Uta Frith
Dados Biográficos
| ID | 1652609 |
|---|---|
| NOME | Uta Frith |
| PRENOMES | Uta |
| SOBRENOME | Frith |
| ASSINATURA | FRITH U |
| AFILIAÇÕES | University College London |
| ORCID | 0000-0002-9063-4466 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1971 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
What Makes Us Social
A deep dive into the social mind-brain, examining the processes we share with other social animals and illuminating those that are uniquely human. What Makes Us Social? is a scholarly but accessible exploration of the underlying processes that make humans the most social species on the planet. Chris and Uta Frith, pioneers in the field of cognitive neuroscience, review the many forms of social behavior that we humans share with other animals and …
What Makes Us Social
Annual Research Review
The concept of autism is a significant contribution from child psychiatry that has entered wider culture and public consciousness, and has evolved significantly over the last four decades. Taking a rather personal retrospective, reflecting on our own time in autism research, this review explores changes in the concept of autism and the implications of these for future research. We focus on seven major changes in how autism is thought of, operatio…
Mechanisms of Social Cognition
Social animals including humans share a range of social mechanisms that are automatic and implicit and enable learning by observation. Learning from others includes imitation of actions and mirroring of emotions. Learning about others, such as their group membership and reputation, is crucial for social interactions that depend on trust. For accurate prediction of others' changeable dispositions, mentalizing is required, i.e., tracking of intenti…
Les neurosciences cognitives appliquées au social
Pr Uta Frith © P. Imbert, Collège de France Similitudes et différences entre les espèces sociales On dit que les êtres humains sont des créatures profondément sociales, mais on ignore souvent que beaucoup d’autres animaux sont eux aussi extrêmement bien adaptés aux apprentissages et aux interactions sociales. Les études comparatives récentes sur la cognition sociale chez différentes espèces montrent qu’apprendre d’un congénère est un phénomène tr…
Autism
Social Cognition in Humans
We review a diversity of studies of human social interaction and highlight the importance of social signals. We also discuss recent findings from social cognitive neuroscience that explore the brain basis of the capacity for processing social signals. These signals enable us to learn about the world from others, to learn about other people, and to create a shared social world. Social signals can be processed automatically by the receiver and may …
The Neural Basis of Mentalizing
The Weak Coherence Account
A double dissociation between sensorimotor impairments and reading disability
Does sensorimotor dysfunction underlie reading impairment? To investigate this question, a battery of literacy, phonology, auditory, visual, and motor tests were administered to age- and ability-matched groups of dyslexic, autistic, and control children. As in previous studies, only a subset of the dyslexic children had sensory and/or motor impairments, whilst some dyslexics were entirely spared, suggesting that sensorimotor impairments are not n…
Weighing the evidence between competing theories of dyslexia
The role of sensorimotor impairments in dyslexia
This study attempts to investigate the role of sensorimotor impairments in the reading disability that characterizes dyslexia. Twenty-three children with dyslexia were compared to 22 control children, matched for age and non-verbal intelligence, on tasks assessing literacy as well as phonological, visual, auditory and motor abilities. The dyslexic group as a whole were significantly impaired on phonological, but not sensorimotor, tasks. Analysis …
Egocentrism, allocentrism, and Asperger syndrome
Development and neurophysiology of mentalizing
The mentalizing (theory of mind) system of the brain is probably in operation from ca . 18 months of age, allowing implicit attribution of intentions and other mental states. Between the ages of 4 and 6 years explicit mentalizing becomes possible, and from this age children are able to explain the misleading reasons that have given rise to a false belief. Neuroimaging studies of mentalizing have so far only been carried out in adults. They reveal…
The relationship between motor control and phonology in dyslexic children
BACKGROUND: The goal of this study was to investigate the automaticity/cerebellar theory of dyslexia. We tested phonological skills and cerebellar function in a group of dyslexic 8-12-year-old children and their matched controls. Tests administered included the Phonological Assessment Battery, postural stability, bead threading, finger to thumb and time estimation. RESULTS: Dyslexic children were found to be significantly poorer than the controls…
Dyslexia
The recognition of dyslexia as a neurodevelopmental disorder has been hampered by the belief that it is not a specific diagnostic entity because it has variable and culture-specific manifestations. In line with this belief, we found that Italian dyslexics, using a shallow orthography which facilitates reading, performed better on reading tasks than did English and French dyslexics. However, all dyslexics were equally impaired relative to their co…
Movement and Mind
Interacting Minds--A Biological Basis
The ability to “mentalize,” that is to understand and manipulate other people's behavior in terms of their mental states, is a major ingredient in successful social interactions. A rudimentary form of this ability may be seen in great apes, but in humans it is developed to a high level. Specific impairments of mentalizing in both developmental and acquired disorders suggest that this ability depends on a dedicated and circumscribed brain system. …
Consciência fonológica e habilidade de leitura na síndrome de down
