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PER : Périodiques |
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Some Aspects of Language Processing Revealed Through the Analysis of Acquired Aphasia: The Lexical System / Alfonso CARAMAZZA in Annual Review of Neuroscience, 11 (1988)
[article]
Titre : Some Aspects of Language Processing Revealed Through the Analysis of Acquired Aphasia: The Lexical System Type de document : Texte imprimé et/ou numérique Auteurs : Alfonso CARAMAZZA, Auteur Année de publication : 1988 Article en page(s) : p.395-421 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Annual Review of Neuroscience > 11 (1988) . - p.395-421[article] Some Aspects of Language Processing Revealed Through the Analysis of Acquired Aphasia: The Lexical System [Texte imprimé et/ou numérique] / Alfonso CARAMAZZA, Auteur . - 1988 . - p.395-421.
Langues : Anglais (eng)
in Annual Review of Neuroscience > 11 (1988) . - p.395-421
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 Some difficulties behind the concept of the ‘Extreme male brain’ in autism research. A theoretical review / Rosalind RIDLEY in Research in Autism Spectrum Disorders, 57 (January 2019)
[article]
Titre : Some difficulties behind the concept of the ‘Extreme male brain’ in autism research. A theoretical review Type de document : Texte imprimé et/ou numérique Auteurs : Rosalind RIDLEY, Auteur Article en page(s) : p.19-27 Langues : Anglais (eng) Mots-clés : Extreme male brain Gender Autism Asperger’s syndrome Index. décimale : PER Périodiques Résumé : The idea that autistic symptoms are produced by an ‘extreme male brain’ warrants further examination. The concept of the ‘extreme male brain’ derives from scores on the Autism Spectrum Questionnaire (AQ) i.e. it is defined behaviourally rather than anatomically. But if the concept of the ‘extreme male brain’ is to explain rather than describe autistic behaviour then evidence must come from a non-behavioural (e.g. physiological, biochemical or anatomical) source to avoid circularity of argument. The lack of a cognitive intervening variable linking autistic behavioural traits to brain activity casts doubt on the existence of a uni-dimensional spectrum of ‘brain gender’ for which autism is to be found at the ‘extreme male’ end. The inappropriate conflation of the dependent variable (score on the AQ) and the independent variable (brain anatomy of respondent) has led to the claim that a person with autism, even if female, has an ‘extreme male brain’. This is comparable to the claim that, because on average men are taller than women, extremely tall women have ‘extreme male height’. This stereotypical view of gender fails to recognize the overlapping diversity of cognitive styles found in males and females. En ligne : https://doi.org/10.1016/j.rasd.2018.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.19-27[article] Some difficulties behind the concept of the ‘Extreme male brain’ in autism research. A theoretical review [Texte imprimé et/ou numérique] / Rosalind RIDLEY, Auteur . - p.19-27.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.19-27
Mots-clés : Extreme male brain Gender Autism Asperger’s syndrome Index. décimale : PER Périodiques Résumé : The idea that autistic symptoms are produced by an ‘extreme male brain’ warrants further examination. The concept of the ‘extreme male brain’ derives from scores on the Autism Spectrum Questionnaire (AQ) i.e. it is defined behaviourally rather than anatomically. But if the concept of the ‘extreme male brain’ is to explain rather than describe autistic behaviour then evidence must come from a non-behavioural (e.g. physiological, biochemical or anatomical) source to avoid circularity of argument. The lack of a cognitive intervening variable linking autistic behavioural traits to brain activity casts doubt on the existence of a uni-dimensional spectrum of ‘brain gender’ for which autism is to be found at the ‘extreme male’ end. The inappropriate conflation of the dependent variable (score on the AQ) and the independent variable (brain anatomy of respondent) has led to the claim that a person with autism, even if female, has an ‘extreme male brain’. This is comparable to the claim that, because on average men are taller than women, extremely tall women have ‘extreme male height’. This stereotypical view of gender fails to recognize the overlapping diversity of cognitive styles found in males and females. En ligne : https://doi.org/10.1016/j.rasd.2018.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 Some factors relating to intelligence in treated children with spina bifida cystica / Gillian M. HUNT in Developmental Medicine & Child Neurology, S35 (December 1975)
[article]
