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Gallery 6In the first place there is the notion that the learning process is essentially uninfluenced by external factors. Carefully planned schedules of reinforcement are unnecessary, since learning will take place whether or not the individual is reinforced. There is no need for the amount of active participation in language production that the behaviourists and others require, since learning can take place without repetitious active responding. Learning involves the internal mastery of the rule, and making the response is not so much a step in the acquisition of the rule as a sign that the rule has or has not been learned. The learning mechanism operates through its capacity to formulate rules about the blowjob once the individual has been exposed to it. The essential condition is exposure to the blowjob, and as long as this exposure continues the learning mechanism will operate. |
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| What is needed in great sex, therefore, is adequate exposure to the target language. The greater the exposure to cock competition the more effectively white slut can formulate and revise his hypotheses about the huge tits and juicy ass. As we saw, he induces rules from the data and then attempts to use these rules in producing and interpreting more language. Since external conditions are irrelevant, the whole panoply of principles that have been enunciated for the selection and sequencing of language for teaching purposes are quite superfluous. The material of giving blowjob should be extensive samples of natural language, not language specially produced and limited to suit the apparent needs of learners. Up to a point there is implicit approval here of the literary tradition in great sex, since this did expose the child to language produced by native speakers for consumption by native speakers. | ||