Study Hacks

A Deliberate Day

Earlier this week, after three days of trying, I proved an interesting theorem. I was studying a certain type of scheduling problem in graphs. I was finally able to prove that without lots of knowledge about the graph no algorithm can solve the problem fast.

This morning I set out to extend this result. I wanted to know what happens if you have more knowledge. After about an hour, I had a partial answer: If the graph is small in a certain way there is an algorithm that can solve the problem fast — I know this because I found it.

Unfortunately, for more general structures I couldn’t make the math play nice. I had a hazy intuition, but attempt after attempt to make it concrete failed. I couldn’t hold the pieces straight in my head. (See here for more on the style of problem I’m talking about here.)

After another 3 – 4 hours I had to stop for the day.

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The Deliberate Student

I just received the e-mail reproduced below from a computer science major who successfully applied the deliberate practice hypothesis to his academic work.

This is good food for thought for students home for Christmas break. As you think about your fall and make plans for your spring, remind yourself of the following essential truth:

When it comes to studying, there’s a huge difference between doing work and doing useful work. If you’re not putting a lot of thought into navigating this distinction, you’re probably mired in the former.

On to the e-mail…

The Piano Player Confessions

I recently received a message from an accomplished piano player. Let’s call him Jeremy.

This is someone who majored in piano performance at music school, where he was one of the top two students in the major. He won state-level competitions throughout his college career.

Jeremy wrote in response to my recent article on the surprisingly relaxed lives of elite musicians. He told me that post agreed with his experience.

“I, and the other strong students in my department, did practice less than the weaker students,” he said.

He then went on to explain exactly what he and the other strong students did differently as compared to their less accomplished peers.

I reproduced his explanation below (I added the headings and edited the text slightly), as I think it offers profound insight into the difference between the type of work most of us do and what it actually takes to become so good they can’t ignore you.

As you read Jeremy’s strategies, ask yourself what it would mean to apply these same ideas to your livelihood, be it as a writer, programmer, consultant, student, or professor. When I performed this exercise I was embarrassed by the gap between what I should be doing (if I want to maximize my ability), and what I actually do.

Good food for thought as we roll toward a new year…

Jeremy’s Strategies for Becoming Excellent…

• Strategy #1: Avoid Flow. Do What Does Not Come Easy.
  “The mistake most weak pianists make is playing, not practicing. If you walk into a music hall at a local university, you’ll hear people ‘playing’ by running through their pieces. This is a huge mistake. Strong pianists drill the most difficult parts of their music, rarely, if ever playing through their pieces in entirety.”
• Strategy #2: To Master a Skill, Master Something Harder.
  “Strong pianists find clever ways to ‘complicate’ the difficult parts of their music. If we have problem playing something with clarity, we complicate by playing the passage with alternating accent patterns. If we have problems with speed, we confound the rhythms.”
• Strategy #3: Systematically Eliminate Weakness.
  “Strong pianists know our weaknesses and use them to create strength. I have sharp ears, but I am not as in touch with the physical component of piano playing. So, I practice on a mute keyboard.”
• Strategy #4: Create Beauty, Don’t Avoid Ugliness.
  “Weak pianists make music a reactive  task, not a creative task. They start, and react to their performance, fixing problems as they go along. Strong pianists, on the other hand, have an image of what a perfect performance should be like that includes all of the relevant senses. Before we sit down, we know what the piece needs to feel, sound, and even look like in excruciating detail. In performance, weak pianists try to reactively move away from mistakes, while strong pianists move towards a perfect mental image.”

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This post is part of my series on the deliberate practice hypothesis, which claims that applying the principles of deliberate practice to the world of knowledge work is a key strategy for building a remarkable working life.

Previous posts:

• Is Talent Underrated? Making Sense of a Recent Attack on Practice
• Perfectionism as Practice: Steve Jobs and the Art of Getting Good
• Complicate the Formula: John McPhee’s Deliberate Practice Strategy
• If You’re Busy, You’re Doing Something Wrong: The Surprisingly Relaxed Lives of Elite Achievers

(Photo by Kofoed)

A Simple Tower

My friend Chris Guillebeau just published his latest manifesto. It’s called The Tower.

In the manifesto, Chris asks: “what truly matters?”

“The purpose of life,” he eventually answers, ” is to create something meaningful that will endure after we’re gone.”

What caught my attention today was an article Chris wrote promoting The Tower. It was a parable about a farmer who realizes that a simple life in his fields — a life devoid of distraction and undue stress — was not enough.

“Deep inside his soul,” Chris writes, “the farmer wanted a challenge.”

