Handbook of Developmental Cognitive Neuroscience, second edition

The second edition of an essential resource to the evolving field of developmental cognitive neuroscience, completely revised, with expanded emphasis on social neuroscience, clinical disorders, and imaging genomics.

The publication of the second edition of this handbook testifies to the rapid evolution of developmental cognitive neuroscience as a distinct field. Brain imaging and recording technologies, along with well-defined behavioral tasks—the essential methodological tools of cognitive neuroscience—are now being used to study development. Technological advances have yielded methods that can be safely used to study structure-function relations and their development in children's brains. These new techniques combined with more refined cognitive models account for the progress and heightened activity in developmental cognitive neuroscience research. The Handbook covers basic aspects of neural development, sensory and sensorimotor systems, language, cognition, emotion, and the implications of lifelong neural plasticity for brain and behavioral development.

The second edition reflects the dramatic expansion of the field in the seven years since the publication of the first edition. This new Handbook has grown from forty-one chapters to fifty-four, all original to this edition. It places greater emphasis on affective and social neuroscience—an offshoot of cognitive neuroscience that is now influencing the developmental literature. The second edition also places a greater emphasis on clinical disorders, primarily because such research is inherently translational in nature. Finally, the book's new discussions of recent breakthroughs in imaging genomics include one entire chapter devoted to the subject. The intersection of brain, behavior, and genetics represents an exciting new area of inquiry, and the second edition of this essential reference work will be a valuable resource for researchers interested in the development of brain-behavior relations in the context of both typical and atypical development.

Monica Luciana is Associate Professor of Psychology and Child Development at the University of Minnesota.

Angela D. Friederici is Vice President of the Max Planck Society and Director of the Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig.

Bryan Kolb is Professor and Head of the Department of Psychology at the University of Lethbridge, Lethbridge, Alberta, Canada, and coauthor of Fundamentals of Human Neuropsychology.

Monica Luciana is Associate Professor of Psychology and Child Development at the University of Minnesota.

Patricia A. Reuter-Lorenz is Professor of Psychology and Neuroscience at the University of Michigan.

Formerly a research collaborator of Piaget and Inhelder at Geneva University, Annette Karmiloff-Smith is Senior Research Scientist with Special Appointment at the MRC Cognitive Development Unit in London, and Professor of Psychology at University College, London.

James F. Leckman is the Neison Harris Professor of Child Psychiatry, Psychology, and Pediatrics at Yale University. Catherine Painter-Brick is Professor of Anthropology, Health, and Global Affairs at Yale University.