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Investigating the Role of Cognitive Factors in Recognition of Paradox and Fiction Illusions in Children With Intellectual Disability and Down Syndrome
Abstract
This study explored the relationship between cognitive factors and the recognition of visual illusions, particularly paradox and fiction illusions, in children with intellectual disabilities (ID) and Down syndrome (DS). The purpose of this chapter was to provide a comprehensive analysis of how children with ID and DS engage with such illusions, as well as to uncover any distinct patterns or challenges they face in comparison to typically developing (TD) children. The research drew on cognitive theories of intellectual and developmental disabilities to interpret its findings and to address key concerns regarding the perceptual and cognitive abilities of children with ID and DS. This chapter also aims to contribute valuable insights to the understanding of these populations, highlighting both their strengths and challenges in perception and cognition. Additionally, the findings have implications for developing more tailored educational interventions and enhancing the overall cognitive development of children with ID and DS.
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