Motor and Visual-spatial Cognitive Abilities in Children Treated for Infantile Esotropia

2021 ◽  
pp. 003151252110117
Author(s):  
Julia Dillmann ◽  
Claudia Freitag ◽  
Birgit Lorenz ◽  
Kerstin Holve ◽  
Silke Schweinfurth ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Block Design ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Infantile Esotropia ◽  
Motor Abilities ◽  
Visual Spatial ◽  
Increased Risk ◽  
Block Design Subtest

While many studies have investigated links between motor and visual spatial cognitive abilities in typically developing children, only a few studies have tested this link among children with innate handicaps. Therefore, we assessed motor abilities (using the M-ABC-2) and visual spatial cognitive skills (using the Block Design subtest of the WPPSI-III and a picture mental rotation task, PRT) of 5-7 year old typically developing children (n= 17) and same-aged children with severe deficits in stereopsis due to infantile esotropia (n= 17). Compared to the typically developing children, children with esotropia showed significantly poorer motor performances, especially in manual dexterity and ball skills, and significantly poorer and slower performance on the visual spatial cognitive tasks. Especially the girls treated for infantile esotropia needed more time to mentally rotate the pictures of the PRT correctly. Overall, this study showed that perceptual, motor and cognitive processes are interconnected and that children treated for infantile esotropia had an increased risk of motor and visual spatial cognitive deficits.

scholarly journals Motor and cognitive functioning in children treated for idiopathic clubfoot at the age of 3 years

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Julia Dillmann ◽  
Gudrun Schwarzer ◽  
Christian-Dominik Peterlein
Keyword(s):  
Cognitive Functioning ◽  
Motor Development ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Fine Motor ◽  
Idiopathic Clubfoot ◽  
Gross Motor ◽  
Motor Functioning ◽  
Visual Spatial ◽  
Increased Risk

Abstract Background Several studies have investigated motor and cognitive skills in infants as well as gross motor abilities in schoolchildren treated for congenital idiopathic clubfoot, mostly indicating specific impairments in those children. However, until now, little is known about the motor and cognitive abilities of preschool children treated for idiopathic clubfoot. Thus, it was the aim of this study to examine gross motor, fine motor and cognitive skills of 3-year-old-children treated for idiopathic clubfoot. Method We tested gross motor, fine motor and cognitive functioning of 10 children treated for idiopathic clubfoot and 10 typically developing children at the age of 40 months (SD = 1) with the Bayley Scales of Infant and Toddler Development. Results The children treated for idiopathic clubfoot showed a slight delay in gross motor development. In particular, they demonstrated difficulties in tiptoeing, walking upstairs and walking downstairs. Moreover, we found some slight deficits in cognitive development, particularly in visual-spatial memory. Discussion Children treated for idiopathic clubfoot appear to have an increased risk of gross motor and spatial cognitive deficits. Orthopedic pediatrics should incorporate measures of gross motor functioning, for example tiptoeing, in their orthopedic setting. Moreover, future studies are needed to clarify whether the observed deficits persist through childhood. If so, some kind of a motor training for children with idiopathic clubfoot might be required.

scholarly journals Switching between the Forest and the Trees: The Contribution of Global to Local Switching to Spatial Constructional Abilities in Typically Developing Children

2020 ◽  
Vol 10 (12) ◽  
pp. 955
Author(s):  
Isa Zappullo ◽  
Luigi Trojano ◽  
Roberta Cecere ◽  
Gennaro Raimo ◽  
Monica Positano ◽  
...  
Keyword(s):  
Local Level ◽  
Block Design ◽  
Building Blocks ◽  
Local Processing ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Complex Figure ◽  
Construction Tasks ◽  
Switching Task ◽  
Spatial Construction

Background: Spatial analysis encompasses the ability to perceive the visual world by arranging the local elements (“the trees”) into a coherent global configuration (“the forest”). During childhood, this ability gradually switches from a local to a global precedence, which contributes to changes in children’s spatial construction abilities, such as drawing or building blocks. At present, it is not clear whether enhanced global or local processing or, alternatively, whether switching between these two levels best accounts for children’s spatial constructional abilities. Methods: We assessed typically developing children 7 to 8 years old on a global/local switching task and on two widely used spatial construction tasks (the Rey–Osterrieth Complex Figure and the Block Design test). Results: The ability to switch from global to local level, rather than a global or a local advantage, best accounted for children’s performance on both spatial construction tasks. Conclusions: The present findings contribute to elucidate the relationship between visual perception and spatial construction in children showing that the ease with which children switch perception from global to local processing is an important factor in their performance on tasks requiring complex drawing and block assembling.

