Processing Abilities In Children Research Articles

Central Auditory Processing Abilities in Children with Non-Syndromic Cleft Lip and Palate: An Electrophysiological Study.

The present study compared the central auditory processing abilities using electrophysiological tests in children with non-syndromic cleft lip and palate (NSCLP) and their age-matched control group. Thirty children aged 7 to 15 years were recruited for the study. Participants were divided into 2 groups. The clinical group (children with NSCLP) comprised 15 children, while the control group (craniofacially typical peers) comprised 15 children with normal hearing sensitivity and auditory processing skills. Electrophysiological tests, including auditory brainstem responses (ABR), binaural interaction component (BIC) of ABR, auditory late latency responses (ALLR), and P300 were assessed. The results showed deviant responses in ABR, BIC, and ALLR in children with NSCLP compared to craniofacially typical counterparts. However, no significant difference was observed in P300 between the two groups. Children with NSCLP may be at a higher risk of central auditory processing disorder due to their abnormal neural transmission in the auditory nervous system. Also, assessing auditory processing abilities in children with NSCLP should include electrophysiological tests in the test battery for additional information regarding neural transmission.

Relationship between differential auditory sensitivity and central auditory processing among musicians and nonmusicians

BackgroundMusic is the art of combining vocals or instruments to form the beauty of expression. Perception of the sounds includes two types of processing: bottom-up and top-down. Earlier studies have reported that musicians outperformed nonmusicians in the discrimination of frequency, intensity, duration, temporal processing tasks, and working memory. The present study compared musicians’ and nonmusicians’ differential sensitivity and auditory processing abilities in children and younger adults.MethodsA total of 120 participants in the age range of 9–15 years and 18–25 years were recruited for the study and were further divided into four groups: children musicians, children nonmusicians, young adult musicians, young adult nonmusicians group A, B, C, D, respectively. Each group consisted of 30 participants. Further, all the participants were assessed with Differential sensitivity tests such as DLI, DLF, DDT, GDT, and Dichotic CV.ResultsThe study revealed a high statistical difference in the DLI, DLF, DDT, GDT, and DCV, indicating that children who learned music had better scores than those who did not. A similar trend was observed for younger adults, wherein musicians scored better than nonmusicians on differential sensitivity and auditory processing abilities.ConclusionIt was observed that younger adults (musicians and nonmusicians) showed no difference in Dichotic CV, which shows that the maturation and auditory ability of the younger adults are stabilized. Hence, the present study infers that intensive musical training influences superior performance in auditory perceptual tasks.

Comparison of listening efforts in typically developing children and children with central auditory processing disorders

ObjectivesThe study's main objective was to compare Listening Effort (LE) in children with central auditory processing disorder [(C)APD] and typically developing children in quiet and at −2 and −6 dB SNR conditions. And to determine the relationship between LE and auditory processing abilities in children with (C)APD. MethodsThe study included 30 children (15 typically developing children and 15 diagnosed with (C)APD) aged 10–12 years. LE was measured using a dual-tasking paradigm. The primary task required the child to repeat the words. The second task required the child to click the mouse based on the image displayed on the laptop's screen. The primary task was done at quiet, −2 dB SNR, and −6 dB SNR conditions. LE was correlated with dichotic CV, duration pattern test, speech perception in noise - Indian English, and gap detection test in children with (C)APD. ResultsA mixed ANOVA was performed with LE in various conditions as the within-subject factor and group as the between-subject factor for both repetition and reaction time. The study found that LE repetition and reaction time had a significant main effect across conditions and groups. The correlation results revealed a significant relationship between LE reaction time with dichotic scores and GDT thresholds only at −2 dB SNR and −6 dB SNR conditions. There was no significant correlation between other auditory processing abilities and LE under different conditions, such as quiet, SPIN-IE, and DPT at −2 dB SNR and −6 dB SNR. ConclusionThe study emphasizes the importance of cognitive abilities for adequate listening comprehension in challenging situations. As a result, assessing LE in this population may provide additional information for developing therapeutic activities and assisting the child in overcoming listening difficulties.

The Relationship Between Auditory and Cognitive Processing Abilities in Children With Specific Learning Disorders.

