Abstract
Most research reported in the Journal of Cognition and Development focuses on typically developing children—those who are following what is assumed to be the most common path. This special issue was designed to foster a dialogue between cognitive developmentalists who work on typical development and those who work on atypical development, with the goal of illustrating how recent findings can advance thinking in both fields. The 6 target articles and 2 commentaries in this special issue provide a compelling demonstration of the symbiotic nature of the study of typical and atypical cognitive development.
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