Visual Training Group Research Articles

The effect of visual displays on the mastery of the forms and functions of English intonation by Chinese L2 students

This study examines the effectiveness of visual displays in improving the mastery of the forms and functions of English intonation among Chinese L2 students. Over a four-week period, two groups of learners (visual-training and auditory-training) took part in five sessions of intonation training, while a control group received no training. Each session began with a 25-minute lesson on the forms and functions of intonation, followed by a 40-minute practice session. All sentences were presented in communicative contexts. With the aid of speech visualization technology, the visual-training group was taught linguistic categories and English intonation structures, and was encouraged to imitate and practice intonation patterns using visual displays of the intonation of each sentence. The auditory-training group learned and practiced intonation by carefully listening to audio clips of each sentence. Intonation production was assessed using speech data from pre- and post-tests. Results showed that the visual-training group outperformed the other two groups, making the greatest progress in mastering the forms of English intonation (pitch accents and boundary tones) and its functions (expressing prominence and marking modality).

Preliminary clinical observation and analysis of structural changes of optic nerve head in glaucoma patients after visual training

Objective: To investigate the effect of virtual reality visual training on remodeling optic nerve structures of glaucoma patients and analyze the influencing factors of visual training effect. Methods: A prospective non-randomized controlled trial was conducted. Glaucoma patients who presented to the Department of Ophthalmology, Beijing Shijitan Hospital between October 2021 and October 2022 were collected and divided into the training group or the control group according to their intentions. The training group accepted 3 months of visual training, while the control group did not. Optical coherence tomography was used to examine the disc edge area, cup volume, disc area, cup-to-disc ratio, and other parameters of the optic disc of both eyes of the patients at enrollment and after 3 months, and the changes of each parameter in the two groups were analyzed. Multivariate analysis was performed in the training group to investigate the effects of sex, age, visual field index, and mean defect on visual disc structure changes during visual training. Results: A total of 53 glaucoma patients (101 eyes) were included in the final analysis, among which the training group consisted of 27 cases (51 eyes), with 19 males and 8 females, and the age range was 48.0 (40.0, 61.0) years old. The control group comprised 26 cases (50 eyes), with 26 males and 11 females, and the age range was 54.0 (38.0, 63.0) years old. Compared with the control group, the deviation of cup volume was -0.006(-0.050, 0.015)mm3 (P<0.05), and the deviation of disc edge area was 0.00(-0.04, 0.05)mm2 (P<0. 05)in the visual training group after 3 months of visual training. The gender (OR=4.217, 95%CI=1.188-14.966) may be the influence factor of rim area. While,the mean defect (OR=1.526, 95%CI=0.245-9.491) was not that influential on rim area change. Conclusions: Visual training can increase the disc area and decrease the optic cup volume of the optic nerve in glaucoma patients. The rim area may be increased more easily after visual training in male glaucoma patients.

Contrast Agent and Molecular Imaging Meta-Analysis of the Clinical Effect of Intelligent Image Sensor Combined with Visual Training in the Treatment of Children with Intermittent Exotropia in China.

