LC0aR6

LC0aR6: A Paper Inspired by Seymour Papertfor the Online Journal, Learning Landscapes The paper was published on July 15, 2013. Lawler, Robert. (2013). Getting Intelligence into the Minds of People LEARNing Landscapes. Advance online publication.

LC3cA35

LC3cA35 The Genesis of Symbolic Thought Learning, in General Let us begin by going beyond a “stimulus-response” couple to a stimulus-response arc. That “arc,” represented as a link between input and output (more generally stimulus — which may be entirely interior — and response — which may be entirely interior) is the site for attachment …

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LC3cA34

LC3cA34 Lawler’s Language Learning Micro Theory Human infants become capable of symbolic thought through a three phase process, where the phases are both interdependent and at least marginally overlapping. The first phase marks the development of a proto-language from innate vocalizations, such as cries. Elements of the protolang are icons, in the sense of Peirce …

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LC3cA32

LC3cA32 Analyzing Learning in a Micro Culture If some learning mechanisms are revealed only in circumstances and through processes of social interaction, development will remain a mystery until and unless the detailed analysis of learning in the micro culture is pursued. My infant study is detailed enough and constrained enough for analysis at a level …

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3V1421.1

3V1421.01 Reading Test (in P203/K27) (12/13/81) In P203/K27 (which began with Peggy’s first captured dance), I gave Peggy a reading test based on two groups of words — the first from her reading of books; the second from her computer experiences. From the first group of words she recognized only “NO.” (Gretchen has been reading …

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3V1420.1

3V1420.01 Turn” vs. “Truck” (12/12/81) Peggy played with BEACH world, put a ZOOMing SUN in the sky and so forth. She had some figures on a screen — I believe a ZOOMing MOON which she wanted to have move in the opposite sense. When she asked how to do it, I told her to look …

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3V1416.1

3V1416.01 A Big Penny and a Little One (12/8/81) We went to Boston this day for a pre-Christmas visit. Rob hung around LCSI with me. Miriam took Peggy over to the Childrens Museum. Late in the day, the kids were going out with Greg to buy sodas and Peggy — of course — wanted to …

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3V1415.1

3V1415.01 Reading Vocabulary (12/7/81) In P202, I gave Peggy her first “reading test.” She showed clearly that she recognized -in their very specific contexts- these words(19) : RECALL (by keying it) RECALLING (by contrast of the display screen) READING (on display screen, shares “ing” with recalling) BLOCKS (on tape cassette, keying, and on prompt card) …

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3V1409.2

3V1409.02 Doing School Work (12/1/81) As Robby and Miriam worked at completing their second Calvert Text, Peggy decided she too should do school work when they did. Consequently, she found (or was given) a work book and was given a set of crayons which she applied there to. She even remarked to Gretchen at one …

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3V1380.1

3V1380.01 Drawing and Writing (11/2/81) Peggy has made many drawings lately, of which I have saved a large number, writing down her explanations as made and dating them. This is a small but important collection for documenting Peggy’s developing command of writing. On this day, Peggy wrote a “message” on one piece of paper, showed …

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3V1340.1

3V134001 Concrete situation and recalling lyrics from “The Jug of Punch” (9/23/81) Peggy having applesauce. She remarked “Let’s see…I have my spoon and bowl… As I was sitting with my spoon and bowl, I heard a small bird singing in a naval berth [?] and he sang the Jug of Punch.” Gretchen. The original lyric: …

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3V1328.1

3V1328.01 Peggy’s First Day at School (9/11/81) Robby and Miriam both enjoyed the North Guilford Nursery School, so it seemed natural that we should enroll Peggy there too. This first day was a pleasant one — a short family visit. Gretchen, Rob, Miriam, Kate and me all came along. Peg had a good time playing …

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3V1286.1

3V1286.01 Singing: a mnemonic method for Peggy; her catalog (1/31/81) This is a very important method of recalling, perhaps even thinking, for Peggy. Let’s try to list her songs: The FOX – her oldest favorite; well known lines and jungles The Old Woman Who Swallowed a Fly (Burl Ives movie sound track) New York, New …

