Human Behavior, Learning, and the Developing Brain: Atypical Development

Paperback (Print)
Buy Used
Buy Used from
(Save 41%)
Item is in good condition but packaging may have signs of shelf wear/aging or torn packaging.
Condition: Used – Good details
Used and New from Other Sellers
Used and New from Other Sellers
from $18.06
Usually ships in 1-2 business days
(Save 53%)
Other sellers (Paperback)
  • All (12) from $18.06   
  • New (6) from $37.99   
  • Used (6) from $18.06   


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.

Read More Show Less

Editorial Reviews

New England Journal of Medicine
"There is a wealth of well-organized information."--The New England Journal of Medicine
Journal of the Canadian Academy of Child and Adolescent Psychiatry
"This book provides a useful description of research describing brain-behavior relationships in individuals with certain specific developmental disorders."—Journal of the Canadian Academy of Child and Adolescent Psychiatry
From the Publisher
"In this valuable collection, leading scientists present the latest findings about the biological bases of developmental disorders, including dyslexia, autism, and attentional deficits. The book also includes early markers for these disorders, as well as appropriate educational interventions."—Howard Gardner, PhD, Harvard Graduate School of Education

"The exciting interdisciplinary venture of clinical developmental cognitive neuroscience has come of age with this volume. More and more students from the behavioral sciences are eager to learn how brain, cognition, and behavior are linked. In this book, they will find that the atypically developing brain tells us more about human learning and human behavior than the typically developing brain ever reveals. But atypical development, as seen in autism, dyslexia, dyscalculia, or Williams syndrome, is also fascinating in its own right. 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."—Uta Frith, PhD, Institute of Cognitive Neuroscience and Department of Psychology, University College London, UK

"Contributors in this important volume utilize multiple levels of analysis in order to more fully explicate the interplay between typical and atypical developmental processes. 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."—Dante Cicchetti, PhD, Institute of Child Development and Department of Psychiatry, University of Minnesota

"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, Dept. 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

Doody's Review Service
Reviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: Human development is dynamic in nature, as is development gone awry. Atypical development can be understood through many perspectives that explore complex etiologies, necessitating a multidisciplinary approach to diagnosis and remediation. This book covers atypical development from many perspectives and attempts to bridge neuroscience knowledge and educational methods.
Purpose: The intent of this book is to present transdisciplinary research in cognitive neuroscience and developmental psychopathology. This is accomplished with a converging evidence approach to understanding atypical development.
Audience: This book will appeal to a wide audience of psychologists, psychiatrists, pediatricians, educators, speech and language pathologists, and anyone else interested in developmental neuroscience. The editors are accomplished scholars in this field.
Features: The book tackles several specific disorders or diseases that affect development, such as autism, William's Syndrome, and dyslexia. Some chapters provide a brief overview of normal development before launching into the abnormalities of a particular syndrome. Notably, the chapters are not merely introductions, but take a sophisticated look at the syndromes. On the one hand, there is some overlap between chapters. On the other hand, the book covers only a handful of syndromes and it is unclear why these were selected over other, more prevalent syndromes. There are few figures and illustrations, although a book of this sort lends itself to more visual demonstrations of the subject. Additionally, readers will find that some chapter titles miss the mark, such as the one titled "Central Nervous System Substrates of Impulsivity," which is actually a chapter about ADHD that includes some information about impulsivity.
Assessment: In general, this is an interesting book. It provides a sophisticated review of current knowledge regarding particular syndromes and does so through a variety of experimental and clinical perspectives. There is, however, room for improvement. Readers looking for general information regarding neuroscience or atypical development will not find it here, but for those interested in the few syndromes covered in this book, it provides a valuable summary of the current literature.
"A fascinating introduction to the rapidly developing field of developmental cognitive neuroscience and its implications for advancing our understanding of developmental psychopathology. It should be particularly valuable in orienting graduate students to exciting new possibilities for increasing understanding and remediation of debilitating disabilities that have eluded researchers' efforts to solve the mysteries that limit the quality of life of untold numbers of children and adults."—PsycCRITIQUES
Read More Show Less

Product Details

  • ISBN-13: 9781606239667
  • Publisher: Guilford Publications, Inc.
  • Publication date: 7/21/2010
  • Pages: 378
  • Sales rank: 1,443,866
  • Product dimensions: 6.00 (w) x 9.20 (h) x 1.10 (d)

Meet the Author

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.

Read More Show Less

Table of Contents

1 A Developmental Cognitive Neuroscience Approach to the Study of Atypical Development: A Model System Involving Infants of Diabetic Mothers Charles A. Nelson 1

2 Development of Social Brain Circuitry in Autism Geraldine Dawson Raphael Bernier 28

3 Brain Mechanisms Underlying Social Perception Deficits in Autism Kevin A. Pelphrey Elizabeth J. Carter 56

4 Williams Syndrome: A Model Developmental Syndrome for Exploring Brain-Behavior Relationships Helen Tager-Flusberg Daniela Plesa Skwerer 87

5 Triangulating Developmental Dyslexia: Behavior, Brain, and Genes Elena L. Grigorenko 117

6 Typical Reading Development and Developmental Dyslexia across Languages Usha Goswami 145

7 Neurocognitive Correlates of Developmental Verbal and Orofacial Dyspraxia Frederique Liegeois Angela Morgan Faraneh Vargha-Khadem 168

8 Relation between Early Measures of Brain Responses to Language Stimuli and Childhood Performance on Language and Language-Related Tasks Dennis L. Molfese Victoria J. Molfese Peter J. Molfese 191

9 Number Sense and Developmental Dyscalculia Anna J. Wilson Stanislas Dehaene 212

10 Central Nervous System Substrates of Impulsivity: Implications for the Development of Attention-Deficit/ Hyperactivity Disorder and Conduct Disorder Lisa M. Gatzke-Kopp Theodore P. Beauchaine 239

11 Social Regulation of the Adrenocortical Response to Stress in Infants, Children, and Adolescents: Implications for Psychopathology and Education Emma K. Adam Bonnie Klimes-Dougan Megan R. Gunnar 264

12 Child Maltreatment and the Development of Alternate Pathways in Biology and Behavior Catherine C. Ayoub Gabrielle Rappolt-Schlichtmann 305

13 Corticolimbic Circuitry and Psychopathology: Development of the Corticolimbic System Francine M. Benes 331

Index 363

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Terms of Use.
  • - Barnes & reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)