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

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dc.contributor.authorZielińska, Jolanta
dc.contributor.authorLubińska-Kościółek, Elżbieta
dc.contributor.organizationPedagogical University of Cracow, Department of Technology, Polandpl_PL
dc.date.accessioned2016-02-15T09:36:57Z
dc.date.available2016-02-15T09:36:57Z
dc.date.issued2015
dc.description.abstractThe 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.en
dc.description.epersonJolanta Zielińska
dc.identifier.urihttps://open.icm.edu.pl/handle/123456789/8851
dc.language.isoenpl_PL
dc.publisherWorld Congress on Education (WCE-2015)pl_PL
dc.rightsUznanie autorstwa-Na tych samych warunkach 3.0 Polska
dc.rights.urihttp://creativecommons.org/licenses/by-sa/3.0/pl/
dc.subjectaurally impaired childrenen
dc.subjectinformation storage and processing theoryen
dc.subjectmental capacityen
dc.titleResearch on cognitive processes determining the mental capacity of aurally impaired childrenen
dc.typearticlepl_PL
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