Farran, EK;
Jarrold, O;
(2003)
Visuospatial cognition in Williams syndrome: Reviewing and accounting for the strengths and weaknesses in performance.
Developmental Neuropsychology
, 23
(1-2)
pp. 173-200.
10.1080/87565641.2003.9651891.
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Abstract
Individuals with Williams syndrome typically show relatively poor visuospatial abilities in comparison to stronger verbal skills. However, individuals' level of performance is not consistent across all visuospatial tasks. The studies assessing visuospatial functioning in Williams syndrome are critically reviewed, to provide a clear pattern of the relative difficulty of these tasks. This prompts a possible explanation of the variability in performance seen, which focuses on the processing demands of some of these tasks. Individuals with Williams syndrome show an atypical processing style on tests of construction, which does not affect tests of perception.
| Type: | Article |
|---|---|
| Title: | Visuospatial cognition in Williams syndrome: Reviewing and accounting for the strengths and weaknesses in performance |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/87565641.2003.9651891 |
| Publisher version: | https://doi.org/10.1080/87565641.2003.9651891 |
| 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: | Social Sciences, Psychology, Developmental, Psychology, Psychology, Experimental, SYNDROME PHENOTYPE, BLOCK DESIGN, INFANTILE HYPERCALCEMIA, CONSTRUCTIVE COGNITION, NONVERBAL ABILITIES, CENTRAL COHERENCE, CHILDREN, AUTISM, PROFILE, NEUROPSYCHOLOGY |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1477851 |
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