"The development of brain networks underlying thought, feelings, and behavior has become the basis for understanding important landmarks in the complex.
Table of contents
- Human Behavior, Learning, and the Developing Brain: Atypical Development
- Human Behavior, Learning, and the Developing Brain: Atypical Development
- Human Behavior, Learning, and the Developing Brain
An interesting question that arises is whether or not these memory problems persist and can be documented when children are school aged. Dawson and Bernier review the social impairments in autism: The authors speculate about the neural and genetic basis of social impairments, and the brain regions thought to be involved in social perception deficits in autism are further discussed by Pelphrey and Carter.
Human Behavior, Learning, and the Developing Brain: Atypical Development
Information on the functioning of individuals with Williams syndrome has provided useful insights into brain-behaviour relationships. Tager-Flusberg and Skwerer describe the visual-spatial and social cognitive deficits including brain imaging findings in this fascinating condition. The importance of this model system in elucidating the effects of a genetic deletion on behaviour and brain development is clearly laid out. Grigorenko describes hypotheses of the etiological bases of developmental dyslexia, especially genetic hypotheses.
A speculative discussion follows on the genetic influences on developmental dyslexia.
Goswami provides a section on cross-cultural examples of trajectories of reading acquisition and developmental dyslexia across different languages, focusing on the important processes of phonological awareness and phonological-orthographic mapping. This chapter seems anomalous in this volume, given its lack of emphasis on brain-behaviour relationships.
Liegeois, Morgan, and Vargha-Khadem provide a very interesting chapter on a kindred with verbal and orofacial dyspraxia with a known genetic basis.
The phenotype is compared with developmental verbal dyspraxia and aphasia in adults, with the neural basis and hypotheses about pathophysiology described. The Molfese family provides a description of a very useful programmatic series of research studies demonstrating that event-related potentials found in response to speech sounds recorded at birth were predictive of language and reading performance in young children.
A core deficit in number sense or impaired connections between symbolic and nonsymbolic representations is hypothesized by Wilson and Dehaene to be the cause of dyscalculia.
The characteristics and possible subtypes of this neglected condition are described, and the limited neural evidence reviewed. Gatzke-Kopp and Beauchaine review here the dopaminergic systems, and structural and imaging studies, and their relevance to Attention Deficit-Hyperactivity Disorder, and to a lesser extent comorbid externalizing behaviour disorders. The physiology and ontogenesis of the hypothalamic-pituitary-adrenal HPA axis is described by Adam, Klimes-Dougan, and Gunnar, and social influences on the HPA axis in different stages of development are described.
HPA axis activity in children exposed to abnormal social environments and in individuals with internalizing or externalizing psychopathology is discussed, along with a complex model of social and nonsocial influences on HPA axis functioning. 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.
Human Behavior, Learning, and the Developing Brain: Atypical Development
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.
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. 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.
Human Behavior, Learning, and the Developing Brain
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