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Autistic people are often portrayed as lacking empathy. Yet they are not indifferent to others' feelings. To advance our understanding of the early development of empathy in autistic children, this longitudinal study followed the development of four empathy abilities: emotion contagion, attention to others, emotion acknowledgment, and prosocial actions, in 1- to 6-year-old autistic children (N = 61; M[subscript age] = 55.49 months), in comparison with non-autistic peers (N = 145; M[subscript age] = 52.16 months). Once a year, for 4 consecutive years, children's empathic reactions were evaluated by experimenters who acted out emotional episodes to elicit empathy in children, and by parents who filled out empathy questionnaires. We confirmed autistic children's difficulty attending to others, acknowledging others' emotions, and initiating prosocial actions. However, according to parents, they did not differ from non-autistic children in emotion contagion with others' negative emotions. Notably, autistic children showed a greater increase in prosocial actions over time than their non-autistic peers. We discussed how to interpret these findings in light of the "double empathy problem," and stressed the importance of removing the stereotypical view of autism. Furthermore, this study was among the first to show that autistic children have the potential to learn and to improve empathy skills.

Membrane-less organelles (MLOs) formed through liquid-liquid phase separation (LLPS) are associated with numerous important biological functions, but the abnormal phase separation will also dysregulate the physiological processes. Emerging evidence points to the importance of LLPS in human health and diseases. Nevertheless, despite recent advancements, our knowledge of the molecular relationship between LLPS and diseases is frequently incomplete. In this review, we outline our current understanding about how aberrant LLPS affects developmental disorders, tandem repeat disorders, cancers and viral infection. We also examine disease mechanisms driven by aberrant condensates, and highlight potential treatment approaches. This study seeks to expand our understanding of LLPS by providing a valuable new paradigm for understanding phase separation and human disorders, as well as to further translate our current knowledge regarding LLPS into therapeutic discoveries.

This study examined how deaf or hard-of-hearing (DHH) and typically hearing (TH) children may differ in their family system and emotional functioning and examined the relations between family system and children's emotional functioning. Parents of 106 DHH and 99 TH children (2-6 years) reported on family cohesion and adaptability, parental emotion communication, and their child's emotional functioning. The DHH children were rated lower on family cohesion and positive emotion expression than the TH children. Higher levels of family cohesion related to more positive emotion expression in TH children but not in DHH children. For all children, higher levels of family cohesion related to fewer negative emotion expressions and more parental emotion communication related to more negative emotion expression. The results emphasize the importance of sharing leisure activities together and open communication within the family, which can support DHH and TH children's experience of emotions and their expressions of them.

For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children's social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., social competence and externalizing behaviors), in 55 DHH children and 74 children with typical hearing (aged 3-10 years; M[subscript age] = 6.04). Parental reports on children's emotional and social functioning and factors related to DHH children's hearing were collected. Results showed similar levels of emotional and social functioning in children with and without hearing loss. Use of auditory intervention and speech perception did not correlate with any measures in DHH children. In both groups, higher levels of empathy related to higher social competence and fewer externalizing behaviors; emotion recognition and positive emotion expression were unrelated to either aspect of social functioning. Higher levels of negative emotion expression related to lower social competence in both groups, but to more externalizing behaviors in DHH children only. DHH children in less linguistically accessible environments may not have adequate knowledge for appropriately expressing negative emotions socially.

To improve the transmission line status evaluation accuracy， the paper proposes a transmission line status portrait and assessment model based on clustering and later regression. Firstly， the self-organizing neural network （SONN） is designed to reduce the dimensionality of the original data of the transmission lines and to adaptively extract several types of representative feature information without manual feature extraction and selection of the number of clusters based on subjective experience. Secondly， the representative data is fed into the LSTM （long short-term memory） networks. The networks combine forward learning and reverse learning to conduct bidirectional training， evaluate the model， establish the nonlinear mapping relationship between the core data and the transmission line state， and improve the evaluation accuracy of the state of the transmission line in the power grid scenario. The experimental results show that the model proposed in this paper has achieved good evaluation results on the actual data set； specifically， it is superior to conventional support vector machine， artificial neural network， sparse automatic encoding machine， and other methods in evaluation accuracy.

