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1.
Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks. 相似文献
2.
Jackson AL 《Journal of deaf studies and deaf education》2001,6(3):161-176
Deaf children with signing parents, nonnative signing deaf children, children from a hearing impaired unit (HIU), and oral deaf children were tested on three first-order theory of mind (ToM) tasks--a subset was also given a second-order task (Perner & Wimmer, 1985). A British Sign Language (BSL) receptive language task (Herman, Holmes, & Woll, 1999) and four nonverbal executive function tasks were also administered. The new BSL task allowed, for the first time, the receptive language abilities of deaf children to be measured alongside ToM abilities. Hearing children acted as controls. These children were given the same tasks, except the British Picture Vocabulary Scale was substituted for the BSL task. Language ability correlated positively and significantly with ToM ability, and age was correlated with language ability for both the deaf and hearing children. Age, however, underpinned the relationship between ToM and language for deaf children with signing parents and hearing children but not for nonnative signing, HIU, or oral deaf children. Executive function performance in deaf children was not related to ToM ability. A subset of hearing children, matched on age and language standard scores with signing deaf children, passed significantly more ToM tasks than the deaf children did. The findings are discussed with respect to the hypotheses proposed by Peterson and Siegal (1995, 2000) and Courtin (2000). 相似文献
3.
Siblings and theory of mind in deaf native signing children 总被引：5，自引：0，他引：5
We report a study designed to examine the basis of "theory of mind" (ToM) reasoning in deaf children who are native signers of British Sign Language. The participants were 20 native signers (aged 4-8 years) and their siblings. The children were given a measure of the quality of sibling relations together with a referential communication test concerning physical representations of objects and people. Sibling quality as perceived by siblings predicted children's ToM scores over and above age and referential communication. We conclude that the process of ToM understanding is linked to positive sibling relations that may permit access to knowledge about the inner worlds of beliefs and other mental states. 相似文献
4.
Modality of language shapes working memory: evidence from digit span and spatial span in ASL signers
Deaf children who are native users of American Sign Language (ASL) and hearing children who are native English speakers performed three working memory tasks. Results indicate that language modality shapes the architecture of working memory. Digit span with forward and backward report, performed by each group in their native language, suggests that the language rehearsal mechanisms for spoken language and for sign language differ in their processing constraints. Unlike hearing children, deaf children who are native signers of ASL were as good at backward recall of digits as at forward recall, suggesting that serial order information for ASL is stored in a form that does not have a preferred directionality. Data from a group of deaf children who were not native signers of ASL rule out explanations in terms of a floor effect or a nonlinguistic visual strategy. Further, deaf children who were native signers outperformed hearing children on a nonlinguistic spatial memory task, suggesting that language expertise in a particular modality exerts an influence on nonlinguistic working memory within that modality. Thus, language modality has consequences for the structure of working memory, both within and outside the linguistic domain. 相似文献
5.
Galvan D 《American annals of the deaf》1999,144(4):320-324
Newport (1988) has noted differences in how American Sign Language (ASL) is used by the following three groups of deaf adults: those with deaf parents (native signers); those, with hearing parents, who learned ASL upon entering school at age 5 years (early signers); and those who learned to sign after puberty (late signers). The present study extends this research to children by investigating the use of morphological inflections in ASL by native and early signers. Thirty deaf children between ages 3 and 9 years were asked to sign a story in ASL. The videotaped stories were analyzed for morphological and contextual complexity. Qualitative differences were found between native and early signers on measures relating to the aspectual complexity of signs but not on measures relating to the complexity of the utterance. Implications of these differences are discussed in terms of communication at home and ASL use in the classroom. 相似文献
6.
This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding. 相似文献
7.
Bettger J Emmorey K McCullough S Bellugi U 《Journal of deaf studies and deaf education》1997,2(4):223-233
On-line comprehension of American Sign Language (ASL) requires rapid discrimination of linguistic facial expressions. We hypothesized that ASL signers' experience discriminating linguistic facial expressions might lead to enhanced performance for discriminating among different faces. Five experiments are reported that investigate signers' and non-signers' ability to discriminate human faces photographed under different conditions of orientation and lighting (the Benton Test of Facial Recognition). The results showed that deaf signers performed significantly better than hearing non-signers. Hearing native signers (born to deaf parents) also performed better than hearing nonsigners, suggesting that the enhanced performance of deaf signers is linked to experience with ASL rather than to auditory deprivation. Deaf signers who acquired ASL in early adulthood did not differ from native signers, which suggests that there is no 'critical period' during which signers must be exposed to ASL in order to exhibit enhanced face discrimination abilities. When the faces were inverted, signing and nonsigning groups did not differ in performance. This pattern of results suggests that experience with sign language affects mechanisms specific to face processing and does not produce a general enhancement of visual discrimination. Finally, a similar pattern of results was found with signing and nonsigning children, 6-9 years old. Overall, the results suggest that the brain mechanisms responsible for face processing are somewhat plastic and can be affected by experience. We discuss implications of these results for the relation between language and cognition. 相似文献
8.
