1455 recherche sur le mot-clé 'Developmental-cognitive-neuroscience'

How neuropsychology informs our understanding of developmental disorders / Bruce F. PENNINGTON in Journal of Child Psychology and Psychiatry, 50-1-2 (January/February 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.72-78 Titre : How neuropsychology informs our understanding of developmental disorders Type de document : texte imprimé Auteurs : Bruce F. PENNINGTON, Auteur Année de publication : 2009 Article en page(s) : p.72-78 Langues : Anglais (eng) Mots-clés : Developmental-cognitive-neuroscience plasticity molecular-genetics neural-network-models dyslexia neuropsychology Index. décimale : PER Périodiques Résumé : This review includes 1) an explanation of what neuropsychology is, 2) a brief history of how developmental cognitive neuroscience emerged from earlier neuropsychological approaches to understanding atypical development, 3) three recent examples that illustrate the benefits of this approach, 4) issues and challenges this approach must face, and 5) a forecast for the future of this approach. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01977.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694 [article] How neuropsychology informs our understanding of developmental disorders [texte imprimé] / Bruce F. PENNINGTON, Auteur . - 2009 . - p.72-78. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-1-2 (January/February 2009) . - p.72-78 Mots-clés : Developmental-cognitive-neuroscience plasticity molecular-genetics neural-network-models dyslexia neuropsychology Index. décimale : PER Périodiques Résumé : This review includes 1) an explanation of what neuropsychology is, 2) a brief history of how developmental cognitive neuroscience emerged from earlier neuropsychological approaches to understanding atypical development, 3) three recent examples that illustrate the benefits of this approach, 4) issues and challenges this approach must face, and 5) a forecast for the future of this approach. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01977.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=694

Dysregulation of temporal dynamics of synchronous neural activity in adolescents on autism spectrum / Evie A. MALAIA in Autism Research, 13-1 (January 2020)  

Public ISBD [article]  inAutism Research > 13-1 (January 2020) . - p.24-31 Titre : Dysregulation of temporal dynamics of synchronous neural activity in adolescents on autism spectrum Type de document : texte imprimé Auteurs : Evie A. MALAIA, Auteur ; Sungwoo AHN, Auteur ; Leonid L. RUBCHINSKY, Auteur Article en page(s) : p.24-31 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  developmental cognitive neuroscience  functional connectivity  neural oscillations  neural synchronization  phase synchrony  resting state Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is increasingly understood to be based on atypical signal transfer among multiple interconnected networks in the brain. Relative temporal patterns of neural activity have been shown to underlie both the altered neurophysiology and the altered behaviors in a variety of neurogenic disorders. We assessed brain network dynamics variability in autism spectrum disorders (ASD) using measures of synchronization (phase-locking) strength, and timing of synchronization and desynchronization of neural activity (desynchronization ratio) across frequency bands of resting-state electroencephalography (EEG). Our analysis indicated that frontoparietal synchronization is higher in ASD but with more short periods of desynchronization. It also indicates that the relationship between the properties of neural synchronization and behavior is different in ASD and typically developing populations. Recent theoretical studies suggest that neural networks with a high desynchronization ratio have increased sensitivity to inputs. Our results point to the potential significance of this phenomenon to the autistic brain. This sensitivity may disrupt the production of an appropriate neural and behavioral responses to external stimuli. Cognitive processes dependent on the integration of activity from multiple networks maybe, as a result, particularly vulnerable to disruption. Autism Res 2020, 13: 24-31. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Parts of the brain can work together by synchronizing the activity of the neurons. We recorded the electrical activity of the brain in adolescents with autism spectrum disorder and then compared the recording to that of their peers without the diagnosis. We found that in participants with autism, there were a lot of very short time periods of non-synchronized activity between frontal and parietal parts of the brain. Mathematical models show that the brain system with this kind of activity is very sensitive to external events. En ligne : http://dx.doi.org/10.1002/aur.2219 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Dysregulation of temporal dynamics of synchronous neural activity in adolescents on autism spectrum [texte imprimé] / Evie A. MALAIA, Auteur ; Sungwoo AHN, Auteur ; Leonid L. RUBCHINSKY, Auteur . - p.24-31. Langues : Anglais (eng) in Autism Research > 13-1 (January 2020) . - p.24-31 Mots-clés : autism spectrum disorder  developmental cognitive neuroscience  functional connectivity  neural oscillations  neural synchronization  phase synchrony  resting state Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is increasingly understood to be based on atypical signal transfer among multiple interconnected networks in the brain. Relative temporal patterns of neural activity have been shown to underlie both the altered neurophysiology and the altered behaviors in a variety of neurogenic disorders. We assessed brain network dynamics variability in autism spectrum disorders (ASD) using measures of synchronization (phase-locking) strength, and timing of synchronization and desynchronization of neural activity (desynchronization ratio) across frequency bands of resting-state electroencephalography (EEG). Our analysis indicated that frontoparietal synchronization is higher in ASD but with more short periods of desynchronization. It also indicates that the relationship between the properties of neural synchronization and behavior is different in ASD and typically developing populations. Recent theoretical studies suggest that neural networks with a high desynchronization ratio have increased sensitivity to inputs. Our results point to the potential significance of this phenomenon to the autistic brain. This sensitivity may disrupt the production of an appropriate neural and behavioral responses to external stimuli. Cognitive processes dependent on the integration of activity from multiple networks maybe, as a result, particularly vulnerable to disruption. Autism Res 2020, 13: 24-31. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Parts of the brain can work together by synchronizing the activity of the neurons. We recorded the electrical activity of the brain in adolescents with autism spectrum disorder and then compared the recording to that of their peers without the diagnosis. We found that in participants with autism, there were a lot of very short time periods of non-synchronized activity between frontal and parietal parts of the brain. Mathematical models show that the brain system with this kind of activity is very sensitive to external events. En ligne : http://dx.doi.org/10.1002/aur.2219 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Keeping time in the brain: Autism spectrum disorder and audiovisual temporal processing / Ryan A. STEVENSON in Autism Research, 9-7 (July 2016)  

