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Direct linkChevalère, Johann; Postal, Virginie; Jauregui, Joseba; Copet, Pierre; Laurier, Virginie; Thuilleaux, Denise – American Journal on Intellectual and Developmental Disabilities, 2015
The aim of this study was to support the growing evidence suggesting that Prader-Willi Syndrome (PWS) might present with an impairment of executive functions (EFs) and to investigate whether this impairment is specific to patients with PWS or due to their intellectual disability (ID). Six tasks were administered to assess EFs (inhibition,…
Descriptors: Genetic Disorders, Disabilities, Executive Function, Neurological Impairments
Brazendale, Allison; Adlof, Suzanne; Klusek, Jessica; Roberts, Jane – EBP Briefs (Evidence-based Practice Briefs), 2015
Clinical Question: Would a child with fragile X syndrome benefit more from phonemic awareness and phonics instruction or whole-word training to increase reading skills? Method: Systematic review. Study Sources: PsycINFO. Search Terms: fragile X OR Down syndrome OR cognitive impairment OR cognitive deficit OR cognitive disability OR intellectual…
Descriptors: Disabilities, Genetic Disorders, Teaching Methods, Reading Instruction
Gildish, Iness; Manor, David; David, Orit; Sharma, Vijendra; Williams, David; Agarwala, Usha; Wang, Xuemin; Kenney, Justin W.; Proud, Chris G.; Rosenblum, Kobi – Learning & Memory, 2012
Memory consolidation is defined temporally based on pharmacological interventions such as inhibitors of mRNA translation (molecular consolidation) or post-acquisition deactivation of specific brain regions (systems level consolidation). However, the relationship between molecular and systems consolidation are poorly understood. Molecular…
Descriptors: Animals, Brain, Associative Learning, Memory
Guimond, Fanny-Alexandra; Laursen, Brett; Vitaro, Frank; Brendgen, Mara; Dionne, Ginette; Boivin, Michel – International Journal of Behavioral Development, 2016
This study used a genetically controlled design to examine the direction and the magnitude of effects in the over-time associations between perceived relationship quality with mothers and adolescent maladjustment (i.e., depressive symptoms and delinquency). A total of 163 monozygotic (MZ) twins pairs (85 female pairs, 78 male pairs) completed…
Descriptors: Genetics, Parent Child Relationship, Mothers, Path Analysis
Waite, Jane; Beck, Sarah R.; Heald, Mary; Powis, Laurie; Oliver, Chris – Journal of Autism and Developmental Disorders, 2016
Working memory (WM) impairments might amplify behavioural difference in genetic syndromes. Murine models of Rubinstein-Taybi syndrome (RTS) evidence memory impairments but there is limited research on memory in RTS. Individuals with RTS and typically developing children completed WM tasks, with participants with RTS completing an IQ assessment and…
Descriptors: Short Term Memory, Spatial Ability, Verbal Ability, Verbal Development
Davis, Beth; Murphy, M. Shaun – Teachers and Teaching: Theory and Practice, 2016
This paper inquires into the experiences of an early childhood educator named Claire who taught a young girl with a chronic illness at East Willows Elementary School, a western Canadian elementary school. Using narrative inquiry as the methodology, Claire's experiences in her curriculum making alongside Madeline a young girl with Turner syndrome…
Descriptors: Foreign Countries, Chronic Illness, Genetic Disorders, Early Childhood Education
Forbes-Lorman, Robin M.; Harris, Michelle A.; Chang, Wesley S.; Dent, Erik W.; Nordheim, Erik V.; Franzen, Margaret A. – Biochemistry and Molecular Biology Education, 2016
Understanding how basic structural units influence function is identified as a foundational/core concept for undergraduate biological and biochemical literacy. It is essential for students to understand this concept at all size scales, but it is often more difficult for students to understand structure-function relationships at the molecular…
Descriptors: Gender Differences, Models, Genetics, Undergraduate Students
Hargadon, Kristian M. – Biochemistry and Molecular Biology Education, 2016
