Abstract
The author described behavior characteristics in children with severely retarded language, some of whom had lacked gesticular communication. The author also described the means of behavior modification for the children and analyzed the learning processes of the following perceptual and cognitive function; (1) facilitating and organizing visual orienting behavior-learning to see: (2) extracting and understanding contours in 2-dimentional representation-learning to understand pictures: (3) forming and organizing conceptual behavior-concept formation: (4) overcoming spatial/temporal distancing indirect situations, delayed reaction situations. Furthermore, the role of the sign/signal system in relating between cognitive function and communication behavior and the role of active feedback loop of motion in working memory was discussed.
