HANDBK OF NEUROPSYCHOLOGY 2ND

Sid Segalowitz has been a professor at Brock University since 1974, during which time he has taught in the Psychology Department and the Centre for Neuroscience and in 2007 became the founding Director of the Jack and Nora Walker Centre for Lifespan Development Research at that institution. He is also Director of the Cognitive and Affective Neuroscience Laboratory at Brock University and focuses his research on psychophysiological indicators of brain functions reflective of self-regulation of information and affective processing, especially as this relates to personality and development through childhood and adolescence. He has been Editor of the Elsevier journal Brain and Cognition since 2002.

Volume 8 consists of Parts I and II. Part I considers theoretical perspectives in bridging developmental neuroscience with child psychology, with the role of neuroscience furthering our understanding of the child?s mental development, and a separate chapter outlines the importance of plasticity in this growth. Chapters also cover methodological issues arising from epidemiological perspectives and from psychometric concepts and issues. Methods for measuring biological brain function and structure and their particular application to child neuropsychological disorders are covered next, including ERP, PET, SPECT, MRI and fMRI technologies. Included is a chapter devoted to childhood seizure disorders. Separate chapters follow on neuropsychological assessment in infancy, in the preschool child, and in school-aged children. Following this are presentations on the development of motor control, including handedness, and somatosensory perception. Part II begins with chapters on visual development and on development in visually impaired children, followed by chapters on cognitive development in deaf children and on central auditory functions and their evaluation. This is followed by chapters on early language development and its neural correlates, developmental language disorders, and on acquired aphasia in childhood. Two chapters on dyslexia and another on dyscalculia follow. Next is a chapter on disorders of memory with a special focus on temporal lobe disease and autism, one on attention disorders, and one on executive functions in normal and abnormal development. Following this are chapters on the development of emotional regulation and on mechanisms and influences on addiction in children and adolescents. Final chapters include one on eating disorders, and another focussing on autism spectrum disorders.

Preface. List of contributors. Toward a neuropsychology of visual development. Cognitive development in children with visual impairments. Central auditory function and evaluation of auditory processing disorders. Cognitive development in deaf children: the interface of language and perception in neuropsychology. Early language development and its neural correlates. Developmental language disorders. Acquired aphasia in childhood. The neuropsychology of dyslexia. Neuropsychological perspectives on reading development and developmental reading disorders. Developmental dyscalculia. Disorders of memory in childhood with a focus on temporal lobe disease and autism. Neuropsychology of attention disorders. Executive functioning in normal and abnormal development. A frontal activation model of emotion regulation: developmental implications. Neurobiological and developmental influences on the addiction to psychotropic drugs. Eating disorders. Autism spectrum disorders. Subject index.