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Tytuł:
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Confronting the language barrier: Theory of mind in deaf children.
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Autorzy:
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Jones AC; Deafness, Cognition and Language Research Centre, University College London, London WC1H 0PD, United Kingdom. Electronic address: .
Gutierrez R; University of Hertfordshire, Hertfordshire, United Kingdom.
Ludlow AK; University of Hertfordshire, Hertfordshire, United Kingdom; University of Birmingham, Birmingham, United Kingdom.
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Źródło:
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Journal of communication disorders [J Commun Disord] 2015 Jul-Aug; Vol. 56, pp. 47-58. Date of Electronic Publication: 2015 Jul 02.
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Typ publikacji:
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Journal Article; Research Support, Non-U.S. Gov't
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Język:
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English
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Imprint Name(s):
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Publication: New York Ny : Elsevier Scientific Publishing
Original Publication: Amsterdam, North-Holland Pub. Co.
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MeSH Terms:
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Theory of Mind*
Disabled Children/*psychology
Persons With Hearing Impairments/*psychology
Case-Control Studies ; Child ; Female ; Humans ; Male
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Contributed Indexing:
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Keywords: Deaf children; False belief; Language; Theory of mind
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Entry Date(s):
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Date Created: 20150716 Date Completed: 20160502 Latest Revision: 20150804
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Update Code:
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20240104
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DOI:
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10.1016/j.jcomdis.2015.06.005
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PMID:
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26176712
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Unlabelled: The current study addressed deaf children's Theory of Mind (ToM) development as measured by a battery of first- and second-order belief tasks. Both a chronological age-matched control group and a younger group of pre-school aged hearing children were compared to a group of deaf children born to hearing parents. A hearing native signer enacted each of the tasks, which were pre-recorded in video clips in English (SSE), British Sign Language (BSL) and spoken English, in order to consider all communication preferences of the deaf children. Results revealed no differences in performance between the deaf and the young hearing children. However, despite the inclusion of ToM tasks based on their preferred mode of communication, the deaf children performed significantly worse at the unexpected-content and second-order belief task compared with their age-matched controls. These findings imply a delay rather than a deficit in ToM in deaf children that could be attributed to limited opportunities to converse and overhear conversations about mental states.
Learning Outcomes: None.
(Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.)
