Context, Cognition, and Deafness
Publication Year: 2001
Published by: Gallaudet University Press
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1. Interdisciplinary Perspectives on Context, Cognition, and Deafness: An Introduction
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Webster defines context as lithe interrelated conditions in which something exists or occurs: environment, setting." Context, Cognition, and Deafness employs this definitional sense to explore the effects of person-environment outcomes that occur during the cognitive development of individuals...
2. Deafness, Cognition, and Language
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Inability to hear or hear well is an individual physical condition, but deafness is a socially constructed abstraction. Historian Nicholas Mirzoeff dates its origin early: Prior to the eighteenth century, deaf people did not constitute a category for social intervention by the state, and it may be said that although...
3. The Clinical Assessment of Deaf People's Cognitive Abilities
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Clinical assessment differs from other forms of assessment because it has a direct social purpose for the person being evaluated. That is, clinical assessment typically seeks information to help make decisions that will influence the person's social disposition. Examples of such decision...
4. The Impact of Sign Language Expertise on Visual Perception
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A widespread belief among nonpsychologists is that the loss of one sense produces an enhancement of the remaining senses. The blind person is thought to have especially acute hearing, the deaf person to have enhanced visual awareness and high sensitivity to vibration, and so on. This...
5. Cognition and Language in Italian Deaf-Preschoolers of Deaf and Hearing Families
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This chapter describes and discusses some of the major results of a study conducted on a sample of profoundly deaf Italian preschoolers, including children with deaf parents and children with hearing parents. The study explored several aspects of deaf children's cognitive...
6. Understanding Language and Learning in Deaf Children
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Among those concerned with the education of deaf children, there are two broad perspectives on the interaction of language and learning. Many teachers and other professionals, such as Seal, suggest that "deaf and hard of hearing students are just like hearing students" (1998, 128). Assumptions of this...
7. Vocabulary Development of Deaf and Hard of Hearing Children
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There has been an explosion of research on early vocabulary development of hearing children (e.g., Golinkoff and Hirsch-Pasek forthcoming; MacWhinney 1999). This exciting new research can be used to stimulate new insights into deaf and hard of hearing children's vocabulary...
8. Theory of Mind Development in Deaf Children
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Theory of mind development in deaf children is a new and exciting area of research. The first study on the topic was published in 1995, and to date only about a dozen studies have been published or presented. But even in this relatively short period of time, researchers have learned...
9. Emotional Development in Deaf: Facial Expressions, Display Rules, and Theory of Mind
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Little is known about emotional development in deaf children. The psychology of deafness has been comparatively slow to benefit from the vigorous research programs on emotional development that, in recent years, have transformed mainstream developmental psychology...
10. Social Change and Conflict: Context for Research on Deafness
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Social change is an interactive process in which progress or regress in one area is felt in many other areas. Thus, in the past thirty years, legislation has improved the educational and occupational status of deaf people, increasing positive attitudes about deafness...
11. Context, Cognition, and Deafness: Planning the Research Agenda
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A chapter on the future of research in deaf studies and deaf education or any other field could adopt either of two approaches.1 One possibility would be to try to predict new topics and new directions based on previous and contemporary trends. Such an undertaking would be simple...
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Page Count: 220
Illustrations: 3 tables
Publication Year: 2001