Search results

Three types of adaptation are distinguished in problem‐solving systems: Adaptation to the environment, adaptation to the problem and adaptation to the class of problems. An important class of problem‐solving systems with developed adaptive properties is described. The system APROS, designed to solve R&D problems and problems of robot actions planning, serves as an example of such a system.

Basic problems of the new branch of bionics—neurobionics—are discussed in a comprehensive form. Classes of problems are treated which bear a relation to the study of neurons and neuron ensembles, to simulation of some brain functions, to construction of neuroelectronic and neurotechnical systems, as well as to the automatic processing of experimental data, in particular, to deciphering of EEGs. The current situation is briefly analysed in solving the above problems. Attention is paid to developments accomplished in the Institute of Cybernetics, A.S. Ukr. SSR., at Kiev.

The purpose of this paper is to assess emotional response to music and its EEG correlates in children with autism spectrum disorders (ASD).

Six musical fragments eliciting emotional states of calmness/serenity, sadness and anxiety/fear were presented to children with ASD (n=21, aged 5–9) and typically developing (TD) peers (n=21), while 19-channel EEG was recorded. Emotion self-reports were assessed using visual analogous scales.

Children with ASD assessed most music fragments similarly to their TD peers, with likelihood of EEG oscillatory patterns closely corresponding to emotion self-reports. Somewhat contrary to the expectations, a major difference was observed for one fragment only, which was identified as sad by TD children and adult neurotypical raters, but found “angry and frightening” by children with ASD, with EEG oscillatory response confirming greater cortical activation, particularly for the right hemisphere.

The data suggest that children with ASD may have emotional reactions to music either similar or highly aberrant compared to TD peers, rather than having general difficulties in assessing emotions. The data should be confirmed by further studies, ideally involving high functioning adult autists.

The findings may increase the understanding of autists’ difficulties in perceiving prosodic nuances and reading emotional cues. The results can be taken into consideration when developing music-based interventions.

The findings show that music may be perceived by children with ASD in a unique way, which may be difficult to predict by neurotypical raters.