The phrase "atypical developments" is correct and usable in written English.
It can be used to describe events or changes that are unusual or not typical in a given context.
Example: "The report highlighted several atypical developments in the market that could impact future trends."
Alternatives: "unusual occurrences" or "irregular changes".
In this article, I have described studies from both typical and atypical development that suggested that early developing individual differences in attentional control and working memory may play a role in mediating later-emerging differences in learning in academic and other settings.
It is carried out in a critical period of development (i.e. a time window during which specific functions develop very rapidly), when initial signs of atypical development are present but before they become overt.
The exact time of the shift can hardly be predicted in typically developing children and might be even less predictable in children with atypical development.
Despite these emerging trends, the literature remains scattered, particularly in the context of atypical development.
This program of research demonstrates that neurocognitive architecture follows the same principles in typical and atypical development.
Hypotheses regarding the development of cognitive networks are proposed to account for the individual differences seen in normal and atypical development.
Such studies will produce a more comprehensive understanding of how the arithmetical brain unfolds, how it changes over time, and how it is impaired in atypical development.
In atypical development differences in brain structure, function and task-related activity in infancy often precede the emergence of later diagnostic behavioural symptoms.
Induced pluripotent cells (iPSC) derived from living individuals and differentiated into telencephalic organoids recapitulate forebrain development in a dish, allowing us to examine typical and atypical development in patients with neuropsychiatric disorders and the underlying gene regulatory processes.
This study had 3 goals, which were to examine the following: the frequency of atypical development, consistent with the broader autism phenotype, in high-risk infant siblings of children with autism spectrum disorder (ASD); the age at which atypical development is first evident; and which developmental domains are affected.
