Search Results (29)

Background: The motor response to human visual stimuli is unique and differs from the reaction to light-based visual stimuli. While laboratory-based tests offer valuable insights into athletes’ basic perceptual–motor abilities, their translation to actual sports-specific tests is limited. Methods: Following a thorough warm-up, 44 collegiate-level male soccer players (age: 24.4 ± 2.5 y, mass: 63.01 ± 7.3 kg, stature: 167.62 ± 6.3 cm) from a tertiary institution completed the following tests: Sports Vision Test (20-light proactive speed test), 40 m sprint test (split times over 5, 10, 20 and 40 m), and a live Reactive Agility Test (RAT) entailing them to sprint, change direction either towards their dominant limb or non-dominant limb in response to a live tester, and sprint again. Results: Numerous moderate correlations were seen between the RAT and various sprint distances (r > 0.3, ES > 0.3, p < 0.05). The reaction speed relationship between the light-based (SVT) and live stimuli (RAT) test yielded a weak relationship (r > 0.4, ES > 0.5, p < 0.05). Furthermore, the light-based hand–eye coordination speed did not predict acceleration or top speed, while the total RAT time did explain 10.5% of top speed (40 m). No significant differences in the SVT average and total time were found among playing positions. Conclusions: The limited correlations observed indicate that light-based reaction training alone may not be sufficient to translate to field-based reactive agility; therefore, training should integrate perceptual–cognitive and motor demands. Future research should refine laboratory-based tests by incorporating contextual elements to enhance ecological validity and further investigate the transferability of these skills from controlled settings to real-world game scenarios. Full article

Color blindness can create challenges in recognizing visual cues, potentially affecting players’ performance, emotional involvement, and overall gaming experience. This study examines the impact of color blindness on player engagement and emotional experiences in digital games. The research aims to analyze how color-blind individuals engage with and emotionally respond to games, offering insights into more inclusive and accessible game design. An experiment-based study was conducted using a between-group design with a total of 13 participants, including 5 color-blind and 8 non-color-blind participants (aged 18–30). The sample was carefully selected to ensure participants had similar levels of digital gaming experience and familiarity with digital games, reducing potential biases related to skill or prior exposure. A custom-designed game, “Color Quest,” was developed to assess engagement and emotional responses. Emotional responses were measured through Emotion AI analysis, video recordings, and self-reported feedback forms. Participants were also asked to rate their engagement and emotional experience on a 1 to 5 scale, with additional qualitative feedback collected for deeper insights. The results indicate that color-blind players generally reported lower engagement levels compared to non-color-blind players. Although quantitative data did not reveal a direct correlation between color blindness and visual experience, self-reported feedback suggests that color-related design choices negatively impact emotional involvement and player immersion. Furthermore, in the survey responses from participants, color-blind individuals rated their experiences lower compared to individuals with normal vision. Participants emphasized that certain visual elements created difficulties in gameplay, and alternative sensory cues, such as audio feedback, helped mitigate these challenges. This study presents an experimental evaluation of color blindness in gaming, emphasizing how sensory adaptation strategies can support player engagement and emotional experience. This study contributes to game accessibility research by highlighting the importance of perceptual diversity and inclusive sensory design in enhancing player engagement for color-blind individuals. Full article

