Anmerkung: | Includes bibliographical references and index 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, Amy Szarkowski -- - Working memory for signs and gestures - Mary Rudner, Jerker R onnberg -- - Developmental, cognitive, and neurocognitive perspectives on language development in children who use cochlear implants - Pasquale Rinaldi, Francesco Pavani, Maria Cristina Caselli -- - Theory of mind and conversation in deaf and hearing children - Candida C. Peterson -- - Bilingual cognitive advantages in multilingual and multimodal deaf and hard-of-hearing children and adults - Kathryn Crowe, Linda Cupples -- - How early auditory experience affects children's ability to learn spoken words - Derek M. Houston, Chi-hsin Chen, Claire Monroy, Irina Castellanos -- - Why are children with cochlear implants at risk for executive functioning delays: Language only or something more? - William G. Kronenberger, David B. Pisoni -- - The influence of explicit and implicit memory processes on the spoken-written language learning of children with Cis - Barbara Arf e, Ambra Fastelli -- - Dissociating the impact of language access and auditory access in deaf children's cognitive development - Matthew L. Hall -- - Framing educational needs of deaf and hard-of-hearing infants and toddlers using the developmental systems approach - Manfred Hintermair -- - The effect of communication mode on learning outcomes for children with hearing loss: A review - Julia Sarant, Ann Geers -- - Making (3z(Bnormal(3y(B count: Mediating for early mathematics learning in young deaf and hard-of-hearing children - Karen L. Kritzer -- - Changing perspectives for the 21st century: Digital literacy and computational thinking for deaf/hard-of-hearing learners - Karen L. Kritzer, Chad E. Smith -- - Tickets for the inclusive museum: Accessible opportunities for non-formal learning by deaf and hard-of-hearing individuals - Magda Nikolaraizi, Charikleia Kanari, Marc Marschark -- - Theory of mind: Implications for cognition and learning in deaf and hard-of-hearing learners - Stacey L. Tucci, Susan R. Easterbrooks -- - The neurobiology of reading differs for deaf and hearing adults - Karen Emmorey -- - Technology makes things possible: Improving the abilities of deaf and hard-of-hearing children with advanced technologies - Sigal Eden -- - Accommodating deaf and hard of hearing children with cognitive deficits - Harry Knoors, Marc Marschark -- - Deaf studies in learning and cognition: A coming-of-age story - Marc Marschark, Harry Knoors -- - Verbal learning and memory processes following cochlear implantation - David B. Pisoni, William G. Kronenberger, Michael S. Harris, Aaron C. Moberly -- - Investigating early pre-implant predictors of language and cognitive development in children with cochlear implants - Mary K. Fagan, Laurie S. Eisenberg, Karen C. Johnson -- - Executive functioning, memory, and literacy in deaf learners: Reading and writing involve more than just words and grammar - Donna Morere -- - Foundations of Language Development in Deaf and Hard-of-Hearing Infants: Cognitive and Social Processes - Dani Levine, Daniela Avelar, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, Derek M. Houston -- - Triggering, configuration and engagement: Spoken word learning processes in young children with hearing loss - Emily Lund -- - 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, William G. Kronenberger -- - Cognitive development: the impact of pediatric cochlear implantation - Lindsey C. Edwards, Peter K. Isquith -- - Executive functions and access to language: The importance of intersubjectivity - Gary Morgan, Matthew W. G. Dye Abweichender Titel: Deaf studies in learning and cognition |
Inhalt: | In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding 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 |
