Musicians' edge: A comparison of auditory processing, cognitive abilities and statistical learning.

PubMed

Mandikal Vasuki, Pragati Rao; Sharma, Mridula; Demuth, Katherine; Arciuli, Joanne

2016-12-01

It has been hypothesized that musical expertise is associated with enhanced auditory processing and cognitive abilities. Recent research has examined the relationship between musicians' advantage and implicit statistical learning skills. In the present study, we assessed a variety of auditory processing skills, cognitive processing skills, and statistical learning (auditory and visual forms) in age-matched musicians (N = 17) and non-musicians (N = 18). Musicians had significantly better performance than non-musicians on frequency discrimination, and backward digit span. A key finding was that musicians had better auditory, but not visual, statistical learning than non-musicians. Performance on the statistical learning tasks was not correlated with performance on auditory and cognitive measures. Musicians' superior performance on auditory (but not visual) statistical learning suggests that musical expertise is associated with an enhanced ability to detect statistical regularities in auditory stimuli. Copyright © 2016 Elsevier B.V. All rights reserved.

Robotic Attention Processing And Its Application To Visual Guidance

NASA Astrophysics Data System (ADS)

Barth, Matthew; Inoue, Hirochika

1988-03-01

This paper describes a method of real-time visual attention processing for robots performing visual guidance. This robot attention processing is based on a novel vision processor, the multi-window vision system that was developed at the University of Tokyo. The multi-window vision system is unique in that it only processes visual information inside local area windows. These local area windows are quite flexible in their ability to move anywhere on the visual screen, change their size and shape, and alter their pixel sampling rate. By using these windows for specific attention tasks, it is possible to perform high speed attention processing. The primary attention skills of detecting motion, tracking an object, and interpreting an image are all performed at high speed on the multi-window vision system. A basic robotic attention scheme using the attention skills was developed. The attention skills involved detection and tracking of salient visual features. The tracking and motion information thus obtained was utilized in producing the response to the visual stimulus. The response of the attention scheme was quick enough to be applicable to the real-time vision processing tasks of playing a video 'pong' game, and later using an automobile driving simulator. By detecting the motion of a 'ball' on a video screen and then tracking the movement, the attention scheme was able to control a 'paddle' in order to keep the ball in play. The response was faster than that of a human's, allowing the attention scheme to play the video game at higher speeds. Further, in the application to the driving simulator, the attention scheme was able to control both direction and velocity of a simulated vehicle following a lead car. These two applications show the potential of local visual processing in its use for robotic attention processing.

Early visual ERPs are influenced by individual emotional skills

PubMed Central

Roux, Sylvie; Batty, Magali

2014-01-01

Processing information from faces is crucial to understanding others and to adapting to social life. Many studies have investigated responses to facial emotions to provide a better understanding of the processes and the neural networks involved. Moreover, several studies have revealed abnormalities of emotional face processing and their neural correlates in affective disorders. The aim of this study was to investigate whether early visual event-related potentials (ERPs) are affected by the emotional skills of healthy adults. Unfamiliar faces expressing the six basic emotions were presented to 28 young adults while recording visual ERPs. No specific task was required during the recording. Participants also completed the Social Skills Inventory (SSI) which measures social and emotional skills. The results confirmed that early visual ERPs (P1, N170) are affected by the emotions expressed by a face and also demonstrated that N170 and P2 are correlated to the emotional skills of healthy subjects. While N170 is sensitive to the subject’s emotional sensitivity and expressivity, P2 is modulated by the ability of the subjects to control their emotions. We therefore suggest that N170 and P2 could be used as individual markers to assess strengths and weaknesses in emotional areas and could provide information for further investigations of affective disorders. PMID:23720573

Technical Drafting and Mental Visualization in Interior Architecture Education

ERIC Educational Resources Information Center

Arslan, Ali Riza; Dazkir, Sibel Seda

2017-01-01

We explored how beginning-level interior architecture students develop skills to create mental visualizations of three-dimensional objects and environments, how they develop their technical drawing skills, and whether or not physical and computer generated models aid this design process. We used interviews and observations to collect data. The…

Skilled Deaf Readers have an Enhanced Perceptual Span in Reading

PubMed Central

Bélanger, Nathalie N.; Slattery, Timothy J.; Mayberry, Rachel I.; Rayner, Keith

2013-01-01

Recent evidence suggests that deaf people have enhanced visual attention to simple stimuli in the parafovea in comparison to hearing people. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to pre-process upcoming words and decide where to look next. We investigated whether auditory deprivation affects low-level visual processing during reading, and compared the perceptual span of deaf signers who were skilled and less skilled readers to that of skilled hearing readers. Compared to hearing readers, deaf readers had a larger perceptual span than would be expected by their reading ability. These results provide the first evidence that deaf readers’ enhanced attentional allocation to the parafovea is used during a complex cognitive task such as reading. PMID:22683830

Understanding geological processes: Visualization of rigid and non-rigid transformations

NASA Astrophysics Data System (ADS)

Shipley, T. F.; Atit, K.; Manduca, C. A.; Ormand, C. J.; Resnick, I.; Tikoff, B.

2012-12-01

Visualizations are used in the geological sciences to support reasoning about structures and events. Research in cognitive sciences offers insights into the range of skills of different users, and ultimately how visualizations might support different users. To understand the range of skills needed to reason about earth processes we have developed a program of research that is grounded in the geosciences' careful description of the spatial and spatiotemporal patterns associated with earth processes. In particular, we are pursuing a research program that identifies specific spatial skills and investigates whether and how they are related to each other. For this study, we focus on a specific question: Is there an important distinction in the geosciences between rigid and non-rigid deformation? To study a general spatial thinking skill we employed displays with non-geological objects that had been altered by rigid change (rotation), and two types of non-rigid change ("brittle" (or discontinuous) and "ductile" (or continuous) deformation). Disciplinary scientists (geosciences and chemistry faculty), and novices (non-science faculty and undergraduate psychology students) answered questions that required them to visualize the appearance of the object before the change. In one study, geologists and chemists were found to be superior to non-science faculty in reasoning about rigid rotations (e.g., what an object would look like from a different perspective). Geologists were superior to chemists in reasoning about brittle deformations (e.g., what an object looked like before it was broken - here the object was a word cut into many fragments displaced in different directions). This finding is consistent with two hypotheses: 1) Experts are good at visualizing the types of changes required for their domain; and 2) Visualization of rigid and non-rigid changes are not the same skill. An additional important finding is that there was a broad range of skill in both rigid and non-rigid reasoning within the panels of science experts. In a second study, individual differences in reasoning about brittle deformations were correlated with reasoning about ductile deformations (e.g., what a bent plastic sheet would look like when unbent). Students who were good at visualizing what something looked like before it was broken were also good at visualizing what something looked like before it was bent, and this skill was not correlated to reasoning about rigid rotations. These findings suggest the cognitive processes that support reasoning about rigid and non-rigid events may differ and thus may require different types of support and training. We do not know if differences between experts and novices result from experience or self-selection, or both. Nevertheless, the range of spatial skill evinced by novices and experts strongly argues for designing visualizations to support a variety of users.

Early visual ERPs are influenced by individual emotional skills.

PubMed

Meaux, Emilie; Roux, Sylvie; Batty, Magali

2014-08-01

Processing information from faces is crucial to understanding others and to adapting to social life. Many studies have investigated responses to facial emotions to provide a better understanding of the processes and the neural networks involved. Moreover, several studies have revealed abnormalities of emotional face processing and their neural correlates in affective disorders. The aim of this study was to investigate whether early visual event-related potentials (ERPs) are affected by the emotional skills of healthy adults. Unfamiliar faces expressing the six basic emotions were presented to 28 young adults while recording visual ERPs. No specific task was required during the recording. Participants also completed the Social Skills Inventory (SSI) which measures social and emotional skills. The results confirmed that early visual ERPs (P1, N170) are affected by the emotions expressed by a face and also demonstrated that N170 and P2 are correlated to the emotional skills of healthy subjects. While N170 is sensitive to the subject's emotional sensitivity and expressivity, P2 is modulated by the ability of the subjects to control their emotions. We therefore suggest that N170 and P2 could be used as individual markers to assess strengths and weaknesses in emotional areas and could provide information for further investigations of affective disorders. © The Author (2013). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

The Effect of Orthographic Depth on Letter String Processing: The Case of Visual Attention Span and Rapid Automatized Naming

ERIC Educational Resources Information Center

Antzaka, Alexia; Martin, Clara; Caffarra, Sendy; Schlöffel, Sophie; Carreiras, Manuel; Lallier, Marie

2018-01-01

The present study investigated whether orthographic depth can increase the bias towards multi-letter processing in two reading-related skills: visual attention span (VAS) and rapid automatized naming (RAN). VAS (i.e., the number of visual elements that can be processed at once in a multi-element array) was tested with a visual 1-back task and RAN…

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

PubMed Central

Zhao, Jing; Kwok, Rosa K. W.; Liu, Menglian; Liu, Hanlong; Huang, Chen

2017-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency. PMID:28119663

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing.

PubMed

Zhao, Jing; Kwok, Rosa K W; Liu, Menglian; Liu, Hanlong; Huang, Chen

2016-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.

Reading Skill and Word Skipping: Implications for Visual and Linguistic Accounts of Word Skipping

ERIC Educational Resources Information Center

Eskenazi, Michael A.; Folk, Jocelyn R.

2015-01-01

We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did…

Technology and informal education: what is taught, what is learned.

PubMed

Greenfield, Patricia M

2009-01-02

The informal learning environments of television, video games, and the Internet are producing learners with a new profile of cognitive skills. This profile features widespread and sophisticated development of visual-spatial skills, such as iconic representation and spatial visualization. A pressing social problem is the prevalence of violent video games, leading to desensitization, aggressive behavior, and gender inequity in opportunities to develop visual-spatial skills. Formal education must adapt to these changes, taking advantage of new strengths in visual-spatial intelligence and compensating for new weaknesses in higher-order cognitive processes: abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination. These develop through the use of an older technology, reading, which, along with audio media such as radio, also stimulates imagination. Informal education therefore requires a balanced media diet using each technology's specific strengths in order to develop a complete profile of cognitive skills.

Auditory, visual and auditory-visual memory and sequencing performance in typically developing children.

PubMed

Pillai, Roshni; Yathiraj, Asha

2017-09-01

The study evaluated whether there exists a difference/relation in the way four different memory skills (memory score, sequencing score, memory span, & sequencing span) are processed through the auditory modality, visual modality and combined modalities. Four memory skills were evaluated on 30 typically developing children aged 7 years and 8 years across three modality conditions (auditory, visual, & auditory-visual). Analogous auditory and visual stimuli were presented to evaluate the three modality conditions across the two age groups. The children obtained significantly higher memory scores through the auditory modality compared to the visual modality. Likewise, their memory scores were significantly higher through the auditory-visual modality condition than through the visual modality. However, no effect of modality was observed on the sequencing scores as well as for the memory and the sequencing span. A good agreement was seen between the different modality conditions that were studied (auditory, visual, & auditory-visual) for the different memory skills measures (memory scores, sequencing scores, memory span, & sequencing span). A relatively lower agreement was noted only between the auditory and visual modalities as well as between the visual and auditory-visual modality conditions for the memory scores, measured using Bland-Altman plots. The study highlights the efficacy of using analogous stimuli to assess the auditory, visual as well as combined modalities. The study supports the view that the performance of children on different memory skills was better through the auditory modality compared to the visual modality. Copyright © 2017 Elsevier B.V. All rights reserved.

Visualizing Time: How Linguistic Metaphors Are Incorporated into Displaying Instruments in the Process of Interpreting Time-Varying Signals

ERIC Educational Resources Information Center

Garcia-Belmonte, Germà

2017-01-01

Spatial visualization is a well-established topic of education research that has allowed improving science and engineering students' skills on spatial relations. Connections have been established between visualization as a comprehension tool and instruction in several scientific fields. Learning about dynamic processes mainly relies upon static…

Orthographic processing in pigeons (Columba livia)

PubMed Central

Scarf, Damian; Boy, Karoline; Uber Reinert, Anelisie; Devine, Jack; Güntürkün, Onur; Colombo, Michael

2016-01-01

Learning to read involves the acquisition of letter–sound relationships (i.e., decoding skills) and the ability to visually recognize words (i.e., orthographic knowledge). Although decoding skills are clearly human-unique, given they are seated in language, recent research and theory suggest that orthographic processing may derive from the exaptation or recycling of visual circuits that evolved to recognize everyday objects and shapes in our natural environment. An open question is whether orthographic processing is limited to visual circuits that are similar to our own or a product of plasticity common to many vertebrate visual systems. Here we show that pigeons, organisms that separated from humans more than 300 million y ago, process words orthographically. Specifically, we demonstrate that pigeons trained to discriminate words from nonwords picked up on the orthographic properties that define words and used this knowledge to identify words they had never seen before. In addition, the pigeons were sensitive to the bigram frequencies of words (i.e., the common co-occurrence of certain letter pairs), the edit distance between nonwords and words, and the internal structure of words. Our findings demonstrate that visual systems organizationally distinct from the primate visual system can also be exapted or recycled to process the visual word form. PMID:27638211

Fast and slow readers of the Hebrew language show divergence in brain response ∼200 ms post stimulus: an ERP study.

PubMed

Korinth, Sebastian Peter; Breznitz, Zvia

2014-01-01

Higher N170 amplitudes to words and to faces were recently reported for faster readers of German. Since the shallow German orthography allows phonological recoding of single letters, the reported speed advantages might have their origin in especially well-developed visual processing skills of faster readers. In contrast to German, adult readers of Hebrew are forced to process letter chunks up to whole words. This dependence on more complex visual processing might have created ceiling effects for this skill. Therefore, the current study examined whether also in the deep Hebrew orthography visual processing skills as reflected by N170 amplitudes explain reading speed differences. Forty university students, native speakers of Hebrew without reading impairments, accomplished a lexical decision task (i.e., deciding whether a visually presented stimulus represents a real or a pseudo word) and a face decision task (i.e., deciding whether a face was presented complete or with missing facial features) while their electroencephalogram was recorded from 64 scalp positions. In both tasks stronger event related potentials (ERPs) were observed for faster readers in time windows at about 200 ms. Unlike in previous studies, ERP waveforms in relevant time windows did not correspond to N170 scalp topographies. The results support the notion of visual processing ability as an orthography independent marker of reading proficiency, which advances our understanding about regular and impaired reading development.

Visualizing Motion Patterns in Acupuncture Manipulation.

PubMed

Lee, Ye-Seul; Jung, Won-Mo; Lee, In-Seon; Lee, Hyangsook; Park, Hi-Joon; Chae, Younbyoung

2016-07-16

Acupuncture manipulation varies widely among practitioners in clinical settings, and it is difficult to teach novice students how to perform acupuncture manipulation techniques skillfully. The Acupuncture Manipulation Education System (AMES) is an open source software system designed to enhance acupuncture manipulation skills using visual feedback. Using a phantom acupoint and motion sensor, our method for acupuncture manipulation training provides visual feedback regarding the actual movement of the student's acupuncture manipulation in addition to the optimal or intended movement, regardless of whether the manipulation skill is lifting, thrusting, or rotating. Our results show that students could enhance their manipulation skills by training using this method. This video shows the process of manufacturing phantom acupoints and discusses several issues that may require the attention of individuals interested in creating phantom acupoints or operating this system.

The Visual Magnocellular Pathway in Chinese-Speaking Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Wang, Jiu-Ju; Bi, Hong-Yan; Gao, Li-Qun; Wydell, Taeko N.

2010-01-01

Previous research into the cognitive processes involved in reading Chinese and developmental dyslexia in Chinese, revealed that the single most important factor appears to be orthographic processing skills rather than phonological skills. Also some studies have indicated that even in alphabetic languages some dyslexic individuals reveal deficits…

Skilled deaf readers have an enhanced perceptual span in reading.

PubMed

Bélanger, Nathalie N; Slattery, Timothy J; Mayberry, Rachel I; Rayner, Keith

2012-07-01

Recent evidence suggests that, compared with hearing people, deaf people have enhanced visual attention to simple stimuli viewed in the parafovea and periphery. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to preprocess upcoming words and decide where to look next. In the study reported here, we investigated whether auditory deprivation affects low-level visual processing during reading by comparing the perceptual span of deaf signers who were skilled and less-skilled readers with the perceptual span of skilled hearing readers. Compared with hearing readers, the two groups of deaf readers had a larger perceptual span than would be expected given their reading ability. These results provide the first evidence that deaf readers' enhanced attentional allocation to the parafovea is used during complex cognitive tasks, such as reading.

Basic visual function and cortical thickness patterns in posterior cortical atrophy.

PubMed

Lehmann, Manja; Barnes, Josephine; Ridgway, Gerard R; Wattam-Bell, John; Warrington, Elizabeth K; Fox, Nick C; Crutch, Sebastian J

2011-09-01

Posterior cortical atrophy (PCA) is characterized by a progressive decline in higher-visual object and space processing, but the extent to which these deficits are underpinned by basic visual impairments is unknown. This study aimed to assess basic and higher-order visual deficits in 21 PCA patients. Basic visual skills including form detection and discrimination, color discrimination, motion coherence, and point localization were measured, and associations and dissociations between specific basic visual functions and measures of higher-order object and space perception were identified. All participants showed impairment in at least one aspect of basic visual processing. However, a number of dissociations between basic visual skills indicated a heterogeneous pattern of visual impairment among the PCA patients. Furthermore, basic visual impairments were associated with particular higher-order object and space perception deficits, but not with nonvisual parietal tasks, suggesting the specific involvement of visual networks in PCA. Cortical thickness analysis revealed trends toward lower cortical thickness in occipitotemporal (ventral) and occipitoparietal (dorsal) regions in patients with visuoperceptual and visuospatial deficits, respectively. However, there was also a lot of overlap in their patterns of cortical thinning. These findings suggest that different presentations of PCA represent points in a continuum of phenotypical variation.

Emergence of artistic talent in frontotemporal dementia.

PubMed

Miller, B L; Cummings, J; Mishkin, F; Boone, K; Prince, F; Ponton, M; Cotman, C

1998-10-01

To describe the clinical, neuropsychological, and imaging features of five patients with frontotemporal dementia (FTD) who acquired new artistic skills in the setting of dementia. Creativity in the setting of dementia has recently been reported. We describe five patients who became visual artists in the setting of FTD. Sixty-nine FTD patients were interviewed regarding visual abilities. Five became artists in the early stages of FTD. Their history, artistic process, neuropsychology, and anatomy are described. On SPECT or pathology, four of the five patients had the temporal variant of FTD in which anterior temporal lobes are involved but the dorsolateral frontal cortex is spared. Visual skills were spared but language and social skills were devastated. Loss of function in the anterior temporal lobes may lead to the "facilitation" of artistic skills. Patients with the temporal lobe variant of FTD offer a window into creativity.

How Do I Do This When I Can't See What I'm Doing? Information Processing for the Visually Disabled.

ERIC Educational Resources Information Center

Jahoda, Gerald

This book, by an author with a visual impairment, is written for people with a visual disability who wish to learn about alternate ways of processing information, including reading, writing, organizing notes, and doing everyday tasks. The first chapter describes ways of adjusting to the loss of sight and managing everyday living skills. The second…

Association of visual sensory function and higher order visual processing skills with incident driving cessation

PubMed Central

Huisingh, Carrie; McGwin, Gerald; Owsley, Cynthia

2017-01-01

Background Many studies on vision and driving cessation have relied on measures of sensory function, which are insensitive to the higher order cognitive aspects of visual processing. The purpose of this study was to examine the association between traditional measures of visual sensory function and higher order visual processing skills with incident driving cessation in a population-based sample of older drivers. Methods Two thousand licensed drivers aged ≥70 were enrolled and followed-up for three years. Tests for central vision and visual processing were administered at baseline and included visual acuity, contrast sensitivity, sensitivity in the driving visual field, visual processing speed (Useful Field of View (UFOV) Subtest 2 and Trails B), and spatial ability measured by the Visual Closure Subtest of the Motor-free Visual Perception Test. Participants self-reported the month and year of driving cessation and provided a reason for cessation. Cox proportional hazards models were used to generate crude and adjusted hazard ratios with 95% confidence intervals between visual functioning characteristics and risk of driving cessation over a three-year period. Results During the study period, 164 participants stopped driving which corresponds to a cumulative incidence of 8.5%. Impaired contrast sensitivity, visual fields, visual processing speed (UFOVand Trails B), and spatial ability were significant risk factors for subsequent driving cessation after adjusting for age, gender, marital status, number of medical conditions, and miles driven. Visual acuity impairment was not associated with driving cessation. Medical problems (63%), specifically musculoskeletal and neurological problems, as well as vision problems (17%) were cited most frequently as the reason for driving cessation. Conclusion Assessment of cognitive and visual functioning can provide useful information about subsequent risk of driving cessation among older drivers. In addition, a variety of factors, not just vision, influenced the decision to stop driving and may be amenable to intervention. PMID:27353969

Individual Differences in Skilled Adult Readers Reveal Dissociable Patterns of Neural Activity Associated with Component Processes of Reading

ERIC Educational Resources Information Center

Welcome, Suzanne E.; Joanisse, Marc F.

2012-01-01

We used fMRI to examine patterns of brain activity associated with component processes of visual word recognition and their relationships to individual differences in reading skill. We manipulated both the judgments adults made on written stimuli and the characteristics of the stimuli. Phonological processing led to activation in left inferior…

Subsystems of sensory attention for skilled reaching: vision for transport and pre-shaping and somatosensation for grasping, withdrawal and release.

PubMed

Sacrey, Lori-Ann R; Whishaw, Ian Q

2012-06-01

Skilled reaching is a forelimb movement in which a subject reaches for a piece of food that is placed in the mouth for eating. It is a natural movement used by many animal species and is a routine, daily activity for humans. Its prominent features include transport of the hand to a target, shaping the digits in preparation for grasping, grasping, and withdrawal of the hand to place the food in the mouth. Studies on normal human adults show that skilled reaching is mediated by at least two sensory attention processes. Hand transport to the target and hand shaping are temporally coupled with visual fixation on the target. Grasping, withdrawal, and placing the food into the mouth are associated with visual disengagement and somatosensory guidance. Studies on nonhuman animal species illustrate that shared visual and somatosensory attention likely evolved in the primate lineage. Studies on developing infants illustrate that shared attention requires both experience and maturation. Studies on subjects with Parkinson's disease and Huntington's disease illustrate that decomposition of shared attention also features compensatory visual guidance. The evolutionary, developmental, and neural control of skilled reaching suggests that associative learning processes are importantly related to normal adult attention sharing and so can be used in remediation. The economical use of sensory attention in the different phases of skilled reaching ensures efficiency in eating, reduces sensory interference between sensory reference frames, and provides efficient neural control of the advance and withdrawal components of skilled reaching movements. Copyright © 2011 Elsevier B.V. All rights reserved.

Is Three-Dimensional Videography the Cutting Edge of Surgical Skill Acquisition?

ERIC Educational Resources Information Center

Roach, Victoria A.; Brandt, Michael G.; Moore, Corey C.; Wilson, Timothy D.

2012-01-01

The process of learning new surgical technical skills is vital to the career of a surgeon. The acquisition of these new skills is influenced greatly by visual-spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many cases, the role of VSA on the acquisition of a novel technical skill has been explored; however,…

A Visual Profile of Queensland Indigenous Children.

PubMed

Hopkins, Shelley; Sampson, Geoff P; Hendicott, Peter L; Wood, Joanne M

2016-03-01

Little is known about the prevalence of refractive error, binocular vision, and other visual conditions in Australian Indigenous children. This is important given the association of these visual conditions with reduced reading performance in the wider population, which may also contribute to the suboptimal reading performance reported in this population. The aim of this study was to develop a visual profile of Queensland Indigenous children. Vision testing was performed on 595 primary schoolchildren in Queensland, Australia. Vision parameters measured included visual acuity, refractive error, color vision, nearpoint of convergence, horizontal heterophoria, fusional vergence range, accommodative facility, AC/A ratio, visual motor integration, and rapid automatized naming. Near heterophoria, nearpoint of convergence, and near fusional vergence range were used to classify convergence insufficiency (CI). Although refractive error (Indigenous, 10%; non-Indigenous, 16%; p = 0.04) and strabismus (Indigenous, 0%; non-Indigenous, 3%; p = 0.03) were significantly less common in Indigenous children, CI was twice as prevalent (Indigenous, 10%; non-Indigenous, 5%; p = 0.04). Reduced visual information processing skills were more common in Indigenous children (reduced visual motor integration [Indigenous, 28%; non-Indigenous, 16%; p < 0.01] and slower rapid automatized naming [Indigenous, 67%; non-Indigenous, 59%; p = 0.04]). The prevalence of visual impairment (reduced visual acuity) and color vision deficiency was similar between groups. Indigenous children have less refractive error and strabismus than their non-Indigenous peers. However, CI and reduced visual information processing skills were more common in this group. Given that vision screenings primarily target visual acuity assessment and strabismus detection, this is an important finding as many Indigenous children with CI and reduced visual information processing may be missed. Emphasis should be placed on identifying children with CI and reduced visual information processing given the potential effect of these conditions on school performance.

Functional handwriting performance in school-age children with fetal alcohol spectrum disorders.

PubMed

Duval-White, Cherie J; Jirikowic, Tracy; Rios, Dianne; Deitz, Jean; Olson, Heather Carmichael

2013-01-01

Handwriting is a critical skill for school success. Children with fetal alcohol spectrum disorders (FASD) often present with fine motor and visual-motor impairments that can affect handwriting performance, yet handwriting skills have not been systematically investigated in this clinical group. This study aimed to comprehensively describe handwriting skills in 20 school-age children with FASD. Children were tested with the Process Assessment of the Learner, 2nd Edition (PAL-II), and the Visuomotor Precision subtest of NEPSY, a developmental neuropsychological assessment. Participants performed below average on PAL-II measures of handwriting legibility and speed and on NEPSY visual-motor precision tasks. In contrast, PAL-II measures of sensorimotor skills were broadly within the average range. Results provide evidence of functional handwriting challenges for children with FASD and suggest diminished visual-motor skills and increased difficulty as task complexity increases. Future research is needed to further describe the prevalence and nature of handwriting challenges in this population. Copyright © 2013 by the American Occupational Therapy Association, Inc.

Sex differences in motor and cognitive abilities predicted from human evolutionary history with some implications for models of the visual system.

PubMed

Sanders, Geoff

2013-01-01

This article expands the knowledge base available to sex researchers by reviewing recent evidence for sex differences in coincidence-anticipation timing (CAT), motor control with the hand and arm, and visual processing of stimuli in near and far space. In CAT, the differences are between sex and, therefore, typical of other widely reported sex differences. Men perform CAT tasks with greater accuracy and precision than women, who tend to underestimate time to arrival. Null findings arise because significant sex differences are found with easy but not with difficult tasks. The differences in motor control and visual processing are within sex, and they underlie reciprocal patterns of performance in women and men. Motor control is exerted better by women with the hand than the arm. In contrast, men showed the reverse pattern. Visual processing is performed better by women with stimuli within hand reach (near space) as opposed to beyond hand reach (far space); men showed the reverse pattern. The sex differences seen in each of these three abilities are consistent with the evolutionary selection of men for hunting-related skills and women for gathering-related skills. The implications of the sex differences in visual processing for two visual system models of human vision are discussed.

Training-related changes in early visual processing of functionally illiterate adults: evidence from event-related brain potentials

PubMed Central

2013-01-01

Background Event-related brain potentials (ERPs) were used to investigate training-related changes in fast visual word recognition of functionally illiterate adults. Analyses focused on the left-lateralized occipito-temporal N170, which represents the earliest processing of visual word forms. Event-related brain potentials were recorded from 20 functional illiterates receiving intensive literacy training for adults, 10 functional illiterates not participating in the training and 14 regular readers while they read words, pseudowords or viewed symbol strings. Subjects were required to press a button whenever a stimulus was immediately repeated. Results Attending intensive literacy training was associated with improvements in reading and writing skills and with an increase of the word-related N170 amplitude. For untrained functional illiterates and regular readers no changes in literacy skills or N170 amplitude were observed. Conclusions Results of the present study suggest that the word-related N170 can still be modulated in adulthood as a result of the improvements in literacy skills. PMID:24330622

Training-related changes in early visual processing of functionally illiterate adults: evidence from event-related brain potentials.

PubMed

Boltzmann, Melanie; Rüsseler, Jascha

2013-12-13

Event-related brain potentials (ERPs) were used to investigate training-related changes in fast visual word recognition of functionally illiterate adults. Analyses focused on the left-lateralized occipito-temporal N170, which represents the earliest processing of visual word forms. Event-related brain potentials were recorded from 20 functional illiterates receiving intensive literacy training for adults, 10 functional illiterates not participating in the training and 14 regular readers while they read words, pseudowords or viewed symbol strings. Subjects were required to press a button whenever a stimulus was immediately repeated. Attending intensive literacy training was associated with improvements in reading and writing skills and with an increase of the word-related N170 amplitude. For untrained functional illiterates and regular readers no changes in literacy skills or N170 amplitude were observed. Results of the present study suggest that the word-related N170 can still be modulated in adulthood as a result of the improvements in literacy skills.

Decreased white matter integrity in fronto-occipital fasciculus bundles: relation to visual information processing in alcohol-dependent subjects.

PubMed

Bagga, Deepika; Sharma, Aakansha; Kumari, Archana; Kaur, Prabhjot; Bhattacharya, Debajyoti; Garg, Mohan Lal; Khushu, Subash; Singh, Namita

2014-02-01

Chronic alcohol abuse is characterized by impaired cognitive abilities with a more severe deficit in visual than in verbal functions. Neuropathologically, it is associated with widespread brain structural compromise marked by gray matter shrinkage, ventricular enlargement, and white matter degradation. The present study sought to increase current understanding of the impairment of visual processing abilities in alcohol-dependent subjects, and its correlation with white matter microstructural alterations, using diffusion tensor imaging (DTI). To that end, a DTI study was carried out on 35 alcohol-dependent subjects and 30 healthy male control subjects. Neuropsychological tests were assessed for visual processing skills and deficits were reported as raw dysfunction scores (rDyS). Reduced FA (fractional anisotropy) and increased MD (mean diffusivity) were observed bilaterally in inferior and superior fronto-occipital fasciculus (FOF) fiber bundles. A significant inverse correlation in rDyS and FA values was observed in these fiber tracts whereas a positive correlation of these scores was found with the MD values. Our results suggest that FOF fiber bundles linking the frontal lobe to occipital lobe might be related to visual processing skills. This is the first report of an alteration of the white matter microstructure of FOF fiber bundles that might have functional consequences for visual processing in alcohol-dependent subjects who exhibit no neurological complications. Copyright © 2014 Elsevier Inc. All rights reserved.

Successful Outcomes from a Structured Curriculum Used in the Veterans Affairs Low Vision Intervention Trial

ERIC Educational Resources Information Center

Stelmack, Joan A.; Rinne, Stephen; Mancil, Rickilyn M.; Dean, Deborah; Moran, D'Anna; Tang, X. Charlene; Cummings, Roger; Massof, Robert W.

2008-01-01

A low vision rehabilitation program with a structured curriculum was evaluated in a randomized controlled trial. The treatment group demonstrated large improvements in self-reported visual function (reading, mobility, visual information processing, visual motor skills, and overall). The team approach and the protocols of the treatment program are…

Recovery of Visual Search following Moderate to Severe Traumatic Brain Injury

PubMed Central

Schmitter-Edgecombe, Maureen; Robertson, Kayela

2015-01-01

Introduction Deficits in attentional abilities can significantly impact rehabilitation and recovery from traumatic brain injury (TBI). This study investigated the nature and recovery of pre-attentive (parallel) and attentive (serial) visual search abilities after TBI. Methods Participants were 40 individuals with moderate to severe TBI who were tested following emergence from post-traumatic amnesia and approximately 8-months post-injury, as well as 40 age and education matched controls. Pre-attentive (automatic) and attentive (controlled) visual search situations were created by manipulating the saliency of the target item amongst distractor items in visual displays. The relationship between pre-attentive and attentive visual search rates and follow-up community integration were also explored. Results The results revealed intact parallel (automatic) processing skills in the TBI group both post-acutely and at follow-up. In contrast, when attentional demands on visual search were increased by reducing the saliency of the target, the TBI group demonstrated poorer performances compared to the control group both post-acutely and 8-months post-injury. Neither pre-attentive nor attentive visual search slope values correlated with follow-up community integration. Conclusions These results suggest that utilizing intact pre-attentive visual search skills during rehabilitation may help to reduce high mental workload situations, thereby improving the rehabilitation process. For example, making commonly used objects more salient in the environment should increase reliance or more automatic visual search processes and reduce visual search time for individuals with TBI. PMID:25671675

Perceptual context and individual differences in the language proficiency of preschool children.

PubMed

Banai, Karen; Yifat, Rachel

2016-02-01

Although the contribution of perceptual processes to language skills during infancy is well recognized, the role of perception in linguistic processing beyond infancy is not well understood. In the experiments reported here, we asked whether manipulating the perceptual context in which stimuli are presented across trials influences how preschool children perform visual (shape-size identification; Experiment 1) and auditory (syllable identification; Experiment 2) tasks. Another goal was to determine whether the sensitivity to perceptual context can explain part of the variance in oral language skills in typically developing preschool children. Perceptual context was manipulated by changing the relative frequency with which target visual (Experiment 1) and auditory (Experiment 2) stimuli were presented in arrays of fixed size, and identification of the target stimuli was tested. Oral language skills were assessed using vocabulary, word definition, and phonological awareness tasks. Changes in perceptual context influenced the performance of the majority of children on both identification tasks. Sensitivity to perceptual context accounted for 7% to 15% of the variance in language scores. We suggest that context effects are an outcome of a statistical learning process. Therefore, the current findings demonstrate that statistical learning can facilitate both visual and auditory identification processes in preschool children. Furthermore, consistent with previous findings in infants and in older children and adults, individual differences in statistical learning were found to be associated with individual differences in language skills of preschool children. Copyright © 2015 Elsevier Inc. All rights reserved.

Cognitive Task Analysis of the Battalion Level Visualization Process

DTIC Science & Technology

2007-10-01

of the visualization space are identified using commonly understood doctrinal language and mnemonic devices. a Degree to which the commander and staff...the elements of the visualization space are identified using commonly understood doctrinal language and mnemonic devices. Visualization elements are...11 skill areas were identified as potential focal points for future training development. The findings were used to design and develop exemplar

Spatial Visualization Ability and Laparoscopic Skills in Novice Learners: Evaluating Stereoscopic versus Monoscopic Visualizations

ERIC Educational Resources Information Center

Roach, Victoria A.; Mistry, Manisha R.; Wilson, Timothy D.

2014-01-01

Elevated spatial visualization ability (Vz) is thought to influence surgical skill acquisition and performance. Current research suggests that stereo visualization technology and its association with skill performance may confer perceptual advantages. This is of particular interest in laparoscopic skill training, where stereo visualization may…

Musical learning in children and adults with Williams syndrome.

PubMed

Lense, M; Dykens, E

2013-09-01

There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual-motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual-spatial weaknesses map onto the processes used to learn to play a musical instrument. We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7-49 years) with WS to play the Appalachian dulcimer. Obtained dulcimer skill was associated with prior musical abilities (r = 0.634, P < 0.001) and visual-motor integration abilities (r = 0.487, P = 0.001), but not age, gender, IQ, handedness, auditory sensitivities or musical interest/emotionality. Use of auditory learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual-motor integration abilities (β = 0.285, sr(2) = 0.06, P = 0.019). These findings map onto behavioural and emerging neural evidence for greater auditory-motor mapping processes in WS. Results suggest that explicit awareness of task-specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome-specific strengths and weakness will be discussed. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills

ERIC Educational Resources Information Center

Li, Hong; Shu, Hua; McBride-Chang, Catherine; Liu, Hongyun; Peng, Hong

2012-01-01

Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming…

Visual perceptual and handwriting skills in children with Developmental Coordination Disorder.

PubMed

Prunty, Mellissa; Barnett, Anna L; Wilmut, Kate; Plumb, Mandy

2016-10-01

Children with Developmental Coordination Disorder demonstrate a lack of automaticity in handwriting as measured by pauses during writing. Deficits in visual perception have been proposed in the literature as underlying mechanisms of handwriting difficulties in children with DCD. The aim of this study was to examine whether correlations exist between measures of visual perception and visual motor integration with measures of the handwriting product and process in children with DCD. The performance of twenty-eight 8-14year-old children who met the DSM-5 criteria for DCD was compared with 28 typically developing (TD) age and gender-matched controls. The children completed the Developmental Test of Visual Motor Integration (VMI) and the Test of Visual Perceptual Skills (TVPS). Group comparisons were made, correlations were conducted between the visual perceptual measures and handwriting measures and the sensitivity and specificity examined. The DCD group performed below the TD group on the VMI and TVPS. There were no significant correlations between the VMI or TVPS and any of the handwriting measures in the DCD group. In addition, both tests demonstrated low sensitivity. Clinicians should execute caution in using visual perceptual measures to inform them about handwriting skill in children with DCD. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Developing a 3D Game Design Authoring Package to Assist Students' Visualization Process in Design Thinking

ERIC Educational Resources Information Center

Kuo, Ming-Shiou; Chuang, Tsung-Yen

2013-01-01

The teaching of 3D digital game design requires the development of students' meta-skills, from story creativity to 3D model construction, and even the visualization process in design thinking. The characteristics a good game designer should possess have been identified as including redesign things, creativity thinking and the ability to…

Outlining face processing skills of portrait artists: Perceptual experience with faces predicts performance.

PubMed

Devue, Christel; Barsics, Catherine

2016-10-01

Most humans seem to demonstrate astonishingly high levels of skill in face processing if one considers the sophisticated level of fine-tuned discrimination that face recognition requires. However, numerous studies now indicate that the ability to process faces is not as fundamental as once thought and that performance can range from despairingly poor to extraordinarily high across people. Here we studied people who are super specialists of faces, namely portrait artists, to examine how their specific visual experience with faces relates to a range of face processing skills (perceptual discrimination, short- and longer term recognition). Artists show better perceptual discrimination and, to some extent, recognition of newly learned faces than controls. They are also more accurate on other perceptual tasks (i.e., involving non-face stimuli or mental rotation). By contrast, artists do not display an advantage compared to controls on longer term face recognition (i.e., famous faces) nor on person recognition from other sensorial modalities (i.e., voices). Finally, the face inversion effect exists in artists and controls and is not modulated by artistic practice. Advantages in face processing for artists thus seem to closely mirror perceptual and visual short term memory skills involved in portraiture. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reading skill and word skipping: Implications for visual and linguistic accounts of word skipping.

PubMed

Eskenazi, Michael A; Folk, Jocelyn R

2015-11-01

We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did not influence the probability of skipping five-letter words, but low-skill readers were less likely to skip three-letter words when foveal load was high. Thus, reading skill is likely to influence word skipping when the amount of information in the parafovea falls within the word identification span. We interpret the data in the context of visual-based (extended optimal viewing position model) and linguistic based (E-Z Reader model) accounts of word skipping. The models make different predictions about how and why a word and skipped; however, the data indicate that both models should take into account the fact that different factors influence skipping rates for high- and low-skill readers. (c) 2015 APA, all rights reserved).

What is Developmental Dyslexia?

PubMed Central

Stein, John

2018-01-01

Until the 1950s, developmental dyslexia was defined as a hereditary visual disability, selectively affecting reading without compromising oral or non-verbal reasoning skills. This changed radically after the development of the phonological theory of dyslexia; this not only ruled out any role for visual processing in its aetiology, but it also cast doubt on the use of discrepancy between reading and reasoning skills as a criterion for diagnosing it. Here I argue that this theory is set at too high a cognitive level to be explanatory; we need to understand the pathophysiological visual and auditory mechanisms that cause children’s phonological problems. I discuss how the ‘magnocellular theory’ attempts to do this in terms of slowed and error prone temporal processing which leads to dyslexics’ defective visual and auditory sequencing when attempting to read. I attempt to deal with the criticisms of this theory and show how it leads to a number of successful ways of helping dyslexic children to overcome their reading difficulties. PMID:29401712

Do Pattern-Focused Visuals Improve Skin Self-Examination Performance? Explicating the Visual Skill Acquisition Model

PubMed Central

JOHN, KEVIN K.; JENSEN, JAKOB D.; KING, ANDY J.; RATCLIFF, CHELSEA L.; GROSSMAN, DOUGLAS

2017-01-01

Skin self-examination (SSE) consists of routinely checking the body for atypical moles that might be cancerous. Identifying atypical moles is a visual task; thus, SSE training materials utilize pattern-focused visuals to cultivate this skill. Despite widespread use, researchers have yet to explicate how pattern-focused visuals cultivate visual skill. Using eye tracking to capture the visual scanpaths of a sample of laypersons (N = 92), the current study employed a 2 (pattern: ABCDE vs. ugly duckling sign [UDS]) × 2 (presentation: photorealistic images vs. illustrations) factorial design to assess whether and how pattern-focused visuals can increase layperson accuracy in identifying atypical moles. Overall, illustrations resulted in greater sensitivity, while photos resulted in greater specificity. The UDS × photorealistic condition showed greatest specificity. For those in the photo condition with high self-efficacy, UDS increased specificity directly. For those in the photo condition with self-efficacy levels at the mean or lower, there was a conditional indirect effect such that these individuals spent a larger amount of their viewing time observing the atypical moles, and time on target was positively related to specificity. Illustrations provided significant gains in specificity for those with low-to-moderate self-efficacy by increasing total fixation time on the atypical moles. Findings suggest that maximizing visual processing efficiency could enhance existing SSE training techniques. PMID:28759333

Underlying mechanisms of writing difficulties among children with neurofibromatosis type 1.

PubMed

Gilboa, Yafit; Josman, Naomi; Fattal-Valevski, Aviva; Toledano-Alhadef, Hagit; Rosenblum, Sara

2014-06-01

Writing is a complex activity in which lower-level perceptual-motor processes and higher-level cognitive processes continuously interact. Preliminary evidence suggests that writing difficulties are common to children with Neurofibromatosis type 1 (NF1). The aim of this study was to compare the performance of children with and without NF1 in lower (visual perception, motor coordination and visual-motor integration) and higher processes (verbal and performance intelligence, visual spatial organization and visual memory) required for intact writing; and to identify the components that predict the written product's spatial arrangement and content among children with NF1. Thirty children with NF1 (ages 8-16) and 30 typically developing children matched by gender and age were tested, using standardized assessments. Children with NF1 had a significantly inferior performance in comparison to control children, on all tests that measured lower and higher level processes. The cognitive planning skill was found as a predictor of the written product's spatial arrangement. The verbal intelligence predicted the written content level. Results suggest that high level processes underlie the poor quality of writing product in children with NF1. Treatment approaches for children with NF1 must include detailed assessments of cognitive planning and language skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Acquiring skill at medical image inspection: learning localized in early visual processes

NASA Astrophysics Data System (ADS)

Sowden, Paul T.; Davies, Ian R. L.; Roling, Penny; Watt, Simon J.

1997-04-01

Acquisition of the skill of medical image inspection could be due to changes in visual search processes, 'low-level' sensory learning, and higher level 'conceptual learning.' Here, we report two studies that investigate the extent to which learning in medical image inspection involves low- level learning. Early in the visual processing pathway cells are selective for direction of luminance contrast. We exploit this in the present studies by using transfer across direction of contrast as a 'marker' to indicate the level of processing at which learning occurs. In both studies twelve observers trained for four days at detecting features in x- ray images (experiment one equals discs in the Nijmegen phantom, experiment two equals micro-calcification clusters in digitized mammograms). Half the observers examined negative luminance contrast versions of the images and the remainder examined positive contrast versions. On the fifth day, observers swapped to inspect their respective opposite contrast images. In both experiments leaning occurred across sessions. In experiment one, learning did not transfer across direction of luminance contrast, while in experiment two there was only partial transfer. These findings are consistent with the contention that some of the leaning was localized early in the visual processing pathway. The implications of these results for current medical image inspection training schedules are discussed.

Automatic Activation of Phonological Code during Visual Word Recognition in Children: A Masked Priming Study in Grades 3 and 5

ERIC Educational Resources Information Center

Sauval, Karinne; Perre, Laetitia; Casalis, Séverine

2017-01-01

The present study aimed to investigate the development of automatic phonological processes involved in visual word recognition during reading acquisition in French. A visual masked priming lexical decision experiment was carried out with third, fifth graders and adult skilled readers. Three different types of partial overlap between the prime and…

Conversational Pedagogy: Exploring Interactions between a Teaching Artist and Young Learners during Visual Arts Experiences

ERIC Educational Resources Information Center

Eckhoff, Angela

2013-01-01

In many early childhood classrooms, visual arts experiences occur around a communal arts table. A shared workspace allows for spontaneous conversation and exploration of the art-making process of peers and teachers. In this setting, conversation can play an important role in visual arts experiences as children explore new media, skills, and ideas.…

The Impact of Residual Vision in Spatial Skills of Individuals with Visual Impairments

ERIC Educational Resources Information Center

Papadopoulos, Konstantinos; Koustriava, Eleni; Kartasidou, Lefkothea

2011-01-01

Loss of vision is believed to have a great impact on the acquisition of spatial knowledge. The aims of the present study are to examine the performance of individuals with visual impairments on spatial tasks and the impact of residual vision on processing these tasks. In all, 28 individuals with visual impairments--blindness or low…

Visual skills involved in decision making by expert referees.

PubMed

Ghasemi, Abdollah; Momeni, Maryam; Jafarzadehpur, Ebrahim; Rezaee, Meysam; Taheri, Hamid

2011-02-01

Previous studies have compared visual skills of expert and novice athletes; referees' performance has not been addressed. Visual skills of two groups of expert referees, successful and unsuccessful in decision making, were compared. Using video clips of soccer matches to assess decision-making success of 41 national and international referees from 31 to 42 years of age, 10 top referees were selected as the Successful group and 10 as the Unsuccessful group. Visual tests included visual memory, visual reaction time, peripheral vision, recognition speed, saccadic eye movement, and facility of accommodation. The Successful group had better visual skills than the Unsuccessful group. Such visual skills enhance soccer referees' performance and may be recommended for young referees.

Using visual processing training to enhance standard cognitive remediation outcomes in schizophrenia: A pilot study.

PubMed

Contreras, Natalia A; Tan, Eric J; Lee, Stuart J; Castle, David J; Rossell, Susan L

2018-04-01

Approaches to cognitive remediation (CR) that address sensory perceptual skills before higher cognitive skills, have been found to be effective in enhancing cognitive performance in schizophrenia. To date, however, most of the conducted trials have concentrated on auditory processing. The aim of this study was to explore whether the addition of visual processing training could enhance standard cognitive remediation outcomes in a schizophrenia population. Twenty participants were randomised to either receive 20h of computer-assisted cognitive remediation alone or 20h of visual processing training modules and cognitive remediation training. All participants were assessed at baseline and at the end of cognitive remediation training on cognitive and psychosocial (i.e. self-esteem, quality of life) measures. At the end of the study participants across both groups improved significantly in overall cognition and psychosocial functioning. No significant differences were observed between groups on any of the measures. Of potential interest, however, was that the Cohen's d assessing the between group difference in the rates of change were moderate/large for a greater improvement in Visual Learning, Working Memory and Social Cognition for the visual training plus cognitive remediation group. On the basis of our effect sizes on three domains of cognition, we recommend replicating this intervention with a larger sample. Copyright © 2017 Elsevier B.V. All rights reserved.

Audio-visual temporal perception in children with restored hearing.

PubMed

Gori, Monica; Chilosi, Anna; Forli, Francesca; Burr, David

2017-05-01

It is not clear how audio-visual temporal perception develops in children with restored hearing. In this study we measured temporal discrimination thresholds with an audio-visual temporal bisection task in 9 deaf children with restored audition, and 22 typically hearing children. In typically hearing children, audition was more precise than vision, with no gain in multisensory conditions (as previously reported in Gori et al. (2012b)). However, deaf children with restored audition showed similar thresholds for audio and visual thresholds and some evidence of gain in audio-visual temporal multisensory conditions. Interestingly, we found a strong correlation between auditory weighting of multisensory signals and quality of language: patients who gave more weight to audition had better language skills. Similarly, auditory thresholds for the temporal bisection task were also a good predictor of language skills. This result supports the idea that the temporal auditory processing is associated with language development. Copyright © 2017. Published by Elsevier Ltd.

The iconic memory skills of brain injury survivors and non-brain injured controls after visual scanning training.

PubMed

McClure, J T; Browning, R T; Vantrease, C M; Bittle, S T

1994-01-01

Previous research suggests that traumatic brain injury (TBI) results in impairment of iconic memory abilities.We would like to acknowledge the contribution of Jeffrey D. Vantrease, who wrote the software program for the Iconic Memory procedure and measurement. This raises serious implications for brain injury rehabilitation. Most cognitive rehabilitation programs do not include iconic memory training. Instead it is common for cognitive rehabilitation programs to focus on attention and concentration skills, memory skills, and visual scanning skills.This study compared the iconic memory skills of brain-injury survivors and control subjects who all reached criterion levels of visual scanning skills. This involved previous training for the brain-injury survivors using popular visual scanning programs that allowed them to visually scan with response time and accuracy within normal limits. Control subjects required only minimal training to reach normal limits criteria. This comparison allows for the dissociation of visual scanning skills and iconic memory skills.The results are discussed in terms of their implications for cognitive rehabilitation and the relationship between visual scanning training and iconic memory skills.

