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Journal articles on the topic 'Visual information processing skills'
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1
Murphy, Jacqueline B., and Jeffrey A. Gliner. "Visual and Motor Sequencing in Normal and Clumsy Children." Occupational Therapy Journal of Research 8, no. 2 (March 1988): 89–103. http://dx.doi.org/10.1177/153944928800800203.
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An information-processing approach was used to investigate motor performance differences between normal children and children designated as clumsy. The focus of this study was on the planning stages of motor skill. Following a motor skills screening test, 38 children 6 to 9 years old were divided into a control group, consisting of children who had passed the screening and an experimental group consisting of children who had failed the screening. The children then performed three tasks involving visual and motor sequencing selected for this study: (a) visual sequencing and short-term recall of visual stimuli, (b) visual sequencing and long-term recall of skilled motor acts, and (c) visual sequencing and short-term recall with motor reproduction. Results of the study indicated that children who had failed the motor skills screening did significantly worse than the control group on the three tasks. Implications for occupational therapy are discussed in terms of the importance of perception in motor skill performance.
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Li, Shuxiao, Ou Wu, Chengfei Zhu, and Hongxing Chang. "Visual object tracking using spatial Context Information and Global tracking skills." Computer Vision and Image Understanding 125 (August 2014): 1–15. http://dx.doi.org/10.1016/j.cviu.2013.10.001.
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Venturino, Michael, and F. Thomas Eggemeier. "Capacity Limitations in Human Information Processing: Theory and Applications." Proceedings of the Human Factors Society Annual Meeting 31, no. 6 (September 1987): 672–73. http://dx.doi.org/10.1177/154193128703100613.
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Two factors that are critical aspects of complex system performance are system design and operator training. The contribution of each of these factors becomes paramount as increases in system complexity demand more sophisticated operator timesharing skills to monitor and control system operations safely and efficiently. In order to increase human operator skill levels, improvements in system design must be achieved to make aspects of monitoring and controlling tasks more commensurate with human abilities. Secondly, more effective and efficient training programs must be developed to allow human operators to acquire and maintain appropriate skill levels. Before these improvements can be accomplished, however, a greater understanding of the capabilities and limitations of the human information processing system must be obtained. In a typical modern system (e.g., aircraft cockpit, centralized control room of a power plant or battle management system) the human may perform many tasks concurrently, including visual search, memory search, retention and recall, comprehension, reasoning, judgement and decision making, and executing fine motor movements. Although some combinations of these kinds of tasks may be compatible and non-interfering, other task combinations may interfere and compete for the human's limited information processing capacity, creating overload conditions. The consequence of the human operator's low threshold for overload leads to increased probability of error, with subsequent deteriorations in system performance. There are two theoretical approaches to human attention and information processing that have implications for system design and operator training issues in the context of timesharing and high workload situations. Multiple resource theory and automatic/controlled processing theory have each stimulated much empirical work that provided useful data on human timesharing abilities. Such data have provided the basis for predicting task combinations and training requirements that allow high levels of performance under timesharing and high workload situations. The purpose of this symposium is to describe recent empirical developments that may further our understanding of human information processing capabilities and limitations, particularly under timesharing and high workload conditions. The set of papers includes theoretical and applied treatments of multiple resource and automaticity theories. The issues discussed include the advantages and disadvantages of spreading information input over different sensory modalities (e.g., visual and auditory), development of training methods to acquire sophisticated high level cognitive skills quickly and efficiently, measurement of information processing capacity required by specific task combinations, and a delineation of the characteristics and limitations of working memory.
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Stelmack, Joan A., Stephen Rinne, Rickilyn M. Mancil, Deborah Dean, D'Anna Moran, X. Charlene Tang, Roger Cummings, and Robert W. Massof. "Successful Outcomes from a Structured Curriculum Used in the Veterans Affairs Low Vision Intervention Trial." Journal of Visual Impairment & Blindness 102, no. 10 (October 2008): 636–48. http://dx.doi.org/10.1177/0145482x0810201008.
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A low vision rehabilitation program with a structured curriculum was evaluated in a randomized controlled trial. The treatment group demonstrated large improvements in self-reported visual function (reading, mobility, visual information processing, visual motor skills, and overall). The team approach and the protocols of the treatment program are described.
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Behets, Daniel. "Comparison of Visual Information Processing between Preservice Students and Experienced Physical Education Teachers." Journal of Teaching in Physical Education 16, no. 1 (October 1996): 79–87. http://dx.doi.org/10.1123/jtpe.16.1.79.
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In this study, experienced physical education teachers’ observation skills in teaching situations are compared to that of first- and last-year student teachers. The 56 participants were shown 12 slides from a gymnastics lesson, and after viewing it for 4 s, they were asked to report what they had seen. The number of items and critical events reported were analyzed. No significant differences were found between the three groups on the number of events reported or for the number and duration of the eye fixations. Significant differences were found for the number of critical events reported and fixated. Last-year students and experienced teachers correctly reported more critical events on the slide scenes than first year students, but there were no significant differences in observational capacities between last year students and experienced teachers. This study demonstrated the need for observational training, not only during preservice, but also for inservice teachers.
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Turlisova, Jelena, and Anita Jansone. "KNOWLEDGE MANAGEMENT AS AN ASSISTANT IN DATA PROCESSING AND DATABASE FOR PSYCHOPHYSIOLOGICAL TESTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 483–90. http://dx.doi.org/10.17770/sie2021vol5.6490.
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In nowadays modern society is a knowledge society and we are living in the information communication technologies century, so smart use of different computing tools, instruments and techniques are more and more used and applied for the problems of getting relevant information from the ever-increasing data flow and surrounding information problems resolving. Evaluation of children visual perception is not an exemption. In previous articles, authors described how mechanical skills of children's visual perception can be thoroughly evaluated by computerized system assistance that rates mechanical skills of perception or the computer screening. This computerized approach is a unique and promising opportunity, even a new method, of children's development level of visual perception evaluation at a very early age. In addition – with such evaluation by the computerized system there is not only possible to exclude the risk of the human factor (subjective assess or overlook), but the possibility to get extreme time-saving and extra accuracy of computer-aided tests. Extra fast test results proceeding is the main advantage of the computerized psychophysiological tests, especially when computing of tests means technical resolution and value-added outcome of tests results. The main purpose of this study is to consider how the KM system can be used as an assistant in data processing and creation/storage of databases for psychophysiological tests, especially for DTVP tests in the ImageJ computer program.
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Sebok, Angelia, Matthew Walsh, Christopher Wickens, Terence Andre, Noah Kreischer, Lucy Pei, Laticia Bowens, and Carla Landsberg. "Development of Attentional Skills Training for Operators of Unmanned Aerial Systems." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 2161–65. http://dx.doi.org/10.1177/1071181319631276.
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The operators of unmanned aerial systems (UAS) have multiple screens of information they need to monitor, and numerous interruptions that challenge them in their work. Research on attentional training has revealed that it is possible to train operators to improve their visual scanning, prioritization, and interruption management performance. This paper describes the analyses that were conducted to identify the information processing requirements associated with UAS tasks and the integration of findings into a prototype attentional skills training tool. This tool uses adaptive scenario-based training to improve the attentional management skills of UAS sensor operators.
