Study Hacks Blog

Last week, I received an email from a reader who had just returned from a trip to the Churchill War Rooms, a London museum housed in the bunkers, built underneath the Treasury Building, where Winston Churchill safely commanded the British war efforts as the Blitz bombarded the city above.

The reader had photographed an artifact he thought I might find interesting: a to-do list labeled “D Day,” written by one of the secretaries serving Churchill.

Here’s a detail shot:

Superficially, I was intrigued because I’ve been consuming a lot of WWII history recently. (At the moment, I’m concurrently reading The Splendid and the Vile along with David Roll’s excellent new George Marshall biography.)

But it also resonated at a deeper level.

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Andrew Huberman is a neurobiologist at Stanford Medical School. His lab specializes in neuroplasticity, the process by which the human brain changes its neuronal connections.

A reader recently brought to my attention a fascinating discussion about learning. It’s from a podcast episode Huberman recorded with Joe Rogan back in July.

Around the two minute mark of the clip, Rogan provides Huberman with a hypothetical scenario: “You’re 35, and want to learn a new skill, what is the best way to set these patterns?”

As someone who is in my thirties and makes a living learning hard things, I was, as you might imagine, interested to hear what Dr. Huberman had to say on this issue. Which is all to preface that I was gratified to hear the following reply:

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A reader recently pointed me toward an intriguing article published in 2017 in the Journal for the Association of Consumer Research. It was titled, “Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity.”

The authors of the paper report the results of a straightforward experiment. Subjects are invited into a laboratory to participate in some assessment exercises. Before commencing, however, they’re asked to put their phones away. Some subjects are asked to place their phone on the desk next to the computer on which they’re working; some are told to put their phone in their bag; some are told to put their phone in the other room. (The experimenters had clever ways of manipulating these conditions without arousing suspicion.)

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Eric Posner is arguably one of the most influential and prolific law professors in the country at the moment. Which is why I paid attention when around the 39 minute mark of a recent interview, Posner was asked his thoughts on law professors using Twitter.

“I’ve thought about this a lot because it now seems like every law professor wants to have this public presence,” Posner replied. “And I increasingly think this is a serious mistake.”

As he elaborates, becoming a “good” academic who is “serious” about research is a hard job:

“It requires a huge amount of work, especially at the beginning, to absorb the literature, to absorb the norms…I think a lot of junior people who are on Twitter…should be educating themselves.”

As he then clarifies, most of what transpires on Twitter is people “ranting” and reading other peoples’ “rants.” Participating in that culture, he says, doesn’t contribute in a meaningful way to the public debate.

The interviewer then presents Posner with another standard argument for why academics should engage with social media: it’s a way to “establish prominence in a field or establish name recognition.”

Posner doesn’t buy it:

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