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D'Aurizio G, Di Pompeo I, Passarello N, Troisi Lopez E, Sorrentino P, Curcio G, Mandolesi L. Visuospatial working memory abilities in children analyzed by the bricks game task (BGT). PSYCHOLOGICAL RESEARCH 2023; 87:2111-2119. [PMID: 36800010 PMCID: PMC9936130 DOI: 10.1007/s00426-023-01803-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 02/06/2023] [Indexed: 02/18/2023]
Abstract
The study of the development of visuospatial memory processes is useful for devising personalized educational interventions as well as for understanding the changes in cognitive functioning in an era characterized by technological progress. The present research is aimed at investigating spatial working memory ability in children that attended the first three years of primary school by means of the Brick Game Task (BGT), a novel visuospatial working memory test. BGT is a small-scale ecological test inspired by behavioral walking tasks with nine white bricks in different spatial configurations as well as to Corsi Block-Tapping test.228 Italian children (121 F; mean age: 7.22 ± 1.18) were assigned to three groups based on the primary school class attended: Group 1 (N = 85; 40 F; mean age 6.18 ± .5), Group 2 (N = 61; 36 F; mean age 7.2 ± .83), and Group 3 (N = 82; 44 F; mean age 8.32 ± .94). All participants were asked to complete the Digit Span test, the Corsi Block-Tapping test, and to explore the three spatial configurations of the BGT with the form of Matrix, M-BGT, Cluster, CL-BGT, Cross, CR-BGT.MANOVA revealed a main significant effect for Group (F12,434 = 15.06; p < .0001) indicating that the group of older obtained a better global executive performance than 1 and 2 groups. Multiple linear regression indicated that Corsi Block-Tapping test performance and Age significantly predicted the M-BGT score. Moreover, Corsi Block-Tapping test and Digit Span significantly predicted the CL-BGT performance, showing how a higher score results in a better CL- BGT performance. Finally, Corsi Block-Tapping test, Digit Span, and Age were positively associated with the CR- BGT performance. The present findings evidenced that novel BGT is a sensible visuospatial working memory task suggesting thus its use to assess the children's executive performance in ecological way. These results open to the development of personalized educational interventions.
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Affiliation(s)
- G D'Aurizio
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio - Loc. Coppito, 67100, L'Aquila, Italy
| | - I Di Pompeo
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio - Loc. Coppito, 67100, L'Aquila, Italy
| | - N Passarello
- Department of Humanities, University of Naples Federico II, Naples, Italy
| | - E Troisi Lopez
- Department of Motor Sciences and Wellness, University of Naples "Parthenope", Naples, Italy
| | - P Sorrentino
- Institut de Neurosciences Des Systemès, Aix-Marseille University, Marseille, France
| | - G Curcio
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, Via Vetoio - Loc. Coppito, 67100, L'Aquila, Italy.
| | - L Mandolesi
- Department of Humanities, University of Naples Federico II, Naples, Italy
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The RDoC approach for translational psychiatry: Could a genetic disorder with psychiatric symptoms help fill the matrix? the example of Prader-Willi syndrome. Transl Psychiatry 2020; 10:274. [PMID: 32772048 PMCID: PMC7415132 DOI: 10.1038/s41398-020-00964-6] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Revised: 07/20/2020] [Accepted: 07/24/2020] [Indexed: 12/11/2022] Open
Abstract
The Research Domain Criteria project (RDoc) proposes a new classification system based on information from several fields in order to encourage translational perspectives. Nevertheless, integrating genetic markers into this classification has remained difficult because of the lack of powerful associations between targeted genes and RDoC domains. We hypothesized that genetic diseases with psychiatric manifestations would be good models for RDoC gene investigations and would thereby extend the translational approach to involve targeted gene pathways. To explore this possibility, we reviewed the current knowledge on Prader-Willi syndrome, a genetic disorder caused by the absence of expression of some of the genes of the chromosome 15q11-13 region inherited from the father. Indeed, we found that the associations between genes of the PW locus and the modification identified in the relevant behavioral, physiological, and brain imaging studies followed the structure of the RDoC matrix and its six domains (positive valence, negative valence, social processing, cognitive systems, arousal/regulatory systems, and sensorimotor systems).
