Children learn about the world through senses such as touch, smell, vision, and audition, but they conceive of the world in terms of objects, events, agents, and their mental states. A fundamental question in cognitive science is how nature and nurture contribute to the development of such conceptual categories. What innate mechanisms do children bring to the learning problem? How does experien...

This pilot study compared the development of two groups of adolescents—those whose parents were blind and those whose parents were sighted. It found that there were no essential differences between the groups. Moreover, the friendship relationships, feelings toward parents, and some essential characteristics of the adolescents’ emotional state were more positive among the adolescents whose pare...

Blind students cannot use their senses properly; they can learn by relying on of touch and hearing. For this reason, it is necessary to have teaching media that depend the importance communication or hearing recognize material shape Earth's surface. This research aims increase learning interest blind in fabric surface social science subjects. method pre-experimental, with being treated 3D obser...

Studies involving congenitally blind adults shows that visual experience is not a mandatory prerequisite for the emergence of efficient numerical abilities. It remains however unknown whether developed lifelong strategies to compensate absence foundations vision would provide in infancy. We therefore assessed basic abilities and sighted children 6 13 years old. also verbal spatial working memor...

This article compares the development of print and braille reading in children who are blind and sighted in relation to Chall's stage model of reading development. Chall's model includes a prereading period, in which concepts are developed; middle stages, in which skills that are necessary for decoding text are developed; and later stages, which distinguish skilled readers on the basis of their...