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Developmental Neuropsychology Lab

Selected Publications

Fundamental Issues for Understanding Abnormal Development

Studying the neuropsychology of abnormal development has forced revisions in the core premises underlying traditional neuropsychology, such as the notions of pure cases, independent cognitive processes, and the utility of double dissociations. Work with connectionist models is leading to a new, neuroconstructivist framework for understanding abnormal development.

Oliver, A., Johnson, M.H., Karmiloff-Smith, A., & Pennington, B. (2000). Deviations in the emergence of representations: A neuroconstructivist framework for analyzing developmental disorders. Developmental Science, 3, 1-40.
A critique of the static neuropsychological approach and an application of connectionist models to understanding abnormal development.

Van Orden, G.C., Pennington, B.F., & Stone, G.O. (2001). What do double dissociations prove? Cognitive Science, 25, 111-172.
A general critique of double dissociation logic and a specific critique of the supposed double dissociation between acquired surface and phonological dyslexia.

Pennington, B.F., Willcutt, E.G., & Rhee, S. (2005). Analyzing comorbidity. In R.V. Kail (Ed.), Advances in child development and behavior (pp. 263-304) (Vol. 33). Oxford: Elsevier.
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Pennington, B.F. (2006). From single to multiple-deficit models of developmental disorders. Cognition, 10(2), 385-413 
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Pennington, B.F. (2009). How neuropsychology informs our understanding and developmental disorders. Journal of Child Psychology and Psychiatry Annual Research Review, 50,72-78. 
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Pennington, B.F., & Bishop D.V.M. (2008).  Relations among speech, language and reading disorders. Annual Review of Psychology, 60, 283-306. PMCID:18652545. 
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Genetics of Dyslexia and Other Learning Disabilities

Pennington, B.F., & Smith, S.D. (1983). Genetic influences on learning disabilities and speech and language disorders. Child Development, 54, 369-387.
Review of what was then known about genetic influences on LDs and speech and language disorders.
 
Pennington, B.F., Gilger, J., Pauls, D., Smith, S.A., Smith, S.D., & DeFries, J.C. (1991). Evidence for major gene transmission of developmental dyslexia. Journal of the American Medical Association, 266(11), 1527-1534.
Segregation analysis of dyslexia in four samples, which found a major gene effect.
 
Cardon, L.R., DeFries, J.C., Fulker, D.W., Kimberling, W.J., Pennington, B.F., & Smith, S.D. (1994). Quantitative trait locus for reading disability on chromosome 6. Science, 265, 276-279.
Linkage analysis which found 6p locus for dyslexia in two samples. 
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Pennington, B.F., & Olson, R. (2005). Genetics of dyslesia. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook, pp. 453-472. Oxford: Blackwell Publishing.

Smith, S.D., Pennington, B.F., Boada, R., & Shriberg, L.D., (2005). Linkage of speech sound disorder to reading disability loci. Journal of Child Psychology and Psychiatry, 45(10), 1057-1066. PMCID:16178929.
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McGrath, M., Pennington, B.F., Willcutt, E.G., Shriberg, L.D., & Smith, S.D. (2007). Gene x environment interactions in speech sound disorder predict language and preliteracy outcomes. Development & Psychopathology Special Issue, 19, 1047-1072. PMCID: 17931434.
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Pennington, B.F., McGrath, L.M., Rosenberg, J., Barnard, H., Smith, S.D., Willcutt, E.G., Friend, A., DeFries, J.C., & Olson, R.K. (2009). Gene x environment interactions in reading disability and attention-deficit/hyperactivity disorder. Developmental Psychology, 45(1), 77-89.

Peterson, R.L. & Pennington, B.F. (2012) Developmental dyslexia. The Lancet. 379(9830), 1997-207.

Phenotype Analyses of Dyslexia

Pennington, B.F., & Lefly, D.L. (2001). Early reading development in children at family risk for dyslexia. Child Development, 72, 816-833.

Boada, R. & Pennington, B.F. (2006). Deficient implicit phonological representations in children with dyslexia. Journal of Experimental Child Psychology, 95(3), 153-193. PMCID: 16887140.

Pennington, B.F., Bishop, D.V.M. (2008). Relations among speech, language and reading disorders. Annual Review of Psychology. PMCID: 18652545.

Treiman, R. Pennington, B.F., Shriberg, L.D., & Boada, R. (2008). Which children benefit from letter names in learning letter sounds? Cognition, 106(3), 1322-1338. PMCID: 17692304.

Raitano, N.A., Pennington, B.F., Tunick, R.A., Boada, R., & Shriberg, L.D. (2004). Pre-literacy skills of subgroups of children with speech sound disorders. Journal of Child Psychology and Psychiatry, 45, 821-835.

