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LEARNING

 

Conditions which hold true during the early stages of our development determine the relationship that our mentality forms with the objective world. 

Determined are qualities of subjective states, criteria for discerning external objects, and links connecting such states and objects. 

The simplest patterns of sensory experience are assigned into primary cognitive categories. These categories serve then as basic units to construct complex concepts, so that the mind may conjure up objects as having independent existence.

During the formative periods of infancy and childhood, our subconsciousness permanently fuses the sensory images it encounters while undergoing certain critical psychosomatic states. 

At any time, the subjective and the objective inputs must be present in a certain proportion. The memory records them fused together, as one. All the objective information that is present within the sensory field is lumped together as a composite. Then, in a simple Pavlovian fashion, it acquires relevance by being associated with the subjective backdrop.

Arbitrary associations are formed with respect to the stream of subjective experience (such as pain, hunger, desire, fear, contentment, sexual sensations, and other feedback produced by physiological condition of the body). They also include all objective elements present outside and taking place simultaneously. 

This constitutes the foundation of all learning. A given relevance or meaning is most strongly associated with the entire composite of the sensory input, and gradually less so with its increasingly more incomplete fragments. 

No logical relationship of cause and effect partakes in the process. That which accompanies a subjective experience on the outside becomes identified with it. From then on, whenever encountered, it will carry its assigned meaning. 



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