Normal Neuropsychological Development in the School-age Years
A Special Issue of developmental Neuropsychology
In neuropsychological research on normal development relatively little interest has been devoted to age-related changes in school age. This is surprising in the light of the significance of the changes that take place in this period of life; the availability of normative data; and the ongoing research on neural development. The studies included in this issue take a closer look at normative data from school-age children of various ages in performances of attention, language, sensorimotor and perceptual functions, memory and learning, and functional asymmetries. It is hoped that this special issue will draw attention to the scarcity of data in this realm and to the possibilities of utilizing existing databases for study on normal development in school age.
Table of Contents
Volume 20, Number 1, 2001. Contents: M. Korkman, Introduction to the Special Issue on Normal Neuropsychological Development in the School-Age Years. M. Korkman, S.L. Kemp, U. Kirk, Effects of Age on Neurocognitive Measures of Children Ages 5 to 12: A Cross-Sectional Study on 800 Children From the United States. M. Rosselli, A. Ardila, J.R. Bateman, M. Guzmán, Neuropsychological Test Scores, Academic Performance, and Developmental Disorders in Spanish-Speaking Children. K. Mulenga, T. Ahonen, M. Aro, Performance of Zambian Children on the NEPSY: A Pilot Study. V.A. Anderson, P. Anderson, E. Northam, R. Jacobs, C. Catroppa, Development of Executive Functions Through Late Childhood and Adolescence in an Australian Sample. L. Klenberg, M. Korkman, P. Lahti-Nuuttila, Differential Development of Attention and Executive Functions in 3- to 12-Year-Old Finnish Children. M. De Agostini, G. Dellatolas, Lateralities in Normal Children Aged 3 to 8 and Their Role in Cognitive Performances. K. Hugdahl, G. Carlsson, T. Eichele, Age Effects in Dichotic Listening to Consonant-Vowel Syllables: Interactions With Attention.