The ability to reproduce two-dimensional and three-dimensional spatial models was tested in eighteen blind children, aged seven to eleven with two tasks (block design test and stick test). Performances and strategies were compared with those of seeing children. The results failed to show any important specific errors in blind children; despite blindness some children reached levels of performance as good as those of seeing children, while others completely failed to follow instructions. All such effects were independent of age. The problem is raised of the psychological conditions of space representation, independent of the afferences through which space is perceived.
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