Urban resilience is an emerging research topic of urban studies, and its essence is described by the ability of cities to resist, recover, and adapt to uncertain disturbances. This paper constructs a "Size-Density-Morphology" urban ecological resilience evaluation system, uses a coupling coordination degree model to measure the degree of coupling coordination between urbanization and ecological resilience in the Pearl River Delta from 2000 to 2015, and conducts an in-depth discussion on its spatiotemporal characteristics. The results show the following. (1) From 2000 to 2015, the urbanization level of cities in the study area generally increased while the level of ecological resilience declined. The coupling coordination degree between the two systems decreased from basic coordination to basic imbalance.(2) In terms of spatial distribution, the coupling coordination degree between urbanization and ecological resilience of cities presented a circular pattern that centered on the cities at the estuary of the Pearl River and increased toward the periphery. (3) Ecological resilience sub-systems played variable roles in the coupling coordination between urbanization and ecological resilience. Specifically, size resilience mainly played a reverse blocking role; the influence of morphology resilience was generally positive and continued to increase over time; the effect of density resilience was positive and continued to decline and further became negative after falling below zero. The main pathways for achieving coordinated and sustainable development of future urbanization and ecological resilience in the Pearl River Delta include: leading the coordinated development of regions with new urbanization, improving ecological resilience by strictly observing the three areas and three lines, adapting to ecological carrying capacity, and rationally arranging urban green spaces.
Language impairment is common in children with autism spectrum disorders (ASDs). Previous research has shown that this disability may be, in part, due to atypical auditory processing of speech stimuli. However, how speech sounds are processed in children with ASD remains largely unknown. The present study assessed the developmental pattern of auditory information processing at the level of the brainstem in preschool children with ASD using speech‐evoked auditory brainstem response (speech‐ABR). Children with ASD (N = 15) and of typical developing (TD) (N = 20), both of preschool age, were enrolled. The speech‐ABRs recorded at two different time points (T1 and T2; 9.68 months apart on average) were virtually identical in the TD group. However, in the ASD group, the wave V latency of speech‐ABR was significantly shortened and the amplitudes of wave A and C were significantly larger at T2, compared to those recorded at T1 (10.78 months apart on average). Compared to the TD group, the wave V and A latencies were prolonged at T1, whereas the wave E amplitude decreased and wave F latency prolonged at T2. There was a positive partial correlation between the language performance and the wave A amplitude in the ASD group. These results indicate that auditory processing at the subcortical level is well‐developed in the TD preschool children, but is immature and abnormal in the children with ASD at the same ages. Thus, aberrant speech processing at the brainstem level may contribute significantly to the language impairment in children with ASD at preschool ages. Autism Res 2019, 12: 1022–1031. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Language impairment is common in children with autism spectrum disorders (ASDs). We investigated the developmental pattern of subcortical auditory processing by monitoring changes in the speech‐evoked auditory brainstem response (speech‐ABR) over a period of 10 months in preschool children. Our results show that subcortical auditory processing is impaired and immature in children with ASD compared with age‐matched, typically developing children. The results suggest that speech‐ABR may be used as an objective measure in evaluating the language performance of children with ASD. The results also suggest that aberrant speech processing at the level of the brainstem may contribute significantly to the language impairment in preschool children with ASD.
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