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.
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