Steps in theory-of-mind development for children with deafness or autism
Steps in theory-of-mind development for children with deafness or autism
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DOI：
10.1111/j.1467-8624.2005.00859.x
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发表时间：
2005-03-01
影响因子：
4.6
通讯作者：
Liu, D
中科院分区：
文献类型：
--
作者：
Peterson, CC;Wellman, HM;Liu, D
先前的研究表明，理解心理理论（ToM）是严重的，类似的延迟在晚签聋哑儿童和自闭症儿童。这些孩子只是相对于典型的孩子在时间上延迟了，还是他们表现出了不同的发展模式？目前的研究通过使用ToM量表测试145名耳聋，自闭症或典型发育的儿童（3至13岁）来解决这个问题。结果表明，所有组遵循相同的步骤序列，直到一个点，但自闭症儿童表现出一个重要的不同顺序的理解（在后来的步骤进展）相对于所有其他组。
Prior research demonstrates that understanding theory of mind (ToM) is seriously and similarly delayed in late-signing deaf children and children with autism. Are these children simply delayed in timing relative to typical children, or do they demonstrate different patterns of development? The current research addressed this question by testing 145 children (ranging from 3 to 13 years) with deafness, autism, or typical development using a ToM scale. Results indicate that all groups followed the same sequence of steps, up to a point, but that children with autism showed an importantly different sequence of understandings (in the later steps of the progression) relative to all other groups.