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<p class="MsoNormal" style="text-align: center;" align="center"><span style="font-size: 11pt; font-family: Arial;">===========================================<br>
L O W L A N D S - L - 15 January 2009 - Volume 05<span style="color: rgb(102, 102, 102);"><br>
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<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;"><br>
From: <span class="ep8xu"><span style="color: rgb(91, 16, 148);">Andrys Onsman</span></span></span><span class="hccdpe"> </span><span class="ldacoc"><<a href="mailto:Andrys.Onsman@calt.monash.edu.au">Andrys.Onsman@calt.monash.edu.au</a>></span>
<br>
Subject: <span class="hccdpe">LL-L "Language programming" 2009.01.15
(01) [E]</span><br>
<br>
To: Mark Dreyer et al</p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;"><br>
Subject: LL-L "Language programming"</span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;">From:
Andrys Onsman<br>
<br>
Dear Mark,<br>
<br>
In your post, you made two comments that are subject to some contestation:</span></p>
<p style="margin-left: 40px;" class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;"><span style="color: rgb(0, 0, 153);">The Jesuits
say, "Give us a child until he is eight, & he will be </span></span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;"> </span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;">At that
time, the notion of learning was akin to (classical or<br>
at best, operant)conditioning. In actuality, learning happened despite the
conditioning. Learning (as opposed to simply schooling) is generally more
reflective (what if?) than conditioning which tends to be reflexive (if -
then). We now know that the brain is far more flexible than the Jesuits thought
and essential learning can and does occur after 8 - in fact it happens after
80. The documentary series "7 Up" is based on that statement.<br>
<br>
Further, the Jesuits had an unshakeable belief in intelligent design, a notion
shown to have irresolvable flaws. Nonetheless, it makes an interesting conceit
to put those two ideas together.</span></p>
<p style="margin-left: 40px;" class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;">Sandy</span><span style="font-size: 11pt; font-family: Arial;"><span style="color: rgb(0, 0, 153);">, The brain *does* work *something*
like a computer. it processes data.</span></span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;"> </span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;">Well,
mostly it doesn't work like a computer. The brain does not<br>
generally create either stores of data organised in any kind of lineal<br>
system, nor does it create logical algorithms or crawling retrieval<br>
systems. As far as we know knowledge domains and schema are much more<br>
like holistic imbroglios and retrieval is much more haphazardly dynamic.</span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;"> <br></span></p><div style="margin-left: 40px;"><span style="font-size: 11pt; font-family: Arial;">
<span style="color: rgb(0, 0, 153);">Nevertheless, you are dead right to point out that a mother-duck or cat
knows if one of her offspring is missing. This isn't evidence of a duck
or a cat having a sense of number. It is evidence of a sense of recognition. In
the same way you miss an invited guest at a cocktail-party because you don't
see his face. it isn't necessary or to the point to count the other guests.</span></span></div>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;"> </span></p>
<p class="MsoNormal"><span style="font-size: 11pt; font-family: Arial;">Wouldn't
recognition be an aspect of a sense of number? And vice versa?<br>
And aren't these things always related to the observer?<br>
<br>
Cheers<br>
<span style="color: rgb(136, 136, 136);">Andrys</span></span></p>