Audrey Don - Academia.edu (original) (raw)
Papers by Audrey Don
We examined music and language abilities in a group of children with Williams syndrome (WS, n = 1... more We examined music and language abilities in a group of children with Williams syndrome (WS, n = 19) and a comparison group of normal children (n = 19) equivalent for receptive vocabulary. Consistent with previous reports and the model of Nonverbal Learning Disabilities (Rourke, 1989), the children with WS scored better on verbal than performance measures of the WISC-III, and performance on simpler verbal tasks (e.g., receptive vocabulary) was superior to performance on more complex verbal tasks (e.g., compre-hension). Performance on music tests was relatively good, being comparable to mental age based on recep-tive vocabulary and similar to that of the comparison group. Music and language abilities were moderately correlated for both groups of children. Compared to normal children, the WS group expressed greater liking of music and a greater range of emotional responses to music. The unusual constellation of characteristics that typifies individuals with Williams syndrome (WS) has c...
In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically ol... more In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically older form of learning that is important in early developmental processes (e.g., natural language acquisition, socialization) and relatively impervi-ous to individual differences in age and IQ. We examined implicit learning in a group of children and adults (9–49 years of age) with Williams syndrome (WS) and in a comparison group of typically developing individuals matched for chronologi-cal age. Participants were tested in an artificial-grammar learning paradigm and in a rotor-pursuit task. For both groups, implicit learning was largely independent of age. Both groups showed evidence of implicit learning but the comparison group outper-formed the WS group on both tasks. Performance advantages for the comparison group were no longer significant when group differences in working memory or nonverbal intelligence were held constant. Requests for reprints should be sent to Paul P. Wang, Pfizer...
This monograph describes interventions in a Native Alaska setting. The goal of the first study wa... more This monograph describes interventions in a Native Alaska setting. The goal of the first study was to provide a further test of the hypothesis that academic and practical intelligence may be, from an individual-differences standpoint, largely distinct constructs. The goal of the second study was to examine the efficacy of culturally-based triarchic teaching in comparison with conventional teaching of a geometry unit. The research represented a first attempt to apply triarchic teaching to a mathematics curriculum, as well as a first attempt to apply such teaching using materials adapted to a cultural setting different from that of mainstream U.S. culture, Yup'ik Eskimos in southwest Alaska.
Journal of Learning …, 1997
Persons with fetal alcohol syndrome (FAS) who are not mentally retarded often have difficulty qua... more Persons with fetal alcohol syndrome (FAS) who are not mentally retarded often have difficulty qualifying for special educational and vocational services. In this pilot study, 16 nonretarded young adults with FAS were divided into two groups–-one with average to above-average IQ and one with borderline to low-average IQ. Participants in both groups manifested clear deficits on neuropsychological measures sensitive to complex attention, verbal learning, and executive function. The frequency and severity of cognitive impairment demonstrated in both FAS groups were greater than what would have been predicted on the basis of IQ alone. The implications of these findings for identification and management of cognitive impairment in individuals with FAS are discussed.
… Research Center on …, 2002
This monograph describes the Music & Minds program, which was designed through the collaboration ... more This monograph describes the Music & Minds program, which was designed through the collaboration of educational psychology professors specializing in gifted and talented education with faculty members in music, drama, and creative movement. The purpose of the research was to ...
Developmental Neuropsychology, 2003
In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically ol... more In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically older form of learning that is important in early developmental processes (e.g., natural language acquisition, socialization) and relatively impervious to individual differences in age and IQ. We examined implicit learning in a group of children and adults (9-49 years of age) with Williams syndrome (WS) and in a comparison group of typically developing individuals matched for chronological age. Participants were tested in an artificial-grammar learning paradigm and in a rotor-pursuit task. For both groups, implicit learning was largely independent of age. Both groups showed evidence of implicit learning but the comparison group outperformed the WS group on both tasks. Performance advantages for the comparison group were no longer significant when group differences in working memory or nonverbal intelligence were held constant.
