Skills Acquisition Quotes

A general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

acquisition of skills requires a regular environment, an adequate opportunity to practice, and rapid and unequivocal feedback about the correctness of thoughts and actions.

But the transformation of consciousness undertaken in Taoism and Zen is more like the correction of faulty perception or the curing of a disease. It is not an acquisitive process of learning more and more facts or greater and greater skills, but rather an unlearning of wrong habits and opinions. As Lao-tzu said, "The scholar gains every day, but the Taoist loses every day.

Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things.

The trouble comes when we confuse learning with skill acquisition. If you want to acquire a new skill, you must practice it in context. Learning enhances practice, but it doesn’t replace it. If performance matters, learning alone is never enough.

It is one of the defects of modern higher education that it has become too much a training in the acquisition of certain kinds of skill, and too little an enlargement of the mind and heart by an impartial survey of the world.

[Patricia Greenfield] concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen-based technologies has led to the “widespread and sophisticated development of visual-spatial skills.” We can, for example, rotate objects in our minds better than we used to be able to. But our “new strengths in visual-spatial intelligence” go hand in hand with a weakening of our capacities for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

The crime of capitalism is that it forces the vast majority of the population to remain preoccupied with basic concerns of nutrition, housing, health, and skill acquisition. It leaves little time for fostering the community and creativity that humans crave

Entrepreneurship is about acquiring skills, beliefs, and character traits. To advance, I find that we must determine which skills, beliefs, and character traits we lack. Most times, we simply need to improve.

What’s the return on investment of college? What’s the return on investment of having children, spending time with friends, listening to music, reading a book? The things that are most worth doing are worth doing for their own sake. Anyone who tells you that the sole purpose of education is the acquisition of negotiable skills is attempting to reduce you to a productive employee at work, a gullible consumer in the market, and a docile subject of the state. What’s at stake, when we ask what college is for, is nothing less than our ability to remain fully human.

The central idea of the present book is very simple. It is that education is not primarily about the acquisition of information. It is not even about the acquisition of ‘skills’ in the conventional sense, to equip us for particular roles in society. It is about how we become more human (and therefore more free, in the truest sense of that word). This is a broader and a deeper question, but no less practical. Too often we have not been educating our humanity. We have been educating ourselves for doing rather than for being.

The law (of least effort) asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

A good listener is one who always pays attention, not to gain, but to learn.

These steps are: Deep Observation (The Passive Mode), Skills Acquisition (The Practice Mode), and Experimentation (The Active Mode). Keep

The things that are indispensable require no elaborate pains for their acquisition; it is only the luxuries that call for labour. Follow nature, and you will need no skilled craftsmen.

The second mistake is the tacit assumption that first you go to school, and when you are done, you go get a job. This made sense when jobs and skills changed on a generational timescale, but it does not in today’s fast-moving labor markets. These two phases of life need to be strongly interleaved, or at least the opportunity for new skill acquisition must be explicit and omnipresent.

Preparation" is a treacherous idea. In a certain sense every experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience. But it is a mistake to suppose that the mere acquisition of a certain amount of arithmetic, geography, history, etc., which is taught and studied because it may be useful at some time in the future, has this effect, and it is a mistake to suppose that acquisition of skills in reading and figuring will automatically constitute preparation for their right and effective use under conditions very unlike those in which they were acquired.

But willpower is necessary only where _ability_ to do is lacking. Learning ... is not the training of willpower but the acquisition of the skill to inhibit parasitic action and the ability to direct clear motivations as a result of self-knowledge. [Introduction]

Those were wise men, or at any rate like the wise, who found the care of the body a problem easy to solve. The things that are indispensable require no elaborate pains for their acquisition; it is only the luxuries that call for labour. Follow nature, and you will need no skilled craftsmen.

Hayes and his colleagues have distilled these insights into seven skills for coping with loss. In more than a thousand studies over thirty-five years, they’ve found that the acquisition of this skill set predicts whether people facing loss fall into anxiety, depression, trauma, substance abuse—or whether they thrive. The first five skills involve acceptance of the bitter. First, we need to acknowledge that a loss has occurred; second, to embrace the emotions that accompany it. Instead of trying to control the pain, or to distract ourselves with food, alcohol, or work, we should simply feel our hurt, sorrow, shock, anger. Third, we need to accept all our feelings, thoughts, and memories, even the unexpected and seemingly inappropriate ones, such as liberation, laughter, and relief. Fourth, we should expect that sometimes we’ll feel overwhelmed. And fifth, we should watch out for unhelpful thoughts, such as “I should be over this,” “It’s all my fault,” and “Life is unfair.” Indeed, the ability to accept difficult emotions—not just observe them, not just breathe through them, but actually, nonjudgmentally, accept them—has been linked repeatedly to long-term thriving.

The greatest hitters of all time also have many strike outs, just as there are many failed offers in the track record of great marketers. We learn skills through failure and practice. We do this knowing that nine out of ten times we will be wrong. We still act boldly, hoping for that offer we connect with so well that it results in our big payoff.

In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

The acquisition of manual dexterity is an adaptation signature.

It is the skills that you have acquired through difficulties that will give you the desired result.

In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs.

economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

the principal force for convergence—the diffusion of knowledge—is only partly natural and spontaneous. It also depends in large part on educational policies, access to training and to the acquisition of appropriate skills, and associated institutions.

We all want to do something that we are good at, that the world in some way recognizes, but the point of practice is never just about skill acquisition. It’s about making a contribution to the world. Which is why when we are in the midst of pursuing our calling, we must not only ask if this is something that we are good at, but if it is something good. We need more than excellence to satisfy the deepest longings of our souls. Which should raise the question: Is it, perhaps, possible to succeed at the wrong thing? It is, indeed.

Not being willing to jump in over your head is the single biggest emotional barrier to rapid skill acquisition. Feeling stupid isn’t fun, but reminding yourself that you will understand with practice will help you move from confusion to clarity as quickly as possible.

If careful attention is paid to the reality, we will see clearly, the real shortage is of the right skills, rather than of jobs. If the right skills are developed, the right start-ups and other enterprises will emerge and provide the jobs needed. It’s always the horse before the cart, not the other way round. At a personal level, it will require the realisation of the need for the acquisition of required skills, the discipline to pursue it and the commitment to push through. These will require a great deal of personal courage and effort. But then, the benefit will be immeasurable.

The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

there is a difference between gambling in business and gambling in a casino. In a casino, the odds are stacked against you. With skill, you can improve them, but never beat them. In contrast, in business, you can improve your skills to shift the odds in your favor. Simply stated, with enough skill, you can become the house.

Technological immodesty is always an acute danger in Technopoly, which encourages it. Technopoly also encourages in-sensitivity to what skills may be lost in the acquisition of new ones. It is important to remember what can be done without computers, and it is also important to remind ourselves of what may be lost when we do use them.

general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs.

One of my recent acquisitions. It is called a medicine bag, from one of the native tribes of North America. A fascinating people, highly skilled in the use of plants’ power. They too understand nature’s essence as divine. So much so that they do not think it is man’s place to own the land at all. Imagine that – think of all the wars we would have missed!

John Henry Holliday believed in science, in rationality, and in free will. He believed in study, in the methodical acquisition and accumulation of useful skills. He believed that he could homestead his future with planning and preparation: sending scouts ahead and settling it with pioneering effort. Above all, he believed in practice, which increased predictability and reduced the element of chance in any situation. The very word made him feel calm. Piano practice. Dental practice. Pistol practice, poker practice. Practice was power. Practice was authority over his own destiny. Luck? That was what fools called ignorance and laziness and despair when they gave themselves up to the turn of a card, and lost, and lost, and lost …

Today, the term “education” has become almost meaningless. People speak of a “high school education.” They assume any college will automatically “provide an education.” Virtually any sort of instruction is assumed to have “educational value.” But education is more than the learning of skills or the acquisition of facts. It includes acquiring a broad understanding of one’s culture, its development and the principles upon which it is founded. Education develops the ability to put immediate situations into a larger context built of history, philosophy, and an understanding of the nature of man. Inherent in education is the ability to think logically, to approach problem solving methodically, but without a predetermined set of solutions.

But scientists call this heightened performance during the acquisition phase of a skill “momentary strength” and distinguish it from “underlying habit strength.” The very techniques that build habit strength, like spacing, interleaving, and variation, slow visible acquisition and fail to deliver the improvement during practice that helps to motivate and reinforce our efforts.12

A general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

In the context of male provisioning and multigeneration resource transfers (both pre-existing features of the human adaptive complex), wealth accumulation becomes especially significant for men as an extended form of parental and/or nepotistic effort. For this reason, selection on behaviors favoring the acquisition of prestige and wealth through technical skills must have been significantly stronger in men than in women.

Far am I from denying in theory, full as far is my heart from withholding in practice, (if I were of power to give or to withhold,) the real rights of men. In denying their false claims of right, I do not mean to injure those which are real, and are such as their pretended rights would totally destroy. If civil society be made for the advantage of man, all the advantages for which it is made become his right. It is an institution of beneficience; and law itself is only beneficience acting by a rule. Men have a right to live by that rule; they have a right to do justice, as between their fellows, whether their fellows are in public function or in ordinary occupation. They have a right to the fruits of their industry, and to the means of making their industry fruitful. They have a right to the acquisitions of their parents; to the nourishment and improvement of their offspring; to instruction in life, and to consolation in death. Whatever each man can separately do, without trespassing upon others, he has a right to do for himself; and he has a right to a fair portion of all which society, with all its combinations of skill and force, can do in his favor. In this partnership all men have equal rights; but not to equal things. He that has but five shillings in the partnership, has as good a right to it, as he that has five hundred pounds has to his larger proportion. But he has not a right to an equal dividend in the product of the joint stock; and as to the share of power, authority, and direction which each individual ought to have in the management of the state, that I must deny to be amongst the direct original rights of man in civil society; for I have in my contemplation the civil social man, and no other. It is a thing to be settled by convention.

Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.

third of the variants for success are simple competencies. These include, but are not limited to: Possessing a drive for results and being able to get results from others The ability to make decisions, including unpopular decisions Strategic agility when dealing with ambiguity A certain level of risk tolerance Financial acumen Critical thinking, which is an innate trait Tactical ability Perseverance Self-awareness, which includes the ability to work through your weaknesses and not have blind spots Interpersonal skills The

