References
- Aitchison, J. (1987). Words in the mind: An introduction to the mental lexicon. Oxford and New York: Basil Blackwell.
- Anderson, E. S., Dunlea, A., & Kekelis, L. S. (1984). Blind children's language: Resolving some differences. Journal of Child Language, 11, 645-664.
- Bartmiński, J. (2007). Stereotypy mieszkają w języku [Stereotypes are living in language]. Lublin: Wydawnictwo UMCS.
- Bigelow, A. (1988). Blind children's concepts of how people see. Journal of Visual Impairment and Blindness, 82, 65-68.
- Bloom, P. (2001). How children learn the meaning of words. Behavioral and Brain Sciences, 24, 1095-1103.
- Boldt, W. (1969). The development of scientific thinking in blind children and adolescents. Education of Visually Handicapped, 1, 5-8.
- Brambring, M. (2000). Lehrstunden eines blinden Kindes. München: Verlag.
- Burlingham, D. (1965). Some problems of ego development in blind children. Psychoanalytic Study of the Child, 19, 95-112.
- Byrne, R. W. & Salter, E. (1983). Distances and directions in cognitive maps of the blind. Canadian Journal of Psychology, 31, 293-299.
- Caton, H. (1977). The development and evaluation of a tactile analogy to the Boehm test of basic concepts, form A. Visual Impairment and Blindness, 71, 382-386.
- Child, D. (2007). Psychology and the teacher. New York: Continuum.
- Cratty, B. J. & Sams, T. A. (1968). The body-image of blind children. New York: American Foundation for the Blind.
- Crow, L. & Crow, A. (1953). Child psychology. New York: Barnes and Noble.
- Cutsforth, T. D. (1932). The unreality of words to the blind. Teachers Forum, 4, 86-89.
- Cutsforth, T. D. (1951). The blind in schools and society. New York: American Foundation for the Blind.
- Dale, N. & Salt, A. (2008). Social identity, autism and visual impairment in the early years. British Journal of Visual Impairment, 26, 135-146.
- DeMott, R. M. (1972). Verbalism in affective meaning for blind, severally visually impaired, and normally sighted children. New Outlook for the Blind, 66, 1-8.
- Dokecki, P. C. (1966). Verbalism and the blind. A critical review of the concept and the literature. Exceptional Children, 32, 525-530.
- Dunlea, A. (1989). Vision and the emergence of meaning. Blind and sighted children's early language. Cambridge: Cambridge University Press.
- Engelmann, S. & Carnine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.
- Fontana, D. (1995). Psychology for teachers. London: Macmillan.
- Gander, M. & Gardiner, H. (1981). Child and adolescent development. Boston and Toronto: Little, Brown and Company.
- Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
- Gleitman, L. (1989). The structural sources of verb meaning. Papers and Reports on Child Language Development, 28, 1-48.
- Gottesman, M. (1973). Conservation development in blind children. Child Development, 44, 824-827.
- Grzegorzewska, M. (1964). Zjawisko kompensacji u niewidomych i głuchych [A phenomenon of compensation in the blind and deaf]. In M. Grzegorzewska, Wybór Pism [Selected writings] (pp. 48-76). Warszawa: PWN.
- Harley, R. K. (1963). Verbalism among blind children. New York: American Foundation for the Blind.
- Harrison, F. & Crow, M. (1993). Living and learning with congenitally blind children. Canada: University of Toronto.
- Hatwell, Y. (1985). Piagetian reasoning and the blind. New York: American Foundation for the Blind.
- Henri. P (1948). Cecite et verbalisme [Blindness and verbalism]. Journal de Psychologie Normale et Pathologique, 4L, 216-240.
- Higgins, L. (1973). Classification in congenitally blind children. New York: American Foundation for the Blind.
- Hulek, A. (1969). Teoria i praktyka rehabilitacji inwalidów [Theory and practice in rehabilitation of disabled persons]. Warszawa: PZWL.
- Kennedy, J. (1993). Drawing and the blind. New Haven and London: Yale University Press.
- Klimasiński, K. (1989). Organizacja czynności poznawczych przy głębokim defekcie wzroku [Organization of cognitive activities with a severe visual defect]. Kraków: Uniwersytet Jagieloński.
- Kurcz, I. (1992). Język a psychologia [Language and psychology]. Warszawa: Wydawnictwo Szkolne i Pedagogiczne.
- Landau, B. (1991). Knowledge and its expression in the blind child. In D. Keating & H. Rosen (Eds.), Constructivists perspectives on developmental psychopathology and atypical development (pp. 173-192). Hillsdale: Lawrence Erlbaum Associates.
- Landau, B. (1997). Language and experience in blind children: retrospective and perspective. In V. Lewis & G. M. Collins (Eds.), Blindness and psychological development in young children (pp. 9-28). Leicester: British Psychological Society.
- Landau, B. & Gleitman, L. R. (1985). Language and experience. Evidence from the blind child. London: Harvard University Press.
