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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Qgoda36ipi","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ70Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ70Ӻ","endOffset":1294°Ӻ,"quote":"The second development made possible by the introduction of the representational use of invariants is that they can now be used as building blocks for conceptual constructions that move further and further away from the raw material of sensory or motor signals. This shift constitutes one of the salient characteristics of all the “higher,” more sophisticated mental operations and it has consequences for epistemology far beyond the scope of this chapter. 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. It allows us to proceed much as a bricklayer, who can devote all his energy and attention to the creation of a wall or an arch, without ever stopping to ask where the bricks he is using came from or how they were made. And just as the characteristics of the bricks (e.g., shape and size) make it impossible for the bricklayer to build certain structures, so the ready-made conceptual building blocks impose constraints on any future construction.","highlights":Ӷ^"jQuery321030334267355695812":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1561395873300°
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