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3V1277.1

3V1277.01 First nearly complete Alphabet song (7/22/81) Peggy is much interested in the alphabet. Recently she sat on the couch reading Richard Scary’s book, saying what the letter picture correspondences implied, “A is for Apple,” etc. Getting stuck once or twice she asked me to tell her what was intended by the picture (eg. Q …

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3V1275.1

3V1275.01 Computer “rods” (7/20/81) Seeing the trouble she had with the rods always falling over, I asked is a Rods microworld would be easier to manipulate and thus intellectually more accessible to her. So I proceeded to make one, substituting (a later idea) the blinking of numbers in place of partial blanks — that is …

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3V1270.1

3V1270.01 Alphabets: the litany and “A is for Apple…” (7/15/81) Today Peggy was singing, chanting material about the alphabet. She has “ABCD” pretty well, but later on always goes “L-O-M-O-P” The similarity of M and N appears to confuse her. She also repeated several times, “A is for Apple, B is for Ball…”

3V1267.1

3V1267.01 Computer-based cuisenaire rods (7/12/81) Peggy enjoyed playing with the Cuisenaire rods during out experiment P181. Either in that one or the next P182, Peggy first accomplished a set of “stairs.” After the end of the experiment, she continued playing with rods and I heard her mention (at a point where she omitted the 3-length …

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3V1252.1

3V1252.01 Pure Conditionals (6/27/81) Last observation was not accurate or complete. This becomes clear from a very surprising thing Peggy said as she and I had breakfast this morning (actually, I believe she finished first, then returned to the table): “Dad, if I want some orange juice?” I looked at her and asked, “What was …

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3V1247.2

3V1247.02 Past tense and conditionals (6/22/81) For the past month or so, Peggy has been forming past tenses in the typical non-standard way — ie. RUN, RUNNED. (I will have to see if I can get her to discuss this in the next session, P181 now) — to get at the question raised by Seigler …

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3V1247.1

3V1247.01 Computer as Word-tester (6/22/81) Peggy sorts through the cards of the BEACH WORLD – She read the card WORLD with a questioning tone in her voice, then adding “I’ll try it and see,” executed it with considerable satisfaction. Later, after creating some objects, she sorted through the cards and picked out DOWN. She acted …

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3V1246.1

3V1246.01 Edit Shape 16: Miriam makes a pony shape for Peggy (6/21/81) Miriam made a PONY shape and procedure for Peggy’s BEACH WORLD. After I saved these on a tape and Miriam went away, Peggy took over her computer again, In the interim, somehow the shape had been cleared (perhaps a crash). At any rate, …

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3V1239.1

3V1239.01 Discovering “Turn” (6/14/81) After what seemed initially an unproductive session (P177), Peggy discovered the word TURN. Looking through the RED lettered cards (probably for some other word) she selected and keyed it. The TRUCK (or VAN) which was the current objects reversed as directed and Peggy exclaimed, “It turned !” This does not argue …

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3V1238.2

3V1238.02 Recalling a Word (6/13/81) Peggy just spelled ZOOM from memory. Two girl shapes were ZOOMing too close together. The FAST card sat nearby so I instructed Peggy to key it. With some trouble, she keyed that familiar word of unknown spelling, copying letter by letter. Disappointed that the current girl was going slow (fast …

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3V1238.1

3V1238.01 Debugging Spellings (6/13/81) Peggy copies the cards letter by letter, but sometimes she copies wrong. For example, after we returned from the hospital with Kate and Gretchen, and I loaded procedures, Peggy executed WORLD, SUN, UP (many times) then PAINT GREEN; she then tried “VAN”, a familiar shape but a less familiar word; because …

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3V1234.3

3V1234.03 Reading: one word at a time (6/9/81) Peggy played with the computer — off and on — during most of the day. Mostly she was “on.” (She even left the supper table to play with her “world”) although she took a break now and again to have a snack or to join Robby and …

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3V1234.2

3V1234.02 Peggy’s Reception of Card-words (6/9/81) After setting up the world subsystem with last minute perfections, I went off to the dentist, leaving four sets of cards stacked separately near the computer with the WORLD word leaning against the front of it. I left with the WORLD display set up, with a HOUSE in place …

