Attention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways.
Attention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways.
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DOI：
10.3389/fpsyg.2012.00227
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发表时间：
2012
影响因子：
3.8
通讯作者：
Scerif G
中科院分区：
文献类型：
--
作者：
Cornish K;Steele A;Monteiro CR;Karmiloff-Smith A;Scerif G
注意力困难，无论是在家里还是在教室里，在许多神经发育障碍中都有报道。然而，注意力究竟如何影响早期社会认知学习仍然不清楚。我们解决了这个问题，同时和纵向的交叉综合征的设计，相对于词汇的交际域和早期识字的认知域，然后扩展到社会行为的分析。受试者为患有威廉姆斯综合征（WS，N = 26）或唐氏综合征（DS，N = 26）的幼儿（时间1时年龄为4-9岁）和典型发育对照组（N = 103）。与DS儿童相比，WS儿童表现出明显更大的注意力缺陷（根据教师报告的注意力缺陷多动障碍（ADHD）典型行为的指数），但两组儿童的注意力问题均大于对照组。尽管他们的注意力差异，DS和WS的儿童在阅读单个单词的认知能力是相同的，无论是在时间1和12个月后，在时间2，虽然他们在他们的早期交际能力不同的词汇。更大的ADHD样行为预测较差的后续识字DS的儿童，但不是WS的儿童，指出症状特异性注意力限制的特定方面的早期发展。总的来说，我们的研究结果强调需要更精确地调查行为困难的症状特异性特征是否以及如何限制不同领域的学习和社会认知结果。
Attentional difficulties, both at home and in the classroom, are reported across a number of neurodevelopmental disorders. However, exactly how attention influences early socio-cognitive learning remains unclear. We addressed this question both concurrently and longitudinally in a cross-syndrome design, with respect to the communicative domain of vocabulary and to the cognitive domain of early literacy, and then extended the analysis to social behavior. Participants were young children (aged 4–9 years at Time 1) with either Williams syndrome (WS, N = 26) or Down syndrome (DS, N = 26) and typically developing controls (N = 103). Children with WS displayed significantly greater attentional deficits (as indexed by teacher report of behavior typical of attention deficit hyperactivity disorder (ADHD) than children with DS, but both groups had greater attentional problems than the controls. Despite their attention differences, children with DS and those with WS were equivalent in their cognitive abilities of reading single words, both at Time 1 and 12 months later, at Time 2, although they differed in their early communicative abilities in terms of vocabulary. Greater ADHD-like behaviors predicted poorer subsequent literacy for children with DS, but not for children with WS, pointing to syndrome-specific attentional constraints on specific aspects of early development. Overall, our findings highlight the need to investigate more precisely whether and, if so, how, syndrome-specific profiles of behavioral difficulties constrain learning and socio-cognitive outcomes across different domains.
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影响因子：
4
作者：
Muter, V;Hulme, C;Stevenson, J
通讯作者：
Stevenson, J
影响因子：
2.6
作者：
Porter, Melanie A.;Coltheart, Max;Langdon, Robyn
通讯作者：
Langdon, Robyn
影响因子：
3.9
作者：
Lord, C;Risi, S;Rutter, M
通讯作者：
Rutter, M
DOI：
10.1002/ajmg.b.30344
发表时间：
2006-09-05
影响因子：
2.8
作者：
Leyfer, Ovsanna T.;Woodruff-Borden, Janet;Mervis, Carolyn B.
通讯作者：
Mervis, Carolyn B.
影响因子：
17.7
作者：
Pingault, Jean-Baptiste;Tremblay, Richard E.;Cote, Sylvana M.
通讯作者：
Cote, Sylvana M.