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The relationship between karyotype and cognitive functioning in Turner syndrome

Published online by Cambridge University Press:  13 June 2014

John O'Connor ,
Michael Fitzgerald  and
Hilary Hoey
John O'Connor
Affiliation:
Department of Psychology, University of Dublin, Trinity College, Aras an Phiarsaigh, Dublin 1, Ireland
Michael Fitzgerald
Affiliation:
University of Dublin, Trinity College, and Consultant Child and Adolescent Psychiatrist, Child and Family Centre, Ballyfermot Road, Ballyfermot, Dublin 10, Ireland
Hilary Hoey
Affiliation:
University of Dublin, Trinity College, Department of Paediatrics, National Children's Hospital, Tallaght, Dublin 24, Ireland
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Abstract

Objectives: To examine the underlying cognitive abilities of girls with Turner syndrome, as well as to examine the nature, direction and extent of discrepancies between verbal and performance functioning.

Method: Standard tests of intellectual functions (WISC-R and WAIS-R) were administered to 28 girls with Turner syndrome. Subjects varied in age between one year and nine years.

Results: The findings indicate that there is strong, though not entirely consistent, tendency among Turner subjects to show depressed performance scores in comparison with their verbal scores. There was also a tendency toward lower levels of overall cognitive functioning among girls with the classic karyotype over those with mosaic karyotypes.

Conclusions: These findings are in keeping with international findings concerning the intellectual functioning, of girls with Turner syndrome. The findings support the view that the X chromosome is important in regulating the overall balance within the intellectual functioning between verbal and performance domains.

Keywords

Turner syndromeIntelligence quotient (IQ)Overall intelligenceVerbal intelligencePerformance intelligenceVerbal-performance discrepancyKaryotypeClassic karyotypeMosaic karyotype.
Type
Original Papers
Information
Irish Journal of Psychological Medicine , Volume 17 , Issue 3 , September 2000 , pp. 82 - 85
Copyright
Copyright © Cambridge University Press 2000

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