John Wilding – författare

What is attention? How does it go wrong? Do attention deficits arise from genes or from the environment? Can we cure it with drugs or training? Are there disorders of attention other than deficit disorders? The past decade has seen a burgeoning of research on the subject of attention. This research has been facilitated by advances on several fronts: New methods are now available for viewing brain activity in real time, there is expanding information on the complexities of the biochemistry of neural activity, individual genes can be isolated and their functions identified, analysis of the component processes included under the broad umbrella of "attention" has become increasingly sophisticated, and ingenious methods have been devised for measuring typical and atypical development of these processes, from infancy into childhood, and then into adulthood. In this book, Kim Cornish and John Wilding are concerned with attention and its development, both typical and atypical, particularly in disorders with a known genetic etiology or assumed genetic linkage. Tremendous advances across seemingly diverse disciplines - molecular genetics, pediatric neurology, child psychiatry, developmental cognitive neuroscience, and education - have culminated in a wealth of new methods for elucidating disorders at multiple levels, possibly paving the way for new treatment options. Cornish and Wilding use three specific-yet-interlinking levels of analysis: genetic blueprint (genotype), the developing brain, and the behavioral-cognitive outcomes (phenotype), as the basis for charting the attention profiles of six well-documented neurodevelopmental disorders: ADHD, autism, fragile X syndrome, Down syndrome, Williams syndrome, and 22q11 deletion syndrome. Their overarching aim in this book is to provide the most authoritative and extensive account to date of disorder-specific attention profiles and their development from infancy through adolescence.

What is attention? How does it go wrong? Do attention deficits arise from genes or from the environment? Can we cure it with drugs or training? Are there disorders of attention other than deficit disorders? The past decade has seen a burgeoning of research on the subject of attention. This research has been facilitated by advances on several fronts: New methods are now available for viewing brain activity in real time, there is expanding information on the complexities of the biochemistry of neural activity, individual genes can be isolated and their functions identified, analysis of the component processes included under the broad umbrella of "attention" has become increasingly sophisticated, and ingenious methods have been devised for measuring typical and atypical development of these processes, from infancy into childhood, and then into adulthood. In this book, Kim Cornish and John Wilding are concerned with attention and its development, both typical and atypical, particularly in disorders with a known genetic etiology or assumed genetic linkage. Tremendous advances across seemingly diverse disciplines - molecular genetics, pediatric neurology, child psychiatry, developmental cognitive neuroscience, and education - have culminated in a wealth of new methods for elucidating disorders at multiple levels, possibly paving the way for new treatment options. Cornish and Wilding use three specific-yet-interlinking levels of analysis: genetic blueprint (genotype), the developing brain, and the behavioral-cognitive outcomes (phenotype), as the basis for charting the attention profiles of six well-documented neurodevelopmental disorders: ADHD, autism, fragile X syndrome, Down syndrome, Williams syndrome, and 22q11 deletion syndrome. Their overarching aim in this book is to provide the most authoritative and extensive account to date of disorder-specific attention profiles and their development from infancy through adolescence.

What is attention? How does it go wrong? Do attention deficits arise from genes or from the environment? Can we cure it with drugs or training? Are there disorders of attention other than deficit disorders? The past decade has seen a burgeoning of research on the subject of attention. This research has been facilitated by advances on several fronts: New methods are now available for viewing brain activity in real time, there is expanding information on the complexities of the biochemistry of neural activity, individual genes can be isolated and their functions identified, analysis of the component processes included under the broad umbrella of "attention" has become increasingly sophisticated, and ingenious methods have been devised for measuring typical and atypical development of these processes, from infancy into childhood, and then into adulthood. In this book, Kim Cornish and John Wilding are concerned with attention and its development, both typical and atypical, particularly in disorders with a known genetic etiology or assumed genetic linkage. Tremendous advances across seemingly diverse disciplines - molecular genetics, pediatric neurology, child psychiatry, developmental cognitive neuroscience, and education - have culminated in a wealth of new methods for elucidating disorders at multiple levels, possibly paving the way for new treatment options. Cornish and Wilding use three specific-yet-interlinking levels of analysis: genetic blueprint (genotype), the developing brain, and the behavioral-cognitive outcomes (phenotype), as the basis for charting the attention profiles of six well-documented neurodevelopmental disorders: ADHD, autism, fragile X syndrome, Down syndrome, Williams syndrome, and 22q11 deletion syndrome. Their overarching aim in this book is to provide the most authoritative and extensive account to date of disorder-specific attention profiles and their development from infancy through adolescence.

