Child Neuropsychology and Cognitive Developmental Theory

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


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).


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.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Byrne, J. M., and Gates, R. D. (1987). Single-case study of left cerebral hemispherectomy: Development in the first five years of life. Journal of Clinical and Experimental Neuropsychology, 9, 423–434.PubMedCrossRefGoogle Scholar
  2. Chusid, J. G. (1982). Correlative neuroanatomy and functional neurology. Los Angeles: Lange Medical Publications.Google Scholar
  3. Child Neuropsychology Cowan, P. A. (1978). Piaget: With feeling. New York: Holt, Rinehart, and Winston.Google Scholar
  4. Douglas, V. (1983). Attentional and cognitive problems. In M. Rutter (Ed.) Developmental neuropsychiatry. New York: Guilford Press.Google Scholar
  5. Fletcher, J. M., and Taylor, H. G. (1984). Neuropsychological approaches to children: Towards a developmental neuropsychology. Journal of Clinical Neuropsychology, 6, 39–56.PubMedCrossRefGoogle Scholar
  6. Freedman, A. M., Kaplan, H. I., and Sadock, B. J. (Eds.)(1975). Comprehensive textbook of psychiatry (Vol. 1). Baltimore: Williams and Wilkins.Google Scholar
  7. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Google Scholar
  8. Golden, C. J. (1981). The Luria-Nebraska Children’s Battery: Theory and formulation. In G. W. Hynd and J. E. Obrzut (Eds.), Neuropsychological assessment and the school-age child: Issues and procedures (pp. 227–302 ). New York: Grune and Stratton.Google Scholar
  9. Hall, C. S., and Lindzey, G. (1957). Theories of personality. New York: John Wiley and Sons.CrossRefGoogle Scholar
  10. Hartlage, L. C., and Telzrow, C. F. (1986). Neuropsychological assessment and intervention with children and adolescents. Sarasota, FL: Professional Resources Exchange.Google Scholar
  11. Hooper, S. R., and Boyd, T. A. (1986). Neurodevelopmental disorders. In J. E. Obrzut and G. W. Hynd (Eds.), Child neuropsychology, volume 2: Clinical practice (pp. 1558 ). Orlando: Academic Press.Google Scholar
  12. Jordan, N. (1972). Is there an Achilles’ heel in Piaget’s theorizing? Human Development, 15, 379–382.CrossRefGoogle Scholar
  13. Klees, M. and Lebrun, A. (1972). Analysis of figurative and operative processes of thought of 40 dyslexic children. Journal of Learning Disabilities, 5, 389–396.CrossRefGoogle Scholar
  14. Kohlberg, L. (1963). The development of children’s orientations toward a moral order: I. Sequence in the development of moral thought. Vita Humana, 6, 11–33.PubMedGoogle Scholar
  15. Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In D. Goslin (Ed.), Handbook of socialization theory and research (pp. 347480 ). Chicago: Rand McNally.Google Scholar
  16. Kopp, C. B., and Shaperman, J. (1973). Cognitive development in the absence of object manipulation during infancy. Developmental Psychology, 9, 430.CrossRefGoogle Scholar
  17. Luria, A. R. (1973). The working brain: An introduction to neuropsychology. (B. Haigh, Trans.). New York: Basic Books, Inc.Google Scholar
  18. McGraw, K. O. (1987). Developmental psychology. New York: Harcourt Brace Jovanovich.Google Scholar
  19. Morgan, S. B. (1984). Early childhood autism: Cognitive-developmental perspectives. In B. Gholson and T. L. Rosenthal (Eds.), Applications of cognitive-developmental theory (pp. 215–241.). Orlando: Academic Press.Google Scholar
  20. Morgan, S. B. (1986). Autism and Piaget’s theory: Are the two compatible? Journal of Autism and Developmental Disorders, 16, 441–457.PubMedCrossRefGoogle Scholar
