Robert Sternberg

The identification of poor readers as ?learning disabled? can be the first of many steps toward consigning students to a lifetime of reading failure. The very label that is meant to help children often becomes a burden that works against effective learning throughout their schooling. In this book, the authors identify the dangers of labeling childre

More children than ever before are being labeled as learning disabled (LD), including some who in the past would have been labeled mentally retarded. At the same time, the category of gifted learning disabled has become widely accepted, and some parents as well as teachers are trying to have their children labeled as LD in order to render them elig

With an accessible, easy-to-understand writing style, COGNITIVE PSYCHOLOGY, Sixth Edition will give you the tools you need to be successful in the course! This book covers cognitive neuroscience, attention and consciousness, perception, memory, knowledge, representation, language, problem solving and creativity, decision making and reasoning, cognitive development, and intelligence. A review of key themes at the end of every chapter will help you spend more time studying important information and less time trying to figure out what you need to know. The author provides a "from lab to life" approach that covers theory, lab and field research, and applications to everyday life.

Written to help readers understand and develop expertise in both teaching and learning, Educational Psychology focuses on the art and science necessary to become an expert teacher. Renowned scholars, Sternberg and Williams help readers capitalize on their strengths by integrating questions into the text that encourage analytical, creative, and practical thinking. This framework, based on Sternberg’s triarchic theory of human intelligence, helps ensure that readers think deeply about what they are learning, rather than merely processing information at a superficial level.

Twenty percent of all school-aged children in this country have been labeled Learning Disabled. But what is a genuine learning disability? How does it differ from garden-variety poor learning? How can we more accurately assess and then teach to individual learning strengths instead of merely pinpointing learning weaknesses? In this passionately argued yet clear-headed book, internationally acclaimed cognitive psychologist Robert Sternberg and research scientist Elena Grigorenko tackle these controversial issues, urging that we understand the full range of factors that contribute to learning disabilities (and sometimes to their misdiagnosis) in order to improve the American educational and diagnostic systems. From the biological bases of dyslexia and other disabilities, to the tests that do and do not accurately assess learning abilities, to the social and educational pressures that contribute to misdiagnosis, Our Labeled Children clearly outlines the issues that concern both parents and teachers, ultimately pointing to clear strategies for improving our system to help children with all manner of learning problems.

This book discusses biological, cognitive, educational, sociological, and interactive to discuss the nature of learning disabilities, its origins, its diagnosis, and effective remediation. It emphasizes the development of ideas as the motor forces behind the economic policies.

The identification of poor readers as "learning disabled" can be the first of many steps toward consigning students to a lifetime of reading failure. The very label that is meant to help children often becomes a burden that works against effective learning throughout their schooling. In this book, the authors identify the dangers of labeling children as reading or learning disabled, contending that a "reading disability" is not a unitary phenomenon. In order to diagnose and help children, educators and parents need to understand the multiple sources of reading difficulty before they can choose appropriate means to correct it. Drawing on recent research in cognitive psychology, the authors present a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans. Laid out in terms that are readily comprehensible to parents and practitioners, the model outlines the phases that are characteristic of the path to proficient reading, then describes four ways in which disabled readers may stray from this path. The key to the authors' work lies in the fact that youngsters who stray from the path of typical reading acquisition often are not distinguishable from other children who are classified as "poor readers" rather than as "learning disabled." This model is an especially useful one for practitioners because it both provides a broader view of reading disability than have many previous models and shows how reading disability relates to typical reading acquisition. Using illustrative case studies, the authors describe the four patterns of reading disability, explain how to properly assess them, and suggest ways to conquer them.