Details

Autor(en) / Beteiligte

• Siegel, Linda S[Herausgeber]
• Morrison, Frederick J[Herausgeber]

Titel

Cognitive Development in Atypical Children : Progress in Cognitive Development Research

Ist Teil von

• Progress in Cognitive Development Research

Ort / Verlag

New York, NY : Springer New York

Erscheinungsjahr

1985

Link zum Volltext

• Volltext

Beschreibungen/Notizen

• 1 Reading Disability: A Deficit in Rule Learning? -- Word Recognition in Good and Poor Readers -- Sources of Phonological Coding Difficulties: Learning the Spelling-to-Sound Rule System -- Rule Learning in Nonreading Tasks -- Conclusions -- References -- 2 Information-Processing Approaches to Reading Disability -- Perceptual Hearing Deficits -- Partial-Information Hypothesis -- Benefits of an Information-Processing Approach -- Some Cautions in Evaluating Reading-Deficit Hypotheses -- Accounting for Other Literature -- Size of Effects -- Conclusion -- References -- 3 Psycholinguistic Aspects of Reading Disabilities -- Definition of Reading Disability -- Linguistic Skills and Reading -- Conclusions -- References -- 4 Language Comprehension and Cognitive Disorder in Autism -- Studies of Comprehension in Persons with Autism -- Relationship Between Language Comprehension and Other Behaviors -- Theories of Cognitive Dysfunction in Autism -- Overview and Conclusions -- References -- 5 Cogn
• For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitivedevelopmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series