Basic visual perceptual processes in children with typical development and cerebral palsy: The processing of surface, length, orientation, and position

Schmetz, Emilie; Magis, David; Detraux, Jean-Jacques; Barisnikov, Koviljka; Rousselle, Laurence

doi:10.1080/09297049.2018.1441820

Cited by 10 publications

(9 citation statements)

References 35 publications

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“…For example, position errors, e.g. selecting blocks from the wrong place, were more common in the younger children of the CP group, indicating visual spatial memory difficulties, whilst the older children in the CP group were more likely to have problems with sequencing skills (also see Schmetz et al, 2018). Corsi type tasks are of relevance to mathematical ability as the visual spatial sketchpad may be used as a 'mental blackboard' (Baddeley, 2007) when distinguishing between different mathematical forms and shape, as well as retaining previous visual information (see Hubber, Gilmore, & Cragg, 2014).…”

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

“…Researchers comment on the paucity of investigations into numerical and arithmetic abilities of children with CP particularly those involving aspects of visual-spatial perception (Schmetz, Magis, Detraux, Barisnikov, & Rousselle, 2018;van Rooijen et al, 2012). Available research has shown that children with CP are more likely to experience difficulties with mathematical learning than TD children (Frampton, Yude, & Goodman, 1998), and a small number of studies have highlighted that children with CP are often delayed in acquiring numerical skills such as: subitizing (quantifying sets); counting; and basic arithmetic problem-solving (Jenks, van Lieshout, & de Moor, 2012;van Rooijen et al, 2012).…”

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

“…In these tasks participants identify whether rotated and upright shapes have the same identity (see Fig. 1) (Schmetz et al, 2018). We included this task for three reasons.…”

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

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Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

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A B S T R A C TBackground: Previous research suggests that children with cerebral palsy (CP) have impairments in visual-spatial and mathematics abilities, although we know very little about the association between these two domains. Aims: To investigate the extent of visual-spatial and mathematical impairments in children with CP and the associations between these two domains. Method and Procedure: Thirty-two children with predominantly quadriplegic spastic and/or athetoid (dyskinetic) CP (13 years 7 months) and a group of typically developing (TD) children (8 years 6 months) matched by receptive vocabulary were given a battery of visual-spatial and mathematics tasks. Visual-spatial assessments ranged from simple tests of perception to complex reasoning about these stimuli. A standardised test of mathematics ability was administered to both groups. Outcomes and Results: The children with CP had significantly poorer mathematical and visualspatial abilities than the TD group. For the TD group age was the best predictor of mathematical ability, in the CP group receptive vocabulary and visual perception abilities were the best predictors of mathematical ability. Conclusion and Implications: The CP group had extensive difficulties with visual perception; visual short-term memory; visual reasoning; and mental rotation all of which were associated with their mathematical abilities. These findings have implications for the teaching of visual perception and visual memory skills in young children with CP as these may help the development of mathematical abilities. What this paper addsResults supported and extended previous research. Children with CP, in comparison with a TD group, were found to have impairments to visual-spatial perception including processing information in visual short-term memory, in mental rotation tasks and in matrices reasoning tasks. The CP group also had significantly poorer mathematical abilities than the TD group. We provide additional information about the presence of significant relationships between visual-spatial perceptual abilities and the mathematical abilities of both groups of children. We demonstrated that the CP group showed extensive, significant relationships between visual-spatial tests and their mathematical abilities. These findings suggest the potential importance of teaching and developing visual-spatial https://doi

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Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

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Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

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“…In addition, we observed that fatigue might be a problem, so we decided to split the tasks in three phases, which further lengthened the time of data collection. Moreover, a recent study by Schmetz et al (2018) assessed how basic visual processes progress in 215 children from 4 to 14 years old and in 20 adults. The results showed that processing of surfaces reached maturity by the age of 9–10 years, processing of length and position by the age of 13–14 years, and orientation processing continues to improve beyond the age of 14 years.…”

Section: Methodsmentioning

confidence: 99%

Examining the influence of picture format on children’s naming responses

Martínez

Matute

2019

PeerJ

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Digital photography has facilitated the use of more ecological stimuli than line drawings as experimental stimuli. However, there is lack of evidence regarding the effect of the picture format on children’s naming agreement. The present work investigated whether the format of presentation of the pictures (line drawing or photograph) affects naming task performance in children. Two naming task experiments are reported using 106 concepts depicted both as a photograph and as a matched drawing delineated directly from the photograph. Thirty-eight and thirty-four Spanish-speaking children from 8 to 10 years old participated in Experiment 1 and Experiment 2, respectively. We examined name agreement measures (H index, percentage of modal name, and alternative responses) and subjective scales (familiarity and visual complexity). The results revealed a significant main effect of format in all of the variables except for familiarity, indicating better name agreement indices and higher visual complexity values for the photograph format than for the line drawing format. Additionally, line drawings were more likely to produce alternative incorrect names. The implications of these findings for psychoeducational research and practice are discussed.

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“…Visual perceptual ability is one of the many areas that is often impaired in children with CP. Schmetz et al 2 confirmed that children with CP aged 5-18 years have persistent deficits in visual perception or visual perceptual impairment (VPI) compared to typical children of similar age and nonverbal IQ 2 .…”

Section: Introductionmentioning

confidence: 98%