The Oxford Handbook of Deaf Studies in Learning and Cognition

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

Marc Marschark is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. Harry Knoors is Professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education.

Contents
PrefaceDeaf Studies in Learning and Cognition: A Coming-of-Age Story Marc Marschark and Harry Knoors
Part One: Language, Learning, and Cognition1. Foundations of Language Development in Deaf and Hard-of-hearing Infants: Cognitive and Social Processes Dani Levine, Daniela Avelar, Roberta Michnick Golinkoff, Derek Houston, and Kathy Hirsh-Pasek2. Developmental, Cognitive, and Neurocognitive Perspectives on Language Development in Children Who Use Cochlear Implants Pasquale Rinaldi, Francesco Pavani, and Maria Cristina Caselli3. Investigating Early Preimplant Predictors of Language and Cognitive Development in Children With Cochlear Implants Mary K. Fagan, Laurie S. Eisenberg, and Karen C. Johnson4. The Effect of Communication Mode on Learning Outcomes for Children With Severe-Profound Hearing Loss Julia Sarant and Ann Geers
Part Two: Cognition and Language: Foundations and Outcomes5. It Is More Than Language: The Role of Cognition in the Pragmatic Skills of Children Who Are Deaf or Hard-of-hearing Dianne Toe, Louise Paatsch, and Amy Szarkowski6. Dissociating the Impact of Auditory Access and Language Access in Deaf Children's Cognitive Development Matthew Hall7. How Early Auditory Experience Affects Children's Ability to Learn Spoken Words Derek Houston, Chi-Hsin Chen, Claire Monroy, and Irina Castellanos8. Triggering, Configuration, and Engagement: Spoken Word Learning Processes in Young Children With Hearing Loss Emily Lund9. Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-hearing Children and Adults Kathryn Crowe and Linda Cupples10. I Should Do as I Say, Not as I Do: Self-regulation and Psychosocial Outcomes in Deaf Children With Cochlear Implants Irina Castellanos, David B. Pisoni, and William G. Kronenberger
Part Three: Learning and Cognition in Development11. Verbal Learning and Memory Processes After Cochlear Implantation David B. Pisoni, William G. Kronenberger, Michael S. Harris, and Aaron C. Moberly12. Cognitive Development: The Impact of Pediatric Cochlear Implantation Lindsey Edwards and Peter Isquith13. Theory of Mind and Conversation in Deaf and Hearing Children Candida C. Peterson14. Theory of Mind: Implications for Cognition and Learning in Deaf and Hard-of-hearing Learners Stacey Tucci and Susan Easterbrooks15. Why Are Children With Cochlear Implants at Risk for Executive Functioning Delays: Language Only or Something More? William G. Kronenberger and David B. Pisoni16. Executive Functions and Access to Language: The Importance of Intersubjectivity Gary Morgan and Matt Dye17. Working Memory for Signs and Gestures Mary Rudner and Jerker Rönnberg
Part Four: Cognition and Literacy18. Executive Function, Memory, and Literacy in Deaf Learners: Reading and Writing Involve More Than Just Words and Grammar Donna Morere19. The Influence of Explicit and Implicit Memory Processes on the Spoken-Written Language Learning of Children With Cochlear Implants Barbara Arfé and Ambra Fastelli20. Changing Perspectives for the 21st Century: Digital Literacy and Computational Thinking for Deaf/Hard-of-hearing Learners Karen L. Kritzer and Chad Smith21. The Neurobiology of Reading Differs for Deaf and Hearing Adults Karen Emmorey
Part Five: Learning and Cognition in the Real World22. Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach Manfred Hintermair23. Making "Normal" Count: Mediating for Early Mathematics Learning in Young Deaf and Hard-of-hearing Children Karen L. Kritzer24. Tickets for the Inclusive Museum: Accessible Opportunities for Nonformal Learning by Deaf and Hard-of-hearing Individuals Magda Nikolaraizi, Charikleia Kanari, and Marc Marschark25. Technology Makes Things Possible: Improving the Abilities of Deaf and Hard-of-hearing Children with Advanced Technologies Sigal Eden26. Accommodating Deaf and Hard of Hearing Children With Cognitive Deficits Harry Knoors and Marc MarscharkIndex