Experiential Noise and Learning: A First-Person Perspective for Noise-Sensitive Learners

This paper examines learning, understanding, and creativity from a first-person experiential perspective, focusing on individuals who are particularly sensitive to fluctuations in experiential noise. Rather than advancing a universal learning theory, the paper introduces \emph{experiential noise} as a descriptive construct and analyzes how learning unfolds within what is termed \emph{noise-space}, identified with the lived experiential state $E(t)$.For noise-sensitive learners, meaningful progress is characterized by a detectable decrease in experiential noise over time. This dynamic, expressed as $\mathrm{d} f_{\text{noise}}/\mathrm{d} t < 0$, serves not as an optimization objective but as a phenomenological indicator of increasing experiential coherence. Understanding and creativity are interpreted as processes of terrain recognition within noise-space, differing primarily in whether the terrain has already been stabilized through existing knowledge or remains largely unexplored.The analysis is intentionally restricted to this population and is offered as a structural lens rather than a prescriptive framework. Readers are invited to assess whether the described experiential patterns resonate with their own learning processes.