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Author: Marc Marschark
Publisher: Oxford University Press
ISBN: 0199741816
Category : Psychology
Languages : en
Pages : 525
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Book Description
Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage Those who do not learn from history are doomed to repeat it is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education (2003) picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.
Author: Marc Marschark
Publisher: Oxford University Press
ISBN: 0199741816
Category : Psychology
Languages : en
Pages : 525
Get Book Here
Book Description
Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage Those who do not learn from history are doomed to repeat it is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education (2003) picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.
Author: James S Adelman
Publisher: Psychology Press
ISBN: 1136260420
Category : Psychology
Languages : en
Pages : 264
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Book Description
Word recognition is the component of reading which involves the identification of individual words. Together the two volumes of Visual Word Recognition offer a state-of-the-art overview of contemporary research from leading figures in the field. This second volume examines how research on word recognition has been linked to the study of concepts and meaning, such as how morphemes affect word recognition, how the meaning of words affects their processing and the effect of priming on the processing of words. The book also discusses eye-movement research, the reading of whole sentences and passages, how bilinguals recognize words in different languages, individual differences in visual word recognition, and the development of visual word recognition difficulties in developmental dyslexia. The two volumes serve as a state-of-the-art, comprehensive overview of the field. They are essential reading for researchers of visual word recognition, and students on undergraduate and postgraduate courses in cognition and cognitive psychology, specifically the psychology of language and reading. They will also be of use to those working in education and speech-language therapy.
Author: James S. Adelman
Publisher: Psychology Press
ISBN: 1848720599
Category : Reading
Languages : en
Pages : 264
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Book Description
The other volume looks at the processes of recognizing a word visually and the performance of word-based tasks. Here the focus widens, and psychologists consider such recognition as a link to semantics and concepts, cognitive individual differences, reading prose, and learning to read. Their topics include meaning-based influences on visual word recognition, eye movements and word recognition during reading, bilingual visual word recognition in sentence context, the effect of lexical quality on individual differences in skilled visual word recognition and reading, and how visual word recognition is affected by developmental dyslexia. Psychology Press is an imprint of the Taylor & Francis Group. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com).
Author: Zhongzhi Shi
Publisher: World Scientific
ISBN: 9814458384
Category : Computers
Languages : en
Pages : 682
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Book Description
Intelligence Science is an interdisciplinary subject dedicated to joint research on basic theory and technology of intelligence by brain science, cognitive science, artificial intelligence and others. Brain science explores the essence of brain research on the principle and model of natural intelligence at the molecular, cell and behavior level. Cognitive science studies human mental activity, such as perception, learning, memory, thinking, consciousness etc. In order to implement machine intelligence, artificial intelligence attempts simulation, extension and expansion of human intelligence using artificial methodology and technology. Research scientists from the above three disciplines work together to explore new concepts, new theories, and methodologies.This book will introduce the concept and methodology of intelligence science systematically. The whole book is divided into 18 chapters altogether. It can be regarded as a textbook in courses of intelligence science, cognitive science, cognitive informatics etc. for senior and graduate students. It has important reference value for researchers engaged in fields such as intelligence science, brain science, cognitive science, neural science, artificial intelligence, psychology and so on.
Author: Yan Huang
Publisher: Oxford University Press
ISBN: 0191065226
Category : Language Arts & Disciplines
Languages : en
Pages : 816
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Book Description
This volume brings together distinguished scholars from all over the world to present an authoritative, thorough, and yet accessible state-of-the-art survey of current issues in pragmatics. Following an introduction by the editor, the volume is divided into five thematic parts. Chapters in Part I are concerned with schools of thought, foundations, and theories, while Part II deals with central topics in pragmatics, including implicature, presupposition, speech acts, deixis, reference, and context. In Part III, the focus is on cognitively-oriented pragmatics, covering topics such as computational, experimental, and neuropragmatics. Part IV takes a look at socially and culturally-oriented pragmatics such as politeness/impoliteness studies, cross- and intercultural, and interlanguage pragmatics. Finally, the chapters in Part V explore the interfaces of pragmatics with semantics, grammar, morphology, the lexicon, prosody, language change, and information structure. The Oxford Handbook of Pragmatics will be an indispensable reference for scholars and students of pragmatics of all theoretical stripes. It will also be a valuable resource for linguists in other fields, including philosophy of language, semantics, morphosyntax, prosody, psycholinguistics, and sociolinguistics, and for researchers and students in the fields of cognitive science, artificial intelligence, computer science, anthropology, and sociology.
