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Child Behavior Disorders --- Aggression --- Theory of Mind --- Social Behavior

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"From one of the most significant neuroscientists at work today, a pathbreaking investigation of a question that has confounded philosophers, psychologists, and neuroscientists for centuries: how is consciousness created?" "Antonio Damasio has spent the past thirty years studying and writing about how the brain operates, and his work has garnered acclaim for its singular melding of the scientific and the humanistic. In Self Comes to Mind, he goes against the long-standing idea that consciousness is somehow separate from the body, presenting compelling new scientific evidence that consciousness--what we think of as a mind with a self--is to begin with a biological process created by a living organism. Besides the three traditional perspectives used to study the mind (the introspective, the behavioral, and the neurological), Damasio introduces an evolutionary perspective that entails a radical change in the way the history of conscious minds is viewed and told. He also advances a radical hypothesis regarding the origins and varieties of feelings, which is central to his framework for the biological construction of consciousness: feelings are grounded in a near fusion of body and brain networks, and first emerge from the historically old and humble brain stem rather than from the modern cerebral cortex." "Damasio suggests that the brain's development of a human self becomes a challenge to nature's indifference and opens the way for the appearance of culture, a radical break in the course of evolution and the source of a new level of life regulation--sociocultural homeostasis. He leaves no doubt that the blueprint for the work-in-progress he calls sociocultural homeostasis is the genetically well-established basic homeostasis, the curator of value that has been present in simple life-forms for billions of years. Self Comes to Mind is a groundbreaking journey into the neurobiological foundations of mind and self."--BOOK JACKET.

Brain --- Consciousness. --- Developmental neurobiology. --- Consciousness --- Emotions --- Memory --- Theory of Mind --- Evolution. --- physiology. --- Physiology.

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De sociaal-emotionele ontwikkeling van kinderen met een auditieve beperking is de laatste decennia meer onder de aandacht gekomen van professionals. Bij dove en slechthorende kinderen verloopt deze ontwikkeling vaak anders dan bij goedhorende kinderen. Dit heeft gevolgen voor de deelname aan sociale situaties en de aansluiting bij leeftijdsgenoten. De problemen die worden ervaren staan vaak in relatie met de ontwikkeling van een Theory of Mind (ToM). Kinderen met een auditieve beperking hebben meer moeite om zich te verplaatsen in het perspectief van de ander. Zij ontwikkelen de vaardigheid tot het inschatten van gevoelens, gedachten en intenties van anderen in vertraagd tempo. Tekorten in het ?sociaal leren? lijken een belangrijk aspect in de verklaring hiervan.Deze ToM-training is een lespakket voor kinderen met een auditieve beperking in de leeftijdscategorie van de groepen 6, 7 en 8 in het basisonderwijs. Professionals vinden in dit boek een overzichtelijk programma met praktische en enthousiasmerende activiteiten. Deze sluiten goed aan bij de belevingswereld van ouder en kind. De training bevat een kinderprogramma met parallel hieraan een ouderprogramma. Dit maakt een transfer naar de dagelijkse situatie mogelijk en biedt kansen voor gerichte oefening en ondersteuning door ouders.De training stimuleert belangrijke vaardigheden en is daarom geschikt om zowel preventief in te zetten als ter ondersteuning van kinderen die in het dagelijks leven problemen ondervinden in de aansluiting bij hun sociale leefwereld. De ToM-training maakt kinderen met een auditieve beperking vaardiger in het inschatten van gevoelens, gedachten en intenties van zichzelf en anderen. Hierdoor leren ze beter af te stemmen op het gedrag van anderen en kunnen ze sociale situaties beter inschatten.De ToM-training voor kinderen met een auditieve beperking ?Theory of Mind ? gevoelens, gedachten en intenties? vult een hiaat in het huidige begeleidingsaanbod en kan door het specifieke karakter ervan, bijdragen aan het vergroten van het sociaal welbevinden van dove en slechthorende kinderen.(http://www.maklu.be/MakluEnGarant/BookDetails.aspx?id=9789044137330)

