get better at anything

Title: Get Better At Anything
Author: Scott H. Young

https://www.goodreads.com/book/show/195853498-get-better-at-anything

source: https://www.scotthyoung.com/blog/getbetter/
summary:

i. 3 main ingredients to progress in anything

observation, see
action, do
feedback, learn

ii. 12 maxims for mastery

problem solving is search
creativity begins with copying (wink 🔗 steal like an artist)
success is the best teacher (??)
knowledge becomes invisible with experience (becomes second nature)
difficulty has a sweet spot (fine-tune to maximise growth)
the mind is not a muscle (???)
variability >>> repetition
quality comes from quality (wink 🔗 art and fear)
experience doesn’t reliably ensure expertise
improvement is not a straight line
practice must meet reality
fears fade with exposure

1. problem solving is search

problem solving is like exploring and navigating an abstract maze
→ success depends on understanding

constraints,
possible moves,
ultimate goal

some strategies to successfully problem solve:

efficiently search the problem space
using heuristics
pattern recognition
accumulated knowledge

tetris player proficiency due to newfound learning resources
significant leaps in skill in modern players vs. earlier generations

→ why?

accessibility of strategies, knowledge + bigger community
⇒ shared learning and knowledge dissemination

could make the same observation with anything that has to do with tech and AI recently.

the 3 main factors for improvement applies:

observation: learning from others (experts) by accessing the right examples and contexts
action: effective learning requires deliberate practice
feedback: iterative feedback and adjustments to ensure ongoing improvement

there are 2 types of challenges in learning/problem-solving:

learning from others, experts → observe, understand, integrate, copy, apply, practice
vs. explore unknown areas by yourself → require creative solutions

having a community that promotes social learning helps vs. individual effort
→ exposure to varied ressources, techniques and expertise
→ learning from failures and seeking advice, feedback

2. creativity begins with copying

misconception: creativity = originality

but in reality, it’s much more about imitation.

in fact, a lot of artists, historically, actually learnt and developed from copying masters.

it’s also interesting to notice how art values different aspects over time:

heavy technique and natural talents
→ individuality and expression of artists

research shows benefits of imitation in terms of cognitive insights:

structured learning through examples ⇒ deeper understanding and better skills than independent problem-solving

what helps the learning process:

all essential steps to make invisible cognitive processes of experts clear to learners
variability in examples ⇒ enriches learning and develop better grasp of abstract concepts

observation + integration of example ⇒ foundation skills for originality
then creativity can flourish on top of that.

3. success is the best teacher

virtuous loop:

strong foundation skills (such as effective reading)
lead to broader achievement and cognitive development
being a tutor or finding a mentor can also enhance the educative effectiveness
small successes can build confidence and self-efficacy

positive early experiences creates a self-reinforcing loops of confidence, practice and improvement.

strategies for early success:

design learning environments with achievable initial challenges
provide immediate and positive feedback
break complex skills into manageable components
celebrate small victories and incremental progress

4. knowledge becomes invisible with experience

ironically,
the more proficient you become at something,
the harder it can get to articulate and teach their skills to others
→ because your understanding of things, the cognitive processes and the skill execution become natural, intuitive, automatic, unconscious and “tacit”.

understanding shifts from explicit, rule-based knowledge
→ to intuitive, recognition-based expertise

this can lead to the Curse of knowledge (or curse of expertise):
cognitive bias that occurs when a person who has specialised knowledge assume that others share that same knowledge
→ failure to recognise what beginners need to learn due to solidified understanding.

one technique to bridge the gap between experts and learners: cognitive task analysis (CTA)
→ basically it helps reveal the thought process of experts when performing complex tasks
e.g.

step by step thought process, thinking out loud, decision-making explanations, …

5. the difficulty sweet sport

the importance of challenge in learning is crucial,
to improve in any skill, one has to push beyond their comfort zones.

embracing difficult tasks can foster continuous growth and skill acquisition,
not too difficult to the point it’s overwhelming though,
but gradually more complex challenges.

it’s about finding the right balance between not too hard or not too easy.
→ the optimal challenge zone

finding the right difficulty level requires ongoing adjustment and self-awareness.

how to find the right difficulty:

progressively increase complexity
use variability in practice
seek feedback to calibrate challenge level
embrace desirable difficulties

6. skills are not broadly transferable

skills are highly specific, not broadly transferable

contrary to popular belief,
skills do not transfer broadly across domains.

mastery actually requires accumulating specific and targeted knowledge and practice.

this challenges the notion of generic “intelligence”

→ expertise is built through precise, domain-specific learning.

e.g. expertise in music will not necessarily improve general mental capacity.