Specific learning disorder (SLD) refers to a pattern of learning difficulties characterized by problems with reading, writing, or mathematics that are not solely due to intellectual disabilities, sensory deficits, or other neurological or medical conditions. It is a neurodevelopmental disorder that affects the processing and organizing of information. Auditory and cognitive processing is affected in most children with SLD, although to a varying degree. However, it is still unclear whether there exists any relationship between auditory and cognitive processing disorders in children with SLD. We tested 1,259 children, of whom 77 were diagnosed as SLD and 30 age- and gender-matched typically developing (TD) children were selected. Auditory processing abilities were assessed for auditory discrimination, pattern perception, closure, temporal processing, binaural integration, and separation using standardized tests and procedures. Cognitive processing was measured using working memory, short-term memory, and attention tasks. The test data of the TD children were taken as the norm. Based on the normative range, children with SLD were divided into those with auditory processing disorder (APD; n = 31) and those without APD (n = 46). A regression model highlighted a robust positive relationship between APD and cognitive processing, particularly pronounced in SLD with APD children. The results are discussed, supporting the information-processing theory of learning disability and highlighting a complex loop between auditory and cognitive deficits in children with SLD. The findings underscore the critical role of both auditory and cognitive abilities in children with SLD. Tailoring the intervention to break the loop is recommended, which may improve learning abilities more effectively.

Central Auditory Processing Abilities in Children with Non-Syndromic Cleft Lip/and Palate-a Behavioural Study.

The present study aimed to assess the central auditory processing abilities and working memory in children with non-syndromic cleft lip and palate (NSCLP) and to compare with the developed normative and craniofacially normal peers. Sixteen NSCLP children aged 7 to 12 years and fifteen craniofacially normal peers were recruited in this study. Speech perception in noise Kannada (SPIN-K), gap detection threshold (GDT), dichotic consonant-vowel (DCV), and masking level difference (MLD) tests were administered to assess various central auditory processing abilities. Working memory abilities were assessed by using forward-digit span and backward-digit span tests. The results showed significant differences in SPIN-K, dichotic CV, GDT, forward digit, and backward digit span scores between children with NSCLP and craniofacially normal peers. Thus, it can be concluded from the present study that children with NSCLP have a risk of developing auditory processing deficits. To conclude, assessment of central auditory processing abilities in children with NSCLP is recommended.

Impaired speech input and output processing abilities in children with cleft palate speech disorder.

Cleft lip and palate is one of the most common oral and maxillofacial deformities associated with a variety of functional disorders. Cleft palate speech disorder (CPSD) occurs the most frequently and manifests a series of characteristic speech features, which are called cleft speech characteristics. Some scholars believe that children with CPSD and poor speech outcomes may also have weaknesses in speech input processing ability, but evidence is still lacking so far. (1) To explore whether children with CPSD and speech output disorders also have defects in speech input processing abilities; (2) to explore the correlation between speech input and output processing abilities. Children in the experimental group were enrolled from Beijing Stomatological Hospital, Capital Medical University, and healthy volunteers were recruited as controls. Then three tasks containing real and pseudo words were performed sequentially. Reaction time, accuracy and other indicators in three tasks were collected and then analysed. The indicators in the experimental group were significantly lower than those in the control group. There was a strong correlation between speech input and output processing tasks. The performance of both groups when processing pseudo words in the three tasks was worse than that when dealing with real words. Compared with normal controls, children with CPSD have deficits in both speech input and output processing, and there is a strong correlation between speech input and output speech processing abilities. In addition, the pseudo words task was more challenging than the real word task for both groups. What is already known on the subject Children with cleft lip and palate often have speech sound disorders known as cleft palate speech disorder (CPSD). CPSD is characterised by consonant errors called cleft speech characteristics, which can persist even after surgery. Some studies suggest that poor speech outcomes in children with CPSD may be associated with deficits in processing speech input. However, this has not been validated in mainland China. What this paper adds to existing knowledge The results of our study indicate that children with CPSD exhibit poorer performance in three tasks assessing speech input and output abilities compared to healthy controls, suggesting their deficits in both speech input and output processing. Furthermore, a significant correlation was observed between speech input and output processing abilities. Additionally, both groups demonstrated greater difficulty in processing pseudo words compared to real words, as evidenced by their worse performance in dealing with pseudo words. What are the potential or actual clinical implications of this work? The pseudo word tasks designed and implemented in our study can be employed in future research and assessment of speech input and output abilities in Chinese Mandarin children with CPSD. Additionally, our findings revealed the significance of considering both speech output processing abilities and potential existence of speech input processing ability for speech and language therapists when evaluating and developing treatment options for children with CPSD as these abilities are also important for the development of literacy development.

