Bøker i Developmental Cognitive Neuroscience-serien

The second edition of an essential resource to the evolving field of developmental cognitive neuroscience, completely revised, with expanded emphasis on social neuroscience, clinical disorders, and imaging genomics.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? Neuroconstructivism is a pioneering 2 volume work that sets out a whole new framework for considering the complex topic of development, integrating data from cognitive studies, computational work, and neuroimaging.

Human adults appear different from other animals in their ability to form abstract mental representations that go beyond perceptual similarity. In short, they can conceptualize the world. This book brings together leading psychologists and neuroscientists to tackle the age-old puzzle of what might be unique about human concepts.

From William James to Sigmund Freud to Jean Piaget to B.F. Skinner, scholars (and parents!) have wondered how children move from the blooming, buzzing confusion of infancy, through the tumult of childhood and adolescence, into adulthood. Does development occur continuously over time or in a series of dramatic stages? Is development driven by learning or by biological maturational processes? What is the nature of experience, and how does it generate change? The studyof development has always been organized around these big questions. And answers to these questions have a profound influence on daily life, forming a framework for how parents think about their own children, and influencing both national policy and educational curricula. This book defines and refines two major theoretical approaches within developmental science that address the central issues of development-connectionism and dynamical systems theory. Spencer, Thomas, and McClelland have brought together chapters that provide an introduction, overview, and critical evaluation of each approach, including three sets of case studies that illustrate how both approaches have been used to study topics ranging from early motor development to the acquisition of grammar.They also present a collection of commentaries by leading scholars, which offer a critical view from both an "outsiders" and an "insiders" perspective. The book is unique in the range of its treatment-it begins to delineate how developmental science can incorporate advances within neuroscience andcomputational modeling, and brings the new ideas of connectionism and dynamic systems theory into sharper focus, clarifying their usefulness and explanatory power.

What is attention? How does it go wrong? Do attention deficits arise from genes or from the environment? Can we cure it with drugs or training? Are there disorders of attention other than deficit disorders? The past decade has seen a burgeoning of research on the subject of attention. This research has been facilitated by advances on several fronts: New methods are now available for viewing brain activity in real time, there is expanding information on the complexities of the biochemistry of neural activity, individual genes can be isolated and their functions identified, analysis of the component processes included under the broad umbrella of "attention" has become increasingly sophisticated, andingenious methods have been devised for measuring typical and atypical development of these processes, from infancy into childhood, and then into adulthood. In this book, Kim Cornish and John Wilding are concerned with attention and its development, both typical and atypical, particularly in disorders with a known genetic etiology or assumed genetic linkage. Tremendous advances across seemingly diverse disciplines - molecular genetics, pediatric neurology, child psychiatry, developmental cognitive neuroscience, and education - have culminated in a wealth of new methods for elucidating disorders at multiple levels, possibly paving the way for newtreatment options. Cornish and Wilding use three specific-yet-interlinking levels of analysis: genetic blueprint (genotype), the developing brain, and the behavioral-cognitive outcomes (phenotype), as the basis for charting the attention profiles of six well-documented neurodevelopmental disorders:ADHD, autism, fragile X syndrome, Down syndrome, Williams syndrome, and 22q11 deletion syndrome. Their overarching aim in this book is to provide the most authoritative and extensive account to date of disorder-specific attention profiles and their development from infancy through adolescence.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? Neuroconstructivism is a pioneering 2 volume work that sets out a whole new framework for considering the complex topic of development, integrating data from cognitive studies, computational work, and neuroimaging.

What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? Neuroconstructivism is a pioneering 2 volume work that sets out a whole new framework for considering the complex topic of development, integrating data from cognitive studies, computational work, and neuroimaging.

This book is unique in presenting evidence on development across the lifespan across multiple levels of description (genetic, brain, cognitive, environmental). The authors use a well-defined disorder - Williams syndrome, to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development.

Despite our impression of a seamless spatial world, mature human spatial knowledge is composed of sub-systems, each specialized. This book uses the case of Williams syndrome - a rare genetic deficit - to argue for specialization of function in both normal and unusual development. The evidence suggests a speculative hypothesis linking the genetic deficit to changes in the timing of emergence for different sub-systems. More broadly, the book shows the complexity ofspatial cognition, its genetic correlates, and realization in the brain.