Dyslexia and Cerebral Dysfunction

Children with slow visual-motor responses to visual-temporal response tests also have brain dysfunctions in the mobile and motor areas (6, 4). If the left parietal cortex does not participate in these dysfunctions, then this child will also have difficulties in reading. Furthermore, we could say that the brain dysfunctions that are detected by visual-motor tests and that the performance in them is low, are accompanied by difficulties in reading. Aim: In this study we want to show the function of the child's brain in dyslexia. Method: We followed the most up-to-date literature on the subject: neuropsychology and dyslexia. Conclusions: brain organization and its relationship to dyslexia is a major problem for Neuropsychology and Neurolinguistics.

Testing the visual-motor coordination and reaction speed in children aged between 10–14 years old

The present study aimed to debate a topic less addressed by most people, which involved research on a group of 20 students from rural areas, aged 10–14 years, which consists of performing two tests, namely the Ruler drop test and the Hand-eye coordination test, which aims at the reaction speed of the dominant and non-dominant hand and also the hand-eye coordination capacity of the subjects. The paper aimed to identify whether somatic factors and age influence the results of the group. In order to perform the two tests, it was necessary, for the beginning, information related to the study group, information on weight, age, height, dominant hand, respectively dominant eye. These represented the point of interest of the research, being reported individually to the test results, thus constituting the study basis of statistics. After obtaining the results, we concluded that a significant significance is encountered when comparing the dominant hand with the non-dominant one, obtaining a positive value for the dominant hand. At the same time, we interpreted after the research that females tend to have a much faster reaction speed, more significant than the males when it comes to using the non-dominant hand. The hypothesis was confirmed, with differences in somatic factors’ influence, but the others do not show significant values except those stated above. In addition to the practical part, the research involves an interesting theoretical foundation being reached aspects related to proprioception, coordination, speed, ways of using tests, and the opinion of other researchers who have conducted similar studies.

Dyslexia and Cerebral Dysfunction

Children with slow visual-motor responses to visual-temporal response tests also have brain dysfunctions in the mobile and motor areas [6,4]. If the left parietal cortex does not participate in these dysfunctions, then this child will also have difficulties in reading. Furthermore, we could say that the brain dysfunctions that are detected by visual-motor tests and that the performance in them is low, are accompanied by difficulties in reading. Aim: In this study we want to show the function of the child’s brain in dyslexia. Method: We followed the most up-to-date literature on the subject: neuropsychology and dyslexia. Conclusions: brain organization and its relationship to dyslexia is a major problem for Neuropsychology and Neurolinguistics.

The Effect of Test Setting Upon Test-Retest Reliability of ImPACT Baseline Tests in High School Athletes

ObjectiveTo determine the test-retest reliability of ImPACT baseline tests across different schools within the same larger concussion management program.BackgroundImPACT is the most widely used concussion management cognitive testing tool. Baseline testing is often required for high school sports participation. Typically, testing occurs every 2 years based on test-retest reliability statistics in previous studies. Demographic and environmental factors, such as age, sex, number of participants, and supervision, all impact baseline performance. Studies to date have not examined test-retest differences across testing sites, such as between school differences.Design/MethodsCross-sectional retrospective design. Valid baseline tests from high school athletes over a 2-year interval were included. Participants who experienced concussions prior to or between tests were excluded. A total of 979 student athletes from 5 schools were included. The Intra-class correlations were determined over a 2-year period for each ImPACT composite score and school.ResultsICC estimates averaged between schools reflected good reliability for visual-motor speed (0.833), visual memory (0.673) and reaction time (0.615) over the two-year period. Verbal memory (0.586) and impulse control (0.556) were less reliable. Between schools a greater range of composite reliability was observed for reaction time (0.484–0.730) and impulse control (0.461–0.655) compared to verbal memory (0.534–0.637), visual memory (0.61–0.719), and visual-motor speed (0.769–914).ConclusionsAs previously established, reliability of ImPACT baselines vary by composite. This study revealed that reliability also varies by setting, as different schools yielded different ICCs. Consistent with the literature, the most reliable measure was visual-motor speed. The greatest difference in reliability between schools was for reaction time. These results suggest that test setting and environment affect reliability of ImPACT baseline scores, with varying effects per composite. Attention must be paid to environmental setting to improve reliability of baseline cognitive test performance to maximize athlete safety.

