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Human Behavior, Learning, and the Developing Brain

Atypical Development

Edited by Donna Coch, Geraldine Dawson, and Kurt W. Fischer

HardcoverPaperbacke-bookprint + e-book
February 1, 2007
ISBN 9781593851378
Price: $93.00
378 Pages
Size: 6⅛" x 9¼"
June 15, 2010
ISBN 9781606239667
Price: $43.00
378 Pages
Size: 6⅛" x 9¼"
March 1, 2011
ePub ?
Price: $43.00
378 Pages
print + e-book
Paperback + e-Book (ePub) ?
Price: $86.00 $47.30
378 Pages
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Thoroughly examining brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present research on specific clinical problems, including autism, Williams syndrome, learning and language disabilities, ADHD, and issues facing infants of diabetic mothers. In addition, the effects of social stress and maltreatment on brain development and behavior are reviewed. Demonstrating the uses of cutting-edge methods from developmental neuroscience, developmental psychology, and cognitive science, the contributors emphasize the implications of their findings for real-world educational and clinical practices. Illustrations include eight pages in full color.

“A fascinating introduction to the rapidly developing field of developmental cognitive neuroscience and its implications for advancing our understanding of developmental psychopathology. It should be particularly valuable in orienting graduate students to exciting new possibilities for increasing understanding and remediation of debilitating disabilities that have eluded researchers' efforts to solve the mysteries that limit the quality of life of untold numbers of children and adults.”


“This book provides a useful description of research describing brain-behavior relationships in individuals with certain specific developmental disorders.”

Journal of the Canadian Academy of Child and Adolescent Psychiatry

“Provides a sophisticated review of current knowledge regarding particular syndromes and does so through a variety of experimental and clinical perspectives.”

Doody's Review Service

“In this valuable collection, leading scientists present the latest findings about the biological bases of developmental disorders, including dyslexia, autism, and attentional deficits. The book also includes early markers for these disorders, as well as appropriate educational interventions.”

—Howard Gardner, PhD, Harvard Graduate School of Education

“The exciting interdisciplinary venture of clinical developmental cognitive neuroscience has come of age with this volume. More and more students from the behavioral sciences are eager to learn how brain, cognition, and behavior are linked. In this book, they will find that the atypically developing brain tells us more about human learning and human behavior than the typically developing brain ever reveals. But atypical development, as seen in autism, dyslexia, dyscalculia, or Williams syndrome, is also fascinating in its own right. The stellar array of authors represented in this volume guarantees that the reader will be provided with state-of-the-art information about neurodevelopmental disorders. No undergraduate or graduate course on the topic can do without this book.”

—Uta Frith, PhD, Institute of Cognitive Neuroscience and Department of Psychology, University College London

“Contributors in this important volume utilize multiple levels of analysis in order to more fully explicate the interplay between typical and atypical developmental processes. In synthesizing the fields of cognitive and affective neuroscience and developmental psychopathology, the book presents novel conceptual and methodological tools for studying adaptive, maladaptive, and resilient developmental outcomes. This book is an essential addition to the libraries of neuroscientists, developmental psychopathologists, and graduate students in related disciplines.”

—Dante Cicchetti, PhD, Institute of Child Development and Department of Psychiatry, University of Minnesota

“These twin volumes beautifully document how much recent progress there has been in the new field of developmental cognitive neuroscience. Presenting a very clear exposition of the close links between typical and atypical development at multiple levels of analysis, the books will be of value to anyone who studies human development or applies developmental knowledge.”

—Bruce F. Pennington, PhD, Distinguished University Professor of Psychology, University of Denver

“It is exceedingly difficult to keep up with the rapidly changing area of human cognitive development, learning, and the brain. Now, in this pair of volumes, leading contributors summarize our current understanding of normal and atypical development across the cognitive and emotional spectrum. These volumes will sit near many desks, including mine.”

—Howard Gardner, PhD, Harvard Graduate School of Education

Table of Contents

1. A Developmental Cognitive Neuroscience Approach to the Study of Atypical Development: A Model System Involving Infants of Diabetic Mothers, Charles A. Nelson

2. Development of Social Brain Circuitry in Autism, Geraldine Dawson and Raphael Bernier

3. Brain Mechanisms Underlying Social Perception Deficits in Autism, Kevin A. Pelphrey and Elizabeth J. Carter

4. Williams Syndrome: A Model Developmental Syndrome for Exploring Brain–Behavior Relationships, Helen Tager-Flusberg and Daniela Plesa Skwerer

5. Triangulating Developmental Dyslexia: Behavior, Brain, and Genes, Elena L. Grigorenko

6. Typical Reading Development and Developmental Dyslexia across Languages, Usha Goswami

7. Neurocognitive Correlates of Developmental Verbal and Orofacial Dyspraxia, Frederique Liegeois, Angela Morgan, and Faraneh Vargha-Khadem

8. Relation between Early Measures of Brain Responses to Language Stimuli and Childhood Performance on Language and Language-Related Tasks, Dennis L. Molfese, Victoria J. Molfese, and Peter J. Molfese

9. Number Sense and Developmental Dyscalculia, Anna J. Wilson and Stanislas Dehaene

10. Central Nervous System Substrates of Impulsivity: Implications for the Development of Attention-Deficit/Hyperactivity Disorder and Conduct Disorder, Lisa M. Gatzke-Kopp and Theodore P. Beauchaine

11. Social Regulation of the Adrenocortical Response to Stress in Infants, Children, and Adolescents: Implications for Psychopathology and Education, Emma K. Adam, Bonnie Klimes-Dougan, and Megan R. Gunnar

