How to Do Research Well: Deliberately Practice the Real Skills That Matter

marsbit发布于2026-06-15更新于2026-06-15

文章摘要

No one truly teaches you how to do research. You're often given a desk, a pre-selected problem, and vague instructions to "create something new." Consequently, many people reverse-engineer the job based on visible outputs—papers, posts, announcements—learning only how to *appear* like a researcher rather than how to *become* one. True research capability is built from stacking small, trainable skills, nearly all of which can be developed through deliberate practice. **Pick Your Own Problem:** Most researchers absorb problems from advisors or trends, lacking the underlying reasoning. Choosing a problem you genuinely care about, as John Schulman advises, leads to original work. Develop "taste" like a muscle: predict experiment outcomes, guess paper results from methods, and track which findings remain important over time. **Upgrade Your Inputs:** Relying on shared reading lists (arXiv hot lists, filtered group chats) leads to unoriginal conclusions. Undervalued old literature often holds crucial insights (e.g., MoE, LSTM, backpropagation). Richard Sutton's "The Bitter Lesson" or Claude Shannon's 1952 talk on creative thinking are more predictive than lengthy modern surveys. Breadth matters as much as depth: draw from neuroscience, mechanism design, hardware knowledge, and honest statistics. Read papers directly, especially appendices and limitations sections. **Write Everything Down:** As Paul Graham noted, writing exposes flaws in seemingly mature ideas. Writing is the chea...

No one ever really taught you how to do research. You get a desk, a problem someone else picked out, and a vague instruction to "make something new."

So most people reverse-engineer the job from what they can see—papers, posts, and announcements—and end up learning how to look like a researcher rather than how to be one. Real research ability is a stack of small skills, and almost every one of them can be cultivated through deliberate practice.

Choose Your Own Problems

Richard Hamming had a habit at Bell Labs that made him unwelcome at lunch. He would ask the person next to him what the important problems in their field were, and then ask them why they weren't working on those. People would switch tables.

The question stings because most of us don't have a good answer. We aren't choosing problems; we're absorbing them—from advisors, from last quarter's announcements by a big lab, from papers everyone is citing and sharing this week.

The trouble with absorbed problems is that you hold the conclusion but not the reasoning behind it. You know some famous lab cares about a direction, but you don't know why, what they expect to find, or what would make them abandon it.

You'll notice their pivot a year later. And on a problem that's already trending, you're racing against 1,000 people who started earlier and have more compute than you.

John Schulman's guide to ML research splits the work into two modes. In the first, you read the literature and look for things to improve. In the second, you choose an outcome you genuinely want to achieve and work backwards to design experiments.

He argues for the latter, the subtle reason being that it manufactures originality. A goal you actually care about will drag you into territory no review paper has ever covered.

As for "taste," people often discuss it as a talent. But it behaves more like a muscle.

Before running each experiment, predict its outcome; cover up a paper's results section and guess the data from its methods; note which results announced this month will still matter in two years, and later check your hit rate. One prediction plus one correction, repeated hundreds of times—every good model is trained that way, including the one in your head.

Upgrade Your Inputs

Shared reading lists produce shared ideas. If your information diet is just the arXiv trending list plus whatever filters through group chats, you'll inevitably reach the same conclusions as everyone else at the same time, making those conclusions nearly worthless.

Old material is severely undervalued. The field keeps replaying its own past with a delay: Mixture of Experts (MoE) traces back to 1991, LSTMs to 1997, backpropagation went mainstream in 1986.

Richard Sutton wrote The Bitter Lesson in 2019 in just over a thousand words, and it predicted the field's trajectory more accurately than reviews ten times its length. Claude Shannon gave a talk on creative thinking in 1952; his first move was to shrink the problem until it was almost trivial, solve the small version, then add the difficulty back bit by bit.

That single move will help you break through more walls than any modern productivity advice.

Breadth is as important as depth. Interpretability research unapologetically borrows from neuroscience; evaluation design is mechanism design in a lab coat; a practical awareness of how GPUs actually move memory lets you judge which architecture papers will fail before benchmarks are even run; and honest statistics is arguably the rarest skill in machine learning, where much published "rigor" is just "vibes with error bars."

One more thing. Read the papers themselves, not the posts that summarize them. The appendix is where secrets are buried, and the "Limitations" section is often the most honest part of the entire document.

Write Everything Down

Paul Graham observed that an idea always feels fully formed until you try to write it down. But words on a page expose the varnished-over holes in your brain: the untested assumptions, the steps that don't actually connect, the two claims that quietly contradict each other.

Feynman's rule was that the first person you must avoid fooling is yourself, because you're the easiest person to fool. Writing is the cheapest defense mechanism ever invented.

Darwin took it further and systematized it: any fact contrary to his theory was written down immediately, because he found his memory deleted inconvenient evidence far faster than favorable evidence. Your memory does the same with your failed runs.

Keep a log: hypotheses, setup, expectations, results, updated understanding. Rereading last month's entries will humble you like no reviewer ever could.

相关问答

QWhat is the key difference between learning to 'look like' a researcher and learning to 'be' a researcher, according to the article?

ALearning to 'look like' a researcher involves reverse-engineering the work through visible outputs like papers and announcements, mimicking the surface actions. Learning to 'be' a researcher involves cultivating a stack of small, foundational skills through deliberate practice, focusing on genuine problem-solving and critical thinking rather than appearances.

QWhy does John Schulman advocate for choosing a result you truly want and working backwards, as opposed to finding gaps in the literature?

AJohn Schulman advocates for this approach because it fosters originality. A goal you genuinely care about will pull you into territory not covered by any review paper, leading to unique exploration and preventing you from merely running a crowded race against others on popular, pre-defined problems.

QAccording to the article, how can one practically develop 'taste' in research?

ATaste is developed like a muscle through deliberate, iterative practice. This includes predicting an experiment's outcome before running it, guessing a paper's results based only on its methods, noting which recent results will still be important in two years, and then verifying the accuracy of these predictions to continuously train and correct one's internal mental model.

QWhat are two specific strategies the article recommends for 'upgrading your input' as a researcher?

ATwo strategies are: 1) Valuing old literature, as the field often re-runs its past, and foundational ideas from papers, speeches, or lessons from decades ago can provide timeless insights and predictions. 2) Reading primary sources (the papers themselves, especially appendices and limitations sections) instead of relying solely on summaries or posts, and cultivating breadth in knowledge across adjacent fields.

QWhat defensive function does writing serve in the research process, as illustrated by the examples of Paul Graham and Darwin?

AWriting serves as a crucial, low-cost defense mechanism against self-deception. Paul Graham notes that writing exposes logical flaws and untested assumptions that feel complete in one's mind. Darwin programmatically wrote down facts contradicting his theory to prevent his memory from conveniently forgetting unfavorable evidence, a practice that applies equally to documenting experimental failures and flawed hypotheses.

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