scholarly journals Developmental Trajectories in Spatial Visualization and Mental Rotation in Individuals with Down Syndrome

2021 ◽  
Vol 11 (5) ◽  
pp. 610
Author(s):  
Elizabeth Maria Doerr ◽  
Barbara Carretti ◽  
Enrico Toffalini ◽  
Silvia Lanfranchi ◽  
Chiara Meneghetti
Keyword(s):  
Down Syndrome ◽  
Mental Rotation ◽  
Developmental Trajectories ◽  
Spatial Visualization ◽  
Chronological Age ◽  
Developmental Level ◽  
Visuospatial Abilities

Background. The analysis of developmental trajectories of visuospatial abilities in individuals with Down Syndrome (DS) remains an unexplored field of investigation to examine in depth. The study aimed to fill such a gap by examining changes in two visuospatial abilities: spatial visualization (the ability to manage spatial stimuli) and mental rotation (the ability to rotate spatial stimuli). Method. Eighty-seven participants with DS, aged between 7 and 53 years (forty-seven males and forty females), completed spatial visualization and mental rotation tasks. Changes in these two abilities were analyzed in relation to chronological age and developmental level, the latter derived from Raven’s Colored Progressive Matrices. Results. Chronological age was linearly associated with spatial visualization performance, whereas mental rotation performance increased until 14 years of age and then decreased. Developmental level was linearly associated with increased performance in spatial visualization, the trend in mental rotation was segmented with an increase after 5 years of age. Furthermore, developmental trajectories in mental rotation depended on the rotation degree. Conclusion. Chronological age explains a modest quote of variance. Developmental level better describes changes in spatial visualization and mental rotation of individuals with DS.

scholarly journals Automatic Assessment of Prosodic Quality in Down Syndrome: Analysis of the Impact of Speaker Heterogeneity

2019 ◽  
Vol 9 (7) ◽  
pp. 1440 ◽  
Author(s):  
Mario Corrales-Astorgano ◽  
Pastora Martínez-Castilla ◽  
David Escudero-Mancebo ◽  
Lourdes Aguilar ◽  
César González-Ferreras ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Video Game ◽  
Relative Weight ◽  
Assessment System ◽  
Developmental Level ◽  
Prosodic Features ◽  
Automatic Assessment ◽  
Speaker Variability ◽  
The Impact

Prosody is a fundamental speech element responsible for communicative functions such as intonation, accent and phrasing, and prosodic impairments of individuals with intellectual disabilities reduce their communication skills. Yet, technological resources have paid little attention to prosody. This study aims to develop an automatic classifier to predict the prosodic quality of utterances produced by individuals with Down syndrome, and to analyse how inter-individual heterogeneity affects assessment results. A therapist and an expert in prosody judged the prosodic appropriateness of a corpus of Down syndrome’ utterances collected through a video game. The judgments of the expert were used to train an automatic classifier that predicts prosodic quality by using a set of fundamental frequency, duration and intensity features. The classifier accuracy was 79.3% and its true positive rate 89.9%. We analyzed how informative each of the features was for the assessment and studied relationships between participants’ developmental level and results: interspeaker variability conditioned the relative weight of prosodic features for automatic classification and participants’ developmental level was related to the prosodic quality of their productions. Therefore, since speaker variability is an intrinsic feature of individuals with Down syndrome, it should be considered to attain an effective automatic prosodic assessment system.

Evaluation of Correlation between Chronological Age and Delayed Eruption in Down Syndrome: An Original Research

2019 ◽  
Vol 10 (11) ◽  
pp. 419
Author(s):  
Satyabrata Patnaik ◽  
Swati Saraswata Acharya ◽  
Sobhan Mishra ◽  
Abhik Sinha ◽  
Payada Patnaik ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Chronological Age ◽  
Original Research ◽  
Delayed Eruption

Adults with Down Syndrome Benefit from Visual Instructions for Spatial-Temporal Aspects of Drumming

2006 ◽  
Vol 23 (1) ◽  
pp. 78-93 ◽  
Author(s):  
Shannon D. Ringenbach ◽  
Anna Balp-Riera
Keyword(s):  
Down Syndrome ◽  
The Other ◽  
Chronological Age ◽  
Mental Age ◽  
Temporal Aspects ◽  
Temporal Measures ◽  
Visual Instructions

Ten adults with Down syndrome (DS), 10 mental age-matched, and 10 chronological age-matched participants drummed continuously with both hands for 10 s in response to verbal in-phase (”up,” “down”) and anti-phase (”left,” “right”), visual in-phase (video of both drumsticks moving up and down together) and anti-phase (video of the left, then right drumstick hitting each drum), and auditory in-phase (sound of both drums being hit, then cymbal being hit) and anti-phase (sound of one drum being hit, then the other drum being hit) instructions. Timing and coordination consistency were similar for in-phase and anti-phase drumming for adults with DS, whereas in-phase was more consistent than anti-phase drumming for CA. In addition, spatial-temporal measures showed performance advantages when using visual instructions.

