How Do Individuals with Williams Syndrome Learn a Route in a Real-World Environment?

Autor/inn/en	Farran, Emily K.; Blades, Mark; Boucher, Jill; Tranter, Lesley J.
Titel	How Do Individuals with Williams Syndrome Learn a Route in a Real-World Environment?
Quelle	In: Developmental Science, 13 (2010) 3, S.454-468 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2009.00894.x
Schlagwörter	Control Groups; Mental Retardation; Perspective Taking; Measures (Individuals); Spatial Ability; Comparative Analysis; Verbal Communication; Learning Problems; Cognitive Mapping; Cognitive Development; Task Analysis + Suchen Sie Ihr Suchwort? Geistige Behinderung; Zukunftsperspektive; Messdaten; Räumliches Vorstellungsvermögen; Lernproblem; Kognitive Entwicklung; Aufgabenanalyse
Abstract	Individuals with Williams syndrome (WS) show a specific deficit in visuo-spatial abilities. This finding, however, derives mainly from performance on small-scale laboratory-based tasks. This study investigated large-scale route learning in individuals with WS and two matched control groups (moderate learning difficulty group [MLD], typically developing group [TD]). In a non-labelling and a labelling (verbal information provided along the route) condition, participants were guided along one of two unfamiliar 1-km routes with 20 junctions, and then retraced the route themselves (two trials). The WS participants performed less well than the other groups, but given verbal information and repeated experience they learned nearly all of the turns along the route. The extent of improvement in "route knowledge" (correct turns) in WS was comparable to that of the control groups. "Relational knowledge" (correctly identifying spatial relationships between landmarks), compared with the TD group, remained poor for both the WS and the MLD group. Assessment of the relationship between performance on the large-scale route-learning task and that on three small-scale tasks (maze learning, perspective taking, map use) showed no relationship for the TD controls, and only a few non-specific associations in the MLD and WS groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10