Visual-spatial Skills Research Articles

Visual-Spatial Skills, Strategies, and Challenges to Extract, Represent, and Predict Stereochemical Outcomes of Cycloadditions Using a Hexagonal Prism Reference Frame

The perception of 3D features from 2D representations depend on their number of salient features, recognizable canonical axes, and orientations. Informed by form-perception literature, we proposed a hexagonal prism as an external reference frame to identify positions of elements in relation to each other and the observer when studying Diels–Alder and other cycloaddition reactions. The hexagonal prism reference model (HPRM) provides three-dimensional features to cycloaddition transition states and an external reference to facilitate analysis of their stereochemical characteristics. A study to characterize the visual-spatial skills (VSS) and spatial challenges associated with extracting spatial information, representing spatial relations, and predicting stereochemical outcomes was completed with six graduate and six undergraduate students. Our findings show that different VSS predominate when solving different spatial tasks and that the patterns of VSS utilized by both graduate and undergraduates groups can be used to provide a more in-depth subcategorization of spatial strategies. The HPRM not only provides a resource for students to practice VSS and learn cycloaddition stereoselectivity, but also for instructors to promote effective strategies to predict stereochemistry. Since this study did not identify any nonspatial strategy, the HPRM proved to be effective in promoting students’ visuospatial thinking to solve spatial tasks.

Disability does not negatively impact linguistic visual-spatial processing for hearing adult learners of a signed language

The majority of adult learners of a signed language are hearing and have little to no experience with a signed language. Thus, they must simultaneously learn a specific language and how to communicate within the visual-gestural modality. Past studies have examined modality-unique drivers of acquisition within first and second signed language learners. In the former group, atypically developing signers have provided a unique axis—namely, disability—for analyzing the intersection of language, modality, and cognition. Here, we extend the question of how cognitive disabilities affect signed language acquisition to a novel audience: hearing, second language (L2) learners of a signed language. We ask whether disability status influences the processing of spatial scenes (perspective taking) and short sentences (phonological contrasts), two aspects of the learning of a signed language. For the methodology, we conducted a secondary, exploratory analysis of a data set including college-level American Sign Language (ASL) students. Participants completed an ASL phonological- discrimination task as well as non-linguistic and linguistic (ASL) versions of a perspective-taking task. Accuracy and response time measures for the tests were compared between a disability group with self-reported diagnoses (e.g., ADHD, learning disability) and a neurotypical group with no self-reported diagnoses. The results revealed that the disability group collectively had lower accuracy compared to the neurotypical group only on the non-linguistic perspective-taking task. Moreover, the group of students who specifically identified as having a learning disability performed worse than students who self-reported using other categories of disabilities affecting cognition. We interpret these findings as demonstrating, crucially, that the signed modality itself does not generally disadvantage disabled and/or neurodiverse learners, even those who may exhibit challenges in visuospatial processing. We recommend that signed language instructors specifically support and monitor students labeled with learning disabilities to ensure development of visual-spatial skills and processing in signed language.

Ten Things You Should Know About Sign Languages

The 10 things you should know about sign languages are the following: (1) Sign languages have phonology and poetry. (2) Sign languages vary in their linguistic structure and family history but share some typological features due to their shared biology (manual production). (3) Although there are many similarities between perceiving and producing speech and sign, the biology of language can impact aspects of processing. (4) Iconicity is pervasive in sign language lexicons and can play a role in language acquisition and processing. (5) Deaf and hard-of-hearing children are at risk for language deprivation. (6) Signers gesture when signing. (7) Sign language experience enhances some visual-spatial skills. (8) The same left-hemisphere brain regions support both spoken and sign languages, but some neural regions are specific to sign language. (9) Bimodal bilinguals can code-blend, rather code-switch, which alters the nature of language control. (10) The emergence of new sign languages reveals patterns of language creation and evolution. These discoveries reveal how language modality does and does not affect language structure, acquisition, processing, use, and representation in the brain. Sign languages provide unique insights into human language that cannot be obtained by studying spoken languages alone.

