen een boek over filosofie en efficiënt leren/onderwijs bijvoorbeeld.

Zo las ik ooit een boek over romeinse oratoren met een misleidende titel "How to Win an Argument" van Marcus Tullius Cicero, vertaald door James M. May, en hierin kwam ik tegen dat de oude Romeinen al door hadden dat LOGICA is wat het brein doet onthouden, en dit hoeft dus geen objective logica te zijn maar meer een correcte reflectie van hoe je eigen geest werkt en verbanden legt.

Dit is direct in lijn met wat ik weet van cognitieve leerpsychologie en mijn klein beetje kennis van neurowetenschap (waar ik dit jaar dieper in wil duiken).

Informatie in isolatie is nooit stevig, het moet zich vastklampen aan ankers en andere kennis (voorkennis eventueel), en de lerende (niet de onderwijzende) moet actief bezig zijn om deze verbanden te leggen.

Zoals ik wel vaker quote van Dr. Sönke Ahrens: "The one who does the effort does the learning."

Als ik een boek lees denk ik automatisch aan hoe ik dit kan relateren aan wat al in mijn second mind (Zettelkasten) zit. Ik denk niet meer linear, alleen maar non-linear. Standaard in verbanden.

Hier wat bronnen (impliciet) genoemd: - Cicero, M. T. (2016). How to win an argument: An ancient guide to the art of persuasion (J. M. May, Trans.). Princeton University Press. - Ahrens, S. (2017). How to take smart notes: One simple technique to boost writing, learning and thinking: for students, academics and nonfiction book writers. CreateSpace. - fast, sascha. (100 C.E., 45:02). English Translation of All Notes on Zettelkasten by Luhmann. Zettelkasten Method. https://zettelkasten.de/posts/luhmanns-zettel-translated/ - Luhmann, N. (1981a). Communicating with Slip Boxes (M. Kuehn, Trans.). 11. - Luhmann, N. (1981b). Kommunikation mit Zettelkästen. In H. Baier, H. M. Kepplinger, & K. Reumann (Eds.), Öffentliche Meinung und sozialer Wandel / Public Opinion and Social Change (pp. 222–228). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-87749-9_19 - Moeller, H.-G. (2012). The radical Luhmann. Columbia University Press. - Scheper, S. (2022). Antinet Zettelkasten: A Knowledge System That Will Turn You Into a Prolific Reader, Researcher and Writer. Greenlamp, LLC.

• Schmidt, J. F. K. (2016). Niklas Luhmann’s Card Index: Thinking Tool, Communication Partner, Publication Machine. In Forgetting Machines: Knowledge Management Evolution in Early Modern Europe (pp. 287–311). Brill. https://doi.org/10.1163/9789004325258_014
• Schmidt, J. F. K. (2018). Niklas Luhmann’s Card Index: The Fabrication of Serendipity. Sociologica, 12(1), Article 1. https://doi.org/10.6092/issn.1971-8853/8350

Anshumali's prime research work on SLIDE algorithms.

Anne-Laure Le Cunff - How to Design Tiny Experiments Like a Scientist ‪@neuranne‬

• generation effect
• definitions of success: did you learn something new as a mode for preventing failure (-10:00)
• curiosity as motivation (-12:30)
• George R. R. Martin's essay on "architects and gardeners" (and librarians) (and students (via Tiago Forte)).
• did they miss the prior versions of gardening?

• Pareto principle for 80% gardener and 20% architect

• ME: reading fiction can be used as a means of diffuse thinking in combination with combinatorial creativity

for - book - Pedagogies of Collapse - Ginie Servant-Miklos - Chapter 6 - Learning, Loving, Living in Times of Collapse - 2024

MAPPING SOCIAL CHOICE THEORY TO RLHF Jessica Dai and Eve Fleisig ICLR Workshop on Reliable and Responsible Foundation Models 2024

Nice overview of how social choice theory has been connected to RLHF and AI alignment ideas.

Log-Sum-Exp is calculating method to avoid underflow

I really need to understand music theory (learn it) at some point, lol.

