Anaokuluna devam eden çocukların çalışma belleği kapasitesi ve görsel algı düzeylerinin incelenmesi

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 Beery-Buktenica Developmental Visual Motor Coordination Test. Results have shown that most of the students were in the anxiety (poor) level (75%) and the rest of the children were in the instructional level (25%). It has been found that instructional level first grade students had better scores in reading speed, reading comprehension, and reading errors. They also had significantly (p<0.01) better scores on the visual perception test. The Pearson correlation test also indicated that there is a positive relation between visual perception skills (visual perception and visual motor coordination) and reading levels. It has been suggested that students' visual perception skills should be supported for successful reading processes.

More limited working memory capacity and slower processing for language and cognitive tasks are characteristics of many children with language difficulties. Individual differences in processing speed have not consistently been found to predict language ability or severity of language impairment. There are conflicting views on whether working memory and processing speed are integrated or separable abilities. To evaluate four models for the relations of individual differences in children's processing speed and working memory capacity in sentence imitation. The models considered whether working memory and processing speed are integrated or separable, as well as the effect of the number of operations required per sentence. The role of working memory as a mediator of the effect of processing speed on sentence imitation was also evaluated. Forty-six children with varied language and reading abilities imitated sentences. Working memory was measured with the Competing Language Processing Task (CLPT), and processing speed was measured with a composite of truth-value judgment and rapid automatized naming tasks. Mixed-effects ordinal regression models evaluated the CLPT and processing speed as predictors of sentence imitation item scores. A single mediator model evaluated working memory as a mediator of the effect of processing speed on sentence imitation total scores. Working memory was a reliable predictor of sentence imitation accuracy, but processing speed predicted sentence imitation only as a component of a processing speed by number of operations interaction. Processing speed predicted working memory capacity, and there was evidence that working memory acted as a mediator of the effect of processing speed on sentence imitation accuracy. The findings support a refined view of working memory and processing speed as separable factors in children's sentence imitation performance. Processing speed does not independently explain sentence imitation accuracy for all sentence types, but contributes when the task requires more mental operations. Processing speed also has an indirect effect on sentence imitation by contributing to working memory capacity.

Reduced verbal working memory capacity has been proposed as a possible account of language impairments in specific language impairment (SLI). Studies have shown, however, that differences in strength of linguistic representations in the form of word frequency affect list recall and performance on verbal working memory tasks. This suggests that verbal memory capacity and long-term linguistic knowledge may not be distinct constructs. It has been suggested that linguistic representations in SLI are weak in ways that result in a breakdown in language processing on tasks that require manipulation of unfamiliar material. In this study, the effects of word frequency, long-term linguistic knowledge, and serial order position on recall performance in the competing language processing task (CLPT) were investigated in 10 children with SLI and 10 age-matched peers (age 8 years 6 months to 12 years 4 months). The children with SLI recalled significantly fewer target words on the CLPT as compared with their age-matched controls. The SLI group did not differ, however, in their ability to recall target words having high word frequency but were significantly poorer in their ability to recall words on the CLPT having low word frequency. Differences in receptive and expressive language abilities also appeared closely related to performance on the CLPT, suggesting that working memory capacity is not distinct from language knowledge and that degraded linguistic representations may have an effect on performance on verbal working memory span tasks in children with SLI.

Background: Visual perception is the ability to interpret and use what is seen. Interpretation is a mental process involving cognition, which gives meaning to the visual stimulus. Any dysfunction in different components of visual perception may lead to problems in activities of daily living, academics etc. It has been proven that visual perceptual and visual motor skills are different abilities and that test of visual perception and visual-motor integration, measure different skills. Motor free visual perception test-revised (MVPT–R) has been established as a valid and reliable tool for measuring visual perception. Activities like meditation training, mental imagery, visual and tactile cues amongst others can help in improving visual perceptual skills. Objectives: To find the prevalence of visual perceptual deficits in typically developing children between 5-12 years of age and to compare the effects of motor and motor-free intervention for visual perceptual deficits. Methods: The study was done in two phases. Phase 1: Survey- The purpose of phase 1 of the study was to find the prevalence of visual perceptual disorders in typically developing children. On a sample of 173 children, MVPT–R was applied and recorded results were analyzed with PASW (version 18.0). The phase 2 of the study (i.e. pre-test post-test experimental study) was done to compare the effects of motor and motor-free visual perceptual training. 30 children who had low scores in MVPT-R assessment were selected for phase 2 of the study. They were divided in 2 groups of 15 children each and received motor and motor-free visual perceptual training respectively for 30 minutes per session, thrice a week for 4 weeks. Results: The point prevalence was found to be 62.42%. All children showed improvement in visual perceptual skills, but no significant difference was found in motor and motor-free intervention groups even though the means showed a slightly better improvement in motor group. The right handed children performed significantly better than the left-handed children. Also, there was no significant difference in improvement between both the genders. Significant correlation was not found between any variable except ‘Perceptual quotient pre-test’ and ‘Perceptual quotient post-test’ in all groups. Conclusion: Prevalence of visual perceptual deficits is significant in typically developing children. Also, motor and motor-free visual perceptual trainings bring about similar improvements in visual perceptual skills.

