MICHELLE de HAAN, PhD is Professor in Infant and Child Development at University College London Great Ormond Street Institute of Child Health, UK. She is Editor of Developmental Science, and an international figure in the field of clinical and developmental social and cognitive neuroscience, with an emphasis on the early years and electrophysiological and behavioural methods. IROISE DUMONTHEIL, PhD., is Professor of Cognitive Neuroscience at the Centre for Brain and Cognitive Development, Birkbeck, University of London. Her research focuses on the typical development of the brain, cognition and behaviour during childhood and adolescence, in particular in the domains of social cognition and cognitive control, and on potential implications of neuroscience research for education. MARK H. JOHNSON, FBA, PhD., is Professor of Experimental Psychology at the University of Cambridge, UK, and Professor at the Centre for Brain and Cognitive Development, Birkbeck, University of London. A founding leader of developmental cognitive neuroscience, his research focuses on both the typical and atypical development of the brain, cognition and behaviour over the first three years postnatal.

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• List of Figures xList of Tables xviiList of Abbreviations xviiiPreface to the First Edition xxPreface to the Fifth Edition xxiiAbout the Companion Website xxiii1 The Biology of Change 1Viewpoints on Development 1Analyzing Development 5Why Take a Cognitive Neuroscience Approach to Development? 6Why Take a Developmental Approach to Cognitive Neuroscience? 7The Cause of Developmental Change 8Three Viewpoints on Human Functional Brain Development 10Interactive Specialization 11Looking Forward 122 Methods and Populations 14Introduction 14Behavioral and Cognitive Tasks 15Assessing Brain Function in Development 16Observing Brain Structure in Development 18Animal Studies and Genetics 19Neurodiversity and Developmental Disorders 20Atypically Developing Brains 22Sensory and Environmental Variations 25Familial Risk Populations 263 From Gene to Brain 28The History of the Gene 28Principles of Gene Function 29Genetics and Developmental Cognitive Neuroscience 32The Epigenome 36The FOXP2 Gene 364 Building a Brain 39An Overview of Primate Brain Anatomy 40Prenatal Brain Development 43Postnatal Brain Development 46The Development of Cortical Areas: Protomap or Protocortex? 53Differential Development of Human Cortex 61Postnatal Brain Development: Adolescence 64Postnatal Brain Development: The Hippocampus and Subcortical Structures 65Neurotransmitters and Neuromodulators 66What Makes a Brain Human? 69General Summary and Conclusions 705 Vision, Orienting, and Attention 71The Development of Vision 71The Development of Visual Orienting 76Saccade Planning 86Visual Attention 89General Summary and Conclusions 956 Perceiving and Acting in a World of Objects 97The Dorsal and Ventral Visual Pathways 98Hidden Objects 101Neural Oscillations and Object Processing 105General Summary and Conclusions 1067 Perceiving and Acting on the Social World 107The Social Brain 107Face Recognition 109Brain Development and Face Recognition in Humans 113Perceiving and Acting on the Eyes 120Understanding and Predicting the Behavior of Others 123The Atypical Social Brain 127General Summary and Conclusions 1318 Learning and Long- Term Memory 133Development of Explicit Memory 135Implicit Memory 143General Summary and Conclusions 1459 Language 147Introduction 147Are Some Parts of Cortex Critical for Language Acquisition? 149Neural Basis of Speech Processing in Infants 155Influence of Experience on Brain Language Processing 156Neural Correlates of Typical and Atypical Language Acquisition 158General Summary and Conclusions 1610005539305.indd 8 03-16-2023 10:44:5210 Prefrontal Cortex, Executive Functions, and Decision- Making 163Introduction 164Prefrontal Cortex and Object Permanence 164Prefrontal Cortex and Executive Functions Development During Adolescence 166Social Decision- Making and Self- Regulation During Adolescence 170Prefrontal Cortex, Skill Learning, and Interactive Specialization 173General Summary and Conclusions 17711 Educational Neuroscience 179Numeracy 181Literacy 185Domain- General Skills: Executive Functions and Processing Speed 186Individual Differences and Training Interventions 189Dyscalculia and Dyslexia 192General Summary and Conclusions 19512 Global and Cross- Cultural Perspectives 197Developmental Cognitive Neuroscience: Factors to Consider in Global, Cross- Cultural Settings 198Cognitive Neurosciences Approaches to Look at Commonalities Across Global/Cultural Settings 199Infants’ Response to Novelty 199Social Processing 200Numeracy and Literacy 202Developmental Cognitive Neuroscience: Examining Factors Affecting Similarities and Differences Among Global Settings and Cultures 203Maternal Stress, Caregiving and Education and Brain Responses to Social Stimuli 203Interactions Between Factors Predicting Individual Differences in Neurocognition 203Brain Responses in the Context of Global- Specific Risk 204General Summary and Conclusions 20413 Toward an Integrated Developmental Cognitive Neuroscience 206Introduction 206Three Viewpoints on Human Functional Brain Development 207Interactive Specialization (IS) 209Emerging Networks 213Genes and Cognitive Development 217Relations Between Brain Structure and Function in Development 218Neuroconstructivism 219Criticisms of Developmental Cognitive Neuroscience 221Applications of Developmental Cognitive Neuroscience 223Concluding Remarks 224References 225Index 282

