Neurodevelopmental Disorders Across the Lifespan: A neuroconstructivist approach

Hardcover | January 31, 2012

EditorEmily K. Farran, Annette Karmiloff-smith

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Nowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, ourstudy of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood. This is the first book to present evidence on development across the lifespan across these multiple levels of description (genetic, brain, cognitive, environmental). In the book, the authors have chosen a well-defined disorder, Williams syndrome (WS), to explore the impact of genes, braindevelopment, behaviour, as well as the individual's environment on development. WS is used as a model disorder to demonstrate the authors approach to understanding development, whilst being presented in comparison to other neurodevelopmental disorders - Autism, Developmental Dyscalculia, Downsyndrome, Dyslexia, Fragile X syndrome, Prader-Willi syndrome, Specific Language Impairment, Turner syndrome - to illustrate differences in development across neurodevelopmental disorders. Williams syndrome is particularly informative for exploring development: Firstly, it has been extensively researched at multiple levels: genes, brain, cognition and behaviour, as well as in terms of the difficulties of daily living and social interaction. Secondly, it has been studied across thelifespan, with many studies on infants and toddlers with WS as well as a large number on children, adolescents and adults. The authors also explore a number of domain-general and domain-specific processes in the verbal, non-verbal and social domains, across numerous neurodevelopmental disorders.This illustrates, among other factors, the importance of developmental timing, i.e. that the development of a cognitive skill at a specific timepoint can impact on subsequent development within that domain, but also across domains. In addition, the authors discuss the value of investigatingbasic-level abilities from as close to the infant start-state as possible, presenting evidence of where cross-syndrome comparisons have shed light on the cascading impacts of subtle similarities and discrepancies in early delay or deviance, on subsequent development. Designed such that readers with an interest in any neurodevelopmental disorder can gain insight into the intricate dynamics of cognitive development, the book covers both theoretical issues and those of clinical relevance. It will be an invaluable reference for any researcher, clinician, student aswell as interested parents or teachers wishing to learn about neurodevelopmental disorders from a developmental framework.

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Nowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, ourstudy of neurodevelopmental disorders has provid...

Emily Farran is a Senior Lecturer in Psychology, based at the Institute of Education, University of London. Her primary research focus relates to the development of visual and spatial cognition in typical children and in individuals with neurodevelopmental disorders. This includes areas such as mental imagery, visuo-spatial perception,...

other books by Emily K. Farran

Format:HardcoverDimensions:368 pages, 9.69 × 6.73 × 0.1 inPublished:January 31, 2012Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199594813

ISBN - 13:9780199594818

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Table of Contents

Annette Karmiloff-Smith and Emily K. Farran: Introduction - Williams syndrome: a Model for the Neuroconstructivist ApproachSection 1: Cognition, Brain, Genes1. Michael S.C. Thomas, Harry R. Purser, Jo van Herwegen: Cognition: The Developmental Trajectories Approach2. Annette Karmiloff-Smith: Brain: The Neuroconstructivist Approach3. Lucy R. Osbourne: Genes: The Gene Expression ApproachSection 2: Clinical and Practical Outcomes4. Kay Metcalfe: Clinical Profile: Diagnosis and Prognosis5. Chris Stinton and Patricia Howlin: Adult Outcomes and Integration into SocietySection 3: Domain-General Processes6. Kate Breckenridge, Jan Atkinson, Oliver Braddick: Attention7. Dagmara Annaz, Anna Ashworth: Sleep-Related Learning8. Stefano Vicari, Deny Menghini: Memory9. Kerry D. Hudson, Emily K. Farran: Executive Function and Motor PlanningSection 4: Domain-Specific Processes10. Carolyn B. Mervis, Angela E. John: Language Precursors and Early Language11. Vesna Stojanovik: Later Language12. Emily K. Farran, Susan C. Formby: Visual Perception and Visuo-Spatial Cognition13. Jan Atkinson, Oliver Braddick: Spatial Cognition, Visuo-Motor Action and Attention14. Debbie M. Riby: Face Processing and Social Interaction15. Ruth Campos, Maria Sotillo: Mental State Understanding and Social Interaction16. Joanne S. Camp, Emily K. Farran, Annette Karmiloff-Smith: Numeracy17. Yvonne M. Griffiths: LiteracySection 3: The Neuroconstructivist Approach to Domain-General and Domain-Specific Processes18. Ann Steele, Janice Brown, Gaia Scerif: Integrating domain-general and domain-specific developmental processes: cross-syndrome, cross-domain dynamicsAnnette Karmiloff-Smith and Emily K. Farran: Future Theoretical and Empirical Directions within a Neuroconstructivist Framework