\(\epsilon\) here is not necessary. The statement is more precise

Positive/Negative stands for whether support the alternative hypothesis, in which case always exist.

This is an example comment that can be left on the page. You can leave notes, updates, comments or requests for clarification here using Hypothesis.

another sentence mining app/method, think LingQ

Sentence/phrase mining app or method, think LingQ, Migaku, etc.

for - investigate - question - Does this other app that allows learning another language with the proficiency of a child exist? - from TED Talk - YouTube - A word game to convey any language - Ajit Narayanan

for - research study - language - children learning mother tongue use a different post off the brain then adults learning another language - from TED Talk - YouTube - A word game to convey any language - Ajit Narayanan

How to Learn Latin in Two Months in In Medias Res

https://www.paideiainstitute.org/

A new approach to micro-mobilzation - "In your circles, co-dismantle the learned helplessness around big things."

Www.theweek.ooo (climate change example)

for - A Transcender Manifesto - validation for - Indyweb - individual / collective gestalt - evolutionary learning

for - validation - for Indyweb

validation - for Indyweb - The Indyweb is designed for the individual / collective getalt - for individual evolutionary learning intertwingled with - collective evolutionary learning

Tim Ferris posting a text by Gabriel Wyner from 2014 on learning a new language in several steps 1) hear the novel sounds in the language and how to spell them 2) learn a list of basic words by connecting them to their image not their translatiojn 3) learn (simplified) grammar 4) continue the game (adding focused vocab, reading, listening speaking etc)

[[Fluent Forever by Gabriel Wyner]] 2014. vgl [[7 talen in 7 dagen door Gaston Dorren]] which starts more with grammar and reading comprehension actually.

speaking fluency comes from staying in the target language.

suggests podcasts, movies, and radio are too hard to follow at intermediate level.

Reading to deepen understanding suggests any book and go through, find online chapter summaries in target langauge, listen to audiobook while reading it, as it forces you along.

Adding to vocabulary has diminishing returns if you go by freq of usage after 1k-2k words. Use thematic lists for your purposes. E.g. [[% Interessevelden 20200523102304]] as starting point. Then go back to the flashcards w images used before. I can see building sets like these.

Stage 4 is the deepening / getting to fluency bit. Reinforced by actual usage. Either through adding more vocab, reading texts, listening to speakers etc.

Suggest that google image headlines are a good source of additional example sentences for grammar learning, as it includes machine translation in the search results on mouse over. Grabs those sentences for flash cards. I think the time used to make the cards may well be the key intervention.

Suggests making flashcards for each of the three types of changes, in any given example. allows speeding up compared to the book, as you do them w visuals on flash cards, and the spaced rep takes out most examples in a grammar book, leaving you with the repetition you need only.

Boils grammar down to adding words, changing existing words, changing the order of words. Allows [[Chunking 20210312215715]] that makes it easier to memorise.

3rd stage is the grammar. Suggests using a book, but with the advantage of already knowing the words and spelling of any examples, allowing focus on the grammar. Takes 2-3 months.

Suggestion to start learning words with a basic list. Author compiled a list of 625. See [[A Base Vocabulary List for Any Language 20241208160954]]

Suggests the basic list takes about 1-2 months

Use flashcards with images to learn words in a new language. Skip the translation part. Also reinforces the visual/spatial brain connection. Search images in the target language not with the translation, so subtle diffs in meaning are maintained.

To learn spelling find a grammar book that has lists of examples. Turn those into flashcards for spelling.

Flashcards are the primary mnemonic tactic in this article.

Hearing and pronunciation tackled upfront makes you sound more fluent. Prevents the effect of never getting a chance to use it bc others switch to your language.

listening precedes pronouncing. Vgl how I 'suddenly' heard the begin and end of words in Vorarlbergerisch and then quickly learned to speak it too.

this sounds like an impossible step if you are indeed foreign to a language. How would you ever find such pairings? The vid doesn't say other than describe a feedback system to learn to hear new nuances. I think perhaps using DeepL or some such to read texts to me would help.

being familiar with the sound of pronunciation will help better memorise the words later. Adding a sense to the memory. Vgl [[Fenomenologie Husserl 20200924110518]]

Create a foundation for spelling and sounds, to get a feel/sense of it, making it less 'other'.

