Download Cognitive Development in Atypical Children: Progress in by Franklin R. Manis, Frederick J. Morrison (auth.), Linda S. PDF

By Franklin R. Manis, Frederick J. Morrison (auth.), Linda S. Siegel, Frederick J. Morrison (eds.)

For a while now, the examine of cognitive improvement has been some distance and away the main lively self-discipline inside of developmental psychology. even if there will be a lot confrontation as to the precise share of papers released in improve­ psychological journals that may be thought of cognitive, 50% feels like a conservative estimate. for this reason, a sequence of scholarly books dedicated to paintings in cognitive devel­ opment is principally acceptable at the moment. The Springer sequence in Cognitive improvement includes uncomplicated different types of books, specifically, edited collections of unique chapters via a number of authors, and unique volumes written by means of one writer or a small crew of authors. The flagship for the Springer sequence is a serial book of the "advances" variety, wearing the subtitle growth in Cognitive improvement learn. each one quantity within the growth series is strongly thematic, in that it really is restricted to a few well-defined area of cognitive­ developmental examine (e.g., logical and mathematical improvement, improvement of learning). All growth volumes should be edited collections. Editors of such collections, upon session with the sequence Editor, may well decide on to have their books released both as contributions to the development series or as separate volumes. All books written through one writer or a small crew of authors are being released as separate volumes in the series.

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Extra info for Cognitive Development in Atypical Children: Progress in Cognitive Development Research

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I believe that our partial-information hypothesis may not apply only to reading. The ability to make educated guesses may be important on IQ tests as well as in reading. If so, then it may be futile to try to match good and poor readers on IQ. Equal Control Tasks. Another popular technique for ruling out general deficits is to include some control task on which the two groups do not differ. Presumably, if good and poor readers perform equally on one task, it is difficult to argue a general deficit as an explanation for differences on other tasks.

To this end, Savage (1982) required disabled and normal readers in grades 4 through 6 to learn four sets of 12 symbol-word correspondences, which varied along dimensions of consistency and adherence to rules. The stimuli are shown in Figure 1-2. For the consistent one-to-one and inconsistent one-to-one sets, each word was paired with a unique symbol. , ...... boy, ..... * day), but under the consistent condition all 12 symbols were distinct from one another. " In the consistent-rule set the rule worked perfectly, whereas in the inconsistent-rule set two pairs of graphically related symbols were associated with unrelated words, as with the inconsistent one-to-one set.

A beginning reader attempting to read at a reasonable rate probably often fails to extract some of the letters or even a word in a sentence or text. Some of the words might well be unfamiliar. In each of these cases it is necessary to make educated guesses in order to progress through the text. On the other 36 G. Wolford hand, it also seems plausible that the ability to use partial information effectively is a skill that could be acquired through considerable exposure to reading (see also Gibson, 1983).

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