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Related Experiment Video

Updated: Feb 15, 2026

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

Published on: February 19, 2018

Visual-spatial cognition in children using aided communication.

Kristine Stadskleiv¹, Beata Batorowicz², Munique Massaro³

¹a Department of Clinical Neurosciences for Children , Oslo University Hospital , Oslo , Norway.

Augmentative and Alternative Communication (Baltimore, Md. : 1985)

|January 23, 2018

Summary

This summary is machine-generated.

Children with severe speech impairments struggle with construction tasks, indicating language skills are key. Interventions are needed to address challenges from limited object exploration and aided communication.

Keywords:

Aided communication assessment non-verbal reasoning speech and motor impairment visual-spatial cognition

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Area of Science:

Developmental Psychology
Cognitive Science
Linguistics

Background:

Children with severe motor impairments face limitations in object exploration, potentially impacting cognitive development.
Understanding the influence of these limitations on cognitive skills, particularly visual-constructional abilities, is crucial.

Purpose of the Study:

To investigate visual-constructional abilities in children with severe speech impairments compared to typically developing peers.
To identify factors influencing construction performance in children using aided communication.

Main Methods:

Compared 75 children (5-15 years) with severe speech impairments (aided group) to 56 typically developing children (reference group).
Assessed verbal comprehension, non-verbal reasoning, and visual-spatial perception using standardized tests.
Participants verbally instructed partners to replicate physical constructions from unseen models.

Main Results:

The aided group achieved 55.7% construction accuracy, significantly lower than the reference group's 91.3%.
Language skills were decisive for construction success, explaining 51.4% of variance in errors for the aided group.
Aided communicators exhibited visual-perceptual challenges and provided less spatial information in instructions.

Conclusions:

Language proficiency is critical for visual-constructional tasks in children with severe speech impairments.
Limited object manipulation experience and aided communication may contribute to difficulties.
Interventions should address experiential deficits and support communication for construction tasks.