PERCEPTUAL SKILLS OF INSTITUTIONALIZED CHILDREN: A GENDER BASED STUDY.
AUTHORS:
Mentor
Dr. R. Meenakshi
Affiliation
VELS Institute of Science, Technology and Advanced Studies (VISTAS), Pallavaram, Chennai.
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Abstract
Perceptual Skills play an important role in children's learning and cognitive development because they enable children to receive, organize, interpret and respond to information acquired through the senses. The present study examined the Perceptual Skills of Institutionalized Children and investigated whether Perceptual Skills differed according to gender. The study was conducted among 600 Institutionalized Children, including 290 males and 310 females. The Perceptual Skills of the Institutionalized Children were assessed in terms of visual, auditory, and overall Perceptual Skills. The findings showed that the overall mean score for Perceptual Skills was 25.92 (SD = 6.09), while the mean scores for visual and auditory Perceptual Skills were 12.94 (SD = 3.21) and 13.03 (SD = 3.48), respectively. Gender-wise analysis indicated no statistically significant difference in visual, auditory, or overall Perceptual Skills.
Keywords
Perceptual Skills Institutionalized Children Visual Perception Auditory Perception and Gender
Article Information
PUBLICATION DETAILS
Review Type:
Double-Blind Peer Review
License:
CC BY-NC 4.0
Volume/Issue:
Volume 02, Issue 10
Review Rounds:
2
Article Type:
Research Article
Publication Date:
Oct 10 2026
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Mathew, L. & Karthiyayani, S. (2026). Perceptual Skills of Institutionalized Children: A Gender Based Study.. International Journal of Science, Strategic Management and Technology, 02(10), 1-9. https://doi.org/10.55041/ijsmt.v2i10.048
Mathew, Lincymol, and S. Karthiyayani. "Perceptual Skills of Institutionalized Children: A Gender Based Study.." International Journal of Science, Strategic Management and Technology, vol. 02, no. 10, 2026, pp. 1-9. doi:https://doi.org/10.55041/ijsmt.v2i10.048.
Mathew, Lincymol, and S. Karthiyayani. "Perceptual Skills of Institutionalized Children: A Gender Based Study.." International Journal of Science, Strategic Management and Technology 02, no. 10 (2026): 1-9. https://doi.org/https://doi.org/10.55041/ijsmt.v2i10.048.
References
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.
Semrud-Clikeman, M. (2015, March 9). Research in brain function and learning. American Psychological Association. "American Psychological Association" (https://reference-url-citation.invalid/3)
van den Berg, L., Coetzee, D., & others. (2018). Influence of different visual perceptual constructs on academic achievement among learners in the NW-CHILD study. South African Journal of Occupational Therapy, 48(2), 31–37.
Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual-information processing, and academic performance among seventh-grade schoolchildren: A more significant relationship than we thought? The American Journal of Occupational Therapy, 59(4), 377–389.
Loman, M. M., Wiik, K. L., Frenn, K. A., Pollak, S. D., & Gunnar, M. R. (2009). Postinstitutionalized children's development: Growth, cognitive, and language outcomes. Journal of Developmental & Behavioral Pediatrics, 30(5), 426–434.
Sheridan, M. A., Fox, N. A., Zeanah, C. H., McLaughlin, K. A., & Nelson, C. A. (2012). Variation in neural development as a result of exposure to institutionalization early in childhood. Proceedings of the National Academy of Sciences, 109(32), 12927–12932.
Semrud-Clikeman, M. (2015, March 9). Research in brain function and learning. American Psychological Association. "American Psychological Association" (https://reference-url-citation.invalid/3)
van den Berg, L., Coetzee, D., & others. (2018). Influence of different visual perceptual constructs on academic achievement among learners in the NW-CHILD study. South African Journal of Occupational Therapy, 48(2), 31–37.
Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual-information processing, and academic performance among seventh-grade schoolchildren: A more significant relationship than we thought? The American Journal of Occupational Therapy, 59(4), 377–389.
Loman, M. M., Wiik, K. L., Frenn, K. A., Pollak, S. D., & Gunnar, M. R. (2009). Postinstitutionalized children's development: Growth, cognitive, and language outcomes. Journal of Developmental & Behavioral Pediatrics, 30(5), 426–434.
Sheridan, M. A., Fox, N. A., Zeanah, C. H., McLaughlin, K. A., & Nelson, C. A. (2012). Variation in neural development as a result of exposure to institutionalization early in childhood. Proceedings of the National Academy of Sciences, 109(32), 12927–12932.
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