Visual spatial skill: A consequence of learning to read?

McBride‐Chang, Catherine; Zhou, Yanling; Cho, Jeung–Ryeul; Aram, Dorit; Levin, Iris; Tolchinsky, Liliana

doi:10.1016/j.jecp.2010.12.003

Cited by 95 publications

(63 citation statements)

References 24 publications

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“…By contrast, individual differences in visual processing (for example, in visuospatial skills) are only occasionally correlated with individual differences in reading acquisition for typically developing children [10][11][12] .…”

Section: Neurotypical Reading Developmentmentioning

confidence: 99%

Sensory theories of developmental dyslexia: three challenges for research

Goswami¹

2014

Nat Rev Neurosci

370

391

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Recent years have seen the publication of a range of new theories suggesting that the basis of dyslexia might be sensory dysfunction. In this Opinion article, the evidence for and against several prominent sensory theories of dyslexia is closely scrutinized. Contrary to the causal claims being made, my analysis suggests that many proposed sensory deficits might result from the effects of reduced reading experience on the dyslexic brain. I therefore suggest that longitudinal studies of sensory processing, beginning in infancy, are required to successfully identify the neural basis of developmental dyslexia. Such studies could have a powerful impact on remediation.

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Section: Neurotypical Reading Developmentmentioning

confidence: 99%

Sensory theories of developmental dyslexia: three challenges for research

Goswami¹

2014

Nat Rev Neurosci

370

391

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“…Cole and Pickering (2010) showed that learning Chinese makes children more flexible in using both visuospatial and phonological encoding strategies for storing and retrieving information from working memory as contrasted to learners of alphabetic orthography who use only phonological strategies. McBride-Chang et al (2011) showed longitudinally that readers of logographic systems outperform readers of alphabetic systems on visual tasks and that learning to read Chinese has a general beneficial effect on visual-spatial reasoning. These findings may explain, at least in part, the fact that eastern nations (i.e., Chinese, Koreans, and Japanese), who use logographic systems of writing (average IQ in the range 105-108), outperform western nations (average IQ in the range 90-100) in measures of intelligence (Lynn and Vanhanen 2006).…”

Section: Cognitive Development-schooling Relationsmentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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“…The visuo-spatial sketchpad operates on spatial and visual information, whereas the phonological loop operates on sound-based or auditory information. Recent research has shown that children's visual spatial skills might be influenced by exposure to orthography in literacy-related environments and might differ across cultures according to the type of orthographic script used by a child's language (McBride-Chang et al, 2011). The phonological loop, on the other hand, is specialized for and actively involved in the processing and retention of verbal information, in the form of speech sounds or phonemes (Alloway, Gathercole, Willis, & Adams, 2004;Baddeley, Gathercole, & Papagno, 1998) and is related to phonological awareness skills and vocabulary development (Alloway et al, 2004;Baddeley, 1996Baddeley, , 2003Baddeley et al, 1998;Hecht, Torgesen, Wagner, & Rashotte, 2001).…”

mentioning

confidence: 99%