Environmental sound recognition by timbre in children with Williams syndrome

Anecdotal reports have described children with Williams syndrome (WS) as presenting outstanding skills for recognizing environmental sounds by their timbre. This has led to suggest that the skills for environmental sound recognition by timbre are highly developed in WS. Furthermore, the term hyperti...

Descripción completa

Detalles Bibliográficos
Autores: Martínez Castilla, Pastora, García Nogales, Mª Ángeles, Campos, Ruth, Rodríguez González, Manuel
Tipo de recurso: artículo
Fecha de publicación:2014
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/30620
Acceso en línea:https://hdl.handle.net/20.500.14468/30620
Access Level:acceso abierto
Palabra clave:61 Psicología
Williams syndrome
Environmental sound recognition
Timbre
Phenotypic profile
Modularity
id ES_e0e2acf18a82f4579bbf8df0fecbeaa9
oai_identifier_str oai:e-spacio.uned.es:20.500.14468/30620
network_acronym_str ES
network_name_str España
repository_id_str
spelling Environmental sound recognition by timbre in children with Williams syndromeMartínez Castilla, PastoraGarcía Nogales, Mª ÁngelesCampos, RuthRodríguez González, Manuel61 PsicologíaWilliams syndromeEnvironmental sound recognitionTimbrePhenotypic profileModularityAnecdotal reports have described children with Williams syndrome (WS) as presenting outstanding skills for recognizing environmental sounds by their timbre. This has led to suggest that the skills for environmental sound recognition by timbre are highly developed in WS. Furthermore, the term hypertimbria has been proposed to refer to this feature. However, no academic research has assessed these skills in WS. This study therefore aimed to contrast the reports on the highly developed skills for environmental sound recognition by timbre in children with WS. An environmental sound recognition task was administered to children with WS, children with Down syndrome of the same chronological age and cognitive level, and chronological age-matched typically developing children. Participants with WS performed significantly lower than their typically developing peers and no significant differences were found between the WS and Down syndrome groups. Unlike previous reports, this study points out that in WS environmental sound recognition by timbre does not constitute a phenotypic strength either in absolute or relative terms. Results suggest that children with WS do not present hypertimbria or preserved skills for timbre recognition. We discuss the implications of these results for theories of cognitive modularity.Taylor & FrancisMinistry of Education and Science of the Spanish GovernmentDepartment of Basic Psychology (Universidad Autónoma de Madrid)e-Spacio UNED20252025-10-2720142014-01-1620142014-01-16journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/30620reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/306202026-06-06T12:38:31Z
dc.title.none.fl_str_mv Environmental sound recognition by timbre in children with Williams syndrome
title Environmental sound recognition by timbre in children with Williams syndrome
spellingShingle Environmental sound recognition by timbre in children with Williams syndrome
Martínez Castilla, Pastora
61 Psicología
Williams syndrome
Environmental sound recognition
Timbre
Phenotypic profile
Modularity
title_short Environmental sound recognition by timbre in children with Williams syndrome
title_full Environmental sound recognition by timbre in children with Williams syndrome
title_fullStr Environmental sound recognition by timbre in children with Williams syndrome
title_full_unstemmed Environmental sound recognition by timbre in children with Williams syndrome
title_sort Environmental sound recognition by timbre in children with Williams syndrome
dc.creator.none.fl_str_mv Martínez Castilla, Pastora
García Nogales, Mª Ángeles
Campos, Ruth
Rodríguez González, Manuel
author Martínez Castilla, Pastora
author_facet Martínez Castilla, Pastora
García Nogales, Mª Ángeles
Campos, Ruth
Rodríguez González, Manuel
author_role author
author2 García Nogales, Mª Ángeles
Campos, Ruth
Rodríguez González, Manuel
author2_role author
author
author
dc.contributor.none.fl_str_mv Ministry of Education and Science of the Spanish Government
Department of Basic Psychology (Universidad Autónoma de Madrid)
e-Spacio UNED
dc.subject.none.fl_str_mv 61 Psicología
Williams syndrome
Environmental sound recognition
Timbre
Phenotypic profile
Modularity
topic 61 Psicología
Williams syndrome
Environmental sound recognition
Timbre
Phenotypic profile
Modularity
description Anecdotal reports have described children with Williams syndrome (WS) as presenting outstanding skills for recognizing environmental sounds by their timbre. This has led to suggest that the skills for environmental sound recognition by timbre are highly developed in WS. Furthermore, the term hypertimbria has been proposed to refer to this feature. However, no academic research has assessed these skills in WS. This study therefore aimed to contrast the reports on the highly developed skills for environmental sound recognition by timbre in children with WS. An environmental sound recognition task was administered to children with WS, children with Down syndrome of the same chronological age and cognitive level, and chronological age-matched typically developing children. Participants with WS performed significantly lower than their typically developing peers and no significant differences were found between the WS and Down syndrome groups. Unlike previous reports, this study points out that in WS environmental sound recognition by timbre does not constitute a phenotypic strength either in absolute or relative terms. Results suggest that children with WS do not present hypertimbria or preserved skills for timbre recognition. We discuss the implications of these results for theories of cognitive modularity.
publishDate 2014
dc.date.none.fl_str_mv 2014
2014-01-16
2014
2014-01-16
2025
2025-10-27
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/30620
url https://hdl.handle.net/20.500.14468/30620
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869422242940583936
score 15,812429

Similares en LA Referencia