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1、TheDevelopmentalTrajectoriesApproachtoCognitionMichaelS.C.Thomas1,HarryR.Purser2&JovanHerwegen31DevelopmentalNeurocognitionLab,Birkbeck,UniversityofLondon2DepartmentofPsychologyandHumanDevelopment,InstituteofEducation3DepartmentofPsychology,KingstonUniversityToappe
2、arin:E.Farran,A.Karmiloff-Smith,&M.Tassabehji(Eds.),Developmentaldisabilitiesfrominfancytoadulthood:LessonsfromWilliamssyndrome.Oxford:OxfordUniversityPress.Runninghead:DevelopmentaltrajectoriesapproachContactauthor:Prof.MichaelS.C.ThomasDevelopmentalNeurocognition
3、LabCentreforBrainandCognitiveDevelopmentDepartmentofPsychologicalSciencesBirkbeck,UniversityofLondonMaletStreet,LondonWC1E7HX,UKTel.:+44(0)2076317386Fax.:+44(0)2076316312Web.:www.psyc.bbk.ac.uk/research/DNL/Email:m.thomas@bbk.ac.uk4949Oneemphasisofthecurrentvolumei
4、sontheuseofdevelopmentaltrajectoriesinthestudyofdevelopmentaldisabilities.Thischapterisintendedforthereaderwhowantstofindoutaboutthedevelopmentaltrajectoryapproach,andwhyitcanbeadvantageousforinvestigatingdevelopmentaldisorderslikeWilliamssyndrome(WS).Thechapterfoc
5、usesontheoretical,methodological,andanalyticalissuessurroundingtrajectories,butitisgroundedinexamplesdrawnfromoneaspectofresearchonWS,thatoffigurativelanguagedevelopment.Figurativelanguageisrelevanttoeverydaycommunicationskills,anditisoftheoreticalinterestbecauseit
6、liesattheinterfaceoflanguage,cognition,andsocialskills.ItthereforebringstotheforeissuessurroundingtheunevencognitiveprofilefrequentlyobservedinWSandconsideredatlengthelsewhereinthisvolume.Inparticular,weconsiderhowthedevelopmentoffigurativelanguagefaresinWSgiventhe
7、apparentstrengthsinlanguageandsocialskills,whileoverallIQindicatesmoderatelevelsoflearningdisability.Themethodswedescribearemoregeneral,however,andcouldbeappliedtoavarietyofneurodevelopmentaldisorders.Thedevelopmentaltrajectoriesapproachinvolvesconstructingfunction
8、softaskperformanceandage,therebyallowingdevelopmentalchangetobecomparedacrosstypicallyandatypicallydevelopinggroups.Trajectoriesthatlinkperforman