CHEMBOND3D e-Module Effectiveness in Enhancing Students’ Knowledge of Chemical Bonding Concept and Visual-spatial Skills

A questionnaire was developed to assess adult recall for a range of transpersonal experiences throughout childhood and adolescence (mystical experience, out-of-body experience, lucid dreams, archetypal dreams, ESP), as well as nightmares and night terrors as indicators of more conflicted, negative states. In two exploratory studies this questionnaire was administered to subjects with high estimated levels of early transpersonal experiences and practising meditators, with respective undergraduate controls. A cognitive skills/precocity model of early transpersonal experience was contrasted with a vulnerability of self model by comparisons of these groups on questionnaire categories, imaginative absorption, neuroticism, and visual-spatial skills, with some support found for both models depending on experience type, age of estimated recall, and adult meditative practice.

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Evaluation of Surgical Dexterity During the Interview Day: Another Factor for Consideration

Journal of Graduate Medical Education ◽

10.4300/jgme-d-14-00546.1 ◽

2015 ◽

Vol 7 (2) ◽

pp. 234-237 ◽

Cited By ~ 6

Author(s):

Dinchen Jardine ◽

Benjamin Hoagland ◽

Angel Perez ◽

Eric Gessler

Keyword(s):

Spatial Ability ◽

General Surgery ◽

Manual Dexterity ◽

Spatial Skills ◽

Application Process ◽

Current Application ◽

Residency Programs ◽

Visual Spatial ◽

Standard Interview ◽

Composite Scores

Abstract Background Manual dexterity and visual spatial ability are not routinely used to evaluate candidates for surgical residency training as part of the application interview. Objective This study assessed the acceptability and feasibility of evaluating the manual dexterity and visual spatial ability of applicants for general surgery and otolaryngology residency, and evaluated the relationship between this information and routinely considered application factors. Methods During the 2012 interview season, medical students applying to our institution's general surgery and otolaryngology residency programs underwent a battery of tests relevant to surgical dexterity. Five tests shown to be related to the surgeons' dexterity or visual spatial skills were administered during the course of their in-person interview day. The results from these tests were compared with data collected as part of the current application process. Results A total of 64 students were enrolled, and 58 had data that could be analyzed. Regression analysis using the enter method was performed for each of the tests, and for the composite scores. None of the values were significant as defined by P ≤ .05. Neither the scatterplots of the data nor Pearson r showed a correlation between the highest performers on the surgical dexterity composite score and individuals' highest scores on the dimensions used in the current process to assess applicants. Conclusions The addition of 1 or more evaluations of visual spatial skills and psychomotor aptitude can be done during a standard interview day, is acceptable to applicants, and may provide information that is different from the usual components of the application.

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

Journal of Speech Language and Hearing Research ◽

10.1044/2015_jslhr-l-14-0213 ◽

2015 ◽

Vol 58 (2) ◽

pp. 373-382 ◽

Cited By ~ 9

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.

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Effects of Gender on Perception of Spatial Illusions

Perceptual and Motor Skills ◽

10.2466/pms.1995.80.2.625 ◽

1995 ◽

Vol 80 (2) ◽

pp. 625-626 ◽

Cited By ~ 5

Author(s):

Marc E. Pratarelli ◽

Brenda J. Steitz

Keyword(s):

Prior Experience ◽

Spatial Skills ◽

3 Dimensional ◽

Visual Spatial ◽

Performance Differences ◽

Males And Females

Popular theories explaining performance differences between males and females generally predict that females tend to outperform males on certain perceptual and linguistic tasks, while males outperform females on tasks involving visual-spatial skills. 28 males and females were shown commercially available computer-generated 3-dimensional illusions in which the hidden object(s) varied in complexity. Although females reported more prior experience with this form of art, males were about four times faster at identifying the illusions at all levels of difficulty.

