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 Alexander investigates the claim that children learn languages faster than adults, finding it partially true but more nuanced than commonly believed. Longer summary

Scott Alexander examines the claim that children learn languages faster than adults, finding it to be partially true but more complex than commonly believed. He explores various aspects of language acquisition, including critical periods for first language learning, age effects on second language learning, and differences in learning rates between children and adults. The post concludes that while children seem to pick up second languages faster than adults, this advantage is not as clear-cut as often thought, and factors like exposure, motivation, and declining learning rates with age play significant roles. 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

A review of Stanislas Dehaene's 'Consciousness and the Brain', discussing scientific findings on consciousness and their implications. Longer summary

This review discusses Stanislas Dehaene's book 'Consciousness and the Brain', which explores the scientific understanding of consciousness. The book defines consciousness as the ability to report on a perception, and describes experiments that differentiate conscious from unconscious processing. It explains what the brain can do unconsciously, what requires consciousness, and how consciousness operates in the brain. The review also covers the book's insights on topics like schizophrenia and the 'hard problem' of consciousness. Shorter summary

Scott Alexander examines the relationship between handedness, authoritarianism, and cognitive flexibility, finding unexpected results that contradict a recent study. Longer summary

Scott Alexander discusses a study suggesting that consistently-handed individuals are more authoritarian and prejudiced than ambidextrous people. He attempts to replicate these findings using data from a previous SSC survey, but finds opposite results. Scott explores possible explanations for this discrepancy, including coding errors, the Lizardman Effect, and differences in study populations. He then speculates on the relationship between need for cognitive closure, ambidexterity, and various aspects of cognition and identity, including mental illness and intelligence. Shorter summary

Scott Alexander investigates the prevalence of Hallucinogen Persisting Perceptual Disorder (HPPD) and explores potential connections between perception, cognition, and belief in supernatural phenomena. Longer summary

Scott Alexander explores the prevalence and nature of Hallucinogen Persisting Perceptual Disorder (HPPD), a condition where people experience ongoing visual disturbances after using psychedelics. He discusses results from his own survey, which found that about 12.8% of psychedelic users reported some persisting hallucinations, with 3% still experiencing them. Most cases were mild, involving visual snow, halos, or patterns. Scott then critiques a study claiming HPPD doesn't exist, noting methodological issues. He also considers the possibility that some people naturally experience HPPD-like phenomena without drug use, and speculates on potential links between perception, cognition, and belief in supernatural phenomena. Shorter summary

The post explores the diametrical model of autism and schizophrenia, suggesting they represent opposite ends of a spectrum from mechanistic to mentalistic cognition. Longer summary

This post discusses the diametrical model of autism and schizophrenia, which posits that these conditions are opposite ends of a spectrum from overly mechanistic to overly mentalistic cognition. The author explains how this theory accounts for observed similarities and differences between autism and schizophrenia, including genetic, neurological, and behavioral factors. The post explores the concepts of schizotypy and high-functioning autism, and how they relate to this model. It also touches on gender differences, mutational load, and how this theory might explain certain cognitive strengths and weaknesses associated with each condition. The author acknowledges that while there's limited scientific evidence for this model, it provides an interesting framework for understanding these complex disorders. Shorter summary