Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/11668
Título: | Williams Syndrome and memory: a neuroanatomic and cognitive approach |
Autor(es): | Sampaio, Adriana Sousa, Nuno Férnandez, Montse Vasconcelos, Cristiana Shenton, Martha E. Gonçalves, Óscar F. |
Palavras-chave: | Williams Syndrome Neurodevelopment Hippocampal formation Memory performance |
Data: | Jul-2010 |
Editora: | Springer |
Revista: | Journal of Autism and Developmental Disorders |
Citação: | Sampaio, A., Sousa, N., Férnandez, M. et al. Williams Syndrome and Memory: A Neuroanatomic and Cognitive Approach. J Autism Dev Disord 40, 870–877 (2010). https://doi.org/10.1007/s10803-010-0940-z |
Resumo(s): | Williams Syndrome (WS) is described as displaying a dissociation within memory systems. As the integrity of hippocampal formation (HF) is determinant for memory performance, we examined HF volumes and its association with memory measures in a group of WS and in a typically development group. A significantly reduced intracranial content was found in WS, despite no differences were observed for HF absolute volumes between groups. When volumes were normalized, left HF was increased in WS. Moreover, a lack of the normal right[left HF asymmetry was observed in WS. No positive correlations were found between volumetric and neurocognitive data in WS. In sum, a relative enlargement of HF and atypical patterns of asymmetry suggest abnormal brain development in WS |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/11668 |
DOI: | 10.1007/s10803-010-0940-z |
ISSN: | 0162-3257 |
e-ISSN: | 1573-3432 |
Versão da editora: | https://link.springer.com/article/10.1007%2Fs10803-010-0940-z |
Arbitragem científica: | yes |
Acesso: | Acesso restrito UMinho |
Aparece nas coleções: | ICVS - Artigos em revistas internacionais / Papers in international journals CIPsi - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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J Autism Dev Disord 2010 Sampaio.pdf Acesso restrito! | 334,84 kB | Adobe PDF | Ver/Abrir |