The Use of Hand Gestures to Communicate About Nonpresent Objects in Mind Among Children With Autism Spectrum Disorder

2015 ◽  
Vol 58 (2) ◽  
pp. 373-382 ◽  
Author(s):  
Wing-Chee So ◽  
Ming Lui ◽  
Tze-Kiu Wong ◽  
Long-Tin Sit
Keyword(s):  
Autism Spectrum Disorder ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Spatial Skills ◽  
Typically Developing Children ◽  
Visual Spatial ◽  
Children With Asd

Purpose The current study examined whether children with autism spectrum disorder (ASD), in comparison with typically developing children, perceive and produce gestures to identify nonpresent objects (i.e., referent-identifying gestures), which is crucial for communicating ideas in a discourse. Method An experimenter described the uses of daily-life objects to 6- to 12-year-old children both orally and with gestures. The children were then asked to describe how they performed daily activities using those objects. Results All children gestured. A gesture identified a nonpresent referent if it was produced in the same location that had previously been established by the experimenter. Children with ASD gestured at the specific locations less often than typically developing children. Verbal and spatial memory were positively correlated with the ability to produce referent-identifying gestures for all children. However, the positive correlation between Raven's Children Progressive Matrices score and the production of referent-identifying gestures was found only in children with ASD. Conclusions Children with ASD might be less able to perceive and produce referent-identifying gestures and may rely more heavily on visual–spatial skills in producing referent-identifying gestures. The results have clinical implications for designing an intervention program to enhance the ability of children with ASD to communicate about nonpresent objects with gestures.

scholarly journals Importance of language for children’s theory of mind: Comparison of verbal and nonverbal theory of mind tasks

Psihologija ◽  
2020 ◽  
pp. 23-23
Author(s):  
Sanja Simlesa ◽  
Kaja Hacin ◽  
Maja Cepanec ◽  
Jasmina Ivsac-Pavlisa
Keyword(s):  
Theory Of Mind ◽  
Language Comprehension ◽  
Cognitive Skills ◽  
Mental States ◽  
False Belief ◽  
Hierarchical Regression ◽  
Typically Developing ◽  
Typically Developing Children ◽  
The Past ◽  
Verbal Tasks

The ability to attribute mental states to oneself and others, known as the theory of mind (ToM), has been widely researched over the past 40 years, along with its relation to language comprehension. However, a majority of the research on the relation between ToM and language used only verbal tasks assessing false belief understanding as a measure of ToM. Therefore, this study aimed to analyze the relation between language and ToM, using a larger battery of ToM measures, with different language demands. A total of 203 typically developing children between 46 and 68 months of age, with average nonverbal cognitive skills, were assessed using language comprehension and ToM tasks. The language aspect was assessed using the Reynell Developmental Language Scales (Language Comprehension scale A). To assess ToM, verbal and non-verbal tasks were taken from the ToM subtest of the NEPSY-II. Results indicated a significant correlation between language comprehension and verbal and non-verbal ToM measures. Hierarchical regression showed that language comprehension was a significant predictor for children's performance on both verbal and non-verbal ToM tasks. Specifically, language comprehension affected ToM, regardless of the language demands of the ToM tasks. However, language comprehension was a stronger predictor for verbal than non-verbal ToM tasks. The results of this study contribute to the view that the relation between language and ToM is fundamental and exceeds the features of specific tasks.

Mathematics skills in good readers with hydrocephalus

2002 ◽  
Vol 8 (1) ◽  
pp. 72-82 ◽  
Author(s):  
MARCIA A. BARNES ◽  
SARAH PENGELLY ◽  
MAUREEN DENNIS ◽  
MARGARET WILKINSON ◽  
TRACEY ROGERS ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Procedural Knowledge ◽  
General Knowledge ◽  
Typically Developing ◽  
Math Skills ◽  
Good Readers ◽  
Visual Spatial ◽  
Mathematics Skills ◽  
Applied Math ◽  
Fact Retrieval

