Table of Contents
The Development of Concepts.
Proximal and Distil Modalities are those in which the transducer comes in contact or does not come in contact with the referent respectively.
The Motor Stage is a time of discovery about the self.
The Motor Stage is primarily a Haptic affair.
Adults revisit the Motor Stage when they learn a new motor skill.
In the Motor-Perceptual Stage stage the focus of the childŐs activity is on exploring the environment.
In the Motor-Perceptual Stage, the child must come into CONACT with objects in the environment to study them.
The Motor-Perceptual Stage is a baby college which requires much homework for the infant.
In the Motor-Perceptual Stage, the Haptic Modality is used to explore the environment and the input is associated with input from the distil modalities.
Hands, arms, fingers, feet and jaws are used as calipers to measure objects.
Almost every moment is an opportunity to measure objects and to increase brain growth!
The more encounters the child has , the more knowledge she/he gains and the more brain tissue he/she generates. But then, who wants a kid smarter then his/her parents?
The Motor-Perceptual stage at three months for vocal development is the stage of babbling.
In the Perceptual-Motor stage, the child explores the environment with the distil modalities and correlates input with past haptic experiences.
In the Perceptual-Motor Stage, the eyes (distil) direct the hand (proximal) movements.
Drawing while looking through a mirror emulates the motor-perceptual stage.
To draw from a reflection, the focus must be switched to feedback from the muscles (motor)--a Motor-Perceptual level of functioning.
Voluntary control over sound production is achieved in the Perceptual-Motor stage after 6 months.
Children begin to abstract semantic features (bonds) in the Perceptual-Motor Stage
At the Perceptual Stage the child recognizes categories of things in the environment.
The child has developed categories of speech sounds called Phonemes in the Perceptual Stage.
The older child begins comparing categories in the Perceptual-Conceptual Stage.
Higher level categories are created in the Conceptual Stage.
Higher level categories (concepts) can often only be accessed by their symbols.
The the Conceptual-Perceptual stage, our concepts act as powerful screens though which we see the world.
One important function of Higher Education (High School and College) is to develop a rich store of Concepts.
The more concepts a person has, the more they will see in their environment.
Concepts and Language keep developing as long as we are interacting with the environment.
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Author: Ed Hall
Email: ehall@csun.edu
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