Social Model of Disability and Neurodiversity

The Social Model of Disability and the Neurodiversity Paradigm both challenge traditional perspectives on disability, emphasizing societal factors over individual deficits. However, they differ slightly in scope, focus, and origins.

Similarities:

1. Societal Influence: Both argue that the primary challenges faced by disabled individuals come from society's structure, attitudes, and policies rather than inherent flaws within the person. Barriers to inclusion (physical, attitude, communication) are highlighted.
2. Advocacy for Inclusion: Both emphasize the importance of reshaping societal norms, environments, and policies to be more inclusive and accommodating, thereby fostering greater acceptance and understanding.
3. Agency and Identity: Both encourage individuals to embrace their identities and advocate for a society that respects diverse ways of functioning, viewing these as part of a human spectrum rather than problems to be "fixed."
4. Critique of the Medical Model: Both models reject the traditional medical model, which views disability primarily as a deficit within an individual that requires intervention. Instead, they argue for a broader understanding that includes systemic and societal factors.

Differences:

1. Scope and Origins: The Social Model, originating in the broader disability rights movement, addresses all disabilities, focusing on how society disables individuals through barriers and prejudice. Neurodiversity, specifically pertains to neurological variations like autism, ADHD, and dyslexia, emphasizing that neurological diversity is a natural part of human variation.
2. Difference v Disability: Neurodiversity emphasizes the concept of "difference" rather than "disability," suggesting that conditions like autism are part of natural variation rather than inherently disabling. The Social Model, however, focuses on disability as a socially created issue, regardless of the nature of the impairment.
3. Framework of Disability: The Social Model views disability as an interaction between a person with an impairment and an inaccessible society, focusing on environmental changes. Neurodiversity, by contrast, views neurological differences as variations with both strengths and challenges, advocating for acceptance of different cognitive styles and capacities.
4. Individual v. Collective Identity: Neurodiversity often highlights individual strengths and contributions specific to each neurological type, particularly emphasizing the value of traits seen in neurodivergent communities. The Social Model, meanwhile, focuses more broadly on collective experiences and solidarity among disabled people against shared barriers.

Both models advocate for a society that values and adapts to diversity, but they apply these principles in distinct ways based on their different foundations.

IDEA

 Understanding the Individuals with Disabilities Education Act (IDEA)

In her memoir "The Heumann Perspective," the late legendary disability rights activist, Judy Heumann recounts how she was refused entry to public school as a child because she was deemed a "fire hazard." Her story sets the stage for understanding the importance and impact of the Individuals with Disabilities Education Act (IDEA).

IDEA was born out of a broader movement for disability rights in the United States, heavily influenced by the civil rights movements of the 1960s and 1970s. Before its enactment, many children with disabilities were excluded from public education or received inadequate services. Recognizing the need for federal legislation to protect the educational rights of these children, the Education for All Handicapped Children Act (EHA) was enacted in 1975. This marked a significant shift towards inclusive education and equal opportunities. On October 30, 1990, the act was reauthorized and renamed the Individuals with Disabilities Education Act (IDEA). Further amendments in 1997 and 2004 were made to better serve students with disabilities, ensuring they have access to a free and appropriate public education
Influential Figures in the Making of IDEA

Several key figures and advocacy groups played pivotal roles in the development and implementation of IDEA:

1. Judith Heumann: A lifelong disability rights advocate, Heumann's activism and leadership, particularly through her work with the Center for Independent Living and her role in the U.S. Department of Education, were instrumental in shaping policies related to special education.

2. Tom Harkin: A U.S. Senator known for his strong advocacy for disability rights, Harkin played a significant role in the passage and reauthorization of IDEA, ensuring that the needs of students with disabilities were addressed in federal law.

3. Parent Advocacy Groups: Organizations like the National Association for Parents of Children with Visual Impairments (NAPVI) and the National Down Syndrome Congress (NDSC) were crucial in lobbying for the rights of children with disabilities and the creation of IDEA.

Key Provisions of IDEA

IDEA is designed to ensure that children with disabilities receive a free and appropriate public education (FAPE) tailored to their individual needs. The main provisions of IDEA include:

1. Free Appropriate Public Education (FAPE): Ensures that all disabled children have access to public education at no cost to their families.

2. Individualized Education Program (IEP): Requires schools to develop an IEP for each student with a disability, outlining specific educational goals and the services the student will receive.

