scholarly journals Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 1945-1959
Author(s):  
Luke Yates ◽  
Hannah Hobson
Keyword(s):  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Autism Spectrum ◽  
Autism Spectrum Condition ◽  
Response Modulation ◽  
Top Down ◽  
Neuron System ◽  
The Social ◽  
Spectrum Condition ◽  
Storm Model

The mirror neuron system has been argued to be a key brain system responsible for action understanding and imitation. Subsequently, mirror neuron system dysfunction has therefore been proposed to explain the social deficits manifested within autism spectrum condition, an approach referred to as the broken mirror hypothesis. Despite excitement surrounding this hypothesis, extensive research has produced insufficient evidence to support the broken mirror hypothesis in its pure form, and instead two alternative models have been formulated: EP-M model and the social top-down response modulation (STORM) model. All models suggest some dysfunction regarding the mirror neuron system in autism spectrum condition, be that within the mirror neuron system itself or systems that regulate the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model. Lay abstract The mirror neuron system has been argued to be a key brain system responsible for understanding the actions of others and for imitation. It has therefore been proposed that problems within this system could explain the social difficulties experienced by people with autism spectrum condition. This idea is referred to as the broken mirror hypothesis. However, research has produced insufficient evidence to support the broken mirror hypothesis in its original form. Therefore, two other models have been suggested: EP-M model and the social top-down response modulation (STORM) model. All models suggest something is different regarding the mirror neuron system in autism spectrum condition: either within the mirror neuron system itself or within the systems that control the activity of the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for both the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model.

scholarly journals The mirror neuron system compensates for amygdala dysfunction-associated social deficits in individuals with higher autistic traits

2021 ◽  
Author(s):  
Lei Xu ◽  
Xiaoxiao Zheng ◽  
Shuxia Yao ◽  
Jialin Li ◽  
Meina Fu ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Autistic Traits ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Deficits ◽  
Neuron System ◽  
Therapeutic Benefits ◽  
The Social

The amygdala is a core node in the social brain which exhibits structural and functional abnormalities in Autism spectrum disorder and there is evidence that the mirror neuron system (MNS) can functionally compensate for impaired emotion processing following amygdala lesions. In the current study, we employed an fMRI paradigm in 241 subjects investigating MNS and amygdala responses to observation, imagination and imitation of dynamic facial expressions and whether these differed in individuals with higher as opposed to lower autistic traits. Results indicated that individuals with higher compared to lower autistic traits showed reduced left amygdala responses to imitation and enhanced responses in the left superior temporal sulcus (STS) of the MNS to observation, imagination and imitation. Additionally, functional connectivity between the left amygdala and the left STS as well as some other MNS regions was increased in individuals with higher autistic traits, especially during imitation of fearful expressions. The amygdala-MNS connectivity significantly moderated autistic group differences on recognition memory for fearful faces and real-life social network indices, indicating that increased amygdala-MNS connectivity could diminish the social behavioral differences between higher and lower autistic trait groups. Overall, findings demonstrate decreased imitation-related amygdala activity in individuals with higher autistic traits in the context of increased cortical MNS activity and amygdala-MNS connectivity which may functionally compensate for amygdala dysfunction and social deficits. Training targeting the MNS may capitalize on this compensatory mechanism for therapeutic benefits in Autism spectrum disorder.

scholarly journals Profil Gaya Kognitif Empathizing-Systemizing pada Anak Indonesia

2020 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Ni Putu Adelia Kesumaningsari
Keyword(s):  
Cognitive Styles ◽  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Autism Spectrum Condition ◽  
Biological Factors ◽  
The Social ◽  
Social Features ◽  
Extreme Male Brain ◽  
Empathy Quotient ◽  
Spectrum Condition

