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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children

by Susanna Millar

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How children build spatial understanding beyond vision

$162.87 USD
$162.87 USD $162.87 USD

Hardcover New English

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AlbakiReads Editorial

How children build spatial understanding beyond vision

Susanna Millar examines spatial cognition through studies involving blind and sighted children, questioning accounts that treat vision as the primary basis for understanding surrounding space. The book places touch and movement alongside vision as sources of spatial information, particularly where sight is absent. Drawing together findings from neuropsychology, neurology, and neuroscience, it presents a framework in which complementary sensory inputs and actions connect through networks that organize the reference cues used in spatial coding. Its emphasis falls on the evidence and theory behind how spatial representations are formed, with direct relevance to the study and teaching of blindness.

Good fit for readers who enjoy

  • Graduate students in cognitive or developmental psychology
  • Researchers studying visual perception, spatial cognition, or sensory processing
  • Educators and trainers working with blind learners

Themes

Spatial cognitionBlind and sighted childrenTouch and movementSensory integrationSpatial representation

Based on publisher information and book metadata.

Book overview

How we perceive and understand the space around us is one of the central topics of cognitive psychology. This book challenges the traditional notion that vision is the main sensory modality for this purpose, and compares vision with touch and movement as sources of spatial information in the absence of sight. Dr Millar's work with blind and sighted children has led her to formulate a coherent framework for findings from neuropsychology, neurology, and neuroscience. This framework assumes that specialized, complementary sensory inputs and outputs converge in inter-related networks, resulting in the organization of reference cues on which spatial coding depends. Addressing one of the central issues in cognitive psychology, this work will interest graduate students and researchers in cognitive and developmental psychology and visual perception, as well as educators involved with teaching and training blind people.
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