First Published in 1986. This is the companion volume to the Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities-Vol. 1. As such, it is a continuation of the theme and approach taken in the first volume. There are four thematic sections, comprised of three to four chapters each, dealing with cognitive (micro-level and macro-level), social, and neurological characteristics of learning-disabled individuals.
First Published in 1986. This is the companion volume to the Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities-Vol. 1. As such, it is a continuation of the theme and approach taken in the first volume. There are four thematic sections, comprised of three to four chapters each, dealing with cognitive (micro-level and macro-level), social, and neurological characteristics of learning-disabled individuals.
PART I: MICROLEVEL COGNITIVE ASPECTS OF LEARNING DISABILITIES Chapter 1. An Information-Processing framework for Understandlng Reading Disability Chapter 2. The Nature of Reading Disability: Toward an Integrative Framework Chapter 3. In Search of the Attentional Deficit Chapter 4. An Interactive Model of Strategic Processing Commentary: How Shall We Conceptualize the Language Problem of Learning-Disabled Children? PART II: MACROLEVEL COGNITIVE ASPECTS OF LEARNING DISABILITIES Chapter 5. Patterns of Motivation and Reading Skills In Underachieving Children Chapter 6. Metacognltlon Motivation and Controlled Performance Chapter 7. Elaborative Learning Strategies for the Inefficient Learner Commentary: The Four Ms - Memory Strategies Metastrategies Monitoring and Motivation PART III: SOCIOEMOTIONAL ASPECTS OF LEARNING DISABILITIES Chapter 8. Affect and Cognition In Learning Disabilities Chapter 9. Psychosocial Aspects of Learning Disabilities Chapter 10. Social Cognitive Factors In Learning-Disabled Children's Social Problem Commentary: Socioemotlonal Factors In Learning Disabilities PART IV: NEUROPSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES Chapter 11. Natural Histories In Learning Disabilities: Neuropsychological Difference I Environmental Demand Chapter 12. Learning Disability With and Without Attention Deficit Disorder Chapter 13. Event-Related Potentials of RDs During Memory Scanning Commentary: Brain Function and Learning Disabilities Author Index Subject Index
PART I: MICROLEVEL COGNITIVE ASPECTS OF LEARNING DISABILITIES Chapter 1. An Information-Processing framework for Understandlng Reading Disability Chapter 2. The Nature of Reading Disability: Toward an Integrative Framework Chapter 3. In Search of the Attentional Deficit Chapter 4. An Interactive Model of Strategic Processing Commentary: How Shall We Conceptualize the Language Problem of Learning-Disabled Children? PART II: MACROLEVEL COGNITIVE ASPECTS OF LEARNING DISABILITIES Chapter 5. Patterns of Motivation and Reading Skills In Underachieving Children Chapter 6. Metacognltlon Motivation and Controlled Performance Chapter 7. Elaborative Learning Strategies for the Inefficient Learner Commentary: The Four Ms - Memory Strategies Metastrategies Monitoring and Motivation PART III: SOCIOEMOTIONAL ASPECTS OF LEARNING DISABILITIES Chapter 8. Affect and Cognition In Learning Disabilities Chapter 9. Psychosocial Aspects of Learning Disabilities Chapter 10. Social Cognitive Factors In Learning-Disabled Children's Social Problem Commentary: Socioemotlonal Factors In Learning Disabilities PART IV: NEUROPSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES Chapter 11. Natural Histories In Learning Disabilities: Neuropsychological Difference I Environmental Demand Chapter 12. Learning Disability With and Without Attention Deficit Disorder Chapter 13. Event-Related Potentials of RDs During Memory Scanning Commentary: Brain Function and Learning Disabilities Author Index Subject Index
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