Processes of Change in Brain and Cognitive Development: Attention and Performance XXI by Yuko MunakataProcesses of Change in Brain and Cognitive Development: Attention and Performance XXI by Yuko Munakata

Processes of Change in Brain and Cognitive Development: Attention and Performance XXI

EditorYuko Munakata, Mark Johnson

Hardcover | April 21, 2006

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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 cognitivedevelopment? 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 severaldifferent 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 impactin this field, as well as on developmental psychology and developmental neuroscience.
Yuko Munakata is at Associate Professor, Department of Psychology, University of Colorado, Boulder, USA. Mark Johnson is at Director of the Centre for Brain and Cognitive Development, Birkbeck College, University of London, UK.
Title:Processes of Change in Brain and Cognitive Development: Attention and Performance XXIFormat:HardcoverDimensions:688 pages, 9.45 × 6.61 × 1.6 inPublished:April 21, 2006Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0198568746

ISBN - 13:9780198568742


Table of Contents

1. Tim Shallice: Contrasting domains in the control of action: the routine and the non-routineI - Learning Mechanisms2. 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 development4. Rebecca L Gomez: Dynamically guided learning5. Lori Markson: Core mechanisms of word learningII - Constraints on Learning6. Barbara Finlay, Desmond Cheung and Richard B Darlington: Developmental constraints on or developmental structure in brain evolution?7. Renee Baillargeon, Jie Li, Yuyan Luo and Su-hua Wang: Under what conditions do infants detect continuity violations?8. Francesca Simion, Chiara Turati, Eloisa Valneza and Irene Leo: The emergence of cognitive specialization in infancy:the case of face preference9. Harlene Hayne: Age-related changes in infant memory retrieval: implication for knowledge acquisition10. Kim Plunkett: Learning how to be flexible with words11. Gergely Csibra and Gyorgy Gergely: Social learning and social cognition: the case for pedagogy12. Isabel Gauthier: Commentary: Constraints on the acquisition of specialization for face processingIII - Representational Change13. Helen J Neville: Different profiles of plasticity within human cognition14. Michael S C Thomas and Fiona M Richardson: Atypical representational change: conditions for the emergence of atypical modularity15. Alison Gopnik and Clark Glymour: A brand new ball game: Bayes net and neural net learning mechanisms in young childrenIV - Representational Integration and Dissociation16. Randall O'Reilly: Modelling integration and dissociation in brain and cognitive development17. Karen Dobkins: Enhanced red/green color input to motion processing in infancy: evidence for increasing dissociation of color and motion and information during development18. Denis Mareschal and Andrew J Bremner: When do 4-month olds remember the 'what' and 'where' of hidden objects?19. Daphne Maurer and Catherine J Mondloch: The infant as synaesthete?20. Susan Carey and Barbara W Sarnecka: The development of human conceptual representations: a case studyV - What Have We Learned (Or Can We Learn) From Cognitive Neuroscience About Developmental Change?21. Lynn Nadel and Almut Hupbach: Species comparisons in development: the case of the geometric 'module'22. B J Casey, Dima Amso and Matthew C Davidson: Learning about learning and development with modern imaging technology23. Joan Stiles, Brianna Paul and John Hesselink: Spatial cognitive development following early focal brain injury: evidence for adaptive change in brain and cognition24. Annette Karmiloff-Smith: Modules, genes and evolution: what have we learned from atypical development?25. Mark S Seidenberg and Jason D Zevin: Connectionist models in developmental cognitive neuroscience: critical periods and the paradox of success26. Richard N Aslin: Processes of change in brain and cognitive development: the final word

Editorial Reviews

`This is the most prestigious and highly regarded series of edited volumes on cognitive psychology that exist in the field. Each volume has described research at the cutting edge, and there have been numerous A and P citation classics.'Jon Driver, University College London