Visual-spatial Skills Research Articles

Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children

Early number competence is highly predictive of later mathematics achievement. The present study aims to examine how fundamental domain-general skills, including language, visual-spatial, and executive functions, together relate to early acquisition of numbers among very young children. A total of 109 Chinese children, aged approximately three years, in Hong Kong were tested individually on their number competence, receptive vocabulary, knowledge of written letters, rapid automatized naming, spatial perception, and behavioral executive skills. The results showed that vocabulary, letter knowledge, spatial perception, and executive skills all made a unique contribution to number competence. The findings add to the literature by documenting the critical importance of spatial perception and written language for early number learning. They also suggest that language, visual-spatial, and executive skills provide the building blocks for children’s number acquisition at a very young age.

Stereo orthogonal axonometric perspective for the teaching of Descriptive Geometry

Purpose – The purpose of this paper is to present the development of a software for stereo visualization of geometric solids, applied to the teaching/learning of Descriptive Geometry. Design/methodology/approach – The paper presents the traditional method commonly used in computer graphic stereoscopic vision (implemented in C language) and the proposed method (implemented in GeoGebra software). The proposed method is a new methodology for stereo spatial visualization. It uses the orthogonal axonometric perspective obtained from the mongean projections of the object, both concepts studied in Descriptive Geometry course. Findings – The use of stereoscopic techniques has great potential for the improvement of spatial visualization ability, because they allow the understanding of spatial situations presented in complex exercises. The students who tested the proposed method said that it offered a superior stereo vision depth in relation to the traditional matrix method. Research limitations/implications – For future work, the paper suggests to carry out a statistical study to evaluate the educational benefit of the tool, and to investigate the proposed method using the conical axonometric perspective. Practical implications – Create a virtual environment to support the process of teaching/learning Descriptive Geometry and contribute to the development of students ' spatial visualization skills. The software will be available on the Internet, in the GeoGebra libraries. The objective is to increase e-learning, where a greater number of students will study. Social implications – The current goal in Brazil universities is to greatly increase the number of poor students entering as a social inclusion strategy. University courses need more efficient teaching techniques to attend the students, so the e-learning techniques are recommended. Originality/value – This paper’s innovative characteristic comes from the implementation of stereoscopic vision from traditional methods used in Descriptive Geometry, so the proposed method improves both the visualization ability and the Descriptive Geometry basic concepts, which points out to its educational role.

Identifying latent patterns in undergraduate Students’ programming profiles

This study aims to explore and reveal profiling patterns in the measurement of cognitive and noncognitivecharacteristics of undergraduate students’ programming performances. Spatial skills, workingmemory, perceived programming self-efficacy, mathematics scores, and academic grade point averagescores were taken indicative variables to be explored. Participants of the study are 100 undergraduatestudents registered to the Programming-I course at two different universities. The data were analyzedthrough multi-dimensional profile analysis. The result of the multidimensional scaling analysis indicated twodifferent profiles for the two groups: high and low programming performance groups. For both groups,relationship between the most similar variables was found to be verbal memory, mathematics achievementand perceived programming self-efficacy. The results indicated that there was a relatively similarrelationship between visual-spatial memory and spatial orientation skills in the low-performance group,while mental rotation skill was significantly different than the other variables. It was noted that two profiles forhigh- and low-performance groups were quite different in terms of mental rotation skill. It was also found that spatial orientation, visual-spatial memory and mental rotation performances were all different from eachother, and from the other three variables in the group with high programming performance. The mostdefinitive variables for low- and high-performance groups were self-efficacy, verbal memory andmathematics achievement. This study revealed that only verbal memory was the determinant variable inboth groups for working memory.

A Study on the relationship between engineering college student's spatial visualization skills and academic achievements

A Study on the relationship between engineering college student's spatial visualization skills and academic achievements

Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study

The extent to which phonological, visual–spatial short-term memory (STM), and nonsymbolic quantitative skills support the development of counting and calculation skills was examined in this 14-month longitudinal study of 125 children. Initial assessments were made when the children were 4years 8months old. Phonological awareness, visual–spatial STM, and nonsymbolic approximate discrimination predicted growth in early calculation skills.These results suggest that both the approximate number system and domain-general phonological and visual–spatial skills support early calculation. In contrast, only performance on a small nonsymbolic quantity discrimination task (where the presented quantities were always within the subitizing range) predicted growth in cardinal counting skills. These results suggest that the development of counting and the development of calculation are supported by different cognitive abilities.

