:::

詳目顯示

回上一頁
題名:年齡、視覺條件、作業命題、教育與學習對全盲者繪畫空間表現與發展之影響
作者:徐春江
作者(外文):Chuen-jiang Shiu
校院名稱:國立臺灣科技大學
系所名稱:設計研究所
指導教授:伊彬
張文智
學位類別:博士
出版日期:2011
主題關鍵詞:全盲空間表現繪畫發展spatial representationtotally blindhaptical drawingsdevelopment
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:27
本研究以三個子研究,討論年齡、視覺條件、作業命題、教育與學習等因素,對全盲者空間表現與發展的影響。研究結果發現(1)18歲以後全盲者空間表現較前期更精緻成熟,有別於明眼者在青少年抵定。先天全盲者的視覺限制並未造成空間表現發展的停滯。(2)不同的年齡、視覺條件、作業命題、教育與學習,均會造成全盲者的空間表現差異。(3)全盲者的空間表現發展後期與明眼者的早期空間表現近似,顯示兩者間出現的階序不同。因此,全盲者末階空間表現與明眼者不同。研究結果繼續支持伊彬、徐春江等學者所主張觸覺不能取代視覺,全盲者與明眼者的空間表現不同。本研究不支持Kennedy等學者所主張的觸覺能夠取代視覺,全盲者與明眼者空間表現相同的立論。
The present research was to investigate the factors that influence final stage of spatial representation development of totally blind person through three studies. The results suggest: (1) the visual condition does not impale the blind personsʹ drawing to develop into a finer and more maturer stage after 18 years old. (2) The participantsʹ drawing performances varied with different tasks and participantsʹ visual conditions. (3) The blind personʹs final stage of the drawing development is similar to the normal personʹs primitive stage; but the order of the development stages is not the same. It is concluded that vision can't be replaced by the tactility from the aspect of perspective. It is consistent with earlier research by I and Shiu and rejects Kennedyʹs theory again.
伊彬、徐春江(2008)。從不同型式的描繪對象來看全盲者的空間表現發展末階。藝術教育研究,15,71-103。new window
伊彬、徐春江(2001)。全盲兒童與青少年對單一立體模型與部分遮蓋模型的描繪-視覺在空間表現發展之角色。視覺藝術,4,127-164。new window
伊彬(2007)。台灣全盲者圖像表現策略與影響因素-以不同種類立體物體的繪畫表現為例。國科會96年度研究計畫補助結案報告(pp.1-6)。計畫編號為NSC:95-2411-H-011-005。
伊彬(2005)。台灣全盲者圖像觸讀效率與影響因素。國科會94年度研究計畫補助結案報告(pp.1-6)。計畫編號為NSC:93-2411-H-011-004。
伊彬(2002)。台灣視障兒童與青少年對表現3-D物體之平面圖像之辨認發展。國科會91年度研究計畫補助結案報告(pp.1-6)。計畫編號為NSC:90-2411-H-011-002。主要研究助理:陳玟秀。
伊彬(2001)。台灣視障兒童與青少年空間表現策略發展。國科會90年度研究計畫補助結案報告(pp.1-6)。計畫編號為NSC:89-2411-H-011-008。主要研究助理:徐慧芳。
伊彬(1999)。台灣視障兒童與青少年在平面上的空間表現發展。國科會88年度研究計畫補助結案報告(pp.1-6)。計畫編號為NSC:88-2411-H-011-005。主要研究助理:徐春江。
伊彬(2003)。第三章心理學與藝術教育 – 第二節創造表現。於黃壬來(編),藝術與人文教育(再版,上冊,pp168-191)。台北:桂冠。
伊彬、陳玟秀(2002)。日常生活3D物體轉換成2D觸覺圖形之認知探討。中華民國設計學會舉辦:中華民國設計學會2002年設計學術研究成果研討會論文集(pp. 481-484)。台北:國立台灣科技大學設計學院。
林三木(1979)。我國視覺障礙兒童美勞造形特徵之研究-以個案分析法評鑑美勞作品為中心,國教之友,462,1-16。
林三木(1981)。我國視覺障礙兒童美勞造形特徵之研究-以觀察法評鑑美勞作品為中心,國教之友,448,6-9。
