Relevant bibliographies by topics / Visual perceptual abilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Visual perceptual abilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Visual perceptual abilities"

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Leonard, Penelope, Cheryl Foxcroft, and Tertia Kroukamp. "Are Visual-Perceptual and Visual-Motor Skills Separate Abilities?" Perceptual and Motor Skills 67, no. 2 (October 1988): 423–26. http://dx.doi.org/10.2466/pms.1988.67.2.423.

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This study explored the independence of visual-perceptual and visual-motor abilities. Scores on the Motor-free Visual Perception Test were correlated by Pearson's method with scores on tests that weight the visual-perceptual, motor, and visual-motor components differently. Small but significant correlations were found between the Motor-free Visual Perception Test and tests of visual-motor integration, but there was no relationship between the motor-free test and tests of motor ability. These findings support the premise that tests of visual perception, visual-motor integration, and motor ability measure different skills.
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Pompéia, S., M. Pradella-Hallinan, G. M. Manzano, and O. F. A. Bueno. "Effects of lorazepam on visual perceptual abilities." Human Psychopharmacology: Clinical and Experimental 23, no. 3 (2008): 183–92. http://dx.doi.org/10.1002/hup.927.

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Lai, Mun Yee, and Frederick Koon Shing Leung. "Motor-reduced visual perceptual abilities and visual-motor integration abilities of Chinese learning children." Human Movement Science 31, no. 5 (October 2012): 1328–39. http://dx.doi.org/10.1016/j.humov.2011.12.003.

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de Waal, Elna, Anita E. Pienaar, and Dané Coetzee. "Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study." Perceptual and Motor Skills 125, no. 5 (July 22, 2018): 966–88. http://dx.doi.org/10.1177/0031512518786806.

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Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010–2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally ( r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement ( r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average ( r = .40 and r = .41) and first additional language ( r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.
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Landers, Casey. "Specialized Visual Experiences." Philosophical Quarterly 71, no. 1 (April 20, 2020): 74–98. http://dx.doi.org/10.1093/pq/pqaa018.

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Abstract Through extensive training, experts acquire specialized knowledge and abilities. In this paper, I argue that experts also acquire specialized visual experiences. Specifically, I articulate and defend the account that experts enjoy visual experiences that represent gestalt properties through perceptual learning. I survey an array of empirical studies on face perception and perceptual expertise that support this account. I also look at studies on perceptual adaptation that some might argue present a problem for my account. I show how the data are subject to an interpretation that is friendly to it. Last, I address two theoretical objections to the claim that visual experiences represent gestalt properties.
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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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Lai, Mun Yee, and Frederick Koon Shing Leung. "Visual Perceptual Abilities of Chinese-Speaking and English-Speaking Children." Perceptual and Motor Skills 114, no. 2 (April 2012): 433–45. http://dx.doi.org/10.2466/10.24.27.pms.114.2.433-445.

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Friedrich, William N., David B. Shurtleff, and Joyce Shaffer. "Cognitive Abilities and Lipomyelomeningocele." Psychological Reports 73, no. 2 (October 1993): 467–70. http://dx.doi.org/10.2466/pr0.1993.73.2.467.

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Ten children with lipomyelomeningocele were evaluated with the WISC—R, the Wide Range Achievement Test—Revised, the Developmental Test of Visual-motor Integration, and the Child Behavior Checklist. These children were consecutive referrals to a birth defects clinic. Unlike their meningomyelocele counterparts, as a group these children appear to be average in their intellectual, academic, and behavioral characteristics. However, they exhibited low average perceptual motor skills, a feature more commonly seen in meningomyelocele.
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Tseng, Mei Hui, and Elizabeth A. Murray. "Differences in Perceptual-Motor Measures in Children with Good and Poor Handwriting." Occupational Therapy Journal of Research 14, no. 1 (January 1994): 19–36. http://dx.doi.org/10.1177/153944929401400102.

