architecture and mental models - tuniohar/luennot_materiaali/tamperearchitectureclass.ke… · 12-3...
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Architecture and Mental ModelsDr. James O. Coplien, D. We.
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Emergent Architecture: A Controversial Topic
The events and forms of culture interact
“Requirements” lead to adaptation
Over time, archetypical forms arise
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Uncle Bob weighs in
One of the more insidious and persistent myths of agile development is that up-front architecture and design are bad; that you should never spend time up front making architectural decisions. That instead you should evolve your architecture and design from nothing, one test-case at a time. !
Pardon me, but that’s Horse Shit. !
— The Scatology of Agile Architecture, http://blog.objectmentor.com/articles/2009/04/25/the-scatology-of-agile-architecture
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But though this method is precise, it cannot be used
mechanically. !
The fact is, that even when we have seen deep into the processes by which it is
possible to make a building or a town alive, in the end, it
turns out that this knowledge only brings us back to that part of ourselves which is
forgotten.
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But though this method is precise, it cannot be used
mechanically. !
The fact is, that even when we have seen deep into the processes by which it is
possible to make a building or a town alive, in the end, it
turns out that this knowledge only brings us back to that part of ourselves which is
forgotten.
!!
Architecture supports “what happens there” (operational models !!!)
!
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But though this method is precise, it cannot be used
mechanically. !
The fact is, that even when we have seen deep into the processes by which it is
possible to make a building or a town alive, in the end, it
turns out that this knowledge only brings us back to that part of ourselves which is
forgotten.
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Events Generate Form in Design
And finally, of course, I want to paint a picture which allows me to understand the patterns of events which keep on happening in the thing whose structure I seek. In other words, I hope to find a picture, or a structure, which will, in some rather obvious and simple sense, account for the outward properties, for the pattern of events of the thing which I am studying.
— Christopher Alexander, The Timeless Way of Building, Chapter 5, 1979
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Events Generate Form in Design
And finally, of course, I want to paint a picture which allows me to understand the patterns of events which keep on happening in the thing whose structure I seek. In other words, I hope to find a picture, or a structure, which will, in some rather obvious and simple sense, account for the outward properties, for the pattern of events of the thing which I am studying.
— Christopher Alexander, The Timeless Way of Building, Chapter 5, 1979
pattern of events
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Tools and MVC-UModel:
Business Logic and State
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Tools and MVC-U
Tool: Presents and Edits Business Data
Model: Business Logic
and State
Controller: Creates and Coordinates
Views
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Tools and MVC-U
Tool: Presents and Edits Business Data
Model: Business Logic
and State
Controller: Creates and Coordinates
Views
1st Qtr2nd Qtr3rd Qtr4th Qtr
View: Gives user access to remote data
View0
10
20
30
40
50
60
70
80
90
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
EastWestNorth
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“Teaching Machine”
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!
!
We would like to hook into his
current modes of thought in order
to influence him rather than just
trying to replace his model with
one of our own.
— Alan Kay, 1972
!
“Teaching Machine”
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“Teaching Machine”
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What is a Child?
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Birth - 2 months: living “in time”
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Birth - 2 months: living “in time”3 months old:
3D objects are cohesive as they move
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4 months old: Surfaces move together
if connected and separately otherwise
Birth - 2 months: living “in time”3 months old:
3D objects are cohesive as they move
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4 months old: Surfaces move together
if connected and separately otherwiseGravity and inertia,
6 to 8 months
Birth - 2 months: living “in time”3 months old:
3D objects are cohesive as they move
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4 months old: Surfaces move together
if connected and separately otherwiseGravity and inertia,
6 to 8 monthsCausality develops starting at 6 months but is available
at 12 months
Birth - 2 months: living “in time”3 months old:
3D objects are cohesive as they move
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Two of Piaget's fundamental notions are attractive from a computer scientist's point of
view.
The first is that knowledge, particularly in the young child, is
retained as a series of operational models, each of which is somewhat ad hoc and need not be logically consistent with the
others. (They are essentially algorithms and strategies rather than logical axioms, predicates
and theorems.)
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Two of Piaget's fundamental notions are attractive from a computer scientist's point of
view.
The first is that knowledge, particularly in the young child, is
retained as a series of operational models, each of which is somewhat ad hoc and need not be logically consistent with the
others. (They are essentially algorithms and strategies rather than logical axioms, predicates
and theorems.)
operational models
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Two of Piaget's fundamental notions are attractive from a computer scientist's point of
view.
The first is that knowledge, particularly in the young child, is
retained as a series of operational models, each of which is somewhat ad hoc and need not be logically consistent with the
others. (They are essentially algorithms and strategies rather than logical axioms, predicates
and theorems.)
operational models
What is an operational model if not an algorithm, a procedure
for accomplishing a goal?
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Two of Piaget's fundamental notions are attractive from a computer scientist's point of
view.
The first is that knowledge, particularly in the young child, is
retained as a series of operational models, each of which is somewhat ad hoc and need not be logically consistent with the
others. (They are essentially algorithms and strategies rather than logical axioms, predicates
and theorems.)
operational models
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Should the computer program the kid, or should the kid program the computer? —
Papert (the father of LOGO)
If we teach kids programming, we’re back to the computer programming the kid
We must re-design computers to fit the human mind
We might find the primordial human mind in children
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Children Might have an Answer
The tabla rasa human — a great problem-solver
Most mental modes are shaped by culture, language, and grownups
We confuse design with engineering
There is a strong kernel of “nature”
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We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
Objects from Piaget? 1972:
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We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
Objects from Piaget? 1972:
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We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
Objects from Piaget? 1972:However, “The Piagetian framework
contained a hierarchical explanation of development with procedural memory
emerging during the first five sensorimotor sub-stages and declarative memory
beginning in the sixth and last sub-stage. Contemporary investigations of infant
memory have clearly demonstrated that the infant-toddler has the capacity for
declarative memory before their temporal system emerges in their language.
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We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
Objects from Piaget? 1972:
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We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
Objects from Piaget? 1972:
In particular, it has been suggested that children are not sensitive to the need for empirical and logical consistency in their representations of the world. The findings of the study presented here do not support
this position.
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We feel that a child is a "verb" rather than a "noun", an actor rather than an object; he is not a scaled-up pigeon or rat; he is trying to acquire a model of his surrounding environment in order to deal with it; his theories are "practical" notions of how to get from idea A to idea B rather than "consistent" branches of formal logic, etc. We would like to hook into his current modes of thought in order to influence him rather than just trying to replace his model with one of our own. — Alan Kay, 1972
Objects from Piaget? 1972:
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