Visual-spatial Skills Research Articles

The efficacy of active physical exercises in comprehensive cognitive rehabilitation of pediatric and adult patients with multiple sclerosis

Cognitive dysfunction in multiple sclerosis (MS) is a disabling factor and extends to the processes of memory, attention, verbal and logical thinking, visual-spatial, and motor skills. 40-70% of patients have a decrease in the rate of information processing, dysfunction of executive functions, and decrease in the quality of training. Cognitive dysfunction is also often reduced quality of life with MS. The most common methods of non-drug cognitive function correction are cognitive rehabilitation and exercise. This article reviews current research on the positive effects of regular physical activity on the cognitive functions of adults and children with MS.

How to boost the students’ interest to engineering graphics?

Evident boost in Architecture, Engineering and Construction (AEC) industry now is possible using BIM concept – Building Information Modelling. A similar workflow under a term Product Lifecycle Management (PLM) is known for quite a time. Successful introduction of these technologies require extensive application of 3D geometric models. Development of spatial imagination and 3D models by means of CAD systems should be tackled in the engineering courses. Universities have to participate more actively in the process of faster implementation of these technologies into life. A common background knowledge required to handle this problem is a development of spatial visualization skills since in the backbone of the both these concepts there is a three-dimensional (3D) geometric model or database. The former classic university courses like descriptive geometry and engineering graphics used in the last century have undergone considerable reduction in credit points, sometimes caused by administrative orders or experienced decent content changes dictated by IT achievements. However, development of the spatial comprehension and visualization skills should not be under estimated in the future syllabuses, because they are crucial for 3D modelling in a wide range of engineering applications. The paper will share an experience about recent research about teaching spatial comprehension, 3D visualization and CAD communication skills in technical universities. Results of the experience gained from a 2011 Fulbright Scholarship teaching and research project about the measuring the engineering graphics literacy skills and further application in practice are represented as well. The paper will focus on a review of adopted and tested teaching methods and approaches rather than detailed analysis of the situation in general.

Imitation of meaningless gestures in normal aging

ABSTRACT While imitation of meaningless gestures is a gold standard in the assessment of apraxia in patients with either stroke or neurodegenerative diseases, little is known about potential age-related effects on this measure. A significant body of literature has indicated that different mechanisms (i.e., executive functioning, visuospatial skills, sensory integration, body knowledge, categorical apprehension) may underlie the performance depending on imitation conditions (i.e., finger/hand, uni-/bimanual, symmetric/asymmetric, crossed/uncrossed configurations). However, neither the effects of these conditions on performance, nor the contribution of the abovementioned mechanisms to imitation have been explored in normal aging. The aim of the present study was to fill this gap. To do so, healthy adults (n = 103) aged 50 to 89 were asked to imitate 45 meaningless gestures. The authors controlled for general cognitive function, motor function, visual-spatial skills, executive function, sensory integration, body knowledge, and mechanical problem-solving skills. The results showed that asymmetry, body-midline crossing and, to a lesser extent, bimanual activity added an additional layer of difficulty to imitation tasks. After controlling for motor speed and cognitive function, age had an effect on imitation skills after 70 years old. This may reflect a decline in body knowledge, sensory integration, and executive functions. In contrast, the visuospatial and mechanical problem-solving hypotheses were ruled out. An additional motor simulation hypothesis is proposed. These findings may prove useful for clinicians working in memory clinics by providing insights on how to interpret imitation deficits. Lower performance after 70 years old should not be considered abnormal in a systematic manner.

Human visual processing for spatial 3-D imaging recognition: Cortical connectivity deficits in Parkinson's spatial perceptual visual pathway

Introduction Parkinson's disease (PD) is a Neurodegenerative disorder traditionally linked to motor impairment but recent findings have revealed, patients suffering from PD exhibit decline in visual-spatial skills [1] [2]. The aim of this study is to explore, neural structural connectivity between the superior parietal lobe (BA 5) and the primary visual cortex (BA 17, 18 & 19) in PD patients. Generally, this pathway modulates visual and spatial domains, hence if found to be impaired in PD patients could explain the dysfunction in visual-spatial skills. Methods In this research, we attempted to correlate the dorsal stream visual pathway in Parkinson's Patients. The study was carried out through ;“Diffusion Imaging Fibre Tractography;” which involves 120 DTI data sets from control and PD patients between 60 and 120 years with IRB approval. Observations It was observed that fibers in the females of the control group were higher (Fig 1) when compared to that of the males (Fig 2), and on completion, males displayed more prominent changes in numbers and volumes of where stream pathway;”(Fig 3). In males both right and left hemisphere were affected, whereas with female much difference is not noticed. The results are statistically significant at P Results Based on our observations, destruction in the where stream pathway were identified, and is believed as an underlying cause for deficiency in visual spatial recognition. However, for better understanding of this findings, functional and effective connectivity analysis must be recommended.