Visual attention and phonological processing in children with developmental language disorder

IntroductionDevelopmental Language Disorder (DLD) is a neurobiological condition characterized by insufficient language and communication development, with no underlying physical, sensory, or cognitive explanations. A prominent feature among children with DLD is their struggle with phonological processing, a pivotal skill for later reading proficiency. Recent research suggests that children with DLD may also exhibit impairments in various non-linguistic cognitive abilities, including memory, attention, and perception. Of particular importance is visual attention, which plays a critical role in integrating visual perceptual information with diverse cognitive and linguistic processes.ObjectiveTo characterize visual attention during phonological processing tasks in Colombian children with DLD.MethodologyThis study employed a cross-sectional descriptive experimental design involving 20 children diagnosed with Developmental Language Disorder (DLD) and 20 children without language difficulties. All participants underwent language, vocabulary, and phonological awareness tests. Additionally, an experimental task utilizing the eye-tracking method was designed and administered to measure phonological processing with phonological and lexical distractors.ResultsChildren with DLD exhibited diminished performance on phonological awareness tasks, as evidenced by their lower scores. This was further supported by the experimental phonological processing task, where an interference effect was observed in the presence of lexical distractors for word recognition, but not with phonological distractors.ConclusionChildren with DLD demonstrated deficiencies in both phonological awareness and visual attention skills during linguistic and phonological processing tasks. They also exhibit reduced sensitivity in identifying phonological relations such as rhyme. The study discusses these findings along with their clinical implications, emphasizing the importance of assessing online processing abilities in children with DLD and considering the influence of other cognitive abilities on their linguistic performance.

Impact of Otitis Media With Effusion in Early Age on Auditory Processing Abilities in Children: A Systematic Review and Meta-Analysis.

Objective: Early-onset otitis media with effusion (OME) can affect the development of the auditory nervous system and thus lead to auditory processing abnormalities. This study aims to review the effect of childhood OME on auditory processing abilities in children. Methods: A systematic review of the literature, restricted to the English language from 1990 to 2022 was conducted using search engines like PubMed, Embase, and Google Scholar. After selecting the articles following predefined inclusion and exclusion criteria, the data were extracted and meta-analysis was performed. Results: A total of 10 articles met the inclusion criteria. Children with a history of OME had poorer performance in most behavioral and electrophysiological tests. Pooled analysis of various tests such as the gap in noise test, frequency pattern test (verbal and nonverbal), and latencies of auditory brainstem response-I, V, I to III, and I to V showed a difference between the 2 groups. Conclusion: Childhood OME can significantly affect auditory processing abilities in children.

Test-retest reliability of dichotic listening test in younger adults with normal hearing

BackgroundDichotic listening refers to simultaneously stimulating both ears but with two different stimuli. Dichotic listening tasks were used in the audiological test battery to assess auditory processing abilities in children and adults. Studies have reported the dichotic consonant-vowel syllable test’s test-retest reliability in different attentional manipulation conditions. The objectives are to measure the intra- and inter-test reliability of dichotic consonant vowel tests in young, healthy individuals.MethodsSixty participants aged 18–28 with normal hearing sensitivity were recruited for the study. To measure the intra- and inter-test reliability, the dichotic consonant-vowel test was conducted within and between days. The single correct and double correct scores were calculated.ResultsThe analysis of the study showed good test-retest reliability for the single correct and double correct scores of the dichotic consonant-vowel test based on Cronbach’s alpha values and Friedman’s tests.ConclusionThis study’s findings indicate that the dichotic test is a stable measure that can be clinically used for evaluation and can be used for research studies.

The role of suprathreshold auditory processing abilities in children with specific learning disorder.

