The Mind Behind the Message: Advancing Theory‐of‐Mind Scales for Typically Developing Children, and Those With Deafness, Autism, or Asperger Syndrome

Peterson, Candida C.; Wellman, Henry M.; Slaughter, Virginia

doi:10.1111/j.1467-8624.2011.01728.x

Cited by 241 publications

(297 citation statements)

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“…They did make references to emotions and desires but not to epistemic mental states such as beliefs. This means that parents may have adapted their language by using simplified conversations that are more appropriate for young children (Peterson, Wellman & Slaughter, 2012). The characteristics of the deaf child drive the conversation in that the words, gestures, and homesigns used by hearing parents in an effort to communicate on a level with their deaf infants and children can make effective reference to concrete and observable concepts but encounter severe obstacles with abstract notions such as beliefs.…”

Section: Discussionmentioning

confidence: 99%

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Mental state language and quality of conversational experience in deaf and hearing children

Morgan

Meristo

Mann

et al. 2014

Cognitive Development

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Examining conversational input and communicative interaction between hearing parents and very young children may help to identify the origins of subsequent social cognitive delays in deaf children. In the investigation reported here, we examined parental mental state language directed at young deaf and hearing children in terms of content and interactional quality of the conversational input. Any differences observed may provide insights into the importance of early mental state conversations for children's social cognitive development. We were also interested in the effects of different language and cultural environments on children's early conversational experience. We examine this, by comparing infants and toddlers from the UK and Sweden. Both countries have a strong record in early Conversational input to deaf children 6 identification of deafness and subsequent remediation services and so we will be able to evaluate development in children who experience both early and good quality intervention. Permanent repository link MethodParticipants. The Swedish sample consisted of 10 hearing infants (4 female) and 10 deaf infants (6 female), all of whom had hearing parents. The mean age of the hearing group was 23 months (range: 19 to 28 months). The deaf infants had a mean age of 23 months (range: 17 to 26 months). They were healthy and without known additional disabilities such as cerebral palsy, autism, mental retardation, or visual impairment.In the group of Swedish deaf infants, five used cochlear implants ( Woolfe, Herman, Roy, & Woll, 2010). In the deaf group, two infants had two older siblings aged 4 to 7 years. In the hearing group, three infants each had one older sibling aged 5 to 13 years. One infant in each group had a 2-month-old younger sibling. Five other infants were initially tested and excluded because they did not cooperate during the visit (1 deaf and 4 hearing children). Children's language scores were measured as extremely poor using the Reynell Developmental Language Scales (Reynell, 1977). Conversational input to deaf children 7The UK sample consisted of 20 deaf children (10 female) and 9 hearing children (5 female Of the 20 deaf children, 16 had CIs and four HAs at the time of testing. The CI children had pre-implant hearing levels in the range of 80 to >140 dB of hearing loss. The mean age of implantation was 18 months (range: 12 -29 months), and the mean time since implantation was 11 months (range: 1 -19 months). The HA children had hearing levels in the moderately to severely deaf range (between 50 and 80 dB of hearing loss). The mean age of amplification was 4 months (range: 1-10 months) and the mean time since first use of HA was 24 months (range: 12 -31 months). All deaf children had hearing parents who had minimal familiarity with British Sign Language (BSL). The children's language scores were assessed using the BSL and English MacArthur Bates CDI (Woolfe et al, 2...

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Section: Discussionmentioning

confidence: 99%

“…There are developmental differences between different types of mental state concepts with desire preceding emotion and lastly beliefs (Peterson, Wellman, & Slaughter, 2012 Figure 1). Within-group comparisons are given in supporting information.…”

Section: Conversational Input To Deaf Childrenmentioning

confidence: 99%

Mental state language and quality of conversational experience in deaf and hearing children

Morgan

Meristo

Mann

et al. 2014

Cognitive Development

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“…There are various social-cognitive concepts that constitute the developing ToM in later childhood and adolescence (Peterson, Wellman, & Slaughter, 2012). The concept that has been most thoroughly investigated is that of false belief, involving recognition that an individual's behaviour is based on how he or she mentally represents the world, rather than on objective reality.…”

Section: Introductionmentioning

confidence: 99%

The adolescent mind in school: theory of mind and self-concept in Canadian and Polish youth

Bosacki

Białecka‐Pikul

Szpak

2013

International Journal of Adolescence and Youth

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“…Despite these delays, the progression of developmental achievements does seem to be similar across normally-hearing and DHH children (Peterson, O'Reilly, & Wellman, 2016;Peterson, Wellman, & Liu, 2005;Peterson, Wellman, & Slaughter, 2012). In fact, studies on DHH signing children have provided some important insights into the way in which early interaction between children and their caregivers supports ToM development.…”

Section: Development Of Theory Of Mindmentioning

confidence: 99%

“…It was also compared to performance of DHH signing children from an Australian context reported in earlier studies (Peterson et al, 2005(Peterson et al, , 2012. Correlational analysis was also performed between ToM scale performance, sign language comprehension, working memory capacity and reading comprehension.…”

Section: Paper IIImentioning

confidence: 99%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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The Mind Behind the Message: Advancing Theory‐of‐Mind Scales for Typically Developing Children, and Those With Deafness, Autism, or Asperger Syndrome

Cited by 241 publications

References 45 publications

Mental state language and quality of conversational experience in deaf and hearing children

Mental state language and quality of conversational experience in deaf and hearing children

The adolescent mind in school: theory of mind and self-concept in Canadian and Polish youth

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

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