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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Qkuy36snah","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ18Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ18Ӻ","endOffset":1212°Ӻ,"quote":"The concept of “self” seems simple enough when we refer to it in an accustomed context and in ordinary language. As a rule people do not object if one makes statements such as “That’s typical of James” or “Well, I can’t help it, I am like that.” Even the rather peculiar expressions “You are you” and “I am I” do not seem as peculiar as Gertrude Stein’s “A rose is a rose.” What we apparently have in mind when we make any such statement is the individual identity or continuity of a person. However, as soon as we attempt to analyze what precisely it is that constitutes the continuity of our “selves,” we run into difficulties and get the impression that there is an ambiguity. The “self” seems to have several different aspects.\nFirst of all, there is a self that is part of one’s perceptual experience. In my visual field, for instance, I can easily discriminate my hand from the writing pad and the table, and from the pencil it is holding. I have no doubt that the hand is part of me, while the pad, the table, and the pencil are not.\n\nSecond, if I move my eyes, tilt my head, or walk to the window, I can isolate my “self” as the locus of the perceptual (and other) experiences I am having.","highlights":Ӷ^"jQuery321088204143127806022":^°°,^"jQuery321088204143127806022":^°°,^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563900112578°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Qoqvd6ufhn","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":1404°Ӻ,"quote":"Before discussing the general implications of the learning feedback model, there is one practical point to stress because, although it is implicit in any description of the system’s functioning, its full import is rarely appreciated. The learning process neces- sarily begins with the random choice of an activity in response to an error signal. If that activity does not reduce the error signal, another activity will be tried, and so forth, until one is found that does lead to a reduction of the “disturbance.” This trial-and-error procedure stops when the trial brings success. The connection between that activity and the particular error signal is then recorded and from then on, if there is no disruption, that error signal will “automatically” call up the activity that was successful. However, if there had been no disturbance and, consequently, no error signal, no learning could have taken place.\nIt seems quite possible, if not likely, that an organism with a fairly large repertoire of activities might have several that could reduce the same disturbance. Given the original random approach, however, the organism may not discover this. Since it has recorded that activity x was successful in eliminating a particular disturbance, it will enact this activity in response to that error signal as long as it continues to be successful, and there will be no motive to try others.","highlights":Ӷ^"jQuery321061599690319170592":^°°,^"jQuery321061599690319170592":^°°,^"jQuery321061599690319170592":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563895580204°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Rejukma2yn","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ22Ӻ","startOffset":306,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ22Ӻ","endOffset":1204°Ӻ,"quote":"Take a finger of your right hand and run it along your left forearm: the tactual signals originating in your finger will be a homogeneous “continuous” succession because the receptors from which they come remain the same; the tactual signals originating in your left arm, instead, will constitute a sequence of different signals because they come from different receptors. If you consider this second set of signals as a sequence of different locations with which your finger establishes and terminates contact, you will conceive of your finger as moving. If you consider them equivalent units linked into sequence by the continuous signals from your finger, you will conceive of them as points or “moments” in time. In this second case, the finger of your right hand supplies what is perhaps the closest sensory-motor analogy to the continuity of the experiencing subject that we call our ““self.”","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"Take a finger of your right hand and run it along your left forearm: the tactual signals originating in your finger will be a homogeneous “continuous” succession because the receptors from which they come remain the same; the tactual signals originating in your left arm, instead, will constitute a sequence of different signals because they come from different receptors. If you consider this second set of signals as a sequence of different locations with which your finger establishes and terminates contact, you will conceive of your finger as moving. If you consider them equivalent units linked into sequence by the continuous signals from your finger, you will conceive of them as points or “moments” in time. In this second case, the finger of your right hand supplies what is perhaps the closest sensory-motor analogy to the continuity of the experiencing subject that we call our ““self.”","order":"mw-content-text","category":"Beispiel3","data_creacio":1563901288783°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Rsbwwqzmpz","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ9Ӻ","startOffset":205,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ9Ӻ","endOffset":533°Ӻ,"quote":"Hence, from the organism’s point of view, to assimilate means to modify a present experience so that it fits a hereditary or acquired scheme, i.e., a perceptual or motor pattern that already has, in some sense, the character of an invariant. In other words, invariants create repetition as much as repetition creates invariants.