scholarly journals Route-learning strategies in typical and atypical development; eye tracking reveals atypical landmark selection in Williams syndrome

2016 ◽  
Vol 60 (10) ◽  
pp. 933-944 ◽  
Author(s):  
E. K. Farran ◽  
S. Formby ◽  
F. Daniyal ◽  
T. Holmes ◽  
J. Van Herwegen
Keyword(s):  
Eye Tracking ◽  
Learning Strategies ◽  
Williams Syndrome ◽  
Route Learning ◽  
Landmark Selection ◽  
Atypical Development

scholarly journals How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking

2017 ◽  
Vol 88 (1) ◽  
pp. 118-137 ◽  
Author(s):  
Leen Catrysse ◽  
David Gijbels ◽  
Vincent Donche ◽  
Sven De Maeyer ◽  
Marije Lesterhuis ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Learning Strategies ◽  
Self Reports

Once more with feeling: Affect and language in atypical populations

1990 ◽  
Vol 2 (4) ◽  
pp. 367-391 ◽  
Author(s):  
Judy Reilly ◽  
Edward S. Klima ◽  
Ursula Bellugi
Keyword(s):  
Down Syndrome ◽  
Williams Syndrome ◽  
Social Cognitive ◽  
Neurodevelopmental Disorder ◽  
Cognitive Domain ◽  
Underlying Structure ◽  
Affective Prosody ◽  
The Social ◽  
Atypical Development ◽  
The Individual

AbstractThe study of clearly identifiable patterns of atypical development can inform normal development in significant ways. Delayed or deviant development puts in high relief not only the sequence of development but also the individual components. This article presents the results of studies that compare adolescents with Williams syndrome, a rare metabolic neurodevelopmental disorder resulting in mental retardation, with cognitively matched adolescents with Down syndrome. We investigate the interaction between affect and language through storytelling. In contrast to the adolescents with Down syndrome, the Williams syndrome subjects tell coherent and complex narratives that make extensive use of affective prosody. Furthermore, stories from the Williams but not the Down subjects are infused with lexically encoded narrative evaluative devices that enrich the referential content of the stories. This contrast in expressivity between two matched atypical groups provides an unusual perspective on the underlying structure of the social cognitive domain.

Sex-Specific Relationships Between Route-Learning Strategies and Abilities in a Large-Scale Environment

2006 ◽  
Vol 38 (6) ◽  
pp. 791-801 ◽  
Author(s):  
Jean Choi ◽  
Erin McKillop ◽  
Micheal Ward ◽  
Natasha L’Hirondelle
Keyword(s):  
Learning Strategies ◽  
Large Scale ◽  
Route Learning

scholarly journals Defining the social phenotype in Williams syndrome: A model for linking gene, the brain, and behavior

2008 ◽  
Vol 20 (1) ◽  
pp. 1-35 ◽  
Author(s):  
Anna Järvinen-Pasley ◽  
Ursula Bellugi ◽  
Judy Reilly ◽  
Debra L. MILLS ◽  
Albert Galaburda ◽  
...  
Keyword(s):  
Williams Syndrome ◽  
Cognitive Behavioral ◽  
Behavior Understanding ◽  
Biological Variables ◽  
Social Phenotype ◽  
The Social ◽  
Brain Structure And Function ◽  
Brain And Behavior ◽  
Atypical Development ◽  
The Brain

AbstractResearch into phenotype–genotype correlations in neurodevelopmental disorders has greatly elucidated the contribution of genetic and neurobiological factors to variations in typical and atypical development. Etiologically relatively homogeneous disorders, such as Williams syndrome (WS), provide unique opportunities for elucidating gene–brain–behavior relationships. WS is a neurogenetic disorder caused by a hemizygous deletion of approximately 25 genes on chromosome 7q11.23. This results in a cascade of physical, cognitive–behavioral, affective, and neurobiological aberrations. WS is associated with a markedly uneven neurocognitive profile, and the mature state cognitive profile of WS is relatively well developed. Although anecdotally, individuals with WS have been frequently described as unusually friendly and sociable, personality remains a considerably less well studied area. This paper investigates genetic influences, cognitive–behavioral characteristics, aberrations in brain structure and function, and environmental and biological variables that influence the social outcomes of individuals with WS. We bring together a series of findings across multiple levels of scientific enquiry to examine the social phenotype in WS, reflecting the journey from gene to the brain to behavior. Understanding the complex multilevel scientific perspective in WS has implications for understanding typical social development by identifying important developmental events and markers, as well as helping to define the boundaries of psychopathology.

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