Autism and Joint Attention: Development, Neuroscience, and by Peter C. Mundy PhD

By Peter C. Mundy PhD

From a preeminent researcher, this e-book appears to be like on the key position of joint cognizance in either ordinary and extraordinary improvement. Peter C. Mundy indicates that no different symptom size is extra strongly associated with early identity and therapy of autism spectrum ailment (ASD). He synthesizes a wealth of information on how joint consciousness develops, its neurocognitive underpinnings, and the way it is helping to give an explanation for the training, language, and social-cognitive positive aspects of ASD around the lifespan. medical implications are explored, together with studies of state-of-the-art diagnostic tools and specific therapy approaches.

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Extra resources for Autism and Joint Attention: Development, Neuroscience, and Clinical Fundamentals

Sample text

The evolution of the ability to attend jointly to a common point of reference is thought to be a domain-­general cognitive function. That is, it may play a role in language development, but its role in human development is not singular to language development. Rather, the cognitive process of joint attention is essential to the broader capacity for human teaching and learning (Bruner, 1995) and for relatedness as well as social competence (Mundy & Sigman, 2006). , 2005). This pivotal role of joint attention in learning is as important to autism spectrum development as is its role in social relatedness.

Joint attention is clearly pivotal to human social communication (Adamson, 1995). , Brooks & Meltzoff, 2002; Kasari, Freeman, & Paparella, 2000; Mundy & Crowson, 1997). However, subsuming it under facial communication in the RDoC speaks to the current lack of a comprehensive understanding of joint attention in the sciences, either as a major human mental function, or as a major dimension of autism. Joint attention may involve face processing. However, we need not study face processing at all to study joint attention.

1. Illustration of the division of the social phenotype of autism into axes reflecting the development of behaviors and cognition involved in social learning and in social affect and engagement. The arrows illustrate the transactional or interactive nature of the two axes in development. 34 AUTISM AND JOINT AT TENTION behaviors examined with mouse models often appears to be more closely associated with the social affect/engagement axis of the autism phenotype. However, we must keep in mind that dimensions such as social affiliation may only reflect part of the phenotype of ASD, and that other elements involved in the social learning axis of the phenotype may present additional targets and challenges for animal models.

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