The relationship between pre-service teachers’ spatial thinking ability and their mathematical creativity in the context of problem posing

ABSTRACT The purpose of this study was to quantify the relationship between pre-service teachers’ spatial visualisation skills and their mathematical creativity through problem-posing tasks. A group of 62 pre-service teachers completed the Purdue Spatial Visualisation test and took the mathematical creativity test through problem-posing tasks. Pearson’s product-moment correlation coefficients in SPSS-28 were employed to find the correlation between pre-service teachers’ spatial visualisation skills and their mathematical creativity (i.e. fluency, flexibility, and originality) through problem-posing tasks. Results showed a moderate to high correlation (r = .523) between pre-service teachers’ fluency scores and their spatial visualisation scores, and this correlation was statistically significant (p < .05). Similarly, the results showed a high correlation (r = .619, p < .05) between pre-service teachers’ flexibility scores and their spatial visualisation scores. However, the results also revealed a weak correlation (r = .218) between pre-service teachers’ originality scores and their spatial visualisation scores (p = .240). Possible explanations for these correlations in relation to existing studies about mathematical creativity and the implication for future studies are provided.

Is cognition integral to psychopathology? A population-based cohort study.

Lower cognitive functioning has been documented across psychiatric disorders and hypothesized to be a core deficit of mental disorders. Situating psychopathology and cognition as part of a unitary construct is therefore important to understanding the etiology of psychiatric disorders. The current study aims to test competing structural models of psychopathology and cognition in a large national cohort of adolescents. The analytic sample consisted of 1189 participants aged 16-17 years, screened by the Israeli Draft Board. Psychopathology was assessed using a modified version of the Brief Symptom Inventory, and cognition was assessed based on four standardized test scores ((1) mathematical reasoning, concentration, and concept manipulation; (2) visual-spatial problem-solving skills and nonverbal abstract reasoning; (3) verbal understanding; (4) categorization and verbal abstraction). Confirmatory factor analysis was implemented to compare competing structural models of psychopathology with and without cognition. Sensitivity analyses examined the models in different subpopulations. Confirmatory factor analysis indicated a better model fit of psychopathological symptoms without cognition (RMSEA = 0.037; TLI = 0.991; CFI = 0.992) than with cognition (RMSEA = 0.04-0.042; TLI = 0.987-0.988; CFI = 0.988-0.989). Sensitivity analyses supported the robustness of these results with a single exception. Among participants with low cognitive abilities (N = 139), models that integrated psychopathological symptoms with cognition had a better fit compared to models of psychopathology without cognition. The current study suggests that cognition and psychopathology are, generally, independent constructs. However, within low cognitive abilities, cognition was integral to the structure of psychopathology. Our results point toward an increased vulnerability to psychopathology in individuals with low cognitive abilities and may provide valuable information for clinicians.

Profile of Students' Mathematical Spatial Reasoning Ability in Cube and Block Material in terms of Adversity Quotient in Class IX on SMP Negeri 1 Galesong Utara

This research is a descriptive qualitative research that aims to analyze the profile of students' mathematical spatial reasoning abilities in cubes and blocks in terms of adversity quotient in class IX at SMP Negeri 1 Galesong Utara. The research subjects consisted of three students who were selected based on their scores on the adversity response profile (ARP) questionnaire: one subject AQ climber type, one subject AQ camper type, and one subject AQ quitte type. Next, the researcher asked spatial reasoning ability test questions on cubes and blocks and conducted interviews with each subject. The spatial reasoning ability profile refers to three indicators: spatial visualization, mental rotation, and spatial orientation. The results showed that (1) AQ climber type students had good spatial visualization skills in turning block images into cube nets, AQ climber type students had good mental rotation skills in rotating cube images up to 180 degrees, AQ type climber climber students had good spatial orientation ability in determining an image that was not a beam view from the front. (2) Camper-type AQ students have good spatial visualization abilities in changing block shapes into cube nets; camper-type AQ students do not have good mental rotation skills in rotating cube shapes as far as 180 °, and camper-type AQ students have the ability to define an image that is not a frontal beam view. (3) Quitter-type AQ students did not have good spatial visualization skills in turning block images into cube nets, quitter-type AQ students did not have good mental rotation abilities in rotating cube shapes as far as 180 °, and quitter-type AQ students did not have good spatial orientation capabilities in determining images that were not a beam view from the front.

