Is there any relationship between a child's body image and spatial skills?

Morsley, Kim; Spencer, Christopher; Baybutt, Kate

doi:10.1177/026461969100900204

Cited by 8 publications

(2 citation statements)

References 3 publications

(2 reference statements)

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“…Furthermore, it seems that persons with visual impairments do use an allocentric coding system. As is suggested, children with visual impairments have difficulty in changing their frame of reference from egocentric to allocentric (Morsley, Spencer, & Baybutt, 1991;Ochaita & Huertas, 1993;Warren, 1994). Also, Millar (1979) argued that previous visual experience seems to be an important factor in the way children with visual impairments code space.…”

Section: Discussionmentioning

confidence: 99%

Spatial Coding of Individuals With Visual Impairments

2010

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The aim of this study is to examine the ability of children and adolescents with visual impairments to code and represent near space. Moreover, it examines the impact of the strategies they use and individual differences in their performance. A total of 30 individuals with visual impairments up to the age of 18 were given eight different object patterns in different arrays and were asked to code and represent each of them. The results revealed better performances by those who use an allocentric approach during spatial coding and those with residual vision. In fact, allocentric strategies were more prevalent in coding near space than egocentric ones. Moreover, the ability of participants to move independently was positively correlated with their ability to use the most effective haptic strategies. These findings suggest that children and adolescents with visual impairments are capable of using allocentric reference and providing a different perspective to the currently dominant one.

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Section: Discussionmentioning

confidence: 99%

Spatial Coding of Individuals With Visual Impairments

2010

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“…Learning about space was thought to begin with the body image, then move to body-object knowledge, followed by the student's understanding of wider geographical spaces (Welsch & Blasch, 1980). More recent work by Morsley, Spencer, and Baybutt (1991) showed that students' body image did not predict their ability to navigate in the wider environment. Morsley et al recommended that students with visual impairment need alternative ways of developing concepts of larger scale spaces.…”

Section: The Body In Spacementioning

confidence: 97%

Concepts of scale held by students with visual impairment

2009

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This study investigated students' with visual impairment concepts about linear size and scale. Specifically the study examined the accuracy of students' concepts over many orders of magnitude as well as experiences students have had in and out-of-school learning about size and scale. The results of assessments of 17 students with visual impairment were compared to those of students with normal sight. The study showed that students with visual impairment were most accurate for measurements in the human scale and were least accurate with very large and very small scales that cannot be directly experienced. However, when compared to students with normal sight, students with visual impairment were more accurate at large and small scales than their normally sighted peers. ß

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The Construction of Cognitive Maps by Children with Visual Impairments

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Is there any relationship between a child's body image and spatial skills?

Cited by 8 publications

References 3 publications

Spatial Coding of Individuals With Visual Impairments

Spatial Coding of Individuals With Visual Impairments

Concepts of scale held by students with visual impairment

The Construction of Cognitive Maps by Children with Visual Impairments

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