• Contents


• Contributors


• Introduction


• Chapter 1. Cognitive science, development, and psychopathology: Typical and atypical trajectories of attention


• James T. Enns and Jacob A. Burack


• Section I. Atypical Environments, Threat, and the Development of Individual Differences in Attention


• Chapter 2. Linking early adversity, brain, and developmental psychopathology: A review of findings from survivors of extremely low birth weight and child maltreatment


• Vladimir Miskovic and Louis A. Schmidt


• Chapter 3. Cognitive bias modification: The effects of training paradigms


• Jenna N. Goldstein Suway and Nathan A. Fox


• Chapter 4. Attention and the development of anxiety disorders: The importance of disentangling reactive versus regulatory components of attention


• Patricia L. Jordan and J. Bruce Morton


• Section II. The Organization of the Development of Attention in Typical and Atypical Processing


• Chapter 5 Ontogenesis and microgenesis of visual perceptual organization


• Ruth Kimch


• Chapter 6 Deficient anchoring - a potential link between perceptual and cognitive difficulties among individuals with dyslexia


• Karen Banai and Merav Ahissar


• Chapter 7 Autism: Beyond Weak Central Coherence


• Elizabeth Pellicano


• Section III. The Case of Orienting Attention in Developing an Integrated Science


• Chapter 8 Core components of flexibly attending: Summary and synthesis of reflexive orienting in autism


• Jed T. Ellison and J. Steven Reznick


• Chapter 9 Orienting attention to social cues typical and atypical development


• Adrienne Rombough, Jennifer N. Barrie, and Grace Iarocci


• Chapter 10 Investigating social attention: A case for increasing stimulus complexity in the laboratory


• Elina Birmingham, Jelena Ristic, and Alan Kingstone


• Chapter 11 Neurodevelopmental mechanisms in childhood psychopathology: The example of abnormal social orienting in autism


• Noah J. Sasson, Lauren Turner Brown, and Joseph Piven

Jacob A. (Jake) Burack is Professor of School/Applied Child Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University. He is the founder and director of the McGill Youth Study Team (MYST) where he and his students work within the MYST motto of "a commitment to excellence in the study and education of all children." James T. Enns is Distinguished Professor of Psychology at the University of British Columbia. He is the editor of Journal of Experimental Psychology: Human Perception and Performance. He has edited two research volumes on the development of attention, has sole and co-authored textbooks on perception, and published more than 140 scientific articles.
Nathan A. Fox is Director of the Child Development Lab and Distinguished University Professor in the Department of Human Development at the University of Maryland College Park.

Cognitive Science, Development, and Psychopathology unites scholars sharing common interests in the development of attention and related areas of functioning with different perspectives and methodologies. The volume does not impose a single framework for discussing the relevant issues, but but rather the authors highlight the importance of thier own approaches to the study of the typical and atypical development of attention.