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The concept that handwriting is primarily a perceptual-motor act is held by various authors (Chapman & Wedell, 1972; Furner, 1969; Sovick, 1975; Ziviani, Hayes, & Chant, 1990). However, the assumption that poor handwriters would perform less well than good handwriters on perceptual-motor tests has not yet been well researched. The purpose of this study was to examine this assumption as well as the relationship of perceptual-motor abilities to the legibility of handwriting. One hundred forty-three Chinese children in grades 3 through 5 served as subjects. Perceptual-motor tests that measured the abilities proposed to be subskills of handwriting were administered along with a handwriting test. Results showed that poor handwriters scored more poorly than good handwriters on most of the perceptual-motor tests. Regression analysis revealed that among the perceptual-motor measures visual-motor integration, as measured by the Developmental Test of Visual-Motor Integration, and eye-hand coordination, as measured by the Motor Accuracy Test, contributed most to the legibility of handwriting for the total group of handwriters. However, for poor handwriters, results of a stepwise regression analysis revealed that motor planning, as measured by the Finger Position Imitation Test, contributed the most to the legibility of handwriting. In contrast, for good handwriters, visual perception, as measured by the Test of Visual Perceptual Skills, contributed most to the legibility of handwriting.
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Cavézian, Céline, James Danckert, Jérôme Lerond, Jean Daléry, Thierry d’Amato, and Mohamed Saoud. "Visual-perceptual abilities in healthy controls, depressed patients, and schizophrenia patients." Brain and Cognition 64, no. 3 (August 2007): 257–64. http://dx.doi.org/10.1016/j.bandc.2007.03.008.

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Dissertations / Theses on the topic "Visual perceptual abilities"

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Mon-Williams, Mark A. "Action in perception : the perceptual-motor abilities of children with developmental coordination disorder." Thesis, Glasgow Caledonian University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281583.

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Zirngast, Wendy Margaret, and n/a. "The relationship of drawing skills to visual perceptual abilities in year 7 students." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061112.123539.

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The aim of this field study was to investigate the relationship between visual perceptual processes and drawing ability in Year 7 students in the Australian Capital Territory. A random sample of five classes from five High Schools, consisting of 113 year 7 students, was tested for their ability in representational and memory drawing, and a sample of good drawers was chosen by a panel of five Independent judges. The drawing ability of the "Good" Drawers Sample was tested by means of Field's Visual Information Transformation Test (VIT), and the visual perceptual processes were tested using MacGregor's Perceptual Index.(MPI) A statistical analysis of the ranked scores was made using the Kruskal Wallis Analysis of Variance, the Spearman Rho rank order correlation, and the Mann Whitney U Test.
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Fincannon, Thomas. "Visuo-spatial abilities in remote perception: A meta-analysis of empirical work." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5632.

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Meta-analysis was used to investigate the relationship between visuo-spatial ability and performance in remote environments. In order to be included, each study needed to examine the relationship between the use of an ego-centric perspective and various dimensions of performance (i.e., identification, localization, navigation, and mission completion time). The moderator analysis investigated relationships involving: (a) visuo-spatial construct with an emphasis on Carroll's (1993) visualization (VZ) factor; (b) performance outcome (i.e., identification, localization, navigation, and mission completion time); (c) autonomy to support mission performance; (d) task type (i.e., navigation vs. reconnaissance); and (e) experimental testbed (i.e., physical vs. virtual environments). The process of searching and screening for published and unpublished analyses identified 81 works of interest that were found to represent 50 unique datasets. 518 effects were extracted from these datasets for analyses. Analyses of aggregated effects (Hunter & Schmidt, 2004) found that visuo-spatial abilities were significantly associated with each construct, such that effect sizes ranged from weak (r = .235) to moderately strong (r = .371). For meta-regression (Borenstein, Hedges, Figgins, & Rothstein, 2009; Kalaian & Raudenbush, 1996; Tabachnick & Fidell, 2007), moderation by visuo-spatial construct (i.e., focusing on visualization) was consistently supported for all outcomes. For at least one of the outcomes, support was found for moderation by test, the reliability coefficient of a test, autonomy (i.e. to support identification, localization, and navigation), testbed (i.e., physical vs. virtual environment), intended domain of application, and gender. These findings illustrate that majority of what researchers refer to as “spatial ability” actually uses measures that load onto Carroll's (1993) visualization (VZ) factor. The associations between this predictor and all performance outcomes were significant, but the significant variation across moderators highlight important issues for the design of unmanned systems and the external validity of findings across domains. For example, higher levels of autonomy for supporting navigation decreased the association between visualization (VZ) and performance. In contrast, higher levels of autonomy for supporting identification and localization increased the association between visualization (VZ) and performance. Furthermore, moderation by testbed, intended domain of application, and gender challenged the degree to which findings can be expected to generalize across domains and sets of participants.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Human Factors Psychology
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Clark, Kait. "Variation in Visual Search Abilities and Performance." Diss., 2014. http://hdl.handle.net/10161/8729.

