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.
About the author
MICHELLE de HAAN, Ph D 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, Ph D., 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, Ph D., 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.
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