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

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

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Human Behavior, Learning, and the Developing Brain: Atypical Development by Donna Coch EdD

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.

Product Details

ISBN-13: 9781606239674
Publisher: Guilford Publications, Inc.
Publication date: 06/15/2010
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 378
File size: 4 MB

About 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.

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. Nelson2. Development of Social Brain Circuitry in Autism, Geraldine Dawson and Raphael Bernier3. Brain Mechanisms Underlying Social Perception Deficits in Autism, Kevin A. Pelphrey and Elizabeth J. Carter4. Williams Syndrome: A Model Developmental Syndrome for Exploring Brain–Behavior Relationships, Helen Tager-Flusberg and Daniela Plesa Skwerer5. Triangulating Developmental Dyslexia: Behavior, Brain, and Genes, Elena L. Grigorenko6. Typical Reading Development and Developmental Dyslexia across Languages, Usha Goswami7. Neurocognitive Correlates of Developmental Verbal and Orofacial Dyspraxia, Frederique Liegeois, Angela Morgan, and Faraneh Vargha-Khadem8. 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, and Peter J. Molfese9. Number Sense and Developmental Dyscalculia, Anna J. Wilson and Stanislas Dehaene10. Central Nervous System Substrates of Impulsivity: Implications for the Development of Attention-Deficit/Hyperactivity Disorder and Conduct Disorder, Lisa M. Gatzke-Kopp and Theodore P. Beauchaine11. Social Regulation of the Adrenocortical Response to Stress in Infants, Children, and Adolescents: Implications for Psychopathology and Education, Emma K. Adam, Bonnie Klimes-Dougan, and Megan R. Gunnar12. Child Maltreatment and the Development of Alternate Pathways in Biology and Behavior, Catherine C. Ayoub and Gabrielle Rappolt-Schlichtmann13. Corticolimbic Circuitry and Psychopathology: Development of the Corticolimbic System, Francine M. Benes

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