The development of environmental learning begins with knowledge of landmarks (e.g. a park bench, a specific building like the local newsagents, or a church spire) along a route. This then develops to knowledge of the sequential order of the turns and landmarks along the route (route knowledge), and finally to what is known as a cognitive map, by which the spatial structure of an environment is understood. We measured landmark knowledge, route knowledge and configural knowledge in typically developing children aged 5 to 11 years, and indviduals with Down syndrome and individuals with WS. Route knowledge was also measured in typical adults. To better understand the mechanisms that drive these navigation variables, a number of IQ and attention variables were also measured. The ability to know where you are in an environment and to learn a route are crucial aspects of development. In the typical population, the development of environmental learning begins with knowledge of landmarks (eg a park bench) along a route, followed by knowledge of the sequential order of the turns and landmarks along the route, and finally to an understanding of the spatial structure of an environment (a cognitive map). Individuals with Down Syndrome (DS) and Williams syndrome (WS) find it difficult to learn routes. This has consequences on their confidence, independence and quality of life. It is therefore important to identify the specific difficulties experienced, and find ways to overcome them. People with DS and WS (8- 25 years) and typically developing children (6-12 years) and adults will participate. Studies will take place in virtual environments (virtual towns viewed on a computer screen). Studies 1-4 investigate developmental aspects of environmental learning: (study 1) landmark use; (study 2): knowledge of the sequential order of turns and landmarks; (studies 3, 4): knowledge of the spatial relationship between two or more places in a learnt environment); (Study 5, a PhD project) develop and evaluate environmental learning training strategies.

Typically developing children, typically developing adults, Down syndrome, Williams syndrome. Computer based tasks and standardised tasks. Measures of accuracy and response time