Child Neuropsychology, 1999
We examined music and language abilities in a group of children with Williams syndrome (WS, n = 1... more We examined music and language abilities in a group of children with Williams syndrome (WS, n = 19) and a comparison group of normal children (n = 19) equivalent for receptive vocabulary. Consistent with previous reports and the model of Nonverbal Learning Disabilities (Rourke, 1989), the children with WS scored better on verbal than performance measures of the WISC-III, and performance on simpler verbal tasks (e.g., receptive vocabulary) was superior to performance on more complex verbal tasks (e.g., compre-hension). Performance on music tests was relatively good, being comparable to mental age based on recep-tive vocabulary and similar to that of the comparison group. Music and language abilities were moderately correlated for both groups of children. Compared to normal children, the WS group expressed greater liking of music and a greater range of emotional responses to music. The unusual constellation of characteristics that typifies individuals with Williams syndrome (WS) has c...
In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically ol... more In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically older form of learning that is important in early developmental processes (e.g., natural language acquisition, socialization) and relatively impervi-ous to individual differences in age and IQ. We examined implicit learning in a group of children and adults (9–49 years of age) with Williams syndrome (WS) and in a comparison group of typically developing individuals matched for chronologi-cal age. Participants were tested in an artificial-grammar learning paradigm and in a rotor-pursuit task. For both groups, implicit learning was largely independent of age. Both groups showed evidence of implicit learning but the comparison group outper-formed the WS group on both tasks. Performance advantages for the comparison group were no longer significant when group differences in working memory or nonverbal intelligence were held constant. Requests for reprints should be sent to Paul P. Wang, Pfizer...
This monograph describes interventions in a Native Alaska setting. The goal of the first study wa... more This monograph describes interventions in a Native Alaska setting. The goal of the first study was to provide a further test of the hypothesis that academic and practical intelligence may be, from an individual-differences standpoint, largely distinct constructs. The goal of the second study was to examine the efficacy of culturally-based triarchic teaching in comparison with conventional teaching of a geometry unit. The research represented a first attempt to apply triarchic teaching to a mathematics curriculum, as well as a first attempt to apply such teaching using materials adapted to a cultural setting different from that of mainstream U.S. culture, Yup'ik Eskimos in southwest Alaska.
Journal of Learning …, 1997
Persons with fetal alcohol syndrome (FAS) who are not mentally retarded often have difficulty qua... more Persons with fetal alcohol syndrome (FAS) who are not mentally retarded often have difficulty qualifying for special educational and vocational services. In this pilot study, 16 nonretarded young adults with FAS were divided into two groups–-one with average to above-average IQ and one with borderline to low-average IQ. Participants in both groups manifested clear deficits on neuropsychological measures sensitive to complex attention, verbal learning, and executive function. The frequency and severity of cognitive impairment demonstrated in both FAS groups were greater than what would have been predicted on the basis of IQ alone. The implications of these findings for identification and management of cognitive impairment in individuals with FAS are discussed.
… Research Center on …, 2002
This monograph describes the Music & Minds program, which was designed through the collaboration ... more This monograph describes the Music & Minds program, which was designed through the collaboration of educational psychology professors specializing in gifted and talented education with faculty members in music, drama, and creative movement. The purpose of the research was to ...
Developmental Neuropsychology, 2003
In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically ol... more In comparison to explicit learning, implicit learning is hypothesized to be a phylogenetically older form of learning that is important in early developmental processes (e.g., natural language acquisition, socialization) and relatively impervious to individual differences in age and IQ. We examined implicit learning in a group of children and adults (9-49 years of age) with Williams syndrome (WS) and in a comparison group of typically developing individuals matched for chronological age. Participants were tested in an artificial-grammar learning paradigm and in a rotor-pursuit task. For both groups, implicit learning was largely independent of age. Both groups showed evidence of implicit learning but the comparison group outperformed the WS group on both tasks. Performance advantages for the comparison group were no longer significant when group differences in working memory or nonverbal intelligence were held constant.
Child Neuropsychology, 1999