Explores how a dyadic understanding of perception cancels the validity it might have as a model for the linguistic process. Discusses commonly misunderstood exhibits in the gallery of perception studies--the duck-rabbit and Magritte's pipe. (RS)

Perception training can be an integral part of management development programs. These games can help trainees understand what perception is, how it works, and how it applies in the workplace. (JOW)

An adventitiously visually impaired individual examines differences between the neurological, psychological, and educational development of persons blinded either very early in life or much later. (DB)

Discusses the importance of sensory stimulation as our connection to the global life system. Expands the traditionally acknowledged 5 human senses to include over 53 additional ways of perceiving. Explains how sensory awareness as knowledge is culturally invalidated and mistrusted to the detriment of the quality of human life. (MCO)

Criticizes the account of observation given by Alan Chalmers in "What Is This Thing Called Science?" and provides an alternative based on direct realist approaches to perception. Contains 15 references. (Author/WRM)

Responds to four commentaries on the article by Jones and Smith in this issue. Suggests that the comments derive from the possibility that stable concepts might not exist and from the difficulty of imagining what cognition could be without represented concepts. Discusses traditional approaches to stability and variability, and considers what…

Since it is unavoidable that children will experience the death of people and animals through media, literature, and real-life situations, they will need adult help when trying to understand what death is and how it affects them. Researchers generally agree that a child's perception of death is developmental, closely associated to either age or…

Identifies the principle types of cognitive and affective influences which contribute to the development of an individual's conceptual framework. Explains how external influences affect a child's interpretation of the environment. Urges that multidimensional experiences be offered to children and that students' perceptual levels, personal…

Comments on the article by Jones and Smith in this issue. Responds to the theses that perceptual information is as much at the core of concepts as is nonperceptual information and that concepts are not represented as such but are computed on-line when needed. Presents a view of the relationship between perception and conceptual knowledge…

Comments on the article by Jones and Smith in this issue. Describes a program of research that demonstrates the important influence of perception on the structure of concepts. Proposes that both perceptual and nonperceptual information are important to conceptual structure throughout the continuum of knowledge acquisition and that perception is a…

Comments on the article by Jones and Smith in this issue. Outlines different perspectives from which the issue of conceptual development is approached, elaborating on the functions concepts serve and variations in those functions. Notes points of agreement with the perceptual knowledge view and offers comments on the research supporting the…

This commentary on the article by Jones and Smith in this issue examines whether coherent conceptual cores exist in long-term memory; abstract propositions constitute conceptual cores; concepts in long-term memory control behavior; and the primary purpose of developing and using concepts is to taxonomize the environment. (TJQ)