ToM --- Audiologie --- Kinderen met een auditieve beperking --- Theory of Mind --- Kind met een auditieve handicap

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Theory of Mind (ToM) or mentalization is the ability to understand and foresee the behavior referring to one’s own and others’ mental states (Premack & Woodruff, 1978; Wimmer & Perner, 1983). This capacity, which is considered the most representative mechanism of social cognition, is a multifaceted set of competences liable to influence – and be influenced by – a manifold of psychosocial aspects. Studies on typical and atypical/clinical development during life showed that ToM is frequently delayed (e.g. in deafness) or impaired in many clinical conditions (e.g. Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Schizophrenia, Borderline Personality Disorder, Parkinson’s Disease, Alzheimer’s Disease) and, on the other hand, may not be unequivocally a positive experience. It is therefore possible to consider the existence of multiple kinds of Theory of Mind. In fact, ToM may vary along a quantitative and a qualitative continuum. As for the quantitative dimension, the continuum is constituted by the fluctuation between high and low levels of ToM ability in different clinical conditions. Along this continuum, impairment can mean “not enough” ToM (for example in Autism Spectrum Disorder) as well as “too much” ToM (for example in Schizophrenia and Borderline Personality Disorder). The qualitative dimension – highly interrelated with the quantitative one - regards the shift between adaptive (e.g. prosocial, nice ToM) vs. unadaptive (e.g. antisocial, nasty ToM) mental states content. The issue is discussed in light of recent evidence from outstanding researchers working on typical and atypical/clinical populations along the life-span. Findings from the fields of psychology, neuropsychology and neuroscience enrich the research topic argumentation.

Philosophy of mind. --- Social perception. --- clinical --- neural --- life-span --- typical --- Theory of Mind

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Context is what contributes to interpret a communicative act beyond the spoken words. It provides information essential to clarify the intentions of a speaker, and thus to identify the actual meaning of an utterance. A large amount of research in Pragmatics has shown how wide-ranging and multifaceted this concept can be. Context spans from the preceding words in a conversation to the general knowledge that the interlocutors supposedly share, from the perceived environment to features and traits that the participants in a dialogue attribute to each other. This last category is also very broad, since it includes mental and emotional states, together with culturally constructed knowledge, such as the reciprocal identification of social roles and positions. The assumption of a cognitive point of view brings to the foreground a number of new questions regarding how information about the context is organized in the mind and how this kind of knowledge is used in specific communicative situations. A related, very important question concerns the role played in this process by theory of mind abilities (ToM), both in typical and atypical populations. In this Research Topic, we bring together articles that address different aspects of context analysis from theoretical and empirical perspectives, integrating knowledge and methods derived from Philosophy of language, Linguistics, Cognitive Science, Cognitive Neuroscience, Developmental and Clinical Psychology.Context is what contributes to interpret a communicative act beyond the spoken words. It provides information essential to clarify the intentions of a speaker, and thus to identify the actual meaning of an utterance. A large amount of research in Pragmatics has shown how wide-ranging and multifaceted this concept can be. Context spans from the preceding words in a conversation to the general knowledge that the interlocutors supposedly share, from the perceived environment to features and traits that the participants in a dialogue attribute to each other. This last category is also very broad, since it includes mental and emotional states, together with culturally constructed knowledge, such as the reciprocal identification of social roles and positions. The assumption of a cognitive point of view brings to the foreground a number of new questions regarding how information about the context is organized in the mind and how this kind of knowledge is used in specific communicative situations. A related, very important question concerns the role played in this process by theory of mind abilities (ToM), both in typical and atypical populations. In this Research Topic, we bring together articles that address different aspects of context analysis from theoretical and empirical perspectives, integrating knowledge and methods derived from Philosophy of language, Linguistics, Cognitive Science, Cognitive Neuroscience, Developmental and Clinical Psychology.

Implicatures --- common ground --- presuppositions --- context --- Cognition --- pragmatics --- theory of mind (ToM) --- Communication