{"id":35481,"date":"2019-10-31T22:04:33","date_gmt":"2019-10-31T19:04:33","guid":{"rendered":"https:\/\/prohoster.info\/blog\/kognitivnye-iskazheniya-v-osvoenii-vremen-anglijskogo-yazyka-ili-kto-nam-meshaet-tot-nam-i-pomozhet\/"},"modified":"2021-02-16T09:44:39","modified_gmt":"2021-02-16T07:44:39","slug":"kognitivnye-iskazheniya-v-osvoenii-vremen-anglijskogo-yazyka-ili-kto-nam-meshaet-tot-nam-i-pomozhet","status":"publish","type":"post","link":"https:\/\/prohoster.info\/ro\/blog\/news\/kognitivnye-iskazheniya-v-osvoenii-vremen-anglijskogo-yazyka-ili-kto-nam-meshaet-tot-nam-i-pomozhet","title":{"rendered":"Deform\u0103rile cognitive \u00een st\u0103p\u00e2nirea \u201etimpurilor\u201d limbii engleze, sau Cine ne \u00eempiedic\u0103, ne ajut\u0103.","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

\"Deform\u0103rile<\/p>\n

*Fenomenul Baader-Meinhof<\/a><\/noindex>, sau Iluzia frecven\u021bei \u2014 o deformare cognitiv\u0103 prin care informa\u021biile recent dob\u00e2ndite, ap\u0103rute din nou dup\u0103 o perioad\u0103 scurt\u0103 de timp, sunt percepute ca repet\u00e2ndu-se extrem de des.<\/i><\/p>\n

\u00cen jurul exist\u0103 \u201cbug-uri\u201d...<\/h3>\n

\u201eSoftware\u201d-ul fiec\u0103ruia dintre noi este plin de \u201ebagi\u201d \u2014 <\/a><\/noindex>deform\u0103ri cognitive.<\/a><\/noindex>.<\/p>\n

\"Deform\u0103rile<\/p>\n

Se pune \u00eentrebarea: cum poate percepe realitatea o persoan\u0103 f\u0103r\u0103 acestea? Poate mintea uman\u0103, \u00een principiu, s\u0103 fie liber\u0103 de abaterile sistematice \u00een percep\u021bie? Cum s-ar schimba societatea uman\u0103 \u0219i lumea dac\u0103 fiecare ar fi liber de ele?<\/p>\n

Deocamdat\u0103 nu exist\u0103 r\u0103spunsuri la aceste \u00eentreb\u0103ri, \u0219i p\u00e2n\u0103 nu este nimeni liber de ele, aceast\u0103 \u201efericul\u0103 a lui Ahile\u201d a percep\u021biei umane este exploatat\u0103 cu succes de marketeri, publicitari \u0219i al\u021bii care lucreaz\u0103 \u00een domeniul economiei comportamentale.<\/a><\/noindex>Ace\u0219tia au reu\u0219it s\u0103 creeze tehnici de manipulare, exploat\u00e2nd deform\u0103rile noastre cognitive pentru, de exemplu, atingerea obiectivelor comerciale ale corpora\u021biilor.<\/p>\n

Autoarea a g\u0103sit o aplicare practic\u0103 deform\u0103rilor cognitive \u00eentr-o alt\u0103 sfer\u0103 \u2014 \u00eenv\u0103\u021barea limbilor str\u0103ine.<\/p>\n

Inert\u021bia psihologic\u0103 a limbii materne \u00een \u00eenv\u0103\u021barea unei limbi str\u0103ine.<\/h3>\n

Ca specialist care lucreaz\u0103 cu con\u0219tiin\u021ba oamenilor, autoarea \u0219tie foarte bine c\u00e2t de chinuitoare \u0219i pu\u021bin eficient\u0103 este lupta \u00eempotriva iner\u021biei psihologice a limbii materne \u00een \u00eenv\u0103\u021barea limbii engleze.<\/p>\n

\u0218tiin\u021ba cognitiv\u0103 a dezv\u0103luit c\u0103, chiar dac\u0103 o persoan\u0103 este perfect con\u0219tient\u0103 de existen\u021ba deform\u0103rilor cognitive, aceast\u0103 cunoa\u0219tere nu \u00eei ofer\u0103 \u00een niciun caz imunitate \u00eempotriva c\u0103derii \u00een ele. Scopul \u00eenv\u0103\u021b\u0103rii unei limbi este st\u0103p\u00e2nirea practic\u0103 a limbii ca instrument, nu lupta cu deform\u0103rile cognitive inevitabile care \u00eempiedic\u0103 atingerea acestui obiectiv. Totu\u0219i, confruntarea cu deform\u0103rile cognitive \u00een procesul de \u00eenv\u0103\u021bare a unei limbi str\u0103ine este inevitabil\u0103.<\/p>\n