Imagine you live on a planet where the dominant species is far more intellectually sophisticated than human beings but often keeps humans as companion animals. They are called the Gorns. They communicate with each other via a complex combination of telepathy, eye movements & high-pitched squeaks, all completely unintelligible & unlearnable by humans, whose brains are prepared for verbal language acquisition only. Humans sometimes learn the meaning of individual sounds by repeated association with things of relevance to them. The Gorns & humans bond strongly but there are many Gorn rules that humans must try to assimilate with limited information & usually high stakes. You are one of the lucky humans who lives with the Gorns in their dwelling. Many other humans are chained to small cabanas in the yard or kept in outdoor pens of varying size. They are so socially starved they cannot control their emotions when a Gorn goes near them. The Gorns agree that they could never be House-Humans. The dwelling you share with your Gorn family is filled with water-filled porcelain bowls.Every time you try to urinate in one,nearby Gorn attack you. You learn to only use the toilet when there are no Gorns present. Sometimes they come home & stuff your head down the toilet for no apparent reason. You hate this & start sucking up to the Gorns when they come home to try & stave this off but they view this as evidence of your guilt. You are also punished for watching videos, reading books, talking to other human beings, eating pizza or cheesecake, & writing letters. These are all considered behavior problems by the Gorns. To avoid going crazy, once again you wait until they are not around to try doing anything you wish to do. While they are around, you sit quietly, staring straight ahead. Because they witness this good behavior you are so obviously capable of, they attribute to “spite” the video watching & other transgressions that occur when you are alone. Obviously you resent being left alone, they figure. You are walked several times a day and left crossword puzzle books to do. You have never used them because you hate crosswords; the Gorns think you’re ignoring them out of revenge. Worst of all, you like them. They are, after all, often nice to you. But when you smile at them, they punish you, likewise for shaking hands. If you apologize they punish you again. You have not seen another human since you were a small child. When you see one you are curious, excited & afraid. You really don’t know how to act. So, the Gorn you live with keeps you away from other humans. Your social skills never develop. Finally, you are brought to “training” school. A large part of the training consists of having your air briefly cut off by a metal chain around your neck. They are sure you understand every squeak & telepathic communication they make because sometimes you get it right. You are guessing & hate the training. You feel pretty stressed out a lot of the time. One day, you see a Gorn approaching with the training collar in hand. You have PMS, a sore neck & you just don’t feel up to the baffling coercion about to ensue. You tell them in your sternest voice to please leave you alone & go away. The Gorns are shocked by this unprovoked aggressive behavior. They thought you had a good temperament. They put you in one of their vehicles & take you for a drive. You watch the attractive planetary landscape going by & wonder where you are going. You are led into a building filled with the smell of human sweat & excrement. Humans are everywhere in small cages. Some are nervous, some depressed, most watch the goings on on from their prisons. Your Gorns, with whom you have lived your entire life, hand you over to strangers who drag you to a small room. You are terrified & yell for your Gorn family to help you. They turn & walk away.You are held down & given a lethal injection. It is, after all, the humane way to do it.

The illusion of pattern affects our lives in many ways off the basketball court. How many good years should you wait before concluding that an investment adviser is unusually skilled? How many successful acquisitions should be needed for a board of directors to believe that the CEO has extraordinary flair for such deals? The simple answer to these questions is that if you follow your intuition, you will more often than not err by misclassifying a random event as systematic. We are far too willing to reject the belief that much of what we see in life is random.

You need to get a job, but you also need to get a life. What’s the return on investment of college? What’s the return on investment of having children, spending time with friends, listening to music, reading a book? The things that are most worth doing are worth doing for their own sake. Anyone who tells you that the sole purpose of education is the acquisition of negotiable skills is attempting to reduce you to a productive employee at work, a gullible consumer in the market, and a docile subject of the state. What’s at stake, when we ask what college is for, is nothing less than our ability to remain fully human.

Furthermore, to the same degree in which the division of labour increases, is the labour simplified. The special skill of the labourer becomes worthless. He becomes transformed into a simple monotonous force of production, with neither physical nor mental elasticity. His work becomes accessible to all; therefore competitors press upon him from all sides. Moreover, it must be remembered that the more simple, the more easily learned the work is, so much the less is its cost of production, the expense of its acquisition, and so much the lower must the wages sink—for, like the price of any other commodity, they are determined by the cost of production. Therefore, in the same measure in which labour becomes more unsatisfactory, more repulsive, do competition increase and wages decrease.

What are the heights, and depths, and lengths, of human science, with all the boasted acquisitions of the brightest genius of mankind! Learning and science can measure the globe, can sound the depths of the sea, can compass the heavens, can mete out the distances of the sun and moon, and mark out the path of every twinkling star for many ages past, or ages to come; but they cannot acquaint us with the way of salvation from this long, this endless distress. What are all the sublime reasonings of philosophers upon the abstruse and most difficult subjects? What is the whole circle of sciences which human wit and thought can trace out and comprehend? Can they deliver us from the guilt of one sin? Can they free us from one of the terrors of the Almighty? Can they assuage the torment of a wounded spirit, or guard us from the impressions of divine indignation? Alas, they are all but trifles in comparison of this blessed Gospel, which saves us from eternal anguish and death. It is the Gospel that teaches us the holy skill to prevent this worm of conscience from gnawing the soul, and instructs us how to kill it in the seed and first springs of it, to mortify the corruptions of the heart, to resist the temptations of Satan, and where to wash away the guilt of sin. It is this blessed Gospel that clearly discovers to us how we may guard against the fire of divine wrath, or rather how to secure our souls from becoming the fuel of it. It is this Book that teaches us to sprinkle the blood of Christ on a guilty conscience by faith, by receiving Him as sincere penitents, and thereby defends us from the angel of death and destruction. This is that experimental philosophy of the saints in Heaven whereby they have been released from the bonds of their sins, have been rescued from the curse of the law, and have been secured from the gnawing worm and devouring fire.