3. Least Restrictive Environment (LRE): Mandates that disabled children should be educated alongside their non-disabled peers to the greatest extent appropriate.

4. Parental Participation: Ensures that parents are involved in decision-making processes regarding their child's education.

5. Procedural Safeguards: Provides protections for students and their families, including the right to due process hearings and mediation to resolve disputes.

6. Evaluation and Eligibility: Establishes criteria for identifying and evaluating children with disabilities to determine their eligibility for special education services.

7. 
   

Fidget Stim Toys and Autism

Many autistics have sensory processing difficulties and may be hyper- or hypo-sensitive to environmental stimuli. 

Fidget stim toys (eg: stress balls or fidget spinners) have been associated with autism.

Do Fidget toys help ALL autistics? The answer may surprise you.

Hybrid as an accommodation gets to the heart of some of the core features of autism: social communication challenges and sensory sensitivities.

- Hari Srinivasan, Fortune

 Read full article at https://fortune.com/2023/07/27/flexible-work-critics-using-same-arguments-were-used-oppose-disabled-ramps-closed-captioning-equity-access-never-optional-remote-work-careers-hari-srinivasan/

 

How Autism Changes Perception

 Seeing the World in More Detail: How Autism Changes Perception

Imagine walking into a busy street market. Most people see a blur of color and activity, a rush of sounds blending together—a vibrant but overwhelming scene. But for some autistics, this moment might feel different. They could notice the intricate patterns on the fabrics hanging in a shop, the slight variations in pitch from different voices, or the distinct texture of the pavement underfoot. These details pop out in a way that others might miss.

This heightened ability to perceive the world in more detail is a central idea behind the Enhanced Perceptual Functioning (EPF) model of autism. Proposed by Laurent Mottron and his team, the EPF model offers a refreshing way of understanding the sensory differences experienced by autistics —not as deficits, but as strengths.

What is the Enhanced Perceptual Functioning Model?

In simple terms, the EPF model suggests that many autistics have superior abilities when it comes to perceiving certain types of sensory information. This might mean they can pick up on subtle visual details, hear sounds that others tune out, or feel textures more intensely.

Let’s break down the key ideas:

• Enhanced Sensory Abilities: Autistics might outperform NTs  in tasks like detecting fine details, distinguishing sounds, or noticing tiny changes in the environment. For example, while most of us might not notice a slight shift in a pattern, an autistic may immediately pick up on it.

• Details Over Big Picture: One core idea of the EPF model is that perception tends to take precedence over higher-level cognitive processes like interpretation. While many people naturally try to see the “big picture” of what’s happening around them, autistics may focus more on specific details. This is why, in certain tasks, they excel at noticing things that others would miss.

• Perception Runs Independently: The EPF model also suggests that autistic individuals’ sensory processing may work more independently from top-down cognitive influences like attention or expectations. This autonomy can allow for a clearer, less biased perception of the world, but it can also mean that irrelevant stimuli are harder to filter out, sometimes leading to sensory overload.

• Strengths, Not Impairments: Where traditional models might view sensory sensitivities as impairments, the EPF model reinterprets them as the byproducts of enhanced sensory functioning. An autistic person might experience sensory overload because they are perceiving far more detail than the average person, not because their brain is malfunctioning.

Seeing Sensory Differences Through a New Lens

What does this mean in practice? Imagine that someone with autism is in a noisy restaurant. Instead of just hearing the hum of conversation, they may notice every individual voice, the clinking of silverware, the hum of the air conditioner—every layer of sound. In this scenario, sensory overload can occur because they’re processing more sensory input, not less. Their brain is tuned into the fine details of the environment.

But these heightened perceptual abilities can also be a tremendous strength. Consider autistic artists who create incredibly detailed, realistic drawings, or musicians who can identify subtle differences in pitch. This kind of attention to detail has led to extraordinary achievements in various fields, from scientific research to creative arts.

Beyond the Stereotypes: Autism’s Hidden Potential

The EPF model encourages us to move beyond the deficit-based view of autism, which focuses solely on challenges. Instead, it invites us to think about the hidden potential that comes with enhanced sensory abilities. For instance, many autistics have made major contributions to fields that require precise attention to sensory detail, like visual arts, music composition, and even coding.

By recognizing and embracing these strengths, we can create environments that allow autistic people to thrive. Schools, workplaces, and social settings can be designed to harness these abilities, turning what might traditionally be viewed as a challenge into a powerful tool.

