Assessment of Intellectual and Visuo-Spatial Abilities in Children and Adults with Williams Syndrome

Nunes, Michele Moreira; Honjo, Rachel Sayuri; Dutra, Roberta Lelis; Amaral, Viviane Souza do; Amaral, Vânia; Oh, Hyo-Jung; Bertola, Débora Romeo; Albano, Lilian Maria José; Júnior, Francisco Baptista Assumpção; Kim, Chong; Teixeira, María Cristina Triguero Veloz

doi:10.11144/javeriana.upsy12-2.aiva

Cited by 2 publications

(1 citation statement)

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“…For this reason, it is necessary to know how is the course of normalized development of spatial orientation in typical developed children. This will help to achieve an earlier diagnostic in risk populations, such as those affected by neurological conditions that have been found to suffer spatial orientation problems, such as the Williams syndrome (Nunes et al, ), cerebral palsy (Belmonti, Fiori, Guzzetta, Cioni, & Berthoz, ), fetal alcohol syndrome (Hamilton, Kodituwakku, Sutherland, & Savage, ), prematurity (Cimadevilla, Roldán, París, Arnedo, & Roldán, ), and developmental topographical disorientation (Palermo, Foti, Ferlazzo, Guariglia, & Petrosini, ).…”

Section: Introductionmentioning

confidence: 99%

Egocentric and allocentric spatial memory in typically developed children: Is spatial memory associated with visuospatial skills, behavior, and cortisol?

et al. 2020

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Introduction Spatial orientation relies mainly on two frameworks. The egocentric depends on our own position and point of view. The allocentric relies on remembering, recalling, and recognizing environmental stimuli called landmarks. The aim of this study was to analyze the egocentric and allocentric spatial memory performance in children of different ages using two experimental memory card‐placing tasks. We also aimed to examine relationships between spatial memory and other cognitive, physiological, and behavioral factors that, potentially, could be associated with spatial memory performance. Those were other visuospatial functions, the regular behavior of the child, cortisol levels, and daily life spatial memory. Methods We assessed 62 children (5, 6, and 7 years) using card‐placing tasks. We used RIST for IQ evaluation and subtest from NEPSY‐II for visuospatial ability assessment. Collection of saliva sample was carried out for cortisol analysis. Parents completed BASC questionnaire for behavioral evaluation and ECM‐Q questionnaire for daily life spatial memory evaluation. Results Our results showed that older children performed better on mental rotation. Directionality, map interpretation, and daily memory were directly associated with both egocentric and allocentric orientation. Egocentric performance was positively related to leadership abilities but negatively to depression and atypicality, while allocentric performance was directly associated with adaptive behavior but inversely with hyperactivity. Finally, cortisol values were positively associated with allocentric performance. Conclusions Our study shows the development of different spatial abilities between 5 and 7 years, as well as the relationship between orientation performance, visuospatial skills, behavior, and cortisol.

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Section: Introductionmentioning

confidence: 99%

Egocentric and allocentric spatial memory in typically developed children: Is spatial memory associated with visuospatial skills, behavior, and cortisol?

et al. 2020

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Spatial orientation assessment in preschool children: Egocentric and allocentric frameworks

Fernández-Baizán

Árias

Méndez

2019

Applied Neuropsychology: Child

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Spatial orientation is an important function in daily life because it allows us to reach a target place when moving through our environment, using self-centered (egocentric) or environmental information (allocentric). Compared to other cognitive functions, spatial orientation has been studied less in preschool ages. Some brain areas, such as the hippocampus and the temporal as well as the parietal and frontal cortices, are involved in spatial orientation. Therefore, when these brain regions are altered in neurological conditions or in atypical development in children, we would expect impairment of spatial abilities. The aim of this study is to review studies, published in recent years, that use egocentric and allocentric spatial orientation tasks for assessing spatial memory in preschool children, with the final goal of finding out which tests could be included in a clinical neuropsychological evaluation. We observed that although egocentric spatial orientation emerges first during development, allocentric spatial orientation tasks are employed at very early ages. Most of these tasks are performed in real environments, allowing children's self-movements and using environmental modifications, but technologies such as virtual or augmented reality are increasingly used. Other aspects are discussed, such as the lack of consensus in the nomenclature, the difficulty of tracing the course of development of spatial orientation, or the ecological validity of the tests used. We finally observed that there is greater interest in studying the allocentric framework than the egocentric one, which makes it difficult to compare the use of the two frames of reference during a neuropsychological evaluation in preschool-aged children.

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Assessment of Intellectual and Visuo-Spatial Abilities in Children and Adults with Williams Syndrome

Cited by 2 publications

References 31 publications

Egocentric and allocentric spatial memory in typically developed children: Is spatial memory associated with visuospatial skills, behavior, and cortisol?

Egocentric and allocentric spatial memory in typically developed children: Is spatial memory associated with visuospatial skills, behavior, and cortisol?

Spatial orientation assessment in preschool children: Egocentric and allocentric frameworks

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