Advances in Cognition, Education, and Deafness

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David S. Martin
Gallaudet University Press, 2004 - Education - 447 pages
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The Second International Symposium on Cognition, Education, and Deafness in 1989 broadened and deepened the scope of investigation initiated at the first conference held five years earlier. Advances in Cognition, Education, and Deafness provides the results in a single integrated volume. The 39 scholars from 14 nations who attended offered consistent progress from the first symposium and new areas of research, especially in the study of applications in education and the new field of neuro-anatomical dimensions of cognition and deafness.

This important book has been organized under six major themes: Cognitive Assessment; Language and Cognition; Cognitive Development; Neuroscientific Issues; Cognitive Processes; and Cognitive Intervention Programs. This useful study also features programs designed to facilitate the learning of deaf individuals in cognitive realms, and questions about methodological problems facing researchers in deafness.

Advances in Cognition, Education, and Deafness
also synthesizes this wealth of data with the added value of the objective perspective of a cognitive psychologist not directly involved in the field of deafness. Teachers, students, scholars, and researchers will consider this an indispensable reference for years to come.

 

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Contents

David S Martin
3
Dr Edward S Klima Washington DC 20002
7
Identification of Additional Learning Difficulties
39
A MetaAnalytic Review of IQ Research with Deaf Persons
56
Pilot Investigation of Validation of the Modified Learning
69
WAISR Verbal and Performance Profiles of Adolescents
82
Analysis
91
Deaf Readers Acquisition of Word Meanings from Context
105
HearingImpaired Students Performance on the Piagetian Liquid
271
Do Shortterm Sequential
279
The Influence of Information Structure and Processing Strategy
289
Constructive Processing in Skilled Deaf and Hearing Readers
296
Interactions Between Language and Mathematics with Deaf
302
The van Hiele Levels of Geometric Thought Among Deaf
308
Memory and Metamemory in Deaf Students
315
A Program to Enhance the Social Cognition of Deaf Adolescents
329

InputOutput Modalities and Deaf Childrens Psycholinguistic
111
The Relationship of Educational Background to Cognitive
118
The Interplay Between Visuospatial Language and Visuospatial
127
Deaf Readers Comprehension of Complex Syntactic Structure
146
Processes for Text and Language Acquisition in the Context
162
David F Armstrong
176
The Influence of Family Coping on the Cognitive and Social Skills
195
The Understanding of Time by Deaf Pupils
201
Intellectual Structure of HearingImpaired Children
210
Symbolic Play Behaviors of Normally Developing Deaf Toddlers
216
Analysis
223
Cortical Integration of Hemispherical Processes vs Cognitive
237
Carol A Kusche and Mark T Greenberg
243
A First Look
250
The Links
265
Cognitive Enhancement of HearingImpaired Postsecondary
335
Effectiveness Research in Deaf Education
342
Using Cooperative Learning and Concept Maps with Deaf
348
ASL Intervention Strategies for Teachers
356
Application of Technology to Cognitive Development
362
Analysis
368
Programs for Applied Research
375
Improving Cognitive Performance Through Mathematics
381
The Case of Grammatical
395
New Brunswick NJ 08903
403
Early Intervention and Cognitive Development in Deaf Individuals
404
Diane Clark and Harry W Hoemann
423
Index
443
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About the author (2004)

David S. Martin is Professor/Dean Emeritus in the Department of Education at Gallaudet University, Washington, DC.

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