Developmental cognitive neuroscience
Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up, interrelations between that and how the brain is changing, and environmental and biological influences on the developing mind and brain.
Developmental cognitive neuroscience is at the boundaries of neuroscience (behavioral, systems, & cognitive neuroscience), psychology (developmental, cognitive, & biobehavioral/ physiological psychology), developmental science (which includes sociology, anthropology, & biology in addition to psychology & neuroscience), cognitive science (which includes computer science, philosophy, dynamical systems, & linguistics in addition to psychology), and even includes socio-emotional development and developmental aspects of social neuroscience and affective neuroscience.
The scientific interface between cognitive neuroscience and human development has evoked considerable interest in recent years, as technological advances make it possible to map in detail the changes in brain structure that take place during development. Developmental cognitive neuroscience overlaps somewhat with fields such as developmental psychology, developmental neuropsychology, developmental psychopathology, and developmental neuroscience, but is distinct from each of them as well. Developmental cognitive neuroscience is concerned with the brain bases of the phenomena that developmental psychologists study. Developmental neuropsychology and developmental psychopathology are both devoted primarily to studying patients, whereas developmental cognitive neuroscience is concerned with studying both typical and atypical development. Developmental neuroscience is devoted entirely to the study of developmental processes in the brain, and primarily during the prenatal period. Developmental cognitive neuroscience, on the other hand, is concerned with interrelations between psychological and biological development. Developmental cognitive neuroscientists study brain development and cognitive, social, and emotional development from the prenatal period through adulthood. 
More recently, developmental cognitive neuroscience is interested in the role of genes in development and cognition. Thus, developmental cognitive neuroscience may shed light on nature versus nurture debates as well as constructivism and neuroconstructivism theories. Developmental cognitive neuroscience research provides data that alternately blends together, clarifies, challenges, and causes revisions in developmental, cognitive, and neuroscientific theories.
Origins of the discipline
The origin of the discipline of developmental cognitive neuroscience can be traced back to conference held in Philadelphia in 1989 co-funded by NICHD & NIMH, organized by Adele Diamond, that started the process of developmental psychologists, cognitive scientists, and neuroscientists talking with one another. To bridge the communication gaps, researchers were invited from different fields who were either using the same experimental paradigms to study the same behaviors or were investigating related scientific questions in complementary ways—though they were unaware of one another’s work. They used different words to talk about their work and had different ways of thinking about it, but the concrete, observable behaviors, and the precise experimental conditions under which those behaviors occurred, served to make translation possible. Participants were a small Who’s Who of leaders in developmental science, behavioral neuroscience, and cognitive science. Several new cross-disciplinary collaborations resulted from it, and it is a testament to the value of what came out of the meeting that Oxford University Press tried to acquire the rights to re-issue the book of the meeting’s proceedings 10 years later—The Development and Neural Basis of Higher Cognitive Functions. (The original printing sold out faster than any other New York Academy of Science Annals issue has before or since.)
Developmental psychologists and neuroscientists used to know little of one another’s work. There was so little communication between those fields that for 50 years scientists in both fields were using essentially the same behavioral assay but they did not know it. (Developmental psychologists called the measure the A-not-B task but neuroscientists called it the delayed response task.) In the early 1980s, Diamond not only showed these two tasks showed the identical developmental progression and rely on the same region of prefrontal cortex but through a systematic series of studies in human infants, and infant and adult monkeys with and without lesions to different brain regions. That work was absolutely pivotal in launching the field of developmental cognitive neuroscience because it established the very first strong link between early cognitive development and the functions of a specific brain region. That gave encouragement to others that rigorous experimental work addressing brain-behavior relations was possible in infants. It also fundamentally altered the scientific understanding of prefrontal cortex early in development; clearly it was not silent as accepted wisdom had held.
Mark Johnson's 1997 text Developmental Cognitive Neuroscience was seminal in coining the field's name.
Tools and techniques employed
Absolutely critical to being able to understand brain function in children have been neuroimaging techniques, first EEG & ERPs, then fMRI, and more recently NIRS, MEG, & TMS that look at function and MRI, DTI, & MRS that look at structure, connectivity, and metabolism. Before functional neuroimaging techniques scientists were constrained to trying to understand function from dysfunction (i.e., trying to understand how the brain works from seeing what deficits occur when the brain is damaged or impaired). It is difficult to understate how important technological advances have been to the emerging field of developmental cognitive neuroscience.