Comparison of domain-specific cognitive function after carotid endarterectomy and stenting

Observational data indicate that carotid artery stenting (CAS) is associated with higher incidence of subclinical cerebral microemboli than carotid endarterectomy (CEA). We hypothesized that CEA would be associated with superior performance on detailed domain-specific cognitive testing compared with CAS. Patients with >80% asymptomatic carotid artery stenosis were randomized to CEA or CAS with side of stenosis balanced across condition. A robust battery of tests was used to assess the cognitive domains of attention, memory, mood, visual-spatial skills, motor ability, processing speed, and executive functioning ≤10 days preoperatively and postoperatively at 6 weeks and 6 months. Tests were administered using standardized conditions and were scored by individuals blinded to treatment allocation. Baseline cognitive performance was similar between CAS (n = 29) and CEA (n = 31) groups (P > .05). Relative to baseline, verbal and visual memory and attention functions substantially improved in the CAS and CEA groups at 6 months (multiple cognitive tests achieved statistical significance). Compared with CEA, cognitive processing speed (Stroop Color test: 9.0 vs 7.3, P = .04; and Stroop Word test: 9.0 vs 7.4, P = .05) was superior in the CAS group at 6 weeks. Executive functioning (phonemic verbal fluency: 10.6 vs 8.4, P = .043) and motor function (Grooved Pegboard of nondominant extremity: 45.7 vs 38.9, P = .022) were also superior in the CAS group at 6 months. Tests of attention, memory, and visual-spatial skills were similar between CAS and CEA patients at 6 weeks and 6 months. Carotid revascularization improves memory and attention within the first 6 postoperative months. Compared with CEA, CAS produces improvements in cognitive processing speed, executive functioning, and motor function.

Understanding Language, Hearing Status, and Visual-Spatial Skills.

It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined visual-spatial and related cognitive abilities among deaf individuals who varied in their preferred language modality and use of cochlear implants (CIs) and hearing individuals who varied in their sign language skills. Sign language and spoken language assessments accompanied tasks involving visual-spatial processing, working memory, nonverbal logical reasoning, and executive function. Results were consistent with other recent studies indicating no generalized visual-spatial advantage for deaf individuals and suggested that their performance in that domain may be linked to the strength of their preferred language skills regardless of modality. Hearing individuals performed more strongly than deaf individuals on several visual-spatial and self-reported executive functioning measures, regardless of sign language skills or use of CIs. Findings are inconsistent with assumptions that deaf individuals are visual learners or are superior to hearing individuals across a broad range of visual-spatial tasks. Further, performance of deaf and hearing individuals on the same visual-spatial tasks was associated with differing cognitive abilities, suggesting that different cognitive processes may be involved in visual-spatial processing in these groups.

Development and Evaluation of Game-Based Learning System Using the Microsoft Kinect Sensor

This paper investigates the capability of Kinect sensor as interactive technology and discusses how it can assist and improve teaching and learning. The Kinect sensor is a motion sensor that provides a natural user interface. It was implemented by Microsoft for the Xbox 360 video-game console to create a new control-free experience for the user without any intermediary device. The Kinect sensor can enhance kinesthetic pedagogical practices to profit learners with strong bodily-kinesthetic intelligence (body smart). As a learning tool, the Kinect sensor has potential to create interactive games, to increase learner motivation, and to enhance learning efficiency via its multimedia and multisensory capacity. Many students must learn spatial skills to improve learning achievement in science, mathematics, and engineering. This paper will focus on developing the Kinect sensor-assisted game-based learning system with ARCS model to provide kinesthetic pedagogical practices for learning spatial skills, motivating students, and enhancing students’ effectiveness. The responses to the System Usability Scale indicated that our system demonstrated usability and learnability. We conclude that the Kinect sensor-assisted learning system promotes the development of students’ spatial visualization skills and encourages them to become active learners.

The role of general dynamic coordination in the handwriting skills of children.

Difficulties in handwriting are often reported in children with developmental coordination disorder, and they represent an important element in the diagnosis. The present study was aimed at investigating the relation between motor coordination and handwriting skills, and to identify differences in handwriting between children without and with coordination difficulties. In particular, we asked whether visual–spatial skills have a role as mediating variables between motor coordination and handwriting. We assessed motor coordination as well as graphic abilities in children aged 7–10 years. Moreover, we evaluated their visual–motor integration, visual–spatial skills, and other cognitive abilities (memory and planning). We found no relation between motor coordination and handwriting skills, while visual–spatial skills (measured by a visual-constructive task) were related with both. Our conclusion is that visual–spatial skills are involved both in general motor coordination and in handwriting, but the relationship involves different aspects in the two cases.

