The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford Library of Psychology

Sonst. Personen	Marschark, Marc (Hrsg.); Knoors, Harry (Hrsg.)
Titel	The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford Library of Psychology
Quelle	(2020), (480 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-19-005404-5
Schlagwörter	Deafness; Hearing Impairments; Learning Processes; Cognitive Ability; Cognitive Development; Language Acquisition; Infants; Social Development; Neurological Organization; Assistive Technology; Child Development; Predictor Variables; Children; Communication Skills; Sign Language; Auditory Stimuli; Speech Communication; Oral Language; Young Children; Bilingualism; Adults; Self Control; Verbal Learning; Memory; Theory of Mind; Interpersonal Communication; At Risk Persons; Executive Function; Short Term Memory; Nonverbal Communication; Reading Skills; Writing Skills; Written Language; Technological Literacy; Thinking Skills; Student Needs; Toddlers; Mathematics Instruction; Nonformal Education; Information Technology; Neurological Impairments + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Learning process; Lernprozess; Denkfähigkeit; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Soziale Entwicklung; Kindesentwicklung; Prädiktor; Child; Kind; Kinder; Kommunikationsstil; Gebärdensprache; Auditive Stimulation; Oral interpretation; Mündlicher Sprachgebrauch; Frühe Kindheit; Bilingualismus; Selbstbeherrschung; Verbales Lernen; Gedächtnis; Interpersonale Kommunikation; Risikogruppe; Kurzzeitgedächtnis; Non-verbal communication; Nonverbale Kommunikation; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Geschriebene Sprache; Technisches Wissen; Infants; Mathematics lessons; Mathematikunterricht; Non-formal education; Non formal education; Nichtformale Bildung; Informationstechnologie; Neurodegenerative Erkrankung
Abstract	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. (As Provided).
Anmerkungen	Oxford University Press. 198 Madison Avenue, New York, NY 10016. Tel: 800-445-9714; Fax: 919-677-1303; e-mail: custserv.us@oup.com; Web site: http://www.oup.com/us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01