Abstract—The present study examined Empathizing-Systemizing Theory (E-S Theory) in Indonesian Children. E-S Theory has known as a theory that is attempted to explain the cluster of both the social and non-social features in autism spectrum conditions. Children’s version of the Empathy Quotient (EQ-C) and the Systemizing Quotient (SQ-C) were administered to 372 Indonesia parents who had typically developed children aged 4-11 years old (boys = 182, girls = 190). The results showed that the girls scored higher that boys on EQ-C . In the case of SQ-C, there were no differences between boys and girls. However, the proportion of cognitive style shows clear individual differences between boys and girls. The proportion of participants with empathizing dominant cognitive sytle was shown higher by girls than boys, which distributed to E and Extreme E brain types, while the proportion of systemizing dominant cognitive styles is higher in boys whom brain types spread across the Type S and Extreme S categories. This study explaining inherited biological factors of autism and  underscore the vulnerability among  boys to develop autism spectrum condition if compared to girls. Keywords: Empathizing Quotient (EQ), extreme male brain of autism, sex, Systemizing Quotient (SQ)   Abstrak—Penelitian ini bertujuan untuk menguji teori Empathizing-Systemizing (E-S Theory) pada konteks anak Indonesia. E-S Theory dikenal sebagai sebuah teori yang digunakan untuk melihat gugus fitur sosial dan non-sosial kondisi spektrum autisme. Subjek penelitian ini adalah 372 orang tua Indonesia dengan anak berusia 4-11 tahun (anak laki-laki = 182, perempuan = 190), M usia = 7 Tahun, SD= 2.423 yang diminta untuk mengisi skala Empathizing Quotient (EQ) dan Systemizing Quotient (SQ). Hasil penelitian menunjukkan bahwa bahwa tingkat empati anak perempuan lebih tinggi daripada tingkat empati anak laki-laki. Dalam hal mensistemasi tidak ditemukan adanya perbedaan kemampuan antara anak laki-laki dan perempuan. Namun, proporsi gaya kognitif menunjukkan adanya perbedaan individual yang signifikan antara anak laki-laki dan perempuan. Gaya kognitif dominan berempati lebih tinggi pada anak perempuan, yang tersebar pada kategori tipe otak E dan Ekstrim E, sedangkan proporsi gaya kognitif mensistemasi lebih tinggi pada anak laki-laki dengan tipe otak yang tersebar pada kategori Tipe S dan Ekstrim S.  Hasil penelitian ini memberikan bukti adanya faktor biologis bawaan dari autism ditinjau dari jenis kelamin dan menunjukkan kerentanan bawaan anak laki-laki terhadap kondisi autism jika dibandingkan dengan anak perempuan. Kata kunci: Empathizing Quotient (EQ), extreme male brain of autism, jenis kelamin, Systemizing Quotient (SQ)

Autism spectrum disorder

2015 ◽  
pp. 139-148 ◽  
Author(s):  
Martin Brüne
Keyword(s):  
Autism Spectrum Disorder ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Insecure Attachment ◽  
Life History Strategies ◽  
Empirical Testing ◽  
Neuron System ◽  
Stereotyped Behaviours

Autism spectrum disorder (ASD) is characterized by social communication deficits, impaired social interaction, and restricted and stereotyped behaviours and interests. The typical onset is during early childhood. Behaviourally, people with ASD have difficulties in tolerating proximity. Insecure attachment is frequently observed. At the cognitive level, people with ASD have selective difficulties in mentalizing or ‘theory of mind’, possibly related to a dysfunctional mirror neuron system and alterations of the oxytocin system. Conversely, many with ASD (particularly those formerly diagnosed with Asperger’s syndrome) have superior technical skills. It has been hypothesized that the brains of individuals with ASD are skewed to maleness, possibly linked to genomic imprinting of paternal genes. The preservation of genes that predispose to ASD may have undergone sexual selection fostering ‘slow’ life-history strategies. None of the evolutionary hypotheses on ASD is conclusive so far, but open to empirical testing.

scholarly journals Differential mirror neuron system (MNS) activation during action observation with and without social-emotional components in autism: a meta-analysis of neuroimaging studies

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Melody M. Y. Chan ◽  
Yvonne M. Y. Han
Keyword(s):  
Mirror Neuron System ◽  
Action Observation ◽  
Meta Analysis ◽  
Inferior Frontal Gyrus ◽  
Mirror Neuron ◽  
Autism Spectrum ◽  
Social Emotional ◽  
Activation Patterns ◽  
Neuron System ◽  
The Right

Abstract Background Impaired imitation has been found to be an important factor contributing to social communication deficits in individuals with autism spectrum disorder (ASD). It has been hypothesized that the neural correlate of imitation, the mirror neuron system (MNS), is dysfunctional in ASD, resulting in imitation impairment as one of the key behavioral manifestations in ASD. Previous MNS studies produced inconsistent results, leaving the debate of whether “broken” mirror neurons in ASD are unresolved. Methods This meta-analysis aimed to explore the differences in MNS activation patterns between typically developing (TD) and ASD individuals when they observe biological motions with or without social-emotional components. Effect size signed differential mapping (ES-SDM) was adopted to synthesize the available fMRI data. Results ES-SDM analysis revealed hyperactivation in the right inferior frontal gyrus and left supplementary motor area in ASD during observation of biological motions. Subgroup analysis of experiments involving the observation of stimuli with or without emotional component revealed hyperactivation in the left inferior parietal lobule and left supplementary motor during action observation without emotional components, whereas hyperactivation of the right inferior frontal gyrus was found during action observation with emotional components in ASD. Subgroup analyses of age showed hyperactivation of the bilateral inferior frontal gyrus in ASD adolescents, while hyperactivation in the right inferior frontal gyrus was noted in ASD adults. Meta-regression within ASD individuals indicated that the right cerebellum crus I activation increased with age, while the left inferior temporal gyrus activation decreased with age. Limitations This meta-analysis is limited in its generalization of the findings to individuals with ASD by the restricted age range, heterogeneous study sample, and the large within-group variation in MNS activation patterns during object observation. Furthermore, we only included action observation studies which might limit the generalization of our results to the imitation deficits in ASD. In addition, the relatively small sample size for individual studies might also potentially overestimate the effect sizes. Conclusion The MNS is impaired in ASD. The abnormal activation patterns were found to be modulated by the nature of stimuli and age, which might explain the contradictory results from earlier studies on the “broken mirror neuron” debate.

