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EDUKACJA GŁUCHYCH Jf§S!|L

Courtin C., The impactofsign language on the cognitive development ofdeafchildren: The cose of theories ofmind,,,}ournal of Deaf Studies and Deaf Education", 5/2000, s. 266-276.

Courtin C., Melot A.M., The developmentof theories ofmindin deafchildren, [w:] M. Marschark M., Clark M.D. (red.), Psychologicalperspectives on deafness, vol. 2, Lawrence Erlbaum, Mahwah 1998, s. 79-102.

Emmorey K., Language, cognition, and the brain. Insights from sign language research, Lawrence Erlbaum Associates, Publishers 2003.

Emmorey K., Kosslyn S., Bel ługi U., Visual imagery and visual-spatial language: Enhanced imagery abilities in deaf and hearingASL signers, „Cognition", 68/1993, s. 221-246.

Everhart V.S., Marschark M., Linguistic flexibility in signed and written language productions of deafchildren, „Journal of Experimental Child Psychology", 46/1988, s. 174-193.

Furth H.G., Thinking without language: A perspective and review of research with deafpeople, [w:] Keating D. P., Rosen H. (red.), Constructivistperspectives on developmental psychopathology andatypicaldevelopment, Erlbaum, Hillsdale 1991, s. 203-227.

Gałkowski T., Przestrzenne i ruchowe komponenty komunikacji z dziećmi głuchymi, Polski Komitet Audiofonologii, Warszawa 1998.

Hoemann H., Piagetian perspectives on research with deaf subjects, [w:] Keating D. P., Rosen H. (red.), Constructivist perspectives on developmental psychopathology and atypical develop-ment, Erlbaum, Hillsdale 1991, s. 229-245.

Kaiser-Grodecka I., Wybrane zagadnienia z surdopsychologii, [w:] Wyszyńska A. (red.), Psychologia defektologiczna, PWN, Warszawa 1987, s. 51 -84.

Kyle J. G., Ackerman J., Early mother-infantinteraction in deaffamily, [w:] Woli B. (red.) Language development and sign language, Papers from the seminar on language development and sign language, Bristol, Monograph No 1. International Sign Linguistics Association Centre for Deaf Studies, University of Bristol 1989.

Ladd, P., Understanding deafculture. In Search ofdeafhood, Multilingual Matters LTD 2003.

Lane H., Ethicity, ethics, and the Deaf-World, [w:] Pisula E., Tomaszewski P. (red.), New ideas in studying and supporting the development of exceptional people. Essays in honor of Tadeusz Gałkowski, Warsaw University Press 2009, s. 109-136.

Lillo-Martin D., The modular effects of sign language acquisition, [w:] Marschark M., Siple P., Lillo--Martin D., Campbell R., Everhart V. S. (red.), Relations of language and thought: The view from sign language and deafchildren, (Mord University Press, New York 1997, s. 62-109.

Maller S. J., Braden J. R, Intellectual assessment of deaf people: A critical review ofcore concepts and issues, [w:] Marschark M., Spencer P. E. (red.), TheOxford Handbookof Deaf Studies, Language, and Education, Volume I (2 ed.), (Mord University Press, New York 2011, s. 473-485.

Marschark M„ Psychological developmentofdeafchildren, (Mord University Press, New York 1993.

Marschark M., Raising and educating a deaf child, (Mord University Press, New York 2007.

Marschark M., Clark D., Linguistic and nonlinguistic creativity of deaf children, „Developmental Review", 7/ 1987, s. 22-38.

Marschark M., West S. A., Creative language abilities ofdeafchildren, „Journal of Speech and He-aring Research", 28/1985, s. 73-78.

Marschark M., West S. A., Nall L., Everhart V., Development ofcreative language devices in signed and orał production, „Journal of Experimental Child Psychology", 41/1986, s. 534-550.

Marschark M., Everhart V. S., Relations of language and cognition: What do deafchildren tell us?, [w:] Marschark M., Siple P., Lillo-Martin D., Campbell R., Everhart V.S., (red.), Relations of language and thought: The view from sign language and deafchildren (3-23), (Mord University Press, New York 1997.

Marschark M., Everhart V. S., Problem solving by deaf and hearing children: Twenty questions, Deafness and Education International, 1/1999, s. 63-79.

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