It’s not just the content of Chris’s article that interests me, but also where he posted it: on Leo Babuta’s minimalism blog, Zen Habits.

Whether or not this was his intention, Chris hit upon a crucial tension in our corner of the self improvement world.

To understand this tension, keep in mind that Zen Habits is the flagship of the powerful minimalist movement. This is a movement that rejects stuff and busyness; it drives people to give away junk they don’t need,  stop acquiring, and live cheaply, which in turn lets them step away from overly-demanding jobs, debt, and long commutes.

It’s most visible proponents have gone so far as to move into tiny houses that they build by hand and that can be pulled around on a trailer.

Minimalism is a powerful idea. Clutter and demands in our lives leads to clutter and demands in our minds, which in turn leads to stress and unhappiness (c.f., Winifred Gallagher’s under-appreciated book, Rapt). And if our current cultural situation is anything, it’s cluttered.

But Chris’s post highlights the achilles heel of minimalism. We are also wired to make an impact (c.f., Victor Frankl). Once distraction is cleared from our lives something meaningful needs to fill the vacuum.

When I browse the most pure of the minimalism blogs, like Tammy Strobel’s compulsively readable Rowdy Kittens, this background attraction toward legacy pulls at my attention. I crave simplicity. But I also crave challenge.

Bringing together these two cravings, in my humble opinion, might be one of the most original and effective ideas to come out of our piece of the web; a point of convergence that the different schools of advice blogging — lifestyle design, minimalism, the passionistas, evidence-based success strategists — are all blindly evolving towards; perhaps even a grand unified theory of building a happy life in modern America.

Of course, I’ve been nibbling around the edges of this convergence for years here on Study Hacks.

My student readers have had my mantra drilled into their head time and again: Do less. But do the very small number of things you do very well.

My readers in the career world are increasingly hearing a variant of this theme: Choose one thing to do really, really well, then leverage this value to take control of your career.

There is, however, a lot of work to be done to advance this convergence. (For one thing, I can’t hold a candle to Leo or Tammy’s ability to evoke the contentment of simplicity.) Which is why I was happy to see Chris stroll over to Leo’s world, admire the uncluttered view, and then ask, “now what?”

(Image from Rowdy Kittens, taken by Tammy Strobel.)

Project Problems

Earlier today I answered an e-mail from an undergraduate at a well-known college.

She was studying neuroscience. A true believer in the Study Hacks student canon, she had pared down her commitments so she could focus her attention on her major and a related research position.

But then came the second paragraph: “I have a new project that I want to put together,” she said. “Something about the neuropathology of abnormal psychology.”

She admitted that she was having trouble with this ambition because no one at her school did behavioral neuroscience research.

“But I really want to get involved in that area,” she emphasized. “How do I find someone to work with me? I’m stuck.”

I told her to abandon the idea.

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Bad New for Strivers?

Two psychology professors, David Hambrick and Elizabeth Meinz, recently wrote a New York Times op-ed with a typically snarky title: Sorry, Strivers: Talent Matters. Many helpful readers were quick to forward me the link.

The authors of this piece start by asking a simple question: “How do people acquire high levels of skill?”

They note that research in recent decades — pioneered by Anders Ericsson, among others — has emphasized the importance of practice, and that these findings have been “enthussiastically championed” by popular writers like Malcolm Gladwell and David Brooks, perhaps due to their “meritocratic appeal.”

They then trip their intellectual trap: “This isn’t quite the story science tells. Research has shown that intellectual ability matters.”

To support this view, they cite their own research, recently summarized in a paper appearing in the journal Psychological Science, which shows that people with larger working memory capacity end up better piano players.

I’m mentioning this article because we’ve been exploring what I call the deliberate practice hypothesis — the idea that applying deliberate practice techniques to a knowledge work environment can lead to huge gains in ability and value. The question at hand is whether this New York Times piece should give us reason to pause.

I read their paper, and my conclusion is that it’s not yet time to abandon deliberate practice to start searching for your innate talent.

Here’s why…

Forget About the Final 7 Percent Until After You Maximize the First 93

What struck me about Hambrick and Meinz’s paper is that it emphasized the necessity of deliberate practice for high achievement.

Consider, for example, the graph at the top of this post, which was pulled from their study. Both lines in the plot show how performance on a piano sight reading task improves with increases in working memory capacity, a trait that the authors argue is innate.

The red line shows this improvement for players with lots of deliberate practice and the blue line shows the improvement for players with less practice.

The key take away is that the  impact of deliberate practice dominates the impact of memory capacity. Practicing more makes you over twice as good. Going from low to high working memory capacity, on the other hand, yields only a minor improvement for an already well-practiced player.

