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I wanted to thank you for your response and to apologize for not getting to read it sooner (I am in the throes of final exams, project due dates, et c.). The Lumosity control group or some similar intervention is a great idea and probably the only way to know for sure if LSAT prep had any unique effects.


Thank you for this awesome, informative comment. I'm glad to get some perspective on this; at the end of the day I guess it is just a test of basic logic concepts... I guess I shouldn't expect that to carry over to other areas of one's daily life.


Yeah, I think that one is ruled out because they are scheduling only 7 voyages (with no memory of prior voyages). I see what you mean though; it doesn't say anything about prior voyages, but I think of it as 7 slots to fill, and since there is no slot before 1, it can't be Jamaica. The answers are at the end of the test (pg 38).


Scott has some useful, if sobering, thoughts about this on his blog and I think I agree with him. He ends up positing that intrinsic motivation is more or less fixed and describes the whole process as a fascination lottery: there are certain things we find inherently interesting and motivating, and other things we could never really be interested in, even if we really really wanted to.

And my attempts to hack intrinsic motivation, which would be like a instant win condition for everything if I could achieve it, have been mostly unsuccessful and left me with severe doubt it is even possible. So I have pretty much given up on math.


But the thing is, I couldn’t choose to be interested in sports any more than I could choose to be interested in math or a huge sports fan could choose to be interested in psychology or a gay person could choose to be interested in women. I mean, there’s probably some wiggle room, maybe if I put a lot of effort into finding the most interesting sports and learning everything about them I could appreciate them a little. But would I have comparative advantage over the kid who memorized the stats of every pitcher in both leagues when he was 8? Barring getting hit by some kinda cosmic rays or something, I don’t think that’ll everhappen.

That being said, it seems a little defeatist. Perhaps there's some way to really choose your fascinations...


Hey Alex!

When I think back to when I was your age, I really wished I had gotten more involved in math competitions. Does your school have any programs like MATHCOUNTS, AMC8, etc.? I didn't compete in any academic competitions until high school, and I really wished that I had known about them earlier on. It makes getting ahead in math so much fun and it helps lay some really important foundations for the more complicated stuff.

Anyway, keep up the good work!



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Hey, I haven't had time to read your post yet but I wanted to suggest that you post over in the discussion section to get more visibility and feedback; I don't think too many people read through the welcome thread posts and those who do are usually just browsing user blurbs. Great to meet you!


Hey, thanks for the comment! I have never had been in a law school classroom, but I remember reading about the law school experience in Shulman's (2005) signature pedagogies in the professions article; he argues that law school, medical school, clergy school, design school, etc, have unique educational approaches because these facilitate learning of the skills and dispositions valued by each profession (e.g., the back-and-forth, often harsh exchanges characteristic of a law school classroom train you to "think like a lawyer", to handle conflicting views/interpretations, and to make an abiding distinction between legal reasoning and personal moral judgements.

I thought it was a cool article in general, but I especially liked how he pointed out the one thing they all have in common: "Pedagogies nearly always entail public student performance; without it, instruction cannot proceed. ...this emphasis on student's active performance reduces the most significant impediments to learning in higher education: passivity, invisibility, anonymity, lack of accountability. So much depends on student contributions... there is an inherent uncertainty associated with those situations (direction of discussion jointly produced by the instructor's plan and the students' responses), rendering classroom settings unpredictable and surprising, raising the stakes for both students and instructors. Learning to deal with uncertainty in the classroom models one of the most crucial aspects of professionalism, namely, the ability to make judgements under uncertainty."


Great score! I'm a test prep guy and the GMAT quant is serious, erm, business. What kind of programs are you applying to? MBA?


Awesome! If what you're dealing with is social anxiety, then you might find this blogpost helpful (I know I did). It sounds like it may be something more serious; if so, all the more reason for congratulations!

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