O estudo investiga a relação entre a consciência fonológica e a habilidade de leitura na síndrome de Down (SD). Trinta e três indivíduos com SD participaram do estudo. Todos eles já haviam começado a ler e todos mostravam sinais claros de recodificação fonológica. Trinta e três crianças normais, emparelhadas aos indivíduos com SD em relação à habilidade de leitura, participaram como controles. Os resultados questionam a hipótese de Cossu, Rossini…
Autism
Autism and theory of mind in everyday life
The theory of mind account of autism suggests that the key social, communicative and imaginative impairments which characterise this disorder result from an inability to represent mental states. While this account has been largely confirmed by experimental work, there has, as yet, been little examination of autistic children's theory of mind outside the laboratory. The present study used the Vineland Adaptive Behavior Scales to measure real life …
Why Do Autistic Individuals Show Superior Performance on the Block Design Task
Systematic variations of the block design task were given to 20 autistic, 33 normal and 12 mildly retarded subjects. Designs were contrasted which were either "whole" or segmented, rotated or unrotated, and which did or did not contain obliques. Only segmentation, but neither of the spatial orientation factors, revealed a significant group difference. Autistic subjects, regardless of age and ability, performed better than controls when presented …
Rezensionsteil
The psychology of literacy
The role of sound, shape and orthographic cues in early reading
In the present experiment the ability of young children to read texts distorted so as to reduce sound, shape or orthographic cues was observed. Good readers, with reading ages beyond seven years, found texts in which orthographic cues were reduced more difficult to read than texts in which sound or shape cues were reduced. Poorer readers were not differentially affected by the different distortions. The results support Gibson & Levin's (1975) con…
Autism and theory of mind in everyday life
The theory of mind account of autism suggests that the key social, communicative and imaginative impairments which characterise this disorder result from an inability to represent mental states. While this account has been largely confirmed by experimental work, there has, as yet, been little examination of autistic children's theory of mind outside the laboratory. The present study used the Vineland Adaptive Behavior Scales to measure real life …
The role of sound, shape and orthographic cues in early reading
In the present experiment the ability of young children to read texts distorted so as to reduce sound, shape or orthographic cues was observed. Good readers, with reading ages beyond seven years, found texts in which orthographic cues were reduced more difficult to read than texts in which sound or shape cues were reduced. Poorer readers were not differentially affected by the different distortions. The results support Gibson & Levin's (1975) con…
Why Do Children Reverse Letters
When normal letters and their mirror-image forms were presented for copying and matching, school children made more reversal errors with mirror-image forms than with normal letters. Preschool children made equally many reversal errors with both types of material. This was also true for older children when unfamiliar letter-like symbols were presented. The results are described in terms of discriminability and response bias as derived from signal …
Why Do Children Reverse Letters
When normal letters and their mirror-image forms were presented for copying and matching, school children made more reversal errors with mirror-image forms than with normal letters. Preschool children made equally many reversal errors with both types of material. This was also true for older children when unfamiliar letter-like symbols were presented. The results are described in terms of discriminability and response bias as derived from signal …
Internal Schemata for Letters in Good and Bad Readers
Children of various ages and levels of reading ability and adults copied and reversed graphic symbols which were either normal letters, mirror‐reversed letters or letter‐like shapes. Looking at reversed letters hardly affected performance, but producing reversed letters decreased speed and increased errors considerably. Since this was found also when writing with the non‐preferred hand a mechanism more abstract than muscle movements must be impli…
The role of sound, shape and orthographic cues in early reading
In the present experiment the ability of young children to read texts distorted so as to reduce sound, shape or orthographic cues was observed. Good readers, with reading ages beyond seven years, found texts in which orthographic cues were reduced more difficult to read than texts in which sound or shape cues were reduced. Poorer readers were not differentially affected by the different distortions. The results support Gibson & Levin's (1975) con…
The psychology of literacy
Rezensionsteil
Why Do Autistic Individuals Show Superior Performance on the Block Design Task
Systematic variations of the block design task were given to 20 autistic, 33 normal and 12 mildly retarded subjects. Designs were contrasted which were either "whole" or segmented, rotated or unrotated, and which did or did not contain obliques. Only segmentation, but neither of the spatial orientation factors, revealed a significant group difference. Autistic subjects, regardless of age and ability, performed better than controls when presented …
Autism
Autism and theory of mind in everyday life
The theory of mind account of autism suggests that the key social, communicative and imaginative impairments which characterise this disorder result from an inability to represent mental states. While this account has been largely confirmed by experimental work, there has, as yet, been little examination of autistic children's theory of mind outside the laboratory. The present study used the Vineland Adaptive Behavior Scales to measure real life …
