ERIC Number: ED512327
Record Type: Non-Journal
Publication Date: 2010-Jul
Human Behavior, Learning, and the Developing Brain: Typical Development
Coch, Donna, Ed.; Fischer, Kurt W., Ed.; Dawson, Geraldine, Ed.
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. This book is divided into three parts. Part I, History, Method, and Theory, includes: (1) The Role of Neuroscience in Historical and Contemporary Theories of Human Development (Sidney J. Segalowitz); (2) Some Ways in Which Neuroscientific Research Can Be Relevant to Education (James P. Byrnes); (3) The Structural Development of the Human Brain as Measured Longitudinally with Magnetic Resonance Imaging (Rhoshel K. Lenroot and Jay N. Giedd); and (4) Dynamic Development of Hemispheric Biases in Three Cases: Cognitive/Hemispheric Cycles, Music, and Hemispherectomy (Mary Helen Immordino-Yang and Kurt W. Fischer). Part II, The Developing Brain and Behavior in Infancy and Toddlerhood, includes: (5) The Social Brain in Infancy: A Developmental Cognitive Neuroscience Approach (Mark H. Johnson); (6) Recognition Memory: Brain-Behavior Relations from 0 to 3 (Sara Jane Webb); (7) Experience and Developmental Changes in the Organization of Language-Relevant Brain Activity (Debra L. Mills and Elizabeth A. Sheehan); (8) Temperament and Biology (Jerome Kagan and Nancy Snidman); and (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, and Denise R. Adkins). Part III, The Developing Brain and Behavior in School-Age Children and Adolescents, includes: (10) Brain Bases of Learning and Development of Language and Reading (James R. Booth); (11) Development of Verbal Working Memory (Gal Ben-Yehudah and Julie A. Fiez); (12) Emotion Processing and the Developing Brain (Alison B. Wismer Fries and Seth D. Pollak); and (13) Brain Development and Adolescent Behavior (Linda Patia Spear).
Descriptors: Infants, Personality, Short Term Memory, Recognition (Psychology), Brain, Longitudinal Studies, Child Development, Case Studies, Cognitive Science, Social Development, Cognitive Development, Language Processing, Student Behavior, Learning Processes, Reading Processes, Children, Adolescents, Behavior Development, Child Behavior, Neuropsychology, Brain Hemisphere Functions, Psychological Patterns
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Publication Type: Books; Collected Works - General; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A