Validity and Practicality of Geogebra Application-Based Mathematics Learning Tools to Train Visual-Spatial Intelligence

An effective distance learning tool must be able to train students' spatial intelligence to help them develop visualization skills. Thus, this study aims to see the validity and practicality of GeoGebra application-based distance learning tools. This development research (R&amp;D) uses a three-phase development approach based on Plomp Theory, which is divided into three stages: preliminary research, prototyping, and assessment. Validation and practicality questionnaires were used to obtain research data and analyzed with descriptive qualitative statistics. The results of the data analysis showed that the mathematics learning tools were evaluated with the "Very Valid" category. This is based on the assessment of three validators where the total average value of the validity of the lesson plan is 4.28 which is included in the "very valid" category, while the total average value of the validity of the LKPD is 4.24 which is also included in the category. In addition, the LKPD and lesson plans developed were also considered "practical". This is based on the assessment of three validators who produced an average final value of the RPP's practicality of 85, which is included in the "A" category, which means that the RPP that serves as a learning device can be used without modification, and the overall average value of the LKPD's practicality is 84.57, which puts it in the "B" category, which indicates that the LKPD can be used as a learning device with minor modifications. This means that Geogebra-based learning tools are reliable tools to assist teachers in developing learners' mathematical and spatial visualization skills.

5612576 DEVELOPMENT AND IMPLEMENTATION OF NEUROPSYCHOLOGICAL SCREENING AND EVALUATION SERVICES FOR ADULTS LIVING WITH SICKLE CELL DISEASE: FINDINGS FROM A TWO-YEAR PILOT PROGRAM

Background: Individuals with sickle cell disease (SCD) may experience diffuse brain injury, impacting neurocognitive development. They may also experience overt strokes and silent cerebral infarcts. These infarcts lead to impaired cognitive functioning across various domains including difficulties with aspects of executive functioning, working memory, processing speed, general intellectual abilities, and difficulties with learning. Research suggests the long-term consequences of these deficits in childhood are likely to have an impact on individuals’ lives as adults. Unfortunately, within the United States, neuropsychological screenings and evaluations are not considered a standard of care for SCD. Ensuring individuals with SCD have these services is critical for optimal care and improved health outcomes. Aims: Neurocognitive services are important for early identification, diagnosis, and treatment; and provide information about current level of functioning, including strengths and challenges. Neurocognitive data can inform strategies to increase health knowledge, adherence to appointments/medications, improve quality of life and prevent/reduce mortality rates. In July 2020, we were awarded a two-year grant to develop and implement a neuropsychological screening and evaluation program for adults living with SCD via an outpatient specialty clinic. Methods: Screening measures were used to detect cognitive dysfunction and challenges with attention and executive functioning. Fifty-one patients (18-73 years) were offered a screening, with 39 completing it. Fifteen patients were referred for further evaluation, with 13 completing a three-hour abbreviated neurocognitive evaluation to date. In this presentation, we will report results of these evaluations. Results: Ten patients were female, one transgender woman, and three were male. Ages ranged from 19-49 years (M = 28.5 years +/- 9.8); 12 were Black/African, and two biracial. Diagnoses were SCD-SS (n = 9), SCD-SC (n = 4), and one SCD-SB+ thalassemia. Five patients had had one or more strokes. Almost half (n = 7) performed in the lowest 10% of the normative population on a test of spatial visualization and motor skill. All performances on a test of visual-construction ability and visual memory were in the lowest 20% of the normative population, with six in the lowest one percent. Five performed in the average range or above on a test of cognitive slowing – the remainder scored very low on this test. In terms of areas of strength, many patients scored in the average range in areas such as verbal comprehension and perceptual reasoning, demonstrated persistence and had found ways to compensate for cognitive related difficulties. Summary: With all aspects of the neurocognitive evaluation taken together, we found that consistent with the literature, our patients evidenced challenges with processing speed, working memory, and aspects of executive functioning. While research on the impact of SCD on visual spatial/visual motor, and visual construction abilities is scant, our patients demonstrated notable deficits in this area, warranting further research. Conclusion: Neurocognitive services need to become a standard of care for SCD care. Additionally, as providers we need to better educate our patients on brain health throughout their lifespan and advocate for access to these types of services.

