ERIC Number: ED206134
Record Type: RIE
Publication Date: 1981-Apr
Families and Their Learning Environments for Deaf Children: A Theoretical Position.
The paper describes a theoretical framework for the study of cognitive and affective behavior of deaf children that relates social-psychological family variables and global classificatory variables to children's outcomes. An interactionism framework assuming that behavior is the result of continuous interaction between persons and the situations they encounter in their environment comprises the conceptual position. A review of theoretical positions constructed by K. Lewin in his field theory of personality, by H. Murray's work on the development of personality, in K. Marjoribanks' reanalyses of much family environment research, and finally, an analysis of the past research of deaf children and the current state of the art guide for this theoretical framework. (Author)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).