Use of Black Light in Training Retarded, Multiply Handicapped, Deaf-Blind Children

1983 ◽  
Vol 77 (7) ◽  
pp. 347-348 ◽  
Author(s):  
Donald H. Potenski
Keyword(s):  
Training Program ◽  
Light Environment ◽  
Black Light ◽  
Blind Children ◽  
Normal Light ◽  
Better Than

One group of severely or profoundly retarded, multiply handicapped, deaf-blind children were given a training program using a black light environment which allowed for the removal of all distracting stimuli and for exaggeration of the critical features from which the children learn. Another group was given training under normal light. The children trained under black light performed the task they had been taught significantly better than the children trained under normal light.

Spatial Representation in Blind Children. 1: Development Compared to Sighted Children

1980 ◽  
Vol 74 (10) ◽  
pp. 381-385 ◽  
Author(s):  
Janet F. Fletcher
Keyword(s):  
Spatial Representation ◽  
Cognitive Map ◽  
Age Group ◽  
Blind Children ◽  
Better Than ◽  
Model Room ◽  
Blind Students

Studies of the development of spatial representation have led to blind children being characterized as deficient, inefficient, or different when compared to sighted children. The study described in this article involved 68 blind and blindfolded sighted students who explored a real or model room, either freely or guided along a predetermined route. The subjects then were questioned about the position of furniture in the room. Some questions could be answered from memory of the route traversed; others required the formation of a cognitive map for their solution. Data were analyzed in terms of the proportion of each type of question correctly answered by each age group. As a group, sighted students performed better than blind students. However, some blind students performed as well as the sighted students. The results of the study show the deficiency theory to be untenable, but do not provide conclusive support for either the inefficiency or difference theories.

Spatial Representation in Blind Children. 3: Effects of Individual Differences

1981 ◽  
Vol 75 (2) ◽  
pp. 46-49 ◽  
Author(s):  
Janet F. Fletcher
Keyword(s):  
Visual Acuity ◽  
Spatial Representation ◽  
Spatial Information ◽  
Blind People ◽  
Light Perception ◽  
Early Vision ◽  
Retrolental Fibroplasia ◽  
Independent Variables ◽  
Blind Children ◽  
Better Than

Theories of spatial representation in blind people have focused on the type of representation of which they, as a group, are capable. This approach overlooks an important issue, namely, the differences among individual blind people and the effects that these differences have on the way spatial information is represented. Data from another article by the author on the same study of spatial representation in blind children were subjected to two step-wise regression analyses to determine the relationships between several subject-related variables and responses to “map” (cognitive map) and “route” (sequential memory) questions about the position of furniture in a recently explored room. The independent variables accounted for 70 percent of the variance on map questions but only 46 percent of the variance on route questions. On map questions, general intellectual ability correlated positively with performance (p < .01), children with visual acuity better than light perception in the first 3 years of life performed better than those with less early vision (p < .05), and children who became blind from retrolental fibroplasia performed more poorly than those whose blindness was due to other causes (p < .05). Fewer independent variables contributed to the variance in performance on route questions. Again children with visual acuity better than light perception in their first 3 years performed better than those with less early vision.

Binaural Sensory Aid: Case Studies of Its Use by Two Children

1978 ◽  
Vol 72 (1) ◽  
pp. 1-9 ◽  
Author(s):  
E.R. Strelow ◽  
N. Kay ◽  
L. Kay
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Case Studies ◽  
The Other ◽  
Developmentally Delayed ◽  
Blind Children ◽  
Enhanced Mobility ◽  
Training Activities ◽  
Mobility Skills

The adaptation of the binaural sensory aid for use by blind children is discussed in the context of a pilot study carried out with two blind children; one an intellectually competent 6-year-old girl and the other a developmentally delayed 2-112-year-old boy. Both children showed an ability to make rudimentary spatial and object discriminations with the aid and both showed enhanced mobility skills after involvement in a training program. Several key research variables in this type of work are highlighted, primarily the type of training activities to be used, the regularity of aid use, the age at which training begins, and the sensing and display characteristics of the aid to be used.

