Here are my most recent posts, most seeming to have more relation to science than Buddhism per se:
(This present page, of course, is also printable.): [ (To check for more recent, just click on lorlarz2.) ]

 

lorlarz2 @lorlarz2 Jan 12

Only unique human capability?: to talk A LOT; BUT cultural achievements not withstanding, IMO individual humans uniquely communicate little.



  • Universities: more factories than humane, decent, open "think tanks": reward structure is too clear to see otherwise. No theory innovation.



  • As usual, 'homunculus' is 'alienated' from normal, natural, real phenomenon/experience: with his "mind-reading" & "time travel" (& "meta's")



  • optimistic?: don't believe U can't 'handle' the truth; just that U don't want to (1 shouldn't believe this is necess. better; may be worse)!





  • cognition "embedded"? OK: embedded in developed perception & related triggered memory: spacial, episodic, personal, declarative, procedural

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    lorlarz2 @lorlarz2 Jan 11

    added another 'answer' to … Shows how "far off" (& "adrift") devel. psychology is now.

    1 like
  • be good to have ontogeny & ontology (philosophy on 'coming to know') understandings be the same things

  • For those frustrated by my posts not directly addressing , go back to 19 Nov 2014 & read to Dec. this year.









  • additional gains from ethological cognitive-development theory summarized in 3 new points on bottom of . Compelling.

  • <-- It has been (in the past) a "technological issue". That is gone now. Onward i.e.

  • Only *very recently* has it become possible to investigate the maj. hypotheses of the cogn.-dev. ethological theory:

  • <--ethological developmental psyc. THEORY (innate/learned) does it w/ absolutely the most empirical (grounded-in-observable) approach poss.

  • BEST other dev. psyc. theo. do is talk about 'learning' involved & talk about 'innate' involved & do so separately, back & forth repeatedly

  • Only 1 dev. theo. credibly integrates 'innate factors' & 'learning' so BOTH simultaneously have effect:

  • people vs. people. Perhaps an AI person will build a robot that's much like a person before psyc.people can know themselves.








  • people don't care that they have extreme nature/nurture dualism or that they have central constructs that are obviously made up.

  • believe any non-infant human conceptualizing doesn't SIGN. involve BOTH learning & innate factors AT the SAME TIME: U will be shown wrong

  • To put real pieces together, U must 1st find the real pieces; extraneous or combos. won't adeq. point the way - just reveal an unclear limit

  • U never want to say "it just is", even when U can reliably & meaningfully 'see' it. U still will be limited big & stuck. E.G.: No "meta-'s"!

  • <--True for all previous abstraction developed (i.e. all abstraction at one time or another). W/O this understanding U R "adrift".

  • When is new abstraction not considered itself abstraction? When it 1st develops & exists as overt perceptual biases.

  • Show that both basic assumptions & major constructs of can be questioned BIG: &

  • Putting a lot of stuff together: <- Tired of: dualism?, of made-up constructs based on ad hoc models? Check this out

  • IF have accurately & well shown a rational, realistic core in , why not examine view?:

  • have culled for rational/realistic & thus perhaps indicate some of the development of my thought:

  • Asking & answering 'basic' questions from UR several "points of view" doesn't necess. result in good understanding (eg Rel. Dev. Sys. Theo.)

  • Asking & answering many 'basic' questions, doesn't necess. lead to the asking & answering of big ones (e.g. Skinner)

  • better assessm of animal's knowl/representation/memory/experience allows OTHER than 'learning' OR artificial constructs as alt. explanations

  • huge human population relates to no decent ecological proposition, though may relate to some sick business propositions.

  • Should get to time where U don't concern URself w/ 'spiritual' dev. per se, but ONLY reap fruits in/of real world action!

  • Special capacity "to know what 1 'thinks'/'knows'": posited so homoculus gets busy doing "more 'thinking'" - anyone's convenient guess what!

  • nonhumans exhibit info-seeking responses in situations w/ which they have NO prior experience & when ignorant & 'see' it in OTHERS - Rosati

  • <-aspects of representation & memory: no need for separate concepts like 'meta-cognition' & 'exec. processes'

  • 1 test of theory: indicates how behavior (aspect of organism's biology) likely relates to basic biological principles/laws, e.g. homeostatis

  • Science of real empiricist: there's nothing "abstract" in way often imagined - ALL skills R developed with/via key overt behavioral aspects.

  • <-We cannot content ourselves with suggestions or qualitative indications of ape psyc. relationships - w/o boldness that could go on forever

  • Not many [other] apes, nor people studying them; time for a strong theory (w/ clear strong hypotheses), NOW: URGENT.

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    lorlarz2 @lorlarz2 Dec 27

    If U torture an animal, some ability may drop out; this doesn't mean U eliminated the cause because U also caused interference. Think it out

  • Cruelty diminishes U/us; & it's unnecessary; there is plenty most important discoveries to make w/o engaging in cruelty to sentient beings.

  • like good : Do all the poss. needed inductive work 1st, then investigate (& at some pt. make deductions & test hypotheses)

  • Make 'spiritual' OR no excuse when U show less-than-your best: good ; finding max. awareness

  • 10 yr ago, the usage of the word 'ethology' fell out of favor, for vaguer terms ('evol. cognition'); save

  • can stop speaking about core personal ('spiritual') philosophies but U can't rightfully have speech not clearly guided by/based in

  • have spoken ; presented Buddhism; no longer speak Buddhism per se- take this as an e.g.