To assess the suprathreshold auditory processing and speech recognition abilities in noise in children with specific learning disorder (SLD). A group of twenty-five children diagnosed with SLD and a control group of twenty-five neuro-typical children were included in the study. All the participants were between 6-11 years old. To evaluate suprathreshold auditory processing abilities, the participants were given the Temporal Fine Structure (TFS) Sensitivity Test and the Temporal Envelope (TE) Sensitivity Test, as well as the Consonant Identification Test, was administered to evaluate speech recognition ability in noise. In addition, the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) intelligence test was applied to children with SLD, and the relationship between WISC-IV intelligence test scores in different skills and suprathreshold auditory processing and speech recognition abilities in noise was investigated. Significant differences were found between children diagnosed with SLD and neuro-typical children in terms of suprathreshold auditory processing tasks and speech recognition in noise. Additionally, no correlation was found between suprathreshold auditory processing tasks, speech recognition in noise, and intelligence tests. Suprathreshold auditory processing and speech recognition abilities in noise were found to be affected in children with SLD. A holistic evaluation including a multidisciplinary approach that includes suprathreshold auditory processing abilities is required for children diagnosed with SLD.

Fluent contextual reading is associated with greater synchronization of the visual and auditory networks, fluent reading and better speed of processing in children with dyslexia

The asynchrony theory of dyslexia postulates weaker visual (orthographical processing) and auditory (phonological processing) network synchrony in dyslexic readers. The weaker visual-auditory network synchronization is suggested to contribute to slow processing speed, which supports cognitive control, contributing to single-word reading difficulty and lower reading fluency. The current study aims to determine the neurobiological signature for this theory and to examine if prompting enhanced reading speed through deleted text is associated with a greater synchronization of functional connectivity of the visual and auditory networks in children with dyslexia and typical readers (TRs). We further aimed to determine if the change in visual-auditory connectivity prompted by deleted text is associated with reading fluency and processing speed abilities. Nineteen children with dyslexia and 21 typical readers ages 8–12 years old participated in a fMRI under two types of reading conditions: a still text condition and deleted text condition, in which letters was sequentially deleted from the screen. Effects of diagnostic group and condition on functional connectivity (FC) of visual and auditory networks were examined. Results revealed a significant overall effect of condition with a marginally significant Group × Condition interaction, such that as compared with TRs, children with dyslexia showed a significantly greater increase in visual-auditory FC between the still and deleted text conditions. Additionally, for children with dyslexia, this FC increase was significantly correlated with better reading fluency and verbal/nonverbal processing speed.These results support a relationship between the synchronization of the visual and auditory networks, fluent reading and increased speed of processing abilities in children with dyslexia, which can help guide fluency-based intervention strategies.

Assessment of auditory perception abilities using temporal envelope and fine structure processing in children with self-limited epilepsy with centrotemporal spikes

ObjectivesChildren with self-limited epilepsy with centrotemporal spikes (SeLECTS) exhibit difficulty processing spoken messages without hearing loss. The temporal envelope and fine structure processing abilities are the fundamental aspects of the normal listening process. There is limited literature on the temporal envelope and fine structure processing in children with SeLECTS. We evaluated the temporal envelope and fine structure processing in children with SeLECTS. DesignThe study included 35 children with SeLECTS and 50 typically developing children (TDC). The temporal envelope processing was measured using the temporal modulation transfer function (TMTF) and temporal fine structure using the temporal fine structure low-frequency (TFS LF) test. The TMTF was measured for the modulation rates 4, 8, 16, 32, 64 and 128 Hz. The TFS LF was done for 250, 500 and 750 Hz. ResultsThe difference in modulation detection thresholds at 4 Hz was not found to be significant, whereas there was a significant difference in modulation detection thresholds observed for all the other modulation frequencies (p < 0.05) between the children with SeLECTS and TDC. The thresholds at 250, 500 and 750 Hz were higher (poorer) for children with SeLECTS than the TDC and was significant (p < 0.05). ConclusionsThe TMTF and TFS LF tests were of practical use in evaluating temporal envelope and fine structure processing abilities in children with SeLECTS. The results suggest that children with SeLECTS have a poor temporal envelope and fine structure processing compared to the TDC.

A systematic review of auditory processing abilities in children with speech sound disorders

Children with speech sound disorder (SSD) have incomplete phonological acquisition without organic alteration. These children’s speech exhibits multiple phoneme omission, substitution, and distortion errors. Auditory processing disorders (APD) are associated with speech sound disorders. Since APD prevents the development of a stable representation of phonemes in the brain, it may cause speech issues and make semantics, syntax, and phonology challenging to acquire. The review summarises behavioral findings of auditory processing abilities in children with SSD. The study used a literature search of electronic databases (Google Scholar, Science Direct, Research Gate, PubMed) from 2007 to 2022. The retrieved articles were assessed in two stages: title and abstract screening, followed by a full-length article review. Six articles were selected after the full-length review of 12 shortlisted articles. The review of the articles showed that temporal processing abilities are affected in children with SSD. Thus, temporal processing is critical for developing phonological awareness because it is vital for perceiving and rapidly changing acoustic cues in speech. The close relationship between temporal processing and phonological awareness in children with SSD highlights the importance of including temporal processing assessment in these children. Appropriate auditory training which taps into temporal processing skills may improve phonological awareness in these children. The effect of auditory processing training on phonological skills in SSD children needs further study.

