That’s most of it, but there’s a subtext (which your comment helped me draw out; thanks) of something like unintentional or subconscious practice. Like, at least [the skills I’ve identified in the wild so far, that caused me to create the mental category] were all sort of accidentally practiced to that unbelievable level. I didn’t set out to become a frame-maker, and my colleague didn’t set out to become a frame-breaker; the skills emerged from the incentives in our respective contexts.
Planning and scheduling skills. It is like they have a calendar with auto-reminder in their brain.
Coming up with possible explanations and answers to real or hypothetical questions (an incredible Babble).
Finding the weak point of a person to trigger them into anger or other spontaneous and thereby not thought-thru action.
The opposite of it: Finding the lever that calms down or leads to otherwise desirable action. A skill some teachers develop to manage difficult classes.
I have also observed the ones you pointed out: Immediately finding flaws in reasoning and responding to and moderating emotional reactions.
That’s most of it, but there’s a subtext (which your comment helped me draw out; thanks) of something like unintentional or subconscious practice. Like, at least [the skills I’ve identified in the wild so far, that caused me to create the mental category] were all sort of accidentally practiced to that unbelievable level. I didn’t set out to become a frame-maker, and my colleague didn’t set out to become a frame-breaker; the skills emerged from the incentives in our respective contexts.
Skills of this kind that I have observed:
Planning and scheduling skills. It is like they have a calendar with auto-reminder in their brain.
Coming up with possible explanations and answers to real or hypothetical questions (an incredible Babble).
Finding the weak point of a person to trigger them into anger or other spontaneous and thereby not thought-thru action.
The opposite of it: Finding the lever that calms down or leads to otherwise desirable action. A skill some teachers develop to manage difficult classes.
I have also observed the ones you pointed out: Immediately finding flaws in reasoning and responding to and moderating emotional reactions.