Time Synthesis in Organization of Sensorimotor Action

Time synthesis of sensorimotor action is reviewed as a process of a coherence setting action duration (expected duration), time sequence of required operations and significant changes in conditions. Aim: to experimentally set up the connection of time synthesis success and efficiency of realization sensorimotor action in changeable conditions. Hypothesis: successful time synthesis of the setting duration and the temporal sequence of operations in the mental organization of sensorimotor action in changing conditions is realized in accordance with the corresponding operational meaning and is allowed by anticipatory effects and an increase in the effectiveness of the action, materials and methods. An experimental study involved 152 male and female students. Participants of the investigation solved experimental tasks, implemented in a computer version, according to schemes of a simple visual-motor reaction and a choice reaction (separately and in combination), according to a scheme of sensorimotor action with a warning signal when the apperceptive scheme, setting duration and sequence of required operations were changed promptly. Results were reviewed in the aspect of disclosing the features of the subject's elimination of the uncertainty of the moment of achieving the goal in the future and the construction of a sequence of operations of sensorimotor actions in a connection with changes in external conditions, typical for the time deficit regime. The conditionality of the time synthesis of sensorimotor action by the actual operational meaning was established revealing that the successful temporal synthesis of sensorimotor action in changing conditions is associated with the fastest acceptance of an adequate apperceptive scheme, with effective anticipation of the moment of achieving the goal and the formation of a detailed setting duration of action, with the formation of a temporal sequence of required operations. Conclusions. The levels of success of the time synthesis of sensorimotor action in changing conditions are highlighted: “quite successful; moderately successful; unsuccessful.”

A Study on the Effect of Feedback on the Motor Learning of Adjustability of Grasping Force in the Elderly

In this study, we investigated the function related to the adjustability of grasping force (AGF) of elderly people and the effectiveness of concurrent visual feedback in learning tasks that require AGF. The young and elderly groups were measured for simple visual reaction time and a 100g AGF task that reflected the difference between desired performance and actual performance, and the main learning task was tested and practiced using concurrent visual feedback. Performance improved from pre-test to retention test in both groups, but the elderly group failed to reach the level of the young group. In addition, the retention test performance was associated with age and pre-test performance. In the elderly group, the initial performance of the practice was associated with the difference between desired performance and actual performance. In the latter half of the exercise, it was associated with visual-motor speed. The results of this study show that concurrent visual feedback is effective for learning tasks that require AGF. Indicatively, the improvement in performance during practice is insufficient, and the learning effect is reduced in elderly people who have a significant difference between desired performance and actual performance or whose visual-motor speed is slow.

The effectiveness of the use of sensory-motor correction in children with autism spectrum disorders in the process of adaptive physical education

The study involved 10 children aged 8 to 12 years with a diagnosis of autism spectrum disorder (ASD). Combinations of physical exercises were used, for the main muscle groups, and effects on the tactile, proprioceptive and vestibular sensory systems. The exercises are performed using the shells of the sensory-dynamic hall, which includes a number of various suspended modular elements. The data obtained showed the effectiveness of using sensory-motor correction to improve motor functions, normalize motor and vestibular sensitivity, form muscle feeling and differentiate muscle efforts, form and correct visual-motor coordination and attention. Key words: autism spectrum disorders, sensory integration, sensory-motor correction, sensory-dynamic hall.

No evidence of a minimal clinically important difference for the Beery-Buktenica Developmental Test of Visual-Motor Integration in children with autism spectrum disorder

The Beery Visual-Motor Integration (VMI) battery of tests are some of the most commonly used assessments in pediatric occupational therapy, often used to measure change over time. However, the minimal clinically important difference (MCID) has not been estimated for interpreting change scores. We estimated the MCID for the Beery VMI battery of tests in children with autism spectrum disorder (ASD). Four occupational therapists collected data in a public elementary school on 64 children with ASD. The Beery VMI battery was administered to children with ASD twice, approximately 11 months apart. To estimate MCID values, Beery VMI battery scores were anchored to 15-point Likert questions measuring occupational therapists’ ratings of functional change over three domains: fine motor skills, handwriting, and activities of daily living (ADLs). Using this anchor-based method, we were unable to estimate MCID values for the Beery VMI battery. Children’s Beery VMI battery scores did not change significantly over the course of the school year, and there was only one weak correlation between VMI battery change scores and therapists’ ratings of change. The inability to estimate Beery VMI battery MCID values for children with ASD adds further support for research cautioning the use of the Beery VMI as an outcome measure.

THE INFLUENCE OF DEPENDENCES OF PSYCHOPHYSIOLOGICAL CHARACTERISTICS OF DRIVERS

The article analyzes the "man-machine-environment" system in relation to the psychophysiological characteristics of the driver - "human operator". The methods of diagnosing the psychophysiological characteristics of drivers were analyzed. The dependencies between the parameters of psychophysiological characteristics were established: complex visual-motor reaction and emotional stability (Pearson correlation coefficient r = -0.7), as well as the correlation between emotional stability and the level of perception of speed and distance (r = 0.5). The psychophysiological characteristics at different stages of the driving experience were revealed and practical recommendations were formulated for their development.