The art academies had offered a story of art as the conquest, loss, and finally reconquest of nature through the mastery of illusionistic technology, improved by a grasp of ideal beauty. Romanticism replaced this with the story of art as an acquisition and then loss of wisdom, warning us not to mistake naturalism or technical skill for such wisdom. Historicism proposed that each period expresses its view of the world through its own forms; no art form can be preferred for they are all true registrations of the evolving mind. Materialism, finally, a version of historicism, told the story of art as a series of local responses to conditions, materials, tools, and functions. The immediate purpose of Riegl's teleology was to counter the crass reductionism of the materialist version. He did this by insinuating that there was something animating the history of form, a ghost in the machine, a will to form that overrode pragmatic needs. There is a tension in Riegl's art history between the anthropomorphic concept of Kunstwollen, which locates the motor of history in the individual, and the teleological shape of history, the inexorable dematerialization and intellectualization of art, a schema inherited from Hegel and never justified philosophically by Riegl. For Riegl, all art is naturalistic; it is simply that each epoch sees nature differently. What they see is the true object of art. This transforms art history into a history of seeing, and therefore of thinking.

Switch from a Performance Focus to a Mastery Focus There’s a way to keep your standards high but avoid the problems that come from perfectionism. If you can shift your thinking from a performance focus to a mastery focus, you’ll become less fearful, more resilient, and more open to good, new ideas. Performance focus is when your highest priority is to show you can do something well now. Mastery focus is when you’re mostly concerned with advancing your skills. Someone with a mastery focus will think, “My goal is to master this skill set” rather than “I need to perform well to prove myself.” A mastery focus can help you persist after setbacks. To illustrate this, imagine the following scenario: Adam is trying to master the art of public speaking. Due to his mastery goal, he’s likely to take as many opportunities as he can to practice giving speeches. When he has setbacks, he’ll be motivated to try to understand these and get back on track. His mastery focus will make him more likely to work steadily toward his goal. Compare this with performance-focused Rob, who is concerned just with proving his competence each time he gives a talk. Rob will probably take fewer risks in his style of presentation and be less willing to step outside his comfort zone. If he has an incident in which a talk doesn’t go as well as he’d hoped, he’s likely to start avoiding public speaking opportunities. Mastery goals will help you become less upset about individual instances of failure. They’ll increase your willingness to identify where you’ve made errors, and they’ll help you avoid becoming so excessively critical of yourself that you lose confidence in your ability to rectify your mistakes. A mastery focus can also help you prioritize—you can say yes to things that move you toward your mastery goal and no to things that don’t. This is great if you’re intolerant of uncertainty, because it gives you a clear direction and rule of thumb for making decisions about which opportunities to pursue. Experiment: What’s your most important mastery goal right now? Complete this sentence: “My goal is to master the skills involved in ___.” Examples include parenting, turning more website visitors into buyers, property investment, or self-compassion. Based on the mastery goal you picked, answer the following questions. Make your answers as specific as possible. How would people with your mastery goal: 1. React to mistakes, setbacks, disappointments, and negative moods? 2. Prioritize which tasks they work on? What types of tasks would they deprioritize? 3. React when they’d sunk a lot of time into something and then realized a particular strategy or idea didn’t have the potential they’d hoped it would? 4. Ensure they were optimizing their learning and skill acquisition? 5. React when they felt anxious?

Neuroscience research tells us that the adolescent brain is primed for the acquisition of new skills. Teens are driven to seek out new experiences, more intense social and emotional relationships, and, for better or worse, new risks.

A CEO To increase global presence, product mix, and market share to improve and maintain shareholder earnings and value Mergers and acquisitions Reengineering and change management International corporate leadership experience Visionary strategist; identify and pursue new growth opportunities Board member and shareholder relations management Developer of world-class teams to achieve world-class results MBA from Oxford in international business Skilled in raising capital for growth and expansion

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In general, when you are CEO you should actually make very few decisions. Product launches, acquisitions, public policy issues—these are all decisions that CEOs should make or heavily influence. But there are many other issues where it is OK to let other leaders in the company decide, and intervene only when you know they are making a very bad call. So a key skill to develop as the CEO or senior leader in a company is to know which decisions to make and which to let run their course without you.

A strong start sets the stage for meaningful learning and powerful impacts. Teachers need to be mindful of the place their students are in the learning cycle. Surface learning sets the necessary foundation for the deepening knowledge and transfer that will come later. But there’s the caveat: teaching for transfer must occur. Too often, learning ends at the surface level, as up to 90% of instructional time is devoted to conveying facts and procedures (Hattie, 2012). Bu the challenge is this: we can’t overcorrect in the other direction, bypassing foundational knowledge in favor of critical and analytic thinking. Students need and deserve to be introduced to new knowledge and skills thoughtfully and with a great deal of expertise on the part of the teacher. And teachers need to recognize the signs that it is time to move forward from the surface acquisition and surface consolidation period.

Although generations of teenagers have learned how to drive as a rite of passage into adulthood, and with it have found new degrees of freedom, we have not systematized the acquisition of skills essential to ensure data fluency. The

If you haven’t much skill, or much wit, or much talent, or much luck, and yet you insist on owning more than your fair share of any start-up or acquisition, then you can become rich. If you take what you’re given, you will probably not get rich. Years

Skill-building theories hold that only younger learners, and in some cases, only children younger than seven, can learn a language incidentally, that is, without intending to do so and without awareness of doing so. When it comes to LT for older children and adults (usually envisaged as in the mid-teens and thereafter), therefore, they accord dominant status to explicit learning and explicit instruction.

