Narrative language in Williams Syndrome and its neuropsychological correlates

Marini, Andrea; Martelli, S.; Gagliardi, Chiara; Fabbro, Franco; Borgatti, Renato

doi:10.1016/j.jneuroling.2009.10.002

Cited by 41 publications

(39 citation statements)

References 70 publications

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“…First, the assessment of nonverbal narrative temporal sequencing by use of the picture arrangement subtest is important from a methodological perspective. Other than the study by Marini et al (2010) (with a small mixed sample of children and adults), we are not aware of any other research that has included behavioral indices of temporal sequencing in the context of oral narrating. Furthermore, the current study appears to be the first to control for language skills in relation to the narrative measure.…”

Section: Discussionmentioning

confidence: 99%

Narrative retelling in children with neurodevelopmental disorders: Is there a role for nonverbal temporal‐sequencing skills?

Johnels

Hagberg

Gillberg

et al. 2013

Scandinavian J Psychology

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Oral narrative retelling is often problematic for children with communicative and neurodevelopmental disorders. However, beyond a suggested role of language level, little is known about the basis of narrative performance. In this study we examine whether oral narrative retelling might be associated not just with language level but also with skills related to nonverbal narrative temporal sequencing. A diagnostically heterogeneous sample of Swedish-speaking children with a full scale IQ >70 was included in the study (N = 55; age 6-9 years). Narrative retelling skills were measured using the three subscores from the bus story test (BST). Independent predictors included (1) temporal sequencing skills according to a picture arrangement test and (2) a language skills factor consisting of definitional vocabulary and receptive grammar. Regression analyses show that language skills predicted BST Sentence Length and Subordinate Clauses subscores, while both temporal sequencing and language were independently linked with the BST Information subscore. When subdividing the sample based on nonverbal temporal sequencing level, a significant subgroup difference was found only for BST Information. Finally, a principal component analysis shows that temporal sequencing and BST Information loaded on a common factor, separately from the language measures. It is concluded that language level is an important correlate of narrative performance more generally in this diagnostically heterogeneous sample, and that nonverbal temporal sequencing functions are important especially for conveying story information. Theoretical and clinical implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Narrative retelling in children with neurodevelopmental disorders: Is there a role for nonverbal temporal‐sequencing skills?

Johnels

Hagberg

Gillberg

et al. 2013

Scandinavian J Psychology

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“…This is true whether matched on receptive vocabulary, 147-149 nonverbal ability, 150 -153 general mental age, 77,90 or when compared with one's own general ability level. 154,155 In addition, youth with WS perform similarly to ID controls 91,113,147 except for those with DS, whom they outperform. 77,90,92,112,156 Furthermore, phonological similarity, word length, frequency, lexicality, concreteness, primacy, and recency have the same effects on immediate verbal memory in young people with WS as in typically developing peers or peers who have ID.…”

Section: Williams Syndromementioning

confidence: 93%

Memory Profiles of Down, Williams, and Fragile X Syndromes: Implications for Reading Development

Conners

Moore

Loveall

et al. 2011

Journal of Developmental &Amp; Behavioral Pediatrics

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The purpose of this review was to understand the types of memory impairments that are associated with intellectual disability (ID, formerly called mental retardation) and the implications of these impairments for reading development. Specifically, studies on working memory, delayed memory and learning, and semantic/conceptual memory in Down syndrome, Williams syndrome, and fragile X syndrome were examined. A distinct memory profile emerged for each of the 3 etiologies of ID. Memory profiles are discussed in relation to strengths and weaknesses in reading skills in these three etiologies. We suggest that reading instruction be designed to capitalize on relatively stronger memory skills while providing extra support for especially challenging aspects of reading.

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“…Similar disturbances in spatial navigation and narrative discourse processing have been reported also in persons with different aetiologies. Marini, Martelli, Gagliardi, Fabbro, and Borgatti (2010) examined the cognitive, linguistic and narrative profile of children with Williams' Syndrome showing the absence of relevant microlinguistic disturbances but the presence of a massive production of errors of global coherence with reduction of the levels of lexical informativeness. Interestingly, the macrolinguistic difficulties were not correlated to their visualspatial deficits.…”

Section: Unveiling the Relation Between Spatial Navigation And Narratmentioning

confidence: 99%

Keeping the route and speaking coherently: The hidden link between spatial navigation and discourse processing

Ferretti

Adornetti

Cosentino

et al. 2013

Journal of Neurolinguistics

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Narrative language in Williams Syndrome and its neuropsychological correlates

Cited by 41 publications

References 70 publications

Narrative retelling in children with neurodevelopmental disorders: Is there a role for nonverbal temporal‐sequencing skills?

Narrative retelling in children with neurodevelopmental disorders: Is there a role for nonverbal temporal‐sequencing skills?

Memory Profiles of Down, Williams, and Fragile X Syndromes: Implications for Reading Development

Keeping the route and speaking coherently: The hidden link between spatial navigation and discourse processing

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