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Thoroughly examining brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present 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 reviewed. Demonstrating 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. Illustrations include eight pages in full color.

Tabla de contenidos provista por Syndetics

• 1 A Developmental Cognitive Neuroscience Approach to the Study of Atypical Development
• A Model System Involving Infants of Diabetic Mothers
• 2 Development of Social Brain Circuitry in Autism
• 3 Brain Mechanisms Underlying Social Perception Deficits in Autism
• 4 Williams Syndrome: A Model Developmental Syndrome for Exploring Brain-Behavior Relationships
• 5 Triangulating Developmental Dyslexia: Behavior, Brain, and Genes
• 6 Typical Reading Development and Developmental Dyslexia across Languages
• 7 Neurocognitive Correlates of Developmental Verbal and Orofacial Dyspraxia,Frederique Liegeois
• 8 Relation between Early Measures of Brain Responses to Language Stimuli and Childhood Performance on Language and Language-Related Tasks
• 9 Number Sense and Developmental Dyscalculia
• 10 Central Nervous System Substrates of Impulsivity: Implications for the Development of Attention-Deficit/Hyperactivity Disorder and Conduct Disorder
• 11 Social Regulation of the Adrenocortical Response to Stress in Infants, Children, and Adolescents: Implications for Psychopathology and Education
• 12 Child Maltreatment and the Development of Alternate Pathways in Biology and Behavior
• 13 Corticolimbic Circuitry and Psychopathology
• Development of the Corticolimbic System

Notas de autor provistas por Syndetics

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.



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 .



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 .