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The third edition of Developmental Cognitive Neuroscience presents a thorough updating and enhancement of the classic text that introduced the rapidly expanding field of developmental cognitive neuroscience. Includes the addition of two new chapters that provide further introductory material on new methodologies and the application of genetic methods in cognitive development Includes several key discussion points at the end of each chapter Features a greater focus on mid-childhood and adolescence, to complement the previous edition?s emphasis on early childhood Brings the science closer to real-world applications via a greater focus on fieldwork Includes a greater emphasis on structural and functional brain imaging
Over its previous two editions, Understanding Other Minds has established itself as a classic text on autism and theory of mind. In the 15 years since the last edition was prepared, the neuroimaging literature on "theory of mind" has expanded significantly, revealing new brain regions and their role in regard to "theory of mind". Other major changes include developments in the study of infants and in the fields of hormones and genetics. Such studies have revealed evidence of both heritability (from twin studies), some molecular genetic associations, and a specific role for both sex steroid hormones (such as foetal testosterone) and neuropeptide hormones, such as oxytocin. The new edition brings together an international team of leading writers and researchers from psychology, psychiatry, neuroscience, and philosophy to present a state-of-the-art review of scientific research in this important field - one that will be essential for all those involved in the fields of developmental psychology and neuroscience, as well as psychiatrists and philosophers.
An overview of the new techniques that account for the progress and heightened activity in developmental cognitive science research.
This Special Issue showcases some of the latest and best research in an important emerging field, developmental social neuroscience, which is focused on the nature and development of the mechanisms involved in socially relevant human behavior. Recent work on the neural correlates of empathy, prosocial and antisocial behavior, and inter-personal communication, for example, is transforming our view of human development by revealing complex interactions among genes and environment, including culture, that are shaping brain and behavior throughout life. This work, like research in social neuroscience more generally, is also causing scientists to reassess longstanding assumptions about the meaning of constructs and (false) dichotomies such as cognition versus emotion, and behavior versus brain. What emerges is a more holistic view of human beings as dynamic, multidimensional phenomena that are simultaneously cognitive and emotional, behavioral and neural, social and individual, depending on how you approach the phenomena and how you measure them. A prominent feature of this new research is the use of multiple methods in order to make measurements at multiple levels of analysis. What distinguishes the studies included here from other recent work in social neuroscience is the adoption of a developmental approach. From a developmental perspective, human beings are viewed as dynamic organisms, continually in flux; an effort is made to document the ontogenetic time series. The hope is that a developmental approach will provide a more comprehensiveâe"and hence, more completeâe"description of human social function; namely, one that includes an understanding of the actual causal mechanisms by which this function emerges.
Recent years have seen an explosion of research into the physiological and neural bases of social behavior. This state-of-the science handbook is unique in approaching the topic from a developmental perspective. Exploring the dynamic relationship between biology and social behavior from infancy through adolescence, leading investigators discuss key processes in typical and atypical development. Chapters address emotion, motivation, person perception, interpersonal relationships, developmental disorders, and psychopathology. The volume sheds light on how complex social abilities emerge from basic brain circuits, whether there are elements of social behavior that are "hard wired" in the brain, and the impact of early experiences. Illustrations include 8 color plates.
This book explores the impact of acquired brain injury and developmental disabilities on children's emerging social skills. The editors present an innovative framework for understanding how brain processes interact with social development in both typically developing children and clinical populations. Anderson, Royal Children's Hospital, Melbourne.
Cognitive Development and Cognitive Neuroscience: The Learning Brain is a thoroughly revised edition of the bestselling Cognitive Development. The new edition of this full-colour textbook has been updated with the latest research in cognitive neuroscience, going beyond Piaget and traditional theories to demonstrate how emerging data from the brain sciences require a new theoretical framework for teaching cognitive development, based on learning. Building on the framework for teaching cognitive development presented in the first edition, Goswami shows how different cognitive domains such as language, causal reasoning and theory of mind may emerge from automatic neural perceptual processes. Cognitive Neuroscience and Cognitive Development integrates principles and data from cognitive science, neuroscience, computer modelling and studies of non-human animals into a model that transforms the study of cognitive development to produce both a key introductory text and a book which encourages the reader to move beyond the superficial and gain a deeper understanding of the subject matter. Cognitive Development and Cognitive Neuroscience is essential for students of developmental and cognitive psychology, education, language and the learning sciences. It will also be of interest to anyone training to work with children.
