Relationship between Perception (Input) and Execution (Output)

1969 ◽  
Vol 29 (3) ◽  
pp. 923-934 ◽  
Author(s):  
Douglas Friedrich ◽  
Gerald B. Fuller ◽  
William F. Hawkins
Keyword(s):  
Block Design ◽  
Multiple Choice ◽  
Mentally Retarded ◽  
Motor Tasks ◽  
Choice Procedure ◽  
Visual Motor ◽  
Block Design Subtest

15 brain-damaged and 9 non-brain-damaged retarded Ss were given the following visual-motor tasks: (a) the WISC Block Design subtest, (b) the WISC Block Design multiple-choice procedure presented by Birch and his associates, and (c) the MPD circle-diamond figures, incorporating pencil and block procedures. A combination of the Block Design subtest and the circle-diamond figures was successful in indicating Ss with execution (motor) or integrative dysfunctions. The multiple-choice procedure proved invalid as a technique for differentiating Ss with executive or integrative dysfunctions from Ss with visual perceptual difficulties. The results argue against the commonly held notion that perception is a unitary process. Rather, the findings suggest that failures on visual-motor tasks by mentally retarded Ss result primarily from faulty executive or integrative components.

Visual-Motor Skills and Reading Ability of Deaf Children

1971 ◽  
Vol 33 (1) ◽  
pp. 263-268 ◽  
Author(s):  
Bryan R. Clarke ◽  
Perry T. Leslie
Keyword(s):  
Reading Ability ◽  
Block Design ◽  
Statistical Treatment ◽  
Reading Level ◽  
Deaf Children ◽  
Motor Tasks ◽  
Picture Arrangement ◽  
Picture Completion ◽  
Visual Motor ◽  
Age Range

A battery of tests was administered to 59 deaf children with an age range of 8 to 12 yr. On the basis of performance IQ and reading level, 27 Ss were divided into three groups of 9 retarded readers with IQs below 90, 9 retarded readers with IQs above 90, and 9 non-retarded readers with IQs above 90. Statistical treatment of Ss' scores on the Bender-Gestalt, the Graham and Kendall Memory-for-Designs, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly and Coding subtests of the WISC did not significantly differentiate between deaf retarded readers and non-retarded readers. However, the data show that deaf children's performance on visual-motor tasks, irrespective of their reading ability, is generally below that of their hearing peers.

scholarly journals Consolidation of crossmodal correspondences between auditory pitch and spatial features in childhood

2020 ◽  
Author(s):  
Irune Fernandez-Prieto ◽  
Ferran Pons ◽  
Jordi Navarra
Keyword(s):  
Block Design ◽  
Auditory Task ◽  
Crossmodal Correspondences ◽  
Motor Tasks ◽  
Spatial Features ◽  
Crossmodal Correspondence ◽  
Auditory Tasks ◽  
Matrix Reasoning ◽  
Block Design Subtest ◽  
Classification Test

Crossmodal correspondences between auditory pitch and spatial elevation have been demonstrated extensively in adults. High- and low-pitched sounds tend to be mapped onto upper and lower spatial positions, respectively. We hypothesised that this crossmodal link could be influenced by the development of spatial and linguistic abilities during childhood. To explore this possibility, 70 children (9-12 years old) divided into three groups (4th, 5th and 6th grade of primary school) completed a crossmodal test to evaluate the perceptual correspondence between pure tones and spatial elevation. Additionally, we addressed possible correlations between the students’ performance in this crossmodal task and other auditory, spatial and linguistic measures. The participants’ auditory pitch performance was measured in a frequency classification test. The participants also completed three tests of the Wechsler Intelligence Scale for Children-IV (WISC-IV): (1) Vocabulary, to assess verbal intelligence, (2) Matrix reasoning, to measure visuospatial reasoning and (3) Blocks design, to analyse visuospatial/motor skills. The results revealed crossmodal effects between pitch and spatial elevation. Additionally, we found a correlation between the performance in the block design subtest with the pitch-elevation crossmodal correspondence and the auditory frequency classification test. No correlation was observed between auditory tasks with matrix and vocabulary subtests. This suggests (1) that the crossmodal correspondence between pitch and spatial elevation is already consolidated at the age of 9 and also (2) that good performance in a pitch-based auditory task is mildly associated, in childhood, with good performance in visuospatial/motor tasks.

Responses of Retarded Children on Three and Two Dimensional Visual Tasks

1969 ◽  
Vol 36 (3) ◽  
pp. 165-170 ◽  
Author(s):  
Betty Hunt Bradley
Keyword(s):  
Random Order ◽  
Mentally Retarded ◽  
Two Dimensional ◽  
Motor Tasks ◽  
State Institute ◽  
3 Dimensional ◽  
Perceptual Functioning ◽  
Visual Tasks ◽  
Visual Motor ◽  
Mentally Retarded Children

This study attempted to evaluate the performance of two groups of mentally retarded children on 3 dimensional objects and 2 dimensional colored pictures. A total of 30 mentally retarded children residing at the Columbus State Institute were divided into 2 groups paired on perceptual functioning in relation to visual motor tasks. The groups were also paired on CA, MA, and IQ. In random order, 180 objects and colored pictures (90 of each) were presented. Results showed that subjects with severe visual motor handicaps scored significantly lower than those who had minimal visual motor handicaps on identification of 3 dimensional objects and total scores. There were no significant differences on the picture scores between the 2 groups. Implications of these results in terms of the Gellner theory are discussed.