The Effects of 3D Animated Movies and Interactive Applications on the Development of Visual Perception in 60-72-Months-Old Children

2013 ◽  
Vol 3 (3) ◽  
pp. 101-108
Author(s):  
Seçil Yücelyiğit ◽  
Neriman Aral
Keyword(s):  
Visual Perception ◽  
Training Program ◽  
Three Dimensional ◽  
Special Program ◽  
Interactive Applications ◽  
Special Programs ◽  
Better Than

This study investigated whether the visual perception of 60- to 72-month-old kindergarteners attending a special program that included three-dimensional (3D) (stereoscopic) animated movies and interactive applications differed from that of children who attended only preschool. The sample included 62 children. Thirty received a training program including 3D animated movies and interactive applications every month for 5 months; for comparison, 32 did not engage in any special programs. Mann–Whitney U and Kruskal–Wallis tests were used to analyze the data. The results show that, on average, the visual perception of children who attended the training program was significantly better than that of children who did not.

The Transfer of Skill from a Computer Game Trainer to Actual Flight

1992 ◽  
Vol 36 (17) ◽  
pp. 1285-1290 ◽  
Author(s):  
Daniel Gopher ◽  
Maya Weil ◽  
Tal Bareket
Keyword(s):  
Training Program ◽  
Computer Game ◽  
Processing System ◽  
Flight Training ◽  
General Ability ◽  
Subsequent Test ◽  
Transfer Of Skills ◽  
Regular Training ◽  
Complex Computer ◽  
Better Than

A study was conducted at the flight school of the Israeli Airforce to test the transfer of skills from a complex computer game to flight. The context relevance of the game to flight was argued on the basis of a skill oriented task analysis, anchored in contemporary models of the human processing system. The influence of two embeded training strategies was compared, one focusing on the specific skills involved in performing the game, the other designed to improve the general ability of trainees to cope with the high attention load of the flight task. Flight scores of two groups of cadets who received 10 hours of training in the computer game were compared with those of a matched group of cadets without game experience. Both game groups performed significantly better than the no game group in the subsequent test flights. They also had higher final percentage of graduation from the flight training program. The game has now been incorporated in the regular training program of the airforce.

Development of Piagetian Reasoning in Congenitally Blind Children

1982 ◽  
Vol 76 (4) ◽  
pp. 133-143 ◽  
Author(s):  
Beth Stephens ◽  
Carl Grube
Keyword(s):  
Cognitive Development ◽  
Training Program ◽  
Research Study ◽  
Developmentally Appropriate ◽  
Blind Children ◽  
Congenitally Blind ◽  
Two Phases

Reports two phases of a research study that, through use of Piagetian reasoning assessments, provided evidence of significant delays in the cognitive development of congenitally blind subjects in comparison to development in sighted subjects. Following this finding, an attempt was made to ameloriate these deficits through a training program that provided reasoning activities geared to the needs of individual congenitally blind subjects. The results indicated that after provision of developmentally appropriate experiences in reasoning, the performance of the blind subjects was equivalent to that of the sighted subjects.

Verbalism in Young Blind Children

1983 ◽  
Vol 77 (2) ◽  
pp. 61-63 ◽  
Author(s):  
Ester Monti Civelli
Keyword(s):  
Language Development ◽  
Children And Adolescents ◽  
Facial Expressions ◽  
The Other ◽  
Material Objects ◽  
Review Of The Literature ◽  
Blind Children ◽  
The Subject ◽  
Better Than

This article discusses differences in language development between blind and sighted children and adolescents. The first part provides a review of the literature on the subject. The second part describes a study the author conducted at the Institute for the Blind in Milan, Italy. When 10 blind and 10 sighted 13- to 17-year-olds were asked to define 28 words representing objects, movements, animals, and facial expressions, the two groups performed equally well on the words for material objects. The blind group performed better than the sighted group on the other three categories of words.

Defiers of Negative Prediction: A 14-Year Follow-up Study of Legally Blind Children

1991 ◽  
Vol 85 (9) ◽  
pp. 365-370 ◽  
Author(s):  
R.D. Freeman ◽  
E. Goetz ◽  
D.P. Richards ◽  
M. Groenveld
Keyword(s):  
Follow Up Study ◽  
Negative Prediction ◽  
Blind Children ◽  
Blind Persons ◽  
Better Than

This article reports the results of a 1987–88 follow-up study of 69 out of 92 legally blind persons who were children in the original 1973–74 study. Semistructured psychiatric cointerviews were conducted to determine how well the participants had fared compared to the prognoses in the first study. Overall, it was found that they were functioning as well as or better than expected.

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