Attention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways

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dc.contributor.authorCornish K.
dc.contributor.authorSteele A.
dc.contributor.authorMonteiro C.R.C.
dc.contributor.authorKarmiloff-Smith A.
dc.contributor.authorScerif G.
dc.date.accessioned2024-03-13T01:07:09Z
dc.date.available2024-03-13T01:07:09Z
dc.date.issued2012
dc.description.abstractAttentional 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 develop- ing 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 atTime 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 withWS, 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. © 2012 Cornish, Steele, Monteiro, Karmiloff-Smith and Scerif.
dc.description.issuenumberJUL
dc.description.volume3
dc.identifier.doi10.3389/fpsyg.2012.00227
dc.identifier.issn1664-1078
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/36756
dc.relation.ispartofFrontiers in Psychology
dc.rightsAcesso Aberto
dc.subject.otherlanguageAttention
dc.subject.otherlanguageDown syndrome
dc.subject.otherlanguageLiteracy and early reading development
dc.subject.otherlanguageLongitudinal data analysis
dc.subject.otherlanguageNeurodevelopmental disorders
dc.subject.otherlanguageWilliams syndrome
dc.titleAttention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways
dc.typeArtigo
local.scopus.citations26
local.scopus.eid2-s2.0-84867053630
local.scopus.updated2024-05-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84867053630&origin=inward
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