Human Behavior and the Developing Brain

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Over the past few decades, innovative, noninvasive techniques for studying the activity of the brain have provided new insights into brain-behavior relations. Now, developmental scientists are using these techniques with young infants and children to shed light on the neural underpinnings of the developmental process. This highly enlightening text brings together a group of world-renowned scientists who believe, and demonstrate, that understanding brain-behavior relations from a developmental standpoint will ...
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Overview

Over the past few decades, innovative, noninvasive techniques for studying the activity of the brain have provided new insights into brain-behavior relations. Now, developmental scientists are using these techniques with young infants and children to shed light on the neural underpinnings of the developmental process. This highly enlightening text brings together a group of world-renowned scientists who believe, and demonstrate, that understanding brain-behavior relations from a developmental standpoint will yield fresh and unique insights into human nature. While accessible to those with little background in the neurosciences, this book adequately portrays the complexity and depth of brain-behavior relations in development.

This book contains black-and-white illustrations.

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Editorial Reviews

Doody's Review Service
Reviewer: Warren D. Rosen, PhD (Rush University Medical Center)
Description: This book presents current knowledge on developmental neuropsychology. The contributors provide historical perspectives, current data, and theoretical inference regarding normal brain development, the development of cognitive, emotional, and behavioral capabilities, and their interrelationships.
Purpose: The purpose is to present in one volume current theory and research regarding the neurological mediation of psychological development that accounts for continuous and discontinuous progression, addressing normative development and individual differences. The field of developmental neuropsychology has had a need for just such a book. Allowing for constraints caused by technological limitations in neurological assessment and the infancy of such research, the selected chapters admirably represent the state of the field.
Audience: This book is designed for developmental psychology graduate students, who may well need significant background in neuroscience to make best use of the readings. The authors present a well-integrated and insightful overview of the book in the preface, and the contributors are central voices in their respective areas.
Features: The book makes excellent use of graphs and neuroimaging illustrations, with clarifying descriptions. The references are suitably representative of seminal works up to currently obtained data in press. The structural features of the book are comfortably functional.
Assessment: In the field of child neuropsychology, which has long emphasized adult models and pathology in development, this volume could not be more timely. In emphasizing both cognitive and emotional development, it is as important to the clinical child neuropsychologist as to the developmental neuroscientist. This book could easily be the backbone of a superb upper-level graduate course.
Warren D. Rosen
This book presents current knowledge on developmental neuropsychology. The contributors provide historical perspectives, current data, and theoretical inference regarding normal brain development, the development of cognitive, emotional, and behavioral capabilities, and their interrelationships. The purpose is to present in one volume current theory and research regarding the neurological mediation of psychological development that accounts for continuous and discontinuous progression, addressing normative development and individual differences. The field of developmental neuropsychology has had a need for just such a book. Allowing for constraints caused by technological limitations in neurological assessment and the infancy of such research, the selected chapters admirably represent the state of the field. This book is designed for developmental psychology graduate students, who may well need significant background in neuroscience to make best use of the readings. The authors present a well-integrated and insightful overview of the book in the preface, and the contributors are central voices in their respective areas. The book makes excellent use of graphs and neuroimaging illustrations, with clarifying descriptions. The references are suitably representative of seminal works up to currently obtained data in press. The structural features of the book are comfortably functional. In the field of child neuropsychology, which has long emphasized adult models and pathology in development, this volume could not be more timely. In emphasizing both cognitive and emotional development, it is as important to the clinical child neuropsychologist as to the developmental neuroscientist. This bookcould easily be the backbone of a superb upper-level graduate course.
Booknews
The field is a dynamic intermingling of developmental psychology and neuroscience and has much to offer in this Decade of the Brain. This text provides a historical review and theoretical framework and then focuses on developmental changes in the brain, as indexed by changes in synaptic connections, glucose metabolism, and EEG power and coherence. Neural correlates of developmental processes pertaining to memory, emotional expression, spatial representation, and language are discussed, as is brain activity as a predictor of individual differences in behavior. Annotation c. Book News, Inc., Portland, OR (booknews.com)

3 Stars from Doody
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Product Details

  • ISBN-13: 9780898620924
  • Publisher: Guilford Publications, Inc.
  • Publication date: 2/28/1994
  • Pages: 568
  • Product dimensions: 1.44 (w) x 6.00 (h) x 9.00 (d)

Meet the Author


Geraldine Dawson, Ph.D., Professor of Psychology at the University of Washington in Seattle, is editor of Autism: Nature, Diagnosis, and Treatment. Internationally recognized for her scientific research on autism and developmental psychopathology, particularly the effects of early experience on development, she earned her doctorate in developmental and child clinical psychology at the University of Washington, and received postdoctoral training at the UCLA Neuropsychiatric Institute.

Kurt W. Fischer, Ph.D., is Professor of Education in the Department of Human Development and Psychology at Harvard University, where he is leading an initiative to focus on diversity in development and its implications for education. During 1992-1993, he was a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford, where he organized a group on Dynamic Modeling of Growth and Development.

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Table of Contents

1 Dynamic Development of Coordination of Components in Brain and Behavior: A Framework for Theory and Research 3
2 Developmental Psychology and Brain Development: A Historical Perspective 67
3 The Role of Quantified Electroencephalography in Psychological Research 93
4 Synaptogenesis in Human Cerebral Cortex 137
5 Development of Regional Brain Glucose Metabolism in Relation to Behavior and Plasticity 153
6 Development of the Corticolimbic System 176
7 Development of Evoked Electrical Brain Activity in Infancy 207
8 Cyclic Cortical Reorganization: Origins of Human Cognitive Development 232
9 Neural Correlates of Recognition Memory in the First Postnatal Year 269
10 Brain Development over the First Year of Life: Relations between Electroencephalographic Frequency and Coherence and Cognitive and Affective Behaviors 314
11 Development of Emotional Expression and Emotion Regulation in Infancy: Contributions of the Frontal Lobe 346
12 Toward Understanding Commonalities in the Development of Object Search, Detour Navigation, Categorization, and Speech Perception 380
13 Variability in Cerebral Organization during Primary Language Acquisition 427
14 Cognitive Psychophysiology: A Window to Cognitive Development and Brain Maturation 456
15 Short-Term and Long-Term Developmental Outcomes: The Use of Behavioral and Electrophysiological Measures in Early Infancy as Predictors 493
16 Temperament, Affective Style, and Frontal Lobe Asymmetry 518
17 Neonatal Electroencephalographic Organization and Attention in Early Adolescence 537
Index 555
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