Deaf cognition : foundations and outcomes
著者
書誌事項
Deaf cognition : foundations and outcomes
（Perspectives on deafness）
Oxford University Press, 2008
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
1: Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students: Differences, Diversity and Directions -- Marc Marschark and Peter C. Hauser
2: Changing parameters in deafness and deaf education: Greater opportunity but continuing diversity -- Greg Leigh
3: Efficacy and effectiveness of cochlear implants in deaf children -- David B. Pisoni, Christopher M. Conway, William Kronenberger, David L. Horn, Jennifer Karpicke, and Shirley Henning
4: Achieving Efficient Learning: Why understanding theory of mind is essential for deaf children... and their teachers -- Cyril Courtin, Ann-Marie Melot, and Denis Corroyer
5: Why considerations of verbal aptitute are important in educating deaf and hard-of-hearing students -- C. Tane Akamatsu, Connie Mayer, and Steven Hardy-Braz
6: Deafness, numerical cognition, and mathematics -- Rebecca Bull
7: Deaf children's understanding of inverse relations -- Terezinha Nunes, Peter Bryant, Diana Bell, Deborah Evans, Darcy Hallett and Laura Montgomery
8: Deaf Learners and mathematical problem solving -- Ronald R. Kelly
9: Visual Attention in deaf children and adults: Implications for learning environments -- Matt W.G. Dye, Peter C. Hauser, and Daphne Bavelier
10: Visual gaze as a marker of deaf students' attention during mediated instruction -- Jeff Palz, Marc Marschark, and Carol Convertino
11: Development of deaf and hard-of-hearing students' executive function -- Peter C. Hauser, Jennifer Lukomski, and Tara Hillman
12: Language comprehension and learning by deaf students -- Marc Marschark and Loes Wauters
13: A model of learning within an interpreted K-12 educational setting -- Brenda Schick
14: Approaches to studying among deaf students in higher education -- John T.E. Richardson
15: A new research agenda for writing-to-learn: embedding cognition in discipline -- Lisa Hermsen and Scott Franklin
16: What we know and what we don't know about cognition and deaf learners -- Peter C. Hauser and Marc Marschark
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