Handbook of Developmental Social Neuroscience

Edited by Michelle de Haan and Megan R. Gunnar

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April 2, 2009
ISBN 9781606231173
Price: $110.00 $82.50
558 Pages
Size: 7" x 10"
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June 23, 2011
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558 Pages
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Recent years have seen an explosion of research into the physiological and neural bases of social behavior. This state-of-the science handbook is unique in approaching the topic from a developmental perspective. Exploring the dynamic relationship between biology and social behavior from infancy through adolescence, leading investigators discuss key processes in typical and atypical development. Chapters address emotion, motivation, person perception, interpersonal relationships, developmental disorders, and psychopathology. The volume sheds light on how complex social abilities emerge from basic brain circuits, whether there are elements of social behavior that are "hard wired" in the brain, and the impact of early experiences. Illustrations include 8 color plates.

“Editorial decisions made with respect to organization, authors, and topics for inclusion bespeak an innovative philosophy of a balanced and complete science to be achieved through communication across disciplines and inclusion of multiple levels of expertise....Provide[s] a thorough collection of chapters that well represent developmental social neuroscience for interested researchers and graduate students....A major strength of this volume is that chapters provide a comprehensive consideration of the literature and issues of interest, making it appropriate as a teaching tool at the advanced undergraduate level as well. It is notable that the book considers topics relevant to both typical and atypical development....This is an excellent volume for experts and students alike. It is comprehensive in overall scope and innovative in its perspective on developmental social neuroscience. Through their introductory portions, the editors take pains to make the science-heavy chapters accessible to those with little background. The chapters are informative, in most cases providing a complete discussion of their respective topics. This volume will benefit this emerging field a great deal, providing a framework for integration across what have seemed at first pass to be distinct areas of inquiry and expertise.”

PsycCRITIQUES


“This handbook describes research emerging at the interface of two of the hottest areas in neuroscience: social neuroscience and developmental cognitive neuroscience. The volume provides a comprehensive review of this exciting area, ranging from developmental neuroanatomy and comparative studies to developmental disorders. I predict that this will become a landmark work. It is essential reading for students and an important resource for researchers in cognitive neuroscience and social development.”

—Mark H. Johnson, PhD, Professor and Director, Centre for Brain and Cognitive Development, Birkbeck College, University of London, United Kingdom


“Developmental social neuroscience is such a multidisciplinary and fast-developing field that even the experts struggle to stay abreast of the latest findings from the clinic, animal lab, and scanner. The field is ripe for the kind of systematic review that a good handbook provides, and this volume achieves that goal masterfully. It will be a valuable reference and text for professionals and graduate students in neuroscience and psychology.”

—Martha J. Farah, PhD, Director, Center for Cognitive Neuroscience, and Walter H. Annenberg Professor in the Natural Sciences, University of Pennsylvania


“This excellent volume presents cutting-edge work on brain science, early development, and social relationships. The book will be of interest to a wide range of researchers and practitioners. It covers important issues related to the development of psychopathology, normal development, and attachment, and presents interesting implications for clinical practice. The chapters are written by some of the world’s leaders, and they are fascinating, profound, and timely. The issues themselves are timeless.”

—Andrew N. Meltzoff, PhD, Job and Gertrud Tamaki Endowed Chair in Psychology and Co-Director, Institute for Learning and Brain Sciences, University of Washington


“In this year of Darwin’s anniversary, what finer way to pay homage than to offer an analysis of the development of the human mind as it adapts to its social environment? This book has three main qualities: it is new, new, new. It is the first to catch and name a field of inquiry as 'developmental social neuroscience.' By doing so, it shows that it is now possible to treat in an integrated manner the ideas of the mind sciences and the methods of the neurosciences, which have previously sat in isolation. It shows that understanding the development of human thinking and feeling in social context is among the richest and most exciting intellectual endeavors of this century.”

—Mahzarin R. Banaji, PhD, Richard Clarke Cabot Professor of Social Ethics, Department of Psychology, Harvard University

Table of Contents

I. Introduction

1. The Brain in a Social Environment: Why Study Development?, Michelle de Haan and Megan R. Gunnar

II. Methodological and Biological Background

2. Methods in Social Neuroscience: Issues in Studying Development, Megan R. Gunnar and Michelle de Haan

3. Neuroanatomy of the Developing Social Brain, Christa Payne and Jocelyne Bachevalier

III. Perceiving and Communicating with Others

4. Neural Bases of the Development of Face Processing, Olivier Pascalis, David J. Kelly, and Gudrun Schwarzer

5. Decoding Social Signals in the Infant Brain: A Look at Eye Gaze Perception, Tobias Grossmann and Teresa Farroni

6. The Development and Neural Bases of Processing Emotion in Faces and Voices, Michelle de Haan and Anna Matheson

7. The Development of Social Information Gathering in Infancy: A Model of Neural Substrates and Developmental Mechanisms, Leslie J. Carver and Lauren Cornew