Objective: This observational cross-sectional study aimed to comprehensively evaluate sensory–cognitive performance in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), with a focus on auditory processing, visual–perceptual abilities, visual–motor integration, and oculomotor function. The study further examined how hyperactivity, age, and gender may influence these domains. Methods: A total of 70 non-medicated children with clinically diagnosed ADHD (mean age = $9.1\pm 2.4$ years; 67.1% male), all with normal visual acuity, were assessed using four standardized instruments: the Test of Auditory Processing Skills, Third Edition (TAPS-3), the Test of Visual Perceptual Skills, Fourth Edition (TVPS-4), the Beery–Buktenica Developmental Test of Visual–Motor Integration, Sixth Edition (VMI-6), and the Developmental Eye Movement (DEM) Test. Statistical analyses included one sample and independent samples t-tests, one-way ANOVA, and Pearson correlation coefficients. Results: Participants demonstrated significantly above-average performance in auditory processing (TAPS-3: $\mu =108.4$, $std=7.8$), average visual–perceptual abilities (TVPS-4: $\mu =100.9$, $std=7.2$), slightly below-average visual–motor integration (VMI-6: $\mu =97.1$, $std=9.0$), and marked deficits in oculomotor efficiency (DEM ratio: $\mu =87.3$, $std=18.1$). Statistically significant differences were observed across these domains (t-values ranging from 2.9 to 7.2, $p<0.01$). Children with hyperactive-impulsive presentations exhibited lower horizontal DEM scores ($\mu =73.4$, $std=12.3$) compared to inattentive counterparts ($\mu =82.9$, $std=16.2$; $p=0.009$). Age and sex influenced specific subtest scores, with boys and children aged 8–9 years achieving higher outcomes in word memory ($p=0.042$) and visual discrimination ($p=0.034$), respectively. Moderate correlations were identified between auditory and visual–perceptual skills ($r=0.32$, $p=0.007$), and between visual–perceptual and oculomotor performance ($r=0.25$, $p=0.035$). Conclusions: The findings from this sample reveal a distinct sensory–cognitive profile in children with ADHD, characterized by relatively preserved auditory processing and pronounced oculomotor deficits. These results underscore the value of a multimodal assessment protocol that includes oculomotor and visual efficiency evaluations. The conclusions pertain specifically to the cohort studied and should not be generalized to all populations with ADHD without further validation. Full article

Background: Athletes with expertise in sports show extensive procedural and factual information, enhancing their ability to focus attention, use cues, and anticipate events. This study examined the differentiation of perceptual-cognitive skills by focusing on attentional cues, processing speed, and working memory. Methods: The component skill approach was used to assess differences in sports expertise levels using non-sport-specific cognitive measures of perceptual-cognitive skills. The study involved a total of 127 college athletes with a mean age of 20.23 years (SD = 3.08) and an average of 10.99 years of training. Among these participants, there were 43 female athletes with a mean age of 20.23 years (SD = 3.32) and 84 male athletes with a mean age of 20.22 years (SD = 2.98). We analyzed the cohort of students who did not engage in regular sports training, identifying them as the control group for our study. A multivariate analysis of variance (MANOVA) was employed to analyze the measures of the SPT and CBT perceptual-cognitive tasks, treating them as separate dependent variables. The categorization of elite levels and participants is outlined below: there are 41 semi-elite athletes, 70 competitive elite athletes, 12 successful elite athletes, and 4 world-class elite athletes. Results: There were no differences in semi-elite and competitive elite athletes’ perceptual-cognitive skills regarding visual-spatial reaction time (Wilks’ λ = 0.956, p > 0.05), but there was a significant difference in the working memory span (Wilks’ λ = 0.804, p < 0.05). Conclusions: The study reports that elite college athletes have higher working memory, which is crucial for sport performance, compared to semi-elite athletes. However, no between-group differences were observed in reaction time. Full article

Background/Objectives: Eye-tracking technology has gained increasing attention in sports science, as it provides valuable insights into visual attention, decision-making, and motor planning. This systematic review examines the application of eye-tracking technology in basketball, highlighting its role in analyzing cognitive and perceptual strategies in players, referees, and coaches. Methods: A systematic search was conducted following PRISMA guidelines. Studies published up until December 2024 were retrieved from PubMed and Web of Science using keywords related to basketball, eye tracking, and visual search. The inclusion criteria focused on studies using eye-tracking technology to assess athletes, referees, and coaches. A total of 1706 articles were screened, of which 19 met the eligibility criteria. Results: Eye-tracking studies have shown that expert basketball players exhibit longer quiet eye (QE) durations and more efficient gaze behaviors compared to novices. In high-pressure situations, skilled players maintain more stable QE characteristics, leading to better shot accuracy. Referees rely on efficient gaze strategies to make split-second decisions, although less experienced referees tend to neglect key visual cues. In coaching, eye-tracking studies suggest that guided gaze techniques improve tactical understanding in novice players but have limited effects on experienced athletes. Conclusions: Eye tracking is a powerful tool for studying cognitive and behavioral functioning in basketball, offering valuable insights for performance enhancement and training strategies. Future research should explore real-game settings using mobile eye trackers and integrate artificial intelligence to further refine gaze-based training methods. Full article

