Évaluation d'entraînements multisensoriels de préparation à la reconnaissance de figures géométriques planes chez les enfants de cinq ans : étude de la contribution du système haptique manuel
TL;DR: In this article, the modalite haptique (tactilo-kinesthesique) dans un entrainement destine a favoriser la reconnaissance visuelle de quatre figures geometriques planes (cercle, carre, rectangle and triangle).
Abstract: Cette recherche evalue chez trente quatre enfants âges de cinq ans les effets de l’ajout de la modalite haptique (tactilo-kinesthesique) dans un entrainement destine a favoriser la reconnaissance visuelle de quatre figures geometriques planes (cercle, carre, rectangle et triangle). Deux entrainements sont evalues. Ils ont en commun de proposer des exercices centres sur des proprietes de chaque figure, mais ils different sur les modalites sensorielles sollicitees pour les explorer. Dans l’entrainement « VH » (visuo-haptique), les modalites visuelle et haptique sont utilisees pour explorer les figures en relief alors que seule la modalite visuelle est mobilisee dans l’entrainement « V » (visuel). Les resultats revelent une amelioration significative des performances seulement apres l’entrainement « VH ». Ces resultats sont expliques par les caracteristiques de la modalite haptique manuelle.
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TL;DR: In this paper, the authors compared the effect of two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers and found that children progressed more significantly following the VH than the V intervention for rectangles, triangles and squares.
Abstract: This study assessed the benefit of a multisensory intervention on the recognition of geometrical shapes in kindergarten children. Two interventions were proposed, both conducted by the teachers and involving exercises focused on the properties of the shapes but differing in the sensory modalities used to explore them. In the ‘‘VH’’ intervention, the visual and haptic modalities were used to explore the raised shapes while only the visual modality was involved in the ‘‘V’’ (Visual) intervention. We compared the effect of the two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers. Results showed that children progressed more importantly following VH than V intervention for rectangles and triangles. The addition of the haptic modality in intervention provides beneficial effects by allowing children to better understand what is included in a shape category. Results are discussed in relation to the multimodal coding (in line with embodied theorie...
42 citations
Cites background or result from "Évaluation d'entraînements multisen..."
...More recently, Pinet and Gentaz (2007, 2008) conducted a shape recognition study in 5-year-olds that included square, rectangle and triangle exemplars with a wide range of length ratios, orientations, and contour discontinuities....
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...Regarding shape categories, the recognition of circles among distractors usually appears far more successful (the recognition of circles was almost perfect in 5–6-year-olds; Pinet & Gentaz, 2007, 2008) than the recognition of squares, rectangles or triangles....
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...…category members and (b) the amount of features that distinguish the exemplars of the category from the exemplars of the other categories, as put forward by Rosch (1973) and Rosch and Mervis (1975), but also from (c) the orientation and the proportion between the shape sides (Pinet & Gentaz, 2008)....
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...As predicted from a previous study (Pinet & Gentaz, 2008), performance for the exemplars of squares no. 2 (91...
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TL;DR: In this paper, the authors evaluated the effect on letter knowledge and writing of a multisensory exploration of letters as a function of the child's skill level (low vs high-skilled).
24 citations
Cites background from "Évaluation d'entraînements multisen..."
...In addition, a visuo-haptic intervention relating to the properties of the shapes also resulted in better geometrical performances than a visual intervention in kindergarten children (Kalenine, Pinet, & Gentaz, 2011; Pinet & Gentaz, 2008)....
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TL;DR: These findings show that the prototype effect is not intrinsic to the haptic modality but depends on visual experience, which suggests that the occurrence of visual and haptic prototypical shapes in the recognition of geometrical shape seems to depend on visual exposure to these prototypeical shapes existing in the authors' environment.
Abstract: Background
It has been shown that visual geometrical shape categories (rectangle and triangle) are graded structures organized around a prototype as demonstrated by perception and production tasks in adults as well as in children. The visual prototypical shapes are better recognized than other exemplars of the categories. Their existence could emerge from early exposure to these prototypical shapes that are present in our visual environment. The present study examined the role of visual experience in the existence of prototypical shapes by comparing the haptic recognition of geometrical shapes in congenitally blind and blindfolded adolescents.
Methodology/Principal Findings
To determine whether the existence of a prototype effect (higher recognition of prototypical shapes than non prototypical shapes) depended on visual experience, congenitally blind and blindfolded sighted adolescents were asked to recognize in the haptic modality three categories of correct shapes (square, rectangle, triangle) varying in orientation (prototypical/canonical orientation vs. non prototypical/canonical orientation rotated by 45°) among a set of other shapes. A haptic prototype effect was found in the blindfolded sighted whereas no difference between prototypical and non prototypical correct shapes was observed in the congenitally blind. A control experiment using a similar visual recognition task confirmed the existence of a visual prototype effect in a group of sighted adolescents.
Conclusion/Significance
These findings show that the prototype effect is not intrinsic to the haptic modality but depends on visual experience. This suggests that the occurrence of visual and haptic prototypical shapes in the recognition of geometrical shape seems to depend on visual exposure to these prototypical shapes existing in our environment.
22 citations
TL;DR: In this paper, the roles of procedures exploratoires manuelles dans the perception visuo-haptique ou haptique de formes (lettres cursives ou figures geometriques) chez des enfants scolarises en cycle 2.
