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Perception, Interaction and Language: Interaction of Daily Living: The Root of Development
Perception, Interaction and Language is essentially about the nature of adaptive learning in both its normal and abnormal forms. A major pre­ mise is that verbal and nonverbal learning depend critically on interaction with the environment via daily life problem solving activity. This new perspective is not entirely unfamiliar. But, a fundamentally new perspective is offered by the additional premise that tactile-kinesthetic percep­ tion associated with problem solving experiences provides the primary basis for interaction and hence, is the root of adaptive learning and development. Although decades have passed since Jean Piaget first proposed a model of cognitive learning and development that builds on sensorimotor processes, little seems to be known about how human actions are actually translated into adaptive behavior. We are keenly reminded of this lack of knowledge when dealing with persons who present abnormal performance. The failure to learn language, in particular, can create a devastat­ ing handicap. Therefore, it is not surprising that systematic attention has been given to research and clinical programs for the language disordered.
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Perception, Interaction and Language: Interaction of Daily Living: The Root of Development
Perception, Interaction and Language is essentially about the nature of adaptive learning in both its normal and abnormal forms. A major pre­ mise is that verbal and nonverbal learning depend critically on interaction with the environment via daily life problem solving activity. This new perspective is not entirely unfamiliar. But, a fundamentally new perspective is offered by the additional premise that tactile-kinesthetic percep­ tion associated with problem solving experiences provides the primary basis for interaction and hence, is the root of adaptive learning and development. Although decades have passed since Jean Piaget first proposed a model of cognitive learning and development that builds on sensorimotor processes, little seems to be known about how human actions are actually translated into adaptive behavior. We are keenly reminded of this lack of knowledge when dealing with persons who present abnormal performance. The failure to learn language, in particular, can create a devastat­ ing handicap. Therefore, it is not surprising that systematic attention has been given to research and clinical programs for the language disordered.
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Perception, Interaction and Language: Interaction of Daily Living: The Root of Development

Perception, Interaction and Language: Interaction of Daily Living: The Root of Development

Perception, Interaction and Language: Interaction of Daily Living: The Root of Development

Perception, Interaction and Language: Interaction of Daily Living: The Root of Development

Overview

Perception, Interaction and Language is essentially about the nature of adaptive learning in both its normal and abnormal forms. A major pre­ mise is that verbal and nonverbal learning depend critically on interaction with the environment via daily life problem solving activity. This new perspective is not entirely unfamiliar. But, a fundamentally new perspective is offered by the additional premise that tactile-kinesthetic percep­ tion associated with problem solving experiences provides the primary basis for interaction and hence, is the root of adaptive learning and development. Although decades have passed since Jean Piaget first proposed a model of cognitive learning and development that builds on sensorimotor processes, little seems to be known about how human actions are actually translated into adaptive behavior. We are keenly reminded of this lack of knowledge when dealing with persons who present abnormal performance. The failure to learn language, in particular, can create a devastat­ ing handicap. Therefore, it is not surprising that systematic attention has been given to research and clinical programs for the language disordered.

Product Details

ISBN-13: 9783642837937
Publisher: Springer Berlin Heidelberg
Publication date: 12/21/2011
Edition description: Softcover reprint of the original 1st ed. 1991
Pages: 306
Product dimensions: 6.69(w) x 9.53(h) x 0.03(d)

Table of Contents

I: Living in a Wirklichkeit.- A. The Wirklichkeit as It Is.- 1 The Surroundings Begin to Take Shape.- 2 The Wirklichkeit: Perceiving and Acting Upon.- B. The Wirklichkeit Can Be Changed.- 1 The Wirklichkeit as I Want It to Be.- 2 Events of Daily Living Change the Wirklichkeit.- II: Failing in a Wirklichkeit.- 1 Those Around Them Notice: They Are Deviant.- 2 We Observe: They Have It and Yet They Don’t Have It.- 3 What Happens When There Is a Lack of Tactile-Kinesthetic Information?.- III: Learning in a Wirklichkeit.- A. Problem Solving Events Are the Root of Development.- 1 Development Occurs with a Surprising Regularity.- 2 But What Happens When Children Fail in Perception?.- 3 How Can We Represent Development?.- 4 We Cannot Simply Wait.- B. Problem Solving Events Can Be Felt.- 1 I Feel and Can Change My Behavior.- 2 I Feel and Act upon.- 3 I Understand Problem Solving Events of Daily Living.- C. Tactile-Kinesthetic Experiences with Solving Problems of Daily Living Are Interiorized.- 1 Production Begins.- 2 Return to the Problem Solving Events of Daily Living - Then Comes Representation.- D. Conclusions.- 1 Problem Solving Events Can Be Considered the Root of Development.- 2 Our Knowledge About the Root of Development Is Still Limited.- Closing Remarks.- Glossary: Wirklichkeit.- References.
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