The present study compared two sentence–picture-matching tests in Greek, namely the Syntactic Proficiency Test and the sentence comprehension subtest of the Diagnostic Verbal Intelligence Quotient (DVIQ) battery, to assess complex sentence comprehension in 29 Greek-speaking children with autism spectrum disorder (ASD). Crucially, the DVIQ test included more foils and visual details than the Syntactic Proficiency Test. The study had three aims: (1) to examine sentence comprehension performance across various syntactically complex structures (passives, clitic pronouns, subject, and object relative clauses) and identify comprehension asymmetries among these types; (2) to investigate task effects on syntactic comprehension accuracy by comparing performance across the two tests; and (3) to examine differences in error types across tasks. Results showed that autistic children were significantly less accurate in their comprehension performance of passives and clitics in the DVIQ compared to the Syntactic Proficiency Test, with no difference in accuracy observed for subject or object relative clauses, which were consistently high and low, respectively, across both tests. Error patterns also differed across the two tests. More specifically, thematic role reversals in passives were more frequent in the DVIQ than the Syntactic Proficiency Test. The overall findings suggest that the DVIQ’s enhanced perceptual complexity may have affected children’s accuracy in their comprehension of passives and clitics, while object relatives were less affected by task effects because of their high structural complexity. The study highlights how visual complexity and foil count can impact syntactic comprehension in autistic children and underscores the importance of task design in assessing syntactic skills in ASD. Full article

Purpose: This paper investigated the visual–perceptual and visual–motor skills and the reversal frequency of letters and numbers that mirror one another in one hundred children aged 6–13 years diagnosed with poor reading skills. Methods: TVPS-4th, VMI-6th, and RFT were performed. Age and sex analysis was carried out. The impact of the eye movement patterns in the perceptual–motor skills and laterality–directionality concepts was also estimated to determine the relationship among tests to predict future results. Results: Most children scored between average and 3 stds below average on the motor VMI-6th test, while half of the participants scored between average and 2 stds below average on TVPS-4th. In the RFT, the majority scored between average and 1.5 stds below average. Participants scored higher on the spatial relationship subtest of the TVPS-4th and lower in the VMI-6th test ($p<0.001$). Statistically significant differences were found between the youngest and oldest participants on the TVPS-4th overall performance, as well as VD, FC and VFG skills ($p<0.05$). A strong relationship was found between the TVPS-4th and VMI-6th, ($p<0.001$). RFT results were different among all groups ($p<0.05$). The RFT was better related to the VMI-6th than TVPS-4th; however, it was statistically insignificant. The horizontal component of the DEM test was the best predictor for the TVPS-4th and ratio for the RFT, without attaining statistical significance. No sex differences were found. Conclusions: Results showed that children with poor reading skills exhibit perceptual–motor and reversal frequency difficulties, which are independent of the oculomotor performance. Considering that visual and motor processing are essential elements of the reading and writing process, their evaluation and treatment should be included as part of the multidisciplinary approach for children with poor reading skills. This would boost the general outcome and contribute to their academic achievement. Full article

Background/Objectives: With the rising ubiquity of digital media and screens in everyday life, toddlers are increasingly exposed to different screens from an early age (i.e., television, computer, tablet, phone). However, few studies have examined the effect of these screens on toddlers’ perceptual development. Since tactile exploration skills are necessary for environmental discovery and overall development, the current research investigates the links between screen-use habits and the tactile exploration skills (with visual control) of 6- to 36-month-old toddlers. Methods: The study involved observing the interactions of 135 toddlers with various objects and assessing the complexity of their visuo-tactile exploration strategies through two original experimental tasks. Data concerning screen habits and other relevant factors, such as socio-economic level, were collected using a parental questionnaire. Results: Toddlers with greater screen exposure time demonstrated weaker tactile exploration skills and employed less age-appropriate exploration strategies. Socio-economic factors and parental engagement in alternative activities significantly influenced these developmental outcomes. Conclusions: These findings emphasize the importance of reducing screen time and promoting interactive co-viewing and alternative activities to mitigate the negative effects of screen exposure. Further longitudinal research is needed to determine the long-term impacts of early screen exposure on tactile exploration and overall psychological development. Full article