Public ISBD [article]  inAutism Research > 9-7 (July 2016) . - p.720-738 Titre : Keeping time in the brain: Autism spectrum disorder and audiovisual temporal processing Type de document : texte imprimé Auteurs : Ryan A. STEVENSON, Auteur ; Magali SEGERS, Auteur ; Susanne FERBER, Auteur ; Morgan D. BARENSE, Auteur ; Stephen M. CAMARATA, Auteur ; Mark T. WALLACE, Auteur Article en page(s) : p.720-738 Langues : Anglais (eng) Mots-clés : low-level perception  cognitive neuroscience  developmental psychology  social cognition Index. décimale : PER Périodiques Résumé : A growing area of interest and relevance in the study of autism spectrum disorder (ASD) focuses on the relationship between multisensory temporal function and the behavioral, perceptual, and cognitive impairments observed in ASD. Atypical sensory processing is becoming increasingly recognized as a core component of autism, with evidence of atypical processing across a number of sensory modalities. These deviations from typical processing underscore the value of interpreting ASD within a multisensory framework. Furthermore, converging evidence illustrates that these differences in audiovisual processing may be specifically related to temporal processing. This review seeks to bridge the connection between temporal processing and audiovisual perception, and to elaborate on emerging data showing differences in audiovisual temporal function in autism. We also discuss the consequence of such changes, the specific impact on the processing of different classes of audiovisual stimuli (e.g. speech vs. nonspeech, etc.), and the presumptive brain processes and networks underlying audiovisual temporal integration. Finally, possible downstream behavioral implications, and possible remediation strategies are outlined. Autism Res 2016, 9: 720–738. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Keeping time in the brain: Autism spectrum disorder and audiovisual temporal processing [texte imprimé] / Ryan A. STEVENSON, Auteur ; Magali SEGERS, Auteur ; Susanne FERBER, Auteur ; Morgan D. BARENSE, Auteur ; Stephen M. CAMARATA, Auteur ; Mark T. WALLACE, Auteur . - p.720-738. Langues : Anglais (eng) in Autism Research > 9-7 (July 2016) . - p.720-738 Mots-clés : low-level perception  cognitive neuroscience  developmental psychology  social cognition Index. décimale : PER Périodiques Résumé : A growing area of interest and relevance in the study of autism spectrum disorder (ASD) focuses on the relationship between multisensory temporal function and the behavioral, perceptual, and cognitive impairments observed in ASD. Atypical sensory processing is becoming increasingly recognized as a core component of autism, with evidence of atypical processing across a number of sensory modalities. These deviations from typical processing underscore the value of interpreting ASD within a multisensory framework. Furthermore, converging evidence illustrates that these differences in audiovisual processing may be specifically related to temporal processing. This review seeks to bridge the connection between temporal processing and audiovisual perception, and to elaborate on emerging data showing differences in audiovisual temporal function in autism. We also discuss the consequence of such changes, the specific impact on the processing of different classes of audiovisual stimuli (e.g. speech vs. nonspeech, etc.), and the presumptive brain processes and networks underlying audiovisual temporal integration. Finally, possible downstream behavioral implications, and possible remediation strategies are outlined. Autism Res 2016, 9: 720–738. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Relations between language and cognition in native-signing children with autism spectrum disorder / Aaron SHIELD in Autism Research, 9-12 (December 2016)  

