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Report erratum
Prepared exclusively for Jose Luis Loya
gggggggggggggggg
this copy is (P2.0 printing, January 2009)
Index
A
The Black Swan: The Impact of the
Achievability, in goal-setting, 161
Highly Improbable (Taleb), 129
Adams, Douglas, 151
Blogging, 108, 109
The Adult Learner: A Neglected
Bono, Edward de, 99
Species (Knowles), 174
Brains, 57–84
Advanced beginners, 32–33
activities for, 84
Aesthetics, 76–78, 115
change and, 121, 254–256
Affinity groups, 187f
as dual-CPU, 58f, 58–63
Agile methods, described, 16
exocortex, 230–231, 242
Allen, David, 241
grooving, 215
Amabile, Teresa, 209
input sources, 212, 213f
Anchoring, 126
insight and, 63–66, 67f
Archetypes, 140, 141, 142f
left vs. right side of, 70
Armstrong, Louis, 48
linear vs. rich characteristics, 69f,
Artist, 141
73f, 67–75
neurogenesis and, 79
The Artist’s Way (Cameron), 110
Attention, 218, 220
neuroplasticity, 82–83
overview of, 57–58
see also Focus
Attractiveness and usefulness,
pattern matching, 80–82
78–80
patterns and, 114–122
primitive aspects of, 147
Auditory learners, 169, 170f
rich mode and, 75–80, 87–92
Automation, 202
sensory input, 85–89
Awareness, 206, 258
synchronization, 92–103
verbalization delay, 63
B
see also Debugging; Experts;
Baby Boomers, 138
Focus; Learning
Backtracking, 201
Breaks, 246
Ball bearings technique, 110
Broken Windows theory, 79
Bandwidth, 220
Brooks, Frederick, 14, 249
Beck, Kent, 101
Brown, George Spencer, 114
Beginner’s mind, 257–260
Bus, 59–63
Beginners, advanced, 32–33
Buzan, Tony, 181
Beliot Mindset List, 137
Bernstein, Albert, 147
C
Bias, see Cognitive bias
Change, 121, 254–256
Bird by Bird: Some Instructions on
Claxton, Guy, 70
Writing and Life (Lamott), 96
Closure, 127, 132
Bisociation, 99
Cockburn, Alistair, 210
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CODING WORKSPACE
272
EXPERIENCE
Coding workspace, 252
Dinosaur Brains: Dealing with All
Cognition, pressure and, 208–212
Those Impossible People at Work
Cognitive biases, 126–134
(Bernstein), 148
Cognitive interference, 88
Distractions, 239
Cognitive overload, 238
Distributed cognition, 230
Collaborative mind maps, 186
Diversity, 143
Color constancy, 212
Diversity, in learning, 166
Colvin, Geoffrey, 49
Documenting, 188–190
Communications workspace, 251
Doing Nothing: A History of Loafers,
Competency, 33–34
Loungers, Slackers, and Bums
Confirmation bias, 127
in America (Lutz), 226
Consciousness, 63
Dollar-cost averaging, 167
Consciousness Explained (Dennett),
Don’t Dissect the Frog, Build It
227
(Negroponte), 74
Construct theory vs. event theory, 26
Don’t Repeat Yourself, see DRY
Constructivism, 194
principle
Context
Donne, John, 162
consideration of, 17–18
Drawing, 87, 88, 184
focus and, 219, 236–242,
Drawing on the Right Side of the
249–252
Brain (Edwards), 88
generations and, 135
Dreyfus mind map, 182f
goals and, 162
Dreyfus Model, 25, 26
importance of, 34, 53–55
application of, 37–44, 55–56
for neurogenesis, 79
effectiveness of, 43–50
Context switching, 236, 237, 249
rate yourself, 56
Corn muffin recipe, 31f
skill acquisition and, 41f
Correlation vs. causation, 130
stages of, 29–38
Cramming vs. spacing, 180
DRY principle, 35
Creativity, 226
Dual-CPU mode, of brain, 58–63
Cross-sensory feedback, 86
Dweck, Carol, 83
E
D
Edison, Thomas, 110
da Vinci, Leonardo, 258
Education, 156
Darwin, Charles, 38
see also Learning
de Bono, Edward, 99
Edwards, Betty, 70, 88, 212
Debugging, 124–154, 199
Einstein, Albert, 231
