1
|
Bravo A, Schwartz I. Teaching Imitation to Young Children with Autism Spectrum Disorder Using Discrete Trial Training and Contingent Imitation. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2021; 34:655-672. [PMID: 34629832 PMCID: PMC8492814 DOI: 10.1007/s10882-021-09819-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/23/2021] [Indexed: 06/13/2023]
Abstract
Imitation is a pivotal skill for children with and without disabilities, serving both learning and social interaction functions for young children. Children with autism spectrum disorder (ASD) frequently experience delays in acquiring this skillset, demonstrating challenges in the ability and/or propensity to imitate the actions of others. Current intervention programs frequently use discrete trial teaching (DTT) or contingent imitation to support imitation development in young children with ASD. This study combined contingent imitation with DTT to teach imitation to individuals who had previously struggled with acquiring this skill. A multiple probe design across three preschool children with ASD was conducted within participants' early learning classrooms. Response to intervention varied across participants, with participants with more advanced imitation skills at study onset demonstrating greater outcomes. Combining contingent imitation with DTT may facilitate the propensity to imitate for individuals who exhibit some appropriate object engagement and are inconsistently imitating others' actions with objects. However, further research using stronger research design is needed to improve the teaching of imitation to young children with ASD who exhibit challenges with this skillset.
Collapse
Affiliation(s)
- Alice Bravo
- University of Washington, Box 357925, Seattle, WA 98195 USA
| | - Ilene Schwartz
- University of Washington, Box 357925, Seattle, WA 98195 USA
| |
Collapse
|
2
|
The relationship between alexithymia and theory of mind: A systematic review. Neurosci Biobehav Rev 2021; 131:497-524. [PMID: 34599917 DOI: 10.1016/j.neubiorev.2021.09.036] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Revised: 09/16/2021] [Accepted: 09/19/2021] [Indexed: 12/19/2022]
Abstract
Theory of Mind (ToM), the ability to represent the mental states of oneself and others, is an essential social skill disrupted across many psychiatric conditions. The transdiagnostic nature of ToM impairment means it is plausible that ToM impairment is related to alexithymia (difficulties identifying and describing one's own emotions), as alexithymia is seen across psychiatric conditions. Whilst many studies have examined links between alexithymia and ToM, results are mixed. Therefore, the purpose of this systematic review is to provide a taxonomy of ToM tests and assess their relationship with alexithymia. Tests are grouped according to whether they assess propensity to engage spontaneously in ToM or accuracy of ToM inferences, with tests further subdivided into those that do, and do not, require emotion recognition. A review of 63 suitable studies suggests that alexithymia is often associated with reduced ToM, and inaccurate ToM when tasks require emotion recognition. This latter finding appears due to impaired emotion recognition, rather than ToM impairment per se. Further directions and considerations for future research are discussed.
Collapse
|
3
|
Clin E, Maes P, Stercq F, Kissine M. No preference for direct versus averted gaze in autistic adults: a reinforced preferential looking paradigm. Mol Autism 2020; 11:91. [PMID: 33208193 PMCID: PMC7672906 DOI: 10.1186/s13229-020-00398-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Accepted: 11/06/2020] [Indexed: 12/27/2022] Open
Abstract
Background With the overarching objective to gain better insights into social attention in autistic adults, the present study addresses three outstanding issues about face processing in autism. First, do autistic adults display a preference for mouths over eyes; second, do they avoid direct gaze; third, is atypical visual exploration of faces in autism mediated by gender, social anxiety or alexithymia? Methods We used a novel reinforced preferential looking paradigm with a group of autistic adults (n = 43, 23 women) pairwise matched on age with neurotypical participants (n = 43, 21 women). Participants watched 28 different pairs of 5 s video recordings of a speaking person: the two videos, simultaneously displayed on the screen, were identical except that gaze was directed at the camera in one video and averted in the other. After a 680 ms transition phase, a short reinforcement animation appeared on the side that had displayed the direct gaze. Results None of the groups showed a preference for mouths over eyes. However, neurotypical participants fixated significantly more the stimuli with direct gaze, while no such preference emerged in autistic participants. As the experiment progressed, neurotypical participants also increasingly anticipated the appearance of the reinforcement, based on the location of the stimulus with the direct gaze, while no such anticipation emerged in autistic participants. Limitations Our autistic participants scored higher on the social anxiety and alexithymia questionnaires than neurotypicals. Future studies should match neurotypical and autistic participants on social anxiety and alexithymia and complement questionnaires with physiological measures of anxiety. Conclusions The absence of preference for direct versus averted gaze in the autistic group is probably due to difficulties in distinguishing eye gaze direction, potentially linked to a reduced spontaneous exploration or avoidance of the eye region. Social attention and preference for direct versus averted gaze correlated with alexithymia and social anxiety scores, but not gender.
