Seth's Blog

In 1996 I put a treadmill in my office so that I could work standing up. My goal was better sleep (the more I stood, the better I slept), not weight loss (the usual reason for a treadmill desk). It was hard to walk a lot. Mostly I stood still. It was noisy, too — my neighbors complained. When the treadmill broke I didn’t replace it.

Now I walk on a treadmill for different reasons: to lower blood sugar and learn Chinese. Above is my current setup. I use the laptop to study Chinese (using Anki) or watch TV or movies. Studying Chinese while walking is much easier than studying Chinese while standing still or sitting. I have used flashcards but Anki (shown on the computer screen) helps space repetitions optimally. The headphones (Bose noise-reduction) are for TV and movies. I don’t need them for Anki.

In this excellent article, Joshua Foer describes how he got really good at competitive memory tests, such as remembering the order of a deck of cards. He competed in the national championships.

Foer writes a lot about using “memory palaces” to remember stuff. You take a familiar building or neighborhood and vividly imagine what you want to remember at different places within it. To retrieve the memories, you mentally visit each place.

This is an ancient and famous method. I knew about it but had not realized until I read the article that it sheds light on my discovery that treadmill walking makes learning Chinese pleasant. (A commenter named Tom also noticed the connection.) Foer gives the obvious evolutionary explanation for why the memory palace method works so well: long ago, we needed to remember where to find important stuff (water, food, special plants, useful materials). So we evolved a memory system well-suited for doing so.

Less obvious is another evolutionary idea: why stop there? It’s a system. When you design a car for a certain sort of driving, you don’t stop with the engine. You adjust the drive train, the tires, and so on. If evolution shaped our brains for a certain sort of data (things in places), surely it also shaped our brains to collect that data. Pointless to design a car no one drives.

Two more changes would help make use of the system:

1. Hedonic. Make it pleasant to fill the system with data. This is what I noticed — dry knowledge (such as the order of cards in a deck) became pleasant to learn. Long ago, the hedonic change I noticed would have pushed people to walk in new places rather than old ones.

2. Efficiency.  Make learning more efficient (= more learning per unit time). Several confounded comparisons point in this direction. For example, I found that 15 minutes studying flashcards while riding the subway was a lot less help than spending 15 minutes while walking on my treadmill. Of course there are many differences between the two situations. Likewise, using Anki is working much better now than in the past, when I used it sitting down. I will try to study this more carefully.

Years ago, evolutionary explanations such as these were mocked as “just so stories” by prominent scientists, such as Stephen Jay Gould, Noam Chomsky, and Richard Lewontin. It’s now clear they were wrong.

I discovered a year ago that walking makes it pleasant to study boring stuff — as I put it then, boring + boring = pleasant. I am still a little amazed. (more…)

A new study supports my idea that walking and learning are connected. Normally I found it boring to study Chinese flash cards. While walking, I found it pleasant. You could say walking made me more curious. Just standing on the treadmill didn’t have this effect.

The study divided men and women in their 60′s into two groups: (a) walking for 40 minutes/day and (b) stretching. At the end of the study, for persons in the walking group, part of the hippocampus — which is associated with learning — had grown. For persons in the other group, that part of the hippocampus got smaller. Several other parts of the brain, not associated with learning, did not differ between the groups.

1. Studying Chinese-character flashcards while walking on a treadmill is as pleasant as drinking something when thirsty. Unlike actual thirst and drinking, the pleasure lasts a long time and the desire is under your control (to turn it on, you start walking; to turn it off, you stop).

2. What is the opposite of betrayal? There is no antonym. The opposite is so rare it isn’t even obvious what it is. Betrayal is when your friend becomes your enemy; the opposite is when your enemy becomes your friend. Living in China and not knowing Chinese was not exactly my enemy but it was certainly negative. This treadmill discovery turns it into a positive: Chinese becomes an inexhaustible source of dry knowledge that I can enjoy learning.

3. Learning is the central theme of experimental psychology and perhaps all academic psychology. Psychology professors have done more experiments about learning than anything else. Practically all of those experiments have been about efficiency of learning: The amount of learning (e.g., percent correct) in Condition A is compared with the amount of learning in Condition B, where A and B “cost” about the same. As a result, we know a great deal about what controls efficiency of learning, at least in laboratory tasks. I think many psychologists are surprised and disappointed that this research has had little effect outside academia. I have never heard a good answer to the question of why. If you’d asked me a month ago I would have said it’s because they haven’t discovered large non-obvious effects. That’s true, but says nothing about how to discover them.

My treadmill experience suggests a more helpful answer: Hedonics matter.  Learning exactly the same material can be more or less pleasant. When Learning X is pleasant, it is learned easily; when Learning X is unpleasant, it is learned with difficulty or not at all. In the real world, hedonic differences matter more than efficiency differences. If they want to improve real-world learning, psychologists have been measuring the wrong thing. It is a hundred times easier and ten times more “objective” (= “scientific”) to study how much has been learned than to study how pleasant was the experience. But that doesn’t mean it is better to study.

Michel Cabanac, a physiologist, strikes me as someone on the right path. Cabanac has studied how the pleasantness of this or that experience goes up or down to help us properly self-regulate. A simple example is that cold water feels more pleasant when we feel hot than when we feel cold. A common example is that exactly the same food becomes less pleasant during a meal. The food doesn’t change; we change.