Landmark text focusing on the development of brain and behavior during infancy, childhood, and adolescence
Developmental Cognitive Neuroscience provides an accessible introduction to the main methods, theories, and empirical findings of developmental cognitive neuroscience. The focus is on human development from in utero to early adulthood, but key comparative work is also included. This new edition covers research in clinical/medical populations, educational applications and major advancements in methods and analysis, in particular with increasing longitudinal research focusing on understanding the mechanisms of cognitive development. It also contains a new chapter on global and cross-cultural perspectives outlining how developmental cognitive neuroscience has been applied in different settings and how techniques can be successfully adapted.
The text features a variety of student-friendly features such as chapter-end discussion, applications of basic research, and introductions to key experimental methods. An accompanying related resource website for students and educators that includes a test bank of multiple choice questions is also provided.
Other sample topics covered in Developmental Cognitive Neuroscience include:
Biology of change, methods, and populations, from gene to brain, building a brain, and vision, orienting, and attention Perceiving and acting in a world of objects, learning, and long-term memory, language, and prefrontal cortex, working memory, and decision-making Perceiving and acting in the social world, educational neuroscience, interactive specialization, and integrating development cognitive neuroscience Mid-childhood and adolescent development, social cognition and neuroimaging, and broader cognitive neuroscience approaches and theory
With expansive yet accessible coverage of the subject, Developmental Cognitive Neuroscience is an ideal resourcefor upper level undergraduate and early postgraduate readers. The text will further appeal to professionals in fields that have adopted developmental cognitive neuroscience approaches, such as education, clinical psychology, pediatric medicine and global health.
List of Figures x List of Tables xvii List of Abbreviations xviii Preface to the First Edition xx Preface to the Fifth Edition xxii About the Companion Website xxiii 1 The Biology of Change 1 Viewpoints on Development 1 Analyzing Development 5 Why Take a Cognitive Neuroscience Approach to Development? 6 Why Take a Developmental Approach to Cognitive Neuroscience? 7 The Cause of Developmental Change 8 Three Viewpoints on Human Functional Brain Development 10 Interactive Specialization 11 Looking Forward 12 2 Methods and Populations 14 Introduction 14 Behavioral and Cognitive Tasks 15 Assessing Brain Function in Development 16 Observing Brain Structure in Development 18 Animal Studies and Genetics 19 Neurodiversity and Developmental Disorders 20 Atypically Developing Brains 22 Sensory and Environmental Variations 25 Familial Risk Populations 26 3 From Gene to Brain 28 The History of the Gene 28 Principles of Gene Function 29 Genetics and Developmental Cognitive Neuroscience 32 The Epigenome 36 The FOXP2 Gene 36 4 Building a Brain 39 An Overview of Primate Brain Anatomy 40 Prenatal Brain Development 43 Postnatal Brain Development 46 The Development of Cortical Areas: Protomap or Protocortex? 53 Differential Development of Human Cortex 61 Postnatal Brain Development: Adolescence 64 Postnatal Brain Development: The Hippocampus and Subcortical Structures 65 Neurotransmitters and Neuromodulators 66 What Makes a Brain Human? 69 General Summary and Conclusions 70 5 Vision, Orienting, and Attention 71 The Development of Vision 71 The Development of Visual Orienting 76 Saccade Planning 86 Visual Attention 89 General Summary and Conclusions 95 6 Perceiving and Acting in a World of Objects 97 The Dorsal and Ventral Visual Pathways 98 Hidden Objects 101 Neural Oscillations and Object Processing 105 General Summary and Conclusions 106 7 Perceiving and Acting on the Social World 107 The Social Brain 107 Face Recognition 109 Brain Development and Face Recognition in Humans 113 Perceiving and Acting on the Eyes 120 Understanding and Predicting the Behavior of Others 123 The Atypical Social Brain 127 General Summary and Conclusions 131 8 Learning and Long- Term Memory 133 Development of Explicit Memory 135 Implicit Memory 143 General Summary and Conclusions 145 9 Language 147 Introduction 147 Are Some Parts of Cortex Critical for Language Acquisition? 149 Neural Basis of Speech Processing in Infants 155 Influence of Experience on Brain Language Processing 156 Neural Correlates of Typical and Atypical Language Acquisition 158 General Summary and Conclusions 161 0005539305.indd 8 03-16-2023 10:44:52 10 Prefrontal Cortex, Executive Functions, and Decision- Making 163 Introduction 164 Prefrontal Cortex and Object Permanence 164 Prefrontal Cortex and Executive Functions Development During Adolescence 166 Social Decision- Making and Self- Regulation During Adolescence 170 Prefrontal Cortex, Skill Learning, and Interactive Specialization 173 General Summary and Conclusions 177 11 Educational Neuroscience 179 Numeracy 181 Literacy 185 Domain- General Skills: Executive Functions and Processing Speed 186 Individual Differences and Training Interventions 189 Dyscalculia and Dyslexia 192 General Summary and Conclusions 195 12 Global and Cross- Cultural Perspectives 197 Developmental Cognitive Neuroscience: Factors to Consider in Global, Cross- Cultural Settings 198 Cognitive Neurosciences Approaches to Look at Commonalities Across Global/Cultural Settings 199 Infants’ Response to Novelty 199 Social Processing 200 Numeracy and Literacy 202 Developmental Cognitive Neuroscience: Examining Factors Affecting Similarities and Differences Among Global Settings and Cultures 203 Maternal Stress, Caregiving and Education and Brain Responses to Social Stimuli 203 Interactions Between Factors Predicting Individual Differences in Neurocognition 203 Brain Responses in the Context of Global- Specific Risk 204 General Summary and Conclusions 204 13 Toward an Integrated Developmental Cognitive Neuroscience 206 Introduction 206 Three Viewpoints on Human Functional Brain Development 207 Interactive Specialization (IS) 209 Emerging Networks 213 Genes and Cognitive Development 217 Relations Between Brain Structure and Function in Development 218 Neuroconstructivism 219 Criticisms of Developmental Cognitive Neuroscience 221 Applications of Developmental Cognitive Neuroscience 223 Concluding Remarks 224 References 225 Index 282
MICHELLE de HAAN, PhD is Professor in Infant and Child Development at University College London Great Ormond Street Institute of Child Health, UK. She is Editor of Developmental Science, and an international figure in the field of clinical and developmental social and cognitive neuroscience, with an emphasis on the early years and electrophysiological and behavioural methods. IROISE DUMONTHEIL, PhD., is Professor of Cognitive Neuroscience at the Centre for Brain and Cognitive Development, Birkbeck, University of London. Her research focuses on the typical development of the brain, cognition and behaviour during childhood and adolescence, in particular in the domains of social cognition and cognitive control, and on potential implications of neuroscience research for education. MARK H. JOHNSON, FBA, PhD., is Professor of Experimental Psychology at the University of Cambridge, UK, and Professor at the Centre for Brain and Cognitive Development, Birkbeck, University of London. A founding leader of developmental cognitive neuroscience, his research focuses on both the typical and atypical development of the brain, cognition and behaviour over the first three years postnatal.