Author: William Grabe
Publisher: Routledge
ISBN: 1317536428
Category : Language Arts & Disciplines
Languages : en
Pages : 269
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Book Description
Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction.
Author: Bruce K. Britton
Publisher: Routledge
ISBN: 1351584642
Category : Psychology
Languages : en
Pages : 374
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Book Description
Originally published in 1985, the various chapters in this volume give examples of research on all three aspects of text understanding – namely, structure, world knowledge and process. More than this, however, the research described represents a shift in emphasis from studying stories, which dominated the field in the late 1970s, to studying expository text. This focus on stories was probably due to the essential first step in any science of examining the simplest materials possible. However, the editors thought that it was time to shift the research focus from stories to expository text and this volume is their attempt to provide this transition.
Author: William Grabe
Publisher: Cambridge University Press
ISBN: 1108882498
Category : Language Arts & Disciplines
Languages : en
Pages : 603
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Book Description
Understanding reading abilities and their development is fundamental for language comprehension and human cognition. Now in its second edition, this book draws on research from multiple disciplines to explain reading abilities in both L1 and L2, and shows how this research can be applied in practice in order to support reading development. Research into reading has progressed a great deal since the first edition was published, so this edition has been completely updated and revised, in order to reflect these advances. All chapters present updated research studies, and completely new chapters are included on the neurocognition of reading, reading-writing relationships, and digital reading. If you want to know how reading works, no matter the language(s) involved, as well as how it can be taught effectively, this book provides a persuasive research foundation and many practical insights. It is essential reading for academic researchers and students in Applied Linguistics and TESOL.
Author: Alan M. Lesgold
Publisher: Routledge
ISBN: 1351610252
Category : Psychology
Languages : en
Pages : 436
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Book Description
Originally published in 1981, this volume is the edited proceedings of a conference held at the Learning Research and Development Center of the University of Pittsburgh in September 1979. The 15 chapters share a number of common issues. These include the role of contextual influences on lexical access, specific models of lexical access and word pronunciation, speech and visual processes in reading, the role of knowledge in comprehension, and sources of skill difference and skill development.
Author: Patti Adank
Publisher: Frontiers Media SA
ISBN: 2889197751
Category : Neurosciences
Languages : en
Pages : 148
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Book Description
Speech production and perception are two of the most complex actions humans perform. The processing of speech is studied across various fields and using a wide variety of research approaches. These fields include, but are not limited to, (socio)linguistics, phonetics, cognitive psychology, neurophysiology, and cognitive neuroscience. Research approaches range from behavioural studies to neuroimaging techniques such as Magnetoencephalography, electroencephalography (MEG/EEG) and functional Magnetic Resonance Imaging (fMRI), as well as neurophysiological approaches, such as the recording of Motor Evoked Potentials (MEPs), and Transcranial Magnetic Stimulation (TMS). Each of these approaches provides valuable information about specific aspects of speech processing. Behavioural testing can inform about the nature of the cognitive processes involved in speech processing, neuroimaging methods show where (fMRI and MEG) in the brain these processes take place and/or elucidate on the time-course of activation of these brain areas (EEG and MEG), while neurophysiological methods (MEPs and TMS) can assess critical involvement of brain regions in the cognitive process. Yet, what is currently unclear is how speech researchers can combine methods such that a convergent approach adds to theory/model formulation, above and beyond the contribution of individual component methods? We expect that such combinations of approaches will significantly forward theoretical development in the field. The present research topic comprise a collection of manuscripts discussing the cognitive and neural organisation of speech processing, including speech production and perception at the level of individual speech sounds, syllables, words, and sentences. Our goal was to use findings from a variety of disciplines, perspectives, and approaches to gain a more complete picture of the organisation of speech processing. The contributions are grouped around the following five main themes: 1) Spoken language comprehension under difficult listening conditions; 2) Sub-lexical processing; 3) Sensorimotor processing of speech; 4) Speech production. The contributions used a variety of research approaches, including behavioural experiments, fMRI, EEG, MEG, and TMS. Twelve of the 14 contributions were on speech perception processing, and the remaining two examined speech production. This Research Topic thus displays a wide variety of topics and research methods and this comprehensive approach allows an integrative understanding of currently available evidence as well as the identification of concrete venues for future research.
