Thats cool I didnt think about principles and that being one. “This” is the last sentence about approaching 100 skill at prerequisites. That stuff “follows” the principle. Is that what principles do? They have other things follow them? They sound like rules.
Something else that follows the principle is when you reach the CF skill limit of 40. Since your prerequisites are limiting your CF skill there, approaching the CF limit gets harder to do.
It’ll make sense cuz your prerequisite skill is getting close to 100. You could do the more challenging thing to make your CF skill lag less.
What does it look like going over 100 in prerequisite knowledge? You start inventing new things? Getting knowledge others dont have there?
Being at 90 for prerequisites means your 10 away from the maximum limit. Being at 70 for CF, makes you 20 away from its maximum limit. Because it’s harder the closer you from a maximum limit, it’s easier the further away you are. That makes it easier to get one point on CF than on prerequisites.
Does that mean that one 1 point is worth as much on CF as it on prerequisites? 1 point takes a certain amount of effort to learn that much knowledge? Idk about that, but I know for sure that it’s easier to get one point from CF at 0 than it is to get a point on prerequisites at 70.
Imma write about the following paragraph:
The first sentence:
“At low scores” is closer to 0. Your prerequisite could be like 20-30. Maybe even 40.
“at medium scores” is around 50 i think. It could be like 60 too. You can have your CF skill lag at -20 there.
“at high scores” thats definitely around 90+. At that point, it’s better working on skills further away their max limit. That makes me think about practicing typing btw. Like, it’s easier at the beginning and it’s like u reach your max limit and it gets harder to improve.
I think a goal for the sentence above is to explain what getting the gap very close looks like when youre at high scores.
Another goal for the quote is show a realistic situation about getting stuck at a high prerequisite score.
Other goals:
Imma write about the following paragraph:
The first sentence:
What the “maximum” doesnt mean is the maximum you can ever reach. It also doesnt mean the maximum of 100 for CF skill. Does it? What about the limit placed by prerequisites? Thats gonna probably be lower than 100. Is the limit placed by prerequisites also a maximum limit?
“creating new knowledge” is not making knowledge on your own for something thats been figured out elsewhere. That knowledge is not new. What about creating knowledge for your own situation? Is it unique to you? And does it make it new?
“the last remaining existing knowledge.” is not only whats written in books. That has the error of ignoring online articles too. Is what’s written online already written on books? Probably but why not use both?
“Creating new knowledge” is not thought of pushing past 80 if that’s the the limit placed by prerequisites. That has the error of creating the same knowledge used before. I think it’s less likely you’ll create new knowledge. You know a good amount of CF, so some stuff might actually be new.
The last clause of the sentence:
“but” shows a contrast between two ideas. I think that’s the contrast between needing to be at a 100 to create new knowledge and being able to create knowledge near the max. You don’t need to be at 100 to create new knowledge.
Getting to the maximum seems that it’ll take a lot of time. If you try doing that before creating new knowledge, you might not come up with anything ever.
“that” in the quote above is not “be thought” because that runs into in the error of why are you thinking that when getting close the maximum? What is your goal there?
How near do you have to be to start creating new knowledge? That would really help humanity if you start creating new knowledge. Maybe, it won’t help now but in the future.
“You could be missing 3 points of knowledge” means points from the maximum. Could this apply to CF as well? Not just prerequisites? That part of the quote doesn’t mean 3 points from 50 on your prerequisite. You’re not that close to 100.
“but create 5 points of new knowledge,” this can happen when you’re close to the max. I think since 100 points represents current knowledge that applies to both CF and prerequisites. If you learn new knowledge, it adds up the points for whichever skill youre trying to build.
It seems that knowledge is a quantitative thing that you add. You add it for the points system.
If you’re at 40 for prerequisite knowledge, then it’s gonna be harder to create new knowledge there than if you’re were to get more of the existing knowledge. 40 is a low score for prerequisites I think. It’s kind of close to the middle tho.
How would you know what’s new or not if you’re so low in score? Do you have to contact someone who’s close to 100? I think that adds to the difficulty of making new knowledge. I think if you looked up an article about people being stuck on an equation for math then you’d probably find new knowledge there.
Also, I think “tends” means ‘is usually’. I don’t think it means probability. Like, I don’t think it’s based on probability that it’s harder to create new knowledge with low scores
I wonder what other problems there are. I think you might make big mistakes that are hard to correct.
Imma write about the following paragraph:
First sentence:
I think the answer is yes you still understand some prerequisites. It’s not that you know nothing. You can build some CF knowledge now. I think tho it might be hard to judge success and it’s easy to jump into something very hard and get stuck.
Second sentence:
I think you literally can’t cuz you have no prerequisites to build up to CF. Stuff that uses arithmetic or something from language wont work. There’s a lot of parts to CF that prerequisites belong to. I think tho if youre in USA, and youve been in the education system, you have some skill to start on CF.
Just cuz being at one extreme of skill(0) stops you from working on CF, it doesnt mean that you have to he at the other extreme(100) to start. That’s a lot of work and youll do good to learn some CF to help you to 100.
Can you start on CF with 1-20 prerequisite skill? Youre probably not going to get too much cuz CF being near max will make it pretty hard.
If youre somewhere in the middle(around 50), you can start learning CF. You can start making CF lag while you learn more prerequisites. Having CF skill be behind 25+ is still a significant amount of CF skill learned. Thats probably more than a lot of people.
I think if youre reading an article like this on CF, youre interested in stuff like physics, math, or english. Youre already proficient in those. Youre interested in all the big ways you can use your prerequisite skills in CF.