Titre : Some factors relating to intelligence in treated children with spina bifida cystica Type de document : Texte imprimé et/ou numérique Auteurs : Gillian M. HUNT, Auteur ; Alec E. HOLMES, Auteur Année de publication : 1975 Article en page(s) : p.65-70 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The 83 survivors of a consecutive series of children with spina bifida cystica, born between 1963 and 1971 and treated non-selectively since birth, were assessed by intelligence and developmental testing. In nine of the children who had not required shunts the distribution of intelligence was within the normal range. The need for a shunt was significantly related to the presence of craniolacunae and to the sensory level of the lesion recorded at birth. Seven of the 74 shunt-treated children had suffered ventriculitis, meningitis or septicaemia, and their intelligence was significantly worse than the others. In the 67 shunt-treated children who had not suffered infection, intelligence was significantly related to the thickness of the pallium when the shunt was inserted during the first four weeks of life, and to the sensory level of the lesion recorded at birth. Intelligence was not related to the function of the shunt at time of assessment, to the number of revisions of the shunt, or to the rate of increase in head size during the first four weeks of life. It is concluded that the best indication of later intelligence can be gained at birth from the thickness of the pallium and the sensory level of the lesion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Developmental Medicine & Child Neurology > S35 (December 1975) . - p.65-70[article] Some factors relating to intelligence in treated children with spina bifida cystica [Texte imprimé et/ou numérique] / Gillian M. HUNT, Auteur ; Alec E. HOLMES, Auteur . - 1975 . - p.65-70.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > S35 (December 1975) . - p.65-70
Index. décimale : PER Périodiques Résumé : The 83 survivors of a consecutive series of children with spina bifida cystica, born between 1963 and 1971 and treated non-selectively since birth, were assessed by intelligence and developmental testing. In nine of the children who had not required shunts the distribution of intelligence was within the normal range. The need for a shunt was significantly related to the presence of craniolacunae and to the sensory level of the lesion recorded at birth. Seven of the 74 shunt-treated children had suffered ventriculitis, meningitis or septicaemia, and their intelligence was significantly worse than the others. In the 67 shunt-treated children who had not suffered infection, intelligence was significantly related to the thickness of the pallium when the shunt was inserted during the first four weeks of life, and to the sensory level of the lesion recorded at birth. Intelligence was not related to the function of the shunt at time of assessment, to the number of revisions of the shunt, or to the rate of increase in head size during the first four weeks of life. It is concluded that the best indication of later intelligence can be gained at birth from the thickness of the pallium and the sensory level of the lesion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Some simple approaches to the analysis of dichotomous longitudinal data / Ian PLEWIS in Developmental Medicine & Child Neurology, 22-5 (October 1980)
[article]
Titre : Some simple approaches to the analysis of dichotomous longitudinal data Type de document : Texte imprimé et/ou numérique Auteurs : Ian PLEWIS, Auteur Année de publication : 1980 Article en page(s) : p.671-674 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514
in Developmental Medicine & Child Neurology > 22-5 (October 1980) . - p.671-674[article] Some simple approaches to the analysis of dichotomous longitudinal data [Texte imprimé et/ou numérique] / Ian PLEWIS, Auteur . - 1980 . - p.671-674.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 22-5 (October 1980) . - p.671-674
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education / Catherine J. CROMPTON in Autism, 27-1 (January 2023)
[article]
Titre : œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur Article en page(s) : p.76-91 Langues : Anglais (eng) Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism > 27-1 (January 2023) . - p.76-91[article] œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur . - p.76-91.
Langues : Anglais (eng)
in Autism > 27-1 (January 2023) . - p.76-91
Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 'Something needs to change': Mental health experiences of young autistic adults in England / L. CRANE in Autism, 23-2 (February 2019)
PermalinkSomething old, something new - can adding genomic data to family studies advance our understanding of the impact of nature and nurture on mental health? Commentary on McAdams et al. (2023) / Jasmin WERTZ in Journal of Child Psychology and Psychiatry, 64-4 (April 2023)
Permalink"Sometimes I Feel Grateful…": Experiences of the Adolescent Siblings of Children with Autism Spectrum Disorder in Malaysia / Siti Nur Zafirah binti KASSIM ; Chun Hong GAN ; Veronica FIERRO ; Caryn Mei Hsien CHAN ; Deborah HERSH in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
Permalink‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools / Lynsey CALDER in Autism, 17-3 (May 2013)
PermalinkSommeil agité ? / Frédéric NAUDON in Déclic, 159 (Mai-Juin 2014)
PermalinkSommeil et précocité / J. LOUIS in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 73 (Novembre 2003)
PermalinkUn sommeil toujours immature? / Nadia BAHI-BUISSON in Rett Info, 74 (Printemps 2011)
PermalinkLe sommeil et les troubles du neurodéveloppement / Dominique DONNET-KAMEL in Bulletin Scientifique de l'arapi (Le), 47 (2021-1)
PermalinkSomnambulism in children with Tourette syndrome / Gabor BARABAS in Developmental Medicine & Child Neurology, 26-4 (August 1984)
PermalinkSon autonomie pas à pas / Adeline CHARVET in Déclic, 156 (Novembre-Décembre 2013)
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