Deductive Reasoning and Working Memory Skills in Individuals with Blindness

Heled, Eyal; Elul, Noa; Ptito, Maurice; Chebat, Daniel-Robert

doi:10.3390/s22052062

Cited by 7 publications

(11 citation statements)

References 43 publications

(77 reference statements)

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“…Reasoning can be described as the capacity to draw conclusions, manipulate, and modify information. Deductive reasoning is a particular form of advanced cognitive skill that employs verbal, visual, or numeric premises to arrive at a rational outcome ( Heled et al 2022 ). For many decades, cognitive psychologists explored children’s deductive reasoning by asking them to generate logical conclusions based on provided premises (e.g., Franks 1997 ; Gazzo Castañeda et al 2023 ; Markovits et al 1989 ; Newton et al 2010 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In a study by Kaufman and colleagues ( Kaufman et al 2011 ), it was discovered that, at the level of individual age differences, performance on all reasoning tasks exhibited significant correlations and loaded onto a single factor representing deductive reasoning accuracy. There are many studies ( Demetriou et al 2008 ; Józsa et al 2023a ; Heled et al 2022 ) highlighting the importance of age-related changes on students’ meta-cognitive development. Then, in another study about deductive reasoning in children’s school-readiness assessment in Hungary, the authors ( Józsa et al 2023a ) applied the DIFER (Diagnostic System for Assessing Development) test.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The acquisition of deductive reasoning skills in early childhood is a multifaceted and dynamic process, influenced by several factors. Age, as a central developmental marker, has a profound impact on a child’s cognitive growth ( Heled et al 2022 ). It is during these formative years that children embark on a quest to make sense of the world around them.…”

Section: Introductionmentioning

confidence: 99%

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Deductive Reasoning Skills in Children Aged 4–8 Years Old

Józsa,

Oo,

Borbélyová

et al. 2024

J. Intell.

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Young children possess the fundamental deductive reasoning skills for solving their upcoming problems in their daily lives. These skills are of great importance for their school readiness and academic development. Therefore, this study aimed to explore the age differences and predictive variables of deductive reasoning skills in young Hungarian children aged 4–8 years old who reside in Hungary and Slovakia. Face-to-face data were collected from 3050 participants. The instrument of deductive reasoning skills assessment was extracted from the school readiness test, DIFER (Diagnostic System for Assessing Development). Utilizing various statistical analyses with R, AMOS, and MPlus8 packages, it was found that there were significant differences in young children’s deductive reasoning skills across countries and age groups. Parents’ education levels had significant positive relationships with children’s deductive reasoning skills development. And the variables of country and age were identified as significant predictors of children’s deductive reasoning skills. And children’s family background variables such as parental education played a significant role in predicting children’s deductive reasoning skills in Hungary. The implications of this study emphasize the importance of educational contexts, parental involvement, cross-cultural exchange, and further research, with the potential to enhance young children’s educational experiences and prospects in Hungary, Slovakia, and beyond.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Deductive Reasoning Skills in Children Aged 4–8 Years Old

Józsa,

Oo,

Borbélyová

et al. 2024

J. Intell.

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“…This suggests that learners with visual impairment have the potential to perform well academically. Another study revealed that the verbal reasoning abilities of learners with visual impairment do differ (Heled, et al, 2022). Taking this into consideration could be helpful before developing any intervention strategies.…”

Section: Introductionmentioning

confidence: 99%

Challenges Experienced by Learners With Visual Impairment on High-Stake Assessment

Matobako¹,

Molahloe²

2023

AJSE

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Recent studies show that there is a very low enrolment rate of learners with special educational needs (LSEN) in institutions of higher learning locally. This might be because most LSEN attain low achievement scores in the terminal examinations which make them not meet the admission requirements of such institutions. Consequently, the number of professionals with disabilities would then be very meager. There might be a wide range of contributing factors that turn out to be realized at the terminal examinations stage even though the root causes could have been identified and dealt with at the earlier grades. The extreme manifestation of this challenge occurred when the 2017 cohort of learners with visual impairment in one regular school attained a 100% fail rate in Junior Certificate examinations. This definitely calls for investigating the reasons that led to this unfavourable outcome. The paper aims at presenting the facts from the perspective of learners due to their direct involvement in this issue. Data was generated from the interviews conducted with three visually impaired learners. Data were analyzed using social justice education theories and capability framework. There are two main findings revealed in this study. Firstly, learners were not involved in deciding on the format of the question paper they preferred. Secondly, it was indicated that the terminal examination did not align with both instructional practice and formative assessment. This article recommends that learners should be involved in decision-making concerning their welfare. Apart from that, summative assessment should be aligned with instructional practice.

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“…During later stages of brain development, however, extensive training using touch and sound enables CB people to develop impressive skills that are linked to cross-modal activations of primary visual areas ( Ptito et al, 2005 ; Merabet and Pascual-Leone, 2010 ; Voss et al, 2010 ; Kupers and Ptito, 2014 ). For example, CB possess enhanced verbal memory ( Amedi et al, 2003 ), working memory ( Heled et al, 2022 ), perceptual ( Voss et al, 2004 ; Chebat et al, 2007 ; Arnaud et al, 2018 ), attention ( Collignon et al, 2006 ), and cognitive ( Fortin et al, 2008 ; Kupers et al, 2010 ; Chebat et al, 2015 , 2017 ) skills compared to their sighted counterparts. This cross-modal recruitment keeps the primary visual cortex functional despite visual disuse for non-visual tasks ( Amedi et al, 2003 ; Gougoux et al, 2005 ; Stevens et al, 2007 ; Jiang et al, 2009 ; Kupers and Ptito, 2014 ; Silva et al, 2018 ; Ptito et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Gyrification in relation to cortical thickness in the congenitally blind

Arend

Yuen²,

Yizhar³

et al. 2022

Front. Neurosci.

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Greater cortical gyrification (GY) is linked with enhanced cognitive abilities and is also negatively related to cortical thickness (CT). Individuals who are congenitally blind (CB) exhibits remarkable functional brain plasticity which enables them to perform certain non-visual and cognitive tasks with supranormal abilities. For instance, extensive training using touch and audition enables CB people to develop impressive skills and there is evidence linking these skills to cross-modal activations of primary visual areas. There is a cascade of anatomical, morphometric and functional-connectivity changes in non-visual structures, volumetric reductions in several components of the visual system, and CT is also increased in CB. No study to date has explored GY changes in this population, and no study has explored how variations in CT are related to GY changes in CB. T1-weighted 3D structural magnetic resonance imaging scans were acquired to examine the effects of congenital visual deprivation in cortical structures in a healthy sample of 11 CB individuals (6 male) and 16 age-matched sighted controls (SC) (10 male). In this report, we show for the first time an increase in GY in several brain areas of CB individuals compared to SC, and a negative relationship between GY and CT in the CB brain in several different cortical areas. We discuss the implications of our findings and the contributions of developmental factors and synaptogenesis to the relationship between CT and GY in CB individuals compared to SC. F.

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Deductive Reasoning and Working Memory Skills in Individuals with Blindness

Cited by 7 publications

References 43 publications

Deductive Reasoning Skills in Children Aged 4–8 Years Old

Deductive Reasoning Skills in Children Aged 4–8 Years Old

Challenges Experienced by Learners With Visual Impairment on High-Stake Assessment

Gyrification in relation to cortical thickness in the congenitally blind

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