Abstract
Learning the name for braille symbols was facilitated by the presence of large symbols on study trials when standard-size symbols were present on test trials, and by the presence of large braille symbols on test trials. These effects were found to be independent of the discriminability of the set of items for which the names were to be learned.
Article PDF
Similar content being viewed by others
References
Loomis, J. M. (1982). Analysis of tactile and visual confusion matrices. Perception & Psychophysics, 31, 41–52.
Mcguire, W. J. (1961). A multiprocess model for paired-associate learning. Journal of Experimental Psychology, 62, 335–347.
Newman, S. E., Hall, A. D., Foster, D. L., & Gupta, V. G. (1984). Learning as a function of haptic discriminability among items. American Journal of Psychology, 97, 359–372.
Newman, S. E., Hall, A. D., Ramseur, C. J., Foster, D. L., Goldston, D. B., DeCamp, B. L., Granberry-Hager, S. P., Lockhart, J. L., Sawyer, W. L., & White, J. E. (1982). Factors affecting the learning of braille. Journal of Visual Impairment and Blindness, 77, 59–64.
Plotkin, L. (1943). Stimulus generalization in Morse code learning. Archives of Psychology, 40, 287.
Tobin, M. H. (1971). Programmed instruction and braille learning. Birmingham, England: Research Centre for the Education of the Visually Handicapped.
Author information
Authors and Affiliations
Additional information
The authors express their appreciation to John Calloway, Principal of the Governor Morehead School for the Blind, Raleigh, NC, for the use of Thermoform equipment. A paper reporting the results of this experiment was presented at the 1984 meeting of the Eastern Psychological Association in Baltimore.
Rights and permissions
About this article
Cite this article
Newman, S.E., Kindsvater, M.B. & Hall, A.D. Braille learning: Effects of symbol size. Bull. Psychon. Soc. 23, 189–190 (1985). https://doi.org/10.3758/BF03329822
Received:
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03329822