D'Angiulli A, Kennedy J M, Heller M A
Department of Psychology, University of Toronto, Ontario, Canada.
Scand J Psychol. 1998 Sep;39(3):187-90. doi: 10.1111/1467-9450.393077.
Theory of tactile pictures argues that untrained blind subjects can recognize raised, outline pictures. It contends the blind person's knowledge of the shapes of common objects is like that of the sighted, and the blind person's pictorial abilities use the same principles as the sighted person's. To test this theory, blind children (aged 8-13) and blindfolded age-matched sighted children were asked to identify raised-line drawings of common objects. Their performances were correlated. In addition, the blind children identified more than sighted children exploring the pictures actively, but the same number of pictures as sighted children who were given passive, guided exploration. We argue blind and sighted children use the same principles to identify the pictures, but the blind have superior exploration skills. The differences in the effects of exploration skills on recognition scores are minimized when the sighted children are given guidance, since the sighted children then have efficient contact with the displays, and the performance of the sighted and the blind is then governed by the same principles, without one group benefitting from advantages in exploration skills.
触觉图片理论认为，未经训练的盲人受试者能够识别凸起的轮廓图片。该理论主张，盲人对常见物体形状的认知与有视力的人相似，并且盲人的图像识别能力与有视力的人运用相同的原理。为了验证这一理论，研究人员让盲童（8至13岁）以及年龄匹配的蒙眼有视力儿童识别常见物体的凸起线条画，并将他们的表现进行关联分析。此外，积极探索图片的盲童比有视力的儿童识别出的图片更多，但在被动引导探索的情况下，盲童识别出的图片数量与有视力的儿童相同。我们认为，盲童和有视力的儿童运用相同的原理来识别图片，但盲人具有更出色的探索技能。当有视力的儿童得到引导时，探索技能对识别分数的影响差异会降至最低，因为此时有视力的儿童能够有效地接触展示物，并且有视力的儿童和盲人的表现都受相同原理支配，不存在一方因探索技能优势而受益的情况。