Vid of learning to hear diff in novel sounds in foreign language you can't easily tell apart. Find them in a language. Have a script play them to you randomly and choose an answer. Feedback will bring you up from random to about 80% being right. Rewiring your brain to hear the differences. I bet non-anglo speakers wiill find this easier as they are never accomodated outside their own country.

Great critique. Enactivating change management through "corrective standards and regulation" distorts surprising moments from opportunities for distributed learnign into a compliance checklist for heirarchy

Implementing Trained AI Models in Mobile App Development is transforming app experiences by integrating machine learning into iOS and Android platforms. From AI-powered personalization to advanced analytics, trained models empower intelligent decision-making and enhanced functionality.

for - insight - linear increase in performance - indicates unconscious learning - David Eagleman - sensory substitution

for - article - Medium - Translating vision into sound - A deep learning perspectiive - Viktor Toth - 21 April, 2019 - from - search - Google - android app "The Voice" translates images into audio signal - https://hyp.is/OJKKmJ1MEe-TAp_w_0SK_Q/www.google.com/search?q=android+app+%22The+Voice%22+translates+images+into+audio+signal&sca_esv=6fa4053b1bfce2fa&sxsrf=ADLYWIK_UqZZZ9OCRCwH4D6FoSaykbMTpQ:1731013461104&ei=VSstZ4eCBqi8xc8P5KP_kAU&ved=0ahUKEwjHgM3Tj8uJAxUoXvEDHeTRH1IQ4dUDCA8&uact=5&oq=android+app+%22The+Voice%22+translates+images+into+audio+signal&gs_lp=Egxnd3Mtd2l6LXNlcnAiO2FuZHJvaWQgYXBwICJUaGUgVm9pY2UiIHRyYW5zbGF0ZXMgaW1hZ2VzIGludG8gYXVkaW8gc2lnbmFsMggQABiABBiiBDIIEAAYgAQYogQyCBAAGIAEGKIEMggQABiABBiiBDIIEAAYgAQYogRI2xdQpglYjRJwAXgCkAEAmAGZA6ABmQOqAQM0LTG4AQPIAQD4AQGYAgOgAqADwgIKEAAYsAMY1gQYR8ICBBAAGEeYAwDiAwUSATEgQIgGAZAGCJIHBTIuNC0xoAewBA&sclient=gws-wiz-serp

for - search - Google - android app "The Voice" translates images into audio signal - from - webcast - Michael Levin - Can we create new senses for humans? - interview - David Eagleman - https://hyp.is/BHS6up09Ee-1qefERFpeQg/www.youtube.com/watch?v=YCvFgrpfNGM - to - Medium - article Translating vision into sound. A deep learning perspective - Viktor Toth - April 2019 - https://hyp.is/lQL4Yp1MEe-66-dpgenOBA/medium.com/mindsoft/translating-vision-into-sound-443b7e01eced

There are many roads to Rome, especially ones that don't exist yet.

I think the lesson is not to rage against analogies but to examine and think up new analogies

Whys all the way down; it's why scientific thinking as an invention, a tool for thought, has really increased the production of knowledge

Techniques for establishing first principles - socratic questioning

for - example - individual's evolutionary learning journey - new self revisiting old self and gaining new insight - universal compassion of Buddhism and the individual / collective gestalt - adjacency - the universal compassion of the bodhisattva - Deep humanity idea of the individual / collective gestalt - the Deep Humanity Common Human Denominators (CHD) as pointing to the self / other fundamental identity - Freud, Winnicott, Kline's idea of the self formed by relationship with the other, in particular the mOTHER (Deep Humanity), the Most significant OTHER

