| 1 |
Developmental changes in the processing of faces as revealed by EEG decoding
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Distinct profiles of information-use characterize identity judgments in children and low-expertise adults
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Capturing developmental shifts in facial identity and expression processing strategies.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Looking around houses: Attention to a model when drawing complex shapes in Williams syndrome and typical development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Facilitating complex shape drawing in Williams syndrome and typical development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Drawing the line: Drawing and construction strategies for simple and complex figures in Williams syndrome and typical development
|
|
|
|
Abstract:
n the typical population, a series of drawing strategies have been outlined, which progressively emerge during childhood. Individuals with Williams syndrome (WS), a rare genetic disorder, produce drawings that lack cohesion, yet drawing strategies in this group have hitherto not been investigated. In this study, WS and typically developing (TD) groups drew and constructed (from pre-drawn lines and shapes) a series of intersecting and embedded figures. Participants with WS made use of the same strategies as the TD group for simple intersecting figures, though were less likely to use a typical strategy for more complex figures that contained many spatial relations. When replicating embedded shapes, the WS group used typical drawing strategies less frequently than the TD group, despite attempting to initiate a strategy that is observed in TD children. Results suggested that individuals with WS show a particular difficulty with replicating figures that include multiple spatial relations. The impact of figure complexity and task demands on performance are discussed.
|
|
URL: https://doi.org/10.1348/2044-835X.002000
|
|
BASE
|
|
Hide details
|
|
|
| 9 |
Do children with Williams syndrome really have good vocabulary knowledge? Methods for comparing cognitive and linguistic abilities in developmental disorders
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Do children with Williams syndrome really have good vocabulary knowledge? Methods for comparing cognitive and linguistic abilities in developmental disorders
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
