LEADER 01403nam 2200385Ia 450 001 996385114403316 005 20200824121129.0 035 $a(CKB)4940000000069626 035 $a(EEBO)2264172356 035 $a(UnM)99898708_176443e 035 $a(UnM)99898708_176443 035 $a(EXLCZ)994940000000069626 100 $a19920919d1650 uy | 101 0 $alat 135 $aurbn||||a|bb| 200 10$aLex naturę est indispensabilis$b[electronic resource] 210 $a[S.l. $cs.n.$d1650] 215 $a1 sheet ([1] p.) 300 $aIn verse. 300 $aTwo poems printed in parallel columns; part 2 has caption: Defectus in voluntate supponit errorem in intellectu. 300 $aImprint from Wing CD-ROM, 1996. 300 $aDated and signed: Jul. 1. In vesperiis comisiorum respond. Mro. Mildmay. Coll. Pet. Soc. 300 $aO copy, reel 2022, is filmed following STC 4474.80. 300 $aReproduction of original in the Bodleian Library. 330 $aeebo-0014 517 2 $aDefectus in voluntate supponit errorem in intellectu 606 $aLatin poetry, Medieval and modern$vEarly works to 1800 608 $aBroadsides$2rbgenr 615 0$aLatin poetry, Medieval and modern 702 $aMildmay$ffl. 1650.$4aut 801 0$bCu-RivES 906 $aBOOK 912 $a996385114403316 996 $aLex naturę est indispensabilis$92308639 997 $aUNISA LEADER 05974nam 22007332 450 001 9910462296303321 005 20211125021442.0 010 $a1-107-22970-7 010 $a1-139-41149-7 010 $a1-280-68301-5 010 $a9786613659958 010 $a1-139-42285-5 010 $a1-139-41983-8 010 $a1-139-01279-7 010 $a1-139-42188-3 010 $a1-139-41778-9 010 $a1-139-42392-4 035 $a(CKB)2670000000204081 035 $a(EBL)907149 035 $a(OCoLC)794663503 035 $a(SSID)ssj0000657826 035 $a(PQKBManifestationID)11349507 035 $a(PQKBTitleCode)TC0000657826 035 $a(PQKBWorkID)10680877 035 $a(PQKB)10375159 035 $a(UkCbUP)CR9781139423922 035 $a(MiAaPQ)EBC907149 035 $a(Au-PeEL)EBL907149 035 $a(CaPaEBR)ebr10568378 035 $a(CaONFJC)MIL365995 035 $a(UkCbUP)CR9781139012799 035 $a(EXLCZ)992670000000204081 100 $a20110203d2012|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aOvercoming Learning Disabilities /$fTatiana V. Akhutina, Natalia M. Pylaeva$b[electronic resource] 205 $aFirst English edition. 210 1$aCambridge :$cCambridge University Press,$d2012. 215 $a1 online resource (318 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 25 Nov 2021). 311 $a1-107-53165-9 311 $a1-107-01388-7 320 $aIncludes bibliographical references and index. 327 $aCover; OVERCOMING LEARNING DISABILITIES; Title; Copyright; CONTENTS; PREFACE; Introduction to the Russian-Language Edition: Contemporary Research in Child Psychological Development and Remediation: An Overview; Introduction to the English-Language Edition: Vygotskian-Lurian Approach to Neuropsychology; SOCIAL GENESIS OF HIGHER MENTAL FUNCTIONS; SYSTEMIC STRUCTURE OF HIGHER MENTAL FUNCTIONS; DYNAMIC ORGANIZATION AND LOCALIZATION OF HIGHER MENTAL FUNCTIONS; CONCLUSION; PART I GENERAL ISSUES IN DEVELOPMENT AND REMEDIATION OF HIGHER MENTAL FUNCTIONS 327 $a1 Neuropsychology of Individual Differences in Children as the Foundation for the Application of Neuropsychological Methods in SchoolANALYSIS OF NEUROPSYCHOLOGICAL ASSESSMENT DATA; USE OF COMPUTERIZED METHODS; REMEDIAL-DEVELOPMENTAL EDUCATION; 2 Methodology of Neuropsychological Intervention in Children with Uneven Development of Mental Functions; 3 What Psychologists, Teachers, and Parents Need to Know About Children with Learning Disabilities; WHO ARE THESE CHILDREN?; DELAYS IN THE DEVELOPMENT OF PROGRAMMING AND CONTROL FUNCTIONS; What Kind of Help Can We Offer These Children? 