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Visual search, the process of detecting relevant items within an environment, is a vital skill required for navigating one's visual environment as well as for careers, such as radiology and airport security, that rely upon accurate searching. Research over the course of several decades has established that visual search requires the integration of low- and high-level cognitive processes, including sensory analysis, attentional allocation, target discrimination, and decision-making. Search abilities are malleable and vary in accordance with long-term experiences, direct practice, and contextual factors in the immediate environment; however, the mechanisms responsible for changes in search performance remain largely unclear. A series of studies examine variation in visual search abilities and performance and aim to identify the underlying mechanisms.

To assess differences associated with long-term experiences, visual search performance is compared between laypersons (typically undergraduates) and specific populations, including radiologists and avid action video game players. Behavioral markers of search processes are used to elucidate causes of enhanced search performance. To assess differences associated with direct practice, laypersons perform a visual search task over five consecutive days, and electrophysiological activity is recorded from the scalp on the first and last days of the protocol. Electrophysiological markers associated with specific stages of processing are analyzed to determine neurocognitive changes contributing to improved performance. To assess differences associated with contextual factors, laypersons are randomly assigned to experimental conditions in which they complete a visual search task within a particular framework or in the presence or absence of motivation, feedback, and/or time pressure.

Results demonstrate that search abilities can improve through experience and direct training, but the mechanisms underlying effects in each case are different. Long-term experiences are associated with strategic attentional allocation, but direct training can improve low-level sensory analysis in addition to higher-level processes. Results also demonstrate nuanced effects of experience and context. On searches that contain multiple targets, task framework impacts accuracy for detecting additional targets after one target has been identified. The combination of motivation and feedback enhances accuracy for both single- and multiple-target searches. Implications for cognitive theory and applications to occupational protocols are discussed.


Dissertation
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Lee, Yuam-shen, and 李源昇. "THE INFLUENCE OF VISUAL PERCEPTUAL MOTOR TRAINING FOR MOTOR ABILITIES OF CLUMSY CHILDREN." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/82497629290531420525.

