Cognitive Development in Atypical Children: Progress in by Franklin R. Manis, Frederick J. Morrison (auth.), Linda S.

By Franklin R. Manis, Frederick J. Morrison (auth.), Linda S. Siegel, Frederick J. Morrison (eds.)

For a while now, the research of cognitive improvement has been a ways and away the main lively self-discipline inside developmental psychology. even supposing there will be a lot confrontation as to the precise share of papers released in improve­ psychological journals which may be thought of cognitive, 50% sounds like a conservative estimate. consequently, a sequence of scholarly books dedicated to paintings in cognitive devel­ opment is principally acceptable at present. The Springer sequence in Cognitive improvement comprises uncomplicated varieties of books, specifically, edited collections of unique chapters via a number of authors, and unique volumes written by way of one writer or a small workforce of authors. The flagship for the Springer sequence is a serial e-book of the "advances" variety, wearing the subtitle growth in Cognitive improvement examine. every one quantity within the growth series is strongly thematic, in that it's constrained to a couple well-defined area of cognitive­ developmental study (e.g., logical and mathematical improvement, improvement of learning). All development volumes might be edited collections. Editors of such collections, upon session with the sequence Editor, could go with to have their books released both as contributions to the growth series or as separate volumes. All books written by way of one writer or a small crew of authors are being released as separate volumes in the series.

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At the time of recall, the information about some of the letters will be relatively complete, while the information about other letters will be incomplete due to forgetting or decay. On the partial-information view, all readers are assumed to respond correctly to the complete letters. With degraded letters, good readers are assumed to use the remaining information to make an educated guess. Sometimes the guess will be correct, sometimes not. When an error is made, it will often be confusable with the correct letter since partial information was used in making the choice.

Reading research: Advances in theory and practice (Vol. 3). New York: Academic Press. Mason, J. M. (1976). Overgeneralization in learning to read. Journal of Reading Behavior, 8, 173-182. Mason, M. (1975). Reading ability and letter search time: Effects of orthographic structure defined by single-letter positional frequency. Journal of Experimental Psychology: General, 104,146-166. Massaro, D. , & Taylor, G. A. (1980). Reading ability and utilization of orthographic structure in reading. Journal of Educational Psychology, 72,730-742.

W. (1979). The role of orthographic regularity in word recognition. In L. Resnick & P. ), Theory and practice of early reading. Hillsdale, NJ: Erlbaum. Vogel, S. A. (1974). Syntactic abilities in normal and dyslexic children. Journal of Learning Disabilities, 7, 103-109. Wiig, E. , Semel, M. , & Crouse, M. B. (1973). The use of English morphology by high risk and learning disabled children. Journal of Learning Disabilities, 6, 457-465. Yule, W. (1973). Differential prognosis of reading backwardness and specific reading retardation.

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