Visual-motor Test Research Articles

Study of psychophysiological indicators of future police officers taking into account the gender aspect

The article is devoted to the study of the psychomotor abilities of future police officers, taking into account the gender aspect (using the example of cadets of the Dnipropetrovsk State University of Internal Affairs). At the current stage, the issue of modern ways of integrating the gender perspective in the police occupies considerable attention of specialists, namely in the context of bringing it into line with the requirements of international standards. During the performance of official tasks, women and men have equal opportunities in interaction, cooperation, equal distribution of responsibilities, readiness to help regardless of gender, gender self-identification, etc. The goal is to study the features of psychomotor abilities of future police officers of both sexes of the Dnipropetrovsk State University of Internal Affairs. Cadets of both genders of the Dnipropetrovsk State University of Internal Affairs aged 17 to 20 participated in the research (girls n=16, boys n=26). Methods: system-functional analysis; pedagogical experiment; methods of mathematical statistics. Psychophysiological indicators were studied in cadets using the «Diagnost-1» computer method. Mathematical and statistical analysis of the obtained results was carried out using the Statistica 6.0 program. In the course of the experiment, the psychomotor abilities of cadets of both sexes were investigated (maximum muscle effort, the error of differentiated muscle effort (50% of the maximum dynamometry of the hand), the assessment of the sense of time (5 s and 10 s). Significant differences between the group of girls and boys were found only in the indicator of the maximum strength of the hand of the leading hand (p<0.05).Other investigated indicators (accuracy of differentiation of muscle effort and assessment of the sense of time 5 s and 10 s), taking into account the gender aspect, did not show probable differences between those who were studied (p>0.05). The functional mobility of nervous processes is statistically better in boys compared to girls (p<0.05), the results of simple and complex visual-motor tests are statistically better in girls (p<0.05). The results of the strength of nervous processes in young men are significantly better than in girls. Thus, it can be stated that a number of indicators of psychophysiological functions vary in both boys and girls, and according to individual indicators of psychological functions and levels of reactions, they are at the same level (time speed of assessing the situation and quick decision-making). The obtained data make it possible to assert that future police officers, regardless of gender, can perform their professional duties at a high professional level.

Dyslexia and Cerebral Dysfunction

Children with slow visual-motor responses to visual-temporal response tests also have brain dysfunctions in the mobile and motor areas (6,4). If the left parietal cortex does not participate in these dysfunctions, then this child will also have difficulties in reading. Furthermore, we could say that the brain dysfunctions that are detected by visual-motor tests and that the performance in them is low, are accompanied by difficulties in reading. Aim: In this study we want to show the function of the child’s brain in dyslexia. Method: We followed the most up-to-date literature on the subject: neuropsychology and dyslexia. Conclusions: Brain organization and its relationship to dyslexia is a major problem for Neuropsychology and Neurolinguistics.

Comparative Analysis of Cognitive, Motor, and Visual-Motor Functions in Pediatric Acute Lymphoblastic Leukemia Survivors With and Without Allogeneic Hematopoietic Stem Cell Transplantation.

Hematopoietic stem cell transplantation (HSCT) is an effective treatment for pediatric high-risk acute lymphoblastic leukemia (ALL) survivors. Still, both the disease and treatment often impair cognitive and motor functions, and HSCT is a risk factor for long-term deficits. The study aimed at investigating the effect of HSCT on cognitive, motor, and visual-motor functions. Two groups were enrolled: The first group received HSCT treatment, and the second group did not. Sixty-five ALL survivors participated in the study (ages: 7-17). Twenty-one of participants who underwent HSCT comprised the first group. We implemented tests from Cambridge Neuropsychological Test Automated Battery, Wechsler Intelligence Scale for Children, and Test of Memory and Learning to estimate cognitive functions, Bruininks-Oseretsky Test of Motor Proficiency to estimate motor functions, and Beery-Buktenica Developmental Test to estimate visual perceptual and visual motor functions. As independent variables for analysis we chose group (HSCT+/-), age at diagnosis, and current age. MANCOVA test demonstrated significant effect of current age on cognitive functions (partial η2 = 0.55) and significant effect of HSCT treatment on motor functions (partial η2 = 0.19). Current age also had moderate effect on visual-motor functions (partial η2 = 0.11). Significant differences were found in most cognitive, motor, and visual-motor tests' results between the two groups, with HSCT+ group demonstrating poorer performance. This study has several limitations, including small sample size, potentially mismatched groups, imbalanced gender ratio. Still, the findings underline the importance of considering late effects of HSCT, and age when designing rehabilitation programs.

