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Goldsmiths - University of London

Psychological characteristics of children with visual impairments: learning, memory and imagery

Pring, Linda. 2008. Psychological characteristics of children with visual impairments: learning, memory and imagery. British Journal of Visual Impairment, 26(2), pp. 161-171. ISSN 0264-6196 [Article]

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Abstract or Description

The performance of children (and sometimes
adults) with visual impairments (VI) on a range of tasks that
reflect learning, memory and mental imagery is considered in
this article. Sometimes the evidence suggests that there are
impairments in performance in comparison with typically developing
children with vision and sometimes some advantages
emerge. The author’s aim is to describe some of her own and others’
findings and explore what they tell us about the cognitive
characteristics of such children, so that progress with practical
interventions can be advanced through understanding. The article
starts by focusing on social-cognitive development and in
particular considers the potential benefits of language in that
development. This is followed by a review of some studies of
learning and memory performance which provide a coherent
picture of development without vision and finally ends with a
consideration of spatial mental imagery.

Item Type: Article

Identification Number (DOI):

10.1177/0264619607088279

Additional Information:

Please visit the author's web page at http://www.gold.ac.uk/psychology/staff/pring/ for access to the full text.

Keywords:

blind, blindness, children, memory, visual impairment

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
2008Published

Item ID:

2535

Date Deposited:

12 Feb 2010 13:33

Last Modified:

22 Jun 2014 18:19

URI: http://research.gold.ac.uk/id/eprint/2535

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