Neurodevelopmental disorders across the lifespan : a neuroconstructivist approach

416 Pages·2012·2.23 MB·English

by  Emily K. Farran

Neurodevelopmental
Disorders Across the Lifespan
A Neuroconstructivist Approach
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Oxford Series in Developmental Cognitive Neuroscience
Series Editor
Mark H. Johnson, Centre for Brain and Cognitive Development
Birkbeck College, University of London, UK
Neuroconstructivism Volume I: How the brain constructs cognition
Denis Mareschal, Mark H. Johnson, Sylvain Sirois, Michael W. Spratling,
Michael S. C. Thomas, and Gert Westermann
Neuroconstructivism Volume II: Perspectives and Prospects
Edited by Denis Mareschal, Sylvain Sirois, Gert Westermann, and Mark H. Johnson
Toward a Unified Theory of Development: Connectionism and Dynamic Systems
Theory Re-Considered
Edited by John P. Spencer, Michael S. C. Thomas, and James L. McClelland
The Making of Human Concepts
Edited by Denis Mareschal, Paul C. Quinn, and Stephen E. G. Lea
Attention, Genes, and Developmental Disorders
Kim Cornish and John Wilding
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Neurodevelopmental
Disorders Across the
Lifespan
A Neuroconstructivist
Approach
Edited by
Emily K. Farran
Reader,
Psychology and Human Development,
Institute of Education,
University of London,
London, UK
Annette Karmiloff-Smith
Professorial Research Fellow,
Birkbeck Centre for Brain and
Cognitive Development,
University of London,
London, UK
1
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1