Can physical activity help to maintain cognitive functioning and psychosocial well-being among breast cancer patients treated with chemotherapy? A randomised controlled trial: study protocol.

BackgroundEvidence suggests chemotherapy treatment for breast cancer is associated with side effects such as cognitive impairment in domains of memory, attention, concentration and executive function. Cognitive impairments reported by patients have been associated with higher levels of emotional distress. To date, intervention studies to alleviate cognitive impairment associated with chemotherapy have focused on psycho-educational techniques or cognitive training. Studies have not yet considered physical activity as a potential for alleviating cognitive problems. Physical activity interventions are reported to be effective in alleviating emotional distress and fatigue in those with breast cancer. They have also been reported to improve cognitive functioning in the elderly, in those suffering with dementia and in children. We propose that physical activity could also help to alleviate cognitive impairments in women diagnosed with breast cancer. The study has been designed using a recently developed taxonomy of behaviour change techniques to reliably report the content of the intervention to allow future replication.MethodThis study will deliver a home-based moderate intensity walking intervention to women diagnosed with breast cancer mid-way through their chemotherapy treatment and will compare them to patients receiving usual care alone. The primary outcome measure for this intervention is changes in an objective measure of memory assessed using the Digit Span. Secondary outcome measures include: objective measures of executive function; attention; visual spatial skills; self report cognitive function; self-report fatigue; anxiety; depression; mood and self-esteem. As emotional distress has been associated with self-reporting of cognitive problems, this intervention will further test whether emotional distress mediates between the amount of walking undertaken during the intervention period and levels of self-reported cognitive functioning.DiscussionThe development of an effective intervention for preventing difficulties in emotional and cognitive functioning of cancer patients’ post-treatment will help to guide health care professionals to improve patients’ overall quality of life. It will also provide direction for future research, ultimately to improve the day to day functioning of breast cancer survivors.Trial RegistrationCurrent Controlled Trials ISRCTN50709297.

The use of hand gestures to communicate about nonpresent objects in mind among children with autism spectrum disorder.

The current study examined whether children with autism spectrum disorder (ASD), in comparison with typically developing children, perceive and produce gestures to identify nonpresent objects (i.e., referent-identifying gestures), which is crucial for communicating ideas in a discourse. An experimenter described the uses of daily-life objects to 6- to 12-year-old children both orally and with gestures. The children were then asked to describe how they performed daily activities using those objects. All children gestured. A gesture identified a nonpresent referent if it was produced in the same location that had previously been established by the experimenter. Children with ASD gestured at the specific locations less often than typically developing children. Verbal and spatial memory were positively correlated with the ability to produce referent-identifying gestures for all children. However, the positive correlation between Raven's Children Progressive Matrices score and the production of referent-identifying gestures was found only in children with ASD. Children with ASD might be less able to perceive and produce referent-identifying gestures and may rely more heavily on visual-spatial skills in producing referent-identifying gestures. The results have clinical implications for designing an intervention program to enhance the ability of children with ASD to communicate about nonpresent objects with gestures.

Evaluation of Surgical Dexterity During the Interview Day: Another Factor for Consideration.

Manual dexterity and visual spatial ability are not routinely used to evaluate candidates for surgical residency training as part of the application interview. This study assessed the acceptability and feasibility of evaluating the manual dexterity and visual spatial ability of applicants for general surgery and otolaryngology residency, and evaluated the relationship between this information and routinely considered application factors. During the 2012 interview season, medical students applying to our institution's general surgery and otolaryngology residency programs underwent a battery of tests relevant to surgical dexterity. Five tests shown to be related to the surgeons' dexterity or visual spatial skills were administered during the course of their in-person interview day. The results from these tests were compared with data collected as part of the current application process. A total of 64 students were enrolled, and 58 had data that could be analyzed. Regression analysis using the enter method was performed for each of the tests, and for the composite scores. None of the values were significant as defined by P≤.05. Neither the scatterplots of the data nor Pearson r showed a correlation between the highest performers on the surgical dexterity composite score and individuals' highest scores on the dimensions used in the current process to assess applicants. The addition of 1 or more evaluations of visual spatial skills and psychomotor aptitude can be done during a standard interview day, is acceptable to applicants, and may provide information that is different from the usual components of the application.

Neurocognitive evaluation of long term survivors of atypical teratoid rhabdoid tumors (ATRT): The Canadian registry experience.

