Adults With Down Syndrome Performed Repetitive Movements Fast With Continuous Music Cues

2014 ◽  
Vol 2 (3) ◽  
pp. 47-54 ◽  
Author(s):  
Shannon D.R. Ringenbach ◽  
Kristina Zimmerman ◽  
Chih Chia Chen ◽  
Genna M. Mulvey ◽  
Simon D. Holzapfel ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Visual Cues ◽  
The Other ◽  
Chronological Age ◽  
Mental Age ◽  
Repetitive Movements ◽  
Continuous Movements ◽  
Visual Conditions

The present study used a synchronization-continuation paradigm during continuous bimanual drumming with different cues in 17 persons with Down syndrome, eight typical persons with similar mental age and eight typical persons with similar chronological age. The task required participants to hit two drums with their hands at the same time following music (e.g., a tune with various decibel drum beats), auditory (e.g., sound of drumbeat), verbal (e.g., voice saying “drum”), and visual (e.g., video of both hands moving up and down and hitting the drums together) cues for 10 seconds, then continue drumming in the absence of cues for another 10 seconds. In general, when all groups were following the music cues their movements were faster as compared with their movements in the auditory, verbal, and visual conditions. In addition, when following visual cues all groups produced more accurate and consistently coordinated movements than with the other cue types. Further, participants with Down syndrome often stopped moving when the pacing cues were eliminated indicating a need for continuous cues for continuous movements.

Adults with Down Syndrome Benefit from Visual Instructions for Spatial-Temporal Aspects of Drumming

2006 ◽  
Vol 23 (1) ◽  
pp. 78-93 ◽  
Author(s):  
Shannon D. Ringenbach ◽  
Anna Balp-Riera
Keyword(s):  
Down Syndrome ◽  
The Other ◽  
Chronological Age ◽  
Mental Age ◽  
Temporal Aspects ◽  
Temporal Measures ◽  
Visual Instructions

Ten adults with Down syndrome (DS), 10 mental age-matched, and 10 chronological age-matched participants drummed continuously with both hands for 10 s in response to verbal in-phase (”up,” “down”) and anti-phase (”left,” “right”), visual in-phase (video of both drumsticks moving up and down together) and anti-phase (video of the left, then right drumstick hitting each drum), and auditory in-phase (sound of both drums being hit, then cymbal being hit) and anti-phase (sound of one drum being hit, then the other drum being hit) instructions. Timing and coordination consistency were similar for in-phase and anti-phase drumming for adults with DS, whereas in-phase was more consistent than anti-phase drumming for CA. In addition, spatial-temporal measures showed performance advantages when using visual instructions.

Melodic Memory Tests: A Comparison of Normal Children and Mental Defectives

1975 ◽  
Vol 23 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Arlette Zenatti
Keyword(s):  
Memory Test ◽  
Normal Group ◽  
The Other ◽  
Chronological Age ◽  
Normal Children ◽  
Memory Tests ◽  
Normal Intelligence ◽  
Mental Age ◽  
Mental Defectives ◽  
Age Range

A melodic memory test divided into two series, one tonal and the other atonal, was given to 480 children of normal intelligence and 396 mental defectives. The normal group ranged in age between 5 years, 6 months, and 16 years, 6 months. The defectives (IQs between 50 and 85) had an age range of 8 years, 4 months, to 16 years, 6 months. The results demonstrated that the acuity of perceptive discrimination in the defectives was clearly inferior to that of the normal children of the same chronological age and approximated that of normal children of the same mental age. Tonal acculturation was shown by a significantly easier discrimination in the tonal series, in relation to the mental age of the subjects.

Effects of maintaining and redirecting infant attention on the production of referential communication in infants with and without Down syndrome

2002 ◽  
Vol 29 (1) ◽  
pp. 23-48 ◽  
Author(s):  
MARIA LEGERSTEE ◽  
JEAN VARGHESE ◽  
YOLANDA VAN BEEK
Keyword(s):  
Down Syndrome ◽  
Joint Attention ◽  
Attentional Focus ◽  
Referential Communication ◽  
The Other ◽  
Typically Developing ◽  
Mental Age ◽  
Communicative Interactions ◽  
Interactive Strategies ◽  
Infant Attention

