Processes of Change in Brain and Cognitive Development
Attention and Performance XXI
Published on 6. April 2006
Book
Hardback
688 pages
978-0-19-856874-2 (ISBN)
Description
In recent years there has been a shift within developmental psychology away from examining the cognitive systems at different ages, to trying to understand exactly what are the mechanisms that generate change. What kind of learning mechanisms and representational changes drive cognitive development? How can the imaging techniques available help us to understand these mechanisms? This new volume in the highy cited and critically acclaimed Attention and Performance series is the first to provide a systematic investigation into the processes of change in mental development. It brings together world class scientists to address brain and cognitive development at several different levels, including phylogeny, genetics, neurophysiology, brain imaging, behavior, and computational modeling, across both typically and atypically developing populations. Presenting original new research from the frontiers of cognitive neuroscience, this book will have a substantial impact in this field, as well as on developmental psychology and developmental neuroscience.
More details
Series
Language
English
Place of publication
Oxford
United Kingdom
Target group
Professional and scholarly
Cognitive psychologists and cognitive neuroscientists. Developmental psychologists
Illustrations
83 Schaubilder, 18 Fotos bzw. Rasterbilder, 4 farbige Bildtafeln
83 figures; 18 photos; 4 colour plates
Dimensions
Height: 240 mm
Width: 168 mm
Thickness: 40 mm
Weight
1470 gr
ISBN-13
978-0-19-856874-2 (9780198568742)
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
Persons
Edited by Yuko Munakata, Associate Professor, Department of Psychology, University of Colorado, Boulder, USA and Mark Johnson, Director of the Centre for Brain and Cognitive Development, Birkbeck College, University of London, UK
Contributors: Dima Amso, Dept of Psychology, New York University, New York, USA Richard N Aslin, Dept of Brain and Cognitive Sciences, University of Rochester, USA Renee Baillargeon, Dept of Psychology, University of Illinois, Champaign IL, USA Andrew J Bremner, Cognitive Science REsearch Unit, Universite Libre de Bruxelles, Ixelles, Belgium Susan Carey, Dept of Psychology, Harvard University, Cambridge MA, USA B J Casey, Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, USA Desmond Cheung, Dept of Psychology, Cornell University, Ithaca NY, USA Gergely Csibra, Centre for Brain and Cognitive Development, School of Psychology, Birkbeck College, University of London, UK Richard B Darlington, Dept of Psychology, Cornell University, Ithaca NY, USA Matthew C Davidson, Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, USA Karen Dobkins, Dept of Psychology, University of California, San Diego, La Jolla CA, USA Barbara Finlay, Dept of Psychology, Cornell University, Ithaca NY, USA Isabel Gauthier, Dept of Psychology, Vanderbilt University, Nashville TN, USA Gyorgy Gergely, Institute for Psychological Research, Hungarian Academy of Sciences, Budapest, Hungary Clark Glymour, Dept of Philosophy, Carnegie-Mellon University, Pittsburgh PA, USA Rebecca L Gomez, Dept of Psychology, University of Arizona, Tucson AZ, USA Alison Gopnik, Dept of Psychology, University of California, Berkeley CA, USA Harlene Hayne, Psychology Dept, University of Otago, Dunedin, New Zealand John Hesselink, Dept of Radiology, School of Medicine, University of California, San Diego CA, USA Almut Hupbach, Dept of Psychology, University of Arizona, Tucson AZ, USA Annette Karmiloff-Smith, Neurocognitive Development Unit, Institute of Child Health, London, UK Irene Leo, Dept of Developmental Psychology, University of Padua, Italy Jie Li, Dept of Psychology, University of Illinois, Champaign IL, USA Yuyan Luo, Dept of Psychology, Stanford University, Stanford CA, USA Denis Mareschal, School of Psychology, Birkbeck College, University of London, UK Lori Markson, Dept of Psychology, University of California, Berkeley CA, USA Daphne Maurer, Dept of Psychology, McMaster University, Hamilton ON, Canada James L McClelland, Dept of Psychology, Carnegie-Mellon University, Pittsburgh PA Catherine J Mondloch, Dept of Psychology, Brock University, St Catharine's ON, Canada Lynn Nadel, Dept of Psychology, University of Arizona, Tucson AZ, USA Helen J Neville, Dept of Psychology, University of Oregon, Eugene OR, USA Randall O'Reilly, Dept of Psychology, University of Colorado, Boulder CO, USA Brianna Paul, Dept of Cognitive Science, University of California, San Diego, La Jolla CA, USA Kim Plunkett, Dept of Experimental Psychology, University of Oxford, UK Fiona M Richardson, School of Psychology, Birkbeck College, University of London, UK Barbara W Sarnecka, Dept of Psychology, Harvard University, Cambridge MA, USA Mark S Seidenberg, Dept of Psychology, University of Wisconsin-Madison, Madison WI, USA Tim Shallice, Institute of Cognitive Neuroscience, University College London, UK Thomas R Shultz, Dept of Psychology, McGill University, Montreal QU, Canada Francesca Simion, Dept of Developmental Psychology, University of Padua, Italy Joan Stiles, Dept of Cognitive Science, University of California, San Diego, La Jolla CA, USA Michael S C Thomas, School of Psychology, Birkbeck College, University of London, UK Chiara Turati, Dept of Developmental Psychology, University of Padua, Italy Eloisa Valneza, Dept of Developmental Psychology, University of Padua, Italy Su-hua Wang, Dept of Psychology, University of California, Santa Cruz CA, USA Jason D Z