8. Imitation as a Stepping Stone to Empathy, Jean Decety and Meghan Meyer

9. Mentalizing and Development during Adolescence, Suparna Choudhury, Tony Charman, and Sarah-Jayne Blakemore

10. Early Communicative Development and the Social Brain, Debra Mills and Barbara T. Conboy

11. Evolutionary Origins of Social Communication, Makaso Myowa-Yamakoshi and Masaki Tomonaga

IV. Relationships

12. Attachment and the Comparative Psychobiology of Mothering, Andrea Gonzalez, Leslie Atkinson, and Alison S. Fleming

13. Neuroendocrine Mechanisms of Social Bonds and Child–Parent Attachment, from the Child’s Perspective, Karen L. Bales and C. Sue Carter

14. Neurobiology and Hormonal Aspects of Romantic Relationships, Donatella Marazziti

15. Animal Models of Romantic Relationships, Joel C. Wommack, Yan Liu, and Zuoxin Wang

V. Regulatory Systems: Motivation and Emotion

16. Temperament and Affect Vulnerability: Behavioral, Electrocortical, and Neuroimaging Perspectives, Louis A. Schmidt and Michelle K. Jetha

17. Reward Systems, Monique Ernst and Linda Patia Spear

18. Social Relationships as Primary Rewards: The Neurobiology of Attachment, Linda C. Mayes, Jessica Magidson, C. W. Lejuez, and Sarah S. Nicholls

19. A Brain-Based Account of Developmental Changes in Social Decision Making, Eveline A. Crone and P. Michiel Westenberg

VI. Perspectives on Psychopathology

20. A Social Neuroscience Approach to Adolescent Depression, Daniel S. Pine

21. The Development and Neural Bases of Psychopathy, Robert James Richard Blair, Elizabeth Finger, and Abigail Marsh

22. Autism: Risk Factors, Risk Processes, and Outcome, Geraldine Dawson, Lindsey Sterling, and Susan Faja

23. Social and Genetic Aspects of Turner, Williams–Beuren, and Fragile X Syndromes, David Skuse and Louise Gallagher

24. The Effects of Early Institutionalization on Social Behavior and Underlying Neural Correlates, Bethany C. Reeb, Nathan A. Fox, Charles A. Nelson, and Charles H. Zeanah

25. Socioemotional Development Following Early Abuse and Neglect: Challenges and Insights from Translational Research, M. Mar Sanchez and Seth D. Pollak


About the Editors

Michelle de Haan, PhD, is Reader in Developmental Cognitive Neuroscience in the Institute of Child Health at University College London. Dr. de Haan's research applies neuroimaging and neuropsychological methods to examine the neural correlates of typical and atypical cognitive and social development. She has published over 70 articles, books, and book chapters in this area, and is Associate Editor of the journal Developmental Science.

Megan R. Gunnar, PhD, is Regents Professor of Child Development in the Institute of Child Development at the University of Minnesota. Dr. Gunnar's research focuses on stress biology and the role of early adversity in shaping stress, emotion, and cognitive functioning in the developing child. She has published over 150 articles, chapters, and edited volumes in this area.

Contributors

Leslie Atkinson, PhD, Department of Psychology, Ryerson University, Toronto, Ontario, Canada

Jocelyne Bachevalier, PhD, Yerkes National Primate Research Center and Department of Psychology, Emory University, Atlanta, Georgia

Karen L. Bales, PhD, Department of Psychology and California National Primate Research Center, University of California, Davis, Davis, California

Robert James Richard Blair, PhD, Mood and Anxiety Disorders Program, National Institute of Mental Health, Bethesda, Maryland

Sarah-Jayne Blakemore, PhD, Institute of Cognitive Neuroscience, University College London, London, United Kingdom

C. Sue Carter, PhD, Department of Psychiatry and Brain-Body Center, University of Illinois at Chicago, Chicago, Illinois

Leslie J. Carver, PhD, Departments of Psychology and Human Development, University of California, San Diego, La Jolla, California

Tony Charman, PhD, Behavioural and Brain Sciences Unit, Institute of Child Health, University College London, London, United Kingdom

Suparna Choudhury, PhD, Division of Social and Transcultural Psychiatry, McGill University, Montréal, Québec, Canada

Barbara T. Conboy, PhD, Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington

Lauren Cornew, PhD, Department of Radiology, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania

Eveline A. Crone, PhD, Department of Developmental Psychology, Leiden University, Leiden, The Netherlands

Geraldine Dawson, PhD, Autism Speaks and Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Jean Decety, PhD, Departments of Psychology and Psychiatry, University of Chicago, Chicago, Illinois

Michelle de Haan, PhD, Institute of Child Health, University College London, London, United Kingdom

