[From Bruce Gregory (980226.1045 EST)]
Bill Powers (980223.1313 MST)
What is required for continuous control is a perceptual signal that is a
continuous analog of a physical quantity, in this case the lateral position
of the car relative to the road. As the actual distance of the car from the
edge or center of the road varies, the perceptual signal must also vary, in
the same way a voltmeter reading varies as the voltage being measured changes.
One component of learning to drive requires undergoing a
perceptual reorganization that apparently leads to the creation
of a continuous analog of the lateral position of the car
relative to the road. From the perspective of the learner, this
reorganization allows the road to "show up" or "occur" as being
in the "correct" relationship to the car.
Paying close attention to what one sees through the windshield
plays an important role in allowing this reorganization
to proceed. The presence of an "instructor" who can make sage
comments seems less critical. Many of us learned to drive by
ourselves. (My initial trips were confined to driving down the
driveway into the garage and backing out to the road. In the
process I managed to shift into all the available gears! The
only aspects that required noticeable effort involved: (1)
parallel parking where a whole new perceptual reorganization was
required; and (2) moving forward after stopping on a hill where
the "fear of stalling" played a role.)
My conjecture is that learning to drive can serve as a paradigm
for many learning experiences (I wanted to say "all", but
restrained myself). The key element from the viewpoint of an
instructor or coach appears to be drawing the learner's
attention to what he or she needs to perceive in order to
facilitate the reorganization process.
Bruce