Scope for improvement - Revision history

Issa Rice at 22:58, 24 April 2020

2020-04-24T22:58:13Z

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	* https://www.lesswrong.com/posts/Nu3wa6npK4Ry66vFp/a-sense-that-more-is-possible		* https://www.lesswrong.com/posts/Nu3wa6npK4Ry66vFp/a-sense-that-more-is-possible

			[[Category:Coinage]]

Issa Rice at 22:16, 1 April 2020

2020-04-01T22:16:50Z

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	It's sort of related to terms like "high variance" and "heavy-tailed"; a skill with a lot of scope for improvement will have a distribution that is more skewed right, with some people being ''much'' better than most people.		It's sort of related to terms like "high variance" and "heavy-tailed"; a skill with a lot of scope for improvement will have a distribution that is more skewed right, with some people being ''much'' better than most people.

	Thinking in terms of scope for improvement encourages looking at techniques in terms of "What can I get out of this if I master this technique?" rather than "How much did the average participant in this study gain out of this technique?".		Thinking in terms of scope for improvement encourages looking at techniques in terms of "What can I get out of this if I master this technique?" rather than "How much did the average participant in this study gain out of this technique?"

	There is a distinction between interpersonal skill level differences (how good is the best person at the technique compared to you) and intrapersonal differences (how much can you improve if you practice). The differences are related because interpersonal differences provide evidence for potential intrapersonal differences. Strictly speaking, scope for improvement (in the sense I am thinking about) is only about the intrapersonal difference, or rather the interpersonal average of intrapersonal differences.		There is a distinction between interpersonal skill level differences (how good is the best person at the technique compared to you) and intrapersonal differences (how much can you improve if you practice). The differences are related because interpersonal differences provide evidence for potential intrapersonal differences. Strictly speaking, scope for improvement (in the sense I am thinking about) is only about the intrapersonal difference, or rather the interpersonal average of intrapersonal differences.

Issa Rice at 22:16, 1 April 2020

2020-04-01T22:16:22Z

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	By '''scope for improvement''' of a skill or learning technique, I mean something like the difference between "how much a person highly skilled in this technique (i.e. a virtuoso user) gets out of it" versus "how much a novice at this technique gets out of it".		By '''scope for improvement''' of a skill or learning technique, I mean something like the difference between "how much a person highly skilled in this technique (i.e. a virtuoso user) gets out of it" versus "how much a novice at this technique gets out of it".

	It's sort of related to terms like "high variance" and "heavy-tailed".		It's sort of related to terms like "high variance" and "heavy-tailed"; a skill with a lot of scope for improvement will have a distribution that is more skewed right, with some people being ''much'' better than most people.

	Thinking in terms of scope for improvement encourages looking at techniques in terms of "What can I get out of this if I master this technique?" rather than "How much did the average participant in this study gain out of this technique?".		Thinking in terms of scope for improvement encourages looking at techniques in terms of "What can I get out of this if I master this technique?" rather than "How much did the average participant in this study gain out of this technique?".

Issa Rice at 09:17, 25 April 2019

2019-04-25T09:17:26Z

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	<references/>		<references/>

			==External links==

			* https://www.lesswrong.com/posts/Nu3wa6npK4Ry66vFp/a-sense-that-more-is-possible

Issa Rice: /* Examples */

2018-10-13T19:11:05Z

Examples

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	==Examples==		==Examples==

	* [[Spaced repetition]] seems like a [[learning technique]] with large scope for improvement. My impression is that most people use it for things like learning foreign language vocabulary and other "isolated facts" they want to memorize, and conclude that there is little scope for improvement. What they don't do is look at the "masters of spaced repetition" and try to cultivate the skill of using a spaced repetition program for understanding. [[Michael Nielsen]]: "I'm particularly grateful to Andy Matuschak for many thoughtful and enjoyable conversations, and especially for pointing out how unusual is the view that Anki can be a virtuoso skill for understanding, not just a means of remembering facts." <ref>Michael A. Nielsen. [http://augmentingcognition.com/ltm.html "Augmenting Long-term Memory"]. July 2018. Retrieved October 12, 2018.</ref>		* [[Spaced repetition]] seems like a [[learning technique]] with large scope for improvement. My impression is that most people use it for things like learning foreign language vocabulary and other "isolated facts" they want to memorize, and conclude that there is little scope for improvement. What they don't do is look at the "masters of spaced repetition" and try to cultivate the skill of using a spaced repetition program for understanding. [[Michael Nielsen]]: "I'm particularly grateful to Andy Matuschak for many thoughtful and enjoyable conversations, and especially for pointing out how unusual is the view that Anki can be a virtuoso skill for understanding, not just a means of remembering facts."<ref>Michael A. Nielsen. [http://augmentingcognition.com/ltm.html "Augmenting Long-term Memory"]. July 2018. Retrieved October 12, 2018.</ref>
	* Probably many mundane skills like the skill of counting has limited scope for improvement. Most people can't learn to count many times faster or many times more accurately or to very large numbers. (At that point, they would probably want to make use of a counting device that just supports an increment operation.)		* Probably many mundane skills like the skill of counting has limited scope for improvement. Most people can't learn to count many times faster or many times more accurately or to very large numbers. (At that point, they would probably want to make use of a counting device that just supports an increment operation.)
	* Probably a learning technique like highlighting/underlining also has limited scope for improvement.		* Probably a learning technique like highlighting/underlining also has limited scope for improvement.

