1,721,261 research outputs found
Madame Agénor de Gasparin ou les délices de la chaire
No full textSmith Annette. Madame Agénor de Gasparin ou les délices de la chaire. In: Romantisme, 1992, n°77. Les femmes et le bonheur d'écrire. pp. 47-54
Why adult neuropsychological models don't work for neurodevelopmental syndromes
No full textA cross-syndrome comparison between infants with
Williams syndrome and those with Down syndrome seems
to result in a neat cognitive double dissociation, like in adult
neuropsychological patients. However, a more dynamic
developmental analysis shows the data to be far more
complex and the result of cascading cross-domain effects
over ontogenetic time. The atypical brain of children with
genetic disorders is not a normal brain with parts intact and
parts impaired but a brain that develops differently
throughout embryogenesis and ontogenesis. Thus, cognitive
deficits may be due to multiple domain-relevant interacting
factors early on that result in domain-specificity in the
phenotypic outcome
Williams syndrome: a model for the neuroconstructivist approach
No full textBook synopsis: The first book to consider atypical development across multiple levels (genes, brain, behaviour, environment), encouraging readers to think dynamically and developmentally, rather than examining static snapshots of neurodevelopmental disorders.
Provides the most comprehensive review of development across cognitive domains (and their interactions), making clinicians more sensitive to looking for underlying cognitive and neural differences even when behavioural scores are in the normal range. Considers development from infancy to adulthood, encouraging the reader to think about the importance of development in understanding neurodevelopmental disorders, for example, by considering the impact that differences in low-level processes in infancy can have on later developing cognitive processes.
Nowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, our study of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood.
This is the first book to present evidence on development across the lifespan across these multiple levels of description (genetic, brain, cognitive, environmental). In the book, the authors have chosen a well-defined disorder, Williams syndrome (WS), to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development. WS is used as a model disorder to demonstrate the authors approach to understanding development, whilst being presented in comparison to other neurodevelopmental disorders - Autism, Developmental Dyscalculia, Down syndrome, Dyslexia, Fragile X syndrome, Prader-Willi syndrome, Specific Language Impairment, Turner syndrome - to illustrate differences in development across neurodevelopmental disorders.
Williams syndrome is particularly informative for exploring development: Firstly, it has been extensively researched at multiple levels: genes, brain, cognition and behaviour, as well as in terms of the difficulties of daily living and social interaction. Secondly, it has been studied across the lifespan, with many studies on infants and toddlers with WS as well as a large number on children, adolescents and adults. The authors also explore a number of domain-general and domain-specific processes in the verbal, non-verbal and social domains, across numerous neurodevelopmental disorders. This illustrates, among other factors, the importance of developmental timing, i.e. that the development of a cognitive skill at a specific timepoint can impact on subsequent development within that domain, but also across domains. In addition, the authors discuss the value of investigating basic-level abilities from as close to the infant start-state as possible, presenting evidence of where cross-syndrome comparisons have shed light on the cascading impacts of subtle similarities and discrepancies in early delay or deviance, on subsequent development.
Designed such that readers with an interest in any neurodevelopmental disorder can gain insight into the intricate dynamics of cognitive development, the book covers both theoretical issues and those of clinical relevance. It will be an invaluable reference for any researcher, clinician, student as well as interested parents or teachers wishing to learn about neurodevelopmental disorders from a developmental framework
Brain: the neuroconstructivist approach
No full textBook synopsis: The first book to consider atypical development across multiple levels (genes, brain, behaviour, environment), encouraging readers to think dynamically and developmentally, rather than examining static snapshots of neurodevelopmental disorders.
Provides the most comprehensive review of development across cognitive domains (and their interactions), making clinicians more sensitive to looking for underlying cognitive and neural differences even when behavioural scores are in the normal range. Considers development from infancy to adulthood, encouraging the reader to think about the importance of development in understanding neurodevelopmental disorders, for example, by considering the impact that differences in low-level processes in infancy can have on later developing cognitive processes.
Nowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, our study of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood.
