- Oxford Library of Psychology
- [UNTITLED]
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
- Behavioral Genetics, Genomics, Intelligence, and Mental Retardation
- The Contribution of Developmental Models Toward Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
- Linking Genes to Cognition: The Case of Fragile X Syndrome
- The Organization and Development of Spatial Representation: Insights from Williams Syndrome
- Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
- Memory and Learning in Intellectual Disabilities
- Short-term Memory and Working Memory in Mental Retardation
- Executive Function Across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
- Musical Ability and Developmental Disorders
- Brain-based Methods in the Study of Developmental Disabilities: Examples from Event-related Potentials and Magnetic Resonance Imaging Research
- Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Language Development in Fragile X Syndrome: Syndrome-specific Features, Within-syndrome Variation, and Contributing Factors
- Language Development in Williams Syndrome
- Emotional Development in Children with Developmental Disabilities
- Socioemotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
- The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
- Family Well-being and Children with Intellectual Disability
- Dyadic Interaction Between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
- Parenting and Intellectual Disability: An Attachment Perspective
- Children with Down Syndrome: Parents' Perspectives
- Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
- Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
- On Knowing More: Future Issues for Developmental Approaches to Understanding Persons with Intellectual Disability
- Index
Abstract and Keywords
This chapter discusses the ways in which research findings about the genetic, developmental, neuroanatomical, and behavioral characteristics of persons with Williams syndrome (WS) are incorporated into theoretical models of gene—environment interactions, and it critically evaluates the rationale and assumptions of each approach. It demonstrates that, despite the wealth of findings from research into WS, developmental questions concerning the link of genes to behavioral outcomes are yet to be resolved. The chapter discusses three approaches to the neurocognitive study of WS, including neuropsychological approaches; bridging gene, brain, and cognition; and developmental approaches. Differences in objectives, assumptions, hypotheses, and consequently, the in methodology of these approaches are addressed. The analysis will focus on how these approaches apply to WS as an illustration of their broader applicability to special populations in general.
Keywords: Williams syndrome, neuropsychological approaches, bridging approach, cognition, gene-to-behavior mapping
Mayada Elsabbagh, Centre for Brain and Cognitive Development, Birkbeck, University of London.
Annette Karmiloff-Smith, Birkbeck Centre for Brain & Cognitive Development, University of London
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
Please subscribe or login to access full text content.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.
For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.
- Oxford Library of Psychology
- [UNTITLED]
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
- Behavioral Genetics, Genomics, Intelligence, and Mental Retardation
- The Contribution of Developmental Models Toward Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
- Linking Genes to Cognition: The Case of Fragile X Syndrome
- The Organization and Development of Spatial Representation: Insights from Williams Syndrome
- Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
- Memory and Learning in Intellectual Disabilities
- Short-term Memory and Working Memory in Mental Retardation
- Executive Function Across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
- Musical Ability and Developmental Disorders
- Brain-based Methods in the Study of Developmental Disabilities: Examples from Event-related Potentials and Magnetic Resonance Imaging Research
- Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Language Development in Fragile X Syndrome: Syndrome-specific Features, Within-syndrome Variation, and Contributing Factors
- Language Development in Williams Syndrome
- Emotional Development in Children with Developmental Disabilities
- Socioemotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
- The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
- Family Well-being and Children with Intellectual Disability
- Dyadic Interaction Between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
- Parenting and Intellectual Disability: An Attachment Perspective
- Children with Down Syndrome: Parents' Perspectives
- Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
- Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
- On Knowing More: Future Issues for Developmental Approaches to Understanding Persons with Intellectual Disability
- Index
