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

视障者高等教育中文本和图形媒体的认知心理学研究

基本信息

批准号：
08610159
负责人：
KATOH Hiroshi
金额：
$ 1.28万
依托单位：
TSUKUBA COLLEGE OF TECHNOLOGY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1996
资助国家：
日本
起止时间：
1996 至 1997
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-08610159/
关键词：
VIUALLY IMPAIRMENT TACTILE GRAPHICS HIGHER EDUCATION SCHOOLS FOR THE BLIND UNIVERSITY ENTRANCE EXAMINATION COGNITIVE PSYCHOLOGY EXTERNAL RESOURCES IN COGNITION PICTURE 触図認知感覚代行テキスト理解外的資源教材メディア盲教育図教材

项目摘要

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.

为了更好地理解有关触觉图形的实际使用以及对视力障碍的高等教育文本材料的关系的认知含义，我们首先对有40名视觉障碍的学生调查了有关触觉图形学习的视觉障碍。其次，我们研究了日本所有盲人学校教师的图形教学方法。此外，我们研究了DNC（Daigaku-nyushi-Center）如何修改盲人申请人的考试中的数字。最后，我们讨论了有关视觉障碍学生的高等教育图形材料的问题和提出的教学方法。因此，制作触觉图形的标准化规则似乎很困难。2。对触觉材料的理解必须基于特殊培训。大学中有视觉障碍的学生通常缺乏图形素养。3。大学的员工不应该为寻找替代方案而感到羞耻，例如叙事中的详细解释。对于盲人，这也是有效的。4。使用触觉数字的对象应仅限于促进对材料的理解，我们必须沿着这条线开始研究。这不一定是对感觉替代的研究。我们关注图片作为认知外部资源的属性。