Development of Perceptual Processes and Problem-Solving Activities in Normal, Hearing-Impaired, and Language-Disturbed Children: A Comparison Study Based on Piaget's Conceptual Framework.

Autor/in	Affolter, Felicie
Titel	Development of Perceptual Processes and Problem-Solving Activities in Normal, Hearing-Impaired, and Language-Disturbed Children: A Comparison Study Based on Piaget's Conceptual Framework.
Quelle	(1984), (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Cognitive Development; Elementary Education; Hearing Impairments; Language Handicaps; Learning Problems; Multiple Disabilities; Perceptual Development; Problem Solving; Young Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Elementarunterricht; Hearing impairment; Hörbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Lernproblem; Multiple disability; Mehrfachbehinderung; Wahrnehmungsentwicklung; Problemlösen; Frühe Kindheit
Abstract	A longitudinal study followed perceptual and problem solving skill development in children (2-11 years old) with severe problems of oral and written language acquisition: 15 hearing impaired (HI) Ss; 11 children with a hearing loss that alone did not account for their language problem, who presented in addition so-called "learning problems" (HIL group); and the children with normal hearing and no motor disability or retardation that would account for the language problems (L group). Data indicated that HI Ss developed like normal controls in nonverbal developmental performance which did not include the use of auditory communication. In tasks of successive pattern recognition and form recognition, normal Ss improved from 3-14 years for both tasks. HI Ss performed like the normal Ss except for poorer scores on the most complex successive patterns at older ages. Modality condition effects were observable in HIL and L Ss, confirming the original criteria for forming the three subgroups: forms were recognized better in the visual, but not the tactile condition of tactile-visual one at all age levels. Complex successive patterns were failed in all modality conditions. Seriation problems were presented under different modality conditions: visual, visual-tactile, and tactile. An increase in task success was found in normal and HI Ss, 3-12 years old, and modality condition affected performance. Analysis of problem solving activities revealed an increase with age in normal and HI children, except for HI Ss at young age who showed lower performance in evaluative activities. (Author/CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01