7. variability over repetition

variability in practice (skill, style, context, challenge, scenario,) >>> repetitive drills
⇒ enhance learning, adaptability, flexibility, ability to improvise, robustness,
⇒ better long-term retention

how to vary practice:

shuffle your studying
→ mix and match topics and skills to gain breadth
get exposed to diverse performers and examples
→ enrich perspectives and techniques
learn the theories and develop multiple representations of knowledge
→ deeper understanding of underlying principles to enhance knowledge application
practice in changing contexts
→ avoid context-specific learning
get it right first, then vary your practice
→ initially focus on mastering the skills before introducing variability in practice context

8. quality comes from quantity

in skill development (all domains, from art to science)
produce large volumes of work ⇒ achieve high standards of creativity and proficiency
→ creativity and quality through volume

in fact,
quantity increases the probability of generating exceptional outcomes
by sharpening the shills and getting better little by little.
→ importance of consistent and persistent effort

the process of creativity is also partly random and chance-driven,
quantity increases the likelihood of stumbling upon breakthrough innovations and discoveries.

continuous quality control through feedback and revision is essential to ensure the work quality improves over time.

strategies for improvement:

create more → focus on high volume
embrace iteration → multiple drafts and iterations, don’t aim for perfection
embrace failure too → it’s part of the creative process
incorporate constraints → to narrow focus on specific aspects
utilise feedback → to inform and enhance your work

9. experience doesn’t reliably ensure expertise

experience ≠ expertise

mere accumulation of experience ⇏ expertise

expertise = genuine skill
which requires prolonged, high-quality experience with feedback on mistakes

expertise: quantity + quality + accuracy

10. practice must meet reality

importance of practising in realistic environment to develop true expertise
→ real-world performance

as much as possible,
practical skills >> theoretical knowledge

extensive experience doesn’t lead to expertise, as mentioned in the previous point,
in fact, done in inadequate contexts can even be counterproductive
→ lead to mistakes and overconfidence

even if training in real-life environments is difficultly accessible,
one must strive to get exposed to the risks, challenges, obstacles of actual real scenarios
→ only then can one build confidence and real competence

if done socially,
getting feedback and learning from mistakes will enhance the learning too.

11. improvement is not a straight line

improvement in any skill often involves a non-linear path,
it’s not always constant and stead,
there will be ups and downs.

unlearning is challenging yet essential for improvement and true mastery,
→ self-awareness, humility, honesty to confront and correct established habits, understandings, mental models or techniques

and yes, this may lead to temporary regression and setbacks,
but this is all part of the learning process.

getting better often first requires getting worse

learning = acquire new knowledge + replacing outdated / incorrect understanding

skill acquisition phases (fitts and posner model):

cognitive phase:
- attempt to grasp and understand skills → conscious thought
associative phase
- refine techniques through practice → more proficient
autonomous phase
- skills become automatic, awareness of every detail fades → curse of expertise

12. fears fade with exposure

fear is overwhelming
→ lead to avoidance behaviours, which prevent learning and progress in various skills

but exposure to fears (exposure therapy)
→ lead to desensitisation and ultimately reduce the fears
you realise your anxious expectations are just anxieties, you build resilience

2 mechanisms that help reduce fear:

extinction
- repeatedly expose an individual to a feared stimulus without any negative outcome
habituation
- natural decline in response to a stimulus after repeated exposure

courage is not the absence of fear,
it’s deciding and trusting that you can still do things, even with fear.

deeilna