Search results for "Spatial Ability"
showing 10 items of 24 documents
Representational Bias in the Radial Axis in Children With Dyslexia: A Landmarks Alignment Study.
2018
To better identify the distinctive characteristics of space representation in the radial dimension, we have proposed a new paradigm: the landmarks alignment task where two parallel aluminum bars were radially presented. Children had to move a landmark along one bar and place it at the same location as the reference landmark placed by the examiner on the parallel bar. The major interest of this task was its capacity to assess space representation in the radial dimension when considering a spatial landmark that oriented the subject’s attention toward the orthogonal dimension. The most important result showed that in the radial dimension children with dyslexia exhibited a forward bias on the …
Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5-Year Longitudinal Study.
2018
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children were identified on the basis of their mathematics performance between first and fourth grades with latent class growth modeling. Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA. The finding highlights the importance of monitoring mathematical development across the ea…
Do mental processes share a domain-general resource?
2010
What determines success and failure in dual-task situations? Many theories propose that the extent to which two activities can be performed concurrently depends on the nature of the information involved in the activities. In particular, verbal and visuospatial activities are thought to be fueled by distinct resources, so that interference occurs between two verbal activities or two visuospatial activities, but little or no interference occurs between verbal and visuospatial activities. The current study examined trade-offs in four dual-task situations in which participants maintained verbal or visuospatial information while concurrently processing either verbal or visuospatial information.…
Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge
2013
Utilizing a longitudinal sample of Finnish children (ages 6-10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in kindergarten, predicted the level of arithmetic in first grade, and later growth through third grade. Study 2 (n = 378) further showed that these associations were mediated by counting sequence knowledge measured in first grade. These studies add to the literature by demonstrating the importance of written language for arithmetic development. The findings are …
Across space and time : infants learn from backward and forward visual statistics
2016
International audience; This study investigates whether infants are sensitive to backward and forward transitional probabilities within temporal and spatial visual streams. Two groups of 8-month-old infants were familiarized with an artificial grammar of shapes, comprising backward and forward base pairs (i.e. two shapes linked by strong backward or forward transitional probability) and part-pairs (i.e. two shapes with weak transitional probabilities in both directions). One group viewed the continuous visual stream as a temporal sequence, while the other group viewed the same stream as a spatial array. Following familiarization, infants looked longer at test trials containing part-pairs th…
Working memory, intelligence and knowledge base in adult persons with intellectual disability
2002
Abstract Previous studies have suggested that performance in working memory (WM) tasks is deficient in all etiologies and at all levels of intellectual disability (ID). Knowledge about WM structure, cognitive processes reflected in WM tasks, or the long-term memory contribution to WM capacity in ID is, however, not satisfactory. In the present study, WM capacity, WM task requirements, as well as effects between WM, skills, knowledge base, and intelligence were explored in two groups with matched fluid intelligence: adult persons with ID and normally developing children aged 3–6 years. The ID Group performed equally well as the children in WM tasks based on familiar semantic information and …
Static and animated presentations in learning dynamic mechanical systems
2009
Abstract In two experiments, we investigated how learners comprehend the functioning of a three-pulley system from a presentation on a computer screen. In the first experiment (N = 62) we tested the effect of static vs. animated presentations on comprehension. In the second experiment (N = 45), we tested the effect of user-control of an animated presentation on comprehension. In both experiments the participants were university students. Comprehension was measured with a test including three comprehension indicators. The first experiment indicated that an animation as well as integrated sequential static frames enhanced comprehension. The second experiment showed that a controllable animati…
Children's Reading of Printed Text and Hypertext with Navigation Overviews: The Role of Comprehension, Sustained Attention, and Visuo-Spatial Abiliti…
2012
Hypertexts include new structural features, such as navigable graphical overviews, that dramatically change the way students interact with texts. Nevertheless, at school students traditionally practice literacy skills appropriate for reading and comprehending printed texts. We explored the possibility that those skills might not be the same as the ones required to master hypertext reading. Specifically, we tested the hypothesis that hypertext structural features, such as navigable graphical overviews, might scaffold students with low comprehension and sustained-attention abilities, but demand higher involvement of visuo-spatial skills. Results from a group of 6th-grade students only partia…
Benefits of learning technologies in medical training, from full-scale simulators to virtual reality and multimedia presentations
2010
The rapid growth of technology provides a wide range of new learning tools such as multimedia presentations of materials, interactive animated images for anatomy learning, 3-D models, full-scale (FS) patient simulators, and microworld training software, which are virtual reality tools that include high-level interactive haptic properties. These new learning approaches have been recently used in medical training and education.
The Development of Visuo-spatial Memory: How to Remember Location
1992
Recent studies on developmental differences in spatial memory have reported equivocal results. Some found an age-dependent improvement of memory performance whereas others did not. The two studies reported here investigate age differences in memory for visual-spatial information. A picture reconstruction task with simultaneous presentation of scene-like visual-spatial arrangements was used. Subjects had to recognise objects and to reconstruct the initial spatial arrangement. The first study with 5to 10year-olds produced the typical age-dependent improvement in recognising visual material as well as in remembering the locations of specific objects. No effect for age was obtained in memory f…