At present, the main treatment for strabismus is still surgical treatment, but there is no unified standard for the evaluation of the timing of surgery. This study mainly explores the clinical effects of using meta-analysis of intelligent image sensors combined with visual training to treat children with intermittent exotropia. Cochrane systematic reviews collect, evaluate, and synthesize an increasing number of original clinical research results to obtain the comprehensive effect of relevant interventions, so as to provide real and reliable evidence for health decision-making and clinical practice. It uses scientific, clear, and reproducible research methods to reduce the influence of biased factors, so it is different from traditional reviews. Cochrane systematic reviews are especially suitable for certain interventions when the pros and cons of interventions are difficult to determine based on the results of a single clinical study or when there are large differences in the clinical application process. Poor quality systematic reviews can mislead policymakers and clinicians. In the meta-analysis, the Cochrane systematic evaluation method of evidence-based medicine was used to comprehensively search the published literature research on the treatment of intermittent exotropia with vision training. Using the Cochrane system evaluation method, computer search of CENTRAL, MEDLINE, Embase, Chinese Biomedical Literature Database, Chinese Journal Full-text Database, manual retrieval of relevant conference documents, and inclusion of all clinical trial documents of visual training in children with intermittent exotropia was conducted. Patients with intermittent exotropia were selected, simultaneous vision, fusion function, and far stereo vision with the same vision machine were measured, and near stereo vision with a stereo vision chart was measured. The number of simultaneous vision, fusion function, and distance and near stereo vision “with” and “without” cases were recorded for all patients, and the relationship with age of onset, type of strabismus, degree of strabismus, and degree of control was counted. Among them, 91 patients who underwent strabismus correction surgery were followed up for at least 6 months with correct eye position. The presence or absence of simultaneous vision, fusion function, far stereo vision, and near stereo vision were recorded and compared with preoperative. The number of recovery and nonrecovery cases was recorded, and the relationship between the age of operation, the type of strabismus, the degree of strabismus, and the degree of control was counted. It was statistically analyzed by SPSS22.0. The results of the meta-analysis showed that in terms of the effective rate of fundus lesions, the visual training group was better than the nontraining group, and the difference between the two groups was statistically significant (RR = 1.32, 95% CI: (1.25, 1.40), P < 0.0001). This study provides guidance for the early rehabilitation of children with intermittent exotropia.

Head-fake perception in basketball: the relative contributions of expertise, visual or motor training, and test repetition

ABSTRACT The present study was conducted to disentangle the relative impact of visual and motor experience on the processing of the head fake in basketball. In a pre-test-intervention-post-test study, we investigated if the head-fake effect can be reduced with either a one-week visual-training intervention (visual-training group: N = 17, 10 females, 7 males, mean age = 21.2 years) or with a one-week motor-training intervention (motor-training group: N = 17, 10 females, 7 males, mean age = 20.9 years). Additionally, a waiting-control group (N = 17, 8 females, 9 males, mean age = 23.1 years) without any intervention and a group of experienced basketball players (N = 21, 9 females, 12 males, mean age = 23.9) was tested in the pre-post-test design (i.e., without intervention). The size of the head-fake effect was measured in a laboratory setting with a reaction time experiment, in which participants had to classify the pass direction of a faking or non-faking basketball player, who was shown in a video on a screen wall. The study revealed that the head-fake effect decreased after the training interventions. Surprisingly, the waiting-control group showed similar improvements. Thus, the reduced head-fake effect appears to be based on test-repetition effects. Moreover, after a single test session the head-fake effect approached a level that experts displayed from the outset. Even a small amount of practice (i.e., test-repetition) is sufficient to reduce, though not to abolish, the head-fake effect. We discuss this finding with regard to the common-coding approach and working memory capacity.

The Effect of Visual and Tennis Training on Perceptual-Motor Skill and Learning of Forehand Drive in Table Tennis Players

Introduction: The present study was designed to investigate the effect of visual and skill training on learning forehand drive in table tennis and motor-perceptual abilities (reaction time, coincidence-anticipation timing, eye-hand coordination, and depth perception).Materials and Methods: Forty volunteer female students (Mean±SD age: 21.50±0.78 years) were selected and randomly assigned to one of four groups (each group had 10 participants): visual and tennis training group, visual training group, tennis training group, and control group. Motor perceptual abilities (reaction time, coincidence-anticipation timing, eye-hand coordination, and depth perception) and forehand drive performance were measured before and after the training period, and also after 24 h retention period. After the pretest, including the accuracy of the kicks test for assessment of forehand drive in table tennis and motor-perceptual test, the experimental groups underwent four weeks (three sessions per week) of visual training, table tennis forehand training, or both. The control group followed their normal daily life for the whole study period. Then, they participated in the posttest and 24 h later in the retention test of kick accuracy.Results: The results revealed that visual and table tennis training, visual training, and table tennis training had a significant effect on the reaction time (P=0.001), coincidence-anticipation timing (P=0.001) and eye-hand coordination (error time) (P=0.01). Moreover, visual and tennis training and table tennis training had a significant effect on the acquisition (P=0.001) and retention of forehand drive (P=0.005). Besides, the post hoc LSD (Least Significant Difference) test showed that visual and tennis training had a more significant impact on the learning forehand drive. Visual training and tennis training had a significant effect on eye-hand coordination (number of errors). The three types of training programs were not effective in the depth of perception.Conclusion: Visual training can be used as a supplementary program in the athletes’ training schedule.

