Project Details
Description
Memory characteristics in children and adolescents with DS are strongly related to learning deficiencies.
It is suggested that this cognitive profile is secondary to hippocampal and prefrontal cortex dysfunction, and is proposed as the main cause of alterations in executive functions (EF).
In the 2015 study by Roberts et al, they compared a group of preschool-age children with considerable development and concluded that memory impairments are not evident at this age and the deterioration develops gradually over time. (7).
Other studies indicate that memory impairment is mild in early childhood and by school age it is more pronounced, especially for verbal skills.
Therefore, non-verbal learning in children with DS is a possible strength (10).
There are coding strategies that promote consolidation and facilitate long-term learning.
These long-term information retention effects are well studied in typically developing adults.
However, in children, and in children with DS, studies are scarce.
Consequently, the scope of these strategies as tools for learning methods in the child population is unknown.
In Colombia, only two studies have been carried out that explore memory in people with DS(14,15).
In Latin America, there are no recent publications on the characterization of memory in children.
However, Sabat et al, in Chile, published in 2020 an approach to the relationship between executive functions and adaptive behavior in adolescents with DS.
They report working memory deficiencies as a significant predictor of abilities, especially when assessed by parents.
However, they emphasize that testing and unemployment of executive functions is determined by additional factors, such as socioeconomic status, and the scales selected for implementation in the sample population (16).
In our environment, no studies have been carried out in children with DS that identify and characterize memory skills and the effects of certain encoding strategies on long-term retention.
It is convenient to use standardized protocols to propose evaluation and rehabilitation strategies in specific aspects that are yet to be explored.
The present study aims to determine the characteristics of memory skills in children with DS with a developmental age of 5 years.
The second objective is to explore the effects of testing and self-reference, and measure whether they promote learning in these children.
The ultimate goal of this work is to find effective strategies for managing the memory and learning profile of children with DS.
It is suggested that this cognitive profile is secondary to hippocampal and prefrontal cortex dysfunction, and is proposed as the main cause of alterations in executive functions (EF).
In the 2015 study by Roberts et al, they compared a group of preschool-age children with considerable development and concluded that memory impairments are not evident at this age and the deterioration develops gradually over time. (7).
Other studies indicate that memory impairment is mild in early childhood and by school age it is more pronounced, especially for verbal skills.
Therefore, non-verbal learning in children with DS is a possible strength (10).
There are coding strategies that promote consolidation and facilitate long-term learning.
These long-term information retention effects are well studied in typically developing adults.
However, in children, and in children with DS, studies are scarce.
Consequently, the scope of these strategies as tools for learning methods in the child population is unknown.
In Colombia, only two studies have been carried out that explore memory in people with DS(14,15).
In Latin America, there are no recent publications on the characterization of memory in children.
However, Sabat et al, in Chile, published in 2020 an approach to the relationship between executive functions and adaptive behavior in adolescents with DS.
They report working memory deficiencies as a significant predictor of abilities, especially when assessed by parents.
However, they emphasize that testing and unemployment of executive functions is determined by additional factors, such as socioeconomic status, and the scales selected for implementation in the sample population (16).
In our environment, no studies have been carried out in children with DS that identify and characterize memory skills and the effects of certain encoding strategies on long-term retention.
It is convenient to use standardized protocols to propose evaluation and rehabilitation strategies in specific aspects that are yet to be explored.
The present study aims to determine the characteristics of memory skills in children with DS with a developmental age of 5 years.
The second objective is to explore the effects of testing and self-reference, and measure whether they promote learning in these children.
The ultimate goal of this work is to find effective strategies for managing the memory and learning profile of children with DS.
Keywords
Down syndrome, Children, Adolescents, memory,
learning, neurodevelopment, Colombia.
learning, neurodevelopment, Colombia.
Commitments / Obligations
Article for publication.
| Status | Finished |
|---|---|
| Effective start/end date | 5/1/22 → 12/1/23 |
UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):
Main Funding Source
- Installed Capacity (Academic Unit)
Location
- Bogotá D.C.
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