Learning
The length of the process is influenced by the number of different effects that can be made in materials.
Selected images are stored in long-term memory, and can be applied to similar materials.
Storing images in long-term memory is necessary to:
- Put tools away and get them out later.
- Remember when tools have a restricted use e.g. fabric and paper scissors.
Translating the images stored in long-term memory into verbal language is rare. Most discussions and instructions rely on demonstrations and non-verbal gestures.
Ruling Out Prior Knowledge
Ruling out the use of prior knowledge can be done when the person's use of information improves. The improvements indicate that learning is occurring now. When the person's use of information remains the same, from beginning to end, the use of prior knowledge is not only possible but probable.
Tactile Learning
Within ACL 5.2, the person pays attention to the direct effects of change on surface appearances. The effects of tactile changes can be felt too, but vision dominates their attention.
A prior visual impairment, before the onset of the cognitive disability, usually leaves the person with some of their prior, special abilities to use tactile cues.
Adapting to visual impairments by using tactile cues after the onset of a cognitive disability is much harder. To be useful, the difference in tactile cues should be as easy to detect as you can find, e.g. the opposite ends in the grades of sandpaper.
Surface Appearances
Surface appearances are flat, with two dimensional papers, poster boards, and wood plaques being common. While a 3D object is being changed, the surface being changed stays in a stationary position. After one side is done, the object may be turned onto another side or turned over. The exclusion is moving the whole object while making changes (ACL 5.6).
Essentially, the person is working with a box but viewing it as a series of flat surfaces within ACL 5.2.
Attention to graded differences is used to form a serial progression of mental images that are retained in working memory. The images are compared to form cause and effect connections. The materials must display perceivable changes that can be detected when comparing images. Slight, subtle changes noticed by a pre-teen are included, but the sophisticated differences noticed by teens and fine arts majors are excluded.
Colours
Shades of one colour are apt to capture their attention. The striking colours attended to within ACL 4 can be found in an 8-colour box of crayons. Within ACL 5.2, the box is much bigger, containing 64 or 128 shades of colour. The number of colours is a good illustration of the explosion in the quantity of concrete information that captures attention and is defined as a surface appearance. Crayons, felt tip pens and coloured pencils limit the improvements that are possible. Watercolours and oils can have secondary effects that the person can take advantage of or prevent within ACL 5.6. The supplies available effect the opportunity to use the best ability to function.
Watercolours, acrylic and tempura paints, and stencilling provide more frequent opportunities to improve cause and effect connections. The person's long-term history in using each media may still influence the number of long-term memories applied. To differentiate, watch for improvements during a session, when they are accompanied by concentrated efforts. When the person is taking it easy, you can assume the use of prior knowledge. Improvements and concentration are characteristics of focused and sustained attention, which is the person's best ability to function, i.e. their ACL score.
The beautiful colours in the coral illustrate natural shading, i.e. a surface appearance that captures attention within ACL 5.2.
http://www.firstpalette.com/tool_box/printables/corals.html