237
Views
68
CrossRef citations to date
0
Altmetric
Research Article

Cognitive science and augmentative and alternative communication

&
Pages 186-203 | Published online: 12 Jul 2009

REFERENCES

  • Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
  • Atkinson, R. C., & Juola, J. F. (1973). Factors influencing speed and accuracy of word recognition. In S. Kornblum (Ed.), Attention and performance (Vol. 4). New York: Academic Press.
  • Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47–90). London: Academic Press.
  • Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. Resnick (Ed.), Knowing, learning, and instruc-tion: Essays in honor of R. Glaser (pp. 361–392). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Beukelman, D. (1988). AAC applications for the academically com-petitive student. Workshop presented at the Hugh MacMillan Med-ical Centre, Toronto, Canada.
  • Beukelman, D., Yorkston, K., & Dowden, P. (1985). Communication augmentation: A casebook of clinical management. San Diego, CA: College Hill.
  • Brown, A. L. (1974). The role of strategic memory in retardate memory. In N. R. Ellis (Ed.), International review of research in mental retardation (Vol. 7, pp. 55–111). New York: Academic Press.
  • Brown, A. L., & Campione, J. C. (1984). Three faces of transfer: Implications for early competence, individual differences, and in-struction. In M. Lamb, A. Brown, & B. Rogoff (Eds.), Advances in developmental psychology (Vol. 3, pp. 143–192). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Calculator, S. (1988). Promoting the acquisition and generalization of conversational skills by individuals with severe disabilities. Aug-mentative and Alternative Communication, 4, 94–103.
  • Campione, J., Brown, A., & Bryant, N. (1985). Individual differences in learning and memory. In R. J. Sternberg (Ed.), Human abilities: An information processing approach (pp. 103–126). New York: W. H. Freeman and Company.
  • Case, R. (1978). Piaget and beyond: Toward a developmentally based theory and technology of instruction. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 167–228). Hills-dale, NJ: Lawrence Erlbaum Associates.
  • Case, R. (1985). Intellectual development: Birth to adulthood. To-ronto, ON: Academic Press, Inc.
  • Chi, M. (1985). Changing conception of sources of memory develop-ment. Human Development, 28, 50–56.
  • Chi, M., & Glaser, R. (1985). Problem solving ability. In R. J. Sternberg (Ed.), Human abilities: An information processing approach (pp. 227–250). New York: W. H. Freeman and Company.
  • Chi, M., Glaser, R., & Farr, M., (Eds.). (1986). The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Cohen, N. J. (1984). Preserving learning capacity in amnesia: Evi-dence for multiple memory systems. In L. R. Squire & N. Butters (Eds.), The neuropsychology of memory (pp. 83–103). New York: Guilford Press.
  • Cohen, N. J., & Squire, L. R. (1980). Preserving learning and retention of pattern analyzing skill in amnesia: Dissociation of knowing how and knowing that. Science, 210, 207–209.
  • Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
  • Craik, F., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology, 104, 268–294.
  • Dempster, F. N. (1981). Memory span: Sources of individual and developmental differences. Psychological Bulletin, 89, 63–100.
  • Flavell, J., & Wellman, H. (1977). Metamemory. In R. Kail & J. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3–33). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Foulds, R. (1980). Communication rates for nonspeech expression as a function of manual tasks and linguistic constraints. Proceed-ings of the International Conference on Rehabilitation Engineering (pp. 83–87). Toronto, Canada.
  • Foulds, R. (1987). Guest editorial. Augmentative and Alternative Communication, 3, 169.
  • Gardner, H. (1985). The mind's new science: A history of the cognitive revolution. New York: Basic Books.
  • Garrett, K., Beukelman, D., & Low-Morrow, D. (1989). A comprehen-sive augmentative communication system for an adult with Broca's aphasia. Augmentative and Alternative Communication, 5, 55–61.
  • Hertel, P., Anooshian, L., & Ashbrook, P. (1986). The accuracy of beliefs about retrieval cues. Memory & Cognition, 14, 265–269.
  • Hoemann, H. (1978). Communicating with deaf people. Baltimore, MD: University Park Press.
  • Johnson-Laird, P. N. (1988). The computer and the mind: An intro-duction to cognitive science. Cambridge, MA: Harvard University Press.
  • Kinsbourne, M., & Caplan, P. J. (1979). Children's learning and attentional problems. Boston, MA: Little Brown Co.
  • Klatzky, R. L. (1980). Human memory: Structure and process. San Francisco, CA: W. H. Freeman & Co.
  • Kraat, A. (1985). Communication interaction between aided and natural speakers. Toronto, ON: Canadian Rehabilitation Council for the Disabled.
  • Lawson, M. J. (1984). Being executive about metacognition. In J. Kirby ( Ed.), Cognitive strategies in educational performance. Or-lando, FL: Academic Press.
  • Lee, K., Shein, F., Shafro, R., Blackford, P., Olynyk, P., Milner, M., & Parnes, P. (1985). The Elementary MOD Keyboard. In M. Gergen (Ed.), Proceedings of the 1985 Closing the Gap National Confer-ence (pp. 98–103). Hutchinson, MN: Crow River Press.
