THE MONTESSORI METHOD - online book

Scientific Methods As Applied To Child Education In "the Children's Houses"

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LANGUAGE IN CHILDHOOD              313
channel and the central mechanisms which are to put the sensory channels in relation with the motor channels; and a higher one determined by the higher psychic ac­tivities which are exteriorized by means of the preformed mechanisms of language.
Thus for example in the scheme which Kussmaul gives on the mechanism of articulate language we must first of all distinguish a sort of cerebral diastaltic arc (repre­senting the pure mechanism of the word), which is established in the first formation of the spoken language. Let E be the ear, and T the motor organs of speech, taken as a whole and here represented by the tongue, A the auditory centre of speech, and M the motor centre. The channels EA and MT are peripheral channels, the former centripetal and the latter centrifugal, and the channel AM is the inter-central channel of association.
The centre A in which reside the auditive images of words may be again subdivided into three, as in the following scheme, viz.: Sound (So), syllables (Sy), and words (W).
That partial centres for sounds and syllables can really be formed, the pathology of language seems to establish, for in some forms of centro-sensory dysphasia, the patients can pronounce only sounds, or at most sounds and syllables.
Small children, too, are, at the beginning, particularly sensitive to simple sounds of language, with which indeed, and especially with s, their mothers caress them and at­tract their attention; while later the child is sensitive to
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