This study determines the sensitivity and specificity of a screening test to detect perceptual abnormalities and whether there are differences between gender. Vision is a complex process involving visual perception. Any alterations can affect learning, so having a screening test in Spanish that is easy to use and reliable for timely diagnosis will reduce the percentage of visuo-perceptual interference during learning process. A total of 200 subjects participated, aged between 8 and 15 years old, with good visual acuity, and no strabismus, amblyopia, ocular pathology, or neurological damage. The Petrosyan questionnaire (screening test) was employed to identify symptoms associated with perceptual impairment, and a subsequent assessment was conducted to evaluate perceptual abilities. The mean age was 11.5 years (57% male; 44% female). The screening test indicated that 30% of the subjects were suspected of having perceptual alteration, while 24% were diagnosed with a real alteration in perceptual abilities. The sensitivity was 1 and the specificity was 0.92. The Spanish version of the Petrosyan questionnaire has high sensitivity and specificity values and is therefore considered very accurate for identifying the need for a perceptual assessment. There are statistically significant differences in perceptual abilities according to gender. The female group shows more symptomatology and a higher percentage of alteration in perceptual skills. Full article

Global and local biological motion processing are likely influenced by an observer’s perceptual experience. Skilled athletes anticipating an opponent’s movements use globally distributed motion information, while less skilled athletes focus on single kinematic cues. Published reports have demonstrated that attention can be primed globally or locally before perceptual tasks; such an intervention could highlight motion processing mechanisms used by skilled and less skilled observers. In this study, we examined skill differences in biological motion processing using attentional priming. Skilled (N = 16) and less skilled (N = 16) players anticipated temporally occluded videos of volleyball attacks after being primed using a Navon matching task while parietal EEG was measured. Skilled players were more accurate than less skilled players across priming conditions. Global priming improved performance in both skill groups. Skilled players showed significantly reduced alpha and beta power in the right compared to left parietal region, but brain activity was not affected by the priming interventions. Our findings highlight the importance of right parietal dominance for skilled performers, which may be functional for inhibiting left hemispheric local processing or enhancing visual spatial attention for dynamic visual scenes. Further work is needed to systematically determine the function of this pattern of brain activity during skilled anticipation. Full article

Visual perception in children can be evaluated using the Test of Visual Perceptual Skills—4th edition (TVPS-4) with normative data developed for the U.S. population. It is widely used by healthcare practitioners in Malaysia, despite reports that children in Asia outperform their U.S. peers in visual perception assessment. We compared TVPS-4 scores among 72 Malaysian preschool children (mean age: 5.06 ± 0.11 years) with U.S. norms and investigated the association between socioeconomic factors and TVPS-4 scores. Malaysian preschoolers had significantly higher standard scores (116.60 ± 7.16) than the U.S. norms (100 ± 15; p < 0.001). They also had significantly higher scaled scores (between 12.57 ± 2.10 and 13.89 ± 2.54) than the U.S. norms (10 ± 3, all p < 0.001) for all subtests. Multiple linear regression analyses revealed that socioeconomic variables were not significant predictors for five visual perception subtests and the overall standard score. The visual form constancy score could be predicted by ethnicity (β = −1.874, p = 0.03). The visual sequential memory score could be predicted by the father’s employment status (β = 2.399, p < 0.001), mother’s employment status (β = 1.303, p = 0.007), and low household income (β = −1.430, p < 0.037). In conclusion, Malaysian preschoolers outperformed their U.S. peers in all TVPS-4 subtests. Socioeconomic variables were associated with visual form constancy and visual sequential memory, but not with the other five subtests or TVPS-4’s overall standard scores. Full article

Background: The visual system is key to the learning process, preterm births are commonly followed by visual dysfunctions and other neurological conditions. Objective: to measure, analyze and compare the visual efficacy, visual–perceptual, and visual–motor skills of 20 late preterm children (34–36 weeks) born by caesarean section and appropriate weight for gestational age with 20 healthy controls born at full term by natural birth, age 5 to 12 years, from Querétaro, México. Methods: This was an observational, transverse, and prospective study. Parametric and non-parametric tests were performed using the SPSS 25.0. The visual acuity at distance and near, the phoria state, and the degree of stereopsis were analyzed. The Test of Visual-Perceptual Skills, Third Edition, was used to assess the overall performance, basic, sequencing, and complex processes. Fine motor skills were evaluated using the Visual–Motor Integration Test of Beery, Sixth Edition. Results: Visual acuity at distance and near ($p<0.001$), stereopsis ($p<0.001$), and the amount of exophoria at distance ($p=0.01$) showed statistically significant differences between the groups. The overall performance ($p=0.006$), basic processes ($p=0.001$), sequencing processes ($p=0.02$), and General and Motor VMI ($p<0.001$ and $0.002$, respectively) presented lower values in children born preterm. Conclusion: This research showed that even late preterm children present visual deficiencies and are at risk of delays on perceptual–motor skills. Early evaluation of their visual and motor abilities should be considered in order to help improve their cognitive functioning. Full article

