scholarly journals Visual Function, Visual Perception and Visual Recognition in Japanese Children with Developmental Dyslexia

2010 ◽  
Vol 51 (1) ◽  
pp. 38-53 ◽  
Author(s):  
Takashi Goto ◽  
Akira Uno ◽  
Noriko Haruhara ◽  
Masato Kaneko ◽  
Noriko Awaya ◽  
...  
2013 ◽  
Vol 54 (1) ◽  
pp. 1-7
Author(s):  
Noriko Akashi ◽  
Akira Uno ◽  
Noriko Haruhara ◽  
Masato Kaneko ◽  
Taeko N. Wydell ◽  
...  

2017 ◽  
Vol 58 (1) ◽  
pp. 309 ◽  
Author(s):  
Ana Pina Rodrigues ◽  
José Rebola ◽  
Helena Jorge ◽  
Maria José Ribeiro ◽  
Marcelino Pereira ◽  
...  

2009 ◽  
Vol 2009 (1) ◽  
pp. 79-94
Author(s):  
Christian Lotz

Against a stream of culturally oriented scholars some scholars in aesthetics, such as Arthur Danto and Noel Carroll, have maintained that there is a sense of “seeing” and visual recognition that does not depend upon historical and cultural practices. This essay shows that Danto’s assumption of a difference between a “core” and an “extended” form of perception and visual recognition should be rejected. The underlying argument of my considerations in this essay is the following: the distinction between a “pure” and an “extended” perception or visual perception is untenable, since, as a phenomenological reflection can reveal, our normal mode of perception is always extended. In this vein, it is argued here that there is, after all, only one mode of perception and that Danto’s position is based on abstractions from the real phenomenon. Consequently, whereas Danto maintains that it makes sense to talk about a “natural” form of seeing, this essay argues that “seeing” is itself a culturally defined way of comportment, and that assumptions about naturalistically defined perceptual core processes turn out to be idealized constructions.


2021 ◽  
pp. 63-74
Author(s):  
Venki Sundaram

Ophthalmology principally aims to prevent visual loss, restore visual function, and relieve ocular discomfort. The majority of the pathology can be directly visualized and thus requires proficient ocular examination techniques and visual recognition skills. This chapter contains 17 questions that encompass all of the important areas of this subject, with detailed explanations. Unique to this series, questions are rated by difficulty and are cross-referenced to the eleventh edition of Oxford Handbook of Clinical Specialties to track revision progress and revise effectively.


2014 ◽  
Vol 26 (02) ◽  
pp. 1450018 ◽  
Author(s):  
Carlos Perez-Vidal ◽  
Alejandro Garcia ◽  
Nicolas Garcia-Aracil ◽  
Jose M. Sabater ◽  
Eduardo Fernandez

The aim of the work presented in this paper is the design, manufacturing and assembling of a system able to measure rodents' (mice and rats) visual function and to study the evolution of degenerative retina diseases. Measurement of contrast sensitivity and visual acuity is essential to design new drugs and understand mechanisms of visual development to evaluate treatments' effectiveness. Classical methods to study visual perception of animals such as electroretinogram (ERG) or histological analysis are not supplying enough information because connection between eyes and brain is not considered. The system proposed in this work consists of four screens forming a cube with black methacrylate plastic floor and roof. Screens display visual stimulus and the rodent's behaviour (placed over a platform in the middle of the cube) is analized to determine its visual acuity and contrast sensitivity. These visual stimuli are generated from a FPGA board designed in this project. This board has a USB link with a computer and it controls screens via VGA signals. Rodents' behaviour is analized using computer vision algorithms under OpenCV libraries. To test the system, more than 30 mice (C57 and RD10 type) have been used to validate the hardware, the software, the procedure and protocol.


2017 ◽  
Vol 16 (4) ◽  
pp. 375-389
Author(s):  
Joyce Echegaray-Bengoa ◽  
Manuel Soriano-Ferrer ◽  
R. Malatesha Joshi

The purpose of this study was to investigate the knowledge, misconceptions, and knowledge gaps of Peruvian pre-service teachers (PSTs) and in-service teachers (ISTs). To do so, 112 PSTs and 113 ISTs completed the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). Results show that ISTs scored significantly higher than PSTs. Moreover, misconceptions and lack of information were higher in PSTs. The most noteworthy misconceptions were that dyslexia is due to poor visual perception and that letter or word reversals are the most important criterion in the identification of dyslexia. Age, years of teaching experience, prior exposure to a child with dyslexia, and self-efficacy were positively correlated with knowledge about dyslexia in ISTs.


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