The emergence of the social brain network: Evidence from typical and atypical development

Johnson, Mark H.; Griffin, Richard; Csibra, Gergely; Halit, Hanife; Farroni, Teresa; Haan, Michelle de; Tucker, Leslie; Baron‐Cohen, Simon; Richards, John E.

doi:10.1017/s0954579405050297

Cited by 320 publications

(261 citation statements)

References 80 publications

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“…These findings support an experience dependent model, in which the FFA emerges during a prolonged developmental process involving accumulated experience with faces [153][154][155][156]. These findings also raise a number of questions that are current foci of research, namely: does FFA maturation involve increasing face selectivity among broadly face tuned neural elements or increasing numbers of face selective elements?…”

Section: Evidence For Maturation Of the Ffa During Normal Developmentsupporting

confidence: 69%

Autism and the development of face processing

Golarai

Grill-Spector

Reiss

2006

Clinical Neuroscience Research

157

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Autism is a pervasive developmental condition, characterized by impairments in non-verbal communication, social relationships and stereotypical patterns of behavior. A large body of evidence suggests that several aspects of face processing are impaired in autism, including anomalies in gaze processing, memory for facial identity and recognition of facial expressions of emotion. In search of neural markers of anomalous face processing in autism, much interest has focused on a network of brain regions that are implicated in social cognition and face processing. In this review, we will focus on three such regions, namely the STS for its role in processing gaze and facial movements, the FFA in face detection and identification and the amygdala in processing facial expressions of emotion. Much evidence suggests that a better understanding of the normal development of these specialized regions is essential for discovering the neural bases of face processing anomalies in autism. Thus, we will also examine the available literature on the normal development of face processing. Key unknowns in this research area are the neuro-developmental processes, the role of experience and the interactions among components of the face processing system in shaping each of the specialized regions for processing faces during normal development and in autism. Published by Elsevier B.V. on behalf of Association for Research in Nervous and Mental Disease.

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Section: Evidence For Maturation Of the Ffa During Normal Developmentsupporting

confidence: 69%

Autism and the development of face processing

Golarai

Grill-Spector

Reiss

2006

Clinical Neuroscience Research

157

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“…changes in social information processing and social behavior with those that occur in brain structure and function (Munakata, Casey, & Diamond, 2004). Generally speaking, studies of structural and functional brain development suggest that infants and children demonstrate more widely distributed patterns of brain function than adults (Casey, Giedd, & Thomas, 2000), suggesting that regional specialization evolves gradually over the course of development.Consistent with this general finding, Johnson et al (2005) recently reviewed the development of the social brain network, emphasizing the concept of interactive specialization. In contrast to a maturational perspective, which suggests that brain functions emerge once a brain region reaches a certain state of maturity, interactive specialization suggests that functional brain development occurs gradually, as a result of the activation and interaction of multiple brain regions.…”

mentioning

confidence: 64%

“…Social cognitive neuroscience uses methods such as neuroimaging, neuropsychological assessment, and the study of brain disorders to understand the neural substrates of social functioning. The field promotes integrative, multilevel studies of the links between brain, emotion and cognition, and social behavior (Brothers, 1990;Cacioppo et al, 2000;Moss & Damasio, 2001;Ochsner & Lieberman, 2001;Posner et al, 2001).A growing literature in social cognitive neuroscience indicates that a distributed network of interdependent brain regions subserve a variety of social-cognitive and affective processes that gradually become integrated during the course of social development (Adolphs, 2001;Grady & Keightley, 2002;Johnson et al, 2005). Because the network involves multidirectional and recursive connections, the relationship between structure and process is not strictly 1:1.…”