The effects of maternal interactive styles on the production of referential communication were assessed in four groups of infants whose chronological ages ranged between 0;6 and 1;8. Two groups of infants with Down syndrome (DS), one (n = 11) with a mean mental age (MA) of 0;8.6, and the other (n = 11) of 1;4.5, were matched on MA with two groups (n = 10 each) of typically developing infants. Infants were seen bi-monthly, for 8 months, with mothers, same-aged peers, and mothers of the peers. Results showed that High MA non-Down syndrome (ND) infants produced more words, and High MA DS infants produced more gestures when playing with mothers than peers. Mothers exhibited more attentional maintaining behaviours than peers, in particular to High MA infants, but they redirected the attentional focus of Low MA infants more. Sequential loglinear analyses revealed interesting contingencies between the interactive strategies of mothers and the referential communicative behaviours of their infants. Whereas maintaining attention increased, redirecting attention decreased the likelihood of the production of gestures and words in children. However, redirecting attention was followed by maintaining attention. Thus, mothers redirect the attentional focus in order to promote joint attention and referential communication. Furthermore, words and gestures of the children also promote joint attention in mothers. This highlights the reciprocal nature of these dynamic communicative interactions.

Remembering Spatial Locations: Effects of Material and Intelligence

1995 ◽  
Vol 80 (2) ◽  
pp. 499-503 ◽  
Author(s):  
Gesualdo M. Zucco ◽  
Alessandra Tessari ◽  
Salvatore Soresi
Keyword(s):  
Down Syndrome ◽  
Mental Retardation ◽  
Spatial Location ◽  
Chronological Age ◽  
Normal Children ◽  
Mental Age ◽  
Abstract Words ◽  
Encoding Strategies ◽  
Spatial Locations ◽  
Concrete Words

The aim of the present work was to test some of the criteria for automaticity of spatial-location coding claimed by Hasher and Zacks, particularly individual differences (as intelligence invariance) and effortful encoding strategies. Two groups of subjects, 15 with mental retardation (Down Syndrome, mean chronological age, 20.9 yr.; mean mental age, 11.6 yr.) and 15 normal children (mean age, 11.5 yr.), were administered four kinds of stimuli (pictures, concrete words, nonsense pictures, and abstract words) at one location on a card. Subsequently, subjects were presented the items on the card's centre and were required to place the items in their original locations. Analysis indicated that those with Down Syndrome scored lower than normal children on the four tasks and that stimuli were better or worse remembered according to their characteristics, e.g., their imaginability. Results do not support some of the conditions claimed to be necessary criteria for automaticity in the recall of spatial locations as stated by Hasher and Zacks.

Prolongation of Simple Manual and Vocal Reaction Times in Down Syndrome

1991 ◽  
Vol 8 (3) ◽  
pp. 234-241 ◽  
Author(s):  
Sheila E. Henderson ◽  
Sheelagh M. Illingworth ◽  
John Allen
Keyword(s):  
Down Syndrome ◽  
Reaction Time ◽  
Reaction Times ◽  
Intellectual Ability ◽  
The Other ◽  
Control Group ◽  
Control Groups ◽  
Handicapped Children ◽  
Vocal Responses ◽  
Mental Age

This study addressed the question of whether there is a specific reaction time deficit in individuals with Down syndrome. To investigate this question, the manual and vocal reaction times of 18 Down syndrome and 2 control groups were compared. One control group consisted of intellectually handicapped children matched on intellectual ability, the other consisted of younger nonhandicapped children also of similar mental age. The results confirmed that a specific RT deficit does indeed exist and is present for both manual and vocal responses.

Intermodal perception of affect in persons with autism or Down syndrome

1995 ◽  
Vol 7 (3) ◽  
pp. 409-418 ◽  
Author(s):  
Katherine A. Loveland ◽  
Belgin Tunali-Kotoski ◽  
Richard Chen ◽  
Kristin A. Brelsford ◽  
Juliana Ortegon ◽  
...  
Keyword(s):  
Down Syndrome ◽  
The Other ◽  
Group Differences ◽  
Linguistic Information ◽  
Mental Age ◽  
Autism Group ◽  
Intermodal Perception ◽  
Better Than

