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Gestalt Principles in the Control of Motor Action
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Klapp, Stuart T.; Jagacinski, Richard J. – Psychological Bulletin, 2011
We argue that 4 fundamental gestalt phenomena in perception apply to the control of motor action. First, a motor gestalt, like a perceptual gestalt, is holistic in the sense that it is processed as a single unit. This notion is consistent with reaction time results indicating that all gestures for a brief unit of action must be programmed prior to…
Descriptors: Reaction Time, Auditory Perception, Psychomotor Skills, Responses
Measurement and Training of Perceptual and Perceptual-Motor Functions: A Position Statement by the Board of Trustees of the Council for Learning Disabilities.
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Learning Disability Quarterly, 1986
The position statement of the Council for Learning Disabilities' Board of Trustees opposes the measurement and training of perceptual and perceptual-motor functions as a part of learning disability services and recommends instead that assessment and remediation focus on the primary disorders of listening, speaking, reading, writing, reasoning, and…
Descriptors: Elementary Secondary Education, Learning Disabilities, Perception Tests, Perceptual Development
The CLD Position Statements. The Board of Trustees of the Council for Learning Disabilities.
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Journal of Learning Disabilities, 1987
Position statements of the Council for Learning Disabilities oppose the following: (1) use of discrepancy formulas in the identification of learning disabled individuals; (2) inclusion of nonhandicapped low achievers and underachievers in learning disability programs; and (3) measurement and training of perceptual and perceptual-motor functions.…
Descriptors: Elementary Secondary Education, Eligibility, Handicap Identification, Learning Disabilities
The Development of Early Communication: Using Developmental Literature for Selecting Communication Goals.
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Harrison, Janet; And Others – Journal of Special Education, 1987
The developmental model of communication growth is often the most appropriate framework for determining intervention goals with handicapped children. An integration of published literature describing the developmental progression of sensory, motor, and social abilities is provided as an intervention framework for developing communicative abilities…
Descriptors: Communication Skills, Developmental Stages, Disabilities, Educational Objectives
Perceptual-Motor Programs Do Not Facilitate Development: Why Not Play?
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Corrie, Loraine; Barratt-Pugh, Caroline – Australian Journal of Early Childhood, 1997
Early childhood perceptual-motor programs as preventive and remedial measures present three concerns: (1) they have minimal positive effects; (2) funds could be used to investigate more effective educational strategies; and (3) the rationale for these programs does not fit with the Australian Early Childhood Association's Code of Ethics. Play is…
Descriptors: Childhood Needs, Codes of Ethics, Early Childhood Education, Foreign Countries
Clinical Assessment of Sensorimotor Knowledge in Nonverbal, Severely Retarded Clients.
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Snyder-McLean, Lee; And Others – Topics in Language Disorders, 1988
Reviews history and research of sensorimotor and language development in handicapped children, two research studies on the relationship between sensorimotor development and communication status in nonverbal severely mentally retarded subjects, problems using standardized sensorimotor scales, and an alternative approach involving direct measurement…
Descriptors: Clinical Diagnosis, Communication Skills, Elementary Secondary Education, Language Acquisition