adjacency - between - the universal compassion of the bodhisattva - Deep humanity idea of the individual / collective gestalt - the Deep Humanity Common Human Denominators (CHD) as pointing to the self / other fundamental identity - Freud, Winnicott, Kline's idea of the self formed by relationship with the other, in particular the mOTHER (Deep Humanity), the Most significant OTHER - adjacency relationship - When I heard John Churchill explain the second turning, - the Mahayana approach, - I was already familiar with it from my many decades of Buddhist teaching but with - those teachings in the rear view mirror of my life and - developing an open source, non-denominational spirituality (Deep Humanity) - Hearing these old teachings again, mixed with the new ideas of the individual / collective gestalt - This becomes an example of Indyweb idea of recording our individual evolutionary learning journey and - the present self meeting the old self - When this happens, new adjacencies can often surface - In this case, due to my own situatedness in life, the universal compassion of the bodhisattva can be articulated from a Deep Humanity perspective: - The Freudian, Klinian, Winnicott and Becker perspective of the individual as being constructed out of the early childhood social interactions with the mOTHER, - a Deep Humanity re-interpretation of "mother" to "mOTHER" to mean "the Most significant OTHER" of the newly born neonate. - A deep realization that OUR OWN SELF IDENTITY WAS CONSTRUCTED out of a SOCIAL RELATIONSHIP with mOTHER demonstrates our intertwingled individual/collective and self/other - The Deep Humanity "Common Human Denominators" (CHD) are a way to deeply APPRECIATE those qualities human beings have in common with each other - Later on, Churchill talks about how the sacred is lost in western modernity - A first step in that direction is treating other humans as sacred, then after that, to treat ALL life as sacred - Using tools like the CHD help us to find fundamental similarities while divisive differences might be polarizing and driving us apart - A universal compassion is only possible if we vividly see how we are constructed of the other - Another way to say this is that we see others not from an individual level, but from a species level

• Page 17: Top 5 most important factors for creating an effective teaching and learning ecosystem: Having a strong leadership and vision (45%) is the #1 (next highest is 15%)
• Page 20: *83% of higher education respondents said that it was important for institutions to provide studens with skills-based learning alongside their academic education. *
• Page 26: Participants identified several challenges in fostering a a culture of lifelong learning for professionals, including: 89% Clear learning objectives
• Page 7: Real-world experiential and work-based learning are no longer fringe; 4 in 5 see these as essential.

Competing views about the relation between observations reality and truth. Popper argues that observations help us distinguish which theories are true or not plus bringing us always closer to a more true scientific theory. Wittgenstein argues this can go both ways. Kuhn argues that these are observations are couched in the language of our paradigm and so everything is relative to that.

This guy learns music creation efficiently, by learning the theory first and really analyzing worked examples (the masters). Positively surprises me. I rarely come across a non-learning expert who intuitively uses proper processes for skill acquisition.

Kauffman is just our sandbox. We may NOT get their funding. But as soon as we have clarity, structure, documents, templates, we will find the right funder

The plan is to create a pool of learning and documents so that any one of us can apply for funding to create an FSC with a 501c3 as the legal entity with FSC bye laws that can be adapted

The emergenrt natur eis that we are holding spoace for the creation of an eco system of 501c3's with FSC bye laws

This is why we are raising the money - to offer this benign parenting support of helping us all to pay for what we need so that we do what we love For now, I am using thew term Universal Learning Income

Sounds like you're doing what Mortimer J. Adler and Charles van Doren would call "inspectional reading" and outlining the space of your topic. This is both fine and expected. You have to start somewhere. You're scaffolding some basic information in a new space and that's worthwhile. You're learning the basics.

Eventually you may come back and do a more analytical read and/or cross reference your first sources with other sources in a syntopical read. It's at these later two levels of reading where doing zettelkasten work is much more profitable, particularly for discerning differences, creating new insights, and expanding knowledge.

If you want to think of it this way, what would a kindergartner's zettelkasten contain? a high school senior? a Ph.D. researcher? 30 year seasoned academic researcher? Are the levels of knowledge all the same? Is the kindergartner material really useful to the high school senior? Probably not at all, it's very basic. As a result, putting in hundreds of atomic notes as you're scaffolding your early learning can be counter-productive. Read some things, highlight them, annotate them. You'll have lots of fleeting notes, but most of them will seem stupidly basic after a month or two. What you really want as main notes are the truly interesting advanced stuff. When you're entering a new area, certainly index ideas, but don't stress about capturing absolutely everything until you have a better understanding of what's going on. Then bring your zettelkasten in to leverage yourself up to the next level.

• Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. https://www.unz.com/print/SaturdayRev-1940jul06-00011/
• Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated edition. 1940. Reprint, Touchstone, 2011.

reply to u/jack_hanson_c at https://old.reddit.com/r/Zettelkasten/comments/1g9dv9b/is_scoping_the_subject_a_counterzettelkasten/

for - article - The End of Scarcity? From ‘Polycrisis’ to Planetary Phase Shift - Nafeez Ahmed - gene-culture coevolution - adjacency - indyweb dev - individual / collective evolutionary learning - provenance - tracing the evolution of ideas - gene-culture coevolution

adjacency - between - indyweb dev - individual / collective evolutionary learning - provenance - tracing the evolution of ideas - gene-culture coevolution - adjacency relationship - As DNA and epigenetics plays the role of transmitting biological adaptations, language and symmathesy play the role of transmitting cultural adaptations

for - Deep Humanity - intertwingled individual / collective learning - evolutionary learning journey - symmathesy - mutual learning - Nora Bateson

Amanda Mireles is using hypothesis for students to get their own video clips and to annotate them for other students.

Students took scenes from THE BIG BANG and used literature and academic references to relate to the scene

A menu of 33 microstructures that quickly build participation and trust in groups

By abstracting and concatenating portions of material, one can more efficiently learn material that would otherwise take more time.

It's just nice to see people be interested in stuff, and have a group of like minded people that's also interested in the same stuff! What else is there to it all

Digital public service - thank you!!

Learning and Intellectualism can both be found in the act of comparison, or more broadly, analysis. One must do this perpetually when reading to dissect and gain most (long-term) (syntopical) value out of it.

Elaborative Encoding/Rehearsal; highly useful. Networked thought. See Bloom's and Solo's

This might catch the attention of HE people paying attention. It also hopefully connects to the participants who shared that they are not getting the information about the programs that they desire. If the data being consumed (by this vendor or others) is still rooted in describing the content of the learning and not the measurable, assessed outcomes, then it's utility is limited and, crucially, it could create trust issues that make consumer wary of all the data. On the other hand, if they can trust the high quality data, there will be a window of competitive advantage for HE institutions that choose to share the data that the consumers (largely employers) want to see.

Again lineair and productivity/effectiveness overtones. 'learning something irrelevant' as 'wasting time and energy'? ugh. Curiosity and interestingness/surprisal can be directed with intention without being goal oriented, which seems to be the premise here.

#openvraag I wonder if Wu put relevance in the eye of the learner or not. Vgl Feynman's [[Twaalf favoriete vraagstukken 20201006163045]] vs 'society's' relevance.

This is a highly linear sketch, figure out what to learn, gather information, done. In complexity figuring out what to learn does not then give you a clear path to the 'right' information, as it doesn't exist in that form. You iterate your way forward based on pattern recog. Fractals of figuring out what to learn repeatedly along the way

http://www.rachelwu.com/Wu_2019.pdf

proposes ...adaptation is relevant for all age groups because the environment is dynamic, suggesting that learning what to learn is a problem relevant across the lifespan

reviews new research demonstrating the importance and ways of learning what to learn across the lifespan, from objects to real-world skills 2018/2019pub

Tim Coughlan, University at Bath; work is focused on the design and evaluation of systems that support inclusion, creativity, and openness in learning.

for - Indyweb dev - tracking the evolution of individual / collective learning of social learning - hyperobject -example of - perspectival knowing - conversation - Micheal Levin - Jordan Hall

Comment - Both Jordan Hall and I are familiar with the concept of hyperobject but in this part of the conversation, Jordan introduced the idea to Micheal for the first time - This illustrates to me that truism that our perspectival knowledge of reality is unique - Our individual meaningverses and lebenswelt are uniquely located and situated in life - And whenever a multi meaningverse events, the ensuing conversation is collectively - consciousness expanding - expanding the - semantic fingerprint and - symmathesetic fingerprint - of all conversants

Perhaps both learning and research can often be used in the same process... Learning first to inform what is the most vital to include in the Zettelkasten for research synthesis.

