THE EMPATHISING-SYSTEMISING THEORY OF AUTISM: IMPLICATIONS FOR EDUCATION
Furkejuvvon:
BARON-COHEN, S., THE EMPATHISING-SYSTEMISING THEORY OF AUTISM: IMPLICATIONS FOR EDUCATION. TIZARD LEARNING DISABILITY REVIEW, Vol. 14, no. 3 (2009), p. 4-17.
Ref.
162124
Sajádat:
SIIS R.1230 Archivo
Palabras clave:
Autismo, Discapacidad del lenguaje, Discapacidad intelectual, Función mental, Teoría, Trastornos del espectro autista
Autismo, Discapacidad del lenguaje, Discapacidad intelectual, Función mental, Teoría, Trastornos del espectro autista
Geahča maid: THE EMPATHISING-SYSTEMISING THEORY OF AUTISM: IMPLICATIONS FOR EDUCATION
- ADVANCED THEORY OF MIND IN HIGH-FUNCTIONING ADULTS WITH AUTISM
- ANOTHER ADVANCED TEST OF THEORY OF MIND: EVIDENCE FROM VERY HIGH FUNCTIONING ADULTS WITH AUTISM OR ASPERGER SYNDROME
- COUNTING ABILITIES IN AUTISM: POSSIBLE IMPLICATIONS FOR CENTRAL COHERENCE THEORY
- ANNOTATION: AUTISM, EXECUTIVE FUNCTIONS AND THEORY OF MIND: A NEUROPSYCHOLOGICAL PERSPECTIVE
- THOUGHT-BUBBLES HELP CHILDREN WITH AUTISM ACQUIRE AN ALTERNATIVE TO A THEORY OF MIND
- TRENDS IN SPECIAL EDUCATION CODE ASSIGNMENT FOR AUTISM: IMPLICATIONS FOR PREVALENCE ESTIMATES