Evidence for unusual spatial location coding in Williams syndrome: An explanation for the local bias in visuo-spatial construction tasks?

Individuals with Williams syndrome (WS) display poor visuo-spatial cognition relative to verbal abilities. Furthermore, whilst perceptual abilities are delayed, visuo-spatial construction abilities are comparatively even weaker, and are characterised by a local bias. We investigated whether this differentiation in visuo-spatial abilities can be explained by a deficit in coding spatial location in WS. This can be measured by assessing participants? understanding of the spatial relations between objects within a visual scene. Coordinate and categorical spatial relations were investigated independently in four participant groups: 21 individuals with WS; 21 typically developing (TD) children matched for non-verbal ability; 20 typically developing controls of a lower non-verbal ability; and 21 adults. A third task measured understanding of visual colour relations. Results indicated first, that the comprehension of categorical and co-ordinate spatial relations is equally poor in WS. Second, that the comprehension of visual relations is also at an equivalent level to spatial relational understanding in this population. These results can explain the difference in performance on visuo-spatial perception and construction tasks in WS. In addition, both the WS and control groups displayed response biases in the spatial tasks. However, the direction of bias differed across the groups. This finding is explored in relation to current theories of spatial location coding

Neurovisual training (TRIGRAM) in young patients with visual-perceptive dyslexia

Dyslexia is a language-based learning disability. Although this condition is characterized by anatomical malformation of the brain, it seems that the typical reading pattern of dyslexic may be also related to more complex sensory deficits. Among them, visual- perceptive deficits have been described in a subtype of dyslexia, called visual-perceptive dyslexia. The distinctive feature of a patient suffering from visual-perceptive dyslexia form is marked by effortlessly recognize the characteristics of each individual stimulus. The Tetra protocol is a visual-perceptual evaluation protocol that was introduced for the diagnostic phase and the rehabilitation of visual-perceptive dyslexia. The diagnostic tests include: the eidomorphometry test, designed to evaluate the perception of spatial relationships; the contrast sensitivity threshold test, especially at low spatial frequencies; and the REPORT TEST words, to assess the speed and the reading efficiency. In addition, the rehabilitation phase is carried out with the visual neuro-enhancement program TRIGRAM, a visual training proposal designed to reduce the lateral masking phenomenon in visual-perceptive dyslexic. Thus, in this study we used the diagnostic tests of TETRA® Protocol to determine presence of visual-perceptual abnormalities in children with dyslexia. Proven time the presence of these visual-perceptual alterations, the patients were also subjected to the rehabilitation sessions of TRIGRAM, in order to investigate whether this visual training may improve the pattern of reading. At the end of the program (t1) and after three months (t2), the same subjects underwent the same diagnostic tests of TETRA® Protocol to evaluate and confirm the results obtained during rehabilitation program. The results showed a significant increase in contrast sensitivity at low and high spatial frequencies. Moreover, the same improvements in the visual system's ability to discriminate the contours of an object within the field of view, have been maintained three months after the end of treatment. We also observed a significant improvement in the perception of spatial relationships, with reduction of SRA value. In conclusion, this study demonstrates that the visual rehabilitation training (TRIGRAM) is able to improve the perception of spatial relationships, and increase contrast sensitivity in young patients affected by "visual dyslexia". Nonetheless, these data need to be confirmed in larger cohort of subjects in order to establish whether these effects can also increase lexical ability (increased reading speed and reduce errors during the lexical task)

Developing student spatial ability with 3D software applications

This paper reports on the design of a library of software applications for the teaching and learning of spatial geometry and visual thinking. The core objective of these applications is the development of a set of dynamic microworlds, which enables (i) students to construct, observe and manipulate configurations in space, (ii) students to study different solids and relates them to their corresponding nets, and (iii) students to promote their visualization skills through the process of constructing dynamic visual images. During the developmental process of software applications the key elements of spatial ability and visualization (mental images, external representations, processes, and abilities of visualization) are carefully taken into consideration

