Abstract：
We know little about the ability to explore and navigate large-scale space for people with intellectual disability (ID). In this cross-syndrome study, individuals with Down syndrome (DS), individuals with Williams syndrome (WS) and typically developing children (TD; aged 5-11 years) explored virtual environments with the goal of learning where everything was within the environment (Experiment 1) or to find six stars (Experiment 2). There was little difference between the WS and DS groups when the goal was simply to learn about the environment with no specific destination to be reached (Experiment 1); both groups performed at a level akin to a subset of TD children of a similar level of non-verbal ability. The difference became evident when the goal of the task was to locate targets in the environment (Experiment 2). The DS group showed the weakest performance, performing at or below the level of a subset of TD children at a similar level of non-verbal ability, whilst the WS group performed at the level of the TD subset group. The DS, WS and TD group also demonstrated different patterns of exploration behavior. Exploration behaviour in DS was weak and did not improve across trials. In WS, exploration behavior changed across trials but was atypical (the number of revisits increased with repeated trials). Moreover, transdiagnostic individual difference analysis (Latent Profile Analysis) revealed five profiles of exploration and navigation variables, none of which were uniquely specific to DS or to WS. Only the most extreme profile of very poor navigators was specific to participants with DS and WS. Interestingly, all other profiles contained at least one individual with DS and at least one individual with WS. This highlights the importance of investigating heterogeneity in the performance of individuals with intellectual disability and the usefulness of a data-driven transdiagnostic approach to identifying behavioral profiles.
摘要：
我们对智障人士（ID）探索和导航大规模空间的能力知之甚少。在这项交叉综合征研究中，患有唐氏综合症（DS）的个体，患有威廉姆斯综合征（WS）和通常发育中的儿童（TD;5-11岁）的个体探索虚拟环境，目的是学习环境中的所有事物（实验1）或找到六颗星（实验2）。当目标只是了解没有特定目的地的环境时，WS和DS组之间几乎没有差异（实验1）；两组的表现水平类似于TD儿童的子集，具有相似的非语言能力。当任务的目标是在环境中定位目标时，差异变得明显（实验2）。DS组表现最弱，在非语言能力相似的情况下，表现在或低于TD儿童子集的水平，而WS组在TD子集组的级别上执行。DS,WS和TD组也表现出不同的探索行为模式。DS的探索行为较弱，并且在所有试验中都没有改善。在WS中,所有试验中的探查行为均发生了变化,但不典型(重复试验后,再就诊次数增加).此外，诊断个体差异分析(潜在轮廓分析)揭示了探索和导航变量的五个轮廓，其中没有一个是DS或WS特有的。只有非常差的导航员的最极端特征是DS和WS参与者特有的。有趣的是,所有其他配置文件包含至少一个患有DS的个体和至少一个患有WS的个体。这凸显了调查智力残疾个体表现异质性的重要性，以及数据驱动的跨诊断方法对识别行为特征的有用性。
