Genes, Brain and Development: The Neurocognition of Genetic Disorders

Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 9
Contributors......Page 11
Organization of the book......Page 13
Heterogeneity in genes, brain, and behavior......Page 16
References......Page 17
Acknowledgments......Page 18
Section 1 Connecting genes, brain, and behavior in neurodevelopmental disorders......Page 19
Introduction......Page 21
Fragile X syndrome......Page 22
The premutation......Page 23
Diagnostic criteria......Page 27
Pathological features......Page 28
Treatment......Page 29
Discussion......Page 30
References......Page 31
Introduction......Page 37
Genetics......Page 39
Neuroanatomical findings......Page 42
Initial outcome studies......Page 46
Changes in autistic symptoms......Page 47
Stability of early diagnosis......Page 49
Subgroups of children with ASDs......Page 50
Optimal outcome......Page 51
Intervention......Page 52
Behavioral interventions......Page 53
Developmental interventions......Page 55
Peer training......Page 56
Mechanisms of improvement......Page 57
References......Page 60
What is SBM?......Page 71
The SBM genotype......Page 72
Relations between genotype and physical and neural phenotypes......Page 73
The SBM behavioral phenotype in relation to lesion level and environmental factors: Intelligence, academic skills, and adaptive function......Page 74
Core deficits......Page 75
Attention orienting......Page 76
Associative vs. assembled processing......Page 77
Reading......Page 79
Environmental risk and protective factors in the development of children with SBM......Page 85
Life-span and longitudinal investigations of mathematical cognition in SBM......Page 87
Clinical care and intervention issues......Page 90
References......Page 92
Section 2 Genetic disorders and models of neurocognitive development......Page 101
Introduction......Page 103
Early language profiles and predictors of language outcomes......Page 104
Follow-up studies: Overlap in ASD and language disorders......Page 108
Language processing in ASD and language disorders......Page 109
Overlap in behavioral phenotypes......Page 112
Overlap in neural phenotypes......Page 114
Etiological overlap......Page 115
Conclusions and future directions......Page 117
References......Page 118
Introduction......Page 123
Syntax in Williams syndrome......Page 124
Participants......Page 128
Design and materials......Page 129
Results......Page 131
Discussion......Page 134
References......Page 137
6 Language in Down syndrome: A life-span perspective......Page 140
Prelinguistic development......Page 141
Articulatory Problems......Page 143
Lexical Development......Page 144
Constraints on Lexical Learning......Page 145
Lexical Organization in LTM......Page 146
Morphosyntatic Development......Page 147
Pragmatics......Page 148
Discourse......Page 149
The Critical Period Problem......Page 150
Interindividual variability......Page 152
Language aging......Page 153
References......Page 155
Neurodevelopmental disorders and mathematics learning disability......Page 161
Fragile X syndrome......Page 162
Turner syndrome......Page 163
Framework for studying MLD......Page 164
Syndrome models of variation in pathways to MLD......Page 165
Sources of variability across groups......Page 166
Phenotypic variability despite genetic homogeneity......Page 167
Prevalence and persistence......Page 168
Math skills......Page 169
Relationship between math and related skills......Page 173
Math skills......Page 176
Relationship between math and related skills......Page 177
Relationship between math and related skills......Page 181
Exploring the complexity of cognitive correlates of MLD......Page 183
Math and Williams syndrome......Page 184
Math and Language......Page 186
References......Page 187
Introduction......Page 193
Different approaches to developmental disorder......Page 194
Populations studied......Page 196
Examples from early language development......Page 198
Number studies......Page 203
Face processing......Page 207
Conclusions......Page 209
References......Page 212
The field dependent–independent cognitive style and role of simultaneous and successive processes......Page 217
Strategy competencies and deficits in individuals with mental retardation......Page 220
Participants......Page 221
Instruction......Page 222
Results......Page 223
Effect of mental age......Page 224
Interactions......Page 225
Discussion......Page 226
References......Page 230
Index......Page 234