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Transferability of learning, was perception of flutter in 100 Hz tone
Eliot has picked up on the next layer of my question before I got to
it. The question of transfering (poor term) perceptual development is,
in my experience, highly individual. Across a wide range of teaching,
I have found a continuum of learning patterns related to this. Some
people can learn one example, and transfer this generalized learning
to many other skill sets, while some others struggle to learn every
possible situation in order to master the task. Within the environment
in which I work, those who can transfer learning with ease, from one
situation to another are called "smart", "fast" or "intelligent" etc,
while those who may demonstrate the same knowledge, but it was learned
by learning all the possible combinations, are not given these names.
An example, as I understand it is in computerized chess playing, where
the BIG MACHINE "simply" does an extended tree-search.
There is a loose category of students called "slow learners". My
general experience here is that the slow learner will solve problems
through processes of generalization of rules, as s/he doesn't remember
the details or minutia. My experience with many 'fast learners' who
remember everything they have ever seen or heard, has been that many
of them known an enormous amount, but understand little.
I see somewhere in here the question of 'recoding / redistributing'
brain resources. To me, the implication is that (beyond the level of
transducing energy), greatly simplified, "perception" is possibly a
process determined by memory.
Date: Thu, 27 Aug 2009 12:09:15 -0400
From: Eliot Handelman <eliot@xxxxxxxxx>
Subject: Re: Perception as memory
Richard M. Warren wrote:
as a component in the intact chord. He interpreted his observations
Kevin Austin has started this thread with his 8/23 posting
describing how it is possible to teach many of his listeners to
hear out the note "in a 10-item chord" by presenting the note in
isolation as well =
representing both a refinement of memory and an improvement of=20
perceptual ability. He asked whether listeners would be able to
this with other sounds.
Prof. Warren and others,
I understood Kevin to be asking something different. In ear-
one problem is to teach students to hear the
individual tones of a chord so that they can write these down. =20
Essentially, the students must learn perceptual decomposition of
a complex sound into its components. If you learn to perceptually=20
isolate one tone of a chord through priming, as in Kevin's class=20
experiment, can this generalize to a perception of tones in a
End of AUDITORY Digest - 26 Aug 2009 to 27 Aug 2009 (#2009-198)