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Author: Aribert Rothenberger
Publisher: Springer Science & Business Media
ISBN: 3642753426
Category : Medical
Languages : en
Pages : 539
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Book Description
The Brain-What Else! All senses are connected with the brain. From sense-perception derives . . . knowledge. In the brain is the sovereignty ofthe mind. Mind is interpreted by the brain. AIcmaeon of Croton (5th Century B. c. ) The ground is shifting under the traditional approaches to problems in the philosophy of mind. Earlier doctrines concerning the independence of cognition from the brain now appear untenable. P. S. Churchland (20th Century A. D. ) It is not objective of this volume to discuss the history and significance of neuroscience for philosophy from a developmental perspective, although this would be a rather interesting topic. Its object is the relationship between brain and behavior in children as exhibited by higher mental functions (e. g. , speech and language; reasoning, perception, free will and control of motor acts, dependence of behavior on neuronal constraints, the self of the child and therapeutic acti vi ties). Child psychiatrists commonly allude to the brain as the site of disturbance responsible for many developmental disabilities and psychopathological syn dromes identifiable by observing behavior (e. g. , dyslexia, delusions), neurological examination (e. g. , soft signs), psychological test performance (e. g. , Bender Gestalt Test), EEG (e. g. , alpha-theta ratio), and CCT (e. g. , pseudoatrophy). While there is nothing inherently wrong with such inferences, the fact is frequently overlooked that there is no specific set of brain-behavior relationships validating these inferences.
Author: Aribert Rothenberger
Publisher: Springer Science & Business Media
ISBN: 3642753426
Category : Medical
Languages : en
Pages : 539
Get Book Here
Book Description
The Brain-What Else! All senses are connected with the brain. From sense-perception derives . . . knowledge. In the brain is the sovereignty ofthe mind. Mind is interpreted by the brain. AIcmaeon of Croton (5th Century B. c. ) The ground is shifting under the traditional approaches to problems in the philosophy of mind. Earlier doctrines concerning the independence of cognition from the brain now appear untenable. P. S. Churchland (20th Century A. D. ) It is not objective of this volume to discuss the history and significance of neuroscience for philosophy from a developmental perspective, although this would be a rather interesting topic. Its object is the relationship between brain and behavior in children as exhibited by higher mental functions (e. g. , speech and language; reasoning, perception, free will and control of motor acts, dependence of behavior on neuronal constraints, the self of the child and therapeutic acti vi ties). Child psychiatrists commonly allude to the brain as the site of disturbance responsible for many developmental disabilities and psychopathological syn dromes identifiable by observing behavior (e. g. , dyslexia, delusions), neurological examination (e. g. , soft signs), psychological test performance (e. g. , Bender Gestalt Test), EEG (e. g. , alpha-theta ratio), and CCT (e. g. , pseudoatrophy). While there is nothing inherently wrong with such inferences, the fact is frequently overlooked that there is no specific set of brain-behavior relationships validating these inferences.
Author: Aribert Rothenberger
Publisher:
ISBN: 9783642753435
Category :
Languages : en
Pages : 440
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Book Description
This book questions where we stand in 1990 with regard to biological child psychiatry and where we should go in the future with our developmental approach to the child's brain. It offers a window to the research, knowledge and thinking on both sides of the Atlantic. This critical look will help improve our understanding of disorder-specific neuronal weaknesses, their interaction with unspecific environmental stress factors, and the compensatory factors inside and outside a child's brain. The contents focus on psychobiology, neurophysiology, neurochemistry, genetics, cognition, sleep, speech and language, childhood psychoses, MBD and head injury, diagnostic issues, and therapy with an emphasis on drugs and biofeedback.
Author: Lauretta Bender
Publisher:
ISBN:
Category : Medical
Languages : en
Pages : 180
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Book Description
Author: Charles A. Nelson
Publisher: Psychology Press
ISBN: 1135664528
Category : Psychology
Languages : en
Pages : 443
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Book Description
There has been a burgeoning of interest in the relation between biological development--particularly brain development--and behavioral development. This shift in focus does a better job of reflecting the whole child and all of development. Not surprisingly, many of the individuals who are concerned with the theoretical side of brain-behavior relations are also concerned with the more practical side. The chapters that comprise this 31st volume of the Minnesota Symposium series collectively capture the subtle dance between the biological and behavioral aspects of early adversity as it influences neurobehavioral development. Individuals interested in this volume represent the disciplines of developmental psychology and psychopathology, child psychiatry, toxicology, developmental and behavioral pediatrics, behavioral neurology, and special education.
Author: David L. Clark
Publisher: Cambridge University Press
ISBN: 9780521840507
Category : Medical
Languages : en
Pages : 290
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Book Description
New edition building on the success of previous one. Retains core aim of providing an accessible introduction to behavioral neuroanatomy.
