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How to Think

376 点作者 darklighter3大约 11 年前

23 条评论

suprgeek大约 11 年前
This is an excellent piece with a couple of important lessons on how to think effectively:<p>- The ability to think creatively<p>- The ability to substitute initially attractive moves with well thought out log-term effective ones.<p>However on the other side of the coin is what we hackers face more often - Analysis Paralysis.<p>Once you fall into the Analytical Mindset, there is such a thing as being too analytical. Sometimes if it feels right you just go ahead and F*ing do it.<p>Otherwise the fear of making a wrong decision will paralyze you into inaction - which is worse than a screw-up (usually). So it is a balancing act - think enough but not too much. Analyze but not to the point of paralysis.<p>Edit: Spelling
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lotharbot大约 11 年前
&gt; <i>“It’s uncomfortable to focus so intensely on what you’re bad at,”</i><p>When my wife was learning to play the piano, her teacher used to say &quot;if you&#x27;re going to make a mistake, make it <i>loud</i> so we can hear it and fix it.&quot; I make my students do math in pen for the same reason -- instead of silently making the same mistake over and over again, it gets made once, analyzed (by the students), and fixed. This bothered the students at first, but they&#x27;ve come around and become much more thoughtful about what they write.<p>&gt; <i>“Teaching chess is really about teaching the habits that go along with thinking,” Spiegel explained to me one morning when I visited her classroom. “Like how to understand your mistakes and how to be more aware of your thought processes.”</i> &gt; <i>&quot; I saw Spiegel trying to teach her students grit, curiosity, self-control, and optimism.&quot;</i><p>Which is really what teaching is about. I think most teachers know this, and we get a fairly healthy dose of it in professional development every week. I&#x27;m a math teacher, but the training I get during the school year isn&#x27;t in math, it&#x27;s in things like &quot;accountable talk&quot;. It sounds like the teacher in this article is particularly gifted and practiced.<p>This isn&#x27;t just for classroom teachers. The same concepts matter for parenting and in the workplace.
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pdonis大约 11 年前
Excellent quote here:<p><i>And I really believe that&#x27;s why we seem to win girls&#x27; nationals sections pretty easily every year: most people won’t tell teenage girls (especially the together, articulate ones) that they are lazy and the quality of their work is unacceptable. And sometimes kids need to hear that, or they have no reason to step up.</i><p>This could apply to boys as well as girls, and indeed to anyone at just about any age; sometimes we need to be told that we&#x27;re not measuring up. I am reminded of Philip Greenspun&#x27;s story about the venture capitalists who wrecked ArsDigita, the company he had built (from <a href="http://waxy.org/random/arsdigita/" rel="nofollow">http:&#x2F;&#x2F;waxy.org&#x2F;random&#x2F;arsdigita&#x2F;</a>):<p><i>[F]or most of this year Chip, Peter, and Allen [the VC Board members and CEO] didn&#x27;t want to listen to me. They even developed a theory for why they didn&#x27;t have to listen to me: I&#x27;d hurt their feelings by criticizing their performance and capabilities; self-esteem was the most important thing in running a business; ergo, because I was injuring their self-esteem it was better if they just turned a deaf ear. I&#x27;m not sure how much time these three guys had ever spent with engineers. Chuck Vest, the president of MIT, in a private communication to some faculty, once described MIT as &quot;a no-praise zone&quot;. My first week as an electrical engineering and computer science graduate student I asked a professor for help with a problem. He talked to me for a bit and then said &quot;You&#x27;re having trouble with this problem because you don&#x27;t know anything and you&#x27;re not working very hard.&quot;</i>
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thruflo大约 11 年前
The unparalleled Think Like a Grandmaster by Alexander Kotov explains not only planning and strategy in chess but also the methodical use of time.<p>Assess the position. Identify the variations to consider. Evaluate each variation for a roughly equivalent period of time. Choose the strongest. Sanity check you haven&#x27;t missed something. Move.<p>Repeat, exhaustively, without losing focus, for a multiple of hours.<p>Edit: the parallel with startups is clear. In chess, you can only think so far ahead. This may be one or two moves, or for a strong player it may be five or six. Either way, you have a visibility horizon but you have to move.
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thaumaturgy大约 11 年前
For people interested in brutalizing their egos and learning how to think in some of the ways this article mentioned -- longer-term, more deliberately -- I cannot strongly enough recommend learning how to play Go (<a href="http://www.britgo.org/intro/intro2.html" rel="nofollow">http:&#x2F;&#x2F;www.britgo.org&#x2F;intro&#x2F;intro2.html</a>).<p>It&#x27;s a less popular, but probably more suitable game than chess. The individual rules are far simpler than chess, but the game play is way more complex, with lots of edge cases.<p>It also has a built-in handicap system that makes it possible for players of different ranks to play fair games, and the game board size can be scaled down for beginners while they learn the basics.
