David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
OUP Oxford (2011)
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, our study 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, brain development, 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, Down syndrome, 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 the lifespan, 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 investigating basic-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 as well as interested parents or teachers wishing to learn about neurodevelopmental disorders from a developmental framework.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Denis Mareschal, Mark H. Johnson, Sylvain Sirois, Michael Spratling, Michael S. C. Thomas & Gert Westermann (2007). Neuroconstructivism - I: How the Brain Constructs Cognition. OUP Oxford.
K. A. Forrest (2001). Toward an Etiology of Dissociative Identity Disorder: A Neurodevelopmental Approach. Consciousness and Cognition 10 (3):259-293.
Michael Thomas & Annette Karmiloff-Smith (2002). Are Developmental Disorders Like Cases of Adult Brain Damage? Implications From Connectionist Modelling. Behavioral and Brain Sciences 25 (6):727-750.
Denis Mareschal, Sylvain Sirois, Gert Westermann & Mark H. Johnson (2007). Neuroconstructivism - II: Perspectives and Prospects. OUP Oxford.
Stephen Ashwal (2003). Medical Aspects of the Minimally Conscious State in Children. Brain and Development 25 (8):535-545.
Paula Tallal (2002). Are Developmental Disabilities the Same in Children and Adults? Behavioral and Brain Sciences 25 (6):768-769.
Edouard Machery (2011). Developmental Disorders and Cognitive Architecture. In Pieter R. Adriaens & Andreas de Block (eds.), Maladapting Minds: Philosophy, Psychiatry, and Evolutionary Theory. Oxford University Press.
J. Briscoe (2002). The Beauty of Models for Developmental Disorders. Behavioral and Brain Sciences 25 (6):750-752.
Alan M. Leslie & Ron Mallon, Transgressors, Victims, and Cry Babies: Is Basic Moral Judgment Spared in Autism?
Ruth Condray & Stuart R. Steinhauer (2002). The Residual Normality Assumption and Models of Cognition in Schizophrenia. Behavioral and Brain Sciences 25 (6):753-754.
Simon Baron-Cohen, John Lawson, Rick Griffin & Jacqueline Hill, The Exact Mind: Empathising and Systemising in Autism Spectrum Conditions.
Ruth Sample (2013). Autism and the Extreme Male Brain. In Jami L. Anderson Simon Cushing (ed.), The Philosophy of Autism. Rowman and Littlefield.
Yuko Munakata, Jamie O. Edgin & Jennifer Merva Stedron (2002). The Best is yet to Come: The Promise of Models of Developmental Disorders. Behavioral and Brain Sciences 25 (6):765-766.
Franck Ramus (2002). Evidence for a Domain-Specific Deficit in Developmental Dyslexia. Behavioral and Brain Sciences 25 (6):767-768.
Sorry, there are not enough data points to plot this chart.
Added to index2012-04-15
Recent downloads (6 months)0
How can I increase my downloads?