A Shift in Thinking

The Enhanced Perceptual Functioning model of autism offers a new way to understand sensory experiences in autism—not as impairments, but as areas of enhanced ability. This shift in thinking has profound implications for how we support, educate, and interact with autistic individuals. It encourages us to focus on the strengths that often come with heightened perception and to consider how those strengths can be celebrated and integrated into society.

Next time you’re in a bustling environment, pause and think: what if you could notice every small detail, every nuance of sound and texture? For some, this is not just a possibility—it’s their reality, and it comes with both challenges and strengths.

Equanimity is the ability to maintain our inner peace in the face of adversity

Towards a more humane society. #MentalHealth. Contemplation, one line a day.

 

Rethinking Autonomy and Connection in Autism

https://time.com/6551520/loneliness-autism-essay/

Rethinking Autonomy and Connection in Autism

Today I read a compelling Time Magazine article by Hari Srinivasan that challenges our perceptions of independence and social connection in the context of autism. Two points particularly stood out for me:

Cultural Views on Independence: Srinivasan discusses the societal disapproval in the U.S. of adults living with their biological families. This contrasts with practices in other cultures and raises questions about the ideal of "independent living," which often leads to autistic individuals living away from their families, supported instead by paid staff.

Desire for Connection: Srinivasan also addresses a common misconception about autistic individuals: the need for breaks from overwhelming sensory inputs is often mistaken for a disinterest in social connections. This point emphasizes how important it is to recognize autistic individuals desire enduring human relationships.

These insights are crucial for fostering a more inclusive and understanding society. It's time to redefine our views on independence and social connections, especially in the context of autism.

 

Existence, Essence and when Hell is other people

Existence Precedes Essence & Bad Faith

"Existence precedes essence" is a fundamental idea in Jean-Paul Sartre's existentialism philosophy. It means that individuals are not defined by any inherent nature or purpose, but rather by the choices we make and the actions we take.

According to Sartre, human beings have complete freedom and responsibility for their own lives and must create their own meaning and values. This is in contrast to traditional philosophical views, which often hold that individuals have an inherent nature or purpose that determines their actions and choices. Essentially, the concept of "existence precedes essence" highlights the importance of individual freedom and responsibility in shaping one's own identity and purpose.

The idea of "existence precedes essence" is closely linked to Sartre's concept of "bad faith," which refers to the denial of one's own freedom and responsibility. When individuals act in bad faith, they try to escape their own freedom and responsibility by blaming external factors or by denying their own choices and actions.

Hell is other People

"Hell is other people" is a phrase from Jean-Paul Sartre's play "No Exit," in which the character Garcin utters the phrase in response to the realization that he is doomed to spend eternity in a room with two other people. The phrase has come to be widely recognized as a reference to the idea that other people can be a source of suffering or torment, either because of their actions or simply because of their presence. Sartre's play is a commentary on the human condition and the ways in which people interact with one another, and the phrase "hell is other people" captures the sense of frustration and despair that can arise in relationships with others.

New article In Psychology Today

How Reasonable are Reasonable Accommodations at Work

https://www.psychologytoday.com/us/blog/giving-voice/202410/how-reasonable-are-reasonable-accommodations-at-work

Feedback.

Yes, 100% agree with these important points - the problems with reactive enforcement, power imbalances, "neurodiversity lite" etc. Thank you for being a powerful voice in favour of change!!  

Another brilliant article Hari. I am sharing it widely too. The students in our autism certificate programs always love your pieces and refer back to them frequently in their reflections.

APS Global Psychological Science Summit

 

Will be presenting a research poster at the APS Global Psychological Science Summit.

Read at https://time.com/6299599/autism-research-limited-essay/

Why was I not benefiting from the vast amount of research that is being done in the name of understanding autism better? After all, autism has been an official diagnosis since 1980.

-Hari Srinivasan, Time

 

High Cost of Positive Psychology Services is a Barrier.

"Integrating Autism and the Positive Psychology fields faces significant barriers, starting with the high cost of therapy, which automatically makes it inaccessible to a large portion of autistics and their families. Being autistic already comes with a big financial cost." - Hari Srinivasan 

https://www.liebertpub.com/doi/10.1089/aut.2024.38246.pw

 

Such a brilliant statement.