Public ISBD [article]  inAutism Research > 9-12 (December 2016) . - p.1304-1315 Titre : Relations between language and cognition in native-signing children with autism spectrum disorder Type de document : texte imprimé Auteurs : Aaron SHIELD, Auteur ; Jennie PYERS, Auteur ; Amber MARTIN, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.1304-1315 Langues : Anglais (eng) Mots-clés : theory of mind  social cognition  developmental psychology  cognitive neuroscience Index. décimale : PER Périodiques Résumé : Two populations have been found to exhibit delays in theory of mind (ToM): deaf children of hearing parents and children with autism spectrum disorder (ASD). Deaf children exposed to sign from birth by their deaf parents, however, show no such delay, suggesting that early language exposure is key to ToM development. Sign languages also present frequent opportunities with visual perspective-taking (VPT), leading to the question of whether sign exposure could benefit children with ASD. We present the first study of children with ASD exposed to sign from birth by their deaf parents. Seventeen native-signing children with a confirmed ASD diagnosis and a chronological- and mental age-matched control group of 18 typically developing (TD) native-signing deaf children were tested on American Sign Language (ASL) comprehension, two minimally verbal social cognition tasks (ToM and VPT), and one spatial cognition task (mental rotation). The TD children outperformed the children with ASD on ASL comprehension (p < 0.0001), ToM (p = 0.02), and VPT (p < 0.01), but not mental rotation (p = 0.12). Language strongly correlated with ToM (p < 0.01) and VPT (p < 0.001), but not mental rotation (p = ns). Native exposure to sign is thus insufficient to overcome the language and social impairments implicated in ASD. Contrary to the hypothesis that sign could provide a scaffold for ToM skills, we find that signing children with ASD are unable to access language so as to gain any potential benefit sign might confer. Our results support a strong link between the development of social cognition and language, regardless of modality, for TD and ASD children. En ligne : http://dx.doi.org/10.1002/aur.1621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Relations between language and cognition in native-signing children with autism spectrum disorder [texte imprimé] / Aaron SHIELD, Auteur ; Jennie PYERS, Auteur ; Amber MARTIN, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.1304-1315. Langues : Anglais (eng) in Autism Research > 9-12 (December 2016) . - p.1304-1315 Mots-clés : theory of mind  social cognition  developmental psychology  cognitive neuroscience Index. décimale : PER Périodiques Résumé : Two populations have been found to exhibit delays in theory of mind (ToM): deaf children of hearing parents and children with autism spectrum disorder (ASD). Deaf children exposed to sign from birth by their deaf parents, however, show no such delay, suggesting that early language exposure is key to ToM development. Sign languages also present frequent opportunities with visual perspective-taking (VPT), leading to the question of whether sign exposure could benefit children with ASD. We present the first study of children with ASD exposed to sign from birth by their deaf parents. Seventeen native-signing children with a confirmed ASD diagnosis and a chronological- and mental age-matched control group of 18 typically developing (TD) native-signing deaf children were tested on American Sign Language (ASL) comprehension, two minimally verbal social cognition tasks (ToM and VPT), and one spatial cognition task (mental rotation). The TD children outperformed the children with ASD on ASL comprehension (p < 0.0001), ToM (p = 0.02), and VPT (p < 0.01), but not mental rotation (p = 0.12). Language strongly correlated with ToM (p < 0.01) and VPT (p < 0.001), but not mental rotation (p = ns). Native exposure to sign is thus insufficient to overcome the language and social impairments implicated in ASD. Contrary to the hypothesis that sign could provide a scaffold for ToM skills, we find that signing children with ASD are unable to access language so as to gain any potential benefit sign might confer. Our results support a strong link between the development of social cognition and language, regardless of modality, for TD and ASD children. En ligne : http://dx.doi.org/10.1002/aur.1621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

