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Recognizing the characteristics of children with learning
disabilities and deciding how to help them is a problem faced by
schools all over the world. Although some disorders are fairly
easily recognizable (e.g., mental retardation) or very specific to
single components of performance and quite rare (e.g.,
developmental dyscalculia), schools must consider much larger
populations of children with learning difficulties who cannot
always be readily classified. These children present high-level
learning difficulties that affect their performance on a variety of
school tasks, but the underlying problem is often their difficulty
in understanding written text. In many instances, despite good
intellectual abilities and a superficial ability to cope with
written texts and to use language appropriately, some children do
not seem to grasp the most important elements, or cannot find the
pieces of information they are looking for. Sometimes these
difficulties are not immediately detected by the teacher in the
early school years. They may be hidden because the most obvious
early indicators of reading progress in the teacher's eyes do not
involve comprehension of written texts or because the first texts a
child encounters are quite simple and reflect only the difficulty
level of the oral messages (sentences, short stories, etc.) with
which the child is already familiar. However, as years go by and
texts get more complex, comprehension difficulties will become
increasingly apparent and increasingly detrimental to effective
school learning. In turn, studying, assimilating new information,
and many other situations requiring text comprehension -- from
problem solving to reasoning with linguistic contents -- could be
affected.
Problems with decoding, dyslexia, and language disorders have
attracted more interest from researchers than have specific
comprehension problems and have occupied more room in specialized
journals. Normal reading comprehension has also been a favorite
with researchers. However, scarce interest has been paid to
subjects who have comprehension difficulties. This book is an
attempt to remedy this situation. In so doing, this volume answers
the following questions:
* Does a reading comprehension problem exist in schools?
* How important and widespread is the problem?
* Is the problem specific?
* How can a reading comprehension difficulty be defined and
identified?
* Does the "syndrome" have a single pattern or can different
subtypes be identified?
* What are the main characteristics associated with a reading
comprehension difficulty?
* When can other well-identified problems add to our understanding
of reading comprehension difficulties?
* Which educational strategies are effective in preventing and
treating reading comprehension difficulties?
* What supplementary information can we get from an international
perspective?
What is intelligence? How can we examine individual differences in
intelligence? What does it mean to be very intelligent or dumb?
Such questions have always pervaded human thinking, and have been
raised during the development of scientific psychology. However,
for many years, the practical needs of having reliable measures of
intelligence have prevailed and the field has suffered the
limitations of the psychometric approach. Recently, cognitive
neuroscience, and in particular cognitive psychology, have proposed
new models and data which have revived thinking in this area. This
Special Issue offers examples of how the field of cognitive
psychology can contribute not only to the refinement of theoretical
thinking but also to the development of new tools for the study of
human intelligence. The contributors to the issue are prominent
researchers in working memory, speed of processing, executive
functions, language, and intellectual development/decline and show
how their lines of research may contribute key concepts and methods
to the field. Different ideas and lines of research within
cognitive psychology are presented, but, working memory, despite
some contra-indications discussed throughout the issue, emerges
from many chapters as the most important contender for the study of
central aspects of intelligence.
In this timely and comprehensive text, Cesare Cornoldi and Tomaso
Vecchi describe their recently developed experimental approach to
the investigation of visuo-spatial cognition, based upon the
analysis of individual differences. A review of the most
influential theoretical advances in the study of visuo-spatial
cognition is presented, including both critical analysis and
comparisons between the distinct approaches. In addition, the
authors describe recent research into memory for spatial
configurations, mental manipulation and the active integration of
visuo-spatial information. This includes studies on the effects of
congenital blindness on mental imagery abilities, developmental and
age-related modifications, gender effects, and the role of genetic
syndromes in determining visuo-spatial abilities. The authors draw
together these distinct areas of research and integrate the
findings within an innovative framework of working memory. This
text will be a valuable resource for advanced undergraduate and
postgraduate students of psychology, as well as researchers in the
fields of cognitive psychology, neuropsychology and neuroscience.
