Perceptual learning in humans occurs when a person is repeatedly exposed to specific stimuli (information). Perceptual learning involves long lasting and amazing changes to the human perceptual system that incredibly improve one’s ability to respond to the environment. The mechanisms of perceptual learning include attention weighting, imprinting, differentiation, and unitization. With attention weighting, perception becomes adapted to tasks by increasing the attention paid to important dimensions and features. With imprinting, special receptors are developed that are specialized for specific stimuli. With differentiation, stimuli that were once indistinguishable become psychologically separated. With unitization, tasks that originally required detection of several components are accomplished by detecting a single construct.
Because dramatic changes to human perceptual systems occur within the first six years of life (and the younger the more dramatic), your child’s training in perceptual learning in reading and maths must occur during this period in order to achieve effortless learning for success and happiness in school and life.
Perception becomes adapted to tasks by increasing the attention paid to important features and by decreasing attention to irrelevant features. Both Perceptual Maths™ and Perceptual Reading™ expose materials that are pertinent to learning in each discipline. Your child will perceptually learn to pay attention to those features that are important and ignore those that are not. Often children without perceptual learning in maths and reading will waste processing time on irrelevant features. And not devoting enough processing time to relevant features means problems become unnecessarily more difficult to solve.
Through imprinting, receptors that are specialized for stimuli or parts of stimuli are developed. Imprinting implies that the receptor is shaped by the pertinent stimulus. Receptors develop for repeated stimuli, and these receptors increase the speed, accuracy, and fluency with which the stimuli are processed. In Perceptual Maths™ the stimuli are quantities (dots), numerals, operations and clocks. In Perceptual Reading™ the stimuli are phonemes, graphemes, words, phrases and sentences.
Whole Stimulus Imprinting
As more instances of maths and reading materials are stored, performance improves because more relevant instances can be retrieved, and the time required for retrieving them decreases. Your child’s performance in perceptual tasks is dependent on the amount of their experience with a particular stimulus. Performance is better on frequently presented items than rare items. Perceptual Maths™ and Perceptual Reading™ expose relevant materials that improve their performance in maths and reading. As your child gets older they will be better able to perceptually identify unclear or quickly presented maths and reading materials because they will have already been exposed to them during a period of perceptual plasticity.
As well as imprinting on entire stimuli, the human perceptual system also imprints on parts of a stimulus. If a stimulus part is important, varies independently of other parts, or occurs frequently, people develop a specialized receptor for that part. This leads to the development of new building blocks for describing stimuli. Parts that are developed in one context can be used to efficiently describe subsequent objects. Efficient representations are promoted because the parts have been extracted for their prevalence. When new maths or reading problems present themselves, your child will be able to extract relevant features and relate them to their prior learning, which thus builds upon their learning.
Topological imprinting occurs when the space and the positions of patterns within the space are learned as a result of training. Rather than simply developing independent receptors, topological imprinting implies that a spatially organized network of receptors is created. In Perceptual Maths™ the clock and single line equations expose the child to these spatial patterns. The spatial abilities will benefit your child’s future problem solving. In Perceptual Reading™ the spatial abilities will help comprehension by rapid pickup and processing of text.
With differentiation, stimuli that were once psychologically fused become separated. Once separated, distinction can be made between components that were originally indistinguishable. Differentiation is crucial in understanding maths and reading insofar as understanding the subtle yet important differences in text, numbers and their operations. Differentiation also occurs at the levels of whole stimuli and features within stimuli.
Whole Stimuli Differentiation
Perceptual adaptation involves developing increasingly differentiated object representations rather than its features. In Perceptual Reading™, this applies to whole words, phrases, sentences and beyond, rather than letters. In Perceptual Maths™, whole stimuli are whole equations and clocks rather than individual numbers and operators.
Learning involves dividing a large, general category into subcategories. Experts in a field have several differentiated categories where a novice has only a single category. For example a computer expert would know the computer as the sum of CPU, memory, storage, BUS etc, while a novice would only see the computer as a box. By the end of the course, at age 3, your child will have been an expert in reading and maths; having had many categories with which to differentiate reading and maths problems.
Just as experience can lead to the psychological separation of stimuli or categories, it can also lead to the separation of perceptual dimensions that comprise a single stimulus. Dimensions that are originally treated as fused often become separated with perceptual training. Your child will shift from perceiving stimuli in terms of the holistic to analytically decomposing them into separate dimensions. For example, unlike many young children, your child will be able to differentiate between the letters b, d, p and q at a subconscious level. The process of decomposition gives your perceptually trained child the ability to solve problems well beyond what has been taught.
A task that originally required detection of several parts can be accomplished by detecting a single complex unit. Using the above example, a computer can be perceptually identified as a whole object by an expert while a novice needs to systematically list the components in order to identify the same computer. At last, as a culmination of Perceptual Maths™ and Perceptual Reading™, your child will have perceptually learnt whole words, phrases, sentences, equations and clocks as single units. Thus, retrieval and processing are more efficient and at more rapid speeds and fluency.
Perceptual learning in your child occurs when they are repeatedly exposed to specific reading and maths concepts. These long lasting and amazing changes to their perceptual system incredibly improve their ability to effectively and positively respond to life and school.
At any given time, what can be learned depends on what has already been learned, perceptually and cognitively. Therefore your child, having learnt a great deal by the age of three, will have a powerful unfair advantage over the average population. And they deserve it. Your child will possess incredible superior learning skills that permit them to stay well ahead of their peers throughout life. They will achieve effortless lifelong learning for success and happiness in school and life.