Dyslexia and Cerebral Dysfunction

Children with slow visual-motor responses to visual-temporal response tests also have brain dysfunctions in the mobile and motor areas (6, 4). If the left parietal cortex does not participate in these dysfunctions, then this child will also have difficulties in reading. Furthermore, we could say that the brain dysfunctions that are detected by visual-motor tests and that the performance in them is low, are accompanied by difficulties in reading. Aim: In this study we want to show the function of the child's brain in dyslexia. Method: We followed the most up-to-date literature on the subject: neuropsychology and dyslexia. Conclusions: brain organization and its relationship to dyslexia is a major problem for Neuropsychology and Neurolinguistics.

Dyslexia and Cerebral Dysfunction

Children with slow visual-motor responses to visual-temporal response tests also have brain dysfunctions in the mobile and motor areas [6,4]. If the left parietal cortex does not participate in these dysfunctions, then this child will also have difficulties in reading. Furthermore, we could say that the brain dysfunctions that are detected by visual-motor tests and that the performance in them is low, are accompanied by difficulties in reading. Aim: In this study we want to show the function of the child’s brain in dyslexia. Method: We followed the most up-to-date literature on the subject: neuropsychology and dyslexia. Conclusions: brain organization and its relationship to dyslexia is a major problem for Neuropsychology and Neurolinguistics.

Panx1b Modulates the Luminance Response and Direction of Locomotion in the Zebrafish.

Pannexin1 (Panx1) can form ATP-permeable channels that play roles in the physiology of the visual system. In the zebrafish two ohnologs of Panx1, Panx1a and Panx1b, have unique and shared channel properties and tissue expression patterns. Panx1a channels are located in horizontal cells of the outer retina and modulate light decrement detection through an ATP/pH-dependent mechanisms and adenosine/dopamine signaling. Here, we decipher how the strategic localization of Panx1b channels in the inner retina and ganglion cell layer modulates visually evoked motor behavior. We describe a panx1b knockout model generated by TALEN technology. The RNA-seq analysis of 6 days post-fertilization larvae is confirmed by real-time PCR and paired with testing of locomotion behaviors by visual motor and optomotor response tests. We show that the loss of Panx1b channels disrupts the retinal response to an abrupt loss of illumination and it decreases the larval ability to follow leftward direction of locomotion in low light conditions. We concluded that the loss of Panx1b channels compromises the final output of luminance as well as motion detection. The Panx1b protein also emerges as a modulator of the circadian clock system. The disruption of the circadian clock system in mutants suggests that Panx1b could participate in non-image forming processes in the inner retina.

ViMoT - Development of Visual-Motor Tests Methodology Including the Adoption of Uniform Rules and Digital Test Development

The authors have previously researched and analyzed, both manually and with the help of a computer program, preschool and primary school children's performance in the eye-hand coordination test and their depth perception. The study used the standardized DTVP-2 test - a psychophysiological test, and it will report as a golden standard for evaluation of visual - motor and visual perception integration. Computer-aided test processing significantly accelerates the collection and acquisition of test results - as we know, time is now a very high resource that everyone needs to spare. We evaluated the stereo vision of 56 participants by using the TNO test and eye-hand coordination. The participants were children of preschool and primary school age. Twenty of them were from a school for children with cognitive disabilities. The TNO test results showed that 54% of children between the ages of 5.5 and 9.0 years old had 60 arcsec, 18% - 120 arcsec, and 29% - 240 arcsec. The DTVP -2 test execution rate shows a very strong correlation with the stereoacuity (r = 0, 90; p < 0, 05). A computerized DTVP -2 test performance coefficient shows a higher correlation with stereo (r =0, 99; p < 0, 05). The DTVP -2 performance coefficient related to stereovision value - the higher the eye-hand coordination performance coefficient, the lower are the stereo threshold value. The conclusions of master thesis research became hypotheses of PhD research and started developing a ViMoT methodology. The development of a new methodology (ViMoT) for assessing visual-motor coordination and visual perception in electronic format and the subsequent development of a computer program will facilitate many specialists' work. It will make it possible to devote more time to processing, but correction or help of an individual (patient), depending on his problem. By working in an interdisciplinary manner, there is an in-depth knowledge of the topic, researched, and new solutions relevant to e-learning. Ensures the quality of the research and increases competitiveness. The following primary research methods will be applied to achieve the aim of the study: theoretical data research as descriptive analysis, content analysis, and comparative method; mixed type of methods as both qualitative research methods and quantitative research methods – document use, case studies, surveys, focus groups discussions and interviews with target groups, experimental and practical testing of recommendations; analysis methods as descriptive analysis, statistical analysis, and others. Today's users and learners require a user-oriented and personalized approach, not only in applications but also in education. The primary study aims to develop components for improving e-learning and learning process Visual-Motor Test (ViMoT) methodologies based and a new computerized tool on visual science basic principles, psychophysiological, and learners' needs.

