Finger Misrepresentation and Dyscalculia in an Ecological Context: Toward an Ecological (Cultural) Evolutionary Neuro-Psychiatry

1983 ◽  
Vol 57 (3_suppl) ◽  
pp. 1191-1208 ◽  
Author(s):  
Anneliese A. Pontius
Keyword(s):  
Spatial Relations ◽  
Literacy Skills ◽  
Brain Lesions ◽  
Ecological Context ◽  
Cultural Groups ◽  
Low Literacy ◽  
Remote Areas ◽  
Regular School ◽  
The Face ◽  
Cultural Evolutionary

A new model posits the existence of a general link between ecological (cultural) factors and post-natally evolving cognitive functions and in particular the emergence of such functions in specific clusters. Such “ecological syndromes” are characteristic of a significant portion of a cultural group and analogous to syndromes found with certain brain lesions without implying them. Presently a specific link is noted between known low skills in arithmetic and as tested here, quantitatively inaccurate pictorial (and implied mental) representation of fingers in 78% of New Guineans and 70% of Indonesians living in remote areas, while only 16% of Western European regular school children (ages 7 to 10 yr.) misrepresented the fingers in drawing a person. Previously a link between low literacy skills and inaccurate spatial relations in representing the pattern of the face was found for diverse time periods and cultural groups.

Model of Ecological (Cultural) Evolutionary Neuropsychiatry

1984 ◽  
Vol 58 (1) ◽  
pp. 143-148 ◽  
Author(s):  
Anneliese A. Pontius
Keyword(s):  
Mental Representation ◽  
Cognitive Functions ◽  
Spatial Relations ◽  
Literacy Skills ◽  
Human Face ◽  
Brain Pathology ◽  
Cultural Groups ◽  
Low Literacy ◽  
Cultural Evolutionary ◽  
Main Factor

A new model posits that there are specific patterns of groupings of several delayed human cognitive functions or dysfunctions in certain ecological circumstances which characterize a significant portion of a cultural group. It is further posited that such patterns (“ecological syndromes”) are primarily based on as yet unknown neurophysiological givens. This deduction is based on the occurrence of several specific groupings of delayed cognitive functions or dysfunctions that have been identified in diverse time periods and cultural groups where no brain pathology can reasonably be expected. The “ecological syndromes” were, however, noted to be analogous to those found in neuropathology. The main factor contributing to such an “ecological syndrome” appears to be a specifically limited under-use of certain functions not needed for the survival of certain populations without implying any general cultural deprivation. Some examples of “ecological syndromes” are mentioned: low arithmetic skills linked with quantitatively inaccurate pictorial (and implied mental) representation of fingers, low literacy skills linked with specifically inaccurate pictorial (and implied mental) representation of the subtle spatial relations of the configuration of the human face, and an “ecological apractognosia” observed among wigmen of New Guinea.

Spatial Representation in Face Drawing and Block Design by Nine Groups from Hunter-Gatherers to Literates

1997 ◽  
Vol 85 (3) ◽  
pp. 947-959 ◽  
Author(s):  
Anneliese A. Pontius
Keyword(s):  
Spatial Representation ◽  
Rank Order ◽  
Block Design ◽  
Spatial Relations ◽  
Literacy Skills ◽  
Block Designs ◽  
Cultural Groups ◽  
Low Literacy ◽  
Hunter Gatherers ◽  
Fight Or Flight Response

A rank-order correlation was performed for nine cultural groups ranging from preliterate hunter-gatherers to literate medium-city dwellers. Two spatial tests of intrapattern spatial relations were used, the Draw-A-Person-With-Face-In-Front test and the Kohs Block Design, a test of constructive praxia. In contrast to traditional “Western” evaluations, credit was given for the preservation of the essential intrapattern shapes even when exact spatial relations among these shapes was incorrect. Such “errors” were labelled “neolithic face” patterns and “nonrandom errors,” respectively. Analysis suggested that the neglected intrapattern (in contrast to interobject) spatial relational skills emerge with literacy but is not yet actualized in preliterates whose survival requires quick fight or flight response upon prompt, albeit gross, assessment of salient shapes of prey or predators (human or animals). The positive Spearman rank-order correlarion of absent or low literacy skills with the percent of “neolithic face” drawings was .95 and with the “nonrandom” block designs .67. Suggestions were developed for assessing certain unusual “ecological” present situations or certain brain dysfunctions.

