Cognitive Processing of Drawing Abilities

Guérin, Fanny; Ska, Bernadette; Belleville, Sylvie

doi:10.1006/brcg.1999.1079

Cited by 77 publications

(62 citation statements)

References 32 publications

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“…9 Current cognitive models propose three combined systems underlying the process of drawing: visual perception, visual imagery, and graphic production, which includes planning and action programming. 8,10 In our patient, the inability to draw cannot be attributed to disturbed visual perception or motor response, because these processes themselves did not evoke any epileptic response. Visual imagery and aspects of planning and action programming are more likely triggers of his epilepsy.…”

Section: Figuring Out Drawing-induced Epilepsymentioning

confidence: 53%

“…Sudden impairment of drawing may represent some form of acute constructional apraxia, which refers to the inability to assemble, build, or draw. 8 Dissociations between writing and other higher functions have already been described. In lesional "ideational agraphia," a patient is unable to write but still has the ability to produce relatively good drawings.…”

Section: Figuring Out Drawing-induced Epilepsymentioning

confidence: 95%

“…Visual imagery and aspects of planning and action programming are more likely triggers of his epilepsy. 8 A functional imaging study on drawing showed bilateral parietal and premotor activation. 9 Although left-handed, our patient was left-hemisphere dominant for language.…”

Section: Figuring Out Drawing-induced Epilepsymentioning

confidence: 99%

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Figuring out drawing-induced epilepsy

Kho

Bergh

Spetgens³

et al. 2006

Neurology

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Section: Figuring Out Drawing-induced Epilepsymentioning

confidence: 53%

Section: Figuring Out Drawing-induced Epilepsymentioning

confidence: 95%

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Figuring out drawing-induced epilepsy

Kho

Bergh

Spetgens³

et al. 2006

Neurology

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“…It was introduced in the early 20th century as an indicator of constructional apraxia (it is characterized by an inability or difficulty to build, assemble, or draw objects despite the patient's understanding of the task, the instructions, and his/her capabilities and willingness to complete it) (Guérin, Ska, & Belleville, 1999). In 1986, Shulman and his colleagues published the first study associating CDT with the screening of elderly patients with cognitive disorders.…”

Section: Methodsmentioning

confidence: 99%

Testing Older Adults for Signs of Age-Related Cognitive Decline: Clock Drawing Test vs.Mini-Mental State Examination

Ghavidel

Fadardi

Sedaghat

et al. 2017

PCP

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Objective: Mini-mental state examination, a nonspecific measure of global cognitive function, and the clock drawing test, a very concise and specific measure of cognitive function, are among the most widely used screening tests for cognitive dysfunction. The present research aimed to examine the correspondence between MMSE and CDT scores. Methods:A total of 70 older adults (mean(SD) age=69.70(6.41) y) were selected by convenience sampling method from two local health centers from the same civil servant area in Mashhad City, Iran. They completed MMSE and CDT tests. Mann-Whitney U test and Spearman correlation were used for analyzing the data. Results:Results showed a significant correlation between CDT and MMSE total score. Also the older adults' performance on MMSE and CDT were significantly related to their level of education and gender, but not age. Conclusion:The correlation between the MMSE and CDT test scores was high. Although one test cannot be replaced for the other, the CDT is a simple test that can be used for fast initial screening of cognitive performance among the elderly.

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“…Drawing has received relatively greater attention in terms of primary research in anatomy education that other artistic methods, with several recent studies investigating the benefits of this particular technique (Ainsworth, Prain, & Tytler, 2011;Backhouse et al, 2017;Balemans, Kooloos, Donders, der Zee, & Catharina, 2016;Lyon et al, 2013;Naug, Colson, & Donner, 2011;Nayak & Kodimajalu, 2010). Learning through drawing has also been investigated in terms of educational neuroscience and cognitive processing (Chamberlain et al, 2014;Guérin, Ska, & Belleville, 1999) and has certain theoretical underpinnings (Petherbridge, 2010). The human body exists in three-dimensions, and so unlike drawing, which produces 2D outputs, modelling techniques can be valuable for creating 3D representations of anatomical structures (Bareither et al, 2013;Cavalcanti de & Martins, 2013;DeHoff, Clark, & Meganathan, 2011;Kooloos, Schepens-Franke, Bergman, Donders, & Vorstenbosch, 2014;Motoike, O'Kane, Lenchner, & Haspel, 2009;Naug et al, 2011;Oh, Kim, & Choe, 2009;Palombi, Pihuit, & Cani, 2011).…”

Section: Tip 2: Choose Your Artistic Methods Wiselymentioning

confidence: 99%

Twelve tips for implementing artistic learning approaches in anatomy education

Keenan¹,

Hutchinson²,

Bell³

2017

MedEdPublish

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To enhance learning and maximise student satisfaction while simultaneously optimising costs and resources within the modern context and environment of integrated anatomy education, it is vital that innovative methods of delivering learning and teaching are considered for implementation into medical curricula. The development of learning processes including observation, visualisation, haptic reasoning and visuospatial ability are strongly associated with the use of artistic approaches. In addition to being crucial for medical student learning of anatomy and other life sciences, such skills are also relevant for training in surgery, clinical observation and diagnosis. The twelve tips outlined here have been identified with the intention of providing guidance for anatomy educators aiming to incorporate innovative creative and artistic approaches into their own teaching practice within medical curricula. These proposals are underpinned by educational theory and recent research that has investigated artistic learning methods in medical education. Recommendations are also based on our personal experiences from both the undergraduate student point of view as well as the academic educator perspective with respect to the usage of creative and artistic learning approaches in anatomy education at Newcastle University.Keywords: Anatomy, Artistic learning methods, Undergraduate medical education Tip 1: Take a scholarly approach When designing and introducing any teaching innovation, in order to provide the best possible educational experience for students, it is important to draw on many aspects of the learning process and environment. To provide a strong pedagogical basis for an artistic learning approach, it is important to identify both the educational theory and research evidence that underpin the practical method. Theories of learning can provide an effective starting point when designing an innovative artistic approach, particularly those that include scope for learning that begins with a basic outline and then gradually builds upon prior knowledge of anatomical structures in order to develop complexity (Ausubel, 2012;Kolb, 1984), a process that can correspond to the production of artwork. Theories of drawing and learning through art (Catterall, 2005;Perkins, 1994;Petherbridge, 2010) can also provide useful insights into the practical educational value of artistic methods. The pedagogical value of artistic methods are primarily related to the motor skills and cognitive processes that are engaged when using such approaches. Research evidence suggests that key elements of observation (Backhouse, Fitzpatrick, Hutchinson, Thandi, & Keenan, 2017;Chamberlain et al., 2014;Jasani & Saks, 2013;Lyon, Letschka, Ainsworth, & Haq, 2013;Moore, Lowe, Lawrence, & Borchers, 2011;Pellico, Friedlaender, & Fennie, 2009) reflection and repetition (Backhouse et al., 2017;Lyon et al., 2013), and visualisation (Pandey & Zimitat, 2007) should be incorporated and emphasised within any artistic learning approach. Haptic (Jones, Minogue, ...

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Cognitive Processing of Drawing Abilities

Cited by 77 publications

References 32 publications

Figuring out drawing-induced epilepsy

Figuring out drawing-induced epilepsy

Testing Older Adults for Signs of Age-Related Cognitive Decline: Clock Drawing Test vs.Mini-Mental State Examination

Twelve tips for implementing artistic learning approaches in anatomy education

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