Cognitive Science, Development, and Psychopathology
Typical and Atypical Developmental Trajectories of Attention
Published on 6. September 2012
Book
Hardback
336 pages
978-0-19-531545-5 (ISBN)
Description
The disciplines of cognitive neuroscience, development, and psychopathology are complementary in the study of human perception and attention, even though each discipline emerges from a decidedly different and sometimes incompatible worldview. The meeting of researchers across these disciplines results in a fruitful cross-fertilization that ultimately leads to better science within each discipline and a joint scientific endeavor that is greater than the sum of its parts.
Cognitive Science, Development, and Psychopathology: Typical and Atypical Developmental Trajectories of Attention unites scholars sharing common interests in the development of attention and related areas of functioning with different perspectives and methodologies. The volume does not impose a single framework for discussing the relevant issues, but rather the authors highlight the importance of their own approaches to the study of the typical and atypical development of attention. Drs. Burack, Enns, and Fox have organized the chapters into three sections: Atypical Environments, Threat, and the Development of Individual Differences in Attention; The Organization of the Development of Attention in Typical and Atypical Processing; and The Case of Orienting Attention in Developing an Integrated Science. Discussion topics include cognitive bias modification, attention and the development of anxiety disorders, deficient anchoring, reflexive and abnormal social orienting in autism, and social attention. This volume is a unique and critical resource for researchers in communication disorders, developmental and cognitive psychology, human development, neuroscience, and educational and counseling psychology.
Cognitive Science, Development, and Psychopathology: Typical and Atypical Developmental Trajectories of Attention unites scholars sharing common interests in the development of attention and related areas of functioning with different perspectives and methodologies. The volume does not impose a single framework for discussing the relevant issues, but rather the authors highlight the importance of their own approaches to the study of the typical and atypical development of attention. Drs. Burack, Enns, and Fox have organized the chapters into three sections: Atypical Environments, Threat, and the Development of Individual Differences in Attention; The Organization of the Development of Attention in Typical and Atypical Processing; and The Case of Orienting Attention in Developing an Integrated Science. Discussion topics include cognitive bias modification, attention and the development of anxiety disorders, deficient anchoring, reflexive and abnormal social orienting in autism, and social attention. This volume is a unique and critical resource for researchers in communication disorders, developmental and cognitive psychology, human development, neuroscience, and educational and counseling psychology.
More details
Language
English
Place of publication
New York
United States
Target group
College/higher education
Researchers in communication disorders, developmental and cognitive psychology, human development, neuroscience, and educational and counselling psychology.
Illustrations
21 line illus.
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 23 mm
Weight
666 gr
ISBN-13
978-0-19-531545-5 (9780195315455)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Jacob A. Burack | James T. Enns | Nathan A. Fox
Cognitive Neuroscience, Development, and Psychopathology
Typical and Atypical Developmental Trajectories of Attention
E-Book
07/2012
1st Edition
OUP eBook
€92.49
Available for download
Persons
Jacob A. (Jake) Burack is Professor of School/Applied Child Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University. He is the founder and director of the McGill Youth Study Team (MYST) where he and his students work within the MYST motto of "a commitment to excellence in the study and education of all children." James T. Enns is Distinguished Professor of Psychology at the University of British Columbia. He is the editor of Journal of Experimental Psychology: Human Perception and Performance. He has edited two research volumes on the development of attention, has sole and co-authored textbooks on perception, and published more than 140 scientific articles.
Nathan A. Fox is Director of the Child Development Lab and Distinguished University Professor in the Department of Human Development at the University of Maryland College Park.
Nathan A. Fox is Director of the Child Development Lab and Distinguished University Professor in the Department of Human Development at the University of Maryland College Park.
Editor
Professor of School/Applied Developmental Psychology and Director of the McGill Youth Study TeamProfessor of School/Applied Developmental Psychology and Director of the McGill Youth Study Team, Department of Educational and Counseling Psychology, McGill University, Canada
Distinguished University ProfessorDistinguished University Professor, Department of Psychology, University of British Columbia, Canada
Director, Child Development LabDirector, Child Development Lab, Department of Human Development, University of Maryland, USA
Content
Contents ; Contributors ; Introduction ; Chapter 1. Cognitive science, development, and psychopathology: Typical and atypical trajectories of attention ; James T. Enns and Jacob A. Burack ; Section I. Atypical Environments, Threat, and the Development of Individual Differences in Attention ; Chapter 2. Linking early adversity, brain, and developmental psychopathology: A review of findings from survivors of extremely low birth weight and child maltreatment ; Vladimir Miskovic and Louis A. Schmidt ; Chapter 3. Cognitive bias modification: The effects of training paradigms ; Jenna N. Goldstein Suway and Nathan A. Fox ; Chapter 4. Attention and the development of anxiety disorders: The importance of disentangling reactive versus regulatory components of attention ; Patricia L. Jordan and J. Bruce Morton ; Section II. The Organization of the Development of Attention in Typical and Atypical Processing ; Chapter 5 Ontogenesis and microgenesis of visual perceptual organization ; Ruth Kimch ; Chapter 6 Deficient anchoring - a potential link between perceptual and cognitive difficulties among individuals with dyslexia ; Karen Banai and Merav Ahissar ; Chapter 7 Autism: Beyond Weak Central Coherence ; Elizabeth Pellicano ; Section III. The Case of Orienting Attention in Developing an Integrated Science ; Chapter 8 Core components of flexibly attending: Summary and synthesis of reflexive orienting in autism ; Jed T. Ellison and J. Steven Reznick ; Chapter 9 Orienting attention to social cues typical and atypical development ; Adrienne Rombough, Jennifer N. Barrie, and Grace Iarocci ; Chapter 10 Investigating social attention: A case for increasing stimulus complexity in the laboratory ; Elina Birmingham, Jelena Ristic, and Alan Kingstone ; Chapter 11 Neurodevelopmental mechanisms in childhood psychopathology: The example of abnormal social orienting in autism ; Noah J. Sasson, Lauren Turner Brown, and Joseph Piven