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WINGED WORDS, PHRASEOLOGICAL UNITS
Directory / Winged words, phraseological units / Throw out the baby with the water

Winged words, phraseological units. Meaning, history of origin, examples of use

Winged words, phraseological units

Directory / Winged words, phraseological units

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Throw out the child along with the bath

Martin Luther
Martin Luther

Phraseologism: Throw out the child along with the bath.

Meaning: Rejecting, discarding details, losing the essence of something (bookish or publicly disapproved).

Origin: The expression is a tracing paper from the German das Kind mit dem Bade ausschutten, where it has been known for a long time, and was fixed in the literary language thanks to its use by M. Luther (1483-1546): "The child should not be thrown out of the bath with water."

Random phraseology:

If I knew my youth, if old age could.

Meaning:

Regret about the inability to combine the energy of the young and the experience of the elderly, about the disdainful attitude of young people to the advice of elders.

Origin:

From French: Si jeunesse savait, si vieillesse pouvait. From the epigram (No. 191) of the French writer and polyglot philologist Henri Etienne (1531-1598), which was published in his collection Les Premices (1594). A poetic version of this expression is known, which belongs to the Dagestan poet Rasul Gamzatov (b. 1923): "Ah, if only we, as young people, could, // Ah, if they, like old ones, knew."

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Learning errors 09.11.2019

Learning something, we inevitably make mistakes, and it is believed that without mistakes we cannot learn anything. But you can make many or few mistakes, and the question arises, how many mistakes are needed for the most effective learning? Obviously, there should not be too few of them - because then the question will arise whether we will learn anything new at all.

Imagine, for example, that we are doing a grammar exercise in a foreign language, and we do it 100% the first time - this means that the exercise contains rules that we have long and well learned. But there should not be too many mistakes - because then we, most likely, will not complete our task at all and, again, will not learn anything. Let's imagine another language exercise in which we got it wrong almost everywhere - in this case, we are unlikely to understand what is right and what is not at all.

Researchers from the University of Arizona, Princeton and other scientific centers calculated the number of errors that are optimal for learning - it turned out that they should be about 15%. That is, within the framework of any task on any topic, 85% of the answers must be correct - then we will certainly learn what we wanted to learn. True, there is some stretch about “we” here: the authors of the work did not experiment with people, but with computer algorithms that were trained to distinguish certain objects by category, or to distinguish even numbers from odd ones, or to distinguish large numbers from small ones. Computers learned the fastest if they were wrong no more than 15% of the time during training. Although, according to the authors of the work, if we analyze studies with learning animals, then the same pattern can be found there with 15% of incorrect answers.

If the same 15% occurs in humans, then this should obviously help optimize some educational practices. Again, this is not about the fact that students should try to get grades below the highest. These percentages are important primarily for those who develop training courses, teaching aids, etc. For example, if a medical student is taught to distinguish radiographs that have a tumor from radiographs that do not have a tumor, then the student will quickly understand how they differ , if he is taught on such a set of training pictures, where he will answer correctly in 85% of cases.

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