The aim of the study was to study visual acuity, visual perceptual, and VMI skills in patients after HSCT in childhood. Tests of visual perceptual skills, VMI, and visual acuity were performed in 102 children/adolescents (age range 4.3-20.9years). Mean time from HSCT to testing was 6.0years (0.9-17.5years). Visual acuity was median 1.0 decimal (range 0.16-1.6). Visual perceptual skills (memory, form constancy, visual sequential memory) and VMI were low compared to age-equivalent normative data with, respectively, 36%, 45%, 60%, and 46% of all patients performing below the 25 percentile. All patients performed significantly lower than the 50 percentile in the reference material in visual sequential memory, P<.001 (boys P<.001 and girls P<.05). All patients also performed significantly lower than the 50 percentile in VMI (P<.01) (boys P<.05). Pretransplant conditioning regimen did not affect outcome if the results were corrected for age at HSCT. Visual perceptual skill problems and VMI problems frequently occur in patients after HSCT in childhood. Age at HSCT and original diagnosis influence the outcome. Neuropsychological assessment including visual perception is recommended in children after HSCT.

A well-developed musical sensitivity requires a good working memory capacity in children. Primary aim of present study was to analyse the relationship between children's working memory and musical sensitivity. Children’s working memory consisted of phonological loop, visual spatial sketchpad, central executive function and long-term memory retrieval. In the study, children’s musical sensitivity was limited to their music perception skill and musical performance. Researcher was interested to know whether boys and girls differed or similar with respect to their working memory capacity, music perception skill and musical performance. The study was exploratory in nature and based on quantitative data. Investigator employed purposive sampling technique to select 20 girls and 20 boys of standard VII from a Bengali medium Government aided school in Howrah District, West Bengal, India. Several standardised tests were used to measure working memory capacity in children. ‘PROM-S’ tool was administered to examine children’s music perception skill. To measure children’s musical performance, investigator developed and standardized a musical performance test which was limited to singing songs mentioned in Bengali (L1) textbook prescribed by WBBSE, Kolkata. Pearson’s Product Moment correlation coefficients showed that there existed statistically significant positive correlations between children’s working memory, music perception skill and musical performance. Data analysis revealed that boys and girls did not differ in their working memory capacity, music perception skill and musical performance.

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 comprehension, reading errors were determined by The Informal Reading Inventory, and their visual perception levels were determined with Developmental Test of Visual Perception-2. Data was coded in SPSS version 22.0. As a result of the study, the majority of students was identified at the level of anxiety while thirty four students was identified at the instructional level, it was also seen that there was no student at an independent level. Instructional level students had higher reading speeds and reading comprehension than anxiety level students significantly. Anxiety level students had higher reading error rates than instructional level students significantly. It was seen that instructional level students having higher reading levels had significantly higher general visual, motor-independent, and visual-motor perception than anxiety level students. While anxiety level students were above average , instructional level students are superior all visual perception abilities.There is a positive meaningful relationship between the all levels of visual perception, and reading speed, reading comprehension. As first grade students’ general visual perception, motor-independent visual perception, and visual-motor perception scores increased, reading speed and reading comprehension increased, reading error scores decreased.

Background:This study assessed the relationship between working memory capacity and auditory stream segregation by using the concurrent minimum audible angle in children with a diagnosed auditory processing disorder (APD).Methods:The participants in this cross-sectional, comparative study were 20 typically developing children and 15 children with a diagnosed APD (age, 9–11 years) according to the subtests of multiple-processing auditory assessment. Auditory stream segregation was investigated using the concurrent minimum audible angle. Working memory capacity was evaluated using the non-word repetition and forward and backward digit span tasks. Nonparametric statistics were utilized to compare the between-group differences. The Pearson correlation was employed to measure the degree of association between working memory capacity and the localization tests between the 2 groups.Results:The group with APD had significantly lower scores than did the typically developing subjects in auditory stream segregation and working memory capacity. There were significant negative correlations between working memory capacity and the concurrent minimum audible angle in the most frontal reference location (0° azimuth) and lower negative correlations in the most lateral reference location (60° azimuth) in the children with APD.Conclusion:The study revealed a relationship between working memory capacity and auditory stream segregation in children with APD. The research suggests that lower working memory capacity in children with APD may be the possible cause of the inability to segregate and group incoming information.