Tiger, what are you doing out here hitting balls at three a.m.?” “It doesn’t rain very often in Northern California,” replied the kid who went on to become one of the most successful golfers in history. “It’s the only chance I have to practice hitting in the rain.” You might expect this kind of diligence from the best athlete in his field. What is fascinating is how narrow the exercise’s scope was. He wasn’t practicing putting or hitting from a sand bunker. He spent four hours standing in the rain, hitting the same shot from the same spot, pursuing perfection in an intensely specific skill. It turns out that’s the best way to learn. K. Anders Ericsson, a professor of psychology at Florida State University, has studied the acquisition of expert-level skill for decades. The conventional wisdom is that it takes ten thousand hours of effort to become an expert. Ericsson instead found that it’s not about how much time you spend learning, but rather how you spend that time. He finds evidence that people who attain mastery of a field, whether they are violinists, surgeons, athletes,144 or even spelling bee champions,145approach learning in a different way from the rest of us. They shard their activities into tiny actions, like hitting the same golf shot in the rain for hours, and repeat them relentlessly. Each time, they observe what happens, make minor—almost imperceptible—adjustments, and improve. Ericsson refers to this as deliberate practice: intentional repetitions of similar, small tasks with immediate feedback, correction, and experimentation.

Mark Patkowski (1980) studied the relationship between age and the acquisition of features of a second language other than pronunciation. He hypothesized that, even if accent were ignored, only those who had begun learning their second language before the age of 15 could achieve full, native-like mastery of that language. Patkowski studied 67 highly educated immigrants to the United States. They had started to learn English at various ages, but all had lived in the United States for more than five years. He compared them to 15 native-born Americans with a similarly high level of education, whose variety of English could be considered the second language speakers’ target language. The main question in Patkowski’s research was: ‘Will there be a difference between learners who began to learn English before puberty and those who began learning English later?’ However, he also compared learners on the basis of other characteristics and experiences that some people have suggested might be as good as age in predicting or explaining a person’s success in mastering a second language. For example, he looked at the total amount of time a speaker had been in the United States as well as the amount of formal ESL instruction each speaker had had. A lengthy interview with each person was tape-recorded. Because Patkowski wanted to remove the possibility that the results would be affected by accent, he transcribed five-minute samples from the interviews and asked trained native-speaker judges to place each transcript on a scale from 0 (no knowledge of English) to 5 (a level of English expected from an educated native speaker). The findings were quite dramatic. The transcripts of all native speakers and 32 out of 33 second language speakers who had begun learning English before the age of 15 were rated 4+ or 5. The homogeneity of the pre-puberty learners suggests that, for this group, success in learning a second language was almost inevitable. In contrast, 27 of the 32 post-puberty learners were rated between 3 and 4, but a few learners were rated higher (4+ or 5) and one was rated at 2+. The performance of this group looked like the sort of range one would expect if one were measuring success in learning almost any kind of skill or knowledge: some people did extremely well; some did poorly; most were in the middle.

Skill is a cellular insulation that wraps neural circuits and that grows in response to certain signals. The more time and energy you put into the right kind of practice—the longer you stay in the Clarissa zone, firing the right signals through your circuits—the more skill you get, or, to put it a slightly different way, the more myelin you earn. All skill acquisitions, and therefore all talent hotbeds, operate on the same principles of action, no matter how different they may appear to us. As Dr. George Bartzokis, a UCLA neurologist and myelin researcher, put it, “All skills, all language, all music, all movements, are made of living circuits, and all circuits grow according to certain rules.

president, Kerry, Moniz, Sherman, and many others, we obtained more than the necessary support. The congressional review period expired without a vote of disapproval. The deal was done! The Iran agreement is proof of the value of tough sanctions, when combined with skillful, relentless diplomacy, to accomplish the seemingly unachievable in international affairs. The JCPOA was a finely detailed agreement that effectively closed all pathways to Iran developing a nuclear weapon and ensured Iran would face the most rigorous, intrusive international inspections regime ever established. It was never able, nor was it intended, to halt all of Iran’s nefarious behavior—its support for terrorism, its destabilization of neighboring states, its hostility toward Israel, or its ballistic missile program. Still, it effectively addressed our biggest concern and that of the international community—preventing Iran from posing a far more dangerous threat to the region and the world through its acquisition of nuclear weapons. Understandably, Israel always said it viewed Iran’s nuclear program as an existential threat. So, surely, the removal of that threat would be welcome news to Israel, our Gulf partners, and their backers. In reality, we discovered that removing the nuclear threat was not in fact their principal motivation. Rather, Israel and the Gulf Arab countries aimed to put permanent and crippling economic and military pressure on Iran such that either the regime collapsed, or it was too weak to wield meaningful influence in the region. The nuclear deal, which allowed Iran to access much of its own frozen assets held abroad under sanctions, in exchange for full and verifiable compliance with the terms of the agreement, was deemed worse than no deal at all by those who prioritized keeping the international community’s boot on Iran’s neck above halting its

These steps are: Deep Observation (The Passive Mode), Skills Acquisition (The Practice Mode), and Experimentation (The Active Mode).

The real value in setting goals is not in their achievement. The acquisition of the things you want is strictly secondary. The major reason for setting goals is to compel you to become the person it takes to achieve them. The greatest value is in the skills, knowledge, discipline and leadership

By then the conglomerate boom had just about peaked. The problems with merger accounting were obvious, and many investors had realized that conglomerate profits were inflated. The end came in 1969, when the market plunged, making it hard for conglomerates to issue the debt or stocks they needed for new acquisitions. A conglomerateur who runs out of acquisitions is a very unhappy conglomerateur. He’s stuck managing the companies he has already bought, which are all too often third-rate companies in slow-growth industries. Winners buy; losers manage. Worse, the skills that make a successful conglomerateur—salesmanship, impatience with details, and a huge ego—are more or less the opposite of the skills needed to successfully manage a company.

