Showing papers on "Perceptual learning published in 1968"

Perceptual integration and reading problems.

Abstract: From the notion that reading is a process of continuous intersensory integrations of visual-tactual-kinesthetic information, it was hypothesized that deficits at the automatic sequential level of the ITPA primarily affect this integrative process. Thus, measures of visual-tactual-kinesthetic integration should discriminate between adequate and inadequate readers. An extensive test battery was administered to 40 matched pairs of adequate and inadequate readers in the second and third grades in two conmmnities. Significant differences between communities and between sexes were found. Insufficient support for the hypothesis was obtained.

Perceptual deprivation and perceptual skills: some methodological considerations.

Abstract: A comprehensive battery of perceptual tests was administered prior to and approximately 4 hr. after 7 days of perceptual deprivation. There were 8 non-deprived and 8 deprived male is. Completely negative results were obtained. Methodological considerations pertinent to the findings are discussed.

Perceptual mode and reading improvement of college students.

Abstract: Summary.-Data suggest EFT scores are related to reading proficiency. Reading specialists (Frostig 8r Horne, 1964; Coleman, 1964) seem to have accepted the principle that perceptual retardation is more predictive of and plays a more imporcant role in the reading disability of children than adults. This seems congruent with the position that perceptual skills are developed when the individual is rather young and come to constitute a perceptual style of life which becomes stable over time (Witkin, et dl., 1962). Although the term "perception" seems to refer often to discriminating forms when Ss are children and to include meaning when Ss are adults, the work of these specialisrs may explain why teachers of adults with reading deficiencies have generally not engaged in perceptual assessment (other than visual acuity) or perceptual training as an adjunct to or prior to what might be termed actual reading instruction. As exceptions to this are those approaches to remedial reading which include psychotherapy. Treatments of this type are usually concerned with more gross personality changes such as are implied in the concept of perceptual style or mode. La Fitte (1962), in an exception to the above generalization, found perceptual training did not add significantly to reading comprehension of college freshmen although speed did increase over a short period of time. If perceptual skills were relevant for an adult learning to read and for a child, then assessment of these skills and of ways of helping adults acquire them would surely become part of remedial programs. Stuart (1967) seems to be working in this direction. He links retardation in particular percepmal skills to particular reading difficulties. If valid, treatments (methods of instruction) which can be shown to modify perceptual and/or reading skills could be introduced. Teaching usually involves many stimuli with multiple and complex interactions so that the identification of cause-effect relationships (which may also be unique to the individual) has not been particularly successful. Campbell and Stanley (1963) have written an excellent discussion of these problems, and Kingston and Weaver (1967) have discussed these issues in relation to research on reading. It was the purpose of this study to investigate with adult Ss possible relationships between perceptual mode and reading ability and between perceptual mode and ability to profit from reading instruction. Is there a relationship for adults between perceptual mode and reading ability? Between percepmal mode and learning with reading instruction?

The cross-cultural measurement of perceptual and motor skills in relation to human adaptation.

Abstract: THE three particular concepts embodied in the title of this contribution will be examined to try to clarify the issues to be considered in planning a program of research on the development of perceptual and motor skills in different ethnic groups. For the methods to be applied to the measurement of skilled behaviour will depend very largely on our concept of the nature of perceptual and motor skills. And the sort of skills we consider relevant to the adaptation of the group to its environment will depend very much on what we believe human adaptation to mean in the present context. For these reasons our consideration of the topic under discussion is in the form of a preliminary systematic appraisal of the problems involved and is not an attempt at a comprehensive practical solution to them. Human adaptation. The evaluation of perceptual and motor performance in different cultural groups is seen as important for one or both of two reasons, (a) As a means of assessing the skills developed for the survival or successful way of life of the individual or group to which he belongs. This is an aspect of human adaptation to the natural and cultural environment, (b) As a way of determining the ease or difficulty with which a primitive group may accept technological advancement or be absorbed into a technologically more sophisticated society. This is an aspect of human adaptation to a new way of life. The first of the two aims above presents difficulties insofar as the skills developed by different groups vary markedly from one culture to another depending upon the climate, resources and other features of the environment. For example, it has been reported that the Eskimo has a well-developed facility for the handling of very cold objects (Coffey,

Teaching perceptual skills

Abstract: PERCEPTION MAY BE SAID TO BE THE PRODUCT OF VISUAL (OR OTHER SENSORY) RECEPTION, THE AWARENESS OF INCOMING DATA, AND THE SORTING AND ORGANIZATION (OR REORGANIZATION) OF THESE DATA. THEREFORE, SEEING MUST BE DEVELOPED AS AN AGGRESSIVE ACT, THIS MEANS LEARNING TO OBSERVE BY ACTIVE LOOKING WITH A PREMIUM ON SPEED OF DISCERNMENT. A WIDE VARIETY OF DIRECT AND VICARIOUS EXPERIENCES MUST BE PROVIDED IN ORDER TO ENABLE THE LEARNING DRIVER TO RECOGNIZE AND COMPREHEND WHAT HE MAY ENCOUNTER WHEN ON HIS OWN IN ACTUAL TRAFFIC. THE INDIVIDUAL MUST BE PROVIDED WITH AN UNDERSTANDING OF PSYCHOLOGICAL FACTORS, SUCH AS EMOTIONS AND ERRONEOUS CONCEPTS WHICH MAY RESULT IN DANGEROUS BLIND SPOTS OR DISTORTIONS IN PERCEPTION OF TRAFFIC SITUATIONS. /AUTHOR/

3. PSYCHOLOGY: The Nature of Perceptual Adaptation.

Abstract: he argues that there is good reason for the world not to appear distorted on first looking through the distorting device, since the essential information conveyed by the retinal image would seem to remain intact ; i.e. relationships of the several components of the image to one another. The fact that the world does appear distorted leads him to propose a new theory of adaptation : the argument is that memories of the specific character of the normal retinal image have been established in the past, and that it is these memories which influence what is now seen. These established visual memory traces are claimed to be responsible for the initial impression of distortion; and the acquisition of new memory traces, which themselves establish a new (i.e. altered) co-ordinate system, are claimed as responsible for the observed adaptation to the distortion. The specific character of the retinal image is preserved in memory and is associated with informa tion about the spatial properties of objects in the visual field. This is an interesting and well-written monograph. Nevertheless, it is quite “¿ difficult―, because the reader So often has to stop and think through examples in the text in order to visualize what is being described. Its somewhat specialized subject-matter makes one feel that it will be of value mainly to experimental psychologists who are themselves concerned with the nature of perception. T. R. WIi.soN.

Effect of temporal and spatial stimulus relationships in controlled perceptual learning upon disappearances observed under reduced stimulation conditions

Abstract: Perceptual learning was studied under reduced stimulation conditions. Simply as a result of previous close temporal and spatial concurrence, discriminably different stimuli disappear together more frequently than without such association. Simultaneous concurrence of the stimuli was more efficient than sequential in the development of associations. Other temporal and spatial stimulus-stimulus relationships were manipulated, and the results are discussed.