Academic literature on the topic 'Visual memory deficit'
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Journal articles on the topic "Visual memory deficit"
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Easton, Alexander, Jamie P. Cockcroft, Kamar E. Ameen-Ali, and Madeline J. Eacott. "Impaired episodic simulation in a patient with visual memory deficit amnesia." Brain and Neuroscience Advances 4 (January 2020): 239821282095438. http://dx.doi.org/10.1177/2398212820954384.
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For the first time, we assess episodic simulation in a patient with visual memory deficit amnesia, following damage to visual association cortices. Compared to control participants, the patient with visual memory deficit amnesia shows severely restricted responses when asked to simulate different types of future episodic scenarios. Surprisingly, the patient’s responses are more limited in cases where the scenarios require less reliance on visual information. We explain this counterintuitive finding through discussing how the severe retrograde amnesia in visual memory deficit amnesia limits the patient’s access to episodic memories in which vision has not been a focus of their life. As a result, we argue that the deficits in visual memory deficit amnesia continue to distinguish it from amnesia after direct damage to the hippocampus.
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Skodzik, Timo, Heinz Holling, and Anya Pedersen. "Long-Term Memory Performance in Adult ADHD." Journal of Attention Disorders 21, no. 4 (July 28, 2016): 267–83. http://dx.doi.org/10.1177/1087054713510561.
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Objective: Memory problems are a frequently reported symptom in adult ADHD, and it is well-documented that adults with ADHD perform poorly on long-term memory tests. However, the cause of this effect is still controversial. The present meta-analysis examined underlying mechanisms that may lead to long-term memory impairments in adult ADHD. Method: We performed separate meta-analyses of measures of memory acquisition and long-term memory using both verbal and visual memory tests. In addition, the influence of potential moderator variables was examined. Results: Adults with ADHD performed significantly worse than controls on verbal but not on visual long-term memory and memory acquisition subtests. The long-term memory deficit was strongly statistically related to the memory acquisition deficit. In contrast, no retrieval problems were observable. Conclusion: Our results suggest that memory deficits in adult ADHD reflect a learning deficit induced at the stage of encoding. Implications for clinical and research settings are presented.
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Guimarães, Catarina A., Patrícia Rzezak, Daniel Fuentes, Renata C. Franzon, Maria Augusta Montenegro, Fernando Cendes, Kette D. Valente, and Marilisa M. Guerreiro. "Memory in children with symptomatic temporal lobe epilepsy." Arquivos de Neuro-Psiquiatria 72, no. 3 (March 2014): 184–89. http://dx.doi.org/10.1590/0004-282x20130223.
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In children with temporal lobe epilepsy (TLE), memory deficit is not so well understood as it is in adults. The aim of this study was to identify and describe memory deficits in children with symptomatic TLE, and to verify the influence of epilepsy variables on memory. We evaluated 25 children with TLE diagnosed on clinical, EEG and MRI findings. Twenty-five normal children were compared with the patients. All children underwent a neuropsychological assessment to estimate intellectual level, attention, visual perception, handedness, and memory processes (verbal and visual: short-term memory, learning, and delayed recall). The results allowed us to conclude: besides memory deficits, other neuropsychological disturbances may be found in children with TLE such as attention, even in the absence of overall cognitive deficit; the earlier onset of epilepsy, the worse verbal stimuli storage; mesial lesions correlate with impairment in memory storage stage while neocortical temporal lesions correlate with retrieval deficits.
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Barnes, James, Lisa Hinkley, Stuart Masters, and Laura Boubert. "Visual Memory Transformations in Dyslexia." Perceptual and Motor Skills 104, no. 3 (June 2007): 881–91. http://dx.doi.org/10.2466/pms.104.3.881-891.
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Representational Momentum refers to observers' distortion of recognition memory for pictures that imply motion because of an automatic mental process which extrapolates along the implied trajectory of the picture. Neuroimaging evidence suggests that activity in the magnocellular visual pathway is necessary for representational momentum to occur. It has been proposed that individuals with dyslexia have a magnocellular deficit, so it was hypothesised that these individuals would show reduced or absent representational momentum. In this study, 30 adults with dyslexia and 30 age-matched controls were compared on two tasks, one linear and one rotation, which had previously elicited the representational momentum effect. Analysis indicated significant differences in the performance of the two groups, with the dyslexia group having a reduced susceptibility to representational momentum in both linear and rotational directions. The findings highlight that deficits in temporal spatial processing may contribute to the perceptual profile of dyslexia.
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Vlachos, Filippos, and Argiris Karapetsas. "Visual Memory Deficit in Children with Dysgraphia." Perceptual and Motor Skills 97, no. 3_suppl (December 2003): 1281–88. http://dx.doi.org/10.2466/pms.2003.97.3f.1281.
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VLACHOS, FILIPPOS. "VISUAL MEMORY DEFICIT IN CHILDREN WITH DYSGRAPHIA." Perceptual and Motor Skills 97, no. 8 (2003): 1281. http://dx.doi.org/10.2466/pms.97.8.1281-1288.
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Richman, Lynn C., Tammy Wilgenbusch, and Thomasin Hall. "Spontaneous Verbal Labeling: Visual Memory and Reading Ability in Children with Cleft." Cleft Palate-Craniofacial Journal 42, no. 5 (September 2005): 565–69. http://dx.doi.org/10.1597/04-128r.1.
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Objective The purpose of this study was to examine different types of short-term memory deficits (visual versus verbal) of children with cleft and to determine what type of memory deficits were associated with reading disorders. Design The study examined memory and reading in 48 consecutive cases of children with cleft, aged 7 to 9 years. A memory test designed to assess memory modalities (verbal-visual) was administered, along with tests of reading ability. Results Visual and verbal memory were examined with a one-way analysis of variance (ANOVA). The memory pattern indicated greatest deficit in visual memory. Two subgroups were formed, according to whether or not there was evidence of visual memory impairment. A hit rate predicting reading disability based on group membership was calculated to be 65%. Visual memory was significantly correlated with reading ability (r = .48). Conclusion A brief visual memory test was almost as good as Full Scale IQ in predicting reading disability.
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GASPARINI, MARINA, ANNE MARIE HUFTY, GIOVANNI MASCIARELLI, DONATELLA OTTAVIANI, UGO ANGELONI, GIAN LUIGI LENZI, and GIUSEPPE BRUNO. "Contribution of right hemisphere to visual imagery: A visual working memory impairment?" Journal of the International Neuropsychological Society 14, no. 5 (September 2008): 902–11. http://dx.doi.org/10.1017/s1355617708080995.