Peterson, R.A., Pennington, B.F., Shriberg, L., & Boada, R. (in press). What influences literacy outcomes in children with speech sound disorder? Journal of Speech, Language, and Hearing Research.

Phinney, E., Pennington, B.F., Raitano-Lee, N., & Boada, R. (in press). Auditory temporal processing: the relationship with phoneme awareness over time and its effect in children with speech sound disorder. Journal of Child Psychology and Psychiatry.

Neuropsychological Deficits in Autism

Ozonoff, S., Pennington, B.F., & Rogers, S.J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32(7), 1081-1105.

Rogers, S.J., & Pennington, B.F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 137-162.

Bennetto, L., Pennington, B.F., & Rogers, S.J. (1996). Intact and impaired memory functions in autism. Child Development, 67, 1816-1835.

Rogers, S.J., Bennetto, L., McEvoy, R., & Pennington, B.F. (1996). Imitation and pantomime in high functioning adolescents with autism. Child Development, 67, 2060-2073.

Griffith, E.M., Pennington, B.F., Wehner, E.A., & Rogers, S.J. (1999). Executive functions in young children with autism. Child Development, 70, 817-832.

Carpenter, M., Pennington, B.F., & Rogers, S.J. (2001). Understanding of others' intentions in children with autism. Journal of Autism and Developmental Disorders, 31, 589-599.

Yerys, B.E., Hepburn, S.L., Pennington, B.F., & Rogers, S.J. (2007). Executive function in young children with autism: Evidence consistent with a secondary deficit. Journal of Autism and Developmental Disorders, 37(6), 1068-1079. PMCID: 17171455.

Edgin, J.O., & Pennington, B.F. (2005). Spatial cognition in autism spectrum disorders: Superior, impaired, or just intact? Journal of Autism and Developmental Disorders, 35(6), 729-745.

Rutherford, M.D., Pennington, B.F., & Rogers, S.J. (2006). The perception of animacy in young children with autism. Journal of Autism and Developmental Disorders, 36(8), 983-992.

Genetics and Neuropsychology of ADHD

Aman, C.J., Roberts, Jr., R.J., & Pennington, B.F. (1998). A neuropsychological examination of the underlying deficit in ADHD: The frontal lobe vs. right parietal lobe theories. Developmental Psychology, 34, 956-969.

Willcutt, E.G., Pennington, B.F., Boada, R., Ogline, J.S., Tunick, R.A., Chhabildas, N.A., & Olson, R.K. (2001). A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 110, 157-172.

Chhabildas, N., Pennington, B.F., & Willcutt, E.G. (2001). A comparison of the neuropsychological profiles of the DSM-IV subtypes of ADHD. Journal of Abnormal Child Psychology, 29, 529-540.

Willcutt, E.G., Pennington, B.F., Smith, S.D., Cardon, L.R., Gayan, J., Knopik, V.S., Olson, R.K., & DeFries, J.C. (2002). Quantitative trait locus for reading disability on chromosome 6p is pleiotropic for attention-deficit/hyperactivity disorder. American Journal of Medical Genetics: Neuropsychiatric Genetic, 114, 260-268.

Willcutt, E.G., Doyle, A.E., Nigg, J.T., Faraone, S.V., & Pennington, B.F. (2005). Validity of the executive function theory of ADHD: A meta-analytic review. Biological Psychiatry.

Doyle, A.E., Faraone, S.V., Seidman, L.J., Willcutt, E.W., Nigg, J.T., Waldman, I.D., Pennington, B.F., Peart, J., Biederman, J. (2005). Are endophenotypes based on measures of executive functions useful for molecular genetic studies of ADHD? Journal of Child Psychology and Psychiatry, 46:7, 774-803.

Gayan, J., Willcutt, E.G., Fisher, S.E., Francks, C., Cardon, L.R., Olson, R.K., Pennington, B.F., Smith, S.D., Monaco, A.P., & DeFries, J.C. (2005). Bivariate linkage scan for reading disability and attention-deficit/hyperactivity disorder localizes pleiotropic loci. Journal of Child Psychology and Psychiatry, 46(10), 1045-1056.

Bidwell, C., Willcutt, E.G., DeFries, J.C., & Pennington, B.F. (2007). Testing for neuropsychological endophenotypes in siblings disconcordant for ADHD. Biological Psychiatry, 62(9), 991-998. PMCID: 17585884.

McGrath, L.M., Hutaff-Lee, C., Scott, A., Boada, R., Shriberg, L.D., & Pennington, B,F. (2007). Children with comorbid speech sound disorder and specific language impairment are at increased risk for attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 36, 151-163. PMCID: 17882543.

Shanahan, M., Willcutt, E.G., & Pennington, B.F. (2008). Do motivational incentives reduce the inhibition deficit in ADHD?Developmental Neuropsychology, 33(2), 137-159. PMCID: 18443974.