Testing status: I’ve only dated once, because I’m moving to other city to enter university.
The girl I have dated was quite pretty but not the most beautiful around. Luckily I learnt that she has read HP:MoR early so didn’t even try to over-hyperbole and say that she was the most beautiful—both of us would understand that it’s false—instead, I smiled at appropriate moments.
Another non-verbal sign is not to dismiss parts of dialogue. When my girlfriend suggested a few animes to watch, and I doubted I would like them, I still visibly wrote them down but avoided promising that I will actually watch them. (I ended up liking one and said so afterwards!)
I have quite specific perspective on talking, because I notice that I’m trying to understand others’ perspective and internal beliefs structure when they don’t understand something. Roughly once a month, someone of my classmates would ask a strange-looking question, and teacher would answer something similar but not the question (like “Why this approximation works?”—“There’s how you do it...”—“I’ve understood how to calculate it, but why is it the answer?”), and afterwards I try to patch the underlying beliefs structure.
Testing status: I’ve only dated once, because I’m moving to other city to enter university.
The girl I have dated was quite pretty but not the most beautiful around. Luckily I learnt that she has read HP:MoR early so didn’t even try to over-hyperbole and say that she was the most beautiful—both of us would understand that it’s false—instead, I smiled at appropriate moments.
Another non-verbal sign is not to dismiss parts of dialogue. When my girlfriend suggested a few animes to watch, and I doubted I would like them, I still visibly wrote them down but avoided promising that I will actually watch them. (I ended up liking one and said so afterwards!)
I have quite specific perspective on talking, because I notice that I’m trying to understand others’ perspective and internal beliefs structure when they don’t understand something. Roughly once a month, someone of my classmates would ask a strange-looking question, and teacher would answer something similar but not the question (like “Why this approximation works?”—“There’s how you do it...”—“I’ve understood how to calculate it, but why is it the answer?”), and afterwards I try to patch the underlying beliefs structure.
If it wouldn’t have felt authentic, then it would have been the wrong choice to say it.