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Visual Imagery is the ability to generate mental images in the absence of perception, that is, “seeing with the mind's eye.” We describe a patient, IM, who suffered from an acute ischemic stroke in the right anterior choroidal artery who appeared to demonstrate relatively isolated impairment in visual imagery. Her cognitive function, including her performance on tests of semantic function, was at ceiling, apart from a deficit in visual memory. IM failed in tasks involving degraded stimuli, object decision involving reality judgments on normal animals, and drawings from memory. By contrast, she was able to match objects seen from an unfamiliar viewpoint and to perform tasks of semantic and visual association. We hypothesize that IM has a visual working memory deficit that impairs her ability to generate full visual representations of objects given their names, individual feature, or partial representations. The deficit appears to be the result of damage to connections between the right thalamus and the right temporal lobe. Our findings may help to clarify the role of the thalamus in the cortical selective engagement processes that underlie working memory. (JINS, 2008, 14, 902–911.)
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Kiselev, S. "Visual delayed memory in ADHD children." European Psychiatry 41, S1 (April 2017): S445—S446. http://dx.doi.org/10.1016/j.eurpsy.2017.01.460.
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It was shown that children with ADHD have deficit in cognitive abilities. Particularly, in our previous research we have revealed that children with ADHD have weakness have deficit in memory for faces and for names in delayed recall condition.The goal of this research was to examine the hypothesis that children with ADHD have weakness in visual memory in delayed recall condition.The experimental group included 19 children with ADHD at age 6–7 years. The control group included 19 typically developing children. The children from experimental and control group were matched for IQ, gender and age.Children from both groups were assessed with visual memory subtest from Luria's neuropsychological assessment battery. This subtest is designed to assess the ability to perform the visual memory for objects in immediate and delayed conditions. Two-way ANOVA was used to reveal group differences in reproducing the objects in two conditions.We have not revealed significant differences between children from experimental and control group in the reproducing the objects in immediate condition. However, the interaction of condition type and group was significant (P ≤ 0.05). ADHD children were less successful in reproducing the objects in delayed condition.In view of the obtained results, it can be assumed that children with ADHD have specific deficit in memory domain – weakness in delayed memory.Disclosure of interestThe author has not supplied his declaration of competing interest.
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Lufi, Dubi, and Arie Cohen. "Attentional Deficit Disorder and short-term visual memory." Journal of Clinical Psychology 41, no. 2 (March 1985): 265–67. http://dx.doi.org/10.1002/1097-4679(198503)41:2<265::aid-jclp2270410222>3.0.co;2-v.
Full textDissertations / Theses on the topic "Visual memory deficit"
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Ferreira, Tais de Lima 1978. "Avaliação da memória de trabalho auditiva e visual em crianças com transtorno do déficit de atenção e hiperatividade." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/309779.
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Orientador: Sylvia Maria CiascaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
Made available in DSpace on 2018-08-18T18:49:30Z (GMT). No. of bitstreams: 1 Ferreira_TaisdeLima_M.pdf: 2792845 bytes, checksum: aa6f1474dfc54e6caa8a0b66266f9de9 (MD5) Previous issue date: 2011
Resumo: O objetivo geral deste estudo foi avaliar os componentes da memória de trabalho para material auditivo e visual em crianças com o diagnóstico de Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Os objetivos específicos foram: comparar o desempenho das crianças com TDAH com o de crianças sem dificuldades de aprendizagem na prova de memória de trabalho, relacionar os dados na prova de memória de trabalho com as crianças com TDAH e com as crianças sem dificuldades de aprendizagem e atencional. Participaram deste estudo 60 crianças de ambos os sexos, freqüentadoras do ensino fundamental, as quais foram subdivididas em dois grupos, sendo grupo experimental (GE) composto por 30 crianças com TDAH e grupo controle (GC) composto por 30 crianças sem alterações no processo de aprendizagem e atencional. As crianças de ambos os grupos foram submetidas à avaliação fonoaudiológica e à aplicação do Protocolo de Memória de Trabalho. Os resultados evidenciaram desempenho aquém do esperado do GE em relação ao GC na avaliação fonoaudiológica e na avaliação da memória de trabalho, melhor desempenho em memória de trabalho auditiva pelo GE, melhor desempenho em memória de trabalho visual pelo GC. O desempenho dos dois grupos sofreu interferência dos efeitos de similaridade fonológica e semântica, além do efeito temporal sobre a habilidade avaliada, porém com maior prejuízo para o GE
Abstract: The general objective of this study was to evaluate the working memory components for auditory and visual material in children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The specific objectives were: to compare the performance of children with ADHD to that of children who do not present learning and attention difficulty in tests of working memory, and to relate the data in the children with ADHD working memory test to the performance of children with no learning difficulty. Sixty (60) elementary school children of both sexes participated in this study. They were divided in two groups: the experimental group (EG) composed by 30 children with ADHD, and the control group (CG), composed by 30 children with no alterations in the learning and attentional difficulty. The children of both groups were subjected to speech language evaluation and to the application of the Working Memory Protocol. The results showed a EG performance that was beneath the expectations, in relation to the CG in the speech language and in the working memory evaluation, a better EG auditory working memory and a better CG visual working memory. Both groups performance suffered interference from the effects of the phonological and semantic similarities, besides de temporal effect on the evaluated capability, but with a greater loss for the EG
Mestrado
Ciencias Biomedicas
Mestre em Ciências Médicas
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Hemberger, Helga Christine. "The neuropsychology of obsessive-compulsive symptoms." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1902.
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Obsessive-compulsive (OC) symptoms occur in a variety of clinical conditions, but the underlying pathogenesis of these symptoms remains elusive. Few neuropsychological investigations have compared idiopathic Obsessive-Compulsive Disorder (OCD) with patient groups where OC symptoms are acquired. The present study investigated the neuropsychological correlates of OC symptoms in OCD and frontotemporal dementia (FTD), a neurodegenerative illness in which OC symptoms are often acquired. Neuroimaging in OCD has consistently implicated the frontal-striatal-thalamic circuit, particularly the orbitofrontal cortex and basal ganglia. These areas overlap considerably with the sites of cerebral pathology found in FTD. OCD has been associated with a number of neuropsychological deficits, with most consistent findings pointing towards impaired executive function (EF), and less commonly reported deficits in visual memory and visuospatial ability. The neuropsychological hallmark of FTD is deficits in EF. However in both OCD and FTD, the relationship between cognitive deficits and OC symptoms remains unclear. Further, the extent to which OC symptoms are comparable between the groups is ambiguous. Part I of the present study compared 19 OCD subjects to 20 age, education and IQ-matched healthy controls on a battery of neuropsychological tests of all major cognitive domains with emphasis on EF. A measure of Theory of Mind (ToM) thought to be sensitive to orbitofrontal function was also administered. OCD subjects performed worse than controls on a measure of visual memory, visuospatial reasoning and on only one measure of EF. OCD symptom subtypes, as measured by the Obsessive-Compulsive Inventory (OCI), were not correlated with any cognitive deficits. No group differences in ToM were found. It is suggested that prior research has overestimated the severity and significance of EF deficits in OCD. Part II of the study compared 9 FTD participants with 10 matched healthy controls on the same neuropsychological test battery and OC symptom measures. In addition, a measure of compulsive behaviours used in neurological populations was administered to carers. While the incidence of OC symptoms was comparable to reports in previous studies (78%), the OCI was not sensitive in the detection of OC symptoms in FTD. The similarities and differences in OC symptoms between the two patient groups are discussed.