Maybe what to use when, in my personal case, should not be objective but rather subjective based on what I like and prefer? This requires further thought. Complex matter.

Research: Theorization, Synthesis, etc.

Learning: Acquisition and Retention of Knowledge or Application of Skill

Both: When there is need of both and/or when research techniques don't give the necessary mastery quick enough for the material; too dense (i.e., neuroscience book)

I think this is very important, every time before the class, I need to set different objectives for different levels of students. And when I write a lesson plan, the elements of the objectives will be divided into three: knowledge objectives, ability objectives, emotional objectives. Then according to the different stages of students to set separately, also make my classroom more rich.

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Caffeine has the reinforcing effects (dopamine and others) not just for activities consumed during and after the intake, but also for a period before (about 30 minutes). Good to take into account.

Caffeine not only produces dopamine but it also exponentially increases the effects of dopamine (by increasing dopamine receptors).

So definitely avoid caffeine when doing pleasurable activities you don't want to do anymore (such as porn).

(~19:20)

According to Huberman, there is a positive causal relationship between caffeine and reduced reaction time, increasing both speed and accuracy of recall. Thus useful to take in a certain amount of caffeine 30-60 minutes before an important exam or test.

Recommended to take caffeine about 30 minutes before you want peak performance (effects start 5 minutes beforehand). Peak performance ends after roughly 60 minutes, but effects stay in the system for far longer.

Conditions are not high blood glucose levels and not a very full stomach. Also assumes to drink an entire caffeinated drink in a short period of time.

(~18:00)

Because of effects related to caffeine and sleep, maybe recommended to do the most mentally or physically intensive tasks earlier in the day depending on sleep schedule.

Caffeine is good for performance, both physical and mental. It's good for awareness and neuroprotection. It's good also for antidepression.

( ~2:00)

for - caterpillar butterfly story - Michael Levin - adjacency caterpillar story - Michael Levin - Indyweb dev - conversations with old self - evolutionary learning

adjacency - between - caterpillar butterfly story - Michael Levin - Indyweb dev - conversations with old self - evolutionary learning - adjacency relationship - In relating the caterpillar / butterfly story, Levin is using an extreme example of transformation, that happens to all living beings, including human beings - Levin talks about how the particulars of the old caterpillar engram are meaningless to its new form, the butterfly - The experiments he cites demonstrate that the old engram is re-interpreted from the new butterfly perspective - In a similar but less dramatic way, all of us learn new things every day, and we are constantly rehashing old memories - The Indyweb informational ecosystem that is being developed is based on a framework of evolutionary learning, that is - Our network of meaning is constantly in flux and our associative network of ideas is continuously changing and evolving - The Indyweb is designed to record our evolutionary learning journey and to serve as an external record of salient private ideas that emerge from it. The present interpretation of old engrams is referred to as "having conversations with our old selves"

for - comparison - semantic folding vs normal machine learning - training dataset sizes and times

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I have found the GT/Lepiter GUI pretty compelling for learners in my local hackerspace and in the information science department, both spaces where I'm a facilitator/teacher. It provides a pretty focused experience and it is stripped down of the overwhelming initial experience of the Pharo/Squeak GUI. It is not well suited for "classical Smalltalkers" though. as I have been talking with some of them and they find the DX too much specific and even cumbersome for some task they usually do (it has been not our case so far).

In our last use case at the university, the students are creating a personal code repository in Fossil, with data narratives and they do a critic/annotated reading, using Hypothesis (this very technology), which is kind of a personal public wiki-like portfolio for data narratives. They put also the reading notes in their own repositories for the data stories I published previously where I introduce Smalltalk or and introduction to data representation and processing in Pharo.

This could be another approach for wikis in the classroom, that is alterative to our use of interpersonal wikis with TiddlyWiki. At some point and in a pretty organic way, the idea would be to have all them integrated and powered by "context aware" and thematic chatbots (made in Pharo).

