This paper theoretically examines the interplay between cognition and bodily involvement in relation to nature-based therapy and proposes implications for practice. With support from theory within embodied cognition and neuroscientific studies, it is argued that explicit learning is actively supported by bodily involvement with the environment.…

The present study used functional magnetic resonance imaging to delineate cortical networks that are activated when objects or spatial locations encoded either visually (visual encoding group, n = 10) or haptically (haptic encoding group, n = 10) had to be retrieved from long-term memory. Participants learned associations between auditorily…

The study concerned the effects of induced interference, employing a backward masking paradigm, on the processing of sensory information and on the formation of perceptual-motor responses in 20 dyslexic and 20 normal children (mean age 8.2 years). (Author/PHR)

After distinguishing between neocortical abilities for executive control and subcortical sensory motor skills for proprioceptive and vestibular integration, we compare a sample of 116 normal preschoolers with a sample of 31 preschoolers receiving occupational therapeutical treatment. This is done in an experimental design controlled for age (mean:…

Sixteen school-age children with specific language impairment (SLI) and 16 age-matched controls were tested for immediate recall of digits presented visually, auditorily, or audiovisually. Recall tasks compared speaking and pointing response modalities. SLI children showed small recency effects as well as an unusually poor recall when visually…

Ten normally speaking children, 10 having mild misarticulations, and 10 having severe misarticulations, aged seven-eight, were administered unisensory and bisensory processing tasks. Results showed that misarticulating children obtained lower scores than normal children on all bisensory tasks and had larger decrements from unisensory to bisensory…

Perception is a process by which simple and complex information (stimuli) is experienced. We gain information about how such stimulus inputs are experienced by a child, for example, by his responses or outputs. Outputs are in the form of vocalizations and motor acts. Thus, the perceptual process is frequently called perceptual-motor. But the…

The article describes the neurolinguistic programing model and applies it to teaching orientation and mobility skills to congenitally blind students, who have access to only the auditory and kinesthetic primary systems. Understanding the effects on thought of limited representational systems can help trainers teach more effective cane or dog guide…

Investigates developmental changes in the accuracy of aimed movements made to an illuminated target lamp by children between the ages of 1.5 and 8 years. Shows accuracy decreased with decreasing availability of visual information and improved with age under all conditions. (HOD)

This book examines the body's role in learning, by reviewing recent scientific insights into the ways that movement initiates and supports mental processes. Part 1 focuses on the brain and physical development, emphasizing the growth of the body/mind capacities with which we learn. It explores three distinct but interconnected kinds of body/mind…

A rationale and procedures are presented for occupational therapy evaluation of the preschooler whose problems suggest dyspraxia. Two evaluative domains are examined: sensory processing (assessment of tactile, proprioceptive, vestibular, auditory and visual functions) and praxis (ideation, motor planning and execution). Procedures include…