Re:Good and Bad Procrastination (2005)
by pwdisswordfish9 on Sunday October 09, 2022 @05:11AM
(#33139290)
> I showed her this comic: [...] Didn’t make any sense to her
Ask her to imagine that her job is to do multiplication problems involving not-even-large (three digits, let's say) numbers without writing down any of the steps (so, mental math). She should be able to recognize that this is doable, but with a higher-than-average amount of concentration to keep track of the intermediate values, and that any breaks in concentration will very likely result in having to start over. Now tell her to imagine what "starting over" would mean if there were very large numbers involved, and lots of them.
Alternatively, you can relate it to an orgasm. Suppose she lays down to masturbate, and if she were allowed to continue without interruption it will take her <however long>. Let's say this time it's 7 minutes. Instead, though, at 6 and a half minutes in, someone rings the doorbell, and it's something where she has to stop and answer, but she can continue once the interruption is taken care of. So she was what would have been 30 seconds away before being interrupted. Ask her: does that mean she can just lay back down, pick up where she left off, and then 30 seconds later, boom, orgasm?
Another thing you could do is show her a piece of legislation and point out all the nested conditions. Have her read it to evaluate whether some use case is/isn't prohibited/punishable/protected/etc., forcing her to keep track of what it's saying to understand whether some condition holds at any given point.
Ask her to imagine that her job is to do multiplication problems involving not-even-large (three digits, let's say) numbers without writing down any of the steps (so, mental math). She should be able to recognize that this is doable, but with a higher-than-average amount of concentration to keep track of the intermediate values, and that any breaks in concentration will very likely result in having to start over. Now tell her to imagine what "starting over" would mean if there were very large numbers involved, and lots of them.
Alternatively, you can relate it to an orgasm. Suppose she lays down to masturbate, and if she were allowed to continue without interruption it will take her <however long>. Let's say this time it's 7 minutes. Instead, though, at 6 and a half minutes in, someone rings the doorbell, and it's something where she has to stop and answer, but she can continue once the interruption is taken care of. So she was what would have been 30 seconds away before being interrupted. Ask her: does that mean she can just lay back down, pick up where she left off, and then 30 seconds later, boom, orgasm?
Another thing you could do is show her a piece of legislation and point out all the nested conditions. Have her read it to evaluate whether some use case is/isn't prohibited/punishable/protected/etc., forcing her to keep track of what it's saying to understand whether some condition holds at any given point.