Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (6): 782-791.doi: 10.16187/j.cnki.issn1001-4918.2024.06.03

Previous Articles    

The Unique Role of Visual Form Perception in Children’s Language Ability

CUI Jiaxin1,2, FENG Jiajia1, ZUO Yuhan1, CUI Zhanling1, ZHOU Xinlin2   

  1. 1. College of Education, Hebei Normal University, Shijiazhuang 050024;
    2. State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing 100875
  • Published:2024-11-13

PDF (PC)

Abstract: The visual form perception hypothesis holds that form perception is the common cognitive basis of both language and mathematics. Previous studies have investigated the role of form perception in different types of mathematical abilities, but its role in different types and levels of language abilities is not clear. The present study examined the independent contribution of form perception to different types of language abilities in Grade 5 primary school students. The results showed that after controlling age, gender, intelligence and processing speed, form perception had a significantly independent contribution to phonological processing, orthographic awareness and semantic understanding at the lexical level, and reading comprehension at the sentence level, but had no significant contribution to reading comprehension at the textual level. The results showed that form perception played a significant role in the abilities of language fluency which could be processed quickly, but not in the complex non-fluency language abilities.

Key words: visual form perception, language ability, children

CLC Number: 

  • B844
Ahmed, M., Ward, R., & Kharma, N. (2004). Solving mathematical problems using knowledge-based systems. Mathematics and Computers in Simulation, 67(1-2), 149-161.
Anderson, J. M. (2006). Structural analogy and universal grammar. Lingua, 116(5), 601-633.
Anobile, G., Stievano, P., & Burr, D. C. (2013). Visual sustained attention and numerosity sensitivity correlate with math achievement in children. Journal of Experimental Child Psychology, 116(2), 380-391.
Atagi, N., DeWolf, M., Stigler, J. W., & Johnson, S. P. (2016). The role of visual representations in college students' understanding of mathematical notation. Journal of Experimental Psychology-Applied, 22(3), 295-304.
Balakrishnan, G., Uppinakudru, G., Girwar Singh, G., Bangera, S., Dutt Raghavendra, A., & Thangavel, D. (2014). A comparative study on visual choice reaction time for different colors in females. Neurology Research International, 2014, 1-5. https://doi.org/10.1155/2014/301473
Bauer, D. J., Goldfifield, B. A., & Reznik, J. S. (2002). Alternative approaches to analyzing individual differences in the rate of early vocabulary acquisition. Applied Psycholinguistics, 23, 313-335.
Boets, B., Vandermosten, M., Cornelissen, P., Wouters, J., & Ghesquiere, P. (2011). Coherent motion sensitivity and reading development in the transition from prereading to reading stage. Child Development, 82(3), 854-869.
Cavina-Pratesi, C., Large, M.-E., & Milner, A. D. (2015). Reprint of: Visual processing of words in a patient with visual form agnosia: A behavioural and fMRI study. Cortex, 72, 97-114.
Cheng, D., Xiao, Q., Chen, Q., Cui, J., & Zhou, X. (2018). Dyslexia and are characterized by common visual perception deficits. Developmental Neuropsychology, 43(6), 497-507.
Cheng, D., Xiao, Q., Cui, J., Chen, C., Zeng, J., Chen, Q., & Zhou, X. (2020). Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Developmental Science, 23(4), e12910. https://doi.org/10.1111/desc.12910
Child, A. E., Cirino, P. T., Fletcher, J. M., Willcutt, E. G., & Fuchs, L. S. (2019). A cognitive dimensional approach to understanding shared and unique contributions to reading, Math, and Attention Skills. Journal of Learning Disabilities, 52(1), 15-30.
Conlon, E. G., Sanders, M. A., & Wright, C. M. (2009). Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort. Neuropsychologia, 47(3), 907-915.
Cui, J., Xiao, R., Ma, M., Yuan, L., Kodash, R. C., & Zhou, X. (2020). Children skilled in mental abacus show enhanced non-symbolic number sense. Current Psychology, 41(4), 2053-2066.
