two minute post on food stuff

Here is a way to deal with food stuff. I have a spreadsheet (see old page below) where the columns are an intervention, and a row is a date. In each cell on a row, I mark whether I did or didn’t do the thing, or I make a little annotation for “how” I did or fulfilled the thing, and infrequently “how much.” In the notes column, I make a little scribble of anything salient I notice. Over weeks you start noticing patterns. It can be very quick an informal, and it’ll still start informing your implicit models.

If you’re going by meals, you could have each day be multiple rows, one for each meal.

Here is a starter ontology that I would use for the columns:

Macronutrients:

  1. a) fast carbs (e.g. potato chips)
  2. b) slow carbs (potatoes, rice, beans — still pretty “fast” if you’re eating it hot)
  3. c) carbs with higher resistant starch content (chilled potatoes and rice)
  4. d) animal saturated fat (butter, cream, tallow, lard, to a lesser degree very fatty meat, milk and eggs)
  5. e) mono and poly fat (olive oil, nuts, etc.)
  6. f) animal protein

Micronutrients (food or pills)

  1. g) high potassium foods (or “lo salt”)
  2. h) Choline
  3. i) Magnesium
  4. j) animal-sourced vitamin A
  5. k) vitamin D3 or sunlight

Micronutrient-wise, I mostly follow the Perfect Health Diet recommendations. Their explicit models and reasoning may have some flaws, but I think their implicit models and recommendations are excellent.
http://perfecthealthdiet.com/recommended-supplements/

micronutrients

Currently Reading; Mostly New Cites; Meant to be read together

In no particular order:

Heft, Harry. “Affordances, dynamic experience, and the challenge of reification.”Ecological Psychology 15.2 (2003): 149-180.

Chaffin, Roger, Topher R. Logan, and Kristen T. Begosh. “Chapter 33 Performing from Memory” Oxford Handbook of Music Psychology (2008).

https://en.wikipedia.org/wiki/Metamemory#Judgment_of_learning

Wieber, Frank, Lisa A. Sezer, and Peter M. Gollwitzer. “Asking “why” helps action control by goals but not plans.” Motivation and Emotion 38.1 (2014): 65-78.

Einstein, Gilles O., and Mark A. McDaniel. “Prospective memory and metamemory: The skilled use of basic attentional and memory processes.”Psychology of learning and motivation 48 (2007): 145-173.

Glenberg, Arthur M. “Language and action: creating sensible combinations of ideas.” The Oxford handbook of psycholinguistics (2007): 361-370.

DeShon, Richard P., and Jennifer Z. Gillespie. “A motivated action theory account of goal orientation.” Journal of Applied Psychology 90.6 (2005): 1096.

Berridge, Kent C. “The debate over dopamine’s role in reward: the case for incentive salience.” Psychopharmacology 191.3 (2007): 391-431.

Wolff, Phillip, and Aron K. Barbey. “Causal reasoning with forces.” Frontiers in human neuroscience 9 (2015).

Zohar, Anat, and Shlomit Ginossar. “Lifting the taboo regarding teleology and anthropomorphism in biology education—heretical suggestions.” Science Education 82.6 (1998): 679-697.

Banister, Fiona, and Charly Ryan. “Developing science concepts through story-telling.” School Science Review 82 (2001): 75-84.

Bellezza, Francis S. “Mnemonic devices: Classification, characteristics, and criteria.” Review of Educational Research 51.2 (1981): 247-275.

Glenberg, Arthur M. “Language and action: creating sensible combinations of ideas.” The Oxford handbook of psycholinguistics (2007): 361-370.

Wheeler, David. “Mathematization matters.” For the Learning of Mathematics(1982): 45-47.

Einstein, Albert. “The Problem of Space, Ether, and the Field in Physics (1934).” Beyond Geometry: Classic Papers from Riemann to Einstein 1 (2007): 187.

Barsalou, Lawrence W. “Deriving categories to achieve goals.” Goal Directed Learning. MIT Press, Cambridge MA (1995): 121-176.

Hurlburt, Russell T., and Sarah A. Akhter. “Unsymbolized thinking.”Consciousness and Cognition 17.4 (2008): 1364-1374.

Koutstaal, Wilma. The agile mind. Oxford University Press, 2011.

Casasanto, D. & Lupyan, G. (2015). All Concepts are Ad Hoc Concepts. In The Conceptual Mind. New directions in the study of concepts. E. Margolis & S. Laurence (Eds.) pp. 543-566. Cambridge: MIT Press.