Major contributors to the field
The ground-breaking pioneers
- Joceylne Bachevalier
- Elizabeth Bates
- Ursula Bellugi
- Adele Diamond
- Nathan Fox
- Mark Johnson
- Annette Karmiloff-Smith
- Patricia K. Kuhl
- Andrew Meltzoff
- Dennis Molfese
- Lynn Nadel
- Charles Nelson
- Helen Neville
- Laura Petito
- Stephen Porges
- Mike Posner
- Joan Stiles
- Mary Rothbart
- Philip David Zelazo
- Martha Ann Bell
- Silvia Bunge
- B.J. Casey
- Jean Decety
- Stan Dehaene
- Ghislaine Dehaene-Lambertz
- Michelle de Haan
- Jeff Elman
- Torkel Klingberg
- Barbara Landau
- Marc Lewis
- Monica Luciana
- Bea Luna
- Bruce McCandliss
- Yuko Munakata
- Russ Poldrack
- John Richards
- Sid Segalowitz
- Dima Amso
- Abigail Baird
- Sarah-Jayne Blakemore
- Elizabeth Brannon
- Leslie Carver
- Kristina Ciesielski
- Eveline Crone
- Sarah Durston
- Vinod Menon
- Kevin Pelphrey
- Susan Rivera
- Gaia Scerif
- Kathleen Thomas
- Nim Tottenham
- Developmental Science (peer-reviewed journal)
- Developmental psychology
- Social neuroscience
- Cognitive neuroscience
- Developmental Cognitive Neuroscience - Journal
- Beyond Modularity by Annette Karmiloff-Smith. A ground-breaking book when it was published in 1992, Karmiloff considers how the modules proposed, amongst others, by Jerry Fodor might be implemented in the brain. She argues that modules emerge as a result of brain development, and makes intriguing connections with developmental theories proposed by Jean Piaget.
- Rethinking Innateness by Jeffrey Elman and colleagues. This influential book has received more than 1,000 citations, and has been nominated for the "One hundred most influential works in cognitive science from the 20th Century" (Minnesota Millennium Project). Published in 1996, it contests claims made by hard psychological Nativists (such as Steven Pinker) on the grounds that they are not biologically plausible.
- Developmental Cognitive Neuroscience (3rd Ed. - 2010) which, among other things, was seminal in coining the field's name.
- Neuroconstructivism by Denis Mareschal and colleagues. Vol 1 is a theoretical work, arguing that it is essential to take constraints from the brain, body and environment seriously when assessing cognitive development. Vol 2 contains a selection of conceptually interesting neural network models.
- Handbook of Developmental Cognitive Neuroscience, in two editions.
- The Handbook of Developmental Social Neuroscience. New York: Guilford Publications.
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- Nelson, Charles A.; Monica Luciana (2001). Handbook of Developmental Cognitive Neuroscience (2 ed.). The MIT Press. ISBN 978-0262140737.
- Nelson, Charles A.; Monica Luciana (2001). Handbook of Developmental Cognitive Neuroscience (1 ed.). The MIT Press. ISBN 978-0262141048.
- Johnson, Mark H.; Yuko Munakata; Rick O. Gilmore (2002). Brain Development and Cognition: A Reader (2 ed.). Wiley-Blackwell. ISBN 978-0631217374.
- Munakata, Yuko; B. J. Casey; Adele Diamond (2004). "Developmental cognitive neuroscience: Progress and potential". Trends in Cognitive Sciences 8 (3): 122–128. doi:10.1016/j.tics.2004.01.005.
- Johnson, Mark H.; Michelle de Haan (2010). Developmental Cognitive Neuroscience (3 ed.). Wiley-Blackwell. ISBN 978-1444330861.
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- Dehaene, Stanislas; Felipe Pegado; Lucia W. Braga; Paulo Ventura; Gilberto Nunes Filho; Antoinette Jobert; Ghislaine Dehaene-Lambertz; Régine Kolinsky; José Morais; Laurent Cohen (2010). "How learning to read changes the cortical networks for vision and language". Science 330 (6009): 1359–1364. doi:10.1126/science.1194140.
- Dehaene, Stanislas (2011). Space, time and number in the brain: Searching for the foundations of mathematical thought. Academic Press. ISBN 978-0123859488.
- Diamond, Adele (2011). "Biological and social influences on cognitive control processes dependent on prefrontal cortex". Progress in brain research 189: 319–339. doi:10.1016/b978-0-444-53884-0.00032-4.