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"Hence, from the organism’s point of view, to assimilate means to modify a present experience so that it fits a hereditary or acquired scheme, i.e., a perceptual or motor pattern that already has, in some sense, the character of an invariant. In other words, invariants create repetition as much as repetition creates invariants.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563896107253°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"S9bexy1jtv","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ14Ӻ","startOffset":821,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ14Ӻ","endOffset":1160°Ӻ,"quote":"Both the concept of the object as prototype, with regard to which experiences may be considered equivalent, and the concept of object permanence, as a result of which two or more experiences may be considered to derive from one identical individual, involve a form of invariance. But the invariance is certainly not the same in both cases.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"Both the concept of the object as prototype, with regard to which experiences may be considered equivalent, and the concept of object permanence, as a result of which two or more experiences may be considered to derive from one identical individual, involve a form of invariance. But the invariance is certainly not the same in both cases.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563898701090°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Spl40hlv6t","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":1404,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":1739°Ӻ,"quote":"One can say that such an organism will learn only as a result of disturbance, and it will give up or modify something it has learned only when this again leads to disturbance. This mode of functioning, as we shall see later, fits very well into the Piagetian conception of the complementary processes of assimilation and accommodation.","highlights":Ӷ^"jQuery321061599690319170592":^°°Ӻ,"text":"One can say that such an organism will learn only as a result of disturbance, and it will give up or modify something it has learned only when this again leads to disturbance. This mode of functioning, as we shall see later, fits very well into the Piagetian conception of the complementary processes of assimilation and accommodation.","category":"Schlussfolgerung3","data_creacio":1563895394098°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Sv3mu5xl1a","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ11Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ11Ӻ","endOffset":1080°Ӻ,"quote":"“The object is in the first instance only known through the subject’s actions, and therefore must be itself constructed” (Piaget, 1972, p.82). For Piaget, early instances of “objects” are always subsections of an action scheme. They are the sensory schemes which, in conjunction with a motor scheme, constitute a sensorimotor activity. As such they are always a compound of perceptual as well as proprioceptive data. That is to say, they are a scheme composed not only of several sensory signals but also of signals in several sensory modes. Usually this means that they contain visual and tactual signals as well as proprioceptive signals deriving from the motor activity of the perceiver.\nAs the result of many acts of accommodation that added or removed particular experiential elements, an object-scheme becomes relatively invariant and may be used to assimilate new experience. But all this still takes place on the level of sensorimotor activities and, though it may serve as partial model for later developments, it does not entail the formation of concepts.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563896270575°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Svbhynyq3t","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ21Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ21Ӻ","endOffset":1065°Ӻ,"quote":"If the Piagetian approach to the notion of object permanence is a viable one, it should not surprise us that the notion of self as a constant perceptual entity cannot be derived from vision alone. According to that theory, permanent objects are the result of the coordination of signals from more than one sensory source.Ӷ6Ӻ Since the body percept obviously does achieve the status of permanent object, it must be multi-modal, and the question now is: what kinds of signals and coordinations of signals would enable an organism to differentiate one permanent object—his own body—from all the other permanent objects that have been constructed and externalized?