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Moderators of Dual Task Gait Effects in Mild Cognitive Impairment and Dementia

Innovation in Aging ◽

10.1093/geroni/igab046.3179 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 880-880

Author(s):

Edward Ofori ◽

Dara James ◽

Olivia Kaczmarek ◽

Mark Gudesblatt

Keyword(s):

Cognitive Impairment ◽

Mild Cognitive Impairment ◽

Dual Task ◽

Walking Speed ◽

Cognitive Domain ◽

Spatial Processing ◽

Spatial Skills ◽

Visual Spatial ◽

Visual Spatial Processing ◽

Domain Scores

Abstract Spatiotemporal gait parameters may provide indication about the cognitive status of individuals. Dysfunction in specific gait features has been associated with increased risk of cognitive decline. Here we use spatiotemporal gait patterns to determine whether specific cognitive domain scores moderate the effects during dual-tasking on individuals with mild cognitive impairment (MCI) and dementia. Participants (n=46; mean age: 77.0±8.9 years) with a diagnosis of cognitive impairment (n=16), or dementia (n=30) were included. They performed validated computerized cognitive assessment battery (CAB, NeuroTrax BrainCare) to obtain cognitive domain measures of executive function (EF), attention, memory, visual-spatial processing (VSP), information processing speed (IPS), and a global cognitive score (GCS) measure. Using the Zeno Walkway Gait Analysis System (Protokinetics), measures of velocity, stride width (SW), stride time (ST), stride length, cadence, double support (DS), and gait variability were obtained for both single-task and DT gait. Data analysis was conducted using SPSS 26 and PROCESS 3.5. As expected, the dementia group had lower cognitive domain scores and slower walking speed than MCI group. Results also indicated that visual-spatial processing skills was the only cognitive domain that did have a moderation effect on gait velocity (F=4.2, p<0.05, R-square change 10%). Our results indicate that differences between walking speed in MCI and dementia groups are moderated by visual spatial skills. Improvement in visual spatial skills could improve the dual task effects of individual gait measures.

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NEUROSCIENCE, WORLD WIDE WEB AND READING CURRICULUM

Problems of Education in the 21st Century ◽

10.33225/pec/12.46.66 ◽

2012 ◽

Vol 46 (1) ◽

pp. 66-73

Author(s):

Metka Kordigel Aberšek

Keyword(s):

World Wide Web ◽

New Media ◽

Cognitive Skills ◽

World Wide ◽

Deductive Reasoning ◽

Spatial Skills ◽

Online Reading ◽

Reading Curriculum ◽

Literature Reading ◽

Visual Spatial

Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students’ cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking Key words: cognitive skills, linear reading, neuroscience, reading curriculum, reflexive reading of fiction, World Wide Web.

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Executive Functions and Visual-Spatial Skills Predict Mathematical Achievement: Asymmetrical Associations Across Age

Psychological Research ◽

10.1007/s00426-019-01249-4 ◽

2019 ◽

Cited By ~ 2

Author(s):

Tobias Kahl ◽

Alexander Grob ◽

Robin Segerer ◽

Wenke Möhring

Keyword(s):

Executive Functions ◽

Mathematical Achievement ◽

Spatial Skills ◽

Visual Spatial

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Right Hemisphere Brain Damage in Children

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld18.2.73 ◽

2008 ◽

Vol 18 (2) ◽

pp. 73-81

Author(s):

Doris A. Trauner

Keyword(s):

Brain Damage ◽

Cognitive Functions ◽

Right Hemisphere ◽

Facial Recognition ◽

Cognitive Profile ◽

Spatial Skills ◽

Affective Prosody ◽

Visual Spatial ◽

Focal Injury ◽

Right Hemisphere Brain Damage

Abstract Adults with right hemisphere (RH) damage have a characteristic cognitive profile of impaired facial recognition and visual spatial skills, contralateral neglect, and aprosodia, with relatively intact propositional language. The adverse effects of childhood RH damage are more subtle and do not follow the adult pattern following RH injury. This article reviews evidence that the RH is specialized early in life for certain cognitive functions, including comprehension of affective prosody and visual spatial analysis. Other cognitive functions such as facial recognition, language, and expressive prosody appear to have more bilateral representation during early development. There is also strong evidence for plasticity in the developing RH that allows reorganization to take place following focal injury. Such differences in neural networks during development may account for the good functional recovery in children with perinatal RH brain damage.

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