Memory in intellectually matched groups of young participants with 22q11.2 deletion syndrome and those with schizophrenia.

Kravariti et al. (2010) compared memory skills in two teen groups.

One group had 22q11.2 deletion syndrome. The other had schizophrenia.

Both groups had the same IQ range so intelligence was held constant.

Kids did verbal and visual memory tests in a single visit.

The 22q11DS group scored much higher on verbal memory tasks.

Visual memory scores were nearly the same for both groups.

Mixed results mean strengths and weaknesses differ by memory type.

Niklasson et al. (2010) mapped wider thinking problems in 22q11DS. They also found low average IQ and visuo-motor gaps, matching Eugenia’s equal visual memory scores.

Wong et al. (2009) showed teens with 22q11DS struggle with flexible thinking. Poor executive scores linked to later mental-health risk. Together with Eugenia, the picture is: verbal memory can stay strong even when planning skills slip.

Van Den Heuvel et al. (2018) tracked kids for two years. Cognitive scores stayed flat, yet social problems worsened. This seems to clash with Eugenia’s stable visual memory, but Ellen looked at social change over time while Eugenia took one memory snapshot. The studies ask different questions, so no real contradiction exists.

If you serve a teen with 22q11DS, expect clear verbal memory but keep an eye on executive and social domains. Use the child’s strong verbal skills to teach coping strategies. Pair words with visuals during instruction to offset weaker spatial memory.