The first autistic cartoon character is finally here.
And a new study has found the cartoon character can teach a little autistic kids how to think and behave.
The researchers at the University of California, San Francisco, have just published a study in the journal Child Development that shows that a young child’s ability to recognize and imitate cartoon characters can help them learn to be autistic.
The research team studied the autistic and non-autistic children of four different families, all in their 20s.
The families included autistic children and non, non-asian children, and some were married and some weren’t.
They had varying levels of autism, and all had a very low level of autism.
When the researchers looked at the children’s brain scans, they saw that a number of regions involved in autism appeared to be linked to brain activity in the children with autism.
For example, there was increased activity in a region called the cerebellum, which is the part of the brain that controls movement and balance.
And there was an increased activity on another part of this brain area called the ventral tegmental area, which helps us learn new things, and which is associated with language.
It was a pretty strong association between autism and the cerebrospinal fluid (CSF), the body’s fluid that surrounds the brain.
The cerebellar areas are involved in controlling movement, and the ventrolateral tegmentale, which goes from the back of the head to the front, is involved in learning.
So, the cerebrum is involved with motor learning, and this is the area that the children are most likely to learn.
But there’s also a ventrolabial tegmentaline (VTA), which is linked to language learning, so the VTA is involved, too.
When it comes to visual perception, there’s another area that is linked, which we don’t know anything about, which seems to be involved in object recognition.
But the ventricles, which are part of our vision system, is a part of visual processing.
So there is some activity in our visual system in relation to language.
The children also showed an increased ability to distinguish faces and objects that were similar to themselves.
They also had increased ability at recognizing the shapes of things in their environment.
So the children were able to recognize things that were familiar to them, and they were able at that age to identify things that looked similar to things that they already knew about.
So that is one of the key findings of the study, which was really interesting.
And this research is really interesting because we know that autism is a very, very rare condition, and so there are very few people with autism in the world, so we don-know how many people have this condition.
But if there are autism cases, it is not very common, and we know very little about it.
We know that there are many people who are very, but we don – we donn’t know how many of them are autistic.
It is very difficult to know.
And the more people with this condition there are, the more autistic people there are.
So this is one area that we donne-know what the level of autistic people are, and it is really important for us to find out more about this.
So we have the idea that it is a condition, but it is also a brain condition.
We don- know exactly how the brain functions in autistic people, so there- are no definitive answers.
The study is based on a study that looked at more than 300 autistic children, all of whom were between four and 15 years old.
The researchers looked into the brain of these children, the brain anatomy of each of them, their cognitive abilities, their speech and language skills, and their social interactions.
They looked at all of their brain scans and MRI scans to see what the brain changes are when autistic children are in the presence of cartoons.
The autistic children were placed in a computer game and had to identify and identify pictures of various animals, and there were different types of cartoons, and different kinds of objects.
They were given two different sets of cartoons for each day.
One was for a day and the other was for the week.
The first day was a normal day, and when the children played with the animals, they were told they were in a zoo, and therefore, they would not get the animals.
So they were given a normal zoo environment and they had to play with them.
And then they had the option of seeing something different, like a different animal, or a different object.
The team then looked at how the children reacted when they saw different cartoons.
And it was very interesting to see how autistic children reacted.
The autistic children would say, “I want to see that thing!”, which they would be able to do in normal conditions, but in the cartoon, they couldn’t