| Annotation Metadata
|
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Obqppb7zy0","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ3Ӻ","startOffset":779,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ4Ӻ","endOffset":53°Ӻ,"quote":"In Shannon’s model, the “message” is simply the succession of decoded signals. How the receiver converts these into meaningful conceptual structures lies altogether outside his theory. This is why I have added the level of language. It is this second level of interpretation that I intend to discuss here. \nChildren are not given a linguistic code in order to speak and understand language – they have to discover it on their own. They have to construct for themselves the meanings of a good many words before words can be used to expand the range of their linguistic communications. I have elsewhere given a detailed account of how one might think of this development (Glasersfeld, 1995,ch.7). Here it will be sufficient to point out that the linguistic code necessarily consists of associations made in the subject’s experiential field. De Saussure has provided a simple diagram that shows the structure of the linguistic code: \n\n\nFig.2: Linguistic Sign (after de Saussure (1958/1916)","highlights":Ӷ^"jQuery321063495242117293842":^°°,^"jQuery321063495242117293842":^°°,^"jQuery321063495242117293842":^°°,^"jQuery321063495242117293842":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1566390036261°
|