\nThe answer is extremely complex; there are many factors that contribute to the differentiation and isolation of the body percept. In this summary exposition I shall sketch out a few of the points that seem crucial. Such an analysis is necessarily made by an observer who can only hypothesize what goes on in the black box we call an observed organism. (See “The Use of Black Boxes,” above.)","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563901216892°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"T757fqdkei","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ22Ӻ","startOffset":214,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ22Ӻ","endOffset":306°Ӻ,"quote":"The one is continuous relative to the other, the other is sequential relative to the first.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563901296815°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Tmbubszdu4","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ22Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ22Ӻ","endOffset":213°Ӻ,"quote":"Under the heading time, I said that continuity and sequence both spring from the juxtaposition of two successions of signals that are separate in the experiential field but interrelated by attention.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"Under the heading time, I said that continuity and sequence both spring from the juxtaposition of two successions of signals that are separate in the experiential field but interrelated by attention.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563901234849°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Xvfuxu38oa","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ15Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ15Ӻ","endOffset":887°Ӻ,"quote":"No recurrence can possibly be established unless there are records of past experiences and the possibility of surveying them in some way. That requires not only memory and retrieval capabilities (which I shall take for granted), but that the experiencing organism can switch his attention from “present” items to the records of “past” items. It is only by switching from one item to another that absence of difference can be established, with the result that the two experiential items are the same. Eliane Vurpillot (1972) has elegantly documented the switching to and fro of children’s eyes during visual comparison tasks. Eye movements indicate shifts of attention in the visual field. Shifts of attention, however, have also been observed when eye movement is eliminated by stabilizing the visual image (Pritchard, Heron, and Hebb, 1960; Zinchenko and Vergiles, 1972).","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563899090241°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Y0bgpxu0ur","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ12Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ12Ӻ","endOffset":1057°Ӻ,"quote":"Introspectively we know that we can operate on a representational level. Empirically we know that people can solve quite complicated problems in their heads (i.e., without perceptual crutches, such as pencil and paper) and that some of them can even play several games of chess simultaneously without any visual aids whatever. Nevertheless I do not want to say that adults or children have representations as a matter of fact. All I intend is that the kind of model a cognitivist constructs to “explain” the functioning of such organisms must have that capability.\nOnce a system is equipped with this ability to maintain experiential compounds invariant and to use them independently of present sensory experience, all sorts of interesting things become possible. For the moment I shall mention only two. First, the term invariant acquires a new dimensions. In the context of sensorimotor assimilation, it was always a perceptual or motor activity that was called invariant because it did not change in the face of different sensory material.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563896309791°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Y9pfk6yah9","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ25Ӻ","startOffset":719,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ25Ӻ","endOffset":937°Ӻ,"quote":"The invariant the system achieves can, therefore, never be found or frozen in a single element because, by its very nature, it consists in one or more relationships—and relationships are not in things but between them.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"The invariant the system achieves can, therefore, never be found or frozen in a single element because, by its very nature, it consists in one or more relationships—and relationships are not in things but between them.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563901502934°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ybv6wh6231","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ20Ӻ","startOffset":981,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ20Ӻ","endOffset":1330°Ӻ,"quote":"Thus, although we can visually distinguish birds, coffee cups, tables, and hands from the rest of the visual field and from one another, it seems clear that a naive organism (i.e., an organism such as an infant that does not yet have a great deal of intermodally coordinated experiences) cannot visually discriminate between a hand and his own hand.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"Thus, although we can visually distinguish birds, coffee cups, tables, and hands from the rest of the visual field and from one another, it seems clear that a naive organism (i.e., an organism such as an infant that does not yet have a great deal of intermodally coordinated experiences) cannot visually discriminate between a hand and his own hand.