Background: Visual perception in individuals with autism spectrum disorder (ASD) can vary, often showcasing both strengths and challenges. Many individuals with ASD excel in detail-oriented processing, allowing them to focus on fine details rather than the overall picture, which can be advantageous in tasks requiring attention to small details, such as visual search and pattern recognition. Understanding these unique aspects of visual perception in ASD is crucial for developing tailored interventions and support strategies to enhance visual processing abilities and overall social functioning. Objective: To understand the visual perception skills in autism spectrum disorder. Materials and methods: The systematic review was registered in PROSPERO and followed the guidelines of PRISMA. A comprehensive search was conducted through the databases (Scopus, PubMed, ProQuest, EBSCOhost, and OTseeker) and printed journals. Studies were included if they focused on visual perception skills in children with autism aged 3-12 years, were peer-reviewed, published between January 2014 and February 2024, and were available in full-text in English. The AXIS Tool for Cross Sectional Studies was used to conduct the critical appraisal. Results: 19141 studies were derived for database search and 932 from printed journals. A total of sixteen (N=16) studies were identified within the scope of our study. AXIS Tool for Cross-sectional studies was used to evaluate the quality of the sixteen studies. Visual perception skills in ASD have yielded diverse findings, such as perceptual bias, enhanced visual processing, enhanced visual search, and differences in visual processing speed. The review suggested that visual perception impairments are commonly seen in ASD, impacting their functional independence. The review also highlights the importance of understanding the basis of visual perception impairments in this population. Conclusion: The systematic review concludes that visual perception deficits are one of the primary deficits in autism spectrum disorder. Furthermore, the review reflects on the complex and diverse nature of visual perception skills exhibited by individuals with autism spectrum disorder. These deficits impact overall performance in everyday functioning, especially self-care, academics, and socialization.

The current study aimed to identify whether the project-based approach affects the visual perception skills of five-year-old preschool children (60-72 months). The universe of the study was constituted of five-year-old (60-72 months) children enrolled in preschools affiliated with the Turkish Ministry of National Education in the provincial centre of Kayseri during the 2012-2013 academic year. The study was performed using a control group, pretest-posttest and retention test study design. The study was conducted in two preschools selected through the simple random sampling method, and with one class selected from each one of these kindergartens. 22 children in these classes formed the study group, while 22 children formed the control group. Children in the control group continued their normal education, while children in the study group took part in a project work that lasted for 41 days, and which they performed for three hours a day. A general information form and the Motor-Free Visual Perception Test 3 (MVPT-3) developed by Colarusso and Hammill (2003) – the reliability and validity study for which was performed by Metin (2014) – were used as data collection tools in the study. The obtained data were analyzed using covariance analysis (ANCOVA) and ANOVA. The study results indicated that the project-based approach led to a significant difference (p&lt;0.001) between the groups in terms of visual perception skill levels, with the study group exhibiting a higher level of visual perception.The study results also showed that the difference between the mean scores for the post-test and retention test was not significant (p&gt;0.05) for children in the study group, thus indicating that the education provided to the study group had a lasting and continuous effect.

Background Evaluating the visual perception of children using cochlear implants and examining its relationship with language skills is important for creating an individualized auditory rehabilitation program. The aim of this study is to investigate the visual perception skills of children with cochlear implants and the correlation between their language skills and visual perception skills. Methods A total of 42 children with bilateral cochlear implants (n = 21) and unilateral cochlear implants (n = 21) were included aged 4–8 years. The demographic data were collected from the families of the children included in the study. The Frostig Visual Perception Test was applied to assess the children’s visual perception skills, and the Turkish Version of Test of Language Development Primary was administered to assess their language skills. Results The study revealed that boys scored significantly higher than girls in the figure stability sub-dimension of the frostig visual perception test (p = 0.032). Children who had used cochlear implants for more than 5 years demonstrated higher visual perception scores compared to those who had used them for 3–5 years and less than 3 years (p &lt; 0.05). The visual perception skills of children with cochlear implant improved with increasing age (p &lt; 0.05). A significant relationship was observed between all subdimensions of language skills and total visual perception scores in bilateral cochlear implant users, whereas in unilateral cochlear implant users, this significant correlation was limited to the listening subdimension of language skills (p &lt; 0.05). Conclusion The duration of cochlear implant use may affect visual perception and visual perception is related to language development in children with cochlear implants.