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Sorrentino P, Lardone A, Pesoli M, Liparoti M, Montuori S, Curcio G, Sorrentino G, Mandolesi L, Foti F. The Development of Spatial Memory Analyzed by Means of Ecological Walking Task. Front Psychol 2019; 10:728. [PMID: 30984092 PMCID: PMC6450422 DOI: 10.3389/fpsyg.2019.00728] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2018] [Accepted: 03/15/2019] [Indexed: 01/05/2023] Open
Abstract
The present study is aimed at investigating the development of spatial memory in pre-school children aged 4–6 years using an ecological walking task with multiple rewards. The participants were to explore an open space in order to find nine rewards placed in buckets arranged in three spatial configurations: a Cross, a 3 × 3 Matrix, and a Cluster composed of three groups of three buckets each. Clear age-related improvements were evident in all the parameters analyzed. In fact, there was a general trend for younger children to display worse performance than the older ones. Moreover, males performed better than females in both the search efficiency and visiting all buckets. Additionally, the search efficiency proved to be a function of the difficulty of the configuration to be explored: the Matrix and Cluster configurations were easier to explore than the Cross configuration. Taken altogether, the present findings suggest that there is a general improvement in the spatial memory abilities in preschoolers and that solving an open space task could be influenced by gender. Moreover, it can be proposed that both the procedural competences and the memory load requested to explore a specific environment are determined by its specific features.
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Affiliation(s)
- Pierpaolo Sorrentino
- Department of Engineering, Università degli Studi di Napoli Parthenope, Naples, Italy
| | - Anna Lardone
- Department of Movement Sciences and Wellbeing, Università degli Studi di Napoli Parthenope, Naples, Italy
| | - Matteo Pesoli
- Department of Movement Sciences and Wellbeing, Università degli Studi di Napoli Parthenope, Naples, Italy
| | - Marianna Liparoti
- Department of Movement Sciences and Wellbeing, Università degli Studi di Napoli Parthenope, Naples, Italy
| | - Simone Montuori
- Department of Movement Sciences and Wellbeing, Università degli Studi di Napoli Parthenope, Naples, Italy
| | - Giuseppe Curcio
- Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, L'Aquila, Italy
| | - Giuseppe Sorrentino
- Department of Movement Sciences and Wellbeing, Università degli Studi di Napoli Parthenope, Naples, Italy.,Istituto di Diagnosi e Cura Hermitage Capodimonte, Naples, Italy.,Institute of Applied Sciences and Intelligent Systems, CNR, Naples, Italy
| | - Laura Mandolesi
- Department of Humanistic Studies, University Federico II, Naples, Italy
| | - Francesca Foti
- Department of Medical and Surgical Sciences, Università degli studi Magna Græcia di Catanzaro, Catanzaro, Italy
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Chevalère J, Jauregi J, Copet P, Laurier V, Thuilleaux D, Postal V. Investigation of the relationship between electrodermal and behavioural responses to executive tasks in Prader-Willi syndrome: An event-related experiment. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 85:229-242. [PMID: 30590308 DOI: 10.1016/j.ridd.2018.11.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2018] [Revised: 11/12/2018] [Accepted: 11/30/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Recent work suggests that maladaptive behaviors in genetic developmental disorders may emerge from autonomic dysfunctions impacting higher order executive functions. In Prader-Willi syndrome (PWS), executive functions are not well understood and investigations of possible underlying causes at the autonomic level are lacking. AIMS This study aimed at clarifying the status of inhibition and working memory updating functions in PWS and searched for sympathetic signatures as well as to examine their links with executive performance. METHODS AND PROCEDURES The performance of thirty adults with PWS was compared to that of thirty healthy adults on two tasks assessing inhibition and working memory updating while electrodermal activity (EDA) was recorded. OUTCOMES AND RESULTS PWS adults underperformed healthy adults in the inhibition and the working memory updating tasks and showed abnormal skin conductance responses. Distinct EDA have been found in PWS and healthy adults. Furthermore, while EDA reflected distinct cognitive processes, correlations between electrodermal and behavioural data were absent when examining the two groups separately. CONCLUSIONS AND IMPLICATIONS PWS is associated with a slight impairment of inhibition and a severe impairment of working memory updating. Furthermore, there are specific sympathetic autonomic signatures in PWS that do not present straightforward links with executive dysfunctions.