Malarkey73大约 11 年前
I think this falls in to the same trap as the stories earloer about the LHC Physics group that have abandoned PowerPoint for a whiteboard. That something is a good idea for a particular intellectual exercise its a good idea generally for thinking, learning,success! No, chess is a quite particular skill where you can&#x27;t afford to make mistakes and the problem is bounded and can be fully rationalised. Most creative or scientific endeavors are quite different and some maybe be best learnt by experimentation trial and error. I&#x27;m sure she has a great way to teach chess but I don&#x27;t think its a panacea.
KiwiCoder大约 11 年前
The article is titled &#x27;How To Think&#x27;. It might be more aptly titled &#x27;How To Think About Failure&#x27; (in a way that shows failures are opportunities for self improvement while success teaches us little).<p>Coincidentally the BBC ran a series this week &#x27;The Value of Failure.&#x27; <a href="http://www.bbc.co.uk/programmes/b03xl7ff" rel="nofollow">http:&#x2F;&#x2F;www.bbc.co.uk&#x2F;programmes&#x2F;b03xl7ff</a><p>The series is well worth a listen - 5 x 15 minutes.
radicaledward大约 11 年前
My number one concern with this approach is that it creates an extreme dependence on an external locus of motivation. This seems like it would be great if you want to turn children into excellent cogs for your machine, as in the industrial age, but it could be horrible for creating pioneers and innovators.<p>I would welcome approaches like this when combined with something like the kind of educational freedom given at a montessori school. In this case, we&#x27;re looking at a chess team. So maybe the children are participating voluntarily or maybe they aren&#x27;t.
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cbaker大约 11 年前
I&#x27;m sympathetic to the ideas in the article, but is there any, you know, actual &#x2F;data&#x2F; to support that calling kids lazy and telling them their work is unacceptable is an effective way to teach? I talk to people who study this stuff and do consulting for people like the US military (who aren&#x27;t particularly known for their touchy-feely approach to training), and, as far as I can tell, this doesn&#x27;t work particularly well.
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prestadige大约 11 年前
&gt;most people won’t tell teenage girls [...] that they are lazy and the quality of their work is unacceptable<p>Yes. If a male teacher, for example, were to &#x27;rampage&#x27; around female pupils, he&#x27;d be sacked.
j2kun大约 11 年前
It&#x27;s really difficult to get students to think hard about the feedback you give them. This article gives a great way to do that, and I think it&#x27;s a large part of the success. Simply making them confront their own mistakes honestly.
Malarkey73大约 11 年前
I think this falls in to the same trap as the stories earlier about the LHC Physics group that have abandoned PowerPoint for a whiteboard. That something is a good idea for a particular intellectual exercise its a good idea generally for thinking, learning,success! No, chess is a quite particular skill where you can&#x27;t afford to make mistakes and the problem is bounded and can be fully rationalised. Most creative or scientific endeavors are quite different and some maybe be best learnt by experimentation trial and error. I&#x27;m sure she has a great way to teach chess but I don&#x27;t think its a panacea.
yoha大约 11 年前
By principle, I noticed something that looks like selection bias: she seems to only criticize the decisions on wrong moves without comparing them to when he did well. After all, maybe he just spent one second on the good moves because his instinct is very good?<p>I know in practice he should have used the available time, but I wanted to underline the one flaw of the article; the rest is pretty good.
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erikpukinskis大约 11 年前
What I think makes her approach powerful is that she does BOTH of two very important things: she expects the kids do more than they are, and she only asks them to take the step right in front of them.<p>I see a lot of teachers&#x2F;parents&#x2F;bosses doing one or the other. They demand more of a kid, but fail to properly assess where the kid is, and therefore ask a little bit too much, setting the kid up for failure. Or they acknowledge where the kid is but fail to really push them to take the next step, leading to complacency. Both ultimately lead to fear.<p>In practice doing it right requires immense knowledge of both the subject and the student, which is what makes it hard. But when done right, people respond by growing very fast. And the experience, while sometimes exhausting, feels humane and healthy.
startupstella大约 11 年前
If you like this story, check out Brooklyn Castle- a really great documentary about that school and its chess program- <a href="http://www.brooklyncastle.com/" rel="nofollow">http:&#x2F;&#x2F;www.brooklyncastle.com&#x2F;</a>
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NAFV_P大约 11 年前
&gt; <i>Elizabeth Spiegel, the school’s chess teacher, was waiting.</i><p>At my school in the UK, we didn&#x27;t have a chess teacher. I&#x27;m presuming that not every school in the US has a chess teacher.<p>Coincidentally, Ms Spiegel reminds me of an old English teacher of mine.<p>&gt; <i>Before she was a a full-time chess teacher, Spiegel taught an eighth-grade honors English class. She taught them the same way she taught Sebastian: ruthlessly analyzing everything.</i><p>I would consider it a shame if she had actually stopped teaching English (especially the comprehension). I often notice how my sentences are <i>elaborated</i> by others, even occasionally on HN.
dynamic99大约 11 年前
Farnam Street is an awesome blog. I&#x27;ve been following it for the past year and a half or so, and it&#x27;s really a collection of priceless information.
