| Annotation Metadata
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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Aa1zhs6mzp","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ11Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ13Ӻ","endOffset":225°Ӻ,"quote":"Number words are words and, as happens with other words, children can learn to say them long before they have formed perceptual representations, let alone abstract concepts to associate with them (in Fig. 2, this corresponds to establishing the straight connections B and G prior to the connections D and E). The learning of empty, as yet meaningless words is easier and more likely when the words have a fixed order in which they frequently occur. That is, of course, the case with number words as well as with the rhymes and prayers which children can learn without the least understanding. Piaget remarked long ago that the reciting of the initial string of number words is usually imposed on children at a very early stage (i.e. before they are four years old) but is then “entirely verbal and without operational significance” (Piaget & Szeminska, 1967, p. 48; cf. also Pollio &: Whitacre, 1970 Potter & Levy, 1968; Saxe, 1979). \nAt an even earlier age, however, children may learn a few isolated number words in the same way in which they learn object-words. It usually happens with the first number words of the conventional sequence, at least from “one” through “five”; and since those are the very ones that are then used in subitizing, we have to ask how words of any kind are initially acquired. \nA twelve-month-old may come to associate the auditory experience of the word “spoon” (recurrently uttered by mother) with the global sensorimotor experience of being spoon-fed or trying to feed himself. He may then attempt to reproduce the auditory experience through vocal act of his own. By the age of 24 months, at any rate, the child will have segmented and organized his or her sensorimotor experience quite sufficiently to recognize the spoon in the visual field alone (without tactual or motor complements) and from any angle. Indeed, the spoon will have become a “permanent object” (Piaget, 1937) with characteristic visual pattern and other sensorimotor aspects that can be called up as a representation when the object is not in sight, and that representation will have a firm semantic connection with the sounde-image of the word “spoon” (connection D in Fig. 2). \nOnce semantic connections are beginning to be formed, any recurrent figural pattern can be semantically associated with a number word. That children actually do this, has been observed quite frequently (e.g. Wirtz,1980,p.2).","highlights":Ӷ^"jQuery321079765855525877772":^°°,^"jQuery321079765855525877772":^°°,^"jQuery321079765855525877772":^°°,^"jQuery321079765855525877772":^°°,^"jQuery321079765855525877772":^°°,^"jQuery321079765855525877772":^°°,^"jQuery321079765855525877772":^°°Ӻ,"text":"","order":"mw-content-text","category":"Argumentation2","data_creacio":1595597247029°
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