| 연사 | Keun-Ah Cheon |
|---|---|
| 소속 | Yonsei University |
| 일시 | 2018.05.09 PM4:30~5:45 |
| 장소 | E16-1 양분순빌딩.#207 |
A Department colloquium will be held on May 9th(Wed.)
1. Title : Neural basis of Aberrant Social Communication in Autism Spectrum Disorder
2. Speaker : Professor Keun-Ah Cheon, M.D., Ph.D. (Yonsei University College of Medicine, Dept. of Child and Adolescent Psychiatry)
3. Date & Time : 16:30~17:45, May 9th(Wed.)
4. Venue : Rm#207, YBS Bldg(E16-1)___a.k.a Auditorium
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication impairments and repetitive behaviors or restricted interests according to DSM5. Impaired social pragmatic language comprehension is a universal feature in individuals with ASD. However, the underlying neural basis of social language is poorly understood. In our previous study, we developed the Korean Autism Social Language Test (KASLAT) to test social pragmatic language ability of Korean children with ASD. As a consecutive study, recently we examined neural activation patterns associated with impaired pragmatic language comprehension in ASD compared with typically developing children (TDC). Functional magnetic resonance imaging (fMRI) was applied to 15 children with ASD and 18 TDC using the Korean pragmatic language task. Children with ASD were less accurate than TDC at comprehending idiom, particularly when they were required to interpret idioms with mismatched images (mismatched condition). Children with ASD also showed different patterns of neural activity than TDC in all three conditions (neutral, matched, and mismatched). Specifically, children with ASD showed decreased activation in the right inferior frontal gyrus (RIFG; Brodmann area 47) in the mismatched condition compared with TDC. These results suggest that children with ASD have difficulties in comprehending pragmatic expressions and they have different pragmatic language processes at the neural level. Understanding the linguistic characteristics of children with ASD in social contexts can be used to determine educational interventions and to confirm the therapeutic effects of such interventions.
