By Marc Marschark, Peter C Hauser
Deaf Cognition examines the cognitive underpinnings of deaf members' studying. Marschark and Hauser have introduced jointly scientists from assorted disciplines, which infrequently engage, to proportion their principles and create this publication. It contributes to the technology of studying via describing and checking out theories that would both over or underestimate the function that audition or imaginative and prescient performs in studying and reminiscence, and via laying off mild on a number of pathways for studying. foreign specialists in cognitive psychology, mind sciences, cognitive improvement, and deaf youngsters supply a special, integrative exam of cognition and studying, with discussions on their implications for deaf schooling. each one bankruptcy focuses totally on the intersection of analysis in cognitive psychology, developmental psychology, and deaf schooling. the final topic of the publication is that deaf and listening to members vary to some degree in early event, mind improvement, cognitive functioning, reminiscence association, and challenge fixing. deciding upon similarities and modifications between those domain names presents new insights into capability tools for boosting success during this often under-performing inhabitants.
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Additional resources for Deaf Cognition: Foundations and Outcomes
In M. Marschark & P. E. ), Oxford handbook of deaf studies, language, and education (pp. 65–81). New York: Oxford University Press. , & Hoffmeister, R. (2007). Language and theory of mind: A study of deal children. Child Development, 78, 376−396. , & Bolster, L. (1999). Skill levels of educational interpreters working in public schools. Journal of Deaf Studies and Deaf Education, 4, 144–155. Seal, B. C. (2004). ). Boston: Allyn and Bacon. Siple, P. ). (1978). Understanding language through sign language research.
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