佐籐泰正(1983)。視覺障礙兒童心理學(陳英三譯)。台南:台灣省視覺障礙兒童混合教育計畫師資訓練教育計畫。(原著出版時間未詳)。
徐春江(1999)。台灣視障兒童與青少年在平面上的空間表現發展。未出版碩士論文,國立台灣科技大學工程技術研究所,台北市。
陳玟秀(2002)。再現角度與表現模式對於視障者辨認3D物體轉換成2D圖形之影響。未出版碩士論文,國立台灣科技大學設計研究所,台北市。
萬明美 (2000)。視覺障礙教育。台北:五南。
鄒品梅 (1983)。視覺障礙兒童美感經驗之研究。台北:台北市立師範專科學校。
王冠斐(1998)。視障基礎教育「影像教材」學習輔具規劃。國立中央圖書館臺灣分館館刊,5( 1) ,74- 81。
周掌宇(2000)。盲人的問題與梅洛龐蒂的解決方案。國立中央大學哲學研究所碩士論文,資料來源:無障礙全球資訊網。
http://www.tkblind.tku.edu.tw/center/artical/theis88065/theis88065.htm
Zeki, S.(2002)。腦內藝術館-探索大腦的審美功能〔Inner vision-An exploration of art and the brain〕(潘恩典譯)。台北:商周出版。(原著出版於1999)。
Armstong, T.(1997)。經營多元智慧:開展以學生為中心的教學(李平譯)。台北:遠流。
Brittain, L. W.(1992)。幼兒創造力與美術(陳武鎮譯)。台北:世界文物。
陳昱丞、賴新喜(2004)。全盲與明眼學童感覺能力之差異性研究。2004年視覺障礙教育國際學術研討會會議手冊暨論文集。台南:國立台南大學視障教育與重建中心。
王亦榮(2004)。盲生數學學習困擾因素之研究。2004年視覺障礙教育國際學術研討會會議手冊暨論文集。台南:國立台南大學視障教育與重建中心。
視障師訓班,1997。台灣省視覺障礙師資培訓班簡介。台南市,台灣省視覺障礙師資培訓班。
視障教育中心,2004。九十三學年度視覺障礙學生升高中甄試各科成績資料。台南市,國立台南大學視障教育與重建中心。
國立編譯館,2003。國民中學數學編輯大意。台北市,國立編譯館。
張春興(2002)。教育心理學。台北市。台灣東華。

Armstong, T. (1987). Describing Strengths in Children Identified as ‘Learning Disabled’ Using Howard Gardner’s Theory of Multiple Intelligences as an Organizing Framework. Dissertation Abstracts International, 48, 08A.
Armstong, T. (1988). Learning Differences—Not Disabilities. Principal, 68, 1:34-36.
Armstong, T. (1993). 7 Kinds of Smart. New York: Plume/Penguin.
Arnheim, R. (1974). Art And Visual Perception. Berkeley & Los Angeles. CA: University of California.
Buck, J. N. (1948). The H-T-P test. Journal of Clinical Psychology, 4, 151-159.new window
Burkhart, R. C. (1967). The relation of intelligence to art ability. In R. Mooney and T. Razik (Eds.), Explorations in Creativity. New York: Harper & Row, 246-258.
Cahill, H., Linehan, C., McCarthy, J., Bormans, G., & Engelen, J. (1996). Blind and partially sighted students’ access to mathematics and computer technology in Ireland and Belgium. Journal of Visual Impairment & Blindness, 90, 175-181.
Campione, J. C., & Brown, A. L. (1985) . Dynamic assessment: one approach and some initial data (Tech. Rep. No. 361). Nation Inst. of Child Health and Human Development. Washington, DC. (ERIC Document Reproduction Service No. ED26973).
Chapman, E. K. (1978). Visually Handicapped Children and Young People. London: Routledge & Kegan Paul.
