By Josef Zihl, Gordon N. Dutton
Cerebral visible issues have far-reaching results for baby improvement. those have profound hostile results on children’s schooling and good fortune at school and likewise in later existence, yet, regrettably, cerebral visible issues frequently stay undiagnosed and untreated within the pediatric inhabitants. This e-book presents a cutting-edge account of what's identified concerning the improvement and problems of visible belief in young children. It covers the advance and issues of visible conception in little ones, their overview, early intervention and administration in an interdisciplinary context, either from a systematic in addition to scientific standpoint. Case reports illustrate the suggested evaluate and rehabilitation methods; synopses, bins and check-lists supplement the presentation of our innovations for scientific practice.
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Additional info for Cerebral Visual Impairment in Children: Visuoperceptive and Visuocognitive Disorders
No longer bound by the specific stimulus and/or task condition in which learning has occurred (Hartshorn and Rovee-Collier 1997). At 18 months of age children are able to reproduce visually observed actions with objects, despite changes in context relative to the original demonstration (Hayne et al. 2000), which is an essential prerequisite for observational learning (see Sect. 2). A very interesting observation concerns the perception and (pre-semantic) classification of animal “forms”. g. for dog, cat and bird; classification is mainly based on global visual features, which belong to a given category or distinguish between categories.
The two main visual information processing pathways in the brain show different developmental timing. e. e. occipito-parietal) visual pathway; in contrast, fibre connections within the ventral pathway mature earlier (Klaver et al. 2011; Dormal et al. 2012). The morphological development of the visual brain is the crucial basis for the functional development of the various substructures, and their co-operativity, as well as their connectivity with other functional systems, for example the attention, memory, executive and motivation and reward systems.
Stereopsis develops rapidly between months 3 and 6; stereoacuity improves within a few weeks from very low levels of acuity to disparities of ~1 min of arc (Held 1993). At the end of the first year stereoacuity increases further to 30–40 s of arc, provided that contrast sensitivity and vergence are appropriately developed. Stereoacuity is eventually fully developed at the age of 6 years, with girls showing significantly better stereoacuity values between 4 and 6 years (Hainline 1998; Daw 2006; Duckman and Du 2006; Pola 2006).