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Author Bio

Usha Goswami is Professor of Education at the University of Cambridge and a Fellow of St John's College, Cambridge. She is also Director of the Centre for Neuroscience in Education, which carries out research into the brain basis of literacy, numeracy, dyslexia, and dyscalculia. Dr Goswami has received numerous awards for her work, including the British Psychology Society Spearman Medal, the Norman Geschwind-Rodin Prize for Dyslexia research, and fellowships from the Leverhulme Trust in the United Kingdom, the National Academy of Education in the United States, and the Alexander von Humboldt Foundation in Germany.

Editorial Reviews

"All these will find the material in this new companion topical and challenging . . The essays are provided with generous and well-chosen lists of further reading, and many of the works will or should be in any well-stocked academic or research library". (Reference Reviews, 2011)

"This is an authoritative, comprehensive and cutting-edge account of psychological theory and research on children's cognitive development from infants to early adolescence. Written by a cast of world leading academics, this handbook provides a single volume resource that covers all the major topics...This second edition reflects the significant developments within the field arising from the latest cognitive neuropsychological research...This handbook brings together such a wealth of material to constitute possibly the single best reference book in its subject area and, as such, should serve as a key text for advanced students, researchers and practitioners." (The Psychologist, May 2011)

"Overall, the handbook is a thoughtful and valuable reference work, to which users can refer for an impressive range of research." (Julia Carroll, Journal of Child Psychology and Psychiatry, 44:6)

"Though the structure of this book is similar to other volumes in the series, I welcome it with even greater enthusiasm than the rest. While they all summarise and review the latest scientific research in their particular area of child development, research in the field of infant cognition has, in the last few years, completely overturned all previous conceptions. This volume, therefore, not only summarises and updates the literature in its field, but also replaces much of it ... at the moment this book series is the cutting edge ... As with other volumes in the series, all libraries serving postgraduate level studies in psychology and related disciplines should seriously consider acquisition." (Martin Guha, Librarian, Institute of Psychiatry, Reference Reviews, 17 February 2003)

"The book is a timely addition to to the literature on infant and child cognitive development... The significant value of this volume lies in the breadth of its coverage and the sheer comprehensiveness of its execution... For academics and researchers in the field of infant and child cognitive development this is an invaluable resource that encompasses the current state of knowledge in this central developmental area." (Mark Tomlinson, Journal of Child and Adolescent Mental Health, 2005, 17(2))

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