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chippy大约 11 年前
I think that tests are a way for programmers to replicate some of these moves. Have the expected outcome the goal, and ensuring that the internals will always work as expected.<p>By taking each component separately, by developing and iterating each little bit at the time, like a chess move, a good program can be made.<p>Perhaps those genius programmers who don&#x27;t need to write tests do this process automatically.
Elizer0x0309大约 11 年前
I can&#x27;t stress enough the main step to increase thinking skills and self is to introspect. Every challenge requires it to fully learn and grow from it. When solving problems for example, it is not only the solution that is important but also the very process to arrive to that solution. Aka: &quot;Thinking&quot; and &quot;Meta-Thinking&quot;.
frade33大约 11 年前
Some decisions had to be made quick. But Most of them do not have to. However all of us tend to make quick decisions even when not required.
bluecalm大约 11 年前
I don&#x27;t like it. I think it&#x27;s very important to make people comfortable with the idea that they often make mistakes and their thinking is not up to par. You need to make them comfortable thinking about their thinking and being open about it. To do that you need to point a lot of mistakes and encourage them to think about the process leading to them. That&#x27;s difficult for many people (because of ego mainly). However the woman from the article doesn&#x27;t achieve it in my view. Her way is to inflict guilt:<p>&gt;&gt;Spiegel’s face tensed. “We did not bring you here so that you could spend two seconds on a move,” she said with an edge in her voice<p>&gt;&gt;“This is pathetic. If you continue to play like this, I’m going to withdraw you from the tournament,<p>&gt;&gt; I’m very, very, very upset to be seeing such a careless and thoughtless game.<p>I call it bullying. Why not just focus on the thought process and try to detach emotions from it, that&#x27;s what the kid needs to learn in the first place:<p>-&quot;How much time did you spend here?&quot;<p>-&quot;Two seconds&quot;<p>-&quot;You see, spending two seconds here led to a blunder which you suffered from for rest of the game, we need to work on your thinking habits. There is not much time for that now and as I screw up as your teacher not teaching it to you before for now I only suggest that once you decide on a move, look away from the board, try to reset your mind, sit on your hands and look at the board as freshly as possible for 15 seconds to see if you are not blundering anything&quot;.<p>Then you add: &quot;Thinking habits in chess are everything, a lot of brilliant players never make progress because occasional slips and a lot of not-so-brilliant ones enjoy success because they avoid simple mistake thanks to good habits&quot;. &quot;We are going to work on this after the tournament, there are many ways. Rest assured it&#x27;s main problem chess players have, you are not alone. How well people improve in that area is going to be a difference between winning and losing so it&#x27;s exciting area to focus on&quot;. Then you discuss ego, how not willing to admit your own mistakes is major road block and how it&#x27;s perfectly ok to discuss mistakes but it&#x27;s not ok to be happy about them or comfortable with them! You need healthy dose of ambition you need to be disappointed... but optimistic and believing you can get better. Feeling guilty won&#x27;t lead there. Feeling like you are disappointing other people won&#x27;t lead there (even if it won&#x27;t be long term, it&#x27;s dependence on external motivator - disappointing someone. At one time this someone won&#x27;t be there). If you act like the woman from the article people will avoid you - nobody wants to feel guilty after all. They want to improve, work on their thinking, compete and have fun.<p>Her way shows characteristics of bad teachers and bad parent. I&#x27;ve encountered both and I think it&#x27;s the best way to kill natural joy and passion quickly even if you get some quick results - it won&#x27;t be long term and it won&#x27;t be to maximum potential.
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whatevsbro大约 11 年前
&gt;&gt; By the end of round three I was starting to feel like an abusive jerk and was about to give up and be fake nice instead.<p><i>Feel</i> like an abusive jerk? -She <i>is</i> one. She&#x27;s behaving like one of those Chinese &quot;Tiger Moms&quot;.<p>&gt;&gt; But then in round four everyone took more than an hour and started playing well.<p>But then, her bullying started getting results, and she let out a sigh of relief. She wouldn&#x27;t &quot;need&quot; to tone it down and <i>fake niceness</i> after all.<p>Fear is an efficient motivator. The kids work hard to avoid the psychological pain she&#x27;ll inflict on them for not performing up to her expectations.
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mantrax大约 11 年前
This kind of leadership &#x2F; teaching is also known as the &quot;hero &#x2F; shithead&quot; rollercoaster, a term coined by Apple and NeXT employees for what it was to work with Steve Jobs.<p>As the name suggest, it&#x27;s just as important to strongly praise to correct moves as it is important to strongly scorn the bad moves.<p>We don&#x27;t have emotions as some quirk of our evolutionary paths. Emotions are a tool. Like any tool, when used correctly, it produces amazing results.