Students’ difficulties in mathematics learning with artisan character type in HOTS trigonometry test

HOTS is a real-life based assessment of everyday life, but in practice, the students are having trouble completing the HOTS issue. Learning difficulty is also influenced by artisan character type. The artist’s subject finds patterns and relationships by scribbling on the answer sheet and using the knowledge he has. The artist’s subject guesses by connecting the information from previous experience available. The artisan subject generalizes by using symbols. The artisan subject examines the validity of an argument by showing a supporting example. The instruments used are character type questionnaire, and HOTS test. This study aims to describe the difficulty of structured numbered heads mathematics learning model in students with artisan character, especially in solving HOTS in trigonometry material. This is descriptive qualitative research. The results show that students with artisan have a total of 2.02 % difficulties in number fact skill, 13.1 % in arithmetics skill, 34.34 % in information skill, 27.27% in language skill, 23.23 % in visual-spatial skill.

Visuospatial bias in line bisection in Williams syndrome.

Recently, a study using the subjective straight-ahead task showed that individuals with Williams syndrome (WS) present a bias in the representation of body perception. The aim of the present study is to examine the horizontal midline body representation in WS participants using the bisection line task, which is an important benchmark for an egocentric frame of reference. Fifteen WS participants (mean age=21.7±9.5years) were compared with two typical development control groups: one composed of 15 participants matched on chronological age and one composed of 15 children matched on mental age. The task consisted of dividing each line in a series of 18 lines into two equal halves by drawing a vertical mark with a pencil in the centre of the line. Individuals with WS presented a significant leftward bias in comparison to mental age and chronological age groups. The leftward deviation in WS could be linked to the body representation bias and difficulties in the development of the egocentric reference system. An early detection of such deviation should help in the development of targeted interventions for WS individuals to improve visual-spatial skills and learning.

Emotional Intelligence in Children with Severe Sleep-Related Breathing Disorders.

Background Obstructive sleep apnea syndrome (OSAS) affects up to 4% of a pediatric population, with many comorbidities in the medium-long term. Functional alterations in the prefrontal cortex (PFC) may explain why OSAS impacts aspects such as executive functions, memory, motor control, attention, visual-spatial skills, learning, and mood regulation. Emotional intelligence (EI) is a complex neuropsychological function that could be impaired in many clinical conditions. Purpose The aim of the study is to evaluate the difference in emotional intelligence skills among children with OSAS and healthy subjects (nOSAS). Methods 129 children (72 males; mean age 7.64 ± 1.98 years) affected by OSAS were compared to 264 non-OSAS (nOSAS) children (138 males; mean age 7.98 ± 2.13) similar for gender, age, and socioeconomic status. In order to assess the emotional quotient, the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) was used. Results The comparison for means and standard deviation between OSAS children and nOSAS children for EQ-i:YV scores showed significant differences for Interpersonal, Adaptability, and Stress Management scales and EQ Total score. Conclusions Our findings highlighted the role of intermittent hypoxia in the genesis of the effects of sleep-related respiratory disorders, which involves also aspects different from physical impairments.

