Perception, Interaction and Language: Interaction of Daily Living: The Root of Development - gebunden oder broschiert

EAN (ISBN-13): 9783540511502
ISBN (ISBN-10): 3540511504
Gebundene Ausgabe
Erscheinungsjahr: 1991
Herausgeber: Springer

Buch in der Datenbank seit 2007-04-04T23:52:32+02:00 (Berlin)
Detailseite zuletzt geändert am 2023-08-24T17:44:43+02:00 (Berlin)
ISBN/EAN: 3540511504

ISBN - alternative Schreibweisen:
3-540-51150-4, 978-3-540-51150-2
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: felicie affolter, affolter félicie
Titel des Buches: living language, perception interaction language

---

Daten vom Verlag:

Autor/in: Felicie D. Affolter
Titel: Perception, Interaction and Language - Interaction of Daily Living: The Root of Development
Verlag: Springer; Springer Berlin
306 Seiten
Erscheinungsjahr: 1990-12-19
Berlin; Heidelberg; DE
Gewicht: 0,690 kg
Sprache: Englisch
85,55 € (DE)
87,95 € (AT)
106,60 CHF (CH)
Not available, publisher indicates OP

BB; Book; Hardcover, Softcover / Psychologie; Psychologie; Verstehen; B; Psychology, general; Behavioral Science and Psychology; BC; EA

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.
This book describes tactile-kinesthetic perception as a base for cognitive development and is unique in this respect. The author's concept, based on Piaget's theory of development, has been widely accepted in Western Europe; also, the author is active in the United States in collaboration with the Center for Research in Learning, Perception, and Cognition at the University of Minnesota, Minneapolis, MN.