MM> VH> If you presented the problem to me as you have described it above,
MM> VH> "Elicitation may take any form prompted by logic,
reason, research or
MM> VH> faith - and all forms appear to be equally effective,"
without telling
MM> VH> me you are looking for a name, I could name it right off -- that's
MM> VH> cognitive behavior.

MM>Be it awareness (consciousness) or thinking ?

MM>I'm of the opinion that a good explanation of consciousness will
MM>probably explain my particular field of interest - or vice versa.

MM>The behaviour I'm concerned with is reading.   There are
MM>descriptions of teaching reading that cover the last 3,000 years,
MM>all of them happily succeeding in getting some 80% of pupils up
MM>and away - even though wildly dissimilar.

Reading is a cognitive skill.  It is, in fact, the classic example of a
cognitive skill.

MM>None of them ever fail to establish reading behaviour, leading to
MM>the thought that people acquire reading skills despite the method
MM>of the moment.

MM>The reason for this seems simple upon analysis - learning to read
MM>is a matter of small descriminative learnings from conception
MM>that build on each other until true reading is triggered off by
MM>external events such as formal teaching at age 5 or 6.

MM>In fact, I'd argue that we overlook the critical age of 0-2 in
MM>trying to accelorate the learning of reading  -  that we then to
MM>our best to impede the process by insisting on teaching infants to
MM>read aloud  -  and that we finish it all off by abandoning people
MM>at that stage (at about 16) when they should be taught to read
MM>silently and at 2 or 3 times faster.

MM>It struck me t'other day that there must be similar examples of
MM>such appearances of behaviour  -  and therefore a `mot juste' for
MM>it.

MM>What do you think ?

Small children can be taught symbology -- which is a component of
reading skills.  By learning that symbols have meaning, they are
partially there.  Singing the alphabet song is also a preparatory skill.
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