Cognitive learning in infancy and early childhood.

Fowler, William

doi:10.1037/h0040851

Cited by 76 publications

(20 citation statements)

References 121 publications

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“…Evidence to support such an hypothesis is found in several studies of sensory stimulation and deprivation. For example, American (Fowler, 1962;Hebb, 1949) and Russian (Makarenkov, 1954) investigators have pointed out that early stimulation of sensory and motor modalities can be of critical importance if healthy neurological maturation is to take place.…”

Section: Discussionmentioning

confidence: 98%

Use of Hypnosis and Sensory Motor Stimulation To Aid Children with Learning Problems

Jampolsky¹

1970

J Learn Disabil

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Data are presented which indicate that the combined use of hypnosis and sensory substitution for visual input may be beneficial to children with learning problems. Such techniques have been applied to children with the specific learning problem of number reversals. Following an initial session of hypnosis and two weeks of specific teaching procedures, five children in an experimental group had the total number of reversals reduced from an initial 10 to zero. For five children in the control group, without hypnosis or special training, number reversals increased from a total of 8 to a total of 13 over a two-week period. Neurological and psychiatric evaluation indicated that all children in both groups had learning disabilities which could be considered developmental, presumably resulting from a maturational lag of the nervous system.

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Section: Discussionmentioning

confidence: 98%

Use of Hypnosis and Sensory Motor Stimulation To Aid Children with Learning Problems

Jampolsky¹

1970

J Learn Disabil

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“…The finding that children from the middle class with adequate mothering revealed marked and persistent superiority in language facility over those. who for reasons of low socioeconomic level or institutionalization had received less than adequate mothering was to contribute to a revival of interest in the whole area of educability of pre school age children (Fowler, 1962;Hunt, 1961). In addition, the frequently reported finding that socioeconomic status and racial or ethnic membership appeared to be important correlates of performance on measures of ability-measures known to be highly dependent on verbal factors-served to stimulate research designed to identify the particular environmental factors which enhance or inhibit language development.…”

Section: Background Studiesmentioning

confidence: 98%

Language Development in Socially Disadvantaged Children

Raph¹

1965

Review of Educational Research

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“…The statements of earlier theorists regarding the crucial importance of the child's first years (Piaget, 1932;Freud, 1938;Gesell, 1954) have been reinforced by research and speculation in the 1960s, focusing especially on cognitive growth (Bruner, 1960;Hunt, 1961;Fowler, 1962;Bloom, 1964). This has led experimenters radically to revise their assessments and expectations of infant awareness in favour of intervention at increasingly earlier periods of the child's existence.…”

mentioning

confidence: 95%