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Peer reviewedBeck, Kathleen; And Others – American Annals of the Deaf, 1977
Two studies were conducted to investigate the assumption that elementary age deaf children are qualitatively different from hearing children in the manner in which they prefer to process events in memory. (Author/SBH)
Descriptors: Cognitive Processes, Deafness, Elementary Education, Exceptional Child Research
Peer reviewedSawyer, Diane J.; Kosoff, Tess O. – Learning Disability Quarterly, 1981
Listening was found to be a potential avenue for learning content area material. Further, findings underscore the value of a response format that minimizes involvement of expressive language in severely disabled students with identifiable expressive language difficulties. (Author)
Descriptors: Adolescents, Cognitive Processes, Dyslexia, Exceptional Child Research
A Comparison of the Cognitive Styles of Deaf Students with the Cognitive Styles of Hearing Students.
Download full textGriffin, Thomas E. – 1976
A study involving 25 deaf students mainstreamed in a community college was conducted to investigate differences in cognitive styles between deaf and hearing students. Both normal hearing and deaf students responded to a cognitive style inventory which consisted of 216 descriptive statements with which each student assessed himself in terms of…
Descriptors: Cognitive Processes, Cognitive Style, Community Colleges, Deafness
Peer reviewedMacDougall, J. C. – American Annals of the Deaf, 1979
An experiment, involving 37 deaf and 36 hearings Ss (aged 10-12 and 15-18 years), was conducted to determine the role of visual and auditory processing in deaf and hearing children using a short-term memory paradigm. (Author/SBH)
Descriptors: Aural Learning, Cognitive Processes, Deafness, Elementary Secondary Education
