OBJECTIVES: The aim of this work is to study the relationship between praxis construction and visual memory presented successively by the score at copying and reproduction of memory with the body mass index in pre-school children of Kenitra city. METHODS: A 240 children aged 5-6 years apparently in the Kindergarten section of private schools in the city of Kenitra were evaluated. Weight and height were measured and body mass index (BMI) was calculated. Cognitive assessment was made by the Test of the figure of Rey B, which is to copy and reproduce from memory a simple geometric pattern. Statistical analyzes were performed using SPSS Version 20 software RESULTS Significant correlations (p <0.05) were recorded between these cognitive and anthropometric parameters of the different BMI groups. CONCLUSIONS: These results converge to show that the nutritional status presented by BMI correlates with perceptual activity and graphomotor and working memory in our context. Many tests appear necessary to better understand the children's performance.
Screening and rehabilitation of attention disorders is a really encouraging field for clinical practice and research because of their effect on cognitive functions. Therefore, they can affect the language productions and cause significant educational, professional, social or familial difficulties. In this context, this study aims at screening for disorders of attention and unilateral spatial neglect in a sample of Moroccan junior high school students at El Moukaouama junior high school, M'rirt (Middle Atlas , Morocco). On a sample of 136 students aged between 11 and 19 years, a measure of attention was performed using the bells test. Scores obtained in the test in this study show that 21.32 % of students have attention problems and 5.88% have a profile of right or left unilateral spatial neglect. This study also shows a strong correlation between the students' school performance and their scores on the bells test. This study invites all interveners in the field of education, health and others to intervene to address the problems of attention in order to increase school achievement.
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