Annotation:Annotationen:Subitizing: The Role of Figural Patterns in the Development of Numerical Concepts/Agbnc9qp02

Annotation of	Annotationen:Subitizing:_The_Role_of_Figural_Patterns_in_the_Development_of_Numerical_Concepts
Annotation Comment
Last Modification Date	2020-07-24T15:56:34.610Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Agbnc9qp02","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":1762,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":2612°Ӻ,"quote":"That is in no way different from what a child has to do, and does, to acquire proficiency in the use of ordinary words such as “dog”. If a poodle happens to be part of the household, a representation of the poodle-percept will be the first meaning of the word. As other dogs enter the child’s experience, new perceptual patterns will be associated with the word. Though there have been theories that suggested it (e.g. Katz & Foder, 1963), it is utterly inconceivable that a child actually forms a universal representation of dog percepts when he or she discovers that adults use the word “dog” to refer, not only to his poodle, but also to a Dachshund, a Great Dane, a St. Bernard, and a bulldog. No common figural representation could cover that variety of canines without erroneously including members of other species as well (cf. Barrett, 1978).","highlights":Ӷ^"jQuery321043159286180920242":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1595598994329°