Historical errata for Pragmatic Thinking and Learning

Top of page: “principal” is misspelled, should be “principle”

This sentence contains “the the”, when only one is needed:

In Systems Thinking, as in Object-oriented programming, it’s often
the relationships between things that are interesting, not the the
things themselves.

“It sounds easy enough in principal” should be “It sounds easy enough in principle”.

In “Stage 1: Novices”, first sentence, you have repeated the word “have”.

In paragraph 5, you have, “But the industry as whole tries …”. You have left out the word “a” between “as” and “whole”.

In the “Work to Rule” box at the top of the page, last paragraph, last sentence, you have repeated the word “because”.

In section 2.3, first paragraph, you have “… that the Dreyfus model follows a stand distribution, …”. I think you meant to say a “standard distribution” or a “standard bell curve distribution”.

In footnote 12, do you really want a backslash between “patterns” and “with”?

In section 2.4, first paragraph, second sentence, you have, “… which I’ve draw from …”. I believe you wanted to say “drawn” instead of “draw”.

In the second-to-last paragraph on the page, you have, “Over the course of next 25 years…”. You have left out the word “the” between “of” and “next”.

In the third paragraph, second sentence, you have, “… coding is just a mechanical activity and be sent …”. I think you meant to say, “… and can be sent …”.

In the fourth paragraph, first sentence, you have, “… in which she outlines some of dangers …”. You probably meant to say, “… some of the dangers …”.

In the first paragraph, second-to-last sentence, you have, “… and possible days later.”. I think you meant, “… and possibly days later.”.

In the “Holographic Memory” block, first paragraph, first sentence, you have, “… properties of hologram …”. You probably meant to say, “… properties of a hologram …” or “… properties of holograms …”.

In the “Holographic Memory” block, second paragraph, third sentence, you have, “… and smaller and smaller piece will …”. You probably meant to say, “… and smaller and smaller pieces will …”.

In the first sentence, did you mean to capitalize the final r in LineaR-mode. Since you are referring to L-mode at this point, i believe this is a typo.

In the second paragraph, first sentence, you have, “… in a just bit.”. I think you meant to say, “… in just a bit.”.

The graphic near the top of the page for “The expery relies on tacit knowledge” should probably say “The expert relies on tacit knowledge”.

In the bottom paragraph under Tip #7, you have, “In fact, there are number of things …”. You should have, “In fact, there are a number of things …”.

In the third-to-last paragraph, second sentence, you have, “… iPod better feature-for-feature better than …”. You should leave out the second “better”.

In section 3.5, first paragraph, second sentence, you have, “Researchers in Japan did a study of of a …”. You have repeated the word “of”.

In section 3.5, second paragraph, second sentence, you have, “The results were in even stronger …”. I believe the word “in” is superfluous.

In the second paragraph, second-to-last sentence, you have, “And as we saw in Section 4.3, R-mode to L-mode Flow, on page 77, …”. Both the reference to section 4.3 and page 77 are to things that have not occurred yet. You should use a future reference instead of a past reference like, “And as we shall see in Section 4.3, …”.

In the second paragraph, first sentence, you have, “… it rushes in quickly provide ..”. You probably wanted to say, “… it rushes in quickly to provide …”.

In the fufth paragraph, first sentence, you have, “I’m guessing you drew something like figure Figure 4.1, …”. Leave out the first “figure”.

In the second paragraph, first sentence, you have, “When you talk to another person, or work hand in hand with at a whiteboard or a paper …”. I believe you wanted to say, “When you talk to another person, or work hand in hand at a whiteboard or with paper …”.

In the second paragraph, second sentence, you have, “… which is what all of we programmers are trying to achieve.”. I think you wanted to say, “… which is what all of us programmers are trying to achieve.”

In the second paragraph, third sentence, you have, “Almost like holes like in a hand-held seeing needle, …”. I think you meant to say something like, “Almost like holes similar to a hand-held sewing needle, …”. Substitute “sewing” for “seeing” and change the wording a little so it is not so awkward.

In the first paragraph after the heading “Image Streaming”, the word “dream” at the end of the sentence should be plural.

In the last sentence on the page, you have, “… (this creates what called a phosphene; …”. I think you wanted to say, “… (this creates what is called a phosphene; …”

In the second paragraph, first sentence, you have, “… he noticed after other stuf f …”. I think the word “after” should be removed.

In the second paragraph, last sentence, you have, “… found it to be an very effective …”. You need to substitute “a” for “an”.

“We can even change our identity to become someone else, or even transforms into the root user—the epitome of supreme power in the Unix world.”

transforms should be transform

‘Try and’ s/b ‘Try to’ - twice on this page

This error also occurs on other pages.

At the bottom of the page you write “focus in on”. I am not sure, but shouldn’t it be “focus on”?

Second paragraph of “Cortical Competition”: Should be “practice” instead of “practices”, I think.

Last paragraph: Remove one “in” in “Immerse yourself in in.”?

In the footnote, misspelled “lockpicing”

In the sidebar “What are Agile Methods?” says “including Extreme Programming, Scrum, Lean, Crystal” but in that meeting there were no Lean representatives.

In “Spelling out too much detail”. The first sentence -

Spelling out the details in too much detail can be overwhelming.

is poorly phrased.

the Dryfus model follows a stand distribution. Should be ‘standard’

There is a weird page break here: a lot of white space at the bottom of page 61, and no particular reason for the break on page 62.

—- We’ll fix up this kind of stuff when we typeset for print, thanks! — /\
dy

Section 4.4, third sentence: “…the navigator ) sits back offers suggestions, advice, and….” This should probably be “sits back and offers….”

Tip 10
says …stronger meataphors
should say …stronger metaphores
or is this an intended joke?
i am not sure, english is not my first language

Unintended, but pretty funny. Thanks for spotting it. — /\
dy

It’s a “hand-held sewing needle” not a “hand-held seeing needle” ;-)

last sentence of 3rd last para

Footnote #9 carries over to the following page, making it appear incomplete.

—- We’ll fix up this kind of stuff when we typeset for print, thanks! — /\
dy

A minor suggestion: The end of the footnote on this page is on page 22. Could it be made to fit entirely on page 21? It would look a bit better on the PDF, and users wouldn’t need to scroll through a whole page to finish reading it.

—- We’ll fix up this kind of stuff when we typeset for print, thanks! — /\
dy

The “competents can troubleshoot” box/illustration at the top of page 26 seems to spill over the text a little. I’m using Evince on Linux to view the PDF, and I’ve verified this also happens for Acrobat Reader 7 on Linux.

