Tag: status/evergreen

  • Linearity in Vector Spaces

    If you know what happens to basic pieces, then you know what happens to any combination of those pieces, because the combinations are formed only by scaling and adding. It means complex behavior can be reconstructed from simpler components without distortion of the combination rules. This is why linear systems are tractable. They preserve structure.

    Linear example

    $$f(x) = 3x$$

    Then:

    $$f(x + y) = 3(x + y) = 3x + 3y = f(x) + f(y)$$

    and

    $$f(\alpha x) = 3\alpha x = \alpha \cdot 3x = \alpha f(x).$$

    So this is linear.

    Nonlinear example

    $$f(x) = x^2$$

    Then:

    $$f(x + y) = (x + y)^2 = x^2 + 2xy + y^2$$

    which is not usually $f(x) + f(y)$.

    The extra $2xy$ term is the hallmark of nonlinearity here. The combination produces interaction terms not already present in the original pieces.

    That is a good intuitive marker: nonlinearity introduces new interactions between parts.

    Links to this note:
    Vector Space

  • Workflow Tags

    Workflow tags are not topic tags. They do not describe what a note is about. They describe what kind of work the note needs next.

    Their purpose is to make action easier in the moment.

    A note-taking system can fail when it becomes too descriptive and not operational. A workflow tag should tell me, quickly and clearly, what I should do when I encounter the note again.

    The central question a workflow tag answers is:

    What is the next useful transformation this note needs?

    This matters because my work often happens in different modes:

    • creating notes
    • refining notes
    • adding Anki sections
    • adding cards to Anki
    • linking notes
    • improving explanations

    Workflow tags preserve momentum across these different kinds of intellectual work.

    Workflow tags

    • wf/revise — this note needs improvement. Include a Needs section in the note outlining what is required.
    • wf/ankify — this note needs an Anki section.
    • wf/anki-add — this note has an Anki section, but the cards are not yet in Anki.
    • wf/link — this note needs more meaningful links.
    • wf/split — this note should become multiple notes.
    • wf/uncriticized — this claim has no criticism node linked yet.

    Principle

    A good workflow tag should make the next action obvious.

    If I see the tag and do not know what to do next, the tag is too vague, redundant, or unnecessary.

  • Vector Space

    By a vector space we mean a nonempty set $E$ with two operations:

    This just means there is some collection of objects, called $E$, and it is not empty. Why “nonempty”? Because a vector space must at least have something in it. In fact, the rules will force it to contain a special element called the zero vector. The elements of $E$ are called vectors. Important: at this stage, “vector” does not mean “arrow in space.” It just means “element of this set $E$.” It could be: arrows, tuples like $(𝑥,𝑦,𝑧) (x,y,z)$, functions, polynomials, matrices, sequences, and so on. So “vector” here means “thing that behaves according to these rules.”

    \((x, y) \mapsto x + y\) from \(E \times E\) into \(E\), called addition,

    This says: Take any two vectors $𝑥$ and $𝑦$ from $𝐸$, and there is a rule that produces another element $𝑥+𝑦$, also in $𝐸$. What does “from $𝐸×𝐸$ into $𝐸$” mean? $E×E$ means all ordered pairs $(𝑥,𝑦)$ with both $𝑥$, $𝑦$ $∈$ $𝐸$. “into $𝐸$” means the result is again an element of $𝐸$.
    So addition is a function:input: two vectors,output: one vector.
    This is the closure idea: adding vectors keeps you inside the space

    $(\lambda, x) \mapsto \lambda x$ from $\mathbb{F} \times E$ into $E$, called multiplication by scalars,

    This says: Take a scalar $𝜆$ from $𝐹$, and a vector $𝑥$ from $𝐸$, and the rule gives another vector $𝜆𝑥$ in $𝐸$. Here $𝐹$ is the field of scalars, $F=R$ for real numbers, or $𝐹=𝐶$ for complex numbers.
    So scalar multiplication means: numbers can “act on” vectors.
    Again, the result must stay in $𝐸$.

