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Developments in cognitive socialization: implications for deaf education.

J R Muma1, H Teller

  • 1Department of Speech and Hearing Sciences, University of Southern Mississippi, Hattiesburg, USA.

American Annals of the Deaf
|May 18, 2001
PubMed
Summary
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This study introduces a cognitive socialization model to advance deaf education principles. It highlights intent-based language acquisition and addresses assessment validity and learner diversity.

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Cognitive socialization literature has identified over 40 issues impacting deaf education.
  • Existing models may not fully capture the complexities of language acquisition in deaf learners.

Purpose of the Study:

  • To present a conceptual model of cognitive social bases of language.
  • To discuss key issues in deaf education informed by this model.

Main Methods:

  • Literature review of cognitive socialization.
  • Development of a conceptual model integrating constructionism, speech act theory, and relevance theory.
  • Analysis of four critical issues in deaf education.

Main Results:

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  • A conceptual model emphasizing the centrality of intent in language acquisition over reinforcement.
  • Discussion on modality, core language issues, assessment construct validity, and heterogeneity in deaf learners.
  • Identification of implications for deaf education practices.

    • Conclusions:

    • The proposed model offers a robust framework for understanding language acquisition in deaf individuals.
    • Addressing issues like intent, modality, assessment, and heterogeneity is crucial for advancing deaf education.
    • This cognitive socialization perspective can inform future research and pedagogical approaches.