Children with hydrocephalus have poor math skills. We investigated the nature of their arithmetic computation errors by comparing written subtraction errors in good readers with hydrocephalus, typically developing good readers of the same age, and younger children matched for math level to the children with hydrocephalus. Children with hydrocephalus made more procedural errors (although not more fact retrieval or visual–spatial errors) than age-matched controls; they made the same number of procedural errors as younger, math-level matched children. We also investigated a broad range of math abilities, and found that children with hydrocephalus performed more poorly than age-matched controls on tests of geometry and applied math skills such as estimation and problem solving. Computation deficits in children with hydrocephalus reflect delayed development of procedural knowledge. Problems in specific math domains such as geometry and applied math, were associated with deficits in constituent cognitive skills such as visual spatial competence, memory, and general knowledge. (JINS, 2002, 8, 72–82.)

scholarly journals Acquisition of Motor and Cognitive Skills through Repetition in Typically Developing Children

PLoS ONE ◽  
2016 ◽  
Vol 11 (7) ◽  
pp. e0158684 ◽  
Author(s):  
Sara Magallón ◽  
Juan Narbona ◽  
Nerea Crespo-Eguílaz
Keyword(s):  
Cognitive Skills ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals Study on Contribution of Genetic and Environment to Perceptual Cognitive Skills of Twins

2020 ◽  
pp. 70-76
Author(s):  
Annu . ◽  
Bimla Dhanda
Keyword(s):  
Study Design ◽  
Cognitive Abilities ◽  
Twin Study ◽  
Cognitive Skills ◽  
Block Design ◽  
Monozygotic Twins ◽  
Heritability Estimate ◽  
Wide Range ◽  
Picture Completion ◽  
Heritability Estimates

The contribution of genetic was ranging from 50-65% in the variations of perceptual cognitive skills of twins. The current twin study design elucidated the contribution of genetic and environment to a wide range of perceptual cognitive skills. To conduct twin study, 100 pairs of twins from two districts namely; Bhiwani (N = 90) and Hisar (N = 110) of Haryana State were taken. Genetic and environmental influences were assessed in twin study design. The perceptual cognitive skills of twins were measured using the Wechsler Intelligence Scale for Children- Revised (WISC-R). Heritability estimate was used to examine the genes contributed to shape the cognitive skills of twins. The result of heritability estimates revealed that the heritability estimates of perceptual cognitive skills namely picture completion, picture arrangement, block design and object assembly in Bhiwani district were 63%, 57%, 61% and 60% and in Hisar district were 54%, 52%, 58% and 56% respectively. The findings clearly elucidated that the perceptual cognitive skills were more influenced by genetic background than the environmental factors. The monozygotic twins were more correlated in their general cognitive abilities than the dizygotic twins.

scholarly journals Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach

2011 ◽  
Vol 17 (3) ◽  
pp. 431-444 ◽  
Author(s):  
Marcia A. Barnes ◽  
Allison Stubbs ◽  
Kimberly P. Raghubar ◽  
Alba Agostino ◽  
Heather Taylor ◽  
...  
Keyword(s):  
Spina Bifida ◽  
Motor Skill ◽  
Neurodevelopmental Disorder ◽  
Vocabulary Knowledge ◽  
Fine Motor ◽  
Typically Developing ◽  
Fine Motor Skill ◽  
Motor Abilities ◽  
Visual Spatial ◽  
Object Based

AbstractPreschoolers with spina bifida (SB) were compared to typically developing (TD) children on tasks tapping mathematical knowledge at 36 months (n = 102) and 60 months of age (n = 98). The group with SB had difficulty compared to TD peers on all mathematical tasks except for transformation on quantities in the subitizable range. At 36 months, vocabulary knowledge, visual–spatial, and fine motor abilities predicted achievement on a measure of informal math knowledge in both groups. At 60 months of age, phonological awareness, visual–spatial ability, and fine motor skill were uniquely and differentially related to counting knowledge, oral counting, object-based arithmetic skills, and quantitative concepts. Importantly, the patterns of association between these predictors and mathematical performance were similar across the groups. A novel finding is that fine motor skill uniquely predicted object-based arithmetic abilities in both groups, suggesting developmental continuity in the neurocognitive correlates of early object-based and later symbolic arithmetic problem solving. Models combining 36-month mathematical ability and these language-based, visual–spatial, and fine motor abilities at 60 months accounted for considerable variance on 60-month informal mathematical outcomes. Results are discussed with reference to models of mathematical development and early identification of risk in preschoolers with neurodevelopmental disorder. (JINS, 2011, 17, 431–444)

Sign in / Sign up

Export Citation Format

Share Document