| 000 | 01256cam a2200205 4500500 | ||
|---|---|---|---|
| 005 | 20250121064418.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aHatwell, Yvette _eauthor |
| 245 | 0 | 0 | _aThe Process of Learning Space for a Blind Child |
| 260 | _c2006. | ||
| 500 | _a49 | ||
| 520 | _aThe main cognitive effects of early blindness relate to spatial perceptions and representations and movements in space. Vision is the most efficient spatial perceptual modality, and it can only partially be compensated by the intensive use of touch and hearing. This paper outlines the problems most often observed in patients experiencing early blindness. It starts by examining infant subjects and then progresses through childhood and adolescence. The importance of early educational guidance for these children and their families is emphasized as it may prevent the manifestation of these spatial difficulties or at least attenuate them. | ||
| 690 | _aspatial representations | ||
| 690 | _aearly blindness | ||
| 690 | _ahaptic perception | ||
| 690 | _adevelopment | ||
| 786 | 0 | _nEnfances & Psy | o 33 | 4 | 2006-11-01 | p. 69-79 | 1286-5559 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfances-et-psy-2006-4-page-69?lang=en&redirect-ssocas=7080 |
| 999 |
_c475629 _d475629 |
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