Instructional Science published research on the potential effect of an experimental visual–spatial intervention procedure and possible training benefits of two prompts: 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 results indicated the following:
1. the two training methods (verbal/visual or only visual prompts) led to significant improvements of performance in visuospatial tasks as compared to control group.
2. both training methods improved visuospatial tasks about the same amount.
The researchers concluded that there are benefits to interventions targeting visuospatial processing skills. The interventions did not seem to change based on age or gender. It appeared that visual cues are particularly effective.
Reference: Ellahe Chabani, Bernhard Hommel. Effectiveness of visual and verbal prompts in training visuospatial processing skills in school age children. Instructional Science
November 2014, Volume 42, Issue 6, pp 995-1012
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