327 $aDELAYS IN THE DEVELOPMENT OF INFORMATION-PROCESSING FUNCTIONSWhat Kind of Help Can We Offer These Children?; How We Can Help These Children?; CONCLUSION; 4 Neuropsychological Support of Remedial-Developmental Education; HOW DOES THIS PROCESS WORK?; DIAGNOSTICS; TYPES OF REMEDIAL-DEVELOPMENTAL WORK; 5 Neuropsychological Approach to the Development of Health-Preserving Educational Techniques; CAN PSYCHOLOGY AND, IN PARTICULAR, NEUROPSYCHOLOGY, HELP RESOLVE THIS CRITICAL PROBLEM?; SYSTEMIC ORGANIZATION OF HMFS AND POTENTIAL APPLICATIONS FOR THE DEVELOPMENT OF LEARNING TECHNIQUES 327 $aWHAT ARE THE PROBLEMS SEEN MOST FREQUENTLY IN CHILDREN?Providing Motivation; Supporting Appropriate Energy Restoration; WHAT ARE THE STAGES OF THIS APPROACH?; HOW SUCCESSFUL IS DEVELOPMENTAL WORK? HOW MANY TIMES DOES A PARTICULAR STUDENT NEED TO REPEAT TASKS OF THE SAME TYPE?; PART II METHODS OF DEVELOPMENT AND REMEDIATION OF EXECUTIVE FUNCTIONS; 6 Organization of Joint Activity; 7 The School of Attention and a Pilot Study of Its Effectiveness; SUBJECTS; CONTROL TASKS; INITIAL PERFORMANCE OF CONTROL TASKS; SCHOOL OF ATTENTION METHOD; FINAL PERFORMANCE OF CONTROL TASKS 327 $a8 Modified Psychological Methods to Facilitate Development of the Executive Functions"SORTING OF THE COLORED FIGURES" METHOD; "LINK'S CUBE"; "GRAPHICAL DICTATION" METHOD; SCHULTE TABLES; 9 Numerical Rows in Remedial Work with Fourth Graders; FIRST TYPE OF EXERCISES; SECOND TYPE OF EXERCISES; THIRD TYPE OF EXERCISES; FOURTH TYPE OF EXERCISES; FIFTH TYPE OF EXERCISES; SIXTH TYPE OF EXERCISES; SEVENTH TYPE OF EXERCISES: WORKING WITH WORDS; EIGHTH TYPE OF EXERCISES: DRAMATIZATION OF VERSES; WHAT KIND OF IMPROVEMENTS DID THE STUDENTS SHOW? 327 $a10 The Role of the Analysis of the Zone of Proximal Development in the Course of Remediation of Executive Functions: An Example 330 $aBased on the ideas of Russian psychologists Lev Vygotsky and Alexander Luria, this book explores methods of preventing or overcoming learning disabilities. Tatiana V. Akhutina and Natalia M. Pylaeva build on Vygotsky and Luria's sociocultural theory and their principle of a systemic structure and dynamic organization of higher mental functions. They focus on the interactive scaffolding of the weak components of the child's functional systems, the transition from joint child-adult co-actions, and the emotional involvement of the child. The authors discuss effective ways to remediate issues with attention, executive functions (working memory and cognitive control) and spatial and visual-verbal functions. Overcoming Learning Disabilities translates complex problems into easily understandable concepts useful to school psychologists, special and general education teachers, and parents of children with learning disabilities. 606 $aChild 615 0$aChild 676 $a616.85889 700 $aAkhutina$b Tatiana V.$01042013 702 $aPylaeva$b Natalia M. 