Difference between revisions of "Minami2023"
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|Author(s)=Yasusuke Minami; Hiro Yuki Nisisawa; Mitsuhiro Okada; Rui Sakaida; | |Author(s)=Yasusuke Minami; Hiro Yuki Nisisawa; Mitsuhiro Okada; Rui Sakaida; | ||
|Title=Two Types of Demonstration Through Guided Touch with Cane: Instruction Sequences in Orientation and Mobility Training for a Person with Visual Impairments | |Title=Two Types of Demonstration Through Guided Touch with Cane: Instruction Sequences in Orientation and Mobility Training for a Person with Visual Impairments | ||
| − | |Tag(s)=EMCA; Visual impairments; Instruction; Learnable; Assessment; Multisensoriality | + | |Tag(s)=EMCA; Visual impairments; Instruction; Learnable; Assessment; Multisensoriality |
|Key=Minami2023 | |Key=Minami2023 | ||
|Year=2023 | |Year=2023 | ||
|Language=English | |Language=English | ||
|Journal=Human Studies | |Journal=Human Studies | ||
| + | |Volume=46 | ||
| + | |Number=4 | ||
| + | |Pages=723–756 | ||
|URL=https://link.springer.com/article/10.1007/s10746-023-09690-6 | |URL=https://link.springer.com/article/10.1007/s10746-023-09690-6 | ||
|DOI=10.1007/s10746-023-09690-6 | |DOI=10.1007/s10746-023-09690-6 | ||
|Abstract=Persons with visual impairments (hereafter PVI) detect and discover obstacles and road conditions by touching with a white cane when walking on the streets. In one training session, an Orientation and Mobility specialist (hereafter SPT) guided a PVI by grasping and moving the cane that the PVI was holding. We conducted a multimodal analysis of two instruction sequences, one a "proving and achieving" demonstration (Sacks in Lectures on conversation, Blackwell, 1992) and the other a "learnable" (Zemel and Koschmann, in Discourse Stud 16:163–183, 2014) demonstration. The achieving demonstration proved the assessment of the PVI's performance. In the "learnable" demonstration, the PVI was able to receive and perform the most critical part of the "learnable" of the long contact touch without the aid of talk. Sharing a single cane touch is an efficient way for both the guiding SPT and the guided PVI to jointly experience and understand the environmental features. The SPT did not need to verbally confirm that the guided touch was accountable to the PVI and seemed confident that intersubjectivity with the PVI had been established. A unique form of being with others and achieving intersubjectivity in society was identified. In traditional learning instruction, it has been assumed that the learnable is presented and communicated visually and audibly. However, through guided touch learnable is presented and conveyed effectively in the cases of this paper. It seems that the sense of touch has been considered to be just for the occasion, but this is an example of something that is not just for the occasion but is consequential, that is, usable for further occasions. The data is in Japanese. | |Abstract=Persons with visual impairments (hereafter PVI) detect and discover obstacles and road conditions by touching with a white cane when walking on the streets. In one training session, an Orientation and Mobility specialist (hereafter SPT) guided a PVI by grasping and moving the cane that the PVI was holding. We conducted a multimodal analysis of two instruction sequences, one a "proving and achieving" demonstration (Sacks in Lectures on conversation, Blackwell, 1992) and the other a "learnable" (Zemel and Koschmann, in Discourse Stud 16:163–183, 2014) demonstration. The achieving demonstration proved the assessment of the PVI's performance. In the "learnable" demonstration, the PVI was able to receive and perform the most critical part of the "learnable" of the long contact touch without the aid of talk. Sharing a single cane touch is an efficient way for both the guiding SPT and the guided PVI to jointly experience and understand the environmental features. The SPT did not need to verbally confirm that the guided touch was accountable to the PVI and seemed confident that intersubjectivity with the PVI had been established. A unique form of being with others and achieving intersubjectivity in society was identified. In traditional learning instruction, it has been assumed that the learnable is presented and communicated visually and audibly. However, through guided touch learnable is presented and conveyed effectively in the cases of this paper. It seems that the sense of touch has been considered to be just for the occasion, but this is an example of something that is not just for the occasion but is consequential, that is, usable for further occasions. The data is in Japanese. | ||
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Latest revision as of 13:35, 17 January 2024
| Minami2023 | |
|---|---|
| BibType | ARTICLE |
| Key | Minami2023 |
| Author(s) | Yasusuke Minami, Hiro Yuki Nisisawa, Mitsuhiro Okada, Rui Sakaida |
| Title | Two Types of Demonstration Through Guided Touch with Cane: Instruction Sequences in Orientation and Mobility Training for a Person with Visual Impairments |
| Editor(s) | |
| Tag(s) | EMCA, Visual impairments, Instruction, Learnable, Assessment, Multisensoriality |
| Publisher | |
| Year | 2023 |
| Language | English |
| City | |
| Month | |
| Journal | Human Studies |
| Volume | 46 |
| Number | 4 |
| Pages | 723–756 |
| URL | Link |
| DOI | 10.1007/s10746-023-09690-6 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Persons with visual impairments (hereafter PVI) detect and discover obstacles and road conditions by touching with a white cane when walking on the streets. In one training session, an Orientation and Mobility specialist (hereafter SPT) guided a PVI by grasping and moving the cane that the PVI was holding. We conducted a multimodal analysis of two instruction sequences, one a "proving and achieving" demonstration (Sacks in Lectures on conversation, Blackwell, 1992) and the other a "learnable" (Zemel and Koschmann, in Discourse Stud 16:163–183, 2014) demonstration. The achieving demonstration proved the assessment of the PVI's performance. In the "learnable" demonstration, the PVI was able to receive and perform the most critical part of the "learnable" of the long contact touch without the aid of talk. Sharing a single cane touch is an efficient way for both the guiding SPT and the guided PVI to jointly experience and understand the environmental features. The SPT did not need to verbally confirm that the guided touch was accountable to the PVI and seemed confident that intersubjectivity with the PVI had been established. A unique form of being with others and achieving intersubjectivity in society was identified. In traditional learning instruction, it has been assumed that the learnable is presented and communicated visually and audibly. However, through guided touch learnable is presented and conveyed effectively in the cases of this paper. It seems that the sense of touch has been considered to be just for the occasion, but this is an example of something that is not just for the occasion but is consequential, that is, usable for further occasions. The data is in Japanese.
Notes
