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Deaf Cognition: Foundations and Outcomes


reviewed by Diane Clark — August 31, 2009

coverTitle: Deaf Cognition: Foundations and Outcomes
Author(s): Marc Marschark and Peter C. Hauser (eds)
Publisher: Oxford University Press, Oxford
ISBN: 0195368673, Pages: 496, Year: 2008
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Marschark and Hauser’s book, Deaf Cognition, brings together a group of researchers who investigate the foundations of deaf individuals’ learning in multiple environments across multiple ages. The book’s authors drafted copies of their work and shared them at an NSF supported conference at NTID called Cognitive Underpinnings. This meeting allowed the authors to network with each other as well as to receive feedback from other researchers in the field before they prepared the final draft of their chapters. Therefore, the book includes the perspectives of the individual authors after they had an opportunity to convene in a face-to-face meeting to discuss their research. The editors challenge many assumptions that have been embedded in earlier research about deaf individuals’ cognitive processing and language delays. They suggest that understanding deaf children’s early environments will provide insights into the cognitive differences that are created by these early experiences and question the assumption that... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 31, 2009
http://www.tcrecord.org ID Number: 15762, Date Accessed: 10/24/2017 3:24:37 AM

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About the Author
  • Diane Clark
    Gallaudet University
    E-mail Author
    DIANE CLARK is currently involved with an NSF funded Science of Learning Center on Visual Languages and Visual Learning housed at Gallaudet University as their Director of Education. She is a professor in the Department of Educational Foundations and Research teaching research design and statistics. She enjoys working with student interns to encourage them to become interested in research and go on to graduate school. Her research interests include dating and rape scripts, deaf students’ study skills, the influence of American Sign Language on early memories, and the impact of morphological and orthographic information on deaf readers.
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