Introduction: Visual perception plays a pivotal role in a child’s overall development and learning. Occupational therapists often employ interventions to support children in enhancing their visual perception skills, with technology-based approaches gaining prominence in recent years. This review intends to highlight the significance of visual perception interventions, especially those involving technology. Aim: To systematically synthesise the literature on the effectiveness of technology-based interventions on visual perception in children with disabilities aged 4-12 years. Materials and Methods: A comprehensive search of studies was conducted using electronic databases (Scopus, PubMed, ProQuest, and OTseeker). Additionally, studies were also considered through manual searches from printed journals (American Journal of Occupational Therapy, British Journal of Occupational Therapy, Canadian Journal of Occupational Therapy, and the Australian Journal of Occupational Therapy) to identify existing technology-based visual perception interventions in children aged 4-12 years. Risk of Bias was conducted through guidelines for systematic review by the American Occupational Therapy Association (AOTA). Data extraction was reported by tabulating author(s) and year, sample characteristics, outcome measures used, study design, intervention details (experimental, comparator, study setting, duration), and outcomes of the studies. Results: In the present review of 13 studies, two studies used iPad interventions, while 11 used computer-based interventions, targeting various clinical groups like developmental delays, dyslexia, cerebral palsy, hearing impairment, down syndrome, hydrocephalus, and special needs. Occupational therapists led most studies, with some involving physiotherapists, educators, and multidisciplinary teams. iPad interventions focused on visual skills with structured apps, while computer methods included games and software like Microsoft Office and Computerised Visual Perception Training (CVPT) for visual training. Positive effects were seen on visual perception and motor skills across different conditions with these technology-based interventions. Conclusion: Visual perception interventions, particularly those incorporating technology, have become invaluable in the field of paediatric occupational therapy. As technology continues to evolve, occupational therapists must remain adaptive and innovative in their strategies to provide the best possible support for children with visual perception difficulties.

The outcome of a correlational study that examined the relationships between visual and auditory perceptual skills and comprehension is reported. Scores of 25 learning disabled students (aged 9 to 13) were compared on five tests: a visual-perceptual test (Coloured Progressive Matrices); an auditory-perceptual test (Auditory Motor Placement); a listening and reading comprehension test (Durrell Listening-Reading Series); and a word recognition test (Word Recognition subtest, Diagnostic Reading Scales). The correlation coefficients indicated highly significant relationships between visual-perceptual skills and listening comprehension, and between visual-perceptual skills and reading comprehension only when the effect of word recognition skills was controlled statistically. Auditory-perceptual skills, however, were more closely related to reading comprehension than to listening comprehension. Although word recognition skills explained much of the variance in reading comprehension among the learning disabled students in this study, visual perceptual skills also seemed to contribute to this variance.

Only one-third of U.S. fourth-grade public school students score at or above reading proficiency on national standardized tests. Current language-based reading instruction methods do not appear to meet many students’ needs. This study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition. This quantitative correlational study explored the relationship between visual perception and word recognition skills in first grade students participating in general education. The findings revealed that several statistically significant relationships exist between visual perceptual functions and skills recruited for word recognition. Phonological processing is strongly associated with spatial relations (r = .35) and sequential memory (r = .38). These correlations are significant at the 0.01 level (2-tailed). Form constancy (r = .28) p < .05 is significant at the 0.05 level (2-tailed). These relationships suggest that visual perceptual skills and phonological processing are concurrently developed in these participants and that these skills are likely recruited simultaneously when engaging in occupations, such as learning to read. This study highlights the role of visual perception in early reading development. Educators may consider consulting with school-based occupational therapists to explore the potential impact of visual perception when supporting students who struggle with reading.

Objective: Children with specific learning disability (SLD) experience problems in visual perception that influence academical skills and activities of daily living. Virtual reality and game-based rehabilitation applications are becoming increasingly popular in rehabilitation, including visual perception rehabilitation. However, the usage of commercially available and easily accessible games as intervention tools raises the question whether rehabilitation conducted with these games is really rehabilitation, or just casual gameplay. Therefore, we aimed to investigate the effects of a nonactively supervised (game-based intervention program [GIP]) and an actively supervised (therapist guided game-based intervention program [TGGIP]) on the visual perception skills of children with SLD. Materials and Methods: This study was designed as a single-blind randomized, controlled trial of a TGGIP on visual perception skills in children with SLD compared with the self-oriented, nonsupervised program (GIP). A total of 138 children with SLD participated in the study and were randomly divided into two groups (TGGIP and GIP). Children's visual perception skills were assessed with Motor-Free Visual Perception Test-3. Results: Both groups showed significant improvements in visual perception after the intervention programs (P < 0.05). However, the TGGIP (a supervised and structured intervention program) was significantly more effective in improving the visual perception skills compared with the GIP (a standard, nonsupervised, and unstructured intervention program) (P < 0.05). Conclusion: We think that the TGGIP methodology that we designed acts as a facilitator for therapists in using trademarked, commercially available, and easily accessible games for structured and supervised virtual reality and game-based rehabilitation applications.