Del Giudice E, Grossi D, Angelini R, Crisanti A F, Latte F, Fragassi N A, Trojano L
Departments of Pediatrics (Child Neuropsychiatry Unit) and Neurological Sciences, Federico II University, Via S. Pansini, 5, 80131, Naples, Italy.
Brain Dev. 2000 Sep;22(6):362-7. doi: 10.1016/s0387-7604(00)00158-3.
The present study aimed to investigate the acquisition of visuospatial and graphomotor capacities during the pre-school and early schooling years in order to follow the normal development of drawing-related abilities and spatial cognition. Eighty children aged 3-5 years, divided in four subgroups each different for a 6-month period, and 80 children aged 8-9 years were administered a neuropsychological battery for visuospatial and visuoconstructional analysis. The battery explored five cognitive domains: visual scanning, visuospatial perceptual and representational abilities, visuomotor control and graphomotor skills. Results showed that the total scores significantly improved in each group of children with respect to the previous one, but the pattern of skill acquisition was not homogeneous. We observed a gradient from explorative and visuomotor to perceptive, representational and graphomotor abilities. Explorative and visuomotor abilities were almost mature at a time when visuoperceptual capacities began to develop. On the contrary, at that time we found very low performances at representational and constructional tasks. Our findings could suggest that constructional abilities need both perceptual and representational competences to develop properly.
本研究旨在调查学前和小学早期阶段视觉空间和书写运动能力的获得情况，以便追踪与绘画相关的能力和空间认知的正常发展。80名3至5岁的儿童被分为四个亚组，每组年龄相差6个月，另外80名8至9岁的儿童接受了用于视觉空间和视觉构建分析的神经心理测试组。该测试组探索了五个认知领域：视觉扫描、视觉空间感知和表征能力、视觉运动控制和书写运动技能。结果显示，每组儿童的总分相对于前一组均有显著提高，但技能获得模式并不一致。我们观察到从探索性和视觉运动能力到感知、表征和书写运动能力的梯度变化。当视觉感知能力开始发展时，探索性和视觉运动能力几乎已经成熟。相反，在那个时候，我们发现儿童在表征和构建任务中的表现非常低。我们的研究结果可能表明，构建能力的正常发展需要感知和表征能力。
