The disciplines of cognitive neuroscience, development, and psychopathology are complementary in the study of human perception and attention, even though each discipline emerges from a decidedly different and sometimes incompatible worldview. The meeting of researchers across these disciplines results in a fruitful cross-fertilization that ultimately leads to better science within each discipline and a joint scientific endeavor that is greater than the sum of its parts.
Cognitive Neuroscience, Development, and Psychopathology: Typical and Atypical Developmental Trajectories of Attention unites scholars sharing common interests in the development of attention and related areas of functioning with different perspectives and methodologies. The volume does not impose a single framework for discussing the relevant issues, but rather the authors highlight the importance of their own approaches to the study of the typical and atypical development of attention. Drs. Burack, Enns, and Fox have organized the chapters into three sections: Atypical Environments, Threat, and the Development of Individual Differences in Attention; The Organization of the Development of Attention in Typical and Atypical Processing; and The Case of Orienting Attention in Developing an Integrated Science. Discussion topics include cognitive bias modification, attention and the development of anxiety disorders, deficient anchoring, reflexive and abnormal social orienting in autism, and social attention. This volume is a unique and critical resource for researchers in communication disorders, developmental and cognitive psychology, human development, neuroscience, and educational and counseling psychology.
|Publisher:||Oxford University Press|
|Edition description:||New Edition|
|Product dimensions:||6.40(w) x 9.30(h) x 1.20(d)|
About the Author
Jacob A. (Jake) Burack is Professor of School/Applied Child Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University. He is the founder and director of the McGill Youth Study Team (MYST) where he and his students work within the MYST motto of "a commitment to excellence in the study and education of all children."
James T. Enns is Distinguished Professor of Psychology at the University of British Columbia. He is the editor of Journal of Experimental Psychology: Human Perception and Performance. He has edited two research volumes on the development of attention, has sole and co-authored textbooks on perception, and published more than 140 scientific articles.
Nathan A. Fox is Director of the Child Development Lab and Distinguished University Professor in the Department of Human Development at the University of Maryland College Park. The National Institutes of Health funds his work and gave him a MERIT award for excellence of his research program examining social and emotional development of young children.
Table of Contents
Chapter 1. Cognitive science, development, and psychopathology: Typical and atypical trajectories of attention
James T. Enns and Jacob A. Burack
Section I. Atypical Environments, Threat, and the Development of Individual Differences in Attention
Chapter 2. Linking early adversity, brain, and developmental psychopathology: A review of findings from survivors of extremely low birth weight and child maltreatment
Vladimir Miskovic and Louis A. Schmidt
Chapter 3. Cognitive bias modification: The effects of training paradigms
Jenna N. Goldstein Suway and Nathan A. Fox
Chapter 4. Attention and the development of anxiety disorders: The importance of disentangling reactive versus regulatory components of attention
Patricia L. Jordan and J. Bruce Morton
Section II. The Organization of the Development of Attention in Typical and Atypical Processing
Chapter 5 Ontogenesis and microgenesis of visual perceptual organization
Chapter 6 Deficient anchoring - a potential link between perceptual and cognitive difficulties among individuals with dyslexia
Karen Banai and Merav Ahissar
Chapter 7 Autism: Beyond Weak Central Coherence
Section III. The Case of Orienting Attention in Developing an Integrated Science
Chapter 8 Core components of flexibly attending: Summary and synthesis of reflexive orienting in autism
Jed T. Ellison and J. Steven Reznick
Chapter 9 Orienting attention to social cues typical and atypical development
Adrienne Rombough, Jennifer N. Barrie, and Grace Iarocci
Chapter 10 Investigating social attention: A case for increasing stimulus complexity in the laboratory
Elina Birmingham, Jelena Ristic, and Alan Kingstone
Chapter 11 Neurodevelopmental mechanisms in childhood psychopathology: The example of abnormal social orienting in autism
Noah J. Sasson, Lauren Turner Brown, and Joseph Piven