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Effect of vocabulary, event processing, and semantic role changes on novel verb extension ...
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Eighteen-month-old infants represent nonlocal syntactic dependencies.
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In: Proceedings of the National Academy of Sciences of the United States of America, vol 118, iss 41 (2021)
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Neural dynamics of infants’ novel word learning through a dynamic social interaction ...
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Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.
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Early Tashelhiyt Berber word segmentation: the role of the Possible Word Constraint ...
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What Is Social about Autism? The Role of Allostasis-Driven Learning
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In: Brain Sciences ; Volume 11 ; Issue 10 (2021)
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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.
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Keyword:
allostasis; autism; domain-general neural circuits; learning; multi-modal integration; parent-infant synchrony; social development
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URL: https://doi.org/10.3390/brainsci11101269
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Adjacent and Non-Adjacent Word Contexts Both Predict Age of Acquisition of English Words: A Distributional Corpus Analysis of Child-Directed Speech.
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In: Cognitive science, vol 44, iss 11 (2020)
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Play and prosociality are associated with fewer externalizing problems in children with developmental language disorder: The role of early language and communication environment. ...
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Pathogenic variants in USP7 cause a neurodevelopmental disorder with speech delays, altered behavior, and neurologic anomalies.
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In: Genetics in medicine : official journal of the American College of Medical Genetics, vol 21, iss 8 (2019)
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STXBP1-associated neurodevelopmental disorder: a comparative study of behavioural characteristics. ...
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Gaze to faces across interactive contexts in infants at heightened risk for autism.
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In: Autism : the international journal of research and practice, vol 22, iss 6 (2018)
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INFANT LANGUAGE LEARNING & COOPERATIVE COMMUNICATION: THE INFLUENCE OF CONTINGENT RESPONSIVENESS AND SES ...
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The impact of paternal feelings and stress on mother–child interactions and on the development of the preterm newborn
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INFANT LANGUAGE LEARNING & COOPERATIVE COMMUNICATION: THE INFLUENCE OF CONTINGENT RESPONSIVENESS AND SES
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Parental embodied mentalizing: how the nonverbal dance between parents and infants predicts children's socio-emotional functioning.
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In: Attachment & human development, vol 19, iss 2 (2017)
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Social Evaluation of Intentional, Truly Accidental, and Negligently Accidental Helpers and Harmers by 10-month-old Infants ; Intentional acts and accidents
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Feasibility of a Social Emotional Parenting Curriculum Applied in an Early Head Start Home Visitation Program with Mexican Immigrant Families
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In: Theses and Dissertations (2017)
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Early development of infants with neurofibromatosis type 1: A case series
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Psychological Reasoning in Infancy.
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In: Annual review of psychology, vol 67, iss 1 (2016)
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