Cognitive Science, Development, and Psychopathology

Typical and Atypical Developmental Trajectories of Attention

Edited by Jacob A. Burack, James T. Enns, and Nathan A. Fox

Cross-disciplinary approach to attentional functioning brings together views from cognitive neuroscience, development, and psychopathology.
Wide range of researchers contribute the most up-to-date findings, leading to better science within and across disciplines
Topics addressed include anxiety and depression, autism, dyslexia, infant abuse and neglect, and attention abilities and problems.

Cognitive Science, Development, and Psychopathology

Typical and Atypical Developmental Trajectories of Attention

Edited by Jacob A. Burack, James T. Enns, and Nathan A. Fox

Description

The disciplines of cognitive neuroscience, development, and psychopathology are complementary in the study of human perception and attention, even though each discipline emerges from a decidedly different and sometimes incompatible worldview. The meeting of researchers across these disciplines results in a fruitful cross-fertilization that ultimately leads to better science within each discipline and a joint scientific endeavor that is greater than the sum of its parts.

Cognitive Science, Development, and Psychopathology: Typical and Atypical Developmental Trajectories of Attention unites scholars sharing common interests in the development of attention and related areas of functioning with different perspectives and methodologies. The volume does not impose a single framework for discussing the relevant issues, but rather the authors highlight the importance of their own approaches to the study of the typical and atypical development of attention. Drs. Burack, Enns, and Fox have organized the chapters into three sections: Atypical Environments, Threat, and the Development of Individual Differences in Attention; The Organization of the Development of Attention in Typical and Atypical Processing; and The Case of Orienting Attention in Developing an Integrated Science. Discussion topics include cognitive bias modification, attention and the development of anxiety disorders, deficient anchoring, reflexive and abnormal social orienting in autism, and social attention. This volume is a unique and critical resource for researchers in communication disorders, developmental and cognitive psychology, human development, neuroscience, and educational and counseling psychology.

Cognitive Science, Development, and Psychopathology

Typical and Atypical Developmental Trajectories of Attention

Edited by Jacob A. Burack, James T. Enns, and Nathan A. Fox

Contents
Contributors
Introduction
Chapter 1. Cognitive science, development, and psychopathology: Typical and atypical trajectories of attention
James T. Enns and Jacob A. Burack
Section I. Atypical Environments, Threat, and the Development of Individual Differences in Attention
Chapter 2. Linking early adversity, brain, and developmental psychopathology: A review of findings from survivors of extremely low birth weight and child maltreatment
Vladimir Miskovic and Louis A. Schmidt
Chapter 3. Cognitive bias modification: The effects of training paradigms
Jenna N. Goldstein Suway and Nathan A. Fox
Chapter 4. Attention and the development of anxiety disorders: The importance of disentangling reactive versus regulatory components of attention
Patricia L. Jordan and J. Bruce Morton
Section II. The Organization of the Development of Attention in Typical and Atypical Processing
Chapter 5 Ontogenesis and microgenesis of visual perceptual organization
Ruth Kimch
Chapter 6 Deficient anchoring - a potential link between perceptual and cognitive difficulties among individuals with dyslexia
Karen Banai and Merav Ahissar
Chapter 7 Autism: Beyond Weak Central Coherence
Elizabeth Pellicano
Section III. The Case of Orienting Attention in Developing an Integrated Science
Chapter 8 Core components of flexibly attending: Summary and synthesis of reflexive orienting in autism
Jed T. Ellison and J. Steven Reznick
Chapter 9 Orienting attention to social cues typical and atypical development
Adrienne Rombough, Jennifer N. Barrie, and Grace Iarocci
Chapter 10 Investigating social attention: A case for increasing stimulus complexity in the laboratory
Elina Birmingham, Jelena Ristic, and Alan Kingstone
Chapter 11 Neurodevelopmental mechanisms in childhood psychopathology: The example of abnormal social orienting in autism
Noah J. Sasson, Lauren Turner Brown, and Joseph Piven

Cognitive Science, Development, and Psychopathology

Typical and Atypical Developmental Trajectories of Attention

Edited by Jacob A. Burack, James T. Enns, and Nathan A. Fox

Author Information

Edited by Jacob A. Burack, Professor of School/Applied Developmental Psychology and Director of the McGill Youth Study Team, Department of Educational and Counseling Psychology, McGill University, Canada, James T. Enns, Distinguished University Professor, Department of Psychology, University of British Columbia, Canada, and Nathan A. Fox, Director, Child Development Lab, Department of Human Development, University of Maryland, USA

Jacob A. (Jake) Burack is Professor of School/Applied Child Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University. He is the founder and director of the McGill Youth Study Team (MYST) where he and his students work within the MYST motto of "a commitment to excellence in the study and education of all children." James T. Enns is Distinguished Professor of Psychology at the University of British Columbia. He is the editor of Journal of Experimental Psychology: Human Perception and Performance. He has edited two research volumes on the development of attention, has sole and co-authored textbooks on perception, and published more than 140 scientific articles. Nathan A. Fox is Director of the Child Development Lab and Distinguished University Professor in the Department of Human Development at the University of Maryland College Park.

Contributors:

Merav Ahissar
Faculty of Social Sciences
The Hebrew University of Jerusalem

Karen Banai
Department of Communication Disorders
University of Haifa

Jennifer N. Barrie
Department of Psychology
Simon Fraser University

Elina Birmingham
Department of Psychology
Simon Fraser University

Lauren Turner Brown
Department of Psychology
University of North Carolina

Jacob A. Burack
Department of Educational and Counselling Psychology
McGill University

Jed T. Elison
Department of Developmental Psychology
University of North Carolina at Chapel Hill

James T. Enns
Department of Psychology
University of British Columbia

Nathan A. Fox
Department of Human Development
University of Maryland

Grace Iarocci
Department of Psychology
Simon Fraser University

Patricia Jordan
Department of Psychology
University of Western Ontario

Ruth Kimchi
Department of Psychology
University of Haifa

Alan Kingstone
Department of Psychology
University of British Columbia

Vladimir Miskovic
McMaster Integrative Neuroscience Discovery and Study
McMaster University

J. Bruce Morton
Department of Psychology
Graduate Program in Neuroscience
University of Western Ontario

Elizabeth Pellicano
Centre for Research in Autism and Education
Institute of Education, London
School of Psychology, University of Western Australia

Joseph Piven
Department of Psychiatry
University of North Carolina

Steven Reznick, Department of Psychology
University of North Carolina at Chapel Hill

Jelena Ristic
Department of Psychology
McGill University

Adrienne H. Rombough
Department of Psychology
Simon Fraser University

Noah J. Sasson
Behavioral and Brain Sciences
University of Texas at Dallas

Louis A. Schmidt
Department of Psychology
McMaster University
Offord Centre for Child Studies
McMaster Children's Hospital

Jenna G. Suway
Department of Human Development
University of Maryland