Visual organization in younger schoolchildren

Abstract

The aims of this paper were to determine the development dynamics of visual organization ability and its relation to success in Serbian Language, Mathematics, and The World around Us subjects in younger schoolchildren. The sample included 80 typically developing students, 7-11 years of age (age in months: M=113.8; SD=14.5), attending 1st-4th grade of elementary school. Visual organization was assessed by a set of four tasks in which the participants were expected to complete images and shapes, identify unclear and incomplete drawings, identify elements on folded drawings, and observe the differences between visual stimuli. The maximum number of points for each task was 20, and thus the maximum total score of visual organization was 80 points. Descriptive statistical measures, Pearson correlation coefficient, χ2 test, single-factor and multivariate analysis of variance were used in data processing. The results analysis determined the presence of low and moderate statistically significant correlations between achievements on all tasks assessing visual organization. School age was a significant factor of total achievement on tasks assessing visual organization (p≤000), accounting for somewhat more than 35% of achievement variability, with statistical significance being based on poorer achievements (p≤0,000) of the youngest group of participants (first grade students). Achievement on tasks involving completing images and shapes, identifying unclear and incomplete drawings, and observing differences, significantly correlated with success in Serbian Language and Mathematics, while the total score significantly correlated with success in The World around Us.

Keywords

• visual functions
• visual organization
• younger schoolchildren
• success at school