One of the things that I don't see talked about a lot in 'classical' learning research is this idea that giving clear, unambiguous feedback is great for learning in structured environments (e.g. exams!) ... but it can actually DEGRADE your ability to learn from life.
Cedric Chinx.comOne of the things that I don't see talked about a lot in 'classical' learning research is this idea that giving clear, unambiguous feedback is great for learning in structured environments (e.g. exams!) ... but it can actually DEGRADE your ability to learn from life.
A tradeoff occurs every time you get feedback. You become slightly more mainstream, slightly more aligned with the zeitgeist. You become marginally more of an exploiter than an explorer , standing on the shoulders of the giants who conceived the paradigm you’re striving to build upon. This is very effective when you want to align your work with oth... See more
Leber • The Feedback Tradeoff
Following a curriculum, you build mental models by processing simple examples, and then those simple models filter reality so that you become blind to the subtleties of the more complex examples. This is sometimes called a knowledge shield.
To avoid knowledge shields the US military, when it does accelerated training programs, avoids sequential curr... See more
To avoid knowledge shields the US military, when it does accelerated training programs, avoids sequential curr... See more
Henrik Karlsson • Henrik Karlsson | Substack
Learning theorists, on the other hand, are given feedback that is more process-oriented.
Josh Waitzkin • The Art of Learning: An Inner Journey to Optimal Performance
Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to furthe
... See moreScott Young • Ultralearning - 4Books
laboratory studies tend to show that delaying the presentation of the correct response along with the original task (delayed feedback) is more effective. The simplest explanation of this result is that presenting the question and answer again offers a second, spaced exposure to the information. If this explanation were correct, all it would mean is
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