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Intro; Foreword; Contents; 1: Introduction; References; Part I: Perspectives on the Specific Value of Childhood: Self-Control, Autonomy, and Naturalness; 2: Shaping Children: The Pursuit of Normalcy in Pediatric Cognitive Neuro-enhancement; 2.1 Introduction; 2.2 The Idea of Normalcy; 2.3 Why Ends Matter; 2.4 Motives and Reasons; 2.5 Challenges of Psychiatric Disorders; 2.5.1 Models of Disability; 2.5.2 Autism Spectrum Disorder (ASD); 2.6 Key Ethical Issues Arising from Cognitive Neuro-enhancement; 2.6.1 Autonomy; 2.6.2 Designing Children; 2.6.3 Private and Public Interests
2.7 ConclusionReferences; 3: Self-Control Enhancement in Children: Ethical and Conceptual Aspects; 3.1 Introduction; 3.2 The Science of Self-Control and the Relevance of Childhood Self-Control; 3.3 Should Self-Control Be Enhanced?; 3.4 Should Children's Self-Control Be Enhanced?; 3.4.1 Impermissible Self-Control Enhancement; 3.4.2 Permissible Enhancement; 3.4.3 Obligatory Enhancement; 3.5 Conclusion; References; 4: Neuro-enhancement at the Margins of Autonomy: In the Best Interest of Children and Elderly?; 4.1 Introduction; 4.2 At the Margins of Autonomy
4.2.1 The Anatomy of Autonomy4.2.2 The Autonomy of Young Children with Increasing Decision-Making Capabilities; 4.2.3 The Autonomy of Elderly with Diminishing Decision-Making Capabilities; 4.3 Acting in the Best Interest of the Non-autonomous and Neuro-enhancement; 4.3.1 An Argument for Pediatric Neuro-enhancement; 4.3.2 An Argument for Enhancing Elderly with Diminishing Autonomy (and Why It Is Implausible); 4.4 Neuro-enhancement at the Margins of Autonomy; 4.4.1 What Is the Difference?; 4.4.2 Overshadowing; 4.4.3 In the Best Interest of the Future-Autonomous; References
5: Paediatric Neuro-enhancement and Natural Goodness5.1 Introduction: Enhancement and Human Nature; 5.2 Human Nature and Childhood; 5.3 The Special Case of Paediatric Neuro-enhancement; 5.4 Conclusion; References; Part II: Learning from Perspectives of the Publics; 6: Experimental Neuroethics; 6.1 The Contrastive Vignette Technique; 6.2 Contrastive Quantitized Content Analysis; 6.3 The CVT Minimizes the Impact of Cognitive Biases; 6.4 The CVT in Action; 6.5 Subject Population; 6.6 Statistical Analysis; 6.7 Normative Analysis; References
7: Public Perceptions of Prescription Drug Use for Cognitive Enhancement in Healthy Children and Adolescents7.1 Introduction; 7.1.1 Ethical Debates About CE of Young People; 7.1.2 Limited Research on Public Perceptions Regarding CE of Young People; 7.1.3 Aims of the Secondary Analysis; 7.2 Methods; 7.2.1 Design and Participants; 7.2.2 Measures; 7.2.3 Statistical Analysis; 7.3 Results and Discussion; 7.3.1 Restrictions; 7.3.2 Peer Pressure; 7.3.3 Limitations of the Study and Methods-Related Directions for Future Research; 7.4 Conclusion; References
2.7 ConclusionReferences; 3: Self-Control Enhancement in Children: Ethical and Conceptual Aspects; 3.1 Introduction; 3.2 The Science of Self-Control and the Relevance of Childhood Self-Control; 3.3 Should Self-Control Be Enhanced?; 3.4 Should Children's Self-Control Be Enhanced?; 3.4.1 Impermissible Self-Control Enhancement; 3.4.2 Permissible Enhancement; 3.4.3 Obligatory Enhancement; 3.5 Conclusion; References; 4: Neuro-enhancement at the Margins of Autonomy: In the Best Interest of Children and Elderly?; 4.1 Introduction; 4.2 At the Margins of Autonomy
4.2.1 The Anatomy of Autonomy4.2.2 The Autonomy of Young Children with Increasing Decision-Making Capabilities; 4.2.3 The Autonomy of Elderly with Diminishing Decision-Making Capabilities; 4.3 Acting in the Best Interest of the Non-autonomous and Neuro-enhancement; 4.3.1 An Argument for Pediatric Neuro-enhancement; 4.3.2 An Argument for Enhancing Elderly with Diminishing Autonomy (and Why It Is Implausible); 4.4 Neuro-enhancement at the Margins of Autonomy; 4.4.1 What Is the Difference?; 4.4.2 Overshadowing; 4.4.3 In the Best Interest of the Future-Autonomous; References
5: Paediatric Neuro-enhancement and Natural Goodness5.1 Introduction: Enhancement and Human Nature; 5.2 Human Nature and Childhood; 5.3 The Special Case of Paediatric Neuro-enhancement; 5.4 Conclusion; References; Part II: Learning from Perspectives of the Publics; 6: Experimental Neuroethics; 6.1 The Contrastive Vignette Technique; 6.2 Contrastive Quantitized Content Analysis; 6.3 The CVT Minimizes the Impact of Cognitive Biases; 6.4 The CVT in Action; 6.5 Subject Population; 6.6 Statistical Analysis; 6.7 Normative Analysis; References
7: Public Perceptions of Prescription Drug Use for Cognitive Enhancement in Healthy Children and Adolescents7.1 Introduction; 7.1.1 Ethical Debates About CE of Young People; 7.1.2 Limited Research on Public Perceptions Regarding CE of Young People; 7.1.3 Aims of the Secondary Analysis; 7.2 Methods; 7.2.1 Design and Participants; 7.2.2 Measures; 7.2.3 Statistical Analysis; 7.3 Results and Discussion; 7.3.1 Restrictions; 7.3.2 Peer Pressure; 7.3.3 Limitations of the Study and Methods-Related Directions for Future Research; 7.4 Conclusion; References