Deaf Cognition: Foundations and OutcomesMarc Marschark, Peter C Hauser Oxford University Press, 30.06.2008 - 496 Seiten Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population. |
Inhalt
3 | |
Greater Opportunity but Continuing Diversity | 24 |
3 Efficacy and Effectiveness of Cochlear Implants in Deaf Children | 52 |
Why Understanding Theory of Mind Is Essential for Deaf Children and Their Teachers | 102 |
5 Why Considerations of Verbal Aptitude Are Important in Educating Deaf and HardofHearing Students | 131 |
6 Deafness Numerical Cognition and Mathematics | 170 |
7 Deaf Childrens Understanding of Inverse Relations | 201 |
8 Deaf Learners and Mathematical Problem Solving | 226 |
11 Development of Deaf and HardofHearing Students Executive Function | 286 |
12 Language Comprehension and Learning by Deaf Students | 309 |
13 A Model of Learning Within an Interpreted K12 Educational Setting | 351 |
14 Approaches to Studying Among Deaf Students in Higher Education | 387 |
Embedding Cognition in Discipline | 411 |
16 What We Know and What We Dont Know About Cognition and Deaf Learners | 439 |
459 | |
465 | |
Implications for Learning Environments | 250 |
10 Visual Gaze As a Marker of Deaf Students Attention During Mediated Instruction | 264 |
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Deaf Cognition: Foundations and Outcomes Marc Marschark,Peter C Hauser Eingeschränkte Leseprobe - 2008 |
Häufige Begriffe und Wortgruppen
abilities American Annals American Sign Language approach assessment attention auditory Bavelier behavior chil child children with CIs classroom cochlear implantation cognitive communication comprehension conceptions context Convertino deaf adults deaf and hard-of-hearing deaf and hearing deaf children Deaf Education deaf individuals deaf students Deaf Studies developmental DHH students differences digit spans dren early educational interpreters effect executive function factors FB task Gallaudet University hard-of-hearing Hauser hearing loss hearing parents hearing peers instructors intervention inversion inversion problems Journal of Deaf knowledge language development learning linguistic literacy Marschark mathematical measures metacognitive native signers outcomes Oxford University Press perception performance phonological Pisoni prelingually deaf preter problem-solving processing programs Psychology reading representations Schick scores sign language interpreting solving speech speech perception Spencer spoken language strategies Studies and Deaf suggest teachers teaching theory of mind tion understanding verbal visual volume WISC-IV word problems writing