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3V1234.1

3V1234.01 A New Way of Presenting Words (6/9/81) Peggy’s biggest problem in typing words [from a list] was recognizing which word she was copying to the keyboard. I began telling her to look at the first letter of the word and to remember what it was, emphasizing it that way and by identifying it by …

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3V1233.1

3V1233.01 Peggy’s first Word World: a summary description (6/8/81) Objects: SUN (base color) (via UPx N) (help with WALK/SLOWERx2) GIRL (base color) (Via DOWN x N=4 (started at road) CAR (help with GREEN) (help with MOVE) (via DOWN x 5) (help with WALK/ FAST) DOG (base color) (help with MOVE) (via DOWN x 1) HOUSE …

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3V1230.2

3V1230.02 Writing What ? (6/5/81) Peggy drew a heart on her chalkboard. With Kate’s birth due at any day, her sister’s are much on Peggy’s mind. She drew her favorite shape, a heart, and drew some wiggly lines inside. she asked, “Dad, does that say ‘babies and sisters’?”

3V1223.2

3V1223.02 Duets (5/29/81) Peggy has begun to ask me to help her sing, even ‘The Fox went out on a chilly night.” What typically happens is that I sing a little, she sings a lot and when she is stymied, I sing a little more. This scenario seems to derive from two sources; one may …

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3V1218.1

3V1218.01 Spelling a second word: “loadshapes” after “load” (5/24/81) My cassette files are set up with procedures stored before shapes. The first are accessed by ‘LOAD’ and the second by ‘LOADSHAPES.’ Since Peggy had insisted on typing LOAD wherever possible, I have HAD to instruct her to discriminate between the two words so that her …

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3V1217.2

3V1217.02 Spelling “load” and being grown-up; contrast toilet training (5/23/81) Peggy sat alone at the computer. The rest of us were out in the dining room, eating lunch. She called with notable excitement, “Daddy, come see. I’ve spelled ‘LOAD.’ Come see it, Daddy.” Because of her excitement, I left the table, witnessed her achievement (it …

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3V1217.1

3V1217.01 The Alphabet Song: letters change but the melody lingers on (5/23/81) Coming home from Cambridge, Miriam was singing the litany ‘ABCD-EFG…” and getting Peggy to join her. At home, singing by herself, Peggy gave evidence of knowing the tune well but her text was somewhat corrupt: “ABCD-FIG…” was how she began then petered off. …

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3V1212.1

3V121201 Writing words: in order to load programs (very impt.) (5/18/81) Peggy has spontaneously begun to “write” (ie type) words in order to control the loading of programs. While waiting for Gretchen to make available the DRAW program, Peggy typed “LO” (Did she ask if that was right ? Did she ask what next ?) …

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3V1192.1

3V119201 Issues in learning graphical language: Logo logon messages (/28/81) Peggy has more or less read “BY” — the common word in her story books. Her reading it shows little discrimination but for length. Today, Peggy began reading (in my presence, for the first time) the Logo Logon messages “Setting up” and “Welcome to Logo.” …

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3V1179.1

3V1179.01 Counting Plates with numbers in various ranges (4/15/81) Peggy loves to help empty the dishwasher. After stacking the small plates on the shelves, she began counting: 1, 2, 3, 4, 5, 6, 9, etc…18… She continued from stack to stack, using ‘big’ numbers as well, “eighty, ninety, tendy” repeating them as well as smaller …

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3V1173.1

3V1173.01 Typing “Bear” variously as “BAER” and “BERA” (4/9/81) Peggy sat playing quietly with her typewriter a few feet from where I was working. I don’t recall that her BearHug was with her, but it may have been (and probably was). She typed in sequence the following, with a significant pause between each: B, A, …

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3V1171.3

3V1171.03 Counting in French: “Quatorze” (+ dog) (4/7/81) Peggy counts in French, which to her is “spelling”, i.e. reciting a list of non-sense sounds as an amplification or explication of something about a meaningful (?) work[d?]. Beginning with “/cat//twank/”, Peggy has picked up “/cat//torze/” (single word, no caesura) from Miriam’s recitations — partly offered as …