As well as the potential for conflict, human beings have a unique potential to be each other's best source of co-operation, learning, love and assistance of every kind. While there's not much that ostriches or otters can do for an injured member of their own species, among humans there is. But it's not just that we able to give each other care and protection. Because most of of our abilities are learned, we depend on others for the acquisition of our life skills. Similarly, our unique capacity for specialisation and division of labour means that human being have an unrivalled potential to benefit from co-operation. So as well as the potential to be each other's worst rivals, we also have the potential to be each other's greatest source of comfort and security.

Offloading rote, robotic tasks to machines will de-emphasize the need for humans to stand in as robots and lead to a greater emphasis on applying new forms of skill acquisition and performance improvements.

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In short, the principal force for convergence—the diffusion of knowledge—is only partly natural and spontaneous. It also depends in large part on educational policies, access to training and to the acquisition of appropriate skills, and associated institutions.

Job Acquisition The entire job-acquisition process—considering job prospects, your personal and professional preparation, creating a resume, going on a job interview—depends for success upon possessing social skills and managing anxiety. How you adapt to the stress of this process can play a major role. As with other aspects of interaction, anxiety can often keep you from getting the jobs you really want and would be well suited for. If you allow your anxiety to control you, you may avoid applying for a new position because you fear rejection. Or you may let the fear of failure keep you from accepting a new challenge, no matter how badly you would like to take the job. But let’s look first at the job process and consider self-help techniques that will lead to a more rewarding, productive career. For people with social anxiety, low self-esteem is often a stumbling block to fulfillment in their careers: If you feel you are underqualified, you may hesitate to seek challenges, whether in a new company or within your current one. I have worked with several men who say their self-esteem is low because they are not the stereotype of success: They do not wear a suit, carry a briefcase, or drive the latest-model car. In their minds, this is the most important measure of success. But they themselves are not failures. One of the men I can think of is a successful plumber, another has a telephone sales job, and a third manages a large warehouse. Still, they have doubts about their appeal to women because of their career choices; increasing their self-esteem will help them to see themselves in a new way. Success need not be defined by media standards such as the right clothes or an expensive automobile. Everyone is different. Your personal success can only be measured by your own personal fulfillment and productivity.

Summary of Rule #3 Rules #1 and #2 laid the foundation for my new thinking on how people end up loving what they do. Rule #1 dismissed the passion hypothesis, which says that you have to first figure out your true calling and then find a job to match. Rule #2 replaced this idea with career capital theory, which argues that the traits that define great work are rare and valuable, and if you want these in your working life, you must first build up rare and valuable skills to offer in return. I call these skills “career capital,” and in Rule #2 I dived into the details of how to acquire it. The obvious next question is how to invest this capital once you have it. Rule #3 explored one answer to this question by arguing that gaining control over what you do and how you do it is incredibly important. This trait shows up so often in the lives of people who love what they do that I’ve taken to calling it the dream-job elixir. Investing your capital in control, however, turns out to be tricky. There are two traps that commonly snare people in their pursuit of this trait. The first control trap notes that it’s dangerous to try to gain more control without enough capital to back it up. The second control trap notes that once you have the capital to back up a bid for more control, you’re still not out of the woods. This capital makes you valuable enough to your employer that they will likely now fight to keep you on a more traditional path. They realize that gaining more control is good for you but not for their bottom line. The control traps put you in a difficult situation. Let’s say you have an idea for pursuing more control in your career and you’re encountering resistance. How can you tell if this resistance is useful (for example, it’s helping you avoid the first control trap) or something to ignore (for example, it’s the result of the second control trap)? To help navigate this control conundrum, I turned to Derek Sivers. Derek is a successful entrepreneur who has lived a life dedicated to control. I asked him his advice for sifting through potential control-boosting pursuits and he responded with a simple rule: “Do what people are willing to pay for.” This isn’t about making money (Derek, for example, is more or less indifferent to money, having given away to charity the millions he made from selling his first company). Instead, it’s about using money as a “neutral indicator of value”—a way of determining whether or not you have enough career capital to succeed with a pursuit. I called this the law of financial viability, and concluded that it’s a critical tool for navigating your own acquisition of control. This holds whether you are pondering an entrepreneurial venture or a new role within an established company. Unless people are willing to pay you, it’s not an idea you’re ready to go after.

using money as a “neutral indicator of value”—a way of determining whether or not you have enough career capital to succeed with a pursuit. I called this the law of financial viability, and concluded that it’s a critical tool for navigating your own acquisition of control. This holds whether you are pondering an entrepreneurial venture or a new role within an established company. Unless people are willing to pay you, it’s not an idea you’re ready to go after.

you must think of three essential steps in your apprenticeship, each one overlapping the other. These steps are: Deep Observation (The Passive Mode), Skills Acquisition (The Practice Mode), and Experimentation (The Active Mode).

The annual rate of vocabulary growth is high to early school age English children. From Anglin (1993, 62) data we may appraise that first to third grade English children acquire 3,000 words per year, and that fourth to fifth grade English children acquire 10,000 words per year. We may assess that the early school years mark a rapid development in English children’s vocabulary. There is word-formation knowledge which assists early school age English children in such rapid enlargement of their vocabulary (Fowler, et. al., 2003; Nagy & Anderson 1984; Nagy, 1984; White, et. al., 1989; Kuo & Anderson, 2006). Calculating the number of members for each word family present in the textbooks used in elementary schools, Nagy & Anderson (1984, 20) expose that there are 6.88 members for each word family. Reasonably, Nagy (1988, 46) concludes that “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. Certainly such high vocabulary growth is of great interest in L2 acquisition, though, it has been estimated that only the most advanced L2 learners acquire 3,000 words a year. The fourth chapter offers suggestion over the way advanced L2 learners’ acquisition of word-formation devices of their target language may be improved. Doing so, the chapter uses inferences drawn from both L1 and L2 acquisition.

