Autism and the Development of MindRoutledge, 9 июл. 2019 г. - Всего страниц: 256 The purpose of this essay is to illustrate how the phenomenon of early childhood autism may cast light on issues that are central to our Understanding Of Normal Child Development - Issues Such As The Emotional origins of social experience and social understanding, the contribution of interpersonal relations to the genesis of symbolism and creative thought, and the role of intersubjectivity in the development of self. Drawing upon philosophical writings as well as empirical research on autism, the author challenges the individualistic and cognitive bias of much developmental psychology, and argues that early human development is founded upon a normal infant's capacity for distinct forms of "I - Thou" and "I - It" relatedness. To a large degree, autism may represent the psycho-pathological sequelae to biologically-based incapacities for social perception and interpersonal engagement. |
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... acquiring and understanding the representational mind. In order to get a purchase on such weighty matters, I shall draw on the work of philosophers. In order to acknowledge some neglected sources of insight into the issues, I shall make ...
... acquiring and understanding the representational mind. In order to get a purchase on such weighty matters, I shall draw on the work of philosophers. In order to acknowledge some neglected sources of insight into the issues, I shall make ...
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... acquired? The central thrust of my argument is that knowledge and understanding of persons, or to put this differently, a conceptual grasp of the nature of minds, is acquired through an individual's experience of affectively patterned ...
... acquired? The central thrust of my argument is that knowledge and understanding of persons, or to put this differently, a conceptual grasp of the nature of minds, is acquired through an individual's experience of affectively patterned ...
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... acquire concepts about people's feelings, intentions, thoughts, beliefs, and so on. The whole process pivots around the child's experience of personal relatedness, and more specifically, around the qualities of such experience that make ...
... acquire concepts about people's feelings, intentions, thoughts, beliefs, and so on. The whole process pivots around the child's experience of personal relatedness, and more specifically, around the qualities of such experience that make ...
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... acquire a developed concept of self, children need to appreciate the nature of persons and to recognise the ... acquires increasingly sophisticated self-awareness. In particular, there seems to be an important distinction between the ...
... acquire a developed concept of self, children need to appreciate the nature of persons and to recognise the ... acquires increasingly sophisticated self-awareness. In particular, there seems to be an important distinction between the ...
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... acquires the capacity to symbolise. The child can take an object to mean this, that or the other, whilst continuing to respect its objective properties; he or she can use a symbolic prop to carry particular conceptions of the world (the ...
... acquires the capacity to symbolise. The child can take an object to mean this, that or the other, whilst continuing to respect its objective properties; he or she can use a symbolic prop to carry particular conceptions of the world (the ...
Содержание
1 | |
17 | |
Interpersonal Relatedness I The Normal Infant | 33 |
Interpersonal Relatedness II The Case of Autism | 53 |
The Growth of Interpersonal Understanding | 81 |
Conceptual Issues I On Understanding Minds | 103 |
Conceptual Issues II On Thought and Language | 125 |
Thought and Language The Case of Autism | 157 |
The Development of Mind and the Case of Autism | 183 |
References | 213 |
Author index | 237 |
Subject index | 243 |
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ability abnormalities acquire actions adult affective Alan Leslie aspects autistic and non-autistic autistic child autistic children autistic individuals autistic subjects awareness behaviour care-giver chapter characteristic child’s clinical co-ordination cognitive communication concept conceptualise context control subjects deficits developmental disorder Down’s Down’s syndrome early echolalia emotional engagement example experience experimenter false belief feelings forms gestures grasp Hobson imitation impairment infant interaction interpersonal relatedness interpersonal understanding intersubjective involved joint attention Kanner kind lack language Leslie linguistic Lorna Wing means mentally retarded Michael Rutter mind mother nature non-autistic retarded non-autistic subjects non-verbal normal children object or event observations particular people’s perceive perception personal pronouns personal relatedness perspective Piaget recognise reference relatedness triangle relations relatively representation response sharing Sigman Simon Baron-Cohen social specific studies suggest symbolic play task theory of mind things thought toys Uta Frith utterances vocalisations Werner Wetherby words young autistic