‘Picture Completion’ is one of the eight tasks that comprise Aptem Assess. Aptem Assess is designed to measure key cognitive abilities that underpin learning and achievement rapidly. In a short amount of time, it can indicate which learners may have an underlying specific learning difficulty and require further exploration of their learning support needs.

The Picture Completion task involves a learner viewing an image with a missing segment and identifying the missing piece from a set of options, some of which may be rotated. This task measures visual perception and visual-spatial reasoning, which are involved in shape recognition and object rotation.

Visual reasoning and learning processes

Visual reasoning plays a key role in learning content that requires an understanding of diagrams, maps and other visual-spatial information.  It is important in tasks that involve interpreting visual information to solve problems, for example, as recognising patterns and drawing inferences from charts. Additionally, the ability to visualise and mentally rotate or manipulate objects is important for many practical, science and engineering tasks such as assembling equipment.

Lower visual processing ability is likely to impact learning and assessment activities significantly depending on the content and tasks, for example:

• Difficulty in keeping up with visually presented material. This can also impact reading, writing and mathematics.
• Challenges in understanding maps, graphs, charts, flow charts and diagrams.
• May affect the learners’ ability to recall visual information
• Understanding objects that need to be mentally rotated or transformed. This can particularly affect problem-solving in maths, geometry and other STEM subjects.
• There is a possibility of confusion between similar visual information. At a detailed level, this could result in reading or maths errors with similar-looking letters or numbers.

Visual processing difficulties are a common feature among dyslexics. These difficulties impact how written symbols are processed, which can affect reading, writing, and also understanding signage.

The science of measuring visual-spatial reasoning

The Cattell-Horn-Carroll (CHC) model of intelligence defines Visual Processing (Gv) as a broad category comprising a number of narrow abilities relating to tasks such as reconstructing incomplete images:

• Visualisation – the ability to mentally manipulate 2-D or 3-D visual patterns.
• Flexibility of Closure – the ability to identify a visual object when part of it is hidden or missing.
• Visual Memory – being able to recall visual patterns or images

Within validated educational tests, visual processing and reasoning is assessed using a number of different tasks, including:

• Rearranging cubes with faces partially or fully coloured faces to replicate a target pattern.
• Identifying missing elements in a picture. Aptem uses a multiple-choice version of this task.
• Determining if two images or patterns are rotated versions of the same shape.
• Identifying whether a target image is embedded within another image.

Visual processing and reasoning is a key component of our cognitive reasoning abilities, and is important when using written, non-verbal and spatial information. Several studies link weak visual processing to learning disabilities such as dyslexia and dyscalculia. However, adjustments and intervention training have been shown to positively support learners.

Learn more about Aptem Assess

For an estimated 87% of learners, the Aptem Assess cognitive assessment with an included verbal reasoning test will take no more than 15 minutes. You can learn more about these tools in our brochure.

If you would like to integrate Aptem’s cognitive assessment into your delivery, book a demo, or if you are an Aptem customer, please speak to your Customer Success Manager.

Discover the other Aptem Assess games

• Symbols
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• Number recall

‘Number Recall’ is one of the eight tasks that comprise Aptem Assess. Aptem Assess is designed to rapidly measure key cognitive abilities that underpin learning and achievement. In a short time, it can indicate which learners may have an underlying specific learning difficulty and require further exploration of their learning support needs.

The Number Recall task involves a learner recalling a number consisting of 5 or more digits, which was previously displayed onscreen. This task is mainly a measure of memory span but also involves working memory elements.

Memory span relates to the ability to encode information and then immediately reproduce that information. Working memory is the ability to perform simple manipulations of information within short-term memory, such as reversing a list of numbers. 

Memory and learning processes

Memory function is fundamental to retaining information and learning new skills. It is a key part of the working memory system which supports learning, problem-solving, and reasoning. Memory span is limited in capacity, with most individuals being able to recall lists of between 5 and 9 items (Miller, 1956). However, more recent research suggests a capacity of 4±1 (Cowan, 2001) when the length of the list is not initially known. Thus, memory span is important for simple memory tasks, such as recalling a security pin number or a phone number, as well as more complex memory tasks.

An individual’s memory span and capacity have an impact on many fundamental learning and assessment activities, such as:

• The retention of words and sentence phrases to process and understand complex text.
• Storing numbers and arithmetic operations while doing calculations.
• Supporting the learning of new words, vocabulary, and sounds.
• Contributing to the ability to switch between different tasks and attention.

Without intervention, individuals whose memory span is below the average range are likely to experience a number of challenges with learning and assessments, including:

• Struggling to follow long or multi-step instructions due to limited capacity to encode and process them.
• Difficulty remembering and manipulating information over a short period, resulting in high forgetting rates.
• Finding it more challenging to take notes at speed or solve multi-step problems.
• Likely to make errors when trying to recall information accurately.

Individuals with learning disabilities, including dyslexia and ADHD, can exhibit reduced memory span.

The science of measuring short-term memory capacity

Within the Cattell-Horn-Carroll (CHC) model of intelligence, memory span falls under the broad ability of Short-Term Memory (Gsm). Within this framework, short-term memory is divided into:

• Memory Span (MS) – the ability to encode and store sequential information.
• Working Memory Capacity (MW) – the ability to manipulate temporarily stored information.
• Attentional Control (AC) – the ability to focus on relevant stimuli and ignore distractors.

Among validated educational tests, short-term memory function is often measured in terms of verbal and visual memory, for example, through the following tasks:

• Recalling sequences of digits in order. This is the method used by Aptem.
• Presenting a short word list that the individual attempts to recall in order.
• Reordering mixed lists of letters and numbers into alphanumeric order.
• Recalling sequences of visual or spatial locations such as highlighted blocks in a 3×3 grid or the Simon Says game console.

Short-term memory and memory span are foundational components of learning and can impact the processing of verbal, non-verbal, and visual information. Research with children has shown that reduced memory span predicts poor literacy and numeracy regardless of intelligence. However, adjustments and intervention training have been shown to have a positive short-term impact.

Learn more about Aptem Assess

For an estimated 87% of learners, the Aptem Assess cognitive assessment with an included verbal reasoning test will take no more than 15 minutes. You can learn more about these tools in our brochure.

If you would like to integrate Aptem’s cognitive assessment into your delivery, book a demo, or if you are an Aptem customer, please speak to your Customer Success Manager.

Discover the other Aptem Assess games

• Symbols
• Similar words