MICHELLE de HAAN, PhD is Professor in Infant and Child Development at University College London Great Ormond Street Institute of Child Health, UK. She is Editor of Developmental Science, and an international figure in the field of clinical and developmental social and cognitive neuroscience, with an emphasis on the early years and electrophysiological and behavioural methods. IROISE DUMONTHEIL, PhD., is Professor of Cognitive Neuroscience at the Centre for Brain and Cognitive Development, Birkbeck, University of London. Her research focuses on the typical development of the brain, cognition and behaviour during childhood and adolescence, in particular in the domains of social cognition and cognitive control, and on potential implications of neuroscience research for education. MARK H. JOHNSON, FBA, PhD., is Professor of Experimental Psychology at the University of Cambridge, UK, and Professor at the Centre for Brain and Cognitive Development, Birkbeck, University of London. A founding leader of developmental cognitive neuroscience, his research focuses on both the typical and atypical development of the brain, cognition and behaviour over the first three years postnatal.

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• List of Figures xList of Tables xviiList of Abbreviations xviiiPreface to the First Edition xxPreface to the Fifth Edition xxiiAbout the Companion Website xxiii1 The Biology of Change 1Viewpoints on Development 1Analyzing Development 5Why Take a Cognitive Neuroscience Approach to Development? 6Why Take a Developmental Approach to Cognitive Neuroscience? 7The Cause of Developmental Change 8Three Viewpoints on Human Functional Brain Development 10Interactive Specialization 11Looking Forward 122 Methods and Populations 14Introduction 14Behavioral and Cognitive Tasks 15Assessing Brain Function in Development 16Observing Brain Structure in Development 18Animal Studies and Genetics 19Neurodiversity and Developmental Disorders 20Atypically Developing Brains 22Sensory and Environmental Variations 25Familial Risk Populations 263 From Gene to Brain 28The History of the Gene 28Principles of Gene Function 29Genetics and Developmental Cognitive Neuroscience 32The Epigenome 36The FOXP2 Gene 364 Building a Brain 39An Overview of Primate Brain Anatomy 40Prenatal Brain Development 43Postnatal Brain Development 46The Development of Cortical Areas: Protomap or Protocortex? 53Differential Development of Human Cortex 61Postnatal Brain Development: Adolescence 64Postnatal Brain Development: The Hippocampus and Subcortical Structures 65Neurotransmitters and Neuromodulators 66What Makes a Brain Human? 69General Summary and Conclusions 705 Vision, Orienting, and Attention 71The Development of Vision 71The Development of Visual Orienting 76Saccade Planning 86Visual Attention 89General Summary and Conclusions 956 Perceiving and Acting in a World of Objects 97The Dorsal and Ventral Visual Pathways 98Hidden Objects 101Neural Oscillations and Object Processing 105General Summary and Conclusions 1067 Perceiving and Acting on the Social World 107The Social Brain 107Face Recognition 109Brain Development and Face Recognition in Humans 113Perceiving and Acting on the Eyes 120Understanding and Predicting the Behavior of Others 123The Atypical Social Brain 127General Summary and Conclusions 1318 Learning and Long- Term Memory 133Development of Explicit Memory 135Implicit Memory 143General Summary and Conclusions 1459 Language 147Introduction 147Are Some Parts of Cortex Critical for Language Acquisition? 149Neural Basis of Speech Processing in Infants 155Influence of Experience on Brain Language Processing 156Neural Correlates of Typical and Atypical Language Acquisition 158General Summary and Conclusions 1610005539305.indd 8 03-16-2023 10:44:5210 Prefrontal Cortex, Executive Functions, and Decision- Making 163Introduction 164Prefrontal Cortex and Object Permanence 164Prefrontal Cortex and Executive Functions Development During Adolescence 166Social Decision- Making and Self- Regulation During Adolescence 170Prefrontal Cortex, Skill Learning, and Interactive Specialization 173General Summary and Conclusions 17711 Educational Neuroscience 179Numeracy 181Literacy 185Domain- General Skills: Executive Functions and Processing Speed 186Individual Differences and Training Interventions 189Dyscalculia and Dyslexia 192General Summary and Conclusions 19512 Global and Cross- Cultural Perspectives 197Developmental Cognitive Neuroscience: Factors to Consider in Global, Cross- Cultural Settings 198Cognitive Neurosciences Approaches to Look at Commonalities Across Global/Cultural Settings 199Infants’ Response to Novelty 199Social Processing 200Numeracy and Literacy 202Developmental Cognitive Neuroscience: Examining Factors Affecting Similarities and Differences Among Global Settings and Cultures 203Maternal Stress, Caregiving and Education and Brain Responses to Social Stimuli 203Interactions Between Factors Predicting Individual Differences in Neurocognition 203Brain Responses in the Context of Global- Specific Risk 204General Summary and Conclusions 20413 Toward an Integrated Developmental Cognitive Neuroscience 206Introduction 206Three Viewpoints on Human Functional Brain Development 207Interactive Specialization (IS) 209Emerging Networks 213Genes and Cognitive Development 217Relations Between Brain Structure and Function in Development 218Neuroconstructivism 219Criticisms of Developmental Cognitive Neuroscience 221Applications of Developmental Cognitive Neuroscience 223Concluding Remarks 224References 225Index 282