Links between Literacy Skills and Accurate Spatial Relations in Representations of the Face: Comparison of Preschoolers, School Children, Dyslexics, and Mentally Retarded

1983 ◽  
Vol 57 (2) ◽  
pp. 659-666 ◽  
Author(s):  
Anneliese A. Pontius
Keyword(s):  
General Trend ◽  
Spatial Relations ◽  
Mentally Retarded ◽  
Literacy Skills ◽  
Human Face ◽  
Cultural Groups ◽  
The Face ◽  
Simple Measurement ◽  
Developmental Factor ◽  
Pictorial Representations

A specific link is found between low of absent literacy skills and a specific misrepresentation of spatial relations exclusively of the upper part of the human face. This misrepresentation, determined by simple measurement, is found in 32% of the pictorial representations of 407 preschoolers whose drawings were published by various authors as well as in 32% of 44 preschoolers tested here. By contrast, after having had instruction in literacy, the proportion of such misrepresentations of the face drops to 7.5% and 10%, respectively, although, as expected, not in the drawings by 236 mildly mentally retarded or by 297 dyslexic children, 33% and 39% of whom, respectively, still misrepresent the face. In addition to a developmental factor, a further one, as yet undetermined, may be at work and related to a specific deficit in representing the spatial relations of the face. Data further support the previously suggested existence of a specific and general trend for a link between literacy skills and accurate representation of the spatial relations of the pattern of the face also noted previously in diverse cultural groups and periods.

Dyslexia Subtype with Simultaneous Processing of Intraobject Spatial Relations in an “Ecological Syndrome”

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1107-1120 ◽  
Author(s):  
Anneliese A. Pontius
Keyword(s):  
Test Performance ◽  
Spatial Relations ◽  
Literacy Skills ◽  
Low Literacy ◽  
Global Mode ◽  
Drawing Test ◽  
Simultaneous Processing ◽  
Visuospatial Processing ◽  
Simple Measurement ◽  
Visuospatial Representation

Three interrelated phenomena of a global visuospatial representation are discussed within the context of a subtype of “spatial dyslexia” as part of an “ecological syndrome.” (1) Results from a new test, Draw-A-Person-With-Face-In-Front (using simple measurement and requiring no graphic or aesthetic skills) showed in a third of 269 Australian Aboriginal school children a deficient representation of spatial relations within the natural pattern of the upper part of the human face. (2) The test performance apparently is an indicator of a similarly deficient representation of the spatial relations within written signs (single letters, short, isolated functional words, and novel or “nonwords” lacking strong semantic association and imageability). The test discriminates between two modes of visuospatial pictorial (and implied mental) representation, a simultaneous and merely “ inter object”-related global kind vs a successive and “ intraobject”-related one. Further support for such conceptualizing is found in a positive correlation between certain low literacy skills and the specific results (in 6000 examined cases) on the new drawing test. Both inabilities implicate a simultaneous global mode of visuospatial processing, which early in life promptly elicits the infants' in discriminate automatic “smiling response” and appears to be resorted to still later in life by persons with “spatial dyslexia.” (3) Such conceptualizing interrelates with the so far puzzling difference between “literal alexia” vs “verbal alexia” known to neuropathology (not implicated in the present cases but pointing to an underlying structuring process shared by pathological and by “ecological syndromes” alike).

Representation of Spatial Relations on the Specific Test, Draw-A-Person-with-Face-in-Front, as Indicative of Literacy Skills in Australian Aboriginals and “Westerners”

1984 ◽  
Vol 59 (1) ◽  
pp. 275-284 ◽  
Author(s):  
Anneliese A. Pontius
Keyword(s):  
Cultural Context ◽  
Close Association ◽  
Spatial Relations ◽  
Literacy Skills ◽  
Recent Criticism ◽  
Specific Test ◽  
Remedial Intervention ◽  
The Face ◽  
Simple Measurement ◽  
Aboriginal Children

A novel test, Draw-A-Person-With-Face-In-Front, uses simple measurement with a ruler to detect subtle misrepresentation of spatial relations within the pattern of the human face (in contradistinction to facial recognition tests). Studies have repeatedly shown a close association between misrepresentation of the face and low or absent skills in widely diverse cultural populations and time periods. Recent criticism by Davidson that neglects to consider this particular test and the replications of similar results does not address the main point of my study of Australian Aboriginal children or the specification of remedial intervention made possible by fractionating factors of specific under-used capability within a cultural context.

Phases in the Representation of Intraobject Spatial Relations of the Face as Precursors to Literacy: A Testable Hypothesis Engendered by Neolithic Art

1990 ◽  
Vol 71 (1) ◽  
pp. 323-333
Author(s):  
Anneliese A. Pontius
Keyword(s):  
New Guinea ◽  
Spatial Relations ◽  
Literacy Skills ◽  
Testable Hypothesis ◽  
Acquired Dyslexia ◽  
The Face ◽  
Ultimate Attainment ◽  
Potential Use ◽  
Face Pattern ◽  
Relational Representation

An hypothesis is discussed on the emergence of intrapattern spatial relational representation, one prerequisite for ultimate attainment of literacy skills. The hypothesis is testable, e.g., by evaluating potential phases in preschoolers' drawings of the face pattern or of analogous subtle spatial relations within a pattern. The hypothesis was engendered by an analysis of various face patterns engraved on an ancient stone with a “neolithic” face configuration from the Western Highlands of New Guinea. One heuristic value of the present study lies in its potential use for specific refinement of remedial assistance in the attainment of subtle intrapattern representation of spatial relations either in preschoolers or in developmental as well as in acquired dyslexia.

ADVANCING ACCESS TO JUSTICE THROUGH GENERIC SOLUTIONS: THE RISK OF PERPETUATING EXCLUSION

2013 ◽  
Vol 31 (1) ◽  
pp. 1
Author(s):  
Patricia Hughes
Keyword(s):  
Access To Justice ◽  
Legal Services ◽  
Low Literacy ◽  
Remote Areas

Recent reports about access to justice have focused on issues of affordability, with little reference to the differences of equity-seeking groups. They have tended to recommend “generic” solutions intended to help people represent themselves better and to access limited legal services that fail to consider characteristics that exclude people from using them effectively. The author argues that if factors such as low literacy or living in remote areas are not taken into account, generic solutions run the risk of perpetuating exclusion rather than increasing access to justice.       Des rapports sur l’accès à la justice qui ont été publiés récemment s’intéressent principalement à la question de la capacité de payer et s’attardent peu aux différences au sein des groupes en quête d’équité. Ils tendent à recommander des solutions « génériques » pour aider les justiciables à mieux se représenter eux‑mêmes et à jouir d’un accès à des services juridiques limités qui ne tiennent pas compte des facteurs qui empêchent les gens d’utiliser ces services efficacement. L’auteure plaide que si des facteurs tels qu’une faible littératie ou le fait de résider dans une collectivité éloignée ne sont pas pris en compte, les solutions génériques risquent de perpétuer l’exclusion plutôt que d’améliorer l’accès à la justice.      

scholarly journals Disaster Literacy

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 694-694
Author(s):  
Lisa Brown ◽  
Lindsay Peterson
Keyword(s):  
Older Adults ◽  
Health Literacy ◽  
Disaster Preparedness ◽  
Research Data ◽  
Literacy Skills ◽  
Public Health Issue ◽  
Low Literacy ◽  
Social Marketing Campaign ◽  
Life Saving ◽  
Response And Recovery

Abstract People who plan ahead typically fare better during the response and recovery phases of a disaster. However, problems arise when the needs, wants, abilities, and resources of vulnerable people are not adequately considered. The lack of alignment between the literacy demands of existing materials and the literacy skills of many vulnerable subgroups limits their ability to understand and effectively use potentially life-saving information. Existing health literacy models that have demonstrated effectiveness in changing health behaviors and improving outcomes is a first step to reducing disaster-related morbidity and mortality in low resource and low literacy areas. This presentation will 1) describe how interdisciplinary collaborations can be used to address this public health issue, 2) explain how health literacy techniques can be applied when developing disaster materials, and 3) present research data on a social marketing campaign to improved disaster preparedness of older adults. Part of a symposium sponsored by Disasters and Older Adults Interest Group.

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