{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,16]],"date-time":"2026-05-16T11:16:03Z","timestamp":1778930163594,"version":"3.51.4"},"reference-count":52,"publisher":"Wiley","issue":"9","license":[{"start":{"date-parts":[[2012,9,14]],"date-time":"2012-09-14T00:00:00Z","timestamp":1347580800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J intellect Disabil Res"],"published-print":{"date-parts":[[2013,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p><jats:bold>Background\u2003<\/jats:bold> There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual\u2013motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual\u2013spatial weaknesses map onto the processes used to learn to play a musical instrument.<\/jats:p><jats:p><jats:bold>Methods\u2003<\/jats:bold> We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7\u201349 years) with WS to play the Appalachian dulcimer.<\/jats:p><jats:p><jats:bold>Results\u2003<\/jats:bold> Obtained dulcimer skill was associated with prior musical abilities (<jats:italic>r<\/jats:italic>\u2003=\u20030.634, <jats:italic>P<\/jats:italic>\u2003&lt;\u20030.001) and visual\u2013motor integration abilities (<jats:italic>r<\/jats:italic>\u2003=\u20030.487, <jats:italic>P<\/jats:italic>\u2003=\u20030.001), but not age, gender, IQ, handedness, auditory sensitivities or musical interest\/emotionality. Use of auditory learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual\u2013motor integration abilities (<jats:italic>\u03b2<\/jats:italic>\u2003=\u20030.285, s<jats:italic>r<\/jats:italic><jats:sup>2<\/jats:sup>\u2003=\u20030.06, <jats:italic>P<\/jats:italic>\u2003=\u20030.019).<\/jats:p><jats:p><jats:bold>Conclusions\u2003<\/jats:bold> These findings map onto behavioural and emerging neural evidence for greater auditory\u2013motor mapping processes in WS. Results suggest that explicit awareness of task\u2010specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome\u2010specific strengths and weakness will be discussed.<\/jats:p>","DOI":"10.1111\/j.1365-2788.2012.01611.x","type":"journal-article","created":{"date-parts":[[2012,9,15]],"date-time":"2012-09-15T03:05:30Z","timestamp":1347678330000},"page":"850-860","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":14,"title":["Musical learning in children and adults with Williams syndrome"],"prefix":"10.1111","volume":"57","author":[{"given":"M.","family":"Lense","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"E.","family":"Dykens","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2012,9,14]]},"reference":[{"key":"e_1_2_5_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuroimage.2005.10.044"},{"key":"e_1_2_5_3_1","volume-title":"The Beery\u2013Buktenica Developmental Test of Visual\u2013Motor Integration","author":"Beery K. 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