In recent years, research has shown a positive correlation between sport-specific cognitive abilities and the performance of referees in different sports. However, it is still uncertain how much of the expertise exhibited by referees results from acquired sport-specific skills versus pre-existing general abilities. This study aimed to determine if the relationship between sport-specific abilities and expertise previously observed also applies to general visual abilities. In cooperation with the German basketball federation, basketball referees were recruited for the study, resulting in the final sample of 86 participants who were grouped as elite basketball referees, amateur referees, or novices. These participants completed five tests within the Vienna Test System: time and spatial anticipation, perceptual speed, visual orientation, and spatial working memory. Five separate ANOVAs reported a significant effect of the factor expertise on the performance in spatial anticipation. Post hoc tests revealed that elite referees performed significantly better than amateur referees and novices in spatial anticipation. The superior performance of elite referees in spatial anticipation tasks suggests that their expertise may not be solely limited to acquired skills in basketball but may also be partly attributed to better general spatial anticipatory abilities that might reflect a required skill for refereeing. Full article

In this study, we wonder how to compare the improvement in visual perceptual skills (by using the test of visual perceptual skills, TVPS) in children with dyslexia after two visual training types (a new immersive rehabilitation therapy called MoveR, and the classical vision therapy). Thirty-nine children with dyslexia were enrolled in the study. They were split into two groups (G1 and G2) matched in IQ (intelligence quotient), sex, and age. Children of the group G1 underwent to MoveR training while children of the group G2 underwent to visual training. TVPS scores of four subtests were assessed twice before and 6 months after the two different types of training (MoveR or visual). MoveR training is an immersive therapy to reinforce visual discrimination, visual attention, saccadic/vergence system and spatial orientation. Visual therapy is based by training different types of eyes movements (horizontal, vertical and oblique pursuits and saccades, convergence and divergence movements), reading task and some exercise for improving eyes–head coordination. Each training type lasted 30 min a day, five days a week, for two weeks. Before training, the TVPS scores of the four subtests measured were statistically similar for both groups of children with dyslexia (G1 and G2). After training, both group of children (G1 and G2) improved the TVPS score of the four subtests assessed; however, such improvement reached significance in G1 only. We conclude that MoveR training could be a more useful tool than classical visual training to improve visual perceptual abilities in dyslexic children. Follow up studies on a larger number of dyslexic children will be necessary in order to explore whether such improvement persists over time and its eventual implication in reading or other classroom’s activities. Full article

Somatosensory and haptic perception deficit was commonly found in developmental coordination disorder (DCD) and was closely related to fine motor functions, and the intervention strategies should thus emphasize improving the underlying haptic functions. This study was intended to investigate the effects of haptic perception training programs on fine motor functions in adolescents with DCD. A total of 82 DCD participants were assigned to either the haptic perception training program (HTP; n = 42, 16 females, mean age = 13.32 ± 2.85 years) or standard occupational therapy (SOT; n = 40, 16 females, mean age = 13.41 ± 3.8 years) group. Both groups were given 12-week training, twice a week, 30 min per session. Outcome measures were: Jebsen-Taylor Hand Function Test (JTFHT), Bruininks–Oseretsky Test of Motor Proficiency-Second Edition (BOT-2), Test of Visual-Perceptual Skills- Fourth Edition (TVPS-4), and Vineland Adaptive Behavior Scale -Chinese Version (VABS-C). After the intervention, the HTP group outscored the SOT group on most fine motor control (JTFHT and BOT-2) tasks and all TVPS-4 and VABS-C items. The HTP group had greater pre–post changes on fine motor integration, fine motor precision, manual dexterity, and writing. TVPS-4 reached significant intervention gains on visual spatial relations, visual memory, and visual sequential memory. The haptic perception training programs demonstrated benefits in enhancing fine motor control in adolescents with DCD. It could be used as an easy and effective alternative to hospital or school-based therapy during the pandemic. Full article