—- We’ll fix up this kind of stuff when we typeset for print, thanks! — /\
dy

§3.3 Linear vs. Rich Characteristics

1. change that to than -
   you were probably more literally correct “than” you thought at the time.

In the 4th paragraph you have, “… shown in figure Figure 3.1 …”. You should leave out the first “figure”.

Third paragraph (after the orphan) …musicians practices scales… Should be practice.

other (the navigator) sits back and offerssuggestions, advice, and

Space needed between ‘offers’ and ‘suggestions’

Footnote 13 says: “Genious and madness are often
close companions” Genius is misspelled.

Should the following line refer to the title of the book rather than the subtitle?

“It’s my hope that Pragmatic Thinking and Learning can help guide…”

First line:

“Unfortunately, we’ll always have more advanced beginners then experts.”

should be:

“… than experts.”

The text in Tip 6 runs out of its box.

Will be fixed in typesetting — /\
dy

But there is a way you can improve your ability to create metaphor and analogy, funny enough.

should be:

… funnily enough.

“This is far less comfortable territory. These traits seems more
appropriate for artists or other weirdoes. Not engineers. Not us.”

Hmmm every reference I can find spells it ‘weirdos’ as the plural of ‘weirdo’.

It’s the same idea as talking a long walk in the woods…

should be:

… as taking a …

Fourth line from the bottom of the page:

Hold it every so lightly in your thoughts.

should be:

… ever so lightly …

Fourth line from the bottom of the page:

… a way to knock you out of your rut and look look at a problem from a different …

the word ‘look’ is doubled up

Fourth line from the bottom of the page:

For example, imagine your self as an integral component …

yourself should be one word

Second paragraph:

But it’s still a very cleverful technique.

should be:

But it’s still a very clever technique.

- just kidding :)

Voice memos para:

call your voice mail hands-free from where ever you are

‘wherever’ should be one word

“transforms Author into” should be “transforms Arthur into”, I think.

There is a verb missing in the last sentence on the page “you then to work with”

Next to last paragraph: “have you every heard….”

“Remember the story of the young project manager, where his senior programmer announced she was pregnant and going to leave the project, and he protested that this “wasn’t on the project plan.”

This is picky, but no I don’t remember this. I would change this to start as "There is an joke about a young…

Your diagram appear to show a bell curve distribution, yet on page 33 you said this not the case I would have expect our curve to reflect that more clearly.

Good point. I’ll re-do that figure. — /\
dy

Next to last paragraph, “wasn’t such as mistake after all.” s/b “wasn’t such a mistake after all.”

The example of forgetting 10 minute drive to work was already mentioned on p51. Asking the question “Have you experienced this” twice is a bit odd. Maybe either use a different example, or refer to the experience without asking the question a second time.

4th paragraph, 2nd sentence.
“It turns our” should be “It turns out”

“reign in” should be “rein in”.

“fixed-with” s/b “fixed width”

Is the hand drawn graphic at the beginning a mind map? The Buzan books on Mind Maps recommend that words are put on lines. I thought there was a fairly detailed explanation of why somewhere, but I couldn’t dig it up. What I did find said that the line forms a skeleton to the words flesh and aids recall, and that lines encourage further connections.

I was planning on making that sort of a hybrid mind-map and table of contents. But ant any rate, words on lines or in bubbles is your choice. You can follow the Buzon canon, or you can cut loose. It’s your map. — /\
dy

Reading the parts about 2nd order incompetence and meta-cognition I was struck by some other dimensions to it, possibly irrelevant to the points you are making:

- Skill vs. knowledge. Some people amass a great amount of knowledge and what might be called mechanical skill, enough to give the appearance of being higher up the Dreyfuss model, but they lack intuition and true skill.These people can be very dangerous to your organisation.
- By the same token some people will never get beyond level 2, but have meta awareness of their situation.

Have you come across the theory of jerks, which makes a similar point? We’re all jerks and we pretty much behave like jerks a lot of the time, but most of us have the saving grace of being self aware in this respect. The real jerks to watch out for are those who don’t have this self awareness and blunder in blissful ignorance.

Don’t Dissect the Frog (rather than Dont’….)

Make this an odd page, i.e. insert a blank before it, so that both pages of the diagram can be viewed at the same time. This page becomes a left page and the next becomes a right

Can’t in this version, but will for the final. — /\
dy

Previously you’ve stated that experts use and create maxims, and understand how to apply them to context. Isn’t an abstract principle a synonym of maxim? Saying that one of the important changes
along the way from expert to novice is

“Moving away from reliance on abstract principles to past experience.”

Seems somewhat contradictory to the key point made previously that experts can create such principles e.g. DRY and apply them intelligently according to context. In fact the previous paragraphs suggest that a key component of articulating expertise is the ability to create abstract principles from experience that can be usefully applied to a variety of contexts.

My key point is that “abstract principles” just doesn’t seem correct in this context. “Arbitrary Rules” would seem much more appropriate. I really don’t see “abstract principles” coming into play until somewhere between competency and proficiency; and I believe you’ve stated this fairly clearly in previous parts of this chapter.

2nd paragraph.
shouldn’t it be “you sit down at your appointed time”?
currently it reads “you sit done at your appointed time”.

“start with s rough messy one” should be
“start with a rough messy one”.

“common themes andy cluster related notes” should be
“common themes and cluster related notes”

At the end of the second paragraph, you have, “… that is know as …”. “Know” should be “known”.

In the last sentence of the first paragraph, you have, “… and include things such a speaking …”. “A” should be “as”.

in the second paragraph after the “Active, not passive investment ” heading, last sentence, you have repeated the word “since”.

In the third paragraph, second sentence, you left the word “a” out of, “There are number of …”.

In the first footnote:

“1. Klemp, G. O. “Three Factors of Success” in Relating work and education [VF77],
and Eraut, M. “Identifying the Knowledge which Underpins Performance” in Black,
H. and Wolf, A Knowledge and Competence: current issues in education and train-
ing. Careers and Occupational Information Centre, 1990"

Should that be “Wolf, A.” (with a period?)

The first word in the first sentence should be “Think” instead of “Thing”.

In the second paragraph of the “Learn by Teaching” section, fourth sentence, you have “on” instead of “of” at, " … a flash on insight …".

Point #2 in the example recipe has repeated the word “if” at, “If yes, ask if if the …”.

At the end of paragraph 3, you have a reference to footnote #17 which is on the bottom of page 44 instead of page 43.

Will be fixed in typesetting — /\
dy

Paragraph two: “turn that on it’s head.” should read “Turn that on its head.”