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confidence: 99%

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

Yeates

Bigler

Dennis

et al. 2007

Psychological Bulletin

389

400

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The authors propose a heuristic model of the social outcomes of childhood brain disorder that draws on models and methods from both the emerging field of social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The heuristic model characterizes the relationships between social adjustment, peer interactions and relationships, social problem solving and communication, social-affective and cognitive-executive processes, and their neural substrates. The model is illustrated by research on a specific form of childhood brain disorder, traumatic brain injury. The heuristic model may promote research regarding the neural and cognitiveaffective substrates of children's social development. It also may engender more precise methods of measuring impairments and disabilities in children with brain disorder and suggest ways to promote their social adaptation. Surprisingly little is known about the extent, basis, and consequences of the social problems associated with neurological dys-function and brain insults occurring during childhood, despite the significant long-term implications of social development for children's functioning at home, in school, and in the community (Parker, Rubin, Erath, Wojslawowicz, & Buskirk, 2006;Rubin, Bukowski, & Parker, 2006). Until recently, the lack of measurement tools and articulated models of social functioning has limited our ability to address social outcomes in children with brain disorder. The development of more sensitive measures and explicit models of social functioning would help researchers and clinicians to target children with brain disorders for further study and intervention.Now is an excellent time to consider social outcomes in children with brain disorder. The emerging field of social cognitive neuroscience provides a critical perspective on the social impact of childhood brain disorder. Social neuroscience not only supplies tools needed to better understand the neural substrates and social-cognitive processes associated with social functioning, but also provides a foundation for a multilevel, integrative analysis of the social difficulties arising from neurological insults (Brothers, 1990;Cacioppo, Berntson, Sheridan, & McClintock, 2000;Moss & Damasio, 2001;Ochsner & Lieberman, 2001;Posner, Rothbart, & Gerardi-Caulton, 2001). Although social neuroscience to date has focused primarily on adults, in part because of the inability to study the developing brain in vivo, this no longer need be the case. With contemporary neuroimaging, various elegant methods are available that can inform researchers about brain development and neuropathology in the study of social behavior in children with brain disorder (Toga & Thompson, 2005).The methods and models derived from social neuroscience will be particularly powerful when combined with those associated with the study of social competence in developmental psychology and developmental psychopathology Rubin, Bukowski, & Parker, 2006). The latter approaches reflect a development...

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“…Neuroimaging studies indicate that the ''social brain network'' and regions underlying core executive functions overlap substantially. [32][33][34][35] In turn, better executive function and theory of mind were associated with better social adjustment. The extent to which skills in each specific domain might be useful in predicting psychosocial adjustment in children with TBI, however, had until now remained largely untested.…”

Section: Predictors Of Social Adjustment In Tbimentioning

confidence: 98%

Executive Functions and Theory of Mind as Predictors of Social Adjustment in Childhood Traumatic Brain Injury

Robinson

Fountain-Zaragoza

Dennis

et al. 2014

Journal of Neurotrauma

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This study examined whether executive function and theory of mind mediate the effects of pediatric traumatic brain injury (TBI) on social adjustment, relative to children with orthopedic injury (OI). Participants included 19 children with severe TBI, 41 children with complicated mild/moderate TBI, and 57 children with OI. They completed measures of executive function, as well as cognitive, affective, and conative theory of mind. Parents provided ratings of children's social adjustment. Children with severe TBI performed more poorly than children with OI on executive function and theory of mind tasks and were rated by parents as having more behavioral symptoms and worse communication and social skills. Executive function and theory of mind were positively correlated with social skills and communication skills, and negatively correlated with behavioral symptoms. In multiple mediator models, theory of mind and executive function were not significant direct predictors of any measure of social adjustment, but mediated the association between injury and adjustment for children with severe TBI. Theory of mind was a significant independent mediator when predicting social skills, but executive function was not. TBI in children, particularly severe injury, is associated with poor social adjustment. The impact of TBI on children's social adjustment is likely mediated by its effects on executive function and theory of mind.

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The emergence of the social brain network: Evidence from typical and atypical development

Cited by 320 publications

References 80 publications

Autism and the development of face processing

Autism and the development of face processing

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

Executive Functions and Theory of Mind as Predictors of Social Adjustment in Childhood Traumatic Brain Injury

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