{"id":14,"date":"2011-10-17T13:59:35","date_gmt":"2011-10-17T18:59:35","guid":{"rendered":"http:\/\/content.scienceofecd.com\/third-edition\/bd-placeholder\/bd-2-5-autism-and-the-social-brain\/"},"modified":"2025-03-03T21:39:42","modified_gmt":"2025-03-03T21:39:42","slug":"bd-2-5-autism-and-the-social-brain","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/third-edition\/bd-2-5-autism-and-the-social-brain\/","title":{"rendered":"BD 2.5 The social brain"},"content":{"rendered":"\n
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Brain networks that support social interaction continue to specialize into adulthood. Neuroimaging work suggests that though newborn infants may have all the right brain parts to support social interaction, these regions may not yet be specialized or connected in the right <\/span>way. This means that early experiences and environments can have large influences on the social brain” (D’Mello, 2019, para. 3).<\/span><\/span><\/p>\n<\/blockquote>\n\n\n

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As we have seen on the previous pages in this module, brain imaging and other research advances, especially those that can be easily conducted with infants, have added to our knowledge on early brain development. The concept of the social brain comes out of this growing understanding of the different parts of the brain and how they are involved in the development of various skills and abilities. In typical development, a baby’s brain becomes increasing specialized for things like: perceiving human faces and voices, and a variety of  early communication abilities, including attending and making eye-contact. The ability to focus and pay attention becomes increasingly important for social interaction and learning (Gilga, 2012; Scerif, 2012).<\/p>\n\n\n\n

The next reading explains that infants face a rich social world that they have to learn to navigate. As you read, consider the role of caregivers in supporting children to learn to make sense of their social environments.<\/p>\n\n\n

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\n READ<\/span>Social cognition in infancy<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n\n\n

Theory of Mind (ToM) is the ability to both surmise the mental state of others and use the information to predict their behaviour. It is considered a crucial ability in the development of social cognition. See the next reading to learn about ToM research findings.<\/p>\n\n\n

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\n READ<\/span>The development of Theory of Mind in early childhood<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n\n\n

Social cognition and Theory of Mind relate to a variety of early childhood developments such as executive functions, play (especially sociodramatic play) and the ability to get along with others. These topics are considered in the Coping and Competence and Communicating and Learning modules.<\/p>\n\n\n\n

One way to explore the concept of the social brain is to consider individuals who are less interested in and\/or challenged by social interaction. The next reading points out that what we learn about individuals with autism points to the complexity of the social brain.<\/p>\n\n\n

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\n READ<\/span>What is the social brain?<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n\n\n

Autism<\/h3>\n\n\n\n

Autism, or autism spectrum disorder (ASD),<\/strong> denotes a range of developmental disorders that are characterized by challenges with social skills and unusual patterns of communication, repetitive or restrictive behaviours, and may be accompanied by unique differences and strengths. Research now supports the idea that there is not one type of autism, but a spectrum<\/strong> with varying genetic and environmental factors. ASD symptoms usually appear following the first year of life and prior to age three. However, many children with ASD demonstrate signs early in infancy such as reduced gaze focused on eyes or faces and no social smile. Children with ASD often demonstrate language difficulties that range in severity. The most common of cognitive challenges are in executive functioning and Theory of Mind.  Children with ASD may have hypersensitive sensory cortices. This may make them extraordinarily sensitive to light, noise, and other sensations. Although there is presently no curative treatment for ASD, early screening coupled with behavioural therapies have been successful at improving both social development and cognitive function in those with ASD. ASD is much more common in boys than girls.<\/p>\n\n\n\n

One of Dr. Stuart Shanker\u2019s areas of interest is neurobiological research with young children with autism. Children with autism show less activity in an area of the brain called the anterior cingulate cortex. This area is important in enabling us to understand social signals such as facial expressions. They have difficulty “reading” the emotions of others. Shanker looks at how this part of the brain is affected by intense therapeutic intervention when the children are between ages two and four.<\/p>\n\n\n\n

In the first clip, he explains the technology used in his lab to get a \u2018picture\u2019 of the brain.<\/p>\n\n\n

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\n VIEW<\/span>\n Shanker – studying the brain (2:24)<\/span>\n \n <\/div>\n <\/div>\n
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