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Cognitive Processing of a child with Autism
Čížková, Kristýna
The aim of this work is to describe cognitive processing of a child with autistic spectrum disorder, to pause on its mechanisms and causes. The first part of the work presents a theoretical background for following interpretation of the data acquired in the research. Firstly it briefly defines autistic spectrum disorders, cognitive functioning of individuals with the disorder and above all two main psychological theories of autism: Theory of Mind (S. B. Cohen) and Weak Central Coherence Theory (U. Frith). The second part of the work recounts a process of the research. Its focus lies in a long-lasting work with a girl with autistic spectrum disorder and a girl from intact population. The both girls went through standard theory of mind tests, reading exams aimed at apprehension and mathematic written exercises. Research data come mainly from following interviews with the girls and observation of their procedure of thinking. Gained data were confronted with the mentioned psychological theories of autism. Final analysis shows typical characteristics of cognitive processing of the particular child with autism: detail focusing, physical thinking and perseverance.
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Neural Correlates of Consciousness: Theoretical problems and Candidates
Blaštík, Filip ; Flegr, Jaroslav (advisor) ; Boschetti, Silvia (referee)
Consciousness is part of the world, which yet resisted a scientific inquiries for an ages. This work is mainly concerned around Neural Correlates of Consciousness program which should uncover a nature of the consciousness. It covers wide variety of a theoretical problems, the first part is concerned around the ambivalence of Neural Correlates of Consciousness definition and its alternatives. The second part asks a questions, whether the neural correlates of consciousness is only discourse creating entity and sheds a light on the dilemma, if the right correlations to form neural correlates of consciousness are possible. It is done on a basis of the experimental evidence and their attempts to form Neural Correlate of Consciousness. In third chapter the philosophical dilemma is exposed. The dilemma arises from conceptual decisions "What is to be conscious", how researchers philosophically pre-conceptualize the scientific question. This is tried to be reconciled by unification of the philosophical theories. Alas it is shown the unification of the theories of mind is impossible. From this is drawn a conclusion that the philosophical pre-conception is a necessary ingredient to form the neural correlate of consciousness. To breach from mere a correlation to a causality is a matter of choosing testable and...
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The relationship between theory of mind and language skills in preschool children
Cajthamlová, Tereza
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
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Analysis of Solving Math Problems in Students with Autism Spectrum Disorder (and its relation to cognitive processing of students)
Sotáková, Hana ; Rendl, Miroslav (advisor) ; Pavelková, Isabella (referee) ; Bazalová, Barbora (referee)
The dissertation thesis addresses the topic of mathematical tasks processing in students with autism spectrum disorder (ASD) and problematic points of their solution. The aim of this work is to delineate methods that ASD students use to approach these tasks and solve them. We focus primarily on whether it is possible to identify different procedures than those used by typically developing students, and whether these procedures show specifics corresponding to distinct cognitive processes. In the theoretical part we provide a theoretical background for the study. Firstly, we create a frame to understand the complexity of autism, furthermore we deal with psychological theories examining the topic, and describe specifics of development of ASD students during their adolescence. Thereafter, we reflect on studies addressing mathematical skills of ASD students. Mathematics is considered as their great strength, however is not sufficiently scrutinized, as highlighted by various international studies (for example Oswald et al., 2016). The empiric part is based on qualitative methodology and pursues comparisons of mathematical tasks processing between six ASD students and typically developing peers. We strive to document differences and common points in solutions as well as to analyze cognitive processes of...
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Theory of mind in preschool cochlear implant users
Cajthamlová, Tereza ; Komorná, Marie (advisor) ; Kotvová, Miroslava (referee)
This thesis deals with theory of mind in preschool cochlear implant users. The theoretical part introduces topics: hearing impairment in childhood, cochlear implantation, theory of mind in preschool children and development of preschool children. All these topics are processed with regard to the issue of children using cochlear implant (or implants). In addition to general information, the thesis focuses mainly on the results of current foreign researches concentrating on children using cochlear implants. The empirical part summarizes the research of theory of mind in Czech preschool cochlear implant users. Thirty-one children in total participated in this research, eleven cochlear implant users, and twenty intact children in the control group. Theory of mind has been tested by similar desires task, dissimilar desires task, Smarties task, and Sally-Ann task. In addition, a short questionnaire was distributed to the parents of cochlear implant users. In order to assess competences in the Czech language, the cochlear implant users were given Vocabulary test from test battery of Seidlová-Málková and Smolík (2014). On the basis of the results of this research, it can be concluded that theory of mind is delayed in Czech preschool cochlear implant users in contrast to their hearing peers. These results...
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The Relationship between Theory of Mind and Language Skills in Preschool Children
Cajthamlová, Tereza ; Sotáková, Hana (advisor) ; Páchová, Anna (referee)
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
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The Role of Empathy in Ethical Behaviour
Novák, Lukáš ; Matějek, Jaromír (advisor) ; Ovečka, Libor (referee)
More than two hundred years ago David Hume together with his fellow philosopher Adam Smith posited, that ethical behaviour arises from so called: "moral sense". In the other words, they share the same idea, that passions are principle evoking and guiding human behaviour. Hume claim: "Reason is, and ought only to be the slave of the passions" (…). It is possible that this statement - among others - woke up from the 'dogmatic dream' one of the greatest philosophers of all time - Immanuel Kant, who propose, - contrary to Hume - that reason but not necessary passions can determinate human actions. In the question of what rule the passions in ethics have, it seems to be helpful to use the knowledge which follows from recent science. During this thesis we will use methods such as: comparison, analysis and synthesis. Main aim of this thesis will be to deal with the following question: what relationship can be observed between empathy, "moral sense" and ethical behaviour in perspective of recent science. This enquiry will therefore try to deal with the old question: what the the relationship between reason, passions and ethical behaviour is.
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Mirror neuron system: Mechanisms and functions
Loginova, Alisa ; Nekovářová, Tereza (advisor) ; Petrásek, Tomáš (referee)
Mirror neurons (MN) are a group of neurons with extraordinary visuomotor character. Their activation is connected to an observation of a certain action and its execution, if the action was already in motoric repertoire of the observer. MN were firstly identified in macaque's brain, with later identification in human's brain. The most important structures where we can find the MN are Broca's area located in the inferior part of frontal gyrus (IFG), premotor cortex and superior parietal lobule (SPL). The functions of MN are various, they take part in action understanding, imitation, learning and language. According to present knowledge, they were assigned a role in social cognition - while experiencing empathy and theory of mind (ToM). Empathy can be defined as sharing of another person's emotions. ToM highlights the importance of one's ability to represent metal states of other people, knowledge, wishes and experiences. It leads towards understanding and anticipating of another person's actions. Additionally to MN, amygdala, insula and basal ganglia are also important in processes of social cognition. Impairments of social cognitive skills are in autism, schizophrenia and psychopathy. Key words: mirror neuron system, motor area, social cognition, empathy, theory of mind
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