Titre :

The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments

Auteur(s) :

Purser, Harry R. M. [Auteur]
University of Nottingham, UK [UON]
Farran, Emily K [Auteur]
Department of Psychology [Goldsmiths University of London]
Courbois, Yannick [Auteur]
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Lemahieu, Axelle [Auteur]
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Sockeel, Pascal [Auteur]
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Mellier, Daniel [Auteur]
Psychologie et Neurosciences de la Cognition et de l'affectivité [PSY-NCA]
Blades, Mark [Auteur]
Department of Psychology [Sheffield]

Titre de la revue :

Developmental science

Numéro :

18

Pagination :

599-613

Date de publication :

2015-07

ISSN :

1467-7687

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

The ability to navigate new environments has a significant impact on the daily life and independence of people with learning difficulties. The aims of this study were to investigate the development of route learning in ...
Lire la suite >The ability to navigate new environments has a significant impact on the daily life and independence of people with learning difficulties. The aims of this study were to investigate the development of route learning in Down syndrome (N = 50), Williams syndrome (N = 19), and typically developing children between 5 and 11 years old (N = 108); to investigate use of landmarks; and to relate cognitive functions to route-learning ability in these groups. Overall, measures of attention and long-term memory were strongly associated with route learning, even once non-verbal ability was controlled for. All of the groups, including 5- to 6-year-old TD children, demonstrated the ability to make use of all landmark types to aid route learning; those near junctions, those further from junctions, and also distant landmarks (e.g. church spire, radio mast). Individuals with WS performed better than a matched subset of TD children on more difficult routes; we suggest that this is supported by relatively strong visual feature recognition in the disorder. Participants with DS who had relatively high levels of non-verbal ability performed at a similar level to TD participants.Lire moins >

Langue :

Anglais

Audience :

Non spécifiée

Vulgarisation :

Non

Établissement(s) :

Université de Lille

Collections :

• Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072

Équipe(s) de recherche :

Développement & Handicap

Date de dépôt :

2020-09-14T10:33:33Z
2021-02-01T10:21:13Z