Deaf Cognition: Foundations and Outcomes by Marc Marschark, Peter C Hauser

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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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.

Perhaps nowhere is the confluence of these issues more apparent than in the education of students with significant hearing losses. In some ways similar to second-language learners who struggle with the language of the classroom (and may evidence cultural differences), in some ways similar to gifted students who require particular instructional methods to match their unique knowledge sets, and in some ways similar to students with attention deficit/hyperactivity disorder (ADHD) who are easily distracted and have difficulty maintaining time on task, DHH students represent a unique population.

The majority (80%) of children in that group were over 1 year of age, and the vast majority were closer to 2 years of age. Since the advent of UNHS, however, the average age of implantation has changed. If those groups of children identified through UNHS and those identified by more traditional means are separated, then the trend becomes very apparent. Perhaps not surprisingly, there is an obvious trend toward much younger implantation among the children identified through UNHS. Figure 2–2 shows the relative proportions of children in each of the two groups—UNHS and non-UNHS—who were implanted at various ages.

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