Contributors: Dima Amso, Dept of Psychology, New York University, New York, USA Richard N Aslin, Dept of Brain and Cognitive Sciences, University of Rochester, USA Renee Baillargeon, Dept of Psychology, University of Illinois, Champaign IL, USA Andrew J Bremner, Cognitive Science REsearch Unit, Universite Libre de Bruxelles, Ixelles, Belgium Susan Carey, Dept of Psychology, Harvard University, Cambridge MA, USA B J Casey, Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, USA Desmond Cheung, Dept of Psychology, Cornell University, Ithaca NY, USA Gergely Csibra, Centre for Brain and Cognitive Development, School of Psychology, Birkbeck College, University of London, UK Richard B Darlington, Dept of Psychology, Cornell University, Ithaca NY, USA Matthew C Davidson, Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, USA Karen Dobkins, Dept of Psychology, University of California, San Diego, La Jolla CA, USA Barbara Finlay, Dept of Psychology, Cornell University, Ithaca NY, USA Isabel Gauthier, Dept of Psychology, Vanderbilt University, Nashville TN, USA Gyorgy Gergely, Institute for Psychological Research, Hungarian Academy of Sciences, Budapest, Hungary Clark Glymour, Dept of Philosophy, Carnegie-Mellon University, Pittsburgh PA, USA Rebecca L Gomez, Dept of Psychology, University of Arizona, Tucson AZ, USA Alison Gopnik, Dept of Psychology, University of California, Berkeley CA, USA Harlene Hayne, Psychology Dept, University of Otago, Dunedin, New Zealand John Hesselink, Dept of Radiology, School of Medicine, University of California, San Diego CA, USA Almut Hupbach, Dept of Psychology, University of Arizona, Tucson AZ, USA Annette Karmiloff-Smith, Neurocognitive Development Unit, Institute of Child Health, London, UK Irene Leo, Dept of Developmental Psychology, University of Padua, Italy Jie Li, Dept of Psychology, University of Illinois, Champaign IL, USA Yuyan Luo, Dept of Psychology, Stanford University, Stanford CA, USA Denis Mareschal, School of Psychology, Birkbeck College, University of London, UK Lori Markson, Dept of Psychology, University of California, Berkeley CA, USA Daphne Maurer, Dept of Psychology, McMaster University, Hamilton ON, Canada James L McClelland, Dept of Psychology, Carnegie-Mellon University, Pittsburgh PA Catherine J Mondloch, Dept of Psychology, Brock University, St Catharine's ON, Canada Lynn Nadel, Dept of Psychology, University of Arizona, Tucson AZ, USA Helen J Neville, Dept of Psychology, University of Oregon, Eugene OR, USA Randall O'Reilly, Dept of Psychology, University of Colorado, Boulder CO, USA Brianna Paul, Dept of Cognitive Science, University of California, San Diego, La Jolla CA, USA Kim Plunkett, Dept of Experimental Psychology, University of Oxford, UK Fiona M Richardson, School of Psychology, Birkbeck College, University of London, UK Barbara W Sarnecka, Dept of Psychology, Harvard University, Cambridge MA, USA Mark S Seidenberg, Dept of Psychology, University of Wisconsin-Madison, Madison WI, USA Tim Shallice, Institute of Cognitive Neuroscience, University College London, UK Thomas R Shultz, Dept of Psychology, McGill University, Montreal QU, Canada Francesca Simion, Dept of Developmental Psychology, University of Padua, Italy Joan Stiles, Dept of Cognitive Science, University of California, San Diego, La Jolla CA, USA Michael S C Thomas, School of Psychology, Birkbeck College, University of London, UK Chiara Turati, Dept of Developmental Psychology, University of Padua, Italy Eloisa Valneza, Dept of Developmental Psychology, University of Padua, Italy Su-hua Wang, Dept of Psychology, University of California, Santa Cruz CA, USA Jason D Z
Content
1. Contrasting domains in the control of action: the routine and the non-routine; I - LEARNING MECHANISMS; 2. How far can you go with Hebbian learning, and when does it lead you astray?; 3. Constructive learning in the modelling of psychological development; 4. Dynamically guided learning; 5. Core mechanisms of word learning; II - CONSTRAINTS ON LEARNING; 6. Developmental constraints on or developmental structure in brain evolution?; 7. Under what conditions do infants detect continuity violations?; 8. The emergence of cognitive specialization in infancy:the case of face preference; 9. Age-related changes in infant memory retrieval: implication for knowledge acquisition; 10. Learning how to be flexible with words; 11. Social learning and social cognition: the case for pedagogy; 12. Commentary: Constraints on the acquisition of specialization for face processing; III - REPRESENTATIONAL CHANGE; 13. Different profiles of plasticity within human cognition; 14. Atypical representational change: conditions for the emergence of atypical modularity; 15. A brand new ball game: Bayes net and neural net learning mechanisms in young children; IV - REPRESENTATIONAL INTEGRATION AND DISSOCIATION; 16. Modelling integration and dissociation in brain and cognitive development; 17. Enhanced red/green color input to motion processing in infancy: evidence for increasing dissociation of color and motion and information during development; 18. When do 4-month olds remember the 'what' and 'where' of hidden objects?; 19. The infant as synaesthete?; 20. The development of human conceptual representations: a case study; V - WHAT HAVE WE LEARNED (OR CAN WE LEARN) FROM COGNITIVE NEUROSCIENCE ABOUT DEVELOPMENTAL CHANGE?; 21. Species comparisons in development: the case of the geometric 'module'; 22. Learning about learning and development with modern imaging technology; 23. Spatial cognitive development following early focal brain injury: evidence for adaptive change in brain and cognition; 24. Modules, genes and evolution: what have we learned from atypical development?; 25. Connectionist models in developmental cognitive neuroscience: critical periods and the paradox of success; 26. Processes of change in brain and cognitive development: the final word