Dyslexia and cerebral dysfunction

Children with slow visual-motor responses to visual-temporal response tests also have brain dysfunctions in the mobile and motor areas (6,4). If the left parietal cortex does not participate in these dysfunctions, then this child will also have difficulties in reading. Furthermore, we could say that the brain dysfunctions that are detected by visual-motor tests and that the performance in them is low, are accompanied by difficulties in reading. Aim: In this study we want to show the function of the child&#39;s brain in dyslexia. Method: We followed the most up-to-date literature on the subject: neuropsychology and dyslexia. Conclusions: brain organization and its relationship to dyslexia is a major problem for Neuropsychology and Neurolinguistics.

The effect of virtual reality based cognitive-motor training on psychophysiological parameters and balance function in the elderl

Background: Balance dysfunction is one of the most common problems in older people. Nevertheless, there is no objective tool for assessing psychophysiological indicators of adaptation of functional systems of the brain, and the effect of training in a virtual environment on neurodynamic processes has not been sufficiently studied. Aims: To study the status and dynamics of psychophysiological indicators and their relationship with the balance function after cognitive-motor training in a virtual environment in patients with CCI. Materials and methods: The study involved 24 people. The experimental group included 14 patients with a confirmed diagnosis of chronic cerebral ischemia. A group of 10 healthy volunteers were tested on the UPFT-1/30 "Psychophysiologist" system. Patients included in the experimental group were tested using clinical scales (the Berg balance assessment scale and the MOCA scale) and instrumental assessment on UPFT-1/30 "Psychophysiologist". All patients underwent cognitive-motor training on the Rehabunculus virtual reality system (Russia), aimed at restoring the balance function. Results: After the course of cognitive-motor training in a virtual environment, the patients showed a significant (p = 0.01) improvement in the balance functions, assessed by the Berg Balance Scale, as well as a decrease in the number of errors and an improvement in the stability of visual-motor reaction test. In addition, a negative correlation was found between the median response time and the balance function on the Berg scale (r = -0.715). Conclusions: The speed of reaction to a visual stimulus can serve as markers of the adaptation processes of the nervous system to cognitive-motor training in virtual environment, which, in turn, have a positive effect on balance function.

Comparison of Neurocognitive Outcomes in Postoperative Adolescents with Unilateral Coronal Synostosis

Unilateral coronal nonsyndromic craniosynostosis is associated with asymmetric skull growth, which may influence cerebral long-term function. Twenty affected adolescents who underwent cranial vault remodeling at a mean age of 8.2 months (12 from the Yale Craniofacial Clinic and eight from the Children's Hospital of Philadelphia) all completed a double-blinded neurodevelopmental assessment at an average age of 12.1 years. The study cohort included 55 percent female and 50 percent right-sided craniosynostosis. Mean verbal intelligence quotient was highest at 117.3, and mean performance intelligence quotient was 106.4, for a mean full-scale intelligence quotient of 112.5. Patients performed above the national average on all academic achievements except for numerical operations, which was significantly lower than word reading (p = 0.022). Patients performed below average on all Beery-Buktenica visual motor tests; motor-coordination was poorer than both visual motor integration and visual perception (p = 0.027 and p = 0.005). Significant positive correlations existed between paternal education/visual perception (r = 0.450; p = 0.046) and household income/verbal intelligence quotient (r = 0.628; p = 0.004). Patients with right unilateral coronal nonsyndromic craniosynostosis had improved spelling compared with left-sided patients on multivariate regression (p = 0.033). Female patients had higher motor coordination (p = 0.024). Breast-fed patients had better performance intelligence quotient (p = 0.024), visual motor integration (p = 0.014), and visual perception (p = 0.031). Adolescents who underwent cranial vault remodeling at two institutions had above average intelligence quotient scores, but worse mathematical and visual motor achievement compared with control subjects. Left-side craniosynostosis patients performed worse in spelling than right-side patients. Breast-feeding was an independent predictor for improved performance intelligence quotient, visual motor achievement, and visual perception performance. Study findings are limited by the cohort size. A larger population study is required, which could validate or modify the study conclusions.

