ABSTRACT
@#AIM: To evaluate the effects of visual perceptual learning on visual representation and binocular vision function of children with amblyopia. <p>METHODS: A total of 94 cases(94 eyes)children with amblyopia admitted to the ophthalmology clinic of our hospital from January 2014 to December 2015 were selected for the study and were grouped according to the degrees of amblyopia, and they were given visual perceptual learning for 3mo. The clinical efficacy and perceptual level of eye position and poor visual acuity before and after treatment were compared among groups, and Pearson correlation coefficient was used to analyze the relationship between difference of poor visual acuity and difference of perceptual eye position before and after treatment in children with amblyopia. <p>RESULTS: The total clinical effective rate of children with mild amblyopia was higher than that of children with moderate or severe amblyopia(<i>P</i><0.05), and there was no significant difference in the total clinical effective rate between children with moderate amblyopia and children with severe amblyopia(<i>P</i>>0.05). The perception level of eye position after treatment of children with amblyopia was significantly lower than that before treatment(<i>P</i><0.05). The perception level of eye position after treatment in children with mild, moderate or severe amblyopia was significantly decreased(<i>P</i><0.05), and the improvement of perception level of eye position in children with mild or moderate amblyopia was more significant than that in children with severe amblyopia(<i>P</i><0.05). The poor visual acuity of children with amblyopia after treatment was significantly improved compared with that before treatment(<i>P</i><0.05). The poor visual acuity after treatment in children with mild, moderate or severe amblyopia was significantly improvement(<i>P</i><0.05), and the improvement of poor visual acuity in children with mild or moderate amblyopia was more significant than that in children with severe amblyopia(<i>P</i><0.05). The difference of poor visual acuity was positively correlated with difference of perceptual eye position before and after treatment among children with amblyopia(<i>r</i>=0.371,<i> P</i><0.05). <p>CONCLUSION: Visual perceptual learning can effectively improve the visual representation and binocular vision function of children with amblyopia, and it is suitable for the clinical treatment of children with amblyopia.
ABSTRACT
The study analyzes students' conceptions of the representational nature attributed to images in biology. The conceptions regarding the relationship between representation and referent can be categorized into realism and constructivism. 171 students aged 12, 14, and 16 participated in the study. Some had had specific instruction in biology and some had not. Several instruments, such as Likert scale questionnaires, and multiple choice and open-ended questions were used to measure the conceptions. Students show realistic conception about the nature of a cell microphotography. The primacy of perceptive aspects in visual representations may explain these results, the difficulties students have in learning them, and the need of their explicit instruction.
Este estudio tuvo como objetivo analizar las concepciones de los estudiantes sobre la naturaleza representacional de las imágenes en biología. Las concepciones sobre la relación entre la representación y el referente pueden categorizarse como realista o constructivista. Para tal fin, 171 estudiantes de 12 a 16 años, con y sin instrucción específica en biología, respondieron cuestionarios de escala Likert, con preguntas abiertas y de opción múltiple. En general, los estudiantes mostraron una concepción realista sobre la imagen de una célula. La primacía de los aspectos perceptivos de las imágenes puede explicar estos resultados, así como las dificultades que tienen los estudiantes en su aprendizaje y la necesidad de su instrucción explícita.
Este estudo teve como objetivo analisar as concepções dos estudantes sobre a natureza representacional das imagens em biologia. As concepções sobre a relação entre a representação e o referente podem categorizar-se como realistas ou construtivas. Para isso, 171 estudantes de 12 a 16 anos, com e sem instrução específica em biologia, responderam a questionários de escala Likert, com perguntas abertas e de múltipla escolha. Em geral, os estudantes mostraram uma concepção realista sobre a imagem de uma célula. A primazia dos aspectos perceptivos das imagens pode explicar esses resultados, assim como as dificuldades que os estudantes têm em sua aprendizagem e na necessidade de sua instrução explícita.