Chen, M. J., Therkelsen, & Griffiths, K. (1984). Representational drawings of solid objects: a longitudinal study. Visual Arts Research, 10(19), 27-31.
Cox, M. V. (1986). Cubes are difficult things to draw. British Journal of Developmental Psychology, 4, 341-345.
Cooper, B. (1977). Development of sensitivity to geometric information for viewing shapes and sizes in pictures. In R. N. Haber (Ed.), Proceedings of The Tenth Symposium of The Center for Visual Sciences. Rochester: University of Rochester.
D'Angiulli, A. (2007). Raised-lined pictures, blindness and tactile beliefs: An observational case-study. Journal of Visual Impairment and Blindness, 10 (3), 172-177.
D'Angiulli, A., & Maggi, S. (2003). Development of drawing abilities in a distinct population: depiction of perceptual principles by three children with congenital total blindness. International Journal of Behavioral Development, 27(3), 193-200.
D'Angiulli, A., Kennedy, J. M., & Heller, M. A. (1998). Blind children recognizing tactile pictures respond like sighted children given guidance in exploration. Scandinavian Journal of Psychology, 39, 187-190.
D'Angiulli, A., Maggi, S. (2003). Development of drawing abilities in a distinct population: depiction of perceptual principles by three children with congenital total blindness. International Journal of Behavioral Development, 27(3), 193-200.
Dubery, F., & Willats, J. (1972). Drawing Systems. London: Studio Vista.
Dulin, D. (2007). Effects of the use of raised line drawings on blind people’s cognition. European Journal of Special Needs Education, 22(3), 341-353.
Dulin, D., & Hatwell, Y. (2006). The effects of visual experience and of training in raised line materials on the mental spatial imagery of the blind. Journal of Visual Impairment and Blindness, 100(7), 414-424.
Duthie, R. K. (1985). The adolescent’s point of view: studies of forms in conflict. In N. H. Freeman & M. V. Cox (Ed.), Visual Order (pp.101-120). London, England: Cambridge University.
Faye, D. D. (1970). The Low Vision Patient. New York: Gune & Stratton.
Freeman, N. H. (1980). Strategies of representation in young children: Analysis of spatial skills and drawing processes. London: Academic Press.
Gibson, J. J. (1962). Observations on active touch. Psychological Review, 69,477-491.
Gibson, J. J. (1971). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin.
Gibson, J. J., Yonas, P. (1968). A new theory of scribbling and drawing in children. In H. Levin, E. J. Gibson and J. J. Gibson (Eds.), The Analysis of Reading Skill. Washington, D. C. : U. S. Dept. of Health, Education, and Welfare, Office of Education (Final Report).
Golomb, C. (1973). Children’s representation of the human figure: the effects of models, media, and instructions. Genetic Psychology Monographs, 87, 197-252.
Golomb, C. (1992). The Child’s Creation of A Pictorial World. Berkeley, CA: University of California.
Gombrich, E. H. (1961). Art And Illusion: A Study in The Psychology of Pictorial Representation. Princenton: Princeton University.
Goodman, N. (1968). Language of Art-An Approach to A Theory of Symbols. New York, NY: Bobbs-Merrill.
Goertz, E. C. (1966). Graphomotor Development in Preschool Children. Unpublished master’s thesis, Cornell University.
Guerin, F., Ska, B., & Belleville, S. (1999). Cognitive processing of drawing abilities. Brain and Cognition, 40, 464-478.
Harris, D. (1963). Children’s Drawings as Measures of Intellectual Maturity. New York, NY: Harcourt, Brace & World.
Hagen, M. (1978). An outline of an investigation into the special character of pictures. In H. Pick and E. Saltsman (Eds.), Modes of Perceiving and Processing Information. Hillsdale, N. J.: Lawrence Erlbaum Associates.
Hagen, M., Jones, R. (1978). Cultural effects on pictorial perception: how many words is one picture really worth? In R. Walk and H. Pick, Jr.(Eds.), Perception and experience. New York: Plenum.
