1 Reading Disability: A Deficit in Rule Learning?.- Word Recognition in Good and Poor Readers.- Sources of Phonological Coding Difficulties: Learning the Spelling-to-Sound Rule System.- Rule Learning in Nonreading Tasks.- Conclusions.- References.- 2 Information-Processing Approaches to Reading Disability.- Perceptual Hearing Deficits.- Partial-Information Hypothesis.- Benefits of an Information-Processing Approach.- Some Cautions in Evaluating Reading-Deficit Hypotheses.- Accounting for Other Literature.- Size of Effects.- Conclusion.- References.- 3 Psycholinguistic Aspects of Reading Disabilities.- Definition of Reading Disability.- Linguistic Skills and Reading.- Conclusions.- References.- 4 Language Comprehension and Cognitive Disorder in Autism.- Studies of Comprehension in Persons with Autism.- Relationship Between Language Comprehension and Other Behaviors.- Theories of Cognitive Dysfunction in Autism.- Overview and Conclusions.- References.- 5 Cognitive Development in Autistic Children.- A Theoretical Framework for Autism.- Methodological Considerations.- Cognitive Development in Autistic Children.- Final Considerations.- References.- 6 Temperament and Attention as Components of a Transactional Approach to Development: Implications for Research and Clinical Services for the Atypical Child.- Reductionism: Its Limitations as a Basis for Research and Clinical Approaches to the Atypical Child.- The Transactional Model.- Temperament and Attention: Neurobehavioral Modulators of Learning.- An Integrated Clinical Model of Learning and Behavior.- Summary and Implications.- References.- 7 Atypical Infant Development: Interacting Neurological and Environmental Factors.- Historical Foundation.- Neurological Integrity.- The Roles of Nature and Nurture.- Conclusion.- References.- Author Index.
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
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