ʤeɪmz

up and to the right

[ʤeɪmz @squaredcurve]

@PenguinWeb3 So cute!

[ʤeɪmz @squaredcurve]

@elonmusk When will you give Americans a vehicle that can support large families? 7+ seat van with all of the safety features and power of Tesla.

[ʤeɪmz @squaredcurve]

@arb8020 For a few weeks I had a number of 5.4 thinking and pro replies talk about goblins. "Oh, that's a goblin in the system." "Doing this will prevent any nasty goblins from popping up."

It was odd and somewhat endearing; I wasn't heavily using chat or OAI at the time.

[ʤeɪmz @squaredcurve]

@tszzl aka the reservation

[ʤeɪmz @squaredcurve]

@ianrowan29 @patrickc Now... take all of the blood work you've ever done, normalize it, and put it in there. With a time series you'll be able to extract more value from it.

Did something similar, but with WGS and years of blood work. Found out I have two serious genetic conditions. Life changing.

[M.A. Franklin @FoundationDads]

I don't know who needs to hear this, but if you homeschool, you don't need to spend 6+ hours per day doing it.

Public school should not be your model.

What a typical homeschool day might look like:

- Kids wake up 8:30 - 9:00
- Kids start school around 10:00
- Kids are usually done by lunchtime. Sometimes they go a little bit after. Rest of the day is free.
- At night, the family reads together for 45-60 minutes.

Sometimes we go to the zoo.

Sometimes we take walks.

Sometimes they have an online class.

Sometimes they do nothing extra.

One day a week we go to our co-op and spend time with other families. They usually do a science experiment.

As kids reach middle school, they take on more responsibility for themselves, and school lasts a bit longer per day.

But at that point, your personal involvement doesn't increase drastically.

You already helped them grow and spread their wings.

They can fly a bit on their own.

[Raising Healthy Families @thriving__kids]

One of the best predictors of how successful a child will be is the amount of time they spend reading

Parents should start reading with their kids as early as possible, even before they understand the words.

This should be a daily activity. This is the best way to build a love for reading.

Kids who grow up reading every day develop stronger communication skills & have more success in school

And parent-child reading time is a great way to build strong bonds.

One day your kids will thank you for building this habit

[ʤeɪmz @squaredcurve]

@Islaladrones @ConorNeu You must be unfamiliar with the model. They certainly track the forgetting curve as much as the learning curve. Couldn't really do a mastery model without it.

[ʤeɪmz @squaredcurve]

@RobGuillimann @lennysan @pmarca Underrated comment right here. Bloom's 2-sigma problem (the ~2 SD gain from perfect 1:1 tutoring and mastery learning) can be more than solved with current tech if there is alignment between students and guides. Building a 'Young Man's Illustrated Primer' for my boys.

[ʤeɪmz @squaredcurve]

@foundmyfitness All the apoe e2e2 struggling with dysbetalipoproteinemia dying before they get old enough to have a chance at Alzheimers. Total time under the curve with atherogenic remnants is very high for them. If you're e2e2: watch out! Med diet for you.

[ʤeɪmz @squaredcurve]

@jvivas_official @levelsio @WisprFlow @TermiusHQ "How about you please fuck off?" feels better imo.

[ʤeɪmz @squaredcurve]

@0xAskar @DzambhalaHODL Yes, I had everything clinically verified. I also had a whole genome sequence and two consumer sequences. So I have the genotypes as well as expressing the phenotypes. I'm glad I caught it early versus much further progressed. It's a life changer. Saver, even.

[ʤeɪmz @squaredcurve]

@Kyuule @DzambhalaHODL I've done something similar; working on a full analysis pipeline targeting high signal SNPs from gwas and clinvar, etc. One issue is that people can have rare but high consequence genes that the simple "important SNP" lists may not surface. +1 for clinic data grounding.

[ʤeɪmz @squaredcurve]

@0xAskar @DzambhalaHODL I figured out I have two issues: apoe e2e2 derived dysbetalipoproteinemia and a genetic liver and lung disorder (alpha 1) using Claude by performing a similar kind of analysis. This analysis is fraught with risks, misinterpretations, and errors. Need to clinically verify.

