Developmental deficits in social perception in autism: the role of the amygdala and fusiform face area

By Robert T. Schultz. International Journal of Developmental Neuroscience, 2005

1,131 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Epidemiology

View Paper: https://www.semanticscholar.org/paper/f4f08e58b354022b92c458972aaf9b58860f02ed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. S. Fletcher‐Watson
2. Catherine S. Ames
3. A. Bailey
4. S. Wallace
5. M. Coleman
6. Sander Begeer
7. E. Toal
8. Phil McAleer

In Epidemiology

1. S. Fletcher‐Watson
2. Catherine S. Ames
3. Elizabeth Broadbent

Citations in the corpus

• Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let's Face It! program. (2010, background): “Indeed, recent neuro-cognitive theories of autism suggest that impaired face processing might lie at the root of the social dysfunction of the disorder (Dawson et al., 2005; Schultz, 2005).”
• Emotional competence in children with autism: Diagnostic criteria and empirical evidence (2008, background): “Typically developing (pre) adolescents attend more to faces in general (Schultz, 2005), to eye, nose and mouth regions (Dalton et al., 2005; Klin, Jones, Schultz, Volkmar, & Cohen, 2002b; Lindner & Rosen, 2006; Pelphrey et al., 2002), and to eyes relatively to mouths.”
• Finally, faces find favor (2006, neutral): “Disorders in face perception have been studied in Alzheimer’s disease (Lavenu & Pasquier, 2005), autism (Castelli, 2005; Dawson, Webb, & McPartland, 2005; Schultz, 2005; Williams, Goldstein, & Minshew, 2005); brain lesions (de Schonen, Mancini, Camps, Maes, & Laurent, 2005; Pegna, Khateb, Lazeyras, ”
• Vision in autism spectrum disorders. (2009, background): “Arguably the key theoretical battleground in ASD research at the moment lies between those who favour a ‘‘social orienting” theory of ASD development (e.g. Schultz, 2005) and those who favour a more bottom-up theory (e.g. Mottron et al., 2006).”
• A review of methods in the study of attention in autism (2010, background): “In particular, the attentional bias that leads typically-developing (TD) children and adults to look at and listen to people may be lacking or weaker in ASD (Klin, Jones, Schultz & Volkmar 2003; Schultz 2005).”
• Visual Fixation Patterns during Reciprocal Social Interaction Distinguish a Subgroup of 6-Month-Old Infants At-Risk for Autism from Comparison Infants (2007, background): “Deprived of appropriate input, these areas fail to develop normally, and the infant does not acquire ''expertise'' in extracting information such as expression , identity, and gender from faces (Schultz, 2005; Schultz et al., 2003).”
• The eye contact effect: mechanisms and development. (2009, neutral): “to learn about eye contact, which originated from a lack of social orienting mechanisms [ 72 ] or motivation [73].”
• An investigation of basic facial expression recognition in autism spectrum disorders (2008, background): “Atypical functioning of both fusiform gyrus (see Schultz, 2005 ) and amygdala (Howard et al, 2000 ) have already been proposed to explain face processing deficits in ASD.”
• Enhanced Perceptual Functioning in Autism: An Update, and Eight Principles of Autistic Perception (2006, background): “We agree with this, and that focusing exclusively on deficits in the processing of social material, as in alternative, ‘‘social first’’ models (e.g., current reviews in Schultz, 2005; Dawson, Webb, & McPartland, 2005) may miss the ‘‘pervasive’’ character of autistic differences.”
• The Role of Emotion Regulation in Autism Spectrum Disorder RH: Emotion Regulation in ASD (2013, neutral): “The preponderance of literature on the amygdala and emotion dysregulation in non-ASD clinical samples has implicated hyperactivation,(63,64,68) whereas traditional models of amygdala dysfunction in ASD have implicated hypoactivation.(74) The putatively “social” and “emotional” functions of the amygd”
• The Clinical Use of Robots for Individuals with Autism Spectrum Disorders: A Critical Review (2012, background): “…the various ways in which individuals with ASD differ from typically developing peers in terms of human social interactions (e.g., face processing, Schultz, 2005; South & Diehl, 2010; emotional reactivity, Schoen, Miller, Brett-Green, & Hepburn, 2008; prosody, Diehl & Paul, in press) also are…”