In this timely and comprehensive text, Cesare Cornoldi and Tomaso Vecchi describe their recently developed experimental approach to the investigation of visuo-spatial cognition, based upon the analysis of individual differences. A review of the most influential theoretical advances in the study of visuo-spatial cognition is presented, including both critical analysis and comparisons between the distinct approaches. In addition, the authors describe recent research into memory for spatial configurations, mental manipulation and the active integration of visuo-spatial information. This includes studies on the effects of congenital blindness on mental imagery abilities, developmental and age-related modifications, gender effects, and the role of genetic syndromes in determining visuo-spatial abilities. The authors draw together these distinct areas of research and integrate the findings within an innovative framework of working memory. This text will be a valuable resource for advanced undergraduate and postgraduate students of psychology, as well as researchers in the fields of cognitive psychology, neuropsychology and neuroscience.
Related link: Free Email Alerting Related link: Essays Series
This work is a collection of theoretical statements from a broad
range of memory researchers. Each chapter was derived from a
presentation given at the 2nd International Conference on Memory,
held at Abano Termi, Italy, 15th to 19th July 1996. The
contributions cover imagery, implicit and explicit memory, encoding
and retrieval processes, neuroimaging, age- related changes in
memory, development of conceptual knowledge, spatial memory, the
ecological approach to memory, processes mediating false memories,
and cognitive models of memory.
Recognizing the characteristics of children with learning
disabilities and deciding how to help them is a problem faced by
schools all over the world. Although some disorders are fairly
easily recognizable (e.g., mental retardation) or very specific to
single components of performance and quite rare (e.g.,
developmental dyscalculia), schools must consider much larger
populations of children with learning difficulties who cannot
always be readily classified. These children present high-level
learning difficulties that affect their performance on a variety of
school tasks, but the underlying problem is often their difficulty
in understanding written text. In many instances, despite good
intellectual abilities and a superficial ability to cope with
written texts and to use language appropriately, some children do
not seem to grasp the most important elements, or cannot find the
pieces of information they are looking for. Sometimes these
difficulties are not immediately detected by the teacher in the
early school years. They may be hidden because the most obvious
early indicators of reading progress in the teacher's eyes do not
involve comprehension of written texts or because the first texts a
child encounters are quite simple and reflect only the difficulty
level of the oral messages (sentences, short stories, etc.) with
which the child is already familiar. However, as years go by and
texts get more complex, comprehension difficulties will become
increasingly apparent and increasingly detrimental to effective
school learning. In turn, studying, assimilating new information,
and many other situations requiring text comprehension -- from
problem solving to reasoning with linguistic contents -- could be
affected. Problems with decoding, dyslexia, and language disorders
have attracted more interest from researchers than have specific
comprehension problems and have occupied more room in specialized
journals. Normal reading comprehension has also been a favorite
with researchers. However, scarce interest has been paid to
subjects who have comprehension difficulties. This book is an
attempt to remedy this situation. In so doing, this volume answers
the following questions: * Does a reading comprehension problem
exist in schools? * How important and widespread is the problem? *
Is the problem specific? * How can a reading comprehension
difficulty be defined and identified? * Does the "syndrome" have a
single pattern or can different subtypes be identified? * What are
the main characteristics associated with a reading comprehension
difficulty? * When can other well-identified problems add to our
understanding of reading comprehension difficulties? * Which
educational strategies are effective in preventing and treating
reading comprehension difficulties? * What supplementary
information can we get from an international perspective?
Si nce the beginning of the 1970's the psychological study of
imagery has shown a renewal of scientific interest reflected in a
di verse body of theory, research paradigms, and data, which, with
dil1iculty, ean be managed by a reader interested in imagery.
