Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities : Volume I

ISBN-13: 9780898596823 / Angielski / Twarda / 1986 / 540 str.

Stephen J. Ceci;Stephen J. Ceci

Opis

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

Spis treści

PART I: DEFINITIONAL CONTROVERSY Learning Disabilities Classification of Disabled Learners: Beyond Exclusionary Definitions; A Marker System for Describing Learning Disability Samples; Categorization of Learning Disabilities; Commentary: Time, Now, For a Little Serious Complexity Chapter 5 PART II: MICROLEVEL COGNITIVE ASPECTS OF LEARNING DISABILITIES; Long-Term Memory Development and Learning Disability: Storage and Retrieval Loci of Disabled / Nondisabled Differences Chapter 4 Source of Word-Finding Problems in Language-Impaired Children Chapter 5 Multiple Coding Processes in Learning Disabled and Skilled Readers Chapter 6 Commentary: New Beginnings. Old Problems PART III: MACROLEVEL COGNITIVE ASPECTS OF LEARNING Disabilities Chapter 7 Prose Comprehension and Recall in Disabled Learners Chapter 8 Linguistic and Communicative Development in Learning-Disabled Children Chapter 9 Problem-Solving Skills in Learning-Disabled Children Chapter 10 Commentary: Linguistic and Cognitive Correlation of Learning Disability: Reactions to Three Reviews PART IV: PSYCHOSOCIAL ASPECTS OF LEARNING DISABILITIES Chapter 11 Personality Variables and Peer Relations of Children and Adolescents With Learning Chapter 12 Social and Emotional Adjustments of Learning Disabled Children: A Review of the Issues Chapter 13 Learning-Disabled Students' Perceptions of Social Events Chapter 13 Commentary: Developmental Considerations in Research on Socio emotional Aspects of Learning Disabilities PART V: NEUROPSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES Chapter 14 Assessing Current Theories of Cerebral Organization Chapter 15 Lateral Asymmetries in Learning-Disabled Children: A Review Chapter 16 Neurobehavioral Dysfunction and Learning Disabilities in Children; Commentary: Using Laterality Tests to Monitor Disabled Learners' Thinking

O autorze

Stephen J. Ceci