Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models.
Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models.
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DOI：
10.3389/fnins.2015.00333
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发表时间：
2015
影响因子：
4.3
通讯作者：
Billeke P
中科院分区：
文献类型：
--
作者：
Soto-Icaza P;Aboitiz F;Billeke P
社交技能是指允许我们与他人互动和交流的广泛能力。孩子们学习如何通过预测和理解他人的行为来解决社交问题。人类学习成功地与他人互动的方式包含了神经、行为和环境因素之间的复杂互动。这些因素在实现积极的发展成果方面发挥了作用，包括同伴接纳、学业成就和心理健康。所有这些社交能力都依赖于神经科学最近正在研究的广泛的大脑网络。在本文中，我们将首先回顾这一主题的研究，旨在阐明与婴儿期社交技能习得及其及时出现相关的行为和神经机制。其次，我们将简要描述像自闭症谱系障碍(ASD)这样的发育性疾病如何影响社交技能的神经生物学机制。最后，我们勾画了一个认知模型的总体框架，以便于理解人类的社会发展。
Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development.