International Review of Research in Mental Retardation | Buch | 978-0-12-366234-7 | sack.de

Buch, Englisch, 356 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 620 g

International Review of Research in Mental Retardation


Buch, Englisch, 356 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 620 g

ISBN: 978-0-12-366234-7
Verlag: William Andrew Publishing

International Review of Research in Mental Retardation is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of mental retardation. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.

Volume 35 of the series offers chapters on theory and research, social cognition and social competence in children with Down Sydrome, the Flynn Effect and the role of IQ, remaining open to quantitative, qualitative and mixed-method designs, active support, child abuse, and the role of siblings of children with mental retardation.

The wide range of topics covered in these chapters make Volume 35 of the International Review of Research in Mental Retardation a particularly valuable resource for academic researchers in developmental and cognitive psychology, as well as those in neuropsychology.
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Zielgruppe

Academic researchers in developmental and cognitive psychology, as well as neuropsychology.

Autoren/Hrsg.

Fachgebiete

Weitere Infos & Material

Chapter 1
Theory and Research on autism: Do We Need a New Approach to Thinking About and Studying This Disorder?
Thomas L. Whitman and Naomi Ekas

Chapter 2
Social Cognition in Children with Down Syndrome
Katie R. Cebula and Jennifer G. Wishart

Chapter 3
The Development of Social Competence Among Persons with down Syndrome: From Survival to Social Inclusion
Grace Iarocci, Jodi Yager, Adrienne Rombough and Jessica McLaughlin

Chapter 4
The Flynn Effect and the Shadow of the Past: Mental Retardation and the Indefensible and Indispensable Role of IQ
James R. Flynn and Keith F. Widaman

Chapter 5
Remaining Open to Quantitative, Qualitative and Mixed-Method Designs: An Unscientific Compromise, or Good Research Practice?
Keith R. McVilly, Roger J. Stancliffe, Trevor R. Parmenter, and Rosanne M. Burton-smith

Chapter 6
Active Support: Development, Evidence Based and Future Directions
Vaso Totsika, Sandy Toogood and Richard P. Hastings

Chapter 7
Child Abuse Among Children with Disabilities: What We Know and What We Need to Know
Marisa H. Fisher, Robert M. Hodapp and Elisabeth M. Dykens

Chapter 8
Siblings of Children with Mental Retardation: The Role of Helping
Elizabeth Midlarsky, Mary Elizabeth Hannah, Erel Shvil, and Amanda Johnson

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