The developmental role of rhymes and routines for congenitally blind children
UNSPECIFIED. (1998) The developmental role of rhymes and routines for congenitally blind children. CAHIERS DE PSYCHOLOGIE COGNITIVE-CURRENT PSYCHOLOGY OF COGNITION, 17 (2). pp. 451-477. ISSN 0249-9185Full text not available from this repository.
A number of blind children exhibit delays in cognitive functioning and language usage resulting in difficulties in sharing meaningful conversation by three years. One reason may be that blindness in infancy limits the availability of information about space, especially distal space and so these children have to rely on other information in making sense of their environment. Time-based information about actions and events is likely to be very important to blind infants. Rhymes and routines depend partially on time-based information and have been reported to be widely used by blind children and their sighted parents. The present study examines the relationship between cognitive and language functioning and the quality and nature of rhymes and routines in four blind children and their mothers. All children were able to initiate rhymes and routines as well as using increasingly sophisticated verbal strategies and language play. Differences emerged between dyads concerning the extent to which they were able to involve objects and space in rhymes and routines. The findings are discussed in relation to the potential role of rhymes and routines in the development of blind children.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Journal or Publication Title:||CAHIERS DE PSYCHOLOGIE COGNITIVE-CURRENT PSYCHOLOGY OF COGNITION|
|Publisher:||ADRSC-ASSOC DIFFUSION RECHERCHES SCIENCES COGNITIVES|
|Official Date:||April 1998|
|Number of Pages:||27|
|Page Range:||pp. 451-477|
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