Outline the Similarities and Differences in the Ways in Which Social Interactive Skills Develop in Two Neurodevelopmental Disorders

“Outline the similarities and differences in the ways in which social interactive skills develop in two neurodevelopmental disorders”

Joint attention/ social interest & vocabulary development
No. 3: Dawson et al 2004: early social attention impairments in ASD: including social orienting & joint attention i.e. joint attention
No. 4: Laing 2002: atypical dev of language & social communication in toddlers with WS(effect of dydadic interactions) i.e. Joint attention
No. 7: Ahktar & Gernsbacher 2007: Joint attention & vocabulary dev; critique that not necessary to have joint attention for voc dev: evidence from WS and ASD i.e. joint attention
15: Norbury et al : Word learning in Autistic disorders

Emotion processing- face processing- empathy- Alexithymia
No. 8: Riby & Hancock 2008: Diff between WS & ASD of viewing pattern of social scenes using eye tracking device (in ASD less attention time to faces while watching social scenes compared to WS)
No. 9: Biby & Hancock 2009: Time to detect face between WS & ASD
10: Lacroix et al 2009: recognition of emotional & nonemtional facial expressions
12: Plesa_Skwerer et al 2006: to do with Alexithymia
13: Bird et al 2011: to do with Alexithymia
14: Silani et al 2008: levels of emotional awareness in ASD: v complicated study; fMRI; Also to do with Alexithymia
15: Heaton
16: Hill et al 2004

Intro:

The theory of mind largely backed from research from Baron-Cohen (1995) contributes much to our current understanding of social interactive skills, allowing many researchers to build around this theory. Theory of mind (or mentalizing) relates to an umbrella term grounded in the ability to infer other’s mental states, which stretches to guessing others’ emotions, intentions, desires and imaginations (Baron-Cohen 1995). Baron-Cohen (1995) proposes that this cognitive mechanism causatively hinders the normative developmental trajectory

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