Back, E;
Farran, EK;
Van Herwegen, J;
(2022)
Block Design Performance in Williams Syndrome: Visuospatial Abilities or Task Approach Skills?
American Journal on Intellectual and Developmental Disabilities
, 127
(5)
pp. 390-399.
10.1352/1944-7558-127.5.390.
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Abstract
The block design task (BDT) is a visuospatial measure that individuals with Williams syndrome (WS) perform poorly on. However, it is unclear what underlies their impaired performance. This study investigated whether poorer performance is a result of visuospatial difficulties, executive function (EF) difficulties, atypical looking strategies, or a combination of these. Eleven individuals with WS participated alongside mental age (MA)- and chronological age (CA)-matched control groups. Eye movements were recorded while they took the BDT. Dwell times and visits to areas of interest in WS differed from CA, but not MA, groups. Findings suggest that BDT abilities of individuals with WS are delayed, but not atypical. Delays result from visuospatial and attention-switching difficulties rather than atypical looking strategies.
| Type: | Article |
|---|---|
| Title: | Block Design Performance in Williams Syndrome: Visuospatial Abilities or Task Approach Skills? |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1352/1944-7558-127.5.390 |
| Publisher version: | https://doi.org/10.1352/1944-7558-127.5.390 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Williams syndrome, block design, executive function, eye movements, visuospatial abilities, Attention, Executive Function, Humans, Spatial Navigation, Williams Syndrome |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education UCL UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10155512 |
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