Flavia Lecciso Serena Petrocchi Antonella Marchetti 《European Journal of Psychology of Education - EJPE》2013,28(3):903-922
The study assessed Theory of Mind (ToM) abilities in a group of oral deaf children and in their hearing mothers using a battery of ToM tasks. It also investigated the connection between mother and child in ToM performance. Participants were: 17 oral deaf children (aged 5 to 14 years) were paired by gender, age, and mental age with 17 hearing children; 17 hearing mothers of deaf children and 17 hearing mothers of hearing children. Compared to the hearing children, the deaf children faced difficulties in all ToM tests, and the hearing mothers of the deaf children were less capable than the mothers of the hearing children in all the ToM tests. Further, a specific ToM interaction model was found between the hearing mothers and the deaf children. The results confirmed ToM poor performance faced by the oral deaf children, showed the ToM level of hearing mothers of deaf children, and the ToM style of hearing mothers–deaf children dyads. Also, findings underline some educational implications related to the socio-relational origin of the ToM deficit in oral deaf children. 相似文献
9.
Written texts produced by 10 Italian deaf native signers in four different writing tasks were analyzed. Data analysis focused on linguistic and orthographic nonstandard forms. The written production of deaf subjects with deaf parents (DD) was compared to the written production in two control groups: a group of 10 hearing subjects with deaf parents (HD) and a group of 10 subjects who have had no contact with deaf people or sign language (HH). The results duplicate findings from previous studies. Deaf subjects display a pattern of selective difficulty with Italian grammatical morphology, especially with free-standing function words. The four different writing tasks used in the present study yield results indicating that text type does influence our assessment of deaf writing abilities. A comparison of the texts written by deaf native signers with those of two hearing groups confirms the view that difficulties in the acquisition of written Italian are best explained by deafness itself, not by the influence of a previously acquired Sign Language, and that the specific difficulties with grammatical morphology displayed by our deaf subjects cannot be attributed solely to their limited experience with written Italian. 相似文献
10.
11.
Lundy JE 《Journal of deaf studies and deaf education》2002,7(1):41-56
Using four traditional false-belief tasks, I investigated deaf children's age and expressive language skills in relation to their theory of mind development. The children's parents who signed reported on their own knowledge of a mental sign vocabulary. The results indicate age of the child to be strongly related to theory of mind development. Deaf children demonstrated an ability to pass the theory of mind assessment battery between the ages of 7 and 8 years, on average. In comparison, hearing children have consistently demonstrated the ability to perform such tasks between the ages of 4 and 5 years. Therefore, the results indicate deaf children are delayed by approximately 3 years in this cognitive developmental milestone. Expressive language skills of the children and sign language skills of the parents who signed were not found to be significantly related to the children's theory of mind development. 相似文献
12.
Communication mode and the processing of printed words: evidence from readers with prelingually acquired deafness 总被引：6，自引：0，他引：6
Miller P 《Journal of deaf studies and deaf education》2002,7(4):312-329
The aim of this study was to elucidate how the primary communication background of prelingual deafened readers affects the way they mediate the recognition of written words. A computer-controlled research paradigm (a semantic decision task) asking for the categorization of familiar Hebrew nouns was used to investigate the participants' sensibility to phonological and orthographic manipulations in the target stimuli. Two groups of readers with hearing impairments and a hearing control group participated in the study. Twenty-seven of the participants with deafness (mean grade 6.9) were raised by hearing parents advocating a strict oral approach at home and at school. For an additional 22 students who were deaf (mean grade 6.9), the majority of them children of deaf parents, Israeli Sign Language was the preferred means of communication. The mean grade of the 39 participants in the hearing control group was 6.5. Findings indicate that both the hearing participants and the participants with prelingual deafness who were trained to communicate orally recoded visually presented target words phonologically. No such evidence was found for participants with deafness who were native signers. Although participants from signing backgrounds seemed to generate nonphonological representations of written words, there was no evidence that for them, the absence of recoding to phonology detrimentally affected on their ability to process such representations flexibly. In all, findings suggest a causal link between an individual's processing strategy for some written words and the modal nature of his or her primary language. 相似文献
13.
Courtin C 《Journal of deaf studies and deaf education》2000,5(3):266-276
The ability to attribute false beliefs (i.e., demonstrate theory of mind) by 155 deaf children between 5 and 8 years of age was compared to that of 39 hearing children ages 4 to 6. The hypotheses under investigation were (1) that linguistic features of sign language could promote the development of theories of mind and (2) that early exposure to language would allow an easier access to these theories. Deaf children were grouped according to their communication mode and the hearing status of their parents. The results obtained in three false belief tasks supported the hypotheses: effective representational abilities were demonstrated by deaf children of deaf parents, whereas those born to hearing parents appeared delayed in that regard, with differences according to their communication mode. 相似文献
14.
