title: [Influences of motor disability on the development of scene concepts].
abstract: Two studies were conducted to investigate the influence of motor disability of the child on cognitive development. In Study I, elementary school teachers and undergraduate students were requested to rank the school subjects according to how much the teaching of each subject would facilitate scene concepts development of children. The results visually represented by the rank graphs indicated that "physical training" and "arts" which require body actions and movements were judged to be most important for scene concepts development. In Study II, both normal and physically handicapped children were asked to perform free recalls to each of the three stimuli: "my house," "my school," and "my town." The results showed the influence of the size of space implied by the stimuli on the number of the items recalled by healthy children but this influence was not the same with physically handicapped children. These results, which indicate the importance of body actions and movements for scene concepts development, were discussed in terms of education for physically handicapped children.
authors.affiliation: Department of Educational Psychology, Faculty of Engineering, Toin University of Yokohama.
authors.forename: T
authors.initials: T
authors.lastname: Yamashita
authors.forename: K
authors.initials: K
authors.lastname: Yamashita
authors.forename: T
authors.initials: T
authors.lastname: Ando
mesh_terms: D000328:Adult; D002648:Child; D003071:Cognition; D003210:Concept Formation; D006233:Persons with Disabilities / Q000523:psychology*; D004777:Environment; D005260:Female; D006801:Humans; D008297:Male; D009043:Motor Activity