A report in the October issue of Nature Neuroscience says the amygdala — the brain region that controls emotions, as well as the way individuals interpret and respond to social situations and recognize possible threats — governs the preference for personal space.
Spectrum: Autism Research News
A pathway involved in language development is increasingly proving to be important in autism, suggest a series of new studies on cellular and behavioral aspects of the disorder.
People with Asperger syndrome don’t automatically show ‘theory of mind’, the ability to understand the desires and beliefs of others, according to a report published 16 July in Science. Instead, they seem to use deliberate reasoning to understand social behaviors, learned after years of practice in the real world.
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The brains of people with autism have structural abnormalities that disrupt normal connections between brain regions and impede the flow of information across the brain. That’s the conclusion of a 20-year-old theory supported by several new studies.
In the spring of 2002, as a new graduate student at the University of Washington, Raphael Bernier was charged with introducing his advisor, Geraldine Dawson, before her lecture to a room of about 40 people from the psychology department. To Dawson’s astonishment, Bernier sang his introduction to the tune of On Top of Old Smokey. “[It was] a pretty gutsy thing for a first-year student to do,” Dawson says.
A child’s language ability correlates with the volume of his or her amygdala ― the small, deep brain region that is strongly associated with emotion processing ― according to an unpublished five-year longitudinal study presented Wednesday afternoon at the Society for Neuroscience meeting.
Lithium treatment reverses some of the behavioral and brain-cell abnormalities in mouse models of fragile X syndrome ― an inherited form of mental retardation that includes learning deficits, aggressiveness, and social withdrawal ― according to research presented today at the Society for Neuroscience meeting.
In the fall of 1980, when he left his hometown of St. Louis, Missouri, for undergraduate studies at Cornell University in upstate New York, John Constantino was determined to pursue one of two careers: a doctor or a school teacher.