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Acknowledgements
We have many people to warmly thank for their contributions to this book. First and
foremost, our greatest appreciation goes to all our chapter contributors, who all did their
utmost to follow our editorial guidelines so that the book was not a mere juxtaposition of
albeit interesting chapters but conveyed a common cohesive approach. Not only did they
take all our detailed comments on board, but they also revised their chapters with amazing
promptness, which meant that we actually met our planned deadline—an incredible feat!
Second, all authors as well as May Tassabehji also generously commented alongside the
editors on other chapters, again contributing to the book’s cohesiveness. Third, we would
particularly like to thank Charlotte Green and Abigail Stanley of Oxford University Press
and freelance copyeditor Martina Habeck, who made our task much smoother at multiple
levels. Finally, we thank our partners, John Willoughby and Mark Johnson, for their
patience while we inundated every home tabletop surface with chapters, reference lists
and Post-it notes!
Chapter 1 (Michael S. C. Thomas, Harry R. Purser and
Jo Van Herwegen)
This research was supported by Economic and Social Research Council grants RES-062-23-
2721 and RES-062-33-0005, and a Leverhulme Study Abroad Fellowship to MT held at
the University of Chicago.
Chapter 2 (Annette Karmiloff-Smith)
Thank you to Karen Berman, Brian Haas and Allan Reiss for very useful comments on
this manuscript and to Lauren Willmott for help in preparing references. We also thank
Allan Reiss and Paul Thompson for providing Figures 2.1 and 2.2.
Chapter 3 (Lucy R. Osborne)
Thank you to Elizabeth Fisher for reviewing this chapter.
Chapter 6 (Kate Breckenridge, Janette Atkinson and
Oliver Braddick)
The research described in this chapter was supported by grants G0601007 and G7908507
from the Medical Research Council to JA and OB, a studentship from the Biotechnology
and Biological Sciences Research Council to KB, and grants from the Economic and Social
Research Council (RES-000-22-2659) and the Williams Syndrome Foundation to KB and
JA. We thank Professor Margaret Woodhouse of Cardiff University for collaboration in
testing the Down syndrome group; John Wattam-Bell, Shirley Anker, Dee Birtles, Marko
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vi ACKNOWLEDGEMENTS
Nardini, Dorothy Cowie and many other past members of the Visual Development Units
at University College London and the University of Oxford for their help and support in
our programme; and Harriet Hallas for help in preparation of this manuscript. Lastly, we
thank the many families who have willingly taken part in our studies.
Chapter 9 (Kerry D. Hudson and Emily K. Farran)
The preparation of this chapter and the authors’ current research is supported by a
Collaborative Awards in Science and Engineering PhD studentship from the Economic
and Social Research Council (ESRC) and the Williams Syndrome Foundation, UK and by
an ESRC grant (grant number RES-062-33-0005).
Chapter 10 (Carolyn B. Mervis and Angela E. John)
We are very grateful to the individuals with Williams syndrome and their families who
have participated so enthusiastically in research studies throughout the world. It is only
through their participation that researchers are able to document the language and cogni-
tive strengths and weaknesses of individuals with Williams syndrome and to address their
implications both for developmental theory and for the design of language intervention
programs targeted for individuals with this syndrome. The authors’ research on Williams
syndrome and the preparation of this chapter were supported by the National Institute of
Child Health and Human Development (grant number R37 HD29957) and the National
Institute of Neurological Disorders and Stroke (grant number R01 NS35102).
Chapter 12 (Emily K. Farran and Susan C. Formby)
The preparation of this chapter and the authors’ current research is supported by an
Economic and Social Research Council grant (grant number RES-062-33-0005) and a
PhD studentship from the University of Reading.
Chapter 13 (Janette Atkinson and Oliver Braddick)
The research described in this chapter was supported by grants G0601007 and G7908507
from the Medical Research Council to Janette Atkinson and Oliver Braddick and John
Wattam-Bell. We thank John Wattam-Bell, Shirley Anker, Dee Birtles, Marko Nardini,
Dorothy Cowie and many other past members of the Visual Development Units at
University College London and the University of Oxford for their help and support in our
programme, and Harriet Hallas for help in preparation of this manuscript. Lastly, we
thank the many families who have willingly taken part in our studies.
Chapter 16 (Joanne S. Camp, Emily K. Farran and
Annette Karmiloff-Smith)
The preparation of this chapter and the authors’ current research is supported by a
Bloomsbury Colleges PhD studentship and Economic and Social Research Council grant
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ACKNOWLEDGEMENTS vii
number RES-062-33-0005. Thank you to Lauren Willmott for help at the preparation
stage, and to Daniel Ansari for helpful comments on this chapter.
Chapter 18 (Ann Steele, Janice Brown and Gaia Scerif)
We are extremely grateful to Sarah Paterson for generosity with her data. Kim Cornish
and Annette Karmiloff-Smith contributed to all aspects of the data reported in sections 4
and 5, in addition to their ongoing intellectual input to our work. Of course, none of
these findings could have been achieved without the continuing support of children,
families, schools and the national support associations that are so critical to all of what we
do. We cannot thank them enough.
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Contents
List of Contributors xi
Introduction: Williams syndrome: A model for the
neuroconstructivist approach 1
Annette Karmiloff-Smith and Emily K. Farran
Part 1 Cognition, Brain, Genes
1 Cognition: The developmental trajectory approach 13
Michael S. C. Thomas, Harry R. Purser and Jo Van Herwegen
2 Brain: The neuroconstructivist approach 37
Annette Karmiloff-Smith
3 Genes: The gene expression approach 59
Lucy R. Osborne
Part 2 Clinical and Practical Outcomes
4 Clinical profile: Diagnosis and prognosis 85
Kay Metcalfe
5 Adult outcomes and integration into society 103
Chris Stinton and Patricia Howlin
Part 3 Domain-General Processes
6 Attention 119
Kate Breckenridge, Janette Atkinson and Oliver Braddick
7 Sleep-related learning 135
Dagmara Annaz and Anna Ashworth
8 Memory 149
Stefano Vicari and Deny Menghini
9 Executive function and motor planning 165
Kerry D. Hudson and Emily K. Farran
Part 4 Domain-Specific Processes
Part 4a Verbal Domain
10 Precursors to language and early language 187
Carolyn B. Mervis and Angela E. John
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