Understanding and Representing Space
Theory and Evidence from Studies with Blind and Sighted Children
Seiten
1994
Clarendon Press (Verlag)
978-0-19-852142-6 (ISBN)
Clarendon Press (Verlag)
978-0-19-852142-6 (ISBN)
How we perceive and understand the space around us is one of the central topics of cognitive psychology. This book challenges the notion that vision is the main sensory modality for this purpose, and compares vision with touch and movement as sources of spatial information in the absense of sight.
This book breaks new ground in our understanding of how we perceive and represent the space around us - one of the central topics in cognitive psychology. It presents a new view of development and spatial cognition by reversing the usual focus on vision and examining the evidence on representation in the total absence of vision without specific brain damage.
Findings from the author's work with congenitally totally blind and with sighted children, together with studies from a wide variety of other areas, are set in the context of intersensory and spatial development. Touch and movement are considered as converging sources of reference information with and without vision.
The findings have important implications for future work in many fields, particularly developmental pscychology; cognition, cognitive neuroscience and visual handicap, and make this new work essential reading for students and researchers in these fields.
This book breaks new ground in our understanding of how we perceive and represent the space around us - one of the central topics in cognitive psychology. It presents a new view of development and spatial cognition by reversing the usual focus on vision and examining the evidence on representation in the total absence of vision without specific brain damage.
Findings from the author's work with congenitally totally blind and with sighted children, together with studies from a wide variety of other areas, are set in the context of intersensory and spatial development. Touch and movement are considered as converging sources of reference information with and without vision.
The findings have important implications for future work in many fields, particularly developmental pscychology; cognition, cognitive neuroscience and visual handicap, and make this new work essential reading for students and researchers in these fields.
Introduction: questions and terms ; 1. Modality and cognition in developmental theories and evidence ; 2. The modalities as convergent sources of spatial information ; 3. Neuropsychological evidence on convergence ; 4. Shape coding by vision and touch ; 5. Spatial coding: studies in small-scale space ; 6. Information and understanding large-scale space ; 7. Non-verbal representation: images, drawings, maps, and memory ; 8. Some practical implications ; 9. A theory of spatial understanding and development
| Erscheint lt. Verlag | 27.10.1994 |
|---|---|
| Zusatzinfo | line drawings |
| Verlagsort | Oxford |
| Sprache | englisch |
| Maße | 160 x 241 mm |
| Gewicht | 623 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Biopsychologie / Neurowissenschaften | |
| Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie | |
| Geisteswissenschaften ► Psychologie ► Verhaltenstherapie | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 0-19-852142-1 / 0198521421 |
| ISBN-13 | 978-0-19-852142-6 / 9780198521426 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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