Cui, J., Zhang, Y., Cheng, D., Li, D., & Zhou, X. (2017). Visual form perception can be a cognitive correlate of lower level math categories for teenagers. Frontiers in Psychology, 8, 1336. https://doi.org/10.3389/fpsyg.2017.01336
Cui, J., Zhang, Y., Wan, S., Chen, C., Zeng, J., & Zhou, X. (2019). Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition, 189, 141-154.
Druks, J., & Froud, K. (2002). The syntax of single words: Evidence from a patient with a selective function word reading deficit. Cognitive Neuropsychology, 19(3), 207-244.
Erath, K., Prediger, S., Quasthoff, U., & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161-179.
Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10(3), 323-330.
Ford, B. (2004). Parsing expression grammars. ACM SIGPLAN Notices, 39(1), 111-122.
Friedman, R. B., & Lott, S. N. (2000). Rapid word identification in pure alexia is lexical but not semantic. Brain and Language, 72(3), 219-237.
Fujii, K., & Suda, T. (2009). Semantics-based context-aware dynamic service composition. ACM Transactions on Autonomous and Adaptive Systems, 4(2), 1-31.
Geary, D. C., Hoard, M. K., Nugent, L., Unal, Z. E., & Scofield, J. E. (2020). Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-Class attentive behavior. Frontiers in Psychology, 11, 572099. https://doi.org/10.3389/fpsyg.2020.572099
James, T. W., Culham, J., Humphrey, G. K., AD Milner, & Goodale, M. A. (2003). Ventral occipital lesions impair object recognition but not object-directed grasping: An fMRI study. Brain, 126(Pt 11), 2463-2475.
Kaushanskaya, M., Marian, V., & Yoo, J. (2011). Gender differences in adult word learning. Acta Psychologica, 137(1), 24-35.
Kaushanskaya, M., Gross, M., & Buac, M. (2013). Gender differences in child word learning. Learning and Individual Differences, 27, 82-89.
Kim, J. G., Biederman, I., Lescroart, M. D., & Hayworth, K. J. (2009). Adaptation to objects in the lateral occipital complex (LOC): Shape or semantics? Vision Research, 49(18), 2297-2305.
Kintsch, W., & van Dijk, T. (1978). Toward a model of discourse comprehension and production. Psychological Review, 85, 363-394.
Kourtzi, Z., & Kanwisher, N. (2001). Representation of perceived object shape by the human lateral occipital complex. Science, 293(5534), 1506-1509.
Liang, Z. H., Dong, P. Q., Zhou, Y. L., Feng, S. S., & Zhang, Q. (2022). Whether verbal and visuospatial working memory play different roles in pupil's mathematical abilities. British Journal of Educational Psychology, 92(2), 409-424.
Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing, 29(7), 1435-1447.
Liu, H., Jiang, Y., Zhang, B., Ma, L., He, S., & Weng, X. (2013). The orthographic sensitivity to written Chinese in the occipital-temporal cortex. Experimental Brain Research, 227(3), 387-396.
Liu, N., Zhao, J., Huang, C., Xing, X., Lu, S., & Wang, Z. (2021). Predicting early reading fluency based on preschool measures of low-level visual temporal processing: A possible mediation by high-level visual temporal processing skills. Infant and Child Development, 30(2), e2211. https://doi.org/10.1002/icd.2211
Lu, Y., Ma, M., Chen, G., & Zhou, X. (2021). Can abacus course eradicate developmental dyscalculia. Psychology in the Schools, 58(2), 235-251.
Lynn, R. (2010). High IQ is sufficient to explain the high achievements in math and science of the East Asian peoples. Learning and Individual Differences, 20(6), 567-568.
Malach, R., Reppas, J. B., Benson, R. R., Kwong, K. K., Jiang, H., Kennedy, W. A., … Tootell, R. B. (1995). Object-related activity revealed by functional magnetic resonance imaging in human occipital cortex. Proceedings of the National Academy of Sciences of the United States of America, 92(18), 8135-8139.
Marantz, A. (2013). No escape from morphemes in morphological processing. Language and Cognitive Processes, 28(7), 905-916.
Massa, L. J., & Mayer, R. E.. (2006). Testing the ati hypothesis: should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning & Individual Differences, 16(4), 321-335.
Mayes, S. D., & Calhoun, S. L.. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning & Individual Differences, 16(2), 145-157.
Milner, A. D., Perrett, D. I., Johnston, R. S., Benson, P. J., Jordan, T. R., Heeley, D. W., … Terazzi, E. (1991). Perception and action in 'visual form agnosia'. Brain: A Journal of Neurology, 114 (Pt 1B), 405-428.