This is the first book to present evidence on development across the lifespan across these multiple levels of description (genetic, brain, cognitive, environmental). In the book, the authors have chosen a well-defined disorder, Williams syndrome (WS), to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development. WS is used as a model disorder to demonstrate the authors approach to understanding development, whilst being presented in comparison to other neurodevelopmental disorders - Autism, Developmental Dyscalculia, Down syndrome, Dyslexia, Fragile X syndrome, Prader-Willi syndrome, Specific Language Impairment, Turner syndrome - to illustrate differences in development across neurodevelopmental disorders.
Williams syndrome is particularly informative for exploring development: Firstly, it has been extensively researched at multiple levels: genes, brain, cognition and behaviour, as well as in terms of the difficulties of daily living and social interaction. Secondly, it has been studied across the lifespan, with many studies on infants and toddlers with WS as well as a large number on children, adolescents and adults. The authors also explore a number of domain-general and domain-specific processes in the verbal, non-verbal and social domains, across numerous neurodevelopmental disorders. This illustrates, among other factors, the importance of developmental timing, i.e. that the development of a cognitive skill at a specific timepoint can impact on subsequent development within that domain, but also across domains. In addition, the authors discuss the value of investigating basic-level abilities from as close to the infant start-state as possible, presenting evidence of where cross-syndrome comparisons have shed light on the cascading impacts of subtle similarities and discrepancies in early delay or deviance, on subsequent development.
Designed such that readers with an interest in any neurodevelopmental disorder can gain insight into the intricate dynamics of cognitive development, the book covers both theoretical issues and those of clinical relevance. It will be an invaluable reference for any researcher, clinician, student as well as interested parents or teachers wishing to learn about neurodevelopmental disorders from a developmental framework
Future theoretical and empirical directions within a neuroconstructivist framework
No full textBook synopsis: The first book to consider atypical development across multiple levels (genes, brain, behaviour, environment), encouraging readers to think dynamically and developmentally, rather than examining static snapshots of neurodevelopmental disorders.
Provides the most comprehensive review of development across cognitive domains (and their interactions), making clinicians more sensitive to looking for underlying cognitive and neural differences even when behavioural scores are in the normal range. Considers development from infancy to adulthood, encouraging the reader to think about the importance of development in understanding neurodevelopmental disorders, for example, by considering the impact that differences in low-level processes in infancy can have on later developing cognitive processes. Nowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, our study of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood.
This is the first book to present evidence on development across the lifespan across these multiple levels of description (genetic, brain, cognitive, environmental). In the book, the authors have chosen a well-defined disorder, Williams syndrome (WS), to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development. WS is used as a model disorder to demonstrate the authors approach to understanding development, whilst being presented in comparison to other neurodevelopmental disorders - Autism, Developmental Dyscalculia, Down syndrome, Dyslexia, Fragile X syndrome, Prader-Willi syndrome, Specific Language Impairment, Turner syndrome - to illustrate differences in development across neurodevelopmental disorders.
Williams syndrome is particularly informative for exploring development: Firstly, it has been extensively researched at multiple levels: genes, brain, cognition and behaviour, as well as in terms of the difficulties of daily living and social interaction. Secondly, it has been studied across the lifespan, with many studies on infants and toddlers with WS as well as a large number on children, adolescents and adults. The authors also explore a number of domain-general and domain-specific processes in the verbal, non-verbal and social domains, across numerous neurodevelopmental disorders. This illustrates, among other factors, the importance of developmental timing, i.e. that the development of a cognitive skill at a specific timepoint can impact on subsequent development within that domain, but also across domains. In addition, the authors discuss the value of investigating basic-level abilities from as close to the infant start-state as possible, presenting evidence of where cross-syndrome comparisons have shed light on the cascading impacts of subtle similarities and discrepancies in early delay or deviance, on subsequent development.