A systematic review of auditory processing abilities in children with non-syndromic cleft lip and/or palate

Abstract Purpose: The present systematic review aims to understand auditory processing abilities in children with nonsyndromic cleft lip and/or palate (NSCL/P). The review summarizes questionnaire, behavioral, and electrophysiological findings of auditory processing abilities in children with NSCL/P. Method: The study used a literature search of electronic databases (e.g., Pub Med, Google Scholar, J Stage, Research Gate, ScienceDirect) and the AIISH repository from 2000 to 2021. The retrieved articles were assessed in two stages: title and abstract screening, followed by a full-length article review. About 13 articles were selected after the full-length review of 17 shortlisted articles. All selected studies used cohort design. Result: The review showed that speech perception in noise and temporal processing were the majorly affected processing abilities in children with NSCL/P. The review also showed that cleft palate children are more prone to auditory processing deficits than other cleft subgroups. These auditory processing deficits in NSCL/P children may cause delayed speech and language skills, reading, and learning disabilities, which are highly reported in these children. Conclusion: Auditory processing evaluation should be a part of the audiological test battery for these children to promote early diagnosis and management.

Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD

The core of language disorders in children with autism spectrum disorder (ASD) is the loss of social function in language communication.Futher, the correct use and processing of personal pronouns is the basis of language social function. Therefore, clarifying the mechanism of processing the pronoun reference in children with ASD is a major focus in autism research. Currently, the main contradictory focus of the anaphora processing ability in children with ASD is use of semantic pragmatic information in the process of pronoun processing. Therefore, this study will focus on the effect of semantic cues on pronoun processing in children with autism spectrum disorder. This study uses the Chinese reflexive pronoun "ziji" (eg., himself/herself) as the media, because the Chinese reflexive pronoun "ziji (oneself)" is relatively flexible, which is not only restricted by the rule of syntactic rules, but also influenced by the semantic information of the antecedent. This study investigated the processing mechanism of Chinese reflexive pronoun "ziji (oneself)" in children with autism spectrum disorder by manipulating the position of strong semantic cues. The results showed that participants from both the experimental group (children with ASD) and the two control groups (children with typical development and children with intellectual disabilities) were able to process strong semantic cues. When the second person pronoun "you" or the s participant’s name appears in the remote subject position, children from both the experimental group and the two control groups could use semantic information to make long distance anaphora of the reflexive pronoun "ziji (oneself)". Conversely, when the second person pronoun "you" appeared in the close subject position, the children with autism spectrum disorder and the two control groups would both make close anaphora with the reflexive pronoun “ziji (oneself)”. This study found that children with autism spectrum disorder can process semantic information normally during pronoun anaphora when the semantic cues are sufficiently prominence. The results of this study provide a more comprehensive understanding of the language processing mechanism of individuals with autism spectrum disorder.

OCENA ENDOGENNYCH SŁUCHOWYCH POTENCJAŁÓW WYWOŁANYCH U DZIECI ZE SPECYFICZNYMI ZABURZENIAMI JĘZYKOWYMI – PRZEGLĄD

IntroductionChildren with specific language impairment (SLI) have poorer language ability and have difficulties understanding complex sentences even though they have no clear sensory, motor, or neurological abnormalities. Nevertheless, they may exhibit auditory processing deficits. Hence the present study was conducted to provide an overview of endogenous auditory evoked potentials in this population, potentials which may help in early identification of subtle auditory processing deficits.Material and MethodsRelevant articles were included from searches of two electronic data sources, Google Scholar and PubMed. Articles on endogenous potentials in children with SLI were included, but studies on exogenous potentials in children with SLI were excluded.ResultsThe results of the review showed contradictory findings in terms of mismatch negativity. Some studies report a statistically significant difference in waveform morphology, latency, and amplitude of mismatch negativity between children with SLI and a control group. This suggests that these children might have auditory processing problems at higher auditory centers. A few other studies find no difference in evoked potentials, pointing to intact auditory processing abilities in children with SLI.ConclusionsThe study helps us understand auditory processing abilities at the level of the higher auditory areas. Endogenous potentials may be included in a battery of tests for identifying children with SLI.

