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Effectiveness of visual and verbal prompts in training visuospatial processing skills in school age children

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An Erratum to this article was published on 27 May 2014

Abstract

Recent decades have witnessed a growing interest in intervention-based assessment to promote and enhance children’s learning. In this study, we explored the potential effect of an experimental visual–spatial intervention procedure and possible training benefits of two prompting modalities: one group received training with verbal and visual prompts, a second group training with visual prompts only, while a third, control group did not receive any training. The two training methods led to significant improvements of performance in visuospatial tasks as compared to control group, and they did so about equally well. Our findings provide evidence for the efficiency and benefits of interventions targeting visuospatial processing skills. The success of such interventions does not seem to be bounded by age or gender, and it seems that visual cues are particularly effective.

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Authors and Affiliations

  1. Cognitive Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands

    Ellahe Chabani & Bernhard Hommel

  2. Leiden Institute for Brain and Cognition, Leiden, The Netherlands

    Bernhard Hommel

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  1. Ellahe Chabani
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  2. Bernhard Hommel
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Correspondence to Bernhard Hommel.

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Chabani, E., Hommel, B. Effectiveness of visual and verbal prompts in training visuospatial processing skills in school age children. Instr Sci 42, 995–1012 (2014). https://doi.org/10.1007/s11251-014-9316-7

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