Concept Maps as Cognitive Visualizations of Writing Assignments

ERIC Educational Resources Information Center

Villalon, Jorge; Calvo, Rafael A.

2011-01-01

Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making…

Intersensory Redundancy Hinders Face Discrimination in Preschool Children: Evidence for Visual Facilitation

ERIC Educational Resources Information Center

Bahrick, Lorraine E.; Krogh-Jespersen, Sheila; Argumosa, Melissa A.; Lopez, Hassel

2014-01-01

Although infants and children show impressive face-processing skills, little research has focused on the conditions that facilitate versus impair face perception. According to the intersensory redundancy hypothesis (IRH), face discrimination, which relies on detection of visual featural information, should be impaired in the context of…

Face perception in women with Turner syndrome and its underlying factors.

PubMed

Anaki, David; Zadikov Mor, Tal; Gepstein, Vardit; Hochberg, Ze'ev

2016-09-01

Turner syndrome (TS) is a chromosomal condition that affects development in females. It is characterized by short stature, ovarian failure and other congenital malformations, due to a partial or complete absence of the sex chromosome. Women with TS frequently suffer from various physical and hormonal dysfunctions, along with impairments in visual-spatial processing and social cognition difficulties. Previous research has also shown difficulties in face and emotion perception. In the current study we examined two questions: First, whether women with TS, that are impaired in face perception, also suffer from deficits in face-specific processes. The second question was whether these face impairments in TS are related to visual-spatial perceptual dysfunctions exhibited by TS individuals, or to impaired social cognition skills. Twenty-six women with TS and 26 control participants were tested on various cognitive and psychological tests to assess visual-spatial perception, face and facial expression perception, and social cognition skills. Results show that women with TS were less accurate in face perception and facial expression processing, yet they exhibited normal face-specific processes (configural and holistic processing). They also showed difficulties in spatial perception and social cognition capacities. Additional analyses revealed that their face perception impairments were related to their deficits in visual-spatial processing. Thus, our results do not support the claim that the impairments in face processing observed in TS are related to difficulties in social cognition. Rather, our data point to the possibility that face perception difficulties in TS stem from visual-spatial impairments and may not be specific to faces. Copyright © 2016 Elsevier Ltd. All rights reserved.

Characterizing and Improving Spatial Visualization Skills

ERIC Educational Resources Information Center

Titus, Sarah; Horsman, Eric

2009-01-01

Three-dimensional spatial visualization is an essential skill for geoscientists. We conducted two evaluations of students' spatial skills to examine whether their skills improve after enrollment in a geology course or courses. First, we present results of pre- and post-course survey of abstract visualization skills used to characterize the range…

Protocols for the Investigation of Information Processing in Human Assessment of Fundamental Movement Skills.

PubMed

Ward, Brodie J; Thornton, Ashleigh; Lay, Brendan; Rosenberg, Michael

2017-01-01

Fundamental movement skill (FMS) assessment remains an important tool in classifying individuals' level of FMS proficiency. The collection of FMS performances for assessment and monitoring has remained unchanged over the last few decades, but new motion capture technologies offer opportunities to automate this process. To achieve this, a greater understanding of the human process of movement skill assessment is required. The authors present the rationale and protocols of a project in which they aim to investigate the visual search patterns and information extraction employed by human assessors during FMS assessment, as well as the implementation of the Kinect system for FMS capture.

Disentangling fine motor skills' relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination.

PubMed

Carlson, Abby G; Rowe, Ellen; Curby, Timothy W

2013-01-01

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills--visual-motor coordination and visual-spatial integration--and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.

Metabolic Pathways Visualization Skills Development by Undergraduate Students

ERIC Educational Resources Information Center

dos Santos, Vanessa J. S. V.; Galembeck, Eduardo

2015-01-01

We have developed a metabolic pathways visualization skill test (MPVST) to gain greater insight into our students' abilities to comprehend the visual information presented in metabolic pathways diagrams. The test is able to discriminate students' visualization ability with respect to six specific visualization skills that we identified as key to…

Cognitive Process in Second Language Reading: Transfer of L1 Reading Skills and Strategies.

ERIC Educational Resources Information Center

Koda, Keiko

1988-01-01

Experiments with skilled readers (N=83) from four native-language orthographic backgrounds examined the effects of: (1) blocked visual or auditory information on lexical decision-making; and (2) heterographic homophones on reading comprehension. Native and second language transfer does occur in second language reading, and orthographic structure…

Predictors of Reading Ability in English for Mandarin-Speaking Bilingual Children in Singapore

ERIC Educational Resources Information Center

Tan, Yah Hui; Poon, Kenneth K.; Rickard Liow, Susan J.

2013-01-01

Research on the reading skills of monolingual children has established a convergent skills model for acquisition involving context-free decoding, language comprehension, and visual and phonological processing. This study sought to identify the predictors of Primary One bilingual children's reading accuracy and reading comprehension in English.…

Visual information underpinning skilled anticipation: The effect of blur on a coupled and uncoupled in situ anticipatory response.

PubMed

Mann, David L; Abernethy, Bruce; Farrow, Damian

2010-07-01

Coupled interceptive actions are understood to be the result of neural processing-and visual information-which is distinct from that used for uncoupled perceptual responses. To examine the visual information used for action and perception, skilled cricket batters anticipated the direction of balls bowled toward them using a coupled movement (an interceptive action that preserved the natural coupling between perception and action) or an uncoupled (verbal) response, in each of four different visual blur conditions (plano, +1.00, +2.00, +3.00). Coupled responses were found to be better than uncoupled ones, with the blurring of vision found to result in different effects for the coupled and uncoupled response conditions. Low levels of visual blur did not affect coupled anticipation, a finding consistent with the comparatively poorer visual information on which online interceptive actions are proposed to rely. In contrast, some evidence was found to suggest that low levels of blur may enhance the uncoupled verbal perception of movement.

Improvement of Fine Motor Skills in Children with Visual Impairment: An Explorative Study

ERIC Educational Resources Information Center

Reimer, A. M.; Cox, R. F. A.; Nijhuis-Van der Sanden, M. W. G.; Boonstra, F. N.

2011-01-01

In this study we analysed the potential spin-off of magnifier training on the fine-motor skills of visually impaired children. The fine-motor skills of 4- and 5-year-old visually impaired children were assessed using the manual skills test for children (6-12 years) with a visual impairment (ManuVis) and movement assessment for children (Movement…

Mathematics ability and related skills in preschoolers born very preterm.

PubMed

Hasler, Holly M; Akshoomoff, Natacha

2017-12-12

Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual-motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.

A Motor-Skills Programme to Enhance Visual Motor Integration of Selected Pre-School Learners

ERIC Educational Resources Information Center

Africa, Eileen K.; van Deventer, Karel J.

2017-01-01

Pre-schoolers are in a window period for motor skill development. Visual-motor integration (VMI) is the foundation for academic and sport skills. Therefore, it must develop before formal schooling. This study attempted to improve VMI skills. VMI skills were measured with the "Beery-Buktenica developmental test of visual-motor integration 6th…

Teaching Life Sciences to Blind and Visually Impaired Learners

ERIC Educational Resources Information Center

Fraser, William John; Maguvhe, Mbulaheni Obert

2008-01-01

This study reports on the teaching of life sciences (biology) to blind and visually impaired learners in South Africa at 11 special schools with specific reference to the development of science process skills in outcomes-based classrooms. Individual structured interviews were conducted with nine science educators teaching at the different special…

Making Sense of Education: Sensory Ethnography and Visual Impairment

ERIC Educational Resources Information Center

Morris, Ceri

2017-01-01

Education involves the engagement of the full range of the senses in the accomplishment of tasks and the learning of knowledge and skills. However both in pedagogical practices and in the process of educational research, there has been a tendency to privilege the visual. To explore these issues, detailed sensory ethnographic fieldwork was…

Poor Performance on Serial Visual Tasks in Persons with Reading Disabilities: Impaired Working Memory?

ERIC Educational Resources Information Center

Ram-Tsur, Ronit; Faust, Miriam; Zivotofsky, Ari Z.

2008-01-01

The present study investigates the performance of persons with reading disabilities (PRD) on a variety of sequential visual-comparison tasks that have different working-memory requirements. In addition, mediating relationships between the sequential comparison process and attention and memory skills were looked for. Our findings suggest that PRD…

Bridging the Educational Research-Teaching Practice Gap: Foundations for Assessing and Developing Biochemistry Students' Visual Literacy

ERIC Educational Resources Information Center

Schonborn, Konrad J.; Anderson, Trevor R.

2010-01-01

External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for…

Visual but not motor processes predict simple visuomotor reaction time of badminton players.

PubMed

Hülsdünker, Thorben; Strüder, Heiko K; Mierau, Andreas

2018-03-01

The athlete's brain exhibits significant functional adaptations that facilitate visuomotor reaction performance. However, it is currently unclear if the same neurophysiological processes that differentiate athletes from non-athletes also determine performance within a homogeneous group of athletes. This information can provide valuable help for athletes and coaches aiming to optimize existing training regimes. Therefore, this study aimed to identify the neurophysiological correlates of visuomotor reaction performance in a group of skilled athletes. In 36 skilled badminton athletes, electroencephalography (EEG) was used to investigate pattern reversal and motion onset visual-evoked potentials (VEPs) as well as visuomotor reaction time (VMRT) during a simple reaction task. Stimulus-locked and response-locked event-related potentials (ERPs) in visual and motor regions as well as the onset of muscle activation (EMG onset) were determined. Correlation and multiple regression analyses identified the neurophysiological parameters predicting EMG onset and VMRT. For pattern reversal stimuli, the P100 latency and age best predicted EMG onset (r = 0.43; p = .003) and VMRT (r = 0.62; p = .001). In the motion onset experiment, EMG onset (r = 0.80; p < .001) and VMRT (r = 0.78; p < .001) were predicted by N2 latency and age. In both conditions, cortical potentials in motor regions were not correlated with EMG onset or VMRT. It is concluded that previously identified neurophysiological parameters differentiating athletes from non-athletes do not necessarily determine performance within a homogeneous group of athletes. Specifically, the speed of visual perception/processing predicts EMG onset and VMRT in skilled badminton players while motor-related processes, although differentiating athletes from non-athletes, are not associated simple with visuomotor reaction performance.

The challenges of studying visual expertise in medical image diagnosis.

PubMed

Gegenfurtner, Andreas; Kok, Ellen; van Geel, Koos; de Bruin, Anique; Jarodzka, Halszka; Szulewski, Adam; van Merriënboer, Jeroen Jg

2017-01-01

Visual expertise is the superior visual skill shown when executing domain-specific visual tasks. Understanding visual expertise is important in order to understand how the interpretation of medical images may be best learned and taught. In the context of this article, we focus on the visual skill of medical image diagnosis and, more specifically, on the methodological set-ups routinely used in visual expertise research. We offer a critique of commonly used methods and propose three challenges for future research to open up new avenues for studying characteristics of visual expertise in medical image diagnosis. The first challenge addresses theory development. Novel prospects in modelling visual expertise can emerge when we reflect on cognitive and socio-cultural epistemologies in visual expertise research, when we engage in statistical validations of existing theoretical assumptions and when we include social and socio-cultural processes in expertise development. The second challenge addresses the recording and analysis of longitudinal data. If we assume that the development of expertise is a long-term phenomenon, then it follows that future research can engage in advanced statistical modelling of longitudinal expertise data that extends the routine use of cross-sectional material through, for example, animations and dynamic visualisations of developmental data. The third challenge addresses the combination of methods. Alternatives to current practices can integrate qualitative and quantitative approaches in mixed-method designs, embrace relevant yet underused data sources and understand the need for multidisciplinary research teams. Embracing alternative epistemological and methodological approaches for studying visual expertise can lead to a more balanced and robust future for understanding superior visual skills in medical image diagnosis as well as other medical fields. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Individual Differences in the Development of Early Writing Skills: Testing the Unique Contribution of Visuo-Spatial Working Memory

ERIC Educational Resources Information Center

Bourke, Lorna; Davies, Simon J.; Sumner, Emma; Green, Carolyn

2014-01-01

Visually mediated processes including, exposure to print (e.g. reading) as well as orthographic transcription and coding skills, have been found to contribute to individual differences in literacy development. The current study examined the role of visuospatial working memory (WM) in underpinning this relationship and emergent writing. One hundred…

Spatial Construction Skills of Chimpanzees ("Pan Troglodytes") and Young Human Children ("Homo Sapiens Sapiens")

ERIC Educational Resources Information Center

Poti, Patrizia; Hayashi, Misato; Matsuzawa, Tetsuro

2009-01-01

Spatial construction tasks are basic tests of visual-spatial processing. Two studies have assessed spatial construction skills in chimpanzees (Pan troglodytes) and young children (Homo sapiens sapiens) with a block modelling task. Study 1a subjects were three young chimpanzees and five adult chimpanzees. Study 1b subjects were 30 human children…

Helping Young Children Develop Cognitive Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VIII.

ERIC Educational Resources Information Center

Coleman, Joyce H.

This Child Development Associate (CDA) training module, the seventh in a series of 16, provides an introduction to cognitive development in young children for bilingual/bicultural preschool teacher trainees. Perceptual skills (visual, figure-ground, part-whole, spatial, auditory and tactile discrimination) and cognitive processes and concepts…

Attention modulates specific motor cortical circuits recruited by transcranial magnetic stimulation.

PubMed

Mirdamadi, J L; Suzuki, L Y; Meehan, S K

2017-09-17

Skilled performance and acquisition is dependent upon afferent input to motor cortex. The present study used short-latency afferent inhibition (SAI) to probe how manipulation of sensory afference by attention affects different circuits projecting to pyramidal tract neurons in motor cortex. SAI was assessed in the first dorsal interosseous muscle while participants performed a low or high attention-demanding visual detection task. SAI was evoked by preceding a suprathreshold transcranial magnetic stimulus with electrical stimulation of the median nerve at the wrist. To isolate different afferent intracortical circuits in motor cortex SAI was evoked using either posterior-anterior (PA) or anterior-posterior (PA) monophasic current. In an independent sample, somatosensory processing during the same attention-demanding visual detection tasks was assessed using somatosensory-evoked potentials (SEP) elicited by median nerve stimulation. SAI elicited by AP TMS was reduced under high compared to low visual attention demands. SAI elicited by PA TMS was not affected by visual attention demands. SEPs revealed that the high visual attention load reduced the fronto-central P20-N30 but not the contralateral parietal N20-P25 SEP component. P20-N30 reduction confirmed that the visual attention task altered sensory afference. The current results offer further support that PA and AP TMS recruit different neuronal circuits. AP circuits may be one substrate by which cognitive strategies shape sensorimotor processing during skilled movement by altering sensory processing in premotor areas. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Visualization Skills: A Prerequisite to Advanced Solid Modeling

ERIC Educational Resources Information Center

Gow, George

2007-01-01

Many educators believe that solid modeling software has made teaching two- and three-dimensional visualization skills obsolete. They claim that the visual tools built into the solid modeling software serve as a replacement for the CAD operator's personal visualization skills. They also claim that because solid modeling software can produce…

Posttraining transcranial magnetic stimulation of striate cortex disrupts consolidation early in visual skill learning.

PubMed

De Weerd, Peter; Reithler, Joel; van de Ven, Vincent; Been, Marin; Jacobs, Christianne; Sack, Alexander T

2012-02-08

Practice-induced improvements in skilled performance reflect "offline " consolidation processes extending beyond daily training sessions. According to visual learning theories, an early, fast learning phase driven by high-level areas is followed by a late, asymptotic learning phase driven by low-level, retinotopic areas when higher resolution is required. Thus, low-level areas would not contribute to learning and offline consolidation until late learning. Recent studies have challenged this notion, demonstrating modified responses to trained stimuli in primary visual cortex (V1) and offline activity after very limited training. However, the behavioral relevance of modified V1 activity for offline consolidation of visual skill memory in V1 after early training sessions remains unclear. Here, we used neuronavigated transcranial magnetic stimulation (TMS) directed to a trained retinotopic V1 location to test for behaviorally relevant consolidation in human low-level visual cortex. Applying TMS to the trained V1 location within 45 min of the first or second training session strongly interfered with learning, as measured by impaired performance the next day. The interference was conditional on task context and occurred only when training in the location targeted by TMS was followed by training in a second location before TMS. In this condition, high-level areas may become coupled to the second location and uncoupled from the previously trained low-level representation, thereby rendering consolidation vulnerable to interference. Our data show that, during the earliest phases of skill learning in the lowest-level visual areas, a behaviorally relevant form of consolidation exists of which the robustness is controlled by high-level, contextual factors.

Visual processing during natural reading

PubMed Central

Weiss, Béla; Knakker, Balázs; Vidnyánszky, Zoltán

2016-01-01

Reading is a unique human ability that plays a pivotal role in the development and functioning of our modern society. However, its neural basis remains poorly understood since previous research was focused on reading words with fixed gaze. Here we developed a methodological framework for single-trial analysis of fixation onset-related EEG activity (FOREA) that enabled us to investigate visual information processing during natural reading. To reveal the effect of reading skills on orthographic processing during natural reading, we measured how altering the configural properties of the written text by modifying inter-letter spacing affects FOREA. We found that orthographic processing is reflected in FOREA in three consecutive time windows (120–175 ms, 230–265 ms, 345–380 ms after fixation onset) and the magnitude of FOREA effects in the two later time intervals showed a close association with the participants’ reading speed: FOREA effects were larger in fast than in slow readers. Furthermore, these expertise-driven configural effects were clearly dissociable from the FOREA signatures of visual perceptual processes engaged to handle the increased crowding (155–220 ms) as a result of decreasing letter spacing. Our findings revealed that with increased reading skills orthographic processing becomes more sensitive to the configural properties of the written text. PMID:27231193

Contrast Responsivity in MT+ Correlates with Phonological Awareness and Reading Measures in Children

PubMed Central

Ben-Shachar, Michal; Dougherty, Robert F.; Deutsch, Gayle K.; Wandell, Brian A.

2007-01-01

There are several independent sets of findings concerning the neural basis of reading. One set demonstrates a powerful relationship between phonological processing and reading skills. Another set reveals a relationship between visual responses in the motion pathways and reading skills. It is widely assumed that these two findings are unrelated. We tested the hypothesis that phonological awareness is related to motion responsivity in children’s MT+. We measured BOLD signals to drifting gratings as a function of contrast. Subjects were 35 children ages 7–12y with a wide range of reading skills. Contrast responsivity in MT+, but not V1, was correlated with phonological awareness and to a lesser extent with two other measures of reading. No correlation was found between MT+ signals and rapid naming, age or general IQ measures. These results establish an important link between visual and phonological processing in children and suggest that MT+ responsivity is a marker for healthy reading development. PMID:17689981

Increased Complexities in Visual Search Behavior in Skilled Players for a Self-Paced Aiming Task

PubMed Central

Chia, Jingyi S.; Burns, Stephen F.; Barrett, Laura A.; Chow, Jia Y.

2017-01-01

The badminton serve is an important shot for winning a rally in a match. It combines good technique with the ability to accurately integrate visual information from the shuttle, racket, opponent, and intended landing point. Despite its importance and repercussive nature, to date no study has looked at the visual search behaviors during badminton service in the singles discipline. Unlike anticipatory tasks (e.g., shot returns), the serve presents an opportunity to explore the role of visual search behaviors in movement control for self-paced tasks. Accordingly, this study examined skill-related differences in visual behavior during the badminton singles serve. Skilled (n = 12) and less skilled (n = 12) participants performed 30 serves to a live opponent, while real-time eye movements were captured using a mobile gaze registration system. Frame-by-frame analyses of 662 serves were made and the skilled players took a longer preparatory time before serving. Visual behavior of the skilled players was characterized by significantly greater number of fixations on more areas of interest per trial than the less skilled. In addition, the skilled players spent a significantly longer time fixating on the court and net, whereas the less skilled players found the shuttle to be more informative. Quiet eye (QE) duration (indicative of superior sports performance) however, did not differ significantly between groups which has implications on the perceived importance of QE in the badminton serve. Moreover, while visual behavior differed by skill level, considerable individual differences were also observed especially within the skilled players. This augments the need for not just group-level analyses, but individualized analysis for a more accurate representation of visual behavior. Findings from this study thus provide an insight to the possible visual search strategies as players serve in net-barrier games. Moreover, this study highlighted an important aspect of badminton relating to deception and the implications of interpreting visual behavior of players. PMID:28659850

Increased Complexities in Visual Search Behavior in Skilled Players for a Self-Paced Aiming Task.

PubMed

Chia, Jingyi S; Burns, Stephen F; Barrett, Laura A; Chow, Jia Y

2017-01-01

The badminton serve is an important shot for winning a rally in a match. It combines good technique with the ability to accurately integrate visual information from the shuttle, racket, opponent, and intended landing point. Despite its importance and repercussive nature, to date no study has looked at the visual search behaviors during badminton service in the singles discipline. Unlike anticipatory tasks (e.g., shot returns), the serve presents an opportunity to explore the role of visual search behaviors in movement control for self-paced tasks. Accordingly, this study examined skill-related differences in visual behavior during the badminton singles serve. Skilled ( n = 12) and less skilled ( n = 12) participants performed 30 serves to a live opponent, while real-time eye movements were captured using a mobile gaze registration system. Frame-by-frame analyses of 662 serves were made and the skilled players took a longer preparatory time before serving. Visual behavior of the skilled players was characterized by significantly greater number of fixations on more areas of interest per trial than the less skilled. In addition, the skilled players spent a significantly longer time fixating on the court and net, whereas the less skilled players found the shuttle to be more informative. Quiet eye (QE) duration (indicative of superior sports performance) however, did not differ significantly between groups which has implications on the perceived importance of QE in the badminton serve. Moreover, while visual behavior differed by skill level, considerable individual differences were also observed especially within the skilled players. This augments the need for not just group-level analyses, but individualized analysis for a more accurate representation of visual behavior. Findings from this study thus provide an insight to the possible visual search strategies as players serve in net-barrier games. Moreover, this study highlighted an important aspect of badminton relating to deception and the implications of interpreting visual behavior of players.

Development of Object Permanence in Visually Impaired Infants.

ERIC Educational Resources Information Center

Rogers, S. J.; Puchalski, C. B.

1988-01-01

Development of object permanence skills was examined longitudinally in 20 visually impaired infants (ages 4-25 months). Order of skill acquisition and span of time required to master skills paralleled that of sighted infants, but the visually impaired subjects were 8-12 months older than sighted counterparts when similar skills were acquired.…

Age-Related Visual Changes and Their Impications for the Motor Skill Performance of Older Adults.

ERIC Educational Resources Information Center

Haywood, Kathleen M.; Trick, Linda R.

Physical changes in and conditions of the eye associated with the normal aging process are discussed with reference to their impact on performance in physical and recreational activities. Descriptions are given of characteristic changes in visual acuity in the areas of: (1) presbyopia (inability to clearly focus near images); (2) sensitivity to…

Does Visual Attention Span Relate to Eye Movements during Reading and Copying?

ERIC Educational Resources Information Center

Bosse, Marie-Line; Kandel, Sonia; Prado, Chloé; Valdois, Sylviane

2014-01-01

This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the…

Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter?

ERIC Educational Resources Information Center

Harper-Hill, Keely; Copland, David; Arnott, Wendy

2014-01-01

The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and…

Cognitive and Developmental Influences in Visual-Motor Integration Skills in Young Children

ERIC Educational Resources Information Center

Decker, Scott L.; Englund, Julia A.; Carboni, Jessica A.; Brooks, Janell H.

2011-01-01

Measures of visual-motor integration skills continue to be widely used in psychological assessments with children. However, the construct validity of many visual-motor integration measures remains unclear. In this study, we investigated the relative contributions of maturation and cognitive skills to the development of visual-motor integration…

Cross-linguistic interactions influence reading development in bilinguals: a comparison between early balanced French-Basque and Spanish-Basque bilingual children.

PubMed

Lallier, Marie; Acha, Joana; Carreiras, Manuel

2016-01-01

This study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque (transparent) bilingual children at Grade 2, and 16 additional children of each group at Grade 5. All of them were assessed in their common language (i.e. Basque) on tasks measuring word and pseudoword reading, phonemic awareness and visual attention span skills. The Spanish speaking groups showed better Basque pseudoword reading and better phonemic awareness abilities than their French speaking peers, but only in the most difficult conditions of the tasks. However, on the visual attention span task, the French-Basque bilinguals showed the most efficient visual processing strategies to perform the task. Therefore, learning to read in an additional language affected differently Basque literacy skills, depending on whether this additional orthography was opaque (e.g. French) or transparent (e.g. Spanish). Moreover, we showed that the most noteworthy effects of Spanish and French orthographic transparency on Basque performance were related to the size of the phonological and visual grain used to perform the tasks. © 2015 John Wiley & Sons Ltd.

Effects of aging on perception of motion

NASA Astrophysics Data System (ADS)

Kaur, Manpreet; Wilder, Joseph; Hung, George; Julesz, Bela

1997-09-01

Driving requires two basic visual components: 'visual sensory function' and 'higher order skills.' Among the elderly, it has been observed that when attention must be divided in the presence of multiple objects, their attentional skills and relational processes, along with impairment of basic visual sensory function, are markedly impaired. A high frame rate imaging system was developed to assess the elderly driver's ability to locate and distinguish computer generated images of vehicles and to determine their direction of motion in a simulated intersection. Preliminary experiments were performed at varying target speeds and angular displacements to study the effect of these parameters on motion perception. Results for subjects in four different age groups, ranging from mid- twenties to mid-sixties, show significantly better performance for the younger subjects as compared to the older ones.

Enhancing Visualization Skills-Improving Options and Success (EnViSIONS) of Engineering and Technology Students

ERIC Educational Resources Information Center

Veurink, N. L.; Hamlin, A. J.; Kampe; J. C. M.; Sorby, S. A.; Blasko, D. G.; Holliday-Darr, K. A.; Kremer, J. D. Trich; Harris, L. V. Abe; Connolly, P. E.; Sadowski, M. A.; Harris, K. S.; Brus, C. P.; Boyle, L. N.; Study, N. E.; Knott, T. W.

2009-01-01

Spatial visualization skills are vital to many careers and in particular to STEM fields. Materials have been developed at Michigan Technological University and Penn State Erie, The Behrend College to assess and develop spatial skills. The EnViSIONS (Enhancing Visualization Skills-Improving Options aNd Success) project is combining these materials…

Oxidative Stress, Motor Abilities, and Behavioral Adjustment in Children Treated for Acute Lymphoblastic Leukemia.

PubMed

Hockenberry, Marilyn J; Krull, Kevin R; Insel, Kathleen C; Harris, Lynnette L; Gundy, Patricia M; Adkins, Kristin B; Pasvogel, Alice E; Taylor, Olga A; Koerner, Kari M; Montgomery, David W; Ross, Adam K; Hill, Adam; Moore, Ida M

2015-09-01

To examine associations among oxidative stress, fine and visual-motor abilities, and behavioral adjustment in children receiving chemotherapy for acute lymphoblastic leukemia (ALL)
. A prospective, repeated-measures design
. Two pediatric oncology settings in the southwestern United States. 89 children with ALL were followed from diagnosis to the end of chemotherapy. Serial cerebrospinal fluid samples were collected during scheduled lumbar punctures and analyzed for oxidative stress biomarkers. Children completed fine motor dexterity, visual processing speed, and visual-motor integration measures at three time points. Parents completed child behavior ratings at the same times. Oxidative stress, fine motor dexterity, visual processing, visual-motor integration, and behavioral adjustment
. Children with ALL had below-average fine motor dexterity, visual processing speed, and visual-motor integration following the induction phase of ALL therapy. By end of therapy, visual processing speed normalized, and fine motor dexterity and visual-motor integration remained below average. Oxidative stress measures correlated with fine motor dexterity and visual-motor integration. Decreased motor functioning was associated with increased hyperactivity and anxiety
. Oxidative stress occurs following chemo-therapy for childhood ALL and is related to impaired fine motor skills and visual symptoms
. Early intervention should be considered to prevent fine motor and visual-spatial deficits, as well as behavioral problems.

The Early Development of Sight-Reading Skills in Adulthood: A Study of Eye Movements

ERIC Educational Resources Information Center

Penttinen, Marjaana; Huovinen, Erkki

2011-01-01

In this study the effects of skill development on the eye movements of beginning adult sight-readers were examined, focusing on changes in the allocation of visual attention within metrical units as well as in the processing of larger melodic intervals. The participants were future elementary school teachers, taking part in a 9-month-long music…

Optimizing text for an individual's visual system: The contribution of visual crowding to reading difficulties.

PubMed

Joo, Sung Jun; White, Alex L; Strodtman, Douglas J; Yeatman, Jason D

2018-06-01

Reading is a complex process that involves low-level visual processing, phonological processing, and higher-level semantic processing. Given that skilled reading requires integrating information among these different systems, it is likely that reading difficulty-known as dyslexia-can emerge from impairments at any stage of the reading circuitry. To understand contributing factors to reading difficulties within individuals, it is necessary to diagnose the function of each component of the reading circuitry. Here, we investigated whether adults with dyslexia who have impairments in visual processing respond to a visual manipulation specifically targeting their impairment. We collected psychophysical measures of visual crowding and tested how each individual's reading performance was affected by increased text-spacing, a manipulation designed to alleviate severe crowding. Critically, we identified a sub-group of individuals with dyslexia showing elevated crowding and found that these individuals read faster when text was rendered with increased letter-, word- and line-spacing. Our findings point to a subtype of dyslexia involving elevated crowding and demonstrate that individuals benefit from interventions personalized to their specific impairments. Copyright © 2018 Elsevier Ltd. All rights reserved.

Examining Chemistry Students Visual-Perceptual Skills Using the VSCS Tool and Interview Data

ERIC Educational Resources Information Center

Christian, Caroline

2010-01-01

The Visual-Spatial Chemistry Specific (VSCS) assessment tool was developed to test students' visual-perceptual skills, which are required to form a mental image of an object. The VSCS was designed around the theoretical framework of Rochford and Archer that provides eight distinct and well-defined visual-perceptual skills with identified problems…

Auditory-musical processing in autism spectrum disorders: a review of behavioral and brain imaging studies.

PubMed

Ouimet, Tia; Foster, Nicholas E V; Tryfon, Ana; Hyde, Krista L

2012-04-01

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterized by atypical social and communication skills, repetitive behaviors, and atypical visual and auditory perception. Studies in vision have reported enhanced detailed ("local") processing but diminished holistic ("global") processing of visual features in ASD. Individuals with ASD also show enhanced processing of simple visual stimuli but diminished processing of complex visual stimuli. Relative to the visual domain, auditory global-local distinctions, and the effects of stimulus complexity on auditory processing in ASD, are less clear. However, one remarkable finding is that many individuals with ASD have enhanced musical abilities, such as superior pitch processing. This review provides a critical evaluation of behavioral and brain imaging studies of auditory processing with respect to current theories in ASD. We have focused on auditory-musical processing in terms of global versus local processing and simple versus complex sound processing. This review contributes to a better understanding of auditory processing differences in ASD. A deeper comprehension of sensory perception in ASD is key to better defining ASD phenotypes and, in turn, may lead to better interventions. © 2012 New York Academy of Sciences.

Relationships between visual-motor and cognitive abilities in intellectual disabilities.

PubMed

Di Blasi, Francesco D; Elia, Flaviana; Buono, Serafino; Ramakers, Ger J A; Di Nuovo, Santo F

2007-06-01

The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

Visual and skill effects on soccer passing performance, kinematics, and outcome estimations

PubMed Central

Basevitch, Itay; Tenenbaum, Gershon; Land, William M.; Ward, Paul

2015-01-01

The role of visual information and action representations in executing a motor task was examined from a mental representations approach. High-skill (n = 20) and low-skill (n = 20) soccer players performed a passing task to two targets at distances of 9.14 and 18.29 m, under three visual conditions: normal, occluded, and distorted vision (i.e., +4.0 corrective lenses, a visual acuity of approximately 6/75) without knowledge of results. Following each pass, participants estimated the relative horizontal distance from the target as the ball crossed the target plane. Kinematic data during each pass were also recorded for the shorter distance. Results revealed that performance on the motor task decreased as a function of visual information and task complexity (i.e., distance from target) regardless of skill level. High-skill players performed significantly better than low-skill players on both the actual passing and estimation tasks, at each target distance and visual condition. In addition, kinematic data indicated that high-skill participants were more consistent and had different kinematic movement patterns than low-skill participants. Findings contribute to the understanding of the underlying mechanisms required for successful performance in a self-paced, discrete and closed motor task. PMID:25784886

Classroom Interpreting and Visual Information Processing in Mainstream Education for Deaf Students: Live or Memorex®?

PubMed Central

Marschark, Marc; Pelz, Jeff B.; Convertino, Carol; Sapere, Patricia; Arndt, Mary Ellen; Seewagen, Rosemarie

2006-01-01

This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students’ learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced deaf signers exposed to simultaneous, multiple sources of visual information. Results from three experiments consistently indicated no differences in learning between three-dimensional and two-dimensional presentations among hearing or deaf students. Analyses of students’ allocation of visual attention and the influence of various demographic and experimental variables suggested considerable flexibility in deaf students’ receptive communication skills. Nevertheless, the findings also revealed a robust advantage in learning in favor of hearing students. PMID:16628250

Novice Interpretations of Visual Representations of Geosciences Data

NASA Astrophysics Data System (ADS)

Burkemper, L. K.; Arthurs, L.

2013-12-01

Past cognition research of individual's perception and comprehension of bar and line graphs are substantive enough that they have resulted in the generation of graph design principles and graph comprehension theories; however, gaps remain in our understanding of how people process visual representations of data, especially of geologic and atmospheric data. This pilot project serves to build on others' prior research and begin filling the existing gaps. The primary objectives of this pilot project include: (i) design a novel data collection protocol based on a combination of paper-based surveys, think-aloud interviews, and eye-tracking tasks to investigate student data handling skills of simple to complex visual representations of geologic and atmospheric data, (ii) demonstrate that the protocol yields results that shed light on student data handling skills, and (iii) generate preliminary findings upon which tentative but perhaps helpful recommendations on how to more effectively present these data to the non-scientist community and teach essential data handling skills. An effective protocol for the combined use of paper-based surveys, think-aloud interviews, and computer-based eye-tracking tasks for investigating cognitive processes involved in perceiving, comprehending, and interpreting visual representations of geologic and atmospheric data is instrumental to future research in this area. The outcomes of this pilot study provide the foundation upon which future more in depth and scaled up investigations can build. Furthermore, findings of this pilot project are sufficient for making, at least, tentative recommendations that can help inform (i) the design of physical attributes of visual representations of data, especially more complex representations, that may aid in improving students' data handling skills and (ii) instructional approaches that have the potential to aid students in more effectively handling visual representations of geologic and atmospheric data that they might encounter in a course, television news, newspapers and magazines, and websites. Such recommendations would also be the potential subject of future investigations and have the potential to impact the design features when data is presented to the public and instructional strategies not only in geoscience courses but also other science, technology, engineering, and mathematics (STEM) courses.

Musicians have enhanced audiovisual multisensory binding: experience-dependent effects in the double-flash illusion.

PubMed

Bidelman, Gavin M

2016-10-01

Musical training is associated with behavioral and neurophysiological enhancements in auditory processing for both musical and nonmusical sounds (e.g., speech). Yet, whether the benefits of musicianship extend beyond enhancements to auditory-specific skills and impact multisensory (e.g., audiovisual) processing has yet to be fully validated. Here, we investigated multisensory integration of auditory and visual information in musicians and nonmusicians using a double-flash illusion, whereby the presentation of multiple auditory stimuli (beeps) concurrent with a single visual object (flash) induces an illusory perception of multiple flashes. We parametrically varied the onset asynchrony between auditory and visual events (leads and lags of ±300 ms) to quantify participants' "temporal window" of integration, i.e., stimuli in which auditory and visual cues were fused into a single percept. Results show that musically trained individuals were both faster and more accurate at processing concurrent audiovisual cues than their nonmusician peers; nonmusicians had a higher susceptibility for responding to audiovisual illusions and perceived double flashes over an extended range of onset asynchronies compared to trained musicians. Moreover, temporal window estimates indicated that musicians' windows (<100 ms) were ~2-3× shorter than nonmusicians' (~200 ms), suggesting more refined multisensory integration and audiovisual binding. Collectively, findings indicate a more refined binding of auditory and visual cues in musically trained individuals. We conclude that experience-dependent plasticity of intensive musical experience extends beyond simple listening skills, improving multimodal processing and the integration of multiple sensory systems in a domain-general manner.

Modeling the Length Effect: Specifying the Relation with Visual and Phonological Correlates of Reading

ERIC Educational Resources Information Center

van den Boer, Madelon; de Jong, Peter F.; Haentjens-van Meeteren, Marleen M.

2013-01-01

Beginning readers' reading latencies increase as words become longer. This length effect is believed to be a marker of a serial reading process. We examined the effects of visual and phonological skills on the length effect. Participants were 184 second-grade children who read 3- to 5-letter words and nonwords. Results indicated that reading…

Promoting Visualization Skills through Deconstruction Using Physical Models and a Visualization Activity Intervention

NASA Astrophysics Data System (ADS)

Schiltz, Holly Kristine

Visualization skills are important in learning chemistry, as these skills have been shown to correlate to high ability in problem solving. Students' understanding of visual information and their problem-solving processes may only ever be accessed indirectly: verbalization, gestures, drawings, etc. In this research, deconstruction of complex visual concepts was aligned with the promotion of students' verbalization of visualized ideas to teach students to solve complex visual tasks independently. All instructional tools and teaching methods were developed in accordance with the principles of the theoretical framework, the Modeling Theory of Learning: deconstruction of visual representations into model components, comparisons to reality, and recognition of students' their problemsolving strategies. Three physical model systems were designed to provide students with visual and tangible representations of chemical concepts. The Permanent Reflection Plane Demonstration provided visual indicators that students used to support or invalidate the presence of a reflection plane. The 3-D Coordinate Axis system provided an environment that allowed students to visualize and physically enact symmetry operations in a relevant molecular context. The Proper Rotation Axis system was designed to provide a physical and visual frame of reference to showcase multiple symmetry elements that students must identify in a molecular model. Focus groups of students taking Inorganic chemistry working with the physical model systems demonstrated difficulty documenting and verbalizing processes and descriptions of visual concepts. Frequently asked student questions were classified, but students also interacted with visual information through gestures and model manipulations. In an effort to characterize how much students used visualization during lecture or recitation, we developed observation rubrics to gather information about students' visualization artifacts and examined the effect instructors' modeled visualization artifacts had on students. No patterns emerged from the passive observation of visualization artifacts in lecture or recitation, but the need to elicit visual information from students was made clear. Deconstruction proved to be a valuable method for instruction and assessment of visual information. Three strategies for using deconstruction in teaching were distilled from the lessons and observations of the student focus groups: begin with observations of what is given in an image and what it's composed of, identify the relationships between components to find additional operations in different environments about the molecule, and deconstructing steps of challenging questions can reveal mistakes. An intervention was developed to teach students to use deconstruction and verbalization to analyze complex visualization tasks and employ the principles of the theoretical framework. The activities were scaffolded to introduce increasingly challenging concepts to students, but also support them as they learned visually demanding chemistry concepts. Several themes were observed in the analysis of the visualization activities. Students used deconstruction by documenting which parts of the images were useful for interpretation of the visual. Students identified valid patterns and rules within the images, which signified understanding of arrangement of information presented in the representation. Successful strategy communication was identified when students documented personal strategies that allowed them to complete the activity tasks. Finally, students demonstrated the ability to extend symmetry skills to advanced applications they had not previously seen. This work shows how the use of deconstruction and verbalization may have a great impact on how students master difficult topics and combined, they offer students a powerful strategy to approach visually demanding chemistry problems and to the instructor a unique insight to mentally constructed strategies.

Comparing Motor Skills in Autism Spectrum Individuals With and Without Speech Delay

PubMed Central

Barbeau, Elise B.; Meilleur, Andrée‐Anne S.; Zeffiro, Thomas A.

2015-01-01

Movement atypicalities in speed, coordination, posture, and gait have been observed across the autism spectrum (AS) and atypicalities in coordination are more commonly observed in AS individuals without delayed speech (DSM‐IV Asperger) than in those with atypical or delayed speech onset. However, few studies have provided quantitative data to support these mostly clinical observations. Here, we compared perceptual and motor performance between 30 typically developing and AS individuals (21 with speech delay and 18 without speech delay) to examine the associations between limb movement control and atypical speech development. Groups were matched for age, intelligence, and sex. The experimental design included: an inspection time task, which measures visual processing speed; the Purdue Pegboard, which measures finger dexterity, bimanual performance, and hand‐eye coordination; the Annett Peg Moving Task, which measures unimanual goal‐directed arm movement; and a simple reaction time task. We used analysis of covariance to investigate group differences in task performance and linear regression models to explore potential associations between intelligence, language skills, simple reaction time, and visually guided movement performance. AS participants without speech delay performed slower than typical participants in the Purdue Pegboard subtests. AS participants without speech delay showed poorer bimanual coordination than those with speech delay. Visual processing speed was slightly faster in both AS groups than in the typical group. Altogether, these results suggest that AS individuals with and without speech delay differ in visually guided and visually triggered behavior and show that early language skills are associated with slower movement in simple and complex motor tasks. Autism Res 2015, 8: 682–693. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research PMID:25820662

Effects of Two and Three-Dimensional Visual Objects on the Acquisition of Drawing Skills among JSS1 Students in Osun State, Nigeria

ERIC Educational Resources Information Center

Abass, Bada Tayo; Isyakka, Bello; Olaolu, Ijisakin Yemi; Olusegun, Fajuyigbe Michael

2014-01-01

The study examined the effects of two and three dimensional visual objects on learners' drawing skills in junior secondary schools in OsunState, Nigeria. It also determined students' ability to identify visual objects. Furthermore, it investigated the comparative effectiveness of two and three dimensional visual objects on drawing skills of junior…

Mathematics Literacy of Secondary Students in Solving Simultanenous Linear Equations

NASA Astrophysics Data System (ADS)

Sitompul, R. S. I.; Budayasa, I. K.; Masriyah

2018-01-01

This study examines the profile of secondary students’ mathematical literacy in solving simultanenous linear equations problems in terms of cognitive style of visualizer and verbalizer. This research is a descriptive research with qualitative approach. The subjects in this research consist of one student with cognitive style of visualizer and one student with cognitive style of verbalizer. The main instrument in this research is the researcher herself and supporting instruments are cognitive style tests, mathematics skills tests, problem-solving tests and interview guidelines. Research was begun by determining the cognitive style test and mathematics skill test. The subjects chosen were given problem-solving test about simultaneous linear equations and continued with interview. To ensure the validity of the data, the researcher conducted data triangulation; the steps of data reduction, data presentation, data interpretation, and conclusion drawing. The results show that there is a similarity of visualizer and verbalizer-cognitive style in identifying and understanding the mathematical structure in the process of formulating. There are differences in how to represent problems in the process of implementing, there are differences in designing strategies and in the process of interpreting, and there are differences in explaining the logical reasons.

Effects of Age and Visual-Motor Skills on Preschool Children's Computer-Game Performance.

ERIC Educational Resources Information Center

Strein, William

1987-01-01

The relationship of both age and visual-motor skills to performance on an arcade-like video game was studied with 16 preschool children. While age was positively related to performance, no significant relationship was found for the visual-motor skills variable. (Author/CB)

Developing Visual Creative Literacies through Integrating Art-Based Inquiry

ERIC Educational Resources Information Center

Smilan, Cathy

2016-01-01

Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing…

Mirror Visual Feedback Training Improves Intermanual Transfer in a Sport-Specific Task: A Comparison between Different Skill Levels.

PubMed

Steinberg, Fabian; Pixa, Nils Henrik; Doppelmayr, Michael

2016-01-01

Mirror training therapy is a promising tool to initiate neural plasticity and facilitate the recovery process of motor skills after diseases such as stroke or hemiparesis by improving the intermanual transfer of fine motor skills in healthy people as well as in patients. This study evaluated whether these augmented performance improvements by mirror visual feedback (MVF) could be used for learning a sport-specific skill and if the effects are modulated by skill level. A sample of 39 young, healthy, and experienced basketball and handball players and 41 novices performed a stationary basketball dribble task at a mirror box in a standing position and received either MVF or direct feedback. After four training days using only the right hand, performance of both hands improved from pre- to posttest measurements. Only the left hand (untrained) performance of the experienced participants receiving MVF was more pronounced than for the control group. This indicates that intermanual motor transfer can be improved by MVF in a sport-specific task. However, this effect cannot be generalized to motor learning per se since it is modulated by individuals' skill level, a factor that might be considered in mirror therapy research.

Mirror Visual Feedback Training Improves Intermanual Transfer in a Sport-Specific Task: A Comparison between Different Skill Levels

PubMed Central

Pixa, Nils Henrik; Doppelmayr, Michael

2016-01-01

Mirror training therapy is a promising tool to initiate neural plasticity and facilitate the recovery process of motor skills after diseases such as stroke or hemiparesis by improving the intermanual transfer of fine motor skills in healthy people as well as in patients. This study evaluated whether these augmented performance improvements by mirror visual feedback (MVF) could be used for learning a sport-specific skill and if the effects are modulated by skill level. A sample of 39 young, healthy, and experienced basketball and handball players and 41 novices performed a stationary basketball dribble task at a mirror box in a standing position and received either MVF or direct feedback. After four training days using only the right hand, performance of both hands improved from pre- to posttest measurements. Only the left hand (untrained) performance of the experienced participants receiving MVF was more pronounced than for the control group. This indicates that intermanual motor transfer can be improved by MVF in a sport-specific task. However, this effect cannot be generalized to motor learning per se since it is modulated by individuals' skill level, a factor that might be considered in mirror therapy research. PMID:27642526

Real-time lexical comprehension in young children learning American Sign Language.

PubMed

MacDonald, Kyle; LaMarr, Todd; Corina, David; Marchman, Virginia A; Fernald, Anne

2018-04-16

When children interpret spoken language in real time, linguistic information drives rapid shifts in visual attention to objects in the visual world. This language-vision interaction can provide insights into children's developing efficiency in language comprehension. But how does language influence visual attention when the linguistic signal and the visual world are both processed via the visual channel? Here, we measured eye movements during real-time comprehension of a visual-manual language, American Sign Language (ASL), by 29 native ASL-learning children (16-53 mos, 16 deaf, 13 hearing) and 16 fluent deaf adult signers. All signers showed evidence of rapid, incremental language comprehension, tending to initiate an eye movement before sign offset. Deaf and hearing ASL-learners showed similar gaze patterns, suggesting that the in-the-moment dynamics of eye movements during ASL processing are shaped by the constraints of processing a visual language in real time and not by differential access to auditory information in day-to-day life. Finally, variation in children's ASL processing was positively correlated with age and vocabulary size. Thus, despite competition for attention within a single modality, the timing and accuracy of visual fixations during ASL comprehension reflect information processing skills that are important for language acquisition regardless of language modality. © 2018 John Wiley & Sons Ltd.

Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders.

PubMed

Moll, Kristina; Göbel, Silke M; Snowling, Margaret J

2015-01-01

As well as being the hallmark of mathematics disorders, deficits in number processing have also been reported for individuals with reading disorders. The aim of the present study was to investigate separately the components of numerical processing affected in reading and mathematical disorders within the framework of the Triple Code Model. Children with reading disorders (RD), mathematics disorders (MD), comorbid deficits (RD + MD), and typically developing children (TD) were tested on verbal, visual-verbal, and nonverbal number tasks. As expected, children with MD were impaired across a broad range of numerical tasks. In contrast, children with RD were impaired in (visual-)verbal number tasks but showed age-appropriate performance in nonverbal number skills, suggesting their impairments were domain specific and related to their reading difficulties. The comorbid group showed an additive profile of the impairments of the two single-deficit groups. Performance in speeded verbal number tasks was related to rapid automatized naming, a measure of visual-verbal access in the RD but not in the MD group. The results indicate that deficits in number skills are due to different underlying cognitive deficits in children with RD compared to children with MD: a phonological deficit in RD and a deficit in processing numerosities in MD.

Visual Constructive and Visual-Motor Skills in Deaf Native Signers

ERIC Educational Resources Information Center

Hauser, Peter C.; Cohen, Julie; Dye, Matthew W. G.; Bavelier, Daphne

2007-01-01

Visual constructive and visual-motor skills in the deaf population were investigated by comparing performance of deaf native signers (n = 20) to that of hearing nonsigners (n = 20) on the Beery-Buktenica Developmental Test of Visual-Motor Integration, Rey-Osterrieth Complex Figure Test, Wechsler Memory Scale Visual Reproduction subtest, and…

Symbol-string sensitivity and adult performance in lexical decision.