The mirror neuron system in social interactions and schizophrenia

2011 ◽  
Vol 26 (S2) ◽  
pp. 2111-2111
Author(s):  
T. Kicher
Keyword(s):  
Social Cognition ◽  
Social Interaction ◽  
Social Interactions ◽  
Cognitive Processing ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Neural Correlates ◽  
Body Language ◽  
Neuron System ◽  
The Social

The term social cognition comprises of the perception and cognitive processing of stimuli of the social environment that is necessary to understand one's own behaviour and that of others. Social cognition is important for conscious and unconscious behaviour in social interactions and is composed of the recognition and interpretation of emotions in faces, body language and speech, reflection of one's own mental state and intentions as well as the realization of others’ intentions, thoughts and feelings. The mirror neuron system is involved in empathetic processes. Several aspects of the neural correlates of social interaction, embodiment and the mirror neuron system in schizophrenia and autism will be reported.

scholarly journals Differential Mirror Neuron System (MNS) Activation During Action Observation with and without Social-Emotional Components in Autism: A Meta-Analysis of Neuroimaging Studies

2020 ◽  
Author(s):  
Melody M.Y. Chan ◽  
Yvonne M.Y. Han
Keyword(s):  
Mirror Neuron System ◽  
Action Observation ◽  
Meta Analysis ◽  
Inferior Frontal Gyrus ◽  
Mirror Neuron ◽  
Autism Spectrum ◽  
Social Emotional ◽  
Activation Patterns ◽  
Neuron System ◽  
The Right

Abstract Background Impaired imitation has been found to be an important factor contributing to social communication deficits in individuals with autism spectrum disorder (ASD). It has been hypothesized that the neural correlate of imitation, the mirror neuron system (MNS), is dysfunctional in ASD, resulting in imitation impairment as one of the key behavioral manifestations in ASD. Previous MNS studies produced inconsistent results, leaving the debate of whether mirror neurons are “broken” in ASD unresolved. Methods This meta-analysis aimed to explore the differences in MNS activation patterns between typically developing (TD) and ASD individuals when they observe biological motions with or without social-emotional components. Effect-size signed differential mapping (ES-SDM) was adopted to synthesize the available fMRI data. Results ES-SDM analysis revealed hyperactivation in the right inferior frontal gyrus and left supplementary motor area in ASD during observation of biological motions. Subgroup analysis of experiments involving the observation of stimuli with or without emotional component revealed hyperactivation in the left inferior parietal lobule and left supplementary motor during action observation without emotional components, whereas hyperactivation of right inferior frontal gyrus was found during action observation with emotional components in ASD. Subgroup analyses of age showed hyperactivation of bilateral inferior frontal gyrus in ASD adolescents, while hyperactivation in the right inferior frontal gyrus was noted in ASD adults. Meta-regression within ASD individuals indicated that right cerebellum crus I activation increased with age, while left inferior temporal gyrus activation decreased with age. Limitations This meta-analysis is limited in its generalization of the findings to individuals with ASD by the restricted age range, heterogeneous study sample, and the large within-group variation in MNS activation patterns during object observation. Furthermore, we only included action observation studies which might limit the generalization of our results to the imitation deficits in ASD. In addition, the relatively small sample size for individual studies might also potentially overestimate the effect sizes. Conclusion The MNS is impaired in ASD. The abnormal activation patterns were found to be modulated by the nature of stimuli and age, which might explain the contradictory results from earlier studies on the “broken mirror neuron” debate.

scholarly journals The interpretation of mu suppression as an index of mirror neuron activity: past, present and future

2017 ◽  
Vol 4 (3) ◽  
pp. 160662 ◽  
Author(s):  
Hannah M. Hobson ◽  
Dorothy V. M. Bishop
Keyword(s):  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Autism Spectrum ◽  
Social Processes ◽  
Neuron Activity ◽  
Neuron System ◽  
Mu Suppression ◽  
Spectrum Disorders ◽  
Robust Evidence

Mu suppression studies have been widely used to infer the activity of the human mirror neuron system (MNS) in a number of processes, ranging from action understanding, language, empathy and the development of autism spectrum disorders (ASDs). Although mu suppression is enjoying a resurgence of interest, it has a long history. This review aimed to revisit mu's past, and examine its recent use to investigate MNS involvement in language, social processes and ASDs. Mu suppression studies have largely failed to produce robust evidence for the role of the MNS in these domains. Several key potential shortcomings with the use and interpretation of mu suppression, documented in the older literature and highlighted by more recent reports, are explored here.

scholarly journals Autism and the mirror neuron system: insights from learning and teaching

2014 ◽  
Vol 369 (1644) ◽  
pp. 20130184 ◽  
Author(s):  
Giacomo Vivanti ◽  
Sally J. Rogers
Keyword(s):  
Social Learning ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Neuron System ◽  
Learning And Teaching ◽  
Positive Treatment ◽  
Learning From Others

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.

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