Does Differential Visual Exploration Contribute to Visual Memory Impairments in 22Q11.2 Microdeletion Syndrome?

Autor/inn/en	Bostelmann, M.; Glaser, B.; Zaharia, A.; Eliez, S.; Schneider, M.
Titel	Does Differential Visual Exploration Contribute to Visual Memory Impairments in 22Q11.2 Microdeletion Syndrome?
Quelle	In: Journal of Intellectual Disability Research, 61 (2017) 12, S.1174-1184 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/jir.12440
Schlagwörter	Visual Impairments; Retention (Psychology); Multiple Choice Tests; Genetics; Intellectual Disability; Eye Movements; Short Term Memory; Task Analysis; Diagnostic Tests; Visual Stimuli; Control Groups; Intervention; Cognitive Processes; Visual Learning; Patients + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Merkfähigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Humangenetik; Intellect; Disability; Disabilities; Verstand; Behinderung; Augenbewegung; Kurzzeitgedächtnis; Aufgabenanalyse; Diagnostic test; Diagnostischer Test; Cognitive process; Kognitiver Prozess; Visual education; Visuelles Lernen; Patient
Abstract	Background: Chromosome 22q11.2 microdeletion syndrome (22q11.2DS) is a genetic syndrome characterised by a unique cognitive profile. Individuals with the syndrome present several non-verbal deficits, including visual memory impairments and atypical exploration of visual information. In this study, we seek to understand how visual attention may contribute to memory difficulties in 22q11.2DS by tracking eye movements during the encoding phase of a visual short-term memory task. Method: Eye movements were recorded during a computerised version of the multiple-choice Benton Visual Retention Test, which consisted of exploring and then recognising complex visual stimuli. Seventy-four participants affected by 22q11.2DS were compared with 70 typically developing participants. Results: Participants with 22q11.2DS performed less well than healthy controls on the task and spent more time and fixations on the principal (larger central) figures and less time and fixations on the smaller peripheral figures within the stimuli. Conclusions: This study is the first to investigate visual attention in 22q11.2DS during a memory task. The results delineate impaired processes during encoding that affect visual memory performance. The findings may be especially useful for informing interventions intended to boost visual learning in patients with 22q11.2DS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01