Effects of Study Modality and Study Order on Learning Braille and Other Haptic Alphabets Used by Blind Persons

blind;haptic alphabets;Fishburne;Braille;Moon;visual impairment

Mroczka, Mary Ann ; Brad Mehlenbacher, Committee Member,James W. Kalat, Committee Member,Michael S. Wogalter, Committee Co-Chair,Slater E. Newman, Committee Co-Chair,Mroczka, Mary Ann ; Brad Mehlenbacher ; Committee Member ; James W. Kalat ; Committee Member ; Michael S. Wogalter ; Committee Co-Chair ; Slater E. Newman ; Committee Co-Chair

University:North Carolina State University

关键词: blind;    haptic alphabets;    Fishburne;    Braille;    Moon;    visual impairment;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4453/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

Braille is the alphabet predominantly used today for total communication by blind persons; yet, its difficulty to learn prevents some from using it. This experiment compared learning of three alphabets used by blind persons, Braille, Moon and Fishburne. The effects of study modality (visual, haptic) and study order (random, alphabetical) were also investigated. Participants were given four study-test sequences to learn the names for each of the 26 symbols of one of the three alphabets. On test trials, all participants were tested haptically in different random orders. Results showed main effects for alphabet, study modality, trials and an interaction between trials and alphabet. Moon was easier to learn than Braille, which was easier to learn than the Fishburne alphabet. Visual study facilitated learning only with the Moon alphabet. Results are interpreted in terms of McGuire's (1961) three proposed processes involved in paired-associate learning: stimulus discrimination, associative learning, and response learning. Some implications for training are also discussed.