Perceptual Similarity Effect in People with Down Syndrome

Autor/inn/en	Barrón-Martínez, Julia B.; Arias-Trejo, Natalia
Titel	Perceptual Similarity Effect in People with Down Syndrome
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 2, S.182-189 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1729016
Schlagwörter	Down Syndrome; Children; Visual Stimuli; Perception; Eye Movements; Priming; Proximity; Foreign Countries; Auditory Stimuli; Geometric Concepts; Language Acquisition; Mexico (Mexico City) + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Child; Kind; Kinder; Wahrnehmung; Augenbewegung; Lebensnähe; Ausland; Auditive Stimulation; Elementare Geometrie; Sprachaneignung; Spracherwerb
Abstract	Background: The perceptual similarity between two objects, specifically similarity in the shape of the referents, is a crucial element for relating words in earlier stages of development. The role of this perceptual similarity has not been systematically explored in children with Down syndrome (DS). Method: The aim was to explore the role of perceptual similarity in relationships between words in children with DS. Two groups, children with typical development (TD) and children with DS, matched by gender and mental age, participated in a priming task with a preferential looking paradigm. The task presented validated perceptually-related word pairs (prime-target) and perceptually unrelated pairs. In the priming task both groups were asked to look at a target image (e.g. "ball") that was perceptually related (e.g. cookie) or unrelated (e.g. "skirt") to the prime. Results: Participants from both groups looked more at targets without perceptual similarity than at those with similarity to the prime, suggesting an inhibition effect. Conclusions: This finding suggests the role of visual information, particularly the shape of the referents, in the construction of the lexical system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01