PubMed

Pammer, Kristen; Lavis, Ruth; Cooper, Charity; Hansen, Peter C; Cornelissen, Piers L

2005-09-01

In this study of adult readers, we used a symbol-string task to assess participants' sensitivity to the position of briefly presented, non-alphabetic but letter-like symbols. We found that sensitivity in this task explained a significant proportion of sample variance in visual lexical decision. Based on a number of controls, we show that this relationship cannot be explained by other factors including: chronological age, intelligence, speed of processing and/or concentration, short term memory consolidation, or fixation stability. This approach represents a new way to elucidate how, and to what extent, individual variation in pre-orthographic visual and cognitive processes impinge on reading skills, and the results suggest that limitations set by visuo-spatial processes constrain visual word recognition.

The Coordination Dynamics of Observational Learning: Relative Motion Direction and Relative Phase as Informational Content Linking Action-Perception to Action-Production.

PubMed

Buchanan, John J

2016-01-01

The primary goal of this chapter is to merge together the visual perception perspective of observational learning and the coordination dynamics theory of pattern formation in perception and action. Emphasis is placed on identifying movement features that constrain and inform action-perception and action-production processes. Two sources of visual information are examined, relative motion direction and relative phase. The visual perception perspective states that the topological features of relative motion between limbs and joints remains invariant across an actor's motion and therefore are available for pickup by an observer. Relative phase has been put forth as an informational variable that links perception to action within the coordination dynamics theory. A primary assumption of the coordination dynamics approach is that environmental information is meaningful only in terms of the behavior it modifies. Across a series of single limb tasks and bimanual tasks it is shown that the relative motion and relative phase between limbs and joints is picked up through visual processes and supports observational learning of motor skills. Moreover, internal estimations of motor skill proficiency and competency are linked to the informational content found in relative motion and relative phase. Thus, the chapter links action to perception and vice versa and also links cognitive evaluations to the coordination dynamics that support action-perception and action-production processes.

Watch what you type: the role of visual feedback from the screen and hands in skilled typewriting.

PubMed

Snyder, Kristy M; Logan, Gordon D; Yamaguchi, Motonori

2015-01-01

Skilled typing is controlled by two hierarchically structured processing loops (Logan & Crump, 2011): The outer loop, which produces words, commands the inner loop, which produces keystrokes. Here, we assessed the interplay between the two loops by investigating how visual feedback from the screen (responses either were or were not echoed on the screen) and the hands (the hands either were or were not covered with a box) influences the control of skilled typing. Our results indicated, first, that the reaction time of the first keystroke was longer when responses were not echoed than when they were. Also, the interkeystroke interval (IKSI) was longer when the hands were covered than when they were visible, and the IKSI for responses that were not echoed was longer when explicit error monitoring was required (Exp. 2) than when it was not required (Exp. 1). Finally, explicit error monitoring was more accurate when response echoes were present than when they were absent, and implicit error monitoring (i.e., posterror slowing) was not influenced by visual feedback from the screen or the hands. These findings suggest that the outer loop adjusts the inner-loop timing parameters to compensate for reductions in visual feedback. We suggest that these adjustments are preemptive control strategies designed to execute keystrokes more cautiously when visual feedback from the hands is absent, to generate more cautious motor programs when visual feedback from the screen is absent, and to enable enough time for the outer loop to monitor keystrokes when visual feedback from the screen is absent and explicit error reports are required.

Thinking Maps in Writing Project in English for Taiwanese Elementary School Students

ERIC Educational Resources Information Center

Fan, Yu Shu

2016-01-01

Thinking Maps is a language of eight visual patterns, each based on a fundamental thought process, designed by Dr. David N. Hyerle. The visual patterns are based on cognitive skills and applied in all content areas. Not only are they used in different combinations for depth and complexity, but are also used by all members in the school community.…

Gender-specific contribution of a visual cognition network to reading abilities.

PubMed

Huestegge, Lynn; Heim, Stefan; Zettelmeyer, Elena; Lange-Küttner, Christiane

2012-02-01

Based on the assumption that boys are more likely to tackle reading based on the visual modality, we assessed reading skills, visual short-term memory (VSTM), visual long-term memory for details (VLTM-D), and general non-verbal cognitive ability in primary school children. Reading was within the normal range in both accuracy and understanding. There was no reading performance gap in favour of girls, on the contrary, in this sample boys read better. An entire array of visual, non-verbal processes was associated directly or indirectly with reading in boys, whereas this pattern was not observed for the girls. ©2011 The British Psychological Society.

Improving Empathy and Communication Skills of Visually Impaired Early Adolescents through a Psycho-Education Program

ERIC Educational Resources Information Center

Yildiz, Mehmet Ali; Duy, Baki

2013-01-01

The purpose of this study was to investigate the effectiveness of an interpersonal communication skills psycho-education program to improve empathy and communication skills of visually impaired adolescents. Participants of the study were sixteen early adolescents schooling in an elementary school for visually impaired youth in Diyarbakir. The…

Neurocognitive Predictors of Mathematical Processing in School-Aged Children with Spina Bifida and Their Typically Developing Peers: Attention, Working Memory, and Fine Motor Skills

PubMed Central

Raghubar, Kimberly P.; Barnes, Marcia A.; Dennis, Maureen; Cirino, Paul T.; Taylor, Heather; Landry, Susan

2015-01-01

Objective Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Method Participants were 9.5-year-old children with SBM (N = 44) and typically developing children (N = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Results Children with SBM performed similarly to peers on exact arithmetic but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention but not alerting and executive attention. Multiple mediation models showed that: fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Conclusions Results are discussed with reference to models of attention, WM, and mathematical cognition. PMID:26011113

Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A; Dennis, Maureen; Cirino, Paul T; Taylor, Heather; Landry, Susan

2015-11-01

Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Participants were 9.5-year-old children with SBM (n = 44) and typically developing children (n = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Children with SBM performed similarly to peers on exact arithmetic, but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention, but not on alerting and executive attention. Multiple mediation models showed that fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Results are discussed with reference to models of attention, WM, and mathematical cognition. (c) 2015 APA, all rights reserved).

Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia.

PubMed

Fusco, Natália; Germano, Giseli Donadon; Capellini, Simone Aparecida

2015-01-01

To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

Does viotin activate violin more than viocin? On the use of visual cues during visual-word recognition.

PubMed

Perea, Manuel; Panadero, Victoria

2014-01-01

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word's overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children - this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word's visual cues, presumably because of poor letter representations.

Geo-Sandbox: An Interactive Geoscience Training Tool with Analytics to Better Understand Student Problem Solving Approaches

NASA Astrophysics Data System (ADS)

Butt, N.; Pidlisecky, A.; Ganshorn, H.; Cockett, R.

2015-12-01

The software company 3 Point Science has developed three interactive learning programs designed to teach, test and practice visualization skills and geoscience concepts. A study was conducted with 21 geoscience students at the University of Calgary who participated in 2 hour sessions of software interaction and written pre and post-tests. Computer and SMART touch table interfaces were used to analyze user interaction, problem solving methods and visualization skills. By understanding and pinpointing user problem solving methods it is possible to reconstruct viewpoints and thought processes. This could allow us to give personalized feedback in real time, informing the user of problem solving tips and possible misconceptions.

Mobility scooter driving ability in visually impaired individuals.

PubMed

Cordes, Christina; Heutink, Joost; Brookhuis, Karel A; Brouwer, Wiebo H; Melis-Dankers, Bart J M

2018-06-01

To investigate how well visually impaired individuals can learn to use mobility scooters and which parts of the driving task deserve special attention. A mobility scooter driving skill test was developed to compare driving skills (e.g. reverse driving, turning) between 48 visually impaired (very low visual acuity = 14, low visual acuity = 10, peripheral field defects = 11, multiple visual impairments = 13) and 37 normal-sighted controls without any prior experience with mobility scooters. Performance on this test was rated on a three-point scale. Furthermore, the number of extra repetitions on the different elements were noted. Results showed that visually impaired participants were able to gain sufficient driving skills to be able to use mobility scooters. Participants with visual field defects combined with low visual acuity showed most problems learning different skills and needed more training. Reverse driving and stopping seemed to be most difficult. The present findings suggest that visually impaired individuals are able to learn to drive mobility scooters. Mobility scooter allocators should be aware that these individuals might need more training on certain elements of the driving task. Implications for rehabilitation Visual impairments do not necessarily lead to an inability to acquire mobility scooter driving skills. Individuals with peripheral field defects (especially in combination with reduced visual acuity) need more driving ability training compared to normal-sighted people - especially to accomplish reversing. Individual assessment of visually impaired people is recommended, since participants in this study showed a wide variation in ability to learn driving a mobility scooter.

Visual Skills and Chinese Reading Acquisition: A Meta-Analysis of Correlation Evidence

ERIC Educational Resources Information Center

Yang, Ling-Yan; Guo, Jian-Peng; Richman, Lynn C.; Schmidt, Frank L.; Gerken, Kathryn C.; Ding, Yi

2013-01-01

This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a…

Visual Thinking in Teaching History: Reading the Visual Thinking Skills of 12 Year-Old Pupils in Istanbul

ERIC Educational Resources Information Center

Dilek, Gulcin

2010-01-01

This study aims to explore the visual thinking skills of some sixth grade (12-13 year-old) primary pupils who created visual interpretations during history courses. Pupils drew pictures describing historical scenes or events based on visual sources. They constructed these illustrations by using visual and written primary and secondary sources in…

Visual-spatial thinking: An aspect of science overlooked by educators

NASA Astrophysics Data System (ADS)

Mathewson, James H.

1999-01-01

Thinking with images plays a central role in scientific creativity and communication but is neglected in science classrooms. This article reviews the fundamental role of imagery in science and technology and our current knowledge of visual-spatial cognition. A novel analogic and thematic organization of images and visualization within science and technology is proposed that can help in the generation and evaluation of classroom activities and materials, and serve as a focus for professional development programs in visual-spatial thinking for science teachers. Visual-spatial thinking includes vision - using the eyes to identify, locate, and think about objects and ourselves in the world, and imagery - the formation, inspection, transformation, and maintenance of images in the mind's eye in the absence of a visual stimulus. A spatial image preserves relationships among a complex set of ideas as a single chunk in working memory, increasing the amount of information that can be maintained in consciousness at a given moment. Vision and imagery are fundamental cognitive processes using specialized pathways in the brain and rely on our memory of prior experience. Visual-spatial thinking develops from birth, together with language and other specialized abilities, through interactions between inherited capabilities and experience. Scientific creativity can be considered as an amalgam of three closely allied mental formats: images; metaphors; and unifying ideas (themes). Combinations of images, analogies, and themes pervade science in the form of master images and visualization techniques. A critique of current practice in education contrasts the subservient role of visual-spatial learning with the dominance of the alphanumeric encoding skills in classroom and textbooks. The lack of coherence in curriculum, pedagogy, and learning theory requires reform that addresses thinking skills, including imagery. Successful integration of information, skills and attitudes into cohesive mental schemata employed by self-aware human beings is a basic goal of education. The current attempt to impose integration using themes is criticized on the grounds that the required underpinning in cognitive skills and content knowledge by teachers and students may be absent. Teaching strategies that employ visual-spatial thinking are reviewed. Master images are recommended as a novel point of departure for a systematic development of programs on visual-spatial thinking in research, teacher education, curriculum, and classroom practice.

Interrelations in the Development of Primary School Learners' Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

ERIC Educational Resources Information Center

Šlahova, Aleksandra; Volonte, Ilze; Cacka, Maris

2017-01-01

Creative imagination is a psychic process of creating a new original image, idea or art work based on the acquired knowledge, skills, and abilities as well as on the experience of creative activity. The best of all primary school learners' creative imagination develops at the lessons of visual art, aimed at teaching them to understand what is…

Revisiting the Relations between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement during the School-Age Years

ERIC Educational Resources Information Center

Cormier, Damien C.; McGrew, Kevin S.; Bulut, Okan; Funamoto, Allyson

2017-01-01

This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency,…

A novel computational model to probe visual search deficits during motor performance

PubMed Central

Singh, Tarkeshwar; Fridriksson, Julius; Perry, Christopher M.; Tryon, Sarah C.; Ross, Angela; Fritz, Stacy

2016-01-01

Successful execution of many motor skills relies on well-organized visual search (voluntary eye movements that actively scan the environment for task-relevant information). Although impairments of visual search that result from brain injuries are linked to diminished motor performance, the neural processes that guide visual search within this context remain largely unknown. The first objective of this study was to examine how visual search in healthy adults and stroke survivors is used to guide hand movements during the Trail Making Test (TMT), a neuropsychological task that is a strong predictor of visuomotor and cognitive deficits. Our second objective was to develop a novel computational model to investigate combinatorial interactions between three underlying processes of visual search (spatial planning, working memory, and peripheral visual processing). We predicted that stroke survivors would exhibit deficits in integrating the three underlying processes, resulting in deteriorated overall task performance. We found that normal TMT performance is associated with patterns of visual search that primarily rely on spatial planning and/or working memory (but not peripheral visual processing). Our computational model suggested that abnormal TMT performance following stroke is associated with impairments of visual search that are characterized by deficits integrating spatial planning and working memory. This innovative methodology provides a novel framework for studying how the neural processes underlying visual search interact combinatorially to guide motor performance. NEW & NOTEWORTHY Visual search has traditionally been studied in cognitive and perceptual paradigms, but little is known about how it contributes to visuomotor performance. We have developed a novel computational model to examine how three underlying processes of visual search (spatial planning, working memory, and peripheral visual processing) contribute to visual search during a visuomotor task. We show that deficits integrating spatial planning and working memory underlie abnormal performance in stroke survivors with frontoparietal damage. PMID:27733596

Creating Visual Materials for Multi-Handicapped Deaf Learners.

ERIC Educational Resources Information Center

Hack, Carole; Brosmith, Susan

1980-01-01

The article describes two groups of visual materials developed for multiply handicapped deaf teenagers. The daily living skills project includes vocabulary lists, visuals, games and a model related to household cleaning, personal grooming, or consumer skills. The occupational information project includes visuals of tools, materials, and clothing…

Race and Dyslexia

ERIC Educational Resources Information Center

Hoyles, Asher; Hoyles, Martin

2010-01-01

This article begins with a definition of dyslexia as genetic, involving language processing and phonological awareness. It goes beyond reading and writing difficulties to include, for example, sequencing, orientation, short-term memory, speed, circumlocution, organisational skills, visual thinking, self-esteem and anger. Dyslexia, though…

Dynamic Stimuli And Active Processing In Human Visual Perception

NASA Astrophysics Data System (ADS)

Haber, Ralph N.

1990-03-01

Theories of visual perception traditionally have considered a static retinal image to be the starting point for processing; and has considered processing both to be passive and a literal translation of that frozen, two dimensional, pictorial image. This paper considers five problem areas in the analysis of human visually guided locomotion, in which the traditional approach is contrasted to newer ones that utilize dynamic definitions of stimulation, and an active perceiver: (1) differentiation between object motion and self motion, and among the various kinds of self motion (e.g., eyes only, head only, whole body, and their combinations); (2) the sources and contents of visual information that guide movement; (3) the acquisition and performance of perceptual motor skills; (4) the nature of spatial representations, percepts, and the perceived layout of space; and (5) and why the retinal image is a poor starting point for perceptual processing. These newer approaches argue that stimuli must be considered as dynamic: humans process the systematic changes in patterned light when objects move and when they themselves move. Furthermore, the processing of visual stimuli must be active and interactive, so that perceivers can construct panoramic and stable percepts from an interaction of stimulus information and expectancies of what is contained in the visual environment. These developments all suggest a very different approach to the computational analyses of object location and identification, and of the visual guidance of locomotion.

TVA-based assessment of visual attentional functions in developmental dyslexia

PubMed Central

Bogon, Johanna; Finke, Kathrin; Stenneken, Prisca

2014-01-01

There is an ongoing debate whether an impairment of visual attentional functions constitutes an additional or even an isolated deficit of developmental dyslexia (DD). Especially performance in tasks that require the processing of multiple visual elements in parallel has been reported to be impaired in DD. We review studies that used parameter-based assessment for identifying and quantifying impaired aspect(s) of visual attention that underlie this multi-element processing deficit in DD. These studies used the mathematical framework provided by the “theory of visual attention” (Bundesen, 1990) to derive quantitative measures of general attentional resources and attentional weighting aspects on the basis of behavioral performance in whole- and partial-report tasks. Based on parameter estimates in children and adults with DD, the reviewed studies support a slowed perceptual processing speed as an underlying primary deficit in DD. Moreover, a reduction in visual short term memory storage capacity seems to present a modulating component, contributing to difficulties in written language processing. Furthermore, comparing the spatial distributions of attentional weights in children and adults suggests that having limited reading and writing skills might impair the development of a slight leftward bias, that is typical for unimpaired adult readers. PMID:25360129

Relation of Infant Vision to Early Cognitive and Language Status.

ERIC Educational Resources Information Center

Duckman, Robert; Tulloch, Deborah

Relationships between infant visual skills and the development of object permanence and expressive language skills were examined with 31 infants in three groups: visually typical, visually atypical, and Down Syndrome. Measures used to evaluate visual status were: forced preferential looking, optokinetic nystagmus, and behavioral. Object permanence…

Use of photography to support the learning process of science teachers of ninth through twelfth grades in the schools of Kuwait

NASA Astrophysics Data System (ADS)

Alenizi, Abdulaziz

The purpose of the study was to investigate the relevance of teachers in Kuwait when utilizing photographic aids in the classroom. Specifically, this study assessed learning outcomes of teachers amongst high school students in schools at Kuwait. The learning outcomes were then compared with teachers who are barred from using photographic aids. The research utilized a descriptive quantitative research design. The number of participants was limited to an acceptable number in the range of 250--300. Data were collected through a questionnaire and analyses were conducted using various types of statistical designs for interpretation, specifically Spearman correlation analysis. The study revealed that visual media such as images and photographs made it easy for the students to understand the concepts of science subjects, specifically biology, physics, and chemistry. Visual media should be included in the curriculum to enhance the comprehension level of students. The government of Kuwaiti, therefore, should to encourage the use of visual aids in schools to enhance learning. The research did not indicate a capacity of skills students and teachers can employ effectively when using visual aids. There also remains a gap between possessing the skills and applying them in the school. Benefits associated with visuals aids in teaching are evident in the study. With the adoption of audio-visual methods of learning, students are presented with opportunities to develop their own ideas and opinions, thus boosting their own interpersonal skills while at the same time questioning the authenticity and relevance of the concepts at hand. The major merit of audio-visual platforms in classroom learning is they cause students to break complex science concepts into finer components that can be easily understood.

Hyperopia and emergent literacy of young children: pilot study.

PubMed

Shankar, Sunita; Evans, Mary Ann; Bobier, William R

2007-11-01

To compare emergent literacy skills in uncorrected hyperopic and emmetropic children. "Hyperopes" (>or=2.00 D sphere along the most hyperopic meridian; n=13; aged 67+/-13 mo) and "emmetropes" (

Exploring EFL Students' Visual Literacy Skills and Global Understanding through Their Analysis of Louis Vuitton's Advertisement Featuring Mikhail Gorbachev

ERIC Educational Resources Information Center

Takaya, Kentei

2016-01-01

Visual literacy is an important skill for students to have in order to interpret embedded messages on signs and in advertisements successfully. As advertisements today tend to feature iconic people or events that shaped the modern world, it is crucial to develop students' visual literacy skills so they can comprehend the intended messages. This…

Effects of Using Dynamic Mathematics Software on Preservice Mathematics Teachers' Spatial Visualization Skills: The Case of Spatial Analytic Geometry

ERIC Educational Resources Information Center

Kösa, Temel

2016-01-01

The purpose of this study was to investigate the effects of using dynamic geometry software on preservice mathematics teachers' spatial visualization skills and to determine whether spatial visualization skills can be a predictor of success in learning analytic geometry of space. The study used a quasi-experimental design with a control group.…

Computer-enhanced visual learning method: a paradigm to teach and document surgical skills.

PubMed

Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E

2009-09-01

Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs.

Computer-Enhanced Visual Learning Method: A Paradigm to Teach and Document Surgical Skills

PubMed Central

Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E.

2009-01-01

Innovation Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. Aim of Innovation CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. Results CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs. PMID:21975716

Does the reading of different orthographies produce distinct brain activity patterns? An ERP study.

PubMed

Bar-Kochva, Irit; Breznitz, Zvia

2012-01-01

Orthographies vary in the degree of transparency of spelling-sound correspondence. These range from shallow orthographies with transparent grapheme-phoneme relations, to deep orthographies, in which these relations are opaque. Only a few studies have examined whether orthographic depth is reflected in brain activity. In these studies a between-language design was applied, making it difficult to isolate the aspect of orthographic depth. In the present work this question was examined using a within-subject-and-language investigation. The participants were speakers of Hebrew, as they are skilled in reading two forms of script transcribing the same oral language. One form is the shallow pointed script (with diacritics), and the other is the deep unpointed script (without diacritics). Event-related potentials (ERPs) were recorded while skilled readers carried out a lexical decision task in the two forms of script. A visual non-orthographic task controlled for the visual difference between the scripts (resulting from the addition of diacritics to the pointed script only). At an early visual-perceptual stage of processing (~165 ms after target onset), the pointed script evoked larger amplitudes with longer latencies than the unpointed script at occipital-temporal sites. However, these effects were not restricted to orthographic processing, and may therefore have reflected, at least in part, the visual load imposed by the diacritics. Nevertheless, the results implied that distinct orthographic processing may have also contributed to these effects. At later stages (~340 ms after target onset) the unpointed script elicited larger amplitudes than the pointed one with earlier latencies. As this latency has been linked to orthographic-linguistic processing and to the classification of stimuli, it is suggested that these differences are associated with distinct lexical processing of a shallow and a deep orthography.

Effect of prematurity and low birth weight in visual abilities and school performance.

PubMed

Perez-Roche, T; Altemir, I; Giménez, G; Prieto, E; González, I; Peña-Segura, J L; Castillo, O; Pueyo, V

2016-12-01

Prematurity and low birth weight are known risk factors for cognitive and developmental impairments, and school failure. Visual perceptual and visual motor skills seem to be among the most affected cognitive domains in these children. To assess the influence of prematurity and low birth weight in visual cognitive skills and school performance. We performed a prospective cohort study, which included 80 boys and girls in an age range from 5 to 13. Subjects were grouped by gestational age at birth (preterm, <37 weeks; term, 37-42 weeks) and birth weight (small for gestational age (SGA), <10th centile; appropriate weight for gestational age (AGA), ≥10th centile). Each child underwent full ophthalmologic assessment and standardized testing of visual cognitive abilities (Test of Visual Perceptual Skills and Test of Visual Analysis Skills). Parents completed a questionnaire on school performance in children. Figure-ground skill and visual motor integration were significantly decreased in the preterm birth group, compared with term control subjects (figure-ground: 45.7 vs 66.5, p=0.012; visual motor integration, TVAS: (9.9 vs 11.8, p=0.018), while outcomes of visual memory (29.0 vs 47.7, p=0.012), form constancy (33.3 vs 52.8, p=0.019), figure-ground (37.4 vs 65.6, p=0.001), and visual closure (43.7 vs 62.6 p=0.016) testing were lower in the SGA (vs AGA) group. Visual cognitive difficulties corresponded with worse performance in mathematics (r=0.414, p=0.004) and reading (r=0.343, p=0.018). Specific patterns of visual perceptual and visual motor deficits are displayed by children born preterm or SGA, which hinder mathematics and reading performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Simulators for training in ultrasound guided procedures.

PubMed

Farjad Sultan, Syed; Shorten, George; Iohom, Gabrielle

2013-06-01

The four major categories of skill sets associated with proficiency in ultrasound guided regional anaesthesia are 1) understanding device operations, 2) image optimization, 3) image interpretation and 4) visualization of needle insertion and injection of the local anesthetic solution. Of these, visualization of needle insertion and injection of local anaesthetic solution can be practiced using simulators and phantoms. This survey of existing simulators summarizes advantages and disadvantages of each. Current deficits pertain to the validation process.

Visually Impaired: Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

The curriculum guide provides guidelines for developing academic and living vocational skills in visually handicapped students from preschool to adolescence. The document, divided into two sections, outlines objectives, teaching strategies, and materials for each skill area. Section 1 covers the following academic skills: communication,…

Proofs without Words: A Visual Application of Reasoning and Proof

ERIC Educational Resources Information Center

Bell, Carol J.

2011-01-01

Reasoning and Proof is one of the Process Standards set forth in National Council of Teachers of Mathematics' (NCTM) "Principles and Standards for School Mathematics." Thus, it is important to give students opportunities to build their reasoning skills and aid their understanding of the proof process. Teaching students how to do proofs is a…

Conveying Clinical Reasoning Based on Visual Observation via Eye-Movement Modelling Examples

ERIC Educational Resources Information Center

Jarodzka, Halszka; Balslev, Thomas; Holmqvist, Kenneth; Nystrom, Marcus; Scheiter, Katharina; Gerjets, Peter; Eika, Berit

2012-01-01

Complex perceptual tasks, like clinical reasoning based on visual observations of patients, require not only conceptual knowledge about diagnostic classes but also the skills to visually search for symptoms and interpret these observations. However, medical education so far has focused very little on how visual observation skills can be…

Peer-Review of Digital Educational Resources--A Rigorous Review Process Developed by the Climate Literacy and Energy Awareness Network (CLEAN)

ERIC Educational Resources Information Center

Gold, Anne U.; Ledley, Tamara Shapiro; Buhr, Susan M.; Fox, Sean; McCaffrey, Mark; Niepold, Frank; Manduca, Cathy; Lynds, Susan E.

2012-01-01

Educators seek to develop 21st century skills in the classroom by incorporating educational materials other than textbooks into their lessons, such as digitally available activities, videos, and visualizations. A problem that educators face is that no review process similar to the formal adoption processes used for K-12 textbooks or the…

Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students.

PubMed

Ohl, Alisha M; Graze, Hollie; Weber, Karen; Kenny, Sabrina; Salvatore, Christie; Wagreich, Sarah

2013-01-01

This study examined the efficacy of a 10-wk Tier 1 Response to Intervention (RtI) program developed in collaboration with classroom teachers to improve the fine motor and visual-motor skills of general education kindergarten students. We recruited 113 students in six elementary schools. Two general education kindergarten classrooms at each school participated in the study. Classrooms were randomly assigned to the intervention and control groups. Fine motor skills, pencil grip, and visual-motor integration were measured at the beginning of the school year and after the 10-wk intervention. The intervention group demonstrated a statistically significant increase in fine motor and visual-motor skills, whereas the control group demonstrated a slight decline in both areas. Neither group demonstrated a change in pencil grip. This study provides preliminary evidence that a Tier 1 RtI program can improve fine motor and visual-motor skills in kindergarten students. Copyright © 2013 by the American Occupational Therapy Association, Inc.

Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology

PubMed Central

Quillin, Kim; Thomas, Stephen

2015-01-01

The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report’s Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices. PMID:25713094

Mirror reversal and visual rotation are learned and consolidated via separate mechanisms: recalibrating or learning de novo?

PubMed

Telgen, Sebastian; Parvin, Darius; Diedrichsen, Jörn

2014-10-08

Motor learning tasks are often classified into adaptation tasks, which involve the recalibration of an existing control policy (the mapping that determines both feedforward and feedback commands), and skill-learning tasks, requiring the acquisition of new control policies. We show here that this distinction also applies to two different visuomotor transformations during reaching in humans: Mirror-reversal (left-right reversal over a mid-sagittal axis) of visual feedback versus rotation of visual feedback around the movement origin. During mirror-reversal learning, correct movement initiation (feedforward commands) and online corrections (feedback responses) were only generated at longer latencies. The earliest responses were directed into a nonmirrored direction, even after two training sessions. In contrast, for visual rotation learning, no dependency of directional error on reaction time emerged, and fast feedback responses to visual displacements of the cursor were immediately adapted. These results suggest that the motor system acquires a new control policy for mirror reversal, which initially requires extra processing time, while it recalibrates an existing control policy for visual rotations, exploiting established fast computational processes. Importantly, memory for visual rotation decayed between sessions, whereas memory for mirror reversals showed offline gains, leading to better performance at the beginning of the second session than in the end of the first. With shifts in time-accuracy tradeoff and offline gains, mirror-reversal learning shares common features with other skill-learning tasks. We suggest that different neuronal mechanisms underlie the recalibration of an existing versus acquisition of a new control policy and that offline gains between sessions are a characteristic of latter. Copyright © 2014 the authors 0270-6474/14/3413768-12$15.00/0.

Skills and Knowledge for Data-Intensive Environmental Research

PubMed Central

Hampton, Stephanie E.; Jones, Matthew B.; Wasser, Leah A.; Schildhauer, Mark P.; Supp, Sarah R.; Brun, Julien; Hernandez, Rebecca R.; Boettiger, Carl; Collins, Scott L.; Gross, Louis J.; Fernández, Denny S.; Budden, Amber; White, Ethan P.; Teal, Tracy K.; Aukema, Juliann E.

2017-01-01

Abstract The scale and magnitude of complex and pressing environmental issues lend urgency to the need for integrative and reproducible analysis and synthesis, facilitated by data-intensive research approaches. However, the recent pace of technological change has been such that appropriate skills to accomplish data-intensive research are lacking among environmental scientists, who more than ever need greater access to training and mentorship in computational skills. Here, we provide a roadmap for raising data competencies of current and next-generation environmental researchers by describing the concepts and skills needed for effectively engaging with the heterogeneous, distributed, and rapidly growing volumes of available data. We articulate five key skills: (1) data management and processing, (2) analysis, (3) software skills for science, (4) visualization, and (5) communication methods for collaboration and dissemination. We provide an overview of the current suite of training initiatives available to environmental scientists and models for closing the skill-transfer gap. PMID:28584342

Skills and Knowledge for Data-Intensive Environmental Research.

PubMed

Hampton, Stephanie E; Jones, Matthew B; Wasser, Leah A; Schildhauer, Mark P; Supp, Sarah R; Brun, Julien; Hernandez, Rebecca R; Boettiger, Carl; Collins, Scott L; Gross, Louis J; Fernández, Denny S; Budden, Amber; White, Ethan P; Teal, Tracy K; Labou, Stephanie G; Aukema, Juliann E

2017-06-01

The scale and magnitude of complex and pressing environmental issues lend urgency to the need for integrative and reproducible analysis and synthesis, facilitated by data-intensive research approaches. However, the recent pace of technological change has been such that appropriate skills to accomplish data-intensive research are lacking among environmental scientists, who more than ever need greater access to training and mentorship in computational skills. Here, we provide a roadmap for raising data competencies of current and next-generation environmental researchers by describing the concepts and skills needed for effectively engaging with the heterogeneous, distributed, and rapidly growing volumes of available data. We articulate five key skills: (1) data management and processing, (2) analysis, (3) software skills for science, (4) visualization, and (5) communication methods for collaboration and dissemination. We provide an overview of the current suite of training initiatives available to environmental scientists and models for closing the skill-transfer gap.

The effect of amblyopia on fine motor skills in children.

PubMed

Webber, Ann L; Wood, Joanne M; Gole, Glen A; Brown, Brian

2008-02-01

In an investigation of the functional impact of amblyopia in children, the fine motor skills of amblyopes and age-matched control subjects were compared. The influence of visual factors that might predict any decrement in fine motor skills was also explored. Vision and fine motor skills were tested in a group of children (n = 82; mean age, 8.2 +/- 1.7 [SD] years) with amblyopia of different causes (infantile esotropia, n = 17; acquired strabismus, n = 28; anisometropia, n = 15; mixed, n = 13; and deprivation n = 9), and age-matched control children (n = 37; age 8.3 +/- 1.3 years). Visual motor control (VMC) and upper limb speed and dexterity (ULSD) items of the Bruininks-Oseretsky Test of Motor Proficiency were assessed, and logMAR visual acuity (VA) and Randot stereopsis were measured. Multiple regression models were used to identify the visual determinants of fine motor skills performance. Amblyopes performed significantly poorer than control subjects on 9 of 16 fine motor skills subitems and for the overall age-standardized scores for both VMC and ULSD items (P < 0.05). The effects were most evident on timed tasks. The etiology of amblyopia and level of binocular function significantly affected fine motor skill performance on both items; however, when examined in a multiple regression model that took into account the intercorrelation between visual characteristics, poorer fine motor skills performance was associated with strabismus (F(1,75) = 5.428; P = 0.022), but not with the level of binocular function, refractive error, or visual acuity in either eye. Fine motor skills were reduced in children with amblyopia, particularly those with strabismus, compared with control subjects. The deficits in motor performance were greatest on manual dexterity tasks requiring speed and accuracy.

Negative emotion does not enhance recall skills in adults with autistic spectrum disorders.

PubMed

Deruelle, C; Hubert, B; Santos, A; Wicker, B

2008-04-01

Recent empirical findings suggest a significant influence of emotion on memory processes. Surprisingly, although emotion-processing difficulties appear to be a hallmark feature in autism spectrum disorders (ASD), their impact on higher-level cognitive functions, such as memory, has not been directly studied in this population. The aim of this study was to address this issue by assessing whether the emotional valence of visual scenes affects recall skills in high-functioning individuals with ASD. To this purpose, their recall performance of neutral and emotional pictures was compared with that of typically developing adults (control group). Results revealed that while typically developing individuals showed enhanced recall skills for negative relative to positive and neutral pictures, individuals with ASD recalled the neutral pictures as well as the emotional ones. Findings of this study thus point to reduced influence of emotion on memory processes in ASD than in typically developing individuals, possibly owing to amygdala dysfunctions.

Spatial Visualization by Isometric View

ERIC Educational Resources Information Center

Yue, Jianping

2007-01-01

Spatial visualization is a fundamental skill in technical graphics and engineering designs. From conventional multiview drawing to modern solid modeling using computer-aided design, visualization skills have always been essential for representing three-dimensional objects and assemblies. Researchers have developed various types of tests to measure…

Reaction time and anticipatory skill of athletes in open and closed skill-dominated sport.

PubMed

Nuri, Leila; Shadmehr, Azadeh; Ghotbi, Nastaran; Attarbashi Moghadam, Behrouz

2013-01-01

In sports, reaction time and anticipatory skill are critical aspects of perceptual abilities. To date, no study has compared reaction time and anticipatory skill of athletes from open and closed skill-dominated sport. Accordingly, the present study investigated whether a difference exists in sensory-cognitive skills between these two different sport domains. Eleven volleyball players and 11 sprinters participated in this experiment. Reaction time and anticipatory skill of both groups were recorded by a custom-made software called SART (speed anticipation and reaction time test). This software consists of six sensory-cognitive tests that evaluate visual choice reaction time, visual complex choice reaction time, auditory choice reaction time, auditory complex choice reaction time, and anticipatory skill of the high speed and low speed of the ball. For each variable, an independent t-test was performed. Results suggested that sprinters were better in both auditory reaction times (P<0.001 for both tests) and volleyball players were better in both anticipatory skill tests (P = 0.007 and P = 0.04 for anticipatory skill of the high speed and low speed of the ball, respectively). However, no significant differences were found in both visual choice reaction time tests (P > 0.05 for both visual reaction time tests). It is concluded that athletes have greater sensory-cognitive skills related to their specific sport domain either open or closed.

Gross Motor Skills and Sports Participation of Children with Visual Impairments

ERIC Educational Resources Information Center

Houwen, Suzanne; Visscher, Chris; Hartman, Esther; Lemmink, Koen A. P. M.

2007-01-01

Gross motor skill performance of children with visual impairments and its association with the degree of visual impairment and sports participation was examined. Twenty children with visual impairments (M age = 9.2 years, SD = 1.5) and 100 sighted children (M age = 9.1 years, SD = 1.5) from mainstream schools participated. The results showed that…

A Visual Skills Inventory for Children with Neurological Impairments

ERIC Educational Resources Information Center

McCulloch, D. L.; Mackie, R. T.; Dutton, G. N.; Bradnam, M. S.; Day, R. E.; McDaid, G. J.; Phillips, S.; Napier, A.; Herbert, A. M.; Saunders, K. J.; Shepherd, A. J.

2007-01-01

Children with neurological impairments often have visual deficits that are difficult to quantify. We have compared visual skills evaluated by carers with results of a comprehensive visual assessment. Participants were 76 children with mild to profound intellectual and/or motor impairment (33 males, 43 females; age range 7mo-16y; mean age 5y 1mo…

Improving visual observation skills through the arts to aid radiographic interpretation in veterinary practice: A pilot study.

PubMed

Beck, Cathy; Gaunt, Heather; Chiavaroli, Neville

2017-09-01

Radiographic interpretation is a perceptual and cognitive skill. Recently core veterinary radiology textbooks have focused on the cognitive (i.e., the clinical aspects of radiographic interpretation) rather than the features of visual observation that improve identification of abnormalities. As a result, the skill of visual observation is underemphasized and thus often underdeveloped by trainees. The study of the arts in medical education has been used to train and improve visual observation and empathy. The use of the arts to improve visual observation skills in Veterinary Science has not been previously described. Objectives of this pilot study were to adapt the existing Visual Arts in Health Education Program for medical and dental students at the University of Melbourne, Australia to third year Doctor of Veterinary Medicine students and evaluate their perceptions regarding the program's effects on visual observation skills and confidence with respect to radiographic interpretation. This adaptation took the form of a single seminar given to third year Doctor of Veterinary Medicine students. Following the seminar, students reported an improved approach to radiographic interpretation and felt they had gained skills which would assist them throughout their career. In the year following the seminar, written reports of the students who attended the seminar were compared with reports from a matched cohort of students who did not attend the seminar. This demonstrated increased identification of abnormalities and greater description of the abnormalities identified. Findings indicated that explicit training in visual observation may be a valuable adjunct to the radiology training of Doctor of Veterinary Medicine students. © 2017 American College of Veterinary Radiology.

The impact of ageing and gender on visual mental imagery processes: A study of performance on tasks from the Complete Visual Mental Imagery Battery (CVMIB).

PubMed

Palermo, Liana; Piccardi, Laura; Nori, Raffaella; Giusberti, Fiorella; Guariglia, Cecilia

2016-09-01

In this study we aim to evaluate the impact of ageing and gender on different visual mental imagery processes. Two hundred and fifty-one participants (130 women and 121 men; age range = 18-77 years) were given an extensive neuropsychological battery including tasks probing the generation, maintenance, inspection, and transformation of visual mental images (Complete Visual Mental Imagery Battery, CVMIB). Our results show that all mental imagery processes with the exception of the maintenance are affected by ageing, suggesting that other deficits, such as working memory deficits, could account for this effect. However, the analysis of the transformation process, investigated in terms of mental rotation and mental folding skills, shows a steeper decline in mental rotation, suggesting that age could affect rigid transformations of objects and spare non-rigid transformations. Our study also adds to previous ones in showing gender differences favoring men across the lifespan in the transformation process, and, interestingly, it shows a steeper decline in men than in women in inspecting mental images, which could partially account for the mixed results about the effect of ageing on this specific process. We also discuss the possibility to introduce the CVMIB in clinical assessment in the context of theoretical models of mental imagery.

Perception of temporally modified speech in auditory neuropathy.

PubMed

Hassan, Dalia Mohamed

2011-01-01

Disrupted auditory nerve activity in auditory neuropathy (AN) significantly impairs the sequential processing of auditory information, resulting in poor speech perception. This study investigated the ability of AN subjects to perceive temporally modified consonant-vowel (CV) pairs and shed light on their phonological awareness skills. Four Arabic CV pairs were selected: /ki/-/gi/, /to/-/do/, /si/-/sti/ and /so/-/zo/. The formant transitions in consonants and the pauses between CV pairs were prolonged. Rhyming, segmentation and blending skills were tested using words at a natural rate of speech and with prolongation of the speech stream. Fourteen adult AN subjects were compared to a matched group of cochlear-impaired patients in their perception of acoustically processed speech. The AN group distinguished the CV pairs at a low speech rate, in particular with modification of the consonant duration. Phonological awareness skills deteriorated in adult AN subjects but improved with prolongation of the speech inter-syllabic time interval. A rehabilitation program for AN should consider temporal modification of speech, training for auditory temporal processing and the use of devices with innovative signal processing schemes. Verbal modifications as well as visual imaging appear to be promising compensatory strategies for remediating the affected phonological processing skills.

Visual scanning behavior and pilot workload

NASA Technical Reports Server (NTRS)

Harris, R. L., Sr.; Tole, J. R.; Stephens, A. T.; Ephrath, A. R.

1982-01-01

This paper describes an experimental paradigm and a set of results which demonstrate a relationship between the level of performance on a skilled man-machine control task, the skill of the operator, the level of mental difficulty induced by an additional task imposed on the basic control task, and visual scanning performance. During a constant, simulated piloting task, visual scanning of instruments was found to vary with the difficulty of a verbal mental loading task. The average dwell time of each fixation on the pilot's primary instrument increased with the estimated skill level of the pilots, with novices being affected by the loading task much more than experts. The results suggest that visual scanning of instruments in a controlled task may be an indicator of both workload and skill.

MEDIASSIST: medical assistance for intraoperative skill transfer in minimally invasive surgery using augmented reality

NASA Astrophysics Data System (ADS)

Sudra, Gunther; Speidel, Stefanie; Fritz, Dominik; Müller-Stich, Beat Peter; Gutt, Carsten; Dillmann, Rüdiger

2007-03-01

Minimally invasive surgery is a highly complex medical discipline with various risks for surgeon and patient, but has also numerous advantages on patient-side. The surgeon has to adapt special operation-techniques and deal with difficulties like the complex hand-eye coordination, limited field of view and restricted mobility. To alleviate with these new problems, we propose to support the surgeon's spatial cognition by using augmented reality (AR) techniques to directly visualize virtual objects in the surgical site. In order to generate an intelligent support, it is necessary to have an intraoperative assistance system that recognizes the surgical skills during the intervention and provides context-aware assistance surgeon using AR techniques. With MEDIASSIST we bundle our research activities in the field of intraoperative intelligent support and visualization. Our experimental setup consists of a stereo endoscope, an optical tracking system and a head-mounted-display for 3D visualization. The framework will be used as platform for the development and evaluation of our research in the field of skill recognition and context-aware assistance generation. This includes methods for surgical skill analysis, skill classification, context interpretation as well as assistive visualization and interaction techniques. In this paper we present the objectives of MEDIASSIST and first results in the fields of skill analysis, visualization and multi-modal interaction. In detail we present a markerless instrument tracking for surgical skill analysis as well as visualization techniques and recognition of interaction gestures in an AR environment.

Visual Motion Processing Subserves Faster Visuomotor Reaction in Badminton Players.

PubMed

Hülsdünker, Thorben; Strüder, Heiko K; Mierau, Andreas

2017-06-01

Athletes participating in ball or racquet sports have to respond to visual stimuli under critical time pressure. Previous studies used visual contrast stimuli to determine visual perception and visuomotor reaction in athletes and nonathletes; however, ball and racquet sports are characterized by motion rather than contrast visual cues. Because visual contrast and motion signals are processed in different cortical regions, this study aimed to determine differences in perception and processing of visual motion between athletes and nonathletes. Twenty-five skilled badminton players and 28 age-matched nonathletic controls participated in this study. Using a 64-channel EEG system, we investigated visual motion perception/processing in the motion-sensitive middle temporal (MT) cortical area in response to radial motion of different velocities. In a simple visuomotor reaction task, visuomotor transformation in Brodmann area 6 (BA6) and BA4 as well as muscular activation (EMG onset) and visuomotor reaction time (VMRT) were investigated. Stimulus- and response-locked potentials were determined to differentiate between perceptual and motor-related processes. As compared with nonathletes, athletes showed earlier EMG onset times (217 vs 178 ms, P < 0.001), accompanied by a faster VMRT (274 vs 243 ms, P < 0.001). Furthermore, athletes showed an earlier stimulus-locked peak activation of MT (200 vs 182 ms, P = 0.002) and BA6 (161 vs 137 ms, P = 0.009). Response-locked peak activation in MT was later in athletes (-7 vs 26 ms, P < 0.001), whereas no group differences were observed in BA6 and BA4. Multiple regression analyses with stimulus- and response-locked cortical potentials predicted EMG onset (r = 0.83) and VMRT (r = 0.77). The athletes' superior visuomotor performance in response to visual motion is primarily related to visual perception and, to a minor degree, to motor-related processes.

Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing.

PubMed

D'Innocenzo, Giorgia; Gonzalez, Claudia C; Williams, A Mark; Bishop, Daniel T

2016-01-01

Skilled performers exhibit more efficient gaze patterns than less-skilled counterparts do and they look more frequently at task-relevant regions than at superfluous ones. We examine whether we may guide novices' gaze towards relevant regions during action observation in order to facilitate their learning of a complex motor skill. In a Pre-test-Post-test examination of changes in their execution of the full golf swing, 21 novices viewed one of three videos at intervention: i) a skilled golfer performing 10 swings (Free Viewing, FV); ii) the same video with transient colour cues superimposed to highlight key features of the setup (Visual Guidance; VG); iii) or a History of Golf video (Control). Participants in the visual guidance group spent significantly more time looking at cued areas than did the other two groups, a phenomenon that persisted after the cues had been removed. Moreover, the visual guidance group improved their swing execution at Post-test and on a Retention test one week later. Our results suggest that visual guidance to cued areas during observational learning of complex motor skills may accelerate acquisition of the skill.

Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing

PubMed Central

Gonzalez, Claudia C.; Williams, A. Mark

2016-01-01

Skilled performers exhibit more efficient gaze patterns than less-skilled counterparts do and they look more frequently at task-relevant regions than at superfluous ones. We examine whether we may guide novices’ gaze towards relevant regions during action observation in order to facilitate their learning of a complex motor skill. In a Pre-test-Post-test examination of changes in their execution of the full golf swing, 21 novices viewed one of three videos at intervention: i) a skilled golfer performing 10 swings (Free Viewing, FV); ii) the same video with transient colour cues superimposed to highlight key features of the setup (Visual Guidance; VG); iii) or a History of Golf video (Control). Participants in the visual guidance group spent significantly more time looking at cued areas than did the other two groups, a phenomenon that persisted after the cues had been removed. Moreover, the visual guidance group improved their swing execution at Post-test and on a Retention test one week later. Our results suggest that visual guidance to cued areas during observational learning of complex motor skills may accelerate acquisition of the skill. PMID:27224057

Math majors' visual proofs in a dynamic environment: the case of limit of a function and the ɛ-δ approach

NASA Astrophysics Data System (ADS)

Caglayan, Günhan

2015-08-01

Despite few limitations, GeoGebra as a dynamic geometry software stood as a powerful instrument in helping university math majors understand, explore, and gain experiences in visualizing the limits of functions and the ɛ - δ formalism. During the process of visualizing a theorem, the order mattered in the sequence of constituents. Students made use of such rich constituents as finger-hand gestures and cursor gestures in an attempt to keep a record of visual demonstration in progress, while being aware of the interrelationships among these constituents and the transformational aspect of the visually proving process. Covariational reasoning along with interval mapping structures proved to be the key constituents in the visualizing and sense-making of a limit theorem using the delta-epsilon formalism. Pedagogical approaches and teaching strategies based on experimental mathematics - mindtool - consituential visual proofs trio would permit students to study, construct, and meaningfully connect the new knowledge to the previously mastered concepts and skills in a manner that would make sense for them.

Visual perceptual skills in children born with very low birth weights.

PubMed

Davis, Deborah Winders; Burns, Barbara M; Wilkerson, Shirley A; Steichen, Jean J

2005-01-01

A disproportionate number of very low birth weight (VLBW; < or =1500 g) children require special education services and have school-related problems even when they are free from major disabilities and have average intelligence quotient scores. Visual-perceptual problems have been suggested as contributors to deficits in academic performance, but few data are available describing specific visual-perceptual problems. This study was designed to identify specific visual-perceptual skills in VLBW children. Participants were 92 VLBW children aged 4 through 5 years who were free from major disability and appropriate for gestational age at birth. The Test of Visual-Perceptual Skills (non-motor)-Revised was used. Despite intelligent quotient scores in the average range, the majority (63% to 78.3%) of the children performed below age level on all seven subscales of a normed assessment of visual perceptual skills. Results suggest that visual perceptual screening should be considered as a part of routine evaluations of preschool-aged children born prematurely. Early identification of specific deficits could lead to interventions to improve achievement trajectories for these high-risk children.

Using a Teaching Intervention and Calibrated Peer Review™ Diagnostics to Improve Visual Communication Skills.

PubMed

Saterbak, Ann; Moturu, Anoosha; Volz, Tracy

2018-03-01

Rice University's bioengineering department incorporates written, oral, and visual communication instruction into its undergraduate curriculum to aid student learning and to prepare students to communicate their knowledge and discoveries precisely and persuasively. In a tissue culture lab course, we used a self- and peer-review tool called Calibrated Peer Review™ (CPR) to diagnose student learning gaps in visual communication skills on a poster assignment. We then designed an active learning intervention that required students to practice the visual communication skills that needed improvement and used CPR to measure the changes. After the intervention, we observed that students performed significantly better in their ability to develop high quality graphs and tables that represent experimental data. Based on these outcomes, we conclude that guided task practice, collaborative learning, and calibrated peer review can be used to improve engineering students' visual communication skills.

