2020
DOI: 10.3389/fnhum.2020.00254
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Peripersonal Visuospatial Abilities in Williams Syndrome Analyzed by a Table Radial Arm Maze Task

Abstract: Williams syndrome (WS) is a genetic deletion syndrome characterized by severe visuospatial deficits affecting spatial exploration and navigation abilities in extra-personal space.To date, little is known about spatial elaboration and reaching abilities in the peripersonal space in individuals with WS. The present study is aimed at evaluating the visuospatial abilities in individuals with WS and comparing their performances with those of mental age-matched typically developing (TD) children by using a highly se… Show more

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Cited by 9 publications
(15 citation statements)
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“…In fact, analyzing the percentage of dots touched on the right or left of each box of m-FPT, we observed an increment of the dots on the left of each box, suggesting thus an increment of pseudoneglect. These data are in agreement with a previous study conducted in the same experimental condition in which periods before and during COVID-19 lockdown are compared (Somma et al, 2021), which evidenced increased selective spatial attention to the left during lockdown in multiple peripersonal visuospatial tasks, such as cancellation task and a digitized version of the table radial arm maze task (Foti et al, 2020). The authors hypothesized that the stressful conditions experienced by the participants during the quarantine, as measured by the COVID-19 Student Stress Questionnaire (CSSQ; Zurlo et al, 2020), might have increased the activity of the right hemisphere attention networks (Somma et al, 2021), thus causing the observed leftward bias.…”
Section: Discussionsupporting
confidence: 92%
“…In fact, analyzing the percentage of dots touched on the right or left of each box of m-FPT, we observed an increment of the dots on the left of each box, suggesting thus an increment of pseudoneglect. These data are in agreement with a previous study conducted in the same experimental condition in which periods before and during COVID-19 lockdown are compared (Somma et al, 2021), which evidenced increased selective spatial attention to the left during lockdown in multiple peripersonal visuospatial tasks, such as cancellation task and a digitized version of the table radial arm maze task (Foti et al, 2020). The authors hypothesized that the stressful conditions experienced by the participants during the quarantine, as measured by the COVID-19 Student Stress Questionnaire (CSSQ; Zurlo et al, 2020), might have increased the activity of the right hemisphere attention networks (Somma et al, 2021), thus causing the observed leftward bias.…”
Section: Discussionsupporting
confidence: 92%
“…The Radial Arm Maze (RAM; Olton and Samuelson, 1976 ) consists of a central area with identical radiating arms. It is extensively used to assess the spatial abilities of laboratory rodents and human participants ( Overman et al, 1996 ; Mandolesi et al, 2009a , b ; Foti et al, 2011 , 2020 ). The aim is to recover rewards hidden at the end of each arm.…”
Section: Methodsmentioning
confidence: 99%
“…These restrictions were likely to result in increased stress and psychological disease ( Mandolesi et al, 2018 ; Brooks et al, 2020 ; Zurlo et al, 2020 ) as well as in recourse to coping strategies to deal with it. However, less is known about the potential impact of quarantine on spatial cognition, a heterogenous set of processes incorporating spatial memory ( Mandolesi et al, 2009b ; Sorrentino et al, 2019 ), egocentric and allocentric representation and mapping abilities ( Klatzky, 1998 ; Foti et al, 2020 ), and visuo-perceptive abilities, including spatial attention ( Newcombe and Huttenlocher, 2007 ; Bartolomeo et al, 2012 ; Newcombe, 2018 ; Bartolomeo and Malkinson, 2019 ; Bartolomeo, 2020 ).…”
Section: Introductionmentioning
confidence: 99%
“…Like other cognitive domains already investigated in relation to PE, such as executive function, also the spatial cognition appears to be crucial in growth. In particular, to explore any environment, it is necessary to know what environmental elements are present, where they are positioned [27] – [29] , and how to implement strategies to reach (or avoid) them [30] , [31] . These components, commonly defined “declarative knowledge” and “procedural knowledge” [32] , [33] , are fundamental in everyday life because both of them allow to orient oneself, move from place to place, form a cognitive map of environments and places, and interact with others [34] .…”
Section: Introductionmentioning
confidence: 99%
“…These components, commonly defined “declarative knowledge” and “procedural knowledge” [32] , [33] , are fundamental in everyday life because both of them allow to orient oneself, move from place to place, form a cognitive map of environments and places, and interact with others [34] . Moreover, the exploration of an environment implies putting into action specific navigational strategies (praxis, taxis, place) that generally develop during the first decade of life [29] , [35] . In addition, spatial abilities become essential also for the development of other cognitive domains.…”
Section: Introductionmentioning
confidence: 99%