Visual and spatial working memory skills implicated in copying and drawing from memory of the Rey-Osterrieth Complex Figure: What relationship in school-aged children?

Fastame, Maria Chiara

doi:10.1016/j.cogdev.2019.100826

Cited by 4 publications

(8 citation statements)

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“…To further investigate performance in the ROCFT, we also taken into account the role of the underlying visuospatial processes. Our correlational analysis suggested positive significant correlations between ROCFT (both copy and recall) and all the other visuospatial measures in the ASD group, whereas for the TD group positive correlations emerged between ROCFT (both copy and recall) and visuospatial processing, visual perception and spatial‐simultaneous WM (Fastame, 2020; Senese et al, 2015; Trojano et al, 2004; Van Gilder et al, 2021). Additionally, we examined the association between the hypothesized visuospatial predictors (manual dexterity, perceptual abilities, mental rotation skills, visuospatial WM and visuospatial processing) and ROCFT performance, considering the copy and recall conditions separately, and also checked for a predictive role of age and group.…”

Section: Discussionmentioning

confidence: 74%

“…Visuospatial organization and drawing abilities are closely related to the maturation of other cognitive visuospatial skills, such as visuomotor coordination, perceptual abilities, mental rotation skills and working memory (WM) (Morra & Panesi, 2017; Panesi & Morra, 2016; Trojano et al, 2004; Van Gilder et al, 2021). This applies to an individual's performance in both copy and recall in the ROCFT, in which these abilities have revealed an important role (Fastame, 2020; McManus et al, 2010; Senese et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The role of different visuospatial WM components in predicting ROCFT performance in TD children was underscored in a subsequent study showing that active visual WM predicted copying accuracy in the ROCFT, while copying performance and active spatial‐simultaneous WM abilities accounted for recall accuracy (Fastame, 2020). Trojano et al (2004) found that some simple visual perception and visuospatial processing tasks, including line orientation judgments, significantly correlate with the copy condition when the ROCFT was administered to healthy adults.…”

Section: Introductionmentioning

confidence: 99%

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Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey–Osterrieth complex figure test?

2022

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Visuospatial organization abilities are closely related to other visuospatial processing skills, such as visuomotor coordination, perceptual abilities, mental rotation, and working memory (WM). One task that enables visuospatial organization abilities to be investigated is the Rey-Osterrieth complex figure test (ROCFT). When examining visuospatial functioning, individuals with autism spectrum disorder (ASD) have proved capable of operating both locally and globally, depending on the sub-domain embraced, with a preference for a locallyoriented processing of visuospatial information. The present research aimed to establish whether different underlying visuospatial skills might account for performance in the ROCFT in children and adolescents with ASD, compared with typically developing (TD), by considering the role of local/global visuospatial processing. The study involved 39 participants who have ASD without intellectual disability, and 57 TD aged 8-16 years. The participants were administered tasks assessing visuospatial organization abilities, manual dexterity, visual perception, mental rotation, spatial-sequential, spatial-simultaneous WM, and visuospatial processing. Our results suggest that manual dexterity and visuospatial processing similarly explain performance in both groups, while differences in visuospatial WM account for the two groups' visuospatial organization abilities. Spatialsimultaneous WM predicted performance in copy and recall conditions in the TD group but not in the ASD group, while spatial-sequential WM only did so in the latter group, reinforcing the tendency of children with ASD towards local bias in the visuospatial organization domain. The implications of these findings are discussed. Lay SummaryThe visuospatial organization abilities of children and adolescents with and without autism were compared, considering their underlying visuospatial skills. Visuospatial organization impairments emerged for children with autism, who differed from typically developing children in the underlying visuospatial skills involved. Given the crucial role of visuospatial organization abilities in everyday life, our results could inspire practitioners to develop training interventions that take into account the strengths and weaknesses of individuals with autism.

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Section: Discussionmentioning

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey–Osterrieth complex figure test?

