By Tatyana B Glezerman
For years, the common presentation of autism—the developmental delays, the social and linguistic deficits—has been renowned. regardless of nice version between young ones with this situation, definite signs are thought of hallmarks of the illness. much less understood is why those signs come jointly to build autism. And as autism charges proceed to upward push, this data is ever extra important to exact analysis and treatment.
Autism and the Brain deals solutions through displaying a brand new neuropsychology of the autistic spectrum, reviewing normal mind association, and concerning particular areas and buildings to express medical indicators. the writer identifies deficiencies in parts of the left-hemisphere linked to the self and identification as principal to autism. From this first harm, the mind additional reorganizes to compensate, explaining the various behaviors between low- and high-functioning contributors in addition to autistic savants. the result's a distinct 3-dimensional view of mind constitution, functionality, and pathology, with in-depth concentrate on how the autistic brain:
Perceives the world.
is aware and makes use of words.
Perceives faces.
is familiar with spatial kin and numbers.
knows emotions and registers emotions.
Perceives the self as cut loose others.
Acts within the world.
Challenging readers to re-think their assumptions, Autism and the Brain is step forward examining for researchers, clinicians, and graduate scholars in fields as diversified as baby and adolescent psychiatry; medical baby, institution, and developmental psychology; neuroscience/neurobiology; certain schooling and academic psychology; social paintings; conversation problems; and public healthiness and policy.
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Additional resources for Autism and the Brain: Neurophenomenological Interpretation
Sample text
Categorical Classification, Categorical Component of Word Meaning and Left BA37 To recapitulate, the LH constructs a visual world, and different versions of this world exist at each hierarchical level. The LH sensory-motor level’s “synthetic” image of a cup evokes the visual and tactile sense of shape, color, and size of that particular cup from a single situation. Cups do not exist as such at this level, but only within the individual situation to which each cup belongs. At the gnostic– praxic level, a “synthetic” LH image of a cup evokes a separate object, with emphasis placed on action with the useful object.
The time when children start using objects predictably coincides with maturation of those areas in the brain involved in LH processing at the functional level of abstraction. Returning now to the left BA37, this region not only creates generalized visual– “functional” images of perceived objects, but also serves as the storehouse for their representations and, hence, for their later recognition. After mastering use of a cup in one particular situation, the child will be able to perform this object action in any situation and with any type of cups.
John, a 6-year-old boy: dictionary—“‘That’s where you left the money’…. [O]nce his father left some money in a dictionary and asked John to tell his mother about it” (p. 239). For this autistic boy, the object (and word meaning) is part of the whole—VSS. If we move to the HFA, we still see “exposure” of RH primary experience reflected in WM. ”) from Asperger’s material. The bush, that is where the branches grow straight off the ground, completely jumbled up, so that it can happen that three or four cross over each other, so that one has a knot in one’s hand.