Auditory versus visual neuroscience-informed cognitive training in schizophrenia: Effects on cognition, symptoms and quality of life

BackgroundCognitive impairments are related to deficits in primary auditory and visual sensory processes in schizophrenia. These impairments can be remediated by neuroscience-informed computerized cognitive trainings that target auditory and visual processes. However, it is not clear which modality results in greater improvements in cognition, symptoms and quality of life. We aimed to investigate the impact of training auditory versus visual cognitive processes in global cognition in patients with schizophrenia. MethodsSeventy-nine schizophrenia participants were randomly assigned to either 40 h of auditory or visual computerized training. Auditory and visual exercises were chosen to be dynamically equivalent and difficulties increased progressively during the training. We evaluated cognition, symptoms and quality of life before, after 20 h, and after 40 h of training. ClinicalTrials.gov (1R03TW009002-01). ResultsParticipants who received the visual training showed significant improvements in global cognition compared to the auditory training group. The visual training significantly improved attention and reasoning and problem-solving, while the auditory training improved reasoning and problem-solving only. Schizophrenia symptoms improved after training in both groups, whereas quality of life remained unchanged. Interestingly, there was a significant and positive correlation between improvements in attention and symptoms in the visual training group. ConclusionsWe conclude that the visual training and the auditory training are differentially efficient at remediating cognitive deficits and symptoms of clinically stable schizophrenia patients. Ongoing follow-up of participants will evaluate the durability of training effects on cognition and symptoms, as well as the potential impact on quality of life over time.

Effect of visual feedback aerobic exercise training on lung hyperinflation in chronic obstructive pulmonary disease patients – A randomized control trial

CONTEXT: Lung hyperinflation is defined as an abnormal increase in the volume of air remaining in the lungs at the end of normal expiration caused by the permanently destructive changes of emphysema and expiratory flow limitation. All the rehabilitation exercise programs have some reinforcement on hyperinflation mechanism directly or indirectly without any associated feedback. AIMS: This study aims to study the effect of visual biofeedback training on lung hyperinflation in chronic obstructive pulmonary disease (COPD) patients. SUBJECTS AND METHODS: 104 mild to moderate (global initiative for chronic obstructive lung disease) COPD patient of age group 40–60 years were recruited and randomly allocated to control and experimental group using random reviewer software 3.3 versions. The baseline and postoutcomes were analyzed by an external observer who is blinded. The visual training group receives biofeedback training on expiratory flow limitation. Both experimental and control group receives aerobic exercise training of 50%–60% of maximum heart rate intensity where all received cycling as a mode for 20–40 min with a warm and cool-down period. All the patients were trained for 4 days a week for 8 weeks. STATISTICAL ANALYSIS USED: Descriptive statistics, independent sample t-test, and repeated measures of analysis of variance. RESULTS: Residual volume and total lung capacity significantly reduced statistics F = 12.23 with P CONCLUSION: Visual feedback exercise training is one of the effective training methods to relieve the hyperinflation in stable COPD patients thereby improves exercise tolerance and quality of life.

