- cognitive resources in thinking is linked also to self control....aka cake vs. fruit and 2 digits vs. 7 digits...at the end of the day, its all one tank.
- the more you use your brain to think, the less ability you have to resist a drive-thru on your way home
- using willpower = losing cognitive processing...so vice versa
- death by 1000 cognitive mico-leaks...tiny things you have to deal with, like losing your tv remote or other little things.
- where there is high expertise, theres a great deal of cognitive resource management when learning and actually doing the thing.
3 areas:
- A: cant do but need to
- B: can do with effort
- C: Mastered (reliable/automatic)
problem 1: you just dont get better
- there's a pile-up on B going from A
- this happens easily, like the
- when people usually dont make progress, theres too many things draining cognitive resources
problem 2: intermediate blues: when people are making progress but they plateau
- something has made it to C but isnt high quality or outdated and holding them back and it once worked or isnt supporting them
- since its already in C, no one wants to pull it back to B
problem 3: takes too long, we dont have that kind of time
- pile up on B, half-assed on C, Too slooow (this is the one where all the magic happens.)
- this area is where we can have the greatest growth as well (as shown below).
For Prob 1: pile up on B
- keep more stuff on A ex: you dont have to learn the whole API right now
- split B into subskills and eventually push those subskills to cake
how do you know what size of a subskill will help make this happen?
-
if you can take a skill from not being able to do it to nearly mastered it in 3 sessions and each sesh is no longer than 45-90 minutes.
-
if not, the subskill is too big.
-
the scariest thing about practicing is practice makes permanent...not always perfect. so the idea is reduce the amount of pile-up on B.
For prob 2: half-skills on C
- we never wanna revisit these things
- when ppl study high skilled ppl, theyre always looking at stuff on C...does this still serve me, does it need to be redefined?
- whats on your C board?
For prob 3: takes too long
- bypass B where we can...can you go from A-C?
- speed up A-B-C
- ex of A-C: took the ppl who would be baby chick sexers and the person would pick up the baby chicken and say yes or no and the person expert would give them feedback...over time they got better at it.
- they had the person who wanted to learn next to the expert.this is called "perceptual learning"...for a long time ppl thought learning was sensory perception..what the eyes saw or what you hear...they didnt see that the brain was pattern matching underneath the cover
- turns out brains are great at pattern matching..🙃
how to make prob 3 solution happen:
- high-quality, high-quantity examples...typically we dont do this.
- 200-300 exposures over time.