Advances in Cognition, Education, and Deafness by David S. Martin

By David S. Martin

Now in Paperback! the second one overseas Symposium on Cognition, schooling, and Deafness in 1989 broadened and deepened the scope of research initiated on the first convention held 5 years previous. Advances in Cognition, schooling, and Deafness presents the implications in one built-in quantity. The 39 students from 14 countries who attended provided constant growth from the 1st symposium and new components of analysis, specially within the research of functions in schooling and the recent box of neuro-anatomical dimensions of cognition and deafness. this significant ebook has been geared up less than six significant subject matters: Cognitive evaluation; Language and Cognition; Cognitive improvement; Neuroscientific matters; Cognitive procedures; and Cognitive Intervention courses. this helpful research additionally gains courses designed to facilitate the educational of deaf participants in cognitive nation-states, and questions on methodological difficulties dealing with researchers in deafness. Advances in Cognition, schooling, and Deafness additionally synthesizes this wealth of information with the further price of the target standpoint of a cognitive psychologist in some way fascinated with the sphere of deafness. academics, scholars, students, and researchers will think of this an imperative reference for future years.

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But now research into signed languages has revealed that there are primary linguistic systems, passed down from one generation of deaf people to the next, which have become forged into separate languages not derived from spoken languages. Thus for the first time we can examine properties of communication systems that have developed in an alternative transmission system, the visual-gestural channel. The existence of such fully expressive systems arising outside the mainstream of spoken languages affords a new vantage point for investigating the biological underpinnings of language and cognition.

While the ancient Jews showed charity toward deaf people, the book of Leviticus in the Old Testament admonishes against cursing the deaf, suggesting that at least some people were acting negatively toward handicapped persons. We also know that the legal rights of deaf people were limited in some of the same ways as those of helpless and mentally retarded persons. Because of the high value placed on the spoken word throughout ancient history, little improvement is seen in attempts to educate deaf children when one looks at ancient Egypt, ancient Greece, and then ancient Rome.

An analysis of the titles and content of the 1984 symposium reveals a preponderance of papers on developmental issues, a number of papers on the reading aspects of language and cognition, some separation of education from the cognition and deafness foci, some observable beginning work on proactive classroom intervention strategies designed to enhance the thinking level of hearing-impaired learners, and several overview studies and discussions. On the other hand, the content of the 1989 symposium is slightly different.

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