Department of Developmental and Educational Psychology, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain; Fundación Síndrome de Down de Madrid, Madrid, Spain.
Department of Developmental and Educational Psychology, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain.
Res Dev Disabil. 2019 Nov;94:103460. doi: 10.1016/j.ridd.2019.103460. Epub 2019 Aug 30.
The phenotype of Down syndrome (DS) is usually characterized by relative strengths in visual skills and severe deficits in auditory processing; this has consequences for language and communication. To date, it is not known whether this pattern characterizes the psycholinguistic profile of young adults with DS.
This study aimed to assess whether, relative to their cognitive level, young adults with DS present a specific and homogeneous phenotype for both auditory and visual psycholinguistic skills.
Fifty young adults with DS and 50 peers with other intellectual disability (ID) were equated in chronological age and nonverbal cognition and were compared regarding their performance in auditory and visual psycholinguistic functions.
Participants with DS showed more phenotypic-specific deficits in auditory psycholinguistic skills than in those involved in visual processing. However, phenotypic-specific impairments in visual psycholinguistic skills were also observed, while no significant between-group differences were found for some auditory psycholinguistic skills.
The psycholinguistic pattern of young adults with DS is not homogeneous with respect to auditory and visual processing. The profile of specific deficits suggests that the educative support for young adults with DS may need to be specific.
唐氏综合征（DS）的表型通常表现为视觉技能相对较强，听觉处理严重缺陷；这对语言和交流有影响。迄今为止，尚不清楚这一模式是否代表了年轻的 DS 患者的心理语言学特征。
本研究旨在评估年轻的 DS 患者在听觉和视觉心理语言学技能方面是否存在特定的、同质的表型，相对于他们的认知水平而言。
将 50 名 DS 年轻患者和 50 名具有其他智力障碍（ID）的同龄人按照年龄和非语言认知进行匹配，并比较他们在听觉和视觉心理语言学功能方面的表现。
DS 患者在听觉心理语言学技能方面表现出更特定的表型缺陷，而在视觉处理方面则表现出更特定的表型缺陷。然而，在视觉心理语言学技能方面也观察到了特定的表型缺陷，而一些听觉心理语言学技能则没有发现显著的组间差异。
年轻的 DS 患者的心理语言学模式在听觉和视觉处理方面并不具有同质性。特定缺陷的表现表明，年轻的 DS 患者的教育支持可能需要具有针对性。