"a history of the relegation of first-hand accounts as biased or inaccurate by the nature of the fact that autistic people wrote them (Botha, 2021)."

Botha, M., & Cage, E. (2022). "Autism research is in crisis": A mixed method study of researcher's constructions of autistic people and autism research. Frontiers in psychology, 13, 1050897. https://doi.org/10.3389/fpsyg.2022.1050897

My Research at Vanderbilt

https://lab.vanderbilt.edu/live/person/hari-srinivasan/

https://lab.vanderbilt.edu/live/about/people/

More specifically on my lab's research project

https://lab.vanderbilt.edu/live/2024/06/12/creation-of-immersive-cave-environment-for-sensory-testing-in-children/

 

 https://www.psychologytoday.com/us/blog/giving-voice/202402/the-spectrum-of-loss-grief-through-the-autistic-lens

EVRA Visioning Event

Just got invited to this event.  

Dear Hari,

I am delighted to invite you to the upcoming ERVA visioning event on Engineering Design to Equip a Neurodiverse Workforce on January 29-30, 2025, in Nashville, TN. You were selected for your expertise and experience in this field, which we believe will allow you to contribute to the discussion and raise the level of understanding among all participants. That will lead to a better visioning report, which is the output from this event.....

The Engineering Research Visioning Alliance (ERVA), an initiative funded by the National Science Foundation Engineering Directorate, will host a visioning event to roadmap critical areas of engineering that can have a significant impact. The goal of the event is to collectively develop a strategic plan spanning the next 20-50 years of high-impact, high-reward, pre-competitive engineering research-led opportunities that will advance United States competitiveness. The event outcomes will inform future research directions/resourcing across the nation in industry, academia, federal agencies, national labs, and other stakeholders.

Challenges-Based Solutions

"For some autistics, we can step right into the application of positive psychology. For others, we need to be working on challenge-based solutions at the same time. It’s not a binary, either/or situation where you do one at the expense of the other. " - Hari Srinivasan 

https://www.liebertpub.com/doi/10.1089/aut.2024.38246.pw

VKC Science Day

 

Poster Presentation at VKC Science Day

https://vkc.vumc.org/multisensory/hari.html

Vanderbilt Kennedy Center Science Day - Tuesday, October 15, 2025

2024 Vanderbilt Kennedy Center Science Day will take place Tuesday, Oct. 15, beginning at 11:30 a.m. at Vanderbilt University Student Life Center. Posters will be hung in the Commodore Ballroom from 10:00-11:30 a.m. with the program beginning at 11:30 a.m. in the Commodore Ballroom. Science Day festivities will include lunch, two poster sessions, a keynote, and a Data Blitz, closing with a wine/cheese reception. Find updates for Science Day at the VKC Science Day webpage here: https://vkc.vumc.org/vkc/scienceday/

What's on my mind

What's on my mind. 

I'm just troubled by all the hate in the world. If humankind wants to progress it should be a combined effort forward, not splitting into all the hate factions for whatever reason. Humans are an insignificant nix in the context of the vast universe we live in. I also wonder about my role in all this. I know in terms of disability advocacy I've thought of everything I get to do as adding small pebbles that widen ripples in the pond of change. So I wonder about which small pebbles I can add to that pond.

Diagnostic Overshadowing

"Autism already faces the problem of diagnostic overshadowing where anything and everything is attributed to the mysterious bucket of “it's all part of autism so live with it, nothing more need be done,” by medical professionals. Ironically, the same underlying issues would get treated if the autism label were not attached to that person."

- Hari Srinivasan, Newsweek

 Read at https://www.newsweek.com/dual-approach-autism-opinion-1818062

 

The SfN experience

 Was at the Society for Neuroscience Conference from Oct 4-9. 

Largest neuroscience conference in the world with 22K attendees and 3K exhitors. A mix of overwhelm and awe. 

2 poster sessions navigated - a 2 hr long one during the Early Career Session linked to my TPDA award and another 4hr one under Cross Modal Processing in Humans Session

 

Temporal ventriloquism

Temporal ventriloquism is a phenomenon where the timing of one sensory modality, such as vision, influences the perception of timing in another modality, like sound. In multisensory integration research, temporal ventriloquism is explored through tasks where auditory and visual stimuli are presented slightly out of sync, but the brain often perceives them as occurring simultaneously or closer together in time. Researchers aim to understand how the brain resolves conflicting sensory information and determines which sensory input to prioritize in order to create a coherent perception of the environment.