This study investigated whether deafness contributes to enhancement of visual spatial cognition independent of knowledge of a sign language. Congenitally deaf school children in India who were born to hearing parents and were not exposed to any sign language, and matched hearing controls, were given a test of digit span and five tests that measured visual spatial skills. The deaf group showed shorter digit span than the hearing group, consistent with previous studies. Deaf and hearing children did not differ in their performance on the visual spatial skills test, suggesting that deafness per se may not be a sufficient factor for enhancement of visual spatial cognition. Early exposure to a sign language and fluent sign skills may be the critical factors that lead to differential development of visual spatial skills in deaf people. 相似文献
15.
The Association between Language and Symbolic Play at Two Years: Evidence from Deaf Toddlers 总被引：2，自引：0，他引：2
Patricia Elizabeth Spencer 《Child development》1996,67(3):867-876
The association between expressive language and symbolic play was investigated in 3 groups of 2-year-olds: deaf children with hearing parents (dH), deaf children with deaf parents (dD), and hearing children with hearing parents (hH). (Each group included 6 girls and 4 boys.) 3 language-level groups were defined. The highest group was well into the vocabulary "explosion" and frequently produced multiword/sign utterances; a middle group was beginning the period of vocabulary expansion and occasionally produced utterances of more than 1 word/sign; a third group produced single word/sign utterances only, and had a limited vocabulary. Hearing status was associated with duration of symbolic play (deaf > hearing). Higher language levels were associated with more canonically sequenced and preplanned play, even when language delays were due to exogenous factors. 相似文献
16.
Edwards L Figueras B Mellanby J Langdon D 《Journal of deaf studies and deaf education》2011,16(2):189-197
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed. 相似文献
17.
A group of non-native, early signing deaf children between the ages of 7 and 11 years were tested on a referential communication task. A group of hearing children matched for sex and mental and chronological age were also included in the study. The aim was to study the deaf children's ability to take another persons perspective in a task that resembled a real-life communicative situation to a higher extent than the standard theory of mind (ToM) tasks. A further aim was to investigate the possible importance of a number of background variables such as mental and chronological age, working memory, and false-belief attribution. Results show that the hearing children outperformed the deaf children on the referential communication task and that results were highly correlated with both chronological and mental age, as well as with working memory. There was a positive, but not significant, correlation between false belief and success on the referential communication task. This is an indication that the two tasks tap different abilities and that false belief might be necessary, but not sufficient in order to be skilled in the art of referential communication. The possible role of working memory in the referential communication task is also discussed. The results support the hypothesis of the importance of early talk about mental states for the later development of ToM abilities. 相似文献
18.
Marc Marschark Rebecca Bull Patricia Sapere Emily Nordmann Wendy Skene Jennifer Lukomski 《欧洲特需教育杂志》2013,28(4):483-497
Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. 相似文献
19.
The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children to a group of hearing children. In order to estimate the development of children's analogical reasoning, especially the development of their understanding of different logical relations, two age groups were singled out in each population of children: younger (9- and 10-year-olds) and older (12- and 13-year-olds). In this way it is possible to assess the influence of early and consistent sign-language communication on the development of the conceptual system in deaf children and to establish whether early and consistent sign-language communication with deaf children affects their mental development to the same extent as early and consistent spoken-language communication with hearing children. The children were given three series of analogy tasks based on different logical relations: (a) a series of verbal analogy tasks (the relations of opposite, part-whole, and causality); (b) a series of numerical analogy tasks (the relations of class membership, opposite, and part-whole); and (c) a series of figural-geometric analogy tasks (the relations of opposite and part-whole). It was found that early and consistent sign-language communication with deaf children plays an almost equivalent role in the development of verbal, numerical, and spatial reasoning by analogy as early and consistent spoken-language communication with hearing children. 相似文献
20.
This study examines a wide range of numerical representations (i.e., quantity, knowledge of multiplication facts, and use of parity information) in adult deaf signers. We introduce a modified version of the number bisection task, with sequential stimulus presentation, which allows for a systematic examination of mathematical skills in deaf individuals in different modalities (number signs in streaming video vs. Arabic digit displays). Reaction times and accuracy measures indicated that deaf signers make use of several representations simultaneously when bisecting number triplets, paralleling earlier findings in hearing individuals. Furthermore, some differences were obtained between the 2 display modalities, with effects being less prominent in the Arabic digit mode, suggesting that mathematical abilities in deaf signers should be assessed in their native sign language. 相似文献