scholarly journals Αλληλοσυντονισμός της προσοχής και γλωσσική ανάπτυξη σε νήπια με σύνδρομο Down

2020 ◽  
Vol 18 (4) ◽  
pp. 468
Author(s):  
Χριστίνα Φ. Παπαηλιού ◽  
Νικήτας Ε. Πολεμικός ◽  
Ελένη Φρυσίρα ◽  
Αναστάσιος Κοντάκος ◽  
Μαρία Καΐλα ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Joint Attention ◽  
Language Comprehension ◽  
Language Production ◽  
Early Learning ◽  
Chronological Age ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Communicative Behaviors

Many studies demonstrate that in typically developing (TD) children joint attention constitutes a prerequisite for language development. However, data on the development of joint attention and its relation to language development in Down syndrome (DS) are contradictory. The present study aims to examine joint attention in toddlers with DS as well as its association with language comprehension and production. Participants were 10 toddlers with DS (mean chronological age: 58 months) and 10 TD toddlers matched for language comprehension (mean chronological age: 32 months). Language Comprehension and language production were assessed using the Müllen Scales of Early Learning, expressive vocabulary was assessed using the Language Development Survey, and the communicative behaviors were assessed through observation of interactions with the mother in a semi-structured condition with toys. According to the findings, toddlers with DS exhibit significantly morejoint attention behaviors compared to TD toddlers. Moreover, it was shown that in toddlers with DS language production was significantly negatively correlated with initiating request gestures. Conclusively, it seems that in toddlers with DS the transition from pre-linguistic to linguistic period follows a similar developmental path as in TD toddlers, although a severe delay is observed.

scholarly journals Students’ Spatial Reasoning in Solving Geometrical Transformation Problems

2019 ◽  
Vol 1 (2) ◽  
pp. 38-51
Author(s):  
Serli Evidiasari ◽  
Subanji Subanji ◽  
Santi Irawati
Keyword(s):  
High School Students ◽  
Mental Rotation ◽  
Spatial Orientation ◽  
Spatial Reasoning ◽  
Spatial Visualization ◽  
School Students ◽  
Data Resource ◽  
Data Process ◽  
Geometrical Transformation ◽  
Transformation Problems

This study describes spatial reasoning of senior high school students in solving geometrical transformation problems. Spatial reasoning consists of three aspects: spatial visualization, mental rotation, and spatial orientation. The approach that is used in this study is descriptive qualitative. Data resource is the test result of reflection, translation, and rotation problems then continued by interview. Collecting data process involves 35 students. They are grouped to three spatial reasoning aspects then selected one respondent to be the most dominant of each aspect. The results of this study are: (1) the students with spatial visualization aspect used drawing strategy and non-spatial strategy in solving geometrical transformation problems. She transformed every vertex of the object and drew assistance lines which connect every vertex of the object to center point; (2) the students with mental rotation aspect used holistic and analytic strategies in solving geometrical transformation problems. Using holistic strategy means imagining the whole of transformational objects to solve easy problems. While using analytic strategy means transforming some components of objects to solve hard problems; (3) the students with spatial orientation didn’t involve mental imagery and she only could determine the position and orientation of the object in solving geometrical transformation problems

Dynamic Assessment of Spatial Abilities of Young Children: Effects of Gender and Task Characteristics

2007 ◽  
Vol 6 (2) ◽  
pp. 219-247 ◽  
Author(s):  
David Tzuriel ◽  
Gila Egozi
Keyword(s):  
Mental Rotation ◽  
Dynamic Assessment ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Task Characteristics ◽  
Verbal Abilities ◽  
Embedded Figures Test ◽  
Ground Test ◽  
Gender Groups

The main objectives of this study were to investigate: (a) gender differences in spatial abilities of kindergartners, (b) the effects of a teaching, using dynamic assessment (DA), on cognitive modifiability of spatial abilities, and (c) the effects of task characteristics (rotation, symmetry, complexity) on mental rotation performance. Thirty two boys and 32 kindergarten girls, 5 to 6 years old, were administered the Spatial Relations subtest (PMA), the Mental Rotation subtest (CMB), the Visual Figure Ground test, and the Dynamic Embedded Figures Test. The results revealed a significant pre- to postteaching improvement in mental rotation and spatial visualization in both gender groups. Boys showed higher performance than girls on easy preteaching mental rotation tasks but the girls closed the gap on the postteaching test. On difficult mental rotation tasks (e.g., higher rotation or higher complexity) boys and girls showed similar pre-teaching performance, but boys showed higher performance than girls on the postteaching test. Pearson correlations between spatial and verbal abilities were higher among girls than among boys — a result which was explained by the girls’ tendency to use their verbal abilities for solving spatial problems, especially for the spatial visualization tasks. Boys tended to separate between the two domains and use a holistic spatial strategy.

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