Functional neuroanatomy of interoceptive processing in children and adolescents: a pilot study

In adults, interoception – the sense of the physiological condition of the body - appears to influence emotion processing, cognition, behavior and various somatic and mental health disorders. Adults demonstrate frontal-insula-parietal-anterior cingulate cortex activation during the heartbeat detection task, a common interoceptive measure. Little, however, is known about the functional neuroanatomy underlying interoception in children. The current pilot study examined interoceptive processing in children and adolescents with fMRI while using the heartbeat detection task. Our main findings demonstrate that children as young as the age of six activate the left insula, cuneus, inferior parietal lobule and prefrontal regions. These findings are similar to those in adults when comparing heartbeat and tone detection conditions. Age was associated with increased activation within the dACC, orbital frontal cortex and the mid-inferior frontal gyri. Thus, our pilot study may provide important information about the neurodevelopment of interoceptive processing abilities in children and a task for future interoception neuroimaging studies in children.

Relationship between temporal processing and phonological awareness in children with speech sound disorders

ABSTRACTTemporal processing ability contributes to the identification of small phonetic elements that is important for speech perception. Difficulty in these interferes with normal speech perception and phoneme recognition. The present study aimed to assess the temporal and phonological processing abilities in children with speech sound disorders (SSD). Temporal processing and phonological skills were evaluated in 32 participants in the age range of 6–10 years, equally divided into two groups. Group I included typically developing children, and Group II included children with SSD. Gap detection test and duration pattern test were used to assess temporal processing abilities, and phonological sensitivity training kit in Kannada (PhoST-K) assessed phonological processing abilities. The results showed that there was a significant difference in temporal and phonological processing between the two groups of children. A significant correlation between gap detection ability and deletion tasks and between duration pattern ability and oddity tasks was obtained. Based on the results, it is recommended to assess the temporal process pertinent to central auditory processing in children with SSD, as a close relationship between temporal processing abilities and phonological awareness exists.

Working Memory and Auditory Processing in School-Age Children.

Our goal is to present the relationships between working memory (WM) and auditory processing abilities in school-age children. We begin with an overview of auditory processing, the conceptualization of auditory processing disorder, and the assessment of auditory processing abilities in children. Next, we describe a model of WM and a model of auditory processing followed by their comparison. Evidence for the relationships between WM and auditory processing abilities in school-age children follows. Specifically, we present evidence for the association (or lack thereof) between WM/attention and auditory processing test performance. In conclusion, we describe a new framework for understanding auditory processing abilities in children based on integrated evidence from cognitive science, hearing science, and language science. We also discuss clinical implications in children that could inform future research.

The BEVPS: A new test battery to assess visual perceptual and spatial processing abilities in 5–14 year-old children

ABSTRACTThis study aims to examine the different levels of visual perceptual object recognition (early, intermediate, and late) defined in Humphreys and Riddoch’s model as well as basic visual spatial processing in children using a new test battery (BEVPS). It focuses on the age sensitivity, internal coherence, theoretical validity, and convergent validity of this battery. French-speaking, typically developing children (n = 179; 5 to 14 years) were assessed using 15 new computerized subtests. After selecting the most age-sensitive tasks though ceiling effect and correlation analyses, an exploratory factorial analysis was run with the 12 remaining subtests to examine the BEVPS’ theoretical validity. Three separate factors were identified for the assessment of the stimuli’s basic features (F1, four subtests), view-dependent and -independent object representations (F2, six subtests), and basic visual spatial processing (F3, two subtests). Convergent validity analyses revealed positive correlations between F1 and F2 and the Beery-VMI visual perception subtest, while no such correlations were found for F3. Children’s performances progressed until the age of 9–10 years in F1 and in view-independent representations (F2), and until 11–12 years in view-dependent representations (F2). However, no progression with age was observed in F3. Moreover, the selected subtests, present good-to-excellent internal consistency, which indicates that they provide reliable measures for the assessment of visual perceptual processing abilities in children.