    Big picture so far

    A vector space is: a set $𝐸$ of vectors, an addition rule for vectors,a scalar multiplication rule using numbers from $𝐹$, with some laws (coming up). Those laws are what make the structure behave like ordinary linear geometry.


      • What two operations are necessary for vector space?
        Addition and Scalar Multiplication.
      • Why are these two operations included in vector space: addition and scalar multiplication?
        Addition and scalar multiplication are singled out because together they generate all
        linear combinations.
      • What happens to vector space if you add more operations?
        You get different structures.
      • In vector space if you add {{c1::a notion of length}}, you get a {{c2::normed vector space}}.
      • In vector space if you add {{c1::angles and orthogonality}}, you get an {{c2::inner product space}}.
      • In vector space if the {{c1::inner product space is complete}}, you get a {{c2::Hilbert space}}.

    Such that the following conditions are satisfied for all $x, y, z \in E$ and $\alpha, \beta \in \mathbb{F}$:

    $x + y = y + x$;

    This is commutativity of addition. It says the order of addition does not matter. You want vector addition to behave symmetrically. No vector should get privileged treatment just because it was written first.

    $(x + y) + z = x + (y + z)$;

    This is associativity of addition.It says when adding vectors, grouping does not matter. This means you can write $𝑥+𝑦+𝑧$ without ambiguity.

    For every $x, y \in E$ there exists a $z \in E$ such that $x + z = y$;

    Most textbooks split this into: existence of a zero vector, existence of additive inverses $x+(-x)=0$. But this axiom packages both ideas into one condition. Given any starting vector $𝑥$ and any target vector $𝑦$, there is some vector $𝑧$ that takes you from $𝑥$ to $𝑦$ by addition. So you can always “solve for the difference” between two vectors. If you set $𝑦=𝑥$, then this condition says there exists some $𝑧$ such that $𝑥+𝑧=𝑥$. This gives something behaving like a zero vector relative to $𝑥$. And from the other axioms, one can prove there is a unique common zero vector for all vectors. Then, setting $y=0$, this condition gives a vector $𝑧$ such that $𝑥+𝑧=0$. That $𝑧$ is the additive inverse of $𝑥$, usually written $−𝑥$.

    $\alpha(\beta x) = (\alpha \beta)x$;

    This is compatibility of scalar multiplication with field multiplication. It says multiplying by $𝛽$, then by $𝛼$, is the same as multiplying once by the product $𝛼𝛽$.

    $(\alpha + \beta)x = \alpha x + \beta x$;

    This is one distributive law. It says if you add two scalars first and then multiply the vector, that is the same as multiplying separately and then adding. This makes scalar multiplication linear in the scalar.

    $\alpha(x + y) = \alpha x + \alpha y$;

    This is the other distributive law. It says scalar multiplication distributes over vector addition. This makes scalar multiplication linear in the vector.

    $1x = x$.

    This says multiplying by the scalar 1 does nothing. So the multiplicative identity of the field acts trivially on vectors. Without this, scalar multiplication would not properly match the meaning of ordinary multiplication.

    What is this definition really trying to capture?

    It is trying to isolate the essence of linearity.

    A vector space is any setting where:

    • you can add “states,” “directions,” or “quantities,”
    • you can scale them,
    • and these operations behave coherently.

    That is why the same definition applies to arrows in geometry, solutions to differential equations, signals, functions, matrices, and quantum states.

    The power comes from abstraction:
    once something satisfies these rules, all linear methods become available.