A range of empirical and theoretical perspectives on the relationship between biology and social cognition from infancy through childhood. Recent research on the developmental origins of the social mind supports the view that social cognition is present early in infancy and childhood in surprisingly sophisticated forms. Developmental psychologists have found ingenious ways to test the social abilities of infants and young children, and neuroscientists have begun to study the neurobiological mechanisms that implement and guide early social cognition. Their work suggests that, far from being unfinished adults, babies are exquisitely designed by evolution to capture relevant social information, learn, and explore their social environments. This volume offers a range of empirical and theoretical perspectives on the relationship between biology and social cognition from infancy through childhood. The contributors consider scientific advances in early social perception and cognition, including findings on the development of face processing and social perceptual biases; explore recent research on early infant competencies for language and theory of mind, including a developmental account of how young children become moral agents and the role of electrophysiology in identifying psychological processes that underpin social cognition; discuss the origins and development of prosocial behavior, reviewing evidence for a set of innate predispositions to be social, cooperative, and altruistic; examine how young children make social categories; and analyze atypical social cognition, including autism spectrum disorder and psychopathy. Contributors Lior Abramson, Renée Baillargeon, Pascal Belin, Frances Buttelmann, Sofia Cardenas, Michael J. Crowley, Fabrice Damon, Jean Decety, Michelle de Haan, Ghislaine Dehaene-Lambertz, Melody Buyukozer Dawkins, Xiao Pan Ding, Kristen A. Dunfield, Rachel D. Fine, Ana Fló, Jennifer R. Frey, Susan A. Gelman, Diane Goldenberg, Marie-Hélène Grosbras, Tobias Grossmann, Caitlin M. Hudac, Dora Kampis, Tara A. Karasewich, Ariel Knafo-Noam, Tehila Kogut, Ágnes Melinda Kovács, Valerie A. Kuhlmeier, Kang Lee, Narcis Marshall, Eamon McCrory, David Méary, Christos Panagiotopoulos, Olivier Pascalis, Markus Paulus, Kevin A. Pelphrey, Marcela Peña, Valerie F. Reyna, Marjorie Rhodes, Ruth Roberts, Hagit Sabato, Darby Saxbe, Virginia Slaughter, Jessica A. Sommerville, Maayan Stavans, Nikolaus Steinbeis, Fransisca Ting, Florina Uzefovsky, Essi Viding
A new understanding of cognitive development from the perspective of neuroscience This book provides a state-of-the-art understanding of the neural bases of cognitive development. Although the field of developmental cognitive neuroscience is still in its infancy, the authors effectively demonstrate that our understanding of cognitive development is and will be vastly improved as the mechanisms underlying development are elucidated. The authors begin by establishing the value of considering neuroscience in order to understand child development and then provide an overview of brain development. They include a critical discussion of experience-dependent changes in the brain. The authors explore whether the mechanisms underlying developmental plasticity differ from those underlying adult plasticity, and more fundamentally, what distinguishes plasticity from development. Having armed the reader with key neuroscience basics, the book begins its examination of the neural bases of cognitive development by examining the methods employed by professionals in developmental cognitive neuroscience. Following a brief historical overview, the authors discuss behavioral, anatomic, metabolic, and electrophysiological methods. Finally, the book explores specific content areas, focusing on those areas where there is a significant body of knowledge on the neural underpinnings of cognitive development, including: * Declarative and non-declarative memory and learning * Spatial cognition * Object recognition * Social cognition * Speech and language development * Attention development For cognitive and developmental psychologists, as well as students in developmental psychology, neuroscience, and cognitive development, the authors' view of behavioral development from the perspective of neuroscience sheds new light on the mechanisms that underlie how the brain functions and how a child learns and behaves.
This title marks the emergence of a third broad perspective in neuroscience. This perspective emphasizes the functions that emerge through the coaction and interaction of conspecifics and the commonality and differences across social species and superorganismal structures.