Relationships between visual-motor and cognitive abilities in intellectual disabilities

Francesco D. Di Blasi, Flaviana Elia, Serafino Buono, Ger J A Ramakers, Santo F. Di Nuovo

Research output: Contribution to journalArticlepeer-review

Abstract

The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

Original languageEnglish
Pages (from-to)763-772
Number of pages10
JournalPerceptual and Motor Skills
Volume104
Issue number3
DOIs
Publication statusPublished - Jun 2007

ASJC Scopus subject areas

  • Psychology(all)
  • Experimental and Cognitive Psychology

Fingerprint Dive into the research topics of 'Relationships between visual-motor and cognitive abilities in intellectual disabilities'. Together they form a unique fingerprint.

Cite this