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碩士
國立臺灣體育學院
體育研究所
89
Abstract The purpose of this study is to probe the correlation between clumsy children‘s visual perceptual ability and motor ability. Second, to investigate the effect of the improvement of the visual perceptual ability and motor ability of clumsy children who received visual perceptual motor training for six weeks and compared the effect upon the different sex. The study is a quasi-expenimental method, used on clumsy students from Taichuang Shi-Twen elementary school. 50 clumsy students were screened out by visual perceptual ability test and basic motor ability test and randomly divided into 2 groups, the experimental group and the control group, 25 for each. Another 25 students who were randomly selected from the normal children constituted the normal group. The experimental group received the visual perceptual training for 6 weeks, four classes per week, 40 minutes per class. The data was analyzed and processed by Spss8.0 package. Thecovariance and the effect were analyzed.The main results are as followed, 1.After 6 weeks of visual perceptual motor training, the experimental group had a significant difference in the right hand-eye coordination and the light selective reaction from the control group. 2.After 6 weeks of visual perceptual motor training, the right hand-eye coordination ability left hand-eye coordination ability of children, the male students had significant difference from the female students. 3.The visual perceptual motor training for the visual perceptual ability of children in different groups and with the different sex had no interaction with other abilities except light selective reaction ability 4.After 6 weeks of training, the experimental group and the control group had significant difference in balance, shooting, skateboard-ball catching experiments. 5.After 6 weeks of visual perceptual motor training ,the male students had significant difference in the balance、shooting、nimble run、repassage run and skateboard-ball catching from the female students. 6.The visual perceptual motor training for the motor ability of children in different group and with the different sex had no interaction with other abilities except repassage run. 7.The visual perceptual ability of clumsy children was related to their motor ability. Key Words: clumsy children, visualization, Visual Perceptual Motor, motor abilities, adapted physical education
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Nukanna, Ornissa. "Visual perceptual abilities in obstetric brachial plexus palsy : an investigation of the incidence and a comparative analysis." Thesis, 1998. http://hdl.handle.net/10413/4629.

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Obstetric brachial plexus palsy, a traumatic birth palsy, results in the paralysis of the upper limb/s. The birth injury is treated at the Brachial Plexus Clinic at King Edward VIII th Hospital, where the Candidate forms part of the Rehabilitation Team. In keeping with worldwide trends, the focus of treatment was on rehabilitation of the upper limb/s. During the course of treatment of these patients, it was observed that the performance of these children varied from excellent to poor. This observation, has not been recorded previously, hence a Research study was initiated to invesitigate this aspect of performance. The study comprised thirty children, between the ages of four and seventeen, whose paralysis was assessed in the conventional pattern. In addition, the visual perceptual abilities of these children were assessed in a variety of batteries, catering for the wide age range. These were: Developmental Test of Visual Motor Integration (1989), Motor Free Perception Test (1972), Developmental Test of Visual Perception (2nd edition), Test of Visual Perceptual Skills - Upper and Lower levels ( Gardner), Jordan's Left-Right Reversal Test (1974), Clinical (Ayres) and General Observations. Although traditionally viewed as a physical disorder, the results of the study indicate that children with obstetric brachial plexus injury present with a significant incidence of below average performance, against the normal population, on most of the assessment batteries. No significant relationship could be established between the severity of the lesion and visual perceptual abilities, owing to the disproportionate numbers of children amongst the different lesions. Further research is required to support and consolidate the findings of this study. It is also recommended that Occupational therapists screen for visual perceptual deficits in such injuries, thus facilitating holistic patient management.
Thesis (M.O.T.)-Unversity of Durban-Westville, 1998.
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Books on the topic "Visual perceptual abilities"

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Differences in perceptual abilities in gifted and non-gifted children as measured by the MacGregor Perceptual Index. 1985.

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Mangina, Constantine A. Mangina Diagnostic Tool of Visual Perception: For Diagnosing Specific Perceptual Learning Abilities and Disabilities. Lawrence Erlbaum, 1994.

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Mangina, Constantine A. Mangina Diagnostic Tool of Visual Perception: For Diagnosing Specific Perceptual Learning Abilities and Disabilities. TF-LEA, 1994.

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Mangina, Constantine A. Mangina Diagnostic Tool of Visual Perception: For Diagnosing Specific Perceptual Learning Abilities and Disabilities. Lawrence Erlbaum, 1994.

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Book chapters on the topic "Visual perceptual abilities"

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Slater, Alan M. "Visual Perceptual Abilities at Birth: Implications for Face Perception." In Developmental Neurocognition: Speech and Face Processing in the First Year of Life, 125–34. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-015-8234-6_11.

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Spener, Maja. "Experiential Pluralism and Mental Kinds." In Purpose and Procedure in Philosophy of Perception, 63–84. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198853534.003.0004.

