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Peripheral and central handicap and encoding.

N O'Connor, B Hermelin

    Journal of Child Psychology and Psychiatry, and Allied Disciplines
    |January 1, 1983
    PubMed
    Summary
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    Children with sensory impairments, like blindness or deafness, develop alternative learning strategies. These compensatory mechanisms are also observed in children with general cognitive disabilities, highlighting complex information processing in development.

    Area of Science:

    • Developmental Psychology
    • Cognitive Science
    • Neuroscience

    Background:

    • Linear information processing models have guided research on learning difficulties in individuals with subnormal and severely subnormal cognitive capacities.
    • These models often neglect the inherent compensatory mechanisms present in developing organisms.
    • Understanding these compensatory strategies is crucial for a comprehensive view of cognitive development and learning.

    Purpose of the Study:

    • To investigate alternative encoding strategies in children with sensory impairments (blind and deaf) compared to those with general cognitive incapacities (subnormal and subnormal autistic children).
    • To identify similarities and differences in compensatory mechanisms between different groups of children with developmental challenges.
    • To refine understanding of information processing beyond simplistic linear models.

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    Main Methods:

    • Comparative study design.
    • Assessment of learning and information processing strategies in blind, deaf, subnormal, and subnormal autistic children.
    • Analysis of encoding strategies in the absence of specific sensory modalities and in cases of central handicaps.

    Main Results:

    • Children lacking a sensory modality (blind or deaf) demonstrated the development of alternative encoding strategies.
    • Similar alternative encoding strategies were observed in centrally handicapped children under specific circumstances.
    • Variations in compensatory mechanisms were noted between the studied groups, suggesting nuanced cognitive adaptations.

    Conclusions:

    • The study highlights the adaptive nature of cognitive systems, particularly in the face of developmental challenges.
    • Absence of sensory input can drive the emergence of alternative information processing pathways.
    • Compensatory mechanisms are not exclusive to sensory impairments and can manifest in children with broader cognitive difficulties, challenging purely linear models of information processing.