a person’s skill level has a floor (what they can do with minimal effort) and ceiling (what they can do with a lot of thought and effort). Ceiling raises come from things we commonly recognize as learning: studying the problem, studying common solution. Floor raises come from practicing the skills you already have, to build fluency in them.
There’s a rubber band effect where the farther your ceiling is from your floor, the more work you have to put in to raise it further. At a certain point the efficient thing to do is to grind until you have raised your floor, so that further ceiling raises are cheaper, even if you only care about peak performance.
My guess for why that happens is your brain has some hard constraints on effort, and raising the floor reduces the effort needed at all levels. E.g. it’s easier to do 5-digit multiplication if you’ve memorized 1-digit times tables.
My guess is the pots theory of art works best when a person’s skill ceiling is well above their floor. This is true both because it means effort is likely the limiting reagent, the artist will have things to try rather than flailing at random, and they will be able to assess how good a given pot is.
Sounds plausible. If this is true, then the best way to learn is to alternate ceiling-increasing learning with floor-increasing learning (because too much of one without the other gives diminishing returns).
Toy model:
a person’s skill level has a floor (what they can do with minimal effort) and ceiling (what they can do with a lot of thought and effort). Ceiling raises come from things we commonly recognize as learning: studying the problem, studying common solution. Floor raises come from practicing the skills you already have, to build fluency in them.
There’s a rubber band effect where the farther your ceiling is from your floor, the more work you have to put in to raise it further. At a certain point the efficient thing to do is to grind until you have raised your floor, so that further ceiling raises are cheaper, even if you only care about peak performance.
My guess for why that happens is your brain has some hard constraints on effort, and raising the floor reduces the effort needed at all levels. E.g. it’s easier to do 5-digit multiplication if you’ve memorized 1-digit times tables.
My guess is the pots theory of art works best when a person’s skill ceiling is well above their floor. This is true both because it means effort is likely the limiting reagent, the artist will have things to try rather than flailing at random, and they will be able to assess how good a given pot is.
Sounds plausible. If this is true, then the best way to learn is to alternate ceiling-increasing learning with floor-increasing learning (because too much of one without the other gives diminishing returns).