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This paper offers a new argument in favour of experiential pluralism about visual experience—the view that the nature of successful visual experience is different from the nature of unsuccessful visual experience. The argument appeals to the role of experience in explaining possession of ordinary abilities. In addition, the paper makes a methodological point about philosophical debates concerning the nature of perceptual experience: whether a given view about the nature of experience amounts to an interesting and substantive thesis about our own minds depends on the significance of the psychological kind claim made by it. This means that an adequate defence of a given view of the nature of experience must include articulation of the latter’s significance qua psychological kind. The argument advanced provides the material to meet this demand. In turn, this constitutes further support for the argument itself.
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Grossberg, Stephen. "Learning to Attend, Recognize, and Predict the World." In Conscious Mind, Resonant Brain, 184–249. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190070557.003.0005.

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This chapter begins to explain many of our most important perceptual and cognitive abilities, including how we rapidly learn to categorize and recognize so many objects and events in the world, how we remember and anticipate events that may occur in familiar situations, how we pay attention to events that particularly interest us, and how we become conscious of these events. These abilities enable us to engage in fantasy activities such as visual imagery, internalized speech, and planning. They support our ability to learn language quickly and to complete and consciously hear speech sounds in noise. The chapter begins to explain key differences between perception and recognition, and introduces Adaptive Resonance Theory, or ART, which is now the most advanced cognitive and neural theory of how our brains learn to attend, recognize, and predict objects and events in a changing world. ART cycles of resonance and reset solve the stability-plasticity dilemma so that we can learn quickly without new learning forcing catastrophic forgetting of previously learned memories. ART can learn quickly or slowly, with supervision and without it, and both many-to-one maps and one-to-many maps. It uses learned top-down expectations, attentional focusing, and mismatch-mediated hypothesis testing to do so, and is thus a self-organizing production system. ART can be derived from a simple thought experiment, and explains and predicts many psychological and neurobiological data about normal behavior. When these processes break down in specific ways, they cause symptoms of mental disorders such as schizophrenia, autism, amnesia, and Alzheimer’s disease.
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"conceptually vague notion of ‘shared information’. We will discuss in what sense humans share information, and to what extent they share information about the information they share. All humans live in the same physical world. We are all engaged in a lifetime’s enterprise of deriving information from this common environment and construct-ing the best possible mental representation of it. We do not all construct the same representation, because of differences in our narrower physical environments on the one hand, and in our cognitive abilities on the other. Perceptual abilities vary in effectiveness from one individual to another. Inferential abilities also vary, and not just in effectiveness. People speak different languages, they have mastered dif-ferent concepts; as a result, they can construct different representations and make different inferences. They have different memories, too, different theories that they bring to bear on their experience in different ways. Hence, even if they all shared the same narrow physical environment, what we propose to call their cognitive environments would still differ. To introduce the notion of a cognitive environment, let us consider a parallel case. One human cognitive ability is sight. With respect to sight, each individual is in a visual environment which can be characterised as the set of all phenomena visible to him. What is visible to him is a function both of his physical environ-ment and of his visual abilities. In studying communication, we are interested in conceptual cognitive abilities. We want to suggest that what visible phenomena are for visual cognition, mani-fest facts are for conceptual cognition. Let us define:." In Pragmatics and Discourse, 146. Routledge, 2005. http://dx.doi.org/10.4324/9780203994597-18.

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Conference papers on the topic "Visual perceptual abilities"

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Dansie, Christopher, and Don R. Brown. "Visualizing Sequential Information With Perceptual Cues." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/eim-9027.

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Abstract A new visualization technique is presented that utilizes interactive three-dimensional graphics and perceptual cues to visualize unstructured, sequential data. Upon evaluation the optimum values, trends and relationships between segments and sequences are quickly seen using the perceptual abilities of the human visual system. This research is applied to visualizing logistics information, were decisions are made based upon multivariate, and sequential information. Using this technique the user can analyze route parameters visually rather than computationally to aid in the decision making process. The visualization is accomplished through a custom software system written in Java utilizing the Java3D API to generate the three-dimensional visualization.
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