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| Journal of Cognition and Development
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The Journal of Cognition and Development
publishes the very best articles on research that informs cognitive
development, including behavioral, computational,
cognitive neuroscience, adult cognition, cross-cultural,
and cross-species comparative approaches that address how cognition
develops. The journal’s primary focus is on full length empirical
reports although high impact short reports (max. 4000 words)
will also be considered.
In addition to empirical reports, the journal includes a
feature called “Tools of the Trade” (authored by invitation only)
regarding methodological issues of interest to the readership of the
journal, theoretical essays (occasionally accompanied by peer
commentaries), and essay reviews of new and significant books.
Criteria for acceptance of submitted manuscripts include the
theoretical import of the research, the substance of the argument
(including methodological rigor and support for conclusions drawn),
the ingenuity of ideas or approach, the quality of expression,
and the relevance of the work to issues of broad interest.
Submission of Manuscripts:
The Journal of Cognition and Development is now on Scholar One
(formerly known as Manuscript Central). All new submissions and review
requests will be processed through this web-based journal management
system. If you have questions about the system, please contact
jcogdev@emory.edu.
To submit a new manuscript, create an account, or become a reviewer
for JCD, please go to
http://mc.manuscriptcentral.com/hjcd
Manuscripts that are currently under consideration by another journal,
or that have been published previously, in whole or in part, may not
be submitted.
Depositing of accepted manuscripts into PubMed:
The Journal of Cognition and Development's publisher, Taylor and
Francis, will take responsibility for transferring NIH-funded
manuscripts to PubMed on behalf of authors when the manuscript is
submitted for copyediting, 3 months prior to publication.
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| Winners of the Journal of Cognition and Development Editor's Choice Award
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Christie, S., & Gentner, D. (2010).
Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11, 356-373.
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Hedrick, A. M., Haden, C. A., Ornstein, P. A. (2009).
Elaborative talk during and after an event: Conversational style influences children’s memory reports. Journal of Cognition and Development, 10, 188-209.
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Deborah G. Kemler Nelson, Kelly A. O’Neil, and Yvonne M. Asher (2008).
Mutually Facilitative Relationship Between Learning Names and Learning Concepts in Preschool Children: The Case of Artifacts Journal of Cognition and Development, (9), 171-193.
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Camille W. Brune and Amanda L. Woodward (2007).
Social Cognition and Social Responsiveness in 10-month-old Infants Journal of Cognition and Development, (8), 133-158.
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Amsterlaw, Jennifer, Wellman, Henry M. (2006).
Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding. Journal of Cognition and Development, 7(2), 139-172.
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Sales, Jessica McDermott, Fivush, Robyn, Parker, Janat, Bahrick, Lorraine. (2005).
Stressing Memory: Long-Term Relations Among Children's Stress, Recall and Psychological Outcome Following Hurricane Andrew. Journal of Cognition and Development, 6(4), 529-545.
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Laura L. Namy, Aimee L. Campbell and Michael Tomasello (2004). The Changing Role of Iconicity in Non-Verbal Symbol Learning: A U-Shaped Trajectory in the Acquisition of Arbitrary Gestures, JOURNAL OF COGNITION AND DEVELOPMENT, 5(1), 37-57.
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Amy M. Boland, Catherine A. Haden and Peter A. Ornstein (2003). Boosting Children's Memory by Training Mothers in the Use of an Elaborative Conversational Style as an Event Unfolds, JOURNAL OF COGNITION AND DEVELOPMENT, 4(1),39-65.
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