Edouard Gentaz – författare

This book reviews the considerable body of research that has been done to evaluate the touch skills of blind people. With an emphasis on cognitive and neuroscientific approaches, it encompasses a wide-ranging discussion of the theoretical issues in the field of touch perception and blindness.

The volume includes chapters on sensory aspects of touch, perception in blind individuals, multimodal relations and their implications for instruction and development, and new technology, including sensory aids and virtual touch. A distinctive feature of the book is the inclusion of the practical applications of research in this area.

A significant characteristic of research on touch and imagery in congenitally blind individuals is that it speaks to the basic nature of spatial imagery and the importance and necessity -- or lack thereof -- of specific visual sensory experience for the acquisition of knowledge about space, spatial layout, and picture perception. As such, the book will not only appeal to researchers and professionals with an interest in touch and blindness, but also to a wider audience of cognitive psychologists and cognitive neuroscientists working in the field of perception.

This book reviews the considerable body of research that has been done to evaluate the touch skills of blind people. With an emphasis on cognitive and neuroscientific approaches, it encompasses a wide-ranging discussion of the theoretical issues in the field of touch perception and blindness.

The volume includes chapters on sensory aspects of touch, perception in blind individuals, multimodal relations and their implications for instruction and development, and new technology, including sensory aids and virtual touch. A distinctive feature of the book is the inclusion of the practical applications of research in this area.

A significant characteristic of research on touch and imagery in congenitally blind individuals is that it speaks to the basic nature of spatial imagery and the importance and necessity -- or lack thereof -- of specific visual sensory experience for the acquisition of knowledge about space, spatial layout, and picture perception. As such, the book will not only appeal to researchers and professionals with an interest in touch and blindness, but also to a wider audience of cognitive psychologists and cognitive neuroscientists working in the field of perception.

Les ouvrages de la collection sont �crits par les sp�cialistes du domaine pour les p�diatres hospitaliers et lib�raux, les internes des services de p�diatrie ainsi que pour les m�decins g�n�ralistes. Pr�cis et didactiques, ils fournissent � ces praticiens :

. les �l�ments indispensables pour d�tecter et reconna�tre les pathologies ;�

. des r�ponses claires � des situations cliniques pr�cises ;�

. des crit�res d'orientation et des propositions de conduites � tenir

L'�tude du d�veloppement neurocognitif des enfants contribue � une meilleure connaissance et compr�hension de la nature humaine. Il est utile d'affirmer la n�cessit� d'avoir une approche multiple pour bien comprendre la complexit� et la dynamique du d�veloppement, et de s'int�resser � l'ensemble des fonctions cognitives et affectives des enfants.

�Cet ouvrage pr�sente les derni�res donn�es scientifiques sur la trajectoire de d�veloppement des principales fonctions sensorimotrices, langagi�res, socio-�motionnelles et cognitives de l'enfant, de la naissance � l'adolescence.�

Chaque chapitre est illustr� d'un ou plusieurs � focus � sur les implications en pratique clinique ou p�dagogique et les nouvelles perspectives th�rapeutiques qui d�coulent de ces avanc�es comme, par exemple, l'alimentation et la croissance c�r�brale, le d�veloppement du langage oral et �crit, la perception multisensorielle et ses liens avec les apprentissages scolaires.

Ces focus sont des outils destin�s � aider le praticien dans son �valuation du d�veloppement de l'enfant et lui permettre de rep�rer les d�veloppements atypiques ou dysfonctionnements.

Cet ouvrage s'adresse � tout professionnel de sant� et de l'�ducation d�sireux de parfaire ses connaissances et/ou d'approfondir sa pratique � l'�clairage des principaux points de rep�re sur le d�veloppement neurocognitif de l'enfant.