The use of a visual motor test to identify lingering deficits in concussed collegiate athletes

Emerging evidence suggests neurophysiological deficits, such as visual motor coordination (VMC), may persist beyond clinical concussion recovery. Instrumented measurement of upper-limb VMC is critical for neurological evaluation post-concussion and may identify persistent deficits further elucidating persistent neurophysiological impairments not detected by the current clinical assessment battery. The aim of the study was to determine if a VMC test identifies persistent deficits in concussed collegiate student-athletes who have returned to baseline on clinical concussion assessments. Thirteen recently concussed intercollegiate student-athletes (male: 7, 18.9±0.7 years, 175.5±12.4 cm, 75.5±23.2 kg), and 13 matched control student-athletes (male: 7, 19.3±1.1 years, 173.5±11.9 cm, 75.8±19.9 kg) completed two testing sessions (T1: <48 h after clinical recovery; T2: 30 days post-concussion) on a visual motor exam. The outcome measures were A* Average score (average number of lights hit on A* exam), simple visual reaction time (SVRT)-RT, and movement time (SVRT-MT) on the Dynavision D2. The dependent variables were compared with a 2 (group) × 2 (time) repeated measures ANOVAs. There was no group interaction in A* average score (F(1,24)=0.036, P=0.849), SVRT-RT (F(1,22)=0.319, P=0.575), and SVRT-MT (F(1,22)=1.179, P=0.188). There was a main effect for time on A* average score (T1: 76.3±10.4 hits; T2: 82.7±11.2 hits; F(1,24)=38.1, P≤0.001) and SVRT-RT (T1: 0.31±0.04; T2: 0.29±0.04 s; F(1,22)=4.9, P=0.039). There was no main effect for SVRT-MT. There were no group differences at either time point. Among recently concussed collegiate student-athletes, no persistent deficits were identified in VMC beyond clinical recovery when assessed by Dynavision D2. This VMC exam may not provide a useful means of tracking recovery following concussion likely due to a substantial practice effect. While post-concussion neurophysiological deficits persist beyond clinical recovery, the laboratory based VMC assessment herein did not identify deficits at critical post-concussion time points. Therefore, other clinically translatable VMC assessments should be further investigated.

Cognitive functions after neonatal encephalopathy in a coastal city of South India-A retrospective cohort study

Background: Cognitive impairment either with presence or absence of neuromotor disability is a pertinent issue after neonatal encephalopathy (NE). Aims and objectives: To assess motor and cognitive functions in survivors of NE and to correlate them with NE clinical scoring/staging. Methodology: A hospital based retrospective cohort study was conducted at a tertiary teaching medical college hospital. Medical records were studied and survivors of term neonates with NE that were managed in the neonatal intensive care unit (NICU) were considered as cases. Children born as term babies during the same period requiring no intensive care were taken as controls. A onetime follow up of study subjects at 6 – 8 years of age was carried out to assess the motor and cognitive function by standard tests. Data was entered and analyzed by SPSS Version 11. Results: As per Millers encephalopathy scores, majority (52.6%) had an encephalopathy score of one. Seventeen (89.5%) cases were found to be normal by Gross Motor Function Classification System (GMFCS). By Bender Gestalt II visual motor and visual perception tests, five (26.3%) cases and nine (47.4%) cases were in the 0-25 percentile for age respectively. The difference in mean IQ level between cases and controls was significant statistically (p<0.001). The mean values of Malins verbal and performance tests, IQ, Bender copy and recall tests between cases and controls with the encephalopathy scores showed statistical significance(p<0.05). Conclusions: Children who had suffered NE had significant affection of IQ, visual-motor, visual perception and memory in comparison to controls. Greater the encephalopathy score, greater was the cognitive impairment.

