Showing 3 results for Visual Perception
Mounir Bouzaboul, Zakaria Abidli, Driss Ait Ali, Younes Rami, Jamal Amraoui, Adil Hadri, Amèle El Achhab, Ziri Rabea, Francesco Chirico, Amelia Rizzo, Kavita Batra, Rezvaneh Namazi Yousefi, Łukasz Szarpak, Murat Yildirim, Hicham Khabbache,
Volume 0, Issue 0 (4-2024)
Abstract
Objectives: This study aims to investigate the relationship between visual perception, working memory, and academic performance among middle school students with learning difficulties in the Middle Atlas region of Morocco. Specifically, it examines how these cognitive factors impact academic performance and highlights the importance of neurocognitive evaluation
Methods: We employed the Anoto DP-201 pen, a computerized tool used in neuropsychology, to assess visual perception and working memory. The study involved a sample of middle school students with learning difficulties and a control group. The Rey-Osterrieth Complex Figure Test – Copying Phase (ROCF-A) was utilized to measure accuracy scores in visual perception tasks.
Results: The results revealed that the learning-disabled group had a lower mean accuracy score (59.98 ± 11.34) compared to the control group (66.68 ± 3.72). Statistical analysis using Student's T-test indicated a highly significant difference between the two groups (t = 4.44, p < 0.000), highlighting the disparity in accuracy scores in the ROCF-A copying phase.
Discussion: The findings underscore the critical role of neurocognitive evaluation in identifying students with deficits in visual perception and working memory. This study emphasizes the need for a multidisciplinary diagnostic approach to effectively manage and remediate cognitive challenges in learners with learning difficulties. The use of the Anoto DP-201 pen provides valuable insights into the neurocognitive profiles of students and supports targeted interventions to enhance academic performance.
Malahat Amani, Sabra Poustinch,
Volume 17, Issue 1 (3-2019)
Abstract
Objectives: Paper and pencil exercises are extensively used to enhance children’s visual perceptual skills, while exercises involving volumetric shapes have been neglected. The present study aimed to develop a combined training package, including volumetric shapes and paper and pencil exercises, and to investigate its effectiveness in strengthening the visual perceptual skills of preschool children.
Methods: This was a quasi-experimental study with pre-test post-test and a control group design. The statistical population of the study consisted of preschool children (n:30; age:5-6 years), who were randomly assigned to the control and experimental groups. In the experimental group, the training package reinforcing visual perceptual skills was presented in ten 45-minute sessions in a play and paint framework. In the pre-test and post-test phases, the Frostig developmental test of visual perception was completed by children.
Results: The results suggested that the post-test pre-test differences between the experimental and control groups were significant in terms of the following components: differentiation between object and background, understanding shape stability, the perception of position in space, and the total score of visual perception.
Discussion: Considering the effectiveness of combined training package in strengthening visual perceptual skills, it can be used to facilitate learning in preschool children and reduce visual perceptual deficits in children with learning disabilities.
- Elyas Monfared, - Hojjat Allah Haghgoo, - Ebrahim Pishyareh, - Mohsen Vahedi,
Volume 20, Issue 0 (1-2022)
Abstract
Objectives: In order to rehabilitate cognitive disorders, it is necessary to carefully evaluate cognitive function. Given the variety of assessments, including computerized and functional tests, the aim of this study was to determine whether computerized test scores really reflect a person’s functional ability. In this study, we measured the correlation between computerized and functional evaluation results
Methods: In this cross-section study, 45 people (9 males and 36 females) with multiple sclerosis with an Expanded Disability Score (EDSS) of 1 to 5 were recruited. To assess their cognitive function, the CANTAB tests (SOC, DMS, and SSP tests) and the Loewenstein Occupational Therapy Cognitive Assessment (LOTCA) battery were used. The data were then processed with SPSS software v. 22.
Results: The results showed that the CANTAB test is well correlated with the LOTCA battery. A high correlation was observed between LOTCA’s “visual perception” with delayed matching to sample (r=0.909), LOTCA’s “spatial perception” with spatial span test (r=0.907), LOTCA’s “visual organization” with stocking of Cambridge (r=0.961), and “mental operations” in LOTCA with “stocking of Cambridge” (r=0.835).
Discussion: Due to the very good convergence of these two tests, in many cases, computerized tests can be used instead of functional tests.
