Spontaneous Cognitive Processes Handicapped (26 results)
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Seller: MW Books, New York, NY, U.S.A.MW Books
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First Edition. Fine copy in the near fine original colour printed boards. Particularly and uncommonly well-preserved; tight, bright, clean and especially sharp-cornered. ; 171 pages; Description: x, 171 p. : ill. ; 25 cm. Includes indexes. Bibliography: p. [145]-164. Subjects: Children with disabilities--Education. Cognition in…children. Series: Disorders of human learning, behavior, and communication. 3 Kg.
- Hardcover
- First Edition
Seller: MW Books Ltd., Galway, IrelandMW Books Ltd.
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First Edition. Fine copy in the near fine original colour printed boards. Particularly and uncommonly well-preserved; tight, bright, clean and especially sharp-cornered. ; 171 pages; Description: x, 171 p. : ill. ; 25 cm. Includes indexes. Bibliography: p. [145]-164. Subjects: Children with disabilities--Education. Cognition in…children. Series: Disorders of human learning, behavior, and communication. 1 Kg.
Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
- Hardcover
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Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
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Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
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Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
- Hardcover
Seller: Majestic Books, Hounslow, United KingdomMajestic Books
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Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
- Hardcover
Seller: Biblios, frankfurt am main, HESSE, GermanyBiblios
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- Hardcover
Seller: Romtrade Corp., STERLING HEIGHTS, MI, U.S.A.Romtrade Corp.
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- Hardcover
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- Softcover
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Condition: New. pp. 184.
- Hardcover
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Condition: Used. pp. 171 1st Edition.
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Condition: Used. pp. 171.
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Paperback. Condition: Brand New. reprint edition. 181 pages. 9.20x6.10x0.40 inches. In Stock.
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Seller: Biblios, frankfurt am main, HESSE, GermanyBiblios
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Condition: Used. pp. 171.
- Softcover
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- Softcover
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It…seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.
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Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermanyBuchWeltWeit Ludwig Meier e.K.
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developin…g chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found. 184 pp. Englisch.
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Condition: New. Print on Demand pp. 184 5 Figures, 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.
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Seller: Biblios, frankfurt am main, HESSE, GermanyBiblios
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Condition: New. PRINT ON DEMAND pp. 184.
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Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing ch…il dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 184 pp. Englisch.
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Taschenbuch. Condition: Neu. Spontaneous Cognitive Processes in Handicapped Children | Miriam Cherkes-Julkowski (u. a.) | Taschenbuch | Disorders of Human Learning, Behavior, and Communication | x | Englisch | 2011 | Springer | EAN 9781461388067 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121…Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.