Nakamura, K., Honda, M., Okada, T., Hanakawa, T., Toma, K., Fukuyama, H., … Shibasaki, H. (2000). Participation of the left posterior inferior temporal cortex in writing and mental recall of kanji orthography: A functional MRI study. Brain: A Journal of Neurology, 123 (Pt 5), 954-967.
Neudorf, J., Ekstrand, C., Kress, S., & Borowsky, R. (2019). FMRI of shared-stream priming of lexical identification by object semantics along the ventral visual processing stream. Neuropsychologia, 133, 107185. https://doi.org/10.1016/j.neuropsychologia.2019.107185
Noppeney, U., Price, C. J., Duncan, J. S., & Koepp, M. J. (2005). Reading skills after left anterior temporal lobe resection: An fMRI study. Brain, 128, 1377-1385.
Osborne, T., & Gross, T. (2012). Constructions are catenae: Construction grammar meets dependency grammar. Cognitive Linguistics, 23(1), 165-216.
Passolunghi, M. C., & Lanfranchi, S. (2012). Domain-specific and domain-general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82(1), 42-63.
Perfetti, C. A., & Hogaboam, T. (1975). The relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67,461-469.
Pitcher, D., & Ungerleider, L. G. (2021). Evidence for a third visual pathway specialized for social perception. Trends in Cognitive Sciences, 25(2), 100-110.
Price, C. J., & Devlin, J. T. (2003). The myth of the visual word form area. Neuroimage, 19(3), 473-481.
Qian, Y., Bi, Y., Wang, X., Zhang, Y.-W., & Bi, H.-Y. (2016). Visual dorsal stream is associated with Chinese reading skills: A resting-state fMRI study. Brain and Language, 160, 42-49.
Schneider, W. J., & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed., pp. 99-144). New York: Guilford Press.
Shtyrov, Y. (2011). Fast mapping of novel word forms traced neurophysiologically. Frontiers in Psychology, 2, 340. https://doi.org/10.3389/fpsyg.2011.00340
Sigmundsson, H., Anholt, S. K., & Talcott, J. B. (2010). Are poor mathematics skills associated with visual deficits in temporal processing? Neuroscience Letters, 469(2), 248-250.
Soltesz, F., & Szucs, D. (2014). Neural adaptation to non-symbolic number and visual shape: An electrophysiological study. Biological Psychology, 103, 203-211.
Song, H., & An, J. (2017). The relationship between executive functions and IQ in Korean children and the comparison with Chinese children. Applied Neuropsychology-Child, 6(2), 158-165.
Szwed, M., Qiao, E., Jobert, A., Dehaene, S., & Cohen, L. (2014). Effects of literacy in early visual and occipitotemporal areas of Chinese and French readers. Journal of Cognitive Neuroscience, 26(3), 459-475.
Tibber, M. S., Manasseh, G. S. L., Clarke, R. C., Gagin, G., Swanbeck, S. N., Butterworth, B., … Dakin, S. C. (2013). Sensitivity to numerosity is not a unique visuospatial psychophysical predictor of mathematical ability. Vision Research, 89, 1-9.
Tong, X., Leung, W. W. S., & Tong, X. (2019). Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. Research in Developmental Disabilities, 92, 103443. https://doi.org/10.1016/j.ridd.2019.103443
Wang, L., Sun, Y., & Zhou, X. (2016). Relation between approximate number system acuity and mathematical achievement: The influence of fluency. Frontiers in Psychology, 7, 1966. https://doi.org/10.3389/fpsyg.2016.01966
Wang, L.-C., & Yang, H.-M. (2019). The roles of various forms of attention in temporal processing deficits in Chinese children with and without dyslexia. Learning Disability Quarterly, 43(4), 241-253.
Yang, X., & Meng, X. (2020). Visual processing matters in Chinese reading acquisition and early mathematics. Frontiers in Psychology, 11, 462. https://doi.org/10.3389/fpsyg.2020.00462
Yang, J., & Tan, L. H. (2020). Whole-Brain functional networks for phonological and orthographic processing in Chinese good and poor readers. Frontiers in Psychology, 10, 2945. https://doi.org/10.3389/fpsyg.2019.02945
Zhang, Y., Chen, C., Liu, H., Cui, J., & Zhou, X. (2016). Both non-symbolic and symbolic quantity processing are important for arithmetical computation but not for mathematical reasoning. Journal of Cognitive Psychology, 28(7), 807-824.
