Annotation Metadata
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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"G5z9cv7lw6","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ36Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ37Ӻ","endOffset":498°Ӻ,"quote":"The second path towards the full conception of number is equally dependent on the phenomenon of subitizing but leads to a different yet no less “abstract” aspect. What I want to propose could be explicated with the help of any kind of perceptual items that happen to occur as the recursive element in configurations that are associated with the first few number words and are therefore likely candidates for subitizing. Because of their ubiquitous availability, I shall take the fingers of the hand; but what I say would apply equally to dot patterns or other configurations whose elements are always arranged and expanded according to simple composition rules (e.g. Brownell, 1928). When a child has to associate a certain finger pattern with the word “two” and another pattern with the word “four”, he or she can discover on the sensorimotor level (i.e. without any reference to numbers) that a “two” can be turned into a “four” by producing another “two”-configuration. Similar and even simpler will be the discovery that a “two” can be produced by joining a “one” to a “one” and so can a “three” if one starts with a “two”. For an adult, who cannot retrieve the procedures of his or her own infancy – simply because decades of experience have buried or obliterated them – it is practically impossible to see these combinations in a protonumerical, purely figural fashion; but there is every reason to believe that that is the only way a two or three-year-old sees them. In principle, the completion of a “three” configuration by joining a “one” to a “two” is no different from completing a face by drawing a mouth in a circle that already has a pair of eyes. \nIn other words, some relations analogous to those that characterize the conceptual system of whole numbers can be experientially acquired, without the concept of number, through the manipulation of perceptual patterns, their partition and composition. We have thus another instance of simple experiential situations that provide a basis for the future reflective abstraction of the second salient aspect of the constructs we call numbers: their interrelatedness in a homogeneous conceptual system.","highlights":Ӷ^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°Ӻ,"text":"","order":"mw-content-text","category":"Argumentation2","data_creacio":1595604604701°
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