Din p\u0103cate, tehnologiile \u0219i metodele de \u00eenv\u0103\u021bare a limbilor str\u0103ine populare de ast\u0103zi, la un nivel sistematic, nu \u021bin cont de rezisten\u021ba natural\u0103 a psihicului la integrarea construc\u021biilor lingvistice pe care nu le \u00een\u021belege \u0219i, de fapt, reprezint\u0103 mai degrab\u0103 proiecte pe termen lung pentru a sparge u\u0219i \u00eenchise cu fruntea, dec\u00e2t un proces pl\u0103cut de dob\u00e2ndire a unor abilit\u0103\u021bi importante, \u00eenso\u021bit de satisfac\u021bia cre\u0219terii abilit\u0103\u021bilor \u0219i de rentabilitatea investi\u021biilor intelectuale, temporale \u0219i financiare.<\/p>\n

\u00cen timpul practicii pedagogice, autorul a \u00eenv\u0103\u021bat un adev\u0103r: a lupta \u00eempotriva distorsiunilor percep\u021biei \u00een \u00eenv\u0103\u021barea unei limbi este la fel de neproductiv ca \u0219i a lupta cu propriii \u0218oareci, conform lui Jung, pe care \u00eei po\u021bi dep\u0103\u0219i doar prin a-i identifica, con\u0219tientiza \u0219i accepta \u00een tine \u00eensu\u021bi. C\u00e2nd are loc integrarea Umbrei reprimate \u00eenapoi \u00een personalitate, aceast\u0103 umbr\u0103 devine o resurs\u0103 puternic\u0103.<\/p>\n

\r\n \"Reda\u021bi\r\n
<\/div>\r\n <\/div><\/center><\/p>\n

Din aceast\u0103 concluzie a ap\u0103rut ideea de a \"c\u0103l\u0103ri\" iner\u021bia distorsiunilor cognitive, de a juca controlat cu con\u0219tientul astfel \u00eenc\u00e2t distorsiunile s\u0103 ajute, nu s\u0103 \u00eempiedice, \u00eenv\u0103\u021barea rapid\u0103 a materialului.<\/p>\n

A fost creat\u0103 Metoda 12 (link \u00een profil) \u2014 o metod\u0103 heuristic\u0103 de \"\u00eenc\u0103rcare\" a sistemului \"timpurilor\" gramaticii engleze. Un proces \u00een care unele dintre distorsiunile noastre cognitive, care de obicei reprezint\u0103 obstacole, devin alia\u021bi ai no\u0219tri, asigur\u00e2nd, paradoxal, con\u0219tientizarea \u0219i confortul procesului de \u00eenv\u0103\u021bare, economisind semnificativ timp \u0219i bani \u2014 \u00een general, un drum destul de simplu, algoritmic \u0219i pl\u0103cut c\u0103tre obiectiv.<\/p>\n

\"Cine ne \u00eempiedic\u0103, ne ajut\u0103!\"<\/h3>\n

\u00cen sistemul de \u00eenv\u0103\u021bare a celor dou\u0103sprezece forme temporale engleze\u0219ti, Metoda 12 \u00eencorporeaz\u0103 principiul aikido: \"Cine ne \u00eempiedic\u0103, ne ajut\u0103!\"<\/p>\n

\r\n \"Reda\u021bi\r\n
<\/div>\r\n <\/div><\/center><\/p>\n

\u00centr-adev\u0103r, de ce s\u0103 investe\u0219ti \u00eentr-o lupt\u0103 epuizant\u0103 cu distorsiunile cognitive, c\u00e2nd le po\u021bi folosi ca alia\u021bi puternici, pe spatele c\u0103rora e mult mai u\u0219or s\u0103 intri triumf\u0103tor \u00een o nou\u0103 abilitate?<\/p>\n

Ce sunt aceste distorsiuni cognitive<\/a><\/noindex>, care ne ajut\u0103 s\u0103 st\u0103p\u00e2nim materialul \u00een cadrul Metodei 12 \u0219i cu care abord\u0103rile tradi\u021bionale de \u00eenv\u0103\u021bare interac\u021bioneaz\u0103 at\u00e2t de ira\u021bional?<\/p>\n

