Visual Perception and Cognition
- Visual Discrimination: Ability to discriminate dominant features in the different objects e.g. shape, colour , size
- May to straggle to match socks , coin
- May to straggle to identify the difference between similar looking letter and words .e.g. b/d , b/p, 5/S , Car/Cat
- Visual Memory: The ability to recall or remember the visual details of what you have seen is known as visual memory.
- May straggle to –
- Recognize number and letter
- Remember sight word
- Copy work
- Visual Special Relationship: It is the ability to understand and interpret relationship or ability to perceive the position of two/more objects in relation to yourself and in relation to each other.
- Between oneself and other people. e.g. Stand behind your father
- Between oneself and other object. e.g. Put the chair beside Daddy
- Object is relation to other objects. e.g. Put the brick in the box
- Visual form Constancy: Ability to recognize forms and objects as the same in any position, size or environment.
E.g. recognize dog, whether it is in a photo or in real.
Student straggle with: When colour, size or font changes.
- Visual Sequential memory: Visual sequential memory is the ability to remember visual details in the correct sequence. This is essential for spelling and reading.
- Visual figure-ground: Ability to maintain visual attention on an object / stimulus whilst other stimuli form the dimly perceived background.
May straggle to –
- Find information on busy blackboard
- Hard to copy work
- Difficulty with map work
- 7. Visual Closure: Ability to identify incomplete figures when only fragments are presented.
- ( VD+ VM+VSR ) :
- Matching/Shorting/Identification of different or similar looking alphabets or numbers (e.g.b/d or b/d/p or S/5)
- Put the said alphabet or number in appropriate box (e.g. b = right hand side box, d = lefthand side box)
- ( VM+ VFC ):
Recognizing said alphabet (e.g. A) /Toy from different position/size /environment/colour
- ( VC +VFG ):
Two part puzzle: One part will be kept on the board; another part will be kept elsewherewith some similar or different object. Encourage the kid to recognize and pick up the separated part to complete the puzzle.
Identify the changes: Put a group of similar or different objects (no.s 2~5) in same or different place and encourage the child to observe the objects for a while. Now add a new object to the group or hide away an object from the group. Encourage the child to identify the newly added or the hidden object.