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Hemberger, Helga Christine. "The neuropsychology of obsessive-compulsive symptoms." University of Sydney, 2007. http://hdl.handle.net/2123/1902.
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Doctor of Clinical PsychologyObsessive-compulsive (OC) symptoms occur in a variety of clinical conditions, but the underlying pathogenesis of these symptoms remains elusive. Few neuropsychological investigations have compared idiopathic Obsessive-Compulsive Disorder (OCD) with patient groups where OC symptoms are acquired. The present study investigated the neuropsychological correlates of OC symptoms in OCD and frontotemporal dementia (FTD), a neurodegenerative illness in which OC symptoms are often acquired. Neuroimaging in OCD has consistently implicated the frontal-striatal-thalamic circuit, particularly the orbitofrontal cortex and basal ganglia. These areas overlap considerably with the sites of cerebral pathology found in FTD. OCD has been associated with a number of neuropsychological deficits, with most consistent findings pointing towards impaired executive function (EF), and less commonly reported deficits in visual memory and visuospatial ability. The neuropsychological hallmark of FTD is deficits in EF. However in both OCD and FTD, the relationship between cognitive deficits and OC symptoms remains unclear. Further, the extent to which OC symptoms are comparable between the groups is ambiguous. Part I of the present study compared 19 OCD subjects to 20 age, education and IQ-matched healthy controls on a battery of neuropsychological tests of all major cognitive domains with emphasis on EF. A measure of Theory of Mind (ToM) thought to be sensitive to orbitofrontal function was also administered. OCD subjects performed worse than controls on a measure of visual memory, visuospatial reasoning and on only one measure of EF. OCD symptom subtypes, as measured by the Obsessive-Compulsive Inventory (OCI), were not correlated with any cognitive deficits. No group differences in ToM were found. It is suggested that prior research has overestimated the severity and significance of EF deficits in OCD. Part II of the study compared 9 FTD participants with 10 matched healthy controls on the same neuropsychological test battery and OC symptom measures. In addition, a measure of compulsive behaviours used in neurological populations was administered to carers. While the incidence of OC symptoms was comparable to reports in previous studies (78%), the OCI was not sensitive in the detection of OC symptoms in FTD. The similarities and differences in OC symptoms between the two patient groups are discussed.
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Bennett, Elizabeth G. "Visual dysfunction : a contributing factor in memory deficits, and therefore learning difficulties?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/266.
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This thesis is based on Educational Therapy (ET) practice which has found eye muscle imbalance is a key factor to be addressed in management of learning difficulties (LD). This level of oculo-motor (o-m) function is a 'hidden' handicap as individuals are unaware of the problem; it is not routinely tested; and is not generally included in learning difficulties research. O-m function is omitted in standard paediatric optometry tests, and in school vision screening. Eye exercises increase the range of binocular fields of vision by employing stereopsis glasses and red/green slides. Central vision loss was uncovered when students reported words, seen by only the right eye, "disappear" or "switch on and off". When the left eye was covered, right eye vision returned but was lost again with binocular vision, even though larger shapes on the screen remained complete. In effect, global vision was unaffected while right eye central (foveal) vision was suppressed. This is considered significant because students attending ET have learning difficulties with phonemic memory, spelling and reading deficits, which are predominantly left hemisphere processes. The aim of this three-part study, consisting of School Survey, ET Intervention study and Case studies, was to: a) determine whether o-m dysfunction was found in a girls' school population and/or was associated with LD; b) set up an Intervention study to explore the effects of vision training on the outcomes of a subsequent week-long word-skills programme in the ET practice. Two case studies we're also examined, that of matched senior school boys whose outcomes were significantly different; and c) examine more closely the common pattern of muscle imbalance in two case studies of current junior school students. This tested the therapy assumption that mal-adaptive sensory feedback was contributing to o-m dysfunction. This notion is based on the Luria (1973) Model of Levels of Neural Function which provides the framework for ET practice, and the Developmental Model of LD that has evolved in application and explanation. Part 1 School Survey. This exploratory, cross-sectional study included a randomised sample of 277 participants in a private girl's school. A 7-10 minute screening was provided by five optometrists, with an expanded protocol including o-m function. Also assessed were academic standards of reading comprehension and spelling, reasoning, visual perception, phonological skills, auditory, visual and phonemic memory, and arm dominance. Results showed visual dysfunction and mixed eye dominance in approximately equal numbers. Of the 47% girls with visual dysfunction, not all had literacy problems; however, LD students had corresponding degrees of o-m dysfunction, memory deficit and mixed hand / arm dominance. Part 2 Intervention study. The Research Question for the Intervention Study was: Does the difference in learning standards depend on which eye is disadvantaged in the case of weak binocularity? This question was answered by determining the outcomes to literacy levels once normal binocular o-m function and stable eye dominance were established. Twenty-four students (6 to 18 years) had Behavioural Optometry assessment prior to commencing therapy and were found to have o-m dysfunction, undetected by previous standard optometry tests. Eye exercise results showed 62.5% of the group had changed from left to right eye dominance. The dominance criterion was set by this group, indicated by the right eye holding fixation through full range of fusional reserves (binocular overlap), together with superior eye-tracking speed >20% by the right, compared to the left, eye. Associated significant gains in literacy and phonemic memory were also achieved by the newly established 'right-eyed' group. In spite of undergoing identical treatment, the 'left-eyed' group retained limited foveal binocularity, and made less progress in literacy outcomes. Part 3 Two current Case Studies. Present ET practice benefited from insights gained from the 36% 'unsuccessful' participants of the previous study. Better therapy outcomes are achieved from an integrative motor-sensory approach, supported by Podiatry and Cranial Osteopathy. This detailed study involved two junior school boys who exemplified a common pattern of physical anomalies. For example, RW (8-year old male) had 'minimal brain damage' and LD that co-occur with unstable feet and o-m control, postural muscle imbalance, poor balance, motor co-ordination and dyspraxia. After 18, two-hour therapy sessions over nine months, he is now reading well, his motor co-ordination, eye tracking and writing are within the ‘low normal range’, and he is interacting competently with his peers. Learning difficulties can be conceptualised as a profile of immaturities. The results of this three part study have shown that once the 'hidden' handicap of right eye suppression is overcome with balanced binocular fields of vision, learning difficulties arc ameliorated. This is affirmed by the positive gains achieved by these students, not only in literacy skills but also 'outgrowing' immaturity in motor-sensory-perceptual development.
