Research on cognitive processes determining the mental capacity of aurally impaired children

Abstract
The paper outlines the basic tenets of the information storage and processing theory, comparing it to other cognitive development theories. The authors present results of studies regarding the phenomenon of intelligence and applies them to characterize intellectual processes as they occur in children with significant or severe aural impairments. The presented research lasted for approximately one year and was based on a series of tests, applying the deductive and autocreative learning model as well as the assumption that assimilation of information may be described in probabilistic terms. Test results and conclusions enable the authors to formally assess that revalidation activities based upon information processing theories may significantly improve the effectiveness of teaching. The presented research proves also that aurally impaired children possess similar mental skills as their unimpaired counterparts.
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