Human Behavior, Learning, and the Developing Brain: Typical Development » (New Edition)

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.

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.

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.

This 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 learning and healthy development in all children. Illustrations include four pages in full color.

Educational Review

"Very recent and continuing developments within the field of neuroscience now have a secure conduit which assures their accessibility to developmental psychologists and education professionals....The text is very tightly referenced, with great care taken to demonstrate the evidence bases used to inform theory development and conclusions, and cautious and well-supported lines of argument applying the knowledge derived from research to inform implications for educational practices. Argument is therefore balanced and credible....The chapters can be read independently, each reading as a comprehensive, in-depth review of recent research literature, rich and dense in information and extremely well organised. To differing degrees, the authors draw upon their own research, but in all cases retain balance....All chapters are very readable, unfolding like good detective stories....I would commend this book most strongly as a balanced and authoritative reference text, capable of informing sensitive understanding of children''s functioning and developments of educational practice."--Educational Review

Part I History, Method, and Theory

1 The Role of Neuroscience in Historical and Contemporary Theories of Human Development Sidney J. Segalowitz 3

2 Some Ways in Which Neuroscientific Research Can Be Relevant to Education James P. Byrnes 30

3 The Structural Development of the Human Brain as Measured Longitudinally with Magnetic Resonance Imaging Rhoshel K. Lenroot Jay N. Giedd 50

4 Dynamic Development of Hemispheric Biases in Three Cases: Cognitive/Hemispheric Cycles, Music, and Hemispherectomy Mary Helen Immordino-Yang Kurt W. Fischer 74

Part II The Developing Brain and Behavior in Infancy and Toddlerhood

5 The Social Brain in Infancy: A Developmental Cognitive Neuroscience Approach Mark H. Johnson 115

6 Recognition Memory: Brain-Behavior Relations from 0 to 3 Sara Jane Webb 138

7 Experience and Developmental Changes in the Organization of Language-Relevant Brain Activity Debra L. Mills Elizabeth A. Sheehan 183

8 Temperament and Biology Jerome Kagan Nancy Snidman 219

9 Frontal Lobe Development during Infancy and Childhood: Contributions of Brain Electrical Activity, Temperament, and Language to Individual Differences in Working Memory and Inhibitory Control Martha Ann Bell Christy D. Wolfe Denise R. Adkins 247

Part III The Developing Brain and Behavior in School-Age Children and Adolescents

10 Brain Bases of Learning and Development of Language and Reading James R. Booth 279

11 Development of Verbal Working Memory Gal Ben-Yehudah Julie A. Fiez 301

12 Emotion Processing and the Developing Brain Alison B. Wismer Fries Seth D. Pollak 329

13 Brain Development and Adolescent Behavior Linda Patia Spear 362

Index 397