Any kind of formative skill development. Adults are great (or can be) at learning new applications of those skills, but not so much at forming entirely new skills. Look at children learning motor skills verses stroke patients, for example.
AGI is my field, developmental psychology is not. I am actually working on AGI infrastructure day-to-day. I am not writing papers in developmental psychology, stroke rehabilitation, or nurology.
I’m not even clear what you’re saying. Should I be avoiding doing things that have any possibility of glitz associated with them? Am I incapable of accomplishing anything others might find meaningful?
Any kind of formative skill development. Adults are great (or can be) at learning new applications of those skills, but not so much at forming entirely new skills. Look at children learning motor skills verses stroke patients, for example.
Do you have a reference discussing the comparison between children and stroke patients?
Personal experience, being both a parent and volunteer at a stroke rehabilitation center.
Would you record your experience?
I would if I had the time. I’ll add it to my someday/maybe list a mile long :\ Making a positive singularity by finishing my AGI cones first...
Consider prioritizing goals you can conceivably accomplish over those with most glitz.
AGI is my field, developmental psychology is not. I am actually working on AGI infrastructure day-to-day. I am not writing papers in developmental psychology, stroke rehabilitation, or nurology.
I’m not even clear what you’re saying. Should I be avoiding doing things that have any possibility of glitz associated with them? Am I incapable of accomplishing anything others might find meaningful?