T73. NOVEL VISUAL TRAINING FOR COGNITIVE REMEDIATION IN SCHIZOPHRENIA

BackgroundThough cognitive remediation has shown modest benefits for schizophrenia, relatively few training programs for have targeted the visual processing deficits common in the illness. Residual visual processing deficits following cognitive remediation may explain why cognitive remediation has had limited effects on visual learning and memory compared to auditory learning and memory. We sought to test whether training early visual processing would improve visual memory and facial affect recognition by targeting a well-characterized visual deficit in schizophrenia: visual backward masking (VBM). The deficit is so common in schizophrenia, and in non-affected family members to a lesser degree, that it is viewed as an endophenotype. The VBM deficit, however, can normalize as we have previously shown. In our prior open-label pilot study, individuals with schizophrenia (Surti and Wexler, 2012) made substantial gains in VBM performance with rudimentary computerized VBM training. The VBM improvements were also accompanied by improvements in visual memory.To test the hypothesis that improved early sensory training could lead to other cognitive gains in the same domain, we conducted a randomized control study with a new, more sophisticated computerized VBM training program, and compared it to an active control condition. We expected that visual memory and facial affect recognition would improve with the novel visual training (VT), and that VBM would improve with the VT as well.Methods23 individuals with stable schizophrenia or schizoaffective disorder were randomized to receive 20 sessions of VT or an active control. The VT consisted of VBM training with multiple levels of difficulty, adaptive tracking, virtual rewards, and a variety of letters, numbers, and shapes to train different areas of the visual field. The active control condition was a commercially available computerized typing tutorial (TT) with animation, game narrative, and multiple typing activities. Participants were tested before and after training with: the Matrics Cognitive Consensus Battery (MCCB), including the Brief Visuospatial Memory Test-Revised (BVMT) as the study’s primary outcome; the Profile of Nonverbal Sensitivity (mini-PONS) to assess non-verbal social cues; standardized VBM tests; and typing assessments. Repeated measure ANOVAs were conducted in SPSS24 after checking for normality.Results22 of 23 individuals completed the study, and by participants’ reports, both interventions were well tolerated, equally enjoyable and equally motivating, though the VT was slightly more frustrating for participants. Even when co-varying for education, which was higher in the VT group, there were no condition by time interactions for the BVMT, the mini-PONS, overall MCCB, or typing ability. There was a significant condition by time interactions for VBM performance (F = 5.8, p =0.028), with a substantial improvement in the VT group (Cohen’s d = 0.54; p=0.004).DiscussionPatients with schizophrenia equally tolerated a computerized visual training designed in-house and an off-the shelf highly gamified control training, but only the visual training, specifically designed for individuals with schizophrenia, had effects on the trained task. The effects of the visual training did not generalize to visual memory, facial affect recognition, or global cognition, so further work is needed to facilitate generalization.

태권도 선수의 청각과 시각 트레이닝방법에 따른 체력요인과 돌려차기 반응시간에 관한 연구

This study selected 20 elite competitors (10 in auditory training group and 10 in visual training group) with prize-winning career at national-level competitions as research targets in order to analyze the relationship between turning kick reaction time and physical fitness according to the training methods (auditory training and visual training) of Taekwondo athletes. Dartfish Software V.6 of DF Korea and Adobe After Effect Cs6 were used for video data in order to carry out quantitative comparative analysis of the changes before and after 12-week training. For general characteristics, frequency analysis and descriptive statistical analysis were conducted, and independent sample t-tests were conducted to analyze the differences between turning kick reaction time and physical fitness between the visual signal group and the auditory signal group, and as a result, following conclusions were obtained by applying corresponding sample t-tests for verifying the effectiveness of training. BR First, there was no statistically significant difference between the two groups (p〈.05) as a result of verifying the mean difference between the right and left rear foot turning kick before and after 12-week visual and auditory group training.BR Second, the results before and after 12 weeks of visual training were statistically significant (p〈.01) in the reaction time of rear foot turning kick in both left and right foot with the left foot showing 0.827 seconds before training and 0.685 seconds after training and with the right foot showing 0.828 seconds before training and 0.706 seconds after training.BR Third, the results before and after 12 week auditory training did not show statistically significant difference (p〈.05) in the reaction time of rear foot-torso-turning kick in both left and right foot.BR Fourth, the verification results of physical fitness before and after 12 week visual training did not show statistically significant difference (p〈.05) in standing long jump and standing broad jump for explosive muscular training as well as in standing on one leg with eyes closed for balancing, however, in SEMO test for agility, there was statistically significant difference with 10.93 seconds before training and 10.49 seconds after training, and in Soda Pop test for coordination there was statistically significant difference with 6.01seconds before training and 4.94 seconds after training (p〈.05).BR Fifth, the differences in the verification results of physical fitness before and after 12 week visual training were not statistically significant (p〈.05) in all the tested physical fitness events such as standing long jump and standing broad jump for explosive muscular training, SEMO test for agility and Soda Pop test for coordination.