Hudson, W. (1960). Pictorial depth perception in subcultural groups in Africa. Journal of Social Psychology, 52, 183-208.
Heller, M. A. (2002). Tactile picture perception in sighted and blind people. Behavioral Brain Research, 135, 65-68.
Heller, M. A., Calcaterra, J. A., Tyler, L. A., & Burson, L. L.(1996a). Production and interpretation of perspective drawings by blind and sighted people. Perception, 25, 321-334.
Heller, M. A., Calcaterra, J. A., Burson, L. L., & Tyler, L. A.(1996b). Tactual picture identification by blind and sighted people: Effects of providing categorical information. Perception & Psychophysics, 58, 310-323.
Hopkins, R. (2000). Touching Pictures. British Journal of Aesthetics, 40, 149.
Hooper, J. (1997). Children’s Drawings of a Table and an Adaptation of a Piagetian Coordination of Perspectives Task. Unpublished master’s thesis, Cornell University.
I, B. (1995). Spatial Representation in Drawing: The Influence of Size, Viewpoint, And Observation on Drawing Development. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign, IL.
I, B., & Shiu, C. J. (2010). Examining Explanations for Differedces in Two-Dimensional Graphic Spatial Representation of Cubes Among Totally Blind Subjects. Visual Arts Research, 36(1),12-22.
Johnstone, W. (1949). Child Art to Man Art. London.
Kaham, H. A., & Moorhead, H. B. (1973). Statistics on Blindness in the Model ReporCB04area 1969-1970. DHEW Pub.
Kellogg, R. (1970). Analyzing Children’s Art. Mountain View. CA: Mayfield Publishing.
Kennedy, J. M. (1980). Blind people recognizing and making haptic pictures. In M. Hagen (Ed.), The Perception of Picture, 2, 262-303. New York: Academic Press.
Kennedy, J. M. (1984). Drawing by the blind: sighted children and adults judge their sequence of development. Visual Arts Research, 10(1), 1-6.
Kennedy, J. M. (1993a). Drawing & The Blind. New York: Yale University Press.
Kennedy, J. M. (1993b). Drawing & The Blind. retrieved on (2000.9.30),from http://citd.scar.utoronto.ca/psychology/psyc54/toc.html
Kennedy, J. M. (2003). Drawings from Gaia, a blind girl. Perception, 32, 321-340.
Kennedy, J. M.(1983). What can we learn about pictures from the blind? American Scientist, 71, 19-26.
Kennedy, J. M., & Juricevic, I. (2003). Drawings by Tracy, a blind adult. Perception, 32, 1059-1071.
Kennedy, J. M., & Juricevic, I. (2006). Foreshortening, convergence and drawings from a blind adult. Perception, 35, 847-851.
Lansing, K. M. (1970). Art, Artists, and Art Education. New York: McGraw-Hill.
Lewis, H. P. (1963). Spatial representation in drawing as a correlate of development and a basis for picture preference. The Journal of Genetic Psychology, 102, 95-107.
Lederman, S. J., & Campbell, J. ( 1982) . Tangible graphics for the blind. Human Factors, 13, 18- 21.
Lopes, D. M. M. (1997). Art Media and the Sense Modalities: Tactile Pictures. Philosophical Quarterly, 47, 425-440.
Lopes, D. M. M. (2002). Vision, tough, and the value of pictures. British Journal of Aesthetics, 42(2), 191-201.
Lowenfeld, V. (1947). Creative and Mental Growth. New York, NY: Macmillan.
Lowenfeld, B., (1973). The Handicapped in School. New York: John Day ComAB02y.
Lowenfeld, V., & Brittain, L. W. (1987). Creative and Mental Growth ( 8nd Ed.). New York, NY: Macmillan.
Machotka, P. (1966). Aesthetic criteria in childhood: justifications of preference. Child Development, 37,877-885.
McFee, J. K. (1970). Preparation for Art (2nd Ed.). Belmont, Calif. : Wadsworth Publishing Co.