Driving and dish-washing: Failure of the correspondence metaphor for memory

1996 ◽  
Vol 19 (2) ◽  
pp. 198-198
Author(s):  
Keith S. Karn ◽  
Gregory J. Zelinsky
Keyword(s):  
Motor Tasks ◽  
New Techniques ◽  
Past Event ◽  
Tightly Coupled ◽  
Visual Motor ◽  
Definition Of ◽  
Natural Tasks ◽  
Coupled Memory

AbstractKoriat & Goldsmith restrict their definition of memory to “being about some past event,” which causes them to ignore the most common use of memory: everyday visual-motor tasks. New techniques make it possible to study memory in the context of these natural tasks with which memory is so tightly coupled. Memory can be more fully understood in the context of these actions.

Childhood Chronic Illness and Visual Motor Perceptual Development

1969 ◽  
Vol 36 (1) ◽  
pp. 39-42 ◽  
Author(s):  
Clyde W. Shepherd
Keyword(s):  
Chronic Illness ◽  
Early Reading ◽  
Reading Difficulty ◽  
Second Grade ◽  
Motor Tasks ◽  
Perceptual Development ◽  
Factors Associated ◽  
Childhood Chronic Illness ◽  
History Of ◽  
Visual Motor

The visual motor perceptual development of 47 second grade children having a history of chronic illness was investigated. Relationships between factors associated with the chronic illness and visual perceptual development are cited and discussed. The results suggest that children having a history of chronic illness perform significantly below expected levels on visual motor tasks and experience early reading difficulty.

VISUAL-MOTOR PERCEPTION IN MENTALLY RETARDED AND IN DEAF-MUTE CHILDREN

1968 ◽  
Vol 17 (2) ◽  
pp. 123-125
Author(s):  
G. BALDINI DEVOTO ◽  
E. CERRETELLIS
Keyword(s):  
Mentally Retarded ◽  
Visual Motor ◽  
Motor Perception

scholarly journals A-12 Differential Effects of Symptom Clusters at Baseline on Cognitive Performance

2020 ◽  
Vol 35 (5) ◽  
pp. 608-608
Author(s):  
A Datoc ◽  
L Issac ◽  
R Bennett ◽  
L Lashley
Keyword(s):  
Cognitive Performance ◽  
Significant Relationship ◽  
Symptom Clusters ◽  
Return To Play ◽  
High School Athletes ◽  
Motor Tasks ◽  
Individualized Approach ◽  
Visual Motor ◽  
Archival Database ◽  
Composite Scores

Abstract Objective The purpose of this study was to observe the effects of self-reported affective, sleep, and vestibular-somatic symptomatology on cognitive performance at baseline as measured by ImPACT. Method Participants were selected from a de-identified archival database of high school athletes aged 13–18. Symptom clusters included affective (N = 435, 61.7% female, Mage = 15.46), sleep (N = 435, 53.8% female, Mage = 15.49), and vestibular-somatic (N = 435, 52.2% male, Mage = 15.31). Three One-Way ANOVAs compared baseline composite scores between athletes who reported varying levels of symptomatology within each symptom cluster. Athletes were divided into groups based on their reported symptoms: None (n = 145), Mild (n = 145), and Moderate/Severe (n = 145). Significance was found at p = 0.01. Results No significant relationship between self-reported affective or sleep symptomatology and cognitive performance was observed. A significant relationship was shown between self-reported vestibular-somatic symptomatology regarding the Visual-Motor composite [F (2,432) = 5.925, p = .003]. Bonferroni pairwise comparisons revealed athletes with no reported vestibular-somatic symptoms performed significantly better on Visual-Motor tasks than those with Mild and Moderate/Severe symptoms. Conclusions These results may assist in the understanding of the influence of symptoms reported by athletes’ post-concussion. While those with varying levels of vestibular-somatic symptomatology were found to have significantly different performance on Visual-Motor tasks, this cluster of symptoms was not found to impact other domains of cognitive functioning. The influence of symptoms on cognitive performance likely varies between individual athletes, which can have implications on return-to-play decisions. This highlights the critical need for an individualized approach to be utilized when evaluating athletes post-concussion considering the current literature to date.

Psychometric Properties of the Shipley Block Design Task: A Study With Jamaican Young Adults

2016 ◽  
Vol 35 (5) ◽  
pp. 506-520 ◽  
Author(s):  
A. Alexander Beaujean ◽  
Darrell M. Hull ◽  
Yanyan Sheng ◽  
Frank C. Worrell ◽  
Judy Bolen ◽  
...  
Keyword(s):  
Young Adults ◽  
Item Response Theory ◽  
Psychometric Properties ◽  
Cognitive Ability ◽  
Item Response ◽  
Block Design ◽  
Response Theory ◽  
Design Task ◽  
Single Construct ◽  
Block Design Subtest

We examined the structure of the new Block Patterns (BP) test from the Shipley Institute of Living Scale–Second Edition in a sample of Jamaican young adults. To date, very little has been published on the properties of this subtest’s items and scores. The BP test is similar in design to the Block Design subtest found in many cognitive ability assessments but uses a matching format that minimizes the need for excess materials and time. We analyzed the BP items using item response theory (IRT) methods. Although designed to measure a single construct, the analyses from this study found that the BP subtest is likely measuring more than a single construct, which confounds the interpretation of the instrument’s scores. Before the subtest is used clinically, more research should be done to purposefully investigate the effects of ancillary variables on its scores.

Sign in / Sign up

Export Citation Format

Share Document