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Spontaneous Cognitive Processes in Handicapped Children / Miriam Cherkes-Julkowski, Nancy Gertner
Language: English
Published by New York : Springer-Verlag, 1989
ISBN 10: 0387968016 ISBN 13: 9780387968018
First Edition
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.
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Spontaneous Cognitive Processes in Handicapped Children / Miriam Cherkes-Julkowski, Nancy Gertner
Language: English
Published by New York : Springer-Verlag, 1989
ISBN 10: 0387968016 ISBN 13: 9780387968018
First Edition
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.
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Spontaneous Cognitive Processes in Handicapped Children
Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
ISBN 10: 3540968016 ISBN 13: 9783540968016
Condition: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.
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Spontaneous Cognitive Processes in Handicapped Children
Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
ISBN 10: 3540968016 ISBN 13: 9783540968016
Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.
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Spontaneous Cognitive Processes in Handicapped Children
Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
ISBN 10: 3540968016 ISBN 13: 9783540968016
Condition: Used.
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Spontaneous Cognitive Processes in Handicapped Children
Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
ISBN 10: 3540968016 ISBN 13: 9783540968016
Condition: Used.
-
Spontaneous Cognitive Processes in Handicapped Children
Language: English
Published by Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1989
ISBN 10: 3540968016 ISBN 13: 9783540968016
Condition: Used.
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Condition: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.
-
Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.
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Spontaneous Cognitive Processes in Handicapped Children (Disorders of Human Learning, Behavior, and Communication)
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 50.80
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Spontaneous Cognitive Processes in Handicapped Children (Disorders of Human Learning, Behavior, and Communication)
Language: English
Published by Springer New York 1989-01-01, 1989
ISBN 10: 1461388066 ISBN 13: 9781461388067
Paperback. Condition: New.
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Condition: New. pp. 184.
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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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Condition: Used. pp. 171.
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Condition: New.
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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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Paperback. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Hardcover. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Condition: new. Questo è un articolo print on demand.
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Spontaneous Cognitive Processes in Handicapped Children
Language: English
Published by Springer, Springer Nov 2011, 2011
ISBN 10: 1461388066 ISBN 13: 9781461388067
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Seller rating 5 out of 5 stars
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 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. 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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Condition: New. PRINT ON DEMAND pp. 184.
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Spontaneous Cognitive Processes in Handicapped Children
Language: English
Published by Springer, Springer Nov 2011, 2011
ISBN 10: 1461388066 ISBN 13: 9781461388067
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germany
Seller rating 5 out of 5 stars
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 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.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 184 pp. Englisch.