  21. Obrzut, J. E., and Hynd, G. W. (1986). Child neuropsychology: An introduction to theory and research. In J. E. Obrzut and G. W. Hynd (Eds.) Child neuropsychology, volume 1: Theory and research (pp. 1–12 ). Orlando: Academic Press.Google Scholar
  22. Ornitz, E. M. (1985). Neurophysiology of infantile autism. Journal of the American Academy of Child Psychiatry, 24, 251–262.PubMedCrossRefGoogle Scholar
  23. Passler, M. A., Isaac, W., and Hynd, G. W. (1985). Neuropsychological development of behavior attributed to frontal lobe functioning in children. Developmental Neuropsychology, 1, 17–37.CrossRefGoogle Scholar
  24. Piaget, J. (1952). The origins of intelligence in children. (M. Cook, Trans.), New York: International Universities Press. ( Original work published 1936 ).Google Scholar
  25. Piaget, J. (1956). The general problem of psychobiological development of the child. Discussions of Child Development, 4, 3–27.Google Scholar
  26. Piaget, J. (1962). The stages of intellectual development of the child, Bulletin of the Men-finger Clinic, 26, 120–145.Google Scholar
  27. Piaget, J. (1968). Six psychological studies. New York: Vintage Books. (Original work published 1964 ).Google Scholar
  28. Piaget, J. (1971). Biology and knowledge. (B. Walsh, Trans.). Chicago: University of Chicago Press. ( Original work published 1967 ).Google Scholar
  29. Rattan, G., and Dean, R. S. (1987). The neuropsychology of children’s learning disorders. In J. M. Williams and C. J. Long (Eds.), The rehabilitation of cognitive disabilities (pp. 173–196 ). New York: Plenum Press.CrossRefGoogle Scholar
  30. Rimland, B. (1964). Infantile autism. New York: Appleton-Century-Crofts.Google Scholar
  31. Rourke, B. (1982). Central processing deficiencies in children: Toward a developmental neuropsychological model. Journal of Clinical Neuropsychology, 4, 1–18.PubMedCrossRefGoogle Scholar
  32. Rourke, B. (Ed.). (1985). Neuropsychology of learning disabilities: Essentials of subtype analysis. New York: Guilford Press.Google Scholar
  33. Rourke, B. P., Bakker, D. J., Fisk, J. L., and Strang, J. D. (1983). Child neuropsychology. New York: Guilford Press.Google Scholar
  34. Rourke, B. P., Fisk, J. L., and Strang, J. D. (1986). Neuropsychological assessment of children: A treatment-oriented approach. New York: Guilford Press.Google Scholar
  35. Rutter, M. (1983). Behavior studies: Questions and findings on the concept of a distinctive syndrome. In M. Rutter (Ed.), Developmental neuropsychiatry. New York: Guilford Press.Google Scholar
  36. Satterfield, J. and Dawson, M. (1971). Electrodermal concepts of hyperactivity in children. Psychophysiology, 8, 191–197.PubMedCrossRefGoogle Scholar
  37. Stuss, D. T., and Benson, D. F. (1984). Neurophysiological studies of the frontal lobes. Psychological Bulletin, 95, 3–28.PubMedCrossRefGoogle Scholar
  38. Thatcher, R. W., Walker, R. A., and Giudice, S. (1987). Human cerebral hemispheres develop at different rates and ages. Science, 236, 1110–1113.PubMedCrossRefGoogle Scholar
  39. Weiss, J. R., and Zigler, E. (1979). Cognitive development in retarded and nonretarded persons: Piagetian tests of the similar sequence hypothesis. Psychological Bulletin, 86, 831–851.CrossRefGoogle Scholar
  40. Zigler, E. (1969). Developmental versus difference theories of mental retardation and the problem of motivation. American Journal of Mental Deficiency, 73, 536–556.PubMedGoogle Scholar

Copyright information

© Plenum Press, New York 1988

Authors and Affiliations

  • Sam B. Morgan

There are no affiliations available

Personalised recommendations