In the first paragraph, second sentence, you have, “These traits seems more …”. You should have “seem” instead of “seems”.

In the fourth paragraph, second sentence, you have, “… your brains starts shutting …”. “Brains” should be “brain”.

In the transition from page 80 to 81, page 80 ends with, “… to be comfortable with”, and page 81 starts with, “able with the absurd …”. It looks like you need to drop “able with” from the beginning of page 81.

The highlight messed up the page break; these things will get fixed when typesetting — /\
dy

In the third paragraph after “The Strange Case of Elias Howe”, third sentence, you have, “Almost like holes like in a hand-held sewing needle, …”. You should drop the second “like”.

In the third paragraph, first sentence, you have, “… insights may come you …”. You have left out the word “to” so that it reads “… insights may come to you …”.

In the second paragraph, second sentence, you have repeated the word “look” in, “… out of your rut and look look at a problem …”.

Footnote 19 is empty.

The URL for Jetpens changes font about halfway through. It should probably be consistent throughout.

In the second paragraph, first sentence you have left out a word. You have, “… you then to work with …”. It probably should be, “… you then need to work with …”.

Second-last paragraph, line 3: Should be “Those of us” instead of “Those of use”.

Second-last paragraph, second sentence. Should be “That has always” instead of “That always”.

In the “How do you learn?” remark at the right margin there is not enough space between “you” and “learn”.

Regarding Maxims: aren’t they the principles of the values - principles - practices(Patterns) triad ? When put into context they become patterns or practices. I don’t know if introducing new terminology helps here.
I would be nice to have the discussion of these ways of capturing tacit knowledge described somewhere.

So a beginner needs a recipe, a “best practice”.
Compents can (imho) use patterns, apply them in the context and balance the forces.
Proficients can derieve new patterns from existing principles in the current context and improve patterns (in respect to their context9
Experts can derive new principles from the values.

Michael

Perhaps a bit of discussion why experts are not the best mentors would be helpful. What about software craftsmanship? Who mentors there? the mastercraftsmen or the journeymen?

I don’t agree with the notion that only experts recognize patterns in context, this should also be possible for competents. whats special for experts is that they don’t need the patterns (pattern languages) anymore. their experience and intution takes the place of explicit knowledge. I find this a quite important part of Christopher Alexanders work (last part of Timeless Way). But they can still use the values and principles to verify and communicate their decisions.

Michael

“and then proclaim then to be” should be “and then proclaim them to be”. then => them

Why not adding more pictures to the book, if you’re really into the R-Mode stuff, perhaps some more head first like approach ist appropriate ? Kathy has tons of ideas and methods to activate the interest of the brain and go by its crap filter.
for instance images of the designer toilet brushs etc, more like the graph dreyfus distribution

I haven’t so far, largely due to rights issues, but I will try and beef that up before publication. Thanks! /\
dy

Perhaps also some of the influence of expectation that is discussed in the literature most recently in Dan Ariely’s book Predictably Irrational also contribute to the positive effects of aesthetics. Or even “misattribution of arousal”.

Other forms of brain engagements (partially taken from Kathy Sierra’s Creating Passionate Users):

• eating + taste (brown bag meetings)
• emotions (impact of your design to people)
• engage other people (Q&A, discussions)
• surprises and unexpected (shoot-out, take pro and con role)
• curiosity (puzzles)
• dialogue (make a play)
• intense visual representations (mindmaps, see “Mapping Inner Space”-book)
  etc.

Regarding: “Write drunk, revise sober” - isn’t that the whole thing about brainstorming? perhaps some references to this area may be helpful in this section?

Having two or more people working together is an external integrated synchronization of the modes, so you can have the two modes at the same time (in different persons) which is not? possible within a single mind.

Getting the R-mode information from your dreams is a widely used technique:
Edison is repeatedly cited to have used steel balls during problem solving naps to be awakened at the right moment there are different papers and articles on the web dealing with it (i found it in the poppendieck’s lean book)

Fieldstone method: isn’t that like a mental backlog of agile principles? I think we can apply many of the agile principles to this harvesting of the minds power (you already did pair programming), pull instead of push is another thing, R-L flow is like Test-Code-Refactor etc.

Perhaps refer to Kents “Implementation Patterns” where he forumulates the style of programming as: communicative, simple, flexible. In this order and priority.

@source code format: There is a nice discussion on log file formats in “Release It”

If your source code needs this kind of structuring it has to less structure itself. What are classes and methods of reasonable scope and abstraction for if you have to use extensive visual cues to separate blocks.
In the example perhaps the else branch’s commands should be put in an extracted method perhaps named startPreemptiveStrike() ?
Besides all the other advantages of object orientation, having classes and methods with names that are easily understandable is a good means to structure a codebase. (Much like an author structures his writing in sections, chapters and parts.

What is the essence of the code formatting patterns? What is useful and what not? Who gets the benefits. How does it exactly help the R-mode to do pattern matching? What about naming in this context, isn’t that more important for navigating through larger codebases?

@Moleskine: I own some of them myself but don’t get carried away with the advertisement material of the manufacturer. There is an article in the International Herald Tribune (see also wikipedia) that quotes these historical users as advertisement.

I’ve been thinking about that problem for a while now. A I’m commuting by bike it’s not so easy to take notes while driving. Full notes aren’t neccessary either. It’s enough to put a clue that reminds you of your thoughts and allows to retrieve the full information from the R-mode. So voice memo works best for me, aside from reciting the thoughts until I arrive :)

“Cultivate humor to build stonger metaphors”: stonger => stronger?

In the last sentence of fourth paragraph of 3.5:
“Known problems, (…) and are left uncorrected…”
should be:
“Known problems, (…) that are left uncorrected…”

In section 3.7, first sentence of paragraph 7:
“But metaphors have different potency.”
Should this read in the context of the following sentence as:
“But metaphors have differing potency.”

The section on Juxtaposing Frames of Reference has a strong affinity with Edward de Bono’s “Po” technique from his book Serious Creativity. The technique for ‘brain-storming’ is essentially to put a completely unconnected concept together with your subject and try to combine them - the result usually is a different view of the original subject.

you can begin to coalesce common
themes andy cluster related notes near each other.

‘andy’ should be replaced with ‘and’ ?

Mapping Inner Space by Nancy Marguulies is a great book about mindmapping. With lots of insights and many colorful and impressively drawn mindmap it inspires very much.
One problem with mindmapping vs. 24/7 is the sheer size of paper you have to carry around (also for reading in the in-betweens). Perhaps drawing an initial mindmap (e.g. main topic+chapters) on the paper and folding it pocketmod like would help? Another solution could be to have a kind of large landscape notebook for drawing the mindmaps with you as you need a firm surface for the large sheet to draw them.

