Goldman, Karen J. Shulman, Cory Bar-Haim, Yair Abend, Rany and Burack, Jacob A. 2017. Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes. Development and Psychopathology, Vol. 29, Issue. 04, p. 1189.
Lee, Michelle Martin, Gary E Hogan, Abigail Hano, Deanna Gordon, Peter C and Losh, Molly 2017. What’s the story? A computational analysis of narrative competence in autism. Autism, p. 136236131667795.
STOJANOVIK, VESNA ZIMMERER, VITOR SETTER, JANE HUDSON, KERRY POYRAZ-BILGIN, ISIL and SADDY, DOUG 2017. Artificial grammar learning in Williams syndrome and in typical development: The role of rules, familiarity, and prosodic cues. Applied Psycholinguistics, p. 1.
Segal, Aviva and Pesco, Diane 2015. Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review. Journal of Developmental and Physical Disabilities, Vol. 27, Issue. 5, p. 721.
Krishnan, Saloni Bergström, Lina Alcock, Katherine J. Dick, Frederic and Karmiloff-Smith, Annette 2015. Williams syndrome: A surprising deficit in oromotor praxis in a population with proficient language production. Neuropsychologia, Vol. 67, p. 82.
Ng, Rowena Järvinen, Anna and Bellugi, Ursula 2014. Characterizing associations and dissociations between anxiety, social, and cognitive phenotypes of Williams syndrome. Research in Developmental Disabilities, Vol. 35, Issue. 10, p. 2403.
Kumschick, Irina R. Beck, Luna Eid, Michael Witte, Georg Klann-Delius, Gisela Heuser, Isabella Steinlein, RÃ¼diger and Menninghaus, Winfried 2014. READING and FEELING: the effects of a literature-based intervention designed to increase emotional competence in second and third graders. Frontiers in Psychology, Vol. 5,
Hogan-Brown, Abigail L. Losh, Molly Martin, Gary E. and Mueffelmann, Deborah J. 2013. An Investigation of Narrative Ability in Boys with Autism and Fragile X Syndrome. American Journal on Intellectual and Developmental Disabilities, Vol. 118, Issue. 2, p. 77.
Hargrove, Patricia M. Pittelko, Stephen Fillingane, Evan Rustman, Emily and Lund, Bonnie 2013. Perceptual Speech and Paralinguistic Skills of Adolescents With Williams Syndrome. Communication Disorders Quarterly, Vol. 34, Issue. 3, p. 152.
SKWERER, DANIELA PLESA AMMERMAN, EMILY and TAGER-FLUSBERG, HELEN 2013. Do you have a question for me? How children with Williams syndrome respond to ambiguous referential communication during a joint activity. Journal of Child Language, Vol. 40, Issue. 01, p. 266.
Brodeur, Darlene A. Trick, Lana M. Flores, Heidi Marr, Caitlin and Burack, Jacob A. 2013. Multiple-object tracking among individuals with Down syndrome and typically developing children. Development and Psychopathology, Vol. 25, Issue. 02, p. 545.
Campos, Ruth Martínez-Castilla, Pastora and Sotillo, María 2013. Cognición social en el síndrome de Williams. Revista de Psicología Social, Vol. 28, Issue. 3, p. 349.
JONES, NANCY ELIZABETH 2013. The use of cohesive markers in narratives by children with Williams syndrome. Applied Psycholinguistics, Vol. 34, Issue. 02, p. 277.
King, Diane Dockrell, Julie E. and Stuart, Morag 2013. Event narratives in 11-14 year olds with autistic spectrum disorder. International Journal of Language & Communication Disorders, Vol. 48, Issue. 5, p. 522.
Ng, Rowena Lai, Philip Levitin, Daniel J. and Bellugi, Ursula 2013. Musicality Correlates With Sociability and Emotionality in Williams Syndrome. Journal of Mental Health Research in Intellectual Disabilities, Vol. 6, Issue. 4, p. 268.
MARTÍNEZ-CASTILLA, PASTORA STOJANOVIK, VESNA SETTER, JANE and SOTILLO, MARÍA 2012. Prosodic abilities in Spanish and English children with Williams syndrome: A cross-linguistic study. Applied Psycholinguistics, Vol. 33, Issue. 01, p. 1.
The study of clearly identifiable patterns of atypical development can inform normal development in significant ways. Delayed or deviant development puts in high relief not only the sequence of development but also the individual components. This article presents the results of studies that compare adolescents with Williams syndrome, a rare metabolic neurodevelopmental disorder resulting in mental retardation, with cognitively matched adolescents with Down syndrome. We investigate the interaction between affect and language through storytelling. In contrast to the adolescents with Down syndrome, the Williams syndrome subjects tell coherent and complex narratives that make extensive use of affective prosody. Furthermore, stories from the Williams but not the Down subjects are infused with lexically encoded narrative evaluative devices that enrich the referential content of the stories. This contrast in expressivity between two matched atypical groups provides an unusual perspective on the underlying structure of the social cognitive domain.
Email your librarian or administrator to recommend adding this journal to your organisation's collection.
Full text views reflects the number of PDF downloads, PDFs sent to Google Drive, Dropbox and Kindle and HTML full text views.
* Views captured on Cambridge Core between September 2016 - 22nd January 2018. This data will be updated every 24 hours.