Learning by observation and learning by doing in Prader-Willi syndrome / Francesca FOTI in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6 Titre : Learning by observation and learning by doing in Prader-Willi syndrome Type de document : texte imprimé Auteurs : Francesca FOTI, Auteur ; Deny MENGHINI, Auteur ; Enzo ORLANDI, Auteur ; Cristina RUFINI, Auteur ; A. CRINO, Auteur ; Sabrina SPERA, Auteur ; Stefano VICARI, Auteur ; Laura PETROSINI, Auteur ; Laura MANDOLESI, Auteur Article en page(s) : p.6 Langues : Anglais (eng) Mots-clés : Genetic disorders  Imitation  Learning by trial and error  Observational learning  Sequential learning  Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347 [article] Learning by observation and learning by doing in Prader-Willi syndrome [texte imprimé] / Francesca FOTI, Auteur ; Deny MENGHINI, Auteur ; Enzo ORLANDI, Auteur ; Cristina RUFINI, Auteur ; A. CRINO, Auteur ; Sabrina SPERA, Auteur ; Stefano VICARI, Auteur ; Laura PETROSINI, Auteur ; Laura MANDOLESI, Auteur . - p.6. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6 Mots-clés : Genetic disorders  Imitation  Learning by trial and error  Observational learning  Sequential learning  Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347

The role of social motivation in sharing and fairness: insights from Williams syndrome / Francesca FOTI in Journal of Neurodevelopmental Disorders, 16 (2024)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 16 (2024) Titre : The role of social motivation in sharing and fairness: insights from Williams syndrome Type de document : texte imprimé Auteurs : Francesca FOTI, Auteur ; Floriana COSTANZO, Auteur ; Carlo FABRIZIO, Auteur ; Andrea TERMINE, Auteur ; Deny MENGHINI, Auteur ; Tiziana IAQUINTA, Auteur ; Stefano VICARI, Auteur ; Laura PETROSINI, Auteur ; Peter R. BLAKE, Auteur Langues : Anglais (eng) Mots-clés : Humans  Williams Syndrome/physiopathology/psychology  Motivation/physiology  Male  Female  Child  Social Behavior  Games, Experimental  Adult  Behavioral phenotype  Children  Developmental disorders  Dictator game  Fairness  Inequity aversion  Inequity game  Resource distribution  Social cognition  Social phenotype  Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Sharing and fairness are important prosocial behaviors that help us navigate the social world. However, little is known about how and whether individuals with Williams Syndrome (WS) engage in these behaviors. The unique phenotype of individuals with WS, consisting of high social motivation and limited social cognition, can also offer insight into the role of social motivation in sharing and fairness when compared to typically developing (TD) individuals. The current study used established experimental paradigms to examine sharing and fairness in individuals with WS and TD individuals. METHODS: We compared a sample of patients with WS to TD children (6-year-olds) matched by mental age (MA) on two experimental tasks: the Dictator Game (DG, Experiment 1, N = 17 WS, 20 TD) with adults modeling giving behaviors used to test sharing and the Inequity Game (IG, Experiment 2, N = 14 WS, 17 TD) used to test fairness. RESULTS: Results showed that the WS group behaved similarly to the TD group for baseline giving in the DG and in the IG, rejecting disadvantageous offers but accepting advantageous ones. However, after viewing an adult model giving behavior, the WS group gave more than their baseline, with many individuals giving more than half, while the TD group gave less. Combined these results suggest that social motivation is sufficient for sharing and, in particular, generous sharing, as well as the self-focused form of fairness. Further, individuals with WS appear capable of both learning to be more generous and preventing disadvantageous outcomes, a more complex profile than previously known. CONCLUSIONS: In conclusion, the present study provides a snapshot into sharing and fairness-related behaviors in WS, contributing to our understanding of the intriguing social-behavioral phenotype associated with this developmental disorder. En ligne : https://dx.doi.org/10.1186/s11689-024-09568-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] The role of social motivation in sharing and fairness: insights from Williams syndrome [texte imprimé] / Francesca FOTI, Auteur ; Floriana COSTANZO, Auteur ; Carlo FABRIZIO, Auteur ; Andrea TERMINE, Auteur ; Deny MENGHINI, Auteur ; Tiziana IAQUINTA, Auteur ; Stefano VICARI, Auteur ; Laura PETROSINI, Auteur ; Peter R. BLAKE, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 16 (2024) Mots-clés : Humans  Williams Syndrome/physiopathology/psychology  Motivation/physiology  Male  Female  Child  Social Behavior  Games, Experimental  Adult  Behavioral phenotype  Children  Developmental disorders  Dictator game  Fairness  Inequity aversion  Inequity game  Resource distribution  Social cognition  Social phenotype  Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Sharing and fairness are important prosocial behaviors that help us navigate the social world. However, little is known about how and whether individuals with Williams Syndrome (WS) engage in these behaviors. The unique phenotype of individuals with WS, consisting of high social motivation and limited social cognition, can also offer insight into the role of social motivation in sharing and fairness when compared to typically developing (TD) individuals. The current study used established experimental paradigms to examine sharing and fairness in individuals with WS and TD individuals. METHODS: We compared a sample of patients with WS to TD children (6-year-olds) matched by mental age (MA) on two experimental tasks: the Dictator Game (DG, Experiment 1, N = 17 WS, 20 TD) with adults modeling giving behaviors used to test sharing and the Inequity Game (IG, Experiment 2, N = 14 WS, 17 TD) used to test fairness. RESULTS: Results showed that the WS group behaved similarly to the TD group for baseline giving in the DG and in the IG, rejecting disadvantageous offers but accepting advantageous ones. However, after viewing an adult model giving behavior, the WS group gave more than their baseline, with many individuals giving more than half, while the TD group gave less. Combined these results suggest that social motivation is sufficient for sharing and, in particular, generous sharing, as well as the self-focused form of fairness. Further, individuals with WS appear capable of both learning to be more generous and preventing disadvantageous outcomes, a more complex profile than previously known. CONCLUSIONS: In conclusion, the present study provides a snapshot into sharing and fairness-related behaviors in WS, contributing to our understanding of the intriguing social-behavioral phenotype associated with this developmental disorder. En ligne : https://dx.doi.org/10.1186/s11689-024-09568-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

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