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Human Behavior, Learning, and the Developing Brain

Typical Development

• Edited by Donna Coch, Kurt W. Fischer, Geraldine Dawson

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• Binding: Hardback
• Pages: 412
• Published by: Guilford Press
• Publication Date: 31st May 2007
• ISBN: 978-1-59385-136-1

About the Book

This state-of-the-science 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 all children's learning and healthy development. Illustrations include four pages in full color.

Reviews

'The development of brain networks underlying thought, feelings, and behavior has become the basis for understanding important landmarks in the complex transition from infancy to adulthood. This book provides expert guidance on what is known - and what remains to be learned - about both the mechanisms common to all humans and the differences that form the basis of individuality.' - Michael I. Posner, PhD, Department of Psychology (Emeritus), University of Oregon, USA

'Contemporary research on the relationship between brain development and behavior requires us to become familiar not only with the developing brain and behavior change, but also with the cultural organization of experience that, together, create the special nature of human beings. This carefully organized book provides an outstanding summary of the state of this complex, important topic. Important reading for all students of human development.' - Michael Cole, PhD, Departments of Psychology and Communication, University of California, San Diego, USA

Table of Contents

Part I: History, Method, and Theory. Segalowitz,The Role of Neuroscience in Historical and Contemporary Theories of Human Development. Byrnes, Some Ways in which Neuroscientific Research Can Be Relevant to Education. Lenroot, Giedd, The Structural Development of the Human Brain as Measured Longitudinally with Magnetic Resonance Imaging. Immordino-Yang, Fischer, Dynamic Development of Hemispheric Biases in Three Cases: Cognitive/Hemispheric Cycles, Music, and Hemispherectomy. Part II: The Developing Brain and Behavior in Infancy and Toddlerhood. Johnson, The Social Brain in Infancy: A Developmental Cognitive Neuroscience Approach. Webb, Recognition Memory: Brain–behavior Relations from 0 to 3. Mills, Sheehan, Experience and Developmental Changes in the Organization of Language-relevant Brain Activity. Kagan, Snidman, Temperament and Biology. Bell, Wolfe, Adkins, Frontal Lobe Development During Infancy and Childhood: Contributions of Brain Electrical Activity, Temperament, and Language to Individual Differences in Working Memory and Inhibitory Control. Part III: The Developing Brain and Behavior in School-aged Children and Adolescents. Booth, Brain Bases of Learning and Development of Language and Reading. Ben-Yehudah, Fiez, Development of Verbal Working Memory. Fries, Pollak, Emotion Processing and the Developing Brain. Spear, Brain Development and Adolescent Behavior.

About the Author(s)

Edited by Donna Coch, EdD, Department of Education, Dartmouth College, USA; Kurt W. Fischer, PhD, Department of Psychology and Graduate School of Education, Harvard University, USA; and Geraldine Dawson, PhD, Departments of Psychology and Psychiatry and Behavioral Sciences, University of Washington, USA

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