PixelProf

Yeah, I wasn't a fan of the visual scripting, but I do consider composing nodes in the editor, connecting signals, modifying field values with sliders, having global variables in a separate editor, visual curve editors, file managers, etc. to be a form of visual scripting by a different name, and I do quite like that.

I've been curious how this sort of editor would work for non-game code, like making a CLI in C, C++, Kotlin, etc. Where you primarily interact with nodes and inspectors for data organization and scripts for behaviour implementation. I need to go back to Smalltalk to see some of the ideas there for alternative code organization structures.

Maybe I'm an old fogey, but I usually hear more pushback against visual languages as being too finicky to actually create anything with and I usually advocate for a blending of them, like working in Godot and having nodes to organize behaviour but written scripts to implement it.

I really appreciate the talks from Bret Victor, like Inventing on Principle (https://youtu.be/PUv66718DII), where he makes some great points about what sorts of things our tooling, in addition to the language, could do to offload some of the cognitive load while coding. I think it's a great direction to be thinking, where it's feasible anyways.

Also, one reason folks new to programming at least struggle with text code is that they don't have the patterns built up. When you're experienced and look at a block of code, you usually don't see each keyword, you see the concept. You see a list comprehension in Python and instantly go "Oh it's a filter", or you see a nested loop and go "Oh it's doing a row/column traversal of a 2d matrix". A newbie just sees symbols and keywords and pieces each one together individually.

For those undiagnosed wondering about the accuracy of this, let's play real ADHD bingo. Gather 5 of these and have experienced some form of it for most of your life:

• Losing and misplacing things very frequently
• Restlessness, squirming, seeming like you're motorized
• Blurting out answers to questions before the questions are completed
• Lots of thoughtless mistakes, not focusing on details
• Avoids talks requiring extended concentration
• Struggle to wait your turn
• Overly talkative
• Forgetting daily activities

I'll note as someone who took a long while to really accept my diagnosis: And to a distressing degree.

Like, I didn't just forget where I put my phone regularly, I'd lose expensive electronics on my ride home from school. I'd regularly forget my backpack on my way to school. I regularly needed replacement keys for my dorm.

I wasn't just overly talkative, I'd miss busses constantly because I couldn't stop talking. I don't even like people all that much, I just can't stop. Unless it's a topic I'm not interested in. Then it's agony.

I didn't just avoid unnecessary things that needed my focus; my heart would race and I'd get aggressive because I needed to checks notes copy information from one page over to another... Carefully.

I wouldn't just cut someone off to answer them before they finished, I'd get this feeling of a ringing in my ears and internal screaming, digging my nails into my hands, to try and be nice... Before cutting them off to answer before they finished anyways, but later than I intended.

Every day.

It's not fun. I've spent tens of thousands of dollars on late fees, extensions to degree because of missed deadlines, procrastinated dental bills. It's agonizing. It's pain. You will know what it is to talk to other people, have them go, "Oh my God, me too! Like sometimes, I clean, and I just don't stop" and when you say, "I know, and then I'm just on the ground sweating and crying and feel like throwing up because I e been there for like 3 hours and missed my appointment" and you get the, "What's wrong with you?" look. The ADH is often related; the Disorder, I've been surprised to learn over the years, often isn't. I assumed people hid this distress, too.

Positive note for any concerns: Medication, therapy, and education are huge helpers. It isn't perfect, things are just harder and that's how it is, but they improve. I'm a professor, I have nearly 1000 students, 50 teaching assistants, and need to schedule, effectively, 120+ meetings and put out around 400 documents that must all line up every 4 months. It's not hopeless, it's just hard.

Yeah, my guess is that this post is implying the typical case - it wasn't disrupting grades specifically, so it wasn't diagnosed. You may have gotten those grades by staying up until 3am as a child, lying to get out of forgotten homework, had more injuries, pushed through work by building up a healthy reserve of depression and anxiety, struggled socially because you couldn't prioritize both school and socials or because you couldn't connect with most other people because of your way of talking, been horribly forgetful, etc. but because grades number stays high, nothing is wrong. It's easy for people to see grades as the metric for mental wellness which is wild

From Lisa Explains it All to becoming a computer science professor I feel this in my bones.

For me, it tracks, but the caveat is a high increase in burnout accumulation. No self regulation needed? No problem. Except when you can't self regulate healthy work amounts / dealing with demands.

Oh absolutely, I'm pretty sure I'm on the same page with this. I only pose that to someone who believes they've found people who respect them, and particularly those who have felt for a long time that their voice didn't matter, it is counterproductive to approach them and their group with outward hostility.

Telling them the people who took them in and listened to them are vile, abusive, disgusting people and are exactly the problem they say everyone says you are, is just reinforcing of their views.

Consider the comment originally replied to; paraphrase because mobile is hard, "those loudest about being victimized are the most eager to take their pound of flesh". This can easily sound like:

1. (Man) I've been victimized and nobody lets me voice this except for this gang/cult/militia. Cult says they should be allowed to "get support" and they know the way (it's bad).
2. (Outsider) Claiming to be a victim usually means you are a terrible person.
3. (Man) So according to outsiders, if I seek help, I'm a bad person. According to my (cult etc) if I tell them, they will offer a form of support. I can stay with these people and get something of support, or I can leave them, be ostracized, and any attempts to voice my feelings will lead me to being labeled someone eager to take a pound of flesh.

