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The Neuropsychology of Childhood Learning and School Behavior

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The Neuropsychology of Everyday Life: Issues in Development and Rehabilitation

Part of the book series: Foundations of Neuropsychology ((FNPS,volume 3))

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Abstract

The basis for all childhood learning is the interaction between the environment and the individual, modulated by the developing capacities of the individual. The interaction between capacities—neurological, temperamental, experiential—is expressed over time. Neuropsychology as a discipline endeavors to understand brain-behavior relationships made all the more complex because the underlying neural substrate is continually changing during childhood and adolescence, with hormonal influences greatly adding to the complexity at puberty.

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Authors
  1. Louise S. Kiessling
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Editors and Affiliations

  1. New Medico Rehabilitation and Skilled, Nursing Center of Troy, Troy, New York, USA

    David E. Tupper (Director of Clinical Services, Clinical Assistant Professor) (Director of Clinical Services, Clinical Assistant Professor)

  2. Department of Psychiatry, Albany Medical College, Albany, New York, USA

    David E. Tupper (Director of Clinical Services, Clinical Assistant Professor) (Director of Clinical Services, Clinical Assistant Professor)

  3. The Center for Head Injuries, Johnson Rehabilitation Institute, Edison, New Jersey, USA

    Keith D. Cicerone (Clinical Director) (Clinical Director)

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© 1991 Kluwer Academic Publishers

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Kiessling, L.S. (1991). The Neuropsychology of Childhood Learning and School Behavior. In: Tupper, D.E., Cicerone, K.D. (eds) The Neuropsychology of Everyday Life: Issues in Development and Rehabilitation. Foundations of Neuropsychology, vol 3. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-1511-7_2

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  • DOI: https://doi.org/10.1007/978-1-4613-1511-7_2

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4612-8812-1

  • Online ISBN: 978-1-4613-1511-7

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