Learning and Cognition in the Mentally Retarded PDF Download

Author: Penelope H. Brooks
Publisher: Psychology Press
ISBN: 9780898593747
Category : Education
Languages : en
Pages : 578

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Book Description
First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

Author: John G. Borkowski
Publisher: Praeger
ISBN:
Category : Psychology
Languages : en
Pages : 264

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Book Description
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
Publisher: Springer Science & Business Media
ISBN: 148991286X
Category : Psychology
Languages : en
Pages : 351

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Book Description
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: M. Pressley
Publisher: Springer
ISBN: 9780387908175
Category : Psychology
Languages : en
Pages : 304

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Book Description
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: R. C. Scheerenberger
Publisher: Brookes Publishing Company
ISBN:
Category : Political Science
Languages : en
Pages : 344

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Author: Miriam Cherkes-Julkowski
Publisher: Springer Science & Business Media
ISBN: 146138804X
Category : Psychology
Languages : en
Pages : 171

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Book Description
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
Publisher:
ISBN:
Category : Medical
Languages : en
Pages : 718

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Book Description
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: William Damon
Publisher: John Wiley & Sons
ISBN: 0470050543
Category : Psychology
Languages : en
Pages : 1072

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Book Description
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: Johnny L. Matson
Publisher: Pergamon
ISBN:
Category : Medical
Languages : en
Pages : 696

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Book Description

Author: Adrian F. Ashman
Publisher: Routledge
ISBN: 0429952031
Category : Education
Languages : en
Pages : 314

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Book Description
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.