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Davidson, Christopher Malcolm. "Visual system pathology may underlie chronic ischemia-induced deficits in spatial memory tasks in the rat." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0035/MQ27046.pdf.
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Davidson, Christopher Malcolm 1970 Carleton University Dissertation Psychology. "Visual system pathology may underlie chronic ischemia-induced deficits in spatial memory tasks in the rat." Ottawa.:, 1997.
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Meredith, Keith. "Visual memory deficits following uncomplicated intracranial surgery for aneurysm." Thesis, 1994. https://eprints.utas.edu.au/20881/1/whole_MeredithKeith1995_thesis.pdf.
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Seventeen aneurysm patients demonstrating good recoveries
following intracranial surgery for aneurysm were assessed
with 17 neurosurgical control subjects on a battery of
neuropsychological measures. The results of this study
suggest that at least in the short-term, subtle cognitive
deficits are part of the clinical picture following
intracranial surgery for aneurysm. This is the case with
aneurysm patients who demonstrate a relatively uncomplicated
recovery with no obvious residual neurological deficits. The
aneurysm group performed worse on all measures. The Rey
Visual Design Learning Test was able to significantly
differentiate between the groups with the aneurysm patients
exhibiting a poor learning curve relative to controls. In
addition, the Weschler Memory Scale - Revised Visual Paired
Associates I and the Visual Reproduction II Subtests were
able to discriminate between the groups. With the Rey
Auditory Verbal Learning Test, only the first recall
condition following an intervening task was significantly
sensitive to differences between the groups. The results
suggest that visual learning is more sensitive to subtle and
mild brain impairment. A supraspan test of visual learning
seems particularly sensitive. The results suggest that the
aneurysm patients have a relatively normal immediate memory
span for visual material yet find it difficult to exceed this
span. These problems with the aquisition and retention of this
material are made obvious under recognition and recall
conditions. Statistical analyses indicate moderate to high
correlations between the verbal and visual learning tests.
Limitations of the present study are also discussed. These
findings have significant clinical implications and form the
foundation for future research.
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Schoeman, Olivier Johannes. "Terapeutiese waarde van visueel-perseptuele skoling en die invloed daarvan op skolastiese prestasie." Thesis, 1994. http://hdl.handle.net/10500/17687.
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Summaries in Afrikaans and EnglishText in Afrikaans
Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek aan die hand van sewe internasionaal erkende psigometriese toetse. Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van terapie te bepaal. Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel gestremdes onderskei, bevestig. Die toets se geldigheid vir Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal. Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>, van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32 wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom, huistaal, sosio-ekonomiese status en skoolstanderd. Eksperimentele leerlinge het visuele terapie in n breer groepsverband vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel. Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp. t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe. Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot 'n oorhoofse verbetering in konseptualisering en intellektuele ryping by die groep wat terapie voltooi het. Skrif was die enigste vak wat by dieselfde groep beduidend verbeter het. Hierdie resultaat is egter twyfelagtig vanwee beoordelingstekorte.
The value of visual perceptual training or therapy, to visually perceptually impaired pupils as a subgroup of the learning disabled, has been a controversy far decades. This controversy was investigated by means of seven internationally recognised psychometric tests. The internal consistency coefficients of these tests for the present study ranged from 0,62 to 0,95. A factor analysis of test intercorrelations revealed a common factor. Six tests were primarily visual perceptual, whilst the Goodenough (1926) scale determined intelligence. Additionally, pupils' performance in their first language, mathematics and writing, was used to assess the therapeutic effect. Subjects were diagnosed as visually perceptually impaired by an educational psychologist and a visual training centre in Pretoria where experimental pupils received therapy. These diagnoses were confirmed by the Test for Visual Analysis Skills, which significantly differentiates between the normal and visually perceptually impaired. This test's validity for South African circumstances was determined in a prestudy. One hundred and six, six to nine year old subjects <82 boys and 24 girls>, of normal intelligence, visual acuity and hearing, were involved. Fifty three formed the experimental group which was subdivided in 32 who completed therapy, and 21 who did not. These pupils were individualiy matched with controls of similar sex, age, home language, socio economic status and school standard. Experimental pupils received visual therapy within a broader group context for one hour per week. Therapy periods fluctuated between 4 and 15 months. The experimental design was a pretest-posttest two group design. t-Tests for dependant
D.Litt. et Phil. (Psychology)
Books on the topic "Visual memory deficit"
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Burke, Lois. A cornucopia of strategies for working with LD and ADD students. Boston, Mass: AHEAD, 1999.
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Covarrubias Díaz, Felipe. Evaluación de la Contribución de las Capacidades Numéricas Básicas y de la Memoria de Trabajo al Rendimiento Aritmético en Niños de Edad Escolar. Universidad Autónoma de Chile, 2019. http://dx.doi.org/10.32457/20.500.12728/88642019mnc12.
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Introduction: There are several causes and explanations of the cognitive mechanisms that underlie the deficits of mathematical learning difficulties. Several studies have evaluated the relations among general domain cognitive abilities (like intellectual coefficient and working memory (WM)) or cognitive abilities of specific domain; However, there are a few studies that evaluate simultaneously the contribution of cognitive variables of both domains to the arithmetic efficiency. Aim: The present study aims to simultaneously evaluate the unique contribution of the basic numerical capacities (BNC-subitizing, counting and symbolic and non-symbolic comparison) and the different components of WM (verbal and visual-spatial) to the explanation of the variance in academic achievement in basic arithmetic, in third-year students of Basic General Education with and without difficulties in basic arithmetic Methodology: A sample of 93 children was evaluated through computerized tests of BNC and working memory tasks: A group of 25 children with arithmetic learning difficulties (ALD) and 68 children without difficulties in arithmetic (NAD). Results: We found that the symbolic comparison and visuo-spatial WM contribute significantly to efficiency in basic arithmetic. Discussion: The results support the hypothesis of a deficit in the access to the symbolic numerical representations as the origin of the difficulties in the performance in arithmetic and show that certain skills of general domain (WM) contribute significantly to the development of mental numerical representations. Conclusions: It is interesting to evaluate the predictive capacity of these variables, delving into pedagogical issues related to assessment and intervention in mathematics.
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Rajan, Shobana, and Vibha Mahendra. Awake Craniotomy. Edited by David E. Traul and Irene P. Osborn. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190850036.003.0003.
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Awake craniotomies are performed when the site of surgical instrumentation or resection directly involves or abuts eloquent areas of the brain and require a cooperative patient, a tailored neuroanesthetic technique, and good teamwork. Eloquent cortex refers to any cortical region in which injury produces a symptomatic cognitive or motor deficit and includes the primary sensorimotor cortex, essential speech areas, occipital visual areas, and mesial temporal regions crucial for episodic memory. An awake patient allows for intraoperative testing of motor, speech, or sensation function while removing or manipulating brain tissue. The two principal aims of resection of a brain tumor or an epileptic focus are to maximize excision of the offending lesion for better prognosis while minimizing or avoiding damage to surrounding brain tissue. Damage to adjacent brain tissue can be catastrophic, especially if the tumor or epileptogenic areas are located close to the eloquent regions of the brain.
