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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ldsyguv9e3","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ83Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ85Ӻ","endOffset":477°Ӻ,"quote":"But consider a case in which there is no continuous succession at all but, nevertheless, we are able to construe individual identity. A well-fed brother whom one has not seen for 20 years may be bald and scrawny when he returns; he may have a different accent, his likes and dislikes may have changed, and what he now says about politics, art, and women may be incompatible with what one remembers of him. Yet one could still accept him as the self-same individual. How do we construct continuity across such enormous experiential gaps? I believe we acquire the ability in small steps.\nThe first step is to assume continuity of a composite whole on the strength of an experientially continuous part. We do this every time we watch a moving object that for a moment partially disappears and then comes into full sight again. In an infant’s early life, that is a frequent experience, since there are nearly always some visual obstacles in the immediate environment behind which parts of people disappear. Visual tracking is manifest very early and soon enables the infant to follow an item even when it wholly disappears for a moment (Bower, 1974). In that case it cannot be a visual part of the experiential item. Rather it is the proprioceptive signals generated by the tracking motion that supply the continuity. The essential feature, however, is the experiential continuity of some signal sequence that connects the percept that disappears with the percept that reappears, and that can hold the child’s attention so that no other item comes into focus. If there is no such sequence and, consequently, there is a refocusing of attention in the interval, the two experiential items will not be construed as one individual, no matter how similar they may be as percepts. For many five-year-olds, for instance, the sun today and the sun yesterday are not yet one and the same individual (Piaget, 1971, p. 87).\nAs long as the linear sequence of attention focused on sensory signals is the only dimension of the child’s experience, it is logically impossible to connect two experiential items across an interval during which none of the signals constituting them is continuous. Such a connection has to be created outside the ongoing experiential sequence, so that it can subsist, as it were, in parallel and is not broken by the actual sensory experiences that occur during the internal.","highlights":Ӷ^"jQuery321030334267355695812":^°°,^"jQuery321030334267355695812":^°°,^"jQuery321030334267355695812":^°°,^"jQuery321030334267355695812":^°°,^"jQuery321030334267355695812":^°°,^"jQuery321030334267355695812":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1561543133963°
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