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910462296303321 996 $aOvercoming Learning Disabilities$92465927 997 $aUNINA LEADER 04157nam 2200757 a 450 001 9910818987403321 005 20200520144314.0 010 $a1-281-96662-2 010 $a9786611966621 010 $a0-226-78943-8 024 7 $a10.7208/9780226789439 035 $a(CKB)1000000000578617 035 $a(EBL)432303 035 $a(OCoLC)309871240 035 $a(SSID)ssj0000103587 035 $a(PQKBManifestationID)11108643 035 $a(PQKBTitleCode)TC0000103587 035 $a(PQKBWorkID)10070359 035 $a(PQKB)11199695 035 $a(StDuBDS)EDZ0000117456 035 $a(MiAaPQ)EBC432303 035 $a(DE-B1597)525019 035 $a(OCoLC)1135584544 035 $a(DE-B1597)9780226789439 035 $a(Au-PeEL)EBL432303 035 $a(CaPaEBR)ebr10266085 035 $a(CaONFJC)MIL196662 035 $a(EXLCZ)991000000000578617 100 $a20070525d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAnglophilia $edeference, devotion, and antebellum America /$fElisa Tamarkin 205 $a1st ed. 210 $aChicago $cUniversity of Chicago Press$d2008 215 $a1 online resource (435 p.) 300 $aDescription based upon print version of record. 311 $a0-226-78944-6 320 $aIncludes bibliographical references (p. [325]-381) and index. 327 $tFrontmatter -- $tContents -- $tIllustrations -- $tAcknowledgments -- $tPreface -- $tChapter One. Monarch-Love; or, How the Prince of Wales Saved the Union -- $tChapter Two. Imperial Nostalgia -- $tChapter Three. Freedom and Deference -- $tChapter Four. The Anglophile Academy -- $tNotes -- $tIndex 330 $aAnglophilia charts the phenomenon of the love of Britain that emerged after the Revolution and remains in the character of U.S. society and class, the style of academic life, and the idea of American intellectualism. But as Tamarkin shows, this Anglophilia was more than just an elite nostalgia; it was popular devotion that made reverence for British tradition instrumental to the psychological innovations of democracy. Anglophilia spoke to fantasies of cultural belonging, polite sociability, and, finally, deference itself as an affective practice within egalitarian politics. Tamarkin traces the wide-ranging effects of anglophilia on American literature, art and intellectual life in the early nineteenth century, as well as its influence in arguments against slavery, in the politics of Union, and in the dialectics of liberty and loyalty before the civil war. By working beyond narratives of British influence, Tamarkin highlights a more intricate culture of American response, one that included Whig elites, college students, radical democrats, urban immigrants, and African Americans. Ultimately, Anglophila argues that that the love of Britain was not simply a fetish or form of shame-a release from the burdens of American culture-but an anachronistic structure of attachement in which U.S. Identity was lived in other languages of national expression. 606 $aPublic opinion$zUnited States$xHistory$y19th century 606 $aPopular culture$zUnited States$xHistory$y19th century 606 $aDemocracy$xSocial aspects$zUnited States$xHistory$y19th century 606 $aPolitical culture$zUnited States$xHistory$y19th century 607 $aUnited States$xCivilization$y1783-1865 607 $aUnited States$xCivilization$xBritish influences 607 $aUnited States$xHistory$yRevolution, 1775-1783$xInfluence 607 $aUnited States$xRelations$zGreat Britain 607 $aGreat Britain$xRelations$zUnited States 607 $aGreat Britain$xForeign public opinion, American 615 0$aPublic opinion$xHistory 615 0$aPopular culture$xHistory 615 0$aDemocracy$xSocial aspects$xHistory 615 0$aPolitical culture$xHistory 676 $a973.3 700 $aTamarkin$b Elisa$01721342 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910818987403321 996 $aAnglophilia$94120860 997 $aUNINA