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Recorded on July 27, 2007 by Eugene Barsky, Physiotherapy Outreach Librarian, UBC / N/A

Previous studies have found that spatial processing in children and adults with Down syndrome is different in comparison to the normal population. Some previous studies have also found that there is a high prevalence of colour vision deficiencies in people with Down syndrome. The aim of the present study was to use an objective test, the transient visual evoked potential (VEP), to assess achromatic and chromatic visual processing in adults with Down syndrome. Achromatic VEPs were recorded in response to black-white stimuli presented in patternreversal mode. Chromatic VEPs were recorded in response to two types of colour pattern, presented in pattern onset-offset mode. The two colour types were intended to preferentially stimulate the two principal chromatic pathways of the visual system, the ???redgreen??? and ???blue-yellow??? colour-opponent pathways. These stimuli are here termed the ???LM??? and ???S-(L+M) stimuli, respectively, reflecting the cone types that input to the pathways they are intended to stimulate. Each subject also completed two subjective colour vision tests, the Colour Vision Test Made Easy (CVTME) and the City University Colour Vision Test (CUT). Morphology of the achromatic and chromatic VEPs was found to differ between the group with Down syndrome and an age-matched control group. The latency of the P100 component of the achromatic VEP was found to be significantly later in the group with Down syndrome compared to the control group (the N75 latency was earlier in the group with Down syndrome, but not significantly so). The group-averaged peak-to-peak amplitude of the achromatic VEP was significantly lower in the group with Down syndrome compared to the control group. The major positive component of the VEP in response to the L-M stimulus was of significantly longer latency compared to that of the control group. The major negative component and the peak-to-peak amplitude of this response were not significantly different between the groups. For the response to S-(L+M) stimuli, the latency of the major negativity was significantly earlier in the group with Down syndrome and the major positivity was later, but not significantly so. Amplitude of this response was significantly higher in adults with Down syndrome compared to the control group. Most subjects in both groups passed both the CVTME and CUT. Our findings indicate that chromatic VEPs are abnormal in Down syndrome, and this may reflect abnormal processing of chromatic stimuli in this population. Alternatively, these abnormalities may arise due to abnormal cortical morphology, which may occur with normal or abnormal processing of chromatic signals. These findings further indicate that abnormality of chromatic VEPs may be expected in Down syndrome, and is not necessarily indicative of pathology or other abnormal function that is unrelated to the syndrome.

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: Dept. of Psychology. Bibliography: leaves 87-95.

Thesis (M. Phil.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 115-128).

Thesis (Ph.D.) - University of Queensland, 2004. / Includes bibliography.

Thesis (M.Phil.) - University of Queensland, 2005. / Includes bibliography.

Thesis (B.Sc)--University of Hong Kong, 1994. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 20, 1994." Also available in print.

Thesis (M.Ed.(Opvoedkundige Sielkunde))-Universiteit van Pretoria, 2005. / Abstract in English and Afrikaans. Includes bibliographical references.

A intenção desta pesquisa foi a de construir subsídios para o estudo do lugar a partir da ótica de alunos com SD, sob a perspectiva de seus diversos indicadores cotidianos. Considerando-se que há uma ausência de estudos nesse âmbito e, principalmente, na área do ensino em Geografia, esta peculiaridade tornou-se, um estímulo a mais para que este trabalho se realizasse. Compreender o lugar no qual se está inserido nos leva a conhecer a história do lugar e, dessa forma, compreender o que ali ocorre. Nesta conjuntura, o ensino de Geografia ligado a meios midiáticos e tecnológicos e direcionado a alunos com SD, em relação ao estudo do lugar de pertencimento, possibilita inúmeras formas de aprendizagem através de uma “geoconexão”, permitindo que informações geográficas conectem-se aos conteúdos e abram espaços de relação entre o virtual e o real, concretizando inclusões entre a Geografia ideal, a real e a possível de se construir no mundo contemporâneo onde todos os conhecimentos interagem entre si, onde todas as áreas do saber se encontram e onde a criatividade de quem aprende extrapola o livro e o caderno, sob um universo globalizado. O processo metodológico desta pesquisa ocorreu através de atividades pedagógicas desenvolvidas com os alunos com SD e realizou-se em três etapas, a saber: 1) Textual-Descritiva; 2) Produção de Histórias em Quadrinho com figuras pré-selecionadas; e, 3) Produção de uma atividade em computador usando o programa Power Point, imagens da cidade de Porto Alegre e produção textual. Além disso, o diálogo e a proximidade com os outros docentes despertaram o interesse da pesquisadora pela escuta dos docentes envolvidos no processo de ensino através de uma entrevista informal. Posteriormente à análise dos dados, verificou-se que o lugar onde os alunos com SD se percebem e percebem o seu próprio lugar no mundo através de sua identidade subjetiva, proporciona uma leitura do mundo destes alunos no espaço real e virtual de Porto Alegre. Desse modo, os lugares por eles referenciados estão intimamente ligados a história de cada um, e, desta forma, até mesmo sem perceberem, eles enfatizaram durante o processo desta pesquisa, a sua existência não apenas em um determinado lugar, mas, em um mundo que é vivido tanto no ambiente virtual quanto real, à nível individual e social, que representa a história de cada um, onde os signos e significados do lugar são caracterizados pelo sentimento de pertencimento do ser humano. / The intention of this research was to build subsidies for the study of the place from the perspective of students with Down syndrome, from the perspective of its various indicators daily. Considering that there is a lack of studies in this area and especially in the area of teaching in geography, this peculiarity has become a stimulus to which this work is accomplished. Understand the place in which it is inserted leads us to know the history of the place and thus understand what happens there. In this way, the Geography teaching linked to media and technologic sources and directed to students with DS, worried about the study of the belonging place, generates several ways of learning through a “geoconnection”, allowing that geographical information get together to the contents and open spaces of relation between the real and the virtual, promoting inclusions among the ideal Geography, the real one and the possible one that can be built in our contemporary world where all knowledge is connected to the other, where all awareness fields meet and where the learner‟s creativity goes beyond the book and the notebook, involved in a globalized universe. The methodological process of this research took place through pedagogical activities developed with the students with DS and had three steps: 1) Descriptive-textual; 2) Production of cartoon stories with pre-determined pictures; and 3) Production of an activity in the computer using Power Point program, pictures of Porto Alegre city and text production. Besides that, the dialogue and the closeness to the other teachers increased the interest of the researcher to the opinions of the educators involved in the learning process through an informal interview. After the data analysis, we verified that the place where the students with DS realize and realize their own place in the world through their subjective perspective provides them a reading of the world in the real and virtual space of Porto Alegre. Because of that, the places referred by them are closely connected to their own stories and, for this reason, without they realize it, they have confirmed during the process of this research, their existence not just in a determined place, but, in a world that is lived as much as in a virtual space as real, in a social and individual grade, that represents the story of each one, where the signs and meanings of place are characterized by the sense of belonging of the human being.