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Lewkowicz, David J., and Ferran Pons. "Recognition of amodal language identity emerges in infancy." International Journal of Behavioral Development 37, no. 2 (January 22, 2013): 90–94. http://dx.doi.org/10.1177/0165025412467582.
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Audiovisual speech consists of overlapping and invariant patterns of dynamic acoustic and optic articulatory information. Research has shown that infants can perceive a variety of basic auditory-visual (A-V) relations but no studies have investigated whether and when infants begin to perceive higher order A-V relations inherent in speech. Here, we asked whether and when do infants become capable of recognizing amodal language identity, a critical perceptual skill that is necessary for the development of multisensory communication. Because, at a minimum, such a skill requires the ability to perceive suprasegmental auditory and visual linguistic information, we predicted that this skill would not emerge before higher-level speech processing and multisensory perceptual skills emerge. Consistent with this prediction, we found that recognition of the amodal identity of language emerges at 10–12 months of age but that when it emerges it is restricted to infants’ native language.
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Simkin, Mark G., and Nancy A. Bagranoff. "Accounting And Visual Basic: Whats The Connection?" Review of Business Information Systems (RBIS) 4, no. 4 (October 1, 2000): 17–26. http://dx.doi.org/10.19030/rbis.v4i4.5409.
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It is not enough today for accountants simply to know how to use word processing and spreadsheet software. In the knowledge age, accounting professionals must use infor-mation technology to the fullest. The ability to create, process, understand, and distri-bute information often determines work productivity, ratings on job performance evaluations, and even ultimate career successes. Accounting graduates with superior information technology (IT) skills are highly recruited, valued, and rewardedthese are the employees who are best able to perform the computer tasks required by their professional responsibilities. This paper reviews some reasons why todays accountants must be familiar with programming concepts in general, and Visual Basic (VB) in par-ticular. It also reviews those VB programming tools that are especially useful to accounting applications.
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Hijazi, Mona Mohamed Kamal. "Attention, Visual Perception and their Relationship to Sport Performance in Fencing." Journal of Human Kinetics 39, no. 1 (December 1, 2013): 195–201. http://dx.doi.org/10.2478/hukin-2013-0082.
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Abstract Attention and visual perception are important in fencing, as they affect the levels of performance and achievement in fencers. This study identifies the levels of attention and visual perception among male and female fencers and the relationship between attention and visual perception dimensions and the sport performance in fencing. The researcher employed a descriptive method in a sample of 16 fencers during the 2010/2011 season. The sample was comprised of eight males and eight females who participated in the 11-year stage of the Cairo Championships. The Test of Attentional and Interpersonal Style, which was designed by Nideffer and translated by Allawi (1998) was applied. The test consisted of 59 statements that measured seven dimensions. The Test of Visual Perception Skills designed by Alsmadune (2005), which includes seven dimensions was also used. Among females, a positive and statistically significant correlation between the achievement level and Visual Discrimination, Visual-Spatial Relationships, Visual Sequential Memory, Narrow Attentional Focus and Information Processing was observed, while among males, there was a positive and statistically significant correlation between the achievement level and Visual Discrimination, Visual Sequential Memory, Broad External Attentional Focus and Information Processing. For both males and females, a positive and statistically significant correlation between achievement level and Visual Discrimination, Visual Sequential Memory, Broad External Attentional, Narrow Attentional Focus and Information Processing was found. There were statistically significant differences between males and females in Visual Discrimination and Visual-Form Constancy.
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Proksch, Jason, and Daphne Bavelier. "Changes in the Spatial Distribution of Visual Attention after Early Deafness." Journal of Cognitive Neuroscience 14, no. 5 (July 1, 2002): 687–701. http://dx.doi.org/10.1162/08989290260138591.
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There is much anecdotal suggestion of improved visual skills in congenitally deaf individuals. However, this claim has only been met by mixed results from careful investigations of visual skills in deaf individuals. Psychophysical assessments of visual functions have failed, for the most part, to validate the view of enhanced visual skills after deafness. Only a few studies have shown an advantage for deaf individuals in visual tasks. Interestingly, all of these studies share the requirement that participants process visual information in their peripheral visual field under demanding conditions of attention. This work has led us to propose that congenital auditory deprivation alters the gradient of visual attention from central to peripheral field by enhancing peripheral processing. This hypothesis was tested by adapting a search task from Lavie and colleagues in which the interference from distracting information on the search task provides a measure of attentional resources. These authors have established that during an easy central search for a target, any surplus attention remaining will involuntarily process a peripheral distractor that the subject has been instructed to ignore. Attentional resources can be measured by adjusting the difficulty of the search task to the point at which no surplus resources are available for the distractor. Through modification of this paradigm, central and peripheral attentional resources were compared in deaf and hearing individuals. Deaf individuals possessed greater attentional resources in the periphery but less in the center when compared to hearing individuals. Furthermore, based on results from native hearing signers, it was shown that sign language alone could not be responsible for these changes. We conclude that auditory deprivation from birth leads to compensatory changes within the visual system that enhance attentional processing of the peripheral visual field.
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Smuc, Michael. "Just the other side of the coin? From error to insight analysis." Information Visualization 15, no. 4 (July 26, 2016): 312–24. http://dx.doi.org/10.1177/1473871615598641.
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To shed more light on data explorers dealing with complex information visualizations in real-world scenarios, new methodologies and models are needed which overcome existing explanatory gaps. Therefore, a novel model to analyze users’ errors and insights is outlined that is derived from Rasmussen’s model on different levels of cognitive processing, and integrates explorers’ skills, schemes, and knowledge (skill–rule–knowledge model). After locating this model in the landscape of theories for visual analytics, the main building blocks of the model, where three cognitive processing levels are interlinked, are described in detail. A case study illustrates how the cognitive processing efforts can be identified from triangulated eye-tracking and think-aloud data. Finally, the model’s applicability, challenges in measurement, and future research options are discussed.
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Kvasova, Olga, and Natalia Liamzina. "BUILDING STUDENTS’ READING-INTO-WRITING SKILLS IN WEBQUEST." АRS LINGUODIDACTICAE, no. 2 (2018): 38–44. http://dx.doi.org/10.17721/2663-0303.2018.2.05.
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Background: Given the immediate access to multiple online resources and the necessity to utilize them in various professional fields has prompted the need in building ofreading-into-writing skills in English. These skills could be effectively shaped while computer assisted language learning such as WebQuest. Purpose: WebQuest, which has been used in various teaching/learning environments for over 20 years, appeared particularly relevant in teaching English for professional communication. Being based upon internet sources, WebQuest engages students in reading and processing texts offered in the Resources Section and further transforming them according to the Central Task of the WebQuest. This paper focuses on the skills the students need to develop in order to write two types of texts based on the reading online texts – writing brief notes for visual support (slides) and full text of their oral presentation. Discussion: Performing WebQuest in a foreign language suggests that the students have to activate their intellectual resources while doing the professional tasks and face certain linguistic barriers. Therefore, WebQuest Joining a Global Company designed for students of economics (www.zunal.com) provides a variety of scaffolds which were first offered by I. Perez Torrez. These include activation of background knowledge, language workshops (lexical and grammatical exercises), glossaries, etc. The activities that comprise the language workshop are aimed to build such reading-into-writing skills as understanding macrostructure and microstructure of the online texts and fixate the most important information in writing. Each group of activities envisages the development of relevant subskills. Given the computer-based processing of the online texts, attention is paid to the issues of eliminating plagiarism while considering such writing techniques as copying, patchwriting and summarizing information. Results: The role of the internet in obtaining information at today’s workplace is invaluable, however, prospective professionals should be taught skills and strategies of effective processing this information without plagiarizing the sources.
