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  1. Cover
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  1. Title Page
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  1. Copyright
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  1. CONTENTS
  2. pp. iii-viii
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  1. FOREWORD
  2. pp. ix-x
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  1. ACKNOWLEDGMENTS
  2. p. xi
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  1. CONTRIBUTORS
  2. pp. xiii-xvii
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  1. 1
  1. Introduction
  2. pp. 3-8
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  1. 2
  1. The Link Between Hand and Brain:Implications from a Visual Language
  2. pp. 11-35
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  1. 3
  1. Identification of Additional Learning Difficulties in Hearing-Impaired Children
  2. pp. 39-48
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  1. A Portrait of Children in Transition:Utilizing the Salient Responses of Infants and Toddlers to Evaluate Sensorimotor Change
  2. pp. 49-55
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  1. A Meta-Analytic Review of IQ Research with Deaf Persons
  2. pp. 56-61
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  1. New Methodologies to Evaluate the Memory Strategies of Deaf Individuals
  2. pp. 62-68
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  1. Pilot Investigation of Validation of the Modified Learning and Study Strategies Inventory (LASSI) for Hearing Impaired Preparatory Students at Gallaudet University
  2. pp. 69-81
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  1. WAIS-R Verbal and Performance Profiles of Deaf Adolescents Referred for Atypical Learning Styles
  2. pp. 82-88
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  1. Auditory Sensitivity and Performance on Measures of Mental Status in Elderly Nursing Home Residents
  2. pp. 89-95
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  1. Analysis
  2. pp. 96-101
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  1. 4
  1. Deaf Readers' Acquisition of Word Meanings from Context
  2. pp. 105-110
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  1. Input/Output Modalities and Deaf Children's Psycholinguistic Abilities
  2. pp. 111-117
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  1. The Relationship of Educational Background to Cognitive and Language Development Among Deaf Adolescents
  2. pp. 118-126
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  1. The Interplay Between Visuospatial Language and Visuospatial Script
  2. pp. 127-145
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  1. Deaf Readers' Comprehension of Complex Syntactic Structure
  2. pp. 146-151
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  1. A Paradigm for Teaching Written English to Deaf Students: A Cognitive Fluency Assessment Model
  2. pp. 152-161
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  1. Processes for Text and Language Acquisition in the Context of Microcomputer-Videodisc Instruction for Deaf and Multihandicapped Deaf Children
  2. pp. 162-169
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  1. Visual Reception of Sign Language in Young Deaf Children: Is Peripheral Vision Functional for Receiving Linguistic Information?
  2. pp. 170-175
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  1. Analysis
  2. pp. 176-181
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  1. 5
  1. Education and the Social Construction of Mind: Vygotskian Perspectives on the Cognitive Development of Deaf Children
  2. pp. 185-194
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  1. The Influence of Family Coping on the Cognitive and Social Skills of Deaf Children
  2. pp. 195-200
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  1. The Understanding of Time by Deaf Pupils
  2. pp. 201-204
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  1. Language and Cognitive Development of Deaf and Hearing Twin Sisters
  2. pp. 205-209
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  1. Intellectual Structure of Hearing-Impaired Children and Adolescents
  2. pp. 210-215
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  1. Symbolic Play Behaviors of Normally Developing Deaf Toddlers
  2. pp. 216-222
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  1. Analysis
  2. pp. 223-227
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  1. 6
  1. Specialized Cognitive Function Among Deaf Individuals: Implications for Instruction
  2. pp. 231-236
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  1. Cortical Integration of Hemispherical Processes vs. Cognitive Processes in Deaf Children
  2. pp. 237-242
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  1. Cortical Organization and Information Processing in Deaf Children
  2. pp. 243-249
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  1. Mastery Motivation in Deaf and Hearing Infants: A First Look
  2. pp. 250-257
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  1. Analysis
  2. pp. 258-262
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  1. 7
  1. Spontaneous Comparative Behavior and Categorization: The Links Between Mediated Interaction and Reading Comprehension
  2. pp. 265-270
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  1. Hearing-Impaired Students' Performance on the Piagetian Liquid Horizontality Test: An Analysis and Synthesis
  2. pp. 271-278
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  1. Learning Disabilities and Deafness: Do Short-term Sequential Memory Deficits Provide the Key?
  2. pp. 279-288
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  1. The Influence of Information Structure and Processing Strategy on the Interpretation of Classroom Questions:A Microanalysis
  2. pp. 289-295
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  1. Constructive Processing in Skilled Deaf and Hearing Readers
  2. pp. 296-301
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  1. Interactions Between Language and Mathematics with Deaf Students: Defining the "Language-Mathematics" Equation
  2. pp. 302-307
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  1. The van Hiele Levels of Geometric Thought Among Deaf Undergraduate Students
  2. pp. 308-314
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  1. Memory and Metamemory in Deaf Students
  2. pp. 315-319
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  1. Analysis
  2. pp. 320-325
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  1. 8
  1. A Program to Enhance the Social Cognition of Deaf Adolescents
  2. pp. 329-334
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  1. Cognitive Enhancement of Hearing-Impaired Postsecondary Students
  2. pp. 335-341
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  1. Implications from the Cognitive Paradigm for Teacher Effectiveness Research in Deaf Education
  2. pp. 342-347
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  1. Using Cooperative Learning and Concept Maps with Deaf College Students
  2. pp. 348-355
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  1. ASL Intervention Strategies for Teachers
  2. pp. 356-361
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  1. Application of Technology to Cognitive Development
  2. pp. 362-367
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  1. Analysis
  2. pp. 368-374
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  1. 9
  1. A Piagetian Model for Observation of Verbal, Nonvocal, and Nonverbal Cognitive Behavior in Hearing Impaired Infants and Young Children
  2. pp. 377-380
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  1. Improving Cognitive Performance Through Mathematics Instruction
  2. pp. 381-385
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  1. Philosophy: The Fiber of Deaf Education
  2. pp. 386-394
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  1. Cued Speech and Language Acquisition: The Case of Grammatical Gender Morpho-Phonology
  2. pp. 395-399
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  1. Teaching Metacognitive Reading Comprehension Techniques to Gallaudet University Freshmen
  2. pp. 400-403
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  1. Early Intervention and Cognitive Development in Deaf Individuals
  2. pp. 404-408
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  1. The Interaction of Mental Imagery and Cognitive Styles in the Retention of Prose Among Deaf College Students
  2. pp. 409-413
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  1. Problem-Solving: A Vehicle for Developing Metacognition in Hearing-Impaired Students
  2. pp. 414-419
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  1. 10
  1. Methodological Issues in Deafness Research
  2. pp. 423-426
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  1. 11
  1. Some Observations from a Different Point of View
  2. pp. 429-442
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  1. INDEX
  2. pp. 443-447
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