By Dennis L. Molfese (auth.), Michael G. Tramontana Ph.D., Stephen R. Hooper Ph.D. (eds.)
The box of kid neuropsychology continues to be younger. It has no noticeable delivery date. for this reason, we won't make sure its age with the kind of chronometric precision for which our medical hearts might yearn. however, one landmark to which we would element during this connection is that the 1st systematic textbook to seem during this region (i. e. , Rourke, Bakker, Fisk, & Strang, 1983) isn't really but 10 years previous. Be that because it may possibly, task within the box has been growing to be gradually, if no longer by way of leaps and limits. even supposing there's nowhere close to the depth of research of kids from a neuro mental perspective as there's of adults, there were impressive systematic investigations of substantial curiosity. many of the extra im portant of those are awarded within the present quantity. meant to supply authoritative studies of significant sizeable components of kid neuropsychology, this sequence starts off with a quantity that comprises simply that: reports of components as various as auditory evoked re sponses in newborns and the behavioral results of head trauma in young ones. Methodological matters, additionally deemed vital by way of the Editors, are dis stubborn in many of the chapters contained herein. in addition, the ex emplary traces of programmatic learn or software within the box which are deemed to fall in the purview of this sequence also are represented during this volume.
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Perhaps such limitations have resulted from our own lack of clarity in identifying and adequately describing the behavior we associate with such outcome measures. Whatever the case, it now appears that at least some success has been achieved in relating early neonatal measures to later behaviors. The findings of such relationships between later cognitive skills and early neuroelectrical responses, although still tentative, could provide the basis for an early neuroelectrical screening test to identify children at birth or shortly afterward who may be at risk for later language development problems.
The more severely injured) when seen an average of 6 months posttrauma. 4) when assessed at 6 months posttrauma. Comparing mildly and moderately injured younger and older children to severely injured children in the same age ranges, Bassett and Slater (1990) found deficits at 2 months follow-up and Ewing-Cobbs, Miner, Perkins, and Levin (1989) observed persistent deficits for the severely injured group at 6 months following injury. , 1981) have also been reported at 1 year follow-up when brain injured children are compared to a control group of normal children or orthopedically injured children.
As Shapiro (1987) notes, injury to a child's brain affects a system in which neuronal development, myelination, and biochemical reactions related to brain maturation are ongoing processes. As a result, an insult to the developing brain may yield different effects depending upon the level of functional maturity attained at the time of injury as well as upon the yet-to-be developed functional abilities. , 1987). At least three different positions have been offered regarding age effects in injury and recovery from brain damage (Fletcher & Levin, 1988; Taylor, 1984): (1) children show greater vulnerability and less recovery of function than adults; (2) children show greater behavioral 30 Fennell and Mickle sparing and recovery from head injury than adults; and (3) the effects of brain injury in children will depend upon the age of the child, and recovery from injury will depend upon the potential of the immature brain to develop alternative behavioral strategies.