Collapse
Affiliation(s)
- Elise Clin
- ACTE at LaDisco and ULB Neuroscience Institute, Université libre de Bruxelles, Avenue F. D. Roosevelt, 50/175, 1050, Brussels, Belgium.
| | - Pauline Maes
- ACTE at LaDisco and ULB Neuroscience Institute, Université libre de Bruxelles, Avenue F. D. Roosevelt, 50/175, 1050, Brussels, Belgium
| | - Fanny Stercq
- ACTE at LaDisco and ULB Neuroscience Institute, Université libre de Bruxelles, Avenue F. D. Roosevelt, 50/175, 1050, Brussels, Belgium
| | - Mikhail Kissine
- ACTE at LaDisco and ULB Neuroscience Institute, Université libre de Bruxelles, Avenue F. D. Roosevelt, 50/175, 1050, Brussels, Belgium
| |
Collapse
|
4
|
Micheletti S, Vivanti G, Renzetti S, Martelli P, Calza S, Fazzi E. Imitation in Angelman syndrome: the role of social engagement. Sci Rep 2020; 10:16398. [PMID: 33009450 PMCID: PMC7532435 DOI: 10.1038/s41598-020-72079-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Accepted: 08/25/2020] [Indexed: 11/09/2022] Open
Abstract
Individuals with Angelman syndrome (AS) are characterized by severe cognitive impairments alongside an enhanced drive for social engagement. As knowledge on imitation skills in this population is limited, we conducted the first controlled study of imitation in AS. We examined how 23 individuals with AS and 21 typically developing young children with similar mental age imitated novel actions in response to socially or non-socially engaging models, and in response to video-recorded versus live demonstrations of novel actions. Individuals with AS imitated as frequently and as accurately as typical young children in response to live demonstrations; but they imitated less frequently and less accurately in response to video-recorded demonstrations. Further, imitation was modulated by whether the demonstrator was socially engaging or emotionally neutral in the AS group, while this modulation was not present in the comparison group. Individuals with higher mental age imitated more frequently and more accurately across groups. Imitation performance in AS appears to be more modulated by the social context compared to typical infants and young children with similar mental age, possibly reflecting an enhanced drive for social engagement. A socially engaging instructional style might facilitate imitative learning in this population.
Collapse
Affiliation(s)
- Serena Micheletti
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy.
