Psychological Development of Deaf ChildrenOxford University Press, 1993 - 275 pàgines This book is the first comprehensive examination of the psychological development of deaf children. Because the majority of young deaf children (especially those with non-signing parents) are reared in language-impoverished environments, their social and cognitive development may differ markedly from hearing children. The author here details those potential differences, giving special attention to how the psychological development of deaf children is affected by their interpersonal communication with parents, peers, and teachers. This careful and balanced consideration of existing evidence and research provides a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired. In light of recent findings concerning manual communication, parent-child interactions, and intellectual and academic assessments of hearing-impaired children, the author has forged an integrated understanding of social, language, and cognitive development as they are affected by childhood deafness. Empirical evaluations of deaf children's intellectual and academic abilities are stressed throughout. The Psychological Development of Deaf Children will be of great interest to students, teachers, and researchers studying deafness and how it relates to speech and hearing; developmental, social, and cognitive psychology; social work; and medicine. |
Continguts
Issues and Orientations | 3 |
The Nature and Scope of Deafness | 11 |
The SocialEmotional Context of Development | 38 |
Social and Personality Development During the School Years | 55 |
Foundations of Language Development in Deaf Children | 73 |
Language Acquisition | 98 |
Intelligence and Cognitive Development | 128 |
Development of Memory Coding | 150 |
Codes Organization and Strategies | 167 |
The Myth? of Concreteness | 184 |
Learning to Read and Write | 203 |
Toward an Integrated View | 228 |
241 | |
265 | |
271 | |
Altres edicions - Mostra-ho tot
Frases i termes més freqüents
academic American Annals American Sign Language babbling behavior Bonvillian Chapter cheremic child children of deaf children with hearing cognitive development considered consistent context creativity deaf adults deaf and hearing deaf chil deaf children deaf individuals deaf infants deaf students deaf subjects development of deaf domains dren early effects English evaluated findings fingerspelling functioning Furth gestures Greenberg guage hearing age-mates hearing impaired hearing loss hearing mothers hearing parents hearing peers interac involved Kusché language abilities language acquisition language development learning Lederberg linguistic long-term memory manual and oral manual communication Marschark Meadow mother-child nonliteral nonverbal observed Oléron orally trained performance Petitto phonological preschool production profoundly deaf programs psychological Quigley relatively reported residential schools Schlesinger scores semantic short-term memory Sign English sign language skills speech stimuli strategies Stroop effects suggested syntactic task tests tion verbal versus visual vocabulary vocal words young deaf children
Referències a aquest llibre
Oxford Handbook of Deaf Studies, Language, and Education, Volum 1 Marc Marschark,Patricia Elizabeth Spencer Previsualització limitada - 2005 |