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UNLABELLED Recognition of the facial expressions of emotions is a critical communicative system early in development and continues to play an important role throughout adulthood. In the past, the results of developmental studies of emotional facial recognition have often conflicted. The present study was designed to examine the development of emotional(More)
Recent studies on subjects with Williams syndrome (WS) have revealed a particular facility for language, rarely observed in other mental retarded populations, inspiring much belief in the independence of language from cognition. Lexical and morphosyntactic abilities of 17 Italian WS individuals, between 4.10 and 15.3 years of age, were evaluated both in(More)
OBJECTIVE The purpose of this study was to investigate the effects of specific types of tasks on the efficiency of implicit procedural learning in the presence of developmental dyslexia (DD). METHODS Sixteen children with DD (mean (SD) age 11.6 (1.4) years) and 16 matched normal reader controls (mean age 11.4 (1.9) years) were administered two tests (the(More)
Williams syndrome (WS) is a rare genetic condition characterised by intellectual disability, typical facial dysmorphology and several medical anomalies. A specific neuropsychological profile with a dissociation between language (relatively preserved) and visuo-spatial abilities (more seriously impaired) has been hypothesised in these children. Memory(More)
Important claims have been made regarding the contrasting profiles of linguistic and cognitive performance observed in two genetically based syndromes, Williams syndrome (WS) and Down syndrome (DS). Earlier studies suggested a double dissociation, with language better preserved than nonverbal cognition in children and adults with WS, and an opposite profile(More)
Williams syndrome (WS) is a genetic syndrome of abnormal neurodevelopment, characterised by a specific linguistic pattern. Comparing performances of WS subjects with those of normal children in a word span task, we found that WS subjects revealed normal phonological similarity and length effects but a reduced frequency effect. Our results suggest comparable(More)
Although some studies have reported subtle language deficits following early focal brain lesions (EFBL), most studies find no evidence for differential language outcomes as a function of lesion side or lesion type in children with congenital injuries to one side of the brain. However, recent prospective studies of the first stages of language development in(More)
It is assumed that several neuropsychological impairments characterize the cognitive profile of individuals with developmental dyslexia (DD). Phonological and visual processing are often impaired as well as auditory processing, attention, and information processing speed. Although reports in the literature on implicit learning abilities are contradictory,(More)
To investigate the relationship between language acquisition and cognition, we evaluated linguistic abilities in 12 Italian-speaking children with Williams syndrome (WS) and 12 with Down syndrome (DS) of comparable global cognitive level. Another control group included 12 typically developing (TD) children, matched for mental age. Linguistic measures(More)
The aim of this study was to investigate the potential dissociation between mental age and specific aspects of language: lexical and morphosyntactic comprehension and production in different situations and with different measures. Fifteen children with Down Syndrome (DS) (from 4 to 7 years) and fifteen normal controls matched on mental age participated in(More)