Visual perceptual abilities of Chinese-speaking and English Speaking Children

This paper reports an investigation of Chinese-speaking and English-speaking children's general visual perceptual abilities. The Developmental Test of Visual Perception was administered to 41 native Chinese-speaking children of mean age 5 yr. 4 mo. in Hong Kong and 35 English-speaking children of mean age 5yr. 2 mo. in Melbourne. Of interest were the two interrelated components of visual perceptual abilities, namely, motor-reduced visual perceptual and visual-motorintegration perceptual abilities, which require either verbal or motoric responsesin completing visual tasks. Chinese-speaking children significantly out performed the English-speaking children on general visual perceptual abilities. When comparing the results of each of the two different components, the Chinese-speaking students' performance on visual-motor integration was far better than that of their counterparts (ES = 2.70), while the two groups of students performed similarly on motor-reduced visual perceptual abilities. Cultural factors such as written language format may be contributing to the enhanced performance of Chinese-speaking children's visual-motor integration abilities, but there may be validity questions in the Chinese version.