Annotation:Annotationen:Subitizing: The Role of Figural Patterns in the Development of Numerical Concepts/Zrht1e1etu

Annotation of	Annotationen:Subitizing:_The_Role_of_Figural_Patterns_in_the_Development_of_Numerical_Concepts
Annotation Comment
Last Modification Date	2020-07-24T16:26:19.505Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zrht1e1etu","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","endOffset":1148°Ӻ,"quote":"The hypothesis of alternative figural representations that are “equivalent” in that they are all semantically connected to one word, has the virtue that it at once fits how children come to recognize a considerable variety of figural patterns as legitimate referents of a number word long before they have any conception of number or numerosity. The sound image of “three” is easily associated with whatever perceptual configurations are explicitly called “three” by the adults in whose company the child grows up. There will be finger patterns, patterns of dots and lines, arrangements of particular design elements (hearts, diamonds, etc.), and of course the variations of the numeral 3. \nSome of these figural patterns area “iconic” in that they are composites of perceptual units which, if considered quantitatively (by a counter who already has numerical concepts) represent the numerosity designated by the number word with which they are associated. Others, like the Arabic numerals (and the Roman numerals above III) are not iconic, because they are not constituted by a collection of items that has the indicated numerosity.","highlights":Ӷ^"jQuery3210179151875875643852":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1595600779232°