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-- "Time" from The Dark Side of the Moon: Pink Floyd
Your present age is the geometric mean of the referenceage and the assumed age of death, and becomes closer to the arithmeticmean as your present age approaches the latter.
After rediscovering this relationship,Fechner showed that this indicates that the intensity of sensation isproportional to the logarithm of the intensity of the stimulus.
Where are the long, leisurely summers we knew aschildren?
He also described two different components of dreams: manifest content and latent content. is made up of the actual images, thoughts, and content contained within the dream while the represents the hidden psychological meaning of the dream.
According to Krashen, the study of the structure of the language canhave general educational advantages and values that high schools and collegesmay want to include in their language programs. It should be clear, however,that examining irregularity, formulating rules and teaching complex factsabout the target language is not language teaching, but rather is "languageappreciation" or linguistics.
Why do we now seem so rushed by life?
Consistent with the , Sigmund Freud’s theory of dreams suggested that dreams represented desires, thoughts, and motivations. According to Freud’s psychoanalytic view of personality, people are driven by aggressive and sexual instincts that are repressed from .
So existing theories can generate new hypotheses, but existing hypotheses can also be rolled up into a new theory. For example, the classic cell theory unites the hypotheses that all living things are composed of cells, that new cells come from existing cells, and that cells are the fundamental unit of structure and function for all of life. Modern cell theory now includes additional hypotheses, such as all cells are biochemically similar, contain heritable genetic information, and are the sites of energy flow.
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For thetwenty-year-old, two years are required to add 10%.
Krashen's widely known and well acceptedtheory of second language acquisition has had a large impact inall areas of second language research and teaching since the 1980s.
For time perception,clock time (calendar age) is the "stimulus".
Mathematically, thisrelationship is said to be either logarithmic or exponential, dependingon which variable is used as the reference: the length of the yearsseems to shrink logarithmically if we regard our subjective aging asuniform, while the speed of passage of these years seems to increaseexponentially if we regard the years as being of equal length.
If not, it may be irrelevant tothe the human mind uses.
Stephen Krashen (University of Southern California) is an expert inthe field of linguistics, specializing in theories of language acquisitionand development. Much of his recent research has involved the study ofnon-English and bilingual language acquisition. During the past 20 years,he has published well over 100 books and articles and has been invitedto deliver over 300 lectures at universities throughout the United Statesand Canada.
First, let’s start by answering a basic question.
According to Krashen there are two independent systems of second languageperformance: 'the acquired system' and 'the learned system'. The 'acquiredsystem' or 'acquisition' is the product of a subconscious processvery similar to the process children undergo when they acquire their firstlanguage. It requires meaningful interaction in the target language - naturalcommunication - in which speakers are concentrated not in the form of theirutterances, but in the communicative act.
There is a question of origin: when is "zero"?
When we are young, the changing nature of our lives tends toobscure the shrinking years: the twenty-year-old rarely thinks abouthow life was at age 10; life at 20 is filled with different activitiesand concerns, and it is the future that dominates reverie.
See here an enlightening video by Krashen about comprehensible input.
The 'learned system' or 'learning' is the product of formal instructionand it comprises a conscious process which results in conscious knowledge'about' the language, for example knowledge of grammar rules. Accordingto Krashen 'learning' is less important than 'acquisition'. .
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