Annotation:Annotationen:Subitizing: The Role of Figural Patterns in the Development of Numerical Concepts/Gp8mrpau3u

Annotation of	Annotationen:Subitizing:_The_Role_of_Figural_Patterns_in_the_Development_of_Numerical_Concepts
Annotation Comment
Last Modification Date	2020-07-24T15:47:22.950Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gp8mrpau3u","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ/pӶ1Ӻ","startOffset":373,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ/pӶ1Ӻ","endOffset":1249°Ӻ,"quote":"A 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).","highlights":Ӷ^"jQuery321064791529941212592":^°°Ӻ,"text":"","order":"mw-content-text","category":"Beispiel3","data_creacio":1595598442683°