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In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and learning by doing in two clinical populations with different etiology of intellectual disability (<jats:styled-content style=\"fixed-case\">ID<\/jats:styled-content>), as individuals with Down syndrome (<jats:styled-content style=\"fixed-case\">DS<\/jats:styled-content>) and individuals with Williams syndrome (<jats:styled-content style=\"fixed-case\">WS<\/jats:styled-content>), with the hypothesis that specific profiles of learning may be found in each syndrome. To this end, we used a mixture of new and existing data to compare the performances of 24 individuals with <jats:styled-content style=\"fixed-case\">DS<\/jats:styled-content>, 24 individuals with <jats:styled-content style=\"fixed-case\">WS<\/jats:styled-content> and 24 typically developing children on computerized tasks of learning by observation or learning by doing. The main result was that the two groups with <jats:styled-content style=\"fixed-case\">ID<\/jats:styled-content> exhibited distinct patterns of learning by observation. Thus, individuals with <jats:styled-content style=\"fixed-case\">DS<\/jats:styled-content> were impaired in reproducing the previously observed visuo\u2010motor sequence, while they were as efficient as <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content> children in the experiential learning task. On the other hand, individuals with <jats:styled-content style=\"fixed-case\">WS<\/jats:styled-content> benefited from the observational training while they were severely impaired in detecting the visuo\u2010motor sequence in the experiential learning task (when presented first). The present findings reinforce the syndrome\u2010specific hypothesis and the view of <jats:styled-content style=\"fixed-case\">ID<\/jats:styled-content> as a variety of conditions in which some cognitive functions are more disrupted than others because of the differences in genetic profile and brain morphology and functionality. These findings have important implications for clinicians, who should take into account the genetic etiology of <jats:styled-content style=\"fixed-case\">ID<\/jats:styled-content> in developing learning programs for treatment and education.<\/jats:p>","DOI":"10.1111\/desc.12642","type":"journal-article","created":{"date-parts":[[2017,12,27]],"date-time":"2017-12-27T02:16:46Z","timestamp":1514341006000},"source":"Crossref","is-referenced-by-count":12,"title":["Learning by observation and learning by doing in Down\u00a0and\u00a0Williams\u00a0syndromes"],"prefix":"10.1111","volume":"21","author":[{"given":"Francesca","family":"Foti","sequence":"first","affiliation":[{"name":"Department of Medical and Surgical Sciences Magna Graecia University of Catanzaro  Catanzaro Italy"},{"name":"Department of Psychology \u201cSapienza\u201d University of Rome  Rome Italy"},{"name":"IRCCS Fondazione Santa Lucia  Rome 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