ERIC Number: EJ817738
Record Type: Journal
Publication Date: 2008
Reference Count: 27
Current Canadian Research on Students with Learning Disabilities: Should We Be Bridging Research on Cognition and Socially Influenced Cognition?
Hutchinson, Nancy L.
Exceptionality Education International, v18 n1 p135-145 2008
While it is easy to call for the reconciliation of cognitive and socially influenced cognitive accounts of learning and learning disabilities, it is more challenging to take these two perspectives into account consistently and simultaneously. This article offers a response on five papers that represent the ongoing work of early career scholars in the field of learning disabilities across Canada. These five studies indicate that most programs of research in LD could emphasize one type of account, but also provide openings for acknowledging the importance of social interaction as a culturally contextualized process while focusing on cognitive acquisition. Research in the field of LD generally, and these studies in particular, suggest that there may be more recognition of membership in a community of discourse and of contextual affordances in learning when the learning takes place outside of the classroom.
Descriptors: Foreign Countries, Learning Disabilities, Cognitive Processes, Social Cognition, Interpersonal Relationship, Interaction, Cultural Context
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: firstname.lastname@example.org; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada