Displaying easily recognizable tactile pictures: A comparison of three illustration techniques with blind and sighted children

2022 ◽  
Vol 78 ◽  
pp. 101364
Author(s):  
Carolane Mascle ◽  
Christophe Jouffrais ◽  
Gwenaël Kaminski ◽  
Florence Bara
Keyword(s):  
Tactile Pictures

Tactile pictures in Stockholm

1981 ◽  
Vol 33 (3) ◽  
pp. 180-183
Author(s):  
Astrid Wexell
Keyword(s):  
Tactile Pictures

scholarly journals Improved access to museum collections without vision: How museum visitors with very low or no vision perceive and process tactile–auditory pictures

2019 ◽  
Vol 38 (1) ◽  
pp. 79-103 ◽  
Author(s):  
Torø Graven ◽  
Iain Emsley ◽  
Nicola Bird ◽  
Susan Griffiths
Keyword(s):  
Focus Group ◽  
Mental Image ◽  
Qualitative Interview ◽  
Observation Data ◽  
Museum Collections ◽  
Global Shape ◽  
Museum Visitors ◽  
Audio Description ◽  
Tactile Pictures ◽  
Element Shape

This study investigated how museum visitors with very low or no vision perceived and processed tactile pictures and/or audio-descriptions of visual paintings. Two visual paintings were selected and a focus group was established ( N = 8). Qualitative interview and observation data were collected. This study found two types of museum visitors: those who explored the tactile picture first and those who rather listened to the audio-description. When exploring each element in the tactile picture, they all started by exploring the element’s global (shape) outline and, when struggling to recognise it, turned to the audio-description. They preferred the audio-description to start describing where their fingers were. Tactile texture attracted their attention, sparked their curiosity, and enabled them to create a mental image of the tactile picture, but also confused them. They preferred the global (element shape) outline to be straightened out, so that curves become angular, and texture only for targeting certain elements.

The Role of Pictorial Convention in Haptic Picture Perception

Perception ◽  
10.1068/p5020 ◽  
2003 ◽  
Vol 32 (7) ◽  
pp. 887-893 ◽  
Author(s):  
Leanne J Thompson ◽  
Edward P Chronicle ◽  
Alan F Collins
Keyword(s):  
Solid Surfaces ◽  
Picture Perception ◽  
Psychonomic Bulletin ◽  
Common Region ◽  
Line Drawings ◽  
Third Dimension ◽  
Recognition Success ◽  
Tactile Pictures ◽  
Uniform Connectedness

An investigation of tactile picture perception is reported. Blindfolded sighted subjects explored either ‘line drawings’ or ‘textured’ tactile pictures produced on Zytex swell paper. All pictures were ‘two-dimensional’, that is they depicted only one object face and so did not represent a third dimension. Both picture sets represented the same objects. Results revealed that the textured pictures, in which solid surfaces of depicted objects were uniformly textured, were recognised more often than tactile line drawings, in which surfaces of objects were simply bounded by lines. There were no significant correlations between imagery ability (visual, cutaneous, or kinaesthetic) and picture recognition success. Texture may be a form of ‘uniform connectedness’ (Palmer and Rock 1994 Psychonomic Bulletin & Review1 29–55) or ‘common region’ (Palmer 1992 Cognitive Psychology24 436–447), highlighting the global characteristics of stimuli. We argue that textured pictures may encourage the haptic system to take a more globally oriented approach to tactile picture perception, benefiting recognition.

scholarly journals Opismenjevanje otrok s slepoto

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 191-213
Author(s):  
Aksinija Kermauner
Keyword(s):  
Key Words ◽  
Picture Books ◽  
Fairy Tale ◽  
Picture Book ◽  
Clear Picture ◽  
Holistic Treatment ◽  
Tactile Stimuli ◽  
Graphic Image ◽  
Tactile Pictures ◽  
Planned Activities

Literacy of children with blindness Literacy and reading for children with blindness is a relatively unknown field, as the topic is not covered in any national research, and due to the specific way of reading Braille, a comparison with sighted peers does not give a clear picture. A child with blindness has less incentive to develop, explores less, and learns less through imitation, so we need to help him/her with certain methods and aids to catch his/hers peers. Literacy for children with blindness due to the use of braille is different from that of sighted peers, so preparations for literacy are very important, where in addition to developing vocabulary, orientation and coordination with planned exercises, we must also develop the child’s tactile skills. With systematic tactile stimuli, the sensitivity of the finger pads increases, which is a prerequisite for successful reading of Braille. A child with blindness does not encounter the graphic image of letters as a sighted peer at every turn, so we offer him/her the opportunity to get to know the letters in Braille in his/hers everyday environment. Adapted materials and planned activities are suitable for this, such as getting to know the wall tactile fairy tale, book in the box, reading tactile pictures, tactile games and tasks, tactile picture books and tactile kamishibai. Only through systematic work and the earliest possible holistic treatment will the child be able to reach his or her sighted peers in the field of literacy as well. Key words: literacy, children with blindness, tactile rebus, tactile picture book, book in the box, tactile kamishibai

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