A COMPARATIVE AND DEVELOPMENTAL ANALYSIS OF CONGENITALLY BLIND AND SIGHTED CHILDREN'S COUNTING.
Item
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Title
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A COMPARATIVE AND DEVELOPMENTAL ANALYSIS OF CONGENITALLY BLIND AND SIGHTED CHILDREN'S COUNTING.
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Identifier
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AAI8515660
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identifier
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8515660
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Creator
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SICILIAN, STEPHEN.
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Contributor
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Jeoffrey Saxe
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental
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Abstract
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The present study investigated the development of tactile-motor strategies that congenitally blind children use to facilitate the accuracy of their counting and compared their counting performance to that of a group of sighted children matched for counting proficiency. The analysis of tactile-motor strategies identified three dimensions of strategic behavior: preliminary scanning, count organizing and partitioning. A sequence of steps were identified in children's progress toward developing fully articulated endpoint strategies for each dimension. Additional analyses were performed to investigate consistency of strategy use across task conditions and interrelationships between the three strategic dimensions.;A comparative analysis of counting errors of blind and sighted subjects was used to determine the nature of differences between the two groups. Although blind subjects were delayed in the development of counting abilities relative to sighted subjects, the findings of the present study suggest that both blind and sighted subjects progress through similiar steps in the development of systems of numerical representation. Beginning counters in both blind and sighted groups made errors suggesting a lack of understanding of the logic underlying the construction of one-to-one correspondences. More proficient blind and sighted counters no longer made these "conceptual" errors. Their errors reflected difficulty mastering perceptual-motor skills. Variation in the dominance of particular perceptual-motor errors found between blind and sighted subjects suggests that the difference between these two groups lies in the kinds of obstacles encountered when implementing conceptual knowledge through different perceptual-motor systems.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