Serial Dilution Simulation Lab

ERIC Educational Resources Information Center

Keler, Cynthia; Balutis, Tabitha; Bergen, Kim; Laudenslager, Bryanna; Rubino, Deanna

2010-01-01

Serial dilution is often a difficult concept for students to understand. In this short dry lab exercise, students perform serial dilutions using seed beads. This exercise helps students gain skill at performing dilutions without using reagents, bacterial cultures, or viral cultures, while being able to visualize the process.

What puts the how in where? Tool use and the divided visual streams hypothesis.

PubMed

Frey, Scott H

2007-04-01

An influential theory suggests that the dorsal (occipito-parietal) visual stream computes representations of objects for purposes of guiding actions (determining 'how') independently of ventral (occipito-temporal) stream processes supporting object recognition and semantic processing (determining 'what'). Yet, the ability of the dorsal stream alone to account for one of the most common forms of human action, tool use, is limited. While experience-dependent modifications to existing dorsal stream representations may explain simple tool use behaviors (e.g., using sticks to extend reach) found among a variety of species, skillful use of manipulable artifacts (e.g., cups, hammers, pencils) requires in addition access to semantic representations of objects' functions and uses. Functional neuroimaging suggests that this latter information is represented in a left-lateralized network of temporal, frontal and parietal areas. I submit that the well-established dominance of the human left hemisphere in the representation of familiar skills stems from the ability for this acquired knowledge to influence the organization of actions within the dorsal pathway.

Super-Memorizers Are Not Super-Recognizers

PubMed Central

Ramon, Meike; Miellet, Sebastien; Dzieciol, Anna M.; Konrad, Boris Nikolai

2016-01-01

Humans have a natural expertise in recognizing faces. However, the nature of the interaction between this critical visual biological skill and memory is yet unclear. Here, we had the unique opportunity to test two individuals who have had exceptional success in the World Memory Championships, including several world records in face-name association memory. We designed a range of face processing tasks to determine whether superior/expert face memory skills are associated with distinctive perceptual strategies for processing faces. Superior memorizers excelled at tasks involving associative face-name learning. Nevertheless, they were as impaired as controls in tasks probing the efficiency of the face system: face inversion and the other-race effect. Super memorizers did not show increased hippocampal volumes, and exhibited optimal generic eye movement strategies when they performed complex multi-item face-name associations. Our data show that the visual computations of the face system are not malleable and are robust to acquired expertise involving extensive training of associative memory. PMID:27008627

Super-Memorizers Are Not Super-Recognizers.

PubMed

Ramon, Meike; Miellet, Sebastien; Dzieciol, Anna M; Konrad, Boris Nikolai; Dresler, Martin; Caldara, Roberto

2016-01-01

Humans have a natural expertise in recognizing faces. However, the nature of the interaction between this critical visual biological skill and memory is yet unclear. Here, we had the unique opportunity to test two individuals who have had exceptional success in the World Memory Championships, including several world records in face-name association memory. We designed a range of face processing tasks to determine whether superior/expert face memory skills are associated with distinctive perceptual strategies for processing faces. Superior memorizers excelled at tasks involving associative face-name learning. Nevertheless, they were as impaired as controls in tasks probing the efficiency of the face system: face inversion and the other-race effect. Super memorizers did not show increased hippocampal volumes, and exhibited optimal generic eye movement strategies when they performed complex multi-item face-name associations. Our data show that the visual computations of the face system are not malleable and are robust to acquired expertise involving extensive training of associative memory.

Asymmetric Attention: Visualizing the Uncertain Threat

DTIC Science & Technology

2010-03-01

memory . This is supportive of earlier research by Engle (2002) suggesting that executive attention and working memory capacity are...explored by Engle (2002). Engle’s findings suggest that attention or the executive function and working memory actually entail the same mental process ...recognition, and action. These skills orient and guide the Soldier in operational settings from the basic perceptual process at the attentiveness stage

Dual Task Automatic and Controlled Processing in Visual Search: Can It Be Done without Cost?

DTIC Science & Technology

1980-02-09

transmitted. The sequence of learning to read is similar ( LaBerge and Samuels, 1!i74). Motor skill acquisition also shows a complex buildup of . skill to...has received considerable interest in recent years ( LaBerge , 1973, 1975, 1976; Posner and Snyder, 1975; Norman, 1976; Shiffrin and Schneider, 1977... Laberge and Samuels (1974) report that for beginning readers to increase chunking, the demand for accuracy may have to be relaxed. In the present

Identifying the processes underpinning anticipation and decision-making in a dynamic time-constrained task.

PubMed

Roca, André; Ford, Paul R; McRobert, Allistair P; Mark Williams, A

2011-08-01

A novel, representative task was used to examine skill-based differences in the perceptual and cognitive processes underlying performance on a dynamic, externally paced task. Skilled and less skilled soccer players were required to move and interact with life-size, action sequences involving 11 versus 11 soccer situations filmed from the perspective of a central defender in soccer. The ability of participants to anticipate the intentions of their opponents and to make decisions about how they should respond was measured across two separate experiments. In Experiment 1, visual search behaviors were examined using an eye-movement registration system. In Experiment 2, retrospective verbal reports of thinking were gathered from a new sample of skilled and less skilled participants. Skilled participants were more accurate than less skilled participants at anticipating the intentions of opponents and in deciding on an appropriate course of action. The skilled players employed a search strategy involving more fixations of shorter duration in a different sequential order and toward more disparate and informative locations in the display when compared with the less skilled counterparts. The skilled players generated a greater number of verbal report statements with a higher proportion of evaluation, prediction, and planning statements than the less skilled players, suggesting they employed more complex domain-specific memory representations to solve the task. Theoretical, methodological, and practical implications are discussed.

ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra

NASA Astrophysics Data System (ADS)

Dockendorff, Monika; Solar, Horacio

2018-01-01

This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization skills and initial teacher education programmes. It reports on the influence GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers' conceptions about teaching and learning mathematics. This paper describes how GeoGebra-based dynamic applets - designed and used in an exploratory manner - promote mathematical processes such as conjectures. It also refers to the changes prospective teachers experience regarding the relevance visual dynamic representations acquire in teaching mathematics. This study observes a shift in school routines when incorporating technology into the mathematics classroom. Visualization appears as a basic competence associated to key mathematical processes. Implications of an early integration of ICT in mathematics initial teacher training and its impact on developing technological pedagogical content knowledge (TPCK) are drawn.

Does silent reading speed in normal adult readers depend on early visual processes? evidence from event-related brain potentials.

PubMed

Korinth, Sebastian Peter; Sommer, Werner; Breznitz, Zvia

2012-01-01

Little is known about the relationship of reading speed and early visual processes in normal readers. Here we examined the association of the early P1, N170 and late N1 component in visual event-related potentials (ERPs) with silent reading speed and a number of additional cognitive skills in a sample of 52 adult German readers utilizing a Lexical Decision Task (LDT) and a Face Decision Task (FDT). Amplitudes of the N170 component in the LDT but, interestingly, also in the FDT correlated with behavioral tests measuring silent reading speed. We suggest that reading speed performance can be at least partially accounted for by the extraction of essential structural information from visual stimuli, consisting of a domain-general and a domain-specific expertise-based portion. © 2011 Elsevier Inc. All rights reserved.

How Students with Visual Impairments Can Learn Components of the Expanded Core Curriculum through Physical Education

ERIC Educational Resources Information Center

Lieberman, Lauren J.; Haegele, Justin A.; Columna, Luis; Conroy, Paula

2014-01-01

Research indicates that children with visual impairments demonstrate delays in fundamental motor skills, including locomotor, object control, and balance skills (Haibach, Lieberman, & Pritchett, 2011; Houwen, Hartman, & Visscher, 2010; Wagner, Haibach, & Lieberman, 2013). All of these skills are prerequisites to living an independent…

Visual Productions and Student Learning.

ERIC Educational Resources Information Center

Bazeli, Marilyn

When students become actively involved in technology productions they develop learning skills, communication skills, and visual analysis skills, all of which are applied to real-life learning within the classroom curriculum. Students participate in all stages of the production projects, which proves to be motivating for the students and allows the…

The Seven Module Curriculum on Aging, Vision Loss and Independent Living Skills. A Training Model To Teach Community Outreach Workers To Train Elderly Blind and Visually Impaired American Indians Independent Living Skills: Focus on Family Rehabilitation.

ERIC Educational Resources Information Center

Orr, Alberta L.; Kaarlela, Ruth

This curriculum was designed to train approximately 250 community health representatives (CHRs), to teach visually impaired and blind Indian elders and their families necessary independent living skills. The curriculum aims to sensitize CHRs to the impact of visual impairment upon elderly persons and their families, and to provide basic…

Impact of orthographic transparency on typical and atypical reading development: evidence in French-Spanish bilingual children.

PubMed

Lallier, Marie; Valdois, Sylviane; Lassus-Sangosse, Delphine; Prado, Chloé; Kandel, Sonia

2014-05-01

The present study aimed to quantify cross-linguistic modulations of the contribution of phonemic awareness skills and visual attention span (VA Span) skills (number of visual elements that can be processed simultaneously) to reading speed and accuracy in 18 Spanish-French balanced bilingual children with and without developmental dyslexia. The children were administered two similar reading batteries in French and Spanish. The deficits of the dyslexic children in reading accuracy were mainly visible in their opaque orthography (French) whereas difficulties indexed by reading speed were observed in both their opaque and transparent orthographies. Dyslexic children did not exhibit any phonemic awareness problems in French or in Spanish, but showed poor VA Span skills compared to their control peers. VA span skills correlated with reading accuracy and speed measures in both Spanish and French, whereas phonemic awareness correlated with reading accuracy only. Overall, the present results show that the VA Span is tightly related to reading speed regardless of orthographic transparency, and that it accounts for differences in reading performance between good and poor readers across languages. The present findings further suggest that VA Span skills may play a particularly important role in building-up specific word knowledge which is critical for lexical reading strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

Perception and apperception in autism: rejecting the inverse assumption

PubMed Central

Plaisted Grant, Kate; Davis, Greg

2009-01-01

In addition to those with savant skills, many individuals with autism spectrum conditions (ASCs) show superior perceptual and attentional skills relative to the general population. These superior skills and savant abilities raise important theoretical questions, including whether they develop as compensations for other underdeveloped cognitive mechanisms, and whether one skill is inversely related to another weakness via a common underlying neurocognitive mechanism. We discuss studies of perception and visual processing that show that this inverse hypothesis rarely holds true. Instead, they suggest that enhanced performance is not always accompanied by a complementary deficit and that there are undeniable difficulties in some aspects of perception that are not related to compensating strengths. Our discussion emphasizes the qualitative differences in perceptual processing revealed in these studies between individuals with and without ASCs. We argue that this research is important not only in furthering our understanding of the nature of the qualitative differences in perceptual processing in ASCs, but can also be used to highlight to society at large the exceptional skills and talent that individuals with ASCs are able to contribute in domains such as engineering, computing and mathematics that are highly valued in industry. PMID:19528022

Dementia

MedlinePlus

... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ...

Clapping in time parallels literacy and calls upon overlapping neural mechanisms in early readers.

PubMed

Bonacina, Silvia; Krizman, Jennifer; White-Schwoch, Travis; Kraus, Nina

2018-05-12

The auditory system is extremely precise in processing the temporal information of perceptual events and using these cues to coordinate action. Synchronizing movement to a steady beat relies on this bidirectional connection between sensory and motor systems, and activates many of the auditory and cognitive processes used when reading. Here, we use Interactive Metronome, a clinical intervention technology requiring an individual to clap her hands in time with a steady beat, to investigate whether the links between literacy and synchronization skills, previously established in older children, are also evident in children who are learning to read. We tested 64 typically developing children (ages 5-7 years) on their synchronization abilities, neurophysiological responses to speech in noise, and literacy skills. We found that children who have lower variability in synchronizing have higher phase consistency, higher stability, and more accurate envelope encoding-all neurophysiological response components linked to language skills. Moreover, performing the same task with visual feedback reveals links with literacy skills, notably processing speed, phonological processing, word reading, spelling, morphology, and syntax. These results suggest that rhythm skills and literacy call on overlapping neural mechanisms, supporting the idea that rhythm training may boost literacy in part by engaging sensory-motor systems. © 2018 New York Academy of Sciences.

Devil in the details? Developmental dyslexia and visual long-term memory for details.

PubMed

Huestegge, Lynn; Rohrßen, Julia; van Ermingen-Marbach, Muna; Pape-Neumann, Julia; Heim, Stefan

2014-01-01

Cognitive theories on causes of developmental dyslexia can be divided into language-specific and general accounts. While the former assume that words are special in that associated processing problems are rooted in language-related cognition (e.g., phonology) deficits, the latter propose that dyslexia is rather rooted in a general impairment of cognitive (e.g., visual and/or auditory) processing streams. In the present study, we examined to what extent dyslexia (typically characterized by poor orthographic representations) may be associated with a general deficit in visual long-term memory (LTM) for details. We compared object- and detail-related visual LTM performance (and phonological skills) between dyslexic primary school children and IQ-, age-, and gender-matched controls. The results revealed that while the overall amount of LTM errors was comparable between groups, dyslexic children exhibited a greater portion of detail-related errors. The results suggest that not only phonological, but also general visual resolution deficits in LTM may play an important role in developmental dyslexia.

How scientists develop competence in visual communication

NASA Astrophysics Data System (ADS)

Ostergren, Marilyn

Visuals (maps, charts, diagrams and illustrations) are an important tool for communication in most scientific disciplines, which means that scientists benefit from having strong visual communication skills. This dissertation examines the nature of competence in visual communication and the means by which scientists acquire this competence. This examination takes the form of an extensive multi-disciplinary integrative literature review and a series of interviews with graduate-level science students. The results are presented as a conceptual framework that lays out the components of competence in visual communication, including the communicative goals of science visuals, the characteristics of effective visuals, the skills and knowledge needed to create effective visuals and the learning experiences that promote the acquisition of these forms of skill and knowledge. This conceptual framework can be used to inform pedagogy and thus help graduate students achieve a higher level of competency in this area; it can also be used to identify aspects of acquiring competence in visual communication that need further study.

Computer Skill Acquisition and Retention: The Effects of Computer-Aided Self-Explanation

ERIC Educational Resources Information Center

Chi, Tai-Yin

2016-01-01

This research presents an experimental study to determine to what extent computer skill learners can benefit from generating self-explanation with the aid of different computer-based visualization technologies. Self-explanation was stimulated with dynamic visualization (Screencast), static visualization (Screenshot), or verbal instructions only,…

Self-Defense Training for Visually Impaired Women.

ERIC Educational Resources Information Center

Pava, W. S.; And Others

1991-01-01

This article describes the development and pilot testing of a curriculum to teach rape prevention and self-defense skills to visually impaired women. As a result of the course, five visually impaired women improved their physical self-defense skills, self-confidence, and problem-solving ability in hypothetically dangerous situations. (Author/DB)

Analyzing the Reading Skills and Visual Perception Levels of First Grade Students

ERIC Educational Resources Information Center

Çayir, Aybala

2017-01-01

The purpose of this study was to analyze primary school first grade students' reading levels and correlate their visual perception skills. For this purpose, students' reading speed, reading comprehension and reading errors were determined using The Informal Reading Inventory. Students' visual perception levels were also analyzed using…

Visual scanning behavior and pilot workload

NASA Technical Reports Server (NTRS)

Harris, R. L., Sr.; Tole, J. R.; Stephens, A. T.; Ephrath, A. R.

1981-01-01

An experimental paradigm and a set of results which demonstrate a relationship between the level of performance on a skilled man-machine control task, the skill of the operator, the level of mental difficulty induced by an additional task imposed on the basic control task, and visual scanning performance. During a constant, simulated piloting task, visual scanning of instruments was found to vary as a function of the level of difficulty of a verbal mental loading task. The average dwell time of each fixation on the pilot's primary instrument increased as a function of the estimated skill level of the pilots, with novices being affected by the loading task much more than the experts. The results suggest that visual scanning of instruments in a controlled task may be an indicator of both workload and skill.

Pre-orthographic character string processing and parietal cortex: a role for visual attention in reading?

PubMed

Lobier, Muriel; Peyrin, Carole; Le Bas, Jean-François; Valdois, Sylviane

2012-07-01

The visual front-end of reading is most often associated with orthographic processing. The left ventral occipito-temporal cortex seems to be preferentially tuned for letter string and word processing. In contrast, little is known of the mechanisms responsible for pre-orthographic processing: the processing of character strings regardless of character type. While the superior parietal lobule has been shown to be involved in multiple letter processing, further data is necessary to extend these results to non-letter characters. The purpose of this study is to identify the neural correlates of pre-orthographic character string processing independently of character type. Fourteen skilled adult readers carried out multiple and single element visual categorization tasks with alphanumeric (AN) and non-alphanumeric (nAN) characters under fMRI. The role of parietal cortex in multiple element processing was further probed with a priori defined anatomical regions of interest (ROIs). Participants activated posterior parietal cortex more strongly for multiple than single element processing. ROI analyses showed that bilateral SPL/BA7 was more strongly activated for multiple than single element processing, regardless of character type. In contrast, no multiple element specific activity was found in inferior parietal lobules. These results suggests that parietal mechanisms are involved in pre-orthographic character string processing. We argue that in general, attentional mechanisms are involved in visual word recognition, as an early step of word visual analysis. Copyright © 2012 Elsevier Ltd. All rights reserved.

Prediction during language processing is a piece of cake--but only for skilled producers.

PubMed

Mani, Nivedita; Huettig, Falk

2012-08-01

Are there individual differences in children's prediction of upcoming linguistic input and what do these differences reflect? Using a variant of the preferential looking paradigm (Golinkoff, Hirsh-Pasek, Cauley, & Gordon, 1987), we found that, upon hearing a sentence like, "The boy eats a big cake," 2-year-olds fixate edible objects in a visual scene (a cake) soon after they hear the semantically constraining verb eats and prior to hearing the word cake. Importantly, children's prediction skills were significantly correlated with their productive vocabulary size-skilled producers (i.e., children with large production vocabularies) showed evidence of predicting upcoming linguistic input, while low producers did not. Furthermore, we found that children's prediction ability is tied specifically to their production skills and not to their comprehension skills. Prediction is really a piece of cake, but only for skilled producers.

Visual uncertainty influences the extent of an especial skill.

PubMed

Czyż, S H; Kwon, O-S; Marzec, J; Styrkowiec, P; Breslin, G

2015-12-01

An especial skill in basketball emerges through highly repetitive practice at the 15 ft free throw line. The extent of the role vision plays in the emergence of an especial skill is unknown. We examined the especial skills of ten skilled basketball players in normal and blurred vision conditions where participants wore corrective lenses. As such, we selectively manipulated visual information without affecting the participants' explicit knowledge that they were shooting free throws. We found that shot efficiency was significantly lower in blurred vision conditions as expected, and that the concave shape of shot proficiency function in normal vision conditions became approximately linear in blurred vision conditions. By applying a recently proposed generalization model of especial skills, we suggest that the linearity of shot proficiency function reflects the participants' lesser dependence on especial skill in blurred vision conditions. The findings further characterize the role of visual context in the emergence of an especial skill. Copyright © 2015 Elsevier B.V. All rights reserved.

The Power of Photography as a Catalyst for Teaching Informational Writing

ERIC Educational Resources Information Center

Lilly, Elizabeth; Fields, Charla

2014-01-01

Writing and photography are composition processes that help develop children's linguistic and visual competencies, respectively. Using photography in teaching writing has been found to enhance students' literacy skills by naturally invoking their interest and motivation, and eventually strengthening the reading-writing relationship. Children can…

Visual Salience of Algebraic Transformations

ERIC Educational Resources Information Center

Kirshner, David; Awtry, Thomas

2004-01-01

Information processing researchers have assumed that algebra symbol skills depend on mastery of the abstract rules presented in the curriculum (Matz, 1980; Sleeman, 1986). Thus, students' ubiquitous algebra errors have been taken as indicating the need to embed algebra in rich contextual settings (Kaput, 1995; National Council of Teachers of…

Predictive value of background experiences and visual spatial ability testing on laparoscopic baseline performance among residents entering postgraduate surgical training.

PubMed

Louridas, Marisa; Quinn, Lauren E; Grantcharov, Teodor P

2016-03-01

Emerging evidence suggests that despite dedicated practice, not all surgical trainees have the ability to reach technical competency in minimally invasive techniques. While selecting residents that have the ability to reach technical competence is important, evidence to guide the incorporation of technical ability into selection processes is limited. Therefore, the purpose of the present study was to evaluate whether background experiences and 2D-3D visual spatial test results are predictive of baseline laparoscopic skill for the novice surgical trainee. First-year residents were studied. Demographic data and background surgical and non-surgical experiences were obtained using a questionnaire. Visual spatial ability was evaluated using the PicSOr, cube comparison (CC) and card rotation (CR) tests. Technical skill was assessed using the camera navigation (LCN) task and laparoscopic circle cut (LCC) task. Resident performance on these technical tasks was compared and correlated with the questionnaire and visual spatial findings. Previous experience in observing laparoscopic procedures was associated with significantly better LCN performance, and experience in navigating the laparoscopic camera was associated with significantly better LCC task results. Residents who scored higher on the CC test demonstrated a more accurate LCN path length score (r s(PL) = -0.36, p = 0.03) and angle path (r s(AP) = -0.426, p = 0.01) score when completing the LCN task. No other significant correlations were found between the visual spatial tests (PicSOr, CC or CR) and LCC performance. While identifying selection tests for incoming surgical trainees that predict technical skill performance is appealing, the surrogate markers evaluated correlate with specific metrics of surgical performance related to a single task but do not appear to reliably predict technical performance of different laparoscopic tasks. Predicting the acquisition of technical skills will require the development of a series of evidence-based tests that measure a number of innate abilities as well as their inherent interactions.

Are Deaf Students Visual Learners?

PubMed Central

Marschark, Marc; Morrison, Carolyn; Lukomski, Jennifer; Borgna, Georgianna; Convertino, Carol

2013-01-01

It is frequently assumed that by virtue of their hearing losses, deaf students are visual learners. Deaf individuals have some visual-spatial advantages relative to hearing individuals, but most have been are linked to use of sign language rather than auditory deprivation. How such cognitive differences might affect academic performance has been investigated only rarely. This study examined relations among deaf college students’ language and visual-spatial abilities, mathematics problem solving, and hearing thresholds. Results extended some previous findings and clarified others. Contrary to what might be expected, hearing students exhibited visual-spatial skills equal to or better than deaf students. Scores on a Spatial Relations task were associated with better mathematics problem solving. Relations among the several variables, however, suggested that deaf students are no more likely to be visual learners than hearing students and that their visual-spatial skill may be related more to their hearing than to sign language skills. PMID:23750095

Isolating Visual and Proprioceptive Components of Motor Sequence Learning in ASD.

PubMed

Sharer, Elizabeth A; Mostofsky, Stewart H; Pascual-Leone, Alvaro; Oberman, Lindsay M

2016-05-01

In addition to defining impairments in social communication skills, individuals with autism spectrum disorder (ASD) also show impairments in more basic sensory and motor skills. Development of new skills involves integrating information from multiple sensory modalities. This input is then used to form internal models of action that can be accessed when both performing skilled movements, as well as understanding those actions performed by others. Learning skilled gestures is particularly reliant on integration of visual and proprioceptive input. We used a modified serial reaction time task (SRTT) to decompose proprioceptive and visual components and examine whether patterns of implicit motor skill learning differ in ASD participants as compared with healthy controls. While both groups learned the implicit motor sequence during training, healthy controls showed robust generalization whereas ASD participants demonstrated little generalization when visual input was constant. In contrast, no group differences in generalization were observed when proprioceptive input was constant, with both groups showing limited degrees of generalization. The findings suggest, when learning a motor sequence, individuals with ASD tend to rely less on visual feedback than do healthy controls. Visuomotor representations are considered to underlie imitative learning and action understanding and are thereby crucial to social skill and cognitive development. Thus, anomalous patterns of implicit motor learning, with a tendency to discount visual feedback, may be an important contributor in core social communication deficits that characterize ASD. Autism Res 2016, 9: 563-569. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Visual acuity and visual skills in Malaysian children with learning disabilities

PubMed Central

Muzaliha, Mohd-Nor; Nurhamiza, Buang; Hussein, Adil; Norabibas, Abdul-Rani; Mohd-Hisham-Basrun, Jaafar; Sarimah, Abdullah; Leo, Seo-Wei; Shatriah, Ismail

2012-01-01

Background: There is limited data in the literature concerning the visual status and skills in children with learning disabilities, particularly within the Asian population. This study is aimed to determine visual acuity and visual skills in children with learning disabilities in primary schools within the suburban Kota Bharu district in Malaysia. Methods: We examined 1010 children with learning disabilities aged between 8–12 years from 40 primary schools in the Kota Bharu district, Malaysia from January 2009 to March 2010. These children were identified based on their performance in a screening test known as the Early Intervention Class for Reading and Writing Screening Test conducted by the Ministry of Education, Malaysia. Complete ocular examinations and visual skills assessment included near point of convergence, amplitude of accommodation, accommodative facility, convergence break and recovery, divergence break and recovery, and developmental eye movement tests for all subjects. Results: A total of 4.8% of students had visual acuity worse than 6/12 (20/40), 14.0% had convergence insufficiency, 28.3% displayed poor accommodative amplitude, and 26.0% showed signs of accommodative infacility. A total of 12.1% of the students had poor convergence break, 45.7% displayed poor convergence recovery, 37.4% showed poor divergence break, and 66.3% were noted to have poor divergence recovery. The mean horizontal developmental eye movement was significantly prolonged. Conclusion: Although their visual acuity was satisfactory, nearly 30% of the children displayed accommodation problems including convergence insufficiency, poor accommodation, and accommodative infacility. Convergence and divergence recovery are the most affected visual skills in children with learning disabilities in Malaysia. PMID:23055674

Predicting Efficiency of Travel in Young, Visually Impaired Children from Their Other Spatial Skills.

ERIC Educational Resources Information Center

Hill, Anita; And Others

1985-01-01

To test ways of predicting how efficiently visually impaired children learn travel skills, a criteria checklist of spatial skills was developed for close-body space, local space, and geographical/travel space. Comparison was made between predictors of efficient learning including subjective ratings of teachers, personal qualities and factors of…

The Effects of Assertiveness Training on Enhancing the Social Skills of Adolescents with Visual Impairments.

ERIC Educational Resources Information Center

Kim, Young-il

2003-01-01

A study of the effects of assertiveness training to enhance the social/assertiveness skills of 36 adolescents with visual impairments found that parents, the students, teachers, and observers judged the adolescents' social skills differently. However, the training did have some specific effect on increasing assertiveness. (Contains references.)…

Teaching Oral Hygiene Skills to Elementary Students with Visual Impairments

ERIC Educational Resources Information Center

Shih, Yeng-Hung; Chang, Chien-Huey Sophie

2005-01-01

This study investigated the effects of a program that taught oral hygiene skills to students with visual impairments using group instruction and individual coaching. The results showed that the program enhanced the oral hygiene skills of the three participants significantly, and its effectiveness lasted for at least two months after the…

Examination of the relation between an assessment of skills and performance on auditory-visual conditional discriminations for children with autism spectrum disorder.

PubMed

Kodak, Tiffany; Clements, Andrea; Paden, Amber R; LeBlanc, Brittany; Mintz, Joslyn; Toussaint, Karen A

2015-01-01

The current investigation evaluated repertoires that may be related to performance on auditory-to-visual conditional discrimination training with 9 students who had been diagnosed with autism spectrum disorder. The skills included in the assessment were matching, imitation, scanning, an auditory discrimination, and a visual discrimination. The results of the skills assessment showed that 4 participants failed to demonstrate mastery of at least 1 of the skills. We compared the outcomes of the assessment to the results of auditory-visual conditional discrimination training and found that training outcomes were related to the assessment outcomes for 7 of the 9 participants. One participant who did not demonstrate mastery of all assessment skills subsequently learned several conditional discriminations when blocked training trials were conducted. Another participant who did not demonstrate mastery of the auditory discrimination skill subsequently acquired conditional discriminations in 1 of the training conditions. We discuss the implications of the assessment for practice and suggest additional areas of research on this topic. © Society for the Experimental Analysis of Behavior.

Utilizing visual art to enhance the clinical observation skills of medical students.

PubMed

Jasani, Sona K; Saks, Norma S

2013-07-01

Clinical observation is fundamental in practicing medicine, but these skills are rarely taught. Currently no evidence-based exercises/courses exist for medical student training in observation skills. The goal was to develop and teach a visual arts-based exercise for medical students, and to evaluate its usefulness in enhancing observation skills in clinical diagnosis. A pre- and posttest and evaluation survey were developed for a three-hour exercise presented to medical students just before starting clerkships. Students were provided with questions to guide discussion of both representational and non-representational works of art. Quantitative analysis revealed that the mean number of observations between pre- and posttests was not significantly different (n=70: 8.63 vs. 9.13, p=0.22). Qualitative analysis of written responses identified four themes: (1) use of subjective terminology, (2) scope of interpretations, (3) speculative thinking, and (4) use of visual analogies. Evaluative comments indicated that students felt the exercise enhanced both mindfulness and skills. Using visual art images with guided questions can train medical students in observation skills. This exercise can be replicated without specially trained personnel or art museum partnerships.

Visual operations control in administrative environments

DOE Office of Scientific and Technical Information (OSTI.GOV)

Carson, M.L.; Levine, L.O.

1995-03-01

When asked what comes to mind when they think of ``controlling work`` in the office, people may respond with ``overbearing boss,`` ``no autonomy,`` or ``Theory X management.`` The idea of controlling work in white collar or administrative environments can have a negative connotation. However, office life is often chaotic and miserable precisely because the work processes are out of control, and managers must spend their time looking over people`s shoulders and fighting fires. While management styles and structures vary, the need for control of work processes does not. Workers in many environments are being reorganized into self-managed work teams. Thesemore » teams are expected to manage their own work through increased autonomy and empowerment. However, even empowered work teams must manage their work processes because of process variation. The amount of incoming jobs vary with both expected (seasonal) and unexpected demand. The mixture of job types vary over time, changing the need for certain skills or knowledge. And illness and turnover affect the availability of workers with needed skills and knowledge. Clearly, there is still a need to control work, whether the authority for controlling work is vested in one person or many. Visual control concepts provide simple, inexpensive, and flexible mechanisms for managing processes in work teams and continuous improvement administrative environments.« less

AUVA - Augmented Reality Empowers Visual Analytics to explore Medical Curriculum Data.

PubMed

Nifakos, Sokratis; Vaitsis, Christos; Zary, Nabil

2015-01-01

Medical curriculum data play a key role in the structure and the organization of medical programs in Universities around the world. The effective processing and usage of these data may improve the educational environment of medical students. As a consequence, the new generation of health professionals would have improved skills from the previous ones. This study introduces the process of enhancing curriculum data by the use of augmented reality technology as a management and presentation tool. The final goal is to enrich the information presented from a visual analytics approach applied on medical curriculum data and to sustain low levels of complexity of understanding these data.

Low Vision Rehabilitation for Adult African Americans in Two Settings.

PubMed

Draper, Erin M; Feng, Rui; Appel, Sarah D; Graboyes, Marcy; Engle, Erin; Ciner, Elise B; Ellenberg, Jonas H; Stambolian, Dwight

2016-07-01

The Vision Rehabilitation for African Americans with Central Vision Impairment (VISRAC) study is a demonstration project evaluating how modifications in vision rehabilitation can improve the use of functional vision. Fifty-five African Americans 40 years of age and older with central vision impairment were randomly assigned to receive either clinic-based (CB) or home-based (HB) low vision rehabilitation services. Forty-eight subjects completed the study. The primary outcome was the change in functional vision in activities of daily living, as assessed with the Veteran's Administration Low-Vision Visual Function Questionnaire (VFQ-48). This included scores for overall visual ability and visual ability domains (reading, mobility, visual information processing, and visual motor skills). Each score was normalized into logit estimates by Rasch analysis. Linear regression models were used to compare the difference in the total score and each domain score between the two intervention groups. The significance level for each comparison was set at 0.05. Both CB and HB groups showed significant improvement in overall visual ability at the final visit compared with baseline. The CB group showed greater improvement than the HB group (mean of 1.28 vs. 0.87 logits change), though the group difference is not significant (p = 0.057). The CB group visual motor skills score showed significant improvement over the HB group score (mean of 3.30 vs. 1.34 logits change, p = 0.044). The differences in improvement of the reading and visual information processing scores were not significant (p = 0.054 and p = 0.509) between groups. Neither group had significant improvement in the mobility score, which was not part of the rehabilitation program. Vision rehabilitation is effective for this study population regardless of location. Possible reasons why the CB group performed better than the HB group include a number of psychosocial factors as well as the more standardized distraction-free work environment within the clinic setting.

Visual, Critical, and Scientific Thinking Dispositions in a 3rd Grade Science Classroom

NASA Astrophysics Data System (ADS)

Foss, Stacy

Many American students leave school without the required 21st century critical thinking skills. This qualitative case study, based on the theoretical concepts of Facione, Arheim, and Vygotsky, explored the development of thinking dispositions through the arts in science on the development of scientific thinking skills when used as a conceptual thinking routine in a rural 3rd grade classroom. Research questions examined the disposition to think critically through the arts in science and focused on the perceptions and experiences of 25 students with the Visual Thinking Strategy (VTS) process. Data were collected from classroom observations (n = 10), student interviews (n = 25), teacher interviews ( n = 1), a focus group discussion (n = 3), and artifacts of student work (n = 25); these data included perceptions of VTS, school culture, and classroom characteristics. An inductive analysis of qualitative data resulted in several emergent themes regarding disposition development and students generating questions while increasing affective motivation. The most prevalent dispositions were open-mindedness, the truth-seeking disposition, the analytical disposition, and the systematicity disposition. The findings about the teachers indicated that VTS questions in science supported "gradual release of responsibility", the internalization of process skills and vocabulary, and argumentation. This case study offers descriptive research that links visual arts inquiry and the development of critical thinking dispositions in science at the elementary level. A science curriculum could be developed, that emphasizes the development of thinking dispositions through the arts in science, which in turn, could impact the professional development of teachers and learning outcomes for students.

Improvement of fine motor skills in children with visual impairment: an explorative study.

PubMed

Reimer, A M; Cox, R F A; Nijhuis-Van der Sanden, M W G; Boonstra, F N

2011-01-01

In this study we analysed the potential spin-off of magnifier training on the fine-motor skills of visually impaired children. The fine-motor skills of 4- and 5-year-old visually impaired children were assessed using the manual skills test for children (6-12 years) with a visual impairment (ManuVis) and movement assessment for children (Movement ABC), before and after receiving a 12-sessions training within a 6-weeks period. The training was designed to practice the use of a stand magnifier, as part of a larger research project on low-vision aids. In this study, fifteen children trained with a magnifier; seven without. Sixteen children had nystagmus. In this group head orientation (ocular torticollis) was monitored. Results showed an age-related progress in children's fine-motor skills after the training, irrespective of magnifier condition: performance speed of the ManuVis items went from 333.4s to 273.6s on average. Accuracy in the writing tasks also increased. Finally, for the children with nystagmus, an increase of ocular torticollis was found. These results suggest a careful reconsideration of which intervention is most effective for enhancing perceptuomotor performance in visually impaired children: specific 'fine-motor' training or 'non-specific' visual-attention training with a magnifier. Copyright © 2011 Elsevier Ltd. All rights reserved.

Moyamoya disease: impact on the performance of oral and written language.

PubMed

Lamônica, Dionísia Aparecida Cusin; Ribeiro, Camila da Costa; Ferraz, Plínio Marcos Duarte Pinto; Tabaquim, Maria de Lourdes Merighi

Moyamoya disease is an unusual form of occlusive, cerebrovascular disorder that affects the arteries of the central nervous system, causing acquired language alterations and learning difficulties. The study aim was to describe the oral/written language and cognitive skills in a seven-year-and-seven-month-old girl diagnosed with Moyamoya disease. The assessment consisted of interviews with her parents and application of the following instruments: Observation of Communicative Behavior, Peabody Picture Vocabulary Test, Academic Performance Test, Profile of Phonological Awareness, Raven's Progressive Matrices Test, Special Scale, Wechsler Intelligence Scale for Children, Bender Visual Motor Gestalt Test, and Wisconsin Card Sorting Test. Two episodes of stroke in the left and right temporal-parietal and left frontal areas occurred until the age of six years and five months. Revascularization surgery and medication treatment were conducted. The audiologic and ophthalmologic assessments indicated normality. At the time of the study, the girl was attending the second grade of elementary school. She presented changes in oral and written language (syllabic-alphabetic), non-naming of all graphemes, low arithmetic and writing means, reading skill below first grade level and psycholinguistic delay, and pre-school level phonological processing skills. The psychological evaluation indicated satisfactory intellectual level; however, it also showed cognitive performance impairment in verbal and execution tasks and limitations on graphic-perceptual-motor skills and sequential logic organization. The stroke episodes influenced the performance of learning processes, affecting the analysis, integration, and interpretation of relevant visual and auditory information.

Determinants of gross motor skill performance in children with visual impairments.

PubMed

Haibach, Pamela S; Wagner, Matthias O; Lieberman, Lauren J

2014-10-01

Children with visual impairments (CWVI) generally perform poorer in gross motor skills when compared with their sighted peers. This study examined the influence of age, sex, and severity of visual impairment upon locomotor and object control skills in CWVI. Participants included 100 CWVI from across the United States who completed the Test of Gross Motor Development II (TGMD-II). The TGMD-II consists of 12 gross motor skills including 6 object control skills (catching, kicking, striking, dribbling, throwing, and rolling) and 6 locomotor skills (running, sliding, galloping, leaping, jumping, and hopping). The full range of visual impairments according to United States Association for Blind Athletes (USABA; B3=20/200-20/599, legally blind; B2=20/600 and up, travel vision; B1=totally blind) were assessed. The B1 group performed significantly worse than the B2 (0.000 ≤ p ≤ 0.049) or B3 groups (0.000 ≤ p ≤ 0.005); however, there were no significant differences between B2 and B3 except for the run (p=0.006), catch (p=0.000), and throw (p=0.012). Age and sex did not play an important role in most of the skills, with the exception of boys outperforming girls striking (p=0.009), dribbling (p=0.013), and throwing (p=0.000), and older children outperforming younger children in dribbling (p=0.002). The significant impact of the severity of visual impairment is likely due to decreased experiences and opportunities for children with more severe visual impairments. In addition, it is likely that these reduced experiences explain the lack of age-related differences in the CWVI. The large disparities in performance between children who are blind and their partially sighted peers give direction for instruction and future research. In addition, there is a critical need for intentional and specific instruction on motor skills at a younger age to enable CWVI to develop their gross motor skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

Retraining moderately impaired stroke survivors in driving-related visual attention skills.

PubMed

Akinwuntan, Abiodun E; Devos, Hannes; Verheyden, Geert; Baten, Guido; Kiekens, Carlotte; Feys, Hilde; De Weerdt, Willy

2010-01-01

Visual inattention is a major cause of road accidents and is a problem commonly experienced after stroke. This study investigated the effects of 2 training programs on performance in the Useful Field of View (UFOV), a validated test of driving-related visual attention skills. Data from 69 first-ever, moderately impaired stroke survivors who participated in a randomized controlled trial (RCT) to determine the effects of simulator training on driving after stroke were analyzed. In addition to regular interventions at a rehabilitation center, participants received 15 hours of either simulator-based driving-related training or non-computer-based cognitive training over 5 weeks. Total percentage reduction in UFOV and performance in divided and selective attention and speed of processing subtests were documented at 6 to 9 weeks (pretraining), 11 to 15 weeks (posttraining), and 6 months post stroke (follow-up). Generalized estimating equation (GEE) model revealed neither group effects nor significant interaction effects of group with time in the UFOV total score and the 3 subtests. However, there were significant within-group improvements from pre- through posttraining to follow-up for all the UFOV parameters. Post-hoc GEE analysis revealed that most improvement in both groups occurred from pre- to posttraining. Both training programs significantly improved visual attention skills of moderately impaired stroke survivors after 15 hours of training and retention of benefit lasted up to 6 months after stroke. Neither of the training programs was better than the other.

Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

ERIC Educational Resources Information Center

Malenfant, Nathalie; Grondin, Simon; Boivin, Michel; Forget-Dubois, Nadine; Robaey, Philippe; Dionne, Ginette

2012-01-01

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between…

Tests of the E-Z Reader Model: Exploring the Interface between Cognition and Eye-Movement Control

ERIC Educational Resources Information Center

Pollatsek, Alexander; Reichle, Erik D.; Rayner, Keith

2006-01-01

This paper is simultaneously a test and refinement of the E-Z Reader model and an exploration of the interrelationship between visual and language processing and eye-movements in reading. Our modeling indicates that the assumption that words in text are processed serially by skilled readers is a viable and attractive hypothesis, as it accounts not…

Children's Struggles with the Writing Process: Exploring Storytelling, Visual Arts, and Keyboarding to Promote Narrative Story Writing

ERIC Educational Resources Information Center

Dunn, Michael W.; Finley, Susan

2010-01-01

Composing text is an essential skill for students. Assignments, tests, and emailing are a few examples of the many tasks which require students to generate thoughts and put them into prose. For many students, choosing a topic, creating an outline, generating an initial draft, and making edits to produce a final copy is a fluid process which poses…

The role of visual perception measures used in sports vision programmes in predicting actual game performance in Division I collegiate hockey players.

PubMed

Poltavski, Dmitri; Biberdorf, David

2015-01-01

Abstract In the growing field of sports vision little is still known about unique attributes of visual processing in ice hockey and what role visual processing plays in the overall athlete's performance. In the present study we evaluated whether visual, perceptual and cognitive/motor variables collected using the Nike SPARQ Sensory Training Station have significant relevance to the real game statistics of 38 Division I collegiate male and female hockey players. The results demonstrated that 69% of variance in the goals made by forwards in 2011-2013 could be predicted by their faster reaction time to a visual stimulus, better visual memory, better visual discrimination and a faster ability to shift focus between near and far objects. Approximately 33% of variance in game points was significantly related to better discrimination among competing visual stimuli. In addition, reaction time to a visual stimulus as well as stereoptic quickness significantly accounted for 24% of variance in the mean duration of the player's penalty time. This is one of the first studies to show that some of the visual skills that state-of-the-art generalised sports vision programmes are purported to target may indeed be important for hockey players' actual performance on the ice.

Critical Viewing and the Significance of the Emotional Response.

ERIC Educational Resources Information Center

Rood, Carrie

Within the scholarly debate about the value of visual literacy is the belief that visual literacy bestows the skill of critical viewing, or conscious appreciation of artistry along with the ability to see through manipulative uses and ideological implications of visual images. Critical thinking is commonly viewed as argument skills, cognitive…

Handwriting Error Patterns of Children with Mild Motor Difficulties.

ERIC Educational Resources Information Center

Malloy-Miller, Theresa; And Others

1995-01-01

A test of handwriting legibility and 6 perceptual-motor tests were completed by 66 children ages 7-12. Among handwriting error patterns, execution was associated with visual-motor skill and sensory discrimination, aiming with visual-motor and fine-motor skills. The visual-spatial factor had no significant association with perceptual-motor…

Effective Engineering Presentations through Teaching Visual Literacy Skills.

ERIC Educational Resources Information Center

Kerns, H. Dan; And Others

This paper describes a faculty resource team in the Bradley University (Illinois) Department of Industrial Engineering that works with student project teams in an effort to improve their visualization and oral presentation skills. Students use state of the art technology to develop and display their visuals. In addition to technology, students are…

A Multimodal Neural Network Recruited by Expertise with Musical Notation

ERIC Educational Resources Information Center

Wong, Yetta Kwailing; Gauthier, Isabel

2010-01-01

Prior neuroimaging work on visual perceptual expertise has focused on changes in the visual system, ignoring possible effects of acquiring expert visual skills in nonvisual areas. We investigated expertise for reading musical notation, a skill likely to be associated with multimodal abilities. We compared brain activity in music-reading experts…

Behind Mathematical Learning Disabilities: What about Visual Perception and Motor Skills?

ERIC Educational Resources Information Center

Pieters, Stefanie; Desoete, Annemie; Roeyers, Herbert; Vanderswalmen, Ruth; Van Waelvelde, Hilde

2012-01-01

In a sample of 39 children with mathematical learning disabilities (MLD) and 106 typically developing controls belonging to three control groups of three different ages, we found that visual perception, motor skills and visual-motor integration explained a substantial proportion of the variance in either number fact retrieval or procedural…

The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology.

PubMed

Milner-Bolotin, Marina; Nashon, Samson Madera

2012-02-01

Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.

Multimodal lexical processing in auditory cortex is literacy skill dependent.

PubMed

McNorgan, Chris; Awati, Neha; Desroches, Amy S; Booth, James R

2014-09-01

Literacy is a uniquely human cross-modal cognitive process wherein visual orthographic representations become associated with auditory phonological representations through experience. Developmental studies provide insight into how experience-dependent changes in brain organization influence phonological processing as a function of literacy. Previous investigations show a synchrony-dependent influence of letter presentation on individual phoneme processing in superior temporal sulcus; others demonstrate recruitment of primary and associative auditory cortex during cross-modal processing. We sought to determine whether brain regions supporting phonological processing of larger lexical units (monosyllabic words) over larger time windows is sensitive to cross-modal information, and whether such effects are literacy dependent. Twenty-two children (age 8-14 years) made rhyming judgments for sequentially presented word and pseudoword pairs presented either unimodally (auditory- or visual-only) or cross-modally (audiovisual). Regression analyses examined the relationship between literacy and congruency effects (overlapping orthography and phonology vs. overlapping phonology-only). We extend previous findings by showing that higher literacy is correlated with greater congruency effects in auditory cortex (i.e., planum temporale) only for cross-modal processing. These skill effects were specific to known words and occurred over a large time window, suggesting that multimodal integration in posterior auditory cortex is critical for fluent reading. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Fiscal Iconography

ERIC Educational Resources Information Center

Swartzentruber, Don

2011-01-01

The economy is often the feature story in our daily news. Synthesizing life is an essential skill for teenagers. The visual arts are a wonderful tool for students to process their situations and explore future aspirations. In this article, the author describes a lesson plan he developed to help students better understand their own situations, as…

Utilizing Oral-Motor Feedback in Auditory Conceptualization.

ERIC Educational Resources Information Center

Howard, Marilyn

The Auditory Discrimination in Depth (ADD) program, an oral-motor approach to beginning reading instruction, trains first grade children in auditory skills by a process in which language and oral-motor feedback are used to integrate auditory properties with visual properties. This emphasis of the ADD program makes the child's perceptual…

Smart in Everything Except School.

ERIC Educational Resources Information Center

Getman, G. N.

This book focuses on the prevention of academic failure through focus on developmental processes (especially development of essential visual skills) within the individual learner. A distinction is made between sight and vision with vision involving the entire person and his/her learning experiences The first chapter examines "The Dynamics of the…

MARA: Mathematics/Architecture Related Activities.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Curriculum Development.

This document is designed primarily to help teachers in elementary and middle schools to teach basic skills in mathematics, the visual arts, and social interaction. The Introduction contains sections titled: (1) How and Where to Begin; (2) Orientation Exercises; (3) Discovering the Environment; (4) Toothpicks and Gumdrops; (5) A Process for the…

Learning through Seeing and Doing: Visual Supports for Children with Autism

ERIC Educational Resources Information Center

Rao, Shaila M.; Gagie, Brenda

2006-01-01

Autism is a life-long, complex developmental disorder that causes impairment in the way individuals process information. Autism belongs to heterogeneous categories of developmental disabilities where neurological disorders lead to deficits in a child's ability to communicate, understand language, play, develop social skills, and relate to others.…

The Effects of Visual Attention Span and Phonological Decoding in Reading Comprehension in Dyslexia: A Path Analysis.

PubMed

Chen, Chen; Schneps, Matthew H; Masyn, Katherine E; Thomson, Jennifer M

2016-11-01

Increasing evidence has shown visual attention span to be a factor, distinct from phonological skills, that explains single-word identification (pseudo-word/word reading) performance in dyslexia. Yet, little is known about how well visual attention span explains text comprehension. Observing reading comprehension in a sample of 105 high school students with dyslexia, we used a pathway analysis to examine the direct and indirect path between visual attention span and reading comprehension while controlling for other factors such as phonological awareness, letter identification, short-term memory, IQ and age. Integrating phonemic decoding efficiency skills in the analytic model, this study aimed to disentangle how visual attention span and phonological skills work together in reading comprehension for readers with dyslexia. We found visual attention span to have a significant direct effect on more difficult reading comprehension but not on an easier level. It also had a significant direct effect on pseudo-word identification but not on word identification. In addition, we found that visual attention span indirectly explains reading comprehension through pseudo-word reading and word reading skills. This study supports the hypothesis that at least part of the dyslexic profile can be explained by visual attention abilities. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

'It's not the form; it's the process': a phenomenological study on the use of creative professional development workshops to improve teamwork and communication skills.

