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We rely heavily on faces during social interactions. Humans possess the ability to recognise thousands of people very quickly and accurately without effort. The serious social difficulties that follow abnormalities of the face recognition system (i.e., prosopagnosia) strongly underline the importance of typical face skills in our everyday life. Over the last fifty years, research on prosopagnosia, along with research in the healthy population, has provided insights into the cognitive and neural features behind typical face recognition. This has also been achieved thanks to non-invasive neuroimaging techniques such as functional Magnetic Resonance Imaging (fMRI), Electroencephalography (EEG), Magnetoencephalography (MEG), Diffusion Tensor Imaging (DTI) and Transcranial Magnetic Stimulation (TMS). However, there is still much debate about the cognitive and neural mechanisms of face perception. In the current Research Topic we plan to gather experimental works, opinions, commentaries, mini-reviews and reviews that focus on new or novel theories and methods in face perception research. Where is the field at the moment? Do we need to re-think the experimental procedures we have adopted so far? Again, what kind of techniques (or combination of them) and analysis methods will be important in the future? From the experimental point of view we encourage both behavioural and neuroimaging contributions (e.g., fMRI, EEG, MEG, DTI and TMS). Despite the main emphasis on face perception, memory and identification, we will also consider original works that focus on other aspects of face processing, such as expression recognition, attractiveness judgments and face imagery. In addition, animal investigations and experimental manipulations that alter face recognition abilities in typical human subjects (e.g., hypnosis) are also welcome. Overall, we are proposing a Research Topic that looks at face processing using different perspectives and welcome contributions from different domains such as psychology, neurology, neuroscience, cognitive science and philosophy. The current Research Topic evolved over the desire to acknowledge the relatively recent loss of three giants in the field: Drs. Shlomo Bentin, Truett Allison and Andy Calder. We dedicate this Research Topic to them and their pioneering studies.

ADHD --- fMRI --- fMIRS --- holistic processing --- Epilepsy --- EEG --- Anxiety --- Prosopagnosia --- face processing --- Emotions

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The last forty years of research have demonstrated that working memory (WM) is a key concept for understanding higher-order cognition. To give an example, WM is involved in reading comprehension, problem solving and reasoning, but also in a number of everyday life activities. It has a clear role in the case of atypical development too. For instance, numerous studies have shown an impairment in WM in individuals with learning disabilities (LD) or intellectual disabilities (ID); and several researchers have hypothesized that this can be linked to their difficulties in learning, cognition and everyday life. The latest challenge in the field concerns the trainability of WM. If it is a construct central to our understanding of cognition in typical and atypical development, then specific intervention to sustain WM performance might also promote changes in cognitive processes associated with WM. The idea that WM can be modified is debated, however, partly because of the theoretical implications of this view, and partly due to the generally contradictory results obtained so far. In fact, most studies converge in demonstrating specific effects of WM training, i.e. improvements in the trained tasks, but few transfer effects to allied cognitive processes are generally reported. It is worth noting that any maintenance effects (when investigated) are even more meagre. In addition, a number of methodological concerns have been raised in relation to the use of: 1. single tasks to assess the effects of a training program; 2. WM tasks differing from those used in the training to assess the effects of WM training; and 3. passive control groups. These and other crucial issues have so far prevented any conclusions from being drawn on the efficacy of WM training. Bearing in mind that the opportunity to train WM could have a huge impact in the educational and clinical settings, it seems fundamentally important to shed more light on the limits and potential of this line of research. The aim of the research discussed here is to generate new evidence on the feasibility of training WM in individuals with LD and ID. There are several questions that could be raised in this field. For a start, can WM be trained in this population? Are there some aspects of WM that can be trained more easily than others? Can a WM training reduce the impact of LD and ID on learning outcomes, and on everyday living? What kind of training program is best suited to the promotion of such changes?

Intellectual Disabilities --- working memory training --- ADHD --- Adaptive training --- school outcomes --- transfer effects --- executive functions --- Learning disabilities --- short-term memory --- Maintenance effects

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ADHS - neue Facetten und Schnittstellen zu anderen Störungsbildern: Die Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) zählt mit einer Prävalenz von 2-6 % zu den häufigsten psychischen Störungen im Kindes-, Jugend- und Erwachsenenalter. Trotz nationaler und internationaler Leitlinien sowie einer kaum zu überschauenden Vielfalt an Publikationen bleiben nach wie vor viele relevante Fragen auf der diagnostisch-therapeutischen Seite, bei den am Gesamtbehandlungskonzept beteiligten Kooperationspartnern und den Betroffenen und Angehörigen offen. Gleichzeitig oder in Folge einer ADHS auftreten

Attention-deficit hyperactivity disorder. --- ADD (Child behavior disorder) --- ADHD (Child behavior disorder) --- Attention deficit disorder with hyperactivity --- Attention deficit disorders --- Hyperactive child syndrome --- Hyperkinesia in children --- Hyperkinetic syndrome --- Behavior disorders in children --- Minimal brain dysfunction in children --- Psychology --- Psychopathology --- Attention-deficit Disorder (add-adhd)

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The treatment of Attention Deficit Hyperactivity Disorder is a matter of ongoing research and debate, with considerable data supporting both psychopharmacological and behavioral approaches. Researchers continue to search for new interventions to be used in conjunction with or in place of the more traditional approaches. These interventions run the gamut from social skills training to cognitive behavioral interventions to meditation to neuropsychologically-based techniques. The goal of this volume is to explore the state-of-the-art in considerations in the treatment of ADHD around the world. This broad survey covers issues related to comorbidity that affect the treatment choices that are made, the effects of psychopharmacology, and non-medication treatments, with a special section devoted to the controversial new treatment, neurofeedback. There is something in this volume for everyone interested in the treatment of ADHD, from students examining the topic for the first time to researchers and practitioners looking for inspiration for new research questions or potential interventions.

Attention-deficit hyperactivity disorder. --- ADD (Child behavior disorder) --- ADHD (Child behavior disorder) --- Attention deficit disorder with hyperactivity --- Attention deficit disorders --- Hyperactive child syndrome --- Hyperkinesia in children --- Hyperkinetic syndrome --- Behavior disorders in children --- Minimal brain dysfunction in children --- Cognition & cognitive psychology

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Disruptive behavior disorders (DBD) refer to a group of conditions that typically share difficulties in modulating aggressive conducts, self-control, and impulses, with resulting behaviors that constitute a threat to others’ safety and to social norms. Problematic issues with self-control associated with these disorders are commonly first observed in childhood, but may often persist into adolescence and adulthood, or pose a developmental risk for subsequent negative outcomes. The clinical management of DBD in childhood and adolescence has seen great advances in recent years, and research has also focused on identifying early signs, predictors, and risk factors, which may help clinicians to disentangle and subtype the heterogeneous manifestations of BDB. This has allowed significant progress to be made in defining specific developmental trajectories, targeted prevention programs, and timely treatment strategies. The principal aims of this Special Issue were thus to address three core features of DBD clinical management, the multidimensional assessment of callous–unemotional traits, empathic faults and emotional dysregulation, and the available treatment options. In this Special Issue, twelve relevant contributions, including ten original articles, one systematic review, and one study protocol, which provide novel insights for the assessment and treatment of DBD in clinical practice, have been collected by the editors.

bullying --- moral disengagement --- violence --- disruptive behavior --- peer aggression --- social rules --- socialization --- externalizing symptoms --- antisocial personality problems --- emerging adulthood --- family functioning --- impulsivity --- empathy --- suicidality --- non-suicidal self-injuries --- bipolar disorder --- psychopathic traits --- childhood --- fearlessness --- parental warmth --- conscience development --- big five personality traits model --- childrearing --- mother rejection --- structural equation modeling --- values --- substance use --- aggression --- cognitive-behavioral --- group intervention --- callous–unemotional traits --- conduct problems --- cyberbullying --- gender --- mindfulness --- reactive aggression --- Coping Power --- self-regulation --- prevention --- Mindful Coping Power --- disruptive behavior disorders --- parenting style --- sibling relationship --- emotional and behavioral problems --- forgiveness --- responsibility --- guilt --- obsessive-compulsive problems --- adolescence --- theory of mind --- emotion recognition --- ADHD --- conduct disorder --- oppositional defiant disorder --- medications for aggression --- callous-unemotional traits --- D2 receptor modulators --- ADHD medications --- neuropsychological functioning --- autonomic functioning --- control design --- acute placebo-controlled single-blind challenge clinical trial --- n/a