Drawing on their joint laboratory work on attention and temperament, Posner and Rothbart (emeritus/emerita, psychology, U. of Oregon) apply the results of brain imaging studies of adult cognitive and emotional processing to the study of such processes in infancy through middle childhood. With caveats about not recommending any single teaching method as appropriate for all forms of learning, individual differences that must be taken into account by teachers and parents, and the need for further research, they present neuroscience findings and models of early development with implications for school readiness. For example, children from 4 to 7 years show dramatic improvement on tasks involving conflicting attention demands. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)