Because atypical teratoid rhabdoid tumor(ATRT) is a rare disease of infancy carrying a grim prognosis, focus on long-term outcome, especially neurocognitive remained very limited. With new era of multimodality therapy, an increasing proportion of patients are now long-term survivors. Retrospective review of neuropsychological (NP) status of survivors from the Canadian ATRT registry. Among 77 patients diagnosed between 1995-2012, 16(22%) were survivors. Formal NP assessments were available in eight patients. Partial information on academic achievement was available on three additional patients. There were four girls and seven boys diagnosed at a median age of 27.5 months. Seven patients underwent complete resection and three had metastatic disease. All but one received sequential high dose chemotherapy. Five patients received intrathecal chemotherapy. Three patients underwent radiation. Median age at time of formal NP assessment was 7.6 years (3.9-9.8). Full Scale Intellectual Quotient (FSIQ) ranged from less than 50-119 (mean 78). Simple expressive and receptive language appeared relatively preserved. Three recently diagnosed patients (median time assessment from diagnosis 2.6 years (1.6-4.7)) had average to high average FSIQ, academic and visual spatial skills, visual, and verbal memory. Five other patients diagnosed earlier and tested at a median time of 4.9 years (3.3-8.3) post-diagnosis had a FSIQ ranging from <50 to 71. Approximately 50% of their scores were in the impaired range. Overall this cohort appears significantly impaired at school age despite the absence of systematic radiotherapy. Larger series focusing on neurocognitive outcome are needed in the current context where treatment strategies include adjuvant radiation.

Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises

Besides entertainment, games have shown to have the potential to impact a broader variety of cognitive abilities. Research has consistently shown that several aspects in cognition such as visual short-memory, multitasking and spatial skills can be enhanced by game play. In a previous study, it was found that playing Monkey Tales, a game aimed at training arithmetic skills, helped second grade pupils to increase their accuracy in mental calculation as compared to paper exercises. In this follow up study we explore whether traditional methods and game training differ in terms of the cognitive processes that both are able to impact. We incorporated standardized measures of working memory and visuo-motor skills. Additionally, the mathematics game was modified and its contents extracted to allow precise comparison between the gaming and paper exercises condition. Thus each single math exercise, type of question (e.g., multiple choice), quantity and order was perfectly matched in the game training and the traditional training conditions. Gains in arithmetical performance, and self-reported measures of enjoyment were also investigated. We found some evidence suggesting that arithmetic performance enhancement induced by game play and paper exercises differ not only in terms of enjoyment but also of working memory capacity improvements.

The measurement of enhancement in mathematical abilities as a result of joint cognitive trainings in numerical and visual- spatial skills: A preliminary study

A body of literature shows the significant role of visual-spatial skills played in the improvement of mathematical skills in the primary school. The main goal of the current study was to investigate the impact of a combined visuo-spatial and mathematical training on the improvement of mathematical skills in 146 second graders of several schools located in Italy. Participants were presented single pencil-and-paper visuo-spatial or mathematical trainings, computerised version of the above mentioned treatments, as well as a combined version of computer-assisted and pencil-and-paper visuo-spatial and mathematical trainings, respectively. Experimental groups were presented with training for 3 months, once a week. All children were treated collectively both in computer-assisted or pencil-and-paper modalities. At pre and post-test all our participants were presented with a battery of objective tests assessing numerical and visuo-spatial abilities. Our results suggest the positive effect of different types of training for the empowerment of visuo-spatial and numerical abilities. Specifically, the combination of computerised and pencil-and-paper versions of visuo-spatial and mathematical trainings are more effective than the single execution of the software or of the pencil-and-paper treatment.

Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic

This study set out to develop and test a pathway model of the relations between general cognitive skills, specifically visual-spatial and spoken and written language skills, and competence in three forms of arithmetic that vary in modes of number representation. A total of 88 Chinese 4-year-olds participated and were tested first in kindergarten second grade (K2) and then in kindergarten third grade (K3). Language skills, including phonological, morphological, and visual-orthographic skills, and visual-spatial skills were measured at K2, and arithmetic outcomes, including written arithmetic, word problems, and nonsymbolic arithmetic, at K3. The results generally supported our model. Specifically, visual-spatial skills contributed to the prediction of all three types of arithmetic outcomes. Morphological skills predicted word problems, whereas phonological skills predicted written arithmetic. Finally, visual-orthographic skills contributed to both written and nonsymbolic arithmetic. These findings underscore the importance of delineating the specificity of cognitive processes in learning diverse forms of arithmetic.

