Building Bridges
Cognitive Development in Typical and Atypical Development
Herausgeber: Jaswal, Vikram; Burack, Jacob A; Akhtar, Nameera
Building Bridges
Cognitive Development in Typical and Atypical Development
Herausgeber: Jaswal, Vikram; Burack, Jacob A; Akhtar, Nameera
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This book offers compelling examples of how the study of atypical and typical cognitive development can inform and enrich each other. This book was originally published as a special issue of the Journal of Cognition and Development.
Andere Kunden interessierten sich auch für
- Rosemary GordonBridges67,99 €
- Working with Trauma-Exposed Children and Adolescents58,99 €
- Relating Events in Narrative, Volume 273,99 €
- Nancy BudwigA Developmental-Functionalist Approach to Child Language67,99 €
- Jim BoeglinCharacter Building15,99 €
- Iresh ParkerStep 1 Leveraging Expertise: Lifestyle By Design: An 8-Step Guide for Changing Mindset, Creating a Habit of Success, Making Money and Building Weal11,99 €
- Robert Milton Ph. D.Your FLEXXIBLE brain Neuro-nastics Building a Bigger Better Brain23,99 €
-
-
-
This book offers compelling examples of how the study of atypical and typical cognitive development can inform and enrich each other. This book was originally published as a special issue of the Journal of Cognition and Development.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 140
- Erscheinungstermin: 12. Mai 2020
- Englisch
- Abmessung: 241mm x 175mm x 10mm
- Gewicht: 272g
- ISBN-13: 9780367535711
- ISBN-10: 0367535718
- Artikelnr.: 59560686
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 140
- Erscheinungstermin: 12. Mai 2020
- Englisch
- Abmessung: 241mm x 175mm x 10mm
- Gewicht: 272g
- ISBN-13: 9780367535711
- ISBN-10: 0367535718
- Artikelnr.: 59560686
Vikram Jaswal is Associate Professor of Psychology at the University of Virginia, USA. Nameera Akhtar is Professor of Psychology at University of California-Santa Cruz, USA. Jacob A. Burack is Professor of Educational and Counselling Psychology at McGill University, Canada.
Introduction - Building Bridges: Cognitive Development in Typical and
Atypical Populations 1. How I Attend-Not How Well Do I Attend: Rethinking
Developmental Frameworks of Attention and Cognition in Autism Spectrum
Disorder and Typical Development 2. Considering Development in
Developmental Disorders 3. Why We Should Study the Broader Autism Phenotype
in Typically Developing Populations 4. Reading Development in Typically
Developing Children and Children With Prenatal or Perinatal Brain Lesions:
Differential School Year and Summer Growth 5. Constraints on Multiple
Object Tracking in Williams Syndrome: How Atypical Development Can Inform
Theories of Visual Processing 6. Beyond Discrete Categories: Studying
Multiracial, Intersex, and Transgender Children Will Strengthen Basic
Developmental Science Commentaries 7. Bridge Building and Other Possible
Metaphors for Patching Over Discrepancies Between Typical and Atypical
Development 8. Bridging the Gaps in the Study of Typical and Atypical
Cognitive Development: A Commentary
Atypical Populations 1. How I Attend-Not How Well Do I Attend: Rethinking
Developmental Frameworks of Attention and Cognition in Autism Spectrum
Disorder and Typical Development 2. Considering Development in
Developmental Disorders 3. Why We Should Study the Broader Autism Phenotype
in Typically Developing Populations 4. Reading Development in Typically
Developing Children and Children With Prenatal or Perinatal Brain Lesions:
Differential School Year and Summer Growth 5. Constraints on Multiple
Object Tracking in Williams Syndrome: How Atypical Development Can Inform
Theories of Visual Processing 6. Beyond Discrete Categories: Studying
Multiracial, Intersex, and Transgender Children Will Strengthen Basic
Developmental Science Commentaries 7. Bridge Building and Other Possible
Metaphors for Patching Over Discrepancies Between Typical and Atypical
Development 8. Bridging the Gaps in the Study of Typical and Atypical
Cognitive Development: A Commentary
Introduction - Building Bridges: Cognitive Development in Typical and
Atypical Populations 1. How I Attend-Not How Well Do I Attend: Rethinking
Developmental Frameworks of Attention and Cognition in Autism Spectrum
Disorder and Typical Development 2. Considering Development in
Developmental Disorders 3. Why We Should Study the Broader Autism Phenotype
in Typically Developing Populations 4. Reading Development in Typically
Developing Children and Children With Prenatal or Perinatal Brain Lesions:
Differential School Year and Summer Growth 5. Constraints on Multiple
Object Tracking in Williams Syndrome: How Atypical Development Can Inform
Theories of Visual Processing 6. Beyond Discrete Categories: Studying
Multiracial, Intersex, and Transgender Children Will Strengthen Basic
Developmental Science Commentaries 7. Bridge Building and Other Possible
Metaphors for Patching Over Discrepancies Between Typical and Atypical
Development 8. Bridging the Gaps in the Study of Typical and Atypical
Cognitive Development: A Commentary
Atypical Populations 1. How I Attend-Not How Well Do I Attend: Rethinking
Developmental Frameworks of Attention and Cognition in Autism Spectrum
Disorder and Typical Development 2. Considering Development in
Developmental Disorders 3. Why We Should Study the Broader Autism Phenotype
in Typically Developing Populations 4. Reading Development in Typically
Developing Children and Children With Prenatal or Perinatal Brain Lesions:
Differential School Year and Summer Growth 5. Constraints on Multiple
Object Tracking in Williams Syndrome: How Atypical Development Can Inform
Theories of Visual Processing 6. Beyond Discrete Categories: Studying
Multiracial, Intersex, and Transgender Children Will Strengthen Basic
Developmental Science Commentaries 7. Bridge Building and Other Possible
Metaphors for Patching Over Discrepancies Between Typical and Atypical
Development 8. Bridging the Gaps in the Study of Typical and Atypical
Cognitive Development: A Commentary