COGNITIVE PSYCHOLOGICAL STUDY ON TEXTS AND GRAPHICAL MEDIAS IN HIGHER EDUCATION FOR THE VISUALLY IMPAIRED

为了更好地了解触觉图形在高等教育中实际使用的认知意义及其与文本材料的关系，本研究首先对40名视障学生的触觉图形学习情况进行了调查。其次，我们调查了日本所有盲人学校教师的图形教学方法。此外，我们还研究了DNC （daiigaku - nyushi - center）如何修改盲人应试者的考试数字。最后，我们讨论了视障学生图形教材在高等教育中存在的问题，并提出了以下教学方法。高等教育中的图形材料非常复杂和多变。因此，制作触觉图形的标准化规则似乎很困难。对触觉材料的理解需要经过特殊的训练。大学里有视觉障碍的学生通常缺乏图形阅读能力。大学的工作人员不应该羞于寻找替代方案，例如，在叙述中进行详细的解释。这对盲人也很有效。使用触觉图形的目的应限于促进对材料的理解，我们必须沿着这条路线开始研究。这并不一定是感官替代的研究。我们关注的是图像作为认知中的外部资源的属性。

To better understand the cognitive implications about the practical use of tactile graphics and the relationships to textual materials in higher education for the visually impaired, we surveyed forty students with visual impairment about the learning of tactile graphics, firstly. Second, we investigated the teaching method of graphics for teachers of all schools for the blind in Japan. Furthermore, we studied how DNC (Daigaku-Nyushi-Center) modifies figures in exams for blind applicants. Finally, we discussed the problems and proposed teaching methods about graphical materials in higher education for visually impaired students as follows.1.Graphical materials in higher education are very complex and variable. So, standardized rules for the making of tactile graphics seems to be difficult.2.An understanding of tactile materials needs to be based on special training. Students with visual impairment in universities often lack of graphical literacy.3.The staff in universities should not be ashamed of looking for alternatives, e.g., a detailed explanation in narrative. This is also efficient for the blind.4.The object of using tactile figures should be limited to the promotion of understanding of materials and we must start ot research along this line. This is not necessarily a research of sensory substitution. We are focusing on the property of pictures as external resources in cognition.