Further, ment. al i lllagery appears to be an important construct
in fields such as perception, memory, learning, thinking, motor
behavior, cognitive development, and so on. With the diversity of
theoretical and empirical work on imagery, cognition, and
performance, it is increasingly problemut. ic to find a single
source that provides contemporary overviews ill each field. Our
purpose in organizing this book was to attempt all IIp-Lodate
presentation of imagery research and theory. It is ollr hope that
the volume will help serve as a starting point for the progress
that will surely appear in the 1990's. This book hi:\:; its roots
in the Second Workshop on Imagery and Cognition held at the
University of Padova, Padova, Italy from September 21 to September
23,1988. An impressive array of research was presented at the
workshop, and as the workshop unfolded several salient point. s
elllerged. Though the research was diverse, it was even more so
convergent on several main themes (e. g. , relations betweeen
imagery and perception, imaginal coding in working memory, the role
of imagery in v(;rbal memory and in memory for action events,
imagery and problem solving).
This work is a collection of theoretical statements from a broad
range of memory researchers. Each chapter was derived from a
presentation given at the 2nd International Conference on Memory,
held at Abano Termi, Italy, 15th to 19th July 1996. The
contributions cover imagery, implicit and explicit memory, encoding
and retrieval processes, neuroimaging, age- related changes in
memory, development of conceptual knowledge, spatial memory, the
ecological approach to memory, processes mediating false memories,
and cognitive models of memory.
What is intelligence? How can we examine individual differences in
intelligence? What does it mean to be very intelligent or dumb?
Such questions have always pervaded human thinking, and have been
raised during the development of scientific psychology. However,
for many years, the practical needs of having reliable measures of
intelligence have prevailed and the field has suffered the
limitations of the psychometric approach. Recently, cognitive
neuroscience, and in particular cognitive psychology, have proposed
new models and data which have revived thinking in this area. This
Special Issue offers examples of how the field of cognitive
psychology can contribute not only to the refinement of theoretical
thinking but also to the development of new tools for the study of
human intelligence. The contributors to the issue are prominent
researchers in working memory, speed of processing, executive
functions, language, and intellectual development/decline and show
how their lines of research may contribute key concepts and methods
to the field. Different ideas and lines of research within
cognitive psychology are presented, but, working memory, despite
some contra-indications discussed throughout the issue, emerges
from many chapters as the most important contender for the study of
central aspects of intelligence.
This is the first volume in the Counterpoints Series, which
explores the issues being debated in psychology, child development,
linguistics, and neuroscience. Each volume consists of the
presentation of three or four extensive chapters by researchers
representing key points of view on the issue. This text examines
one of the liveliest areas of debate in psychology today, the
relationship between perception and mental imagery. A variety of
recent studies have pointed to the existence of a strong
relationship between memory and mental representation, while others
have shown that images are open to reinterpretation and
manipulation, and are therefore not merely static impressions or
mental representations of memories. Three core chapters by
researchers in the midst of this debate--Maria Brandimonte, Geir
Kaufmann, and Dan Reisberg--make up the central portion of this
text. The first chapter is a historical overview of the problem as
well as a review of the research in psychology and the argument as
it has developed in related fields, such as philosophy and
artificial intelligence. The last chapter pulls together all of the
positions and points to new areas of research which may help
uncover an explanation for the apparent contradictions in the
research. Students and researchers in psychology and cognitive
psychology will benefit from this comprehensive look at this heated
debate.
Increasing numbers of children and adolescents are being diagnosed
with nonverbal learning disabilities (NLD), yet clinicians and
educators have few scientific resources to guide assessment and
intervention. This book presents up-to-date knowledge on the nature
of NLD and how to differentiate it from DSM-5 disorders such as
autism spectrum disorder and developmental coordination disorder.
Effective strategies for helping K-12 students and their families
address the challenges of NLD in and outside of the classroom are
illustrated with vivid case material. The authors thoughtfully
consider controversies surrounding NLD, discuss why the diagnosis
is not included in the current DSM and ICD classification systems,
and identify important directions for future research.
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