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Fletcher, Samuel G. "Visual Feedback and Lip-Positioning Skills of Children with and without Impaired Hearing." Journal of Speech, Language, and Hearing Research 29, no. 2 (June 1986): 231–39. http://dx.doi.org/10.1044/jshr.2902.231.
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Interplay between visual feedback and lip-positioning skill was studied in 10 5- to 14-year-old children with normal hearing and 10 with severe to profound hearing impairment. With visual feedback, the subjects in both groups had similar response times and accuracy in matching six visually specified lip separation "targets." Special skill in processing visual information by the hearing-impaired subjects was suggested by higher velocities of lip movement toward the targets and shorter latencies in reaching the goal positions. In the responses of the hearing children, lip-closing movements were executed more accurately than opening movements both with and without visual feedback. In general, the findings showed that, given visually displayed lip-position targets and feedback from positioning actions, children can achieve the targets with high accuracy regardless of hearing status or prior speaking experience.
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Ranney, Thomas A., and Nathaniel H. Pulling. "Relation of Individual Differences in Information-Processing Ability to Driving Performance." Proceedings of the Human Factors Society Annual Meeting 33, no. 15 (October 1989): 965–69. http://dx.doi.org/10.1177/154193128903301514.
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Fifty subjects ranging in age from 30 to 83 participated in a closed-course driving test and in laboratory tests of information processing. Driving tests included responding to traffic signals, selection of routes, avoidance of moving hazards, and judgment at stationary gaps. Lab tests included measures of perceptual style, selective attention, reaction time, visual acuity, perceptual speed and risk-taking propensity. Analyses were conducted to determine how well lab measures predicted driving performance. Results revealed different patterns of correlations for different age groups. For younger drivers (30-51), lab measures generally showed no association with measures of driving performance. For older drivers (74-83), measures of information-processing were associated with overall rated driving performance, while measures of reaction time showed strong correlations with objective driving measures. The results suggested that different mechanisms are utilized by drivers of different ages, and that the slowing of reaction time associated with aging has effects on driving skills related to vehicle control.
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Weijkamp, Janne, and Makiko Sadakata. "Attention to affective audio-visual information: Comparison between musicians and non-musicians." Psychology of Music 45, no. 2 (July 7, 2016): 204–15. http://dx.doi.org/10.1177/0305735616654216.
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Individuals with more musical training repeatedly demonstrate enhanced auditory perception abilities. The current study examined how these enhanced auditory skills interact with attention to affective audio-visual stimuli. A total of 16 participants with more than 5 years of musical training (musician group) and 16 participants with less than 2 years of musical training (non-musician group) took part in a version of the audio-visual emotional Stroop test, using happy, neutral, and sad emotions. Participants were presented with congruent and incongruent combinations of face and voice stimuli while judging the emotion of either the face or the voice. As predicted, musicians were less susceptible to interference from visual information on auditory emotion judgments than non-musicians, as evidenced by musicians being more accurate when judging auditory emotions when presented with congruent and incongruent visual information. Musicians were also more accurate than non-musicians at identifying visual emotions when presented with concurrent auditory information. Thus, musicians were less influenced by congruent/incongruent information in a non-target modality compared to non-musicians. The results suggest that musical training influences audio-visual information processing.
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GRAHAM, SUSAN A., VALERIE SAN JUAN, and MELANIE KHU. "Words are not enough: how preschoolers’ integration of perspective and emotion informs their referential understanding." Journal of Child Language 44, no. 3 (November 7, 2016): 500–526. http://dx.doi.org/10.1017/s0305000916000519.
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AbstractWhen linguistic information alone does not clarify a speaker's intended meaning, skilled communicators can draw on a variety of cues to infer communicative intent. In this paper, we review research examining the developmental emergence of preschoolers’ sensitivity to a communicative partner's perspective. We focus particularly on preschoolers’ tendency to use cues both within the communicative context (i.e. a speaker's visual access to information) and within the speech signal itself (i.e. emotional prosody) to make on-line inferences about communicative intent. Our review demonstrates that preschoolers’ ability to use visual and emotional cues of perspective to guide language interpretation is not uniform across tasks, is sometimes related to theory of mind and executive function skills, and, at certain points of development, is only revealed by implicit measures of language processing.
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Lee, Seung Deok, and Hyun Mee Lee. "The Effect of Vision Therapy on the Improvement in Visual Information Processing Skill." Journal of Korean Ophthalmic Optics Society 25, no. 4 (December 31, 2020): 427–35. http://dx.doi.org/10.14479/jkoos.2020.25.4.427.
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Commodari, Elena, and Maria Guarnera. "Attention and Reading Skills." Perceptual and Motor Skills 100, no. 2 (April 2005): 375–86. http://dx.doi.org/10.2466/pms.100.2.375-386.
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Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11–14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.
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Schröter, Pauline, and Sascha Schroeder. "DIFFERENCES IN VISUAL WORD RECOGNITION BETWEEN L1 AND L2 SPEAKERS." Studies in Second Language Acquisition 40, no. 2 (October 17, 2017): 319–39. http://dx.doi.org/10.1017/s0272263117000201.
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AbstractInvestigating the impact of linguistic characteristics on visual word recognition in children, we studied whether differences in native (L1) and second language (L2) processing already emerge at the beginning of reading development. German elementary school students in grades 2 to 6 completed a battery of standardized tests and a lexical decision task (LDT). Though L1 speakers outperformed L2 speakers on German skills, groups did not differ in their overall performance on the LDT. However, results from mixed-effect models revealed greater effects for word frequency and length in L2 over L1 speakers, indicating qualitative differences in the sensitivity to linguistic information between groups. This distinction persisted across all grades and after controlling for differences in vocabulary size and reading fluency. Findings extend evidence provided for adult L2 processing, suggesting that varying language exposure shapes the development of the word-recognition system already in the early stages of reading development.
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Blasi, Francesco D. Di, Flaviana Elia, Serafino Buono, Ger J. A. Ramakers, and Santo F. Di Nuovo. "Relationships between Visual-Motor and Cognitive Abilities in Intellectual Disabilities." Perceptual and Motor Skills 104, no. 3 (June 2007): 763–72. http://dx.doi.org/10.2466/pms.104.3.763-772.
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The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.
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Ishikura, Tadao, and Kimihiro Inomata. "Effects of Angle of Model-Demonstration on Learning of Motor Skill." Perceptual and Motor Skills 80, no. 2 (April 1995): 651–58. http://dx.doi.org/10.2466/pms.1995.80.2.651.
