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Introduction: Across the world, mathematical expressions are represented very differently in braille. The aim of this study was (1) to gain an overall insight in mathematical braille notations and (2) to investigate how mathematical braille notations support braille readers in reading and comprehending mathematical expressions. Method: Twenty teachers from sixteen countries (thirteen European Union, EU, and three non-EU) were asked to transform 21 mathematical expressions and equations into the mathematical braille notation currently used by their braille readers. Three mathematical expressions were selected, and the transformed expressions in the different braille notations were qualitatively compared at braille and mathematical structure level. Results: The results illustrated that most mathematical braille notations use mathematical structures that either support braille readers in getting an overview of an expression--for example, by announcing the start and end of a fraction--or facilitate communication between braille readers and people who can see. Discussion: The method of comparing transformed expressions at structure level can be extended to other types of mathematical expressions and other mathematical braille notations. Agreement on the structure of different mathematical expressions can be a first step towards a universal mathematical braille notation. Implications for Practitioners: Mathematics teachers should be aware of and use the strengths of the mathematical braille notation and try to compensate for weaknesses of the notation in the support of braille readers.

It is difficult to read mathematical expressions in braille, whether or not in coordination with text to speech (TTS) synthesis. The researchers in this study investigated the effect of an intervention on the braille readers' performance in reading and comprehending mathematical expressions as well as the braille readers' ability to make well-founded choices for the use of the braille display or the TTS synthesizer. The intervention consisted of adjusted TTS settings in combination with a professional development (PD) course for mathematics teachers of braille readers. Nine experienced braille readers, aged 13-18 years, whose teachers participated in the course, underwent the intervention. A pre- and post-test and a pre- and post-interview were administered. For mathematical braille reading skills, the percentage of correct answers increased from 22% to 41%. For speech comprehension, the percentage of correct answers only slightly increased from 56% to 59%. The results indicated a small positive effect on the braille readers' performance in reading and comprehending mathematical expressions and an improvement in making well-founded choices for the use of braille and speech synthesis. The results suggest that improving mathematical braille reading skills is the key to better mathematical performance.

Introduction: Braille readers encounter difficulties when reading mathematical expressions. In this exploratory study, we created a setting to investigate these difficulties. Method: Using a motion-capturing system, we analyzed the tactile strategies of three braille readers while they read mathematical expressions. To compare tactile with visual reading strategies, we also analyzed the oculomotor performance in five print readers. Results: The analysis showed that the two experienced braille readers needed about 3.5 times as much time as print readers to read and solve four items involving mathematical expressions. The braille readers used personal reading strategies for all items with little use of the structure of the expression. In contrast, the reading strategies of print readers showed item-dependent and structure-related characteristics. Discussion: The braille readers had difficulties, within the constraints of tactile reading, to align their reading strategies with the solution procedures required by the mathematical structure of the items. Implications for practitioners: Teachers need to become aware of the kind of problems that braille readers confront when they try to comprehend and solve mathematical problems.

Background/Aims: Recent evidence shows that early dementia patients have deficits in manual reaching tasks. It is important to understand the impact of these functional disabilities on their quality of life. The aim of this study was to investigate if there is an association between manual reaching and measures of (instrumental) activities of daily living (IADL) in a group of patients with cognitive complaints. Methods: The manual reaching performance of 27 patients was assessed in detail with eye and hand tracking devices. Patients were divided into three groups based on self-reported loss of IADL function. Parameters describing hand response and movement times were compared between groups. Results: Patients with loss of IADL function in ≥1 domain had delayed hand response and hand movement times towards visible targets compared to patients with no loss of IADL function. Conclusion: Delays in manual reaching movements are related to the degree of loss of IADL function in early dementia patients. © 2015 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

Aim In diagnostics of Alzheimer's disease ( AD), the Mini- Mental State Examination ( MMSE) questionnaire is frequently used to test cognitive decline. The final subtest of the MMSE, in which patients have to copy two interlocking pentagons, tests a variety of visuomotor functions. Recent imaging studies suggest that visuomotor function could decline in early stage AD, as a result of degeneration of the brain networks involved. The goal of the present study was to compare memory and visuomotor function in AD patients, reflected by the MMSE subscores for orientation, recall and interlocking pentagons. Methods The MMSE subscores for orientation, recall and interlocking pentagons of 125 AD patients was extracted from their medical history. Patients were divided into three groups based on disease duration. Using related-samples Wilcoxon signed-rank tests, the performance between subtests using normalized subscores was compared within each group. Results In all three groups, the subscores of recall and interlocking pentagons were significantly lower than orientation. No differences were found between the subscores of recall and interlocking pentagons. Conclusions The presented data suggest that memory function and visuomotor function are equally impaired in the present study population. This could indicate that visuomotor dysfunction might be a more important clinical feature of AD than is currently assumed. This knowledge can be used to develop new tests and markers for AD reflecting deficits in visuomotor functions, such as quantification of eye and hand movements. Geriatr Gerontol Int 2014; 14: 880-885. [ABSTRACT FROM AUTHOR]

The article reports on research which was conducted to compare the acute effects whole-body vibration (WBV) delivered by 3 devices with different mechanical behavior had on jump force (JF) and jump rate of force development (JRFD). Researchers evaluated four women and eight men. They found that the acute effects of WBV (15 or 40 seconds) on JF and JRFD were not significantly different among the 3 devices.

Background: An increasing number of children are suffering from brain damage-related visual processing dysfunctions (VPD). There is currently a lack of evidence-based intervention methods that can be used early in development. We developed a visual intervention protocol suitable from 1 year of age. The protocol is structured, comprehensive and individually adaptive, and is paired with quantitative outcome assessments. Our aim is to investigate the effectiveness of this first visual intervention program for young children with (a risk of) VPD., Methods: This is a single-blind, placebo-controlled trial that is embedded within standard clinical care. The study population consists of 100 children born very or extremely preterm (< 30 weeks) at 1 year of corrected age (CA), of whom 50% are expected to have VPD. First, children undergo a visual screening at 1 year CA. If they are classified as being at risk of VPD, they are referred to standard care, which involves an ophthalmic and visual function assessment and a (newly developed) visual intervention program. This program consists of a general protocol (standardized and similar for all children) and a supplement protocol (adapted to the specific needs of the child). Children are randomly allocated to an intervention group (starting upon inclusion at 1 year CA) or a control group (postponed: starting at 2 years CA). The control group will receive a placebo treatment. The effectiveness of early visual intervention will be examined with follow-up visual and neurocognitive assessments after 1 year (upon completion of the direct intervention) and after 2 years (upon completion of the postponed intervention)., Discussion: Through this randomized controlled trial we will establish the effectiveness of a new and early visual intervention program. Combining a general and supplement protocol enables both structured comparisons between participants and groups, and custom habilitation that is tailored to a child's specific needs. The design ensures that all included children will benefit from participation by advancing the age at which they start receiving an intervention. We expect results to be applicable to the overall population of children with (a risk of) VPD early in life., Trial Registration: Netherlands Trial Register: NTR6952. Registered 19 January 2018.