MvP : "Direct Multi-view Multi-person 3D Pose Estimation" Tao Wang, Jianfeng Zhang, Yujun Cai, Shuicheng Yan, Jiashi Feng

Influential paper on learning consistent skeletal models of human pose from multiview images

Really interesting and innovative method for using multiview perspective data to learn human pose and pedestrian detection.

This page is for Guidelines 3.0

For true deep processing and learning, intellectualism, one must think beyond the single source they are consuming and think about everything they know. Although keep in mind selective attention for true learning and thinking.

This process is habitualized by means of Zettelkasten and further aided in tool like hypothes.is

Unrelated to the song itself. It is interesting that different people interpret the song's meaning differently. Likely due to individual differences in perspective, history, culture, etc.

Makes me reflect. Is knowledge/wisdom contained solely in content and words? Or is knowledge/wisdom rather contained in the RELATIONSHIP, the INTERACTION, between past experience, previous knowledge (identity) and substance?

Currently I am inclined to go for the latter.

Nice focus on learning strategies, this is rare in formal education.

27:00 Flow is a meta-skill (also mentioned are creativity, critical thinking, learning)

for - neuroscience and education - problem solving - active learning

neuroscience and education - problem solving - active learning - this is much like Socratic dialogue technique, engaging the learner actively to recreate the problem in their own consciousness - and play an active role in solving it - just like historical innovators did

for - neuroscience - education of children - recommend no digital devices before puberty - allows learning in a 3 dimensional world

for - human learning - key feature - evolutionary nature - indyweb - key feature - evolutionary nature of learning

"Correlational neural networks" - looking at learning from multiple perspectives of the same thing to increase representation learning.

@article{chandar2016neuralcompjour, author = {Chandar, Sarath and Khapra, Mitesh M and Larochelle, Hugo and Ravindran, Balaraman}, date-added = {2024-08-01 10:47:30 -0400}, date-modified = {2024-08-01 10:50:01 -0400}, journal = {Neural Computation}, keywords = {correlation-learning, machine-learning, inductive-bias, autoencoders}, number = {2}, pages = {257--285}, pdf = {https://www.researchgate.net/profile/Balaraman-Ravindran/publication/275588055_Correlational_Neural_Networks/links/55ed84d308ae21d099c75c00/Correlational-Neural-Networks.pdf}, publisher = {MIT Press}, title = {Correlational neural networks}, venue-short = {NeuralCompJour}, volume = {28}, year = {2016}}

Note to self: - Transient = Fading - Non-Transient = Permanent

The UCB algorithm for bandits comes back again as UCT to form the basis for model estimation via MCTS

Tree search makes this tradeoff very clear, how many paths will you explore before you stop and use the knowledge you already have?

The summary paper for AlphaGo.

Wikipedia: AlphaZero

Polis<br /> https://pol.is/home

( ~ 6:25-end )

Steps for designing a reading plan/list: 1. Pick a topic/goal (or question you want to answer) & how long you want to take to achieve this. 2. Do research into the books necessary to achieve this goal. Meta-learning, scope out the subject. The number of books is relative to the goal and length of the goal. 3. Find the books using different tools such as Google & GoodReads & YouTube Recommendations (ChatGPT & Gemini are also useful). 4. Refine the book list (go through reviews, etc., in Adlerian steps, do an Inspectional Read of everything... Find out if it's truly useful). Also order them into a useful sequence for the syntopical reading project. Highlight the topics covered, how difficult they are, relevancy, etc. 5. Order the books (or download them)

Reminds me a bit of Scott Young's Metalearning step, and doing a skill decomposition in van Merriënboer et al.'s 10 Steps to Complex Learning

( ~0:30 )

Good point; formal education should build up the skill of lifelong learning and not keep "spoon feeding"

At the end of formal education (preferably at the end of HS already) you should be able to learn independently the most complex of skills using evidence based/informed learning techniques.

Scaffold. Build up complexity over time.

2024 paper arguing that other methods beyond PPO could be better for "value alignment" of LLMs

Tests taken a year later, with multiple choice answers showed only 16% learning losd

Paper "Deep Reinforcement Learning that Matters" on evaluating RL algorithms.

