Nature Versus Nurture in the Development of Cognition in Deaf People
C. Tane Akamatsu Toronto District School Board Carol Musselman University of Toronto with Avraham Zwiebel1
The notion of a "psychology of deafness" has been examined in the literature for many centuries. Moores ( 1987) stated that, in the 20th century alone, three major perspectives have emerged: (a) deaf as deficient ( Pintner & Patterson, 1917), (b) deaf as concrete ( Mykelbust, 1964), and (c) deaf as equivalent but different ( Furth, 1964). More recently, a fourth perspective has become increasingly used for studying cognitive development, particularly with regard to the role of education. This theory, broadly defined as social construction, states that the origins of cognitive development in individuals are found in social interaction, particularly in the inter
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Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information:
Book title: The Deaf Child in the Family and at School:Essays in Honor of Kathryn P. Meadow-Orlans.
Contributors: Patricia Elizabeth Spencer - Editor, Carol J. Erting - Editor, Marc Marschark - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 2000.
Page number: 255.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.
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