Several people also suggested creating non-written documentation as a helpful way to engage the R-mode. So instead of sitting down for several days writing long documents, taking one hour to do a podcast or screencast with the information already available in your mind is more productive, more engaging for the consumer of the information, less costly and also more of a dialoge with your future audience.

Third sentence (last of para 1) refers to activities coming more ‘naturally’. This and the whole gist of Gardner’s ideas (pp 119-120) need a disclaimer around the whole nature vs nurture debate. The whole cultural bias debate around IQ tests suggests that it is nurture, as do the workability of the techniques being covered in this book.
Hence, the last sentence of paragraph 2 on p121 could possibly be better as: “The important thing to recognise is that these differences mean that some ways of learning are more efficient for you, and others less efficient, given your own developmental background. You may even find that practicing the techniques in this book changes the effectiveness for you of different ways of learning.”

You may also want to consider here the trade-off between efficiency and effectiveness - I notice that you use efficiency in that paragraph, so does this imply that you feel that all techniques are just as effective but differ in efficiency? Could it be possible that a less efficient technique may be more effective as a learning method? (ie it might take longer to learn something but retention of it may be superior.)

5th paragraph, last sentence: “Next comes the reading itself; in large doses where I can, in small doses where I have time.”
The last part of this would read better as “… when I can, and in small doses when I don’t have [enough] time.” Note insertion of ‘and’, plus replacement of ‘where’ with ‘when’ in both places, and insertion of “don’t”.

In the Test-driven Learning box you may want to refer to a technique for recall whereby you test yourself on a 2-2-2-6 schedule: after 2 hours, 2 days, 2 weeks and 6 months. I was introduced to this when I was a teacher and it works really well. Its based on the way your brain chooses which parts of memory to move into long-term memory - think of it as an hacking the brain’s algorithm for deciding which things to cache for quick access (ie memory as we normally think of it) and which to archive (ie things we’ve ‘forgotten’). (I believe there are scientific studies confirming the effectiveness of this interval testing - you’d probably have to talk to memory researchers - though I may have got the intervals a bit out.)

“What is L-mode about your work and life? What is R-mode about your work and life?”

I realize what the question is, but it took me two times reading it to see the meaning. Maybe a clearer way to say this would be: What parts of your work and life utilize L-mode? What parts of your work and life utilize R-mode?

Second paragraph, next to last sentence, “Now go ahead and play piece” s/b “Now go ahead and play the piece.”

Second paragraph, second sentence, “…most clients will tell you there most serious problem…” s/b “…most clients will tell you their most serious problem….”

Last paragraph, second sentence: “…Workshop workshop…” seems clumsy. How about: “A couple of us attended Jerry Weinberg’s Problem Solving Workshop.”

First paragraph, last sentence: “…ideas get shot done…” s/b “…ideas get shot down….”

Fourth paragraph, first sentence: “CognitiveBiases” s/b “Cognitive Biases.”

That’s actually a wiki node name for a wiki page that isn’t included in the beta yet. The actual section name and page reference will be included once the section exists. — /\
dy

Para 5, 2nd sentence: “…has been shown by functional MRI scans to active virtually every center in the brain.” Active should be activate.

Para 2, 3rd sentence: “It doesn’t even have to happening in the present moment.”

This should either have ‘be’ between the ‘to’ and the ‘happening’, or ‘happening’ should be changed to ‘happen’.

“and it turns there are some common obstacles that make this hard.” should be “and it turns OUT there are some common obstacles that make this hard.” ?

“Yet you body reacts as if you’re in real danger” should be “Yet your body reacts as if you’re in real danger”

The beginning of the last sentence of the second paragraph in the gray inset should read: “The world isn’t filled with smart people and dumb people…” right now it reads: “The world isn’t filled with smart people and people…”

I don’t see that — could be a rendering bug? — /\
dy

5th paragraph, second to last sentence, “the teacher pointed our” should be “the teacher pointed out”

Second sentence in section 7.9, it’s should be its.

In the third-to-last paragraph, last sentence, you have, " It’s natural transition from …“, and it should say, ” It’s a natural transition from …".

At the end of the first sentence, last paragraph, you have, “… maybe completely wrong.” The word “maybe” should be split into “may be”.

In the first paragraph, second sentence, you have, “… which Papert sums
it up nicely:”. I think you should remove the word “it”.

In the last paragraph, last sentence, you have, “… should allow you do three things …”. It should be “… should allow you to do three things …”.

In the paragraph after item 3 in your list, first sentence, you have, “This Starter Kit give you …”. It should be “This Starter Kit gives you …”.

Saying ‘ATM machines’ is redundant, the M is already for machine.

footnote #3: “descreasing activation energy” is decreasing

Layout - " Winners don’t carry losers" heading not out-dented

Thanks — but these sorts of things will be fixed in final layout when we go to press.

/\
dy

“Tip 6: Formal methods do not foster creativity, intuition, or inventiveness.”- font size too large for Tip to fit within box

Thanks — but these sorts of things will be fixed in final layout when we go to press.

/\
dy

s/the the/the/

Is capitalized ‘L’ of Learning intentional in: “Just as creativity can be stifled by trying to tie ideas down prematurely, Learning can be impeded by trying to memorize minor facts when you don’t yet grasp the whole.”

Layout - “Many ideas are not verbalized” heading not out-dented. Looks as though you may have a consistent issue with this on some left-hand pages

It’s not just that, it’s actually a fundamental TeX problem. It will be fixed on final layout.

/\
dy

In the third paragraph, it looks like the first word—“it’s”—is not capitalized.

The last sentence of the first paragraph of System Metaphor does not begin with a capital letter: “or maybe a scientific measuring system…”

The link in the footnote is incorrect. It displays “/productinfo.php/productsid/484” but should be “/product_info.php/products_id/484” (note the underscores). I think this might be a technical error in the markup, not a typo. Or it could be both.

Looks like another sentence that isn’t capitalized. Third paragraph in “Diversify,” last sentence: “it was a high-risk, high-reward choice.”

8th line from bottom of the page.

it was a high-risk, high-reward choice.

The first word should be capitalized.

The formatting for the quote by John Muir looks a bit funny; there’s a line break just before “Sierra”.

Thanks — but these sorts of things will be fixed in final layout when we go to press.

/\
dy

Last paragraph, “peoples” needs an apostrophe.

