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Understanding Number Line Estimation in Williams Syndrome and Down Syndrome

Simms, V; Karmiloff-Smith, A; Ranzato, E; Van Herwegen, J; (2019) Understanding Number Line Estimation in Williams Syndrome and Down Syndrome. Journal of Autism and Developmental Disorders 10.1007/s10803-019-04268-7. (In press). Green open access

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Abstract

Previous studies suggest that tasks dependent on the mental number line may be difficult for Williams Syndrome (WS) and Down Syndrome (DS) groups. However, few have directly assessed number line estimation in these groups. The current study assessed 28 WS, 25 DS and 25 typically developing (TD) participants in non-verbal intelligence, number familiarity, visuo-spatial skills and number line estimation. Group comparisons indicated no differences in number line estimation. However, the WS group displayed difficulties with visuo-spatial skills and the DS group displayed difficulties with number familiarity. Differential relationships between number line estimation and visuo-spatial/number familiarity skills were observed across groups. Data is discussed in the context of assessment of skills in neurodevelopmental disorders.

Type: Article
Title: Understanding Number Line Estimation in Williams Syndrome and Down Syndrome
Location: United States
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s10803-019-04268-7
Publisher version: https://doi.org/10.1007/s10803-019-04268-7
Language: English
Additional information: © The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/).
Keywords: Down Syndrome, Number familiarity, Number line estimation, Visuo-spatial skills, Williams Syndrome
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10086591
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