Verbal and Nonverbal Abilities in the Williams Syndrome Phenotype: Evidence for Diverging Developmental Trajectories / Christopher JARROLD in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.511-523 Titre : Verbal and Nonverbal Abilities in the Williams Syndrome Phenotype: Evidence for Diverging Developmental Trajectories Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur ; Alan D. BADDELEY, Auteur ; Alexa K. HEWES, Auteur Année de publication : 1998 Article en page(s) : p.511-523 Langues : Anglais (eng) Mots-clés : Williams syndrome  language  visuospatial functioning Index. décimale : PER Périodiques Résumé : One commonly cited feature of Williams syndrome is a characteristic dissociation between relatively spared language skills and severely impaired nonverbal abilities. However, the actual evidence for a dissociation between verbal and nonverbal abilities in Williams syndrome is equivocal. In two separate studies we examined these abilities in 16 individuals showing the Williams syndrome phenotype. When considered as a whole, the group did have significantly superior verbal abilities, but this difference was caused by a large discrepancy in abilities in only a small number of individuals. In both studies there was a clear, linear relation between individuals' verbal ability, and the magnitude of their verbal-nonverbal discrepancy. We suggest that these results are best explained in terms of verbal ability developing at a faster rate than nonverbal ability in this disorder. We discuss how this model of differential rates of development has the potential to reconcile the apparently inconsistent findings in this area. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Verbal and Nonverbal Abilities in the Williams Syndrome Phenotype: Evidence for Diverging Developmental Trajectories [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur ; Alan D. BADDELEY, Auteur ; Alexa K. HEWES, Auteur . - 1998 . - p.511-523. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.511-523 Mots-clés : Williams syndrome  language  visuospatial functioning Index. décimale : PER Périodiques Résumé : One commonly cited feature of Williams syndrome is a characteristic dissociation between relatively spared language skills and severely impaired nonverbal abilities. However, the actual evidence for a dissociation between verbal and nonverbal abilities in Williams syndrome is equivocal. In two separate studies we examined these abilities in 16 individuals showing the Williams syndrome phenotype. When considered as a whole, the group did have significantly superior verbal abilities, but this difference was caused by a large discrepancy in abilities in only a small number of individuals. In both studies there was a clear, linear relation between individuals' verbal ability, and the magnitude of their verbal-nonverbal discrepancy. We suggest that these results are best explained in terms of verbal ability developing at a faster rate than nonverbal ability in this disorder. We discuss how this model of differential rates of development has the potential to reconcile the apparently inconsistent findings in this area. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Verbal Short-term Memory Deficits in Down Syndrome: A Consequence of Problems in Rehearsal? / Christopher JARROLD in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.233-244 Titre : Verbal Short-term Memory Deficits in Down Syndrome: A Consequence of Problems in Rehearsal? Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur ; Alan D. BADDELEY, Auteur ; Alexa K. HEWES, Auteur Année de publication : 2000 Article en page(s) : p.233-244 Langues : Anglais (eng) Mots-clés : Down syndrome  short-term memory  speech Index. décimale : PER Périodiques Résumé : Individuals with Down syndrome suffer from relatively poor verbal short-term memory. Previous explanations of this deficit have been framed in terms of inefficient or absent rehearsal of verbal material in Down syndrome within the phonological loop component of Baddeley and Hitch's (1974) working memory model. Two experiments are presented which test this explanation by looking for the markers of rehearsal in children with Down syndrome and verbal mental age matched controls. Both experiments confirm that individuals with Down syndrome show poorer verbal short-term memory performance than controls. However, they rule out rehearsal as an explanation of these deficits because the evidence suggests that neither individuals with Down syndrome nor matched controls are engaging in spontaneous subvocal rehearsal. Other explanations of poor verbal short-term memory performance in Down syndrome, in terms of impairments both within and outside of the phonological loop system, are discussed. Practical implications for intervention strategies aimed at improving verbal short-term memory skills in Down syndrome are also outlined. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Verbal Short-term Memory Deficits in Down Syndrome: A Consequence of Problems in Rehearsal? [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur ; Alan D. BADDELEY, Auteur ; Alexa K. HEWES, Auteur . - 2000 . - p.233-244. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.233-244 Mots-clés : Down syndrome  short-term memory  speech Index. décimale : PER Périodiques Résumé : Individuals with Down syndrome suffer from relatively poor verbal short-term memory. Previous explanations of this deficit have been framed in terms of inefficient or absent rehearsal of verbal material in Down syndrome within the phonological loop component of Baddeley and Hitch's (1974) working memory model. Two experiments are presented which test this explanation by looking for the markers of rehearsal in children with Down syndrome and verbal mental age matched controls. Both experiments confirm that individuals with Down syndrome show poorer verbal short-term memory performance than controls. However, they rule out rehearsal as an explanation of these deficits because the evidence suggests that neither individuals with Down syndrome nor matched controls are engaging in spontaneous subvocal rehearsal. Other explanations of poor verbal short-term memory performance in Down syndrome, in terms of impairments both within and outside of the phonological loop system, are discussed. Practical implications for intervention strategies aimed at improving verbal short-term memory skills in Down syndrome are also outlined. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

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