About this Fellow
Simon Baron-Cohen is Professor of Developmental Psychopathology, University of Cambridge, a Fellow at Trinity College and Director of the Autism Research Centre in Cambridge. He is the author of Mindblindness, The Essential Difference, Prenatal Testosterone in Mind, and Zero Degrees of Empathy. He has written books for parents and teachers including Autism and Asperger Syndrome: The Facts, and Teaching Children with Autism to Mindread and also authored >450 scientific articles. In 1985 Baron-Cohen formulated the 'mindblindness' theory of autism and in 1997 the 'fetal sex steroid' theory of autism. Both theories are now widely accepted in the field. In 1999 he created the first UK clinic for adults with suspected Asperger Syndrome, and this has helped over 1,000 patients to have their disability recognized, the 'lost generation' of adults who had missed out on diagnosis in childhood, and has been used to create a model for similar clinical services all over the UK. Baron-Cohen has received numerous awards from the British Psychological Society, the American Psychological Association, and received the Kanner-Asperger Medal from the German Society for Research into Autism. He is a Fellow of the British Academy, Vice-President of the National Autistic Society, and President-Elect of the International Society for Autism Research. He was Chair of the NICE Guideline Development Group for Autism (Adults) and is co-editor in chief of the journal Molecular Autism.
- Professor of Developmental Psychopathology; Director, Autism Research Centre, Cambridge University; Fellow, Trinity College, Cambridge
British Academy Appointments
- Member of Council, 2013 - 2016
Perception and action; the role of selective attention in perceptual and motor processes, understanding other people via motor simulation processes, the influence of perception and action on emotion.
Conceptual development: innate representational capacities and the mechanisms that allow humans to transcend them; the acquisition (over evolutionary, historical and ontogenetic time frames) of physical, biological, and mathematical concepts.
The psychology of judgment and decision-making; the nature and measurement of well-being
Developmental disorders of language, learning and cognition including basic research on dyslexia and language impairment and the development and evaluation of interventions that ameliorate children’s literacy difficulties