Pring, L. (2008). Psychological characteristics of children with visual impairments: learning, memory and imagery. British Journal of Visual Impairment, 26(2), 159-169. https://doi.org/10.1177/0264619607088279

University of Texas at San Antonio

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Many aspects of learning rely on vision, and many aspects of development in children with visual impairments seem to show initial lags. Children with visual impairments typically learn how to compensate for a lack of sight and catch up to their sighted peers, achieving similar levels of intellectual and educational attainment. An interesting finding regarding a possible compensation possessed regarding learning is improved memory and mental imagery. Visually impaired children and adults display noticeably better memory performance than their sighted peers, most likely in part due to a larger allocation of resources in hearing being provided to the ability to hear. Visually impaired children display an improved ability to recall from their personal semantic memory, recall verbatim memory of text, and recall pitch with more accuracy than their sighted peers. Teachers are encouraged to consider the implications a stronger memory performance within visually impaired students could imply when creating educational plans for visually impaired individuals. 

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