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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Nonverbal Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0007.
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Nonverbal learning disabilities (NVLDs) occur when average or above-average verbal abilities contrast with weak visual-spatial, motor, and social communication skills. Students with NVLD often have delayed gross and fine motor skills, interpersonal skills deficits in nonverbal communication and pragmatic language, and problems with visual and spatial memory. The severity of NVLD varies from relatively mild social impairment or delays in gross motor skills, such as riding a bike or throwing a ball, to serious academic problems, often in mathematics. These students often demonstrate good comprehension and memory for rote information with weak figurative language and social communication skills. Case studies and remedial strategies are included to illustrate NVLD.
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Mason, Peggy. Forebrain. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190237493.003.0007.
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The anatomy and function of forebrain circuits is described. The role of the hypothalamus as the executive center for regulating and protecting the body’s physiology is detailed. The thalamus is a necessary interpreter for subcortical inputs to cerebral cortex, which uses thalamic input to map the sensory world. The amygdala, critical to expressing and interpreting fear, has been implicated in post-traumatic stress disorder. During resting conditions, the basal ganglia suppress movement. Damage to the basal ganglia produces a hypo- or hyperkinetic disorder. The representation of visual fields in pathways from retina to striate cortex is described in detail. The student is then introduced to the invaluable use of visual field deficits for localizing forebrain lesions. Extrastriate, somatomotor, and prefrontal contributions to abstract functions are outlined in a clinically relevant way. Finally, the importance of the hippocampus to declarative memory is discussed, and common memory symptoms are described.
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Clark, Ian, and Fred Cahir, eds. Aboriginal Story of Burke and Wills. CSIRO Publishing, 2016. http://dx.doi.org/10.1071/9780643108097.
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The Aboriginal Story of Burke and Wills is the first major study of Aboriginal associations with the Burke and Wills expedition of 1860–61. A main theme of the book is the contrast between the skills, perceptions and knowledge of the Indigenous people and those of the new arrivals, and the extent to which this affected the outcome of the expedition.
The book offers a reinterpretation of the literature surrounding Burke and Wills, using official correspondence, expedition journals and diaries, visual art, and archaeological and linguistic research – and then complements this with references to Aboriginal oral histories and social memory. It highlights the interaction of expedition members with Aboriginal people and their subsequent contribution to Aboriginal studies. The book also considers contemporary and multi-disciplinary critiques that the expedition members were, on the whole, deficient in bush craft, especially in light of the expedition’s failure to use Aboriginal guides in any systematic way.
Generously illustrated with historical photographs and line drawings, The Aboriginal Story of Burke and Wills is an important resource for Indigenous people, Burke and Wills history enthusiasts and the wider community.
This book is the outcome of an Australian Research Council project.
Book chapters on the topic "Visual memory deficit"
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Didycz, Bozena, Magdalena Nitecka, and Miroslaw Bik-Multanowski. "The Use of d2 and Benton Tests for Assessment of Attention Deficits and Visual Memory in Teenagers with Phenylketonuria." In JIMD Reports, 23–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/8904_2017_60.
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Dias, Bianca Costa, Larissa Canela Ruiz Evangelista, Guilherme Henrique Cardozo Mazer, Ana Carolina Paes de Figueiredo Ferraz, Vitória Colozio Tahan, and Elza de Fátima Ribeiro Higa. "Cognitive and memory changes in COVID-19: Integrative Literature Review." In Implementation of the Therapeutic Play in pediatric hospital units from the perspective of health professionals who are members of BrinquEinstein. Ludomedia, 2022. http://dx.doi.org/10.36367/ntqr.13.2022.e708.
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COVID-19 is a disease with high worldwide prevalence, declared a pandemic in March 2020 by the WHO. In this context, it presents symptoms related to the respiratory, circulatory and cognitive systems. Cognitive alterations can be defined as deficits in attention, language and non-verbal learning, short-term and working memory, visual and auditory processing, problem solving and motor function. Despite the significant impact on patients' lifes, there is a lack of literature about these alterations; Goal The aim of this review was to analyze literary evidence on cognitive and memory alterations after COVID-19 infection; Method This is an Integrative Literature Review developed in six stages. The search was performed using the descriptors COVID-19, Memory, Memory Disorders, Cognition, and Cognitive Dysfunction, in the LILACS and MEDLINE databases. 2483 articles were found, 75 were read integrally and 27 qualitative and quantitative studies were included in this review. Inclusion criteria: primary studies in English, Portuguese and Spanish, published between 2019 and 2021 and that answered the research question. Exclusion criteria: reviews and opinion articles, dissertations, theses, editorials, books and conference proceedings.; Results Of the 27 articles selected, three analytical categories were evidenced: 1. Cognitive alterations - lack of attention, concentration and orientation, mental confusion, difficulties in finding words and mental slowness; 2. Memory alterations - impairment in short and long-term memory, verbal and working memory and coding deficit; and 3. Delirium - disturbances of attention and cognition fluctuation, not explained by pre-existing neurological disease sand Conclusions The qualitative research allowed the compilation of literary evidence that identified post-COVID-19 cognition and memory alterations, to a greater or lesser extent. The present result can support healthcare at this stage of the disease and new researches.
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Javitt, Daniel C. "Glutamate in the pathophysiology of schizophrenia." In Psychotic Disorders, edited by Michael A. P. Bloomfield and Oliver D. Howes, 287–96. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190653279.003.0032.
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Glutamate theories of schizophrenia were first proposed over 30 years ago and since that time have become increasingly accepted. Theories are supported by the ability of N-methyl-D-aspartate receptor (NMDAR) antagonists such as phencyclidine (PCP) or ketamine to induce symptoms that closely resemble those of schizophrenia. Moreover, NMDAR antagonists uniquely reproduce the level of negative symptoms and cognitive deficits observed in schizophrenia, suggesting that such models may be particularly appropriate to poor outcome forms of the disorder. As opposed to dopamine, which is most prominent within frontostriatal brain regions, glutamate neurons are present throughout cortex and subcortical structures. Thus, NMDAR theories predict widespread disturbances across cortical and thalamic pathways, including sensory brain regions. In auditory cortex, NMDAR play a critical role in the generation of mismatch negativity (MMN), which may therefore serve as a translational marker of NMDAR dysfunction across species. In the visual system, NMDAR play a critical role in function of the magnocellular visual system. Deficits in both auditory and visual processing contribute to social and communication deficits, which, in turn, lead to poor functional outcome. By contrast, NMDAR dysfunction within the frontohippocampal system may contribute to well described deficits in working memory, executive processing and long-term memory formation. Deficits in NMDAR function may be driven by disturbances in presynaptic glutamate release, impaired metabolism of NMDAR modulators such as glycine or D-serine, or intrinsic abnormalities in NMDAR themselves.
