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  • Language and theory-of-mind development in prelingually deafened children with cochlear implants: a preliminary investigation

    Author(s)
    Macaulay, CE
    Ford, RM
    Griffith University Author(s)
    Ford, Ruth
    Year published
    2006
    Metadata
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    Abstract
    One cognitive domain in which deaf children are known to lag behind their hearing peers is that of theory of mind. Impoverished early conversational experience and deprivation of discussion about intangible mental states are seen as likely contributors to this deficit. The present study explored the relation between language and theory-of-mind capabilities in prelingually deafened children aged 4 to 11 years who were cochlear implant users. The children completed theory-of-mind tasks that indexed their ability to reason about conflicting mental representations, namely the understanding of false belief and the distinction ...
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    One cognitive domain in which deaf children are known to lag behind their hearing peers is that of theory of mind. Impoverished early conversational experience and deprivation of discussion about intangible mental states are seen as likely contributors to this deficit. The present study explored the relation between language and theory-of-mind capabilities in prelingually deafened children aged 4 to 11 years who were cochlear implant users. The children completed theory-of-mind tasks that indexed their ability to reason about conflicting mental representations, namely the understanding of false belief and the distinction between appearance and reality. Controlling for age, language ability was found to correlate positively and reliably with theory-of-mind performance.
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    Journal Title
    Cochlear Implants International
    Volume
    7
    Issue
    1
    DOI
    https://doi.org/10.1002/cii.22
    Subject
    Clinical sciences
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/25713
    Collection
    • Journal articles

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