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Cognitive Development in Atypical Children

Progress in Cognitive Development Research

  • Book
  • © 1985

Overview

Editors:
  1. Linda S. Siegel

    1. Department of Special Education, Ontario Institute for Studies in Education, Toronto, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Frederick J. Morrison

    1. Department of Family Studies, University of Alberta, Edmonton, Canada

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Springer Series in Cognitive Development (SSCOG)

Part of the book sub series: Progress in Cognitive Development Research (2116)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Reading Disability: A Deficit in Rule Learning?

    • Franklin R. Manis, Frederick J. Morrison
    Pages 1-26

  3. Information-Processing Approaches to Reading Disability

    • George Wolford
    Pages 27-43

  4. Psycholinguistic Aspects of Reading Disabilities

    • Linda S. Siegel
    Pages 45-65

  5. Language Comprehension and Cognitive Disorder in Autism

    • Catherine Lord
    Pages 67-82

  6. Cognitive Development in Autistic Children

    • Gayle I. Goldstein, David F. Lancy
    Pages 83-112

  7. Temperament and Attention as Components of a Transactional Approach to Development: Implications for Research and Clinical Services for the Atypical Child

    • Craig B. Liden, Thomas A. Clingan, Theresa E. Laurie
    Pages 113-141

  8. Atypical Infant Development: Interacting Neurological and Environmental Factors

    • Timothy F. Murphy
    Pages 143-172

  9. Back Matter

    Pages 173-184
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Keywords

About this book

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.

Editors and Affiliations

  • Department of Special Education, Ontario Institute for Studies in Education, Toronto, Canada

    Linda S. Siegel

  • Department of Family Studies, University of Alberta, Edmonton, Canada

    Frederick J. Morrison

Bibliographic Information

  • Book Title: Cognitive Development in Atypical Children

  • Book Subtitle: Progress in Cognitive Development Research

  • Editors: Linda S. Siegel, Frederick J. Morrison

  • Series Title: Springer Series in Cognitive Development

  • DOI: https://doi.org/10.1007/978-1-4612-5036-4

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer-Verlag New York Inc. 1985

  • Softcover ISBN: 978-1-4612-9534-1Published: 01 October 2011

  • eBook ISBN: 978-1-4612-5036-4Published: 06 December 2012

  • Series ISSN: 1431-8555

  • Edition Number: 1

  • Number of Pages: XIV, 184

  • Topics: Psychology, general, Psychiatry, Rehabilitation

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