TY - JOUR
T1 - Comparison of perimeters
T2 - Intuitive interference in people who are blind
AU - Lahav, Orly
AU - Babai, Reuven
N1 - Publisher Copyright:
© 2018 AFB. All rights reserved.
PY - 2018/5/1
Y1 - 2018/5/1
N2 - Introduction: Difficulties in science and mathematics may stem from intuitive interference of irrelevant salient variables in a task. It has been suggested that such intuitive interference is based on immediate perceptual differences that are often visual. Studies performed with sighted participants have indicated that in the comparison-of-“perimeters” task, “area” was the irrelevant salient variable. Such studies have consistently shown that accuracy is higher and reaction times for correct responses are shorter in congruent trials (no interference of area), than in incongruent trials (interference of area). Methods: Fifteen participants who are blind completed a comparison-of-area and a comparison-of-perimeters tasks, each in a different session. In each comparison trial, the participants explored two tactile geometrical shapes using both hands. To collect the participants’ responses and reaction times, the researchers used a Microsoft Excel Macro file designed for this study. Results: Findings demonstrated that for both rate of correct responses and their reaction times, the performance pattern resembled the one observed previously for sighted participants. In addition, reaction times that were observed there were about five times longer compared to those observed previously for sighted participants. Discussion: These findings indicated that interference of area in comparison to perimeters is evident for participants who are blind. They further suggest that, in mathematics, people who are blind experience interference that had previously been assumed to be tied to visual perception. Implications for practitioners: The study suggests that interference of salient irrelevant variables could cause difficulties in science and mathematics for students who are blind. This knowledge could guide educators and curriculum developers for these students in selecting appropriate learning and instruction methods. In addition, the current findings point to the additional amount of time needed to access graphical information tactilely compared to visually.
AB - Introduction: Difficulties in science and mathematics may stem from intuitive interference of irrelevant salient variables in a task. It has been suggested that such intuitive interference is based on immediate perceptual differences that are often visual. Studies performed with sighted participants have indicated that in the comparison-of-“perimeters” task, “area” was the irrelevant salient variable. Such studies have consistently shown that accuracy is higher and reaction times for correct responses are shorter in congruent trials (no interference of area), than in incongruent trials (interference of area). Methods: Fifteen participants who are blind completed a comparison-of-area and a comparison-of-perimeters tasks, each in a different session. In each comparison trial, the participants explored two tactile geometrical shapes using both hands. To collect the participants’ responses and reaction times, the researchers used a Microsoft Excel Macro file designed for this study. Results: Findings demonstrated that for both rate of correct responses and their reaction times, the performance pattern resembled the one observed previously for sighted participants. In addition, reaction times that were observed there were about five times longer compared to those observed previously for sighted participants. Discussion: These findings indicated that interference of area in comparison to perimeters is evident for participants who are blind. They further suggest that, in mathematics, people who are blind experience interference that had previously been assumed to be tied to visual perception. Implications for practitioners: The study suggests that interference of salient irrelevant variables could cause difficulties in science and mathematics for students who are blind. This knowledge could guide educators and curriculum developers for these students in selecting appropriate learning and instruction methods. In addition, the current findings point to the additional amount of time needed to access graphical information tactilely compared to visually.
UR - http://www.scopus.com/inward/record.url?scp=85048038937&partnerID=8YFLogxK
U2 - 10.1177/0145482x1811200307
DO - 10.1177/0145482x1811200307
M3 - מאמר
AN - SCOPUS:85048038937
VL - 112
SP - 287
EP - 298
JO - Journal of Visual Impairment and Blindness
JF - Journal of Visual Impairment and Blindness
SN - 0145-482X
IS - 3
ER -