By Tatyana B Glezerman

For years, the common presentation of autism—the developmental delays, the social and linguistic deficits—has been popular. regardless of nice version between teenagers with this , definite indicators are thought of hallmarks of the disease. much less understood is why those indicators come jointly to build autism. And as autism premiums proceed to upward push, this data is ever extra very important to exact prognosis and treatment.

Autism and the Brain deals solutions through displaying a brand new neuropsychology of the autistic spectrum, reviewing basic mind association, and bearing on particular areas and constructions to express scientific signs. the writer identifies deficiencies in components of the left-hemisphere linked to the self and id as important to autism. From this first harm, the mind additional reorganizes to compensate, explaining the various behaviors between low- and high-functioning participants in addition to autistic savants. the result's a distinct three-d view of mind constitution, functionality, and pathology, with in-depth specialize in how the autistic brain:

Perceives the world.
is aware and makes use of words.
Perceives faces.
is familiar with spatial kin and numbers.
knows emotions and registers emotions.
Perceives the self as cut loose others.
Acts within the world.

Challenging readers to re-think their assumptions, Autism and the Brain is leap forward examining for researchers, clinicians, and graduate scholars in fields as various as baby and adolescent psychiatry; scientific baby, university, and developmental psychology; neuroscience/neurobiology; particular schooling and academic psychology; social paintings; verbal exchange problems; and public healthiness and policy.

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Additional resources for Autism and the Brain: Neurophenomenological Interpretation

Sample text

One important aspect of the child’s developing sense of the meaning of things is the appreciation that most objects he encounters have a single, definite function. He then learns to use objects according to their established proper function. A child is capable of learning object use because his brain has an innate potential to analyze or “extract” functional signs and construct a topological scheme, which serves as inner programming for action. The time when children start using objects predictably coincides with maturation of those areas in the brain involved in LH processing at the functional level of abstraction.

Human communication took the form of action— theatrical-like demonstration including pantomime, imitative, and indicative gestures. It is supposed that humans’ first words had very broad and diffuse meaning (Blonsky, 1935; Ivanov, 1978), which reflects the RH visual-action-situation (Glezerman & Balkoski, 1999). For example, in a series of African nonwritten languages, one word, ngu, denoted the following: this, I, to look, to know, nose, mouth, to drink, water, tooth, to bite, to eat, to speak, to listen, ear, hand, five, two [Blonsky (1935) cited from Glezerman and Balkoski (1999)].

RH visual–situational thought can be recognized in word meaning of so-called primitive nonwritten languages. For instance, in the Australian language Aranta there is no word “leaf,” instead, there are several words: “kanta”—round leaf; “ibala”—oval and fleecy leaves; “iana”—fleshy leaves. There is no word “hair” in Aranta but the following cluster of words: “panga”—long hair; “pantja”—long, trailing hair; “aratja”—straight hair standing upright. On the other hand, one word may mean more than one thing—visual situational association.

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