S\u0103 \u00eencepem cu faptul c\u0103, \u00een orice abordare tradi\u021bional\u0103 a \u00eenv\u0103\u021b\u0103rii unei limbi, se produce \u00eenv\u0103\u021barea din exterior.<\/i> ca deja un fenomen existent. Perspectivele integr\u0103rii ulterioare a acestui sistem str\u0103in \u00een arsenalul propriului con\u0219tiin\u021be \u00eei par celui care \u00eenva\u021b\u0103 la fel de vagi ca luarea cu salt a unei zid de fortifica\u021bie. Exist eu, iar el este gigantul englez, \u0219i acest elefant trebuie s\u0103-l m\u0103n\u00e2nc \u0219i s\u0103-l diger, t\u0103ind \u00eendelung buc\u0103\u021bi mici din el.<\/p>\n

Paz\u0103 a momentului c\u00e2nd acest elefant devorat va deveni o parte integrat\u0103 a con\u0219tiin\u021bei tale st\u0103 o distorsiune cognitiv\u0103, denumit\u0103 \u201eEfectul IKEA<\/a><\/noindex>\u201d (ceea ce este asociat cu \u201eSindromul \u201enu a fost creat de mine<\/a><\/noindex>\u201d). Metoda 12 \u021bine cont de acest fenomen psihic, precum \u0219i de similarul \u201eEfectul gener\u0103rii sau manifest\u0103rii<\/a><\/noindex>\u201d (care este o proprietate obiectiv\u0103 a psihicului, nu o distorsiune cognitiv\u0103), construind un spa\u021biu educa\u021bional pe baza iner\u021biei lor.<\/p>\n

S\u0103 examin\u0103m cum interac\u021bioneaz\u0103 fiecare dintre ele cu Metoda 12<\/b><\/p>\n

