Explorative function in Prader–Willi syndrome analyzed through an ecological spatial task

Foti, Francesca; Menghini, Deny; Petrosini, Laura; Vicari, Stefano; Valerio, Giuliana; Orlandi, Enzo; Crinò, Antonino; Spera, S.; Bartolo, Paola De; Mandolesi, Laura

doi:10.1016/j.ridd.2014.11.022

Cited by 6 publications

(6 citation statements)

References 45 publications

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“…However, when the task requires simultaneous visual processing, the scores are preserved 44 , 45 . PWS patients display learning difficulties especially in observational learning 46 , 47 . A deficit in executive function has been observed with impaired mental switching 30 , 48 , and impaired inhibition capacities have also been noted 49 .…”

Section: Rdoc Approach and Pwsmentioning

confidence: 99%

The RDoC approach for translational psychiatry: Could a genetic disorder with psychiatric symptoms help fill the matrix? the example of Prader–Willi syndrome

et al. 2020

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The Research Domain Criteria project (RDoc) proposes a new classification system based on information from several fields in order to encourage translational perspectives. Nevertheless, integrating genetic markers into this classification has remained difficult because of the lack of powerful associations between targeted genes and RDoC domains. We hypothesized that genetic diseases with psychiatric manifestations would be good models for RDoC gene investigations and would thereby extend the translational approach to involve targeted gene pathways. To explore this possibility, we reviewed the current knowledge on Prader–Willi syndrome, a genetic disorder caused by the absence of expression of some of the genes of the chromosome 15q11–13 region inherited from the father. Indeed, we found that the associations between genes of the PW locus and the modification identified in the relevant behavioral, physiological, and brain imaging studies followed the structure of the RDoC matrix and its six domains (positive valence, negative valence, social processing, cognitive systems, arousal/regulatory systems, and sensorimotor systems).

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Section: Rdoc Approach and Pwsmentioning

confidence: 99%

The RDoC approach for translational psychiatry: Could a genetic disorder with psychiatric symptoms help fill the matrix? the example of Prader–Willi syndrome

et al. 2020

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“…Participants were asked to detect a visuo‐motor sequence after observing an actor detect the sequence by trial and error (learning by observation) or to detect the sequence by trial and error (learning by doing) (Figure ). In view of previous evidence showing that neuropsychological deficits are syndrome‐specific in genetically distinct groups of individuals with ID (Costanzo et al., ; Foti, Menghini et al., ; Foti, Menghini, Petrosini et al., ; Varuzza, De Rose, Vicari, & Menghini, ; Vicari et al., ; Vicari, Bellucci, & Carlesimo, ; Vicari, Verucci, & Carlesimo, ; Wang & Bellugi, ), we expect differences in learning by observation and learning by doing in individuals with DS and WS.…”

Section: Introductionmentioning

confidence: 78%

Learning by observation and learning by doing in Down and Williams syndromes

Foti

Menghini

Alfieri

et al. 2017

Developmental Science

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New skills may be learned by active experience (experiential learning or learning by doing) or by observation of others’ experience (learning by observation). In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and learning by doing in two clinical populations with different etiology of intellectual disability (ID), as individuals with Down syndrome (DS) and individuals with Williams syndrome (WS), with the hypothesis that specific profiles of learning may be found in each syndrome. To this end, we used a mixture of new and existing data to compare the performances of 24 individuals with DS, 24 individuals with WS and 24 typically developing children on computerized tasks of learning by observation or learning by doing. The main result was that the two groups with ID exhibited distinct patterns of learning by observation. Thus, individuals with DS were impaired in reproducing the previously observed visuo‐motor sequence, while they were as efficient as TD children in the experiential learning task. On the other hand, individuals with WS benefited from the observational training while they were severely impaired in detecting the visuo‐motor sequence in the experiential learning task (when presented first). The present findings reinforce the syndrome‐specific hypothesis and the view of ID as a variety of conditions in which some cognitive functions are more disrupted than others because of the differences in genetic profile and brain morphology and functionality. These findings have important implications for clinicians, who should take into account the genetic etiology of ID in developing learning programs for treatment and education.

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“…During the test phases only, children could see or have physical access to the three different spatial configurations. In order to increase the motivation to pick up the rewards, at the end of each trial, the child received a reward (a little toy) in exchange for all the colored balls found in the buckets (Foti et al., 2011, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…Spatial configurations were derived from previous experimental studies that demonstrated reliability in emphasizing task features and have been accurately described in our previous research (Foti et al., 2011, 2015). In the Matrix configuration, the buckets were arranged 4 m apart in a 3 × 3 square matrix.…”

Section: Methodsmentioning

confidence: 99%

“…In this spatial task, the child is free to move, adopting exploratory behaviors in accordance with the environment. Thus, the environmental affordances influence the construction of the search strategies as well as the knowledge of the positions of the rewards (Foti et al., 2011, 2015). In particular, in the present study, the participants were asked to explore an open space to search for nine rewards hidden in buckets arranged in three spatial configurations: a Cross, a 3 × 3 Matrix, and a Cluster composed of three groups of three buckets each.…”

Section: Introductionmentioning

confidence: 99%

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The Development of Spatial Memory Analyzed by Means of Ecological Walking Task

Sorrentino¹,

Lardone²,

Pesoli³

et al. 2019

Front. Psychol.

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The present study is aimed at investigating the development of spatial memory in pre-school children aged 4–6 years using an ecological walking task with multiple rewards. The participants were to explore an open space in order to find nine rewards placed in buckets arranged in three spatial configurations: a Cross, a 3 × 3 Matrix, and a Cluster composed of three groups of three buckets each. Clear age-related improvements were evident in all the parameters analyzed. In fact, there was a general trend for younger children to display worse performance than the older ones. Moreover, males performed better than females in both the search efficiency and visiting all buckets. Additionally, the search efficiency proved to be a function of the difficulty of the configuration to be explored: the Matrix and Cluster configurations were easier to explore than the Cross configuration. Taken altogether, the present findings suggest that there is a general improvement in the spatial memory abilities in preschoolers and that solving an open space task could be influenced by gender. Moreover, it can be proposed that both the procedural competences and the memory load requested to explore a specific environment are determined by its specific features.

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Explorative function in Prader–Willi syndrome analyzed through an ecological spatial task

Cited by 6 publications

References 45 publications

The RDoC approach for translational psychiatry: Could a genetic disorder with psychiatric symptoms help fill the matrix? the example of Prader–Willi syndrome

The RDoC approach for translational psychiatry: Could a genetic disorder with psychiatric symptoms help fill the matrix? the example of Prader–Willi syndrome

Learning by observation and learning by doing in Down and Williams syndromes

The Development of Spatial Memory Analyzed by Means of Ecological Walking Task

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