PubMed

Acai, Anita; McQueen, Sydney A; Fahim, Christine; Wagner, Natalie; McKinnon, Victoria; Boston, Jody; Maxwell, Colina; Sonnadara, Ranil R

2016-09-01

Past research has demonstrated the positive effects of visual and performing arts on health professionals' observational acuity and associated diagnostic skills, well-being and professional identity. However, to date, the use of arts for the development of non-technical skills, such as teamwork and communication, has not been studied thoroughly. In partnership with a community print and media arts organisation, Centre[3], we used a phenomenological approach to explore front-line mental health and social service workers' experiences with a creative professional development workshop based on the visual and performing arts. Through preworkshop and postworkshop interviews with participants and postworkshop interviews with their managers, we sought to examine how participants' perceptions of the workshop compared with their preworkshop expectations, specific impacts of the workshop with respect to participants' teamwork and communication skills and changes in their perceptions regarding the use of the arts in professional development. Our workshops were successful in enhancing teamwork skills among participants and showed promise in the development of communication skills, though observable changes in workplace communication could not be confirmed. The workshop facilitated teamwork and collegiality between colleagues, creating a more enjoyable and accepting work environment. The workshops also helped participants identify the strengths and weaknesses of their communication skills, made them more comfortable with different communication styles and provided them with strategies to enhance their communication skills. Participation in the arts can be beneficial for the development of interpersonal skills such as teamwork and communication among health professionals. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Relations of Preschoolers’ Visual Motor and Object Manipulation Skills with Executive Function and Social Behavior

PubMed Central

MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M.; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly

2017-01-01

Purpose The purpose was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom over the preschool year. Method 92 children between the ages of 3–5 years old (mean age 4.31 years) were recruited to participate. Comprehensive measures of visual motor integration skills, object manipulation skills, executive function and social behaviors were administered in the fall and spring of the preschool year. Results Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores, (B = .47 [.20], p < .05, β = .27) in the spring of the preschool year after controlling for age, gender, Head-Start status, and site location, but not after controlling for children’s baseline levels of executive function. In addition, children who demonstrated better object-manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control, (B −.03 [.00], p < .05, β = .40), more cooperation, (B = .02 [.01], p < .05, β = .28), and less externalizing/hyperactivity, (B = −.02 [.01], p < .05, β = −.28) after controlling for social behavior in the fall and other covariates. Conclusion Children’s visual motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness. PMID:27732149

Effectiveness of a visual attention retraining program on the driving performance of clients with stroke.

PubMed

Mazer, Barbara L; Sofer, Susan; Korner-Bitensky, Nicol; Gelinas, Isabelle; Hanley, James; Wood-Dauphinee, Sharon

2003-04-01

To compare the effectiveness of a visual attention retraining program using the Useful Field of View (UFOV) with a traditional visuoperception treatment program on the driving performance of clients with stroke. Randomized controlled trial. Rehabilitation hospital located in Quebec, Canada. Ninety-seven individuals referred for driving evaluation after a stroke. Participants were randomized to receive 20 sessions of either UFOV training of visual processing speed, divided attention, and selective attention or traditional computerized visuoperception retraining. Subjects were evaluated with an on-road driving evaluation, visuoperception tests, and the Test of Everyday Attention. An occupational therapist unaware of group assignment conducted all evaluations. Eighty-four participants completed the outcome evaluation. There were no significant differences between groups on any of the outcome measures. There was, however, almost a 2-fold increase (52.4% vs 28.6%) in the rate of success on the on-road driving evaluation after UFOV training for subjects with right-sided lesions. Rehabilitation that targets visual attention skills was not significantly more beneficial than traditional perceptual training in improving the outcome of an on-road driving evaluation. However, results suggest a potential improvement for subjects with right-sided lesions, indicating that training must target specific skills.

Making Connections among Multiple Visual Representations: How Do Sense-Making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?

ERIC Educational Resources Information Center

Rau, Martina A.

2018-01-01

To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) "sense-making skills" that allow students to verbally explain mappings among representations and (2) "perceptual…

Evaluation of Sensory Skills among Students with Visual Impairment

ERIC Educational Resources Information Center

Saleem, Suhib Saleem; Al-Salahat, Mohammad Mousa

2016-01-01

The purpose of the study was to evaluate the sensory skills among students with visual impairment (SVI). The sample contained of 30 students with blind and low vision enrolled in mainstreaming programs at general education schools at Najran in Kingdom of Saudi Arabia. A sensory skills scale was developed. The scale consisted of 20 items was…

Words are not enough: how preschoolers' integration of perspective and emotion informs their referential understanding.

PubMed

Graham, Susan A; San Juan, Valerie; Khu, Melanie

2017-05-01

When linguistic information alone does not clarify a speaker's intended meaning, skilled communicators can draw on a variety of cues to infer communicative intent. In this paper, we review research examining the developmental emergence of preschoolers' sensitivity to a communicative partner's perspective. We focus particularly on preschoolers' tendency to use cues both within the communicative context (i.e. a speaker's visual access to information) and within the speech signal itself (i.e. emotional prosody) to make on-line inferences about communicative intent. Our review demonstrates that preschoolers' ability to use visual and emotional cues of perspective to guide language interpretation is not uniform across tasks, is sometimes related to theory of mind and executive function skills, and, at certain points of development, is only revealed by implicit measures of language processing.

On-road driving impairments and associated cognitive deficits after stroke.

PubMed

Devos, Hannes; Tant, Mark; Akinwuntan, Abiodun E

2014-01-01

Little is known about the critical on-road driving skills that get affected after a stroke. The purpose of this study was to investigate the key on-road driving impairments and their associated cognitive deficits after a stroke. A second aim was to investigate if lateralization of stroke impacts results of the cognitive and on-road driving tests. In this cross-sectional study, 99 participants with a first-ever stroke who were actively driving prior to stroke underwent a cognitive battery and a standardized road test that evaluated 13 specific on-road driving skills. These on-road driving skills were mapped onto an existing, theoretical framework that categorized the on-road items into hierarchic clusters of operational, tactical, visuo-integrative, and mixed driving skills. The total score on the road test and the on-road decision, made by a certified fitness-to-drive expert, decided the main outcome. The critical on-road driving skills predicting the on-road decision were identified using logistic regression analysis. Linear regression analysis was employed to determine the cognitive impairments leading to poor total on-road scores. Analyses were repeated for right- and left-sided strokes. In all, 37 persons scored poorly on the road test. These participants performed worse in all hierarchic clusters of on-road driving. Performances on the operational cluster and the visuo-integrative cluster best predicted on-road decisions (R(2) = 0.60). 'Lane changing' and 'understanding, insight, and quality of traffic participation' were the critical skill deficits leading to poor performance on the road test (R(2) = 0.65). Divided attention was the main determinant of on-road scores in the total group (R(2) = 0.06). Participants with right-sided stroke performed worse on visual field, visual neglect, visual scanning, visuo-constructive skills, and divided attention compared with those with left-sided stroke. Divided attention was the main determinant of total on-road scores in the right-sided stroke group (R(2) = 0.10). A combination of visual scanning, speed of processing, and executive dysfunction yielded the best model to predict on-road scores in left-sided strokes (R(2) = 0.46). Poor performance in the road test after stroke is determined by critical operational and visuo-integrative driving impairments. Specific and different driving evaluation and training programs are needed for right- and left-sided strokes. © 2014 S. Karger AG, Basel.

Materials Centered Science and Manipulative Skill

ERIC Educational Resources Information Center

Struve, Nancy L.; And Others

1974-01-01

Evaluated were effects of experience with two physical science units adapted for use by the visually impaired on the manipulative skills of 14 visually impaired low income students from 9 to 19 years of age. (DB)

Amblyopia and Binocular Vision

PubMed Central

Birch, Eileen E.

2012-01-01

Amblyopia is the most common cause of monocular visual loss in children, affecting 1.3% to 3.6% of children. Current treatments are effective in reducing the visual acuity deficit but many amblyopic individuals are left with residual visual acuity deficits, ocular motor abnormalities, deficient fine motor skills, and risk for recurrent amblyopia. Using a combination of psychophysical, electrophysiological, imaging, risk factor analysis, and fine motor skill assessment, the primary role of binocular dysfunction in the genesis of amblyopia and the constellation of visual and motor deficits that accompany the visual acuity deficit has been identified. These findings motivated us to evaluate a new, binocular approach to amblyopia treatment with the goals of reducing or eliminating residual and recurrent amblyopia and of improving the deficient ocular motor function and fine motor skills that accompany amblyopia. PMID:23201436

Cultivating Research Skills: An interdisciplinary approach in training and supporting energy research

NASA Astrophysics Data System (ADS)

Winkler, H.; Carbajales-Dale, P.; Alschbach, E.

2013-12-01

Geoscience and energy research has essentially separate and diverse tracks and traditions, making the education process labor-intensive and burdensome. Using a combined forces approach to training, a multidisciplinary workshop on information and data sources and research skills was developed and offered through several departments at Stanford University. The popular workshops taught required skills to scientists - giving training on new technologies, access to restricted energy-related scientific and government databases, search strategies for data-driven resources, and visualization and geospatial analytics. Feedback and data suggest these workshops were fundamental as they set the foundation for subsequent learning opportunities for students and faculty. This session looks at the integration of the information workshops within multiple energy and geoscience programs and the importance of formally cultivating research and information skills.

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project.

PubMed

Watson, Charles S; Kidd, Gary R; Homer, Douglas G; Connell, Phil J; Lowther, Andrya; Eddins, David A; Krueger, Glenn; Goss, David A; Rainey, Bill B; Gospel, Mary D; Watson, Betty U

2003-01-01

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.

Phonological awareness and short-term memory in hearing and deaf individuals of different communication backgrounds.

PubMed

Koo, Daniel; Crain, Kelly; LaSasso, Carol; Eden, Guinevere F

2008-12-01

Previous work in deaf populations on phonological coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects' native language and communication mode. In the present study, we examined the effect of sensory experience, early language experience, and communication mode on the phonological awareness skills and serial recall of linguistic items in deaf and hearing individuals of different communicative and linguistic backgrounds: hearing nonsigning controls, hearing users of ASL, deaf users of ASL, deaf oral users of English, and deaf users of cued speech. Since many current measures of phonological awareness skills are inappropriate for deaf populations on account of the verbal demands in the stimuli or response, we devised a nonverbal phonological measure that addresses this limitation. The Phoneme Detection Test revealed that deaf cuers and oral users, but not deaf signers, performed as well as their hearing peers when detecting phonemes not transparent in the orthography. The second focus of the study examined short-term memory skills and found that in response to the traditional digit span as well as an experimental visual version, digit-span performance was similar across the three deaf groups, yet deaf subjects' retrieval was lower than that of hearing subjects. Our results support the claim (Bavelier et al., 2006) that lexical items processed in the visual-spatial modality are not as well retained as information processed in the auditory channel. Together these findings show that the relationship between working memory, phonological coding, and reading may not be as tightly interwoven in deaf students as would have been predicted from work conducted in hearing students.

An Examination of Characteristics Related to the Social Skills of Youths with Visual Impairments

ERIC Educational Resources Information Center

Zebehazy, Kim T.; Smith, Thomas J.

2011-01-01

From an early age, children with visual impairments can be at a disadvantage for developing social skills. Since vision plays a role in the early development of social behaviors and of social cognition, the lack of visual cues could lead to difficulties in initiating and maintaining social interactions. The study presented here investigated…

A Comparison of Social Skills in Turkish Children with Visual Impairments, Children with Intellectual Impairments and Typically Developing Children

ERIC Educational Resources Information Center

Ozkubat, Ufuk; Ozdemir, Selda

2014-01-01

The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments…

Ingredients to Successful Students Presentations: It's More Than Just a Sum of Raw Materials.

ERIC Educational Resources Information Center

Kerns, H. Dan; Johnson, Nial

Recognizing the decline in student visual communication skills, faculty from different disciplines collaborated in the design of a visual literacy course. The visual literacy skills developed in the course are that students learn in the following ways: (1) through faculty presentation and demonstration of the various tools available; (2) with…

Effects of Direct Instruction of Visual Literacy Skills on Science Achievement When Integrated into Inquiry Learning

ERIC Educational Resources Information Center

Galyas, Lesley Crowell

2016-01-01

Understanding of visual representations is a pivotal skill necessary in science. These visual, verbal, and numeric representations are the crux of science discourses "by scientists, with students and the general public" (Pauwels, 2006, p.viii). Those who lack the understanding of these representations see it as a foreign language, one…

Some Visual Literacy Initiatives in Academic Institutions: A Literature Review from 1999 to the Present

ERIC Educational Resources Information Center

Blummer, Barbara

2015-01-01

The ubiquitousness of images in the digital era highlights the importance of individuals' visual communication skills in the 21st Century. We conducted a literature review of visual literacy initiatives in academic institutions to illustrate best practices for imparting these skills in students. The literature review identified five categories of…

The effect of integration masking on visual processing in perceptual categorization.

PubMed

Hélie, Sébastien

2017-08-01

Learning to recognize and categorize objects is an essential cognitive skill allowing animals to function in the world. However, animals rarely have access to a canonical view of an object in an uncluttered environment. Hence, it is essential to study categorization under noisy, degraded conditions. In this article, we explore how the brain processes categorization stimuli in low signal-to-noise conditions using multivariate pattern analysis. We used an integration masking paradigm with mask opacity of 50%, 60%, and 70% inside a magnetic resonance imaging scanner. The results show that mask opacity affects blood-oxygen-level dependent (BOLD) signal in visual processing areas (V1, V2, V3, and V4) but does not affect the BOLD signal in brain areas traditionally associated with categorization (prefrontal cortex, striatum, hippocampus). This suggests that when a stimulus is difficult to extract from its background (e.g., low signal-to-noise ratio), the visual system extracts the stimulus and that activity in areas typically associated with categorization are not affected by the difficulty level of the visual conditions. We conclude with implications of this result for research on visual attention, categorization, and the integration of these fields. Copyright © 2017 Elsevier Inc. All rights reserved.

Interval timing in children: effects of auditory and visual pacing stimuli and relationships with reading and attention variables.

PubMed

Birkett, Emma E; Talcott, Joel B

2012-01-01

Motor timing tasks have been employed in studies of neurodevelopmental disorders such as developmental dyslexia and ADHD, where they provide an index of temporal processing ability. Investigations of these disorders have used different stimulus parameters within the motor timing tasks that are likely to affect performance measures. Here we assessed the effect of auditory and visual pacing stimuli on synchronised motor timing performance and its relationship with cognitive and behavioural predictors that are commonly used in the diagnosis of these highly prevalent developmental disorders. Twenty-one children (mean age 9.6 years) completed a finger tapping task in two stimulus conditions, together with additional psychometric measures. As anticipated, synchronisation to the beat (ISI 329 ms) was less accurate in the visually paced condition. Decomposition of timing variance indicated that this effect resulted from differences in the way that visual and auditory paced tasks are processed by central timekeeping and associated peripheral implementation systems. The ability to utilise an efficient processing strategy on the visual task correlated with both reading and sustained attention skills. Dissociations between these patterns of relationship across task modality suggest that not all timing tasks are equivalent.

Developing visual images for communicating information aboutantiretroviral side effects to a low-literate population.

PubMed

Dowse, Ros; Ramela, Thato; Barford, Kirsty-Lee; Browne, Sara

2010-09-01

The side effects of antiretroviral (ARV) therapy are linked to altered quality of life and adherence. Poor adherence has also been associated with low health-literacy skills, with an uninformed patient more likely to make ARV-related decisions that compromise the efficacy of the treatment. Low literacy skills disempower patients in interactions with healthcare providers and preclude the use of existing written patient information materials, which are generally written at a high reading level. Visual images or pictograms used as a counselling tool or included in patient information leaflets have been shown to improve patients' knowledge, particularly in low-literate groups. The objective of this study was to design visuals or pictograms illustrating various ARV side effects and to evaluate them in a low-literate South African Xhosa population. Core images were generated either from a design workshop or from posed photos or images from textbooks. The research team worked closely with a graphic artist. Initial versions of the images were discussed and assessed in group discussions, and then modified and eventually evaluated quantitatively in individual interviews with 40 participants who each had a maximum of 10 years of schooling. The familiarity of the human body, its facial expressions, postures and actions contextualised the information and contributed to the participants' understanding. Visuals that were simple, had a clear central focus and reflected familiar body experiences (e.g. vomiting) were highly successful. The introduction of abstract elements (e.g. fever) and metaphorical images (e.g. nightmares) presented problems for interpretation, particularly to those with the lowest educational levels. We recommend that such visual images should be designed in collaboration with the target population and a graphic artist, taking cognisance of the audience's literacy skills and culture, and should employ a multistage iterative process of modification and evaluation.

Incorporation of feedback during beat synchronization is an index of neural maturation and reading skills.

PubMed

Woodruff Carr, Kali; Fitzroy, Ahren B; Tierney, Adam; White-Schwoch, Travis; Kraus, Nina

2017-01-01

Speech communication involves integration and coordination of sensory perception and motor production, requiring precise temporal coupling. Beat synchronization, the coordination of movement with a pacing sound, can be used as an index of this sensorimotor timing. We assessed adolescents' synchronization and capacity to correct asynchronies when given online visual feedback. Variability of synchronization while receiving feedback predicted phonological memory and reading sub-skills, as well as maturation of cortical auditory processing; less variable synchronization during the presence of feedback tracked with maturation of cortical processing of sound onsets and resting gamma activity. We suggest the ability to incorporate feedback during synchronization is an index of intentional, multimodal timing-based integration in the maturing adolescent brain. Precision of temporal coding across modalities is important for speech processing and literacy skills that rely on dynamic interactions with sound. Synchronization employing feedback may prove useful as a remedial strategy for individuals who struggle with timing-based language learning impairments. Copyright © 2016 Elsevier Inc. All rights reserved.

An Examination of Mediators of the Transfer of Cognitive Speed of Processing Training to Everyday Functional Performance

PubMed Central

Edwards, Jerri D.; Ruva, Christine L.; O’Brien, Jennifer L.; Haley, Christine B.; Lister, Jennifer J.

2013-01-01

The purpose of these analyses was to examine mediators of the transfer of cognitive speed of processing training to improved everyday functional performance (Edwards, Wadley, Vance, Roenker, & Ball, 2005). Cognitive speed of processing and visual attention (as measured by the Useful Field of View Test; UFOV) were examined as mediators of training transfer. Secondary data analyses were conducted from the Staying Keen in Later Life (SKILL) study, a randomized cohort study including 126 community dwelling adults 63 to 87 years of age. In the SKILL study, participants were randomized to an active control group or cognitive speed of processing training (SOPT), a non-verbal, computerized intervention involving perceptual practice of visual tasks. Prior analyses found significant effects of training as measured by the UFOV and Timed Instrumental Activities of Daily Living (TIADL) Tests. Results from the present analyses indicate that speed of processing for a divided attention task significantly mediated the effect of SOPT on everyday performance (e.g., TIADL) in a multiple mediation model accounting for 91% of the variance. These findings suggest that everyday functional improvements found from SOPT are directly attributable to improved UFOV performance, speed of processing for divided attention in particular. Targeting divided attention in cognitive interventions may be important to positively affect everyday functioning among older adults. PMID:23066808

Visual scanning behavior and mental workload in aircraft pilots

NASA Technical Reports Server (NTRS)

Tole, J. R.; Harris, R. L., Sr.; Stephens, A. T.; Ephrath, A. R.

1982-01-01

This paper describes an experimental paradigm and a set of preliminary results which demonstrate a relationship between the level of performance on a skilled man-machine control task, the skill of the operator, the level of mental difficulty induced by an additional task imposed on the basic control task, and visual scanning performance. During a constant, simulated piloting task, visual scanning of instruments was found to vary as a function of the level of difficulty of a verbal loading task. The average dwell time of each fixation on the pilot's primary instrument increased as a function of the loading. The scanning behavior was also a function of the estimated skill level of the pilots, with novices being affected by the loading task much more than experts. The results suggest that visual scanning of instruments in a controlled task may be an indicator of both workload and skill.

Disentangling Fine Motor Skills' Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

ERIC Educational Resources Information Center

Carlson, Abby G.; Rowe, Ellen; Curby, Timothy W.

2013-01-01

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout…

Evidence of different underlying processes in pattern recall and decision-making.

PubMed

Gorman, Adam D; Abernethy, Bruce; Farrow, Damian

2015-01-01

The visual search characteristics of expert and novice basketball players were recorded during pattern recall and decision-making tasks to determine whether the two tasks shared common visual-perceptual processing strategies. The order in which participants entered the pattern elements in the recall task was also analysed to further examine the nature of the visual-perceptual strategies and the relative emphasis placed upon particular pattern features. The experts demonstrated superior performance across the recall and decision-making tasks [see also Gorman, A. D., Abernethy, B., & Farrow, D. (2012). Classical pattern recall tests and the prospective nature of expert performance. The Quarterly Journal of Experimental Psychology, 65, 1151-1160; Gorman, A. D., Abernethy, B., & Farrow, D. (2013a). Is the relationship between pattern recall and decision-making influenced by anticipatory recall? The Quarterly Journal of Experimental Psychology, 66, 2219-2236)] but a number of significant differences in the visual search data highlighted disparities in the processing strategies, suggesting that recall skill may utilize different underlying visual-perceptual processes than those required for accurate decision-making performance in the natural setting. Performance on the recall task was characterized by a proximal-to-distal order of entry of the pattern elements with participants tending to enter the players located closest to the ball carrier earlier than those located more distal to the ball carrier. The results provide further evidence of the underlying perceptual processes employed by experts when extracting visual information from complex and dynamic patterns.

UnAdulterated - children and adults' visual attention to healthy and unhealthy food.

PubMed

Junghans, Astrid F; Hooge, Ignace T C; Maas, Josje; Evers, Catharine; De Ridder, Denise T D

2015-04-01

Visually attending to unhealthy food creates a desire to consume the food. To resist the temptation people have to employ self-regulation strategies, such as visual avoidance. Past research has shown that self-regulatory skills develop throughout childhood and adolescence, suggesting adults' superior self-regulation skills compared to children. This study employed a novel method to investigate self-regulatory skills. Children and adults' initial (bottom-up) and maintained (top-down) visual attention to simultaneously presented healthy and unhealthy food were examined in an eye-tracking paradigm. Results showed that both children and adults initially attended most to the unhealthy food. Subsequently, adults self-regulated their visual attention away from the unhealthy food. Despite the children's high self-reported attempts to eat healthily and importance of eating healthily, children did not self-regulate visual attention away from unhealthy food. Children remained influenced by the attention-driven desire to consume the unhealthy food whereas adults visually attended more strongly to the healthy food thereby avoiding the desire to consume the unhealthy option. The findings emphasize the necessity of improving children's self-regulatory skills to support their desire to remain healthy and to protect children from the influences of the obesogenic environment. Copyright © 2015. Published by Elsevier Ltd.

Does visual impairment lead to additional disability in adults with intellectual disabilities?

PubMed

Evenhuis, H M; Sjoukes, L; Koot, H M; Kooijman, A C

2009-01-01

This study addresses the question to what extent visual impairment leads to additional disability in adults with intellectual disabilities (ID). In a multi-centre cross-sectional study of 269 adults with mild to profound ID, social and behavioural functioning was assessed with observant-based questionnaires, prior to expert assessment of visual function. With linear regression analysis the percentage of variance, explained by levels of visual function, was calculated for the total population and per ID level. A total of 107/269 participants were visually impaired or blind (WHO criteria). On top of the decrease by ID visual impairment significantly decreased daily living skills, communication & language, recognition/communication. Visual impairment did not cause more self-absorbed and withdrawn behaviour or anxiety. Peculiar looking habits correlated with visual impairment and not with ID. In the groups with moderate and severe ID this effect seems stronger than in the group with profound ID. Although ID alone impairs daily functioning, visual impairment diminishes the daily functioning even more. Timely detection and treatment or rehabilitation of visual impairment may positively influence daily functioning, language development, initiative and persistence, social skills, communication skills and insecure movement.

Exploring the Link between Visual Perception, Visual-Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP-2.

PubMed

Bellocchi, Stéphanie; Muneaux, Mathilde; Huau, Andréa; Lévêque, Yohana; Jover, Marianne; Ducrot, Stéphanie

2017-08-01

Reading is known to be primarily a linguistic task. However, to successfully decode written words, children also need to develop good visual-perception skills. Furthermore, motor skills are implicated in letter recognition and reading acquisition. Three studies have been designed to determine the link between reading, visual perception, and visual-motor integration using the Developmental Test of Visual Perception version 2 (DTVP-2). Study 1 tests how visual perception and visual-motor integration in kindergarten predict reading outcomes in Grade 1, in typical developing children. Study 2 is aimed at finding out if these skills can be seen as clinical markers in dyslexic children (DD). Study 3 determines if visual-motor integration and motor-reduced visual perception can distinguish DD children according to whether they exhibit or not developmental coordination disorder (DCD). Results showed that phonological awareness and visual-motor integration predicted reading outcomes one year later. DTVP-2 demonstrated similarities and differences in visual-motor integration and motor-reduced visual perception between children with DD, DCD, and both of these deficits. DTVP-2 is a suitable tool to investigate links between visual perception, visual-motor integration and reading, and to differentiate cognitive profiles of children with developmental disabilities (i.e. DD, DCD, and comorbid children). Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior.

PubMed

MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly

2016-12-01

The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Ninety-two children aged 3 to 5 years old (M age  = 4.31 years) were recruited to participate. Comprehensive measures of visual-motor integration skills, object manipulation skills, executive function, and social behaviors were administered in the fall and spring of the preschool year. Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores (B = 0.47 [0.20], p < .05, β = .27) in the spring of the preschool year after controlling for age, gender, Head Start status, and site location, but not after controlling for children's baseline levels of executive function. In addition, children who demonstrated better object manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control (B - 0.03 [0.00], p < .05, β = .40), more cooperation (B = 0.02 [0.01], p < .05, β = .28), and less externalizing/hyperactivity (B = - 0.02 [0.01], p < .05, β = - .28) after controlling for social behavior in the fall and other covariates. Children's visual-motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness.

Learning to See the Infinite: Measuring Visual Literacy Skills in a 1st-Year Seminar Course

ERIC Educational Resources Information Center

Palmer, Michael S.; Matthews, Tatiana

2015-01-01

Visual literacy was a stated learning objective for the fall 2009 iteration of a first-year seminar course. To help students develop visual literacy skills, they received formal instruction throughout the semester and completed a series of carefully designed learning activities. The effects of these interventions were measured using a one-group…

Gender Differences in Toddlers' Visual-Spatial Skills

ERIC Educational Resources Information Center

Kotsopoulos, Donna; Zambrzycka, Joanna; Makosz, Samantha

2017-01-01

The purpose of the present study was to determine whether there are visual-spatial gender differences in two-year-olds, to investigate the environmental and cognitive factors that contribute to two-year-olds' visual-spatial skills, and to explore whether these factors differ for boys and girls. Children (N = 63; M[subscript age] = 28.17 months)…

Training Program for Individuals Working with Older American Indians Who Are Blind or Visually Impaired. Training Manual.

ERIC Educational Resources Information Center

White, Keith; And Others

This manual is intended for people who are preparing to work with older American Indians with visual impairments and who have limited or no training in this area. Emphasis is on basic orientation and mobility skills and daily living skills. Preliminary information covers the following: the eye, definitions, the visually impaired population, and…

Examination of the Relation between an Assessment of Skills and Performance on Auditory-Visual Conditional Discriminations for Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Kodak, Tiffany; Clements, Andrea; Paden, Amber R.; LeBlanc, Brittany; Mintz, Joslyn; Toussaint, Karen A.

2015-01-01

The current investigation evaluated repertoires that may be related to performance on auditory-to-visual conditional discrimination training with 9 students who had been diagnosed with autism spectrum disorder. The skills included in the assessment were matching, imitation, scanning, an auditory discrimination, and a visual discrimination. The…

Toward a research-based assessment of dyslexia: using cognitive measures to identify reading disabilities.

PubMed

Bell, Sherry Mee; McCallum, R Steve; Cox, Elizabeth A

2003-01-01

One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided.

Teaching Reading to the Disadvantaged Adult.

ERIC Educational Resources Information Center

Dinnan, James A.; Ulmer, Curtis, Ed.

This manual is designed to assess the background of the individual and to bring him to the stage of unlocking the symbolic codes called Reading and Mathematics. The manual begins with Introduction to a Symbolic Code (The Thinking Process and The Key to Learning Basis), and continues with Basic Reading Skills (Readiness, Visual Discrimination,…

Plate Tectonics: The Way the Earth Works. Teacher's Guide. LHS GEMS.

ERIC Educational Resources Information Center

Cuff, Kevin

This teacher guide presents a unit on plate tectonics and introduces hands-on activities for students in grades 6-8. In each unit, students act as real scientists and gather evidence by using science process skills such as observing, graphing, analyzing data, designing and making models, visualizing, communicating, theorizing, and drawing…

Infant Information Processing in Relation to Six-Year Cognitive Outcomes.

ERIC Educational Resources Information Center

Rose, Susan A.; And Others

1992-01-01

Infants' visual recognition memory (VRM) at seven months was associated with their general intelligence, language proficiency, reading and quantitative skills, and perceptual organization at six years. Infants' VRM, object permanence, and cross-modal transfer of perceptions at one year were related to their IQ and several outcomes at six years.…

Validation of Clay Modeling as a Learning Tool for the Periventricular Structures of the Human Brain

ERIC Educational Resources Information Center

Akle, Veronica; Peña-Silva, Ricardo A.; Valencia, Diego M.; Rincón-Perez, Carlos W.

2018-01-01

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a…

Visualizing the Critique: Integrating Quantitative Reasoning with the Design Process

ERIC Educational Resources Information Center

Weinstein, Kathryn

2017-01-01

In the age of "Big Data," information is often quantitative in nature. The ability to analyze information through the sifting of data has been identified as a core competency for success in navigating daily life and participation in the contemporary workforce. This skill, known as Quantitative Reasoning (QR), is characterized by the…

Amblyopia and binocular vision.

PubMed

Birch, Eileen E

2013-03-01

Amblyopia is the most common cause of monocular visual loss in children, affecting 1.3%-3.6% of children. Current treatments are effective in reducing the visual acuity deficit but many amblyopic individuals are left with residual visual acuity deficits, ocular motor abnormalities, deficient fine motor skills, and risk for recurrent amblyopia. Using a combination of psychophysical, electrophysiological, imaging, risk factor analysis, and fine motor skill assessment, the primary role of binocular dysfunction in the genesis of amblyopia and the constellation of visual and motor deficits that accompany the visual acuity deficit has been identified. These findings motivated us to evaluate a new, binocular approach to amblyopia treatment with the goals of reducing or eliminating residual and recurrent amblyopia and of improving the deficient ocular motor function and fine motor skills that accompany amblyopia. Copyright © 2012 Elsevier Ltd. All rights reserved.

Automated social skills training with audiovisual information.

PubMed

Tanaka, Hiroki; Sakti, Sakriani; Neubig, Graham; Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

2016-08-01

People with social communication difficulties tend to have superior skills using computers, and as a result computer-based social skills training systems are flourishing. Social skills training, performed by human trainers, is a well-established method to obtain appropriate skills in social interaction. Previous works have attempted to automate one or several parts of social skills training through human-computer interaction. However, while previous work on simulating social skills training considered only acoustic and linguistic features, human social skills trainers take into account visual features (e.g. facial expression, posture). In this paper, we create and evaluate a social skills training system that closes this gap by considering audiovisual features regarding ratio of smiling, yaw, and pitch. An experimental evaluation measures the difference in effectiveness of social skill training when using audio features and audiovisual features. Results showed that the visual features were effective to improve users' social skills.

Artistic Skills Recovery and Compensation in Visual Artists after Stroke.

PubMed

Petcu, Eugen Bogdan; Sherwood, Katherine; Popa-Wagner, Aurel; Buga, Ana Maria; Aceti, Lanfranco; Miroiu, Rodica Ileana

2016-01-01

Art is a characteristic of mankind, which requires superior central nervous processing and integration of motor functions with visual information. At the present time, a significant amount of information related to neurobiological basis of artistic creation has been derived from neuro-radiological cognitive studies, which have revealed that subsequent to tissue destruction, the artists continue to create art. The current study aims to review the most important cases of visual artists with stroke and to discuss artistic skills recovery and compensation as well as artistic style after stroke. The role of various central nervous system regions in artistic creation was reviewed on the basis of previously published functional studies. Our PubMed search (1995-2015) has identified 10 famous artists with right cerebral stroke as well as 5 with left cerebral stroke who survived and continued to create art after stroke. As the artists included in this review lived at various times during the twentieth century and in different countries, clinical information related to their case was limited. However, it appears that artistic skills recovery and compensation appear within days after stroke. Some of the artists would subsequently change their artistic style. All these elements have been evaluated within the context of specific clinical cases. The poststroke artistic skills recovery and compensation with development of a new style or the opposite, regaining the previous prestroke style, represents a significant element of clinical importance in medical rehabilitation as well as neuroesthetics, which requires further evaluation. At the present time, the molecular mechanisms of artistic creation are poorly understood, and more standardized clinical and experimental studies are needed.

Degradation of learned skills: Effectiveness of practice methods on visual approach and landing skill retention

NASA Technical Reports Server (NTRS)

Sitterley, T. E.; Zaitzeff, L. P.; Berge, W. A.

1972-01-01

Flight control and procedural task skill degradation, and the effectiveness of retraining methods were evaluated for a simulated space vehicle approach and landing under instrument and visual flight conditions. Fifteen experienced pilots were trained and then tested after 4 months either without the benefits of practice or with static rehearsal, dynamic rehearsal or with dynamic warmup practice. Performance on both the flight control and procedure tasks degraded significantly after 4 months. The rehearsal methods effectively countered procedure task skill degradation, while dynamic rehearsal or a combination of static rehearsal and dynamic warmup practice was required for the flight control tasks. The quality of the retraining methods appeared to be primarily dependent on the efficiency of visual cue reinforcement.

Large-scale visualization projects for teaching software engineering.

PubMed

Müller, Christoph; Reina, Guido; Burch, Michael; Weiskopf, Daniel

2012-01-01

The University of Stuttgart's software engineering major complements the traditional computer science major with more practice-oriented education. Two-semester software projects in various application areas offered by the university's different computer science institutes are a successful building block in the curriculum. With this realistic, complex project setting, students experience the practice of software engineering, including software development processes, technologies, and soft skills. In particular, visualization-based projects are popular with students. Such projects offer them the opportunity to gain profound knowledge that would hardly be possible with only regular lectures and homework assignments.

Anatomy and physiology of the afferent visual system.

PubMed

Prasad, Sashank; Galetta, Steven L

2011-01-01

The efficient organization of the human afferent visual system meets enormous computational challenges. Once visual information is received by the eye, the signal is relayed by the retina, optic nerve, chiasm, tracts, lateral geniculate nucleus, and optic radiations to the striate cortex and extrastriate association cortices for final visual processing. At each stage, the functional organization of these circuits is derived from their anatomical and structural relationships. In the retina, photoreceptors convert photons of light to an electrochemical signal that is relayed to retinal ganglion cells. Ganglion cell axons course through the optic nerve, and their partial decussation in the chiasm brings together corresponding inputs from each eye. Some inputs follow pathways to mediate pupil light reflexes and circadian rhythms. However, the majority of inputs arrive at the lateral geniculate nucleus, which relays visual information via second-order neurons that course through the optic radiations to arrive in striate cortex. Feedback mechanisms from higher cortical areas shape the neuronal responses in early visual areas, supporting coherent visual perception. Detailed knowledge of the anatomy of the afferent visual system, in combination with skilled examination, allows precise localization of neuropathological processes and guides effective diagnosis and management of neuro-ophthalmic disorders. Copyright © 2011 Elsevier B.V. All rights reserved.

Exemplar Training for Battalion Visualization (CD-ROM)

DTIC Science & Technology

cognitive task analysis to identify important visualization skill at a battalion level of command. The cognitive task analysis consisted of a review of...findings from the cognitive task analysis , 11 skill areas were identified as potential focal points of future training development. The findings from the... cognitive task analysis were used to design and develop exemplar training exercises for two skill areas; identify key problem elements employing the

Developing Social Skills in Children Who Have Disabilities through the Use of Social Stories and Visual Supports

ERIC Educational Resources Information Center

Fisher, Kristi; Haufe, Theresa

2009-01-01

The purpose of this action research project was to improve the social skills of eight preschool students and four first grade and second grade students through the use of Social Stories and visual supports to create a more positive learning environment. The teacher researchers wanted to increase the social skills of students who had been diagnosed…

Evaluation of a Technology for Teaching Complex Social Skills to Young Adults with Visual and Cognitive Impairments.

ERIC Educational Resources Information Center

Gumpel, Thomas P.; Nativ-Ari-Am, Hagit

2001-01-01

Two multiple baseline designs were used to evaluate a two-stage model for training four young adults with visual and cognitive impairments to grocery shop. A task-analytical flow chart of the behavioral skills involved in grocery shopping was used to increase completed skill steps and the number of correct items purchased. (Contains references.)…

Relations of Preschoolers' Visual-Motor and Object Manipulation Skills with Executive Function and Social Behavior

ERIC Educational Resources Information Center

MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M.; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly

2016-01-01

Purpose: The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Method: Ninety-two children aged 3 to 5 years old (M[subscript age] = 4.31 years) were…

The Sport Expert's Attention Superiority on Skill-related Scene Dynamic by the Activation of left Medial Frontal Gyrus: An ERP and LORETA Study.

PubMed

He, Mengyang; Qi, Changzhu; Lu, Yang; Song, Amanda; Hayat, Saba Z; Xu, Xia

2018-05-21

Extensive studies have shown that a sports expert is superior to a sports novice in visually perceptual-cognitive processes of sports scene information, however the attentional and neural basis of it has not been thoroughly explored. The present study examined whether a sport expert has the attentional superiority on scene information relevant to his/her sport skill, and explored what factor drives this superiority. To address this problem, EEGs were recorded as participants passively viewed sport scenes (tennis vs. non-tennis) and negative emotional faces in the context of a visual attention task, where the pictures of sport scenes or of negative emotional faces randomly followed the pictures with overlapping sport scenes and negative emotional faces. ERP results showed that for experts, the evoked potential of attentional competition elicited by the overlap of tennis scene was significantly larger than that evoked by the overlap of non-tennis scene, while this effect was absent for novices. The LORETA showed that the experts' left medial frontal gyrus (MFG) cortex was significantly more active as compared to the right MFG when processing the overlap of tennis scene, but the lateralization effect was not significant in novices. Those results indicate that experts have attentional superiority on skill-related scene information, despite intruding the scene through negative emotional faces that are prone to cause negativity bias toward their visual field as a strong distractor. This superiority is actuated by the activation of left MFG cortex and probably due to self-reference. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Degradation of learned skills. Static practice effectiveness for visual approach and landing skill retention

NASA Technical Reports Server (NTRS)

Sitterley, T. E.

1974-01-01

The effectivess of an improved static retraining method was evaluated for a simulated space vehicle approach and landing under instrument and visual flight conditions. Experienced pilots were trained and then tested after 4 months without flying to compare their performance using the improved method with three methods previously evaluated. Use of the improved static retraining method resulted in no practical or significant skill degradation and was found to be even more effective than methods using a dynamic presentation of visual cues. The results suggested that properly structured open loop methods of flight control task retraining are feasible.

Effects of Visual Feedback Distortion on Gait Adaptation: Comparison of Implicit Visual Distortion Versus Conscious Modulation on Retention of Motor Learning.

PubMed

Kim, Seung-Jae; Ogilvie, Mitchell; Shimabukuro, Nathan; Stewart, Trevor; Shin, Joon-Ho

2015-09-01

Visual feedback can be used during gait rehabilitation to improve the efficacy of training. We presented a paradigm called visual feedback distortion; the visual representation of step length was manipulated during treadmill walking. Our prior work demonstrated that an implicit distortion of visual feedback of step length entails an unintentional adaptive process in the subjects' spatial gait pattern. Here, we investigated whether the implicit visual feedback distortion, versus conscious correction, promotes efficient locomotor adaptation that relates to greater retention of a task. Thirteen healthy subjects were studied under two conditions: (1) we implicitly distorted the visual representation of their gait symmetry over 14 min, and (2) with help of visual feedback, subjects were told to walk on the treadmill with the intent of attaining the gait asymmetry observed during the first implicit trial. After adaptation, the visual feedback was removed while subjects continued walking normally. Over this 6-min period, retention of preserved asymmetric pattern was assessed. We found that there was a greater retention rate during the implicit distortion trial than that of the visually guided conscious modulation trial. This study highlights the important role of implicit learning in the context of gait rehabilitation by demonstrating that training with implicit visual feedback distortion may produce longer lasting effects. This suggests that using visual feedback distortion could improve the effectiveness of treadmill rehabilitation processes by influencing the retention of motor skills.

The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers' Visual Motor Integration Skills

PubMed Central

Fang, Ying; Zhang, Ying

2017-01-01

Visual motor integration (VMI) is a vital ability in childhood development, which is associated with the performance of many functional skills. By using the Beery Developmental Test Package and Executive Function Tasks, the present study explored the VMI development and its factors (visual perception, motor coordination, and executive function) among 151 Chinese preschoolers from 4 to 6 years. Results indicated that the VMI skills of children increased quickly at 4 years and peaked at 5 years and decreased at around 5 to 6 years. Motor coordination and cognitive flexibility were related to the VMI development of children from 4 to 6 years. Visual perception was associated with the VMI development at early 4 years and inhibitory control was also associated with it among 4-year-old and the beginning of 5-year-old children. Working memory had no impact on the VMI. In conclusion, the development of VMI skills among children in preschool was not stable but changed dynamically in this study. Meanwhile the factors of the VMI worked in different age range for preschoolers. These findings may give some guidance to researchers or health professionals on improving children's VMI skills in their early childhood. PMID:29457030

Motor expertise modulates the unconscious processing of human body postures.

PubMed

Güldenpenning, Iris; Koester, Dirk; Kunde, Wilfried; Weigelt, Matthias; Schack, Thomas

2011-09-01

Little is known about the cognitive background of unconscious visuomotor control of complex sports movements. Therefore, we investigated the extent to which novices and skilled high-jump athletes are able to identify visually presented body postures of the high jump unconsciously. We also asked whether or not the manner of processing differs (qualitatively or quantitatively) between these groups as a function of their motor expertise. A priming experiment with not consciously perceivable stimuli was designed to determine whether subliminal priming of movement phases (same vs. different movement phases) or temporal order (i.e. natural vs. reversed movement order) affects target processing. Participants had to decide which phase of the high jump (approach vs. flight phase) a target photograph was taken from. We found a main effect of temporal order for skilled athletes, that is, faster reaction times for prime-target pairs that reflected the natural movement order as opposed to the reversed movement order. This result indicates that temporal-order information pertaining to the domain of expertise plays a critical role in athletes' perceptual capacities. For novices, data analyses revealed an interaction between temporal order and movement phases. That is, only the reversed movement order of flight-approach pictures increased processing time. Taken together, the results suggest that the structure of cognitive movement representation modulates unconscious processing of movement pictures and points to a functional role of motor representations in visual perception.

Timing of thyroid hormone action in the developing brain: clinical observations and experimental findings.

PubMed

Zoeller, R T; Rovet, J

2004-10-01

Abstract The original concept of the critical period of thyroid hormone (TH) action on brain development was proposed to identify the postnatal period during which TH supplement must be provided to a child with congenital hypothyroidism to prevent mental retardation. As neuropsychological tools have become more sensitive, it has become apparent that even mild TH insufficiency in humans can produce measurable deficits in very specific neuropsychological functions, and that the specific consequences of TH deficiency depends on the precise developmental timing of the deficiency. Models of maternal hypothyroidism, hypothyroxinaemia and congenital hyperthyroidism have provided these insights. If the TH deficiency occurs early in pregnancy, the offspring display problems in visual attention, visual processing (i.e. acuity and strabismus) and gross motor skills. If it occurs later in pregnancy, children are at additional risk of subnormal visual (i.e. contrast sensitivity) and visuospatial skills, as well as slower response speeds and fine motor deficits. Finally, if TH insufficiency occurs after birth, language and memory skills are most predominantly affected. Although the experimental literature lags behind clinical studies in providing a mechanistic explanation for each of these observations, recent studies confirm that the specific action of TH on brain development depends upon developmental timing, and studies informing us about molecular mechanisms of TH action are generating hypotheses concerning possible mechanisms to account for these pleiotropic actions.

Reliability of Visual and Somatosensory Feedback in Skilled Movement: The Role of the Cerebellum.

PubMed

Mizelle, J C; Oparah, Alexis; Wheaton, Lewis A

2016-01-01

The integration of vision and somatosensation is required to allow for accurate motor behavior. While both sensory systems contribute to an understanding of the state of the body through continuous updating and estimation, how the brain processes unreliable sensory information remains to be fully understood in the context of complex action. Using functional brain imaging, we sought to understand the role of the cerebellum in weighting visual and somatosensory feedback by selectively reducing the reliability of each sense individually during a tool use task. We broadly hypothesized upregulated activation of the sensorimotor and cerebellar areas during movement with reduced visual reliability, and upregulated activation of occipital brain areas during movement with reduced somatosensory reliability. As specifically compared to reduced somatosensory reliability, we expected greater activations of ipsilateral sensorimotor cerebellum for intact visual and somatosensory reliability. Further, we expected that ipsilateral posterior cognitive cerebellum would be affected with reduced visual reliability. We observed that reduced visual reliability results in a trend towards the relative consolidation of sensorimotor activation and an expansion of cerebellar activation. In contrast, reduced somatosensory reliability was characterized by the absence of cerebellar activations and a trend towards the increase of right frontal, left parietofrontal activation, and temporo-occipital areas. Our findings highlight the role of the cerebellum for specific aspects of skillful motor performance. This has relevance to understanding basic aspects of brain functions underlying sensorimotor integration, and provides a greater understanding of cerebellar function in tool use motor control.

The Moon Topography Model as an Astronomy Educational Kit for Visual Impaired Student

NASA Astrophysics Data System (ADS)

Pramudya, Y.; Hikmah, F. N.; Muchlas

2016-08-01

The visual impaired students need science educational kit at the school to assist their learning process in science. However, there are lack of the educational kit especially on the topic of astronomy. To introduce the structure of the moon, the moon topography model has been made in circular shape only shown the near side of the moon. The moon topography module are easy to be made since it was made based on low cost material. The expertise on astronomy and visual impaired media marked the 76.67% and 94% ideal percentage, respectively. The visual impaired students were able to study the moon crater and mare by using the kit and the braille printed learning book. They also showed the improvement in the material understanding skill.

The Scientist as Illustrator.

PubMed

Iwasa, Janet H

2016-04-01

Proficiency in art and illustration was once considered an essential skill for biologists, because text alone often could not suffice to describe observations of biological systems. With modern imaging technology, it is no longer necessary to illustrate what we can see by eye. However, in molecular and cellular biology, our understanding of biological processes is dependent on our ability to synthesize diverse data to generate a hypothesis. Creating visual models of these hypotheses is important for generating new ideas and for communicating to our peers and to the public. Here, I discuss the benefits of creating visual models in molecular and cellular biology and consider steps to enable researchers to become more effective visual communicators. Copyright © 2016 Elsevier Ltd. All rights reserved.

Improving Dorsal Stream Function in Dyslexics by Training Figure/Ground Motion Discrimination Improves Attention, Reading Fluency, and Working Memory.

PubMed

Lawton, Teri

2016-01-01

There is an ongoing debate about whether the cause of dyslexia is based on linguistic, auditory, or visual timing deficits. To investigate this issue three interventions were compared in 58 dyslexics in second grade (7 years on average), two targeting the temporal dynamics (timing) of either the auditory or visual pathways with a third reading intervention (control group) targeting linguistic word building. Visual pathway training in dyslexics to improve direction-discrimination of moving test patterns relative to a stationary background (figure/ground discrimination) significantly improved attention, reading fluency, both speed and comprehension, phonological processing, and both auditory and visual working memory relative to controls, whereas auditory training to improve phonological processing did not improve these academic skills significantly more than found for controls. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways is a fundamental cause of dyslexia, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological deficits. This study demonstrates that visual movement direction-discrimination can be used to not only detect dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning.

Infant information processing and family history of specific language impairment: converging evidence for RAP deficits from two paradigms

PubMed Central

Choudhury, Naseem; Leppanen, Paavo H.T.; Leevers, Hilary J.; Benasich, April A.

2007-01-01

An infant’s ability to process auditory signals presented in rapid succession (i.e. rapid auditory processing abilities [RAP]) has been shown to predict differences in language outcomes in toddlers and preschool children. Early deficits in RAP abilities may serve as a behavioral marker for language-based learning disabilities. The purpose of this study is to determine if performance on infant information processing measures designed to tap RAP and global processing skills differ as a function of family history of specific language impairment (SLI) and/or the particular demand characteristics of the paradigm used. Seventeen 6- to 9-month-old infants from families with a history of specific language impairment (FH+) and 29 control infants (FH−) participated in this study. Infants’ performance on two different RAP paradigms (head-turn procedure [HT] and auditory-visual habituation/recognition memory [AVH/RM]) and on a global processing task (visual habituation/recognition memory [VH/RM]) was assessed at 6 and 9 months. Toddler language and cognitive skills were evaluated at 12 and 16 months. A number of significant group differences were seen: FH+ infants showed significantly poorer discrimination of fast rate stimuli on both RAP tasks, took longer to habituate on both habituation/recognition memory measures, and had lower novelty preference scores on the visual habituation/recognition memory task. Infants’ performance on the two RAP measures provided independent but converging contributions to outcome. Thus, different mechanisms appear to underlie performance on operantly conditioned tasks as compared to habituation/recognition memory paradigms. Further, infant RAP processing abilities predicted to 12- and 16-month language scores above and beyond family history of SLI. The results of this study provide additional support for the validity of infant RAP abilities as a behavioral marker for later language outcome. Finally, this is the first study to use a battery of infant tasks to demonstrate multi-modal processing deficits in infants at risk for SLI. PMID:17286846

Measuring Visual Literacy Skills on Students’ Concept Understanding of Genetic Transfer Material

NASA Astrophysics Data System (ADS)

Fibriana, F.; Pamelasari, S. D.; Aulia, L. S.

