Psychological characteristics of children with visual impairments: learning, memory and imagery
Psychological characteristics of children with visual impairments: learning, memory and imagery
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视力障碍儿童的心理特征：学习、记忆和想象
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
L. Pring
中科院分区：
文献类型：
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作者：
L. Pring
本文研究了视觉障碍儿童(有时是成人)在一系列反映学习、记忆和心理表象的任务中的表现。有时，证据表明，与典型的视力发育儿童相比，儿童的表现存在损害，有时会出现一些优势。作者的目的是描述她自己和其他人的一些发现，并探索它们告诉我们关于这类儿童的认知特征的信息，以便通过理解来推进实际干预的进展。这篇文章首先关注社会认知发展，特别是语言在这一发展中的潜在好处。接下来是对学习和记忆表现的一些研究的回顾，这些研究提供了一幅没有视觉的发展的连贯图景，最后以空间心理意象的考虑结束。
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.
影响因子：
4.6
作者：
Brown, JR;DonelanMcCall, N;Dunn, J
通讯作者：
Dunn, J
影响因子：
4
作者：
Hughes, C;Dunn, J
通讯作者：
Dunn, J
影响因子：
4.6
作者：
Cutting, AL;Dunn, J
通讯作者：
Dunn, J