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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"X3553l47nw","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ10Ӻ","startOffset":1863,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ10Ӻ","endOffset":2473°Ӻ,"quote":"Similarly, the problem-solver attempts to conceive a method that will successfully open a path to his or her goal. Any method that does this will serve as well as any other, and to the extent that the problem-solver is successful, his or her know-how is functionally adapted to the constraints of unknowable ontic reality. Note that considerations as to how well a method serves its purpose are secondary in that they require reflection on what has been done as well as the introduction of ulterior values, such as speed, economy, ease of execution, compatibility with the methods used for other problems, etc.","highlights":Ӷ^"jQuery32103157500187237122":^°°Ӻ,"text":"Similarly, the problem-solver attempts to conceive a method that will successfully open a path to his or her goal. Any method that does this will serve as well as any other, and to the extent that the problem-solver is successful, his or her know-how is functionally adapted to the constraints of unknowable ontic reality. Note that considerations as to how well a method serves its purpose are secondary in that they require reflection on what has been done as well as the introduction of ulterior values, such as speed, economy, ease of execution, compatibility with the methods used for other problems, etc.","category":"Schlussfolgerung3","data_creacio":1568377553616°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"X7bfcmsiir","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":771,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":1148°Ӻ,"quote":"In other words, one takes for granted that what one has come to know had its own independent existence before one captured it by a cognizing effort. Given that perspective, it is indeed difficult to avoid asking just how well the knowledge one has acquired “corresponds to,” “depicts,” or “represents” what it is supposed to correspond to, depict, or represent, namely Reality.","highlights":Ӷ^"jQuery321053713397331886552":^°°Ӻ,"text":"In other words, one takes for granted that what one has come to know had its own independent existence before one captured it by a cognizing effort. Given that perspective, it is indeed difficult to avoid asking just how well the knowledge one has acquired “corresponds to,” “depicts,” or “represents” what it is supposed to correspond to, depict, or represent, namely Reality.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1567687599329°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Y8edpp9u4p","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":1802,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":1978°Ӻ,"quote":"Knowledge, therefore, was knowledge of the things that caused one’s experiences, the things that were given, the data, and it could all be put together as a picture of Reality.","highlights":Ӷ^"jQuery321041123179155916622":^°°Ӻ,"text":"Knowledge, therefore, was knowledge of the things that caused one’s experiences, the things that were given, the data, and it could all be put together as a picture of Reality.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1567687434498°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Yabi7ix5fk","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ13Ӻ","startOffset":441,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ13Ӻ","endOffset":1421°Ӻ,"quote":"It is the same trick that the statistician performs quite openly: when something has recurred a sufficient number of times, it is considered “significant”—which is to say, it is considered probable enough to be taken as a “fact.” The good statistician, of course, does not forget that it was he or she who decided the level of recurrence beyond which things were to be considered “significant.” Like the good modern physicist, he does not argue that, just because the sun has risen every morning for as long as we can remember or have records, we have the right to assume that it must continue to do so in the future. With David Hume, they know that there is no conceivable logical reason why the future should resemble the past. But, for practical reasons, we tend to assume that it will. If we did not make that assumption, we could not draw any inferences at all from past experience, and our attempts at predicting and controlling future experience could not even get started.","highlights":Ӷ^"jQuery321028000069703916032":^°°Ӻ,"text":"It is the same trick that the statistician performs quite openly: when something has recurred a sufficient number of times, it is considered “significant”—which is to say, it is considered probable enough to be taken as a “fact.” The good statistician, of course, does not forget that it was he or she who decided the level of recurrence beyond which things were to be considered “significant.” Like the good modern physicist, he does not argue that, just because the sun has risen every morning for as long as we can remember or have records, we have the right to assume that it must continue to do so in the future. With David Hume, they know that there is no conceivable logical reason why the future should resemble the past. But, for practical reasons, we tend to assume that it will. If we did not make that assumption, we could not draw any inferences at all from past experience, and our attempts at predicting and controlling future experience could not even get started.","category":"Beispiel3","data_creacio":1568975172602°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Yl52hc16ek","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ8Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ8Ӻ/pӶ1Ӻ","endOffset":976°Ӻ,"quote":"The second question to be answered concerns the cognizing activity itself, how it produces what we call “knowledge” and what relation obtains between that knowledge and the black box of ontic reality. For though we relinquish the traditional requirement that knowledge must depict, correspond to, or represent the real world, we must nevertheless (if we want to avoid the absurdity of solipsism) establish that and why what we call “knowledge” cannot be an altogether unconstrained fiction but must in some way be related to reality. \nThe theory of knowledge that we have called Radical Constructivism attempts to provide an answer to both these questions. It does this by replacing the relation between the knower and the known. Traditional epistemology has always taken it as a matter of course that there is a knowable ontic world and that it is the knower’s task to get to know and to describe it.