{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T10:50:03Z","timestamp":1791024603548,"version":"4.1.0"},"reference-count":0,"publisher":"Cambridge University Press (CUP)","issue":"6","license":[{"start":{"date-parts":[[2000,9,1]],"date-time":"2000-09-01T00:00:00Z","timestamp":967766400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Int Neuropsychol Soc"],"published-print":{"date-parts":[[2000,9]]},"abstract":"<jats:p>Since constructional apraxia is often concomitant \nwith brain lesions, the study of constructional tasks in \nthe non-brain-damaged population might be useful in helping \nto disentangle other causal factors. This paper explores \nthe performance of illiterate individuals (<jats:italic>N<\/jats:italic> = \n29) as compared to that of semiliterates (<jats:italic>N<\/jats:italic> = \n21) and literates (<jats:italic>N<\/jats:italic> = 23) in order to see the \neffect of reading and writing abilities on constructional \ntasks. Each participant was asked to construct 4 figures \nbased upon models having varying degrees of complexity. \nA global criterion of lack of fidelity and several analytic \ncriteria (related to distortion, rotation, and disarticulation \nerrors) were used to evaluate performance. Although illiterates \ngenerally made more errors than semiliterates and semiliterates \nmore than literates, only some of these differences were \nstatistically significant. Significant differences were \nfound for lack of global fidelity and disarticulation errors \nwhen all 4 figures were considered together. Subtler data \nemerged with respect to single figures. (<jats:italic>JINS<\/jats:italic>, \n2000, <jats:italic>6<\/jats:italic>, 668\u2013672.)<\/jats:p>","DOI":"10.1017\/s1355617700666043","type":"journal-article","created":{"date-parts":[[2002,7,27]],"date-time":"2002-07-27T13:26:15Z","timestamp":1027776375000},"page":"668-672","source":"Crossref","is-referenced-by-count":38,"title":["Does literacy have an effect on stick construction tasks?"],"prefix":"10.1017","volume":"6","author":[{"given":"ESMERALDA","family":"MATUTE","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"FERNANDO","family":"LEAL","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"DANIEL","family":"ZARABOZO","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"ANTONIA","family":"ROBLES","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"CONCEPCI\u00d3N","family":"CEDILLO","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2000,9,1]]},"container-title":["Journal of the International Neuropsychological Society"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.cambridge.org\/core\/services\/aop-cambridge-core\/content\/view\/S1355617700666043","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2019,4,11]],"date-time":"2019-04-11T19:21:33Z","timestamp":1555010493000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.cambridge.org\/core\/product\/identifier\/S1355617700666043\/type\/journal_article"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2000,9]]},"references-count":0,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2000,9]]}},"alternative-id":["S1355617700666043"],"URL":"https:\/\/doi.org\/10.1017\/s1355617700666043","relation":{},"ISSN":["1355-6177","1469-7661"],"issn-type":[{"value":"1355-6177","type":"print"},{"value":"1469-7661","type":"electronic"}],"subject":[],"published":{"date-parts":[[2000,9]]}}}