Download e-book for iPad: Advances in Cognition, Education, and Deafness by David S. Martin

By David S. Martin

ISBN-10: 1563681102

ISBN-13: 9781563681103

Now in Paperback! the second one overseas Symposium on Cognition, schooling, and Deafness in 1989 broadened and deepened the scope of research initiated on the first convention held 5 years prior. Advances in Cognition, schooling, and Deafness offers the consequences in one built-in quantity. The 39 students from 14 international locations who attended provided constant growth from the 1st symposium and new parts of study, particularly within the learn of functions in schooling and the hot box of neuro-anatomical dimensions of cognition and deafness. this crucial e-book has been prepared less than six significant issues: Cognitive overview; Language and Cognition; Cognitive improvement; Neuroscientific concerns; Cognitive methods; and Cognitive Intervention courses. this beneficial learn additionally good points courses designed to facilitate the training of deaf contributors in cognitive geographical regions, and questions on methodological difficulties dealing with researchers in deafness. Advances in Cognition, schooling, and Deafness additionally synthesizes this wealth of information with the additional price of the target standpoint of a cognitive psychologist in a roundabout way taken with the sector of deafness. academics, scholars, students, and researchers will give some thought to this an critical reference for future years.

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Additional info for Advances in Cognition, Education, and Deafness

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And Simon, T. 1910. An investigation concerning the value of the oral method. American Annals of the Deaf 55:4-33. Booth, E. 1878. Thinking in words and gestures. American Annals of the Deaf 23:223225. Deland, F. 1931. The story of lipreading. Washington, DC: Volta Bureau. Furth, H. 1964. Thinking without language. New York: Free Press. 1966. Thinking without language: Psychological implications of deafness. New York: Free Press. James, W. 1890. Thought before language: A deaf mute's recollections.

How is language processed when its basic lexical units are produced by the hands moving in space and when the signal is organized spatially as well as temporally? What implications does acquiring a visual-spatial language have for the neural substrate for language in the brain? We can now address these issues together and consider their implications for the study of cognition and for the education of deaf children. What are the differences between spoken and signed languages? That was really our central research question for a long time.

The purpose of the symposium was to examine the state of the art and its progress since the first symposium in 1984, as well as to establish a research and implementation agenda for the coming years in the field. The papers in this volume are divided into six thematic sections, and the group of papers in each is followed by a careful analysis of that thematic grouping, including common threads, issues raised, and research questions from that theme which need to be investigated in the near future.

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Advances in Cognition, Education, and Deafness by David S. Martin

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