Grouping, semantic relation and imagery effects in individuals with Down syndrome

Smith, Elizabeth; Jarrold, Christopher

doi:10.1016/j.ridd.2014.07.061

Cited by 9 publications

(6 citation statements)

References 58 publications

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“…The results of Experiment 2 demonstrated that consistent grouping alone was not sufficient to produce a reliable Hebb effect in all children. However, our study is the first to demonstrate that temporal grouping improved recall performance in preschoolers consistent with findings from adults and elementary schoolchildren (Harris & Burke, 1972; Smith & Jarrold, 2014; Towse, Hitch, & Skeates, 1999). Although Towse et al (1999) suggested that grouping was a relatively late-developing, strategic process, our data indicate that even preschoolers are sensitive to the temporal structure of sequences.…”

Section: Discussionsupporting

confidence: 85%

“…One might ask whether encouraging consistent grouping will necessarily always be effective in increasing the size of the Hebb effect. Smith and Jarrold (2014) provided direct evidence for the influence of phonological STM capacity on the extent to which grouping benefits recall. They asked individuals with Down syndrome (DS) to serially recall sequences with or without temporal grouping, in both a verbal only condition where each item was presented in an auditory format and in a verbal plus visual condition where each item was auditorily presented along with the corresponding picture.…”

Section: Methodsmentioning

confidence: 96%

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Determining the developmental requirements for hebb repetition learning in young children: Grouping, short-term memory, and their interaction.

Yanaoka¹,

Nakayama²,

Jarrold³

et al. 2019

Journal of Experimental Psychology: Learning, Memory, and Cogni

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The Hebb repetition paradigm has recently attracted attention as a measure of serial order learning, which underlies word-form learning abilities. Although children are good vocabulary learners, it is surprising that previous Hebb learning studies with young children show rather weak Hebb effects. In this study, we conducted two experiments to identify developmental factors that drive an increase of the size of the Hebb effect in young children. Motivated by evidence from adult work, we focused on an ability to group a sequence into consistent subsequences and on phonological short-term memory (STM) capacity. In Experiment 1 ( = 98), it was shown that 3- to 5-year-old children with high phonological STM capacity showed a Hebb effect, particularly in the later experimental trials. In Experiment 2 ( = 97), temporal grouping of the sequences in 2-2 subsequences further encouraged children with high phonological STM capacity to show the Hebb effect even in the earlier experimental trials and children with low STM capacity to show a trend toward a Hebb effect in the later trials. Moreover, across Experiments 1 and 2 we found robust evidence of transfer of the Hebb effect to recall of new sequences that partially overlapped in item-by-item pairings with the Hebb sequence, indicating that children use consistent grouping strategies when learning above-span Hebb sequences. These findings indicate that phonological STM, grouping consistency, and their interaction are developmental requirements for the Hebb effect to emerge. (PsycINFO Database Record

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Section: Discussionsupporting

confidence: 85%

Section: Methodsmentioning

confidence: 96%

Determining the developmental requirements for hebb repetition learning in young children: Grouping, short-term memory, and their interaction.

Yanaoka¹,

Nakayama²,

Jarrold³

et al. 2019

Journal of Experimental Psychology: Learning, Memory, and Cogni

Self Cite

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show abstract

“…The number of words recalled by preschoolers with DS and NSID on the auditory task (PreAM), and of visual stimuli in the visuospatial task (PreVM), was below that of peers with a similar chronological age. These results coincide with the difficulties found for DS (Frenkel & Bourdin, 2009;Godfrey & Lee, 2018;Smith & Jarrold, 2014) and NSID (Maehler & Schuchardt, 2009;Schuchardt et al, 2010;Lifshitz et al, 2016), with limitations in verbal STM exceeding the expected relative to cognitive development. These deficits are commonly regarded as structural in nature, specifically, in terms of the capacity for storage.…”

Section: Short-term Memorysupporting

confidence: 83%

Dynamic Assessment in Preschoolers with Down Syndrome and Nonspecific Intellectual Disability

Naranjo

Robles‐Bello

2020

Psicología Educativa

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Down syndrome (DS) is among the intellectual disabilities most commonly associated with genetic factors (e.g., Lanfranchi et al., 2012). In the nonspecific intellectual disability (NSID) group, identifying the causes of intellectual disability (ID) during diagnosis has proven unsuccessful. Individuals with DS, when compared with peers of a similar mental age, show alterations in different components related to memory abilities (Godfrey & Lee, 2018), specifically, impaired verbal short-term memory (STM) (Lanfranchi et al., 2004), relatively preserved visuospatial STM (Carretti et al., 2013); and impairment in both verbal and visuospatial working memory (Lanfranchi et al., 2012). In terms of executive functioning, Lanfranchi et al. (2010) and Loveall et al. (2017) found impairment effects among adolescents with DS, although this functioning may be better retained at preschool age (Loveall et al., 2017). Cognitive abilities of individuals with NSID are generally considered delayed, especially when the comparison group presents similar nonverbal development (Lifshitz et al., 2016). Carretti et al. (2010) point to limitations in tasks that impose a high cognitive load (e.g., dual and updating word span tasks), with verbal and visuospatial functioning in STM, and tasks with a "moderate" cognitive load (e.g., backward and selective word span tasks) consistent with their cognitive development. Other studies offer a more unfavorable profile of NSID. Schuchardt et al. (2011) identified deficits in verbal storage capacity yet visuospatial processing capacity consistent with

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“…The findings revealed that people with DS performed worse in listening comprehension than the TD controls, but the two groups did not differ in reading comprehension. Smith and Jarrold (2014) [32] also demonstrated deviant verbal performance on short-term memory recall in people with DS. Carney et al (2013) [33] confirmed the poor verbal short-term memory of people with DS in contrast to the poor visuospatial short-term memory of people with WS from developmental between-group comparisons, suggesting a clear double dissociation of verbal and visuospatial short-term memory systems in these two syndromes.…”

Section: Discussionmentioning

confidence: 90%

Contextual Integration of Causal Coherence in People with Down Syndrome: Evidence from Figurative Comprehension

Hsu

2016

J. Intellect. Disabl. Diagn. Treat.

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Contextual integration is seldom explored in people with Down syndrome (DS). This study aimed to investigate this ability by comparing causal inferences made by people with DS who were presented with homonyms embedded within sentences and asked to choose which of three interpretations (figurative meaning, literal meaning, or unrelated meaning) was correct. Accuracy was the dependent variable. Each homonym was presented in a scenario familiar to the participants. The results revealed that the participants with DS were the least accurate in responding to figurative meanings and erred most compared to matched controls in chronological age and mental age. It was concluded that people with DS were developmentally delayed in causal inferences and weak central coherence is indeed a syndrome-general phenotype across populations with developmental disorders.

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Grouping, semantic relation and imagery effects in individuals with Down syndrome

Cited by 9 publications

References 58 publications

Determining the developmental requirements for hebb repetition learning in young children: Grouping, short-term memory, and their interaction.

Determining the developmental requirements for hebb repetition learning in young children: Grouping, short-term memory, and their interaction.

Dynamic Assessment in Preschoolers with Down Syndrome and Nonspecific Intellectual Disability

Contextual Integration of Causal Coherence in People with Down Syndrome: Evidence from Figurative Comprehension

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