Myinterpretationisthusthattheimportantfunctionoftheintroductionofalternativeconceptions;ofhistoricalorigin;orofthestudents' ownnaiveviews,judgedtobewrongbycurrentscience;,allstudentscandoislearnthe “whole”, oftenbyrote,,thenotionofanauxiliarytooldoesnothavemeaningwithoutaccesstosomethingthatisnotanauxiliarytool,suchastheontologicallymuch “heavier” reifiedviewof “lightray”.
Learningabouttheantiqueviewmakesitpossibleforthelearnertounderstandthemodernview,notbecausethetwoaresimilar,,thepositive (transfer) effectdoesnotderivefromperceivingwhatissame,,atleastiflearningismeasuredintermsofthelearner'sdiscernmentofcriticaldifferencesbetweendifferentinstancesofthephenomenoninquestion (e.g.,forceandmotionorlightrays).
PerceptualLearning
.In1955shepublishedahighlyinfluentialarticleinPsychologicalReview,“PerceptualLearning:DifferentiationorEnrichment?” ,coauthoredbyherhusband,,wereceivescarce,impoverishedinformationfromtheenvironment,,, (1955) demonstratedthatlearningtoknowsomething (inthesenseofbeingabletorecognizeit) isamatteroflearninghowitdiffersfromotherthings (i.e.,becomingabletodiscerntherespectsinwhichitdiffersfromotherthings).
,sheincludedtheGestaltistsinthesamecamp,whereasthebehavioristsandcognitivistswerelistedunderenrichmenttheories ( ＆ Dick,2000).
