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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Xdajoaq3qy","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ6Ӻ","startOffset":11305,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ6Ӻ","endOffset":12665°Ӻ,"quote":"Every child, in order to survive in its community, must learn to interpret a great many linguistic signals in terms of responses that are considered compatible by the adult speakers among whom it lives. “Shut the door!,” for instance, must be responded to with a sequence of motor acts which has to be learned in a succession of experiential situations, a succession which provides occasion for the acquisition of simple but nevertheless specific skills and, above all, occasion to experience what has to be avoided. Most of us have been scolded at one time or another for slamming a door when the instruction was to shut it. In time, we have learned to shut doors so that the givers of the command are satisfied—which is to say, we learned to adapt our interpretation of their signal to their expectations. But that learning was neither intuitive nor instantaneous—it required a certain number of trials, errors, and the gradual isolation of viable ways of responding. We would not expect a child that grew up in igloos or tents to have acquired either the skills to comply with that command or, indeed, the meaning of the phrase. Though this example is extremely simple, the principle it illustrates is fundamental to all linguistic communication: a linguistic message, under any circumstances, can be interpreted only in terms of the receiver’s experience.","highlights":Ӷ^"jQuery321037968889838239742":^°°Ӻ,"text":"","order":"mw-content-text","category":"Argumentation2","data_creacio":1569944037475°
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