Considering Development in Developmental Disorders |
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| Authors: | Sarah J Paterson Julia Parish-Morris Kathryn Hirsh-Pasek Roberta Michnick Golinkoff |
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| Institution: | 1. Temple University and The Children’s Hospital of Philadelphiasjpaterson@mac.com;3. University of Pennsylvania;4. Temple University and The Brookings Institute, Washington, DC;5. University of Delaware |
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| Abstract: | Various theorists have argued for the importance of a developmental approach to studying typical development (Karmiloff-Smith, 1998; Lerner, 1996; Lerner & Hood, 1986; Masten & Cicchetti, 2010; Overton, 2014; Overton & Lerner, 2012, 2014), and there are reasons to believe that this issue is even more critical to the study of atypical development (Thomas, 2016; Thomas et al., 2009). In this article, we bring together perspectives from a variety of theorists to outline the importance of conceptualizing both typical and atypical development as a not-necessarily-linear, interconnected, and multifaceted set of individual trajectories embedded in real-world contexts (Karmiloff-Smith, 1998; Masten & Cicchetti, 2010; Overton & Lerner, 2012). Using examples from studies of atypical brain and behavior, we describe 6 lenses that can be applied to developmental research. |
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