The Oxford Handbook of Deaf Studies in Learning and Cognition

Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives on a wide range of subjects in the humanities, social sciences, and sciences.

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the sanie ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information.
There are now a variety of preliminary answers to there questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives.
Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume helps to create synergy among ideas that possess the potential to inove research, theory, and practice forward.