In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.
In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education.
The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)"--
WISC-III Verbal item invariance across samples of deaf and hearing children of similar measured ability. ... of the WISC-III with deaf adolescents. Journal of Psychoeducational Assessment, WISC-III Monograph Series, WISC-III, 105–113.
WISC-III Verbal item invariance across samples of deaf and hearing children of similar measured ability. ... of the WISC-III with deaf adolescents. Journal of Psychoeducational Assessment, WISC-III Monograph Series, WISC-III, 105–113.
In this landmark volume, a wide range of international experts present a comprehensive and accessible overview of the diverse field of deaf studies, language, and education.
This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing ...
In M. L. Kamil , P. B. Mosenthal , P. D. Pearson , & R. Barr ( Eds . ) , Handbook of reading research ( Vol . 3 , pp . 381–402 ) . ... Recht , D. R. , & Leslie , L. ( 1988 ) . Effect of prior knowledge on good and poor readers ' memory ...
Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book.
Kushalnagar, P., Topolski, T. D., Schick, B., Edwards, T. C., Skalicky, A. M., & Patrick, D. L. (2011). Mode of communication, perceived level of understanding, and perceived quality of life in youth who are deaf or hard of hearing.
Executive function, cognitive control and sequence learning in deaf children with cochlear implants. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education (Vol.