- Leech, G. (1987). Semantics. The study of meaning. Harmondsworth: Penguin Books.
- Majewski, T. (1983). Psychologia niewidomych i niedowidzących [Psychology of the blind and visually impaired]. Warszawa: PWN.
- Marek, B. (2005). Learning from experience. In B. Harań (Ed.), Teaching foreign languages to disabled students (pp. 143-153). Siedlce: Wydawnictwo Akademii Podlaskiej.
- Marslen-Wilson, W. D. (2002). Functional parallelism in spoken word recognition. In G. T. M. Altmann (Ed.), Psycholinguistics. Critical concepts in psychology (pp. 297-327). London, New York: Routledge.
- Mikołajczak-Matyja, N. (2008). Hierarchiczna struktura leksykonu umysłowego. Relacje semantyczne w leksykonie widzących i niewidomych uzytkowników języka [The hierarchical structure of the mental lexicon. Semantic relations in the lexicon of sighted and blind language users]. Poznań: Wydawnictwo Naukowe UAM.
- Millar, S. (1994). Understanding and representing space. Oxford: Oxford University Press.
- Miller, D. (1985). Reading comes naturally: A mother and her blind child's experiences. Journal of Visual Impairment and Blindness, 79, 1-4.
- Miller, G. A. (1991). The science of words. New York: Scientific American Library.
- Mulford, R. (1988). First words of the blind child. In M. D. Smith (Ed.), The emerging lexicon. The child's development of a linguistic vocabulary (pp. 293-338). London: Academic Press.
- Murphy, M. (2003). Semantic relations and the lexicon: antonyms, synonyms and other semantic paradigms. Cambridge: Cambridge UP.
- Nolan, C. Y. (1960). On the unreality of words on the blind. New Outlook for the Blind, 54, 100-102.
- Norris, M., Spaulding, P. J., & Brodie, F. H. (1957). Blindness in children. Chicago: University of Chicago Press.
- Perez-Pereira, M. & Conti-Ramsden, G. (1999). Language development and social interaction in blind children. Hove and New York: Psychology Press.
- Pinker, S. (1997). Words and rules in the human brain. Nature, 387, 547-548.
- Piskorska, A. (2008). Concepts reflecting aesthetic judgments in blind children. In E. Mioduszewska & A. Piskorska (Eds.), Relevance Round Table (pp. 97-108). Warszawa: Warsaw University Press.
- Preisler, G. M. (1995). The development of communication in blind and in deaf infants-similarities and differences. Child: Care, Health and Development, 21, 79-110.
- Rosel, J., Caballer, A., Jara, P., & Oliver, J. (2005). Verbalism in the narrative language of children who are blind and sighted. Journal of Visual Impairment and Blindness, 99 (7), 1-22.
- Rosh, E. (1978). Principles of categorization. In E. Rosh & B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). New York: Hillsdale.
- Rowland, Ch. (1983). Patterns of interactions between three blind infants and their mothers. In A. E. Mills (Ed.), Language acquisition in the blind child. Normal and deficient (pp. 114-132). London: College-Hill Press.
- Scholl, G. (1986). Growth and development. In G. Scholl (Ed), Foundations of education for blind and visually handicapped children and youth (pp. 65-82). USA: American Foundation for the Blind.
- Sękowska, Z. (1974). Kształcenie dzieci niewidomych [Education of blind children]. Warszawa: PWN.
- Sękowska, Z. (1984). Tyflopedagogika [Pedagogy for the blind]. Warszawa: PWN.
- Sparks, R. (1995). Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187-214.
- Sperber, D. & Wilson D. (1986). Relevance. London: Basil Blackwell.
- Stephens, B. & Grube, C. (1982). Development of Piagetian reasoning in congenitally blind children. Journal of Visual Impairment and Blindness, 76, 133-143.
- Tobin, M. (2008). Information: a new paradigm for research into our understanding of blindness? British Journal of Visual Impairment, 26 (2), 119-127.
- Urwin, C. (1978). The development of communication between blind infants and their parents. In A. Lock (Ed.), Action, gesture and symbol. The emergence of language (pp. 79-108). London: Academic Press.
- Urwin, C. (1983). Dialogue and cognitive functioning in the early language development of three blind children. In A. E. Mills (Ed.), Language acquisition in the blind child. Normal and deficient (pp. 142-161). London: College-Hill Press.
- Walthes, R. (2007). Tyflopedagogika [orig. Einführung in die Blinden- und Sehbehindertenpädagogik]. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
- Warren, D. (1994). Blindness and children. An individual difference approach. Cambridge: Cambridge University Press.
- Więckowska, E. (2004). O pełnowartościową metodykę nauczania rysunku w szkole dla niewidomych [For the high value methodology of teaching drawing in school for the blind]. Laski, 3/4, 40-50.
- Wilson, R. (1998). Special educational needs in the early years. London: Routledge.
- Vygotsky, L. (1934). Thought and language. Cambridge, MA: The MIT Press.