| Description |
1 online resource (405 pages) |
| Series |
Frontiers in Neuroscience |
|
Frontiers in neuroscience.
|
| Contents |
Title Page; Copyright Page; Contents; Preface; Foreword; Contributors ; I. The Big Question Why Study Movement?; 1. Why Study Movement Variability in Autism?; Introduction; Movements as Richly Layered Reafference; Reafference Principle; Movements as Output Revealing Many Layered Influences; Movements as Input Revealing What Must Be Coped With; Continuous Reentrant Historicity, Integration, and (Voluntary) Control; Voluntary Control and Stability: How Being Still on Command Is Itself an Accomplishment; New Data and New Analyses Are Needed |
|
Using Movement Variability to Move Autism Research ForwardMethodological and Conceptual Barriers; Institutional Barriers: Clinical Assessments and Conflicts of Interest; Warning Against Motor Reductionism and Neat CognitiveModularity; Conclusion and Take-home Message; References; 2. The Autism Phenotype; Introduction; The ASD Phenotype: Role of Associated SecondarySymptoms; Autism Spectrum Disorder: Psychological versus Physiological; Behavior: A Physiological Stance; Development of Behavior; ASD: A By-Product of Underdeveloped Nervous Systems? TheDevelopmental Trajectory |
|
Associated Sensory SymptomsAssociated Motor Symptoms; Parallels With Physiologically Grounded Disorders: Parkinson's Disease-A Model for ASD?; ASD and PD: The Missing Link?; ASD: Does the Evidence Suggest It Is Time for a New Model?; References; 3. Can Cognitive Theories Help to Understand Motor Dysfunction in Autism Spectrum Disorder?; Motor Functioning in Autism Spectrum Disorder; Cognitive Theories in ASD; Movement Organization and Sequencing; How do Children with ASD Sequence their Movements?; Can Motor Sequencing Patterns in ASD Be Interpreted in the Context of Cognitive Theory? |
|
Visuomotor IntegrationHandwriting in ASD; Assessment of Handwriting Proficiency; Features of Poor Handwriting; Characterizing Handwriting Difficulties in ASD; Predictors of Handwriting Impairment in ASD; Can Handwriting Impairment Be Explained within Cognitive Theoretical Frameworks?; Conclusion; References; Concluding Remarks to Section I; REFERENCES; II. Basic Research Movement as a Social Model; 4. Dissecting a Social Encounter from Three Different Perspectives; Introduction; Dissecting a Social Encounter through the Eyes of Different Research Areas |
|
Behaviorist Account from a Psychological PerspectivePhysiologist Account; Computational Neuroscientist Account; Guessing Mental States of the Other Party Is Hard andHighlySubjective; Integrating All Three Accounts to Explore Deeper Layers of Detail; References; 5. More Than Meets the Eye; What are Social Skills?; Social Skills in Autism Spectrum Disorders; The Origins of Social Skills; Social Dialogue: Content Interdependence; Definition and Conceptualization of the Mirror Neuron System; The Social Dance: Temporal Interdependence; Role of Active Movement in Development |
| Notes |
How Do We Measure Social Interaction? |
|
Print version record |
| Subject |
Autism.
|
|
Autistic Disorder
|
|
Autism
|
| Form |
Electronic book
|
| Author |
Whyatt, Caroline
|
| ISBN |
9781482251661 |
|
1482251663 |
|