Typo in footnote 3, s/descreasing/decreasing/g

For example, if I wanted to learn the FXRuby GUI tookit, I’d be sure to get the book first, download the components I need, and have an idea for something I want to write using FXRuby before

The world isn’t filled with smart people and people

Should be:
The world isn’t filled with smart people and dumb people

In the “Correlation vs Causation” sidebar, third paragraph, “casualty” should be “causality”

Correlation vs Causation sidebar, last sentence, last paragraph - “difference causes” should be “different causes”

In the footnote, you have “stringly” when I think you meant “strangely”.

I don’t think the second comma is necessary in the sentence: You want thinking, responsible, developers. I think it is more correct to say: You want thinking, responsible developers.

In the first paragraph under Figure 3.1: “it’s results aren’t verbal” should be “its.”

Inconsistency: In paragraph two, you use “CPUs” and in the following paragraph, you use “CPU’s.”

Isn’t the phrase, “I’m of two minds” and not “I’m in two minds?”

There is a comma missing: “Math prodigies, in particular do not show” should be “Math prodigies, in particular, do not show.”

The very last line: “to extend an idea past it’s breaking point” should be “its.”

First full paragraph, in the middle: “They took a video camera chip and wired it’s output” should be “its.”

In the footnote, “it’s responsibility” should be “its.”

3rd paragraph: “actively blocking the Rmode from doing it’s job” should be “its.”

In the last paragraph, the comma should go inside the quotation marks. Instead of “hard problems”, it should be “hard problems,” with the comma inside.

Typo and hyphenation issue: In the paragraph above Tip 15: “Hold it every so lightly” should be “ever-so-lightly.”

First sentence of the first full paragraph: “lies is finding” should be “lies in finding.”

In the quotation toward the bottom of the page, the author’s name is misspelled as “Oerch” when it should be “Oech.” Also, I think that “von” in the author’s name should be lower-case.

The title of The Once and Future King should be capitalized.

In the paragraph next to Shakespeare’s picture, “understanding it’s function” should be “its.”

Last paragraph before the list says “three” but lists four items.

"We’ll look at three broad categories of problems:

• Cognitive bias …
• Generational affinity …
• Personality tendencies …
• Hardware bugs …
  "

In the footnote, “stringly” most likely should be “strongly.”

In the last full paragraph, “None of us have ready access” should be “None of us has,” as none is singular (think “no one”).

In the first sentence after the Yogi Berra quote, “programatic” should be “programmatic.”

In the first full paragraph, “fold” should be capitalized in “Platonic Fold.”

In the last sentence on the page, “But” should be capitalized.

In the last sentence on the page, “But” should be capitalized, or the period before the word “but” should be a comma.

In the last full paragraph, “you’re reaction to those events will differ” should be “your.”

acurrate shld be accurate

“Stop and become fully aware of the the problem first”. “the the” is repeated.

Kindle version? I love converting PDFs to read on my Kindle, but it requires a separate layout - a more straightforward, html-like one - than a layout for books. Thanks for the consideration!

Well the inherent problem is that the Kindle doesn’t provide squat for decent formatting. In my own personal opinion I don’t think the technology is quite ready for prime time just yet. — /\
dy

in “the meteoric rise of health care costs have forced”, “have” should instead be “has” (subject is “rise”, not “costs”)

The “What are Agile Methods” box on this page seems out of place. Shouldn’t it appear nearer the first mention of agile methods (around page 13-14) instead of here, where it’s not mentioned at all?

“And now, a startling revelation: I am a novice when it comes to doing my taxes.” doesn’t seem so startling, considering that the previous page contains “Most of us are novices
at tax preparation.”

“But in order to accomplish this change in attitude, it does require that we raise the bar.” the two sentence halves, before and after the comma, don’t seem to mesh so well. (e.g. that dangling “it” doesn’t refer to anything) Perhaps the second half should be “we must raise the bar” or something similar.

“you need to take deliberate steps to manage you’re thinking” should be “you need to take deliberate steps to manage what you’re thinking” ?

Seems an elderly lady in Darby, PA was walking down the street to her local grocery store. The “Seems an” sounds funny

“Don’t dosomething” should be “Don’t do something” ?

In the text you have:

What do “John the Baptist” and “Winnie the Pooh” have in common?

The use of quotations around the names make the riddle(?)/joke(?) much easier to work out - quoting cues the (this) reader to see strings rather than the concepts those strings symbolize. Change the question to:

What do John the Baptist and Winnie the Pooh have in common?

and the presentation on the page is much nearer to the way the joke would work orally, and the punchline comes as more of a surprise.

Argh! I’m analyzing humour. Somebody shoot me.

Hah! No, that’s a good point. I’ve always used this in my presentations, and you’re right, it doesn’t quite translate the same way in print. thanks, — /\
dy

The side note “Use sense turning to…” runs under the text of the paragraph next to it “With a wiki, you may…” I’d of included a screen shot, but….

Yeah, that’s sort of a known problem as a result of the beta process. Don’t worry about it, all that stuff gets fixed on final typeset. — /\
dy

“The expert is very good at targeted, focussed pattern-matching.” Consider spelling ‘focussed’ as ‘focused’ (although ‘focussed’ is an acceptable British spelling, ‘focused’ tends to be the preferred, more recognized spelling).

Dave (who’s British) is a very bad influence on me :-) — /\
dy

“The Six Dreyfus Model Stages”.
It should be “The Five Dreyfus Model Stages”.

There are only 5 stages in this model as you describe it.
Original paper also talks about 5 stages (“A five-stage model of the mental activities involved in directed skill acquisition”, Dreyfus & Dreyfus, 1980)

Typical programmer error; I was off-by-one :-) — /\
dy

With respect to the ‘one-liners’ for emailing and todo notes etc, I use the same type of thing on my FreeBSD boxes (and this could work on almost any *ix based box).

I usually run KDE and have a small xterm window sized to screen width and 5-6 line high, I ‘pin’ it so that it is available on all desktops, then I can select it from the toolbar at the bottom - without requiring a desktop change - use it as below then click in the main screen to hide it and continue working.

The usage is very similar:
Email: mail fred
blah blah
.

where ‘fred’ is an alias in ~/.mail_aliases - my local ‘address book’

Todo list:
echo “something to do” >> ./todo

I could make a dinky shell script like this for the todo script

#!/bin/sh
echo -n `date` >> /home/me/todo
echo " $*" >> /home/me/todo

This will chuck in the date also, and get rid of the need to quote the message or specify the Todo file.

i.e.
todo put the cat out

this finishes up in the todo file like

Wed Jul 16 08:03:12 EST 2008 put the cat out

I just hang a pirate flag across the door, and have issued a warning that ‘Death be to all who cross the line’.

