HIGHLIGHTS
SUMMARY
Increased attention to faces has been reported in toddlerhood, and continues throughout development (D`Souza et_al, 2015; Jones et_al, 2000; Mervis et_al, 2003). Enhanced social attention in WS comes together with relative strengths in some areas of social perception (Jones et_al, 2000; Sampaio et_al, 2018; Vivanti, Hamner, and amp; Lee, 2018). WS has been a focus of interest for researchers from many disciplines, since this uneven cognitive profile indicates a dissociation between the social brain and mechanisms involved in domain-general learning (Barak and amp; Feng, 2016; Sampaio et_al, 2018). Genes commonly deleted in . . .
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