Spatial visualization for development of visual thinking and cognitive abilities among mechanical engineering students through tool design ideation

With the exposure of the mechanical engineering undergraduate students to the concepts of spatial visualization, this work assesses the effect of spatial visualization skills on the visual thinking abilities. Influence of spatial visualization on visual thinking and cognitive abilities like reasoning, abstract thinking, planning, comprehension of complex ideas, quick learning and learning from experience, is analysed through FMEA (failure modes and effects analysis). The RPNs (risk-priority-numbers) have been calculated and priority is set for proposing the corrective actions. Further to this, case studies in tool design have been picked for exhibition of spatial visualization skill set. Influence of tool design on visual thinking capability of the students is understood through various case-studies. Thus, tool, die and mold design ideation is used as a platform for the proposing improvements in visual thinking and cognitive abilities among mechanical engineering students.

Disrupted dynamic functional connectivity of hippocampal subregions mediated the slowed information processing speed in late-life depression.

Slowed information processing speed (IPS) is the core contributor to cognitive impairment in patients with late-life depression (LLD). The hippocampus is an important link between depression and dementia, and it may be involved in IPS slowing in LLD. However, the relationship between a slowed IPS and the dynamic activity and connectivity of hippocampal subregions in patients with LLD remains unclear. One hundred thirty-four patients with LLD and 89 healthy controls were recruited. Sliding-window analysis was used to assess whole-brain dynamic functional connectivity (dFC), dynamic fractional amplitude of low-frequency fluctuations (dfALFF) and dynamic regional homogeneity (dReHo) for each hippocampal subregion seed. Cognitive impairment (global cognition, verbal memory, language, visual-spatial skill, executive function and working memory) in patients with LLD was mediated by their slowed IPS. Compared with the controls, patients with LLD exhibited decreased dFC between various hippocampal subregions and the frontal cortex and decreased dReho in the left rostral hippocampus. Additionally, most of the dFCs were negatively associated with the severity of depressive symptoms and were positively associated with various domains of cognitive function. Moreover, the dFC between the left rostral hippocampus and middle frontal gyrus exhibited a partial mediation effect on the relationships between the scores of depressive symptoms and IPS. Patients with LLD exhibited decreased dFC between the hippocampus and frontal cortex, and the decreased dFC between the left rostral hippocampus and right middle frontal gyrus was involved in the underlying neural substrate of the slowed IPS.

Spatial visualization and measurement of area: A case study in spatialized mathematics instruction

The purpose of this study was to explore the influence of spatial visualization skills when students solve area tasks. Spatial visualization is closely related to mathematics achievement, but little is known about how these skills link to task success. We examined middle school students’ representations and solutions to area problems (both non-metric and metric) through qualitative and quantitative task analysis. Task solutions were analyzed as a function of spatial visualization skills and links were made between student solutions on tasks with different goals (i.e., non-metric and metric). Findings suggest that strong spatial visualizers solved the tasks with relative ease, with evidence for conceptual and procedural understanding. By contrast, Low and Average Spatial students more frequently produced errors due to failure to correctly determine linear measurements or apply appropriate formula, despite adequate procedural knowledge. A novel finding was the facilitating role of spatial skills in the link between metric task representation and success in determining a solution. From a teaching and learning perspective, these results highlight the need to connect emergent spatial skills with mathematical content and support students to develop conceptual understanding in parallel with procedural competence.

The inhibition of mirror generalization of letters in school-aged children.

Gender differences in spatial abilities favor males in both childhood and adulthood. During early development, this discrepancy can be attributed, among other things, to the influence of an early testosterone surge in boys, societal stereotypes, and expectations about gender. In the present work, we created a spatial task (including letter rotation and letter mirroring) which used letters as stimuli and evaluated the performance of school-aged children (6-10 years old). During this age period, children are being taught literacy skills which rely on the reorganization of cortical networks and the breakdown of mirror generalization. We divided our sample (N = 142, 73 females) into two age groups: 1st-2nd (literacy acquisition; N = 70, 33 females) and 3rd-5th (literacy consolidation; N = 72, 40 females) graders. While boys performed significantly better in letter rotation in the older group, girls' performance remained substandard in both groups. This pattern is reversed for the mirror task, with older girls outperforming their younger counterparts and boys having similar performance in the two groups. Since the age period of our sample is not associated with large variations in the levels of reproductive steroids, we propose that the similarity of performance between younger and older girls in mental rotation of letters could be associated with society's traditional attitudes and expectations on the relationship between visual-spatial skills and gender. As for the mirror task, while only girls had a significant difference between the two age groups, boys did show an improvement, as expected for the inhibition of mirror generalization for letters during reading acquisition.