After the first person gets chewed out, the flag works really well! ie you gotta make it stick! But I dont over-use it either.

I’m a fan of razor-wire, personally :-) — /\
dy

The discussion of “Don’t Dissect The Frog, Build It” ends a bit abruptly (perhaps in part because the discussion happens to end at the very bottom of a page in version B7.0). I want to know what the students actually did… did they build robots, program computer simulation models, or actually connect living tissue samples in some way? (I know… go read the reference! :-)

The top of the next page in vB7 has a Tip on “Learn by Synthesis instead of Analysis”, followed by a paragraph starting with “But this is just the beginning.” The “this” reference is a bit ambiguous: I assume it refers to the statement “synthesis is such a powerful learning technique…” from 2 paragraphs earlier. However “this” might also refer directly to the Tip or to the discussion on building frog-beings.

Because of the page break, I found myself flipping back to the previous page to confirm the context of “this” and to be sure I didn’t miss a page or additional paragraph about the frogs.

“Deliberate, focused practice as described in the section HerdingRacehorses, coming in a later beta.”

1. Incomplete sentence, no verb
2. Does this refer to the “Herding Racehorses and Racing Sheep” section (Chapter 2, p35 in B7.0), or to something still to come in Chapter 9?
3. If it does refer to the material in Chapter 2, perhaps it should refer directly to the “10 Years to Expertise?” box on p40, since this is where a discussion of “deliberate practice” occurs?

This phenomena is known as infinite regression.
Should be:
This phenomenon is known as infinite regression.
Phenomenon is singular, Phenomena is plural, sentence requires singular.

In Misapplied Patterns and Fragile Methods box, third paragraph:
Advanced beginner and Competent practitioners often…
Should be:
Advanced beginners and Competent practitioners often…
Add s to beginner.

In Expert != Teacher box:
Also, given the phenomena that experts are often unable…
Should be:
Also, given the phenomenon that experts are often unable…
Again, phenomenon is singular, which this sentence requires

In the Holographic Memory box, paragraph 3:
Scientists have studied this phenomena in mice.
-Should be:
Scientists have studied this phenomenon in mice.
-Phenomenon is singular. By now I imagine you are doing global search and replace of “phenomena” with “phenomenon”.

Actually, I think that was exactly the problem — a previous search and replace gone awry!

thanks — /\
dy

-In the fourth full paragraph, first sentence:
For instance, in one experiment, … image in each eye at same time.
-Should be:
For instance, in one experiment, … image in each eye at the same time.
- at THE same time

-In first paragraph: Meeting in Metaphor
As we’ve seen, L-mode and R-mode …
…and yet there may be a common meeting grounding between them
-Should be:
…and yet there may be a common meeting ground between them

We use metaphors constantly;

-Star Trek, The Next Generation, Episode: “Darmok” (actor: Paul Winfield)
-Darmok and Jilad at Tonagra, (the only way to communicate with a certain alien species was to discover that ALL their verbal communication consisted of sentences with only metaphors, relating the current situation with an historical one that was well known only to them, but that could eventually be learned by other species.) (I’m a true geek, are you?)

We use metaphors so much so that we’re not even aware of many of them
-Reads easier with a small change (drop the second ‘so’):
We use metaphors so much that we’re not even aware of many of them

-Re: Neuroplasticity, consider adding a reference to Neuro-Linguistic Programming (NLP), i.e. (re)programming your own brain using it’s inherent “programming language”, in a deliberate way with specific, desired changes, using a “visualization” methodology. Just Google It (if you’re not already familiar with it).

I was going to have a whole section on that, but the book’s getting too large already :( — /\
dy

HerdingRacehorses,
-Probably should be two words, it’s not a variable name but a chapter or section title, right?

Which actually is a variable name in the source wiki; I mistyped the reference macro. —- /\
dy

-Second full paragraph:
This phenomena of increased abstract awareness was
-Should be:
This phenomenon of increased abstract awareness was
-In case you forgot to global search and replace, phenomenon is singular

-Is there a reason for the arrow at the end of the quotation?
-Missing reference? There’s already a reference to the research, and a link.

will be fixed in typsetting. - /\
dy

-The URL at the end of the box is a dead link, 404 Not Found
Not Found
The requested URL /pawel-lewicki/simple.html was not found on this server.

-The URL is missing a tilde ~ before the name pawel-lewicki

-At top of page, second sentence:
The source of the image … We’ll talk more about this phenomena shortly in
-Should be phenomenon, singular, instead of phenomena, which is plural

“Mayflower landed here in 1620’s” — missing ‘the’, ought this not to be “Mayflower landed here in the 1620’s”?

Under Defend the Territory, “Mark you territory” should be “Mark your territory”

-In second paragraph after quotation, second line:
That reduction can be thought of taking complex reality and treating it as comprised of very basic, archetypical elements: Platonic solids.

-DId you mean something like the following?:
That reduction can be thought of AS taking complex reality and treating it as
IF IT WERE comprised of very basic, archetypical elements: Platonic solids.

-End of fifth (full) paragraph, last sentence:
RMI or Corba?
-CORBA should be all capitals, it’s an acronym like RMI

-In “Correlation vs. Causation” box, beginning of fourth paragraph:
In addition, causality in the real world isn’t as usually as simple
as event x causes event y.
-Should be (remove first “as” and add quotes to “event x causes event y”):
In addition, causality in the real world isn’t usually as simple
as “event x causes event y.”

-Third paragraph, second sentence:
If any those actually did happen, what would it mean to you?
-Should be (add “of”):
If any of those actually did happen, what would it mean to you?

-Under the title “You can’t recall”, third sentence:
Don’t rely exclusive on your memory.
-Should be (add “ly”):
Don’t rely exclusively on your memory.

-First sentence on page:
Start and maintain and Engineer’s log of notes
-Should be (“maintain an”, not “maintain and”):
Start and maintain an Engineer’s log of notes

Read Deliberatley with SQ3R
-Should be spelled: Deliberately (e-l-y, not l-e-y).

to make you a more effective at your job
remove the middle a? —>
to make you [a] more effective at your job

On page 32 you write Competent practitioner with a capitol C. In the paragraph on page 33 on proficient practitioners, you use a small P. Should it be done the same way?

Third paragraph, second sentence: “An avid reader, these books…” should probably be “An avid reader, his books….”

Figures 8.1 and 8.2 both say “pages are made use camel case words….”