Designed such that readers with an interest in any neurodevelopmental disorder can gain insight into the intricate dynamics of cognitive development, the book covers both theoretical issues and those of clinical relevance. It will be an invaluable reference for any researcher, clinician, student as well as interested parents or teachers wishing to learn about neurodevelopmental disorders from a developmental framework
Conclusion Future theoretical and empirical directions within a neuroconstructivist framework
No full textThis chapter discusses how a neuroconstructivist, multidisciplinary approach enriches our understanding of neurodevelopmental disorders. The neuroconstructivist approach raises cross-syndrome questions at multiple levels of analysis, such as: is this brain/cognitive/behavioural deficit syndrome-specific or is it syndrome-general, that is, is it characteristic of all atypical development where learning difficulties obtain or unique to a particular syndrome? It differentiates domain-relevant mechanisms from domain-specific or domain-general ones. It also searches for very low-level impairments in the neonate profile - at the levels of brain, cognition, and behaviour - that might affect gene expression and have cascading effects on developmental outcomes
Introduction: Williams syndrome: A model for the neuroconstructivist approach
No full textThis introductory chapter first sets out the purpose of the book, which is to serve as a paradigm for multidisciplinary, neuroconstructivist approaches to a wide range of other syndromes, taking the neurodevelopmental disorder Williams syndrome (WS) as a model syndrome. It then discusses the neuroconstructivist approach to neurodevelopmental disorders. An overview of the subsequent chapters is also presented
Neurodevelopmental Disorders Across the Lifespan: A neuroconstructivist approach
No full textNowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, our study of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood. This book presents evidence on development across the lifespan across these multiple levels of description (genetic, brain, cognitive, environmental). It chooses a well-defined disorder, Williams syndrome (WS), to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development. WS is used as a model disorder to demonstrate the book's approach to understanding development, whilst being presented in comparison to other neurodevelopmental disorders - autism, developmental dyscalculia, Down syndrome, dyslexia, fragile X syndrome, Prader-Willi syndrome, Specific Language Impairment, Turner syndrome - to illustrate differences in development across neurodevelopmental disorders. WS is particularly informative for exploring development. Firstly, it has been extensively researched at multiple levels: genes, brain, cognition, and behaviour as well as in terms of the difficulties of daily living and social interaction. Secondly, it has been studied across the lifespan, with many studies on infants and toddlers with WS as well as a large number on children, adolescents, and adults. The book also explores a number of domain-general and domain-specific processes in the verbal, non-verbal, and social domains, across numerous neurodevelopmental disorders. This illustrates, among other factors, the importance of developmental timing, i.e., that the development of a cognitive skill at a specific timepoint can impact on subsequent development within that domain, but also across domains. In addition, the chapters discuss the value of investigating basic-level abilities from as close to the infant start-state as possible, presenting evidence of where cross-syndrome comparisons have shed light on the cascading impacts of subtle similarities and discrepancies in early delay or deviance, on subsequent development
Neurodevelopmental disorders across the lifespan : a neuroconstructivist approach
No full textNowadays, it is widely accepted that there is no single influence (be it nature or nurture) on cognitive development. Cognitive abilities emerge as a result of interactions between gene expression, cortical and subcortical brain networks, and environmental influences. In recent years, our study of neurodevelopmental disorders has provided much valuable information on how genes, brain development, behaviour, and environment interact to influence development from infancy to adulthood. This book presents evidence on development across the lifespan across these multiple levels of description (genetic, brain, cognitive, environmental). It chooses a well-defined disorder, Williams syndrome (WS), to explore the impact of genes, brain development, behaviour, as well as the individual's environment on development. WS is used as a model disorder to demonstrate the book's approach to understanding development, whilst being presented in comparison to other neurodevelopmental disorders - autism, developmental dyscalculia, Down syndrome, dyslexia, fragile X syndrome, Prader-Willi syndrome, Specific Language Impairment, Turner syndrome - to illustrate differences in development across neurodevelopmental disorders. WS is particularly informative for exploring development. Firstly, it has been extensively researched at multiple levels: genes, brain, cognition, and behaviour as well as in terms of the difficulties of daily living and social interaction. Secondly, it has been studied across the lifespan, with many studies on infants and toddlers with WS as well as a large number on children, adolescents, and adults. The book also explores a number of domain-general and domain-specific processes in the verbal, non-verbal, and social domains, across numerous neurodevelopmental disorders. This illustrates, among other factors, the importance of developmental timing, i.e., that the development of a cognitive skill at a specific timepoint can impact on subsequent development within that domain, but also across domains. In addition, the chapters discuss the value of investigating basic-level abilities from as close to the infant start-state as possible, presenting evidence of where cross-syndrome comparisons have shed light on the cascading impacts of subtle similarities and discrepancies in early delay or deviance, on subsequent development
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