The advancement of unmanned aerial vehicle (UAV) and remote sensing technologies has fueled interest in automatic UAV inspection path planning based on inspection tasks. However, traditional methods suffer from limitations such as manual operation, inability to find optimized paths, and lengthy time consumption. We propose a rapid UAV inspection path planning method using a hybrid heuristic algorithm in this paper. First, real-world data is abstracted into a graph. Then, a hybrid heuristic algorithm is proposed and used to determine an optimal inspection path considering the tasks and power parameters of the UAV. Finally, the total power consumption for the mission is computed to assess UAV battery capacity adequacy. Experimental results demonstrate the effectiveness of our method in terms of both performance and accuracy.

Many autistic youths experience restricted school participation. The present study investigated the influences of youth, family and school factors on autistic youths' school participation. Parents of 200 Dutch autistic youths (age range: 4–16 years, Mage = 12.23 years, SDage = 2.93 years) filled in questionnaires in a national survey for autistic individuals, reporting the school participation, age and autistic traits of their child, parents' education level and self-efficacy for supporting their child's schoolwork, and the impact of problems their child experienced with the physical and social environments of the school. Multivariate linear regression analysis using imputed data revealed that among the six predictor variables, only the impact of problems autistic youths experienced with the physical environment of school was negatively associated with their school participation. This study provided support for the essential role of the school environment in predicting autistic youths' school participation, indicating that problematic aspects in the school environment could have a greater impact on autistic youths' school participation than youth factors or family factors. This highlights the need to create a more accommodating environment at school, where autistic youths can participate easily and comfortably. School-aged youths have a basic human right to participate in educational and recreational activities at school. Yet, autistic youths are at high risk of being excluded from school and from school-based activities. It is important to understand how this occurs, to ensure that all autistic youths have opportunities to participate in school activities that are equal to the opportunities of their non-autistic peers. The present study investigated multiple influences on the school participation of autistic youths, including youth factors (age and autistic traits), family factors (parent education level and parental self-efficacy for supporting their child's schoolwork) and school factors (the impact of problems autistic youths experienced with the physical and social environments of school). Using an online survey, we gathered the views and experiences of the parents of 200 autistic youths aged between 4 and 16 years, in the Netherlands. We found that among the factors, only the impact of problems that autistic youths experienced with the physical environment of school was associated with their school participation. In particular, autistic youths who experienced greater difficulties with the physical environment of school had lower levels of school participation. Our findings highlight the pressing need to modify school environments to better accommodate the needs of autistic youths so that they can participate easily and comfortably. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder are at risk of developing internalizing and externalizing problems. However, information on early development of behavior problems and the contributing role of emotional functioning in preschool children with autism spectrum disorder is scarce. This study collected data of boys with and without autism spectrum disorder (N = 156; age: 2-6 years) over three consecutive years (three waves), about their internalizing and externalizing symptoms and emotional functioning (i.e. emotion control, recognition, and vocabulary), using parent-report questionnaires. No age effect was found on internalizing or externalizing problems for boys with and without autism spectrum disorder. Boys with autism spectrum disorder displayed more behavior problems than their typically developing peers and showed lower levels of emotional functioning. Better emotion control and improved emotion recognition were associated with a decrease in problem behaviors for boys with and without autism spectrum disorder, whereas improved emotion vocabulary was uniquely related to a decrease in externalizing problems in boys with autism spectrum disorder. Our findings suggest that boys with and without autism spectrum disorder showed similar developmental courses of internalizing and externalizing problems. However, lower levels of emotional functioning were already more pronounced in boys with autism spectrum disorder at a young age. This contributes to higher levels of behavior problems.

In this paper, we consider a fully nonlinear curvature flow of a convex hypersurface in the Euclidean 𝑛-space. This flow involves 𝑘-th elementary symmetric function for principal curvature radii and a function of support function. Under some appropriate assumptions, we prove the long-time existence and convergence of this flow. As an application, we give the existence of smooth solutions to the Orlicz–Christoffel–Minkowski problem.