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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children (Oxford Science Publications) - Hardcover
Synopsis
How we perceive and understand the space around us is one of the central topics of cognitive psychology. This book challenges the traditional notion that vision is the main sensory modality for this purpose, and compares vision with touch and movement as sources of spatial information in the absence of sight. Dr Millar's work with blind and sighted children has led her to formulate a coherent framework for findings from neuropsychology, neurology, and neuroscience. This framework assumes that specialized, complementary sensory inputs and outputs converge in inter-related networks, resulting in the organization of reference cues on which spatial coding depends. Addressing one of the central issues in cognitive psychology, this work will interest graduate students and researchers in cognitive and developmental psychology and visual perception, as well as educators involved with teaching and training blind people.
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About the Author
Susanna Millar is at University of Oxford.
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Understanding and Representing Space : Theory and Evidence from Studies with Blind and Sighted Children
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Oxford University Press, Incorporated, 1994
ISBN 10: 0198521421
ISBN 13: 9780198521426
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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children. Oxford Science Publications
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gebundene Ausgabe. Condition: Gut. 313 Seiten; Der Erhaltungszustand des hier angebotenen Werks ist trotz seiner Bibliotheksnutzung sehr sauber. Es befindet sich neben dem Rückenschild lediglich ein Bibliotheksstempel im Buch; ordnungsgemäß entwidmet. In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 670. Seller Inventory # 2092578
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Understanding and Representing Space: Theory and Evidence from Studies With Blind and Sighted Children
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Condition: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Library sticker on front cover. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,750grams, ISBN:0198521421. Seller Inventory # 9417766
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Understanding and Representing Space: Theory and Evidence from Studies With Blind and Sighted Children
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Oxford Univ Pr on Demand, Cary, North Carolina, U.S.A., 1994
ISBN 10: 0198521421
ISBN 13: 9780198521426
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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children (Oxford Science Publications)
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Hardcover. Condition: As New. From publisher s library. Library marking on the spine. Bookplate on inside cover and library stamp, otherwise book is new, never read, pages clean and crisp, spine unbroken. 0423A. Seller Inventory # A0423-006
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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children (Oxford Science Publications)
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Clarendon Press, 1994
ISBN 10: 0198521421
ISBN 13: 9780198521426
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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children (Oxford Science Publications)
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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children
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Condition: Sehr gut. Zustand: Sehr gut | Seiten: 328 | Sprache: Englisch | Produktart: Bücher | How we perceive and understand the space around us is one of the central topics of cognitive psychology. This book challenges the traditional notion that vision is the main sensory modality for this purpose, and compares vision with touch and movement as sources of spatial information in the absence of sight. Dr Millar's work with blind and sighted children has led her to formulate a coherent framework for findings from neuropsychology, neurology, and neuroscience. Seller Inventory # 2185012/202
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Understanding and Representing Space : Theory and Evidence from Studies With Blind and Sighted Children
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Understanding and Representing Space: Theory and Evidence from Studies with Blind and Sighted Children (eng)
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