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Identification of Textured Tactile Pictures in Visually Impaired and Blindfolded Sighted Children

机译:识别视障和蒙住眼镜的儿童视线障碍和蒙蔽触觉图片

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A high level of variability in the capacity of visually impaired children to accurately identify tactile images is reported in the literature, with on average rather low percentages of correct naming responses. However most of these studies used raised-line drawings as stimuli to be explored and named. The present experiment investigated whether blind children of 3 to 8 years of age would demonstrate a satisfactory ability to name the elements making up tactile images when tested in an experimental setting similar to their natural reading conditions. Textured tactile images taken from genuine illustrated tactile books for young children were used, and the participants received information about the title of the book or listened the text that accompanied each picture before exploration, as it would occur in a natural reading setting. The results showed that their naming scores were indeed higher than previously reported at equivalent ages and did not differ from those of age-matched sighted children. These scores were positively impacted by haptic practice in blind children and correlated with the use of some specific exploratory procedures. The blind children benefited from information provided before exploration, as did their sighted counterparts. However, only in the former did the condition in which full information was provided influence the way the children organized their exploration. The haptic identification scores increased with age regardless of visual status, with the exploration times decreasing in the blind children, while the reverse trend was observed in the sighted children. These results are discussed at the light of the image-mediation model of haptics, suggesting that during the age period considered in the present experiment, blind children would progressively learn to process haptic information directly, thus leading to a decrease of exploration times, while sighted children would learn to translate haptic information into a visual image used to retrieve semantic information, involving an increase of their exploration times.
机译:在文献中报道了视觉受损儿童能够精确识别触觉图像的高度可变性,平均相当低的正确命名响应百分比。然而,大多数研究使用升降线图形作为探索和命名的刺激。目前的实验研究了3至8岁的盲肠是否表现出令人满意的能力,以便在类似于其自然阅读条件的实验环境中测试时命名构成触觉图像的元素。使用了从真正说明的幼儿触觉书中获取的纹理触觉图像,并且参与者收到了有关书籍标题的信息,或者听取了探索前伴随着每张照片的文本,因为它将发生在自然阅读环境中。结果表明,其命名评分确实高于以前报道的同等年龄报道,并且与年龄匹配的儿童没有不同。这些分数受到盲目儿童的触觉实践并与使用一些特定的探索程序相关联的影响。盲目的孩子受益于探索前提供的信息,正如他们所看到的同行一样。然而,只有前者在为儿童组织探索方面提供了完整信息的情况。无论视觉状况如何,触觉鉴定得分随着年龄的增长而增加,盲目时期的探索时间减少,而在有视觉儿童中观察到逆转趋势。这些结果是在触觉形象中调解模型的光之光中讨论的,这表明在目前实验中考虑的年龄期间,盲人儿童将逐步学会直接处理触觉信息,从而导致探索时间减少孩子们将学会将触觉信息转化为用于检索语义信息的可视图像,涉及增加其探索时间。

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