Formulations are basically just lifted from the post verbatim, so the response might be some evidence that it would be good to rework the post a bit before people vote on it.
I thought a bit about how to turn Katja’s core claim into a poll question, but didn’t come up with any great ideas. Suggestions welcome.
As for whether the claims are true or not --
The “broken parts” argument is one counter-argument.
But another is that it matters a lot what learning algorithm you use. Someone doing deliberate practice (in a field where that’s possible) will vastly outperform someone who just does “guessing and checking”, or who Goodharts very hard on short-term metrics.
Maybe you’d class that under “background knowledge”? Or maybe the claim is that, modulo broken parts, motivation, and background knowledge, different people can meta-learn the same effective learning strategies?
Formulations are basically just lifted from the post verbatim, so the response might be some evidence that it would be good to rework the post a bit before people vote on it.
But I think I already addressed the fundamental reply at the beginning of the section 2. The theses themselves are lifted from the post verbatim, however, I state that they are incomplete.
Maybe you’d class that under “background knowledge”? Or maybe the claim is that, modulo broken parts, motivation, and background knowledge, different people can meta-learn the same effective learning strategies?
I would really rather avoid making strict claims about learning rates being “roughly equal” and would prefer to talk about how, given the same learning environment (say, a lecture) and backgrounds, human learning rates are closer to equal than human performance in learned tasks.
Formulations are basically just lifted from the post verbatim, so the response might be some evidence that it would be good to rework the post a bit before people vote on it.
I thought a bit about how to turn Katja’s core claim into a poll question, but didn’t come up with any great ideas. Suggestions welcome.
As for whether the claims are true or not --
The “broken parts” argument is one counter-argument.
But another is that it matters a lot what learning algorithm you use. Someone doing deliberate practice (in a field where that’s possible) will vastly outperform someone who just does “guessing and checking”, or who Goodharts very hard on short-term metrics.
Maybe you’d class that under “background knowledge”? Or maybe the claim is that, modulo broken parts, motivation, and background knowledge, different people can meta-learn the same effective learning strategies?
But I think I already addressed the fundamental reply at the beginning of the section 2. The theses themselves are lifted from the post verbatim, however, I state that they are incomplete.
I would really rather avoid making strict claims about learning rates being “roughly equal” and would prefer to talk about how, given the same learning environment (say, a lecture) and backgrounds, human learning rates are closer to equal than human performance in learned tasks.