Yes, basically I do mean that.
Yes, basically I do mean that. It's not exactly that I gave him an iPad as an experiment, but the times he somehow got an iPad I 'experimented' with not taking it away. Eventually, I felt like I should take it away, though. (And I did.) The reasons basically boiled down -- as much of being a parent does -- to gut feeling. The way he played with most iPad apps didn't seem healthy. He plays with blocks, builds a tower, it falls down... sometimes he is upset about that, sometimes he laughs. But his experiments with blocks and trains somehow lacked this obsessive quality. I mentioned it in my reply to jasonkester elsewhere in this thread, but I felt like he was a kitten and the iPad was a laser pointer. He couldn't/wouldn't stop himself from using it, even when it was obvious that it had passed the point of being fun and became this frustrating, negative experience. At such a young age, under two, the brain really is working on the basics. Weight. Gravity. Hard. Soft. Big. Small. Etc. As he has grown, some of the things he can do with the iPad are getting pretty neat (painting, music, etc) and he does get a little bit of (supervised) iPad time now. It's hard to say at this stage, but I wouldn't be surprised if we let him do iPad for an hour a day (or an hour or two every few days) by the time he is say, four. It depends on what we see him doing with it, and how observing that makes us feel as parents. I'm just speaking from my experience here, because I am not an expert on brain development and things like that. But I do really think there is a qualitative difference between e.g., physical wooden blocks and blocks on a screen. In general, younger than two just seems self-evidently too young.
Posted by veidr on Jul 2, 2015, 10:55 AM
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This is my biggest problem with agents, they constantly defensively code for cases that have no chance of happening and in most cases a p...
NewI wish there was something like LEAN for biology.
NewThe issue is really the extreme difficulty of programming them, especially for anything sequential (rather than combinatorial).
I probably could have beared with it if it was only limited to programming, but it showing up in creative fields has made me feel all sor...
I hate that I'm in deep enough to know what you mean.
The biggest problem with “AI” is that big corps are shoving it down our throats.
in the middel of a coding session with 5.6 sol.
[Hero Run] 535B-A23B on 18T tokens
Yes, basically I do mean that.
Yes, basically I do mean that. It's not exactly that I gave him an iPad as an experiment, but the times he somehow got an iPad I 'experimented' with not taking it away. Eventually, I felt like I should take it away, though. (And I did.) The reasons basically boiled down -- as much of being a parent does -- to gut feeling. The way he played with most iPad apps didn't seem healthy. He plays with blocks, builds a tower, it falls down... sometimes he is upset about that, sometimes he laughs. But his experiments with blocks and trains somehow lacked this obsessive quality. I mentioned it in my reply to jasonkester elsewhere in this thread, but I felt like he was a kitten and the iPad was a laser pointer. He couldn't/wouldn't stop himself from using it, even when it was obvious that it had passed the point of being fun and became this frustrating, negative experience. At such a young age, under two, the brain really is working on the basics. Weight. Gravity. Hard. Soft. Big. Small. Etc. As he has grown, some of the things he can do with the iPad are getting pretty neat (painting, music, etc) and he does get a little bit of (supervised) iPad time now. It's hard to say at this stage, but I wouldn't be surprised if we let him do iPad for an hour a day (or an hour or two every few days) by the time he is say, four. It depends on what we see him doing with it, and how observing that makes us feel as parents. I'm just speaking from my experience here, because I am not an expert on brain development and things like that. But I do really think there is a qualitative difference between e.g., physical wooden blocks and blocks on a screen. In general, younger than two just seems self-evidently too young.
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