Spatial breakdown in spatial construction: Evidence from eye fixations in children with Williams syndrome
Spatial breakdown in spatial construction: Evidence from eye fixations in children with Williams syndrome
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DOI：
10.1016/s0010-0285(02)00518-2
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发表时间：
2003-05-01
影响因子：
2.6
通讯作者：
Pagani, B
中科院分区：
文献类型：
--
作者：
Hoffmann, JE;Landau, B;Pagani, B
我们研究了威廉姆斯综合征（WS）儿童执行和空间表征过程在积木构建任务中的作用，WS是一种罕见的遗传缺陷，导致空间认知严重受损。在实验1中，我们研究了两种块构造任务，简单的拼图，其中块面包含一种颜色，和复杂的，其中一些块面包含两种颜色的安排。WS和对照组儿童解决简单谜题的能力相当，并显示出相似的眼睛注视模式，这表明基本的执行过程是完整的。然而，WS儿童解决复杂谜题的能力严重受损。在这些谜题中，WS儿童固定在复杂的谜题模型上，检查他们的部分解决方案的频率低于正常儿童，但他们在发现副本中错误的能力方面与正常儿童相当，并且几乎只对实际上不正确的副本进行修复。我们推测，异常的固定模式是贫困的空间representations.This猜想的后果，而不是一个原因，在实验2中进行了测试，在那里我们检查了儿童的能力，匹配和放置单独的块，而不从事复杂的执行过程中需要进行一个完整的难题的解决方案。我们发现WS儿童在这两个方面的空间表征严重不足。此外，估计的错误表示的身份和位置的模型块来自实验2提供了一个很好的帐户中观察到的错误在实验1的块建设任务。(C)2003 Elsevier Science（美国）。All rights reserved.
We investigated the role of executive and spatial representational processes in impaired performance of block construction tasks by children with Williams syndrome (WS), a rare genetic defect that results in severely impaired spatial cognition. In Experiment 1, we examined performance in two kinds of block construction tasks, Simple Puzzles, in which block faces contained a single color, and Complex, in which some block faces contained an arrangement of two colors. WS and control children were comparable in their ability to solve simple puzzles, and showed similar eye-fixation patterns, suggesting that basic executive processes were intact. However, WS children were severely impaired in their ability to solve complex puzzles. In these puzzles, WS children fixated the complex puzzle models and checked their partial solutions less often than normal children, but they were comparable in their ability to detect errors in their copies and almost exclusively made repairs to copies that were, in fact, incorrect. We conjecture that the abnormal fixation patterns were a consequence of impoverished spatial representations, rather than a cause of it. This conjecture was tested in Experiment 2, where we examined children's capacity to match and place individual blocks without engaging the complex executive processes required to carry out a complete puzzle solution. We found serious deficiency among WS children in both aspects of spatial representation. Moreover, estimates of the errors in representing the identity and location of model blocks derived from Experiment 2 provided a good account of the observed errors in the block construction task of Experiment 1. (C) 2003 Elsevier Science (USA). All rights reserved.