2017-04-01

Visualization is an important skill for all students majoring in natural sciences. Also, the visual literacy skills (VLS) are essential for Microbiology learning. The lecturer can use the external representations (ERs) to visualize the microorganisms and its microenvironment. One of learning materials which are rather difficult to interpret in microbiology is genetic transfer. In this study, we measure the VLS on students’ concept understanding of genetic transfer material using a simple test. The tests were held before and after the lecture on this topic employing a combination of talking drawing with picture and picture model. The results show that in the beginning, students showed their poor visual literacy. After the lecture, students were able to draw their understanding on the genetic transfer in bacteria. Most students’ visual literacy ability improves in the level of acceptable. In conclusion, the students’ ability was improved in the average amount of conceptual knowledge. This result reveals that some students comprehend in the correct level of ability, meaning that they have a high degree of conceptual (propositional) and visual knowledge.

Don’t Assume Deaf Students are Visual Learners

PubMed Central

Marschark, Marc; Paivio, Allan; Spencer, Linda J.; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth

2016-01-01

In the education of deaf learners, from primary school to postsecondary settings, it frequently is suggested that deaf students are visual learners. That assumption appears to be based on the visual nature of signed languages—used by some but not all deaf individuals—and the fact that with greater hearing losses, deaf students will rely relatively more on vision than audition. However, the questions of whether individuals with hearing loss are more likely to be visual learners than verbal learners or more likely than hearing peers to be visual learners have not been empirically explored. Several recent studies, in fact, have indicated that hearing learners typically perform as well or better than deaf learners on a variety of visual-spatial tasks. The present study used two standardized instruments to examine learning styles among college deaf students who primarily rely on sign language or spoken language and their hearing peers. The visual-verbal dimension was of particular interest. Consistent with recent indirect findings, results indicated that deaf students are no more likely than hearing students to be visual learners and are no stronger in their visual skills and habits than their verbal skills and habits, nor are deaf students’ visual orientations associated with sign language skills. The results clearly have specific implications for the educating of deaf learners. PMID:28344430

Handwriting and Children with Visual Impairments.

ERIC Educational Resources Information Center

Arter, Christine; And Others

1996-01-01

Teaching methods to develop the handwriting skills of children who have low vision are discussed. Difficulties are seen to result from problems with motor skills, visual factors, and mechanical difficulties. Stressed throughout is adaptation of the handwriting program to the particular needs of the individual child. (DB)

Effect of Yogic Breathing on Accommodate Braille Version of Six-letter Cancellation Test in Students with Visual Impairment.

PubMed

Pradhan, Balaram; Mohanty, Soubhagyalaxmi; Hankey, Alex

2018-01-01

Attentional processes tend to be less well developed in the visually impaired, who require special training to develop them fully. Yogic breathing which alters the patterns of respiration has been shown to enhance attention skills. Letter cancellation tests are well-established tools to measure attention and attention span. Here, a modified Braille version of the six-letter cancellation test (SLCT) was used for students with visual impairment (VI). This study aimed to assess the immediate effects of Bhramari Pranayama (BhPr) and breath awareness (BA) on students with VI. This study was a self-as-control study held on 2 consecutive days, on 19 participants (8 males, 11 females), with a mean age of 15.89 ± 1.59 years, randomized into two groups. On the 1 st day, Group 1 performed 10 min breath awareness and Group 2 performed Bhramari ; on the 2 nd day, practices were reversed. Assessments used a SLCT specially adapted for the visually impaired before and after each session. The Braille letter cancellation test was successfully taken by 19 students. Scores significantly improved after both techniques for each student following practices on both days ( P < 0.001). BhPr may have more effect on attention performance than BA as wrong scores significantly increased following BA ( P < 0.05), but the increase in the score after Bhramari was not significant. Despite the small sample size improvement in attentional processes by both yoga breathing techniques was robust. Attentional skills were definitely enhanced. Long-term practice should be studied.

Effect of Yogic Breathing on Accommodate Braille Version of Six-letter Cancellation Test in Students with Visual Impairment

PubMed Central

Pradhan, Balaram; Mohanty, Soubhagyalaxmi; Hankey, Alex

2018-01-01

Context: Attentional processes tend to be less well developed in the visually impaired, who require special training to develop them fully. Yogic breathing which alters the patterns of respiration has been shown to enhance attention skills. Letter cancellation tests are well-established tools to measure attention and attention span. Here, a modified Braille version of the six-letter cancellation test (SLCT) was used for students with visual impairment (VI). Aim: This study aimed to assess the immediate effects of Bhramari Pranayama (BhPr) and breath awareness (BA) on students with VI. Methods: This study was a self-as-control study held on 2 consecutive days, on 19 participants (8 males, 11 females), with a mean age of 15.89 ± 1.59 years, randomized into two groups. On the 1st day, Group 1 performed 10 min breath awareness and Group 2 performed Bhramari; on the 2nd day, practices were reversed. Assessments used a SLCT specially adapted for the visually impaired before and after each session. Results: The Braille letter cancellation test was successfully taken by 19 students. Scores significantly improved after both techniques for each student following practices on both days (P < 0.001). BhPr may have more effect on attention performance than BA as wrong scores significantly increased following BA (P < 0.05), but the increase in the score after Bhramari was not significant. Conclusions: Despite the small sample size improvement in attentional processes by both yoga breathing techniques was robust. Attentional skills were definitely enhanced. Long-term practice should be studied. PMID:29755219

The Handwriting Performance of Children with NF1

ERIC Educational Resources Information Center

Gilboa, Yafit; Josman, Naomi; Fattal-Valevski, Aviva; Toledano-Alhadef, Hagit; Rosenblum, Sara

2010-01-01

The objective of this study was to analyze the process and product of handwriting among children with Neurofibromatosis Type 1 (NF1) in comparison to those of Typically Developing (TD) children. Children with NF1 are at risk for some cognitive deficits, a wide range of deficits in perceptual skills and, motor and visual-motor integration skills…

Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory

ERIC Educational Resources Information Center

Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F.; Moran, Catherine

2015-01-01

Purpose: This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Method: Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working…

Pre-Service Science Teachers' Construction and Interpretation of Graphs

ERIC Educational Resources Information Center

Ergül, N. Remziye

2018-01-01

Data and graphic analysis and interpretation are important parts of science process skills and science curriculum. So it refers to visual display of data using relevant graphical representations. One of the tools used in science courses is graphics for explain the relationship among each of the concepts and therefore it is important to know data…

Serendipity in Paperdoll Animation: Low Budget Methods for a Children's Workshop.

ERIC Educational Resources Information Center

Edwards, Emily D.

Part of a larger project to design a production curriculum and measure the impact of this production activity on children's writing, visual thinking, and problem solving skills, a project developed an effective but inexpensive video for use in teaching animation processes to students at the elementary school level. The project used "cutout" or…

Early Cerebral Constraints on Reading Skills in School-Age Children: An MRI Study

ERIC Educational Resources Information Center

Borst, G.; Cachia, A.; Tissier, C.; Ahr, E.; Simon, G.; Houdé, O.

2016-01-01

Reading relies on a left-lateralized network of brain areas that include the pre-lexical processing regions of the ventral stream. Specifically, a region in the left lateral occipitotemporal sulcus (OTS) is consistently more activated for visual presentations of words than for other categories of stimuli. This region undergoes dramatic changes at…

Athletes in Motion: Training for the Olympic Games with Mind and Body: Two Case Studies.

ERIC Educational Resources Information Center

Ungerleider, Steven

Two case studies illustrate the Fine-Tuning Effect and its benefit to participants in athletic competition. The Fine-Tuning Effect is the sharpening of psychological processes that enable physical skills to be expressed in a maximum fashion. Such techniques as muscle relaxation, visual imagery, guided fantasy, autogenic training, and meditation…

Maternal Socioeconomic Status Influences the Range of Expectations during Language Comprehension in Adulthood

ERIC Educational Resources Information Center

Troyer, Melissa; Borovsky, Arielle

2017-01-01

In infancy, maternal socioeconomic status (SES) is associated with real-time language processing skills, but whether or not (and if so, how) this relationship carries into adulthood is unknown. We explored the effects of maternal SES in college-aged adults on eye-tracked, spoken sentence comprehension tasks using the visual world paradigm. When…

Superior Visual Search and Crowding Abilities Are Not Characteristic of All Individuals on the Autism Spectrum.

PubMed

Lindor, Ebony; Rinehart, Nicole; Fielding, Joanne

2018-05-22

Individuals with Autism Spectrum Disorder (ASD) often excel on visual search and crowding tasks; however, inconsistent findings suggest that this 'islet of ability' may not be characteristic of the entire spectrum. We examined whether performance on these tasks changed as a function of motor proficiency in children with varying levels of ASD symptomology. Children with high ASD symptomology outperformed all others on complex visual search tasks, but only if their motor skills were rated at, or above, age expectations. For the visual crowding task, children with high ASD symptomology and superior motor skills exhibited enhanced target discrimination, whereas those with high ASD symptomology but poor motor skills experienced deficits. These findings may resolve some of the discrepancies in the literature.

Superior parietal lobule dysfunction in a homogeneous group of dyslexic children with a visual attention span disorder.

PubMed

Peyrin, C; Démonet, J F; N'Guyen-Morel, M A; Le Bas, J F; Valdois, S

2011-09-01

A visual attention (VA) span disorder has been reported in dyslexic children as potentially responsible for their poor reading outcome. The purpose of the current paper was to identify the cerebral correlates of this VA span disorder. For this purpose, 12 French dyslexic children with severe reading and VA span disorders and 12 age-matched control children were engaged in a categorisation task under fMRI. Two flanked and isolated conditions were designed which both involved multiple-element simultaneous visual processing but taxed visual attention differently. For skilled readers, flanked stimuli processing activated a large bilateral cortical network comprising the superior and inferior parietal cortex, the inferior temporal cortex, the striate and extrastriate visual cortex, the middle frontal cortex and the anterior cingulate cortex while the less attention-demanding task of isolated stimuli only activated the inferior occipito-temporal cortex bilaterally. With respect to controls, the dyslexic children showed significantly reduced activation within bilateral parietal and temporal areas during flanked processing, but no difference during the isolated condition. The neural correlates of the processes involved in attention-demanding multi-element processing tasks were more specifically addressed by contrasting the flanked and the isolated conditions. This contrast elicited activation of the left precuneus/superior parietal lobule in the controls, but not in the dyslexic children. These findings provide new insights on the role of parietal regions, in particular the left superior parietal lobule, in the visual attention span and in developmental dyslexia. Copyright © 2010 Elsevier Inc. All rights reserved.

Sensory and semantic activations evoked by action attributes of manipulable objects: Evidence from ERPs

PubMed Central

Lee, Chia-lin; Huang, Hsu-Wen; Federmeier, Kara D.; Buxbaum, Laurel J.

2018-01-01

“Two route” theories of object-related action processing posit different temporal activation profiles of grasp-to-move actions (rapidly evoked based on object structure) versus skilled use actions (more slowly activated based on semantic knowledge). We capitalized on the exquisite temporal resolution and multidimensionality of Event-Related Potentials (ERPs) to directly test this hypothesis. Participants viewed manipulable objects (e.g., calculator) preceded by objects sharing either “grasp”, “use”, or no action attributes (e.g., bar of soap, keyboard, earring, respectively), as well as by action-unrelated but taxonomically-related objects (e.g., abacus); participants judged whether the two objects were related. The results showed more positive responses to “grasp-to-move” primed objects than “skilled use” primed objects or unprimed objects starting in the P1 (0–150 ms) time window and continuing onto the subsequent N1 and P2 components (150–300 ms), suggesting that only “grasp-to-move”, but not “skilled use”, actions may facilitate visual attention to object attributes. Furthermore, reliably reduced N400s (300–500 ms), an index of semantic processing, were observed to taxonomically primed and “skilled use” primed objects relative to unprimed objects, suggesting that “skilled use” action attributes are a component of distributed, multimodal semantic representations of objects. Together, our findings provide evidence supporting two-route theories by demonstrating that “grasp-to-move” and “skilled use” actions impact different aspects of object processing and highlight the relationship of “skilled use” information to other aspects of semantic memory. PMID:29183777

34 CFR 369.4 - What definitions apply to these programs?

Code of Federal Regulations, 2010 CFR

2010-07-01

... training in the use of prosthetic and orthotic devices; (3) Recreational therapy; (4) Physical and..., communication, self-care, self-direction, interpersonal skills, work tolerance, or work skills) in terms of an... to obtaining or retaining employment; (9) Eyeglasses and visual services, including visual training...

On the advantage of being left-handed in volleyball: further evidence of the specificity of skilled visual perception.

PubMed

Loffing, Florian; Schorer, Jörg; Hagemann, Norbert; Baker, Joseph

2012-02-01

High ball speeds and close distances between competitors require athletes in interactive sports to correctly anticipate an opponent's intentions in order to render appropriate reactions. Although it is considered crucial for successful performance, such skill appears impaired when athletes are confronted with a left-handed opponent, possibly because of athletes' reduced perceptual familiarity with rarely encountered left-handed actions. To test this negative perceptual frequency effect hypothesis, we invited 18 skilled and 18 novice volleyball players to predict shot directions of left- and right-handed attacks in a video-based visual anticipation task. In accordance with our predictions, and with recent reports on laterality differences in visual perception, the outcome of left-handed actions was significantly less accurately predicted than the outcome of right-handed attacks. In addition, this left-right bias was most distinct when predictions had to be based on preimpact (i.e., before hand-ball contact) kinematic cues, and skilled players were generally more affected by the opponents' handedness than were novices. The study's findings corroborate the assumption that skilled visual perception is attuned to more frequently encountered actions.

Mastering algebra retrains the visual system to perceive hierarchical structure in equations.

PubMed

Marghetis, Tyler; Landy, David; Goldstone, Robert L

2016-01-01

Formal mathematics is a paragon of abstractness. It thus seems natural to assume that the mathematical expert should rely more on symbolic or conceptual processes, and less on perception and action. We argue instead that mathematical proficiency relies on perceptual systems that have been retrained to implement mathematical skills. Specifically, we investigated whether the visual system-in particular, object-based attention-is retrained so that parsing algebraic expressions and evaluating algebraic validity are accomplished by visual processing. Object-based attention occurs when the visual system organizes the world into discrete objects, which then guide the deployment of attention. One classic signature of object-based attention is better perceptual discrimination within, rather than between, visual objects. The current study reports that object-based attention occurs not only for simple shapes but also for symbolic mathematical elements within algebraic expressions-but only among individuals who have mastered the hierarchical syntax of algebra. Moreover, among these individuals, increased object-based attention within algebraic expressions is associated with a better ability to evaluate algebraic validity. These results suggest that, in mastering the rules of algebra, people retrain their visual system to represent and evaluate abstract mathematical structure. We thus argue that algebraic expertise involves the regimentation and reuse of evolutionarily ancient perceptual processes. Our findings implicate the visual system as central to learning and reasoning in mathematics, leading us to favor educational approaches to mathematics and related STEM fields that encourage students to adapt, not abandon, their use of perception.

Daily Living Skills: A Manual for Educating Visually Impaired Students.

ERIC Educational Resources Information Center

Lieberman, Gail, Ed.

The manual contains rationales, general approaches, and specific procedures for educators and parents to use in teaching daily living skills to visually impaired students. Detailed suggestions are given with regard to learning objectives for blind or partially sighted children, age levels, and instructional adaptations for developing competency in…

Fun and Games, but Learning Too.

ERIC Educational Resources Information Center

Ahmad, Paula

1989-01-01

Recommends the use of visual art games to introduce art units and stimulate student interest. Outlines strategies for 10 visual art games adaptable for most age and skill levels. Based on familiar games such as "tic-tac-toe" or "hangman," these activities deal with artists, artistic skills or concepts, and art history. (LS)

Visualization Skills and Their Incorporation in Biology Curriculum

ERIC Educational Resources Information Center

Osodo, J.; Amory, A.; Graham-Jolly, M.; Indoshi, F. C.

2010-01-01

Many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. However, few education systems are adopting modern education practices such as visualization skills that intrinsically motivate and engage learners and are at the same time flexible enough to consider students'…

Teacher Vision: Expert and Novice Teachers' Perception of Problematic Classroom Management Scenes

ERIC Educational Resources Information Center

Wolff, Charlotte E.; Jarodzka, Halszka; van den Bogert, Niek; Boshuizen, Henny P. A.

2016-01-01

Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of…

Learning to Verbally & Visually Communicate the Metalworking Way.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of Vocational Education.

This curriculum guide, one of 15 volumes written for field test use with educationally disadvantaged industrial education students needing additional instruction in the basic skill areas, deals with helping students develop basic verbal and visual communication skills while studying metalworking. Addressed in the individual units of the guide are…

Mildly Handicapped Students in the Social Studies Class: Facilitating Learning.

ERIC Educational Resources Information Center

Simms, Rochelle B.

1984-01-01

Problems experienced by mildly handicapped students include visual perceptual and visual motor problems, inability to use and organize time, poor notetaking and outlining skills, and deficient reading vocabulary and writing skills. What the social studies teacher can do to alleviate each of these problems is discussed. (RM)

Music in the Life Skills Classroom

ERIC Educational Resources Information Center

van Vuuren, Eurika Jansen; van Niekerka, Caroline

2015-01-01

Generalist educators in South Africa shy away from music in the subjects Life Skills (Dance, Drama, Music, Visual Art, Physical Education and Personal and Social Well-being) and Creative Arts (Dance, Drama, Music, Visual Art) and universities are not delivering generalist students for the subject demands. In-service educators, as well as subject…

Tessellating with Logo: Effects on Visual Literacy.

ERIC Educational Resources Information Center

Knupfer, Nancy Nelson; Clark, Barbara I.

This investigation of the potential of a Logo environment to develop visual literacy skills in elementary school students focused on the recognition of Escher-type geometric constructions by second and sixth grade students. Four research questions were addressed: (1) whether students can use higher-order and creative thinking skills in using…

A theoretical model to describe progressions and regressions for exercise rehabilitation.

PubMed

Blanchard, Sam; Glasgow, Phil

2014-08-01

This article aims to describe a new theoretical model to simplify and aid visualisation of the clinical reasoning process involved in progressing a single exercise. Exercise prescription is a core skill for physiotherapists but is an area that is lacking in theoretical models to assist clinicians when designing exercise programs to aid rehabilitation from injury. Historical models of periodization and motor learning theories lack any visual aids to assist clinicians. The concept of the proposed model is that new stimuli can be added or exchanged with other stimuli, either intrinsic or extrinsic to the participant, in order to gradually progress an exercise whilst remaining safe and effective. The proposed model maintains the core skills of physiotherapists by assisting clinical reasoning skills, exercise prescription and goal setting. It is not limited to any one pathology or rehabilitation setting and can adapted by any level of skilled clinician. Copyright © 2014 Elsevier Ltd. All rights reserved.

Increased Stroop interference with better second-language reading skill.

PubMed

Braet, Wouter; Noppe, Nele; Wagemans, Johan; Op de Beeck, Hans

2011-03-01

Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages.

Analogy Mapping Development for Learning Programming

NASA Astrophysics Data System (ADS)

Sukamto, R. A.; Prabawa, H. W.; Kurniawati, S.

2017-02-01

Programming skill is an important skill for computer science students, whereas nowadays, there many computer science students are lack of skills and information technology knowledges in Indonesia. This is contrary with the implementation of the ASEAN Economic Community (AEC) since the end of 2015 which is the qualified worker needed. This study provided an effort for nailing programming skills by mapping program code to visual analogies as learning media. The developed media was based on state machine and compiler principle and was implemented in C programming language. The state of every basic condition in programming were successful determined as analogy visualization.

Are there pre-existing neural, cognitive, or motoric markers for musical ability?

PubMed

Norton, Andrea; Winner, Ellen; Cronin, Karl; Overy, Katie; Lee, Dennis J; Schlaug, Gottfried

2005-11-01

Adult musician's brains show structural enlargements, but it is not known whether these are inborn or a consequence of long-term training. In addition, music training in childhood has been shown to have positive effects on visual-spatial and verbal outcomes. However, it is not known whether pre-existing advantages in these skills are found in children who choose to study a musical instrument nor is it known whether there are pre-existing associations between music and any of these outcome measures that could help explain the training effects. To answer these questions, we compared 5- to 7-year-olds beginning piano or string lessons (n=39) with 5- to 7-year-olds not beginning instrumental training (n=31). All children received a series of tests (visual-spatial, non-verbal reasoning, verbal, motor, and musical) and underwent magnetic resonance imaging. We found no pre-existing neural, cognitive, motor, or musical differences between groups and no correlations (after correction for multiple analyses) between music perceptual skills and any brain or visual-spatial measures. However, correlations were found between music perceptual skills and both non-verbal reasoning and phonemic awareness. Such pre-existing correlations suggest similarities in auditory and visual pattern recognition as well a sharing of the neural substrates for language and music processing, most likely due to innate abilities or implicit learning during early development. This baseline study lays the groundwork for an ongoing longitudinal study addressing the effects of intensive musical training on brain and cognitive development, and making it possible to look retroactively at the brain and cognitive development of those children who emerge showing exceptional musical talent.

Predictors of visual-motor integration in children with intellectual disability.

PubMed

Memisevic, Haris; Sinanovic, Osman

2012-12-01

The aim of this study was to assess the influence of sex, age, level and etiology of intellectual disability on visual-motor integration in children with intellectual disability. The sample consisted of 90 children with intellectual disability between 7 and15 years of age. Visual-motor integration was measured using the Acadia test of visual-motor integration. A multiple regression analysis was used for data analysis. The results of this study showed that sex, level of intellectual disability, and age were significant predictors of visual-motor integration. The etiology of intellectual disability did not play a significant role in predicting visual-motor integration. Visual-motor integration skills are very important for a child's overall level of functioning. Individualized programs for the remediation of visual-motor integration skills should be a part of the curriculum for children with intellectual disability.

Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-CHILD study.

PubMed

Pienaar, A E; Barhorst, R; Twisk, J W R

2014-05-01

Perceptual-motor skills contribute to a variety of basic learning skills associated with normal academic success. This study aimed to determine the relationship between academic performance and perceptual-motor skills in first grade South African learners and whether low SES (socio-economic status) school type plays a role in such a relationship. This cross-sectional study of the baseline measurements of the NW-CHILD longitudinal study included a stratified random sample of first grade learners (n = 812; 418 boys and 394 boys), with a mean age of 6.78 years ± 0.49 living in the North West Province (NW) of South Africa. The Beery-Buktenica Developmental Test of Visual-Motor Integration-4 (VMI) was used to assess visual-motor integration, visual perception and hand control while the Bruininks Oseretsky Test of Motor Proficiency, short form (BOT2-SF) assessed overall motor proficiency. Academic performance in math, reading and writing was assessed with the Mastery of Basic Learning Areas Questionnaire. Linear mixed models analysis was performed with spss to determine possible differences between the different VMI and BOT2-SF standard scores in different math, reading and writing mastery categories ranging from no mastery to outstanding mastery. A multinomial multilevel logistic regression analysis was performed to assess the relationship between a clustered score of academic performance and the different determinants. A strong relationship was established between academic performance and VMI, visual perception, hand control and motor proficiency with a significant relationship between a clustered academic performance score, visual-motor integration and visual perception. A negative association was established between low SES school types on academic performance, with a common perceptual motor foundation shared by all basic learning areas. Visual-motor integration, visual perception, hand control and motor proficiency are closely related to basic academic skills required in the first formal school year, especially among learners in low SES type schools. © 2013 John Wiley & Sons Ltd.

The effect of first written language on the acquisition of English literacy.

PubMed

Holm, A; Dodd, B

1996-05-01

The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) had limited phonological awareness compared to those students with alphabetic first language literacy. The reading and spelling tasks showed no differences between the groups on real word processing. However, the students from Hong Kong had difficulty processing nonwords because of their poor phonological awareness. The results supported the hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English. When the phonological awareness required in English had not been developed in the first language, ESL students were limited to a whole-word, visual strategy. The findings indicate that students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction.

Precocious realists: perceptual and cognitive characteristics associated with drawing talent in non-autistic children

PubMed Central

Drake, Jennifer E.; Winner, Ellen

2009-01-01

A local processing bias in the block design task and in drawing strategy has been used to account for realistic drawing skill in individuals with autism. We investigated whether the same kind of local processing bias is seen in typically developing children with unusual skill in realistic graphic representation. Forty-three 5–11-year-olds who drew a still life completed a version of the block design task in both standard and segmented form, were tested for their memory for the block design items, and were given the Kaufmann Brief Intelligence Test-II. Children were classified as gifted, moderately gifted or typical on the basis of the level of realism in their drawings. Similar to autistic individuals, the gifted group showed a local processing bias in the block design task. But unlike autistic individuals, the gifted group showed a global advantage in the visual memory task and did not use a local drawing strategy; in addition, their graphic realism skill was related to verbal IQ. Differences in the extent of local processing bias in autistic and typically developing children with drawing talent are discussed. PMID:19528030

Mapping the reading circuitry for skilled deaf readers: an fMRI study of semantic and phonological processing.

PubMed

Emmorey, Karen; Weisberg, Jill; McCullough, Stephen; Petrich, Jennifer A F

2013-08-01

We examined word-level reading circuits in skilled deaf readers whose primary language is American Sign Language, and hearing readers matched for reading ability (college level). During fMRI scanning, participants performed a semantic decision (concrete concept?), a phonological decision (two syllables?), and a false-font control task (string underlined?). The groups performed equally well on the semantic task, but hearing readers performed better on the phonological task. Semantic processing engaged similar left frontotemporal language circuits in deaf and hearing readers. However, phonological processing elicited increased neural activity in deaf, relative to hearing readers, in the left precentral gyrus, suggesting greater reliance on articulatory phonological codes, and in bilateral parietal cortex, suggesting increased phonological processing effort. Deaf readers also showed stronger anterior-posterior functional segregation between semantic and phonological processes in left inferior prefrontal cortex. Finally, weaker phonological decoding ability did not alter activation in the visual word form area for deaf readers. Copyright © 2013 Elsevier Inc. All rights reserved.

Training directionally selective motion pathways can significantly improve reading efficiency

NASA Astrophysics Data System (ADS)

Lawton, Teri

2004-06-01

This study examined whether perceptual learning at early levels of visual processing would facilitate learning at higher levels of processing. This was examined by determining whether training the motion pathways by practicing leftright movement discrimination, as found previously, would improve the reading skills of inefficient readers significantly more than another computer game, a word discrimination game, or the reading program offered by the school. This controlled validation study found that practicing left-right movement discrimination 5-10 minutes twice a week (rapidly) for 15 weeks doubled reading fluency, and significantly improved all reading skills by more than one grade level, whereas inefficient readers in the control groups barely improved on these reading skills. In contrast to previous studies of perceptual learning, these experiments show that perceptual learning of direction discrimination significantly improved reading skills determined at higher levels of cognitive processing, thereby being generalized to a new task. The deficits in reading performance and attentional focus experienced by the person who struggles when reading are suggested to result from an information overload, resulting from timing deficits in the direction-selectivity network proposed by Russell De Valois et al. (2000), that following practice on direction discrimination goes away. This study found that practicing direction discrimination rapidly transitions the inefficient 7-year-old reader to an efficient reader.

Brain representations for acquiring and recalling visual-motor adaptations

PubMed Central

Bédard, Patrick; Sanes, Jerome N.

2014-01-01

Humans readily learn and remember new motor skills, a process that likely underlies adaptation to changing environments. During adaptation, the brain develops new sensory-motor relationships, and if consolidation occurs, a memory of the adaptation can be retained for extended periods. Considerable evidence exists that multiple brain circuits participate in acquiring new sensory-motor memories, though the networks engaged in recalling these and whether the same brain circuits participate in their formation and recall has less clarity. To address these issues, we assessed brain activation with functional MRI while young healthy adults learned and recalled new sensory-motor skills by adapting to world-view rotations of visual feedback that guided hand movements. We found cerebellar activation related to adaptation rate, likely reflecting changes related to overall adjustments to the visual rotation. A set of parietal and frontal regions, including inferior and superior parietal lobules, premotor area, supplementary motor area and primary somatosensory cortex, exhibited non-linear learning-related activation that peaked in the middle of the adaptation phase. Activation in some of these areas, including the inferior parietal lobule, intra-parietal sulcus and somatosensory cortex, likely reflected actual learning, since the activation correlated with learning after-effects. Lastly, we identified several structures having recall-related activation, including the anterior cingulate and the posterior putamen, since the activation correlated with recall efficacy. These findings demonstrate dynamic aspects of brain activation patterns related to formation and recall of a sensory-motor skill, such that non-overlapping brain regions participate in distinctive behavioral events. PMID:25019676

Exploring Students' Group Work Needs in the Context of Internationalisation Using a Creative Visual Method

ERIC Educational Resources Information Center

Cox, Andrew; Chiles, Prue; Care, Leo

2012-01-01

While UK universities see group work as essential to building higher order intellectual and team skills, many international students are unfamiliar with this way of studying. Group work is also a focus of home students' concerns. Cultural differences in the interpretation of space for learning or how spatial issues affect group work processes has…

Constraints on Multiple Object Tracking in Williams Syndrome: How Atypical Development Can Inform Theories of Visual Processing

ERIC Educational Resources Information Center

Ferrara, Katrina; Hoffman, James E.; O'Hearn, Kirsten; Landau, Barbara

2016-01-01

The ability to track moving objects is a crucial skill for performance in everyday spatial tasks. The tracking mechanism depends on representation of moving items as coherent entities, which follow the spatiotemporal constraints of objects in the world. In the present experiment, participants tracked 1 to 4 targets in a display of 8 identical…

Repetitive Transcranial Magnetic Stimulation to the Primary Motor Cortex Interferes with Motor Learning by Observing

ERIC Educational Resources Information Center

Brown, Liana E.; Wilson, Elizabeth T.; Gribble, Paul L.

2009-01-01

Neural representations of novel motor skills can be acquired through visual observation. We used repetitive transcranial magnetic stimulation (rTMS) to test the idea that this "motor learning by observing" is based on engagement of neural processes for learning in the primary motor cortex (M1). Human subjects who observed another person learning…

Deviant Processing of Letters and Speech Sounds as Proximate Cause of Reading Failure: A Functional Magnetic Resonance Imaging Study of Dyslexic Children

ERIC Educational Resources Information Center

Blau, Vera; Reithler, Joel; van Atteveldt, Nienke; Seitz, Jochen; Gerretsen, Patty; Goebel, Rainer; Blomert, Leo

2010-01-01

Learning to associate auditory information of speech sounds with visual information of letters is a first and critical step for becoming a skilled reader in alphabetic languages. Nevertheless, it remains largely unknown which brain areas subserve the learning and automation of such associations. Here, we employ functional magnetic resonance…

The human mirror neuron system: A link between action observation and social skills

PubMed Central

Pineda, Jaime A.; Ramachandran, Vilayanur S.

2007-01-01

The discovery of the mirror neuron system (MNS) has led researchers to speculate that this system evolved from an embodied visual recognition apparatus in monkey to a system critical for social skills in humans. It is accepted that the MNS is specialized for processing animate stimuli, although the degree to which social interaction modulates the firing of mirror neurons has not been investigated. In the current study, EEG mu wave suppression was used as an index of MNS activity. Data were collected while subjects viewed four videos: (1) Visual White Noise: baseline, (2) Non-interacting: three individuals tossed a ball up in the air to themselves, (3) Social Action, Spectator: three individuals tossed a ball to each other and (4) Social Action, Interactive: similar to video 3 except occasionally the ball would be thrown off the screen toward the viewer. The mu wave was modulated by the degree of social interaction, with the Non-interacting condition showing the least suppression, followed by the Social Action, Spectator condition and the Social Action, Interactive condition showing the most suppression. These data suggest that the human MNS is specialized not only for processing animate stimuli, but specifically stimuli with social relevance. PMID:18985120

Developmental dyslexia: the visual attention span deficit hypothesis.

PubMed

Bosse, Marie-Line; Tainturier, Marie Josèphe; Valdois, Sylviane

2007-08-01

The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in two large samples of French and British dyslexic children whose performance was compared to that of chronological-age matched control children. Results of the French study show that the VA span capacities account for a substantial amount of unique variance in reading, as do phonological skills. The British study replicates this finding and further reveals that the contribution of the VA span to reading performance remains even after controlling IQ, verbal fluency, vocabulary and single letter identification skills, in addition to phoneme awareness. In both studies, most dyslexic children exhibit a selective phonological or VA span disorder. Overall, these findings support a multi-factorial view of developmental dyslexia. In many cases, developmental reading disorders do not seem to be due to phonological disorders. We propose that a VA span deficit is a likely alternative underlying cognitive deficit in dyslexia.

Top-Down Computerized Cognitive Remediation in Schizophrenia: A Case Study of an Individual with Impairment in Verbal Fluency

PubMed Central

Masson, Marjolaine; Wykes, Til; Maziade, Michel; Reeder, Clare; Gariépy, Marie-Anne; Roy, Marc-André; Ivers, Hans; Cellard, Caroline

2015-01-01

The objective of this case study was to assess the specific effect of cognitive remediation for schizophrenia on the pattern of cognitive impairments. Case A is a 33-year-old man with a schizophrenia diagnosis and impairments in visual memory, inhibition, problem solving, and verbal fluency. He was provided with a therapist delivered cognitive remediation program involving practice and strategy which was designed to train attention, memory, executive functioning, visual-perceptual processing, and metacognitive skills. Neuropsychological and clinical assessments were administered at baseline and after three months of treatment. At posttest assessment, Case A had improved significantly on targeted (visual memory and problem solving) and nontargeted (verbal fluency) cognitive processes. The results of the current case study suggest that (1) it is possible to improve specific cognitive processes with targeted exercises, as seen by the improvement in visual memory due to training exercises targeting this cognitive domain; (2) cognitive remediation can produce improvements in cognitive processes not targeted during remediation since verbal fluency was improved while there was no training exercise on this specific cognitive process; and (3) including learning strategies in cognitive remediation increases the value of the approach and enhances participant improvement, possibly because strategies using verbalization can lead to improvement in verbal fluency even if it was not practiced. PMID:25949840

An examination of mediators of the transfer of cognitive speed of processing training to everyday functional performance.

PubMed

Edwards, Jerri D; Ruva, Christine L; O'Brien, Jennifer L; Haley, Christine B; Lister, Jennifer J

2013-06-01

The purpose of these analyses was to examine mediators of the transfer of cognitive speed of processing training to improved everyday functional performance (J. D. Edwards, V. G. Wadley,, D. E. Vance, D. L. Roenker, & K. K. Ball, 2005, The impact of speed of processing training on cognitive and everyday performance. Aging & Mental Health, 9, 262-271). Cognitive speed of processing and visual attention (as measured by the Useful Field of View Test; UFOV) were examined as mediators of training transfer. Secondary data analyses were conducted from the Staying Keen in Later Life (SKILL) study, a randomized cohort study including 126 community dwelling adults 63 to 87 years of age. In the SKILL study, participants were randomized to an active control group or cognitive speed of processing training (SOPT), a nonverbal, computerized intervention involving perceptual practice of visual tasks. Prior analyses found significant effects of training as measured by the UFOV and Timed Instrumental Activities of Daily Living (TIADL) Tests. Results from the present analyses indicate that speed of processing for a divided attention task significantly mediated the effect of SOPT on everyday performance (e.g., TIADL) in a multiple mediation model accounting for 91% of the variance. These findings suggest that everyday functional improvements found from SOPT are directly attributable to improved UFOV performance, speed of processing for divided attention in particular. Targeting divided attention in cognitive interventions may be important to positively affect everyday functioning among older adults. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Real-Time Strategy Video Game Experience and Visual Perceptual Learning.

PubMed

Kim, Yong-Hwan; Kang, Dong-Wha; Kim, Dongho; Kim, Hye-Jin; Sasaki, Yuka; Watanabe, Takeo

2015-07-22

Visual perceptual learning (VPL) is defined as long-term improvement in performance on a visual-perception task after visual experiences or training. Early studies have found that VPL is highly specific for the trained feature and location, suggesting that VPL is associated with changes in the early visual cortex. However, the generality of visual skills enhancement attributable to action video-game experience suggests that VPL can result from improvement in higher cognitive skills. If so, experience in real-time strategy (RTS) video-game play, which may heavily involve cognitive skills, may also facilitate VPL. To test this hypothesis, we compared VPL between RTS video-game players (VGPs) and non-VGPs (NVGPs) and elucidated underlying structural and functional neural mechanisms. Healthy young human subjects underwent six training sessions on a texture discrimination task. Diffusion-tensor and functional magnetic resonance imaging were performed before and after training. VGPs performed better than NVGPs in the early phase of training. White-matter connectivity between the right external capsule and visual cortex and neuronal activity in the right inferior frontal gyrus (IFG) and anterior cingulate cortex (ACC) were greater in VGPs than NVGPs and were significantly correlated with RTS video-game experience. In both VGPs and NVGPs, there was task-related neuronal activity in the right IFG, ACC, and striatum, which was strengthened after training. These results indicate that RTS video-game experience, associated with changes in higher-order cognitive functions and connectivity between visual and cognitive areas, facilitates VPL in early phases of training. The results support the hypothesis that VPL can occur without involvement of only visual areas. Significance statement: Although early studies found that visual perceptual learning (VPL) is associated with involvement of the visual cortex, generality of visual skills enhancement by action video-game experience suggests that higher-order cognition may be involved in VPL. If so, real-time strategy (RTS) video-game experience may facilitate VPL as a result of heavy involvement of cognitive skills. Here, we compared VPL between RTS video-game players (VGPs) and non-VGPs (NVGPs) and investigated the underlying neural mechanisms. VGPs showed better performance in the early phase of training on the texture discrimination task and greater level of neuronal activity in cognitive areas and structural connectivity between visual and cognitive areas than NVGPs. These results support the hypothesis that VPL can occur beyond the visual cortex. Copyright © 2015 the authors 0270-6474/15/3510485-08$15.00/0.

Visual Prediction in Infancy: What Is the Association with Later Vocabulary?

ERIC Educational Resources Information Center

Ellis, Erica M.; Gonzalez, Marybel Robledo; Deák, Gedeon O.

2014-01-01

Young infants can learn statistical regularities and patterns in sequences of events. Studies have demonstrated a relationship between early sequence learning skills and later development of cognitive and language skills. We investigated the relation between infants' visual response speed to novel event sequences, and their later receptive and…

Use of Closed-Circuit Television with a Severely Visually Impaired Young Child.

ERIC Educational Resources Information Center

Miller-Wood, D. J.; And Others

1990-01-01

A closed-circuit television system was used with a five-year-old girl with severely limited vision to develop visual skills, especially skills related to concept formation. At the end of training, the girl could recognize lines, forms, shapes, letters, numbers, and words and could read short sentences. (Author/JDD)

Pictorial Visual Rotation Ability of Engineering Design Graphics Students

ERIC Educational Resources Information Center

Ernst, Jeremy Vaughn; Lane, Diarmaid; Clark, Aaron C.

2015-01-01

The ability to rotate visual mental images is a complex cognitive skill. It requires the building of graphical libraries of information through short or long term memory systems and the subsequent retrieval and manipulation of these towards a specified goal. The development of mental rotation skill is of critical importance within engineering…

Gross Motor Skill Acquisition in Adolescents with Down Syndrome

ERIC Educational Resources Information Center

Meegan, Sarah; Maraj, Brian K. V.; Weeks, Daniel; Chua, Romeo

2006-01-01

The purpose of this study was to assess whether verbal-motor performances deficits exhibited by individuals with Down syndrome limited their ability to acquire gross motor skills when given visual and verbal instruction together and then transferred to either a visual or verbal instructional mode to reproduce the movement. Nine individuals with…

Teaching Objectives for the Itinerant Resource Teacher of Visually Limited Students.

ERIC Educational Resources Information Center

Riordan, Mary

The manual, to be used by the itinerant resource teacher, presents teaching objectives and proficiency levels for the development of communication, living, and social skills of visually handicapped students in kindergarten through grade 12. Communication skills are enumerated (number is indicated in parentheses) for totally blind students in areas…

The Validity and Clinical Uses of the Pepper Visual Skills for Reading Test.

ERIC Educational Resources Information Center

Watson, G.; And Others

1990-01-01

The Pepper Visual Skills for Reading Test was assessed as a measure of reading ability with meaningful text in 38 adults with macular degeneration; scores were compared with assessment made using the Gray Oral Reading Test, a previously standardized assessment. The test's validity was confirmed. (Author/JDD)

The Effects of Computer-Aided Design Software on Engineering Students' Spatial Visualisation Skills

ERIC Educational Resources Information Center

Kösa, Temel; Karakus, Fatih

2018-01-01

The purpose of this study was to determine the influence of computer-aided design (CAD) software-based instruction on the spatial visualisation skills of freshman engineering students in a computer-aided engineering drawing course. A quasi-experimental design was applied, using the Purdue Spatial Visualization Test-Visualization of Rotations…

Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments

ERIC Educational Resources Information Center

Toussaint, Karen A.; Tiger, Jeffrey H.

2010-01-01

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved…

Acquisition of Visual Perceptual Skills from Worked Examples: Learning to Interpret Electrocardiograms (ECGs)

ERIC Educational Resources Information Center

van den Berge, Kees; van Gog, Tamara; Mamede, Silvia; Schmidt, Henk G.; van Saase, Jan L. C. M.; Rikers, Remy M. J. P.

2013-01-01

Research has shown that for acquiring problem-solving skills, instruction consisting of studying worked examples is more effective and efficient for novice learners than instruction consisting of problem-solving. This study investigated whether worked examples would also be a useful instructional format for the acquisition of visual perceptual…

An Introduction to Development of Curriculum for Educable Mentally Retarded Visually Handicapped Adolescents.

ERIC Educational Resources Information Center

American Foundation for the Blind, New York, NY.

Suggestions for curriculum development for educable mentally handicapped, visually handicapped students aged 13 to 18 years are presented. A discussion of communication skills includes the areas of listening, oral communication, reading, writing, and spelling and teaching methods for each. The goals of the computation skills sequence, basic…

Educational Interventions for Visual-Motor Deficiencies That Affect Handwriting in School-Aged Children.

ERIC Educational Resources Information Center

Dikowski, Timothy J.

This practicum was designed to remediate handwriting skills in school-aged children who displayed visual-motor deficiencies that affect mechanical skills. Practicum goals were to: (1) identify and diagnose children with handwriting delays; (2) involve school and parent interaction by involving them with pre- and post-program assessment; (3)…

Communicating Science Concepts through Art: 21st-Century Skills in Practice

ERIC Educational Resources Information Center

Buczynski, Sandy; Ireland, Kathleen; Reed, Sherri; Lacanienta, Evelyn

2012-01-01

There is a dynamic synergy between the visual arts and the natural sciences. For example, science relies heavily on individuals with visual-art skills to render detailed illustrations, depicting everything from atoms to zebras. Likewise, artists apply analytic, linear, and logical thinking to compose and scale their work of art. These parallel…

Teaching Coin Discrimination to Children with Visual Impairments

ERIC Educational Resources Information Center

Hanney, Nicole M.; Tiger, Jeffrey H.

2012-01-01

We taught 2 children with visual impairments to select a coin from an array using tactile cues after hearing its name and then to select a coin after hearing its value. Following the acquisition of these listener (receptive language) skills, we then observed the emergence of speaker (expressive language) skills without direct instruction.…

Improving Dorsal Stream Function in Dyslexics by Training Figure/Ground Motion Discrimination Improves Attention, Reading Fluency, and Working Memory

PubMed Central

Lawton, Teri

2016-01-01

There is an ongoing debate about whether the cause of dyslexia is based on linguistic, auditory, or visual timing deficits. To investigate this issue three interventions were compared in 58 dyslexics in second grade (7 years on average), two targeting the temporal dynamics (timing) of either the auditory or visual pathways with a third reading intervention (control group) targeting linguistic word building. Visual pathway training in dyslexics to improve direction-discrimination of moving test patterns relative to a stationary background (figure/ground discrimination) significantly improved attention, reading fluency, both speed and comprehension, phonological processing, and both auditory and visual working memory relative to controls, whereas auditory training to improve phonological processing did not improve these academic skills significantly more than found for controls. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways is a fundamental cause of dyslexia, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological deficits. This study demonstrates that visual movement direction-discrimination can be used to not only detect dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning. PMID:27551263

Modeling of pilot's visual behavior for low-level flight

NASA Astrophysics Data System (ADS)

Schulte, Axel; Onken, Reiner

1995-06-01

Developers of synthetic vision systems for low-level flight simulators deal with the problem to decide which features to incorporate in order to achieve most realistic training conditions. This paper supports an approach to this problem on the basis of modeling the pilot's visual behavior. This approach is founded upon the basic requirement that the pilot's mechanisms of visual perception should be identical in simulated and real low-level flight. Flight simulator experiments with pilots were conducted for knowledge acquisition. During the experiments video material of a real low-level flight mission containing different situations was displayed to the pilot who was acting under a realistic mission assignment in a laboratory environment. Pilot's eye movements could be measured during the replay. The visual mechanisms were divided into rule based strategies for visual navigation, based on the preflight planning process, as opposed to skill based processes. The paper results in a model of the pilot's planning strategy of a visual fixing routine as part of the navigation task. The model is a knowledge based system based upon the fuzzy evaluation of terrain features in order to determine the landmarks used by pilots. It can be shown that a computer implementation of the model selects those features, which were preferred by trained pilots, too.

Analysis of students geometry skills viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Riastuti, Nova; Mardiyana, Pramudya, Ikrar

2017-12-01

Geometry is one of the difficult materials for students because students must have the ability to visualize, describe the picture, draw a figure, and know the kinds of figures. This study aimisto describe the students geometry skills in resolving geometry problems viewed from spatial intelligence. This research uses a descriptive qualitative method has aim to identify students geometry skills by 6 students in eight grade of Ngawi regency, Indonesia. The subjects were 2 students with high spatial intelligence, 2 students with medium spatial intelligence, and 2 students with low spatial intelligence. Datas were collected based on written test and interview. The result of this research showed that the students geometry skills viewed from spatial intelligence includes. The results of this study indicate that there was a correlation between students' spatial intelligence with geometric skills. Students had different geometric skills in each category of spatial intelligence, although there were similarities in some geometry skill indicators. Students with low spatial intelligence had less geometry skills, thus requiring special attention from teachers. Mathematics teachers are expected to provide more practice questions that reinforce students' geometry skills including visual skills, descriptive skills, drawing skills, logical skills, applied skills.

Spelling: A Visual Skill.

ERIC Educational Resources Information Center

Hendrickson, Homer

1988-01-01

Spelling problems arise due to problems with form discrimination and inadequate visualization. A child's sequence of visual development involves learning motor control and coordination, with vision directing and monitoring the movements; learning visual comparison of size, shape, directionality, and solidity; developing visual memory or recall;…

The role of central and peripheral vision in expert decision making.

PubMed

Ryu, Donghyun; Abernethy, Bruce; Mann, David L; Poolton, Jamie M; Gorman, Adam D

2013-01-01

The purpose of this study was to investigate the role of central and peripheral vision in expert decision making. A gaze-contingent display was used to selectively present information to the central and peripheral areas of the visual field while participants performed a decision-making task. Eleven skilled and eleven less-skilled male basketball players watched video clips of basketball scenarios in three different viewing conditions: full-image control, moving window (central vision only), and moving mask (peripheral vision only). At the conclusion of each clip participants were required to decide whether it was more appropriate for the ball-carrier to pass the ball or to drive to the basket. The skilled players showed significantly higher response accuracy and faster response times compared with their lesser-skilled counterparts in all three viewing conditions, demonstrating superiority in information extraction that held irrespective of whether they were using central or peripheral vision. The gaze behaviour of the skilled players was less influenced by the gaze-contingent manipulations, suggesting they were better able to use the remaining information to sustain their normal gaze behaviour. The superior capacity of experts to interpret dynamic visual information is evident regardless of whether the visual information is presented across the whole visual field or selectively to either central or peripheral vision alone.

The effect of haptic guidance and visual feedback on learning a complex tennis task.

PubMed

Marchal-Crespo, Laura; van Raai, Mark; Rauter, Georg; Wolf, Peter; Riener, Robert

2013-11-01

While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on motor learning of time-critical tasks.

Changes in frontal-parietal activation and math skills performance following adaptive number sense training: Preliminary results from a pilot study

PubMed Central

Kesler, Shelli R.; Sheau, Kristen; Koovakkattu, Della; Reiss, Allan L.

