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Human Behavior, Learning, and the Developing Brain

Atypical Development

• Edited by Donna Coch, Geraldine Dawson, Kurt W. Fischer

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• Binding: Hardback
• Pages: 378
• Published by: Guilford Press
• Publication Date: 9th March 2007
• ISBN: 978-1-59385-137-8

About the Book

Synthesizing the breadth of current knowledge on brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present their latest research on specific clinical problems, including autism, Williams syndrome, learning and language disabilities, ADHD, and issues facing infants of diabetic mothers. In addition, the effects of social stress and maltreatment on brain development and behavior are thoroughly reviewed. Illustrating the uses of cutting-edge methods from developmental neuroscience, developmental psychology, and cognitive science, the contributors emphasize the implications of their findings for real-world educational and clinical practices.

An authoritative stand-alone reference, this book can also be purchased in combination with the companion volume on typical development. Together, these volumes provide a comprehensive overview of the field. They represent the contemporary successor to Dawson and Fischer's influential single-volume work, Human Behavior and the Developing Brain.

Reviews

'The exciting interdisciplinary venture of clinical developmental cognitive neuroscience has come of age with this volume. More and more students from the behavioral sciences are eager to learn how brain, cognition, and behavior are linked. In this book, they will find that the atypically developing brain tells us more about human learning and human behavior than the typically developing brain ever reveals. But atypical development, as seen in autism, dyslexia, dyscalculia, or Williams syndrome, is also fascinating in its own right. The stellar array of authors represented in this volume guarantees that the reader will be provided with state-of-the-art information about neurodevelopmental disorders. No undergraduate or graduate course on the topic can do without this book.' - Uta Frith, PhD, Institute of Cognitive Neuroscience and Department of Psychology, University College London, UK

'In this valuable collection, leading scientists present the latest findings about the biological bases of developmental disorders, including dyslexia, autism, and attentional deficits. The book also includes early markers for these disorders, as well as appropriate educational interventions.' - Howard Gardner, PhD, Harvard Graduate School of Education , USA

'Contributors in this important volume utilize multiple levels of analysis in order to more fully explicate the interplay between typical and atypical developmental processes. In synthesizing the fields of cognitive and affective neuroscience and developmental psychopathology, the book presents novel conceptual and methodological tools for studying adaptive, maladaptive, and resilient developmental outcomes. This book is an essential addition to the libraries of neuroscientists, developmental psychopathologists, and graduate students in related disciplines.' - Dante Cicchetti, PhD, Institute of Child Development and Department of Psychiatry, University of Minnesota, USA

'It is exceedingly difficult to keep up with the rapidly changing area of human cognitive development, learning, and the brain. Now, in this pair of volumes, leading contributors summarize our current understanding of normal and atypical development across the cognitive and emotional spectrum. These volumes will sit near many desks, including mine.' - Howard Gardner, PhD, Harvard Graduate School of Education, USA

'These twin volumes beautifully document how much recent progress there has been in the new field of developmental cognitive neuroscience. Presenting a very clear exposition of the close links between typical and atypical development at multiple levels of analysis, the books will be of value to anyone who studies human development or applies developmental knowledge.' - Bruce F. Pennington, PhD, Dept. of Psychology, University of Denver , USA

Table of Contents

Nelson, A Developmental Cognitive Neuroscience Approach to the Study of Atypical Development: A Model System Involving Infants of Diabetic Mothers. Dawson, Bernier, Development of Social Brain Circuitry in Autism. Pelphrey, Carter, Brain Mechanisms Underlying Social Perception Deficits in Autism. Tager-Flusberg, Skwerer, Williams Syndrome: A Model Developmental Syndrome for Exploring Brain–behavior Relationships. Grigorenko, Triangulating Developmental Dyslexia: Behavior, Brain, and Genes. Goswami, Typical Reading Development and Developmental Dyslexia Across Languages. Liegeois, Morgan, Vargha-Khadem, Neurocognitive Correlates of Developmental Verbal and Orofacial Dyspraxia. D. Molfese, V. Molfese, P. Molfese, Relation Between Early Measures of Brain Responses to Language Stimuli and Childhood Performance on Language and Language-related Tasks. Wilson, Dehaene, Number Sense and Developmental Dyscalculia. Gatzke-Kopp, Beauchaine, Central Nervous System Substrates of Impulsivity: Implications for the Development of Attention-Deficit/Hyperactivity Disorder and Conduct Disorder. Adam, Klimes-Dougan, Gunnar, Social Regulation of the Adrenocortical Response to Stress in Infants, Children, and Adolescents: Implications for Psychopathology and Education. Ayoub, Rappolt-Schlichtmann, Child Maltreatment and the Development of Alternate Pathways in Biology and Behavior. Benes, Corticolimbic Circuitry and Psychopathology: Development of the Corticolimbic System.

About the Author(s)

Donna Coch, EdD, Department of Education, Dartmouth College, USA; Geraldine Dawson, PhD, Departments of Psychology and Psychiatry and Behavioral Sciences, University of Washington, USA and Kurt W. Fischer, PhD, Harvard Graduate School of Education, USA.

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