Monshizadeh Leila, Vameghi Roshanak, Yadegari Fariba, Sajedi Firoozeh, Hashemi Seyed Basir
Leila Monshizadeh, Roshanak Vameghi, Firoozeh Sajedi, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran 1985713834, Iran.
World J Clin Pediatr. 2016 Nov 8;5(4):397-403. doi: 10.5409/wjcp.v5.i4.397.
To study how language acquisition can be facilitated for cochlear implanted children based on cognitive and behavioral psychology viewpoints?
To accomplish this objective, literature related to behaviorist and cognitive psychology prospects about language acquisition were studied and some relevant books as well as Medline, Cochrane Library, Google scholar, ISI web of knowledge and Scopus databases were searched. Among 25 articles that were selected, only 11 met the inclusion criteria and were included in the study. Based on the inclusion criteria, review articles, expert opinion studies, non-experimental and experimental studies that clearly focused on behavioral and cognitive factors affecting language acquisition in children were selected. Finally, the selected articles were appraised according to guidelines of appraisal of medical studies.
Due to the importance of the cochlear implanted child's language performance, the comparison of behaviorist and cognitive psychology points of view in child language acquisition was done. Since each theoretical basis, has its own positive effects on language, and since the two are not in opposition to one another, it can be said that a set of behavioral and cognitive factors might facilitate the process of language acquisition in children. Behavioral psychologists believe that repetition, as well as immediate reinforcement of child's language behavior help him easily acquire the language during a language intervention program, while cognitive psychologists emphasize on the relationship between information processing, memory improvement through repetitively using words along with "associated" pictures and objects, motor development and language acquisition.
It is recommended to use a combined approach based on both theoretical frameworks while planning a language intervention program.
从认知和行为心理学角度研究如何促进人工耳蜗植入儿童的语言习得？
为实现这一目标，研究了与行为主义和认知心理学关于语言习得观点相关的文献，并检索了一些相关书籍以及医学期刊数据库（Medline）、考科蓝图书馆、谷歌学术、科学网（ISI web of knowledge）和Scopus数据库。在筛选出的25篇文章中，只有11篇符合纳入标准并被纳入研究。根据纳入标准，选择了明确聚焦于影响儿童语言习得的行为和认知因素的综述文章、专家意见研究、非实验性和实验性研究。最后，根据医学研究评价指南对所选文章进行评价。
鉴于人工耳蜗植入儿童语言表现的重要性，对行为主义和认知心理学在儿童语言习得方面的观点进行了比较。由于每种理论基础对语言都有其积极影响，且两者并不相互对立，因此可以说一系列行为和认知因素可能会促进儿童的语言习得过程。行为心理学家认为，重复以及对儿童语言行为的即时强化有助于他在语言干预项目中轻松习得语言，而认知心理学家则强调信息处理、通过重复使用单词以及“相关”图片和物体来改善记忆、运动发展与语言习得之间的关系。
建议在规划语言干预项目时采用基于这两种理论框架的综合方法。