Visual and audio emotion processing training for outpatients with schizophrenia: an integrated multisensory approach

ABSTRACTDeficits in emotion processing (EP) represent a target of rehabilitation in schizophrenia, as they have been related to poor personal and social functioning. To date neither the relationship between these deficits and the generalised cognitive impairment, nor the involvement of specific mechanisms of perception (visual or auditory) are fully comprehended. We developed two treatments targeting EP, through visual or auditory channels, with the aim of disentangling possible differences and/or interactions between the two modalities in schizophrenia-related impairments, also taking into account the role of cognition and social functioning. Thirty five outpatients with schizophrenia were assessed for neurocognition, social functioning and EP (visual and auditory channel) and participated in either visual or auditory EP training or in an active control group. Results showed a significant improvement in EP through the specific channel trained for both groups, with an extended effect also on vocal stimuli for the visual training group. Positive correlations were found between working memory, social functioning and EP. Our findings help to shed light on the possible different involvement of perceptual channels in schizophrenia, as well as supporting previous evidence that emotion recognition may be inter-related but does not overlap with neurocognition and can be specifically trained.

Effects of audio-visual training on the identification of English /r/ and /l/ by Japanese speakers

Two groups of Japanese speakers were trained to identify AE /r/ and /l/ using two different types of training: audio visual and auditory only. In audiovisual training, a movie of the talker’s face was presented together with the auditory stimuli, whereas only auditory stimuli were presented in audio-only training. Improvement in /r/–/l/ identification from pretest to post-test on three types of tests (audio-only, visual only and audiovisual) did not differ substantially across the two training groups. Interestingly, the audio-only group showed improved identification in the visual-only tests, suggesting that training in the auditory domain transferred to the visual domain. A McGurk-type test using /r/ and /l/ stimuli with conflicting audio and visual information was also conducted. Identification accuracies on this test showed a greater effect of conflicting visual information at post-test than at pretest for the audio–visual training group, but not for the audio-only training group, suggesting that audio-visual training facilitated integration of auditory and visual information. Taken together, these results suggest that the internal representation of second-language phonetic categories incorporates both auditory and visual information. Implications for theories of perceptual learning and phonological development will be discussed.

Visual and Auditory Training with the Cloze Procedure to Improve Reading and Listening Comprehension

PRESENTS THE RESULTS of an experiment testing the effectiveness of individualized training with the cloze procedure to improve reading and listening comprehension. The study used 4 groups of 20 third graders who were below average in reading. Two experimental groups were trained individually with the cloze procedure using visual and auditory modes of presentation respectively. One control group received an individualized oral reading program and the other control group remained in the regular classroom. The effects of the training were measured with the reading and listening comprehension subtests of the Durrell Listening-Reading Series and 2 cloze procedure post tests, one presented orally and the other visually. The visual training produced significant group effects in listening and reading comprehension as measured by the Durrell and cloze procedure post tests. The auditory training group showed significant effects on the Durrell listening comprehension test and on both cloze post tests. There was also a significant interaction effect resulting from the visual training group scoring higher on the reading comprehension than on the listening comprehension subtest and the auditory training group scoring higher on the listening comprehension subtest than on the reading comprehension subtest.