C-70 Neuropsychological Profiles of Patients With SCN8A-Related Epilepsy

Abstract Objective Two cases of SCN8A-related epilepsy (a sodium-channelopathy) are presented. SCN8A-related epilepsy with encephalopathy (SCN8A-REE), the most common form, is typically characterized by refractory seizures, developmental delays, and intellectual disability (ID) but recently discovered variants have shown broadly normal cognition. Current cases highlight the heterogeneity seen with differing de-novo pathogenic variants. Method Case 1, a 6-year-old right-handed girl, presented with SCN8A-REE and a missense pathogenic variant (c.802A>C), not previously documented. History includes speech and motor delay, with focal motor seizures starting at 4-months. Early EEG showed bilateral centroparietal epileptiform discharges. Case 2, an 8-year-old right-handed girl, presented with SCN8A-related epilepsy with c.5630A>G pathogenic variant with seizure onset at 5-months. Initial EEG showed right occipital spikes. Results Case 1 currently shows motor and language delays and prominent motor tics. Testing documented ID with fairly global neuropsychological deficits (i.e., academics, attention/executive functions, memory, visual-spatial skills, fine motor, language). In contrast, Case 2 shows low average intellect and average academics, but evaluation documented attention deficits, fine motor delays, and behavioral issues in addition to tics; she was diagnosed with Attention-Deficit/Hyperactivity Disorder, Oppositional Defiant Disorder, Obsessive Compulsive Disorder, and Tourette’s. Conclusion These cases expand limited knowledge regarding neuropsychological functioning of children with SCN8A-related epilepsy with unique de-novo pathogenic variants. While SCN8A-REE is clearly associated with ID, other pathogenic variants may show better preserved intellect, despite other neuropsychological and behavioral concerns.

B-17 Examining Driving Abilities in Autistic Young Adults

Abstract Objectives A single white 27 year-old male with autism was referred for an evaluation of his neurocognitive skills for driver’s training competency. Typically, the following criteria are required for special needs individuals to be issued a driver’s license: 1) Must pass neuropsychologist evaluation, 2) Must be cleared by occupational therapist, and 3) must be approved by primary care physician; Schultheis presented a symposium on this topic at the International Neuropsychology Society meeting in Portland, Oregon in 2007. As driving is one of the primary methods of achieving independence in our society, most teens and young adults, regardless of diagnosis, strive to obtain a license. Methods This case presentation will profile the results of this individual’s neurocognitive driving skills. This neuropsychological evaluation included the Cognitive Behavioral Driver’s Inventory (CBDI). Results Significant results included: Average to low average intellectual skills, high average to average memory and attentional skills, weakness in math, multi-tasking perceptual motor difficulties, visual spatial/constructional difficulties, normal affective functioning, and positive personality profile. This individual had a “clearly failing” CBDI score of 91, with weaknesses in the following areas: Visual scrutiny and attention to detail, Visual motor coordination and fine motor speed, attention and concentration, rapid decision-making, distractibility, and mental flexibility, and consistency of performance. Although previously diagnosed with ADD, results of objective testing (TOVA) did not support this diagnosis. Conclusions Outpatient occupational therapy program to include visual spatial and rapid decision-making skills was recommended. Upon completion of this program, a re-administration of the CBDI is recommended.

Sekizinci Sınıf Öğrencilerinin Uzamsal Görselleştirme, Zihinsel Döndürme ve Zihinde Canlandırma Becerilerinin Matematik Odaklı Epistemolojik İnançlar ve Bazı Değişkenlerle İlişkisi

Bu çalışmada sekizinci sınıf öğrencilerinin, i) uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma becerilerinin matematik odaklı epistemolojik inançlar bağlamında, ii) uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma becerilerinin cinsiyet ve matematik başarısı değişkenlerine göre incelenmesi amaçlanmıştır. Araştırma İzmir şehir merkezindeki bir devlet ortaokulunun sekizinci sınıf düzeyinde öğrenim gören 200 öğrenci ile yürütülmüştür. Veri toplama araçları olarak; uzamsal görselleştirme, zihinsel döndürme ve Santa Barbara Solids testlerinin yanı sıra matematik odaklı epistemolojik inanç ölçeği kullanılmıştır. Öğrencilerin matematik başarısını belirlemek için dönem sonu matematik ders notlarından faydalanılmıştır. Veri setinin analizinde, betimsel istatistiksel tekniklerin yanı sıra korelasyon katsayısı, Mann-Whitney U testi ve çoklu doğrusal regresyon analizleri yapılmıştır. Analiz sonuçlarına göre, öğrenmenin çabaya bağlı olduğu inanç ile uzamsal görselleştirme ve zihinsel döndürme arasında pozitif yönlü ve anlamlı bir ilişki olduğu belirlenmiştir. Cinsiyet değişkenine göre, öğrencilerin uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma testlerinden aldıkları puanlar arasında anlamlı bir fark belirlenmemiştir. Diğer yandan uzamsal görselleştirme, zihinsel döndürme ve zihinde canlandırma becerileri matematik başarısının %15’ini açıklamıştır. Elde edilen bulgulara göre birtakım önerilerde bulunulmuştur.

Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children

ABSTRACTEarly fine motor ability is significantly associated with later achievement, even after controlling for typical child-level predictors of school outcomes. Previous longitudinal studies have confirmed this but typically have not included low-income, at-risk populations. Research has distinguished two different aspects of fine motor skills: those that involve integrating motor information with visual-spatial information (i.e., visual-spatial integration; VSI) and those that rely mainly on coordination (i.e., fine motor coordination; FMC). This study examines the differential importance of early fine motor skills, measured during preschool, to later school performance from third through fifth grades, among a large (n = 34,491), primarily low-income, ethnically diverse sample of children. Research Findings: Overall, stronger VSI skills in preschool were associated with significantly better outcomes for children’s standardized math and reading test scores in third, fourth, and fifth grades even after controlling for gender, SES, and preschool cognitive, language, and social-emotional skills. FMC was associated with significantly better math outcomes across all three grade levels but was not associated with better reading performance. Practice or Policy: Results indicate that VSI is a good predictor of later school achievement, whereas FMC was not as strongly associated with later achievement. Implications for early childhood intervention are discussed.

Study of Numerical Processing Speed, Implicit and Explicit Memory, Active and Passive Memory, Conservation Abilities, and Visual-Spatial Skills of Students with Dyscalculia

Study of Numerical Processing Speed, Implicit and Explicit Memory, Active and Passive Memory, Conservation Abilities, and Visual-Spatial Skills of Students with Dyscalculia

Psychomotorische und kognitive Entwicklung und Lebensqualität bei Kindern und Jugendlichen mit angeborenem Herzfehler

Children with congenital heart disease (CHD) are at significant risk of psychomotor and cognitive developmental disorders, with negative effects on psychosocial and academic performance and quality of life. Innate characteristics such as genetic abnormalities, type and severity of CHD and socioeconomic factors are the most important risk factors. Prenatally, hypoperfusion or hypoxia can cause developmental and maturation disorders of the brain, thus promoting postpartum lesions of the more vulnerable brain substance and neurodevelopmental disorders. The high-risk group includes primarily infants requiring open heart surgery. Specific phenotypic characteristics of development emerge at different ages: in early childhood motor and linguistic articulation deficits; at school age impaired speech and language, attention, memory, visual-spatial, executive, and motor skills, often associated with academic deficits, and emotional or social issues; in adolescence executive, psychosocial and psychiatric disorders and impaired quality of life; in adulthood, neurocognitive, psychosocial and problems of self-management and professional perspective. Physical and social functioning, psychomotor development and mental health are key factors for quality of life. The German Society of Pediatric Cardiology demands detailed serial neuropsychological examinations at the age of 2 and 5 years, before puberty and before adulthood, for the high-risk group of children with CHD operated on in infant age in order to detect and to treat partial performance disorders at an early stage.

Developing spatial mathematical skills through 3D tools: augmented reality, virtual environments and 3D printing

In this paper, we show how to improve the mathematics teaching-learning process to enhance students’ spatial visualization and orientation skills with the use of 3D tools; specifically, with augmented reality, virtual environments and 3D printing. Two of the tools presented in this work were especially developed for multivariable calculus courses. The inclusion of these materials in pedagogical activities integrates the senses of touch and sight to the learning process, favoring the understanding of important mathematical concepts related to three-dimensional space. This allowed instructors to present to students a natural way of modeling real world phenomena with proper mathematical language, thus achieving a significant increase in mathematics learning. Tests with control and experimental groups were conducted over four years, and students’ final grades, failure rates and visualization-skills development were analyzed. Students and professors from several countries were interviewed and surveyed to assess perception and experience in the use of these tools. An analysis of variance with a sample of $$N=993$$ students and a significance level of $$\alpha =0.01$$ was performed, finding that the experimental group grades were seven points above those of the control group (on a 0–100 scale) and the failure rate dropped 14%. Moreover, from the spatial mathematical skills test with a sample of $$N=442$$ students, the experimental group obtained 15 points more than the control group, and the percentage of students achieving the minimum spatial skills level required to pass the course increased 36%. Our results reveal a positive impact in the use of these tools to develop spatial mathematical skills.

