Cognitive Arrangements:
Scope and Representational Limitations
Keywords:
Cognitive arrangements, Sensorial privation, Remaining sensorial modality, Missing sensorial modality, Mental representationAbstract
This study evaluates the quantitative (sensorial field’s dimensions) and qualitative (configuration’s patterns, qualias and spatial/time) characteristics of missing and remaining sensorial modalities and how they affect the cognitive arrangement and the representational fluency of sensorial impaired individuals (blindness and deafness). It is suggested that precocious and massive use of the predominantly configurational nature of the visual sensorial modality, the main modality remaining on born deaf subjects, inhibit their representational production, while the intensive and precocious use of the predominantly insinuating nature of the auditive sensorial modality, the main modality on born blind subjects, encourages representational production on them.
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References
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Pêcheux, M.G., Lepecq J. C., & Salzarulo P. (1988). Oral activity and exploration in 1-2 month-old infants. British Journal of developmental Psychology, 6, 245-256.
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Rochat, P. (1983). Oral touch in young infants: Response to variations of nipple characteristics in the first months of life. International Journal of Behavioral Development, 6, 123-133
Ruff, H. A., Saltarelli, L. M., Capozzoli, M., & Dubiner, K. (1992). The differentiation of activity in infants exploration of objects. Developmental Psychology, 28, 851-861.
Schaal, B., Marlier L., & Soussignan R. (1998). Olfactory function in the human fetus, evidence from selective neonatal responsiveness to the odour of amniotic fluid, Behavioral Neuroscience, 112, 1438-1449.
Schaal, B. Marlier L., & Soussignan R. (2000). Human fetuses learn odours from their pregnant mother’s diet. Chemical Senses, 25, 729-737.
Segond, H., Weiss, D., & Sampaio, E (2007). Can we propose a tactile vision substitution system to blind babies? Journal of Visual Impairment and Blindness, 101, 32-43.
Silva, A. B. P., & Pereira, M. C. C. (2003). O aluno surdo na escola regular: imagem e ação do professor. Psicologia: Teoria e Pesquisa, 19, 173-176.
Tomatis, A. (1978). L’oreille et le language. Paris: Éditions du Seuil.
Adrien, J. (1977). Le sommeil du nouveau-né. Em J. Adrien & M. Blanc (Orgs.), La Recherche en Neurobiologie (pp. 165-170). Paris: Editions Du Seuil.
Bach-y- Rita, P. (1972). Brain mechanisms in sensory substitution. New York: Academic Press.
Bach-y-Rita. P., & Sampaio. E. (1995). Substitution sensorielle chez les adultes et les enfants aveugles. Em Y. Christen, M. Doly & M. T. Droy-le-Faix (Eds.), Vision et adaptation (pp. 108-116). Paris: Elsevier.
Batista, C. G. (2005). Formação de conceitos em crianças cegas: questões teóricas e implicações educacionais. Psicologia: Teoria e Pesquisa, 21, 7-15.
DeCasper, A. J., & Fifer W. P. (1980). Of human bonding: Newborns prefer their mother’s voice. Science, 208, 1174-1176.
DeCasper, A. J., & Prescott P. A. (1984). Human newborn’s perception of male voices, preference, discrimination, and reinforcing value. Developmental Psychobiology, 17, 481- 491.
Fifer, W. P., & Moon, C. M. (1994). The role of mother’s voice in the organization of brain function in the newborn, Acta Paediatrica, 397, 86-93.
Granier-Deferre, C., Shaal, B., & DeCasper A. J. (2004). Les premices foetales de la cognition. Em R. Lécuyer (Org.), Le development du nourrisson (pp. 101-128). Paris: Dunod.
Gibson, E. J., & Walker, A. S. (1984). Development of knowledge of visual-tactual affordances of substance. Child Development, 55, 453-460.
Gottfried, A. W., Rose, S. A., & Bridger, W. E. (1977). Cross-modal transfer in human infants. Child Development, 48, 118-123.
Hatwell, Y. (2003). Psychologie cognitive de la cécité precoce. Paris: Dunod.
Hatwell, Y., Streri, A., & Gentaz, E. (2000). Toucher pour connaître. Psychologie cognitive de la perception tactile manuelle. Paris: PUF.