S\u0103 examin\u0103m cum interac\u021bioneaz\u0103 fiecare dintre ele cu Metoda 12 \u0219i cu metodele tradi\u021bionale:<\/p>\n\n\n\n\n\n
Efectul IKEA, descriere<\/th>\nMetoda 12<\/th>\nMetodele tradi\u021bionale de predare<\/th>\n<\/tr>\n<\/thead>\n
Tendin\u021ba oamenilor de a aprecia mai mult ceea ce au contribuit la crearea sa. Datorit\u0103 faptului c\u0103 s-au investit multe eforturi \u00een proiect, oamenii sunt adesea predispu\u0219i s\u0103 continue s\u0103 investeasc\u0103 \u00een proiecte care se dovedesc evident e\u0219uate.<\/td>\n\u00cen cadrul Metodei 12, persoana \u00ee\u0219i construie\u0219te singur\u0103 sistemul timpurilor engleze\u0219ti, r\u0103spunz\u00e2nd la \u00eentreb\u0103rile profesorului, prezentate \u00eentr-o anumit\u0103 ordine. Cei care \u00eenva\u021b\u0103 v\u0103d c\u00e2te etape au r\u0103mas p\u00e2n\u0103 la finalizarea construc\u021biei, m\u0103sur\u00e2nd rentabilitatea investi\u021biilor lor. C\u00e2nd construc\u021bia este finalizat\u0103, ace\u0219tia \u00eenceteaz\u0103 s\u0103 mai investeasc\u0103 \u00een crearea ei \u0219i con\u0219tientizeaz\u0103 c\u0103 \u00eencepe etapa de perfec\u021bionare a st\u0103p\u00e2nirii construc\u021biei.<\/td>\nPersoana care \u00eenva\u021b\u0103 nu construie\u0219te nimic singur\u0103, ci doar \u00eencearc\u0103 \u00een mod orb s\u0103 captureze o anumit\u0103 materie extern\u0103, abstract\u0103 pentru ea. \u00cen general, oamenii \u00eencearc\u0103 s\u0103 \u00een\u021beleag\u0103 sistemul timpurilor timp de ani \u0219i r\u0103m\u00e2n nesatisf\u0103cu\u021bi de \u00een\u021belegerea \u0219i st\u0103p\u00e2nirea acestei materii. Cei care \u00eenva\u021b\u0103 fie se retrag pentru o vreme, mai t\u00e2rziu, sub presiunea necesit\u0103\u021bii obiective, se \u00eentorc la \u00eencerc\u0103rile de a st\u0103p\u00e2ni materialul; fie continu\u0103 cu perseveren\u021b\u0103 s\u0103 investeasc\u0103 \u00een ceea ce nu reu\u0219esc s\u0103 fac\u0103 bine, f\u0103r\u0103 con\u0219tientizare.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n
Efectul gener\u0103rii sau manifest\u0103rii, descriere<\/th>\nMetoda 12<\/th>\nMetodele tradi\u021bionale de predare<\/th>\n<\/tr>\n<\/thead>\n
Cea mai bun\u0103 asimilare a materialului se realizeaz\u0103 \u00eentr-un context de autodidact, c\u00e2nd o persoan\u0103 \u00ee\u0219i genereaz\u0103 singur\u0103 informa\u021bia sau o completeaz\u0103, mai degrab\u0103 dec\u00e2t prin simpla citire. Acest proces se manifest\u0103 datorit\u0103 unei prelucr\u0103ri mai profunde a informa\u021biilor completate, care con\u021bin o \u00eenc\u0103rc\u0103tur\u0103 semantic\u0103 mai mare. Implic\u0103 stabilirea unui num\u0103r mai mare de conexiuni asociative, ceea ce cre\u0219te num\u0103rul de \u201erute de acces\u201d la informa\u021bia generat\u0103, spre deosebire de simpl\u0103 \u201electur\u0103\u201d.<\/td>\n\u00cen cadrul Metodei 12, persoanele, r\u0103spunz\u00e2nd la \u00eentreb\u0103ri secven\u021biale de natur\u0103 cognitiv\u0103, \u00ee\u0219i genereaz\u0103 autonom un sistem, sco\u021b\u00e2nd din con\u0219tiin\u021ba lor elemente familiare ale limbii materne \u0219i compun\u00e2ndu-le \u00eentr-un alt sistem al limbii studiate. Astfel, noul sistem este crea\u021bia studentului, nu un obiect extern de studiu. Asem\u0103narea sistemului manifestat cu sistemul \u201etimpurilor\u201d \u00een englez\u0103 este responsabilitatea profesorului \u0219i a dezvoltatorului, nu a studentului.<\/td>\nPersoana \u00eenv\u0103\u021bat\u0103 nu creeaz\u0103 nimic de la sine, ci \u00eencearc\u0103 s\u0103 studieze \u00een orb o anumit\u0103 materie extern\u0103, abstract\u0103 \u0219i necunoscut\u0103 pentru el, folosind reguli \u0219i exerci\u021bii relativ nesistematizate, create de ter\u021bi.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Aceste dou\u0103 fenomene, unul dintre ele fiind o distorsiune cognitiv\u0103, sunt pilonii pe care se bazeaz\u0103 dou\u0103 din cele patru (simetrice, primul \u0219i al treilea) etape ale Metodei 12, unde se identific\u0103 construc\u021bia sistemului formelor verbale engleze\u0219ti.<\/p>\n

Triumful bufni\u021bei \u0219i al globului<\/h3>\n

Apoi, Metoda 12 dep\u0103\u0219e\u0219te cu succes problema veche a celor care \u00eenva\u021b\u0103 \u201epurtarea bufni\u021bei ruse\u0219ti pe globul englezesc\u201d, despre care autorul a mai scris anterior. <\/a><\/noindex>anterior.<\/p>\n

Se pare c\u0103 aceast\u0103 distorsiune cognitiv\u0103 este o derivat\u0103 a distorsiunilor \u201eBiasul de confirmare<\/a><\/noindex>\u201d, \u201cEfectul Semmelweis<\/a><\/noindex>\u201d \u0219i \u201eIluzia clustering-ului<\/a><\/noindex>\u201d. Le une\u0219te tendin\u021ba psihicului nostru de a c\u0103uta sau de a interpreta informa\u021bii noi astfel \u00eenc\u00e2t s\u0103 se integreze \u00een paradigma deja existent\u0103 \u00een con\u0219tiin\u021b\u0103. \u00cen cazul studiului limbii engleze \u2014 fenomenul c\u0103ut\u0103rii persistente a logicii cognitive ruse\u0219ti \u00een limbajul str\u0103in, care \u00een acel format c\u0103utat, desigur, aproape c\u0103 nu exist\u0103.<\/p>\n

