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[null,"1.","Record Nr.",null,"UNINA9910453051003321"]
[null,null,"Autore",null,"Berra Tim M. <1943->"]
[null,null,"Titolo",null,"Darwin and his children [[electronic resource] ] : his other legacy / / Tim M. Berra"]
[null,null,"Pubbl/distr/stampa",null,"Oxford, : Oxford University Press, 2013"]
[null,null,"ISBN",null,"0-19-930946-9"]
[{"$nulls":4},"0-19-930945-0"]
[null,null,"Descrizione fisica",null,"1 online resource (267 p.)"]
[null,null,"Disciplina",null,"576.8/2"]
[null,null,"Soggetti",null,"Naturalists - England"]
[{"$nulls":4},"Evolution (Biology)"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; Contents; Preface; Introduction; 1. Darwin's Paradigm Shift; 2. Charles and Emma; 3. William Erasmus Darwin (1839-1914); 4. Anne Elizabeth Darwin (1841-1851); 5. Mary Eleanor Darwin (1842-1842); 6. Henrietta Emma Darwin (1843-1927); 7. George Howard Darwin (1845-1912); 8. Elizabeth Darwin (1847-1926); 9. Francis Darwin (1848-1925); 10. Leonard Darwin (1850-1943); 11. Horace Darwin (1851-1928); 12. Charles Waring Darwin (1856-1858); Epilogue; Appendix 1: Timeline; Appendix 2: Cast of Characters; References; About the Author; Also by Tim M. Berra; Index; A; B; C; D; E; F; G; H; I; J; K"]
[{"$nulls":4},"LM; N; O; P; Q; R; S; T; U; V; W; Z"]
[null,null,null,"Sommario/riassunto","While much has been written about the life and works of Charles Darwin, the lives of his ten children remain largely unexamined. Most \"\"Darwin books\"\" consider his children as footnotes to the life of their famous father and close with the death of Charles Darwin. This is the only book that deals substantially with the lives of his children from their birth to their death, each in his or her own chapter. Tim Berra's Darwin and His Children: His Other Legacy explores Darwin's marriage to his first cousin, Emma Wedgwood, a devout Unitarian, who worried that her husband's lack of faith would keep"]
[null,"2.","Record Nr.",null,"UNINA9910137207003321"]
[null,null,"Autore",null,"Anne M Donnellan"]
[null,null,"Titolo",null,"Autism [[electronic resource] ] : the movement perspective / / topic editors: Elizabeth B. Torres and Anne M. Donnellan"]
[null,null,"Pubbl/distr/stampa",null,"Frontiers Media SA, 2015"]
[{"$nulls":4},"[Lausanne, Switzerland] : , : Frontiers Media SA, , 2015"]
[null,null,"Descrizione fisica",null,"1 online resource (374 pages) : illustrations (colour); digital, PDF file(s)"]
[null,null,"Collana",null,"Frontiers Research Topics"]
[{"$nulls":4},"Frontiers in Integrative Neuroscience"]
[null,null,"Soggetti",null,"Autism"]
[{"$nulls":4},"Autism - Research"]
[{"$nulls":4},"Perceptual-motor processes"]
[{"$nulls":4},"Sensory integration dysfunction"]
[{"$nulls":4},"Psychiatric Disorders, Individual"]
[{"$nulls":4},"Psychiatry"]
[{"$nulls":4},"Health & Biological Sciences"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,null,"Sommario/riassunto","Autism Spectrum Disorders (ASD) are portrayed as cognitive and social disorders. Undoubtedly, impairments in communication and restricted-repetitive behaviors that define the disorders have a profound impact on social interactions. But can we go beyond the descriptive nature of this definition and objectively measure behavior? In this Research Topic we bring movement to the forefront of autism research, diagnosis, and treatment. We gather researchers across disciplines with the unifying goal of recognizing movement and sensory disturbances as core symptoms of the disorder. We will present evidence that profound movement and sensory differences exist in ASD that can be characterized in a way that is conducive with new behavioral treatments, an advantage over observational inventories. We will show that movement patterns can be used to identify sub-types of autism and to design target treatments tailored to each individual. We will show that, when utilizing motor behavior in conjunction with cognitive tasks, we can unveil the best sensory capabilities of each child as well "]
[{"$nulls":4},"as their unique predispositions to learn. Many individuals on the spectrum have been perceived as \"non-verbal\" because they do not speak. Yet, they can communicate through other means. In the absence of spoken language, movement research can open a door into sensorially-driven and gestural forms of communication. Movement can be used to amplify and modulate the sensory signal and help connect individuals with themselves and with their physical and social surroundings. Movement can help us evoke in each child the will to leave “the autistic bubble” and explore the world. We seek to standardize our measurements and definitions of movement abnormalities in autism relative to cognitive and social capabilities both at the individual level and within a social group. We will argue that movement, its sensation and its perception, will play a fundamental role in objectively measuring and standardizing autism: Its diagnosis, its treatment, and the tracking of an individual’s changes over time. We will redefine autism from the motor perspective—in closed loop with cognition—in such a way that cognitive and motor behaviors reshape each other to help evoke social awareness. While psychologists, psychiatrists, and cognitive scientists have provided an important conceptual framework to define the most obvious problems of the autistic behavior—those centered at the social and cognitive issues—we gather here occupational therapists, physical therapists, movement disorders specialists, the fellows in movement science, kinesiology and computational motor control, the pediatricians, and the teachers of children with ASD to focus on important sensory-motor differences that can be used to revise our definitions of ASD and unambiguously define its subtypes. We will move into action to go beyond subjective inferences to objectively understand real, physical behaviors using unprecedentedly fast and formal methods that can complement pencil-and-paper inventories. We will let the autistic body move and teach us what it feels, what it senses, and what it says. In turn, we will teach it to reach out into the world and seek communication. We will let those labeled “high-functioning” and “low-functioning” alike unlock their potential. We will use natural, physical motions to open new channels of sensorial and gestural communication. We will let movement play the transformative role that it can in broadening the spectrum of basic research in ASD to bring out the hidden inner voices of autism."]