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Brain Development and Cognition: A Reader / Edition 2

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Overview

The first edition of this successful reader brought together key readings in the area of developmental cognitive neuroscience for students. Now updated in order to keep up with this fast-moving field, the volume includes new readings illustrating recent developments along with updated versions of previous contributions. These revisions ensure that the collection will remain a crucial resource for anyone teaching developmental cognitive neuroscience or cognitive development. The reader is wide-ranging, covering every aspect of developmental cognitive neuroscience. New pieces for the second edition include writing on individual development and evolution, on the structural and functional development of the brain and on object recognition and sensitive periods, while articles updated include those on the neurobiology of cognitive and language processing and self-organization in developmental processes. The editors provide linking text to clarify the significance of each contribution.
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Editorial Reviews

From the Publisher
"For child language researchers who wish to gain some background knowledge in this field, we reccommend this volume highly. This text is suitable for academics and students alike. It is an excellent source, and the associated teaching resources available on-line are well constructed and highly useful... The clarity and coherence of the overall argumements contained in the volume make the book a worthwhile component of any developmentalist's library." Vincent Reid & Tricia Striano, Cultural Ontogeny Group, Max Planck Institute for Evolutionary Anthropology
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Product Details

  • ISBN-13: 9780631217367
  • Publisher: Wiley
  • Publication date: 6/24/2002
  • Edition description: Revised
  • Edition number: 2
  • Pages: 560
  • Product dimensions: 7.41 (w) x 10.16 (h) x 1.46 (d)

Meet the Author

Mark H. Johnson is Director of the Centre for Brain and Cognitive Development at Birkbeck College, University of London, and an MRC Senior Research Scientist. He has published over one hundred scholarly articles and four books on brain and cognitive development, including Developmental Cognitive Neuroscience: An Introduction (1997). He is also on the editorial board of several developmental journals and book series.

Yuko Munakata is currently an Assistant Professor in Developmental Cognitive Neuroscience at the University of Denver. Her interests include memory development, dissociations in behavior during development and following brain damage, and neural network models of cognitive development.

Rick O. Gilmore is Assistant Professor of Psychology at Pennsylvania State University. His research focuses on the development of spatial perception and memory in infancy and their relationship to brain development.

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Table of Contents

List of Contributors
Preface to First Edition
Preface to Second Edition
Acknowledgements
1 Critique of the Modern Ethologists' Attitude 8
2 The Problem of Change 18
3 The Epigenetic System and the Development of Cognitive Functions 29
4 From Gene to Organism: The Developing Individual as an Emergent, Interactional, Hierarchical System 36
5 General Principles of CNS Development 57
6 Intrinsic and Extrinsic Determinants of Neocortical Parcellation: A Radial Unit Model 83
7 Positron Emission Tomography Study of Human Brain Functional Development 101
8 Morphometric Study of Human Cerebral Cortex Development 117
9 The Development of Visual Attention: A Cognitive Neuroscience Perspective 134
10 The Ontogeny of Human Memory: A Cognitive Neuroscience Perspective 151
11 Experience and Brain Development 186
12 Do Cortical Areas Emerge from a Protocortex? 217
13 Emergence of Order in Visual System Development 231
14 Specificity and Plasticity in Neurocognitive Development in Humans 251
15 Linguistic and Spatial Cognitive Development in Children with Pre- and Perinatal Focal Brain Injury: A Ten-Year Overview from the Sand Diego Longitudinal Project 272
16 Cortical Plasticity Underlying Perceptual, Motor, and Cognitive Skill Development: Implications for Neurorehabilitation 292
17 The Instinct to Learn 305
18 Self-organization in Developmental Processes: Can Systems Approaches Work? 336
19 Development Itself is the Key to Understanding Developmental Disorders 375
20 Object Recognition and Sensitive Periods: A Computational Analysis of Visual Imprinting 392
21 Connectionism and the Study of Change 420
22 A Model System for Studying the Role of Dopamine in Prefrontal Cortex During Early Development in Humans 441
23 Genes and Brain: Individual Differences and Human Universals 494
Name Index 509
Subject Index 524
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