This book examines the nature and causal antecedents of superior memory performance. The main theme is that such performance may depend on either specific memory techniques or natural superiority in the efficiency of one or more memory processes.Chapter 2 surveys current views about the structure of memory and discusses whether common processes can be identified which might underlie general variation in memory ability, or whether distinct memory subsystems exist, the efficiency of which varies independently of each other.Chapter 3 provides a comprehensive survey of existing evidence on superior memory performance. It examines techniques which underlie many examples of unusual memory performance, and concludes that not all this evidence is explicable in terms of such techniques. Relations between memory ability and other cognitive processes are also discussed.The remainder of the book describes the authors' own studies of a dozen memory experts, employing a wide variety of short- and long-term memory tasks. These studies provide a much larger body of data than previously available from studies of single individuals, usually restricted to a narrow range of tasks and rarely involving any systematic study of long-term retention.The authors argue that in some cases unusual memory ability is not dependent on the use of special techniques. They develop some objective criteria for distinguishing between subjects who demonstrate "natural" superiority and those "strategists" who depend on techniques. Natural superiority was characterised by superior performance on a wider range of tasks and better long-term retention.The existence of a general memory ability was further supported by a factor analysis of data from all subjects, omitting those who described highly-practised techniques. This analysis also demonstrated the independence of initial encoding and retention processes.The monograph raises many interesting questions concerning the existence and nature of individual differences in memory ability (a previously neglected topic), their relation to other cognitive processes and implications for theories concerning the structure of memory.

This book examines the nature and causal antecedents of superior memory performance. The main theme is that such performance may depend on either specific memory techniques or natural superiority in the efficiency of one or more memory processes.Chapter 2 surveys current views about the structure of memory and discusses whether common processes can be identified which might underlie general variation in memory ability, or whether distinct memory subsystems exist, the efficiency of which varies independently of each other.Chapter 3 provides a comprehensive survey of existing evidence on superior memory performance. It examines techniques which underlie many examples of unusual memory performance, and concludes that not all this evidence is explicable in terms of such techniques. Relations between memory ability and other cognitive processes are also discussed.The remainder of the book describes the authors'' own studies of a dozen memory experts, employing a wide variety of short- and long-term memory tasks. These studies provide a much larger body of data than previously available from studies of single individuals, usually restricted to a narrow range of tasks and rarely involving any systematic study of long-term retention.The authors argue that in some cases unusual memory ability is not dependent on the use of special techniques. They develop some objective criteria for distinguishing between subjects who demonstrate "natural" superiority and those "strategists" who depend on techniques. Natural superiority was characterised by superior performance on a wider range of tasks and better long-term retention.The existence of a general memory ability was further supported by a factor analysis of data from all subjects, omitting those who described highly-practised techniques. This analysis also demonstrated the independence of initial encoding and retention processes.The monograph raises many interesting questions concerning the existence and nature of individual differences in memory ability (a previously neglected topic), their relation to other cognitive processes and implications for theories concerning the structure of memory.

This book examines the nature and causal antecedents of superior memory performance. The main theme is that such performance may depend on either specific memory techniques or natural superiority in the efficiency of one or more memory processes.Chapter 2 surveys current views about the structure of memory and discusses whether common processes can be identified which might underlie general variation in memory ability, or whether distinct memory subsystems exist, the efficiency of which varies independently of each other.Chapter 3 provides a comprehensive survey of existing evidence on superior memory performance. It examines techniques which underlie many examples of unusual memory performance, and concludes that not all this evidence is explicable in terms of such techniques. Relations between memory ability and other cognitive processes are also discussed.The remainder of the book describes the authors'' own studies of a dozen memory experts, employing a wide variety of short- and long-term memory tasks. These studies provide a much larger body of data than previously available from studies of single individuals, usually restricted to a narrow range of tasks and rarely involving any systematic study of long-term retention.The authors argue that in some cases unusual memory ability is not dependent on the use of special techniques. They develop some objective criteria for distinguishing between subjects who demonstrate "natural" superiority and those "strategists" who depend on techniques. Natural superiority was characterised by superior performance on a wider range of tasks and better long-term retention.The existence of a general memory ability was further supported by a factor analysis of data from all subjects, omitting those who described highly-practised techniques. This analysis also demonstrated the independence of initial encoding and retention processes.The monograph raises many interesting questions concerning the existence and nature of individual differences in memory ability (a previously neglected topic), their relation to other cognitive processes and implications for theories concerning the structure of memory.