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This book provides an up-to-date account of blind children's developing communicative abilities with particular emphasis on social cognition and language acquisition from infancy to early school age. It purports to foster dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind and to provide insights and new explanations of why the development of blind children may differ from that of sighted children. The book also aims to identify and examine current theoretical issues which are likely to be at the centre of developments in the fields of child language and developmental psychology. Language Development and Social Interaction in Blind Children is also a timely book. The study of blind children's development constitutes a unique opportunity to study the effect of vision on development, and more specifically on the development of language and certain aspects of social cognition. Current interest in the development of "theory of mind" and perspective taking in language learning, make the case of blind children crucial to our understanding of certain aspects of psychological functioning. The book explores these issues, challenges some widely-held beliefs about the development of communication in blind children, and provides a cohesive picture of our knowledge to date.
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This volume presents current research findings on vital issues in
language development compiled by an international group of leading
researchers. The data are drawn from studies of the acquisition of
Swedish, Polish, Serbo-Croatian, Hungarian, Portuguese, Italian,
and English. Themes emphasized in all the chapters include the
importance of the social context of acquisition, the existence of
interconnections among various domains of language development, and
the impossibility of understanding acquisition using a simple
theory or a single methodological approach.
This book provides an up-to-date account of blind children's
developing communicative abilities with particular emphasis on
social cognition and language acquisition from infancy to early
school age. It purports to foster dialogue between those interested
in the study of typically developing children and those interested
in the development of children who are blind and to provide
insights and new explanations of why the development of blind
children may differ from that of sighted children. The book also
aims to identify and examine current theoretical issues which are
likely to be at the centre of developments in the fields of child
language and developmental psychology. Language Development and
Social Interaction in Blind Children is also a timely book. The
study of blind children's development constitutes a unique
opportunity to study the effect of vision on development, and more
specifically on the development of language and certain aspects of
social cognition. Current interest in the development of "theory of
mind" and perspective taking in language learning, make the case of
blind children crucial to our understanding of certain aspects of
psychological functioning. The book explores these issues,
challenges some widely-held beliefs about the development of
communication in blind children, and provides a cohesive picture of
our knowledge to date.
-A classic text offering the only comprehensive survey of the
research in this field. -Provides explanations of why the
development of blind children may differ from that of sighted
children. -Offers insight into the effect of vision on development
more generally, and more specifically on the development of
language and certain aspects of social cognition. -A new
introduction from Miguel Perez-Pereira highlights the current
context for the work, its impact as well as the latest research and
tensions in the field.
-A classic text offering the only comprehensive survey of the
research in this field. -Provides explanations of why the
development of blind children may differ from that of sighted
children. -Offers insight into the effect of vision on development
more generally, and more specifically on the development of
language and certain aspects of social cognition. -A new
introduction from Miguel Perez-Pereira highlights the current
context for the work, its impact as well as the latest research and
tensions in the field.
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