Visual Acquaintance, Action & The Explanatory Gap

Much attention has recently been paid to the idea, which I label ‘External World Acquaintance’ (EWA), that the phenomenal character of perceptual experience is partially constituted by external features. One motivation for EWA which has received relatively little discussion is its alleged ability to help deal with the ‘Explanatory Gap’ (e.g. Fish 2008, 2009, Langsam 2011, Allen 2016). I provide a reformulation of this general line of thought, which makes clearer how and when EWA could help to explain the specific phenomenal nature of visual experience. In particular, I argue that by focusing on the different kinds of perceptual actions that are available in the case of visual spatial vs. colour perception, we get a natural explanation for why we should expect the specific nature of colour phenomenology to remain less readily intelligible than the specific nature of visual spatial phenomenology

Kemampuan Visual Spasial Dalam Pemecahan Masalah Geometri Berdasarkan Tahapan Berfikir Van Hiele

Spatial visual ability is one important factor that is needed especially in the process of solving problems related to geometry. The ability of geometry is also very closely related to the stage of thinking van hiele that can be used as a reference in the process of learning geometry. This study aims to describe the spatial visual abilities of students in solving geometric problems in review of the stage of thinking van hiele in students of class IX A MTs Negeri Miri. The type of this research is descriptive qualitative. The subjects of this study were students of class IX A MTs Negeri Miri. Data collection methods used were interviews and documentation. Data analysis techniques used are data reduction, data presentation, and conclusion. The results showed that: (1) As many as 2 students with high spatial visual ability have reached the level of visualization, level of analysis, and abstraction level (informal deduction), (2) A total of 5 students with spatial visual ability are able to achieve the level of visualization and level of analysis , (3) A total of 12 students with low spatial visual ability were only able to achieve the level of visualization. This study also shows that students at the junior secondary level are only able to achieve the maximum at the level of abstraction (informal deduction) as well as no students are able to achieve the level of formal deduction and rigor. Keywords: Visual Spatial, ability, Geometry, Van Hiel

Kecerdasan Visual-Spasial, Kemampuan Numerik, dan Prestasi Belajar Matematika

This research uses survey method aimed to know the influence of visual-spatial intelligence and numerical ability on mathematics learning achievement, in class VIII students of PGRI Junior High School in Tenjolaya Subdistrict. Sampling technique with random sampling to 111 samples. The technique of collecting data 25-point test of visual-spatial intelligence and 30 items about numerical ability in multiple choice, while mathematics learning achievement data is taken from grade repetition value (UKK). Before performing the hypothesis test, the validity test item for visual-spatial intelligence test and numerical ability test were tested using biserial point correlation. The calculation result of normality of data using chi-square means otherwise. Testing of statistical hypothesis with t-test and F-test. The result of the research shows that there is a significant influence on visual-spatial intelligence and numerical ability together to the achievement of learning mathematics

Visuo-spatial abilities in chess players

The extent to which the acquisition of expertise in knowledge-rich domains, such as chess, can be influenced by general individual characteristics, such as intelligence, has remained unclear. Some previous studies with children have documented significant correlations between chess skill and performance on some psychometric tests, such as performance IQ (Frydman & Lynn, 1992). However, we found no evidence for a correlation between chess skill and visual memory ability in a group of adult chess players (n=36, age = 28.4). This finding, together with other data in the literature, suggests that there is surprisingly little evidence that chess skill and visuo-spatial ability are associated in adults. Thus, visual memory ability, and perhaps visuo-spatial intelligence, may be relatively unimportant factors in the long-term acquisition of chess skill

Dynamic Binding of Visual Contours Without Temporal Coding

Recognition of objects in complex visual scenes is greatly simplified by the ability to segment features belonging to different objects while grouping features belonging to the same object. This feature-binding process can be driven by the local relations between visual contours. The standard method for implementing this process with neural networks uses a temporal code to bind features together. I propose a spatial coding alternative for the dynamic binding of visual contours, and demonstrate the spatial coding method for segmenting an image consisting of three overlapping objects.Office of Naval Research (N00014-91-J-4100