| | - Giacomo Vivanti
- AJ Drexel Autism Institute, Drexel University, Philadelphia, PA, USA
| | - Stefano Renzetti
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Paola Martelli
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Stefano Calza
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Elisa Fazzi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| |
Collapse
|
5
|
Colombi C, Vivanti G, Rogers S. Evidenced-Based Practices. HANDBOOK OF INTERDISCIPLINARY TREATMENTS FOR AUTISM SPECTRUM DISORDER 2019. [DOI: 10.1007/978-3-030-13027-5_2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
|
6
|
Bottema-Beutel K, Kim SY, Crowley S. A systematic review and meta-regression analysis of social functioning correlates in autism and typical development. Autism Res 2018; 12:152-175. [DOI: 10.1002/aur.2055] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 10/01/2018] [Accepted: 11/06/2018] [Indexed: 02/04/2023]
Affiliation(s)
| | - So Yoon Kim
- Lynch School of Education, Boston College; Chestnut Hill Massachusetts
| | - Shannon Crowley
- Lynch School of Education, Boston College; Chestnut Hill Massachusetts
| |
Collapse
|
7
|
Sparaci L, Northrup JB, Capirci O, Iverson JM. From Using Tools to Using Language in Infant Siblings of Children with Autism. J Autism Dev Disord 2018; 48:2319-2334. [PMID: 29429008 PMCID: PMC6592270 DOI: 10.1007/s10803-018-3477-1] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Forty-one high-risk infants (HR) with an older sibling with autism spectrum disorder (ASD) were observed longitudinally at 10, 12, 18 and 24 months of age during a tool use task in a play-like scenario. Changes in grasp types and functional actions produced with a spoon were assessed during elicited tool use. Outcome and vocabulary measures were available at 36 months, distinguishing: 11 HR-ASD, 15 HR-language delay and 15 HR-no delay. Fewer HR-ASD infants produced grasp types facilitating spoon use at 24 months and functional actions at 10 months than HR-no delay. Production of functional actions in HR infants at 10 months predicted word comprehension at 12 months and word production at 24 and 36 months.
Collapse
Affiliation(s)
- Laura Sparaci
- Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Via Nomentana 56, 00161, Rome, Italy.
- UCL Division of Psychology and Language Sciences, Experimental Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK.
| | - Jessie B Northrup
- Department of Psychology, University of Pittsburgh, 3309 Sennott Square, 210 S. Bouquet St., Pittsburgh, PA, USA
| | - Olga Capirci
- Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Via Nomentana 56, 00161, Rome, Italy
| | - Jana M Iverson
- Department of Psychology, University of Pittsburgh, 3415 Sennott Square, 201 S. Bouquet St., Pittsburgh, PA, USA
| |
Collapse
|
8
|
Chetcuti L, Hudry K, Grant M, Vivanti G. Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 23:199-211. [PMID: 29139304 DOI: 10.1177/1362361317734063] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple® iPad® by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation.
Collapse
Affiliation(s)
- Lacey Chetcuti
- Olga Tennison Autism Research Center, School of Psychology and Public Health, La Trobe University, Australia
| | - Kristelle Hudry
- Olga Tennison Autism Research Center, School of Psychology and Public Health, La Trobe University, Australia.,Victorian Autism Specific Early Learning and Care Centre, La Trobe University, Australia
| | - Megan Grant
- Olga Tennison Autism Research Center, School of Psychology and Public Health, La Trobe University, Australia
| | | |
Collapse
|
9
|
Vivanti G, Hocking DR, Fanning P, Dissanayake C. The social nature of overimitation: Insights from Autism and Williams syndrome. Cognition 2017; 161:10-18. [DOI: 10.1016/j.cognition.2017.01.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2016] [Revised: 12/21/2016] [Accepted: 01/09/2017] [Indexed: 01/20/2023]
|
10
|
Murray K, Johnston K, Cunnane H, Kerr C, Spain D, Gillan N, Hammond N, Murphy D, Happé F. A new test of advanced theory of mind: The "Strange Stories Film Task" captures social processing differences in adults with autism spectrum disorders. Autism Res 2017; 10:1120-1132. [PMID: 28296216 DOI: 10.1002/aur.1744] [Citation(s) in RCA: 52] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Revised: 11/07/2016] [Accepted: 12/04/2016] [Indexed: 11/10/2022]
Abstract
