Crossmodal Transfer of Object Information in Human Echolocation

Santani Teng; Amrita Puri; David Whitney

doi:10.1068/ic894

Decrement of Visual and Haptic Müller-lyer Illusion on Repeated Trials: A Study of Crossmodal Transfer

Quarterly Journal of Experimental Psychology ◽

10.1080/17470216308416563 ◽

1963 ◽

Vol 15 (2) ◽

pp. 125-131 ◽

Cited By ~ 45

Author(s):

Rita G. Rudel ◽

Hans-Lukas Teuber

Keyword(s):

Crossmodal Transfer ◽

Lyer Illusion

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The Effectiveness of Two Strategies for Teaching Students with Blindness and Mental Retardation

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x9609000208 ◽

1996 ◽

Vol 90 (2) ◽

pp. 125-133

Author(s):

G.M. Lane

Keyword(s):

Mental Retardation ◽

Multiple Disabilities ◽

Severe Mental Retardation ◽

Verbal Information ◽

Alternating Treatments Design ◽

Crossmodal Transfer ◽

Manual Task ◽

Total Blindness ◽

Manual Tasks ◽

Verbal Prompts

To investigate the crossmodal transfer effects of verbal information to the performance of manual tasks, this study compared the effectiveness of two strategies—manual guidance only and manual guidance plus verbal prompts—with students whose multiple disabilities included total blindness and severe mental retardation. Within the framework of an alternating treatments design, the two strategies were differentially applied to two tasks. The results suggest that prompting methods that require shifting verbal information to the performance of a manual task may interfere with the learning of students with such multiple disabilities.

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Crossmodal Transfer of Stimulus Control: Preparing Students with Severe Multiple Disabilities for Audiological Assessment

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079698300800401 ◽

1983 ◽

Vol 8 (4) ◽

pp. 3-13 ◽

Cited By ~ 19

Author(s):

Lori Goetz ◽

Kathy Gee ◽

Wayne Sailor

Keyword(s):

Stimulus Control ◽

Multiple Disabilities ◽

Classroom Setting ◽

Transfer Of Stimulus Control ◽

Crossmodal Transfer ◽

Hearing Status ◽

Auditory Mode ◽

Sensory Channel ◽

Severely Handicapped ◽

Control Procedures

Crossmodal transfer of stimulus control procedures was used to establish reliable responding to an auditory cue in three severely multiply handicapped students who had previously failed to demonstrate reliable responses to stimuli presented in the auditory mode. As a result, all three students were able to participate in formal audiometric evaluations of their hearing status. Procedures were designed to be replicable in a typical classroom setting serving severely handicapped students. Results are discussed in terms of their utility in facilitating audiological testing for untestable persons and in terms of implications for teaching students functional use of the auditory sensory channel.

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