Atypical developpement of spatial cognition has been shown in congenital bindness with some consequences on mathematic learning (Cattaneo et al., 2010) as well as on the mental representation of spatial maps (Thinus-Blanc \& Gaunet, 1997). This raises the issue of the role of vision in spatial abilities underlying mathematics and locomotion. These difficulties could also be found in case of partial visual deficiency, like very low visual acuity or large peripheral shrinkage of the visual field.
Study Type
OBSERVATIONAL
Enrollment
100
Tactile PVSE test The tests are presented in 6 independent booklets, each of which tests a distinct skill: comparison of lengths, comparison of sizes, comparison of obliques, perception of environments, comparison of relative positions in relation to a frame and comparison of relative positions with distractors. The assessment sheet presented in a table with the expected answers will allow you to note whether the answers are correct (rating 1) or not (rating 0). A total of the correct answers from all the sub-tests will give a total score.
Classic PVSE test Use of the standardized PVSE test printed on thick white paper in 6 separate booklets each containing a subtest (length, size, oblique, middle, relative position and relative position with distractor) The assessment sheet presented in a table with the expected answers will allow you to note whether the answers are correct (rating 1) or not (rating 0). A total of the correct answers from all the sub-tests will give a total score.
Equipe Trajectoire du CRNL : INSERM U1028, CNRS UMR 5292
Lyon, France
RECRUITINGpercentage of correct responses
The experimental tasks assess allocentric spatial representations in different modalities with correct responses to spatial vs non spatial questions for the Elementary Spatial Perception test and the mental imagery test.
Time frame: through study completion, an average of 2 year
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This involves answering questions concerning the position or identity of 2 or 3 objects on the basis of the mental representation of a grid by auditory guidance. Each grid must be constructed mentally with the verbal description of the path and the objects encountered.
16 configurations of 3 objects with direct or indirect passive exploration of their relative positions. Each grid is presented 3 times with the following 3 questions to which the subject answers yes or no by forced choice a single measure of the number of correct answers which will be the sum of the correct answers obtained to each of the 3 questions in the direct vs indirect condition
Pointing exercises on a digital line of 50 cm paper tape: the participant points with his finger to a position on the tape, according to the verbal request of the experimenter Measures the intermanual gap during requests for evaluation of 5 times the wand, subtracting the length of a wand, then dividing this length by 2.
The Wechsler Intelligence Scale for Children - Fifth Edition, Australian Standard (WISC-V) is an individually administered and comprehensive clinical instrument used to assess the general thinking and reasoning skills of children aged six years to 16 years. Test results include a Full-Scale Intelligence Quotient (IQ) score as well as age-equivalent rankings and scores for Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory and Processing Speed composites
The WISC-V is an individually administered, comprehensive clinical instrument for assessing the intelligence of children. The primary and secondary subtests are on a scaled score metric with a mean of 10 and a standard deviation (SD) of 3. These subtest scores range from 1 to19, with scores between 8 and 12 typically considered average.