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Preface | |
Introduction: Toward a Psychology of Deafness | p. 1 |
Philosophies, Metatheories, and Deafness | p. 2 |
Perspectives on Deafness | p. 4 |
Scope of the Text | p. 9 |
Sensation and Perception | p. 10 |
Cognition/Intelligence | p. 11 |
Language | p. 12 |
Memory | p. 13 |
Psychosocial Development | p. 14 |
Counseling | p. 14 |
The Culture and Identity of Deafness | p. 15 |
Assessment | p. 16 |
Deafness: Perspectives and Background Information | p. 19 |
Description of Deafness | p. 20 |
Academic Placement | p. 29 |
Academic Achievement | p. 32 |
Language/Communication | p. 37 |
Languages, Modes, and Philosophies | p. 37 |
Total Communication | p. 38 |
Oralism | p. 44 |
American Sign Language | p. 45 |
Research on Language/Communication | p. 48 |
Sensory and Perceptual Processes | p. 53 |
The Relation of the Cortex to Perception | p. 55 |
The Auditory Sensory and Perceptual System | p. 59 |
The Visual Sensory System | p. 63 |
Sensory Dominance: Audition versus Vision | p. 65 |
The Haptic Sense | p. 67 |
Intersensory Integration | p. 69 |
Perceptual Theories | p. 69 |
Lateralization | p. 71 |
Perception and Early Language | p. 72 |
Other Language/Communication Issues | p. 75 |
Deafness and Psychomotor Abilities | p. 75 |
Cognitive and Intellectual Abilities | p. 79 |
Cognition and Intelligence | p. 80 |
Cognition | p. 81 |
Brief Overview of the Cognitive Metatheory | p. 82 |
What Is Intelligence? | p. 84 |
Models and Tests of Intelligence | p. 84 |
Models of Cognition | p. 93 |
Issues in Language Development | p. 111 |
Language | p. 112 |
Thought and Language | p. 117 |
The Mapping Problem | p. 117 |
Thought/Language Hypotheses | p. 119 |
Thought, Language, Literacy, and Deafness | p. 124 |
Bilingualism: Theory, Research, and Practice | p. 128 |
Definitional Issues | p. 129 |
First-Language and Second-Language Acquisition: Similar or Different? | p. 130 |
Research on L1 (First Language) and L2 (Second Language) | p. 131 |
English Language Acquisition of Deaf Students: Similar or Different | p. 132 |
Reading in L1 and L2: Similar or Different? | p. 133 |
Is ASL Sufficient for Developing English Literacy Skills? | p. 137 |
Bilingual Programs for Deaf Students | p. 139 |
Internal Symbolic Mediation: Memory and Deafness | p. 143 |
Perspectives on Internal Symbolic Mediation | p. 144 |
STM Coding Strategies: Hearing Individuals | p. 149 |
STM Coding Strategies: Deaf Individuals | p. 150 |
STM Capacity of Deaf Individuals | p. 155 |
Relationship of STM to LTM | p. 156 |
Internal Mediation and Literacy | p. 158 |
Psychology of Deafness?: An Information-Processing Perspective | p. 159 |
Psychosocial Aspects of Deafness | p. 165 |
Theoretical Basis for Emotions | p. 167 |
Emotional Development | p. 168 |
Personality and Deafness | p. 170 |
Cognitive Styles | p. 171 |
Family's Emotional Response to Children and Deafness | p. 173 |
Diagnosis and Intervention | p. 174 |
Impact of Deafness on the Family: General Considerations | p. 175 |
Deafness and Interactions: Theory and Research | p. 178 |
The Development of Self | p. 182 |
Counseling: Intervention, Therapy, and Mental Health | p. 189 |
Types of Counseling: Overview and Definitions | p. 190 |
Habilitation and Rehabilitation | p. 191 |
Focus of Intervention | p. 191 |
Language and Experiential Problems | p. 194 |
Psychosocial Problems | p. 199 |
Cognitive and Problem-Solving Skills | p. 202 |
Emotional Problems and Mental Health Issues | p. 205 |
Multiple Handicaps and Deafness | p. 207 |
Professional Counseling Education | p. 210 |
The Culture and Identity of Deafness | p. 215 |
Deaf Culture and Deaf Community | p. 218 |
Clinical and Cultural Issues | p. 219 |
Identification with the Culture | p. 223 |
Models of Deaf Culture | p. 226 |
Schein's Model of the Deaf Community | p. 226 |
Social Implications | p. 229 |
Educational Implications | p. 231 |
Psychological Assessment and Deafness | p. 237 |
Overview: Issues in Assessment and Deafness | p. 238 |
General Issues in Assessment | p. 239 |
Characteristics of Standardized Assessments | p. 243 |
Norm-Referenced and Criterion-Referenced Tests | p. 248 |
Advantages and Disadvantages of Norm-Referenced and Criterion-Referenced Tests | p. 248 |
Characteristics of Individuals with Hearing Impairment | p. 251 |
General Considerations of Assessment and Deafness | p. 255 |
Reflections | p. 261 |
Metatheory | p. 261 |
Cognition, Intelligence, and Language | p. 263 |
The Affective Domain | p. 267 |
Is Three a Psychology of Deafness? | p. 268 |
Appendix A: Important Topics and Questions | p. 271 |
Appendix B: List of Organizations and Centers | p. 289 |
References | p. 291 |
Index | p. 327 |
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