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The purpose was to examine the effects of three different demonstrations by a model on acquisition and retention of a sequential gross movement task. The second purpose was to examine the relationship between reversal processing of visual information about skills and coding of skill information. Thirty undergraduates (15 men and 15 women) were assigned into one of three conditions, Objective condition which demonstrated the task with the model facing the subject, Looking-glass condition in which the skill was demonstrated with the model facing the subject who viewed the performance opposite the right and left directions in executing the task, and the Subjective condition in which the subject observed the model from the rear. Number of immediate recall tests required to accomplish the sequential movements completely and the sum of the performance points for reproduced movements at each delayed recall test (1 day, 7 days, and 5 mo. after the immediate recall test) were employed. Analysis indicated the Subjective condition produced a significantly greater modeling effect in immediate recall of the movements than the Looking-glass condition. Retention of the acquired skills was almost equal under the three conditions.
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Bosse, Marie-Line, Sonia Kandel, Chloé Prado, and Sylviane Valdois. "Does visual attention span relate to eye movements during reading and copying?" International Journal of Behavioral Development 38, no. 1 (November 7, 2013): 81–85. http://dx.doi.org/10.1177/0165025413509046.
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This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the number of letters that are processed simultaneously. The tasks were designed to assess visual attention span abilities (VA). The results for both grades revealed that the children who reported more letters, i.e., processed more consonants in parallel, produced fewer rightward fixations during text reading suggesting they could process more letters at each fixation. They also copied more letters per gaze lift from the same text. Furthermore, a regression analysis showed that VA span predicted variations in copying independently of the influence of reading skills. The findings support a role of VA span abilities in the early extraction of orthographic information, for both reading and copying tasks.
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Kiuru, Konstantin, and Svetlana Simakova. "Media Education in Conditions of Visual Turn: European and Russian Experience." SHS Web of Conferences 50 (2018): 01079. http://dx.doi.org/10.1051/shsconf/20185001079.
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The present article covers the study of changing of approaches to media education in the conditions of visual turn. The most relevant problems are: preparation of a human to adequate perception and processing of information flow; increasing of audience’s critical thinking; teaching a human different methods of working with information; perfecting of self-development skills in the conditions of media system that become more complicated. Certain changes have occurred in media consumption in the recent years: modern audience prefers visual content. Therefore, it is necessary to change the model of media education. The present article justifies the importance of the semiotic model of media education. Documents relating to problems of studying of the experience of formation and modern development of media education in Europe and in Russia, and documentation provided by educational institutions have become the material for the present study. The trends in media education stipulated by visual turn have been pointed out.
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Venini, Dustin, Roger W. Remington, Gernot Horstmann, and Stefanie I. Becker. "Centre-of-Gravity Fixations in Visual Search: When Looking at Nothing Helps to Find Something." Journal of Ophthalmology 2014 (2014): 1–14. http://dx.doi.org/10.1155/2014/237812.
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In visual search, some fixations are made between stimuli on empty regions, commonly referred to as “centre-of-gravity” fixations (henceforth: COG fixations). Previous studies have shown that observers with task expertise show more COG fixations than novices. This led to the view that COG fixations reflect simultaneous encoding of multiple stimuli, allowing more efficient processing of task-related items. The present study tested whether COG fixations also aid performance in visual search tasks with unfamiliar and abstract stimuli. Moreover, to provide evidence for the multiple-item processing view, we analysed the effects of COG fixations on the number and dwell times of stimulus fixations. The results showed that (1) search efficiency increased with increasing COG fixations even in search for unfamiliar stimuli and in the absence of special higher-order skills, (2) COG fixations reliably reduced the number of stimulus fixations and their dwell times, indicating processing of multiple distractors, and (3) the proportion of COG fixations was dynamically adapted to potential information gain of COG locations. A second experiment showed that COG fixations are diminished when stimulus positions unpredictably vary across trials. Together, the results support the multiple-item processing view, which has important implications for current theories of visual search.
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Vercruyssen, Max, Barbara L. Carlton, and Virginia Diggles-Buckles. "Aging, Reaction Time, and Stages of Information Processing." Proceedings of the Human Factors Society Annual Meeting 33, no. 3 (October 1989): 174–78. http://dx.doi.org/10.1177/154193128903300305.
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Using Sternberg's (1969) Additive Factors Method (AFM), previous investigations in search of the locus of age-related slowing in reactive capacity have found conflicting results possibly due to inconsistencies in research methodologies. This experiment was conducted to examine age differences in the performance of AFM intratask manipulations of a reaction time task using both fixed and variable foreperiod conditions with subject testing at both naive and practiced skill levels. Twenty male subjects, ten young and ten old, performed a visual four-choice RT task with intratask manipulations of stimulus-degradation, stimulus-response compatibility, and response-stimulus intervals (RSIs were fixed at 0, 2, and 5 sec and variable with random presentations at 0, 2, and 5 sec), once when subjects were naive and again when practiced. The results varied by level of practice and RSI, but clearly the older subjects had difficulty with the intratask manipulations. The older subjects took twice as long, on the average, to respond. Interactions of age by compatibility suggest that, according to the AFM, with age comes inordinately long delays in the response selection stage of information processing. Conclusions are made with caution since this research points to limitations and methodological confounds which serve to explain many of the equivocal findings in previous studies.
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Cavallo, Viola, and Michel Laurent. "Visual Information and Skill Level in Time-To-Collision Estimation." Perception 17, no. 5 (October 1988): 623–32. http://dx.doi.org/10.1068/p170623.
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Previous studies on the visual origin of time-to-collision ( Tc) information have demonstrated that Tc estimates can be based solely on the processing of target expansion rate (optic variable τ). But in the simulated situations used (film clips), there was little reliable information on speed (owing to reduced peripheral vision) and distance (owing to the absence of binocular distance cues) available. In order to determine whether these kinds of information are also taken into account, it is necessary to take an approach where the subject receives a more complete visual input. Thus, an experiment conducted on a circuit under actual driving conditions is reported. Experienced drivers and beginners, who were passengers in a car, had to indicate the moment they expected a collision with a stationary obstacle to take place. Subjects were blindfolded after a viewing time of 3 s. The conditions for speed evaluation (normal versus restricted visual field) and distance evaluation (binocular versus monocular vision) by subjects were varied. The approach speed (30 and 90 km h−1) and actual Tc (3 and 6 s) were also varied. The results show that accuracy of Tc estimation increased with (i) normal visual field, (ii) binocular vision, (iii) higher speeds, and (iv) driving experience. These findings have been interpreted as indicating that both speed and distance information are taken into account in Tc estimation. They suggest furthermore that these two kinds of information may be used differently depending on the skill level of the subject. The results are discussed in terms of the complementarity of the various potentially usable visual means of obtaining Tc information.
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Hendry, Alexandra, Mark H. Johnson, and Karla Holmboe. "Early Development of Visual Attention: Change, Stability, and Longitudinal Associations." Annual Review of Developmental Psychology 1, no. 1 (December 24, 2019): 251–75. http://dx.doi.org/10.1146/annurev-devpsych-121318-085114.
