Skip to main content Accessibility help
×
Hostname: page-component-7479d7b7d-qlrfm Total loading time: 0 Render date: 2024-07-12T04:30:21.880Z Has data issue: false hasContentIssue false

5 - Language development in children with Williams syndrome: New insights from cross-linguistic research

Published online by Cambridge University Press:  04 August 2010

Marcia A. Barnes
Affiliation:
University of Texas Health Science Center, Houston
Get access

Summary

Introduction

Williams syndrome (WS) is a genetically based neurodevelopmental disorder, which is caused by a microdeletion of chromosome 7, more specifically, at the region of chromosome 7q11.23 (Doll & Grzeschik, 2001; Ewart et al., 1993; Korenberg et al., 2000). Due to its uneven cognitive profile, WS has recently been the focus of scientific research in the field of developmental cognitive neuroscience (Clahsen & Almazan, 1998; Clahsen & Temple, 2003; Jordan et al., 2002; Thomas et al., 2001). Impaired visuo-spatial cognition, planning, and problem solving co-occur with relatively spared abilities in the domain of language, social cognition, and face processing (Bellugi et al., 1988; Karmiloff-Smith, 1998; Karmiloff-Smith et al., 1997; Mervis et al., 2000; Tager-Flusberg et al., 2003; Tager-Flusberg & Sullivan, 2000).

There is much controversy surrounding the status and development of the relatively spared cognitive abilities in WS, especially language. More specifically, some researchers argue that language development in WS (and other developmental disorders) reflects the abnormal development of the entire cognitive system (Karmiloff-Smith, 1998; Thomas et al., 2001; Thomas & Karmiloff-Smith, 2002). Consequently, the developmental pattern in WS is expected to be qualitatively different from typical development. If this is the case, then there should not be selective preservation of cognitive abilities in WS while the rest of the system develops abnormally. In other words, there should be no evidence for “residual normality” in WS (Thomas & Karmiloff-Smith, 2002).

