OXFORD UNIVERSITY PRESS

The Oxford Handbook of Deaf Studies in Learning and Cognition

ISBN : 9780190054045

参考価格(税込): 
¥23,100
著者: 
Marc Marschark; Harry Knoors
ページ
480 ページ
フォーマット
Hardcover
サイズ
178 x 254 mm
刊行日
2020年03月
シリーズ
Oxford Library of Psychology
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印刷
  • Provides a comprehensive review of contemporary research in the area
  • Offers perspectives from various international and theoretical viewpoints
  • Integrates interdisciplinary research and examines previously unconsidered cross-discipline connections

   
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.

目次: 

Contents
Preface
Deaf Studies in Learning and Cognition: A Coming-of-Age Story
Marc Marschark and Harry Knoors
Part One: Language, Learning, and Cognition
1. Foundations of Language Development in Deaf and Hard-of-hearing Infants: Cognitive and Social Processes
Dani Levine, Daniela Avelar, Roberta Michnick Golinkoff, Derek Houston, and Kathy Hirsh-Pasek
2. Developmental, Cognitive, and Neurocognitive Perspectives on Language Development in Children Who Use Cochlear Implants
Pasquale Rinaldi, Francesco Pavani, and Maria Cristina Caselli
3. Investigating Early Preimplant Predictors of Language and Cognitive Development in Children With Cochlear Implants
Mary K. Fagan, Laurie S. Eisenberg, and Karen C. Johnson
4. The Effect of Communication Mode on Learning Outcomes for Children With Severe-Profound Hearing Loss
Julia Sarant and Ann Geers
Part Two: Cognition and Language: Foundations and Outcomes
5. It Is More Than Language: The Role of Cognition in the Pragmatic Skills of Children Who Are Deaf or Hard-of-hearing
Dianne Toe, Louise Paatsch, and Amy Szarkowski
6. Dissociating the Impact of Auditory Access and Language Access in Deaf Children's Cognitive Development
Matthew Hall
7. How Early Auditory Experience Affects Children's Ability to Learn Spoken Words
Derek Houston, Chi-Hsin Chen, Claire Monroy, and Irina Castellanos
8. Triggering, Configuration, and Engagement: Spoken Word Learning Processes in Young Children With Hearing Loss
Emily Lund
9. Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-hearing Children and Adults
Kathryn Crowe and Linda Cupples
10. I Should Do as I Say, Not as I Do: Self-regulation and Psychosocial Outcomes in Deaf Children With Cochlear Implants
Irina Castellanos, David B. Pisoni, and William G. Kronenberger
Part Three: Learning and Cognition in Development
11. Verbal Learning and Memory Processes After Cochlear Implantation
David B. Pisoni, William G. Kronenberger, Michael S. Harris, and Aaron C. Moberly
12. Cognitive Development: The Impact of Pediatric Cochlear Implantation
Lindsey Edwards and Peter Isquith
13. Theory of Mind and Conversation in Deaf and Hearing Children
Candida C. Peterson
14. Theory of Mind: Implications for Cognition and Learning in Deaf and Hard-of-hearing Learners
Stacey Tucci and Susan Easterbrooks
15. Why Are Children With Cochlear Implants at Risk for Executive Functioning Delays: Language Only or Something More?
William G. Kronenberger and David B. Pisoni
16. Executive Functions and Access to Language: The Importance of Intersubjectivity
Gary Morgan and Matt Dye
17. Working Memory for Signs and Gestures
Mary Rudner and Jerker Rönnberg
Part Four: Cognition and Literacy
18. Executive Function, Memory, and Literacy in Deaf Learners: Reading and Writing Involve More Than Just Words and Grammar
Donna Morere
19. The Influence of Explicit and Implicit Memory Processes on the Spoken-Written Language Learning of Children With Cochlear Implants
Barbara Arfé and Ambra Fastelli
20. Changing Perspectives for the 21st Century: Digital Literacy and Computational Thinking for Deaf/Hard-of-hearing Learners
Karen L. Kritzer and Chad Smith
21. The Neurobiology of Reading Differs for Deaf and Hearing Adults
Karen Emmorey
Part Five: Learning and Cognition in the Real World
22. Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach
Manfred Hintermair
23. Making "Normal" Count: Mediating for Early Mathematics Learning in Young Deaf and Hard-of-hearing Children
Karen L. Kritzer
24. Tickets for the Inclusive Museum: Accessible Opportunities for Nonformal Learning by Deaf and Hard-of-hearing Individuals
Magda Nikolaraizi, Charikleia Kanari, and Marc Marschark
25. Technology Makes Things Possible: Improving the Abilities of Deaf and Hard-of-hearing Children with Advanced Technologies
Sigal Eden
26. Accommodating Deaf and Hard of Hearing Children With Cognitive Deficits
Harry Knoors and Marc Marschark
Index

著者について: 

Edited by Marc Marschark, Professor of Psychology, National Technical Institute for the Deaf, Rochester Institute of Technology, and Edited by Harry Knoors, Professor, Behavioural Science Institute, Royal Dutch Kentalis and Radboud University Nijmegen
  
Marc Marschark is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. 
  
Harry Knoors is Professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education.

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