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Visual attention is a basic mechanism of information gathering and environment selection and consequently plays a fundamental role in influencing developmental trajectories. Here, we highlight evidence for predictive associations from early visual attention to emotion regulation, executive function, language and broader cognitive ability, mathematics and literacy skills, and neurodevelopmental conditions. Development of visual attention is also multifaceted and nonlinear. In daily life, core functions such as orienting, selective filtering, and processing of visual inputs are intertwined and influenced by many other cognitive components. Furthermore, the demands of an attention task vary according to the experience, motivation, and cognitive and physical constraints of participants, while the mechanisms underlying performance may change with development. Thus, markers of attention may need to be interpreted differently across development and between populations. We summarize research that has combined multiple measurements and techniques to further our understanding of visual attention development and highlight possibilities for the future.
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Li, Wenjing, Jianhong Li, Jieqiong Wang, Peng Zhou, Zhenchang Wang, Junfang Xian, and Huiguang He. "Functional Reorganizations of Brain Network in Prelingually Deaf Adolescents." Neural Plasticity 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/9849087.
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Previous neuroimaging studies suggested structural or functional brain reorganizations occurred in prelingually deaf subjects. However, little is known about the reorganizations of brain network architectures in prelingually deaf adolescents. The present study aims to investigate alterations of whole-brain functional network using resting-state fMRI and graph theory analysis. We recruited 16 prelingually deaf adolescents (10~18 years) and 16 normal controls matched in age and gender. Brain networks were constructed from mean time courses of 90 regions. Widely distributed network was observed in deaf subjects, with increased connectivity between the limbic system and regions involved in visual and language processing, suggesting reinforcement of the processing for the visual and verbal information in deaf adolescents. Decreased connectivity was detected between the visual regions and language regions possibly due to inferior reading or speaking skills in deaf subjects. Using graph theory analysis, we demonstrated small-worldness property did not change in prelingually deaf adolescents relative to normal controls. However, compared with healthy adolescents, eight regions involved in visual, language, and auditory processing were identified as hubs only present in prelingually deaf adolescents. These findings revealed reorganization of brain functional networks occurred in prelingually deaf adolescents to adapt to deficient auditory input.
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Goodale, M. A., L. S. Jakobson, A. D. Milner, D. I. Perrett, P. J. Benson, and J. K. Hietanen. "The Nature and Limits of Orientation and Pattern Processing Supporting Visuomotor Control in a Visual Form Agnosic." Journal of Cognitive Neuroscience 6, no. 1 (January 1994): 46–56. http://dx.doi.org/10.1162/jocn.1994.6.1.46.
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We have previously reported that a patient (DF) with visual form agnosia shows accurate guidance of hand and finger movements with respect to the size, orientation, and shape of the objects to which her movements are directed. Despite this, she is unable to indicate any knowledge about these object properties. In the present study, we investigated the extent to which DF is able to use visual shape or pattern to guide her hand movements. In the first experiment, we found that when presented with a stimulus aperture cut in the shape of the letter T, DF was able to guide a T-shaped form into it on about half of the trials, across a range of different stimulus orientations. On the remaining trials, her responses were almost always perpendicular to the correct Orientation. Thus, the visual information guiding the rotation of DF's hand appears to be limited to a single orientation. In other words, the visuomotor transformations mediating her hand rotation appear to be unable to combine the orientations of the stem and the top of the T, although they are sensitive to the orientation of the element(s) that comprise the T. In a second experiment, we examined her ability to use different sources of visual information to guide her hand rotation. In this experiment, DF was required to guide the leading edge of a hand-held card onto a rectangular target positioned at dHerent orientations on a flat surface. Here the orientation of her hand was determined primarily by the predominant orientation of the luminance edge elements present in the stimulus, rather than by information about orientation that was conveyed by nonluminance boundaries. Little evidence was found for an ability to use contour boundaries defined by Gestalt principles of grouping (good continuation or similarity) or “nonaccidental” image properties (colinearity) to guide her movements. We have argued elsewhere that the dorsal visual pathway from occipital to parietal cortex may underlie these preserved visuomotor skills in DF. If so, the limitations in her ability to use different kinds of “pattern” information to guide her hand rotation suggest that such information may need to be transmitted from the ventral visual stream to these parietal areas to enable the full range of prehensive acts in the intact individual.
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Block, Sandra S., Rita Brusca-Vega, William J. Pizzi, Elizabeth Berry-Kravis, Dominick M. Maino, and Terry Treitman. "COMPARISON OF PERFORMANCE OF MOTHERS OF FRAGILE(X) CHILDREN EXHIBITING FULL VERSUS PREMUTATION ON TESTS OF VISUAL INFORMATION PROCESSING AND COGNITIVE SKILLS." Optometry and Vision Science 72, SUPPLEMENT (December 1995): 208. http://dx.doi.org/10.1097/00006324-199512001-00334.
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Tomashevska, T. V. "Features of the competence of the political and governing elite in the information society." Public administration aspects 6, no. 11-12 (February 20, 2019): 13–20. http://dx.doi.org/10.15421/151869.
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The article describes the features of electronic and media culture, which include openness for owners of information resources, digitality, interactive nature of interaction between the subject and objects, content pluralism, including ethical and value, the status of simulation of cultural objects, the prevalence of visual perception over the meaning, rapid updating and the aging of objects, entertainment and gaming character, the increased role of media, communications and communications, which themselves become objects of electronic culture and its moderators. The key importance of information culture in the system of competence of representatives of the political and governing elite in the information society and the priority of soft skills – soft or social skills, which are formed when people interact in the process of solving practical and theoretical problems, are shown. The basic characteristics and differences between hard and soft skills, which are in the universality of the latter, the relevance of the actions, the tendency to feedback and slow development, which requires great efforts at an unguaranteed result, are considered. The most significant competences of the representatives of the political and governing elite which demand the soft skills are defined: personal development, support of interpersonal relations, stress resistance, goal orientation and managerial skills. The study emphasized that in the conditions of information media realism, the most important social skills are also the selection, critical processing and use of information, the ability to create new things, learn, have flexibility, readiness to move to new resources and technologies, the ability to manage projects and teams using information systems, social networks and remote control forms. The directions of improvement of the education system aimed at the formation of the mentioned competencies are accented, namely, the change of training formats, development of project work, increase of the role of interaction between students, increase of personal responsibility and freedom.
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MINSHEW, NANCY J., GERALD GOLDSTEIN, and DON J. SIEGEL. "Neuropsychologic functioning in autism: Profile of a complex information processing disorder." Journal of the International Neuropsychological Society 3, no. 4 (July 1997): 303–16. http://dx.doi.org/10.1017/s1355617797003032.
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Neurobehavioral theories of autism have hypothesized core deficits in sensory input or perception, basic attentional abilities or generalized attention to extrapersonal space, anterograde memory, auditory information processing, higher order memory abilities, conceptual reasoning abilities, executive function, control mechanisms of attention, and higher order abilities across domains. A neuropsychologic battery designed to investigate these hypotheses was administered to 33 rigorously diagnosed autistic individuals with IQ scores greater than 80, and 33 individually matched normal controls. Stepwise discriminant function was used to define the profile of neuropsychologic functioning across domains. The neuropsychologic profile in these autistic individuals was defined by impairments in skilled motor, complex memory, complex language, and reasoning domains, and by intact or superior performance in the attention, simple memory, simple language, and visual–spatial domains. This profile is not consistent with mental retardation or with a general deficit syndrome, but rather with a selective impairment in complex information processing that does not involve visual–spatial processing. This profile is not consistent with a single primary deficit, but with a multiple primary deficit model in which the deficit pattern within and across domains is reflective of the complexity of the information processing demands. This neuropsychologic profile is furthermore consistent with the neurophysiologic characterization of autism as a late information processing disorder with sparing of early information processing. (JINS, 1997, 3, 303–316)
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Singh, Tarkeshwar, Julius Fridriksson, Christopher M. Perry, Sarah C. Tryon, Angela Ross, Stacy Fritz, and Troy M. Herter. "A novel computational model to probe visual search deficits during motor performance." Journal of Neurophysiology 117, no. 1 (January 1, 2017): 79–92. http://dx.doi.org/10.1152/jn.00561.2016.