Interacting Minds--A Biological Basis
The ability to “mentalize,” that is to understand and manipulate other people's behavior in terms of their mental states, is a major ingredient in successful social interactions. A rudimentary form of this ability may be seen in great apes, but in humans it is developed to a high level. Specific impairments of mentalizing in both developmental and acquired disorders suggest that this ability depends on a dedicated and circumscribed brain system. …
Consciência fonológica e habilidade de leitura na síndrome de down
O estudo investiga a relação entre a consciência fonológica e a habilidade de leitura na síndrome de Down (SD). Trinta e três indivíduos com SD participaram do estudo. Todos eles já haviam começado a ler e todos mostravam sinais claros de recodificação fonológica. Trinta e três crianças normais, emparelhadas aos indivíduos com SD em relação à habilidade de leitura, participaram como controles. Os resultados questionam a hipótese de Cossu, Rossini…
Movement and Mind
Dyslexia
The recognition of dyslexia as a neurodevelopmental disorder has been hampered by the belief that it is not a specific diagnostic entity because it has variable and culture-specific manifestations. In line with this belief, we found that Italian dyslexics, using a shallow orthography which facilitates reading, performed better on reading tasks than did English and French dyslexics. However, all dyslexics were equally impaired relative to their co…
Development and neurophysiology of mentalizing
The mentalizing (theory of mind) system of the brain is probably in operation from ca . 18 months of age, allowing implicit attribution of intentions and other mental states. Between the ages of 4 and 6 years explicit mentalizing becomes possible, and from this age children are able to explain the misleading reasons that have given rise to a false belief. Neuroimaging studies of mentalizing have so far only been carried out in adults. They reveal…
The relationship between motor control and phonology in dyslexic children
BACKGROUND: The goal of this study was to investigate the automaticity/cerebellar theory of dyslexia. We tested phonological skills and cerebellar function in a group of dyslexic 8-12-year-old children and their matched controls. Tests administered included the Phonological Assessment Battery, postural stability, bead threading, finger to thumb and time estimation. RESULTS: Dyslexic children were found to be significantly poorer than the controls…
Egocentrism, allocentrism, and Asperger syndrome
The Neural Basis of Mentalizing
The Weak Coherence Account
A double dissociation between sensorimotor impairments and reading disability
Does sensorimotor dysfunction underlie reading impairment? To investigate this question, a battery of literacy, phonology, auditory, visual, and motor tests were administered to age- and ability-matched groups of dyslexic, autistic, and control children. As in previous studies, only a subset of the dyslexic children had sensory and/or motor impairments, whilst some dyslexics were entirely spared, suggesting that sensorimotor impairments are not n…
Weighing the evidence between competing theories of dyslexia
The role of sensorimotor impairments in dyslexia
This study attempts to investigate the role of sensorimotor impairments in the reading disability that characterizes dyslexia. Twenty-three children with dyslexia were compared to 22 control children, matched for age and non-verbal intelligence, on tasks assessing literacy as well as phonological, visual, auditory and motor abilities. The dyslexic group as a whole were significantly impaired on phonological, but not sensorimotor, tasks. Analysis …
Social Cognition in Humans
We review a diversity of studies of human social interaction and highlight the importance of social signals. We also discuss recent findings from social cognitive neuroscience that explore the brain basis of the capacity for processing social signals. These signals enable us to learn about the world from others, to learn about other people, and to create a shared social world. Social signals can be processed automatically by the receiver and may …
Autism
Les neurosciences cognitives appliquées au social
Pr Uta Frith © P. Imbert, Collège de France Similitudes et différences entre les espèces sociales On dit que les êtres humains sont des créatures profondément sociales, mais on ignore souvent que beaucoup d’autres animaux sont eux aussi extrêmement bien adaptés aux apprentissages et aux interactions sociales. Les études comparatives récentes sur la cognition sociale chez différentes espèces montrent qu’apprendre d’un congénère est un phénomène tr…
Mechanisms of Social Cognition
Social animals including humans share a range of social mechanisms that are automatic and implicit and enable learning by observation. Learning from others includes imitation of actions and mirroring of emotions. Learning about others, such as their group membership and reputation, is crucial for social interactions that depend on trust. For accurate prediction of others' changeable dispositions, mentalizing is required, i.e., tracking of intenti…
Annual Research Review
The concept of autism is a significant contribution from child psychiatry that has entered wider culture and public consciousness, and has evolved significantly over the last four decades. Taking a rather personal retrospective, reflecting on our own time in autism research, this review explores changes in the concept of autism and the implications of these for future research. We focus on seven major changes in how autism is thought of, operatio…
Psychology (24 obras) · Cognitive psychology (19 obras) · Cognition (14 obras) · Developmental psychology (11 obras) · Neuroscience (11 obras) · Autism Spectrum Disorder Research (8 obras) · Child and Animal Learning Development (8 obras) · Reading and Literacy Development (8 obras) · Autism (7 obras) · Theory of mind (7 obras)