Toward a Psychology of Deafness

by Paul, Peter V.; Jackson, Dorothy W.

• ISBN13: 9780205141128
• ISBN10: 0205141129
• Format: Hardcover
• Copyright: 1992-10-01
• Publisher: Allyn & Bacon

Summary

Providing an in-depth examination of the impact of deafness on cognitive and psychosocial development, this clearly written book synthesizes salient theory and research findings from an interdisciplinary perspective. The issues behind the clinical vs. cultural debate are explored in detail, including oralism, total communication, and the use of American Sign Language -- the three major communication philosophies currently influencing the education of deaf children. With the exception of a chapter on culture and identity, the major focus of the book is on individuals with severe to profound hearing impairment. Whether these individuals are linked to a world of vision or a world of audition is explored in some detail; the authors point out the pervasive implications of this issue for the development of cognition, language and literacy.

Table of Contents

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
Table of Contents provided by Blackwell. All Rights Reserved.