AbstractPersons with autism (n = 28) or Down syndrome (n = 30) took part in a study of the ability to detect intermodal correspondence between facial and vocal/linguistic information for affect. Participants viewed 24 split-screen images of an individual talking and displaying a different affect on each side of the display (happy, sad, angry, surprised, or neutral). The vocal track, matching one affect (i.e., one side of the split-screen) but not the other, was played from a central speaker. Subjects were asked to point to the side matching the vocal track. The vocal track was desynchronized with both sides, so that rhythmic synchrony was greatly reduced and subjects must use affect to make their choices. In the first control condition, rhythmic synchrony information was restored. In a second control condition, inanimate objects and their sounds were presented. In the experimental condition, when verbal mental age and IQ were taken into account, the autism group performed more poorly than did the Down syndrome group in detecting intermodal correspondence of face and voice. When rhythmic synchrony information was available, both groups' performances improved, with the Down syndrome group performing slightly better than the group with autism. There were no group differences in the condition using inanimate objects. Results suggest that persons with autism may have difficulty detecting intermodal correspondence of facial and vocal/linguistic affect.

Chronological Age and Receptive Vocabulary of Persons with down Syndrome

1998 ◽  
Vol 82 (3) ◽  
pp. 723-726 ◽  
Author(s):  
Bruno Facon ◽  
Jean-Claude Grubar ◽  
Christine Gardez
Keyword(s):  
Down Syndrome ◽  
Mental Retardation ◽  
Receptive Vocabulary ◽  
Chronological Age ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
French Version ◽  
Mental Age ◽  
Mental Maturity ◽  
The Relationship

The Test de Vocabulaire en Images (the French version of the Peabody Picture Vocabulary Test) and the Columbia Mental Maturity Scale were administered to 29 participants with Down syndrome aged 6.1 yr. to 13.0 yr. Analysis indicated a significant association between chronological age and the Test de Vocabulaire en Images mental age. This finding seems to suggest that the relationship between chronological age and the receptive vocabulary of persons with mental retardation is not specific to etiology.

scholarly journals Effects of Dose Frequency of Early Communication Intervention in Young Children With and Without Down Syndrome

2014 ◽  
Vol 119 (1) ◽  
pp. 17-32 ◽  
Author(s):  
Paul Yoder ◽  
Tiffany Woynaroski ◽  
Marc Fey ◽  
Steven Warren
Keyword(s):  
Down Syndrome ◽  
Low Dose ◽  
Communication Intervention ◽  
Chronological Age ◽  
High Dose ◽  
Dose Frequency ◽  
Early Communication ◽  
Mental Age ◽  
Vocabulary Growth ◽  
To Receive

Abstract Children with intellectual disability were randomly assigned to receive Milieu Communication Teaching (MCT) at one 1-hr session per week (low dose frequency, LDF) or five 1-hr sessions per week (high dose frequency, HDF) over 9 months (Fey, Yoder, Warren, & Bredin-Oja, 2013. Non-Down syndrome (NDS) and Down syndrome (DS) subgroups were matched on intelligence, mental age, and chronological age. The NDS group had significantly more growth in spoken vocabulary than the DS group. In the DS subgroup, the HDF group had more spoken vocabulary growth than the LDF group when IQ was controlled. In both etiological subgroups, the HDF group yielded greater vocabulary production outcomes than the LDF group for children who played functionally with a range of objects.

Receptive number morphosyntax in children with Down syndrome

2020 ◽  
Vol 12 (4) ◽  
pp. 679-704
Author(s):  
ROBERTO A. ABREU-MENDOZA ◽  
TANIA JASSO ◽  
ELIA E. SOTO-ALBA ◽  
NATALIA ARIAS-TREJO
Keyword(s):  
Down Syndrome ◽  
Eye Movement ◽  
Receptive Vocabulary ◽  
Chronological Age ◽  
Numerical Comparison ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Spanish Speaking ◽  
Mental Age

ABSTRACTThis study investigated the comprehension of plural morphosyntactic markers and its relationship with numerical comparison abilities in children with Down syndrome (DS). It evaluated 16 Spanish-speaking children with DS (mean verbal mental age = 3;6) and 16 typically developing children with similar receptive vocabulary (mean chronological age = 3;5). Children participated in two preferential looking tasks assessing their abilities to map singular and plural markers to their visual referents and to distinguish one object from more than one. Results showed that both groups of children correctly mapped plural markers to their referents but failed to map singular ones. Furthermore, results also indicated that both groups also looked at collections of more than one object with four objects but not at those with two. The eye movement patterns of children who looked at collections of more than one object suggest a counting-like strategy. These results indicate that comprehension of plural markers of children with DS is similar to that of their typically developing peers; however, it is not related to their numerical abilities.

Sign in / Sign up

Export Citation Format

Share Document