The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans

By Patricia Elizabeth Spencer; Carol J. Erting et al. | Go to book overview

15
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

____________________
1
The initial work on this paper was conducted in collaboration with Avraham Zwiebel, prior to his untimely death in 1994. His last affiliation was Bar-Ilan University, Ramat Gan, Israel.

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