BICYCLES/BUMPS - RKC

[From Bob Clark (930515.2115 EDT)

Bill Powers (930514.0700 MDT)

At the end of your Post, you remark:

Whether you perceive these things in present time or in memory, the
perceptions or the memories can't "guide" anything -- they are
simply reports of what does appear to exist, or what did appear to
exist.

Yes, Bill, of course. It seems my attempt to condense a complex
series of events, that is familiar to ordinary people, has omitted
parts that are "taken for granted" in ordinary conversation. Thus:

The process, as I view it, begins with the perceptual variables
involved in riding a bike along a street. This includes "paying
attention" to all the variables required to maintain the bike
upright, moving as desired, etc. Among these are variables related
to possible obstacles and their avoidance. When the current set of
perceptual variables includes some item calling for evaluation,
attention is attracted. That is, related memories come to awareness
for examination. The current perceptions are compared with the
memories to determine whether any form of "corrective action" is
appropriate. If "action" is found appropriate, memories are examined
for possible use as "play-back" in controlling the specific actions,
their sequence in time, etc as needed.

Even this is a pretty condensed description of all the internal events
involved in minimizing the effects of a bump about to be experienced
by a bike.

However, I think that most bike riders would run through all this,
and in much greater detail, without bothering about the proper way(s)
to describe their internal experiences. If someone cares to do so,
S-R descriptions can be used, with the implied omission of all the
PCT engineering details. S-R is certainly incomplete -- sometimes
ridiculously so -- but in every day situations, it works because most
people take the omitted internal details for granted. And they don't
much care about the language -- only the "practical results!"

As you know, Bill, I consider accuracy in language very important --
but I find I must begin with words/concepts that are included within
the vocabularies of my audience. Perhaps that comes, in part, from
my professorial experience where one begins with the student's
existing information and proceeds to add to and modify that material.
To do this, one must, to some degree, "enter" the student's universe
and work with it.

But you know all this, Bill.

Regards, Bob Clark