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the central nervous systems of many individualswith different types of learning disabilities. The editors of the book have stated their aim as providing an overview of cognitive approaches to learning disabilities.Accordingly, much of the rest of the book is devoted to explanations of childrenâs performances in experimental situations in terms of presumed cognitive processes and making recommendations for interventions based on principles derived from this research. Readers who have no background knowledge of psychology,and of cognitivepsychology in particular, will find several chapters very hard to digest. These provide important explanations of different models of learning and learning disabilities which have evolved from cognitive psychology over the past 20 years, but passages are often marred by wordy prose and unexplained psychological jargon. Nevertheless, the chapter in Part I by Reid and the two chapters by Lee Swanson in P r I1 provide an instructive delineation of the contrasts between at modem perspectives within cognitive psychology on learning disabilities and those views related to older information-processing, behavioural and medical models. These different perspectives have huge implications for the shape of educational theory and teaching and assessment methods. These writers pave the way for later chapters which build on information-processing models,
Journal of Applied Research in Intellectual Disabilities – Wiley
Published: Jun 1, 1998
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