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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
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Seems like this could be done as a computer program. I think maybe Colorado Boulder has a phet demo that, with some simplification. might work. thanks for the suggestion, Kathryn mike On Wed, Apr 29, 2009 at 6:47 AM, Chval, Kathryn B. <chvalkb@missouri.edu>wrote: > I worked with David Page years ago. He used an idea that seemed to make > sense to teenagers. He said, "Imagine you have two videos. In the first > video you are running. What do you see when you push play? (Yes, you > are running forward.) Now what happens when you push rewind and watch > the tape? You are running backward. > > Now imagine the second video. In the second video I film you running > backward. What do you see when you push play? (you are running > backward) What do you see when you push rewind and watch the tape. (you > are running forward)." > > Of course, it is actually best if you have the videos and can play them. > > > Kathryn Chval > > -----Original Message----- > From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] > On Behalf Of Mike Cole > Sent: Tuesday, April 28, 2009 10:11 PM > To: David Kellogg > Cc: Culture ActivityeXtended Mind > Subject: Re: [xmca] a minus times a plus > > The translation from math discourse to discourse discourse will almost > certainly help, David. > The teen's dad was very clear about a double negative being a positive. > "Not not caring=caring" but that understanding does not cross > discourse.representational domains. > > I thought Joplin's line was "freedom's just another word for nothing > left to > lose." Hard to remember > stuff from the prior millenium. > > mike > > PS -- Hmmm, or was that something about the freedom of necessity from > yet > another prior millenium? > > PPS-- I'll give your version a try. First chance I get, > mike > > On Tue, Apr 28, 2009 at 7:00 PM, David Kellogg > <vaughndogblack@yahoo.com>wrote: > > > > > Mike: > > > > Try the following sentences on your teenager. (Sing where possible!) > > > > a) It's worth it. > > b) It's not worth it. > > c) It's not not worth it. > > d) It's not worth nothing. > > e) Nothing ain't worth nothing but it's free (Kris Kristofferson > version) > > f) Nothing ain't worth nothing hon' if it ain't free. (Janis Joplin > > version) > > (Thanks to an imperfectly anonymous reviewer for MCA for straightening > out > > my discography for the last two examples.) > > > > See if he can explain WHICH sentences mean something is worth it and > which > > ones mean it's not worth it. Of course, this IS related to the notion > of a > > negative operating on a positive to produce a negative. > > > > But how to explain the relationship? I think it's not that systems of > > negation in language are mathematical; it's that systems of negation > in > > MATHEMATICS tend to the linguistic. That's the way ALL higher > psychological > > processes work. > > > > David Kellogg > > Seoul National University of Education > > > > > > > > > > > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca