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

ISBN-13: 9783642837937 / Angielski / Miękka / 2011 / 306 str.

Felicie D. Affolter; Ida J. Stockman

Opis

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 perspec tive 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 de velopment. Although decades have passed since Jean Piaget first proposed a model of cognitive learning and development that builds on sensorimotor pro cesses, 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 perfor mance. 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."

Spis treści

I: Living in a Wirklichkeit.- A. The Wirklichkeit as It Is.- 1 The Surroundings Begin to Take Shape.- 1.1 The World Is Here: I Touch the World and the World Touches Me.- 1.1.1 The Stable Support.- 1.1.2 The Stable Side.- 1.2 The World Becomes a Surrounding World: The World Embraces Me; I Embrace the World.- 1.2.1 The Niche - The World Embraces Me.- 1.2.2 The Object: I Embrace the World.- 1.3 I Perceive the World Around Me: I Embrace It.- 1.3.1 I See or Hear or Feel.- 1.3.2 From Feeling to Feeling and Seeing.- 1.3.3 From Looking to Taking.- 1.4 The Surroundings Become Familiar.- 1.4.1 Unfamiliar - I Jerk Away.- 1.4.2 Searching for New Events.- 1.4.3 One Hand - Then Two - And Still a Unity.- 1.4.4 The Multitudinous Ways of Touching and Releasing.- 2 The Wirklichkeit: Perceiving and Acting Upon.- 2.1 Cause and Effect.- 2.1.1 I Set Things in Motion.- 2.1.2 I Separate and I Bring Together.- 2.2 I Explore Neighboring Relationships Through Feeling.- 2.2.1 I Take out and Put in.- 2.2.2 It Goes Through and Then Where Is It?.- 2.2.3 It Disappears and I Find It Again.- 2.3 The Wirklichkeit Becomes Familiar to Me as It Is.- 2.3.1 I Grasp a Multitude of Causes.- 2.3.2…and Effects - Outdoors and Indoors.- B. The Wirklichkeit Can Be Changed.- 1 The Wirklichkeit as I Want It to Be.- 1.1 I Restore the Wirklichkeit.- 1.2 I Behave in an Orderly Way.- 2 Events of Daily Living Change the Wirklichkeit.- 2.1 I Help in Daily Living Events.- 2.2 I Continue to Perceive and Act Upon.- 2.3 I Can Do It Myself.- II: Failing in a Wirklichkeit.- 1 Those Around Them Notice: They Are Deviant.- 1.1 They Are Either Too Hectic or Too Quiet.- 1.2 They Talk Incessantly.- 1.3 They Are Called Aggressive.- 1.4 They Are Labeled Ill-Mannered.- 2 We Observe: They Have It and Yet They Don’t Have It.- 2.1 They Know About the Rules of Touching, but Where Is the World Around Them?.- 2.1.1 They Withdraw from Touching, Become Tense and Look Away.- 2.1.2 They Know About the Rules of the Stable Support and the Side.- 2.1.3 They Have Two Hands but Often Use Only One.- 2.1.4…and Don’t Succeed in Embracing Things.- 2.2 They Know About the Rules of Acting Upon - But Where Is Their Changing of the Surroundings?.- 2.2.1 They Take Off - But How?.- 2.2.2 And Where Is the Neighborhood?.- 2.2.3 The Sequence - When Something Is Missing or When You Cannot Go Back.- 2.2.4 When Only the Moment Exists.- 2.2.5…and Causative Actions Do Not Correspond to the Situations.- 2.2.6…Then the Wirklichkeit Slips Away.- 3 What Happens When There Is a Lack of Tactile-Kinesthetic Information?.- 3.1 They Search for Information.- 3.1.1 They See and Hear.- 3.1.2 They Receive Tactile-Kinesthetic Information.- 3.2 When Information Is Deviant.- 3.2.1…Then Problems Are Recognized but Not Solved.- 3.2.2…and the Surroundings Are Still Unfamiliar.- 3.2.3 They Hardly Know What Is Happening Around Them.- 3.2.4 The World Does Not Become a Surrounding World.- 3.3 The Limitation of Capacity.- 3.3.1 What Are the Consequences of a Limited Capacity?.- 3.3.2 When I Can Order Information.- 3.3.3 What Happens When I Am in Search of Tactile-Kinesthetic Information.- 3.3.4…and the Competence Does Not Become Performance?.- 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?.- 2.1 The Development of Perceptual Performances Is Deviant.- 2.2 Developmental Performances Appear in a Different Sequence.- 2.3 Problem Solving Activities Are Deviant.- 3 How Can We Represent Development?.- 3.1 Interpreting the Results.- 3.2 The Model of Development.- 4 We Cannot Simply Wait.- 4.1 We Should Not Practice Skills.- 4.2…but Should Begin with “Problem Solving Events” and Mediate the Corresponding Tactile-Kinesthetic Information.- B. Problem Solving Events Can Be Felt.- 1 I Feel and Can Change My Behavior.- 1.1 I Learn from Tactile-Kinesthetic Experience.- 1.1.1 What I Feel Is Unfamiliar to Me.- 1.1.2 I Feel and It Becomes Familiar; Now I Can Also Look at It.- 1.1.3 I Feel and Look - I Look and Feel.- 1.1.4 I Recognize What I Feel and Continue the Movements; I Anticipate Them.- 1.2 I Touch and Allow for Touching.- 1.2.1 I Guide from Behind.- 1.2.2 They Have Two Hands, a Mouth, and a Body.- 2 I Feel and Act upon.- 2.1 I Feel the Wirklichkeit.- 2.1.1 The Wirklichkeit Includes the Surroundings.- 2.1.2…and Changes in Resistance Are Needed.- 2.2 They Know About the Rules.- 2.2.1…of Touching.- 2.2.2…and Acting Upon.- 2.3 And Now I Can Change the Surroundings.- 2.3.1 When to Use Hands and When to Use Tools.- 2.3.2 Everything Happens in Its Own Time.- 2.3.3 Am I Allowed to Break That?.- 3 I Understand Problem Solving Events of Daily Living.- 3.1 Learning Begins with Understanding.- 3.1.1 Understanding - What Is Meant?.- 3.1.2 I Work with Children and Adults on Their Level of Understanding.- 3.2 Problems Arise All the Time.- 3.2.1 Problem Solving Is Thrilling.- 3.2.2 Difficulties Can Be Overcome; How Good It Is to Have Difficulties.- 3.2.3 The Solving of the Problem Is Important, Not the Product.- 3.2.4 I Have Solved the Problem by Myself.- 3.2.5 When Do I Talk?.- 3.3 Guided Through Daily Living.- 3.3.1 I Guide When Problems Arise in Daily Living.- 3.3.2…or I Have to Plan Problem Solving Events.- 3.3.3 Feeling Is Very Difficult.- 3.3.4 A Break in Guiding Allows Time for Thinking.- C. Tactile-Kinesthetic Experiences with Solving Problems of Daily Living Are Interiorized.- 1 Production Begins.- 1.1 From Anticipation to Producing.- 1.2 Initial Acts of Production Are Eagerly Awaited - But?.- 1.3 It Is Good to Have Habits.- 1.4 Habits Do Not Make Progress Happen.- 1.4.1 Habits Are Rigid.- 1.4.2 Habits Break Down When Situations Change.- 1.5 The Gift of Curiosity - How to Break Through Habit Formation.- 1.5.1 If Information Is Restricted, How Can It Be Expanded?.- 1.5.2 Feeling Causes and Effects.- 1.6 The Way Back to the Main Road Is Found by Using Detours.- 2 Return to the Problem Solving Events of Daily Living - Then Comes Representation.- 2.1 The Symbol Represents Problem Solving Events of Daily Living.- 2.1.1 Problem Solving Events Are Represented by Forms Which Are Ready-Made.- 2.1.2 The Forms for Representation Are Constructed.- 2.1.3 The Symbol Serves to Explore New Situations.- 2.1.4 The Picture Is a Symbol.- 2.2 Problem Solving Events in Daily Living and Then - Language Performance.- 2.2.1 Children Relate Verbal Forms to Problem Solving Events They Experience.- 2.2.2 Problem Solving Events in Daily Living Are the Basis for Deep Structure and for Surface Structure.- 2.3 When the Root Is Sick.- 2.3.1…the Symbolic Behavior Is Deviant.- 2.3.3…the Deep Structure and Surface Structure Are Deviant.- 2.4 What Can Be Done?.- 2.4.1 Something Can Always Be Done.- 2.4.2 First Comes Tactile-Kinesthetic Input from Problem Solving Events of Daily Living and Then Comes Representation.- D. Conclusions.- 1 Problem Solving Events Can Be Considered the Root of Development.- 1.1 Possibilities of Application Have a Variety of Forms.- 1.2 The Application of the Therapeutic Model Involves a Whole Circle of Persons.- 2 Our Knowledge About the Root of Development Is Still Limited.- 2.1 Extension of Longitudinal Research Is Needed.- 2.2 Extension of Cross-Sectional Research Is Needed.- Closing Remarks.- Glossary: Wirklichkeit.- References.