Uta Frith

La primera edición de "Autismo. Hacia una explicación del enigma" se convirtió muy pronto en un clásico porque proporcionaba el primer relato psicológico satisfactorio de lo que pasa en la mente de una persona con autismo. Esta nueva edicion actualizada cuenta la historia del esfuerzo cientifico por comprender el autismo y muestra que las explicaciones que aportaba Uta Frith han resistido el paso del tiempo. Con sorprendentes ampliaciones y mejoras en cada uno de los capitulos, el libro ha sido revisado radicalmente y se ha añadido un nuevo capitulo con las investigaciones en neuropsicologia mas destacadas de los ultimos diez años. Este libro de Uta Frith seguira siendo un clasico de referencia obligatoria en todos los estudios sobre la materia.La primera edición de "Autismo. Hacia una explicación del enigma" se convirtió muy pronto en un clásico porque proporcionaba el primer relato psicológico satisfactorio de lo que pasa en la mente de una persona con autismo. Esta nueva edicion actualizada cuenta la historia del esfuerzo cientifico por comprender el autismo y muestra que las explicaciones que aportaba Uta Frith han resistido el paso del tiempo. Con sorprendentes ampliaciones y mejoras en cada uno de los capitulos, el libro ha sido revisado radicalmente y se ha añadido un nuevo capitulo con las investigaciones en neuropsicologia mas destacadas de los ultimos diez años. Este libro de Uta Frith seguira siendo un clasico de referencia obligatoria en todos los estudios sobre la materia.

'Autism is a neuro-developmental disorder that allows a unique window on the relationship between mind and brain. Autism is characterized by impaired social interaction and communication as well as repetitive behaviors and restricted interests. The consensus of this disorder for everyday life adaptation are extremely variable. Studies indicate that the number of diagnosed cases of Autism, or autistic spectrum disorder, is increasing with around 0.6% of the population affected. Though infantile autism was first described almost 60 years ago and autism has been the subject of intense research activities even since, the origin of the condition is still not understood.'

Is Asperger syndrome a syndrome in its own right or is it a form of autism? Sufferers from the syndrome are like autistic individuals in that they show the same kind of impairments from early childhood; yet they are unlike them in being far more verbally articulate and socially adapted. They can be highly intelligent and reminiscent of eccentrics with their unusual interests, special skills and unworldliness. In this volume several of the major experts in the field discuss the diagnostic criteria of the syndrome, named after Hans Asperger who first described the condition in the 1940s, and illustrate their views with case studies drawn from their clinical practice. These clinical studies are complemented by personal accounts and placed in a new theoretical framework. Significantly, Uta Frith provides the first insights to reflect a very modern awareness of the broad continuum of autistic disorders. They also provide surprisingly practical suggestions on the education and management of autistic children. Current opinion on Asperger syndrome and its relationship to autism is fraught with disagreement and hampered by ignorance. This book gives the first coherent account of Asperger syndrome as a distinct variant of autism and will undoubtedly cause a good deal of debate.

Forced learning, or "hot-housing," of infants has become increasingly popular in recent years - but does it work? The plasticity of the adolescent and adult brain is becoming gradually acknowledged by brain scientists. What does this say about lifelong learning? In this groundbreaking book, two scientists take stock of what is now known about how and when the brain learns, and consider the implications of this knowledge for educational policy and practice. Blakemore and Frith break new ground by drawing out the relevance of brain research to education. After reviewing brain development and learning from infancy, through school years to adolescence and adulthood, they explore how the brain can change and learn at any age. They consider naturally learned skills, such as emotional and social competence, and formally taught skills, such as reading, writing and arithmetic. They also take a look at the potential of new ways to improve learning, including physical and mental exercise, sleep and diet. An important part of the book deals with brain research on learning difficulties, such as dyslexia, dyscalculia, attention deficit and autism, and how this research can inform remedial education. This landmark book will be of interest to students of psychology and education, teachers, psychologists, educational policy-makers, and parents. In this groundbreaking book, two leading authorities in the field review what we really know about how and when the brain learns, and consider the implications of this knowledge for educational policy and practice. pioneering book in emerging field from two leading authorities; reviews in an accessible style what we know about how and when the brain learns; draws out the implications of this knowledge for educational policy and practice; covers studies on learning during the whole of development, including adulthood; looks at what we can learn from brain research about children with learning difficulties, and how this can inform remedial education.

The first edition of Autism: Explaining the Enigma quickly became a classic because it provided the first satisfactory psychological account of what happens in the mind of a person with autism. The book proposed that the key problems were an inability to recognize and think about thoughts (theory of mind), and an inability to integrate pieces of information into coherent wholes (central coherence). It suggested that from this beginning, problems of communication, social interaction, and flexibility follow as the complex interactions of human development unfold. This updated edition reports on how this explanation has stood the test of time. A new chapter outlines developments in neuropsychological research that have taken place since the book was first published and reviews the growing body of work on the neurological basis of autism. The accessible style and structure of the original edition have been retained, with information and references updated throughout.

El cerebro, como el resto de nuestros órganos, se desarrolla mientras crecemos. ¿Que y cuándo debe enseñársele a un niño o a un adolescente para obtener un aprendizaje óptimo? Este libro responde a esta pregunta. Las autoras investigan el aprendizaje del lenguaje, las matematicas, la musica, las artes plasticas, las emociones y la sociabilidad; estudian las disfunciones que –como la dislexia- dificultan el aprendizaje y reflexionan sobre la verdadera utilidad de las nuevas tendencias pedagogicas como el aprendizaje temprano.... Sirviendose de las mas recientes investigaciones de la neurociencia aplicada a la educacion Como aprende el cerebro analiza la mejor manera de desarrollar la memoria y potenciar el aprendizaje de conocimientos y emociones en niños y adolescentes. Un deslumbrante viaje por el cerebro de niños y adolescentes. Un estudio puntero sobre el cerebro y el aprendizaje. Un libro imprescindible para padres, educadores, psicologos y cualquier persona interesada en las potencialidades del cerebro.

El cerebro, como el resto de los órganos, se desarrolla mientras crecemos. ¿Que y cuándo debe enseñársele a un niño o a un adolescente para obtener un aprendizaje óptimo? Las autoras investigan el aprendizaje del lenguaje, las matematicas, la musica, las artes plasticas, las emociones y la sociabilidad; estudian las disfunciones que dificultan el aprendizaje y reflexionan sobre la verdadera utilidad de las nuevas tendencias pedagogicas.