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).

Series Preface. Acknowledgements. Introduction. Changing Theories and Styles of Treatment in Autism. Designing a Treatment Programme. Fostering Language Development. The Facilitation of Social Development. Treatment of Obsessive and Ritualistic Behaviours. Non-Specific Behavioural Problems. The Alleviation of Family Problems. Short Terms Effects of Treatment. The Final Year of Treatment. Comparisons Between Cases and Long Term Controls. Parents' Views on the Treatment Programme. Treatment Implications. Implications for Research and for Clinical Concepts. References. Appendices. Index.

Treatment of Autistic Children

Linguistic dissociations in Williams syndrome: evaluating receptive syntax in on-line and off-line tasks

Difficulties in social interaction are a central feature of Asperger syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger syndrome and control group matched for age, gender and IQ. We also assessed autobiographical memory, on a cueing task and during social problem-solving, and examined the relationship between access to specific past experiences and social problem-solving ability. Results demonstrated a social problem-solving impairment in the Asperger group. Their solutions were less detailed, less effective and less extended in time. Autobiographical memory performance was also impaired with significantly longer latencies to retrieve specific memories and fewer specific memories retrieved in comparison to controls.

Autobiographical memory and social problem-solving in Asperger syndrome.

A recent survey of clinical services for individuals with autism (Howlin, 1998) indicated that a number of services were considering, or were actually in the process of, setting up groups for more able adolescents or adults with autism. However, there have been very few reports of the clients and strategies involved in such groups, of the practical problems associated with their organization, or of their general effectiveness. If professionals are to benefit from existing expertise in this area, systematic data are clearly required on the intervention strategies employed; the therapists involved; the group composition (age, ability and number of participants); and the frequency and number of sessions offered. In order to encourage more widespread sharing of information on how and for whom such groups can be made optimally effective, we begin with a report of a social skills group held at the Maudsley Hospital in London over the course of a year.

The Potential Effectiveness of Social Skills Groups for Adults with Autism

Teaching About Emotions. Teaching About Informational States. Developing Pretend Play. Future Directions.

Patricia Howlin

Papers

Treatment of Autistic Children

Linguistic dissociations in Williams syndrome: evaluating receptive syntax in on-line and off-line tasks

Autobiographical memory and social problem-solving in Asperger syndrome.

The Potential Effectiveness of Social Skills Groups for Adults with Autism

Teaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents