Scott Alexander examines the effectiveness of education by analyzing knowledge retention, questioning the value of schooling beyond basic skills. Longer summary

Scott Alexander analyzes the effectiveness of education by examining how much factual knowledge people retain after schooling. He presents survey data showing that many adults, including college students, struggle to recall basic facts taught in school. The post explores why this might be, discussing the Ebbinghaus Forgetting Curve and spaced repetition. Scott proposes that people mainly remember information they encounter regularly in daily life, rather than what they learned in school. He concludes by questioning the usefulness of most schooling beyond basic skills, suggesting that cultural osmosis might be more effective for long-term knowledge retention. Shorter summary

Scott examines 'critical windows' in human development, comparing them to AI learning processes and discussing their mysterious nature. Longer summary

Scott Alexander explores the concept of 'critical windows' in human development, using examples from sexuality and food preferences. He compares these to trapped priors in AI learning, suggesting that children's higher learning rates might explain why early experiences have such lasting impacts. However, he notes that this doesn't fully explain the unpredictable nature of preference-changing events, and concludes that while these events seem more common in childhood, they remain largely mysterious. Shorter summary

Scott Alexander examines why skills plateau, proposing decay and interference hypotheses to explain the phenomenon across various fields. Longer summary

Scott Alexander explores why skills plateau despite continued practice, focusing on creative artists, doctors, and formal education. He presents two main hypotheses: the decay hypothesis, where knowledge is forgotten if not regularly reviewed, and the interference hypothesis, where similar information blends together, making it difficult to learn new things in the same domain. The post discusses how these hypotheses explain various learning phenomena, including the ability to learn multiple unrelated skills simultaneously. Scott also considers edge cases and potential applications of these theories, such as mnemonic devices and language learning strategies. Shorter summary

Scott Alexander analyzes a study showing Concerta improves ADHD children's attention but not their learning, and speculates on the reasons behind this unexpected result. Longer summary

Scott Alexander discusses a recent study on the effects of Concerta (a long-acting form of Ritalin) on ADHD children's learning in a summer camp setting. The study found that while Concerta improved attention, reduced disruptive behavior, and slightly improved test scores, it didn't significantly enhance learning of the course material. Scott explores potential reasons for this counterintuitive result, drawing parallels to other studies and speculating on the nature of learning and intelligence. He considers factors such as redundancy in teaching, innate intelligence limits, and the possibility of 'difficulty thresholds' for learning. The post ends with a speculative comparison to AI scaling laws, suggesting there might be human equivalents to parameters, training data, and compute in learning. Shorter summary

The review examines John Holt's 'How Children Fail', critiquing traditional education and suggesting modern alternatives to improve learning. Longer summary

This book review discusses John Holt's 'How Children Fail', a critique of traditional schooling methods. The reviewer, who read the book as a child, presents Holt's observations on why children struggle in school, including issues with strategy, fear, and boredom. The review explores how school's structure, with its focus on external motivation and accountability, can hinder natural learning processes. It also touches on the long-term psychological effects of schooling and the trade-off between efficiency and control in education. The reviewer concludes by suggesting that modern technology might offer solutions to some of the problems Holt identified, and calls for rethinking our approach to education in light of recent disruptions to traditional schooling. Shorter summary

Scott Alexander advocates for 'Socratic grilling' as a valuable learning tool, urging people not to mistake genuine confusion and questioning for arrogance or challenges to authority. Longer summary

Scott Alexander discusses the importance of allowing and encouraging 'Socratic grilling' - a process where students ask challenging questions to resolve their confusion about a topic. He argues that this process, which may appear confrontational, is crucial for developing critical thinking skills and should not be discouraged. The post uses an example of a student questioning germ theory to illustrate how this process works and why it's valuable. Scott emphasizes that misinterpreting these questions as arrogance or challenges to authority can be detrimental to learning. He also touches on the difficulty of signaling a desire to learn without being accused of arrogance, especially in online discussions. Shorter summary

The post reviews research on adult neurogenesis, initially presenting evidence for its existence and importance, then reveals a new study suggesting it doesn't occur in humans, examining the implications of this potential field-wide error. Longer summary

This post reviews the literature on adult neurogenesis, initially presenting numerous studies that claimed to find evidence for the generation of new neurons in adult human brains. These studies linked adult neurogenesis to various aspects of brain function, including memory, learning, and depression. However, the post then reveals a new study suggesting that adult neurogenesis doesn't actually occur in humans, or is so rare as to be insignificant. The author examines how this field-wide error could have occurred, discussing the extrapolation of rat studies to humans and the role of confirmation bias. The post ends by reflecting on the implications of this for scientific research and the replication crisis. Shorter summary

Scott Alexander explores the difficulties of learning and explaining complex ideas, advocating for diverse approaches and collaborative learning despite internet criticism. Longer summary

Scott Alexander discusses the challenges of understanding and communicating complex ideas, drawing parallels between learning social skills and grasping difficult concepts. He argues that for complex knowledge, multiple perspectives and approaches are often necessary, as different formulations may resonate better with different individuals. The post emphasizes the importance of community-based learning, questioning, and practical application in truly understanding complex ideas. Scott also critiques the internet's hostility towards this learning process, where attempts to understand or explain ideas are often mocked as 'reinventing the wheel' or showcased as examples of stupidity. He concludes that while authoritative lectures work for simple facts, collaborative truth-seeking is crucial for more complex subjects, despite the risks of criticism or accusations of arrogance. Shorter summary

Scott Alexander reviews 'Surfing Uncertainty' by Andy Clark, exploring the predictive processing model of brain function and its wide-ranging explanatory power. Longer summary

Scott Alexander reviews the book 'Surfing Uncertainty' by Andy Clark, which explains the predictive processing model of how the brain works. This model posits that the brain is constantly making predictions about sensory input and updating its models based on prediction errors. Scott explores how this theory can explain various phenomena like attention, imagination, learning, motor behavior, and even psychiatric conditions like autism and schizophrenia. He finds the model compelling and potentially explanatory for a wide range of cognitive and perceptual processes. Shorter summary

Scott Alexander explores why medical residency test scores plateau after the first few years, proposing theories related to knowledge retention and individual differences in learning. Longer summary

The post discusses the plateau in standardized test scores for medical residents across different specialties. Scott Alexander analyzes data from internal medicine, psychiatry, and surgery residencies, noting that while scores improve significantly in the first year or two, they tend to level off in later years. He explores various potential explanations for this plateau, including ceiling effects, decreased motivation, and changes in teaching methods, but finds these unsatisfactory. The author proposes that the plateau might be related to how knowledge is reinforced and retained, drawing parallels to spaced repetition learning techniques. He suggests that individual differences in memory, intellectual curiosity, and integration of knowledge may contribute to the differences in scores among residents at the same level. The post concludes by considering the implications of this plateau effect for understanding learning and education more broadly. Shorter summary

Scott criticizes the approach to mysticism popularized by Robert Anton Wilson, arguing it provides false rewards and promotes harmful dabbling instead of genuine practice. Longer summary

Scott reflects on his past interest in Robert Anton Wilson's writings and mysticism in general, comparing it to his high school fascination with physics. He argues that learning about mysticism is different from actually practicing it, much like reading about physics isn't the same as doing physics. Scott identifies three main problems with the Anton-Wilson approach to mysticism: it provides a false sense of reward, encourages conspiracy thinking, and promotes harmful dabbling. He concludes that if he were to pursue mysticism again, he would focus on practicing one tradition at a time, avoiding the temptation to mix different approaches or read extensively about mysticism without actually doing it. Shorter summary