Deaf Cognition: Foundations and Outcomes
Deaf Cognition: Foundations and Outcomes
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Abstract
This book examines the cognitive underpinnings of deaf individuals' learning. The book is written by scientists from different disciplines, which rarely interact in other realms. In this book they share their ideas. This book contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population.
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Front Matter
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1
Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students: Differences, Diversity, and Directions
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2
Changing Parameters in Deafness and Deaf Education: Greater Opportunity but Continuing Diversity
Greg Leigh
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3
Efficacy and Effectiveness of Cochlear Implants in Deaf Children
David B. Pisoni and others
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4
Achieving Efficient Learning: Why Understanding Theory of Mind Is Essential for Deaf Children … and Their Teachers
Cyril Courtin and others
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5
Why Considerations of Verbal Aptitude Are Important in Educating Deaf and Hard-of-Hearing Students
C. Tane Akamatsu and others
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6
Deafness, Numerical Cognition, and Mathematics
Rebecca Bull
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7
Deaf Children's Understanding of Inverse Relations
Terezinha Nunes and others
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8
Deaf Learners and Mathematical Problem Solving
Ronald R. Kelly
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9
Visual Attention in Deaf Children and Adults: Implications for Learning Environments
Matthew W.G. Dye and others
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10
Visual Gaze as a Marker of Deaf Students’ Attention During Mediated Instruction
Jeff B. Pelz and others
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11
Development of Deaf and Hard-Of-Hearing Students’ Executive Function
Peter C. Hauser and others
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12
Language Comprehension and Learning by Deaf Students
Marc Marschark andLoes Wauters
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13
A Model of Learning Within an Interpreted K–12 Educational Setting
Brenda Schick
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14
Approaches to Studying Among Deaf Students in Higher Education
John T. E. Richardson
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15
A New Research Agenda for Writing-to-Learn: Embedding Cognition in Discipline
Lisa M. Hermsen andScott V. Franklin
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16
What We Know and What We Don’t Know About Cognition and Deaf Learners
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End Matter
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