Issa Rice: /* Examples */

2018-10-12T23:06:56Z

Examples

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	==Examples==		==Examples==

	* [[Spaced repetition]] seems like a [[learning technique]] with large scope for improvement. My impression is that most people use it for things like learning foreign language vocabulary and other "isolated facts" they want to memorize, and conclude that there is little scope for improvement. What they don't do is look at the "masters of spaced repetition" and try to cultivate the skill of using a spaced repetition program for understanding. [[Michael Nielsen]]: "I'm particularly grateful to Andy Matuschak for many thoughtful and enjoyable conversations, and especially for pointing out how unusual is the view that Anki can be a virtuoso skill for understanding, not just a means of remembering facts." <ref>http://augmentingcognition.com/ltm.html</ref>		* [[Spaced repetition]] seems like a [[learning technique]] with large scope for improvement. My impression is that most people use it for things like learning foreign language vocabulary and other "isolated facts" they want to memorize, and conclude that there is little scope for improvement. What they don't do is look at the "masters of spaced repetition" and try to cultivate the skill of using a spaced repetition program for understanding. [[Michael Nielsen]]: "I'm particularly grateful to Andy Matuschak for many thoughtful and enjoyable conversations, and especially for pointing out how unusual is the view that Anki can be a virtuoso skill for understanding, not just a means of remembering facts." <ref>Michael A. Nielsen. [http://augmentingcognition.com/ltm.html "Augmenting Long-term Memory"]. July 2018. Retrieved October 12, 2018.</ref>
	* Probably many mundane skills like the skill of counting has limited scope for improvement. Most people can't learn to count many times faster or many times more accurately or to very large numbers. (At that point, they would probably want to make use of a counting device that just supports an increment operation.)		* Probably many mundane skills like the skill of counting has limited scope for improvement. Most people can't learn to count many times faster or many times more accurately or to very large numbers. (At that point, they would probably want to make use of a counting device that just supports an increment operation.)
	* Probably a learning technique like highlighting/underlining also has limited scope for improvement.		* Probably a learning technique like highlighting/underlining also has limited scope for improvement.

Issa Rice: /* Relation to idea inoculation */

2018-10-12T23:05:40Z

Relation to idea inoculation

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	==Relation to idea inoculation==		==Relation to idea inoculation==

	Scope for improvement seems related to [[idea inoculation]] and [[inferential distance]]. If the scope for improvement of a technique is not made clear on initial exposure to the technique (e.g. due to a large inferential distance between the [[Explainer\|person explaining the technique]] and the [[Learner\|person reading about the technique]], or the person explaining the technique not being an expert), then this person can develop a resistance to further attempts to explain the technique (due to idea inoculation).<ref>Duncan A. Sabien. [https://medium.com/@ThingMaker/idea-inoculation-inferential-distance-848836a07a5b "Idea Inoculation + Inferential Distance"]. July 27, 2018. ''Medium''. Retrieved October 12, 2018.</ref><ref>https://news.ycombinator.com/item?id=10911653</ref><ref>https://www.greaterwrong.com/posts/pjGGqmtqf8vChJ9BR/unofficial-canon-on-applied-rationality/comment/rtmmvSjyDw8EMXRW8</ref>		Scope for improvement seems related to [[idea inoculation]] and [[inferential distance]]. If the scope for improvement of a technique is not made clear on initial exposure to the technique (e.g. due to a large inferential distance between the [[Explainer\|person explaining the technique]] and the [[Learner\|person reading about the technique]], or the person explaining the technique not being an expert), then this person can develop a resistance to further attempts to explain the technique (due to idea inoculation).<ref>Duncan A. Sabien. [https://medium.com/@ThingMaker/idea-inoculation-inferential-distance-848836a07a5b "Idea Inoculation + Inferential Distance"]. July 27, 2018. ''Medium''. Retrieved October 12, 2018.</ref><ref>Kaj Sotala. [https://news.ycombinator.com/item?id=10911653 Comment on "The Happiness Code: Cold, hard rationality"]. January 15, 2016. ''Hacker News''. Retrieved October 12, 2018.</ref><ref>Duncan Sabien. [https://www.greaterwrong.com/posts/pjGGqmtqf8vChJ9BR/unofficial-canon-on-applied-rationality/comment/rtmmvSjyDw8EMXRW8 Comment on "Unofficial Canon on Applied Rationality"]. February 15, 2016. ''LessWrong''. Retrieved October 12, 2018.</ref>