Uzamsal Görselleştirme Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

Bu araştırmada, uzamsal yeteneğin bileşenlerinden biri olan uzamsal görselleştirme becerisini ölçmek için çoktan seçmeli bir test geliştirmek amaçlanmıştır. Testin geliştirilme aşamasında, kapsam geçerliği için uzman görüşü alınmış ve testten altı madde çıkarılarak, 32 maddelik test geçerlik ve güvenirlik çalışmaları için yedinci sınıf öğrencilerine uygulanmıştır. Testin faktör yapısını belirlemek amacıyla maddeler arası Tetrakorik Korelasyon Matrisi üzerinden açımlayıcı faktör analizi gerçekleştirilmiş ve bir madde testten çıkarılarak iki faktörlü bir yapı elde edilmiştir. Daha sonra testin iki faktörlü yapısının bir model olarak doğrulanıp doğrulanmadığını belirlemek için Asimptotik Kovaryans Matrisi ile Ağırlıklı En Küçük Kareler Yöntemi’nden yararlanılarak doğrulayıcı faktör analizi uygulanmıştır. İki madde testten çıkarılıp, kuramsal olarak birbirlerine yakın maddeler arasında modifikasyon yapıldıktan sonra, iki faktörlü yapının yeterli uyum indekslerine sahip olduğu görülmüştür. Kalan 29 madde için madde analizi yapılmış; testin farklı güçlük düzeylerine ve yüksek ayırt ediciliğe sahip maddelerden oluşan, orta güçlükte ve ayırt ediciliği yüksek bir test olduğu ortaya çıkmıştır. Yapılan güvenirlik çalışması ile de testin KR-20 iç tutarlılık açısından güvenilir olduğu tespit edilmiştir.

SAT-299 48,xxyy Syndrome: A Case Report

Background: 48,XXYY syndrome is a rare chromosomal anomaly that causes infertility, developmental and behavioral disorders, among other health problems, in males. Affected patients are often taller than other males of their age. This condition is not inherited; it is predicted to occur as a random event during gametogenesis and is estimated to affect 1 in 18,000 to 40,000 males. Clinical case: A 8.7-year-old male patient was brought by his parents who reported a history of learning disabilities, mainly on math, as well as poor coordination and disabled motor skills, despite good visual-spatial skills and memorization. He has been followed by a neurologist and a karyotype required as part of the neurological investigation showed 48,XXYY aneuploidy. The patient was born after a full-term pregnancy resultant from in vitrofertilization. At birth, height and weight were appropriate for gestational age. He had normal motor development (started crawling at 8 months and walking at 14 months), but delayed development of the speech (3.4 years-old). He also had delayed appearance of the primary teeth. Previous pathological history included asthma and myopia, without additional comorbidities. At the first evaluation at the Endocrine Unit he had normal weight (33.2 Kg; Z: +1.29), but an elevated height for age (144.5 cm; Z: +2.34). His bone age showed an asynchrony between carpal and phalanxes (6 years and 9 years, respectively), as evaluated by the Greulich-Pyle method. Misaligned teeth and long fingers were also noted. A normal appearing external male genitalia was seen, while testicular volume was slightly higher than expected for his chronological and bone age (Tanner stage G2P1; Right and left testis of 4mL). Biochemical exams and thyroid function tests were unremarkable, and hormonal blood exams performed at the age of 9 year and 1 month were compatible with initiation of pubertal development as was his Tanner stage: LH 0.52 mIU/mL (prepubertal reference < 0.3), FSH 5.4 mIU/mL, Total Testosterone 28.04 ng/dL, Estradiol 16.4 pg/mL, all by a immunochemiluminescent assay. Echocardiogram was normal, as well as MRI of the brain. The patient continues to be followed by a multidisciplinary team in order to address all the aspects of the syndrome, including neurological, behavioral and cognitive function, and its endocrine hallmarks, particularly growth pattern, osteometabolic status, pubertal development and sexual hormones production in later life. Conclusion: We report a rare case of 48,XXYY syndrome, with a slightly early pubertal development and asynchronous bone age maturation. Close follow up is warranted in those challenging cases due to the potential impact on multiple health aspects.

