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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)
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)
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)
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)
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)
We applied novel mesh-based geometrical modeling methods to calculate and compare the thickness of the corpus callosum at high spatial resolution and to create profiles of average callosal shape in a well-matched sample (n=24) of individuals with Williams syndrome and controls. In close agreement with previous observations, superimposed surface maps(More)
This study aimed at investigating implicit and explicit long-term memory functioning in subjects with Down syndrome (DS) compared to Mental-Age (MA) matched normal children. For this purpose, tests of verbal and visuo-perceptual explicit memory, verbal and visual repetition priming and procedural learning tasks were administered to 14 DS and 20 MA subjects.(More)
Williams syndrome (WS) is characterised by a defined genetic aetiology and a specific cognitive profile. It provides an opportunity to examine associations between neuroanatomy, behaviour, and genetics. High-resolution T1-weighted MRI of the brain of 12 patients with WS and 12 normal control subjects were used to estimate the shape and volume of the corpus(More)