Development of a vocabulary of object shapes in a child with a very-early-acquired visual agnosia: A unique case

Abstract

We report a longitudinal study of an exceptional child (S.R.) whose early-acquired visual agnosia, following encephalitis at 8 weeks of age, did not prevent her from learning to construct an increasing vocabulary of visual object forms (drawn from different categories), albeit slowly. S.R. had problems perceiving subtle differences in shape; she was unable to segment local letters within global displays; and she would bring complex scenes close to her eyes: a symptom suggestive of an attempt to reduce visual crowding. Investigations revealed a robust ability to use the gestalt grouping factors of proximity and collinearity to detect fragmented forms in noisy backgrounds, compared with a very weak ability to segment fragmented forms on the basis of contrasts of shape. When contrasts in spatial grouping and shape were pitted against each other, shape made little contribution, consistent with problems in perceiving complex scenes, but when shape contrast was varied, and spatial grouping was held constant, S.R. showed the same hierarchy of difficulty as the controls, although her responses were slowed. This is the first report of a child's visual–perceptual development following very early neurological impairments to the visual cortex. Her ability to learn to perceive visual shape following damage at a rudimentary stage of perceptual development contrasts starkly with the loss of such ability in childhood cases of acquired visual agnosia that follow damage to the established perceptual system. Clearly, there is a critical period during which neurological damage to the highly active, early developing visual–perceptual system does not prevent but only impairs further learning.