فاعلیة استخدام برنامج ماتلاب (MATLAB) مع السبورة التفاعلیة على التحصیل وتنمیة القدرة المکانیة ومفهوم الذات الریاضیاتیة لدى طالبات الصف الثالث الثانوی

هدفت الدراسة إلى معرفة فاعلیة استخدام برنامج ماتلاب (MATLAB) مع السبورة التفاعلیة على التحصیل وتنمیة القدرة المکانیة ومفهوم الذات الریاضیاتیة لدى طالبات الصف الثالث الثانوی. ولتحقیق أهداف الدراسة استخدم المنهج شبه التجریبی، وتمثلت أدوات الدراسة فی: اختبار تحصیلی فی وحدة المتجهات، واختبار القدرة المکانیة، ومقیاس مفهوم الذات الریاضیاتیة لدى طالبات الصف الثالث الثانوی، کما تمت برمجة وحدة المتجهات إلکترونیا فی ضوء استخدام برنامج ماتلاب (MATLAB) مع السبورة التفاعلیة، وطبقت الدراسة على عینة مکونة من (29) طالبة من طالبات الصف الثالث الثانوی بالمدینة المنورة. وأظهرت نتائج الدراسة: أنه یوجد فرق دال إحصائیا بین متوسطی درجات طالبات مجموعتی الدراسة التجریبیة والضابطة فی التطبیق البعدی لکل من الاختبار التحصیلی، ومقیاس مفهوم الذات الریاضیاتیة، واختبار القدرة المکانیة ککل، وفی کل من مهارتی (العلاقات المکانیة والتوجه المکانی) لصالح طالبات المجموعة التجریبیة، ولا یوجد فرق دال إحصائیا بین المجموعتین فی مهارة التصور المکانی، ویوجد فرق دال إحصائیا بین متوسطی درجات طالبات المجموعة التجریبیة فی التطبیقین القبلی والبعدی لکل من الاختبار التحصیلی واختبار القدرة المکانیة، ومقیاس مفهوم الذات الریاضیاتیة، لصالح التطبیق البعدی، کما أظهرت النتائج فاعلیة تدریس وحدة المتجهات باستخدام برنامج ماتلاب (MATLAB) مع السبورة التفاعلیة على تحصیل الطالبات لوحدة المتجهات بالصف الثالث الثانوی، وعلى تنمیة مفهوم الذات الریاضیاتیة، وتنمیة القدرة المکانیة ککل وعلى کل من مهارتی (العلاقات المکانیة والتوجه المکانی)، وعدم فاعلیتها على تنمیة مهارة التصور المکانی لدى طالبات الصف الثالث الثانوی، وأنه توجد علاقة ارتباطیة موجبة بین القدرة المکانیة لدى الطالبات وتحصیلهن لوحدة المتجهات بالصف الثالث الثانوی، کما توجد علاقة ارتباطیة موجبة بین مفهوم الذات الریاضیاتیة لدى الطالبات وتحصیلهن لوحدة المتجهات بالصف الثالث الثانوی، وتوجد علاقة ارتباطیة موجبة بین القدرة المکانیة ومفهوم لذات الریاضیاتیة لدى الطالبات بالصف الثالث الثانوی. Abstract: The Effectiveness of Using Program with the Interactive Whiteboard on Achievement and Spatial Ability Development and Mathematical Self-Concept of the Third Grade Secondary Female Students The objective of the present study is to identify the effectiveness of using program with the Interactive Whiteboard on achievement, spatial ability development and mathematical self-concept of the third grade secondary female students, Aquasi-experimental approach was adopted.To achieve the objectives of the study, the researcher prepared an achievement test in Vectors unit, a spatial ability test, and a scale for the mathematical self-concept, The Unit Vector was electronically programmed using program with the Interactive Whiteboard . The sample of the study consists of (29) female students from third grade in a secondary school in Al-Madinah Al-Munawwarah. The results of the study revealed that: There was a statistical significant difference at (0.05≥ α) between the two means of both experimental and control group in the post application of the achievement test, the scale of mathematical self-concept, and in each of the spatial orientation skill and spatial relations skill in favor of the experimental group. There were no statistically significant differences between the two groups in the spatial visualization skill, There was a statistical significant difference at (0.05≥ α) between the two means of the experimental group in the pre and post application of the achievement test, the spatial ability test and the scale of mathematical self-concept, in favor of the post application.The effectiveness of teaching Vectors unit using MATLAB and the Interactive Whiteboard on developing academic achievement of the third grade secondary female students. The results also showed the effectiveness of teaching Vectors unit using MATLAB and the Interactive Whiteboard on developing the following variables: academic achievement, spatial orientation skill, spatial relations skill, and mathematical self-conceptof the third grade secondary female students. Moreover, the results showed the ineffectiveness of teaching Vectors unit using MATLAB and the Interactive Whiteboard on developing the spatial visualization skill of the Third grade secondary female Students. Finall There is a statistical significance relationship between achievement and spatial ability. Astatistical significance relationship between achievement and mathematical self-concept, and a statistical significance relationship between spatial ability and mathematical self-concept.

