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In neuropsychological research on normal development relatively little interest has been devoted to age-related changes in school age. This is surprising in the light of the significance of the changes that take place in this period of life; the availability of normative data; and the ongoing research on neural development. The studies included in this issue take a closer look at normative data from school-age children of various ages in performances of attention, language, sensorimotor and perceptual functions, memory and learning, and functional asymmetries. It is hoped that this special issue will draw attention to the scarcity of data in this realm and to the possibilities of utilizing existing databases for study on normal development in school age.
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