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

At Silence Hurn, we have an expert team who deliver progressive building consultancy and chartered surveying services for all of our clients. Our skilled team has a wealth of knowledge and expertise in advising developers, landlords, private investors, lenders and homeowners on the entire property life cycle. From acquisition to completion, through design and development, our range of services ensure that you get the best value from your property portfolio.

Psychologically speaking, Christ is a representation, or an embodiment, of the mastery of dogma and the (consequent) emergence of spirit. Spirit is the creative force that gives rise to what becomes dogma, with time. Spirit is also that which constantly transcends such time-honored tradition, when possible. It is for this reason that an apprenticeship ends with a masterpiece, the creation of which signifies not only the acquisition of the requisite skill, but the acquisition of the ability to create new skills.

Every day I put love on the line. There is nothing I am less good at than love. I am far better in competition than in love. I am far better at responding to my instincts and ambitions to get ahead and make my mark than I am at figuring out how to love another. I am schooled and trained in acquisitive skills, in getting my own way. And yet I decide, every day, to set aside what I can do best and attempt what I do very clumsily—open myself to the frustrations and failures of loving, daring to believe that failing in love is better than succeeding in pride.

To grow capacity in your career, you need to move from the place of position to a place of skill acquisition.

What does it take to learn something optimally and in the shortest time possible? Again, talent may contribute. The willingness to put your head down, embrace the work, and persist until your struggles yield something— that surely determines an important portion of how you learn.

Learning new skills represents the ability to change your life and circumstances from top to bottom.

When a significant life shift is forced upon you, accept it as much as you can. If it forces you to learn a new life skill, welcome the opportunity. Don’t fight or resist the chance, and accept the situation you’re currently in. It could be a major force in helping you adapt to your new circumstances.

On generative AI, LLMs, etc. Humans acquire language and communication skills from a diverse range of sources, including raw, unfiltered, and unstructured content. However, when it comes to acquiring knowledge, humans tend to rely on transparent, trusted, and structured sources. In contrast, ChatGPT and other large language models (LLMs) use a vast array of opaque, unattested sources of raw, unfiltered, and unstructured content as their means of language and communication training and as the source of information used in their responses. While this approach has proven to be effective in generating natural language, it has also been inconsistent and, at times, significantly lacking in integrity in its responses. While it may provide information, it does not necessarily provide knowledge. To be truly useful, generative AI must be able to separate language and communication training from the acquisition of knowledge to be used in its responses. This will allow LLMs to not only generate coherent and fluent language but also to provide accurate and reliable information to users. However, in a culture that values self-proclaimed influencers where transparency and accuracy is secondary, it has become increasingly challenging to separate reliable information from misinformation and knowledge from ignorance. This poses a significant obstacle for AI algorithms that strive to provide accurate and trustworthy responses.

Nick Lightfoot holds the position of Vice President in Atlanta, GA. His expertise in automation, coupled with his exceptional business development and client relations skills, has contributed to the company's success. Having been a part of strategic acquisitions and executive management.

Over past two decades emerging research in skill acquisition science has made several truths abundantly clear: (i) “repeatable mechanics” are unattainable, (ii) efficiency of movement, coordination, and athleticism are the manifestations of an athlete’s adaptability – his capacity to make real-time adjustments to the ever-changing demands of his task, his environment, and his body,(iii) adaptability requires the athlete to couple perception with action rapidly and subconsciously, as a highly performing athlete cannot think his way to quality movement solutions, and (iv) under time pressure, only the sensory information he gathers (visual, auditory, haptic, vestibular, and proprioceptive) can influence his movement.

Skills and expertise are waiting just for you. No one drops a book on your lap and gifts knowledge. You must seek it, process it, and then use it. The acquisition and application of knowledge will make you rich.

Example #1: Even if you have a bad offer and are bad at persuasion, you’re going to make money if you’re in a great market. If you’re on the corner hocking hot dogs when the bars close up at 2am, with mobs of starving drunk folks, you’re gonna sell out your hotdogs. Example #2 (most of us): If you are in a normal market and have a Grand Slam Offer (great), you can make tons of money even if you’re bad at persuasion.  This is most people reading this book. That’s why I wrote it — to help you maximize your success by learning to really build a Grand Slam Offer. Example #3: Let’s say you’re in a normal market and have a normal offer. In order to be massively successful, you would have to be exceptionally good at persuasion. Then and only then will you succeed, with your persuasive skills serving as the fulcrum of your success. Heck, many empires have been built by exceptional persuaders. It’s just the hardest path to follow and requires the most effort and learning. Nailing your offer helps you shortcut this path to success. Otherwise, you will just have a normal business that takes exceptional skill to be successful (nothing wrong with that, but probably not what you signed up for).