      • Addition and scalar mutliplication is necessary for vector spaces but alone insufficient. That is why we needs the axioms that follow. Can you explain why?
        Addition and scalar multiplication tell you what kinds of moves are allowed.
        The axioms tell you how to constrain the behaviour so it counts as genuinely linear.
      • How many axioms are there?
        7

    The Math Only

    By a vector space we mean a nonempty set $E$ with two operations:

    • $(x, y) \mapsto x + y$ from $E \times E$ into $E$, called addition,
    • $(\lambda, x) \mapsto \lambda x$ from $\mathbb{F} \times E$ into $E$, called multiplication by scalars,

    such that the following conditions are satisfied for all $x, y, z \in E$ and $\alpha, \beta \in \mathbb{F}$:

    1. $x + y = y + x$;
    2. $(x + y) + z = x + (y + z)$;
    3. For every $x, y \in E$ there exists a $z \in E$ such that $x + z = y$;
    4. $\alpha(\beta x) = (\alpha \beta)x$;
    5. $(\alpha + \beta)x = \alpha x + \beta x$;
    6. $\alpha(x + y) = \alpha x + \alpha y$;
    7. $1x = x$.

    Elements of $E$ are called vectors. If $\mathbb{F} = \mathbb{R}$, then $E$ is called a real vector space, and if $\mathbb{F} = \mathbb{C}$, $E$ is called a complex vector space. (Source: Introduction to Hilbert spaces with applications, Lokenath Debnath)

    Summary

    You could read the definition as:
    $E$: the set of vectors.
    $F$: the scalars.
    $x+y$: vector addition.
    $\lambda x$: scalar multiplication.

    Rules:
    (a) order of addition does not matter,
    (b) grouping of addition does not matter,
    (c) subtraction is always possible,
    (d) repeated scaling matches scalar multiplication,
    (e) scaling is distributive over scalar addition,
    (f) scaling is distributive over vector addition,
    (g) multiplying by 1 does nothing.

  • The Scientific Method Does not Exist

    There are no techniques or procedures for making discoveries in science reliably.

    Karl Popper in his lecture, Scientific Method:

    Consider Max Planck. Max Planck was surely one of the greatest German physicists, and probably one of the greatest physicists of all time. But Planck made only one great discovery in theoretical physics. In 1900, or thereabouts, he discovered what is called ‘the quantum of action’, which is the basis of quantum theory and of all atomic theory. Planck lived for nearly 50 years after he made this discovery. But he never made another one. He made very interesting contributions to scientific discussions, and he wrote very interesting books. But he made no further scientific discovery, although he surely tried. Now either Planck had forgotten his scientific method after he made his discovery, or he made his discovery by chance and without using scientific method at all. But in either case, the example of Planck just does not fit the usual idea of scientific method. And Planck is just one example among many.

    Albert Einstein, who was certainly one of the greatest physicists of all time, is another. Einstein made several important discoveries. He discovered the theories of both general and special relativity. And he won the Nobel Prize in 1921 for his discovery of the photoelectric law. But Einstein did not solve the problem that was closest to his heart—the so-called problem of unified field theory —even though he worked on it for forty years. If there were something like a scientific method, then Einstein would surely have mastered it and would surely have solved the problem of unified field theory. So the thing isn’t really like that.

    See also: Fallibilism

  • Subjects Do Not Exist

    First of all, it is important to understand that academic subjects in general do not exist. This is a very important point. Academic subjects do not exist, but are instituted by universities. They are instituted by universities because universities have to pay their professors. And in order to pay their professors they have to appoint them. And so there has to be a certain fiction that one appoints a person who is an expert in a subject. And since he is supposed to be an expert in a subject, the subject itself must somehow exist. But all of this is a fiction. What really exist are problems—not subjects but problems. And when someone is interested in a problem and wants to solve it, then there is something that is really serious. Subjects, like history or economics, are merely conveniences for university administrators: they are really more or less arbitrarily chosen collections of problems that have been ordered merely for the purpose of administering universities and examining students!a function that I think a university should not fulfil, though that is another matter.

    Karl Popper: Lecture on the Scientific Method

  • What is a Memory System?

    A spaced repetition system or better called a memory system is meant to test whether you can reconstruct an idea (what you want to understand deeper and remember) from a specific piece of information (a prompt) using your internal models (current understanding). A memory system is not a process for “putting information into a bucket.”