Visual-Motor Maturity and Executive Functions in Schoolchildren

Abstract Visual-motor maturity and executive functions are closely related in the child development process. This study aimed to investigate the relation between visual-motor abilities and executive functions in 83 healthy children between 7 and 10 years old. The tools used were the Bender Gestalt Visual-Motor Test - Gradual Scoring System (B-GSS), Wisconsin Card Sorting Test (WCST), Raven's Progressive Matrices (RPM), and Rey-Osterrieth Complex Figure (ROCF). The correlation between the B-GSS and WCST scores was significantly negative (r = -.23, p &lt; .033), while ROCF variables, such as Total Memory and Total Copy, had a moderate, significant correlation with total B-GSS score (r = -.55, p &lt; .001; r = -.44, p &lt; .001, respectively). The results empirically show the relation between executive functions and visual-motor maturity and are discussed in face of developmental neuropsychology.

Heart rate variability during reading instruction and its interrelationship with effectiveness of subsequent visual-motor activities

Investigation of the processes of studying the instructions for subsequent activity by subjects is relevant in the context of systemic mechanisms of learning and memory processes and, moreover, concerns fundamental problems of psychophysiology, such as goal-directed attention, understanding the meaning of presented information, and formation of social motivation in human activities. The analysis of change in heart rate variability when reading instructions compared to the initial state of operative rest has shown that this stage of activity causes pronounced emotional stress, which is manifested in enhanced heart rate, lower variability, and changes in the spectral characteristics of heart rate. In addition, it was revealed that heart rate variability in the state of operative rest before testing and when reading instructions was positively correlated with the duration of studying the instruction and negatively correlated with the effectiveness and level of resistance of subjects to mismatching after making errors during the subsequent activities. Pronounced gender differences in relationships were shown between the changes in heart rate variability when reading the instructions and the indices of subsequent performance of a visual-motor test.

Developmental changes in reading do not alter the development of visual processing skills: an application of explanatory item response models in grades K-2.

Visual processing has been widely studied in regard to its impact on a students’ ability to read. A less researched area is the role of reading in the development of visual processing skills. A cohort-sequential, accelerated-longitudinal design was utilized with 932 kindergarten, first, and second grade students to examine the impact of reading acquisition on the processing of various types of visual discrimination and visual motor test items. Students were assessed four times per year on a variety of reading measures and reading precursors and two popular measures of visual processing over a 3-year period. Explanatory item response models were used to examine the roles of person and item characteristics on changes in visual processing abilities and changes in item difficulties over time. Results showed different developmental patterns for five types of visual processing test items, but most importantly failed to show consistent effects of learning to read on changes in item difficulty. Thus, the present study failed to find support for the hypothesis that learning to read alters performance on measures of visual processing. Rather, visual processing and reading ability improved together over time with no evidence to suggest cross-domain influences from reading to visual processing. Results are discussed in the context of developmental theories of visual processing and brain-based research on the role of visual skills in learning to read.

VMI-VI and BG-II KOPPITZ-2 for Youth With HFASDs and Typical Youth

The visual-motor skills of 90 youth with high-functioning autism spectrum disorders (HFASDs) and 51 typically developing (TD) youth were assessed using the Beery–Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (VMI-VI) and Koppitz Developmental Scoring System for the Bender–Gestalt Test–Second Edition (KOPPITZ-2). Within-group comparisons (for both samples) yielded substantive mean differences between the KOPPITZ-2 composite and VMI-VI composite, Visual Perception and Motor Coordination sections of the VMI-VI, and VMI-VI composite and either VMI-VI supplemental tests. Between-group differences were assessed in a matched subsample of 33 participants from each group. The HFASD group scored significantly lower than the TD group on test sections requiring greater motor ability (i.e., VMI-VI composite, VMI-VI Motor Coordination, KOPPITZ-2 composite, and Bender–Gestalt Visual-Motor Test–Second Edition [BG-II]). Correlations between the KOPPITZ-2 composite and VMI-VI composite were .56 for the HFASD and .36 for the TD samples.

THE RELATIONSHIP OF THE DIFFERENT TACTICS TO ACHIEVE THE RESULT OF THE SENSO-MOTOR ACTIVITY WITH THE SPECTRAL CHARACTERISTICS AND COHERENT OF THE BACKGROUND EEG OF THE SUBJECTS

Correlation analysis showed that the level of spectral power of the theta rhythm in the frontal and parietal cortex of the left hemisphere was inversely proportional to success, stability, sustainability of an inconsistent after errors and positively correlated, as well as capacity alpha-1 rhythm of the parietal and visual areas of the cortex of the right hemisphere of the brain, to the effectiveness of the points and risky nature of the subjects. Power beta 1 rhythm EEG central, parietal and occipital areas of the brain cortex are interconnected with the success of the subjects with both tactics of implementation the visual-motor test. Found asymmetry and different structural representation of the linkages tactics performance and characteristics of the background EEG test subjects.