	==Examples==		==Examples==

Issa Rice: /* Relation to idea inoculation */

2018-10-12T22:57:31Z

Relation to idea inoculation

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	==Relation to idea inoculation==		==Relation to idea inoculation==

	Scope for improvement seems related to [[idea inoculation]] and [[inferential distance]]. If the scope for improvement of a technique is not made clear on initial exposure to the technique (e.g. due to a large inferential distance between the [[Explainer\|person explaining the technique]] and the [[Learner\|person reading about the technique]], or the person explaining the technique not being an expert), then this person can develop a resistance to further attempts to explain the technique (due to idea inoculation).		Scope for improvement seems related to [[idea inoculation]] and [[inferential distance]]. If the scope for improvement of a technique is not made clear on initial exposure to the technique (e.g. due to a large inferential distance between the [[Explainer\|person explaining the technique]] and the [[Learner\|person reading about the technique]], or the person explaining the technique not being an expert), then this person can develop a resistance to further attempts to explain the technique (due to idea inoculation).<ref>Duncan A. Sabien. [https://medium.com/@ThingMaker/idea-inoculation-inferential-distance-848836a07a5b "Idea Inoculation + Inferential Distance"]. July 27, 2018. ''Medium''. Retrieved October 12, 2018.</ref><ref>https://news.ycombinator.com/item?id=10911653</ref><ref>https://www.greaterwrong.com/posts/pjGGqmtqf8vChJ9BR/unofficial-canon-on-applied-rationality/comment/rtmmvSjyDw8EMXRW8</ref>

	==Examples==		==Examples==

Issa Rice at 22:56, 12 October 2018

2018-10-12T22:56:02Z

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	There is a distinction between interpersonal skill level differences (how good is the best person at the technique compared to you) and intrapersonal differences (how much can you improve if you practice). The differences are related because interpersonal differences provide evidence for potential intrapersonal differences. Strictly speaking, scope for improvement (in the sense I am thinking about) is only about the intrapersonal difference, or rather the interpersonal average of intrapersonal differences.		There is a distinction between interpersonal skill level differences (how good is the best person at the technique compared to you) and intrapersonal differences (how much can you improve if you practice). The differences are related because interpersonal differences provide evidence for potential intrapersonal differences. Strictly speaking, scope for improvement (in the sense I am thinking about) is only about the intrapersonal difference, or rather the interpersonal average of intrapersonal differences.

			==Relation to idea inoculation==

			Scope for improvement seems related to [[idea inoculation]] and [[inferential distance]]. If the scope for improvement of a technique is not made clear on initial exposure to the technique (e.g. due to a large inferential distance between the [[Explainer\|person explaining the technique]] and the [[Learner\|person reading about the technique]], or the person explaining the technique not being an expert), then this person can develop a resistance to further attempts to explain the technique (due to idea inoculation).

	==Examples==		==Examples==

Issa Rice: /* Examples */

2018-10-12T22:36:19Z

Examples

← Older revision		Revision as of 22:36, 12 October 2018
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	* [[Spaced repetition]] seems like a [[learning technique]] with large scope for improvement. My impression is that most people use it for things like learning foreign language vocabulary and other "isolated facts" they want to memorize, and conclude that there is little scope for improvement. What they don't do is look at the "masters of spaced repetition" and try to cultivate the skill of using a spaced repetition program for understanding. [[Michael Nielsen]]: "I'm particularly grateful to Andy Matuschak for many thoughtful and enjoyable conversations, and especially for pointing out how unusual is the view that Anki can be a virtuoso skill for understanding, not just a means of remembering facts." <ref>http://augmentingcognition.com/ltm.html</ref>		* [[Spaced repetition]] seems like a [[learning technique]] with large scope for improvement. My impression is that most people use it for things like learning foreign language vocabulary and other "isolated facts" they want to memorize, and conclude that there is little scope for improvement. What they don't do is look at the "masters of spaced repetition" and try to cultivate the skill of using a spaced repetition program for understanding. [[Michael Nielsen]]: "I'm particularly grateful to Andy Matuschak for many thoughtful and enjoyable conversations, and especially for pointing out how unusual is the view that Anki can be a virtuoso skill for understanding, not just a means of remembering facts." <ref>http://augmentingcognition.com/ltm.html</ref>
	* Probably many mundane skills like the skill of counting has limited scope for improvement. Most people can't learn to count many times faster or many times more accurately or to very large numbers. (At that point, they would probably want to make use of a counting device that just supports an increment operation.)		* Probably many mundane skills like the skill of counting has limited scope for improvement. Most people can't learn to count many times faster or many times more accurately or to very large numbers. (At that point, they would probably want to make use of a counting device that just supports an increment operation.)
			* Probably a learning technique like highlighting/underlining also has limited scope for improvement.

	==See also==		==See also==