Last paragraph: “You can the same sort of thing…” s/b “You can do the same sort of thing….”

could a improve -> could improve a

Line 1: “it casts serious doubt most”

Missing word? Should be “it casts serious doubt upon most”

Second paragraph, last sentence: “Learn learn what you
need to know….”

2nd para, “impromptu talk at a conferences” - should be “impromptu talk at a conference.”

First para: missing word?

“open your eyes and type in” should be “open your eyes and type it in”

Third paragraph, sentence four:

They don’t see themselves are part of the system, so they…
Maybe should read: …see themselves as part of the system…

[Bottom of page, item 2.] “The particular medication not on the ward’s usual approved list.” needs the word “was” after “medication”.

[Footnote 15] “This was an older study; don’t calling the hospital up now…” —> “don’t start calling” OR “don’t go calling” (depending on how colloquial you want to sound).

[2nd full paragraph, 2nd sentence] “Feedback from coders to architecture, requirements, and even business process has traditionally been…” —> “Feedback from coders REGARDING architecture, requirements, and even business PROCESSES has traditionally been…” || “Feedback from coders to THOSE WHO DEFINE architecture, requirements, and even business PROCESSES has traditionally been…” [Changes in CAPS for Erratum clarity only]

[2nd full P, last sentence] “Agile methods help to promote this feedback and utilize it effectively, …” —> “Agile methods help to enable better feedback from coders and utilize it effectively, …”
“promote this” might be misinterpreted as promoting the implementation of “something they know is wrong” (from the previous sentence).

Figure “H” is split between two pages. May want to ensure that typesetting keeps it all on one page (along with “Consider the following figure:” and the associated footnote).

Will be fixed in final typeset, thanks. — /\
dy

The footnote says: “Verbal Overshadowing of Visual Memories; Some Things Are Better Let Unsaid [SES90].”
Guess it should be “… Are Better Left Unsaid”.

15. This was an older study; don’t be* calling the hospital up now with bogus orders, or the Feds may well come a-knockin’.

Regional colloquialism. - /\
dy

->Tip 6

The sentence overflows the tip box, suggest to make the box bigger to accomodate the sentence.

Will be fixed in type setting. — /\
dy

Second paragraph:

“it depends.” -> the full stop should be after the closing quote rather than before.

Sorry to seem a little anal-retentive but not all Macs come with cameras: Mac Pros and minis come without them, and the iSight is not currently being sold.

[2nd para] “… you might discover what’s really going on. or perhaps try the same thing with a user interface design: …” —> Capitalize “Or”

“But if you take it for granted, you fall into the symbolic reduction fallacy.” —> “… you can fall …”
[Failure to Predict, 1st para, last sent.]
(with or without “can” is probably fine, depending on how strong a statement you want to make)

[end of 1st full para] “An awful lot of possible events can hide in this hole, and we get blind-sided by these kinds of unexpected events.”

Currently, “unexpected events” is the first use of the term “events” in this section, which makes “these kinds” an open reference.
Could also consider modifying the previous sentence to include the word “events”: “But this approach of reducing the events of reality…”
Or remove “these kinds” from the original sentence: “… we get blind-sided by unexpected events hiding there.”

Consider adding 2 “that”’s:
[end of 2nd full para] “Be comfortable with the fact that you don’t know.”

[3rd para] “… without appreciating that there’s a 20% chance it won’t happen.”

[top para, last sent.] “… the biases that drive any other particular generation will be different from the biases that drive you and your peers.”
(If the particular generation is MY generation, then those biases will likely be very similar to those that drive me and my peers — or should that be my peers and I? ;) ;)

[very bottom line] “But depending on whether you are in you 20’s, or your 40’s, …” —> “your 20’s”

[clips from end of p135 to top of p136] “…the terrorist attacks of 9/11 were a major, shared global event,… …your reaction to those events will differ…” —>
“…your reaction to that event will differ…” OR
“…your reaction to those attacks will differ…”
(Make more parallel if possible)

[near top] “Here are a couple of axes I can think of:” —> “Here are a few aspects…” || “dimensions” || “facets”

(While “axes” is a perfectly valid plural of “axis” and may be the best word here, I couldn’t help but think of the plural of “ax” — guess I need a whack to the side of the head! :-)

Perhaps a clearer, more iconic photo could be used for the Baby Boom Generation? (no particular suggestions, but the current one seems to lack something)
Also, I’m assuming the Gen X photo is still to be added on p139 (unless the empty white box is supposed to symbolize individualism :-)

[middle of page] “…help shed basic understanding as to why people value the things they do…”

[List of four generational archetypes]
Prophet — vision, values.
Nomad — liberty, survival, honor.
Hero — community, affluence
Artist — pluralism, expertise, due process.

Hero line needs a period after affluence to be parallel with the other lines, or (my preference) remove all the line-ending periods for this list.

Add the word “a”: [Last P before Next Actions] “There is always a flip side,…”

This sentence has an error:
Knowing these common bugs is the first step in mitigate them.

In this chapter, we’ll look at it what it means to be a novice, an expert, and all the stages in between.

Try that befor*e* reading on. . .

“John Stuart Mills” should be “John Stuart Mill”

In the sidebar “various development methodologies such Extreme Programming” should be “various development methodologies such as Extreme Programming”

I want to submit that that source code need not be monospaced, fixed-width at all. In Kate, Notepad, and Eclipse/Netbeans I am using high-quality, proportional fonts (Lucida family) for all my writing, be it (La)TeX or programming. It probably started from the idea of “Literate Programming” and books like Stroustrup’s “The C Programming Language” (3rd edition).

If only the shell and vim were able to use proportional fonts. (Sigh!)

True, but that — like syntax
highlighting — is just a convenience for the programmer. It doesn’t make any difference to the compiler. Suppose you had a language where the font DID make a difference; for instance, maybe putting a symbol in Times-Roman made it a constant. That what this section is talking about.

And my shell on Mac OS X does use proportional fonts ;-)

/\
dy

According to Wikipedia, the first computer bug was documented “9 September 1947” and not “Sept. 9, 1945”.

Wikipedia would appear to be wrong. The Naval Historical Center lists it as “Photo #NH 96566-KN First Computer Bug, 1945”, and since it’s their photo, I’m inclined to trust them.

/\
dy

Did you mean “upmanship”?

Actually, Merriam-Webster 10th edition lists both upsmanship and upmanship.

/\
dy

In case you want to have lunch with His Holiness, you want to s/Dali/Dalai/.

What does “a sense a whimsy” mean?

should be “a sense of whimsy”

Another Buddhist with a complicated name: Thich Nhat s/Hahn/Hanh/ (twice on p.202 and once on p.203).

a master center of conscious(ness)

In the third paragraph the subject moves from “we” to “your” back to “our”.

