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dc.contributor.authorZielińska, Jolanta
dc.contributor.authorLubińska-Kościółek, Elżbieta
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.pl_PL
dc.rightsCreative Commons Uznanie autorstwa na tych samych warunkach 3.0 Polska
dc.subjectaurally impaired childrenpl_PL
dc.subjectinformation storage and processing theorypl_PL
dc.subjectmental capacitypl_PL
dc.titleResearch on cognitive processes determining the mental capacity of aurally impaired childrenpl_PL
dc.contributor.organizationPedagogical University of Cracow, Department of Technology, Polandpl_PL
dc.description.epersonJolanta Zielińska

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Creative Commons Uznanie autorstwa na tych samych warunkach 3.0 Polska
Except where otherwise noted, this item's license is described as Creative Commons Uznanie autorstwa na tych samych warunkach 3.0 Polska