Improvement in Academic Achievement through Enhancement of Perceptual and Sensory Integrative Functioning

1982 ◽  
Vol 3 (2) ◽  
pp. 97-103 ◽  
Author(s):  
Ruth H. Schroeder
Keyword(s):  
Academic Achievement ◽  
Motor Skills ◽  
Sensory Integration ◽  
Sensory Information ◽  
Academic Progress ◽  
First Grade ◽  
Sense Organs ◽  
Academic Problems ◽  
Perceptual Functioning ◽  
Language And Cognition

The interdependence of psychological functions such as motor skills, perception, language, and cognition has been well documented by many (Hebb, Piaget, Kephart, Johnson and Myklebust, Frostig, Ayres, and de Quiros, to name a few). It is also quite well established that disorders of perception are concomitants of early academic problems. It is reported by Crosby and Liston (1976) that at least 10 per cent and perhaps as many as 15 per cent of children entering first grade may have neurologically based problems which will inhibit their academic progress. The process of learning is highly dependent upon adequate perceptual functioning (ability to interpret stimuli from the sense organs) as well as sensory integration (ability to filter, organize and integrate sensory information).

scholarly journals Nonlinear visuoauditory integration in the mouse superior colliculus

2021 ◽  
Author(s):  
Shinya Ito ◽  
Yufei Si ◽  
Alan M. Litke ◽  
David A. Feldheim
Keyword(s):  
Superior Colliculus ◽  
Sensory Integration ◽  
Large Scale ◽  
Temporal Dynamics ◽  
Critical Role ◽  
Sensory Information ◽  
Population Level ◽  
Object Identification ◽  
Response Properties ◽  
The Individual

AbstractSensory information from different modalities is processed in parallel, and then integrated in associative brain areas to improve object identification and the interpretation of sensory experiences. The Superior Colliculus (SC) is a midbrain structure that plays a critical role in integrating visual, auditory, and somatosensory input to assess saliency and promote action. Although the response properties of the individual SC neurons to visuoauditory stimuli have been characterized, little is known about the spatial and temporal dynamics of the integration at the population level. Here we recorded the response properties of SC neurons to spatially restricted visual and auditory stimuli using large-scale electrophysiology. We then created a general, population-level model that explains the spatial, temporal, and intensity requirements of stimuli needed for sensory integration. We found that the mouse SC contains topographically organized visual and auditory neurons that exhibit nonlinear multisensory integration. We show that nonlinear integration depends on properties of auditory but not visual stimuli. We also find that a heuristically derived nonlinear modulation function reveals conditions required for sensory integration that are consistent with previously proposed models of sensory integration such as spatial matching and the principle of inverse effectiveness.

scholarly journals Development of fundamental motor skills in children of a public school in the city of Sao Paulo

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Decio Rodrigues ◽  
Eric Leal Avigo ◽  
Jose Angelo Barela
Keyword(s):  
Public School ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
First Grade ◽  
Chronological Age ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

Change in Computer Access and the Academic Achievement of Immigrant Children

2018 ◽  
Vol 120 (4) ◽  
pp. 1-26
Author(s):  
Ui Jeong Moon ◽  
Sandra L. Hofferth
Keyword(s):  
Academic Achievement ◽  
Digital Divide ◽  
Test Scores ◽  
New Technologies ◽  
Immigrant Families ◽  
First Grade ◽  
The United States ◽  
Computer Access ◽  
Mathematics Test ◽  
At Home

Background/Context Increased interest in the correlates of media devices available to children has led to research indicating that access to and use of technology are positively associated with children's academic achievement. However, the digital divide remains; not all children have access to digital technologies, and not all children can acquire technological literacy. Specifically, immigrant families are known to be slow to adopt new technologies in the increasingly digital society of the United States. Purpose/Objective This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Research Design Using data on 2,139 children in immigrant families from the Early Childhood Longitudinal Study-Kindergarten cohort, this study examined the association between children's gaining access to a computer at home and their reading and mathematics test scores between the late 1990s and the early 2000s. Findings/Results We found that if children had access to a computer during the early elementary school years, they demonstrated increased mathematics test scores later on. Conclusions/Recommendations Three characteristics of computer access are discussed in terms of implications for media popular today, including type of media (old vs. new), featured functions of technology, and timing of availability to children. In particular, the computer's spatial and virtual functions may be likely to translate into improved mathematics skills, especially when access occurs early in kindergarten and first grade. Extra effort is needed to inform immigrant and minority parents about the benefits of new technologies so that their children can access them at home as much as children from nonimmigrant and nonminority families. To lessen the digital divide in children's education, timely financial support and educational information should be provided to parents to encourage early adoption of new media technologies, thus ensuring that immigrant and minority children are not left behind in the digital age.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

scholarly journals The Longitudinal Associations of Fitness and Motor Skills with Academic Achievement

2019 ◽  
Vol 51 (10) ◽  
pp. 2050-2057 ◽  
Author(s):  
HEIDI J. SYVÄOJA ◽  
ANNA KANKAANPÄÄ ◽  
LAURA JOENSUU ◽  
JOUNI KALLIO ◽  
HARTO HAKONEN ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Motor Skills ◽  
Longitudinal Associations
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