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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2020
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=ED609250 |
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| _version_ | 1867181896940650496 |
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| author | Marschark, Marc, Ed. Knoors, Harry, Ed. |
| author_facet | Marschark, Marc, Ed. Knoors, Harry, Ed. Marschark, Marc, Ed. Knoors, Harry, Ed. |
| collection | Education Resources Information Center |
| contents | The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford Library of Psychology Marschark, Marc, Ed. Knoors, Harry, Ed. 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 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. |
| format | Recurso educativo Open Access |
| id | eric_ED609250 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2020 |
| record_format | eric |
| spellingShingle | The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford Library of Psychology Marschark, Marc, Ed. Knoors, Harry, Ed. 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 The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford Library of Psychology Marschark, Marc, Ed. Knoors, Harry, Ed. 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 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. |
| title | The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford Library of Psychology |
| topic | 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 |
| url | https://eric.ed.gov/?id=ED609250 |