1 |
A joint explanation of infant and old age mortality
|
|
|
|
In: ISSN: 0092-0606 ; EISSN: 1573-0689 ; Journal of Biological Physics ; https://hal.sorbonne-universite.fr/hal-03240856 ; Journal of Biological Physics, Springer Verlag, 2021, ⟨10.1007/s10867-021-09569-6⟩ (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Weathering the Storm: How Parent-infant Psychotherapy Can Facilitate Transformative Communications of Maternal Distress. A Hermeneutic Literature Review
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Orthogonal neural codes for speech in the infant brain
|
|
|
|
In: ISSN: 0027-8424 ; EISSN: 1091-6490 ; Proceedings of the National Academy of Sciences of the United States of America ; https://hal.archives-ouvertes.fr/hal-03349785 ; Proceedings of the National Academy of Sciences of the United States of America , National Academy of Sciences, 2021, 118 (31), pp.e2020410118. ⟨10.1073/pnas.2020410118⟩ (2021)
|
|
BASE
|
|
Show details
|
|
4 |
Does infant-directed speech help phonetic learning? A machine learning investigation
|
|
|
|
In: ISSN: 0364-0213 ; EISSN: 1551-6709 ; Cognitive Science ; https://hal.archives-ouvertes.fr/hal-03080098 ; Cognitive Science, Wiley, 2021, 45 (5), ⟨10.1111/cogs.12946⟩ (2021)
|
|
BASE
|
|
Show details
|
|
5 |
Eighteen-month-old infants represent nonlocal syntactic dependencies.
|
|
|
|
In: Proceedings of the National Academy of Sciences of the United States of America, vol 118, iss 41 (2021)
|
|
BASE
|
|
Show details
|
|
6 |
Stem similarity modulates infants' acquisition of phonological alternations.
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Phonetic variation in coronals in English infant-directed speech: A large-scale corpus analysis
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Neural dynamics of infants’ novel word learning through a dynamic social interaction ...
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Size Sound Symbolism in Mothers' Speech to their Infants ...
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Neurodevelopmental outcomes among extremely premature infants with linear growth restriction.
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Early Tashelhiyt Berber word segmentation: the role of the Possible Word Constraint ...
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Early bilingual experience is associated with change detection ability in adults. ...
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Vowel Discrimination in German/English and French/English Bilingual Infants ...
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Relationship between Behavioral Infant Speech Perception and Hearing Age for Children with Hearing Loss
|
|
|
|
In: Journal of Clinical Medicine ; Volume 10 ; Issue 19 (2021)
|
|
BASE
|
|
Show details
|
|
19 |
What Is Social about Autism? The Role of Allostasis-Driven Learning
|
|
|
|
In: Brain Sciences ; Volume 11 ; Issue 10 (2021)
|
|
Abstract:
Scientific research on neuro-cognitive mechanisms of autism often focuses on circuits that support social functioning. However, autism is a heterogeneous developmental variation in multiple domains, including social communication, but also language, cognition, and sensory-motor control. This suggests that the underlying mechanisms of autism share a domain-general foundation that impacts all of these processes. In this Perspective Review, we propose that autism is not a social deficit that results from an atypical “social brain”. Instead, typical social development relies on learning. In social animals, infants depend on their caregivers for survival, which makes social information vitally salient. The infant must learn to socially interact in order to survive and develop, and the most prominent learning in early life is crafted by social interactions. Therefore, the most prominent outcome of a learning variation is atypical social development. To support the hypothesis that autism results from a variation in learning, we first review evidence from neuroscience and developmental science, demonstrating that typical social development depends on two domain-general processes that determine learning: (a) motivation, guided by allostatic regulation of the internal milieu ; and (b) multi-modal associations, determined by the statistical regularities of the external milieu. These two processes are basic ingredients of typical development because they determine allostasis-driven learning of the social environment. We then review evidence showing that allostasis and learning are affected among individuals with autism, both neurally and behaviorally. We conclude by proposing a novel domain-general framework that emphasizes allostasis-driven learning as a key process underlying autism. Guided by allostasis, humans learn to become social, therefore, the atypical social profile seen in autism can reflect a domain-general variation in allostasis-driven learning. This domain-general view raises novel research questions in both basic and clinical research and points to targets for clinical intervention that can lower the age of diagnosis and improve the well-being of individuals with autism.
|
|
Keyword:
allostasis; autism; domain-general neural circuits; learning; multi-modal integration; parent-infant synchrony; social development
|
|
URL: https://doi.org/10.3390/brainsci11101269
|
|
BASE
|
|
Hide details
|
|
20 |
EYE TRACKING [labels] Lexical acquisition through category matching ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|