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Kinsbourne has published around 400 articles in multiple areas of cognitive neuroscience, including brain-behavior relations, contralateral brain organization, consciousness, imitation, laterality among normal and abnormal populations, memory and amnestic disorders, unilateral neglect, attention and Attention Deficit Disorder, autism, learning ...
E–S theory was developed by psychologist Simon Baron-Cohen in 2002, [10] as a reconceptualization of cognitive sex differences in the general population. This was done in an effort to understand why the cognitive difficulties in autism appeared to lie in domains in which he says on average females outperformed males, along with why cognitive strengths in autism appeared to lie in domains in ...
Sinclair's 1993 speech "Don't Mourn For Us" emphasized autism as a way of being, claiming "it is not possible to separate the person from the autism." [34] The Neurodiversity Movement grew largely from online interaction. The internet's design lent well to the needs of many autistic people. [35] People socialized over listservs and IRCs.
ANI was started by Jim Sinclair, Kathy Grant, and Donna Williams in 1992. [1] The advocacy group is organized by autistic people for autistic people. [2] ANI started out as a pen pal group, but when they first met in person, "they felt a sense of belonging, of being understood, of having the same concepts and sharing a language, of being normal."
The default mode network is deactivated during some external goal-oriented tasks such as visual attention or cognitive working memory tasks. [7] However, with internal goal-oriented tasks, such as social working memory or autobiographical tasks, the DMN is positively activated with the task and correlates with other networks such as the network ...
Behavioral Issues in Autism. Springer; 31 March 1994 ISBN 978-0-306-44600-9. Eric Schopler; Gary B. Mesibov. Learning and cognition in autism. Plenum Press; 1995. ISBN 978-0-306-44871-3. Eric Schopler; Gary B. Mesibov. (editors). Parent Survival Manual: A Guide to Crisis Resolution in Autism and Related Developmental Disorders.
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
The amygdala, cerebellum, and many other brain regions have been implicated in autism. [15]Unlike some brain disorders which have clear molecular hallmarks that can be observed in every affected individual, such as Alzheimer's disease or Parkinson's disease, autism does not have a unifying mechanism at the molecular, cellular, or systems level.