Advances in Cognition, Education, and DeafnessDavid S. Martin Gallaudet University Press, 2004 - 384 halaman The Second International Symposium on Cognition, Education, and Deafness in 1989 broadened and deepened the scope of investigation initiated at the first conference held five years earlier. Advances in Cognition, Education, and Deafness provides the results in a single integrated volume. The 39 scholars from 14 nations who attended offered consistent progress from the first symposium and new areas of research, especially in the study of applications in education and the new field of neuro-anatomical dimensions of cognition and deafness. This important book has been organized under six major themes: Cognitive Assessment; Language and Cognition; Cognitive Development; Neuroscientific Issues; Cognitive Processes; and Cognitive Intervention Programs. This useful study also features programs designed to facilitate the learning of deaf individuals in cognitive realms, and questions about methodological problems facing researchers in deafness. Advances in Cognition, Education, and Deafness also synthesizes this wealth of data with the added value of the objective perspective of a cognitive psychologist not directly involved in the field of deafness. Teachers, students, scholars, and researchers will consider this an indispensable reference for years to come. |
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David S Martin | 3 |
Dr Edward S Klima Washington DC 20002 | 7 |
Identification of Additional Learning Difficulties | 39 |
A MetaAnalytic Review of IQ Research with Deaf Persons | 56 |
Pilot Investigation of Validation of the Modified Learning | 69 |
WAISR Verbal and Performance Profiles of Adolescents | 82 |
Analysis | 91 |
Deaf Readers Acquisition of Word Meanings from Context | 105 |
The Links | 265 |
HearingImpaired Students Performance on the Piagetian Liquid | 271 |
Do Shortterm Sequential | 279 |
The Influence of Information Structure and Processing Strategy | 289 |
Constructive Processing in Skilled Deaf and Hearing Readers | 296 |
Interactions Between Language and Mathematics with Deaf | 302 |
The van Hiele Levels of Geometric Thought Among Deaf | 308 |
Memory and Metamemory in Deaf Students | 315 |
InputOutput Modalities and Deaf Childrens Psycholinguistic | 111 |
The Relationship of Educational Background to Cognitive | 118 |
The Interplay Between Visuospatial Language and Visuospatial | 127 |
Deaf Readers Comprehension of Complex Syntactic Structure | 146 |
Processes for Text and Language Acquisition in the Context | 162 |
David F Armstrong | 176 |
Vygotskian | 185 |
The Influence of Family Coping on the Cognitive and Social Skills | 195 |
The Understanding of Time by Deaf Pupils | 201 |
Intellectual Structure of HearingImpaired Children | 210 |
Symbolic Play Behaviors of Normally Developing Deaf Toddlers | 216 |
Kathryn P MeadowOrlans | 223 |
Cortical Integration of Hemispherical Processes vs Cognitive | 237 |
Cortical Organization and Information Processing in Deaf | 243 |
A First Look | 250 |
A Program to Enhance the Social Cognition of Deaf Adolescents | 329 |
Cognitive Enhancement of HearingImpaired Postsecondary | 335 |
Effectiveness Research in Deaf Education | 342 |
Using Cooperative Learning and Concept Maps with Deaf | 348 |
ASL Intervention Strategies for Teachers | 356 |
Application of Technology to Cognitive Development | 362 |
Analysis | 368 |
Programs for Applied Research | 375 |
Improving Cognitive Performance Through Mathematics | 381 |
The Case of Grammatical | 395 |
Dr Angela ODonnell School of Preparatory Studies | 403 |
Early Intervention and Cognitive Development in Deaf Individuals | 404 |
Diane Clark and Harry W Hoemann | 423 |
| 443 | |