Im going to write about the following paragraph:
First sentence:
The “If you’re actively making progress on CF stuff” is a condition. There you’re going up in points in the points system model. You should be cycling there between prerequisites and CF. That or youre already really high in prerequisites.
At some point, you switch between CF and life skills or intellectual prerequisite. Everytime you switch the time buffer on each of the topics is <30 days. You could have a buffer on life skills and intellectual of 29 days before you switch to CF which had a buffer of 5 days left.
The “should” there is important. It’s not an optional suggestion thats ingnorable. Theres reasons for not going over 30 days without working on a big area. They pertain to downsides of going over 30 days and the upsides of switching in a timely fashion.
I think I know some problems. One happens when you leave a big area for too long that it’s hard to start it up again. Since you werent doing anything related to that area, it becomes easier to avoid it. The one thing that had you interested in the big area doesn’t seem as compelling anymore.
Also, if you leave an area for too long you have to get that muscle memory back. You could run into difficulties there that it could lead to quiting. You could be making so many mistakes that you didnt before.
Im going to write about the following paragraph:
First sentence:
Yea, i liked parts of it. I liked that problems are soluble and being optimistic about things. I remembering reading that on BOI. I like automatization cuz if you do it right, you can do things as well as the smartest people could. That genius doesnt seem so unattainable and it isnt about your genes.
I liked doing the FI grammar article and getting better at it. I learned I can be good at grammar like I was at math. There were rules you can use you to check your work. I didnt have to be so lost at english
I liked learning about conflicting ideas. I had a feeling there was something wrong when I made myself stick to a routine and I didnt like it. I didnt have to just stay as someone who procrastinated. There were reasons for why that happens. I didnt have to be so lost about it like a lot of people were.
Yeah, i think I have goals I would like to accomplish learning CF. I want to not have stuff be so hard in life. I want to actually understand things and make progress. Being smart sounds good cuz I think I can learn to make money and feel ok. I think it would be good to layout the goals so I have realistic expectations.
I agree liking CF makes me wanna learn it. There’s a lot of info about how learning works and how knowledge works that it relates to a lot of things in life. Some are why do hobbies or taking on a career path get so hard? Like, it gets really difficult that the hobby or career path becomes hard to manage. Things dont just get hard but it’s hard to like it too.
I like CF too cuz it makes impossible tasks look more achievable. Like, if I’m struggling to do something, I can layout the thing Im tyring to accomplish into a project. I can think about the goals Im trying to do and find if there are other goals that don’t run into the same error Im having. I can also see with projects if my understanding of something needs to be improved so I can understand how my plan’s going to adjust to that.
I like CF as well cuz it changes the ways I look at errors. Instead of thinking how bad is an error, I can tally up the errors and think about what is actually my goal. I don’t have to just stay stuck messing up doing something. There are things you can do about it. It would be nice to do things more and more challenging so I can put more CF to use and do really good things.
That’s interesting if I didn’t have any good prerequisites then I would probably be really confused about CF and nothing would make sense and I would move on. But because I liked some stuff and understood it, I wanted to learn more. There were prerequisites being used there that led to liking CF and wanting to learn it. That shows that some CF was already being learned; there was success happening.
The following is an example of the quote above:
The example above is using the points system model to help us understand I think how our prerequisites were good enough. If you understood and liked CF and want to learn about it, then you already learned some CF pretty quickly. Idk if that was 15 points worth but it was a good amount. Since your prerequisites are already high enough, it’s easier to learn CF than if they were lower. I think that’s the feeling I get that makes me feel so smart when I first read CF or other related things.
I’m going to talk about the following paragraph:
First sentence:
That’s why it seems good to work exclusively on CF, some learning happened easily. Why not just keep focusing on CF? I think if you do that you would run into having to revisit your prerequisites. That and I wonder what CF topic to study about cuz I think some is harder than others.
The last quoted sentence is connected to the next sentence:
I think it talks about why you’re ok with not having to work on prerequisites at all when it’s at 40 and CF is at zero. Since CF needs to catch up, it’d be easy to work on CF there. It would be in your interest to catch CF up.
The third sentence of the quoted paragraph:
I think the quote above is why CF needs to catch up. You’re making easy and efficient prgoress. It’s better to do something easy than something hard when learning CF. That’s for when you’re cycling between prerequisites and CF and you’re working close to maximums.
I think the “efficient” part is important cuz what if CF is kind of easy but you’re tiring yourself out while doing it. Like, you only get some reward but you’re making yourself really tired. That or you take so long to learn CF. That probably would be bad.
Yeah, if you’re having trouble learning CF and your life stuff is getting in the way, it might be time to visit the life skills prerequisite. It’s not just about your given intellectual prerequisite but also your life skills prerequisite. It’s not just about easy in terms of intellectual stuff but also managing your life.
It’s hard to think about examples where you would need to learn some life skills prerequisite to make learning CF easy to reach. I think I have one where I have anxiety sometimes, and I have to figure that out so I can feel good and do CF well.
I wonder how much CF you can learn before you switch to prerequisites. Like, what if you need learn the definition of some words before you understand some CF terminology being used. That could be kinda fast or take longer.
Maybe you’re having a hard time with the logic being used in an article. You’ll probably need to learn about logic so you can understand a lot that’s being said. You probably dont know the AND and OR s being used and all that
It’s realistic. People vary a lot though so I wouldn’t say there’s any one amount that people usually have.