Normative data for three tests of visuocognitive function in primary school children: cross-sectional study.
Normative data for three tests of visuocognitive function in primary school children: cross-sectional study.
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DOI：
10.1136/bjophthalmol-2014-305868
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发表时间：
2015-06
期刊：
影响因子：
--
通讯作者：
Hyvarinen L
中科院分区：
文献类型：
--
作者：
Williams C;Gilchrist ID;Fraser S;McCarthy HM;Parker J;Warnes P;Young J;Hyvarinen L
越来越多的人认识到，视觉认知困难发生在有神经发育问题的儿童中。我们获得了正常的数据，小学儿童的表现，使用三个测试的视觉认知功能，是切实可行的临床设置。我们测试了214名年龄在4到11岁之间的儿童，他们没有已知的发展问题，使用测试来评估（1）方向识别和适应性运动（邮箱任务），（2）物体识别（矩形任务）和（3）空间整合（轮廓任务）。 96%的人可以轻松地完成邮箱任务，只有4%（所有年龄<9岁）表现出轻微的困难。 长方形任务的错误随着年龄的增长而减少：33%的4-5岁儿童有重大困难，但>99%的6岁以上儿童没有或有轻微困难。 轮廓任务的中位数得分随着年龄的增长而提高，8岁后，99%的人可以使用长距离空间整合而不是密度来看到轮廓。 这些不同方面的儿童的视觉认知性能进行了测试，在现场设置。这些数据提供了一个基准来判断儿童的表现与神经发育问题，并可能是有用的评估，以期提供有效的支持策略，儿童的视觉认知能力低于他们的年龄的期望。
There is an increasing recognition that visuocognitive difficulties occur in children with neurodevelopmental problems. We obtained normative data for the performance of primary school children using three tests of visuocognitive function that are practicable in a clinical setting. We tested 214 children aged between 4 and 11 years without known developmental problems, using tests to assess (1) orientation recognition and adaptive movement (postbox task), (2) object recognition (rectangles task) and (3) spatial integration (contours task). 96% could do the postbox task with ease—only 4% (all aged <9 years) exhibited minor difficulties. Errors in the rectangles task decreased with age: 33% of children aged 4–5 years had major difficulties but >99% of children aged ≥6 years had no, or minor, difficulties. Median scores for the contours task improved with age, and after age 8 years, 99% could see the contour using long-range spatial integration rather than density. These different aspects of children’s visuocognitive performance were testable in a field setting. The data provide a benchmark by which to judge performance of children with neurodevelopmental problems and may be useful in assessment with a view to providing effective supportive strategies for children whose visuocognitive skills are lower than the expectation for their age.
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