Key Alexandra P, Dykens Elisabeth M
a Vanderbilt Kennedy Center for Research on Human Development , Vanderbilt University , Nashville , TN , USA.
b Department of Hearing and Speech Sciences , School of Medicine, Vanderbilt University , Nashville , TN , USA.
Soc Neurosci. 2016 Dec;11(6):652-64. doi: 10.1080/17470919.2015.1130743. Epub 2016 Jan 10.
The present study examined possible neural mechanisms underlying increased social interest in persons with Williams syndrome (WS). Visual event-related potentials (ERPs) during passive viewing were used to compare incidental memory traces for repeated vs. single presentations of previously unfamiliar social (faces) and nonsocial (houses) images in 26 adults with WS and 26 typical adults. Results indicated that participants with WS developed familiarity with the repeated faces and houses (frontal N400 response), but only typical adults evidenced the parietal old/new effect (previously associated with stimulus recollection) for the repeated faces. There was also no evidence of exceptional salience of social information in WS, as ERP markers of memory for repeated faces vs. houses were not significantly different. Thus, while persons with WS exhibit behavioral evidence of increased social interest, their processing of social information in the absence of specific instructions may be relatively superficial. The ERP evidence of face repetition detection in WS was independent of IQ and the earlier perceptual differentiation of social vs. nonsocial stimuli. Large individual differences in ERPs of participants with WS may provide valuable information for understanding the WS phenotype and have relevance for educational and treatment purposes.
本研究考察了威廉姆斯综合征(WS)患者社会兴趣增加背后可能的神经机制。在被动观看期间,使用视觉事件相关电位(ERP)来比较26名成年WS患者和26名典型成年人对先前不熟悉的社会(面孔)和非社会(房屋)图像的重复呈现与单次呈现的偶然记忆痕迹。结果表明,WS患者对重复的面孔和房屋产生了熟悉感(额叶N400反应),但只有典型成年人对重复面孔表现出顶叶新旧效应(先前与刺激回忆相关)。也没有证据表明WS患者的社会信息具有特殊显著性,因为重复面孔与房屋的记忆ERP标记没有显著差异。因此,虽然WS患者表现出社会兴趣增加的行为证据,但他们在没有特定指令的情况下对社会信息的处理可能相对肤浅。WS患者对面孔重复检测的ERP证据独立于智商以及社会与非社会刺激的早期感知分化。WS患者ERP的巨大个体差异可能为理解WS表型提供有价值的信息,并与教育和治疗目的相关。