Type
Chapter
Information
Genes, Brain and Development
The Neurocognition of Genetic Disorders
, pp. 105 - 121
Publisher: Cambridge University Press
Print publication year: 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bartke, S. (2004). Passives in German children with Williams syndrome. In Bartke, S. & Siegmuller, J. (Eds.), Williams Syndrome Across Languages. Amsterdam/Philadelphia: John Benjamins.CrossRefGoogle Scholar
Bellugi, U., Marks, S., Bihrle, A., & Sabo, H. (1988). Dissociation between language and cognitive functions in Williams syndrome. In Bishop, D. & Mogford, K. (Eds.). Language Development in Exceptional Circumstances. London: Churchill Livingstone.Google Scholar
Bishop, D. (1989). Test for the Reception of Grammar, 2nd edn. Manchester, UK: Chapel Press.Google Scholar
Borer, H. & Wexler, K. (1987). The maturation of syntax, In Rooper, T. & Williams, E. (Eds.), Parameter Setting. Dordrecht: Reiedel Publishing Company.Google Scholar
Borer, H. & Wexler, K. (1992). Bi-unique relations and the maturation of grammatical principles. Natural Language and Linguistic Theory, 10, 147–89.CrossRefGoogle Scholar
Brock, J. (2007). Language abilities in Williams syndrome: A critical review. Development and Psychopathology, 19, 97–127.CrossRefGoogle ScholarPubMed
Browing, M. (1987). Null operator constructions. Unpublished Doctoral Dissertation, Massachusetts Institute of Technology, Cambridge.
Chomsky, N. (1981). Lectures on Government and Binding. Dordecht: Foris.Google Scholar
Chomsky, N. (1986). Knowledge of Language: Its Nature, Origin and Use. New York: Praeger.Google Scholar
Clahsen, H. & Almazan, A. (1998). Syntax and morphology in children with Williams syndrome. Cognition, 68, 167–98.CrossRefGoogle ScholarPubMed
Clahsen, H., Ring, M., & Temple, C. (2004). Lexical and morphological skills in English-speaking children with Williams syndrome. In Bartke, S. & Siegmuller, J. (Eds.), Williams Syndrome Across Languages. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Clahsen, H. & Temple, C. (2003). Words and rules in Williams syndrome. In Levy, Y. & Schaeffer, J. (Eds.), Language Competence Across Populations. Hillsdale, NJ: Erlbaum.Google Scholar
Crain, S. & Thornton, R. (1998). Investigations in Universal Grammar. Cambridge MA: MIT Press.Google Scholar
Doll, A. & Grzeschik, K. H. (2001). Characterization of two novel genes, WBSCR20 and WBSCR22 deleted in Williams-Beuren syndrome. Cytogenesis and Cell Genetics, 95, 20–7.CrossRefGoogle ScholarPubMed
Ewart, A. K., Morris, C. A., Atkinson, D., et al. (1993). Hemizygosity at the elastin locus in a developmental disorder, Williams syndrome. Nature Genetics, 5, 11–6.CrossRefGoogle Scholar
Georgas, D., Paraskevopoulos, I., Bezevengis, I., & Giannitsas, N. (1997). Guidelines for the Greek WISC III. Athens: Ellinika Grammata.Google Scholar
Gleitman, L. R. (1990). The structural sources of verb meanings. Language Acquisition, 1, 3–55.CrossRefGoogle Scholar
Guasti, M. T. & Shlonsky, R. (1995). The acquisition of French relatives reconsidered. Language Acquisition, 4, 257–76.CrossRefGoogle Scholar
Joffe, V. L. & Varlokosta, S. (2007). Patterns of syntactic development in children with Williams syndrome and Down's syndrome: Evidence from passives and Wh-questions. Clinical Linguistics and Phonetics, 21(9), 705–27.CrossRefGoogle ScholarPubMed
Jordan, H., Reiss, J. E., Hoffman, J. E., & Landau, B. (2002). Intact perception of biological motion in the face of profound spatial deficits: Williams syndrome. Psychological Science, 13(2), 162–7.CrossRefGoogle ScholarPubMed
Karmiloff-Smith, A. (1998). Development itself is the key to understand developmental disorders. Trends in Cognitive Sciences, 2, 389–398.CrossRefGoogle Scholar
Karmiloff-Smith, A., Klima, E., Bellugi, U., Grant, G., & Baron-Cohen, S. (1997). Is there a social module? Language, face processing and theory of mind in individuals with Williams syndrome. Journal of Cognitive Neuroscience, 7, 196–208.CrossRefGoogle Scholar
Karmiloff-Smith, A., Tyler, L., Voice, K., et al. (1998). Linguistic dissociations in WS: Evaluating receptive syntax in on-line and off-line tasks. Neuropsychologia, 36, 343–51.CrossRefGoogle ScholarPubMed
Korenberg, J. R., Chen, X.-N., Hirota, H., et al. (2000). Genome structure and cognitive map of Williams syndrome. Journal of Cognitive Neuroscience, 12, S89-S107.CrossRefGoogle ScholarPubMed
Mervis, C. B., Robinson, B. E., Bertand, J., Morris, C. A., Klein-Tasman, B. P., & Armstrong, S. C. (2000). The Williams syndrome cognitive profile. Brain and Cognition, 44, 604–28.CrossRefGoogle ScholarPubMed
Mervis, C. B., Robinson, B. E., Rowe, M., Becerra, A., & Klein-Tasman, B. P (2004). Relations between language and cognition in Williams syndrome. In Bartke, S. & Siegmuller, J. (Eds.), Williams Syndrome Across Languages. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Perovic, A. & Wexler, K. (2007). Complex grammar in Williams Syndrome. Journal of Clinical Linguistics and Phonetics, 21, 729–45.CrossRefGoogle ScholarPubMed
Pinker, S. (1999). Words and Rules. London: Weidenfeld Nicolson.Google Scholar
Radford, A. (1997). Syntactic Theory and the Structure of English. A Minimalist Approach. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ring, M. & Clahsen, H. (2005). Distinct patterns of language impairment in Down's syndrome, Williams syndrome, and SLI: The case of syntactic chains. Journal of Neurolinguistics, 18, 479–501.CrossRefGoogle Scholar
Stavrakaki, S. (2002). Sentence comprehension in Greek SLI children. In Hewlett, N., Kelly, L., & Windsor, F. (Eds.), Investigations in Clinical Phonetics and Linguistics. Hillsdale, NJ: Erlbaum.Google Scholar
Stavrakaki, S. (2004). Wh-questions in Greek children with Williams syndrome: A comparison with SLI and normal development. In Bartke, S. & Siegmuller, J. (Eds.), Williams Syndrome Across Languages. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Tager-Flusberg, H., Plesa-Skwerer, D., Faja, S., & Joseph, M. (2003). People with Williams syndrome process faces holistically. Cognition, 88(1), 11–24.CrossRefGoogle Scholar
Tager-Flusberg, H. & Sullivan, K. (2000). A componential view of theory of mind: Evidence from Williams syndrome. Cognition, 76(1), 59–90.CrossRefGoogle ScholarPubMed
Temple, C., Almazan, M., & Sherwood, S. (2002). Lexical skills in Williams syndrome: A cognitive neuropsychological analysis. Journal of Neurolinguistics, 15, 463–95.CrossRefGoogle Scholar
Terzi, A. & Wexler, K. (2002). A-chains and S-homophones in children's grammar: Evidence from Greek passives. Proc NELS, 32, 519–39.Google Scholar
Thomas, M., Grant, J., Barham, Z., et al. (2001). Past tense formation in Williams syndrome. Language and Cognitive Processes, 16, 143–76.CrossRefGoogle Scholar
Thomas, M. & Karmiloff-Smith, A. (2002). Are developmental disorders like cases of adult brain damage: Implications from connectionist modeling. Behavioral and Brain Sciences, 25(6), 727–88.CrossRefGoogle Scholar
Volterra, V., Capirci, O., & Caselli, C. (2001). What atypical populations can reveal about language development: The contrast between deafness and Williams syndrome. Language and Cognitive Processes, 16, 219–39.CrossRefGoogle Scholar
Volterra, V., Capirci, O., Pezzini, G., Sabbadini, L., & Vicari, S. (1996). Linguistic abilities in Italian children with Williams syndrome. Cortex, 32, 663–77.CrossRefGoogle ScholarPubMed
Wexler, K. (1991). Some issues in the growth of control. MIT Occasional Papers in Linguistics (No 44). Department of Brain and Cognitive Science, Massachusetts Institute of Technology, Cambridge.Google Scholar
Zukowski, A. (2001). Uncovering grammatical competence in children with Williams syndrome. Unpublished Doctoral Dissertation, Boston University.Google Scholar
Zukowski, A. (2004). Investigating knowledge of complex syntax: Insights from experimental studies of Williams Syndrome. In Rice, M. & Warren, S. (Eds.), Developmental Language Disorders: From Phenotypes to Etiologies. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Zukowski, A. (2009). Elicited production of relative clauses reflects intact grammatical knowledge in Williams syndrome. Language and Cognitive Processes, 24, 1–43.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×