Unleashing Reliable Insights from Generative AI by Disentangling Language Fluency and Knowledge Acquisition Generative AI carries immense potential but also comes with significant risks. One of these risks of Generative AI lies in its limited ability to identify misinformation and inaccuracies within the contextual framework. This deficiency can lead to mistakenly associating correlation with causation, reliance on incomplete or inaccurate data, and a lack of awareness regarding sensitive dependencies between information sets. With society’s increasing fascination with and dependence on Generative AI, there is a concern that the unintended consequence that it will have an unhealthy influence on shaping societal views on politics, culture, and science. Humans acquire language and communication skills from a diverse range of sources, including raw, unfiltered, and unstructured content. However, when it comes to knowledge acquisition, humans typically rely on transparent, trusted, and structured sources. In contrast, large language models (LLMs) such as ChatGPT draw from an array of opaque, unattested sources of raw, unfiltered, and unstructured content for language and communication training. LLMs treat this information as the absolute source of truth used in their responses. While this approach has demonstrated effectiveness in generating natural language, it also introduces inconsistencies and deficiencies in response integrity. While Generative AI can provide information it does not inherently yield knowledge. To unlock the true value of generative AI, it is crucial to disaggregate the process of language fluency training from the acquisition of knowledge used in responses. This disaggregation enables LLMs to not only generate coherent and fluent language but also deliver accurate and reliable information. However, in a culture that obsesses over information from self-proclaimed influencers and prioritizes virality over transparency and accuracy, distinguishing reliable information from misinformation and knowledge from ignorance has become increasingly challenging. This presents a significant obstacle for AI algorithms striving to provide accurate and trustworthy responses. Generative AI shows great promise, but addressing the issue of ensuring information integrity is crucial for ensuring accurate and reliable responses. By disaggregating language fluency training from knowledge acquisition, large language models can offer valuable insights. However, overcoming the prevailing challenges of identifying reliable information and distinguishing knowledge from ignorance remains a critical endeavour for advancing AI algorithms. It is essential to acknowledge that resolving this is an immediate challenge that needs open dialogue that includes a broad set of disciplines, not just technologists Technology alone cannot provide a complete solution.

Liberal market economies managed to achieve relatively high gender equality, surely inadvertently, by keeping labor markets fluid in ways that did not put women at a disadvantage against men. Class inequality is the greater problem than gender equality in those countries. There are more female managers in those economies than in the more generous welfare states, but income inequality is stark among women as well as among men. It is also true that women tend to cluster in the low-skill jobs at the bottom of the wage dispersion. In the past the family compensated for this inequality to some extent because higher-earning males were more likely to marry lower-earning females. This pattern has now reversed in that economically successful men now are much more likely to marry equally successful women, increasing the inequality in the distribution of family income. This trend is magnified by a higher probability of low-income females ending up as single mothers. The challenge in these countries with short-term job commitments is therefore to improve the life chances of men and women without means, and especially low-income single parent families, by increasing opportunities for skill acquisition and retraining as necessary.

He looked at me soberly and said: “Make people an offer so good they would feel stupid saying no.” I nodded, wrote it down, underlined it, and circled it. And with that, my entire worldview of selling was transformed. My mind began racing. I didn't have to be skilled . . . or even any good. I just had to come up with things that anyone would say yes to.

Let’s break it down. It wasn’t his product — that was great. It wasn’t his offer — he had a zero risk revshare model. It wasn’t his sales skills — he was a natural salesman. So, then what was the problem? He was selling to newspapers! His market was shrinking by 25 percent every year! He had looked at all the angles, except for the most obvious one.

When you identify your overall goal as improved performance, it becomes clear on how to practice to build expertise, You are only as strong as your weakest links, so you must first address them.

To quote Zig Ziglar, "The elevator to success is out of order, but the stairs are always available." Expect to do the work and expect to reach success after a process. The worst thing that you can feel is an entitlement to success. Even if you have worked hard, nobody is entitled to success - hard work is merely an element of success, not a promise of it.

Knowledge, in its turn, would seem more “real” than what one might call wisdom, which would seem too nebulous, something never to be grasped. Knowledge that has come through experience, and the practical acquisition of embodied skill, would become suspect, appearing either a threat or simply incomprehensible. It would be replaced by tokens or representations – formal systems, to be evidenced by paper qualifications.

Thus, getting smart requires three things. First, it requires the acquisition of adaptive instincts—from our biological ancestors, from the people around us, and from our own experiences. Second, getting smart requires a facility with manual mode, the ability to deliberately work through complex, novel problems. Third, it requires a kind of metacognitive skill, analogous to the skills of a photographer. We, unlike cameras, have no masters to tell us when to point and shoot and when to be in manual mode. We have to decide for ourselves, and understanding how our minds work may help us decide more wisely, both as individuals and as herders trying to live together on the new pastures.

The increased training requirements for professions such as law and medicine, as well as new academic disciplines, were justified through appeals to scientific expertise and improved service to society.26 Success in these professions led reformers to imagine recasting the entire occupational structure in the image of the rising professions. Their numerous “professionalizing projects” were premised on a faith that the labor market would reward the acquisition of knowledge and skills.

In marketing and customer acquisition (the process of getting new clients), there are just as many variables that must all align to truly “knock it out of the park.” But with enough practice and enough skill, you can turn the wild world of acquisition, which will throw curveballs at you everyday, into a homerun derby, knocking offer after offer out of the stadium.

in business, you can improve your skills to shift the odds in your favor. Simply stated, with enough skill, you can become the house.

As entrepreneurs, we make bets everyday. We are gamblers ― gambling our hard-earned money on labor, inventory, rent, marketing, etc., all with the hopes of a higher pay out. Oftentimes, we lose. But, sometimes, we win and win BIG. However, there is a difference between gambling in business and gambling in a casino. In a casino, the odds are stacked against you. With skill, you can improve them, but never beat them. In contrast, in business, you can improve your skills to shift the odds in your favor. Simply stated, with enough skill, you can become the house.