Exploring the Effect of Virtual Reality on Learning in General Chemistry Students with Low Visual-Spatial Skills

Studies have demonstrated that visual-spatial skills correlate with student performance and success in science, technology, engineering, and math (STEM). The ability to reason with spatial information is essential for conceptual subjects like chemistry, a deep understanding of which requires dealing with the invisible world of atoms and molecules and linking microscopic properties to macroscopic observables. The link between spatial ability and chemistry achievement is well-studied and documented. The extent to which various teaching tools can help students visualize abstract physicochemical concepts is an active area of research. Virtual reality (VR) can leverage the proximity effect and create immersive learning experiences for students struggling with spatial imagery. For this reason, many VR resources have been developed to teach chemistry, yet the number of studies exploring the potential of VR to enhance spatial ability and chemistry achievement has so far been limited. Here, we report on an exploratory study conducted at a large public institution to evaluate the effect of virtual reality on learning in chemistry students with low visual-spatial skills. Spatial ability was assessed using a visual-spatial pretest. Those students who failed the test were randomized into the VR intervention and control groups. While no statistically significant difference in class performance between these two groups was observed, our data showed some improvement in the median scores in the VR intervention group compared to the control. Future studies enrolling a higher number of participants would help to make more definitive conclusions about the effect of VR on students with low visual-spatial skills.

The Effect of Virtual Reality Assisted Robotics Coding Teaching on Spatial Visualization and Coding Skills

The aim of this study is to examine the effect of virtual reality (VR) assisted robotic coding teaching, which is a different platform used in robotic coding education, on spatial visualization and coding skills. In order to achieve this aim, a research was designed according to the quasi-experimental design with pre-test post-test control group. 56 sophomore students studying in the Elementary Mathematics Teaching program were divided into experimental and control groups. In the experimental application, which lasted for 4 weeks in total, 8 hours of VR assisted robotic coding teaching was given to the experimental group. Students both created and coded the robots using virtual reality versions of the LEGO® Mindstorms EV3 robot sets. In the control group, the students physically used the LEGO® Mindstorms EV3 robot sets and coded the robots they prepared. Before and after the instruction, the spatial visualization and coding skills of the participants in the experimental and control groups were measured and their changes at the end of the process were examined. As a result of the research, it was determined that there was a significant increase in the coding skills and spatial development, spatial rotation and spatial view skills of the pre-service teachers in the Elementary Mathematics Teaching program, who designed and codes robots using virtual reality technology. Accordingly, it was concluded that the use of virtual reality technology instead of the physical sets used in robotic coding teaching had a similar effect on students' coding skills.

More than visual-spatial skills: The important role of phonological awareness in mathematical abilities among Chinese primary school children

More than visual-spatial skills: The important role of phonological awareness in mathematical abilities among Chinese primary school children

P077 Neurocognitive outcomes of children with sleep disordered breathing: a systematic review with meta-analysis

Abstract Children with sleep disordered breathing (SDB) are at an increased risk of neurocognitive impairments. This systematic review with meta-analysis aims to (i) establish whether SDB differentially impacts various neurocognitive domains (intelligence, attention/executive functions, memory, visual spatial skills, and language) and (ii) examine the effects of several moderating factors. Database searches, conducted according to the PRISMA guidelines, identified 77 studies that met pre-determined criteria, 63 of which were included in the meta-analysis. Most studies were of moderate to high quality. Children with SDB had significant impairments in all cognitive domains, albeit of different magnitude. The largest impairments were found in intelligence (verbal and overall). With respect to severity of SDB, neurocognitive deficits were evident in children with primary snoring (PS) as well as in children with obstructive sleep apnea (OSA). Other moderators: higher body mass index, younger age at testing, using questionnaires rather than polysomnography, and employing a control group instead of normative data, related to poorer neurocognitive outcomes in select domains. Overall, our study provides robust evidence of multiple neurocognitive impairments in children with SDB, with no evidence of sparing in children with PS. The findings of our study provide impetus for research and interventions for children with SDB across all severities.

Extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction: Assessing student perceptions and examination performance.