\u00cen loc s\u0103 ne cert\u0103m cu o for\u021b\u0103 puternic\u0103 care, dincolo de voin\u021ba noastr\u0103, \u00eencepe s\u0103 \"trag\u0103\" un nou material aflat \u00een afara paradigmei limbii ruse, pe aceast\u0103 paradgim\u0103, \u00een loc s\u0103 \u00eempingem cu cuie reguli \u00een acest proces spontan \u0219i s\u0103 l\u0103s\u0103m biciul corect\u0103rii \u0219i repara\u021biei ne\u00eencetatelor gre\u0219eli \u00een vorbire \u0219i exerci\u021bii, noi, ca un \u00een\u021belept doctor psihiatru, suntem de acord cu con\u0219tiin\u021ba necontrolat\u0103. \"Da, draga mea. Vrei a\u0219a? Bine\u00een\u021beles, bunul meu, s\u0103 fie a\u0219a cum dore\u0219ti.\" \u0218i construim un curs necesar pentru elementele naturale.<\/p>\n

Con\u0219tiin\u021ba \u00eemb\u0103rb\u0103tat\u0103 \u00eenceteaz\u0103 s\u0103 se mai streseze \u0219i s\u0103 panic\u0103 din cauza imposibilit\u0103\u021bii de a \"\u00eenghesui imposibilul\". \u00centre timp, noi cu bl\u00e2nde\u021be \u00eei oferim o reprezentare a sistemului formelor verbale temporale, codificat\u0103 \u00eentr-un sistem familiar pentru el, con\u0219tiin\u021bei, de realit\u0103\u021bi \u0219i simboluri \"pa\u0219nice\" - \"fapte\", \"procese\", \"deadline-uri\", \"fapte finalizate\", etc. Aceast\u0103 construc\u021bie simbolic\u0103 auxiliar\u0103 este compus\u0103 \u00een a\u0219a fel \u00eenc\u00e2t s\u0103 fie identic\u0103 sistemului celor dou\u0103sprezece timpi engleze\u0219ti la activ. Dup\u0103 c\u00e2teva ore de antrenament, con\u0219tiin\u021ba suprapune lin linia auxiliar\u0103 3D asupra sistemului English Tenses \u0219i \u00ee\u0219i integreaz\u0103 natural odat\u0103 detestatul \u0219i incomprehensibilul Present Perfect Simple \u0219i Future Perfect Progressive. O analogie poate fi trasat\u0103 cu situa\u021bia \u00een care un medicament trebuie introdus \u00een s\u00e2ngele unei animale bolnave. Animalul va refuza s\u0103 ingereze pastila \u00een forma sa pur\u0103, \u0219i, \u00een loc s\u0103 pierdem vremea cu rezisten\u021ba \u0219i agresiunea sa, st\u0103p\u00e2nul pur \u0219i simplu adaug\u0103 pastila \u00een treat. Voil\u00e0.<\/p>\n

\u00cen rezultat, am permis con\u0219tiin\u021bei s\u0103 \u201ese \u00eentind\u0103\u201d pe placul ei, dar am corectat pu\u021bin acest proces: \u201ebufni\u021ba\u201d a devenit englez\u0103, iar \u201eglobe\u201d - rus. Adic\u0103, con\u0219tiin\u021ba, sub \u00eendrumarea atent\u0103 a profesorului, a \u00eencetat s\u0103 caute logica cognitiv\u0103 rus\u0103 \u00een englez\u0103, ci, din contr\u0103, a g\u0103sit \u00een rus\u0103 elemente ale logicii cognitive engleze\u0219ti \u0219i le-a organizat \u00een categorii clare \u0219i familiare pentru ea \u00een modelul sistemului, identic sistemului formelor temporale ale limbii engleze. Am dep\u0103\u0219it f\u0103r\u0103 durere \u0219i confort rezisten\u021ba con\u0219tiin\u021bei, evit\u00e2nd lupta zadarnic\u0103 cu aceasta, folosind mecanismele mai sus men\u021bionatelor distorsiuni cognitive \u00een favoarea interioriz\u0103rii mai calitative \u0219i profunde a abilit\u0103\u021bii.<\/p>\n

