| Summary: | 碩士 === 國立臺灣科技大學 === 工程技術研究所設計學程 === 87 === ABSTRACT
This investigation studies the development of blind children and adolescents'' spatial representation in Taiwan. The participant of investigation are 22 born-blind persons of ages of 5-19. The experiment scheme includes depicting observation, choosing observation, matching observation and memorizing observation ,8 tasks. The main findings are:
(1).The particular spatial representations: include moving viewpoints, local characteristic, vantage point and list drawings. Part of participant reveal opposite viewpoint of relative positions by horizontal alignment of figures to express the sequential relation. The development of image drawing representation stops for ordinary people in the ages of 9-10 in the dawning realism.
(2).The participant reveal 5 developing stages'' characteristics: First stage are spatial without order. Second stage is capable of depicting characteristics and retaining the object''s common spatial characteristics and reveals intention to assign name. Third stage reveals phenomenon of distinction that is capable of showing the characteristics of different viewpoints to object but not capable of integrating the relation of all planes of object. Fourth stage reveals the attempt to join all planes. Fifth stage tends to unify the relations of all planes showing simple and compact representation.
(3).The developments of participant exist differences among their respective outcomes of tasks. However the spatial concepts are more fully developed as the age grows. Therefore the age is the reference of development of representation.
(4).In the observation of outcomes of depicting tasks it can be realized that the experience of vision are the key point in showing oblique projection and Perspective systems.
(5).The participant have the similar initial developments as ordinary persons but appear to be intelligent realism. This phenomenon might result from the lack of experience of vision and form the way of espouses by concepts and not by visual realism.
Integrating the outcomes of tasks it can be realized that conception / knowledge, education, spatial intelligence are the factor that influence the representations of the participant among which the development of intelligence in the main factor.
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