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 participants' studying. Marschark and Hauser have introduced jointly scientists from various disciplines, which hardly ever have interaction, to proportion their rules and create this booklet. It contributes to the technology of studying by means of describing and trying out theories that will both over or underestimate the position that audition or imaginative and prescient performs in studying and reminiscence, and by means of laying off gentle on a number of pathways for studying. foreign specialists in cognitive psychology, mind sciences, cognitive improvement, and deaf childrens provide 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 study in cognitive psychology, developmental psychology, and deaf schooling. the overall subject of the e-book is that deaf and listening to participants range to some degree in early event, mind improvement, cognitive functioning, reminiscence association, and challenge fixing. deciding on similarities and ameliorations between those domain names offers new insights into capability equipment for reinforcing success during this ordinarily under-performing inhabitants.

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Sedey, A. (2000). Speech development of deaf and hard-of-hearing children in early childhood: Interrelationships with language and hearing. Volta Review, 100, 181–212. , & Bryant, P. (2004). The performance of young deaf children in spatial and temporal number tasks. Journal of Deaf Studies and Deaf Education, 9, 315–326. Chapter 2 Changing Parameters in Deafness and Deaf Education Greater Opportunity but Continuing Diversity Greg Leigh Developments in a number of related fields are providing greater opportunities for deaf children to access spoken language than at any time in history.

Lang, H. , & Pagliaro, C. M. (2003). Mathematics word problem solving for deaf students: A survey of practices in grades 6 –12. Journal of Deaf Studies and Deaf Education, 8, 104 –119. Kluwin, T. , & Stewart, D. A. (2001, winter/spring). Interpreting in schools: A look at research. Odyssey (pp. 15–17). Washington DC: Gallaudet University. Krinsky, S. G. (1990). The feeling of knowing in deaf adolescents. American Annals of the Deaf, 135, 389–395. Lang, H. G. (2002). Higher education for deaf students: Research priorities in the new millennium.

K. (2000). Is seeing believing? Features of effective multimedia for learning science. International Journal of Instructional Media, 27, 403– 415. Jelinek Lewis, M. W. (2001). Television literacy: Comprehension of program content using closed-captions for the deaf. Journal of Deaf Studies and Deaf Education, 6, 43–53. Johnson, K. (1991). Miscommunication in interpreted classroom interaction. Sign Language Studies, 70, 1–34. Jones, B. E. (2005). Competencies of K-12 educational interpreters: What we need versus what we have.

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