The Development of Autism: Perspectives From Theory and Research


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A reexamination of the theory of mind hypothesis of autism. Helen Tager-Flusberg. Autism and the development of mind R. Peter Hobson. The simulating social mind: the role of the mirror neuron system and simulation in the social and communicative deficits of autism spectrum disorders. Lindsay M. Oberman , Vilayanur S. Williams , Gordon D. Waiter , Anne Gilchrist , David I.

Perrett , Andrew Whiten. Helen Tager-Flusberg , Robert M. Steps in theory-of-mind development for children with deafness or autism.

Perspectives on Personal Pronoun Reversal in Children with ASD: A Critical Review

Candida C. Ozonoff , I. The relationship of theory of mind and executive functions to symptom type and severity in children with autism. Robert M. Joseph , Helen Tager-Flusberg. Development and neurophysiology of mentalizing. Brown, R. Charney, R. Pronoun errors in autistic children: Support for a social explanation. Chiat, S.

The development of autism: Perspectives from theory and research.

If I were you and you were me: The analysis of pronouns in a pronoun-reversing child. Chumak-Horbatsch, R. You is I: Single-pronoun reversal in a Ukrainian-speaking child: A case study. Psychology of Language and Communication 7 1 : 57— Dale, P. Pronoun reversals: Who, when, and why?. Dunphy-Lelii, S. Delayed self-recognition in autism: A unique difficulty?. Evans, K. Individual differences in pronoun reversal: Evidence from two longitudinal case studies. Fombonne, E. Handbook of autism and pervasive developmental disorders. Goodwin, A. The role of maternal input in the development of wh-question comprehension in autism and typical development.

Journal of Child Language , In press. Gschwind, D. Autism spectrum disorders: Developmental disconnection syndromes. Hobson, R. Explaining autism: Ten reasons to focus on the developing self. Person-centred deictic expressions and autism. Hyman, S. The diagnosis of mental disorders: The problem of reification.

Jordan, R. An experimental comparison of the understanding and use of speaker-addressee personal pronouns in autistic children.


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Kanner, L. Autistic disturbance of affective contact. Nervous Children 2: — Konstantareas, M. Maternal speech to verbal and higher functioning versus nonverbal and lower functioning autistic children. Lee, A. I, you, me, and autism: An experimental study. Lerner, R. Concepts and theories of human development.

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Scott-Philipp, T. Evolutionary theory and the ultimate—proximate distinction in the human behavioral sciences. Seung, H. Linguistic characteristics of individuals with high functioning autism and Asperger syndrome. Smith, P. Oxford: Blackwell. Tager-Flusberg, H. Constraints on language acquisition: Studies of atypical children.

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The Development of Autism: Perspectives From Theory and Research

Oxford: Open University Press, pp. False-belief tasks are distinct from theory of mind. Venuti, P. Maternal functional speech to children: A comparison of autism spectrum disorder, Down syndrome, and typical development.


  • Perspectives on Personal Pronoun Reversal in Children with ASD: A Critical Review.
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Waterhouse, L. Rethinking autism: Variation and complexity. London: Academic Press. World Health Organisation. ICD classifications of mental and behavioural disorder: Clinical descriptions and diagnostic guidelines. Geneva: Author. Cognitive Theories of PPR With the declining predominance of behaviourism in psychology since the s, explanations of PPR in terms of simple imitation have been increasingly rejected Lee et al. Understanding of Discourse Roles When conceptualising PPR as a failure to comprehend discourse roles, one would expect that children with ASD should misunderstand statements whose correct understanding relies on pronouns.

Linking Genes Brain and Behavior in Autism Spectrum Disorder

Ultimate Explanations for PPR In addition to the lack of empirical support, discourse-role theory of PPR can be criticised for failing to address the core of the problem. Criticisms of the Cognitive Theories of PPR While this literature review so far has offered some criticism of specific PPR research studies and theories, there are wider issues in this body of research concerning meta-theory, theory, and methodology. Theoretical Critique On a theoretical level, the exact nature of ASD itself is still a highly contentious topic, which has obvious implications for the study of PPR.

Methodological Critique The low methodological quality of some of the existing evidence in this field presents further problems. Meta-theoretical Critique The literature on PPR is also plagued with problems on a meta-theoretical level: all studies cited so far assume an organismic model of development, which assumes human development to denote an actively developing individual in a passive environment Lerner, References American Psychiatric Association.

The Development of Autism: Perspectives From Theory and Research The Development of Autism: Perspectives From Theory and Research
The Development of Autism: Perspectives From Theory and Research The Development of Autism: Perspectives From Theory and Research
The Development of Autism: Perspectives From Theory and Research The Development of Autism: Perspectives From Theory and Research
The Development of Autism: Perspectives From Theory and Research The Development of Autism: Perspectives From Theory and Research
The Development of Autism: Perspectives From Theory and Research The Development of Autism: Perspectives From Theory and Research
The Development of Autism: Perspectives From Theory and Research The Development of Autism: Perspectives From Theory and Research

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