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Stimuli-Response Systems as a source of Logic

  1. Apr 12, 2007 #1
    We humans recieve stimuli and give responses accordingly. So do objects and other living things.

    We are born to respond to stimuli. Our responses stimulate the environment which in turn stimulates us. This is how we learn our first motor skills and attain our first knowledge.

    Knowledge is attained through sophistication of the stimulus and response system that we develop as we are exposed to more or less changing situtations. Our brains ablity to train and retrain to retain certain pathways in our central nervous system ultimately determine the structure of our thinking processes. Without energies to reinforce these connections, they will physically degenerate till they possess no more influence on the learner. With a partially changing environment, specificity can develop.

    We live our lives as free associators, combining inputs and creating outputs.

    Learning logic is as much about patterns as is learning the order of the alphabet is about learning patterns. The variability of responses may exceed the variability of stimuli, and this is necessary for associative thinking processes, such as the type required to type this post. This personality might by may be interpreted as hyperactive. For cases where the variability of stimuli exceeds the varibility of outputs, one is praciticing constrained, conserving thinking. This personality can obivously be interpreted as conservative.

    A good observer is able to make measurement by virtue of a stimulus and response system, because one has been able to match the variability of responses with the variability of stimuli. Obviously, not all contact with the physical world will have equal impression on us. This is a matter of energy that has tamed and detamed the stimulus-response mechanism.

    Some stimuli compound on us, and then we act with more force, whereas other stimuli, the opposite occurs. Our concept of time and space is related to our stimulus-response system (notice how "biological clocks" and "personal space" affect the way we live). Memories of a feather flock together and ultimately determine the manner in which we communicate by voice.

    Some people's biological clocks are wired differently than ours and cause them to have different and distinguishable sleeping patterns. That they are distinguishable implies that they are different and that therefore as stimuli, these affect our stimulus and response complex in ways according to their various manner.

    If we respond to our own rational thoughts, the variablity in possible responses may increase as these instances are made but no more than than beyond the constraint of these rational thoughts allow. Infact, all rational thoughts must possess the power to constrain thought to that which is strongly immersed in communication. Ultimately, a rational thought must refer to some common functionality that is common to many stimulus-response systems as complex as ours.

    Around this is the ability to create interference, by increasing or decreasing the rates of responses in accordance with the stimuli they generate. What we can learn is as various as stimuli to the extent that it can be held in our memory. To learn to forget is to attain a habit of avoiding those responses which unleash impressions strongly connected to these memories as well as preventing new responses to be associated with them. The absence of attention is apparent when we recieve many similar stimuli and yet cannot think or act in response to them. The matter of interest includes not only the stimulus-response complex but also whatever goes into it internally such as that which arrives intravenously in the brain.

    The notion of logic is a humanistic concept important in our everyday life. Obviously, the more skilled craftsmen involve more often than not engineers who actually adapt scientific knowledge to solutions to modern day problems. They are more logical craftsmen than others. It is rather the increasing magnitude of responses we get from otherwise inert materials that makes craftmanship related to scientific knowledge much more impeccable when compared to vague responses that result from "poorly" understood "reactions" (for obvious reasons) such as "chi", "ether", and "water memory". These responses "poorly" are understood because any attempt of understanding these lacks actual measuring devices and involves no measuring device appropriate for the use of cross-culturally effective craftsmanship. Measuring devices are important for craftsmanship and necessarily for "rational" thinking to have strong presence in reality. This is where we arrive at the "logical" as opposed to the "intuitive" and associative: As the objects we interfere with become more sophisticated stimuli-response complexes which are created by ourselves, even as they appear to lack a free will of their own, they become edifices of communication and are therefore logical, since that which is illogical fails to make a connection between a given set of communicators. Logical, is therefore, that which eases the soundness and continuation of transmission and feedback.
     
  2. jcsd
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