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Processes of Change in Brain and Cognitive Development
Attention and Performance XXI
Edited by Yuko Munakata and Mark Johnson
688 pages
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83 figures; 18 photos; 4 colour plates
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240x168mm
978-0-19-856874-2
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Hardback
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06 April 2006
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- A new volume in the critically acclaimed Attention and Performance series, examining the mechanisms underlying cognitive development
- Presents groundbreaking research from leading scientists in psychology and cognitive neuroscience, providing an authoritative overview of the burgeoning field of developmental cognitive neuroscience
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. Readership: Cognitive psychologists and cognitive neuroscientists. Developmental psychologists
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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 Click here to visit Yuko Munakata's homepage
Click here to visit Mark Johnson's Homepage 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 Zevin, Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, USA
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1: Tim Shallice: Contrasting domains in the control of action: the routine and the non-routine
I - Learning Mechanisms
2: James L McClelland: How far can you go with Hebbian learning, and when does it lead you astray?
3: Thomas R Shultz: Constructive learning in the modelling of psychological development
4: Rebecca L Gomez: Dynamically guided learning
5: Lori Markson: Core mechanisms of word learning
II - Constraints on Learning
6: Barbara Finlay, Desmond Cheung & Richard B Darlington: Developmental constraints on or developmental structure in brain evolution?
7: Renee Baillargeon, Jie Li, Yuyan Luo & Su-hua Wang: Under what conditions do infants detect continuity violations?
8: Francesca Simion, Chiara Turati, Eloisa Valneza & Irene Leo: The emergence of cognitive specialization in infancy:the case of face preference
9: Harlene Hayne: Age-related changes in infant memory retrieval: implication for knowledge acquisition
10: Kim Plunkett: Learning how to be flexible with words
11: Gergely Csibra & Gyorgy Gergely: Social learning and social cognition: the case for pedagogy
12: Isabel Gauthier: Commentary: Constraints on the acquisition of specialization for face processing
III - Representational Change
13: Helen J Neville: Different profiles of plasticity within human cognition
14: Michael S C Thomas & Fiona M Richardson: Atypical representational change: conditions for the emergence of atypical modularity
15: Alison Gopnik & Clark Glymour: A brand new ball game: Bayes net and neural net learning mechanisms in young children
IV - Representational Integration and Dissociation
16: Randall O'Reilly: Modelling integration and dissociation in brain and cognitive development
17: Karen Dobkins: Enhanced red/green color input to motion processing in infancy: evidence for increasing dissociation of color and motion and information during development
18: Denis Mareschal & Andrew J Bremner: When do 4-month olds remember the 'what' and 'where' of hidden objects?
19: Daphne Maurer & Catherine J Mondloch: The infant as synaesthete?
20: Susan Carey & Barbara W Sarnecka: 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: Lynn Nadel & Almut Hupbach: Species comparisons in development: the case of the geometric 'module'
22: B J Casey, Dima Amso & Matthew C Davidson: Learning about learning and development with modern imaging technology
23: Joan Stiles, Brianna Paul & John Hesselink: Spatial cognitive development following early focal brain injury: evidence for adaptive change in brain and cognition
24: Annette Karmiloff-Smith: Modules, genes and evolution: what have we learned from atypical development?
25: Mark S Seidenberg & Jason D Zevin: Connectionist models in developmental cognitive neuroscience: critical periods and the paradox of success
26: Richard N Aslin: Processes of change in brain and cognitive development: the final word
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