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By David S. Martin

Now in Paperback! the second one foreign Symposium on Cognition, schooling, and Deafness in 1989 broadened and deepened the scope of research initiated on the first convention held 5 years past. Advances in Cognition, schooling, and Deafness offers the consequences in one built-in quantity. The 39 students from 14 international locations who attended provided constant development from the 1st symposium and new parts of analysis, specially within the examine of functions in schooling and the hot box of neuro-anatomical dimensions of cognition and deafness. this significant e-book has been geared up lower than six significant subject matters: Cognitive overview; Language and Cognition; Cognitive improvement; Neuroscientific matters; Cognitive methods; and Cognitive Intervention courses. this beneficial research additionally positive factors courses designed to facilitate the training of deaf contributors in cognitive geographical regions, and questions on methodological difficulties dealing with researchers in deafness. Advances in Cognition, schooling, and Deafness additionally synthesizes this wealth of information with the extra price of the target standpoint of a cognitive psychologist in a roundabout way all in favour of the sphere of deafness. academics, scholars, students, and researchers will examine this an necessary reference for future years.

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Sample text

Pintner and others reviewed the available information on the intelligence of deaf persons and, in spite of sometimes contradictory results, concluded that deaf children had inferior intelligence (Pintner, Eisenson & Stanton 1941). The work of Myklebust has been generally cited as another milestone in the history of research in deafness and attitudes toward the deaf population. His studies attributed a "concrete" nature to the intelligence of deaf persons, indicating that deafness restricts the deaf learner to a world of "concrete objects and things" (Myklebust & Brutton 1953).

The change in the transmission system (from the ear to the eye, from the vocal apparatus to the hands) might have a profound influence on the acquisition process. In a language where the articulators are directly observable and manipulable, the language learning situation can take on a different character. What effects might these special characteristics of a visual language have on the acquisition process? We are investigating the acquisition of spatially organized syntax and the acquisition of its spatial cognitive underpinnings.

Richard C. Nowell Department of Special Education Indiana University of Pennsylvania Indiana, PA 15705 Dr. Angela O'Donnell Graduate School of Education Rutgers University New Brunswick, NJ 08903 Dr. Fatemeh Olia Department of Educational Technology Gallaudet University Washington, DC 20002 Dr. Olivier Perier Université Libré de Bruxelles Brussels, Belgium Dr. Joan S. Pinhas Department of Speech Pathology State University of New York Geneseo, NY 14454 Dr. Howard R. Pollio Department of Psychology University of Tennessee Knoxville, TN 37916 Ms.

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