      • What is the goal of a memory system?
        To test whether you can reconstruct an idea.
      • In a memory system, what serves as the cue for reconstruction?
        A specific piece of information: the prompt.
      • In a memory system, reconstruction happens from what?
        Your internal models.

    Good prompts help you reconstruct from:

    1. A generative explanation
      A causal story: why the claim is true, what problem it solves, what makes alternatives fail.
    2. Problem-situations and triggers
      The kinds of situations where the idea should come to mind.
    3. Counterfactual structure
      What would be different if the idea were false; what would follow if it were true.
    4. Error boundaries
      Common misapplications, confusions, and nearby false friends.
    5. Procedures / decisions
      What you do differently because you know it, what choice you make, what question you ask next, what you stop doing.

    Ideally, that information is not merely a fact, but an explanation. That is the key question when you design a prompt: What material would reliably let me reconstruct the explanation I want? When the prompt works, repeated reconstruction helps that explanation take hold in the mind’s ecosystem, where ideas survive or fade, influence behavior or do not, and interact with one another.


      • There are 5 handles good prompts let you reconstruct from. Which one says you “have” the idea?
        The generative explanation.
      • Why is the handle, Problem-situations/Triggers, valuable to include as an internal model?
        It lets you know when to use the idea.
      • When should you try to create the 5 memory system handles, during prompt creation or when attempting to understand the idea?
        When attempting to understand the idea.

    Properties of effective reconstruction prompts (based on Andy Matuschak’s Good Prompts)

    • Reconstruction prompts should be focused.
    • Reconstruction prompts test one relation at a time.
    • Reconstruction prompts should be precise about what they’re asking for.
    • Reconstruction prompts should produce consistent answers each time you perform the task.
    • Reconstruction prompts should be tractable.
    • Reconstruction prompts should be effortful.

      • State one thing that could be wrong with the following prompt?
        Good reconstruction prompts test one r_ at a time, should be f_, p_, produce c_ answers, t_, and e_.
        It tests many relationsips / is not focused enough / could be intractable.
      • There are several properties of good prompts but what is the general idea?
        Make the prompt tight, clear, and worth the mental work.

    We prefer explanations because they are often the kinds of ideas that can influence what we do rationally. But no general rule can tell us in advance what material will let a particular person reconstruct a particular idea. The only method is to guess, test, and revise for each individual.

    Why reconstruction? Because you cannot reconstruct what you have never constructed in the first place. You must first understand something at least partially. Reconstruction then reinforces that understanding and may deepen it.

    See also: Andy Matuschak’s Good Prompts (I replace “retrieval” with “reconstruction” based on my understanding of the mind)

    Links to this note:
    Learning

  • Change the Problem Landscape

    Elon Musk’s question, “What did you get done this week?”, has become a meme for productivity.

    Naval has a version of this too:

    A better question is:

    The Work Question

    What problems did you solve, preempt, and set in motion this week – and what did you do to expose your proposed solutions to criticism?

    Don’t just tell me what you did. Tell me how you changed the problem landscape. That is the real measure of useful work. A task list shows activity. It does not necessarily show impact.

    Solving a real problem does not simply remove an item from a list. It changes the situation. It closes some paths, opens others, and reshapes what matters next. Every solution creates new conditions. Every neglected problem has the potential to grow into a worse one.


      • What should our work revolve around instead of activity metrics?
        Problems.
      • Our job is to not only solve present problems but be aware of {{c1::future}} problems too.

    Of course, most real problems are not fully solved in a week. But that is still the right standard. A manager should emphasize outcomes, while making rational exceptions for work that clearly moves a hard problem forward. The point is not to reward people for merely naming the problems they are working on. It is to ask how those problems changed because of their work.

    So yes, results matter. But the results that matter most are not just completed tasks. They change the problem landscape.


      • Our work involves present and future problems, problems created by us and those that are not. What outcomes based question demands one think deeply about the problem landscape?
        What problems did you solve, preempt, and set in motion this week – and what did you do to expose your proposed solutions to criticism?

