Narrative Competences of Deaf Children - The Interaction between Sign Language Acquisition and Theory of Mind

儿童叙事能力的发展需要语言能力、社会能力和认知能力的习得，尤其是心理理论的发展。这种关系清楚地表明，在听力正常的父母的失聪儿童的手语叙述中观察到的那种缺陷，他们只能有限地获得口头语言和手语。我们假设，赤字的互动造成语言问题以及认知困难，影响处理的事件被告知，并阻碍充分的方向对对话者。这项研究将打算调查哪些领域的能力，这些儿童受到影响的聋哑父母与本机访问德国手语（DGS）的儿童相比，区分问题的叙述，属于语言领域和属于认知领域的问题。此外，我们将调查是否有限的语言互动只会导致这些能力的习得延迟，或者是否存在不同的习得模式，探索语言和认知领域之间可能的相互依赖关系。为了回答这些问题，我们将进行一项涉及四个不同年龄组的横断面研究。将收集听力正常父母和聋哑父母的严重听力障碍儿童的叙述资料，并就心理理论能力的不同领域进行测试。然后，叙述性数据和心理理论数据将相互分析，在结果的基础上，双语教育计划的聋儿，更普遍的是，教育计划的语言互动经验有限的儿童的教学后果将被概述。

The development of narrative competences of children requires the acquisition of linguistic as well as social and cognitive competences, and, more particular, the development of a theory of mind. Such relationships are clearly indicated by the kind of deficits observable in signed narratives by deaf children of hearing parents, who have only limited access to spoken language as well as sign language. We presume that deficits in interaction cause linguistic problems as well as cognitive difficulties, affecting the processing of the events to be told and impeding adequate orientation towards the interlocutor. The study will intend to investigate which domains of competence of these children are affected in comparison to children of deaf parents with native access to German Sign Language (DGS), differentiating between problems in narrating that belong to the linguistic domain and problems that belong to the cognitive domain. Furthermore, we will investigate if limited access to verbal interaction causes only a delay in the acquisition of these competences or if different acquisition patterns exist, exploring possible interdependencies between the linguistic and the cognitive domain.In order to answer these questions, we will carry out a cross-sectional study involving four different age cohorts. Narrative data of severely hearing impaired children of hearing parents and of deaf parents will be collected and tests will be carried out concerning different domains of theory of mind competences. Thenarrative data and the theory of mind data will be analysed in relation to each other.On the basis of the results, didactic consequences for bilingual education programmes for deaf children and, more generally, educational programmes for children with limited experience in linguistic interaction will be outlined.