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Steven Pinker -- How the Mind Works - Hampshire High Italian ...

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Good Ideas 321top, which leans without falling, is an object of wonder to all of us, evenphysicists.It is not surprising to find that <strong>the</strong> mind is non-Newtonian. The idealizedmotions of classical mechanics are visible only in perfectly elasticpoint masses moving in vacuums on frictionless planes. In <strong>the</strong> real world,Newton's laws are masked by friction from <strong>the</strong> air, <strong>the</strong> ground, and <strong>the</strong>objects' own molecules. With friction slowing everything that moves andkeeping stationary objects in place, it's natural to conceive of objects ashaving an inherent tendency toward rest. As historians of science havenoted, it would be hard to convince a medieval European struggling tofree an oxcart from <strong>the</strong> mud that an object in motion continues at a constantspeed along a straight line unless acted upon by an external force.Complicated motions like spinning tops and rolling wheels have a doubledisadvantage. They depend on evolutionarily unprecedented machineswith negligible friction, and <strong>the</strong>ir motions are governed by complex equationsthat relate many variables at once; our perceptual system can handleonly one at a time even in <strong>the</strong> best of circumstances.Even <strong>the</strong> brainiest baby has a lot to learn. Children grow up in aworld of sand, Velcro, glue, Nerf balls, rubbed balloons, dandelion seeds,boomerangs, television remote controls, objects suspended by near-invisiblefishing line, and countless o<strong>the</strong>r objects whose idiosyncratic propertiesoverwhelm <strong>the</strong> generic predictions of Newton's laws. Theprecociousness that infants show in <strong>the</strong> lab does not absolve <strong>the</strong>m oflearning about objects; it makes <strong>the</strong> learning possible. If children did notcarve <strong>the</strong> world into objects, or if <strong>the</strong>y were prepared to believe thatobjects could magically disappear and reappear anywhere, <strong>the</strong>y wouldhave no pegs on which to hang <strong>the</strong>ir discoveries of stickiness, fluffiness,squishiness, and so on. Nor could <strong>the</strong>y develop <strong>the</strong> intuitions capturedin Aristotle's <strong>the</strong>ory, <strong>the</strong> impetus <strong>the</strong>ory, Newton's <strong>the</strong>ory, or Wile E. Coyote's<strong>the</strong>ory. An intuitive physics relevant to our middle-sized world hasto refer to enduring matter and its lawful motions, and infants see <strong>the</strong>world in those terms from <strong>the</strong> beginning.Here is <strong>the</strong> plot of a movie. A protagonist strives to attain a goal. Anantagonist interferes. Thanks to a helper, <strong>the</strong> protagonist finally succeeds.This movie does not feature a swashbuckling hero aided by a

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