The flow of genetic information from DNA to RNA to protein, otherwise known as the "central dogma" of biology, is one of the most basic and overarching concepts in the biological sciences. Nevertheless, numerous studies have reported student misconceptions at the undergraduate level of this fundamental process of gene expression. This…
Descriptors: Genetics, Models, Teaching Models, Teaching Methods
Selvarajah, Geeta; Selvarajah, Susila – Biochemistry and Molecular Biology Education, 2016
Students frequently expressed difficulty in understanding the molecular mechanisms involved in chromosomal recombination. Therefore, we explored alternative methods for presenting the two concepts of the double-strand break model: Holliday junction and heteroduplex formation, and Holliday junction resolution. In addition to a lecture and…
Descriptors: Genetics, Molecular Structure, Scientific Concepts, Models
Green Snyder, LeeAnne; D'Angelo, Debra; Chen, Qixuan; Bernier, Raphael; Goin-Kochel, Robin P.; Wallace, Arianne Stevens; Gerdts, Jennifer; Kanne, Stephen; Berry, Leandra; Blaskey, Lisa; Kuschner, Emily; Roberts, Timothy; Sherr, Elliot; Martin, Christa L.; Ledbetter, David H.; Spiro, John E.; Chung, Wendy K.; Hanson, Ellen – Journal of Autism and Developmental Disorders, 2016
The 16p11.2 duplication (BP4-BP5) is associated with Autism Spectrum Disorder (ASD), although significant heterogeneity exists. Quantitative ASD, behavioral and neuropsychological measures and DSM-IV diagnoses in child and adult carriers were compared with familial non-carrier controls, and to published results from deletion carriers. The 16p11.2…
Descriptors: Pervasive Developmental Disorders, Developmental Disabilities, Psychiatry, Statistical Analysis
Prevost, Luanna B.; Smith, Michelle K.; Knight, Jennifer K. – CBE - Life Sciences Education, 2016
Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon…
Descriptors: Science Instruction, Genetics, Scientific Concepts, Scoring
Thomas, Michael S. C.; Davis, Rachael; Karmiloff-Smith, Annette; Knowland, Victoria C. P.; Charman, Tony – Developmental Science, 2016
This article outlines the "over-pruning hypothesis" of autism. The hypothesis originates in a neurocomputational model of the regressive sub-type (Thomas, Knowland & Karmiloff-Smith, 2011a, 2011b). Here we develop a more general version of the over-pruning hypothesis to address heterogeneity in the timing of manifestation of ASD,…
Descriptors: Autism, Pervasive Developmental Disorders, Computer Simulation, Symptoms (Individual Disorders)
Patricia J. Friedrichsen; Troy D. Sadler; Kerri Graham; Pamela Brown – International Journal of Designs for Learning, 2016
In this design case, we describe our work to design and develop a socio-scientific issue (SSI) based unit of instruction for use in high school biology. Our team includes university based science educators, an experienced classroom teacher, and a microbiologist. The unit focuses on antibiotic resistant bacteria as a context for student exploration…
Descriptors: Science and Society, Secondary School Science, Science Instruction, Instructional Design
Gupta-Agarwal, Swati; Jarome, Timothy J.; Fernandez, Jordan; Lubin, Farah D. – Learning & Memory, 2014
It is well established that fear memory formation requires de novo gene transcription in the amygdala. We provide evidence that epigenetic mechanisms in the form of histone lysine methylation in the lateral amygdala (LA) are regulated by NMDA receptor (NMDAR) signaling and involved in gene transcription changes necessary for fear memory…
Descriptors: Memory, Genetics, Brain Hemisphere Functions, Neurological Organization
Bargmann, Bastiaan O. R.; Birnbaum, Kenneth D.; Brenner, Eric D. – Biochemistry and Molecular Biology Education, 2014
We present a lab that enables students to test the role of genes involved in the regulation of lateral roots growth in the model plant "Arabidopsis thaliana." Here, students design an experiment that follows the effects of the hormone auxin on the stimulation of genes involved in the formation of lateral root initials. These genes, known…
Descriptors: Science Instruction, College Science, Genetics, Science Laboratories