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Espert, Raúl, and Marien Gadea. "Neuropsychology of Moyamoya Disease." In Moyamoya Disease [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96558.
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Moyamoya disease (MMD) is an occlusive cerebrovascular disease characterized by progressive stenosis or occlusion in the terminal portion of the bilateral internal carotid arteries, and affect both children and adults. In this pathology, which presents itself through ischemia or cerebral hemorrhage, an unusual compensatory vascular network (moyamoya vessels) develops at the brain´s base in the form of collateral channels. MMD can present clinically as hemiparesis, dysarthria, aphasia, headache, seizures, visual deficits, syncope, or personality changes. Neuropsychologically, and even in the absence of obvious stroke, patients often present impaired attention, memory, behavior, and executive functions. This book chapter reviews the current literature regarding the neuropsychological deficits of MMD both in children and adults.
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Munoz Ospina, Beatriz, Valentina Quintana-Peña, Daniela Alvarez, Jaime A. Valderrama, Yuri Takeuchi, and Jorge L. Orozco. "Perspectives of Cognitive Impairment and Behavioral Disturbances in Parkinson’s Disease Dementia." In Dementia in Parkinson's Disease [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96623.
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Parkinson’s disease dementia is a critical stage of the disease because that has a negative impact on the quality of life and functional independence in activities daily living. How the cognition progress to dementia is a key to be explored. The cognitive impairment shows two profiles: cortical (memory encoding, visuospatial abilities, and language) and subcortical, with a dysexecutive syndrome that includes deficits in recognition memory, attention processes, and visual perception as well as visual hallucinations and cognitive fluctuations. Behavioral problems such as apathy, anxiety, depression, and impulse control disorders take a significant part in the loss of autonomy and progression of the disease. To detect the risk of Parkinson’s disease dementia development, the integral evaluation of patients in all stages of the disease should consider the interplay of genetic and epigenetic factors, motor subtypes, and non-motor symptoms (NMS) in order to implement different therapeutics and supportive strategies when they are likely to have efficacy.
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Teton, Zoe E., and Ahmed M. Raslan. "Hippocampal Sclerosis." In Functional Neurosurgery, C7—C7.P67. Oxford University PressNew York, 2019. http://dx.doi.org/10.1093/med/9780190887629.003.0007.
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Abstract Temporal lobe epilepsy (TLE) is the most common form of adult localization-related epilepsy and 80% of these cases originate in the hippocampus. Hippocampal sclerosis (HS) is the single most common cause of medically refractory epilepsy that is also amenable to surgery and is a combination of astrogliosis and atrophy throughout the hippocampus. HS is both a cause and result of seizures originating in this region and is among the least likely seizure disorders to be cured by medical treatment alone. Selective amygdalohippocampectomy (SAHC) has been shown to have comparable rates of seizure freedom to anterior temporal lobectomy (ATL) with fewer neurocognitive side effects. Complications include visual field deficits, ischemia, and neurocognitive decline, most commonly in verbal memory.
Conference papers on the topic "Visual memory deficit"
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Mohammed, Ayse Rumeysa, Ammar Rashed, and Shervin Shirmohammadi. "Memori: A Serious Game for diagnosing and treating Visual Sequential Memory Deficit." In 2017 IEEE 5th International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2017. http://dx.doi.org/10.1109/segah.2017.7939295.
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Mohammed, Ayse Rumeysa, Ammar Rashed, and Shervin Shirmohammadi. "A synthetic instrument for diagnosis and performance measurement of Individuals with Visual Sequential Memory Deficit." In 2017 IEEE International Symposium on Medical Measurements and Applications (MeMeA). IEEE, 2017. http://dx.doi.org/10.1109/memea.2017.7985843.
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Almeida, Eliane Borca, Geise Silva, Isabella Avolio, Camila Dias, Maíra Oliveira, Ricardo Nitrini, Sonia Brucki, and Eliane Miotto. "INVESTIGATION OF EPISODIC MEMORY DEFCITS IN PATIENTS WITH MILD COGNITIVE IMPAIRMENT (MCI)." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda043.
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Background: MCI can be classified as amnestic (aMCI) or non-amnestic (naMCI). Patients with aMCI are at increased risk of developing Alzheimer’s disease (AD). The clinical diagnosis encompasses episodic memory decline with preservation of activities of daily living, in addition to possible changes in other cognitive domains. Nevertheless, there is a lack of studies in the Brazilian population comparing the performance of aMCI on different episodic memory tests. Objectives: This study investigated episodic memory alterations in patients with aMCI and healthy controls (HC) through population-validated tests. Methods: We included 54 individuals, 36 aMCI and 18 HC. The neuropsychological protocol included estimated total IQ [vocabulary and matrix reasoning], Logical Memory (LM), Visual Reproduction (VR) and Rey Auditory Verbal Learning Test (RAVLT). Results: Significant differences were found between the groups in LM delayed recall (p=0.048); Visual Memory immediate recall (p=0.002); Visual Memory delayed recall (p=0.006); RAVLT immediate recall (p=0.19); RAVLT delayed recall (p=0.006) and RAVLT recognition (p=0.001). Conclusions: aMCI patients showed significant cognitive deficits in all episodic memory tests, except for the LM immediate recall. These findings corroborate the international literature and indicate the possibility of identifying differential cognitive alterations in the MCI.
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Avelar, João Victor Miranda, Gabriela Basílio de Castro, Natalia Resende Ferreira, Bruno Basilio de Castro, Joao Victor Cançado Lala, and Rafael Mourao Dolabella Duarte. "Cognitive repercussions of social isolation in children." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.682.
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Background: In view of the pandemic of COVID-19, sedentary behavior was increased, especially in the pediatric public, with an increase in the use of digital technology in addition to a reduced practice of physical activities. Recent studies confirm the relationship between sedentary and structural damage to brain mass, with a direct association with an increased time spent in front of a screen. Several regions of the brain were shown to be affected, which can cause functional visual lags, interfere in the patient’s state of attention and verbal memory. Objectives: Review the current aspects of the literature regarding the cognitive repercussions of social isolation in pediatric patients. Methodology: Was performed an integrative bibliographic review in March 2021, in English and Portuguese, using the Scielo and PubMed databases. Results: The brain structure and its functionalism are the result of synchronized genetic and environmental factors. Thus, sedentary behavior can interfere with neuronal function, which, in children, can have irreversible repercussions. This way, the increase in screen time is directly associated with the decrease in the volume of gray matter of the brain in children. The main affected areas are the frontal, parietal, occipital, temporal and cerebellum regions. The use of the internet also showed a relationship with brain atrophy in subcortical regions. In addition, sedentarism reduces cerebral blood flow and synaptic plasticity, culminating in cognitive deficits. Conclusions: Social isolation, aggravated by the COVID-19 pandemic, has the potential to generate serious cognitive repercussions for the sedentary population, especially for children, where injuries can be definitive.
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Maddonni, Alejandra Viviana. "Formas del tiempo y la memoria en el arte contemporáneo latinoamericano." In III Congreso Internacional de Investigación en Artes Visuales :: ANIAV 2017 :: GLOCAL. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/aniav.2017.5875.
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A lo largo de la historia del arte, el espacio y el tiempo se han abordado como categorías separadas. En efecto, la concepción moderna definió al tiempo como el ámbito donde las cosas suceden y al espacio donde las cosas están. En este esquema, el tiempo es progresivo, posible de medir en términos de sucesos que se presentan con un patrón homogéneo. El proyecto de la modernidad, en su implacable búsqueda de certezas, ha necesitado de esta escisión y otras -como la separación forma – contenido- , a fin de borrar toda incertidumbre e inestabilidad. De este modo algunas categorías de análisis han quedado fuera de la mirada moderna, aún hasta nuestros días. El cuerpo, lo monstruoso, el misterio, el tiempo detenido, la intensidad, la experiencia, lo complejo, lo múltiple, lo suspendido, lo no lineal y lo sugerido son sólo algunas de las dimensiones con las que la contemporaneidad teje la trama de sus obras. El arte contemporáneo reconfigura la temporalidad. El tiempo y el espacio unidos se construyen con la obra, son la obra. Permite nuevos modos de percepción y nos ofrece otro modo de ver el mundo a través de operaciones cognitivas complejas. A través del análisis crítico de un conjunto de artistas latinoamericanos, este texto intenta generar un entramado de vínculos y tensiones entre sus producciones visuales, sus poéticas y los modos contemporáneos del tiempo, la materialidad y el contexto. Los artistas seleccionados Ana Mendieta (Cuba), Graciela Sacco (Argentina), Lucy Argueta (Honduras), Jorge Macchi (Argentina), Alfredo Jaar (Chile) y Regina Galindo (Guatemala) han trabajado en buena parte de su producción con el cuerpo. Presente o ausente. Único o múltiple. Como tema, soporte, forma y contenido. Como posicionamiento cultural, social y político. Como devenir temporal, memoria y territorio en disputa permanente.http://dx.doi.org/10.4995/ANIAV.2017.5875
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Melo, Reymard Savio Sampaio de, Érica de Sousa Checcucci, and Ana Paula Carvalho Pereira. "Workshop online de prática integrada de projeto BIM – UFBA." In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.293.
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Este trabalho apresenta e discute a experiência de ensino e aprendizagem vivenciada durante o I Workshop on line de prática integrada de projeto BIM realizado pela Universidade Federal da Bahia (UFBA) de forma remota durante o Semestre Letivo Suplementar (SLS) que aconteceu em 2020. A atividade foi planejada conjuntamente pelo prof. da Escola Politécnica Sávio Melo, a professora da Faculdade de Arquitetura Érica Checcucci e a professora convidada Ana Paula Carvalho Pereira. O workshop foi desenvolvido como curso de extensão, teve duração de 2 semanas e 30 horas de carga-horária distribuídas em 3 encontros síncronos de 2 horas cada e 24 horas de trabalho autônomo e assíncrono dos participantes. Seus objetivos: explorar as possibilidades de trabalho colaborativo de um projeto BIM enfocando os diferentes papéis de uma equipe multidisciplinar e promover uma experiência introdutória de desenvolvimento do estudo preliminar de uma residência unifamiliar, definindo os projetos arquitetônico, estrutural, hidrossanitário e elétrico de forma remota, e com auxílio de uma Plataforma de Gestão de Projetos BIM (Plannerly). Teve como premissas o trabalho colaborativo, multidisciplinar e à distância com participação ativa dos inscritos. Como pré-requisito, foi solicitado que o participante tivesse competências técnicas BIM individuais em pelo menos uma das disciplinas a serem trabalhadas. O foco do workshop era desenvolver competências funcionais BIM individuais (coordenar projetos, trabalhar em equipe, gerenciar processos, etc.). Se inscreveram para o workshop 128 candidatos, entre arquitetos-urbanistas, engenheiros e estudantes de arquitetura e engenharia. Destes, 28 foram selecionados e distribuídos em 4 times de 7 participantes cada, com diferentes formações, níveis de competência BIM e de diferentes partes do Brasil. Foi sugerido pelos docentes uma distribuição preliminar de papéis nos times, que foi ratificada ou alterada por cada grupo, contendo: 1 BIM manager; 2 projetistas de arquitetura, 2 projetistas de estruturas e 3 projetistas de instalações. Foi criado para o workshop um ambiente virtual de aprendizagem (AVA) na plataforma Moodle composto de edital do workshop, planta baixa de uma residência da qual deveria ser desenvolvido o estudo preliminar, fórum de discussão para cada time, espaço para envio dos entregáveis de processo e de projeto, tutoriais onlines sobre a plataforma de gestão Plannerly e questionário de avaliação do workshop. No primeiro encontro síncrono a atividade foi explicada e os participantes se reuniram para escolher o nome do time (“empresa”) e definir os papéis de cada membro do grupo, além de organizar o trabalho a ser desenvolvido nas 2 semanas seguintes. No segundo e no terceiro encontro cada time apresentou o modelo BIM desenvolvido para os docentes responsáveis pelo workshop e para 3 especialistas convidados, que fizeram críticas e sugestões sobre o trabalho desenvolvido. Além disso, o uso do Plannerly permitiu que cada time elaborasse o Plano de Execução BIM do projeto, definisse uma lista visual de requisitos de escopo necessários para os marcos de entrega do projeto, criasse um cronograma para desenvolvimento do modelo BIM e acompanhasse o progresso das tarefas por marco, equipe ou membro individual do grupo. Além de entregáveis referentes aos projetos, foi solicitado que o time apresentasse reflexões e entregáveis do processo desenvolvido, como dificuldades e vantagens do trabalho colaborativo e remoto. Ainda, cada participante deveria entregar, a partir da segunda semana, um diário individual de atividades desenvolvidas descrevendo o que havia realizado na semana, a carga-horária de trabalho dispendida com as atividades do workshop e suas reflexões sobre o processo vivenciado. Após duas semanas de trabalho, os resultados mostraram ganhos de aprendizagem e desenvolvimento de competências BIM pelos participantes, reforçando a ideia de que ações pontuais e curtas podem ajudar a promover a adoção de BIM no país. Ficou clara a importância de promover oportunidade para trabalhar as competências funcionais que o BIM demanda. Os times conseguiram desenvolver diversos entregáveis e projetos preliminares das disciplinas solicitadas, entregando modelos BIM, pranchas técnicas e vídeo dos projetos desenvolvidos. Apresentação no YouTube: https://youtu.be/MCnYyGrPlt4
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Vieira, Januário Leal de Moraes, Keylla Costa do Carmo Alves, and Emmanoel Roberto da Silva Neri. "Diagnóstico da permeabilidade BIM no curso de Engenharia Civil do IFPE, campus Recife." In IV ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. ANTAC, 2022. http://dx.doi.org/10.46421/enebim.v4i00.1922.