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Successful execution of many motor skills relies on well-organized visual search (voluntary eye movements that actively scan the environment for task-relevant information). Although impairments of visual search that result from brain injuries are linked to diminished motor performance, the neural processes that guide visual search within this context remain largely unknown. The first objective of this study was to examine how visual search in healthy adults and stroke survivors is used to guide hand movements during the Trail Making Test (TMT), a neuropsychological task that is a strong predictor of visuomotor and cognitive deficits. Our second objective was to develop a novel computational model to investigate combinatorial interactions between three underlying processes of visual search (spatial planning, working memory, and peripheral visual processing). We predicted that stroke survivors would exhibit deficits in integrating the three underlying processes, resulting in deteriorated overall task performance. We found that normal TMT performance is associated with patterns of visual search that primarily rely on spatial planning and/or working memory (but not peripheral visual processing). Our computational model suggested that abnormal TMT performance following stroke is associated with impairments of visual search that are characterized by deficits integrating spatial planning and working memory. This innovative methodology provides a novel framework for studying how the neural processes underlying visual search interact combinatorially to guide motor performance. NEW & NOTEWORTHY Visual search has traditionally been studied in cognitive and perceptual paradigms, but little is known about how it contributes to visuomotor performance. We have developed a novel computational model to examine how three underlying processes of visual search (spatial planning, working memory, and peripheral visual processing) contribute to visual search during a visuomotor task. We show that deficits integrating spatial planning and working memory underlie abnormal performance in stroke survivors with frontoparietal damage.
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Klimina, N. V., and I. А. Morozov. "The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "." Informatics and education, no. 3 (June 4, 2021): 31–41. http://dx.doi.org/10.32517/0234-0453-2021-36-3-31-41.
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The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education.
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Pring, Linda, and Maggie Snowling. "Developmental Changes in Word Recognition: An Information-Processing Account." Quarterly Journal of Experimental Psychology Section A 38, no. 3 (August 1986): 395–418. http://dx.doi.org/10.1080/14640748608401605.
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Two experiments examining developmental changes in the use of context in single word reading are reported. The first experiment investigated how effectively children can access conceptual knowledge and use this to help their word recognition. The results indicated that young readers can on demand direct their attention to semantic information, and this allows them to reap a relatively greater benefit from context than older more skilful readers. The second experiment attempted to clarify the way such use of contextual information might help in the specific case when a child attempts to decode a new word for the first time. Skilled and unskilled readers pronounced pseudohomophonic nonwords faster when they were primed by a semantic context, and the context effect was greater for unskilled readers. The nonword's graphemic similarity to a lexical item was also important. In general, the results were consistent with Stanovich's (1980) interactive-compensatory model of reading, and they suggest that in learning to read, several already existing stores of information (e.g. auditory, visual and conceptual) are integrated in order to achieve a solution to the word recognition problem.
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Goolsby, Thomas W. "Profiles of Processing: Eye Movements during Sightreading." Music Perception 12, no. 1 (1994): 97–123. http://dx.doi.org/10.2307/40285757.
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Temporal and sequential components of the eye movement used by a skilled and a less-skilled sightreader were used to construct six profiles of processing. Each subject read three melodies of varying levels of concentration of visual detail. The profiles indicates the order, duration, and location of each fixation while the subjects sightread the melodies. Results indicate that music readers do not fixate on note stems or the bar lines that connect eighth notes when sightreading. The less-skilled music reader progressed through the melody virtually note-by-note using long fixations, whereas the skilled sightreader directed fixations to all areas of the notation (using more regressions than the less-skilled reader) to perform the music accurately. Results support earlier findings that skilled sightreaders look farther ahead in the notation, then back to the point of performance (Goolsby, 1994), and have a larger perceptual span than less-skilled sightreaders. Findings support Slobodans (1984) contention that music reading (i. e., sightreading) is indeed music perception, because music notation is processed before performance. Support was found for Sloboda's (1977, 1984, 1985, 1988) hypotheses on the effects of physical and structural boundaries on visual musical perception. The profiles indicate a number of differences between music perception from processing visual notation and perception resulting from language reading. These differences include: (1) opposite trends in the control of eye movement (i. e., the better music reader fixates in blank areas of the visual stimuli and not directly on each item of the information that was performed), (2) a perceptual span that is vertical as well as horizontal, (3) more eye movement associated with the better reader, and (4) greater attention used for processing language than for music, although the latter task requires an "exact realization."
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Zhdanovа, Yulia, Svitlana Spasiteleva, and Svitlana Shevchenko. "APPLICATION OF THE SECURITY.CRYPTOGRAPHY CLASS LIBRARY FOR PRACTICAL TRAINING OF SPECIALISTS FROM THE CYBER SECURITY." Cybersecurity: Education Science Technique, no. 4 (2019): 44–53. http://dx.doi.org/10.28925/2663-4023.2019.4.4453.
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The article deals with the problem of training modern specialists of the specialty "125 - Cyber Security". Issues of providing students with specialized and professional knowledge and skills in cryptographic protection of the information are considered. The necessity of obtaining practical knowledge on information protection with a certain amount of theoretical knowledge for future cybersecurity specialists has been substantiated. Through the analysis of literature and the use of own experience, the essence and structure of the concept of "competence on cryptographic protection of the information" have been determined. Formation of these competencies have been carried out within the framework of interdisciplinary links of educational disciplines, namely: "Applied Cryptology", "Secure Programming". The list of requirements for professionally significant characteristics of a cybersecurity specialist in the field of cryptographic protection of information has been determined. An overview of cryptographic libraries has been conducted and the main criteria for selecting the cryptographic service and the programming environment have been determined. The article demonstrates the need to use modern cryptographic .Net Framework services and the Microsoft Visual Studio application development environment to provide students with the knowledge and practical skills of information protection. The model of formation and development of competences on cryptographic protection of the information for students of the specialty “125-Cyber Security” has been developed and the ways of its realization at Borys Grinchenko Kyiv University have been offered. In the course of the research it was determined that in the programming of cryptographic protection mechanisms, practical skills of using cryptographic algorithms in the processing and transmission of data have been effectively formed. It is proved that the definition of the volume of theoretical knowledge and practical skills, taking into account the interdisciplinary connections of educational disciplines, allows preparing specialists with practical skills in cryptographic protection of the information. Such specialists are necessary for IT companies in the labor market.
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O'Toole, Alice J., and Carlos D. Castillo. "Face Recognition by Humans and Machines: Three Fundamental Advances from Deep Learning." Annual Review of Vision Science 7, no. 1 (September 15, 2021): 543–70. http://dx.doi.org/10.1146/annurev-vision-093019-111701.
