Human Behavior, Learning, and the Developing Brain Typical Development

by Coch, Donna; Fischer, Kurt W.; Dawson, Geraldine

• ISBN13: 9781606239681
• ISBN10: 1606239686
• Edition: 1st
• Format: Paperback
• Copyright: 2010-06-15
• Publisher: The Guilford Press

Summary

This volume brings together leading authorities from multiple disciplines to examine the relationship between brain development and behavior in typically developing children. Presented are innovative cross-sectional and longitudinal studies that shed light on brain'behavior connections in infancy and toddlerhood through adolescence. Chapters explore the complex interplay of neurobiological and environmental influences in the development of memory, language, reading, inhibitory control, and other core aspects of cognitive, emotional, and social functioning. Throughout, the volume gives particular attention to what the research reveals about ways to support learning and healthy development in all children. Illustrations include four pages in full color.This book will be important reading for researchers and practitioners in developmental and cognitive neuroscience, neuropsychology, developmental psychology, clinical psychology, education, and psychiatry; also of interest to advanced students. It will also serve as a text in graduate-level courses on learning and the brain, developmental and cognitive neuroscience, and related topics.

Author Biography

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.

 

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.

 

Geraldine Dawson, PhD, is Professor of Psychology at the University of Washington, where she is also Director of the Autism Center. She is internationally recognized for her pioneering research on early diagnosis and brain function in autism and early biological risk factors for psychopathology. Dr. Dawson has published over 125 scientific articles and chapters and a number of books, and has been the recipient of continuous research funding from the National Institutes of Health for her studies on autism and child psychopathology.

Table of Contents

History, Method, and Theory
The Role of Neuroscience in Historical and Contemporary Theories of Human Development	p. 3
Some Ways in Which Neuroscientific Research Can Be Relevant to Education	p. 30
The Structural Development of the Human Brain as Measured Longitudinally with Magnetic Resonance Imaging	p. 50
Dynamic Development of Hemispheric Biases in Three Cases: Cognitive/Hemispheric Cycles, Music, and Hemispherectomy	p. 74
The Developing Brain and Behavior in Infancy and Toddlerhood
The Social Brain in Infancy: A Developmental Cognitive Neuroscience Approach	p. 115
Recognition Memory: Brain-Behavior Relations from 0 to 3	p. 138
Experience and Developmental Changes in the Organization of Language-Relevant Brain Activity	p. 183
Temperament and Biology	p. 219
Frontal Lobe Development during Infancy and Childhood: Contributions of Brain Electrical Activity, Temperament, and Language to Individual Differences in Working Memory and Inhibitory Control	p. 247
The Developing Brain and Behavior in School-Age Children and Adolescents
Brain Bases of Learning and Development of Language and Reading	p. 279
Development of Verbal Working Memory	p. 301
Emotion Processing and the Developing Brain	p. 329
Brain Development and Adolescent Behavior	p. 362
Index	p. 397
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