Re-examining the crowding hypothesis in pediatric epilepsy

ObjectiveIn adults with left-sided epilepsy, reorganized language may “crowd out” right-hemisphere visual–spatial skills, with relative sparing of language (i.e., the crowding hypothesis). However, this effect has not consistently been demonstrated in pediatric epilepsy studies. The objective of this study was to investigate the crowding hypothesis using a heterogeneous sample of children with intractable epilepsy and typical (left) language dominance or atypical (right or bilateral) language dominance. We examined the relative contributions of seizure onset (before or after age 5), handedness (right versus left), seizure localization (temporal versus extratemporal), as well as language dominance on verbal versus visual cognitive skills. MethodWe retrospectively analyzed neuropsychology assessment results from a sample of 91 children who completed presurgical evaluation at the Hospital for Sick Children in Toronto, Canada (34 with typical language, 57 with atypical language, mean age = 12 years). We considered a selection of verbal skills (naming, vocabulary knowledge, verbal abstract reasoning) and visual skills (visual–motor integration, block construction, visual abstract reasoning). ResultsConsistent with several previous adult studies supporting the crowding hypothesis, univariate analyses showed that the typical and atypical language groups were comparable on the measures of vocabulary knowledge and abstract verbal reasoning whereas the atypical language group produced lower scores across visual measures. Multivariate analyses (taking into account language dominance and associated factors) showed that language dominance was the strongest predictor of performance on two of three visual measures whereas language dominance was not a significant predictor of performance on most verbal measures. Unexpectedly, both sets of analyses indicated that the atypical language group had poorer naming abilities than the typical language group. SignificanceOur data provide some evidence of right-hemisphere functional crowding effects in a heterogeneous sample of children with intractable left-sided epilepsy. Specifically, those with atypical versus typical language dominance showed poorer visual–motor integration and visual–motor problem-solving skills, with comparable scores on certain verbal measures. It is critical that potential crowding effects be considered when interpreting the neuropsychological profiles of children being evaluated for epilepsy surgery.

Virtual reality in multiple sclerosis rehabilitation: A review on cognitive and motor outcomes

Multiple sclerosis (MS) is a demyelinating neurodegenerative disease with lesions involving the central nervous system. Clinical symptoms consist of disturbances in motor activity (e.g., weakness, spasticity, and tremor), sensory functioning (e.g., pain), visual functions (e.g., diplopia and optic neuritis), besides different cognitive (attention deficit and executive dysfunction) and behavioral abnormalities. This review aims to evaluate the role of VR tools in cognitive and motor rehabilitation of MS patients. Studies performed between 2010 and 2017 and fulfilling the selected criteria were searched on PubMed, Scopus, Cochrane and Web of Sciences databases, by combining the terms “VR rehabilitation” and “MS”. Our findings showed that, following the use of VR training, MS patients presented a significant improvement in motor (especially gait and balance) and cognitive function (with regard to executive and visual-spatial abilities, attention and memory skills). This review supports the idea that rehabilitation through new VR tools could positively affect MS patients’ outcomes, by boosting motivation and participation with a better response to treatment.

Social Abilities and Visual-Spatial Perspective-Taking Skill: Deaf Signers and Hearing Nonsigners.

Social abilities relate to performance on visual-spatial perspective-taking (VSPT) tasks for hearing nonsigners but may relate differently to VSPT abilities for deaf signers because of their distinct linguistic and social experiences. This research investigated whether deaf adults approach VSPT tasks nonsocially (as previously suggested for deaf children) or socially (as seen for hearing adults). Adult hearing nonsigners (n = 45) and deaf signers (n = 44) performed a nonlinguistic VSPT task, mental rotation and spatial orientation tasks, and completed a questionnaire measuring social abilities and degree of socialness. No group differences were observed for any of the spatial tasks. Hearing nonsigners with better social abilities performed better on the VSPT task but deaf signers who were less social performed better on the VSPT task. Therefore, social abilities and VSPT skill relate differently for deaf and hearing individuals, possibly due to differences in communication modality and/or sociocultural experiences.