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    What can neurodevelopmental disorders teach us about typical development?

    Filippi, R. and Karmiloff-Smith, Annette (2013) What can neurodevelopmental disorders teach us about typical development? In: Marshall, C.R. (ed.) Current Issues in Developmental Psychology. London, UK: Psychology Press. ISBN 9781848720848.

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    Abstract

    Book synopsis: Cognitive development in children is a highly complex process which, while remarkably resilient, can be disrupted in a variety of ways. This volume focuses on two types of neurodevelopmental disorder: syndromic conditions such as fragile X syndrome, Down syndrome, Williams syndrome and velocardiofacial syndrome; and non-syndromic conditions including dyslexia, specific language impairment, autism spectrum disorder and attention deficit hyperactivity disorder. This book provides a state-of-the-art review of current research and covers key topics across the full range of developmental disorders. Topics covered include: diagnosis and comorbidity genetics longitudinal studies computational models distinguishing disorder from disadvantage language and culture the modern beginnings of research into developmental disorders The book also looks at how the study of developmental disorders has contributed to our understanding of typical development, and themes emerge that are common across chapters, including intervention and education, and the neurobiological bases of developmental disorders. The result is a fascinating and thought-provoking volume that will be indispensable to advanced students, researchers and practitioners in the fields of developmental psychology, neuropsychology, speech and language therapy, and developmental disorders.

    Metadata

    Item Type: Book Section
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Brain and Cognitive Development, Centre for (CBCD)
    Depositing User: Sarah Hall
    Date Deposited: 04 Aug 2015 10:46
    Last Modified: 02 Dec 2016 11:50
    URI: http://eprints.bbk.ac.uk/id/eprint/12668

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