Educational technologies in veterinary medicine aim to train veterinarians faster and improve clinical outcomes. COVID-19 pandemic, shifted face-to-face teaching to online, thus, the need to provide effective education remotely was exacerbated. Among recent technology advances for veterinary medical education, extended reality (XR) is a promising teaching tool. This study aimed to develop a case resolution approach for radiographic anatomy studies using XR technology and assess students' achievement of differential diagnostic skills. Learning objectives based on Bloom's taxonomy keywords were used to develop four clinical cases (3 dogs/1 cat) of spinal injuries utilizing CT scans and XR models and presented to 22 third-year veterinary medicine students. Quantitative assessment (ASMT) of 7 questions probing 'memorization', 'understanding and application', 'analysis' and 'evaluation' was given before and after contact with XR technology as well as qualitative feedback via a survey. Mean ASMT scores increased during case resolution (pre 51.6% (±37%)/post 60.1% (± 34%); p < 0.01), but without significant difference between cases (Kruskal-Wallis H=2.18, NS). Learning objectives were examined for six questions (Q1-Q6) across cases (C1-4): Memorization improved sequentially (Q1, 2 8/8), while Understanding and Application (Q3,4) showed the greatest improvement (26.7%-76.9%). Evaluation and Analysis (Q5,6) was somewhat mixed, improving (5/8), no change (3/8) and declining (1/8).Positive student perceptions suggest that case studies' online delivery was well received stimulating learning in diagnostic imaging and anatomy while developing visual-spatial skills that aid understanding cross-sectional images. Therefore, XR technology could be a useful approach to complement radiological instruction in veterinary medicine.

Pathways to arithmetic, geometry, and measurement in preschool children: The role of general cognitive and language skills

Based on a sample of 138 children aged approximately 5 years in Hong Kong, this study examined how general cognitive and language skills, including working memory, short-term memory, visual-spatial skills, and receptive vocabulary, were associated with young children's performance in arithmetic, geometry, and measurement. The results showed that these cognitive and language skills yielded unique contributions to different domains of mathematical abilities after controlling for children's sex, age, maternal education, paternal education, and family income. Specifically, working memory, visual-spatial skills, and receptive vocabulary were related to arithmetic performance; receptive vocabulary was associated with measurement performance; and short-term memory was related to geometry performance. These findings' implications for theory and practice are discussed.

Recent Advances in Neuropsychological Outcomes and Intervention in Pediatric Stroke.

Over the past 15 years, there have been significant advances in the treatment of acute and chronic medical consequences of stroke in childhood. Given high rates of survival in pediatric stroke, practitioners are tasked with treating the ongoing motor and neuropsychological sequelae in patients over the course of their development. This article provides a review of the current literature on neuropsychological outcomes in pediatric stroke, including intelligence, academics, language, visual-spatial skills, attention, executive functions, memory, and psychosocial function. Recent developments in functional neuroimaging are discussed, with a particular focus on language outcomes. We further review the current research on cognitive and behavioral rehabilitation and introduce intervention models in pediatric stroke. In the final section, we discuss future directions for clinical practice and research in pediatric stroke.

Vision therapy for children with autism spectrum disorder – A review and case report

A higher incidence of ocular morbidity including visual perceptual disorders has been noted in individuals with autism spectrum disorder (ASD). Individuals with ASD show a lack of eye contact, poorly developed eye-hand coordination, and decreased visual perceptual skills. The presence of such deficits may influence the development of cognitive, motor skills, perception, behaviour, social interactions, and communication of these children. A nine-year-old male child diagnosed with autism spectrum disorder presented with a lack of eye contact, challenges in gross and fine motor skills, and social interactions. A comprehensive eye examination was performed, followed by an assessment of visual-spatial abilities of the child. Developmental Test of Visual Perception - third edition, administered to understand visual-motor integration and motor-reduced visual perceptual skills, revealed perceptual deficits in all domains. The child completed 30 sessions of vision therapy resulting in significant improvement in visual-spatial skills, visual-motor integration, and motor-reduced visual perception. This case demonstrated that individuals with ASD can benefit from vision therapy. Significant changes in behaviour including improved attention span and increased understanding of instructions were evident from parental feedback. Visual perceptual skill training holds the promise of being an adjunct developmentally supportive intervention for some children with an autism spectrum disorder.