Haptic cognition defined:
- The felt sense of pronunciation change (Gendlin, 1996) – somatic (body) awareness and conscious, meta-cognitive processing
- Change activated consciously and initially through body movement pattern use (Lessac, 1967)
- Haptic (movement+touch) uniting, integrating and “prioritizing” of modalities in anchoring and recall (Minogue, 2006)
- Meta-cognitive (rules, schemas, explanations, conscious association of sound or form to other sounds or forms)
- Auditory (sound patterns presented or recalled)
- Kinesthetic (movement patterns experienced/performed or mirrored by the body, gesture, motion patterns)
- Cutaneous (differential skin touch: pressure, texture, temperature)
- Vocal resonance (vibrations throughout upper body, neck and head)
- Visual (visual schema presented or recalled: graphemes, charts, colors, modeling, demonstrations)
- Get to "haptic" as soon as possible in modeling and correcting.
- Use precise pedagogical movements patterns (PMPs), including tracking and speed in the visual field.
- Insure as much cutaneous anchoring as possible.
- Go “light” on visual; avoid overly “gripping” visual schema during haptic engagement.
- Use as much vocal resonance as possible.
- Repeat as few times as possible.
- Insure that homework/follow up is feasible, clear—and done (including post hoc reporting of work, results and incidental/related learnings).
- Use haptic PMPs first in correction/recall prompting, before providing oral, spoken model.