LEARNING:PROCESSING WORDS AND NUMBERS
Ready to help English Learners ---> Contact: ronhompson@gmail.com
DELIBERATIONS TO LEARNING DISABILITIES:
"A person who has mastered long division is not actually
required to be able to divide a number with a million digits by another with ten thousand;
it is sufficient if he can describe how it can be done" (Davis, 1970, p. 14).
"The concept of cognition may be traced to Plato and Aristotle's division of the mind into
three faculties: cognition or knowing, affect or feeling, and conation or willing...Our interest
is in knowledge in a subjective rather than an objective sense, the ideas a person holds about
the self and world" (Scott, Osgood, Peterson, 1979, p. 7).
"In a learning experiment, the typical formulation is a specification of a set of clearly recognizable
events ... called 'stimuli,' another set of such events called 'responses,' and still another set
called 'the outcomes of responses.' The data are sequences of these events. The data are
organized in such a way as to display certain relations among the frequencies of stimuli,
responses[,] and outcomes. These relations can often be described mathematically and
the descriptions can sometimes be derived from a set of postulates, i.e., mathematical
models, which serve as 'learning theories'" (Rapport & Chammab, 1965, p.4).
REFERENCES:
Davis, M.D. (1970). Game theory: A nontechnical introduction. New York, London: Basic Books, Inc.,
Publishers.
Rapoport, A., Chammab, A.M. (1965). Prisoner's Dilemma: A study in conflict and cooperation. The
University of Michigan Press.
Scott, W.A., Osgood, B.W., Peterson, C. (1979). Cognitive structure: Theory and measurement of individual
differences. New York, Toronto, London: V.H. Winston & Son.
Ready to help English Learners ---> Contact: ronhompson@gmail.com
DELIBERATIONS TO LEARNING DISABILITIES: "A person who has mastered long division is not actually required to be able to divide a number with a million digits by another with ten thousand; it is sufficient if he can describe how it can be done" (Davis, 1970, p. 14). "The concept of cognition may be traced to Plato and Aristotle's division of the mind into three faculties: cognition or knowing, affect or feeling, and conation or willing...Our interest is in knowledge in a subjective rather than an objective sense, the ideas a person holds about the self and world" (Scott, Osgood, Peterson, 1979, p. 7). "In a learning experiment, the typical formulation is a specification of a set of clearly recognizable events ... called 'stimuli,' another set of such events called 'responses,' and still another set called 'the outcomes of responses.' The data are sequences of these events. The data are organized in such a way as to display certain relations among the frequencies of stimuli, responses[,] and outcomes. These relations can often be described mathematically and the descriptions can sometimes be derived from a set of postulates, i.e., mathematical models, which serve as 'learning theories'" (Rapport & Chammab, 1965, p.4).