20210125

Mon Jan 25 06:00:01 EST 2021 ======================================== Slept poorly from eleven to seven. Partly sunny, with a high near 30. East northeast wind 3 to 7 mph. Work ---------------------------------------- - Remove Michele Hughes and myself from KW access (ticket 6917) Done. - Review Bullseye invoice Done. - Follow up on Ubiquiti NVR bug Done. - LDAP bind issue No. Didn't feel up to going out in the snow and masking up, but paced around the apartment for twenty minutes. Feeling sort of sad and weepy for no particular reason. Home ---------------------------------------- https://www.newyorker.com/magazine/2021/01/18/is-it-really-too-late-to-learn-new-skills > Fluid intelligence, which encompasses the capacity to suss out novel challenges and think on one’s feet, favors the young. But crystallized intelligence—the ability to draw on one’s accumulated store of knowledge, expertise, and Fingerspitzengefühl—is often enriched by advancing age. And there’s more to it than that: particular cognitive skills rise and fall at different rates across the life span, as Joshua K. Hartshorne, now a professor of psychology at Boston College, and Laura T. Germine, a professor of psychiatry at Harvard Medical School, show in a 2015 paper on the subject. Processing speed peaks in the late teens, short-term memory for names at around twenty-two, short-term memory for faces at around thirty, vocabulary at around fifty (in some studies, even at around sixty-five), while social understanding, including the ability to recognize and interpret other people’s emotions, rises at around forty and tends to remain high. “Not only is there no age at which humans are performing at peak at all cognitive tasks,” Hartshorne and Germine conclude, “there may not be an age at which humans are at peak on _most_ cognitive tasks.” > In a 2017 paper, Rachel Wu, a neuroscientist at U.C. Riverside, and her co-authors, George W. Rebok and Feng Vankee Lin, propose six factors that they think are needed to sustain cognitive development, factors that tend to be less present in people’s lives as they enter young adulthood and certainly as they grow old. These include what the Stanford psychology professor Carol Dweck calls a “growth mindset,” the belief that abilities are not fixed but can improve with effort; a commitment to serious rather than “hobby learning” (in which “the learner casually picks up skills for a short period and then quits due to difficulty, disinterest, or other time commitments”); a forgiving environment that promotes what Dweck calls a “not yet” rather than a “cannot” approach; and a habit of learning multiple skills simultaneously, which may help by encouraging the application of capacities acquired in one domain to another. What these elements have in common, Wu and her co-authors point out, is that they tend to replicate how children learn. https://www.youtube.com/watch?v=-k3mVnRlQLU The man with 1,000 Klein Bottles UNDER his house - Numberphile He build a little robot forklift to turn his crawl space into a warehouse. Oh, he's Cliff Stoll, who wrote The Cuckoo's Egg! https://www.youtube.com/watch?v=1h7rLHNXio8 Servings: grains 6/6, fruit 2/4, vegetables 2/4, dairy 3/2, meat 3/3, nuts 0/0.5 Brunch: banana, sausage and tomato wrap, coffee Lunch: orange, two hot dogs, carrots Dinner: potato chips, ramen

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