Mai mult, \u00een dezvoltarea terminologiei interne a Metodei 12, folosim iner\u021bia natural\u0103. Efectul familiariz\u0103rii cu obiectul.<\/a><\/noindex> \u0219i Heuristica accesibilit\u0103\u021bii.<\/a><\/noindex>, codific\u00e2nd, \u00een sensul larg, unele construc\u021bii cognitive extrem de complexe pentru percep\u021bia vorbitorilor de limb\u0103 rus\u0103 \u00een fraze populare, precum: \u201ecine se scoal\u0103 de diminea\u021b\u0103, de ale lui se bucur\u0103\u201d, \u201eam mers, am mers, am g\u0103sit un pl\u0103cint\u0103, m-am a\u0219ezat, am m\u00e2ncat, am mers mai departe\u201d, \u201efoarfeci\u201d, \u201ebolduri\u201d, \u201et\u0103ieturi\u201d. Acum, c\u00e2nd avem \u00een arsenalul nostru astfel de meme expresive, am eliberat milostiv con\u0219tiin\u021ba: acum, pentru a integra \u00een paradigma noastr\u0103 de limb\u0103 rus\u0103 formidabilul Past Perfect, nu avem nevoie de defini\u021bii complicate cum ar fi \u201eo ac\u021biune finalizat\u0103 \u00eenainte de un anumit punct din trecut specificat sau sugerat, format \u00een englez\u0103 prin had \u0219i participiul trecut\u201d. Este suficient s\u0103 insinu\u0103m conspirativ: \u201eale cui sunt papucii?\u201d.<\/p>\n

Sun\u0103 mai pu\u021bin \u0219tiin\u021bific, sunt de acord. Totu\u0219i, f\u0103r\u0103 distorsiuni cognitive \u0219i redus\u0103 la un sistem logic, simplu \u0219i fiabil, ca un Kala\u0219nikov. Smuls\u0103 din contextul sistemului construit, aceast\u0103 \u201epragmaterminalogie\u201d \u00ee\u0219i pierde orice semnifica\u021bie.<\/p>\n

Merit\u0103 men\u021bionat c\u0103 cursul este construit ciclic, \u00een cele mai bune tradi\u021bii. Efectul proces\u0103rii pe niveluri.<\/a><\/noindex> \u0219i Repeti\u021bia intermitent\u0103.<\/a><\/noindex>. Materialul primei etape este prelucrat la un nou nivel, mai profund, \u00een a treia etap\u0103, a doua etap\u0103 este similar\u0103 cu \u201e\u00eembog\u0103\u021bita\u201d a patra. Iar mai departe \u2014 the sky is the limit... \u00cen mintea studentului este implantat un \u201eschelet\u201d solid al gramaticii limbii engleze. Apoi, pe acesta pot fi ad\u0103ugate \u201emu\u0219chi\u201d reliefa\u021bi \u0219i polizate alte frumuse\u021bi lingvistice at\u00e2t c\u00e2t \u00ee\u0219i dore\u0219te \u0219i necesit\u0103 studentul.<\/p>\n

P\u0103catul \u00eenfrico\u0219\u0103tor al profesorului<\/h3>\n

Ne-am g\u00e2ndit mult la cei care \u00eenva\u021b\u0103. Dar profesorul? El este, de asemenea, o persoan\u0103 cu distorsiunile sale. Ce trebuie s\u0103 dep\u0103\u0219easc\u0103 profesorul \u00een sine, \u00eenv\u0103\u021b\u00e2nd prin Metoda 12? Distorsiunea percep\u021biei cu un nume \u00eenfrico\u0219\u0103tor \u201cBlestemul cunoa\u0219terii<\/a><\/noindex>\u201d: \u201cuna dintre distorsiunile cognitive \u00een g\u00e2ndirea uman\u0103, const\u00e2nd \u00een faptul c\u0103 persoanelor mai informate le este extrem de greu s\u0103 examineze o problem\u0103 din perspectiva persoanelor mai pu\u021bin informate\u201d. Av\u00e2nd o tehnologie at\u00e2t de transparent\u0103 \u00een lucru, profesorul nu are \u0219ansa de a-i complica f\u0103r\u0103 voie mintea studentului. Este foarte probabil ca, pred\u00e2nd prin Metoda 12, asemenea glumei, \u201c\u00een timp ce explica \u2014 a \u0219i \u00een\u021beles\u201d, profesorul, explic\u00e2nd materialul, uneori poate vedea \u00een el ceea ce nu a v\u0103zut anterior.<\/p>\n

A\u0219 dori s\u0103 \u0219tiu cu ce dificult\u0103\u021bi de percep\u021bie s-au confruntat cei care au citit acest text atunci c\u00e2nd au studiat limbile. \u0218i o mare rug\u0103minte pentru cei care nu au distorsiuni cognitive \u2014 v\u0103 rog s\u0103 nu arunca\u021bi piatr\u0103 \u00een Metod\u0103, pe c\u00e2t posibil. Autorul a depus eforturi.<\/p>\n

Sursa: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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