- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- 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
Abstract and Keywords
This chapter draws together the plethora of findings from a decade of research on fragile X syndrome (FXS) in order to demonstrate how disruption to a single gene can impact across multiple levels (brain, cognitive, behavioral levels) and across developmental time. It begins by describing how some of the major advances in genetic, cognitive, and brain technologies have facilitated a decade of exploration of the gene–brain–behavior relationship in developmental disorders. It then illustrates the fruitfulness of this approach using the case of FXS. It focuses on the current knowledge of the fragile X cognitive phenotype and highlights the importance of using a cross-syndrome perspective to further delineate “signature” profiles. The chapter concludes with future research directions that specifically focus on comparisons of cross-syndrome performance over developmental time and the use of the cross-cultural context to delineate the contributions of similar genes within the context of different cultural environments to the developmental outcomes of different disorders.
Kim M. Cornish, Institute for Brain Development and Repair and Centre for Developmental Psychiatry & Psychology, Monash University.
Armando Bertone, Neuroscience Laboratory for Research in Education in Developmental Disorders, Department of Neurology and Neurosurgery, McGill University.
Cary S. Kogan, Department of Educational Psychology, McGill University.
Gaia Scerif, Department of Experimental Psychology, University of Oxford
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