What has sight got to do with it? On the representation of concepts in blind children’s drawings

Main Article Content

Katarzyna Jaworska-Biskup

Abstrakt

The paper analyses sample drawings produced by blind children. The focus will be put on the representation of concepts. Major findings gathered in the discussion section show that sight plays complementary rather than primary role in the process of conceptual development, which supports other research in the field of blindness studies conducted so far.

Downloads

Download data is not yet available.

Article Details

Jak cytować
Jaworska-Biskup, K. (2012). What has sight got to do with it? On the representation of concepts in blind children’s drawings. Glottodidactica. An International Journal of Applied Linguistics, 39(2), 75-85. https://doi.org/10.14746/gl.2012.39.2.6
Dział
Artykuły

Bibliografia

  1. Bussmann, H., Gregory, T., Kazzazi, K., 1996. Routledge dictionary of language and linguistics. London–New York: Routledge.
  2. Cratty, B., Sams, T., 1968. The body-image of blind children. New York: American Foundation for the Blind.
  3. Cutsforth, T., 1932. The unreality of words to the blind. In: Teachers Forum 4, 86-89.
  4. DeMott, R., 1972. Verbalism and affective meaning for blind, severely visually impaired, and normally sighted children. In: New Outlook for the Blind 66 (1), 1-8.
  5. Dokecki, P., 1966. Verbalism and the blind. A critical review of the concept and the literature. In: Exceptional Children 32, 525-530.
  6. Dromi, E., 1999. Early lexical development. In: Barrett, M. (ed.). The development of language. Hove–New York: Psychology Press, 99-126.
  7. Dunlea, A., 1989. Vision and the emergence of meaning. Blind and sighted children’s early language. Cambridge: Cambridge University Press.
  8. Gleitman, L., 1990. The structural sources of verb meaning. In: Language Acquisition 1, 3-55.
  9. Heller, M.A., 2002. Tactile picture perception in sighted and blind people. In: Behavioral Brain Research 135, 65-68.
  10. Kennedy, J., 1993., Drawing and the blind. New Haven–London: Yale University Press.
  11. Klimasiński, K., 1989. Organizacja czynności poznawczych przy głębokim defekcie wzroku. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
  12. Landau, B., 1983. Blind children’s language is not meaningless. In: Mills, A.E. (ed.). Language acquisition in the blind child: normal and deficient. London: Croom Helm, 62-76.
  13. Landau, B., Gleitman, L., 1985. Language and experience. Evidence from the blind child. Cambridge, Massachusetts–London: Harvard University Press.
  14. McLinden, M., McCall, S., 2002. Learning through touch. Supporting children with visual impairment and additional difficulties. London: David Fulton Publishers.
  15. Majewski, T., 1983. Psychologia niewidomych i niedowidzących. Warszawa: Państwowe Wydawnictwo Naukowe.
  16. Margolis, E., Laurence, S., 2006. Concepts. In: Brown, K. (ed.). Encyclopaedia of language and linguistics. Elsevier Science, 817-820.
  17. Millar, S., 1994. Understanding and representing space. Oxford: Oxford University Press.
  18. Perez-Pereira, M., Conti-Ramsden, G., 1999. Language development and social interaction in blind children. Hove–New York: Psychology Press.
  19. Recchia, S., 1997. Play and concept development in infants and young children with severe visual impairments: a constructivist view. In: Journal of Visual Impairment and Blindness, 91, 401-406.
  20. Rosel, J.A., Caballer, P.J., Olivier, J.C., 2005. Verbalism in the narrative language of children who are blind and sighted. In: Journal of Visual Impairment and Blindness, 413-425.
  21. Sękowska, Z., 1974. Kształcenie dzieci niewidomych. Warszawa: Polskie Wydawnictwo Naukowe.
  22. Szczechowicz, A., 1976. Swoistość kształtowania się pojęć u dzieci niewidomych. In: Klimasiński, K. (ed.). Procesy poznawcze a defekty sensoryczne. Materiały I Krajowego Sympozjum Psychologii Defektologicznej. Warszawa: Instytut Psychologii, 86-99.