In temporal ventriloquism tasks, participants might be asked to judge whether a sound and a visual flash are occurring at the same time, even when their timing is slightly offset. The extent to which vision can alter auditory perception—or vice versa—is key to understanding how the brain integrates sensory inputs. This task is particularly valuable in studying sensory processing in autism, where atypical multisensory integration is often reported.

In autism research, there is growing interest in how temporal ventriloquism might differ from typical sensory integration patterns. Autistic individuals may exhibit less flexibility in how sensory inputs are combined, potentially leading to difficulties in processing complex environments where timing discrepancies between senses occur. Studies have shown that autistics often rely more heavily on one sense over others, which might contribute to challenges in tasks like temporal ventriloquism (Noel et al., 2018). Understanding these differences in temporal processing can offer insights into sensory sensitivities and the broader challenges related to perception in autism.

PlainSpeak. In Plain Language for the Lay Audience

Temporal ventriloquism is when the brain tricks us into thinking that sounds and visuals are happening at the same time, even if they’re slightly out of sync. Imagine you see a light flash and hear a beep that’s just a little delayed, but your brain adjusts and makes you think they’re perfectly in sync. This is how the brain works to keep everything feeling smooth and connected across different senses.

In experiments, researchers test this by showing people lights and playing sounds that are a bit off in timing. They ask participants to judge if they think the sounds and visuals happened together. What’s interesting is that the brain can often ignore these small timing differences and make everything seem like it’s happening at once.

For autistic people, the way the brain handles sensory inputs like this might work a little differently. Some studies suggest that autistic individuals may have a harder time combining sounds and visuals when they’re slightly out of sync, which could be related to sensory sensitivities or challenges in processing multiple types of information at once. Understanding these differences could help explain why certain environments feel overwhelming for autistic individuals.

Ethics Training for SGE

 Another round of HHS Ethics Training done

NSF GRFP New Fellows Welcome Event

"Keep making excellence a Priority" 

Vandy is racking it in this year

First a shoutout to  MacArthur Genius Grant given to Keivan  Staussun at Frist Center.

Next a Nobel in Chemistry.

https://www.dailycal.org/2018/04/12/compulsion-complexity

 

Disability and Multilingualism

 

The approach, shaped by clinicians who advised speaking only English to autistic children, paradoxically led to a loss of cultural identity rather than the inclusive exposure that neurotypical children might receive.

Read Full Article at unesco.org...

Weak Central Coherence Theory

 The Weak Central Coherence Theory (WCC) of autism, proposed by Uta Frith in the late 1980s and further developed by others, is a cognitive theory that attempts to explain some of the characteristic features of autism. The theory posits that autistics tend to process information in a detail-focused manner, often at the expense of global or contextual processing. 

Key Components of WCC Theory:

1. Detail-Focused Processing:
• Autistics are more likely to focus on the individual components of a stimulus rather than integrating these components into a coherent whole. This is sometimes referred to as "local processing" or "piecemeal processing.” Eg:  notice the specific features of a face, like the shape of the nose or the color of the eyes, rather than perceiving the face as a unified whole.
2. Reduced Global Processing:
• The theory suggests that there is a relative weakness in processing global or contextual information. This means that autistics might have challenges in seeing the "big picture" or understand the context in which details fit.
• For example, they might have difficulty understanding the main idea of a story or the overall mood of a social situation because they are focused on specific details.

Implications of Weak Central Coherence:

1. Cognitive Strengths:
• The detailed-oriented processing style can lead to strengths in tasks that require attention to detail, such as certain types of puzzles, mathematical problems, or tasks involving pattern recognition.
• Autistics may excel in fields that value precision and attention to minute details.
2. Social and Communication Challenges:
• Difficulty in integrating social cues and contextual information can contribute to challenges in social communication and understanding. For instance, recognizing social subtleties or understanding non-literal language (such as idioms or sarcasm) can be difficult.
• Problems with central coherence might also affect understanding narratives, jokes, and metaphors that rely on context.
3. Perceptual and Sensory Processing:
• Some research suggests that weak central coherence is related to atypical sensory processing seen in autism, where individuals might have heightened or diminished sensitivity to sensory input.
• This can manifest as either an intense focus on specific sensory details or difficulty in filtering out irrelevant sensory information.

What do LLM's know?

