How can the study of typical development inform our understanding of atypical development? How can the study of atypical development inform our understanding of typical development? This book addresses these questions in the context of cognitive development-a discipline that focuses on the changes and continuity that characterize the intellectual processes that support mental life. The contributions range from a consideration of what autism teaches us about the development of attention, to how the study of multiracial and gender-nonconforming children enriches and challenges traditional approaches to understanding social perception. This book demonstrates how two fields of study that too often operate independently can benefit from each other theoretically, empirically, and practically. This book was originally published as a special issue of the Journal of Cognition and Development.

Dedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism. The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.

Dedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism.
The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.

How can the study of typical development inform our understanding of atypical development? How can the study of atypical development inform our understanding of typical development? This book addresses these questions in the context of cognitive development-a discipline that focuses on the changes and continuity that characterize the intellectual processes that support mental life. The contributions range from a consideration of what autism teaches us about the development of attention, to how the study of multiracial and gender-nonconforming children enriches and challenges traditional approaches to understanding social perception. This book demonstrates how two fields of study that too often operate independently can benefit from each other theoretically, empirically, and practically. This book was originally published as a special issue of the Journal of Cognition and Development.

Issues in the Developmental Approach to Mental Retardation is one of the first books exclusively devoted to applying the theories, findings and approaches used in work with nonretarded children to several types of retarded individuals. It defines the developmental approach and explores theoretical issues as they relate to retarded populations. Problems involving similar sequences of development, cross-domain relations, the environment, and motivation are all discussed, as is the importance of separating the various etiological groups for research and intervention purposes. This book will be of interest to professionals in the fields of psychology, mental retardation and atypical development. It is also suitable for upper-level undergraduate and graduate-level courses in mental retardation, developmental psychology and developmental disabilities.

Issues in the Developmental Approach to Mental Retardation is one of the first books exclusively devoted to applying the theories, findings and approaches used in work with nonretarded children to several types of retarded individuals. The editors and contributors define the developmental approach and explore theoretical issues as they relate to retarded populations. Problems involving similar sequences of development, cross-domain relations, the environment, and motivation are all discussed, as is the importance of separating the various etiological groups for research and intervention purposes. The contributors also examine the nature of development in specific etiological groups; types of retardation that are addressed include: cultural-familial retardation, Down syndrome, fragile X syndrome, autism, and children with sensory and motor handicaps. This significant volume demonstrates how data from nonretarded development can inform work with retarded populations and how findings from children with mental retardation enrich developmental theory.

The Oxford Handbook of Down Syndrome and Development comprises cutting-edge and provocative integrative reviews of essential theory and research about persons with Down syndrome at various stages of the lifespan. The volume opens with a brief section on historic and contemporary scientific approaches to understanding the development of persons with Down syndrome with subsequent sections on social development and family relations, cognition and neuropsychology, and comorbid conditions. Together these chapters provide extensive background that leads to a comprehensive understanding of the development and well-being of persons with Down syndrome across many different aspects of everyday living. The final section contains innovative and forward-looking chapters on interventions and directions for future research. The contributors to all these chapters are leading scholars in the study of persons with Down syndrome and other neurodevelopmental conditions. However, the final word of the volume is left to those with lived experience -persons with Down syndrome and their family members who share and reflect on their life stories. This handbook is essential reading for all those interested in the development of persons with Down syndrome.

Developmental risk refers to conditions, characteristics, experiences, or situations with potentially deleterious effects that lead to outcomes later in life that do not meet societal expectations. While risk is typically framed as the statistical probability of a problematic outcome in relation to the general population, the converse notion of well-being is considered in relation to the level of functioning at a given developmental stage. The contributors to this volume provide insight into developmental well-being by examining the ways that culture and context affect outcomes associated with various types of risk, such as those related to oppression, academic performance, family background, life history, physical health, and psychiatric conditions. Even though certain outcomes may seem inevitable in cases involving harmful environments, diseases, and disorders, they are virtually all influenced by complex interactions among individuals, their families, communities, and societies.

The disciplines of cognitive neuroscience, development, and psychopathology are complementary in the study of human perception and attention, even though each discipline emerges from a decidedly different and sometimes incompatible worldview. The meeting of researchers across these disciplines results in a fruitful cross-fertilization that ultimately leads to better science within each discipline and a joint scientific endeavor that is greater than the sum of its parts.
Cognitive Neuroscience, Development, and Psychopathology: Typical and Atypical Developmental Trajectories of Attention unites scholars sharing common interests in the development of attention and related areas of functioning with different perspectives and methodologies. The volume does not impose a single framework for discussing the relevant issues, but rather the authors highlight the importance of their own approaches to the study of the typical and atypical development of attention. Drs. Burack, Enns, and Fox have organized the chapters into three sections: Atypical Environments, Threat, and the Development of Individual Differences in Attention; The Organization of the Development of Attention in Typical and Atypical Processing; and The Case of Orienting Attention in Developing an Integrated Science. Discussion topics include cognitive bias modification, attention and the development of anxiety disorders, deficient anchoring, reflexive and abnormal social orienting in autism, and social attention. This volume is a unique and critical resource for researchers in communication disorders, developmental and cognitive psychology, human development, neuroscience, and educational and counseling psychology.

Developmental risk refers to conditions, characteristics, experiences, or situations with potentially deleterious effects that lead to outcomes later in life that do not meet societal expectations. While risk is typically framed as the statistical probability of a problematic outcome in relation to the general population, the converse notion of well-being is considered in relation to the level of functioning at a given developmental stage. The contributors to this volume provide insight into developmental well-being by examining the ways that culture and context affect outcomes associated with various types of risk, such as those related to oppression, academic performance, family background, life history, physical health, and psychiatric conditions. Even though certain outcomes may seem inevitable in cases involving harmful environments, diseases, and disorders, they are virtually all influenced by complex interactions among individuals, their families, communities, and societies.

Though the tremendous amount of recently-emerged developmentally-oriented research has produced much progress in understanding the personality, social, and emotional characteristics of persons with intellectual disabilities (ID), there is still much we don't know, and the vast task of precisely charting functioning in all these areas, while also identifying the associated fine-tuned, complex, and intertwined questions that crop up along the way, seems daunting and insurmountable.
The goal of The Oxford Handbook of Intellectual Disability and Development is to update the field with new, precise research and sophisticated theory regarding individuals with ID provided by seasoned developmental theorists who have made original conceptual contributions to the field. This volume is divided into five general sections (ID and its connection to genetics, relationships, cognitive development, socio-emotional development, and development of language), with each focused on a domain of functioning or aspect of life that is inherent to an integrated, transactional perspective of development. While developmental approaches to understanding persons with intellectual disability will continue to emerge, this comprehensive volume is a must-read for specialists and developmental psychologists who must have the conceptual foundations for examining the developmental trajectories across persons with any of the many different ID etiologies.