ERIC Number: ED072599
Record Type: RIE
Publication Date: 1972-Dec-29
Reference Count: 0
A Survey of Cognition in Handicapped Children. Technical Report No. 197.
Reviewed was research on the development of the cognitive skills of language, concept formation, and arithmetic in children handicapped by blindness, mental retardation, or deafness. Research on the language skills of the blind included a rejection of sensory compensation, while research on language in the retarded was seen to focus on linguistic variables and reading ability. Included among the research on language development of the deaf was research which was reported to suggest the value of early sign language training for cognitive development and the author's research on written language comprehension by the deaf. Research on concept formation in the blind found deficiencies in concept formation among the blind, while concept problems in the retarded were found to be in the areas of language control and verbalization rather than perception. Research on concept development in the deaf showed conflicting findings on whether a concept deficiency exists once verbal aspects are removed. Little research on arithmetic skills in the blind was reported, but one finding of skill development in the retarded showed better computation skills than normal children of the same mental age. The author's research found that the mathematical performance of deaf children was usually slightly higher than that of normal hearing children. (DB)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.