cognitive biases, 126–134
Eisenhower, 165
exposing bugs, 147–151
Email, 238, 239f, 244
>
generational affinities, 135–143
Email apnea, 245
intuition and, 151
Enhanced learning techniques, 176
overview of, 125f, 124–126
Eno, Brian, 120
personality tendencies, 144–147
Environment, 201
Decontextualized objectivity, 54
Ericsson, K. Anderson, 44
Deliberate learning, see Learning
Event theory vs. construct theory, 26
Deliberate switching, 240
Exocortex, 230–231, 242
Dennett, Daniel, 227
Experience, 193–217
Design Patterns: Elements of
failing and, 199–202
Reusable Object-Oriented
imagination and, 212–216
Software (Gamma, et al.), 35
inner game and, 203–208
Design, importance of, 80
learning and, 193–197
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EXPERIMENTATION
273
HUMOR
leveraging knowledge, 197–199
tasks in context, 249–252
overview of, 216–217
Ford, Paul, 239
pressure and, 208–212
Forest vs. trees, 80–82
see also Experts; Learning
Four archetypes, 140
Experimentation, 201
Free time, 165
Experts, 25–56
Free-form journaling, 108
beginner’s mind, 257–260
From Novice to Expert: Excellence and
communication of, 28
Power in Clinical Nursing
context and, 53–55
Practice (Benner), 40
Dreyfus model and, 29–38, 55–56
Functional shift, 120
Dreyfus model, application of,
Fundamental attribution error, 126
43–50
environment for, 48–50
G
vs. novices, 27–29, 40
overview of, 25–27
Galin, David, 95
pattern matching and, 80
Gallwey, W. Timothy, 203, 204
rules and, 37–44
Gardner, Howard, 171, 172
skill distribution and, 41, 42f
Generation X, 139
stage of, 36–38
Generational affinities, 135–143
as teachers, 43
Getting Things Done: The Art of
time required to become, 44
Stress-Free Productivity (Allen),
tool trap of, 51–53
241
as wizards, 27f
GI Generation, 138
The Girl with the Pearl Earring
see also Experience; Focus;
Learning
(Chevalier), 259
Exploration, 200
Goals, 159–164
Exploratory mind maps, 185
Gordon, Deborah, 51
Exposure effect, 127
Gould, Elizabeth, 79
Extravert, 144
Grace Cathedral (San Francisco),
Extreme programming, 96
112f
Extreme Programming Explained:
Graham, Paul, 220
Embrace Change (Beck), 101
Group work, 174–176, 186
F
H
Failure, learning from, 199–208, 210
Hackers and Painters: Big Ideas from
False memory, 127
the Computer Age (Graham),
Feedback, 86, 152, 167, 205
220
Feeling, 145
Handwriting, 184
The Fifth Discipline: The Art and
Hanh, Thich Nhat, 202
Practice of the Learning
Hare Brain, Tortoise Mind: How
Organization (Senge), 18
Intelligence Increases When You
First drafts, 96
Think Less (Claxton), 70
Focus, 115, 218–253
Harstock, Shawn, 61
context and, 236–242
Harvesting patterns, 114–122
improving, 219–225
Hawthorne effect, 127
interruptions and, 242–248
Hero, 141
knowledge management and,
Hierarchical pattern, 81
229–238
Holographic memory, 60
overview of, 218–219
Howe, Elias, 105, 106f, 107
rest and, 226–229
Howe, Neil, 140, 142f
self-awareness and, 253
Humor, 102, 103
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IDEAS
274
MENTAL WHACKS
I
Learning, 15
Ideas, see Brains; Insight
defining, 155–159
Ignorance, 38
among disciplines, 18
Image streaming, 107–108
diversity in, 166
Imagination, 212–216
do-it-yourself approach to, 158
Index cards, 64
documenting and, 188–190
Infinite regression, 32, 52
enhanced techniques for, 176
Information, 219
groups and, 174–176
Inner game, 203–208
investing in, 164–168
The Inner Game of Music (Green &
knowledge management and,
Gallwey), 203, 206
229–238
The Inner Game of Tennis (Gallwey),
