From: "Rhonda Chapman" <spirit_tmp@email.msn.com> To: <virus@lucifer.com> Subject: Re: virus: Learning anew. Date sent: Sat, 15 May 1999 22:26:02 -0700 Send reply to: virus@lucifer.com
> Sounds interesting. I'll work at getting my hands on it asap. 'meanwhile,
> what is it about (25 word summation)?
>
> Roni
>
> -----Original Message-----
> From: Joe E. Dees <joedees@bellsouth.net>
> To: virus@lucifer.com <virus@lucifer.com>
> Date: Saturday, May 15, 1999 3:31 PM
> Subject: Re: virus: Learning anew.
>
>
> From: "Rhonda Chapman" <spirit_tmp@email.msn.com>
> To: <virus@lucifer.com>
> Subject: Re: virus: Learning anew.
> Date sent: Sat, 15 May 1999 09:55:45 -0700
> Send reply to: virus@lucifer.com
>
> >
> > -----Original Message-----
> > From: James Veverka <headbands@webtv.net>
> > To: virus@lucifer.com <virus@lucifer.com>
> > Date: Saturday, May 15, 1999 9:05 AM
> > Subject: Re: virus: Learning anew.
> >
> >
> > When someone is learning a new task (or whatever), the brain shows a lot
> > of activity in the corresponding regions of the brain. After this task
> > becomes "rote" the brain shows much less activity while performing the
> > same task.
> >
> > How would this knowledge help in teaching and learning to replace old
> > "rote" ideas?? These pathways would have to be shook up in learning
> > anew. (Like you folks are doing to me!)
> >
> Check out "Five Steps from Novice to Expert", pp. 16-51, in MIND
> OVER MACHINE (1986) by Hubert L. & Stuart E. Dreyfus.
>
>
It's a matter of learning a technique to such a high degree of
familiarity that one can efficiently perform it without the necessity of
devoting much attention to the performance, but it's a little involved
for a post (there's a whole phenomenological progression involved).