A Specific Deficit of Imitation in Autism Spectrum Disorder / Hannah J. STEWART in Autism Research, 6-6 (December 2013)  

Public ISBD [article]  inAutism Research > 6-6 (December 2013) . - p.522-530 Titre : A Specific Deficit of Imitation in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Hannah J. STEWART, Auteur ; Rob D. MCINTOSH, Auteur ; Justin H.G. WILLIAMS, Auteur Année de publication : 2013 Article en page(s) : p.522-530 Langues : Anglais (eng) Mots-clés : social cognition  clinical psychology  cognitive neuroscience  developmental psychology  psychopathology Index. décimale : PER Périodiques Résumé : Imitation is a potentially crucial aspect of social cognitive development. Although deficits in imitation ability have been widely demonstrated in autism spectrum disorder (ASD), the specificity and significance of the findings is unclear, due largely to methodological limitations. We developed a novel assessment of imitation ability, using objective movement parameters (path length and action duration) derived from a touch-sensitive tablet laptop during drawing actions on an identical tablet. By direct comparison of the kinematics of a model's actions with those of the participant who observed them, measures of imitation accuracy were obtained. By replaying the end-point of the movement as a spot on the screen, imitation accuracy was compared against a “ghost control” condition, with no human actor but only the end-point of the movement seen [object movement reenactment (OMR)]. Hence, demands of the control task were closely matched to the experimental task with respect to motor, memory, and attentional abilities. Adolescents with ASD showed poorer accuracy for copying object size and action duration on both the imitation and OMR tasks, but were significantly more impaired for imitation of object size. Our results provide evidence that some of the imitation deficit in ASD is specific to a self-other mapping problem, and cannot be explained by general factors such as memory, spatial reasoning, motor control, or attention, nor related to the social demands of the testing situation. En ligne : http://dx.doi.org/10.1002/aur.1312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] A Specific Deficit of Imitation in Autism Spectrum Disorder [texte imprimé] / Hannah J. STEWART, Auteur ; Rob D. MCINTOSH, Auteur ; Justin H.G. WILLIAMS, Auteur . - 2013 . - p.522-530. Langues : Anglais (eng) in Autism Research > 6-6 (December 2013) . - p.522-530 Mots-clés : social cognition  clinical psychology  cognitive neuroscience  developmental psychology  psychopathology Index. décimale : PER Périodiques Résumé : Imitation is a potentially crucial aspect of social cognitive development. Although deficits in imitation ability have been widely demonstrated in autism spectrum disorder (ASD), the specificity and significance of the findings is unclear, due largely to methodological limitations. We developed a novel assessment of imitation ability, using objective movement parameters (path length and action duration) derived from a touch-sensitive tablet laptop during drawing actions on an identical tablet. By direct comparison of the kinematics of a model's actions with those of the participant who observed them, measures of imitation accuracy were obtained. By replaying the end-point of the movement as a spot on the screen, imitation accuracy was compared against a “ghost control” condition, with no human actor but only the end-point of the movement seen [object movement reenactment (OMR)]. Hence, demands of the control task were closely matched to the experimental task with respect to motor, memory, and attentional abilities. Adolescents with ASD showed poorer accuracy for copying object size and action duration on both the imitation and OMR tasks, but were significantly more impaired for imitation of object size. Our results provide evidence that some of the imitation deficit in ASD is specific to a self-other mapping problem, and cannot be explained by general factors such as memory, spatial reasoning, motor control, or attention, nor related to the social demands of the testing situation. En ligne : http://dx.doi.org/10.1002/aur.1312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

Altered medial prefrontal cortex and dorsal raphé activity predict genotype and correlate with abnormal learning behavior in a mouse model of autism-associated 2p16.3 deletion / Rebecca B. HUGHES in Autism Research, 15-4 (April 2022)  

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Annual Research Review: Early conduct problems – precursors, outcomes, and etiology / Luke W. HYDE in Journal of Child Psychology and Psychiatry, 67-4 (April 2026)  

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Atypical neural variability in carriers of 16p11.2 copy number variants / Reem AL-JAWAHIRI in Autism Research, 12-9 (September 2019)  

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Brief Report: Imitation of Object-Directed Acts in Young Children with Autism Spectrum Disorders / Anna GONSIOROWSKI in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Can Neurotypical Individuals Read Autistic Facial Expressions? Atypical Production of Emotional Facial Expressions in Autism Spectrum Disorders / Rebecca BREWER in Autism Research, 9-2 (February 2016)  

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