Real-life social processing abilities of adults with autism spectrum disorders (ASD) can be hard to capture in lab-based experimental tasks. A novel measure of social cognition, the "Strange Stories Film task' (SSFt), was designed to overcome limitations of available measures in the field. Brief films were made based on the scenarios from the Strange Stories task (Happé) and designed to capture the subtle social-cognitive difficulties observed in ASD adults. Twenty neurotypical adults were recruited to pilot the new measure. A final test set was produced and administered to a group of 20 adults with ASD and 20 matched controls, alongside established social cognition tasks and questionnaire measures of empathy, alexithymia and ASD traits. The SSFt was more effective than existing measures at differentiating the ASD group from the control group. In the ASD group, the SSFt was associated with the Strange Stories task. The SSFt is a potentially useful tool to identify social cognitive dis/abilities in ASD, with preliminary evidence of adequate convergent validity. Future research directions are discussed. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1120-1132. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
Collapse
Affiliation(s)
- Kim Murray
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, Denmark Hill, SE5 8AF, London
| | - Kate Johnston
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, Denmark Hill, SE5 8AF, London
| | - Helen Cunnane
- Bradford Dementia Group, School of Health Studies, University of Bradford, Richmond Road, Bradford, BD7 1DP, UK
| | - Charlotte Kerr
- Acute Neuro-Rehabilitation Unit, Wellington Hospital, NW8 9LE, London
| | - Debbie Spain
- MRC Social Genetic and Developmental Psychiatry Research Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, Denmark Hill, SE5 8AF, London
| | - Nicola Gillan
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, Denmark Hill, SE5 8AF, London
| | - Neil Hammond
- Behavioural Genetics Clinic and Adult Autism Service, Behavioural and Developmental Psychiatry Clinical Academic Group, South London and Maudsley NHS Foundation Trust, Maudsley Hospital, Denmark Hill, SE5 8AZ, London.,National Autism Unit, South London and Maudsley NHS Foundation Trust, Bethlem Royal Hospital, Bromley, Kent, BR3 3BX, London
| | - Declan Murphy
- Sackler Institute for Translational Neurodevelopment and Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, Denmark Hill, SE5 8AF, London.,Behavioural Genetics Clinic and Adult Autism Service, Behavioural and Developmental Psychiatry Clinical Academic Group, South London and Maudsley NHS Foundation Trust, Maudsley Hospital, Denmark Hill, SE5 8AZ, London.,National Autism Unit, South London and Maudsley NHS Foundation Trust, Bethlem Royal Hospital, Bromley, Kent, BR3 3BX, London
| | - Francesca Happé
- MRC Social Genetic and Developmental Psychiatry Research Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, Denmark Hill, SE5 8AF, London
| |
Collapse
|
11
|
Colombi C, Ghaziuddin M. Early Intervention for Children With Autism Spectrum Disorder in Low-Resource Countries. J Am Psychiatr Nurses Assoc 2017; 23:344-345. [PMID: 28859523 DOI: 10.1177/1078390317717329] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
12
|
Autism, attachment, and social learning: Three challenges and a way forward. Behav Brain Res 2016; 325:251-259. [PMID: 27751811 DOI: 10.1016/j.bbr.2016.10.025] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2016] [Revised: 10/09/2016] [Accepted: 10/13/2016] [Indexed: 01/26/2023]
Abstract
We explore three challenges that Autism Spectrum Disorder (ASD) poses to our understanding of the processes underlying early attachment. First, while caregiver-infant attachment and later social-affiliative behavior share common biobehavioral mechanisms, individuals with ASD are able to form secure attachment relationships, despite reduced social-emotional reciprocity and motivation for social interaction. Therefore, disruptions in social affiliation mechanisms can co-exist with secure caregiver-infant bonding. Second, while early attachment quality is associated with later social outcomes in typical development, interventions targeting caregiver-child interaction in ASD often show positive effects on parental responsivity and attachment quality, but not on child social behavior. Therefore, improvements in parent-child bonding do not necessarily result in improvements in social functioning in ASD. Third, individuals with ASD show normative brain activity and selective social affiliative behaviors in response to people that they know but not to unfamiliar people. We propose a conceptual framework to reformulate and address these three theoretical impasses posed by ASD, arguing that the dissociable pathways of child-parent bonding and social development in ASD are shaped by (1) a dissociation between externally-driven and internally-driven attachment responses and (2) atypical learning dynamics occurring during child-caregiver bonding episodes, which are governed by and influence social-affiliation motives and other operant contingencies.
