Touche
Now it seems clear that states and processes [of] the brain are responsible for behavioral dispositions. So the only way in which mental states and processes can be responsible for behavioral dispositions is for them to be the very same as the underlying physical states and processes that are responsible for those behavioral dispositions. . . . If pain equals what is responsible for pain behavior and (to oversimplify matters) the firing of C‑fibers equals what is responsible for pain behavior, then pain equals the firing of C‑fibers.
-G. Harman, Some philosophical issues in cognitive science: Qualia, intentionality, and the mind-body problem. ©1989 by MIT.
Available research in second-language study strongly supports the hypothesis that the processes Krashen and others have called acquisition (the unconscious formulation of grammatical principles) and learning (the conscious cognitive-based study of grammar) represent two systems for internalizing knowledge about language. . . . [Activities] promoting acquisition are indispensable for all students. Learning activities are more limited in their usefulness to beginners. . . .
-T. D. Terell, The Natural Approach to Language Teaching: An Update. ©1983 by Newbury House Publishers.
-G. Harman, Some philosophical issues in cognitive science: Qualia, intentionality, and the mind-body problem. ©1989 by MIT.
Available research in second-language study strongly supports the hypothesis that the processes Krashen and others have called acquisition (the unconscious formulation of grammatical principles) and learning (the conscious cognitive-based study of grammar) represent two systems for internalizing knowledge about language. . . . [Activities] promoting acquisition are indispensable for all students. Learning activities are more limited in their usefulness to beginners. . . .
-T. D. Terell, The Natural Approach to Language Teaching: An Update. ©1983 by Newbury House Publishers.