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Research in cognitive psychology has contributed much to our
understanding of reading and spelling. Most of this work has
concentrated on the processes used by literate adults to comprehend
and produce written language, but there is a growing interest in
applying cognitive theories to the development of literacy, and to
the understanfing of disorders of reading and writing. Such
disorders may be acquired as a consequence of a brain injury to a
previously literate adult, or may be developmental, occurring in
otherwise normal children.; This textbook attempts to present this
work to a non-specialist audience. Though written primarily with
students of psychology and education in mind, it is accessible also
to parents and teachers.; The broad organization of the first
edition is retained. The book opens with a consideration of the
history and nature of writing, then moves on to deal with the
nature of skilled reading. Other chapters deal with: the different
ways that brain injury in adulthood can disrupt the mature reading
skill the "acquired dyslexias"; spelling and writing processes,
both in skilled writers and in patients with "acquired dysgraphia";
the way children develop the skills of reading and writing; and
developmental reading and writing problems.
Cognitive neuropsychology seeks to understand impairments of
specific cognitive functions in relation to a model of normal
cognitive processing. The conclusions drawn from the study of
abnormal processes are in turn used in the development and testing
of theories of normal cognition. First published in 1988, this
seminal book represented an attempt to synthesize and systematize
progress in the study of cognitive neuropsychology and therefore
provides an important snapshot of the field at the time. In
addition to reviewing different forms of impairment and discussing
their implications for theories of normal function, this book also
examines the empirical and theoretical foundations of the subject
including the use of single-case studies and the assumptions that
must be made about the mind and brain. This classic edition marks
25 years in print, and includes a brand new introduction written by
the authors, Ellis and Young. The Augmented Edition of Human
Cognitive Neuropsychology published in 1997 is also still
available. This classic edition will be important reading for
students of cognitive psychology, cognitive neuroscience and
neuropsychology.
This is a classic edition of Andrew Ellis' acclaimed introduction
to the scientific study of reading, writing and dyslexia, which now
includes a new introduction from the author. The book describes the
remarkable skills of reading and writing - how we acquire them, how
we exercise them as skilled readers and writers, and what can go
wrong with them in childhood disorders or as a result of brain
damage. The new introduction reflects on some key research
developments since the book was first published. Reading, Writing
and Dyslexia is an engaging introduction to the field which is
still completely relevant to today's readers. It will remain
essential reading for all students of psychology and education,
whilst also being accessible to parents and teachers.
Cognitive neuropsychology seeks to understand impairments of
specific cognitive functions in relation to a model of normal
cognitive processing. The conclusions drawn from the study of
abnormal processes are in turn used in the development and testing
of theories of normal cognition. First published in 1988, this
seminal book represented an attempt to synthesize and systematize
progress in the study of cognitive neuropsychology and therefore
provides an important snapshot of the field at the time. In
addition to reviewing different forms of impairment and discussing
their implications for theories of normal function, this book also
examines the empirical and theoretical foundations of the subject
including the use of single-case studies and the assumptions that
must be made about the mind and brain. This classic edition marks
25 years in print, and includes a brand new introduction written by
the authors, Ellis and Young. The Augmented Edition of Human
Cognitive Neuropsychology published in 1997 is also still
available. This classic edition will be important reading for
students of cognitive psychology, cognitive neuroscience and
neuropsychology.
In the World Library of Psychologists series, international experts
present career-long collections of what they judge to be their
finest pieces - extracts from books, key articles, salient research
findings, and their major practical theoretical contributions.
Elaine Funnell has played an important role in the study of
neuropsychology over the past 25 years. She has been at the
forefront of groundbreaking research on individuals suffering with
acquired disorders of written and/or spoken language resulting from
brain damage. With commentary by Nicola Pitchford and Andrew Ellis,
this volume presents Elaine's most significant contributions in her
two main specialist areas: adult neuropsychology of semantic
disorders, with a focus on disorders of naming in dementia, and
acquired language and literacy disorders in childhood. The
publications included in this volume date back to 1988, where
Elaine co-authored a major review of theories regarding the
representation of meanings in the mind and brain. They then bring
us right up-to-date with a previously unpublished paper from 2010,
which has been recently edited by the co-author, Mike Kopelman, for
this edition. Through her exceptional work, Elaine has greatly
advanced our understanding of the brain processes behind written
and spoken language, and this book represents an original and
timely contribution to the field. Acquired Language Disorders in
Adulthood and Childhood will be of great interest to researchers
and postgraduate students in adult and child neuropsychology,
specifically for those specialising in semantic and language
disorders.
