Advances in Cognition, Education, and Deafness

2004-04
Advances in Cognition, Education, and Deafness

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  • Author: David S. Martin
  • Publisher: Gallaudet University Press
  • ISBN: 9781563681103
  • Category : Education
  • Languages : en
  • Pages : 472

Contributions to the Second International Symposium on Cognition, Education, and Deafness (July 1989, Gallaudet University) address issues in the areas of cognitive assessment, development, intervention programs, and cognitive processes, as well as language and cognition and neuroscience. A number of applied research programs are described. Annotation copyrighted by Book News, Inc., Portland, OR

Cognition, Education, and Deafness

2003
Cognition, Education, and Deafness

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  • Author: David S. Martin
  • Publisher: Gallaudet University Press
  • ISBN: 9781563681493
  • Category : Education
  • Languages : en
  • Pages : 252

"Now available in paperback; ISBN 1-56368-149-8"

Advances in Cognition, Education, and Deafness

2011
Advances in Cognition, Education, and Deafness

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  • Author: David S. Martin
  • Publisher:
  • ISBN: 9781563682568
  • Category :
  • Languages : en
  • Pages : 469

Deaf Cognition

2008-06-30
Deaf Cognition

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  • Author: Marc Marschark
  • Publisher: Oxford University Press
  • ISBN: 9780199709397
  • Category : Psychology
  • Languages : en
  • Pages : 496

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.

Issues Unresolved

1998
Issues Unresolved

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  • Author: Amatzia Weisel
  • Publisher: Gallaudet University Press
  • ISBN: 9781563680670
  • Category : Education
  • Languages : en
  • Pages : 276

Of the more than 400 studies presented at the 18th International Congress on Education of the Deaf, the 20 most incisive papers were selected, rewritten, and edited to construct the trenchant volume Issues Unresolved: New Perspectives on Language and Deaf Education. The resulting book provocatively challenges the invested reader in four critical areas of deaf education worldwide. Part 1, Communication: Signed and Spoken Languages, addresses matters that range from considering critical periods for language acquisition, researched by Susan D. Fischer, to assessing the impact of immigration policies on the ethnic composition of Australia's deaf community, intriguing work by Jan Branson and Don Miller. Part 2, Communication: Accessibility to Speech, continues the debate with works on the perception of speech by deaf and hard of hearing children, contributed by Arthur Boothroyd, and automatic speech recognition and its applications, delineated by Harry Levitt. Educational issues are brought to the forefront in Part 3 in such engrossing studies as Lea Lurie and Alex Kozulin's discourse on the application of an instrumental-enrichment cognitive intervention program with deaf immigrant children from Ethiopia. Stephen Powers offers another perspective in this section with his retrospective evaluation of a distance education training course for teachers of the deaf. Part 4, Psychological and Social Adjustment reviews progress in this area, with Anne de Klerk's exposition on the Rotterdam Deaf Awareness Program, and Corinne J. Lewkowitz and Lynn S. Liben's research on the development of deaf and hearing children's sex-role attitudes and self-endorsements. These and the many other contributions by renowned international scholars in the field make Issues Unresolved a compelling new standard for all involved in deaf education.

The Oxford Handbook of Deaf Studies in Learning and Cognition

2020-05-25
The Oxford Handbook of Deaf Studies in Learning and Cognition

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  • Author: Marc Marschark
  • Publisher: Oxford University Press, USA
  • ISBN: 0190054042
  • Category : Education
  • Languages : en
  • Pages : 475

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

Context, Cognition, and Deafness

2001
Context, Cognition, and Deafness

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  • Author: M. Diane Clark
  • Publisher: Gallaudet University Press
  • ISBN: 9781563681059
  • Category : Education
  • Languages : en
  • Pages : 232

This sharply focused volume on the cognitive development of deaf children calls upon experts in anthropology, psychology, linguistics, basic visual sensory processes, education, cognition, and neurophysiology to share complementary observations. William C. Stokoe's "Deafness, Cognition, and Language" leads fluidly into Jeffery P. Braden's analysis of clinical assessments of deaf people's cognitive abilities. Margaret Wilson expands on the impact of sign language expertise on visual perception. The study and analysis of Italian deaf preschoolers with hearing families presented by Elena Pizzuto, Barbara Ardito, Maria Cristina Caselli, and Virginia Volterra chronicles fascinating insights on the children's cognition and language development. Context, Cognition, and Deafness also shows that theory can intersect practice, as displayed by editor Marschark and Jennifer Lukomski in their research on literacy, cognition, and education. Amy R. Lederberg and Patricia E. Spencer have combined sequential designs in their study of vocabulary learning. Ethan Remmel, Jeffrey Bettger, and Amy Weinberg explore the theory of mind development. The emotional development of deaf children also receives detailed consideration by Colin D. Gray, Judith A. Hosie, Phil A. Russell, and Ellen A. Ormel. Kathryn P. Meadow-Orlans delineates her perspective on the coming of age of deaf children in relation to their education and development. Marschark concludes with insightful impressions on the future of theory and application, an appropriate close to this exceptional, coherent volume.

Deaf Cognition

2008-06-30
Deaf Cognition

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  • Author: Kringelbach
  • Publisher: Oxford University Press
  • ISBN: 0195368673
  • Category : Education
  • Languages : en
  • Pages : 497

'Deaf Cognition' examines the cognitive underpinnings of deaf individuals' learning. 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.

Advances in the Sign Language Development of Deaf Children

2005-09-02
Advances in the Sign Language Development of Deaf Children

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  • Author: Brenda Schick
  • Publisher: Oxford University Press
  • ISBN: 9780198039969
  • Category : Psychology
  • Languages : en
  • Pages : 412

The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign. Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.

Advances in the Sign Language Development of Deaf Children

2005-09-02
Advances in the Sign Language Development of Deaf Children

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  • Author: Professor of Speech Language and Hearing Science Brenda Schick
  • Publisher: Oxford University Press on Demand
  • ISBN: 0195180941
  • Category : Education
  • Languages : en
  • Pages : 412

The authors provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, & the processes of semantic, syntactic, & pragmatic development in sign.