Imbiriba, L. A., Oliveira, L. A., Russo, M. M., Fontana, A. P., Rodrigues, E. C., Magalhães, J., & Vargas, C. D. (2008). Movement-related cortical potencials in blind and sighted ubjects. Clinical Neurophysiology, 119, e131.
Imbiriba, L. A., Rodrigues, E. C., Magalhães, J., & Vargas, C. D. (2006). Motor imagery in blind subjects: The influence of the previus visual experience. Neuroscience Letters, 400, 181-185.
Joffily, S. B. (1995). O sonho precursor da individualidade nos mecanismos sociais humanos. Revista de Psicologia Clínica, 7, 59-84.
Joffily, S. B. (2004). Sono paradoxal e espaço externo. Em R. Reimão (Org.), Sono: sono normal e doenças do sono (pp. 231-234). São Paulo: Associação Paulista de Medicina.
Jouvet, M. (1998). Paradoxal sleep as a programming system. Journal Sleep Research, 7, 1-5.
Kastrup, V. (2007). A invenção na ponta dos dedos: a reversão da atenção em pessoas com deficiência visual. Psicologia em Revista, 13, 69-90.
Laplane, A. L. F., & Batista, C. G. (2008). Ver, não ver e aprender: a participação de crianças com baixa visão e cegueira na escola. Cadernos Cedes, 28, 209-227.
Lécuyer, R. (2004). Le développement du nourrisson. Paris: Dunod.
Meltzoff, A. N., & Borton, R. W. (1979). Intermodal matching by human neonates. Nature, 282, 403-404.
Ochaita, E., & Rosa, A. (1995). Percepção, ação e conhecimento nas crianças cegas. Em C. Coll, J. Palácios & A. Marchesi (Orgs.), Desenvolvimento psicológico e educação (pp.183-197). Porto Alegre: Artes Médicas.
Oliveira, R. G., Simionato, M. A. W., Negrelli, M. E. D., & Marcon, S. S. (2004). A experiência de famílias no convívio com a criança surda. Acta Scientiarum. Health Sciences, 26, 183-191.
Pêcheux, M.G., Lepecq J. C., & Salzarulo P. (1988). Oral activity and exploration in 1-2 month-old infants. British Journal of developmental Psychology, 6, 245-256.
Proust, J. (1997). Perception et intermodalité. Approches actuelles de la question de Molyneux. Paris: PUF.
Radeau, M. (1997). Du ventrilogue à l’embryon: Une réponse à Molyneux. Em J. Proust (Org.), Perception et intermodalité. Approches actuelles de la question de Molyneux (pp. 223-252). Paris: PUF.
Rochat, P. (1983). Oral touch in young infants: Response to variations of nipple characteristics in the first months of life. International Journal of Behavioral Development, 6, 123-133
Ruff, H. A., Saltarelli, L. M., Capozzoli, M., & Dubiner, K. (1992). The differentiation of activity in infants exploration of objects. Developmental Psychology, 28, 851-861.
Schaal, B., Marlier L., & Soussignan R. (1998). Olfactory function in the human fetus, evidence from selective neonatal responsiveness to the odour of amniotic fluid, Behavioral Neuroscience, 112, 1438-1449.
Schaal, B. Marlier L., & Soussignan R. (2000). Human fetuses learn odours from their pregnant mother’s diet. Chemical Senses, 25, 729-737.
Segond, H., Weiss, D., & Sampaio, E (2007). Can we propose a tactile vision substitution system to blind babies? Journal of Visual Impairment and Blindness, 101, 32-43.
Silva, A. B. P., & Pereira, M. C. C. (2003). O aluno surdo na escola regular: imagem e ação do professor. Psicologia: Teoria e Pesquisa, 19, 173-176.
Tomatis, A. (1978). L’oreille et le language. Paris: Éditions du Seuil.
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Published
2010-02-09
How to Cite
de Azevedo, P. W., & Joffily, S. B. (2010). Cognitive Arrangements:: Scope and Representational Limitations. Psicologia: Teoria E Pesquisa, 25(4), 595. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17432
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Revisão da Literatura
