This volume brings together leading authorities from multiple disciplines to examine the relationship between brain development and behavior in typically developing children. Presented are innovative cross-sectional and longitudinal studies that shed light on brain-behavior connections in infancy and toddlerhood through adolescence.
*Synthesizes relevant research from multiple disciplines.
*Emphasizes what the research reveals about how best to promote children's learning and development.
*Well-written, engaging work in a hot field.
*Lower price in paper will facilitate text use.
*The related volume on atypical development is also now in paper.
The development of brain networks underlying thought, feelings, and behavior has become the basis for understanding important landmarks in the complex transition from infancy to adulthood. This book provides expert guidance on what is known--and what remains to be learned--about both the mechanisms common to all humans and the differences that form the basis of individuality.--Michael I. Posner, PhD, Department of Psychology (Emeritus), University of Oregon
Contemporary research on the relationship between brain development and behavior requires us to become familiar not only with the developing brain and behavior change, but also with the cultural organization of experience that, together, create the special nature of human beings. This carefully organized book provides an outstanding summary of the state of this complex, important topic. Important reading for all students of human development.--Michael Cole, PhD, Departments of Psychology and Communication, University of California, San Diego
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, Distinguished University Professor of Psychology, University of Denver
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
- Chapters are rich in content and well organized. --The New England Journal of Medicine, 6/17/2010ff An insightful, data-driven book connecting the fields of brain development, cognitive processing, and behavioral science....The book is well organized and user-friendly....A highlight of the book is a three-page section of small, but impressive, colored pictures of magnetic resonance imaging results detailing brain regions and correlated functions, different development changes coinciding with learning, and brain activation during auditory and visual tasks....Moreover, most chapter authors include basic descriptions and definitions of concepts from developmental neuropsychology, as well as describe neuroimaging techniques. This makes the book challenging and appropriate for graduate students who are interested in the neurosciences but who have had limited training in neuropsychology. Overall, the scope of the content covered in the volume is broad rather than narrow, promoting a foundational knowledge base for those interested in the importance of an interdisciplinary approach to educational neuroscience....The book provides an important service to researchers, detailing the need for future study of this potentially imperative connection between the sciences....This volume is a great starting point for future research. --Archives of Clinical Neuropsychology, 6/17/2010ff This book provides a good account of research into the developing brain, covering infancy, childhood and adolescence, and presenting data from a range of experimental methods....Important issues regarding functional specialization of the brain and the relationship between learning and development are well discussed. This book would thus be a useful reference for students in the field of atypical human development and learning. --Child and Adolescent Mental Health Journal, 6/17/2010ff Very recent and continuing developments within the field of neuroscience now have a secure conduit which assures their accessibility to developmental psychologists and education professionals....The text is very tightly referenced, with great care taken to demonstrate the evidence bases used to inform theory development and conclusions, and cautious and well-supported lines of argument applying the knowledge derived from research to inform implications for educational practices. Argument is therefore balanced and credible....The chapters can be read independently, each reading as a comprehensive, in-depth review of recent research literature, rich and dense in information and extremely well organised. To differing degrees, the authors draw upon their own research, but in all cases retain balance....All chapters are very readable, unfolding like good detective stories....I would commend this book most strongly as a balanced and authoritative reference text, capable of informing sensitive understanding of children's functioning and developments of educational practice. --Educational Review, 6/17/2010
Donna Coch, EdD, is Assistant Professor in the Department of Education at Dartmouth College. She earned a doctoral degree from the Harvard University Graduate School of Education and conducted postdoctoral research at the University of Oregon. Dr. Coch's research focuses on what happens in the brain as children learn how to read, particularly in terms of phonological and orthographic processing. A goal of both her research and teaching is to make meaningful connections between the fields of developmental cognitive neuroscience and education.
Kurt W. Fischer, PhD, is Charles Bigelow Professor of Education and Human Development at the Harvard University Graduate School of Education and founder and director of the program in Mind, Brain, and Education. He studies cognitive and emotional development from birth through adulthood, combining analysis of the commonalities across people with the diversity of pathways of learning and development. Dr. Fischer is the author of several books and over 200 scientific articles, and is founding president of the International Mind, Brain, and Education Society and editor of its journal Mind, Brain, and Education.
Geraldine Dawson, PhD, is Professor of Psychiatry and Behavioral Sciences in the School of Medicine at Duke University and founding Director of the Duke Center for Autism Diagnosis and Treatment. A clinical psychologist and award-winning researcher, Dr. Dawson has published more than 200 articles and chapters and 9 books on early detection and treatment of autism and brain development. With Sally J. Rogers, she developed the Early Start Denver Model, the first empirically validated comprehensive intervention for toddlers with autism. She served as the first Chief Science Officer for Autism Speaks, the largest autism science and advocacy organization. Before joining the Duke faculty, Dr. Dawson served as Research Professor of Psychiatry at the University of North Carolina, Chapel Hill, and, prior to that, as Professor of Psychology at the University of Washington and Founding Director of the University of Washington Autism Center. A Fellow of the American Psychological Society and the American Psychological Association, Dr. Dawson is a recipient of the Lifetime Achievement Award from the Association for Psychological Science and awards for Valuable Service and Research Contributions from the Autism Society of America. Her books include the coauthored Early Start Denver Model for Young Children with Autism, An Early Start for Your Child with Autism and A Parent's Guide to Asperger Syndrome and High-Functioning Autism.
I. History, Method, and Theory 1. The Role of Neuroscience in Historical and Contemporary Theories of Human Development, Sidney J. Segalowitz 2. Some Ways in Which Neuroscientific Research Can Be Relevant to Education, James P. Byrnes 3. The Structural Development of the Human Brain as Measured Longitudinally with Magnetic Resonance Imaging, Rhoshel K. Lenroot and Jay N. Giedd 4. Dynamic Development of Hemispheric Biases in Three Cases: Cognitive/Hemispheric Cycles, Music, and Hemispherectomy, Mary Helen Immordino-Yang and Kurt W. FischerII. The Developing Brain and Behavior in Infancy and Toddlerhood 5. The Social Brain in Infancy: A Developmental Cognitive Neuroscience Approach, Mark H. Johnson 6. Recognition Memory: Brain-Behavior Relations from 0 to 3, Sara Jane Webb 7. Experience and Developmental Changes in the Organization of Language-Relevant Brain Activity, Debra L. Mills and Elizabeth A. Sheehan 8. Temperament and Biology, Jerome Kagan and Nancy Snidman 9. Frontal Lobe Development during Infancy and Childhood: Contributions of Brain Electrical Activity, Temperament, and Language to Individual Differences in Working Memory and Inhibitory Control, Martha Ann Bell, Christy D. Wolfe, and Denise R. AdkinsIII. The Developing Brain and Behavior in School-Age Children and Adolescents 10. Brain Bases of Learning and Development of Language and Reading, James R. Booth 11. Development of Verbal Working Memory, Gal Ben-Yehudah and Julie A. Fiez 12. Emotion Processing and the Developing Brain, Alison B. Wismer Fries and Seth D. Pollak 13. Brain Development and Adolescent Behavior, Linda Patia Spear