They need to be shown that those on the outside understand them and are better people than those who took them in. They are with people whose form of empathy and respect is so distorted and toxic, but it's the only model of that experience they know.

Your comment, upon my read, felt like anyone in that position would feel justified in their gang telling them that everyone on the outside is out to get them. If they already think everyone else is a predator, what is attacking their friends, their family, and their opinions, going to do?

They will only leave when they know they will arrive somewhere with the respect they craved without those toxic feelings they repressed during their time with a hateful group.

So I guess it's less about the content of the comment, more of the way it represented the ideas, the timing, and the perceived intention.

I agree that much of the problem is men on men and this patriarchy - men who do not want to uphold patriarchal values can often be ostracized and demonized by those who do - but I believe OP was specifically noting that then those men who get abused and ostracized cannot speak out of seek help because many people will simply snap back at them saying that they are part of the problem and resources need to be given elsewhere. They cannot endure the abuse, and their own cohort becomes abusive, and the only way to avoid the abuse from all sides (in their view) becomes joining the "social excrement" they wanted to escape in the first place.

Angry screams tend to mask sad and lonely tears. Hatred does not end hatred; hatred ends through non-hate alone. Non-hate is not inaction, though. If we do not look at them, and ourself, with empathy and kindness and understanding and patience, they will continue living in a world devoid of and therefore ignorant to empathy and kindness and understanding and patience.

I can appreciate that. Arguably these folks might be more likely to vote because they aren't stuck in the mud of nuance, answers they see are more clear and obvious and the other ones may as well not exist. Not contemplation of what they don't know, in a way.

But - on the other hand, as mentioned we can't really pick who votes without opening Pandora's Box - and the best thing we can do is not to punish, but to rehabilitate. To model stronger behaviours, to identify why they behave in this way, and to try to help them build stronger critical thinking skills. Punishment is polarizing.

Fun, maybe related note: I've researched some more classical AI approaches and took classes with some greats in the field whom are now my colleagues. One of which has many children who are absurdly successful globally, every one of them. He mathematically proved that (at least this form of AI) when you reward good behaviour and punish bad behaviour (correct responses, incorrect responses), the AI takes much longer to learn and spends a long time stuck on certain correct points and fails to, or takes a long time to, develop a varied strategy. If you just reward correct responses and don't punish incorrect responses, the AI builds a much stronger model for answering a variety of questions. He said he applied that thinking to his kids, too, to what he considered a great success.

I think there's something to that, and I've seen it in my own teaching, but the difficulty now has been getting students with this mindset to even try to get something correct or incorrect in the first place, so they just.... Give up, or only kick into action after it's too late and they don't know how to handle it at that stage because they didn't learn. Inaction is often the worst action, as it kills any hope of learning or building the skills of learning.

Yeah, this point about really needing time is pretty real. I recently came to the conclusion that some folks really just need to retake the core courses multiple times (and seeing if we can change this pattern) because it just takes them a long time to unlearn helplessness in the field and adapt.

And absolutely, as you've said, I find those who do adapt go from someone taking our most basic course three times to becoming a top student. Those who don't adapt fall to cheating and/or dropping out. I usually have about 500-800 students per term, and with about 20-30% falling into this category with more each year, one-on-one interventions are rare and you usually only catch them on their second time around once they finally heed our requests to come talk to us.

I'd be curious what other fields work with this so I could go read some papers or other materials on these mindsets, it sounds like there is quite an overlap to what we've been experiencing, I appreciate these insights!

Edit: Oh, and adding that I've spoken to some researchers in trauma informed education and I imagine the overlap here is high in terms of approach - recognizing how different behaviours can be linked to trauma and considering the approaches that can be taken to ease them back into stronger academic habits. It's been a while since my talks, but this could spark some more, as I hadn't quite connected the rote memorizes to this. Seems quite feasible for at least a subset.

Yeah, you can feel it pretty quickly in an interaction. I like how the other comment put it, where it seems like they are stuck in rote memory mode. Having a list of facts in their head but no connections between them, no big picture capability. I recently had a student who seemingly refused to read the six bullet points describing a problem, and couldn't comprehend that they described requirements, not step-by-step instructions. Without step-by-step instructions, this group flounders, and what should be insignificant details stand out as blockades they can't get past because they can't distinguish the roles of the details.

Reasoning blindness is an interesting term for it. Bloom's taxonomy of learning, which has its controversies, stands out to me here; it's like they are stuck at recall problems, maybe moving up to understanding a little bit but unable to get into using knowledge in new circumstances, connecting them, or being able to argue points. It works well for certain testing, it's a great skill to be particularly astute in for many lines of work, but it really is a critical thinking nightmare.

Really great point - purely rote learning is definitely a major piece of this category, if not the category in itself. Basically an inability to move up Bloom's taxonomy from the first level or two. I very recently spent hours with a student who had this exact issue - they tested well, but couldn't even begin to do the applied work unless they were walked through it, precisely, step by step. Zero capability of generalizing, but fully capable of absorbing and recollecting facts... just no understanding associated with it. No connections.

That gave me something to think about, thank you!