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Author : Penelope H. Brooks,Richard Sperber,Charley McCauley
Publisher : Psychology Press
Page : 578 pages
File Size : 42,8 Mb
Release : 1984
Category : Education
ISBN : 0898593743
First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.
Author : John G. Borkowski,Jeanne D. Day
Publisher : Praeger
Page : 264 pages
File Size : 45,9 Mb
Release : 1987
Category : Psychology
ISBN : UOM:39015012855683
This volume address the similarities and differences in the cognitive processes that characterize children at the extremes of human talent. Its purpose is to assess the adequacy with which theories derived for normal children also account for performance and processes variability among retarded, learning disabled, and gifted children; and to advance the analaysis of quantative versus qualitative differences in cognition by focusing on more extreme contrasts than have traditionally been examined in the developmental literature.
Author : Eric Schopler,Gary B. Mesibov
Publisher : Springer Science & Business Media
Page : 351 pages
File Size : 51,8 Mb
Release : 2013-06-29
Category : Psychology
ISBN : 9781489912862
This first-of-its-kind volume describes the cognitive and educational characteristics of people with autism. Leading experts in the field contribute papers to this book, explaining intervention techniques and strategies. Parents, researchers, professionals, and clinicians interested in educating people with autism will appreciate this volume.
Author : Miriam Cherkes-Julkowski,Nancy Gertner
Publisher : Springer Science & Business Media
Page : 171 pages
File Size : 41,6 Mb
Release : 2012-12-06
Category : Psychology
ISBN : 9781461388043
The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.
Author : Reuven Feuerstein,Ya'acov Rand,Mildred B. Hoffman
Publisher : Unknown
Page : 718 pages
File Size : 50,5 Mb
Release : 1979
Category : Medical
ISBN : UOM:39015003460113
Seul document donnant l'information sur le LPAD, ce livre décrit la théorie, les instruments et les techniques de cet instrument qui s'adresse aux adolescent ayant une déficience légère.
Author : David Tzuriel
Publisher : Springer Nature
Page : 558 pages
File Size : 53,6 Mb
Release : 2021-09-07
Category : Education
ISBN : 9783030756925
This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.
Author : Johnny L. Matson
Publisher : Springer Nature
Page : 1115 pages
File Size : 50,7 Mb
Release : 2019-09-03
Category : Psychology
ISBN : 9783030208431
This handbook offers a comprehensive review of intellectual disabilities (ID). It examines historical perspectives and foundational principles in the field. The handbook addresses philosophy of care for individuals with ID, as well as parent and professional issues and organizations, staffing, and working on multidisciplinary teams. Chapters explore issues of client protection, risk factors of ID, basic research issues, and legal concerns. In addition, chapters include information on evidence-based assessments and innovative treatments to address a variety of behaviors associated with ID. The handbook provides an in-depth analysis of comorbid physical disorders, such as cerebral palsy, epilepsy and seizures, and developmental coordination disorders (DCD), in relation to ID. Topics featured in this handbook include: Informed consent and the enablement of persons with ID. The responsible use of restraint and seclusion as a protective measure. Vocational training and job preparation programs that assist individuals with ID. Psychological and educational approaches to the treatment of aggression and tantrums. Emerging technologies that support learning for students with ID. Key sexuality and relationship issues that are faced by individuals with ID. Effective approaches to weight management for individuals with intellectual and developmental disabilities. The Handbook of Intellectual Disabilities is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.
Author : William Damon,Richard M. Lerner,Deanna Kuhn,Robert S. Siegler
Publisher : John Wiley & Sons
Page : 1072 pages
File Size : 46,6 Mb
Release : 2006-05-11
Category : Psychology
ISBN : 9780470050545
Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 2: Cognition, Perception, and Language, edited by Deanna Kuhn, Columbia University, and Robert S. Siegler, Carnegie Mellon University, covers mechanisms of cognitive and perceptual development in language acquisition. It includes new chapters devoted to neural bases of cognition, motor development, grammar and langauge rules, information processing, and problem solving skills.
Author : Adrian F. Ashman,Ronald S. Laura
Publisher : Routledge
Page : 314 pages
File Size : 54,8 Mb
Release : 2018-09-03
Category : Education
ISBN : 9780429952036
First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume. Two chapters focus on the cognitive domain, and are especially pertinent in view of the recent release of the new Kaufman Assessment Battery for Children which uses Das’s theoretical position as its foundation. Another contribution reviews the area of non-speech communication with those with special needs, a subject of much current interest and controversy. Other chapters focus on major issues such as maladaptive behaviour and deinstitionalization and use of new technology. The book is thus likely to be relevant to all those with an interest in advances in mental handicap research.
Author : David A. Sugden
Publisher : Psychology Press
Page : 268 pages
File Size : 40,5 Mb
Release : 1989
Category : Education
ISBN : 1850004188
The central message of Sugden's book is that work in special education should be interactive in nature. A child approaching a learning situation brings cognition and strategies and these should be used in enabling the child to be actively involved in the learning process.
Author : Anonim
Publisher : Academic Press
Page : 324 pages
File Size : 54,5 Mb
Release : 2003-11-14
Category : Psychology
ISBN : 0080544290
Language and communication problems have long figured prominently in the definition of mental retardation. Volume 27 of the International Review of Research in Mental Retardation focuses exclusively on these language and communication issues. The pace of research on language learning and use in mental retardation has increased in recent years and taken new direction. This revitalization has been fueled by three factors: 1) advances in genetic technologies allowing investigation of the behavioral phenotypes of well-defined syndromes, 2) an increased emphasis on maximizing abilities of individuals with mental retardation to live and succeed in a broader range of contexts and settings, and 3) theoretical debates concerning the mechanisms of language development and the nature of the human mind. Contents in Language and Communication in Mental Retardation include syndromes (e.g., Down syndrome, Williams syndrome), domains of language skill (e.g., reading), and intervention strategies. Contains the most current research on genetic syndromes, including Williams syndrome, Down syndrome, and fragile X syndrome Outlines the most current research on language and communication intervention for persons with mental retardation Authors consider the implications of the research reviewed for both theory and clinical practice Authors bring state-of-the-art knowledge of cognitive science, developmental science, linguistic, and behavioral genetics to bear on important questions about language and mental retardation Includes new research on long-studied conditions (e.g., Down syndrome) and disorders that are of only recent interest to child language researchers (e.g., fetal alcohol syndrome) Includes a consideration of nonverbal, as well as verbal, communication
Author : H. Lee Swanson,Barbara K. Keogh
Publisher : Routledge
Page : 386 pages
File Size : 48,6 Mb
Release : 2012-11-12
Category : Education
ISBN : 9781136466328
This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.
Author : Lorna Idol,Beau Fly Jones
Publisher : Routledge
Page : 504 pages
File Size : 45,8 Mb
Release : 2013-12-16
Category : Education
ISBN : 9781135434779
This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which aspects of schooling will be most resistant to change.
Author : M. Pressley,J. R. Levin
Publisher : Springer
Page : 304 pages
File Size : 54,5 Mb
Release : 1983-08-01
Category : Psychology
ISBN : 038790817X
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
Author : Laraine Masters Glidden,Harvey N. Switzky
Publisher : Gulf Professional Publishing
Page : 380 pages
File Size : 43,7 Mb
Release : 2004-07-02
Category : Education
ISBN : 0123662281
Motivation is the energizing force that drives much of our attention, conscious effort, and achievement in life. Yet this important driving force may be absent, low, or problematic in persons with mental retardation. This special thematic volume in the International Review of Research in Mental Retardation focuses on motivation within this special population. The book explores several theoretical models of motivation, as well as discussing issues of goal orientation, self-regulated academic learning, the setting and monitoring of realistic goals, and social competence for people with mental retardation. Additional chapters discuss the measurement of subjective well-being and quality of life in this population, and strategies for empowering students with developmental difficulties as well as instructional practices and contexts that can enhance motivation, learning, and achievement. Volume 28 of International Review of Research in Mental Retardation (front flap) Praise for the Series: "In 1999... the International Review was reinvigorated... in these volumes one sees evidence of a vibrant, diverse field." -CONTEMPORARY PSYCHOLOGY "Belongs on the shelves of every serious student and researcher whose focal interest is the retarded." -JOURNAL OF BIOLOGICAL PSYCHOLOGY "Practically every article is of interest for psychologists who are involved with mental retardation." -CONTEMPORARY PSYCHOLOGY International Review of Research in Mental Retardation was established under the editorship of Dr. Norman R. Ellis in 1966. As a result of his editorial effort and the contributions of many authors, the serial is now recognized as the area's best source for reviews of behavioral research on mental retardation. From its inception, active research scientists and graduate students in mental retardation have looked to this serial as a major source of critical reviews of research and theory in the area. (back flap) International Review of Research in Mental Retardation is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of mental retardation. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. Other volumes include: Volume 27 Language and Communication in Mental Retardation This thematic volume focuses on language and communication in individuals with Down Syndrome, Fragile X Syndrome, WIlliams Syndrome, and Fetal Alcohol Condition. Coverage also includes problems in verbal memory, language comprehension, and reading across different mental retardation conditions, as well as language intervention and augmentative and nonverbal communication possibilities with mentally retarded children. 2003, 324 pp. ISBN: 0-12-366227-3 Volume 26 2003, 352 pp. ISBN: 0-12-366226-5 Volume 25 2002, 312 pp. ISBN: 0-12-366225-7 Volume 24 2001, 384 pp. ISBN: 0-12-366224-9 Volume 23 Autism This thematic volume provides a comprehensive overview of research on autism. Coverage includes discussion of the genetics, diagnosis, neural and cognitive bases, and development of autism. 2001, 328 pp. ISBN: 0-12-366223-0