Intermodal transfer during the second semester after birth

In order to test the solidity of the links between the sensory modalities during the second semester of life, the most frequently manipulated variable is that of the familiarization duration. Thus, touch-vision (T-V) intermodal transfers concerning object substance reveal an improvement in the speed of the treatment of haptic information between the ages of 1 and 12 months. WalkerAndrews and Gibson (1986) showed that the six-month-old baby does not recognize the substance (hardness) of an...

Disorders in haptic perception

Disorders in haptic perception deprive patients of a powerful instrument providing knowledge of the environment, for they prevent the identification of manipulated objects in the absence of vision. This perceptual modality can present different types of perturbation. Already at the end of the 19th century, Wernike (1895) distinguished between disturbances in tactile recognition of the characteristics of objects from those related to their integration. Delay (1935) distinguished amorphognosia...

Conclusion Of Cognitive Psychology

In this chapter, we examined the problems posed by the perception of two-dimensional symbolic graphics (maps and drawings) by the blind, especially the early blind, then we enlarged this analysis to include the procedures allowing the blind to have access to works of art. Maps, which give spatial information, may be useful from the age of 6 to 8 years, provided that they are very simple and above all aligned, so that they do not require mental rotations. But learning is necessary for the early...

Juurmaa Or Lehtinen-railo

Integrating the information from eyes and hands A developmental account. In R. Walk & H. L. Pick (Eds.), Intersensory perception and sensory integration (pp. 71-107). New York Academic Press. Birch, H. G. & Lefford, A. (1963). Intersensory development in children. Monographs ofthe Society for Research on Child Development, 28, 1-87. Bryant, P. (1974). Perception and understanding in young children. London Methuen. Bryant, P., Jones, B., Claxton, V., & Perkins, G....

Issues in teaching and learning braille

Given the large number of contracted forms in braille, teachers - whether of congenitally blind children or adventitiously blinded adults - are confronted with the problem of which signs to teach first. Millar (1997) has referred to the advantage, perceptually, of starting the teaching of braille with children by using letters that differed maximally from each other in dot density (ibid., p. 257). The problem of the priority to be given to the order in which braille signs are taught has been...