The development of horizontality and verticality in children with visual impairments

Abstract

The purpose of this study was to examine the understanding of the horizontal and vertical
in children with visual impairments compared to children who are sighted. A raised-line
drawing kit was used both for subject responses and for production of stimuli. To test the
understanding of the horizontal, subjects felt pictures of a jar at four tilts and were asked
to draw the water line. To test the understanding of the vertical, subjects felt pictures of a
mountain at four slopes and were asked to draw a telephone pole. Subjects also
completed haptic multiple-choice versions of the tasks. It was hypothesized that if visual
experience were helpful for acquiring an accurate understanding of spatial properties,
than sighted children would have an advantage in the development of this cognitive
ability when interpreting or drawing the vertical and horizontal using raised-line pictures.
Participants' performance on the haptic horizontality and verticality tasks were assessed
based on deviation scores from the correct horizontal or vertical, or the number correct on
the multiple choice trials. The results indicated an advantage of blindfolded sighted
children on the haptic multiple-choice water-level and mountain-pole tasks. In addition,
when required to draw the correct horizontal (water line) or vertical (telephone pole),
subjects' deviation scores were significantly influenced by the angle to which the jar was
tilted, and the angle of the mountain slope. It is suggested that although visual
experience is not critical for an eventual understanding of the horizontal and vertical
concepts, it is helpful. The data are consistent with the conclusion that there may be a
slight lag in the development of some spatial concepts, but this may depend on the
response measure.

Date of Award	2012
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Morton A. Heller (Supervisor)