Related Experiment Video
Updated: Apr 17, 2026
A Method to Quantify Visual Information Processing in Children Using Eye Tracking
Published on: July 9, 2016
Normative data for three tests of visuocognitive function in primary school children: cross-sectional study
Cathy Williams1, Iain D Gilchrist2, Sue Fraser3
1School of Social and Community Medicine, University of Bristol, Bristol, Avon, UK Bristol Eye Hospital, University Hospitals of Bristol Foundation NHS Trust, Bristol, Avon, UK.
Insights
This study provides normative data for visuocognitive skills in children aged 4-11 years. These benchmarks help identify neurodevelopmental issues and guide supportive strategies for children with visuocognitive difficulties.
Area of Science:
- Developmental Psychology
- Neuroscience
- Pediatrics
Background:
- Visuocognitive difficulties are increasingly recognized in children with neurodevelopmental problems.
- Establishing normative data is crucial for accurate assessment.
Purpose of the Study:
- To obtain normative data for visuocognitive function in primary school children.
- To assess the clinical practicability of visuocognitive tests.
Main Methods:
- Tested 214 children (aged 4-11 years) without known developmental issues.
- Utilized three clinical tests: postbox task (orientation/movement), rectangles task (object recognition), and contours task (spatial integration).
Main Results:
- Postbox task: 96% performed with ease; minor difficulties in 4% (all <9 years).
- Rectangles task: Errors decreased with age; 33% of 4-5 year olds had major difficulties, >99% of ≥6 year olds had none/minor.
- Contours task: Scores improved with age; 99% of ≥8 year olds used long-range integration.
Conclusions:
- Visuocognitive performance aspects are testable in field settings.
- Data provide benchmarks for assessing children with neurodevelopmental problems.
- Findings aid in developing supportive strategies for age-inappropriate visuocognitive skills.
Background/Aims:
There is an increasing recognition that visuocognitive difficulties occur in children with neurodevelopmental problems. We obtained normative data for the performance of primary school children using three tests of visuocognitive function that are practicable in a clinical setting.
Methods:
We tested 214 children aged between 4 and 11 years without known developmental problems, using tests to assess (1) orientation recognition and adaptive movement (postbox task), (2) object recognition (rectangles task) and (3) spatial integration (contours task).
Results:
96% could do the postbox task with ease-only 4% (all aged <9 years) exhibited minor difficulties. Errors in the rectangles task decreased with age: 33% of children aged 4-5 years had major difficulties but >99% of children aged ≥6 years had no, or minor, difficulties. Median scores for the contours task improved with age, and after age 8 years, 99% could see the contour using long-range spatial integration rather than density.
Conclusions:
These different aspects of children's visuocognitive performance were testable in a field setting. The data provide a benchmark by which to judge performance of children with neurodevelopmental problems and may be useful in assessment with a view to providing effective supportive strategies for children whose visuocognitive skills are lower than the expectation for their age.
More Related Videos
11:29Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
08:05Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
Published on: June 30, 2020