When they finished crunching the numbers, and doing the proper controls for practice quantity, the authors found that this memory capacity accounts for less than 7% of a player’s ability at this task.

From a scientific point of view, this result is important as it clearly identifies a separation between innate and acquired skill.

But from a practical perspective, it’s essentially irrelevant. The fact that these findings are so rare, and that these authors are so excited about such a small effect size, only emphasizes just how small a role innate ability seems to play in achievement.

In other words, unless you are trying to become the world’s top piano sight reader, the 7% advantage of having been born with a vast working memory capacity is not going to play a major role in your achievement.

Now let’s return to the setting that concerns us here at Study Hacks: knowledge work. The deliberate practice hypothesis assumes that almost no one in this setting is working in a way that approximates deliberate practice. In the context of the Hambrick and Meinz study, most of your coworkers are therefore on the blue line from the graph above.

This, of course, only reinforces the idea that embracing deliberate practice can have a profound effect on your ability in this work setting, as this embrace will vault you to the red line. From this lofty perch, minor differences in innate talent won’t matter. Your overwhelming value has already been definitively established.

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This post is part of my series on the deliberate practice hypothesis, which claims that applying the principles of deliberate practice to the world of knowledge work is a key strategy for building a remarkable working life.

Previous posts:

• Perfectionism as Practice: Steve Jobs and the Art of Getting Good
• Complicate the Formula: John McPhee’s Deliberate Practice Strategy
• If You’re Busy, You’re Doing Something Wrong: The Surprisingly Relaxed Lives of Elite Achievers

(Figure from Psychological Science)

I don’t accept paid advertisements. I do, however, have a standing offer to write an honest post about a student-related product if I like it and the company is willing to donate to a charity of my choice. (See here for more details.)

MindMaple, the makers of an exceptional piece of mind mapping software, recently took me up on my offer by donating money to Bottom Line, a great Boston-based organization that helps more students get access to college.

Intuitive, Elegant Mind Mapping Software…

Mind mapping is a method of visually organizing connected ideas, tasks, and information. It has been embraced by many students, for example, as a way to structure information from a class to make it easier to understand and recall (e.g., as explained in this article by Scott Young).

The reason I’ve been slow to suggest this strategy is that mind maps are hard to draw well by hand (you inevitably run out of room) and much of the early software I encountered was too clunky for inclusion in a streamlined study system.

MindMaple has solved these problems. Its interface is perfectly intuitive and uncluttered (especially if you’re using a tablet) allowing you to create beautiful maps quick. You can then export them to any number of formats. The video at the top of the post shows what I mean.

Conclusion: If you’re interested in mind mapping, you need to check out Mind Maple.

The Perfectionism of Steve Jobs

While designing the original Macintosh, Steve Jobs became frustrated with the title bars. As Malcolm Gladwell summarizes in a recent essay on industrial innovation:

“[Jobs] forced the developers to do another version, and then another, about twenty iterations in all, insisting on one tiny tweak after another, and when the developers protested…he shouted, ‘Can you imagine looking at that every day? It’s not just a little thing. It’s something we have to do right.’”

Gladwell told this story to emphasize a truth about Jobs that many found frustrating: “He needed things to be perfect.”

A Different Type of Practice

Like many in the advice community, the death of Steve Jobs drove me to a period of morbid, posthumous anthropology, seeking some insight into what made this icon who he was. In this scavenging, it was the tales of perfectionism — emphasized by many different commentators — that caught my attention.

Jobs’ quest for perfection made him “complicated and exhausting,” but it also made him and his team really good at what they did.

On reflection, this makes sense. When we declare something to be “good enough,” we are declaring that we have reached the limits of our comfort zone. A “good enough” outcome, in this respect, is a snapshot of our current ability level. Pushing something beyond this point crosses a threshold into an ambiguous and uncomfortable territory, where we need skills we don’t yet have and which might be difficult to acquire and apply.

This is a territory most of us avoid.

People in the orbit of Steve Jobs could not.

And they became the best technologists in the world.

Defusing the Dangerous Allure of Perfect

We have now entered a precarious situation. Perfectionism, I’m arguing, can be a powerful technique for injecting deliberate practice into your working life, as the quest for perfection forces you to strain and develop new abilities in a way that you would otherwise naturally avoid. Because of this, it provides a nice case study of our deliberate practice hypothesis in action.

But perfectionism is also dangerous. It’s the source of workaholism and the bane of elite college students. It drove Harvard’s happiness guru, Tal Ben-Shahar, to write a book with the subtitle, How to Stop Chasing Perfection and Start Living a Richer, Happier Life.

To harness this technique, therefore, requires nuance.

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