  • Light, J. (1991). Teaching automatic element scanning for computer access A case study of a preschooler with severe physical and communication disabilities. Manuscript submitted for publication.
  • Light, J., Beesley, M., & Collier, B. (1988). Transition through multiple augmentative and alternative communication systems: A three-year case study of a head-injured adolescent. Augmentative and Alternative Communication, 4, 2–14.
  • Light, J., & Kelford Smith, A. (1991). The home literacy experiences of preschoolers who use augmentative communication systems and of their nondisabled peers. Manuscript submitted for publication.
  • Light, J., Lindsay, P., Siegel, L., & Parnes, P. (1990). The effects of three message encoding techniques on recall by literate adults using AAC systems. Augmentative and Alternative Communica-tion, 6, 184–202.
  • Lindsay, P. (1989). Literacy and the nonspeaking student: Unfulfilled promise or impossible dream? Paper presented at the Pacific Conference on Technology in Education and Rehabilitation, Van-couver, BC, Canada.
  • Lindsay, P., Cambria, R., & McNaughton, S. (1986). The educational needs of nonspeaking students and their teachers or primary caregivers. Paper presented at the 1986 Biennial International Conference on Augmentative and Alternative Communication, Cardiff, Wales.
  • Lindsay, P., & Norman, D. (1977). Human information processing. New York: Academic Press.
  • Logan, G. (1988). Automaticity, resources, and memory: Theoretical controversies and practical implications. Human Factors, 30, 583–598.
  • Mandler, G. (1972). Organization and recognition. In E. Tulving & W. Donaldson (Eds.), Organization and memory (pp. 146–166). New York: Academic Press.
  • Miller, G. A. (1956). The magical number seven plus or minus two: Some limits on our capacity for processing information. Psycholog-ical Review, 63, 81–97.
  • Minsky, M. L. (1977). Frame-system theory. In P. N. Johnson-Laird & P. C. Wason (Eds.), Thinking: Readings in cognitive science (pp. 355–376). Cambridge: Cambridge University Press.
  • Moscovitch, M., & Craik, F. (1976). Depth of processing, retrieval cues, and uniqueness of encoding as factors in recall. Journal of Verbal Learning and Verbal Behavior, /5, 447–458.
  • Neisser, U. (1967). Cognitive psychology. New York: Appleton. Newell, A. (1973). Production systems: Models of control structures. aIn W. G. Chase (Ed.), Visual information processing (pp. 463–526). New York: Academic Press.
  • Norman, D. (1982). Learning and memory. San Francisco, CA: W. H. Freeman & Co.
  • Norman, D. (1988). The psychology of everyday things. New York: Basic Books.
  • Ogilvie, M. (1990). Generalized strategies: The role of cross domain learning. Unpublished doctoral dissertation, University of Toronto, Toronto, Canada.
  • Palinscar, A. Z., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activi-ties. Cognition and Instruction, 1, 171–175.
  • Pasquale-Leone, J. (1976). A view of cognition from the formalist's perspective. In K. F. Riegal & J. Meacham (Eds.), The developing individual in a changing world (pp. 89–100). The Hague: Mouton.
  • Piaget, J., & Inhelder, B. (1973). Memory and Intelligence. New York: Basic Books.
  • Rabinowitz, M., & Glaser, R. (1985). Cognitive structure and process in highly competent performance. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 75–98). Washington, DC: American Psychological Association.
  • Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33–58). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Rush, W. (1986). Journey out of silence. Lincoln, NE: Media Productions & Marketing.
  • Schank, R. C., & Abelson, R. P. (1977). Scripts, plans, goals & understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Siegel, L., & Linder, B. A. (1984). Short term memory processes in children with reading and arithmetic disabilities. Developmental Psychology, 20, 200–207.
  • Sienkiewicz-Mercer, R., & Kaplan, S. (1989). / raise my eyes to say yes. Boston, MA: Houghton Mifflin Co.
  • Sperling, G. (1960). The information available in a brief visual display. Psychological Monographs, 74, 498.
  • Squire, L. R. (1987). Memory and brain. New York: Oxford University Press.
  • Tulving, E., & Donaldson, W. (1972). Organization and memory. New York: Academic Books.
  • Tulving, E., &Thompson, D. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352–373. Tulving, E. (1983). Elements of episodic memory. Oxford: Oxford University Press.
  • Warrick, A. (1988). Sociocommunicative considerations within aug-mentative and alternative communication. Augmentative and Al-ternative Communication, 4, 45–51.
  • Waugh, N., & Norman, D. (1956). Primary memory. Psychological Review, 72, 89–104.
  • Yoder, D., & Kraat, A. (1983). Intervention issues in nonspeech communication. In J. Miller, D. Yoder, & R. Schiefelbusch (Eds.), Contemporary issues in language intervention (pp. 27–51). Rock-ville, MD: American Speech Language Hearing Association Re-ports.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.