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Deaf Cognition
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Deaf Cognition: Foundations and Outcomes

Marc Marschark and Peter C Hauser

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 examinat ... More

Keywords: learning, pathways for learning, audition, vision, memory, deaf education, brain development, cognitive functioning, memory organization, problem solving

Bibliographic Information

Print publication date: 2008 Print ISBN-13: 9780195368673
Published to Oxford Scholarship Online: September 2008 DOI:10.1093/acprof:oso/9780195368673.001.0001

Authors

Affiliations are at time of print publication.

Marc Marschark, editor
Center for Research on Educational Foundations, National Technical Institute for the Deaf, Rochester Institute of Technology and School of Psychology

Peter C Hauser, editor
Department of Research and Teacher Education, National Technical Institute for the Deaf, Rochester Institute of Technology

Contents

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Chapter 3 Efficacy and Effectiveness of Cochlear Implants in Deaf Children

David B. Pisoni, Christopher M. Conway, William G. Kronenberger, David L. Horn, Jennifer Karpicke, and Shirley C. Henning

Chapter 4 Achieving Efficient Learning

Cyril Courtin, Anne-Marie Melot, and Denis Corroyer

Chapter 7 Deaf Children's Understanding of Inverse Relations

Terezinha Nunes, Peter Bryant, Diana Burman, Daniel Bell, Deborah Evans, Darcy Hallett, and Laura Montgomery

Chapter 9 Visual Attention in Deaf Children and Adults

Matthew W.G. Dye, Peter C. Hauser, and Daphne Bavelier

Chapter 11 Development of Deaf and Hard-Of-Hearing Students’ Executive Function

Peter C. Hauser, Jennifer Lukomski, and Tara Hillman

Chapter 15 A New Research Agenda for Writing-to-Learn

Lisa M. Hermsen, and Scott V. Franklin