By Miriam Cherkes-Julkowski
The pondering that all started this booklet arose out of a few dissatisfaction with the rela tively simplified, unidimensional version of improvement, which turns out to have come to dominate the fields that deal with the wishes of atypically constructing chil dren. It appeared very unlikely to us that developmental modifications may perhaps clarify the diversity of studying and coping types we've seen and browse approximately in kids iden tified as mentally retarded, sluggish studying, studying disabled, nonhandicapped, and proficient. If a standard version of improvement didn't account for what kids with handicaps to studying might do, once they may do it, and the way they'd accomplish it, one of these version was once probably not to indicate something vital approximately the right way to interfere with and aid them. regrettably, after we first started to learn this challenge, turning clear of a developmental version for reading bizarre habit intended turning towards a behaviorist one. This was once now not very pleasant both. back the assumptions have been bothersome. We have been anticipated to simply accept that every one childrens, this time in any respect a while in addition to with every kind of diagnoses, realized in basically a similar approach with probably a few version in expense, reac tivity, reinforcement personal tastes, and, in response to extra liberal purposes, expectancy. In our look for a extra pleasing view of the odd learner, we have been fortunate to be misplaced in the mean time while cognitive psychology and platforms conception have been being found.
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Additional info for Spontaneous Cognitive Processes in Handicapped Children
Hall and Day (1982) provide evidence that in learning-disabled children a greater number of errors during initial learning is associated with improved transfer. Our own work in strategy training indicates a similar trend. , 1986). For errors to be motivating or at least tolerated, they must be associated positively with a range of task-related events. One of these is a sense of success or goal attainment. Another is the accepting and encouraging attitude of the teacher or other who is guiding the learner.
Traditionally, this difficulty has been attributed to faulty short-term memory (Cherkes-lulkowski, Gertner, & Norlander, 1986). Handicapped learners have been described as lacking organizational strategies that create the format or scheme for chunking or reducing data (Spitz, 1966; Swanson, 1987). More recently, failure to manage large amounts of information has implicated the lack of automatic and efficient processing due to either a neurological weakness or inadequacies in previous learning (Case, 1985; Schiffrin & Dumais, 1981).
One-syllable a Student A help .... chest .... smell "mell" ject "jest" 85% red .... yet .... web "wed" peg .... ket .... 88% e that .... track "truck" splat "splate" cran .... can .... fat .... pal .... jam .... han .... a kiss "kise" mint .... frisk "frask" glim .... big "bag" six .... kid .... vim .... ziv .... ~ sun .... cup .... hub .... yum .... sud .... u shut "shout" stop .... strong "strange" flunk "flounk" prod "proud" spun .... grum .... clob .... Total correct 10 (20) fox .... hop "hope" job ....
Spontaneous Cognitive Processes in Handicapped Children by Miriam Cherkes-Julkowski