{"id":6777,"date":"2017-03-29T11:32:46","date_gmt":"2017-03-29T18:32:46","guid":{"rendered":"https:\/\/www.scotthyoung.com\/blog\/?p=6777"},"modified":"2018-03-29T13:01:19","modified_gmt":"2018-03-29T20:01:19","slug":"flow-doesnt-lead-to-mastery","status":"publish","type":"post","link":"https:\/\/www.scotthyoung.com\/blog\/2017\/03\/29\/flow-doesnt-lead-to-mastery\/","title":{"rendered":"Flow Doesn&#8217;t Lead to Mastery"},"content":{"rendered":"<p><iframe loading=\"lazy\" title=\"Flow Doesn\u2019t Lead to Mastery\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/GvI7i02wYqQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>The concept of <a href=\"https:\/\/en.wikipedia.org\/wiki\/Flow_(psychology)\">flow<\/a>, first introduced by psychologist Mih\u00c3\u00a1ly Csikszentmih\u00c3\u00a1lyi, is the enjoyable feeling that happens when you are totally immersed in an activity. You stop feeling self conscious, with your attention being completely absorbed by the task at hand.<\/p>\n<p>Chances are you\u2019ve felt flow many times before. Maybe during a game, sports or even your work. Often your performance is best during a flow state\u2014you may have felt your best games or work come from the flow of effortless focus. But what about learning?<\/p>\n<p>Anders Ericsson, the psychologist behind <a href=\"https:\/\/en.wikipedia.org\/wiki\/Practice_(learning_method)#Deliberate_practice\">deliberate practice<\/a>, argues that <a href=\"https:\/\/www.amazon.com\/Road-Excellence-Acquisition-Performance-Sciences\/dp\/0805822321?&amp;_encoding=UTF8&amp;tag=scottcom-20&amp;linkCode=ur2&amp;linkId=b8390eff7367d3ab7555938303787aa8&amp;camp=1789&amp;creative=9325\" target=\"_blank\" rel=\"noopener\">flow doesn&#8217;t lead to mastery<\/a><img loading=\"lazy\" decoding=\"async\" style=\"border: none !important; margin: 0px !important;\" src=\"\/\/ir-na.amazon-adsystem.com\/e\/ir?t=scottcom-20&amp;l=ur2&amp;o=1\" alt=\"\" width=\"1\" height=\"1\" border=\"0\" \/>:<\/p>\n<blockquote><p>\u201c[T]he characteristics of flow are inconsistent with the demands of deliberate practice for monitoring explicit goals and feedback and opportunities for error correction. Hence, skilled performers may enjoy and seek out flow experiences as part of their domain-related activities, but such experiences would not occur during deliberate practice.\u201d<\/p><\/blockquote>\n<p>Ericsson believes deliberate practice\u2014a specific type of practice characterized by immediate feedback, focused improvement and mental strain\u2014is the activity that produces mastery. Yet, he also argues that this is \u201cinconsistent\u201d with flow.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-6780\" src=\"https:\/\/www.scotthyoung.com\/blog\/wp-content\/uploads\/2017\/03\/FlowVDeliberatePractice-1.png\" alt=\"Graph comparing optimal enjoyment vs optimal learning\" width=\"800\" height=\"681\" srcset=\"https:\/\/www.scotthyoung.com\/blog\/wp-content\/uploads\/2017\/03\/FlowVDeliberatePractice-1.png 800w, https:\/\/www.scotthyoung.com\/blog\/wp-content\/uploads\/2017\/03\/FlowVDeliberatePractice-1-300x255.png 300w, https:\/\/www.scotthyoung.com\/blog\/wp-content\/uploads\/2017\/03\/FlowVDeliberatePractice-1-768x654.png 768w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/p>\n<h2>Effective Learning is Effortful<\/h2>\n<p>This idea, that learning is most effective when it as done at a level of mental strain above what would typically constitute enjoyment, is a big part of the logic motivating <a href=\"https:\/\/www.scotthyoung.com\/blog\/2016\/07\/28\/ultralearn-diy-1\/\">ultralearning<\/a>.<\/p>\n<p>It\u2019s no surprise that people tend not to like mental strain. Contrary to the assumption that elite performers and experts are intrinsically driven to improve, Ericsson finds evidence that, \u201cdeliberate practice is not inherently enjoyable, but individuals engage in it as an instrumental means to improve their performance to attain the highest levels.