An ambient belief I have had for many, many years: Life (for a person, a group, humanity) is an iterated test, with lots of confounding factors. Some problems on the test announce "I am a high school math problem. Seriously." We can observe that not all strategies test equally.
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We are currently faced with an iterated test, with a very tight feedback loop, where *a lot* of the problems announce "I am a high school math problem" or "Choose your own adventure: med school, epidemiology undergrad, or paid attention in 5th grade science or European History."
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This test is distinguished from most tests by the iteration rate being higher, the answers being marked in a far more obvious fashion, the confounding factors being lesser because most of them operate on a longer timescale than the iteration speed, and the stakes being higher.
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So if there was ever a method for doing well on tests or a stat on a character sheet which gives a bonus to your roll, that is going to be both important as a matter of societal concern and also quite a bit more obvious than it normally is from the constant test that is life.
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Epistemic status: This is a model I use to interpret things I have seen in the world over the course of my life, which I have found to repeatedly generate predictions which work well for me, but I acknowledge my reasoning may be corrupted.
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If you had asked me to write a character sheet for myself in high school, I would have put *all* the points into whatever skill governed the roll for doing well on tests, and I have spent much of my adult life sometimes regretting that effort allocation, which through mid-20s.
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Replying to @patio11
Visakan Veerasamy Retweeted Visakan Veerasamy
we are similar in many, many ways but this is an amusing way in which we might be fundamentally different I put all my points into foiling tests
https://twitter.com/visakanv/status/1030908029695287296 …Visakan Veerasamy added,
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Replying to @visakanv
Please note that my definition of doing well on a test was "Anything which resulted in the highest possible score or a score higher than the highest possible score which I would not have to bring up in confession." Strongest claim about me and teachers: most happy, most of time.
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This included e.g. a simulated cooperative trading game in high school history where the rulebook included the scoring rubric on the last page. "Mr. B, the scoring rubric is on the last page. Am I allowed to use it?" "Go for it Patrick." "GUYS ONLY BUY RAILROADS."
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Some people's proud moment from high school was a first love or winning the big game. Mine was Mr. B saying, after I was utterly ineffective at convincing people that intuitions about diversification were not rewarded by the scoring rubric, "Class: listen to Patrick next time."
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Some teachers would, if they were asked for reflections, probably say "It defeats the educational purpose of homework to simply skip several weeks of it even if you have done the math and know you will get a 91.5%, which rounds to 92% and therefore an A, regardless of doing it."
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The grading system for MIT's computer architecture class (https://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-004-computation-structures-spring-2017/syllabus/ …) was THE BEST for this. Obvious cutoffs. Definitely allowed to skip the entire design project. I skipped it.
pic.twitter.com/mprtnsxkCm
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