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):	https://doi.org/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:	Date Event 2008 Published
Item ID:	2535
Date Deposited:	12 Feb 2010 13:33
Last Modified:	29 Apr 2020 15:49
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/2535

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