The Role of Inattention on Academics, Fluid Reasoning, and Visual–Spatial Functioning in Two Subtypes of ADHD

The purpose of this study was to determine whether subtype differences and the role of inattention in children with attention-deficit hyperactivity disorder-combined type (ADHD-C) and ADHD-predominately inattentive type (ADHD-PI) and controls on measures of achievement, problem solving, and visual–spatial abilities are present. A secondary purpose was to evaluate the relation between ADHD symptoms and performance on visual–spatial–motor tasks. Children with ADHD-C and ADHD-PI and controls, all aged 8 to 16 years old, were compared on tests of achievement, fluid reasoning, and visual–motor skills. Children with ADHD-C and ADHD-PI performed significantly poorer on the mathematics calculation, written expression, fluid reasoning, and visual–motor tests compared with the controls. Inattention, but not hyperactivity or impulsivity, was found to significantly predict performance on these measures. The role of inattention on these tasks is important for understanding why children with both subtypes of ADHD experience significant academic problems even when performing in the average range on achievement tests.

Hyperopia and Emergent Literacy of Young Children: Pilot Study

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" (<or=1.50 D sphere along the most hyperopic meridian; n=19; aged 58+/-12 mo) were tested for visual acuity (VA) and assessed for their emergent literacy skills [three standard tests (letter/word reading skills, receptive vocabulary and phonological awareness) and an experimental test of emergent orthography]. Parents completed a survey of family demographics, health/developmental concerns and home literacy experiences. Visual motor and visual perceptual skills tests were used to assess any visual cognitive differences. There were no differences in single letter VA for hyperopes and emmetropes and crowded letters for the right eye. Crowding effects were significantly greater in the left eye for hyperopes (t (30)=-2.74, p=0.01), with two of the hyperopes showing abnormal crowding. Hyperopes lagged behind emmetropes in letter and word recognition ability (Mann-Whitney U=72, p=0.049), receptive vocabulary (F(1,30)=9.64, p=0.004), and emergent orthography (F(1,29)=5.43, p=0.03). The groups did not differ in phonological awareness skills (F(1,29)=0.39, p=0.54). No statistically significant differences between the two groups were found for visual motor or visual perceptual skills, age, and some family variables known to contribute to emergent literacy skills. In this pilot study, uncorrected hyperopic children, ages 4 to 7 years, show reduced performance on tests of letter and word recognition, receptive vocabulary, and emergent orthography and crowded VA, despite no difference in phonological awareness skills, visual cognitive skills, and other family variables known to affect the acquisition of literacy skills. The relationship between hyperopia and the poorer progress in emergent literacy is complex, and it is not clear if the relationship is causal, and whether the hyperopes will catch up to the emmetropes with time.

Visual Function at 11 Years of Age in Preterm-Born Children With and Without Fetal Brain Sparing

We have demonstrated earlier an accelerated maturation of the visual evoked potential in the first year of life in preterm infants with antenatal brain sparing. We have now assessed visual functioning at 11 years of age in the same cohort and compared the groups with and without brain sparing. One hundred sixteen survivors included in a study on the outcome of preterm infants born at <33 weeks' gestation with and without fetal brain sparing and admitted to the NICU were followed extensively. Ninety-eight infants (85%) were again assessed at 11 years of age. Data were available for fetal Doppler measurements indicating brain sparing, neonatal cerebral ultrasound scanning, and developmental outcome in the first 5 years. Mean birth weight was 1303 g; mean gestational age was 29.8 weeks. The infants were divided into 2 groups with and without brain sparing. Visual functioning was estimated by measuring visual acuity, visual fields, eye position, and binocular function and by visual motor tests. Six percent of the children were found to have a visual acuity of <0.8, 12% had strabismus, and 14% to 46% showed abnormal results on the visual motor tests. No statistical differences were found between the 2 groups. However, children with severe cerebral ultrasound diagnoses in the neonatal period were found to have significantly more abnormalities on visual functioning and lower scores on visual motor tests than children without these morbidities. Children with fetal brain sparing do not demonstrate a different development of their visual functioning at late school age. However, an abnormal cerebral ultrasound in the neonatal period is associated with impaired visual function in later life.