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).

Psychological assessment in the clinical context

The range of management problems faced by the parents of autistic children is considerable Not only do families have to cope with the specific difficulties associated with the disorder, notably social and communication deficits and ritualistic and obsessional behaviours, but also with many non-specific problems of the sort that are common to children with a variety of handicaps Moreover, although the types of problem may seem similar across children (language abnormalities, social problems, routines and obsessions, toiletting and feeding difficulties, disruptive behaviours, overactivity etc) the ways in which these need to be tackled will vary according to the skills and deficits of the individual child and his or her family circumstances

Treating Autistic Children at Home: A London Based Programme

Textbook of Autism Spectrum Disorders

Facilitated communication: a response by child protection.

Abstract Background Research suggests that adults with autism tend to have poor outcomes. Outcomes have mostly been defined using summary outcome ratings, with less focus on specific outcomes such as employment, living situation, social satisfaction, loneliness, and friendships. This study aimed to explore social and community outcomes, including employment, education, living arrangements, friendships, and social satisfaction, for autistic adults with and without intellectual disability. Method Eighty‐four adults with autism (mean age 34.2 years, SD = 4.5; 67% with co‐occurring intellectual disability), recruited as children and adolescents, participated in the current study. Adult social and community inclusion outcomes were explored through interview and questionnaire, both parent/carer‐report and self‐report. Results Participants predominantly lived with family or in supported accommodation, did not pursue higher education, and mostly participated in day activity programmes. Most had limited friendships as reported by parents/carers; however, self‐report data (n = 28) indicated that adults were largely satisfied with their social relationships. Overall outcome was poor for 57%, and good/very good for 34%. Adults with intellectual disability generally had poorer outcomes. Conclusion Autistic adults encountered numerous difficulties in leading an independent life. Adults with co‐occurring intellectual disability were most likely to experience difficulties; however, outcomes ranged from poor to very good for adults without intellectual disability. Discrepancies in parent/carer‐report and self‐reported experiences of friendships highlight the need to ensure individual experiences are captured in addition to parent/carer‐report. Appropriate resources and programmes are crucial for adults with autism to support them to have the choice to live independently.

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jir.12953

Patricia Howlin

Papers

Psychological assessment in the clinical context

Treating Autistic Children at Home: A London Based Programme

Textbook of Autism Spectrum Disorders

Facilitated communication: a response by child protection.

Social and community inclusion outcomes for adults with autism with and without intellectual disability in Australia