But what you're reporting is the dredging up of a memory. What would be
the symbolism if in response to "4" came the question "How do you know
that?" For me it's visual (and leads directly into the definition of "+"
as an amalgamation of two disjunct groupings).
Edward W. Porter wrote:
(second sending--roughly 45 minutes after first sending with no
appearance on list)
Why can't grounding from language, syntax, musical patterns, and other
non-visual forms of grounding play a role in mathematical thinking?
Why can't grounding in the form of abstract concepts learned from
hours of thinking about math and its transformations play an important
role.
Because we humans are such multimedia machines, probably most of us
who are sighted have at least some visual associations tainting most
of our concepts -- including most of our mathematical concepts -- at
least somewhere in the gen/comp hierarchies representing them and the
memories and patterns that include them.
I have always considered myself a visual thinker, and much of my AGI
thinking is visual, but if you ask me what is “2 + 2”, it is a voice I
hear in my head that says “4”, not a picture. It is not necessary that
visual reasoning be the main driving force in reasoning involving a
particular mathematical thought. To a certain extent math is a
language, and it would be surprising if linguistic patterns and
behaviors -- or at least patterns and behaviors partially derived from
them -- didn’t play a large role in mathematical thinking.
Edward W. Porter
Porter & Associates
24 String Bridge S12
Exeter, NH 03833
(617) 494-1722
Fax (617) 494-1822
[EMAIL PROTECTED]
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