In past studies of the effect of environment and social settings
upon the cognitive development of deaf children, results frequently
were confounded by conflicting conclusions related to the
participants' varying degrees of hearing loss. Context, Cognition,
and Deafness: An Introduction takes an interdisciplinary approach
that clarifies these disparate findings by analyzing many
methodologies. Editors M. Diane Clark, Marc Marschark, and Michael
Karchmer, widely respected scholars in their own right, have
assembled work by a varying cast of renowned researchers to
elucidate the effects of family, peers, and schools on deaf
children.
To integrate the often contrasting approaches of clinical and
cultural researchers, this sharply focused volume has called upon
experts in anthropology, psychology, linguistics, basic visual
sensory processes, education, cognition, and neurophysiology to
share complementary observations. One of William C. Stokoe's last
contributions, "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.
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 Bettgen, 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 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.
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