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Affiliation(s)
- J Chevalère
- Univ. Bordeaux, Laboratoire de Psychologie, EA 4139, F33076, Bordeaux, France.
| | - J Jauregi
- Euskal Herriko Unibertsitatea, Paseo de Arriola 2, 20018, San Sebastián, Spain; AP-HP Hôpital Marin, BP 40139, 64700, Hendaye, France.
| | - P Copet
- AP-HP Hôpital Marin, BP 40139, 64700, Hendaye, France.
| | - V Laurier
- AP-HP Hôpital Marin, BP 40139, 64700, Hendaye, France.
| | - D Thuilleaux
- AP-HP Hôpital Marin, BP 40139, 64700, Hendaye, France.
| | - V Postal
- Univ. Bordeaux, Laboratoire de Psychologie, EA 4139, F33076, Bordeaux, France.
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Foti F, Menghini D, Alfieri P, Costanzo F, Mandolesi L, Petrosini L, Vicari S. Learning by observation and learning by doing in Down and Williams syndromes. Dev Sci 2017; 21:e12642. [PMID: 29280247 DOI: 10.1111/desc.12642] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2016] [Accepted: 10/19/2017] [Indexed: 12/15/2022]
Abstract
New skills may be learned by active experience (experiential learning or learning by doing) or by observation of others' experience (learning by observation). In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and learning by doing in two clinical populations with different etiology of intellectual disability (ID), as individuals with Down syndrome (DS) and individuals with Williams syndrome (WS), with the hypothesis that specific profiles of learning may be found in each syndrome. To this end, we used a mixture of new and existing data to compare the performances of 24 individuals with DS, 24 individuals with WS and 24 typically developing children on computerized tasks of learning by observation or learning by doing. The main result was that the two groups with ID exhibited distinct patterns of learning by observation. Thus, individuals with DS were impaired in reproducing the previously observed visuo-motor sequence, while they were as efficient as TD children in the experiential learning task. On the other hand, individuals with WS benefited from the observational training while they were severely impaired in detecting the visuo-motor sequence in the experiential learning task (when presented first). The present findings reinforce the syndrome-specific hypothesis and the view of ID as a variety of conditions in which some cognitive functions are more disrupted than others because of the differences in genetic profile and brain morphology and functionality. These findings have important implications for clinicians, who should take into account the genetic etiology of ID in developing learning programs for treatment and education.
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Affiliation(s)
- Francesca Foti
- Department of Medical and Surgical Sciences, Magna Graecia University of Catanzaro, Catanzaro, Italy.,Department of Psychology, "Sapienza" University of Rome, Rome, Italy.,IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Deny Menghini
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Paolo Alfieri
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Floriana Costanzo
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
| | - Laura Mandolesi
- IRCCS Fondazione Santa Lucia, Rome, Italy.,Department of Motor Science and Wellness, University Parthenope, Naples, Italy
| | - Laura Petrosini
- Department of Psychology, "Sapienza" University of Rome, Rome, Italy.,IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Stefano Vicari
- Child Neuropsychiatry Unit, Neuroscience Department, Children's Hospital Bambino Gesù, Rome, Italy
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