| Annotation Metadata
|
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Z89w19d9d3","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ33Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ34Ӻ","endOffset":2240°Ӻ,"quote":"As the work of Steffe has shown, children learn the sequence of number-names and come to use it appropriately in counting sensory items quite some time before they acquire any awareness of the abstract units that constitute the components of numbers on the conceptual level (Steffe, Richards, & von Glasersfeld, 1979; Steffe & Thompson, 19 79). Thus kindergarten children, and as Gelman and Gallistel (1978) report, even three-year-olds, are able to coordinate the vocal production of the conventionally ordered string of number-words with the sequential tagging of perceptual items. Since this activity is generally fostered and rewarded by adults, who tend to take it as evidence of a far more advanced operating with numbers, children quickly become very good at this “apparent number skill” (Hatano, 1979). Among other things, they learn that this “counting” is considered the proper response to any question that contains the expression “How many?”, and that, in this context, success is greatly enhanced if they particularly stress or repeat the last number word of the string they are coordinating with the perceptual items. Although this has, as yet, nothing to do with a conception of number or numerosity,Ӷ13Ӻ it enhances the appearance of number skill which, in turn, assures reinforcement and, consequently, the proliferation of the “response”. \nOnce this verbal counting becomes something like a routine, it will interact, as Klahr and Wallace (1976) have pointed out, with the other activity that involves number-words: subitizing. This is quite inevitable in the case of those figural patterns that I have called iconic. These patterns – fingers, dominoes, playing cards – are configurations of countable perceptual items and the child therefore can, and at times will, count them. Whenever that happens the count will end with the very same number-word that has already been semantically associated as name with the figural pattern as a whole. That is to say, a dot pattern that has been called a “five” will yield “five” whenever the component dots are coordinated to the conventional string of number words. Such coincidences are unlikely to remain unnoticed. It will not take the child very long to discover that, while the connection between the word “five” and the numeral “5” cannot be confirmed by counting, the connection between the other (iconic) figural patterns and the names they have been given can be so confirmed. The discovery constitutes the first experiential root of the concept of numerosity or, indeed, cardinality (cf. Klahr & Wallace, 1976). The reason for this is that the coincidence of the number-word as terminal point of an iteractive procedure (i.e. the recitation and coordination of a fixed sequence of words) with the same number-word as result of a figural pattern perceived as a whole, provides an experiential foundation for the conception of number as a unit composed of units. The coordination of number-words to a succession of perceptual items requires that each item be conceived as a unit. No matter what sensory properties of the individual items are focused on, each item, in order to become the occasion for a vocal act in the recitation of number words, must be isolated and set apart from the rest of the experiential field, i.e., the item must be framed by the attentional pulses that constitute the unit structure. Similarly, however, the configuration of items, in order to be recognized as a whole, must also be framed by the attentional pulses that turn it, too, into a conceptual unit and, thus, it cannot but contain the others.","highlights":Ӷ^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°Ӻ,"text":"","order":"mw-content-text","category":"Argumentation2","data_creacio":1595604384085°
|