The first two sentences of the second paragraph in the sidenote being with “Instead,” and these are stacked on top of each other.

In entry DB73 at least the city names deserve capitalization.

In entry FCF07 the brand-name “Apple” should be capitalized.

Lest you do it on purpose, also the third Buddhist name should be slightly corrected (according to Wikipedia): Shunryu Suzuki-Roshi

I’ve seen it both ways on the net, but I’ll take Wikipedia’s version. — /\
dy

The middle initial in entry Nor04 might need a fullstop.

Entry Pap93 has a “2nd ed. edition”.

There are a lot more “ed editions” in the bibliography, too numerous to be listed individually. :-)

AFAIK, three-part Vietnamese names don’t treat the third word as the “family name” at all, so “Thich Nhat Hahn (sic!)” should not be listed under “Hahn” (or “Hanh”).

Most people don’t know that, so we double index under both Hanh and Nhat.

/\
dy

Misattribution: Pilot was Derek Wade, not Dierk Konig.

Sperry’s split-brain left/right image experiment is described incorrectly. Different images were supplied to left and right visual fields of both eyes, not different images to each eye. (Fig 3.4 also suggests this mistaken idea.) Author’s main point stands, but the distinction is important: for example — covering one of your eyes is not a way to experiment with supplying images to only one side of your brain!

Could you please be so kind as to state any sources where one can learn more “about these non-CPU modes and responses” from the last paragraph?

Description and figure of L/R connections is misleading; should be each half of each visual field, not the entire eyeball.

Figure 7.1, Consciousness in huge hand-written type is misspelled as ‘Conciousness’ thus causing a painful context-switch in my wetware as described in page 228, thus resulting in the timely submission of this erratum. Thanks for a great book, otherwise.

“Work with one person in, one in.” should be, “Work with one person in, one out.” ?

— you need to reboot; your PDF viewer is corrupted.

“Engage antoflow” - antoflow is not defined in this page, or anywhere?

— you need to reboot; your PDF viewer is corrupted.

“Tip: Use metaphor as the meeting place betweenand.” printing error? Should be something like “meeting place between l-mode and r-mode”

— you need to reboot; your PDF viewer is corrupted.

“Tip: Lead with; follow with.” Maybe it’s OSX Preview that’s messing up? Or a typo?

— you need to reboot; your PDF viewer is corrupted.

The pair of closing quotes — one double and one single — in line 5 should be exchanged; first ‘D. XVII—15—IX.’ should be ended with a single quote and then the double quote if line 3 should end.

Last line of paragraph 4, “though” should be “through”

“TIP 30 Take notes with bothand.”

bothand? Is it supposed to be both hands? both and ? both Mind Maps and SQ3R?

second paragraph, last sentence, “see where they might be some mismatches”; “they” should be “there”

Top of page. Maybe use “audio” engineers instead of “sound” which implies good engineering and becomes confusing at the end of the sentence.

“Figure 6.2: Obligatory diagram for visual learners” should be on page 169 or 170.

“In other words, have your L-
mode work with another person’s R-mode or their R-mode work
with your L-mode. ” - I think this isn’t exactly what you meant. How about

“In other words, have your L-
mode work with another person’s R-mode or their L-mode work
with your R-mode. ”

In the epub version, Figure 4.2 (Draw this picture.) is right-side up!

This is actually a problem with the .ebub version. The H made up of I’s appears as a single line of I’s on my Sony PRS600. I think it’s an HTML formatting thing.

“will pass you along the away” should be “will pass you along the way”

Occurs in paragraph just before Achievable section.

footnote link is bad, just goes to a domain squatter site.

Link in gray box is bad.

The figure “Draw this picture.” isn’t shown upside-down (as supposed) for the Mobipocket format (on a Kindle DX)

Stop signs is displayed as only half the image with vertical spacers every few pixels, for the Mobipocket format (displayed on Kindle DX)

In Location 2893 of Mobipocket edition reading with Kindle DX or Kindle for Mac, the quotation of James Joyce has a “\\hspace{.1em}” in it.

What is currently written:

Pair Programming
An interesting way to get L-mode to work with R-mode is to use another person for the other mode. In other words, have your Lmode work with another person’s R-mode or their R-mode work with your L-mode.

What is should have been according to me:
Pair Programming
An interesting way to get L-mode to work with R-mode is to use another person for the other mode. In other words, have your Lmode work with another person’s R-mode or their L-mode work with your R-mode.

The lovely mind map (of the book itself) that appears on pp.8-9 of the pdf does not appear anywhere in the e-pub version.

Minor issue, but the preferred spelling of the school is as one word “Caltech”, not “Cal Tech”.

“Keep you elbows een!” should be “Keep your elbows even!”

“If you start trying to tackle at least these areas,” should that read “at least one of these areas”?

Otherwise it’s kind of confusing because there are no other areas mentioned that we might trying to tackle….

The oblique strategies are almost all dead links. It would be useful if you had versions for modern oses. It’s been a while since Windows 95 and palm os were the state of the art.

“office stationary” should be “office stationery”

“in present tense or with a definite time statement (‘I will do zyzzy by date’)” is confusing, because “I will do” is future tense; “I do zyzzy” or “I am doing zyzzy” seems like an odd way to state an objective

“risk adverse” should be “risk averse”

“hone in on what’s really important” should be “home in on what’s really important”

“reign it in” should be “rein it in”

Using iBooks on an iPad running iOS 6.1.2.

The figure which (on the PDF version) shows an H is instead composed of a straight line of I characters. Needless to say, when you’re trying to “see” the H the text indicates should be there under these circumstances you start thinking you have brain disfunction.

The James Joyce epigraph has raw markup in the attribution line. It appears as follows on my iPad.

James Joyce, 1882\\hspace{.1em}—1941

iOS 6.1.2 using iBooks (and the epub version)

The epub on iBooks (both Mac and iPad) is missing content in paragraphs that have text adjacent to them in the right margin. There are a few of these errors. One example is on p. 363, the third paragraph in the section titled Defocus to Focus.

We’ll see how to fix that and give your intuition freer reign.

freer should be free.

The Dreyfus work’s title is missing the final R: Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Compute[r]. Also in the footnote on p12

In the dual CPU architecture of the brain, I think it would be helpful to swap the CPUs, labeling the fast portion as #1 and the slow as #2. The reason I suggest this is because then the model would map more readily to the two systems that Daniel Kahnemann describes in “Thinking Fast and Slow”.