This is a classic edition of Andrew Ellis' acclaimed introduction
to the scientific study of reading, writing and dyslexia, which now
includes a new introduction from the author. The book describes the
remarkable skills of reading and writing - how we acquire them, how
we exercise them as skilled readers and writers, and what can go
wrong with them in childhood disorders or as a result of brain
damage. The new introduction reflects on some key research
developments since the book was first published. Reading, Writing
and Dyslexia is an engaging introduction to the field which is
still completely relevant to today's readers. It will remain
essential reading for all students of psychology and education,
whilst also being accessible to parents and teachers.
Contents: What is Cognitive Neuropsychology? Object Recognition. Visual and Spatial Abilities. Face Processing. Producing Spoken Words. Recognizing and Understanding Spoken Words. Spelling and Writing. Reading. Further Language and Processes. Memory.
This is a classic edition of Geoffrey Beattie's and Andrew Ellis'
influential introduction to the psychology of human language and
communication, now including a new reflective introduction from the
authors. Drawing on elements from many sub-disciplines, including
cognitive and social psychology, psycholinguistics and
neuropsychology, the book offers an approach which breaches
conventional disciplinary boundaries. Exploring the diverse nature
of communication, Beattie and Ellis focus on the range of human
communicative channels and the variations which occur both between
and within societies and cultures. Written from an informative and
entertaining historical perspective, The Psychology of Language and
Communication remains a key resource for anyone interested in the
psychology of communication, language and linguistics, 30 years on
from its first publication.
This textbook augments the first edition through the inclusion of a
set of reseach and review papers selected by the authors to
supplement the contents of each chapter by providing a discussion
of research issues and detailed investigation of individual cases.
One or two papers supplement each chapter. A short introduction to
each set makes clear the nature of their contribution and how they
relate to each chapter's contents. Some of the papers are short
reviews of theoretical contributions; others are case studies in
the tradition of cognitive neuropsychology. At least three of the
main trends discernible in cognitive neuropsychology in the 1990s
are represented in the chosen papers. The first is the use of
connectionist models to simulate patterns of impairment in
brain-injured patients. The second is the growing convergence
between cognitive neuropsychology and neuroscience: cognitive
neuropsychologists are becoming increasingly interested in the
brain processes that underlie the preserved and damaged
psychological processes they study. The third trend is the
involvement of cognitive neuropsychologists in work on therapy and
rehabilitation.
In the World Library of Psychologists series, international experts
present career-long collections of what they judge to be their
finest pieces - extracts from books, key articles, salient research
findings, and their major practical theoretical contributions.
Elaine Funnell has played an important role in the study of
neuropsychology over the past 25 years. She has been at the
forefront of groundbreaking research on individuals suffering with
acquired disorders of written and/or spoken language resulting from
brain damage. With commentary by Nicola Pitchford and Andrew Ellis,
this volume presents Elaine's most significant contributions in her
two main specialist areas: adult neuropsychology of semantic
disorders, with a focus on disorders of naming in dementia, and
acquired language and literacy disorders in childhood. The
publications included in this volume date back to 1988, where
Elaine co-authored a major review of theories regarding the
representation of meanings in the mind and brain. They then bring
us right up-to-date with a previously unpublished paper from 2010,
which has been recently edited by the co-author, Mike Kopelman, for
this edition. Through her exceptional work, Elaine has greatly
advanced our understanding of the brain processes behind written
and spoken language, and this book represents an original and
timely contribution to the field. Acquired Language Disorders in
Adulthood and Childhood will be of great interest to researchers
and postgraduate students in adult and child neuropsychology,
specifically for those specialising in semantic and language
disorders.
This is a classic edition of Geoffrey Beattie's and Andrew Ellis'
influential introduction to the psychology of human language and
communication, now including a new reflective introduction from the
authors. Drawing on elements from many sub-disciplines, including
cognitive and social psychology, psycholinguistics and
neuropsychology, the book offers an approach which breaches
conventional disciplinary boundaries. Exploring the diverse nature
of communication, Beattie and Ellis focus on the range of human
communicative channels and the variations which occur both between
and within societies and cultures. Written from an informative and
entertaining historical perspective, The Psychology of Language and
Communication remains a key resource for anyone interested in the
psychology of communication, language and linguistics, 30 years on
from its first publication.
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