 Listened to a very interesting lecture today at SfN.  by LA Paul.

Got me thinking about belief systems. 

Belief Systems in Humans and LLMs.

While LLMs can produce outputs that seem aligned with certain perspectives or mimic human belief-based reasoning, they do not possess beliefs in the true sense. The distinction lies in the lack of consciousness, subjective experience, and intentional reflection. Instead, LLMs generate text based on patterns they have learned, without the internal state that would constitute holding beliefs. What may look like a belief system is merely a complex simulation, an echo of the data from which they were trained.

Do we need to update our belief systems to better understand LLM?

To better understand LLMs, humans may need to update their belief systems and frameworks, shifting away from traditional notions of intelligence, understanding, and knowledge. This means recognizing the statistical, context-based nature of LLM outputs, reframing how we think about AI capabilities, and addressing the ethical considerations that arise from their use. These changes can help foster a more accurate and nuanced understanding of what LLMs are, how they work, and what their role can be in our lives and society.

• Reframing Concepts of Intelligence: People often equate intelligence with understanding, leading to misconceptions about AI. LLMs simulate understanding based on learned patterns, not conscious thought, so recognizing this distinction helps prevent overestimating their abilities.
• Redefining Knowledge: Unlike human knowledge, LLMs work through statistical associations. Viewing them as tools for generating information rather than sources of human-like knowledge helps set realistic expectations.
• Context in Outputs: Humans tend to attribute intention to LLMs, but their outputs depend on context and training data. Focusing on this can clarify that their responses reflect patterns, not intentions.
• Recognizing LLM Limits: LLMs can mimic expertise but cannot verify facts or produce original thoughts. Differentiating fluency from factuality helps maintain a critical perspective on AI-generated content.
• Adopting Ethical Perspectives: As LLMs become more prevalent, it's important to address biases and responsibility for their outputs. Recognizing the societal impact of AI helps frame it beyond just a technical tool.
• Developing Communication Strategies: Effective use of LLMs requires skill in prompting and understanding their strengths. Clear communication about their capabilities helps prevent misunderstandings about AI’s nature.

https://www.peasepress.com/product-page/essential-truths-the-bay-area-in-color

 

Cut off from the people you belong - even if you are surrounded by other people

 https://time.com/6551520/loneliness-autism-essay/ 

Autistic Inertia

Autism Lexicon: Autistic Inertia

Autistic inertia refers to the difficulty some autistic individuals experience in initiating or terminating tasks, linked to neurobiological factors affecting cognitive flexibility, task switching, and motor planning.

PlainSpeak: Autistic inertia describes the challenges that autistic people may face in starting or stopping activities, often needing extra effort or support due to differences in brain function

Read in More Detail about Autistic Inertia

For the Academic/Scientific Audience

PlainSpeak. In Plain Language For the Lay Audience 

Emotionality Paradigm

An emotionality paradigm refers to an experimental framework or set of tasks designed to study how individuals perceive, process, and respond to emotional stimuli. These paradigms typically involve presenting participants with stimuli that elicit emotions, such as images, sounds, or videos of facial expressions, emotional words, or scenarios that convey different emotional states (e.g., fear, joy, anger, disgust). Researchers use these paradigms to investigate aspects of emotional processing, including recognition of emotions, emotional regulation, attention to emotional cues, and the impact of emotions on decision-making or behavior.

In the context of neuroscience or psychology, emotionality paradigms might be used alongside techniques like EEG, fMRI, or behavioral tasks to observe the neural correlates of emotional processing or assess how emotional responses differ across populations, such as in autism or anxiety disorders. For example, a task might involve showing a participant an image of a fearful face and measuring their brain response or reaction time to assess how quickly and accurately they process the emotion.

In PlainSpeak (Lay Language)

An emotionality paradigm is a way for researchers to study how people react to and process emotions. In these studies, participants are shown things that cause emotional reactions, like pictures, sounds, or videos showing different feelings such as happiness, fear, or anger. The goal is to understand how people recognize emotions, how they manage or control their emotions, and how emotions affect their thoughts or decisions.

In brain research, these tasks might be done while tracking brain activity using tools like EEG or fMRI, which help see how the brain processes emotions. These studies are often used to compare how people with different conditions, like autism or anxiety, respond to emotional situations. For example, a task might show a picture of a scared face, and researchers would measure how fast or accurately someone notices or reacts to that emotion.