Deaf 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.

1. Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students: Differences, Diversity and Directions -- Marc Marschark and Peter C. Hauser 2. Changing parameters in deafness and deaf education: Greater opportunity but continuing diversity -- Greg Leigh 3. Efficacy and effectiveness of cochlear implants in deaf children -- David B. Pisoni, Christopher M. Conway, William Kronenberger, David L. Horn, Jennifer Karpicke, and Shirley Henning 4. Achieving Efficient Learning: Why understanding theory of mind is essential for deaf children... and their teachers -- Cyril Courtin, Ann-Marie Melot, and Denis Corroyer 5. Why considerations of verbal aptitute are important in educating deaf and hard-of-hearing students -- C. Tane Akamatsu, Connie Mayer, and Steven Hardy-Braz 6. Deafness, numerical cognition, and mathematics -- Rebecca Bull 7. Deaf children's understanding of inverse relations -- Terezinha Nunes, Peter Bryant, Diana Bell, Deborah Evans, Darcy Hallett and Laura Montgomery 8. Deaf Learners and mathematical problem solving -- Ronald R. Kelly 9. Visual Attention in deaf children and adults: Implications for learning environments -- Matt W.G. Dye, Peter C. Hauser, and Daphne Bavelier 10. Visual gaze as a marker of deaf students' attention during mediated instruction -- Jeff Palz, Marc Marschark, and Carol Convertino 11. Development of deaf and hard-of-hearing students' executive function -- Peter C. Hauser, Jennifer Lukomski, and Tara Hillman 12. Language comprehension and learning by deaf students -- Marc Marschark and Loes Wauters 13. A model of learning within an interpreted K-12 educational setting -- Brenda Schick 14. Approaches to studying among deaf students in higher education -- John T.E. Richardson 15. A new research agenda for writing-to-learn: embedding cognition in discipline -- Lisa Hermsen and Scott Franklin 16. What we know and what we don't know about cognition and deaf learners -- Peter C. Hauser and Marc Marschark

"This volume represents the state of the art in research that asks, 'What are the cognitive processes of individuals who learn through their eyes?' This central question advances our thinking about why deaf children have difficulties in schools, and this book presents a compendium of research approaches and results that will propel that thinking forward and begin to suggest new and better pedagogy that focuses on learning differences and not learning deficits." --Thomas E. Allen, Director, Science of Learning Center on Visual language and Visual Learning, Gallaudet University |k No