- Elman, Jeffrey L; Elizabeth A. Bates, Mark H. Johnson and Annette Karmiloff-Smith (1998). Rethinking innateness: A connectionist perspective on development. The MIT press. ISBN 978-0262550307.
- Johnson, Mark H. (1999). "Cortical plasticity in normal and abnormal cognitive development: Evidence and working hypotheses". Development and Psychopathology 11 (3): 419–437. doi:10.1017/s0954579499002138.
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- Karmiloff-Smith, Annette (2013). "Challenging the use of adult neuropsychological models for explaining neurodevelopmental disorders: Developed versus developing brains". The Quarterly Journal of Experimental Psychology 66: 1–14. doi:10.1080/17470218.2012.744424.
- Karmiloff-Smith, Annette (2009). "Nativism versus neuroconstructivism: rethinking the study of developmental disorders". Developmental Psychology 45 (1).
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- Meltzoff, Andrew N.; Patricia K. Kuhl, Javier Movellan, and Terrence J. Sejnowski. (2009). "Foundations for a new science of learning". Science: 284–288.
- Neville, Helen J.; Daphne Bavelier (2000). "Specificity and plasticity in neurocognitive development in humans". The New Cognitive Neurosciences 2: 83–98.
- Stevens, Courtney; Helen Neville (2006). "Neuroplasticity as a double-edged sword: Deaf enhancements and dyslexic deficits in motion processing". Journal of Cognitive Neuroscience 18 (5): 701–714. doi:10.1162/jocn.2006.18.5.701.
- Diamond, Adele (1990). "Development and neural bases of higher cognitive functions". New York Academy of Sciences.
- Diamond, Adele (1991). "Frontal lobe involvement in cognitive changes during the first year of life". Brain maturation and cognitive development: Comparative and cross-cultural perspectives: 127–180.
- Diamond, Adele (1991). "Neuropsychological insights into the meaning of object concept development". The epigenesis of mind: Essays on biology and knowledge: 67–110.
- Casey, B. J.; Yuko Munakata (2002). "Converging methods in developmental science: An introduction". Developmental psychobiology 40 (3): 197–199. doi:10.1002/dev.10026.
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- Klingberg, Torkel; Hans Forssberg; Helena Westerberg (2002). "Increased brain activity in frontal and parietal cortex underlies the development of visuospatial working memory capacity during childhood". Journal of Cognitive Neuroscience 14 (1): 1–10. doi:10.1162/089892902317205276.
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- Ciesielski, Kristina T.; Seppo P. Ahlfors; Edward J. Bedrick; Audra A. Kerwin; Matti S. Hämäläinen (2010). "Top-down control of MEG alpha-band activity in children performing Categorical N-Back Task". Neuropsychologia 48 (12): 3573–3579. doi:10.1016/j.neuropsychologia.2010.08.006.
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- Vry, Julia; Michaela Linder-Lucht; Steffen Berweck; Ulrike Bonati; Maike Hodapp; Markus Uhl; Michael Faist; Volker Mall (2008). "Altered cortical inhibitory function in children with spastic diplegia: a TMS study". Experimental Brain Research 186 (4): 611–618. doi:10.1007/s00221-007-1267-7.
- Karmiloff-Smith, Annette (1996). Beyond Modularity: A Developmental Perspective on Cognitive Science. Cambridge, MA: MIT Press. ISBN 0-262-61114-7.
- Elman, Jeffrey; et al. (1996). Rethinking Innateness: A Connectionist Perspective on Development. Cambridge, MA: MIT Press. ISBN 0-262-55030-X.
- The Scopus Citation Tracker
- Mareschal, Denis; et al. (2007). Neuroconstructivism: Volumes I & II (Developmental Cognitive Neuroscience). Oxford, UK: Oxford University Press. ISBN 0-19-921482-4.
Prominent developmental cognitive neuroscience research centers
- Jean Decety's social cognitive neuroscience lab, University of Chicago.
- Adele Diamond's developmental cognitive neuroscience lab, Department of Psychiatry, University of British Columbia, Vancouver.
- Torkel Klingberg's developmental cognitive neuroscience lab, Department of Neuroscience, Karolinska Institute and part of the Stockholm Brain Institute, Sweden.
- Patricia K. Kuhl at the Institute for Learning and Brain Sciences, University of Washington, Seattle.
- Philip David Zelazo's developmental social cognitive neuroscience lab, University of Minnesota.