Search

Introduction The Israel Ministry of Social Affairs and Social Services subsidizes computer-based assistive devices for individuals with visual impairments (that is, those who are blind or have low vision) to assist these individuals in their interactions with computers and thus to enhance their independence and quality of life. The aim of this study was to examine the effect of computer usage on the quality of life of computer-based assistive device users, and to evaluate their capacity to carry out computer-based tasks. Methods The study was conducted between the years 2013 and 2015. Questionnaires were provided to 96 randomly sampled individuals with visual impairments. These questionnaires were designed to collect information about the quality of life, types and frequency of computer use, satisfaction with the assistive devices, and the effects of computer-based assistive device usage on the participants’ lives. In addition, the study evaluated participants’ performance in tasks such as e-mail use, Internet surfing, and the use of Microsoft Word; participants performed these tasks on their personal computers. The research sample accounts for about 10% of visually impaired persons in Israel. Results Findings suggest that participants use computer-based assistive devices frequently (four hours a day on average), primarily for leisure (three hours on average). Participants also report high satisfaction with their devices (mean of 3.98 out of the maximum score of 5.00) and indicate that the devices have improved their quality of life (mean 3.67 out of 5.00) and leisure activities (mean 3.68 out of 5.00). Participants display high levels of task performance, especially in the use of Microsoft Word software (mean of 3.47 out of 5.00), and e-mail usage (mean of 3.81 out of 5.00). Discussion The findings suggest that most participants use computer-based assistive devices daily and report a positive influence from them on their quality of life and activity. Implications for practitioners The study suggests that welfare services and assistance organizations would benefit from subsidizing computer assistive devices for individuals with visual impairments.

We examined the effect of context on the learning of spatial coding in four experiments. Two partially overlapping sets of stimuli, which had the very same stimulus–response spatial coding, were presented in unique contexts. Results show contextual locking—that is, response times to the very same item in a more common context (80%) were significantly shorter than those in a less common context (20%). Contextual locking was obtained both when the context was more salient (Experiments 1 and 2) and less salient (Experiments 3 and 4). In addition, results were obtained even when contextualization seemed less necessary (Experiments 2 and 4). Binding of information to context is discussed in relation to chunking, transfer effects, and practical applications pertaining to professional training.