[ʤeɪmz @squaredcurve]

@squidorabl I recently was dx'd with alpha-1. Pi*SZ. Found the "Alpha-1 Antitrypsin Deficiency Support" group on fb very helpful.

[ʤeɪmz @squaredcurve]

@ach2678 Did you do any other prep or adjacent activities?

How solid were your foundational math facts going in? (eg: could you do all of the base 12x12 multiplication matrix in ~1s/pair?)

[Justin Skycak @justinskycak]

Memory is the raw material of understanding, and we use it to build magnificent information structures in our brains.

But when the towers grow high enough, intricate enough, we often look upon them as so magnificent, so divine, that we later claim they could not have emerged out of raw mechanical memory.

Our claims of "learning is not memorization" may sound poetic in the abstract, but when asked to break them down concretely, we find our explanations start to sound more and more like "tower-building is not nailing wood, not welding steel, not balancing load, it is none of those mechanical things, it is the emergent grace of brushing the heavens."

Which is completely devoid from instructional value, and entirely unhelpful to any aspiring tower-builder -- aside from possibly inspiring a fleeting spark of motivation that spends itself searching for a place to spend itself.

At the end of the day, learning is memory. Understanding amounts to memory that is well-connected and deeply ingrained.

The difference between "just memorizing" and "deeply understanding" isn't the substrate of the representation, it’s the depth of the representation.

Deep understanding consists of not only declarative facts, but also connections that link facts into related groups or "chunks" (think: concepts), connections that link smaller chunks into bigger chunks, and so on – as well as procedures for operating on chunks (think: skills), connections that chunk sub-procedures into meta-procedures, and so on.

This is all raw mechanical memory. It's just storage and retrieval of information. The point of building superior representation is to build superior recall abilities, including broadening and fine-tuning the range of stimuli that activate the information. If someone is "just memorizing" as opposed to "deeply understanding," it really means they haven't stored enough information in memory.

"Learning is memory" might feel obvious, but many learners don’t fully grasp the implications. If you don't realize that learning is memory, then you won’t realize that the most effective way to learn is to use memory-supporting training techniques.

It’s easy to get confused, thinking: "Truly understanding something is different from just memorizing it, so learning doesn’t require memory-focused techniques like retrieval practice, spaced review, and interleaving (mixed practice). Those are about memorization, not true understanding." And if that's what you think, then you'll likely shirk the hard work required to build memory, use fun/easy but ineffective training techniques instead, and end up not actually learning much.

I used to think resistance to "learning is memory" was genuine confusion, but now I think it's mostly laziness. If you accept that learning is memory, then you have to accept that maximizing learning requires memory-supporting training techniques. But those techniques are highly effortful and measurable, which make them unattractive to low-accountability / low-effort folks.

The only way to reject the premise is to latch onto the idea that "understanding" is some supernatural thing that can't arise from raw mechanical memory. Which is problematic because there's decades of research showing how expertise arises from having lots of domain-specific information encoded into memory that is well-connected and deeply ingrained.

(A response to the most common genuine objection: Even learning to generate new ideas amounts to searching a space of possibilities, combining pieces of memory in ways that haven’t been combined before. Now you might say "aha, the skill of searching/combining is something other than memory," but let me ask you: when a someone trains the skill of coming up with novel ideas, such as a grad student learning to come up with research ideas that contribute to the cutting edge of knowledge in the field, where is that skill stored for future use? In memory.)

[ʤeɪmz @squaredcurve]

@johnomarkid Are you using it personally, with your kids, or both?

I'm looking to start it with my eldest and am thinking of devoting some time at wherever it places my and working into the M4ML or College calc courses.

[ʤeɪmz @squaredcurve]

@arcticinstincts @AsceticVirtues Impulsivity.

[ʤeɪmz @squaredcurve]

@turing_hamster Yes, please and thank you.