The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments
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2015
- handle: 10670/1.5os6ka
- hal: hal-03127003
- doi: 10.1111/desc.12236
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info:eu-repo/semantics/altIdentifier/doi/10.1111/desc.12236
http://creativecommons.org/licenses/by/ , info:eu-repo/semantics/OpenAccess
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Harry R. M. Purser et al., « The development of route learning in Down syndrome, Williams syndrome and typical development: investigations with virtual environments », HAL-SHS : sciences de l'éducation, ID : 10.1111/desc.12236
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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.