2022

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“…Central executive berkontribusi dalam pembelajaran asosiatif (Sasaki, 2009) dan pembelajaran asosiatif merupakan proses kognitif tingkat tinggi (De Houwer et al, 2016). Sementara informasi visual diproses pada visuo-spatial sketch-pad, misalnya menggunakan strategi menggambar untuk merepresentasikan informasi yang berasal dari ingatan (Fastame, 2020). Komponen episodic buffer mengintegrasikan unit-unit dari informasi verbal dengan phonological loop terkait dengan bahasa (Rudner & Rönnberg, 2008) juga unit dari visual dan spasial (Plancher et al, 2018).…”

Section: Gambarunclassified

Working Memory Vs Inhibitory Control: Peran terhadap Informasi Tidak Relevan sebuah Kajian Neuropsikologi

Siregar

2021

buletinpsikologi

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Studi terdahulu melaporkan bahwa working memory (WM) memainkan peran penting dalam mengabaikan informasi tidak relevan sehingga hanya informasi relevan saja yang bekerja pada sistem working memory. Studi lainnya melaporkan bahwa inhibition control (IC) diperlukan untuk menghambat stimulus yang tidak relevan dan menghambat respons yang tidak dihendaki. WM dan IC adalah dua konstrak kognitif yang berbeda dan keduanya memberikan respons pada informasi tidak relevan. Namun, bagaimanakah dinamika kedua konstrak tersebut merespons informasi tidak relevan? Studi literatur kali ini bermaksud untuk menguraikan: (a) konsep mengenai working memory (WM) dan inhibitory control (IC); (b) mekanisme neural pada informasi yang tidak relevan; (c) mekanisme neural working memory dan inhibitory control pada informasi yang tidak relevan. Studi literatur ini menyimpulkan bahwa kapasitas working memory dan inhibitory control merupakan mekanisme kontrol kognitif terhadap informasi tidak relevan. Prefrontal cortex pada otak teraktivasi ketika working memory dan inhibitory control merespons informasi tidak relevan. Namun, working memory hanya menandai atau mengabaikan informasi tidak relevan sementara inhibitory control menghambat informasi tidak relevan. Inhibitory control memperkuat dan meningkatkan kinerja working memory ketika informasi tidak relevan tidak hanya cukup untuk diabaikan saja.

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“…The ability to temporarily retain and process visual (i.e., information about shape, texture, color) and spatial (i.e, the position of the stimulus in the space) stimuli is crucial for different academic achievements such as geography (e.g., Coluccia et al., 2007), drawing (e.g., Fastame, 2020), mathematics (e.g., Soltanlou et al., 2019). Within the latter learning domain, non-verbal working memory abilities and geometrical expertise attainment are linked, because geometry “involves problem-solving and reasoning about shape, size, the relative position of figures, and the properties of space” (Peng et al., 2016, p. 457).…”

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confidence: 99%

Visuo-spatial mental imagery and geometry skills in school-aged children

Fastame

2021

School Psychology International

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The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils attending primary school. After controlling for age, significant associations were found between non-verbal reasoning abilities and knowledge in geometry (r = .31, p = .013) and geometric problem-solving skills (r = .35, p = .005), respectively. Similarly, using age as covariate, mental imagery abilities were significantly related to geometric knowledge (r = -.28, p < .001) and geometric problem-solving skills (r = -.24, p = .002), respectively. Furthermore, pupils with high visuo-spatial mental imagery abilities outperformed their peers with low visuo-spatial competences in the geometry tasks and further visuo-spatial abilities measure computed by their teachers. Finally, male participants showed better geometry skills than females.

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Visual and spatial working memory skills implicated in copying and drawing from memory of the Rey-Osterrieth Complex Figure: What relationship in school-aged children?

Cited by 4 publications

References 58 publications

Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey–Osterrieth complex figure test?

Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey–Osterrieth complex figure test?

Working Memory Vs Inhibitory Control: Peran terhadap Informasi Tidak Relevan sebuah Kajian Neuropsikologi

Visuo-spatial mental imagery and geometry skills in school-aged children

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