Author: Leonard F. Koziol
Publisher: Springer Science & Business Media
ISBN: 1461483824
Category : Psychology
Languages : en
Pages : 88
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Book Description
ADHD as a Model of Brain-Behavior Relationships Leonard F. Koziol, Deborah Ely Budding, and Dana Chidekel Series Title: Springer Briefs in Neuroscience Subseries: The Vertically Organized Brain in Theory and Practice It's been a basic neurological given: the brain does our thinking, and has evolved to do the thinking, as controlled by the neocortex. In this schema, all dysfunction can be traced to problems in the brain’s lateral interactions. But in scientific reality, is this really true? Challenging this traditional cortico-centric view is a body of research emphasizing the role of the structures that control movement-the brain's vertical organization-in behavioral symptoms. Using a well-known, widely studied disorder as a test case, ADHD as a Model of Brain-Behavior Relationships offers an innovative framework for integrating neuroscience and behavioral research to refine diagnostic process and advance the understanding of disorders. Identifying a profound disconnect between current neuropsychological testing and the way the brain actually functions, this revision of the paradigm critiques the DSM and ICD in terms of the connectedness of brain structures regarding cognition and behavior. The authors argue for a large-scale brain network approach to pathology instead of the localizing that is so common historically, and for an alternate set of diagnostic criteria proposed by the NIMH. Included in the coverage: The diagnosis of ADHD: history and context. ADHD and neuropsychological nomenclature Research Domain Criteria: a dimensional approach to evaluating disorder The development of motor skills, executive function, and a relation to ADHD The role of the cerebellum in cognition, emotion, motivation, and dysfunction How large-scale brain networks interact Heralding a more accurate future of assessment, diagnosis, and treatment of neurodevelopmental disorders, ADHD as a Model of Brain-Behavior Relationships represents a major step forward for neuropsychologists, child psychologists, and psychiatrists, or any related profession interested in a neuroscientific understanding of brain function.
Author: Vikram Patel
Publisher: World Bank Publications
ISBN: 1464804281
Category : Medical
Languages : en
Pages : 307
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Book Description
Mental, neurological, and substance use disorders are common, highly disabling, and associated with significant premature mortality. The impact of these disorders on the social and economic well-being of individuals, families, and societies is large, growing, and underestimated. Despite this burden, these disorders have been systematically neglected, particularly in low- and middle-income countries, with pitifully small contributions to scaling up cost-effective prevention and treatment strategies. Systematically compiling the substantial existing knowledge to address this inequity is the central goal of this volume. This evidence-base can help policy makers in resource-constrained settings as they prioritize programs and interventions to address these disorders.
Author: Patrick H. Tolan
Publisher: Springer Science & Business Media
ISBN: 1461475570
Category : Psychology
Languages : en
Pages : 217
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Book Description
Aggressive behavior among children and adolescents has confounded parents and perplexed professionals—especially those tasked with its treatment and prevention—for countless years. As baffling as these behaviors are, however, recent advances in neuroscience focusing on brain development have helped to make increasing sense of their complexity. Focusing on their most prevalent forms, Oppositional Defiant Disorder and Conduct Disorder, Disruptive Behavior Disorders advances the understanding of DBD on a number of significant fronts. Its neurodevelopmental emphasis within an ecological approach offers links between brain structure and function and critical environmental influences and the development of these specific disorders. The book's findings and theories help to differentiate DBD within the contexts of normal development, non-pathological misbehavior and non-DBD forms of pathology. Throughout these chapters are myriad implications for accurate identification, effective intervention and future cross-disciplinary study. Key issues covered include: Gene-environment interaction models. Neurobiological processes and brain functions. Callous-unemotional traits and developmental pathways. Relationships between gender and DBD. Multiple pathways of familial transmission. Disruptive Behavior Disorders is a groundbreaking resource for researchers, scientist-practitioners and graduate students in clinical child and school psychology, psychiatry, educational psychology, prevention science, child mental health care, developmental psychology and social work.
Author: Daniel Romer
Publisher: Oxford University Press
ISBN: 0190294345
Category : Psychology
Languages : en
Pages : 544
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Book Description
Recent advances in our understanding of the human brain suggest that adolescence is a unique period of development during which both environmental and genetic influences can leave a lasting impression. To advance the goal of integrating brain and prevention science, two areas of research which do not usually communicate with one another, the Annenberg Public Policy Center's Adolescent Risk Communication Institute held a conference with the purpose of producing an integrated volume on this interdisciplinary area. Presenters/chapter contributors were asked to address two questions: What neurodevelopmental processes in children and adolescents could be altered so that mental disorders might be prevented? And what interventions or life experiences might be able to introduce such changes? The book has a 5-part structure: biological and social universals in development; characteristics of brain and behavior in development; effects of early maltreatment and stress on brain development; effects of stress and other environmental influences during adolescence on brain development; and reversible orders of brain development. The twenty chapters include contributions from some of the most well-known researchers in the area.
Author: Stella Chess
Publisher: Springer Science & Business Media
ISBN: 1489921982
Category : Medical
Languages : en
Pages : 506
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Book Description
Stella Chess's many admirers throughout the world have long looked forward to the day when she would produce her own textbook of child psychiatry. They will not be disappointed in this thoughtful and per ceptive account of the principles and practices of the subject, written in collaboration with Dr. Hassibi. It has all the hallmarks we have come to recognize as distinctive of the Chess approach to child psychiatry-gentle yet subtle and penetrating, always appreciative of the feelings and concerns of both the children and their parents, well informed and critically aware of research findings but far from over awed by the contributions of science, and above all immensely practi cal. Anyone who wants to know how one of the world's outstanding clinicians appraises what child psychiatry has to offer could do no bet ter than to read this book. Child psychiatry differs from general psychiatry in being con cerned with a developing organism, and it is entirely appropriate that the book begins with an account of child development and of the prin cipal theories put forward to explain it. Chess and Hassibi recognize the importance of theory in organizing ideas and in suggesting expla nations, but they remain skeptical of how far existing theories do in fact account for the outstanding issues in development. They note the limitations of all theories in explaining how development takes place and why individual differences occur in the way they do.
