Individuals with congenital hypothyroidism (CH), even those diagnosed and treated early, experience selective cognitive deficits, the most striking of which involves the visuocognitive domain. However, the range and nature of their visuocognitive disturbances is not fully understood. We assessed a range of higher-order visuocognitive abilities in 19 children and adolescents with CH and 19 age- and sex-matched typically developing peers (TD) using a battery of neuropsychological tests and a novel self-report measure of sense of direction. CH scored lower than TD on direct tests of visuocognitive function (judging line orientation, parts-to-whole localization, copying three-dimensional block towers, discriminating designs, and matching unfamiliar faces in ¾ profile-view) as well as on self-reported problems in spatial ability. Visuocognitive problems were not global as CH and TD did not differ at copying two-dimensional block designs, mentally rotating and matching abstract shapes, or at matching unfamiliar front-view faces, design features, or designs that engaged either figure-ground segregation, visual constancy, or closure. Early and concurrent thyroid stimulating hormone (TSH) levels were associated with visuocognitive ability, although attention and working memory were not. Individuals with CH exhibit selective visuocognitive weaknesses, some of which are related to early and concurrent TSH levels. (JINS, 2013, 19, 1–9)

Williams syndrome (WS) is a neurodevelopmental disorder characterized by severe visuospatial deficits, particularly affecting spatial navigation and wayfinding. Creating egocentric (viewer-dependent) and allocentric (viewer-independent) representations of space is essential for the development of these abilities. However, it remains unclear whether egocentric and allocentric representations are impaired in WS. In this study, we investigate egocentric and allocentric frames of reference in this disorder. A WS group (n = 18), as well as a chronological age-matched control group (n = 20), a non-verbal mental age-matched control group (n = 20) and a control group with intellectual disability (n = 17), was tested with a computerized and a 3D spatial judgment task. The results showed that WS participants are impaired when performing both egocentric and allocentric spatial judgments even when compared with mental age-matched control participants. This indicates that a substantial deficit affecting both spatial representations is present in WS. The egocentric impairment is in line with the dorsal visual pathway deficit previously reported in WS. Interestingly, the difficulties found in performing allocentric spatial judgments give important cues to better understand the ventral visual functioning in WS. (JINS, 2013, 19, 1–9)

In most individuals, language production and visuospatial skills are subserved predominantly by the left and right hemispheres, respectively. Functional Transcranial Doppler (fTCD) provides a noninvasive and relatively low-cost method for measuring functional lateralization. However, while the silent word generation task provides an accurate and reliable paradigm for investigating lateralization of language production, there is no comparable gold-standard method for measuring visuospatial skills. Thirty undergraduate students (19 females) completed a task of spatial memory while undergoing fTCD recording. Participants completed this task at two different time points, separated by between 26 to 155 days. The relative activation between hemispheres averaged across all participants was found to be consistent across testing sessions. This was observed at the individual level also, with a quantitative index of lateralization showing high reproducibility. These findings indicate that the use of the spatial memory task with fTCD is a robust methodology for examining laterality of visuospatial skills. (JINS, 2009, 15, 1028–1032.)

Patients with schizophrenia exhibit normal memory for separate objects or locations but are disproportionately impaired when the items must be bound for later recognition in a working memory (WM) setting (Burglen et al., 2004). This study aimed at further evaluating the contribution of each WM component to the patients' binding deficit, using selective articulatory, visuospatial, and executive suppression tasks. In the object–location binding task used, a trial comprised the successive presentation of three drawings of familiar objects and of three spatial locations in a grid, either separately (i.e., objects alone or locations alone) or bound (i.e., object+location), and required a recognition test following an 8-s delay. In the suppression modalities, suppression was continuous from presentation to test. A total of 22 patients with schizophrenia and 24 healthy controls participated. The results confirmed the binding deficit in patients' performance in the baseline modality where no suppression was required. They also showed that patients were particularly disrupted when suppression was visuospatial. This last finding extends the specific visuospatial vulnerability in schizophrenia to the operations of binding. (JINS, 2006, 12, 510–518.)Note: The data provided in this study have been partly matter of a university thesis presented by Franck Burglen.

This study describes two experiments undertaken to explore the clinical significance and cognitive substrates of Block Design broken configurations in children. Broken configurations were defined as instances in which the child placed a block outside the 2 × 2 or 3 × 3 square matrix. In Experiment 1, 336 normal children between the ages of 6 and 14 were administered WISC–III Block Design. Broken configurations were fairly common, but almost always self-corrected. The tendency to break configurations was inversely related to overall Block Design performance and mother's level of education, and directly related to the perceptual cohesiveness of the design. In Experiment 2, children were administered WISC–III Block Design and a global–local similarity judgment task. The frequency of broken configurations was inversely related to global perceptual bias. Taken together, the results of these experiments indicate that while broken configurations are common, particularly on designs with high perceptual cohesiveness, a high number of broken configurations or final answers containing broken configuration are associated with weaker visuospatial skills. Broken configurations are also made more frequently by children whose perception is less influenced by the global properties of spatial stimuli. (JINS, 1999, 5, 518–524.)

This study aimed to investigate which abilities are measured by the Austin Maze. One hundred and eight university students were administered a battery of eight neuropsychological tests including, the Austin Maze, the Tower of London, the Wisconsin Card Sort Test, Block Design, the Visual Spatial Learning Test, Digit Span Backwards, the Brown-Peterson Task and the Wide Range Achievement Test of Reading. Results indicated that visuospatial ability and memory both significantly contributed to performance on the Austin Maze, but differed in the degree to which they explained the performance depending on which measure of maze performance was employed. It appears that visuospatial ability is measured in early trials of the Austin Maze when individuals are orienting themselves to the path. In later trials individuals must call upon visuospatial memory to consolidate the details of the path. Executive function and working memory were not found to be significantly implicated in performance on the Austin Maze. (JINS, 1999, 5, 1–9.)