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563901148637°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Yh7q4e6aku","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ16Ӻ","startOffset":444,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ16Ӻ","endOffset":814°Ӻ,"quote":"Hence it should not be called “equivalent,” let alone “identical.” In order to establish equivalence, the comparison would have to be carried out in both directions. This distinction is of considerable practical importance, since it is all too easy to overlook the fact that in classifying or categorizing, as a rule, a one-directional comparison is all that is made.Ӷ1Ӻ","highlights":Ӷ^"jQuery321088204143127806022":^°°,^"jQuery321088204143127806022":^°°,^"jQuery321088204143127806022":^°°,^"jQuery321088204143127806022":^°°Ӻ,"text":"Hence it should not be called “equivalent,” let alone “identical.” In order to establish equivalence, the comparison would have to be carried out in both directions. This distinction is of considerable practical importance, since it is all too easy to overlook the fact that in classifying or categorizing, as a rule, a one-directional comparison is all that is made.Ӷ1Ӻ","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563899197241°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Z6frtf6lsg","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ13Ӻ","startOffset":471,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ13Ӻ","endOffset":861°Ӻ,"quote":"But, the principle of (1) learning to construct a composite in a certain way and out of certain elements, (2) storing the program or recipe of construction, and (3) retrieving it as a unit to combine with others of parallel origin and form a “higher-level” structure, without having to return to the “lower” level, has proven to be one of the most powerful in the construction of knowledge.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563898637554°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zhzsuoopo7","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":803°Ӻ,"quote":"As Powers (1973) has formulated it, an organism “behaves in order to control its perception.” In more explicit terms, that means that an organism acts to modify a sensory signal towards a match with the reference signal, so that there will no longer be the error signal that triggers the activity. On the simplest level we may even say that an organism acts to eliminate error signals. And its learning consists in finding (and recording for future use) an activity that will do that. The trials with different activities will cease when the error signal ceases, and the successful connection that has “caused” the reduction of the error signal will be the new “knowledge.” The next time that same error signal comes from the comparator, the organism will “know” which activity to choose.","highlights":Ӷ^"jQuery321088204143127806022":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563895634886°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"A2ne3u2ncg","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":21,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ/pӶ1Ӻ","endOffset":484°Ӻ,"quote":"Fünfzehn Jahre später zeigte George Berkeley, daß die selben Argumente, die Locke benützt hatte, um die sinnlichen Eindrücke als illusorisch aufzuweisen, ebenso die Realität der primären Eigenschaften untergruben. Und in seinem philosophischen Tagebuch fügte Berkeley ein weiteres Argument hinzu, das mir noch gewichtiger erscheint:\nAusdehnung, Bewegung und Zeit schließen jeweils die Idee der Aufeinanderfolge ein. Die Zahl besteht in Aufeinanderfolge und dinghafte Wahrnehmung auch; denn gleichzeitig wahrgenommene Dinge werden im Geiste durcheinander geworfen und vermischt. Zeit und Bewegung können ohne Aufeinanderfolge nicht verstanden werden, und auch die Ausdehnung kann nur so vorgestellt werden, daß sie aus Teilen besteht, voneinander geschieden und hintereinander wahrgenommen.\n(Berkeley, 1706-08, § 460)","highlights":Ӷ^"jQuery321097354418420853482":^°°,^"jQuery321097354418420853482":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1571069541008°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Am1qnogh8t","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ10Ӻ","startOffset":1426,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ10Ӻ","endOffset":1623°Ӻ,"quote":"((46)) Beide Operationsweisen sind wichtige Elemente im Aufbau der Begriffswelt. Indem wir Klassen bilden, ersparen wir es uns, jeden Gegenstand, den wir erleben, als Neuerscheinung zu untersuchen.","highlights":Ӷ^"jQuery321065439338157855982":^°°Ӻ,"text":"((46)) Beide Operationsweisen sind wichtige Elemente im Aufbau der Begriffswelt. Indem wir Klassen bilden, ersparen wir es uns, jeden Gegenstand, den wir erleben, als Neuerscheinung zu untersuchen.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1572030693874°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Amnbrhn1ma","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ/pӶ1Ӻ","startOffset":260,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ/pӶ1Ӻ","endOffset":443°Ӻ,"quote":"Ein Thermostat zum Beispiel bewirkt nur dann eine Tätigkeit (Heizen oder Kühlen), wenn die wahrgenommene Temperatur nicht mehr mit dem festgelegten Sollwert (Referenz) Ubereinstimmt.","highlights":Ӷ^"jQuery321035138084076746112":^°°Ӻ,"text":" Ein Thermostat zum Beispiel bewirkt nur dann eine Tätigkeit (Heizen oder Kühlen), wenn die wahrgenommene Temperatur nicht mehr mit dem festgelegten Sollwert (Referenz) Ubereinstimmt.","order":"mw-content-text","category":"Beispiel3","data_creacio":1572028453076°