Merry, R. V. & Merry, F. K. ( 1933) . The Tactual Recognition of Embossed Pictures by Blind Children. Journal of Applied Psychology, 17, 148- 163.
Nicholls, A. L., & Kennedy, J. M. (1992). Drawing development: From similarity of features to direction. Child Development, 63, 227-241.
Park, E., & I, B. (1995). Children’s Representation systems in Drawing three-dimensional objects : a review of empirical studies. Visual Arts Research, 21, (2), 42-56.
Perry, L. C. (1927). Reminiscences of Claude Monet from 1889-1909, American Magazine of Art, XVIIII, quoted by J. Gage in Colour and Culture, Thames and Hudson, London,1993.
Piaget, J. (1955). The Language and Thought of The Child (M. Gabian, trans.). New York: Meridian.
Piaget, J., & Inhelder, B. (1967). The Child’s Conception of Space (F. J. Langdon & J. L. Lunzer, trans.). New York: Norton.
Piaget, J., & Inhelder, B. (1971). Mental Imagery in The Child (P. A. Chilton, trans.). New York: Basic Books.
Read, H. (1947). Education Through Art. London.
Sathian, K., Zangaladze, A., Hoffman, J. M., & Grafton, S. T. (1997). Feeling with the mind’s eye. Neuroreport, 8, 3877-3881.
Schier, F. (1986). Deeper into Pictures: An Essay on Pictorial Representation. New York: Cambridge University Press.
Scholl, G. T. (1986). Foundations of Education for Blind And Visually Handicapped Children And Youth. New York: American Foundation.
Schulz, P. J. (1980). How Does It Feel to Be Blind? Los Angeles, CA: Muse-Ed.
Selfe, L. (1983). Normal and Anomalous Representational Drawing Ability in Children. New York, NY: Academic.
Shimizu, Y., Saida, S., & Shimura, H. (1993). Tactile pattern recognition by graphic display: importance of 3-D information for haptic. Perception & Psychophysics, 53(1), 43-48.
Shimizu, Y., Shinohara, M., & Nagaoka, H. ( 2000) . Recognition of tactile patterns in a graphic display: evalution of presenCB04 modes. Journal of Visual Impairment and Blindness, 456- 461.
Shiu, C. J.,& I, B. (2010). The Possibility of Replacing Visual Sense with Tactile Sense in the Spatial Representation of the Blind. Asia-Pacific Journal for Arts Education, 8(1). Retrieved May 1, 2010, from http://www.ied.edu.hk/cca/apjae/apjae.htm.
Sims, A. M. (1967). Modern mathematics in a secondary school. In the teaching of science to the blind. Royal National Institute for The Blind.
Strommen, E. (1988). A century of children drawing: The evolution of theory and research concerning the drawings of children. Visual Arts Research, 14, 13-24.
Thomas, D. & Evelyn, K. (1997). Issues and aids for teaching mathematics to the blind. Mathematics Teacher, 90, 344-350.
Thomas, G. V., & Silk, A. M. (1990). An Introduction to The Psychology of Children’s Drawing. New York, NY: New York University.
Van Boven, R. W., Hamilton, R. H., Kauffman, T., Keenan, J. P., & Pascual-Leone, A. (2000). Tactile spatial resolution in blind Braille readers. Neurology, 54, 2230-2236.
Victoria, J. (1982). Correspondence between implied points of view and selected points of view in children’s drawings of familiar and unfamiliar objects. Visual Arts Research, 15(Winter), 33-42.
Walton, E. C. (1953). Art Teaching in Secondary Schools. London.
Willats, J. (1977a). How children learn to represent three-dimensional space in drawings. In G. Butterworth (Ed.), The Child’s Representation of The World (pp.189-202). New York, NY: Plenum Press.
Willats, J. (1977b). How children learn to draw realistic pictures. Quarterly Journal of Experimental Psychology, 29, 367-382.
Winner, E. (1982). Invented Worlds: The Psychology of The Arts. Cambridge, MA: Harvard University Press.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE