Deaf Cognition: Foundations and Outcomes (Perspectives on Deafness) Review

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Deaf Cognition: Foundations and Outcomes (Perspectives on Deafness) ReviewAs an instructor, I am always searching for ways to make my teaching more effective. And my own experience as a learner has often been my guide. This is not useful when our students are very different from ourselves. Such is the case when the teacher is hearing and the students are Deaf.
It is very useful to have the information that Marc Marschark and Peter Hauser, both from the National Technical Institute for the Deaf, present as authors and editors of this book. The last chapter "What We Know and What We Don't Know about Cognition and Deaf Learners" is worth the price of the book. I hope that teachers at all levels will find their way through this very important work.Deaf Cognition: Foundations and Outcomes (Perspectives on Deafness) OverviewDeaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population.

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