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

Abstract : 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.
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https://hal.univ-lille.fr/hal-03127003
Contributeur : Lilloa Université de Lille <>
Soumis le : lundi 1 février 2021 - 11:21:23
Dernière modification le : mardi 13 juillet 2021 - 16:18:04

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Distributed under a Creative Commons Paternité 4.0 International License

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Harry R. M. Purser, Emily K Farran, Yannick Courbois, Axelle Lemahieu, Pascal Sockeel, et al.. The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments. Developmental Science, Wiley, 2015, 18 (4), pp.599-613. ⟨10.1111/desc.12236⟩. ⟨hal-03127003⟩

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