\u201d<\/p>\n<p>Comparing accomplished musicians with those of lesser achievement, Ericsson finds:<\/p>\n<blockquote><p>\u201c[T]he best musicians spent very little time on playing music for fun and less time on leisure than other less accomplished expert musicians and nonmusicians of the same age.\u201d<\/p><\/blockquote>\n<p>This drive to practice did not come from the best musicians simply enjoying deliberate practice more. Rather it came from their desire to get better.<\/p>\n<p>With ultralearning, the idea is very similar: engage at a level of strain and mental difficulty that exceeds your comfort threshold. No, it\u2019s not always the most fun, but that\u2019s also why it works. Most people don\u2019t see the same results from ultralearning in their self-motivated learning projects because, without strongly structured external motivation, most people don\u2019t reach a high enough level of intensity.<\/p>\n<p>Consider that most people, when looking for online classes, seek out good lectures and videos, rather than good problem sets and homework. Watching lectures is easy. It\u2019s not deliberate practice. Actual mental strain working through the problems in question is hard, but it works.<\/p>\n<h2>Learning for Fun<\/h2>\n<p>This pursuit of uncomfortable intensity isn\u2019t entirely without rewards. Long-distance runners also experience painful intensity in their sport, but this can come with a \u201crunner\u2019s high\u201d that can be addictive. While I don\u2019t know of any neurochemical basis for an \u201cultralearner\u2019s high\u201d, learning with such intensity often has a similar joy.<\/p>\n<p>This doesn&#8217;t mean learning intensely is always a grim chore. Instead, I&#8217;m arguing that learning (like running) shouldn\u2019t be expected to yield results at a level of intensity that feels like flow.<\/p>\n<p>Setting <a href=\"https:\/\/www.scotthyoung.com\/blog\/myprojects\/mit-challenge-2\/\">ambitious learning goals<\/a> and <a href=\"https:\/\/www.scotthyoung.com\/blog\/myprojects\/the-year-without-english-2\/\">tight constraints<\/a>, as I\u2019ve tried to do in my own projects, is one way of regulating the environment to push the intensity higher than your comfort level. Another method, as Ericsson advises, is to get a coach to work with who can push you.<\/p>\n<p>For some, the object of learning itself may be so compelling as to push the learner into a state of intensity, even if that spirit was never formalized as a goal. I think it\u2019s likely that Albert Einstein\u2019s <a href=\"https:\/\/www.scotthyoung.com\/blog\/2017\/03\/16\/how-einstein-learned-physics\/\">quest to understand the universe<\/a> or Bobby Fischer\u2019s obsession to become the best chess player of all time, could have generated the required intensity.<\/p>\n<p>However, I\u2019m also agree with Ericsson that learning simply for fun, without any such constraints, is unlikely to lead to mastery.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The concept of flow, first introduced by psychologist Mih\u00c3\u00a1ly Csikszentmih\u00c3\u00a1lyi, is the enjoyable feeling that happens when you are totally immersed in an activity. You stop feeling self conscious, with your attention being completely absorbed by the task at hand. Chances are you\u2019ve felt flow many times before. Maybe during a game, sports or even [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[3,682],"tags":[],"class_list":{"0":"post-6777","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-personal-development","7":"category-nc-learning","8":"entry"},"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Flow Doesn&#039;t Lead to Mastery - Scott H Young<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.scotthyoung.com\/blog\/2017\/03\/29\/flow-doesnt-lead-to-mastery\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Flow Doesn&#039;t Lead to Mastery - Scott H Young\" \/>\n<meta property=\"og:description\" content=\"The concept of flow, first introduced by psychologist Mih\u00c3\u00a1ly Csikszentmih\u00c3\u00a1lyi, is the enjoyable feeling that happens when you are totally immersed in an activity. 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