Published online Nov 8, 2016. doi: 10.5409/wjcp.v5.i4.397
Peer-review started: June 15, 2016
First decision: July 27, 2016
Revised: September 19, 2016
Accepted: October 17, 2016
Article in press: October 18, 2016
Published online: November 8, 2016
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.
Core tip: Cognitive and behavioral theoretical frameworks are not in opposition to one another, at least when translated to practice. So, an intelligent practitioner in the field of speech therapy may make practical benefit of both theories simultaneously in a combined approach, by planning to promote the child’s cognitive and motor development and his ability for information processing, accompanied by appropriate reinforcement for his correctly imitated or spontaneous responses. This of course needs experimental research for verification of enhanced effectiveness.