Finally, perhaps thinking should be measured not by what you do but how you do it. When I watch a child learning how to multiply two, say, three-digit numbers, then I have the feeling the child is thinking; when I do the same multiplication I feel I am more doing “conditioned responses”; when a computer does the same multiplication I do not feel the machine is thinking at all. In the words of the old song, “It ain’t what you do, it’s the way that you do it.” In the area of thinking, maybe we have confused what is done with the way it is done, and this may be the source of much of our confusion
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