scholarly journals Is eye contact the key to the social brain?

2010 ◽  
Vol 33 (6) ◽  
pp. 458-459 ◽  
Author(s):  
Atsushi Senju ◽  
Mark H. Johnson
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Cognition ◽  
Face Processing ◽  
Critical Role ◽  
Eye Contact ◽  
Autism Spectrum ◽  
Social Brain ◽  
Cortical Areas ◽  
The Social ◽  
Spectrum Disorders

AbstractEye contact plays a critical role in many aspects of face processing, including the processing of smiles. We propose that this is achieved by a subcortical route, which is activated by eye contact and modulates the cortical areas involve in social cognition, including the processing of facial expression. This mechanism could be impaired in individuals with autism spectrum disorders.

Social Cognition in Children Autism Spectrum Disorders: An Eye Tracking Study

2019 ◽  
Author(s):  
J. Galli ◽  
F. Gitti ◽  
M. Lanaro ◽  
A. Rizzi ◽  
M.A. Pavlova ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Cognition ◽  
Eye Tracking ◽  
Autism Spectrum ◽  
Spectrum Disorders

Critical role of dysfunctional mitochondria and defective mitophagy in autism spectrum disorders

2021 ◽  
Vol 168 ◽  
pp. 138-145
Author(s):  
Yuan-Mei Wang ◽  
Ming-Yue Qiu ◽  
Qing Liu ◽  
Huang Tang ◽  
Hong-Feng Gu
Keyword(s):  
Autism Spectrum Disorders ◽  
Critical Role ◽  
Autism Spectrum ◽  
Spectrum Disorders

Autism Spectrum Disorders: A Research Review for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

scholarly journals The social brain in female autism: a structural imaging study of twins

2020 ◽  
Vol 15 (4) ◽  
pp. 423-436
Author(s):  
Élodie Cauvet ◽  
Annelies van’t Westeinde ◽  
Roberto Toro ◽  
Ralf Kuja-Halkola ◽  
Janina Neufeld ◽  
...  
Keyword(s):  
Sex Differences ◽  
Social Cognition ◽  
Brain Structure ◽  
Imaging Study ◽  
Autistic Traits ◽  
Brain Regions ◽  
Autism Spectrum ◽  
Social Brain ◽  
Twin Design ◽  
The Social

Abstract A female advantage in social cognition (SoC) might contribute to women’s underrepresentation in autism spectrum disorder (ASD). The latter could be underpinned by sex differences in social brain structure. This study investigated the relationship between structural social brain networks and SoC in females and males in relation to ASD and autistic traits in twins. We used a co-twin design in 77 twin pairs (39 female) aged 12.5 to 31.0 years. Twin pairs were discordant or concordant for ASD or autistic traits, discordant or concordant for other neurodevelopmental disorders or concordant for neurotypical development. They underwent structural magnetic resonance imaging and were assessed for SoC using the naturalistic Movie for the Assessment of Social Cognition. Autistic traits predicted reduced SoC capacities predominantly in male twins, despite a comparable extent of autistic traits in each sex, although the association between SoC and autistic traits did not differ significantly between the sexes. Consistently, within-pair associations between SoC and social brain structure revealed that lower SoC ability was associated with increased cortical thickness of several brain regions, particularly in males. Our findings confirm the notion that sex differences in SoC in association with ASD are underpinned by sex differences in brain structure.

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