Defining the social phenotype in Williams syndrome: A model for linking gene, the brain, and behavior / Anna JARVINEN-PASLEY in Development and Psychopathology, 20-1 (Winter 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-1 (Winter 2008) . - p.1-35 Titre : Defining the social phenotype in Williams syndrome: A model for linking gene, the brain, and behavior Type de document : Texte imprimé et/ou numérique Auteurs : Anna JARVINEN-PASLEY, Auteur ; Ursula BELLUGI, Auteur ; Allan L. REISS, Auteur ; Judy REILLY, Auteur ; Debra L. MILLS, Auteur ; Albert GALABURDA, Auteur ; Julie R. KORENBERG, Auteur Année de publication : 2008 Article en page(s) : p.1-35 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research 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. En ligne : http://dx.doi.org/10.1017/s0954579408000011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Defining the social phenotype in Williams syndrome: A model for linking gene, the brain, and behavior [Texte imprimé et/ou numérique] / Anna JARVINEN-PASLEY, Auteur ; Ursula BELLUGI, Auteur ; Allan L. REISS, Auteur ; Judy REILLY, Auteur ; Debra L. MILLS, Auteur ; Albert GALABURDA, Auteur ; Julie R. KORENBERG, Auteur . - 2008 . - p.1-35. Langues : Anglais (eng) in Development and Psychopathology > 20-1 (Winter 2008) . - p.1-35 Index. décimale : PER Périodiques Résumé : Research 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. En ligne : http://dx.doi.org/10.1017/s0954579408000011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Is the Linguistic Content of Speech Less Salient than its Perceptual Features in Autism? / Anna JARVINEN-PASLEY in Journal of Autism and Developmental Disorders, 38-2 (February 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-2 (February 2008) . - p.239-248 Titre : Is the Linguistic Content of Speech Less Salient than its Perceptual Features in Autism? Type de document : Texte imprimé et/ou numérique Auteurs : Anna JARVINEN-PASLEY, Auteur ; Pamela HEATON, Auteur ; John PASLEY, Auteur Année de publication : 2008 Article en page(s) : p.239-248 Langues : Anglais (eng) Mots-clés : Autism Language Perception Semantics Speech Index. décimale : PER Périodiques Résumé : Open-ended tasks are rarely used to investigate cognition in autism. No known studies have directly examined whether increased attention to the perceptual level of speech in autism might contribute to a reduced tendency to process language meaningfully. The present study investigated linguistic versus perceptual speech processing preferences. Children with autism and controls were tested on a quasi-open-format paradigm, in which speech stimuli contained competing linguistic and perceptual information, and could be processed at either level. Relative to controls, children with autism exhibited superior perceptual processing of speech. However, whilst their tendency to preferentially process linguistic rather than perceptual information was weaker than that of controls, it was nevertheless their primary processing mode. Implications for language acquisition in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0386-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318 [article] Is the Linguistic Content of Speech Less Salient than its Perceptual Features in Autism? [Texte imprimé et/ou numérique] / Anna JARVINEN-PASLEY, Auteur ; Pamela HEATON, Auteur ; John PASLEY, Auteur . - 2008 . - p.239-248. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-2 (February 2008) . - p.239-248 Mots-clés : Autism Language Perception Semantics Speech Index. décimale : PER Périodiques Résumé : Open-ended tasks are rarely used to investigate cognition in autism. No known studies have directly examined whether increased attention to the perceptual level of speech in autism might contribute to a reduced tendency to process language meaningfully. The present study investigated linguistic versus perceptual speech processing preferences. Children with autism and controls were tested on a quasi-open-format paradigm, in which speech stimuli contained competing linguistic and perceptual information, and could be processed at either level. Relative to controls, children with autism exhibited superior perceptual processing of speech. However, whilst their tendency to preferentially process linguistic rather than perceptual information was weaker than that of controls, it was nevertheless their primary processing mode. Implications for language acquisition in autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0386-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318

The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism / Anna JARVINEN-PASLEY in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1328-1340 Titre : The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Anna JARVINEN-PASLEY, Auteur ; Pamela HEATON, Auteur ; Susan PEPPE, Auteur ; Gavin KING-SMITH, Auteur Année de publication : 2008 Article en page(s) : p.1328-1340 Langues : Anglais (eng) Mots-clés : Autism Language Perception Prosody Speech Index. décimale : PER Périodiques Résumé : Prosody can be conceived as having form (auditory-perceptual characteristics) and function (pragmatic/linguistic meaning). No known studies have examined the relationship between form- and function-level prosodic skills in relation to the effects of stimulus length and/or complexity upon such abilities in autism. Research in this area is both insubstantial and inconclusive. Children with autism and controls completed the receptive tasks of the Profiling Elements of Prosodic Systems in Children (PEPS-C) test, which examines both form- and function-level skills, and a sentence-level task assessing the understanding of intonation. While children with autism were unimpaired in both form and function tasks at the single-word level, they showed significantly poorer performance in the corresponding sentence-level tasks than controls. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0520-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism [Texte imprimé et/ou numérique] / Anna JARVINEN-PASLEY, Auteur ; Pamela HEATON, Auteur ; Susan PEPPE, Auteur ; Gavin KING-SMITH, Auteur . - 2008 . - p.1328-1340. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1328-1340 Mots-clés : Autism Language Perception Prosody Speech Index. décimale : PER Périodiques Résumé : Prosody can be conceived as having form (auditory-perceptual characteristics) and function (pragmatic/linguistic meaning). No known studies have examined the relationship between form- and function-level prosodic skills in relation to the effects of stimulus length and/or complexity upon such abilities in autism. Research in this area is both insubstantial and inconclusive. Children with autism and controls completed the receptive tasks of the Profiling Elements of Prosodic Systems in Children (PEPS-C) test, which examines both form- and function-level skills, and a sentence-level task assessing the understanding of intonation. While children with autism were unimpaired in both form and function tasks at the single-word level, they showed significantly poorer performance in the corresponding sentence-level tasks than controls. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0520-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

---

1 (1 - 3 / 3)