Department of Psychology and Human Development, UCL Institute of Education, University College London, UK.
Department of Psychology and Human Development, UCL Institute of Education, University College London, UK.
Res Dev Disabil. 2017 Sep;68:66-77. doi: 10.1016/j.ridd.2017.07.008. Epub 2017 Jul 21.
Successfully completing a drawing relies on the ability to accurately impose and manipulate spatial frames of reference for the object that is being drawn and for the drawing space. Typically developing (TD) children use cues such as the page boundary as a frame of reference to guide the orientation of drawn lines. Individuals with Williams syndrome (WS) typically produce incohesive drawings; this is proposed to reflect a local processing bias.
Across two studies, we provide the first investigation of the effect of using a frame of reference when drawing simple lines and shapes in WS and TD groups (matched for non-verbal ability).
Individuals with WS (N=17 Experiment 1; N=18 Experiment 2) and TD children matched by non-verbal ability drew single lines (Experiment One) and whole shapes (Experiment Two) within a neutral, incongruent or congruent frame. The angular deviation of the drawn line/shape, relative to the model line/shape, was measured.
Both groups were sensitive to spatial frames of reference when drawing single lines and whole shapes, imposed by a frame around the drawing space.
A local processing bias in WS cannot explain poor drawing performance in WS.
成功完成绘画依赖于准确地施加和操纵被绘制的物体和绘图空间的空间参照系的能力。典型的发展（TD）儿童使用页面边界等线索作为参照系来指导绘制线条的方向。患有威廉姆斯综合征（WS）的个体通常会产生不连贯的绘画；这被认为反映了局部处理偏见。
在两项研究中，我们首次研究了在 WS 和 TD 组（按非言语能力匹配）绘制简单线条和形状时使用参照系的效果。
WS 个体（实验 1，N=17；实验 2，N=18）和按非言语能力匹配的 TD 儿童在中性、不一致或一致的框架内绘制单一线条（实验一）和整体形状（实验二）。绘制线/形状相对于模型线/形状的角度偏差进行了测量。
两组在绘制单一线条和整体形状时都对绘图空间周围框架施加的空间参照系敏感。
WS 中的局部处理偏见不能解释 WS 中较差的绘画表现。
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