Language and theory of mind: A study of deaf children
Language and theory of mind: A study of deaf children
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DOI：
10.1111/j.1467-8624.2007.01004.x
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发表时间：
2007-03-01
影响因子：
4.6
通讯作者：
Hoffmeister, Robert
中科院分区：
文献类型：
--
作者：
Schick, Brenda;de Villiers, Peter;Hoffmeister, Robert
本研究对176名3岁11个月~ 8岁3个月的聋儿进行了心理理论能力的研究。一系列任务挖掘理解错误信念和知识状态和语言技能，美国手语或英语，给每个孩子。有一个显着的延迟在听力正常的父母，谁通常表现出语言延迟，无论他们是否使用英语口语或美国手语的聋哑儿童的心理理论任务。与此相反，来自聋人家庭的聋哑儿童表现相同的同龄听力控制（N=42）。词汇量和理解的句法补充语是显着的独立预测成功的口头和低口头心理理论任务。
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.