This thoroughgoing study of the difficulties experienced by children with cortical injury on encountering ordinary educational and social experiences is also an account of concessions in the usual curriculum which have made learning easier for them. The authors' orientation is primarily psychologic and educational, and no extensive medical discussion is attempted. Previous work along psychologic lines is reviewed, and, in addition, the book is rich in references to the relevant literature.
The fundamental thesis of the book is that the cortex, or, as the authors refer to it, the new brain, acts as an inhibitive and correlative mechanism controlling and organizing the otherwise disinhibited activity of the lower centers. While injury to specific areas of the cortex may produce specialized changes in function, local in their cortical representation, generalized changes in the perceptual, thinking and behavioral fields are also produced. Since growth and development may compensate for local effects of