2011-01-01

Number sense is believed to be critical for math development. It is putatively an implicitly learned skill and may therefore have limitations in terms of being explicitly trained, particularly in individuals with altered neurodevelopment. A case series study was conducted using an adaptive, computerized program that focused on number sense and general problem solving skills was designed to investigate training effects on performance as well as brain function in a group of children with Turner syndrome who are at risk for math difficulties and altered development of math-related brain networks. Standardized measurements of math and math-related cognitive skills as well as functional magnetic resonance imaging (fMRI) were used to assess behavioral and neurobiologic outcomes following training. Participants demonstrated significantly increased basic math skills, including number sense, and calculation as well as processing speed, cognitive flexibility and visual-spatial processing skills. With the exception of calculation, increased scores also were clinically significant (i.e. recovered) based on reliable change analysis. Participants additionally demonstrated significantly increased bilateral parietal lobe activation and decreased frontal-striatal and mesial temporal activation following the training program. These findings show proof of concept for an accessible training approach that may be potentially associated with improved number sense, math and related skills, as well as functional changes in math-related neural systems, even among individuals at risk for altered brain development. PMID:21714745

The Use of Visual Arts as a Window to Diagnosing Medical Pathologies.

PubMed

Bramstedt, Katrina A

2016-08-01

Observation is a key step preceding diagnosis, prognostication, and treatment. Careful patient observation is a skill that is learned but rarely explicitly taught. Furthermore, proper clinical observation requires more than a glance; it requires attention to detail. In medical school, the art of learning to look can be taught using the medical humanities and especially visual arts such as paintings and film. Research shows that such training improves not only observation skills but also teamwork, listening skills, and reflective and analytical thinking. Overall, the use of visual arts in medical school curricula can build visual literacy: the capacity to identify and analyze facial features, emotions, and general bodily presentations, including contextual features such as clothing, hair, and body art. With the ability to formulate and convey a detailed "picture" of the patient, clinicians can integrate aesthetic and clinical knowledge, helping facilitate the diagnosing of medical pathologies. © 2016 American Medical Association. All Rights Reserved.

Boy with cortical visual impairment and unilateral hemiparesis in Jeff Huntington's "Slip" (2011).

PubMed

Bianucci, R; Perciaccante, A; Appenzeller, O

2016-11-15

Face recognition is strongly associated with the human face and face perception is an important part in identifying health qualities of a person and is an integral part of so called spot diagnosis in clinical neurology. Neurology depends in part on observation, description and interpretation of visual information. Similar skills are required in visual art. Here we report a case of eye cortical visual impairment (CVI) and unilateral facial weakness in a boy depicted by the painter Jeff Huntington (2011). The corollary of this is that art serves medical clinical exercise. Art interpretation helps neurology students to apply the same skills they will use in clinical experience and to develop their observational and interpretive skills in non-clinical settings. Furthermore, the development of an increased awareness of emotional and character expression in the human face may facilitate successful doctor-patient relationships. Copyright © 2016 Elsevier B.V. All rights reserved.

Perceptual learning in a non-human primate model of artificial vision

PubMed Central

Killian, Nathaniel J.; Vurro, Milena; Keith, Sarah B.; Kyada, Margee J.; Pezaris, John S.

2016-01-01

Visual perceptual grouping, the process of forming global percepts from discrete elements, is experience-dependent. Here we show that the learning time course in an animal model of artificial vision is predicted primarily from the density of visual elements. Three naïve adult non-human primates were tasked with recognizing the letters of the Roman alphabet presented at variable size and visualized through patterns of discrete visual elements, specifically, simulated phosphenes mimicking a thalamic visual prosthesis. The animals viewed a spatially static letter using a gaze-contingent pattern and then chose, by gaze fixation, between a matching letter and a non-matching distractor. Months of learning were required for the animals to recognize letters using simulated phosphene vision. Learning rates increased in proportion to the mean density of the phosphenes in each pattern. Furthermore, skill acquisition transferred from trained to untrained patterns, not depending on the precise retinal layout of the simulated phosphenes. Taken together, the findings suggest that learning of perceptual grouping in a gaze-contingent visual prosthesis can be described simply by the density of visual activation. PMID:27874058

Effect of sports vision exercise on visual perception and reading performance in 7- to 10-year-old developmental dyslexic children.

PubMed

Badami, Rokhsareh; Mahmoudi, Sahar; Baluch, Bahman

2016-12-01

The presented study was aimed at identifying for the first time the influence of sports vision exercises on fundamental motor skills and cognitive skills of 7- to 10-year-old developmental dyslexic Persian children. A pretest-posttest quasi-experimental study was conducted. The statistical population of this study was 7- to 10-year-old dyslexic children referring to two centres of learning disorder in the city of Isfahan. Twenty two of these children were selected using available and purposive sampling from the statistical population and were randomly assigned into two groups of experimental and control. The former (experimental group) participated in sports vision exercise courses for 12 weeks (3 one hr sessions per week) and the latter (control group) continued their routine daily activities during the exercise. Before the beginning and at the end of the exercise, Gardner's test of visual perception test - revised and Dehkhoda's reading skills test was administered to both groups. The results showed that the sports vision exercises increases motor skills, visual perceptual skills and reading skills in developmental dyslexic children. Based on the results of the presented study it was concluded that sports vision exercises can be used for fundamental and cognitive skills of developmental dyslexic children.

Specific arithmetic calculation deficits in children with Turner syndrome.

PubMed

Rovet, J; Szekely, C; Hockenberry, M N

1994-12-01

Study 1 compared arithmetic processing skills on the WRAT-R in 45 girls with Turner syndrome (TS) and 92 age-matched female controls. Results revealed significant underachievement by subjects with TS, which reflected their poorer performance on problems requiring the retrieval of addition and multiplication facts and procedural knowledge for addition and division operations. TS subjects did not differ qualitatively from controls in type of procedural error committed. Study 2, which compared the performance of 10 subjects with TS and 31 controls on the Keymath Diagnostic Arithmetic Test, showed that the TS group had less adequate knowledge of arithmetic, subtraction, and multiplication procedures but did not differ from controls on Fact items. Error analyses revealed that TS subjects were more likely to confuse component steps or fail to separate intermediate steps or to complete problems. TS subjects relied to a greater degree on verbal than visual-spatial abilities in arithmetic processing while their visual-spatial abilities were associated with retrieval of simple multidigit addition facts and knowledge of subtraction, multiplication, and division procedures. Differences between the TS and control groups increased with age for Keymath, but not WRAT-R, procedures. Discrepant findings are related to the different task constraints (timed vs. untimed, single vs. alternate versions, size of item pool) and the use of different strategies (counting vs. fact retrieval). It is concluded that arithmetic difficulties in females with TS are due to less adequate procedural skills, combined with poorer fact retrieval in timed testing situations, rather than to inadequate visual-spatial abilities.

Improve Problem Solving Skills through Adapting Programming Tools

NASA Technical Reports Server (NTRS)

Shaykhian, Linda H.; Shaykhian, Gholam Ali

2007-01-01

There are numerous ways for engineers and students to become better problem-solvers. The use of command line and visual programming tools can help to model a problem and formulate a solution through visualization. The analysis of problem attributes and constraints provide insight into the scope and complexity of the problem. The visualization aspect of the problem-solving approach tends to make students and engineers more systematic in their thought process and help them catch errors before proceeding too far in the wrong direction. The problem-solver identifies and defines important terms, variables, rules, and procedures required for solving a problem. Every step required to construct the problem solution can be defined in program commands that produce intermediate output. This paper advocates improved problem solving skills through using a programming tool. MatLab created by MathWorks, is an interactive numerical computing environment and programming language. It is a matrix-based system that easily lends itself to matrix manipulation, and plotting of functions and data. MatLab can be used as an interactive command line or a sequence of commands that can be saved in a file as a script or named functions. Prior programming experience is not required to use MatLab commands. The GNU Octave, part of the GNU project, a free computer program for performing numerical computations, is comparable to MatLab. MatLab visual and command programming are presented here.

An examination of iconic memory in children with autism spectrum disorders.

PubMed

McMorris, Carly A; Brown, Stephanie M; Bebko, James M

2013-08-01

Iconic memory is the ability to accurately recall a number of items after a very brief visual exposure. Previous research has examined these capabilities in typically developing (TD) children and individuals with intellectual disabilities (ID); however, there is limited research on these abilities in children with Autism Spectrum Disorders (ASD). Twenty-one TD and eighteen ASD children were presented with circular visual arrays of letters for 100 ms and were asked to recall as many letters as possible or a single letter that was cued for recall. Groups did not differ in the number of items recalled, the rate of information decay, or speed of information processing. These findings suggest that iconic memory is an intact skill for children with ASD, a result that has implications for subsequent information processing.

Integration of a vision-based tracking platform, visual instruction, and error analysis models for an efficient billiard training system

NASA Astrophysics Data System (ADS)

Shih, Chihhsiong; Hsiung, Pao-Ann; Wan, Chieh-Hao; Koong, Chorng-Shiuh; Liu, Tang-Kun; Yang, Yuanfan; Lin, Chu-Hsing; Chu, William Cheng-Chung

2009-02-01

A billiard ball tracking system is designed to combine with a visual guide interface to instruct users for a reliable strike. The integrated system runs on a PC platform. The system makes use of a vision system for cue ball, object ball and cue stick tracking. A least-squares error calibration process correlates the real-world and the virtual-world pool ball coordinates for a precise guidance line calculation. Users are able to adjust the cue stick on the pool table according to a visual guidance line instruction displayed on a PC monitor. The ideal visual guidance line extended from the cue ball is calculated based on a collision motion analysis. In addition to calculating the ideal visual guide, the factors influencing selection of the best shot among different object balls and pockets are explored. It is found that a tolerance angle around the ideal line for the object ball to roll into a pocket determines the difficulty of a strike. This angle depends in turn on the distance from the pocket to the object, the distance from the object to the cue ball, and the angle between these two vectors. Simulation results for tolerance angles as a function of these quantities are given. A selected object ball was tested extensively with respect to various geometrical parameters with and without using our integrated system. Players with different proficiency levels were selected for the experiment. The results indicate that all players benefit from our proposed visual guidance system in enhancing their skills, while low-skill players show the maximum enhancement in skill with the help of our system. All exhibit enhanced maximum and average hit-in rates. Experimental results on hit-in rates have shown a pattern consistent with that of the analysis. The hit-in rate is thus tightly connected with the analyzed tolerance angles for sinking object balls into a target pocket. These results prove the efficiency of our system, and the analysis results can be used to attain an efficient game-playing strategy.

Improving spatial perception in 5-yr.-old Spanish children.

PubMed

Jiménez, Andrés Canto; Sicilia, Antonio Oña; Vera, Juan Granda

2007-06-01

Assimilation of distance perception was studied in 70 Spanish primary school children. This assimilation involves the generation of projective images which are acquired through two mechanisms. One mechanism is spatial perception, wherein perceptual processes develop ensuring successful immersion in space and the acquisition of visual cues which a person may use to interpret images seen in the distance. The other mechanism is movement through space so that these images are produced. The present study evaluated the influence on improvements in spatial perception of using increasingly larger spaces for training sessions within a motor skills program. Visual parameters were measured in relation to the capture and tracking of moving objects or ocular motility and speed of detection or visual reaction time. Analysis showed that for the group trained in increasingly larger spaces, ocular motility and visual reaction time were significantly improved during. different phases of the program.

Local visual perception bias in children with high-functioning autism spectrum disorders; do we have the whole picture?

PubMed

Falkmer, Marita; Black, Melissa; Tang, Julia; Fitzgerald, Patrick; Girdler, Sonya; Leung, Denise; Ordqvist, Anna; Tan, Tele; Jahan, Ishrat; Falkmer, Torbjorn

2016-01-01

While local bias in visual processing in children with autism spectrum disorders (ASD) has been reported to result in difficulties in recognizing faces and facially expressed emotions, but superior ability in disembedding figures, associations between these abilities within a group of children with and without ASD have not been explored. Possible associations in performance on the Visual Perception Skills Figure-Ground test, a face recognition test and an emotion recognition test were investigated within 25 8-12-years-old children with high-functioning autism/Asperger syndrome, and in comparison to 33 typically developing children. Analyses indicated a weak positive correlation between accuracy in Figure-Ground recognition and emotion recognition. No other correlation estimates were significant. These findings challenge both the enhanced perceptual function hypothesis and the weak central coherence hypothesis, and accentuate the importance of further scrutinizing the existance and nature of local visual bias in ASD.

Perceptual expertise and top-down expectation of musical notation engages the primary visual cortex.

PubMed

Wong, Yetta Kwailing; Peng, Cynthia; Fratus, Kristyn N; Woodman, Geoffrey F; Gauthier, Isabel

2014-08-01

Most theories of visual processing propose that object recognition is achieved in higher visual cortex. However, we show that category selectivity for musical notation can be observed in the first ERP component called the C1 (measured 40-60 msec after stimulus onset) with music-reading expertise. Moreover, the C1 note selectivity was observed only when the stimulus category was blocked but not when the stimulus category was randomized. Under blocking, the C1 activity for notes predicted individual music-reading ability, and behavioral judgments of musical stimuli reflected music-reading skill. Our results challenge current theories of object recognition, indicating that the primary visual cortex can be selective for musical notation within the initial feedforward sweep of activity with perceptual expertise and with a testing context that is consistent with the expertise training, such as blocking the stimulus category for music reading.

Developmental Changes in the Visual Span for Reading

PubMed Central

Kwon, MiYoung; Legge, Gordon E.; Dubbels, Brock R.

2007-01-01

The visual span for reading refers to the range of letters, formatted as in text, that can be recognized reliably without moving the eyes. It is likely that the size of the visual span is determined primarily by characteristics of early visual processing. It has been hypothesized that the size of the visual span imposes a fundamental limit on reading speed (Legge, Mansfield, & Chung, 2001). The goal of the present study was to investigate developmental changes in the size of the visual span in school-age children, and the potential impact of these changes on children’s reading speed. The study design included groups of 10 children in 3rd, 5th, and 7th grade, and 10 adults. Visual span profiles were measured by asking participants to recognize letters in trigrams (random strings of three letters) flashed for 100 ms at varying letter positions left and right of the fixation point. Two print sizes (0.25° and 1.0°) were used. Over a block of trials, a profile was built up showing letter recognition accuracy (% correct) versus letter position. The area under this profile was defined to be the size of the visual span. Reading speed was measured in two ways: with Rapid Serial Visual Presentation (RSVP) and with short blocks of text (termed Flashcard presentation). Consistent with our prediction, we found that the size of the visual span increased linearly with grade level and it was significantly correlated with reading speed for both presentation methods. Regression analysis using the size of the visual span as a predictor indicated that 34% to 52% of variability in reading speeds can be accounted for by the size of the visual span. These findings are consistent with a significant role of early visual processing in the development of reading skills. PMID:17845810

Visual-Attentional Span and Lexical ­Decision in Skilled Adult Readers

ERIC Educational Resources Information Center

Holmes, Virginia M.; Dawson, Georgia

2014-01-01

The goal of the study was to examine the association between visual-attentional span and lexical decision in skilled adult readers. In the span tasks, an array of letters was presented briefly and recognition or production of a single cued letter (partial span) or production of all letters (whole span) was required. Independently of letter…

Differences in Visual Analysis and Sequence Memory of Skilled and Poor Readers.

ERIC Educational Resources Information Center

Gildemeister, Joan E.; Friedman, Philip

Reading achievement tests have been used to identify deficiencies in inner city, poor readers; however, they often do not provide information about encoding strategies which lead some children to academic success. Immediate memory and visual analytic differences which contribute to the success of skilled readers are isolated in this study using 20…

Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

ERIC Educational Resources Information Center

Ozaydin, Latife

2015-01-01

The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

The Effects of Spatial Visualization Skill Training on Gender and Retention in Engineering.

ERIC Educational Resources Information Center

Devon, Richard; Engel, Renata; Turner, Geoffrey

1998-01-01

Engineering students were given a mental rotation test at the beginning and end of their first-year engineering course and again several years later to assess the relationship between spatial visualization skill and retention in engineering. No relationship was found between task scores and retention; however, a course in design and graphics…

Training of Paraeducators for Physical Education for Children with Visual Impairments

ERIC Educational Resources Information Center

Lieberman, Lauren J.; Conroy, Paula

2013-01-01

Introduction: Children with visual impairments are often behind their peers in physical and motor skills. It is often necessary for these children to work one to one with a paraeducator to gain the benefits of physical education, improve physical activity and motor skills, and attain the basic standards of the Expanded Core Curriculum (ECC).…

Enhancing Emergent Literacy Skills in Inclusive Preschools for Young Children with Visual Impairments

ERIC Educational Resources Information Center

Day, Janice Neibaur; McDonnell, Andrea P.; Heathfield, Lora Tuesday

2005-01-01

Emergent literacy can be viewed as skills that are precursors to later reading and writing (Sulzby & Teale, 1991) or can be more broadly conceptualized as literacy acquisition that occurs along a developmental continuum. Because children with disabilities, such as visual impairments, can be at risk for later reading difficulties, it is critical…

Developing Learning Readiness; A Visual-Motor-Tactile Skills Program. Teacher's Manual.

ERIC Educational Resources Information Center

Getman, G.N.; And Others

A flexible program for preschool, primary grades, or remedial classes provides opportunities for the child to achieve readiness for learning through the development of visual, motor, and tactile skills. A cardboard doll is discussed which may be utilized by the teacher and children in a variety of gymnasium routines to increase knowledge of body…

Visual Attention at Three Months as a Predictor of Cognitive Functioning at Two Years of Age.

ERIC Educational Resources Information Center

Lewis, Michael; Brooks-Gunn, Jeanne

1981-01-01

The predictive power of various cognitive skills at three months of age in terms of later cognitive functioning was examined. Visual habituation and recovery predicted later intellectual functioning at 24 months better than global intelligence or object permanence scores. Changes in cognitive functioning may be a transformation of skills.…

The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

ERIC Educational Resources Information Center

Memis, Aysel; Sivri, Diler Ayvaz

2016-01-01

In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading…

Motor Skill Performance of Children and Adolescents with Visual Impairments: A Review

ERIC Educational Resources Information Center

Houwen, Suzanne; Visscher, Chris; Lemmink, Koen A. P. M.; Hartman, Esther

2009-01-01

This article reviews studies on variables that are related to the motor skill performance of children and adolescents with visual impairments (VI). Three major groups of variables are considered (child, environmental, and task). Thirty-nine studies are included in this review, 26 of which examined the effects of child, environmental, and/or task…

Resisting the Lure of Technology-Driven Design: Pedagogical Approaches to Visual Communication

ERIC Educational Resources Information Center

Northcut, Kathryn M.; Brumberger, Eva R.

2010-01-01

Technical communicators are expected to work extensively with visual texts in workplaces. Fortunately, most academic curricula include courses in which the skills necessary for such tasks are introduced and sometimes developed in depth. We identify a tension between a focus on technological skill vs. a focus on principles and theory, arguing that…

Visual prediction and perceptual expertise

PubMed Central

Cheung, Olivia S.; Bar, Moshe

2012-01-01

Making accurate predictions about what may happen in the environment requires analogies between perceptual input and associations in memory. These elements of predictions are based on cortical representations, but little is known about how these processes can be enhanced by experience and training. On the other hand, studies on perceptual expertise have revealed that the acquisition of expertise leads to strengthened associative processing among features or objects, suggesting that predictions and expertise may be tightly connected. Here we review the behavioral and neural findings regarding the mechanisms involving prediction and expert processing, and highlight important possible overlaps between them. Future investigation should examine the relations among perception, memory and prediction skills as a function of expertise. The knowledge gained by this line of research will have implications for visual cognition research, and will advance our understanding of how the human brain can improve its ability to predict by learning from experience. PMID:22123523

The Use of Uas for Rapid 3d Mapping in Geomatics Education

NASA Astrophysics Data System (ADS)

Teo, Tee-Ann; Tian-Yuan Shih, Peter; Yu, Sz-Cheng; Tsai, Fuan

2016-06-01

With the development of technology, UAS is an advance technology to support rapid mapping for disaster response. The aim of this study is to develop educational modules for UAS data processing in rapid 3D mapping. The designed modules for this study are focused on UAV data processing from available freeware or trial software for education purpose. The key modules include orientation modelling, 3D point clouds generation, image georeferencing and visualization. The orientation modelling modules adopts VisualSFM to determine the projection matrix for each image station. Besides, the approximate ground control points are measured from OpenStreetMap for absolute orientation. The second module uses SURE and the orientation files from previous module for 3D point clouds generation. Then, the ground point selection and digital terrain model generation can be archived by LAStools. The third module stitches individual rectified images into a mosaic image using Microsoft ICE (Image Composite Editor). The last module visualizes and measures the generated dense point clouds in CloudCompare. These comprehensive UAS processing modules allow the students to gain the skills to process and deliver UAS photogrammetric products in rapid 3D mapping. Moreover, they can also apply the photogrammetric products for analysis in practice.

Aerial somersault performance under three visual conditions.

PubMed

Hondzinski, J M; Darling, W G

2001-07-01

Experiments were designed to examine the visual contributions to performance of back aerial double somersaults by collegiate acrobats. Somersaults were performed on a trampoline under three visual conditions: (a) NORMAL acuity; (b) REDUCED acuity (subjects wore special contacts that blocked light reflected onto the central retina); and (c) NO VISION. Videotaped skill performances were rated by two NCAA judges and digitized for kinematic analyses. Subjects' performance scores were similar in NORMAL and REDUCED conditions and lowest in the NO VISION condition. Control of body movement, indicated by time-to-contact, was most variable in the NO VISION condition. Profiles of angular head and neck velocity revealed that when subjects could see, they slowed their heads prior to touchdown in time to process optical flow information and prepare for landing. There was not always enough time to process vision associated with object identification and prepare for touchdown. It was concluded that collegiate acrobats do not need to identify objects for their best back aerial double somersault performance.

The Development of Real-Time Stability Supports Visual Working Memory Performance: Young Children's Feature Binding Can Be Improved through Perceptual Structure

ERIC Educational Resources Information Center

Simmering, Vanessa R.; Wood, Chelsey M.

2017-01-01

Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive…

Redesigning the Content and Sequence of Instruction in Music Theory. Final Report to Fund for the Improvement of Post Secondary Education.

ERIC Educational Resources Information Center

Ashley, Richard D.

This report summarizes a project in which a number of new approaches were taken to improve learning in undergraduate basic music instruction for music majors. The basic viewpoint proposed was that music activities can be seen as skilled problem solving in the areas of aural analysis, visual analysis, and understanding of compositional processes.…

The Effects of Training on a Young Child with Cortical Visual Impairment: An Exploratory Study.

ERIC Educational Resources Information Center

Lueck, Amanda Hall; Dornbusch, Helen; Hart, Jeri

1999-01-01

This exploratory study investigated the effects of the components of visual environmental management, visual skills training, and visually dependent task training on the performance of visual behaviors of a toddler with multiple disabilities including cortical visual impairment. Training components were implemented by the mother during daily…

Resources for Designing, Selecting and Teaching with Visualizations in the Geoscience Classroom

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Ormand, C. J.; McDaris, J. R.

2009-12-01

Geoscience is a highly visual field, and effective use of visualizations can enhance student learning, appeal to students’ emotions and help them acquire skills for interpreting visual information. The On the Cutting Edge website, “Teaching Geoscience with Visualizations” presents information of interest to faculty who are teaching with visualizations, as well as those who are designing visualizations. The website contains best practices for effective visualizations, drawn from the educational literature and from experts in the field. For example, a case is made for careful selection of visualizations so that faculty can align the correct visualization with their teaching goals and audience level. Appropriate visualizations will contain the desired geoscience content without adding extraneous information that may distract or confuse students. Features such as labels, arrows and contextual information can help guide students through imagery and help to explain the relevant concepts. Because students learn by constructing their own mental image of processes, it is helpful to select visualizations that reflect the same type of mental picture that students should create. A host of recommended readings and presentations from the On the Cutting Edge visualization workshops can provide further grounding for the educational uses of visualizations. Several different collections of visualizations, datasets with visualizations and visualization tools are available on the website. Examples include animations of tsunamis, El Nino conditions, braided stream formation and mountain uplift. These collections are grouped by topic and range from simple animations to interactive models. A series of example activities that incorporate visualizations into classroom and laboratory activities illustrate various tactics for using these materials in different types of settings. Activities cover topics such as ocean circulation, land use changes, earthquake simulations and the use of Google Earth to explore geologic processes. These materials can be found at http://serc.carleton.edu/NAGTWorkshops/visualization. Faculty and developers of visualization tools are encouraged to submit teaching activities, references or visualizations to the collections.

The nature of visual self-recognition.

PubMed

Suddendorf, Thomas; Butler, David L

2013-03-01

Visual self-recognition is often controversially cited as an indicator of self-awareness and assessed with the mirror-mark test. Great apes and humans, unlike small apes and monkeys, have repeatedly passed mirror tests, suggesting that the underlying brain processes are homologous and evolved 14-18 million years ago. However, neuroscientific, developmental, and clinical dissociations show that the medium used for self-recognition (mirror vs photograph vs video) significantly alters behavioral and brain responses, likely due to perceptual differences among the different media and prior experience. On the basis of this evidence and evolutionary considerations, we argue that the visual self-recognition skills evident in humans and great apes are a byproduct of a general capacity to collate representations, and need not index other aspects of self-awareness. Copyright © 2013 Elsevier Ltd. All rights reserved.

Predictors of reading fluency in Italian orthography: evidence from a cross-sectional study of primary school students.

PubMed

Tobia, Valentina; Marzocchi, Gian Marco

2014-01-01

This study investigates the role of linguistic and visuospatial attentional processes in predicting reading fluency in typical Italian readers attending primary school. Tasks were administered to 651 children with reading fluency z scores > -1.5 standard deviation to evaluate their phonological awareness, rapid automatized naming (RAN), verbal short-term memory, vocabulary, visual search skills, verbal-visual recall, and visual-spatial attention. Hybrid models combining confirmatory factor analysis and path analysis were used to evaluate the data obtained from younger (first and second grade) and older (third-fifth grade) children, respectively. The results showed that phonological awareness and RAN played a significant role among younger children, while also vocabulary, verbal short-term memory, and visuospatial attention were significant factors among older children.

The Development of Face Perception in Infancy: Intersensory Interference and Unimodal Visual Facilitation

PubMed Central

Bahrick, Lorraine E.; Lickliter, Robert; Castellanos, Irina

2014-01-01

Although research has demonstrated impressive face perception skills of young infants, little attention has focused on conditions that enhance versus impair infant face perception. The present studies tested the prediction, generated from the Intersensory Redundancy Hypothesis (IRH), that face discrimination, which relies on detection of visual featural information, would be impaired in the context of intersensory redundancy provided by audiovisual speech, and enhanced in the absence of intersensory redundancy (unimodal visual and asynchronous audiovisual speech) in early development. Later in development, following improvements in attention, faces should be discriminated in both redundant audiovisual and nonredundant stimulation. Results supported these predictions. Two-month-old infants discriminated a novel face in unimodal visual and asynchronous audiovisual speech but not in synchronous audiovisual speech. By 3 months, face discrimination was evident even during synchronous audiovisual speech. These findings indicate that infant face perception is enhanced and emerges developmentally earlier following unimodal visual than synchronous audiovisual exposure and that intersensory redundancy generated by naturalistic audiovisual speech can interfere with face processing. PMID:23244407

Motor skills of children with unilateral visual impairment in the Infant Aphakia Treatment Study.

PubMed

Celano, Marianne; Hartmann, E Eugenie; DuBois, Lindreth G; Drews-Botsch, Carolyn

2016-02-01

To assess motor functioning in children aged 4 years 6 months enrolled in the Infant Aphakia Treatment Study, and to determine contributions of visual acuity and stereopsis to measured motor skills. One hundred and four children (53% female) with unilateral aphakia randomized to intraocular lens or contact lens treatment were evaluated at 4 years 6 months (age range 4y 6mo-4y 11mo) for monocular recognition visual acuity, motor skills, and stereopsis by a traveling examiner masked to treatment condition. Motor skills were assessed with the Movement Assessment Battery for Children--Second Edition (MABC-2). Visual acuity was operationalized as log10 of the minimum angle of resolution (logMAR) value for treated eye, best logMAR value for either eye, and intraocular logMAR difference. Student's t-tests showed no significant differences in MABC-2 scores between the intraocular lens and contact lens groups. The mean total score was low (6.43; 18th centile) compared with the normative reference group. Motor functioning was not related to visual acuity in the treated eye or to intraocular logMAR difference, but was predicted in a regression model by the better visual acuity of either eye (usually the fellow eye), even after accounting for the influence of age at surgery, examiner, orthotropic ocular alignment, and stereopsis. Children with unilateral congenital cataract may have delayed motor functioning at 4 years 6 months, which may adversely affect their social and academic functioning. © 2015 Mac Keith Press.

Relationship between writing skills and visual-motor control in low-vision students.

PubMed

Atasavun Uysal, Songül; Aki, Esra

2012-08-01

The purpose of this study was to investigate the relationship between handwriting skills and visual motor control among students with low vision and to compare this with the performance of their normal sighted peers. 42 students with low vision and 26 normal sighted peers participated. The Bruininks-Oseretsky Motor Proficiency Test-Short Form (BOTMP-SF), Jebsen Taylor Hand Function Test's writing subtest, and a legibility assessment were administered. Significant differences were found between groups for students' writing speed, legibility, and visual motor control. Visual motor control was correlated both writing speed and legibility. Students with low vision had poorer handwriting performance, with lower legibility and slower writing speed. Writing performance time was related to visual motor control in students with low vision.

Mental object rotation in Parkinson's disease.

PubMed

Crucian, Gregory P; Barrett, Anna M; Burks, David W; Riestra, Alonso R; Roth, Heidi L; Schwartz, Ronald L; Triggs, William J; Bowers, Dawn; Friedman, William; Greer, Melvin; Heilman, Kenneth M

2003-11-01

Deficits in visual-spatial ability can be associated with Parkinson's disease (PD), and there are several possible reasons for these deficits. Dysfunction in frontal-striatal and/or frontal-parietal systems, associated with dopamine deficiency, might disrupt cognitive processes either supporting (e.g., working memory) or subserving visual-spatial computations. The goal of this study was to assess visual-spatial orientation ability in individuals with PD using the Mental Rotations Test (MRT), along with other measures of cognitive function. Non-demented men with PD were significantly less accurate on this test than matched control men. In contrast, women with PD performed similarly to matched control women, but both groups of women did not perform much better than chance. Further, mental rotation accuracy in men correlated with their executive skills involving mental processing and psychomotor speed. In women with PD, however, mental rotation accuracy correlated negatively with verbal memory, indicating that higher mental rotation performance was associated with lower ability in verbal memory. These results indicate that PD is associated with visual-spatial orientation deficits in men. Women with PD and control women both performed poorly on the MRT, possibly reflecting a floor effect. Although men and women with PD appear to engage different cognitive processes in this task, the reason for the sex difference remains to be elucidated.

Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders.

PubMed

Tanaka, Hiroki; Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

2017-01-01

Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system's effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime.

Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders

PubMed Central

Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

2017-01-01

Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system’s effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime. PMID:28796781

Neural Correlates of Expert Visuomotor Performance in Badminton Players.

PubMed

Hülsdünker, Thorben; Strüder, Heiko K; Mierau, Andreas

2016-11-01

Elite/skilled athletes participating in sports that require the initiation of targeted movements in response to visual cues under critical time pressure typically outperform nonathletes in a visuomotor reaction task. However, the exact physiological mechanisms of this advantage remain unclear. Therefore, this study aimed to determine the neurophysiological processes contributing to superior visuomotor performance in athletes using visual evoked potential (VEP). Central and peripheral determinants of visuomotor reaction time were investigated in 15 skilled badminton players and 28 age-matched nonathletic controls. To determine the speed of visual signal perception in the cortex, chromatic and achromatic pattern reversal stimuli were presented, and VEP values were recorded with a 64-channel EEG system. Further, a simple visuomotor reaction task was performed to investigate the transformation of the visual into a motor signal in the brain as well as the timing of muscular activation. Amplitude and latency of VEP (N75, P100, and N145) revealed that the athletes did not significantly differ from the nonathletes. However, visuomotor reaction time was significantly reduced in the athletes compared with nonathletes (athletes = 234.9 ms, nonathletes = 260.3 ms, P = 0.015). This was accompanied by an earlier activation of the premotor and supplementary motor areas (athletes = 163.9 ms, nonathletes = 199.1 ms, P = 0.015) as well as an earlier EMG onset (athletes = 167.5 ms, nonathletes = 206.5 ms, P < 0.001). The latency of premotor and supplementary motor area activation was correlated with EMG onset (r = 0.41) and visuomotor reaction time (r = 0.43). The results of this study indicate that superior visuomotor performance in athletes originates from faster visuomotor transformation in the premotor and supplementary motor cortical regions rather than from earlier perception of visual signals in the visual cortex.

A comparison of visual search strategies of elite and non-elite tennis players through cluster analysis.

PubMed

Murray, Nicholas P; Hunfalvay, Melissa

2017-02-01

Considerable research has documented that successful performance in interceptive tasks (such as return of serve in tennis) is based on the performers' capability to capture appropriate anticipatory information prior to the flight path of the approaching object. Athletes of higher skill tend to fixate on different locations in the playing environment prior to initiation of a skill than their lesser skilled counterparts. The purpose of this study was to examine visual search behaviour strategies of elite (world ranked) tennis players and non-ranked competitive tennis players (n = 43) utilising cluster analysis. The results of hierarchical (Ward's method) and nonhierarchical (k means) cluster analyses revealed three different clusters. The clustering method distinguished visual behaviour of high, middle-and low-ranked players. Specifically, high-ranked players demonstrated longer mean fixation duration and lower variation of visual search than middle-and low-ranked players. In conclusion, the results demonstrated that cluster analysis is a useful tool for detecting and analysing the areas of interest for use in experimental analysis of expertise and to distinguish visual search variables among participants'.

The Effects of Computer Algebra System on Undergraduate Students' Spatial Visualization Skills in a Calculus Course

ERIC Educational Resources Information Center

Karakus, Fatih; Aydin, Bünyamin

2017-01-01

This study aimed at determining the effects of using a computer algebra system (CAS) on undergraduate students' spatial visualization skills in a calculus course. This study used an experimental design. The "one group pretest-posttest design" was the research model. The participants were 41 sophomore students (26 female and 15 male)…

Working Memory Capacity in Preschool Children Contributes to the Acquisition of School Relevant Precursor Skills

ERIC Educational Resources Information Center

Pressler, Anna-Lena; Krajewski, Kristin; Hasselhorn, Marcus

2013-01-01

The aim of the present study was to investigate whether preschool children with limitations in the visual or phonological working memory are disadvantaged in the acquisition of school relevant precursor skills at school entry. A sample of 92 children was divided into three subgroups depending on their performance in visual and phonological working…

Chemical Understanding and Graphing Skills in an Honors Case-Based Computerized Chemistry Laboratory Environment: The Value of Bidirectional Visual and Textual Representations

ERIC Educational Resources Information Center

Dori, Yehudit J.; Sasson, Irit

2008-01-01

The case-based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual…

Generating Inferences from Written and Spoken Language: A Comparison of Children with Visual Impairment and Children with Sight

ERIC Educational Resources Information Center

Edmonds, Caroline J.; Pring, Linda

2006-01-01

The two experiments reported here investigated the ability of sighted children and children with visual impairment to comprehend text and, in particular, to draw inferences both while reading and while listening. Children were assigned into "comprehension skill" groups, depending on the degree to which their reading comprehension skill was in line…

Google Earth Mapping Exercises for Structural Geology Students--A Promising Intervention for Improving Penetrative Visualization Ability

ERIC Educational Resources Information Center

Giorgis, Scott

2015-01-01

Three-dimensional thinking skills are extremely useful for geoscientists, and at the undergraduate level, these skills are often emphasized in structural geology courses. Google Earth is a powerful tool for visualizing the three-dimensional nature of data collected on the surface of Earth. The results of a 5 y pre- and posttest study of the…

Life Skills Workbook: A Guide to Personal Growth. Career Survival Kit for Teen Education and Employment.

ERIC Educational Resources Information Center

Lindner, A. Frances

This workbook is one component of the Career Survival Kit prepared for teenage parents in Wisconsin. Designed to be used with a companion visual," Teenage Parents; Making It Work," (one of the two visuals included in the complete kit) the workbook information and activities for teens to use to strengthen their skills in the following…

The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities Including Visual Impairment

ERIC Educational Resources Information Center

Ali, Emad

2009-01-01

The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers &…

Visual map and instruction-based bicycle navigation: a comparison of effects on behaviour.

PubMed

de Waard, Dick; Westerhuis, Frank; Joling, Danielle; Weiland, Stella; Stadtbäumer, Ronja; Kaltofen, Leonie

2017-09-01

Cycling with a classic paper map was compared with navigating with a moving map displayed on a smartphone, and with auditory, and visual turn-by-turn route guidance. Spatial skills were found to be related to navigation performance, however only when navigating from a paper or electronic map, not with turn-by-turn (instruction based) navigation. While navigating, 25% of the time cyclists fixated at the devices that present visual information. Navigating from a paper map required most mental effort and both young and older cyclists preferred electronic over paper map navigation. In particular a turn-by-turn dedicated guidance device was favoured. Visual maps are in particular useful for cyclists with higher spatial skills. Turn-by-turn information is used by all cyclists, and it is useful to make these directions available in all devices. Practitioner Summary: Electronic navigation devices are preferred over a paper map. People with lower spatial skills benefit most from turn-by-turn guidance information, presented either auditory or on a dedicated device. People with higher spatial skills perform well with all devices. It is advised to keep in mind that all users benefit from turn-by-turn information when developing a navigation device for cyclists.

Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology.

PubMed

Quillin, Kim; Thomas, Stephen

2015-03-02

The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report's Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices. © 2015 K. Quillin and S. Thomas. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

One bout of open skill exercise improves cross-modal perception and immediate memory in healthy older adults who habitually exercise.

PubMed

O'Brien, Jessica; Ottoboni, Giovanni; Tessari, Alessia; Setti, Annalisa

2017-01-01

One single bout of exercise can be associated with positive effects on cognition, due to physiological changes associated with muscular activity, increased arousal, and training of cognitive skills during exercise. While the positive effects of life-long physical activity on cognitive ageing are well demonstrated, it is not well established whether one bout of exercise is sufficient to register such benefits in older adults. The aim of this study was to test the effect of one bout of exercise on two cognitive processes essential to daily life and known to decline with ageing: audio-visual perception and immediate memory. Fifty-eight older adults took part in a quasi-experimental design study and were divided into three groups based on their habitual activity (open skill exercise (mean age = 69.65, SD = 5.64), closed skill exercise, N = 18, 94% female; sedentary activity-control group, N = 21, 62% female). They were then tested before and after their activity (duration between 60 and 80 minutes). Results showed improvement in sensitivity in audio-visual perception in the open skill group and improvements in one of the measures of immediate memory in both exercise groups, after controlling for baseline differences including global cognition and health. These findings indicate that immediate benefits for cross-modal perception and memory can be obtained after open skill exercise. However, improvements after closed skill exercise may be limited to memory benefits. Perceptual benefits are likely to be associated with arousal, while memory benefits may be due to the training effects provided by task requirements during exercise. The respective role of qualitative and quantitative differences between these activities in terms of immediate cognitive benefits should be further investigated. Importantly, the present results present the first evidence for a modulation of cross-modal perception by exercise, providing a plausible avenue for rehabilitation of cross-modal perception deficits, which are emerging as a significant contributor to functional decline in ageing.

Universal Skills and Competencies for Geoscientists

NASA Astrophysics Data System (ADS)

Mosher, S.

2015-12-01

Geoscience students worldwide face a changing future workforce, but all geoscience work has universal cross-cutting skills and competencies that are critical for success. A recent Geoscience Employers Workshop, and employers' input on the "Future of Undergraduate Geoscience Education" survey, identified three major areas. Geoscience work requires spatial and temporal (3D & 4D) thinking, understanding that the Earth is a system of interacting parts and processes, and geoscience reasoning and synthesis. Thus, students need to be able to solve problems in the context of an open and dynamic system, recognizing that most geoscience problems have no clear, unambiguous answers. Students must learn to manage uncertainty, work by analogy and inference, and make predations with limited data. Being able to visualize and solve problems in 3D, incorporate the element of time, and understand scale is critical. Additionally students must learn how to tackle problems using real data, including understand the problems' context, identify appropriate questions to ask, and determine how to proceed. Geoscience work requires integration of quantitative, technical, and computational skills and the ability to be intellectually flexible in applying skills to new situations. Students need experience using high-level math and computational methods to solve geoscience problems, including probability and statistics to understand risk. Increasingly important is the ability to use "Big Data", GIS, visualization and modeling tools. Employers also agree a strong field component in geoscience education is important. Success as a geoscientist also requires non-technical skills. Because most work environments involve working on projects with a diverse team, students need experience with project management in team settings, including goal setting, conflict resolution, time management and being both leader and follower. Written and verbal scientific communication, as well as public speaking and listening skills, are important. Success also depends on interpersonal skills and professionalism, including business acumen, risk management, ethical conduct, and leadership. A global perspective is increasingly important, including cultural literacy and understanding societal relevance.

Video games as a tool to train visual skills.

PubMed

Achtman, R L; Green, C S; Bavelier, D

2008-01-01

Adult brain plasticity, although possible, is often difficult to elicit. Training regimens in adults can produce specific improvements on the trained task without leading to general enhancements that would improve quality of life. This paper considers the case of playing action video games as a way to induce widespread enhancement in vision. We review the range of visual skills altered by action video game playing as well as the game components important in promoting visual plasticity. Further, we discuss what these results might mean in terms of rehabilitation for different patient populations.

Critical Visual Literacy: The New Phase of Applied Linguistics in the Era of Mobile Technology

ERIC Educational Resources Information Center

Dos Santos Costa, Giselda; Xavier, Antonio Carlos

2016-01-01

In our society, which is full of images, visual representations and visual experiences of all kinds, there is a paradoxically significant degree of visual illiteracy. Despite the importance of developing specific visual skills, visual literacy is not a priority in school curriculum (Spalter & van Dam, 2008). This work aims at (1) emphasising…

Discourse accessibility constraints in children’s processing of object relative clauses

PubMed Central

Haendler, Yair; Kliegl, Reinhold; Adani, Flavia

2015-01-01

Children’s poor performance on object relative clauses has been explained in terms of intervention locality. This approach predicts that object relatives with a full DP head and an embedded pronominal subject are easier than object relatives in which both the head noun and the embedded subject are full DPs. This prediction is shared by other accounts formulated to explain processing mechanisms. We conducted a visual-world study designed to test the off-line comprehension and on-line processing of object relatives in German-speaking 5-year-olds. Children were tested on three types of object relatives, all having a full DP head noun and differing with respect to the type of nominal phrase that appeared in the embedded subject position: another full DP, a 1st- or a 3rd-person pronoun. Grammatical skills and memory capacity were also assessed in order to see whether and how they affect children’s performance. Most accurately processed were object relatives with 1st-person pronoun, independently of children’s language and memory skills. Performance on object relatives with two full DPs was overall more accurate than on object relatives with 3rd-person pronoun. In the former condition, children with stronger grammatical skills accurately processed the structure and their memory abilities determined how fast they were; in the latter condition, children only processed accurately the structure if they were strong both in their grammatical skills and in their memory capacity. The results are discussed in the light of accounts that predict different pronoun effects like the ones we find, which depend on the referential properties of the pronouns. We then discuss which role language and memory abilities might have in processing object relatives with various embedded nominal phrases. PMID:26157410

Normal Performance in Non-Visual Social Cognition Tasks in Women with Turner Syndrome.

PubMed

Anaki, David; Zadikov-Mor, Tal; Gepstein, Vardit; Hochberg, Ze'ev

2018-01-01

Turner syndrome (TS) is a chromosomal disorder in women resulting from a partial or complete absence of the X chromosome. In addition to physical and hormonal dysfunctions, along with a unique neurocognitive profile, women with TS are reported to suffer from social functioning difficulties. Yet, it is unclear whether these difficulties stem from impairments in social cognition per se or from other deficits that characterize TS but are not specific to social cognition. Previous research that has probed social functioning in TS is equivocal regarding the source of these psychosocial problems since they have mainly used tasks that were dependent on visual-spatial skills, which are known to be compromised in TS. In the present study, we tested 26 women with TS and 26 matched participants on three social cognition tasks that did not require any visual-spatial capacities but rather relied on auditory-verbal skills. The results revealed that in all three tasks the TS participants did not differ from their control counterparts. The same TS cohort was found, in an earlier study, to be impaired, relative to controls, in other social cognition tasks that were dependent on visual-spatial skills. Taken together these findings suggest that the social problems, documented in TS, may be related to non-specific spatial-visual factors that affect their social cognition skills.

Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia.

PubMed

Zoubrinetzky, Rachel; Collet, Gregory; Serniclaes, Willy; Nguyen-Morel, Marie-Ange; Valdois, Sylviane

2016-01-01

We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children. Significant correlations were found between categorical perception skills, phoneme awareness and reading. Although VA span correlated with reading, no significant correlations were found between either categorical perception or phoneme awareness and VA span. Mediation analyses performed on the whole dyslexic sample suggested that the effect of categorical perception on reading might be mediated by phoneme awareness. This relationship was independent of the participants' VA span abilities. Two groups of dyslexic children with a single phoneme awareness or a single VA span deficit were then identified. The phonologically impaired group showed lower categorical perception skills than the control group but categorical perception was similar in the VA span impaired dyslexic and control children. The overall findings suggest that the link between categorical perception, phoneme awareness and reading is independent from VA span skills. These findings provide new insights on the heterogeneity of developmental dyslexia. They suggest that phonological processes and VA span independently affect reading acquisition.

Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia

PubMed Central

Zoubrinetzky, Rachel; Collet, Gregory; Serniclaes, Willy; Nguyen-Morel, Marie-Ange; Valdois, Sylviane

2016-01-01

We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children. Significant correlations were found between categorical perception skills, phoneme awareness and reading. Although VA span correlated with reading, no significant correlations were found between either categorical perception or phoneme awareness and VA span. Mediation analyses performed on the whole dyslexic sample suggested that the effect of categorical perception on reading might be mediated by phoneme awareness. This relationship was independent of the participants’ VA span abilities. Two groups of dyslexic children with a single phoneme awareness or a single VA span deficit were then identified. The phonologically impaired group showed lower categorical perception skills than the control group but categorical perception was similar in the VA span impaired dyslexic and control children. The overall findings suggest that the link between categorical perception, phoneme awareness and reading is independent from VA span skills. These findings provide new insights on the heterogeneity of developmental dyslexia. They suggest that phonological processes and VA span independently affect reading acquisition. PMID:26950210

Reliability and validity of the revised Gibson Test of Cognitive Skills, a computer-based test battery for assessing cognition across the lifespan.

PubMed

Moore, Amy Lawson; Miller, Terissa M

2018-01-01

The purpose of the current study is to evaluate the validity and reliability of the revised Gibson Test of Cognitive Skills, a computer-based battery of tests measuring short-term memory, long-term memory, processing speed, logic and reasoning, visual processing, as well as auditory processing and word attack skills. This study included 2,737 participants aged 5-85 years. A series of studies was conducted to examine the validity and reliability using the test performance of the entire norming group and several subgroups. The evaluation of the technical properties of the test battery included content validation by subject matter experts, item analysis and coefficient alpha, test-retest reliability, split-half reliability, and analysis of concurrent validity with the Woodcock Johnson III Tests of Cognitive Abilities and Tests of Achievement. Results indicated strong sources of evidence of validity and reliability for the test, including internal consistency reliability coefficients ranging from 0.87 to 0.98, test-retest reliability coefficients ranging from 0.69 to 0.91, split-half reliability coefficients ranging from 0.87 to 0.91, and concurrent validity coefficients ranging from 0.53 to 0.93. The Gibson Test of Cognitive Skills-2 is a reliable and valid tool for assessing cognition in the general population across the lifespan.

Learning outcomes with visual thinking strategies in nursing education.

PubMed

Moorman, Margaret; Hensel, Desiree; Decker, Kim A; Busby, Katie

2017-04-01

There is a need to develop innovative strategies that cultivate broad cognitive, intrapersonal, and interpersonal skills in nursing curricula. The purpose of this project was to explore transferable skills students gained from Visual Thinking Strategies (VTS). This qualitative descriptive study was conducted with 55 baccalaureate nursing students enrolled in an entry level healthy population course. The students participated in a 1h VTS session led by a trained facilitator. Data came from the group's written responses to a question about how they would use skills learned from VTS in caring for patients and in their nursing practice. Content analysis showed students perceived gaining observational, cognitive, interpersonal, and intrapersonal skills from the VTS session. VTS is a unique teaching strategy that holds the potential to help nursing students develop a broad range of skills. Studies are needed on optimal exposure needed to develop observational, communication, collaboration, and critical thinking skills. Research is also needed on how skills gained in VTS translate to practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Computerized Perceptual Motor Skills Assessment: A new visual perceptual motor skills evaluation tool for children in early elementary grades.

