The communication of concepts (tanggapan-tanggapan)
The communication of concepts (tanggapan-tanggapan)
We can see that language (bahasa, penyalin) can be used to speed up
the formation of a concept (tanggapan, penyalin) by helping to
collect and separate contributory examples (contoh-contoh) and
non-examples. ... To begin with, let us choose a simple and
well-known concept, say red (merah, penyalin), and imagine that we
are asked the meaning (erti, penyalin) of this word by someone blind
from birth (buta sejak lahir), who has been given sight (penglihatan)
by a corneal graft. The meaning of a word (Erti sepatah kata,
penyalin) is the concept associated with that word; so our task is
now to enable the person to form the concept red (merah) (which he
does not have when we begin) and associate it with the word 'red
(merah)'.
There are two ways in which we might do this. Being scientifically
inclined, and perhaps interested in colour photography, we could give
a definition (takrif, penyalin). 'Red (merah) is the colour we
experience from light of wavelength in the region of 0.6 microns.'
Would he now have the concept red? Of course not. Such a definition
would be useless to him, though not necessarily for other purposes.
Intuitively, in such a case, we would point to various objects and
say 'This is a red diary; this is a red tie; this is a red jumper...'
In this way we would arrange for him to have, close together in
time, a collection of experiences (pengalaman-pengalaman, penyalin)
from which we hope that he will abstract the common property, red
(merah). Naming is here used as an auxiliary, in the way already
described (di dalam perenggan-perenggan awal, penyalin). The same
process of abstraction (proses memujarad, penyalin) could take place
in silence, but probably more slowly; and the name (nama, penyalin)
would not become attached.
DDC ...
SKE
The Psychology of Learning Mathematics
The communication of concepts
pp. 24 - 25
...
...
...
Our starting-point is therefore that many human acts and activities
are goal-directed. Sometimes the goal (matlamat) is easily
identified, and the acts by which it is achieved are fairly
straightforward. Sometimes the goal is a distant one, and a person
may strive towards it by complex processes for much of a lifetime.
...
...
...
... All we need for a beginning is an acceptance that much of human
(and animal) behaviour is goal-directed; and that where this is the
case, this feature is central to our understanding of what they do.
DDC 370.152
SKE
pp. 2, 3
WA L-lahu A'alam
Yang Benar
We can see that language (bahasa, penyalin) can be used to speed up
the formation of a concept (tanggapan, penyalin) by helping to
collect and separate contributory examples (contoh-contoh) and
non-examples. ... To begin with, let us choose a simple and
well-known concept, say red (merah, penyalin), and imagine that we
are asked the meaning (erti, penyalin) of this word by someone blind
from birth (buta sejak lahir), who has been given sight (penglihatan)
by a corneal graft. The meaning of a word (Erti sepatah kata,
penyalin) is the concept associated with that word; so our task is
now to enable the person to form the concept red (merah) (which he
does not have when we begin) and associate it with the word 'red
(merah)'.
There are two ways in which we might do this. Being scientifically
inclined, and perhaps interested in colour photography, we could give
a definition (takrif, penyalin). 'Red (merah) is the colour we
experience from light of wavelength in the region of 0.6 microns.'
Would he now have the concept red? Of course not. Such a definition
would be useless to him, though not necessarily for other purposes.
Intuitively, in such a case, we would point to various objects and
say 'This is a red diary; this is a red tie; this is a red jumper...'
In this way we would arrange for him to have, close together in
time, a collection of experiences (pengalaman-pengalaman, penyalin)
from which we hope that he will abstract the common property, red
(merah). Naming is here used as an auxiliary, in the way already
described (di dalam perenggan-perenggan awal, penyalin). The same
process of abstraction (proses memujarad, penyalin) could take place
in silence, but probably more slowly; and the name (nama, penyalin)
would not become attached.
DDC ...
SKE
The Psychology of Learning Mathematics
The communication of concepts
pp. 24 - 25
...
...
...
Our starting-point is therefore that many human acts and activities
are goal-directed. Sometimes the goal (matlamat) is easily
identified, and the acts by which it is achieved are fairly
straightforward. Sometimes the goal is a distant one, and a person
may strive towards it by complex processes for much of a lifetime.
...
...
...
... All we need for a beginning is an acceptance that much of human
(and animal) behaviour is goal-directed; and that where this is the
case, this feature is central to our understanding of what they do.
DDC 370.152
SKE
pp. 2, 3
WA L-lahu A'alam
Yang Benar
posted by Yang Benar at
4:18 pm
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