Ӷ4Ӻ The activity of “knowing,” thus, was always seen as the acquisition of something that was already there. Our theory, instead, focuses on the activity of “knowing” as a constructive activity whose results are not merely compilations of material which the knower passively receives through the senses or through some other experiential conduit, but rather coordinations of elements which originate, within the knower, as products of the knower’s own activities of generating and coordinating. Isolating elements in one’s experiential field and relating them to one another are mutually dependent activities.","highlights":Ӷ^"jQuery3210046333567783282572":^°°,^"jQuery3210046333567783282572":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568368988663°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Yy3ckpwl6p","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ15Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ15Ӻ/pӶ1Ӻ","endOffset":383°Ӻ,"quote":"On the cognitive level, however, as we have suggested before, things may be said to “work” in contexts where survival (or procreation) are not directly involved or, perhaps, not involved at all. We do not have to think of extreme cases, such as suicides or drug addicts. Every one of us has inductively developed schemes of action that “work” in that they have brought us success in attaining goals, and some of these goals have had no conceivable connection with physical survival, procreation, or anything biological. But the expression “to work,” in the context of cognitive construction, has yet another subtle aspect. In most contexts, it would be decidedly odd, for someone who has learned that coming too close to the fire will blister the skin, to say “putting your hand on the burner works.” (One could, of course, think up a context in which that statement would make sense, but the context would have to establish that the statement is intended ironically or that, for some reason, burning your hand was, exceptionally, considered a desirable goal.) \nThe point is simply this: Induction, on the cognitive level, presupposes that we abstract regularities from past experience in order to attain desirable states and events and to avoid undesirable ones. In other words, to speak of induction implies values, in the sense that inductive inferences are made with the expectation that they provide tools for the pursuit of specific goals.","highlights":Ӷ^"jQuery321035372966343038652":^°°,^"jQuery321035372966343038652":^°°,^"jQuery321035372966343038652":^°°,^"jQuery321035372966343038652":^°°,^"jQuery321035372966343038652":^°°,^"jQuery321035372966343038652":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568976287375°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Z5oo5zzrj0","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ16Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ16Ӻ","endOffset":200°Ӻ,"quote":"First of all, it is important to realize that there are several levels of reality that differ largely in the material that is used to construct the items that are then considered “real.”","highlights":Ӷ^"jQuery321055199315526674482":^°°Ӻ,"text":"First of all, it is important to realize that there are several levels of reality that differ largely in the material that is used to construct the items that are then considered “real.”","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1568977184432°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zom8a1siz5","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ12Ӻ","startOffset":598,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ12Ӻ","endOffset":778°Ӻ,"quote":"In the cognitive realm of conceptual structures, then, the concept of viability applies to those structures which, in the cognizing organism’s past experience, have led to success.","highlights":Ӷ^"jQuery3210123064015462960312":^°°Ӻ,"text":"In the cognitive realm of conceptual structures, then, the concept of viability applies to those structures which, in the cognizing organism’s past experience, have led to success.","category":"Schlussfolgerung3","data_creacio":1568973822424°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zoptl909rk","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ14Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ14Ӻ","endOffset":738°Ӻ,"quote":"The phrase “that which works” must be interpreted somewhat differently, depending on the realm in which it is used. In the cognitive realm, something will be said to “work” when it does what is expected of it in the context of attaining a goal. This is a delicate and often debated point. Given the longstanding objection, both in psychology and biology, against the notions of goal or purpose, we want to be very explicit about it. \nIn the realm of phylogeny, to “work” means no more than to be viable, to manage to survive and to procreate, and the repetition of that which works is built into the conceptual system that constitutes the theory of evolution. What does not work, or is not viable, is necessarily eliminated.","highlights":Ӷ^"jQuery3210077961469739075362":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1568975583624°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"D1x9ql8m5c","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":859°Ӻ,"quote":"In everyday language the difference between the terms learning and adaptation is sometimes blurred because both refer to a fundamental requirement. If we were not adapted to our environment, we would be unable to survive, and if we could not learn, we would die of our mistakes. For the biologist, however, there is an important difference: adaptation refers to the biological make-up, the genetically determined potential with which we are born; and learning is the process that allows us to build up skills in acting and thinking as a result of our own experience.