Chapter 1. The Puzzle of Williams Syndrome ; 1.1 Hallmarks of the WS cognitive profile ; 1.2. Three principles for solving the puzzle ; 1.2.1 How can genes cause cognitive deficits? Complexity of the chain, and the importance of cognition ; 1.2.2 The cognitive architecture of space: The importance of specialization of function ; 1.2.3 Timing matters: The importance of normal development ; 1.3 Summary ; Chapter 2. Background on the problem: Genes, Brains, and the Hallmark Spatial Profile ; 2.1 Genes and the WS profile ; 2.1.1 LIMK1 and the spatial deficit ; 2.2 Brain structure and function ; 2.2.1 Brain structure ; 2.2.2 Brain function ; 2.3 Understanding the block construction task and why it might be so difficult ; 2.3.1 The cognitive requirements of the block construction task ; 2.3.2 Components of the block task ; 2.3.3 Summary of the cognitive components of the block construction task and reflections on possible brain correlates ; 2.4 Towards an hypothesis: Weakness in the dorsal stream/parietal lobe functions, strength in ventral stream functions? ; Chapter 3. Objects ; 3.1 Object recognition and levels of processing in the visual system ; 3.1.1 Levels of visual analysis for objects ; 3.2 Object Recognition in People with Williams Syndrome ; 3.2.1 Early Vision ; 3.2.1.1 A comment about orientation sensitivity ; 3.2.1.2 Summary of evidence on early visual processing ; 3.2.2 Middle Level ; 3.2.3 Vision ; 3.2.3.1 Visual Grouping ; 3.2.3.2 Grouping from motion ; 3.2.3.3 Summary of evidence on grouping ; 3.2.4 High level vision: Object recognition ; 3.2.4.1 Recognizing familiar objects ; 3.2.4.2 A special problem: Handedness, or left-right reflections ; 3.2.4.3 Summary of evidence on object recognition ; 3.3 Face recognition ; 3.3.1 Summary of evidence on face recognition ; 3.4 Summary ; Chapter 4. Objects in Places ; 4.1 Review of the components of the block construction task and their relationship to parietal functions ; 4.2 Marking objects: More than one at a time, but only up to 2 ; 4.3 Locating objects: Constructing and using reference frames ; 4.3.1 Matching locations: Are object locations defined in terms of a reference system? ; 4.3.2 Copying locations: Axes, directions, and spatial precision in location representations ; 4.3.2.1 Copying: Task 1 ; 4.3.2.2 Copying: Task 2 ; 4.3.3 Summary of locating objects: Matching, copying ; 4.4 Acting on objects ; 4.5 Summary of marking, locating, and acting on objects ; Chapter 5. Finding our Way ; 5.1 The components of navigation: Division of labor ; 5.1.1 Egocentric and allocentric reference systems ; 5.1.2 The importance of geometry for allocentric representations ; 5.1.3 The special importance of geometric layouts for re-establishing one's orientation after becoming disoriented ; 5.1.4 Summary of behavioral and neural findings ; 5.2 Navigation in people with WS ; 5.2.1 Oriented navigation: Egocentric and allocentric reference systems ; 5.2.2 Reorientation and the geometric representation of layouts ; 5.3 Summary ; Chapter 6. Space and Language ; 6.1 Structure in Spatial language: Places and Paths ; 6.1.1 Geometric meanings of prepositions and reference object construals ; 6.1.2 A basic fact: The small lexicon of place and path terms results in coarse coding of space by language ; 6.1.3 Spatial language and Williams syndrome ; 6.2. Paths ; 6.2.1 The language of motion events: Figure, reference object, motion, path ; 6.2.2 Overall Results ; 6.2.3 Path expression ; 6.2.4 A follow up study: Bias to express TO paths, bias to omit FROM paths ; 6.2.5 Summary: The language of motion events ; 6.3 Places ; 6.3.1 Production task ; 6.3.1.1 Do axial terms engage axes? ; 6.3.1.2 Do axial terms engage direction within axes? ; 6.3.1.3 What else were they saying? ; 6.3.2 Comprehension task ; 6.3.2.1 Do axial terms engage axes? ; 6.3.2.2 Do axial terms engage direction within axes? ; 6.3.3 Summary: Studies of axial term Production and Comprehension ; 6.4 Beyond concrete physical spatial relationships ; 6.4.1 Using "geometric imagination:>" Matching spatial prepositions and reference objects ; 6.4.2 The study ; 6.4.2.1 Stimuli and procedure ; 6.4.2.2 Results ; 6.4.3 Summary of abstract uses of spatial prepositions ; 6.5 How do findings on spatial language fit with other aspects of language in people with WS ; 6.5.1 Vocabulary onset and growth ; 6.5.2 Spatial vocabulary: findings from other labs ; 6.5.3 Morphosyntax ; 6.5.4 Syntax ; 6.5.4.1 Subject and object-relative clauses ; 6.5.4.2 Hierarchical structure, c-command, and the interaction of

"Spatial Representation: From Gene to Mind is an important and scholarly book for anyone with an interest in Williams syndrome or for researchers who are interested in finding a model of how to investigate cognitive impairment. Landau and Hoffman do an excellent job integrating the findings from their laboratory with those of other researchers to provide a comprehensive analysis of the cognitive profile associated with Williams syndrome. The book is especially well written and organized, and it concludes with an answer to the question raised in the introduction about the puzzle of Williams syndrome. I would highly recommend the book to anyone with an interest in understanding contemporary research in cognition." -- "Spatial Representation: From Gene to Mind is an important and scholarly book for anyone with an interest in Williams syndrome or for researchers who are interested in finding a model of how to investigate cognitive impairment. Landau and Hoffman do an excellent job integrating the findings from their laboratory with those of other researchers to provide a comprehensive analysis of the cognitive profile associated with Williams syndrome. The book is especially well written and organized, and it concludes with an answer to the question raised in the introduction about the puzzle of Williams syndrome. I would highly recommend the book to anyone with an interest in understanding contemporary research in cognition." -- Paula Goolkasian, PsycCRITIQUES

Selling point: Presents a new speculative theory/hypothesis emphasizing the role of developmental timing in the emergence of spatial cognitive systems Selling point: Stresses normal development as a framework to evaluate development in genetically impaired populations Selling point: Emphasizes theoretical framework of cognitive specialization within the broader context of spatial cognition Selling point: Provides comprehensive experiments comparing the profile of people with WS with that of normally developing children across a wide age range

Barbara Landau is a cognitive scientist who works on the representation of space and language and the mapping between the two systems. She has carried out work on normally developing children and normal adults, as well as children and adults with neurological impairment, including people with Williams syndrome. Before coming to Johns Hopkins University in 2001, she held faculty positions at Columbia University, University of California-Irvine, and the University of Delaware. In 2009, she was named a fellow of the John Simon Guggenheim Foundation and the American Academy of Arts and Sciences. She is also a fellow of the American Association for the Advancement of Science, the Cognitive Science Society, the Association for Psychological Science, and the American Psychological Association. James E. Hoffman is a Professor at the University of Delaware. He works on visual representation, especially the nature of attentional mechanisms in the brain, using traditional experimental methods as well as event-related potentials in the brain to measure attention. He is a fellow of the Association for Psychological Science.

Selling point: Presents a new speculative theory/hypothesis emphasizing the role of developmental timing in the emergence of spatial cognitive systems Selling point: Stresses normal development as a framework to evaluate development in genetically impaired populations Selling point: Emphasizes theoretical framework of cognitive specialization within the broader context of spatial cognition Selling point: Provides comprehensive experiments comparing the profile of people with WS with that of normally developing children across a wide age range