( ~ 10:45)

This is basically layered learning and making use of the creation of prior knowledge.

Lifelong is to keep the habit and refine as needed.

TBR: Skill Decay

( ~ 13:00 )

Stage 3, iteration, is about increasing fluency of mastery. Cognitive schema automation. Building up the habit.

Consistency -> Accuracy -> Speed

Varied practice is necessary, and fine-tune the technique based on experiment in application.

( ~10:00 )

After relevance comes the awareness stage (you become aware of your mistakes)...

Making mistakes raises your awareness about how you do the skill and ensures you improve on it. By just doing theory you can't learn from mistakes and you can't possibly read up on EVERYTHING.

Reflective process is necessary. Kolb's. Experiment.

After relevance comes the "plateau period" where a lot of practice is being done with a lot of mistakes; there seems to be little progress. Most people give up here.

You need a growth mindset and just continue.

( ~ 5:00 )

The first stage of learning a complex skill is creating relevance, not in the sense of making knowledge relevant to your life; but rather in seeing what is relevant to learn at this point in the learning career.

Building a map...

The actions are exploration and challenge. Exploration = getting diverse opinions from others and learning the theory & variables. Challenge = open-mindedness for other beliefs and assumptions.

Reminds me of 10 Steps to Complex Learning for curriculum design, where doing a skill decomposition is one of the first steps in designing the curriculum, and either being an expert or having access to experts is paramount.

( ~ 3:25)

Learning how to learn has latent learning for most people. There is no immediate feedback and therefore you do not know how good your learning techniques are until you get to the point of exam.

One way to mitigate this is by having your own test... Past papers, hard recall techniques like Whole-Part-Whole, etc.

I need to find a way to effectively measure learning efficiency in terms of several components (how well is encoding, how well is recall, etc.)

Kolb's as well.

( ~ 2:20)

Add to the TBR (to be research) list... "Latent Learning"

RAIL stands for:

• Relevance
• Awareness
• Iteration
• Lifelong

Interesting food for thought for the optimization of education: should we give students not just domain knowledge (in an efficient manner) but also intercultural and experiental knowledge of the world?

Not just related to personal development such as wealth creation and personal finance, but also how other civilizations work... Tolerance. Teach them philosophy as well.

Obviously in such a way that it is attracting and they are intrinsically motivated to go to school and learn.

Raises a broader question: Is domain knowledge worth anything if you have no knowledge (or experience) about the world in itself? Can you be of any value if you do not know the world in such a manner?

This is a valid criticism (sorry Elon Musk)... By helping the other individual you in the end help society and therefore yourself.

We should be focusing on present problems that are closer to us before moving on to more abstract problems that have less value at present.

The same goes for ourselves. Try not to fix your family or neighborhood before you have fixed yourself (keep in mind diminishing returns). As Dan Koe said: "Your purpose is solving the most pressing problem you have right now." (not verbatim).

Try not to learn how to learn before your sleep schedule is excellent, before you know how to be productive and have habits.

Learning enablers first, THEN learning.

Fix first yourself, then your household, then the city, then the country, then the continent, etc. This does not have to be taken literally, but use it as a wise guidance. It's a principle rather than a law.

Patience as a Virtue is highly important to a journey of lifelong learning. Without patience you cannot be resilient. Without resilience, you cannot 10X yourself continuously, you cannot keep growing.

Nishant says: 2x Output for 1x input...

His formula for mastery: 1. Learn (input -- focus, singletasking) 2. Reflect (output, pause... what is the main takeaway, how to use?) 3. Implement (output, apply) 4. Share (output, teach the material)

These principles are great... Obviously they are not comprehensive as they do not necessarily reflect higher order learning. See Bloom's and Solo's, nor take foundation of Cognitive Load Theory for example... It's understandable though since you can't mention everything in a 20 minute talk XD.

The argument I'd make is that the 3 subsequent steps are a part of learning. So the first step should not be called learn but rather encode, since that is literally the process of forming the initial cognitive schemas and putting them into long-term memory...