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Deep learning models currently achieve human levels of performance on real-world face recognition tasks. We review scientific progress in understanding human face processing using computational approaches based on deep learning. This review is organized around three fundamental advances. First, deep networks trained for face identification generate a representation that retains structured information about the face (e.g., identity, demographics, appearance, social traits, expression) and the input image (e.g., viewpoint, illumination). This forces us to rethink the universe of possible solutions to the problem of inverse optics in vision. Second, deep learning models indicate that high-level visual representations of faces cannot be understood in terms of interpretable features. This has implications for understanding neural tuning and population coding in the high-level visual cortex. Third, learning in deep networks is a multistep process that forces theoretical consideration of diverse categories of learning that can overlap, accumulate over time, and interact. Diverse learning types are needed to model the development of human face processing skills, cross-race effects, and familiarity with individual faces.
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Ehri, Linnea C. "Learning to Read and Spell Words." Journal of Reading Behavior 19, no. 1 (March 1987): 5–31. http://dx.doi.org/10.1080/10862968709547585.
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Learning to read and spell words is a central part of becoming literate. During text reading, most words are processed, and skilled readers are able to do this effortlessly. How they become skilled at processing graphic cues has been the focus of our research. Findings indicate that prereaders do not acquire graphic skill by learning to read signs and labels in their environment. Rather, mastery of letters is required. Whereas prereaders use visual or context cues to identify words, as soon as children move into reading they shift to letter-sound cues. Initially, words are read by accessing remembered associations between a few letters in spellings and sounds in pronunciations. Later, when decoding skill matures, complete spellings are analyzed as phonemic symbols for pronunciations and are stored in memory. Various studies indicate that having a visual picture of speech in memory is an important part of a person's information-processing equipment. Spellings may influence how words are pronounced, what sounds people think are in words, how quickly people judge spoken word rhymes, how rapidly pronunciations change over time.
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Russo, Sofia, Giulia Calignano, Marco Dispaldro, and Eloisa Valenza. "An Integrated Perspective on Spatio-Temporal Attention and Infant Language Acquisition." International Journal of Environmental Research and Public Health 18, no. 4 (February 8, 2021): 1592. http://dx.doi.org/10.3390/ijerph18041592.
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Efficiency in the early ability to switch attention toward competing visual stimuli (spatial attention) may be linked to future ability to detect rapid acoustic changes in linguistic stimuli (temporal attention). To test this hypothesis, we compared individual performances in the same cohort of Italian-learning infants in two separate tasks: (i) an overlap task, measuring disengagement efficiency for visual stimuli at 4 months (Experiment 1), and (ii) an auditory discrimination task for trochaic syllabic sequences at 7 months (Experiment 2). Our results indicate that an infant’s efficiency in processing competing information in the visual field (i.e., visuospatial attention; Exp. 1) correlates with the subsequent ability to orient temporal attention toward relevant acoustic changes in the speech signal (i.e., temporal attention; Exp. 2). These results point out the involvement of domain-general attentional processes (not specific to language or the sensorial domain) playing a pivotal role in the development of early language skills in infancy.
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Silva, Rogeria Cristina Rangel da, Raquel Luíza Santos de Carvalho, and Marcia Cristina Nascimento Dourado. "Deficits in emotion processing in Alzheimer’s disease: a systematic review." Dementia & Neuropsychologia 15, no. 3 (September 2021): 314–30. http://dx.doi.org/10.1590/1980-57642021dn15-030003.
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ABSTRACT Emotional processing involves the ability of the individual to infer emotional information. There is no consensus about how Alzheimer’s disease (AD) affects emotional processing. Objective: Our aim is to systematically review the impact of AD on emotion processing. Methods: We conducted a search based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The literature search was performed using the electronic databases MEDLINE (PubMed) and Science Citation Index (Institute for Scientific Information [ISI]). The following descriptors were used in the review process: emotion or emotional processing, cognition or cognitive functions, and Alzheimer disease or Alzheimer’s disease. This systematic review was recorded in the International Prospective Register of Systematic Reviews (PROSPERO) under the number CRD42018115891. Results: We identified 425 articles, 19 of which met our criteria. Visual emotional stimuli were the most used among studies. Most studies used tasks of emotional naming, discrimination, identification, and correspondence. The results were contradictory. Many studies reported that individuals with AD were impaired on emotional perception tasks, while other results reported preserved skills. The relationship between emotional processing and cognition is also unclear. Some studies suggested that general cognitive performance affects performance in emotional perception tasks among people with AD, but other studies have shown deficits in recognizing emotion, regardless of cognitive performance. Conclusions: Studies are scarce, present contradictory results, and report impairment in emotional processing in relation to cognition. Moreover, the analyses of the correlation between emotion processing and cognitive functioning failed to reveal clear relationships.
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Kovacic-Popovic, Anita, and Marina Vujanovic. "The relationship between working memory and mathematical skills in third-grade primary school students." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 321–38. http://dx.doi.org/10.2298/zipi1602321k.
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Working memory is an important factor that accounts for individual differences in mathematics achievement among children. A specific component of working memory is the visuospatial working memory, responsible for maintenance and processing of visual and spatial information significant for successful task completion. This research was aimed at examining whether there is a link between visuospatial working memory and the level of acquisition of mathematical skills. The research was conducted in primary schools in Belgrade in the second academic term of the year 2016. The sample included 103 students of both genders, aged 9 to 10. In order to assess the visuospatial working memory we used the Houses Recognition test and the Jigsaw Puzzle task. Bearing in mind the results of the Neuropsychological Test Battery for Number Processing and Calculation in Children, a group of children with learning difficulties in mathematics was formed. The results indicated that the capacity of visuospatial working memory was directly proportional to the results of the test of mathematical skills. The analysis of the results of mathematical skills has shown that there was a significant correlation between the children with difficulties and those without difficulties in learning mathematics (p<0.05). Furthermore, there is a difference between these two groups at the level of both active and passive visuospatial working memory, with the better results achieved by the students with no learning difficulties in mathematics. Visuospatial working memory is very significant for the acquisition of mathematical skills and achievement in mathematics.
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Kelly, Leonard P. "Processing of Bottom-up and Top-Down Information by Skilled and Average Deaf Readers and Implications for Whole Language Instruction." Exceptional Children 61, no. 4 (February 1995): 318–34. http://dx.doi.org/10.1177/001440299506100402.
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To explicate the competence of skilled deaf readers, this study compared groups of high- and average-ability, secondary-level, deaf readers on five indicators of cognitive processes used during reading. Two indicators focused on fluency in processing visual information; three measured readers' application of higher-level processes. Results indicated significant differences between the groups on the measures of fluency. However, intergroup similarities on the indexes of higher-level processing suggest that these components do not determine the reading superiority of the skilled readers. The findings suggest that whole language instructional practices, increasingly popular in deaf education, need to address the development of processing fluency in deaf readers.
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Milner, A. D. "Vision without knowledge." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 352, no. 1358 (August 29, 1997): 1249–56. http://dx.doi.org/10.1098/rstb.1997.0107.
