Thirty years of brain imaging research has converged to define the brain’s default network—a novel and only recently appreciated brain system that participates in internal modes of cognition Here we synthesize past observations to provide strong evidence that the default network is a specific, anatomically defined brain system preferentially active when individuals are not focused on the external environment Analysis of connectional anatomy in the monkey supports the presence of an interconnected brain system Providing insight into function, the default network is active when individuals are engaged in internally focused tasks including autobiographical memory retrieval, envisioning the future, and conceiving the perspectives of others Probing the functional anatomy of the network in detail reveals that it is best understood as multiple interacting subsystems The medial temporal lobe subsystem provides information from prior experiences in the form of memories and associations that are the building blocks of mental simulation The medial prefrontal subsystem facilitates the flexible use of this information during the construction of self-relevant mental simulations These two subsystems converge on important nodes of integration including the posterior cingulate cortex The implications of these functional and anatomical observations are discussed in relation to possible adaptive roles of the default network for using past experiences to plan for the future, navigate social interactions, and maximize the utility of moments when we are not otherwise engaged by the external world We conclude by discussing the relevance of the default network for understanding mental disorders including autism, schizophrenia, and Alzheimer’s disease

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The Brain's Default Network Anatomy, Function, and Relevance to Disease

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

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From Neurons to Neighborhoods: The Science of Early Childhood Development

We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. The develop- mental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition.

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Understanding and sharing intentions: The origins of cultural cognition

Empathy is an essential part of normal social functioning, yet there are precious few instruments for measuring individual differences in this domain. In this article we review psychological theories of empathy and its measurement. Previous instruments that purport to measure this have not always focused purely on empathy. We report a new self-report questionnaire, the Empathy Quotient (EQ), for use with adults of normal intelligence. It contains 40 empathy items and 20 filler/control items. On each empathy item a person can score 2, 1, or 0, so the EQ has a maximum score of 80 and a minimum of zero. In Study 1 we employed the EQ with n = 90 adults (65 males, 25 females) with Asperger Syndrome (AS) or high-functioning autism (HFA), who are reported clinically to have difficulties in empathy. The adults with AS/HFA scored significantly lower on the EQ than n = 90 (65 males, 25 females) age-matched controls. Of the adults with AS/HFA, 81% scored equal to or fewer than 30 points out of 80, compared with only 12% of controls. In Study 2 we carried out a study of n = 197 adults from a general population, to test for previously reported sex differences (female superiority) in empathy. This confirmed that women scored significantly higher than men. The EQ reveals both a sex difference in empathy in the general population and an empathy deficit in AS/HFA.

The empathy quotient: an investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences.

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.

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Empathy: Its ultimate and proximate bases.

This study was designed to examine the degree to which individual differences in gestural joint attention skills predicted language development among autistic children. A group of 15 autistic children (mean CA=45 months) were matched with one group of mentally retarded (MR) children on mental age and another group of MR children on language age. These groups were administered the Early Social-Communication Scales. The latter provided measures of gestural requesting, joint attention, and social behaviors. The results indicated that, even when controlling for language level, mental age, or IQ, autistic children displayed deficits in gestural joint attention skills on two testing sessions that were 13 months apart. Furthermore, the measure of gestural nonverbal joint attention was a significant predictor of language development in the autistic sample. Other variables, including initial language level and IQ were not significant predictors of language development in this sample.

A longitudinal study of joint attention and language development in autistic children.

Young autistic children were compared to normal and control samples on measures of non-verbal communication skills and object play skills. Deficits in non-verbal indicating behaviors best discriminated the children diagnosed as autistic from the other groups. Although the autistic children also exhibited deficits in object play behavior, these deficits did not add appreciably to the discriminant function based on the non-verbal communication behaviors. These results suggest that a deficit in the development of non-verbal indicating behaviors is a significant characteristic of young children who receive the diagnosis of autism.

Defining the social deficits of autism: The contribution of non-verbal communication measures.

Before social cognition there is joint processing of information about the attention of self and others. This joint attention requires the integrated activation of a distributed cortical network involving the anterior and posterior attention systems. In infancy, practice with the integrated activation of this distributed attention network is a major contributor to the development of social cognition. Thus, the functional neuroanatomies of social cognition and the anterior-posterior attention systems have much in common. These propositions have implications for understanding joint attention, social cognition, and autism.

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Attention, Joint Attention, and Social Cognition

This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development.

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Individual Differences and the Development of Joint Attention in Infancy

The social interactions of young autistic children and their caregivers were contrasted to interactions involving normal and mentally retarded controls. The autistic children displayed a much lower frequency of attention sharing behaviors, such as pointing to or showing objects. Alternatively, the autistic children directed as much looking, vocalizing and proximity behaviors toward their caregivers as did the other groups. Thus, although the autistic children did not show a clear lack of responsiveness to their caregivers, they did display a significant deficit in indicating behaviors during child-caregiver interaction.

Peter Clive Mundy

Papers

A longitudinal study of joint attention and language development in autistic children.

Defining the social deficits of autism: The contribution of non-verbal communication measures.

Attention, Joint Attention, and Social Cognition

Individual Differences and the Development of Joint Attention in Infancy

Social interactions of autistic, mentally retarded and normal children and their caregivers