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).

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.

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.

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.

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.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

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.

scholarly journals The Clock Drawing Test: Performance differences between the free-drawn and incomplete-copy versions in patients with MCI and dementia

2016 ◽  
Vol 10 (3) ◽  
pp. 227-231 ◽  
Author(s):  
Bárbara Costa Beber ◽  
Renata Kochhann ◽  
Bruna Matias ◽  
Márcia Lorena Fagundes Chaves
Keyword(s):  
Cognitive Impairment ◽  
Test Performance ◽  
Diagnostic Value ◽  
Control Group ◽  
Cognitive Screening ◽  
Scoring Method ◽  
Clock Drawing Test ◽  
Clock Drawing ◽  
Healthy Elderly ◽  
Drawing Test

ABSTRACT Background: The Clock Drawing Test (CDT) is a brief cognitive screening tool for dementia. Several different presentation formats and scoring methods for the CDT are available in the literature. Objective: In this study we aimed to compare performance on the free-drawn and "incomplete-copy" versions of the CDT using the same short scoring method in Mild Cognitive Impairment (MCI) and dementia patients, and healthy elderly participants. Methods: 90 participants (controlled for age, sex and education) subdivided into control group (n=20), MCI group (n=30) and dementia group (n=40) (Alzheimer's disease - AD=20; Vascular Dementia - VD=20) were recruited for this study. The participants performed the two CDT versions at different times and a blinded neuropsychologist scored the CDTs using the same scoring system. Results: The scores on the free-drawn version were significantly lower than the incomplete-copy version for all groups. The dementia group had significantly lower scores on the incomplete-copy version of the CDT than the control group. MCI patients did not differ significantly from the dementia or control groups. Performance on the free-drawn copy differed significantly among all groups. Conclusion: The free-drawn CDT version is more cognitively demanding and sensitive for detecting mild/early cognitive impairment. Further evaluation of the diagnostic value (accuracy) of the free-drawn CDT in Brazilian MCI patients is needed.

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