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A brain–damaged patient (D.F.) with visual form agnosia is described and discussed. D.F. has a profound inability to recognize objects, places and people, in large part because of her inability to make perceptual discriminations of size, shape or orientation, despite having good visual acuity. Yet she is able to perform skilled actions that depend on that very same size, shape and orientation information that is missing from her perceptual awareness. It is suggested that her intact vision can best be understood within the framework of a dual processing model, according to which there are two cortical processing streams operating on different coding principles, for perception and for action, respectively. These may be expected to have different degrees of dependence on top–down information. One possibility is that D.F.'s lack of explicit awareness of the visual cues that guide her behaviour may result from her having to rely on a processing system which is not knowledge–based in a broad sense. Conversely, it may be that the perceptual system can provide conscious awareness of its products in normal individuals by virtue of the fact that it does interact with a stored base of visual knowledge.
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Aretz, Anthony J. "Perceptual Skill and the Cerebral Hemispheres." Proceedings of the Human Factors Society Annual Meeting 36, no. 18 (October 1992): 1373–77. http://dx.doi.org/10.1177/154193129203601803.
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The purpose of this experiment was to determine if there is a relationship between the development of a perceptual skill and the visual field of presentation for verbal and spatial stimuli. Subjects performed an extended practice Sternberg task in which targets were presented in either the left visual field (LVF) or right visual field (RVF). Both verbal (letters) and spatial (3−3 grid patterns) stimuli were used. The results indicated that visual field was not a significant factor for simple verbal stimuli. However, there was an initial LVF, or right hemisphere (RH), advantage for spatial stimuli that switched to a RVF, or left hemisphere (LH), advantage after a skill develops. These data support an analytic role for the LH, which may be the focus for feature detection expertise. Another finding was that individual differences in cerebral dominance may influence the development of perceptual skill. Together these data shed light on possible biological constraints of human information processing models.
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Johnels, Jakob Åsberg, and Carmela Miniscalco. "Excellent Word-Reading Ability in the Context of an Autism Spectrum Disorder: A Case Study of a Swedish-Speaking 7-Year-Old Boy." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 88–102. http://dx.doi.org/10.1891/1945-8959.13.1.88.
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This case study seeks to extend our knowledge of the phenotype associated with excellent word reading in autism spectrum disorder by a detailed examination of psycholinguistic, neuropsychological/cognitive, and classroom/academic functioning of a Swedish-speaking 7-year-old boy (called “Jonas”). On age-referenced word reading-decoding assessment, Jonas scored among the top 7%. Reading comprehension status varied as a function of information source. Jonas’s phonological processing and phonological memory performance was found to be normal to strong. In contrast, he scored poorly on tests of oral semantic, syntactical, and narrative language. On the WISC-III, Jonas performed highly uneven across subtests from impaired to above average levels. On the Kaufman factors, Jonas had a peak in perceptual organization (IQ score 119), thus reflecting very strong visual attention skills, which together with normal to strong phonological abilities might underlie his excellent word reading. Finally, both his parents and teacher reported on other classroom-learning skills and difficulties.
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Bukhtayarova, Elena Yurevna. "Visual Modeling as a Means of Teaching Creative Storytelling to Senior Preschoolers with Severe Speech Impairments." Development of education, no. 1 (7) (March 13, 2020): 35–40. http://dx.doi.org/10.31483/r-74615.
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The article is specifically concerned with the fact that the search for new ways of improving corrective logopedic work with children diagnosed with severe speech disorders is directly associated with changes in the requirements concerning the content of preschool education. Today, the corrective work aimed at addressing emerging or existing impairments of speech and its grammatical structure, as well as phonemic hearing is prioritized in the Russian logopedics, being the most well-developed. The aim of this study is to establish the theoretical basis for the research problem and to develop a course of logopedic classes using visual modeling for developing creative storytelling skills in senior preschoolers with severe speech impairments. The following methods have been used in the study: analysis of literature on the research subject, experiments, methods used in mathematical statistics, qualitative and quantitative methods of processing the experimental findings, observation. It can be concluded that creating motivating communication associated with creative activity or a visual situation creates conditions for children’s independent will to speak out and share their opinion. Developing creative storytelling skills in children of senior preschool age with severe speech disorders presents great difficulties. Creative storytelling is an effective means of speech development. The method of visual simulation can be used when working on all types of coherent expression, in particular, this applies to creative storytelling. In the course of visual modeling children will become familiar with graphic ways of presenting information: images of outlined objects with a minimal amount of details, symbolic images of objects, plans and symbols used in them.
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Lafrance, Marie-Elaine, Dana Benoit, Noémi Dahan-Oliel, and Isabelle Gélinas. "Development of a driving readiness program for adolescents and young adults with cerebral palsy and spina bifida." British Journal of Occupational Therapy 80, no. 3 (November 22, 2016): 173–82. http://dx.doi.org/10.1177/0308022616672480.
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Introduction Occupational therapists are amongst the certified driving rehabilitation specialists providing driving rehabilitation and training. This study aimed at gathering information on driving readiness in adolescents and young adults with physical and/or cognitive impairments related to cerebral palsy and spina bifida to guide the development of a driving readiness program for this clientele. Method A review of the scientific literature was performed. Seventy-four driving rehabilitation specialists across North America were surveyed, of whom eight were subsequently interviewed. Results Learner drivers with cerebral palsy and spina bifida lack the basic skills (such as information processing, visual memory, attention span) for and familiarity with community mobility and self-efficacy, often resulting in a lengthy and difficult learning process for automobile driving. The literature findings were corroborated by a survey and interview of specialized driving rehabilitation therapists. There is a therapist-driven desire to improve pre-requisite skills for driving through a driving readiness program tailored to this population’s specific needs. An outline of such a program was developed based on the person–environment–occupation model. Conclusion A driving readiness program may act as an important clinical tool intended to optimize pre-driving skills in adolescents with cerebral palsy or spina bifida in order to facilitate the driving training process and ensure greater community independence in this population.
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Shirama, Aya, Nobumasa Kato, and Makio Kashino. "When do individuals with autism spectrum disorder show superiority in visual search?" Autism 21, no. 8 (November 29, 2016): 942–51. http://dx.doi.org/10.1177/1362361316656943.
Full textAbstract:
Although superior visual search skills have been repeatedly reported for individuals with autism spectrum disorder, the underlying mechanisms remain controversial. To specify the locus where individuals with autism spectrum disorder excel in visual search, we compared the performance of autism spectrum disorder adults and healthy controls in briefly presented search tasks, where the search display was replaced by a noise mask at a stimulus-mask asynchrony of 160 ms to interfere with a serial search process while bottom-up visual processing remains intact. We found that participants with autism spectrum disorder show faster overall reaction times regardless of the number of stimuli and the presence of a target with higher accuracy than controls in a luminance and shape conjunction search task as well as a hard feature search task where the target feature information was ineffective in prioritizing likely target stimuli. In addition, the analysis of target eccentricity illustrated that the autism spectrum disorder group has better target discriminability regardless of target eccentricity, suggesting that the autism spectrum disorder advantage does not derive from a reduced crowding effect, which is known to be enhanced with increasing retinal eccentricity. The findings suggest that individuals with autism spectrum disorder excel in non-search processes, especially in the simultaneous discrimination of multiple visual stimuli.