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If you notice I pointed out that imbedded paradigms are more resistant to
It seems to me that this is not evidence of unlearning, here is an
alternative:
On Monday students have stored the memory that the instructors shirt
was blue. On Tuesday they store the image/memory of the shirt
being red. On Wed both are in storage and what they "recall"
depends on which memory they access.
I think that there is a lot of experimental evidence that students
(and faculty) who have learned Newtonian physics will access their
still existing knowledge of Aristotelian/medieval physics if the
situation is presented in a way to elicit that. (For faculty it
requires some time pressure.)
It seems to me very important whether we model learning a new
alternative as involving erasing the old beliers/concepts or instead
as creating a new one which exists alongside the old one.