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Child Neuropsychology and Cognitive Developmental Theory

  • Sam B. Morgan
Part of the Human Neuropsychology book series (HN)

Abstract

Child neuropsychology is typically defined as the study of brain-behavior relationships in the developing child (Rourke, Bakker, Fisk, & Strang, 1983; Obrzut & Hynd, 1986). As a specific field of study, it is itself in its early childhood and undergoing a period of rapid growth, especially in applied as opposed to theoretical areas. This growth is evidenced by the widening acceptance and use of child neuropsychological techniques in diverse settings and the spate of recent publications on the clinical and educational application of these techniques (e. g. Rourke, Fisk, & Strang, 1986; Hartlage & Telzrow, 1986). The applied orientation is also strongly reflected in child neuropsychological research, a large portion of which has addressed immediate practical problems, such as assessment of impairment and dysfunction presumed to have a neurological basis. While such research is worthwhile, relatively few studies have been based on theoretical constructs and few attempts have been made to formulate any comprehensive, integrative theories of neuropsychological development in children (Fletcher & Taylor, 1984).

Keywords

Cognitive Development Holistic Structure Arousal Unit Clinical Neuropsychology Sensorimotor Activity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Plenum Press, New York 1988

Authors and Affiliations

  • Sam B. Morgan

There are no affiliations available

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