scholarly journals Children With Williams Syndrome: Language, Cognitive, and Behavioral Characteristics and Their Implications for Intervention

2011 ◽  
Vol 18 (3) ◽  
pp. 98-107 ◽  
Author(s):  
Carolyn B. Mervis ◽  
Shelley L. Velleman
Keyword(s):  
Williams Syndrome ◽  
Phonological Processing ◽  
Short Term Memory ◽  
Genetic Disorder ◽  
Failure To Thrive ◽  
Language Intervention ◽  
Behavioral Characteristics ◽  
Short Term ◽  
Term Memory ◽  
Conceptual Language

Williams syndrome (WS) is a rare genetic disorder characterized by heart disease, failure to thrive, hearing loss, intellectual or learning disability, speech and language delay, gregariousness, and nonsocial anxiety. The WS psycholinguistic profile is complex, including relative strengths in concrete vocabulary, phonological processing, and verbal short-term memory; and relative weaknesses in relational/conceptual language, reading comprehension, and pragmatics. Many children evidence difficulties with finiteness marking and complex grammatical constructions. Speech-language intervention, support, and advocacy are crucial.

scholarly journals An Investigation of Verbal Short-term Memory and Phonological Processing in Four Children With Williams Syndrome

Neurocase ◽  
2003 ◽  
Vol 9 (5) ◽  
pp. 390-401 ◽  
Author(s):  
S. Majerus ◽  
K. Barisnikov ◽  
I. Vuillemin ◽  
M. Poncelet ◽  
M. Linden
Keyword(s):  
Williams Syndrome ◽  
Phonological Processing ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory

scholarly journals Abnormalities in Pattern of Lateralization in Relation to Visuospatial Short Term Memory in Children with Williams Syndrome

2014 ◽  
Vol 2014 ◽  
pp. 1-9
Author(s):  
Antonios Chasouris ◽  
Peter Mayer ◽  
Ian Stuart-Hamilton ◽  
Martin Graff ◽  
Lance Workman
Keyword(s):  
Williams Syndrome ◽  
Search Task ◽  
Short Term Memory ◽  
Visual Search Task ◽  
Genetic Disorder ◽  
Dorsal Stream ◽  
Memory Test ◽  
Visuospatial Memory ◽  
Short Term ◽  
Term Memory

Williams syndrome (WS) is a genetic disorder characterised by significant intellectual disability. Initial studies indicate that children with WS have a profound bias for information in the top left of visual arrays. Study 1, using a visuospatial memory test for items presented in a 3×3 matrix, found a significant top left bias in WS children relative to controls. Study 2 used a probe-based memory test with arrays in which items appeared with equal probability in each position. Relative to controls, WS children showed a significant top and left bias. In Study 3, the same children engaged in a visual search task and again, a top and left bias was found in the WS group. It is concluded that children with WS display atypical laterality, which might be explained by abnormal saccadic movements, by abnormalities involving development of the dorsal stream or by uneven cortical development.

scholarly journals Love Is… AN ABSTRACT WORD: THE INFLUENCE OF LEXICAL SEMANTICS ON VERBAL SHORT-TERM MEMORY IN WILLIAMS SYNDROME

Cortex ◽  
2005 ◽  
Vol 41 (2) ◽  
pp. 169-179 ◽  
Author(s):  
E LAING ◽  
J GRANT ◽  
M THOMAS ◽  
C PARMIGIANI ◽  
S EWING ◽  
...  
Keyword(s):  
Williams Syndrome ◽  
Short Term Memory ◽  
Lexical Semantics ◽  
Abstract Word ◽  
Short Term ◽  
Term Memory

scholarly journals postprint - Predicting Sign Learning in Hearing Adults

2020 ◽  
Author(s):  
David Martinez ◽  
Jenny Singleton
Keyword(s):  
Phonological Processing ◽  
Short Term Memory ◽  
Learning Task ◽  
Strongly Correlated ◽  
Short Term ◽  
Term Memory ◽  
Motor Processes ◽  
Final Sample ◽  
Lexical Learning

The present study aimed to identify predictors of one aspect of sign language acquisition, sign learning, in hearing nonsigners. Candidate predictors were selected based on the theory that the observed relationship between phonological short-term memory and L2 lexical learning is due in part to common perceptual-motor processes. Hearing nonsigning adults completed a sign learning task, three assessments of short-term memory for movements (movement STM)— two of which used sign-like stimuli—and two visuospatial STM tasks. The final sample included 103 adults, ranging between 18 and 33 years of age. All predictors were moderately to strongly correlated with the sign learning task and to each other. A series of regression analyses revealed that both movement and visuospatial STM uniquely contributed to the prediction of sign learning. These results suggest that perceptual-motor processes play a significant role in sign learning and raise questions about the role of phonological processing.

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