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This volume is based on a conference held to examine what is known
about cognitive behaviors and brain structure and function in three
syndromes and to evaluate the usefulness of such models. The goal
of this endeavor is to add to the knowledge base of cognitive
neuroscience within a developmental framework. Most of what is
known about the neurological basis of cognitive function in humans
has been learned from studies of central nervous system trauma or
disease in adults. Certain neurodevelopmental disorders affect the
central nervous system in unique ways by producing specific as
opposed to generalized cognitive deficit. Studies of these
disorders using neurobiological and behavioral techniques can yield
new insights into the localization of cognitive function and the
developmental course of atypical cognitive profiles.
The focus of this book is a discussion of the multidisciplinary
research findings from studies of autism, and Williams and Turner
syndromes. The approaches, methods, techniques, and findings
reported are at the cutting edge of neuroscience research on
complex behavior patterns and their neural substrates. Each
disorder is accompanied by some degree of general cognitive
impairment or mental retardation. Of greater interest are the
atypical deficits in which a cognitive function is spared, such as
language in Williams syndrome, or is disproportionately depressed
as are spatial discrimination skills and visual-motor coordination
in Turner syndrome. Drastically reduced or seemingly absent
language capabilities and little interaction with other people
characterize the core autism syndrome. A comprehensive and critical
discussion of appropriate statistical techniques is made vivid by
examples given from studies of small groups or single subjects in
neurolinguistics and related fields.
The first volume begins with the early experiments into wireless
telegraphy by Ernest Rutherford and ends with the New Zealand
Broadcasting Service in the 1950s, just before the advent of
television. Topics dealt with are the development and geographical
spread of transmission and reception facilities, the political
debates about broadcasting and consequential institutional changes,
the interventionist role of the state in broadcasting, programming
style and content, and the social and cultural consequences of
broadcasting.
This volume is based on a conference held to examine what is known
about cognitive behaviors and brain structure and function in three
syndromes and to evaluate the usefulness of such models. The goal
of this endeavor is to add to the knowledge base of cognitive
neuroscience within a developmental framework. Most of what is
known about the neurological basis of cognitive function in humans
has been learned from studies of central nervous system trauma or
disease in adults. Certain neurodevelopmental disorders affect the
central nervous system in unique ways by producing specific as
opposed to generalized cognitive deficit. Studies of these
disorders using neurobiological and behavioral techniques can yield
new insights into the localization of cognitive function and the
developmental course of atypical cognitive profiles. The focus of
this book is a discussion of the multidisciplinary research
findings from studies of autism, and Williams and Turner syndromes.
The approaches, methods, techniques, and findings reported are at
the cutting edge of neuroscience research on complex behavior
patterns and their neural substrates. Each disorder is accompanied
by some degree of general cognitive impairment or mental
retardation. Of greater interest are the atypical deficits in which
a cognitive function is spared, such as language in Williams
syndrome, or is disproportionately depressed as are spatial
discrimination skills and visual-motor coordination in Turner
syndrome. Drastically reduced or seemingly absent language
capabilities and little interaction with other people characterize
the core autism syndrome. A comprehensive and critical discussion
of appropriate statistical techniques is made vivid by examples
given from studies of small groups or single subjects in
neurolinguistics and related fields.
Originally published in 1975, this volume reports a
multidisciplinary, longitudinal study of the precursors of
intelligence, as measured by Stanford-Binet IQ scores, of
4-year-old children. Over 26, 000 children (more than 12, 000
whites and 14,000 blacks) were followed from the prenatal period,
and 169 prenatal and developmental variables were examined in
relation to preschool IQ scores. Considered are the degree to which
events during pregnancy and delivery, physical and psychomotor
development in infancy and childhood, and certain major family
characteristics were related to IQ scores. The large, heterogeneous
sample of children studied prospectively and the wide range of
biological and social variables investigated made this work of
major importance at the time. The level of maternal education and
the socioeconomic status of the family were major contributors to
explained variance in IQ, and had larger effects among whites than
among blacks. Other findings relate low IQ at age 4 to delayed
motor and mental development in infancy. Many other factors thought
to affect IQ scores, both individually and in combination, are
reported, to make this a work of importance to all concerned with
the neurological and mental development of the child.
Originally published in 1975, this volume reports a
multidisciplinary, longitudinal study of the precursors of
intelligence, as measured by Stanford-Binet IQ scores, of
4-year-old children. Over 26, 000 children (more than 12, 000
whites and 14,000 blacks) were followed from the prenatal period,
and 169 prenatal and developmental variables were examined in
relation to preschool IQ scores. Considered are the degree to which
events during pregnancy and delivery, physical and psychomotor
development in infancy and childhood, and certain major family
characteristics were related to IQ scores. The large, heterogeneous
sample of children studied prospectively and the wide range of
biological and social variables investigated made this work of
major importance at the time. The level of maternal education and
the socioeconomic status of the family were major contributors to
explained variance in IQ, and had larger effects among whites than
among blacks. Other findings relate low IQ at age 4 to delayed
motor and mental development in infancy. Many other factors thought
to affect IQ scores, both individually and in combination, are
reported, to make this a work of importance to all concerned with
the neurological and mental development of the child.
Head trauma in children is a major public health problem. It is a
leading cause of death, and it can result in a spectrum of
difficulties involving cognition, academic achievement, and social
interaction. Children are evolving organisms for whom a static
conceptualization of outcome may cloud the effects of traumatic
brain injury. This important book explores sources of unexplained
variability in outcome by developmental stage. For clinicians, the
volume will provide easy access into the mainstream of research on
traumatic brain injury in children, its pathophysiology, treatment,
and outcome. For scientists specializing in cognition and
development, and for those in the basic neurosciences, the studies
of traumatic brain injury discussed in this book offer a unique
opportunity to relate brain structure to patterns of behavior.
Modern neurodiagnostic techniques have created new possibilities
for understanding the neurological basis of the diverse behavioral
deficits shown by head-injured children. The contributors of this
volume not only present detailed analyses of the present state of
knowledge of the diverse determinants of outcome in children with
head injury, but they also emphasize the gaps and limitations in
our knowledge.
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