Interpretation Of Personality Theory in The Context Of Writing Disorders And Mirror Writing

This study aims to contribute to the understanding of mirror writing by employing modern neurophysiological techniques, specifically Optics Challenging Dynamics (P 100), and by providing pedagogical approaches for problem-solving. The focus of this research is to investigate the disorders of written expression in typically developing children who are introduced to the process of learning to write. Additionally, it examines the developmental differences in visual-kinetic skills among preschool and first-grade elementary school children. The research hypotheses revolve around the reduction in mirror writing occurrence during handwriting practice, the progressive development of visuospatial orientation and visuomotor skills, the impact of hand preference on handwriting tendencies, and the potential association between dyslexic handwriting and prolonged P100 latency in neurophysiological examinations. The study involves a sample of 100 participants, including kindergarten children and first-grade elementary school students, and utilizes both standardized tests and neurophysiological assessments, specifically visual evoked potentials (VEPs), to gather data. By addressing these research objectives, this study aims to contribute to the advancement of visual-motor abilities, particularly in visuo-spatial discrimination, controlled visual attention, and the healthy functioning of the visual pathway, while highlighting the differences in neuronal maturation and interhemispheric communication that underlie mirror writing.