Devices for visually impaired people: High technological devices with low user acceptance and no adaptability for children

Gori, Monica; Cappagli, Giulia; Tonelli, Alessia; Baud-Bovy, Gabriel; Finocchietti, Sara

doi:10.1016/j.neubiorev.2016.06.043

Cited by 114 publications

(85 citation statements)

References 90 publications

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“…The participants showed significant improvements that were comparable to those of the sighted participants. In agreement with above results, two review studies presented both impaired and enhanced spatial skills of blind individuals across experimental tasks (Cuturi et al 2016; Gori et al 2016). A recent review study that Schinazi et al (2016) conducted suggested that the differences observed could largely be due to the variations in the abilities, strategies taken, and mental representations of the blind individuals.…”

Section: Introductionsupporting

confidence: 82%

Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals

et al. 2017

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Cross-modal learning requires the use of information from different sensory modalities. This study investigated how the prior visual experience of late blind individuals could modulate neural processes associated with learning of sound localization. Learning was realized by standardized training on sound localization processing, and experience was investigated by comparing brain activations elicited from a sound localization task in individuals with (late blind, LB) and without (early blind, EB) prior visual experience. After the training, EB showed decreased activation in the precuneus, which was functionally connected to a limbic-multisensory network. In contrast, LB showed the increased activation of the precuneus. A subgroup of LB participants who demonstrated higher visuospatial working memory capabilities (LB-HVM) exhibited an enhanced precuneus-lingual gyrus network. This differential connectivity suggests that visuospatial working memory due to the prior visual experience gained via LB-HVM enhanced learning of sound localization. Active visuospatial navigation processes could have occurred in LB-HVM compared to the retrieval of previously bound information from long-term memory for EB. The precuneus appears to play a crucial role in learning of sound localization, disregarding prior visual experience. Prior visual experience, however, could enhance cross-modal learning by extending binding to the integration of unprocessed information, mediated by the cognitive functions that these experiences develop.Electronic supplementary materialThe online version of this article (doi:10.1007/s10548-017-0549-z) contains supplementary material, which is available to authorized users.

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Section: Introductionsupporting

confidence: 82%

Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals

et al. 2017

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“…Indeed while for sighted individuals the visual feedback represents the most important incentive for actions and thus for the development of mobility and social skills (Gori et al, 2016), visually impaired individuals strongly rely on auditory landmarks to encode spatial and social information. To our knowledge, to date there have been no previous studies on spatial hearing in young visually impaired children that directly assessed the role of residual vision on the development of auditory localization in static and dynamic conditions.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Early Visual Deprivation on Spatial Hearing: A Comparison between Totally and Partially Visually Deprived Children

Cappagli

Finocchietti

Cocchi³

et al. 2017

Front. Psychol.

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The specific role of early visual deprivation on spatial hearing is still unclear, mainly due to the difficulty of comparing similar spatial skills at different ages and to the difficulty in recruiting young blind children from birth. In this study, the effects of early visual deprivation on the development of auditory spatial localization have been assessed in a group of seven 3–5 years old children with congenital blindness (n = 2; light perception or no perception of light) or low vision (n = 5; visual acuity range 1.1–1.7 LogMAR), with the main aim to understand if visual experience is fundamental to the development of specific spatial skills. Our study led to three main findings: firstly, totally blind children performed overall more poorly compared sighted and low vision children in all the spatial tasks performed; secondly, low vision children performed equally or better than sighted children in the same auditory spatial tasks; thirdly, higher residual levels of visual acuity are positively correlated with better spatial performance in the dynamic condition of the auditory localization task indicating that the more residual vision the better spatial performance. These results suggest that early visual experience has an important role in the development of spatial cognition, even when the visual input during the critical period of visual calibration is partially degraded like in the case of low vision children. Overall these results shed light on the importance of early assessment of spatial impairments in visually impaired children and early intervention to prevent the risk of isolation and social exclusion.

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“…Estas relaciones pueden ser explicadas porque durante el desarrollo de la adolescencia las estructuras corticales encargadas de funciones ejecutivas continúan en desarrollo (Giedd, 2008;Kuhn, 2006). Todo ello predispone a reacciones emocionales e impulsivas a los adolescentes (Eshel, Nelson, Blair, Pine, & Ernst, 2007;Maciejewski, van Lier, Branje, Meeus, & Koot, 2015), en vista que en el proceso de regulación emocional las estructuras corticales prefrontales tiene un rol regulador sobre las estructuras subcorticales (Carver, Johnson, & Joormann, 2008;Guyer, Silk, & Nelson, 2016).…”

Section: Discussionunclassified

Estructura Interna del Cognitive Emotion Regulation Questionnaire (CERQ-18) en una Muestra de Adolescentes Peruanos

Navarro-Loli¹,

Domínguez-Lara²,

Medrano³

2020

REV IBEROAM DIAGN EV

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ResumenEl presente estudio tuvo como objetivo identificar las evidencias de validez de la estructura interna y en relación con otras variables del Cognitive Emotion Regulation Questionnaire (CERQ-18) en adolescentes peruanos. La muestra fue de 255 adolescentes entre los 13 y 19 años (Medad 15.494, DEedad=1.192) de una Institución Educativa pública del distrito de Ventanilla (Perú). Los instrumentos utilizados fueron el CERQ-18 y el Inventario de Depresión Estado/Rasgo. Se plantearon cuatro hipótesis estructurales que fueron evaluados mediante un análisis factorial confirmatorio, incluyendo análisis bifactor. Los resultados indican que el modelo evolucionista representadas por las estrategias automáticas (autoculpa, rumiación, catastrofización) y elaborativas (aceptación, focalización en los planes, reinterpretación positiva, focalización positiva y poner en perspectiva), presentan indicadores satisfactorios, favoreciendo su interpretación, y mostrando relaciones significativas con afecto positivo y negativo. Se concluye que la estructura interna del CERQ-18 en adolescentes es respaldada por el modelo evolucionista. Palabras clave: estrategias cognitivas de regulación emocional, CERQ, validación, adolescentes AbstractThe present study aimed to identify the evidence of validity of the internal structure and in relation to other variables of the Cognitive Emotion Regulation Questionnaire (CERQ-18) in peruvian adolescents. The sample consisted of 255 adolescents between the ages of 13 and 19 (M=15.494, DE=1.192) from a public school of the district of Ventanilla (Peru). The instruments used were the CERQ-18 and the State / Trait Depression Inventory. Four structural hypotheses were proposed, which were evaluated by confirmatory factor analysis, including bifactor analysis. The results indicate that the evolutionary model represented by automatic (self-blame, rumination, catastrophization) and deliberate strategies (acceptance, refocus on planning, positive reappraisal, positive refocusing and putting into perspective), present satisfactory indicators, favoring their interpretation, and showing significant relationships with positive and negative affect. It is concluded that the internal structure of CERQ-18 in adolescents is supported by the evolutionary model.

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Devices for visually impaired people: High technological devices with low user acceptance and no adaptability for children

Cited by 114 publications

References 90 publications

Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals

Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals

The Impact of Early Visual Deprivation on Spatial Hearing: A Comparison between Totally and Partially Visually Deprived Children

Estructura Interna del Cognitive Emotion Regulation Questionnaire (CERQ-18) en una Muestra de Adolescentes Peruanos

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