From Bob Clark (930909:1550 pm EDT)
Additions to and modifications of the Original "Portable
Demonstrator" were presented Sunday morning, August 1, 1993. The
summaries and discussions are in several parts, being posted as
completed.
I. PRESENTATION. Observer's View. "DEMO I, PRESNTATN - RKC"
II. COMMENTS. Demonstrator's View. "DEMO II, COMMENTS - RKC"
III. DISCUSSION. Experimenter's View. "DEM III, DSCUSSN - RKC"
IV. TEMPORAL VARIABLES. Analytical View. "DEM IV, TEMPORAL - RKC"
V. MECHANICAL SKILLS. Analytical View. "DEM V, MECH SKLLS - RKC"
VI. LEARNING SKILLS. Analytical View. "DEM VI, LERN SKLLS-RKC"
VII. PEOPLE SKILLS. Analytical View. "DEM VII, PEOP SKLLS-RKC"
VIII. INDIVIDUAL PERFORMANCE. Analytical View. "DEM VIII, IND
PERF-RKC"
···
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VI. LEARNING SKILLS. Analytical View.
Introduction. Up to this Part the process of change in the
individual has been ignored in favor of review and analysis of other
aspects of the systems being demonstrated. However the importance
and diversity of Mechanical Skills makes the process of their
acquisition useful for analysis.
Although some Skills may be determined genetically, most of them
appear to result from "changes" of one sort or another. From the
Analytical Viewpoint, such changes illustrate the "Process of
Learning." This Process can be initiated by various situations and
conditions, but always results in the formation of "Records." Such
Records are normally available for later review in imagination and
possible selection for application.
The "Learning" of Mechanical Skills will be used for illustration,
with the Demonstrator included for more detailed examples. It is
expected that the Process can be extended to other levels as well.
A. Definition. "Learning" is defined as the "recording" of
perceptual signals such that they can be examined and/or applied at a
later time. These recordings may be as simple as single perceptions
or as complex as combinations of multiple perceptions.
B. Operating Conditions.
B1. Consciousness. The "Learner" must be conscious -- that is, all
sensory signals must be accessible to the Central Nervous System.
B2. Direction of Attention. The Learner's Attention determines the
set of signals being recorded.
C. Learner's Abilities.
C1. Control of Attention. The Learner selects the set of signals
being recorded by controlling the direction of his Attention.
C2. Scanning. The Learner can change the direction of his Attention
very rapidly, thus covering many perceptual variables with near
simultaneity.
C3. Application. The Learner selects and assigns the set of signals
to be used as reference signals for lower level systems.
C4. Automatic Operation. Those systems that are (temporarily) not
being revised continue to operate "automatically."
C5. Timing. The Learner determines the timing of the activation of
the selected reference signals.
D. The Learning Process.
D1. Beginning. This Process starts: (1) if existing systems
approach their limits, (2) an unexpected event attracts the Learner's
Attention, or (3) an anticipated ("projected") situation suggests
that system limits might be reached or exceeded.
D2. Recording. Unplanned Recording occurs as long as the Learner is
conscious (B1). The first step in the Learning Process begins when
the relevant perceptual variables become the object of Attention.
D3. Scanning. Attention quickly (C2) begins to examine existing
recordings for possible similarities.
D4. Anticipation. Projected effects to be expected if some portion,
or combination of portions, of existing recordings were to be applied
to the systems in question.
D5. Experimentation. Such selected recordings are applied and the
results observed -- and recorded.
D6. Success. If the perceptual variables in question move within
acceptable limits, the process ceases. All these perceptions have
been recorded and a new performance has been learned.
D7. Iteration. If the variables do not improve, the above sequence
is repeated.
D8. Intrinsic Error. If further efforts are unsuccessful, they
become less organized and random. In addition, the probability of
Intrinsic Error increases.
D9. Re-Organizing. As the situation worsens (ie Intrinsic Error
increases) the Re-organizing System begins to operate. "Intrinsic
Error drives reorganization." (BCP p 185). It continues until the
Intrinsic Error is reduced to zero, which "stops the process of
reorganization," (BCP p 186) and new learning has occurred. As long
as the individual remains aware, recording of these events continues.
D10. Learning Completed. Thus the ultimate result of the Learning
Process is acquisition of new ways to anticipate and avoid Intrinsic
Error. Either or both recordings and reorganizations are involved.
E. Examples of Learning Situations.
E1. Small Child. Equipped only with genetically determined and
minimal learned systems, the activation of the Re-organizing System is
frequent. Gradually early learned systems reduce the frequency of
Intrinsic Error.
E2. Developing Child. Increasingly varied external contacts and
activities still activate the Re-Organizing System from time to time.
The increasing quantity and variety of learned systems tends to
reduce the need for the Re-Organizing System.
E3. Unpredictable Events. These range from simple sensory events
(thunder, fire sirens, honking horns, etc) to complex and sometimes
threatening actions of individuals and groups of people (arguments,
fights, riots, etc).
E4. Planned Learning. At early stages, learning is largely
accidental and therefore, "rote." As the network(s) of learned
systems develop, addition of new and revisions of old systems are
increasingly important. Improved "Understanding" is the result of
such modification.
Each step in the Process of Learning can be made more systematic and
effective. Any level of the hierarchy can be involved, but the level
of Mechanical Skills is particularly important because of its basic
relation to human activities.
A very important area for further investigation!
F. Learning Demonstrated. Each stage of the Demonstration
illustrates the Process of Learning.
F1. Muscle Tensions. S hears the instructions and compares them to
previously learned words and phrases to form a combination that can
be performed. Perhaps a question is asked for clarification,
resulting in additional instructions that are also compared to
previous learning. Next an "experiment" is offered: on holding out
the hand-arm, "is this what you mean?" E proceeds with the
demonstration of Muscle Tensions and S has now formed recordings of
these events. S can now select from these recordings any portion for
review (in imagination) or for current application. These
interactions with S are also a demonstration of Learning.
F2. Kinesthetic Positions. Similarly, S hears the instructions and
compares them to previously learned words and phrases. The resulting
"interpretation" may then be verified by question and/or experiment.
After completion of this demonstration, S has formed additional
recordings and they are now available for S to use as desired.
F3. Visual Positions. With regard to learning, this demonstration
includes the same elements pointed out in D1 and D2. In this case,
the events are more complex and require a longer period of time, and,
perhaps, more repetitions to clarify the primary point of the
demonstration. Again, S has added to his supply of recordings.
F4. Tracking. In addition to the preceding forms of learning, S is
next faced with the need to identify the spatial-temporal pattern
used by E, and construct matching patterns from previously learned
records. More recordings added.
G. Learning at Higher Levels. While continuing to maintain the
Hierarchical Principle, the same Process of Learning applies to
systems controlling higher level perceptual variables.
This is the end of "Learning Skills."
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"People Skills" will be posted later, to be followed by "Individual
Performance."
Regards, Bob Clark