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000932382 001__ 932382
000932382 005__ 20231016131155.0
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000932382 020__ $$a9780190054076$$q(electronic book)
000932382 035__ $$a(StDuBDS)EDZ0002267589
000932382 035__ $$a932382
000932382 040__ $$aStDuBDS$$beng$$erda$$epn$$cStDuBDS
000932382 050_4 $$aHV2430$$b.O94 2020eb
000932382 08204 $$a371.912$$223
000932382 24504 $$aThe Oxford handbook of deaf studies in learning and cognition /$$cedited by Marc Marschark and Harry Knoors.
000932382 24630 $$aDeaf studies in learning and cognition
000932382 264_1 $$aNew York :$$bOxford University Press,$$c2020.
000932382 300__ $$a1 online resource (480 pages).
000932382 336__ $$atext$$2rdacontent
000932382 337__ $$acomputer$$2rdamedia
000932382 338__ $$aonline resource$$2rdacarrier
000932382 4901_ $$aOxford library of psychology
000932382 4901_ $$aOxford handbooks online
000932382 504__ $$aIncludes bibliographical references and index.
000932382 50500 $$tIt is more than language: The role of cognition in the pragmatic skills of children who are deaf or hard of hearing /$$rDianne Toe, Louise Paatsch, Amy Szarkowski --$$tWorking memory for signs and gestures /$$rMary Rudner, Jerker Rönnberg --$$tDevelopmental, cognitive, and neurocognitive perspectives on language development in children who use cochlear implants /$$rPasquale Rinaldi, Francesco Pavani, Maria Cristina Caselli --$$tTheory of mind and conversation in deaf and hearing children /$$rCandida C. Peterson --$$tBilingual cognitive advantages in multilingual and multimodal deaf and hard-of-hearing children and adults /$$rKathryn Crowe, Linda Cupples --$$tHow early auditory experience affects children's ability to learn spoken words /$$rDerek M. Houston, Chi-hsin Chen, Claire Monroy, Irina Castellanos --$$tWhy are children with cochlear implants at risk for executive functioning delays: Language only or something more? /$$rWilliam G. Kronenberger, David B. Pisoni --$$tThe influence of explicit and implicit memory processes on the spoken-written language learning of children with Cis /$$rBarbara Arfé, Ambra Fastelli --$$tDissociating the impact of language access and auditory access in deaf children's cognitive development /$$rMatthew L. Hall --$$tFraming educational needs of deaf and hard-of-hearing infants and toddlers using the developmental systems approach /$$rManfred Hintermair --$$tThe effect of communication mode on learning outcomes for children with hearing loss: A review /$$rJulia Sarant, Ann Geers --$$tMaking ٢normal٣ count: Mediating for early mathematics learning in young deaf and hard-of-hearing children /$$rKaren L. Kritzer --$$tChanging perspectives for the 21st century: Digital literacy and computational thinking for deaf/hard-of-hearing learners /$$rKaren L. Kritzer, Chad E. Smith --$$tTickets for the inclusive museum: Accessible opportunities for non-formal learning by deaf and hard-of-hearing individuals /$$rMagda Nikolaraizi, Charikleia Kanari, Marc Marschark --$$tTheory of mind: Implications for cognition and learning in deaf and hard-of-hearing learners /$$rStacey L. Tucci, Susan R. Easterbrooks --$$tThe neurobiology of reading differs for deaf and hearing adults /$$rKaren Emmorey --$$tTechnology makes things possible: Improving the abilities of deaf and hard-of-hearing children with advanced technologies /$$rSigal Eden --$$tAccommodating deaf and hard of hearing children with cognitive deficits /$$rHarry Knoors, Marc Marschark --$$tDeaf studies in learning and cognition: A coming-of-age story /$$rMarc Marschark, Harry Knoors --$$tVerbal learning and memory processes following cochlear implantation /$$rDavid B. Pisoni, William G. Kronenberger, Michael S. Harris, Aaron C. Moberly --$$tInvestigating early pre-implant predictors of language and cognitive development in children with cochlear implants /$$rMary K. Fagan, Laurie S. Eisenberg, Karen C. Johnson --$$tExecutive functioning, memory, and literacy in deaf learners: Reading and writing involve more than just words and grammar /$$rDonna Morere --$$tFoundations of Language Development in Deaf and Hard-of-Hearing Infants: Cognitive and Social Processes /$$rDani Levine, Daniela Avelar, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, Derek M. Houston --$$tTriggering, configuration and engagement: Spoken word learning processes in young children with hearing loss /$$rEmily Lund --$$tI should do as I say, not as I do: Self-regulation and psychosocial outcomes in deaf children with cochlear implants /$$rIrina Castellanos, David B. Pisoni, William G. Kronenberger --$$tCognitive development: the impact of pediatric cochlear implantation /$$rLindsey C. Edwards, Peter K. Isquith --$$tExecutive functions and access to language: The importance of intersubjectivity /$$rGary Morgan, Matthew W. G. Dye.
000932382 506__ $$aAccess limited to authorized users.
000932382 588__ $$aDescription based on online resource; title from home page (viewed on June 1, 2020).
000932382 650_0 $$aDeaf$$xEducation.
000932382 650_0 $$aDeaf children$$xPsychology.
000932382 650_0 $$aLearning, Psychology of.
000932382 7001_ $$aMarschark, Marc,$$eeditor.
000932382 7001_ $$aKnoors, Harry,$$eeditor.
000932382 77608 $$iPrint version:$$z9780190054045
000932382 830_0 $$aOxford library of psychology.
000932382 830_0 $$aOxford handbooks.
000932382 85280 $$bebk$$hOxford Handbooks Online
000932382 85640 $$3Oxford handbooks online$$uhttps://univsouthin.idm.oclc.org/login?url=https://dx.doi.org/10.1093/oxfordhb/9780190054045.001.0001$$zOnline Access
000932382 909CO $$ooai:library.usi.edu:932382$$pGLOBAL_SET
000932382 980__ $$aEBOOK
000932382 980__ $$aBIB
000932382 982__ $$aEbook
000932382 983__ $$aOnline