Perception, Interaction and Language

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.

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.