Vandervert Larry, Moe Kimberly
American Nonlinear Systems, Spokane, USA.
Dept. of Education, Adjunct, Whitworth University, Spokane, USA.
Cerebellum Ataxias. 2021 May 10;8(1):13. doi: 10.1186/s40673-021-00136-2.
The purpose of this article is to argue that the patterns of sequence control over kinematics (movements) and dynamics (forces) which evolved in phonological processing in inner speech during the evolution of the social-cognitive capacities behind stone-tool making that led to the emergence of Homo sapiens are homologous to the social cerebellum's capacity to learn patterns of sequence within language that we refer to as mathematics. It is argued that this evolution (1) selected toward a social cognitive cerebellum which arose from the arduous, repetitive precision patterns of knapping (stone shaping) and (2) that over a period of a million-plus years was selected from mentalizing toward the kinematics and dynamics as observed and modeled in Theory of Mind (ToM) of more experienced stone knappers. It is concluded that components of this socially-induced autobiographical knowledge, namely, (1) segmenting events, (2) sequencing events, and (3) sequencing event clusters, all at various levels of abstraction, can inform optimum approaches to one-on-one tutoring of children with mathematical learning disabilities.
本文旨在论证，在导致智人出现的石器制作背后的社会认知能力进化过程中，内心言语中的语音处理所演化出的对运动学（运动）和动力学（力量）的序列控制模式，与社会小脑学习我们称为数学的语言内序列模式的能力是同源的。有人认为，这种进化（1）朝着一个社会认知小脑进行选择，该小脑源自艰苦、重复的敲击（石器塑形）精确模式；（2）在一百多万年的时间里，从心理化朝着在更有经验的石器敲击者的心理理论（ToM）中观察和建模的运动学和动力学进行选择。得出的结论是，这种社会诱导的自传体知识的组成部分，即（1）对事件进行分割、（2）对事件进行排序、（3）对事件集群进行排序，所有这些都在不同的抽象层次上，可以为一对一辅导有数学学习障碍的儿童提供最佳方法。
