Visual memory can be defined as the ability to recall visual images in the form of objects events or words. Previous neuropsychological research on Learning Disabilities (LD) involving visual memory ...has been focused particularly on children who present nonverbal LD, and their scholar underachievement. Objective: This study aims to develop a visual memory test using recognisable objects and to determine their normative values and validity in a population of children with LD and in a control group. Methods and procedures: A total of 330 children participated in this study (7-14 years), 190 suffered of some kind of LD and 140 did not have any diagnosis. Visual Memory was assessed using a test (VMT-SP) based on Snodgrass Pictures (Snodgrass & Vanderwart, 1980) composed of a short-term, long-term and a recognition assessment. Rey Complex Figure Test (RCFT) and Hooper Visual Organisation Test (HVOT) were used to assess validity. Results: Short-term, long-term recall and long-term recognition differed significantly between the LD children and the control group. Moreover, the scores were influenced by the age of the children (with a higher percentage of correct answers being given by the older children), gender, habitat and mother’s level of education. Finally, the test results were associated with other measures of visual memory. Conclusions: VMT-SP is a new clinical tool for assessing visual memory. We present evidence of its concurrent validity and applicability in the evaluation of children with LD.
Introduccion: La memoria visual se define como la habilidad para recordar imagenes visuales en forma de objetos eventos o palabras. Investigaciones previas en ninos con dificultades de aprendizaje se ...han centrado principalmente en la relacion entre la memoria visual y el fracaso escolar. Objetivos: Desarrollar una prueba de memoria visual usando imagenes de objetos familiares y determinar sus valores normativos y evidencias de validez en una poblacion de ninos que padecen dificultades de aprendizaje ademas de un grupo control. Metodos y procedimientos: Un total de 330 ninos participaron en este estudio (7-14 anos), 190 padecian algun tipo de dificultad de aprendizaje y 140 no tenian ningun diagnostico. La memoria visual fue evaluada usado una prueba (VMTSP) basada en las figuras de Snodgrass que evaluo la memoria a corto, largo plazo y el reconocimiento. Tambien se utilizo la figura compleja de Rey y el Hooper Visual Organisation Test. Resultados: Los resultados de las tres variables del VMP-SP difirieron significativamente en ninos con dificultades de aprendizaje del grupo control. Las puntuaciones fueron influenciadas por la edad (con un mayor porcentaje de respuestas correctas proporcionadas por los ninos de mas edad), el genero, el nivel educativo de la madre y el habitat. Finalmente se encontro una correlacion moderada con otras pruebas de memoria visual. Conclusiones: VMT-SP es una nueva herramienta clinica para la evaluacion de la memoria visual. Se ha presentado evidencia de su validez concurrente y su aplicabilidad en la evaluacion de ninos que padecen dificultades de aprendizaje. Palabras clave Memoria Visual; Dificultades de Aprendizaje; Neuropsicologia; Ninos. Introduction: Visual memory can be defined as the ability to recall visual images in the form of objects events or words. Previous neuropsychological research on Learning Disabilities (LD) involving visual memory has been focused particularly on children who present nonverbal LD, and their scholar underachievement. Objective: This study aims to develop a visual memory test using recognisable objects and to determine their normative values and validity in a population of children with LD and in a control group. Methods and procedures: A total of 330 children participated in this study (7-14 years), 190 suffered of some kind of LD and 140 did not have any diagnosis. Visual Memory was assessed using a test (VMT-SP) based on Snodgrass Pictures (Snodgrass & Vanderwart, 1980) composed of a short-term, long-term and a recognition assessment. Rey Complex Figure Test (RCFT) and Hooper Visual Organisation Test (HVOT) were used to assess validity. Results: Short-term, long-term recall and long term recognition differed significantly between the LD children and the control group. Moreover, the scores were influenced by the age of the children (with a higher percentage of correct answers being given by the older children), gender, habitat and mother's level of education. Finally, the test results were associated with other measures of visual memory. Conclusions: VMT-SP is a new clinical tool for assessing visual memory. We present evidence of its concurrent validity and applicability in the evaluation of children with LD. Keywords Visual Memory; Learning Disabilities; Neuropsychology; Children.
The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, ...dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child's specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child's future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.
From a lacanian perspective interventions in cases of autism should aim to introduce a symbolic absence that mobilizes the circuit of desire. The case of a 2-year-old boy (Q) diagnosed with autism ...spectrum disorder attending to lacanian treatment is presented. The fort-da paradigm (using a pair of signifiers to represent the presence-absence) was introduced to address problems with attachment, communicative intention, and symbolic game. After treatment Q learned how to use his own language and symbolic game to regulate and express anxiety and other emotions in the absence of his mother.
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