Human Behavior, Learning, and the Developing Brain Atypical Development

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. This book will be important reading for practitioners and researchers 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, neurodevelopmental disorders, and related topics.

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 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.
 
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.