Higher Cortical Functions in Children

Abstract

Higher cortical functions in children proceed through different stages of development. Significant limitations in our knowledge exist as to the process of the normal developing human brain with respect to neurophysiological, neurochemical, neuroanatomical, and other related disciplines. Attempts have been made to correlate anatomical and behavioral data in a direct manner, leading to a surfeit of postulations in the literature against a shortage of supporting data for known brain—behavior relationships in children (Taylor, Fletcher, & Satz, 1984). Much emphasis tends to be placed on proposed neural mechanisms accounting for changes regarding development of the human CNS versus description of changes taking place with respect to normal development of the child’s brain. Difficulties exist in drawing conclusions because each human brain is unique with respect to its cellular differentiation, acculturation factors, and neural growth patterns (Cooke, 1980).