  • have studied ; I know Buddhism; no longer study Buddhism per se- take this as an example

  • empiricism: no abstract or symbolic representation (or image) that didn't have related innate guiding accompaniments during its development

  • empiricism: there is no abstract/symbolic representation (or image) that never had related behavioral accompaniments during its development.

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    lorlarz2 @lorlarz2 Dec 22

    It isn't just standing fully w/ science BUT where all can be seen as "fodder" in -- knowing HOW to do so!: & see my site.

  • Rational, realistic : . Rational, realistic developmental /: Try.

  • what's real to ALL is Real. Real is verifiable, as it seeks to be most valid: it's ideal science, yet includes everything

  • Main interest: patterns in social behavior of apes which seem to fully match core patterns of perceptual biases behind human cognitive dev.

  • For the record: I support ONLY rational, reality-based , fully congruent with science (& which supports ). Real Buddhism!

  • <-I.E. Major things says 'we can do' & 'other apes cannot' R MADE-UP from "thin air" for US w/ no reasonable basis, not

  • 'Meta-cognition' & 'exec. processes', out of "thin air" as needed: ridiculous, not legitimate concepts (no reasonable development specified)

  • If view of learning isn't clearly related to greater organismic/adaptive process: must be incorrect w/r to principle

  • start over, go further: when it may simplify &/or better connect/integrate knowledge, & elaborate principles (as appropriate) & nothing lost

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    lorlarz2 @lorlarz2 Dec 15

    If U cannot see clearly as existentialism, U have no understanding of it (like all my profs!) & too little personal responsibility

  • Clear, well-founded, simple truth is so scary (because of the responsibility it requires) that people _knowingly_ choose 'magic' & delusion.

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    lorlarz2 @lorlarz2 Dec15

    Care & communication essence: spec.: inter-rater reliability & validity. This simple outlook, all personal & science boils down to.

  • good news is that we can BEGIN AGAIN as often as necessary! -- THAT is THE saving "grace": See site

  • <-all simply from the clear implications of the 7 + or - 2 rule of short-term memory & deliberate working memory PERIOD

  • If U don't have it correctly, U must basically BEGIN AGAIN: human developmental , & :

  • Behavior is biological, of course: U must see it that way from the start. The beginning perspective on development:



  • U have to start correctly & organized (& valid) & then remain that way at ea. step of the development of knowledge OR U shall not have it.

  • systematically categorize concepts, via correct definitions of abstraction & know when to switch from 1 def. to another: most of success

  • Though U may use only 10% of your brain at 1 time/place, U use all of it cross-environment; very similarly behavior is "out there" in life

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    lorlarz2 @lorlarz2 Dec8

    'unconscious' seems to be invariably best conceptualized as "very-difficult"-to-recall preconscious features of experience ("out there" too)

  • What seems "inner"/"deep"/"within us" more empirically & satisfactorily conceptualized as out-in-the-world behavior along w/ everything else

  • We never imagine or think about things that are not existent: i.e. we think in terms of some of their concrete aspects even if in new combos

  • abstractions aren't simply learned OR taught, YET require nothing more (other) than emerging innate perceptual biases in an adaptive context

  • Abstraction: that which involves 'seeing' systematic imagings of aspects(parts) of different things/events, not present at same place & time

  • need an 'ecology' of term use (act. an ETHOLOGY for/of term use). Otherwise we use words poorly (& even use goofy words: eg: 'inner' 'deep')

  • <-- ... I do try to show what real abstractions are: . See that & thereby speak usefully about them (vs haphazard).

  • An association, even between an arbitrary symbol & an object is NOT itself an 'abstraction'; it's an association, given that extent of usage

  • If we don't come to love our fellow apes, doubt we'll have the understanding or good to save ourselves. Greed; & evil of dominion continues.

  • "Only if we understand can we care. Only if we care can we help. Only if we help will they be saved."J. Goodall. Doable, knowing us as apes

  • To see ourselves as apes, we must do paring down to basic essentials (realities), to what's behind human cogn. dev.:

  • Behavior, surely as any organ, a somewhat independent aspect (BUT an aspect) OF BIOLOGY?: Respond accordingly & if not in UR thinking START!

  • When we think (incl. when we 'conceive') must start simple (7 +or- 2) & go from there -- really will anyway. Recognize this or be delusional

  • basic nature of cognition (research-able), as meaningfully analogous to patterns shown in ape social understanding:



  • takes care of very clear problems in all major theoretical perspectives on human behavior & it seeks to be a base:

  • Only basic outline of key human behavior that explicitly aims to see basic cognition obeying principles of biology:

  • people may realize likely essentials of human concept [& memory & thought] development before behav. scientists!

  • There will always be many bad definitions & much confusion until a field is properly grounded.

  • <-- ... on site have already spelled-out the majors kinds of human abstraction; if only someone had the initiative without having to be told

  • Maybe when human researchers can discern 'thinking' from knowing, they will also be able to come up w/ decent human meanings for 'abstract'!

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