Psychological Development of Deaf Children / Edition 1

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Overview

This book is the first comprehensive examination of the psychological development of deaf children. Because the majority of young deaf children (especially those with nonsigning parents) are reared in language-impoverished environments, their social and cognitive development may differ markedly from hearing children. The author here details those potential differences, giving special attention to how the psychological development of deaf children is affected by their interpersonal communication with parents, peers, and teachers. This careful and balanced consideration of existing evidence and research provides a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired. In light of recent findings concerning manual communication, parent-child interactions, and intellectual and academic assessments of hearing-impaired children, the author has forged an integrated understanding of social, language, and cognitive development as they are affected by childhood deafness. Empirical evaluations of deaf children's intellectual and academic abilities are stressed throughout. Psychological Development of Deaf Children will be of great interest to students, teachers, and researchers studying deafness and how it relates to speech and hearing; developmental, social, and cognitive psychology; social work; and medicine.
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Product Details

  • ISBN-13: 9780195115758
  • Publisher: Oxford University Press, USA
  • Publication date: 3/28/1997
  • Edition description: Reprint
  • Edition number: 1
  • Pages: 288
  • Product dimensions: 9.13 (w) x 6.13 (h) x 0.67 (d)

Meet the Author

Marc Marschark, Ph.D., is a professor of psychology at The University of North Carolina at Greensboro.

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Table of Contents

1 Development of Deaf Children: Issues and Orientations 3
2 The Nature and Scope of Deafness 11
Definitions and Demographics of Deafness 12
The Sociocultural Context of Deafness 19
The Linguistic Context of Development 23
About Signing and Manual Communication 24
3 The Early Years: The Social-Emotional Context of Development 38
Origins of Social Development 39
The Growth of Social Interaction 42
Looking Beyond the Mother-Infant Bond 49
4 Social and Personality Development During the School Years 55
Dependence, Independence, and Social Change During the Early School Years 56
Parents Versus Peers: Social Implications of Schooling for Deaf Children 61
Striving for Achievement and Success 62
Impulsivity and Deafness 65
Morality and Social Perspective-Taking 67
5 Foundations of Language Development in Deaf Children 73
Competence Versus Performance 74
Do Deaf Children Babble? 75
The Role of Gesture in Sign Language Acquisition 83
Cognitive Constraints on Language Development in Deaf Children 92
6 Language Acquisition 98
Understanding Language Development 98
Emergence of Sign 101
Co-occurrence of Sign and Speech 108
Semantic Development as Indicated Through Sign Language 113
Parental Input and Language Acquisition 118
Language Acquisition in the Context of Impoverished Language Models 123
7 Intelligence and Cognitive Development 128
Intellectual Functioning of Deaf Children 128
Cognitive Abilities of Deaf Children 137
8 Short-Term Memory: Development of Memory Coding 150
On Memory Development 151
Visual Short-Term Memory in Deaf Children 152
Temporal and Spatial Bases of Sequential Coding in Short-Term Memory 155
Short-Term Memory for Linguistic Component Stimuli 159
Short-Term Memory for Familiar, Meaningful Stimuli 163
9 Long-Term Memory: Codes, Organization, and Strategies 167
"Early Classics" 167
Alternate Codes of Long-Term Memory in Deaf Children 169
Organization and Memory 175
10 Creativity and Flexibility: The Myth(?) of Concreteness 184
Defining Creativity for Deaf (or Hearing) Children 185
Nonlinguistic Creativity of Deaf Children 185
Linguistic Creativity of Deaf Children 190
Figurative Language Abilities of Deaf Children 193
Creativity "Directed" at Deaf Children 197
Where Does Nonliteral Language Come From? 200
11 Learning to Read and Write 203
Can J-O-H-N-N-Y Read? 204
Components of the Reading Abilities of Deaf Children 208
Writing by Deaf Children 221
12 Development of Deaf Children: Toward an Integrated View 228
On Causes, Constraints, and Correlates 229
Do Deaf and Hearing Children Have Different Brain Organization? 233
Are Deaf Children Taught to Be Deficient? 236
Future Directions 238
References 241
Author Index 265
Subject Index 271
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