12. Child Maltreatment and the Development of Alternate Pathways in Biology and Behavior, Catherine C. Ayoub and Gabrielle Rappolt-Schlichtmann

13. Corticolimbic Circuitry and Psychopathology: Development of the Corticolimbic System, Francine M. Benes

About the Editors

Donna Coch, EdD, is Assistant Professor in the Department of Education at Dartmouth College. She earned a doctoral degree from the Harvard University Graduate School of Education and conducted postdoctoral research at the University of Oregon. Dr. Coch’s research focuses on what happens in the brain as children learn how to read, particularly in terms of phonological and orthographic processing. A goal of both her research and teaching is to make meaningful connections between the fields of developmental cognitive neuroscience and education.
Geraldine Dawson, PhD, is Professor of Psychiatry and Behavioral Sciences in the School of Medicine at Duke University and founding Director of the Duke Center for Autism Diagnosis and Treatment. A clinical psychologist and award-winning researcher, Dr. Dawson has published more than 200 articles and chapters and 9 books on early detection and treatment of autism and brain development. With Sally J. Rogers, she developed the Early Start Denver Model, the first empirically validated comprehensive intervention for toddlers with autism. She served as the first Chief Science Officer for Autism Speaks, the largest autism science and advocacy organization. Before joining the Duke faculty, Dr. Dawson served as Research Professor of Psychiatry at the University of North Carolina, Chapel Hill, and, prior to that, as Professor of Psychology at the University of Washington and Founding Director of the University of Washington Autism Center. A Fellow of the American Psychological Society and the American Psychological Association, Dr. Dawson is a recipient of the Lifetime Achievement Award from the Association for Psychological Science and awards for Valuable Service and Research Contributions from the Autism Society of America. Her books include the coauthored Early Start Denver Model for Young Children with Autism, An Early Start for Your Child with Autism and A Parent's Guide to Asperger Syndrome and High-Functioning Autism.
Kurt W. Fischer, PhD, is Charles Bigelow Professor of Education and Human Development at the Harvard University Graduate School of Education and founder and director of the program in Mind, Brain, and Education. He studies cognitive and emotional development from birth through adulthood, combining analysis of the commonalities across people with the diversity of pathways of learning and development. Dr. Fischer is the author of several books and over 200 scientific articles, and is founding president of the International Mind, Brain, and Education Society and editor of its journal Mind, Brain, and Education.


Emma K. Adam, PhD, School of Education and Social Policy, Northwestern University, Evanston, Illinois

Catherine C. Ayoub, EdD, Department of Psychiatry, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts; Risk and Prevention Program, Harvard Graduate School of Education, Cambridge, Massachusetts

Theodore P. Beauchaine, PhD, Department of Psychology, University of Washington, Seattle, Washington

Francine M. Benes, MD, PhD, Department of Psychiatry, McLean Hospital, Harvard Medical School, Belmont, Massachusetts

Raphael Bernier, MA, Child Clinical Psychology Program, University of Washington, Seattle, Washington

Elizabeth J. Carter, MA, Department of Psychological and Brain Sciences, Duke University, Durham, North Carolina

Geraldine Dawson, PhD, Departments of Psychology and Psychiatry and Behavioral Sciences, University of Washington, Seattle, Washington

Stanislas Dehaene, PhD, INSERM, Cognitive Neuroimaging Unit, Service Hospitalier Frédéric Joliot of the Atomic Energy Commission, Orsay, France

Lisa M. Gatzke-Kopp, PhD, Department of Psychology, University of Washington, Seattle, Washington

Usha Goswami, PhD, Centre for Science in Education, Faculty of Education, University of Cambridge, Cambridge, United Kingdom

Elena L. Grigorenko, PhD, Yale Child Study Center, Yale University, New Haven, Connecticut, and Department of Psychology, Moscow State University, Moscow, Russia

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

Bonnie Klimes-Dougan, PhD, Department of Psychiatry, University of Minnesota, Minneapolis, Minnesota

Frederique Liegeois, PhD, Developmental Cognitive Neuroscience Unit, Institute of Child Health, University College London, London, United Kingdom

Dennis L. Molfese, PhD, Department of Psychological and Brain Sciences, University of Louisville, Louisville, Kentucky

Peter J. Molfese, BS, Department of Psychological and Brain Sciences, University of Louisville, Louisville, Kentucky

Victoria J. Molfese, PhD, Department of Teaching and Learning, School of Education, University of Louisville, Louisville, Kentucky

Angela Morgan, PhD, Language and Literacy Group, Murdoch Children's Research Institute, Royal Children's Hospital, Parkville, Victoria, Australia

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

Kevin A. Pelphrey, PhD, Department of Psychological and Brain Sciences, Duke University Medical Center, Durham, North Carolina

Gabrielle Rappolt-Schlichtmann, EdM, Human Development and Psychology, Harvard Graduate School of Education, Cambridge, Massachusetts

Daniela Plesa Skwerer, PhD, Laboratory of Developmental Cognitive Neuroscience, Boston University School of Medicine, Boston, Massachusetts

Helen Tager-Flusberg, PhD, Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, Massachusetts

Faraneh Vargha-Khadem, PhD, Developmental Cognitive Neuroscience Unit, Institute of Child Health, University College London, London, United Kingdom

Anna J. Wilson, PhD, INSERM, Cognitive Neuroimaging Unit, Service Hospitalier Frédéric Joliot of the Atomic Energy Commission, Orsay, France


Practitioners and researchers in developmental and cognitive neuroscience, neuropsychology, developmental psychology, clinical psychology, education, and psychiatry; also of interest to advanced students.

Course Use

Serves as a text in graduate-level courses on learning and the brain, developmental and cognitive neuroscience, neurodevelopmental disorders, and related topics.