Master this deck with 21 terms through effective study methods.
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Memory is the ability to reproduce images even when the object is not present, which is possible only if there was prior perception of the object.
Aristotle believes that knowledge originates from the body and the actions that develop into thought and language, emphasizing the importance of observation.
The anthropomorphic conception in Judeo-Christian thought supports a unified view of the human being, emphasizing the psychosomatic unity where the body expresses spiritual content.
In the Roman Empire, practices such as physical exercise, gymnastics, massage, and the use of water were proposed as therapeutic tools for achieving harmony between body and spirit.
In the Middle Ages, there was a phase of obscuring the body, but the emergence of religious orders led to the establishment of universities, which began to focus on education.
Oseretsky introduced the concept of psychomotor development for ages 4 to 16, publishing a motor scale that evaluates balance, coordination, speed, and precision.
Gesell published a test on psychomotor development for children from 0 to 3 years, assessing posture, oculo-manual coordination, language, and social skills.
Reactive motor assessments provide information solely about motor development, while reactive psychomotor assessments have neuropsychic value, indicating a deeper understanding of the child's development.
Paul Schilder's work on 'Self-Image and Body Schema' discusses body schema as the organization of body parts in relation to the body axis and space, and body image as the subjective idea one has of their body.
Vesalio contributed to scientific knowledge of the human body through anatomical dissection, enhancing the understanding of human anatomy.
The biological laws established in the 1600s suggested that the environment influences behavior and individual development, anticipating an interactive view of organism-environment relationships.
Descartes reintroduced dualism, where the mind is often overvalued compared to the body, while also laying the groundwork for the scientific method as a uniform evaluative logic.
Spinoza emphasized the unity of body and mind, highlighting the expressive value of movement and the importance of childhood development, noting that children require support due to their fragility.
The law of psychomotor parallelism considers mental disorders and certain motor disorders as 'true pairs' that do not yet operate together, highlighting the role of neuropsychomotorists in Italy.
The Binet-Simon test, developed between 1905 and 1911, was the first intelligence test applied to children aged 3 to 15, evaluating aspects related to body schema, spatial awareness, and temporal understanding.
Izard-Simon's 1922 scale focused on development from 0 to 2 years, introducing the concept of development with indicators that specify which competencies should emerge or be specialized during that period.
The three fundamental principles in psychomotricity are the psychomotor examination, the body as an expressive source of being and knowledge, and the relationship between child and therapist.
Guilmain introduced a motor development scale for ages 2 to 16, considering motor disorders as expressions of impulsive acts that hinder thought control.
Sherrington studied the physiology of the nervous system and developed the proximal-distal and cephalo-caudal laws, proposing an integrated model where stimuli are perceived, organized, and transformed into motor responses.
Dupré presented the pathology of Psychomotor Instability at the 1912 congress, describing three indicative symptoms for initiating psychomotricity: clumsiness, paratonia, and synkinesis.
Nutrition is viewed as a physical aspect of feeding that goes beyond mere physical eating, encompassing the concept of 'tonic dialogue' in the context of psychomotricity.