ACVREP O&M EXAM STUDY GUIDE
Affordance - Answers - To gauge the difficulty of an environment by its features— is a
hill too steep, gravel too rough to cross the area
Environmental flow - Answers - Perception while moving through an area
sensory substitution - Answers - A process by which information from a damaged
sensory channel is replaced by information entering via other sensory channels.
perceptual learning - Answers - learning to recognize a particular stimulus.
Unskilled perceptual learning - Answers - Must concentrate to focus, notice both
relevant and irrelevant, near features only
Skilled perceptual learning - Answers - Becomes more automatic, can multitask, focus
on relevant features, able to focus on distant features
motor learning - Answers - Acquisition of patterns of motor control, through practice and
experience, leading to a relatively permanent change in the capacity to produce skilled
movements.
Perceptual-motor coordination - Answers - Coordinating motor actions with perceptions
of thing in the environment —ascending stairs
procedural knowledge - Answers - Knowledge of how to do something, such as riding a
bike, finding a curb
Episodic knowledge - Answers - memory for places or events, episodes of experience
Conceptual/Semantic Knowledge - Answers - Knowledge of patterns. Provides the
ability to deal with new situations without starting from scratch—street-curb-grass-
sidewalk-grass relationships, house/office numbering patterns, etc
Inter-sensory integration - Answers - Dominance model, equal-weighting model,
probabilistic model
Perceptual Errors - Answers - Localization error & detection error
Localization errors - Answers - Inability to locate something relative to oneself
Main Processes for crossing a street - Answers - Alignment, initiating crossing,
maintaining a straight heading
, path integration - Answers - Using information about self-movement & things
encountered on the way to keep to your route
Real & imagined spatial frameworks - Answers - Mental mapping
Allocentric frame of reference - Answers - Relating the location of objects/places to one
another
topocentric information - Answers - Information about the locations of
landmarks/features
Polarcentric information - Answers - Using cardinal directions
Cartographic information - Answers - Locations of places/features as they relate to a
pattern such as a grid, numbering, labelling, etc
landmark - Answers - A feature in the environment that is permanent —can be a sound,
smell, tactile or visual
Primary Landmark - Answers - Always present in the environment and would be difficult
to miss as one travels along a path.
secondary landmark - Answers - This landmark is always present, but could be missed
Information points/cues - Answers - A feature that is not unique, but could be used in
combination with other cues/landmarks to confirm position
1940s - Answers - Formal instruction in long cane began
1960s - Answers - O&M began considering techniques specifically suited for low vision.
From the 40s to 60s, techniques for the fully-blinded were sued with people who had
low vision.
1971 - Answers - First low vision O&M conference, held in San Fran.
1972 - Answers - First low vision course for O&M at Western Michigan University.
4 Functional Low Vision Mobility Problems - Answers - Managing light, detecting
changes in terrain/elevation, unwanted contact with obstacles, negotiating street
crossings
Differences between restricted field & acuity - Answers - Reduced field = more trouble
with lighting, miss detail/activity in periphery
Reduced acuity = lack of detail,
Affordance - Answers - To gauge the difficulty of an environment by its features— is a
hill too steep, gravel too rough to cross the area
Environmental flow - Answers - Perception while moving through an area
sensory substitution - Answers - A process by which information from a damaged
sensory channel is replaced by information entering via other sensory channels.
perceptual learning - Answers - learning to recognize a particular stimulus.
Unskilled perceptual learning - Answers - Must concentrate to focus, notice both
relevant and irrelevant, near features only
Skilled perceptual learning - Answers - Becomes more automatic, can multitask, focus
on relevant features, able to focus on distant features
motor learning - Answers - Acquisition of patterns of motor control, through practice and
experience, leading to a relatively permanent change in the capacity to produce skilled
movements.
Perceptual-motor coordination - Answers - Coordinating motor actions with perceptions
of thing in the environment —ascending stairs
procedural knowledge - Answers - Knowledge of how to do something, such as riding a
bike, finding a curb
Episodic knowledge - Answers - memory for places or events, episodes of experience
Conceptual/Semantic Knowledge - Answers - Knowledge of patterns. Provides the
ability to deal with new situations without starting from scratch—street-curb-grass-
sidewalk-grass relationships, house/office numbering patterns, etc
Inter-sensory integration - Answers - Dominance model, equal-weighting model,
probabilistic model
Perceptual Errors - Answers - Localization error & detection error
Localization errors - Answers - Inability to locate something relative to oneself
Main Processes for crossing a street - Answers - Alignment, initiating crossing,
maintaining a straight heading
, path integration - Answers - Using information about self-movement & things
encountered on the way to keep to your route
Real & imagined spatial frameworks - Answers - Mental mapping
Allocentric frame of reference - Answers - Relating the location of objects/places to one
another
topocentric information - Answers - Information about the locations of
landmarks/features
Polarcentric information - Answers - Using cardinal directions
Cartographic information - Answers - Locations of places/features as they relate to a
pattern such as a grid, numbering, labelling, etc
landmark - Answers - A feature in the environment that is permanent —can be a sound,
smell, tactile or visual
Primary Landmark - Answers - Always present in the environment and would be difficult
to miss as one travels along a path.
secondary landmark - Answers - This landmark is always present, but could be missed
Information points/cues - Answers - A feature that is not unique, but could be used in
combination with other cues/landmarks to confirm position
1940s - Answers - Formal instruction in long cane began
1960s - Answers - O&M began considering techniques specifically suited for low vision.
From the 40s to 60s, techniques for the fully-blinded were sued with people who had
low vision.
1971 - Answers - First low vision O&M conference, held in San Fran.
1972 - Answers - First low vision course for O&M at Western Michigan University.
4 Functional Low Vision Mobility Problems - Answers - Managing light, detecting
changes in terrain/elevation, unwanted contact with obstacles, negotiating street
crossings
Differences between restricted field & acuity - Answers - Reduced field = more trouble
with lighting, miss detail/activity in periphery
Reduced acuity = lack of detail,