PubMed

Howe, Tsu-Hsin; Chen, Hao-Ling; Lee, Candy Chieh; Chen, Ying-Dar; Wang, Tien-Ni

2017-10-01

Visual perceptual motor skills have been proposed as underlying courses of handwriting difficulties. However, there is no evaluation tool currently available to assess these skills comprehensively and to serve as a sensitive measure. The purpose of this study was to validate the Computerized Perceptual Motor Skills Assessment (CPMSA), a newly developed evaluation tool for children in early elementary grades. Its test-retest reliability, concurrent validity, discriminant validity, and responsiveness were examined in 43 typically developing children and 26 children with handwriting difficulty. The CPMSA demonstrated excellent reliability across all subtests with intra-class correlation coefficients (ICCs)≥0.80. Significant moderate correlations between the domains of the CPMSA and corresponding gold standards including Beery VMI, the TVPS-3, and the eye-hand coordination subtest of the DTVP-2 demonstrated good concurrent validity. In addition, the CPMSA showed evidence of discriminant validity in samples of children with and without handwriting difficulty. This article provides evidence in support of the CPMSA. The CPMSA is a reliable, valid, and promising measure of visual perceptual motor skills for children in early elementary grades. Directions for future study and improvements to the assessment are discussed. Copyright © 2017. Published by Elsevier Ltd.

The development of organized visual search

PubMed Central

Woods, Adam J.; Goksun, Tilbe; Chatterjee, Anjan; Zelonis, Sarah; Mehta, Anika; Smith, Sabrina E.

2013-01-01

Visual search plays an important role in guiding behavior. Children have more difficulty performing conjunction search tasks than adults. The present research evaluates whether developmental differences in children's ability to organize serial visual search (i.e., search organization skills) contribute to performance limitations in a typical conjunction search task. We evaluated 134 children between the ages of 2 and 17 on separate tasks measuring search for targets defined by a conjunction of features or by distinct features. Our results demonstrated that children organize their visual search better as they get older. As children's skills at organizing visual search improve they become more accurate at locating targets with conjunction of features amongst distractors, but not for targets with distinct features. Developmental limitations in children's abilities to organize their visual search of the environment are an important component of poor conjunction search in young children. In addition, our findings provide preliminary evidence that, like other visuospatial tasks, exposure to reading may influence children's spatial orientation to the visual environment when performing a visual search. PMID:23584560

Help Physically Handicapped Students Achieve Business Skills.

ERIC Educational Resources Information Center

Simon, Judith C.

1980-01-01

Lists suggestions for teachers to prepare them for teaching clerical skills to handicapped students. Specifically discusses teaching typewriting to students with missing fingers or arms and business skills to hearing and visually impaired students. Lists sources of additional information. (JOW)

Auditory, Visual, and Auditory-Visual Perception of Vowels by Hearing-Impaired Children.

ERIC Educational Resources Information Center

Hack, Zarita Caplan; Erber, Norman P.

1982-01-01

Vowels were presented through auditory, visual, and auditory-visual modalities to 18 hearing impaired children (12 to 15 years old) having good, intermediate, and poor auditory word recognition skills. All the groups had difficulty with acoustic information and visual information alone. The first two groups had only moderate difficulty identifying…

Visual Fast Mapping in School-Aged Children with Specific Language Impairment

ERIC Educational Resources Information Center

Alt, Mary

2013-01-01

Purpose: To determine whether children with specific language impairment (SLI) demonstrate impaired visual fast mapping skills compared with unimpaired peers and to test components of visual working memory that may contribute to a visual working memory deficit. Methods: Fifty children (25 SLI) played 2 computer-based visual fast mapping games…

The Elephants of Visual Literacy.

ERIC Educational Resources Information Center

Barley, Steven D., Ed.; Ball, Richard R., Ed.

Visual literacy, as used here, refers to the skills which let a person understand and use visuals to communicate his messages and interpret the messages of others. Visual literacy should be important in the curriculum because: 1) children pay more attention to movies and television than they do to teachers; 2) the plethora of visual information…

Effectiveness of iPad apps on visual-motor skills among children with special needs between 4y0m-7y11m.

PubMed

Coutinho, Franzina; Bosisio, Marie-Elaine; Brown, Emma; Rishikof, Stephanie; Skaf, Elise; Zhang, Xiaoting; Perlman, Cynthia; Kelly, Shannon; Freedin, Erin; Dahan-Oliel, Noemi

2017-05-01

The aim of this randomized controlled trial was to assess the effectiveness of interventions using iPad applications compared to traditional occupational therapy on visual-motor integration (VMI) in school-aged children with poor VMI skills. Twenty children aged 4y0m to 7y11m with poor VMI skills were randomly assigned to the experimental group (interventions using iPad apps targeting VMI skills) or control group (traditional occupational therapy intervention sessions targeting VMI skills). The intervention phase consisted of two 40-min sessions per week, over a period of 10 weeks. Participants were required to attend a minimum of 8 and a maximum of 12 sessions. The subjects were tested using the Beery-VMI and the visual-motor subscale of the M-FUN, at baseline and follow-up. Results from a 2-way mixed design ANOVA yielded significant results for the main effect of time for the M-FUN total raw score, as well as in the subscales Amazing Mazes, Hidden Forks, Go Fishing and VM Behavior. However, gains did not differ between intervention types over time. No significant results were found for the Beery-VMI. This study supports the need for further research into the use of iPads for the development of VMI skills in the pediatric population. Implications for Rehabilitation This is the first study to look at the use of iPads with school-aged children with poor visual-motor skills. There is limited literature related to the use of iPads in pediatric occupational therapy, while they are increasingly being used in practice. When compared to the traditional occupational therapy interventions, participants in the iPad intervention appeared to be more interested, engaged and motivated to participate in the therapy sessions. Using iPad apps as an adjunct to therapy in intervention could be effective in improving VMI skills over time.

Changes in Striatal Dopamine Release Associated with Human Motor-Skill Acquisition

PubMed Central

Kawashima, Shoji; Ueki, Yoshino; Kato, Takashi; Matsukawa, Noriyuki; Mima, Tatsuya; Hallett, Mark; Ito, Kengo; Ojika, Kosei

2012-01-01

The acquisition of new motor skills is essential throughout daily life and involves the processes of learning new motor sequence and encoding elementary aspects of new movement. Although previous animal studies have suggested a functional importance for striatal dopamine release in the learning of new motor sequence, its role in encoding elementary aspects of new movement has not yet been investigated. To elucidate this, we investigated changes in striatal dopamine levels during initial skill-training (Day 1) compared with acquired conditions (Day 2) using 11C-raclopride positron-emission tomography. Ten volunteers learned to perform brisk contractions using their non-dominant left thumbs with the aid of visual feedback. On Day 1, the mean acceleration of each session was improved through repeated training sessions until performance neared asymptotic levels, while improved motor performance was retained from the beginning on Day 2. The 11C-raclopride binding potential (BP) in the right putamen was reduced during initial skill-training compared with under acquired conditions. Moreover, voxel-wise analysis revealed that 11C-raclopride BP was particularly reduced in the right antero-dorsal to the lateral part of the putamen. Based on findings from previous fMRI studies that show a gradual shift of activation within the striatum during the initial processing of motor learning, striatal dopamine may play a role in the dynamic cortico-striatal activation during encoding of new motor memory in skill acquisition. PMID:22355391

Children's Negotiations of Visualization Skills during a Design-Based Learning Experience Using Nondigital and Digital Techniques

ERIC Educational Resources Information Center

Smith, Shaunna

2018-01-01

In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing,…

Contribution of Visualized Phrases on Word Using Skill

ERIC Educational Resources Information Center

Batur, Zekerya

2013-01-01

In this study it was researched whether visualized proverbs, idioms and epigrams have effect of primary school 3rd, 5th and 7th grade students' speaking skills. The study was executed in spring semester of the academic year of 2010-2011, with 30 students studying at primary school in 3rd, 5th and 7th grade. The students who participated in the…

Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder

ERIC Educational Resources Information Center

Probst, Kristi M.; Walker, Virginia L.

2017-01-01

Introduction: This study evaluated the effectiveness of a workshop and follow-up coaching sessions on the implementation of the system of least prompts procedure by classroom team members and explored whether this intervention resulted in personal hygiene skill acquisition by a male high school student with comorbid visual impairment and autism…

Placement from community-based mental retardation programs: how well do clients do?

PubMed

Schalock, R L; Harper, R S

1978-11-01

Mentally retarded clients (N = 131) placed during a 2-year period from either an independent living or competitive employment training program were evaluated as to placement success. Thirteen percent returned to the training program. Successful independent living placement was related to intelligence and demonstrated skills in symbolic operations, personal maintenance, clothing care and use, socially appropriate behavior, and functional academics. Successful employment was related to sensorimotor, visual-auditory processing, language, and symbolic-operations skills. Major reasons for returning from a job to the competitive employment training program included inappropriate behavior or need for more training; returning from community living placement was related to money management, apartment cleanliness, social behavior, and meal preparation.

Preliminary Study for Designing a Novel Vein-Visualizing Device

PubMed Central

Kim, Donghoon; Kim, Yujin; Yoon, Siyeop; Lee, Deukhee

2017-01-01

Venipuncture is an important health diagnosis process. Although venipuncture is one of the most commonly performed procedures in medical environments, locating the veins of infants, obese, anemic, or colored patients is still an arduous task even for skilled practitioners. To solve this problem, several devices using infrared light have recently become commercially available. However, such devices for venipuncture share a common drawback, especially when visualizing deep veins or veins of a thick part of the body like the cubital fossa. This paper proposes a new vein-visualizing device applying a new penetration method using near-infrared (NIR) light. The light module is attached directly on to the declared area of the skin. Then, NIR beam is rayed from two sides of the light module to the vein with a specific angle. This gives a penetration effect. In addition, through an image processing procedure, the vein structure is enhanced to show it more accurately. Through a phantom study, the most effective penetration angle of the NIR module is decided. Additionally, the feasibility of the device is verified through experiments in vivo. The prototype allows us to visualize the vein patterns of thicker body parts, such as arms. PMID:28178227

Objective Assessment of Laparoscopic Force and Psychomotor Skills in a Novel Virtual Reality-Based Haptic Simulator.

PubMed

Prasad, M S Raghu; Manivannan, Muniyandi; Manoharan, Govindan; Chandramohan, S M

2016-01-01

Most of the commercially available virtual reality-based laparoscopic simulators do not effectively evaluate combined psychomotor and force-based laparoscopic skills. Consequently, the lack of training on these critical skills leads to intraoperative errors. To assess the effectiveness of the novel virtual reality-based simulator, this study analyzed the combined psychomotor (i.e., motion or movement) and force skills of residents and expert surgeons. The study also examined the effectiveness of real-time visual force feedback and tool motion during training. Bimanual fundamental (i.e., probing, pulling, sweeping, grasping, and twisting) and complex tasks (i.e., tissue dissection) were evaluated. In both tasks, visual feedback on applied force and tool motion were provided. The skills of the participants while performing the early tasks were assessed with and without visual feedback. Participants performed 5 repetitions of fundamental and complex tasks. Reaction force and instrument acceleration were used as metrics. Surgical Gastroenterology, Government Stanley Medical College and Hospital; Institute of Surgical Gastroenterology, Madras Medical College and Rajiv Gandhi Government General Hospital. Residents (N = 25; postgraduates and surgeons with <2 years of laparoscopic surgery) and expert surgeons (N = 25; surgeons with >4 and ≤10 years of laparoscopic surgery). Residents applied large forces compared with expert surgeons and performed abrupt tool movements (p < 0.001). However, visual + haptic feedback improved the performance of residents (p < 0.001). In complex tasks, visual + haptic feedback did not influence the applied force of expert surgeons, but influenced their tool motion (p < 0.001). Furthermore, in complex tissue sweeping task, expert surgeons applied more force, but were within the tissue damage limits. In both groups, exertion of large forces and abrupt tool motion were observed during grasping, probing or pulling, and tissue sweeping maneuvers (p < 0.001). Modern day curriculum-based training should evaluate the skills of residents with robust force and psychomotor-based exercises for proficient laparoscopy. Visual feedback on force and motion during training has the potential to enhance the learning curve of residents. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Visually induced gains in pitch discrimination: Linking audio-visual processing with auditory abilities.

PubMed

Møller, Cecilie; Højlund, Andreas; Bærentsen, Klaus B; Hansen, Niels Chr; Skewes, Joshua C; Vuust, Peter

2018-05-01

Perception is fundamentally a multisensory experience. The principle of inverse effectiveness (PoIE) states how the multisensory gain is maximal when responses to the unisensory constituents of the stimuli are weak. It is one of the basic principles underlying multisensory processing of spatiotemporally corresponding crossmodal stimuli that are well established at behavioral as well as neural levels. It is not yet clear, however, how modality-specific stimulus features influence discrimination of subtle changes in a crossmodally corresponding feature belonging to another modality. Here, we tested the hypothesis that reliance on visual cues to pitch discrimination follow the PoIE at the interindividual level (i.e., varies with varying levels of auditory-only pitch discrimination abilities). Using an oddball pitch discrimination task, we measured the effect of varying visually perceived vertical position in participants exhibiting a wide range of pitch discrimination abilities (i.e., musicians and nonmusicians). Visual cues significantly enhanced pitch discrimination as measured by the sensitivity index d', and more so in the crossmodally congruent than incongruent condition. The magnitude of gain caused by compatible visual cues was associated with individual pitch discrimination thresholds, as predicted by the PoIE. This was not the case for the magnitude of the congruence effect, which was unrelated to individual pitch discrimination thresholds, indicating that the pitch-height association is robust to variations in auditory skills. Our findings shed light on individual differences in multisensory processing by suggesting that relevant multisensory information that crucially aids some perceivers' performance may be of less importance to others, depending on their unisensory abilities.

Gross motor skill performance in children with and without visual impairments--research to practice.

PubMed

Wagner, Matthias O; Haibach, Pamela S; Lieberman, Lauren J

2013-10-01

The aim of this study was to provide an empirical basis for teaching gross motor skills in children with visual impairments. For this purpose, gross motor skill performance of 23, 6-12 year old, boys and girls who are blind (ICD-10 H54.0) and 28 sighted controls with comparable age and gender characteristics was compared on six locomotor and six object control tasks using the Test of Gross Motor Development-Second Edition. Results indicate that children who are blind perform significantly (p<.05) worse in all assessed locomotor and object control skills, whereby running, leaping, kicking and catching are the most affected skills, and corresponding differences are related to most running, leaping, kicking and catching component. Practical implications are provided. Copyright © 2013 Elsevier Ltd. All rights reserved.

How Scientists Develop Competence in Visual Communication

ERIC Educational Resources Information Center

Ostergren, Marilyn

2013-01-01

Visuals (maps, charts, diagrams and illustrations) are an important tool for communication in most scientific disciplines, which means that scientists benefit from having strong visual communication skills. This dissertation examines the nature of competence in visual communication and the means by which scientists acquire this competence. This…

Spatial Skill Profile of Mathematics Pre-Service Teachers

NASA Astrophysics Data System (ADS)

Putri, R. O. E.

2018-01-01

This study is aimed to investigate the spatial intelligence of mathematics pre-service teachers and find the best instructional strategy that facilitates this aspect. Data were collected from 35 mathematics pre-service teachers. The Purdue Spatial Visualization Test (PSVT) was used to identify the spatial skill of mathematics pre-service teachers. Statistical analysis indicate that more than 50% of the participants possessed spatial skill in intermediate level, whereas the other were in high and low level of spatial skill. The result also shows that there is a positive correlation between spatial skill and mathematics ability, especially in geometrical problem solving. High spatial skill students tend to have better mathematical performance compare to those in two other levels. Furthermore, qualitative analysis reveals that most students have difficulty in manipulating geometrical objects mentally. This problem mostly appears in intermediate and low-level spatial skill students. The observation revealed that 3-D geometrical figures is the best method that can overcome the mentally manipulation problem and develop the spatial visualization. Computer application can also be used to improve students’ spatial skill.

Statistical learning and auditory processing in children with music training: An ERP study.

PubMed

Mandikal Vasuki, Pragati Rao; Sharma, Mridula; Ibrahim, Ronny; Arciuli, Joanne

2017-07-01

The question whether musical training is associated with enhanced auditory and cognitive abilities in children is of considerable interest. In the present study, we compared children with music training versus those without music training across a range of auditory and cognitive measures, including the ability to detect implicitly statistical regularities in input (statistical learning). Statistical learning of regularities embedded in auditory and visual stimuli was measured in musically trained and age-matched untrained children between the ages of 9-11years. In addition to collecting behavioural measures, we recorded electrophysiological measures to obtain an online measure of segmentation during the statistical learning tasks. Musically trained children showed better performance on melody discrimination, rhythm discrimination, frequency discrimination, and auditory statistical learning. Furthermore, grand-averaged ERPs showed that triplet onset (initial stimulus) elicited larger responses in the musically trained children during both auditory and visual statistical learning tasks. In addition, children's music skills were associated with performance on auditory and visual behavioural statistical learning tasks. Our data suggests that individual differences in musical skills are associated with children's ability to detect regularities. The ERP data suggest that musical training is associated with better encoding of both auditory and visual stimuli. Although causality must be explored in further research, these results may have implications for developing music-based remediation strategies for children with learning impairments. Copyright © 2017 International Federation of Clinical Neurophysiology. Published by Elsevier B.V. All rights reserved.

Developmental visual perception deficits with no indications of prosopagnosia in a child with abnormal eye movements.

PubMed

Gilaie-Dotan, Sharon; Doron, Ravid

2017-06-01

Visual categories are associated with eccentricity biases in high-order visual cortex: Faces and reading with foveally-biased regions, while common objects and space with mid- and peripherally-biased regions. As face perception and reading are among the most challenging human visual skills, and are often regarded as the peak achievements of a distributed neural network supporting common objects perception, it is unclear why objects, which also rely on foveal vision to be processed, are associated with mid-peripheral rather than with a foveal bias. Here, we studied BN, a 9 y.o. boy who has normal basic-level vision, abnormal (limited) oculomotor pursuit and saccades, and shows developmental object and contour integration deficits but with no indication of prosopagnosia. Although we cannot infer causation from the data presented here, we suggest that normal pursuit and saccades could be critical for the development of contour integration and object perception. While faces and perhaps reading, when fixated upon, take up a small portion of central visual field and require only small eye movements to be properly processed, common objects typically prevail in mid-peripheral visual field and rely on longer-distance voluntary eye movements as saccades to be brought to fixation. While retinal information feeds into early visual cortex in an eccentricity orderly manner, we hypothesize that propagation of non-foveal information to mid and high-order visual cortex critically relies on circuitry involving eye movements. Limited or atypical eye movements, as in the case of BN, may hinder normal information flow to mid-eccentricity biased high-order visual cortex, adversely affecting its development and consequently inducing visual perceptual deficits predominantly for categories associated with these regions. Copyright © 2017 Elsevier Ltd. All rights reserved.

Separating the influences of prereading skills on early word and nonword reading.

PubMed

Shapiro, Laura R; Carroll, Julia M; Solity, Jonathan E

2013-10-01

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words. Copyright © 2013 Elsevier Inc. All rights reserved.

Vision and visualization.

PubMed

Wade, Nicholas J

2008-01-01

The art of visual communication is not restricted to the fine arts. Scientists also apply art in communicating their ideas graphically. Diagrams of anatomical structures, like the eye and visual pathways, and figures displaying specific visual phenomena have assisted in the communication of visual ideas for centuries. It is often the case that the development of a discipline can be traced through graphical representations and this is explored here in the context of concepts of visual science. As with any science, vision can be subdivided in a variety of ways. The classification adopted is in terms of optics, anatomy, and visual phenomena; each of these can in turn be further subdivided. Optics can be considered in terms of the nature of light and its transmission through the eye. Understanding of the gross anatomy of the eye and visual pathways was initially dependent upon the skills of the anatomist whereas microanatomy relied to a large extent on the instruments that could resolve cellular detail, allied to the observational skills of the microscopist. Visual phenomena could often be displayed on the printed page, although novel instruments expanded the scope of seeing, particularly in the nineteenth century.

The neural basis of visual word form processing: a multivariate investigation.

PubMed

Nestor, Adrian; Behrmann, Marlene; Plaut, David C

2013-07-01

Current research on the neurobiological bases of reading points to the privileged role of a ventral cortical network in visual word processing. However, the properties of this network and, in particular, its selectivity for orthographic stimuli such as words and pseudowords remain topics of significant debate. Here, we approached this issue from a novel perspective by applying pattern-based analyses to functional magnetic resonance imaging data. Specifically, we examined whether, where and how, orthographic stimuli elicit distinct patterns of activation in the human cortex. First, at the category level, multivariate mapping found extensive sensitivity throughout the ventral cortex for words relative to false-font strings. Secondly, at the identity level, the multi-voxel pattern classification provided direct evidence that different pseudowords are encoded by distinct neural patterns. Thirdly, a comparison of pseudoword and face identification revealed that both stimulus types exploit common neural resources within the ventral cortical network. These results provide novel evidence regarding the involvement of the left ventral cortex in orthographic stimulus processing and shed light on its selectivity and discriminability profile. In particular, our findings support the existence of sublexical orthographic representations within the left ventral cortex while arguing for the continuity of reading with other visual recognition skills.

Reducing Problems in Fine Motor Development among Primary Children through the Use of Multi-Sensory Techniques.

ERIC Educational Resources Information Center

Wessel, Dorothy

A 10-week classroom intervention program was implemented to facilitate the fine-motor development of eight first-grade children assessed as being deficient in motor skills. The program was divided according to five deficits to be remediated: visual motor, visual discrimination, visual sequencing, visual figure-ground, and visual memory. Each area…

Relationships between Fine-Motor, Visual-Motor, and Visual Perception Scores and Handwriting Legibility and Speed

ERIC Educational Resources Information Center

Klein, Sheryl; Guiltner, Val; Sollereder, Patti; Cui, Ying

2011-01-01

Occupational therapists assess fine motor, visual motor, visual perception, and visual skill development, but knowledge of the relationships between scores on sensorimotor performance measures and handwriting legibility and speed is limited. Ninety-nine students in grades three to six with learning and/or behavior problems completed the Upper-Limb…

Visual Immersion for Cultural Understanding and Multimodal Literacy

ERIC Educational Resources Information Center

Smilan, Cathy

2017-01-01

When considering inclusive art curriculum that accommodates all learners, including English language learners, two distinct yet inseparable issues come to mind. The first is that English language learner students can use visual language and visual literacy skills inherent in visual arts curriculum to scaffold learning in and through the arts.…

The Diagnosis Dilemma: Dyslexia and Visual-Spatial Ability

ERIC Educational Resources Information Center

Kotsopoulos, Donna; Zambrzycka, Joanna; Makosz, Samantha; Asdrubolini, Emma; Babic, Jovana; Best, Olivia; Bines, Tara; Cook, Samantha; Farrell, Natalie; Gisondi, Victoria; Scott, Meghan; Siderius, Christina; Smith, Dyoni

2017-01-01

Visual-spatial ability is important for mathematics learning but also for future STEM participation. Some studies report children with dyslexia have superior visual-spatial skills and other studies report a deficit. We sought to further explore the relationship between children formally identified as having dyslexia and visual-spatial ability.…

[Surgical laboratory in pregraduate medicine.

PubMed

Tapia-Jurado, Jesús

2011-01-01

Surgical laboratory in pregraduate students in medicine is beneficial and improves learning processes in cognitive aspects and skills acquisition. It is also an early initiation into scientific research. The laboratory is the introductory pathway into basic concepts of medical science (meaningful learning). It is also where students gain knowledge in procedures and abilities to obtain professional skills, an interactive teacher-student process. Medicine works rapidly to change from an art to a science. This fact compromises all schools and medical faculties to analyze their actual lesson plans. Simulators give students confidence and ability and save time, money and resources, eliminating at the same time the ethical factor of using live animals and the fear of patient safety. Multimedia programs may give a cognitive context evolving logically with an explanation based on written and visual animation followed by a clinical problem and its demonstration in a simulator, all before applying knowledge to the patient.

Video games as a tool to train visual skills

PubMed Central

Achtman, R.L.; Green, C.S.; Bavelier, D.

2010-01-01

Purpose Adult brain plasticity, although possible, is often difficult to elicit. Training regimens in adults can produce specific improvements on the trained task without leading to general enhancements that would improve quality of life. This paper considers the case of playing action video games as a way to induce widespread enhancement in vision. Conclusions We review the range of visual skills altered by action video game playing as well as the game components important in promoting visual plasticity. Further, we discuss what these results might mean in terms of rehabilitation for different patient populations. PMID:18997318

Visual skills in airport-security screening.

PubMed

McCarley, Jason S; Kramer, Arthur F; Wickens, Christopher D; Vidoni, Eric D; Boot, Walter R

2004-05-01

An experiment examined visual performance in a simulated luggage-screening task. Observers participated in five sessions of a task requiring them to search for knives hidden in x-ray images of cluttered bags. Sensitivity and response times improved reliably as a result of practice. Eye movement data revealed that sensitivity increases were produced entirely by changes in observers' ability to recognize target objects, and not by changes in the effectiveness of visual scanning. Moreover, recognition skills were in part stimulus-specific, such that performance was degraded by the introduction of unfamiliar target objects. Implications for screener training are discussed.

Geoscience Through the Lens of Art: a collaborative course of science and art for undergraduates of various disciplines

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Eriksson, S. C.; Samsel, F.; Lavier, L.

2017-12-01

A new undergraduate, upper level geoscience course was developed and taught by faculty and staff of the UT Austin Jackson School of Geosciences, the Center for Agile Technology, and the Texas Advanced Computational Center. The course examined the role of the visual arts in placing the scientific process and knowledge in a broader context and introduced students to innovations in the visual arts that promote scientific investigation through collaboration between geoscientists and artists. The course addressed (1) the role of the visual arts in teaching geoscience concepts and promoting geoscience learning; (2) the application of innovative visualization and artistic techniques to large volumes of geoscience data to enhance scientific understanding and to move scientific investigation forward; and (3) the illustrative power of art to communicate geoscience to the public. In-class activities and discussions, computer lab instruction on the application of Paraview software, reading assignments, lectures, and group projects with presentations comprised the two-credit, semester-long "special topics" course, which was taken by geoscience, computer science, and engineering students. Assessment of student learning was carried out by the instructors and course evaluation was done by an external evaluator using rubrics, likert-scale surveys and focus goups. The course achieved its goals of students' learning the concepts and techniques of the visual arts. The final projects demonstrated this, along with the communication of geologic concepts using what they had learned in the course. The basic skill of sketching for learning and using best practices in visual communication were used extensively and, in most cases, very effectively. The use of an advanced visualization tool, Paraview, was received with mixed reviews because of the lack of time to really learn the tool and the fact that it is not a tool used routinely in geoscience. Those senior students with advanced computer skills saw the importance of this tool. Students worked in teams, more or less effectively, and made suggestions for improving future offerings of the course.

Visual Scanning Training For Older Drivers: A Literature Review

DOT National Transportation Integrated Search

2018-04-01

This literature review focuses on older drivers' visual scanning ability and on evaluations of training in visual scanning skills for older adults, updating a previous review of studies published from 1997 to 2008 describing age-related functional ch...

Predictors of word-level literacy amongst Grade 3 children in five diverse languages.

PubMed

Smythe, Ian; Everatt, John; Al-Menaye, Nasser; He, Xianyou; Capellini, Simone; Gyarmathy, Eva; Siegel, Linda S

2008-08-01

Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese, English, Hungarian or Portuguese. Similar measures were used across the groups, with tests being adapted to be appropriate for the language of the children. Findings indicated that measures of decoding and phonological-processing skills were good predictors of word reading and spelling among Arabic- and English-speaking children, but were less able to predict variability in these same early literacy skills among Chinese- and Hungarian-speaking children, and were better at predicting variability in Portuguese word reading than spelling. Results were discussed with reference to the relative transparency of the script and issues of dyslexia assessment across languages. Overall, the findings argue for the need to take account of features of the orthography used to represent a language when developing assessment procedures for a particular language and that assessment of word-level literacy skills and a phonological perspective of dyslexia may not be universally applicable across all language contexts. Copyright 2008 John Wiley & Sons, Ltd.

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing.

PubMed

Jiménez, Juan E; Marco, Isaac; Suárez, Natalia; González, Desirée

This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.

The Relationship of Error and Correction of Error in Oral Reading to Visual-Form Perception and Word Attack Skills.

ERIC Educational Resources Information Center

Clayman, Deborah P. Goldweber

The ability of 100 second-grade boys and girls to self-correct oral reading errors was studied in relationship to visual-form perception, phonic skills, response speed, and reading level. Each child was tested individually with the Bender-Error Test, the Gray Oral Paragraphs, and the Roswell-Chall Diagnostic Reading Test and placed into a group of…

Short Term Motor-Skill Acquisition Improves with Size of Self-Controlled Virtual Hands

PubMed Central

Ossmy, Ori; Mukamel, Roy

2017-01-01

Visual feedback in general, and from the body in particular, is known to influence the performance of motor skills in humans. However, it is unclear how the acquisition of motor skills depends on specific visual feedback parameters such as the size of performing effector. Here, 21 healthy subjects physically trained to perform sequences of finger movements with their right hand. Through the use of 3D Virtual Reality devices, visual feedback during training consisted of virtual hands presented on the screen, tracking subject’s hand movements in real time. Importantly, the setup allowed us to manipulate the size of the displayed virtual hands across experimental conditions. We found that performance gains increase with the size of virtual hands. In contrast, when subjects trained by mere observation (i.e., in the absence of physical movement), manipulating the size of the virtual hand did not significantly affect subsequent performance gains. These results demonstrate that when it comes to short-term motor skill learning, the size of visual feedback matters. Furthermore, these results suggest that highest performance gains in individual subjects are achieved when the size of the virtual hand matches their real hand size. These results may have implications for optimizing motor training schemes. PMID:28056023

The Tools, Approaches and Applications of Visual Literacy in the Visual Arts Department of Cross River University of Technology, Calabar, Nigeria

ERIC Educational Resources Information Center

Ecoma, Victor

2016-01-01

The paper reflects upon the tools, approaches and applications of visual literacy in the Visual Arts Department of Cross River University of Technology, Calabar, Nigeria. The objective of the discourse is to examine how the visual arts training and practice equip students with skills in visual literacy through methods of production, materials and…

Symptoms versus neurocognition as predictors of change in life skills in schizophrenia after outpatient rehabilitation.

PubMed

Kurtz, Matthew M; Wexler, Bruce E; Fujimoto, Marco; Shagan, Dana S; Seltzer, James C

2008-07-01

A growing body of literature has shown that neurocognitive deficits in schizophrenia account for 20-60% of the variance in measures of outcome, and in many studies are more closely related to outcome than symptoms [Green, M.F., Kern, R.S., Braff, D.L., Mintz, J., 2000. Neurocognitive deficits and functional outcome in schizophrenia: are we measuring the "right stuff"? Schizophr. Bull. 26(1), 119-136; Green, M.F., Kern, R.S., Heaton, R.K., 2004. Longitudinal studies of cognition and functional outcome in schizophrenia: implications for MATRICS. Schizophr. Res. 72(1), 41-51]. Most of these studies have been cross-sectional, few longitudinal studies have investigated the degree to which neurocognition and symptoms predict ability to benefit from outpatient rehabilitation, and no longitudinal studies use measures of everyday life skills that are performance-based. In the current study we investigated the relationship between five measures of neurocognitive function, crystallized verbal ability, visual sustained vigilance, verbal learning, problem-solving, and processing speed, and two measures of symptoms, total positive and negative symptoms, and change on a performance-based measure of everyday life skills after a year of outpatient rehabilitation. Rehabilitation consisted of both psychosocial and cognitive interventions. Forty-six patients with schizophrenia or schizoaffective disorder were studied. Results of a linear regression model revealed that verbal learning predicted a significant amount of the variance in change in performance-based measures of everyday life skills after outpatient rehabilitation, even when variance for all other variables in the model was accounted for. Measures of crystallized verbal ability, sustained visual vigilance, problem-solving, processing speed and symptoms were not linked to functional status change. These findings emphasize the importance of verbal learning for benefiting from psychosocial and cognitive rehabilitation interventions, and suggest the development of alternative rehabilitation strategies for those who do not benefit.

Visual Literacy in Preservice Teachers: a Case Study in Biology

NASA Astrophysics Data System (ADS)

Ruiz-Gallardo, José Reyes; García Fernández, Beatriz; Mateos Jiménez, Antonio

2017-07-01

In this study, we explore the competence of preservice teachers (n = 161) in labelling and creating new cross-sectional human diagrams, based on anatomy knowledge depicted in longitudinal sections. Using educational standards to assess visual literacy and ad hoc open questions, results indicate limited skills for both tasks. However, their competence is particularly poor creating diagrams, where shortcomings were observed not only in visual literacy but in content knowledge. We discuss the misconceptions detected during these assessments. Visual literacy training should be strengthened for these students, as it is a skill that is especially important for future teachers to use in learning, assessing, and reflecting on content in science education. This is particularly important in preservice teachers since they should be fluent in the use of visual teaching tools in teaching anatomy and other content in the biology curriculum.

Using video podcasting to enhance the learning of clinical skills: A qualitative study of physiotherapy students' experiences.

PubMed

Hurst, Kay M

2016-10-01

Video podcasts, or vodcasts are increasingly used by a range of healthcare professions in the mastery of new skills. Little is known about the experiences of using vodcasts in physiotherapy education. Traditional pedagogic strategies have been employed in order to master those skills required for physiotherapy practice. There have been advances in the use of technology in medical education in the nursing, dentistry and medical fields. Vodcasts offer great versatility and potential when used as a pedagogical tool, embedded within a physiotherapy curriculum. To explore students' experiences of using technology enhanced learning, namely vodcasts, in the Physiotherapy curriculum to develop the learning of clinical skills. A series of focus groups were carried out with undergraduate and pre-registration physiotherapy students (n=31). Students valued the versatility and audio-visual nature of vodcasts; helpful in revising for practical examinations and practising their skills prior to, during and after taught skills classes. Watching and practising simultaneously allowed students to practice repeatedly and formulate a process for each skill. When learning a new skill, a combination of teaching and learning approaches was favoured, marrying traditional approaches with those that utilise technology. This study's findings add to the existing body of evidence in skills based teaching and support a multi-media, blended approach in those disciplines involved in the learning and teaching of clinical skills. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Street Survival Skills Questionnaire for the Deaf.

ERIC Educational Resources Information Center

McCarron, Lawrence T.; Stall, Colleen H.

Guidelines are given assessing the community living skills of deaf students through an adaptation of the Street Survival Skills Questionnaire (SSSQ), which was originally designed for developmentally disabled or handicapped adolescents and adults. Adaptations include consideration of situational factors (such as visual distractions) and the…

42 CFR 483.136 - Evaluating whether an individual with intellectual disability requires specialized services...

Code of Federal Regulations, 2013 CFR

2013-10-01

..., positioning, transfer skills, gross motor dexterity, visual motor perception, fine motor dexterity, eye-hand... improve the individual's functional capacity; (10) Social development, such as interpersonal skills, recreation-leisure skills, and relationships with others; (11) Academic/educational development, including...

42 CFR 483.136 - Evaluating whether an individual with intellectual disability requires specialized services...

Code of Federal Regulations, 2014 CFR

2014-10-01

..., positioning, transfer skills, gross motor dexterity, visual motor perception, fine motor dexterity, eye-hand... improve the individual's functional capacity; (10) Social development, such as interpersonal skills, recreation-leisure skills, and relationships with others; (11) Academic/educational development, including...

42 CFR 483.136 - Evaluating whether an individual with intellectual disability requires specialized services...

Code of Federal Regulations, 2012 CFR

2012-10-01

..., positioning, transfer skills, gross motor dexterity, visual motor perception, fine motor dexterity, eye-hand... improve the individual's functional capacity; (10) Social development, such as interpersonal skills, recreation-leisure skills, and relationships with others; (11) Academic/educational development, including...

An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability.

PubMed

Burckley, Elizabeth; Tincani, Matt; Guld Fisher, Amanda

2015-04-01

To evaluate the iPad 2™ with Book Creator™ software to provide visual cues and video prompting to teach shopping skills in the community to a young adult with an autism spectrum disorder and intellectual disability. A multiple probe across settings design was used to assess effects of the intervention on the participant's independence with following a shopping list in a grocery store across three community locations. Visual cues and video prompting substantially increased the participant's shopping skills within two of the three community locations, skill increases maintained after the intervention was withdrawn, and shopping skills generalized to two untaught shopping items. Social validity surveys suggested that the participant's parent and staff favorably viewed the goals, procedures, and outcomes of intervention. The iPad 2™ with Book Creator™ software may be an effective way to teach independent shopping skills in the community; additional replications are needed.

Visual naming deficits in dyslexia: An ERP investigation of different processing domains.

PubMed

Araújo, Susana; Faísca, Luís; Reis, Alexandra; Marques, J Frederico; Petersson, Karl Magnus

2016-10-01

Naming speed deficits are well documented in developmental dyslexia, expressed by slower naming times and more errors in response to familiar items. Here we used event-related potentials (ERPs) to examine at what processing level the deficits in dyslexia emerge during a discrete-naming task. Dyslexic and skilled adult control readers performed a primed object-naming task, in which the relationship between the prime and the target was manipulated along perceptual, semantic and phonological dimensions. A 3×2 design that crossed Relationship Type (Visual, Phonemic Onset, and Semantic) with Relatedness (Related and Unrelated) was used. An attenuated N/P190 - indexing early visual processing - and N300 - which index late visual processing - was observed to pictures preceded by perceptually related (vs. unrelated) primes in the control but not in the dyslexic group. These findings suggest suboptimal processing in early stages of object processing in dyslexia, when integration and mapping of perceptual information to a more form-specific percept in memory take place. On the other hand, both groups showed an N400 effect associated with semantically related pictures (vs. unrelated), taken to reflect intact integration of semantic similarities in both dyslexic and control readers. We also found an electrophysiological effect of phonological priming in the N400 range - that is, an attenuated N400 to objects preceded by phonemic related primes vs. unrelated - while it showed a more widespread distributed and more pronounced over the right hemisphere in the dyslexics. Topographic differences between groups might have originated from a word form encoding process with different characteristics in dyslexics compared to control readers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development of a Framework for Multimodal Research: Creation of a Bibliographic Database

DTIC Science & Technology

2007-03-01

Modal Information Processing for Visual Workload Relief. Ergonomics 1980 , 23 (10), 961-975. Burnett, G. E.; Summerskill, S. J.; Porter, J. M. On...Wickens, C. D. The Identification and Transfer of Timesharing Skills. Acta Psychologica 1980 , 46 (1), 15-39. Damos, D. L.; Wickens, C. D. Dual...Arencibia, A. J.; Hislop , G. M. Development and Flight-Test of a Commercial Head-Up Display. Symposium Proceedings - Society of Experimental Test Pilots

Effect of visual field presentation on action planning (estimating reach) in children.

PubMed

Gabbard, Carl; Cordova, Alberto

2012-01-01

In this article, the authors examined the effects of target information presented in different visual fields (lower, upper, central) on estimates of reach via use of motor imagery in children (5-11 years old) and young adults. Results indicated an advantage for estimating reach movements for targets placed in lower visual field (LoVF), with all groups having greater difficulty in the upper visual field (UpVF) condition, especially 5- and 7-year-olds. Complementing these results was an overall age-related increase in accuracy. Based in part on the equivalence hypothesis suggesting that motor imagery and motor planning and execution are similar, the findings support previous work of executed behaviors showing that there is a LoVF bias for motor skill actions of the hand. Given that previous research hints that the UpVF may be bias for visuospatial (perceptual) qualities, research in that area and its association with visuomotor processing (LoVF) should be considered.

From science to technology: Orientation and mobility in blind children and adults.

PubMed

Cuturi, Luigi F; Aggius-Vella, Elena; Campus, Claudio; Parmiggiani, Alberto; Gori, Monica

2016-12-01

The last quarter of a century has seen a dramatic rise of interest in the development of technological solutions for visually impaired people. However, despite the presence of many devices, user acceptance is low. Not only are visually impaired adults not using these devices but they are also too complex for children. The majority of these devices have been developed without considering either the brain mechanisms underlying the deficit or the natural ability of the brain to process information. Most of them use complex feedback systems and overwhelm sensory, attentional and memory capacities. Here we review the neuroscientific studies on orientation and mobility in visually impaired adults and children and present the technological devices developed so far to improve locomotion skills. We also discuss how we think these solutions could be improved. We hope that this paper may be of interest to neuroscientists and technologists and it will provide a common background to develop new science-driven technology, more accepted by visually impaired adults and suitable for children with visual disabilities. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Dynamic Object Representations in Infants with and without Fragile X Syndrome

PubMed Central

Farzin, Faraz; Rivera, Susan M.

2009-01-01

Our visual world is dynamic in nature. The ability to encode, mentally represent, and track an object's identity as it moves across time and space is critical for integrating and maintaining a complete and coherent view of the world. Here we investigated dynamic object processing in typically developing (TD) infants and infants with fragile X syndrome (FXS), a single-gene disorder associated with deficits in dorsal stream functioning. We used the violation of expectation method to assess infants’ visual response to expected versus unexpected outcomes following a brief dynamic (dorsal stream) or static (ventral stream) occlusion event. Consistent with previous reports of deficits in dorsal stream-mediated functioning in individuals with this disorder, these results reveal that, compared to mental age-matched TD infants, infants with FXS could maintain the identity of static, but not dynamic, object information during occlusion. These findings are the first to experimentally evaluate visual object processing skills in infants with FXS, and further support the hypothesis of dorsal stream difficulties in infants with this developmental disorder. PMID:20224809

Assistive technology applied to education of students with visual impairment.

PubMed

Alves, Cássia Cristiane de Freitas; Monteiro, Gelse Beatriz Martins; Rabello, Suzana; Gasparetto, Maria Elisabete Rodrigues Freire; de Carvalho, Keila Monteiro

2009-08-01

Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment.

Learning to read an alphabet of human faces produces left-lateralized training effects in the fusiform gyrus.

PubMed

Moore, Michelle W; Durisko, Corrine; Perfetti, Charles A; Fiez, Julie A

2014-04-01

Numerous functional neuroimaging studies have shown that most orthographic stimuli, such as printed English words, produce a left-lateralized response within the fusiform gyrus (FG) at a characteristic location termed the visual word form area (VWFA). We developed an experimental alphabet (FaceFont) comprising 35 face-phoneme pairs to disentangle phonological and perceptual influences on the lateralization of orthographic processing within the FG. Using functional imaging, we found that a region in the vicinity of the VWFA responded to FaceFont words more strongly in trained versus untrained participants, whereas no differences were observed in the right FG. The trained response magnitudes in the left FG region correlated with behavioral reading performance, providing strong evidence that the neural tissue recruited by training supported the newly acquired reading skill. These results indicate that the left lateralization of the orthographic processing is not restricted to stimuli with particular visual-perceptual features. Instead, lateralization may occur because the anatomical projections in the vicinity of the VWFA provide a unique interconnection between the visual system and left-lateralized language areas involved in the representation of speech.

Toward a Shared Vocabulary for Visual Analysis: An Analytic Toolkit for Deconstructing the Visual Design of Graphic Novels

ERIC Educational Resources Information Center

Connors, Sean P.

2012-01-01

Literacy educators might advocate using graphic novels to develop students' visual literacy skills, but teachers who lack a vocabulary for engaging in close analysis of visual texts may be reluctant to teach them. Recognizing this, teacher educators should equip preservice teachers with a vocabulary for analyzing visual texts. This article…

The Developmental Test of Visual Perception-Third Edition (DTVP-3): A Review, Critique, and Practice Implications

ERIC Educational Resources Information Center

Brown, Ted; Murdolo, Yuki

2015-01-01

The "Developmental Test of Visual Perception-Third Edition" (DTVP-3) is a recent revision of the "Developmental Test of Visual Perception-Second Edition" (DTVP-2). The DTVP-3 is designed to assess the visual perceptual and/or visual-motor integration skills of children from 4 to 12 years of age. The test is standardized using…

Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills

ERIC Educational Resources Information Center

Arneson, Jessie B.; Offerdahl, Erika G.

2018-01-01

"Vision and Change" identifies science communication as one of the core competencies in undergraduate biology. Visual representations are an integral part of science communication, allowing ideas to be shared among and between scientists and the public. As such, development of scientific visual literacy should be a desired outcome of…

The Development of a Visual-Perceptual Chemistry Specific (VPCS) Assessment Tool

ERIC Educational Resources Information Center

Oliver-Hoyo, Maria; Sloan, Caroline

2014-01-01

The development of the Visual-Perceptual Chemistry Specific (VPCS) assessment tool is based on items that align to eight visual-perceptual skills considered as needed by chemistry students. This tool includes a comprehensive range of visual operations and presents items within a chemistry context without requiring content knowledge to solve…

The Effect of Visual-Chunking-Representation Accommodation on Geometry Testing for Students with Math Disabilities

ERIC Educational Resources Information Center

Zhang, Dake; Ding, Yi; Stegall, Joanna; Mo, Lei

2012-01-01

Students who struggle with learning mathematics often have difficulties with geometry problem solving, which requires strong visual imagery skills. These difficulties have been correlated with deficiencies in visual working memory. Cognitive psychology has shown that chunking of visual items accommodates students' working memory deficits. This…

Promoting Leisure-Time Physical Activity for Students with Visual Impairments Using Generalization Tactics

ERIC Educational Resources Information Center

Haegele, Justin A.

2015-01-01

Important and favorable health effects of physical activity have been well documented. Unfortunately, school-aged individuals who are visually impaired tend to be less physically active than their peers without visual impairments. Although students with visual impairments learn skills to participate in physical activities during their PE classes,…

Visual Literacy and Reading: Let's Take a Closer Look.

ERIC Educational Resources Information Center

Castle, Marrietta Walden

Based on the notion that visual decisions play an important role in what children recognize and interpret in books and that teachers have a special responsibility to help students become visually literate, this article draws parallels between visual and verbal concepts and suggests some activities for teaching "picture reading" skills in the…

Assessment and Development of Oculomotor Flying Skills by the Application of the Channel Theory of Vision.

DTIC Science & Technology

1983-11-04

visual acuity in amblyopia , using steady-state visual evoked potentials. In J. E. Desmedt (Ed.), Visual evoked potentials in man: new developments... amblyopia by the evoked potential method. Ophthalmologica, 1977s 175, 159-164. 61. Regan, D. & Spekreijse, H. Auditory-visual interactions and the

Entwining Psychology and Visual Arts: A Classroom Experience

ERIC Educational Resources Information Center

Bahia, Sara; Trindade, Jose Pedro

2012-01-01

The purpose of this paper is to show how activating perception, imagery and creativity facilitate the mastery of specific skills of visual arts education. Specifically, the study aimed at answering two questions: How can teachers enhance visual and creative expression?; and What criteria should be used to evaluate specific learning of visual arts…

Using Interactive Data Visualizations for Exploratory Analysis in Undergraduate Genomics Coursework: Field Study Findings and Guidelines

NASA Astrophysics Data System (ADS)

Mirel, Barbara; Kumar, Anuj; Nong, Paige; Su, Gang; Meng, Fan

2016-02-01

Life scientists increasingly use visual analytics to explore large data sets and generate hypotheses. Undergraduate biology majors should be learning these same methods. Yet visual analytics is one of the most underdeveloped areas of undergraduate biology education. This study sought to determine the feasibility of undergraduate biology majors conducting exploratory analysis using the same interactive data visualizations as practicing scientists. We examined 22 upper level undergraduates in a genomics course as they engaged in a case-based inquiry with an interactive heat map. We qualitatively and quantitatively analyzed students' visual analytic behaviors, reasoning and outcomes to identify student performance patterns, commonly shared efficiencies and task completion. We analyzed students' successes and difficulties in applying knowledge and skills relevant to the visual analytics case and related gaps in knowledge and skill to associated tool designs. Findings show that undergraduate engagement in visual analytics is feasible and could be further strengthened through tool usability improvements. We identify these improvements. We speculate, as well, on instructional considerations that our findings suggested may also enhance visual analytics in case-based modules.

Using Interactive Data Visualizations for Exploratory Analysis in Undergraduate Genomics Coursework: Field Study Findings and Guidelines

PubMed Central

Kumar, Anuj; Nong, Paige; Su, Gang; Meng, Fan

2016-01-01

Life scientists increasingly use visual analytics to explore large data sets and generate hypotheses. Undergraduate biology majors should be learning these same methods. Yet visual analytics is one of the most underdeveloped areas of undergraduate biology education. This study sought to determine the feasibility of undergraduate biology majors conducting exploratory analysis using the same interactive data visualizations as practicing scientists. We examined 22 upper level undergraduates in a genomics course as they engaged in a case-based inquiry with an interactive heat map. We qualitatively and quantitatively analyzed students’ visual analytic behaviors, reasoning and outcomes to identify student performance patterns, commonly shared efficiencies and task completion. We analyzed students’ successes and difficulties in applying knowledge and skills relevant to the visual analytics case and related gaps in knowledge and skill to associated tool designs. Findings show that undergraduate engagement in visual analytics is feasible and could be further strengthened through tool usability improvements. We identify these improvements. We speculate, as well, on instructional considerations that our findings suggested may also enhance visual analytics in case-based modules. PMID:26877625