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Deaf children's use of beliefs and desires in negotiation 总被引：3，自引：0，他引：3
Although several studies have shown that deaf children demonstrated impaired performances on false-belief tasks, the children's belief understanding appeared intact when asked to explain emotions or behavior. However, this finding does not necessarily indicate a full-fledged theory of mind. This study aimed to investigate deaf children's negotiation strategies in false-belief situations, because situations that require negotiation provide a natural context with a clear motivational aspect, which might appeal more strongly to deaf children's false-belief reasoning capacities. The purpose of this study was to compare the reactions of 11- to 12-year-old deaf and hearing children to scenarios in which a mother, who is unaware of a change in the situation, threatens to block the fulfillment of the child's desire. The results showed that deaf children more often failed to correct the mother's false beliefs. In contrast with hearing children, who frequently left their own desires implicit, deaf children kept stressing their desires as a primary argument, even though the mother could be expected to be fully aware of these desires. Moral claims were used to the same extent by both groups. In general, deaf children more often used arguments that did not provide new information for their conversation partners, including repetitions of the same argument. The results were interpreted in terms of the special needs that are required by the hampered communication between deaf and hearing people as well as in terms of the ongoing discussion regarding theory-of-mind development in deaf children. 相似文献
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Using a mental imagery procedure, positive or negative emotions were experimentally induced in 5- and 10-year-old children. In the case of the younger children, the induced emotions influenced their performance on a subsequent memory task, i.e. happy children did better than sad ones. Ten-year-olds, however, seemed to perform at an optimal level in both emotional circumstances. It was argued that these older children, with the help of their firmly established general knowledge about the possible effects of emotion on performance, spontaneously countered the effects of the emotion induction procedure. Activation of the young children’s latent knowledge of these effects, simply by questioning them on this point beforehand, produced, even in their case, an optimal performance in both the happy and sad conditions. 相似文献
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MM. Vogel 《Journal of The Franklin Institute》1859,67(2):127-128
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