mind maps for, 182f, 184f, 187f,
203
181–188
Input, 212, 213f
over time, 132f
Insight, 63–66, 67f, 189
play and, 193–197
Intelligence, 171
SMART goals and, 159–164
Interference, 109, 205
SQ3R, 177–179, 185
Interruption lag, 248
styles of, 168f, 170f, 169–174
Interruptions, managing, 242–248
success and, 155
Introvert, 144
synthesis and, 74
Intuition, 37, 39, 144
by teaching, 191–192
errors in, 151
test-driven, 180
mode for, 59
see also Brains; Experts; Focus;
rich mode and, 74
Skills
Investment, in learning, 167
Lemon juice man, 38
Levy, Jerre, 68, 88
J
Linear mode, 59–63
characteristics, 69f, 67–75
Jefferson, Thomas, 231
pattern matching and, 80–82
Journaling, 108
Lists, 242
Judging vs. perceiving, 145
Lizard logic, 148
Jung, Carl, 144
Logo, 194
Just Write technique, 111
Lozanov, George, 94
K
Lutz, Robert A., 75
Lutz, Tom, 226
Kahn, Louis, 80
Ki-Chun, 115
M
Kim, June, 115, 207
Malicious obedience, 40
Kinesthetic learners, 169, 170f
Marinating, see Focus; Problem
Knowledge, 229–238
solving
leveraging, 197–199
Martial arts, 115
Knowledge portfolio, 164
Maskable interruptions, 247
Knowles, Malcolm, 174
Maxims, 34
Koenig, Dierk, 97, 116
Measurability, in goal-setting, 160
Koestler, Arthur, 99
Meditation, 221–225
L
Memory
bus contention and, 5
9–63
Labyrinths, 111, 112f, 113
dynamic nature of, 61
Lakoff, George, 99
false, 127
Lamott, Anne, 96
holographic, 60
Laws of Form (Brown), 114
Mental whacks, 117
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METACOGNITIVE ABILITIES
275
PROBLEM SOLVING
Metacognitive abilities, 42
O
Metaphors, 98, 99, 101, 103
Objectives, see Goals
Metheny, Pat, 214
Oblique strategies, 120
Mill, John Stuart, 156
Odds, 131
Millennial Generation, 139
The Once and Future King (White),
Mimicry, 149
119
Mims, Forrest M. III, 23
Oracles, 119
The Mind Map Book: How to Use
Oracular whack, 119
Radiant Thinking to Maximize
Outliers, 131
Your Brain’s Untapped Potential
(Buzan), 181
P
Mind maps, 182f, 184f, 187f,
Pair programming, 96
181–188, 195
Papert, Seymour, 194, 196, 197, 199
see also Wikis
Parity rule, 97
Mind Over Machine: The Power of
Pasteur, Louis, 189
Human Intuition and Expertise
Pattern matching, 43, 80, 107,
in the Era of the Computer
114–122, 236
(Dreyfus & Dreyfus), 25
Patterns, misapplied, 36
Mindset: The New Psychology of
PDA, 64
Success (Dweck), 83
Perceiving vs. judging, 145
Mindstorms: Children, Computers,
Perception, 214
and Powerful Ideas (Papert),
Perfectionism, 96
194
Personality tendencies, 144–147
Mirror neurons, 215
Personality types, 173
Moleskine notebooks, 64, 66
Piaget, Jean, 194
Morning pages, 110
Picasso, Pablo, 71
Multiple intelligences, 171
Pink, Dan, 70, 76
Multitasking, 237
Platonic fold, 129
Myers Briggs Type Indicator, 144,
Play, learning and, 193–197
173
Plutarch, 158
Po technique, 99
Pocket Mod, 64, 65f
N
Podcast, 190
Poincaré, Henri, 113
Negroponte, Nicholas, 74
Practice, 44
Neurogenesis, 79
Practices of an Agile Developer:
Neuroplasticity, 82–83
Working in the Real World
The New Drawing on the Right Side
(Subramaniam & Hunt), 36
of the Brain (Edwards), 70
Pragmatic Investment Plan (PIP),
Next actions, 22
164–168
Nhat Hanh, Thich, 202
The Pragmatic Programmer: From
“No Silver Bullet-Essence and
Journeyman to Master (Hunt &
Accident in Software
Thomas), 16, 35, 44, 101, 164,
Engineering” (Brooks), 14
167, 191
Noble, James, 125
Predictions, 128–130, 214
Nomad, 141
Presentation Zen: Simple Ideas on
Nominal fallacy, 128
Pragmatic Thinking and Learning Page 34
