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.”