    Email example

    Subject:
    Weekly Check-In: The Work Question

    Body:
    Each week I’ll ask you one question:

    What problems did you solve, preempt, and set in motion this week – and what did you do to expose your proposed solutions to criticism?

    This is not a task list. I’m not asking for a summary of activity. I’m asking how your work changed the situation. That is the standard I want us aiming at, because useful work is not just doing things. It is making progress against real problems.

    I do not expect every week to produce a perfect answer. Some weeks are groundwork. Some important problems take longer than a week to move. The bar is high on purpose, but clear thinking and honest judgment matter more than forcing a strong-looking report.

    Solved: What problem did you close? What changed, and how do you know?

    Preempted: What problem did you see coming and act on before it arrived? What likely would have happened otherwise?

    Set in motion: What new problems or conditions now exist because of this week’s work or lack of action? Which are the healthy next problems created by progress, and which are consequences of delay or inattention?

    Criticism: How far did you push your ideas?

    Keep your answer short and precise. I value clarity over length.

    Links to this note:
    The Pursuit of Productivity
    Don’t Protect Your Ideas
    Documenting the Work Question, Replacing the Portfolio

  • Dont Become A Monster

    Nietzsche, from Beyond Good and Evil:

    “Whoever fights monsters should see to it that in the process he does not become a monster. And if you gaze long enough into an abyss, the abyss will gaze back into you.”

  • Brett Hall on Goals

    Brett Hall: In our times, rapid progress comes not from setting goals, but overcoming the *unexpected*. 

    Goals are a kind of prophesy & can be coercive, so quickly choosing “failure” over *achieving them* must be a “goal” of any rational goal setting methodology to preserve error correction.

    Brian: Can you elaborate? Is the idea that hewing too close to achieving a goal, particularly one far in the future, causes errors to go uncorrected because you’re not adjusting to the problems right there in front of you at the time?

    Brett Hall: Yes & if gurus, life/business coaches, etc are to be believed we need goals: a “5 year plan” or some such. 

    • Get this job, 
    • Make that income. 
    • Etc 

    But human minds create new preferences continuously though guru logic casts choosing those as failure (to be goal-oriented).

    If one sticks to a goal because they’re being “disciplined” & it’s part of the grand plan (for success, happiness, whatever) – that’s an error. Worse: it’s anti-rational: it actively prevents errors being corrected and suppresses creativity in the service of “achieving a goal”.

    Brian: But there are some goals that you may want over the course of years and that take years to achieve, right? House, marriage, kids, etc. for many. Or what about the persistence needed to, say, get a gold in Judo at the Olympics? Seems like there’s got to be a middle ground.

    Brett Hall: If each day one wakes & enthusiastically decides the “goal” ostensibly set is best & most fun (& not worked towards because one is solely being focussed/driven/disciplined) – that’s different. “Goal” there labels a different thing: daily human choice determining life, not a plan.

    It may help some (eg your Olympian) to know what it takes to “have the fun” they want (like a pilot’s checklist for landing) & “plans” do help the depressed & confused: those who *don’t know* what they want. But those are exceptions “that prove the rule”: people don’t need goals.

    (In those exceptions a “plan for success” is like “Wittgenstein’s Ladder”: once depression is gone or you don’t need to remind yourself of a “gold medal” to be excited to get to the gym & train, the plan can be thrown away as it’s not needed to get what is *really* wanted: joy).

  • Mental Health Depends on Knowing Which Problems to Reject

    What if mental health, motivation, and even joy depended not on solving problems, but on knowing which ones not to accept?

    I think about the tweet below a lot. Particularly the part about “the existing nasty pressure on young people to conform by being ‘remarkable’.”

    How many of your “problems” emerged from your creative engagement with the world? Problems are soluble, but they should be your problems. You have the right to reject problems imposed on you.

    See also: A Genuinely Felt Problem is the Most Powerful Generator of Creative Problem-Solving that Exists