Re: Finding useful functions- part 1

From: David Longley (David_at_longley.demon.co.uk)
Date: 10/25/04 

Date: Mon, 25 Oct 2004 17:06:42 +0100

In article <WvCdnUKMSp9pluDcRVn-iQ@metrocastcablevision.com>, Bill
Modlin <modlin1@metrocast.net> writes
>
>"Glen M. Sizemore" <gmsizemore2@yahoo.com> wrote in message
>news:20041025074544.269$G8@news.newsreader.com...
>> What is important in sensation and perception is that movement of
>an animal
>> (or, more specifically, of its receptors) has consequences. When
>we sweep
>> our eyes over a patch of red, there are changes in stimulation -
>such
>> movement/consequence contingencies are at the heart of learning to
>perceive
>> the world.
>
>As I said at the end of my note, such consequence-driven learning
>cannot be ignored. But it is not the only important kind of
>learning, nor is it in any sense the "most" important.

Nonsense.

How do you know this? Why do you talk this way at all? What makes you
think there are different types of "learning" (leaving aside the dubious
distinction between operant and classical conditioning)? What is an
*important* kind of learning? The previous four questions are more
helpful than you might think.

If you had read Catania's book as I advised you might not be writing
this way (hence the four questions - although you probably thought them
just expressing critical indignation at your gall <g> I assume therefore
that you have not read his book, and so I ask you: what do you know
about "learning" and how do you know it?

Until you address that, how do you know whether what you are writing
makes any more sense than the stuff Zick or Verhey write? Might it be
that you just write more eloquently? 

-- 
David Longley

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