\nAnother way of bringing out this difference would be to explain that biological adaptation is the result of accidental mutations in the genes that determine possibilities of development, whereas learning can be engaged in deliberately in view of goals that we or others choose.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563972015498°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gnftdj3fe7","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":859,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":1055°Ӻ,"quote":"This means that learning is an activity that we, consciously or unconsciously, have to carry out ourselves. In contrast, the basic meaning of adaptation is not an activity of organisms or species.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":"This means that learning is an activity that we, consciously or unconsciously, have to carry out ourselves. In contrast, the basic meaning of adaptation is not an activity of organisms or species.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563972006816°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gygyaa02u3","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","endOffset":918°Ӻ,"quote":"In this context, I can merely point out that the three-part model of the action scheme remains a powerful analytical tool in the domain of reflection, but there, obviously, the perceptual situation is replaced by a conceptual one, and the activity by a mental operation; and perturbations are no longer caused by unexpected perceptual results but by relational surprises, such as the breach of an expected regularity or an operational result that is incompatible with other conceptual structures, \nThe basic principle of the constructivist theory is that cognitive organisms act and operate in order to create and maintain their equilibrium in the face of perturbations generated by conflicts or unexpected novelties arising either from their pursuit of goals in a constraining environment or from the incompatibility of conceptual structures with a more or less established organisation of experience.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563972271339°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Hc3ugdvv23","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":1203,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":1578°Ӻ,"quote":"Eventually this perspective led him to the conclusion that the function of intelligence was not, as traditional epistemology held, to provide cognitive organisms with ‘true’ representations of an objective environment. Rather, he began to see cognition as generator of intelligent tools that enable organisms to construct a relative fit with the world as they experience it.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":" Eventually this perspective led him to the conclusion that the function of intelligence was not, as traditional epistemology held, to provide cognitive organisms with ‘true’ representations of an objective environment. Rather, he began to see cognition as generator of intelligent tools that enable organisms to construct a relative fit with the world as they experience it.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563972158334°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Lm8p20ek75","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":805,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":887°Ӻ,"quote":"the adaptedness of living organisms can be credited only to accidental variations.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":"the adaptedness of living organisms can be credited only to accidental variations.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563972062785°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Pnp5r6eksa","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ/pӶ1Ӻ","endOffset":387°Ӻ,"quote":"As a biologist, Piaget was well acquainted with the notion of reflex and he investigated the phenomenon in his children. Since infants manifest some such ‘fixed action patterns’ as soon as they are born, they must be considered the result of genetic determination rather than learning. Whereas most developmental psychologists seemed satisfied with that explanation, Piaget focused on the fact that this genetic determination was likely to be the result of natural selection. In other words, he considered that these action patterns arose through accidental mutations and spread, because they, rather than others, had consequences that were conducive to survival. He therefore saw reflexes not as they are usually depicted in textbooks, viz.:\nSTIMULUS → ACTIVITY (RESPONSE)\nbut as composed of three rather than two parts. The third part was the result of the activity that was crucial for the perpetuation of the reflex. On the basis of the organism’s past experience, this result could be expected, and thus open the way to cognitive applications:\n\t1 \t \t2 \t \t3 \n\tPERCEIVED → \tACTIVITY → \tBENEFICIAL or SITUATION EXPECTED RESULT","highlights":Ӷ^"jQuery321059935472725277642":^°°,^"jQuery321059935472725277642":^°°Ӻ,"text":"","category":"Prämisse3","data_creacio":1563972189848°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Se46y0thy7","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":1203°Ӻ,"quote":"Piaget started out as a biologist and began to investigate what he considered to be manifestations of ‘intelligence’ (using the term in a wider sense than is usual). It began with his early discovery that mollusks of the same species were able to produce offspring that developed different and appropriately shaped shells, if they were transplanted from still to fast-flowing water or vice versa. It was a change of physical structure that did not involve a change in the mollusks’ genetic make-up. He saw this as the effect of environmental constraints that foreclosed all but the viable developmental possibilities of the organism. Hence it was a form of adaptation that was closer to learning — the natural selection that produced it did not eliminate other potential developmental pathways in the genome, but only in the individual mollusks in question. Their offspring, if placed in another environment, could develop different shells which, relative to the new constraints, were again adapted.