Why do individuals with Williams syndrome or Down syndrome fail the Weather Prediction Task?
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2024
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| author | Emilie Bochud‐Fragnière Gianni Lonchampt Paola Bittolo Giada Ehrensperger Antonella Rita Circelli Nicole Antonicelli Floriana Costanzo Deny Menghini Stefano Vicari Pamela Banta Lavenex Pierre Lavenex |
| author_facet | Emilie Bochud‐Fragnière Gianni Lonchampt Paola Bittolo Giada Ehrensperger Antonella Rita Circelli Nicole Antonicelli Floriana Costanzo Deny Menghini Stefano Vicari Pamela Banta Lavenex Pierre Lavenex Emilie Bochud‐Fragnière Gianni Lonchampt Paola Bittolo Giada Ehrensperger Antonella Rita Circelli Nicole Antonicelli Floriana Costanzo Deny Menghini Stefano Vicari Pamela Banta Lavenex Pierre Lavenex |
| collection | Wiley Open Access |
| contents | Why do individuals with Williams syndrome or Down syndrome fail the Weather Prediction Task? Emilie Bochud‐Fragnière Gianni Lonchampt Paola Bittolo Giada Ehrensperger Antonella Rita Circelli Nicole Antonicelli Floriana Costanzo Deny Menghini Stefano Vicari Pamela Banta Lavenex Pierre Lavenex Developmental Psychobiology AbstractWilliams syndrome (WS) and Down syndrome (DS) are two neurodevelopmental disorders with distinct genetic origins characterized by mild to moderate intellectual disability. Individuals with WS or DS exhibit impaired hippocampus‐dependent place learning and enhanced striatum‐dependent spatial response learning. Here, we used the Weather Prediction Task (WPT), which can be solved using hippocampus‐ or striatum‐dependent learning strategies, to determine whether individuals with WS or DS exhibit similar profiles outside the spatial domain. Only 10% of individuals with WS or DS solved the WPT. We further assessed whether a concurrent memory task could promote reliance on procedural learning to solve the WPT in individuals with WS but found that the concurrent task did not improve performance. To understand how the probabilistic cue–outcome associations influences WPT performance, and whether individuals with WS or DS can ignore distractors, we assessed performance using a visual learning task with differing reward contingencies, and a modified WPT with unpredictive cues. Both probabilistic feedback and distractors negatively impacted the performance of individuals with WS or DS. These findings are consistent with deficits in hippocampus‐dependent learning and executive functions, and reveal the importance of congruent feedback and the minimization of distractors to optimize learning in these two populations. 10.1002/dev.22503 http://creativecommons.org/licenses/by/4.0/ |
| doi_str_mv | 10.1002/dev.22503 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_dev_22503 |
| institution | Wiley Open Access |
| license_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| publishDate | 2024 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Why do individuals with Williams syndrome or Down syndrome fail the Weather Prediction Task? Emilie Bochud‐Fragnière Gianni Lonchampt Paola Bittolo Giada Ehrensperger Antonella Rita Circelli Nicole Antonicelli Floriana Costanzo Deny Menghini Stefano Vicari Pamela Banta Lavenex Pierre Lavenex Developmental Psychobiology Why do individuals with Williams syndrome or Down syndrome fail the Weather Prediction Task? Emilie Bochud‐Fragnière Gianni Lonchampt Paola Bittolo Giada Ehrensperger Antonella Rita Circelli Nicole Antonicelli Floriana Costanzo Deny Menghini Stefano Vicari Pamela Banta Lavenex Pierre Lavenex Developmental Psychobiology AbstractWilliams syndrome (WS) and Down syndrome (DS) are two neurodevelopmental disorders with distinct genetic origins characterized by mild to moderate intellectual disability. Individuals with WS or DS exhibit impaired hippocampus‐dependent place learning and enhanced striatum‐dependent spatial response learning. Here, we used the Weather Prediction Task (WPT), which can be solved using hippocampus‐ or striatum‐dependent learning strategies, to determine whether individuals with WS or DS exhibit similar profiles outside the spatial domain. Only 10% of individuals with WS or DS solved the WPT. We further assessed whether a concurrent memory task could promote reliance on procedural learning to solve the WPT in individuals with WS but found that the concurrent task did not improve performance. To understand how the probabilistic cue–outcome associations influences WPT performance, and whether individuals with WS or DS can ignore distractors, we assessed performance using a visual learning task with differing reward contingencies, and a modified WPT with unpredictive cues. Both probabilistic feedback and distractors negatively impacted the performance of individuals with WS or DS. These findings are consistent with deficits in hippocampus‐dependent learning and executive functions, and reveal the importance of congruent feedback and the minimization of distractors to optimize learning in these two populations. 10.1002/dev.22503 http://creativecommons.org/licenses/by/4.0/ |
| title | Why do individuals with Williams syndrome or Down syndrome fail the Weather Prediction Task? |
| topic | Developmental Psychobiology |
| url | https://onlinelibrary.wiley.com/doi/10.1002/dev.22503 |