Monique Ernst, MD, PhD, Neurodevelopment of Reward Systems, Mood and Anxiety Disorders Program, National Institute of Mental Health, Bethesda, Maryland

Susan Faja, MS, Child Clinical Psychology Program, Department of Psychology, University of Washington, Seattle, Washington

Teresa Farroni, PhD, Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London, United Kingdom; Dipartimento di Psicologia dello Sviluppo e della Socializzazione, University of Padua, Padua, Italy

Elizabeth Finger, MD, Department of Neurology, University of Western Ontario, Ontario, Canada

Alison S. Fleming, PhD, Department of Psychology, University of Toronto, Toronto, Ontario, Canada

Nathan A. Fox, PhD, Child Development Laboratory, Department of Human Development, University of Maryland, College Park, Maryland

Louise Gallagher, MD, PhD, Department of Psychiatry, Trinity Centre for Health Sciences, St. James's Hospital, Dublin, Ireland

Andrea Gonzalez, PhD, Department of Psychology, University of Toronto, Toronto, Ontario, Canada

Tobias Grossmann, PhD, Centre for Brain and Cognitive Development, School of Psychology, Birkbeck, University of London, London, United Kingdom

Megan R. Gunnar, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Michelle K. Jetha, PhD, Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, Ontario, Canada

David J. Kelly, PhD, Department of Psychology, University of Glasgow, Glasgow, United Kingdom

C. W. Lejuez, PhD, Center for Addictions, Personality, and Emotion Research, University of Maryland, College Park, Maryland; Yale Child Study Center, Yale University, New Haven, Connecticut

Yan Liu, PhD, Department of Psychology and Program in Neuroscience, Florida State University, Tallahassee, Florida

Jessica Magidson, BA, Center for Addictions, Personality, and Emotion Research, University of Maryland, College Park, Maryland

Donatella Marazziti, MD, Dipartimento di Psichiatria, Neurobiologia, Farmacologia e Biotecnologie, University of Pisa, Pisa, Italy

Abigail Marsh, PhD, Department of Psychology, Georgetown University, Washington, DC

Anna Matheson, BSc, Institute of Child Health, University College London, London, United Kingdom

Linda C. Mayes, MD, Yale Child Study Center, Yale University, New Haven, Connecticut

Meghan Meyer, MS, Department of Psychology, University of Chicago, Chicago, Illinois

Debra Mills, PhD, School of Psychology, Bangor University, Bangor, United Kingdom

Masako Myowa-Yamakoshi, PhD, Graduate School of Education, Kyoto University, Kyoto, Japan

Charles A. Nelson, PhD, Laboratory of Cognitive Neuroscience, Developmental Medicine Center, Children's Hospital Boston, Harvard Medical School, Boston, Massachusetts

Sarah S. Nicholls, PhD, Yale Child Study Center, Yale University, New Haven, Connecticut

Olivier Pascalis, PhD, Department of Psychology, University of Sheffield, Sheffield, United Kingdom

Christa Payne, MS, Yerkes National Primate Research Center and Department of Psychology, Emory University, Atlanta, Georgia

Daniel S. Pine, MD, Child and Adolescent Research, Mood and Anxiety Disorders Program, National Institute of Mental Health Intramural Research Program, Bethesda, Maryland

Seth D. Pollak, PhD, Department of Psychology and the Waisman Center for Human Development, University of Wisconsin-Madison, Madison, Wisconsin

Bethany C. Reeb, PhD, Child Development Laboratory, Department of Human Development, University of Maryland, College Park, Maryland

M. Mar Sanchez, PhD, Yerkes National Primate Research Center and Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, Georgia

Louis A. Schmidt, PhD, Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, Ontario, Canada

Gudrun Schwarzer, PhD, Department of Psychology, University of Giessen, Giessen, Germany

David Skuse, MD, Institute of Child Health, University College London, London, United Kingdom

Linda Patia Spear, PhD, Department of Psychology and Center for Developmental Psychobiology, Binghamton University, Binghamton, New York

Lindsey Sterling, MS, Child Clinical Psychology Program, University of Washington, Seattle, Washington

Masaki Tomonaga, PhD, Language and Intelligence Section, Primate Research Institute, Kyoto University, Inuyama, Aichi, Japan

Zuoxin Wang, PhD, Department of Psychology and Program in Neuroscience, Florida State University, Tallahassee, Florida

P. Michiel Westenberg, PhD, Department of Developmental Psychology, Leiden University, Leiden, The Netherlands

Joel C. Wommack, PhD, Department of Psychology and Program in Neuroscience, Florida State University, Tallahassee, Florida

Charles H. Zeanah, MD, Department of Psychiatry and Neurology, Tulane University Health Sciences Center, New Orleans, Louisiana

Audience

Developmental psychologists, neuroscientists, social psychologists, and clinicians interested in developmental psychopathology and the developing brain.

Course Use

May serve as a supplemental text in graduate-level courses.