Spontaneous cognitive processes handicapped (28 résultats)

First Edition. Fine copy in the near fine original colour printed boards. Particularly and uncommonly well-preserved; tight, bright, clean and especially sharp-cornered. ; 171 pages; Description: x, 171 p. : ill. ; 25 cm. Includes indexes. Bibliography: p. [145]-164. Subjects: Children with disabilities--Education. Cognition in children. Series: Disorders of human learning, behavior, and communication. 1 Kg.…

First Edition. Fine copy in the near fine original colour printed boards. Particularly and uncommonly well-preserved; tight, bright, clean and especially sharp-cornered. ; 171 pages; Description: x, 171 p. : ill. ; 25 cm. Includes indexes. Bibliography: p. [145]-164. Subjects: Children with disabilities--Education. Cognition in children. Series: Disorders of human learning, behavior, and communication. 1 Kg.…

Etat : Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Etat : Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Etat : New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Etat : Used.

Etat : Used.

Etat : Used.

Etat : New.

Etat : Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Etat : New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Etat : New. In English.

Etat : New. pp. 184.

Etat : Used. pp. 171 1st Edition.

Paperback. Etat : Brand New. reprint edition. 181 pages. 9.20x6.10x0.40 inches. In Stock.

Etat : Used. pp. 171.

Etat : Used. pp. 171.

Etat : New.

Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.…

Paperback. Etat : Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Etat : As New. Unread book in perfect condition.

Hardcover. Etat : Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Etat : new. Questo è un articolo print on demand.

PF. Etat : New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found. 184 pp. Englisch.…

Etat : New. Print on Demand pp. 184 5 Figures, 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Etat : New. PRINT ON DEMAND pp. 184.

Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 184 pp. Englisch.…