There is disagreement in the literature about the exact nature of the phenomenon of empathy. There are emotional, cogni- tive, and conditioning views, applying in varying degrees across species. An adequate description of the ultimate and proximate mecha- nism can integrate these views. Proximately, the perception of an object's state activates the subject's corresponding representations, which in turn activate somatic and autonomic responses. This mechanism supports basic behaviors (e.g., alarm, social facilitation, vicar- iousness of emotions, mother-infant responsiveness, and the modeling of competitors and predators) that are crucial for the reproduc- tive success of animals living in groups. The Perception-Action Model (PAM), together with an understanding of how representations change with experience, can explain the major empirical effects in the literature (similarity, familiarity, past experience, explicit teach- ing, and salience). It can also predict a variety of empathy disorders. The interaction between the PAM and prefrontal functioning can also explain different levels of empathy across species and age groups. This view can advance our evolutionary understanding of empa- thy beyond inclusive fitness and reciprocal altruism and can explain different levels of empathy across individuals, species, stages of de- velopment, and situations.

/pdf/empathy-its-ultimate-and-proximate-bases-3gnr9okjki.pdf

Empathy: Its ultimate and proximate bases.

Doing Qualitative Research

Part I: The Basic Account. 1. Language and Cognition: Constructing an Alternative Approach Within the Behavioral Tradition S.C. Hayes, et al. 2. Derived Relational Responding as Learned Behavior S.C. Hayes, et al. 3. Multiple Stimulus Relations and the Transformation of Stimulus Functions D. Barnes-Holmes, et al. 4. Relations Among Relations: Analogies, Metaphors, and Stories I. Stewart, et al. 5. Thinking, Problem-Solving, and Pragmatic Verbal Analysis S.C. Hayes, et al. 6. Understanding and Verbal Regulation D. Barnes-Holmes, et al. 7. Self and Self-Directed Rules D. Barnes-Holmes, et al. 8. Relational Frame Theory: A Precis S.C. Hayes, et al. Part II: Extensions and Applications. 9. Psychological Development Y. Barnes-Holmes, et al. 10. Education Y. Barnes-Holmes, et al. 11. Social Processes B. Roche, et al. 12. Psychopathology and Psychotherapy K.G. Wilson, et al. 13. Religion, Spirituality, and Transcendence D. Barnes-Holmes, et al. Epilogue. References. Index.

Relational Frame Theory: A Post-Skinnerian Account Of Human Language And Cognition

A relatively simple model of the phonological loop (A. D. Baddeley, 1986), a component of working memory, has proved capable of accommodating a great deal of experimental evidence from normal adult participants, children, and neuropsychological patients. Until recently, however, the role of this subsystem in everyday cognitive activities was unclear. In this article the authors review studies of word learning by normal adults and children, neuropsychological patients, and special developmental populations, which provide evidence that the phonological loop plays a crucial role in learning the novel phonological forms of new words. The authors propose that the primary purpose for which the phonological loop evolved is to store unfamiliar sound patterns while more permanent memory records are being constructed. Its use in retaining sequences of familiar words is, it is argued,

/pdf/the-phonological-loop-as-a-language-learning-device-484uirmmjo.pdf

The phonological loop as a language learning device.

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(06)69041-7.pdf

Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP).

Although it is now recognized that children may exhibit widespread symptoms of stress following exposure to abuse or neglect, the impact of traumatic experiences on children with pervasive developmental disorders has received little attention. The present paper describes a strategy devised to assess the long-term effects of abuse on a group of children who had attended a specialist autistic school where physical and emotional mistreatment of pupils was well documented. Because most of the children had very limited communication skills, the evidence relied heavily on retrospective parental reports. Despite the problems inherent in using such data it was possible to derive reliable measures that could be used to test hypotheses about predicted patterns of behavioral change, based on work with other children who have been abused. In most cases, too, parental reports could be corroborated by information from other sources. Consistent patterns in both the nature and timing of behavioral disturbances were found, which seemed to relate specifically to the period of abuse at the school.

Is it possible to assess the impact of abuse on children with pervasive developmental disorders

Spatial Working Memory in Asperger's Syndrome and in Patients with Focal Frontal and Temporal Lobe Lesions☆

This paper examines current evidence for the effectiveness of early intensive behavioral interventions and other comprehensive preschool, behaviorally and/or developmentally based programs for young children with autism spectrum disorders (ASD). Data are based on recently published systematic reviews and meta-analyses. Individual differences in response to treatment and current evidence on predictors of outcome are examined. The limited research findings available on the long-term outcomes (>4 years after the start of treatment) of young children with ASD who received such interventions are also summarized. Finally, this review discusses challenges in the implementation of evidenceâÂÂbased early comprehensive interventions for ASD and highlights future priorities in this field.

/pdf/early-comprehensive-behaviorally-based-interventions-for-1i60i4cbqu.pdf

Early comprehensive behaviorally based interventions for children with autism spectrum disorders: a summary of findings from recent reviews and meta-analyses

Cohen syndrome Cohen syndrome is a rare autosomal recessive disorder first described by Cohen and his colleagues in 1973. The gene responsible, COH-1, was identified in June 2003 and is sited on chromosome 8q-22 (Kolehmainen et al., 2003). To date, well over 100 reports on Cohen syndrome have appeared in the literature but most are single case or small group studies and relatively few involve samples of 20 or more. (Exceptions are Howlin, 2001; Kivitie-Kallio et al., 1998; 1999; Kondo et al., 1990a; 1990b; Norio et al., 1984). The various physical abnormalities associated with the condition have been widely described and seven specific features appear to be particularly characteristic of the disorder (Kivitie-Kallio, 2000). These are: (1) ophthalmologic abnormalities (e.g. retinal mottling, myopia); (2) microcephaly; (3) haematological abnormalities (including neutropenia); (4) facial characteristics (short philtrum, high arched palate, thick eyebrows, low hairline, protruding/crowded teeth); (5) hand and feet abnormalities (tapered, hyper-extensible); (6) truncal obesity; (7) early hypotonia and later scoliosis. autism © 2004 SAGE Publications and The National Autistic Society Vol 8(2) 175–182; 042721 1362-3613(200406)8:2

Using the Social Communication Questionnaire to Identify ‘Autistic Spectrum’ Disorders Associated with Other Genetic Conditions Findings from a Study of Individuals with Cohen Syndrome

Over the past 50 years very many different treatments have been promoted as bringing about significant improvements, or even cures, for children with autism. However, few interventions involve controlled studies of any kind; randomised control trials are virtually non-existent and when appropriate research methodology has been applied the results are generally far from positive. Recent research suggests that the most effective results stem from early intensive behavioural interventions. Although many questions remain concerning the optimal age at which treatment should begin, the intensity of treatment and the many other variables that may affect outcome, there is growing evidence of general strategies that can be effective in ameliorating the problems associated with autism.

Patricia Howlin

Papers

Is it possible to assess the impact of abuse on children with pervasive developmental disorders

Spatial Working Memory in Asperger's Syndrome and in Patients with Focal Frontal and Temporal Lobe Lesions☆

Early comprehensive behaviorally based interventions for children with autism spectrum disorders: a summary of findings from recent reviews and meta-analyses

Using the Social Communication Questionnaire to Identify ‘Autistic Spectrum’ Disorders Associated with Other Genetic Conditions Findings from a Study of Individuals with Cohen Syndrome

The effectiveness of interventions for children with autism