Annual Conference 2014 paper: Performance on a novel visual-spatialmotor task may predict reading difficulties in children

Developmental dyslexia is as a common disorder characterised by difficulties with reading despite adequate intelligence and education. The aim of the study was to test and develop a new diagnostic tool called ‘dot-to-dot’ task (DtD). This simple, computer-based task relied on a combination of visual-spatial and motor skills; the skills that are often compromised in people with dyslexia. Thus far, a total of 127 children (69 males) aged between 4 and 10 took part in the study. The results suggested that children who were found to be at very high risk of dyslexia were significantly worse in connecting the first two dots of the DtD task than children with low risk. The preliminary findings from this study suggest that a novel visual-spatial-motor task may be able to predict reading success. A large-scale, cross-sectional sampling approach is being adopted in order to capture a representative sample of children. Preliminary findings suggested that the DtD may identify individuals with dyslexia earlier and faster than existing tests.

Behavioral-Variant Frontotemporal Neurocognitive Disorder Presenting as Insomnia

Introduction Frontotemporal Neurocognitive Disorder (FTNCD) is a neurodegenerative disorder with various subtypes. Behavioral symptoms of FTNCD include apathy, disinhibition and impulsivity, socially inappropriate behavior, compulsive/ritualistic behavior, and dietary changes [1]. Language deficits present as loss of fluency with obvious word finding difficulties or fluent speech with loss of semantic meaning [2]. Cognitive symptoms are executive function deficits with early sparing of visual-spatial skills [1]. Here we report a case with behavioral-variant FTNCD (bv-FTNCD) presenting as insomnia to highlight the issue of early detection for immediate management to improve prognosis.

Evaluación neuropsicológica y aprendizaje de las matemáticas en educación básica

El objetivo de la presente investigación consistió en describir la relación entre las nociones matemáticas y los procesos cognoscitivos visuales de memoria, percepción, atención y las habilidades espaciales en niños de quinto y sexto grado de educación primaria. Se realizó una investigación descriptiva, observacional, transversal y prospectiva con 42 niños de quinto y sexto grado de escuelas oficiales de Xalapa, Veracruz: 21 niños y 21 niñas, con edad promedio de 10 años 9 meses (DE ± 10 meses). Se aplicó la evaluación neuropsicológica infantil (ENI) para evaluar las nociones matemáticas, percepción, atención, memoria y habilidades espaciales, y la escala de inteligencia Wechsler (WISC-IV) para obtener el coeficiente intelectual. El desempeño mayor correspondió a las subescalas de razonamiento con el 71% y a conteo con el 69% de los niños que obtuvieron puntajes más altos. En los procesos cognoscitivos evaluados tuvieron puntajes altos: el 93% en percepción visual, el 74% en memoria visual y el 64% en habilidades espaciales. En atención visual, el 55% obtuvo puntajes bajos. Se observaron diferencias significativas con una p &lt; .05 al comparar manejo numérico con atención visual y con habilidades espaciales; también al comparar conteo con habilidades espaciales y cálculo con atención visual.

White Matter Microstructure and Cognition in Adolescents with Congenital Heart Disease

To describe the relationship between altered white matter microstructure and neurodevelopment in children with dextro-transposition of the great arteries (d-TGA). We report correlations between regional white matter microstructure as measured by fractional anisotropy (FA) and cognitive outcome in a homogeneous group of adolescents with d-TGA. Subjects with d-TGA (n = 49) and controls (n = 29) underwent diffusion tensor imaging and neurocognitive testing. In the group with d-TGA, we correlated neurocognitive scores with FA in 14 composite regions of interest in which subjects with d-TGA had lower FA than controls. Among the patients with d-TGA, mathematics achievement correlated with left parietal FA (r = 0.39; P = .006), inattention/hyperactivity symptoms correlated with right precentral FA (r = -0.39; P = .006) and left parietal FA (r = -0.30; P = .04), executive function correlated with right precentral FA (r = -0.30; P = .04), and visual-spatial skills correlated with right frontal FA (r = 0.30; P = .04). We also found an unanticipated correlation between memory and right posterior limb of the internal capsule FA (r = 0.29; P = .047). Within the group with d-TGA, regions of reduced white matter microstructure are associated with cognitive performance in a pattern similar to that seen in healthy adolescents and adults. Diminished white matter microstructure may contribute to cognitive compromise in adolescents who underwent open-heart surgery in infancy.