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3V1171.2

3V1171.02 Letter roller: compared to Rubic’s cube (4/7/81) Peggy has played with Rubic’s cube for several weeks, first destroying the complete pattern by a single or double twist, then “fixing” the cube by reversing the operation — uniformly with great pride and delight. We, of course, applauded her efforts. This was not at all surprising …

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3V1171.1

3V1171.01 Letter names versus Meanings: now even “the mommy letter” is blind coded.(4/7/81) In the last experiment, P167, Peggy made a distinction I have observed otherwheres since. When asked the name of any letter, she would reply “D”, no matter what the letter was, no matter what meaning it had for her. For example, she …

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3V1170.1

3V1170.01 Reflexive pronoun means symmetrical directed action: “The guys are killing themselves” (we would say “each other”.) (4/5/81) Peggy noted as she banged the Fischer-Price dolls against each other. That is, she uses the reflexive pronoun to describe symmetrical directed action.

3V1169.1

3V1169.01 Recognizing “By” in another context: Asterix book (4/5/81) Peggy asked me to read “Asterix in Britain.” On page 6 (bottom) there appears a balloon with “Attack by Juno” in large capitals. As I was reading near the top of the page, Peggy pointed to “BY” and said, “That says ‘BY’.” Now it appears that …

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3V1160.2

3V1160.02 Subject and aspect: repetition expresses continued activity (3/27/81) Peggy is very vocal and most frequently describes verbally her action. The subject of her verbal predicates is usually herself and most often is “understood.” Today she ran through the kitchen, with her BearHug, putting him through actions. She said (manipulating him the while) “Run after. …

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3V1156.1

3V1156.01 Spelling a word: “B-E-R” for bear, from “BearHug” Peggy sat on the floor by her typewriter. She looked up at me and said, ‘I spelled ‘Bear’.’ when I asked her how, Peggy pressed in sequence the letters, ‘B’, ‘E’, & ‘R’. I asked how she knew to spell Bear that way, but she did …

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3V1153.1

3V1153.01 Peggy volunteers a spelling: letters instead of words (3/23/81) Miriam worked on her school work in the dining room, writing a composition. She called out to her mother , “How do you spell ‘couples’?” Peggy volunteered an answer, “L, N, G, P, L.” While Gretchen supplied a more nearly standard one. A few seconds …

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3V1146.2

3V1146.02 Dancing and whooping: a new script for animal play (3/13/81) Last night after supper, Peggy brought her collection of toys. Our new Chieftains record was playing, so when Peggy (as BearHug) asked me (as Pink Panther) ‘What do you want to do now ?’ I answered, ‘I want to dance’ and began bouncing the …

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3V1146.1

3V1146.01 Dead flowers: [They been shot.] (3/13/81) A warm day, the family outside working in the garden. Peggy picked up some dried flowers, brought them inside and asked me to put them in a vase. I refused to do so, avoiding a confrontation by evading her request. Outside later, Peggy again mentioned her flowers. I …

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3V1145.1

3V1145.01 What does spelling mean to Peggy ? [“How do you spell ‘boat’ ?”] (3/12/81) ‘How do you spell ‘boat’ ?’ Peggy asked me. I responded to her question as if she meant what any adult would mean. After a pause, smiling, Peggy said (roughly), ‘That’s what I thought…. I can do it myself.’ (She …

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3V1141.1

3V1141.01 French: [I can speak French – “Cat twank” ] (3/8/81) I asked Miriam how her French is coming. She replied, ‘Comment allez-vous ?’ ‘Tres bien, merci, et vous ?’ I answered. Miriam could not continue. We mentioned ‘French’ several times during the conversation. Peggy, who had been sitting there piped up, ‘I can speak …

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3V1140.1

3V1140.01 Letter names as entities separated from signifiers of people (3/7/81) Peggy brought me the ‘F’ from her set of letters. She asked if it were the letter ‘A’. When I said ‘No,’ she next guessed the letter name ‘E’ (She knows this, of course, is the ‘father letter.’) I told her it was the …

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