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Este trabalho pretende apresentar uma inciativa formal e institucionalizada para implantação do BIM no curso de bacharelado de Engenharia Civil do campus Recife do Instituto Federal de Pernambuco (IFPE), no âmbito do ensino através de um projeto de pesquisa. Esse projeto iniciou-se em outubro de 2020 e tem como objetivo a realização do diagnóstico da situação atual da matriz curricular da graduação em Engenharia Civil para planejar estratégias e ações para a implantação do BIM em todos os componentes curriculares do curso. E no ano de 2021, após a participação no ENEBIM 2021, a equipe do projeto convidada para integrar a Rede Células BIM, e a coordenadora Keylla Costa, foi nomeada como representante no IFPE nessa rede. O bacharelado de Engenharia Civil do IFPE iniciou suas atividades no ano de 2015, com uma previsão duração mínima de 5 anos e com componentes curriculares distribuídos em 10 períodos letivos, totalizando 3.645 horas divididas em: 1.296 horas no núcleo básico, 985,5 no núcleo profissionalizante, 1.093,5 horas no núcleo de formação profissional específica, 90 horas de atividades complementares e 180 horas de estágio profissional obrigatório; e 189 horas destinadas para componentes optativos. Ademais, até o início desse projeto de pesquisa, as iniciativas de capacitação docente, difusão dos conceitos e/ou prática docente em sala de aula com o BIM eram individuais e não institucionalizadas, dependendo exclusivamente da abordagem do professor responsável pela disciplina.Para realizar o diagnóstico, a equipe do projeto realizou a revisão da literatura, com objetivo de levantar instrumentos para identificar as competências e em seguida definir o método para verificação das competências. Com a entrada na Rede Células BIM, o projeto de pesquisa teve o seu escopo adaptado para se adequar aos objetivos das Células BIM. Após esta mudança, conforme definido na rede, utilizou-se o modelo de Böes; Barros Neto e Lima (2021) para avaliar a maturidade BIM e em seguida foi realizado o diagnóstico da matriz curricular usando o método de Checcucci (2014). Inicialmente, duas ações foram realizadas em paralelo: (1) a avaliação da maturidade curricular BIM e (2) a composição de um grupo multidisciplinar de docentes para avaliar das ementas das disciplinas para realizar o diagnóstico da matriz, conforme recomendado por Checcucci (2014). A avaliação da maturidade curricular BIM foi executada, em dois momentos pela equipe do projeto, utilizando-se a planilha eletrônica disponibilizada pela coordenação das Células BIM para identificar a maturidade BIM do curso superior em Engenharia Civil do IFPE-Recife e devido a atualizações o instrumento foi aplicado em dezembro/2021 e em março/2022. Já para compor o grupo multidisciplinar, foi realizada uma breve apresentação sobre o BIM e sobre o projeto de pesquisa que está em andamento numa reunião do Núcleo Docente Estruturante do curso. Em seguida, os professores mais interessados foram convidados para o estudo, sendo possível compor um grupo com 7 integrantes, sendo 1 da área de arquitetura; 1 da área de materiais; 1 da área de mecânica;1 da área de estruturas; 1 da área de resistência dos materiais; 1 da área de mecânica dos solos e 1 colaborador externo, ex-aluno do IFPE, engenheiro civil e especialista em BIM. Os próximos passos foram: (1) solicitar que os docentes realizassem uma formação em BIM, utilizando os cursos da Escola Nacional de Administração Pública e da Agência Brasileira de Desenvolvimento Industrial, (2) a apresentação da planilha eletrônica para o diagnóstico da matriz curricular e simular o diagnóstico de uma disciplina como exemplo, (3) distribuir as disciplinas entre os integrantes do grupo e (4) acompanhar o avanço da realização das análises das ementas dos componentes curricular numa outra planilha eletrônica. A princípio, observou-se dificuldade de 5 docentes no preenchimento das cores da Análise da Matriz Curricular de Cursos de Graduação para verificação da interface com o BIM. Para vencer este obstáculo, o colaborador externo, e membro do projeto de pesquisa, desenvolveu um formulário do Google automatizado, capaz de gerar os resultados visuais (coloração), em um único lugar, gerando a matriz do curso, com todas os componentes curriculares. As categorias (de A a H) propostas por Checcucci (2014) foram distribuídas em questões para serem respondidas por SIM, TALVEZ ou NÃO. A interface do componente curricular com BIM foi avaliada em 8 categorias diferentes (categorias A até H) e indicada no sistema de representação. A utilização do formulário possibilitou a realização da análise das ementas de forma mais rápida e eficaz, uma vez que cada docente não precisava aplicar cores nas células de cada categoria. Desta forma, através da colaboração, as respostas de todo o grupo foram concentradas numa única planilha com o preenchimento de cores na matriz curricular para cada componente. O formulário também gerou gráficos de forma automática que facilitaram as análises do diagnóstico da matriz curricular e a elaboração do relatório para a Rede Células BIM.A análise da maturidade BIM do curso identificou um índice de 36,88% considerada como inicial, destacando-se os níveis com maior relevância: o ensino de BIM e iniciação científica, no âmbito das políticas, as disciplinas BIM e as publicações, no âmbito dos processos e acordos institucionais com desenvolvedores de softwares, no âmbito das tecnologias. O diagnóstico da matriz curricular identificou na análise inicial de aderência 34 disciplinas sem interface; 20 com possível interface e 29 com interface clara com o BIM, e que os componentes com maior interface estão no núcleo de formação específica, das quais 20 disciplinas foram consideradas com interface clara, destacando que 33,33% das optativas e 35% das do núcleo profissional. Todo o processo de análise, foi enriquecedor e contribuiu para maior conhecimento do curso por parte dos docentes, elucidou a necessidade de incentivos e investimentos em modernização, de apoio da coordenação do curso e do aumento da participação do professores do ponto de vista institucional para viabilizar efetivamente a implantação do BIM. Operacionalmente, o uso do formulário possibilitou geração da análise da matriz curricular completa e a simplificação dela, com a retirada das disciplinas que não possuem interface com o BIM. Destacamos que este formulário está sendo ajustado para posterior disponibilização para a Rede de Células BIM.