\nSeen in this way, the concept of adaptation could be incorporated in a theory of learning. In my view, this is the major contribution Jean Piaget has made to our understanding of cognition.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563972165202°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Twposv16hf","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":1145,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","endOffset":1481°Ӻ,"quote":"This addition was legitimate because, although reflexive action patterns are ‘wired in’ and remain fixed for a certain time, they can eventually be modified or even dismantled by the organism’s experience. Adults, for instance, no longer manifest some of the reflexes that helped them to find the mother’s nipple when they were infants.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":"This addition was legitimate because, although reflexive action patterns are ‘wired in’ and remain fixed for a certain time, they can eventually be modified or even dismantled by the organism’s experience. Adults, for instance, no longer manifest some of the reflexes that helped them to find the mother’s nipple when they were infants.","category":"Schlussfolgerung3","data_creacio":1563972183183°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"V69skpy6zw","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","startOffset":918,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","endOffset":1092°Ӻ,"quote":"The urge to know thus becomes the urge to fit, on the sensorimotor level as well as in the conceptual domain, and learning and adaptation are seen as complementary phenomena.","highlights":Ӷ^"jQuery321059935472725277642":^°°Ӻ,"text":"The urge to know thus becomes the urge to fit, on the sensorimotor level as well as in the conceptual domain, and learning and adaptation are seen as complementary phenomena.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563972244520°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Xddohpk5i1","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":805°Ӻ,"quote":"What further tends to mislead about the biological meaning of the term adaptation, is its definition as the outcome of a process called natural selection. This seems to relate the process to the deliberate, goal-directed selecting that is done, for example, by breeders of dogs or horses. Natural selection, in contrast, happens quite aimlessly as the result of changes in the environment which simply wipe out all those that do not have the characteristics necessary for survival. In this context one should emphasize the fact that the characteristics that enable an organism to survive a given environmental change, have to be present in the organism before that change occurs; and since the theory of evolution holds that modifications of the genetic make-up must be caused by mutations,","highlights":Ӷ^"jQuery321059935472725277642":^°°,^"jQuery321059935472725277642":^°°,^"jQuery321059935472725277642":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563972072052°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ew8lrouq9z","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ/pӶ1Ӻ","endOffset":2125°Ӻ,"quote":"However, you can also raise your sweetest voice and call: “Darling, would you come into the garden!” That, too, is interaction, but doesn’t always work. If it is successful, this may be due to one of three things: \n1)\ta history of calls and reinforcements that has conditioned Sue to go to daddy at the stimulus “Darling”, much as a well-trained spaniel comes when called; \n2)\ta history of interactions that has led Sue to parse the sequence “come into the garden!” as one of many possible combinations of signals which, in particular contexts, require a specific motor action; \n3)\ta history of interactions that has led Sue to interpret the utterance as an expression of something that’s in daddy’s head; something that must itself be interpreted through re-presentation of past experiences with daddy’s expression of wishes, with his tendency to say “garden” when he intends “vegetable garden”, with the path to it, etc., etc.) and must be evaluated in relation to other possibilities, and which, in this instance, leads to the decision to do as requested. \nThe way I see it (because that’s the way I have made it), this illustrates four types of interaction. Only the last one has the components I require to use the word “language” in the sense I want. \nPushing or pulling others, dragging or carrying them, are no doubt social interactions. As such, they may be modified by all sorts of conventions; but, even if they are, I would not call them “language”. \nThe conditioned response springs from a link the experiencer has established, a link between a sensory experience and a motor action. Even if the stimulus is a “word”, because the stimulator (and others) consider it thus, I would not call the interaction “language”. \nThe complex utterance that requires parsing in a context, is “linguistic” in just that respect. Yet, because the outcome of the parsing is still no more than a fixed connection to a sensory-motor pattern, a trigger for a specific way of acting, I would still not call it “language” in the full sense of the term. \nOnly in the last instance, where the utterance calls forth re-presentations, the replay of past experiences in the receiver’s mind, only in that case is the interaction truly different from all other forms of social interaction, and the difference is an exclusive characteristic of “language”.","highlights":Ӷ^"jQuery321044352141459634112":^°°,^"jQuery321044352141459634112":^°°,^"jQuery321044352141459634112":^°°,^"jQuery321044352141459634112":^°°,^"jQuery321044352141459634112":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1569608161565°