Collapse
|
13
|
Contaldo A, Colombi C, Narzisi A, Muratori F. The Social Effect of "Being Imitated" in Children with Autism Spectrum Disorder. Front Psychol 2016; 7:726. [PMID: 27242632 PMCID: PMC4865518 DOI: 10.3389/fpsyg.2016.00726] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2016] [Accepted: 04/29/2016] [Indexed: 11/25/2022] Open
Abstract
There is evidence that “being imitated” has social effects, and that the imitation of the child's actions may be used as a strategy to promote social engagement in children with autism spectrum disorder (ASD). The observation of someone that imitates us recruits, indeed, neural areas involved in social cognition. We reviewed studies exploring the behavioral consequences of “being imitated” in children with ASD. We aimed at assessing what are the social skills targeted by this strategy, and the factors that may improve the response. The “being imitated” strategy improves social gazes, proximal social behaviors, and play skills, particularly in children with low developmental level, and also when the strategy is implemented by children's mothers. The “being imitated” may be used as a tool in early intervention to improve social skills, helping to assess the effects of intervention at both behavioral and neural level.
Collapse
Affiliation(s)
- Annarita Contaldo
- Department of Developmental Neuroscience, IRCCS Stella Maris Calambrone, Italy
| | - Costanza Colombi
- Department of Psychiatry, University of Michigan Ann Arbor, MI, USA
| | - Antonio Narzisi
- Department of Developmental Neuroscience, IRCCS Stella Maris Calambrone, Italy
| | - Filippo Muratori
- Department of Developmental Neuroscience, IRCCS Stella Maris Calambrone, Italy
| |
Collapse
|
14
|
Kenny L, Hill E, Hamilton AFDC. The Relationship between Social and Motor Cognition in Primary School Age-Children. Front Psychol 2016; 7:228. [PMID: 26941685 PMCID: PMC4764733 DOI: 10.3389/fpsyg.2016.00228] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2015] [Accepted: 02/04/2016] [Indexed: 11/21/2022] Open
Abstract
There is increased interest in the relationship between motor skills and social skills in child development, with evidence that the mechanisms underlying these behaviors may be linked. We took a cognitive approach to this problem, and examined the relationship between four specific cognitive domains: theory of mind, motor skill, action understanding, and imitation. Neuroimaging and adult research suggest that action understanding and imitation are closely linked, but are somewhat independent of theory of mind and low-level motor control. Here, we test if a similar pattern is shown in child development. A sample of 101 primary school aged children with a wide ability range completed tests of IQ (Raven's matrices), theory of mind, motor skill, action understanding, and imitation. Parents reported on their children's social, motor and attention performance as well as developmental concerns. The results showed that action understanding and imitation correlate, with the latter having a weak link to motor control. Theory of mind was independent of the other tasks. These results imply that independent cognitive processes for social interaction (theory of mind) and for motor control can be identified in primary school age children, and challenge approaches that link all these domains together.
Collapse
Affiliation(s)
- Lorcan Kenny
- Centre for Research in Autism and Education (CRAE), University College London, Institute of EducationLondon, UK
- School of Psychology, The University of NottinghamNottingham, UK
| | - Elisabeth Hill
- Department of Psychology, Goldsmiths, University of LondonLondon, UK
| | - Antonia F. de C. Hamilton
- School of Psychology, The University of NottinghamNottingham, UK
- Institute of Cognitive Neuroscience, University College LondonLondon, UK
| |
Collapse
|