Zhang, B., He, S., & Weng, X. (2018). Localization and functional characterization of an occipital visual word form sensitive area. Scientific Reports, 8, 6723. https://doi.org/10.1038/s41598-018-25029-z
Zhang, Y., Liu, T., Chen, C., & Zhou, X. (2019). Visual form perception supports approximate number system acuity and arithmetic fluency. Learning and Individual Differences, 71, 1-12.
Zhou, X., & Cheng, D. (2015). When and why numerosity processing is associated with developmental dyscalculia. In S. Chinn (Ed.). The Routledge international handbook of dyscalculia and mathematical learning difficulties (pp. 78-89). New York: Routledge.
Zhou, X., Hu, Y., Yuan, L., Gu, T., & Li, D. (2020). Visual form perception predicts 3-year longitudinal development of mathematical achievement. Cognitive Processing, 21(4), 521-532.
Zhou, X., Wei, W., Zhang, Y., Cui, J., & Chen, C. (2015). Visual perception can account for the close relation between numerosity processing and computational fluency. Frontiers in Psychology, 6, 1364. https://doi.org/10.3389/fpsyg.2015.01364
陈宝国,王立新,彭聃龄.(2003).汉字识别中形音义激活时间进程的研究(Ⅱ). 心理学报, (05), 576-581.
彭聃龄,徐世勇,丁国盛,李恩中,刘颖. (2003). 汉语单字词音、义加工的脑激活模式. 中国神经科学杂志, (05), 287-291.
徐世勇, 彭聃龄, 薛贵, 谭力海. (2001). 汉语发展性阅读障碍儿童心理机制的初步研究. 心理发展与教育, 17(4), 12-16.
赵婧. (2019). 发展性阅读障碍的视觉注意广度技能. 心理科学进展, 27(01), 20-26.
[1] LIANG Yuan, ZHANG Lijin, JI Ting, LI Boyi, BU Fan. Individual Differences of Numerical Acuity and Its Impact on the Performance Patterns and Strategy Use among Preschool Children [J]. Psychological Development and Education, 2024, 40(6): 761-773.
[2] LIU Shifan, ZHANG Rong, WANG Meifang, FANG Yongchao, ZHAO Jianshe. Spontaneous Inferences of Children with Long-term Exposure to Parental Corporal Punishment [J]. Psychological Development and Education, 2024, 40(5): 616-624.
[3] ZHU Jingjing, ZHANG Zhenzhen, LI Yan. The Relation between Maternal Depression and Children’s Social Adjustment: The Mediating Roles of Maternal Distress Reaction and Parent-child Conflict [J]. Psychological Development and Education, 2024, 40(5): 675-686.
[4] ZHANG Huan, XIE Zhongguang, WANG Yali, QIN Xiquan, LIU Tuo. The Development of Group Creativity and Its Relationship with Individual Creativity in Middle-aged Children [J]. Psychological Development and Education, 2024, 40(4): 468-478.
[5] NIU Hua, WANG Meifang. The Relations between Parental Corporal Punishment and Children’s Executive Function: A 3-year Longitudinal Study [J]. Psychological Development and Education, 2024, 40(4): 479-487.
[6] HUANG He, WANG Xiaoying. The Effect of Mindful Parenting on Preschool Children’s Problem Behavior: The Chain Mediating Role of Child-parent Relationship and Resilience [J]. Psychological Development and Education, 2024, 40(4): 533-541.
[7] XIN Cong, ZHANG Manman. Influencing Factors and Strategies to Improve Prospective Memory in Children with Autism Spectrum Disorder [J]. Psychological Development and Education, 2024, 40(4): 589-600.
[8] DENG Zhijun, ZHU Xiaoshuang, ZHANG Heyi. A Distant Thought Relieves a Near Sorrow—The Development of Children and Adolescents’ Future Time Perspective and Its Effect Mechanism [J]. Psychological Development and Education, 2024, 40(4): 601-608.
[9] LIU Jianrong, CHEN Qingxin, TONG Ning. A Microgenetic Study of Theory of Mind in Children Aged 3~4 Years [J]. Psychological Development and Education, 2024, 40(3): 305-315.
[10] WANG Juan, LIU Tianbi, FAN Xiaoyue. The Effects of Iconic Gestures and Deictic Gestures on Action-related Vocabulary Learning in Children with Autism [J]. Psychological Development and Education, 2024, 40(3): 367-374.
[11] CHU Yue, LIU Xiping, XU Hui, TANG Weihai. Developmental Characteristics of Socially Shared Retrieval-induced Forgetting in Children [J]. Psychological Development and Education, 2024, 40(2): 153-159.
[12] LIU Yanchun, DENG Yuting, ZHANG Xi. Sharing Behavior towards Different Recipients in Children with Intellectual Disabilities: The Role of Theory of Mind [J]. Psychological Development and Education, 2024, 40(2): 160-168.
[13] LIANG Dandan, YAN Xiaomin, GE Zhilin. The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues [J]. Psychological Development and Education, 2024, 40(2): 169-175.
[14] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[15] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd