Bridging the Gaps in the Study of Typical and Atypical Cognitive Development: A Commentary

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dc.contributor.authorGraham, Susan
dc.contributor.authorMadigan, Sheri L.
dc.date.accessioned2020-04-23T22:04:30Z
dc.date.available2020-04-23T22:04:30Z
dc.date.issued2016-01
dc.descriptionCommentaryen_US
dc.description.abstractThe articles in this special issue of the Journal of Cognition and Development examine the cognitive development of children who are following typical and atypical developmental pathways. The articles offer a mixture of theory-based considerations, reviews of the literature, and new empirical data addressing fundamental aspects of cognitive development. Our commentary considers these articles in light of comparative and dimensional approaches to the study of typicality/atypicality and offers some considerations for researchers building bridges between typical and atypical development.en_US
dc.identifier.citationGraham, S. A., & Kilbreath, C. S. (2007). Its a sign of the kind: Gestures and words guide infants inductive inferences. "Developmental Psychology", 43(5), 1111–1123. doi: 10.1037/0012-1649.43.5.1111en_US
dc.identifier.doihttp://dx.doi.org/10.1080/15248372.2016.1200898en_US
dc.identifier.urihttp://hdl.handle.net/1880/111876
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.publisher.departmentPsychologyen_US
dc.publisher.facultyArtsen_US
dc.publisher.hasversionpublishedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://www.cogentoa.comen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.titleBridging the Gaps in the Study of Typical and Atypical Cognitive Development: A Commentaryen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
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