Developments in cognitive socialization: implications for deaf education.
Over the past 2 to 3 decades, the cognitive socialization literature has advanced about 40 major issues that could have a major impact on the principles and procedures of deaf education. The article presents a conceptual model of the cognitive social bases of language that is derived from the philos...
| Publicado en: | American Annals of the Deaf Vol. 146; no. 1; pp. 31 - 39 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
American Annals of the Deaf
Mar2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107041423&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107041423 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Mar2001 vid: 146 iid: 1 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 107041423 107041423 2001070249 10.1353/aad.2012.0083 NLM11355075 107041423 ppf: 31 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Developments in cognitive socialization: implications for deaf education. aug: au: Muma JR Teller H affil: Professor, Department of Speech and Hearing Sciences, University of Southern Mississippi, Hattiesburg sug: subj: Deaf Education Socialization Language Theory Conceptual Framework Language Development Mental Processes Cognition Language Processing Language Tests ab: Over the past 2 to 3 decades, the cognitive socialization literature has advanced about 40 major issues that could have a major impact on the principles and procedures of deaf education. The article presents a conceptual model of the cognitive social bases of language that is derived from the philosophical view of constructionism and theoretical perspectives of speech act theory and relevance theory. With the cognitive socialization perspective and this conceptual model, 4 of the 40 issues are discussed: (a) the centrality of intent replacing reinforcement as a more viable account of language acquisition, (b) modality and core issues of language, (c) lack of construct validity in assessment, and (d) heterogeneity. Implications for the advancement of deaf education are discussed throughout. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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