Abstract: Resume
Les trois experiences presentees dans cet article s’interessent aux roles des procedures exploratoires manuelles dans la perception visuo-haptique ou haptique de formes (lettres cursives ou figures geometriques) chez des enfants scolarises en cycle 2. La premiere experience evalue chez les enfants de 5-6 ans les effets de l’ajout de l’exploration visuo-haptique et haptique de lettres en creux dans un entrainement destine a preparer la lecture et l’ecriture. Les resultats revelent une amelioration significative des performances en decodage mais similaire apres les entrainements « multisensoriel » et « controle ». En revanche, le nombre de trace de lettres respectant le sens conventionnel de l’ecriture est superieur apres l’entrainement « multisensoriel ». La deuxieme experience specifie chez les enfants de 5-6 ans les procedures exploratoires manuelles utilisees pour percevoir des lettres en creux et en relief et evalue leurs effets sur la reconnaissance visuo-haptique des lettres. Les resultats montrent que les lettres en relief sont mieux reconnues que les lettres en creux, et tres probablement a cause des differentes procedures exploratoires mises en jeux par les enfants : « enveloppement global » puis eventuellement « suivi de contour » pour les lettres en relief et « suivi de contour » seulement pour les lettres en creux. La troisieme experience examine chez les enfants de 6 ans les procedures exploratoires manuelles utilisees pour percevoir des figures geometriques en creux et en relief et evalue leurs effets sur la reconnaissance haptique des figures. Les resultats sont similaires a ceux observes pour les lettres. Ces resultats permettent de mieux comprendre les conditions qui permettent aux entrainements multisensoriels d’avoir des effets benefiques sur certaines performances cognitives des enfants.
13 citations
22 Dec 2017
TL;DR: It is shown that math abilities of each population are relatively unique and are not necessarily associated with generalized math impairment, and how the comparison across disorders can impact on practical rehabilitation and educational strategies is demonstrated.
Abstract: In the past few years, the role of both domain-specific and domain-general factors on numerical development and mathematics achievement has been debated. In this paper, we focus on the role of visuo-spatial processes. We will more particularly review the numerical abilities of populations presenting atypical visuo-spatial processes: individuals with blindness, hemineglect, children presenting low visuo-spatial abilities, non-verbal learning disorder or Williams syndrome. We will show that math abilities of each population are relatively unique and are not necessarily associated with generalized math impairment. We will show that a better understanding of the strengths and weaknesses of each population gives further insights into our conceptual understanding of the development of numerical cognition. We will finally demonstrate how the comparison across disorders can impact on practical rehabilitation and educational strategies.
12 citations
Cites background from "Évaluation d'entraînements multisen..."
...The advantage of a visuo-haptic training over a visual training was also demonstrated in kindergarten children for letter recognition, handwriting quality (Bara & Gentaz, 2011) and geometry (Pinet & Gentaz, 2008)....
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...…with the theories of embodied cognition, some studies already demonstrated that the addition of the visuo-haptic exploration could help healthy adults to learn some abstract concepts more effectively (Bara & Gentaz, 2011; Fredembach, Hillairet de Boisferon, & Gentaz, 2009; Pinet & Gentaz, 2008)....
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References
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01 Jan 2000
TL;DR: This paper found that viewing and naming pictures of tools selectively activated the left ventral premotor cortex (BA 6) and the anterior intraparietal neurons (BA 40) in humans and monkeys.
Abstract: We used fMRI to examine the neural response in frontal and parietal cortices associated with viewing and naming pictures of different categories of objects. Because tools are commonly associated with specific hand movements, we predicted that pictures of tools, but not other categories of objects, would elicit activity in regions of the brain that store information about motor-based properties. We found that viewing and naming pictures of tools selectively activated the left ventral premotor cortex (BA 6). Single-unit recording studies in monkeys have shown that neurons in the rostral part of the ventral premotor cortex (canonical F5 neurons) respond to the visual presentation of graspable objects, even in the absence of any subsequent motor activity. Thus, the left ventral premotor region that responded selectively to tools in the current study may be the human homolog of the monkey canonical F5 area. Viewing and naming tools also selectively activated the left posterior parietal cortex (BA 40). This response is similar to the firing of monkey anterior intraparietal neurons to the visual presentation of graspable objects. In humans and monkeys, there appears to be a close link between manipulable objects and information about the actions associated with their use. The selective activation of the left posterior parietal and left ventral premotor cortices by pictures of tools suggests that the ability to recognize and identify at least one category of objects (tools) may depend on activity in specific sites of the ventral and dorsal visual processing streams.
1,074 citations
TL;DR: The left ventral premotor region that responded selectively to tools in the current study may be the human homolog of the monkey canonical F5 area, which responds to the visual presentation of graspable objects.
1,074 citations
TL;DR: It is established that the visual presentation of letters activated a part of the left premotor cortex (BA6) that was also activated when the letters were being written by the subjects, which indicates that the writing motor processes are implicitly evoked when passively observing letters.
322 citations
TL;DR: This article investigated criteria preschool children use to distinguish members of a class of shapes from other figures and found that young children initially form schemas on the basis of feature analysis of visual forms.
Abstract: We investigated criteria preschool children use to distinguish members of a class of shapes from other figures. We conducted individual clinical interviews of 97 children ages 3 to 6, emphasizing identification and descriptions of shapes and reasons for these identifications. We found that young children initially form schemas on the basis of feature analysis of visual forms. While these schemas are developing, children continue to rely primarily on visual matching to distinguish shapes. They are, however, also capable of recognizing components and simple properties of familiar shapes. Thus, evidence supports previous claims (Clements & Battista, 1992b) that a prerecognitive level exists before van Hiele Level 1 (“visual level”) and that Level 1 should be reconceptualized as syncretic (i.e., a synthesis of verbal declarative and imagistic knowledge, each interacting with the other) instead of visual (Clements, 1992).
235 citations
TL;DR: Results showed that both the characteristics of exploration and the presentation of the dimensions tended to modify the type to response elicited, and the observed modifications were shown to be of different nature in children and in adults.
25 citations