ERIC Number: ED191247
Record Type: RIE
Publication Date: 1980-Jul
Reference Count: 0
Cognitive Development in Deaf-Blind Children.
Rittenhouse, Robert K.
The paper reviews the literature and proposes a study on how nonlanguage deaf/blind children (ages 2 to 14) match and classify, the age at which the skills are reached, and the role of language in the process. The theories of J. Piaget and J. Bruner on the importance of language in stage development are explored. The Ss would be matched for age (in six 2 year groupings) with deaf/blind children with receptive/expressive language skills. S. Wolff's "Games Without Words" will be used with modifications as they are constructed on Piagetian lines and have been field tested with deaf children. It is expected that the results of the experiment could provide additional supporting evidence for either Bruner's or Piaget's theory relative to the importance of language in moving a child from a sensorimotor stage to a stage of concrete operations. (PHR)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Illinois State Univ., Normal. Dept. of Special Education.
Identifiers: Bruner (Jerome S); Piagetian Theory
Note: Print is poor in parts.